‫`‬

‫ﺳﻠﻄﻨﺔ ﻋُﻤﺎﻥ‬
‫ﺟﺎﻣﻌـــﺔ ﻧـــﺰﻭﻯ‬
‫ﻛﻠﻴـــــﺔ ﺍﻟﻌﻠــــــﻮﻡ ﻭﺍﻵﺩﺍﺏ‬
‫ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‬

‫ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ‬

‫ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬
‫‪The Degree of Availability of the Learning‬‬
‫‪Organization Dimensions in Sultan Qaboos College‬‬
‫‪for Teaching Arabic to Non-Native Speakers‬‬

‫ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﻣﻘﺪﻣﺔ ﻣﻦ ﺍﻟﻄﺎﻟﺐ‪:‬‬

‫ﺳﺎﻟﻢ ﺑﻦ ﺳﻠﻴﻤﺎﻥ ﺑﻦ ﺳﺎﻟﻢ ﺍﻟﺒﻮﺳﻌﻴﺪﻱ‬
‫ﻻﺳﺘﻜﻤﺎﻝ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ‪-‬‬
‫ﺗﺨﺼﺺ ﺇﺩﺍﺭﺓ ﺗﻌﻠﻴﻤﻴﺔ‬

‫ﺇﺷﺮﺍﻑ‪:‬‬
‫ﺩ‪ .‬ﺣﺴﺎﻡ ﺍﻟﺪﻳﻦ ﺍﻟﺴﻴﺪ ﻣﺤﻤﺪ )ﻣﺸﺮﻓﺎ ﺭﺋﻴﺴﺎ(‬
‫ﺃ‪ .‬ﺩ‪ .‬ﻋﺒﺪ ﺍﻟﻤﺠﻴﺪ ﺑﻨﺠﻼﻟﻲ)ﻋﻀﻮﺍ(‬ ‫ﺩ‪ .‬ﻣﺤﻤﺪ ﺍﻟﺠﺮﺍﻳﺪﻩ‬

‫‪2018‬‬
‫ﺃ‬
‫ﺇﻟﻰ ﻋﺎﺋﻠﺗﻲ ﺍﻟﻜﺮﻳﻣﺔ‪ ،‬ﺃﻣﻲ ﻭﺃﺑﻲ ﺃﻃﺎﻝ ﺍﻟﻠﻪ ﻓﻲ ﻋﻣﺮﻫﻣﺎ‪ ،‬ﻭﺯﻭﺟﺗﻲ ﺭﻓﻳﻘﺔ ﺩﺭﺑﻲ‪ ،‬ﻭﺃﺑﻧﺎﺋﻲ ﻗﺮﺓ‬
‫ﻋﻳﻧﻲ‪ ،‬ﻭﺇﺧﻮﺗﻲ ﻭﺃﺧﻮﺍﺗﻲ ﺳﻧﺪﻱ ﻓﻲ ﺍﻟﺣﻳﺎﺓ‪.‬‬

‫ﺇﻟﻰ ﺇﺩﺍﺭﺓ ﻭﻣُﺪﺭﺳﻲ ﻭﻣﻮﻇﻔﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪.‬‬

‫ﺇﻟﻰ ﺟﻣﻳﻊ ﺃﺳﺎﺗﺬﺗﻲ ﻓﻲ ﺟﺎﻣﻌﺔ ﻧﺰﻭﻯ‪.‬‬

‫ﺇﻟﻰ ﻛﻞ ﻣﻦ ﻭﻗﻒ ﺑﺟﺎﻧﺑﻲ ﻭﺳﺎﻧﺪﻧﻲ ﻹﺗﻣﺎﻡ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﺷﻜﺮﺍ ﻟﻜﻢ ﻣﻦ ﺍﻟﻘﻠﺐ‪.‬‬

‫ﺏ‬
‫ﺍﻟﺣﻣﺪ ﻟﻠﻪ ﺗﻌﺎﻟﻰ ﻋﻠﻰ ﺗﻮﻓﻳﻘﻪ ﻹﺗﻣﺎﻡ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻳﺳﻌﺪﻧﻲ ﺃﻥ ﺃﺗﻘﺪﻡ ﺑﺎﻟﺷﻜﺮ ﺍﻟﺟﺰﻳﻞ ﺇﻟﻰ‬
‫ﻟﺟﻧﺔ ﺍﻟﻣﻧﺎﻗﺷﺔ )ﺍﻟﺪﻛﺗﻮﺭ ﻋﺑﺪﺍﻟﻔﺗﺎﺡ ﺍﻟﺧﻮﺍﺟﺔ‪ ،‬ﻭﺍﻟﺪﻛﺗﻮﺭ ﻋﻠﻲ ﺧﻣﻳﺲ ﻋﻠﻲ‪ ،‬ﻭﺍﻟﺪﻛﺗﻮﺭ ﺣﻠﻳﺲ‬
‫ﺍﻟﻌﺮﻳﻣﻲ( ﻋﻠﻰ ﻣﻼﺣﻈﺎﺗﻬﻢ ﻭﺗﻌﺪﻳﻼﺗﻬﻢ ﻭﺇﺛﺮﺍﺋﻬﻢ ﻟﻠﻣﻮﺿﻮﻉ‪ ،‬ﻭﺃﺗﻘﺪﻡ ﺑﺧﺎﻟﺺ ﺍﻟﺷﻜﺮ ﺍﻟﺟﺰﻳﻞ‬
‫ﻟﻠﺪﻛﺗﻮﺭ ﺣﺳﺎﻡ ﺍﻟﺪﻳﻦ ﺍﻟﺳﻳﺪ ﻣﺣﻣﺪ ﻋﻠﻰ ﺗﻮﺟﻳﻬﺎﺗﻪ ﻭﻣﺗﺎﺑﻌﺗﻪ ﺍﻟﻣﺳﺗﻣﺮﺓ ﻭﺳﻌﺔ ﺻﺪﺭﻩ ﻹﺗﻣﺎﻡ ﻫﺬﺍ‬
‫ﺍﻟﻌﻣﻞ ﻋﻠﻰ ﺃﻛﻣﻞ ﻭﺟﻪ‪ ،‬ﻭﺇﻟﻰ ﺟﻣﻳﻊ ﺃﺳﺎﺗﺬﺗﻲ ﻓﻲ ﺟﺎﻣﻌﺔ ﻧﺰﻭﻯ ﺍﻟﺬﻳﻦ ﺑﺬﻟﻮﺍ ﺍﻟﺟﻬﺪ ﺍﻟﻜﺑﻳﺮ ﻓﻲ‬
‫ﺗﻌﻠﻳﻣﻧﺎ ﺃﺳﺲ ﺍﻟﺑﺣﺚ ﺍﻟﻌﻠﻣﻲ ﻭﺗﻮﺟﻳﻬﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻟﻧﺎ‪ ،‬ﻭﺃﺧﺺ ﺑﺎﻟﺷﻜﺮ ﺍﻟﺪﻛﺗﻮﺭ ﻣﺣﻣﺪ ﺍﻟﺟﺮﺍﻳﺪﻩ‬
‫ﻭﺍﻟﺪﻛﺗﻮﺭ ﻣﺣﻣﻮﺩ ﺧﻮﺭﺷﻳﺪ‪ ،‬ﻭﺃﺷﻜﺮ ﺍﻷﺳﺗﺎﺫ ﺩﺍﻭﻭﺩ ﺍﻟﻌﺎﻣﺮﻱ ﻭﺍﻷﺳﺗﺎﺫﺓ ﺃﺳﻣﺎﺀ ﺍﻟﻬﻧﺎﺋﻳﺔ ﻣﻦ ﻗﺳﻢ‬
‫ﺍﻟﺗﺮﺑﻳﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺳﺎﻧﻳﺔ‪ ،‬ﻭﺍﻷﺳﺗﺎﺫ ﺍﻟﻮﻟﻳﺪ ﺍﻟﻌﺑﺮﻱ ﻣﻦ ﻗﺳﻢ ﺍﻟﻘﺑﻮﻝ ﻭﺍﻟﺗﺳﺟﻳﻞ ﺑﺟﺎﻣﻌﺔ ﻧﺰﻭﻯ ﻋﻠﻰ‬
‫ﺗﻌﺎﻭﻧﻬﻢ ﺍﻟﻣﺳﺗﻣﺮ‪ ،‬ﻭﻋﻠﻰ ﺟﻬﻮﺩﻫﻢ ﺍﻟﻣﺗﻮﺍﺻﻠﺔ ﻟﻣﺗﺎﺑﻌﺔ ﻃﻼﺏ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻳﺎ‪.‬‬

‫ﻭﺃﺗﻘﺪﻡ ﺑﺎﻟﺷﻜﺮ ﺍﻟﺟﺰﻳﻞ ﻟﻣﻦ ﺳﺎﻫﻢ ﻓﻲ ﺗﻮﺯﻳﻊ ﺃﺩﺍﺓ ﺍﻟﺑﺣﺚ‪ ،‬ﻭﻟﻣﺣﻜﻣﻲ ﺍﻷﺩﺍﺓ ﻋﻠﻰ ﺗﻮﺟﻳﻬﺎﺗﻬﻢ‬
‫ﻭﺗﻌﺪﻳﻼﺗﻬﻢ ﻓﻲ ﺃﺩﺍﺓ ﺍﻟﺑﺣﺚ‪ ،‬ﺣﻳﺚ ﻛﺎﻧﺖ ﺗﻌﺪﻳﻼﺗﻬﻢ ﻭﺗﻮﺟﻳﻬﺎﺗﻬﻢ ﺃﺳﺎﺳﺎ ﻹﺧﺮﺍﺝ ﺍﻷﺩﺍﺓ ﺑﺻﻮﺭﺓ‬
‫ﺟﻳﺪﺓ‪.‬‬

‫ﻛﻣﺎ ﺃﺷﻜﺮ ﺍﻷﺳﺗﺎﺫﺓ ﺷﻬﻠﺔ ﺍﻟﺟﻧﻳﺑﻳﺔ ﻭﺍﻷﺳﺗﺎﺫﺓ ﻋﺎﺋﺷﺔ ﺍﻟﺑﻠﻮﺷﻳﺔ ﻋﻠﻰ ﺍﻟﻣﺮﺍﺟﻌﺔ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻟﻠﺪﺭﺍﺳﺔ‪.‬‬

‫ﻭﺧﺎﻟﺺ ﺷﻜﺮﻱ ﻭﺗﻘﺪﻳﺮﻱ ﻹﺩﺍﺭﺓ ﻭﻣﻮﻇﻔﻲ ﻭﻣﺪﺭﺳﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻋﻠﻰ ﺩﻋﻣﻬﻢ ﺍﻟﻣﺗﻮﺍﺻﻞ ﻟﻲ ﺃﺛﻧﺎﺀ ﺇﻋﺪﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻣﻮﻇﻔﻲ ﻣﻜﺗﺑﺔ ﺣﺻﻦ ﺍﻟﺷﻣﻮﺥ ﻋﻠﻰ‬
‫ﺍﻟﺪﻋﻢ ﺍﻟﻣﺗﻮﺍﺻﻞ ﻟﻄﻼﺏ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻳﺎ ﻭﺍﻟﺑﺣﺚ ﺍﻟﻌﻠﻣﻲ‪.‬‬

‫ﻭﺷﻜﺮﻱ ﺍﻟﺧﺎﺹ ﻟﻌﺎﺋﻠﺗﻲ ﺍﻟﻜﺮﻳﻣﺔ ﻋﻠﻰ ﻣﺳﺎﻧﺪﺗﻬﻢ ﻟﻲ‪ ،‬ﻭﺗﺣﻣﻞ ﺍﻧﺷﻐﺎﻟﻲ ﻋﻧﻬﻢ‪.‬‬

‫ﺍﻟﺑﺎﺣﺚ‬

‫ﺝ‬
‫ﺩ‬
‫ﺍﻟﺻﻔﺣﺔ‬ ‫ﺍﻟﻣﻮﺿﻮﻉ‬
‫ﺏ‬ ‫ﺇﻫﺪﺍﺀ‬
‫ﺝ‬ ‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺩ‪-‬ﻩ‬ ‫ﻗﺎﺋﻣﺔ ﺍﻟﻣﺣﺗﻮﻳﺎﺕ‬
‫ﻭ‬ ‫ﻗﺎﺋﻣﺔ ﺍﻟﺟﺪﺍﻭﻝ‬
‫ﺯ‬ ‫ﻗﺎﺋﻣﺔ ﺍﻟﻣﻼﺣﻖ‬
‫ﺡ‬ ‫ﻣﻠﺧﺺ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪8-1‬‬ ‫ﺍﻟﻔﺻﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺪﺭﺍﺳﺔ‬
‫‪2‬‬ ‫ﺍﻟﻣﻘﺪﻣﺔ‬
‫‪5‬‬ ‫ﻣﺷﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﺳﺋﻠﺗﻬﺎ‬
‫‪6‬‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪7‬‬ ‫ﺃﻫﻣﻳﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪7‬‬ ‫ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪8‬‬ ‫ﻣﺻﻄﻠﺣﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪46-9‬‬ ‫ﺍﻟﻔﺻﻞ ﺍﻟﺛﺎﻧﻲ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻧﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‬
‫‪10‬‬ ‫ﺗﻌﺮﻳﻒ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫‪12‬‬ ‫ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‬
‫‪15‬‬ ‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‬
‫‪17‬‬ ‫ﻧﺷﺄﺓ ﻭﺗﻄﻮﺭ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫‪18‬‬ ‫ﺃﻫﻣﻳﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫‪20‬‬ ‫ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫‪30-23‬‬ ‫ﻧﻣﺎﺫﺝ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫‪24‬‬ ‫ﻧﻣﻮﺫﺝ ﺳﻳﻧﺞ ‪ Senge‬ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫‪26‬‬ ‫ﻧﻣﻮﺫﺝ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ ‪ Marquardt‬ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫‪28‬‬ ‫ﻧﻣﻮﺫﺝ ﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ‪ Marsick & Watkins‬ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫‪30‬‬ ‫ﻣﻌﻮﻗﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫‪33‬‬ ‫ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‬

‫ﻩ‬
‫ﺍﻟﺻﻔﺣﺔ‬ ‫ﺍﻟﻣﻮﺿﻮﻉ‬
‫‪41-36‬‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‬
‫‪36‬‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑﻳﺔ‬
‫‪41‬‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﺟﻧﺑﻳﺔ‬
‫‪51-47‬‬ ‫ﺍﻟﻔﺻﻞ ﺍﻟﺛﺎﻟﺚ‪ :‬ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪48‬‬ ‫ﻣﻧﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪48‬‬ ‫ﻣﺟﺗﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻋﻳﻧﺗﻪ‬
‫‪49‬‬ ‫ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪50‬‬ ‫ﺻﺪﻕ ﺍﻷﺩﺍﺓ ﻭﺛﺑﺎﺗﻬﺎ‬
‫‪51‬‬ ‫ﺍﻟﻣﻌﺎﻟﺟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ‬
‫‪70-52‬‬ ‫ﺍﻟﻔﺻﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪53‬‬ ‫ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺳﺆﺍﻝ ﺍﻷﻭﻝ‬
‫‪65‬‬ ‫ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺳﺆﺍﻝ ﺍﻟﺛﺎﻧﻲ‬
‫‪83-71‬‬ ‫ﺍﻟﻔﺻﻞ ﺍﻟﺧﺎﻣﺲ‪ :‬ﻣﻧﺎﻗﺷﺔ ﺍﻟﻧﺗﺎﺋﺞ ﻭﺍﻟﺗﻮﺻﻳﺎﺕ‬
‫‪72‬‬ ‫ﻣﻧﺎﻗﺷﺔ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺳﺆﺍﻝ ﺍﻷﻭﻝ‬
‫‪80‬‬ ‫ﻣﻧﺎﻗﺷﺔ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺳﺆﺍﻝ ﺍﻟﺛﺎﻧﻲ‬
‫‪83‬‬ ‫ﺍﻟﺗﻮﺻﻳﺎﺕ ﻭﻣﻘﺗﺮﺣﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪84‬‬ ‫ﺍﻟﻣﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻳﺔ‬
‫‪87‬‬ ‫ﺍﻟﻣﺮﺍﺟﻊ ﺍﻷﺟﻧﺑﻳﺔ‬
‫‪90‬‬ ‫ﺍﻟﻣﻼﺣﻖ‬
‫‪a‬‬ ‫ﺍﻟﻣﻠﺧﺺ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﺟﻠﻳﺰﻳﺔ )‪(Abstract‬‬

‫ﻭ‬
 ‫ﻗﺎﺋﻣﺔ ﺍﻟﺟﺪﺍﻭﻝ‬

‫ﺍﻟﺻﻔﺣﺔ‬ ‫ﻋﻧﻮﺍﻥ ﺍﻟﺟﺪﻭﻝ‬ ‫ﺭﻗﻢ‬

‫ﺍﻟﺟﺪﻭﻝ‬
‫‪16‬‬ ‫ﻣﻘﺎﺭﻧﺔ ﺑﻳﻦ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬ ‫‪1‬‬
‫‪48‬‬ ‫ﺍﻟﻌﻳﻧﺔ ﺣﺳﺐ ﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪2‬‬
‫‪49‬‬ ‫ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪3‬‬
‫‪50‬‬ ‫ﻃﺮﻳﻘﺔ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺳﺐ ﺍﻟﺗﺪﺭﺝ ﺍﻟﺳﺪﺍﺳﻲ‬ ‫‪4‬‬
‫‪51‬‬ ‫ﻣﻌﺎﻣﻞ ﺍﻟﺛﺑﺎﺕ ﻟﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻟﻠﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬ ‫‪5‬‬
‫‪53‬‬ ‫ﺍﻟﻣﻌﻳﺎﺭ ﺍﻟﻣﻌﺗﻣﺪ ﻓﻲ ﺗﻔﺳﻳﺮ ﻧﺗﺎﺋﺞ ﺍﻟﺳﺆﺍﻝ ﺍﻷﻭﻝ ﻟﻠﺪﺭﺍﺳﺔ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬ ‫‪6‬‬
‫‪54‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ‬ ‫‪7‬‬
‫ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪56‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﻣﺣﻮﺭ ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‬ ‫‪8‬‬
‫ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪57‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﻣﺣﻮﺭ ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‬ ‫‪9‬‬
‫ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪59‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﻣﺣﻮﺭ ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ‬ ‫‪10‬‬
‫ﺍﻟﺟﻣﺎﻋﻲ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪60‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﻣﺣﻮﺭ ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ‬ ‫‪11‬‬
‫ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪62‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﻣﺣﻮﺭ ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ‬ ‫‪12‬‬
‫ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪63‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﻣﺣﻮﺭ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ‬ ‫‪13‬‬
‫ﺍﻟﺧﺎﺭﺟﻳﺔ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪64‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﻣﺣﻮﺭ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻣﺮﺗﺑﺔ‬ ‫‪14‬‬
‫ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪66‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ ‪ T‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬ ‫‪15‬‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‬
‫‪67‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ ‪ T‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬ ‫‪16‬‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ‬
‫‪68‬‬ ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ ‪ T‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬ ‫‪17‬‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ‬
‫‪69‬‬ ‫ﺍﺧﺗﺑﺎﺭ ﺗﺣﻠﻳﻞ ﺍﻟﺗﺑﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬ ‫‪18‬‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻩ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‬
‫‪70‬‬ ‫ﺍﺧﺗﺑﺎﺭ)ﺷﻳﻔﻳﻪ( ﻟﻠﻣﻘﺎﺭﻧﺎﺕ ﺍﻟﺑﻌﺪﻳﺔ ﻟﻠﻔﺮﻭﻗﺎﺕ ﺑﻳﻦ ﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ ﻟﻣﺣﻮﺭ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‬ ‫‪19‬‬

‫ﺯ‬
 ‫ﻗﺎﺋﻣﺔ ﺍﻟﻣﻼﺣﻖ‬

‫ﺍﻟﺻﻔﺣﺔ‬ ‫ﻋﻧﻮﺍﻥ ﺍﻟﻣﻠﺣﻖ‬ ‫ﺭﻗﻢ ﺍﻟﻣﻠﺣﻖ‬

‫ﺍﺳﺗﺑﺎﻧﺔ ﺍﻟﻌﻳﻧﺔ ﺍﻻﺳﺗﻄﻼﻋﻳﺔ‬
‫‪91‬‬ ‫‪1‬‬

‫ﺍﻻﺳﺗﺑﺎﻧﺔ ﻓﻲ ﺻﻮﺭﺗﻬﺎ ﺍﻷﻭﻟﻳﺔ‬

‫‪92‬‬ ‫‪2‬‬

‫ﺍﻻﺳﺗﺑﺎﻧﺔ ﻓﻲ ﺻﻮﺭﺗﻬﺎ ﺍﻟﻧﻬﺎﺋﻳﺔ‬

‫‪101‬‬ ‫‪3‬‬

‫ﺃﺳﻣﺎﺀ ﺍﻟﻣُﺣﻜّﻣﻳﻦ‬
‫‪110‬‬ ‫‪4‬‬

‫ﺡ‬
‫"ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ"‬
‫ﺇﻋﺪﺍﺩ‪ /‬ﺳﺎﻟﻢ ﺑﻦ ﺳﻠﻳﻣﺎﻥ ﺍﻟﺑﻮﺳﻌﻳﺪﻱ‬
‫ﺇﺷﺮﺍﻑ‪:‬‬
‫ﺩ‪ /‬ﺣﺳﺎﻡ ﺍﻟﺪﻳﻦ ﺍﻟﺳﻳﺪ ﻣﺣﻣﺪ )ﻣﺷﺮﻓﺎ ﺭﺋﻳﺳﺎ(‬
‫ﺃ‪ .‬ﺩ‪ /‬ﻋﺑﺪ ﺍﻟﻣﺟﻳﺪ ﺑﻧﺟﻼﻟﻲ )ﻋﺿﻮﺍ(‬ ‫ﺩ‪ /‬ﻣﺣﻣﺪ ﺍﻟﺟﺮﺍﻳﺪﻩ‬

‫ﻣُﻠﺧّﺺ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﺇﻟﻰ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﻟﻜﻠﻳﺔ‪،‬‬
‫ﻭﺍﺳﺗﺧﺪﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻣﻧﻬﺟﻲ ﺍﻟﻮﺻﻔﻲ‪ ،‬ﻛﻣﺎ ﺍﺳﺗﺧﺪﻣﺖ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫)‪ (Dimensions of Learning Organization Questionnaire‬ﻭﻳﺮﻣﺰ ﻟﻬﺎ )‪(DLOQ‬‬
‫ﻭﺍﻟﺗﻲ ﻗﺎﻣﺖ ﺑﺗﻄﻮﻳﺮﻫﺎ ﻣﺎﺭﺳﻚ ﻭ ﻭﺍﺗﻜﻧﺰ )‪ (Watkins & Marsick, 1996‬ﻓﻲ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫ﻭﺍﻟﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺑﻌﺪ ﺍﻟﺗﺄﻛﺪ ﻣﻦ ﺻﺪﻗﻬﺎ ﻭﺛﺑﺎﺗﻬﺎ ﺗﻢَّ ﺗﻄﺑﻳﻘﻬﺎ ﻋﻠﻰ ﻋﻳﻧﺔ ﺑﻠﻐﺖ )‪ (42‬ﻋﺎﻣﻼ ﺑﺎﻟﻜﻠﻳﺔ‪.‬‬

‫ﻭﺃﻇﻬﺮﺕ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﺟﺎﺀﺕ ﻣﺗﻮﺳﻄﺔ‬
‫ﺑﺷﻜﻞ ﻋﺎﻡ ﻭﻣﺗﻮﺳﻄﺔ ﺃﻳﺿﺎً ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﻇﻬﺮﺕ ﺍﻟﻧﺗﺎﺋﺞ ﺃﻳﺿﺎ ﻋﺪﻡ ﻭﺟﻮﺩ‬
‫ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻓﻲ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬
‫ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪ ،‬ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻧﻮﻉ ﻭﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﺧﺑﺮﺓ ﻋﻧﺪ‬
‫ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪ (0.05≥α‬ﻓﻲ ﺍﺳﺗﺟﺎﺑﺎﺕ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺃﻣّﺎ ﻓﻲ ﻣﺗﻐﻳﺮ ﻧﻮﻉ‬
‫ﺍﻟﻮﻇﻳﻔﺔ ﻓﻜﺷﻔﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻓﻲ ﺟﻣﻳﻊ ﺍﻟﻣﺣﺎﻭﺭ ﻣﺎ ﻋﺪﺍ‬
‫ﻓﻲ ﻣﺣﻮﺭ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﺣﻳﺚ ﻛﺎﻧﺖ ﺍﻟﻔﺮﻭﻕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺑﻳﻦ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﻣﻦ‬
‫ﺟﻬﺔ ﻭﺍﻹﺩﺍﺭﻳﻳﻦ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻟﺻﺎﻟﺢ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ‪.‬‬

‫ﻭﺃﻭﺻﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺗﻧﻔﻳﺬ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺑﻳﺔ ﻹﺩﺍﺭﺓ ﻭﻣﻮﻇﻔﻲ ﺍﻟﻜﻠﻳﺔ ﺗﺧﺗﺺ ﺑﺎﻷﺳﺎﻟﻳﺐ ﻭﺍﻟﻮﺳﺎﺋﻞ‬
‫ﻭﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻲ ﺗُﻣﻜّﻦ ﺍﻟﻜﻠﻳﺔ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻣﺮﺣﻠﺔ ﺗﺗﻮﺍﻓﺮ ﺑﻬﺎ ﺟﻣﻳﻊ ﻣﻘﻮﻣﺎﺕ ﻭﺧﺻﺎﺋﺺ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﺑﺈﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﺟﻣﻳﻊ ﻣﻧﺳﻮﺑﻲ ﺍﻟﻜﻠﻳﺔ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻋﻦ ﻃﺮﻳﻖ ﺗﻮﻓﻳﺮ‬
‫ﺍﻟﻣﻮﺍﺭﺩ ﺍﻟﻼﺯﻣﺔ ﻭﺗﺳﻬﻳﻞ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻟﺬﻟﻚ‪ ،‬ﻭﻣﻧﺢ ﺍﻟﻜﻠﻳﺔ ﻣﺰﻳﺪﺍ ﻣﻦ ﺍﻟﺻﻼﺣﻳﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﺑﻣﺎ ﻳﻣﻜﻧﻬﺎ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺑﺎﻟﻜﻠﻳﺔ ﺇﻟﻰ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ‪.‬‬

‫ﻁ‬
‫ﻱ‬
 ‫ﺍﻟﻔﺻﻞ ﺍﻷﻭﻝ‬

‫ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺪﺭﺍﺳﺔ‬

 ‫ﺍﻟﻔﺻﻞ ﺍﻷﻭﻝ‬

‫ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺪﺭﺍﺳﺔ‬

‫ﺍﻟﻣﻘﺪﻣـــﺔ‪:‬‬

‫ﺷﻬﺪ ﺍﻟﻌﺎﻟﻢ ﻧﻘﻠﺔ ﻧﻮﻋﻳﺔ ﻓﻲ ﺷﺗﻰ ﺍﻟﻣﺟﺎﻻﺕ‪ ،‬ﻭﺃﺻﺑﺢ ﻗﻄﺎﻉ ﺍﻟﺗﻌﻠﻳﻢ ﺭﺍﻓﺪﺍ ﺍﻗﺗﺻﺎﺩﻳﺎ ﺍﺳﺗﺮﺍﺗﻳﺟﻳﺎ‬
‫ﻟﻠﺪﻭﻝ‪ ،‬ﺗﺑﻧﻰ ﻋﻠﻳﻪ ﺧﻄﻂ ﺍﻟﻧﻬﻮﺽ ﺍﻟﻣﺳﺗﻘﺑﻠﻲ ﻭﻳﺳﺗﻌﺎﻥ ﺑﻪ ﻓﻲ ﺍﻟﺗﻄﻮﻳﺮ ﺍﻻﻗﺗﺻﺎﺩﻱ‪ ،‬ﻭﺗﻄﻮﺭ‬
‫ﺍﻟﺗﻌﻠﻳﻢ ﺑﻼ ﺷﻚ ﻫﻮ ﺗﻄﻮﺭ ﻟﻠﺪﻭﻝ ﻭﻟﻸﻣﻢ‪ ،‬ﻭﻓﻲ ﻋﺻﺮ ﺛﻮﺭﺓ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺻﺎﻻﺕ‪ ،‬ﻳﻈﻞ ﺍﻟﺗﻌﻠﻳﻢ‬
‫ﺃﻗﻮﻯ ﺳﻼﺡ ﻟﻣﻮﺍﻛﺑﺔ ﺍﻟﺗﻐﻳﺮﺍﺕ ﻭﺍﻟﺗﻄﻮﺭﺍﺕ ﻭﻟﻠﺗﻜﻳﻒ ﻣﻌﻬﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﻄﻮﻳﺮ ﻭﺍﻻﺳﺗﻣﺮﺍﺭﻳﺔ‪،‬‬
‫ﻭﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻣﺛﻞ ﺑﻘﻳﺔ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺗﺣﺗﺎﺝ ﻟﻠﺗﻌﻠﻢ ﻋﻠﻰ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﺟﻣﺎﻋﻲ‬
‫ﻭﺍﻟﺗﻧﻈﻳﻣﻲ ﻟﺗﻜﻮﻥ ﻋﺿﻮﺍ ﺑﺎﺭﺯﺍ ﻭﻣﺆﺛﺮﺍ ﻓﻲ ﻣﺟﺗﻣﻊ ﺍﻟﻣﻌﺮﻓﺔ‪.‬‬
‫ﻭﻓﻲ ﺍﻟﻘﺮﻥ ﺍﻟﺣﺎﺩﻱ ﻭﺍﻟﻌﺷﺮﻳﻦ ﺑﺪﺃ ﻋﺻﺮ ﺟﺪﻳﺪ ﻓﻲ ﺗﻄﻮﺭ ﻫﻳﻜﻠﺔ ﻭﻭﺿﻊ ﺍﻟﻣﻧﻈﻣﺎﺕ‪،‬‬
‫ﻓﺎﻟﺗﻐﻳﺮﺍﺕ ﺍﻟﺗﻲ ﻃﺮﺃﺕ ﻋﻠﻰ ﺑﻳﺋﺔ ﺍﻻﻗﺗﺻﺎﺩ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﻮﻟﻣﺔ ﻭﺍﻟﺗﻜﻧﻮﻟﻮﺟﻳﺎ ﻓﺮﺿﺖ ﻋﻠﻰ‬
‫ﺍﻟﻣﻧﻈﻣﺎﺕ ﺃﻥ ﺗﺣﻮّﻝ ﻧﻔﺳﻬﺎ ﺑﺷﻜﻞ ﻣﻠﺣﻮﻅ ﻟﻜﻲ ﺗﺗﻣﻜﻦ ﻣﻦ ﺍﻟﺑﻘﺎﺀ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺟﺪﻳﺪ ﻭﻓﻲ ﺍﻗﺗﺻﺎﺩﻩ‬
‫ﺍﻟﺟﺪﻳﺪ‪ ،‬ﻓﺎﻟﻣﻧﻈﻣﺎﺕ ﺫﺍﺕ ﺍﻟﻔﻜﺮ ﺍﻷﻭﺳﻊ ﻭﺍﻟﻣﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻢ ﺳﺗﺻﺑﺢ ﻣﻦ ﺍﻟﻘﺎﺩﺓ ﺍﻟﻌﺎﻟﻣﻳﻳﻦ‪،‬‬
‫ﻭﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﺗﻲ ﻻ ﺗﺳﺗﻄﻳﻊ ﺃﻥ ﺗﻮﺍﻛﺐ ﺍﻟﺗﻐﻳﺮﺍﺕ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺟﺪﻳﺪ ﻟﻦ ﺗﺳﺗﻄﻳﻊ ﺍﻟﺑﻘﺎﺀ ﻓﻲ ﺍﻟﺑﻳﺋﺔ‬
‫ﺍﻟﻣﺷﺑﻌﺔ ﺑﺎﻟﻣﻌﻠﻮﻣﺎﺕ )‪.(Marquardt, 2002, 247‬‬
‫ﻭﺷﻬﺪ ﺍﻟﻘﺮﻥ ﺍﻟﺟﺪﻳﺪ ﻧﻘﻼﺕ ﻧﻮﻋﻳﺔ ﻭﺗﺣﻮﻻﺕ ﻛﺑﻳﺮﺓ ﻓﻲ ﺷﺗﻰ ﺍﻟﻣﺟﺎﻻﺕ‪ ،‬ﻭﻋﻠﻰ ﺳﺑﻳﻞ ﺍﻟﻣﺛﺎﻝ‬
‫ﻇﻬﺮ ﻣﺎ ﻳﺳﻣﻰ ﺑﺎﻟﺗﻄﻮﻳﺮ ﺍﻻﻗﺗﺻﺎﺩﻱ ﻭﻳﺳﻣﻰ ﺃﻳﺿﺎ ﺍﻻﻗﺗﺻﺎﺩ ﺍﻟﻣﻌﺮﻓﻲ ‪ ،‬ﻭﺫﻟﻚ ﻳﻌﻧﻲ ﺃﻥ ﺍﻻﻗﺗﺻﺎﺩ‬
‫ﺍﻟﺣﺪﻳﺚ ﻗﺎﺋﻢ ﻋﻠﻰ ﺍﻟﻣﻌﺎﺭﻑ ﻭﺗﻜﻧﻮﻟﻮﺟﻳﺎ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻋﻠﻰ ﻋﻮﻟﻣﺔ ﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ‬
‫ﻭﺍﻟﺳﻳﺎﺳﻳﺔ‪ ،‬ﻭﺑﺎﺗﺖ ﺍﻟﻣﺆﺳﺳﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺃﺩﺍﺓ ﻣﻬﻣﺔ ﻓﻲ ﺗﺄﻣﻳﻦ ﻗﺪﺭﺓ ﺗﻧﺎﻓﺳﻳﺔ ﺗﻮﺍﻛﺐ ﻛﻞ ﻫﺬﻩ‬
‫ﺍﻟﺗﻄﻮﺭﺍﺕ )ﻟﻔﺗﺔ‪.(23 ،2011 ،‬‬
‫ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻳﺟﺐ ﺃﻥ ﺗﻠﺗﺰﻡ ﺑﻣﻌﺎﻳﻳﺮ‬ ‫ﻭﻳﺮﻯ ﺍﻟﺷﺧﻳﺑﻲ )‪ (83-82 ،2012‬ﺃﻥ ﺍﻟﻣﺆﺳﺳﺎﺕ‬
‫ﺍﻟﺟﻮﺩﺓ ﺍﻟﺷﺎﻣﻠﺔ ﻟﺗﺣﻘﻳﻖ ﺃﻫﺪﺍﻓﻬﺎ‪ ،‬ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻣﻌﺎﻳﻳﺮ‪ :‬ﻗﺑﻮﻝ ﺍﻟﺗﻐﻳﻳﺮ ﻭﺍﻟﺗﻌﺎﻣﻞ ﻣﻌﻪ‪ ،‬ﻭﺍﻟﺳﻌﻲ ﺍﻟﺪﺍﺋﻢ‬
‫ﻟﺗﺣﻘﻳﻖ ﺍﻟﺗﻣﻳﺰ ﻓﻲ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺍﻟﺗﺮﻛﻳﺰ ﻋﻠﻰ ﺍﻟﺟﻮﺩﺓ‪ ،‬ﻭﺗﻄﺑﻳﻖ ﻧﻈﺎﻡ ﺍﻟﻌﻣﻞ ﺍﻟﺟﻣﺎﻋﻲ ﻭﺍﻟﺮﺅﻳﺔ‬
‫ﺍﻟﻣﺷﺗﺮﻛﺔ‪ .‬ﻭﻫﺬﺍ ﻻ ﻳﻣﻜﻦ ﺗﺣﻘﻳﻘﻪ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﻟﺪﻯ ﺍﻟﻣﺆﺳﺳﺔ ﻗﺎﺑﻠﻳﺔ ﻟﻠﺗﻌﻠﻳﻢ ﻭﺍﻟﺗﻄﻮﻳﺮ ﻣﻦ ﺃﺟﻞ‬
‫ﺍﻟﺗﻐﻳﻳﺮ‪.‬‬

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‫ﻭﺗﻮﺍﺟﻪ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺗﺣﺪﻳﺎﺕ ﺷﺗﻰ ﻓﻲ ﺟﻮﺍﻧﺐ ﻣﺧﺗﻠﻔﺔ‪ ،‬ﻭﻟﻬﺬﺍ ﺃﺻﺑﺢ ﻣﻦ ﺍﻟﻼﺯﻡ ﺃﻥ‬
‫ﺗﺳﻌﻰ ﻟﻣﻮﺍﻛﺑﺔ ﺍﻟﺗﻄﻮﺭﺍﺕ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﺗﺑﻊ ﺍﻟﺗﻌﻠﻢ ﺍﻟﻣﺰﺩﻭﺝ ) ‪doubled-loop‬‬
‫‪ (learning‬ﻫﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﻳﻣﻜﻦ ﺗﺳﻣﻳﺗﻬﺎ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﺗﻲ ﺗﺳﺗﺧﺪﻡ ﺍﻟﺗﻌﻠﻢ‬
‫ﻟﻼﺳﺗﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻣﺣﻳﻄﺔ ﺑﺄﻱ ﻣﺷﻜﻠﺔ ﻟﻼﺳﺗﻔﺎﺩﺓ ﻣﻧﻬﺎ ﻓﻲ ﺇﺟﺮﺍﺀ ﺍﻟﺗﻐﻳﻳﺮﺍﺕ ﺍﻟﻣﻔﻳﺪﺓ ﻋﻠﻰ‬
‫ﺍﻟﻣﺪﻯ ﺍﻟﻄﻮﻳﻞ‪ ،‬ﻭﻫﻲ ﺗﺳﺗﺧﺪﻡ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻹﺩﺭﺍﻙ ﺃﻋﻣﻖ ﻟﻠﻣﺷﺎﻛﻞ ﻷﺧﺬ ﺍﻹﻳﺟﺎﺑﻳﺎﺕ ﺑﺷﻜﻞ‬
‫ﻣﺳﺗﻣﺮ )‪.(Law, Yuen & Fox, 2011, 132‬‬
‫ﻭﻣﻔﻬﻮﻡ "ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ" ﻫﻮ ﻣﻦ ﺍﻟﻣﻔﺎﻫﻳﻢ ﺍﻟﺣﺪﻳﺛﺔ ﻓﻲ ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ ﺍﻟﺣﺪﻳﺚ‪ ،‬ﻭﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗُﻌﻠّﻢ ﺃﻓﺮﺍﺩﻫﺎ ﻭﺗﺳﻌﻰ ﻟﺗﻄﻮﻳﺮ ﻧﻔﺳﻬﺎ‪ ،‬ﻭﻫﻲ ﺗﺗﻌﻠﻢ ﻣﻦ ﺧﺑﺮﺍﺗﻬﺎ‬
‫ﻭﺧﺑﺮﺍﺕ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ ﻭﺧﺑﺮﺍﺕ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺗﻬﺗﻢ ﺑﺎﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻋﻧﺪ ﻣﻣﺎﺭﺳﺔ‬
‫ﻭﻇﺎﺋﻔﻬﺎ‪ ،‬ﻭﺗﺆﻣﻦ ﺑﺄﻫﻣﻳﺔ ﺍﻟﺗﻌﻠﻳﻢ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮﻳﻦ ﻟﺟﻣﻳﻊ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻣﻦ ﺃﺟﻞ ﺗﺣﻘﻳﻖ ﺃﺩﺍﺀ ﺗﻧﺎﻓﺳﻲ‪،‬‬
‫ﻭﺗﻄﺑﻖ ﻓﻜﺮ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﻣﻌﺮﻓﺔ‪ ،‬ﻭﺗﺳﺗﺟﻳﺐ ﻟﻠﺗﻐﻳﺮﺍﺕ ﺑﺷﻜﻞ ﺩﻳﻧﺎﻣﻳﻜﻲ ﻭﺗﺳﺗﻔﻳﺪ ﻣﻦ ﺍﻟﻣﺷﻜﻼﺕ‬
‫ﺍﻟﺗﻲ ﺗﻮﺍﺟﻬﻬﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﺣﺳﻳﻦ ﻭﺍﻟﺗﻄﻮﻳﺮ )ﺃﺑﻮ ﺍﻟﻧﺻﺮ‪.(87-85 ،2008 ،‬‬
‫ﻭﻓﻲ ﻧﻈﺮﻳﺎﺕ ﺍﻟﻌﺎﻟﻢ ﺍﻟﻣﺗﻘﺪﻣﺔ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻘﻳﺎﺩﺓ ﺗﺗﻣﺗﻊ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺣﻳﻮﻳﺔ ﻭﻗﻳﻣﺔ‬
‫ﻋﺎﻟﻳﺔ‪ ،‬ﻓﻬﻲ ﺫﺍﺕ ﺃﻫﻣﻳﺔ ﺑﺎﻟﻐﺔ‪ ،‬ﻭﺫﺍﺕ ﺩﻻﻟﺔ ﻋﻣﻠﻳﺔ ﻟﺑﻧﺎﺀ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﺷﺎﺭﻛﻲ ﻭﻣﺟﺗﻣﻊ ﺍﻟﺗﻌﻠﻢ ﻣﻦ ﺧﻼﻝ‬
‫ﻓﻬﻢ ﺍﻟﺟﻮﻫﺮ ﻭﺧﺻﺎﺋﺺ ﻭﺍﺳﺗﺮﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﺑﻧﺎﺀ ﺑﻮﺿﻮﺡ )‪.(Wen, 2014, 28‬‬
‫ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﺳﻳﻧﺞ )‪ (Senge, 1990, 8-9‬ﻓﺈﻥ ﺍﻟﺗﻌﻠﻢ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻳﻜﻮﻥ ﻋﻠﻰ ﺛﻼﺛﺔ‬
‫ﻣﺳﺗﻮﻳﺎﺕ‪ :‬ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﺩﻱ‪ ،‬ﻭﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻭﻣﺳﺗﻮﻯ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻓﺎﻷﻓﺮﺍﺩ ﺑﻄﺑﻳﻌﺗﻬﻢ ﺍﻟﺗﻲ‬
‫ﻓﻄﺮﻭﺍ ﻋﻠﻳﻬﺎ ﻣﺗﻌﻠﻣﻮﻥ‪ ،‬ﻭﻫﻢ ﻳﺷﻜﻠﻮﻥ ﻓﺮﻳﻘﺎ ﻭﻳﺛﻘﻮﻥ ﺑﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ‪ ،‬ﻭﻳﺷﺟﻌﻮﻥ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ‬
‫ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﻌﻠﻢ ﻛﻔﺮﻳﻖ ﻟﺻﻧﻊ ﻧﺗﺎﺋﺞ ﻣﻠﻣﻮﺳﺔ‪ ،‬ﻭﺍﻟﺻﻠﺔ ﺑﻳﻦ ﺗﻌﻠﻢ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﺗﺗﻣﺛﻞ‬
‫ﻓﻲ ﺍﻻﻟﺗﺰﺍﻡ ﺍﻟﻣﺗﺑﺎﺩﻝ ﺑﻳﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻓﻲ ﺍﻟﺮﻭﺡ ﺍﻟﻣﻣﻳﺰﺓ ﺍﻟﺗﻲ ﺗﻌﻢ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺳﺑﺐ‬
‫ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻋﺑﺎﺭﺓ ﻋﻦ ﺧﺑﺮﺓ ﺗﺟﻣﻳﻌﻳﺔ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻣﺮﺍﺣﻞ ﺍﻟﺗﻌﻠﻢ ﻣﺗﺷﺎﺑﻬﺔ‪ ،‬ﻭﻟﻜﻦ ﻓﻲ‬
‫ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻳﻜﻮﻥ ﺍﻟﺗﻌﻠﻢ ﻋﻣﻠﻳﺔ ﺗﻔﺎﻋﻠﻳﺔ ﺗﺗّﺻﻒ ﺑﺎﻋﺗﻣﺎﺩ ﺃﻃﺮﺍﻑ ﺍﻟﺗﻌﻠﻢ ﻋﻠﻰ ﺑﻌﺿﻬﺎ ﺑﻌﺿﺎ‪،‬‬
‫ﻭﻳﺳﺗﺟﻳﺐ ﺃﻋﺿﺎﺀ ﺍﻟﻣﻧﻈﻣﺔ ﻓﺮﺩﻳﺎ ﺃﻭ ﺟﻣﺎﻋﻳﺎ ﺑﺈﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻣﺷﺗﺮﻛﺔ ﻟﻠﺗﻐﻳﻳﺮﺍﺕ ﺭﻏﻢ ﺍﺧﺗﻼﻑ‬
‫ﻭﻇﺎﺋﻔﻬﻢ‪ ،‬ﻭﻫﺬﻩ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻫﻲ ﺟﺰﺀ ﻣﻦ ﻣﻘﺪﺭﺓ ﺍﻟﻣﻧﻈﻣﺔ ﻋﻠﻰ ﺍﻟﺗﺻﺮﻑ ﺑﺷﻜﻞ ﺗﺿﺎﻣﻧﻲ‪،‬‬
‫ﻓﻌﻧﺪﻣﺎ ﺗﺳﺗﺟﻳﺐ ﺍﻟﻣﻧﻈﻣﺔ ﻟﻠﺗﻐﻳﻳﺮ ﻓﺈﻥ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻣﺟﻣﻮﻋﺎﺕ ﻳﻜﻮّﻧﻮﻥ ﺍﻻﻓﺗﺮﺍﺿﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻋﻦ‬

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‫ﻫﺬﻩ ﺍﻻﺳﺗﺟﺎﺑﺔ‪ ،‬ﻭﻣﺎ ﺗﺗﻌﻠﻣﻪ ﺍﻟﻣﻧﻈﻣﺔ ﻫﻮ ﺍﻟﺳﻌﺔ ﺍﻟﺗﻲ ﺗﻜﺗﺳﺑﻬﺎ ﺍﻟﻣﻧﻈﻣﺔ ﻭﺍﻟﻔﻬﻢ ﺍﻟﺟﺪﻳﺪ‪ ،‬ﺃﻭ ﺍﻟﺗﻘﻧﻳﺔ‬
‫ﺍﻟﺟﺪﻳﺪﺓ )‪.(Marsick & Watkins, 2003, 135‬‬
‫ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻫﻮ ﻣﺟﻣﻮﻋﺔ ﺍﻟﻌﻣﻠﻳﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺗﻲ ﺗﺗﺧﺬﻫﺎ ﺍﻟﻣﻧﻈﻣﺔ ﻋﻠﻰ‬
‫ﻣﺳﺗﻮﻯ ﻛﻞ ﻣﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻭﺍﻟﺑﻧﺎﺀ ﺍﻟﻣﻧﻈﻣﻲ ﻟﻜﻲ ﺗﺰﻳﺪ ﻣﻦ ﻗﺪﺭﺗﻬﺎ ﻋﻠﻰ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﻣﺳﺗﻣﺮ ﻭﺍﻟﺗﻜﻳﻒ‬
‫ﻣﻊ ﺍﻟﺗﻐﻳﺮﺍﺕ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻭﺍﻟﺧﺎﺭﺟﻳﺔ ﻟﺗﺣﻘﻳﻖ ﺃﻗﺻﻰ ﺩﺭﺟﺔ ﻣﻣﻜﻧﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻣﺮﻏﻮﺏ ﻓﻳﻬﺎ‬
‫)ﻋﺑﺎﺑﻧﺔ ﻭﺍﻟﻄﻮﻳﻞ‪.(73 ،2014 ،‬‬
‫ﻭﺗﻮﺍﺟﻪ ﺃﻏﺮﺍﺽ ﻭﻗﻮﺍﻧﻳﻦ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻧﻈﻣﺔ ﺗﺣﺪﻳﺎﺕ ﺑﺷﻜﻞ ﻇﺎﻫﺮ ﻭﺧﻔﻲ ﻓﻲ ﺑﻳﺋﺔ ﻣﺗﻐﻳﺮﺓ‬
‫ﺑﺳﺮﻋﺔ‪ ،‬ﻭﺍﻷﻓﺮﺍﺩ ﻳﻌﻣﻠﻮﻥ ﻓﻲ ﻭﺣﺪﺍﺕ ﺍﺟﺗﻣﺎﻋﻳﺔ )‪ (Social Units‬ﻭﻳﻣﺛﻠﻮﻥ ﺍﻟﻧﻈﺎﻡ ﺑﺷﻜﻞ ﻋﺎﻡ‪،‬‬
‫ﻭﺍﻟﻧﻈﺎﻡ ﻫﻮ ﻣﻦ ﻳﺗﺧﺬ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻳﺄﺧﺬ ﺍﻟﺧﻳﺎﺭﺍﺕ ﺍﻟﺑﺪﻳﻠﺔ‪ ،‬ﻭﻳُﻌﻘّﺐ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ ) ‪Marsick,‬‬
‫‪.(Bitterman & van der Veen, 2000, 10‬‬
‫ﻭﻋﻠﻰ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻭﻟﻳﺲ ﺍﻷﻓﺮﺍﺩ ﺃﻥ ﺗﺗﻜﻳﻒ ﻣﻊ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻣﺗﻐﻳﺮﺓ ﺑﺳﺮﻋﺔ‪ ،‬ﻭﻣﻔﻬﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻮ ﺃﺣﺪ ﺍﻟﻣﻔﺎﻫﻳﻢ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﺗﻲ ﺗﻢ ﺗﻄﻮﻳﺮﻫﺎ ﻟﺿﻣﺎﻥ ﺑﻘﺎﺀ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻣﻧﺎﻓﺳﺔ‪،‬‬
‫ﻭﻫﺬﺍ ﺍﻟﻣﺻﻄﻠﺢ ﻣﺑﻧﻲ ﻋﻠﻰ ﺍﻛﺗﺳﺎﺏ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻟﻠﻣﻌﺮﻓﺔ ﺍﻟﺟﺪﻳﺪﺓ ﻭﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻟﺣﻞ‬
‫ﺍﻟﻣﺷﺎﻛﻞ )‪.(Balay, 2012, 2474‬‬
‫ﻭﺃﺻﺑﺢ ﻣﻦ ﺍﻟﻼﺯﻡ ﺃﻥ ﺗﻮﺍﻛﺐ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻛﻞ ﺍﻟﺗﻄﻮﺭﺍﺕ ﻓﻲ ﺟﻣﻳﻊ ﺍﻟﻣﺟﺎﻻﺕ‪ ،‬ﻭﺃﻥ‬
‫ﺗﺗﻜﻳﻒ ﻣﻊ ﺍﻟﺗﻐﻳﺮ ﺑﺄﺳﻠﻮﺏ ﻣﺮﻥ ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﺳﻠﺳﻠﺔ ﺍﻟﺗﻔﻜﻳﺮ ﻭﺍﻟﺗﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻐﻳﺮ‪ ،‬ﻭﺗﻌﻧﻲ ﻧﻘﻞ‬
‫ﺍﻟﻣﻌﺮﻓﺔ ﺇﻟﻰ ﺩﺍﺧﻞ ﺍﻟﻣﺆﺳﺳﺔ ﻭﻧﻘﻠﻬﺎ ﺇﻟﻰ ﺟﻣﻳﻊ ﺍﻟﻌﺎﻣﻠﻳﻦ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺗﺣﻮﻳﻠﻬﺎ ﺇﻟﻰ ﻣﻣﺎﺭﺳﺎﺕ ﺟﺪﻳﺪﺓ‬
‫ﻓﻲ ﺍﻟﻣﺆﺳﺳﺔ‪ ،‬ﻭﺗﺣﻘﻳﻖ ﺍﻟﺗﻮﺍﻓﻖ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﺍﻟﺮﺅﻳﺔ ﺍﻟﻣﺷﺗﺮﻛﺔ ﻟﺗﺣﻘﻳﻖ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﻛﻞ ﻫﺬﺍ ﻻ ﻳﺗﻢ‬
‫ﺇﻻ ﺑﻮﺟﻮﺩ ﺗﻌﻠﻢ ﻣﺳﺗﻣﺮ ﻭﺑﻳﺋﺔ ﻣﺷﺟﻌﺔ ﻋﻠﻰ ﺫﻟﻚ )ﻫﻣﺷﺮﻱ‪.(401-398 ،2013 ،‬‬
‫ﻭﻫﻧﺎﻙ ﺗﺣﺪﻳﺎﺕ ﺗﻮﺍﺟﻪ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ ﺑﺷﻜﻞ ﻋﺎﻡ ﻭﻣﻦ ﺑﻳﻧﻬﺎ ﺍﻟﺗﻘﺷﻒ ﻓﻲ ﺍﻟﻣﺻﺎﺭﻳﻒ‪ ،‬ﻭﺯﻳﺎﺩﺓ‬
‫ﺍﻟﻣﺳﺎﺋﻠﺔ ﻟﺗﺣﻣﻞ ﺍﻟﻣﺳﺆﻭﻟﻳﺎﺕ‪ ،‬ﻭﺃﺳﺎﻟﻳﺐ ﺍﻟﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻄﻼﺏ ﻭﺃﻭﻟﻳﺎﺀ ﺃﻣﻮﺭﻫﻢ ﻛﻣﺳﺗﻔﻳﺪﻳﻦ‪ ،‬ﻭﺍﻟﺗﻐﻳﺮ‬
‫ﻓﻲ ﺧﺻﺎﺋﺺ ﺍﻟﻄﻼﺏ ﺍﻟﺪﻳﻣﻮﻏﺮﺍﻓﻳﺔ )‪.(Macchio, 2012, 2‬‬
‫ﻭﻣﻊ ﻭﺟﻮﺩ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﻣﺗﺳﺎﺭﻉ ﻭﺍﻟﻣﻌﻘﺪ ﻓﻲ ﻣﻜﺎﻥ ﺍﻟﻌﻣﻞ‪ ،‬ﺃﺻﺑﺣﺖ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻵﻥ ﺗﻌﻲ‬
‫ﺃﻫﻣﻳﺔ ﺍﻟﺣﺎﺟﺔ ﻟﺗﺑﻧﻲ ﺛﻘﺎﻓﺔ ﺗﺗﻣﺎﺷﻰ ﻣﻊ ﻫﺬﺍ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﺳﺮﻳﻊ‪ ،‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺗﻌﺪﺩ ﺍﺳﺗﺮﺍﺗﻳﺟﻳﺎﺕ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺗﻐﻳﻳﺮ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﺇﻻّ ﺃﻥ ﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﺗﻐﻳﻳﺮ ﻻ ﺗﺣﻘﻖ ﺍﻟﻧﺟﺎﺡ ﺑﺷﻜﻞ ﻛﺎﻣﻞ ) ‪Miller, 2004,‬‬
‫‪.(26‬‬

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‫ﻭﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ ﻫﻲ ﺇﺣﺪﻯ‬
‫ﺍﻟﻜﻠﻳﺎﺕ ﺍﻟﺗﻲ ﺗﺄﺳﺳﺖ ﺣﺪﻳﺛﺎ‪ ،‬ﻭﻗﺪ ﺃﻧﺷﺋﺖ ﻓﻲ ﻋﺎﻡ ‪ 2012‬ﻡ ﻟﺧﺪﻣﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻭﺗﺪﺭﻳﺲ ﻋﻠﻮﻣﻬﺎ‬
‫ﻭﻧﺷﺮ ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻭﺍﻹﺳﻼﻣﻳﺔ‪ ،‬ﻭﻣﺪ ﺟﺳﻮﺭ ﺍﻟﺗﻮﺍﺻﻞ ﺑﻳﻦ ﺍﻟﺷﻌﻮﺏ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﻳﻢ ﺑﺮﺍﻣﺞ‬
‫ﺗﻌﻠﻳﻣﻳﺔ ﺭﺻﻳﻧﺔ‪ ،‬ﻟﺗﻜﻮﻳﻦ ﻓﺋﺎﺕ ﻣﻦ ﻏﻳﺮ ﺍﻟﻧﺎﻃﻘﻳﻦ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﺳﺗﺧﺪﺍﻡ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﺑﻄﺮﻳﻘﺔ ﺗﻮﺍﺻﻠﻳﺔ‪ ،‬ﻭﺗﺗﻣﺗﻊ ﺑﺎﻟﻣﻌﺮﻓﺔ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻭﺃﺳﺎﻟﻳﺑﻬﺎ ﻭﻣﻬﺎﺭﺍﺗﻬﺎ‬
‫ﻣﻣّﺎ ﻳﻣﻜﻧﻬﺎ ﻣﻦ ﺍﻟﺗﻮﺍﺻﻞ ﻭﺍﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ﻣﺧﺗﻠﻒ ﺍﻟﻣﺟﺗﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻳﺔ ﺍﻟﺗﻲ ﺗﻮﺟﺪ ﻓﻳﻬﺎ‪،‬‬
‫ﻭﻳﻣﻜﻧﻬﺎ ﻣﻦ ﻣﻮﺍﺻﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺗﺧﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻭﺳﻳﻠﺔ ﻟﻠﺗﻌﻠﻳﻢ‪،‬‬
‫ﻭﺗﺳﻌﻰ ﺍﻟﻜﻠﻳﺔ ﺇﻟﻰ ﺇﺛﺑﺎﺕ ﻧﻔﺳﻬﺎ ﻭﺍﻹﺟﺎﺩﺓ ﻓﻲ ﺑﺮﺍﻣﺟﻬﺎ ﻭﺧﺪﻣﺎﺗﻬﺎ ﻟﻜﻲ ﺗﺗﺑﻮّﺃ ﻣﻜﺎﻧﺔ ﻣﺮﻣﻮﻗﺔ ﺑﻳﻦ‬
‫ﻣﺆﺳﺳﺎﺕ ﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺇﻗﻠﻳﻣﻳﺎ ﻭﺩﻭﻟﻳﺎ‪) .‬ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪(2012 ،‬‬

‫ﻭﻟﺗﺣﻘﻳﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻳﺟﺐ ﻋﻠﻰ ﺍﻟﻜﻠﻳﺔ ﺃﻥ ﺗﻘﻮﻡ ﺑﺑﻌﺾ ﺍﻟﺗﻐﻳﻳﺮﺍﺕ ﺍﻟﺗﻲ ﺗﻣﻜﻧﻬﺎ ﻣﻦ ﻣﻮﺍﻛﺑﺔ‬
‫ﺍﻟﺗﻄﻮﺭﺍﺕ ﺍﻟﺳﺮﻳﻌﺔ ﻭﺍﻟﻣﺗﻧﺎﻣﻳﺔ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﺮﺑﻮﻳﺔ ﻭﺫﻟﻚ ﻟﺗﻘﺪﻳﻢ ﺧﺪﻣﺎﺕ ﺫﺍﺕ ﺟﻮﺩﺓ‬
‫ﻭﺇﺗﻘﺎﻥ ﻟﻠﻣﺳﺗﻔﻳﺪﻳﻦ ﻹﺛﺑﺎﺕ ﻭﺟﻮﺩﻫﺎ ﺑﻳﻦ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﻣﺣﻠﻳﺔ ﻭﺍﻟﻌﺎﻟﻣﻳﺔ‪.‬‬

‫ﻣﺷﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺗﻮﺍﺟﻪ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻛﻐﻳﺮﻫﺎ ﻣﻦ ﺍﻟﺟﺎﻣﻌﺎﺕ‬
‫ﻭﺍﻟﻜﻠﻳﺎﺕ ﺗﺣﺪﻳﺎﺕ ﺷﺗﻰ ﻓﻲ ﻋﺻﺮ ﺍﻟﻌﻮﻟﻣﺔ ﻭﺍﻟﺛﻮﺭﺓ ﺍﻟﺗﻜﻧﻮﻟﻮﺟﻳﺔ‪ ،‬ﻭﺃﺻﺑﺢ ﻣﻦ ﺍﻟﻼﺯﻡ ﻋﻠﻰ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻜﻠﻳﺔ ﻭﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ ﻣﻮﺍﻛﺑﺔ ﺍﻟﺗﻄﻮﺭﺍﺕ ﺑﺎﻟﺳﻌﻲ ﻟﺑﻧﺎﺀ ﺧﻄﺔ ﺗﻐﻳﻳﺮ ﺍﺳﺗﺮﺍﺗﻳﺟﻲ ﻭﺍﻳﺟﺎﺑﻲ ﻟﺗﻄﻮﻳﺮ‬
‫ﺍﻷﺩﺍﺀ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻟﺰﻳﺎﺩﺓ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﻭﻓﻲ ﺗﻘﺪﻳﻢ ﺧﺪﻣﺎﺕ ﺫﺍﺕ ﺟﻮﺩﺓ ﻋﺎﻟﻳﺔ‪ .‬ﻭﻟﻣﺎ ﻛﺎﻥ ﻣﺪﺧﻞ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﻬﻣﺎ ﻟﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻓﻲ ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻋﻮﺍﻣﻞ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻳﺳﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ ﺧﺑﺮﺍﺕ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﻟﻜﻠﻳﺔ ﻭﻳﻄﻮﺭ ﺃﺩﺍﺋﻬﻢ ﻟﻠﻣﺳﺎﻫﻣﺔ ﻓﻲ ﺇﺣﺪﺍﺙ‬
‫ﺗﻐﻳﻳﺮ ﺇﻳﺟﺎﺑﻲ ﻭﺍﺳﺗﺮﺍﺗﻳﺟﻲ ﻣﺛﻣﺮ‪ ،‬ﻭﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺣﺳﺐ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻳﺳﺎﻫﻢ‬
‫ﻓﻲ ﻣﻌﺮﻓﺔ ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﻭﺗﻌﺰﻳﺰﻫﺎ‪ ،‬ﻭﺗﺣﺪﻳﺪ ﺟﻮﺍﻧﺐ ﺍﻟﺿﻌﻒ ﻭﻣﺣﺎﻭﻟﺔ ﺇﺻﻼﺣﻬﺎ ﻟﻠﻮﺻﻮﻝ‬
‫ﺑﺎﻟﻜﻠﻳﺔ ﺇﻟﻰ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻣﻧﺎﻓﺳﺔ ﻣﺣﻠﻳﺎ ﻭﻋﺎﻟﻣﻳﺎ‪ ،‬ﻭﺳﻳﻜﻮﻥ ﺫﻟﻚ ﺑﺪﺍﻳﺔ ﻟﺗﻄﻮﻳﺮ‬
‫ﺍﻟﺑﺮﺍﻣﺞ ﺍﻟﻣﻘﺪﻣﺔ ﻭﺗﺣﺳﻳﻧﻬﺎ‪.‬‬

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‫ﻭﻟﺗﺣﺪﻳﺪ ﻣﺷﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺎﻡ ﺍﻟﺑﺎﺣﺚ ﺑﺪﺭﺍﺳﺔ ﺍﺳﺗﻄﻼﻋﻳﺔ ﻋﻠﻰ ﻋﻳﻧﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﻋﺷﺮﺓ‬
‫ﻋﺎﻣﻠﻳﻦ ﺑﻜﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ )ﻣﻠﺣﻖ ‪ (1‬ﻟﻠﺗﻌﺮﻑ ﻋﻠﻰ‬
‫ﺍﻟﻣﺷﻜﻼﺕ ﺍﻟﺗﻲ ﺗﻮﺍﺟﻬﻬﻢ ﻓﻲ ﺍﻟﻌﻣﻞ ﺑﺎﻟﻜﻠﻳﺔ‪ ،‬ﻭﺑﻌﺪ ﺗﺣﻠﻳﻞ ﺍﺳﺗﺟﺎﺑﺎﺕ ﺍﻟﻌﺎﻣﻠﻳﻦ‪ ،‬ﻛﺷﻔﺖ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻋﻦ ﻭﺟﻮﺩ ﺑﻌﺾ ﺍﻟﻣﺷﻜﻼﺕ ﺃﻫﻣﻬﺎ‪ :‬ﻗﻠﺔ ﺍﻹﻧﻣﺎﺀ ﺍﻟﻣﻬﻧﻲ ﻟﺗﻧﻣﻳﺔ ﻣﻬﺎﺭﺍﺕ ﻭﻗﺪﺭﺍﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ‪ ،‬ﻭﻻ‬
‫ﺗﻮﺟﺪ ﺧﻄﺔ ﺇﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻭﺍﺿﺣﺔ ﺍﻟﻣﻼﻣﺢ ﻟﺗﻄﻮﻳﺮ ﺍﻟﻜﻠﻳﺔ ﻣﺳﺗﻘﺑﻼ‪ ،‬ﻭﻧﺪﺭﺓ ﺍﻟﺣﻮﺍﺭ ﺑﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ‬
‫ﺃﻧﻔﺳﻬﻢ‪ ،‬ﻭﺑﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻧﺪﺭﺓ ﻣﺷﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻲ ﺍﺗﺧﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻗﻠﺔ ﺍﻟﺳﻌﻲ ﻟﺗﻄﻮﻳﺮ‬
‫ﺍﻟﺑﺮﺍﻣﺞ ﺍﻟﺗﻲ ﺗﻘﺪﻣﻬﺎ ﺍﻟﻜﻠﻳﺔ ﻭﻟﻧﻳﻞ ﺍﻻﻋﺗﺮﺍﻑ ﺍﻷﻛﺎﺩﻳﻣﻲ ﻟﻬﺎ‪.‬‬

‫ﻭﺗﺄﺳﻳﺳﺎً ﻋﻠﻰ ﻣﺎ ﺳﺑﻖ ﺗﺗﺣﺪّﺩ ﻣﺷﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﺍﻟﺗﺳﺎﺅﻟﻳﻦ ﺍﻵﺗﻳﻳﻦ‪:‬‬

‫‪ -1‬ﻣﺎ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﻟﻜﻠﻳﺔ؟‬

‫‪ -2‬ﻫﻞ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻻﺣﺻﺎﺋﻳﺔ )‪ (0.05≥α‬ﻓﻲ‬
‫ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻨﻮﻉ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﻤﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺍﻟﺨﺒﺮﺓ‬
‫ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﻭﺍﻟﻤﺴﻤﻰ ﺍﻟﻮﻇﻴﻔﻲ؟‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ .1‬ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﻟﻜﻠﻳﺔ‪.‬‬
‫‪ .2‬ﺍﻟﻜﺷﻒ ﻋﻦ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻓﻲ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻨﻮﻉ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﻤﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺍﻟﺨﺒﺮﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﻭﺍﻟﻤﺴﻤﻰ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬
‫‪ .3‬ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺑﻌﺾ ﺍﻟﻣﻌﻮﻗﺎﺕ ﺍﻟﺗﻲ ﺗﻮﺍﺟﻪ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻓﻲ ﺿﻮﺀ ﻣﻔﻬﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﺍﻗﺗﺮﺍﺡ ﺍﻟﺣﻠﻮﻝ ﻟﻠﺗﻐﻠﺐ ﻋﻠﻳﻬﺎ‪.‬‬

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 ‫ﺃﻫﻣﻳﺔ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺗﻜﻣﻦ ﺃﻫﻣﻳﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﻛﻮﻧﻬﺎ ﺗﺗﻧﺎﻭﻝ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬
‫ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪ ،‬ﻭﻫﻲ ﺃﻭﻝ ﻛﻠﻳﺔ ﻣﻦ ﻧﻮﻋﻬﺎ ﻣﺗﺧﺻﺻﺔ ﻓﻲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻓﻲ ﺳﻠﻄﻧﺔ ﻋُﻣﺎﻥ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﺳﺗﻔﻳﺪ ﻓﻲ ﺗﻄﻮﻳﺮ‬
‫ﺍﻟﺑﺮﺍﻣﺞ ﻭﺍﻟﺧﺪﻣﺎﺕ ﺍﻟﺗﻲ ﺗﻘﺪﻣﻬﺎ ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻭﺳﺗﻔﻳﺪ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﻟﻜﻠﻳﺔ ﺑﺎﺧﺗﻼﻑ ﻧﻮﻋﻬﻢ ﺍﻻﺟﺗﻣﺎﻋﻲ‬
‫ﻭﺧﺑﺮﺗﻬﻢ ﻭﻣﺳﻣﺎﻫﻢ ﺍﻟﻮﻇﻳﻔﻲ ﻭﻣﺆﻫﻼﺗﻬﻢ ﻟﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺗﻬﻢ ﻭﺃﺩﺍﺋﻬﻢ ﺍﻟﻣﺳﺗﻘﺑﻠﻲ‪ ،‬ﻭﺳﺗﻜﻮﻥ ﻧﺗﺎﺋﺞ‬
‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻌﻳﻧﺎ ﻟﻣﺗﺧﺬﻱ ﺍﻟﻘﺮﺍﺭ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻟﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺟﻮﺍﻧﺐ ﺍﻟﻧﻘﺺ ﻭﻣﺣﺎﻭﻟﺔ‬
‫ﺇﺻﻼﺣﻬﺎ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﺍﻻﻳﺟﺎﺑﻳﺎﺕ ﻟﻠﻮﺻﻮﻝ ﺑﺎﻟﻜﻠﻳﺔ ﺇﻟﻰ ﺃﻥ ﺗﻜﻮﻥ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ ﺗﺗﻮﺍﻓﺮ ﻓﻳﻬﺎ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺪﺭﺟﺔ ﻛﺑﻳﺮﺓ‪ ،‬ﻭﻧﻈﺮﺍ ﻟﺣﺪﺍﺛﺔ ﺍﻟﻜﻠﻳﺔ ﺳﺗﺳﺎﻫﻢ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﺍﻟﺗﺧﻄﻳﻂ‬
‫ﺍﻻﺳﺗﺮﺍﺗﻳﺟﻲ ﻟﺗﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻣﺳﺗﻘﺑﻼ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺗﺧﻄﻳﻂ ﺳﻳﺳﺎﻋﺪ ﺍﻟﻜﻠﻳﺔ ﻋﻠﻰ ﻧﻳﻞ‬
‫ﺍﻻﻋﺗﺮﺍﻑ ﺍﻷﻛﺎﺩﻳﻣﻲ ﻟﻠﺑﺮﺍﻣﺞ ﺍﻟﺗﻲ ﺗﻘﺪﻣﻬﺎ‪ ،‬ﻟﺗﻜﻮﻥ ﻣﺮﻛﺰﺍ ﻣﺮﻣﻮﻗﺎ ﻓﻲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻭﺗﺪﺭﻳﺐ ﺍﻟﻣﻌﻠﻣﻳﻦ ﻭﺗﺷﺟﻳﻊ ﺍﻟﺑﺎﺣﺛﻳﻦ ﻓﻲ ﻣﺟﺎﻝ ﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪ ،‬ﻭﺳﺗﻜﻮﻥ‬
‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻌﻳﻧﺎ ﻟﻠﺑﺎﺣﺛﻳﻦ ﺧﺎﺻﺔ ﻓﻲ ﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ ﺍﻟﺬﻳﻦ ﻳﺮﻏﺑﻮﻥ ﻓﻲ ﺍﻟﺑﺣﺚ ﻓﻲ ﻣﺟﺎﻝ‬
‫ﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺫﻟﻚ ﻟﻘﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻓﻲ ﻫﺬﺍ ﺍﻟﻣﺟﺎﻝ‪.‬‬

‫ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ‬

‫‪ ‬ﺍﻟﺣﺪﻭﺩ ﺍﻟﻣﻮﺿﻮﻋﻳﺔ‪ :‬ﺍﻗﺗﺻﺮﺕ ﻋﻠﻰ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻫﻲ‪) :‬ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ‬
‫ﺍﻟﻣﺳﺗﻣﺮ‪ ،‬ﻭﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‪ ،‬ﻭﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‪ ،‬ﻭﺗﻣﻜﻳﻦ‬
‫ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‪ ،‬ﻭﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺭﺑﻂ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‪ ،‬ﻭﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ(‪.‬‬
‫‪ ‬ﺍﻟﺣﺪﻭﺩ ﺍﻟﺑﺷﺮﻳﺔ‪ :‬ﺍﻗﺗﺻﺮﺕ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪ ،‬ﻭﻫﻢ‪ :‬ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ )ﺍﻟﻣﺪﺭﺍﺀ ﻭﺭﺅﺳﺎﺀ ﺍﻷﻗﺳﺎﻡ(‪ ،‬ﻭﺍﻹﺩﺍﺭﻳﻳﻦ‪،‬‬
‫ﻭﺍﻟﻣﺪﺭﺳﻳﻦ‪.‬‬
‫‪ ‬ﺍﻟﺣﺪﻭﺩ ﺍﻟﻣﻜﺎﻧﻳﺔ‪ :‬ﺍﻗﺗﺻﺮﺕ ﻋﻠﻰ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ‪.‬‬

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‫‪ ‬ﺍﻟﺣﺪﻭﺩ ﺍﻟﺰﻣﺎﻧﻳﺔ‪ :‬ﺗﻢ ﺗﻄﺑﻳﻖ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﺍﻟﻔﺻﻞ ﺍﻟﺛﺎﻧﻲ )ﻓﺻﻞ ﺍﻟﺮﺑﻳﻊ( ﻣﻦ ﺍﻟﻌﺎﻡ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ‪2017/2016‬‬
‫ﻣﺻﻄﻠﺣﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫ﻳﻌﺮﻑ ﺳﻳﻧﺞ )‪ (Senge, 1990, 8‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺄﻧﻬﺎ‪" :‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﻳﻌﻣﻞ ﻓﻳﻬﺎ‬
‫ﺍﻷﻓﺮﺍﺩ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﻗﺪﺭﺗﻬﻢ ﻟﺗﺣﻘﻳﻖ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﻳﺮﻏﺑﻮﻥ ﻓﻳﻬﺎ ﺑﺻﺪﻕ‪ ،‬ﻣﻊ ﻭﺟﻮﺩ ﻧﻣﺎﺫﺝ‬
‫ﺗﻔﻜﻳﺮ ﺟﺪﻳﺪﺓ ﻭﺷﺎﻣﻠﺔ‪ ،‬ﻭﻳﻄﻠﻖ ﻓﻳﻬﺎ ﺍﻟﻌﻧﺎﻥ ﻟﺮﻭﺡ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻭﻳﺗﻌﻠﻢ ﻓﻳﻬﺎ ﺍﻷﻓﺮﺍﺩ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻟﺗﺣﻘﻳﻖ‬
‫ﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ"‪.‬‬

‫ﻭﺗﻌﺮﻓﻬﺎ ﻣﺎﺭﺳﻚ ﻭ ﻭﺍﺗﻜﻧﺰ )‪ (Marsick & Watkins, 2010, 142‬ﺑﺄﻧﻬﺎ‪" :‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ‬
‫ﺗﺗﻌﻠﻢ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻭﺗﺣﻮﻝ ﻧﻔﺳﻬﺎ‪ ،‬ﻭﻳﻜﻮﻥ ﻓﻳﻬﺎ ﺍﻟﺗﻌﻠﻢ ﻣﺳﺗﻣﺮﺍ‪ ،‬ﻭﻋﻣﻠﻳﺔ ﺗﺳﺗﺧﺪﻡ ﺑﺷﻜﻞ ﺍﺳﺗﺮﺍﺗﻳﺟﻲ‬
‫ﻭﺗﻜﺎﻣﻠﻲ ﻭﻣﺗﻮﺍﺯٍ ﻣﻊ ﺍﻟﻌﻣﻞ"‪.‬‬

‫ﻭﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ "ﺗﺷﺟﻊ ﺗﺣﺳﻳﻦ ﺍﻷﺩﺍﺀ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﺗﻧﻈﻳﻣﻲ ﻋﺑﺮ ﺇﺗﺎﺣﺔ‬
‫ﺍﻟﺪﺧﻮﻝ ﻟﻠﻣﺳﺗﺧﺪﻣﻳﻦ ﺑﺷﻜﻞ ﺛﺎﺑﺖ ﻭﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﻣﻧﺎﺳﺐ ﻟﻠﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ‪ .‬ﻭﻫﻲ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺻﻣﻣﺔ ﺑﺷﻜﻞ ﻫﺎﺩﻑ ﻣﻦ ﺧﻼﻝ ﻫﻳﻜﻠﻬﺎ ﻭﺛﻘﺎﻓﺗﻬﺎ ﻭﺍﺳﺗﺮﺍﺗﻳﺟﻳﺎﺗﻬﺎ ﻟﺗﺣﺳﻳﻦ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻓﻳﻬﺎ‪،‬‬
‫ﻭﻳﺰﻳﺪ ﻓﻳﻬﺎ ﺍﻷﻓﺮﺍﺩ ﻃﺎﻗﺎﺗﻬﻢ ﻋﻠﻰ ﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﺩ ﻭﺍﻟﺟﻣﺎﻋﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺮﻗﻲ ﺑﻣﺳﺗﻘﺑﻠﻬﺎ ﻭﺗﻄﻮﺭﻫﺎ"‬
‫)ﺍﻟﺑﻐﺪﺍﺩﻱ ﻭﺍﻟﻌﺑﺎﺩﻱ‪.(50-47 ،2010 ،‬‬

‫ﻭﻓﻲ ﺿﻮﺀ ﻣﺎ ﺳﺑﻖ ﺗُﻌﺮّﻑ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺇﺟﺮﺍﺋﻳﺎ ﺑﺄﻧﻬﺎ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﺳﻌﻰ ﻟﻜﺳﺐ‬
‫ﺍﻟﻣﻌﺮﻓﺔ ﺑﺷﻜﻞ ﻣﺳﺗﻣﺮ‪ ،‬ﻭﺗﺳﺗﻐﻞ ﺟﻣﻳﻊ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﻣﺗﺎﺣﺔ ﻟﺬﻟﻚ ﻟﺗﺣﻘﻳﻖ ﺍﻟﺟﻮﺩﺓ ﻭﻟﺰﻳﺎﺩﺓ ﺍﻹﻧﺗﺎﺝ‬
‫ﻋﻠﻰ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﺗﻧﻈﻳﻣﻲ ﻟﺗﺣﻘﻳﻖ ﺃﻫﺪﺍﻓﻬﺎ‪.‬‬

‫ﻭﺗُﻌﺮّﻑ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺇﺟﺮﺍﺋﻳﺎ ﺑﺄﻧﻬﺎ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺗﻲ ﺗﺣﺻﻞ‬

‫ﻋﻠﻳﻬﺎ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻌﺪ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻓﻘﺮﺍﺕ ﺍﺳﺗﺑﺎﻧﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﻣﺳﺗﺧﺪﻣﺔ ﻓﻲ ﻫﺬﻩ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

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‫ﻭﺗُﻌﺮّﻑ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺍﺟﺮﺍﺋﻳﺎ ﺑﺄﻧﻬﺎ ﻣﺆﺳﺳﺔ‬
‫ﺗﻌﻠﻳﻣﻳﺔ ﺫﺍﺕ ﺷﺧﺻﻳﺔ ﺍﻋﺗﺑﺎﺭﻳﺔ ﺗﺗﺑﻊ ﻣﺮﻛﺰ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﺍﻟﻌﺎﻟﻲ ﻟﻠﺛﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺑﺪﻳﻮﺍﻥ ﺍﻟﺑﻼﻁ‬
‫ﺍﻟﺳﻠﻄﺎﻧﻲ ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪ ،‬ﻭﺗﺧﺗﺺ ﺑﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪.‬‬

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 ‫ﺍﻟﻔﺻﻞ ﺍﻟﺛﺎﻧﻲ‬

‫ﺍﻹﻃﺎﺭ ﺍﻟﻧﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‬

‫‪ ‬ﺍﻟﻣﺑﺣﺚ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫‪ ‬ﺍﻟﻣﺑﺣﺚ ﺍﻟﺛﺎﻧﻲ‪ :‬ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪.‬‬
‫‪ ‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‬

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 ‫ﺍﻟﻔﺻﻞ ﺍﻟﺛﺎﻧﻲ‬

‫ﺍﻹﻃﺎﺭ ﺍﻟﻧﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‬

‫ﺗﻧﺎﻭﻝ ﻫﺬﺍ ﺍﻟﻔﺻﻞ ﻣﺑﺣﺛﻳﻦ ﻭﻫﻣﺎ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪ ،‬ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ ﺗﻢَّ ﻋﺮﺽ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‪.‬‬

‫ﺍﻟﻣﺑﺣﺚ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫ﺗﻌﺮﻳﻒ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫ﺗﺑﺎﻳﻧﺖ ﺍﻵﺭﺍﺀ ﻭﺍﻟﺗﻌﺮﻳﻔﺎﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﺭﺑﻣﺎ ﻳﻌﻮﺩ ﺫﻟﻚ ﻟﻣﺪﻯ ﺗﺮﻛﻳﺰ‬
‫ﺍﻟﺑﺎﺣﺛﻳﻦ ﺍﻟﺬﻳﻦ ﺗﻧﺎﻭﻟﻮﺍ ﻫﺬﺍ ﺍﻟﻣﺻﻄﻠﺢ ﻋﻠﻰ ﺟﻮﺍﻧﺐ ﻣﻌﻳﻧﺔ‪ ،‬ﻣﻌﺗﻣﺪﻳﻦ ﻋﻠﻰ ﻧﻣﺎﺫﺝ ﻭﺩﺭﺍﺳﺎﺕ ﺳﺎﺑﻘﺔ‬
‫ﺃﻭ ﻋﻠﻰ ﻓﻠﺳﻔﺗﻬﻢ ﺍﻟﺧﺎﺻﺔ ﻓﻲ ﺗﻌﺮﻳﻒ ﻫﺬﺍ ﺍﻟﻣﺻﻄﻠﺢ‪.‬‬

‫ﻓﺎﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻛﻣﺎ ﻳﺮﺍﻫﺎ ﻫﻮﻟﺗﻮﻥ ﻭﻛﺎﻳﺳﺮ )‪ (Holton & Kaiser, 2000, 3‬ﻫﻲ‬
‫"ﻫﺪﻑ ﻧﻬﺎﺋﻲ ﻟﻠﻌﻣﻠﻳﺔ ﺍﻟﺗﻲ ﺗﻮﻓﺮ ﺗﻌﻠﻣﺎ ﻣﺳﺗﻣﺮﺍ ﻋﻠﻰ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﺟﻣﺎﻋﻲ ﻭﺍﻟﻣﻧﻈﻣﻲ ﻣﻦ‬
‫ﺃﺟﻞ ﺗﻌﺪﻳﻞ ﺍﻟﺳﻠﻮﻙ ﻭﺗﻌﺰﻳﺰ ﻗﺪﺭﺓ ﺍﻟﻣﻧﻈﻣﺔ ﻟﻠﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﺗﻜﻧﻮﻟﻮﺟﻲ ﺑﺈﻳﺟﺎﺑﻳﺔ"‪.‬‬

‫ﻭﻳُﻌﺮﻓﻬﺎ ﺟﻳﺑﺎﺭﺕ ﻭﻣﺎﺭﺳﻚ ﻭﻓﺎﻥ ﺑﻳﺮﻥ ﻭﺳﺑﻳﺮﻭ ) ‪Gephart, Marsick, Van Buren,‬‬
‫‪ (and Spiro, 1996, 36‬ﺑﺄﻧﻬﺎ‪" :‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﻟﺪﻳﻬﺎ ﺇﻣﻜﺎﻧﻳﺔ ﻣﻌﺰﺯﺓ ﻟﻠﺗﻌﻠﻢ ﻭﺍﻟﺗﻐﻳﻳﺮ ﻭﺍﻟﺗﻜﻳﻒ‪،‬‬
‫ﻭﻳﺗﻢ ﻓﻳﻬﺎ ﺗﺣﻠﻳﻞ ﻭﻣﻼﺣﻈﺔ ﻭﺗﻄﻮﻳﺮ ﻭﺇﺩﺍﺭﺓ ﻋﻣﻠﻳﺎﺕ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺟﻌﻠﻬﺎ ﻣﻮﺍﺯﻳﺔ ﻷﻫﺪﺍﻑ ﺍﻟﺗﻄﻮﻳﺮ‬
‫ﻭﺍﻹﺑﺪﺍﻉ‪ ،‬ﻭﺗﻌﻣﻞ ﻛﻞ ﻣﻦ ﺍﻟﺮﺅﻳﺔ ﻭﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻭﺍﻟﻘﻳﺎﺩﺓ ﻭﺍﻷﻧﻈﻣﺔ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﻋﻠﻰ ﺗﺳﺮﻳﻊ ﺗﻌﻠﻢ‬
‫ﻭﺗﻄﻮﻳﺮ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﺗﺰﻳﺪ ﻣﻦ ﺍﻟﺗﻌﻠﻢ ﻋﻠﻰ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﺗﻧﻈﻳﻣﻲ‪".‬‬

‫ﻭﻳﺮﻯ ﺍﻟﺳﺎﻟﻢ )‪ (23 ،2005‬ﺑﺄﻥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻲ‪" :‬ﺍﻟﺗﻲ ﻳﻌﻣﻞ ﻓﻳﻬﺎ ﺍﻟﺟﻣﻳﻊ ﺑﺷﻜﻞ‬
‫ﻣﺳﺗﻘﻞ ﺃﻭ ﻣﺗﻌﺎﻭﻥ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﺗﻬﻢ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻣﻦ ﺃﺟﻞ ﺗﺣﻘﻳﻖ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﻳﺮﻏﺑﻮﻧﻬﺎ‪ ،‬ﻭﻫﻲ‬
‫ﺗﺳﻌﻰ ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﺃﻧﻣﺎﻁ ﺟﺪﻳﺪﺓ ﻟﻠﺗﻔﻜﻳﺮ‪ ،‬ﻭﺗﺿﻊ ﻟﻬﺎ ﻣﺟﻣﻮﻋﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻄﻣﻮﺣﺎﺕ‬
‫ﺍﻟﺟﻣﺎﻋﻳﺔ‪ ،‬ﻭﺣﻳﺚ ﻳﺗﻌﻠﻢ ﺃﻓﺮﺍﺩﻫﺎ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻛﻳﻒ ﻳﺗﻌﻠﻣﻮﻥ ﺑﺷﻜﻞ ﺟﻣﺎﻋﻲ"‬

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‫ﻓﻳﻣﺎ ﺗﻌﺮﻓﻬﺎ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ )‪ (Marquardt, 2002, 247‬ﺑﺄﻧﻬﺎ "ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﺗﻌﻠﻢ ﺑﻔﻌﺎﻟﻳﺔ‬
‫ﻭﺑﺷﻜﻞ ﺟﻣﺎﻋﻲ‪ ،‬ﻭﺗﻐﻳﺮ ﻧﻔﺳﻬﺎ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻧﺣﻮ ﺇﺩﺍﺭﺓ ﺃﻓﺿﻞ ﻭﺍﺳﺗﺧﺪﺍﻡ ﺃﻓﺿﻞ ﻟﻠﺗﻜﻧﻮﻟﻮﺟﻳﺎ‪،‬‬
‫ﻭﺗﺷﺟﻊ ﺃﻓﺮﺍﺩﻫﺎ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻢ ﺑﻳﻧﻣﺎ ﻳﻌﻣﻠﻮﻥ ﺩﺍﺧﻞ ﺃﻭ ﺧﺎﺭﺝ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻳﺳﺗﺧﺪﻣﻮﻥ ﺍﻟﺗﻜﻧﻮﻟﻮﺟﻳﺎ‬
‫ﻟﺰﻳﺎﺩﺓ ﺍﻟﺗﻌﻠﻢ ﻭﺍﻹﻧﺗﺎﺝ"‪.‬‬

‫ﻭﺗﺮﻯ ﺧﺿﺮ )‪ (77 ،2009‬ﺑﺄﻥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻲ‪" :‬ﻧﻈﺎﻡ ﺍﺟﺗﻣﺎﻋﻲ ﻣﺮﻛﺐ ﻣﻦ‬
‫ﻭﺣﺪﺍﺕ ﺗﻧﻈﻳﻣﻳﺔ‪ ،‬ﺗﻌﻣﻞ ﻓﻲ ﻋﻼﻗﺎﺕ ﺗﺑﺎﺩﻟﻳﺔ ﻭﺗﻜﺎﻣﻠﻳﺔ ﻟﺗﺣﻘﻳﻖ ﻫﺪﻑ ﻣﻌﻳﻦ‪ ،‬ﻭﺗﺣﺻﻞ ﻋﻠﻰ‬
‫ﻣﺪﺧﻼﺗﻬﺎ ﻣﻦ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻄﺔ‪ ،‬ﺛﻢ ﺗﻘﺪﻡ ﻟﻬﺬﻩ ﺍﻟﺑﻳﺋﺔ ﻣﺧﺮﺟﺎﺗﻬﺎ‪ ،‬ﻓﻬﻮ ﻧﻈﺎﻡ ﻳﺆﺛﺮ ﻓﻲ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻄﺔ‬
‫ﺑﻪ ﻭﻳﺗﺄﺛﺮ ﺑﻬﺎ‪ ،‬ﻭﻫﻲ ﻣﻧﻈﻣﺔ ﺍﻟﻘﺮﻥ ﺍﻟﺣﺎﺩﻱ ﻭﺍﻟﻌﺷﺮﻳﻦ ﺍﻟﺗﻲ ﺗﺗﺳﻢ ﺑﺳﺮﻋﺔ ﺍﻟﺗﻐﻳﻳﺮ‪ ،‬ﻭﻛﺛﺮﺓ‬
‫ﺍﻟﺗﺣﺪﻳﺎﺕ‪ ،‬ﻭﺗﻮﻟﻳﺪ ﺍﻟﻣﻌﺮﻓﺔ‪ ،‬ﻭﺇﺩﺍﺭﺗﻬﺎ‪ ،‬ﻭﺍﻻﻫﺗﻣﺎﻡ ﺑﺎﻟﻌﻧﺻﺮ ﺍﻟﺑﺷﺮﻱ ﻓﻲ ﻣﺟﺎﻻﺕ ﻣﺗﻧﻮﻋﺔ"‪.‬‬

‫ﻭﻳﻌﺮﻓﻬﺎ ﺭﻣﺿﺎﻥ )‪ (2382 ،2014‬ﺑﺄﻧﻬﺎ‪" :‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﻳﺗﻢ ﻓﻳﻬﺎ ﺍﻟﺗﻌﻠﻢ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﺟﻣﺎﻋﻲ‬
‫ﺑﺷﻜﻞ ﺩﺍﺋﻢ ﻭﻣﺳﺗﻣﺮ‪ ،‬ﻭﻳﺗﻢ ﻓﻳﻬﺎ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﻟﻠﺗﻜﻳﻒ ﻣﻊ ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﺪﺍﺧﻠﻳﺔ‬
‫ﻭﺍﻟﺧﺎﺭﺟﻳﺔ ﻭﺍﻟﻌﻣﻞ ﺿﻣﻦ ﻓﺮﻳﻖ ﻋﻣﻞ ﺟﻣﺎﻋﻲ ﻭﺍﻋﻲ ﻓﻲ ﻇﻞ ﻭﺟﻮﺩ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ ﻟﺗﺣﻘﻳﻖ‬
‫ﺃﻫﺪﺍﻑ ﺗﻠﻚ ﺍﻟﻣﻧﻈﻣﺔ"‪.‬‬

‫ﻭﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻲ ﺍﻟﺗﻲ ﺗﺗﻣﺗﻊ ﺑﺎﻟﻣﻬﺎﺭﺓ ﻓﻲ ﺇﻳﺟﺎﺩ ﻭﺍﻛﺗﺳﺎﺏ ﻭﺗﺣﻮﻳﻞ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻻﺣﺗﻔﺎﻅ‬
‫ﺑﻬﺎ ﻭﺗﺮﺟﻣﺗﻬﺎ‪ ،‬ﻭﺗﻐﻳﺮ ﺳﻠﻮﻛﻬﺎ ﻋﻦ ﻗﺻﺪ ﻟﺗﻌﻜﺲ ﺍﻟﺮﺅﻳﺔ ﻭﺍﻟﻣﻌﺮﻓﺔ ﺍﻟﺟﺪﻳﺪﺓ ) & ‪Cummings‬‬
‫‪.(Worley, 2009, 542-543‬‬

‫ﻭﻳﻌﺮﻓﻬﺎ ﺃﺑﻮ ﺣﺷﻳﺶ ﻭﻣﺮﺗﺟﻰ )‪ (402 ،2011‬ﺑﺄﻧﻬﺎ‪" :‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﺗﺻﻒ ﺑﻘﺪﺭﺗﻬﺎ ﻋﻠﻰ‬
‫ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ ﻣﻦ ﺍﻟﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‪ ،‬ﻭﺗﻌﻣﻞ ﻋﻠﻰ ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺣﻮﺍﺭ ﺑﻳﻦ ﺃﻓﺮﺍﺩﻫﺎ‬
‫ﻭﺍﻟﻣﺟﺗﻣﻊ ﻣﻊ ﻗﺪﺭﺗﻬﺎ ﻋﻠﻰ ﺍﻟﺗﻜﻳﻒ ﻣﻊ ﺍﻟﺗﻐﻳﺮﺍﺕ ﺍﻟﻣﺳﺗﻣﺮﺓ"‪.‬‬

‫ﻭﻳﺮﻛﺰ ﺧﺿﺮ ﻭﺧﺻﺎﻭﻧﺔ )‪ (1655 ،2011‬ﻋﻠﻰ ﺃﻫﻣﻳﺔ ﺍﻷﻓﺮﺍﺩ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﺇﺫ‬
‫ﺃﻧﻬﻢ "ﻳﻌﻣﻠﻮﻥ ﻓﻳﻬﺎ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻟﺰﻳﺎﺩﺓ ﻣﻘﺪﺭﺍﺗﻬﻢ ﻓﻲ ﺗﺣﻘﻳﻖ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﻳﺮﻏﺑﻮﻥ ﻓﻳﻬﺎ ﺑﺎﺗﺧﺎﺫ ﺃﻧﻣﺎﻁ‬
‫ﻣﻦ ﺍﻟﺗﻔﻜﻳﺮ ﻭﺍﻟﻄﻣﻮﺡ ﺍﻟﺟﻣﺎﻋﻲ ﻟﺗﺣﻘﻳﻖ ﺍﻟﺗﻜﻳﻒ ﻣﻊ ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻭﺍﻟﺧﺎﺭﺟﻳﺔ ﺍﻋﺗﻣﺎﺩﺍ ﻋﻠﻰ‬
‫ﺍﻟﺪﺭﻭﺱ ﺍﻟﺳﺎﺑﻘﺔ"‪.‬‬

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‫ﺃﻣَّﺎ ﺍﻟﺬﻳﺎﺏ )‪ (14 ،2014‬ﻓﻳﻘﻮﻝ ﺃﻥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪" :‬ﻫﻲ ﺗﻠﻚ ﺍﻟﺗﻲ ﺗﺗﻮﻓﺮ ﻓﻳﻬﺎ‬
‫ﺍﻟﺧﺻﺎﺋﺺ ﻭﺍﻟﻣﻮﺍﺻﻔﺎﺕ ﺗﻣﻜﻧﻬﺎ ﻣﻦ ﺯﻳﺎﺩﺓ ﻗﺪﺭﺗﻬﺎ ﻋﻠﻰ ﺍﻟﺗﻜﻳﻒ ﺍﻟﺳﺮﻳﻊ ﻣﻊ ﺍﻟﺗﻐﻳﺮﺍﺕ ﺍﻟﺗﻲ‬
‫ﺗﺣﺪﺙ ﺩﺍﺧﻠﻳﺎ ﻭﺧﺎﺭﺟﻳﺎ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺗﻄﻮﻳﺮ ﺍﻟﻣﺳﺗﻣﺮ‪ ،‬ﻭﺗﺑﺎﺩﻝ ﺍﻟﺧﺑﺮﺍﺕ ﻭﺍﻟﺗﺟﺎﺭﺏ ﺑﺎﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻔﻌﺎﻟﺔ ﻭﺍﻟﺗﻘﻧﻳﺔ ﺍﻟﺣﺪﻳﺛﺔ"‪.‬‬

‫ﻭﻓﻲ ﺳﻳﺎﻕ ﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ ﻳﺮﻯ ﺍﻟﺣﻮﺍﺟﺮﺓ )‪ (382 ،2011‬ﺃﻥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻫﻲ‪" :‬ﺍﻵﻟﻳﺔ ﺍﻟﺗﻲ ﺗﺳﻬﻢ ﻓﻲ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﻔﺎﻋﻞ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ‪ ،‬ﻭﺗﻣﻜﻦ ﻛﻞ ﻋﺿﻮ ﻣﻦ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ‬
‫ﺍﻟﺗﺪﺭﻳﺲ ﻣﻦ ﺍﻟﻣﺳﺎﻫﻣﺔ ﻓﻲ ﺗﺣﺪﻳﺪ ﻭﺣﻞ ﺍﻟﻣﺷﻜﻼﺕ ﺑﺷﻜﻞ ﻣﺳﺗﻣﺮ‪ ،‬ﺑﻬﺪﻑ ﺯﻳﺎﺩﺓ ﻗﺪﺭﺗﻬﺎ ﻋﻠﻰ‬
‫ﺍﻟﺗﻜﻳﻒ ﻣﻊ ﺍﻟﺗﻐﻳﺮﺍﺕ ﺍﻟﺳﺮﻳﻌﺔ ﻓﻲ ﺍﻟﺑﻳﺋﺔ ﻭﻣﻮﺍﺟﻬﺔ ﺍﻟﺗﺣﺪﻳﺎﺕ‪ ،‬ﻭﺗﺣﻘﻳﻖ ﺃﻫﺪﺍﻓﻬﺎ ﺑﻧﺟﺎﺡ"‪.‬‬

‫ﻭﻓﻲ ﻧﻔﺲ ﺍﻟﺳﻳﺎﻕ ﻳﺮﻯ ﺍﻟﺪﻳﺣﺎﻧﻲ )‪ (21-20 ،2015‬ﺑﺄﻧﻬﺎ‪" :‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﻠﺑﻲ ﺷﺮﻭﻃﺎ‬
‫ﺗﻣﻳﺰﻫﺎ ﻋﻦ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻷﺧﺮﻯ ﻣﻦ ﺣﻳﺚ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‪ ،‬ﻭﺍﻟﻬﻳﻜﻞ ﺍﻟﺗﻧﻈﻳﻣﻲ ﺍﻟﻣﺮﺗﺑﻂ‬
‫ﺑﻌﻣﻠﻳﺎﺕ ﺗﻌﻠﻳﻣﻳﺔ ﺗﺑﺎﺩﻟﻳﺔ ﺑﻳﻦ ﺍﻟﻘﺎﺩﺓ ﻭﺍﻷﺗﺑﺎﻉ‪ ،‬ﻭﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻣﻦ ﺍﻟﻣﺷﺎﺭﻛﺔ ﻭﺍﻟﺳﻣﺎﺡ ﺑﺈﺗﺎﺣﺔ‬
‫ﺍﻟﻔﺮﺹ ﺗﺑﺎﺩﻝ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﻧﻈﻳﻣﻳﺔ"‪.‬‬

‫ﻭﺗﺄﺳﻳﺳﺎ ﻋﻠﻰ ﻣﺎ ﺳﺑﻖ ﻳﺗﺿﺢ ﻟﻧﺎ ﺃﻥ ﺍﻟﺗﻌﻠﻢ ﻋﻣﻠﻳﺔ ﻣﺳﺗﻣﺮﺓ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻫﻲ‬
‫ﻋﻣﻠﻳﺔ ﺇﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻭﻣﻧﻈﻣﺔ ﻭﻣﺧﻄﻂ ﻟﻬﺎ‪ ،‬ﻭﺍﻟﺗﻌﻠﻢ ﻳﻜﻮﻥ ﻓﻲ ﺛﻼﺛﺔ ﻣﺳﺗﻮﻳﺎﺕ‪ :‬ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﺟﻣﺎﻋﻲ‬
‫ﻭﺍﻟﻣﻧﻈﻣﻲ‪ ،‬ﻭﺍﻟﻔﺮﺩ ﻋﻧﺻﺮ ﻣﻬﻢ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﺗﻌﻠﻣﻪ ﻫﻮ ﺃﺳﺎﺱ ﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻳﺟﺐ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺗﻌﻠﻢ ﻓﻌﺎﻻ ﻭﺫﺍ ﺟﺪﻭﻯ ﻟﻠﻣﻧﻈﻣﺔ ﻭﻳﻈﻬﺮ ﺫﻟﻚ ﻓﻲ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺟﻳﺪﺓ ﻣﺛﻞ ﺗﺣﺳﻳﻦ ﺍﻷﺩﺍﺀ‬
‫ﻭﺯﻳﺎﺩﺓ ﺍﻹﻧﺗﺎﺟﻳﺔ ﻭﺍﻟﺗﻧﺎﻓﺳﻳﺔ‪.‬‬

‫ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‬

‫ﺯﺍﺩ ﻣﺆﺧﺮﺍ ﺍﻻﻫﺗﻣﺎﻡ ﺑﺎﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻛﺄﺣﺪ ﺃﻧﻮﺍﻉ ﺍﻟﺗﻌﻠﻢ ﺍﻟﻣﻬﻣﺔ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﻣﺗﻌﻠﻣﺔ‪،‬‬
‫ﻭﺯﺍﺩ ﺍﻟﺗﺮﻛﻳﺰ ﻋﻠﻳﻪ ﻟﺗﻮﺿﺢ ﺃﻫﻣﻳﺗﻪ ﻭﻋﻼﻗﺗﻪ ﺑﺗﻌﻠﻢ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻛﺗﺳﺎﺏ ﺍﻟﻣﻌﺮﻓﺔ ﺩﺍﺧﻞ ﺍﻟﻣﻧﻈﻣﺎﺕ‪.‬‬

‫ﻭﺍﻟﺗﻌﻠﻢ ﻫﻮ ﻧﻈﺎﻡ ﻓﺮﻋﻲ ﻓﻲ ﻣﻧﻈﻮﻣﺔ ﺍﻟﺳﻠﻮﻙ ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻭﻳﺗﻜﻮﻥ ﻣﻦ ﻋﺪﺓ ﺃﺟﺰﺍﺀ ﺗﺗﺿﻣﻦ‬
‫ﺍﻟﻣﺪﺧﻼﺕ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﻭﺍﻟﻣﺧﺮﺟﺎﺕ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺗﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‪ ،‬ﻭﻳﺳﺎﻫﻢ ﺍﻟﺗﻌﻠﻢ ﻓﻲ ﺗﻐﻳﻳﺮ ﺳﻠﻮﻙ‬
‫ﺍﻟﻔﺮﺩ ﻟﻸﻓﺿﻞ )ﺍﻟﻔﺮﻳﺟﺎﺕ ﻭﺍﻟﻠﻮﺯﻱ ﻭﺍﻟﺷﻬﺎﺑﻲ‪(209-207 ،2009 ،‬‬

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‫ﻭﺑﺎﻟﻧﺳﺑﺔ ﺇﻟﻰ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ )‪ (Marquardt, 2002, 25‬ﻓﺈﻥ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ "ﻳﻣﺛﻞ‬
‫ﺍﻟﻣﻘﺪﺭﺓ ﺍﻟﻣﻌﺮﻓﻳﺔ ﻭﺍﻹﻧﺗﺎﺟﻳﺔ ﺍﻟﻣﻌﺰﺯﺓ ﺍﻟﺗﻲ ﻳﺗﻢ ﺍﻟﺣﺻﻮﻝ ﻋﻠﻳﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻻﻟﺗﺰﺍﻡ ﺑﺎﻟﺗﻄﻮﻳﺮ‬
‫ﺍﻟﻣﺳﺗﻣﺮ ﻓﻲ ﻛﻞ ﺟﻮﺍﻧﺐ ﺍﻟﻣﻧﻈﻣﺔ"‪.‬‬

‫ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻛﻣﺎ ﻳﻌﺮﻓﻪ ﺍﻟﺳﺎﻟﻢ )‪ (49 ،2005‬ﻫﻮ‪" :‬ﺟﻬﺪ ﻣﺗﻮﺍﺻﻞ ﺗﻣﺎﺭﺳﻪ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﻓﻲ ﺑﻧﺎﺀ ﻭﺗﻧﻈﻳﻢ ﺍﻟﻣﻌﺮﻓﺔ‪ ،‬ﻭﺗﺣﺳﻳﻧﻬﺎ ﺑﻬﺪﻑ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻣﻌﺎﻥٍ ﻣﺷﺗﺮﻛﺔ ﻳﻣﻜﻦ ﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻧﻬﺎ‬
‫ﻓﻲ ﺣﻞ ﺍﻟﻣﺷﻜﻼﺕ ﺍﻟﺗﻲ ﺗﻮﺍﺟﻬﻬﺎ‪ ،‬ﻭﻣﻳﺰﺓ ﻫﺬﺍ ﺍﻟﺟﻬﺪ ﺍﻟﻣﺗﻮﺍﺻﻞ ﺃﻧﻪ ﻣﺷﺗﻖ ﺃﺳﺎﺳﺎ ﻣﻦ ﺧﺑﺮﺍﺕ‬
‫ﻭﺗﺟﺎﺭﺏ ﺃﻋﺿﺎﺀ ﺍﻟﻣﻧﻈﻣﺔ"‪.‬‬

‫ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻛﻣﺎ ﺗﻌﺮﻓﻪ ﻣﺎﻛﻳﻮ )‪ (Macchio, 2012, 8‬ﻫﻮ‪" :‬ﺍﻟﺗﻌﻠﻢ ﻓﻲ ﺍﻟﺳﻳﺎﻕ‬
‫ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻭﻳﺧﺗﺺ ﺑﻜﻳﻔﻳﺔ ﺣﺪﻭﺙ ﺍﻟﺗﻐﻳﻳﺮ ﻛﻧﺗﻳﺟﺔ ﻟﻠﺗﻌﻠﻢ‪ ،‬ﻭﻓﻲ ﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ ﻳﻣﻜﻦ ﺃﻥ‬
‫ﻳﺳﺎﻋﺪ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻋﻠﻰ ﺇﻳﺟﺎﺩ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﻣﻧﺎﺳﺐ ﻭﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻣﺮﻭﻧﺔ"‪.‬‬

‫ﻭﻳﻌﺗﺑﺮ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﺿﺮﻭﺭﺓ ﺇﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻣﻠﺣّﺔ ﻟﺗﻘﺪﻡ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻭﺑﻘﺎﺋﻬﺎ‪ ،‬ﻭﺃﺻﺑﺢ ﺗﺣﺪﻳﺎ‬
‫ﺗﻣﺎﺭﺳﻪ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻟﻣﻮﺍﺟﻬﺔ ﺍﻟﺿﻐﻮﻁ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ،‬ﻓﺎﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﻻ ﺗﻮﻇﻒ ﺍﻟﺗﻐﻳﻳﺮﺍﺕ ﺍﻟﺗﻧﻈﻳﻣﻳﺔ‬
‫ﺑﺷﻜﻞ ﻧﺎﺟﺢ‪ ،‬ﻗﺪ ﺗﺧﺳﺮ ﺑﺳﺮﻋﺔ‪ ،‬ﻭﺗﺑﻧّﻲ ﺍﻟﻣﻧﻈﻣﺔ ﻟﻣﻔﻬﻮﻡ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻳﻣﻜﻧﻬﺎ ﻣﻦ ﺗﺛﺑﻳﺖ ﺍﻟﻘﻳﻢ‬
‫ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻻﺳﺗﺮﺍﺗﻳﺟﻳﺎﺕ ﺗﺳﺎﻋﺪﻫﺎ ﻋﻠﻰ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻻﺳﺗﺮﺍﺗﻳﺟﻲ‪) .‬ﺍﻟﺑﻐﺪﺍﺩﻱ ﻭﺍﻟﻌﺑﺎﺩﻱ‪،2010 ،‬‬
‫‪(26‬‬

‫ﻭﻳﺮﻯ ﺳﺗﻳﻮﺍﺭﺕ ﻭﺭﻭﺟﺮﺯ)‪ (Stewart & Rogers, 2012, 52‬ﺑﺄﻥ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‬
‫ﻳﻌﻮﺩ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﺗﻲ ﺑﻮﺍﺳﻄﺗﻬﺎ ﺗﻘﻮﻡ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻛﻮﺣﺪﺓ ﻣﺗﻜﺎﻣﻠﺔ ﻟﻣﺣﺎﻭﻟﺔ ﺍﻟﺗﻜﻳﻒ ﻣﻊ ﺍﻟﺗﻐﻳﻳﺮ‬
‫ﻭﺍﻻﺳﺗﺟﺎﺑﺔ ﻟﻪ ﻛﻧﺗﻳﺟﺔ ﻟﻠﺗﺄﺛﻳﺮﺍﺕ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻭﺍﻟﺧﺎﺭﺟﻳﺔ‪.‬‬

‫ﻭﺗﺗﻣﺛﻞ ﺃﻫﻣﻳﺔ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻓﻲ ﻗﻳﺎﻡ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺗﻐﻳﻳﺮ ﻭﻇﺎﺋﻔﻬﻢ ﺃﻭ ﻓﻲ ﺗﻣﺳﻜﻬﻢ ﺑﻣﺎ ﻣﻌﻬﻢ‬
‫ﻣﻦ ﻣﻌﺮﻓﺔ ﻷﻧﻬﻢ ﻳﺷﻌﺮﻭﻥ ﺑﺄﻥ ﻣﺷﺎﺭﻛﺗﻬﻢ ﻟﻬﺬﻩ ﺍﻟﻣﻌﺮﻓﺔ ﺗﺆﺛﺮ ﺳﻠﺑﺎ ﻋﻠﻰ ﻧﺟﺎﺣﻬﻢ‪ .‬ﻭﺍﻟﺗﻌﻠﻢ‬
‫ﺍﻟﻣﺳﺗﻣﺮ ﻋﻠﻰ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﺩﻱ ﻣﻬﻢ ﻭﻟﻜﻧﻪ ﻏﻳﺮ ﻛﺎﻑٍ ﻟﺗﺣﻘﻳﻖ ﺍﻟﺗﻐﻳﺮﺍﺕ ﺍﻟﻣﻄﻠﻮﺑﺔ ﻓﻲ ﺍﻟﻣﻌﺮﻓﺔ‬
‫ﻭﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻣﺆﺳﺳﺔ ﺍﻟﻣﺎﻟﻲ‪ ،‬ﻭﻟﻬﺬﺍ ﻳﺟﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺗﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺃﻧﻈﻣﺔ ﻭﻣﻣﺎﺭﺳﺎﺕ ﻭﻫﻳﺎﻛﻞ‬
‫ﻳﺗﻢ ﺍﻟﺣﺻﻮﻝ ﻋﻠﻳﻬﺎ‪ ،‬ﻭﺗﺗﻣﺗﻊ ﺑﺎﻻﺳﺗﻣﺮﺍﺭﻳﺔ‪ ،‬ﻭﻳﻣﻜﻦ ﻣﺷﺎﺭﻛﺗﻬﺎ ﻭﺍﺳﺗﺧﺪﺍﻣﻬﺎ ﺑﺷﻜﻞ ﻣﻧﺗﻈﻢ ﻟﺗﻄﻮﻳﺮ‬
‫ﺍﻟﺗﻐﻳﻳﺮﺍﺕ ﺍﻟﻣﻘﺻﻮﺩﺓ ﻓﻲ ﺍﻷﺩﺍﺀ ﺍﻟﻣﻌﺮﻓﻲ )‪.(Marsick & Watkins, 2010, 133‬‬

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‫ﻭﺩﻭﺭ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻫﻮ ﺩﻋﻢ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻘﻳﺎﺩﺓ ﻓﻲ ﻧﻔﺲ ﺍﻟﻣﻮﻗﻒ ﻟﺿﻣﺎﻥ ﺍﻟﻣﻬﺎﺭﺓ ﻭﺍﻟﻜﻔﺎﺀﺓ‬
‫ﻭﺍﻟﻮﻋﻲ ﻟﻠﺗﻮﺍﺻﻞ ﺑﺷﻜﻞ ﻓﺎﻋﻞ ﻣﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻭﺗﺪﺭﻳﺑﻬﻢ ﻭﺩﻋﻣﻬﻢ‪ ،‬ﻭﺗﺻﻣﻳﻢ ﺍﻟﻣﻧﻈﻣﺔ ﻟﺗﻜﻮﻥ‬
‫ﻣﻧﻈﻣﺔ ﺟﺪﻳﺪﺓ ﺫﺍﺕ ﻛﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻳﺔ‪ ،‬ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ ﻳﺪﻋﻢ ﺗﻄﻮﻳﺮ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺷﻜﻞ ﻋﺎﻡ ﻭﺗﻄﻮﻳﺮ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻣﻮﺍﺭﺩ ﺍﻟﺑﺷﺮﻳﺔ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺪﻭﺭ ﻳﺗﻄﻠﺐ ﺗﻜﺎﻣﻼ ﺑﻳﻦ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺑﺎﻗﻲ ﻣﻜﻮﻧﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ ﻟﺑﻧﺎﺀ‬
‫ﻣﺳﺗﻮﻳﺎﺕ ﺃﺩﺍﺀ ﻟﺿﻣﺎﻥ ﻧﺟﺎﺡ ﺍﻟﻣﻧﻈﻣﺔ‪ .‬ﺑﻳﺞ‪-‬ﺗﻳﻜﻞ )‪(Page-Tickell, 2016, 36‬‬

‫ﺃﻣَّﺎ ﺳﻳﻧﺞ )‪ (Senge, 1990, 125‬ﻓﻳﺮﻯ ﺃﻥ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺗﺗﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ‬
‫ﻳﺗﻌﻠﻣﻮﻥ‪ ،‬ﻭﺗﻌﻠﻢ ﺍﻷﻓﺮﺍﺩ ﻻ ﻳﺿﻣﻦ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻭﻟﻜﻦ ﺑﺪﻭﻧﻪ ﻻ ﻳﺣﺪﺙ ﺃﻱ ﺗﻌﻠﻢ ﺗﻧﻈﻳﻣﻲ‪،‬‬
‫ﻓﺎﻷﻓﺮﺍﺩ ﻫﻢ ﺍﻟﻘﻮﺓ ﺍﻟﻔﺎﻋﻠﺔ‪ ،‬ﻭﻟﻬﻢ ﺗﻄﻠﻌﺎﺗﻬﻢ ﻭﻃﺮﻗﻬﻢ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﺗﻔﻜﻳﺮ‪ ،‬ﻭﻟﻬﺬﺍ ﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﻣﻊ‬
‫ﺍﻷﻓﺮﺍﺩ ﺍﻟﺪﺍﻓﻌﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻘﺑﻮﻝ ﺍﻟﺗﺣﺪﻱ ﻭﻟﻠﺗﻌﻠﻢ ﻟﺗﺣﻘﻳﻖ ﺍﻟﺗﻄﻮﺭ‪ ،‬ﻓﻠﻦ ﻳﻜﻮﻥ ﻫﻧﺎﻙ ﻧﻣﻮ ﻭﻻ ﺇﻧﺗﺎﺟﻳﺔ‬
‫ﻭﻻ ﺗﻄﻮﺭ ﺗﻜﻧﻮﻟﻮﺟﻲ‪.‬‬

‫ﻭﺫﻛﺮ ﺳﻳﺮﺍﺕ )‪ (Serrat, 2009, 42‬ﺑﻌﺾ ﺍﻷﺳﺑﺎﺏ ﺍﻟﺗﻲ ﺗﻘﻮﺩ ﺇﻟﻰ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‬
‫ﻭﻫﻲ‪:‬‬

‫‪ -‬ﺗﻮﺿﻳﺢ ﺍﻟﺮﺅﻳﺔ ﻭﺍﻟﻐﺮﺽ ﻭﺍﻟﻣﺑﺎﺩﺉ ﻭﺳﻠﻮﻙ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

‫‪ -‬ﺇﻳﺟﺎﺩ ﺣﻠﻮﻝ ﻣﺗﻌﺪﺩﺓ ﻟﻘﺿﺎﻳﺎ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬
‫‪ -‬ﺗﻘﻠﻳﺺ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻣﺗﻜﺮﺭﺓ‪.‬‬
‫‪ -‬ﻣﻮﺍﺯﻧﺔ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﻣﺳﺗﻔﻳﺪﻳﻦ‪.‬‬
‫‪ -‬ﻓﻬﻢ ﺍﻟﻣﺧﺎﻃﺮﺓ ﻭﺍﻟﺗﻧﻮﻉ ﺑﺷﻜﻞ ﺃﻋﻣﻖ‪.‬‬
‫‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﺰﺑﺎﺋﻦ ﻭﺍﻻﻧﺪﻣﺎﺝ ﻣﻊ ﺍﻟﻣﺟﺗﻣﻊ‪.‬‬
‫‪ -‬ﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺿﻐﻮﻁ ﻣﻦ ﺃﺟﻞ ﻓﻌﺎﻟﻳﺔ ﻃﻮﻳﻠﺔ ﺍﻟﻣﺪﻯ ﻭﻛﻔﺎﺀﺓ ﻗﺻﻳﺮﺓ ﺍﻟﻣﺪﻯ‪.‬‬
‫‪ -‬ﺗﻮﺳﻳﻊ ﺍﻷﻓﻖ ﻹﺩﺭﺍﻙ ﻭﺿﻊ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺣﺎﻟﻲ‪ ،‬ﻭﻣﺎ ﻳﻣﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻋﻠﻳﻪ‪.‬‬
‫‪ -‬ﺍﻹﺑﺪﺍﻉ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﺗﻐﻳﻳﺮ‪.‬‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻹﻧﺗﺎﺟﻳﺔ ﺍﻟﻘﺻﻮﻯ ﻭﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﺍﻹﻳﺟﺎﺑﻳﺔ‪.‬‬
‫‪ -‬ﺍﻻﺳﺗﻘﻼﻟﻳﺔ ﻭﺍﻟﺣﺮﻳﺔ‪.‬‬

‫ﻭﻳﺆﻛﺪ ﻛﺎﻣﻳﻧﺟﺰ ﻭ ﻭﻭﺭﻟﻲ )‪ (Cummings & Worley, 2009, 538‬ﻋﻠﻰ ﺃﻫﻣﻳﺔ ﺍﻟﺗﻌﻠﻢ‬
‫ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ ﻓﻲ ﺗﺣﺳﻳﻦ ﺍﻷﺩﺍﺀ ﻭﺍﻟﺗﻄﻮﻳﺮ‪ ،‬ﻓﺎﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻳﺰﻳﺪ ﻣﻦ ﺇﻣﻜﺎﻧﻳﺎﺕ‬

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‫ﺍﻟﻣﻧﻈﻣﺔ ﻟﻠﺣﺻﻮﻝ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺟﺪﻳﺪﺓ ﻭﺗﻌﺰﻳﺰﻫﺎ‪ ،‬ﺑﻳﻧﻣﺎ ﺗﺮﻛﺰ ﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ ﻋﻠﻰ ﻛﻳﻔﻳﺔ ﺗﻧﻈﻳﻢ‬
‫ﻫﺬﻩ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﺳﺗﺧﺪﺍﻣﻬﺎ ﻟﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻳﻌﺗﺑﺮ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻣﻊ ﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ ﺿﺮﻭﺭﺓ‬
‫ﺣﺗﻣﻳﺔ ﻓﻲ ﻇﻞ ﺍﻟﺗﻐﻳﺮﺍﺕ ﺍﻟﻣﺗﺳﺎﺭﻋﺔ ﺣﻮﻝ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻳﻌﺗﺑﺮ ﻣﺻﺪﺭﺍ ﻟﻠﺗﺟﺪﻳﺪ ﺍﻻﺳﺗﺮﺍﺗﻳﺟﻲ‪،‬‬
‫ﻭﻳﺳﺎﻋﺪ ﺍﻟﻣﻧﻈﻣﺔ ﻋﻠﻰ ﻛﺳﺐ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺗﻄﺑﻳﻘﻬﺎ ﺑﺳﺮﻋﺔ ﻭﻓﺎﻋﻠﻳﺔ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﻣﻧﺎﻓﺳﻳﻦ‪ ،‬ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ‬
‫ﻳﺧﻠﻖ ﺗﻧﺎﻓﺳﻳﺔ ﺍﻳﺟﺎﺑﻳﺔ ﻭﻣﺳﺗﺪﺍﻣﺔ‪.‬‬

‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‬

‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻲ ﻋﻣﻠﻳﺔ ﺫﺍﺕ ﺑﻌﺪ ﺇﺳﺗﺮﺍﺗﻳﺟﻲ ﻭﻣﺧﻄﻂ ﻟﻬﺎ‪ ،‬ﻭﺗﺿﻢ ﻣﺳﺗﻮﻳﺎﺕ ﻣﺧﺗﻠﻔﺔ‬
‫ﻣﻦ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺭﺑﻣﺎ ﻳﻈﻦ ﺑﻌﺾ ﺍﻟﻧﺎﺱ ﺃﻥ ﻣﺻﻄﻠﺣﻲ )ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ( ﻭ )ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ(‬
‫ﻣﺻﻄﻠﺣﻳﻦ ﻣﺗﺷﺎﺑﻬﻳﻦ‪ ،‬ﻭﻟﻜﻦ ﻓﻲ ﺍﻟﺣﻘﻳﻘﺔ ﻫﻧﺎﻙ ﺍﺧﺗﻼﻓﺎﺕ ﺑﻳﻧﻬﻣﺎ‪ .‬ﻭﺗُﻔﺮّﻕ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ‬
‫)‪ (Marquardt, 2002, 56‬ﺑﻳﻦ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻭﺗﺮﻯ ﺃﻧﻪ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻳﺗﻢ ﺍﻟﺗﺮﻛﻳﺰ ﻋﻠﻰ ﻣﺎﻫﻳﺔ ﺍﻷﻧﻈﻣﺔ ﺍﻟﻔﺮﻋﻳﺔ‪ ،‬ﻭﺍﻟﻣﺑﺎﺩﺉ ﻭﺍﻟﺧﺻﺎﺋﺺ ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﺗﻌﻠﻢ‪،‬‬
‫ﻭﺗﻧﺗﺞ ﻛﻮﺣﺪﺓ ﻣﺗﻜﺎﻣﻠﺔ‪ ،‬ﺃﻣَّﺎ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻓﻳﺗﻢ ﺍﻟﺗﺮﻛﻳﺰ ﻓﻳﻪ ﻋﻠﻰ ﻛﻳﻔﻳﺔ ﺣﺪﻭﺙ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻋﻠﻰ‬
‫ﺍﻟﻣﻬﺎﺭﺍﺕ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﻟﺑﻧﺎﺀ ﻭﺍﺳﺗﺧﺪﺍﻡ ﺍﻟﻣﻌﺮﻓﺔ‪ ،‬ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻫﻮ ﺟﺰﺀ ﻣﻦ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪.‬‬

‫ﺃﻣّﺎ ﻣﺎﻛﻳﻮ )‪ (Macchio, 2012, 19-20‬ﻓﺗﺮﻯ ﺃﻥ ﺍﻟﻔﺮﻕ ﺑﻳﻦ ﻣﺻﻄﻠﺣﻲ ﺍﻟﻣﻧﻈﻣﺔ‬

‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻳﻜﻣﻦ ﻓﻲ ﻛﻮﻥ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻓﻌﻼ ﻳﻣﺛﻞ ﺣﺪﻭﺙ ﺍﻟﺗﻌﻠﻢ ﻭﻳﺻﻒ‬
‫ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﺑﻳﻧﻣﺎ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻲ ﺍﺳﻢ ﻳُﺳﺗﺧﺪﻡ ﻟﻮﺻﻒ ﺍﻟﻣﻧﻈﻣﺔ‪ .‬ﻭﻫﻧﺎﻙ ﺍﺧﺗﻼﻑ ﺁﺧﺮ‬
‫ﺑﻳﻦ ﺍﻟﻣﺻﻄﻠﺣﻳﻦ ﻳﻜﻣﻦ ﻓﻲ ﺍﻟﻣﺪﻯ ﺍﻟﺬﻱ ﻳﻧﻈﺮ ﻓﻳﻪ ﺇﻟﻰ ﺍﻟﺗﻌﻠﻢ ﻛﺄﺩﺍﺓ ﻋﻣﻠﻳﺔ ﻭﻣﻔﻳﺪﺓ‪ ،‬ﻭﻟﻜﻲ ﻳﻜﻮﻥ‬
‫ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻣﺮﻏﻮﺑﺎ‪ ،‬ﻳﺟﺐ ﺃﻥ ﻳﻧﺗﺞ ﻋﻧﻪ ﺗﻐﻳﺮ ﻭﺍﺿﺢ ﻟﺗﺳﺗﻔﻳﺪ ﻣﻧﻪ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

‫ﻭﻳﻌﺗﻘﺪ ﺍﻟﺳﺎﻟﻢ )‪ (94-93 ،2005‬ﺑﺄﻥ ﻫﻧﺎﻙ ﺃﻭﺟﻪ ﺗﺷﺎﺑﻪ ﺑﻳﻦ ﻣﺻﻄﻠﺣﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻓﻬﻧﺎﻙ ﺗﺄﻛﻳﺪ ﻣﺷﺗﺮﻙ ﻋﻠﻰ ﺃﻫﻣﻳﺔ ﻭﺣﻳﻮﻳﺔ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺃﻥ ﺍﻷﻓﺮﺍﺩ ﺑﺧﺑﺮﺍﺗﻬﻢ‬ ‫ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪،‬‬
‫ﻭﻣﻬﺎﺭﺍﺗﻬﻢ ﻫﻢ ﺍﻟﺮﻛﻳﺰﺓ ﻟﺗﻔﻮﻕ ﺍﻟﻣﻧﻈﻣﺔ ﻭﺗﻣﻳﺰﻫﺎ‪ ،‬ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﻲ ﻣﻘﺪﻣﺔ ﻭﺷﺮﻁ ﻟﺗﻜﻮﻳﻦ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻟﻜﻧﻪ ﻳﺮﻯ ﺑﻌﺾ ﺍﻻﺧﺗﻼﻓﺎﺕ ﺑﻳﻦ ﺍﻟﻣﺻﻄﻠﺣﻳﻦ ﺣﺳﺐ ﻣﺎ ﺍﺳﺗﺧﻠﺻﻬﺎ ﻣﻦ ﺍﻷﺩﺏ‬
‫ﺍﻟﻧﻈﺮﻱ‪ ،‬ﻭﻳﻠﺧﺻﻬﺎ ﻓﻲ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪:(1‬‬

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 ‫ﺟﺪﻭﻝ )‪(1‬‬

‫ﻣﻘﺎﺭﻧﺔ ﺑﻳﻦ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬ ‫ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‬ ‫ﺍﻟﺮﻗ‬

‫ﻢ‬
‫ﻣﻧﻈﻣﺔ ﺗﺳﻌﻰ ﻹﺛﺮﺍﺀ ﺗﻌﻠﻣﻬﺎ ﻟﺗﻔﻳﺪ ﻣﻧﻪ ﻓﻲ‬ ‫ﻳﺧﺪﻡ ﻗﺿﺎﻳﺎ ﺗﻌﻳﺷﻬﺎ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬ ‫‪1‬‬
‫ﺇﻋﺎﺩﺓ ﺻﻳﺎﻏﺔ ﺫﺍﺗﻬﺎ ﻭﻣﺳﺎﻳﺮﺓ ﺍﻟﻣﺳﺗﺟﺪﺍﺕ‪.‬‬
‫ﺧﺑﺮﺍﺕ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﻌﻳﺔ ﺍﻟﻣﺳﺗﺧﺪﻣﺔ ﻟﻜﺳﺐ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﻈﻬﺮ ﺧﺻﺎﺋﺺ ﺍﻟﺗﻌﻠﻢ‬ ‫‪2‬‬
‫ﻭﺍﻟﺗﻜﻳﻒ ﺍﻟﻣﺳﺗﻣﺮ‪.‬‬ ‫ﺍﻟﻣﻌﺮﻓﺔ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻣﻬﺎﺭﺍﺕ‪.‬‬
‫ﺍﻟﻣﺗﻄﻮﺭﺓ‬ ‫ﺍﻟﺗﻌﻠﻢ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﻓﻲ‬ ‫ﻳﺮﺗﺑﻂ ﺑﺎﻷﺳﺎﻟﻳﺐ ﻭﺍﻟﻄﺮﻕ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﺗﺗﻔﻮﻕ‬ ‫‪3‬‬
‫ﻭﺍﻟﻣﻧﺗﻈﻣﺔ ﻭﺍﻟﺟﻣﺎﻋﻳﺔ‪.‬‬ ‫ﺍﻟﻣﺳﺗﺧﺪﻣﺔ ﻓﻲ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‪.‬‬
‫ﻭﻣﺟﻣﻮﻋﺔ ﺗﻌﺑﺮ ﻋﻦ ﻭﺟﻮﺩ ﻛﻳﻧﻮﻧﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﺳﻌﻰ‬ ‫ﺍﻟﺗﻌﻠﻢ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﻋﻦ‬ ‫ﻳﻌﺑﺮ‬ ‫‪4‬‬
‫ﺍﻟﺗﺻﺮﻓﺎﺕ ﺍﻟﻣﺮﺗﺑﻄﺔ ﺑﻬﺎ‪ ،‬ﺃﻱ ﻛﻳﻔﻳﺔ ﻟﻠﺗﻌﻠﻢ ﻣﻣﺎ ﻳﺗﻄﻠﺐ ﺣﺻﺮ ﺑﻳﺋﺔ ﺍﻟﺗﻌﻠﻢ ﻭﻣﺎ ﻳﺗﻢ‬
‫ﺣﺪﻭﺙ ﺍﻟﺗﻌﻠﻢ ﻭﺁﻟﻳﺗﻪ )‪ ،(how‬ﺃﻱ ﻳﺳﺎﻋﺪ ﺗﻌﻠﻣﻪ ﻛﻮﺣﺪﺓ ﻭﺍﺣﺪﺓ )‪.(what‬‬
‫ﻋﻠﻰ ﺇﻳﺟﺎﺩ ﻣﻧﻈﻣﺎﺕ ﺍﻟﺗﻌﻠﻢ‪.‬‬
‫ﺗﻌﺑﺮ ﻋﻦ ﺍﻟﻄﺎﺑﻊ ﺍﻟﻌﻣﻠﻲ ﺍﻟﺗﻄﺑﻳﻘﻲ ﻭﺗﻣﺛﻞ‬ ‫ﻳﻌﺑﺮ ﻋﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻷﻛﺎﺩﻳﻣﻳﻳﻦ‪.‬‬ ‫‪5‬‬
‫ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻣﻣﺎﺭﺳﻳﻦ‪.‬‬
‫ﺍﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺗﺧﺪﻣﻬﺎ ﺍﻟﻣﻧﻈﻣﺔ ﻟﺑﻧﺎﺀ ﻫﻲ ﺇﺩﺍﺭﺓ ﺍﻟﺗﻌﻠﻢ ﻟﺗﺣﺳﻳﻦ ﺃﺩﺍﺀ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬ ‫‪6‬‬
‫ﺍﻟﻣﻌﺮﻓﺔ ﺃﻭ ﺇﻋﺎﺩﺓ ﺑﻧﺎﺀ ﺍﻟﻣﻌﺮﻓﺔ ﺍﻟﻣﻮﺟﻮﺩﺓ‪.‬‬
‫ﻣﻔﻬﻮﻡ ﻣﺛﺎﻟﻲ ﻻ ﻳﻣﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻳﻪ‪.‬‬ ‫ﻋﻣﻠﻳﺎﺕ ﻣﻮﺟﻮﺩﺓ ﺗﺗﻢ ﻣﻣﺎﺭﺳﺗﻬﺎ‪.‬‬ ‫‪7‬‬
‫ﺷﻜﻞ ﻣﻧﻈﻣﻲ‪.‬‬ ‫ﺧﺻﺎﺋﺺ ﻭﻋﻣﻠﻳﺎﺕ ﻣﻧﻈﻣﺔ‪.‬‬ ‫‪8‬‬
‫ﻣﻔﻬﻮﻡ ﻣﻌﻳﺎﺭﻱ‪.‬‬ ‫ﻣﻔﻬﻮﻡ ﻭﺻﻔﻲ‪.‬‬ ‫‪9‬‬

‫ﻭﺑﻧﺎﺀ ﻋﻠﻰ ﻣﺎ ﺗﻘﺪﻡ‪ ،‬ﻧﺳﺗﻄﻳﻊ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻫﻮ ﺃﺣﺪ ﺃﺭﻛﺎﻥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪،‬‬
‫ﻭﻳﺳﺎﻋﺪﻫﺎ ﻋﻠﻰ ﺍﻟﻧﻣﻮ ﻭﺍﻟﺗﻄﻮﺭ ﻭﺯﻳﺎﺩﺓ ﺍﻹﻧﺗﺎﺟﻳﺔ‪ ،‬ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻋﺑﺎﺭﺓ ﻋﻦ ﺃﺳﺎﻟﻳﺐ ﻭﻃﺮﻕ‬
‫ﻭﺃﺩﻭﺍﺕ ﺗﺳﺎﻋﺪ ﻋﻠﻰ ﺣﺪﻭﺙ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ ﺑﻳﻧﻣﺎ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻲ ﻭﺻﻒ ﺗﻄﺑﻳﻘﻲ ﻟﻠﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﻟﺗﺮﻛﻳﺰ ﻓﻲ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻋﻠﻰ ﻛﻳﻔﻳﺔ ﺣﺪﻭﺙ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﺑﻳﻧﻣﺎ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻳﻜﻮﻥ ﺍﻟﺗﺮﻛﻳﺰ ﻋﻠﻰ ﻣﺎ ﻳﺗﻢ ﺗﻌﻠﻣﻪ‪.‬‬

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 ‫ﻧﺷﺄﺓ ﻭﺗﻄﻮﺭ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫ﻳﺮﺟﻊ ﺗﺎﺭﻳﺦ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺇﻟﻰ ﺃﺭﺑﻌﻳﻧﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻣﺎﺿﻲ‪ ،‬ﻭﻟﻜﻦ ﻓﻲ ﺍﻟﺛﻣﺎﻧﻳﻧﺎﺕ ﺑﺪﺃﺕ‬
‫ﺑﻌﺾ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺇﺩﺭﺍﻙ ﺍﻷﻭﻟﻮﻳﺔ ﻟﺰﻳﺎﺩﺓ ﺍﻷﺩﺍﺀ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻭﺍﻟﻣﻧﺎﻓﺳﺔ ﻭﺍﻟﻧﺟﺎﺡ‪ ،‬ﻭﻛﻣﺛﺎﻝ ﻋﻠﻰ ﺫﻟﻚ‬
‫ﺷﺮﻛﺔ ﺷﻞ ﻟﻠﺑﺗﺮﻭﻝ ﺍﻟﺗﻲ ﺑﺪﺃﺕ ﺑﺎﻻﻫﺗﻣﺎﻡ ﺑﺎﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﺧﻄﻳﻂ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻲ‪ ،‬ﻭﻓﻲ‬
‫ﺍﻟﺗﺳﻌﻳﻧﺎﺕ ﺯﺍﺩ ﻋﺪﺩ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻲ ﺍﻫﺗﻣﺖ ﻟﺗﻜﻮﻥ ﻣﻧﻈﻣﺎﺕ ﻣﺗﻌﻠﻣﺔ )‪.(Marquardt, 2002‬‬

‫ﻭﻗﺪ ﺍﻫﺗﻢ ﺃﺭﺟﺮﻳﺲ ﻭﺷﻮﻥ )‪ (Argyris & Schon, 1978‬ﺑﺎﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺧﺎﺻﺔ‬
‫ﺍﻟﺗﻌﻠﻢ ﺍﻟﺣﻠﻘﻲ )‪ (double-loop learning‬ﻭﺃﻫﻣﻳﺔ ﺍﻟﺗﻐﻳﻳﺮ‪ ،‬ﻷﻥ ﺍﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻣﺗﻐﻳﺮﺓ‬
‫ﻭﺩﻳﻧﺎﻣﻜﻳﺔ‪ ،‬ﻭﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﺗﻌﺗﺑﺮ ﺍﻟﺑﻳﺋﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻏﻳﺮ ﻣﺳﺗﻘﺮﺓ ﻭﺑﺪﻭﺭﻫﺎ ﺗﻜﻮﻥ ﻗﺎﺑﻠﺔ ﻟﻠﺗﻐﻳﻳﺮ‪.‬‬

‫ﻭﺗﺮﻯ ﻣﺎﺭﺳﻚ )‪ (Marsick, 2000, 17‬ﺑﺄﻥ ﻣﻔﻬﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﻢ ﺗﻄﻮﻳﺮﻩ‬

‫ﻭﺍﻟﻠﺬﺍﻥ ﺍﺳﺗﻔﺎﺩﺍ ﻣﻦ ﺃﻋﻣﺎﻝ‬ ‫ﺑﻮﺍﺳﻄﺔ ﺃﺭﺟﺮﻳﺲ ﻭﺷﻮﻥ )‪(Argyris & Schon, 1978‬‬
‫ﺩﻳﻮﻱ)‪ (Dewey, 1938‬ﺣﻮﻝ ﺍﻟﺗﻌﻠﻢ ﻣﻦ ﺍﻟﺧﺑﺮﺓ‪ ،‬ﻭﻣﻦ ﺃﻋﻣﺎﻝ ﻟﻳﻮﻥ )‪ (Lewin, 1935‬ﺣﻮﻝ‬
‫ﺗﻔﺎﻋﻞ ﺍﻷﻓﺮﺍﺩ ﻣﻊ ﺍﻟﺑﻳﺋﺔ ﺍﻟﺗﻲ ﺣﻮﻟﻬﻢ ﺑﻳﻧﻣﺎ ﻳﺣﺎﻭﻟﻮﻥ ﺗﻌﺪﻳﻞ ﺳﻠﻮﻛﻬﻢ‪ ،‬ﻓﺎﻷﻓﺮﺍﺩ ﻳﺳﺗﻔﺳﺮﻭﻥ ﺣﻮﻝ‬
‫ﺍﻟﻘﺿﺎﻳﺎ ﺑﺎﻟﻧﻳﺎﺑﺔ ﻋﻦ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺗﻌﻠﻣﻬﻢ ﻳﻮﺍﺟﻬﻪ ﻋﺪﻡ ﺗﻮﺍﻓﻖ ﺑﻳﻦ ﺍﻟﺗﻮﻗﻌﺎﺕ ﻭﺍﻟﻮﺍﻗﻊ‪.‬‬

‫ﺍﻟﺮﺍﺋﺪ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻓﻔﻲ ﻛﺗﺎﺑﻪ‬ ‫ﻭﻳُﻌﺗﺑﺮ ﺳﻳﻧﺞ )‪(Senge, 1990‬‬
‫)ﺍﻟﺿﺎﺑﻂ ﺍﻟﺧﺎﻣﺲ( )‪ (The Fifth Discipline‬ﻧﺎﺩﻯ ﺑﺄﻫﻣﻳﺔ ﺗﺣﻮﻝ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺇﻟﻰ ﻣﻧﻈﻣﺎﺕ‬
‫ﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻳُﻌﺪّ ﻧﻣﻮﺫﺟﻪ ﺑﺪﺍﻳﺔ ﺇﻟﻬﺎﻡ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻓﻲ ﻧﻔﺲ ﺍﻟﻣﺟﺎﻝ‪ ،‬ﻭﻛﺎﻧﺖ ﺃﻓﻜﺎﺭﻩ ﺭﻛﻳﺰﺓ‬
‫ﻟﻐﻳﺮﻩ ﻣﻦ ﺍﻟﺑﺎﺣﺛﻳﻦ ﻟﺗﻄﻮﻳﺮ ﺍﻟﻌﻣﻞ ﻓﻲ ﻫﺬﺍ ﺍﻟﻣﺟﺎﻝ )‪.(Steininger, 2010‬‬

‫ﻭﺑﻌﺪ ﺳﻳﻧﺞ ﻗﺪﻣﺖ ﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ )‪ (Marsick & Watkins, 1993‬ﻧﻣﻮﺫﺟﻬﻣﺎ‬

‫ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻗﺎﻣﺗﺎ ﺑﺗﻄﻮﻳﺮ ﺃﺩﺍﺓ ﻟﻘﻳﺎﺱ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫)‪.Dimensions of Learning Organization Questionnaire (DLOQ‬‬

‫ﻭﺍﺑﺗﻜﺮ ﺑﻌﺾ ﺍﻟﺑﺎﺣﺛﻳﻦ ﻧﻣﺎﺫﺝ ﺃﺧﺮﻯ ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺛﻞ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ ) ‪Marquardt,‬‬
‫‪ (1996‬ﻭ)ﺍﻟﻌﺗﻳﺑﻲ‪ ،(2001 ،‬ﻭﻣﺎﻳﻠﻮﻧﻳﻦ )‪) (Moilanen, 2001‬ﺯﺍﻳﺪ ﻭﺑﻮﺑﺷﻳﺖ ﻭﺍﻟﻣﻄﻳﺮﻱ‪،‬‬
‫‪.(2009‬‬
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‫ﻭﺯﺍﺩ ﻣﺆﺧﺮﺍ ﺍﻫﺗﻣﺎﻡ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺑﺎﻟﺗﻄﻮﻳﺮ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﻐﻳﻳﺮ ﻟﻸﻓﺿﻞ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻘﺪﺭﺓ‬
‫ﺍﻟﺗﻧﺎﻓﺳﻳﺔ‪ ،‬ﻭﺑﻧﺎﺀ ﺭﺅﻯ ﻭﺍﺳﺗﺮﺍﺗﻳﺟﻳﺎﺕ ﺟﺪﻳﺪﺓ )ﻣﺎﻫﺮ‪.(2014 ،‬‬

‫ﺃﻫﻣﻳﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫ﻓﻲ ﻇﻞ ﺍﻟﺗﻐﻳﺮﺍﺕ ﺍﻟﺗﻲ ﺗﻄﺮﺃ ﻋﻠﻰ ﺍﻟﻌﺎﻟﻢ ﻓﻲ ﺟﻮﺍﻧﺑﻪ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ،‬ﺃﺻﺑﺢ ﻣﻦ ﺍﻟﻼﺯﻡ ﻋﻠﻰ‬
‫ﺍﻟﻣﻧﻈﻣﺎﺕ ﺃﻥ ﺗﻮﺍﻛﺐ ﻫﺬﻩ ﺍﻟﺗﻐﻳﺮﺍﺕ‪ ،‬ﻭﺗﺳﻌﻰ ﺇﻟﻰ ﺍﻟﺗﻄﻮﻳﺮ ﺍﻟﻣﺳﺗﻣﺮ ﺍﻟﺬﻱ ﻻ ﻳﺗﻢ ﺇﻻ ﺑﺎﻟﺗﻌﻠﻢ‬
‫ﺍﻟﻣﺳﺗﻣﺮ ﻭﺍﻟﺑﺣﺚ ﺍﻟﺪﺍﺋﻢ ﻋﻦ ﺍﻟﻣﻌﺮﻓﺔ ﻓﻲ ﺯﻣﻦ ﺗﺗﺳﺎﺭﻉ ﻓﻳﻪ ﻋﺟﻠﺔ ﺍﻟﺗﻘﺪﻡ‪.‬‬

‫ﻭﻓﺮﺿﺖ ﺛﻮﺭﺓ ﺍﻻﺗﺻﺎﻻﺕ ﻭﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﻗﻌﺎ ﺟﺪﻳﺪﺍ ﻋﻠﻰ ﺍﻟﻣﻧﻈﻣﺎﺕ‪ ،‬ﻳﻮﺟﺐ ﻋﻠﻳﻬﺎ ﻣﻔﺎﻫﻳﻢ‬
‫ﺇﺩﺍﺭﻳﺔ ﺣﺪﻳﺛﺔ ﻟﻠﺗﻜﻳﻒ ﻣﻊ ﻫﺬﻩ ﺍﻟﺗﻐﻳﺮﺍﺕ‪ ،‬ﻭﻟﺳﺪ ﺍﻟﻔﺟﻮﺓ ﺑﻳﻦ ﺍﻟﻮﺿﻊ ﺍﻟﺣﺎﻟﻲ ﻭﻣﺎ ﻳﺟﺐ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﻋﻠﻳﻪ ﻣﺳﺗﻘﺑﻼ‪ ،‬ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻣﻔﺎﻫﻳﻢ ﻣﻔﻬﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ )ﺍﻟﻄﻮﻳﻞ ﻭﻋﺑﺎﺑﻧﺔ‪.(53 ،2008 ،‬‬

‫ﻭﻳﺷﻳﺮ ﺳﻳﻧﺞ )‪ (Senge, 1990, 17‬ﺇﻟﻰ ﺃﻥ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻲ ﺗﻌﺎﻧﻲ ﻣﻦ "ﺇﻋﺎﻗﺔ" ﻻ ﺑﺪ ﻟﻬﺎ‬
‫ﺃﻥ ﺗﺗﻌﻠﻢ ﻟﻜﻲ ﺗﻧﻣﻮ‪ ،‬ﻭﺭﺑﻣﺎ ﻫﻧﺎﻙ ﻣﺆﺳﺳﺎﺕ ﻛﺑﻳﺮﺓ ﻭﻟﻜﻧﻬﺎ ﺗﻔﺗﻘﺮ ﻟﻠﺗﻌﻠﻢ‪ ،‬ﻭﻳﻧﺗﺞ ﻋﻦ ﺫﻟﻚ ﺗﺄﺧﺮ ﻓﻲ‬
‫ﺍﻟﺗﻄﻮﺭ ﻭﺍﻟﻧﻣﻮ‪ ،‬ﻭﻛﺛﻳﺮ ﻣﻦ ﺍﻟﺷﺮﻛﺎﺕ ﻻ ﺗﻌﻳﺶ ﻃﻮﻳﻼ‪ ،‬ﻭﺗﻜﻮﻥ ﻣﻌﺮﺿﺔ ﻟﻼﺧﺗﻔﺎﺀ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺧﻄﺮ‬
‫ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻣﺪﺭﺍﺀ ﻟﻪ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻣﻧﻈﻣﺔ ﻛﻮﺣﺪﺓ ﻣﺗﻜﺎﻣﻠﺔ ﻻ ﺗﻌﻲ ﺍﻟﺗﻬﺪﻳﺪﺍﺕ ﺍﻟﺧﻔﻳﺔ‬
‫ﻭﺁﺛﺎﺭﻫﺎ‪ ،‬ﻭﻻ ﺗﺳﺗﻄﻳﻊ ﺃﻥ ﺗﻘﺪﻡ ﺑﺪﺍﺋﻞ ﺃﺧﺮﻯ‪.‬‬

‫ﻭﺗﺮﻯ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ )‪ (Marquardt, 1996, 23-24‬ﺑﺄﻧﻪ ﻳﺟﺐ ﻋﻠﻰ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺃﻥ ﺗﺗﻌﻠﻢ‬

‫ﺑﺷﻜﻞ ﺃﻓﺿﻞ ﻭﺃﺳﺮﻉ ﻟﻜﻲ ﺗﺳﺗﻣﺮ ﻓﻲ ﻋﻄﺎﺋﻬﺎ‪ ،‬ﻭﺗﺮﻯ ﺃﻥ ﺑﻌﺾ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺭﻛﺰﺕ ﻋﻠﻰ ﺑﻌﺾ‬
‫ﺍﻟﺟﻮﺍﻧﺐ ﻓﻘﻂ ﻭﺃﻫﻣﻠﺖ ﺍﻟﺗﺣﺪﻱ ﻣﻦ ﺍﻟﺗﻌﻘﻳﺪ ﻓﻲ ﺇﻳﺟﺎﺩ ﺗﻌﻠﻢ ﻣﺆﺳﺳﻲ ﻭﺍﺳﻊ ﻭﻓﻲ ﺍﻟﻣﺣﺎﻓﻈﺔ ﻋﻠﻳﻪ‪.‬‬
‫ﻓﻌﻠﻰ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺃﻥ ﺗﺗﻌﻠﻢ ﻟﻜﻲ ﺗﺑﻘﻰ‪ ،‬ﻭﺍﻟﻣﺆﺳﺳﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻘﻮﻝ ﺍﻟﻜﺑﻳﺮﺓ ﺗﺗﻌﻠﻢ ﺑﺷﻜﻞ ﺃﺳﺮﻉ‬
‫ﻟﺗﺻﺑﺢ ﻓﻲ ﺻﻔﻮﻑ ﺍﻟﻘﺎﺩﺓ ﺍﻟﻌﺎﻟﻣﻳﻳﻦ‪.‬‬

‫ﻭﺍﻟﺗﻌﻠﻢ ﻟﻪ ﺩﻭﺭ ﻛﺑﻳﺮ ﻓﻲ ﺇﺣﺪﺍﺙ ﺗﻐﻳﻳﺮﺍﺕ ﻓﻲ ﺳﻠﻮﻛﻳﺎﺕ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ‬
‫ﺍﻟﻣﺳﺗﻣﺮﺓ‪ ،‬ﻓﺈﻥ ﺍﻟﺗﻐﻳﻳﺮﺍﺕ ﻓﻲ ﺍﻟﺳﻠﻮﻙ ﺗﺄﺧﺬ ﺑﻌﺾ ﺍﻻﺳﺗﻣﺮﺍﺭﻳﺔ )ﺍﻟﻔﺮﻳﺟﺎﺕ ﻭﺁﺧﺮﻭﻥ‪،2009 ،‬‬
‫‪ ،(200‬ﻭﺑﻣﺎ ﺃﻥ ﻟﻠﺗﻌﻠﻢ ﺩﻭﺭ ﻓﻲ ﺗﻐﻳﻳﺮ ﺍﻟﺳﻠﻮﻙ ﻟﻣﺰﻳﺪ ﻣﻦ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻓﺈﻥ ﺫﻟﻚ ﻳﺳﺎﻫﻢ ﻓﻲ ﺗﻄﻮﺭ‬
‫ﺍﻟﻣﻧﻈﻣﺎﺕ ﻭﺯﻳﺎﺩﺓ ﻓﺎﻋﻠﻳﺗﻬﺎ‪.‬‬

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‫ﻭﻳﻔﺮﺽ ﻋﺻﺮ ﺍﻟﻌﻮﻟﻣﺔ ﻋﻠﻰ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺃﻥ ﺗﻐﻳّﺮ ﻣﻦ ﺃﺳﺎﻟﻳﺑﻬﺎ ﺍﻟﺗﻘﻠﻳﺪﻳﺔ‪ ،‬ﻭﺃﻥ ﺗﻧﺗﻬﺞ‬
‫ﺃﺳﺎﻟﻳﺐ ﺃﻛﺛﺮ ﺣﺪﺍﺛﺔ ﻭﻣﻮﺍﻛﺑﺔ ﻟﻬﺬﺍ ﺍﻟﻌﺻﺮ ﺧﺎﺻﺔ ﻣﻊ ﺍﻟﻣﻧﺎﻓﺳﺔ ﺍﻟﺷﺪﻳﺪﺓ ﻭﺍﻟﺗﺣﺪﻳﺎﺕ ﺍﻟﺗﻘﻧﻳﺔ‬
‫ﻭﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻭﺍﻟﻣﺟﺗﻣﻌﻳﺔ‪ ،‬ﻟﺬﺍ ﺃﺻﺑﺢ ﻟﺰﺍﻣﺎ ﻋﻠﻰ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺃﻥ ﺗﺗﻜﻳﻒ ﻣﻊ ﻛﻞ ﻫﺬﻩ ﺍﻟﻣﺗﻄﻠﺑﺎﺕ‬
‫ﻭﺍﻟﺗﺣﺪﻳﺎﺕ ﻓﻲ ﻋﺻﺮ ﺍﻟﻌﻮﻟﻣﺔ )ﺃﺑﻮ ﺍﺳﻧﻳﻧﺔ‪.(3 ،2015 ،‬‬

‫ﻭﻭﺟﻮﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺿﺮﻭﺭﺓ‪ ،‬ﻭﻳﻣﻜﻦ ﻷﻱ ﻣﻧﻈﻣﺔ ﺃﻥ ﺗﻜﻮﻥ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ ﺑﻐﺾ‬
‫ﺍﻟﻧﻈﺮ ﻋﻦ ﻣﻜﺎﻧﻬﺎ ﺃﻭ ﺛﻘﺎﻓﺗﻬﺎ‪ ،‬ﻭﻣﺻﻄﻠﺢ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻮ ﻣﺻﻄﻠﺢ ﻣﺗﻌﺪﺩ ﺍﻟﻄﺑﻘﺎﺕ ﻳﺷﻣﻞ‬
‫ﺳﻠﻮﻛﻳﺎﺕ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﺍﻟﺗﻧﻈﻳﻢ ﻋﻠﻰ ﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻭﺍﻟﺳﻠﻮﻛﻳﺎﺕ ﺍﻟﺗﻧﻈﻳﻣﻳﺔ‪ ،‬ﻭﺗﻣﺛﻞ ﺍﻟﻣﻌﺗﻘﺪﺍﺕ ﻭﻗﻳﻢ‬
‫ﻭﺍﺗﺟﺎﻫﺎﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺃﻫﻣﻳﺔ ﻛﺑﺮﻯ ﻟﺗﺣﻘﻳﻖ ﺗﻌﻠﻢ ﺩﺍﺋﻢ ﻭﺧﻠﻖ ﺟﻮ ﺗﻌﻠﻢ ﻣﻼﺋﻢ ) ‪Kools & Stoll,‬‬
‫‪.(2016, 20‬‬

‫ﻭﺍﻟﺗﻌﻠﻢ ﻫﻮ ﺍﻟﻣﺻﺪﺭ ﺍﻟﻮﺣﻳﺪ ﻟﻣﻳﺰﺓ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﺍﻟﻣﺳﺗﺪﺍﻣﺔ‪ ،‬ﻭﺍﻟﻣﻧﻈﻣﺎﺕ ﺗﺗﻌﻠﻢ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻟﺰﻳﺎﺩﺓ‬
‫ﺍﻹﻧﺗﺎﺟﻳﺔ‪ ،‬ﻭﻻ ﻳﻣﻜﻦ ﺗﺣﻘﻳﻖ ﺫﻟﻚ ﺇﻻ ﺑﻮﺟﻮﺩ ﻛﻮﺍﺩﺭ ﺑﺷﺮﻳﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻢ ﻭﺭﺍﻏﺑﺔ ﻓﻳﻪ‪،‬‬
‫ﻭﻣﺗﺳﻠّﺣﺔ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺗﻜﻳﻒ ﺍﻟﻧﺎﺟﺢ ﻣﻊ ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻣﺗﺟﺪﺩﺓ )ﺍﻟﺳﺎﻟﻢ‪.(1 ،2005 ،‬‬

‫ﻭﺗﻜﻣﻦ ﺃﻫﻣﻳﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺟﻌﻞ ﺍﻟﺗﻌﻠﻢ ﺭﻛﻳﺰﺓ ﻷﺩﺍﺋﻬﺎ ﺍﻟﺣﺎﻟﻲ ﻭﺍﻟﻣﺳﺗﻘﺑﻠﻲ‪ ،‬ﻭﻟﻬﺬﺍ‬
‫ﺗﺮﻛﺰ ﺍﻟﻣﻧﻈﻣﺔ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻢ ﻭﺗﺟﻌﻠﻪ ﻣﺣﻮﺭﺍ ﻟﻠﺗﻄﻮﺭ ﻭﺍﻟﺗﻐﻳﺮ ﻭﺍﻟﺗﻜﻳﻒ ﻭﻣﻮﺍﺟﻬﺔ ﺍﻟﺗﺣﺪﻳﺎﺕ‪،‬‬
‫ﻭﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻻ ﺗﺳﺗﺮﻳﺢ ﺇﻃﻼﻗﺎ‪ ،‬ﺑﻞ ﺗﻜﺎﻓﺢ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﻐﻳﻳﺮ ﻭﺍﻟﺗﻄﻮﻳﺮ ﻟﻸﻓﺿﻞ‬
‫)‪.(Page-Tickell, 2014, 63‬‬

‫ﻭﻣﻣّﺎ ﺳﺑﻖ ﻳﻣﻜﻧﻧﺎ ﺍﻟﻘﻮﻝ ﺇﻥ ﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ ﺷﻲﺀ ﺣﺗﻣﻲ ﻭﻻ ﺑﺪ ﻣﻧﻪ ﻟﺑﻘﺎﺀ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺍﻟﻮﺍﻗﻊ‬
‫ﺍﻟﺬﻱ ﺗﻌﻳﺷﻪ ﺍﻟﻣﻧﻈﻣﺔ ﻳُﺣﺗّﻢ ﻋﻠﻳﻬﺎ ﺃﻥ ﺗﺗﻌﻠﻢ ﺑﺷﻜﻞ ﺗﻧﻈﻳﻣﻲ ﻟﻜﻲ ﺗﻮﺍﻛﺐ ﺍﻟﺗﻐﻳﺮﺍﺕ ﻭﺍﻟﺗﻄﻮﺭﺍﺕ‬
‫ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﻓﻲ ﻣﺧﺗﻠﻒ ﺍﻟﺟﻮﺍﻧﺐ ﺍﻟﺗﻜﻧﻮﻟﻮﺟﻳﺔ ﻭﺍﻟﻣﻌﺮﻓﻳﺔ ﻭﻏﻳﺮﻫﺎ‪ ،‬ﻓﺎﻟﺗﻌﻠﻢ ﻳﻌﻧﻲ ﺍﻹﺟﺎﺩﺓ ﻓﻲ ﺗﻘﺪﻳﻢ‬
‫ﺍﻟﺧﺪﻣﺎﺕ ﻭﺍﻟﻣﻧﺗﺟﺎﺕ ﻭﻓﻲ ﺍﻟﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻷﻓﺮﺍﺩ ﻓﻲ ﻛﻞ ﻣﺳﺗﻮﻳﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ ﻣﻦ ﻗﺎﺩﺓ ﻭﻣﻮﻇﻔﻳﻦ‬
‫ﻭﻣﺳﺗﻔﻳﺪﻳﻦ ﻭﻣﺗﻌﺎﻭﻧﻳﻦ‪ ،‬ﻭﻳﺑﻘﻰ ﺗﻌﻠﻢ ﺍﻷﻓﺮﺍﺩ ﻋﻧﺻﺮﺍ ﻣﻬﻣﺎ ﻟﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻫﻮ ﻳﺷﻜﻞ ﺃﺳﺎﺱ ﺗﻌﻠﻢ‬
‫ﺍﻟﻔﺮﻕ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ .‬ﻭﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺻﻄﻠﺢ ﻳﺿﻣﻦ ﺍﻹﺟﺎﺩﺓ ﻓﻲ ﺍﻟﺧﺪﻣﺎﺕ ﻭﺍﻟﻣﻧﺗﺟﺎﺕ‬
‫ﻭﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﻭﺍﻟﺗﻣﻳﺰ ﺑﺷﺮﻁ ﻭﺟﻮﺩ ﺗﻌﻠﻳﻢ ﺗﻧﻈﻳﻣﻲ ﻣﺧﻄﻂ ﻟﻪ ﻭﻳﺷﻣﻞ ﻛﻞ ﻣﺳﺗﻮﻳﺎﺕ ﺍﻟﺗﻌﻠﻢ‪ :‬ﺍﻟﻔﺮﺩ‬
‫ﻭﺍﻟﻔﺮﻳﻖ ﻭﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

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 ‫ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫ﺗﺗﻣﻳﺰ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺧﺻﺎﺋﺺ ﻣﺧﺗﻠﻔﺔ ﻋﻦ ﻏﻳﺮﻫﺎ ﻣﻦ ﺍﻟﻣﻧﻈﻣﺎﺕ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺧﺻﺎﺋﺺ‬

‫ﺗﺳﺎﻫﻢ ﻓﻲ ﺍﺳﺗﻣﺮﺍﺭ ﺍﻟﻣﻧﻈﻣﺔ ﻓﻲ ﺍﻛﺗﺳﺎﺏ ﺍﻟﻣﻌﺮﻓﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﻄﻮﺭ ﻭﺯﻳﺎﺩﺓ ﻓﺎﻋﻠﻳﺔ ﺍﻟﻌﻣﻞ‬
‫ﻭﺍﻹﻧﺗﺎﺟﻳﺔ‪.‬‬

‫ﻭﻳُﺷﻳﺮ ﺍﻟﺳﺎﻟﻢ )‪ (93-25 ،2005‬ﺇﻟﻰ ﺃﻥ ﻣﻧﻈﻣﺔ ﺍﻟﺗﻌﻠﻢ ﺗﺗﺻﻒ ﺑﺎﻟﺑﻘﺎﺀ ﻭﺍﻟﺗﻣﻳﺰ‪ ،‬ﻭﺗﺟﻣﻊ ﺑﻳﻦ‬
‫ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﺭﺋﻳﺳﺔ ﻭﻫﻲ‪:‬‬

‫‪ ‬ﻣﺮﺣﻠﺔ ﺍﻟﺗﻮﺗﺮ ﺍﻟﺧﻼّﻕ ‪ :Creative Tension‬ﻭﻫﻲ ﻣﺮﺣﻠﺔ ﺗﺪﻓﻊ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺇﻟﻰ ﺍﻟﺗﻌﻠﻢ‪،‬‬
‫ﻭﺃﺑﺮﺯ ﻣﺻﺎﺩﺭ ﻫﺬﺍ ﺍﻟﺗﻮﺗﺮ ﻫﻮ ﺍﻟﻔﺟﻮﺓ ﺍﻟﻘﺎﺋﻣﺔ ﺑﻳﻦ ﺭﺅﻳﺔ ﺍﻟﻣﻧﻈﻣﺔ ﻭﺍﻟﻮﺍﻗﻊ ﺍﻟﺬﻱ ﺗﻌﻳﺷﻪ‪،‬‬
‫ﻭﻫﺬﺍ ﻳﻘﻮﺩ ﺇﻟﻰ ﺗﺣﺪﻳﺎﺕ ﻣﺗﻮﺍﺻﻠﺔ ﻟﺗﻐﻳﻳﺮ ﺍﻟﻮﺿﻊ ﺍﻟﺮﺍﻫﻦ‪.‬‬
‫‪ ‬ﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ ‪ :System Thinking‬ﻭﻳﺆﻛﺪ ﻋﻠﻰ ﺍﻟﺮﺅﻳﺔ ﺍﻟﻣﺷﺗﺮﻛﺔ ﺑﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻲ‬
‫ﻛﻞ ﺃﺟﺰﺍﺀ ﺍﻟﻣﻧﻈﻣﺔ ﻭﺍﻻﻧﻔﺗﺎﺡ ﻋﻠﻰ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺟﺪﻳﺪﺓ ﻭﻋﻠﻰ ﺍﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‪.‬‬
‫‪ ‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﻧﻈﻳﻣﻳﺔ ‪ :Organizational Culture‬ﻭﻫﻲ ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﻲ ﺗﻘﻮﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺇﻟﻰ‬
‫ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺗُﻌﻄﻲ ﻗﻳﻣﺔ ﻋﺎﻟﻳﺔ ﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺗﺮﻛﺰ ﻋﻠﻰ ﺃﻫﻣﻳﺔ ﺗﻜﻮﻳﻦ ﺍﻟﺗﺷﻜﻳﻼﺕ ﺍﻟﻌﻣﻠﻳﺔ‬
‫ﻣﺛﻞ ﻓﺮﻕ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﺗﺗﺑﻧﻰ ﺍﻗﺗﺮﺍﺣﺎﺕ ﻭﺇﺑﺪﺍﻋﺎﺕ ﺍﻟﻌﺎﻣﻠﻳﻦ‪ ،‬ﻭﻳُﺿﻳﻒ ﺍﻟﺳﺎﻟﻢ )‪(2005‬‬
‫ﺧﺻﺎﺋﺺ ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻫﻲ‪:‬‬
‫‪ -‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﺷﺟﻊ ﺃﻋﺿﺎﺋﻬﺎ ﻋﻠﻰ ﺻﻘﻞ ﻣﻬﺎﺭﺍﺗﻬﻢ ﻭﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺧﺑﺮﺍﺗﻬﻢ‬
‫ﺍﻟﺷﺧﺻﻳﺔ‪ ،‬ﻭﺗﻘﺪﺭ ﻣﻬﺎﺭﺍﺕ ﻭﻗﻳﻢ ﺍﻟﺟﻣﻳﻊ‪ ،‬ﻭﻳﺗﻢ ﺍﻟﺗﻌﺎﻣﻞ ﻣﻊ ﻛﻞ ﺍﻵﺭﺍﺀ ﺑﻣﺳﺎﻭﺍﺓ‬
‫ﻭﺍﺣﺗﺮﺍﻡ‪ ،‬ﻭﻫﺬﺍ ﻳﺣﻔﺰ ﻋﻠﻰ ﺍﻻﻧﺟﺎﺯ ﻭﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻳﻔﻲ‪.‬‬
‫‪ -‬ﻳﺗﻌﻠﻢ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﻬﺎﺭﺍﺕ ﻭﻳﻜﺗﺳﺑﻮﻥ ﻣﻌﺮﻓﺔ ﺗﺗﺟﺎﻭﺯ ﺍﻟﻣﺗﻄﻠﺑﺎﺕ‬
‫ﺍﻟﺧﺎﺻﺔ ﺑﻌﻣﻠﻬﻢ ﻣﻣﺎ ﻳﺟﻌﻠﻬﻢ ﻳﺛﻣّﻧﻮﻥ ﺃﺩﻭﺍﺭ ﻭﻣﻬﺎﻡ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻳﻣﻜﻧﻬﻢ ﺫﻟﻚ ﻣﻦ‬
‫ﺃﺩﻭﺍﺭ ﻭﻣﻬﺎﻡ ﺗﻧﺳﻳﻘﻳﺔ ﺃﺧﺮﻯ ﻏﻳﺮ ﺍﻟﻣﺳﺆﻭﻟﻳﻦ ﻋﻧﻬﺎ‪.‬‬
‫‪ -‬ﻳﺗﻮﻓﺮ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺟﺎﻝ ﻟﺗﺟﺮﻳﺐ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺟﺪﻳﺪﺓ ﺑﺪﻭﻥ ﺍﻟﺧﻮﻑ ﻣﻦ‬
‫ﺍﻟﺧﻄﺄ‪ ،‬ﻷﻧﻪ ﻳﺗﻢ ﺍﻟﻧﻈﺮ ﺇﻟﻰ ﻛﻞ ﺧﺑﺮﺓ ﺟﺪﻳﺪﺓ ﻓﺮﺻﺔ ﻟﻠﺗﻌﻠﻢ‪.‬‬

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‫‪ -‬ﺗﻧﻣﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻔﺎﻋﻞ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﺍﻟﺗﻮﺍﺻﻞ ﺑﻳﻦ ﺍﻷﻓﺮﺍﺩ ﻟﺗﻮﻓﻳﺮ‬
‫ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺛﻘﺔ ﻭﺍﻻﻧﻔﺗﺎﺡ ﻭﺗﺑﺎﺩﻝ ﺍﻵﺭﺍﺀ ﻭﺍﻟﺧﺑﺮﺍﺕ‪ ،‬ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ ﻳﺆﺩﻱ ﺇﻟﻰ ﻣﺰﻳﺪ ﻣﻦ‬
‫ﺍﻧﺳﻳﺎﺑﻳﺔ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﺯﻳﺎﺩﺓ ﺍﻹﻧﺗﺎﺝ‪ ،‬ﻭﻣﻊ ﻣﺮﻭﺭ ﺍﻟﻮﻗﺖ ﺗﻜﺗﺳﺐ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺧﺑﺮﺓ‬
‫ﻭﺍﻟﻣﻌﺮﻓﺔ ﺍﻟﺗﻲ ﺗﻣﻜﻧﻬﺎ ﻣﻦ ﻣﻮﺍﺟﻬﺔ ﺍﻟﺗﺣﺪﻳﺎﺕ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻞ‪ ،‬ﻓﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ ﻫﻮ‬
‫ﺍﺳﺗﺛﻣﺎﺭ ﻟﻠﻣﺳﺗﻘﺑﻞ‪.‬‬
‫‪ -‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﺗﻜﻳﻒ ﻣﻊ ﺍﻟﺑﻳﺋﺔ ﺍﻟﺗﻲ ﺗﺗﻮﺍﺟﺪ ﻓﻳﻬﺎ‪ ،‬ﻭﺗﻜﻮﻥ ﻋﻠﻰ ﺃﻫﺑﺔ ﺍﻻﺳﺗﻌﺪﺍﺩ‬
‫ﻷﻱ ﺗﻐﻳﻳﺮﺍﺕ ﺃﻭ ﺍﺗﺟﺎﻫﺎﺕ ﺟﺪﻳﺪﺓ ﻗﺪ ﺗﺣﺚ ﻓﻳﻣﺎ ﻳﺧﺺ ﻋﻣﻞ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻣﻜﻧﻬﺎ‬
‫ﻣﻦ ﺗﻮﻓﻳﺮ ﺍﻟﻣﻮﺍﺭﺩ ﻭﺍﻹﻣﻜﺎﻧﻳﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺗﻌﺎﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﻟﺗﻐﻳﻳﺮﺍﺕ ﻭﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻧﻬﺎ‬
‫ﺑﺎﻟﺷﻜﻞ ﺍﻟﺻﺣﻳﺢ‪.‬‬

‫ﻭﺗﺮﻯ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ )‪ (Marquardt, 2002, 31-33‬ﺑﺄﻥ ﺍﻟﺗﻌﻠﻢ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻳﺗﻢ‬

‫ﺗﺣﻘﻳﻘﻪ ﻛﻮﺣﺪﺓ ﻣﺗﻜﺎﻣﻠﺔ‪ ،‬ﻭﻳﺪﺭﻙ ﺃﻋﺿﺎﺀ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻷﻫﻣﻳﺔ ﺍﻟﻜﺑﻳﺮﺓ ﻟﻠﻧﺟﺎﺡ ﺍﻟﺣﺎﻟﻲ ﻭﺍﻟﻣﺳﺗﻘﺑﻠﻲ‬
‫ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻭﺍﻟﺬﻱ ﻳﺣﺪﺙ ﺧﻼﻝ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺍﻟﺗﻌﻠﻢ ﻫﻮ ﻋﻣﻠﻳﺔ ﻣﺳﺗﻣﺮﺓ ﻭﺗﺳﺗﺧﺪﻡ ﺑﻄﺮﻳﻘﺔ‬
‫ﺇﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻟﺗﺗﻮﺍﺯﻥ ﻣﻊ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﻫﻧﺎﻙ ﺗﺮﻛﻳﺰ ﻋﻠﻰ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﻣﻧﺗﺞ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪،‬‬
‫ﻭﺗﻄﻮﻳﺮ ﺍﻹﻣﻜﺎﻧﻳﺎﺕ ﻫﻮ ﺍﻧﻄﻼﻗﺔ ﻟﺧﺪﻣﺎﺕ ﻭﻣﻧﺗﺟﺎﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ ﺭﻛﻳﺰﺓ ﺃﺳﺎﺳﻳﺔ ﻣﻊ‬
‫ﻭﺟﻮﺩ ﻣﺮﻭﻧﺔ ﻭﺗﻜﻳﻒ ﻣﻊ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻄﺔ ﺑﺎﻟﻣﻧﻈﻣﺔ‪.‬‬

‫ﺃﻣّﺎ ﺍﻟﺬﻳﺎﺏ )‪ (26-25 ،2014‬ﻓﻳﺮﻯ ﺃﻥ ﻫﻧﺎﻙ ﺑﻌﺾ ﺍﻟﺧﺻﺎﺋﺺ ﺍﻟﺗﻲ ﺗﻣﻳﺰ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻋﻦ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻘﻠﻳﺪﻳﺔ ﺗﻣﻜﻧﻬﺎ ﻣﻦ ﻣﻮﺍﻛﺑﺔ ﺍﻟﺗﻐﻳﺮﺍﺕ ﺍﻟﻣﺳﺗﻣﺮﺓ ﻭﺍﻟﺗﻜﻳﻒ ﻣﻌﻬﺎ ﺑﺷﻜﻞ‬
‫ﺍﻳﺟﺎﺑﻲ ﻟﺗﺣﻘﻳﻖ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺧﺻﺎﺋﺺ ﻫﻲ‪:‬‬

‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺗﻜﻳﻒ ﺍﻟﺳﺮﻳﻊ ﻣﻊ ﺍﻷﺣﺪﺍﺙ‪ :‬ﻓﺎﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﺷﺟﻊ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺗﻌﻣﻞ ﻋﻠﻰ‬
‫ﺯﻳﺎﺩﺓ ﻗﺪﺭﺍﺕ ﺃﻓﺮﺍﺩﻫﺎ ﻭﻃﺎﻗﺎﺗﻬﻢ‪ ،‬ﻭﺗﻣﺗﻠﻚ ﺍﻟﺧﺑﺮﺓ ﻭﺍﻻﻃﻼﻉ ﺍﻟﻮﺍﺳﻊ ﻣﻦ ﺃﻓﺮﺍﺩﻫﺎ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻳﺳﺎﻋﺪﻫﺎ ﻋﻠﻰ ﺍﻟﺗﻜﻳﻒ ﺍﻻﻳﺟﺎﺑﻲ ﻣﻊ ﺍﻷﺣﺪﺍﺙ ﺍﻟﺗﻲ ﺗﻮﺍﺟﻬﻬﺎ‪.‬‬
‫‪ -‬ﺍﻻﺳﺗﻬﺪﺍﻑ‪ :‬ﻓﻌﻣﻠﻳﺔ ﺍﻟﺗﺣﻮﻝ ﺇﻟﻰ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ ﻫﻲ ﻋﻣﻠﻳﺔ ﻣﻧﻈﻣﺔ ﻭﻟﻳﺳﺖ ﻋﺷﻮﺍﺋﻳﺔ‬
‫ﻭﺗﻌﺑﺮ ﻋﻦ ﺗﻔﺎﻋﻞ ﺇﻳﺟﺎﺑﻲ ﻭﺗﺗﺟﻪ ﺇﻟﻰ ﻏﺎﻳﺔ ﻣﻌﻠﻮﻣﺔ‪.‬‬
‫‪ -‬ﺍﻟﻣﺷﺎﺭﻛﺔ‪ :‬ﻓﺎﻟﻣﻧﻈﻣﺔ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺗﻔﺎﻋﻞ ﺇﻳﺟﺎﺑﻲ‪ ،‬ﻭﻻ ﻳﺗﻢ ﺫﻟﻚ ﺇﻻ ﺑﺗﻮﻓﻳﺮ ﺑﻳﺋﺔ ﻣﺣﻔﺰﺓ‬
‫ﻭﻣﺷﺟﻌﺔ ﻷﻓﺮﺍﺩ ﺍﻟﻣﻧﻈﻣﺔ ﻟﺗﻔﻌﻳﻞ ﺍﻟﺟﻮﺍﻧﺐ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻭﺗﻘﻠﻳﻞ ﺍﻟﺟﻮﺍﻧﺐ ﺍﻟﺳﻠﺑﻳﺔ‪.‬‬

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‫‪ -‬ﺍﻟﺗﻣﻜﻳﻦ‪ :‬ﺣﻳﺚ ﺗﻣﻧﺢ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺻﻼﺣﻳﺎﺕ ﻟﻠﻌﻣﻞ ﻭﺍﻟﺣﺮﻛﺔ ﺑﺣﺮﻳﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ‬
‫ﺗﺷﺟﻳﻊ ﺍﻵﺧﺮﻳﻦ ﻟﺰﻳﺎﺩﺓ ﺍﻹﻧﺟﺎﺯ ﻭﺗﺣﻘﻳﻖ ﺍﻷﻫﺪﺍﻑ‪.‬‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺗﻄﻮﻳﺮ ﻭﺍﻻﺑﺗﻜﺎﺭ‪ :‬ﺣﻳﺚ ﺗﻌﻣﻞ ﺍﻟﻣﻧﻈﻣﺔ ﻋﻠﻰ ﺇﺛﺎﺭﺓ ﻭﺗﺷﺟﻳﻊ ﺍﻷﻓﺮﺍﺩ ﻟﺗﺣﻘﻳﻖ‬
‫ﺍﻟﻣﺰﻳﺪ ﻣﻦ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺗﻄﻮﻳﺮ ﻭﺍﻟﺗﻘﺪﻡ‪ ،‬ﻣﺳﺗﻔﻳﺪﺓ ﻣﻦ ﺍﻟﺪﻋﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺗﻌﻠﻢ‬
‫ﻭﺍﻟﺗﻄﻮﻳﺮ ﺍﻟﺬﺍﺗﻲ ﻟﻸﻓﺮﺍﺩ‪.‬‬

‫ﻭﺗﺮﻯ ﺑﻳﺞ‪-‬ﺗﻳﻜﻞ )‪ (Page-Tickell, 2014, 63‬ﺑﺄﻥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﻣﺗﻠﻚ ﺑﻌﺾ‬

‫ﺍﻟﺧﺻﺎﺋﺺ ﻭﻫﻲ‪:‬‬

‫‪ -‬ﻭﺟﻮﺩ ﺣﺎﺟﺔ ﻟﻠﺗﻐﻳﻳﺮ ﺍﻟﻔﺎﻋﻞ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪.‬‬

‫‪ -‬ﺭﺅﻳﺔ ﻭﻣﻬﻣﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺮﺗﺑﻄﺔ ﺑﺑﺎﻗﻲ ﺃﺟﺰﺍﺀ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻫﻣﺎ ﺭﻛﻳﺰﺗﺎﻥ ﺃﺳﺎﺳﻳﺗﺎﻥ‬
‫ﻟﺗﺣﻘﻳﻖ ﺍﻟﺗﻐﻳﻳﺮ‪.‬‬
‫‪ -‬ﺗﻧﺗﻬﺞ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﻔﺎﻋﻞ ﻭﺍﻷﻧﺷﻄﺔ ﺍﻟﺗﻲ ﺗﺳﺎﻋﺪ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﻫﺬﺍ ﺍﻟﺗﻐﻳﻳﺮ‪.‬‬
‫‪ -‬ﻗﺎﺩﺓ ﺍﻟﻣﻧﻈﻣﺔ ﻳﺮﻛﺰﻭﻥ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻳﻢ‪ ،‬ﻭﻫﻢ ﻗﺪﻭﺓ ﻟﻐﻳﺮﻫﻢ ﻣﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻲ ﺍﻟﺗﻌﻠﻢ‪.‬‬
‫‪ -‬ﻳﺗﻢ ﺗﻌﺰﻳﺰ ﺍﻟﺗﻌﻠﻢ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺷﻜﻞ ﻗﻮﻱ‪ ،‬ﻭﻳﺗﻢ ﻣﻜﺎﻓﺄﺗﻪ ﺑﺎﺳﺗﻣﺮﺍﺭ‪.‬‬
‫‪ -‬ﺑﻳﺋﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺗﻌﺎﻭﻧﻳﺔ ﻭﻟﻳﺳﺖ ﺗﻧﺎﻓﺳﻳﺔ‪ ،‬ﻭﺍﻟﻌﺎﻣﻠﻮﻥ ﻳﺳﺎﻋﺪﻭﻥ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ‪.‬‬

‫ﺃﻣّﺎ ﺟﻳﺑﺎﺭﺕ ﻭﺁﺧﺮﻭﻥ )‪ (Gephart & others, 1996, 6‬ﻓﻳﺮﻭﻥ ﺃﻥ ﺍﻟﻘﻳﺎﺩﺓ ﻓﻲ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﻬﻣﺔ ﺟﺪﺍ‪ ،‬ﻭﺍﻟﻘﺎﺩﺓ ﻭﺍﻟﻣﺪﺭﺍﺀ ﻓﻲ ﻛﻞ ﺍﻟﻣﺳﺗﻮﻳﺎﺕ ﻳﻮﻓﺮﻭﻥ ﺩﻋﻣﺎ ﺃﺳﺎﺳﻳﺎ ﻟﻠﺗﻌﻠﻢ‬
‫ﻭﻟﺗﻄﻮﻳﺮ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻔﺮﻕ‪ ،‬ﻷﻧﻬﻢ ﻧﻣﻮﺫﺝ ﻳُﺣﺗﺬﻯ ﺑﻪ ﻓﻲ ﺳﻠﻮﻙ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻳﺷﺟﻌﻮﻥ ﻏﻳﺮﻫﻢ ﻋﻠﻰ‬
‫ﺍﻟﻣﺷﺎﺭﻛﺔ ﺑﺎﻷﻓﻌﺎﻝ‪ ،‬ﻭﻳﻮﻓﺮﻭﻥ ﺃﻧﻈﻣﺔ ﻟﺗﺳﻬﻳﻞ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻳﺿﻣﻧﻮﻥ ﺗﻮﻓﻳﺮ ﺃﺑﻌﺎﺩ ﻟﻠﻣﻌﺮﻓﺔ‬
‫ﻭﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻳﻘﻮﻡ ﺍﻟﻘﺎﺩﺓ ﻭﺍﻟﻣﺪﺭﺍﺀ ﺑﺈﺗﺎﺣﺔ ﺍﻟﻣﻮﺍﺭﺩ ﻟﺗﻘﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺗﺰﺍﻣﻬﺎ ﻧﺣﻮ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺍﻟﻘﻳﺎﺩﺓ ﻻ‬
‫ﺗﻌﻧﻲ ﺍﻟﺗﺳﻠﻂ ﻭﻟﻜﻧﻬﺎ ﺗﻌﻧﻲ ﺍﻟﻣﺷﺎﺭﻛﺔ‪.‬‬

‫ﻭﻳﻠﺧﺺ ﻛﺎﻣﻳﻧﺟﺰ ﻭ ﻭﻭﺭﻟﻲ )‪ (Cummings & Worley, 2009, 542-543‬ﺧﺻﺎﺋﺺ‬

‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺍﻵﺗﻲ‪:‬‬

‫‪ -‬ﺍﻟﻬﻳﻜﻠﺔ‪ :‬ﻓﻬﻳﺎﻛﻞ ﺍﻟﻣﻧﻈﻣﺔ ﺗﺷﺟﻊ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻖ ﻭﺍﻟﺗﻘﻠﻳﻞ ﻣﻦ ﺍﻟﻄﺑﻘﻳﺔ‪ ،‬ﻭﺗﺷﺟﻳﻊ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﻭﺍﻟﻌﻣﻞ ﺍﻟﺷﺑﻜﻲ ﻓﻲ ﺣﺪﻭﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻭﺍﻟﺧﺎﺭﺟﻳﺔ‪ ،‬ﻭﻛﻞ ﻫﺬﺍ ﻳﻮﻓﺮ‬
‫ﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻣﺷﺎﺭﻛﺔ ﻓﻲ ﺍﺗﺧﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ ﻭﺍﻟﺗﻣﻜﻳﻦ‪.‬‬
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‫‪ -‬ﻧﻈﻢ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ‪ :‬ﺣﻳﺚ ﺃﻥ ﻣﻧﻈﻣﺔ ﺍﻟﺗﻌﻠﻢ ﺗﺿﻢ ﺟﻣﻊ ﻭﻣﻌﺎﻟﺟﺔ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻛﻧﺗﻳﺟﺔ ﻟﺬﻟﻚ‬
‫ﻓﺈﻥ ﻧﻈﻢ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺗﻮﻓﺮ ﺑُﻧﻰ ﺗﺣﺗﻳﺔ ﻟﻠﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻭﻫﻲ ﺗﺳﺎﻋﺪ ﻋﻠﻰ ﺳﺮﻋﺔ ﺍﻛﺗﺳﺎﺏ‬
‫ﻭﻣﻌﺎﻟﺟﺔ ﻭﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻐﻧﻳﺔ ﻭﺍﻟﻣﻌﻘﺪﺓ‪ ،‬ﻭﺗﺳﺎﻋﺪ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ ﻣﻦ‬
‫ﺃﺟﻞ ﺗﻧﺎﻓﺳﻳﺔ ﺇﻳﺟﺎﺑﻳﺔ‪.‬‬
‫‪ -‬ﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﻣﻮﺍﺭﺩ ﺍﻟﺑﺷﺮﻳﺔ‪ :‬ﻭﺗﺗﻣﺛﻞ ﻓﻲ ﺍﻟﺛﻧﺎﺀ ﻭﺍﻟﺗﻜﺮﻳﻢ ﻭﺍﻟﺗﺪﺭﻳﺐ‪ ،‬ﻭﻳﺗﻢ ﺗﺻﻣﻳﻣﻬﺎ‬
‫ﻟﻠﺣﺻﻮﻝ ﻋﻠﻰ ﺃﺩﺍﺀ ﻃﻮﻳﻞ ﺍﻟﻣﺪﻯ ﻟﺗﻄﻮﻳﺮ ﺍﻟﻣﻌﺮﻓﺔ‪ ،‬ﻭﺗﻌﺰﺯ ﺍﻛﺗﺳﺎﺏ ﻭﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻬﺎﺭﺍﺕ‬
‫ﻭﺍﻟﻣﻌﺮﻓﺔ ﺍﻟﺟﺪﻳﺪﺓ‪.‬‬
‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﻧﻈﻳﻣﻳﺔ‪ :‬ﻓﺎﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﻣﺗﻠﻚ ﺛﻘﺎﻓﺎﺕ ﻗﻮﻳﺔ ﺗﻮﻓﺮ ﺍﻻﻧﻔﺗﺎﺡ ﻭﺍﻹﺑﺪﺍﻉ‬
‫ﻭﺍﻟﺗﺟﺮﺑﺔ ﺑﻳﻦ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻣﺑﺎﺩﺉ ﻭﺍﻟﻘﻳﻢ ﺗﻮﺿﺢ ﺃﻫﻣﻳﺔ ﺍﻟﺪﻋﻢ ﺍﻻﺟﺗﻣﺎﻋﻲ ﺍﻟﻼﺯﻡ‬
‫ﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ ﺍﻟﻧﺎﺟﺢ‪ ،‬ﻭﻫﻲ ﺗﺷﺟﻊ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻛﺗﺳﺎﺏ ﻭﻣﻌﺎﻟﺟﺔ ﻭﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﻭﺗﻌﺰﺯ ﺍﻹﺑﺪﺍﻉ ﻭﺗﻮﻓﺮ ﺍﻟﺣﺮﻳﺔ ﻟﺗﺟﺮﺑﺔ ﺍﻷﺷﻳﺎﺀ ﺍﻟﺟﺪﻳﺪﺓ ﻭﺍﻟﻣﺟﺎﺯﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ ﻣﻦ ﺍﻷﺧﻄﺎﺀ‪.‬‬
‫‪ -‬ﺍﻟﻘﻳﺎﺩﺓ‪ :‬ﻓﺎﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﺗﻲ ﺗﺳﻌﻰ ﻟﻠﺗﻐﻳﻳﺮ ﺍﻟﻣﺳﺗﻣﺮ ﺗﺳﺗﻧﺪ ﻋﻠﻰ ﻗﻳﺎﺩﺓ ﻓﺎﻋﻠﺔ ﻭﻗﻮﻳﺔ‪ ،‬ﻭﻗﺎﺩﺓ‬
‫ﻣﻧﻈﻣﺎﺕ ﺍﻟﺗﻌﻠﻢ ﻳﻣﺛﻠﻮﻥ ﻣﺛﺎﻻ ﻳُﺣﺗﺬﻯ ﺑﻪ ﻓﻲ ﺍﻻﻧﻔﺗﺎﺡ ﻭﺍﻟﻣﺟﺎﺯﻓﺔ ﻭﻋﻜﺲ ﺻﻮﺭﺓ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺑﺎﻟﺷﻜﻞ ﺍﻟﺻﺣﻳﺢ‪ ،‬ﻭﻫﻢ ﻳﺗﻮﺍﺻﻠﻮﻥ ﻟﺗﺣﻘﻳﻖ ﺭﺅﻳﺔ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻳﻮﻓﺮﻭﻥ ﺍﻟﺗﻌﺎﻃﻒ ﻭﺍﻟﺪﻋﻢ‬
‫ﻭﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﻟﻧﻔﺲ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺻﻔﺎﺕ ﺗﻠﺰﻡ ﻟﻘﻳﺎﺩﺓ ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫ﻭﻣﻣّﺎ ﺗﻘﺪّﻡ ﻳﻣﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥَّ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻲ ﺍﻟﺗﻲ ﺗﺳﺗﻄﻳﻊ ﺃﻥ ﺗﺗﻮﻗﻊ ﺁﺛﺎﺭ ﺍﻟﺑﻳﺋﺔ‬
‫ﻭﺗﺗﻜﻳﻒ ﻣﻌﻬﺎ ﻭﺗﻜﻮﻥ ﻣﺳﺗﻌﺪﺓ ﺩﺍﺋﻣﺎ ﻟﻣﻮﺍﺟﻬﺔ ﻫﺬﻩ ﺍﻵﺛﺎﺭ‪ ،‬ﻭﺗُﺳﺮّﻉ ﺗﻄﻮﻳﺮ ﺍﻟﻣﻧﺗﺟﺎﺕ‬
‫ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﻭﺍﻟﺧﺪﻣﺎﺕ‪ ،‬ﻭﺗُﻌﺟّﻞ ﻋﻣﻠﻳﺔ ﻧﻘﻞ ﺍﻟﻣﻌﺮﻓﺔ ﻣﻦ ﻗﺳﻢ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺇﻟﻰ ﻗﺳﻢ ﺁﺧﺮ‬
‫ﻟﺗﺻﺑﺢ ﻣﺎﻫﺮﺓ ﺃﻛﺛﺮ ﻓﻲ ﺍﻟﺗﻌﻠﻢ ﻣﻦ ﺍﻟﻣﻧﺎﻓﺳﻳﻦ ﻭﺍﻟﻣﺗﻌﺎﻭﻧﻳﻦ ﻭﺗﺗﻌﻠﻢ ﺑﻄﺮﻳﻘﺔ ﻓﺎﻋﻠﺔ ﻣﻦ ﺍﻷﺧﻄﺎﺀ‪،‬‬
‫ﻭﺗﺳﺗﻔﻳﺪ ﺗﻧﻈﻳﻣﻳﺎ ﻣﻦ ﺟﻣﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻓﻲ ﻛﻞ ﻣﺳﺗﻮﻳﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﺳﺎﻫﻢ ﻓﻲ ﺗﻘﻠﻳﻞ‬
‫ﺍﻟﻮﻗﺖ ﺍﻟﻼﺯﻡ ﻟﺗﻄﺑﻳﻖ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻲ ﻭﺗﺣﻔﻳﺰ ﺍﻟﺗﻄﻮﻳﺮ ﺍﻟﻣﺳﺗﻣﺮ ﻓﻲ ﺟﻣﻳﻊ ﻧﻮﺍﺣﻲ‬
‫ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

‫ﻧﻣﺎﺫﺝ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

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‫ﺍﻫﺗﻢ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺑﺎﺣﺛﻳﻦ ﺑﻣﻮﺿﻮﻉ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﺍﺟﺗﻬﺪ ﺍﻟﻜﺛﻳﺮ ﻣﻧﻬﻢ ﻻﺑﺗﻜﺎﺭ ﻧﻣﺎﺫﺝ‬
‫ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺑﻧﻳﺔ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﻭﺃﺑﺣﺎﺙ ﻣﻦ ﺳﺑﻘﻬﻢ‪ ،‬ﻭﺣﺎﻭﻟﻮﺍ ﺟﺎﻫﺪﻳﻦ ﻭﺿﻊ ﻋﻧﺎﺻﺮ ﺭﺋﻳﺳﺔ‬
‫ﻓﻲ ﻧﻣﺎﺫﺟﻬﻢ ﺗﺟﻣﻊ ﺃﻫﻢ ﺍﻟﺳﻣﺎﺕ ﻭﺗﻮﺿﻳﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻧﻬﺎ‪ .‬ﻭﻫﻧﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻧﻣﺎﺫﺝ ﻟﻠﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﺳﻧﺗﻧﺎﻭﻝ ﺛﻼﺛﺔ ﻧﻣﺎﺫﺝ‪ :‬ﻧﻣﻮﺫﺝ ﺳﻳﻧﺞ ‪ ، Senge‬ﻭﻧﻣﻮﺫﺝ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ ‪،Marquardt‬‬
‫ﻭﻧﻣﻮﺫﺝ ﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ ‪.Marsick & Watkins‬‬

‫ﺃﻭﻻ‪ :‬ﻧﻣﻮﺫﺝ ﺳﻳﻧﺞ ‪Senge‬‬

‫ﺑﻳﻧﻣﺎ ﻛﺎﻥ ﺍﻟﻜﺛﻳﺮﻭﻥ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺍﻟﺗﺳﻣﻳﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻓﻲ ﺇﻃﺎﺭ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﺟﺎﺀ ﺳﻳﻧﺞ‬
‫‪ Senge‬ﺑﻣﺳﻣﻰ ﺍﻟﺿﺎﺑﻂ ﺍﻟﺧﺎﻣﺲ )‪ (Fifth Discipline‬ﻣﺮﻛﺰﺍ ﻋﻠﻰ ﺃﺑﻌﺎﺩ ﺧﻣﺳﺔ ﻭﻫﻲ‪:‬‬
‫"ﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ‪ ،‬ﻭﺍﻟﺗﻣﻜﻦ ﺍﻟﺷﺧﺻﻲ‪ ،‬ﻭﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺬﻫﻧﻳﺔ‪ ،‬ﻭﺍﻟﺮﺅﻳﺔ ﺍﻟﻣﺷﺗﺮﻛﺔ‪ ،‬ﻭﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻖ"‪،‬‬
‫ﻭﻳﺻﻒ ﻧﻮﻋﺎ ﺟﺪﻳﺪﺍ ﻣﻦ ﺍﻟﻘﺎﺩﺓ‪ ،‬ﻓﺎﻟﻘﺎﺋﺪ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻳﺳﻬﻞ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ ﻭﻳﻌﺗﺑﺮ ﻧﻣﻮﺫﺟﺎ‬
‫ﻓﻲ ﺫﻟﻚ‪ ،‬ﻭﻳﺻﻒ ﺳﻳﻧﺞ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺗﻲ ﻓﻳﻬﺎ ﺍﻟﺳﻌﻲ ﻣﻦ ﺃﺟﻞ ﻭﺿﻊ ﻣﺳﺗﻘﺑﻠﻲ ﺟﺪﻳﺪ ﺑﺄﻧﻬﺎ ﺗﻮﻟّﺪ‬
‫ﺗﻮﺗﺮﺍ ﺧﻼّﻗﺎ ﻳﻮﻟّﺪ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺗﻜﺎﺭ‪ ،‬ﻭﺍﻟﺮﺅﻳﺔ ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ ﺗﻣﻜﻦ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺭﺑﻂ ﺃﻫﺪﺍﻓﻬﻢ‬
‫ﺍﻟﺷﺧﺻﻳﺔ ﺑﺎﻟﻐﺮﺽ ﺍﻟﻌﺎﻡ ﺍﻟﻣﺗﻔﻖ ﻋﻠﻳﻪ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻗﺪ ﻗﺎﻣﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺷﺮﻛﺎﺕ ﺑﺎﻟﻌﻣﻞ ﻣﻊ‬
‫ﺳﻳﻧﺞ ﻓﻲ ﻣﺑﺎﺩﺭﺍﺕ ﻟﻘﻳﺎﺱ ﺍﻟﺗﻐﻳﺮ ﺑﺎﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﻧﻣﻮﺫﺟﻪ )‪.(Marsick, 2000, 25‬‬

‫ﻭﻳﺮﻯ ﺳﻳﻧﺞ )‪ (Senge, 1990‬ﺑﺄﻥ ﻫﻧﺎﻙ ﺧﻣﺳﺔ ﻣﻜﻮﻧﺎﺕ ﺗﺳﺎﻫﻢ ﻓﻲ ﺧﻠﻖ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺷﻜﻞ ﺗﺪﺭﻳﺟﻲ‪ ،‬ﻭﻛﻞ ﻣﻜﻮﻥ ﻳﻮﻓﺮ ﺑﻌﺪﺍ ﻣﻬﻣﺎ ﻟﺑﻧﺎﺀ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﺗﻌﻠﻢ ﺑﺻﺪﻕ‪ ،‬ﻭﺗﻌﺰﺯ‬
‫ﻣﻦ ﺳﻌﺗﻬﺎ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻹﺩﺭﺍﻙ ﺃﻋﻠﻰ ﻃﻣﻮﺣﺎﺗﻬﺎ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻣﻜﻮﻧﺎﺕ ﻫﻲ‪:‬‬

‫‪ ‬ﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ ‪ :System Thinking‬ﻭﻫﻮ ﺇﻃﺎﺭ ﻣﻔﺎﻫﻳﻣﻲ ﻭﻫﻳﻜﻞ ﻣﻌﺮﻓﻲ ﺫﻭ ﺃﺩﻭﺍﺕ‬

‫ﻣﺧﺗﻠﻔﺔ‪ ،‬ﻭﺑﺪﻭﻥ ﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ ﻗﺪ ﻧﺮﺳﻢ ﺻﻮﺭﺓ ﺟﻣﻳﻠﺔ ﻟﻠﺮﺅﻳﺔ ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ ﻭﻟﻜﻦ ﺑﺪﻭﻥ‬
‫ﻓﻬﻢ ﻋﻣﻳﻖ ﻟﻠﻘﻮﻯ ﺍﻟﻣﺆﺛﺮﺓ‪ ،‬ﻭﻫﻮ ﺍﻟﺿﺎﺑﻂ ﺍﻟﺬﻱ ﻳﺳﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺭﺅﻳﺔ ﺍﻷﺷﻳﺎﺀ ﻛﺎﻣﻠﺔ‪ ،‬ﻭﻫﻮ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﺬﻱ ﻳﺳﺎﻋﺪﻧﺎ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻳﻦ ﺍﻷﺷﻳﺎﺀ ﺃﻛﺛﺮ ﻣﻦ ﺭﺅﻳﺔ ﺍﻷﺷﻳﺎﺀ ﻧﻔﺳﻬﺎ‪،‬‬
‫ﻭﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ ﻳﺻﻮﺭ ﻭﺍﻗﻊ ﺍﻷﻓﺮﺍﺩ ﻓﻲ‬ ‫ﻭﻳﺳﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺭﺅﻳﺔ ﺃﻧﻣﺎﻁ ﺍﻟﺗﻐﻳﻳﺮ‪.‬‬
‫ﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻛﻳﻒ ﻳﺮﻭﻥ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺬﻱ ﻻ ﻳﻧﻔﺻﻠﻮﻥ ﻋﻧﻪ ﻭﻋﻦ ﻗﺿﺎﻳﺎﻩ ﻭﻣﺷﺎﻛﻠﻪ‪،‬‬
‫ﻭﻳﻌﻧﻲ ﺃﻛﺛﺮ ﺗﺣﺪﻳﺎ ﻭﻭﻋﺪﺍ ﻋﻦ ﻏﻳﺮﻩ ﻣﻦ ﺃﻧﻣﺎﻁ ﺍﻟﺗﻔﻜﻳﺮ ﻟﻠﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻣﺷﺎﻛﻞ‪ ،‬ﻭﻧﺣﻦ‬
‫ﺑﺣﺎﺟﺔ ﺇﻟﻳﻪ ﺃﻛﺛﺮ ﻟﺰﻳﺎﺩﺓ ﺍﻟﺗﻌﻘﻳﺪ ﻓﻲ ﺍﻟﻣﺆﺳﺳﺎﺕ ﻭﻓﻲ ﺍﻟﺣﻳﺎﺓ ﺑﺷﻜﻞ ﻋﺎﻡ‪.‬‬

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‫‪ ‬ﺍﻟﺗﻣﻜﻦ ﺍﻟﺷﺧﺻﻲ ‪ :Personal Mastery‬ﻭﻫﻮ ﺍﻟﺿﺎﺑﻂ ﻓﻲ ﺍﻟﺗﻮﺿﻳﺢ ﺍﻟﻌﻣﻳﻖ ﻓﻲ‬
‫ﺍﻟﺮﺅﻳﺔ ﺍﻟﺷﺧﺻﻳﺔ‪ ،‬ﻭﺗﺮﻛﻳﺰ ﺍﻟﻄﺎﻗﺎﺕ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﺍﻟﺻﺑﺮ‪ ،‬ﻭﺭﺅﻳﺔ ﺍﻟﻮﺍﻗﻊ ﺑﻣﻮﺿﻮﻋﻳﺔ‪ ،‬ﻭﻗﺪ‬
‫ﻳﻌﻧﻲ ﺍﻟﻬﻳﻣﻧﺔ ﻋﻠﻰ ﺍﻷﺷﺧﺎﺹ ﺃﻭ ﺍﻷﺷﻳﺎﺀ ﻭﻟﻜﻦ ﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻳﻣﺛﻞ ﻣﺳﺗﻮﻯ ﻣﻌﻳﻦ ﻣﻦ‬
‫ﺍﻟﻜﻔﺎﺀﺓ‪ .‬ﻭﻫﻮ ﺣﺟﺮ ﺃﺳﺎﺱ ﻟﻠﻣﻧﻈﻣﺎﺕ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﺗﺮﻛﻳﺰ ﻋﻠﻰ ﺍﻟﺗﻣﻜﻦ‬
‫ﺍﻟﺷﺧﺻﻲ ﻟﺗﻄﻮﻳﺮ ﺃﺩﺍﺀ ﻭﻛﻔﺎﺀﺓ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﻬﺎ‪ ،‬ﻷﻧﻪ ﻳﺷﺟﻊ ﺍﻟﺗﺣﻔﻳﺰ ﺍﻟﺷﺧﺻﻲ ﻟﻠﺗﻌﻠﻳﻢ‬
‫ﺍﻟﻣﺳﺗﻣﺮ ﻭﻟﻠﻌﻳﺶ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﻭﺍﻟﺗﻔﺎﻋﻞ ﻣﻌﻪ ﺑﺪﻝ ﺍﻟﺗﻘﻮﻗﻊ ﺣﻮﻝ ﻣﻜﺎﻥ ﺃﻭ ﺃﺷﻳﺎﺀ ﻣﻌﻳﻧﺔ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻳﻣﻜﻦ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺇﻳﺟﺎﺩ ﺍﻟﺣﻠﻮﻝ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﻠﻣﺷﺎﻛﻞ ﺍﻟﺗﻲ ﻳﻮﺍﺟﻬﻮﻧﻬﺎ‪ ،‬ﻓﺎﻟﺗﻣﻜﻦ ﺍﻟﺷﺧﺻﻲ‬
‫ﻫﻮ ﺍﻟﺗﻌﻠﻢ ﻭﺍﻟﻧﻣﻮ ﺍﻟﺷﺧﺻﻲ ﻭﻣﻦ ﻳﻣﻠﻜﻪ ﻳﻄﻮﺭ ﺑﺎﺳﺗﻣﺮﺍﺭ ﺗﻮﺳﻳﻊ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﻳﺟﺎﺩ‬
‫ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﻳﺑﺣﺛﻮﻥ ﻋﻧﻬﺎ ﺑﺻﺪﻕ ﻓﻲ ﺍﻟﺣﻳﺎﺓ‪.‬‬
‫‪ ‬ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺬﻫﻧﻳﺔ ‪ :Mental Models‬ﻭﻫﻲ ﺗﻌﻣﻳﻣﺎﺕ ﻭﺍﻓﺗﺮﺍﺿﺎﺕ ﻣﺗﺄﺻﻠﺔ ﺑﻌﻣﻖ‪ ،‬ﻭﺗﻌﺗﺑﺮ‬
‫ﺻﻮﺭﺍ ﺗﺆﺛﺮ ﻋﻠﻰ ﻓﻬﻣﻧﺎ ﻟﻠﻌﺎﻟﻢ ﻭﻋﻠﻰ ﺭﺩﻭﺩ ﺃﻓﻌﺎﻟﻧﺎ‪ ،‬ﻭﺑﺷﻜﻞ ﻋﺎﻡ ﻻ ﻳﻌﻲ ﺍﻟﻧﺎﺱ ﺍﻟﻧﻣﺎﺫﺝ‬
‫ﺍﻟﺬﻫﻧﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺳﻠﻮﻛﻬﻢ‪ ،‬ﻭﺗﺑﺪﺃ ﺑﺎﻟﺗﻌﻠﻢ ﻹﺧﺮﺍﺝ ﺍﻟﺻﻮﺭ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻋﻦ ﺍﻟﻌﺎﻟﻢ‪،‬‬
‫ﻭﺇﻇﻬﺎﺭﻫﺎ ﻟﻠﺧﺎﺭﺝ ﺑﺪﻗﺔ‪ ،‬ﻭﺗﺿﻢ ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺬﻫﻧﻳﺔ ﺍﻟﻣﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺗﻣﺮﺍﺭ ﺣﻮﺍﺭ ﻫﺎﺩﻑ‬
‫ﺣﻳﺚ ﻳﺳﺗﻐﻞ ﻓﻳﻪ ﺍﻟﻧﺎﺱ ﺗﻔﻜﻳﺮﻫﻢ ﺑﻔﺎﻋﻠﻳﺔ ﻭﻳﺟﻌﻠﻮﻧﻪ ﻇﺎﻫﺮﺍ ﻟﻠﺗﺄﺛﻳﺮ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻓﻲ‬
‫ﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﺳﺎﻫﻢ ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺬﻫﻧﻳﺔ ﻓﻲ ﺗﺳﺮﻳﻊ ﺍﻟﺗﻌﻠﻳﻢ ﻭﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻗﺪ ﺗﻌﻳﻘﻪ‬
‫ﻭﺗﺟﻣﺪ ﺑﻌﺾ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻓﻲ ﺗﺻﺮﻓﺎﺕ ﻣﺗﺣﺟﺮﺓ‪.‬‬
‫‪ ‬ﺍﻟﺮﺅﻳﺔ ﺍﻟﻣﺷﺗﺮﻛﺔ ‪ :Shared Vision‬ﻭﻫﻲ ﺍﻟﻣﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻣﻞ ﺻﻮﺭﺓ ﻣﺷﺗﺮﻛﺔ‬
‫ﻟﻠﻣﺳﺗﻘﺑﻞ ﺍﻟﺬﻱ ﻧﺳﻌﻰ ﻟﺧﻠﻘﻪ‪ ،‬ﻭﻣﻦ ﺍﻟﺻﻌﺐ ﺃﻥ ﺗﺣﻘﻖ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻣﻳﺰ ﻓﻲ ﻏﻳﺎﺏ‬
‫ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻘﻳﻢ ﻭﺍﻟﻣﻬﺎﻡ ﻭﺍﻟﺗﻲ ﺗﺗﺄﺻﻞ ﺑﻌﻣﻖ ﻓﻲ ﺃﻓﺮﺍﺩﻫﺎ‪ ،‬ﻭﻋﻧﺪﻣﺎ ﺗﻜﻮﻥ ﻫﻧﺎﻙ ﺭﺅﻳﺔ‬
‫ﺃﺻﻳﻠﺔ ﻓﻲ ﺍﻟﻣﺆﺳﺳﺔ ﻳﻘﻮﻡ ﺍﻷﻓﺮﺍﺩ ﺑﺎﻟﺗﻌﻠﻢ ﻭﺍﻟﺗﻔﻮﻕ ﻟﻳﺳﻮﺍ ﻷﻧﻬﻢ ﻣﺟﺑﺮﻭﻥ ﻭﻟﻜﻦ ﻷﻧﻬﻢ‬
‫ﺭﺍﻏﺑﻮﻥ ﻓﻲ ﺫﻟﻚ‪ .‬ﻭﻣﻣﺎﺭﺳﺔ ﺍﻟﺮﺅﻳﺔ ﺍﻟﻣﺷﺗﺮﻛﺔ ﻳﺿﻢ ﺍﻟﻣﻬﺎﺭﺍﺕ ﻹﻇﻬﺎﺭ ﺍﻟﺻﻮﺭ ﺍﻟﻣﺷﺗﺮﻛﺔ‬
‫ﻟﻠﻣﺳﺗﻘﺑﻞ ﻟﺗﺳﺮﻳﻊ ﺍﻻﻟﺗﺰﺍﻡ ﺍﻟﺣﻘﻳﻘﻲ‪ ،‬ﻭﺇﻳﺟﺎﺩ ﺍﻟﻣﺷﺎﺭﻛﺔ ﺑﺪﻝ ﺍﻹﻟﺰﺍﻡ‪ .‬ﻭﺃﺣﻳﺎﻧﺎ ﻧﺟﺪ ﺃﻥ ﺑﻌﺾ‬
‫ﺍﻟﻘﺎﺩﺓ ﻳﺻﺮﻭﻥ ﻋﻠﻰ ﺇﺗﺑﺎﻉ ﺭﺅﻳﺗﻬﻢ ﺍﻟﺧﺎﺻﺔ ﻭﻫﻮ ﻣﺎ ﻳﻌﻳﻖ ﺃﺩﺍﺀ ﺍﻟﻣﺆﺳﺳﺔ‪ ،‬ﻟﺬﺍ ﻳﺟﺐ ﻋﻠﻰ‬
‫ﺍﻟﻘﺎﺩﺓ ﺍﻻﻟﺗﺰﺍﻡ ﺑﺎﻟﺮﺅﻳﺔ ﺍﻟﻣﺷﺗﺮﻛﺔ ﻟﺗﺣﻘﻳﻖ ﺃﻫﺪﺍﻑ ﺍﻟﻣﺆﺳﺳﺔ‪.‬‬
‫‪ ‬ﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻖ ‪ :Team Learning‬ﻭﻳﺮﻯ ﺳﻳﻧﺞ ﺃﻥ ﺍﻟﻔﺮﻳﻖ ﻣﻦ ﺍﻟﻣﻣﻜﻦ ﺃﻥ ﻳﺗﻌﻠﻢ ﻭﻫﻧﺎﻙ‬
‫ﺃﺩﻟﺔ ﻋﻠﻰ ﺃﻥ ﺫﻛﺎﺀ ﺍﻟﻔﺮﻳﻖ ﻳﺗﻌﺪﻯ ﺫﻛﺎﺀ ﺍﻟﻔﺮﺩ‪ ،‬ﻭﻣﻦ ﺍﻟﻣﻣﻜﻦ ﺃﻥ ﻳﻄﻮﺭ ﺍﻟﻔﺮﻳﻖ ﺳﻌﺔ‬

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‫ﺍﺳﺗﺛﻧﺎﺋﻳﺔ ﻟﺗﻧﺳﻳﻖ ﺍﻷﻓﻌﺎﻝ‪ ،‬ﻭﻋﻧﺪﻣﺎ ﻳﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻖ ﺑﺻﺪﻕ ﻻ ﻳﺣﻘﻖ ﻧﺗﺎﺋﺞ ﺍﺳﺗﺛﻧﺎﺋﻳﺔ ﻓﻘﻂ‪ ،‬ﺑﻞ‬
‫ﻳﺗﻄﻮﺭ ﺍﻷﻓﺮﺍﺩ ﺑﺷﻜﻞ ﺳﺮﻳﻊ‪ ،‬ﻭﺃﺳﺮﻉ ﻣﻣﺎ ﻟﻮ ﻛﺎﻧﻮﺍ ﻣﻧﻔﺮﺩﻳﻦ‪ ،‬ﻭﻳﺑﺪﺃ ﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻖ ﺑﺎﻟﺣﻮﺍﺭ‬
‫ﺛﻢ ﻳﺪﺧﻞ ﻓﻲ ﺗﻔﻜﻳﺮ ﺟﻣﺎﻋﻲ ﺣﻘﻳﻘﻲ‪ ،‬ﻭﺍﻟﺣﻮﺍﺭ ﻳﺿﻢ ﺗﻌﻠﻢ ﻛﻳﻔﻳﺔ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺃﻧﻣﺎﻁ‬
‫ﺍﻟﺗﻔﺎﻋﻞ ﻓﻲ ﺍﻟﻔﺮﻳﻖ ﻭﺍﻟﺗﻲ ﺗﻘﻮﺽ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺍﻷﻧﻣﺎﻁ ﺍﻟﺪﻓﺎﻋﻳﺔ ﻏﺎﻟﺑﺎ ﻣﺎ ﺗﻜﻮﻥ ﻣﺮﺗﺑﻄﺔ‬
‫ﺑﻌﻣﻞ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻓﺈﺫﺍ ﺗﻢ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻳﻬﺎ ﻭﺇﻇﻬﺎﺭﻫﺎ ﺑﺈﺑﺪﺍﻉ ﻓﻣﻦ ﺍﻟﻣﻣﻜﻦ ﺃﻥ ﺗﺳﺎﻫﻢ ﻓﻲ‬
‫ﺗﺳﺮﻳﻊ ﺍﻟﺗﻌﻠﻢ‪ .‬ﻭﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻖ ﻣﻬﻢ ﺟﺪﺍ ﻷﻥ ﺍﻟﻔﺮﻕ ‪-‬ﻭﻟﻳﺲ ﺍﻷﻓﺮﺍﺩ‪ -‬ﻭﺣﺪﺓ ﺗﻌﻠﻢ ﺃﺳﺎﺳﻳﺔ ﻓﻲ‬
‫ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺣﺪﻳﺛﺔ‪ ،‬ﻓﺈﺫﺍ ﻟﻢ ﺗﺳﺗﻄﻊ ﺍﻟﻔﺮﻕ ﺃﻥ ﺗﺗﻌﻠﻢ ﻻ ﻳﻣﻜﻦ ﻟﻠﻣﺆﺳﺳﺎﺕ ﺃﻥ ﺗﺗﻌﻠﻢ‪.‬‬

‫ﻭﻳﺷﻳﺮ ﻳﺎﻧﺞ ﻭﻭﺍﺗﻜﻧﺰ ﻭﻣﺎﺭﺳﻚ )‪ (Yang, Watkins & Marsick, 2004, 32‬ﺇﻟﻰ ﺃﻥ‬
‫ﻧﻣﻮﺫﺝ ﺳﻳﻧﺞ ﻻ ﻳﺗﻌﻠﻖ ﻓﻘﻂ ﺑﺎﻛﺗﺳﺎﺏ ﺍﻟﺳﻌﺔ ﺍﻟﺗﻲ ﺗﺳﺎﻋﺪ ﻋﻠﻰ ﺍﻟﺗﻜﻳﻒ‪ ،‬ﻭﻟﻜﻦ ﻳﻬﺗﻢ ﺑﺗﻮﻟﻳﺪ ﺍﻟﻣﻌﺮﻓﺔ‬
‫ﻹﻳﺟﺎﺩ ﺑﺪﺍﺋﻞ ﻣﺳﺗﻘﺑﻠﻳﺔ‪ ،‬ﻭﺭﺑﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻣﻜﻮﻧﺎﺕ ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺣﺳﺐ ﺍﻟﻧﻣﻮﺫﺝ ﻣﻬﻣﺔ‪ ،‬ﻭﺭﺑﻣﺎ‬
‫ﻳﺗﻢ ﺍﺳﺗﺧﺪﺍﻣﻬﺎ ﻛﺪﻟﻳﻞ ﻋﻠﻰ ﻭﺿﻊ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺧﺻﺎﺋﺺ ﺍﻟﻣﻼﺣﻈﺔ ﻟﻠﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﻢ ﻳﺗﻢ ﺗﺣﺪﻳﺪﻫﺎ ﺑﻮﺿﻮﺡ‪.‬‬

‫ﻧﻣﻮﺫﺝ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ ‪Marquardt‬‬

‫ﺗﺮﻯ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ )‪ (Marquardt, 1996‬ﺑﺄﻧﻪ ﻳﺟﺐ ﻋﻠﻰ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺃﻥ ﺗﺗﻌﻠﻢ ﺑﺷﻜﻞ‬

‫ﺃﻓﺿﻞ ﻭﺃﺳﺮﻉ ﻟﻜﻲ ﺗﺳﺗﻣﺮ ﻓﻲ ﻋﻄﺎﺋﻬﺎ‪ ،‬ﻭﺗﺮﻯ ﺃﻥ ﺑﻌﺾ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺭﻛﺰﺕ ﻋﻠﻰ ﺑﻌﺾ‬
‫ﺍﻟﺟﻮﺍﻧﺐ ﻓﻘﻂ‪ ،‬ﻭﺃﻫﻣﻠﺖ ﺍﻟﺗﺣﺪﻱ ﻣﻦ ﺍﻟﺗﻌﻘﻳﺪ ﻓﻲ ﺇﻳﺟﺎﺩ ﺗﻌﻠﻢ ﻣﺆﺳﺳﻲ ﻭﺍﺳﻊ ﻭﻓﻲ ﺍﻟﻣﺣﺎﻓﻈﺔ ﻋﻠﻳﻪ‪.‬‬

‫ﻭﻣﻦ ﺧﺑﺮﺗﻬﺎ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﺳﻧﻮﺍﺕ ﻋﺪﻳﺪﺓ‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﺗﻌﺎﻣﻠﻬﺎ ﻣﻊ ﺃﻛﺛﺮ ﻣﻦ‬
‫)‪ (100‬ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ ﺣﻮﻝ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﺗﺣﻠﻳﻠﻬﺎ ﻟﻠﻣﻘﺎﻻﺕ ﻭﺍﻟﻜﺗﺐ ﺣﻮﻝ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﺍﻗﺗﺮﺣﺖ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ ) ‪ (Marquardt, 2002, 23-33‬ﻧﻣﻮﺫﺟﺎ ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻳﺗﻜﻮﻥ ﻣﻦ ﺧﻣﺳﺔ ﺃﻧﻈﻣﺔ ﻓﺮﻋﻳﺔ ﻭﻫﻲ‪:‬‬

‫‪ ‬ﺍﻟﺗﻌﻠﻢ‪ :‬ﻭﻫﻮ ﻗﻠﺐ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻳﺷﻣﻞ ﺛﻼﺛﺔ ﻣﺳﺗﻮﻳﺎﺕ‪ :‬ﺍﻟﺗﻌﻠﻢ ﺍﻟﻔﺮﺩﻱ ﻭﺗﻌﻠﻢ‬
‫ﺍﻟﻔﺮﻳﻖ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﻔﺮﺩﻱ ﻳﻣﺛﻞ ﺍﻟﺗﻐﻳﺮﺍﺕ ﻓﻲ ﺍﻟﻣﻬﺎﺭﺍﺕ ﻭﺍﻟﺗﻄﺑﻳﻘﺎﺕ‬
‫ﻭﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻻﺗﺟﺎﻫﺎﺕ ﻭﺍﻟﻘﻳﻢ ﺍﻟﺗﻲ ﺗﻢ ﺍﻟﺣﺻﻮﻝ ﻋﻠﻳﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﺍﺗﻳﺔ‬
‫ﻭﺍﻟﻣﻼﺣﻈﺔ ﻭﺍﻟﺗﺪﺭﻳﺲ ﺍﻟﻣﺑﻧﻲ ﻋﻠﻰ ﺍﻟﺗﻜﻧﻮﻟﻮﺟﻳﺎ‪ ،‬ﺃﻣﺎ ﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻖ ﻓﻳﻐﻄﻲ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ‬
‫ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﻣﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻣﺗﺣﻘﻘﺔ ﺑﻮﺍﺳﻄﺔ ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﻟﻣﺟﻣﻮﻋﺔ‪ ،‬ﻭﺍﻟﺗﻌﻠﻢ‬
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‫ﺍﻟﺗﻧﻈﻳﻣﻲ ﻳﻣﺛﻞ ﺍﻟﺳﻌﺔ ﺍﻟﻣﻌﺰﺯﺓ ﻭﺍﻟﻣﻧﺗﺟﺔ ﻭﺍﻟﺗﻲ ﺗﻢ ﺍﻟﺣﺻﻮﻝ ﻋﻠﻳﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻻﻟﺗﺰﺍﻡ‬
‫ﺑﺎﻟﺗﻄﻮﻳﺮ ﺍﻟﻣﺳﺗﻣﺮ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻫﻧﺎﻙ ﺧﻣﺳﺔ ﻋﻧﺎﺻﺮ ﺗﺳﺎﻋﺪ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﺍﻟﺗﻌﻠﻢ‬
‫ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﻫﻲ‪ :‬ﺃﻭﻻ‪ :‬ﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ ﻭﻳﻣﺛﻞ ﺇﻃﺎﺭ ﻣﻔﺎﻫﻳﻣﻲ ﻟﺗﺷﻜﻳﻞ ﻧﺳﻖ ﻛﺎﻣﻠﺔ ﺑﺷﻜﻞ‬
‫ﺃﻭﺿﺢ‪ ،‬ﻭﺗﺣﺪﻳﺪ ﻛﻳﻔﻳﺔ ﺗﻐﻳﻳﺮﻫﺎ ﺑﺷﻜﻞ ﻓﺎﻋﻞ‪ ،‬ﻭﺛﺎﻧﻳﺎ‪ :‬ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺬﻫﻧﻳﺔ ﻭﻫﻲ ﺍﻻﻓﺗﺮﺍﺿﺎﺕ‬
‫ﺍﻟﻣﻌﺰﺯﺓ ﺍﻟﺗﻲ ﺗﺆﺛﺮ ﻋﻠﻰ ﺁﺭﺍﺋﻧﺎ ﻭﺃﻓﻌﺎﻟﻧﺎ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺛﺎﻟﺛﺎ‪ :‬ﺍﻟﺗﻣﻜﻦ ﺍﻟﺷﺧﺻﻲ ﻭﻣﺛﻞ‬
‫ﻣﺳﺗﻮﻯ ﻋﺎﻝٍ ﻣﻦ ﺍﻻﺣﺗﺮﺍﻓﻳﺔ ﻓﻲ ﻣﺎﺩﺓ ﺃﻭ ﻣﻬﺎﺭﺓ ﻣﻌﻳﻧﺔ‪ ،‬ﻭﻫﻲ ﺗﺗﻄﻠﺐ ﺍﻻﻟﺗﺰﺍﻡ ﻭﺍﻟﺗﻔﻮﻕ‬
‫ﻓﻲ ﺍﻟﺧﺑﺮﺓ‪ ،‬ﻭﺍﺣﺗﺮﺍﻓﻳﺔ ﻣﺮﻏﻮﺑﺔ ﻓﻲ ﻣﺳﺆﻭﻟﻳﺎﺕ ﻭﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺍﻟﻌﻧﺻﺮ ﺍﻟﺮﺍﺑﻊ‬
‫ﻫﻮ ﺍﻟﺗﻌﻠﻢ ﺍﻟﻣﻮﺟﻪ ﺑﺷﻜﻞ ﺧﺎﺹ ﻭﻳﻌﻧﻲ ﺃﻥ ﻛﻞ ﺷﺧﺺ ﻳﻌﻲ ﻭﻳﺗﻘﺑﻞ ﺍﻟﻣﺳﺆﻭﻟﻳﺔ ﻟﻠﺗﻌﻠﻢ‬
‫ﺑﺣﻳﻮﻳﺔ ﻭﻧﺷﺎﻁ‪ ،‬ﻭﻳﺿﻢ ﻣﻌﺮﻓﺔ ﻃﺮﻕ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﻔﺮﺩ‪ ،‬ﻭﺗﻘﻳﻳﻢ ﺍﻻﺣﺗﻳﺎﺟﺎﺕ‬
‫ﻭﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻭﺭﺑﻂ ﺃﻫﺪﺍﻑ ﺍﻟﻌﻣﻞ ﻣﻊ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺗﻌﻠﻳﻢ‪ .‬ﻭﺍﻟﻌﻧﺻﺮ ﺍﻟﺧﺎﻣﺲ ﻫﻮ ﺍﻟﺣﻮﺍﺭ‪،‬‬
‫ﻭﻳﺗﻄﻠﺐ ﻣﺳﺗﻮﻯ ﻋﺎﻝٍ ﻣﻦ ﺍﻟﺗﻮﺍﺻﻞ ﻭﺍﻻﺳﺗﻣﺎﻉ ﺑﻳﻦ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻳﺗﻄﻠﺐ ﺍﺳﺗﻜﺷﺎﻓﺎ ﺣﺮﺍ‬
‫ﻭﺇﺑﺪﺍﻋﻳﺎ ﻟﻠﻘﺿﺎﻳﺎ‪ ،‬ﻭﺍﻻﺳﺗﻣﺎﻉ ﺑﺈﻧﺻﺎﺕ ﻟﻠﺮﺃﻱ ﺍﻵﺧﺮ ﻋﻧﺪ ﺇﺑﺪﺍﺀ ﺍﻟﺮﺃﻱ‪.‬‬
‫‪ ‬ﺍﻟﻣﻧﻈﻣﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻣﻜﺎﻥ ﺍﻟﺬﻱ ﺗﺟﺮﻱ ﻓﻳﻪ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺗﺗﻜﻮﻥ ﻣﻦ ﺃﺭﺑﻌﺔ ﻧﻈﻢ ﻓﺮﻋﻳﺔ‬
‫ﻭﻫﻲ‪:‬‬
‫‪ -‬ﺍﻟﺮﺅﻳﺔ‪ :‬ﻭﻫﻲ ﺍﻟﺗﻲ ﺗﻘﻮﺩ ﺁﻣﺎﻝ ﻭﺃﻫﺪﺍﻑ ﻭﺍﺗﺟﺎﻩ ﺍﻟﻣﻧﻈﻣﺔ ﻧﺣﻮ ﺍﻟﻣﺳﺗﻘﺑﻞ‪ ،‬ﻭﺛﻘﺎﻓﺔ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﺳﺎﻧﺪ ﺍﻟﺮﺅﻳﺔ ﺣﻳﺚ ﻳﺳﺎﻋﺪ ﺍﻟﺗﻌﻠﻢ ﻭﺍﻟﻣﺗﻌﻠﻣﻮﻥ ﻋﻠﻰ ﺇﻳﺟﺎﺩ‬
‫ﻣﻧﺗﺟﺎﺕ ﻭﺧﺪﻣﺎﺕ ﺟﺪﻳﺪﺓ ﻭﺑﺷﻜﻞ ﻣﺳﺗﻣﺮ‪.‬‬
‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ‪ :‬ﻭﺗﻌﻮﺩ ﺇﻟﻰ ﻋﺎﺩﺍﺕ ﻭﻗﻳﻢ ﻭﻣﺑﺎﺩﺉ ﻭﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺗﺳﺎﻋﺪ ﻋﻠﻰ‬
‫ﺗﺷﻜﻳﻞ ﺍﻟﺳﻠﻮﻙ ﻭﺗﺻﻣﻳﻢ ﺍﻻﻓﺗﺮﺍﺿﺎﺕ‪ ،‬ﻭﻓﻲ ﻫﺬﻩ ﺍﻟﺛﻘﺎﻓﺔ ﻳﻜﻮﻥ ﺍﻟﺗﻌﻠﻢ ﺷﻳﺋﺎ ﻣﻬﻣﺎ‬
‫ﻭﺃﺳﺎﺳﻳﺎ ﻟﻠﻣﻧﻈﻣﺔ‪ ،‬ﻭﻫﻮ ﺟﺰﺀ ﺍﻋﺗﻳﺎﺩﻱ ﻭﻣﺗﺣﺪ ﻣﻊ ﻋﻣﻠﻳﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬
‫‪ -‬ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‪ :‬ﻭﺗﻣﺛﻞ ﺧﻄﻂ ﺍﻟﻌﻣﻞ ﻭﺍﻟﻄﺮﻕ ﻭﺍﻷﺳﺎﻟﻳﺐ ﻭﺍﻟﺧﻄﻮﺍﺕ ﺍﻟﺗﻲ ﻳﺗﻢ‬
‫ﺗﻮﻇﻳﻔﻬﺎ ﻟﺗﺣﻘﻳﻖ ﺭﺅﻳﺔ ﻭﺃﻫﺪﺍﻑ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬
‫‪ -‬ﺍﻟﻬﻳﻜﻞ‪ :‬ﻭﻳﺿﻢ ﺃﻗﺳﺎﻡ ﻭﻣﺳﺗﻮﻳﺎﺕ ﻭﺗﻧﻈﻳﻣﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻫﻮ ﻣﻔﺗﻮﺡ ﻟﺗﺣﻘﻳﻖ‬
‫ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺗﻮﺍﺻﻞ ﻭﺍﻧﺳﻳﺎﺏ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺗﻌﺎﻭﻥ ﻭﺗﺣﻣﻞ ﺍﻟﻣﺳﺆﻭﻟﻳﺔ ﺩﺍﺧﻞ‬
‫ﻭﺧﺎﺭﺝ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

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‫‪ ‬ﺍﻟﻧﺎﺱ‪ :‬ﻭﻳﺿﻢ ﻫﺬﺍ ﺍﻟﻧﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﺍﻟﻣﺪﺭﺍﺀ ﻭﺍﻟﻘﺎﺩﺓ ﻭﺍﻟﻣﻮﻇﻔﻳﻦ ﻭﺍﻟﺰﺑﺎﺋﻦ ﻭﺷﺮﻛﺎﺀ ﺍﻟﻌﻣﻞ‬
‫ﻭﺍﻟﻣﻮﺭﺩﻳﻦ ﻭﺍﻟﻣﺟﺗﻣﻊ ﺣﻮﻝ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻛﻞ ﻣﺟﻣﻮﻋﺔ ﻣﻬﻣﺔ ﻟﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻳﺟﺐ ﺃﻥ‬
‫ﻳﺗﻢ ﺗﻣﻜﻳﻧﻬﻢ ﻭﺗﺷﺟﻳﻌﻬﻢ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺍﻟﻘﺎﺩﺓ ﻭﺍﻟﻣﺪﺭﺍﺀ ﻛﻣﺗﻌﻠﻣﻳﻦ ﻳﻘﻮﺩﻭﻥ ﻏﻳﺮﻫﻢ ﻣﻦ‬
‫ﺍﻟﻣﻮﻇﻔﻳﻦ ﻭﻳﺗﺎﺑﻌﻮﻧﻬﻢ‪ ،‬ﻭﻫﻢ ﻗﺪﻭﺓ ﻟﻬﻢ ﻓﻲ ﺗﺣﻣﻞ ﺍﻟﻣﺳﺆﻭﻟﻳﺎﺕ ﻭﻓﻲ ﺗﻮﻓﻳﺮ ﻓﺮﺹ ﺗﻌﻠﻢ‬
‫ﻟﻣﻦ ﺣﻮﻟﻬﻢ‪ ،‬ﻭﻳﺗﻢ ﺗﺷﺟﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺗﻮﻗﻊ ﻣﻧﻬﻢ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻳﺗﻢ ﺍﻟﺗﺧﻄﻳﻂ ﻟﻘﺪﺭﺍﺗﻬﻢ‬
‫ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ ﻭﺣﻞ ﺍﻟﻣﺷﺎﻛﻞ ﻭﺍﻟﻣﺟﺎﺯﻓﺔ ﻭﺣﺳﻦ ﺍﻟﺗﺻﺮﻑ‪.‬‬
‫‪ ‬ﺍﻟﻣﻌﺮﻓﺔ‪ :‬ﻭﺗﺗﻌﻠﻖ ﺑﺈﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ ﺍﻟﻣﻜﺗﺳﺑﺔ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺗﺿﻢ ﺍﻛﺗﺳﺎﺏ ﻭﺇﻳﺟﺎﺩ‬
‫ﻭﺗﺧﺰﻳﻦ ﻭﺗﺣﻠﻳﻞ ﻭﺗﻄﺑﻳﻖ ﻭﺗﺣﻮﻳﻞ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻮﺯﻳﻌﻬﺎ ﻣﻦ ﺧﻼﻝ ﻗﻧﻮﺍﺕ ﻣﺗﻌﺪﺩﺓ‪،‬‬
‫ﻭﻛﻞ ﻗﻧﺎﺓ ﻟﻬﺎ ﺇﻃﺎﺭ ﺯﻣﻧﻲ ﺧﺎﺹ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ ﻫﻲ ﺍﻟﻘﻠﺐ ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺍﻟﺗﻲ‬
‫ﺗﻘﻮﺩ ﺍﻟﻣﻌﺮﻓﺔ ﻟﻠﻧﺟﺎﺡ ﻧﻈﻣﻳﺎ ﻭﺗﻜﻧﻮﻟﻮﺟﻳﺎ ﻓﻲ ﺟﻣﻳﻊ ﻣﺮﺍﺣﻞ ﺍﻟﻣﻌﺮﻓﺔ‪.‬‬
‫‪ ‬ﺍﻟﺗﻘﻧﻳﺔ‪ :‬ﻭﺗﺗﻜﻮﻥ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﺗﺗﻜﻮﻥ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺷﺑﻜﺎﺕ‬
‫ﺍﻟﺗﻘﻧﻳﺔ ﺍﻟﻣﺗﻜﺎﻣﻠﺔ ﻭﺍﻟﺪﺍﻋﻣﺔ ﻟﺗﻮﻓﻳﺮ ﺍﻟﻧﻔﺎﺫ ﻟﻠﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺗﻌﻠﻢ ﻭﺗﺑﺎﺩﻟﻬﻣﺎ‪ ،‬ﻭﺗﺿﻢ ﺍﻟﺗﻘﻧﻳﺔ‬
‫ﺃﻧﻈﻣﺔ ﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺗﻘﻧﻳﺔ ﻭﻫﻳﺎﻛﻞ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﺪﺭﻳﺐ ﻭﺍﻟﺗﻧﺳﻳﻖ ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﻌﺮﻓﺔ‬
‫ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺗﻮﻓﺮ ﺍﻷﺩﻭﺍﺕ ﺍﻻﻟﻜﺗﺮﻭﻧﻳﺔ ﻭﺍﻟﻄﺮﻕ ﺍﻟﻣﺗﻘﺪﻣﺔ ﻟﻠﺗﻌﻠﻢ ﻣﺛﻞ ﺃﺟﻬﺰﺓ ﺍﻟﻣﺣﺎﻛﺎﺓ‬
‫ﻭﻣﺆﺗﻣﺮﺍﺕ ﺍﻟﻔﻳﺪﻳﻮ ﻭﻏﻳﺮﻫﺎ‪ ،‬ﻭﻫﻧﺎﻙ ﻋﻧﺻﺮﺍﻥ ﺃﺳﺎﺳﻳﺎﻥ ﻓﻲ ﺍﻟﺗﻘﻧﻳﺔ ﻭﻫﻣﺎ ﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ‬
‫ﻭﺗﻌﺰﻳﺰ ﺍﻟﺗﻌﻠﻢ‪.‬‬

‫ﻭﺑﺪﻭﻥ ﻫﺬﻩ ﺍﻷﻧﻈﻣﺔ ﺍﻟﻔﺮﻋﻳﺔ ﺳﻳﻜﻮﻥ ﻫﻧﺎﻙ ﺗﻘﺪﻳﺮ ﺟﺰﺋﻲ ﻟﻠﻣﺑﺎﺩﺉ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺿﺮﻭﺭﻳﺔ‬
‫ﻟﺗﺣﻮﻳﻞ ﻣﻧﻈﻣﺔ ﻏﻳﺮ ﻣﺗﻌﻠﻣﺔ ﺇﻟﻰ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﺗﺮﻛﺰ ﻣﺎﺭﻛﻮﺍﺭﺩﺕ ﻋﻠﻰ ﺃﻥ ﺍﻟﺗﻌﻠﻢ ﻫﻮ ﺟﻮﻫﺮ‬
‫ﺍﻟﻣﻧﻈﻣﺎﺕ‪ ،‬ﻭﻳﻜﻮﻥ ﻋﻠﻰ ﻣﺳﺗﻮﻯ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻣﺟﻣﻮﻋﺔ ﻭﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻳﺿﻢ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻔﻜﻳﺮ‬
‫ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺬﻫﻧﻳﺔ ﻭﺍﻟﺗﻣﻜﻦ ﺍﻟﺷﺧﺻﻲ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﻣﻮﺟﻪ ﺫﺍﺗﻳﺎ ﻭﺍﻟﺣﻮﺍﺭ‪ ،‬ﻭﻛﻞ ﻫﺬﻩ‬
‫ﺍﻟﻣﻬﺎﺭﺍﺕ ﺗﻌﺰﺯ ﺟﻮﺩﺓ ﻭﻓﺎﻋﻠﻳﺔ ﺍﻟﺗﻌﻠﻳﻢ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻷﻧﻈﻣﺔ ﺍﻟﻔﺮﻋﻳﺔ ﻣﺮﺗﺑﻄﺔ ﺑﺑﻌﺿﻬﺎ‪،‬‬
‫ﻭﻳﻌﺗﺑﺮ ﺍﻟﺗﻌﻠﻢ ﻣﻘﻳﺎﺳﺎ ﻟﻸﻧﻈﻣﺔ ﺍﻷﺭﺑﻌﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺍﻟﺗﻲ ﺑﺪﻭﺭﻫﺎ ﺗﻌﺰﺯ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺗﻌﺗﺑﺮ ﺿﺮﻭﺭﺓ ﻻ‬
‫ﻳﺳﺗﻐﻧﻰ ﻋﻧﻬﺎ‪.‬‬

‫ﻧﻣﻮﺫﺝ ﻣﺎﺭﺳﻚ ﻭ ﻭﺍﺗﻜﻧﺰ ‪Marsick & Watkins‬‬

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‫ﻗﺎﻣﺖ ﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ )‪ (Marsick & Watkins, 1996‬ﺑﺗﻄﻮﻳﺮ ﻧﻣﻮﺫﺟﻬﻣﺎ ﻟﻠﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﺗﻣﺖ ﻣﺮﺍﺟﻌﺗﻪ ﻭﺍﺧﺗﺑﺎﺭﻩ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻓﻲ ﻣﺧﺗﻠﻒ ﺍﻟﺪﻭﻝ‪ .‬ﻭﻓﻲ ﻫﺬﺍ‬
‫ﺍﻟﻧﻣﻮﺫﺝ ﺗﺮﻯ ﺍﻟﺑﺎﺣﺛﺗﺎﻥ ﺃﻥ ﺍﻟﻣﻧﺎﺥ ﻭﺍﻟﺛﻘﺎﻓﺔ ﺗﺑﻧﻳﺎﻥ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻘﺎﺩﺓ ﻭﺍﻟﻧﺎﺱ ﺍﻟﻣﻬﻣﻳﻦ ﻭﺍﻟﺬﻳﻦ ﻳﺗﻌﻠﻣﻮﻥ‬
‫ﻣﻦ ﺧﺑﺮﺍﺗﻬﻢ‪ ،‬ﻭﻳﺣﻔﺰﻭﻥ ﺗﻌﻠﻢ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻳﺻﻧﻌﻮﻥ ﺑﻳﺋﺔ ﺗﻮﻗﻌﺎﺕ ﺗﺷﻜّﻞ ﻭﺗﺪﻋﻢ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺮﺟﻮﺓ‪،‬‬
‫ﻭﺍﻟﺗﻲ ﻳﺗﻢ ﻗﻳﺎﺳﻬﺎ ﻭﺗﻌﺰﻳﺰﻫﺎ‪ .‬ﻭﻓﻲ ﻧﻣﻮﺫﺟﻬﻣﺎ ﻗﺎﻣﺗﺎ ﺑﺗﻄﻮﻳﺮ ﺃﺩﺍﺓ ﻟﻘﻳﺎﺱ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ‬
‫‪Dimensions of the Learning‬‬ ‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺳﻣﻳﺎﻫﺎ )ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻢ‬
‫)‪ ،(Organization Questionnaire (DLOQ‬ﻭﺗﻘﻳﺲ ﻫﺬﻩ ﺍﻷﺩﺍﺓ ﺍﻟﺗﺣﻮﻻﺕ ﺍﻟﻣﻬﻣﺔ ﻓﻲ ﺟﻮ‬
‫ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺍﻟﺛﻘﺎﻓﺔ‪ ،‬ﻭﺍﻷﻧﻈﻣﺔ‪ ،‬ﻭﺍﻟﻬﻳﺎﻛﻞ ﺍﻟﺗﻲ ﺗﺪﻓﻊ ﺍﻷﻓﺮﺍﺩ ﻟﻠﺗﻌﻠﻢ‪.‬‬

‫ﻭﻓﻲ ﻫﺬﺍ ﺍﻟﻧﻣﻮﺫﺝ ﺗﻮﺟﺪ ﺳﺑﻌﺔ ﻣﻜﻮﻧﺎﺕ ﺭﺋﻳﺳﻳﺔ ﻭﻫﻲ‪:‬‬

‫ﺍﻟﺑُﻌﺪ ﺍﻷﻭﻝ‪ :‬ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‬

‫ﻳﻜﻮﻥ ﺍﻟﺗﻌﻠﻳﻢ ﻓﻲ ﻫﺬﺍ ﺍﻟﺑﻌﺪ ﻣﺻﻣﻣﺎ ﻟﻳﻜﻮﻥ ﺑﺪﺍﺧﻞ ﺍﻟﻌﻣﻞ ﻟﻳﺳﺗﻄﻳﻊ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺍﻟﺗﻌﻠﻢ ﻭﻫﻢ‬
‫ﻋﻠﻰ ﺭﺃﺱ ﻋﻣﻠﻬﻢ‪ ،‬ﻭﻳﺗﻢ ﺗﻮﻓﻳﺮ ﺍﻟﻔﺮﺹ ﻟﻠﺗﻌﻠﻳﻢ ﻭﺍﻟﻧﻣﻮ ﺍﻟﻣﺳﺗﻣﺮﻳﻦ‪ ،‬ﻭﻳﺟﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺗﻌﻠﻳﻢ‬
‫ﻣﺿﻣﻧﺎ ﻓﻲ ﺃﻧﻈﻣﺔ ﻭﻣﻣﺎﺭﺳﺎﺕ ﻭﻫﻳﻜﻠﺔ ﻣﺳﺗﻣﺮﺓ‪ ،‬ﻟﻜﻲ ﺗﺗﻢ ﻣﺷﺎﺭﻛﺗﻪ ﻭﺍﺳﺗﺧﺪﺍﻣﻪ ﺑﺷﻜﻞ ﺩﻭﺭﻱ‬
‫ﻟﺗﻄﻮﻳﺮ ﺍﻟﺗﻐﻳﺮﺍﺕ ﻓﻲ ﺍﻷﺩﺍﺀ ﺍﻟﻣﻌﺮﻓﻲ ﻋﻦ ﻗﺻﺪ‪.‬‬

‫ﺍﻟﺑُﻌﺪ ﺍﻟﺛﺎﻧﻲ‪ :‬ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﺳﺎﺭ ﻭﺍﻟﺣﻮﺍﺭ‬

‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺑﻌﺪ ﻳﺣﺻﻞ ﺍﻟﻧﺎﺱ ﻋﻠﻰ ﻣﻬﺎﺭﺍﺕ ﻓﻌّﺎﻟﺔ ﻟﺗﻮﺿﻳﺢ ﻭﺟﻬﺎﺕ ﻧﻈﺮﻫﻢ ﻭﻣﻘﺪﺭﺗﻬﻢ ﻋﻠﻰ‬
‫ﺍﻻﺳﺗﻣﺎﻉ ﻭﺍﻻﺳﺗﻔﺳﺎﺭ ﻓﻲ ﻭﺟﻮﺩ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻳﺗﻢ ﺗﻐﻳﻳﺮ ﺍﻟﺛﻘﺎﻓﺔ ﻟﺪﻋﻢ ﺍﻟﺳﺆﺍﻝ ﻭﺍﻟﺗﻐﺬﻳﺔ‬
‫ﺍﻟﺮﺍﺟﻌﺔ ﻭﺍﻟﺗﺟﺎﺭﺏ‪.‬‬

‫ﺍﻟﺑُﻌﺪ ﺍﻟﺛﺎﻟﺚ‪ :‬ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‬

‫ﻭﻓﻲ ﻫﺬﺍ ﺍﻟﺑﻌﺪ ﻳﺗﻢ ﺗﺻﻣﻳﻢ ﺍﻟﻌﻣﻞ ﻻﺳﺗﺧﺪﺍﻡ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ ﻟﻠﺣﺻﻮﻝ ﻋﻠﻰ ﺃﻧﻈﻣﺔ ﺗﻔﻜﻳﺮ‬
‫ﻣﺧﺗﻠﻔﺔ‪ ،‬ﻭﻳﺗﻮﻗﻊ ﻣﻦ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ ﺃﻥ ﺗﺗﻌﻠﻢ ﻭﺗﻌﻣﻞ ﺑﺷﻜﻞ ﺟﻣﺎﻋﻲ‪ ،‬ﻭﻳﺗﻢ ﺗﻌﺰﻳﺰ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺗﺷﺟﻳﻌﻪ‬
‫ﺑﻮﺍﺳﻄﺔ ﺛﻘﺎﻓﺔ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

‫ﺍﻟﺑُﻌﺪ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ‬

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‫ﻭﻳُﻌﻧﻰ ﻫﺬﺍ ﺍﻟﺑﻌﺪ ﺑﺈﻳﺟﺎﺩ ﺃﻧﻈﻣﺔ ﺫﺍﺕ ﺗﻘﻧﻳﺔ ﻋﺎﻟﻳﺔ ﻭﻣﻧﺧﻔﺿﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻳﺗﻢ ﺩﻣﺟﻬﺎ‬
‫ﻓﻲ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﻳﺗﻢ ﺻﻳﺎﻧﺗﻬﺎ ﺑﺷﻜﻞ ﺩﻭﺭﻱ ﻭﺗﻜﻮﻥ ﻣﺗﺎﺣﺔ ﻷﻓﺮﺍﺩ ﺍﻟﻣﺆﺳﺳﺔ‪.‬‬

‫ﺍﻟﺑُﻌﺪ ﺍﻟﺧﺎﻣﺲ‪ :‬ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‬

‫ﻭﻓﻲ ﻫﺬﺍ ﺍﻟﺑﻌﺪ ﻳﻜﻮﻥ ﺍﻟﻧﺎﺱ ﺟﺰﺀﺍ ﻣﻬﻣﺎ ﻓﻲ ﺇﻋﺪﺍﺩ ﻭﺗﻣﻠﻚ ﻭﺗﻄﺑﻳﻖ ﺭﺅﻳﺔ ﻣﺗﺮﺍﺑﻄﺔ‪،‬‬
‫ﻭﺗﻮﺯﻉ ﺍﻟﻣﺳﺆﻭﻟﻳﺔ ﺟﻧﺑﺎ ﺇﻟﻰ ﺟﻧﺐ ﻣﻊ ﺻﻧﻊ ﺍﻟﻘﺮﺍﺭ ﻟﺗﺷﺟﻳﻊ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻢ ﻟﺗﺣﻘﻳﻖ ﺍﻟﻣﺆﻣﻞ‬
‫ﻋﻠﻳﻬﻢ‪.‬‬

‫ﺍﻟﺑُﻌﺪ ﺍﻟﺳﺎﺩﺱ‪ :‬ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‬

‫ﻭﻫﻧﺎ ﻳﺗﻢ ﻣﺳﺎﻋﺪﺓ ﺍﻷﻓﺮﺍﺩ ﻟﺮﺅﻳﺔ ﺃﺛﺮ ﻋﻣﻠﻬﻢ ﻋﻠﻰ ﺍﻟﻣﺟﺗﻣﻊ ﻛﻜﻞ‪ ،‬ﻭﻫﻢ ﻳﺳﺗﺧﺪﻣﻮﻥ‬
‫ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻟﻣﻼﺋﻣﺔ ﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﻳﺗﻢ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﻣﺟﺗﻣﻌﺎﺕ ﺍﻟﺗﻲ ﺣﻮﻟﻬﺎ‪.‬‬

‫ﺍﻟﺑُﻌﺪ ﺍﻟﺳﺎﺑﻊ‪ :‬ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‬

‫ﻭﻫﺬﺍ ﺍﻟﺑﻌﺪ ﻳﻌﺑﺮ ﻋﻦ ﻣﺪﻯ ﺍﺳﺗﺧﺪﺍﻡ ﺍﻟﻘﻳﺎﺩﺓ ﻟﻠﺗﻌﻠﻢ ﺑﻄﺮﻳﻘﺔ ﺇﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻟﺗﺣﻘﻳﻖ ﻧﺗﺎﺋﺞ ﺍﻟﻌﻣﻞ‪،‬‬
‫ﻓﺎﻟﻘﺎﺩﺓ ﻫﻢ ﺍﻟﻘﺪﻭﺓ ﻓﻲ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻳﺪﻋﻣﻮﻥ ﺗﻌﻠﻢ ﺍﻷﻓﺮﺍﺩ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

‫ﻭﻓﻲ ﻫﺬﺍ ﺍﻟﻧﻣﻮﺫﺝ ﻛﻣﺎ ﺗﺮﻯ ﻣﺎﺭﺳﻚ ﻭﺁﺧﺮﻭﻥ )‪(Marsick & others, 2000, 13-15‬‬
‫ﻓﺈﻥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﻌﺗﺑﺮ ﺷﻳﺋﺎ ﻣﻠﻬﻣﺎ ﻟﻠﻧﺎﺱ ﺭﻏﻢ ﺻﻌﻮﺑﺔ ﺍﻟﺗﻄﺑﻳﻖ‪ ،‬ﻭﺗﺿﻢ ﺗﻐﻳﺮﺍ ﻋﻣﻳﻘﺎ ﻓﻲ‬
‫ﻧﻣﻂ ﺗﻔﻜﻳﺮ ﺍﻟﻧﺎﺱ‪ ،‬ﻭﻓﻲ ﺛﻘﺎﻓﺔ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﺬﻱ ﺣﻮﻟﻬﺎ‪ ،‬ﻭﻻ ﻳﺣﺪﺙ ﻫﺬﺍ ﺍﻟﺗﻐﻳﺮ ﺑﻳﻦ ﻟﻳﻠﺔ‬
‫ﻭﺿﺣﺎﻫﺎ‪.‬‬

‫ﻭﻳﺷﻳﺮ ﻳﺎﻧﺞ ﻭﺁﺧﺮﻭﻥ )‪ (Yang & others, 2004, 33-34‬ﺇﻟﻰ ﺃﻥ ﻧﻣﻮﺫﺝ ﻣﺎﺭﺳﻚ‬
‫ﻭﻭﺍﺗﻜﻧﺰ ﻳﻮﺣّﺪ ﻋﻧﺻﺮﻳﻦ ﺗﻧﻈﻳﻣﻳﻳﻦ ﻭﻫﻣﺎ‪ :‬ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻬﻳﻜﻞ‪ ،‬ﻭﻫﺬﺍﻥ ﺍﻟﻌﻧﺻﺮﺍﻥ ﻣﺗﻔﺎﻋﻼﻥ ﻓﻲ‬
‫ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﻓﻲ ﺗﻧﻣﻳﺔ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻳﺗﻢ ﺟﻣﻊ ﺍﻷﻓﺮﺍﺩ ﺣﻮﻝ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ ﻟﻳﺷﻌﺮﻭﺍ ﺑﺑﻳﺋﺗﻬﻢ‬
‫ﺍﻟﻣﺗﻐﻳﺮﺓ‪ ،‬ﻭﻳﻌﺑﺮﻭﺍ ﻋﻧﻬﺎ‪ ،‬ﻭﻫﻢ ﻳﻮﻟﺪﻭﻥ ﻣﻌﺮﻓﺔ ﺟﺪﻳﺪﺓ ﻹﻳﺟﺎﺩ ﻣﻧﺗﺟﺎﺕ ﻭﺧﺪﻣﺎﺕ ﺇﺑﺪﺍﻋﻳﺔ ﺗﺮﺍﻋﻲ‬
‫ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺰﺑﺎﺋﻦ‪.‬‬

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‫ﻭﻧﻼﺣﻆ ﺃﻥ ﺍﻟﻧﻣﺎﺫﺝ ﻗﺪ ﺗﺧﺗﻠﻒ ﻓﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺗﻲ ﺗﺷﻣﻠﻬﺎ‪ ،‬ﻭﻟﻜﻧﻬﺎ ﺑﺷﻜﻞ ﻋﺎﻡ ﺗﺮﻛﺰ ﻋﻠﻰ ﻗﻮﺍﺳﻢ‬
‫ﻣﺷﺗﺮﻛﺔ ﺧﺎﺻﺔ ﻓﻲ ﻣﺟﺎﻝ ﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ ﺑﻣﺳﺗﻮﻳﺎﺗﻪ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ،‬ﻭﻻ ﻳﻣﻜﻦ ﺍﻟﺟﺰﻡ ﺑﺄﻓﺿﻠﻳﺔ ﻧﻣﻮﺫﺝ‬
‫ﻣُﻌﻳّﻦ‪ ،‬ﻓﻬﻲ ﺗﻈﻞُّ ﻧﻣﺎﺫﺝ ﻧﻈﺮﻳﺔ ﻣﺎ ﺯﺍﻟﺖ ﺑﺣﺎﺟﺔ ﻟﻠﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺑﺣﺚ ﻭﺍﻟﺗﻘﺻﻲ‪.‬‬

‫ﻣﻌﻮﻗﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬

‫ﺗﻮﺍﺟﻪ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﻌﻮﻗﺎﺕ ﻣﺧﺗﻠﻔﺔ ﻗﺪ ﺗﻘﻒ ﻋﻘﺑﺔ ﺃﻣﺎﻡ ﺗﻣﻳﺰ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺗﺆﺧﺮ‬
‫ﻋﻣﻠﻳﺎﺗﻬﺎ ﻭﺃﻧﺷﻄﺗﻬﺎ ﻓﻲ ﺟﻮﺍﻧﺐ ﻣﺧﺗﻠﻔﺔ‪ ،‬ﻭﺍﻟﻣﻧﻈﻣﺎﺕ ﻳﺟﺐ ﺃﻥ ﺗﺪﺭﺱ ﺍﻟﻣﻌﻮﻗﺎﺕ ﺍﻟﺗﻲ ﺗﻮﺍﺟﻬﻬﺎ‬
‫ﻭﺗﺣﺎﻭﻝ ﺍﻟﺗﻐﻠﺐ ﻋﻠﻳﻬﺎ ﻭﺗﻌﺗﺑﺮﻫﺎ ﻓﺮﺻﺔ ﻟﻠﺗﻌﻠﻢ ﻟﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺗﻄﻮﻳﺮ ﻭﺍﻟﻧﻣﻮ‪.‬‬

‫ﻭﺃﻫﻢ ﻣﻌﻮﻕ ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻛﻣﺎ ﻳﺮﺍﻩ ﺳﻳﻧﺞ )‪ (Senge, 1990, 18‬ﻫﻮ ﺗﺣﻣﻞ‬
‫ﺍﻟﻣﺳﺆﻭﻟﻳﺔ‪ ،‬ﻓﻜﻞ ﻃﺮﻑ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﻳﻠﻘﻲ ﺍﻟﻠﻮﻡ ﻋﻠﻰ ﻏﻳﺮﻩ ﻓﻲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﺧﻄﺄ ﺃﻭ ﻧﺗﺎﺋﺞ ﻏﻳﺮ‬
‫ﻣﺮﺿﻳﺔ‪ ،‬ﻭﻋﻧﺪﻣﺎ ﻳﺮﻛﺰ ﺍﻷﻓﺮﺍﺩ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﻋﻠﻰ ﻣﻧﺎﺻﺑﻬﻢ ﻓﻘﻂ‪ ،‬ﻳﺻﺑﺢ ﻟﺪﻳﻬﻢ ﺇﺣﺳﺎﺱ ﺿﻌﻳﻒ‬
‫ﺑﺎﻟﻣﺳﺆﻭﻟﻳﺔ ﺍﺗﺟﺎﻩ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺣﻘﻘﺔ‪ ،‬ﻋﻧﺪﻣﺎ ﻳﻜﻮﻥ ﻫﻧﺎﻙ ﺗﻔﺎﻋﻞ ﺑﻳﻦ ﺍﻟﻣﻧﺎﺻﺐ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ،‬ﻭﻋﻧﺪﻣﺎ‬
‫ﺗﻜﻮﻥ ﺍﻟﻧﺗﺎﺋﺞ ﻣﺧﻳﺑﺔ ﻟﻶﻣﺎﻝ‪ ،‬ﻳﺻﺑﺢ ﻣﻦ ﺍﻟﺻﻌﺐ ﻣﻌﺮﻓﺔ ﺃﺳﺑﺎﺏ ﺫﻟﻚ‪ ،‬ﻭﺍﻟﺗﺮﻛﻳﺰ ﻋﻠﻰ ﺍﻟﻣﻧﺻﺐ‬
‫ﻳﻣﻧﻊ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﻌﻬﻢ ﻧﻈﺮﺓ ﺑﻌﻳﺪﺓ ﻟﻣﺎ ﺑﻌﺪ ﺍﻟﻣﺳﺆﻭﻟﻳﺎﺕ ﻓﻲ ﺍﻟﻣﻧﺻﺐ‪ ،‬ﻭﻳﺻﺑﺢ ﻣﻦ‬
‫ﺍﻟﺻﻌﺐ ﺍﻟﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻣﺷﺎﻛﻞ ﺍﻟﺧﺎﺭﺟﻳﺔ‪.‬‬

‫ﻭﺗﺮﻯ ﺑﻳﺞ‪-‬ﺗﻳﻜﻞ )‪ (Page-Tickell, 2014‬ﺑﺄﻥ ﺃﻛﺑﺮ ﻣﻌﻮﻕ ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻫﻮ ﺍﻟﺗﻘﻠﻳﻞ‬

‫ﻣﻦ ﺃﻫﻣﻳﺔ ﺍﻟﺗﻌﻠﻢ ﻭﺍﻟﺗﻄﻮﻳﺮ‪ ،‬ﻭﻳﺗﻢ ﺍﻟﺗﻐﻠﺐ ﻋﻠﻳﻪ ﺑﺎﻟﺗﺮﻛﻳﺰ ﻋﻠﻰ ﺃﻫﻣﻳﺔ ﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﻬﻧﻳﺔ‪ ،‬ﻭﺭﺳﻢ ﺃﻫﺪﺍﻑ‬
‫ﻭﺍﺿﺣﺔ ﻟﻠﻣﻧﻈﻣﺔ‪ ،‬ﻭﺗﻘﻮﻳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻳﻦ ﺍﻟﻣﻧﻈﻣﺔ ﺑﻳﻦ ﺍﻟﻣﺪﺭﺍﺀ ﻭﻣﻦ ﺗﺣﺗﻬﻢ ﻣﻦ ﺍﻟﻣﺳﺆﻭﻟﻳﻦ ﻣﻊ‬
‫ﺑﻘﻳﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

‫ﻭﻣﻌﺎﺭﺿﺔ ﺛﻘﺎﻓﺔ ﺍﻟﻣﻧﻈﻣﺔ ﻛﻣﺎ ﺗﺮﺍﻫﺎ ﻣﺎﺭﺳﻚ )‪ (Marsick, 2000, 25‬ﻫﻲ ﺃﻛﺑﺮ ﻣﻌﻮﻕ‬
‫ﻻﺳﺗﺧﺪﺍﻡ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﺪﻳﺪ‪ ،‬ﺣﻳﺚ ﻳﺷﻌﺮ ﺍﻷﻓﺮﺍﺩ ﺑﺄﻧﻬﻢ ﻻ ﻳﺳﺗﻄﻳﻌﻮﻥ ﻣﻧﺎﻗﺷﺔ ﻣﺧﺗﻠﻒ ﺍﻟﻣﻮﺍﺿﻳﻊ‬
‫ﺑﺣﺮﻳﺔ‪ ،‬ﻭﻻ ﻳﺳﺗﻄﻳﻌﻮﻥ ﺗﺣﺪﻱ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺍﻟﺗﻮﺍﺻﻞ‪ ،‬ﻭﺍﻟﻣﺟﺎﺯﻓﺔ ﻭﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﺑﺪﻭﻥ‬
‫ﻣﺣﺎﺳﺑﺔ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻳﺎﻥ‪ ،‬ﻭﻻ ﻳﻣﻜﻦ ﺗﻐﻳﻳﺮ ﺍﻟﺛﻘﺎﻓﺔ ﻓﻲ ﻟﻳﻠﺔ ﻭﺿﺣﺎﻫﺎ‪ ،‬ﻭﻟﻜﻦ ﻳﻣﻜﻦ ﺗﺣﺮﻳﻜﻬﺎ‬
‫ﻓﻲ ﺍﺗﺟﺎﻫﺎﺕ ﺟﺪﻳﺪﺓ ﺑﺎﻟﻣﻣﺎﺭﺳﺔ ﺍﻟﻣﺳﺗﻣﺮﺓ‪ ،‬ﻭﺗﻐﻳﻳﺮ ﺍﻟﺛﻘﺎﻓﺔ ﻳﺿﻢ ﺍﺧﺗﺑﺎﺭ ﺍﻟﻘﻳﻢ ﻭﺍﻟﻣﻌﺗﻘﺪﺍﺕ‪ ،‬ﻭﻃﺮﻗﺎ‬
‫ﺟﺪﻳﺪﺓ ﺗﻌﺰﺯ ﺑﺎﻟﺗﻐﻳﻳﺮ ﻓﻲ ﺍﻟﻣﻜﺎﻓﺄﺓ ﻭﺍﻹﺷﺎﺩﺓ ﻭﻣﻣﺎﺭﺳﺔ ﺍﻟﺗﻌﻠﻢ ﻭﺩﻋﻢ ﺍﻷﺩﺍﺀ‪.‬‬

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 ‫ﻭﻳﺮﻯ ﺍﻟﺳﺎﻟﻢ )‪ (92-80 ،2005‬ﺑﺄﻥ ﻫﻧﺎﻙ ﻣﺷﻜﻠﺗﻳﻦ ﺭﺋﻳﺳﺗﻳﻦ ﺗﻮﺍﺟﻪ ﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ ﻭﻫﻣﺎ‪:‬‬

‫ﺃﻭﻻ‪ :‬ﻣﺷﻜﻠﺔ ﺍﻟﺗﻣﺳﻚ ﺑﺎﻷﻓﻜﺎﺭ ﺍﻟﻘﺪﻳﻣﺔ ﺍﻟﺗﻲ ﺗﺷﻜﻞ ﻋﺎﺋﻘﺎ ﺃﻣﺎﻡ ﺍﻟﻣﻌﺮﻓﺔ ﺍﻟﺟﺪﻳﺪﺓ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﻣﺛﻞ‬
‫ﻣﻮﺗﺎ ﺑﻄﻳﺋﺎ ﻟﻠﻣﻧﻈﻣﺔ‪ ،‬ﻟﺬﺍ ﻣﻦ ﺍﻟﻼﺯﻡ ﺃﻥْ ﺗﻜﻮﻥ ﻫﻧﺎﻙ ﺃﻓﻜﺎﺭﺍ ﺟﺪﻳﺪﺓ‪ .‬ﻭﺭﺑﻣﺎ ﻳﻜﻮﻥ ﺭﻓﺾ ﺍﻟﺗﻌﻠﻢ‬
‫ﺗﺑﺪﻳﺪﺍ ﻟﻣﻮﺍﺭﺩ ﺍﻟﻣﻧﻈﻣﺔ ﻭﻳﻧﺗﺞ ﻋﻧﻪ ﺻﺮﺍﻉ ﺩﺍﺧﻠﻲ ﻣﺷﺗﺖ ﻟﻠﻘﻮﺓ ﻭﻻ ﻳﺧﺪﻡ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻹﻳﺟﺎﺑﻲ‬
‫ﻟﻠﻣﻧﻈﻣﺔ‪.‬‬

‫ﺛﺎﻧﻳﺎ‪ :‬ﻣﻌﻮﻗﺎﺕ ﺍﻟﺗﻌﻠﻢ ﻭﺗﺗﻣﺛﻞ ﻓﻲ ﺍﻟﺗﺎﻟﻲ‪:‬‬

‫‪ -‬ﺍﻷﻧﻣﺎﻁ ﺍﻟﺪﻓﺎﻋﻳﺔ ﺍﻟﺗﻲ ﺗﺗﺧﺬﻫﺎ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

‫‪ -‬ﺛﻘﺎﻓﺔ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬
‫‪ -‬ﻋﺪﻡ ﺍﻧﺗﻈﺎﻡ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﻗﻠﺗﻬﺎ‪.‬‬
‫‪ -‬ﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺍﻟﻮﻗﺖ ﻭﺍﻷﻣﻮﺍﻝ ﺍﻟﻜﺎﻓﻳﺔ ﻟﻠﺗﻌﻠﻢ‪.‬‬
‫‪ -‬ﺗﺪﻧّﻲ ﻣﺳﺗﻮﻳﺎﺕ ﺩﺍﻓﻌﻳﺔ ﺍﻟﻌﺎﻣﻠﻳﻦ‪.‬‬
‫‪ -‬ﻋﺪﻡ ﺗﻘﺑﻞ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﻔﻠﺳﻔﺔ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪.‬‬

‫ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺑﻐﺪﺍﺩﻱ ﻭﺍﻟﻌﺑﺎﺩﻱ )‪ (43-40 ،2010‬ﻫﻧﺎﻙ ﺛﻼﺛﺔ ﻣﻌﻮﻗﺎﺕ ﻟﻠﺗﻌﻠﻢ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﻭﻫﻲ‪:‬‬

‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﻧﻈﻳﻣﻳﺔ‪ :‬ﻭﺍﻟﺗﻲ ﻗﺪ ﺗُﺷﻜّﻞ ﻗﻮﺓ ﻏﻳﺮ ﺩﺍﻋﻣﺔ ﻟﻠﺗﻌﻠﻢ‪.‬‬

‫‪ -‬ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺗﻧﻈﻳﻣﻳﺔ ﺍﻟﺪﻓﺎﻋﻳﺔ‪ :‬ﻭﺗﺗﻣﺛﻞ ﻓﻲ ﻛﻮﻥ ﺍﻷﺷﺧﺎﺹ ﺫﻭﻱ ﺍﻟﺳﻣﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ‬
‫ﻳﺗﺻﺮﻓﻮﻥ ﺑﻧﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻭﺣﺗﻰ ﻟﻮ ﻏﺎﺩﺭ ﺑﻌﺾ ﺍﻷﻓﺮﺍﺩ ﻭﺃﺗﻰ ﻏﻳﺮﻫﻢ‪ ،‬ﻓﺈﻥ ﺍﻟﺟﺪﺩ‬
‫ﻳﺗﺑﻌﻮﻥ ﻧﻔﺲ ﺍﻷﺳﺎﻟﻳﺐ ﺍﻟﺪﻓﺎﻋﻳﺔ ﺍﻟﻣﻌﻳﻘﺔ ﻟﻠﺗﻌﻠﻢ‪.‬‬
‫‪ -‬ﺍﻟﻘﻳﺎﺩﺓ ﻭﺗﺆﺛﺮ ﻓﻲ ﺍﺗﺟﺎﻫﻳﻦ‪ :‬ﺍﺗﺟﺎﻩ ﻛﻣﻲ ﻓﻲ ﺣﺎﻟﺔ ﻗﻠﺔ ﻭﺟﻮﺩ ﻗﺎﺩﺓ ﻹﺩﺍﺭﺓ ﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ‪،‬‬
‫ﻭﺍﺗﺟﺎﻩ ﻧﻮﻋﻲ ﻓﻲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﺳﻠﻮﻙ ﻟﻠﻘﺎﺩﺓ ﻻ ﻳﺳﺎﻋﺪ ﻋﻠﻰ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ‪.‬‬

‫ﻭﻳﺮﻯ ﺳﺗﻳﻮﺍﺭﺕ ﻭﺭﻭﺟﺮﺯ )‪ (Stewart & Rogers, 2012, 53‬ﺑﺄﻥ ﻣﻌﺎﺭﺿﺔ ﺍﻷﻓﺮﺍﺩ‬
‫ﻟﻠﺗﻐﻳﻳﺮ ﻫﻮ ﺃﺣﺪ ﻣﻌﻮﻗﺎﺕ ﺗﻌﻠﻢ ﻭﺗﻄﻮﺭ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺗﻧﻘﺳﻢ ﻣﻌﺎﺭﺿﺔ ﺍﻷﻓﺮﺍﺩ ﻟﻠﺗﻐﻳﻳﺮ ﺇﻟﻰ ﻗﺳﻣﻳﻦ‪:‬‬
‫ﻣﻌﺎﺭﺿﺔ ﻣﺣﺗﻮﻯ ﺍﻟﺗﻐﻳﻳﺮ‪ ،‬ﻭﻣﻌﺎﺭﺿﺔ ﻋﻣﻠﻳﺔ ﺇﺟﺮﺍﺀ ﺍﻟﺗﻐﻳﻳﺮ‪ .‬ﻭﻣﻦ ﺃﺳﺑﺎﺏ ﻫﺬﻩ ﺍﻟﻣﻌﺎﺭﺿﺔ‪ :‬ﻗﻠﺔ‬
‫ﺍﻟﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻟﺗﻮﺍﺻﻞ ﺍﻟﺿﻌﻳﻒ‪ ،‬ﻭﺍﻟﺧﻮﻑ‪ ،‬ﻭﺍﻟﺻﺪﻣﺔ‪ ،‬ﻭﻓﻘﺪ ﺍﻟﺗﺣﻜﻢ‪ ،‬ﻭﺗﻬﺪﻳﺪ ﺍﻹﺯﺍﻟﺔ ﻣﻦ‬
‫ﺍﻟﻣﻧﺻﺐ‪ ،‬ﻭﻋﺪﻡ ﻭﺿﻮﺡ ﺍﻟﻮﻇﻳﻔﺔ‪.‬‬

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 ‫ﻭﻫﻧﺎﻙ ﺑﻌﺾ ﺍﻟﻣﻌﻮﻗﺎﺕ ﻟﻠﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻛﻣﺎ ﺗﺮﺍﻫﺎ ﺧﺿﺮ )‪ (88-87 ،2009‬ﻭﻫﻲ‪:‬‬

‫‪ -‬ﺍﻟﻬﻳﻜﻞ ﺍﻟﺗﻧﻈﻳﻣﻲ ﺍﻟﺗﻘﻠﻳﺪﻱ‪ :‬ﻭﺍﻟﺬﻱ ﻳﺆﻛﺪ ﻋﻠﻰ ﺇﺗﺑﺎﻉ ﺍﻟﻬﺮﻣﻳﺔ ﻭﺍﻟﺗﺳﻠﺳﻞ ﺍﻟﻮﻇﻳﻔﻲ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻳﺳﺗﻬﻠﻚ ﻭﻗﺗﺎ ﻛﺛﻳﺮﺍ‪ ،‬ﻭﻳﻣﻧﻊ ﺗﺪﻓﻖ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺑﺳﻬﻮﻟﺔ‪ ،‬ﻭﻳﺟﻌﻠﻬﺎ ﻏﻳﺮ ﻣﺗﺎﺣﺔ ﻟﻠﺟﻣﻳﻊ‪ ،‬ﻭﻫﺬﺍ‬
‫ﺑﺪﻭﺭﻩ ﻳﺧﻠﻖ ﺃﻋﺑﺎﺀ ﻛﺛﻳﺮﺓ ﻋﻠﻰ ﻋﺎﺗﻖ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻣﻣﺎ ﻻ ﻳﺗﻳﺢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ ﻟﻠﺗﻔﺮﻍ ﻟﻠﺗﻌﻠﻢ‬
‫ﻭﺍﻻﻃﻼﻉ‪ ،‬ﻭﻛﻧﺗﻳﺟﺔ ﻳﻌﻳﻖ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ ﻭﻛﺳﺐ ﺍﻟﻣﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﺗﻘﻠﻳﺪﻳﺔ‪ :‬ﻭﻫﻲ ﺍﻟﺗﻲ ﺗﺗﻣﺳﻚ ﺑﺎﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻘﺪﻳﻣﺔ ﻭﺗﻌﺎﺭﺽ ﺍﻟﺗﻐﻳﻳﺮ‪ ،‬ﻭﻫﻲ ﻏﻳﺮ‬
‫ﻣﺗﻌﻮﺩﺓ ﻋﻠﻰ ﺍﻻﻧﻔﺗﺎﺡ ﻭﺍﻟﺷﻔﺎﻓﻳﺔ‪ ،‬ﻭﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ ﺍﻟﺣﺪﻳﺚ‪ ،‬ﻭﺗﻌﺗﻣﺪ ﻋﻠﻰ ﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﺍﻟﺗﻘﻠﻳﺪﻳﺔ‪ ،‬ﻭﺗﺗﺟﻧﺐ ﺗﺷﻜﻳﻞ ﻓﺮﻕ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﻻ ﺗﺛﻖ ﺑﺎﻟﻐﻳﺮ‪ ،‬ﻭﺗﺣﺗﻜﺮ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﻧﻈﻳﻣﻳﺔ‪ :‬ﻭﺗﻧﺗﺞ ﻋﻦ ﻃﺑﻳﻌﺔ ﺍﻟﻬﻳﻜﻞ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﻳﻦ ﺃﻋﺿﺎﺀ ﺍﻟﻣﻧﻈﻣﺔ‪،‬‬
‫ﻭﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﺬﻱ ﺗﺗﻮﺍﺟﺪ ﻓﻳﻪ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﻗﺪ ﺗﻌﻳﻖ ﻫﺬﻩ ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪.‬‬
‫‪ -‬ﺿﻌﻒ ﺍﻹﻣﻜﺎﻧﻳﺎﺕ‪ :‬ﻓﺎﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﻔﺗﻘﺮ ﺇﻟﻰ ﺍﻹﻣﻜﺎﻧﻳﺎﺕ ﺗﻮﺍﺟﻪ ﺻﻌﻮﺑﺔ ﺑﺎﻟﻐﺔ ﻓﻲ ﺗﻮﻓﻳﺮ‬
‫ﺍﻟﺗﻌﻠﻢ ﺍﻟﻼﺯﻡ ﻟﻸﻓﺮﺍﺩ‪ ،‬ﻭﺗﻮﻓﻳﺮ ﺍﻟﻣﺳﺗﻠﺰﻣﺎﺕ ﻟﻬﺬﺍ ﺍﻟﺗﻌﻠﻢ‪.‬‬
‫‪ -‬ﻋﺪﻡ ﺭﻏﺑﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ :‬ﻭﻳﺗﻣﺛﻞ ﻓﻲ ﺭﺿﺎ ﺍﻟﻣﻧﻈﻣﺔ ﻭﻗﻧﺎﻋﺗﻬﺎ ﺑﻣﺎ ﻟﺪﻳﻬﺎ‪،‬‬
‫ﻭﻋﺪﻡ ﺍﻟﺳﻌﻲ ﺇﻟﻰ ﺗﻣﻜﻳﻦ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪.‬‬
‫‪ -‬ﺍﻟﺗﻌﻠﻢ ﺍﻟﻮﻫﻣﻲ‪ :‬ﻭﻫﻮ ﻋﻧﺪﻣﺎ ﺗﻠﺟﺄ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻣﻦ ﺟﻬﻞ ﺃﻭ ﻗﺻﺪ ﺇﻟﻰ ﺗﻔﺳﻳﺮ ﺍﻟﻈﻮﺍﻫﺮ ﺃﻭ‬
‫ﺍﻟﻧﺗﺎﺋﺞ ﺑﻄﺮﻳﻘﺔ ﺧﺎﻃﺋﺔ‪ ،‬ﻭﺃﺣﻳﺎﻧﺎ ﺗﺗﻮﻫﻢ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻧﺟﺎﺡ‪ ،‬ﻭﺗﺣﺎﻭﻝ ﺍﻟﺑﻘﺎﺀ ﻓﻳﻪ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻮﻫﻢ‬
‫ﻗﺪ ﻳﻘﻮﺩ ﺇﻟﻰ ﺗﻌﻠﻢ ﻭﻫﻣﻲ‪.‬‬

‫ﻭﻣﻣّﺎ ﺳﺑﻖ ﻳﻣﻜﻧﻧﺎ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺍﻟﻧﺎﺟﺣﺔ ﻫﻲ ﺍﻟﺗﻲ ﺗﺳﺗﻄﻳﻊ ﺗﺣﺪﻳﺪ ﺍﻟﻣﻌﻮﻗﺎﺕ‬
‫ﺍﻟﺗﻲ ﺗﻣﻧﻌﻬﺎ ﻣﻦ ﺍﻟﺗﻌﻠﻢ ﺍﻟﻔﺎﻋﻞ‪ ،‬ﻭﺗﺣﻠﻠﻬﺎ ﻟﻣﻌﺮﻓﺔ ﺃﺳﺑﺎﺑﻬﺎ‪ ،‬ﻭﺗﺑﺣﺚ ﻋﻦ ﺍﻟﺣﻠﻮﻝ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﻬﺎ‪،‬‬
‫ﻟﺗﺗﻣﻜﻦ ﻣﻦ ﺟﻌﻞ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ ﻣﺳﺗﻣﺮﺓ ﻭﺫﺍﺕ ﻓﺎﻋﻠﻳﺔ‪ ،‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻌﻣﻞ ﺍﻟﻣﻧﻈﻣﺔ ﻋﻠﻰ ﺍﻟﺗﻐﻠﺐ ﻋﻠﻰ‬
‫ﻣﻌﻮﻗﺎﺕ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺇﻳﺟﺎﺩ ﺣﻠﻮﻝ ﻟﻬﺎ‪ ،‬ﻓﻬﺬﺍ ﻗﺪ ﻳﺳﺑﺐ ﺗﺄﺧﺮﺍ ﻓﻲ ﺗﻄﻮﺭ ﺍﻟﻣﻧﻈﻣﺔ ﻭﻧﻣﻮﻫﺎ‪ ،‬ﻭﻳﻣﻧﻊ‬
‫ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺗﻬﻢ ﻭﻗﺪﺭﺍﺗﻬﻢ‪ ،‬ﻭﺗﻜﻣﻦ ﺍﻟﻣﻌﻮﻗﺎﺕ ﻓﻲ ﺍﻟﻘﻳﺎﺩﺓ ﻭﺃﺳﺎﻟﻳﺑﻬﺎ‪ ،‬ﻭﻓﻲ ﺛﻘﺎﻓﺔ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺗﻲ ﺗﻔﺮﺽ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﻃﺮﻕ ﻭﺃﺳﺎﻟﻳﺐ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻓﻲ ﺗﻮﻓﺮ ﺍﻟﻣﻮﺍﺭﺩ ﺍﻟﺗﻲ ﺗﺗﻳﺢ ﺍﻟﺗﻌﻠﻢ‬
‫ﺍﻟﻔﺎﻋﻞ ﻟﻠﻣﻧﻈﻣﺔ ﻭﺃﻓﺮﺍﺩﻫﺎ‪ ،‬ﻭﻓﻲ ﺍﻷﻓﺮﺍﺩ ﻭﻗﻠﺔ ﺩﺍﻓﻌﻳﺗﻬﻢ ﻟﻠﺗﻌﻠﻢ ﻧﺗﻳﺟﺔ ﺍﻷﺳﺑﺎﺏ ﺍﻟﻣﺧﺗﻠﻔﺔ‪.‬‬

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 ‫ﺍﻟﻣﺑﺣﺚ ﺍﻟﺛﺎﻧﻲ‪ :‬ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‬

‫ﺣﺳﺐ ﺍﻟﻼﺋﺣﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻟﻜﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‬
‫ﺍﻟﺻﺎﺩﺭﺓ ﺑﺗﺎﺭﻳﺦ ‪ 7‬ﻳﻮﻟﻳﻮ ‪2012‬ﻡ ﻓﺈﻥ ﺍﻟﻜﻠﻳﺔ ﻫﻲ ﻣﺆﺳﺳﺔ ﻋﻠﻣﻳﺔ ﺗﻌﻠﻳﻣﻳﺔ ﺫﺍﺕ ﺷﺧﺻﻳﺔ‬
‫ﺍﻋﺗﺑﺎﺭﻳﺔ‪ ،‬ﻭﺗﺗﺑﻊ ﻣﺮﻛﺰ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﺍﻟﻌﺎﻟﻲ ﻟﻠﺛﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺑﺪﻳﻮﺍﻥ ﺍﻟﺑﻼﻁ ﺍﻟﺳﻠﻄﺎﻧﻲ‪ ،‬ﻭﺗﻘﻊ ﻓﻲ‬
‫ﻭﻻﻳﺔ ﻣﻧﺢ ﺑﻣﺣﺎﻓﻈﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﺍﻟﺗﻲ ﺗُﻌﺪ ﻣﻜﺎﻧﺎ ﻣﺛﺎﻟﻳﺎ ﻟﺪﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﺣﻳﺚ ﺗﺣﺗﻔﻆ ﺑﻄﺎﺑﻌﻬﺎ‬
‫ﺍﻟﻌﻣﺎﻧﻲ ﺍﻷﺻﻳﻞ ﻣﻦ ﺣﻳﺚ ﺍﻟﻠﻐﺔ ﻭﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺗﻘﺎﻟﻳﺪ ﻭﻃﺮﺍﺋﻖ ﺍﻟﺣﻳﺎﺓ‪ ،‬ﻭﻳﺣﻳﻂ ﺑﺎﻟﻮﻻﻳﺔ ﻋﺪﺩ ﻣﻦ‬
‫ﺍﻟﻣﻮﺍﻗﻊ ﺍﻷﺛﺮﻳﺔ ﻭﺍﻟﺳﻳﺎﺣﻳﺔ ﺍﻟﻬﺎﻣﺔ ﺍﻟﺗﻲ ﺗُﺷﻜّﻞ ﻗﺑﻠﺔ ﻟﻠﺳُﻳّﺎﺡ ﻓﻲ ﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪.‬‬

‫ﺍﻟﺮﺅﻳﺔ ﻭﺍﻟﺮﺳﺎﻟﺔ ﻭﺍﻷﻫﺪﺍﻑ‬

‫ﺗﻧﺎﻭﻟﺖ ﺍﻟﻼﺋﺣﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻟﻠﻜﻠﻳﺔ )‪ (2012‬ﺍﻟﺮﺅﻳﺔ ﻭﺍﻟﺮﺳﺎﻟﺔ ﻭﺍﻷﻫﺪﺍﻑ‪ .‬ﻭﺗﺗﻠﺧﺺ ﺍﻟﺮﺅﻳﺔ ﻓﻲ‪:‬‬
‫"ﺗﺑﻮُّﺀ ﻣﻜﺎﻧﺔ ﻣﺮﻣﻮﻗﺔ ﺑﻳﻦ ﻣﺆﺳﺳﺎﺕ ﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺇﻗﻠﻳﻣﻳﺎ ﻭﺩﻭﻟﻳﺎ"‪ .‬ﻓﻳﻣﺎ‬
‫ﺗﺗﻣﺛﻞ ﺭﺳﺎﻟﺔ ﺍﻟﻜﻠﻳﺔ ﻓﻲ‪" :‬ﻣﺪ ﺟﺳﻮﺭ ﺍﻟﺗﻮﺍﺻﻞ ﺑﻳﻦ ﺍﻟﺷﻌﻮﺏ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﻳﻢ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻳﻣﻳﺔ‬
‫ﺭﺻﻳﻧﺔ‪ ،‬ﻟﺗﻜﻮﻳﻦ ﻓﺋﺎﺕ ﻣﻦ ﻏﻳﺮ ﺍﻟﻧﺎﻃﻘﻳﻦ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﺳﺗﺧﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﺑﻄﺮﻳﻘﺔ ﺗﻮﺍﺻﻠﻳﺔ‪ ،‬ﻭﺗﺗﻣﺗﻊ ﺑﺎﻟﻣﻌﺮﻓﺔ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻭﺃﺳﺎﻟﻳﺑﻬﺎ ﻭﻣﻬﺎﺭﺍﺗﻬﺎ ﻣﻣّﺎ‬
‫ﻳﻣﻜﻧﻬﺎ ﻣﻦ ﺍﻟﺗﻮﺍﺻﻞ ﻭﺍﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ﻣﺧﺗﻠﻒ ﺍﻟﻣﺟﺗﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻳﺔ ﺍﻟﺗﻲ ﺗﻮﺟﺪ ﻓﻳﻬﺎ‪،‬‬
‫ﻭﻳﻣﻜﻧﻬﺎ ﻣﻦ ﻣﻮﺍﺻﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺗﺧﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻭﺳﻳﻠﺔ ﻟﻠﺗﻌﻠﻳﻢ‪.‬‬
‫ﻭﺗﻬﺪﻑ ﺍﻟﻜﻠﻳﺔ ﺇﻟﻰ‪:‬‬

‫‪ ‬ﺗﻘﺪﻳﻢ ﺑﺮﺍﻣﺞ ﻧﻮﻋﻳﺔ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻓﻲ ﺑﻳﺋﺔ ﻟﻐﻮﻳﺔ ﻭﺛﻘﺎﻓﺔ ﺃﺻﻳﻠﺔ‪.‬‬
‫‪ ‬ﺇﻋﺪﺍﺩ ﻣﺗﻌﻠﻣﻳﻦ ﻳﺗﻣﺗﻌﻮﻥ ﺑﻣﻌﺮﻓﺔ ﺃﺳﺎﺳﻳﺔ ﺑﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‪ ،‬ﺍﺳﺗﻣﺎﻋﺎ ﻭﺗﻌﺑﻳﺮﺍ ﺷﻔﻮﻳﺎ‬
‫ﻭﻗﺮﺍﺀﺓ ﻭﻛﺗﺎﺑﺔ‪ ،‬ﻣﻌﺮﻓﺔ ﺗﻣﻜﻧﻬﻢ ﻣﻦ ﺍﻟﺗﻮﺍﺻﻞ ﻣﻊ ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻳﺔ ﺍﻟﻣﻌﺎﺻﺮﺓ‪.‬‬
‫‪ ‬ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮ ﺍﻟﻌﺮﺑﻳﺔ ﻻﻛﺗﺳﺎﺑﻬﺎ‪ ،‬ﻭﺗﻣﻜﻳﻧﻬﻢ ﻣﻦ ﺍﻟﺗﻮﺍﺻﻞ ﺍﻟﺛﻘﺎﻓﻲ ﺑﻬﺎ ﻣﻊ‬
‫ﺍﻟﻣﺟﺗﻣﻊ‪ ،‬ﻭﺗﻬﻳﺋﺔ ﺍﻟﺳﺑﻞ ﺃﻣﺎﻣﻬﻢ ﻟﻣﻮﺍﺻﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻓﻲ ﻣﺆﺳﺳﺎﺕ ﺍﻟﻣﺟﺗﻣﻊ‬
‫ﺍﻟﺗﻲ ﺗﺗﺧﺬ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻭﺳﻳﻠﺔ ﻟﻠﺗﻌﻠﻳﻢ‪.‬‬

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 ‫‪ ‬ﺇﻋﺪﺍﺩ ﻣﻌﻠﻣﻳﻦ ﻣﺗﺧﺻﺻﻳﻦ ﻓﻲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪.‬‬
‫‪ ‬ﺇﻋﺪﺍﺩ ﺍﻟﺑﺎﺣﺛﻳﻦ ﻭﺗﺷﺟﻳﻌﻬﻢ ﻓﻲ ﻣﺟﺎﻝ ﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ؛ ﻣﻦ ﺃﺟﻞ ﺗﺮﻗﻳﺔ‬
‫ﻃﺮﻕ ﺗﻌﻠﻳﻣﻬﺎ‪ ،‬ﻭﺗﺣﺪﻳﺚ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺗﻲ ﺗﻌﻳﻦ ﻋﻠﻰ ﺫﻟﻚ‪.‬‬
‫‪ ‬ﻧﺷﺮ ﺍﻟﻮﻋﻲ ﺑﺄﻫﻣﻳﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻓﻲ ﻣﺪ ﺟﺳﻮﺭ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﺑﺎﺩﻝ‬
‫ﺍﻟﺛﻘﺎﻓﻲ ﺑﻳﻦ ﺍﻟﺷﻌﻮﺏ‪.‬‬
‫‪ ‬ﺍﻹﺳﻬﺎﻡ ﻓﻲ ﻧﺷﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﺑﻳﻦ ﺍﻟﺷﻌﻮﺏ‪ ،‬ﻭﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﺭﺳﻳﻦ ﺑﺣﺿﺎﺭﺓ ﺍﻷﻣﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻭﺍﻹﺳﻼﻣﻳﺔ ﻣﻦ ﻣﺻﺎﺩﺭﻫﺎ ﺍﻟﺗﺮﺍﺛﻳﺔ ﺍﻷﺻﻳﻠﺔ‪ ،‬ﻣﻣﺎ ﻳﻌﺰﺯ ﺍﻟﺮﻭﺍﺑﻂ ﺍﻹﻧﺳﺎﻧﻳﺔ ﺑﻳﻦ ﺍﻟﻣﺗﺣﺪﺛﻳﻦ‬
‫ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻭﺍﻟﻣﺗﺣﺪﺛﻳﻦ ﺑﺎﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪ ‬ﺗﻌﺮﻳﻒ ﺷﻌﻮﺏ ﺍﻟﻌﺎﻟﻢ ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪ ،‬ﻭﻣﻔﺮﺩﺍﺗﻬﺎ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻭﻣﻌﺎﻟﻣﻬﺎ ﺍﻟﺗﺎﺭﻳﺧﻳﺔ‬
‫ﻭﺍﻟﺣﺿﺎﺭﻳﺔ‪.‬‬

‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺮﺅﻳﺔ ﻭﺍﻟﺮﺳﺎﻟﺔ ﻭﺍﻷﻫﺪﺍﻑ ﻧﺮﻯ ﺃﻥ ﺍﻟﻜﻠﻳﺔ ﺟﺎﺀﺕ ﻟﺧﺪﻣﺔ ﺃﻫﺪﺍﻑ ﺳﺎﻣﻳﺔ ﻓﻲ‬
‫ﻣﺟﺎﻝ ﻧﺷﺮ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻳﺔ‪ ،‬ﻭﻓﻲ ﻣﺟﺎﻝ ﺗﻘﺎﺭﺏ ﺍﻟﺷﻌﻮﺏ ﻭﺍﻟﺗﻌﺮﻳﻒ ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪ ،‬ﻭﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﻮﺍﻗﻊ ﻧﺮﻯ ﺃﻥَّ ﺑﻌﺾ ﺍﻷﻫﺪﺍﻑ ﺗﻢَّ ﺗﺣﻘﻳﻘﻬﺎ ﺧﺎﺻﺔ ﻓﻲ ﺇﻋﺪﺍﺩ ﻣﺗﻌﻠﻣﻳﻦ ﺫﻭﻱ ﻛﻔﺎﺀﺓ ﻓﻲ‬
‫ﻣﺟﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‪ ،‬ﺑﻳﻧﻣﺎ ﺃﻫﺪﺍﻓﺎ ﺃﺧﺮﻯ ﺗﺣﺗﺎﺝ ﺑﻌﺾ ﺍﻟﻮﻗﺖ ﻟﺗﺗﺣﻘﻖ ﻣﺛﻞ ﺇﻋﺪﺍﺩ ﻣُﻌﻠّﻣﻳﻦ‬
‫ﻭﺑﺎﺣﺛﻳﻦ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪ ،‬ﻭﺭﺑﻣﺎ ﻳُﻌﺰﻯ ﺫﻟﻚ ﺇﻟﻰ ﺍﻟﻌﻣﺮ ﺍﻟﻘﺻﻳﺮ ﻟﻠﻜﻠﻳﺔ‪،‬‬
‫ﺃﻭ ﻳُﻌﺰﻯ ﺇﻟﻰ ﻗﻠﺔ ﺍﻟﺳﻌﻲ ﻟﺗﻄﻮﻳﺮ ﺍﻟﻜﻠﻳﺔ ﻭﺑﺮﺍﻣﺟﻬﺎ‪ ،‬ﻭﺩﻟﻳﻞ ﺫﻟﻚ ﻫﻮ ﻋﺪﻡ ﺍﻟﺷﺮﻭﻉ ﻓﻲ ﺗﻘﺪﻳﻢ‬
‫ﺩﻭﺭﺍﺕ ﺧﺎﺻﺔ ﻟﺗﻄﻮﻳﺮ ﺍﻟﻣﻌﻠﻣﻳﻦ ﻓﻲ ﻣﺟﺎﻝ ﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪ ،‬ﻭﻋﺪﻡ ﺩﻋﻢ‬
‫ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻟﻣﻮﺍﺻﻠﺔ ﺩﺭﺍﺳﺎﺗﻬﻢ‪ ،‬ﺃﻭ ﻹﺟﺮﺍﺀ ﺑﺣﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﻓﻲ ﻧﻔﺲ ﺍﻟﻣﺟﺎﻝ‪.‬‬

‫ﺍﻟﺑﺮﺍﻣﺞ ﺍﻟﺗﻲ ﺗﻘﺪﻣﻬﺎ ﺍﻟﻜﻠﻳﺔ‬

‫ﺣﺳﺐ ﺍﻟﻧﺷﺮﺓ ﺍﻟﺗﻌﺮﻳﻔﻳﺔ ﻟﻜﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ )‪(2012‬‬
‫ﻓﺈﻥَّ ﺍﻟﻜﻠﻳّﺔ ﺗﻘﺪﻡ ﺩﻭﺭﺍﺕ ﻗﺻﻳﺮﺓ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻓﻲ ﺳﺗﺔ ﻣﺳﺗﻮﻳﺎﺕ‪:‬‬

‫‪ .1‬ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻣﺑﺗﺪﺉ ﺍﻟﻣﻧﺧﻔﺾ‬

‫‪ .2‬ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻣﺑﺗﺪﺉ ﺍﻟﻣﺮﺗﻔﻊ‪.‬‬
‫‪ .3‬ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﻣﻧﺧﻔﺾ‪.‬‬
‫‪ .4‬ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﻣﺮﺗﻔﻊ‪.‬‬

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 ‫‪ .5‬ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻣﺗﻘﺪﻡ ﺍﻟﻣﻧﺧﻔﺾ‪.‬‬
‫‪ .6‬ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻣﺗﻘﺪﻡ ﺍﻟﻣﺮﺗﻔﻊ‪.‬‬

‫ﻭﺗﻮﺿﺢ ﺍﻟﻧﺷﺮﺓ ﺍﻟﺗﻌﺮﻳﻔﻳﺔ ﻟﻠﻜﻠﻳﺔ )‪ (2012‬ﺑﺄﻥَّ ﻛﻞ ﺩﻭﺭﺓ ﺗﺗﻜﻮﻥ ﻣﻦ )‪ (160‬ﺳﺎﻋﺔ‬

‫ﺩﺭﺍﺳﻳﺔ ﻳﺗﻢ ﺗﻘﺪﻳﻣﻬﺎ ﺧﻼﻝ )‪ (8‬ﺃﺳﺎﺑﻳﻊ‪ ،‬ﻭﺗﺗﺿﻣﻦ ﺩﺭﻭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﺍﻟﻔﺻﺣﻰ ﺍﻟﻣﻌﺎﺻﺮﺓ‪،‬‬
‫ﻭﻋﺮﺑﻳﺔ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ ،‬ﻭﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﻌﻣﺎﻧﻳﺔ‪ ،‬ﻭﻋﺪﺩﺍ ﻣﻦ ﺍﻟﻮﺭﺵ ﻭﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺗﻜﻣﻳﻠﻳﺔ‪ .‬ﻭﺷﺮﻋﺖ‬
‫ﺍﻟﻜﻠﻳﺔ ﻣﺆﺧﺮﺍ ﺑﺗﻄﺑﻳﻖ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻔﺻﻠﻳﺔ‪ ،‬ﻭﺗﺳﺗﻣﺮ ﻛﻞ ﺩﻭﺭﺓ ﻓﺻﻞ ﺩﺭﺍﺳﻲ ﻣﻜﻮّﻥ ﻣﻦ )‪(16‬‬
‫ﺃﺳﺑﻮﻋﺎ‪ .‬ﻛﻣﺎ ﺗﻘﺪﻡ ﺍﻟﻜﻠﻳﺔ ﺩﻭﺭﺍﺕ ﺫﺍﺕ ﺃﻏﺮﺍﺽ ﺧﺎﺻﺔ ﻣﺛﻞ ﺩﻭﺭﺍﺕ ﺍﻟﻌﺳﻜﺮﻳﻳﻦ ﻭﺍﻟﺪﺑﻠﻮﻣﺎﺳﻳﻳﻦ‪.‬‬
‫ﻭﻳﻮﺟﺪ ﺑﺮﻧﺎﻣﺞ ﺛﻘﺎﻓﻲ ﻣﺗﻜﺎﻣﻞ ﻓﻲ ﻛﻞ ﺩﻭﺭﺓ ﺩﺭﺍﺳﻳﺔ ﻟﺗﺣﻘﻳﻖ ﺍﻻﺳﺗﻔﺎﺩﺓ ﺍﻟﻘﺻﻮﻯ ﻣﻦ ﻭﺟﻮﺩ‬
‫ﺍﻟﻄﻼﺏ ﻓﻲ ﺑﻳﺋﺔ ﻋﺮﺑﻳﺔ ﺃﺻﻳﻠﺔ‪ ،‬ﻭﻳﺗﻜﻮﻥ ﺍﻟﺑﺮﻧﺎﻣﺞ ﺍﻟﺛﻘﺎﻓﻲ ﻣﻦ‪:‬‬

‫‪ ‬ﺭﺣﻼﺕ ﺃﺳﺑﻮﻋﻳﺔ ﻷﻫﻢ ﺍﻟﻣﻌﺎﻟﻢ ﺍﻟﺳﻳﺎﺣﻳﺔ ﻭﺍﻷﺛﺮﻳﺔ ﻭﺍﻟﻄﺑﻳﻌﻳﺔ ﻓﻲ ﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪ ،‬ﻟﺗﻌﺮﻳﻒ‬
‫ﺍﻟﺪﺍﺭﺳﻳﻦ ﺑﺄﻫﻢ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﻌﻣﺎﻧﻳﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺗﻮﺍﺻﻞ ﺍﻟﻣﺑﺎﺷﺮ ﻣﻊ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻠﻳﺔ‪.‬‬
‫‪ ‬ﺩﻋﻮﺓ ﻣﺗﺣﺪﺛﻳﻦ ﻭﻣﺧﺗﺻﻳﻦ ﻹﻟﻘﺎﺀ ﻣﺣﺎﺿﺮﺍﺕ ﻓﻲ ﻣﺧﺗﻠﻒ ﺍﻟﺟﻮﺍﻧﺐ ﺍﻟﺛﻘﺎﻓﻳﺔ ﻭﺍﻻﺟﺗﻣﺎﻋﻳﺔ‬
‫ﻭﺍﻻﻗﺗﺻﺎﺩﻳﺔ‪.‬‬
‫‪ ‬ﺗﻮﻓﻳﺮ ﺍﻟﻔﺮﺻﺔ ﻟﻄﺎﻟﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻼﻟﺗﻘﺎﺀ ﺑﻄﺎﻟﺐ ﻋﻣﺎﻧﻲ ﻳﺻﺑﺢ ﻗﺮﻳﻧﺎ ﻟﻪ ﻭﻣﺗﻌﺎﻭﻧﺎ‬
‫ﻣﻌﻪ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﺗﻮﺍﺻﻞ ﺍﻟﻣﺑﺎﺷﺮ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‪ ،‬ﻭﺗﺑﺎﺩﻝ ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ ﻟﺗﺣﻘﻳﻖ‬
‫ﺍﻟﺗﻮﺍﺻﻞ ﺍﻟﻧﺎﺟﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‪ ،‬ﻭﻳُﺳﻣّﻰ ﻫﺬﺍ ﺍﻟﻠﻘﺎﺀ )ﺑﺮﻧﺎﻣﺞ ﺍﻟﺷﺮﻳﻚ ﺍﻟﻠﻐﻮﻱ(‪ ،‬ﻭﻳﻠﺗﻘﻲ‬
‫ﻃﺎﻟﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﺑﺷﺮﻳﻜﻪ ﺍﻟﻠﻐﻮﻱ ﻓﻲ ﺳﺎﻋﺎﺕ ﻣﺣﺪﺩﺓ ﺃﺳﺑﻮﻋﻳﺎ‪ ،‬ﻭﻳﺳﺎﻋﺪ ﻫﺬﺍ ﺍﻟﻠﻘﺎﺀ‬
‫ﻋﻠﻰ ﻣﺪ ﺟﺳﻮﺭ ﺍﻟﺗﻔﺎﻫﻢ ﻭﺍﻟﺗﻮﺍﺻﻞ ﺑﻳﻦ ﺍﻟﺛﻘﺎﻓﺎﺕ‪ ،‬ﻭﻳﻧﺗﺞ ﻋﻧﻪ ﻓﻬﻢ ﺃﻭﺳﻊ ﻭﺃﻭﺿﺢ ﻋﻦ‬
‫ﺍﻟﺛﻘﺎﻓﺎﺕ ﻭﺍﻟﺣﺿﺎﺭﺍﺕ‪.‬‬
‫‪ ‬ﺇﻗﺎﻣﺔ ﺃﻣﺳﻳﺎﺕ ﺛﻘﺎﻓﻳﺔ ﻭﻓﻧﻳﺔ ﻳﻠﺗﻘﻲ ﺑﻬﺎ ﺍﻟﻄﻼﺏ ﺑﺎﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺣﻠﻲ‪.‬‬

‫ﻭﺗﻮﻇﻒ ﺍﻟﻜﻠﻳﺔ ﺃﺣﺪﺙ ﺍﻟﺗﻘﻧﻳﺎﺕ ﻟﺗﺳﻬﻳﻞ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻳﻢ ﻭﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻳﺗﻢ ﺍﻟﺗﻧﻮﻳﻊ ﺑﻳﻦ ﺍﻷﻧﺷﻄﺔ‬
‫ﺍﻟﺻﻔﻳﺔ ﻭﺍﻟﻼﺻﻔﻳﺔ ﻣﺛﻞ ﺩﺭﻭﺱ ﺍﻟﺧﻂ ﺍﻟﻌﺮﺑﻲ ﻭﺩﺭﻭﺱ ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﻌﻣﺎﻧﻳﺔ ﻹﺿﺎﻓﺔ ﺍﻟﻣﺗﻌﺔ ﻟﻠﺗﻌﻠﻢ‪.‬‬
‫)ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪(2012 ،‬‬

‫ﻭﻣﻦ ﺍﻟﻣﻼﺣﻆ ﺃﻥَّ ﺍﻟﺗﻧﻮﻉ ﻓﻲ ﺍﻟﺑﺮﺍﻣﺞ ﻭﺍﻟﻔﻌﺎﻟﻳﺎﺕ ﻳﺟﻌﻞ ﻣﻦ ﺍﻟﻜﻠﻳﺔ ﻭﺟﻬﺔ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺩﺍﺭﺳﻲ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻣﻦ ﺟﻣﻳﻊ ﺃﻧﺣﺎﺀ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻛﻣﺎ ﺃﻥ ﺍﻟﺗﺳﻬﻳﻼﺕ ﺍﻟﻣﺗﻧﻮﻋﺔ ﻛﺎﻟﺮﺣﻼﺕ ﺩﺭﻭﺱ ﺍﻟﺧﻂ‬

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‫ﺍﻟﻌﺮﺑﻲ ﻭﺩﺭﻭﺱ ﺍﻟﺛﻘﺎﻓﺔ ﺳﺎﻫﻣﺖ ﻓﻲ ﺗﻣﻳﺰ ﺍﻟﺑﺮﺍﻣﺞ ﺍﻟﺗﻲ ﺗﻘﺪﻣﻬﺎ ﺍﻟﻜﻠﻳﺔ ﻣﺣﻠﻳﺎ ﻭﻋﺎﻟﻣﻳﺎ‪ ،‬ﻭﺗﻄﻮﻳﺮ‬
‫ﻫﺬﻩ ﺍﻟﺑﺮﺍﻣﺞ ﺳﻳﺳﺎﻫﻢ ﻓﻲ ﺯﻳﺎﺩﺓ ﻋﺪﺩ ﺍﻟﺪﺍﺭﺳﻳﻦ ﻣﺳﺗﻘﺑﻼ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺰﻳﺎﺩﺓ ﺗُﺣﺗّﻢ ﻋﻠﻰ ﺍﻟﻜﻠﻳﺔ ﻣﺰﻳﺪﺍ‬
‫ﻣﻦ ﺍﻟﺗﺧﻄﻳﻂ ﻟﻠﺗﻄﻮﻳﺮ ﺍﻟﻣﺳﺗﻘﺑﻠﻲ‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‬

‫ﺗﻢ ﺗﻘﺳﻳﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﺇﻟﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑﻳﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﺟﻧﺑﻳﺔ ﻋﻠﻰ ﺍﻟﻧﺣﻮ ﺍﻟﺗﺎﻟﻲ‪:‬‬

‫ﺃﻭﻻ‪ :‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑﻳﺔ‬

‫ﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻧﺰﻱ )‪ (2016‬ﺇﻟﻰ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺗﺻﻮﺭﺍﺕ ﺃﻋﺿﺎﺀ ﺍﻟﻬﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺳﻳﺔ ﻧﺣﻮ‬
‫ﺩﺭﺟﺔ ﺗﻮﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪ ،‬ﻭﻗﺪ ﺍﻋﺗﻣﺪﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ‪ DLOQ‬ﻟﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ ﻛﺄﺩﺍﺓ ﺑﺣﺚ‪ ،‬ﻭﺍﺧﺗﺎﺭ ﺍﻟﺑﺎﺣﺚ ﻋﻳﻧﺔ ﻋﺷﻮﺍﺋﻳﺔ ﻃﺑﻘﻳﺔ‬
‫ﻣﻦ ﺃﻋﺿﺎﺀ ﺍﻟﻬﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺳﻳﺔ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﺑﻠﻐﺖ )‪ (194‬ﻋﺿﻮﺍ‪ ،‬ﻭﺧﻠﺻﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺟﻣﻳﻊ‬
‫ﺍﻻﺳﺗﺟﺎﺑﺎﺕ ﻓﻲ ﺟﻣﻳﻊ ﺍﻷﺑﻌﺎﺩ ﺣﺻﻠﺖ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﺇﺣﺻﺎﺋﻳﺔ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﻛﺎﻧﺖ ﻟﺻﺎﻟﺢ ﺍﻹﻧﺎﺙ ﻓﻲ ﺑﻌﺪﻱ ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻳﻢ‬
‫ﺍﻟﻣﺳﺗﻣﺮ‪ ،‬ﻭﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺗﻌﺰﻯ‬
‫ﻟﻣﺗﻐﻳﺮ ﺗﺧﺻﺺ ﺍﻟﻜﻠﻳﺔ ﻓﻲ ﺟﻣﻳﻊ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻛﺎﻧﺖ ﻟﺻﺎﻟﺢ ﺍﻟﻜﻠﻳﺎﺕ ﺍﻷﺩﺑﻳﺔ‬
‫ﺍﻟﻧﻈﺮﻳﺔ‪.‬‬

‫ﺃﻣَّﺎ ﺩﺭﺍﺳﺔ ﺍﻟﺪﻳﺣﺎﻧﻲ )‪ (2015‬ﻓﻘﺪ ﺳﻌﺖ ﺇﻟﻰ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻦ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﺗﺣﻮﻳﻠﻳﺔ ﻟﺪﻯ ﺍﻟﻘﻳﺎﺩﺍﺕ ﺍﻟﺟﺎﻣﻌﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪ ،‬ﻭﻃﺑﻖ ﺍﻟﺑﺎﺣﺚ ﺍﻟﻣﻧﻬﺟﻲ ﺍﻟﻮﺻﻔﻲ ﺍﻹﺭﺗﺑﺎﻃﻲ ﺍﻟﻣﻘﺎﺭﻥ ﻣﻦ ﺧﻼﻝ ﺗﻄﺑﻳﻖ ﺃﺩﺍﺗﻳﻦ‬
‫ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺑﺎﺣﺚ ﻋﻠﻰ ﻋﻳﻧﺔ ﺑﻠﻐﺖ )‪ (384‬ﻣﺷﺎﺭﻛﺎ‪ ،‬ﻭﺃﺷﺎﺭﺕ ﺃﻫﻢ ﺍﻟﻧﺗﺎﺋﺞ ﺇﻟﻰ ﺃﻥ ﻧﺳﺑﺔ ‪%33‬‬
‫ﻣﻦ ﺍﻟﻣﺷﺎﺭﻛﻳﻦ ﺗﻮﻟﻮﺍ ﻣﻧﺎﺻﺐ ﻗﻳﺎﺩﻳﺔ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ‪ ،‬ﻭﺍﻻﺳﺗﺟﺎﺑﺔ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺍﻷﺩﺍﺗﻳﻦ ﻛﺎﻧﺖ‬
‫ﻓﻲ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻣﺗﻮﺳﻂ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺇﻳﺟﺎﺑﻳﺔ ﺑﻳﻦ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺍﻟﻘﻳﺎﺩﺓ‬
‫ﺍﻟﺗﺣﻮﻳﻠﻳﺔ ﻟﺪﻯ ﺍﻟﻘﻳﺎﺩﺍﺕ ﺍﻟﺟﺎﻣﻌﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ‪ ،‬ﻭﻛﺎﻧﺖ ﻫﻧﺎﻙ ﻓﺮﻭﻕ‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻟﺻﺎﻟﺢ ﺍﻟﻘﻳﺎﺩﻳﻳﻦ ﺣﻮﻝ ﻣﺣﺎﻭﺭ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﺗﺣﻮﻳﻠﻳﺔ ﻟﺪﻯ ﺍﻟﻘﻳﺎﺩﺍﺕ ﺍﻟﺟﺎﻣﻌﻳﺔ‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﻐﻳﺮ ﺍﻟﻘﻳﺎﺩﻳﻳﻦ ﻣﻦ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
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‫ﻭﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ ﺍﻟﻌﺗﻳﺑﻲ ﻭﺇﺑﺮﺍﻫﻳﻢ )‪ (2015‬ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻭﻋﻼﻗﺗﻬﺎ ﺑﺗﻣﻜﻳﻦ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺑﺟﺎﻣﻌﺔ ﺍﻟﻄﺎﺋﻒ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺩﺭﺟﺔ ﺍﺧﺗﻼﻑ ﻭﺟﻬﺎﺕ ﺍﻟﻧﻈﺮ ﺑﺎﺧﺗﻼﻑ‬
‫ﺍﻟﻣﺗﻐﻳﺮﺍﺕ‪ :‬ﺍﻟﻧﻮﻉ ﻭﺍﻟﺗﺧﺻﺺ ﻭﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ ﻭﻋﺪﺩ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ ﻭﻋﺪﺩ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺗﺪﺭﻳﺑﻳﺔ‪.‬‬
‫ﻭﺗﻢ ﺍﺳﺗﺧﺪﺍﻡ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺗﺣﻠﻳﻠﻲ‪ ،‬ﻭﺍﺳﺗﺧﺪﺍﻡ ﺍﺳﺗﺑﻳﺎﻥ ﻣﻦ )‪ (56‬ﻓﻘﺮﺓ ﻛﺄﺩﺍﺓ ﺑﺣﺚ‪ ،‬ﻭﻃﺑﻘﺖ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻳﻧﺔ ﻋﺷﻮﺍﺋﻳﺔ ﺑﻧﺳﺑﺔ ‪ %30‬ﻭﺗﻣﺛﻞ )‪ (897‬ﻋﺎﻣﻼ ﺇﺩﺍﺭﻳﺎ ﻭﻓﻧﻳﺎ‪ .‬ﻭﺃﻇﻬﺮﺕ ﺃﻫﻢ‬
‫ﺍﻟﻧﺗﺎﺋﺞ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺟﺎﻣﻌﺔ ﺍﻟﻄﺎﺋﻒ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻛﺎﻧﺖ‬
‫ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﻗﺪﺭﻩ )‪ ،(2.79‬ﻭﺩﺭﺟﺔ ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺟﺎﻣﻌﺔ ﺍﻟﻄﺎﺋﻒ ﻣﻦ ﻭﺟﻬﺔ‬
‫ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻛﺎﻧﺖ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﻗﺪﺭﻩ )‪ ،(3.15‬ﻭﺃﻇﻬﺮﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻭﺟﻮﺩ ﻋﻼﻗﺔ‬
‫ﺇﺭﺗﺑﺎﻃﻳﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪ (α≤0.05‬ﺑﻳﻦ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺗﻣﻜﻳﻦ ﺍﻟﻣﻌﻠﻣﻳﻦ‪ ،‬ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻦ ﺁﺭﺍﺀ ﻋﻳﻧﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻧﻮﻉ‪ ،‬ﻭﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ ﻭﻋﺪﺩ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ‪ ،‬ﺑﻳﻧﻣﺎ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪ (α≤0.05‬ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﻓﻲ ﺑﻌﺪ ﺗﺷﺟﻳﻊ‬
‫ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﺻﺎﻟﺢ ﺍﻟﺬﻛﻮﺭ‪ ،‬ﻭﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ‬
‫ﺑﻳﻦ ﺁﺭﺍﺀ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺗﻌﺰﻯ ﻟﻠﺗﺧﺻﺺ ﻭﻋﺪﺩ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺗﺪﺭﻳﺑﻳﺔ ﻟﺻﺎﻟﺢ )ﺍﻹﺩﺍﺭﻱ(‪ .‬ﺑﻳﻧﻣﺎ ﻻ‬
‫ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺗﻌﺰﻯ ﺇﻟﻰ ﻋﺪﺩ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺗﺪﺭﻳﺑﻳﺔ ﻓﻲ ﺑﻌﺪﻱ ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ‪:‬‬
‫ﻣﻌﻧﻰ ﺍﻟﻌﻣﻞ ﻭﺍﻟﺗﺄﺛﻳﺮ‪.‬‬

‫ﻭﺃﺟﺮﺕ ﺍﻟﻌﺎﻣﺮﻳﺔ )‪ (2014‬ﺩﺭﺍﺳﺔ ﻫﺪﻓﺖ ﺇﻟﻰ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﺑﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻷﺳﺎﺳﻲ ﺑﻣﺣﺎﻓﻈﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻭﻋﻼﻗﺗﻬﺎ ﺑﺎﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﻬﻧﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻣﻌﻠﻣﻳﻬﺎ‪،‬‬
‫ﻭﺍﺳﺗﺧﺪﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ‪ ،‬ﻭﺍﺳﺗﺧﺪﻣﺖ ﺍﺳﺗﺑﺎﻧﺗﻳﻦ ﻟﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻻﺳﺗﺑﺎﻧﺔ‬
‫ﺍﻷﻭﻟﻰ ﻋﻦ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺗﻜﻮﻧﺖ ﻣﻦ ﺧﻣﺳﺔ ﻣﺣﺎﻭﺭ )ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺬﻫﻧﻳﺔ‪ ،‬ﻭﺍﻟﺮﺅﻳﺔ‬
‫ﺍﻟﻣﺷﺗﺮﻛﺔ‪ ،‬ﻭﺍﻹﺗﻘﺎﻥ ﺍﻟﺷﺧﺻﻲ‪ ،‬ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﻔﺮﻗﻲ‪ ،‬ﻭﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ(‪ ،‬ﺃﻣﺎ ﺍﻻﺳﺗﺑﺎﻧﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻓﻜﺎﻧﺖ‬
‫ﻋﻦ ﻣﺟﺎﻻﺕ ﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﻬﻧﻳﺔ ﻭﺿﻣﺖ ﺃﺭﺑﻌﺔ ﻣﺣﺎﻭﺭ )ﺍﻟﻣﺟﺎﻝ ﺍﻟﻣﻬﻧﻲ‪ ،‬ﻭﺍﻟﻣﺟﺎﻝ ﺍﻟﺛﻘﺎﻓﻲ‪ ،‬ﻭﺍﻟﻣﺟﺎﻝ‬
‫ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻭﺍﻟﻣﺟﺎﻝ ﺍﻻﺟﺗﻣﺎﻋﻲ‪/‬ﺍﻟﺷﺧﺻﻲ(‪ .‬ﻭﺍﺧﺗﺎﺭﺕ )‪ (423‬ﻣﻌﻠﻣﺎ ﻭﻣﻌﻠﻣﺔ ﻣﻦ ﻣﻌﻠﻣﻲ ﻣﺪﺍﺭﺱ‬
‫ﻣﺣﺎﻓﻈﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻛﻌﻳﻧﺔ ﺩﺭﺍﺳﺔ ﻋﺷﻮﺍﺋﻳﺔ‪ .‬ﻭﺃﻭﺿﺣﺖ ﺃﺑﺮﺯ ﻧﺗﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﻣﺗﻮﺳﻄﺎﺕ‬
‫ﺍﻟﺣﺳﺎﺑﻳﺔ ﻟﺗﻘﺪﻳﺮﺍﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺟﺎﺀﺕ ﻣﺗﻮﻓﺮﺓ ﺑﺪﺭﺟﺔ ﻛﺑﻳﺮﺓ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺧﺻﺎﺋﺺ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻓﻲ ﺃﻏﻠﺐ ﻣﺣﺎﻭﺭ ﻣﺟﺎﻻﺕ ﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﻬﻧﻳﺔ ﺇﻻ ﻣﺣﻮﺭ ﺍﻟﻣﺟﺎﻝ ﺍﻟﺛﻘﺎﻓﻲ‬

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‫ﻓﻘﺪ ﺟﺎﺀ ﻣﺗﻮﻓﺮﺍ ﺑﺪﺭﺟﺔ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻛﻣﺎ ﺃﻇﻬﺮﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ‬
‫ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪ (α≤0.05‬ﺣﻮﻝ ﻭﺍﻗﻊ ﺗﻮﻓﺮ ﻣﺟﺎﻻﺕ ﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﻬﻧﻳﺔ )ﺍﻟﻣﻬﻧﻲ‪،‬‬
‫ﻭﺍﻟﺛﻘﺎﻓﻲ‪ ،‬ﻭﺍﻹﺩﺍﺭﻱ‪ ،‬ﻭﺍﻻﺟﺗﻣﺎﻋﻲ( ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﻛﺎﻧﺖ ﻟﺻﺎﻟﺢ ﺍﻹﻧﺎﺙ‪،‬‬
‫ﻭﻇﻬﺮﺕ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪ (α≤0.05‬ﻟﻣﺗﻐﻳﺮ ﺳﻧﻮﺍﺕ‬
‫ﺍﻟﺧﺑﺮﺓ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺟﺎﻝ ﺍﻟﺛﻘﺎﻓﻲ ﻭﻛﺎﻧﺖ ﻟﺻﺎﻟﺢ ﺃﺻﺣﺎﺏ ﺍﻟﺧﺑﺮﺓ )ﺃﻗﻞ ﻣﻦ ‪ 5‬ﺳﻧﻮﺍﺕ(‪.‬‬

‫ﻛﻣﺎ ﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ ﺍﻟﺬﻳﺎﺏ )‪ (2014‬ﺇﻟﻰ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻄﻠﺑﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺎﻟﻜﻠﻳﺔ ﺍﻟﺗﻘﻧﻳﺔ ﺑﺎﻟﺧﺮﺝ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻣﺑﺣﻮﺛﻳﻦ‪ ،‬ﻭﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﻣﺟﺎﻻﺕ ﺗﻄﺑﻳﻖ‬
‫ﻣﻔﻬﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻣﻌﻮﻗﺎﺕ ﺗﻄﺑﻳﻖ ﻫﺬﺍ ﺍﻟﻣﻔﻬﻮﻡ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻣﺑﺣﻮﺛﻳﻦ‪ .‬ﻭﺗﻜﻮَّﻥ‬
‫ﻣﺟﺗﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺟﻣﻳﻊ ﻣﻮﻇﻔﻲ ﺍﻟﻜﻠﻳﺔ ﺍﻟﺗﻘﻧﻳﺔ ﺑﺎﻟﺧﺮﺝ ﻭﻋﺪﺩﻫﻢ )‪ (120‬ﻣﻮﻇﻔﺎ ﻓﻲ ﻋﺎﻡ‬
‫‪2014‬ﻡ‪ .‬ﻭﺍﺳﺗﺧﺪﻡ ﺍﻟﺑﺎﺣﺚ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ‪ ،‬ﻛﻣﺎ ﺍﺳﺗﺧﺪﻡ ﺍﻻﺳﺗﺑﺎﻧﺔ ﻛﺄﺩﺍﺓ ﻟﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‪.‬‬
‫ﻭﺍﺳﺗﻧﺗﺟﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﺧﺻﺎﺋﺺ ﺍﻟﺗﻲ ﺗﺆﻫﻞ ﺍﻟﻜﻠﻳﺔ ﺍﻟﺗﻘﻧﻳﺔ ﺑﺎﻟﺧﺮﺝ ﻷﻥ ﺗﻜﻮﻥ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ‬
‫ﻣﺗﻮﻓﺮﺓ ﺑﺪﺭﺟﺔ ﻣﺗﻮﺳﻄﺔ ﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ )‪ 2.96‬ﻣﻦ ‪ ،(5‬ﻭﺃﻥ ﺃﻓﺮﺍﺩ ﻣﺟﺗﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻮﺍﻓﻘﻮﻥ‬
‫ﻋﻠﻰ ﺃﻧﻪ ﺃﺣﻳﺎﻧﺎ ﻣﺎ ﻳﺗﻢ ﺗﻄﺑﻳﻖ ﻣﻔﻬﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻋﺪﺓ ﻣﺟﺎﻻﺕ ﺑﺎﻟﻜﻠﻳﺔ ﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ‬
‫)‪ 3.32‬ﻣﻦ‪ ،(5‬ﻭﺃﻓﺮﺍﺩ ﻣﺟﺗﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻮﺍﻓﻘﻮﻥ ﻋﻠﻰ ﻣﻌﻮﻗﺎﺕ ﺗﻄﺑﻳﻖ ﻣﻔﻬﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﺑﺎﻟﻜﻠﻳﺔ ﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ )‪ 5.38‬ﻣﻦ ‪.(5‬‬

‫ﻭﺳﻌﺖ ﺩﺭﺍﺳﺔ ﺭﻣﺿﺎﻥ )‪ (2013‬ﺇﻟﻰ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺎﻟﻣﻌﺎﻫﺪ ﺍﻷﺯﻫﺮﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ‪ ،‬ﻭﺍﻟﻜﺷﻒ ﻋﻦ ﺍﻟﻔﺮﻭﻕ ﻓﻲ‬
‫ﺍﺳﺗﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ )ﺍﻟﻧﻮﻉ ﻭﺍﻟﻮﻇﻳﻔﺔ ﻭﺳﻧﻮﺍﺕ ﺍﻟﺧﺪﻣﺔ ﻭﻣﺮﺣﻠﺔ ﺍﻟﺗﻌﻠﻳﻢ ﻭﺍﻟﻣﺆﻫﻞ‬
‫ﺍﻟﻌﻠﻣﻲ(‪ ،‬ﻭﺍﺳﺗﺧﺪﻡ ﺍﻟﺑﺎﺣﺚ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺑﺎﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫‪ DLOQ‬ﻟﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ ﻛﺄﺩﺍﺓ ﺑﺣﺚ‪ ،‬ﻭﺍﺧﺗﺎﺭ ﺍﻟﺑﺎﺣﺚ ﻋﻳﻧﺔ ﻋﺷﻮﺍﺋﻳﺔ ﻃﺑﻘﻳﺔ ﺑﻠﻐﺖ )‪(443‬‬
‫ﻋﺎﻣﻼ‪ ،‬ﻭﺑﻳّﻧﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺟﻣﻳﻊ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻘﻳﺎﺱ ﻗﺪ ﺣﺻﻠﺖ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﻫﻧﺎﻙ‬
‫ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻧﻮﻉ ﻭﺍﻟﻮﻇﻳﻔﺔ ﻭﻣﺮﺣﻠﺔ ﺍﻟﺗﻌﻠﻳﻢ ﻭﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ‪،‬‬
‫ﺑﻳﻧﻣﺎ ﻟﻢ ﺗﻜﻦ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺪﻣﺔ‪.‬‬

‫ﻭﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ ﺃﺑﻮﺣﺷﻳﺶ ﻭﻣﺮﺗﺟﻰ )‪ (2011‬ﺇﻟﻰ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻷﻗﺻﻰ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ‪ ،‬ﻭﺍﻟﻜﺷﻒ ﻋﻦ‬

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‫ﺍﻟﻔﺮﻭﻕ ﻓﻲ ﺍﺳﺗﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ )ﺍﻟﻧﻮﻉ‪ -‬ﺍﻟﺗﺧﺻﺺ‪ -‬ﺳﻧﻮﺍﺕ ﺍﻟﺧﺪﻣﺔ ‪ -‬ﻃﺑﻳﻌﺔ‬
‫ﺍﻟﻌﻣﻞ(‪ ،‬ﻭﺍﺳﺗﺧﺪﻡ ﺍﻟﺑﺎﺣﺛﺎﻥ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ‪ ،‬ﻭﺗﻜﻮﻧﺖ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ )‪ (150‬ﻣﻮﻇﻔﺎ ﺇﺩﺍﺭﻳﺎ‬
‫ﻭﺃﻛﺎﺩﻳﻣﻳﺎ‪ ،‬ﻭﺍﺳﺗﺧﺪﻣﺎ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ‪ DLOQ‬ﻟﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ ﻛﺄﺩﺍﺓ ﺑﺣﺚ‪،‬‬
‫ﻭﺃﻇﻬﺮﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻋﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻟﺻﺎﻟﺢ ﺍﻟﺗﺧﺻﺺ ﻓﻲ ﺟﻣﻳﻊ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﺑﺣﺚ ﻣﺎ ﻋﺪﺍ )ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ(‪ ،‬ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻟﺻﺎﻟﺢ‬
‫ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ ﻓﻲ ﺟﻣﻳﻊ ﺃﺑﻌﺎﺩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﺳﺗﺛﻧﺎﺀ ﺑﻌﺪ )ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ(‪،‬‬
‫ﺑﻳﻧﻣﺎ ﻛﺎﻧﺖ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻓﻲ ﺟﻣﻳﻊ ﺍﻷﺑﻌﺎﺩ‪،‬‬
‫ﻭﻛﺎﻧﺖ ﺍﻟﻔﺮﻭﻕ ﻟﺻﺎﻟﺢ ﺍﻟﻧﺳﺎﺀ ﻓﻲ ﺟﻣﻳﻊ ﺍﻷﺑﻌﺎﺩ ﻣﺎ ﻋﺪﺍ ﺍﻟﺑﻌﺪ ﺍﻟﺮﺍﺑﻊ‪.‬‬

‫ﻛﻣﺎ ﺳﻌﺖ ﺩﺭﺍﺳﺔ ﺧﺿﺮ ﻭﺧﺻﺎﻭﻧﺔ )‪ (2011‬ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﻧﻣﻮﺫﺝ ﻟﻣﻣﺎﺭﺳﺔ ﻣﺟﺎﻻﺕ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻛﻣﺎ ﻳﺮﺍﻫﺎ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻳﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﻣﺟﺗﻣﻊ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻳﺔ ﻟﻠﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ‬
‫)‪ (2008/2007‬ﻭﻋﺪﺩﻫﻢ )‪ ،(1109‬ﻭﺗﻢ ﺍﺧﺗﻳﺎﺭ ﻋﻳﻧﺔ ﻃﺑﻘﻳﺔ ﻭﺑﻠﻌﺖ )‪ (289‬ﻋﺿﻮ ﻫﻳﺋﺔ‬
‫ﺗﺪﺭﻳﺲ‪ ،‬ﻭﺗﻢ ﺗﻄﻮﻳﺮ ﺃﺩﺍﺓ ﻟﻘﻳﺎﺱ ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ ﻣﺟﺎﻻﺕ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﺪﻯ ﺃﻓﺮﺍﺩ ﻋﻳﻧﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﺑﺎﺭﺓ ﻋﻦ ﺍﺳﺗﺑﺎﻧﺔ ﺗﺗﻜﻮﻥ ﻣﻦ ﺳﺑﻌﺔ ﻣﺟﺎﻻﺕ ﻭﻫﻲ‪ :‬ﺍﻟﺗﻣﻜﻦ ﺍﻟﺷﺧﺻﻲ‪ ،‬ﻭﺍﻟﻧﻣﺎﺫﺝ‬
‫ﺍﻟﺬﻫﻧﻳﺔ‪ ،‬ﻭﺍﻟﺮﺅﻳﺔ ﺍﻟﻣﺷﺗﺮﻛﺔ‪ ،‬ﻭﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻭﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ‪ ،‬ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‬
‫ﻭﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ‪ .‬ﻭﺗﻢ ﺍﻟﺗﻌﺑﻳﺮ ﻋﻦ ﻛﻞ ﻣﺟﺎﻝ ﺑﻌﺷﺮ ﻓﻘﺮﺍﺕ‪ .‬ﻭﺍﺳﺗﻧﺗﺞ ﺍﻟﺑﺎﺣﺛﺎﻥ ﺃﻥ ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ‬
‫ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻟﻣﺟﺎﻻﺕ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻛﺑﻳﺮﺓ ﻓﻲ ﻣﺟﺎﻻﺕ ﺍﻟﺗﻣﻜﻦ ﺍﻟﺷﺧﺻﻲ ﻭﺍﻟﻧﻣﺎﺫﺝ‬
‫ﺍﻟﺬﻫﻧﻳﺔ ﻭﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻘﻳﻦ‪ ،‬ﻭﻣﺗﻮﺳﻄﺔ ﻓﻲ ﻣﺟﺎﻻﺕ ﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‬
‫ﻭﺍﻟﺮﺅﻳﺔ ﺍﻟﻣﺷﺗﺮﻛﺔ‪ ،‬ﻭﻭﺟﺪﺍ ﺃﻥ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ‬
‫)‪ (α=0.05‬ﻓﻲ ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻳﺔ ﻟﻣﺟﺎﻻﺕ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺮﻛﺰ ﺍﻟﻮﻇﻳﻔﻲ ﻭﻟﺻﺎﻟﺢ ﺍﻟﻣﺮﺍﻛﺰ ﺍﻟﻮﻇﻳﻔﻳﺔ )ﻧﺎﺋﺐ ﻋﻣﻳﺪ ﻭﻣﺳﺎﻋﺪ ﻋﻣﻳﺪ‬
‫ﻭﻋﺿﻮ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ( ﻓﻲ ﻣﺟﺎﻟﻲ ﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻖ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﻋﻠﻰ ﺍﻷﺩﺍﺓ ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻭﻫﻧﺎﻙ‬
‫ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪ (α=0.05‬ﻓﻲ ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ‬
‫ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻳﺔ ﻟﻣﺟﺎﻻﺕ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﺮﺗﺑﺔ‬
‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ ﻭﻟﺻﺎﻟﺢ ﺍﻟﺮﺗﺐ ﺍﻟﻮﻇﻳﻔﻳﺔ )ﺃﺳﺗﺎﺫ ﻭﺃﺳﺗﺎﺫ ﻣﺷﺎﺭﻙ(‪.‬‬

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‫ﻭﺗﻧﺎﻭﻟﺖ ﺍﻟﻧﺳﻮﺭ )‪ (2010‬ﻣﻮﺿﻮﻉ ﺍﻟﻜﺷﻒ ﻋﻦ ﺃﺛﺮ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ )ﺍﻟﺗﻌﻠﻢ‬
‫ﺍﻟﻣﺳﺗﻣﺮ‪ ،‬ﻭﺍﻟﺣﻮﺍﺭ‪ ،‬ﻭﻓﺮﻕ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﺍﻟﺗﻣﻜﻳﻦ‪ ،‬ﻭﺍﻻﺗﺻﺎﻝ ﻭﺍﻟﺗﻮﺍﺻﻞ( ﻓﻲ ﺗﺣﻘﻳﻖ ﺍﻟﺗﻣﻳﺰ ﺍﻟﻣﺆﺳﺳﻲ‬
‫)ﺍﻟﻘﻳﺎﺩﺓ‪ ،‬ﻭﺍﻟﻣﻮﺍﺭﺩ ﺍﻟﺑﺷﺮﻳﺔ‪ ،‬ﻭﺍﻟﻌﻣﻠﻳﺎﺕ‪ ،‬ﻭﺍﻟﻣﻌﺮﻓﺔ‪ ،‬ﻭﺍﻟﺗﻣﻳﺰ ﺍﻟﻣﺎﻟﻲ( ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ‬
‫ﻭﺍﻟﺑﺣﺚ ﺍﻟﻌﻠﻣﻲ ﺍﻷﺭﺩﻧﻳﺔ‪ .‬ﻭﺍﺧﺗﺎﺭﺕ ﺍﻟﺑﺎﺣﺛﺔ ﻋﻳﻧﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (194‬ﻣﻮﻇﻔﺎ ﻓﻲ ﺍﻟﻮﺯﺍﺭﺓ ﻣﻦ‬
‫ﺣﻣﻠﺔ ﺍﻟﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﻣﺎ ﻓﻮﻕ‪ ،‬ﻭﻛﺄﺩﺍﺓ ﺩﺭﺍﺳﺔ ﻗﺎﻣﺖ ﺍﻟﺑﺎﺣﺚ ﺑﺗﺻﻣﻳﻢ ﺍﺳﺗﺑﺎﻧﺔ ﺷﻣﻠﺖ )‪ (50‬ﻓﻘﺮﺓ‪.‬‬
‫ﻭﺃﻭﺿﺣﺖ ﺃﻫﻢ ﺍﻟﻧﺗﺎﺋﺞ ﺃﻥ ﻣﺳﺗﻮﻱ ﺍﻣﺗﻼﻙ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ‬
‫ﻭﺍﻟﺑﺣﺚ ﺍﻟﻌﻠﻣﻲ ﺍﻷﺭﺩﻧﻳﺔ )ﺍﻟﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻭﺍﻟﺣﻮﺍﺭ ﻭﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻭﺍﻟﺗﻣﻜﻳﻦ ﻭﺍﻻﺗﺻﺎﻝ ﻭﺍﻟﺗﻮﺍﺻﻞ(‬
‫ﻛﺎﻥ ﻣﺗﻮﺳﻄﺎً‪ ،‬ﻭﻣﺳﺗﻮﻯ ﺗﻄﺑﻳﻖ ﺃﺑﻌﺎﺩ ﺍﻟﺗﻣﻳﺰ ﺍﻟﻣﺆﺳﺳﻲ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻢ ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺑﺣﺚ ﺍﻟﻌﻠﻣﻲ‬
‫ﺍﻷﺭﺩﻧﻳﺔ )ﺍﻟﺗﻣﻳﺰ ﺍﻟﻘﻳﺎﺩﻱ ﻭﺍﻟﺗﻣﻳﺰ ﺑﺎﻟﻣﻮﺍﺭﺩ ﺍﻟﺑﺷﺮﻳﺔ ﻭﺍﻟﺗﻣﻳﺰ ﺑﺎﻟﻌﻣﻠﻳﺎﺕ ﻭﺍﻟﺗﻣﻳﺰ ﺍﻟﻣﻌﺮﻓﻲ ﻭﺍﻟﺗﻣﻳﺰ‬
‫ﺍﻟﻣﺎﻟﻲ( ﻛﺎﻥ ﻣﺗﻮﺳﻄﺎً‪ ،‬ﻭﺃﻭﺿﺣﺖ ﺃﻥ ﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺑﺣﺚ ﺍﻟﻌﻠﻣﻲ ﺍﻷﺭﺩﻧﻳﺔ ﺗﻣﺗﻠﻚ‬
‫ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪.(α=0.05‬‬
‫ﻭﻗﺪَّﻣﺖ ﺩﺭﺍﺳﺔ ﺍﻟﻜﻧﺪﻳﺔ )‪ (2009‬ﺗﺻﻮﺭﺍ ﻣﻘﺗﺮﺣﺎ ﻟﺗﺣﻮﻳﻞ ﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ‬
‫)ﺍﻟﺻﻔﻳﻦ ‪ (12-11‬ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ ﺇﻟﻰ ﻣﻧﻈﻣﺎﺕ ﻣﺗﻌﻠﻣﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﻔﻜﺮﻳﺔ‬
‫ﻟﻠﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻋﻠﻰ ﻭﺍﻗﻊ ﻣﻣﺎﺭﺳﺔ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‬
‫ﻟﺑﻌﺾ ﻣﺑﺎﺩﺉ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ .‬ﻭﺗﻜﻮﻥ ﻣﺟﺗﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺟﻣﻳﻊ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ‬
‫ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ )ﺍﻟﺻﻔﻳﻦ ‪ (12-11‬ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪ ،‬ﻭﺗﻢ ﺍﺧﺗﻳﺎﺭ ﻋﻳﻧﺔ ﻗﺻﺪﻳﺔ ﺗﻜﻮﻧﺖ ﻣﻦ )‪(590‬‬
‫ﻓﺮﺩﺍ ﻣﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ ﺑﻣﺣﺎﻓﻈﺔ ﻣﺳﻘﻂ‪ .‬ﻭﺍﺳﺗﺧﺪﻣﺖ ﺍﻟﺑﺎﺣﺛﺔ ﺍﺳﺗﺑﺎﻧﺔ‬
‫ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 58‬ﻋﺑﺎﺭﺓ ﻓﻲ ﺧﻣﺳﺔ ﻣﺣﺎﻭﺭ‪) :‬ﺇﺩﺍﺭﺓ ﺍﻟﺗﺣﻮﻝ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻣﻌﺮﻓﺔ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻟﺗﻜﻧﻮﻟﻮﺟﻳﺎ‪ ،‬ﻭﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ(‪ .‬ﻭﺍﺳﺗﻧﺗﺟﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ‬
‫ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺑﻌﺾ ﻣﺑﺎﺩﺉ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ )ﺍﻟﺻﻔﻳﻦ ‪(12-11‬‬
‫ﻛﺎﻧﺖ ﻣﺗﻮﺳﻄﺔ ﻓﻲ ﻛﻞ ﻣﺣﺎﻭﺭ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻟﻸﺩﺍﺓ ﻛﻜﻞ‪ ،‬ﻭﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ‬
‫ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪ (α=0.05‬ﺑﻳﻦ ﻣﺗﻮﺳﻄﺎﺕ ﺗﻘﺪﻳﺮﺍﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺗﻌﺰﻯ ﻟﻠﻣﺗﻐﻳﺮﺍﺕ‬
‫ﺍﻟﺗﺎﻟﻳﺔ‪ :‬ﺍﻟﻧﻮﻉ ﻟﺻﺎﻟﺢ )ﺍﻹﻧﺎﺙ(‪ ،‬ﻭﺍﻟﻣﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﺻﺎﻟﺢ )ﺍﻟﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻭﺍﻟﺪﺑﻠﻮﻡ(‪ ،‬ﻭﺍﻟﻣﺳﺗﻮﻯ‬
‫ﺍﻟﻮﻇﻳﻔﻲ ﻟﺻﺎﻟﺢ )ﺍﻟﻣﺪﻳﺮ ﻭﻣﺳﺎﻋﺪ ﺍﻟﻣﺪﻳﺮ(‪ ،‬ﺑﻳﻧﻣﺎ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ‬
‫ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪ (α=0.05‬ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ ﻣﺎ ﻋﺪﺍ ﻓﻲ ﻣﺣﻮﺭ )ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻣﻌﺮﻓﺔ(‪ ،‬ﻭﻫﻲ ﻟﺻﺎﻟﺢ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ ﺍﻟﻄﻮﻳﻠﺔ )‪ 11‬ﺳﻧﺔ ﻓﺄﻛﺛﺮ(‪.‬‬

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 ‫ﺛﺎﻧﻳﺎ‪ :‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﺟﻧﺑﻳﺔ‬

‫ﻛﺷﻔﺖ ﺩﺭﺍﺳﺔ ﻣﻳﻠﺮ )‪ (Miller, 2014‬ﻋﻦ ﺃﺛﺮ ﺛﻘﺎﻓﺔ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻋﻠﻰ ﺍﻻﺳﺗﻌﺪﺍﺩ‬
‫ﺍﻟﻣﻌﺮﻓﻲ ﻭﺍﻟﻌﺎﻃﻔﻲ ﻟﻸﻓﺮﺍﺩ ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﺗﻧﻈﻳﻣﻲ ‪ ،‬ﻭﺍﺧﺗﺑﺎﺭ ﺍﻟﺗﺄﺛﻳﺮﺍﺕ ﺍﻟﻣﻌﺗﺪﻟﺔ ﻟﻠﺗﻌﻠﻢ ﺍﻟﺬﺍﺗﻲ‬
‫ﻟﻠﻌﺎﻣﻠﻳﻦ‪ ،‬ﻭﺃﺛﺮ ﻃﻣﻮﺡ ﺍﻟﺗﻌﻠﻳﻢ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻳﻦ ﺑﻌﺪ ﺧﻠﻖ ﻓﺮﺹ ﺗﻌﻠﻳﻢ ﻣﺳﺗﻣﺮ ﻭﺍﻻﺳﺗﻌﺪﺍﺩ‬
‫ﺍﻟﻣﻌﺮﻓﻲ ﻭﺍﻟﻌﺎﻃﻔﻲ ﻟﻸﻓﺮﺍﺩ ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ .‬ﻭﺍﺳﺗﺧﺪﻡ ﺍﻟﺑﺎﺣﺚ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ‬
‫ﺍﻟﺗﺣﻠﻳﻠﻲ‪ ،‬ﻭﺍﺳﺗﺧﺪﻡ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ) ‪Dimensions of Learning‬‬
‫‪ (Organization Questionnaire‬ﻭﻳﺮﻣﺰ ﻟﻬﺎ )‪ ،(DLOQ‬ﻭﺍﺳﺗﺑﺎﻧﺔ ﻣﻘﻳﺎﺱ ﺍﻻﺳﺗﻌﺪﺍﺩ ﻟﻠﺗﻐﻳﻳﺮ‬
‫ﺍﻟﺗﻧﻈﻳﻣﻲ)‪ ، (OCQ-C, P, R‬ﻭﻣﻘﻳﺎﺱ ﺩﺍﻓﻌﻳﺔ ﺍﻟﺗﻌﻠﻢ ﻓﻲ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺬﺍﺗﻲ )‪ ، (SDLI‬ﻭﺍﺳﺗﺑﺎﻧﺔ‬
‫ﺩﻳﻣﻮﻏﺮﺍﻓﻳﺔ ﻛﺄﺩﻭﺍﺕ ﺑﺣﺚ ﻓﻲ ﺩﺭﺍﺳﺗﻪ‪ .‬ﻭﺍﺧﺗﺎﺭ ﻋﻳﻧﺔ ﺗﻜﻮﻧﺖ ﻣﻦ )‪ (130‬ﻣﻌﻠﻣﺎ ﻭﻣﻌﻠﻣﺔ ﻣﻦ‬
‫ﺍﻟﻣﺪﺍﺭﺱ ﺍﻟﻌﺎﻣﺔ ﻓﻲ ﺟﺰﺭ ﺍﻟﺑﻬﺎﻣﺎ ﻭﺍﻟﻣﻧﺧﺮﻃﻳﻦ ﻓﻲ ﻣﺑﺎﺩﺭﺓ ﺭﺋﻳﺳﺔ ﻋﻦ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﺗﻧﻈﻳﻣﻲ‪.‬‬
‫ﻭﺃﻭﺿﺣﺖ ﻧﺗﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻦ ﺍﻻﺳﺗﻌﺪﺍﺩ ﺍﻟﻌﺎﻃﻔﻲ‬
‫ﻟﻠﺗﻐﻳﻳﺮ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺍﻟﺑﻌﺪ ﺍﻟﺳﺎﺑﻊ ﻣﻦ ﺛﻘﺎﻓﺔ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻭﻫﻧﺎﻙ ﺃﺛﺮ ﻭﺍﺿﺢ ﻟﻠﻌﻣﺮ ﻋﻠﻰ‬
‫ﺍﻟﺗﺻﻮﺭ ﺍﻟﻔﺮﺩﻱ ﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺍﻻﺳﺗﻌﺪﺍﺩ ﺍﻟﻌﺎﻃﻔﻲ ﻟﻠﺗﻐﻳﻳﺮ‪ ،‬ﺑﻳﻧﻣﺎ ﻻ ﺗﻮﺟﺪ ﻋﻼﻗﺔ‬
‫ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻦ ﻣﺳﺗﻮﻯ ﺍﻟﺗﻌﻠﻳﻢ ﻭﺍﻻﺳﺗﻌﺪﺍﺩ ﺍﻟﻔﻜﺮﻱ ﺃﻭ ﺍﻟﻌﺎﻃﻔﻲ ﻟﻠﺗﻐﻳﻳﺮ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﺗﺄﺛﻳﺮﺍﺕ ﺃﻭ‬
‫ﻋﻼﻗﺎﺕ ﺳﺑﺑﻳﺔ ﺑﻳﻧﻬﺎ‪.‬‬

‫ﻭﻛﺷﻔﺖ ﺩﺭﺍﺳﺔ ﻣﺎﻛﻳﻮ ﻭﻫﺎﺭﺗﻠﻲ )‪ (Macchio & Hartley, 2012‬ﻋﻦ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺎﺕ‬

‫ﺍﻟﻣﻄﺑﻘﺔ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻘﺎﺩﺓ ﻟﺗﺳﺮﻳﻊ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ‪ ،‬ﻭﻋﻦ ﻣﺪﻯ ﻣﺳﺎﻫﻣﺗﻬﺎ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﻟﺟﻮﺩﺓ ﺍﻟﻣﺳﺗﻣﺮ‪.‬‬
‫ﻭﻫﻲ ﺩﺭﺍﺳﺔ ﻧﻮﻋﻳﺔ ﻭﺍﺳﺗﺧﺪﻡ ﻓﻳﻬﺎ ﺍﻟﺑﺎﺣﺛﺎﻥ ﺍﻟﻣﻘﺎﺑﻼﺕ ﻭﺗﺣﻠﻳﻞ ﺍﻟﻮﺛﺎﺋﻖ ﻟﻌﺷﺮﻳﻦ ﻣﻮﻇﻔﺎ ﻣﻦ ﺟﺎﻣﻌﺔ‬
‫ﻓﻧﺳﻧﺖ ‪ ،Vincent University‬ﻭﻛﺷﻔﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻦ ﻋﺪﺓ ﻋﻮﺍﻣﻞ ﺗﺳﺮّﻉ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻢ ﻭﻫﻲ‪:‬‬
‫ﺗﺎﺭﻳﺦ ﻭﺛﻘﺎﻓﺔ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺃﺳﻠﻮﺏ ﺍﻟﻘﻳﺎﺩﺍﺕ‪ ،‬ﻭﺍﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‪ ،‬ﻭﺍﺳﺗﺧﺪﺍﻡ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻻﺗﺧﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪.‬‬

‫ﻭﺍﺧﺗﺑﺮﺕ ﺩﺭﺍﺳﺔ ﺑﺎﻻﻱ )‪ (Balay, 2012‬ﺃﺛﺮ ﺗﺻﻮﺭﺍﺕ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻋﻦ ﺍﻟﻣﻧﻈﻣﺔ‬

‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻋﻠﻰ ﺍﻻﻟﺗﺰﺍﻡ ﺍﻟﻣﻧﻈﻣﻲ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﻛﻣﻳﺔ‪ ،‬ﻭﺗﻢ ﺍﺧﺗﺑﺎﺭ ﻋﻳﻧﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 172‬ﻣﻦ‬
‫ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻣﻦ ﺟﺎﻣﻌﺗﻳﻦ ﻣﺧﺗﻠﻔﺗﻳﻦ ﻭﻫﻣﺎ‪ :‬ﺟﺎﻣﻌﺔ ﺯﻳﺮﻑ ‪) Zirve University‬ﺟﺎﻣﻌﺔ‬
‫ﺧﺎﺻﺔ( ﻭﺟﺎﻣﻌﺔ ﻫﺎﺭﺍﻥ ‪) Haran University‬ﺟﺎﻣﻌﺔ ﺣﻜﻮﻣﻳﺔ(‪ ،‬ﻭﺃﻇﻬﺮﺕ ﺃﻫﻢ ﺍﻟﻧﺗﺎﺋﺞ ﺃﻥ ﻫﻳﺋﺔ‬

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‫ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻟﺧﺎﺻﺔ ﻣﻌﻬﻢ ﺗﺻﻮﺭﺍﺕ ﻋﻦ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺃﻛﺛﺮ ﻣﻦ ﺃﻗﺮﺍﻧﻬﻢ ﻓﻲ‬
‫ﺍﻟﺟﺎﻣﻌﺔ ﺍﻟﺣﻜﻮﻣﻳﺔ‪ ،‬ﻭﻳﺷﻌﺮﻭﻥ ﺑﺎﻟﺗﺰﺍﻡ ﺃﻛﺛﺮ ﺍﺗﺟﺎﻩ ﺟﺎﻣﻌﺗﻬﻢ ﺍﻟﺗﻲ ﻳﻌﻣﻠﻮﻥ ﺑﻬﺎ ﻣﻦ ﺃﻗﺮﺍﻧﻬﻢ ﻓﻲ‬
‫ﺍﻟﺟﺎﻣﻌﺔ ﺍﻟﺣﻜﻮﻣﻳﺔ‪.‬‬

‫ﻭﻗﻳّﻣﺖ ﺩﺭﺍﺳﺔ ﻧﺎﺯﺍﺭﻱ ﻭﺑﻳﻬﻲ )‪ (Nazari & Pihie, 2012‬ﻣﺳﺗﻮﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﺣﺳﺐ ﺑﻌﺾ ﺍﻟﺻﻔﺎﺕ ﺍﻟﺪﻳﻣﻮﻏﺮﺍﻓﻳﺔ ﻣﺛﻞ ﺍﻟﻌﻣﺮ ﻭﻣﺳﺗﻮﻯ ﺍﻟﺗﻌﻠﻳﻢ‪ ،‬ﻭﻗﺎﻡ ﺍﻟﺑﺎﺣﺛﺎﻥ ﺑﺗﻄﺑﻳﻖ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻛﻠﻳﺎﺕ ﺗﻘﻧﻳﺔ ﻭﻣﻬﻧﻳﺔ ﻓﻲ ﺃﺭﺑﻊ ﻣﻘﺎﻃﻌﺎﺕ ﺑﻣﺪﻳﻧﺔ ﻓﺎﺱ ﺍﻹﻳﺮﺍﻧﻳﺔ‪ ،‬ﻭﺍﺧﺗﺎﺭﺍ ﻋﻳﻧﺔ‬
‫ﻋﺷﻮﺍﺋﻳﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (310‬ﺃﺷﺧﺎﺹ‪ ،‬ﻭﺍﺳﺗﺧﺪﻣﺎ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ‪DLOQ‬‬
‫ﻟﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ ﻛﺄﺩﺍﺓ ﺑﺣﺚ‪ ،‬ﻭﺃﻇﻬﺮﺕ ﺃﻫﻢ ﺍﻟﻧﺗﺎﺋﺞ ﺃﻥ ﻣﺳﺗﻮﻳﺎﺕ ﺗﺻﻮﺭﺍﺕ ﺍﻟﻣﺳﺗﺟﻳﺑﻳﻦ ﺗﻢ‬
‫ﺗﻘﻳﻳﻣﻬﺎ ﺣﺳﺐ )ﻣﻧﺧﻔﺿﺔ ﻭﻣﻌﺗﺪﻟﺔ ﻭﻋﺎﻟﻳﺔ(‪ ،‬ﻭﻛﺎﻧﺖ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺗﻌﺰﻯ ﺇﻟﻰ‬
‫ﻣﺳﺗﻮﻯ ﺍﻟﺗﻌﻠﻳﻢ ﻭﺍﻟﻌﻣﺮ‪.‬‬

‫ﻭﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ ﺭﻳﺗﺶ )‪ (Rich, 2011‬ﺇﻟﻰ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺟﺎﻫﺰﻳﺔ ﺍﻟﻣﺆﺳﺳﺎﺕ‬
‫ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻟﺗﻜﻮﻥ ﻣﺆﺳﺳﺎﺕ ﻣﺗﻌﻠﻣﺔ ﺑﻧﺎﺀ ﻋﻠﻰ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ‪ ،‬ﻭﻫﻞ ﺛﻘﺎﻓﺔ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﻓﻲ ﺍﻟﻣﺆﺳﺳﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺗﺆﻫﻠﻬﺎ ﻟﺗﻜﻮﻥ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ‪ .‬ﻭﺍﺧﺗﺎﺭ ﺍﻟﺑﺎﺣﺚ ﻣﻧﻬﺞ ﺍﻟﺑﺣﺚ‬
‫ﺍﻟﻧﻮﻋﻲ ﻭﺍﻋﺗﻣﺪ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﺔ ﻟﺟﺎﻣﻌﺗﻳﻦ ﺣﻜﻮﻣﻳﺗﻳﻦ ﻓﻲ ﻧﻔﺲ ﺍﻟﻣﻧﻄﻘﺔ ﺍﻟﺟﻐﺮﺍﻓﻳﺔ ﻭﻓﻳﻬﺎ ﺃﻋﺪﺍﺩ‬
‫ﻣﺗﻘﺎﺭﺑﺔ ﻣﻦ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﺃﺟﺮﻯ )‪ (10‬ﻣﻘﺎﺑﻼﺕ ﻓﻲ ﻛﻞ ﺟﺎﻣﻌﺔ ﻟﻺﺩﺍﺭﺓ ﻭﻟﻠﻌﺎﻣﻠﻳﻦ‪ .‬ﻭﺃﻇﻬﺮﺕ‬
‫ﺍﻟﻧﺗﺎﺋﺞ ﺃﻥ ﺍﻟﺟﺎﻣﻌﻳﺗﻳﻦ ﻏﻳﺮ ﻣﺆﻫﻠﺗﻳﻦ ﻟﺗﻜﻮﻧﺎ ﻣﻧﻈﻣﺎﺕ ﻣﺗﻌﻠﻣﺔ ﺣﺳﺐ ﻣﻌﺎﻳﻳﺮ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪،‬‬
‫ﻭﻟﻠﺟﺎﻣﻌﻳﺗﻳﻦ ﺍﻟﻘﺪﺭﺓ ﻟﻜﻲ ﺗﺻﺑﺣﺎ ﻣﻧﻈﻣﺎﺕ ﻣﺗﻌﻠﻣﺔ ﺑﺈﺗﺑﺎﻉ ﺇﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﺇﺩﺍﺭﻳﺔ ﻧﺎﺟﻌﺔ ﻭﺧﻠﻖ ﺟﻮ‬
‫ﻳﺷﺟﻊ ﺍﻟﺗﺑﺎﺩﻝ ﺍﻟﺛﻘﺎﻓﻲ ﻓﻲ ﺑﻳﺋﺔ ﺍﻟﻌﻣﻞ ﺍﻟﻣﺷﺗﺮﻛﺔ‪.‬‬

‫ﻭﺍﺳﺗﻜﺷﻔﺖ ﺩﺭﺍﺳﺔ ﻧﻳﺪ )‪ (Nied, 2011‬ﺍﻟﻌﻼﻗﺔ ﺑﻳﻦ ﻗﻮﺓ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻣﻧﺎﺥ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺪﺍﺧﻠﻲ ﻓﻲ ﺇﺣﺪﻯ ﺷﺮﻛﺎﺕ ﺍﻟﺗﺻﻧﻳﻊ ﻓﻲ ﺍﻟﻮﺳﻂ ﺍﻟﻐﺮﺑﻲ ﻟﻠﻮﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺪﺓ ﺍﻷﻣﺮﻳﻜﻳﺔ‪،‬‬
‫ﻭﺍﺳﺗﺧﺪﻡ ﺍﻟﺑﺎﺣﺚ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻭﺍﺳﺗﺧﺪﻡ ﺍﻻﺳﺗﺑﺎﻧﺔ ﻛﺄﺩﺍﺓ ﺑﺣﺚ ﻭﻭﺯﻋﻬﺎ ﻋﻠﻰ ﻋﻳﻧﺔ ﻣﻜﻮﻧﺔ ﻣﻦ‬
‫)‪ (330‬ﻣﻮﻇﻔﺎ‪ ،‬ﻭﺧﻠﺻﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺍﻳﺟﺎﺑﻳﺔ ﻭﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻦ ﻗﻮﺓ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻣﻧﺎﺥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺪﺍﺧﻠﻲ‪.‬‬

‫ﻭﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ ﻋﻠﻲ )‪ (Ali, 2012‬ﺇﻟﻰ ﺍﺧﺗﺑﺎﺭ ﺗﺻﻮﺭﺍﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻷﻛﺎﺩﻳﻣﻳﻳﻦ ﻋﻦ‬
‫ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ‪ ،‬ﻭﺍﺧﺗﺑﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻦ ﺧﺻﺎﺋﺺ‬

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‫ﺍﻟﻣﻧﻈﻣﺔ ﻭﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻳﻔﻲ ﻓﻲ ﺃﻧﺷﻄﺔ ﺍﻟﺑﺣﺚ ﻭﺍﻟﺗﺪﺭﻳﺲ‪ ،‬ﻭﺍﺳﺗﺧﺪﻡ ﺍﻟﺑﺎﺣﺚ ﺍﺳﺗﺑﺎﻧﺔ ‪DLOQ‬‬
‫ﻟﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ ﻛﺄﺩﺍﺓ ﺑﺣﺚ‪ ،‬ﻭﻭﺯﻋﻬﺎ ﻋﻠﻰ ﻋﻳﻧﺔ ﺗﻜﻮﻧﺖ ﻣﻦ )‪ (400‬ﻣﻮﻇﻒ ﺃﻛﺎﺩﻳﻣﻲ ﻓﻲ‬
‫ﺍﻟﺟﺎﻣﻌﺔ ﺍﻟﻌﺎﻟﻣﻳﺔ ﺍﻹﺳﻼﻣﻳﺔ ﺑﻣﺎﻟﻳﺰﻳﺎ‪ ،‬ﻭﺃﻇﻬﺮﺕ ﺃﻫﻢ ﺍﻟﻧﺗﺎﺋﺞ ﺃﻥ ﺍﻷﻛﺎﺩﻳﻣﻳﻳﻦ ﺃﻇﻬﺮﻭﺍ ﻣﺳﺗﻮﻳﺎﺕ‬
‫ﻣﻌﺗﺪﻟﺔ ﻓﻲ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻓﻲ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻳﻔﻲ‪ ،‬ﻭﻛﺎﻧﺖ ﻫﻧﺎﻟﻚ ﻋﻼﻗﺔ ﺇﻳﺟﺎﺑﻳﺔ‬
‫ﻭﺫﺍﺕ ﺩﻻﻟﺔ ﺑﻳﻦ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻳﻔﻲ ﻓﻲ ﺃﻧﺷﻄﺔ ﺍﻟﺑﺣﺚ ﻭﺍﻟﺗﺪﺭﻳﺲ‪.‬‬

‫ﺑﻳﻧﻣﺎ ﺍﺧﺗﺑﺮﺕ ﺩﺭﺍﺳﺔ ﺟﻮﺑﺗﺎ ﻭﺃﻭﺍﺳﺗﻲ )‪ (Gupta & Awasthy, 2010‬ﺍﻟﻌﻼﻗﺔ ﺑﻳﻦ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﺗﻌﻠﻢ ﻋﻠﻰ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﻣﻧﻈﻣﻲ‪ ،‬ﻭﻣﺧﺮﺟﺎﺕ ﺍﻷﺩﺍﺀ‪ .‬ﻭﺍﺳﺗﺧﺪﻣﺖ ﺍﻟﺑﺎﺣﺛﺗﺎﻥ ﺍﻟﻣﻧﻬﺞ‬
‫ﺍﻟﻮﺻﻔﻲ ﺑﺎﺳﺗﺧﺪﺍﻡ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ‪ ،DLOQ‬ﻭﺍﺷﺗﻣﻠﺖ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ‬
‫)‪ (292‬ﻣﻮﻇﻔﺎ ﺗﻧﻔﻳﺬﻳﺎ ﻣﻦ ﻣﺧﺗﻠﻒ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺣﻜﻮﻣﻳﺔ ﻭﺍﻟﺧﺎﺻﺔ ﻓﻲ ﺍﻟﻬﻧﺪ‪ ،‬ﻭﺧﻠﺻﺖ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺇﻟﻰ ﺃﻥ ﺃﺑﻌﺎﺩ ﺍﻟﺗﻌﻠﻢ ﻋﻠﻰ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻣﻧﻈﻣﻲ ﺗﺗﻮﺳﻂ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻦ ﺃﺑﻌﺎﺩ ﺍﻟﺗﻌﻠﻢ ﺍﻟﻔﺮﺩﻱ ﻭﻣﺧﺮﺟﺎﺕ‬
‫ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻛﺷﻔﺖ ﺍﻟﺗﺣﻠﻳﻼﺕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺇﻟﻰ ﺃﻥ ﺍﺳﺗﺑﺎﻧﺔ ‪ DLOQ‬ﺟﺎﺀﺕ ﺑﻧﺗﺎﺋﺞ ﻣﻧﻄﻘﻳﺔ ﻓﻲ ﺍﻟﺳﻳﺎﻕ‬
‫ﺍﻟﻬﻧﺪﻱ‪.‬‬

‫ﻭﺳﻌﺖ ﺩﺭﺍﺳﺔ ﺑﻳﻞ )‪ (Beal, 2010‬ﺇﻟﻰ ﺍﺳﺗﻜﺷﺎﻑ ﻭﺩﺭﺍﺳﺔ ﺩﻭﺭ ﺍﻟﻘﺎﺩﺓ ﻓﻲ ﺑﻧﺎﺀ ﺳﻌﺔ‬
‫ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ‪ ،‬ﻭﺗﻧﺎﻗﺶ ﻫﺬﺍ ﺍﻟﺪﻭﺭ ﻋﻠﻰ ﺛﻼﺛﺔ ﻣﺳﺗﻮﻳﺎﺕ‪ :‬ﺍﻟﺷﺧﺻﻲ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺷﺧﺻﻳﺔ‪،‬‬
‫ﻭﺍﻟﻣﻧﻈﻣﺔ‪ .‬ﻭﺍﺳﺗﺧﺪﻡ ﺍﻟﺑﺎﺣﺚ ﻣﻧﻬﺞ ﺍﻟﺑﺣﺚ ﺍﻟﻧﻮﻋﻲ ﻣﻌﺗﻣﺪﺍ ﻋﻠﻰ ﺍﻟﻣﻘﺎﺑﻼﺕ ﻣﻊ ﺛﻼﺛﺔ ﻣﺪﺭﺍﺀ ﺑﻧﻮﺍ‬
‫ﺑﻧﺟﺎﺡ ﺳﻌﺔ ﺍﻟﺗﻌﻠﻳﻢ ﻓﻲ ﻣﺆﺳﺳﺎﺗﻬﻢ ﺫﺍﺕ ﺍﻟﺗﻘﺪﻳﺮ ﻭﺍﻻﺣﺗﺮﺍﻡ‪ .‬ﻭﺃﻇﻬﺮﺕ ﻧﺗﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺄﻥ‬
‫ﻫﻧﺎﻙ ﺃﺭﺑﻌﺔ ﻋﻧﺎﺻﺮ ﺃﺳﺎﺳﻳﺔ ﻻﻟﺗﺰﺍﻡ ﺍﻟﻘﺎﺩﺓ ﻓﻲ ﺳﻌﺔ ﺍﻟﺗﻌﻠﻳﻢ ﻭﻫﻲ‪ :‬ﻋﻣﻠﻳﺔ ﺑﻧﺎﺀ ﺳﻌﺔ ﺍﻟﺗﻌﻠﻳﻢ‪،‬‬
‫ﻭﺃﻫﺪﺍﻑ ﻭﻧﺗﺎﺋﺞ ﺍﻟﻣﻧﻈﻣﺔ‪ ،‬ﻭﺍﻟﺳﻠﻮﻛﻳﺎﺕ ﻭﺍﻷﻓﻌﺎﻝ ﺍﻟﺷﺧﺻﻳﺔ‪ ،‬ﻭﺍﻟﻧﺎﺱ ﺩﺍﺧﻞ ﺍﻟﻣﺆﺳﺳﺔ‪.‬‬

‫ﺃﻣَّﺎ ﺩﺭﺍﺳﺔ ﻣﺎﺭﺗﻧﻳﺰ )‪ (Martines, 2009‬ﻓﺣﺎﻭﻟﺖ ﺳﺪ ﺍﻟﻧﻘﺺ ﻓﻲ ﺍﻟﺑﺣﻮﺙ ﺍﻟﺗﺟﺮﻳﺑﻳﺔ ﻋﻦ‬

‫ﺃﻫﻣﻳﺔ ﺍﻟﺗﻌﻠﻢ ﻟﻠﻣﻧﻈﻣﺎﺕ‪ ،‬ﻭﺃﺛﺮ ﺍﻟﻣﻌﺮﻓﺔ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺎﺕ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﺍﻷﺩﺍﺀ ﺍﻟﻣﺎﻟﻲ‪ .‬ﻭﺍﺳﺗﺧﺪﻡ ﺍﻟﺑﺎﺣﺚ‬
‫ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺗﺣﻠﻳﻠﻲ‪ ،‬ﻭﺍﺳﺗﺧﺪﻡ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ) ‪Dimensions of‬‬
‫‪ (Learning Organization Questionnaire‬ﻭﻳﺮﻣﺰ ﻟﻬﺎ )‪ ،(DLOQ‬ﻭﺷﻣﻠﺖ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻣﺪﺭﺍﺀ ﻭﻣﺪﺭﺍﺀ ﻋﻣﻮﻡ ﻭﻣﺪﺭﺍﺀ ﺗﻧﻔﻳﺬﻳﻳﻦ ﻭﻣﻌﻣﺎﺭﻳﻳﻦ ﻭﻣﻄﻮﺭﻳﻦ ﻣﻦ ﺑﻌﺾ ﺍﻟﺷﺮﻛﺎﺕ ﺍﻷﻣﺮﻳﻜﻳﺔ‬
‫ﺍﻟﻣﺧﺗﺎﺭﺓ‪ .‬ﻭﺃﺳﻔﺮﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻋﻦ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺑﻳﻦ ﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ ﻭﺃﺩﺍﺋﻬﺎ ﺍﻟﻣﺎﻟﻲ‪ ،‬ﻭﻛﺎﻥ‬

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‫)ﺍﻟﺗﻌﻠﻢ ﻋﻠﻰ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻔﺮﺩﻱ( ﺍﻷﻛﺛﺮ ﺗﺮﺍﺑﻄﺎ ﻣﻊ ﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻌﺎﺋﺪ ﺍﻟﻣﺎﻟﻲ ﺑﺷﻜﻞ ﺍﻳﺟﺎﺑﻲ‪ ،‬ﺑﻳﻧﻣﺎ‬
‫ﻛﺎﻥ ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻻﻛﺗﺳﺎﺏ ﻭﻧﺷﺮ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻷﻛﺛﺮ ﺗﺣﺪﻳﺎ ﻣﻦ ﺑﻳﻦ ﺍﻟﺟﻮﺍﻧﺐ ﺍﻷﺧﺮﻯ ﻟﺗﻌﻠﻢ ﺍﻟﻣﻧﻈﻣﺔ‪.‬‬

‫ﻭﺍﺧﺗﺑﺮﺕ ﺩﺭﺍﺳﺔ ﻛﻳﻢ ﻭﺁﺧﺮﻭﻥ )‪ (Kim and others, 2008‬ﺻﺪﻕ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ )‪ (DLOQ‬ﻓﻲ ﺍﻟﺳﻳﺎﻕ ﺍﻟﻜﻮﺭﻱ‪ ،‬ﻭﺗﻢ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺗﺑﺎﻧﺔ ﻋﻠﻰ‬
‫)‪ (438‬ﻣﻮﻇﻔﺎ ﻓﻲ ﻣﻧﻈﻣﺎﺕ ﻛﻮﺭﻳﺔ ﻓﻲ ﻣﺧﺗﻠﻒ ﺍﻟﻣﺟﺎﻻﺕ‪ ،‬ﻭﺧﻠﺻﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺍﺳﺗﺑﺎﻧﺔ‬
‫‪ DLOQ‬ﺗﺣﻘﻖ ﻧﺗﺎﺋﺞ ﺻﺎﺩﻗﺔ ﻭﻣﻮﺛﻮﻕ ﺑﻬﺎ ﻋﻦ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺍﻟﺳﻳﺎﻕ ﺍﻟﻜﻮﺭﻱ‪.‬‬

‫ﺍﻟﺗﻌﻠﻳﻖ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‬

‫ﻧﺟﺪ ﺃﻥ ﻣﻌﻈﻢ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﺟﺮﻳﺖ ﻓﻲ ﻣﺆﺳﺳﺎﺕ ﺗﻌﻠﻳﻢ ﻋﺎﻝٍ‪ ،‬ﻭﺑﻠﻎ ﻋﺪﺩﻫﺎ )‪(12‬‬
‫ﺩﺭﺍﺳﺔ‪ ،‬ﻭﺃﺟﺮﻳﺖ )‪ (3‬ﺩﺭﺍﺳﺎﺕ ﻓﻲ ﻣﺪﺍﺭﺱ ﺑﻳﻧﻬﻣﺎ ﺩﺭﺍﺳﺗﺎﻥ ﻋﻣﺎﻧﻳﺗﺎﻥ‪ ،‬ﺑﻳﻧﻣﺎ ﺃﺟﺮﻳﺖ )‪(5‬‬
‫ﺩﺭﺍﺳﺎﺕ ﻓﻲ ﻣﻧﻈﻣﺎﺕ ﻭﻣﺆﺳﺳﺎﺕ ﺃﺧﺮﻯ‪.‬‬

‫ﻭﺍﺳﺗﺧﺪﻣﺖ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻣﺳﺗﺧﺪﻣﺔ ﺍﻻﺳﺗﺑﺎﻧﺔ ﻛﺄﺩﺍﺓ ﺑﺣﺚ‪ ،‬ﻭﺍﺳﺗﺧﺪﻣﺖ‬
‫ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﻣﺎﺭﺳﻚ ﻭﻭﺍﺗﻜﻧﺰ ‪ ،DLOQ‬ﻓﻳﻣﺎ ﺍﺳﺗﺧﺪﻣﺖ‬
‫ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﺩﻭﺍﺕ ﺑﺣﺚ ﺃﺧﺮﻯ‪ ،‬ﻭﺍﺳﺗﺧﺪﻣﺖ ﺛﻼﺙ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻧﻮﻋﻲ ﺑﺎﺳﺗﺧﺪﺍﻡ‬
‫ﺍﻟﻣﻘﺎﺑﻼﺕ ﻭﺗﺣﻠﻳﻞ ﺍﻟﻮﺛﺎﺋﻖ ﻭﺩﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﺔ‪.‬‬

‫ﻭﺗﻧﺎﻭﻟﺖ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻣﻮﺿﻮﻉ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﺑﻳﻧﻣﺎ ﺗﻧﺎﻭﻟﺖ ﺑﻌﺾ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﻣﻮﺍﺿﻳﻊ ﺃﺧﺮﻯ ﺗﺗﻌﻠﻖ ﺑﺎﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺛﻞ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻋﻼﻗﺔ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺑﻌﺾ ﺍﻟﺧﺻﺎﺋﺺ ﻣﺛﻞ ﺍﻟﻘﻳﺎﺩﺓ‪ ،‬ﻭﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﻬﻧﻳﺔ ﻭﺗﺣﻘﻳﻖ ﺍﻟﺗﻣﻳﺰ ﻭﻏﻳﺮﻫﺎ‪ ،‬ﻭﻫﺬﻩ‬
‫ﺍﻟﻣﻮﺍﺿﻳﻊ ﺗﻧﺎﻭﻟﺗﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ‪ ،‬ﻭﺗﺑﺎﻳﻧﺖ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﺣﺳﺐ ﺍﻟﻣﻮﺿﻮﻉ ﺍﻟﺬﻱ‬
‫ﺗﻧﺎﻭﻟﺗﻪ ﻛﻞ ﺩﺭﺍﺳﺔ‪ ،‬ﻭﻟﻜﻦ ﻧﺟﺪ ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻫﺪﻓﺖ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻣﻧﻈﻣﺔ ﻣﻌﻳﻧﺔ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﺪﻯ ﻋﻼﻗﺗﻬﺎ ﺑﺑﻌﺾ ﺍﻟﺧﺻﺎﺋﺺ‪ ،‬ﻭﻣﺪﻯ ﺗﺄﺛﻳﺮ ﺑﻌﺾ‬
‫ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﻣﺛﻞ ﺍﻟﻌﻣﺮ ﻭﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﻏﻳﺮﻫﺎ ﻓﻲ ﺫﻟﻚ‪.‬‬

‫ﻭﺗﺗﺷﺎﺑﻪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﺍﻵﺗﻲ‪:‬‬

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‫‪ ‬ﺍﻟﻣﻮﺿﻮﻉ‪ :‬ﺣﻳﺚ ﺭﻛﺰﺕ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻋﻠﻰ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪،‬‬
‫ﻭﻛﺎﻥ ﻫﻧﺎﻙ ﺗﺷﺎﺑﻪ ﻓﻲ ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﻣﺛﻞ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‪ ،‬ﻭﺍﻟﺧﺑﺮﺓ‪ ،‬ﻭﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‪،‬‬
‫ﻭﺍﻟﻌﻣﺮ‪.‬‬
‫‪ ‬ﻧﻮﻉ ﺍﻟﻣﺆﺳﺳﺔ ﻛﻣﺆﺳﺳﺔ ﺗﻌﻠﻳﻢ ﻋﺎﻝٍ‪.‬‬
‫‪ ‬ﺍﻷﻫﺪﺍﻑ‪ :‬ﺣﻳﺚ ﺗﺷﺎﺑﻬﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﺍﻷﻫﺪﺍﻑ‪،‬‬
‫ﺧﺎﺻﺔ ﻓﻲ ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺃﺛﺮ ﺑﻌﺾ‬
‫ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﻣﺛﻞ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‪ ،‬ﻭﺍﻟﺧﺑﺮﺓ‪ ،‬ﻭﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‪ ،‬ﻭﺍﻟﻌﻣﺮ‪.‬‬
‫ﺃﺩﺍﺓ ﺍﻟﺑﺣﺚ‪ :‬ﺣﻳﺚ ﺍﺳﺗﺧﺪﻣﺖ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﻣﺎﺭﺳﻚ‬ ‫‪‬‬
‫ﻭﻭﺍﺗﻜﻧﺰ ‪ DLOQ‬ﻛﺄﺩﺍﺓ ﺑﺣﺚ‪ ،‬ﻭﺍﺳﺗﺧﺪﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻧﻔﺲ ﺍﻻﺳﺗﺑﺎﻧﺔ‪.‬‬
‫‪ ‬ﺍﻟﻣﻧﻬﺞ‪ :‬ﺣﻳﺚ ﺍﺳﺗﺧﺪﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻣﺛﻞ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ‪.‬‬
‫‪ ‬ﺍﻟﻣﺣﺎﻭﺭ‪ :‬ﺗﺷﺎﺑﻬﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﺗﻧﺎﻭﻝ ﻣﺣﺎﻭﺭ‬
‫ﻣﺗﺷﺎﺑﻬﺔ ﻣﺛﻞ ﺃﻫﻣﻳﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﻭﺧﺻﺎﺋﺻﻬﺎ‪ ،‬ﻭﺍﻟﻣﻌﻮﻗﺎﺕ ﺍﻟﺗﻲ ﺗﻮﺍﺟﻬﻬﺎ ﻭﺍﻟﻔﺮﻕ‬
‫ﺑﻳﻦ ﻣﺻﻄﻠﺣﻲ )ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ( ﻭ)ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ(‪.‬‬
‫‪ ‬ﺍﻟﻧﺗﺎﺋﺞ‪ :‬ﺗﺷﺎﺑﻬﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﺑﻌﺾ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻌﻠﻘﺔ‬
‫ﺑﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺃﺛﺮ ﺑﻌﺾ ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﻣﺛﻞ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‪،‬‬
‫ﻭﺍﻟﺧﺑﺮﺓ‪ ،‬ﻭﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‪ ،‬ﻭﺍﻟﻌﻣﺮ‪.‬‬

‫ﻭﺍﺧﺗﻠﻔﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻋﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﻛﻮﻧﻬﺎ ﺗﺗﻌﻠﻖ ﺑﻜﻠﻳﺔ ﻣﺗﺧﺻﺻﺔ ﺑﺗﻌﻠﻳﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪ ،‬ﻭﻫﻲ ﺃﻭﻝ ﺩﺭﺍﺳﺔ ﺗﺗﻌﻠﻖ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ‬
‫ﻣﺆﺳﺳﺔ ﺗﻌﻠﻳﻢ ﻋﺎﻝٍ ﻓﻲ ﻣﺟﺎﻝ ﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻓﻲ ﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﺣﺎﻟﻳﺔ ﻋﺮﺿﺖ ﺗﺎﺭﻳﺦ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺷﻜﻞ ﻣﺗﺳﻠﺳﻞ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺑﺷﻜﻞ ﻋﺎﻡ‪ ،‬ﻣﺧﺗﻠﻔﺔ ﺑﺬﻟﻚ‬
‫ﻋﻦ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺗﻲ ﺗﺣﺻﺮ ﺗﺎﺭﻳﺦ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﻌﺎﻟﻢ ﻣﻌﻳﻦ ﺃﻭ ﺑﺗﺎﺭﻳﺦ ﻣﻌﻳﻦ‪ ،‬ﻭﻓﻲ‬
‫ﺃﺩﺍﺓ ﺍﻟﺑﺣﺚ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﺑﺈﺟﺮﺍﺀ ﺑﻌﺾ ﺍﻟﺗﻌﺪﻳﻼﺕ ﻋﻠﻰ ﺻﻳﺎﻏﺔ ﺑﻌﺾ ﻓﻘﺮﺍﺕ ﺍﻻﺳﺗﺑﺎﻧﺔ‬
‫ﻣﺧﺗﻠﻔﺔ ﺑﺬﻟﻚ ﻋﻦ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺗﻲ ﻃﺑﻘﺖ ﺍﻻﺳﺗﺑﺎﻧﺔ ﺍﻷﺻﻠﻳﺔ ﻛﻣﺎ ﻫﻲ‪ ،‬ﻭﺍﺧﺗﻠﻔﺖ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺃﺛﺮ‬
‫ﺑﻌﺾ ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﻣﺛﻞ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‪ ،‬ﻭﺍﻟﺧﺑﺮﺓ‪ ،‬ﻭﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‪ ،‬ﻭﺍﻟﻌﻣﺮ‪.‬‬

‫ﻭﻟﻘﺪ ﺍﺳﺗﻔﺎﺩﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ‪:‬‬

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‫‪ ‬ﺇﻋﺪﺍﺩ ﺍﻹﻃﺎﺭ ﺍﻟﻧﻈﺮﻱ ﻭﺍﺧﺗﻳﺎﺭ ﺃﺩﺍﺓ ﺍﻟﺑﺣﺚ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻭﺗﻜﻳﻳﻔﻬﺎ ﻟﻣﻼﺋﻣﺔ ﻋﻳﻧﺔ ﻭﻣﻜﺎﻥ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ ‬ﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻣﺮﺍﺟﻊ ﺍﻟﻣﻮﺛﻘﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻟﻠﺗﻌﻣﻖ ﻓﻲ ﺍﻟﺑﺣﺚ‪.‬‬
‫‪ ‬ﺍﻟﺗﻌﺮﻑ ﻋﻠﻰ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺑﺣﺚ ﻭﺍﻷﺳﺎﻟﻳﺐ ﺍﻹﺣﺻﺎﺋﻳﺔ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﻭﺍﻻﺳﺗﻔﺎﺩﺓ‬
‫ﻣﻧﻬﺎ ﻟﺗﻄﺑﻳﻖ ﺍﻟﻣﻧﺎﺳﺐ ﻣﻧﻬﺎ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ‪.‬‬
‫‪ ‬ﺩﺭﺍﺳﺔ ﻭﻣﻧﺎﻗﺷﺔ ﺍﻟﻧﺗﺎﺋﺞ ﻭﻣﻘﺎﺭﻧﺗﻬﺎ ﺑﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ‪.‬‬
‫‪ ‬ﺻﻳﺎﻏﺔ ﺍﻟﻧﺗﺎﺋﺞ ﻭﺍﻟﺗﻮﺻﻳﺎﺕ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ‪.‬‬

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 ‫ﺍﻟﻔﺻﻞ ﺍﻟﺛﺎﻟﺚ‬

‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻣﻧﻬﺟﻳﺔ ﻟﻠﺪﺭﺍﺳﺔ‬

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 ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻤﻨﻬﺠﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‬

‫ﺗﻧﺎﻭﻝ ﻫﺬﺍ ﺍﻟﻔﺻﻞ ﻭﺻﻔﺎ ﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻣﺗﺿﻣﻧﺎ ﺍﻟﺗﻌﺮﻳﻒ ﺑﻣﺟﺗﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻋﻳﻧﺗﻬﺎ‬
‫ﻭﻣﻧﻬﺟﻬﺎ‪ ،‬ﻭﺃﺩﺍﺓ ﺍﻟﻘﻳﺎﺱ ﺍﻟﻣﺳﺗﺧﺪﻣﺔ‪ ،‬ﻭﺧﻄﻮﺍﺕ ﺍﻟﺗﺣﻘﻖ ﻣﻦ ﺻﺪﻗﻬﺎ ﻭﺛﺑﺎﺗﻬﺎ‪ ،‬ﻭﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪،‬‬
‫ﻛﻣﺎ ﻳﺗﺿﻣﻦ ﺍﻷﺳﺎﻟﻳﺐ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺍﻟﺗﻲ ﺗﻢ ﺍﺳﺗﺧﺪﺍﻣﻬﺎ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ‪.‬‬

‫ﻣﻧﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﺳﺗﺧﺪﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺬﻱ ﻳﻬﺪﻑ ﺇﻟﻰ ﻭﺻﻒ ﻇﻮﺍﻫﺮ ﺃﻭ ﺃﺣﺪﺍﺙ ﺃﻭ‬
‫ﺃﺷﻳﺎﺀ ﻣﻌﻳﻧﺔ‪ ،‬ﻭﺟﻣﻊ ﺍﻟﺣﻘﺎﺋﻖ ﻭﺍﻟﻣﻼﺣﻈﺎﺕ ﻋﻧﻬﺎ‪ ،‬ﻭﻳﺗﻢ ﻭﺻﻒ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺧﺎﺻﺔ ﺑﻬﺎ‪ ،‬ﻭﺗﻘﺮﻳﺮ‬
‫ﺣﺎﻟﺗﻬﺎ ﻛﻣﺎ ﺗﻮﺟﺪ ﻋﻠﻳﻪ ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻭﻫﻧﺎﻙ ﺃﻧﻮﺍﻉ ﻣﺧﺗﻠﻔﺔ ﻓﻲ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻣﺛﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻟﻣﺳﺣﻳﺔ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﺔ‪ ،‬ﻭﺩﺭﺍﺳﺎﺕ ﺍﻟﻧﻣﻮ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺗﻄﻮﺭﻳﺔ‪ ،‬ﻭﻻ ﺗﺗﻌﻠﻖ ﺍﻟﺑﺣﻮﺙ ﺍﻟﻮﺻﻔﻳﺔ‬
‫ﺑﺎﻟﻮﺻﻒ ﻓﻘﻂ‪ ،‬ﻭﻟﻜﻦ ﺗﻬﺗﻢ ﺑﺗﻘﺮﻳﺮ ﻣﺎ ﻳﻧﺑﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻋﻠﻳﻪ ﺍﻷﺷﻳﺎﺀ ﺃﻭ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﺗﻲ ﻳﺗﻧﺎﻭﻟﻬﺎ‬
‫ﺍﻟﺑﺣﺚ ﻓﻲ ﺿﻮﺀ ﺃﺳﺲ ﻭﻣﻌﺎﻳﻳﺮ ﻣﻌﻳﻧﺔ‪) .‬ﺟﺎﺑﺮ ﻭﻛﺎﻇﻢ‪(2010 ،‬‬

‫ﻣﺟﺗﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻋﻳﻧﺗﻪ ‪:‬‬

‫ﺗﻜﻮﻥ ﻣﺟﺗﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺟﻣﻳﻊ ﺍﻹﺩﺍﺭﻳﻳﻦ ﻭﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﻜﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬
‫ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻟﻠﻌﺎﻡ ﺍﻷﻛﺎﺩﻳﻣﻲ )‪2017-2016‬ﻡ( ﻭﺍﻟﺑﺎﻟﻎ ﻋﺪﺩﻫﻢ )‪(42‬‬
‫ﻋﺎﻣﻼً )ﺍﻟﺷﺆﻭﻥ ﺍﻹﺩﺍﺭﻳﺔ ﺑﻜﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪،(2017 ،‬‬
‫ﻭﺗﻢ ﺃـﺧﺬ ﺍﻟﻣﺟﺗﻣﻊ ﻛﻠﻪ ﻛﻌﻳﻧﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﺗﻢ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺗﺑﺎﻧﺔ ﻋﻠﻳﻬﻢ‪ ،‬ﻭﻋﺎﺩﺕ ﺍﻻﺳﺗﺑﺎﻧﺎﺕ ﺟﻣﻳﻌﻬﺎ‪،‬‬
‫ﻭﻛﻠﻬﺎ ﺻﺎﻟﺣﺔ ﻟﻠﺗﺣﻠﻳﻞ ﺍﻹﺣﺻﺎﺋﻲ‪ ،‬ﻭﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (2‬ﻳﻮﺿﺢ ﺍﻟﻌﻳﻧﺔ ﺣﺳﺐ ﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺟﺪﻭﻝ )‪(2‬‬
‫ﺍﻟﻌﻳﻧﺔ ﺣﺳﺐ ﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻹﺟﻣﺎﻟﻲ‬ ‫ﺍﻟﻧﺳﺑﺔ‬ ‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﻟﻣﺳﺗﻮﻯ‬ ‫ﺍﻟﻣﺗﻐﻳﺮ‬
‫‪73.8%‬‬ ‫‪31‬‬ ‫ﺫﻛﺮ‬
‫ﺍﻟﻧﻮﻉ‬
‫‪26.2%‬‬ ‫‪11‬‬ ‫ﺃﻧﺛﻰ‬
‫‪40.5%‬‬ ‫‪17‬‬ ‫ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺎﻗﻞ‬
‫ﺍﻟﻣﺆﻫﻞ‬
‫‪59.5%‬‬ ‫‪25‬‬ ‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬
‫‪42‬‬ ‫‪64.3%‬‬ ‫‪27‬‬ ‫‪ 9‬ﺳﻧﻮﺍﺕ ﻓﺄﻗﻞ‬
‫ﺍﻟﺧﺑﺮﺓ ﺍﻟﻮﻇﻳﻔﻳﺔ‬
‫‪35.7%‬‬ ‫‪15‬‬ ‫‪ 10‬ﺳﻧﻮﺍﺕ ﻓﺄﻛﺛﺮ‬
‫‪16,7%‬‬ ‫‪7‬‬ ‫ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ‬
‫‪64.3%‬‬ ‫‪27‬‬ ‫ﺍﻹﺩﺍﺭﻳﻮﻥ‬ ‫ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‬
‫‪19%‬‬ ‫‪8‬‬ ‫ﺍﻟﻣﺪﺭﺳﻮﻥ‬

‫‪48‬‬
 ‫ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺑﻌﺪ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻰ ﺍﻷﺩﺏ ﺍﻟﻧﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‪ ،‬ﻗﺎﻡ ﺍﻟﺑﺎﺣﺚ ﺑﺎﺳﺗﺧﺪﺍﻡ ﺍﺳﺗﺑﺎﻧﺔ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ )‪ (Dimensions of Learning Organization Questionnaire‬ﻭﻳﺮﻣﺰ‬
‫ﻟﻬﺎ )‪ (DLOQ‬ﻭﺍﻟﺗﻲ ﻗﺎﻣﺖ ﺑﺗﻄﻮﻳﺮﻫﺎ ﻣﺎﺭﺳﻚ ﻭ ﻭﺍﺗﻜﻧﺰ )‪،(Watkins & Marsick, 1996‬‬
‫ﻭﻗﺎﻡ ﺑﺗﺮﺟﻣﺗﻬﺎ )ﺯﺍﻳﺪ ﻭﺑﻮﺑﺷﻳﺖ ﻭﺍﻟﻣﻄﻳﺮﻱ‪ ،(2009 ،‬ﻭﻗﺪ ﻗﺎﻡ ﺍﻟﺑﺎﺣﺚ ﺑﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺓ ﻭﺫﻟﻚ ﺗﻌﺪﻳﻞ‬
‫ﺑﻌﺾ ﻓﻘﺮﺍﺕ ﺍﻻﺳﺗﺑﺎﻧﺔ ﻣﻦ ﺃﺟﻞ ﻣﻼﺋﻣﺗﻬﺎ ﻟﻣﻜﺎﻥ ﻭﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻟﺗﺣﻘﻳﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺗﻢ‬
‫ﺗﻌﺪﻳﻞ ﺑﻌﺾ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻓﻲ ﺍﻻﺳﺗﺑﺎﻧﺔ ﻓﻲ ﺍﻟﺻﻳﺎﻏﺔ ﻭﻓﻲ ﺍﻟﺗﺮﺟﻣﺔ‪ ،‬ﻭﺗﻢ ﺣﺬﻑ ﺑﻌﺾ ﺍﻟﻌﺑﺎﺭﺍﺕ‬
‫ﻭﺍﺳﺗﺑﺪﺍﻟﻬﺎ ﺑﻌﺑﺎﺭﺍﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺗﻢ ﺩﻣﺞ ﺑﻌﺾ ﺍﻟﻣﺳﺗﻮﻳﺎﺕ ﺍﻟﻔﺮﻋﻳﺔ ﻓﻲ ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﻭﺫﻟﻚ ﺑﺳﺑﺐ ﻗﻠﺔ‬
‫ﺍﻟﻌﺪﺩ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺗﻌﺪﻳﻼﺕ ﺟﺎﺀﺕ ﺑﻧﺎﺀ ﻋﻠﻰ ﺗﻮﺻﻳﺎﺕ ﺍﻟﻣﺣﻜﻣﻳﻦ ﻟﻼﺳﺗﺑﺎﻧﺔ‪ ،‬ﻭﺷﻣﻠﺖ ﺍﻻﺳﺗﺑﺎﻧﺔ )‪(43‬‬
‫ﻓﻘﺮﺓ )ﻣﻠﺣﻖ ﺭﻗﻢ ‪ .(3‬ﻭﻗﺪ ﺗﻜﻮﻧﺖ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺟﺰﺋﻳﻦ‪ ،‬ﺍﻟﺟﺰﺀ ﺍﻷﻭﻝ ﺗﺿﻣﻦ ﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫ﺍﻷﺳﺎﺳﻳﺔ ﻋﻦ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺷﻣﻠﺖ ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻵﺗﻳﺔ‪:‬‬

‫‪-1‬ﺍﻟﻧﻮﻉ ) ﺫﻛﻮﺭ‪ -‬ﺇﻧﺎﺙ(‬

‫‪ -2‬ﺍﻟﻣﺆﻫﻞ )ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺄﻗﻞ‪ -‬ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ(‬

‫‪-3‬ﺍﻟﺧﺑﺮﺓ )‪ 9‬ﺳﻧﻮﺍﺕ ﻓﺄﻗﻞ(‪ 10)-‬ﺳﻧﻮﺍﺕ ﻓﺄﻛﺛﺮ (‬

‫‪ -4‬ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ )ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ‪ -‬ﺍﻹﺩﺍﺭﻳﻮﻥ‪ -‬ﺍﻟﻣﺪﺭﺳﻮﻥ(‬

‫ﻭﺷﻣﻞ ﺍﻟﺟﺰﺀ ﺍﻟﺛﺎﻧﻲ ﻓﻘﺮﺍﺕ ﺍﻷﺩﺍﺓ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺄﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺗﻮﺯﻋﺔ ﻋﻠﻰ ﺳﺑﻌﺔ ﺃﺑﻌﺎﺩ‪.‬‬

‫ﻭﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (3‬ﻳﻮﺿﺢ ﻭﺻﻔﺎ ﻟﻠﺟﺰﺀ ﺍﻟﺛﺎﻧﻲ ﻷﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺬﻱ ﻳﺷﺗﻣﻞ ﻋﻠﻰ ﻣﺣﺎﻭﺭ ﺍﻷﺩﺍﺓ‬
‫ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺄﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪.‬‬

‫ﺟﺪﻭﻝ )‪(3‬‬
‫ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻋﺪﺩ ﺍﻟﻔﻘﺮﺍﺕ‬ ‫ﺍﻟﻣﺣﺎﻭﺭ‬ ‫ﻡ‬
‫‪7‬‬ ‫ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‬ ‫‪1‬‬
‫‪6‬‬ ‫ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‬ ‫‪2‬‬
‫‪7‬‬ ‫ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‬ ‫‪3‬‬
‫‪6‬‬ ‫ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ‬ ‫‪4‬‬
‫‪5‬‬ ‫ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‬ ‫‪5‬‬
‫‪6‬‬ ‫ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‬ ‫‪6‬‬
‫‪6‬‬ ‫ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‬ ‫‪7‬‬
‫‪43‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

‫‪49‬‬
 ‫ﺣﻳﺚ ﺗﻢ ﺍﺳﺗﺧﺪﺍﻡ ﻣﻘﻳﺎﺱ ﻟﻳﻜﺮﺕ )‪ (Likert‬ﺍﻟﺳﺪﺍﺳﻲ ﻟﻣﻌﺮﻓﺔ ﺩﺭﺟﺔ ﺍﻟﻣﻮﺍﻓﻘﺔ‪ ،‬ﻭﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪(4‬‬
‫ﻳﻮﺿﺢ ﺫﻟﻚ‪.‬‬

‫ﺟﺪﻭﻝ )‪(4‬‬
‫ﻃﺮﻳﻘﺔ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺳﺐ ﺍﻟﺗﺪﺭﺝ ﺍﻟﺳﺪﺍﺳﻲ‬

‫ﺍﻟﺪﺭﺟﺔ‬ ‫ﺩﺭﺟﺔ ﺍﻟﻣﻮﺍﻓﻘﺔ‬ ‫ﻡ‬

‫‪6‬‬ ‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫‪1‬‬
‫‪5‬‬ ‫ﺃﻭﺍﻓﻖ‬ ‫‪2‬‬
‫‪4‬‬ ‫ﺃﻭﺍﻓﻖ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫‪3‬‬
‫‪3‬‬ ‫ﻻ ﺃﻭﺍﻓﻖ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫‪4‬‬
‫‪2‬‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫‪5‬‬
‫‪1‬‬ ‫ﻻ ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫‪6‬‬

‫ﺻﺪﻕ ﺍﻷﺩﺍﺓ‪:‬‬

‫ﺗﻢ ﺍﺳﺗﺧﺪﺍﻡ ﺍﻟﺻﺪﻕ ﺍﻟﻈﺎﻫﺮﻱ ﺃﻭ ﻣﺎ ﻳﻌﺮﻑ ﺑﺻﺪﻕ ﺍﻟﻣﺣﻜﻣﻳﻦ ﺣﻳﺚ ﺗﻢ ﺗﻮﺯﻳﻊ ﺃﺩﺍﺓ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻣﺟﻣﻮﻋﺔ ﻣﻦ ﺍﻟﻣﺧﺗﺻﻳﻦ ﻓﻲ ﻣﺟﺎﻝ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺗﺮﺑﻮﻳﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﻧﺰﻭﻯ ﻭﻓﻲ ﻣﺪﻳﺮﻳﺔ‬
‫ﺍﻟﺗﺮﺑﻳﺔ ﻭﺍﻟﺗﻌﻠﻳﻢ ﺑﻣﺣﺎﻓﻈﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻭﺑﻌﺾ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﺟﺎﻣﻌﻳﻳﻦ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻭﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻭﻓﻲ ﺑﻌﺾ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻷﺧﺮﻯ‬
‫ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪ ،‬ﻭﺑﻠﻎ ﻋﺪﺩ ﺍﻟﻣﺣﻜﻣﻳﻦ ‪ 16‬ﻣﺣﻜﻣﺎ )ﻣﻠﺣﻖ ﺭﻗﻢ ‪ (4‬ﻭﺗﻢ ﺗﻌﺪﻳﻞ ﺍﻻﺳﺗﺑﺎﻧﺔ ﻓﻲ ﺿﻮﺀ‬
‫ﻣﺎ ﺃﺟﻣﻊ ﻋﻠﻳﻪ ﺍﻟﻣﺣﻜﻣﻳﻦ‪ ،‬ﺣﻳﺚ ﺃﺟﻣﻊ )‪ (12‬ﻣﻦ ﺃﺻﻞ )‪ (16‬ﻣﺣﻜﻣﺎ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺗﻐﻳﻳﺮ‬
‫ﺻﻳﺎﻏﺔ ﺑﻌﺾ ﺍﻟﻔﻘﺮﺍﺕ ﻟﻐﻮﻳﺎ‪ .‬ﻣﻠﺣﻖ ﺭﻗﻢ )‪.(3‬‬

‫ﺛﺑﺎﺕ ﺍﻷﺩﺍﺓ‪:‬‬

‫ﻟﻠﺗﺄﻛﺪ ﻣﻦ ﺛﺑﺎﺕ ﺍﻷﺩﺍﺓ ﻗﺎﻡ ﺍﻟﺑﺎﺣﺚ ﺑﺎﺳﺗﺧﺪﺍﻡ ﻣﻌﺎﻣﻞ ﻛﺮﻭﻧﺑﺎﺥ ﺃﻟﻔﺎ )‪،(Cronbac Alpha‬‬
‫ﻭﻳﻮﺿﺢ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (5‬ﻣﻌﺎﻣﻞ ﺍﻟﺛﺑﺎﺕ ﻟﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻛﺬﻟﻚ ﻟﻠﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‪.‬‬

‫‪50‬‬
 ‫ﺟﺪﻭﻝ )‪(5‬‬

‫ﻣﻌﺎﻣﻞ ﺍﻟﺛﺑﺎﺕ ﻟﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻟﻠﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

‫ﻣﻌﺎﻣﻞ ﺍﻟﺛﺑﺎﺕ‬ ‫ﻣﺣﺎﻭﺭ ﺍﻷﺩﺍﺓ‬ ‫ﻡ‬

‫‪0.73‬‬ ‫ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‬ ‫‪1‬‬
‫‪0.81‬‬ ‫ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‬ ‫‪2‬‬
‫‪0.88‬‬ ‫ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‬ ‫‪3‬‬
‫‪0.90‬‬ ‫ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ‬ ‫‪4‬‬
‫‪0.86‬‬ ‫ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‬ ‫‪5‬‬
‫‪0.89‬‬ ‫ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‬ ‫‪6‬‬
‫‪0.95‬‬ ‫ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‬ ‫‪7‬‬
‫‪0.97‬‬ ‫ﺍﻟﻣ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ــﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺍﻟﺳﺎﺑﻖ ﺃﻥ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺗﺻﻒ ﺑﺛﺑﺎﺕ ﻣﺮﺗﻔﻊ ﻓﻲ ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫ﻟﻠﻔﻘﺮﺍﺕ ﻭﻋﻠﻰ ﻣﺳﺗﻮﻯ ﻛﻞ ﻣﺣﻮﺭ ﻣﻣﺎ ﻳﺟﻌﻠﻬﺎ ﺻﺎﻟﺣﺔ ﻟﻠﺗﻄﺑﻳﻖ ﻓﻲ ﺍﻟﻌﻳﻧﺔ ﺍﻷﺻﻠﻳﺔ ﻟﻠﺪﺭﺍﺳﺔ‪.‬‬

‫ﺍﻟﻣﻌﺎﻟﺟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ‪:‬‬

‫ﻣﻦ ﺃﺟﻞ ﺍﻟﺿﺑﻂ ﺍﻹﺣﺻﺎﺋﻲ ﻷﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭ ﻟﺗﺣﻠﻳﻞ ﺍﻟﻧﺗﺎﺋﺞ ﺍﺳﺗﺧﺪﻡ ﺍﻟﺑﺎﺣﺚ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺮﺯﻣﺔ‬
‫ﺍﻹﺣﺻﺎﺋﻳﺔ ﻓﻲ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ )‪ ،(SPSS‬ﻟﻣﻌﺮﻓﺔ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ‬
‫ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ‪ ،‬ﻭﺍﻟﻜﺷﻒ‬
‫ﻋﻦ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻻﺣﺻﺎﺋﻳﺔ )‪ (0.05≥α‬ﻓﻲ ﺩﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‬
‫ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻨﻮﻉ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﻤﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺍﻟﺨﺒﺮﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﻭﺍﻟﻤﺴﻤﻰ ﺍﻟﻮﻇﻴﻔﻲ‪،‬‬
‫ﻭﺗﻢَّ ﺍﺳﺗﺧﺪﺍﻡ ﺍﻷﺳﺎﻟﻳﺐ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺍﻵﺗﻳﺔ‪:‬‬
‫‪ -1‬ﻣﻌﺎﻣﻞ ﺃﻟﻔﺎ ﻛﺮﻭﻧﺑﺎﺥ ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺍﺳﺗﺧﺮﺍﺝ ﺛﺑﺎﺕ ﺍﻷﺩﺍﺓ‪.‬‬

‫‪ -2‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ‪.‬‬

‫‪ -3‬ﺍﺧﺗﺑﺎﺭ ﺕ ‪ T-Test‬ﻟﻌﻳﻧﺗﻳﻦ ﻣﺳﺗﻘﻠّﺗﻳﻦ ‪.‬‬

‫‪ -4‬ﺍﺧﺗﺑﺎﺭ ﺗﺣﻠﻳﻞ ﺍﻟﺗﺑﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ‪.‬‬

‫‪ -5‬ﺍﺧﺗﺑﺎﺭ ﺷﻳﻔﻳﻪ ﻟﻠﻣﻘﺎﺭﻧﺎﺕ ﺍﻟﺑﻌﺪﻳﺔ‪.‬‬

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‫ﺍﻟﻔﺻﻞ ﺍﻟﺮﺍﺑﻊ‬

‫ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‬

‫‪52‬‬
 ‫ﺍﻟﻔﺻﻞ ﺍﻟﺮﺍﺑﻊ‬

‫ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺗﺿﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺻﻞ ﻋﺮﺿﺎً ﻟﻠﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﺗﻮﺻﻠﺖ ﺇﻟﻳﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺗﻲ ﻫﺪﻓﺖ ﺇﻟﻰ ﺍﻟﺗﻌﺮﻑ‬
‫ﻋﻠﻰ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ‪.‬‬

‫ﺃﻭﻻً‪ :‬ﻋﺮﺽ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺳﺆﺍﻝ ﺍﻷﻭﻝ‬

‫ﻭﻧﺺَّ ﻋﻠﻰ ﺍﻷﺗﻲ‪" :‬ﻣﺎ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬
‫ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﻟﻜﻠﻳﺔ؟"‪.‬‬

‫ﻟﻐﺮﺽ ﺗﺣﻠﻳﻞ ﺑﻳﺎﻧﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺳﺆﺍﻝ ﺍﻷﻭﻝ ﺗﻢ ﺗﺣﻮﻳﻞ ﺍﻟﻣﻘﻳﺎﺱ ﺍﻟﺳﺪﺍﺳﻲ ﺇﻟﻰ‬
‫ﻣﻘﻳﺎﺱ ﺛﻼﺛﻲ ﻭﻓﻘﺎً ﻟﻠﻣﻌﺎﺩﻟﺔ ﺍﻟﺗﺎﻟﻳﺔ ) ﺍﻟﻘﻳﻣﺔ ﺍﻟﻌﻠﻳﺎ – ﺍﻟﻘﻳﻣﺔ ﺍﻟﺪﻧﻳﺎ ‪،(1.66=3/1-6) ،( 3 /‬‬
‫ﻭﻫﺬﻩ ﺍﻟﻘﻳﻣﺔ ﺗﺳﺎﻭﻱ ﻃﻮﻝ ﺍﻟﻔﺋﺔ ﺑﻳﻦ ﺍﻟﻣﺳﺗﻮﻳﺎﺕ ﺍﻟﺛﻼﺛﺔ )ﻛﺑﻳﺮﺓ‪-‬ﻣﺗﻮﺳﻄﺔ–ﻗﻠﻳﻠﺔ(‪ ،‬ﻭﺗﻢ ﺍﺳﺗﺧﺪﺍﻡ‬
‫ﺍﻟﻣﻌﻳﺎﺭ ﺍﻵﺗﻲ ﻟﺗﻔﺳﻳﺮ ﻧﺗﺎﺋﺞ ﻫﺬﺍ ﺍﻟﺳﺆﺍﻝ ﻭﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (6‬ﻳﻮﺿﺢ ﺫﻟﻚ‪.‬‬

‫ﺟﺪﻭﻝ )‪(6‬‬

‫ﺍﻟﻣﻌﻳﺎﺭ ﺍﻟﻣﻌﺗﻣﺪ ﻓﻲ ﺗﻔﺳﻳﺮ ﻧﺗﺎﺋﺞ ﺍﻟﺳﺆﺍﻝ ﺍﻷﻭﻝ ﻟﻠﺪﺭﺍﺳﺔ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ‬ ‫ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻛﺑﻳﺮﺓ‬ ‫‪4.34-6‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪2.67-4.33‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1-2.66‬‬

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‫ﻭﻣﻦ ﺃﺟﻞ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺳﺆﺍﻝ ﺗﻢ ﺍﺳﺗﺧﺪﺍﻡ ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ‬
‫ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (7‬ﻳﻮﺿﺢ ﺫﻟﻚ‪:‬‬

‫ﺍﻟﺟﺪﻭﻝ )‪(7‬‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ‬
‫ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻡ‬
‫ﺍﻻﻧﺣﺮﺍﻑ‬ ‫ﺍﻟﻣﺗﻮﺳﻂ‬
‫ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ‬ ‫ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.01‬‬ ‫‪4.03‬‬ ‫‪1‬‬

‫ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪0.88‬‬ ‫‪3.58‬‬ ‫‪2‬‬

‫ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻳﻢ ﺍﻟﻣﺳﺗﻣﺮ‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.15‬‬ ‫‪3.29‬‬ ‫‪3‬‬

‫ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.35‬‬ ‫‪3.03‬‬ ‫‪4‬‬

‫ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.26‬‬ ‫‪2.94‬‬ ‫ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ‬ ‫‪5‬‬

‫ﻭﺍﻟﺗﻌﻠﻢ‬
‫‪1.52‬‬ ‫‪2.69‬‬ ‫‪6‬‬
‫ﻣﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‬

‫‪1.19‬‬ ‫‪2.60‬‬ ‫ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ‬ ‫‪7‬‬

‫ﻗﻠﻴﻠﺔ‬
‫ﻣﺷﺗﺮﻛﺔ‬
‫ﻣﺘﻮﺳﻄﺔ‬ ‫‪1.01‬‬ ‫‪3.19‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (7‬ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﺣﺎﻭﺭ ﺍﻷﺩﺍﺓ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
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‫ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ ﺣﻳﺚ ﺗﺮﺍﻭﺡ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ ﺑﻳﻦ)‪ (4.03‬ﻭ )‪(2.60‬‬
‫ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ ﺑﻳﻦ )‪ (1.01‬ﻭ )‪ ،(1.19‬ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ ﻟﻠﻣﺣﺎﻭﺭ ﻛﺎﻧﺖ ﺩﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺗﻮﺳﻄﺔ ﺣﻳﺚ ﻳﻠﻎ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ )‪ (3.19‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ‬
‫)‪.(1.01‬‬

‫ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﺣﺎﻭﺭ ﺍﻟﺪﺭﺍﺳﺔ ﺟﺎﺀ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ ﺑﺪﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ)‪ (4.03‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ .(1.01‬ﻭﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺟﺎﺀ‬
‫ﺑُﻌﺪ ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻳﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﺃﻳﺿﺎ‪ ،‬ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ )‪(3.58‬‬
‫ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ .(0.88‬ﻭﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻟﺛﺔ ﺟﺎﺀ ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‬
‫ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ )‪ (3.29‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ .(1.15‬ﻭﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ‬
‫ﺍﻟﺮﺍﺑﻌﺔ ﺟﺎﺀ ﺑُﻌﺪ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ‬
‫)‪ (3.03‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ .(1.35‬ﻭﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺧﺎﻣﺳﺔ ﺟﺎﺀ ﺑُﻌﺪ ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ‬
‫ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ )‪ (2.94‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ‬
‫)‪ .(1.26‬ﻭﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺳﺎﺩﺳﺔ ﺟﺎﺀ ﺑُﻌﺪ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﺃﻳﺿﺎ‬
‫ﻭﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ )‪ (2.69‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ .(1.52‬ﻭﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺳﺎﺑﻌﺔ ﻭﺍﻷﺧﻳﺮﺓ ﺟﺎﺀ‬
‫ﺑُﻌﺪ ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ‬
‫)‪ (2.60‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪.(1.19‬‬

‫ﻭﻟﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺗﻌﻣﻖ ﻓﻲ ﺍﻟﺗﻌﻣﻖ ﻓﻲ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﻔﺳﻳﺮﺍﺗﻬﺎ ﺳﻮﻑ ﻳﺗﻢ ﺗﻧﺎﻭﻝ ﻛﻞ ﺑُﻌﺪ ﻋﻠﻰ‬
‫ﺣﺪﺓ ﻋﻠﻰ ﺍﻟﻧﺣﻮ ﺍﻵﺗﻲ‪:‬‬

‫‪ -1‬ﺑُﻌﺪ ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‪.‬‬

‫ﻭﻳُﻈﻬﺮ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (8‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ‬

‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‪.‬‬

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 ‫ﺟﺪﻭﻝ )‪(8‬‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‬
‫ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﺩﺭﺟﺔ‬ ‫ﺍﻻﻧﺣﺮﺍﻑ‬ ‫ﺍﻟﻣﺗﻮﺳﻂ‬ ‫ﻡ‬

‫ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻮﺍﻓﺮ‬ ‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻛﺑﻳﺮﺓ‬ ‫‪1.17‬‬ ‫‪4.54‬‬ ‫ﻳﺳﺎﻋﺪ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻢ‪.‬‬ ‫‪1‬‬

‫ﻳﺣﺪﺩ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻲ ﻳﺣﺗﺎﺟﻮﻧﻬﺎ ﻹﻧﺟﺎﺯ ﺍﻟﻣﻬﺎﻡ ﻓﻲ‬ ‫‪2‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.23‬‬ ‫‪4.11‬‬
‫ﺍﻟﻣﺳﺗﻘﺑﻞ‪.‬‬

‫ﻳﺗﻌﺎﻣﻞ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻣﻊ ﺍﻟﻣﺷﻜﻼﺕ ﺍﻟﺗﻲ ﺗﻮﺍﺟﻬﻬﻢ ﺑﺎﻋﺗﺑﺎﺭﻫﺎ‬ ‫‪3‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.48‬‬ ‫‪3.92‬‬
‫ﻓﺮﺻﺎ ﻟﻠﺗﻌﻠﻢ‪.‬‬

‫ﻳﻧﺎﻗﺶ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﺍﻷﺧﻄﺎﺀ ﺑﺻﺮﺍﺣﺔ ﺑﻬﺪﻑ ﺍﻟﺗﻌﻠﻢ‬ ‫‪4‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.43‬‬ ‫‪3.72‬‬
‫ﻭﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻧﻬﺎ‪.‬‬

‫ﻳﺳﺗﻄﻳﻊ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺍﻟﺣﺻﻮﻝ ﻋﻠﻰ ﺍﻟﻣﻮﺍﺭﺩ ﺍﻟﻣﺗﻧﻮﻋﺔ ﻣﻦ‬ ‫‪5‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.55‬‬ ‫‪3.35‬‬
‫ﺍﻟﻜﻠﻳﺔ ﻟﺪﻋﻢ ﺗﻌﻠﻣﻬﻢ‪.‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.34‬‬ ‫‪3.19‬‬ ‫ﻳُﻣﻧﺢ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻭﻗﺗﺎ ﻟﻠﺗﻌﻠﻢ ﺃﺛﻧﺎﺀ ﺍﻟﻌﻣﻞ‪.‬‬ ‫‪6‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.23‬‬ ‫‪2.19‬‬ ‫ﻳُﻜﺎﻓﺄ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻟﺗﻌﻠﻣﻬﻢ ﺃﺷﻳﺎﺀ ﺟﺪﻳﺪﺓ‪.‬‬ ‫‪7‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪0.88‬‬ ‫‪3.58‬‬

‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (8‬ﺃﻥَّ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ‬
‫ﻟﻠﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ ﻟﺑُﻌﺪ ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ ﺟﺎﺀﺕ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﺣﻳﺚ ﺑﻠﻎ‬
‫ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ )‪ (3.58‬ﻭﺍﻻﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ ،(0.88‬ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻔﻘﺮﺍﺕ ﻛﺎﻧﺖ ﺿﻣﻦ‬

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 ‫ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻜﺑﻳﺮﺓ ﻭﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪ ،‬ﺣﻳﺚ ﺗﺮﺍﻭﺡ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ ﺑﻳﻦ )‪ (4.54‬ﻭ‬
‫)‪ ،(2.19‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ ﺑﻳﻦ )‪ (1.17‬ﻭ )‪ .(1.23‬ﺣﻳﺚ ﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ‬
‫ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﻳﺳﺎﻋﺪ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻢ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻛﺑﻳﺮﺓ‬
‫ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﻳﺣﺪﺩ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻲ‬
‫ﻳﺣﺗﺎﺟﻮﻧﻬﺎ ﻹﻧﺟﺎﺯ ﺍﻟﻣﻬﺎﻡ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻞ‪ ".‬ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ‬
‫ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳُﻜﺎﻓﺄ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻟﺗﻌﻠﻣﻬﻢ ﺃﺷﻳﺎﺀ ﺟﺪﻳﺪﺓ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ‬
‫ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳُﻣﻧﺢ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻭﻗﺗﺎ‬
‫ﻟﻠﺗﻌﻠﻢ ﺃﺛﻧﺎﺀ ﺍﻟﻌﻣﻞ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺃﺧﺬﺕ ﺑﻘﻳﺔ ﺍﻟﻔﻘﺮﺍﺕ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪.‬‬

‫‪ -2‬ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‪.‬‬

‫ﻳُﻈﻬﺮ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (9‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ‬

‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‪.‬‬

‫ﺟﺪﻭﻝ )‪(9‬‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ‬
‫ﻭﺍﻟﺣﻮﺍﺭ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﺍﻟﻣﺗﻮﺳ‬ ‫ﻡ‬
‫ﺩﺭﺟﺔ‬ ‫ﺍﻻﻧﺣﺮﺍﻑ‬
‫ﻂ‬ ‫ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻮﺍﻓﺮ‬ ‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬
‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻛﺑﻳﺮﺓ‬ ‫‪1.19‬‬ ‫‪4.80‬‬ ‫ﻳﺣﺗﺮﻡ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ ﺃﺛﻧﺎﺀ ﺍﻟﺣﻮﺍﺭ ﻭﺍﻟﻣﻧﺎﻗﺷﺎﺕ‪.‬‬ ‫‪1‬‬

‫ﻛﺑﻳﺮﺓ‬ ‫‪1.17‬‬ ‫‪4.54‬‬ ‫ﻳﺻﻐﻲ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻟﻮﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻵﺧﺮﻳﻦ ﻭﻳﺟﻌﻠﻮﻧﻬﺎ ﻣﻮﺿﻊ ﺍﺣﺗﺮﺍﻡ ﻭﺗﻘﺪﻳﺮ‪.‬‬ ‫‪2‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.35‬‬ ‫‪4.21‬‬ ‫ﻳﺗﺑﺎﺩﻝ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻭﺟﻬﺎﺕ ﺍﻟﻧﻈﺮ ﻣﻊ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ‪.‬‬ ‫‪3‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.62‬‬ ‫‪3.83‬‬ ‫ﻳﻘﺿﻲ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻭﻗﺗﺎً ﻟﺑﻧﺎﺀ ﺍﻟﺛﻘﺔ ﻓﻳﻣﺎ ﺑﻳﻧﻬﻢ‪.‬‬ ‫‪4‬‬

‫‪57‬‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.37‬‬ ‫‪3.61‬‬ ‫ﻳﺗﺑﺎﺩﻝ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺍﻟﺗﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻓﻲ ﻣﺎ ﺑﻳﻧﻬﻢ ﺑﺻﺮﺍﺣﺔ‪.‬‬ ‫‪5‬‬

‫ﻳﺗﻢ ﺗﺷﺟﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺇﺛﺎﺭﺓ ﺃﺳﺋﻠﺔ ﻣﺧﺗﻠﻔﺔ ﺑﻐﺾ ﺍﻟﻧﻈﺮ ﻋﻦ ﻣﻮﻗﻌﻬﻢ‬ ‫‪6‬‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.61‬‬ ‫‪3.21‬‬
‫ﺍﻟﻮﻇﻳﻔﻲ‪.‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.01‬‬ ‫‪4.03‬‬

‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (9‬ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺟﻣﻮﻉ‬
‫ﺍﻟﻜﻠﻲ ﻟﻠﺑُﻌﺪ ﺟﺎﺀﺕ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ )‪ (4.03‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ‬
‫)‪ ،(1.01‬ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺍﻟﻣﺣﻮﺭ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻜﺑﻳﺮﺓ ﻭﺍﻟﻣﺗﻮﺳﻄﺔ ﺣﻳﺚ ﺗﺮﺍﻭﺡ‬
‫ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ ﺑﻳﻦ )‪ (4.80‬ﻭ)‪ ،(3.21‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ (1.19‬ﻭ )‪ ،(1.61‬ﺣﻳﺚ‬
‫ﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﻳﺣﺗﺮﻡ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ ﺃﺛﻧﺎﺀ ﺍﻟﺣﻮﺍﺭ‬
‫ﻭﺍﻟﻣﻧﺎﻗﺷﺎﺕ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻛﺑﻳﺮﺓ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﻳﺻﻐﻲ‬
‫ﺍﻟﻣﻮﻇﻔﻮﻥ ﻟﻮﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻵﺧﺮﻳﻦ ﻭﻳﺟﻌﻠﻮﻧﻬﺎ ﻣﻮﺿﻊ ﺍﺣﺗﺮﺍﻡ ﻭﺗﻘﺪﻳﺮ‪ ".‬ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻛﺑﻳﺮﺓ‪،‬‬
‫ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﻳﺗﻢ ﺗﺷﺟﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺇﺛﺎﺭﺓ ﺃﺳﺋﻠﺔ‬
‫ﻣﺧﺗﻠﻔﺔ ﺑﻐﺾ ﺍﻟﻧﻈﺮ ﻋﻦ ﻣﻮﻗﻌﻬﻢ ﺍﻟﻮﻇﻳﻔﻲ‪".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ‬
‫ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳﺗﺑﺎﺩﻝ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺍﻟﺗﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻓﻲ ﻣﺎ ﺑﻳﻧﻬﻢ ﺑﺻﺮﺍﺣﺔ‪".‬‬
‫ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺃﺧﺬﺕ ﺑﻘﻳﺔ ﺍﻟﻔﻘﺮﺍﺕ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪.‬‬

‫‪ -3‬ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‪.‬‬

‫ﻳُﻈﻬﺮ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (10‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ‬

‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‪.‬‬

‫‪58‬‬
 ‫ﺟﺪﻭﻝ )‪(10‬‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ‬
‫ﺍﻟﺟﻣﺎﻋﻲ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‪.‬‬

‫ﺩﺭﺟﺔ‬ ‫ﺍﻻﻧﺣﺮﺍﻑ‬ ‫ﺍﻟﻣﺗﻮﺳﻂ‬ ‫ﻡ‬

‫ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻮﺍﻓﺮ‬ ‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻳﺮﻛﺰ ﺃﻋﺿﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻋﻠﻰ ﺃﺩﺍﺀ ﻣﻬﺎﻣﻬﻢ ﺑﺷﻜﻞ ﺟﻳﺪ‬ ‫‪1‬‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.31‬‬ ‫‪4.19‬‬
‫ﻛﻣﺟﻣﻮﻋﺔ‪.‬‬

‫ﻳﻌﺗﻣﺪ ﺍﻟﻌﻣﻞ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻋﻠﻰ ﺑﻧﺎﺀ ﻭﺗﺷﻜﻳﻞ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻓﻲ ﻛﺎﻓﺔ‬ ‫‪2‬‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.49‬‬ ‫‪3.90‬‬
‫ﻣﺟﺎﻻﺕ‪.‬‬

‫ﻳُﺮﺍﺟﻊ ﺃﻋﺿﺎﺀ ﻓﺮﻳﻖ ﺍﻟﻌﻣﻞ ﺁﺭﺍﺋﻬﻢ ﻧﺗﻳﺟﺔ ﻟﻣﻧﺎﻗﺷﺎﺕ ﺍﻟﻣﺟﻣﻮﻋﺔ ﺃﻭ‬ ‫‪3‬‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.28‬‬ ‫‪3.66‬‬
‫ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺗﻲ ﺗﻢ ﺟﻣﻌﻬﺎ ﻣﺆﺧﺮﺍً‪.‬‬

‫ﺗﻌﺎﻣﻞ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﺃﻋﺿﺎﺀ ﺍﻟﻔﺮﻳﻖ ﺑﺎﻟﺗﺳﺎﻭﻱ ﺑﻐﺾ ﺍﻟﻧﻈﺮ ﻋﻦ‬ ‫‪4‬‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.69‬‬ ‫‪3.61‬‬
‫ﻭﻇﺎﺋﻔﻬﻢ‪ ،‬ﺃﻭ ﺛﻘﺎﻓﺗﻬﻢ‪ ،‬ﺃﻭ ﺃﻱ ﺍﺧﺗﻼﻓﺎﺕ ﺃﺧﺮﻯ‪.‬‬

‫ﺗﻣﺗﻠﻚ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﺍﻟﺳﻠﻄﺔ ﻭﺍﻟﺻﻼﺣﻳﺔ ﻟﺗﻜﻳﻳﻒ ﺃﻫﺪﺍﻓﻬﺎ ﺣﺳﺐ‬ ‫‪5‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.43‬‬ ‫‪2.73‬‬
‫ﺍﻟﺣﺎﺟﺔ‪.‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.65‬‬ ‫‪2.59‬‬ ‫ﺗﺛﻖ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻓﻲ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺳﺗﺄﺧﺬ ﺑﺗﻮﺻﻳﺎﺗﻬﺎ‪.‬‬ ‫‪6‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.57‬‬ ‫‪2.38‬‬ ‫ﺗُﻜﺎﻓﺄ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻋﻠﻰ ﺇﻧﺟﺎﺯﺍﺗﻬﺎ‪.‬‬ ‫‪7‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.15‬‬ ‫‪3.29‬‬

‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

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 ‫ﻭﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (10‬ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ‬
‫ﻟﻠﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ ﻟﻠﺑُﻌﺪ ﺟﺎﺀﺕ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ )‪ (3.29‬ﻭﺍﻧﺣﺮﺍﻑ‬
‫ﻣﻌﻳﺎﺭﻱ )‪ .(1.15‬ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺍﻟﻣﺣﻮﺭ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪،‬‬
‫ﺣﻳﺚ ﺗﺮﺍﻭﺡ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ ﺑﻳﻦ)‪ (4.19‬ﻭ)‪ (2.38‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ (1.31‬ﻭ )‪،(1.57‬‬
‫ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﻳﺮﻛﺰ ﺃﻋﺿﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻋﻠﻰ ﺃﺩﺍﺀ ﻣﻬﺎﻣﻬﻢ‬
‫ﺑﺷﻜﻞ ﺟﻳﺪ ﻛﻣﺟﻣﻮﻋﺔ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ‬
‫ﻋﻠﻰ‪" :‬ﻳﻌﺗﻣﺪ ﺍﻟﻌﻣﻞ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻋﻠﻰ ﺑﻧﺎﺀ ﻭﺗﺷﻜﻳﻞ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻓﻲ ﻛﺎﻓﺔ ﺍﻟﻣﺟﺎﻻﺕ" ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ‬
‫ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﺗُﻜﺎﻓﺄ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻋﻠﻰ‬
‫ﺇﻧﺟﺎﺯﺍﺗﻬﺎ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗﺛﻖ‬
‫ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻓﻲ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺳﺗﺄﺧﺬ ﺑﺗﻮﺻﻳﺎﺗﻬﺎ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺃﺧﺬﺕ ﺑﻘﻳﺔ ﺍﻟﻔﻘﺮﺍﺕ ﺩﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪.‬‬

‫‪ -4‬ﺑُﻌﺪ ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ‪.‬‬

‫ﻳُﻈﻬﺮ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (11‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ‬

‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ‬
‫ﺍﻟﺣﺳﺎﺑﻲ‪.‬‬

‫ﺟﺪﻭﻝ )‪(11‬‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ‬
‫ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﺍﻻﻧﺣﺮﺍ‬ ‫ﻡ‬
‫ﺍﻟﻣﺗﻮﺳ‬
‫ﺩﺭﺟﺔ‬ ‫ﻑ‬
‫ﻂ‬ ‫ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻮﺍﻓﺮ‬ ‫ﺍﻟﻣﻌﻳﺎﺭ‬
‫ﺍﻟﺣﺳﺎﺑﻲ‬
‫ﻱ‬

‫‪ 1‬ﺗُﻣﻜّﻦ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻣﻦ ﺍﻟﺣﺻﻮﻝ ﻋﻠﻰ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻣﻄﻠﻮﺑﺔ ﺑﺳﺮﻋﺔ‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.62‬‬ ‫‪3.64‬‬
‫ﻭﺳﻬﻮﻟﺔ‪.‬‬

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 ‫‪ 2‬ﺗُﺳﺗﺧﺪﻡ ﻧُﻈﻢ ﺍﻻﺗﺻﺎﻻﺕ ﻭﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻣﺗﺑﺎﺩﻟﺔ ﺑﺷﻜﻞ ﺍﻋﺗﻳﺎﺩﻱ‪ ،‬ﻣﺛﻞ‪ :‬ﺗﻘﺪﻳﻢ‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.49‬‬ ‫‪3.40‬‬
‫ﺍﻻﻗﺗﺮﺍﺣﺎﺕ‪ ،‬ﻭﻟﻮﺣﺎﺕ ﺍﻹﻋﻼﻧﺎﺕ‪ ،‬ﻭﺍﻻﺟﺗﻣﺎﻋﺎﺕ ﺍﻟﻣﻔﺗﻮﺣﺔ‪.‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.58‬‬ ‫‪3.07‬‬ ‫‪ 3‬ﺗﺣﺗﻔﻆ ﺍﻟﻜﻠﻳﺔ ﺑﺑﻳﺎﻧﺎﺕ ﺣﺪﻳﺛﺔ ﻋﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ‪.‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.54‬‬ ‫‪2.61‬‬ ‫‪ 4‬ﺗُﺗﻳﺢ ﺍﻟﻜﻠﻳﺔ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻣﺳﺗﻔﺎﺩﺓ ﻣﻦ ﺗﺟﺎﺭﺑﻬﺎ ﻟﺟﻣﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ‪.‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.56‬‬ ‫‪2.59‬‬ ‫‪ 5‬ﺗﻘﻳﺲ ﺍﻟﻜﻠﻳﺔ ﻧﺗﺎﺋﺞ ﺍﻟﻮﻗﺖ ﻭﺍﻟﻣﻮﺍﺭﺩ ﺍﻟﻣﺑﺬﻭﻟﺔ ﻋﻠﻰ ﺍﻟﺗﺪﺭﻳﺐ‪.‬‬

‫ﻗﻠﻳﺔ‬ ‫‪1.37‬‬ ‫‪2.33‬‬ ‫‪ 6‬ﺗﺑﺗﻜﺮ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻧﻈﻢ ﻟﻘﻳﺎﺱ ﺍﻟﻔﺟﻮﺓ ﺑﻳﻦ ﺍﻷﺩﺍﺀ ﺍﻟﺣﺎﻟﻲ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻣﺗﻮﻗﻊ‪.‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.25‬‬ ‫‪2.94‬‬

‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (11‬ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ‬
‫ﻟﻠﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ ﻟﻠﺑُﻌﺪ ﺟﺎﺀﺕ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ )‪ (2.94‬ﻭﺍﻧﺣﺮﺍﻑ‬
‫ﻣﻌﻳﺎﺭﻱ )‪ ،(1.25‬ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺍﻟﻣﺣﻮﺭ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪،‬‬
‫ﺣﻳﺚ ﺗﺮﺍﻭﺡ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ ﺑﻳﻦ )‪ (3.64‬ﻭ)‪ (2.33‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ (1.62‬ﻭ)‪،(1.37‬‬
‫ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﺗُﻣﻜّﻦ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻣﻦ ﺍﻟﺣﺻﻮﻝ ﻋﻠﻰ‬
‫ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻣﻄﻠﻮﺑﺔ ﺑﺳﺮﻋﺔ ﻭﺳﻬﻮﻟﺔ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﺗُﺳﺗﺧﺪﻡ ﻧُﻈﻢ ﺍﻻﺗﺻﺎﻻﺕ ﻭﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻣﺗﺑﺎﺩﻟﺔ ﺑﺷﻜﻞ ﺍﻋﺗﻳﺎﺩﻱ‪ ،‬ﻣﺛﻞ‪ :‬ﺗﻘﺪﻳﻢ‬
‫ﺍﻻﻗﺗﺮﺍﺣﺎﺕ‪ ،‬ﻭﻟﻮﺣﺎﺕ ﺍﻹﻋﻼﻧﺎﺕ‪ ،‬ﻭﺍﻻﺟﺗﻣﺎﻋﺎﺕ ﺍﻟﻣﻔﺗﻮﺣﺔ‪ ".‬ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ‬
‫ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﺗﺑﺗﻜﺮ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻧﻈﻢ ﻟﻘﻳﺎﺱ ﺍﻟﻔﺟﻮﺓ ﺑﻳﻦ ﺍﻷﺩﺍﺀ ﺍﻟﺣﺎﻟﻲ‬
‫ﻭﺍﻷﺩﺍﺀ ﺍﻟﻣﺗﻮﻗﻊ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪:‬‬
‫"ﺗﻘﻳﺲ ﺍﻟﻜﻠﻳﺔ ﻧﺗﺎﺋﺞ ﺍﻟﻮﻗﺖ ﻭﺍﻟﻣﻮﺍﺭﺩ ﺍﻟﻣﺑﺬﻭﻟﺔ ﻋﻠﻰ ﺍﻟﺗﺪﺭﻳﺐ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺃﺧﺬﺕ ﺑﻘﻳﺔ‬
‫ﺍﻟﻔﻘﺮﺍﺕ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﻗﻠﻳﻠﺔ‪.‬‬

‫‪ -5‬ﺑُﻌﺪ ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‪.‬‬

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 ‫ﻳُﻈﻬﺮ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (12‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ‬
‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ‬
‫ﺍﻟﺣﺳﺎﺑﻲ‪.‬‬

‫ﺟﺪﻭﻝ )‪(12‬‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ‬
‫ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﺩﺭﺟﺔ‬ ‫ﺍﻻﻧﺣﺮﺍﻑ‬ ‫ﺍﻟﻣﺗﻮﺳﻂ‬ ‫ﺍﻟﻔﻘﺮﺓ‬ ‫ﻡ‬

‫ﺍﻟﺗﻮﺍﻓﺮ‬ ‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.50‬‬ ‫‪2.92‬‬ ‫ﺗﺗﻳﺢ ﺍﻟﻜﻠﻳﺔ ﻟﻠﻣﻮﻇﻔﻳﻦ ﺣﺮﻳﺔ ﺍﻻﺧﺗﻳﺎﺭ ﻋﻧﺪ ﺗﻧﻔﻳﺬ ﻭﺍﺟﺑﺎﺕ ﺍﻟﻌﻣﻞ‪.‬‬ ‫‪1‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.50‬‬ ‫‪2.80‬‬ ‫ﺗﺪﻋﻮ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻟﻠﻣﺳﺎﻫﻣﺔ ﻓﻲ ﺇﺛﺮﺍﺀ ﺭﺅﻳﺗﻬﺎ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‪.‬‬ ‫‪2‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.43‬‬ ‫‪2.57‬‬ ‫ﺗﺑﻧﻲ ﺍﻟﻜﻠﻳﺔ ﺭﺅﻯ ﻣﻮﺣﺪﺓ ﻋﺑﺮ ﺍﻟﻣﺳﺗﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻭﻣﺟﻣﻮﻋﺎﺕ‬ ‫‪3‬‬
‫ﺍﻟﻌﻣﻞ‪.‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.50‬‬ ‫‪2.50‬‬ ‫ﺗﺪﻋﻢ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺣﺳﺑﻮﻥ ﺍﻟﻣﺧﺎﻃﺮ ﺃﺛﻧﺎﺀ ﺍﻟﻘﻳﺎﻡ ﺑﺄﻱ ﻣﻬﻣﺔ‪.‬‬ ‫‪4‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.37‬‬ ‫‪2.23‬‬ ‫ﺗُﻜﺮِّﻡ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﺗﻲ ﻳﻘﺪﻣﻬﺎ ﻛﻞ ﻣﻧﻬﻢ‪.‬‬ ‫‪5‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.18‬‬ ‫‪2.60‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

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 ‫ﻭﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (12‬ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ‬
‫ﻟﻠﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ ﻟﻠﺑُﻌﺪ ﺟﺎﺀﺕ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ )‪ (2.60‬ﻭﺍﻧﺣﺮﺍﻑ‬
‫ﻣﻌﻳﺎﺭﻱ )‪ .(1.18‬ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺍﻟﻣﺣﻮﺭ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪،‬‬
‫ﺣﻳﺚ ﺗﺮﺍﻭﺡ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ ﺑﻳﻦ )‪ (2.92‬ﻭ)‪ (2.23‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ (1.50‬ﻭ )‪،(1.37‬‬
‫ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﺗﺗﻳﺢ ﺍﻟﻜﻠﻳﺔ ﻟﻠﻣﻮﻇﻔﻳﻦ ﺣﺮﻳﺔ ﺍﻻﺧﺗﻳﺎﺭ ﻋﻧﺪ‬
‫ﺗﻧﻔﻳﺬ ﻭﺍﺟﺑﺎﺕ ﺍﻟﻌﻣﻞ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ‬
‫ﻋﻠﻰ‪" :‬ﺗﺪﻋﻮ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻟﻠﻣﺳﺎﻫﻣﺔ ﻓﻲ ﺇﺛﺮﺍﺀ ﺭﺅﻳﺗﻬﺎ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ" ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ‬
‫ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗُﻜﺮِّﻡ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ‬
‫ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﺗﻲ ﻳﻘﺪﻣﻬﺎ ﻛﻞ ﻣﻧﻬﻢ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﺗﺪﻋﻢ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺣﺳﺑﻮﻥ ﺍﻟﻣﺧﺎﻃﺮ ﺃﺛﻧﺎﺀ ﺍﻟﻘﻳﺎﻡ ﺑﺄﻱ ﻣﻬﻣﺔ‪ ".‬ﺑﺪﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺃﺧﺬﺕ ﺑﻘﻳﺔ ﺍﻟﻔﻘﺮﺍﺕ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪.‬‬

‫‪ -6‬ﺑُﻌﺪ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‪.‬‬

‫ﻳُﻈﻬﺮ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (13‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ‬

‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‪.‬‬

‫ﺟﺪﻭﻝ )‪(13‬‬

‫ﺩﺭﺟﺔ‬ ‫ﺍﻻﻧﺣﺮﺍﻑ‬ ‫ﺍﻟﻣﺗﻮﺳﻂ‬ ‫ﻡ‬

‫ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻮﺍﻓﺮ‬ ‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﺗُﺳﺎﻋﺪ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺍﻟﻣﻮﺍﺯﻧﺔ ﺑﻳﻦ ﻣﺗﻄﻠﺑﺎﺕ ﺍﻟﻌﻣﻞ ﻭﻣﺗﻄﻠﺑﺎﺕ‬ ‫‪1‬‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.68‬‬ ‫‪3.30‬‬
‫ﺍﻟﻌﺎﺋﻠﺔ‪.‬‬

‫ﺗﺷﺟﻊ ﺍﻟﻜﻠﻳﺔ ﺟﻣﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺃﺧﺬ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻣُﺳﺗﻔﻳﺪﻳﻦ )ﻣﺛﻞ‬ ‫‪2‬‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.57‬‬ ‫‪3.26‬‬
‫ﺍﻟﻄﻼﺏ( ﺑﺎﻻﻋﺗﺑﺎﺭ ﻋﻧﺪ ﺍﺗﺧﺎﺫ ﻗﺮﺍﺭﺍﺗﻬﻢ ﺍﻟﻣﺧﺗﻠﻔﺔ‪.‬‬

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‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.81‬‬ ‫‪3.23‬‬ ‫ﺗﺗﻌﺎﻭﻥ ﺍﻟﻜﻠﻳﺔ ﻣﻊ ﺍﻟﺟﻬﺎﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻣﻦ ﺃﺟﻞ ﺗﺑﺎﺩﻝ ﺍﻟﻣﻧﺎﻓﻊ‪.‬‬ ‫‪3‬‬

‫ﺗﺷﺟﻊ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺍﻟﺣﺻﻮﻝ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻷﻗﺳﺎﻡ‬ ‫‪4‬‬
‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.81‬‬ ‫‪3.21‬‬
‫ﺍﻟﻣﺧﺗﻠﻔﺔ ﺑﺧﺻﻮﺹ ﺣﻞ ﺍﻟﻣﺷﻜﻼﺕ ﺍﻟﺗﻲ ﺗﻮﺍﺟﻬﻬﻢ ﻓﻲ ﺍﻟﻌﻣﻞ‪.‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.52‬‬ ‫‪2.85‬‬ ‫ﺗﺷﺟﻊ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺍﻟﺗﻔﻜﻳﺮ ﻣﻦ ﻣﻧﻈﻮﺭ ﻋﺎﻟﻣﻲ‪.‬‬ ‫‪5‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.46‬‬ ‫‪2.35‬‬ ‫ﺗﻬﺗﻢ ﺍﻟﻜﻠﻳﺔ ﺑﻣﻌﺮﻓﺔ ﺃﺛﺮ ﻗﺮﺍﺭﺍﺗﻬﺎ ﻓﻲ ﻣﻌﻧﻮﻳﺎﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ‪.‬‬ ‫‪6‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.34‬‬ ‫‪3.03‬‬

‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ‬
‫ﺍﻟﺧﺎﺭﺟﻳﺔ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻭﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (13‬ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺟﻣﻮﻉ‬
‫ﺍﻟﻜﻠﻲ ﻟﻠﺑُﻌﺪ ﺟﺎﺀﺕ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ )‪ (3.03‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ‬
‫)‪ ،(1.34‬ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺍﻟﻣﺣﻮﺭ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪ ،‬ﺣﻳﺚ ﺗﺮﺍﻭﺡ‬
‫ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ ﺑﻳﻦ )‪ (3.30‬ﻭ)‪ (2.35‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ (1.68‬ﻭ )‪ ،(1.46‬ﻭﺟﺎﺀﺕ ﻓﻲ‬
‫ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗُﺳﺎﻋﺪ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺍﻟﻣﻮﺍﺯﻧﺔ ﺑﻳﻦ ﻣﺗﻄﻠﺑﺎﺕ‬
‫ﺍﻟﻌﻣﻞ ﻭﻣﺗﻄﻠﺑﺎﺕ ﺍﻟﻌﺎﺋﻠﺔ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ‬
‫ﻋﻠﻰ‪" :‬ﺗﺷﺟﻊ ﺍﻟﻜﻠﻳﺔ ﺟﻣﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺃﺧﺬ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻣُﺳﺗﻔﻳﺪﻳﻦ )ﻣﺛﻞ ﺍﻟﻄﻼﺏ( ﺑﺎﻻﻋﺗﺑﺎﺭ‬
‫ﻋﻧﺪ ﺍﺗﺧﺎﺫ ﻗﺮﺍﺭﺍﺗﻬﻢ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ".‬ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﺃﻳﺿﺎ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ‬
‫ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗﻬﺗﻢ ﺍﻟﻜﻠﻳﺔ ﺑﻣﻌﺮﻓﺔ ﺃﺛﺮ ﻗﺮﺍﺭﺍﺗﻬﺎ ﻓﻲ ﻣﻌﻧﻮﻳﺎﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ‪ ".‬ﺑﺪﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗﺷﺟﻊ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ‬
‫ﻋﻠﻰ ﺍﻟﺗﻔﻜﻳﺮ ﻣﻦ ﻣﻧﻈﻮﺭ ﻋﺎﻟﻣﻲ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺃﺧﺬﺕ ﺑﻘﻳﺔ ﺍﻟﻔﻘﺮﺍﺕ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ‬
‫ﻣﺗﻮﺳﻄﺔ‪.‬‬

‫‪ -7‬ﺑُﻌﺪ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‪.‬‬

‫ﻳُﻈﻬﺮ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (14‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ‬

‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻣﺮﺗﺑﺔ ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‪.‬‬

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 ‫ﺟﺪﻭﻝ )‪(14‬‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻣﺮﺗﺑﺔ‬
‫ﺗﻧﺎﺯﻟﻳﺎ ﺣﺳﺐ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﺩﺭﺟﺔ‬ ‫ﺍﻻﻧﺣﺮﺍ‬ ‫ﺍﻟﻣﺗﻮﺳ‬ ‫ﺍﻟﻔﻘﺮﺓ‬ ‫ﻡ‬

‫ﺍﻟﺗﻮﺍﻓﺮ‬ ‫ﻑ‬ ‫ﻂ‬
‫ﺍﻟﺣﺳﺎﺑﻲ‬
‫ﺍﻟﻣﻌﻳﺎﺭ‬
‫ﻱ‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.74‬‬ ‫‪2.85‬‬ ‫‪ 1‬ﻳﺣﺮﺹ ﺍﻟﻣﺪﺭﺍﺀ ﻋﻠﻰ ﺗﻄﺎﺑﻖ ﺃﻓﻌﺎﻟﻬﻢ ﻣﻊ ﻗﻳﻢ ﺍﻟﻜﻠﻳﺔ‪.‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.77‬‬ ‫‪2.78‬‬ ‫‪ 2‬ﻳﺪﻋﻢ ﺍﻟﻣﺪﺭﺍﺀ ﺑﺷﻜﻞ ﻋﺎﻡ ﻃﻠﺑﺎﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺑﺧﺻﻮﺹ ﻓﺮﺹ ﺍﻟﺗﻌﻠﻢ‬
‫ﻭﺍﻟﺗﺪﺭﻳﺐ‪.‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.55‬‬ ‫‪2.71‬‬ ‫‪ 3‬ﻳُﺷﺮﻙ ﺍﻟﻣﺪﺭﺍﺀ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺑﺎﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻣﺣﺪﺛﺔ ﻓﻲ ﻣﺟﺎﻝ ﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪.‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.62‬‬ ‫‪2.64‬‬ ‫‪ 4‬ﻳﺪﻋﻢ ﺍﻟﻣﺪﺭﺍﺀ ﻏﻳﺮﻫﻢ ﻣﻦ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻣﻦ ﺃﺟﻞ ﺗﻧﻔﻳﺬ ﺭﺅﻳﺔ ﺍﻟﻜﻠﻳﺔ ﻭﺧﻄﻄﻬﺎ‪.‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.66‬‬ ‫‪2.59‬‬ ‫‪ 5‬ﻳُﻧﻣﻲ ﺍﻟﻣﺪﺭﺍﺀ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻟﺗﺎﺑﻌﻳﻦ ﻟﻬﻢ ﻭﻳﺪﺭﺑﻮﻧﻬﻢ ﺑﺎﺳﺗﻣﺮﺍﺭ‪.‬‬

‫ﻗﻠﻳﻠﺔ‬ ‫‪1.75‬‬ ‫‪2.54‬‬ ‫‪ 6‬ﻳﺑﺣﺚ ﺍﻟﻣﺪﺭﺍﺀ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻋﻦ ﺍﻟﻔﺮﺹ ﺍﻟﻣﺗﺎﺣﺔ ﻟﻠﺗﻌﻠﻢ‪.‬‬

‫ﻣﺗﻮﺳﻄﺔ‬ ‫‪1.52 2.69‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬

‫ﻭﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (14‬ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ‬
‫ﻟﻠﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ ﻟﻠﺑُﻌﺪ ﺟﺎﺀﺕ ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﺑﻣﺗﻮﺳﻂ ﺣﺳﺎﺑﻲ ﺑﻠﻎ )‪ (2.69‬ﻭﺍﻧﺣﺮﺍﻑ‬
‫ﻣﻌﻳﺎﺭﻱ )‪ ،(1.52‬ﻭﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺍﻟﻣﺣﻮﺭ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪،‬‬
‫ﺣﻳﺚ ﺗﺮﺍﻭﺡ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻟﺣﺳﺎﺑﻲ ﺑﻳﻦ )‪ (2.85‬ﻭ)‪ (2.54‬ﻭﺍﻧﺣﺮﺍﻑ ﻣﻌﻳﺎﺭﻱ )‪ (1.74‬ﻭ)‪،(1.75‬‬
‫ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳﺣﺮﺹ ﺍﻟﻣﺪﺭﺍﺀ ﻋﻠﻰ ﺗﻄﺎﺑﻖ ﺃﻓﻌﺎﻟﻬﻢ ﻣﻊ‬
‫ﻗﻳﻢ ﺍﻟﻜﻠﻳﺔ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﻳﺪﻋﻢ‬
‫ﺍﻟﻣﺪﺭﺍﺀ ﺑﺷﻜﻞ ﻋﺎﻡ ﻃﻠﺑﺎﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺑﺧﺻﻮﺹ ﻓﺮﺹ ﺍﻟﺗﻌﻠﻢ ﻭﺍﻟﺗﺪﺭﻳﺐ" ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ‬
‫ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ "ﻳﺑﺣﺚ ﺍﻟﻣﺪﺭﺍﺀ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻋﻦ‬

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 ‫ﺍﻟﻔﺮﺹ ﺍﻟﻣﺗﺎﺣﺔ ﻟﻠﺗﻌﻠﻢ" ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺟﺎﺀﺕ ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ‬
‫ﻋﻠﻰ‪" :‬ﻳُﻧﻣﻲ ﺍﻟﻣﺪﺭﺍﺀ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻟﺗﺎﺑﻌﻳﻦ ﻟﻬﻢ ﻭﻳﺪﺭﺑﻮﻧﻬﻢ ﺑﺎﺳﺗﻣﺮﺍﺭ‪ ".‬ﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﺃﺧﺬﺕ‬
‫ﺑﻘﻳﺔ ﺍﻟﻔﻘﺮﺍﺕ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ ﻭﻗﻠﻳﻠﺔ‪.‬‬

‫ﺛﺎﻧﻳﺎً‪ :‬ﻋﺮﺽ ﻧﺗﺎﺋﺞ ﺍﻟﺳﺆﺍﻝ ﺍﻟﺛﺎﻧﻲ‬

‫ﻭﻳﻧﺺ ﺍﻟﺳﺆﺍﻝ ﺍﻟﺛﺎﻧﻲ ﻋﻠﻰ ﺍﻵﺗﻲ‪" :‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ‬
‫ﺍﻟﺪﻻﻟﺔ )‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻤﺘﻐﻴﺮﺍﺕ‪ :‬ﺍﻟﻨﻮﻉ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﻤﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺨﺒﺮﺓ‬
‫ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﺍﻟﻤﺴﻤﻰ ﺍﻟﻮﻇﻴﻔﻲ؟"‪.‬‬

‫ﻣﻦ ﺃﺟﻞ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺳﺆﺍﻝ ﺗﻢ ﺍﺳﺗﺧﺪﺍﻡ ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ‬
‫ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ )‪ (T-Test‬ﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ ﻭﺍﻟﺧﺑﺮﺓ ﺍﻟﻮﻇﻳﻔﻳﺔ‪،‬‬
‫ﻭﺍﺧﺗﺑﺎﺭ ﺗﺣﻠﻳﻞ ﺍﻟﺗﺑﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ )‪ (One Way Anova‬ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ ﻭﻳﺗﺿﺢ ﺫﻟﻚ‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻷﺗﻲ‪:‬‬

‫‪ -1‬ﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‬

‫ﻳﻮﺿﺢ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (15‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ)‪(T-Test‬‬

‫ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‪.‬‬

‫ﺍﻟﺟﺪﻭﻝ )‪(15‬‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ ‪ T‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‪.‬‬

‫ﺍﺗﺟﺎﻩ‬ ‫ﻣﺳﺗﻮﻯ‬ ‫ﻗﻳﻣﺔ ﺕ‬ ‫ﺩﺭﺟﺎ‬ ‫ﺍﻻﻧﺣﺮﺍﻑ‬ ‫ﺍﻟﻣﺗﻮﺳﻂ‬ ‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﻟﻧﻮﻉ‬ ‫ﺍﻟﻣﺣﺎﻭﺭ‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﺕ‬ ‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬
‫ﺍﻟﺣﺮﻳﺔ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.289‬‬ ‫‪1.105‬‬ ‫‪40‬‬ ‫‪0.75‬‬ ‫‪3.69‬‬ ‫‪31‬‬ ‫ﺫﻛﺮ‬ ‫ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‬
‫‪1.17‬‬ ‫‪3.27‬‬ ‫‪11‬‬ ‫ﺃﻧﺛﻰ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.625‬‬ ‫‪2.493‬‬ ‫‪40‬‬ ‫‪0.97‬‬ ‫‪4.09‬‬ ‫‪31‬‬ ‫ﺫﻛﺮ‬ ‫ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‬
‫‪66‬‬
 ‫‪1.18‬‬ ‫‪3.90‬‬ ‫‪11‬‬ ‫ﺃﻧﺛﻰ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.179‬‬ ‫‪1.367‬‬ ‫‪40‬‬ ‫‪1.02‬‬ ‫‪3.44‬‬ ‫‪31‬‬ ‫ﺫﻛﺮ‬ ‫ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ‬
‫‪1.44‬‬ ‫‪2.90‬‬ ‫‪11‬‬ ‫ﺃﻧﺛﻰ‬ ‫ﺍﻟﺟﻣﺎﻋﻲ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.375‬‬ ‫‪0.897‬‬ ‫‪40‬‬ ‫‪1.14‬‬ ‫‪3.05‬‬ ‫‪31‬‬ ‫ﺫﻛﺮ‬ ‫ﺇﻧﺷﺎﺀ ﻣﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ‬
‫‪1.57‬‬ ‫‪2.65‬‬ ‫‪11‬‬ ‫ﺃﻧﺛﻰ‬ ‫ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.365‬‬ ‫‪0.917‬‬ ‫‪40‬‬ ‫‪1.10‬‬ ‫‪2.71‬‬ ‫‪31‬‬ ‫ﺫﻛﺮ‬ ‫ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ‬
‫‪1.44‬‬ ‫‪2.33‬‬ ‫‪11‬‬ ‫ﺃﻧﺛﻰ‬ ‫ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.085‬‬ ‫‪1.764‬‬ ‫‪40‬‬ ‫‪1.32‬‬ ‫‪3.25‬‬ ‫‪31‬‬ ‫ﺫﻛﺮ‬ ‫ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‬
‫‪1.30‬‬ ‫‪2.44‬‬ ‫‪11‬‬ ‫ﺃﻧﺛﻰ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.582‬‬ ‫‪0.556‬‬ ‫‪40‬‬ ‫‪1.47‬‬ ‫‪2.77‬‬ ‫‪31‬‬ ‫ﺫﻛﺮ‬ ‫ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‬
‫‪1.72‬‬ ‫‪2.47‬‬ ‫‪11‬‬ ‫ﺃﻧﺛﻰ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.221‬‬ ‫‪1.245‬‬ ‫‪40‬‬ ‫‪0.92‬‬ ‫‪3.31‬‬ ‫‪31‬‬ ‫ﺫﻛﺮ‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪1.20‬‬ ‫‪2.88‬‬ ‫‪11‬‬ ‫ﺃﻧﺛﻰ‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (15‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ‬
‫ﺍﻟﺪﻻﻟﺔ )‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻫﺬﺍ‬
‫ﻳﻌﻧﻲ ﺗﻘﺎﺭﺏ ﺁﺭﺍﺀ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ‬
‫ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‪.‬‬

‫‪ -2‬ﻣﺗﻐﻳﺮ ﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ‬

‫ﻳﻮﺿﺢ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (16‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ )‪T-‬‬

‫‪ (Test‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻩ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ‪.‬‬

‫ﺍﻟﺟﺪﻭﻝ )‪(16‬‬

‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ ‪ T‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ‪.‬‬

‫ﺍﺗﺟﺎﻩ‬ ‫ﻣﺳﺗﻮﻯ‬ ‫ﻗﻳﻣﺔ‬ ‫ﺍﻟﻌﺪﺩ ﺍﻟﻣﺗﻮﺳﻂ ﺍﻻﻧﺣﺮﺍﻑ ﺩﺭﺟﺎﺕ‬ ‫ﺍﻟﻣﺆﻫﻞ‬ ‫ﺍﻟﻣﺣﺎﻭﺭ‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﺕ‬ ‫ﺍﻟﺣﺮﻳﺔ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ ﺍﻟﻣﻌﻳﺎﺭﻱ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪1.05‬‬ ‫‪3.42‬‬ ‫‪17‬‬ ‫ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺄﻗﻞ‬
‫‪0.336‬‬ ‫‪0.975‬‬ ‫‪40‬‬
‫‪0.76‬‬ ‫‪3.70‬‬ ‫‪25‬‬ ‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬ ‫ﺍﻟﻣﺳﺗﻣﺮ‪.‬‬

‫‪67‬‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.99‬‬ ‫‪3.90‬‬ ‫‪17‬‬ ‫ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺄﻗﻞ‬ ‫ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ‬
‫‪0.444‬‬ ‫‪0.774‬‬ ‫‪40‬‬
‫‪1.04‬‬ ‫‪4.14‬‬ ‫‪25‬‬ ‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬ ‫ﻭﺍﻟﺣﻮﺍﺭ‪.‬‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪1.31‬‬ ‫‪3.34‬‬ ‫‪17‬‬ ‫ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺄﻗﻞ‬ ‫ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ‬
‫‪0.837‬‬ ‫‪0.207‬‬ ‫‪40‬‬
‫‪1.06‬‬ ‫‪3.27‬‬ ‫‪25‬‬ ‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬ ‫ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‪.‬‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪1.50‬‬ ‫‪3.23‬‬ ‫‪17‬‬ ‫ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺎﻗﻞ‬ ‫ﺇﻧﺷﺎﺀ ﻣﻧﻈﻣﺔ‬
‫‪0.237‬‬ ‫‪1.200‬‬ ‫‪40‬‬ ‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬ ‫ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ‬
‫‪1.05‬‬ ‫‪2.76‬‬ ‫‪25‬‬
‫ﻭﺍﻟﺗﻌﻠﻢ‪.‬‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪1.27‬‬ ‫‪2.67‬‬ ‫‪17‬‬ ‫ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺄﻗﻞ‬ ‫ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ‬
‫‪0.787‬‬ ‫‪0.272‬‬ ‫‪40‬‬ ‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬ ‫ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ‬
‫‪1.15‬‬ ‫‪2.57‬‬ ‫‪25‬‬
‫ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‪.‬‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪1.49‬‬ ‫‪3.16‬‬ ‫‪17‬‬ ‫ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺄﻗﻞ‬ ‫ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ‬
‫‪0.648‬‬ ‫‪0.460‬‬ ‫‪40‬‬
‫‪1.27‬‬ ‫‪2.96‬‬ ‫‪25‬‬ ‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬ ‫ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‪.‬‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪1.59‬‬ ‫‪2.72‬‬ ‫‪17‬‬ ‫ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺄﻗﻞ‬ ‫ﺍﻟﻘﻳﺎﺩﺓ‬
‫‪0.931‬‬ ‫‪0.087‬‬ ‫‪40‬‬
‫‪1.51‬‬ ‫‪2.67‬‬ ‫‪25‬‬ ‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬ ‫ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‪.‬‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪1.19‬‬ ‫‪3.22‬‬ ‫‪17‬‬ ‫ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺄﻗﻞ‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‪.‬‬
‫‪0.889‬‬ ‫‪0.140‬‬ ‫‪40‬‬
‫‪0.89‬‬ ‫‪3.18‬‬ ‫‪25‬‬ ‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (16‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ‬
‫ﺍﻟﺪﻻﻟﺔ )‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻧﻲ‬
‫ﺗﻘﺎﺭﺏ ﺁﺭﺍﺀ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﺧﺗﻼﻑ ﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‪.‬‬

‫‪ -3‬ﻣﺗﻐﻳﺮ ﺍﻟﺧﺑﺮﺓ ﺍﻟﻮﻇﻳﻔﻳﺔ‬

‫ﻳﻮﺿﺢ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (17‬ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ )‪T-‬‬

‫‪ (Test‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻩ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ‪.‬‬

‫ﺍﻟﺟﺪﻭﻝ )‪(17‬‬

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 ‫ﺍﻟﻣﺗﻮﺳﻄﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭﺍﻻﻧﺣﺮﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﺧﺗﺑﺎﺭ ‪ T‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ‬

‫ﺍﺗﺟﺎﻩ‬ ‫ﻣﺳﺗﻮﻯ‬ ‫ﻗﻳﻣﺔ ﺕ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﺍﻻﻧﺣﺮﺍﻑ‬ ‫ﺍﻟﻣﺗﻮﺳﻂ‬ ‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﻟﺧﺑﺮﺓ‬ ‫ﺍﻟﻣﺣﺎﻭﺭ‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﺍﻟﺣﺮﻳﺔ‬ ‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.612‬‬ ‫‪0.512‬‬ ‫‪40‬‬ ‫‪0.87‬‬ ‫‪3.53‬‬ ‫‪27‬‬ ‫‪ 9‬ﻓﺄﻗﻞ‬ ‫ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‬
‫‪0.94‬‬ ‫‪3.68‬‬ ‫‪15‬‬ ‫‪ 10‬ﻓﺄﻛﺛﺮ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.738‬‬ ‫‪0.337‬‬ ‫‪40‬‬ ‫‪0.84‬‬ ‫‪4.00‬‬ ‫‪27‬‬ ‫‪ 9‬ﻓﺄﻗﻞ‬ ‫ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‬
‫‪1.30‬‬ ‫‪4.11‬‬ ‫‪15‬‬ ‫‪ 10‬ﻓﺄﻛﺛﺮ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.893‬‬ ‫‪0.135‬‬ ‫‪40‬‬ ‫‪1.18‬‬ ‫‪3.32‬‬ ‫‪27‬‬ ‫‪ 9‬ﻓﺄﻗﻞ‬ ‫ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ‬
‫‪1.14‬‬ ‫‪3.27‬‬ ‫‪15‬‬ ‫‪ 10‬ﻓﺄﻛﺛﺮ‬ ‫ﺍﻟﺟﻣﺎﻋﻲ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.475‬‬ ‫‪0.721‬‬ ‫‪40‬‬ ‫‪1.31‬‬ ‫‪3.05‬‬ ‫‪27‬‬ ‫‪ 9‬ﻓﺄﻗﻞ‬ ‫ﺇﻧﺷﺎﺀ ﻣﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ‬
‫‪1.17‬‬ ‫‪2.76‬‬ ‫‪15‬‬ ‫‪ 10‬ﻓﺄﻛﺛﺮ‬ ‫ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.819‬‬ ‫‪0.230‬‬ ‫‪40‬‬ ‫‪1.14‬‬ ‫‪2.58‬‬ ‫‪27‬‬ ‫‪ 9‬ﻓﺄﻗﻞ‬ ‫ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ‬
‫‪1.31‬‬ ‫‪2.67‬‬ ‫‪15‬‬ ‫‪ 10‬ﻓﺄﻛﺛﺮ‬ ‫ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.893‬‬ ‫‪0.135‬‬ ‫‪40‬‬ ‫‪1.33‬‬ ‫‪3.02‬‬ ‫‪27‬‬ ‫‪ 9‬ﻓﺄﻗﻞ‬ ‫ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ‬
‫‪1.43‬‬ ‫‪3.08‬‬ ‫‪15‬‬ ‫‪ 10‬ﻓﺄﻛﺛﺮ‬ ‫ﺍﻟﺧﺎﺭﺟﻳﺔ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.469‬‬ ‫‪0.732‬‬ ‫‪40‬‬ ‫‪1.52‬‬ ‫‪2.56‬‬ ‫‪27‬‬ ‫‪ 9‬ﻓﺄﻗﻞ‬ ‫ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‬
‫‪1.56‬‬ ‫‪2.92‬‬ ‫‪15‬‬ ‫‪ 10‬ﻓﺄﻛﺛﺮ‬
‫ﻏﻳﺮ ﺩﺍﻟﺔ‬ ‫‪0.858‬‬ ‫‪0.180‬‬ ‫‪40‬‬ ‫‪1.02‬‬ ‫‪3.18‬‬ ‫‪27‬‬ ‫‪ 9‬ﻓﺄﻗﻞ‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪1.02‬‬ ‫‪3.24‬‬ ‫‪15‬‬ ‫‪ 10‬ﻓﺄﻛﺛﺮ‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (17‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ‬
‫ﺍﻟﺪﻻﻟﺔ )‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﺧﺑﺮﺓ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻧﻲ ﺗﻘﺎﺭﺏ‬
‫ﺁﺭﺍﺀ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﺧﺗﻼﻑ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‪.‬‬

‫‪ -4‬ﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‬

‫ﻳﻮﺿﺢ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (18‬ﺍﺧﺗﺑﺎﺭ ﺗﺣﻠﻳﻞ ﺍﻟﺗﺑﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻩ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‪.‬‬

‫ﺟﺪﻭﻝ )‪(18‬‬

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 ‫ﺍﺧﺗﺑﺎﺭ ﺗﺣﻠﻳﻞ ﺍﻟﺗﺑﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‪.‬‬

‫ﻣﺳﺗﻮﻯ‬ ‫ﻣﺗﻮﺳﻂ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺟﻣﻮﻉ‬ ‫ﺍﻟﻣﺣﺎﻭﺭ‬

‫ﻗﻳﻣﺔ ﻑ‬ ‫ﻣﺻﺪﺭ ﺍﻟﺗﺑﺎﻳﻦ‬
‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﺍﻟﻣﺮﺑﻌﺎﺕ‬ ‫ﺍﻟﺣﺮﻳﺔ‬ ‫ﺍﻟﻣﺮﺑﻌﺎﺕ‬
‫‪1.33‬‬ ‫‪2‬‬ ‫‪2.66‬‬ ‫ﺑﻳﻦ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬ ‫ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‬
‫‪0.186‬‬ ‫‪1.759‬‬
‫‪0.76‬‬ ‫‪39‬‬ ‫‪29.44‬‬ ‫ﺩﺍﺧﻞ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫‪41‬‬ ‫‪32.10‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪2.63‬‬ ‫‪2‬‬ ‫‪5.25‬‬ ‫ﺑﻳﻦ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬ ‫ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‬
‫‪0.075‬‬ ‫‪2.774‬‬
‫‪0.95‬‬ ‫‪39‬‬ ‫‪36.91‬‬ ‫ﺩﺍﺧﻞ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫‪41‬‬ ‫‪42.16‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪2.06‬‬ ‫‪2‬‬ ‫‪4.13‬‬ ‫ﺑﻳﻦ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬ ‫ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‬
‫‪0.214‬‬ ‫‪1.603‬‬
‫‪1.29‬‬ ‫‪39‬‬ ‫‪50.19‬‬ ‫ﺩﺍﺧﻞ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫‪41‬‬ ‫‪54.32‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪2.63‬‬ ‫‪2‬‬ ‫‪5.26‬‬ ‫ﺑﻳﻦ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫‪0.192‬‬ ‫‪1.720‬‬ ‫ﺇﻧﺷﺎﺀ ﻣﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ‬
‫‪1.53‬‬ ‫‪39‬‬ ‫‪59.61‬‬ ‫ﺩﺍﺧﻞ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫ﻭﺍﻟﺗﻌﻠﻢ‬
‫‪41‬‬ ‫‪64.87‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪3.26‬‬ ‫‪2‬‬ ‫‪6.51‬‬ ‫ﺑﻳﻦ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫‪0.097‬‬ ‫‪2.483‬‬ ‫ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ‬
‫‪1.31‬‬ ‫‪39‬‬ ‫‪51.16‬‬ ‫ﺩﺍﺧﻞ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‬
‫‪41‬‬ ‫‪57.68‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪5.84‬‬ ‫‪2‬‬ ‫‪11.69‬‬ ‫ﺑﻳﻦ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫‪*0.036‬‬ ‫‪3.632‬‬
‫‪1.61‬‬ ‫‪39‬‬ ‫‪62.75‬‬ ‫ﺩﺍﺧﻞ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬ ‫ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﺔ‬
‫‪41‬‬ ‫‪74.43‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪4.03‬‬ ‫‪2‬‬ ‫‪8.05‬‬ ‫ﺑﻳﻦ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫‪0.177‬‬ ‫‪1.809‬‬
‫‪2.23‬‬ ‫‪39‬‬ ‫‪86.81‬‬ ‫ﺩﺍﺧﻞ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬ ‫ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‬
‫‪41‬‬ ‫‪94.87‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪1.94‬‬ ‫‪2‬‬ ‫‪3.882‬‬ ‫ﺑﻳﻦ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬
‫‪0.148‬‬ ‫‪2.010‬‬
‫‪0.97‬‬ ‫‪39‬‬ ‫‪37.668‬‬ ‫ﺩﺍﺧﻞ ﺍﻟﻣﺟﻣﻮﻋﺎﺕ‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫‪41‬‬ ‫‪41.550‬‬ ‫ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ‬
‫ﺩﺍﻟﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ‪0.05≥α‬‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (18‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ‬
‫ﺍﻟﺪﻻﻟﺔ )‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻳﻌﻧﻲ ﺗﻘﺎﺭﺏ ﺁﺭﺍﺀ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﺧﺗﻼﻑ ﺍﻟﻣﺳﻣﻳﺎﺕ ﺍﻟﻮﻇﻳﻔﻳﺔ ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‪ ،‬ﻣﺎﻋﺪﺍ ﻣﺣﻮﺭ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ‬
‫‪70‬‬
‫ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻭﻣﻦ ﺃﺟﻞ ﻣﻌﺮﻓﺔ ﻣﺻﺪﺭ ﺍﻟﻔﺮﻭﻕ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻬﺬﺍ ﺍﻟﻣﺣﻮﺭ ﺗﻢ ﺍﺳﺗﺧﺪﺍﻡ ﺍﺧﺗﺑﺎﺭ ﺷﻳﻔﻳﻪ‬
‫)‪.(19‬‬ ‫ﻟﻠﻣﻘﺎﺭﻧﺎﺕ ﺍﻟﺑﻌﺪﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(19‬‬

‫ﺍﺧﺗﺑﺎﺭ)ﺷﻳﻔﻳﻪ( ﻟﻠﻣﻘﺎﺭﻧﺎﺕ ﺍﻟﺑﻌﺪﻳﺔ ﻟﻠﻔﺮﻭﻗﺎﺕ ﺑﻳﻦ ﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ ﻟﻣﺣﻮﺭ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ‬

‫ﺍﻟﺧﺎﺭﺟﻳﺔ‬

‫ﺇﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﺗﻮﺳﻂ‬ ‫ﺍﻟﻣﺣﺎﻭﺭ‬

‫ﺍﻟﻣﺪﺭﺳﻮﻥ‬ ‫ﺍﻹﺩﺍﺭﻳﻮﻥ‬ ‫ﻣﺳﺗﻮﻯ ﺍﻟﻮﻇﻳﻔﺔ‬
‫ﺍﻟﻜﻠﻳﺔ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪-‬‬ ‫‪*0,048‬‬ ‫‪-‬‬ ‫‪4.21‬‬
‫ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻴﺔ‬ ‫ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ‬
‫ﺍﻹﺩﺍﺭﻳﻮﻥ‬ ‫ﺍﻟﺧﺎﺭﺟﻳﺔ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪2.83‬‬

‫‪-‬‬ ‫‪-‬‬ ‫ﺍﻟﻤﺪﺭﺳﻮﻥ‬

‫‪2.71‬‬
‫ﺩﺍﻟﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ‪0.05≥α‬‬

‫ﻳﺗﺿﺢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺟﺪﻭﻝ ﺭﻗﻢ )‪ (19‬ﺃﻥ ﺍﻟﻔﺮﻭﻕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﺑُﻌﺪ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻛﺎﻧﺖ ﺑﻳﻦ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﻣﻦ ﺟﻬﺔ ﻭﺍﻹﺩﺍﺭﻳﻳﻦ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻟﺻﺎﻟﺢ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻧﻲ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﺗﺮﻯ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﻐﻳﺮ ﺍﻟﻧﺎﻃﻘﻳﻦ ﺑﻬﺎ ﺃﻛﺛﺮ ﻣﻦ ﺍﻹﺩﺍﺭﻳﻳﻦ‪ ،‬ﻭﻟﻢ ﺗﻜﻦ ﻫﻧﺎﻟﻚ ﻓﺮﻭﻕ ﺑﺎﻟﻧﺳﺑﺔ‬
‫ﻟﻠﻣﺳﺗﻮﻳﺎﺕ ﺍﻟﻮﻇﻳﻔﻳﺔ ﺍﻷﺧﺮﻯ‪.‬‬

‫‪71‬‬
 ‫ﺍﻟﻔﺻﻞ ﺍﻟﺧﺎﻣﺲ‬

‫ﻣﻧﺎﻗﺷﺔ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺗﻮﺻﻳﺎﺕ‬

‫ﻭﺍﻟﻣﻘﺗﺮﺣﺎﺕ‬

‫‪71‬‬
 ‫ﺍﻟﻔﺻﻞ ﺍﻟﺧﺎﻣﺲ‬

‫ﻣﻧﺎﻗﺷﺔ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺗﻮﺻﻳﺎﺕ ﻭﺍﻟﻣﻘﺗﺮﺣﺎﺕ‬

‫ﻳﺗﻧﺎﻭﻝ ﻫﺬﺍ ﺍﻟﻔﺻﻞ ﻣﻧﺎﻗﺷﺔ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﻔﺳﻳﺮﻫﺎ‪ ،‬ﻛﻣﺎ ﻳﺷﻣﻞ ﺗﻘﺪﻳﻢ ﻣﺟﻣﻮﻋﺔ ﻣﻦ‬
‫ﺍﻟﺗﻮﺻﻳﺎﺕ ﻭﺍﻟﻣﻘﺗﺮﺣﺎﺕ ﺍﻟﻣﻧﺑﺛﻘﺔ ﻣﻦ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺳﻳﺗﻢ ﻣﻧﺎﻗﺷﺔ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﺎ ﻷﺳﺋﻠﺗﻬﺎ‬
‫ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -1‬ﻣﻧﺎﻗﺷﺔ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺳﺆﺍﻝ ﺍﻷﻭﻝ‪:‬‬

‫ﻧﺺَّ ﺍﻟﺳﺆﺍﻝ ﺍﻷﻭﻝ ﻋﻠﻰ‪" :‬ﻣﺎ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬
‫ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﻟﻜﻠﻳﺔ؟‬

‫ﺃﺷﺎﺭﺕ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥَّ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﺣﺎﻭﺭ ﺍﻷﺩﺍﺓ ﻛﻜﻞ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪ ،‬ﻭﺗﺑﻳﻦ ﺃﻥ ﺍﻟﻣﺟﻣﻮﻉ ﺍﻟﻜﻠﻲ ﺣﺻﻞ ﻋﻠﻰ‬
‫ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﺗﺷﻳﺮ ﺑﺻﻮﺭﺓ ﻋﺎﻣﺔ ﺇﻟﻰ ﻭﺟﻮﺩ ﻧﻮﻉ ﻣﻦ ﺍﻟﻘﺻﻮﺭ ﻓﻲ ﺩﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ‬
‫ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﻟﻜﻠﻳﺔ ﺣﻳﺚ ﺃﻧﻬﺎ ﻟﻢ ﺗﺻﻞ ﺇﻟﻰ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻜﺑﻳﺮﺓ‪ ،‬ﻭﻗﺪ ﺗﻌﺰﻯ ﻫﺬﻩ‬
‫ﺍﻟﻧﺗﻳﺟﺔ ﺇﻟﻰ ﻗﻠﺔ ﺗﺷﺟﻳﻊ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﻋﻠﻰ ﺗﺮﺳﻳﺦ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻳﻬﺎ‪ ،‬ﻭﺭﺑﻣﺎ ﻳﻜﻮﻥ‬
‫ﺫﻟﻚ ﺭﺍﺟﻊ ﻟﻘﻠﺔ ﺗﺮﻛﻳﺰﻫﺎ ﻋﻠﻰ ﺗﻧﻣﻳﺔ ﺍﻟﻣﻮﺍﺭﺩ ﺍﻟﺑﺷﺮﻳﺔ ﺍﻟﻌﺎﻣﻠﺔ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻭﺗﺳﺧﻳﺮ ﺟﻣﻳﻊ‬
‫ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﻣﺗﺎﺣﺔ ﻟﺗﻧﻣﻳﺔ ﻣﻬﺎﺭﺍﺗﻬﻢ ﻭﻗﺪﺭﺍﺗﻬﻢ ﺍﻟﻌﻠﻣﻳﺔ ﻭﺍﻟﻌﻣﻠﻳﺔ‪ ،‬ﻭﺗﻘﺪﻳﻢ ﺃﻓﻜﺎﺭ ﺇﺑﺪﺍﻋﻳﺔ ﺗﻣﻜﻧﻬﻢ ﻣﻦ‬
‫ﻣﻮﺍﻛﺑﺔ ﺍﻟﺗﻄﻮﺭﺍﺕ ﺍﻟﻣﺗﺳﺎﺭﻋﺔ ﻓﻲ ﻣﺟﺎﻝ ﻋﻣﻠﻬﻢ ﺳﻮﺍﺀ ﻋﻠﻰ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻌﺎﻟﻣﻲ ﺃﻭ ﺍﻹﻗﻠﻳﻣﻲ ﺃﻭ‬
‫ﺍﻟﻣﺣﻠﻲ‪ ،‬ﻭﻫﺬﺍ ﻳﺣﺗﻢ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﺃﻥ ﺗﻐﻳﺮ ﻓﻲ ﺃﺳﻠﻮﺏ ﺗﻌﺎﻣﻠﻬﺎ ﻣﻊ ﻫﺬﻩ ﺍﻟﺗﻄﻮﺭﺍﺕ‪ ،‬ﻭﻫﻲ‬
‫ﻣﻄﺎﻟﺑﺔ ﺃﻳﺿﺎ ﺑﺈﺟﺮﺍﺀ ﺑﻌﺾ ﺍﻟﺗﻐﻳﻳﺮﺍﺕ ﺍﻟﺗﻲ ﺗﻣﻜﻧﻬﺎ ﻣﻦ ﻣﻮﺍﻛﺑﺔ ﺍﻟﺗﻄﻮﺭﺍﺕ ﺍﻟﺳﺮﻳﻊ ﻭﺍﻟﻣﺗﻧﺎﻣﻳﺔ ﻓﻲ‬
‫ﻣﺟﺎﻝ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﺮﺑﻮﻳﺔ ﻭﺫﻟﻚ ﻟﺗﻘﺪﻳﻢ ﺧﺪﻣﺎﺕ ﺫﺍﺕ ﺟﻮﺩﺓ ﻭﺇﺗﻘﺎﻥ ﻟﻠﻣﺳﺗﻔﻳﺪﻳﻦ ﻹﺛﺑﺎﺕ ﻭﺟﻮﺩﻫﺎ‬
‫ﺑﻳﻦ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﻣﺣﻠﻳﺔ ﻭﺍﻟﻌﺎﻟﻣﻳﺔ‪.‬‬

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‫ﻭﻗﺪ ﺗﻌﺰﻯ ﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﺃﻳﺿﺎ ﻟﻜﻮﻥ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ ﺇﺣﺪﻯ ﺍﻟﻜﻠﻳﺎﺕ ﺍﻟﺗﻲ ﺗﺄﺳﺳﺖ ﺣﺪﻳﺛﺎ ﺣﻳﺚ ﺃﻧﺷﺋﺖ ﻓﻲ ﻋﺎﻡ ‪2012‬ﻡ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ‬
‫ﺗﻌﺗﺑﺮ ﻣﻦ ﺍﻟﻜﻠﻳﺎﺕ ﺍﻟﺣﺪﻳﺛﺔ ﻧﺳﺑﻳﺎ ﻭﺗﺣﺗﺎﺝ ﺇﻟﻰ ﻭﻗﺖ ﺃﻃﻮﻝ ﺣﺗﻰ ﺗﺗﻣﻜﻦ ﻣﻦ ﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﺗﻬﺎ‬
‫ﻭﺇﻣﻜﺎﻧﺎﺗﻬﺎ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ،‬ﻛﻣﺎ ﺃﻥ ﺍﻟﻜﻠﻳﺔ ﻧﺗﻳﺟﺔ ﻟﺣﺪﺍﺛﺗﻬﺎ ﻭﻛﻐﻳﺮﻫﺎ ﻣﻦ ﺍﻟﻜﻠﻳﺎﺕ ﻭﺍﻟﺟﺎﻣﻌﺎﺕ ﺗﻮﺍﺟﻪ‬
‫ﺗﺣﺪﻳﺎﺕ ﺷﺗﻰ ﻓﻲ ﻋﺻﺮ ﺍﻟﻌﻮﻟﻣﺔ ﻭﺍﻟﺛﻮﺭﺓ ﺍﻟﻣﻌﺮﻓﻳﺔ‪ ،‬ﻭﺃﺻﺑﺢ ﻣﻦ ﺍﻟﻼﺯﻡ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ‬
‫ﻭﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ ﻣﻮﺍﻛﺑﺔ ﺍﻟﺗﻄﻮﺭﺍﺕ ﺑﺎﻟﺳﻌﻲ ﻟﺑﻧﺎﺀ ﺧﻄﺔ ﺗﻐﻳﻳﺮ ﺍﺳﺗﺮﺍﺗﻳﺟﻲ ﻭﺍﻳﺟﺎﺑﻲ ﻟﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﺗﻧﻈﻳﻣﻲ ﻟﺰﻳﺎﺩﺓ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﻭﺗﻘﺪﻳﻢ ﺧﺪﻣﺎﺕ ﺫﺍﺕ ﺟﻮﺩﺓ ﻋﺎﻟﻳﺔ‪ ،‬ﻭﻟﻌﻞ ﻣﻦ ﺃﺑﺮﺯ ﺍﻟﺗﺣﺪﻳﺎﺕ ﺍﻟﺗﻲ ﺗﻮﺍﺟﻪ‬
‫ﺍﻟﻜﻠﻳﺔ ﻭﺗﺣﺪ ﻣﻦ ﻓﻌﺎﻟﻳﺗﻬﺎ ﻛﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ ﻗﻠﺔ ﺍﻹﻧﻣﺎﺀ ﺍﻟﻣﻬﻧﻲ ﻟﺗﻧﻣﻳﺔ ﻣﻬﺎﺭﺍﺕ ﻭﻗﺪﺭﺍﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ‪،‬‬
‫ﻭﻫﻲ ﺑﺣﺎﺟﺔ ﺇﻟﻰ ﺧﻄﺔ ﺇﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻭﺍﺿﺣﺔ ﺍﻟﻣﻼﻣﺢ ﻟﺗﻄﻮﻳﺮ ﺍﻟﻜﻠﻳﺔ ﻣﺳﺗﻘﺑﻼ‪ ،‬ﻭﺍﻟﺳﻌﻲ ﻟﺗﻄﻮﻳﺮ‬
‫ﺍﻟﺑﺮﺍﻣﺞ ﺍﻟﺗﻲ ﺗﻘﺪﻣﻬﺎ ﺍﻟﻜﻠﻳﺔ ﻭﻧﻳﻞ ﺍﻻﻋﺗﺮﺍﻑ ﺍﻷﻛﺎﺩﻳﻣﻲ ﻟﻬﺎ‪.‬‬
‫ﻭﺍﺗﻔﻘﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﻛﻞ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻧﺰﻱ )‪ (2016‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ‬
‫ﺃﻥ ﺗﺻﻮﺭﺍﺕ ﺃﻋﺿﺎﺀ ﺍﻟﻬﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺳﻳﺔ ﻧﺣﻮ ﺩﺭﺟﺔ ﺗﻮﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ ﻛﺎﻧﺖ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﺪﻳﺣﺎﻧﻲ )‪ (2015‬ﺍﻟﺗﻲ ﻛﺷﻔﺖ ﺃﻥ ﺩﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﺪﻯ ﺍﻟﻘﻳﺎﺩﺍﺕ ﺍﻟﺟﺎﻣﻌﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ ﻛﺎﻧﺖ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭ ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻌﺗﻳﺑﻲ ﻭﺇﺑﺮﺍﻫﻳﻢ )‪ (2015‬ﺍﻟﺗﻲ ﺑﻳﻧﺖ ﺃﻥ‬
‫ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺟﺎﻣﻌﺔ ﺍﻟﻄﺎﺋﻒ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻛﺎﻧﺖ ﻣﺗﻮﺳﻄﺔ‪،‬‬
‫ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﺬﻳﺎﺏ )‪ (2014‬ﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ ﺃﻥ ﺍﻟﺧﺻﺎﺋﺺ ﺍﻟﺗﻲ ﺗﺆﻫﻞ ﺍﻟﻜﻠﻳﺔ ﺍﻟﺗﻘﻧﻳﺔ ﺑﺎﻟﺧﺮﺝ‬
‫ﻷﻥ ﺗﻜﻮﻥ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ ﻛﺎﻧﺖ ﻣﺗﻮﻓﺮﺓ ﺑﺪﺭﺟﺔ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺭﻣﺿﺎﻥ )‪ (2013‬ﺍﻟﺗﻲ‬
‫ﻛﺷﻔﺖ ﺃﻥ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺎﻟﻣﻌﺎﻫﺪ ﺍﻷﺯﻫﺮﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ‬
‫ﻛﺎﻧﺖ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻜﻧﺪﻳﺔ )‪ (2009‬ﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ ﺍﻟﻌﺎﻣﻠﻳﻦ‬
‫ﻟﺑﻌﺾ ﻣﺑﺎﺩﺉ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ )ﺍﻟﺻﻔﻳﻦ ‪ (12-11‬ﺑﺳﻠﻄﻧﺔ‬
‫ﻋﻣﺎﻥ ﻛﺎﻧﺖ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻋﻠﻲ )‪ (Ali, 2012‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ ﺃﻥ ﺍﻷﻛﺎﺩﻳﻣﻳﻳﻦ ﻓﻲ‬
‫ﺍﻟﺟﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻳﺔ ﺑﻣﺎﻟﻳﺰﻳﺎ ﺃﻇﻬﺮﻭﺍ ﻣﺳﺗﻮﻳﺎﺕ ﻣﻌﺗﺪﻟﺔ ﻓﻲ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪.‬‬

‫ﺑﻳﻧﻣﺎ ﺍﺧﺗﻠﻔﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻌﺎﻣﺮﻳﺔ )‪ (2014‬ﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ‬
‫ﺇﻟﻰ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﻓﺮ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻷﺳﺎﺳﻲ ﺑﻣﺣﺎﻓﻈﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻣﻦ‬
‫ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻣﻌﻠﻣﻳﻦ ﺟﺎﺀﺕ ﻣﺗﻮﻓﺮﺓ ﺑﺪﺭﺟﺔ ﻛﺑﻳﺮﺓ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺧﺿﺮ ﻭﺧﺻﺎﻭﻧﺔ )‪(2011‬‬
‫ﺍﻟﺗﻲ ﻛﺷﻔﺖ ﺃﻥ ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻟﻣﺟﺎﻻﺕ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ‬
‫ﺍﻷﺭﺩﻧﻳﺔ ﻛﺎﻧﺖ ﻛﺑﻳﺮﺓ ﻓﻲ ﻣﺟﺎﻻﺕ ﺍﻟﺗﻣﻜﻦ ﺍﻟﺷﺧﺻﻲ ﻭﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺬﻫﻧﻳﺔ ﻭﺗﻌﻠﻢ ﺍﻟﻔﺮﻳﻘﻳﻦ ﻭﻣﺗﻮﺳﻄﺔ‬
‫ﻓﻲ ﻣﺟﺎﻻﺕ ﺍﻟﺗﻔﻜﻳﺮ ﺍﻟﻧﻈﻣﻲ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺍﻟﺮﺅﻳﺔ ﺍﻟﻣﺷﺗﺮﻛﺔ‪ ،‬ﻭﻧﺗﻳﺟﺔ‬
‫ﺩﺭﺍﺳﺔ ﻧﺰﺍﺭﻱ ﻭﺑﻳﻬﻲ )‪ (Nazari & Pihie, 2012‬ﺍﻟﺗﻲ ﻛﺷﻔﺖ ﺃﻥ ﻣﺳﺗﻮﻳﺎﺕ ﺗﺻﻮﺭﺍﺕ‬
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‫ﺍﻟﻣﺳﺗﺟﻳﺑﻳﻦ ﻓﻲ ﺃﺭﺑﻊ ﻣﻘﺎﻃﻌﺎﺕ ﺑﻣﺪﻳﻧﺔ ﻓﺎﺱ ﺍﻹﻳﺮﺍﻧﻳﺔ ﻟﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﺗﺮﺍﻭﺣﺖ ﺑﻳﻦ )ﺍﻟﻣﻧﺧﻔﺿﺔ ﻭﺍﻟﻣﻌﺗﺪﻟﺔ ﻭﺍﻟﻌﺎﻟﻳﺔ(‪.‬‬

‫ﻭﻟﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺗﻌﻣﻖ ﻓﻲ ﻣﻧﺎﻗﺷﺔ ﻧﺗﺎﺋﺞ ﺍﻟﺳﺆﺍﻝ ﺍﻷﻭﻝ ﻟﻠﺪﺭﺍﺳﺔ ﺳﻳﺗﻢ ﻣﻧﺎﻗﺷﺔ ﻛﻞ ﺑُﻌﺪ ﻋﻠﻰ ﺣﺪﺓ‬
‫ﻋﻠﻰ ﺍﻟﻧﺣﻮ ﺍﻵﺗﻲ‪:‬‬

‫‪ ‬ﺑُﻌﺪ ﺇﻳﺟﺎﺩ ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ‬

‫ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬
‫ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺇﻳﺟﺎﺩ‬
‫ﻓﺮﺹ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻜﺑﻳﺮﺓ ﻭﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪ ،‬ﻭﻳﺗﺑﻳﻦ ﺃﻥ ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳﺳﺎﻋﺪ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻢ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ‬
‫ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻛﺑﻳﺮﺓ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻹﺩﺭﺍﻙ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺑﺿﺮﻭﺭﺓ ﺗﺑﺎﺩﻝ ﺍﻟﺧﺑﺮﺍﺕ‬
‫ﺑﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺩﺍﺧﻞ ﺍﻟﻜﻠﻳﺔ ﻷﻥ ﺫﻟﻚ ﻳﺳﺎﻋﺪ ﻋﻠﻰ ﺗﺣﻘﻳﻖ ﺃﻫﺪﺍﻑ ﺍﻟﻜﻠﻳﺔ ﻭﻳﻮﺣّﺪ ﺍﻟﺮﺅﻳﺔ ﻭﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﻣﺷﺗﺮﻛﺔ ﺍﻟﺗﻲ ﺗﻢ ﺗﺄﺳﻳﺲ ﺍﻟﻜﻠﻳﺔ ﻣﻦ ﺃﺟﻠﻬﺎ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﺗﺗﻔﻖ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻧﺎﺯﺍﺭﻱ ﻭﺑﻳﻬﻲ‬
‫)‪ (Nazari & Pihie, 2012‬ﺍﻟﺗﻲ ﺃﻭﺿﺣﺖ ﺑﺄﻥ ﺍﻟﻣﺣﺎﺿﺮﻳﻦ ﻓﻲ ﺍﻟﻜﻠﻳﺎﺕ ﺍﻟﺗﻘﻧﻳﺔ ﻭﺍﻟﻣﻬﻧﻳﺔ ﻓﻲ‬
‫ﺇﻳﺮﺍﻥ ﻳﻣﻠﻜﻮﻥ ﻣﻬﺎﺭﺍﺕ ﻓﻲ ﻣﺟﺎﻻﺕ ﺍﻟﺗﻌﻠﻳﻢ ﻭﺍﻟﺗﻌﻠﻢ ﻭﺍﻟﺑﺣﺚ ﻭﺇﺭﺷﺎﺩ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻣﻬﺎﺭﺍﺕ‬
‫ﺗﻣﻜﻦ ﻣﻦ ﺇﻳﺟﺎﺩ ﺗﻌﻠﻢ ﻣﺳﺗﻣﺮ‪ .‬ﻭﻳﺗﺿﺢ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳﺣﺪﺩ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺍﻟﻣﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺗﻲ ﻳﺣﺗﺎﺟﻮﻧﻬﺎ ﻹﻧﺟﺎﺯ ﺍﻟﻣﻬﺎﻡ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻞ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ‬
‫ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻳﺮﻯ ﺍﻟﺑﺎﺣﺚ ﺃﻥ ﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﺗﻌﺗﺑﺮ ﻃﺑﻳﻌﻳﺔ ﺣﻳﺚ ﺃﻥ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻳﺗﻣﺗﻌﻮﻥ‬
‫ﺑﻣﺳﺗﻮﻯ ﻋﺎﻝٍ ﻣﻦ ﺍﻟﺗﻌﻠﻳﻢ ﻭﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﺗﻲ ﺗﻣﻜﻧﻬﻢ ﻣﻦ ﺗﺣﺪﻳﺪ ﺍﺣﺗﻳﺎﺟﺎﺗﻬﻢ ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﻔﻌﻠﻳﺔ ﻹﻧﺟﺎﺯ ﻣﻬﺎﻡ‬
‫ﻋﻣﻠﻬﻢ ﻓﻲ ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻭﺑﺪﺭﺟﺔ ﻋﺎﻟﻳﺔ ﻣﻦ ﺍﻟﺟﻮﺩﺓ‪ ،‬ﻭﺗﺆﻛﺪ ﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﺭﻏﺑﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻓﻲ ﺍﻟﺗﻄﻮﻳﺮ‬
‫ﺍﻟﺬﺍﺗﻲ ﻭﺍﻹﻧﻣﺎﺀ ﺍﻟﻣﻬﻧﻲ‪ ،‬ﻭﺗﺧﺗﻠﻒ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﺪﻳﺣﺎﻧﻲ )‪(2015‬‬
‫ﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ ﻟﻳﺳﺖ ﻟﺪﻳﻬﻢ ﺍﻟﻣﻌﺮﻓﺔ ﺍﻟﻜﺎﻓﻳﺔ‬
‫ﻭﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﺍﻟﻣﻄﻠﻮﺑﺔ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻛﻮﻧﻬﺎ ﺣﺪﻳﺛﺔ ﻓﻲ ﻓﻜﺮﺗﻬﺎ ﻭﺗﻄﺑﻳﻘﺎﺗﻬﺎ ﻓﻲ‬
‫ﻛﻣﺎ ﺗﻮﺻﻠﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪ " :‬ﻳُﻣﻧﺢ‬ ‫ﺍﻟﺟﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻳﺔ‪.‬‬
‫ﺍﻟﻣﻮﻇﻔﻮﻥ ﻭﻗﺗﺎ ﻟﻠﺗﻌﻠﻢ ﺃﺛﻧﺎﺀ ﺍﻟﻌﻣﻞ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪،‬‬
‫ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺳﺑﺐ ﻛﺛﺮﺓ ﺍﻷﻋﻣﺎﻝ ﺍﻷﻛﺎﺩﻳﻣﻳﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻣﻜﻠﻒ ﺑﻬﺎ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻣﻣﺎ‬
‫ﻳﻌﻧﻲ ﺻﻌﻮﺑﺔ ﻭﺟﻮﺩ ﻣﺗﺳﻊ ﻛﺎﻓﻲ ﻣﻦ ﺍﻟﻮﻗﺖ ﻟﻠﺗﻌﻠﻢ ﺃﺛﻧﺎﺀ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﺗﺗﻔﻖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ‬

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‫ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﺪﻳﺣﺎﻧﻲ )‪ (2015‬ﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﺍﻷﻋﺑﺎﺀ ﺍﻟﻣﻬﻧﻳﺔ ﺗﻌﻳﻖ ﺍﻹﻧﻣﺎﺀ ﺍﻟﻣﻬﻧﻲ‪.‬‬
‫ﻭﻳﺗﺿﺢ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳُﻜﺎﻓﺄ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻟﺗﻌﻠﻣﻬﻢ ﺃﺷﻳﺎﺀ ﺟﺪﻳﺪﺓ" ﺣﺻﻠﺖ ﻋﻠﻰ‬
‫ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﻗﺪ ﻳﻌﻠﻞ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻻﻋﺗﺑﺎﺭ ﺃﻥ ﺳﻌﻲ ﺍﻟﻣﻮﻇﻒ ﻟﺗﻌﻠﻢ‬
‫ﺃﺷﻳﺎﺀ ﺟﺪﻳﺪﺓ ﻳﻌﺗﺑﺮ ﺗﻄﻮﻳﺮ ﺫﺍﺗﻲ ﻟﻘﺪﺭﺍﺗﻪ ﻭﻣﻬﺎﺭﺍﺗﻪ ﺍﻟﻌﻠﻣﻳﺔ ﻭﺍﻟﻌﻣﻠﻳﺔ‪ ،‬ﻭﺭﺑﻣﺎ ﻷﻥ ﺍﻟﻜﻠﻳﺔ ﻟﻳﺲ ﻟﺪﻳﻬﺎ‬
‫ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﻣﺎﺩﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺗﻌﺰﻳﺰ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻟﺗﻌﻠﻣﻬﻢ ﺃﺷﻳﺎﺀ ﺟﺪﻳﺪﺓ‪ .‬ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺃﺑﻮ ﺣﺷﻳﺶ ﻭﻣﺮﺗﺟﻰ )‪ (2011‬ﺍﻟﺗﻲ ﻋﻠﻠﺖ ﻗﻠﺔ ﻣﻜﺎﻓﺄﺓ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻓﻲ‬
‫ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺑﻘﻠﺔ ﺍﻟﺪﻋﻢ ﻣﻦ ﺍﻟﺟﻬﺎﺕ ﺍﻟﻣﺷﺮﻓﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻣﺆﺳﺳﺎﺕ‪.‬‬

‫‪ ‬ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ‪:‬‬

‫ﺃﻇﻬﺮﺕ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬
‫ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺗﺷﺟﻳﻊ‬
‫ﺍﻻﺳﺗﻔﻬﺎﻡ ﻭﺍﻟﺣﻮﺍﺭ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻜﺑﻳﺮﺓ ﻭﺍﻟﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻳﺗﺑﻳﻦ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ‬
‫ﻋﻠﻰ‪" :‬ﻳﺣﺗﺮﻡ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ ﺃﺛﻧﺎﺀ ﺍﻟﺣﻮﺍﺭ ﻭﺍﻟﻣﻧﺎﻗﺷﺎﺕ" ‪ ،‬ﻭﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪:‬‬
‫"ﻳﺻﻐﻲ ﺍﻟﻣﻮﻇﻔﻮﻥ ﻟﻮﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻵﺧﺮﻳﻦ ﻭﻳﺟﻌﻠﻮﻧﻬﺎ ﻣﻮﺿﻊ ﺍﺣﺗﺮﺍﻡ ﻭﺗﻘﺪﻳﺮ" ﺣﺻﻠﺗﺎ ﻋﻠﻰ‬
‫ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﻭﺍﻟﺛﺎﻧﻳﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻣﺣﻮﺭ ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻛﺑﻳﺮﺓ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻹﺩﺭﺍﻙ‬
‫ﺍﻟﻣﻮﻇﻔﻳﻦ ﺃﻥ ﺳﻳﺎﺩﺓ ﻫﺬﺍ ﺍﻟﺳﻠﻮﻙ ﻓﻲ ﺑﻳﺋﺔ ﺍﻟﻌﻣﻞ ﺗﺳﺎﻋﺪ ﻋﻠﻰ ﺗﻜﻮﻳﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺳﺎﻧﻳﺔ ﺍﻟﺣﻣﻳﺪﺓ‬
‫ﺑﻳﻦ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ ﻭﻛﺬﻟﻚ ﺍﻟﻄﻼﺏ‪ ،‬ﻛﻣﺎ ﺃﻥ ﺍﻟﻜﻠﻳﺔ ﺗﻌﺗﺑﺮ ﻣﺆﺳﺳﺔ ﻋﻠﻣﻳﺔ ﻭﺗﺮﺑﻮﻳﺔ‬
‫ﻭﺑﺎﻟﺗﺎﻟﻲ ﻓﺎﻥ ﺗﻠﻚ ﺍﻟﺳﻠﻮﻛﻳﺎﺕ ﺗﻌﻜﺲ ﺗﻄﺑﻳﻖ ﺍﻟﻜﻠﻳﺔ ﻭﻣﻣﺎﺭﺳﺗﻬﺎ ﻟﻠﻘﻳﻢ ﻭﺍﻟﻣﺑﺎﺩﺉ ﺍﻟﺗﺮﺑﻮﻳﺔ‪ ،‬ﻭﺍﺗﻔﻘﺖ‬
‫ﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻧﻳﺪ )‪ (Nied, 2011‬ﺍﻟﺗﻲ ﻛﺷﻔﺖ ﻋﻦ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺍﻳﺟﺎﺑﻳﺔ ﻭﺫﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻦ ﻗﻮﺓ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻣﻧﺎﺥ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﺪﺍﺧﻠﻲ ﻓﻲ ﺇﺣﺪﻯ ﺷﺮﻛﺎﺕ ﺍﻟﺗﺻﻧﻳﻊ‬
‫ﻓﻲ ﺍﻟﻮﺳﻂ ﺍﻟﻐﺮﺑﻲ ﻟﻠﻮﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺪﺓ ﺍﻷﻣﺮﻳﻜﻳﺔ‪.‬‬

‫ﻛﻣﺎ ﺃﻇﻬﺮﺕ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪ " :‬ﻳﺗﺑﺎﺩﻝ ﺍﻟﻣﻮﻇﻔﻮﻥ ﺍﻟﺗﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬
‫ﻓﻳﻣﺎ ﺑﻳﻧﻬﻢ ﺑﺻﺮﺍﺣﺔ"‪ ،‬ﻭﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳﺗﻢ ﺗﺷﺟﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺇﺛﺎﺭﺓ ﺃﺳﺋﻠﺔ ﻣﺧﺗﻠﻔﺔ‬
‫ﺑﻐﺾ ﺍﻟﻧﻈﺮ ﻋﻦ ﻣﻮﻗﻌﻬﻢ ﺍﻟﻮﻇﻳﻔﻲ" ﺣﺻﻠﺗﺎ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﻭﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ‪،‬‬
‫ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻗﺪ ﻳﻌﺰﻯ ﺫﻟﻚ ﻟﻘﻠﺔ ﺍﻫﺗﻣﺎﻡ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﻭﺍﻷﻛﺎﺩﻳﻣﻳﻳﻦ ﺑﺗﺑﺎﺩﻝ ﺍﻟﺰﻳﺎﺭﺍﺕ‬
‫ﺑﻳﻧﻬﻢ ﻭﻃﺮﺡ ﻭﻣﻧﺎﻗﺷﺔ ﺍﻟﻣﻮﺿﻮﻋﺎﺕ ﺫﺍﺕ ﺍﻟﺻﻠﺔ ﺑﺎﻟﻌﻣﻞ ﺍﻹﺩﺍﺭﻱ ﺑﺻﻔﺔ ﻋﺎﻣﺔ ﻭﺍﻟﻌﻣﻞ ﺍﻷﻛﺎﺩﻳﻣﻲ‬
‫ﺑﺻﻔﺔ ﺧﺎﺻﺔ‪ ،‬ﻭﺭﺑﻣﺎ ﻳﻌﻮﺩ ﺫﻟﻚ ﻹﺗﺑﺎﻉ ﺑﻌﺾ ﺍﻟﻣﺳﺋﻮﻟﻳﻦ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﻟﻠﻧﻣﻂ ﺍﻟﺑﻳﺮﻭﻗﺮﺍﻃﻲ ﻓﻲ‬
‫ﺍﻟﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻧﺪ ﺍﻟﻘﻳﺎﻡ ﺑﺈﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻣﻞ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ .‬ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ‬
‫ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺃﺑﻮ ﺣﺷﻳﺶ ﻭﻣﺮﺗﺟﻰ )‪ (2011‬ﺍﻟﺗﻲ ﺃﺭﺟﻌﺖ ﺳﺑﺐ ﻋﺪ ﺗﺷﺟﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻟﻄﺮﺡ‬
‫ﺍﻷﺳﺋﻠﺔ ﻭﺍﻟﻣﻧﺎﻗﺷﺔ ﺇﻟﻰ ﺍﻟﻣﺮﻛﺰﻳﺔ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻣﻦ ﻗﺑﻞ ﺍﻟﺟﻬﺎﺕ ﺍﻟﻣﺷﺮﻓﺔ ﻋﻠﻳﻬﺎ‪.‬‬

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 ‫‪ ‬ﺑُﻌﺪ ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ‪:‬‬

‫ﺗﻮﺻﻠﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ‬
‫ﺗﺷﺟﻳﻊ ﺍﻟﺗﻌﺎﻭﻥ ﻭﺍﻟﺗﻌﻠﻢ ﺍﻟﺟﻣﺎﻋﻲ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪ ،‬ﻭﻳﺗﺑﻳﻦ ﺃﻥ‬
‫ﺍﻟﻌﺑﺎﺭﺓ "ﻳﺮﻛﺰ ﺃﻋﺿﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻋﻠﻰ ﺃﺩﺍﺀ ﻣﻬﺎﻣﻬﻢ ﺑﺷﻜﻞ ﺟﻳﺪ ﻛﻣﺟﻣﻮﻋﺔ"‪ ،‬ﻭﺍﻟﻌﺑﺎﺭﺓ "ﻳﻌﺗﻣﺪ‬
‫ﺍﻟﻌﻣﻞ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻋﻠﻰ ﺑﻧﺎﺀ ﻭﺗﺷﻜﻳﻞ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻓﻲ ﻛﺎﻓﺔ ﺍﻟﻣﺟﺎﻻﺕ" ﺣﺻﻠﺗﺎ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ‬
‫ﻭﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻣﺣﻮﺭ ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻹﺩﺭﺍﻙ‬
‫ﺍﻟﻜﻠﻳﺔ ﺑﺄﻥ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﺗﺳﺎﻋﺪ ﻓﻲ ﺗﻮﻓﻳﺮ ﺧﺑﺮﺍﺕ ﻣﺧﺗﻠﻔﺔ ﻭﻣﻬﺎﺭﺍﺕ ﻭﺍﺧﺗﺻﺎﺻﺎﺕ ﺗﺗﻄﻠﺑﻬﺎ ﻃﺑﻳﻌﺔ‬
‫ﺍﻟﻌﻣﻞ ﻓﻲ ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻛﻣﺎ ﺃﻥ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﺗﺳﺎﻋﺪ ﻓﻲ ﺯﻳﺎﺩﺓ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﺑﻳﻦ ﺍﻷﻓﺮﺍﺩ ﻹﻧﺟﺎﺯ ﺍﻷﻋﻣﺎﻝ‬
‫ﺍﻟﺧﺎﺻﺔ ﺑﻜﻞ ﻭﺍﺣﺪ ﻣﻧﻬﻢ‪ ،‬ﻭﻫﻲ ﺗﺳﺎﻋﺪ ﻓﻲ ﺍﻟﺮﺑﻂ ﺑﻳﻦ ﺍﻟﻔﻌﺎﻟﻳﺎﺕ ﺍﻟﺗﻲ ﺗﺳﺗﻬﺪﻑ ﺗﻄﻮﻳﺮ ﺍﻟﻜﻠﻳﺔ‬
‫ﻭﺗﺣﺳﻳﻦ ﻛﻔﺎﺀﺗﻬﺎ ﻭﻓﺎﻋﻠﻳﺗﻬﺎ‪ ،‬ﻛﻣﺎ ﺃﻥ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﺗﺰﻳﺪ ﻣﻦ ﺍﻧﺗﻣﺎﺀ ﺍﻟﻣﻮﻇﻒ ﻟﻠﻌﻣﻞ ﺍﻟﺬﻱ ﻳﺆﺩﻳﻪ‬
‫ﻭﺗﻌﺰﺯ ﻣﻦ ﺗﻌﺎﻭﻧﻪ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺃﺑﻮ ﺣﺷﻳﺶ‬
‫ﻭﻣﺮﺗﺟﻰ )‪ (2011‬ﺍﻟﺗﻲ ﺃﻭﺿﺣﺖ ﺃﻥ ﺍﺣﺗﺮﺍﻡ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻟﺑﻌﺿﻬﻢ ﺑﻌﺿﺎ ﻫﻮ ﻧﺎﺗﺞ ﻋﻦ ﺣﺳﻦ‬
‫ﺍﺧﺗﻳﺎﺭ ﺍﻟﻣﻮﻇﻔﻳﻦ‪ ،‬ﻭﺍﻣﺗﻼﻛﻬﻢ ﻟﻠﺧﺑﺮﺓ ﻭﺍﻷﺧﻼﻕ‪ ،‬ﻛﻣﺎ ﺃﺷﺎﺭﺕ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻌﺑﺎﺭﺓ "‬
‫ﺗﺛﻖ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻓﻲ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺳﺗﺄﺧﺬ ﺑﺗﻮﺻﻳﺎﺗﻬﺎ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﻭﺑﺪﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺳﺑﺐ ﻭﺟﻮﺩ ﻓﺟﻮﺓ ﻓﻲ ﺍﻟﻌﻣﻞ ﺃﻭ ﺍﻟﺗﻧﺳﻳﻖ ﺃﻭ ﺍﻟﺗﻌﺎﻭﻥ ﺑﻳﻦ ﺍﻹﺩﺍﺭﺓ‬
‫ﻭﻓﺮﻕ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﻗﺪ ﻳﻌﻮﺩ ﺫﻟﻚ ﻟﺿﻌﻒ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﻣﺎﺩﻳﺔ ﻭﺍﻟﺻﻼﺣﻳﺎﺕ ﺍﻟﻣﻣﻧﻮﺣﺔ ﻹﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ‬
‫ﻓﻲ ﺍﺗﺧﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﻌﻣﻞ ﺑﺎﻟﺗﻮﺻﻳﺎﺕ ﺍﻟﻣﺮﻓﻮﻋﺔ ﺇﻟﻳﻬﺎ ﻣﻦ ﻓﺮﻕ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻣﻳﻠﺮ )‪ (Miller, 2014‬ﺍﻟﺗﻲ ﻛﺷﻔﺖ ﻋﻦ ﺩﻭﺭ ﺍﻟﻘﺎﺩﺓ ﻓﻲ ﺗﻄﻮﻳﺮ‬
‫ﺍﺳﺗﺮﺍﺗﻳﺟﻳﺎﺕ ﻋﻣﻠﻳﺔ ﻟﺗﻌﺰﻳﺰ ﻣﺷﺎﻋﺮ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻣﺟﻣﻮﻋﺎﺕ ﻟﺗﺟﻬﻳﺰﻫﻢ ﻹﺣﺪﺍﺙ ﺍﻟﺗﻐﻳﻳﺮ ﺍﻟﻣﻧﻈﻣﻲ‬
‫ﺍﻹﻳﺟﺎﺑﻲ‪ ،‬ﻭﻳﺗﺿﺢ ﺃﻥ ﺍﻟﻌﺑﺎﺭﺓ " ﺗُﻜﺎﻓﺄ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻋﻠﻰ ﺇﻧﺟﺎﺯﺍﺗﻬﺎ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ‬
‫ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﻗﺪ ﻳﻌﻠﻞ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻗﻠَّﺔ ﺗﻮﻓﺮ ﺍﻟﻣﺧﺻﺻﺎﺕ ﺍﻟﻣﺎﻟﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺗﻄﻳﻊ‬
‫ﺍﻟﻜﻠﻳﺔ ﻣﻦ ﺧﻼﻟﻬﺎ ﺃﻥ ﺗﻜﺎﻓﺊ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻋﻠﻰ ﺇﻧﺟﺎﺯﺍﺗﻬﺎ‪ ،‬ﻭﺍﺧﺗﻠﻔﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ‬
‫ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﺪﻳﺣﺎﻧﻲ )‪ (2015‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ ﺑﺄﻥ ﻗﻳﺎﺩﺓ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ ﺗﺣﺮﺹ ﻋﻠﻰ ﺗﻧﻮﻉ‬
‫ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻭﺗﺪﻋﻣﻬﺎ‪.‬‬

‫‪ ‬ﺑُﻌﺪ ﺇﻧﺷﺎﺀ ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ‪:‬‬

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‫ﺑﻳّﻧﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬
‫ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ ﺇﻧﺷﺎﺀ‬
‫ﺃﻧﻈﻣﺔ ﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﻌﺮﻓﺔ ﻭﺍﻟﺗﻌﻠﻢ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪ ،‬ﻭﺣﺻﻠﺖ ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗُﻣﻜّﻦ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻣﻦ ﺍﻟﺣﺻﻮﻝ ﻋﻠﻰ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻣﻄﻠﻮﺑﺔ ﺑﺳﺮﻋﺔ‬
‫ﻭﺳﻬﻮﻟﺔ" ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﻭﺣﺻﻠﺖ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗُﺳﺗﺧﺪﻡ ﻧُﻈﻢ ﺍﻻﺗﺻﺎﻻﺕ‬
‫ﻭﺍﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻣﺗﺑﺎﺩﻟﺔ ﺑﺷﻜﻞ ﺍﻋﺗﻳﺎﺩﻱ‪ ،‬ﻣﺛﻞ‪ :‬ﺗﻘﺪﻳﻢ ﺍﻻﻗﺗﺮﺍﺣﺎﺕ‪ ،‬ﻭﻟﻮﺣﺎﺕ ﺍﻹﻋﻼﻧﺎﺕ‪،‬‬
‫ﻭﺍﻻﺟﺗﻣﺎﻋﺎﺕ ﺍﻟﻣﻔﺗﻮﺣﺔ" ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻣﺣﻮﺭ‪ ،‬ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻗﺪ‬
‫ﻳﻌﻠﻞ ﺫﻟﻚ ﺑﺄﻥ ﺗﻠﻚ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺗﺳﺎﻋﺪ ﻋﻠﻰ ﺗﻮﻓﻳﺮ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺟﻬﺪ ﻟﺪﻯ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻓﻲ ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻛﻣﺎ‬
‫ﺃﻥ ﺗﻠﻚ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺗﻌﺗﺑﺮ ﻣﻦ ﺍﻟﺟﻮﺍﻧﺐ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻣﻬﻣﺔ ﻓﻲ ﺗﻧﻈﻳﻢ ﺍﻟﻌﻣﻞ ﻭﺳﻬﻮﻟﺔ ﺇﺟﺮﺍﺀ ﻋﻣﻠﻳﺔ‬
‫ﺍﻻﺗﺻﺎﻝ ﻭﺍﻟﺗﻮﺍﺻﻞ ﺩﺍﺧﻞ ﺍﻟﻜﻠﻳﺔ ﺩﻭﻥ ﺍﻟﻣﺮﻭﺭ ﺑﺳﻠﺳﻠﺔ ﻣﻦ ﺍﻟﺗﻌﻘﻳﺪﺍﺕ ﺍﻟﺮﻭﺗﻳﻧﻳﺔ ﺃﻭ ﺍﻹﺩﺍﺭﻳﺔ‪،‬‬
‫ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻧﺎﺯﺍﺭﻱ ﻭﺑﻳﻬﻲ )‪(Nazari & Pihie, 2012‬‬
‫ﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﺍﻟﻘﺎﺩﺓ ﺍﻟﺗﺮﺑﻮﻳﻳﻦ ﻓﻲ ﺍﻟﻜﻠﻳﺎﺕ ﺍﻟﺗﻘﻧﻳﺔ ﻭﺍﻟﻣﻬﻧﻳﺔ ﻳﺣﺎﻭﻟﻮﻥ ﺇﻳﺟﺎﺩ ﺃﻓﺿﻞ‬
‫ﺍﻷﻭﺿﺎﻉ ﻟﺗﻄﻮﻳﺮ ﻭﺗﻌﺰﻳﺰ ﻗﺪﺭﺍﺕ ﻣﻮﻇﻔﻳﻬﻢ ﻣﻦ ﺃﺟﻞ ﺍﻟﺗﻣﻳﺰ‪.‬‬

‫ﻛﻣﺎ ﺑﻳﻧﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗﻘﻳﺲ ﺍﻟﻜﻠﻳﺔ ﻧﺗﺎﺋﺞ ﺍﻟﻮﻗﺖ ﻭﺍﻟﻣﻮﺍﺭﺩ‬
‫ﺍﻟﻣﺑﺬﻭﻟﺔ ﻋﻠﻰ ﺍﻟﺗﺪﺭﻳﺐ"‪ ،‬ﻭﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗﺑﺗﻜﺮ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻧﻈﻢ ﻟﻘﻳﺎﺱ ﺍﻟﻔﺟﻮﺓ ﺑﻳﻦ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﺣﺎﻟﻲ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻣﺗﻮﻗﻊ" ﺣﺻﻠﺗﺎ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﻭﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ‪ ،‬ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ‬
‫ﻗﻠﻳﻠﺔ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺳﺑﺐ ﻏﻳﺎﺏ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﺍﻟﻮﺍﺿﺣﺔ ﻟﻠﻘﻳﺎﻡ ﺑﺗﻠﻚ ﺍﻹﺟﺮﺍﺀﺍﺕ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ‬
‫ﺫﻟﻚ ﺑﺳﺑﺐ ﻗﻠﺔ ﺗﺪﺭﻳﺐ ﺍﻟﻘﺎﺋﻣﻳﻦ ﻋﻠﻳﻬﺎ‪ ،‬ﻭﻋﺪﻡ ﺇﺗﺑﺎﻉ ﻃﺮﻳﻘﺔ ﻣﻧﻬﺞ ﺍﻟﺑﺣﺚ ﺍﻟﻌﻠﻣﻲ ﻟﺗﺣﻘﻳﻖ ﺗﻠﻚ‬
‫ﺍﻷﻫﺪﺍﻑ‪ .‬ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻋﻠﻲ )‪ (Ali, 2012‬ﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ ﺇﻟﻰ‬
‫ﺃﻥ ﻋﻣﻠﻳﺔ ﺍﻟﺗﺣﻮﻝ ﺇﻟﻰ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ ﻳﺟﺐ ﺃﻥ ﺗﻜﻮﻥ ﻋﻣﻠﻳﺔ ﻫﺎﺩﻓﺔ‪ ،‬ﻭﻳﺗﻄﻠﺐ ﺫﻟﻚ ﺃﻥ ﻳﺪﺭﻙ‬
‫ﺍﻷﻓﺮﺍﺩ ﺃﻧﻬﻢ ﻳﺗﻌﻠﻣﻮﻥ ﺑﺎﻟﻔﻌﻞ‪ ،‬ﻭﻳﻠﺗﺰﻣﻮﻥ ﺑﺬﻟﻚ‪.‬‬

‫‪ ‬ﺑُﻌﺪ ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ‪:‬‬

‫ﺃﻭﺿﺣﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ‬
‫ﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺟﻣﻌﻬﻢ ﻧﺣﻮ ﺭﺅﻳﺔ ﻣﺷﺗﺮﻛﺔ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪،‬‬
‫ﻭﻳﺗﺑﻳﻦ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗﺗﻳﺢ ﺍﻟﻜﻠﻳﺔ ﻟﻠﻣﻮﻇﻔﻳﻦ ﺣﺮﻳﺔ ﺍﻻﺧﺗﻳﺎﺭ ﻋﻧﺪ ﺗﻧﻔﻳﺬ ﻭﺍﺟﺑﺎﺕ‬
‫ﺍﻟﻌﻣﻞ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻹﺗﺎﺣﺔ‬
‫ﺍﻟﻔﺮﺻﺔ ﻟﻠﻣﻮﻇﻔﻳﻦ ﻟﻼﺧﺗﻳﺎﺭ ﺑﻣﺎ ﻳﺗﻮﺍﻓﻖ ﻣﻊ ﺗﺧﺻﺻﺎﺗﻬﻢ ﻭﻗﺪﺭﺍﺗﻬﻢ ﻭﺇﻣﻜﺎﻧﺎﺗﻬﻢ‪ ،‬ﻭﻫﺬﺍ ﺍﻹﺟﺮﺍﺀ‬
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‫ﻳﻌﺰﺯ ﻣﻦ ﺍﻟﺟﻮﺩﺓ ﻓﻲ ﺍﻷﺩﺍﺀ ﻭﺗﺣﻣﻞ ﺍﻟﻣﻮﻇﻒ ﻣﺳﺋﻮﻟﻳﺔ ﺍﺧﺗﻳﺎﺭﻩ‪ ،‬ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ‬
‫ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻋﻠﻲ )‪ (Ali, 2012‬ﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﻣﺳﺗﻮﻯ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﻦ‬
‫ﺍﻟﻣﻣﻜﻦ ﺃﻥ ﻳﺗﻧﺑﺄ ﺑﻣﺳﺗﻮﻯ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻳﻔﻲ ﻓﻲ ﺃﻧﺷﻄﺔ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻳﺗﺿﺢ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ‬
‫ﻋﻠﻰ‪" :‬ﺗﺪﻋﻮ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻟﻠﻣﺳﺎﻫﻣﺔ ﻓﻲ ﺇﺛﺮﺍﺀ ﺭﺅﻳﺗﻬﺎ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ‬
‫ﺍﻟﺛﺎﻧﻳﺔ ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻟﻣﺎ ﻳﺗﺮﺗﺐ ﻋﻠﻳﻪ ﻣﻦ ﺇﺛﺮﺍﺀ ﻟﻠﺮﺅﻳﺔ‬
‫ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻟﻠﻜﻠﻳﺔ‪ ،‬ﻭﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻦ ﺧﺑﺮﺍﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ‪ ،‬ﻭﻳﺮﻓﻊ ﻣﻦ ﻣﺳﺗﻮﻯ ﻓﺮﺹ ﻧﺟﺎﺣﻬﺎ‬
‫ﻭﺗﺣﻘﻳﻖ ﺃﻫﺪﺍﻓﻬﺎ ﺑﺟﻮﺩﺓ ﻋﺎﻟﻳﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﺍﺗﻔﻘﺖ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻣﻳﻠﺮ )‪ (Miller, 2014‬ﺍﻟﺗﻲ‬
‫ﺃﻇﻬﺮﺕ ﺑﺄﻥ ﻋﻠﻰ ﺍﻟﻘﺎﺩﺓ ﺃﻥ ﻳﻄﻮﺭﻭﺍ ﺍﺳﺗﺮﺍﺗﻳﺟﻳﺎﺕ ﻋﻣﻠﻳﺔ ﻟﺗﻌﺰﻳﺰ ﺍﻟﺗﻐﻳﺮ ﺍﻟﺗﻧﻈﻳﻣﻲ ﺍﻹﻳﺟﺎﺑﻲ‪،‬‬
‫ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺭﻳﺗﺶ )‪ (Rich, 2011‬ﺍﻟﺗﻲ ﺑﻳﻧﺖ ﺑﺄﻥ ‪ %90‬ﻣﻦ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻛﺎﻧﻮﺍ ﻭﺍﻋﻳﻦ‬
‫ﺑﺄﻫﺪﺍﻑ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ .‬ﻛﻣﺎ ﺃﻭﺿﺣﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗﺪﻋﻢ ﺍﻟﻜﻠﻳﺔ‬
‫ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺣﺳﺑﻮﻥ ﺍﻟﻣﺧﺎﻃﺮ ﺃﺛﻧﺎﺀ ﺍﻟﻘﻳﺎﻡ ﺑﺄﻱ ﻣﻬﻣﺔ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ‪،‬‬
‫ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺳﺑﺐ ﻗﻠﺔ ﺇﺩﺭﺍﻙ ﺑﻌﺾ ﺍﻟﻣﺳﺋﻮﻟﻳﻦ ﻷﻫﻣﻳﺔ ﺩﻋﻢ ﻭﻣﺳﺎﻧﺪﺓ‬
‫ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻟﺬﻳﻦ ﻳﻘﻮﻣﻮﻥ ﺑﺬﻟﻚ‪ ،‬ﻭﻗﺪ ﻳﻌﻮﺩ ﺫﻟﻚ ﻟﺿﻌﻒ ﺍﻟﺛﻘﺔ ﺑﺎﻟﻣﻮﻇﻔﻳﻦ‪ ،‬ﻭﻳﺗﺿﺢ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ‬
‫ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗُﻜﺮِّﻡ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﺗﻲ ﻳﻘﺪﻣﻬﺎ ﻛﻞ ﻣﻧﻬﻢ" ﺣﺻﻠﺖ ﻋﻠﻰ‬
‫ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ‪ ،‬ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﻗﺪ ﻳﻌﻠﻞ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻟﻘﻠﺔ ﺗﻮﻓﺮ ﺍﻹﻣﻜﺎﻧﺎﺕ‬
‫ﻭﺍﻟﺻﻼﺣﻳﺎﺕ ﺍﻟﻣﻣﻧﻮﺣﺔ ﻹﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﻟﺗﻜﺮﻳﻢ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﺗﻲ ﻳﻘﺪﻣﻮﻧﻬﺎ‪ .‬ﻭﻫﺬﻩ‬
‫ﺍﻟﻧﺗﻳﺟﺔ ﺗﺗﻔﻖ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺃﺑﻮﺣﺷﻳﺶ ﻭﻣﺮﺗﺟﻰ )‪ (2011‬ﺍﻟﺗﻲ ﻋﻠﻠﺖ ﻗﻠﺔ ﺩﻋﻢ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺑﻘﻠﺔ‬
‫ﺍﻟﺪﻋﻢ ﺍﻟﺬﻱ ﺗﺣﺻﻞ ﻋﻠﻳﻪ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻣﻦ ﺍﻟﺟﻬﺎﺕ ﺍﻟﺗﻲ ﺗﺷﺮﻑ ﻋﻠﻳﻬﺎ‪.‬‬

‫‪ ‬ﺑُﻌﺪ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ‪:‬‬

‫ﺗﻮﺻﻠﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ‬
‫ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪ ،‬ﻭﻳﺗﺑﻳﻦ ﺃﻥ ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗُﺳﺎﻋﺪ ﺍﻟﻜﻠﻳﺔ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺍﻟﻣﻮﺍﺯﻧﺔ ﺑﻳﻦ ﻣﺗﻄﻠﺑﺎﺕ ﺍﻟﻌﻣﻞ ﻭﻣﺗﻄﻠﺑﺎﺕ‬
‫ﺍﻟﻌﺎﺋﻠﺔ"‪ ،‬ﻭﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗﺷﺟﻊ ﺍﻟﻜﻠﻳﺔ ﺟﻣﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻋﻠﻰ ﺃﺧﺬ ﻭﺟﻬﺔ ﻧﻈﺮ‬
‫ﺍﻟﻣُﺳﺗﻔﻳﺪﻳﻦ )ﻣﺛﻞ ﺍﻟﻄﻼﺏ( ﺑﺎﻻﻋﺗﺑﺎﺭ ﻋﻧﺪ ﺍﺗﺧﺎﺫ ﻗﺮﺍﺭﺍﺗﻬﻢ ﺍﻟﻣﺧﺗﻠﻔﺔ " ﺣﺻﻠﺗﺎ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ‬
‫ﻭﺍﻟﺛﺎﻧﻳﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻣﺣﻮﺭ‪ ،‬ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻗﺪ ﻳﻌﺰﻯ ﺫﻟﻚ ﺇﻟﻰ ﺃﻥ ﺗﻔﻬﻢ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ‬
‫ﻟﺗﻠﻚ ﺍﻟﻣﺗﻄﻠﺑﺎﺕ ﻭﺍﻷﺧﺬ ﺑﻮﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻣﺳﺗﻔﻳﺪﻳﻦ ﻣﻦ ﺷﺎﻧﻬﺎ ﺃﻥ ﺗﻌﺰﺯ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺳﺎﻧﻳﺔ ﺩﺍﺧﻞ‬
‫ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻭﺗﺳﺎﻋﺪ ﻋﻠﻰ ﺭﻓﻊ ﻣﺳﺗﻮﻯ ﺍﻟﺮﺿﺎ ﻭﺍﻻﻧﺟﺎﺯ ﻭﺍﻟﺗﻘﻠﻳﻞ ﻣﻦ ﺍﻟﺿﻐﻮﻁ ﺍﻟﻧﻔﺳﻳﺔ ﻭﺍﻟﻣﻬﻧﻳﺔ ﺩﺍﺧﻞ‬

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‫ﺍﻟﻜﻠﻳﺔ‪ ،‬ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻣﺎﻛﻳﻮ )‪ (Macchio, 2012‬ﺍﻟﺗﻲ ﺑﻳﻧﺖ ﺃﻥ‬
‫ﺛﻘﺎﻓﺔ ﺍﻟﻣﻧﻈﻣﺔ ﻗﺪ ﺗﺗﺄﺛﺮ ﺑﻌﻮﺍﻣﻞ ﺩﺍﺧﻠﻳﺔ ﻭﺧﺎﺭﺟﻳﺔ‪ ،‬ﻭﺃﻥ ﺑﻌﺾ ﺍﻟﻣﺆﺳﺳﺎﺕ ﺗﺳﺗﺧﺪﻡ ﺭﺿﺎ ﺍﻟﻄﻼﺏ‬
‫ﻭﺍﻟﻣﺳﺗﻔﻳﺪﻳﻦ ﻟﻘﻳﺎﺱ ﺍﻟﺗﻣﻳﺰ‪.‬‬

‫ﻛﻣﺎ ﺗﻮﺻﻠﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﺗﻬﺗﻢ ﺍﻟﻜﻠﻳﺔ ﺑﻣﻌﺮﻓﺔ ﺃﺛﺮ‬
‫ﻗﺮﺍﺭﺍﺗﻬﺎ ﻓﻲ ﻣﻌﻧﻮﻳﺎﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ‬
‫ﺫﻟﻚ ﺑﺳﺑﺐ ﺻﻌﻮﺑﺔ ﻗﻳﺎﺱ ﻣﻌﻧﻮﻳﺎﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻟﻌﺪﻡ ﺇﺗﺑﺎﻉ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻌﻠﻣﻲ ﻟﻘﻳﺎﺱ ﺃﺛﺮ‬
‫ﻗﺮﺍﺭﺍﺗﻬﺎ ﻋﻠﻰ ﻣﻌﻧﻮﻳﺎﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ‪ ،‬ﻭﺍﺧﺗﻠﻔﺖ ﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻣﻳﻠﺮ ) ‪Miller,‬‬
‫‪ (2014‬ﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﺍﻓﺗﺮﺍﺿﺎﺕ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻋﻦ ﺛﻘﺎﻓﺔ ﺍﻟﻣﻧﻈﻣﺔ ﻟﻳﺲ ﻟﻪ ﺃﻱ ﺃﺛﺮ ﻋﻠﻰ‬
‫ﺍﻻﺳﺗﻌﺪﺍﺩ ﺍﻟﻔﺮﺩﻱ ﻟﻠﺗﻐﻳﻳﺮ‪.‬‬

‫‪ ‬ﺑُﻌﺪ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ‪:‬‬

‫ﺗﻮﺻﻠﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ‬
‫ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻔﻘﺮﺍﺕ ﺑُﻌﺪ‬
‫ﺍﻟﻘﻳﺎﺩﺓ ﺍﻹﺳﺗﺮﺍﺗﻳﺟﻳﺔ ﻛﺎﻧﺖ ﺿﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺗﻮﺍﻓﺮ ﺍﻟﻣﺗﻮﺳﻄﺔ ﻭﺍﻟﻘﻠﻳﻠﺔ‪ ،‬ﻭﺗﺑﻳﻦ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ‬
‫ﻋﻠﻰ‪" :‬ﻳﺣﺮﺹ ﺍﻟﻣﺪﺭﺍﺀ ﻋﻠﻰ ﺗﻄﺎﺑﻖ ﺃﻓﻌﺎﻟﻬﻢ ﻣﻊ ﻗﻳﻢ ﺍﻟﻜﻠﻳﺔ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﺑﺪﺭﺟﺔ‬
‫ﺗﻮﺍﻓﺮ ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻗﺪ ﻳﻔﺳﺮ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻟﻜﻮﻥ ﺍﻟﻣﺪﻳﺮ ﻗﺪﻭﺓ ﻟﻠﻣﻮﻇﻔﻳﻦ ﻓﻲ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﺍﻟﺗﺰﺍﻣﻪ‬
‫ﺑﻬﺬﺍ ﺍﻟﺳﻠﻮﻙ ﻳﻌﺗﺑﺮ ﺗﺮﺟﻣﺔ ﻟﻠﻘﻳﻢ ﻭﺍﻟﻣﺑﺎﺩﺉ‪ ،‬ﻛﻣﺎ ﺃﻥ ﺍﻟﺗﻘﻳﺪ ﺑﻬﺬﺍ ﺍﻟﺳﻠﻮﻙ ﻳﻌﺰﺯ ﻣﻦ ﻣﺪﻯ ﺛﻘﺔ‬
‫ﺍﻟﻣﻮﻇﻔﻳﻦ ﺑﺎﻟﻣﺪﺭﺍﺀ ﻭﻳﺪﻓﻌﻬﻢ ﻟﻠﺗﻌﺎﻭﻥ ﻣﻌﻬﻢ‪ ،‬ﻭﺍﺧﺗﻠﻔﺖ ﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻧﺰﻱ‬
‫)‪ (2016‬ﺣﻳﺚ ﺟﺎﺀﺕ ﻧﻔﺲ ﺍﻟﻔﻘﺮﺓ ﻭﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳﺣﺮﺹ ﺍﻟﻣﺪﺭﺍﺀ ﻋﻠﻰ ﺗﻄﺎﺑﻖ ﺃﻓﻌﺎﻟﻬﻢ ﻣﻊ‬
‫ﻗﻳﻢ ﺍﻟﻜﻠﻳﺔ" ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ‪ ،‬ﻭﻳﺗﺿﺢ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳﺪﻋﻢ ﺍﻟﻣﺪﺭﺍﺀ ﺑﺷﻜﻞ ﻋﺎﻡ‬
‫ﻃﻠﺑﺎﺕ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺑﺧﺻﻮﺹ ﻓﺮﺹ ﺍﻟﺗﻌﻠﻢ ﻭﺍﻟﺗﺪﺭﻳﺐ" ﺣﺻﻠﺖ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ‬
‫ﻣﺗﻮﺳﻄﺔ‪ ،‬ﻭﻗﺪ ﻳﻌﺰﻯ ﺫﻟﻚ ﻹﺩﺭﺍﻙ ﺍﻟﻣﺪﺭﺍﺀ ﺃﻥ ﺫﻟﻚ ﻳﻌﺗﺑﺮ ﺣﻘﺎ ﻣﻦ ﺣﻘﻮﻕ ﺍﻟﻣﻮﻇﻒ‪ ،‬ﻭﻫﺬﺍ ﻳﺳﺎﻋﺪ‬
‫ﻋﻠﻰ ﺍﻹﻧﻣﺎﺀ ﺍﻟﻣﻬﻧﻲ ﻭﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﺕ ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﻮﻇﻒ ﻭﺑﺎﻟﺗﺎﻟﻲ ﻳﻧﻌﻜﺲ ﺫﻟﻚ ﺇﻳﺟﺎﺑﺎ ﻓﻲ ﺗﺣﻘﻳﻖ‬
‫ﻣﺻﻠﺣﺔ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﺪﻳﺣﺎﻧﻲ )‪ (2015‬ﺍﻟﺗﻲ‬
‫ﺃﻭﺿﺣﺖ ﺑﺄﻥ ﺍﻟﻘﺎﺩﺓ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ ﻳﺪﻋﻣﻮﻥ ﺗﻮﻓﻳﺮ ﻓﺮﺹ ﺍﻟﺗﻌﻠﻳﻢ ﻭﺍﻟﺗﺪﺭﻳﺐ ﻷﻋﺿﺎﺀ ﺍﻟﻬﻳﺋﺔ‬
‫ﺍﻟﺗﺪﺭﻳﺳﻳﺔ‪ .‬ﻛﻣﺎ ﺃﺷﺎﺭﺕ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳُﻧﻣﻲ ﺍﻟﻣﺪﺭﺍﺀ ﺍﻟﻣﻮﻇﻔﻳﻦ‬
‫ﺍﻟﺗﺎﺑﻌﻳﻦ ﻟﻬﻢ ﻭﻳﺪﺭﺑﻮﻧﻬﻢ ﺑﺎﺳﺗﻣﺮﺍﺭ" ﻭﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳﺑﺣﺚ ﺍﻟﻣﺪﺭﺍﺀ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻋﻦ‬

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‫ﺍﻟﻔﺮﺹ ﺍﻟﻣﺗﺎﺣﺔ ﻟﻠﺗﻌﻠﻢ" ﺣﺻﻠﺗﺎ ﻋﻠﻰ ﺍﻟﻣﺮﺗﺑﺔ ﻗﺑﻞ ﺍﻷﺧﻳﺮﺓ ﻭﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﺧﻳﺮﺓ ﻓﻲ ﻫﺬﺍ ﺍﻟﻣﺣﻮﺭ‪،‬‬
‫ﻭﺑﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﻗﻠﻳﻠﺔ‪ ،‬ﻭﻗﺪ ﻳﻌﻠﻞ ﺫﻟﻚ ﺑﺄﻧﻪ ﻧﺗﻳﺟﺔ ﻻﻓﺗﻘﺎﺭ ﺑﻌﺾ ﺍﻟﻣﺪﺭﺍﺀ ﻟﻠﻣﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺗﻲ‬
‫ﺗﻣﻜﻧﻬﻢ ﻣﻦ ﺗﻧﻔﻳﺬ ﺍﻟﺑﺮﺍﻣﺞ ﺍﻟﺗﺪﺭﻳﺑﻳﺔ ﻟﻣﻮﻇﻔﻳﻬﻢ ﻭﺍﻻﺳﺗﻣﺮﺍﺭ ﻓﻲ ﺍﻟﺑﺣﺚ ﻋﻦ ﺍﻟﻔﺮﺹ ﺍﻟﻣﺗﺎﺣﺔ ﻟﻠﺗﻌﻠﻢ‪،‬‬
‫ﻭﻳﻜﻮﻥ ﺫﻟﻚ ﻧﺗﻳﺟﺔ ﻛﺛﺮﺓ ﺍﻷﻋﻣﺎﻝ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻣﻠﻘﺎﺓ ﻋﻠﻰ ﻋﺎﺗﻖ ﺍﻟﻣﺪﺭﺍﺀ ﻭﺑﺎﻟﺗﺎﻟﻲ ﻓﻬﻢ ﻻ ﻳﺟﺪﻭﻥ‬
‫ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ ﻟﻣﻣﺎﺭﺳﺔ ﻫﺬﻩ ﺍﻟﻣﻬﺎﻡ‪ ،‬ﻭﺭﺑﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﺑﺳﺑﺐ ﺗﻧﻮﻉ ﻭﺍﺧﺗﻼﻑ ﺍﻻﺣﺗﻳﺎﺟﺎﺕ‬
‫ﺍﻟﺗﺪﺭﻳﺑﻳﺔ ﻟﻠﻣﻮﻇﻔﻳﻦ ﻭﺻﻌﻮﺑﺔ ﺇﻟﻣﺎﻡ ﺍﻟﻣﺪﻳﺮ ﺑﺟﻣﻳﻊ ﺗﻠﻚ ﺍﻻﺣﺗﻳﺎﺟﺎﺕ‪ ،‬ﻭﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻣﺎﻛﻳﻮ )‪ (Macchio, 2012‬ﺍﻟﺗﻲ ﺃﻭﺿﺣﺖ ﺑﺄﻥ ﻫﻧﺎﻙ ﻋﻮﺍﻣﻞ ﺩﺍﺧﻠﻳﺔ‬
‫ﻭﺧﺎﺭﺟﻳﺔ ﺗﺆﺛﺮ ﻋﻠﻰ ﺧﻳﺎﺭﺍﺕ ﻭﺃﻓﻌﺎﻝ ﺍﻟﻘﺎﺩﺓ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪ ،‬ﺑﻳﻧﻣﺎ ﺍﺧﺗﻠﻔﺖ ﻧﺗﻳﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺃﺑﻮ ﺣﺷﻳﺶ ﻭﻣﺮﺗﺟﻰ )‪ (2011‬ﺣﻳﺚ ﺟﺎﺀﺕ ﻓﻳﻬﺎ ﻧﻔﺲ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺗﻲ‬
‫ﻧﺻﺖ ﻋﻠﻰ‪" :‬ﻳﺑﺣﺚ ﺍﻟﻣﺪﺭﺍﺀ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻋﻦ ﺍﻟﻔﺮﺹ ﺍﻟﻣﺗﺎﺣﺔ ﻟﻠﺗﻌﻠﻢ" ﻓﻲ ﺍﻟﻣﺮﺗﺑﺔ ﺍﻷﻭﻟﻰ ﻭﻋﺰﺕ‬
‫ﺫﻟﻚ ﺇﻟﻰ ﺇﺩﺭﺍﻙ ﺍﻟﻘﺎﺩﺓ ﻷﻫﻣﻳﺔ ﺍﻟﺗﻌﻠﻢ ﻭﺍﻟﺗﻄﻮﻳﺮ ﺍﻟﻣﻬﻧﻲ‪.‬‬

‫‪ -1‬ﻣﻧﺎﻗﺷﺔ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺳﺆﺍﻝ ﺍﻟﺛﺎﻧﻲ‪:‬‬

‫ﻧﺺَّ ﺍﻟﺳﺆﺍﻝ ﺍﻟﺛﺎﻧﻲ ﻋﻠﻰ ﺍﻵﺗﻲ‪" :‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ‬
‫ﺍﻟﺪﻻﻟﺔ )‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮﺍﺕ‪ :‬ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ ﻭﺍﻟﺧﺑﺮﺓ‬
‫ﺍﻟﻮﻇﻳﻔﻳﺔ ﻭﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ؟"‪ .‬ﻭﺳﻳﺗﻢ ﻣﻧﺎﻗﺷﺔ ﻧﺗﺎﺋﺞ ﻛﻞ ﻣﺗﻐﻳﺮ ﻣﻦ ﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺣﺪﺓ‬
‫ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ ‬ﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‪.‬‬

‫ﺃﺑﺮﺯﺕ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ‬
‫)‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻗﺪ ﺗﻌﺰﻯ ﻫﺬﻩ‬
‫ﺍﻟﻧﺗﻳﺟﺔ ﺇﻟﻰ ﺍﻟﺗﺷﺎﺑﻪ ﻭﺍﻟﺗﻘﺎﺭﺏ ﻓﻲ ﺑﻳﺋﺔ ﺍﻟﻌﻣﻞ‪ ،‬ﻭﻛﺬﻟﻚ ﺇﻟﻰ ﺍﻷﻧﻈﻣﺔ ﻭﺍﻟﻘﻮﺍﻧﻳﻦ ﺍﻟﻣﻧﻈﻣﺔ ﻟﻠﻌﻣﻞ ﻓﻲ‬
‫ﺍﻟﻜﻠﻳﺔ‪.‬‬

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‫ﻭﺍﺗﻔﻘﺖ ﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﺪﻳﺣﺎﻧﻲ )‪ (2015‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﻓﻲ ﻛﻞ ﺑﻧﻮﺩ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻣﺣﺎﻭﺭ ﺍﻟﻘﻳﺎﺩﺓ‬
‫ﺍﻟﺗﺣﻮﻳﻠﻳﺔ ﺑﻳﻦ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﺑﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪.‬‬

‫ﻭﺍﺧﺗﻠﻔﺖ ﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻜﻧﺪﻳﺔ )‪ (2009‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ ﺃﻥ ﻫﻧﺎﻙ ﻓﺮﻭﻕ‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻓﻲ ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺑﻌﺾ ﻣﺑﺎﺩﺉ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻣﺪﺍﺭﺱ‬
‫ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ )ﺍﻟﺻﻔﻳﻦ ‪ (12-11‬ﺑﺳﻠﻄﻧﺔ ﻋُﻣﺎﻥ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﻟﺻﺎﻟﺢ‬
‫)ﺍﻹﻧﺎﺙ(‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻧﺰﻱ )‪ (2016‬ﺍﻟﺗﻲ ﺑﻳﻧﺖ ﺃﻥ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ‬
‫ﻟﺗﺻﻮﺭﺍﺕ ﺃﻋﺿﺎﺀ ﺍﻟﻬﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺳﻳﺔ ﻧﺣﻮ ﺩﺭﺟﺔ ﺗﻮﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﻛﺎﻧﺖ ﻟﺻﺎﻟﺢ ﺍﻹﻧﺎﺙ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ‬
‫ﺍﻟﻌﺗﻳﺑﻲ ﻭﺇﺑﺮﺍﻫﻳﻢ )‪ (2015‬ﺍﻟﺗﻲ ﺗﻮﺻﻠﺖ ﺇﻟﻰ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻟﺪﺭﺟﺔ ﺗﻮﻓﺮ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺟﺎﻣﻌﺔ ﺍﻟﻄﺎﺋﻒ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ ﻭﻟﺻﺎﻟﺢ ﺍﻟﺬﻛﻮﺭ‪،‬‬
‫ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺭﻣﺿﺎﻥ )‪ (2013‬ﺍﻟﺗﻲ ﺑﻳﻧﺖ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻓﻲ ﻣﺪﻯ ﺗﻮﺍﻓﺮ‬
‫ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺎﻟﻣﻌﺎﻫﺪ ﺍﻷﺯﻫﺮﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ‪ ،‬ﻭﻧﺗﻳﺟﺔ‬
‫ﺩﺭﺍﺳﺔ ﺃﺑﻮﺣﺷﻳﺶ ﻭﻣﺮﺗﺟﻰ )‪ (2011‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺻﺎﺋﻳﺎ ﻓﻲ ﻣﺪﻯ ﺗﻮﺍﻓﺮ‬
‫ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻷﻗﺻﻰ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻧﻮﻉ‬
‫ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭﻟﺻﺎﻟﺢ ﺍﻹﻧﺎﺙ‪.‬‬

‫‪ ‬ﻣﺗﻐﻳﺮ ﺍﻟﻣﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ‬

‫ﺧﻠﺻﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ‬
‫)‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻗﺪ ﺗﻌﺰﻯ ﻫﺬﻩ‬
‫ﺍﻟﻧﺗﻳﺟﺔ ﻟﻮﺿﻮﺡ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﺪﻯ ﺟﻣﻳﻊ ﺍﻟﻣﻮﻇﻔﻳﻦ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻭﺑﻌﺾ ﺍﻟﻧﻈﺮ ﻋﻦ‬
‫ﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ‪ ،‬ﻭﻗﺪ ﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻌﺗﻳﺑﻲ ﻭﺇﺑﺮﺍﻫﻳﻢ‬
‫)‪ (2015‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻟﺪﺭﺟﺔ ﺗﻮﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﺑﺟﺎﻣﻌﺔ ﺍﻟﻄﺎﺋﻒ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺆﻫﻞ ﺍﻟﻌﻠﻣﻲ‪.‬‬

‫ﻭﺍﺧﺗﻠﻔﺖ ﻧﺗﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﻧﺰﺍﺭﻱ ﻭﺑﻳﻬﻲ ) ‪Nazari & Pihie,‬‬
‫‪ (2012‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ ﺃﻥ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻓﻲ ﻣﺳﺗﻮﻳﺎﺕ ﺗﺻﻮﺭﺍﺕ ﺍﻟﻣﺳﺗﺟﻳﺑﻳﻦ‬
‫ﻓﻲ ﺃﺭﺑﻊ ﻣﻘﺎﻃﻌﺎﺕ ﺑﻣﺪﻳﻧﺔ ﻓﺎﺱ ﺍﻹﻳﺮﺍﻧﻳﺔ ﻟﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﻌﺰﻯ ﺇﻟﻰ ﻣﺳﺗﻮﻯ‬

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‫ﺍﻟﺗﻌﻠﻳﻢ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻜﻧﺪﻳﺔ )‪ (2009‬ﺍﻟﺗﻲ ﻛﺷﻔﺖ ﺃﻥ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻓﻲ‬
‫ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺑﻌﺾ ﻣﺑﺎﺩﺉ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ‬
‫)ﺍﻟﺻﻔﻳﻦ ‪ (12-11‬ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﺻﺎﻟﺢ )ﺍﻟﺑﻜﺎﻟﻮﺭﻳﻮﺱ‬
‫ﻭﺍﻟﺪﺑﻠﻮﻡ(‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺭﻣﺿﺎﻥ )‪ (2013‬ﻭﺍﻟﺗﻲ ﺃﺷﺎﺭﺕ ﺇﻟﻰ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﻓﻲ ﻣﺪﻯ ﺗﻮﺍﻓﺮ‬
‫ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺎﻟﻣﻌﺎﻫﺪ ﺍﻷﺯﻫﺮﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮﺍﺕ ﺍﻟﻣﺆﻫﻞ‬
‫ﺍﻟﻌﻠﻣﻲ‪.‬‬

‫‪ ‬ﻣﺗﻐﻳﺮ ﺍﻟﺧﺑﺮﺓ ﺍﻟﺗﺪﺭﻳﺳﻳﺔ‬

‫ﺗﻮﺻﻠﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ‬
‫)‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﺧﺑﺮﺓ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﺗﻌﻧﻲ ﺃﻥ‬
‫ﻣﺗﻐﻳﺮ ﺍﻟﺧﺑﺮﺓ ﻻ ﻳﺆﺛﺮ ﻓﻲ ﺗﺻﻮﺭﺍﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻳﻧﺔ ﻭﺗﻘﺪﻳﺮﻫﻢ ﻷﺑﻌﺎﺩ ﺗﻮﺍﻓﺮ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺭﺑﻣﺎ‬
‫ﻳﻜﻮﻥ ﺫﻟﻚ ﻻﺗﻔﺎﻕ ﺟﻣﻳﻊ ﺃﺻﺣﺎﺏ ﺍﻟﺧﺑﺮﺓ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﻟﺗﻄﻮﻳﺮ ﺍﻟﻣﺳﺗﻣﺮ ﻟﻠﻜﻠﻳﺔ ﺑﻣﺎ ﻳﺗﻮﺍﻛﺐ ﻣﻊ‬
‫ﻣﺛﻳﻼﺗﻬﺎ ﻣﻦ ﺍﻟﻜﻠﻳﺎﺕ ﺍﻟﻣﺗﻘﺪﻣﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺭﺑﻣﺎ ﺗﻌﺰﻯ ﻫﺬﻩ ﺍﻟﻧﺗﻳﺟﺔ ﻧﻈﺮﺍ ﻟﺣﺪﺍﺛﺔ ﺇﻧﺷﺎﺀ ﺍﻟﻜﻠﻳﺔ‬
‫)‪ 2012‬ﻡ(‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﺗﻘﺎﺭﺏ ﻣﺳﺗﻮﻳﺎﺕ ﺃﺻﺣﺎﺏ ﺍﻟﺧﺑﺮﺓ ﻓﻳﻬﺎ‪ ،‬ﻭﻗﺪ ﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ‬
‫ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻜﻧﺪﻳﺔ )‪ (2009‬ﺍﻟﺗﻲ ﺑﻳﻧﺖ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻓﻲ ﺩﺭﺟﺔ‬
‫ﻣﻣﺎﺭﺳﺔ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺑﻌﺾ ﻣﺑﺎﺩﺉ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ )ﺍﻟﺻﻔﻳﻦ‬
‫‪ (12-11‬ﺑﺳﻠﻄﻧﺔ ﻋُﻣﺎﻥ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻌﺗﻳﺑﻲ ﻭﺇﺑﺮﺍﻫﻳﻢ‬
‫)‪ (2015‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻟﺪﺭﺟﺔ ﺗﻮﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﺑﺟﺎﻣﻌﺔ ﺍﻟﻄﺎﺋﻒ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﻋﺪﺩ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ‬
‫ﺭﻣﺿﺎﻥ )‪ (2013‬ﺍﻟﺗﻲ ﺗﻮﺻﻠﺖ ﺇﻟﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺻﺎﺋﻳﺎ ﻓﻲ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺎﻟﻣﻌﺎﻫﺪ ﺍﻷﺯﻫﺮﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ‪،‬‬
‫ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺃﺑﻮﺣﺷﻳﺶ ﻭﻣﺮﺗﺟﻰ )‪ (2011‬ﺍﻟﺗﻲ ﻛﺷﻔﺖ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺻﺎﺋﻳﺎ ﻓﻲ‬
‫ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻷﻗﺻﻰ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ‬
‫ﺳﻧﻮﺍﺕ ﺍﻟﺧﺑﺮﺓ‪.‬‬

‫‪ ‬ﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ‬

‫ﺃﺷﺎﺭﺕ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ‬
‫)‪ (0.05≥α‬ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ ﺗﺑﻌﺎً ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﻣﻰ ﺍﻟﻮﻇﻳﻔﻲ ﻓﻲ ﺟﻣﻳﻊ ﻣﺣﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻫﺬﺍ ﻳﻌﻧﻲ ﺗﻘﺎﺭﺏ‬
‫ﺁﺭﺍﺀ ﻋﻳﻧﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﺧﺗﻼﻑ ﺍﻟﻣﺳﻣﻳﺎﺕ ﺍﻟﻮﻇﻳﻔﻳﺔ ﻟﺪﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ‬
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‫ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‪ ،‬ﻣﺎﻋﺪﺍ ﻣﺣﻮﺭ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ‬
‫ﺍﻟﺧﺎﺭﺟﻳﺔ‪.‬‬

‫ﻭﺃﻭﺿﺣﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﻔﺮﻭﻕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﺣﻮﺭ ﺭﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺑﺎﻟﺑﻳﺋﺔ‬
‫ﺍﻟﺧﺎﺭﺟﻳﺔ ﻛﺎﻧﺖ ﺑﻳﻦ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﻣﻦ ﺟﻬﺔ ﻭﺍﻹﺩﺍﺭﻳﻳﻦ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻟﺻﺎﻟﺢ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ‪،‬‬
‫ﻭﺭﺑﻣﺎ ﻳﻌﻮﺩ ﺫﻟﻚ ﺇﻟﻰ ﻃﻣﻮﺡ ﺍﻹﺩﺍﺭﻳﻳﻦ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻣﻦ ﺃﺟﻞ ﺃﻥ ﺗﻮﻟﻲ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﻣﺰﻳﺪ ﻣﻦ‬
‫ﺍﻟﺣﺮﺹ ﻋﻠﻰ ﺍﻟﺗﻄﻮﻳﺮ ﻣﻦ ﺧﻼﻝ ﺭﺑﻂ ﺍﻟﻜﻠﻳﺔ ﺑﺎﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺑﻌﺛﺎﺕ‬
‫ﻭﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺗﺪﺭﻳﺑﻳﺔ ﻭﺍﻟﻣﺆﺗﻣﺮﺍﺕ‪ ،‬ﻭﻗﺪ ﺍﺗﻔﻘﺖ ﻧﺗﻳﺟﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺟﺰﺋﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﻜﻧﺪﻳﺔ )‪ (2009‬ﺍﻟﺗﻲ ﺃﻇﻬﺮﺕ ﺃﻥ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻓﻲ ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ‬
‫ﺍﻟﻌﺎﻣﻠﻳﻦ ﻟﺑﻌﺾ ﻣﺑﺎﺩﺉ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ )ﺍﻟﺻﻔﻳﻦ ‪(12-11‬‬
‫ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺳﺗﻮﻯ ﺍﻟﻮﻇﻳﻔﻲ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺧﺿﺮ ﻭﺧﺻﺎﻭﻧﺔ )‪(2011‬‬
‫ﻭﺍﻟﺗﻲ ﺑﻳﻧﺖ ﺃﻥ ﻫﻧﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻋﻧﺪ ﻣﺳﺗﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺻﺎﺋﻳﺔ )‪ (α=0.05‬ﻓﻲ‬
‫ﺩﺭﺟﺔ ﻣﻣﺎﺭﺳﺔ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻳﺔ ﻟﻣﺟﺎﻻﺕ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺗﻌﺰﻯ‬
‫ﻟﻣﺗﻐﻳﺮ ﺍﻟﻣﺮﻛﺰ ﺍﻟﻮﻇﻳﻔﻲ‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻌﺗﻳﺑﻲ ﻭﺇﺑﺮﺍﻫﻳﻢ )‪ (2015‬ﺍﻟﺗﻲ ﺗﻮﺻﻠﺖ ﺇﻟﻰ ﻭﺟﻮﺩ‬
‫ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻟﺪﺭﺟﺔ ﺗﻮﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺟﺎﻣﻌﺔ ﺍﻟﻄﺎﺋﻒ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ‬
‫ﺗﻌﺰﻯ ﻟﻣﺗﻐﻳﺮ ﺍﻟﺗﺧﺻﺺ ﻭﻟﺻﺎﻟﺢ )ﺍﻹﺩﺍﺭﻱ(‪ ،‬ﻭﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺭﻣﺿﺎﻥ )‪ (2013‬ﺍﻟﺗﻲ ﻛﺷﻔﺖ ﻋﻦ‬
‫ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺻﺎﺋﻳﺎ ﻓﻲ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺎﻟﻣﻌﺎﻫﺪ ﺍﻷﺯﻫﺮﻳﺔ ﻣﻦ ﻭﺟﻬﺔ‬
‫ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ ﺍﻟﻮﻇﻳﻔﺔ‪.‬‬

‫ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﺍﺧﺗﻠﻔﺖ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻊ ﻧﺗﻳﺟﺔ ﺩﺭﺍﺳﺔ ﺃﺑﻮﺣﺷﻳﺶ ﻭﻣﺮﺗﺟﻰ‬
‫)‪ (2011‬ﺍﻟﺗﻲ ﻛﺷﻔﺖ ﻋﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺻﺎﺋﻳﺎ ﻓﻲ ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻷﻗﺻﻰ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺮ ﺍﻟﺗﺧﺻﺺ‪.‬‬

‫ﺗﻮﺻﻳﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺑﻧﺎﺀ ﻋﻠﻰ ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻳﻪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻣﻦ ﻧﺗﺎﺋﺞ‪ ،‬ﻓﺈﻥَّ ﺍﻟﺑﺎﺣﺚ ﻳﻮﺻﻲ ﺑﺎﻵﺗﻲ‪:‬‬

‫‪ -‬ﺗﺮﺳﻳﺦ ﻣﻔﻬﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻟﺪﻯ ﺍﻟﻘﻳﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺟﻣﻳﻊ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻲ ﺍﻟﻜﻠﻳﺔ‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻌﺮﻳﻔﻬﻢ ﺑﺎﻟﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺛﻞ ﺍﻟﺧﺻﺎﺋﺺ‬
‫ﻭﺍﻟﻣﻌﻮﻗﺎﺕ‪.‬‬

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 ‫‪ -‬ﺗﻧﻔﻳﺬ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺑﻳﺔ ﻹﺩﺍﺭﺍﺕ ﺍﻟﻜﻠﻳﺔ ﻭﺍﻟﻣﻮﻇﻔﻳﻦ ﺗﻌﻧﻲ ﺑﺎﻷﺳﺎﻟﻳﺐ ﻭﺍﻟﻮﺳﺎﺋﻞ‬
‫ﻭﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻲ ﺗﻣﻜﻧﻬﻢ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺑﺎﻟﻜﻠﻳﺔ ﺇﻟﻰ ﻣﺮﺣﻠﺔ ﺗﺗﻮﺍﻓﺮ ﺑﻬﺎ ﺟﻣﻳﻊ ﻣﻘﻮﻣﺎﺕ‬
‫ﻭﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‪.‬‬
‫‪ -‬ﻣﻧﺢ ﺍﻟﻜﻠﻳﺔ ﻣﺰﻳﺪﺍ ﻣﻦ ﺍﻟﺻﻼﺣﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺑﻣﺎ ﻳﻣﻜﻧﻬﺎ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺑﺎﻟﻜﻠﻳﺔ ﻟﺗﻜﻮﻥ‬
‫ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ‪.‬‬
‫‪ -‬ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﺟﻣﻳﻊ ﻣﻧﺳﻮﺑﻲ ﺍﻟﻜﻠﻳﺔ ﻟﻠﺗﻌﻠﻢ ﺍﻟﻣﺳﺗﻣﺮ ﻋﻦ ﻃﺮﻳﻖ ﺗﻮﻓﻳﺮ ﺍﻟﻣﻮﺍﺭﺩ‬
‫ﺍﻟﻼﺯﻣﺔ ﻭﺗﺳﻬﻳﻞ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻟﺬﻟﻚ‪.‬‬
‫‪ -‬ﻣﻧﺢ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻟﻣﺟﻳﺪﻳﻦ ﺣﻮﺍﻓﺰ ﻭﻣﻜﺎﻓﺂﺕ ﻣﺟﺰﻳﺔ ﻟﺗﺷﺟﻳﻌﻬﻢ ﻭﺗﺣﻔﻳﺰﻫﻢ ﻋﻠﻰ ﺑﺬﻝ‬
‫ﺍﻟﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺟﻬﺪ ﻭﺍﻟﻌﻣﻞ ﻣﻦ ﺃﺟﻞ ﺩﻋﻢ ﻭﺗﺣﻘﻳﻖ ﺃﻫﺪﺍﻑ ﺍﻟﻜﻠﻳﺔ ﺑﻣﺎ ﻳﺆﻫﻠﻬﺎ ﻷﻥ ﺗﻜﻮﻥ‬
‫ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ‪.‬‬
‫‪ -‬ﺍﻟﻌﻣﻞ ﻋﻠﻰ ﺗﻄﺑﻳﻖ ﺃﻧﻈﻣﺔ ﺗﺳﺎﻋﺪ ﻋﻠﻰ ﻗﻳﺎﺱ ﺃﺩﺍﺀ ﺍﻟﻣﻮﻇﻔﻳﻦ ﺍﻟﺣﺎﻟﻲ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻣﺗﻮﻗﻊ‪.‬‬
‫‪ -‬ﺩﻋﻢ ﺍﻹﺩﺍﺭﺓ ﻟﺣﺮﻳﺔ ﺍﻟﺗﻌﺑﻳﺮ ﻭﻃﺮﺡ ﺍﻷﻓﻜﺎﺭ ﻭﺗﺳﺧﻳﺮ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﻣﺗﺎﺣﺔ ﻟﺮﻋﺎﻳﺔ‬
‫ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻳﺔ ﻣﻦ ﻗﺑﻞ ﺟﻣﻳﻊ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﻟﻜﻠﻳﺔ‪.‬‬
‫‪ -‬ﺑﺬﻝ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻳﺔ ﻣﺰﻳﺪﺍ ﻣﻦ ﺍﻟﻌﻧﺎﻳﺔ ﻭﺍﻻﻫﺗﻣﺎﻡ ﺑﻣﻌﺮﻓﺔ ﺃﺛﺮ ﻗﺮﺍﺭﺍﺗﻬﺎ ﻓﻲ ﺃﺩﺍﺀ‬
‫ﺍﻟﻣﻮﻇﻔﻳﻦ‪ ،‬ﻭﻳﺗﻢ ﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻣﻌﺮﻓﺔ ﺁﺭﺍﺀ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺎﺳﺗﻣﺮﺍﺭ ﻗﺑﻞ ﻭﺑﻌﺪ ﺗﻄﺑﻳﻖ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -‬ﺍﻟﻌﻣﻞ ﻋﻠﻰ ﺗﻘﻠﻳﻞ ﺍﻟﺿﻐﻮﻁ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﻣﻮﺟﻬﺔ ﻟﻠﻌﺎﻣﻠﻳﻦ ﻓﻲ ﺍﻟﻜﻠﻳﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﺗﻔﻌﻳﻞ ﻓﺮﻕ ﺍﻟﻌﻣﻞ ﻭﺗﻮﺯﻳﻊ ﺍﻟﻣﻬﺎﻡ ﺑﺷﻜﻞ ﻣﺗﻮﺍﺯﻥ ﻋﻠﻰ ﺃﻋﺿﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻣﻞ‪.‬‬

‫ﻣﻘﺗﺮﺣﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﻓﻲ ﺿﻮﺀ ﻧﺗﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻓﺎﻥ ﺍﻟﺑﺎﺣﺚ ﻳﻘﺗﺮﺡ ﺇﺟﺮﺍﺀ ﺍﻟﺑﺣﻮﺙ ﺍﻵﺗﻳﺔ‪:‬‬
‫‪ -‬ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﺑﻲ ﻣﻘﺗﺮﺡ ﻟﻠﻌﺎﻣﻠﻳﻦ ﻓﻲ ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ ﻟﺗﻧﻣﻳﺔ ﻣﻬﺎﺭﺍﺗﻬﻢ ﻭﻗﺪﺭﺍﺗﻬﻢ ﻭﺗﻬﻳﺋﺗﻬﻢ ﻟﺗﺣﻮﻳﻞ ﺍﻟﻜﻠﻳﺔ ﺇﻟﻰ ﻣﻧﻈﻣﺔ ﻣﺗﻌﻠﻣﺔ‪.‬‬
‫‪ -‬ﺍﻟﻌﻼﻗﺔ ﺑﻳﻦ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺑﻌﺾ ﺍﻟﻣﺗﻐﻳﺮﺍﺕ ﻣﺛﻞ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻳﻔﻲ‬
‫ﻟﻠﻣﻮﻇﻔﻳﻦ‪ ،‬ﻭﺍﻟﺗﺣﺻﻳﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﻼﺏ‪ ،‬ﻭﺍﻟﺪﺍﻓﻌﻳﺔ ﻟﻠﻌﻣﻞ‪ ،‬ﻭﺍﻟﺗﺧﻄﻳﻂ ﺍﻻﺳﺗﺮﺍﺗﻳﺟﻲ‪.‬‬

‫ﻣﺮﺍﺟﻊ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﺃﻭﻻً‪ :‬ﺍﻟﻤﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬

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‫ﺃﺑﻮﺍﺳﻧﻳﻧﺔ‪ ،‬ﻋﻮﻧﻳﺔ ﻃﺎﻟﺐ )‪ .(2015‬ﻣﺳﺗﻮﻯ ﻣﻣﺎﺭﺳﺔ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ ﺟﺎﻣﻌﺔ ﺟﺮﺵ‬
‫ﻟﺿﻮﺍﺑﻂ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻛﻣﺎ ﻭﺿﻌﻬﺎ ﺳﻳﻧﺞ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻫﻢ‪ .‬ﻣﺟﻠﺔ ﺟﺮﺵ ﻟﻠﺑﺣﻮﺙ‬
‫ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‪ -‬ﺍﻷﺭﺩﻥ‪475-439 .(1) 16 ،‬‬
‫ﺃﺑﻮﺍﻟﻧﺻﺮ‪ ،‬ﻣﺪﺣﺖ )‪ .(2008‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﻣﻌﺮﻓﺔ ﻭﻣﻧﻈﻣﺎﺕ ﺍﻟﺗﻌﻠﻢ‪ .‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺍﻟﻣﺟﻣﻮﻋﺔ ﺍﻟﻌﺮﺑﻳﺔ‬
‫ﻟﻠﺗﺪﺭﻳﺐ ﻭﺍﻟﻧﺷﺮ‪.‬‬
‫ﺃﺑﻮ ﺣﺷﻳﺶ‪ ،‬ﺑﺳﺎﻡ ﻣﺣﻣﺪ ﻭ ﻣﺮﺗﺟﻰ‪ ،‬ﺯﻛﻲ ﺭﻣﺰﻱ)‪ .(2011‬ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻷﻗﺻﻰ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ‪ .‬ﻣﺟﻠﺔ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻳﺔ )ﺳﻠﺳﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻹﻧﺳﺎﻧﻳﺔ(‪-‬ﻏﺰﺓ‪438-397 (2) 19 ،‬‬

‫ﺍﻟﻼﺋﺣﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﻟﻜﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ )‪ .(2012‬ﻣﺮﻛﺰ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﺍﻟﻌﺎﻟﻲ ﻟﻠﺛﻘﺎﻓﺔ ﻭﺍﻟﻔﻧﻮﻥ‪ .‬ﻣﺳﻘﻂ‪.‬‬

‫ﺍﻟﺑﻐﺪﺍﺩﻱ‪ ،‬ﻋﺎﺩﻝ ﻫﺎﺩﻱ ﻭ ﺍﻟﺑﻐﺪﺍﺩﻱ‪ ،‬ﻫﺎﺷﻢ ﻓﻮﺯﻱ )‪ .(2010‬ﺍﻟﺗﻌﻠﻢ ﺍﻟﺗﻧﻈﻳﻣﻲ ﻭﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ‬
‫ﻭﻋﻼﻗﺗﻬﻣﺎ ﺑﺎﻟﻣﻔﺎﻫﻳﻢ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻣﻌﺎﺻﺮﺓ )ﺍﻟﺳﻠﻮﻙ ﺍﻟﺗﻧﻈﻳﻣﻲ‪-‬ﺍﻟﺬﺍﻛﺮﺓ ﺍﻟﺗﻧﻈﻳﻣﻳﺔ‪ -‬ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻣﻌﺮﻓﺔ‪ -‬ﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﻠﻮﻣﺎﺕ – ﺍﻷﺩﺍﺀ ﺍﻟﺗﻧﻈﻳﻣﻲ(‪ .‬ﻋﻣّﺎﻥ‪ :‬ﻣﺆﺳﺳﺔ ﺍﻟﻮﺭﺍﻕ ﻟﻠﻧﺷﺮ ﻭﺍﻟﺗﻮﺯﻳﻊ‪.‬‬

‫ﺍﻟﺣﻮﺍﺟﺮﺓ‪ ،‬ﻛﺎﻣﻞ ﻣﺣﻣﺪ )‪ .(2011‬ﺍﻻﺳﺗﻌﺪﺍﺩ ﺍﻟﺗﻧﻈﻳﻣﻲ ﺍﻟﻣﺪﺭﻙ ﻟﻠﺗﻐﻳﻳﺮ ﺍﻻﺳﺗﺮﺍﺗﻳﺟﻲ ﻓﻲ ﺍﻟﻣﻧﻈﻣﺔ‬

‫ﺍﻟﻣﺗﻌﻠﻣﺔ ]ﻧﺳﺧﺔ ﺇﻟﻜﺗﺮﻭﻧﻳﺔ[‪ .‬ﺍﻟﻣﺟﻠﺔ ﺍﻷﺭﺩﻧﻳﺔ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻣﺎﻝ‪-‬ﺍﻷﺭﺩﻥ‪245-225 (3) 7 ،‬‬

‫ﺍﻟﺪﻳﺣﺎﻧﻲ‪ ،‬ﺳﻠﻄﺎﻥ ﻏﺎﻟﺐ)‪ .(2015‬ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﺗﺣﻮﻳﻠﻳﺔ ﻭﺍﻟﻌﻼﻗﺔ ﺑﻳﻧﻬﻣﺎ ﻟﺪﻯ‬
‫ﺍﻟﻘﻳﺎﺩﺍﺕ ﺍﻟﺟﺎﻣﻌﻳﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ]ﻧﺳﺧﺔ ﺇﻟﻜﺗﺮﻭﻧﻳﺔ[‪.‬‬
‫ﺍﻟﻣﺟﻠﺔ ﺍﻟﺗﺮﺑﻮﻳﺔ‪-‬ﺍﻟﻜﻮﻳﺖ‪102-15 (116) 29 ،‬‬

‫ﺍﻟﺬﻳﺎﺏ‪ ،‬ﺳﻌﻮﺩ ﺑﻦ ﺫﻳﺎﺏ )‪ .(2014‬ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﻣﺗﻄﻠﺑﺎﺕ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻣﺟﺎﻻﺕ ﺗﻄﺑﻳﻘﻬﺎ‬
‫ﺑﺎﻟﻜﻠﻳﺔ ﺍﻟﺗﻘﻧﻳﺔ ﺑﺎﻟﺧﺮﺝ‪).‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺳﺗﻳﺮ ﻏﻳﺮ ﻣﻧﺷﻮﺭﺓ(‪ .‬ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻷﻣﻧﻳﺔ‪:‬‬
‫ﺍﻟﻣﻣﻠﻜﺔ ﺍﻟﻌﺮﺑﻳﺔ ﺍﻟﺳﻌﻮﺩﻳﺔ‪.‬‬

‫ﺍﻟﺳﺎﻟﻢ‪ ،‬ﻣﺆﻳﺪ ﺳﻌﻳﺪ )‪ .(2005‬ﻣﻧﻈﻣﺎﺕ ﺍﻟﺗﻌﻠﻢ‪ .‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬

‫ﺍﻟﺷﺧﻳﺑﻲ‪ ،‬ﻋﻠﻲ ﺍﻟﺳﻳﺪ )‪ .(2012‬ﺁﻓﺎﻕ ﺟﺪﻳﺪﺓ ﻓﻲ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﺟﺎﻣﻌﻲ ﺍﻟﻌﺮﺑﻲ‪ .‬ﻣﺻﺮ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ‬
‫ﺍﻟﻌﺮﺑﻲ‪.‬‬

‫ﺍﻟﺷﺮﻳﻔﻲ‪ ،‬ﻏﺳﺎﻥ ﻭﺍﻟﺻﺮﺍﻳﺮﺓ‪ ،‬ﺧﺎﻟﺪ ﻭﺍﻟﻧﺎﻇﺮ‪ ،‬ﻣﻠﻚ )‪ .(2012‬ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺟﺎﻣﻌﺎﺕ ﺍﻟﺷﺮﻕ ﺍﻷﻭﺳﻂ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ]ﻧﺳﺧﺔ ﺇﻟﻜﺗﺮﻭﻧﻳﺔ[‪.‬‬
‫ﻣﺟﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺗﺮﺑﻮﻳﺔ –ﺍﻟﻘﺎﻫﺮﺓ‪257-208 (1) 20 .‬‬
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 ‫ﺍﻟﺻﻐﻳﺮ‪ ،‬ﺃﺣﻣﺪ ﺣﺳﻳﻦ )‪ .(2005‬ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﺟﺎﻣﻌﻲ ﻓﻲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﺑﻲ )ﺗﺣﺪﻳﺎﺕ ﺍﻟﻮﺍﻗﻊ ﻭﺭﺅﻯ‬
‫ﺍﻟﻣﺳﺗﻘﺑﻞ(‪.‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻋﺎﻟﻢ ﺍﻟﻜﺗﺐ‪.‬‬

‫ﺍﻟﻄﻮﻳﻞ‪ ،‬ﻫﺎﻧﻲ ﻋﺑﺪﺍﻟﺮﺣﻣﻦ ﻭ ﻋﺑﺎﺑﻧﺔ‪ ،‬ﺻﺎﻟﺢ ﺃﺣﻣﺪ )‪ .(2008‬ﺍﻟﻣﺪﺭﺳﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻣﺪﺭﺳﺔ‬

‫ﺍﻟﻣﺳﺗﻘﺑﻞ‪ .‬ﻋﻣَّﺎﻥ‪ :‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻧﺷﺮ‪.‬‬

‫ﺍﻟﻌﺎﻣﺮﻳﺔ‪ ،‬ﻟﻳﻠﻰ ﺑﻧﺖ ﻋﻠﻲ )‪ .(2014‬ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻋﻼﻗﺗﻬﺎ ﺑﺎﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﻬﻧﻳﺔ ﻓﻲ‬
‫ﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻣﻌﻠﻣﻳﻦ ﺑﻣﺣﺎﻓﻈﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪) .‬ﺭﺳﺎﻟﺔ‬
‫ﻣﺎﺟﺳﺗﻳﺮ ﻏﻳﺮ ﻣﻧﺷﻮﺭﺓ(‪ .‬ﺟﺎﻣﻌﺔ ﻧﺰﻭﻯ‪ :‬ﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪.‬‬

‫ﺍﻟﻌﺗﻳﺑﻲ‪ ،‬ﺗﺮﻛﻲ ﺑﻦ ﻛﺪﻳﻣﻳﺲ ﻭ ﺇﺑﺮﺍﻫﻳﻢ‪ ،‬ﻫﻳﻔﺎﺀ ﺑﻧﺖ ﻋﺑﺪﺍﻟﻌﺰﻳﺰ )‪.(2015‬ﺩﺭﺟﺔ ﺗﻮﻓﺮ ﺃﺑﻌﺎﺩ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﻋﻼﻗﺗﻬﺎ ﺑﺗﻣﻜﻳﻦ ﺍﻟﻌﺎﻣﻠﻳﻦ ﺑﺟﺎﻣﻌﺔ ﺍﻟﻄﺎﺋﻒ‪ .‬ﺍﻟﺛﻘﺎﻓﺔ ﻭﺍﻟﺗﻧﻣﻳﺔ‪ -‬ﻣﺻﺮ‪،‬‬
‫‪.160-35 (92)15‬‬

‫ﺍﻟﻌﻧﺰﻱ‪ ،‬ﺃﺣﻣﺪ ﺳﻼﻣﺔ )‪ .(2016‬ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ ﻣﻦ‬
‫ﻣﻧﻈﻮﺭ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ‪] .‬ﻧﺳﺧﺔ ﺇﻟﻜﺗﺮﻭﻧﻳﺔ[‪ .‬ﻣﺟﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺗﺮﺑﻮﻳﺔ ‪-‬ﺍﻟﺮﻳﺎﺽ‪(1) 28 .‬‬
‫‪94-69‬‬

‫ﺍﻟﻔﺮﻳﺟﺎﺕ‪ ،‬ﺧﺿﻳﺮ ﻛﺎﻇﻢ ﻭ ﺍﻟﻠﻮﺯﻱ‪ ،‬ﻣﻮﺳﻰ ﺳﻼﻣﺔ ﻭﺍﻟﺷﻬﺎﺑﻲ‪ ،‬ﺃﻧﻌﺎﻡ )‪ .(2009‬ﺍﻟﺳﻠﻮﻙ‬

‫ﺍﻟﺗﻧﻈﻳﻣﻲ )ﻣﻔﺎﻫﻳﻢ ﻣﻌﺎﺻﺮﺓ(‪ .‬ﻋﻣَّﺎﻥ‪ :‬ﺇﺛﺮﺍﺀ ﻟﻠﻧﺷﺮ ﻭﺍﻟﺗﻮﺯﻳﻊ‪.‬‬

‫ﺍﻟﻜﻧﺪﻳﺔ‪ ،‬ﻣﻳﺎﺳﺔ ﺑﻧﺖ ﻋﺑﺪﺍﻟﻠﻪ )‪ .(2009‬ﺗﺻﻮﺭ ﻣﻘﺗﺮﺡ ﻟﺗﺣﻮﻳﻞ ﻣﺪﺍﺭﺱ ﺍﻟﺗﻌﻠﻳﻢ ﻣﺎ ﺑﻌﺪ ﺍﻷﺳﺎﺳﻲ‬
‫)ﺍﻟﺻﻔﻳﻦ ‪ (12-11‬ﺑﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ ﺇﻟﻰ ﻣﻧﻈﻣﺎﺕ ﻣﺗﻌﻠﻣﺔ‪) .‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺳﺗﻳﺮ ﻏﻳﺮ ﻣﻧﺷﻮﺭﺓ(‪.‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‪ :‬ﺳﻠﻄﻧﺔ ﻋﻣﺎﻥ‪.‬‬

‫ﺍﻟﻘﺎﺿﻲ‪ ،‬ﺩﻻﻝ ﻭ ﺍﻟﺑﻳﺎﺗﻲ‪ ،‬ﻣﺣﻣﻮﺩ )‪ .(2008‬ﻣﻧﻬﺟﻳﺔ ﻭﺃﺳﺎﻟﻳﺐ ﺍﻟﺑﺣﺚ ﺍﻟﻌﻠﻣﻲ ﻭﺗﺣﻠﻳﻞ ﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫ﺑﺎﺳﺗﺧﺪﺍﻡ ﺍﻟﺑﺮﻧﺎﻣﺞ ﺍﻹﺣﺻﺎﺋﻲ ‪ .SPSS‬ﻋﻣّﺎﻥ‪ :‬ﺩﺍﺭ ﺍﻟﺣﺎﻣﺪ ﻟﻠﻧﺷﺮ ﻭﺍﻟﺗﻮﺯﻳﻊ‪.‬‬

‫ﺍﻟﻧﺳﻮﺭ‪ ،‬ﺃﺳﻣﺎﺀ ﺳﺎﻟﻢ )‪ .(2010‬ﺃﺛﺮ ﺧﺻﺎﺋﺺ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻓﻲ ﺗﺣﻘﻳﻖ ﺍﻟﺗﻣﻳﺰ ﺍﻟﻣﺆﺳﺳﻲ )‬
‫ﺩﺭﺍﺳﺔ ﺗﻄﺑﻳﻘﻳﺔ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺑﺣﺚ ﺍﻟﻌﻠﻣﻲ ﺍﻷﺭﺩﻧﻳﺔ(‪) .‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺳﺗﻳﺮ ﻏﻳﺮ‬
‫ﻣﻧﺷﻮﺭﺓ(‪ .‬ﺟﺎﻣﻌﺔ ﺍﻟﺷﺮﻕ ﺍﻷﻭﺳﻂ‪ :‬ﻋﻣّﺎﻥ‪.‬‬

‫ﺍﻟﻧﺷﺮﺓ ﺍﻟﺗﻌﺮﻳﻔﻳﺔ ﺑﻜﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ )‪ .(2012‬ﻛﻠﻳﺔ‬
‫ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ ﺑﻐﻳﺮﻫﺎ‪ .‬ﻣﻧﺢ‪.‬‬

‫‪86‬‬
 ‫ﺟﺎﺑﺮ‪ ،‬ﻋﺑﺪﺍﻟﺣﻣﻳﺪ ﻭﻛﺎﻇﻢ‪ ،‬ﺃﺣﻣﺪ )‪ .(2010‬ﻣﻧﺎﻫﺞ ﺍﻟﺑﺣﺚ ﻓﻲ ﺍﻟﺗﺮﺑﻳﺔ ﻭﻋﻠﻢ ﺍﻟﻧﻔﺲ‪ .‬ﺍﻟﺮﻳﺎﺽ‪:‬‬
‫ﺩﺍﺭ ﺍﻟﺰﻫﺮﺍﺀ ﻟﻠﻧﺷﺮ ﻭﺍﻟﺗﻮﺯﻳﻊ‪.‬‬

‫ﺧﺿﺮ‪،‬ﺿﺣﻰ )‪ .(2009‬ﻧﺣﻮ ﺭﺅﻳﺔ ﺟﺪﻳﺪﺓ ﻟﻣﺆﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺿﻮﺀ ﻣﻔﻬﻮﻡ ﺍﻟﻣﻧﻈﻣﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻣﺔ ]ﻧﺳﺧﺔ ﺇﻟﻜﺗﺮﻭﻧﻳﺔ[‪ .‬ﻣﺟﻠﺔ ﻛﻠﻳﺔ ﺍﻟﺗﺮﺑﻳﺔ‪-‬ﺟﺎﻣﻌﺔ ﺍﻟﻣﻧﺻﻮﺭﺓ‪-‬ﻣﺻﺮ‪98-75 (1) 71 ،‬‬

‫ﺧﺿﺮ‪ ،‬ﺿﺣﻰ ﺣﻳﺪﺭ ﻭ ﺧﺻﺎﻭﻧﺔ‪ ،‬ﺳﺎﻣﻲ ﻋﺑﺪﺍﻟﻠﻪ )‪ .(2011‬ﺗﻄﻮﻳﺮ ﺃﻧﻣﻮﺫﺝ ﻟﻣﻣﺎﺭﺳﺔ ﻣﺟﺎﻻﺕ‬
‫ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻛﻣﺎ ﻳﺮﺍﻫﺎ ﺃﻋﺿﺎﺀ ﻫﻳﺋﺔ ﺍﻟﺗﺪﺭﻳﺲ ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻳﺔ‪] .‬ﻧﺳﺧﺔ ﺇﻟﻜﺗﺮﻭﻧﻳﺔ[‪.‬‬
‫ﻣﺟﻠﺔ ﺩﺭﺍﺳﺎﺕ‪ :‬ﺍﻟﻌﻠﻮﻡ ﺍﻟﺗﺮﺑﻮﻳﺔ‪ -‬ﻋﻣّﺎﻥ‪1681-1652 (5) 7 ،‬‬

‫ﺭﻣﺿﺎﻥ‪ ،‬ﻋﺻﺎﻡ )‪ .(2014‬ﻣﺪﻯ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﺑﺎﻟﻣﻌﺎﻫﺪ ﺍﻷﺯﻫﺮﻳﺔ ﻣﻦ ﻭﺟﻬﺔ‬
‫ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﻳﻦ ﻓﻳﻬﺎ ]ﻧﺳﺧﺔ ﺇﻟﻜﺗﺮﻭﻧﻳﺔ[‪ .‬ﻣﺟﻠﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻧﺟﺎﺡ ﻟﻠﻌﻠﻮﻡ ﺍﻹﻧﺳﺎﻧﻳﺔ‪ -‬ﻓﻠﺳﻄﻳﻦ‪28 ،‬‬
‫)‪2410-2373 (10‬‬

‫ﺯﺍﻳﺪ‪ ،‬ﻋﺑﺪﺍﻟﻧﺎﺻﺮ ﻭﺑﻮﺑﺷﻳﺖ‪ ،‬ﺧﺎﻟﺪ ﻭ ﺍﻟﻣﻄﻳﺮﻱ‪ ،‬ﺫﻋﺎﺭ )‪ .(2009‬ﺍﻟﻣﻧﻈﻣﺔ ﺍﻟﻣﺗﻌﻠﻣﺔ ﻭﺗﻄﺑﻳﻘﺎﺗﻬﺎ‬

‫ﻓﻲ ﺍﻟﻣﻣﻠﻜﺔ ﺍﻟﻌﺮﺑﻳﺔ ﺍﻟﺳﻌﻮﺩﻳﺔ ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ‪ :‬ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﺮﺋﻳﺳﻳﺔ ﻓﻲ ﺍﻟﻬﻳﺋﺔ ﺍﻟﻣﻠﻜﻳﺔ ﺑﺎﻟﺟﺑﻳﻞ‪.‬‬
‫ﻭﺭﻗﺔ ﻣﻘﺪﻣﺔ ﺇﻟﻰ ﺍﻟﻣﺆﺗﻣﺮ ﺍﻟﺪﻭﻟﻲ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻹﺩﺍﺭﻳﺔ )ﻧﺣﻮ ﺃﺩﺍﺀ ﻣﺗﻣﻳﺰ ﻓﻲ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺣﻜﻮﻣﻲ(‪.‬‬
‫ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﻣﻣﻠﻜﺔ ﺍﻟﻌﺮﺑﻳﺔ ﺍﻟﺳﻌﻮﺩﻳﺔ‪.‬‬

‫ﻟﻔﺗﺔ‪ ،‬ﺟﻮﺍﺩ ﻛﺎﻇﻢ )‪ .(2011‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺣﺪﻳﺛﺔ ﻟﻣﻧﻈﻮﻣﺔ ﺍﻟﺗﻌﻠﻳﻢ ﺍﻟﻌﺎﻟﻲ‪ .‬ﻋﻣّﺎﻥ‪ :‬ﺩﺍﺭ ﺻﻔﺎﺀ ﻟﻠﻧﺷﺮ‬
‫ﻭﺍﻟﺗﻮﺯﻳﻊ‪.‬‬

‫ﻣﺎﻫﺮ‪ ،‬ﺃﺣﻣﺪ )‪ .(2014‬ﺗﻄﻮﻳﺮ ﺍﻟﻣﻧﻈﻣﺎﺕ ﺍﻟﺪﻟﻳﻞ ﺍﻟﻌﻣﻠﻲ ﻹﻋﺎﺩﺓ ﺍﻟﻬﻳﻜﻠﺔ ﻭﺍﻟﺗﻣﻳﺰ ﺍﻹﺩﺍﺭﻱ ﻭﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺗﻐﻳﻳﺮ‪ .‬ﻣﺻﺮ‪ :‬ﺍﻟﺪﺍﺭ ﺍﻟﺟﺎﻣﻌﻳﺔ ﺍﻹﺳﻜﻧﺪﺭﻳﺔ ‪.‬‬

‫ﻫﻣﺷﺮﻱ‪ ،‬ﻋﻣﺮ ﺃﺣﻣﺪ )‪ .(2013‬ﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺮﻓﺔ ﺍﻟﻄﺮﻳﻖ ﻋﻠﻰ ﺍﻟﺗﻣﻳﺰ ﻭﺍﻟﺮﻳﺎﺩﺓ‪ .‬ﻋﻣّﺎﻥ‪ :‬ﺩﺍﺭ‬
‫ﺻﻔﺎﺀ ﻟﻠﻧﺷﺮ ﻭﺍﻟﺗﻮﺯﻳﻊ‪.‬‬

‫ﺍﻟﻤﺮﺍﺟﻊ ﺍﻷﺟﻨﺒﻴﺔ‬

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90
‫ﺍﻟﻣﻼﺣﻖ‬

‫‪90‬‬
 ‫ﻣﻠﺤﻖ )‪(1‬‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‬

‫ﺩﺭﺍﺳﺔ ﺍﺳﺘﻄﻼﻋﻴﺔ ﻟﻤﻌﺮﻓﺔ ﺃﻫﻢ ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬

‫ﺗﺤﻴﺔ ﻃﻴﺒﺔ ﻭﺑﻌﺪ‬ ‫ﺍﻟﺰﻣﻴﻞ ﺍﻟﻤﺤﺘﺮﻡ‪ /‬ﺍﻟﺰﻣﻴﻠﺔ ﺍﻟﻤﺤﺘﺮﻣﺔ‬

‫ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﻋﺪﺍﺩ ﺩﺭﺍﺳﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ‪ /‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻌﻨﻮﺍﻥ‪:‬‬

‫"ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ"‬

‫ﻭﺗﻬﺪﻑ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﺃﻫﻢ ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‪ ،‬ﻟﺬﺍ‬
‫ﺃﺭﺟﻮ ﻣﻨﻜﻢ ﺍﻟﺘﻜﺮﻡ ﺑﻌﺮﺽ ﺃﻫﻢّ ﺧﻤﺲ ﻣﺸﺎﻛﻞ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻛﻢ‪.‬‬

‫ﻭﺳﻴﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻹﺟﺎﺑﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺴﺮﻳﺔ ﺗﺎﻣﺔ‪ ،‬ﻭﻟﻦ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺇﻻ ﻟﻐﺮﺽ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬

‫ﺷﺎﻛﺮﺍ ﻟﻜﻢ ﺣﺴﻦ ﺗﻌﺎﻭﻧﻜﻢ‪،،،‬‬

‫ﺍﻟﺒﺎﺣﺚ‪ /‬ﺳﺎﻟﻢ ﺑﻦ ﺳﻠﻴﻤﺎﻥ ﺑﻦ ﺳﺎﻟﻢ ﺍﻟﺒﻮﺳﻌﻴﺪﻱ‬

‫ﺭﻗﻢ ﺍﻟﻬﺎﺗﻒ‪95515560 :‬‬

‫ﺃﻫﻢ ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬

‫‪.1‬‬

‫‪.2‬‬

‫‪.3‬‬

‫‪.4‬‬

‫‪.5‬‬

‫‪91‬‬
 ‫ﻣﻠﺣﻖ )‪(2‬‬

‫ﺍﻻﺳﺗﺑﺎﻧﺔ ﻓﻲ ﺻﻮﺭﺗﻬﺎ ﺍﻷﻭﻟﻳﺔ‬

‫ﺟﺎﻣﻌﺔ ﻧﺰﻭﻯ‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻵﺩﺍﺏ‬
‫ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‬

‫ﺍﺳﺘﺒﺎﻧﺔ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬

‫ﺗﺤﻴﺔ ﻃﻴﺒﺔ ﻭﺑﻌﺪ‬ ‫ﺍﻟﺰﻣﻴﻞ ﺍﻟﻤﺤﺘﺮﻡ‪ /‬ﺍﻟﺰﻣﻴﻠﺔ ﺍﻟﻤﺤﺘﺮﻣﺔ‬

‫ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﻋﺪﺍﺩ ﺩﺭﺍﺳﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ‪ /‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻌﻨﻮﺍﻥ‪:‬‬

‫"ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ"‬

‫ﻭﺗﻬﺪﻑ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‪ ،‬ﻟﺬﺍ ﺃﺭﺟﻮ ﻣﻨﻜﻢ ﺍﻟﺘﻜﺮﻡ ﺑﻘﺮﺍﺀﺓ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺭﺃﻳﻜﻢ ﻓﻲ ﻛﻞ ﻋﺒﺎﺭﺓ‬
‫ﻭﺫﻟﻚ ﺑﻮﺿﻊ ﻋﻼﻣﺔ )‪ (‬ﺃﻣﺎﻡ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﻤﻨﺎﺳﺐ ﺍﻟﺬﻱ ﻳﻌﺒﺮ ﻋﻠﻰ ﻣﺪﻯ ﻣﻮﺍﻓﻘﺘﻜﻢ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺓ‪.‬‬

‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 43‬ﻋﺒﺎﺭﺓ ﻓﻲ ﺳﺒﻌﺔ ﺃﺑﻌﺎﺩ ﺭﺋﻴﺴﺔ ﻭﻫﻲ‪ :‬ﺇﻳﺠﺎﺩ ﻓﺮﺹ ﻟﻠﺘﻌﻠﻢ ﺍﻟﻤﺴﺘﻤﺮ‪ ،‬ﻭﺗﺸﺠﻴﻊ‬
‫ﺍﻻﺳﺘﻔﻬﺎﻡ ﻭﺍﻟﺤﻮﺍﺭ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺠﻤﺎﻋﻲ‪ ،‬ﻭﺗﻤﻜﻴﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻟﺠﻤﻌﻬﻢ ﻧﺤﻮ ﺭﺅﻳﺔ ﻣﺸﺘﺮﻛﺔ‪ ،‬ﻭﺇﻧﺸﺎﺀ‬
‫ﺃﻧﻈﻤﺔ ﻟﻤﺸﺎﺭﻛﺔ ﺍﻟﻤﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺭﺑﻂ ﺍﻟﻤﻨﻈﻤﺔ ﺑﺎﻟﺒﻴﺌﺔ ﺍﻟﺨﺎﺭﺟﻴﺔ‪ ،‬ﻭﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬

‫ﻭﺳﻴﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻹﺟﺎﺑﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺴﺮﻳﺔ ﺗﺎﻣﺔ‪ ،‬ﻭﻟﻦ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺇﻻ ﻟﻐﺮﺽ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬

‫ﺷﺎﻛﺮﺍ ﻟﻜﻢ ﺣﺴﻦ ﺗﻌﺎﻭﻧﻜﻢ‪،،،‬‬

‫ﺍﻟﺒﺎﺣﺚ‪ /‬ﺳﺎﻟﻢ ﺑﻦ ﺳﻠﻴﻤﺎﻥ ﺑﻦ ﺳﺎﻟﻢ ﺍﻟﺒﻮﺳﻌﻴﺪﻱ‬

‫ﺭﻗﻢ ﺍﻟﻬﺎﺗﻒ‪95515560 :‬‬

‫‪[email protected]‬‬

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 ‫ﺃﻭﻻ‪ :‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺎﻣﺔ‪:‬‬

‫‪.1‬ﺍﻟﻨﻮﻉ‪:‬‬

‫( ﺃﻧﺜﻰ‬ ‫)‬ ‫( ﺫﻛﺮ‬ ‫)‬

‫‪.2‬ﺍﻟﻤﺆﻫﻞ‪:‬‬

‫( ﺑﻜﺎﻟﻮﺭﻳﻮﺱ‬ ‫)‬ ‫( ﺩﺑﻠﻮﻡ‬ ‫)‬ ‫( ﺛﺎﻧﻮﻳﺔ ﻋﺎﻣﺔ‬ ‫)‬

‫( ﻏﻴﺮ ﺫﻟﻚ‬ ‫)‬ ‫( ﺩﺭﺍﺳﺎﺕ ﻋﻠﻴﺎ‬ ‫)‬

‫‪.3‬ﺍﻟﻤﺴﻤﻰ ﺍﻟﻮﻇﻴﻔﻲ‪:‬‬

‫( ﺇﺩﺍﺭﻱ‬ ‫)‬ ‫( ﺭﺋﻴﺲ ﻗﺴﻢ‬ ‫)‬ ‫( ﻣﺪﻳﺮ‬ ‫)‬

‫( ﻏﻴﺮ ﺫﻟﻚ‬ ‫)‬ ‫( ﻣُﺪﺭّﺱ‬ ‫)‬

‫‪.4‬ﺳﻨﻮﺍﺕ ﺍﻟﺨﺒﺮﺓ‪:‬‬

‫( ‪9-7‬‬ ‫)‬ ‫( ‪6-4‬‬ ‫)‬ ‫( ‪3-0‬‬ ‫)‬

‫( ﺃﻛﺜﺮ ﻣﻦ ‪12‬‬ ‫)‬ ‫( ‪12-10‬‬ ‫)‬

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 ‫ﺍﻟﺒﻌﺪ ﺍﻷﻭﻝ‪ :‬ﺇﻳﺠﺎﺩ ﻓﺮﺹ ﻟﻠﺘﻌﻠﻢ ﺍﻟﻤﺴﺘﻤﺮ‬

‫ﺍﺳﺘﺠﺎﺑﺔ ﺍﻟﻤﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ ﺑﺪﺭﺟﺔ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﻗﻠﻴﻠﺔ‬ ‫ﺑﺪﺭﺟﺔ ﻗﻠﻴﻠﺔ‬ ‫ﺑﺸﺪﺓ‬

‫ﻳﻨﺎﻗﺶ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻓﻲ ﺍﻟﻜﻠﻴﺔ‬

‫ﺍﻷﺧﻄﺎﺀ ﺑﺼﺮﺍﺣﺔ ﺑﻬﺪﻑ‬ ‫‪1‬‬

‫ﺍﻟﺘﻌﻠﻢ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‪.‬‬

‫ﻳﺤﺪﺩ ﺍﻟﻤﻮﻇﻔﻮﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ‬

‫ﺍﻟﺘﻲ ﻳﺤﺘﺎﺟﻮﻧﻬﺎ ﻹﻧﺠﺎﺯ‬ ‫‪2‬‬

‫ﺍﻟﻤﻬﺎﻡ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒﻞ‪.‬‬

‫ﻳﺴﺎﻋﺪ ﺍﻟﻤﻮﻇﻔﻮﻥ ﺑﻌﻀﻬﻢ‬

‫‪3‬‬
‫ﺑﻌﻀﺎ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ‪.‬‬

‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﻮﻇﻔﻮﻥ‬
‫ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻣﻮﺍﻝ‬
‫‪4‬‬
‫ﻭﺍﻟﻤﻮﺍﺭﺩ ﺍﻷﺧﺮﻯ ﻣﻦ‬
‫ﺍﻟﻜﻠﻴﺔ ﻟﺪﻋﻢ ﺗﻌﻠﻤﻬﻢ‪.‬‬

‫ﻳُﻤﻨﺢ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻭﻗﺘﺎ‬

‫‪5‬‬
‫ﻟﻠﺘﻌﻠﻢ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻳﺘﻌﺎﻣﻞ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻣﻊ‬

‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻬﻬﻢ‬ ‫‪6‬‬

‫ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻓﺮﺻﺎ ﻟﻠﺘﻌﻠﻢ‪.‬‬

‫ﻳُﻜﺎﻓﺄ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻟﺘﻌﻠﻤﻬﻢ‬

‫‪7‬‬
‫ﺃﺷﻴﺎﺀ ﺟﺪﻳﺪﺓ‪.‬‬

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 ‫ﺍﻟﺒﻌﺪ ﺍﻟﺜﺎﻧﻲ ‪ :‬ﺗﺸﺠﻴﻊ ﺍﻻﺳﺘﻔﻬﺎﻡ ﻭﺍﻟﺤﻮﺍﺭ‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﻳﺘﺒﺎﺩﻝ ﺍﻟﻤﻮﻇﻔﻮﻥ ﺍﻟﺘﻐﺬﻳﺔ‬

‫ﺍﻟﺮﺍﺟﻌﺔ ﻓﻲ ﻣﺎ ﺑﻴﻨﻬﻢ‬ ‫‪1‬‬
‫ﺑﺼﺮﺍﺣﺔ ﻭﺷﻔﺎﻓﻴﺔ‪.‬‬

‫ﻳﺼﻐﻲ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻟﻮﺟﻬﺎﺕ‬

‫‪2‬‬
‫ﻧﻈﺮ ﺍﻵﺧﺮﻳﻦ ﻗﺒﻞ ﺍﻟﺘﻜﻠﻢ‪.‬‬

‫ﻳُﺸﺠَّﻊ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻋﻠﻰ‬

‫ﺇﺛﺎﺭﺓ ﺃﺳﺌﻠﺔ )ﻟﻤﺎﺫﺍ( ﺑﻐﺾ‬ ‫‪3‬‬
‫ﺍﻟﻨﻈﺮ ﻋﻦ ﻣﻮﻗﻌﻬﻢ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬

‫ﻋﻨﺪﻣﺎ ﻳﺬﻛﺮ ﺍﻟﻤﻮﻇﻔﻮﻥ‬

‫ﻭﺟﻬﺎﺕ ﻧﻈﺮﻫﻢ‪ ،‬ﻳﺴﺄﻟﻮﻥ‬ ‫‪4‬‬
‫ﻋﻦ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫ﻳﺤﺘﺮﻡ ﺍﻟﻤﻮﻇﻔﻮﻥ ﺑﻌﻀﻬﻢ‬

‫‪5‬‬
‫ﺑﻌﻀﺎ‪.‬‬

‫ﻳﻘﻀﻲ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻭﻗﺘﺎً ﻟﺒﻨﺎﺀ‬

‫‪6‬‬
‫ﺍﻟﺜﻘﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪.‬‬

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 ‫ﺍﻟﺒﻌﺪ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺠﻤﺎﻋﻲ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﺗﻤﺘﻠﻚ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺍﻟﺤﺮﻳﺔ‬

‫ﻟﺘﻜﻴﻴﻒ ﺃﻫﺪﺍﻓﻬﺎ ﺣﺴﺐ‬ ‫‪1‬‬

‫ﺍﻟﺤﺎﺟﺔ‪.‬‬

‫ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺗﻌﺎﻣﻞ ﺃﻋﻀﺎﺀ‬

‫ﺍﻟﻔﺮﻳﻖ ﺑﺎﻟﺘﺴﺎﻭﻱ ﺑﻐﺾ‬
‫ﺍﻟﻨﻈﺮ ﻋﻦ ﻭﻇﺎﺋﻔﻬﻢ‪ ،‬ﺃﻭ‬ ‫‪2‬‬

‫ﺛﻘﺎﻓﺘﻬﻢ‪ ،‬ﺃﻭ ﺃﻱ ﺍﺧﺘﻼﻓﺎﺕ‬

‫ﺃﺧﺮﻯ‪.‬‬

‫ﻳﺮﻛﺰ ﺃﻋﻀﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ‬

‫ﻋﻠﻰ ﻣﻬﻤﺘﻬﻢ ﻛﻤﺠﻤﻮﻋﺔ‪،‬‬
‫‪3‬‬
‫ﻭﻛﻴﻒ ﻳﻤﻜﻦ ﺃﻥ ﺗﻌﻤﻞ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺑﺸﻜﻞ ﺟﻴﺪ‪.‬‬

‫ﻳُﺮﺍﺟﻊ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ‬

‫ﺁﺭﺍﺋﻬﻢ ﻧﺘﻴﺠﺔ ﻟﻤﻨﺎﻗﺸﺎﺕ‬
‫‪4‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺃﻭ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﺘﻲ ﺗﻢ ﺟﻤﻌﻬﺎ ﻣﺆﺧﺮﺍً‪.‬‬

‫ﺗُﻜﺎﻓﺄ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻋﻠﻰ‬

‫‪5‬‬
‫ﺇﻧﺠﺎﺯﺍﺗﻬﺎ‪.‬‬

‫ﺗﺜﻖ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻓﻲ ﺃﻥ‬

‫‪6‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺳﺘﺄﺧﺬ ﺑﺘﻮﺻﻴﺎﺗﻬﺎ‪.‬‬

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 ‫ﺍﻟﺒﻌﺪ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺇﻧﺸﺎﺀ ﺃﻧﻈﻤﺔ ﻟﻤﺸﺎﺭﻛﺔ ﺍﻟﻤﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﻠﻢ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﺗُﺴﺘﺨﺪﻡ ﻧُﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ‬

‫ﺍﻟﻤﺘﺒﺎﺩﻟﺔ ﺑﺸﻜﻞ ﺍﻋﺘﻴﺎﺩﻱ‪،‬‬
‫ﻣﺜﻞ‪ :‬ﻧﻈﻢ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪،‬‬
‫‪1‬‬
‫ﻟﻮﺣﺎﺕ ﺍﻹﻋﻼﻧﺎﺕ‬
‫ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ‬
‫ﺍﻟﻤﻔﺘﻮﺣﺔ‪.‬‬

‫ﺗُﻤﻜّﻦ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻣﻦ‬

‫ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫‪2‬‬
‫ﺍﻟﻤﻄﻠﻮﺑﺔ ﺑﺴﺮﻋﺔ ﻭﺳﻬﻮﻟﺔ‪ ،‬ﻭﻓﻲ‬
‫ﺃﻱ ﻭﻗﺖ‪.‬‬

‫ﺗﺤﺘﻔﻆ ﺍﻟﻜﻠﻴﺔ ﺑﺒﻴﺎﻧﺎﺕ ﺣﺪﻳﺜﺔ‬

‫‪3‬‬
‫ﻋﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻤﻮﻇﻔﻴﻦ‪.‬‬

‫ﺗﺒﺘﻜﺮ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻨﻈﻢ ﻟﻘﻴﺎﺱ‬

‫ﺍﻟﻔﺠﻮﺓ ﺑﻴﻦ ﺍﻷﺩﺍﺀ ﺍﻟﺤﺎﻟﻲ‬ ‫‪4‬‬
‫ﻭﺍﻷﺩﺍﺀ ﺍﻟﻤﺘﻮﻗﻊ‪.‬‬

‫ﺗُﺘﻴﺢ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺪﺭﻭﺱ‬

‫ﺍﻟﻤﺴﺘﻔﺎﺩﺓ ﻣﻦ ﺗﺠﺎﺭﺑﻬﺎ ﻟﺠﻤﻴﻊ‬ ‫‪5‬‬
‫ﺍﻟﻤﻮﻇﻔﻴﻦ‪.‬‬

‫ﺗﻘﻴﺲ ﺍﻟﻜﻠﻴﺔ ﻧﺘﺎﺋﺞ ﺍﻟﻮﻗﺖ‬

‫‪6‬‬
‫ﻭﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺒﺬﻭﻟﺔ ﻋﻠﻰ‬

‫‪97‬‬
 ‫ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﺍﻟﺒﻌﺪ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺗﻤﻜﻴﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻟﺠﻤﻌﻬﻢ ﻧﺤﻮ ﺭﺅﻳﺔ ﻣﺸﺘﺮﻛﺔ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﺗُﻜﺮِّﻡ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ‬

‫ﺍﻟﻤﺒﺎﺩﺭﺍﺕ ﺍﻟﺘﻲ ﻳﻘﺪﻣﻬﺎ ﻛﻞ‬ ‫‪1‬‬

‫ﻣﻨﻬﻢ‪.‬‬

‫ﺗﺘﻴﺢ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻮﻇﻔﻴﻦ ﺣﺮﻳﺔ‬

‫ﺍﻻﺧﺘﻴﺎﺭ ﻋﻨﺪ ﺗﻨﻔﻴﺬ ﻭﺍﺟﺒﺎﺕ‬ ‫‪2‬‬

‫ﺍﻟﻌﻤﻞ‪.‬‬

‫ﺗﺪﻋﻮ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ‬

‫ﻟﻠﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺇﺛﺮﺍﺀ ﺭﺅﻳﺘﻬﺎ‬ ‫‪3‬‬

‫ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬

‫ﺗُﻤﻜّﻦ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻣﻦ‬

‫ﺍﻟﺘﺤﻜﻢ ﺑﺎﻟﻤﻮﺍﺭﺩ ﺍﻟﺘﻲ‬ ‫‪4‬‬

‫ﻳﺤﺘﺎﺟﻮﻧﻬﺎ ﻹﻧﺠﺎﺯ ﺃﻋﻤﺎﻟﻬﻢ‪.‬‬

‫ﺗﺪﻋﻢ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﺫﻭﻱ‬

‫ﺍﻟﻤﺒﺎﺩﺭﺍﺕ ﺍﻟﺒﻨﺎﺀﺓ ﻭﺍﻟﺬﻳﻦ‬ ‫‪5‬‬

‫ﻳﺤﺴﺒﻮﻥ ﻣﺨﺎﻃﺮﻫﺎ‪.‬‬

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 ‫ﺗﺒﻨﻲ ﺍﻟﻜﻠﻴﺔ ﺭﺅﻯ ﻣﻮﺣﺪﺓ ﻋﺒﺮ‬
‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫‪6‬‬
‫ﻭﻣﺠﻤﻮﻋﺎﺕ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﺍﻟﺒﻌﺪ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺭﺑﻂ ﺍﻟﻤﻨﻈﻤﺔ ﺑﺎﻟﺒﻴﺌﺔ ﺍﻟﺨﺎﺭﺟﻴﺔ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺃﻭﺍﻓﻖ‬ ‫ﺑﺪﺭﺟﺔ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺷﺪﺓ‬ ‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬
‫ﻗﻠﻳﻠﺔ‬

‫ﺗُﺴﺎﻋﺪ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺯﻧﺔ ﺑﻴﻦ‬

‫ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﻤﻞ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺎﺋﻠﺔ‪.‬‬ ‫‪1‬‬

‫ﺗﺸﺠﻊ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺮ ﻣﻦ‬

‫ﻣﻨﻈﻮﺭ ﻋﺎﻟﻤﻲ‪.‬‬ ‫‪2‬‬

‫ﺗﺸﺠﻊ ﺍﻟﻜﻠﻴﺔ ﺟﻤﻴﻊ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ ﺃﺧﺬ‬

‫ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻤُﺴﺘﻔﻴﺪﻳﻦ ﺑﺎﻻﻋﺘﺒﺎﺭ ﻋﻨﺪ‬
‫ﺍﺗﺨﺎﺫ ﻗﺮﺍﺭﺍﺗﻬﻢ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫‪3‬‬

‫ﺗﻬﺘﻢ ﺍﻟﻜﻠﻴﺔ ﺑﻤﻌﺮﻓﺔ ﺃﺛﺮ ﻗﺮﺍﺭﺍﺗﻬﺎ ﻓﻲ‬

‫ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﻤﻮﻇﻔﻴﻦ‪.‬‬ ‫‪4‬‬

‫ﺗﺘﻌﺎﻭﻥ ﺍﻟﻜﻠﻴﺔ ﻣﻊ ﺍﻟﺠﻬﺎﺕ ﺍﻟﺨﺎﺭﺟﻴﺔ ﻣﻦ‬

‫ﺃﺟﻞ ﺗﺒﺎﺩﻝ ﺍﻟﻤﻨﺎﻓﻊ‪.‬‬ ‫‪5‬‬

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 ‫ﺗﺸﺠﻊ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ ﺍﻟﺤﺼﻮﻝ‬
‫ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻷﻗﺴﺎﻡ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺑﺨﺼﻮﺹ ﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ‬ ‫‪6‬‬
‫ﺗﻮﺍﺟﻬﻬﻢ ﻓﻲ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﺍﻟﺒﻌﺪ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﻳﺪﻋﻢ ﺍﻟﻘﺎﺩﺓ ﺑﺸﻜﻞ ﻋﺎﻡ ﻃﻠﺒﺎﺕ ﺍﻟﻤﻮﻇﻔﻴﻦ‬

‫ﺑﺨﺼﻮﺹ ﻓﺮﺹ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪.‬‬ ‫‪1‬‬

‫ﻳﺸﺮﻙ ﺍﻟﻘﺎﺩﺓ ﺍﻟﻤﻮﻇﻔﻴﻦ ﺑﺎﻟﻤﻌﻠﻮﻣﺎﺕ‬

‫ﺍﻟﻤﺤﺪﺛﺔ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﻤﻨﺎﻓﺴﻴﻦ‪ ،‬ﻭﺍﻟﺘﻮﺟﻬﺎﺕ‬
‫ﺍﻟﻌﺎﻣﺔ ﻓﻲ ﻣﺠﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪2‬‬
‫ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‪ ،‬ﻭﺗﻮﺟﻬﺎﺕ ﺍﻟﻜﻠﻴﺔ‪.‬‬

‫ﻳﺪﻋﻢ ﺍﻟﻘﺎﺩﺓ ﻏﻴﺮﻫﻢ ﻣﻦ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻣﻦ‬

‫ﺃﺟﻞ ﺗﻨﻔﻴﺬ ﺭﺅﻳﺔ ﺍﻟﻜﻠﻴﺔ ﻭﺧﻄﻄﻬﺎ‪.‬‬ ‫‪3‬‬

‫ﻳﻌﻠﻢ ﺍﻟﻘﺎﺩﺓ ﺍﻟﻤﻮﻇﻔﻴﻦ ﺍﻟﺘﺎﺑﻌﻴﻦ ﻟﻬﻢ‬

‫ﻭﻳﺪﺭﺑﻮﻧﻬﻢ ﺑﺎﺳﺘﻤﺮﺍﺭ‪.‬‬ ‫‪4‬‬

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 ‫ﻳﺒﺤﺚ ﺍﻟﻘﺎﺩﺓ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻋﻦ ﺍﻟﻔﺮﺹ‬
‫‪5‬‬
‫ﻟﻠﺘﻌﻠﻢ‪.‬‬

‫ﻳﺤﺮﺹ ﺍﻟﻘﺎﺩﺓ ﻋﻠﻰ ﺗﻄﺎﺑﻖ ﺃﻓﻌﺎﻟﻬﻢ ﻣﻊ ﻗﻴﻢ‬

‫ﺍﻟﻜﻠﻴﺔ‪.‬‬ ‫‪6‬‬

‫ﻣﻠﺣﻖ )‪(3‬‬

‫ﺍﻻﺳﺗﺑﺎﻧﺔ ﻓﻲ ﺻﻮﺭﺗﻬﺎ ﺍﻟﻧﻬﺎﺋﻳﺔ‬

‫ﺟﺎﻣﻌﺔ ﻧﺰﻭﻯ‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻵﺩﺍﺏ‬
‫ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‬

‫ﺍﺳﺘﺒﺎﻧﺔ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‬

‫ﺗﺤﻴﺔ ﻃﻴﺒﺔ ﻭﺑﻌﺪ‬ ‫ﺍﻟﺰﻣﻴﻞ ﺍﻟﻤﺤﺘﺮﻡ‪ /‬ﺍﻟﺰﻣﻴﻠﺔ ﺍﻟﻤﺤﺘﺮﻣﺔ‬

‫ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﻋﺪﺍﺩ ﺩﺭﺍﺳﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ‪ /‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻌﻨﻮﺍﻥ‪:‬‬

‫"ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ"‬

‫ﻭﺗﻬﺪﻑ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﺩﺭﺟﺔ ﺗﻮﺍﻓﺮ ﺃﺑﻌﺎﺩ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻠﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮﻫﺎ‪ ،‬ﻟﺬﺍ ﺃﺭﺟﻮ ﻣﻨﻜﻢ ﺍﻟﺘﻜﺮﻡ ﺑﻘﺮﺍﺀﺓ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺭﺃﻳﻜﻢ ﻓﻲ ﻛﻞ ﻋﺒﺎﺭﺓ‬
‫ﻭﺫﻟﻚ ﺑﻮﺿﻊ ﻋﻼﻣﺔ )‪ (‬ﺃﻣﺎﻡ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﻤﻨﺎﺳﺐ ﺍﻟﺬﻱ ﻳﻌﺒﺮ ﻋﻠﻰ ﻣﺪﻯ ﻣﻮﺍﻓﻘﺘﻜﻢ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺓ‪.‬‬

‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 43‬ﻋﺒﺎﺭﺓ ﻓﻲ ﺳﺒﻌﺔ ﺃﺑﻌﺎﺩ ﺭﺋﻴﺴﺔ ﻭﻫﻲ‪ :‬ﺇﻳﺠﺎﺩ ﻓﺮﺹ ﻟﻠﺘﻌﻠﻢ ﺍﻟﻤﺴﺘﻤﺮ‪ ،‬ﻭﺗﺸﺠﻴﻊ‬
‫ﺍﻻﺳﺘﻔﻬﺎﻡ ﻭﺍﻟﺤﻮﺍﺭ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺠﻤﺎﻋﻲ‪ ،‬ﻭﺗﻤﻜﻴﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻟﺠﻤﻌﻬﻢ ﻧﺤﻮ ﺭﺅﻳﺔ ﻣﺸﺘﺮﻛﺔ‪ ،‬ﻭﺇﻧﺸﺎﺀ‬
‫ﺃﻧﻈﻤﺔ ﻟﻤﺸﺎﺭﻛﺔ ﺍﻟﻤﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺭﺑﻂ ﺍﻟﻤﻨﻈﻤﺔ ﺑﺎﻟﺒﻴﺌﺔ ﺍﻟﺨﺎﺭﺟﻴﺔ‪ ،‬ﻭﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬

‫ﻭﺳﻴﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻹﺟﺎﺑﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺴﺮﻳﺔ ﺗﺎﻣﺔ‪ ،‬ﻭﻟﻦ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺇﻻ ﻟﻐﺮﺽ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬
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 ‫ﺷﺎﻛﺮﺍ ﻟﻜﻢ ﺣﺴﻦ ﺗﻌﺎﻭﻧﻜﻢ‪،،،‬‬

‫ﺍﻟﺒﺎﺣﺚ‪ /‬ﺳﺎﻟﻢ ﺑﻦ ﺳﻠﻴﻤﺎﻥ ﺑﻦ ﺳﺎﻟﻢ ﺍﻟﺒﻮﺳﻌﻴﺪﻱ‬

‫ﺭﻗﻢ ﺍﻟﻬﺎﺗﻒ‪95515560 :‬‬

‫‪[email protected]‬‬

‫ﺃﻭﻻ‪ :‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺎﻣﺔ‪:‬‬

‫‪.1‬ﺍﻟﻨﻮﻉ‪:‬‬

‫( ﺃﻧﺜﻰ‬ ‫)‬ ‫( ﺫﻛﺮ‬ ‫)‬

‫‪.2‬ﺍﻟﻤﺆﻫﻞ‪:‬‬

‫( ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ﻓﺄﻋﻠﻰ‬ ‫)‬ ‫( ﺩﺑﻠﻮﻡ ﺑﻌﺪ ﺍﻟﺛﺎﻧﻮﻱ ﻓﺄﻗﻞ‬ ‫)‬

‫‪.3‬ﺍﻟﻤﺴﻤﻰ ﺍﻟﻮﻇﻴﻔﻲ‪:‬‬

‫( ﻣُﺪﺭِّﺱ‬ ‫)‬ ‫( ﺇﺩﺍﺭﻱ‬ ‫)‬ ‫( ﺇﺩﺍﺭﺓ ﺍﻟﻜﻠﻴﺔ‬ ‫)‬

‫‪.4‬ﺳﻨﻮﺍﺕ ﺍﻟﺨﺒﺮﺓ‪:‬‬

‫( ‪ 10‬ﺳﻨﻮﺍﺕ ﻓﺄﻛﺜﺮ‬ ‫)‬ ‫( ‪ 9‬ﺳﻨﻮﺍﺕ ﻓﺄﻗﻞ‬ ‫)‬

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 ‫ﺍﻟﺒﻌﺪ ﺍﻷﻭﻝ‪ :‬ﺇﻳﺠﺎﺩ ﻓﺮﺹ ﻟﻠﺘﻌﻠﻢ ﺍﻟﻤﺴﺘﻤﺮ‬

‫ﺍﺳﺘﺠﺎﺑﺔ ﺍﻟﻤﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ ﺑﺪﺭﺟﺔ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﻗﻠﻴﻠﺔ‬ ‫ﺑﺪﺭﺟﺔ ﻗﻠﻴﻠﺔ‬ ‫ﺑﺸﺪﺓ‬

‫ﻳﻨﺎﻗﺶ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻓﻲ ﺍﻟﻜﻠﻴﺔ‬

‫ﺍﻷﺧﻄﺎﺀ ﺑﺼﺮﺍﺣﺔ ﺑﻬﺪﻑ ﺍﻟﺘﻌﻠﻢ‬ ‫‪1‬‬
‫ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‪.‬‬

‫ﻳﺤﺪﺩ ﺍﻟﻤﻮﻇﻔﻮﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ‬

‫ﻳﺤﺘﺎﺟﻮﻧﻬﺎ ﻹﻧﺠﺎﺯ ﺍﻟﻤﻬﺎﻡ ﻓﻲ‬ ‫‪2‬‬
‫ﺍﻟﻤﺴﺘﻘﺒﻞ‪.‬‬

‫ﻳﺴﺎﻋﺪ ﺍﻟﻤﻮﻇﻔﻮﻥ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ‬

‫‪3‬‬
‫ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ‪.‬‬

‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﻮﻇﻔﻮﻥ ﺍﻟﺤﺼﻮﻝ‬

‫ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺘﻨﻮﻋﺔ ﻣﻦ ﺍﻟﻜﻠﻴﺔ‬ ‫‪4‬‬
‫ﻟﺪﻋﻢ ﺗﻌﻠﻤﻬﻢ‪.‬‬

‫ﻳُﻤﻨﺢ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻭﻗﺘﺎ ﻟﻠﺘﻌﻠﻢ‬

‫‪5‬‬
‫ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻳﺘﻌﺎﻣﻞ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻣﻊ‬

‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻬﻬﻢ‬ ‫‪6‬‬
‫ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻓﺮﺻﺎ ﻟﻠﺘﻌﻠﻢ‪.‬‬

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 ‫ﻳُﻜﺎﻓﺄ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻟﺘﻌﻠﻤﻬﻢ ﺃﺷﻴﺎﺀ‬
‫‪7‬‬
‫ﺟﺪﻳﺪﺓ‪.‬‬

‫ﺍﻟﺒﻌﺪ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺗﺸﺠﻴﻊ ﺍﻻﺳﺘﻔﻬﺎﻡ ﻭﺍﻟﺤﻮﺍﺭ‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﻳﺘﺒﺎﺩﻝ ﺍﻟﻤﻮﻇﻔﻮﻥ ﺍﻟﺘﻐﺬﻳﺔ‬

‫‪1‬‬
‫ﺍﻟﺮﺍﺟﻌﺔ ﻓﻲ ﻣﺎ ﺑﻴﻨﻬﻢ ﺑﺼﺮﺍﺣﺔ‪.‬‬

‫ﻳﺼﻐﻲ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻟﻮﺟﻬﺎﺕ ﻧﻈﺮ‬

‫ﺍﻵﺧﺮﻳﻦ ﻭﻳﺠﻌﻠﻮﻧﻬﺎ ﻣﻮﺿﻊ‬ ‫‪2‬‬
‫ﺍﺣﺘﺮﺍﻡ ﻭﺗﻘﺪﻳﺮ‪.‬‬

‫ﻳﺘﻢ ﺗﺸﺠﻴﻊ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ ﺇﺛﺎﺭﺓ‬

‫ﺃﺳﺌﻠﺔ ﻣﺨﺘﻠﻔﺔ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ‬ ‫‪3‬‬
‫ﻣﻮﻗﻌﻬﻢ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬

‫ﻳﺘﺒﺎﺩﻝ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ‬

‫‪4‬‬
‫ﻣﻊ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ‪.‬‬

‫ﻳﺤﺘﺮﻡ ﺍﻟﻤﻮﻇﻔﻮﻥ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ‬

‫‪5‬‬
‫ﺃﺛﻨﺎﺀ ﺍﻟﺤﻮﺍﺭ ﻭﺍﻟﻤﻨﺎﻗﺸﺎﺕ‪.‬‬

‫ﻳﻘﻀﻲ ﺍﻟﻤﻮﻇﻔﻮﻥ ﻭﻗﺘﺎً ﻟﺒﻨﺎﺀ‬

‫‪6‬‬
‫ﺍﻟﺜﻘﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪.‬‬

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 ‫ﺍﻟﺒﻌﺪ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺠﻤﺎﻋﻲ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﻳﻌﺘﻤﺪ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﻟﻜﻠﻴﺔ ﻋﻠﻰ ﺑﻨﺎﺀ‬

‫ﻭﺗﺸﻜﻴﻞ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻓﻲ ﻛﺎﻓﺔ‬ ‫‪1‬‬
‫ﺍﻟﻤﺠﺎﻻﺕ‪.‬‬

‫ﺗﻤﺘﻠﻚ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺍﻟﺴﻠﻄﺔ‬

‫ﻭﺍﻟﺼﻼﺣﻴﺔ ﻟﺘﻜﻴﻴﻒ ﺃﻫﺪﺍﻓﻬﺎ‬ ‫‪2‬‬
‫ﺣﺴﺐ ﺍﻟﺤﺎﺟﺔ‪.‬‬

‫ﺗﻌﺎﻣﻞ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ‬

‫ﺑﺎﻟﺘﺴﺎﻭﻱ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ‬
‫‪3‬‬
‫ﻭﻇﺎﺋﻔﻬﻢ‪ ،‬ﺃﻭ ﺛﻘﺎﻓﺘﻬﻢ‪ ،‬ﺃﻭ ﺃﻱ‬
‫ﺍﺧﺘﻼﻓﺎﺕ ﺃﺧﺮﻯ‪.‬‬

‫ﻳﺮﻛﺰ ﺃﻋﻀﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻋﻠﻰ‬

‫ﺃﺩﺍﺀ ﻣﻬﺎﻣﻬﻢ ﺑﺸﻜﻞ ﺟﻴﺪ‬ ‫‪4‬‬
‫ﻛﻤﺠﻤﻮﻋﺔ‪.‬‬

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 ‫ﻳُﺮﺍﺟﻊ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ‬
‫ﺁﺭﺍﺋﻬﻢ ﻧﺘﻴﺠﺔ ﻟﻤﻨﺎﻗﺸﺎﺕ‬
‫‪5‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﺃﻭ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ‬
‫ﺗﻢ ﺟﻤﻌﻬﺎ ﻣﺆﺧﺮﺍً‪.‬‬

‫ﺗُﻜﺎﻓﺄ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻋﻠﻰ‬

‫‪6‬‬
‫ﺇﻧﺠﺎﺯﺍﺗﻬﺎ‪.‬‬

‫ﺗﺜﻖ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻓﻲ ﺃﻥ ﺍﻹﺩﺍﺭﺓ‬

‫‪7‬‬
‫ﺳﺘﺄﺧﺬ ﺑﺘﻮﺻﻴﺎﺗﻬﺎ‪.‬‬

‫ﺍﻟﺒﻌﺪ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺇﻧﺸﺎﺀ ﺃﻧﻈﻤﺔ ﻟﻤﺸﺎﺭﻛﺔ ﺍﻟﻤﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﻠﻢ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﺗُﺴﺘﺨﺪﻡ ﻧُﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ‬

‫ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﺘﺒﺎﺩﻟﺔ ﺑﺸﻜﻞ‬
‫ﺍﻋﺘﻴﺎﺩﻱ‪ ،‬ﻣﺜﻞ‪ :‬ﺗﻘﺪﻳﻢ‬
‫‪1‬‬
‫ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪ ،‬ﻭﻟﻮﺣﺎﺕ‬
‫ﺍﻹﻋﻼﻧﺎﺕ‪ ،‬ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ‬
‫ﺍﻟﻤﻔﺘﻮﺣﺔ‪.‬‬

‫ﺗُﻤﻜّﻦ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻣﻦ‬

‫ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫‪2‬‬
‫ﺍﻟﻤﻄﻠﻮﺑﺔ ﺑﺴﺮﻋﺔ ﻭﺳﻬﻮﻟﺔ‪.‬‬

‫ﺗﺤﺘﻔﻆ ﺍﻟﻜﻠﻴﺔ ﺑﺒﻴﺎﻧﺎﺕ ﺣﺪﻳﺜﺔ ﻋﻦ‬ ‫‪3‬‬

‫‪106‬‬
 ‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﻤﻮﻇﻔﻴﻦ‪.‬‬

‫ﺗﺒﺘﻜﺮ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻨﻈﻢ ﻟﻘﻴﺎﺱ‬

‫ﺍﻟﻔﺠﻮﺓ ﺑﻴﻦ ﺍﻷﺩﺍﺀ ﺍﻟﺤﺎﻟﻲ‬ ‫‪4‬‬
‫ﻭﺍﻷﺩﺍﺀ ﺍﻟﻤﺘﻮﻗﻊ‪.‬‬

‫ﺗُﺘﻴﺢ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻤﺴﺘﻔﺎﺩﺓ‬

‫‪5‬‬
‫ﻣﻦ ﺗﺠﺎﺭﺑﻬﺎ ﻟﺠﻤﻴﻊ ﺍﻟﻤﻮﻇﻔﻴﻦ‪.‬‬

‫ﺗﻘﻴﺲ ﺍﻟﻜﻠﻴﺔ ﻧﺘﺎﺋﺞ ﺍﻟﻮﻗﺖ‬

‫ﻭﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺒﺬﻭﻟﺔ ﻋﻠﻰ‬ ‫‪6‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﺍﻟﺒﻌﺪ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺗﻤﻜﻴﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻟﺠﻤﻌﻬﻢ ﻧﺤﻮ ﺭﺅﻳﺔ ﻣﺸﺘﺮﻛﺔ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﺗُﻜﺮِّﻡ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ‬

‫ﺍﻟﻤﺒﺎﺩﺭﺍﺕ ﺍﻟﺘﻲ ﻳﻘﺪﻣﻬﺎ ﻛﻞ‬ ‫‪1‬‬
‫ﻣﻨﻬﻢ‪.‬‬

‫ﺗﺘﻴﺢ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻮﻇﻔﻴﻦ ﺣﺮﻳﺔ‬

‫ﺍﻻﺧﺘﻴﺎﺭ ﻋﻨﺪ ﺗﻨﻔﻴﺬ ﻭﺍﺟﺒﺎﺕ‬ ‫‪2‬‬
‫ﺍﻟﻌﻤﻞ‪.‬‬

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 ‫ﺗﺪﻋﻮ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ‬
‫ﻟﻠﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺇﺛﺮﺍﺀ ﺭﺅﻳﺘﻬﺎ‬ ‫‪3‬‬
‫ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬

‫ﺗﺪﻋﻢ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﺍﻟﺬﻳﻦ‬

‫ﻳﺤﺴﺒﻮﻥ ﺍﻟﻤﺨﺎﻃﺮ ﺃﺛﻨﺎﺀ ﺍﻟﻘﻴﺎﻡ‬ ‫‪4‬‬
‫ﺑﺄﻱ ﻣﻬﻤﺔ‪.‬‬

‫ﺗﺒﻨﻲ ﺍﻟﻜﻠﻴﺔ ﺭﺅﻯ ﻣﻮﺣﺪﺓ ﻋﺒﺮ‬

‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫‪5‬‬
‫ﻭﻣﺠﻤﻮﻋﺎﺕ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﺍﻟﺒﻌﺪ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺭﺑﻂ ﺍﻟﻤﻨﻈﻤﺔ ﺑﺎﻟﺒﻴﺌﺔ ﺍﻟﺨﺎﺭﺟﻴﺔ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﺗُﺴﺎﻋﺪ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ‬

‫ﺍﻟﻤﻮﺍﺯﻧﺔ ﺑﻴﻦ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﻤﻞ‬ ‫‪1‬‬
‫ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺎﺋﻠﺔ‪.‬‬

‫ﺗﺸﺠﻊ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ‬

‫‪2‬‬
‫ﺍﻟﺘﻔﻜﻴﺮ ﻣﻦ ﻣﻨﻈﻮﺭ ﻋﺎﻟﻤﻲ‪.‬‬

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 ‫ﺗﺸﺠﻊ ﺍﻟﻜﻠﻴﺔ ﺟﻤﻴﻊ ﺍﻟﻤﻮﻇﻔﻴﻦ‬
‫ﻋﻠﻰ ﺃﺧﺬ ﻭﺟﻬﺔ ﻧﻈﺮ‬
‫ﺍﻟﻤُﺴﺘﻔﻴﺪﻳﻦ )ﻣﺜﻞ ﺍﻟﻄﻼﺏ(‬ ‫‪3‬‬
‫ﺑﺎﻻﻋﺘﺒﺎﺭ ﻋﻨﺪ ﺍﺗﺨﺎﺫ ﻗﺮﺍﺭﺍﺗﻬﻢ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬

‫ﺗﻬﺘﻢ ﺍﻟﻜﻠﻴﺔ ﺑﻤﻌﺮﻓﺔ ﺃﺛﺮ ﻗﺮﺍﺭﺍﺗﻬﺎ‬

‫‪4‬‬
‫ﻓﻲ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﻤﻮﻇﻔﻴﻦ‪.‬‬

‫ﺗﺘﻌﺎﻭﻥ ﺍﻟﻜﻠﻴﺔ ﻣﻊ ﺍﻟﺠﻬﺎﺕ‬

‫ﺍﻟﺨﺎﺭﺟﻴﺔ ﻣﻦ ﺃﺟﻞ ﺗﺒﺎﺩﻝ‬ ‫‪5‬‬
‫ﺍﻟﻤﻨﺎﻓﻊ‪.‬‬

‫ﺗﺸﺠﻊ ﺍﻟﻜﻠﻴﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ ﻋﻠﻰ‬

‫ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ‬
‫ﻭﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫‪6‬‬
‫ﺑﺨﺼﻮﺹ ﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ‬
‫ﺗﻮﺍﺟﻬﻬﻢ ﻓﻲ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﺍﻟﺒﻌﺪ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬

‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﻮﻇﻒ‬

‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﻡ‬

‫ﺃﻭﺍﻓﻖ ﺑﺷﺪﺓ‬ ‫ﺃﻭﺍﻓﻖ‬ ‫ﻻ ﺃﻭﺍﻓﻖ‬
‫ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ ﺑﺪﺭﺟﺔ ﻗﻠﻳﻠﺔ‬ ‫ﺑﺷﺪﺓ‬

‫ﻳﺪﻋﻢ ﺍﻟﻤﺪﺭﺍﺀ ﺑﺸﻜﻞ ﻋﺎﻡ ﻃﻠﺒﺎﺕ‬

‫ﺍﻟﻤﻮﻇﻔﻴﻦ ﺑﺨﺼﻮﺹ ﻓﺮﺹ ﺍﻟﺘﻌﻠﻢ‬ ‫‪1‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

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 ‫ﻳُﺸﺮﻙ ﺍﻟﻤﺪﺭﺍﺀ ﺍﻟﻤﻮﻇﻔﻴﻦ‬
‫ﺑﺎﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﺤﺪﺛﺔ ﻓﻲ ﻣﺠﺎﻝ‬
‫‪2‬‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﻴﻦ‬
‫ﺑﻐﻴﺮﻫﺎ‪.‬‬

‫ﻳﺪﻋﻢ ﺍﻟﻤﺪﺭﺍﺀ ﻏﻴﺮﻫﻢ ﻣﻦ‬

‫ﺍﻟﻤﻮﻇﻔﻴﻦ ﻣﻦ ﺃﺟﻞ ﺗﻨﻔﻴﺬ ﺭﺅﻳﺔ‬ ‫‪3‬‬
‫ﺍﻟﻜﻠﻴﺔ ﻭﺧﻄﻄﻬﺎ‪.‬‬

‫ﻳُﻨﻤﻲ ﺍﻟﻤﺪﺭﺍﺀ ﺍﻟﻤﻮﻇﻔﻴﻦ‬

‫ﺍﻟﺘﺎﺑﻌﻴﻦ ﻟﻬﻢ ﻭﻳﺪﺭﺑﻮﻧﻬﻢ‬ ‫‪4‬‬
‫ﺑﺎﺳﺘﻤﺮﺍﺭ‪.‬‬

‫ﻳﺒﺤﺚ ﺍﻟﻤﺪﺭﺍﺀ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻋﻦ‬

‫‪5‬‬
‫ﺍﻟﻔﺮﺹ ﺍﻟﻤﺘﺎﺣﺔ ﻟﻠﺘﻌﻠﻢ‪.‬‬

‫ﻳﺤﺮﺹ ﺍﻟﻤﺪﺭﺍﺀ ﻋﻠﻰ ﺗﻄﺎﺑﻖ‬

‫‪6‬‬
‫ﺃﻓﻌﺎﻟﻬﻢ ﻣﻊ ﻗﻴﻢ ﺍﻟﻜﻠﻴﺔ‪.‬‬

‫ﻣﻠﺣﻖ )‪(4‬‬

‫ﺃﺳﻣﺎﺀ ﺍﻟﻣُﺣﻜّﻣﻳﻦ‬

‫ﻣﻜﺎﻥ ﺍﻟﻌﻣﻞ‬ ‫ﺍﻟﻮﻇﻳﻔﺔ‬ ‫ﺍﻻﺳﻢ‬ ‫ﻡ‬

‫ﺟﺎﻣﻌﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺷﺎﺭﻙ‬ ‫ﺩ‪ .‬ﺻﺎﻟﺢ ﺑﻦ ﺳﺎﻟﻢ ﺍﻟﺑﻮﺳﻌﻳﺪﻱ‬ ‫‪1‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺷﺎﺭﻙ‬ ‫ﺩ‪ .‬ﺃﺣﻣﺪ ﺍﻟﺮﺑﻌﺎﻧﻲ‬ ‫‪2‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺳﺎﻋﺪ‬ ‫ﺩ‪ .‬ﻣﺮﻭﻩ ﺣﻣﺪﻱ ﻧﺻﺮ‬ ‫‪3‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺳﺎﻋﺪ‬ ‫ﺩ‪ .‬ﻧﻮﺭ ﺃﺣﻣﺪ ﺍﻟﻧﺟﺎﺭ‬ ‫‪4‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺳﺎﻋﺪ‬ ‫ﺩ‪ .‬ﻋﺎﺩﻝ ﺑﻦ ﺳﻌﻳﺪ ﺍﻟﺑﻮﺳﻌﻳﺪﻱ‬ ‫‪5‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺳﺎﻋﺪ‬ ‫ﺩ‪ .‬ﺳﻌﻳﺪ ﺑﻦ ﻣﺣﻣﺪ ﺍﻟﺮﻳﺎﻣﻲ‬ ‫‪6‬‬
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 ‫ﺟﺎﻣﻌﺔ ﻧﺰﻭﻯ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺳﺎﻋﺪ‬ ‫ﺩ‪ .‬ﻋﻠﻲ ﺧﻣﻳﺲ ﻋﻠﻲ‬ ‫‪7‬‬
‫ﺍﻟﻣﻌﻬﺪ ﺍﻟﻌﺎﻟﻲ ﻟﻠﻘﺿﺎﺀ‬ ‫ﻣﺪﻳﺮ ﺍﻟﺗﺪﺭﻳﺲ‬ ‫ﺩ‪ .‬ﻣﺎﺟﺪ ﺑﻦ ﻧﺎﺻﺮ ﺍﻟﻣﺣﺮﻭﻗﻲ‬ ‫‪8‬‬
‫ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ‬ ‫ﻣﺪﻳﺮ ﺍﻟﺑﺮﺍﻣﺞ‬ ‫ﺩ‪ .‬ﻣﺣﻣﺪ ﺑﻦ ﺧﻠﻔﺎﻥ ﺍﻟﺻﻘﺮﻱ‬ ‫‪9‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬ ‫ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‬
‫ﺑﻐﻳﺮﻫﺎ‬
‫ﺍﻟﻣﺪﻳﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺗﺮﺑﻳﺔ‬ ‫ﻣﺷﺮﻑ ﺃﻭﻝ‬ ‫‪ 10‬ﺩ‪ .‬ﻣﺣﻣﺪ ﺑﻦ ﻧﺎﺻﺮ ﺍﻟﺮﻳﺎﻣﻲ‬
‫ﻭﺍﻟﺗﻌﻠﻳﻢ ﺑﻣﺣﺎﻓﻈﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ‬ ‫ﺭﻳﺎﺿﻳﺎﺕ‬
‫ﺍﻟﻣﺪﻳﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺗﺮﺑﻳﺔ‬ ‫ﻧﺎﺋﺐ ﻣﺪﻳﺮ ﺩﺍﺋﺮﺓ‬ ‫‪ 11‬ﺧﻠﻔﺎﻥ ﺍﻟﺷﻌﻳﻠﻲ‬
‫ﻭﺍﻟﺗﻌﻠﻳﻢ ﺑﻣﺣﺎﻓﻈﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ‬ ‫ﺗﻧﻣﻳﺔ ﺍﻟﻣﻮﺍﺭﺩ‬
‫ﺍﻟﺑﺷﺮﻳﺔ‬
‫ﺍﻟﻣﺪﻳﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺗﺮﺑﻳﺔ‬ ‫ﻣﺷﺮﻑ ﺃﺣﻳﺎﺀ‬ ‫‪ 12‬ﻣﺣﻣﺪ ﺑﻦ ﻋﻠﻲ ﺍﻟﺣﺿﺮﻣﻲ‬
‫ﻭﺍﻟﺗﻌﻠﻳﻢ ﺑﻣﺣﺎﻓﻈﺔ ﺍﻟﺪﺍﺧﻠﻳﺔ‬
‫ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ‬ ‫ﻣُﺪﺭِّﺱ‬ ‫‪ 13‬ﻋﺛﻣﺎﻥ ﺑﻦ ﻣﺑﺮﻭﻙ ﺍﻟﺳﻌﺪﻱ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ‬
‫ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ‬ ‫ﻣُﺪﺭِّﺱ‬ ‫‪ 14‬ﻣﺻﻄﻔﻰ ﺑﻦ ﺣﻣﺪ ﺃﻣﺑﻮﺳﻌﻳﺪﻱ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ‬
‫ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ‬ ‫ﻣُﺪﺭِّﺳﺔ‬ ‫‪ 15‬ﺷﻬﻠﺔ ﺍﻟﺟﻧﻳﺑﻳﺔ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ‬
‫ﻛﻠﻳﺔ ﺍﻟﺳﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ ﻟﺗﻌﻠﻳﻢ‬ ‫ﻣُﺪﺭِّﺱ‬ ‫‪ 16‬ﻋﺑﺪﺍﻟﻌﺰﻳﺰ ﺃﻛﻧﺎﻭﻥ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻳﺔ ﻟﻠﻧﺎﻃﻘﻳﻦ‬
‫ﺑﻐﻳﺮﻫﺎ‬

‫‪111‬‬
 The Degree of Availability of the Learning Organization Dimensions in Sultan
Qaboos College for Teaching Arabic to Non-Native Speakers

By: Salim Sulaiman Al-Busaidi

Supervised by:

Dr. Hossam Aldin Alsaid Mohammed (Main Supervisor)

Dr. Mohammed Al-Garidih Prof. Dr. Abdelmajid Binjilali

ABSTRACT

This study aimed to identify the degree of availability of the learning

organization dimensions in Sultan Qaboos College for Teaching Arabic to Non-
Native Speakers from the perspective of its workers. The descriptive method has been
used depending on the Dimensions of Learning Organization Questionnaire (DLOQ)
(Watkins & Marsick, 1996). After assessing its validity and reliability, it was applied
to a sample of (42) workers from Sultan Qaboos College for Teaching Arabic to Non-
Native Speakers.

The study showed that the degree of availability of the learning organization
dimensions in Sultan Qaboos College for Teaching Arabic to Non-Native Speakers
was medium in general in all dimensions. There were no statistically significant
differences in the responses according to the variables of gender, job title,
qualification and experience except in the dimension of (Connecting the college with
the environment) where there were statistically significant differences between the
college administration and the administrators.

Based on these results, the study suggested that the college make training
programs for the administration and employees to have the required skills and
strategies which enable the college to be a learning organization, providing
continuous learning opportunities to all employees by providing the needed resources
and giving the college more administrative authority to make the college a learning
organization.