‫ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ ﺠﺎﻤﻌﺔ ﺘﻌﺯ‬

‫ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺇﻋـﺩﺍﺩ‬
‫ﻋﺎﺌﺩﺓ ﻋﺒﺩﺍﻟﻌﺯﻴﺯﻋﻠﻲ ﻨﻌﻤﺎﻥ‬

‫ﺇﺸﺭﺍﻑ‬
‫ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ ﻜﺎﻤل ﻤﺤﻤﺩ ﺍﻟﻤﻐﺭﺒﻲ‬

‫ﻗﺩﻤﺕ ﻫﺫﻩ ﺍﻟﺭﺴﺎﻟﺔ ﺍﺴﺘﻜﻤﺎﻻﹰ ﻟﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬

‫ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﺸﺭﻕ ﺍﻷﻭﺴﻁ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻤﺎﻟﻴﺔ‬

‫ﺤﺯﻴﺭﺍﻥ – ‪2008‬ﻡ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫ب‬

PDF created with pdfFactory Pro trial version www.pdffactory.com

 ‫ج‬

PDF created with pdfFactory Pro trial version www.pdffactory.com

 ‫د‬

‫ﺍﻹﻫــــــﺪﺍﺀ‬

‫ﺃﻫﺪﻱ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﺇﱃ ﻭﺍﻟﺪﺗﻲ ﺍﳊﺒﻴﺒﺔ ﻳﺎ ﻣﻦ ﺧﺎﻃﺖ ﺑﺄﻧﺎﻣﻠﻬﺎ ﺧﻴﻮﻁ ﺍﻟﺘﻀﺤﻴﺔ ﻭﺍﳌﻌﺎﻧﺎﺓ ﻭﻋﻠﻤﺘﲏ ﻣﻌﻨﻰ ﺍﻟﺘﺴﺎﻣﺢ‬

‫ﺃﻃﺎﻝ ﺍ‪ ‬ﰲ ﻋﻤﺮﻫﺎ‬

‫ﻭﺍﱃ ﺃﺧﻲ ﺍﳊﺒﻴﺐ ﳏﻤﺪ ﻳﺎ ﻣﻦ ﺯﺭﻉ ﰲ‪ ‬ﺣﺐ ﺍﻟﻌﻠﻢ ﻭﻛﺎﻥ ﺳﻨﺪﺍً ﱄ ﰲ ﺣﻴﺎﺗﻲ ﻭﻛﺎﻥ ﺍﳌﺜﻞ ﺍﻷﻋﻠﻰ ﱄ ﺩﺍﺋﻤﺎً‬

‫ﻭﻋﻠﻤﲏ ﻣﻌﻨﻰ ﺍﻟﻌﻄﺎﺀ ﺟﺰﺍﻩ ﺍ‪ ‬ﻋﲏ ﻛﻞ ﺧﲑ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫ه‬

‫ﺷــــــــــﻜﺮ ﻭﺗﻘﺪﻳﺮ‬

‫ﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﺍﱃ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﻛﺎﻣﻞ ﳏﻤﺪ ﺍﳌﻐﺮﺑﻲ ﻟﺘﻔﻀﻠﻪ ﺑﺎﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﻭﺍﱃ‬

‫ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﺪ ﻋﺒﺪﺍﻟﻌﺎﻝ ﺍﻟﻨﻌﻴﻤﻲ ﻟﺘﻮﺟﻴﻬﻪ ﻭﻣﺴﺎﻋﺪﺗﻪ ﰲ ﺍﳉﻮﺍﻧﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ‬

‫ﻭﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﻟﻸﺳﺎﺗﺬﺓ ﺃﻋﻀﺎﺀ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﺇﱃ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﺪ ﺍﲪﺪ ﻓﻀﻞ‬

‫ﺍﳌﺸﺮﻑ ﺍﻟﺪﺍﺧﻠﻲ ﻣﻦ ﺟﺎﻣﻌﺔ ﺗﻌﺰ ﻭﺍﻟﺬﻱ ﻛﺎﻥ ﻟﻪ ﺩﻭﺭ ﰲ ﺇﺑﺪﺍﺀ ﺍﳌﻼﺣﻈﺎﺕ ﺍﻟﻘﻴﻤﺔ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﺍﳌﻴﺪﺍﻧﻲ‬

‫ﻛﻤﺎ ﻭﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﺍﱃ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﺪ ﺍﻟﺼﻮﰲ ﺭﺋﻴﺲ ﺟﺎﻣﻌﺔ ﺗﻌﺰ ﻭﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ‬

‫ﺃﲪﺪ ﻋﻠﻮﺍﻥ ﺍﳌﺬﺣﺠﻲ ﻧﺎﺋﺐ ﺭﺋﻴﺲ ﺟﺎﻣﻌﺔ ﺗﻌﺰ ﻭﻛﻞ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺟﺎﻣﻌﺔ ﺗﻌﺰ‬

‫ﺍﱃ ﻛﻞ ﻫﺆﻻﺀ ﲢﻴﺔ ﺗﻘﺪﻳﺮ ﻭﺇﻋﺰﺍﺯ‬

‫ﻭﺍﻟﺸﻜﺮ ﻣﻦ ﻗﺒﻞ ﻭﻣﻦ ﺑﻌﺪ ﺍﱃ ﺍ‪ ‬ﺳﺒﺤﺎﻧﻪ ﻭﺗﻌﺎﱃ‪..‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫و‬

‫ﻗﺎﺌﻤﺔ ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬
‫ﺏ‬ ‫ﺘﻔﻭﻴﺽ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﺝ‬ ‫ﻗﺭﺍﺭ ﻟﺠﻨﺔ ﺍﻟﻤﻨﺎﻗﺸﺔ‬
‫ﺩ‬ ‫ﺍﻹﻫــــــﺩﺍﺀ‬
‫ﻩ‬ ‫ﺸﻜﺭ ﻭﺘﻘﺩﻴﺭ‬
‫ﻭ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬
‫ﻁ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻟﺠﺩﺍﻭل‬
‫ﻙ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻷﺸﻜﺎل‬
‫ﻙ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻟﻤﻼﺤﻕ‬
‫ل‬ ‫ﺍﻟﻤﻠﺨﺹ ﺒﺎﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬
‫‪1‬‬ ‫ﺍﻟﻔﺼل ﺍﻷﻭل‬
‫‪2‬‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬
‫‪3‬‬ ‫ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪4‬‬ ‫ﺃﺴﺌﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪4‬‬ ‫ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪4‬‬ ‫ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪5‬‬ ‫ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪7‬‬ ‫ﻨﻤﻭﺫﺝ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪8‬‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ‬
‫‪10‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺜﺎﻨﻲ‬
‫‪10‬‬ ‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ‬
‫‪11‬‬ ‫ﻤﻔﻬﻭﻡ ﺍﻟﺘــﺩﺭﻴﺏ‬
‫‪15‬‬ ‫ﺍﻟﺘﻁﻭﺭ ﺍﻟﺘﺎﺭﻴﺨﻲ ﻟﻠﺘﺩﺭﻴﺏ‬
‫‪17‬‬ ‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪23‬‬ ‫ﺃﻫﺩﺍﻑ ﺍﻟﺘﺩﺭﻴﺏ‬
‫‪24‬‬ ‫ﻤﻔﻬﻭﻡ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫ز‬

‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬
‫‪26‬‬ ‫ﺃﻫﻤﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪27‬‬ ‫ﻤﺴﺌﻭﻟﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪28‬‬ ‫ﻤﺭﺤﻠﺔ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪29‬‬ ‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫‪32‬‬ ‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ‬
‫‪35‬‬ ‫ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪37‬‬ ‫ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪38‬‬ ‫ﻤﻔﻬﻭﻡ ﺍﻷﺩﺍﺀ‬
‫‪40‬‬ ‫ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻭﺼﻑ ﺍﻟﻭﻅﻴﻔﻲ‬
‫‪41‬‬ ‫ﻨﺸﺎﺀﺓ ﻭﺘﻁﻭﺭ ﺠﺎﻤﻌﺔ ﺘﻌﺯ‬
‫‪41‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﻌﺯ‬
‫‪43‬‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫‪56‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺜﺎﻟﺙ ﻤﻨﻬﺠﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪57‬‬ ‫ﻤﺠﺘﻤﻊ ﻭﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪57‬‬ ‫ﻤﺼﺎﺩﺭ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‬
‫‪58‬‬ ‫ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪60‬‬ ‫ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪60‬‬ ‫ﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪61‬‬ ‫ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪61‬‬ ‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬
‫‪62‬‬ ‫ﻤﺤﺩﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪63‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺭﺍﺒﻊ‬
‫‪63‬‬ ‫ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬
‫‪64‬‬ ‫ﺨﺼﺎﺌﺹ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪70‬‬ ‫ﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ‬
‫‪70‬‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫ح‬

‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬
‫‪79‬‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫‪94‬‬ ‫ﺍﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪104‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺨﺎﻤﺱ‬
‫‪105‬‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬
‫‪106‬‬ ‫ﺍﻟﺘﻭﺼﻴﺎﺕ‬
‫‪107‬‬ ‫ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺭﺍﺠﻊ‬
‫‪113‬‬ ‫ﺍﻟﻤﻼﺤﻕ‬
‫‪141‬‬ ‫ﺍﻟﻤﻠﺨﺹ ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫ط‬

‫ﻗﺎﺌﻤﺔ ﺍﻟﺠﺩﺍﻭل‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻋﻨــــﻭﺍﻥ ﺍﻟﺠــــﺩﻭل‬ ‫ﺭﻗﻡ‬
‫ﺍﻟﺠﺩﻭل‬
‫‪57‬‬ ‫ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﺎﹰ ﻟﻼﺴﺘﺒﺎﻨﺎﺕ ﺍﻟﻤﻭﺯﻋﺔ ﻭﺍﻟﻤﺴﺘﺭﺩﺓ‬ ‫‪1‬‬
‫‪64‬‬ ‫ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺤﺴﺏ‬ ‫‪2‬‬
‫ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ‬
‫‪68‬‬ ‫ﺘﻭﺯﻴﻊ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺤﺴﺏ ﻋﺩﺩ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻘﻭﺍ ﺒﻬﺎ‬ ‫‪3‬‬
‫‪68‬‬ ‫ﺘﻭﺯﻴﻊ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻕ ﺒﻬﺎ ﺍﻟﻌﺎﻤﻠﻭﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﺴﺏ ﻤﻜﺎﻥ‬ ‫‪4‬‬
‫ﺇﻨﻌﻘﺎﺩﻫﺎ‬
‫‪71‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫‪5‬‬
‫ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫‪74‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ‬ ‫‪6‬‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫‪75‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺩﻯ‬ ‫‪6‬‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫‪77‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺩﻯ‬ ‫‪8‬‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫‪88‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ‬ ‫‪9‬‬
‫ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫‪82‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻥ ﻗﺒل‬ ‫‪10‬‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫‪84‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻤﻥ ﻗﺒل‬ ‫‪11‬‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫‪86‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ‬ ‫‪12‬‬
‫ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫‪88‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﻗﺒل‬ ‫‪13‬‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫ي‬

‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻋﻨــــﻭﺍﻥ ﺍﻟﺠــــﺩﻭل‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﺠﺩﻭل‬
‫‪95‬‬ ‫ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬ ‫‪14‬‬
‫‪91‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻘﻴﺎﺱ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬ ‫‪15‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻤﻥ ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫‪94‬‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬ ‫‪16‬‬
‫‪95‬‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬ ‫‪17‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫‪96‬‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬ ‫‪18‬‬
‫ﺍﻟﻭﺴﻁﻰ‬
‫‪96‬‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬ ‫‪19‬‬
‫ﺍﻟﻭﺴﻁﻰ‬
‫‪97‬‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬ ‫‪20‬‬
‫ﺍﻟﻭﺴﻁﻰ‬
‫‪98‬‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬ ‫‪21‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫‪98‬‬ ‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬ ‫‪22‬‬
‫‪99‬‬ ‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ‬ ‫‪23‬‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻜﻜل‬
‫‪100‬‬ ‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ‬ ‫‪24‬‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪101‬‬ ‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ‬ ‫‪25‬‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫‪102‬‬ ‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ‬ ‫‪26‬‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪103‬‬ ‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ‬ ‫‪27‬‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫ك‬

‫ﻗﺎﺌﻤﺔ ﺍﻷﺸﻜﺎل‬

‫ﺍﻟﺼﻔـﺤﺔ‬ ‫ﺍﻟﺸﻜــــــــل‬

‫‪7‬‬ ‫ﻨﻤﻭﺫﺝ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫‪1‬‬

‫‪17‬‬ ‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫‪2‬‬

‫ﻗﺎﺌﻤﺔ ﺍﻟﻤﻼﺤﻕ‬
‫ﺍﻟﺼﻔـﺤﺔ‬ ‫ﺍﻟﻤــــﻭﻀـــﻭﻉ‬

‫‪114‬‬ ‫ﻗﺎﺌﻤﺔ ﺒﺎﻷﺴﺎﺘﺫﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻟﻺﺴﺘﺒﺎﻨﺔ‬ ‫‪1‬‬

‫‪115‬‬ ‫ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻟﻤﻭﺠﻬﺔ ﺍﻟﻰ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬ ‫‪2‬‬
‫‪119‬‬ ‫ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ‬ ‫‪3‬‬
‫‪125‬‬ ‫ﺘﻘﺭﻴﺭ ﺍﻟﺒﺎﺤﺜﺔ ﻟﻠﻤﺸﺭﻑ ﺍﻟﺩﺍﺨﻠﻲ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻋﻥ ﺍﻨﺠﺎﺯ ﺍﻟﺒﺤﺙ ﺍﻟﻤﻴﺩﺍﻨﻲ‬ ‫‪4‬‬
‫‪131‬‬ ‫ﺘﻘﺭﻴﺭ ﺍﻟﻤﺸﺭﻑ ﺍﻟﺩﺍﺨﻠﻲ ﺍﻟﻰ ﻨﻴﺎﺒﺔ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻟﺸﺌﻭﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﺒﺈﻨﺠﺎﺯ‬ ‫‪5‬‬
‫ﺍﻟﺒﺤﺙ ﺍﻟﻤﻴﺩﺍﻨﻲ‬
‫‪136‬‬ ‫ﻗﺭﺍﺭ ﺭﺌﻴﺱ ﺍﻟﺠﺎﻤﻌﺔ ﺭﻗﻡ )‪ (147‬ﻟﺴﻨﺔ ‪2005‬ﻡ ﺒﺎﻋﺘﻤﺎﺩ ﺍﻟﻼﺌﺤﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻟﺩﺍﺌﺭﺓ ﺍﻟﺘﻁﻭﻴﺭ‬ ‫‪6‬‬
‫ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﻤﺎﻟﻲ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫ل‬

‫ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬
‫ﺇﻋـﺩﺍﺩ‬
‫ﻋﺎﺌﺩﺓ ﻋﺒﺩﺍﻟﻌﺯﻴﺯ ﻋﻠﻲ ﻨﻌﻤﺎﻥ‬
‫ﺇﺸﺭﺍﻑ‬
‫ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ ﻜﺎﻤل ﻤﺤﻤﺩ ﺍﻟﻤﻐﺭﺒﻲ‬
‫ﺍﻟﻤﻠﺨﺹ‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﻗﻴﺎﺱ ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺍﻟﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺃﻓﺭﺍﺩ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻓﻲ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺤﻴﺙ ) ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪ ،‬ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ( ‪ ،‬ﻜﻤﺎ ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺘﻘﺩﻴﻡ ﺒﻌﺽ ﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﻲ‬
‫ﺘﺴﺎﻋﺩ ﺍﻟﺠﺎﻤﻌﺔ ﻋﻠﻰ ﺭﻓﻊ ﻓﺎﻋﻠﻴﺔ ﺒﺭﺍﻤﺠﻬﺎ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻤﺎ ﻴﺠﻌﻠﻬﺎ ﺘﻠﻌﺏ ﺩﻭﺭﺍﹰ ﻫﺎﻤﺎﹰ ﻓﻲ ﺘﻁﻭﻴﺭ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺨﺒﺭﺍﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﺩﺭﻴﺏ ‪.‬‬
‫ﻭﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪(240‬‬
‫ﻤﺌﺘﻴﻥ ﻭﺃﺭﺒﻌﻴﻥ ﻤﻭﻅﻔﺎﹰ ﻭﻤﻭﻅﻔﺔ ﺤﻴﺙ ﻴﻘﺴﻤﻭﻥ ﺍﻟﻰ ﻓﺌﺘﻴﻥ ﺤﺴﺏ ﻁﺒﻴﻌﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻫﻲ ﺍﻟﻘﻴﺎﺩﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﺍﻷﻤﻴﻥ ﺍﻟﻌﺎﻡ ﻭﺍﻷﻤﻨﺎﺀ ﺍﻟﻌﺎﻤﻭﻥ ﺍﻟﻤﺴﺎﻋﺩﻭﻥ ﻭﻤﺩﻴﺭﻭ ﺍﻟﻌﻤﻭﻡ ﻭﻤﻥ ﻓﻲ ﺤﻜﻤﻬﻡ ﻭﺍﻟﺒﺎﻟﻎ‬
‫ﻋﺩﺩﻫﻡ )‪ (70‬ﺴﺒﻌﻭﻥ ﻤﻭﻅﻔﺎﹰ ﻭﻤﻭﻅﻔﺔ ﻭﻤﻥ ﻤﺩﻴﺭﻱ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ )ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ( ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ ( 170‬ﻤﺌﺔ ﻭﺴﺒﻌﻭﻥ ﻤﻭﻅﻔﺎﹰ ﻭﻤﻭﻅﻔﺔ ‪ ،‬ﻭﻗﺩ ﺍﻗﺘﺼﺭﺕ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﺍﻟﺘﺤﻘﻭﺍ ﺒﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺃﻤﺎ ﺠﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﺩﺭﺍﺴﺔ ﻓﻘﺩ‬
‫ﺍﺴﺘﻨﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻰ ﻤﺼﺩﺭﻴﻥ ﺭﺌﻴﺴﻴﻴﻥ ﺍﺤﺩﻫﻤﺎ ﻫﻭ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﺴﺎﺒﻘﺔ ﺇﻤﺎ ﺍﻟﻤﺼﺩﺭ‬
‫ﺍﻷﺨﺭ ﻓﺘﻜﻭﻥ ﻤﻥ ﺍﻟﺒﺤﺙ ﺍﻟﻤﻴﺩﺍﻨﻲ ﻭﺍﻻﺴﺘﻘﺼﺎﺀ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﺠﺎﻤﻌﺔ ﻗﻴﺩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ‪ ،‬ﻤﻥ ﺨﻼل ﺇﺴﺘﺒﺎﻨﺘﻴﻥ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻷﻭﻟﻰ ‪ -:‬ﺍﻟﺘﻲ ﻭﺠﻬﺕ ﺇﻟﻰ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻥ ﻤﺩﻴﺭﻱ‬
‫ﺍﻹﺩﺍﺭﺍﺕ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻭﻗﺩ ﺍﺤﺘﻭﺕ ﻋﻠﻰ ﻋﺩﺩ ) ‪ (46‬ﺴﺘﺔ ﻭﺃﺭﺒﻌﻴﻥ ﺴﺅﺍﻻﹰ ﻭ ﺍﻹﺴﺘﺒﺎﻨﻪ ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪ -:‬ﻓﻘﺩ ﻭﺠﻬﺕ ﺇﻟﻰ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻟﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺘﻀﻤﻨﺕ ﺒﺩﻭﺭﻫﺎ ﻋﻠﻰ )‪ (69‬ﺘﺴﻌﺔ ﻭﺴﺘﻴﻥ ﺴﺅﺍﻻﹰ ﻭﻗﺩ ﺘﻡ ﺘﻭﺯﻴﻊ‬
‫ﻋﺩﺩ )‪ (240‬ﻤﺌﺘﻴﻥ ﻭﺃﺭﺒﻌﻭﻥ ﺇﺴﺘﺒﺎﻨﺔ )‪ (70‬ﺴﺒﻌﻭﻥ ﺇﺴﺘﺒﺎﻨﺔ ﻤﻭﺠﻬﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺘﻡ‬
‫ﺍﺴﺘﺭﺠﺎﻉ )‪ (60‬ﺍﺴﺘﺒﺎﻨﻪ ﻤﻨﻬﺎ ﺒﻨﺴﺒﺔ ﺇﺴﺘﺠﺎﺒﺔ ﻗﺩﺭﻫﺎ )‪ (%86‬ﻭﻋﺩﺩ )‪ (170‬ﻤﺎﺌﺔ ﻭﺴﺒﻌﻴﻥ ﺍﺴﺘﺒﺎﻨﻪ‬
‫ﻤﻭﺠﻬﻪ ﺍﻟﻰ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺘﻡ ﺍﺴﺘﺭﺠﺎﻉ )‪ (128‬ﺍﺴﺘﺒﺎﻨﻪ ﺒﻨﺴﺒﺔ ﺇﺴﺘﺠﺎﺒﺔ ﻗﺩﺭﻫﺎ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫م‬

‫)‪ (%75‬ﺒﺈﺠﻤﺎﻟﻲ )‪ (188‬ﻤﺎﺌﺔ ﻭﺜﻤﺎﻨﻴﺔ ﻭﺜﻤﺎﻨﻴﻥ ﺍﺴﺘﺒﺎﻨﻪ ﻟﻌﻴﻨﺘﻲ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺒﻨﺴﺒﺔ ﺍﺴﺘﺠﺎﺒﺔ ﻗﺩﺭﻫﺎ‬
‫)‪ (%78‬ﺜﻤﺎﻨﻴﺔ ﻭﺴﺒﻌﻴﻥ ﻓﻲ ﺍﻟﻤﺎﺌﺔ ‪ ،‬ﺘﻡ ﺘﺤﻠﻴل ﺒﻴﺎﻨﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺤﺯﻤﺔ‬
‫( ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻭﺼﻔﻴﺔ ﻭﺫﻟﻙ ‪SPSS‬ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻹﺠﺘﻤﺎﻋﻴﺔ )‬
‫ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺨﺼﺎﺌﺹ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ‪.‬‬
‫ﻜﻤﺎ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻭﺫﻟﻙ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻨﻔﺫﺓ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻭﻗﺩ‬
‫ﺘﻭﺼﻠﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻰ ﻋﺩﺩ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻨﻬﺎ ‪:‬‬
‫‪ -1‬ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻫﻨﺎﻙ ﻀﻌﻑ ﻓﻲ ﺍﻹﻫﺘﻤﺎﻡ ﺒﺎﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ‬
‫ﻭﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫‪ -2‬ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺃﺴﻠﻭﺏ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻏﻴﺭ ﻓﻌﺎل ﺒﺩﺭﺠﺔ ﻜﺎﻓﻴﺔ ﺤﻴﺙ ﻻ‬
‫ﺘﻭﺠﺩ ﻤﻌﺎﻴﻴﺭ ﻭﺍﻀﺤﺔ ﻹﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻜﻤﺎ ﺃﻥ ﻟﻠﻭﺴﺎﻁﺔ ﻭﺍﻵﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﺩﻭﺭ‬
‫ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺒﺎﻟﺴﻠﺏ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫‪ -3‬ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻋﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻗﻠﻴﻠﺔ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻤﻤﺎ ﻴﻀﻌﻑ ﻤﻥ‬
‫ﺇﻤﻜﺎﻨﻴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻹﺴﺘﻔﺎﺩﺓ ﺍﻟﺘﻲ ﺤﺼﻠﺕ ﻋﻠﻴﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ ﻤﻥ ﺍﻟﻘﻴﺎﻡ ﺒﺘﻨﻔﻴﺫ‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﻭﺘﻭﺼﻲ ﺍﻟﺒﺎﺤﺜﺔ ﻋﺩﺩﺍﹰ ﻤﻥ ﺍﻟﺘﻭﺼﻴﺎﺕ ﻤﻨﻬﺎ ‪:‬‬
‫‪ -1‬ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﺒﺈﻋﺘﺒﺎﺭﻫﺎ ﺍﻟﻤﺤﻭﺭ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﻤﻨﻅﻭﻤﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺇﻜﺘﺴﺎﺏ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ‪.‬‬
‫‪ -2‬ﺃﻥ ﻴﺘﻡ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻅﺭ ﻓﻲ ﺴﻴﺎﺴﺔ ﺇﺨﺘﻴﺎﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻺﻟﺘﺤﺎﻕ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﺫﻟﻙ ﺒﻭﻀﻊ ﻤﻌﺎﻴﻴﺭ ﻤﺤﺩﺩﺓ ﻭﻤﻌﻠﻨﺔ ﻟﻠﺠﻤﻴﻊ ‪.‬‬
‫‪ -3‬ﺍﻟﻌﻤل ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺍﻹﻫﺘﻤﺎﻡ ﺒﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺘﻰ ﻴﺘﻡ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻁﻠﻭﺒﺔ‬
‫ﻤﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﺨﺩﻡ ﺃﻫﺩﺍﻑ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﺘﻲ ﺘﺴﻌﻰ ﺍﻟﻰ ﺘﺤﻘﻴﻘﻬﺎ ‪.‬‬
‫‪ -4‬ﻀﺭﻭﺭﺓ ﺘﻔﻌﻴل ﺩﻭﺭ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﻤﻥ ﺨﻼل ﺘﻭﻓﻴﺭ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﺒﻤﺎ ﻴﺨﺩﻡ‬
‫ﻤﻨﻅﻭﻤﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪1‬‬

‫ﺍﻟﻔﺼل ﺍﻷﻭل‬

‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫‪1/1‬‬
‫‪ 2/1‬ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ 3/1‬ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ 4/1‬ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ 5/1‬ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ 6/1‬ﻨﻤﻭﺫﺝ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ 7/1‬ﺍﻟﺘﻌﺭﻴﻔﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪2‬‬

‫‪ 1/1‬ﺍﻟﻤﻘﺩﻤﺔ‬
‫ﻴﻌﺩ ﺍﻟﻤﻭﺭﺩ ﺍﻟﺒﺸﺭﻱ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﻤﻥ ﺃﻫﻡ ﺍﻟﻤﻭﺍﺭﺩ ﻋﻠﻰ ﺍﻹﻁﻼﻕ ‪ ،‬ﺤﻴﺙ ﻴﻤﺜـل ﺍﻟﻤﺤﺭﻙ‬
‫ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﻋﺠﻠﺔ ﺍﻟﺘـﻨﻤﻴﺔ ﻭﺍﻟﺤﺭﺍﻙ ﺍﻻﻗـﺘﺼﺎﺩﻱ ﻭﺍﻟﺴﻴﺎﺴﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ؛ ﻟﺫﺍ ﻓـﺈﻥ ﻋﻠﻰ ﻫﺫﺍ‬
‫ﺍﻟﻤﻭﺭﺩ ﺍﻟﺒﺸﺭﻱ ﻭﻤﻥ ﻴﺩﻴﺭﻩ ﺃﻥ ﻴﻜﻭﻨﻭﺍ ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻥ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻘـﺩﺭﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﻤل ﺍﻟﺫﻱ‬
‫ﻴﺘﻀﻤﻥ ﺒﺩﻭﺭﻩ ﻜﻤﻴﺔ ﺍﻟﻌﻤل ﻭﺠـﻭﺩﺘﻪ ﻭﺍﻟﻭﻗﺕ ﺍﻟﻤﺴﺘﻐﺭﻕ ﻓـﻲ ﻫﺫﺍ ﺍﻟﻌﻤـل‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻓﻘﺩ ﺃﺼﺒﺢ ﻤﻭﻀﻭﻉ ﺘﺩﺭﻴﺏ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻤﺘﺩﺍﻭﻻﹰ ﻭﻤﺘﺭﺩﺩﺍﹰ ﺒﻜﺜﺭﺓ؛ ﻭﺫﻟﻙ ﻟﺭﻓﻊ ﻜﻔﺎﺀﺓ ﺍﻟﻌﻤل ﻤﻥ‬
‫ﺨﻼل ﺍﻷﺩﺍﺀ ﺍﻟﻜﻑﺀ ‪.‬‬
‫ﻭﻤﻊ ﺍﻟﺘـﻘﺩﻡ ﺍﻟﺘـﻜـﻨﻭﻟﻭﺠﻲ ﻭﺘـﺯﺍﻴﺩ ﺃﻫﻤﻴﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺘﺤﺴﻴﻥ ﻁﺭﻕ ﺃﺩﺍﺀ ﺍﻟﻌﻤل‬
‫ﻭﺠﻭﺩﺘﻪ ‪ ،‬ﻭﻓﻲ ﺍﺨﺘﺼﺎﺭ ﺍﻟﻭﻗﺕ ﺍﻟﻤﺴﺘـﻐﺭﻕ ﻟﻺﻨﺠﺎﺯ‪ ،‬ﺘـﻘﻠﻴل ﻜﻠﻔﺔ ﺍﻟﻌﻤل ‪ ،‬ﺭﻓﻊ ﺠﻭﺩﺓ ﺍﻷﺩﺍﺀ‬
‫ﺃﺼﺒﺤﺕ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺘﺘﻔﺎﻋل ﻤﻊ ﻫﺫﻩ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺘﺴﺎﺭﻋﺔ ﻭﺘﻌﻤل ﻋﻠﻰ ﺘـﻘـﻴـﻴﻡ ﺃﻭﻀﺎﻋﻬﺎ‬
‫ﻭﺃﺩﺍﺀ ﻜﻭﺍﺩﺭﻫﺎ ﻭﺴﺩ ﺃﻱ ﺨﻠل ﺃﻭ ﻨﻘﺹ ﻓﻲ ﻤﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻬﺎ ‪ ،‬ﻭﺫﻟﻙ ﻋﻥ ﻁﺭﻴﻕ ﺍﻷﺨﺫ‬
‫ﺒﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻜﻭﺴﻴﻠﺔ ﻭﻟﻴﺴﺕ ﻏﺎﻴﺔ ﺒﺤﺩ ﺫﺍﺘﻬﺎ ﻭﻤﻥ ﻫﻨﺎ ﺘـﻨﺒﻊ ﺃﻫﻤﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺫﻱ ﻴﻤﺜـل‬
‫ﺍﻻﺴﺘـﺜﻤﺎﺭ ﻁﻭﻴل ﺍﻷﺠل ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﻓﻴﻬﺎ ‪.‬‬
‫ﺇﻥ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻭﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺘﻠﻌﺏ ﺩﻭﺭﺍ ﺭﺌﻴﺴﺎ ﻓﻲ ﺼﻨﺎﻋﺔ ﺍﻟﻌﻘﻭل ﻭﺒﻨﺎﺀ ﺍﻟﻔﻜﺭ‬
‫ﺍﻹﻨﺴﺎﻨﻲ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻨﻬﺎ ﺘﺤﺘﺎﺝ ﻟﻤﻭﺍﻜﺒﺔ ﻫﺫﺍ ﺍﻟﺘـﻘﺩﻡ ﺃﻥ ﺘﻌﻤل ﻋﻠﻰ ﺘﻬﻴﺌﺔ ﺍﻟﺠﻭ ﺍﻟﻤﻼﺌﻡ ﻟﻠﻌﺎﻤﻠﻴﻥ‬
‫ﺒﻬﺎ ﻭﺘﺤﺭﺹ ﻋﻠﻰ ﺭﻓﻊ ﻤﺴﺘﻭﻴﺎﺘﻬﻡ ﺍﻟﻤﻌﺭﻓﻴﺔ ‪ ،‬ﻭﻗﺩﺭﺍﺘﻬﻡ ﺍﻷﺩﺍﺌﻴﺔ ﻭﺫﻟﻙ ﻟﻠﻭﺼﻭل ﺇﻟﻰ ﺃﻋﻠﻰ‬
‫ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﻌﺘﻤﺩ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻭﺒﻨﺎﺀ ﺍﻟﻔﻠﺴﻔﺔ ﻭﺍﻟﻘﻴﻡ ﺍﻟﺠﻭﻫﺭﻴﺔ‬
‫ﻭﺍﻟﺴﻴﺎﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻀﻤﻥ ﺘﺤﻘﻴﻕ ﺫﻟﻙ‪.‬‬
‫ﻭﻴﻬﺩﻑ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﺇﻟﻰ ﺘـﺯﻭﻴﺩ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻷﺴﺎﻟﻴﺏ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﻤﺘﺠﺩﺩﺓ ﻜﻤﺎ ﻴﻬﺩﻑ ﺍﻟﻰ ﺘﻐﻴﻴﺭ ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻭﺴﻠﻭﻜﻬﻡ ﺒﻤﺎ ﻴﺘﻭﺍﻓﻕ ﻤﻊ ﻤﺘﻁﻠﺒﺎﺕ ﺭﻓﻊ‬
‫ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﻹﻨﺘﺎﺠﻴﺔ ﻭ ﺒﻤﺎ ﻴﻌﻭﺩ ﺒﺎﻟﻨﻔﻊ ﻋﻠﻰ ﺍﻟﻤﻨﻅﻤﺔ ﻭﻋﻠﻰ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻴﻬﺎ ‪.‬‬
‫ﺘﺭﻜﺯ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺫﻟﻙ ﻷﻫﻤﻴﺔ ﻤﻭﻗﻌﻬﺎ ﻓﻲ ﺍﻟﻬﺭﻡ‬
‫ﺍﻟﺘـﻨﻅﻴﻤﻲ‪ ،‬ﻓﻬﻲ ﺘﻤﺜـل ﻫﻤﺯﺓ ﺍﻟﻭﺼل ﻭﺍﻟﺤﻠﻘﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ ﻤﺎ ﺒﻴﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺩﻨﻴﺎ‪،‬‬
‫ﻭﺘﻜﻤﻥ ﺃﻫﻤﻴﺘﻬﺎ ﻓﻲ ﺍﺴﺘﻼﻡ ﺍﻟﻘﺭﺍﺭﺍﺕ ﻭﺍﻟﺨﻁﻁ ﻭﺍﻟﺴﻴﺎﺴﺎﺕ ﻭﺍﻟﺘﻭﺠﻬﺎﺕ ﺍﻟﺘﻲ ﺘﻀﻌﻬﺎ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬
‫ﺍﻟﻌﻠﻴﺎ ‪ ،‬ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺘﺤﻭﻴﻠﻬﺎ ﺇﻟﻰ ﻗﺭﺍﺭﺍﺕ ﻭﺨﻁﻁ ﻭﺴﻴﺎﺴﺎﺕ ﺘـﻨﻔﻴﺫﻴﺔ ‪ ،‬ﺜﻡ ﺘـﻘﺩﻴﻤﻬﺎ ﺇﻟﻰ‬
‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺩﻨﻴﺎ ﻓﻲ ﺼﻭﺭﺓ ﺃﻭﺍﻤﺭ ﻭﺘﻌﻠﻴﻤﺎﺕ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺘﺤﺭﻴﻙ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺩﻨﻴﺎ‬
‫ﻨﺤﻭ ﺘـﻨﻔﻴﺫ ﺍﻟﻌﻤل ﺒﻔﻌﺎﻟﻴﺔ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪3‬‬

‫ﻜﻤﺎ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺘﺘﺴﻠﻡ ﺍﻟﻤﻘـﺘﺭﺤﺎﺕ ﻭﺍﻟﺘـﻅﻠﻤﺎﺕ ﺍﻟﺘﻲ ﺘﺒﺩﻴﻬﺎ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺩﻨﻴﺎ ﻭ‬
‫ﺘـﻘﻭﻡ ﺒﻔﺭﺯﻫﺎ ﻭﺭﻓﻊ ﻤﺎﻫﻭ ﻤﻨﺎﺴﺏ ﻤﻨﻬﺎ ﺇﻟﻰ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭﻤﺘﺎﺒﻌﺘﻬﺎ‪ ،‬ﺇﻥ ﺍﻨﺠﺎﺯ ﻫﺎﺘﻴﻥ ﺍﻟﻭﻅﻴﻔﺘﻴﻥ‬
‫ﺍﻟﻬﺎﻤﺘﻴﻥ ﺒﺼﻭﺭﺓ ﻓﻌﺎﻟﺔ ﻭﺍﻟﺘﻲ ﺘـﻘﻭﻡ ﺒﻬﻤﺎ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﻁﺎﻗﺎﺕ ﻓﻜﺭﻴﺔ ﻭﻤﻌﺭﻓﻴﺔ‬
‫ﻭﻤﻬﺎﺭﺍﺕ ﻋﺎﻟﻴﺔ ‪ .‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻌﻨﺎﻴﺔ ﺒﻭﻅﻴﻔﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺇﻨﺸﺎﺀ‬
‫ﺍﻹﺩﺍﺭﺍﺕ ﺃﻭ ﺍﻟﻤﺭﺍﻜﺯ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻌﻤل ﻋﻠﻰ ﺭﻓﻊ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻘﺩﺭﺓ ﻭﺍﻟﻤﻬﺎﺭﺓ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻴﻬﺎ ‪ ،‬ﻟﺫﺍ ﻓﺈﻥ ﺍﻟﻜﻭﺍﺩﺭ ﺍﻹﺩﺍﺭﻴﺔ ﻴﺠﺏ ﻋﻠﻴﻬﺎ ﺃﻥ ﺘـﻘﻭﻡ ﺒﻌﻤﻠﻬﺎ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ ﻭﺃﻥ ﺘﺴﺘﻜﻤل‬
‫ﺇﺠﺭﺍﺀﺍﺕ ﻭﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻜﺎﺩﺭ ﺍﻷﻜﺎﺩﻴﻤﻲ ﺤﺘﻰ ﻴﺘـﻔﺭﻍ ﻟﻌﻤﻠﻪ ﺍﻷﺴﺎﺴﻲ ﺍﻟﺫﻱ ﻴﺘﺠﺴﺩ ﺒﺎﻟﻤﻬﺎﻡ‬
‫ﺍﻟﺭﺌﻴﺴﺔ ﺍﻟﺜﻼﺙ ﻟﻌﻀﻭ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ‪ :‬ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﻭﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺨﺩﻤﺔ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﻋﺩﻡ‬
‫ﺘﻀﻴﻴﻊ ﻭﻗﺘﻪ ﻹﺴﺘﻜﻤﺎل ﺃﻭﺭﺍﻕ ﻭﺇﺠﺭﺍﺀﺍﺕ ﺭﻭﺘﻴﻨﻴﺔ ﻓﻲ ﺩﻭﺍﺌﺭ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻭﺍﻹﺩﺍﺭﻴﺔ ‪ .‬ﺇﻥ‬
‫ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻟﻜﺎﺩﺭ ﺍﻹﺩﺍﺭﻱ ﻟﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻤﺎ ﻴﺘﺒﻌﻬﺎ ﻤﻥ ﻤﺨﺘﺒﺭﺍﺕ‬
‫ﻭﻤﻜﺘﺒﺎﺕ ﻭﻤﺭﺍﻜﺯ ﺒﺤﻭﺙ ﻭﺍﻟﺘﺤﻀﻴﺭ ﻟﻠﻨﺩﻭﺍﺕ ﻭﺍﻟﻤﺅﺘﻤﺭﺍﺕ ﻭﻭﺭﺵ ﺍﻟﻌﻤل ﻫﻭ ﺍﻟﺩﻭﺭ ﺍﻟﺭﻴﺎﺩﻱ‬
‫ﺍﻟﺫﻱ ﻴﺠﺏ ﺃﻥ ﺘـﻘﻭﻡ ﺒﻪ ﺍﻟﺠﺎﻤﻌﺔ ﻓﻲ ﺨﺩﻤﺔ ﺒﻴﺌﺘﻬﺎ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻭﺍﻟﺨﺎﺭﺠﻴﺔ ﻭﺨﺩﻤﺔ ﺍﻟﻤﺠﺘﻤﻊ ﻭﻤﻭﺍﻜﺒﺔ‬
‫ﺍﻟﻤﺴﺘﺠﺩﺍﺕ ﻋﻠﻰ ﺍﻟﻭﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ ﺃﺴﻭﺓ ﺒﻤﺜﻴﻼﺘﻬﺎ ﻤﻥ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻌﺼﺭﻴﺔ‪ ،‬ﻭﺍﻟﻘﻴﺎﻡ ﺒﺎﻟﺩﻭﺭ ﺍﻟﻤ‪‬ـﻨﺎﻁ‬
‫ﺒﻬﺎ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ ﻤﻥ ﺨﻼل ﺍﻻﺴﺘﻐﻼل ﺍﻷﻤﺜـل ﻟﻠﺠﻬﺩ ﻭﺍﻟﻭﻗﺕ ﻭﺍﻟﺘﻜﻠﻔﺔ‪.‬‬

‫‪ 2/1‬ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﻻﺤﻅﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﺨﻼل ﻋﻤﻠﻬﺎ ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﺃﻥ ﻫﻨﺎﻙ ﻓﺠﻭﺓ ﻤﺎ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻤﺘﻭﻗﻊ‬
‫ﻭﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻭﺒﺨﺎﺼﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺘﺴﻬﻴل ﻤﻬﻤﺎﺕ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻭﺘﺤﻘﻴﻕ‬
‫ﺭﺴﺎﻟﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻭﻏﺎﻴﺎﺘﻬﺎ ﻭﻓﻲ ﺘﺴﻬﻴل ﻤﺘﻁﻠﺒﺎﺕ ﻭﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﻜﺎﺩﺭ ﺍﻷﻜﺎﺩﻴﻤﻲ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ‬
‫ﺭﺴﺎﻟﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻭﻏﺎﻴﺘﻬﺎ ﻭﻟﺫﻟﻙ ﻓﺈﻨﻬﺎ ﺘﺭﻯ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺒﺨﺎﺼﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﺘﺤﺘﺎﺝ ﺍﻟﻰ ﻋﻤﻠﻴﺔ ﺘﺤﺴﻴﻥ ﻭﺘﻁﻭﻴﺭ ﻓﻲ ﻗﺩﺭﺍﺕ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻴﻬﺎ ﻤﻥ ﺃﺠل ﺘﻤﻜﻴﻥ ﺍﻟﻜﺎﺩﺭ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﻤﻥ ﺍﻨﺠﺎﺯ ﻤﻬﺎﻤﻪ ﺒﻔﻌﺎﻟﻴﺔ ﻭﻜﻔﺎﺀﺓ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪4‬‬

‫‪ 3/1‬ﺃﺴﺌﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬

‫‪ -1‬ﻫل ﻴﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺒﻤﻜﻭﻨﺎﺘﻪ ) ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪ ،‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ‪ ،‬ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ (‬
‫ﻭﺒﻴﻥ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ؟‬
‫‪ -2‬ﻫل ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﺤﻭل ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ؟‬
‫‪ -3‬ﻫل ﻴﻭﺠﺩ ﻋﻼﻗﺔ ﻟﻠﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ؟‬

‫‪-:‬‬ ‫‪ 4/1‬ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻀﻤﻭﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺇﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺃﺜﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻭﺍﻟﻤﺘﻤﺜل ﺒﻤﺩﻴﺭﻱ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ )ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ( ﻭﺫﻟﻙ ﻤﻥ‬
‫ﺨﻼل ﺘﻘﻴﻴﻤﻬﻡ ﻤﻥ ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ‪ ،‬ﻜﻤﺎ ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺘﻘﺩﻴﻡ ﺒﻌﺽ‬
‫ﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﺍﻟﺠﺎﻤﻌﺔ ﻋﻠﻰ ﺭﻓﻊ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻤﺎ ﻴﺠﻌﻠﻬﺎ ﺘﻠﻌﺏ ﺩﻭﺭﺍ ﻤﻬﻤﺎ‬
‫ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺨﺒﺭﺍﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻴﻬﺎ ‪.‬‬

‫‪ 5/1‬ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ‬
‫ﺃﻭﻻﹰ‪ :‬ﺇﺒﺭﺍﺯ ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻤﺎ‬
‫ﺘـﺘﻁﻠﺒﻪ ﻤﻥ ﺍﺤﺘﻴﺎﺠﺎﺕ ﻭﺒﺭﺍﻤﺞ ﺘﺩﺭﻴـﺒـﻴـﺔ ﻤﻨﺎﺴﺒﺔ ‪.‬‬
‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺘﻌﺩ ﺘـﻁﺒﻴﻘﺎ ﻟﻠﻭﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ ﻟﺠﺎﻤﻌﺔ ﺘﻌﺯ ﺒﻭﺠﻪ ﺨﺎﺹ ﻭﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻴﻤﻨﻴﺔ‬
‫ﺒﻭﺠﻪ ﻋﺎﻡ ‪ ،‬ﺤﻴﺙ ﺘﻌﺘﺒﺭ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺃﻭﺍﺌل ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘـﻘﻴﺱ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻷﺩﺍﺀ ﺤﺴﺏ ﻋﻠﻡ ﺍﻟﺒﺎﺤﺜﺔ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪5‬‬

‫‪ 6/1‬ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺘﻡ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻟﺭﺌﻴﺴﻴﺔ ﻟﻠﺘﻭﺼل ﺍﻟﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻭﻫﻲ ﺜﻼﺙ ﻓﺭﻀﻴﺎﺕ ﺤﻴﺙ ﺃﻥ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻤﺩﻯ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻭﻋﻨﺎﺼﺭﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻟﻠﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻌﻨﺎﺼﺭﻫﺎ ﺍﻟﻤﺨﺘﻠﻔﺔ ‪.‬‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ ﺍﻷﻭﻟﻰ‬
‫‪ H01‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ‪ -‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺘـﻘﻠﺔ ﻤﺠﺘﻤﻌﺔ ‪-‬‬
‫ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ‪.‬‬

‫ﻭﺘﺘﻔﺭﻉ ﻤﻨﻬﺎ ﺨﻤﺱ ﻓﺭﻀﻴﺎﺕ ﻓﺭﻋﻴﺔ ﻫﻲ ‪:‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻷﻭﻟﻰ ‪:‬‬
‫‪ :H01: 1‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل ‪.‬‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪ : H01:2‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل ‪.‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‬

‫‪ : H01:3‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل ‪.‬‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪ : HO1:4‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل ‪.‬‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪ : H01:5‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪6‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪:‬‬

‫‪ Ho2‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻤﻥ ﺤﻴﺙ ) ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪ ،‬ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ( ‪.‬‬
‫ﻭﺘﺘﻔﺭﻉ ﻤﻨﻬﺎ ﺃﺭﺒﻊ ﻓﺭﻀﻴﺎﺕ ﻓﺭﻋﻴﺔ ﻭﻫﻲ ‪:‬‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻷﻭﻟﻰ ‪:‬‬
‫‪ :H02:1‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‬
‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻻﺩﺍﺭﺓ‬ ‫‪: H02:2‬‬
‫ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‬

‫‪ : H02:3‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪ : HO2:4‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪7‬‬

‫‪ 7/1‬ﻨﻤﻭﺫﺝ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫ﺍﻟﻤـﺘـﻐـﻴـﺭ ﺍﻟﺘﺎﺒﻊ‬ ‫ﺍﻟﻤﺘـﻐـﻴﺭﺍﺕ ﺍﻟﻤﺴﺘـﻘـﻠﺔ‬

‫ﺍﻟﺘــــﺩﺭﻴﺏ‬
‫ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬
‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ‬ ‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‪.‬‬
‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ )ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻘﻁ(‬
‫ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺍﻟﻌﻤﻠﻴﺔﺍﻹﺠﺭﺍﺌﻴﺔ‬ ‫ﺘﻘﻴﻴﻡ‬
‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬

‫ﺸﻜل ﺭﻗﻡ ) ‪( 1‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪8‬‬

‫‪ 8/1‬ﺍﻟﺘﻌﺭﻴﻔﺎﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ‬

‫* ﺍﻟﺘﺩﺭﻴﺏ‬

‫ﻴﺸﻴﺭ )ﺍﻟﻌﻘﻴﻠﻲ ‪ (2005 ،‬ﺒﺄﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻤل ﻤﺨﻁﻁ ﻴﺘـﻜﻭﻥ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺒﺭﺍﻤﺞ‬
‫ﻤﺼﻤﻤﺔ ﻤﻥ ﺃﺠل ﺘﻌﻠﻴﻡ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻜﻴﻑ ﺘﺅﺩﻱ ﺃﻋﻤﺎﻟﻬﺎ ﺍﻟﺤﺎﻟﻴﺔ ﺒﻤﺴﺘﻭﻯ ﻋﺎلٍ ﻤﻥ ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﻤﻥ ﺨﻼل ﺘﻁﻭﻴﺭ ﻭﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﺎ ‪.‬‬

‫* ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺒﺫل ﺍﻟﺠﻬﺩ ﺍﻟﻤﻨﻅﻡ ﻟﻠﻭﺼﻭل ﺍﻟﻰ ﻤﻌﺭﻓﺔ ﻤﺎﻫﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﻁﻠﻭﺏ ﻹﻜﺴﺎﺏ ﺍﻟﻘﺩﺭﺓ‬
‫ﺃﻭﺍﻟﻤﻬﺎﺭﺓ ﺍﻟﻤﻌﻴﻨﺔ‪ .‬ﻭﻴﺘﻀﻤﻥ ﺍﻟﺠﻬﺩ ﺍﻟﻘﻴﺎﻡ ﺒﺎﻟﺩﺭﺍﺴﺔ ﻭﺍﻟﺘﺤﻠﻴل ﺍﻟﺫﻱ ﻴﻘﻭﺩ ﻟﻤﻌﺭﻓﺔ ﺍﻟﻘﺩﺭﺓ ﺍﻟﻤﻁﻠﻭﺏ‬
‫ﺘﻭﻓﻴﺭﻫﺎ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻹﻨﺠﺎﺯ ﺍﻟﻌﻤل ﺍﻟﺫﻱ ﻴﺘﻁﻠﺏ ﺃﺩﺍﺅﻩ ﺘﻭﻓﺭ ﺘﻠﻙ‬
‫ﺍﻟﻘﺩﺭﺓ ﻓﻴﻪ ) ﺍﻟﻤﺎﺯﻤﻲ ‪ ،‬ﺭﺯﻭﻕ ‪.(2004،‬‬
‫* ﺍﻟﻤﺘﺩﺭﺒﻭﻥ‬
‫ﻫﻡ ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﻤﺴﺘـﻔﻴﺩﺓ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺫﻴﻥ ﻴﺠﺭﻱ ﻋﻠﻴﻬﻡ ﺍﻟﺘﺩﺭﻴﺏ )ﻓﻁﻴﺱ ‪.(2004،‬‬
‫* ﺍﻟﻤﺩﺭﺒﻭﻥ‬
‫ﻫﻡ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻴﻘﻭﻤﻭﻥ ﺒﻨﻘل ﺍﻟﻤﻌﺭﻓﺔ ﻭﺇﻜﺴﺎﺏ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬
‫* ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻫﻲ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺍﻟﻤﺨﻁﻁ ﻟﻬﺎ ﻭﺍﻟﻤﺴﺘﻤﺭﺓ ﻭﺍﻟﻬﺎﺩﻓﺔ ﺍﻟﻰ ﺘﺯﻭﻴﺩ‬
‫ﺍﻟﻘﻭﻯ ﺍﻟﺒﺸﺭﻴﺔ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺒﻤﻌﺎﺭﻑ ﻤﻌﻴﻨﺔ ‪ ،‬ﻭﺘﺤﺴﻴﻥ ﻭﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺘﻬﺎ ﻭﻗﺩﺭﺍﺘﻬﺎ ﻭﺘﻐﻴﻴﺭ‬
‫ﺴﻠﻭﻜﻴﺎﺘﻬﺎ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﺎ ﺒﺸﻜل ﺍﻴﺠﺎﺒﻲ ﺒﻨﺎﺀ )ﺍﺒﻭﻗﻔﺔ ‪. (2003 ،‬‬

‫* ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﻫﻲ ﻋﻤﻠﻴﺔ ﻗﻴﺎﺱ ﺍﻷﻋﻤﺎل ﺍﻟﻤﻨﺠﺯﺓ ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﻤﻊ ﻤﺎ ﻴﺠﺏ ﺃﻥ ﻴﺘﻡ ﻭﻓﻘﺎﹰ ﻟﻠﺘﺨﻁﻴﻁ ﺍﻟﻤﻌﺩ‬
‫ﻤﺴﺒﻘﺎﹰ ﻻﻜـﺘـﺸﺎﻑ ﻨﻘﺎﻁ ﺍﻟﻀﻌﻑ ﻭﺍﻟﻘﻭﺓ ﻓﻲ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ) ﻓﻁﻴﺱ ‪.(2004،‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪9‬‬

‫* ﺍﻷﺩﺍﺀ‬
‫ﻴﺸﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻟﻰ ﺩﺭﺠﺔ ﺘﺤﻘﻴﻕ ﻭﺇﺘﻤﺎﻡ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻜﻭﻨﺔ ﻟﻭﻅﻴﻔﺔ ﺍﻟﻔﺭﺩ‪ ،‬ﻭﻫﻭ ﻴﻌﻜﺱ ﺍﻟﻜﻴﻔﻴﺔ‬
‫ﺍﻟﺘﻲ ﻴﺤـﻘـﻕ ﺒﻬﺎ ﺍﻟﻔﺭﺩ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻭﻅﻴﻔﺔ ) ﺤﺴﻥ‪.(2001 ،‬‬

‫* ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻭﻥ‬
‫ﻫﻡ ﺍﻟﺫﻴﻥ ﻴﻤﺎﺭﺴﻭﻥ ﺍﻟﻌﻤل ﻓﻲ ﺩﻭﺍﺌﺭ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻭﻴﺸﻜﻠﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻡ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻤﻌﻨﻴﻭﻥ ﺒﺼﻔﺔ ﺩﺍﺌﻤﺔ ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻭﻓﻘﺎﹰ ﻟﻠﺸﺭﻭﻁ ﻭﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﻤﺤﺩﺩﺓ ﻓﻲ ﻗﺎﻨﻭﻥ ﺍﻟﺠﺎﻤﻌﺎﺕ‬
‫ﻭﻗﺎﻨﻭﻥ ﺍﻟﺨﺩﻤﺔ ﺍﻟﻤﺩﻨﻴﺔ ﺍﻟﻴﻤﻨﻲ ﻭﺍﻟﺫﻴﻥ ﻴﺘﻤﺜﻠﻭﻥ ﺒﺎﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﺤﺎﺼﻠﻴﻥ‬
‫ﻋﻠﻰ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫* ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟـﺘـﻨـﻔـﻴـﺫﻴﺔ ﺍﻟﻤﻜﻭﻨﺔ ﻤﻥ ﺍﻟﺠﻬﺎﺯ ﺍﻹﺩﺍﺭﻱ ﺍﻟﺫﻱ ﻴﻌﻤل ﻋﻠﻰ ﺘﺴـﻴـﻴﺭ‬
‫ﺃﻋﻤﺎل ﺍﻟﻤﺸﺭﻭﻉ ﻭﺘﻭﺠﻴﻪ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻴﻪ‪ ،‬ﻭﻗﻴﺎﺩﺘﻬﻡ ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﺃﻗﺭﺘﻬﺎ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‬
‫) ﺍﻟﻤﻐﺭﺒﻲ‪(2000 ،‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 10

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬
‫اﻹﻃﺎر اﻟﻨﻈﺮي واﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬

PDF created with pdfFactory Pro trial version www.pdffactory.com

 ‫‪11‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬
‫اﻹﻃﺎر اﻟﻨﻈﺮي واﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬

‫‪ 1/2‬ﻤﻔﻬﻭﻡ ﺍﻟﺘﺩﺭﻴﺏ ‪Training Concept‬‬

‫ﺘﻌﺘﺒﺭ ﻤﺤﺎﻭﻟﺔ ﻭﻀﻊ ﻤﻔﻬﻭﻡ ﻭﺍﻀﺢ ﻟﻠﺘﺩﺭﻴﺏ ﺃﻤﺭﺍ ﻓﻲ ﻏﺎﻴﺔ ﺍﻷﻫﻤﻴﺔ ﺤﻴﺙ ﺃﻥ ﺍﻟﺘﺤﺩﻴﺩ‬
‫ﺍﻟﻭﺍﻀﺢ ﻟﻤﻔﻬﻭﻡ ﺍﻟﺘﺩﺭﻴﺏ ﻴﻌﺘﺒﺭ ﺃﺴﺎﺴﺎ ﻤﻭﻀﻭﻋﻴﺎ ﻟﺘﺨﻁﻴﻁ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺒﺭﻤﺘﻬﺎ ﻭﻴﻤﺜل ﻤﺼﺩﺭﺍ ﺃﺴﺎﺴﻴﺎﹰ ﻓﻲ ﻋﻤﻠﻴﺔ ﻤﺘﺎﺒﻌﺔ ﻭﺘﻘﻴﻴﻡ ﺍﻟﺘﺩﺭﻴﺏ ﻓﺎﻟﺘﺩﺭﻴﺏ ﻫﻭ ﻨﺸﺎﻁ ﺘﻌﻠﻴﻤﻲ‬
‫ﻤﻨﻅﻡ ﻟﻪ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻨﺠﺎﺯ ﺍﻟﻔﺭﺩ ﻋﻥ ﻁﺭﻴﻕ ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭ ﻓﻲ ﻗﺩﺭﺍﺘﻪ ﺍﻟﻤﻌﺭﻓﻴﺔ‬
‫ﻭﺴﻠﻭﻜﻪ ﻭﻤﻬﺎﺭﺍﺘﻪ ﻭﻴﺘﻀﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺘﻌﻠﻴﻡ ﺍﻟﻔﺭﺩ ﻤﻬﺎﺭﺍﺕ ﺠﺩﻴﺩﺓ ﺃﻭ ﺘﺤﺴﻴﻥ ﻓﻲ ﻤﻬﺎﺭﺍﺕ ﻤﻭﺠﻭﺩﺓ‬
‫ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻁﻭﻴﺭﻫﺎ ﻟﻤﻭﺍﺠﻬﺔ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺤﺎﻟﻴﺔ ﻭﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬
‫ﻭﺘﻌﺭﻑ ﺍﻷﻤﻡ ﺍﻟﻤﺘﺤﺩﺓ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﻨﻬﺎ ﻋﻤﻠﻴﺔ ﺘﺒﺎﺩﻟﻴﺔ ﻟﺘﻌﻠﻴﻡ ﻭﺘﻌﻠﻡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺤﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ ﻭﻫﻭ ﻨﺸﺎﻁ ﻟﻨﻘل ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﻰ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﺠﻤﺎﻋﺎﺕ‬
‫ﺍﻟﺫﻴﻥ ﻴﻌﺘﻘﺩ ﺃﻨﻬﻡ ﻴﺴﺘﻔﻴﺩﻭﻥ ﻤﻨﻬﺎ ﻓﺎﻟﺘﺩﺭﻴﺏ ﺒﺎﺨﺘﺼﺎﺭ ﻫﻭ ﻨﻘل ﻟﻠﻤﻌﺭﻓﺔ ﻭﺘﻁﻭﻴﺭ ﻟﻠﻤﻬﺎﺭﺍﺕ‬
‫ﻭﻴﺭﻯ )‪ (Wilson,1996‬ﺒﺄﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻫﻲ ﻋﻤﻠﻴﺔ ﻤﻨﻅﻤﺔ ﺘﻬﺘﻡ ﺒﺎﻜﺘﺴﺎﺏ ﻗﺩﺭﺍﺕ‬
‫ﻤﻌﻴﻨﺔ ﺃﻭ ﺍﻻﺤﺘﻔﺎﻅ ﺒﻬﺎ ﻓﺎﻟﺘﺩﺭﻴﺏ ﻟﻪ ﺃﻫﻤﻴﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻟﻤﻨﻅﻤﺔ ﻭﺍﻟﻔﺭﺩ ﺤﻴﺙ ﺍﻥ ﺩﻭﺭ‬
‫ﺃﻨﺸﻁﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺘﺘﺠﺴﺩ ﺃﻫﻤﻴﺘﻬﺎ ﻤﻥ ﺤﻴﺙ ﺍﻨﻌﻜﺎﺱ ﻫﺫﻩ ﺍﻷﻨﺸﻁﺔ‬
‫ﺒﺎﻹﻴﺠﺎﺏ ﻟﺼﺎﻟﺢ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻟﻤﻨﻅﻤﺔ ﻭﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻭﻴﺸﻴﺭ ﻜل ﻤﻥ )ﺍﻟﻐﺎﻟﺒﻲ ‪،‬ﺍﻟﻌﺎﻤﺭﻱ ‪ ( 2005،‬ﺍﻟﻰ ﺃﻨﻪ ﻤﻥ ﺍﻟﻤﻔﺘﺭﺽ ﺃﻥ ﺘﻨﻅﺭ ﺍﻟﻤﻨﻅﻤﺔ‬
‫ﺍﻟﻰ ﺃﻨﺸﻁﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻜﻭﻨﻬﺎ ﺃﻨﺸﻁﺔ ﻤﻬﻤﺔ ﺘﻌﺯﺯ ﻤﻥ ﻗﺩﺭﺍﺘﻬﺎ ﻋﻠﻰ ﺍﻟﻤﺩﻯ ﺍﻟﺒﻌﻴﺩ ﻭﺃﻨﻬﺎ ﺘﻤﺜل‬
‫ﺍﺴﺘﺜﻤﺎﺭﺍﹰ ﻓﻲ ﺍﻷﺼﻭل ﺍﻟﻤﻌﺭﻓﻴﺔ ﺍﻟﺘﻲ ﺃﺼﺒﺤﺕ ﺃﺴﺎﺱ ﺍﻟﻤﻴﺯﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻸﻋﻤﺎل ﻭﻫﺫﺍ ﻴﻠﻔﺕ‬
‫ﺍﻹﻨﺘﺒﺎﻩ ﺍﻟﻰ ﺃﻥ ﻫﺫﻩ ﺍﻟﻨﻅﺭﺓ ﺘﻨﺄﻯ ﺒﺎﻟﻤﻨﻅﻤﺔ ﻋﻥ ﺍﻟﻨﻅﺭﺓ ﻗﺼﻴﺭﺓ ﺍﻷﻤﺩ ﻷﻨﺸﻁﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻜﻭﻨﻬﺎ‬
‫ﺘﻤﺜل ﻜﻠﻔﺔ ﻴﺠﺏ ﺍﻟﻌﻤل ﻋﻠﻰ ﺘﺨﻔﻴﻀﻬﺎ ﻭﺍﻥ ﺘﻌﺯﻴﺯ ﺃﻨﺸﻁﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺘﻌﻤل ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﻭﺒﻨﺎﺀ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﺍﻟﺘﻲ ﺘﺤﺘﺎﺠﻬﺎ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺘﻨﻌﻜﺱ ﺒﺎﻟﺘﺎﻟﻲ ﻋﻠﻰ ﻤﺎ ﻴﺤﺘﺎﺠﻪ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺒﺎﻟﻨﺘﻴﺠﺔ ﻭﻫﺫﺍ ﻤﺎ ﻴﺩﻋﻭ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻰ ﺍﻟﻨﻅﺭ ﺍﻟﻰ ﺍﻟﻤﻨﻅﻤﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﻤﺭﻜﺯ ﻤﻌﺭﻓﻲ ﻴﺴﺎﻫﻡ ﻓﻲ‬
‫ﺍﻹﻀﺎﻓﺔ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﻰ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﻭﻤﻥ ﺍﻷﻫﻤﻴﺔ ﺒﻤﻜﺎﻥ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻌﻤل ﻋﻠﻰ ﺨﻠﻕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﺒﺩﻴﻠﺔ ﻜﻬﺩﻑ ﻭﺫﻟﻙ ﻋﻨﺩ‬
‫ﺤﺼﻭل ﺍﻱ ﻁﺎﺭﺉ ﻤﻔﺎﺠﺊ ﻟﻠﻤﺩﻴﺭ ﺍﻟﺤﺎﻟﻲ ﻻ ﺘﻭﺍﺠﻪ ﺍﻟﻤﻨﻅﻤﺔ ﺇﺸﻜﺎﻟﻴﺔ ﻓﻲ ﺇﻴﺠﺎﺩ ﺍﻟﺒﺩﻴل ﻭ ﻴﺅﺩﻱ‬
‫ﺍﻟﻰ ﺍﻟﻘﻨﺎﻋﺔ ﺒﺈﺴﺘﻤﺭﺍﺭ ﺍﻟﻌﻤل ﻜﻤﻨﻅﻤﺔ ﻭﻟﻴﺱ ﺍﻟﻘﺎﺌﻡ ﻋﻠﻰ ﺍﻟﻌﻤل ﻜﺸﺨﺹ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪12‬‬

‫ﻭﻴﺸﻴﺭ )ﺍﻟﻌﻭﺽ ‪ (2001،‬ﺃﻨﻪ ﻗﺩ ﻴﻨﻅﺭ ﺃﺤﻴﺎﻨﺎ ﻟﻠﺘﺩﺭﻴﺏ ﻜﻅﺎﻫﺭﺓ ﺤﺩﺍﺜﺔ ﺃﻭ ﻤﻭﺍﻜﺒﺔ ﻻ‬

‫ﻟﻔﻭﺍﺌﺩﻩ ﻭﺩﻭﺭﻩ ﺍﻷﺴﺎﺴﻲ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﺭﺴﻡ ﺨﻁﻁ ﺍﻟﺘﺩﺭﻴﺏ ﻻ ﻟﺘﻨﻔﺫ ﻭﻟﻜﻥ ﻟﺘﻌﻁﻲ ﺍﻹﻨﻁﺒﺎﻉ ﺒﺎﻟﻌﺼﺭﻴﺔ‬
‫ﻭﻤﺴﺎﻴﺭﺓ ﻤﻭﻀﺔ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻭﺃﻫﻤﻴﺔ ﺃﻨﺸﻁﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻔﺭﺩ ﺍﻨﻪ ﻴﻌﻤل ﻋﻠﻰ ﺤﻤﺎﻴﺔ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻤﻥ‬
‫ﺍﻟﺘﻘﺎﺩﻡ ﻭﺘﻭﻟﻴﺩ ﺍﻟﺸﻌﻭﺭ ﻟﺩﻴﻬﻡ ﺒﺄﻨﻬﻡ ﻴﻭﺍﻜﺒﻭﻥ ﻤﺎ ﻴﺴﺘﺠﺩ ﻓﻲ ﺤﻘﻭل ﺍﻟﻤﻌﺭﻓﺔ ﻭﺍﻟﺘﻁﻭﺭ ﺍﻟﻌﻠﻤﻲ‬
‫ﻭﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ ﻜﻤﺎ ﺃﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻴﻌﺯﺯ ﺍﻟﻤﺴﺎﺭ ﺍﻟﻭﻅﻴﻔﻲ ﺍﻟﺫﻱ ﻴﺤﻘﻕ ﺍﻻﻨﺴﺠﺎﻡ ﺍﻹﻴﺠﺎﺒﻲ ﻟﻤﺼﻠﺤﺔ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺘﻭﺠﻬﺎﺕ ﺍﻟﺘﻁﻭﻴﺭ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ‪.‬‬
‫ﻭﻴﺭﻯ )ﻤﻔﺘﺎﺡ ‪ (1996،‬ﺇﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻭﺍﻟﻤﺩﻴﺭﻴﻥ ﺍﻹﺩﺍﺭﻴﻴﻥ‬
‫ﻴﺸﺘﻤل ﻋﻠﻰ ﻤﺎﻴﻠﻲ ‪:‬‬
‫ﺃﻭﻻ ‪ -:‬ﺘﻨﻤﻴﺔ ﺃﺴﺱ ﻭﻋﻭﺍﻤل ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﺴﻠﻴﻤﺔ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪ -:‬ﺘﻨﻤﻴﺔ ﺍﻟﻤﻘﺩﺭﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻺﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺘﻨﻤﻴﺔ ﺍﻟﻤﻘﺩﺭﺓ ﻋﻠﻰ ﺭﺴﻡ ﺍﻟﺨﻁﻁ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻘﺎﺒل ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﻁﻭﺭ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ‪.‬‬
‫ﺘﻨﻤﻴﺔ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺨﻁﻴﻁ ﻭﺭﺴﻡ ﺍﻟﺴﻴﺎﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﻅﻡ ﻋﻤل ﺍﻷﺠﻬﺯﺓ ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺜﺎﻟﺜﺎ ‪-:‬‬
‫ﻟﺘﺘﻤﺎﺸﻰ ﺃﻋﻤﺎﻟﻬﺎ ﻤﻊ ﺍﻟﺨﻁﻁ ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻟﻠﺘﻨﻅﻴﻡ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﻤﺠﺎﻻﺕ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﺍﻟﺘﻨﻤﻭﻴﺔ ‪.‬‬
‫ﺭﺍﺒﻌﺎ ‪ -:‬ﺘﻨﻤﻴﺔ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻨﺴﻴﻕ ﺠﻬﻭﺩ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻤﺭﺅﻭﺴﺔ ﻟﻼﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﺎ ‪.‬‬
‫ﺨﺎﻤﺴﺎ ‪ -:‬ﺍﻹﻟﻤﺎﻡ ﺒﺎﻟﻠﻭﺍﺌﺢ ﻭﺍﻟﻘﻭﺍﻨﻴﻥ ﺍﻟﻤﻨﻅﻤﺔ ﻟﻠﻌﻤل ﻭﺍﻟﺘﻲ ﺘﻜﻔل ﺴﻴﺭ ﺍﻟﻌﻤل ﻭﺍﻨﺘﻅﺎﻤﻪ ﺒﻁﺭﻴﻘﺔ‬
‫ﺘﺘﻤﺎﺸﻰ ﻤﻊ ﺍﻟﻨﻅﺎﻡ ﻭﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻌﺎﻤﺔ ﻟﻠﻤﻨﻅﻤﺔ ‪.‬‬
‫ﺴﺎﺩﺴﺎ ‪ -:‬ﺍﻹﻟﻤﺎﻡ ﺒﺎﻟﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻓﻲ ﻤﺠﺎل ﻤﻌﺎﻤﻠﺔ‬
‫ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻭﺘﻭﺠﻴﻪ ﺠﻬﻭﺩﻫﻡ ﺘﻭﺠﻴﻬﺎ ﺴﻠﻴﻤﺎ ﻭﺍﻟﺨﺭﻭﺝ ﺒﺄﻜﺒﺭ ﻁﺎﻗﺔ ﺇﻨﺘﺎﺠﻴﺔ ﻤﻥ ﺍﻟﻌﺎﻤل‬
‫ﺍﻟﺒﺸﺭﻱ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪13‬‬

‫‪ - 1/2/2‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺸﻜل ﻭﺘﻨﻅﻴﻡ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ‬

‫ﻭﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺇﻴﺠﺎﺯﻫﺎ ﻓﻴﻤﺎ ﻴﻠﻲ ‪) :‬ﺘﻭﻓﻴﻕ ‪(2002،‬‬
‫ﺃﻭﻻ ‪ -:‬ﻁﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻁ ‪ :‬ﺤﻴﺙ ﺃﻥ ﺩﺭﺠﺔ ﺘﻨﻭﻉ ﺍﻟﻨﺸﺎﻁ ﺃﻭ ﻤﺩﻯ ﺘﻤﺎﺜل ﺍﻷﻨﺸﻁﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ ﺒﻬﺎ‬
‫ﺍﻟﻤﻨﻅﻤﺔ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﺄﺜﻴﺭ ﺤﺠﻡ ﻭﻜﻴﺎﻥ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﺒﻤﺩﻯ ﺍﻟﺘﻨﻭﻉ ﻓﻲ ﺍﻟﻨﺸﺎﻁ ‪.‬‬
‫ﻓﻤﻥ ﺨﻼل ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺘﻘﺎﺭﻴﺭ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺴﻨﻭﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻭﻟﻌﺩﺩ ﻤﻥ ﺍﻟﺴﻨﻭﺍﺕ‬
‫ﻴﺘﻀﺢ ﻫﺫﺍ ﺍﻟﺘﻨﻭﻉ ﻭﺍﻟﺘﻌﺩﺩ ﺍﻟﺫﻱ ﻴﺘﻁﻠﺏ ﻤﻌﻪ ﺇﺩﺍﺭﺓ ﺘﺩﺭﻴﺒﻴﺔ ﻨﺸﻁﺔ ﻭﻤﻠﻤﺔ ﺒﺠﻤﻴﻊ ﺃﻭﺠﻪ ﺍﻟﻨﺸﺎﻁ‬
‫ﺍﻟﺘﻲ ﺘﺘﻁﻠﺒﻬﺎ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﻓﺎﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻤﺘﻨﻭﻉ ﻟﺩﺭﺠﺔ ﺘﺘﻁﻠﺏ ﺘﺨﺼﺼﺎ ﻜﺎﻤﻼ‬
‫ﻭﺒﻴﺎﻨﺎ ﻭﺍﻀﺤﺎ ﻓﻲ ﺃﻨﺸﻁﺔ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻬﻨﺎﻙ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ ﻜﺒﺭﻨﺎﻤﺞ‬
‫ﺘﻁﻭﻴﺭ ﺃﺩﺍﺀ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺒﺭﻨﺎﻤﺞ ﺍﻟﺸﺌﻭﻥ ﺍﻟﻘﺎﻨﻭﻨﻴﺔ ﻭﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﻬﻨﻲ‬
‫ﻟﺩﻭﺍﺌﺭ ﺍﻹﺴﻜﺎﻥ ﻭﺍﻟﺨﺩﻤﺎﺕ ﻤﺜل ﺩﻭﺭﺍﺕ ﺘﺨﻁﻴﻁ ﺍﻟﺤﺩﺍﺌﻕ ﺍﻟﺠﺎﻤﻌﻴﺔ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪ -:‬ﺇﻴﻤﺎﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭﻗﻨﺎﻋﺘﻬﺎ ﺒﺄﻫﻤﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺃﻥ ﻗﻨﺎﻋﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻴﺯﻴﺩ ﻤﻥ ﻗﻴﻤﺔ‬
‫ﻫﺫﺍ ﺍﻟﻨﺸﺎﻁ ﻭﻴﻔﻀﻲ ﻋﻠﻴﻪ ﻭﺯﻨﺎ ﺘﺭﺠﻴﺤﻴﺎ ﺃﻋﻠﻰ ﻤﻥ ﺍﻷﻨﺸﻁﺔ ﺍﻷﺨﺭﻯ ﻭﻟﺫﺍ ﻴﺘﺄﺜﺭ ﺒﻁﺒﻴﻌﺔ ﺍﻟﺘﺒﻌﻴﺔ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﻟﻨﺸﺎﻁ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺩﺭﺠﺔ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻹﺩﺍﺭﻱ ﻟﻪ ﺒﺩﺭﺠﺔ ﺇﻴﻤﺎﻥ ﺍﻟﻤﺴﺌﻭﻟﻴﻥ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺒﻬﺫﺍ‬
‫ﺍﻟﻨﺸﺎﻁ ﻤﻥ ﻋﺩﻤﻪ ﺤﻴﺙ ﻻﺘﻜﺘﻤل ﺠﻬﻭﺩ ﺍﻷﻓﺭﺍﺩ ﺇﻻ ﺇﺫﺍ ﻜﺎﻥ ﻫﻨﺎﻙ ﺘﺄﻴﻴﺩ ﻤﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻟﺘﺴﻬﻴل‬
‫ﻤﻬﺎﻤﻬﻡ ‪ ،‬ﻓﻲ ﺤﺎﻟﺔ ﺍﻹﻫﺘﻤﺎﻡ ﺒﺎﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺇﺤﺩﻯ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﻌﺎﻤﺔ ﺃﻭ ﺍﻟﺨﺎﺼﺔ ﻓﻘﺩ ﻴﺘﻡ‬
‫ﺇﻨﺸﺎﺀ ﻤﺭﺍﻜﺯ ﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﻜﻭﻥ ﻟﻬﺎ ﻗﻴﻤﺔ ﺍﻋﺘﺒﺎﺭﻴﺔ ﻫﺎﻤﺔ ‪ ،‬ﻭﺨﺼﻭﺼﻴﺔ ﻤﺘﻤﻴﺯﺓ ﻭﺘﺭﺘﺒﻁ ﺘﻨﻅﻴﻤﻴﺎ ﻤﻊ‬
‫ﺍﺤﺩ ﺃﺸﺨﺎﺹ ﺍﻟﺴﻠﻁﺔ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻏﺎﻟﺒﺎ ) ﻋﺴﺎﻑ ‪. ( 2000،‬‬
‫ﻭﻫﺫﺍ ﻤﺎ ﻴﺘﻁﺎﺒﻕ ﻤﻊ ﺭﺅﻴﺔ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺘﻘﺩﻴﺭﻫﺎ ﻟﺩﻭﺭ ﻭﺃﻫﻤﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻘﺩ ﺘﺠﺴﺩﺕ ﺃﻭﻟﻭﻴﺔ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺘﺩﺭﻴﺏ ﺤﻴﺙ ﺘﻨﺹ ﺍﻟﻼﺌﺤﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻟﺩﺍﺌﺭﺓ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﻤﺎﻟﻲ ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺴﺎﺩﺴﺔ ﺒﺄﻥ ﺘﺘﺒﻊ ﺘﻠﻙ ﺍﻟﺩﺍﺌﺭﺓ ﻤﺒﺎﺸﺭﺓ ﻟﺭﺌﻴﺱ ﺍﻟﺠﺎﻤﻌﺔ ﻜﻤﺎ ﺘﻨﺹ ﺍﻟﻼﺌﺤﺔ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﻓﻲ ﻤﺎﺩﺘﻬﺎ ﺍﻟﺴﺎﺒﻌﺔ ﺃﻥ ﻴﻜﻭﻥ ﻟﻠﺩﺍﺌﺭﺓ ﺭﺌﻴﺱ ﻤﻥ ﺫﻭﻱ ﺍﻟﺨﺒﺭﺓ ﻭﺍﻻﺨﺘﺼﺎﺹ ﻓﻲ‬
‫ﺍﻟﺠﺎﻨﺏ ﺍﻟﻤﺎﻟﻲ ﻭﺍﻹﺩﺍﺭﻱ ﻤﻥ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﻟﺠﺎﻤﻌﺔ ﻭﻴﺼﺩﺭ ﺒﻪ ﻗﺭﺍﺭ ﻤﻥ ﺭﺌﻴﺱ‬
‫ﺍﻟﺠﺎﻤﻌﺔ )ﺍﻟﻼﺌﺤﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ‪. ( 2005،‬‬
‫ﺜﺎﻟﺜﺎ ‪ -:‬ﻜﻔﺎﺀﺓ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺘﺘﺄﺜﺭ ﻤﻜﺎﻨﺔ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺒﺎﻟﺠﺎﻤﻌﺔ ﺒﻤﺩﻯ ﻜﻔﺎﺀﺓ ﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ‬
‫ﻫﺫﺍ ﺍﻟﻨﺸﺎﻁ ﻭﻤﺩﻯ ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺇﺘﺒﺎﻉ ﺍﻷﺴﻠﻭﺏ ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﺘﺨﻁﻴﻁ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺘﻨﻅﻴﻤﻪ ﻭﻤﺘﺎﺒﻌﺔ‬
‫ﻨﺘﺎﺌﺠﻪ ﺤﻴﺙ ﺍﻨﻪ ﻓﻲ ﺤﺎل ﻀﻌﻑ ﻗﺩﺭﺍﺕ ﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ ﻴﺅﺩﻱ‬
‫ﺍﻟﻰ ﺍﻨﻬﻴﺎﺭ ﻤﻜﺎﻨﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪14‬‬

‫ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻟﻤﺎﺩﻴﺔ ﺍﻥ ﺘﻭﻓﺭ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﻟﻤﺴﺎﻋﺩﺓ ﻟﻠﻌﻤﻠﻴﺔ‬ ‫ﺭﺍﺒﻌﺎ ‪-:‬‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻴﺅﺜﺭ ﺒﺎﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﻤﻜﺎﻨﺔ ﻭﻫﻴﺒﺔ ﻭﻫﻴﺌﺔ ﻫﺫﺍ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺤﻴﻭﻱ ﺍﻱ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬
‫ﻓﻌﻼ ﻓﻲ ﻨﻁﺎﻕ ﺘﻨﻔﻴﺫ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻟﻴﺱ ﺍﻟﻤﻘﺼﻭﺩ ﺍﻗﺘﻨﺎﺀ ﻤﺭﺍﻜﺯ ﺘﺩﺭﻴﺒﻴﺔ ﻤﺘﺨﺼﺼﺔ ﺩﻭﻥ‬
‫ﺃﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻷﻤﺜل ﻟﻠﻁﺎﻗﺎﺕ ﺍﻟﻤﺘﺎﺤﺔ ﺒﻬﺎ ﻭﺤﺘﻰ ﺘﻜﻭﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﺤﻘﻘﺔ‬
‫ﻷﻫﺩﺍﻓﻬﺎ ﻓﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ ﻭﻤﺤﺩﺩﺓ ﻭﻭﺍﻗﻌﻴﺔ ﻴﻤﻜﻥ ﺘﺤﻘﻴﻘﻬﺎ ﺃﻱ ﺃﻥ ﺘﻜﻭﻥ‬
‫ﻫﺫﻩ ﺍﻷﻫﺩﺍﻑ ﺃﻫﺩﺍﻓﺎ ﺘﻌﻠﻴﻤﻴﺔ ﺘﻌﻤل ﻋﻠﻰ ﺍﺨﺘﺼﺎﺭ ﺍﻟﻔﺠﻭﺓ ﻤﺎﺒﻴﻥ ﻤﻭﻗﻑ ﺍﻟﻤﺘﺩﺭﺏ ﻤﻥ ﺤﻴﺙ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺒﻴﻥ ﺍﻟﻭﻀﻊ ﺍﻟﺫﻱ ﻨﺘﻁﻠﻊ ﺇﻟﻴﻪ ﺒﻌﺩ ﺘﻌﺭﺽ ﺍﻟﻤﺘﺩﺭﺏ ﻟﻬﺫﻩ‬
‫ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻥ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻷﻫﺩﺍﻑ ﻗﺎﺒﻠﺔ ﻟﻠﻤﻼﺤﻅﺔ ﻭﺍﻟﺘﻘﻴﻴﻡ ﺃﻱ ﺍﻥ ﺘﻨﺹ ﻋﻠﻰ ﻨﺘﺎﺌﺞ‬
‫ﻴﻤﻜﻥ ﻗﻴﺎﺴﻬﺎ ﻭﺍﻥ ﺘﺒﺘﻌﺩ ﻋﻥ ﺍﻟﻌﻤﻭﻤﻴﺎﺕ ﻭﺍﻟﻐﻤﻭﺽ ﻭﺍﻨﺴﺠﺎﻤﻬﺎ ﻤﻊ ﺴﻴﺎﺴﺎﺕ ﻭﺃﻫﺩﺍﻑ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻭﺭﺅﻴﺘﻬﺎ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪15‬‬

‫‪History of Training Development‬‬ ‫‪ 3/1/2‬ﺍﻟﺘﻁﻭﺭ ﺍﻟﺘﺎﺭﻴﺨﻲ ﻟﻠﺘﺩﺭﻴﺏ ‪:‬‬

‫ﺘﺘﺴﻡ ﺍﻟﻤﺭﺍﺤل ﺍﻟﺘﻲ ﻤﺭ ﺒﻬﺎ ﺍﻟﺘﺩﺭﻴﺏ ﺘﺎﺭﻴﺨﻴﺎﹰ ﺒﺜﻼﺙ ﻤﺭﺍﺤل ﺃﺴﺎﺴﻴﺔ ﻭﺍﻟﺘﻲ ﻴﻠﺨﺼﻬﺎ ﻜل‬
‫ﻤﻥ )ﻋﺴﺎﻑ ‪ (2000 ،‬ﻭ) ﻴﺎﻏﻲ ‪ (2003 ،‬ﻓﻲ ﻤﺎ ﻴﻠﻲ ‪:‬‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻷﻭﻟﻰ ‪ :‬ﻤﺎ ﻗﺒل ﻅﻬﻭﺭ ﺍﻷﺩﻴﺎﻥ ﺍﻟﺴﻤﺎﻭﻴﺔ ﺃﻱ ﻤﺭﺤﻠﺔ ﺍﻟﺤﻀﺎﺭﺍﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ‬
‫ﺍﺘﺴﻤﺕ ﺒﻤﻨﺎﻫﺞ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻷﺴﻁﻭﺭﻱ ﻭﺍﻟﻤﻴﺘﺎﻓﻴﺯﻴﻘﻲ ﺍﻟﺘﻲ ﺘﻐﻠﺏ ﻋﻠﻴﻬﺎ ﺍﻟﺘﺼﻭﺭﺍﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺘﻲ‬
‫ﺘﻭﺼل ﺇﻟﻴﻬﺎ ﺍﻟﻨﺎﺱ ﻤﻥ ﺨﻼل ﻫﺫﻩ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺘﻔﻜﻴﺭﻴﺔ ﺤﻴﺙ ﺃﻥ ﺃﺴﺎﻟﻴﺏ ﺠﻤﻴﻊ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﺤﻴﺎﺘﻴﺔ‬
‫ﻭﺃﺴﺎﻟﻴﺏ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻴﻐﻠﺏ ﻋﻠﻴﻬﺎ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻷﻭﻟﻴﺔ ﺇﻟﻰ ﺤﺩ ﻜﺒﻴﺭ ﻨﻅﺭﺍﹰ ﻟﺒﺩﺍﺌﻴﺔ‬
‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻔﻜﻴﺭ ﻭﺒﺩﺍﺌﻴﺔ ﻭﺴﺎﺌل ﺍﻹﻨﺘﺎﺝ‪.‬‬
‫ﻭﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺫﻟﻙ ﺘﻤﻜﻥ ﺍﻹﻨﺴﺎﻥ ﺃﻥ ﻴﺒﻨﻲ ﺨﻼل ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﺤﻀﺎﺭﺍﺕ ﺘﻤﻴﺯﺕ‬
‫ﺒﺎﻻﻜﺘﺸﺎﻓﺎﺕ ﻭﺒﻨﺎﺀ ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﻲ ﻤﻥ ﺨﻼﻟﻬﺎ ﺃﻤﻜﻥ ﻟﻺﻨﺴﺎﻥ ﺃﻥ ﻴﻨﺘﻘل ﺇﻟﻰ ﺍﻟﻤﺭﺍﺤل‬
‫ﺍﻟﻼﺤﻘﺔ ﻟﻬﺎ ﻜﺤﻀﺎﺭﺍﺕ ﻤﺎ ﺒﻴﻥ ﺍﻟﻨﻬﺭﻴﻥ ﻭﻭﺍﺩﻱ ﺍﻟﻨﻴل ﻭﺍﻟﺼﻴﻨﻴﺔ ﻭﺍﻟﻬﻨﺩﻴﺔ ﺍﻟﻘﺩﻴﻤﺔ ﻭﺍﻟﻴﻭﻨﺎﻨﻴﺔ‪.‬‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪ :‬ﻭﻫﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻲ ﻅﻬﺭﺕ ﻓﻴﻬﺎ ﺍﻷﺩﻴﺎﻥ ﺍﻟﺴﻤﺎﻭﻴﺔ ﺫﺍﺕ ﺍﻟﺭﺴﺎﻻﺕ‬
‫ﺍﻟﺴﻤﺎﻭﻴﺔ ﻜﺎﻟﻴﻬﻭﺩﻴﺔ ﻭﺍﻟﻤﺴﻴﺤﻴﺔ ﻭﺍﻹﺴﻼﻤﻴﺔ ﻭﺘﻤﻴﺯﺕ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﺒﺘﻘﺩﻴﻤﻬﺎ ﻟﻠﺒﺸﺭﻴﺔ ﻨﻅﻡ ﺘﺭﺒﻭﻴﺔ‬
‫ﻭﻤﻌﺭﻓﻴﺔ ﻭﻋﻘﺎﺌﺩﻴﺔ ﻤﻘﻨﻨﺔ ﻭﻤﺤﺩﺩﺓ ﻤﻥ ﺍﷲ ﺴﺒﺤﺎﻨﻪ ﻭﺘﻌﺎﻟﻰ ﻭﺘﻤﺜل ﻫﺫﻩ ﺍﻷﺩﻴﺎﻥ ﺍﻟﻤﻨﻬل ﺍﻷﺴﺎﺴﻲ‬
‫ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﺭﺒﻭﻱ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﻌﺭﻓﻲ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﺠﻭﺍﻨﺏ ﻏﻴﺭ ﺍﻟﻤﺎﺩﻴﺔ‬
‫ﺍﻷﺨﺭﻯ ﺍﻟﺴﻴﺎﺴﻴﺔ ﻤﻨﻬﺎ ﺃﻭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻹﺩﺍﺭﻴﺔ‪.‬‬
‫ﻭﺃﻫﻡ ﻤﺎ ﻴﻭﺍﺠﻪ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﻤﻥ ﺘﺤﺩﻴﺎﺕ ﻫﻲ ﺍﻟﺘﻔﻭﻕ ﺍﻟﺘﺭﺒﻭﻱ ﺍﻟﺫﻱ ﺠﺴﺩﺘﻪ ﻤﻨﻅﻭﻤﺔ‬
‫ﺍﻟﻘﻴﻡ ﺍﻟﻌﻘﺎﺌﺩﻴﺔ ﺍﻟﺘﻲ ﺠﺎﺀﺕ ﺒﻬﺎ ﻫﺫﻩ ﺍﻟﺭﺴﺎﻻﺕ ﻭﺒﺎﻟﻤﻘﺎﺒل ﺫﻟﻙ ﺍﻟﻀﻌﻑ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‬
‫ﻭﺍﻟﺫﻱ ﻟﻡ ﻴﻤﻜﻥ ﺍﻹﻨﺴﺎﻥ ﻤﻥ ﺍﺴﺘﻴﻌﺎﺏ ﺠﻭﻫﺭ ﻫﺫﻩ ﺍﻟﻘﻴﻡ ﻭﻻ ﻤﺎ ﺼﺎﺤﺒﻬﺎ ﻤﻥ ﺘﻌﺎﻟﻴﻡ ﻤﻌﺭﻓﻴﺔ ﺸﺎﻤﻠﺔ‬
‫ﻭﻜﺎﻤﻠﺔ ﻨﻅﺭﺍﹰ ﻻﻨﺼﺭﺍﻑ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺒﺸﺭ ﺍﻟﻰ ﺍﻻﻋﺘﻨﺎﺀ ﺒﻤﺎ ﻴﺘﻭﺼﻠﻭﻥ ﺇﻟﻴﻪ ﺒﺒﺼﺎﺌﺭﻫﻡ ﻭﺃﻓﻜﺎﺭﻫﻡ‬
‫ﺨﺎﺭﺝ ﻤﻌﻁﻴﺎﺕ ﺍﻟﻌﻘﻴﺩﺓ ﻭﺍﻻﻨﺤﻴﺎﺯ ﺇﻟﻴﻬﺎ ﻀﻤﻥ ﺩﻋﺎﻭﻯ ﺍﻹﺒﺩﺍﻉ ﻭﺍﻟﺘﻔﻭﻕ‪.‬‬
‫ﻭﻤﻤﺎ ﻴﻬﻤﻨﺎ ﻓﻲ ﻫﺫﺍ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻀﻌﻑ ﺍﻷﺸﺩ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﺫﻟﻙ ﻓﻲ ﺍﻨﺼﺭﺍﻑ‬
‫ﺃﺼﺤﺎﺏ ﺍﻟﻌﻘﺎﺌﺩ ﺇﻟﻰ ﺍﻟﺘﺸﺒﺙ ﻭﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻘﻴﻤﻴﺔ ﻭﺍﻟﺠﻤﻭﺩ ﻤﻌﻬﺎ ﻭﻋﺩﻡ ﺍﻻﻨﺘﻘﺎل ﺒﻬﺎ‬
‫ﻟﺒﻨﺎﺀ ﺍﻟﻨﻅﻡ ﺍﻟﺤﻴﺎﺘﻴﺔ‪.‬‬
‫ﻭﺒﺫﻟﻙ ﺘﺨﻠﻑ ﺍﻟﻌﻤل ﺍﻟﺘﻁﺒﻴﻘﻲ ﻭﺍﻨﺤﺴﺭﺕ ﻤﺴﺘﻠﺯﻤﺎﺕ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻤﻤﺎ ﺃﺩﻯ ﺇﻟﻰ ﺃﻥ ﺃﺼﺤﺎﺏ ﻫﺫﻩ ﺍﻟﻌﻘﺎﺌﺩ ﻅﻠﻭﺍ ﻴﺩﻭﺭﻭﻥ ﻓﻲ ﻨﻔﺱ ﺍﻟﺩﺍﺌﺭﺓ ﻭﻓﻲ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪16‬‬

‫ﺘﻠﻙ ﺍﻟﻔﻠﺴﻔﺔ ﺤﻴﺙ ﺃﻥ ﺍﻟﺘﺨﻠﻑ ﺃﺼﺒﺢ ﻨﺘﻴﺠﺔ ﻋﺩﻡ ﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻁﺒﻴﻕ ﺍﻟﻌﻘﻴﺩﺓ ﻭﻫﺠﺭﻫﺎ ﻭﺍﻟﺘﺸﺒﺙ‬
‫ﺒﺎﻟﻤﻅﻼﺕ ﺍﻟﻭﻀﻌﻴﺔ‪.‬‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﻫﻲ ﻤﺭﺤﻠﺔ ﻤﺎ ﺒﻌﺩ ﺍﻟﺜﻭﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﻫﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻲ ﺘﺭﺘﺏ ﻋﻠﻴﻬﺎ‬
‫ﺘﻁﻭﺭﺍﺕ ﻤﻨﻬﺠﻴﺔ ﻭﻜﻤﻴﺔ ﻭﻨﻭﻋﻴﺔ ﺸﻤﻠﺕ ﻜل ﻭﺴﺎﺌل ﺍﻟﻌﻤل ﻭﺍﻹﻨﺘﺎﺝ ﻓﻲ ﺘﺴﺎﺭﻋﺎﺕ ﻤﺘﻀﺎﻋﻔﺔ‬
‫ﺒﺼﻭﺭﺓ ﻤﺫﻫﻠﺔ ﻤﻤﺎ ﺃﺩﻯ ﺇﻟﻰ ﻗﻔﺯﺍﺕ ﺘﻁﻭﺭﻴﺔ ﻭﺍﺴﻌﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻤﻤﺎ ﺃﺩﻯ ﺇﻟﻰ ﺒﺩﺀ ﺘﺤﺩﻱ ﻜﺒﻴﺭ ﺃﻤﺎﻡ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﺠﻤﺎﻋﺎﺕ ﻴﻔﺭﺽ ﻀﺭﻭﺭﺓ ﺍﻻﻨﺨﺭﺍﻁ ﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻤﺔ ﻟﺘﺄﻫﻴﻠﻬﻡ ﻟﻠﺘﻜﻴﻑ ﻤﻊ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺴﻭﻕ ﺍﻟﻌﻤل ﺍﻟﺠﺩﻴﺩﺓ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪17‬‬

‫‪Training Methods‬‬ ‫‪ 4/1/2‬ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺘﺨﺘﻠﻑ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﺘﺨﺫﺓ ﺒﺎﺨﺘﻼﻑ ﺍﻟﻬﺩﻑ ﻤﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻨﻔﺴﻬﺎ ﺤﻴﺙ‬
‫ﺘﺼل ﺍﻟﻤﻨﻅﻤﺔ ﻓﻲ ﻗﻨﺎﻋﺎﺘﻬﺎ ﺇﻟﻰ ﺃﻥ ﺍﺨﺘﻴﺎﺭﻫﺎ ﺍﻟﺒﺩﻴل ﺍﻟﺘﺩﺭﻴﺒﻲ ﺍﻷﻓﻀل ﻤﻥ ﺒﻴﻥ ﺍﻟﺒﺩﺍﺌل ﺍﻟﻤﺘﺎﺤﺔ ﻓﻲ‬
‫ﺤل ﻤﺸﻜﻠﺔ ﻤﺎ ﻓﻲ ﺍﻟﻌﻤل ﺍﻹﺩﺍﺭﻱ ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﺍﻟﻭﻀﻊ ﺍﻟﺤﺎﻟﻲ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺍﻟﺫﻱ ﻴﺘﻁﻠﺏ‬
‫ﺘﻐﻴﻴﺭﻩ ﺇﻟﻰ ﺍﻷﻓﻀل ﻟﻠﻭﺼﻭل ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﻓﻲ ﺍﻹﻨﺘﺎﺠﻴﺔ ﻤﻥ ﺨﻼل ﺭﻓﻊ ﻜﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻟﺩﻴﻬﺎ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺘﻬﻡ ﻭﺘﻐﻴﻴﺭ ﺴﻠﻭﻜﻴﺎﺘﻬﻡ ﻭﺘﻌﺩﻴﻠﻬﺎ ﺒﻤﺎ ﻴﺘﻤﺎﺸﻰ ﻤﻊ ﺍﻟﻤﺘﻁﻠﺒﺎﺕ‬
‫ﻭﺍﻟﺘﻐﻴﻴﺭﺍﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ﺃﺩﺍﺅﻫﺎ ﻓﻲ ﻤﺠﺎل ﺍﻟﻌﻤل ‪ ،‬ﻭﺤﻴﺙ ﺃﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻷﺴﻠﻭﺏ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺍﻟﻤﻼﺌﻡ ﻴﻌﺩ‬
‫ﻤﻥ ﺃﻫﻡ ﺍﻟﺨﻁﻭﺍﺕ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻜﻜل ﻭﺫﻟﻙ ﻷﻥ ﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻷﺴﻠﻭﺏ ﺍﻟﺘﺩﺭﻴﺒﻲ‬
‫ﻴﻤﺜل ﺠﺯﺀﺍﹰ ﻫﺎﻤﺎﹰ ﻓﻲ ﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﻓﻤﻥ ﺨﻼل ﺍﻷﺴﻠﻭﺏ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺍﻟﻤﻼﺌﻡ ﻴﻤﻜﻥ‬
‫ﺍﺴﺘـﺜﺎﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺘﻔﺎﻋﻠﻬﻡ ﺍﻹﻴﺠﺎﺒﻲ ﻭﻤﺴﺎﻫﻤﺘﻬﻡ ﺍﻟﻔﻌﺎﻟﺔ ﻓﻲ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻤﻤﺎ‬
‫ﻴﻀﻴﻑ ﻭﻴﺅﺜﺭ ﺒﺩﺭﺠﺔ ﺭﺌﻴﺴﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺌﻬﻡ ﻓﻴﻤﺎ ﺒﻌﺩ‪.‬‬
‫ﻭﻴﺭﻯ ) ﻴﺎﻏﻲ ‪ (2003،‬ﺃﻥ ﺘﺤﺩﻴﺩ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺘﻘﺴﻴﻤﻬﺎ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ؛‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻷﻭﻟﻰ ﻫﻲ ﺤﺴﺏ ﻁﺭﻕ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻭﺘﺘﻀﻤﻥ ﺃﺴﺎﻟﻴﺏ ﺇﺨﺒﺎﺭﻴﺔ ‪Telling‬‬
‫)‪ (Methods‬ﻭﺃﺴﺎﻟﻴﺏ ﻤﺸﺎﻫﺩﺓ ‪ ( Showing) Methods‬ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻌﻤل ) ‪Doing‬‬
‫‪ (Methods‬ﻭﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻷﺨﺭﻯ ﻓﻲ ﺭﺃﻱ ﻴﺎﻏﻲ ﻫﻲ ﺤﺴﺏ ﺍﻷﻫﺩﺍﻑ ﻭﺘﺤﺘﻭﻱ ﻋﻠﻰ ﺃﺴﺎﻟﻴﺏ‬
‫ﺘﺩﺭﻴﺒﻴﺔ ﺘﻬﺩﻑ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﻤﻌﺭﻓﺔ ﻭﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺃﺴﺎﻟﻴﺏ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻘﺩﺭﺍﺕ‬
‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺃﺨﺭﻯ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﻐﻴﻴﺭ ﺴﻠﻭﻙ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻭ ﻴﻤﻜﻥ ﺘﺼﻭﻴﺭ ﺫﻟﻙ ﺤﺴﺏ‬
‫ﺍﻟﺸﻜل ﺍﻟﺘﺎﻟﻲ‪:‬‬

‫ﺸﻜل ﺭﻗﻡ )‪ (2‬ﺍﻟﻤﺼﺩﺭ‪ :‬ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺘﺼﻤﻴﻡ ﻫﺫﺍ ﺍﻟﺸﻜل ﻜﻤﻠﺨﺹ ﻟﻸﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪18‬‬

‫ﻭﻴﺅﻜﺩ )ﻋﺴﺎﻑ‪ (2000 ،‬ﻓﻲ ﺘﻨﻭﻉ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺃﻫﻤﻬﺎ ﺃﻭ‬
‫ﻤﺎ ﻴﻬﻤﻨﺎ ﻤﻨﻬﺎ‪ :‬ﺍﻻﺨﺘﻼﻑ ﻭﺍﻟﺘﻨﻭﻉ ﺒﻴﻥ ﻨﻭﻋﻴﺎﺕ ﻭﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻀﻤﻥ ﺍﻟﻬﺭﻡ ﺍﻹﺩﺍﺭﻱ‬
‫ﻭﺍﻟﺘﻲ ﺘﺨﺘﻠﻑ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﺒﺤﺴﺏ ﺍﻻﺨﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺤﻴﺙ ﻗﺩ ﻴ‪‬ﻁﻠﺏ‬
‫ﺘﺩﺭﻴﺏ ﻤﺴﺘﺨﺩﻤﻴﻥ ﺃﻭ ﻋﻤﺎل ﻋﻠﻰ ﺃﺩﺍﺀ ﻤﻌﻴﻥ ﺃﻭ ﺍﺴﺘﻌﻤﺎل ﺃﺩﺍﺓ ﻤﻌﻴﻨﺔ ﻭﻗﺩ ﻴﻜﻭﻥ ﺍﻟﻤﻁﻠﻭﺏ ﺘﺩﺭﻴﺏ‬
‫ﺒﻌﺽ ﺍﻟﻤﺸﺭﻓﻴﻥ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺩﻨﻴﺎ ﺃﻭ ﺒﻌﺽ ﺍﻟﻤﺴﺅﻭﻟﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺃﻭ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﻠﻴﺎ‪.‬‬
‫ﻭﺘﺘﻌﺩﺩ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺤﺼﺭﻫﺎ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬

‫‪ 1/4/1/2‬ﺃﺴﻠﻭﺏ ﺍﻟﻤﺤﺎﻀﺭﺍﺕ ‪Lecturing Method‬‬

‫ﻭﻴﻌﺭﻓﻪ) ﻴﺎﻏﻲ ‪ ( 2003،‬ﺒﺄﻨﻪ "ﺤﺩﻴﺙ ﻤﻜﺘﻭﺏ )ﺃﻭ ﻏﻴﺭ ﻤﻜﺘﻭﺏ( ﻴﻘﺩﻤﻪ ﻓﺭﺩ ﻤﺘﺨﺼﺹ‬
‫ﺫﻭ ﺨﺒﺭﺓ ﻓﻲ ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ ﻟﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺒﺼﻭﺭﺓ ﺭﺴﻤﻴﺔ ﺤﻴﺙ ﻴﻨﻘل ﺍﻟﻤﺤﺎﻀﺭ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻟﺨﺒﺭﺍﺕ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻟﻤﺴﺘﻤﻌﻴﻥ ﺩﻭﻥ ﺃﻥ ﻴﺸﺎﺭﻜﻭﺍ ﻓﻲ ﺍﻟﻨﻘﺎﺵ" ﻭﺤﻴﺙ ﻴﻤﺜل ﺃﺴﻠﻭﺏ ﺍﻟﻤﺤﺎﻀﺭﺓ ﻋﻤﻠﻴﺔ ﺍﺘﺼﺎل ﻤﻥ‬
‫ﺠﺎﻨﺏ ﻭﺍﺤﺩ ‪ One Way Communication‬ﻓﻘﺩ ﻭﺍﺠﻪ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺍﻨﺘﻘﺎﺩﻴﻥ ﺭﺌﻴﺴﻴﻴﻥ ﻫﻤﺎ‬
‫ﺃﻭﻻﹰ ‪ :‬ﺍﻟﻤﺤﺎﻀﺭ ﺤﻴﺙ ﺃﻨﻪ ﻴﺘﻡ ﺍﻻﺴﺘﻤﺎﻉ ﺇﻟﻴﻪ ﻤﻥ ﻗﺒل ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺩﻭﻥ ﺃﻥ ﻴﻜﻭﻥ ﻟﻬﻡ ﻓﺭﺼﺔ‬
‫ﺍﻟﻤﻨﺎﻗﺸﺔ ﻟﺘﻠﻙ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﻲ ﻴﺘﻡ ﺘﻘﺩﻴﻤﻬﺎ‪.‬‬
‫ﻭﺃﻤﺎ ﺍﻻﻨﺘﻘﺎﺩ ﺍﻟﺜﺎﻨﻲ ﻓﻬﻭ ﺍﺤﺘﻤﺎل ﺤﺩﻭﺙ ﺘﻔﺎﻭﺕ ﻭﺍﺨﺘﻼﻑ ﻓﻲ ﺘﻔﻬﻡ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﻠﻤﺤﺎﻀﺭﺓ‬
‫ﻭﺫﻟﻙ ﻷﻥ ﻤﻌﺎﻨﻲ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺘﺨﺘﻠﻑ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﺭﺍﺩ ﺒﺎﺨﺘﻼﻑ ﺍﻷﻓﺭﺍﺩ ﻭﻨﻭﻋﻴﺘﻬﻡ ﻭﻤﺴﺘﻭﺍﻫﻡ‬
‫ﺍﻟﻌﻠﻤﻲ ﺃﻱ )ﺍﻟﻔﺭﻭﻗﺎﺕ ﺍﻟﻔﺭﺩﻴﺔ ﻟﻜل ﻤﻨﻬﻡ( ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻥ ﻓﻬﻡ ﻜل ﻤﺘﺩﺭﺏ ﻟﻤﻀﻤﻭﻥ ﺍﻟﻤﺤﺎﻀﺭﺓ‬
‫ﻭﺍﻟﻤﻭﻀﻭﻉ ﻴﺨﺘﻠﻑ ﻋﻥ ﻓﻬﻡ ﺍﻵﺨﺭﻴﻥ ﻟﻬﺎ‪ .‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻥ ﺍﻷﺨﺫ ﺒﺄﺴﻠﻭﺏ ﺍﻟﻤﺤﺎﻀﺭﺓ ﻴﺴﺘﻠﺯﻡ ﻤﻥ‬
‫ﺍﻟﻤﺤﺎﻀﺭ ﺃﻥ ﻴﻜﻭﻥ ﻋﻠﻰ ﻗﺩﺭ ﻤﻥ ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﻲ ﺘﻠﻘﻰ ﻋﻠﻴﻬﺎ ﺍﻟﻤﺤﺎﻀﺭﺓ ﻭﺒﺎﻟﺘﺎﻟﻲ‬
‫ﺍﻻﺴﺘﺤﻭﺍﺫ ﻋﻠﻰ ﺍﻫﺘﻤﺎﻤﻬﻡ ﻭﺫﻟﻙ ﻷﻨﻬﻡ ﻻ ﻴﺨﺭﺠﻭﻥ ﻋﻥ ﻜﻭﻨﻬﻡ ﻤﺠﺭﺩ ﻤﺴﺘﻤﻌﻴﻥ ﻭﻟﻴﺴﻭﺍ ﺃﻁﺭﺍﻑ‬
‫ﻨﺸﻁﺔ ﻓﻲ ﺍﻟﻨﻘﺎﺵ ﻴﺠﻌﻠﻬﻡ ﻴﻔﻜﺭﻭﻥ ﻭﻴﺘﺎﺒﻌﻭﻥ ﺒﺎﻫﺘﻤﺎﻡ‪ .‬ﻜﻤﺎ ﺃﻨﻪ ﻋﻠﻰ ﺍﻟﻤﺤﺎﻀﺭ ﺃﻥ ﻴﺄﺨﺫ ﺒﻌﻴﻥ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻗﺎﺕ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺨﺼﺎﺌﺹ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻤﻌﺭﻓﺔ ﻫﺫﻩ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺴﺎﺌﺩﺓ ﻤﻥ ﺨﻼل‬
‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﺍﻫﻡ ﺍﻟﻌﻘﻠﻲ ﻭﺍﻟﻨﻀﻭﺠﻲ ﻭﺨﻠﻔﻴﺘﻬﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻤﻴﻭﻟﻬﻡ‬
‫ﻭﺨﺒﺭﺍﺘﻬﻡ‪ .‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻨﺠﺎﺡ ﺃﺴﻠﻭﺏ ﺍﻟﻤﺤﺎﻀﺭﺓ ﻴﺘﻭﻗﻑ ﻋﻠﻰ ﺍﻟﻤﺤﺎﻀﺭ ﻨﻔﺴﻪ ﻭﻋﻠﻰ ﺒﺭﺍﻋﺘﻪ‬
‫ﻭﻗﺩﺭﺘﻪ ﻓﻲ ﺘﻨﻅﻴﻡ ﺃﻓﻜﺎﺭﻩ ﻭﺁﺭﺍﺌﻪ ﻭﻋﺭﻀﻬﺎ ﻋﻠﻰ ﻤﺴﺘﻤﻌﻴﻪ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪19‬‬

‫ﻭﻜﻤﺎ ﻴﺭﻯ )ﻋﺴﺎﻑ ‪ (2000،‬ﻓﻲ ﺃﻥ ﻴﻜﻭﻥ ﻤﻭﻀﻭﻉ ﻭﻫﺩﻑ ﺍﻟﻤﺤﺎﻀﺭﺓ ﻭﺍﻀﺤﺎﹰ ﻭﻤﺤﺩﺩﺍﹰ‬
‫ﺒﺼﻭﺭﺓ ﻤﻭﻀﻭﻋﻴﺔ ﻭﻤﺘﺴﻠﺴﻠﺔ ﺒﺸﻜل ﻤﻨﻬﺠﻲ ﻭﺃﻥ ﺘﻜﻭﻥ ﺍﻟﻤﺤﺎﻀﺭﺓ ﻤﺘﻜﺎﻤﻠﺔ ﻭﻤﺤﺩﺩﺓ ﻓﻲ ﺼﻭﺭﺓ‬
‫ﻨﺴﻕ ﻋﺎﻡ ﻴﺠﻤﻊ ﺒﻴﻥ ﺠﻤﻴﻊ ﻤﻭﻀﻭﻋﺎﺘﻬﺎ ﻤﻤﺎ ﻴﺸﻜل ﻓﻲ ﺍﻟﻨﻬﺎﻴﺔ ﺼﻭﺭﺓ ﻜﻠﻴﺔ ﻓﻲ ﺃﺫﻫﺎﻥ ﺍﻟﻤﺴﺘﻤﻌﻴﻥ‪،‬‬
‫ﻓﺎﻟﻌﺒﺭﺓ ﻻﺘﻜﻤﻥ ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺇﻨﻤﺎ ﻓﻲ ﻁﺭﻴﻘﺔ ﺘﻭﺼﻴل ﻫﺫﻩ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﻤﺎ ﻴﺴﻤﺢ ﺒﺘﺸﻜﻴل‬
‫ﺼﻭﺭﺓ ﻭﺍﻀﺤﺔ ﻭﻜﺎﻤﻠﺔ ﺤﻭﻟﻬﺎ ﻟﺩﻯ ﺍﻟﻤﺴﺘﻤﻊ ‪.‬‬

‫‪Discussion Method‬‬ ‫‪ 2/4/1/2‬ﺃﺴﻠﻭﺏ ﺍﻟﻤﻨﺎﻗﺸﺎﺕ‬

‫ﻴﺸﻴﺭ )ﻋﺴﺎﻑ ‪ ( 2000،‬ﻓﻲ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺃﻨﻪ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺃﻋﺩﺍﺩ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻤﺤﺩﻭﺩﺓ‬
‫ﻭﻴﺘﻡ ﺘﺠﻤﻴﻌﻬﻡ ﻓﻲ ﺼﻭﺭﺓ ﺤﻠﻘﺔ ﻨﻘﺎﺸﻴﺔ ﺤﻴﺙ ﻴﺘﻡ ﺍﻟﻨﻘﺎﺵ ﻓﻲ ﺼﻭﺭﺘﻴﻥ ‪ ،‬ﺇﻤﺎ ﺃﻥ ﻴﻜﻭﻥ ﺒﺼﻭﺭﺓ‬
‫ﺍﻟﻌﺼﻑ ﺍﻟﺫﻫﻨﻲ ﻭﺇﻤﺎ ﺃﻥ ﻴﻜﻭﻥ ﺒﺼﻭﺭﺓ ﻤﻨﻅﻤﺔ‪ .‬ﻭﻴﺘﻡ ﺍﻟﻌﺼﻑ ﺍﻟﺫﻫﻨﻲ ﻋﻨﺩﻤﺎ ﻴﺘﻭﻟﻰ ﺍﻟﻤﺩﺭﺏ‬
‫ﺘﺤﺩﻴﺩ ﻤﻭﻀﻭﻉ ﺍﻟﻤﺸﻜﻠﺔ ﺃﻭ ﺍﻟﻘﻀﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﺜﻡ ﻴﺘﺭﻙ ﺍﻟﺠﻤﺎﻋﺔ ﻓﻲ ﺠﻭ ﻤﻥ ﺍﻟﺤﺭﻴﺔ ﻹﺒﺩﺍﺀ‬
‫ﺍﻗﺘﺭﺍﺤﺎﺘﻬﻡ ﻭﺘﺘﻡ ﺍﻟﻤﻨﺎﻗﺸﺔ ﺒﻴﻥ ﺠﻤﻴﻊ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﻭﻅﻴﻔﺔ ﺍﻟﻤﺩﺭﺏ ﻤﺤﺼﻭﺭﺓ ﻓﻲ ﺠﻤﻊ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺴﺠﻴل ﺍﻟﻤﻼﺤﻅﺎﺕ‪ .‬ﻭﻴﺘﻡ ﺍﻟﻠﺠﻭﺀ ﻟﻤﺜل ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺤﺭﺓ‬
‫ﻭﻤﺒﺎﺸﺭﺓ ﻭﺘﻠﻘﺎﺌﻴﺔ ﺤﻭل ﻗﻀﻴﺔ ﻴﺭﺍﺩ ﺍﺘﺨﺎﺫ ﻗﺭﺍﺭﺍﺕ ﺤﻭﻟﻬﺎ ﻭﺫﻟﻙ ﻨﻅﺭﺍﹰ ﻟﻌﺩﻡ ﺘﻭﺍﻓﺭ ﻤﻌﻠﻭﻤﺎﺕ ﻜﺎﻓﻴﺔ‬
‫ﺃﻭ ﻟﻌﺩﻡ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻻﺴﺘﺭﺸﺎﺩ ﺒﺂﺭﺍﺌﻬﻡ ﺩﻭﻨﻤﺎ ﻗﻴﻭﺩ ﺃﻭ ﺤﺩﻭﺩ‪.‬‬
‫ﺃﻤﺎ ﺍﻟﺼﻭﺭﺓ ﺍﻟﺜﺎﻨﻴﺔ ﻷﺴﻠﻭﺏ ﺍﻟﻤﻨﺎﻗﺸﺎﺕ ﻓﻬﻭ ﺍﻟﻨﻘﺎﺵ ﻓﻲ ﺼﻭﺭﺓ ﻤﻨﻅﻤﺔ ﺤﻴﺙ ﻴﺘﻡ ﺘﺸﻜﻴل‬
‫ﺤﻠﻘﺔ ﺍﻟﻤﻨﺎﻗﺸﺔ ﺒﺭﺌﺎﺴﺔ ﺃﺤﺩ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻴﺘﻡ ﻁﺭﺡ ﺍﻟﻘﻀﻴﺔ ﻤﺤل ﺍﻟﻨﻘﺎﺵ ﻓﻲ ﺼﻭﺭﺓ ﻭﺭﻗﺔ ﻋﻤل‬
‫ﻭﻴﺘﻡ ﺫﻟﻙ ﻤﻥ ﻗﺒل ﺍﻟﻤﺩﺭﺏ ﻨﻔﺴﻪ ﺃﻭ ﻤﻥ ﻗﺒل ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﺜﻡ ﻴﻔﺘﺢ ﺒﺎﺏ ﺍﻟﻤﻨﺎﻗﺸﺔ ﺍﻟﻤﻨﻅﻤﺔ ﻭﻀﻤﻥ‬
‫ﺴﻴﺎﻗﺎﺕ ﺘﺘﺼﻑ ﺒﺎﻟﺤﺩ ﺍﻷﺩﻨﻰ ﻤﻥ ﺍﻟﺭﺴﻤﻴﺔ ﻤﻊ ﺘﺤﺩﻴﺩ ﻤﻨﻬﺠﻴﺔ ﺍﻟﻤﻨﺎﻗﺸﺔ ﻭﺘﺴﻠﺴل ﻤﻭﻀﻭﻋﺎﺘﻬﺎ‪.‬‬
‫ﻭﻴﺘﻤﻴﺯ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻤﺒﺎﺸﺭﺓ ﻤﻥ ﻗﺒل ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺒﺤﺙ ﻗﻀﺎﻴﺎﻫﻡ‬
‫ﻭﻗﻀﺎﻴﺎ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﺘﻲ ﻴﻨﺘﻤﻭﻥ ﺇﻟﻴﻬﺎ ﻭﻤﺸﻜﻼﺘﻬﺎ ﻭﺃﻫﺩﺍﻓﻬﺎ‪ .‬ﻭﺘﻤﻜﻴﻥ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻤﻥ ﺘﺒﺎﺩل ﺁﺭﺍﺌﻬﻡ‬
‫ﻭﺨﺒﺭﺍﺘﻬﻡ ﻭﺇﺜﺭﺍﺌﻬﺎ‪ .‬ﻭﻤﺴﺎﻫﻤﺔ ﺍﻟﺤﻭﺍﺭ ﻓﻲ ﺍﻟﻜﺸﻑ ﻋﻥ ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻹﺒﺩﺍﻋﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻡ ﺒﻠﻭﺭﺘﻬﺎ‬
‫ﻓﻲ ﻋﻤﻠﻴﺔ ﺇﺒﺩﺍﻋﻴﺔ ﺭﺍﺌﺩﺓ‪ .‬ﻭﺃﻨﻬﺎ ﺘﻌﻁﻲ ﻓﺭﺼﺔ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻠﺴﺎﺕ ﺍﻟﻨﻘﺎﺸﻴﺔ‪ .‬ﺇﻻ ﺍﻨﻪ‬
‫ﻴﻌﺎﺏ ﻋﻠﻰ ﺃﺴﻠﻭﺏ ﺍﻟﻨﻘﺎﺵ ﻓﻲ ﺃﻨﻪ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﻓﺘﺭﺍﺕ ﺯﻤﻨﻴﺔ ﻁﻭﻴﻠﺔ ﻟﻤﺎ ﻴﺘﻁﻠﺒﻪ ﺍﻟﺤﻭﺍﺭ ﻭﺍﻟﻤﻨﺎﻗﺸﺔ‬
‫ﻓﻲ ﺍﻟﺤﻠﻘﺎﺕ ﺍﻟﺠﻤﺎﻋﻴﺔ‪ .‬ﺴﻭﺍﺀ ﻤﺎ ﻴﺘﻌﻠﻕ ﻓﻲ ﺍﻹﻋﺩﺍﺩ ﻟﻬﺫﻩ ﺍﻟﺤﻠﻘﺎﺕ ﺃﻭ ﺘﻨﻔﻴﺫﻫﺎ ﺃﻭ ﻤﺘﺎﺒﻌﺔ ﻨﺘﺎﺌﺠﻬﺎ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪20‬‬

‫‪Case study‬‬ ‫‪ 3/4/1/2‬ﺃﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ‬

‫ﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻋﻠﻰ ﻓﻜﺭﺓ ﺃﻥ ﻴﺴﺘﺤﻀﺭ ﺍﻟﻤﺨﺘﺹ ﻤﻭﺍﻗﻑ ﺃﻭ ﻤﺸﻜﻼﺕ ﻭﺍﻗﻌﻴﺔ ﺃﻭ‬
‫ﻤﻥ ﺨﻼل )ﺴﻴﻨﺎﺭﻴﻭﻫﺎﺕ( ﻟﻤﻭﺍﻗﻑ ﺃﻭ ﻤﺸﻜﻼﺕ ﺍﻓﺘﺭﺍﻀﻴﺔ ﺒﺸﺭﻁ ﺃﻥ ﺘﻜﻭﻥ ﺫﺍﺕ ﺼﻠﺔ ﺒﺎﻟﻤﺤﺎﻭﺭ‬
‫ﺍﻟﻤﻭﻀﻭﻋﻴﺔ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ ﺍﻷﺩﺍﺀ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﺼﻴﺎﻏﺘﻬﺎ ﺒﺼﻭﺭﺓ ﺤﺎﻟﺔ ﻭﺒﺸﻜل ﻤﻨﻬﺠﻲ ﻭﻤﻥ ﺜﻡ‬
‫ﺘﺘﻡ ﻤﻨﺎﻗﺸﺘﻬﺎ ‪ ،‬ﻭﻴﻌﺘﺒﺭ ﺃﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻻﺕ ﻤﻥ ﺃﻫﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﻜﺜﺭﻫﺎ ﺸﻴﻭﻋﺎﹰ ﺍﻻ‬
‫ﺍﻨﻪ ﻴﺤﺘﺎﺝ ﺍﻟﻰ ﺍﻟﺨﺒﺭﺓ ﻓﻲ ﺍﻟﻜﺘﺎﺒﺔ ﺍﻟﺘﺼﻭﻴﺭﻴﺔ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺘﺼﻭﻴﺭ ﺍﻟﻤﻭﺍﻗﻑ ﺃﻭ ﺍﻟﻤﺸﻜﻼﺕ ﺒﺸﻜل‬
‫ﻤﻨﻬﺠﻲ ﻭﻭﺍﻀﺢ‪.‬‬
‫ﻭﻴﺘﻤﻴﺯ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺒﺎﻟﻤﺭﻭﻨﺔ ﻭﺍﻟﻭﺍﻗﻌﻴﺔ ﺍﻟﺘﻲ ﺘﺤﻘﻕ ﺘﻘﺎﺭﺒﺎﹰ ﻓﻌﻠﻴﺎﹰ ﺒﻴﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ‬
‫ﺘﻭﺠﺩ ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ ﻭﺒﻴﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﺘﻀﻤﻨﺔ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ‪ ،‬ﻜﻤﺎ ﺃﻥ ﻤﻥ ﻤﻤﻴﺯﺍﺘﻪ ﺃﻴﻀﺎﹰ ﺃﻨﻪ‬
‫ﻻ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺘﻜﺎﻟﻴﻑ ﻋﺎﻟﻴﺔ ﻭﺠﻬﻭﺩ ﻜﺒﻴﺭﺓ‪ .‬ﻭﻟﻜﻥ ﺃﻜﺜﺭ ﻤﺎ ﻴﻌﺎﺏ ﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻫﻭ ﺠﻬل‬
‫ﺒﻌﺽ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺒﺄﺴﺎﻟﻴﺏ ﻋﺭﺽ ﺍﻟﺤﺎﻻﺕ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ ﻤﻤﺎ ﻗﺩ ﻴﺤﻭل ﻤﺯﺍﻴﺎﻫﺎ ﺇﻟﻰ ﻋﻴﻭﺏ ﻭﻫﺫﺍ‬
‫ﻴﺤﺩﺙ ﻏﺎﻟﺒﺎﹰ ﻋﻨﺩﻤﺎ ﻻ ﻴﺩﺭﻙ ﺍﻟﻤﺩﺭﺒﻭﻥ ﺃﻨﻔﺴﻬﻡ ﺍﻟﺤﻜﻤﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻤﻥ ﻤﻨﺎﻗﺸﺔ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﻲ‬
‫ﻴﻘﺩﻤﻭﻨﻬﺎ‪ .‬ﻭﻤﻥ ﺍﻟﻤﻌﺭﻭﻑ ﺃﻥ ﺍﻟﺤﺎﻻﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﻭﻗﺕ ﻜﺒﻴﺭ ﻟﻺﻋﺩﺍﺩ ﻟﻬﺎ ﺃﻭ ﻟﻤﻨﺎﻗﺸﺘﻬﺎ‬
‫ﺨﺎﺼﺔ ﺇﺫﺍ ﺘﻤﺕ ﻤﻥ ﺨﻼل ﻨﻅﺎﻡ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺼﻐﻴﺭﺓ ﻟﺫﺍ ﻴﺠﺏ ﺃﻥ ﻴﻘﻭﻡ ﺍﻟﻤﺩﺭﺏ ﺒﺎﻹﻋﺩﺍﺩ ﺍﻟﺠﻴﺩ‬
‫ﻭﺘﻭﻓﻴﺭ ﺍﻟﻭﻗﺕ ﺍﻟﻜﺎﻓﻲ ﻋﻨﺩ ﺍﻟﺘﺨﻁﻴﻁ ﻟﻤﺜل ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ‪.‬‬

‫‪The Incident Method‬‬ ‫‪ 3/4/1/2‬ﺃﺴﻠﻭﺏ ﺍﻟﺤﺩﺙ‬

‫ﻓﻲ ﺘﻌﺭﻴﻑ ) ﻴﺎﻏﻲ ‪ (2003،‬ﻷﺴﻠﻭﺏ ﺍﻟﺤﺩﺙ ﺃﻨﻪ ﻫﻭ ﻨﻔﺱ ﺃﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﻤﻊ‬
‫ﻓﺎﺭﻕ ﺠﻭﻫﺭﻱ ﻭﻫﻭ ﺃﻥ ﺠﻤﻴﻊ ﺍﻟﺘﻔﺼﻴﻼﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺸﻜﻠﺔ ﻻ ﻴﺘﻡ ﻋﺭﻀﻬﺎ ﻋﻠﻰ ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﻭﺇﻨﻤﺎ ﻴﻘﻭﻡ ﺍﻟﻤﺘﺩﺭﺏ ﻨﻔﺴﻪ ﺒﻁﺭﺡ ﺃﺴﺌﻠﺔ ﻋﻠﻰ ﺍﻟﻤﺩﺭﺏ ﺒﻬﺩﻑ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺤﻘﺎﺌﻕ ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﺒﺎﻟﻤﺸﻜﻠﺔ ﺜﻡ ﺘﻘﻭﻡ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺒﺘﺤﻠﻴﻠﻬﺎ ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺍﻟﻤﺸﻜﻠﺔ ﺍﻟﻤﺭﺍﺩ ﺤﻠﻬﺎ ‪ .‬ﻭﻤﺎ ﻴﺘﻤﻴﺯ ﺒﻪ ﻫﺫﺍ‬
‫ﺍﻷﺴﻠﻭﺏ ﺃﻨﻪ ﻴﻨﻤﻲ ﻤﻬﺎﺭﺓ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺤﻘﺎﺌﻕ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﻁﺭﻴﻕ ﺍﻷﺴﺌﻠﺔ ‪،‬‬
‫ﻭﻴﻀﻴﻑ )ﻋﺴﺎﻑ‪ (2000،‬ﺃﻥ ﻤﻥ ﻤﻤﻴﺯﺍﺘﻪ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺓ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻜﺄﺴﺎﺱ‬
‫ﻟﺘﺤﻠﻴل ﺍﻟﺤﺩﺙ ﻭﻤﻥ ﺜﻡ ﺘﻨﻤﻴﺔ ﺒﺩﺍﺌل ﺍﻟﺤﻠﻭل ﺤﻭﻟﻪ‪.‬‬

‫‪ 4/4/1/2‬ﺃﺴﻠﻭﺏ ﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ ‪Role Playing Method‬‬

‫ﻴﻘﻭل )ﻋﺴﺎﻑ‪ (2000،‬ﺃﻥ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻴﻘﻭﻡ ﻋﻠﻰ ﻓﻜﺭﺓ ﺃﻥ ﻴﻁﻠﺏ ﻤﻥ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺍﻟﻘﻴﺎﻡ‬
‫ﺒﺘﻤﺜﻴل ﺒﻌﺽ ﺍﻷﺩﻭﺍﺭ ﺍﻟﻭﺍﻗﻌﻴﺔ ﺃﻭ ﺍﻻﻓﺘﺭﺍﻀﻴﺔ ﻭﻤﺘﺎﺒﻌﺔ ﻫﺫﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻴﻜﺘﺸﻑ ﺍﻟﻤﺘﺩﺭﺒﻭﻥ ﻭﺒﺨﺎﺼﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪21‬‬

‫ﺍﻟﻘﺎﺌﻤﻴﻥ ﺒﺎﻷﺩﻭﺍﺭ ﺍﻵﺜﺎﺭ ﺍﻟﻨﺎﺠﻤﺔ ﻋﻥ ﺘﺼﺭﻓﺎﺘﻬﻡ ﺃﻭ ﻋﻼﻗﺎﺘﻬﻡ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ ﻭﻋﻠﻰ ﺩﺭﺠﺔ ﺭﻀﺎﻫﻡ‬
‫ﻭﻤﻌﺩﻻﺕ ﺃﺩﺍﺌﻬﻡ‪.‬‬
‫ﻭﻟﻜﻥ) ﻴﺎﻏﻲ‪ ( 2003،‬ﻴﺸﻴﺭ ﺍﻟﻰ ﺃﻥ ﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ ﻴﺘﻡ ﻋﻨﺩﻤﺎ ﻴﻘﻭﻡ ﺍﻟﻤﺘﺩﺭﺏ ﺒﺘﻤﺜﻴل‬
‫ﻤﻭﻗﻑ ﻭﺍﻗﻌﻲ ﻴﻌﺒﺭ ﻋﻥ ﻤﺸﻜﻠﺔ ﻤﻌﻴﻨﺔ ﻭﺍﻗﻌﻴﺔ ﺃﻭﺍﻓﺘﺭﺍﻀﻴﺔ ﺘﺤﺩﺙ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻭﻤﻴﺔ ﻭﻴﻁﻠﺏ ﻤﻥ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺍﻷﺨﺭﻴﻥ ﺍﻟﻘﻴﺎﻡ ﺒﺩﻭﺭ ﺃﺸﺨﺎﺹ ﻤﻌﻨﻴﻴﻥ ﻭﺃﻥ ﻴﺘﺼﺭﻓﻭﺍ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﺘﺒﻌﻭﻫﺎ‬
‫ﻟﻭ ﻜﺎﻨﻭﺍ ﻓﻲ ﻤﺜل ﻫﺫﺍ ﺍﻟﻤﻭﻗﻑ ﻓﻌﻼﹰ‪ .‬ﻭﻴﻬﺩﻑ ﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ ﺇﻟﻰ ﻤﺴﺎﻋﺩﺓ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻋﻠﻰ ﻓﻬﻡ‬
‫ﺍﻟﻁﺒﻴﻌﺔ ﺍﻟﺒﺸﺭﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺘﺼﺭﻓﺎﺕ ﻭﺭﺩﻭﺩ ﺃﻓﻌﺎل ﺍﻷﻓﺭﺍﺩ ﻭﺩﺭﺍﺴﺔ ﻤﺸﻜﻼﺕ ﺍﻟﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ‬
‫ﻭﺍﻟﺘﺩﺭﺏ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻓﻲ ﺘﺸﺨﻴﺹ ﻭﺘﺤﻠﻴل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‪ .‬ﻭﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻴﻤﻜﻥ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻥ ﺘﻁﺒﻴﻕ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻲ ﺘﻌﻠﻤﻭﻫﺎ ﻭﺍﻜﺘﺸﺎﻑ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻕ ﻜﻤﺎ ﻴﻌﻤل‬
‫ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻜﻔﺎﻴﺎﺕ ﺍﻹﺸﺭﺍﻓﻴﺔ ﺒﺤﻴﺙ ﻴﺼﺒﺢ ﺍﻟﺭﺌﻴﺱ ﺃﻜﺜﺭ ﺘﻘﺩﻴﺭﺍﹰ ﻟﻤﻭﺍﻗﻑ ﻤﺭﺅﻭﺴﻴﻪ ﻭﺃﻜﺜﺭ‬
‫ﺍﺴﺘﻌﺩﺍﺩﺍﹰ ﻟﺘﻘﺒل ﺇﺘﺠﺎﻫﺎﺘﻬﻡ‪ .‬ﻭﻟﻜﻥ ﻤﺎ ﻴﻌﺎﺏ ﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺃﻨﻪ ﻴﺘﺴﻡ ﺒﺎﻟﻨﺴﺒﻴﺔ ‪ Relativity‬ﻷﻥ‬
‫ﺘﺄﺜﻴﺭﻩ ﻻ ﻴﺘﺤﻘﻕ ﺒﻨﺴﺏ ﻭﺍﺤﺩﺓ ﺒﻴﻥ ﻤﺨﺘﻠﻑ ﺍﻟﺠﻤﺎﻋﺎﺕ ﻭﺫﻟﻙ ﻻﺨﺘﻼﻓﻬﻡ ﻓﻲ ﺍﻟﻔﺭﻭﻗﺎﺕ ﺍﻟﻔﺭﺩﻴﺔ‬
‫ﻭﺘﻜﻭﻴﻥ ﺸﺨﺼﻴﺎﺘﻬﻡ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻭﺜﻘﺎﻓﺘﻬﻡ‪.‬‬

‫‪Management Games‬‬ ‫‪ 6/4/1/2‬ﺃﺴﻠﻭﺏ ﺍﻟﻤﺒﺎﺭﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ‬

‫ﺃﻥ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻴﺴﺘﺨﺩﻡ ﻜﻨﻤﻭﺫﺝ ﻟﻤﻭﻗﻑ ﺘﺩﺭﻴﺒﻲ ﻤﻌﻴﻥ‪ ،‬ﺍﻓﺘﺭﺍﻀﻲ ﻴﺸﺎﺒﻪ ﺇﻟﻰ ﺤﺩ ﺒﻌﻴﺩ‬
‫ﻤﻭﻗﻑ ﺍﻟﻌﻤل ﺍﻟﻁﺒﻴﻌﻲ ﺍﻟﺫﻱ ﻴﻌﻤل ﻓﻴﻪ ﺍﻟﻤﺩﻴﺭ ﺤﻴﺙ ﻴﺘﻡ ﺘﻘﺴﻴﻡ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺎﺕ ﻭﻜل‬
‫ﻤﺠﻤﻭﻋﺔ ﺘﻤﺜل ﺇﺩﺍﺭﺓ ﺒﺤﺩ ﺫﺍﺘﻬﺎ ﻭﻴﺘﻡ ﺘﺄﺩﻴﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻨﻔﺴﻬﺎ ﻭﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻼﺯﻤﺔ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻜﻤﺎ ﻟﻭ ﻜﺎﻨﻭﺍ ﻴﻔﻌﻠﻭﻥ ﺫﻟﻙ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﻴﻤﺘﺎﺯ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻓﻲ ﺘﻌﻤﻴﻕ‬
‫ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻓﻲ ﻤﻭﻗﻑ ﺍﻟﻌﻤل ﺍﻟﺤﻘﻴﻘﻲ ‪ ،‬ﻭﻤﻤﺎ ﻴﺅﺨﺫ ﻋﻠﻰ ﻫﺫﺍ‬
‫ﺍﻷﺴﻠﻭﺏ ﻤﻥ ﺍﻟﻌﻴﻭﺏ ﺘﺭﻜﻴﺯﻩ ﻋﻠﻰ ﺍﻷﺒﻌﺎﺩ ﺍﻟﻜﻤﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻫﺘﻤﺎﻤﻪ ﺒﺎﻷﺒﻌﺎﺩ ﺍﻟﻜﻴﻔﻴﺔ‪.‬‬
‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﻜﺎﻟﻴﻑ ﺍﻟﺒﺎﻫﻅﺔ ﻹﻋﺩﺍﺩ ﻨﻤﻭﺫﺝ ﺘﺩﺭﻴﺒﻲ ﻭﺍﻗﻌﻲ‪).‬ﻴﺎﻏﻲ ‪(2003 ،‬‬

‫‪ 7/4/1/2‬ﺃﺴﻠﻭﺏ ﺴﻠﺔ ﺍﻟﻘﺭﺍﺭﺍﺕ ‪The Basket Technique‬‬

‫ﻴﺫﻜﺭ) ﻴﺎﻏﻲ‪ ( 2003،‬ﺃﻥ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻴﺴﺘﺨﺩﻡ ﻟﻘﻴﺎﺱ ﻗﺩﺭﺓ ﺍﻟﻤﺩﻴﺭ ﻋﻠﻰ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‬
‫ﻭﻗﺩ ﺃﺸﺘﻕ ﻫﺫﺍ ﺍﻟﺘﻌﺒﻴﺭ ﻤﻥ ﺴﻠﺔ ﺍﻟﻭﺍﺭﺩ ﻭﺍﻟﺼﺎﺩﺭ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻋﻠﻰ ﻤﻜﺘﺏ ﻜل ﻤﺩﻴﺭ ﺤﻴﺙ ﺘﺤﺘﻭﻱ‬
‫ﻫﺫﻩ ﺍﻟﺴﻠﺔ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻭﺜﺎﺌﻕ ﺍﻟﺭﺴﻤﻴﺔ ﻜﺎﻟﺨﻁﺎﺒﺎﺕ ﻭﺍﻟﺭﺴﺎﺌل ﻭﺍﻟﻤﺫﻜﺭﺍﺕ ﻭﺍﻟﺘﻘﺎﺭﻴﺭ‪...‬‬
‫ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﺘﻀﻤﻥ ﺒﺩﻭﺭﻫﺎ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﺘﻲ ﻴﻭﺍﺠﻬﻬﺎ ﻜل ﻤﺩﻴﺭ ﺇﺩﺍﺭﻱ ﻭﺘﺤﺘﺎﺝ ﺇﻟﻰ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪22‬‬

‫ﺇﻴﺠﺎﺩ ﺤﻠﻭل ﻤﻨﺎﺴﺒﺔ ﻟﻬﺎ‪ ،‬ﻭﻟﺫﺍ ﻴﺘﻡ ﺘﺩﺭﻴﺏ ﺍﻟﻤﺘﺩﺭﺏ ﻋﻠﻰ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺒﻭﻀﻌﻪ ﻓﻲ ﻤﻭﺍﻗﻑ‬
‫ﺘﻤﺎﺜل ﻤﻭﺍﻗﻑ ﺍﻟﻤﺩﻴﺭ ﺍﻟﻌﺎﺩﻴﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺍﻜﺘﺸﺎﻑ ﻤﻬﺎﺭﺍﺘﻪ ﻓﻲ ﺍﻟﺘﺼﺭﻑ ﻓﻲ ﺍﻷﻤﻭﺭ ﺍﻟﻤﻌﺭﻭﻀﺔ‬
‫ﻋﻠﻴﻪ‪ .‬ﻭﻴﺘﻤﻴﺯ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺒﺄﻨﻪ ﻴﻤﺜل ﺍﻟﺤﻴﺎﺓ ﺍﻟﻭﺍﻗﻌﻴﺔ ﺤﻴﺙ ﻴﺘﺼﺭﻑ ﺍﻟﻤﺘﺩﺭﺏ ﺒﺼﻭﺭﺓ ﻁﺒﻴﻌﻴﺔ‬
‫ﺃﻜﺜﺭ ﻤﻤﺎ ﺘﺘﻴﺤﻪ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻷﺨﺭﻯ ﻭﺇﻋﻁﺎﺀ ﻓﺭﺼﺔ ﻟﻠﻤﺩﺭﺏ ﻓﻲ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺠﺯﺀ ﺃﻭ ﺃﺠﺯﺍﺀ‬
‫ﻤﻌﻴﻨﺔ ﻟﻸﺩﺍﺀ ‪ ،‬ﺇﻻ ﺃﻥ ﺃﻫﻡ ﻋﻴﻭﺒﻪ ﺘﺘﻠﺨﺹ ﻓﻲ ﺘﻜﻠﻔﺔ ﺇﻋﺩﺍﺩ ﻤﺤﺘﻭﻴﺎﺕ ﺍﻟﺴﻠﺔ ﻤﻥ ﻭﻗﺕ ﻭﺠﻬﺩ‬
‫ﻭﺘﻜﺎﻟﻴﻑ‪.‬‬
‫ﺃﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻴﺠﺏ ﺃﻥ ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﺎ ﺒﻌﻨﺎﻴﺔ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻤﺘﻁﻠﺒﺎﺕ‬
‫ﺍﻟﻤﻭﻗﻑ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻬﺎ ﻤﻥ ﺨﻼﻟﻪ ﻭﻟﺫﺍ ﻓﺎﻥ ﻋﻠﻰ ﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻋﻁﺎﺀ ﺍﻟﻔﺭﺼﺔ ﻟﻜل ﻤﻥ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺍﻟﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻷﺴﻠﻭﺏ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺍﻟﺫﻱ‬
‫ﻴﻌﻁﻲ ﻟﻠﻤﺩﺭﺏ ﺍﻟﻤﺭﻭﻨﺔ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻷﺴﻠﻭﺏ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺍﻟﺫﻱ ﻴﺘﻼﺌﻡ ﻤﻊ ﺇﻤﻜﺎﻨﻴﺎﺘﻪ ﻭﺨﺒﺭﺍﺘﻪ ﻤﻥ‬
‫ﻨﺎﺤﻴﺔ ﻭﺍﻷﺴﻠﻭﺏ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺍﻟﻤﻼﺌﻡ ﻟﺘﻭﺼﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﻲ ﺘﺨﺩﻡ ﺘﺤﻘﻴﻕ ﺍﻟﻬﺩﻑ ﺍﻟﺭﺌﻴﺴﻲ ﻜﻤﺎ ﺃﻨﻪ‬
‫ﻴﺘﻴﺢ ﻟﻠﻤﺘﺩﺭﺏ ﺍﺨﺘﻴﺎﺭ ﺍﻷﺴﻠﻭﺏ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺍﻟﺫﻱ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺇﻤﻜﺎﻨﻴﺎﺘﻪ ﻭﻗﺩﺭﺍﺘﻪ ﺍﻻﺴﺘﻴﻌﺎﺒﻴﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ‬
‫ﻨﻀﻤﻥ ﺍﻟﺘﻨﺴﻴﻕ ﻓﻲ ﺇﻨﺠﺎﺡ ﺍﻟﺭﺴﺎﻟﺔ ﺍﻟﻤﺭﺍﺩ ﺇﻴﺼﺎﻟﻬﺎ ﻤﻥ ﺨﻼل ﺘﻔﺎﻋل ﺠﻤﻴﻊ ﻋﻨﺎﺼﺭ ﺍﻹﺘﺼﺎل ﻤﻥ‬
‫ﺍﻟﻤﺭﺴل ﺍﻟﻰ ﺍﻟﻤﺴﺘﻘﺒل ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪23‬‬

‫‪Training Goals‬‬ ‫ﺃﻫﺩﺍﻑ ﺍﻟﺘﺩﺭﻴﺏ‬

‫ﻴﺘﻤﺜل ﺍﻟﻬﺩﻑ ﺍﻷﺴﺎﺴﻲ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭﺍﺕ ﻓﻲ ﺴﻠﻭﻙ‬
‫ﻭﻤﻌﺎﺭﻑ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻗﺼﺩ ﺍﻟﺘﻐﻠﺏ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻼﺕ ﻭﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﻘﺎﺌﻤﺔ ﻭﺍﻟﻤﺤﺘﻤل‬
‫ﺤﺩﻭﺜﻬﺎ ﻤﻥ ﺃﺠل ﺭﻓﻊ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻹﻨﺘﺎﺠﻴﺔ ﻟﻸﺩﺍﺀ )ﻴﺎﻏﻲ ‪(1987 ،‬‬
‫ﻭ ﻴﺸﻴﺭ ﻴﺎﻏﻲ ﺒﺎﻥ ﺭﺴﺎﻟﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ ‪-:‬‬
‫ﻀﻤﺎﻥ ﺃﺩﺍﺀ ﺍﻟﻌﻤل ﺒﻔﺎﻋﻠﻴﺔ ﻭﺴﺭﻋﺔ ﻭﺴﺩ ﺍﻟﺜﻐﺭﺍﺕ ﺍﻟﺘﻲ ﺘﻭﺠﺩ ﺒﻴﻥ ﻤﻌﺎﻴﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻲ‬ ‫ﺃﻭﻻ ‪-:‬‬
‫ﻴﺤﺩﺩﻫﺎ ﺍﻟﺭﺅﺴﺎﺀ ﻭﺒﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪ -:‬ﺘﺭﻏﻴﺏ ﺍﻟﻤﻭﻅﻑ ﻓﻲ ﻋﻤﻠﻪ ﺒﺘﻨﻤﻴﺔ ﻭﻻﺌﻪ ﻭﺍﻨﺘﻤﺎﺌﻪ ﻟﻠﻌﻤل ﺒﺎﻋﺘﺒﺎﺭ ﺇﻥ ﺯﻴﺎﺩﺓ ﺇﻨﺘﺎﺠﻴﺘﻪ‬
‫ﻤﺭﻫﻭﻨﺔ ﺒﺭﻏﺒﺘﻪ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻌﻤل ‪.‬‬
‫ﺜﺎﻟﺜﺎ ‪ -:‬ﺘﻭﻓﻴﺭ ﺍﻟﺩﺍﻓﻊ ﺍﻟﺫﺍﺘﻲ ﻟﺩﻯ ﺍﻟﻤﻭﻅﻑ ﻟﺯﻴﺎﺩﺓ ﻜﻔﺎﺀﺘﻪ ﻭﺘﺤﺴﻴﻥ ﺇﻨﺘﺎﺠﻴﺘﻪ ﻜﻤﺎ ﻭﻨﻭﻋﺎ ﻤﻥ‬
‫ﺨﻼل ﺘﻭﻋﻴﺘﻪ ﺒﺄﻫﺩﺍﻑ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺴﻴﺎﺴﺎﺘﻬﺎ ﻭﺒﺄﻫﻤﻴﺔ ﻋﻤﻠﻪ ﻭﻤﺩﻯ ﻤﺴﺎﻫﻤﺘﻪ ﻓﻲ ﺘﺤﻘﻴﻕ ﺘﻠﻙ‬
‫ﺍﻷﻫﺩﺍﻑ ‪ .‬ﻓﻬﻨﺎﻙ ﻀﺭﻭﺭﺓ ﻤﻠﺤﺔ ﻟﺘﻘﺒل ﺍﻟﻤﻭﻅﻑ ﺃﻫﺩﺍﻑ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺭﺴﺎﻟﺘﻬﺎ ﻟﻀﻤﺎﻥ ﺃﻥ ﻴﻜﻭﻥ‬
‫ﻋﻤﻠﻪ ﻫﺎﺩﻓﺎ ﻭﺫﺍ ﻗﻴﻤﺔ ﻭﻓﻌﺎﻟﻴﺔ ‪.‬‬
‫ﺭﺍﺒﻌﺎ ‪ -:‬ﺯﻴﺎﺩﺓ ﻤﻬﺎﺭﺍﺕ ﻭﻗﺩﺭﺍﺕ ﺍﻟﻤﻭﻅﻑ ﻭﺍﻗﺘﻨﺎﻋﻪ ﺒﻤﻘﻭﻤﺎﺕ ﺘﺅﻫﻠﻪ ﻟﻠﺘﺭﻗﻴﺔ ﻟﻠﻤﻨﺎﺼﺏ ﺍﻷﻋﻠﻰ ‪.‬‬
‫ﻓﻴﻤﺎ ﻴﺨﺹ ﺩﻭﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺘﻁﻭﻴﺭ ﻓﻘﺩ ﺤﺩﺩﺕ ) ‪ ( Hamblen Group‬ﺍﻟﺸﺭﻜﺎﺕ ﺍﻟﺘﻲ‬
‫ﺤﻘﻘﺕ ﻨﻤﻭﺍ ﻓﺎﺌﻘﺎ ﺒﺘﺩﺭﻴﺏ ﻋﺎﻤﻠﻴﻬﺎ ) ﻫﺎﺭﻓﺎﺭﺩ ‪ ( 2001،‬ﻤﻥ ﺨﻼل ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺃﺩﺍﺌﻬﻡ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﺤﻴﺙ ﺃﻥ ﺍﻷﺴﻠﻭﺏ ﺍﻟﻭﺍﻗﻌﻲ ﻟﻼﺴﺘﺜﻤﺎﺭ ﺍﻟﺒﺸﺭﻱ ﺍﻟﻤﺘﻤﺜل ﻓﻲ ﺘﻌﻠﻴﻡ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺅﺴﺴﺔ ﻭﺍﻟﺫﻱ ﻴﻤﺜل‬
‫ﺩﻋﻤﺎ ﺃﺴﺎﺴﻴﺎ ﻷﺩﺍﺌﻬﻡ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻴﻌﺘﻘﺩ ﺃﻥ ﻤﻥ ﻋﺎﺩﺓ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺭﺒﻁ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁﻭﻴﺭ ﻭﺒﻴﻥ‬
‫ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻭﻅﻴﻔﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﺃﻫﺩﺍﻑ ﺍﻟﻤﺅﺴﺴﺔ ﻭﺒﺩﻭﻥ ﻫﺫﺍ ﺍﻟﺭﺒﻁ ﻴﺼﺒﺢ ﻤﻥ ﺍﻟﺼﻌﺏ‬
‫ﺍﺠﺭﺍﺀ ﻫﺫﺍ ﺍﻟﺠﺎﻨﺏ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﺫﻱ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻭﺍﻟﺘﻁﻭﻴﺭ ‪.‬‬
‫ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﻤﻥ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺭﺌﻴﺴﻴﺔ ﻟﻠﺘﺩﺭﻴﺏ ‪ -:‬ﻫﻲ ﺘﻨﻤﻴﺔ ﻭﺘﻐﻴﻴﺭ ﺴﻠﻭﻜﻴﺎﺕ‬
‫ﺍﻷﻓﺭﺍﺩ ﻟﺴﺩ ﺍﻟﺜﻐﺭﺓ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻭﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻤﻁﻠﻭﺏ ﺍﻟﻭﺼﻭل ﺍﻟﻴﻪ ﻭﺭﻓﻊ‬
‫ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻟﻔﺭﺩ ﻭﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺘﻪ ﻭﻤﻌﺎﺭﻓﻪ ﻭﺍﺘﺠﺎﻫﺎﺘﻪ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﻴﺩﺍﻥ ﻋﻤﻠﻪ ﻭﺼﻭﻻﹰ ﺍﻟﻰ‬
‫ﻋﻼﻗﺔ ﺍﻴﺠﺎﺒﻴﺔ ﻤﺭﻫﻭﻨﺔ ﺒﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﻴﺘﻁﻠﻊ ﺍﻟﻴﻬﺎ ﺍﻟﻤﻭﻅﻑ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪24‬‬

‫‪Training Needs Concept‬‬ ‫‪ 6/1/2‬ﻤﻔﻬﻭﻡ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺘﻌﻨﻲ " ﺍﻟﺤﺎﺠﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ " ﺍﻟﻰ ﻭﺠﻭﺩ ﻨﻘﺹ ﺃﻭ ﺘﻨﺎﻗﺹ ﺒﻴﻥ ﻭﻀﻌﻴﻥ ‪ ،‬ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻤﻭﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺭﻴﺔ ﻓﺎﻥ ﺍﻟﺤﺎﺠﺔ ﺘﺸﻴﺭ ﺍﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻕ ﺒﻴﻥ ﺍﺩﺍﺌﻴﻥ ﺃﻭ ﻓﺠﻭﺓ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻓﻲ ﺍﻟﻭﻅﻴﻔﺔ‬
‫ﻭﺍﻷﺩﺍﺀ ﺍﻟﻤﺭﻏﻭﺏ ﻓﻴﻪ ﻭﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻟﻔﺠﻭﺓ ﻨﺘﻴﺠﺔ ﻨﻘﺹ ﻓﻲ ﻤﻌﺎﺭﻑ ﺃﻭ ﻤﻬﺎﺭﺍﺕ ﺃﻭ ﺍﺘﺠﺎﻫﺎﺕ ﻟﺩﻯ‬
‫ﺍﻟﻔﺭﺩ ﻓﺎﻟﺤﺎﺠﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﺫﻥ ﺘﻤﺜل ﻨﺘﻴﺠﺔ ﻭﺠﻭﺩ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻷﻤﺜل ﻭﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﻔﻌﻠﻲ ﻟﻠﺸﺨﺹ ‪.‬‬
‫ﻭﻴﻘﻭل )ﺤﺴﻨﻴﻥ ‪ (2005،‬ﺇﻥ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺅﻤﻥ ﻟﻠﻤﻨﻅﻤﺔ‬
‫ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ ﻟﻀﺒﻁ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﻤﺴﻙ ﺒﺯﻤﺎﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺸﻜل ﺃﻓﻀل ﻭﻜﺫﻟﻙ‬
‫ﻴﻌﻤل ﻋﻠﻰ ﺘﻭﻓﻴﺭ ﻨﻅﺎﻡ ﺘﺤﺫﻴﺭ ﺃﻭﻟﻲ ﻋﻥ ﻤﺸﺎﻜل ﺍﻷﺩﺍﺀ ‪.‬‬
‫ﻭﻴﻌﺭﻑ )ﻓﻁﻴﺱ ‪ (2004،‬ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺄﻨﻬﺎ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺍﺘﺠﺎﻫﺎﺕ ﺃﻭ ﻤﻬﺎﺭﺍﺕ‬
‫ﺃﻭ ﻗﺩﺭﺍﺕ ﻤﻌﻴﻨﺔ ﺴﻠﻭﻜﻴﺔ ﺃﻭ ﻓﻨﻴﺔ ﻴﺭﺍﺩ ﺘﻨﻤﻴﺘﻬﺎ ﺃﻭ ﺘﻐﻴﻴﺭﻫﺎ ﺃﻭ ﺘﻌﺩﻴﻠﻬﺎ ﺇﻤﺎ ﺒﺴﺒﺏ ﺘﻐﻴﺭﺍﺕ ﺘﻨﻅﻴﻤﻴﺔ‬
‫ﺃﻭ ﻷﺴﺒﺎﺏ ﺘﻜﻨﻭﻟﻭﺠﻴﺔ ﺃﻭ ﺇﻨﺴﺎﻨﻴﺔ ﺃﻭ ﺒﺴﺒﺏ ﺍﻟﺘﺭﻗﻴﺔ ﺃﻭ ﺍﻟﺘﻨﻘﻼﺕ ﺇﻟﻰ ﻏﻴﺭ ﺫﻟﻙ ﻤﻥ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺘﻲ‬
‫ﺘﺘﻁﻠﺏ ﺇﻋﺩﺍﺩﺍ ﻤﻼﺌﻤﺎ ﻟﻤﻭﺍﺠﻬﺘﻬﺎ ‪.‬‬
‫ﻴﺸﻴﺭ )ﻤﺨﺎﻤﺭﺓ ‪ (1993،‬ﺍﻟﻰ ﺃﻥ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻫﻲ ﻤﺠﻤﻭﻉ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﻁﻠﻭﺏ‬
‫ﺇﺤﺩﺍﺜﻬﺎ ﻓﻲ ﻤﻌﺎﺭﻑ ﻭﺨﺒﺭﺍﺕ ﻭﺁﺭﺍﺀ ﻭﺴﻠﻭﻙ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻔﺭﺩ‪ ،‬ﻟﺠﻌﻠﻪ ﻻﺌﻘﺎﹰ ﻷﺩﺍﺀ ﻋﻤﻠﻪ ﺒﻜﻔﺎﺀﺓ‬
‫ﻭﻓﻌﺎﻟﻴﺔ ﻋﺎﻟﻴﺔ ‪.‬‬
‫ﻓﺎﻟﺤﺎﺠﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻤﺜل ﻓﺠﻭﺓ ﺒﻴﻥ ﻭﻀﻊ ﻗﺎﺌﻡ ﻭﻭﻀﻊ ﻤﺭﻏﻭﺏ ﺍﻟﻭﺼﻭل ﺇﻟﻴﻪ ﺤﻴﺙ ﺃﻥ‬
‫ﺍﻟﻤﺘﺩﺭﺏ ﻴﻬﺩﻑ ﺇﻟﻰ ﺭﺩﻡ ﻭﺘﻘﻠﻴﺹ ﺍﻟﻔﺠﻭﺓ ﺒﻴﻥ ﺍﻟﻭﻀﻊ ﺍﻟﺤﺎﻟﻲ ﻭﺍﻟﻭﻀﻊ ﺍﻟﻤﺭﻏﻭﺏ ﻓﻴﻪ ﻭﻗﺩ ﺘﻜﻭﻥ‬
‫ﻫﺫﻩ ﺍﻟﻔﺠﻭﺓ ﻓﻲ ﺍﻷﺩﺍﺀ ﻭﺍﻟﺫﻱ ﻴﺘﻌﻠﻕ ﺒﺩﻭﺭﻩ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﺘﻲ ﻴﻌﻤل ﻓﻴﻬﺎ ﺍﻟﻔﺭﺩ ﺃﻭ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺘ ﻲ‬
‫ﻴﺸﻐﻠﻬﺎ ﺃﻭ ﻓﻲ ﺍﻟﻔﺭﺩ ﻨﻔﺴﻪ ﺃﻱ ﻤﻌﺎﺭﻓﻪ ﺃﻱ ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺘﻲ ﻴﺘﻤﺘﻊ ﺒﻬﺎ‬
‫ﻭﻗﺩﺭﺘﻪ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻌﻤل ﺍﻟﻤﻨﺎﻁ ﺒﻪ ‪.‬‬
‫ﻭﻴﻀﻴﻑ ﻤﺨﺎﻤﺭﺓ ﺍﻟﻰ ﺃﻥ ﺘﺤﺩﻴﺩ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻟﺘﺩﺭﻴﺏ ﻴﺘﻁﻠﺏ ﺍﻟﻘﻴﺎﻡ ﺒﺘﺤﻠﻴل ﺍﻟﻔﺭﺩ‬
‫ﻤﻥ ﺤﻴﺙ ﺤﺎﺠﺘﻪ ﺇﻟﻰ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺤﻠﻴل ﻟﻠﻤﻬﺎﻡ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ‪ ،‬ﻭﺍﻟﻤﺘﻭﻗﻊ ﺍﻟﻘﻴﺎﻡ ﺒﻬﺎ‪ ،‬ﻭﺍﺭﺘﺒﺎﻁﻬﺎ‬
‫ﺒﻘﺩﺭﺍﺘﻪ ﺍﻟﺠﺴﻤﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﺘﺤﻠﻴل ﺍﻟﻌﻭﺍﻤل ﺍﻟﺸﺨﺼﻴﺔ ﻭﻤﺩﻯ ﺍﺭﺘﺒﺎﻁ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﺒﺤﺎﺠﺔ ﺍﻟﻔﺭﺩ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪25‬‬

‫ﻭﻫﺫﺍ ﻟﻥ ﻴﺘﺄﺘﻰ ﺇﻻ ﻤﻥ ﺨﻼل ﺭﺒﻁ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺩﺭﺍﺴﺔ ﻭﺘﺤﻠﻴل‬
‫ﺍﻟﻭﺼﻑ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺍﻟﺘﻲ ﺴﻴﺘﻡ ﺍﻟﺘﻁﺭﻕ ﺍﻟﻴﻬﺎ ﻻﺤﻘﺎ ‪،‬‬
‫ﻭﻴﺭﻯ )‪ (Faulkner, 2004‬ﺃﻥ ﺍﻟﺤﺎﺠﺔ ﻟﻠﺘﺩﺭﻴﺏ ﺘﻅﻬﺭ ﻓﻲ ﺃﺤﺩﻯ ﻁﺭﻴﻘﺘﻴﻥ ﺇﻤﺎ ﺃﻥ‬
‫ﻴﻜﻭﻥ ﻋﺠﺯ ﻓﻲ ﺍﻷﺩﺍﺀ ﺍﻟﺤﺎﻟﻲ ﺃﻭ ﻅﻬﻭﺭ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺠﺩﻴﺩﺓ ﻨﺘﻴﺠﺔ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺨﻁﻁﺔ ﺃﻭ ﻏﻴﺭ‬
‫ﺍﻟﻤﺨﻁﻁﺔ ﺴﻭﺍﺀ ﻤﻥ ﻗﺒل ﺍﻟﻤﻨﻅﻤﺔ ﺃﻭ ﻤﻥ ﻗﺒل ﺍﻟﻘﻭﻯ ﺍﻟﺨﺎﺭﺠﻴﺔ ﺍﻟﺘﻲ ﻭﻟﺩﺕ ﺍﻟﺤﺎﺠﺔ ﻟﻠﺘﻐﻴﻴﺭ ‪.‬‬
‫ﻭﻴﺸﻴﺭ )ﺤﺴﻴﻥ ‪ (1996،‬ﺇﻥ ﻤﻔﻬﻭﻡ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻴﺘﻌﻠﻕ ﺒﺒﻌﺩﻴﻥ ﺯﻤﻨﻴﻴﻥ ﻫﻤﺎ‬
‫ﺍﻟﺤﺎﻀﺭ ﻭﺍﻟﻤﺴﺘﻘﺒل ‪ ،‬ﺃﻱ ﺍﻟﻭﻀﻊ ﺍﻟﺤﺎﻟﻲ ﻭﻤﺎ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﻋﻠﻴﻪ ﻓﻲ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﻘﺒﻠﺔ ﺤﻴﺙ‬
‫ﺃﻥ ﺍﻟﻭﻀﻊ ﺍﻟﺤﺎﻟﻲ ﺃﻤﺎ ﻴﻌﺒﺭ ﻋﻥ ﻤﺸﻜﻠﺔ ﺘﻨﻅﻴﻤﻴﺔ ﻤﺤﺩﺩﺓ ﻭﻴﺭﺍﺩ ﺤﻠﻬﺎ ﻭﺇﻤﺎ ﻋﻥ ﻨﻭﺍﺤﻲ ﻤﻌﺭﻓﻴﺔ ﺃﻭ‬
‫ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺍﺘﺠﺎﻫﺎﺕ ﺃﻭ ﻤﻬﺎﺭﺍﺕ ﻨﺎﻗﺼﺔ ﻴﺭﺍﺩ ﺘﻜﻤﻠﺘﻬﺎ ﻭﺇﻤﺎ ﻀﻌﻑ ﻓﻲ ﺍﻷﺩﺍﺀ ﻴﺭﺍﺩ ﻋﻼﺠﻪ ﺃﻭ‬
‫ﺘﻔﺎﺩﻴﻪ ‪ .‬ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﺎ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﻋﻠﻴﻪ ﺍﻟﺤﺎل ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ﻓﻬﻭ ﻴﻌﺩ ﺘﻜﻤﻠﺔ ﻟﻬﺫﻩ ﺍﻟﺠﻭﺍﻨﺏ‬
‫ﺃﻭ ﺘﻌﺩﻴﻠﻬﺎ ﺃﻭ ﺘﻐﻴﻴﺭﻫﺎ ‪.‬‬
‫ﻭﻴﻀﻴﻑ ﺤﺴﻴﻥ ﺃﻥ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻻﺘﻘﺘﺼﺭ ﻓﻘﻁ ﻋﻠﻰ ﺠﻭﺍﻨﺏ ﺍﻟﺨﻠل ﺃﻭ ﺍﻟﻘﺼﻭﺭ‬
‫ﻭﻟﻜﻨﻬﺎ ﺘﻤﺘﺩ ﺍﻟﻰ ﺠﻭﺍﻨﺏ ﺘﻁﻭﻴﺭﻴﺔ ﻤﻌﻴﻨﺔ ﻓﻬﻲ ﺒﺫﻟﻙ ﺘﻌﻨﻲ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﻤﻬﺎﺭﺍﺕ ﺃﻭ ﺍﺘﺠﺎﻫﺎﺕ ﻴﺭﺍﺩ‬
‫ﺘﻨﻤﻴﺘﻬﺎ ﻓﻲ ﺸﺨﺹ ﺃﻭ ﻋﺩﺩ ﻤﻥ ﺍﻷﺸﺨﺎﺹ ﻤﻥ ﻨﺎﺤﻴﺔ ﺃﻭ ﻴﺭﺍﺩ ﺼﻘﻠﻬﺎ ﺃﻭ ﺘﻐﻴﻴﺭﻫﺎ ﻭﺘﻌﺩﻴﻠﻬﺎ ﻤﻥ‬
‫ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ﻭﺫﻟﻙ ﻟﻤﻭﺍﺠﻬﻪ ﺘﻐﻴﺭﺍﺕ ﻤﺘﻭﻗﻌﺔ ﺘﻨﻅﻴﻤﻴﺔ ﺃﻭ ﺘﻜﻨﻭﻟﻭﺠﻴﺔ ﺃﻭ ﺍﺴﺘﻌﺩﺍﺩﺍ ﻟﺘﺭﻗﻴﺔ ﺸﺨﺹ‬
‫ﻤﺎ ‪.‬‬
‫ﻭﻴﺭﻯ )ﻋﻠﻲ ‪ (1979 ،‬ﺃﻥ ﻤﻥ ﺍﻟﻀﺭﻭﺭﺓ ﺒﻤﻜﺎﻥ ﺃﻥ ﺘﻘﻭﻡ ﺍﻟﻤﻨﻅﻤﺔ ﺒﻌﻤل ﻤﺴﺢ ﺃﻭﻟﻲ ﻻﺤﺘﻴﺎﺠﺎﺘﻬﺎ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺃﻥ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺸﺎﻤﻠﺔ ﻟﻜل ﻤﺴﺘﻭﻴﺎﺘﻬﺎ ﻭﺫﻟﻙ ﻟﻸﺴﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﻅﻤﺔ ‪ :‬ﻭﻴﻘﺼﺩ ﺒﻪ ﺃﻥ ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﻤﺭﺍﻜﺯ ﺍﻟﻀﻌﻑ ﻓﻲ‬
‫ﺃﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻰ ﺠﺎﻨﺏ ﺃﻭﻟﻭﻴﺎﺕ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﻷﻗﺴﺎﻡ ﻤﻥ ﺤﻴﺙ‬
‫ﺍﺤﺘﻴﺎﺠﺎﺘﻬﺎ ﺍﻟﻰ ﺍﻟﺘﺩﺭﻴﺏ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪ :‬ﺍﺤﺘﻴﺎﺠﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻭﻅﻴﻔﻲ ‪ :‬ﻭﻨﻌﻨﻲ ﺒﻪ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﺍﻭ ﺍﻟﻤﻬﻨﻴﺔ ﻤﻥ ﺤﻴﺙ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺭﻓﺔ ﻻﻨﺠﺎﺯ ﺍﻷﻋﻤﺎل ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺍﻟﺨﺎﺼﺔ ﺒﻤﻬﻨﺔ ﻤﺎ ﺃﻭ ﻭﻅﻴﻔﺔ ﻤﻌﻴﻨﺔ ‪.‬‬

‫ﺜﺎﻟﺜﺎ ‪ :‬ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﻓﺭﺍﺩ ‪ :‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﺨﺎﺼﺔ ﺍﻟﻰ ﺘﺩﺭﻴﺏ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﺘﻅﻬﺭ ﻓﻴﻬﻡ ﻤﻭﺍﻁﻥ ﺍﻟﻀﻌﻑ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﻬﺎﺭﺓ ﻭﺍﻟﻤﻌﺭﻓﺔ ﻓﻲ‬
‫ﺍﻨﺠﺎﺯ ﺍﻷﻋﻤﺎل ﺍﻟﻤﻭﻜﻭﻟﺔ ﺇﻟﻴﻬﻡ ﻷﺩﺍﺌﻬﺎ ﺃﻭ ﺍﻷﻋﻤﺎل ﺍﻟﻤﻁﻠﻭﺏ ﻤﻨﻬﻡ ﺃﺩﺍﺅﻫﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ﺒﻌﺩ‬
‫ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪26‬‬

‫ﻭﻟﺫﺍ ﻓﺈﻥ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻜﻭﻥ ﺩﻭﻥ ﺘﺤﺩﻴﺩ ﻤﺴﺒﻕ ﻟﻼﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴـﺔ ﺘﻤﺜـل ﻫـﺩﺭﺍﹰ‬
‫ﻤﻘﺼﻭﺩﺍﹰ ﻟﻠﻤﻭﺍﺭﺩ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻜﻭﻥ ﺒﻤﺜﺎﺒﺔ ﺍﻟﺩﻭﺭﺍﻥ ﻓﻲ ﺸﺒﻪ ﺤﻠﻘﺔ ﻤﻔﺭﻏﺔ ‪.‬‬

‫‪Importance of Determining‬‬ ‫‪ 1/6/1/2‬ﺃﻫﻤﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫‪Training Needs‬‬
‫ﻴﻤﺜل ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺃﻫﻡ ﻋﻨﺼﺭ ﻤﻥ ﻋﻨﺎﺼﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﺘﻲ ﻻﻴﻘﻭﻡ‬
‫ﻨﺠﺎﺡ ﻭﻓﻌﺎﻟﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻻ ﺒﻬﺎ ‪ ،‬ﻓﺄﻱ ﺨﻠل ﺃﻭ ﻨﻘﺹ ﻴﺤﺩﺙ ﻓﻲ ﻫﺫﺍ ﺍﻟﻌﻨﺼﺭ ﻴﻨﻘل ﺃﺜﺭﻩ‬
‫ﺒﺎﻟﻨﺘﻴﺠﺔ ﺍﻟﻰ ﺒﺎﻗﻲ ﺨﻁﻭﺍﺕ ﺍﻟﺘﺩﺭﻴﺏ ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻨﺘﻴﺠﺔ ﻻﺤﺘﻴﺎﺝ ﻤﻌﻴﻥ ﻓﺎﻷﻭﻟﻰ ﺘﺭﺠﻤﺔ ﻫﺫﺍ‬
‫ﺍﻻﺤﺘﻴﺎﺝ ﺇﻟﻰ ﻭﺍﻗﻊ ﻋﻤﻠﻲ ﻭﺠﻌﻠﻪ ﻤﻥ ﺃﻭﻟﻭﻴﺎﺕ ﺍﻟﺨﻁﻭﺍﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻠﻘﻴﺎﻡ ﺒﻤﺭﺍﺤل ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﻭﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺇﺸﺎﺭﺘﻬﺎ ﺍﻟﻰ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﻁﻠﻭﺏ ﺘﺩﺭﻴﺒﻬﻡ ﻭﻤﺎ ﻨﻭﻉ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻼﺯﻡ ﻟﻬﻡ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻤﺎ ﻫﻲ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻭﻗﻌﺔ ﻤﻨﻬﻡ ؟ ﺤﻴﺙ ﻴﺴﺎﻋﺩ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﺼﺤﻴﺢ ﻟﻠﺘﺩﺭﻴﺏ ﻭﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺠﻭﺓ ﻤﻥ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﻴﺙ ﺃﻥ ﺍﻟﺨﻁﻭﺓ ﺍﻟﻤﺘﻤﺜﻠﺔ ﺒﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻤﺜل ﺍﻟﻠﺒﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ‬
‫ﺍﻟﺘﻭﺼل ﺇﻟﻰ ﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺭﻤﺘﻬﺎ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻥ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺸﻜل ﻏﻴﺭ‬
‫ﻭﺍﻀﺢ ﻭﺩﻗﻴﻕ ﻴﺅﺩﻱ ﺒﺎﻟﻨﺘﻴﺠﺔ ﺇﻟﻰ ﺘـﻨﻔﻴﺫ ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ ﻻ ﺘـﺘﺤﻘﻕ ﺍﻷﻫﺩﺍﻑ ﻤﻨﻬﺎ ﻭﺘﺅﺩﻱ ﺇﻟﻰ‬
‫ﺇﻫﺩﺍﺭ ﺍﻟﻭﻗﺕ ﻭﺍﻟﺠﻬﺩ ﻭﺍﻟﻤﺎل ‪.‬‬
‫ﻭﻟﺫﺍ ﻓﺈﻥ ﺍﻟﺘﻭﺼل ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺎﻟﺸﻜل ﺍﻟﻤﻁﻠﻭﺏ ﻤﻥ ﺨﻼل ﺘﺨﻁﻴﻁ‬
‫ﻭﺘﻘﻴﻴﻡ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻭﺩﺭﺍﺴﺘﻬﺎ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺭﺒﻁ ﻫﺫﻩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﻭﻟﻰ ﺒﺄﻫﺩﺍﻑ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﻤﺤﺘﻭﻴﺎﺘﻪ ﻤﻥ ﺤﻴﺙ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪ ،‬ﻭﻫﺫﺍ ﻴﻤﺜل ﻗﻴﻤﺔ ﻤﻀﺎﻓﺔ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻗﻴﺎﺱ ﺃﺜﺭﻫﺎ ﻋﻠﻰ ﺃﺩﺍﺀ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪.‬‬
‫ﻭﺤﺘﻰ ﻴﺘﻡ ﻭﻀﻊ ﺨﻁﺔ ﺘﺩﺭﻴﺒﻴﺔ ﺴﻠﻴﻤﺔ ﺘﻠﺒﻲ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﻤﻨﻅﻤﺔ ﻴﺠﺏ ﺃﻭﻻ‬
‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﺤﺩﻴﺩﻫﺎ ﺘﺤﺩﻴﺩﺍﹰ ﺩﻗﻴﻘﺎﹰ ﻭﺠﻴﺩﺍﹰ ﻤﻥ ﺨﻼل ﺇﺘﺒﺎﻉ ﺃﺴﺎﻟﻴﺏ ﻋﻠﻤﻴﺔ‬
‫ﻤﻨﺎﺴﺒﺔ ﻭﺒﻬﺫﺍ ﻓﺈﻥ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺩﻗﺔ ﻤﻥ ﺃﺴﺎﺴﻴﺎﺕ ﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﺴﺒﻕ‬
‫ﺃﻱ ﻋﻤل ﺘﺩﺭﻴﺒﻲ ‪ ،‬ﻭﻟﺫﺍ ﻓﺈﻥ ﺍﺤﺘﻴﺎﺝ ﻤﻨﻅﻤﺔ ﻤﺎ ﺇﻟﻰ ﺍﻟﺘﺩﺭﻴﺏ ﻴﻘﺼﺩ ﺒﻪ ﺃﻥ ﻫﻨﺎﻙ ﻨﻘﺼﺎ ﺃﻭ ﻓﺠﻭﺓ‬
‫ﻓﻲ ﺠﺯﺀ ﻤﺎ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺃﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﺨﻁﻁ ﻴﻤﻜﻨﻪ ﺃﻥ ﻴﺘﻼﻓﻰ ﻫﺫﺍ ﺍﻟﻨﻘﺹ ﻭﻴﻐﻁﻲ ﺘﻠﻙ ﺍﻟﻔﺠﻭﺓ‬
‫‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪27‬‬

‫‪Responsibility of‬‬ ‫‪ 2/6/1/2‬ﻤﺴﺌﻭﻟﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫‪Determining Training Needs‬‬
‫ﺇﻥ ﻤﺴﺅﻭﻟﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﻤﺸﺘﺭﻜﺔ ﻹﻨﻬﺎ ﻨﺘﻴﺠﺔ ﺘﻌﺎﻭﻥ ﺠﻬﻭﺩ‬
‫ﻤﺒﺫﻭﻟﺔ ﻴﺸﺘﺭﻙ ﻓﻴﻬﺎ ﺍﻟﻤﺘﺩﺭﺏ ﻨﻔﺴﻪ ﻟﻤﻌﺭﻓﺘﻪ ﺒﺘﻔﺎﺼﻴل ﻋﻤﻠﻪ ‪ ،‬ﻭﺭﺌﻴﺴﻪ ﺍﻟﻤﺒﺎﺸﺭ ﻟﻤﻌﺭﻓﺘﻪ ﺒﻁﺒﻴﻌﺔ‬
‫ﻋﻤل ﺍﻷﻓﺭﺍﺩ ﻭﻤﺎ ﻴﻠﺯﻤﻬﻡ ﻤﻥ ﻤﻌﺎﺭﻑ ﻭﻤﻬﺎﺭﺍﺕ ﻷﺩﺍﺀ ﺍﻟﻌﻤل ﻭﻤﺴﺌﻭل ﺍﻟﺘﺩﺭﻴﺏ ﻷﻨﻪ ﻋﻠﻰ ﺍﺘﺼﺎل‬
‫ﺩﺍﺌﻡ ﺒﺎﻟﻤﺘﺩﺭﺒﻴﻥ ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﺴﺘﻌﺎﻨﺔ ﺍﻟﻤﻨﻅﻤﺔ ﺒﻤﺴﺘﺸﺎﺭﻴﻥ ﺨﺎﺭﺠﻴﻴﻥ ﻭﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻟﻠﻨﺸﺎﻁ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻲ )ﺍﺒﻭﻗﻔﺔ ‪. (2003،‬‬
‫ﺃﻭﻻ ‪ -:‬ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺃﻨﻔﺴﻬﻡ ﻭﺍﻟﺫﻴﻥ ﻴﻤﺜﻠﻭﻥ ﻤﺼﺩﺭﺍ ﺃﺴﺎﺴﻴﺎ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻨﻅﺭﺍ ﻷﻨﻬﻡ ﺍﻷﻗﺩﺭ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻤﻌﺭﻓﺘﻬﻡ ﺒﺘﻔﺎﺼﻴل ﺍﻟﻌﻤل ﻭﺠﺯﺌﻴﺎﺘﻪ ﻤﻥ‬
‫ﻨﺎﺤﻴﺔ ﻭﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﺍﻟﺫﺍﺘﻴﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ﺃﻱ ﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻟﻤﻬﺎﺭﺍﺘﻴﺔ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪ -:‬ﺍﻟﺭﺌﻴﺱ ﺍﻟﻤﺒﺎﺸﺭ ﻭﺍﻟﺫﻱ ﻴﺸﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻤل ﻭﻤﻁﻠﻊ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻤﺎ‬
‫ﻴﺤﺘﺎﺠﻭﻥ ﺍﻟﻴﻪ ﻤﻥ ﻤﻬﺎﺭﺍﺕ ﻭﻤﻌﻠﻭﻤﺎﺕ ﻟﻸﺩﺍﺀ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ ‪.‬‬
‫ﺜﺎﻟﺜﺎ ‪ -:‬ﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﻭﻫﻡ ﺍﻷﺸﺨﺎﺹ ﺍﻟﻤﺴﺌﻭﻟﻭﻥ ﻭﺍﻟﻤﻜﻠﻔﻭﻥ ﺭﺴﻤﻴﺎ‬
‫ﺒﺎﻟﻘﻴﺎﻡ ﺒﻌﻤﻠﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻴﻜﻭﻨﻭﺍ ﻋﻠﻰ ﺍﺘﺼﺎل ﺩﺍﺌﻡ ﺒﺎﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻴﺘﻘﺼﻭﻥ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻨﻬﻡ ﻭﺒﺫﻟﻙ ﻴﺴﺘﻁﻴﻌﻭﻥ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﺭﺍﺒﻌﺎ ‪ -:‬ﺍﻟﻤﺴﺘﺸﺎﺭﻴﻥ ﺍﻟﺨﺎﺭﺠﻴﻴﻥ ﻭﻫﻡ ﺍﻟﺫﻴﻥ ﻴﻨﺘﻤﻭﻥ ﺍﻟﻰ ﻫﻴﺌﺔ ﺘﺩﺭﻴﺒﻴﺔ ﺍﺴﺘﺸﺎﺭﻴﺔ ﻤﺴﺘﻘﻠﺔ‬
‫ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ‪.‬‬
‫ﺨﺎﻤﺴﺎ ‪ -:‬ﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺃﻱ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻟﻬﺎ ﺩﻭﺭ ﻫﺎﻡ ﻭﺠﻭﻫﺭﻱ ﻓﻲ ﺩﻋﻡ ﻭﺘﺄﻴﻴﺩ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻭﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﻴﺙ ﺃﻥ ﺠﻤﻴﻊ ﺍﻟﺠﻬﻭﺩ ﺍﻟﺘﻲ ﺴﺒﻕ ﺫﻜﺭﻫﺎ ﻻﻴﻤﻜﻥ ﺃﻥ‬
‫ﺘﻜﺘﻤل ﺇﻻ ﺇﺫﺍ ﻜﺎﻥ ﻫﻨﺎﻙ ﺩﻋﻡ ﻤﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻟﺘﺴﻬﻴل ﻤﻬﺎﻤﻬﻡ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪28‬‬

‫‪Determining Training‬‬ ‫‪ 3/6/1/2‬ﻤﺭﺤﻠﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫‪Needs‬‬
‫ﺇﻥ ﻤﺭﺤﻠﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻤﺜل ﺍﻷﺴﺎﺱ ﺍﻟﺫﻱ ﺘﺒﻨﻰ ﻋﻠﻴﻪ ﺴﺎﺌﺭ ﺃﺠﺯﺍﺀ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﻴﺙ ﻴﺠﺏ ﺃﻥ ﻴﻨﺼﺏ ﺍﻟﺘﺭﻜﻴﺯ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‬
‫ﺒﺎﻟﻤﻭﺍﺼﻔﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻔﺭﺩ ﺍﻟﺘـﻨﻅﻴﻤﻲ )‪ ، (Attributes – Oriented‬ﺤﻴﺙ ﺃﻥ ﻋﻤﻠﻴﺎﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺘﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻔﺭﺩ ﻜﺄﺩﺍﺓ ﺘﻐﻴﻴﺭ ﻓﻴﺠﺏ ﺃﻥ ﺘﻨﺼﺏ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻋﻠﻰ ﺍﻟﻤﻭﺍﺼﻔﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﻪ‬
‫ﺤﻴﺙ ﺃﻨﻬﺎ ﻫﻲ ﺍﻟﺘﻲ ﺘﻤﻜﻥ ﺃﻭ ﺘﻌﻴﻕ ﻤﻥ ﺃﺩﺍﺀ ﺍﻟﻔﺭﺩ ﻟﻭﻅﻴﻔﺘﻪ ﺍﻟﺤﺎﻟﻴﺔ ﺃﻭ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﺍﻷﻤﺭ ﺍﻟﺫﻱ‬
‫ﻴﺅﺩﻱ ﺒﺎﻟﻨﺘﻴﺠﺔ ﺍﻟﻰ ﻀﻤﺎﻥ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻲ ﺫﻱ ﺃﻫﺩﺍﻑ ﻤﺤﺩﺩﺓ ﻭﻭﺍﻗﻌﻴﺔ ﻭﻗﺎﺒﻠﺔ‬
‫ﻟﻠﻘﻴﺎﺱ ‪) .‬ﺍﻟﻔﻀﻠﻲ ‪(1995،‬‬
‫ﻭﻴﺠﺏ ﺇﺸﺭﺍﻙ ﺍﻟﻔﺭﺩ ﺍﻟﻤﺘﻭﻗﻊ ﺘﺩﺭﻴﺒﻪ )ﺍﻟﻤﺘﺩﺭﺏ( ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﻤﺭﺍﺤﻠﻬﺎ ﺍﻷﻭﻟﻴﺔ‬
‫ﺃﻱ ﻤﺴﺎﻫﻤﺘﻪ ﻓﻲ ﻤﺭﺤﻠﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺫﻟﻙ ﺤﺘﻰ ﻴﺘﻡ ﺘﺤﻔﻴﺯﻩ ﻭﺇﺸﻌﺎﺭﻩ ﺒﺄﻨﻪ ﺸﺭﻴﻙ‬
‫ﻭﻤﺴﺅﻭل ﻤﺘﻀﺎﻤﻥ ‪ ،‬ﻭﻫﻨﺎﻙ ﺤﻘﻴﻘﺔ ﺜﺎﺒﺘﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻤﻔﺎﺩﻫﺎ ﺃﻥ ﻓﻌﺎﻟﻴﺔ ﻭﺘﺨﻁﻴﻁ ﻭﺘﺼﻤﻴﻡ ﻭﺘﻨﻔﻴﺫ‬
‫ﻭﺘﻘﻴﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻌﺘﻤﺩ ﺃﺴﺎﺴﺎ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﻋﻤﻠﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻷﻥ ﺘﺤﺩﻴﺩ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﺘﺤﺩﻴﺩ ﺍﻟﺘﻨﻭﻴﻊ ﺍﻟﻤﻁﻠﻭﺏ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﻤﻥ ﻴﺤﺘﺎﺝ ﺇﻟﻴﻪ‬
‫ﻭﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻤﻁﻠﻭﺏ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪29‬‬

‫‪Trainees Selection‬‬ ‫‪ 7/1/2‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬

‫ﻴﻌﺩ ﺍﻟﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ ﺍﻟﻌﻨﺼﺭ ﺍﻷﺴﺎﺱ ﻭﺍﻟﻤﻭﺭﺩ ﺍﻟﺭﺌﻴﺴﻲ ﻟﻠﺘﻨﻅﻴﻡ ﻟﻤﺎ ﻴﺘﻤﺘﻊ ﺒﻪ ﻫﺫﺍ‬
‫ﺍﻟﻌﻨﺼﺭ ﻤﻥ ﺩﻭﺍﻓﻊ ﻭﺍﺘﺠﺎﻫﺎﺕ ﻭﻤﻴﻭل ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﻜﻭﻴﻥ ﺍﻟﺠﺴﻤﺎﻨﻲ ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻴﺔ‪.‬‬
‫ﻭﺒﻤﺎ ﺃﻥ ﺍﻟﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ ﻫﻭ ﺍﻟﻤﺼﺩﺭ ﺍﻟﺭﺌﻴﺱ ﻟﻠﻁﺎﻗﺎﺕ ﻭﺍﻟﻨﺠﺎﺡ ﻭﺍﻹﻨﺠﺎﺯ‪ ،‬ﻓﻀﻼﹰ ﻋﻥ ﺍﻹﻤﻜﺎﻨﺎﺕ‬
‫ﺍﻟﻤﺎﺩﻴﺔ ﺍﻷﺨﺭﻯ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻹﻨﺘﺎﺝ ‪ ،‬ﻓﺈﻨﻪ ﺃﺼﺒﺢ ﻤﺩﻋﺎﺓ ﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻭﺍﻟﺩﺍﺭﺴﻴﻥ ﻷﻥ‬
‫ﻴﻜﺭﺴﻭﺍ ﺠﻬﻭﺩﻫﻡ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺍﻟﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﻭﺫﻟﻙ ﻷﻨﻪ ﻴﻤﺜل ﺍﻟﻤﺘﻐﻴﺭ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﺍﻟﺘﻨﻅﻴﻡ‬
‫ﻭﻫﺫﺍ ﻤﺎ ﻴﻬﺩﻑ ﺇﻟﻴﻪ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﻭﻋﻠﻴﻪ ﻴﺘﺠﻪ ﺍﻟﺘﺩﺭﻴﺏ ﺃﺴﺎﺴﺎﹰ ﺇﻟﻰ ﻤﺤﺎﻭﻟﺔ ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭ‬
‫ﺇﻴﺠﺎﺒﻲ ﻓﻲ ﻤﻬﺎﺭﺍﺕ ﺍﻷﻓﺭﺍﺩ ﻭﻗﺩﺭﺍﺘﻬﻡ ﻭﺘﻁﻭﻴﺭ ﺃﻨﻤﺎﻁ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺃﺩﺍﺀ ﺃﻋﻤﺎﻟﻬﻡ‪.‬‬
‫ﻭﺒﻨﺎﺀ‪ ‬ﻋﻠﻰ ﻤﺎ ﺴﺒﻕ ﻓﺈﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﺘﺭﻜﺯ ﻋﻠﻰ ﺍﻟﻤﺘﺩﺭﺏ ﻭﻟﻴﺱ ﻋﻠﻰ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﻨﺘﺎﺝ ﺍﻷﺨﺭﻯ‪ .‬ﻭﻴﺸﻴﺭ) ﻴﺎﻏﻲ ‪ (2003،‬ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺘﺄﺨﺫ ﻓﻲ ﻋﻴﻥ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﻨﻘﻁﺘﻴﻥ ﺃﺴﺎﺴﻴﺘﻴﻥ ﻫﻤﺎ‪:‬‬
‫ﺃﻭﻻﹰ‪ :‬ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻤﻭﺠﺒﻬﺎ‪.‬‬
‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﻟﺸﺭﻭﻁ ﺍﻟﺘﻲ ﻴﺠﺏ ﺃﻥ ﺘﺘﻭﺍﻓﺭ ﻓﻲ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﻁﻠﻭﺏ ﺘﺩﺭﻴﺒﻬﻡ‪.‬‬
‫ﻓﺒﺎﻟﻨﺴﺒﺔ ﻟﻸﺴﺎﻟﻴﺏ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺘﺘﻜﻭﻥ ﻤﻥ ﺍﻟﻤﺒﺎﺩﺭﺍﺕ ﻭﺍﻻﻤﺘﺤﺎﻨﺎﺕ‬
‫ﻭﺍﻟﻤﻘﺎﺒﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﺘﺭﺸﻴﺤﺎﺕ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻤﻥ ﻤﺭﺍﻜﺯ ﺍﻟﺘﺩﺭﻴﺏ‪.‬‬
‫ﻭﻴﺜﺎﺭ ﻫﻨﺎ ﺴﺅﺍل ﻫﺎﻡ ‪ ،‬ﺃﻱ ﻤﻥ ﻫﺫﻩ ﺍﻷﺴﺎﻟﻴﺏ ﺘﻜﻭﻥ ﻨﺎﺠﻌﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ؟ ﻭﻤﻤﺎ‬
‫ﺘﺅﻜﺩﻩ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻤﻬﻴﺩﻴﺔ ﻟﺤﻠﻘﺔ ﻤﻌﺎﻫﺩ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺄﻨﻬﺎ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻟﺘﺭﺸﻴﺤﺎﺕ ﺍﻟﺘﻲ‬
‫ﺘﺭﺩ ﺇﻟﻴﻬﺎ ﻤﻥ ﺍﻟﺠﻬﺎﺕ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺨﺭﻯ ﻜﺄﺴﺎﺱ ﻻﺨﺘﻴﺎﺭ ﺍﻟﻤﺭﺸﺤﻴﻥ ﺍﻟﺫﻴﻥ ﻴﺘﻡ ﺘﺩﺭﻴﺒﻬﻡ‬
‫ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺸﺭﻭﻁﺎﹰ ﻴﺠﺏ ﺘﻭﺍﻓﺭﻫﺎ ﻓﻴﻤﻥ ﻴﺘﻡ ﺘﺭﺸﻴﺤﻪ ﻭﻫﻲ‬
‫‪ -1‬ﺇﻗﺘﻨﺎﻉ ﺍﻟﻤﺘﺩﺭﺏ ﺍﻟﺘﺎﻡ ﺒﺄﻫﻤﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﻨﻪ ﻴﻤﺜل ﺍﻟﻌﺎﻤل ﺍﻷﺴﺎﺱ ﻤﻥ ﻋﻭﺍﻤل ﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻹﺩﺍﺭﻴﺔ‪.‬‬
‫‪ -2‬ﺘﻭﺍﻓﺭ ﺍﻟﺤﺩ ﺍﻷﺩﻨﻰ ﻤﻥ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻟﺩﻯ ﺍﻟﻤﺘﺩﺭﺏ ﻟﺘﻤﻜﻨﻪ ﻤﻥ ﺍﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻔﻌﺎﻟﺔ‬
‫ﻓﻲ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ‪.‬‬
‫‪ -3‬ﺘﻭﺍﻓﺭ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻌﻠﻤﻲ ﻟﺩﻯ ﺍﻟﻤﺘﺩﺭﺏ ﺤﺘﻰ ﻴﺘﺴﻨﻰ ﻟﻪ ﺍﺴﺘﻴﻌﺎﺏ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺒﺭﻨﺎﻤﺞ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻲ‪ .‬ﺤﻴﺙ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺍﻨﺴﺠﺎﻡ ﻭﺘﻨﺎﺴﻕ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺨﺒﺭﺓ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪30‬‬

‫ﺍﻟﻨﻭﻋﻴﺔ ﻭﺃﻥ ﻭﺠﻭﺩ ﺃﻱ ﻓﺠﻭﺓ ﻓﻲ ﻫﺫﺍ ﺍﻟﺼﺩﺩ ﺴﻭﻑ ﻴﻌﺭﻗل ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﺴﻴﺭﻩ‬
‫ﻭﻓﻕ ﻤﺎ ﺨﻁﻁ ﻟﻪ‪.‬‬
‫‪ -4‬ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻤﺘﺩﺭﺏ ﻤﺩﺭﻜﺎﹰ ﻟﻭﺠﻭﺩ ﻤﺸﻜﻠﺔ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﻭﺃﻨﻪ ﻓﻲ ﺤﺎﺠﺔ ﻗﻭﻴﺔ ﻟﺘﻌﻠﻡ ﻤﻬﺎﺭﺓ‬
‫ﺠﺩﻴﺩﺓ ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻨﻪ ﺴﻭﻑ ﻴﺴﺘﻔﻴﺩ ﻤﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ .‬ﻭﺃﻥ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻜﺘﺴﺎﺏ‬
‫ﺨﺒﺭﺍﺕ ﻭﻤﻬﺎﺭﺍﺕ ﺠﺩﻴﺩﺓ ﺃﻤﺭ ﻫﺎﻡ ﺠﺩﺍ ﻓﻲ ﺭﻓﻊ ﻜﻔﺎﺀﺓ ﺍﻟﻤﺘﺩﺭﺏ‪.‬‬
‫ﻭﻴﺠﺏ ﻋﻨﺩ ﺍﻷﺨﺫ ﺒﻌﻤﻠﻴﺔ ﺍﻟﺘﺭﺸﻴﺢ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﺍﻥ ﺘﺭﺍﻋﻰ ﻓﻴﻬﺎ ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﻤﻭﻀﻭﻋﻴﺔ‬
‫ﻭﺫﻟﻙ ﺒﺎﻥ ﺘﻘﻭﻡ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺭﺸﻴﺢ ﻋﻠﻰ ﺍﺤﺘﻴﺎﺝ ﺘﺩﺭﻴﺒﻲ ﻓﻌﻠﻲ ﻤﻥ ﺠﺎﻨﺏ ﻭﺍﻥ ﻴﺘﻡ ﺍﻟﺘﺭﺸﻴﺢ‬
‫ﻟﻤﺘﺩﺭﺒﻴﻥ ﺘﻨﻁﺒﻕ ﻭﻅﺎﺌﻔﻬﻡ ﺍﻟﻔﻌﻠﻴﺔ ﻤﻊ ﻁﺒﻴﻌﺔ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ﺤﺘﻰ ﻴﻨﻌﻜﺱ ﺍﺜﺭ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺒﺸﻜل ﺍﻴﺠﺎﺒﻲ ﻋﻠﻰ ﻋﻤل ﺍﻟﻤﺘﺩﺭﺏ ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ )ﺍﻟﻁﻭﻴل‬
‫‪. (1990،‬‬
‫ﻭﻴﺸﻴﺭ )ﻴﺎﻏﻲ‪ (2003،‬ﺇﻟﻰ ﺃﻥ ﺘﺤﻘﻴﻕ ﺍﻟﺘﺠﺎﻨﺱ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ ﺍﻟﻤﻁﻠﻭﺏ ﺘﺩﺭﻴﺒﻬﻡ ﻴﺄﺨﺫ‬
‫ﺍﺘﺠﺎﻫﻴﻥ‪:‬‬
‫ﺍﻷﻭل ‪ :‬ﻴﻘﻀﻲ ﺒﻀﺭﻭﺭﺓ ﺘﻜﻭﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﺘﻨﻭﻋﺔ ) ﺭﺅﺴﺎﺀ ﻭﻤﺭﺅﻭﺴﻴﻥ ( ﺤﻴﺙ ﺍﻥ‬
‫ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻴﺤﻘﻕ ﺘﻘﺎﺭﺏ ﻓﻜﺭﻱ ﺒﻴﻥ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻓﻲ ﺘﺒﺎﺩل ﻭﺠﻬﺎﺕ ﺍﻟﻨﻅﺭ‬
‫ﺒﻴﻥ ﺍﻷﻁﺭﺍﻑ ﺍﻟﻤﺘﻨﻭﻋﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺇﺨﺭﺍﺝ ﺍﻟﻤﺸﺎﻜل ﺍﻟﻤﺸﺘﺭﻜﺔ ﺍﻟﻰ ﺤﻴﺯ ﺍﻟﻭﺠﻭﺩ ﻭﻴﺅﺩﻱ‬
‫ﺍﻟﻰ ﺘﺤﺴﻴﻥ ﻓﻲ ﺍﻻﺘﺼﺎل ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﻭﺍﻟﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ‬
‫ﺍﻟﻔﺭﻴﻘﻴﻥ ‪.‬‬
‫ﺍﻟﺜﺎﻨﻲ ‪ :‬ﻴﻘﻀﻲ ﺒﺘﻜﻭﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﺘﺠﺎﻨﺴﺔ ﻜﺄﻥ ﻴﻜﻭﻥ ﺍﻟﺘﺨﺼﺹ ‪ ،‬ﺃﻭ ﺍﻷﺴﺎﺱ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ‪ ،‬ﺃﻭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻫﻭ ﺍﻷﺴﺎﺱ ﻓﻲ ﺘﺠﻤﻴﻊ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺨﻠﻕ‬
‫ﻤﺠﻤﻭﻋﺎﺕ ﺃﻜﺜﺭ ﺘﺠﺎﻨﺴﺎ ﻭﻴﻔﺴﺢ ﺍﻟﻤﺠﺎل ﻟﻜل ﻤﺸﺘﺭﻙ ﻓﻲ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺭﺃﻴﻪ ﺒﺼﺭﺍﺤﺔ‬
‫ﻜﺄﻥ ﻴﻜﻭﻥ ﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻓﻲ ﺒﺭﻨﺎﻤﺞ ﻭﻤﺩﻴﺭﻱ ﺍﻟﺩﻭﺍﺌﺭ ﻓﻲ ﺒﺭﻨﺎﻤﺞ ﺜﺎﻥ ﻭﺃﺼﺤﺎﺏ‬
‫ﺍﻟﻤﺅﻫﻼﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻓﻲ ﺒﺭﻨﺎﻤﺞ ﺜﺎﻟﺙ ﻭﻫﻜﺫﺍ ‪.‬‬

‫ﺍﻻ ﺃﻥ )ﺍﻟﺴﻠﻤﻲ ‪ (1970 ،‬ﻴﺅﻜﺩ ﺃﻥ ﻟﻜل ﺇﻨﺴﺎﻥ ﺸﺨﺼﻴﺘﻪ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺍﻟﻤﺴﺘﻘﻠﺔ ﻓﻤﻨﻬﻡ‬
‫ﺍﻟﻤﺘﻔﺎﺌل ﻭﻤﻨﻬﻡ ﺍﻟﻤﺘﺸﺎﺌﻡ ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻭﻫﻨﺎﻙ ﺍﻟﻤﺴﺎﻟﻡ ﻜﻤﺎ ﺍﻥ ﻟﻜل ﺇﻨﺴﺎﻥ ﺒﻌﺽ ﺍﻟﻘﻴﻡ ﻭﺍﻟﻤﺜل‬
‫ﺍﻟﺘﻲ ﻴﺅﻤﻥ ﺒﻬﺎ ﻭﻴﺘﺨﺫﻫﺎ ﻤﻌﻴﺎﺭﺍﹰ ﻟﺴﻠﻭﻜﻪ ﻭﺃﺴﺎﺴﺎ ﻟﺘﻘﻴﻴﻡ ﺴﻠﻭﻙ ﺍﻷﺨﺭﻴﻥ ﻭﻫﺫﻩ ﺍﻻﺨﺘﻼﻓﺎﺕ ﺍﻟﻔﺭﺩﻴﺔ‬
‫ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺩﺭﻴﺏ ﺤﻴﺙ ﻻ ﻴﺠﺏ ﺃﻥ ﻨﺘﻭﻗﻊ ﺘﻤﺎﺜﻼﹰ ﺃﻭ ﺘﺸﺎﺒﻬﺎ ﻜﺎﻤﻼﹰ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺃﻱ‬
‫ﺩﻭﺭﺓ ﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﺤﺩﺓ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻴﺠﺏ ﺍﻥ ﻴﺘﺼﻑ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺒﻘﺩﺭ ﻜﺒﻴﺭ ﻤﻥ ﺍﻟﻤﺭﻭﻨﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪31‬‬

‫ﻭﻴﺠﺏ ﺍﻥ ﺘﺅﺨﺫ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻹﺠﺭﺍﺀﺍﺕ ﻟﺘﺨﻔﻴﺽ ﺃﺜﺭ ﺘﻠﻙ ﺍﻹﺨﺘﻼﻓﺎﺕ ﻋﻠﻰ ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻤﻨﻬﺎ ‪ -:‬ﻤﺤﺎﻭﻟﺔ ﺨﻠﻕ ﺠﻭ ﺩﻴﻤﻘﺭﺍﻁﻲ ﺴﻠﻴﻡ ﺤﻴﺙ ﻴﻌﺒﺭ ﻜل ﻤﻨﻬﻡ ﻋﻥ ﺇﺘﺠﺎﻫﺎﺘﻪ ﻭﺘﺘﺎﺡ ﻟﻪ‬
‫ﺍﻟﻔﺭﺼﺔ ﻹﻅﻬﺎﺭ ﺍﺘﺠﺎﻫﺎﺘﻪ ﻓﻤﺜل ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻜﻔﻴل ﺒﺈﺯﺍﻟﺔ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﺘﻲ ﺘﻌﺘﺭﺽ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺃﻱ ﺇﺸﺭﺍﻙ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻤﻥ ﺨﻼل ﺇﺘﺎﺤﺔ ﺍﻟﻔﺭﺼﺔ ﻟﻬﻡ ﻓﻲ ﺍﻟﻨﻘﺎﺵ‬
‫ﻭﺍﻟﺘﻌﺒﻴﺭ ‪ .‬ﺃﻴﻀﺎﹰ ﺇﻥ ﺍﻻﺨﺘﻼﻓﺎﺕ ﺍﻟﻔﺭﺩﻴﺔ ﺘﺠﻌل ﻤﻥ ﺍﻟﻀﺭﻭﺭﻱ ﻤﺤﺎﻭﻟﺔ ﺇﻴﺠﺎﺩ ﺍﻟﺘﻨﺎﺴﻕ ﻭﺍﻟﺘﺠﺎﻨﺱ‬
‫ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺍﻱ ﺩﻭﺭﺓ ﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺇﺠﺭﺍﺀ ﻤﻘﺎﺒﻼﺕ ﺸﺨﺼﻴﺔ ﻗﺒل ﺒﺩﺀ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻤﻊ‬
‫ﺍﻟﻤﺭﺸﺤﻴﻥ ﺒﻬﺩﻑ ﺍﺨﺘﻴﺎﺭ ﺃﻜﺜﺭ ﺍﻷﻓﺭﺍﺩ ﺘﻘﺎﺭﺒﺎﹰ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﻴﻭل ﻭﺍﻻﺴﺘﻌﺩﺍﺩﺍﺕ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ‬
‫ﺍﻟﻌﺎﻡ ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺅﺩﻱ ﺍﻟﻰ ﺘﻜﻭﻴﻥ ﻤﺠﻤﻭﻋﺎﺕ ﻤﺘﺠﺎﻨﺴﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪32‬‬

‫‪Trainers Selection‬‬ ‫‪ 8/1/2‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ‬

‫ﻤﻥ ﺍﻟﺭﻜﺎﺌﺯ ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﻴﺘﻭﻗﻑ ﻋﻠﻴﻬﺎ ﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻫﻲ ﻭﺠﻭﺩ ﺍﻟﻤﺩﺭﺏ ﺍﻟﺫﻱ‬
‫ﻴﻤﺘﻠﻙ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﺨﺒﺭﺓ ﻭﺍﻟﺫﻱ ﻴﻌﻬﺩ ﺍﻟﻴﻪ ﺘﻨﻔﻴﺫ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺍﻱ ﻗﺼﻭﺭ ﻓﻲ ﻗﺩﺭﺍﺕ‬
‫ﻭﺇﻤﻜﺎﻨﺎﺕ ﺃﺩﺍﺀ ﺍﻟﻤﺩﺭﺏ ﻴﻤﺜل ﻫﺩﺭﺍ ﻜﺒﻴﺭﺍ ﻭﺘﻀﻴﻴﻌﺎ ﻟﻠﻤﺎل ﻭﺍﻟﺠﻬﺩ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎﹰ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻥ ﺩﻭﺭ ﺍﻟﻤﺩﺭﺏ ﻴﺘﻤﺜل ﻓﻲ ﻨﻘل ﻤﺎ ﺨﻁﻁ ﻟﻪ ﺍﻟﻰ ﻭﺍﻗﻊ ﺍﻟﺘﻨﻔﻴﺫ ‪ ،‬ﻓﺎﻟﻤﺩﺭﺏ ﻫﻭ ﺍﻟﺸﺨﺹ‬
‫ﺍﻟﺫﻱ ﻴﻘﻭﻡ ﺒﻨﻘل ﺍﻟﻤﻌﺎﺭﻑ ﻭﺇﻜﺴﺎﺏ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ‪ .‬ﻭﻟﺫﺍ ﻓﺈﻥ ﻫﻨﺎﻙ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻘﺩﺭﺍﺕ‬
‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻡ ﺘﻭﺍﻓﺭﻫﺎ ﻓﻲ ﺍﻟﻤﺩﺭﺏ ‪-:‬‬
‫ﺃﻭﻻ ‪ -:‬ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ :‬ﺃﻱ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﻨﻘل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻟﻶﺨﺭﻴﻥ ﻤﻥ ﺨﻼل ﻤﻤﺎﺭﺴﺔ‬
‫ﻨﻭﻉ ﻤﻥ ﺃﻨﻭﺍﻉ ﺍﻻﺘﺼﺎل ﺒﻴﻥ ﺍﻟﻤﺘﺩﺭﺏ ﻭﺍﻟﻤﺩﺭﺏ ﺤﻴﺙ ﻴﻜﻔل ﺍﻟﻤﺩﺭﺏ ﻭﺼﻭل ﺃﻭ ﺴﺭﻴﺎﻥ‬
‫ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺘﻁﻠﺏ ﻤﻨﻪ ﻓﻬﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺤﺩﻴﺜﺔ ﻭﻁﺭﻕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﺨﺒﺭﺍﺕ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ‬
‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬
‫ﺜﺎﻨﻴﺎ ‪ -:‬ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ :‬ﺃﻥ ﻴﺘﺼﻑ ﺍﻟﻤﺩﺭﺏ ﺒﺄﻥ ﻴﻜﻭﻥ ﺍﺠﺘﻤﺎﻋﻴﺎﹰ ﻭﻓﺎﻋﻼﹰ ﻋﻨﺩ ﺍﻻﺨﺘﻼﻁ‬
‫ﺒﺎﻟﻨﺎﺱ ﻭﻟﺩﻴﻪ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻜﻭﻴﻥ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻟﻁﻴﺒﺔ ﺤﺘﻰ ﻴﺘﻤﻜﻥ ﻤﻥ ﻤﻌﺭﻓﺔ ﻤﺎ ﻴﺘﻌﺭﺽ‬
‫ﺇﻟﻴﻪ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻥ ﺼﻌﻭﺒﺎﺕ ﺃﺜﻨﺎﺀ ﺍﻟﺘﺩﺭﻴﺏ ‪.‬‬
‫ﺜﺎﻟﺜﺎ ‪ -:‬ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻘﻴﺎﺩﻴﺔ ‪ :‬ﻓﺎﻟﻤﺩﺭﺏ ﻫﻭ ﺍﻟﻘﺎﺌﺩ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻓﻴﺠﺏ ﺃﻥ ﺘﺘﻭﻓﺭ ﻟﺩﻴﻪ ﻤﻬﺎﺭﺓ ﺍﻟﺘﺨﻁﻴﻁ‬
‫ﻭﺍﻟﺘﻨﻅﻴﻡ ﻭﺍﻟﺘﻭﺠﻴﻪ ﻭﺍﻟﻤﺘﺎﺒﻌﺔ ﻭﻴﺭﺒﻁ ﺒﺫﻟﻙ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻘﻴﻴﻡ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬
‫ﺭﺍﺒﻌﺎ ‪ -:‬ﺍﻟﻤﺭﻭﻨﺔ ‪ :‬ﺍﻱ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭﺍﺕ ﻓﻲ ﻤﺠﺭﻯ ﺍﻟﺴﻠﻭﻙ ﻨﺤﻭ ﺍﻻﺘﺠﺎﻩ ﺍﻟﻬﺎﺩﻑ ﻭﻓﻲ‬
‫ﺍﻟﻭﻗﺕ ﺍﻟﻤﻨﺎﺴﺏ ﺃﻱ ﺃﻥ ﻻ ﻴﻜﻭﻥ ﻋﻘﻠﻪ ﺃﺴﻴﺭ ﻓﻜﺭ ﻤﻌﻴﻥ ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻻﻨﻔﻜﺎﻙ ﻋﻨﻪ ‪.‬‬
‫ﺨﺎﻤﺴﺎ ‪ -:‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ‪ :‬ﺃﻱ ﺘﻁﺒﻴﻕ ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺒﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ ﻤﻨﺎﺴﺒﺔ ﻓﻴﻤﺎ‬
‫ﻴﻤﺎﺭﺴﻪ ﺤﺘﻰ ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺒﺙ ﺭﻭﺡ ﺍﻻﺒﺘﻜﺎﺭ ﻟﺩﻯ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬
‫ﺇﻥ ﺍﻟﻤﺩﺭﺏ ﻴﻤﺜل ﺃﻫﻡ ﻋﺎﻤل ﻓﻲ ﻨﺠﺎﺡ ﺨﻁﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺤﻴﺙ ﺍﻨﻪ ﺃﻫﻡ ﻤﺤﻭﺭ ﻓﻲ ﺘﻭﺼﻴل ﺭﺴﺎﻟﺔ ﺍﻟﺘﺩﺭﻴﺏ‬
‫‪ ،‬ﻓﻌﻥ ﻁﺭﻴﻘﻪ ﻴﺘﻡ ﻨﻘل ﻭﺘﻭﺼﻴل ﻫﺫﻩ ﺍﻟﺭﺴﺎﻟﺔ ﻭﻟﺫﺍ ﻓﻬﻭ ﻴﻤﺜل ﺃﺩﺍﺓ ﺍﻟﺘﻐﻴﻴﺭ ﻭﺍﻟﺫﻱ ﻤﻥ ﺨﻼﻟﻪ ﻴﻌﻤل‬
‫ﻋﻠﻰ ﺇﻀﺎﻓﺔ ﻭﺘﻐﻴﻴﺭ ﻤﻔﺎﻫﻴﻡ ﺍﻷﺨﺭﻴﻥ ) ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ( ﻤﻥ ﺤﻴﺙ ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻭﻤﻌﻠﻭﻤﺎﺘﻬﻡ ﻭﺘﺸﻜﻴل‬
‫ﺴﻠﻭﻜﻴﺎﺘﻬﻡ )ﻴﺎﻏﻲ ‪(2003 ،‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪33‬‬

‫ﻭﻫﻨﺎﻙ ﺍﺩﻭﺍﺭ ﺃﺴﺎﺴﻴﺔ ﻴﺠﺏ ﺃﻥ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻟﻤﺩﺭﺏ)ﻓﻁﻴﺱ ‪-: (2004،‬‬

‫‪ -‬ﺃﻥ ﻴﻜﻭﻥ ﻟﺩﻴﻪ ﺍﻟﻘﺩﺭﺓ ﺍﻟﺠﻴﺩﺓ ﻓﻲ ﺘﻭﺼﻴل ﺍﻟﻤﻌﻠﻭﻤﺔ ﻭﺭﺴﺎﻟﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺘﻔﺎﻋﻠﻪ ﻤﻊ‬
‫ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫‪ -‬ﺃﻥ ﺘﻜﻭﻥ ﻟﺩﻴﻪ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﻜﺴﺎﺏ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﻼﺯﻤﺔ‬
‫ﻟﺘﺤﻘﻴﻕ ﻓﻌﺎﻟﻴﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ ﺍﻱ ﺍﻥ ﻴﺭﻜﺯ ﻋﻠﻰ ﻤﺴﺎﻋﺩﺓ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻋﻠﻰ ﺘﻁﺒﻴﻕ ﻤﺎﺘﻡ ﺍﻜﺘﺴﺎﺒﻪ ﻤﻥ ﻤﻌﺎﺭﻑ ﻭﻤﻬﺎﺭﺍﺕ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺨﻼل ﺍﻟﺘﺤﺎﻗﻬﻡ‬
‫ﺒﺎﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﻨﻘل ﺃﺜﺭ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻰ ﺍﻟﻭﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ ‪.‬‬
‫‪ -‬ﺃﻥ ﺘﻜﻭﻥ ﻟﺩﻴﻪ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻔﻌﻴل ﺍﻟﺤﻭﺍﺭ ﻭﺍﻟﻤﻨﺎﻗﺸﺔ ﻤﻊ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺇﻴﺼﺎﻟﻬﻡ‬
‫ﺍﻟﻰ ﺍﻟﻘﻨﺎﻋﺔ ﺒﺄﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻤﻬﻡ ﻓﻲ ﻋﻤﻠﻬﻡ ﻭﻴﺅﺩﻱ ﺍﻟﻰ ﺍﻟﺘﺤﺴﻥ ﻓﻲ ﺍﻷﺩﺍﺀ ﻭﺃﻥ ﻴﻌﻤل ﻋﻠﻰ‬
‫ﺘﻔﻌﻴل ﺍﻟﻤﻭﻗﻑ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﺇﻴﺼﺎل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﻭﺠﻴﻪ ﺍﻟﺨﺒﺭﺍﺕ ﺒﻜﻔﺎﺀﺓ ﺍﻟﻰ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻭﻴﺭﻯ )ﺍﻟﻔﻀﻠﻲ ‪ (1995،‬ﺒﺄﻥ ﺍﻟﻤﺩﺭﺏ ﻴﻤﺜل ﺍﻟﺭﺍﺒﻁﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺒﻴﻥ ﻤﺤﺘﻭﻯ ﻭﻓﻌﺎﻟﻴﺎﺕ‬
‫ﺍﻟﺒﺭﻨﺎﻤﺞ ﻤﻥ ﻨﺎﺤﻴﺔ ﻭﺍﻟﻤﺴﺘﻔﻴﺩ ﻤﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻷﺨﺭﻯ ﻭﻟﺫﺍ ﻓﻼﺒﺩ ﺃﻥ ﺘﺴﻌﻰ ﺍﻹﺩﺍﺭﺓ‬
‫ﺩﺍﺌﻤﺎ ﻟﻠﺘﺄﻜﺩ ﻤﻥ ﻗﺩﺭﺍﺘﻪ ﻭﻤﺴﺘﻭﺍﻩ ﻭﻟﺫﺍ ﻓﺎﻥ ﻋﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻴﺠﺏ ﺃﻥ ﺘﺨﻀﻊ ﻟﻤﻌﺎﻴﻴﺭ‬
‫ﺍﺨﺘﻴﺎﺭ ﻤﺤﺩﺩﺓ ﻭﻤﺴﺘﻨﺩﺓ ﻋﻠﻰ ﺃﺴﺎﺱ ﻤﻥ ﺍﻟﺨﺒﺭﺓ ﻭﺍﻹﻁﻼﻉ ﺍﻟﺘﻲ ﺘﺘﻤﺎﺸﻰ ﻤﻊ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻻﺤﺘﻴﺎﺝ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻲ ﺍﻟﻤﻁﻠﻭﺏ ﺇﺸﺒﺎﻋﻪ ﻤﻥ ﻗﺒل ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﻌﻨﻴﺔ ﻓﻲ ﺍﻨﺠﺎﺯ ﺃﻋﻤﺎﻟﻬﺎ ﺒﻜﻔﺎﺀﺓ ﻭﻤﻥ ﻗﺒل ﺍﻟﻤﻭﻅﻑ‬
‫ﺃﻭ ﺍﻟﻤﺘﺩﺭﺏ ﻟﺭﻓﻊ ﻗﺩﺭﺍﺘﻪ ﻭﺇﻤﻜﺎﻨﺎﺘﻪ ﻓﻲ ﺍﻟﻭﺼﻭل ﺍﻟﻰ ﺍﻨﺠﺎﺯ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻨﺎﻁﺔ ﺒﻪ ﻓﻲ ﺃﻜﻤل ﻭﺠﻪ‬
‫ﻀﻤﻥ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﻁﻠﻭﺏ ‪.‬‬

‫ﻭﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺎﺕ ﻴﻤﻜﻥ ﺍﻥ ﻴﺘﻡ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻤﻨﻬﺎ ﻭﻫﻲ ‪:‬‬

‫ﺃﻭﻻ ‪ -:‬ﺍﻻﺨﺘﺼﺎﺼﻴﻭﻥ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﺤﻘﻭل ﺍﻟﻤﻁﻠﻭﺒﺔ ﻤﺜل ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﻭﺘﺤﻠﻴل ﺍﻟﻨﻅﻡ ﻭﻋﻠﻡ‬
‫ﺍﻟﻨﻔﺱ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪ -:‬ﺍﻟﺨﺒﺭﺍﺀ ﺍﻟﺫﻴﻥ ﻴﻌﻤﻠﻭﻥ ﻓﻲ ﻤﺠﺎل ﺍﻻﺴﺘﺸﺎﺭﺍﺕ ﻓﻲ ﻤﻭﻀﻭﻋﺎﺕ ﻤﻌﻴﻨﻪ ﺘﻨﻅﻴﻤﻴﺔ ﻭﺴﻠﻭﻜﻴﺔ‬
‫ﻭﻏﻴﺭﻫﺎ ‪.‬‬
‫ﺜﺎﻟﺜﺎ ‪ -:‬ﺃﺴﺎﺘﺫﺓ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻤﻥ ﺍﻷﻜﺎﺩﻴﻤﻴﻴﻥ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﺘﻲ ﺘﻐﻁﻲ ﻤﻭﻀﻭﻋﺎﺕ‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻁﻠﻭﺒﺔ ‪.‬‬
‫ﺭﺍﺒﻌﺎ ‪ -:‬ﺍﻟﻤﺩﺭﺒﻭﻥ ﺍﻟﻤﻤﺎﺭﺴﻭﻥ ﺤﻴﺙ ﻴﻤﺘﺎﺯ ﻫﺅﻻﺀ ﺒﺎﻟﺨﺒﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻴﺴﺘﻁﻴﻌﻭﻥ ﺃﻥ ﻴﻌﺭﻀﻭﺍ‬
‫ﻋﻠﻰ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺨﺒﺭﺍﺘﻬﻡ ﻭﻴﻨﺎﻗﺸﻭﻫﻡ ﻓﻲ ﻤﺸﻜﻼﺘﻬﻡ ﻭﻴﺘﺒﺎﺩﻟﻭﺍ ﻤﻌﻬﻡ ﻭﺠﻬﺎﺕ ﺍﻟﻨﻅﺭ ﻓﻲ ﺤﻠﻬﺎ ‪0‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪34‬‬

‫ﺨﺎﻤﺴﺎ ‪ -:‬ﺃﻋﻀﺎﺀ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﺘﻲ ﻴﻌﻤل ﻓﻴﻬﺎ ﺍﻟﻤﺘﺩﺭﺒﻭﻥ ﺤﻴﺙ ﻴﻤﺘﺎﺯ ﻫﺅﻻﺀ‬
‫ﺒﺎﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺃﺴﺌﻠﺘﻬﻡ ﺒﺸﺄﻥ ﺍﻟﻌﻤل ﻭﻤﺸﻜﻼﺘﻪ ﻭﺨﻁﻁﻪ ﺒﺎﻹﻀﺎﻓﺔ ﺍﻟﻰ ﺇﺘﺎﺤﺔ ﺍﻟﻔﺭﺼﺔ ﺃﻤﺎﻡ‬
‫ﺍﻟﻁﺭﻓﻴﻥ ﻟﺘﺒﺎﺩل ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ ﺒﺸﺄﻥ ﻤﺸﻜﻼﺘﻬﻡ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ‪.‬‬
‫ﺴﺎﺩﺴﺎ ‪ -:‬ﺍﻟﻤﺴﺌﻭﻟﻭﻥ ﻓﻲ ﺠﻬﺎﺯ ﻤﻌﻴﻥ ﻟﻪ ﺼﻠﺔ ﺒﺄﻋﻤﺎل ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻜﻭﺯﺍﺭﺓ ﺍﻟﻤﺎﻟﻴﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ‬
‫ﺒﻌﻘﺩ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺒﺭﻨﺎﻤﺞ ﺍﻟﻨﻅﺎﻡ ﺍﻟﻤﺤﺎﺴﺒﻲ ﺍﻟﺤﻜﻭﻤﻲ ‪.‬‬
‫ﺴﺎﺒﻌﺎ ‪ -:‬ﺍﻟﺯﺍﺌﺭﻭﻥ ﻤﻥ ﺍﻟﺨﺎﺭﺝ ﻭﺍﻟﺫﻴﻥ ﻗﺩ ﻴﻜﻭﻨﻭﺍ ﺨﺒﺭﺍﺀ ﺃﻭ ﻤﻤﺎﺭﺴﻴﻥ ﻓﻲ ﺍﻟﻤﺠﺎل ﺍﻟﺫﻱ ﻴﺩﻭﺭ‬
‫ﻓﻴﻪ ﺍﻟﺘﺩﺭﻴﺏ ﺤﻴﺙ ﻴﻤﺘﺎﺯ ﻫﺅﻻﺀ ﺒﺈﻤﺩﺍﺩ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺒﻠﺩﺍﻥ ﻤﺨﺘﻠﻔﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪35‬‬

‫‪Training Courses Designing‬‬ ‫‪ 9/1/2‬ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺤﺘﻰ ﻴﺘﻡ ﺘﺼﻤﻴﻡ ﻭﺍﺨﺘﻴﺎﺭ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻴﺠﺏ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻥ ﺘﺤﺩﺩ ﺃﻭﻻﹰ‬
‫ﻤﺠﺎل ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺘﻲ ﻴﻤﺭ ﺒﻬﺎ ﺍﻟﻤﺘﺩﺭﺏ ﻭﻓﻕ ﺨﻁﺔ ﻤﺩﺭﻭﺴﺔ ﻟﻤﻘﺎﺒﻠﺔ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺩﻭﺭ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﻤﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻘﺩﺭﺍﺕ ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻤﻁﻠﻭﺏ ﺇﻜﺴﺎﺒﻪ ﻟﻠﻤﺘﺩﺭﺏ ﻭﺫﻟﻙ ﺤﺘﻰ ﺘﺯﻴﺩ ﺤﺼﻴﻠﺔ‬
‫ﺍﻟﻤﺘﺩﺭﺏ ﻤﻨﻬﺎ ‪ ،‬ﻭﺤﺘﻰ ﺘﺭﺘﻔﻊ ﺒﺄﺩﺍﺌﻪ ﻭﺴﻠﻭﻜﻪ ﺍﻟﻭﻅﻴﻔﻲ ﺍﻟﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺭﻏﻭﺏ ﻓﻴﻪ ﻭﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻔﻌﻠﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻭﺍﻓﻕ ﻤﻊ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺫﻱ ﻴﻘﻭﻡ ﺒﻪ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪ .‬ﻭﻟﻜﻥ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻟﻤﺴﺌﻭﻟﻴﻥ ﻋﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻷﺨﺫ ﺒﻌﻴﻥ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﻤﻀﻤﻭﻥ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﺘﻭﺍﻓﻕ ﻤﻊ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ‬
‫ﺃﻗﻴﻤﺕ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺃﺠﻠﻬﺎ ‪.‬‬
‫ﻭ ﻴﺒﺩﺃ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﻭﻀﻊ ﺍﻟﺨﻁﻁ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﺤﺩﻴﺩ‬
‫ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﺘﻔﻲ ﺒﺄﻏﺭﺍﺽ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻻﺘﻔﺎﻕ ﻋﻠﻰ ﺍﻷﻫﺩﺍﻑ ﺒﻁﺭﻴﻘﺔ ﻤﺤﺩﺩﺓ‬
‫ﻭﻭﺍﻀﺤﺔ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﺎﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻫﻲ ﻤﺎ ﺘﺤﻭﻴﻪ ﻤﻥ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﺒﺎﺩﺉ ﻭﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﺘﻲ ﻴﻭﺩ ﺍﻟﻤﺩﺭﺏ ﺃﻥ ﻴﻠﻡ ﺒﻬﺎ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻭﻥ ‪ .‬ﻭﺃﻤﺎ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻬﻲ ﺍﻟﻭﺴﺎﺌل ﺍﻟﻤﺴﺎﻋﺩﺓ ﺍﻟﺘﻲ ﺘﻌﻴﻥ ﺍﻟﻤﺩﺭﺏ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ‬
‫ﻤﺜل ﺇﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺨﺭﺍﺌﻁ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﺍﻟﺭﺴﻭﻤﺎﺕ ﺍﻟﺘﻭﻀﻴﺤﻴﺔ ‪.‬‬
‫ﻭﻻﺸﻙ ﺃﻥ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺴﻭﻑ ﻴﺴﺎﻋﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻠﻰ ﺤﺴﻥ‬
‫ﺍﻟﺘﻌﻠﻡ ﻭﻴﺴﺎﻋﺩ ﺍﻟﻤﺩﺭﺏ ﻋﻠﻰ ﺤﺴﻥ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻻﺨﺘﻴﺎﺭ ﺍﻟﺴﻠﻴﻡ ﻟﻠﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺘﻲ ﺴﻭﻑ ﺘﺩﺭﺱ‬
‫ﻭﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺴﻭﻑ ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻟﻬﺎ ‪.‬‬
‫ﻭﺃﻤﺎ ﺍﻟﺠﺎﻨﺏ ﺍﻷﺨﺭ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻫﻲ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻘﺩﻤﺔ‬
‫ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻭﻤﺩﻯ ﺍﻨﺴﺠﺎﻤﻬﺎ ﻤﻊ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻭﻥ ‪ ،‬ﻓﻤﻥ ﺃﻫﻡ‬
‫ﺍﻟﺸﺭﻭﻁ ﺍﻟﺘﻲ ﻴﺠﺏ ﺃﻥ ﺘﺘﻭﺍﻓﺭ ﻓﻲ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻫﻲ ﺃﻥ ﺘﺅﺩﻱ ﺍﻟﻐﺭﺽ ﺍﻟﻤﻁﻠﻭﺏ ﻤﻨﻬﺎ ﻭﺫﻟﻙ‬
‫ﻤﻥ ﺨﻼل ﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﺎﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﺃﻫﺩﺍﻓﻪ ﻭﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻁﻠﻭﺏ ﺍﻟﻭﻓﺎﺀ ﺒﻬﺎ‬
‫ﻭﺘﺴﺎﻋﺩ ﻓﻲ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻘﺎﺌﻤﺔ ﻓﻲ ﺍﻟﻌﻤل ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪.‬‬
‫ﻭﻴﺘﻡ ﺘﻘﺩﻴﻡ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻷﺴﺎﻟﻴﺏ ﺘﺩﺭﻴﺒﻴﺔ ﻤﻌﻴﻨﺔ ﻭﺍﻟﺘﻲ ﻴﺘﻡ ﺘﺤﺩﻴﺩﻫﺎ ﻤﻥ ﺨﻼل‬
‫ﺍﻻﺴﺘﻨﺎﺩ ﺍﻟﻰ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻭﻨﻅﺭﺍ ﻟﺘﻨﻭﻉ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻓﺈﻥ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻴﺘﻁﻠﺏ ﺍﻟﺘﻭﻓﻴﻕ ﻤﺎ ﺒﻴﻥ ﻨﻭﻋﻴﺎﺕ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻤﺴﺘﻭﻴﺎﺘﻬﻡ ﺘﺒﻌﺎﹰ ﻟﻠﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ‪،‬‬
‫ﻭﻋﻠﻴﻪ ﺴﻭﻑ ﺘﺨﺘﻠﻑ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻘﺩﻡ ﺒﻬﺎ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﻓﺎﻻﺨﺘﻼﻑ ﻭﺍﻟﺘﻨﻭﻉ ﺒﻴﻥ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪36‬‬

‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻥ ﺤﻴﺙ ﻤﺴﺘﻭﻴﺎﺕ ﺘﺤﺼﻴﻠﻬﻡ ﻭﺘﺄﻫﻴﻠﻬﻡ ﺍﻟﻤﻌﺭﻓﻲ ﻭﺍﻟﻤﻬﺎﺭﻱ ﻴﺘﻁﻠﺏ ﺍﺨﺘﻴﺎﺭ ﺃﺴﺎﻟﻴﺏ‬
‫ﺘﺩﺭﻴﺒﻴﺔ ﺘﻌﻤل ﻋﻠﻰ ﻤﺭﺍﻋﺎﺓ ﻫﺫﻩ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﻭﺍﻟﻤﻭﺍﺌﻤﺔ ﻤﻌﻬﺎ ‪.‬‬
‫ﻜﻤﺎ ﺃﻥ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻴﺨﺘﻠﻑ ﺒﺈﺨﺘﻼﻑ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺯﻤﺎﻥ ﻭﺍﻟﻤﻜﺎﻥ‬
‫ﺃﻭﺍﻷﺩﻭﺍﺕ ‪ ،‬ﻓﻘﺩ ﻴﻜﻭﻥ ﺍﻟﻭﻗﺕ ﺍﻟﻤﺨﺼﺹ ﻟﻠﺘﺩﺭﻴﺏ ﻗﺼﻴﺭﺍ ﺒﻤﺎ ﻻ ﻴﺴﻤﺢ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺘﺩﺭﻴﺒﻲ‬
‫ﻤﻌﻴﻥ ﻴﺤﺘﺎﺝ ﺍﻟﻰ ﻭﻗﺕ ﺃﻁﻭل ‪ ،‬ﺃﻭ ﻟﻌﺩﻡ ﺘﻭﻓﺭ ﺒﻌﺽ ﺍﻟﺘﺠﻬﻴﺯﺍﺕ ﺃﻭﺍﻹﻤﻜﺎﻨﺎﺕ ﺍﻟﻤﺎﻟﻴﺔ ﺍﻟﻼﺯﻤﺔ‬
‫ﻹﺠﺭﺍﺀ ﺒﻌﺽ ﺍﻟﺘﻁﺒﻴﻘﺎﺕ ﺃﻭ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻁﻠﺒﻬﺎ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪37‬‬

‫‪Training Process Assessment‬‬ ‫‪ 10/1/2‬ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺘﻌﺩ ﻋﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﺅﺸﺭﺍﹰ ﻟﻼﺴﺘﻴﻀﺎﺡ ﻤﻥ ﺭﺩﻭﺩ ﺃﻓﻌﺎل ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪،‬ﺃﻱ ﻤﺩﻯ ﺭﻀﻰ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻤﺎ ﺘﻌﻠﻤﻭﻩ ﻤﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﻤﺩﻯ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻭﺍﻟﺘﻐﻴﻴﺭ ﻓﻲ ﺴﻠﻭﻜﻬﻡ ﻭﻨﺘﻴﺠﺔ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻰ ﻨﺠﺎﺡ ﻭﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻭﺇﺩﺭﺍﻙ ﺍﻟﻤﺘﺩﺭﺏ ﻟﻤﺩﻯ ﺍﻹﻀﺎﻓﺔ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﻓﻲ ﻤﻌﺎﺭﻓﻪ ﻭﺨﺒﺭﺍﺘﻪ ﻭﺭﻓﻊ ﺃﺩﺍﺌﻪ ‪.‬‬
‫ﻓﺎﻟﻬﺩﻑ ﺍﻟﺭﺌﻴﺴﻲ ﻟﻠﻨﺸﺎﻁ ﺍﻟﺘﻘﻴﻴﻤﻲ ﻫﻭ ﻗﻴﺎﺱ ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﺍﻷﻨﺸﻁﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ‬
‫ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﺍﻟﻤﺴﺘﻬﺩﻓﻴﻥ ﺒﺎﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻋﻠﻰ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﺘﻲ ﻴﻌﻤﻠﻭﻥ ﺒﻬﺎ ﺤﻴﺙ ﺃﻥ ﺍﻟﺘﻘﻴﻴﻡ‬
‫ﻋﻤﻠﻴﺔ ﻫﺎﺩﻓﺔ ﺘﻘﻴﺱ ﻤﺩﻯ ﻜﻔﺎﺀﺓ ﺍﻟﻌﻤل ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﺘﺤﺩﺩ ﻤﺎﺘﻡ ﺘﺤﻘﻴﻘﻪ ﻤﻥ ﺃﻫﺩﺍﻑ ﺍﻟﺨﻁﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻻﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺨﻼل ﺇﺒﺭﺍﺯ ﺃﻭﺠﻪ ﺍﻟﻘﺼﻭﺭ ﻭﺍﻟﻀﻌﻑ ﺤﺘﻰ ﻴﻤﻜﻥ ﺘﻁﻭﻴﺭ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﺨﺩﻡ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺘﻭﺨﺎﺓ ﻤﻨﻬﺎ ‪ .‬ﻭﺤﻴﺙ ﺃﻥ ﺘﻘﻴﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﻗﻴﺎﺱ‬
‫ﺍﻷﻋﻤﺎل ﺍﻟﻤﻨﺠﺯﺓ ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﺒﻤﺎ ﻴﺠﺏ ﺍﻥ ﻴﺘﻡ ﻭﻓﻘﺎ ﻟﻠﺘﺨﻁﻴﻁ ﺍﻟﻤﻌﺩ ﻤﺴﺒﻘﺎ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻻﻜﺘﺸﺎﻑ ﻨﻘﺎﻁ ﺍﻟﻀﻌﻑ ﻭﺍﻟﻘﻭﺓ ﻓﻲ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻟﺫﻟﻙ ﻴﻤﻜﻥ ﺘﻌﺭﻴﻑ ﺍﻟﺘﻘﻴﻴﻡ ﺒﺄﻨﻪ ﺩﺭﺍﺴﺔ ﺍﺜﺭ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﻌﻤل ﺃﻱ ﺍﻨﻪ ﺘﺤﻠﻴل ﻭﻤﻌﺭﻓﺔ ﻤﺭﺩﻭﺩ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻭﺍﻹﻨﺘﺎﺠﻴﺔ‪.‬‬

‫ﻭﻴﻌﺘﻤﺩ ﺘﻘﻴﻴﻡ ﻨﺘﺎﺌﺞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺜﻼﺜﺔ ﻤﺤﺎﻭﺭ ﺭﺌﻴﺴﻴﺔ ‪:‬‬
‫ﺃﻭﻻﹰ ‪ -:‬ﺘﻘﻴﻴﻡ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﻠﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ ﺤﻴﺙ ﻴﺠﺏ ﺃﻥ ﻴﺘﻡ ﺘﺼﻤﻴﻡ ﺍﺴﺘﻤﺎﺭﺓ ﺨﺎﺼﺔ ﺒﺄﺴﺌﻠﺔ‬
‫ﺍﻟﺘﻘﻴﻴﻡ ﺤﻴﺙ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﻭﺃﺭﺍﺀ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻨﺤﻭ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﺘﺩﺭﻴﺏ ﻭﻤﺩﻯ‬
‫ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪ -:‬ﺘﻘﻴﻴﻡ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻠﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻭﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻭﺍﻻﻨﺘﻅﺎﻡ‬
‫ﻭﺍﻟﻔﺎﻋﻠﻴﺔ ‪.‬‬
‫ﺜﺎﻟﺜﺎ ‪ -:‬ﺘﻘﻴﻴﻡ ﺍﻟﻤﻨﻅﻤﺔ ﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻭﺫﻟﻙ ﺒﻌﺩ ﻤﺭﻭﺭ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﻌﻴﻨﺔ ﺒﻌﺩ ﻋﻭﺩﺓ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﻠﻌﻤل ﻭﻟﺫﻟﻙ ﻴﺘﻡ ﻗﻴﺎﺱ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﻤﻘﺎﺭﻨﺔ ﺍﻷﺩﺍﺀ‬
‫ﻭﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺘﻘﻴﻴﻡ ﻴﺤﺘﺎﺝ ﺍﻟﻰ ﻤﻬﺎﺭﺓ ﻋﺎﻟﻴﺔ ﻓﻲ ﺘﻁﺒﻴﻘﻪ ﺤﻴﺙ ﻴﺘﻡ ﺩﺭﺍﺴﺔ ﻭﺍﺴﺘﻘﺼﺎﺀ ﺍﻟﻤﺘﺩﺭﺏ‬
‫ﻨﻔﺴﻪ ﻭﺭﺌﻴﺴﻪ ﻭﻗﻴﺎﺱ ﺃﺩﺍﺌﻪ ﺒﻌﺩ ﺍﻟﺘﺩﺭﻴﺏ ﻟﺘﺤﺩﻴﺩ ﺃﺜﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺍﻹﻨﺘﺎﺠﻴﺔ ﻭﻤﺴﺘﻭﻯ‬
‫ﺍﻷﺩﺍﺀ ﻤﻥ ﺤﻴﺙ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ )ﺃﺒﻭﻗﻔﺔ ‪. (2003 ،‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪38‬‬

‫‪Performance Concept‬‬ ‫‪ 2-3‬ﻤﻔﻬﻭﻡ ﺍﻷﺩﺍﺀ‬

‫ﻴﺸﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻟﻰ ﺩﺭﺠﺔ ﺘﺤﻘﻴﻕ ﻭﺇﺘﻤﺎﻡ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻜﻭﻨﺔ ﻟﻭﻅﻴﻔﺔ ﺍﻟﻔﺭﺩ ﻭﻫﻭ ﻴﻌﻜﺱ ﺍﻟﻜﻴﻔﻴﺔ‬
‫ﺍﻟﺘﻲ ﻴﺤﻘﻕ ﺃﻭ ﻴﺸﺒﻊ ﺒﻬﺎ ﺍﻟﻔﺭﺩ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻭﻅﻴﻔﺔ )ﺤﺴﻥ ‪ ( 2001،‬ﻭﺘﺭﻯ )ﺍﻟﺒﺭﻨﻭﻁﻲ ‪(2001 ،‬‬
‫ﺃﻥ ﻋﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻫﻲ ﻋﻤﻠﻴﺔ ﺘﻘﺩﻴﺭ ﺃﺩﺍﺀ ﻜل ﻓﺭﺩ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺨﻼل ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﻌﻴﻨﺔ ﻟﺘﻘﺩﻴﺭ‬
‫ﺇﻟﻰ ﺃﻥ ﻋﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﺘﻬﺘﻡ ﺒﻤﺭﺍﺠﻌﺔ ﺃﺩﺍﺀ‬ ‫ﻤﺴﺘﻭﻯ ﻭﻨﻭﻋﻴﺔ ﺃﺩﺍﺌﻪ ﻭﺘﻀﻴﻑ ﺍﻟﺒﺭﻨﻭﻁﻲ‬
‫ﺍﻟﻤﻭﻅﻑ ﺨﻼل ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﻌﻴﻨﺔ ﻭﺍﻟﺤﻜﻡ ﻋﻠﻴﻪ ﻤﻥ ﺤﻴﺙ ﺍﻟﺠﻭﺩﺓ ﻭﺘﺅﻜﺩ ﺃﻥ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻨﺘﺎﺌﺞ‬
‫ﻋﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻫﻭ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭ ﻤﺘﻁﻠﺒﺎﺕ ﻭﻀﻊ ﺨﻁﺔ ﺘﺩﺭﻴﺒﻴﺔ ﺴﻠﻴﻤﺔ ‪ ،‬ﻭﺇﻥ‬
‫ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﻗﺎﺌﻤﺔ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﻤﻨﻅﻤﺔ‬
‫ﻭﺍﻟﻤﺸﺎﺭﻜﻭﻥ ﻓﻴﻬﺎ ﺤﻴﺙ ﺘﻤﺜل ﻫﺫﻩ ﺍﻟﺨﻁﻭﺓ ﺍﻟﻠﺒﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﺇﻋﺩﺍﺩ ﺃﻱ ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻲ ﺴﻠﻴﻡ‪.‬‬
‫ﻭﺘﻀﻴﻑ ﺍﻟﺒﺭﻨﻭﻁﻲ ﺠﺎﻨﺒﺎﹰ ﺁﺨﺭ ﻭﻫﻭ ﺘﻌﺭﻴﻑ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻤﺴﺅﻭﻟﻴﺎﺘﻬﻡ ﻭﺒﺎﻷﺩﻭﺍﺭ ﻭﺍﻟﺴﻠﻭﻙ‬
‫ﺍﻟﻤﻬﻡ ﻟﻠﻤﻨﻅﻤﺔ‪ .‬ﻭﻟﺫﺍ ﻴﻌﺘﻤﺩ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻟﺠﻬﻭﺩ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ‬
‫ﺍﻟﻤﻨﻅﻤﺔ ﻭﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﻤﻤﺎﺭﺴﺘﻬﺎ ﻓﻲ ﻀﻭﺀ ﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﺍﻟﺘﻭﻗﻌﺎﺕ ﻭﺍﻟﻔﺭﺹ ﺍﻟﻤﺤﻴﻁﺔ ﺒﻬﺎ ‪.‬‬
‫ﻭﻴﺘﻡ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻟﻼﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺍﻟﻰ ﺃﻗﺼﻰ ﺤﺩ ﻤﻤﻜﻥ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل‬
‫ﺍﻹﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻟﺘﻘﻴﻴﻡ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻜﺄﺴﺎﺱ ﻓﻲ ﺘﺤﺩﻴﺩ ﺃﺴﺎﻟﻴﺏ ﻭﻭﺴﺎﺌل‬
‫ﺍﻻﺨﺘﻴﺎﺭ ﺍﻟﺘﻲ ﺘﺘﻭﺍﺀﻡ ﻤﻊ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﻜﻤﺩﺨل ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻸﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ‪ .‬ﻭﺤﻴﺙ ﻴﺴﺘﺨﺩﻡ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻹﻏﺭﺍﺽ ﺘﻨﻤﻴﺔ ﺍﻷﻓﺭﺍﺩ ﻭﺃﺩﺍﺌﻬﻡ ﻓﺈﻥ ﺫﻟﻙ ﻴﺘﻁﻠﺏ ﺘﺯﻭﻴﺩﻫﻡ‬
‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻤﺘﻭﻗﻊ ﻭﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻴﻪ ﻭﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﻼﺌﻡ ﻟﻤﻘﺎﺒﻠﺔ ﻤﺎﻫﻭ ﻤﺘﻭﻗﻊ‬
‫ﺇﻨﺠﺎﺯﻩ ﻭﻟﻡ ﻴﺘﺤﻘﻕ ﺒﻌﺩ ‪.‬‬
‫ﻭﻴﺅﻜﺩ )ﺍﻟﻁﻌﺎﻤﻨﺔ ‪ (1994،‬ﻓﻲ ﻁﺭﺤﻪ ﻟﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﺍﻨﻪ ﻻ ﻴﻌﻨﻲ ﺘﻠﻙ ﺍﻟﻨﻅﺭﺓ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﺍﻟﻀﻴﻘﺔ ﺍﻟﺘﻲ‬
‫ُﺘﻌﻨﻰ ﺒﺎﻷﺩﺍﺀ ﺍﻟﺤﺎﻟﻲ ﻟﻠﻤﻭﻅﻑ ﺒل ﻴﺘﻌﺩﻯ ﺫﻟﻙ ﻟﻴﺸﻤل ﺒﻌﺩﺍﹰ ﻤﺴﺘﻘﺒﻠﻴﺎﹰ ﺒﻤﻌﻨﻰ ﺃﻨﻬﺎ ﻋﻤﻠﻴﺔ ﺩﻴﻨﺎﻤﻴﻜﻴﺔ‬
‫ﺘﺸﻤل ﻗﻴﺎﺱ ﻜﻔﺎﺀﺓ ﺍﻟﻤﻭﻅﻑ ﻟﺘﻘﺭﻴﺭ ﻤﺩﻯ ﺼﻼﺤﻴﺘﻪ ﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﻤﻭﻜﻠﺔ ﺇﻟﻴﻪ ﺤﺎﻟﻴﺎﹰ ﻭﺇﻤﻜﺎﻨﻴﺔ‬
‫ﻨﺠﺎﺤﻪ ﻓﻲ ﻭﻅﻴﻔﺔ ﺃﻋﻠﻰ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ﻭﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻠﻰ ﺫﻟﻙ ﻤﻥ ﺘﺩﺭﻴﺏ ﻭﺘﻨﻤﻴﺔ ‪ .‬ﺇﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻷﺩﺍﺀ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﻴﻤﻜﻥ ﺍﻟﺘﻭﺼل ﺇﻟﻴﻬﺎ ﻤﻥ ﺨﻼل ﺘﻘﻴﻴﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﻤﻼﺤﻅﺎﺕ ﻭﺃﺭﺍﺀ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻲ ﺘﺠﺭﻴﻬﺎ ﺍﻟﻤﻨﻅﻤﺔ ﺃﻭﺠﻬﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺤﻴﺙ ﻴﺘﻡ ﺍﺴﺘﻁﻼﻉ ﺃﺭﺍﺌﻬﻡ ﻭﺇﺫﺍ ﻜﺎﻥ ﻤﻥ ﺍﻟﺼﻌﺏ ﺍﻟﻘﻴﺎﻡ‬
‫ﺒﻘﻴﺎﺱ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻓﺈﻨﻪ ﺒﺎﻹﻤﻜﺎﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ ﺍﻟﻭﺴﺎﺌل ﻤﺠﺘﻤﻌﺔ ﺤﺘﻰ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻘﻴﻴﻡ‬
‫ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﺤﺩﻴﺩ ﻤﺩﻯ ﻓﺎﻋﻠﻴﺘﻬﺎ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪39‬‬

‫ﺇﻥ ﺘﺄﺜﻴﺭ ﺍﻟﻤﻨﻅﻤﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻻﺒﺩ ﺃﻥ ﻴﺘﻡ ﻤﻥ ﺨﻼل ﺇﺩﺨﺎل ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ ﻤﻨﺎﺴﺒﺔ ﻻﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﻭﺘﻬﺩﻑ ﺍﻟﻰ ﺘﻁﻭﻴﺭ ﻗﺩﺭﺍﺘﻬﻡ ﻭﺇﻀﺎﻓﺔ ﻤﻌﻠﻭﻤﺎﺕ ﻤﺘﺠﺩﺩﺓ ﻤﻤﺎ‬
‫ﻴﺅﺩﻱ ﺍﻟﻰ ﺭﻓﻊ ﻤﻌﻨﻭﻴﺎﺕ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺯﻴﺎﺩﺓ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﻨﻤﻴﺔ ﻁﺎﻗﺔ ﺍﻹﺒﺩﺍﻉ ﻟﺩﻴﻬﻡ‬
‫ﺃﻥ ﻨﻅﺎﻡ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻨﻅﺎﻡ ﻓﺭﻋﻲ ﻭﺇﻥ ﻤﺨﺭﺠﺎﺘﻪ ﻫﻲ ﻤﺩﺨﻼﺕ ﻟﻨﻅﺎﻡ ﺍﻟﺘﺩﺭﻴﺏ ﺤﻴﺙ ﺃﻥ‬
‫ﺍﻟﻐﺭﺽ ﺍﻷﺴﺎﺴﻲ ﻟﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻫﻭ ﺘﺤﺩﻴﺩ ﺍﻟﺤﺎﺠﺔ ﻟﻠﺘﺩﺭﻴﺏ ﻤﻥ ﺨﻼل ﻓﺤﺹ ﻭﺘﻘﻴﻴﻡ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻻﺤﺘﺴﺎﺏ ﻤﻘﺩﺍﺭ ﺃﺩﺍﺌﻬﻡ ﻤﻘﺎﺭﻨﺔ ﻤﻊ ﻤﻌﺩﻻﺕ ﺍﻷﺩﺍﺀ ﺍﻟﻤﺴﺘﻬﺩﻓﺔ )ﻓﻁﻴﺱ ‪ . (2004 ،‬ﻓﻜﻠﻤﺎ‬
‫ﻜﺎﻨﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻟﻤﻔﻬﻭﻡ ﻨﻅﻤﻲ ﻤﺘﻜﺎﻤل ﻭﻤﺘﻔﺎﻋل ﻴﺅﺜﺭ ﺒﺩﻭﺭﻩ ﻋﻠﻰ ﻨﻘل ﺃﺜﺭ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﺍﻟﻰ ﻭﺍﻗﻊ ﺍﻟﻌﻤل ﺍﻟﻔﻌﻠﻲ ﻤﻥ ﺨﻼل ﺘﻁﻭﻴﺭ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﺴﺘﻤﺭﺍﺭ ﻭﻴﺅﺩﻱ ﺍﻟﻰ ﺤﻔﺎﻅ ﺍﻟﻤﻨﻅﻤﺔ‬
‫ﻋﻠﻰ ﺘﻭﺍﺯﻨﻬﺎ ﻭﺘﻁﻭﻴﺭﻫﺎ ‪.‬‬

‫‪ 2/2/2‬ﺃﻫﻡ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺃﻭ ﺍﻟﻤﺸﺎﻜل ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻫﻲ‬

‫ﺃﻭﻻ ‪ :‬ﻋﺩﻡ ﺍﻻﻨﺴﺠﺎﻡ ﻭﺍﻟﺘﺭﺍﺒﻁ ﺒﻴﻥ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺒﻴﻥ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴـﺔ‬
‫ﺍﻟﺘﻲ ﺘﺭﻤﻲ ﺍﻟﻴﻬﺎ ﺍﻟﻤﻨﻅﻤﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﻨﺎﺴـﺒﺔ ﻓـﻲ ﺘﺤﺩﻴـﺩ ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻡ ﺍﺴﺘﺨﻼﺼﻬﺎ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﻭﻟﻰ ﻤﻥ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻤﺎ ﻴﺅﺜﺭ ﻋﻠﻰ ﺍﻟﻴﺔ ﻭﺘﻨﻔﻴﺫ‬
‫ﻭﺘﻘﻴﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪:‬ﺃﻥ ﻋﺩﻡ ﺍﻻﻟﺘﺯﺍﻡ ﺒﺘﺤﺩﻴﺩ ﻤﻌﺎﻴﻴﺭ ﻟﻼﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻗﺩ ﻴﻔﻀﻲ ﺍﻟـﻰ ﻗﻴـﺎﻡ ﺍﻟﻤﻨﻅﻤـﺔ ﺃﻭ‬
‫ﺍﻟﻤﺭﺍﻜﺯ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻘﻴﺎﻡ ﺒﺘﻨﻔﻴﺫ ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ ﻻﺤﺎﺠﺔ ﺇﻟﻴﻬﺎ ﺃﺼﻼ ﻓﻲ ﻜـل‬
‫ﺃﻭ ﺠﺯﺀ ﻤﻥ ﻤﺤﺘﻭﻴﺎﺕ ﻫﺫﻩ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻫﺫﺍ ﻤﻤﺎ ﻴﺯﻴﺩ ﻓﻲ ﺘﻌﻤﻴﻕ ﺍﻟﻔﺠﻭﺓ ﻓﻴﻤﺎ ﺒﻴﻥ ﻤﺤﺘـﻭﻯ‬
‫ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﺠﺎﻤﻌﺔ ‪.‬‬
‫ﻭﻫﺫﺍ ﻴﺠﻌﻠﻨﺎ ﻨﺨﻠﺹ ﺍﻟﻰ ﺍﻥ ﻓﻌﺎﻟﻴﺔ ﺘﺨﻁﻴﻁ ﻭﺘﺼﻤﻴﻡ ﻭﺘﻨﻔﻴﺫ ﻭﺘﻘﻴﻴﻡ ﺍﻟﺒـﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴـﺔ ﺘﻌﺘﻤـﺩ‬
‫ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﺴﺎﺱ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﻋﻤﻠﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﻴﺙ ﺍﻨﻪ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻬﺎ ﺘﻘﺭﻴـﺭ‬
‫ﺍﻟﻨﻭﻉ ﺍﻟﻤﻁﻠﻭﺏ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﻤﻥ ﻴﺤﺘﺎﺝ ﺍﻟـﻰ ﺍﻟﺘـﺩﺭﻴﺏ ﻭﺘﻘﺭﻴـﺭ ﻤﺴـﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻤﻁﻠـﻭﺏ‬
‫ﻭﺒﺎﻟﻨﺘﻴﺠﺔ ﺘﻘﺭﻴﺭ ﺃﻫﺩﺍﻑ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺩﻗﺔ ﻭﻤﻌﺭﻓﺔ ﺍﻟﻜﻔﺎﻴﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻁﻠﻭﺏ ﺍﻜﺘﺴـﺎﺒﻬﺎ‬
‫ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺅﺩﻱ ﺍﻟﻰ ﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﺎ ﺍﻟﻤﺘﻭﺨﺎﺓ ﻭﺃﻨﻬﺎ ﺘﻤﺜـل ﺍﻟﻤـﺩﺨل‬
‫ﺍﻟﺭﺌﻴﺴﻲ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪40‬‬

‫‪ 3/2/2‬ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻭﺼﻑ ﺍﻟﻭﻅﻴﻔﻲ ‪Performance Assessment and Job‬‬

‫‪Description‬‬
‫ﺇﻥ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻴﺘﻁﻠﺏ ﺒﺎﻟﻀﺭﻭﺭﺓ ﻭﺠﻭﺩ ﺘﻭﺼﻴﻑ ﻟﻠﻭﻅﺎﺌﻑ ﻭﺍﻟﺫﻱ ﻴﺸﻜل ﺠﺯﺀﺍﹰ ﺭﺌﻴﺴﻴﺎ ﻤﻥ‬
‫ﺍﻟﻬﻴﻜل ﺍﻟﺘﻨﻅﻴﻤﻲ ﻷﻨﻪ ﻴﺤﺩﺩ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻭﺤﺠﻡ ﺍﻟﻌﻤل ﺍﻟﻤﻁﻠﻭﺏ ﻤﻥ ﻜل ﻭﻅﻴﻔﺔ ﻭﻴﺴﻬﻡ‬
‫ﺒﺩﻭﺭﻩ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﻭﻓﻲ ﺘﻁﻭﻴﺭ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻌﻤل ﺍﻟﺘﻲ ﺘﺭﺘﻜﺯ ﻋﻠﻰ‬
‫ﻤﻌﺭﻓﺔ ﺠﺯﺌﻴﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﻤﻌﺭﻓﺔ ﻫﻲ ﺍﻷﺴﺎﺱ ﻟﺘﺒﺴﻴﻁ‬
‫ﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﺘﻁﻭﻴﺭ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻌﻤل ﺒﺤﻴﺙ ﻴﺴﻬل ﻭﻀﻊ ﻤﻌﺎﻴﻴﺭ ﺘﺴﺘﻨﺩ ﻟﻠﻭﺍﺠﺒﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﺍﻟﻤﺤﺩﺩﺓ‬
‫)ﺍﻟﻁﺭﺍﻭﻨﺔ ‪ (1992،‬ﻭﻴﺅﻜﺩ ﺍﻟﻁﺭﺍﻭﻨﺔ ﺃﻥ ﻭﺠﻭﺩ ﺍﻟﺘﺸﺭﻴﻌﺎﺕ ﺍﻟﺠﻴﺩﺓ ﻟﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻭﺍﻟﺠﻬﻭﺩ ﺍﻟﻤﺒﺫﻭﻟﺔ‬
‫ﻓﻲ ﺘﻨﻔﻴﺫ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻡ ﺘﺒﻘﻰ ﻏﻴﺭ ﻜﺎﻓﻴﺔ ﻭﻏﻴﺭ ﻤﻜﺘﻤﻠﺔ ﻓﻲ ﻏﻴﺎﺏ ﺍﻟﻭﺼﻑ ﺍﻟﻭﻅﻴﻔﻲ ﺤﻴﺙ ﺍﻨﻪ ﺇﺫﺍ‬
‫ﻭﺠﺩ ﺍﻟﻭﺼﻑ ﺍﻟﻭﻅﻴﻔﻲ ﺍﻟﺸﺎﻤل ﻭﺍﻟﺩﻗﻴﻕ ﻓﻬﻨﺎﻙ ﺤﺎﺠﺔ ﻤﺎﺴﺔ ﻟﺘﻁﻭﻴﺭ ﻤﻌﺎﻴﻴﺭ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺘﻲ ﺘﻨﺎﺴﺏ‬
‫ﺍﻟﻭﺍﺠﺒﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻟﻜل ﻭﻅﻴﻔﺔ ﻭﻟﺫﻟﻙ ﻓﺈﻥ ﻭﺠﻭﺩ ﻤﻌﺎﻴﻴﺭ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺘﻘﻴﻴﻡ‬
‫ﺍﻷﺩﺍﺀ ﻴﻤﻜﻥ ﻤﻥ ﻤﻌﺎﻟﺠﺔ ﻤﺸﻜﻠﺔ ﻀﻌﻑ ﺍﻷﺩﺍﺀ ‪.‬‬
‫ﻭﻴﺸﻴﺭ )ﺍﻟﻌﺒﺩﺍﻟﻘﺎﺩﺭ‪ (1991،‬ﺃﻥ ﻏﻴﺎﺏ ﺍﻟﺘﺼﻨﻴﻑ ﻟﻠﻭﻅﺎﺌﻑ ﻴﺠﻬﺽ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻭﻴﺤﻭل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻨﺎﺠﻤﺔ ﻋﻥ ﻋﻤﻭﻤﻴﺔ ﻭﺍﺠﺒﺎﺕ ﺍﻟﻭﻅﻴﻔﺔ ﻭﻓﻭﻀﻭﻴﺔ ﻤﺴﺌﻭﻟﻴﺎﺘﻬﺎ ﻭﻋﻔﻭﻴﺔ‬
‫ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺘﺄﻫﻴل ﺍﻟﻼﺯﻤﺔ ﻟﻠﻘﻴﺎﻡ ﺒﺄﻋﻤﺎﻟﻬﺎ ﺩﻭﻥ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺫﻱ ﻴﺘﻘﺭﺭ ﻨﻭﻋﻪ ﻭﻤﺴﺘﻭﺍﻩ‬
‫ﻓﻲ ﻀﻭﺀ ﺍﻟﻔﺎﺭﻕ ﺒﻴﻥ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻭﻅﻴﻔﺔ ﻭﻤﺎ ﻴﺘﻭﺍﻓﺭ ﻟﺩﻯ ﺍﻟﻤﻭﻅﻑ ﻤﻨﻬﺎ ﺴﻭﺍﺀ ﻟﻌﻤل ﻗﺎﺌﻡ ﺃﻭ‬
‫ﻤﺭﺘﻘﺏ ‪ ،‬ﻓﻌﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺭﺒﻁ ﺒﻴﻥ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﻭﺍﺤﺩﺓ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﻼﺌﻡ ﻟﺩﻯ ﺸﺎﻏﻠﻬﺎ‬
‫ﺃﻭ ﻤﻥ ﻴﻬﻴﺄ ﻟﺸﻐﻠﻬﺎ ﻴﺅﺩﻱ ﺍﻟﻰ ﻋﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺝ ﺍﻟﻜﻠﻲ ﻟﻠﺠﻬﺎﺯ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ‪0‬‬
‫ﻭﻴﻀﻴﻑ )ﺍﻟﻌﺒﺩﺍﻟﻘﺎﺩﺭ( ﺃﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﻏﻴﺎﺏ ﺍﻟﺘﺼﻨﻴﻑ ﺍﻟﻭﻅﻴﻔﻲ ﻴﺅﺩﻱ ﺒﺎﻟﻨﺘﻴﺠﺔ ﺍﻟﻰ ﺘﺒﺫﻴﺭ‬
‫ﺍﻷﻤﻭﺍل ﻓﻲ ﻨﺸﺎﻁﺎﺕ ﻴﺸﻙ ﻓﻲ ﻓﺎﺌﺩﺓ ﻤﻌﻅﻤﻬﺎ ﻭﻴﺅﺩﻱ ﺍﻟﻰ ﺍﻨﻌﻜﺎﺴﺎﺕ ﺴﻠﺒﻴﺔ ﻋﻠﻰ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻟﺫﻴﻥ‬
‫ﺘﻡ ﺇﺨﺘﻴﺎﺭﻫﻡ ﻟﻠﺘﺩﺭﻴﺏ ﺒﺼﻭﺭﺓ ﻋﺸﻭﺍﺌﻴﺔ ﺨﺼﻭﺼﺎ ﺃﻭﻟﺌﻙ ﺍﻟﺫﻴﻥ ﻟﻡ ﻴﺤﻘﻕ ﺍﻟﺘﺩﺭﻴﺏ ﻁﻤﻭﺤﺎﺘﻬﻡ ﺃﻭ‬
‫ﺃﻭﻟﺌﻙ ﺍﻟﺫﻴﻥ ﻟﻡ ﺘﺘﺢ ﻟﻬﻡ ﻓﺭﺹ ﺍﻟﺘﺩﺭﻴﺏ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪41‬‬

‫‪ 1/3/2‬ﻨﺸﺄﺓ ﻭﺘﻁﻭﺭ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ‪Establishment & Development of Taiz‬‬

‫‪University‬‬
‫ﺘﻌﺘﺒﺭ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻤﻥ ﺇﺤﺩﻯ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻴﻤﻨﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﺍﻟﻨﺸﺄﺓ ﻓﻘﺩ ﺘﺄﺴﺴﺕ ﻋﻠﻰ ﺃﺭﺒﻊ‬
‫ﻜﻠﻴﺎﺕ ﻫﻲ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﻌﻠﻭﻡ ﻭﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻭ ﻜﺎﻨﺕ ﺤﻴﻨﺌﺫ ﺘﺎﺒﻌﺔ ﻟﺠﺎﻤﻌﺔ ﺼﻨﻌﺎﺀ ﻭﻗﺩ‬
‫ﺼﺩﺭ ﺍﻟﻘﺭﺍﺭ ﺍﻟﺠﻤﻬﻭﺭﻱ ﺭﻗﻡ ) ‪ ( 44‬ﻟﺴﻨﺔ ‪1993‬ﻡ ﺒﺈﻨﺸﺎﺀ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻭﺘﺄﺠل ﺇﻓﺘﺘﺎﺤﻬﺎ ﻜﺠﺎﻤﻌﺔ‬
‫ﺭﺴﻤﻴﺔ ﺤﺘﻰ ﺼﺩﻭﺭ ﺍﻟﻘﺭﺍﺭ ﺍﻟﺠﻤﻬﻭﺭﻱ ﺭﻗﻡ )‪ (151‬ﻟﺴﻨﺔ ‪1995‬ﻡ ﺍﻟﺫﻱ ﻗﻀﻰ ﺒﺘﻌﻴﻴﻥ ﺃﻭل ﺭﺌﻴﺱ‬
‫ﻟﻠﺠﺎﻤﻌﺔ ‪ ،‬ﻭﻜﺎﻥ ﺍﻟﻌﺎﻡ ﺍﻟﺠﺎﻤﻌﻲ ‪1995‬ﻡ ‪1996 /‬ﻡ ﻫﻭ ﺃﻭل ﻋﺎﻡ ﺠﺎﻤﻌﻲ ﻟﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻭﺴﻨﺔ‬
‫ﺍﻷﺴﺎﺱ ﻟﻠﺠﺎﻤﻌﺔ ﻭﻜﺎﻥ ﻋﺩﺩ ﺍﻟﻁﻼﺏ ﻓﻲ ﺴﻨﺔ ﺍﻷﺴﺎﺱ ‪ 96 / 95‬ﻡ ﺤﻭﺍﻟﻲ )‪ ( 12312‬ﻁﺎﻟﺏ‬
‫ﻭﻁﺎﻟﺒﺔ ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ ﺍﺭﺒﻊ ﻜﻠﻴﺎﺕ ) ﺍﻟﺘﺭﺒﻴﺔ ‪ ،‬ﺍﻟﻌﻠﻭﻡ ‪ ،‬ﺍﻵﺩﺍﺏ ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ( ﻭﺘﻀﻤﻨﺕ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﺤﻭﺍﻟﻲ ) ‪ ( 79‬ﻋﻀﻭ ﻫﻴﺌﺔ ﺘﺩﺭﻴﺱ ﺃﺴﺎﺴﻴﺔ ﻭ ) ‪ ( 63‬ﻫﻴﺌﺔ ﻤﻌﺎﻭﻨﺔ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺤﺎﻀﺭ‬
‫ﺘﻀﻡ ﺍﻟﺠﺎﻤﻌﺔ )‪ (8‬ﺜﻤﺎﻨﻲ ﻜﻠﻴﺎﺕ ) ﺍﻟﺘﺭﺒﻴﺔ ‪ ،‬ﺍﻟﻌﻠﻭﻡ ‪ ،‬ﺍﻵﺩﺍﺏ ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ‪ ،‬ﺍﻟﺤﻘﻭﻕ ‪ ،‬ﺍﻟﻁﺏ‬
‫‪،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺼﺤﻴﺔ ‪ ،‬ﺍﻟﺘﺭﺒﻴﺔ ﻓﻲ ﺍﻟﺘﺭﺒﺔ ‪ ،‬ﺍﻟﻬﻨﺩﺴﺔ ﻭﺘﻘﻨﻴﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ (‬
‫ﻜﻤﺎ ﺘﻀﻡ ﺍﻟﺠﺎﻤﻌﺔ ﻋﺩﺩﺍﹰ ﻤﻥ ﺍﻟﻤﺭﺍﻜﺯ ﺍﻟﺠﺎﻤﻌﻴﺔ ) ﻤﺭﻜﺯ ﺍﻟﻠﻐﺎﺕ ‪ ،‬ﻤﺭﻜﺯ ﺍﻟﺘﺩﺭﻴﺏ ﻭ ﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ‪ ،‬ﻤﺭﻜﺯ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﻭﺍﻻﺴﺘﺸﺎﺭﺍﺕ ‪ ،‬ﻤﺭﻜﺯ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺜﻘﺎﻓﻲ ﻭﺍﻹﻋﻼﻤﻲ ‪ ،‬ﻤﺭﻜﺯ‬
‫ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻭﻨﻅﻡ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ‪ ،‬ﻤﺭﻜﺯ ﺍﻟﺒﻴﺌﺔ ﻭﺨﺩﻤﺔ ﺍﻟﻤﺠﺘﻤﻊ ‪ ،‬ﻤﺭﻜﺯ ﺍﻹﺭﺸﺎﺩ ﻭﺍﻟﺒﺤﻭﺙ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ‪.‬‬
‫‪Training & Habilitation at Taiz‬‬ ‫‪ 2/3/2‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﻌﺯ‬
‫‪University‬‬
‫ﺍﻨﻁﻼﻗﺎﹰ ﻤﻥ ﺇﺩﺭﺍﻙ ﺇﺩﺍﺭﺓ ﺍﻟﺠﺎﻤﻌﺔ ﺒﻀﺭﻭﺭﺓ ﺘﻁﻭﻴﺭ ﻗﺩﺭﺍﺕ ﺍﻟﻜﺎﺩﺭ ﺍﻟﻔﻨﻲ ﻭﺍﻹﺩﺍﺭﻱ ﻓﻲ‬
‫ﻤﺠﺎل ﺍﻟﻌﻤل ﻭﺩﻓﻌﻬﻡ ﻟﻠﺘﻔﺎﻋل ﻓﻲ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺘﻴﺢ ﻟﻬﻡ ﺇﻤﻜﺎﻨﻴﺔ ﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺘﻬﻡ‬
‫ﻭﻗﺩﺭﺍﺘﻬﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻭﻤﻤﺎ ﻴﻤﻜﻨﻬﻡ ﻤﻥ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﻭﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻰ ﺴﻴﺭ‬
‫ﺍﻟﻌﻤل ﺍﻹﺩﺍﺭﻱ ﻭﺘﺤﻘﻴﻘﺎ ﻟﺫﻟﻙ ﺃﺼﺩﺭﺕ ﺭﺌﺎﺴﺔ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﺍﻟﻘﺭﺍﺭ ﺭﻗﻡ )‪ (147‬ﻟﺴﻨﺔ ‪2005‬ﻡ‬
‫ﺍﻟﺨﺎﺹ ﺒﺎﻋﺘﻤﺎﺩ ﺍﻟﻼﺌﺤﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻟﺩﺍﺌﺭﺓ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﻤﺎﻟﻲ ﻭﺍﻹﺩﺍﺭﻱ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻟﺴﻨﺔ ‪2004‬ﻡ‬
‫ﻭﺍﻟﺘﻲ ﺘﺘﺒﻌﻬﺎ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﺍﻟﻤﻠﺤﻕ ﺭﻗﻡ )‪( 6‬‬
‫ﻭﺘﻘﻭﻡ ﺍﻟﺠﺎﻤﻌﺔ ﻋﻥ ﻁﺭﻴﻕ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﺒﺘﻘﺩﻴﻡ ﻋﺩﺩ ﻤﻥ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺩﺍﺨﻠﻴﺔ‬
‫ﻭﺍﻟﺨﺎﺭﺠﻴﺔ ﻭﺘﺤﺭﺹ ﻋﻠﻰ ﺇﻥ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻟﺩﻭﺭﺍﺕ ﻓﻲ ﻤﺭﺍﻜﺯ ﺤﺩﻴﺜﺔ ﻭﻤﺘﻘﺩﻤﺔ ﻭﻋﻠﻰ ﺃﻴﺩﻱ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪42‬‬

‫ﻤﺩﺭﺒﻴﻥ ﻤﺸﻬﻭﺩ ﻟﻬﻡ ﺒﺎﻟﺨﺒﺭﺓ ﻭﺍﻟﻜﻔﺎﺀﺓ ‪ ،‬ﻜﻤﺎ ﺘﻌﺩ ﺍﻟﺠﺎﻤﻌﺔ ﺨﻁﺔ ﺴﻨﻭﻴﺔ ﻟﻠﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﺘﺩﺭﺠﻬﺎ‬
‫ﻀﻤﻥ ﺍﻟﻤﻭﺍﺯﻨﺔ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺠﺎﻤﻌﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪43‬‬

‫‪ 4/2‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫‪ 1/4/2‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‪:‬‬
‫ﺃﻭﻻﹰ ‪ -:‬ﺩﺭﺍﺴﺔ )ﺍﻟﺯﻋﺒﻲ ‪1991 ،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻤﺩﻴﺭﻴﻥ ﻭﺭﺅﺴﺎﺀ‬
‫ﺍﻷﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﻴﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ‪ ،‬ﻭﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺍﺸﺘﺭﻜﻭﺍ‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻤﺩﻴﺭﻱ ﺍﻟﺩﻭﺍﺌﺭ ﻭﺍﻟﻤﺩﻴﺭﻴﺎﺕ‬ ‫ﺒﻬﺎ "‬
‫ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﺃﻨﻔﺴﻬﻡ‪ .‬ﻜﺫﻟﻙ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺍﺸﺘﺭﻙ ﺒﻬﺎ‬
‫ﻤﺩﻴﺭﻭ ﺩﻭﺍﺌﺭ ﺍﻟﻤﺩﻴﺭﻴﺎﺕ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﻴﺔ ﺨﻼل ﻋﻤﻠﻬﻡ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ‪.‬‬
‫ﻭﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻓﺌﺘﻴﻥ؛ ﻓﺌﺔ ﺍﻟﻤﺩﻴﺭﻴﻥ ﺍﻟﺘﻲ ﺸﻤﻠﺕ ﻤﺩﻴﺭﻱ ﺍﻟﺩﻭﺍﺌﺭ‪ /‬ﺍﻟﻤﺩﻴﺭﻴﺎﺕ‬
‫ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ ﻭﻴﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (62‬ﻓﺭﺩﺍﹰ ﻭﻓﺌﺔ ﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻭﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (171‬ﻓﺭﺩﺍﹰ‬
‫ﻤﻥ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻷﺭﺒﻌﺔ )ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻭﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ ﻭﺠﺎﻤﻌﺔ ﺍﻟﻌﻠﻭﻡ ﻭﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬
‫ﻭﺠﺎﻤﻌﺔ ﻤﺅﺘﺔ(‪.‬‬
‫ﻭﺃﻫﻡ ﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﻲ ﺨﺭﺠﺕ ﺒﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﻫﻲ ﻋﻘﺩ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻤﺩﻴﺭﻴﻥ‬
‫ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻓﻲ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻤﺠﺎﻻﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻀﺭﻭﺭﺓ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺎﺕ‬
‫ﻤﺸﺎﺒﻬﺔ ﻤﻥ ﺃﺠل ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻜﺎﻓﺔ ﺍﻹﺩﺍﺭﻴﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ‪ ،‬ﻭﺍﻟﻌﻤل ﻋﻠﻰ‬
‫ﺘﻠﺒﻴﺘﻬﺎ ﻤﻥ ﺨﻼل ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﺍﻟﻨﻅﺭ ﻓﻲ ﺃﺴﺱ ﺍﻟﺘﻌـﻴـﻴﻥ ﻭﺍﻟﺘﺭﻗﻴﺔ‬
‫ﻟﻭﻅﻴﻔﺔ ﺍﻟﻤﺩﻴﺭ ﻭﺭﺌﻴﺱ ﺍﻟﻘﺴﻡ‪ ،‬ﻭﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻌﻘﺩ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺎﺕ ﻟﻤﺎ‬
‫ﺘﺤﻘـﻘﻪ ﻤﻥ ﻓﺎﺌﺩﺓ ﻜﺒﻴﺭﺓ ﺒﺘﻜﻠﻔﺔ ﻤﺎﺩﻴﺔ ﻗﻠﻴﻠﺔ ﻭﻤﻨﺎﺴﺒﺔ ﻟﻅﺭﻭﻑ ﺍﻟﻌﻤل‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ‪ :‬ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺃﻥ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻌﻘﺩ ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﻭﺘﺘﺤﻘﻕ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻭﺘﺘﺤﻘﻕ ﺍﻹﻀﺎﻓﺔ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﺘﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻤﻥ ﻨﺎﺤﻴﺔ ﻭﺍﻟﺠﺎﻤﻌﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ﻭﺘﺤﻘﻴﻕ ﺍﻹﻨﺴﺠﺎﻡ ﺒﻴﻥ ﺃﻫﺩﺍﻑ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ‬
‫ﻴﺭﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﻤﻭﻅﻑ‬

‫ﺜﺎﻨﻴﺎﹰ ‪ -:‬ﺩﺭﺍﺴﺔ ) ﻤﺨﺎﻤﺭﺓ ‪1991،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺸﺭﻜﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ‪ :‬ﺘﺤﻠﻴل‬
‫ﻟﻠﻤﻤﺎﺭﺴﺎﺕ ﻭﺍﻟﻨﺸﺎﻁﺎﺕ "‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻨﺸﺎﻁﺎﺕ ﺍﻟﺘﺩﺭﻴﺏ ﺨﺎﺭﺝ ﺍﻟﻌﻤل ﻭﻤﻤﺎﺭﺴﺎﺘﻪ ﻓﻲ‬
‫ﺍﻟﺸﺭﻜﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ ﺜﻡ ﺩﺭﺍﺴﺘﻬﺎ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﺫﻟﻙ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺒﻴﺎﻥ ﻓﻲ )‪ (62‬ﺸﺭﻜﺔ ﺃﺭﺩﻨﻴﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪44‬‬

‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺨﺭﺠﺕ ﺒﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻫﻲ ﺃﻥ ﺤﺎﺠﺔ ﺍﻟﺸﺭﻜﺔ ﻟﻠﺘﺩﺭﻴﺏ ﻫﻲ ﺃﻫﻡ‬
‫ﻋﺎﻤل ﻓﻲ ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺤﺠﻡ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﻴﻠﻲ ﺫﻟﻙ ﻤﻭﺍﺯﻨﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺭﻏﺒﺔ‬
‫ﺍﻟﺭﺌﻴﺱ ﺍﻟﻤﺒﺎﺸﺭ ﻟﻠﻤﺘﺩﺭﺏ‪ ،‬ﻭﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺸﺨﺼﻴﺔ ﺘﺅﺜﺭ ﻋﻠﻰ ﻤﻥ ﻴﺸﺘﺭﻙ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﺴﻭﺍﺀ ﻤﻥ ﺤﻴﺙ ﺭﻏﺒﺔ ﺍﻟﻤﺘﺩﺭﺏ ﺃﻭ ﺘﺭﺸﻴﺢ ﺍﻟﺭﺌﻴﺱ ﺍﻟﻤﺒﺎﺸﺭ ﻟﻠﻤﺘﺩﺭﺏ‪ .‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ‬
‫ﻟﻠﺘﺩﺭﻴﺏ ﺩﻭﺭﺍ ًﻤﻬﻤﺎﹰ ﻭﺇﻴﺠﺎﺒﻴﺎﹰ ﻓﻲ ﺇﻨﺠﺎﺯ ﺍﻟﻌﺎﻤل ﻭﺴﻠﻭﻜﻪ ﻓﻲ ﺍﻟﻌﻤل‪ ،‬ﻭﺃﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺩﺍﺨﻠﻲ ﺃﻜﺜﺭ‬
‫ﻓﺎﻋﻠﻴﺔ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺨﺎﺭﺠﻲ ﺒﺸﻜل ﻋﺎﻡ‪ .‬ﺤﻴﺙ ﺘﺒﻴﻥ ﺃﻥ ﻫﺩﻑ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺨﺎﺭﺠﻲ ﺘﺭﻓﻴﻬﻴﺎﹰ‪،‬‬
‫ﻭﺍﻋﺘﻤﺎﺩ ﺍﻟﺸﺭﻜﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ ﻓﻲ ﺘـﻘـﻴـﻴﻤﻬﺎ ﻟﻠﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺭﺃﻱ ﺍﻟﻤﺘﺩﺭﺏ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ ﺒﻌﺩ‬
‫ﺍﻨﺘﻬﺎﺀ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘـﻘﺭﻴﺭ ﻴﺭﻓﻌﻪ ﺇﻟﻰ ﺭﺌﻴﺴﻪ ﻤﻥ ﺩﻭﻥ ﺃﻥ ﻴﻜﻭﻥ‬
‫ﻫﻨﺎﻙ ﻤﺘﺎﺒﻌﺔ ﻭﺘـﻘـﻴـﻴﻡ ﻟﻠﻤﺘﺩﺭﺏ ﺒﻌﺩ ﺍﻹﻨﺘﻬﺎﺀ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻻﻗـﺘﺭﺍﺤﺎﺕ ﺍﻟﺘﻲ ﺃﻭﺭﺩﻫﺎ ﻤﺨﺎﻤﺭﺓ ‪ -:‬ﻫﻲ ﻀﺭﻭﺭﺓ ﺍﻟﻘﻴﺎﻡ ﺒﺩﺭﺍﺴﺔ ﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻭﺫﻟﻙ ﺒﺩﺭﺍﺴﺔ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﻤﻌﺭﻓﺔ ﺁﺭﺍﺌﻬﻡ ﺒﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺃﺜﺭ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺴﻠﻭﻜﻬﻡ ﻭﺇﻨﺠﺎﺯﻫﻡ ﻭﺃﻥ ﺘﺘﻀﻤﻥ ﺍﻟﺩﺭﺍﺴﺔ ﻤﺠﻤﻭﻋﺘﻴﻥ ﺃﺤﺩﺍﻫﻤﺎ ﺨﺎﻀﻌﺔ ﻟﻠﺘﺩﺭﻴﺏ‬
‫ﻭﺍﻷﺨﺭﻯ ﻏﻴﺭ ﺨﺎﻀﻌﺔ ﻟﻠﺘﺩﺭﻴﺏ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻗﻴﺎﺱ ﺃﺩﺍﺀ ﻜل ﻤﻨﻬﻤﺎ‪ ،‬ﻭﻤﻌﺭﻓﺔ ﺁﺭﺍﺀ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ‬
‫ﺘﺄﺜﻴﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺃﺩﺍﺌﻬﻡ ﻭﺇﻨﺠﺎﺯﻫﻡ‪.‬‬
‫ﻋﻼﻗﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪:‬ﻭﻟﺩﺭﺍﺴﺔ ﻤﺨﺎﻤﺭﺓ ﻋﻼﻗﺔ ﻭﺜﻴﻘﺔ ﺒﺎﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺍﻟﺘﻲ ﺘﻌﺘﺒﺭ‬
‫ﺘﻘﻴﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ ﺇﺤﺩﻯ ﻤﺭﺘﻜﺯﺍﺘﻬﺎ ﺍﻟﺭﺌﻴﺴﺔ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺔ ﻗﻴﺎﺱ ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻭﻤﻌﺭﻓﺔ ﺃﺭﺍﺌﻬﻡ ﻓﻲ ﺘﺄﺜﻴﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺃﺩﺍﺌﻬﻡ ﻭﺍﻨﺠﺎﺯﺍﺘﻬﻡ ‪0‬‬

‫ﺜﺎﻟﺜﺎﹰ ‪ -:‬ﺩﺭﺍﺴﺔ ) ﺤﻤﺎﺩ ‪1994،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺘـﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ )ﺍﻟﻁﺭﻕ‪ ،‬ﺍﻟﻤﻌﻭﻗﺎﺕ‪،‬‬
‫ﺍﻟﺒﺩﺍﺌل( "‬
‫ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺤﻤﺎﺩ ﺍﻟﻰ ﻤﺤﺎﻭﻟﺔ ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺯﻴﺎﺩﺓ ﺇﻴﻀﺎﺡ ﺍﻟﻭﻋﻲ ﺍﻹﺩﺍﺭﻱ ﺒﺎﻹﻁﺎﺭ‬
‫ﺍﻹﺸﻜﺎﻟﻲ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻡ ﺒﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺒﻨﻲ ﺴﻴﺎﺴﺔ ﺘﻘﻴﻴﻤﻴﺔ ﺃﻜﺜﺭ ﻭﺍﻗﻌﻴﺔ ﻭﺇﺨﻀﺎﻉ ﻋﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ‬
‫ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ ﺇﻟﻰ ﻋﻤﻠﻴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻋﻤﻴﻘﺔ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻡ ﻟﻸﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﻴﺠﺏ ﺃﻥ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﻁﻭﻴﺭ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻘﻁ ﻭﻟﻴﺱ ﺇﻟﻰ ﻋﻘﺎﺒﻬﻡ ﺃﻭ ﻤﻜﺎﻓﺄﺘﻬﻡ‪ ،‬ﻭﺇﻋﺩﺍﺩ ﻭﺘـﻨﻔﻴﺫ‬
‫ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﺸﺭﻓﻴﻥ ﻋﻠﻰ ﺇﺠﺭﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻡ ﻭﻟﻴﺱ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺘﻌﺒﺌﺔ ﻨﻤﺎﺫﺝ‬
‫ﺍﻟﺘـﻘﻴﻴﻡ ﻓﻘﻁ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪45‬‬

‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻭﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻼﻗﺔ ﻗﻭﻴﺔ ﺒﺎﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺤﻴﺙ‬
‫ﺭﺒﻁﻬﺎ ﺒﻌﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﺃﺤﺩ ﻤﺤﺎﻭﺭﻫﺎ ﺍﻟﺫﻱ ﻴﻤﺜل ﺃﺤﺩ ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﻤﻬﻤﺔ ﻟﻺﻁﺎﺭ‬
‫ﺍﻟﻌﺎﻡ ﻟﻨﻅﺎﻡ ﺍﻟﺠﺩﺍﺭﺓ ﻜﻤﺎ ﻭﺃﻥ ﺃﺤﺩ ﻋﻨﺎﺼﺭﻫﺎ ﺍﻟﺴﺘﺔ ﻫﻭ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁﻭﻴﺭ‪.‬‬

‫ﺭﺍﺒﻌﺎﹰ ‪ -:‬ﺩﺭﺍﺴﺔ )ﻤﻔﺘﺎﺡ ‪1996 ،‬ﻡ ( " ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻤﺩﻴﺭﻱ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺭﺅﺴﺎﺀ‬
‫ﺍﻷﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﻴﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻠﻴﺒﻴﺔ "‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺩﺭﺠﺔ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻤﺩﻴﺭﻱ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺭﺅﺴﺎﺀ‬
‫ﺍﻷﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻠﻴﺒﻴﺔ ﺒﺎﺨﺘﻼﻑ ﺍﻟﻤﺭﺘﺒﺔ ﺍﻟﻭﻅﻴﻔﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺴﻨﻭﺍﺕ‬
‫ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻭﺍﻟﺘﺨﺼﺹ‪ ،‬ﻭﺍﻟﺠﺎﻤﻌﺔ‪ .‬ﻭﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (330‬ﺇﺩﺍﺭﻴﺎ ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ‬
‫ﻓـﺌـﺘﻴﻥ ﻫﻤﺎ؛ ﻓﺌﺔ ﻤﺩﻴﺭﻱ ﺍﻹﺩﺍﺭﺍﺕ ‪ ،‬ﻭﻓﺌﺔ ﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﻴﻴﻥ ‪.‬‬
‫ﻭﻗﺩ ﺃﻭﺼﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻌﻤﻴﻡ ﻭﺘـﻨـﻔـﻴﺫ ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴـﺒـﻴﺔ ﻟﻤﺩﻴﺭﻱ ﺍﻹﺩﺍﺭﺍﺕ‬
‫ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﺘﻠﺒﻲ ﺤﺎﺠﺎﺘﻬﻡ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻭﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﺩﺭﺍﺴﺔ ﻤﻔﺘﺎﺡ ﻭﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻲ‬
‫ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺘﻌﻤﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﻠﺒﻲ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻁﻠﻭﺒﺔ ‪ ،‬ﺃﻱ ﺃﻨﻬﺎ ﺘﺄﺨﺫ ﺒﻌﻴﻥ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﺨﺼﺎﺌﺹ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﺭﺘﺒﺔ ﺍﻟﻭﻅﻴﻔﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺴﻨﻭﺍﺕ‬
‫ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻭﺍﻟﺘﺨﺼﺹ‪.‬‬

‫ﺨﺎﻤﺴﺎﹰ ‪ -:‬ﺩﺭﺍﺴﺔ ) ﻋﻤﻴﺭﺓ ‪1999،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺍﻟﺘﺩﺭﻴﺏ ﻭﺩﻭﺭﻩ ﻓﻲ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﻤﺩﺨل ﻤﻥ ﻤﺩﺍﺨل ﺍﻟﺘﻨﻤﻴﺔ ﺩﺭﺍﺴﺔ ﺘﻁﺒﻴﻘﻴﺔ ﻋﻠﻰ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻹﺸﺭﺍﻓﻲ ﻓﻲ‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﻌﺎﻤﺔ ﻟﻠﻜﻬﺭﺒﺎﺀ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻟﺤﺩﻴﺩﺓ ﺒﺎﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ "‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻤﻥ ﺨﻼل ﺭﻓﻊ ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﻭﻤﺤﺎﻭﻟﺔ ﺘﺼﻤﻴﻡ ﻨﻤﻭﺫﺝ ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻲ ﻴﺘﻀﻤﻥ ﺍﻟﻁﺭﻕ ﻭﺍﻟﻭﺴﺎﺌل ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ‬
‫ﻴﻌﻤل ﻋﻠﻰ ﺭﻓﻊ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻹﺩﺍﺭﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻹﺸﺭﺍﻓﻲ‬
‫ﻭﺘﺄﻟﻑ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺈﺩﺍﺭﺓ ﻤﻨﻁﻘﺔ ﺍﻟﺤﺩﻴﺩﺓ ﻭﻋﺩﺩﻫﻡ )‪ (497‬ﻤﻔﺭﺩﺓ ﻭﺭﻜﺯﺕ ﻋﻠﻰ‬
‫ﻋﻴﻨﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻹﺸﺭﺍﻓﻲ ) ﻤﺩﻴﺭﻴﻥ ﻭﺭﺅﺴﺎﺀ ﺃﻗﺴﺎﻡ ( ﻭﻋﺩﺩﻫﻡ )‪ ( 50‬ﻤﻔﺭﺩﺓ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪46‬‬

‫ﺃﻫﻡ ﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﻲ ﺨﺭﺠﺕ ﺒﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ‪-:‬‬

‫ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﻋﺩﺩ ﻤﻥ ﺍﻟﺘﻭﺼﻴﺎﺕ ﻭﻤﻥ ﺃﻫﻤﻬﺎ ﺇﺸﺭﺍﻙ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺇﺒﺩﺍﺀ‬
‫ﺭﺃﻴﻬﻡ ﻓﻲ ﺍﻟﺘﺨﻁﻴﻁ ﻟﻠﺘﺩﺭﻴﺏ ﺤﻴﺙ ﻴﺅﺜﺭ ﺇﺸﺭﺍﻜﻬﻡ ﻭﺃﺨﺫ ﺭﺃ ﻴﻬﻡ ﻋﻠﻰ ﺩﺭﺠﺔ ﺘﻌﻠﻤﻬﻡ ﻟﻠﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻤﻌﻁﺎﺓ ﻟﻬﻡ ‪.‬‬
‫ﻋﻼﻗﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ ‪ -:‬ﻭﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺭﺍﺒﻁ ﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺤﻴﺙ ﺍﻷﺨﺫ ﺒﺄﺭﺍﺀ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺇﺸﺭﺍﻜﻬﻡ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻘﺩﻤﺔ ﻟﻬﻡ ﻭﺫﻟﻙ ﻟﺭﻓﻊ ﻜﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻘﺩﻤﺔ‬

‫ﺴﺎﺩﺴﺎﹰ‪ -:‬ﺩﺭﺍﺴﺔ )ﺍﻟﺭﻓﺎﻋﻲ ‪2000 ،‬ﻡ( " ﺃﺜﺭ ﺍﻟﺘﺩﺭﻴﺏ ﺃﺜـﻨﺎﺀ ﺍﻟﺨﺩﻤﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﻭﺴﻠﻭﻙ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻟﻤﺴﺘـﻔـﻴﺩﻴﻥ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ "‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺘﻁﺭﺃ ﻋﻠﻰ ﺃﺩﺍﺀ ﻭﺴﻠﻭﻙ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻟﻤﺴﺘﻔﻴﺩﻴﻥ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺃﺜﻨﺎﺀ ﺍﻟﺨﺩﻤﺔ ﻭﺃﻭﻀﺎﻋﻬﻡ ﺍﻟﻭﻅﻴﻔﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ‪ -:‬ﺃﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺃﺜـﻨﺎﺀ ﺍﻟﺨﺩﻤﺔ ﻟﻪ ﺃﺜﺭ ﻜﺒﻴﺭ ﻋﻠﻰ‬
‫ﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﻀﺭﻭﺭﺓ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺇﺸﺭﺍﻙ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻤﺨﺘﻠﻔﺔ‪،‬‬
‫ﻭﺭﺼﺩ ﺍﻟﻤﻴﺯﺍﻨﻴﺎﺕ ﺍﻟﻀﺭﻭﺭﻴﺔ ‪ ،‬ﻭﻜﺫﻟﻙ ﺒﻴﻨﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻫﻤﻴﺔ ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﻤﺠﺎل ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﻤﺠﺎل ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺅﺩﻱ ﺇﻟﻰ ﻀﻤﺎﻥ ﻭﺴﻼﻤﺔ ﺍﻟﺘـﻨﻅﻴﻡ‬
‫ﻭﺍﻟﺘﺨﻁﻴﻁ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﺘـﻨﻅﻴﻤﻬﺎ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻭﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻼﻗﺔ ﺒﺎﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻲ ﺃﻨﻬﺎ ﺘﺅﻜﺩ‬
‫ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺘﺨﻁﻴﻁ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﺘـﻨﻅﻴﻤﻬﺎ‪.‬‬
‫ﺴﺎﺒﻌﺎﹰ ‪ -:‬ﺩﺭﺍﺴﺔ ) ﺒﻭﻜﻤﻴﺵ ‪2001 ،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﻨﻅﺎﻡ ﺘﻘﻴﻴﻡ ﺃﺩﺍﺀ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ‬
‫ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﻌﺎﻤﺔ ﻓﻲ ﺍﻟﺠﺯﺍﺌﺭ ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﺘﺤﻠﻴﻠﻴﺔ "‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﻭﺍﻗﻊ ﻨﻅﺎﻡ ﺘﻘﻴﻴﻡ ﺃﺩﺍﺀ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﻌﺎﻤﺔ ﺒﺎﻟﺠﺯﺍﺌﺭ‪ ،‬ﻭﻤﻌﺭﻓﺔ‬
‫ﻤﺩﻯ ﺭﻀﺎ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻋﻨﻪ‪.‬‬
‫ﻭﻴﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻟﺨﺎﻀﻌﻴﻥ ﻟﻘﺎﻨﻭﻥ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﻌﺎﻤﺔ ﻭﺍﻟﻤﺼﻨﻔﻴﻥ ﻓﻲ‬
‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﺍﻟﺜﻼﺜﺔ؛ ﺇﺩﺍﺭﺓ ﻋﻠﻴﺎ‪ ،‬ﺇﺩﺍﺭﺓ ﻭﺴﻁﻰ‪ ،‬ﺇﺩﺍﺭﺓ ﺘـﻨﻔﻴﺫﻴﺔ‪ ،‬ﻭﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻤﻥ ﺨﻼل ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻁﺒﻘﻴﺔ ﺒﻨﺴﺒﺔ )‪ (%20‬ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﺒﻤﺎ‬
‫ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺍﻟﻌﺩﺩ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻤﻭﻅﻔﻴﻥ ﺤﻴﺙ ﺒﻠﻎ ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻲ ﺘﻡ ﺘﻭﺯﻴﻊ ﺍﻹﺴﺘﺒﺎﻨﺎﺕ‬
‫ﻋﻠﻴﻬﻡ )‪ (1125‬ﻤﻭﻅﻔﺎﹰ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪47‬‬

‫ﺃﻭﺼﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻀﺭﻭﺭﺓ ﻤﺭﺍﻋﺎﺓ ﺃﻫﺩﺍﻑ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻤﻥ ﺨﻼل ﺘﺤﺩﻴﺩ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ‬
‫ﻭﻤﺤﺩﺩﺓ ﻟﻠﺘﻘﻴﻴﻡ ﻭﺭﺒﻁ ﺃﻫﺩﺍﻑ ﻭﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﺒﺄﻫﺩﺍﻑ ﺍﻟﻤﻨﻅﻤﺔ ‪ ،‬ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ‬
‫ﺍﻟﺘﻭﺼﻴﺔ ﺒﺈﻋﺩﺍﺩ ﺴﺠﻼﺕ ﻭﻤﺼﺎﺩﺭ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺃﺩﺍﺀ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺒﺤﻴﺙ ﻴﻤﻜﻥ ﺍﻟﺭﺠﻭﻉ ﺇﻟﻴﻬﺎ‬
‫ﻋﻨﺩ ﺘﻘﻴﻴﻡ ﺃﺩﺍﺀ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺒﺎﻹﻀﺎﻓﺔ ﺍﻟﻰ ﺍﻟﺘﻭﺼﻴﺔ ﺒﺈﺴﻨﺎﺩ ﻤﻬﻤﺔ ﻤﺭﺍﺠﻌﺔ ﻨﺘﺎﺌﺞ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻟﻠﻤﺩﻴﺭ )‬
‫ﺍﻟﺭﺌﻴﺱ ﺍﻟﻤﺒﺎﺸﺭ ( ﻟﻜﻭﻨﻪ ﺃﻗﺭﺏ ﺍﻟﻤﺴﺌﻭﻟﻴﻥ ﻓﻲ ﺍﻟﺴﻠﻡ ﺍﻹﺩﺍﺭﻱ ﺍﻟﻰ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻟﺘﻤﻜﻨﻪ ﻤﻥ ﺍﻟﺘﺄﻜﺩ ﻤﻥ‬
‫ﺼﺤﺔ ﻭﺴﻼﻤﺔ ﺇﺠﺭﺍﺀﺍﺕ ﻭﺘﻘﻴﻴﻡ ﺃﺩﺍﺀ ﺍﻟﻤﻭﻅﻔﻴﻥ ‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪:‬ﻭﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻼﻗﺔ ﺒﺩﺭﺍﺴﺘﻨﺎ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺤﻴﺙ ﻀﺭﻭﺭﺓ‬
‫ﺇﺴﻨﺎﺩ ﻤﻬﻤﺔ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﺍﻟﻰ ﺍﻟﺭﺌﻴﺱ ﺍﻟﻤﺒﺎﺸﺭ ﻓﻲ ﺍﺘﺨﺎﺫ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﻗﻴﺎﺱ‬
‫ﺍﻷﺜﺭ ﺍﻟﺘﺩﺭﻴﺒﻲ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ‪ ،‬ﻭﻤﺩﻯ ﺍﻨﺴﺠﺎﻡ ﺃﻫﺩﺍﻑ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﻊ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫ﺜﺎﻤﻨﺎﹰ ‪ -:‬ﺩﺭﺍﺴﺔ )ﺃﺒﻭﻗﻔﺔ ‪2003 ،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺃﺜﺭ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻤﺼﺎﺭﻑ‬
‫ﺍﻟﺘﺠﺎﺭﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ ﻋﻠﻰ ﻜﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ "‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻭﺼﻑ ﻭﺘﻭﺼﻴﻑ ﺍﻟﻭﻅﺎﺌﻑ ﻭﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﻭﻤﺩﻯ ﺘﻁﺒﻴﻕ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻨﺩ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺒﺎﻟﻤﺼﺎﺭﻑ ﺍﻟﺘﺠﺎﺭﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ‪ ،‬ﻭﺍﻟﻭﻗﻭﻑ ﻋﻠﻰ ﺍﻟﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻲ ﺘـﺅﺜﺭ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺘﺤﺩﻴﺩ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﻟﻔﺕ ﺍﻨﺘﺒﺎﻩ ﺍﻟﻤﺴﺌﻭﻟﻴﻥ ﻭﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺍﻟﺘﺩﺭﻴﺏ ﺇﻟﻰ ﺃﻫﻤﻴﺔ ﺘﺤﺩﻴﺩ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﻤﻌﺎﺭﻑ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﻭﻗﺩ ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺠﻤﻴﻊ ﺍﻟﻤﺼﺎﺭﻑ ﺍﻟﻠﻴﺒﻴﺔ ﺍﻟﺫﻴﻥ ﺸﺎﺭﻜﻭﺍ ﻓﻲ‬
‫ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ ﺴﺎﺒﻘﺔ ﺤﻴﺙ ﺒﻠﻎ ﺤﺠﻡ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ )‪ (670‬ﻤﺘﺩﺭﺒﺎﹰ ﺒﻨﺴﺒﺔ )‪ (%55.3‬ﻤﻥ ﻤﺠﺘﻤﻊ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻫﻨﺎﻙ ﻭﻋﻴﺎﹰ ﻷﻫﻤﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻜﻭﻨﻪ‬
‫ﻨﺸﺎﻁ ﻤﻬﻡ ﻭﺠﺎﺩ ﻭﺃﻨﻪ ﻴﺴﺎﻫﻡ ﻓﻲ ﺘـﻐـﻴـﻴـﺭ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺇﻴﺠﺎﺒﻴﺎﹰ ﺒﻬﺩﻑ ﺭﻓﻊ ﻤﺴﺘﻭﻯ‬
‫ﺍﻷﺩﺍﺀ ﻭﺴﺩ ﺍﻟﻔﺠﻭﺓ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﺤﺎﻟﻲ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻤﻁﻠﻭﺏ ﺍﻟﻭﺼﻭل ﺇﻟﻴﻪ‪ .‬ﻭﺃﻴﻀﺎﹰ ﺍﺴﺘـﻨـﺘـﺞ‬
‫ﺍﻟﺒﺎﺤﺙ ﺃﻥ ﻋﻤﻠﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻡ ﺘـﻘﻡ ﻋﻠﻰ ﺃﺴﺎﺱﹴ ﻋﻠﻤﻲ ﺩﻗﻴﻕ ﻤﻤﺎ ﺃﺩﻯ ﺇﻟﻰ‬
‫ﻋﺩﻡ ﺘﺤﻘﻴﻕ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻷﻫﺩﺍﻓﻬﺎ‪ ،‬ﻜﻤﺎ ﻭﺃﻥ ﺃﺴﻠﻭﺏ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻨﺩ ﺍﻟﺘﺭﺸﻴﺢ‬
‫ﻟﺩﻭﺭﺍﺕ ﺨﺎﺭﺝ ﺍﻟﺩﻭﻟﺔ‪ ،‬ﻭﺃﺴﻠﻭﺏ ﺍﻷﻭﻟﻭﻴﺔ ﻭﺍﻟﺘﺭﺘﻴﺏ )ﺍﻷﺴﻠﻭﺏ ﺍﻟﺘـﻘﻠﻴﺩﻱ( ﻫﻤﺎ ﺍﻟﻤﺘﺒﻌﺎﻥ‪ ،‬ﻭﻻ ﻴﺘﻡ‬
‫ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺒﺎﻷﺴﻠﻭﺏ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻠﻴﻡ ﺤﺴﺏ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل ﺍﻟﻔﻌﻠﻴﺔ ﺇﻻ ﻓﻲ ﺃﻀﻴﻕ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪48‬‬

‫ﺍﻟﺤﺩﻭﺩ ‪ ،‬ﻜﻤﺎ ﺒﻴﻥ ﺍﻟﺒﺎﺤﺙ ﺃﻥ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺴﺌﻭﻟﺔ ﻋﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻜﺎﻨﺕ ﻓﻲ ﻤﺴﺘﻭﻯ ﻤﻜﺎﺘﺏ ﺘﺩﺭﻴﺏ‬
‫ﻤﺘﻭﺍﻀﻌﺔ ﺘـﻔـﺘـﻘـﺭ ﺇﻟﻰ ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﺒﺸﺭﻴﺔ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻟﺘﺩﺭﻴﺏ‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺇﻥ ﻋﻤﻠﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘـﻘﻭﻡ ﻋﻠﻰ ﺃﺴﺎﺱ‬
‫ﻋﻠﻤﻲ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻷﻫﺩﺍﻓﻬﺎ ﺍﻟﻤﻨـﺸﻭﺩﺓ ﻭﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺘﺤﺩﻴﺩﻫﺎ ﻷﻨﻬﺎ‬
‫ﻫﻲ ﺍﻟﻤﺩﺨل ﺍﻷﺴﺎﺴﻲ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺭﻤﺘﻬﺎ ‪.‬‬

‫ﺘﺎﺴﻌﺎﹰ ‪ -:‬ﺩﺭﺍﺴﺔ )ﻋﻴﺎﺩ ‪2003 ،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺍﺘﺠﺎﻫﺎﺕ ﻤﺩﻴﺭﻱ ﺍﻟﺩﻭﺍﺌﺭ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻹﺩﺍﺭﻱ "‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺍﺘﺠﺎﻫﺎﺕ ﻤﺩﻴﺭﻱ ﺍﻟﺩﻭﺍﺌﺭ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻭﻫﺩﻓﺕ ﺃﻴﻀﺎﹰ ﺇﻟﻰ ﺒﻴﺎﻥ ﺃﺜﺭ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺅﻫل‬
‫ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺨﺒﺭﺓ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﻤﺩﻴﺭﻱ ﺍﻟﺩﻭﺍﺌﺭ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻨﺤﻭ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻹﺩﺍﺭﻱ‪ .‬ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻤﺩﻴﺭﻱ ﺍﻟﺩﻭﺍﺌﺭ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺃﺴﻠﻭﺏ ﺍﻹﺴﺘﺒﺎﻨﺔ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺍﻟﻌﻴﻨﺔ‬
‫ﺍﻟﺘﻲ ﺘﻤﺜـل ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻋﺩﺩﻫﻡ )‪ (71‬ﻤﻔﺭﺩﺓ ﻋﺎﻤﻠﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻻﺘﺠﺎﻫﺎﺕ ﻨﺤﻭ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻹﺩﺍﺭﻱ‬
‫ﻜﺎﻨﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺠﻤﻴﻊ ﺍﻟﻤﺠﺎﻻﺕ‪ ،‬ﻭﺍﻷﻫﺩﺍﻑ‪ ،‬ﻭﺍﻟﺴﻴﺎﺴﺎﺕ‪ ،‬ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‪ ،‬ﻭﺍﻟﺘﺼﻨﻴﻑ‪،‬‬
‫ﻭﺍﻟﺘﻭﺼﻴﻑ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﺍﻟﻬﻴﻜل ﺍﻟﺘـﻨﻅﻴﻤﻲ‪ ،‬ﻭﺍﻟﺒﻴﺌﺔ ﺍﻟﺘـﻨﻅﻴﻤﻴﺔ‪ ،‬ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻘﻴﺎﺩﻴﺔ‪ ،‬ﻭﺇﺩﺍﺭﺓ‬
‫ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻭﺍﻟﺭﻗﺎﺒﺔ‪ ،‬ﻭﺍﻟﻤﺘﺎﺒﻌﺔ‪ ،‬ﻭﺍﻟﺘـﻘـﻴـﻴﻡ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ‪ ،‬ﻭﻟﻜﻥ ﺒﻨﺴﺏ ﻤﺘـﻔﺎﻭﺘﺔ ﺤﻴﺙ‬
‫ﺍﺨﺘﻠﻔﺕ ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻨﺤﻭ ﺍﻟﺘﻁﻭﻴﺭ ﺘﺒﻌﺎﹰ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺨﺒﺭﺓ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﺘﺩﺭﻴﺏ‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻊ ﺍﻷﺨﺫ ﺒﻌﻴﻥ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﻟﺨﺼﺎﺌﺹ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻤﺩﻯ ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﻤﺩﻯ ﺍﻻﺴﺘﻔﺎﺩﺓ‬
‫ﻤﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫ﻋﺎﺸﺭﺍﹰ ‪ -:‬ﺩﺭﺍﺴﺔ )ﺁل ﺒﺸﺭ ‪2003 ،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺘـﻘـﻴـﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺸﺭﻜﺔ ﺴﺎﺒﻙ‬
‫ﻭﺃﺜﺭﻫﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ "‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘـﻘﻴﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺸﺭﻜﺔ ﺴﺎﺒﻙ ﺍﻟﺴﻌﻭﺩﻴﺔ ﻟﻤﺎ ﻟﻠﺘﺩﺭﻴﺏ‬
‫ﻤﻥ ﺁﺜﺎﺭ ﻤﻬﻤﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘـﻨﻤﻴﺔ ﺍﻟﺸﺎﻤﻠﺔ ‪ .‬ﻭﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪49‬‬

‫ﺨﻀﻌﻭﺍ ﻟﺩﻭﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺼﻨﺎﻋﻲ ﻭﺍﻟﻤﻬﻨﻲ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (480‬ﻋﺎﻤﻼﹰ ﻭﺘﻡ ﺍﺴﺘﻌﺎﺩﺓ )‪(312‬‬
‫ﺍﺴﺘﺒﺎﻨﺔ ﺒﻤﺎ ﻨﺴﺒﺘﻪ )‪ (%65‬ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻹﺴﺘﺒﺎﻨﺎﺕ ﺍﻟﻤﻭﺯﻋﺔ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﻲ ﺨﺭﺠﺕ ﺒﻬﺎ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻫﻲ ﺒﺭﻭﺯ ﻗﻠﺔ ﺍﻟﺨﺒﺭﺓ ﻟﺩﻯ‬
‫ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﻨﻘﺹ ﺍﻟﻤﻌﺭﻓﺔ ﺒﺎﻷﺴﺎﻟﻴﺏ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﺇﻋﺩﺍﺩ‬
‫ﻭﺘـﻨـﻔـﻴﺫ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ .‬ﻜﻤﺎ ﺘﺒﻴﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﺘﺨﻁﻴﻁ ﻋﻠﻤﻲ ﻟﻌﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻟﻠﺘﺭﺸﻴﺢ ﻟﻠﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺁﺭﺍﺀ ﺸﺨﺼﻴﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺭﺸﺤﻴﻥ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﻲ ﺨﺭﺠﺕ ﺒﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﻫﻲ ﻀﺭﻭﺭﺓ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﻋﻤل‬
‫ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻜﻭﻨﻬﺎ ﻓﻌﺎﻟﺔ ﺒﺸﻜل ﻜﺒﻴﺭ ﻓﻲ ﺭﻓﻊ ﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ‪ ،‬ﻭﺍﻟﻌﻤل ﻋﻠﻰ‬
‫ﺘﻁﻭﻴﺭ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﺃﺴﺱ ﻋﻠﻤﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺘﺭﺸﻴﺢ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‪ ،‬ﻭﺇﻴﺠﺎﺩ ﺒﺭﺍﻤﺞ‬
‫ﺘﺩﺭﻴـﺒـﻴﺔ ﺘـﺘـﻨﺎﺴﺏ ﻤﻊ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴـﺒـﻴﺔ‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻭﺘﺘﻌﻠﻕ ﺩﺭﺍﺴﺔ ﺴﺎﺒﻙ ﺒﺎﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻲ ﺃﻥ ﻜﻼﻫﻤﺎ ﺘﺅﻜﺩ ﻋﻠﻰ‬
‫ﻀﺭﻭﺭﺓ ﺘـﻨﺎﺴﺏ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻨﺴﺠﺎﻤﻬﺎ ﻤﻊ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻭﻀﺭﻭﺭﺓ ﺍﻟﻤﺼﺩﺍﻗﻴﺔ ﻓﻲ ﺘﺭﺸﻴﺢ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻋﻠﻰ ﺃﺴﺱ ﻭﻤﻌﺎﻴﻴﺭ ﻤﺤﺩﺩﺓ ﻭﻭﺍﻀﺤﺔ ‪.‬‬

‫ﺤﺎﺩﻱ ﻋﺸﺭ ‪ -:‬ﺩﺭﺍﺴﺔ )ﻓﻁﻴﺱ ‪2004 ،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺘﺤﻠﻴل ﻭﺘـﻘـﻴـﻴﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ‬
‫ﺍﻟﺘﺩﺭﻴـﺒـﻴـﺔ ﺃﺜـﻨﺎﺀ ﺍﻟﻌﻤل ﻭﺘﺄﺜﻴﺭﻫﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺴﻠﻭﻜﻬﻡ ‪ ،‬ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻓﻲ ﺸﺭﻜﺔ ﺭﺍﺱ ﻻﻨﻭﻑ ﻟﺘﺼﻨﻴﻊ ﺍﻟﻨﻔﻁ "‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴـﺒـﻴﺔ ﺃﺜـﻨﺎﺀ ﺍﻟﻌﻤل ﻋﻠﻰ‬
‫ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺴﻠﻭﻜﻬﻡ‪ ،‬ﺜﻡ ﻗﻴﺎﺱ ﻋﻨﺎﺼﺭ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴـﺒـﻴﺔ ﺃﺜـﻨﺎﺀ ﺍﻟﻌﻤل ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﺍﻷﺩﺍﺀ ﻭﺍﻟﺴﻠﻭﻙ ﻤﻥ ﺨﻼل ﺩﺭﺠﺔ ﺭﻀﺎ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ‪ ،‬ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﻲ ﺨﻠﺼﺕ‬
‫ﺇﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺃﺴﻠﻭﺏ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﻡ ﻴﻜﻥ ﻓﻌﺎﻻﹰ ﻨﻅﺭﺍﹰ ﻷﻥ ﺴﻴﺎﺴﺎﺕ ﺍﻻﺨﺘﻴﺎﺭ ﻟﻡ ﺘﻜﻥ‬
‫ﻭﺍﻀﺤﺔ‪ ،‬ﻭﻟﻌﺩﻡ ﺘﺴﺎﻭﻱ ﺍﻟﻔﺭﺹ ﻟﻠﻌﺎﻤﻠﻴﻥ ﺒﺎﻻﻟﺘﺤﺎﻕ ﻓﻲ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴـﺒـﻴﺔ‪ ،‬ﻭﺍﻟﻰ ﻀﻌﻑ‬
‫ﻋﻤﻠﻴﺔ ﺘـﻘـﻴـﻴﻡ ﺍﻟﺸﺭﻜﺔ ﻟﻠﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴـﺒـﻴﺔ ﻤﻤﺎ ﻗﻠل ﻤﻥ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﺍﻻﺴﺘـﻔﺎﺩﺓ ﻤﻥ ﺘـﻨﻔـﻴﺫ ﻤﺜـل ﻫﺫﻩ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻀﻌﻑ ﺇﻤﻜﺎﻨﻴﺔ ﻤﻌﺎﻟﺠﺔ ﺠﻭﺍﻨﺏ ﺍﻟﻘﺼﻭﺭ‬
‫ﻭﺍﻟﺨﻠل ﻓﻴﻬﺎ ﺃﺜـﻨﺎﺀ ﻭﺒﻌﺩ ﺍﻟﺘـﻨـﻔﻴﺫ‪.‬‬
‫ﻭﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺸﺭﻜﺔ ﺭﺃﺱ ﻻﻨﻭﻑ ﻟﺘﺼﻨﻴﻊ ﺍﻟﻨﻔﻁ‬
‫ﻭﺍﻟﻐﺎﺯ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (3533‬ﻤﻭﻅﻔﺎﹰَ ﻭﻤﻭﻅﻔﺔ ﻭﺒﻠﻎ ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ )‪ (257‬ﻤﻭﻅﻔﺎﹰ‬
‫ﻭﻤﻭﻅﻔﺔ ﺒﻨﺴﺒﺔ )‪ (%21.7‬ﻭﺫﻟﻙ ﻻﺨﺘﻴﺎﺭ ﺍﻟﺒﺎﺤﺙ ﻋﻴﻨﺔ ﻁﺒﻘﻴﺔ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻗﺘﺼﺭﺕ ﻋﻠﻰ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪50‬‬

‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﺍﻟﺘﺤﻘﻭﺍ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺜﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻁﺒﻘﻴﺔ ﺍﻟﺘﻲ‬
‫ﺨﻀﻌﺕ ﻟﻠﺘﺩﺭﻴﺏ ‪.‬‬
‫ﻋﻼﻗﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻫل ﺃﻥ ﺴﻴﺎﺴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻌﺎﻟﺔ‪ ،‬ﻭﺘـﺘﺴﺎﻭﻯ ﺍﻟﻔﺭﺹ‬
‫ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺘﺤﺎﻗﻬﻡ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻌﺩ ﺘـﻨـﻔﻴﺫﻫﺎ ﺒﻤﺎ ﻴﻤﻜﻥ ﻤﻥ ﺍﻻﺴﺘـﻔﺎﺩﺓ ﻤﻥ ﺍﻟﺒﺭﺍﻤﺞ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻤﺩﻯ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﺜﺎﻨﻲ ﻋﺸﺭ ‪ -:‬ﺩﺭﺍﺴﺔ )ﻤﺭﺸﺩ ‪ 2004 ،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﻓﻌﺎﻟﻴﺔ‬
‫ﺍﻷﺩﺍﺀ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻴﻤﻨﻴﺔ "‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﻭﻗﻴﺎﺱ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺒﺸﺭﻴﺔ ﻭﺍﻟﺘـﻨﻅﻴﻤﻴﺔ ﻭﺍﻟﻤﺎﺩﻴﺔ ﺍﻟﻤﺅﺜﺭﺓ ﺴﻠﺒﺎﹰ‬
‫ﻓﻲ ﻓﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻹﺩﺍﺭﻱ ﺍﻟﻔﺭﺩﻱ ﻭﺍﻟﺠﻤﺎﻋﻲ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻓﻲ ﻀﻭﺀ ﻤﺘﻐﻴﺭ ﺍﻟﺠﺎﻤﻌﺔ‪،‬‬
‫ﺍﻟﺭﺘﺒﺔ ﺍﻟﻭﻅﻴﻔﻴﺔ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻤﻥ ﺇﺘﺠﺎﻫﺎﺘﺜﻼﺙ ﻓﺌﺎﺕ‪:‬‬
‫ﺍﻟﻌﻤﺩﺍﺀ ﻭﻨﻭﺍﺒﻬﻡ‪ ،‬ﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﺍﻷﻜﺎﺩﻴﻤﻴﻴﻥ‪ ،‬ﺍﻟﻤﺩﻴﺭﻴﻥ ﻭﺫﻟﻙ ﻓﻲ ﺠﺎﻤﻌﺔ ﺼﻨﻌﺎﺀ ﻭﺠﺎﻤﻌﺔ ﻋﺩﻥ‬
‫ﻭﺠﺎﻤﻌﺔ ﺘﻌﺯ‪.‬‬
‫ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﺍﺘﻀﺢ ﻓﻲ ﻓﺭﻕ ﻤﺘﻐﻴﺭ ﺍﻟﺠﺎﻤﻌﺔ ﺃﻥ ﺠﺎﻤﻌﺔ ﺘﻌﺯ‬
‫ﻤﻭﻀﻭﻉ ﺒﺤﺙ ﺩﺭﺍﺴﺘﻨﺎ ﺃﻨﻬﺎ ﺍﻷﻜﺜﺭ ﺘﺄﺜﺭﺍﹰ ﺒﺎﻟﻌﻭﺍﻤل ﻤﻤﺎ ﻴﻌﻨﻲ ﺃﻨﻬﺎ ﺃﻗل ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﺜﻼﺙ ﻓﻲ‬
‫ﻤﺴﺘﻭﻯ ﻓﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻹﺩﺍﺭﻱ‪ .‬ﻭﻋﺯﻯ ﺍﻟﺒﺎﺤﺙ ﺃﺴﺒﺎﺏ ﺫﻟﻙ ﺇﻟﻰ ﺤﺩﺍﺜﺔ ﺇﻨﺸﺎﺀ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻭﻋﺩﻡ‬
‫ﺍﺴﺘﻜﻤﺎﻟﻬﺎ ﻟﻘﺎﻋﺩﺘﻬﺎ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ‪ .‬ﻭﺠﺎﺀ ﻋﺎﻤل ﺘﺩﻨﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻭﺍﻟﺘﺄﻫﻴل ﻓﻲ ﺍﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺒﻌﺩ ﻏﻴﺎﺏ ﺘﻁﺒﻴﻕ ﺒﺩﺀ ﺍﻟﺜﻭﺍﺏ ﻭﺍﻟﻌﻘﺎﺏ‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻋﻼﻗﺔ ﺩﺭﺍﺴﺔ ﻤﺭﺸﺩ ﺒﺎﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻗﻭﻴﺔ ﻭﺫﻟﻙ ﻹﻥ‬
‫ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻀﻤﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺍﻟﺘﻲ ﺫﻜﺭ ﺍﻟﺒﺎﺤﺙ ﻓﻴﻬﺎ ﺍﻨﻬﺎ ﺍﻗل ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﺜﻼﺙ ﻓﻲ ﻤﺴﺘﻭﻯ‬
‫ﻓﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻹﺩﺍﺭﻱ ﻨﻅﺭﺍ ﻟﺤﺩﺍﺜﺔ ﻨﺸﺄﺘﻬﺎ ﻓﺎﻥ ﺩﺭﺍﺴﺘﻨﺎ ﺘﻘﻴﺱ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻹﺩﺍﺭﻱ ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﺒﺎﻻﺭﺘﺒﺎﻁ ﻤﻊ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻭﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﻤﺩﻯ ﻋﺩﺍﻟﺔ ﺍﻟﺘﻭﺯﻴﻊ ﻟﻔﺭﺹ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻋﻠﻰ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪.‬‬
‫ﺜﺎﻟﺙ ﻋﺸﺭ ‪ -:‬ﺩﺭﺍﺴﺔ )ﺍﻟﺤﻴﺎﺼﺎﺕ ‪ 2005 ،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﻋﻼﻗﺔ ﻜﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻴﺔ‬
‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺒﺎﻷﺩﺍﺀ ﺍﻟﻤﺅﺴﺴﻲ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺼﺤﻔﻴﺔ ﺍﻷﺭﺩﻨﻴﺔ "‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻋﻠﻰ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺼﺤﻔﻴﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻟﻤﻌﺭﻓﺔ‬
‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺼﺤﻔﻴﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻭﺘﺼﻤﻴﻡ ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬
‫ﻤﻘـﺘـﺭﺤﺔ ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺼﺤﻔﻴﺔ ﺍﻷﺭﺩﻨﻴﺔ ﺘـﺘـﻤﺘـﻊ ﺒﺎﻟﻜﻔﺎﺀﺓ‬
‫ﻭﺍﻟﻔﺎﻋﻠﻴﺔ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪51‬‬

‫ﻭﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺼﺤﻔﻴﺔ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﺎ )‪ (21‬ﻤﺅﺴﺴﺔ‬

‫ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺃﺭﺒﻊ ﻤﺅﺴﺴﺎﺕ ﻤﻨﻬﺎ ﻓﻘﻁ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻴﻬﺎ )‪ (50‬ﻋﺎﻤﻼﹰ ﻓﺄﻜﺜﺭ ﻭﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻋﻴﻨﺔ ﻁﺒﻘﻴﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻭﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻭﺤﺠﻡ‬
‫ﺍﻟﻤﺅﺴﺴﺔ‪ .‬ﻭﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﻗﺭﺍﺀ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (300‬ﺸﺨﺼﺎﹰ ‪.‬‬
‫ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﺴﺘـﻤﺭﺍﺭ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺼﺤﻔﻴﺔ ﺒﺘﺩﺭﻴﺏ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺩﻭﺭﺍﺕ‬
‫ﺘﺩﺭﻴﺒﻴﺔ ﻟﺯﻴﺎﺩﺓ ﻤﻌﺎﺭﻓﻬﻡ ﻭﻤﻬﺎﺭﺍﺘﻬﻡ ﻭﻗﺩﺭﺍﺘﻬﻡ ﻭﺘﻌﺩﻴل ﺴﻠﻭﻜﻬﻡ‪ ،‬ﻭﺇﻴﻔﺎﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺇﻟﻰ ﺩﻭﺭﺍﺕ‬
‫ﺘﺩﺭﻴـﺒـﻴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺤﺎﺠﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﺩﻭﺍﺌﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺘـﻘـﻴـﻴﻡ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ ﺍﻟﺩﻭﺭﺓ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﻭﻀﻊ ﺨﻁﺔ ﺘﺩﺭﻴـﺒـﻴﺔ ﺸﺎﻤﻠﺔ ﻤﻥ ﺨﻼل ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﺘﺩﺭﻴـﺒـﻴـﺔ‪ ،‬ﻭﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴـﺒـﻴﺔ ﺒﺸﻜل ﻤﻼﺌﻡ ﻤﻥ ﺨﻼل ﺘـﻘـﻴـﻴﻡ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺩﻭﻥ ﺍﺴﺘـﺜـﻨﺎﺀ‪ ،‬ﺒﺤﻴﺙ ﻻ ﺘﻜﻭﻥ ﻋﻤﻠﻴﺔ ﺍﻟـﺘـﻘـﻴـﻴﻡ ﺸﻜﻠﻴﺔ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺇﻴﺠﺎﺒﺎﹰ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﻤﺅﺴﺴﻲ‪ ،‬ﻭﺃﻥ ﻴﻜﻭﻥ ﺭﺒﻁ ﻋﻤﻠﻴﺔ ﺘـﻘـﻴـﻴﻡ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻤﻊ ﺃﻫﺩﺍﻑ ﻤﺅﺴﺴﺎﺘﻬﻡ‪ ،‬ﻭﺃﻥ ﻴﻜﻭﻥ‬
‫ﺘﺼﻤﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴـﺒـﻴـﺔ ﺒﻤﺎ ﻴﺨﺩﻡ ﺃﻫﺩﺍﻑ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺼﺤﻔﻴﺔ‪ ،‬ﻭﺘﺩﺭﻴﺏ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﺘﺤﻘﻴﻕ‬
‫ﺘﻠﻙ ﺍﻷﻫﺩﺍﻑ‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ‪ :‬ﺍﺭﺘﺒﺎﻁ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺤﻴﺙ ﺍﻷﺨﺫ ﺒﻌﻴﻥ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﻟﻤﺘﻐﻴﺭ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﺼﻤﻴﻤﻬﺎ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﻤﺘﺭﺘﺏ ﻋﻠﻰ ﺃﺩﺍﺀ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺤﻴﺙ ﺯﻴﺎﺩﺓ ﻤﻌﺎﺭﻓﻬﻡ ﻭﻗﺩﺭﺍﺘﻬﻡ ‪.‬‬
‫ﺭﺍﺒﻊ ﻋﺸﺭ ‪ -:‬ﺩﺭﺍﺴﺔ )ﺍﻟﺨﻭﻻﻨﻲ ‪2005 ،‬ﻡ ( ﺒﻌﻨﻭﺍﻥ " ﺃﺜﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺭﻴﺔ ﺩﺭﺍﺴﺔ ﺘﻁﺒﻴﻘﻴﺔ ﺒﺎﻟﺠﻬﺎﺯ ﺍﻹﺩﺍﺭﻱ ﻟﻠﺩﻭﻟﺔ – ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ "‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﻤﺤﺎﻭﻟﺔ ﺇﻴﺠﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺭﻓﻊ ﻜﻔﺎﺀﺓ ﺃﺩﺍﺀ ﺍﻟﻤﻭﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺭﻴﺔ ﻓﻲ ﺍﻟﺠﻬﺎﺯ ﺍﻹﺩﺍﺭﻱ ﺍﻟﻴﻤﻨﻲ ﻭﺇﻴﻀﺎﺡ ﻤﺩﻯ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺩﻭﻟﺔ ﺒﺘﺩﺭﻴﺏ ﻭﺘﺄﻫﻴل ﺍﻟﻤﻭﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺭﻴﺔ ﺍﻟﻌﺎﻤﻠﺔ ﻤﻥ ﺨﻼل ﺴﻥ ﺍﻟﻘﻭﺍﻨﻴﻥ ﻭﺍﻟﺘﺸﺭﻴﻌﺎﺕ ﻭﺘﺨﺼﻴﺹ ﺍﻟﺩﻋﻡ ﺍﻟﻼﺯﻡ ﻟﺫﻟﻙ ﻭﺘﻘﻴﻴﻡ‬
‫ﺴﻴﺎﺴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﻤﻨﺸﺎﺕ ﺍﻟﺠﻬﺎﺯ ﺍﻹﺩﺍﺭﻱ ﻟﻠﺩﻭﻟﺔ ﻭﺘﺄﻟﻑ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻲ ﻭﺤﺩﺍﺕ ﺍﻟﺠﻬﺎﺯ ﺍﻹﺩﺍﺭﻱ ﻟﻠﺩﻭﻟﺔ ﻭﻫﻡ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻟﻤﻨﺘﺴﺒﻴﻥ ﺍﻟﻰ ) ‪ ( 25‬ﻭﺯﺍﺭﺓ ﺤﻴﺙ ﺘﻡ ﺍﺨﺘﻴﺎﺭ‬
‫) ‪ ( 8‬ﻭﺯﺍﺭﺍﺕ ﺒﻨﺴﺒﺔ )‪ (%32‬ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ‪ ،‬ﺜﻡ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ‬
‫ﻋﺸﻭﺍﺌﻴﺔ ﻁﺒﻘﻴﺔ ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺤﻴﺙ ﺘﻡ ﺘﻭﺯﻴﻊ ﻤﺎ ﻤﺠﻤﻭﻋﻪ ) ‪ ( 715‬ﺍﺴﺘﺒﺎﻨﻪ ﻋﻠﻰ ﻜل‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻤﻭﻅﻔﻴﻥ ﻭﺘﻡ ﺍﻋﺘﻤﺎﺩ )‪ ( 544‬ﺍﺴﺘﺒﺎﻨﻪ ﺒﻤﻌﺩل ﺍﺴﺘﺠﺎﺒﺔ )‪(%76‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ‪ -:‬ﺇﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺃﺜﺭ ﺒﺼﻭﺭﺓ ﺍﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺘﻨﻤﻴﺔ‬
‫ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻭﺍﻥ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻌﺩ ﻋﻭﺩﺘﻬﻡ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻻ ﻴﺘﻘﺩﻤﻭﻥ ﺒﺄﺭﺍﺀ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪52‬‬

‫ﻓﻲ ﻭﺯﺍﺭﺍﺘﻬﻡ ﻭﺍﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﻨﻔﺫ ﻟﻡ ﻴﻨﻡ ﻗﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻉ ﻭﺍﻻﺒﺘﻜﺎﺭ ﻭﺍﻥ ﺒﻴﺌﺔ ﺍﻟﻌﻤل ﻓﻲ ﺍﻟﻭﺯﺍﺭﺍﺕ‬
‫ﺍﻟﻤﺒﺤﻭﺜﺔ ﻏﺎﻟﺒﺎ ﻻ ﺘﺸﺠﻊ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻋﻠﻰ ﻨﻘل ﺍﻟﺨﺒﺭﺍﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺍﻜﺘﺴﺒﻭﻫﺎ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻭﺘﻭﺼﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺘﺩﺭﻴﺏ ﻓﻲ ﻤﻭﺍﻗﻊ ﺍﻟﻌﻤل ) ﺃﺜﻨﺎﺀ ﺍﻟﻌﻤل ( ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﻜل ﻭﺤﺩﺓ ﺇﺩﺍﺭﻴﺔ ﻭﺫﻟﻙ ﻟﻤﺎ ﻴﺘﻤﻴﺯ ﺒﻪ ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻤﻥ ﺍﻟﻭﺍﻗﻌﻴﺔ ﻭﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‬
‫ﺒﺼﻭﺭﺓ ﻤﺒﺎﺸﺭﺓ‬
‫ﻭﻜﻤﺎ ﺃﻭﺼﺕ ﺒﻀﺭﻭﺭﺓ ﺃﻥ ﻻﻴﺘﻡ ﺍﻟﺘﺩﺭﻴﺏ ﺒﻤﻌﺯل ﻋﻥ ﺒﺎﻗﻲ ﻤﻜﻭﻨﺎﺕ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺭﻴﺔ ﻭﺍﻥ ﻴﺘﺭﺍﺒﻁ ﺍﻟﺘﺩﺭﻴﺏ ﻜﻨﻅﺎﻡ ﻤﺘﻜﺎﻤل ﻤﻊ ﺍﻟﻤﻜﻭﻨﺎﺕ ﺍﻟﻤﺭﺘﻜﺯﺓ ﺍﻟﻰ ﺍﻟﻔﺭﺩ ﻭﺍﻟﻌﻤل ﻭﺍﻟﺘﻨﻅﻴﻡ‬
‫ﺤﺘﻰ ﻴﺴﺘﻁﻴﻊ ﺍﻹﺴﻬﺎﻡ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻥ ﺍﻟﺘﻭﺍﻓﻕ ﺒﻴﻥ ﺃﻁﺭﺍﻑ ﻋﻼﻗﺔ ﺍﻟﻌﻤل ﺍﻟﺜﻼﺜﺔ‬
‫ﻋﻼﻗﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ ‪-:‬‬
‫ﻭﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻼﻗﺔ ﺒﺎﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻲ ﺒﺤﺜﻬﺎ ﻋﻥ ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﻤﻭﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺭﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺍﻟﻤﺘﻤﺜﻠﺔ ﺒﺎﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﻤﺎ ﻤﺩﻯ ﻨﻘل ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﻤﺎ‬
‫ﺘﻡ ﺍﻜﺘﺴﺎﺒﻪ ﻤﻥ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺃﺨﺫﻭﻫﺎ ﻭﻨﻘل ﺍﻟﺨﺒﺭﺍﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻜﺘﺴﺒﺔ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪53‬‬

‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ‪:‬‬
‫ﺃﻭﻻﹰ ‪ -:‬ﺩﺭﺍﺴﺔ )‪ (Mohamed Branine,2004‬ﺒﻌﻨﻭﺍﻥ " ‪Cross Cultural Training‬‬
‫‪of Managers An Evaluation of Management Development‬‬
‫‪" Programme for Chinese Managers‬‬
‫ﺍﻟﻬﺩﻑ ﺍﻟﺭﺌﻴﺴﻲ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺔ ﻫﻭ ﺘﻘﺩﻴﻡ ﺘﻘﻴﻴﻡ ﺤﻭل ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﻴﻨﻅﺭ ﺒﻬﺎ ﺍﻟﻤﺩﻴﺭﻭﻥ‬
‫ﺍﻟﺼﻴﻨﻴﻭﻥ ﻭﺭﺩﺓ ﺃﻓﻌﺎﻟﻬﻡ ﺘﺠﺎﻩ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻹﺩﺍﺭﻱ ﺍﻟﺫﻱ ﺼﻤﻡ ﻭﻗﺩﻡ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺍﻟﺨﺒﺭﺍﺀ ﺍﻟﻐﺭﺒﻴﻴﻥ ﻭﺍﻟﻰ ﺃﻱ ﻤﺩﻯ ﻨﺠﺤﺕ ﺘﻠﻙ ﺍﻟﺒﺭﺍﻤﺞ ﻓﻲ ﺘﺤﻘﻴﻕ ﻨﺘﺎﺌﺠﻬﺎ ﻭﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﻫﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﻤﺴﺄﻟﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺫﻱ ﻴﺘﻡ ﻓﻲ ﺇﻁﺎﺭ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ‪ :‬ﺍﻗﺘﺭﺍﺡ ﻋﺩﺓ ﻁﺭﻕ ﻟﻤﻌﺭﻓﺔ ﻜﻴﻔﻴﺔ ﺍﻻﻨﺘﻘﺎل ﻤﻥ ﻤﺭﺤﻠﺔ ﺍﻻﻋﺘﻤﺎﺩ‬
‫ﻋﻠﻰ ﺍﻟﻤﻌﻠﻡ ﺍﻟﻰ ﻤﺭﺤﻠﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻤﺘﻌﻠﻡ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻴﻨﻴﺔ ﺃﻱ ﺍﻻﻨﺘﻘﺎل ﻤﻥ ﻤﺭﺤﻠﺔ ﺘﺒﻨﻲ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﻤﻌﺭﻓﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻐﺭﺒﻴﺔ ﺍﻟﻰ ﺍﻟﺘﻜﻴﻑ ﻤﻊ ﻤﺎ ﺘﻡ ﺘﻌﻠﻤﻪ ﺍﻟﻰ ﺒﻴﺌﺘﻬﻡ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻭﺍﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﻤﻨﻅﻤﺔ ‪ ،‬ﻭﺃﻭﺼﺕ ﺒﻀﺭﻭﺭﺓ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﻤﺩﻴﺭﻴﻥ ﺍﻟﺼﻴﻨﻴﻴﻥ ﻤﻊ ﻨﻅﺭﺍﺌﻬﻡ ﺍﻟﻐﺭﺒﻴﻴﻥ ﻓﻲ‬
‫ﺍﻟﻤﺸﺎﺭﻴﻊ ﺍﻟﻤﺸﺘﺭﻜﺔ‬
‫ﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺩﺭﺍﺴﺔ ﻤﻭﻀﻭﻉ ﺍﻟﺒﺤﺙ‪ :‬ﻤﻥ ﺨﻼل ﺘـﻘـﻠﻴﺹ ﺍﻟﻔﺠﻭﺓ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﺤﺎﻟﻲ‬
‫ﻭﺍﻷﺩﺍﺀ ﺍﻟﻤﻁﻠﻭﺏ ﻓﻲ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﺍﻟﻤﻘﺩﻤﺔ ﺭﻏﻡ ﻤﺎ ﻴﻜﺘﻨﻔﻬﺎ ﻤﻥ ﺇﺨﺘﻼﻓﺎﺕ ﺒﻴﺌﻴﺔ‬
‫‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪ -:‬ﺩﺭﺍﺴﺔ )‪ (Marshall Goldsmith,2006‬ﺒﻌﻨﻭﺍﻥ " ‪Are Leaders Acting‬‬
‫‪" on Their Training‬‬
‫ﺘﺨﻠﺹ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺒﻴﺎﻥ ﺇﺘﺠﺎﻫﺎﺕ ﻓﻌﺎﻟﻴﺔ ﻗﻴﺎﺩﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺘﻁﻭﻴﺭ ﻗﻴﺎﺩﻴﻴﻥ‬
‫ﻤﻠﺘـﺯﻤﻴﻥ ﻭﻤﺭﺘﺒﻁﻴﻥ ﺒﺎﻹﺩﺍﺭﺓ‪ .‬ﻭﻨﺘﻴﺠﺔ ﻟﻌﺩﺩ ﻤﻥ ﺍﻟﻤﻘﺎﺒﻼﺕ ﺍﻟﺘﻲ ﺃﺠﺭﻴﺕ ﻤﻥ ﻗﺒل ﺍﻟﺒﺎﺤﺙ ﻓﺈﻨﻪ ﻟﻡ‬
‫ﻴﺠﺩ ﺩﻟﻴﻼﹰ ﻗﻭﻴﺎﹰ ﻴﺜﺒﺕ ﺃﻥ ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺏ ﺍﻟﻘﻴﺎﺩﻴـﻴـﻥ ﺘـﻘﻭﻡ ﺒﺘﻁﻭﻴﺭ ﺍﻟﻘﺎﺩﺓ ﺒﻔﻌﺎﻟﻴﺔ‪ ،‬ﻷﻥ ﺍﻟﻜﺜﻴﺭ‬
‫ﻤﻥ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻟﻡ ﻴﻁﺒﻘﻭﺍ ﻤﺎ ﺍﻜﺘﺴﺒﻭﻩ ﺇﻻ ﺒﺸﻜل ﺠﺯﺌﻲ‪.‬‬
‫ﺤﻴﺙ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﻁﻭﻴﺭ ﺩﺭﺍﺴﺔ ﺘﺘﻀﻤﻥ ﺃﻜﺜﺭ ﻤﻥ ﺴﺘﺔ ﻭﺜﻤﺎﻨﻭﻥ ﺃﻟﻑ )‪ (86.000‬ﻤﺴﺘﺠﻴﺏﹴ‬
‫ﻭﻤﻨﻬﻡ ﺤﻭﺍﻟﻲ ﺇﺜﻨﻲ ﻋﺸﺭ ﺍﻟﻔﺎﹰ )‪ (12000‬ﻤﻥ ﺨﺎﺭﺝ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﻤﻥ )‪ (8‬ﻤﺅﺴﺴﺎﺕ ﻀﺨﻤﺔ‪،‬‬
‫ﻭﺫﻟﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ ﺘﻘﻴﻴﻡ ﺠﺩﻴﺩﺓ ﻟﻤﻌﺭﻓﺔ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻤﺸﺎﺭﻜﻭﻥ ﻓﻲ ﺒﺭﺍﻤﺞ ﺍﻟﺘـﻨﻤﻴﺔ ﺍﻟﻘﻴﺎﺩﻴﺔ ﻗﺩ‬
‫ﺃﺼﺒﺤﻭﺍ ﺃﻜﺜﺭ ﻓﻌﺎﻟﻴﺔ ﺨﻼل ﺴﺘﺔ )‪ (6‬ﺃﺸﻬﺭ ﺍﻟﻰ ﻋﺎﻡ ﻤﻥ ﺍﺒﺘﺩﺍﺀ ﺘﺩﺭﻴﺒﻬﻡ ‪.‬‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺨﻠﺼﺕ ﺍﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺃﻅﻬﺭﺕ ﺃﻥ ﺍﻟﻘﺎﺩﺓ ﺍﻟﺫﻴﻥ ﻁﺒﻘﻭﺍ ﻤﺎ ﺘﻌﻠﻤﻭﻩ ﺨﻼل ﺘﻠﻙ‬
‫ﺍﻟﺒﺭﺍﻤﺞ ﻭﺘﺤﺩﺜﻭﺍ ﻤﻊ ﺯﻤﻼﺌﻬﻡ ﻋﻥ ﺘﺠﺭﺒﺘﻬﻡ ﻭﺃﻁﻠﻌﻭﻫﻡ ﺒﺎﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﻤﺴﺘﻤﺭﺓ ﻅﻬﺭ ﻋﻠﻴﻬﻡ ﻓﻌﺎﻟﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪54‬‬

‫ﺃﻜﺒﺭ‪ ،‬ﺃﻤﺎ ﺍﻟﻘﺎﺩﺓ ﺍﻟﺫﻴﻥ ﻟﻡ ﻴﻁﻠﻌﻭﺍ ﺯﻤﻼﺌﻬﻡ ﻓﻲ ﺍﻟﻌﻤل ﻋﻠﻰ ﻫﺫﻩ ﺍﻟﺘﻁﻭﺭﺍﺕ ﻓﺈﻥ ﺯﻴﺎﺩﺓ ﻓﻌﺎﻟﻴﺘﻬﻡ ﻟﻡ‬
‫ﺘﻜﻥ ﺴﻭﻯ ﻤﺠﺭﺩ ﺼﺩﻓﺔ ﻋﺸﻭﺍﺌﻴﺔ‪.‬‬
‫ﻭﺘﻭﺼل ﺍﻟﺒﺎﺤﺙ ﺇﻟﻰ ﺃﻥ ﺍﻟﻘﺎﺩﺓ ﺍﻟﺫﻴﻥ ﻻ ﻴﻠﺘﺯﻤﻭﻥ ﺒﺎﻟﺨﻁﺔ ﺍﻟﻤﻭﻀﻭﻋﺔ ﻟﻠﺘﺩﺭﻴﺏ ﻭﻻ‬
‫ﻴﻘﻭﻤﻭﻥ ﺒﺎﻟﺘﻭﺍﺼل ﻤﻊ ﺯﻤﻼﺌﻬﻡ ﻭﺇﻁﻼﻋﻬﻡ ﻋﻠﻰ ﺍﻟﺘﻁﻭﺭﺍﺕ ﻓﺈﻨﻬﻡ ﻴﻀﻴﻌﻭﻥ ﺃﻭﻗﺎﺘﻬﻡ ﻋﺒﺭ ﺍﻟﺫﻫﺎﺏ‬
‫ﺇﻟﻰ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ‪.‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﺩﺭﺍﺴﺘـﻨﺎ ﻫل ﺃﻥ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻘﺎﺩﺓ ﺃﻭ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻴﺘﻡ ﺘﻁﺒﻴﻘﻬﺎ ﺒﺸﻜل ﻓﻌﻠﻲ ﻭﺍﻥ ﻤﺎ ﻴﺘﻡ ﺍﻜﺘﺴﺎﺒﻪ ﻤﻥ ﺇﻀﺎﻓﺔ ﻓﻲ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻴﺘﻡ ﻨﻘﻠﻪ‬
‫ﺍﻟﻰ ﺍﻟﻌﻤل ﺃﻡ ﺃﻥ ﺍﻟﺫﻫﺎﺏ ﺍﻟﻰ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻴﻤﺜل ﻫﺩﺭﺍﹰ ﻟﻠﻤﻭﺍﺭﺩ ﻟﻴﺱ ﺍﻻ ‪.‬‬
‫ﺜﺎﻟﺜﺎﹰ ‪ -:‬ﺩﺭﺍﺴﺔ )‪ ( Bo Hansson,2006‬ﺒﻌﻨﻭﺍﻥ " ‪Company – Based‬‬
‫‪Determinants of Training and the Impact of Training on Company‬‬
‫)‪Performance " (Results from an International HRM survey‬‬
‫ﺘﻬﺩﻑ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﻁﻴﺎﺕ ﺩﻭﻟﻴﺔ ﻟﻔﺤﺹ ﻤﺎ ﺍﻟﺫﻱ ﻴﺤﺩﺩ ﺘﺩﺭﻴﺏ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ‬
‫ﻤﻨﻅﻭﺭ ﺍﻟﺸﺭﻜﺎﺕ ‪ ،‬ﻭﺍﻟﻰ ﺃﻱ ﻤﺩﻯ ﺘﻌﻤل ﺍﺴﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺀ ﺍﻟﺸﺭﻜﺔ ‪.‬‬
‫ﺤﻴﺙ ﺘﺄﻟﻔﺕ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﺸﺘﻘﺔ ﻤﻥ ﺍﻟﻤﺴﺢ ﺍﻟﺩﻭﻟﻲ‬
‫ﻹﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ )ﻤﺴﺢ ﻜﺎﺭﻨﺕ ( ﻤﻥ ﺇﺠﺎﺒﺎﺕ ﺃﻜﺜﺭ ﻤﻥ )‪ (500‬ﺸﺭﻜﺔ ﺨﺎﺼﺔ ﻓﻲ )‪(26‬‬
‫ﺩﻭﻟﺔ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺃﻥ ﺃﻫﻡ ﺍﻟﻌﻭﺍﻤل ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﺤﺘﻴﺎﻁﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻤﺘﻌﻠﻘﺔ ﺒﺸﻜل ﻜﺒﻴﺭ ﺒﺈﺩﺍﺭﺓ ﺍﻟﺸﺭﻜﺔ ﻭﻋﻥ ﻁﺭﻴﻕ‬
‫ﻋﻭﺍﻤل ﻤﺤﺩﺩﺓ ﻭﺼﺎﺭﻤﺔ ﻭﺃﻥ ﺍﺜﻨﻴﻥ ﻤﻥ ﻤﻘﺎﻴﻴﺱ ﺍﻟﺘﺩﺭﻴﺏ ﺘﺴﺘﺨﺩﻡ ﺒﺸﻜل ﻭﺍﺴﻊ ﻓﻲ ﺘﺤﺩﻴﺩﻫﺎ‬
‫ﻟﻠﻌﻭﺍﻤل ﺍﻟﻤﺨﺘﻠﻔﺔ )‪ (Incidence and Intensity‬ﻭﺃﻥ ﺍﻟﻌﺎﻤل ﺍﻟﻭﺤﻴﺩ ﺍﻷﻜﺜﺭ ﺃﻫﻤﻴﺔ ﻤﺭﺘﺒﻁ‬
‫ﺒﺎﻟﺭﺒﺤﻴﺔ ﻤﻥ ﺤﻴﺙ ﺍﻻﺴﺘﺜﻤﺎﺭ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﻥ ﺍﻟﻌﺎﻤل ﺍﻟﺫﻱ ﻴﻔﻭﻕ ﺃﻫﻤﻴﺔ ﻫﻭ ﺍﻟﻤﻨﺎﻓﻊ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬
‫ﻟﻠﺘﺩﺭﻴﺏ ﻫﻭ ﺘﻜﻠﻔﺔ ﻤﻌﺩل ﺩﻭﺭﺍﻥ ﺍﻟﻔﺭﻴﻕ‪ .‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻨﻪ ﻴﺠﺏ ﺍﻟﺘﺭﻜﻴﺯ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل‬
‫ﻋﻠﻰ ﺍﻟﺘﻤﻴﻴﺯ ﻓﻲ ﺘﺄﺜﻴﺭ ﻤﻌﺩل ﺍﻟﺩﻭﺭﺍﻥ ﻋﻠﻰ ﻨﻭﻋﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﻘﺩﻡ ﻓﻲ ﺍﻟﺸﺭﻜﺎﺕ‪.‬‬
‫ﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺩﺭﺍﺴﺔ ﻤﻭﻀﻭﻉ ﺍﻟﺒﺤﺙ‪ :‬ﺍﺭﺘﺒﺎﻁﻬﺎ ﻤﻥ ﺤﻴﺙ ﻤﺩﻯ ﺍﻻﺴﺘﺜﻤﺎﺭ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻤﻥ‬
‫ﺤﻴﺙ ﺍﻹﻀﺎﻓﺔ ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺭﺩ ﺍﻟﺒﺸﺭﻱ ﻓﻲ ﺭﻓﻊ ﺩﻭﺭ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪55‬‬

‫ﺭﺍﺒﻌﺎﹰ ‪ -:‬ﺩﺭﺍﺴﺔ )‪ ( Cavallar، Renie,2007‬ﺒﻌﻨﻭﺍﻥ " ‪Been There, Done That,‬‬

‫? ‪"Now What‬‬
‫ﺘـﻘﺩﻡ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺩﻟﻴﻼﹰ ﻟﺘﺤﺴﻴﻥ ﺘﺩﺭﻴﺏ ﺍﻟﻤﻭﻅﻑ‪ ،‬ﻭﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺤﻔﻴﺯﻴﺔ‪ .‬ﺍﻟﺨﻁﻭﺓ ﺍﻷﻭﻟﻰ‬
‫ﺇﺩﺭﺍﻙ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻟﺘﺤﺴﻴﻥ ﻗﺩﺭﺍﺘﻬﻡ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ‪ .‬ﻭﺘﻭﻀﺢ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻠﻤﻭﻅﻔﻴﻥ ﻜﻴﻑ ﺃﻥ ﺍﻟﻤﻌﺭﻓﺔ‬
‫ﺍﻟﺘﻲ ﺍﻜﺘﺴﺒﻭﻫﺎ ﻤﻥ ﺍﻟﻤﻤﻜﻥ ﺃﻥ ﺘﻁﺒﻕ ﻓﻲ ﻋﻤﻠﻬﻡ‪ .‬ﻭﻴﺘـﻤـﺜل ﺫﻟﻙ ﺒﺎﻻﺤﺘﻴﺎﺝ ﺇﻟﻰ ﻤﺩﻴﺭﻴﻥ ﻟﻤﺭﺍﻗﺒﺔ‬
‫ﺍﻷﺩﺍﺀ ﻭﺘـﺯﻭﻴﺩ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺒﺎﻟﺘـﻐﺫﻴﺔ ﺍﻹﺴﺘﺭﺠﺎﻋﻴﺔ ‪.Feed Back‬‬
‫ﻋﻼﻗـﺘﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺃﻨﻬﺎ ﺘﻌﻤل ﻋﻠﻰ ﺘﺄﻜﻴﺩ ﺃﻫﻤﻴﺔ ﺍﻟﻤﻭﻀﻭﻉ ﻗﻴﺩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻲ ﺘﺤﺴﻴﻥ ﻗﺩﺭﺍﺕ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻭﻤﺭﺍﻗﺒﺔ ﺃﺩﺍﺌﻬﻡ ﻤﻥ ﺨﻼل ﺘـﻘـﻴـﻴﻡ ﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪56‬‬

‫ﺍﻟﻔﺼل ﺍﻟﺜﺎﻟﺙ‬
‫ﻤﻨﻬﺠﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‬

‫‪ :‬ﻤﺠﺘﻤﻊ ﻭﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻭﻻ‬

‫ﺜﺎﻨﻴـﺎﹰ ‪ :‬ﻤﺼﺎﺩﺭ ﺠﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺜﺎﻟﺜـﺎﹰ ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺭﺍﺒـﻌﺎﹰ ‪ :‬ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺨﺎﻤﺴﺎﹰ ‪:‬ﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺴﺎﺩﺴﺎﹰ ‪ :‬ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺴﺎﺒﻌﺎﹰ ‪ :‬ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬
‫ﺜﺎﻤﻨﺎﹰ ‪ :‬ﻤﺤﺩﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪57‬‬

‫ﺃﻭﻻﹰ ‪ :‬ﻤﺠﺘﻤﻊ ﻭﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﺘﻡ ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻓﺌﺘﻴﻥ ﺤﺴﺏ ﺘﻭﺯﻴﻊ ﺃﺩﺍﺓ ﻗﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻔﺌﺔ ﺍﻷﻭﻟﻰ ‪:‬‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻤﻥ ﻤﺩﻴﺭﻱ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻭﻤﻥ ﻓﻲ‬
‫ﺤﻜﻤﻬﻡ ﻤﻥ ﻤﺩﻴﺭﻱ ﻤﻜﺎﺘﺏ ﺍﻟﻌﻤﺩﺍﺀ ﻭﻤﺩﺭﺍﺀ ﻤﻜﺎﺘﺏ ﺍﻷﻤﻨﺎﺀ ﺍﻟﻌﺎﻤﻴﻥ ﺍﻟﻤﺴﺎﻋﺩﻴﻥ ﻭﺍﻟﺤﺎﺼﻠﻴﻥ ﻋﻠﻰ‬
‫ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﺫﻴﻥ ﻴﺨﻀﻌﻭﻥ ﻟﻌﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ ) ‪ (170‬ﻤﻭﻅﻔﺎﹰ ﻭﻤﻭﻅﻔﺔ ﻭﺘ ﻡ‬
‫ﺘﻭﺯﻴﻊ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺤﺴﺏ ﺘﻭﺯﻴﻌﻬﻡ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﻟﻤﺭﺍﻜﺯ ﺍﻟﺘﻲ ﻴﺘﺒﻌﻭﻨﻬﺎ‬
‫ﺍﻟﻔﺌﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪:‬‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﻤﺘﻜﻭﻨﺔ ﺍﻷﻤﻴﻥ ﺍﻟﻌﺎﻡ ﻭﺍﻷﻤﻨﺎﺀ ﺍﻟﻌﺎﻤﻴﻥ ﺍﻟﻤﺴﺎﻋﺩﻴﻥ‬
‫ﻭﻤﺩﻴﺭﻱ ﺍﻟﻌﻤﻭﻡ ﺍﻟﺤﺎﺼﻠﻴﻥ ﻋﻠﻰ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﺫﻴﻥ ﺘﻡ ﺘﺩﺭﻴﺏ ﻤﻭﻅﻔﻴﻬﻡ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ‬
‫)‪ (70‬ﻤﻭﻅﻔﺎﹰ ﻭﻤﻭﻅﻔﺔ‬
‫ﺠﺩﻭل )‪(1‬‬
‫ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﺎﹰ ﻟﻺﺴﺘﺒﺎﻨﺎﺕ ﺍﻟﻤﻭﺯﻋﺔ ﻭﺍﻟﻤﺴﺘﺭﺩﺓ‬

‫ﺍﻹﺴﺘﺒﺎﻨﺎﺕ‬ ‫ﺍﻹﺴﺘﺒﺎﻨﺎﺕ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﻪ‬
‫ﺍﻟﻤﺴﺘﺭﺩﺓ‬ ‫ﺍﻟﻤﻭﺯﻋﺔ‬

‫‪%75‬‬ ‫‪128‬‬ ‫‪170‬‬ ‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬

‫‪%86‬‬ ‫‪60‬‬ ‫‪70‬‬ ‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬

‫‪%78‬‬ ‫‪188‬‬ ‫‪240‬‬ ‫ﺍﻹﺠﻤﺎﻟﻲ‬

‫ﺤﻴﺙ ﺒﻠﻎ ﺇﺠﻤﺎﻟﻲ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ )‪ (240‬ﻤﻭﻅﻔﺎﹰ ﻭﻤﻭﻅﻔﺔ ﺘﻡ ﺍﺴﺘﻌﺎﺩﺓ )‪ (188‬ﺇﺴﺘﺒﺎﻨﺔ‬

‫ﺼﺎﻟﺤﺔ ﻟﻠﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺒﻌﺩ ﺍﺴﺘﺒﻌﺎﺩ ﻏﻴﺭ ﺍﻟﺼﺎﻟﺤﺔ ﻤﻨﻬﺎ ﻭﺫﻟﻙ ﺒﻨﺴﺒﺔ )‪(%78‬‬
‫ﺜﺎﻨﻴﺎﹰ ‪ :‬ﻤﺼﺎﺩﺭ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‬
‫ﺘﻡ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺨﻼل ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﻤﺼﺎﺩﺭ ﺍﻷﻭﻟﻴﺔ‪ :‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘﺼﻤﻴﻡ ﺇﺴﺘﺒﺎﻨﺘﻴﻥ ﻤﺭﻓﻘﺔ ﻓﻲ ﺍﻟﻤﻼﺤﻕ ﺭﻗﻡ )‪ ( 2‬ﻭﺭﻗﻡ )‪(3‬‬
‫ﻟﺘﻐﻁﻴﺔ ﺍﻟﺠﺯﺀ ﺍﻟﻤﻴﺩﺍﻨﻲ ﻟﻠﺩﺭﺍﺴﺔ‪.‬‬
‫ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ :‬ﺘـﺘﻀﻤﻥ ﺍﻟﻤﺭﺍﺠﻊ ﻤﻥ ﺍﻟﻜﺘﺏ ﻭﺍﻟﺭﺴﺎﺌل ﻭﺍﻷﻁﺭﻭﺤﺎﺕ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻭﺍﻟﺩﻭﺭﻴﺎﺕ‬
‫ﻭﺍﻟﻨﺸﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﻤﺘﻭﻓﺭﺓ ﻓﻲ ﺍﻟﻤﻜﺘﺒﺎﺕ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪58‬‬

‫ﺜﺎﻟﺜﺎﹰ ‪ :‬ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ‪ -:‬ﺘﺘﻜﻭﻥ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺠﺯﺌﻴﻥ ﺤﻴﺙ ﺘﻡ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻭﺘﺤﻠﻴل ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﻓﻘﺭﺍﺕ ﺍﻹﺴﺘﺒﺎﻨﺘﻴﻥ ﻭﺍﻟﻤﻜﻭﻨﺔ ﻤﻥ ﺨﻤﺱ ﻤﺘﻐﻴﺭﺍﺕ ﻤﺴﺘﻘﻠﺔ‬
‫ﻭﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ ﻭﺍﺤﺩ ﻭﺍﻟﺘﻲ ﺘﻨﻘﺴﻡ ﺒﺩﻭﺭﻫﺎ ﺍﻟﻰ ‪ 68‬ﻓﻘﺭﺓ ﻭﺍﻟﻤﻭﺯﻋﺔ ﻋﻠﻰ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺤﻴﺙ‬
‫ﺃﻥ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻷﻭﻟﻰ ﻭﺠﻬﺕ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻷﺨﺫ ﺇﺘﺠﺎﻫﺎﺘﻬﻡ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻭﺠﻬﺕ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻤﺸﺭﻓﻴﻥ ﺍﻟﺫﻴﻥ ﺘﻡ ﺘﺩﺭﻴﺏ ﻤﻭﻅﻔﻴﻬﻡ‬
‫ﻟﻐﺭﺽ ﺍﺨﺫ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻗﻴﺎﺱ ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻜﻔﺎﺀﺓ‬
‫ﻤﻭﻅﻔﻴﻬﻡ ‪ .‬ﻭﺘﺘﻜﻭﻥ ﻜل ﻤﻥ ﺍﻹﺴﺘﺒﺎﻨﺘﻴﻥ ﻤﻥ ﺍﻷﺠﺯﺍﺀ ﺍﻟﺭﺌﻴﺴﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪-:‬‬
‫ﺍﻟﺠﺯﺀ ﺍﻷﻭل‪ :‬ﻁﻠﺏ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﺍﻟﻤﺴﺘﺠﻴﺏ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺃﺴﺌﻠﺔ ﺍﻹﺴﺘﺒﺎﻨﺔ ﻭﻤﺅﻜﺩﺓ ﻟﻪ ﺒﺄﻥ ﺍﻹﺠﺎﺒﺎﺕ‬
‫ﺴﺘﻌﺎﻤل ﺒﺎﻟﺴﺭﻴﺔ ﺍﻟﺘﺎﻤﺔ ﻭﺍﻹﻟﺘـﺯﺍﻡ ﺒﻬﺎ ﻷﻏﺭﺍﺽ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﻓﻘﻁ‪.‬‬
‫ﺍﻟﺠﺯﺀ ﺍﻟﺜﺎﻨﻲ‪ :‬ﺃﺴﺌﻠﺔ ﺘـﺘﻌﻠﻕ ﺒﺨﺼﺎﺌﺹ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻋﺩﺩﻫﺎ )‪ (9‬ﺃﺴﺌﻠﺔ‪.‬‬
‫ﺍﻟﺠﺯﺀ ﺍﻟﺜﺎﻟﺙ‪ :‬ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻹﺴﺘﺒﺎﻨﺔ ﺍﻷﻭﻟﻰ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘـﺘـﻌﻠﻕ ﺒﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴـﺒـﻴـﺔ ﻭﻋﺩﺩﻫﺎ )‪ (10‬ﺃﺴﺌﻠﺔ ‪.‬‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘـﺘـﻌﻠﻕ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻋﺩﺩﻫﺎ )‪ (11‬ﺴﺅﺍﻻﹰ ‪.‬‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘـﺘـﻌﻠﻕ ﺒﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴـﺒـﻴـﺔ ﻭﻋﺩﺩﻫﺎ )‪ (13‬ﺴﺅﺍﻻﹰ‪.‬‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘـﺘـﻌﻠﻕ ﺒﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻋﺩﺩﻫﺎ )‪ (12‬ﺴﺅﺍﻻﹰ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻹﺴﺘﺒﺎﻨﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ‪:‬‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘـﺘـﻌﻠﻕ ﺒﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴـﺒـﻴﺔ ﻭﻋﺩﺩﻫﺎ )‪ (10‬ﺴﺅﺍﻻﹰ‪.‬‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘـﺘـﻌﻠﻕ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻋﺩﺩﻫﺎ )‪ (11‬ﺃﺴﺌﻠﺔ‪.‬‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘـﺘـﻌﻠﻕ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﻋﺩﺩﻫﺎ ) ‪ ( 8‬ﺃﺴﺌﻠﺔ ‪.‬‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘـﺘـﻌﻠﻕ ﺒﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴـﺒـﻴﺔ ﻭﻋﺩﺩﻫﺎ )‪ (13‬ﺴﺅﺍﻻﹰ‪.‬‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘـﺘـﻌﻠﻕ ﺒﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻋﺩﺩﻫﺎ )‪ (12‬ﺴﺅﺍﻻﹰ‪.‬‬
‫‪ -‬ﺃﺴﺌﻠﺔ ﺘﺘﻌﻠﻕ ﺒﻘﻴﺎﺱ ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﻋﺩﺩﻫﺎ )‪ (15‬ﺴﺅﺍﻻﹰ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪59‬‬

‫ﻜﻤﺎ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﻟﻴﻜﺭﺕ ﺍﻟﺨﻤﺎﺴﻲ )‪ (Likert Scale‬ﻟﻬﺫﻩ ﺍﻟﻐﺎﻴﺔ ﺤﻴﺙ ﺴﻴﻜﻭﻥ‬
‫ﺘﺭﺘﻴﺏ ﺍﻹﺠﺎﺒﺎﺕ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -1‬ﻤﻭﺍﻓﻕ ﺒﺸﺩﺓ‬
‫‪ -2‬ﻤﻭﺍﻓﻕ‬
‫‪ -3‬ﻤﻭﺍﻓﻕ ﺍﻟﻰ ﺤﺩ ﻤﺎ‬
‫‪ -4‬ﻏﻴﺭ ﻤﻭﺍﻓﻕ‬
‫‪ -5‬ﻏﻴﺭ ﻤﻭﺍﻓﻕ ﺇﻁﻼﻗﺎﹰ‬
‫ﺤﻴﺙ ﺘﻡ ﺘﻘﺴﻴﻡ ﺇﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﺎ ﻟﻠﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﺍﻟـﻰ ﺍﻟﻔﺌـﺎﺕ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﺇﻨﺴﺠﺎﻤﺎﹰ ﻤﻊ ﻤﻘﻴﺎﺱ ﻟﻴﻜﺭﺕ ﺍﻟﺨﻤﺎﺴﻲ ﺍﻟﺫﻱ ﺒﻨﻴﺕ ﻋﻠﻴﻪ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ ‪:‬‬
‫ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﺘﻲ ﺘﺘﺭﺍﻭﺡ ﻤﺩﺍﻫﺎ ﻤﺎ ﺒﻴﻥ )‪ (2.33-1‬ﺘﻌﻨﻲ ﻤﺴﺘﻭﻯ ﻤﻨﺨﻔﺽ‪،‬‬
‫ﻭﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻀﻤﻥ ﻤﺩﻯ )‪ (3.67-2.34‬ﺘﻌﻨﻲ ﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ‪،‬‬
‫ﺃﻤﺎ ﻋﻨﺩﻤﺎ ﺘﺯﻴﺩ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻥ )‪ (3.67‬ﻓﺈﻨﻬﺎ ﺘﻌﻨﻲ ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪60‬‬

‫ﺭﺍﺒﻌﺎﹰ ‪ :‬ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻹﺴﺘﺒﺎﻨﺔ (‬
‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺩﺭﺠﺔ ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ )ﺍﻹﺴﺘﺒﺎﻨﺔ( ﺘﻡ ﺍﺴﺘﺨﺭﺍﺝ ﻤﻌﺎﻤل ﻜﺭﻭﻨﺒﺎﺥ ﺃﻟﻔﺎ‬
‫)‪ (Chronbach's Alpha‬ﻭﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺜﺎﺒﺘﺔ ﻭﺼﺎﻟﺤﺔ ﻟﻠﺘﻁﺒﻴﻕ ﻭﺫﻟﻙ ﻷﻥ‬
‫ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﺒﻠﻐﺕ )‪ (0.837‬ﺃﻱ ﺃﻋﻠﻰ ﻤﻥ ‪%60‬‬
‫ﺼﺩﻕ ﺍﻷﺩﺍﺓ ‪ :‬ﻭﻨﻘﺼﺩ ﺒﻪ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺍﻥ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻱ ﺘﺴﺘﺨﺩﻤﻪ ﺍﻟﺒﺎﺤﺜﺔ ﻴﺅﺩﻱ ﺍﻟﻰ ﺘﻁﺎﺒﻕ‬
‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺘﻲ ﺘﻡ ﺠﻤﻌﻬﺎ ﻤﻊ ﺍﻟﺤﻘﺎﺌﻕ ﺍﻟﻤﺘﻭﻓﺭﺓ ﻭﺍﻟﺫﻱ ﻴﺘﻨﺎﻭل ﻓﻴﻤﺎ ﻴﻠﻲ ‪:‬‬
‫ﺃﻭﻻ ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ ‪ -:‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﺘﻭﻴﻬﺎ ﺍﻹﺴﺘﺒﺎﻨﺔ‬
‫ﺒﺈﻤﻜﺎﻨﻬﺎ ﺍﻥ ﺘﺅﺩﻱ ﺍﻟﻰ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﺩﻗﺔ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﻤﺭﺤﻠﺘﻴﻥ ‪:‬‬
‫ﺃ‪ -‬ﺍﻟﻤﺭﺤﻠﺔ ﺍﻷﻭﻟﻰ ﺘﻡ ﻋﺭﺽ ﺍﻹﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺍﻟﻤﺨﺘﺼﻴﻥ ﻤﻥ‬
‫ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﻋﺩﺩ ﻤﻥ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ ﻭﻋﺩﺩ ﻤﻥ ﺍﻟﻤﺨﺘﺼﻴﻥ ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻟﻌﻤل ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ‪.‬‬
‫ﺏ ‪ -‬ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪ -:‬ﺘﻡ ﺘﻭﺯﻴﻊ ﺍﻹﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺫﻟﻙ‬
‫ﻤﻥ ﺨﻼل ﺘﻭﺯﻴﻊ ﻋﺩﺩ )‪ (10‬ﺇﺴﺘﺒﺎﻨﺎﺕ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﻋﺩﺩ)‪ (10‬ﺇﺴﺘﺒﺎﻨﺎﺕ ﻟﻸﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺘﻡ ﺍﺴﺘﺭﺠﺎﻋﻬﺎ ﺤﻴﺙ ﺘﻡ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺇﺘﺠﺎﻫﺎﺘﻬﻡ ﻭﺃﺭﺍﺌﻬﻡ‬
‫ﻭﻋﻠﻰ ﻤﺩﻯ ﻓﻬﻡ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻠﻌﺒﺎﺭﺍﺕ ﻭﺍﻷﻟﻔﺎﻅ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻭﺩﺭﺠﺔ ﻭﻀﻭﺤﻬﺎ‬
‫ﻭﺴﻬﻭﻟﺘﻬﺎ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ﺼﺩﻕ ﺍﻟﻤﺤﺘﻭﻯ ‪ -:‬ﻭﺍﻟﺫﻱ ﻴﺘﻤﺜل ﺒﻤﺩﻯ ﺘﻌﺒﻴﺭ ﻓﻘﺭﺍﺕ ﺍﻹﺴﺘﺒﺎﻨﺔ ﻋﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺫﻟﻙ‬
‫ﻤﻥ ﺨﻼل ﺍﻟﺘﺄﻜﺩ ﺃﻥ ﻜل ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻤﺜﻠﺔ ﺒﺸﻜل ﺩﻗﻴﻕ ﻓﻲ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺒﺼﻭﺭﺓ‬
‫ﻤﻨﺎﺴﺒﺔ ‪.‬‬

‫ﺨﺎﻤﺴﺎﹰ ‪ :‬ﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﺘﻤﺕ ﺨﻁﻭﺍﺕ ﺍﻟﺘﻨﻔﻴﺫ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ ‪:‬‬
‫ﺃﻭﻻ ‪ ً:‬ﺘﻡ ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﺍﻟﻜﺸﻭﻓﺎﺕ ﺍﻟﻤﺴﺘﺨﺭﺠﺔ ﻤﻥ ﺇﺩﺍﺭﺓ ﺸﺌﻭﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ‬
‫ﻓﻲ ﺍﻷﻤﺎﻨﺔ ﺍﻟﻌﺎﻤﺔ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﺤﻴﺙ ﺘﻡ ﺤﺼﺭ ﻭﺘﺼﻨﻴﻑ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺤﺴﺏ ﺍﻟﻜﻠﻴﺎﺕ‬
‫ﻭﺍﻟﻤﺭﺍﻜﺯ ﺍﻟﺘﺎﺒﻌﺔ ﻟﻠﺠﺎﻤﻌﺔ ﻭﺍﻷﻤﺎﻨﺔ ﺍﻟﻌﺎﻤﺔ ﻭﺭﺌﺎﺴﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺘﺎﺒﻌﺔ ﻟﻬﺎ‬
‫ﻭﺘﻡ ﺤﺼﺭ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺤﺴﺏ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺤﺎﺼﻠﻴﻥ ﻋﻠﻰ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﺭﺠﻭﻉ ﺍﻟﻰ‬
‫ﺘﻘﺎﺭﻴﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﺍﻟﺴﻨﻭﻴﺔ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺸﺌﻭﻥ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪61‬‬

‫ﻭﻨﻅﺭﺍﹰ ﻟﺼﻌﻭﺒﺔ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺘﻘﺎﺭﻴﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﻟﻠﺴﻨﻭﺍﺕ ‪ 2007-2004-2002‬ﻡ ﻓﻘﺩ‬
‫ﺍﻗﺘﺼﺭﺕ ﺍﻟﺘﻘﺎﺭﻴﺭ ﻋﻠﻰ ﺍﻟﺴﻨﻭﺍﺕ ‪2006-2005-2003-2001‬ﻡ‬
‫ﺜﺎﻨﻴﺎﹰ ‪ :‬ﺒﻌﺩ ﺘﺄﻜﺩ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﺼﺩﻕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺜﺒﺎﺘﻬﺎ ﻭﻭﻀﻌﻬﺎ ﻓﻲ ﺼﻭﺭﺘﻬﺎ ﺍﻟﻨﻬﺎﺌﻴﺔ ﺘﺤﺕ‬
‫ﺇﺸﺭﺍﻑ ﺍﻟﻤﺸﺭﻑ ﺍﻟﺩﺍﺨﻠﻲ ﺍﻟﻤﻘﺭ ﻤﻥ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﺘﻡ ﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻟﺘﻭﺯﻴﻊ ﺍﻟﻤﺒﺎﺸﺭ ﻤﻥ ﻗﺒل ﺍﻟﺒﺎﺤﺜﺔ ﻭﻤﺴﺌﻭﻟﻲ ﺍﻟﺸﺌﻭﻥ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﻭﻤﺴﺌﻭﻟﻲ ﺤﺎﻓﻅﺔ ﺍﻟﺩﻭﺍﻡ ﺤﻴﺙ ﺘﻡ ﻤﺭﺍﻋﺎﺓ ﺍﻟﺸﺭﺡ ﺍﻟﻭﺍﻓﻲ ﻟﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻹﺴﺘﺒﺎﻨﺘﻴﻥ ﻤﻠﺤﻕ‬
‫ﺭﻗﻡ ) ‪ (4‬ﻤﺸﺭﻭﻉ ﺍﻟﺨﻁﺔ ﺍﻟﺯﻤﻨﻴﺔ‪.‬‬
‫ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻹﺴﺘﺒﺎﻨﺎﺕ ﺍﻟﻤﻭﺯﻋﺔ )‪ (240‬ﺍﺴﺘﺒﺎﻨﻪ ﺘﻡ ﺍﺴﺘﻌﺎﺩﺓ )‪ (188‬ﺍﺴﺘﺒﺎﻨﺔ ﺼﺎﻟﺤﺔ ﻟﻠﺘﺤﻠﻴل‬
‫ﺍﻹﺤﺼﺎﺌﻲ ﺒﻨﺴﺒﺔ )‪(%78‬‬
‫ﺜﺎﻟﺜﺎﹰ ﺘﻡ ﺍﻨﺠﺎﺯ ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﻨﻬﺎﺌﻲ ﻟﻠﻤﺸﺭﻑ ﺍﻟﺩﺍﺨﻠﻲ ﻭﺍﺴﺘﻼﻡ ﺘﻘﺭﻴﺭ ﺍﻨﺠﺎﺯ ﺍﻟﻌﻤل ﺍﻟﻤﻘﺩﻡ ﻤﻥ ﻗﺒل‬
‫ﺍﻟﻤﺸﺭﻑ ﺍﻟﺩﺍﺨﻠﻲ ﻨﻴﺎﺒﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻤﻠﺤﻕ ﺭﻗﻡ )‪(5‬‬

‫ﺴﺎﺩﺴﺎﹰ ‪ :‬ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﺍﻟﻤﺘـﻐـﻴﺭﺍﺕ ﺍﻟﻤﺴﺘـﻘـﻠﺔ‪:‬‬
‫‪ -2‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫‪ -1‬ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪ -4‬ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫‪ -3‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤـﺩﺭﺒﻴﻥ‬
‫‪ -5‬ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺍﻟﻤﺘـﻐـﻴﺭ ﺍﻟﺘﺎﺒﻊ‪:‬‬
‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻟﺫﻱ ﺘﻡ ﻗﻴﺎﺴﻪ ﻤﻥ ﺨﻼل ﻗﻴﺎﺱ ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺎﻷﺩﺍﺀ ﻤﻥ ﻗﺒل‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ‪.‬‬

‫ﺴﺎﺒﻌﺎﹰ ‪ :‬ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬

‫ﺇﻋﺘﻤﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻓﻲ ﺩﺭﺍﺴﺘﻬﺎ ﻋﻠﻰ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﻭﺍﻟﺘﺤﻠﻴﻠﻲ ﻓﻲ ﺘـﻘﻴﻴﻡ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺘﺩﺭﻴﺏ‪ ،‬ﻭﺫﻟﻙ ﺒﻬﺩﻑ ﺍﻟﻭﺼﻭل ﺍﻟﻰ ﻨﺘﺎﺌﺞ ﻴﺴﺘـﻔﺎﺩ ﻤﻨﻬﺎ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﺘﺎﺒﻊ ﺍﻟﺫﻱ ﻴﻤﺜـل ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘـﻘﻠﺔ ﺍﻟﺘﻲ ﺘﻤﺜـل ﻗﺩﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺘﻤﻜﻴﻥ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﻤﻥ ﺘـﻘﺩﻴﻡ ﺨﺩﻤﺎﺘﻬﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻴﺠﻌﻠﻬﺎ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﺎ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪62‬‬

‫ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺃﺨﺫ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻨﻬﺎ ﻭﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻤﻥ ﻗﺒل ﻗﻴﺎﺩﺍﺘﻬﻡ ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﺘﻡ ﺘﺤﻠﻴل ﺒﻴﺎﻨﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺭﺯﻤﺔ ﺒﺭﺍﻤﺞ ﺍﻟﺘﻁﺒﻴﻘﺎﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﺠﺎﻫﺯﺓ‬
‫)‪،(SPSS‬‬
‫ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺇﻴﺠﺎﺩ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻭﺍﻟﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﺨﺘﺒﺎﺭ"ﺕ"‪.‬‬
‫ﻜﻤﺎ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻭﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ )ﺒﻴﺭﺴﻭﻥ( ﻟﻠﺘﺄﻜﺩ‬
‫ﻤﻥ ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﻜﺭﻭﻨﺒﺎﺥ ﺃﻟﻔﺎ )‪ (Chronbach's Alpha‬ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﻗﻭﺓ ﺍﻟﺘﻤﺎﺴﻙ ﻭﻤﺩﻯ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﺩﺍﺨﻠﻲ )ﺜﺒﺎﺕ ﺍﻹﺴﺘﺒﺎﻨﺔ(‪ ).‬ﺴﻴﻜﺎﺭﺍﻥ ‪( 2002 ،‬‬

‫ﺜﺎﻤﻨﺎﹰ ‪ :‬ﻤﺤﺩﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬

‫‪ -‬ﺍﻟﺘﺒﺎﻋﺩ ﺍﻟﺠﻐﺭﺍﻓﻲ ﺤﻴﺙ ﺃﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻴﺘﻭﺯﻉ ﻋﻠﻰ ﻤﻨﺎﻁﻕ ﺠﻐﺭﺍﻓﻴﺔ ﻤﺘﺒﺎﻋﺩﺓ ﻨﺴﺒﻴﺎﹰ ﻨﺎﻫﻴﻙ‬
‫ﻋﻥ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻟﺘﺭﺒﺔ ﺤﻴﺙ ﺘﺒﻌﺩ ﺒﻤﺴﺎﻓﺔ ﺴﺎﻋﺘﻴﻥ ﻋﻥ ﻋﺎﺼﻤﺔ ﺍﻟﻤﺤﺎﻓﻅﺔ ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﺘﻭﻓﺭ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﺃﻭ ﺸﺒﻜﺔ ﻤﻌﻠﻭﻤﺎﺕ ﻴﻤﻜﻥ ﺍﻟﺭﺠﻭﻉ ﺇﻟﻴﻬﺎ ﺴـﻭﺍﺀ ﻓـﻲ ﺇﺩﺍﺭﺓ ﺍﻟﺘـﺩﺭﻴﺏ‬
‫ﻭﺍﻟﺘﺄﻫﻴل ﺃﻭ ﻓﻲ ﺩﺍﺌﺭﺓ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﻤﺎﻟﻲ ﻭﺍﻹﺩﺍﺭﻱ ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﻭﺠﻭﺩ ﺘﻭﺼﻴﻑ ﻭﻅﻴﻔﻲ ﻭﺍﻀﺢ ﻭﻭﺍﻗﻌﻲ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻪ ﻴﻤﻜﻥ ﻤﻥ ﺨﻼﻟﻪ ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺒﺴﻬﻭﻟﺔ ﻭﻴﺴﺭ ﻤﻤﺎ ﻀﺎﻋﻑ ﺍﻟﺠﻬﺩ ﺍﻟﻤﺒﺫﻭل ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﻋﺩﻡ ﻭﺠﻭﺩ ﻋﺩﺩ ﻭﺍﻀﺢ ﻴﻌﺘﻤﺩ ﻋﻠﻴـﻪ‬
‫ﻓﻲ ﻋﺩﺩ ﺍﻹﺴﺘﺒﺎﻨﺎﺕ ﺍﻟﻤﻭﺯﻋﺔ ﻟﻠﻤﺸﺭﻓﻴﻥ ﺇﻻ ﻤﻥ ﺨﻼل ﺍﻟﻨﺯﻭل ﺍﻟﻤﻴﺩﺍﻨﻲ ﺤﻴﺙ ﻟﻭﺤﻅ ﻓﻲ ﻋﺩﺩ ﻤﻥ‬
‫ﺍﻟﺩﻭﺍﺌﺭ ﻭﺍﻟﺘﻲ ﻴﺭﺃﺴﻬﺎ ﻤﺩﺭﺍﺀ ﻋﻤﻭﻡ ﻋﺩﻡ ﻭﺠﻭﺩ ﺘﺴﻠﺴل ﻤﻥ ﻤﺩﻴﺭ ﺇﺩﺍﺭﺓ ﻓﺭﺌﻴﺱ ﻗﺴﻡ ﺒل ﻤﺨﺘﺹ‬
‫ﺃﻭ ﻤﺨﺘﺼﻴﻥ ﻤﺒﺎﺸﺭﺓ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪63‬‬

‫ﺍﻟﻔﺼل ﺍﻟﺭﺍﺒﻊ‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬
‫‪ 1/4‬ﺨﺼﺎﺌﺹ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ 2/4‬ﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ‬
‫‪ 3/4‬ﺇﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪64‬‬

‫‪ 1/4‬ﺨﺼﺎﺌﺹ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫ﺠﺩﻭل )‪ (2‬ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺤﺴﺏ‬
‫ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬ ‫ﺍﻟﺨﺎﺼﻴﺔ‬

‫ﺍﻟﻨﺴﺒﺔ ‪%‬‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻨﺴﺒﺔ ‪%‬‬ ‫ﺍﻟﻌﺩﺩ‬

‫‪91.7‬‬ ‫‪55‬‬ ‫‪78.1‬‬ ‫‪100‬‬ ‫ﺫﻜﺭ‬

‫‪8.3‬‬ ‫‪5‬‬ ‫‪21.9‬‬ ‫‪28‬‬ ‫ﺃﻨﺜﻰ‬ ‫ﺍﻟﺠﻨﺱ‬
‫‪%100‬‬ ‫‪60‬‬ ‫‪%100‬‬ ‫‪128‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪22‬‬ ‫‪13‬‬ ‫‪44.1‬‬ ‫‪56‬‬ ‫‪ 30‬ﺴﻨﺔ ﻓﺄﻗل‬

‫‪60‬‬ ‫‪36‬‬ ‫‪52.0‬‬ ‫‪67‬‬ ‫‪ 40 – 31‬ﺴﻨﺔ‬
‫ﺍﻟﻌﻤﺭ‬
‫‪18‬‬ ‫‪11‬‬ ‫‪3.9‬‬ ‫‪5‬‬ ‫‪ 41‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬
‫‪%100‬‬ ‫‪60‬‬ ‫‪%100‬‬ ‫‪128‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪5.0‬‬ ‫‪3‬‬ ‫‪8.7‬‬ ‫‪11‬‬ ‫ﺜﺎﻨﻭﻴﺔ ﻋﺎﻤﺔ ﻓﺄﻗل‬

‫‪5.0‬‬ ‫‪3‬‬ ‫‪18.1‬‬ ‫‪23‬‬ ‫ﺩﺒﻠﻭﻡ‬
‫‪78.3‬‬ ‫‪47‬‬ ‫‪69.3‬‬ ‫‪89‬‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ ﺃﻭ ﻟﻴﺴﺎﻨﺱ‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬
‫‪11.7‬‬ ‫‪7‬‬ ‫‪3.9‬‬ ‫‪5‬‬ ‫ﺩﺭﺍﺴﺎﺕ ﻋﻠﻴﺎ‬
‫‪%100‬‬ ‫‪60‬‬ ‫‪%100‬‬ ‫‪128‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪45.0‬‬ ‫‪27‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﻤﺩﻴﺭ ﻋﺎﻡ‬

‫‪55.0‬‬ ‫‪33‬‬ ‫‪53.1‬‬ ‫‪68‬‬ ‫ﻤﺩﻴﺭ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻹﺩﺍﺭﻱ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪46.9‬‬ ‫‪60‬‬ ‫ﺭﺌﻴﺱ ﻗﺴﻡ‬
‫‪%100‬‬ ‫‪60‬‬ ‫‪%100‬‬ ‫‪128‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪6.6‬‬ ‫‪4‬‬ ‫‪20.3‬‬ ‫‪26‬‬ ‫ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‬

‫‪33.3‬‬ ‫‪20‬‬ ‫‪44.5‬‬ ‫‪57‬‬ ‫‪ 10 – 6‬ﺴﻨﻭﺍﺕ‬
‫‪26.6‬‬ ‫‪16‬‬ ‫‪25‬‬ ‫‪32‬‬ ‫‪ 15 – 11‬ﺴﻨﺔ‬ ‫ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬
‫‪33.3‬‬ ‫‪20‬‬ ‫‪10.2‬‬ ‫‪13‬‬ ‫‪ 16‬ﺴﻨﺔ ﻓﻤﺎ ﻓﻭﻕ‬
‫‪%100‬‬ ‫‪60‬‬ ‫‪%100‬‬ ‫‪128‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪36.6‬‬ ‫‪22‬‬ ‫‪42.2‬‬ ‫‪54‬‬ ‫ﻋﻠﻭﻡ ﺇﺩﺍﺭﻴﺔ ﻭﻤﺼﺭﻓﻴﺔ‬

‫‪21.1‬‬ ‫‪13‬‬ ‫‪14.8‬‬ ‫‪19‬‬ ‫ﻋﻠﻭﻡ ﺘﺭﺒﻭﻴﺔ‬
‫ﺍﻟﺘﺨﺼﺹ‬
‫‪20.0‬‬ ‫‪12‬‬ ‫‪13.3‬‬ ‫‪17‬‬ ‫ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬
‫‪10.0‬‬ ‫‪6‬‬ ‫‪11.7‬‬ ‫‪15‬‬ ‫ﻋﻠﻭﻡ ﺘﻁﺒﻴﻘﻴﺔ‬
‫‪11.6‬‬ ‫‪7‬‬ ‫‪19‬‬ ‫‪23‬‬ ‫ﺃﺨﺭﻯ‬

‫‪%100‬‬ ‫‪60‬‬ ‫‪%100‬‬ ‫‪128‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪65‬‬

‫ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻌﻴﻨﺔ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻜﺎﻨﺕ ﻤﻥ‬
‫ﺍﻟﺫﻜﻭﺭ‪ ،‬ﺇﺫ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (100‬ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%78.1‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﺒﻴﻨﻤﺎ ﺒﻠﻎ ﻋﺩﺩ ﺍﻹﻨﺎﺙ‬
‫)‪ (28‬ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%21.9‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻌﻴﻨﺔ ﻜﺎﻨﺕ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﺇﺫ‬
‫ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (55‬ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%91.7‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﺒﻴﻨﻤﺎ ﺒﻠﻎ ﻋﺩﺩ ﺍﻹﻨﺎﺙ )‪ (5‬ﺘﻤﺜﻠﺕ‬
‫ﺍﻟﻨﺴﺒﺔ )‪ (%8.3‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﺫﻟﻙ ﻓﻲ ﺃﻥ ﺍﻟﻭﺼﻭل ﺍﻟﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻘﻴﺎﺩﺍﺕ‬
‫ﺍﻟﻌﻠﻴﺎ ﻴﺘﻁﻠﺏ ﺴﻨﻭﺍﺕ ﻁﻭﻴﻠﺔ ﻤﻥ ﺍﻟﺨﺒﺭﺓ ‪ ،‬ﻭﻤﻌﻅﻡ ﺍﻟﻨﺴﺎﺀ ﻴﺘﺭﻜﻥ ﺍﻟﻌﻤل ﺒﻌﺩ ﺍﻟﺯﻭﺍﺝ ﻭﺍﻹﻨﺠﺎﺏ‬
‫ﻭﻴﺘﻔﺭﻏﻥ ﻟﺸﺌﻭﻥ ﺍﻷﺴﺭﺓ ﻭﺭﻋﺎﻴﺔ ﺍﻷﺒﻨﺎﺀ ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻌﻤﺭ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻌﻴﻨﺔ ﻜﺎﻨﺕ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ‬
‫)‪ 40-31‬ﺴﻨﺔ(‪ ،‬ﺇﺫ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (67‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%52.0‬ﻤﻥ ﻤﺠﻤل ﺍﻟﻌﻴﻨﺔ‪ ،‬ﺃﻤﺎ‬
‫ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﺃﻋﻤﺎﺭﻫﻡ ﺃﻗل ﻤﻥ ‪ 30‬ﻓﻘﺩ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (56‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%44.1‬ﻤﻥ‬
‫ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﺃﻋﻤﺎﺭﻫﻡ ‪ 41‬ﻓﺄﻜﺜﺭ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (5‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪(%3.9‬‬
‫ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻌﻴﻨﺔ ﻜﺎﻨﺕ‬ ‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻌﻤﺭ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ )‪ 40-31‬ﺴﻨﺔ(‪ ،‬ﺇﺫ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (36‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%60‬ﻤﻥ‬
‫ﻤﺠﻤل ﺍﻟﻌﻴﻨﺔ‪ ،‬ﺃﻤﺎ ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﺃﻋﻤﺎﺭﻫﻡ ‪ 30‬ﻓﺄﻗل ﻓﻘﺩ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (13‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ‬
‫)‪ (%22‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﺃﻋﻤﺎﺭﻫﻡ ‪ 41‬ﻓﺄﻜﺜﺭ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (11‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ‬
‫ﺍﻟﻨﺴﺒﺔ )‪ (%18.0‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﻭﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ‬
‫ﻏﺎﻟﺒﻴﺔ ﺍﻟﻌﻴﻨﺔ ﻜﺎﻨﻭﺍ ﻤﻥ ﺤﻤﻠﺔ ﺸﻬﺎﺩﺓ ﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ ﺇﺫ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (89‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ‬
‫)‪ (%69.3‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﻋﺩﺩ ﺤﻤﻠﺔ ﺸﻬﺎﺩﺓ ﺍﻟﺩﺒﻠﻭﻡ )‪ (23‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ‬
‫)‪ (%18.1‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺤﻤﻠﺔ ﺸﻬﺎﺩﺓ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﻓﻤﺎ ﺩﻭﻥ )‪ (11‬ﻤﻭﻅﻔﺎﹰ‬
‫ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%8.7‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﻜﺎﻥ )‪ (5‬ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺤﺎﺼﻠﻴﻥ ﻋﻠﻰ‬
‫ﺩﺭﺍﺴﺎﺕ ﻋﻠﻴﺎ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%3.9‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ ﻭﺘﺒﻴﻥ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﻨﺴﺒﺔ ﺤﺎﻤﻠﻲ ﺩﺭﺠﺔ‬
‫ﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ ﻭﺍﻟﻠﻴﺴﺎﻨﺱ ﺃﻋﻠﻰ ﻨﺴﺒﺔ ﺒﻴﻥ ﺒﻘﻴﺔ ﺍﻟﻨﺴﺏ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻫﺘﻤﺎﻡ ﻭﺘﺭﻜﻴﺯ ﺍﻟﺠﺎﻤﻌﺔ ﻋﻠﻰ‬
‫ﺍﺴﺘﻬﺩﺍﻑ ﻫﺫﻩ ﺍﻟﺸﺭﻴﺤﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻤﻤﺎ ﻴﺴﻬﻡ ﻓﻲ ﺘﻔﻌﻴل ﺍﻟﻌﻤل ﺍﻹﺩﺍﺭﻱ ‪ ،‬ﻭﺃﻥ ﺃﻗل ﻨﺴﺒﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪66‬‬

‫ﻟﻠﺤﺎﺼﻠﻴﻥ ﻋﻠﻰ ﺩﺭﺍﺴﺎﺕ ﻋﻠﻴﺎ ﻭﻫﺫﺍ ﻴﻌﺯﻯ ﺍﻟﻰ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﺤﺩﺩﺍﺕ ﻭﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﻤﻭﺍﺼﻠﺔ ﺩﺭﺍﺴﺎﺘﻬﻡ ﺍﻟﻌﻠﻴﺎ ﻜﺎﻷﻋﺒﺎﺀ ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻻﻟﺘﺯﺍﻤﺎﺕ ﺍﻷﺨﺭﻯ‬
‫ﻭﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻌﻴﻨﺔ ﻜﺎﻨﻭﺍ‬
‫ﻤﻥ ﺤﻤﻠﺔ ﺸﻬﺎﺩﺓ ﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ ﺇﺫ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (47‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%78.3‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ‬
‫ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﻋﺩﺩ ﺍﻟﺤﺎﺼﻠﻴﻥ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ )‪ (7‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪(%11.7‬‬
‫ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺤﻤﻠﺔ ﺸﻬﺎﺩﺓ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﻓﻤﺎ ﺩﻭﻥ )‪ (3‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ‬
‫)‪ (%5.0‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﻜﺎﻥ )‪ (3‬ﻤﻥ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻤﻥ ﺤﻤﻠﺔ ﺸﻬﺎﺩﺓ ﺍﻟﺩﺒﻠﻭﻡ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ‬
‫)‪ (%5.0‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻹﺩﺍﺭﻱ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻘﺩ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻌﻴﻨﺔ‬
‫ﻜﺎﻥ ﻤﺴﺘﻭﺍﻫﻡ ﺍﻹﺩﺍﺭﻱ ﺒﺩﺭﺠﺔ ﻤﺩﻴﺭ ﺇﺩﺍﺭﺓ ﺤﻴﺙ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (68‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ‬
‫)‪ (%53.1‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﻤﺴﺘﻭﺍﻫﻡ ﺍﻹﺩﺍﺭﻱ‬
‫ﺒﺩﺭﺠﺔ ﺭﺌﻴﺱ ﻗﺴﻡ )‪ (60‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%46.9‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﻴﻼﺤﻅ ﻤﻥ ﻫﺫﻩ‬
‫ﺍﻷﺭﻗﺎﻡ ﺃﻥ ﺍﻟﻨﺴﺏ ﻤﺘﻘﺎﺭﺒﺔ ﻨﻅﺭﺍ ﻟﻜﺜﺭﺓ ﺍﻷﻗﺴﺎﻡ ﻓﻲ ﺍﻷﻤﺎﻨﺔ ﺍﻟﻌﺎﻤﺔ ﻭﺍﻹﺩﺍﺭﺍﺕ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﺴﺘﻬﺩﺍﻑ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻷﻜﺒﺭ ﻗﺩﺭ ﻤﻤﻜﻥ ﻤﻥ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻹﺩﺍﺭﻱ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻘﺩ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‬
‫ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﻤﺴﺘﻭﺍﻫﻡ ﺍﻹﺩﺍﺭﻱ ﺒﺩﺭﺠﺔ ﻤﺩﻴﺭ ﺇﺩﺍﺭﺓ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (33‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ‬
‫)‪ (%55.0‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﻋﺩﺩ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﻤﺴﺘﻭﺍﻫﻡ ﺍﻹﺩﺍﺭﻱ ﺒﺩﺭﺠﺔ‬
‫ﻤﺩﻴﺭ ﻋﺎﻡ )‪ (27‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%45.0‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺨﺹ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ‬
‫ﺨﺒﺭﺘﻬﻡ ﺘﺘﺭﺍﻭﺡ ﻤﺎ ﺒﻴﻥ )‪ 10-6‬ﺴﻨﻭﺍﺕ( ﻗﺩ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (57‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪(%44.5‬‬
‫ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ ﺘﺭﺍﻭﺤﺕ ﺨﺒﺭﺘﻬﻡ ﻤﺎ ﺒﻴﻥ ‪ 15-11‬ﺴﻨﺔ‬
‫)‪ (32‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%25‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ‬
‫ﺨﺒﺭﺘﻬﻡ ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ )‪ (26‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﻨﺴﺒﺘﻬﻡ )‪ (%20.3‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﺃﻤﺎ ﻋﻥ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﺨﺒﺭﺘﻬﻡ ‪ 16‬ﺴﻨﺔ ﻓﻤﺎ ﻓﻭﻕ ﻓﻘﺩ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (13‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ‬
‫ﺍﻟﻨﺴﺒﺔ )‪ (%10.2‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪67‬‬

‫ﻭﻓﻴﻤﺎ ﻴﺨﺹ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‬
‫ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﺨﺒﺭﺘﻬﻡ ‪ 16‬ﺴﻨﺔ ﻓﻤﺎ ﻓﻭﻕ ﻓﻘﺩ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (20‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%33.3‬ﻤﻥ‬
‫ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﻟﺫﻴﻥ ﺘﺭﺍﻭﺤﺕ ﺨﺒﺭﺘﻬﻡ ﻤﺎ ﺒﻴﻥ ‪ 10-6‬ﺴﻨﻭﺍﺕ )‪(20‬‬
‫ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%33.3‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﻟﺫﻴﻥ ﺘﺭﺍﻭﺤﺕ ﺨﺒﺭﺘﻬﻡ‬
‫ﻤﺎ ﺒﻴﻥ ‪ 15-11‬ﺴﻨﺔ ﻓﻘﺩ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (16‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%26.6‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪،‬‬
‫ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﺨﺒﺭﺘﻬﻡ ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ )‪ (4‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪(%6.6‬‬
‫ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ ﺤﻴﺙ ﺃﻥ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﻌﻠﻴﺎ ﺃﻜﺜﺭ ﺨﺒﺭﺓ ‪ ،‬ﻭﻫﺫﺍ ﻁﺒﻴﻌﻲ ﻷﻥ ﺍﻟﺘﺭﻗﻲ ﺍﻟﻰ ﻭﻅﺎﺌﻑ‬
‫ﻋﻠﻴﺎ ﻴﺤﺘﺎﺝ ﺍﻟﻰ ﺴﻨﻭﺍﺕ ﺨﺒﺭﺓ ﺃﻁﻭل ‪.‬‬

‫ﻭﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺨﺼﺹ ﻓﻘﺩ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﺘﺨﺼﺼﺎﺘﻬﻡ‬
‫ﻋﻠﻭﻡ ﺇﺩﺍﺭﻴﺔ ﻭﻤﺼﺭﻓﻴﺔ )‪ (54‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%42.2‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ‬
‫ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﻟﻬﻡ ﺘﺨﺼﺼﺎﺕ ﺃﺨﺭﻯ )‪ (24‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%19‬ﻤﻥ‬
‫ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﺘﺨﺼﺼﻬﻡ ﻋﻠﻭﻡ ﺘﺭﺒﻭﻴﺔ )‪ (19‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ‬
‫)‪ (%14.8‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﺘﺨﺼﺼﻬﻡ ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ )‪ (17‬ﻤﻭﻅﻔﺎﹰ‬
‫ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%13.3‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﺘﺨﺼﺼﻬﻡ ﻋﻠﻭﻡ ﺘﻁﺒﻴﻘﻴﺔ‬
‫)‪ (15‬ﻤﻭﻅﻔﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%11.7‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ .‬ﺘﺒﻴﻥ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺃﻋﻠﻰ ﻨﺴﺒﺔ ﻜﺎﻨﺕ‬
‫ﻟﻠﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻤﺼﺭﻓﻴﺔ ﻤﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻤل ﺍﻹﺩﺍﺭﻱ ﻤﻥ ﺤﻴﺙ‬
‫ﺍﻹﻟﻤﺎﻡ ﺒﻤﺒﺎﺩﺉ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻌﻤل ‪0‬‬
‫ﻭﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺨﺼﺹ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻘﺩ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻋﺩﺩ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﻟﺫﻴﻥ‬
‫ﻜﺎﻨﺕ ﺘﺨﺼﺼﻬﻡ ﻋﻠﻭﻡ ﺇﺩﺍﺭﻴﺔ ﻭﻤﺼﺭﻓﻴﺔ )‪ (22‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%36.6‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ‬
‫ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﺘﺨﺼﺼﻬﻡ ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ )‪ (12‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%20‬ﻤﻥ‬
‫ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﺘﺨﺼﺼﻬﻡ ﻋﻠﻭﻡ ﺘﺭﺒﻭﻴﺔ )‪ (13‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ‬
‫)‪ (%21.6‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﻟﺫﻴﻥ ﻜﺎﻨﺕ ﻟﻬﻡ ﺘﺨﺼﺼﺎﺕ ﺃﺨﺭﻯ )‪(7‬‬
‫ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%11.6‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﺘﺨﺼﺼﻬﻡ ﻋﻠﻭﻡ‬
‫ﺘﻁﺒﻴﻘﻴﺔ )‪ (6‬ﻤﺒﺤﻭﺜﺎﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%10.0‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺘﻭﺯﻴﻊ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﺴﺏ ﻋﺩﺩ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻘﻭﺍ‬
‫ﺒﻬﺎ‪ ،‬ﻓﻘﺩ ﺘﻡ ﺍﺴﺘﺨﺭﺍﺝ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﻬﻡ ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪:‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪68‬‬

‫ﺠﺩﻭل )‪ (3‬ﺘﻭﺯﻴﻊ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻴﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﺴﺏ ﻋﺩﺩ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻘﻭﺍ ﺒﻬﺎ‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ )‪(%‬‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬

‫‪19‬‬ ‫‪24‬‬ ‫ﺩﻭﺭﺓ ﻭﺍﺤﺩﺓ‬
‫‪31‬‬ ‫‪40‬‬ ‫ﺩﻭﺭﺘﻴﻥ‬
‫‪50‬‬ ‫‪64‬‬ ‫ﺜﻼﺙ ﺩﻭﺭﺍﺕ ﻓﺄﻜﺜﺭ‬
‫‪%100‬‬ ‫‪128‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫ﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺒﺄﻥ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﻠﺘﺤﻘﻴﻥ ﺒﺩﻭﺭﺓ ﻭﺍﺤﺩﺓ ﻓﻘﻁ ﻜﺎﻥ )‪(24‬‬
‫ﻋﺎﻤﻼﹰ ﺘﻤﺜﻠﺕ ﺍﻟﻨﺴﺒﺔ )‪ (%19.0‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﻠﺘﺤﻘﻴﻥ‬
‫ﺒﺩﻭﺭﺘﻴﻥ )‪ (40‬ﻋﺎﻤﻼﹰ ﺘﻤﺜﻠﺕ ﺒﻨﺴﺒﺔ )‪ (%31.7‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺍﻟﻤﻠﺘﺤﻘﻴﻥ ﺒﺜﻼﺙ ﺩﻭﺭﺍﺕ ﻓﺄﻜﺜﺭ )‪ (64‬ﻋﺎﻤﻼﹰ ﺘﻤﺜﻠﺕ ﺒﻨﺴﺒﺔ )‪ (%50‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻌﻴﻨﺔ ﻭﺘﺭﻯ‬
‫ﺍﻟﺒﺎﺤﺜﺔ ﺍﻥ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺩل ﻋﻠﻰ ﻤﺩﻯ ﺇﻫﺘﻤﺎﻡ ﺍﻟﺠﺎﻤﻌﺔ ﺒﺘﻭﻓﻴﺭ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻬﺩﻑ ﺇﻜﺴﺎﺏ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻤﺔ ﻟﺘﺤﺴﻴﻥ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ ﻭﺃﺴﻠﻭﺏ ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎل ﻭﺍﻟﻭﺍﺠﺒﺎﺕ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺨﺹ ﻤﻜﺎﻥ ﺍﻨﻌﻘﺎﺩ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻕ ﺒﻬﺎ ﺍﻟﻌﺎﻤﻠﻭﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‪ ،‬ﻓﻘﺩ ﻜﺎﻥ‬
‫ﺘﻭﺯﻴﻊ ﺍﻟﺩﻭﺭﺍﺕ ﺤﺴﺏ ﻤﻜﺎﻥ ﺍﻨﻌﻘﺎﺩﻫﺎ ﻋﻠﻰ ﺍﻟﺸﻜل ﺍﻵﺘﻲ‪:‬‬
‫ﺠﺩﻭل )‪(4‬‬
‫ﺘﻭﺯﻴﻊ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻕ ﺒﻬﺎ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻭﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﺴﺏ ﻤﻜﺎﻥ ﺍﻨﻌﻘﺎﺩﻫﺎ‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ )‪(%‬‬ ‫ﻋﺩﺩ ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﻤﻜﺎﻥ ﺍﻨﻌﻘﺎﺩ ﺍﻟﺩﻭﺭﺓ‬

‫‪62.5‬‬ ‫‪217‬‬ ‫ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ‬
‫‪30.5‬‬ ‫‪106‬‬ ‫ﺩﺍﺨل ﺍﻟﺩﻭﻟﺔ‬
‫‪7.0‬‬ ‫‪24‬‬ ‫ﺨﺎﺭﺝ ﺍﻟﺩﻭﻟﺔ‬
‫‪100‬‬ ‫‪*347‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫*ﺨﻼل ﺍﻟﻔﺘﺭﺓ ﻤﻥ ‪2001‬ﻡ ﺍﻟﻰ ‪2007‬ﻡ‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻋﻼﻩ ﺍﻟﻰ ﺃﻥ ﻤﺎﻨﺴﺒﺘﻪ )‪ (%62.5‬ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺫﻱ ﺍﻟﺘﺤﻕ ﺒﻪ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ ﻭﺍﻟﺘﻲ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻟﺩﻭﺭﺍﺕ ﻤﺘﻌﻠﻘﺔ ﺒﺎﹼﻟﻴﺎﺕ ﺍﻟﻌﻤل ﺍﻟﻴﻭﻤﻲ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻓﻲ ﺤﻴﻥ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻕ ﺒﻬﺎ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺩﺍﺨل ﺍﻟﺩﻭﻟﺔ )‪(%30.5‬‬
‫ﺤﻴﺙ ﺘﻌﻘﺩ ﻫﺫﻩ ﺍﻟﺩﻭﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻌﺎﻫﺩ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻟﺘﺩﺭﻴﺏ ﻤﻭﻅﻔﻲ ﺍﻟﺩﻭﻟﺔ ﺃﻭ ﻓﻲ ﺍﻟﻤﻌﺎﻫﺩ ﺍﻟﺨﺎﺼﺔ‬
‫ﻭﺍﻟﺘﻲ ﺘﻘﺩﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻭﺍﻟﺘﻲ ﻻﻴﻤﻜﻥ ﺘﻘﺩﻴﻤﻬﺎ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ ‪ .‬ﻭﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﺩﻭﺭﺍﺕ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪69‬‬

‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻕ ﺒﻬﺎ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺨﺎﺭﺝ ﺍﻟﺩﻭﻟﺔ )‪ (%7.0‬ﻭﻫﻲ ﺃﻗل ﻨﺴﺒﺔ ﻭﺫﻟﻙ ﻨﻅﺭﺍﹰ‬
‫ﻻﺭﺘﻔﺎﻉ ﺘﻜﺎﻟﻴﻑ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻭﻤﺎ ﻴﺘﺒﻌﻬﺎ ﻤﻥ ﺘﻜﺎﻟﻴﻑ ﺍﻟﺴﻔﺭ ﻭﺍﻹﻗﺎﻤﺔ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻤﻤﺎ ﻴﻀﺎﻋﻑ ﻤﻥ ﺍﻷﻋﺒﺎﺀ ﺍﻟﻤﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻟﺠﺎﻤﻌﺔ ﻭﻜﺫﻟﻙ ﻓﺈﻥ ﺍﻟﺘﺤﺎﻕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻬﺎ ﻴﺅﺩﻱ ﺍﻟﻰ‬
‫ﺍﻹﻨﻘﻁﺎﻉ ﺍﻟﺘﺎﻡ ﻋﻥ ﺍﻟﻭﻅﻴﻔﺔ ‪.‬‬
‫ﻭﻜﺎﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ )‪ (347‬ﺩﻭﺭﺓ ﻭﻫﻭ ﺃﻜﺒﺭ ﻤﻥ ﺤﺠﻡ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻜﻭﻥ‬
‫ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﺫﻴﻥ ﺘﻠﻘﻭﺍ ﺘﺩﺭﻴﺒﺎﹰ ﻓﻲ ﺃﻜﺜﺭ ﻤﻥ ﻤﻭﻗﻊ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪70‬‬

‫‪ 2/4‬ﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ ‪:‬‬

‫ﺒﻬﺩﻑ ﺘﻘﻴﻴﻡ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻟﻠﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﻟﺘﺤﻘﻴﻕ ﻫﺫﺍ ﺍﻟﻬﺩﻑ ﺘﻡ ﺘﻁﻭﻴﺭ ﺃﺩﺍﺓ ﻹﺴﺘﻁﻼﻉ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻴﻤﺎ ﻴﺨﺹ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‪ .‬ﻴﺘﻀﻤﻥ ﺍﻟﻔﺼل ﻋﺭﻀﺎﹰ ﻟﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬

‫ﺃﻭﻻﹰ‪ :‬ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺒﻬﺩﻑ ﻤﻌﺭﻓﺔ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ‬
‫ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺠﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪) :‬ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‪ ،‬ﻭﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ(‪ ،‬ﺘﻡ ﺍﺴﺘﺨﺭﺍﺝ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻹﺠﺎﺒﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﻜل‬
‫ﻤﻥ ﺍﻟﻤﺠﺎﻻﺕ ﺃﻋﻼﻩ‪ ،‬ﻤﻊ ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﺘﻲ ﺘﺘﺭﺍﻭﺡ ﻤﺩﺍﻫﺎ ﻤﺎ‬
‫ﺒﻴﻥ )‪ (2.33-1‬ﺘﻌﻨﻲ ﻤﺴﺘﻭﻯ ﻤﻨﺨﻔﺽ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻀﻤﻥ ﻤﺩﻯ‬
‫)‪ (3.67-2.34‬ﺘﻌﻨﻲ ﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ‪ ،‬ﺃﻤﺎ ﻋﻨﺩﻤﺎ ﺘﺯﻴﺩ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻥ )‪(3.67‬‬
‫ﻓﺈﻨﻬﺎ ﺘﻌﻨﻲ ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ‪ .‬ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﻋﺭﺽ ﻟﻨﺘﺎﺌﺞ ﺇﺠﺎﺒﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪71‬‬

‫‪ .1‬ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺠﺩﻭل )‪(5‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﺠﺎل‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ‬

‫ﻤﺘﻭﺴﻁ‬ ‫‪1.25‬‬ ‫‪3.41‬‬ ‫‪8‬‬
‫ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻟﺘﻘﻴﻴﻡ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.34‬‬ ‫‪3.34‬‬ ‫‪1‬‬
‫ﺍﻟﺩﻭﺭﻱ ﻟﻸﺩﺍﺀ‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.28‬‬ ‫‪3.29‬‬ ‫‪9‬‬
‫ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺤﺎﻟﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻭﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺠﺩﻴﺩﺓ‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.18‬‬ ‫‪3.26‬‬ ‫‪3‬‬
‫ﺍﻷﺩﺍﺀ ﺍﻟﻤﺘﻭﻗﻊ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ‬
‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.50‬‬ ‫‪3.20‬‬ ‫‪6‬‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻟﺤﺎﺠﺔ ﻟﻠﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻨﺩ ﺍﺴﺘﺤﺩﺍﺙ ﻭﻅﺎﺌﻑ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.27‬‬ ‫‪3.06‬‬ ‫‪10‬‬
‫ﺠﺩﻴﺩﺓ‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻟﻤﻼﺤﻅﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.22‬‬ ‫‪3.05‬‬ ‫‪2‬‬
‫ﺍﻟﻤﺒﺎﺸﺭﺓ‬
‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.37‬‬ ‫‪2.91‬‬ ‫‪7‬‬
‫ﺍﻟﺘﺭﺘﻴﺏ ﻭﺍﻷﻭﻟﻭﻴﺔ‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻨﺘﻴﺠﺔ ﺍﻋﺘﻤﺎﺩ ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.18‬‬ ‫‪2.87‬‬ ‫‪5‬‬
‫ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﻌﺎﻴﻴﺭ ﻋﻠﻤﻴﺔ ﻗﺎﺒﻠﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.18‬‬ ‫‪2.87‬‬ ‫‪4‬‬
‫ﻟﻠﻘﻴﺎﺱ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.77‬‬ ‫‪3.12‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪72‬‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ ) ‪ ( 4‬ﺍﻟﻰ ﻤﺎ ﻴﻠﻲ ‪:‬‬

‫ﻜﺎﻥ ﻟﻠﻔﻘﺭﺓ ﺭﻗﻡ )‪ (8‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ " ﺒﺎﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ‬
‫ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل " ﺃﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺄﺴﻠﻭﺏ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺤﻴﺙ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻬﺫﻩ ﺍﻟﻔﻘﺭﺓ )‪ (3.41‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻸﻓﺭﺍﺩ‬
‫ﺤﻭل ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺍﻴﺠﺎﺒﻴﺎ ﻋﻠﻰ ﺩﺭﺠﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﻭﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻰ ﺃﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻔﻘﺭﺓ )‪ (7‬ﻭﺍﻟﺒﺎﻟﻎ )‪ (2.91‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ " ﺒﺎﻷﺴﻠﻭﺏ‬
‫ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ ﺍﻟﺘﺭﺘﻴﺏ ﻭﺍﻷﻭﻟﻭﻴﺔ " ﺃﺨﺫﺕ ﺃﻗل ﻨﺴﺒﺔ ﺒﻴﻥ ﺒﻘﻴﺔ‬
‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺘﺤﺩﻴﺩ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻟﺫﺍ ﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﻴﺘﻡ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻅﺭ ﻓﻲ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺘﺤﺩﻴﺩ‬
‫ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﻭﻴﺸﻴﺭ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻔﻘﺭﺓ ﺭﻗﻡ )‪ (4‬ﻭﺍﻟﺒﺎﻟﻎ )‪ (2.87‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﺘﺤﺩﻴﺩ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﻌﺎﻴﻴﺭ ﻋﻠﻤﻴﺔ ﻗﺎﺒﻠﺔ ﻟﻠﻘﻴﺎﺱ " ﺃﻗل ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ‬
‫ﺃﻥ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻻ ﺘﺄﺨﺫ ﺒﺎﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻫﺫﺍ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎﹰ ﻓﻲ‬
‫ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻸﻓﺭﺍﺩ ‪.‬‬
‫ﺘﺭﺍﻭﺡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺒﺎﻗﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺒﻴﻥ )‪ (3.34-2.87‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻸﻓﺭﺍﺩ ﺤﻭل ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻬﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﺩﻭﺭﻱ ﻟﻸﺩﺍﺀ ﻭﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻤﺘﻭﻗﻊ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ‬
‫ﻭﺍﻟﻤﻼﺤﻅﺔ ﺍﻟﻤﺒﺎﺸﺭﺓ ‪.‬‬
‫ﻭﺒﺸﻜل ﻋﺎﻡ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ )‪ (3.12‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻸﻓﺭﺍﺩ ﺤﻭل ﺘﺤﺩﻴﺩ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ‬
‫ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﺍﻟﺘﺭﻜﻴﺯ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺤﺴﺏ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل ﻭﺤﺴﺏ ﺍﻟﺘﺭﺘﻴﺏ ﻭﺍﻷﻭﻟﻭﻴﺔ ﻭﺒﻨﺎﺀﺍ ﻋﻠﻰ ﻤﻌﺎﻴﻴﺭ ﻋﻠﻤﻴﺔ ﻴﺴﻬﻡ ﻓﻲ ﺍﻟﺘﺤﺩﻴﺩ‬
‫ﺍﻟﺩﻗﻴﻕ ﻭﻤﻤﺎ ﻴﺅﺩﻱ ﺍﻟﻰ ﻨﺠﺎﺡ ﻤﻨﻅﻭﻤﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﺘﻲ ﺘﻤﺜل ﻤﺭﺤﻠﺔ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺍﻷﺴﺎﺱ ﻓﻲ ﻨﺠﺎﺡ ﻤﺭﺍﺤﻠﻬﺎ ﺍﻟﻼﺤﻘﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪73‬‬

‫‪ .2‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﺠﺩﻭل )‪(6‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﺠﺎل‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.38‬‬ ‫‪3.34‬‬ ‫ﺘﻠﻌﺏ ﺍﻵﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﺩﻭﺭ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫‪7‬‬
‫ﺘﺼﻤﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﺘﻁﺎﺒﻕ ﻤﻊ ﺍﻻﺤﺘﻴﺎﺝ ﺍﻟﻔﻌﻠﻲ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.27‬‬ ‫‪3.32‬‬ ‫‪6‬‬
‫ﻟﻠﻤﺘﺩﺭﺏ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.55‬‬ ‫‪3.30‬‬ ‫ﺘﻠﻌﺏ ﺍﻟﻭﺴﺎﻁﺔ ﺩﻭﺭﺍﹰ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫‪8‬‬
‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﺤﺩﻴﺩ ﺍﻟﻤﺴﺒﻕ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.31‬‬ ‫‪3.24‬‬ ‫‪3‬‬
‫ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﻼﺯﻤﺔ ﻟﻤﻤﺎﺭﺴﺔ ﻭﻅﺎﺌﻔﻬﻡ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.36‬‬ ‫‪3.17‬‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺤﺴﺏ ﻤﻌﺎﻴﻴﺭ ﻭﺍﻀﺤﺔ‬ ‫‪1‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.25‬‬ ‫‪3.00‬‬ ‫ﺍﻷﻗﺩﻤﻴﺔ ﻟﻬﺎ ﺍﻷﻓﻀﻠﻴﺔ ﻻﺨﺘﻴﺎﺭ ﺍﻷﻓﺭﺍﺩ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫‪11‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.21‬‬ ‫‪2.98‬‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻓﻕ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﻌﻠﻨﺔ‬ ‫‪2‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.24‬‬ ‫‪2.93‬‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻪ ﺍﻷﻓﻀﻠﻴﺔ ﻟﻼﺨﺘﻴﺎﺭ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫‪10‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.33‬‬ ‫‪2.84‬‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻘﺎﺭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻟﺴﻨﻭﻴﺔ‬ ‫‪4‬‬
‫ﺘﺘﺴﺎﻭﻯ ﺍﻟﻔﺭﺹ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.33‬‬ ‫‪2.68‬‬ ‫‪5‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻨﺘﺎﺌﺞ ﺘﻘﺎﺭﻴﺭ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻫﻲ ﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.11‬‬ ‫‪2.60‬‬ ‫‪9‬‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.73‬‬ ‫‪3.04‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ ) ‪( 5‬‬

‫ﻜﺎﻥ ﻟﻠﻔﻘﺭﺓ ﺭﻗﻡ )‪ (7‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ " ﺒﻠﻌﺏ ﺍﻷﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﺩﻭﺭ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ " ﺃﻋﻠﻰ‬
‫ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻴﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺤﻴﺙ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻟﻬﺫﻩ ﺍﻟﻔﻘﺭﺓ )‪ (3.34‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻋﺎﻟﻴﺔ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺤﻭل ﻫﺫﻩ‬
‫ﺍﻟﻔﻘﺭﺓ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪74‬‬

‫ﻭﺘﻌﺯﻯ ﺍﻟﺒﺎﺤﺜﺔ ﻫﺫﺍ ﺍﻟﻰ ﺍﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻻﺘﺤﻜﻤﻪ ﻤﻌﺎﻴﻴﺭ ﻤﺤﺩﺩﺓ ﻭﺍﻥ ﺃﺼﺤﺎﺏ‬
‫ﺍﻟﻤﺼﺎﻟﺢ ﻭﺍﻟﻤﻘﺭﺒﻴﻥ ﻤﻥ ﺫﻭﻱ ﺍﻟﻘﺭﺍﺭ ﻟﻬﻡ ﺍﻟﺤﻅﻭﺓ ﻓﻲ ﺃﻭﻟﻭﻴﺔ ﺍﻟﺘﺭﺸﻴﺢ ﻭﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺩﻭﺭﺍﺕ‬
‫ﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﻭﺘﺸﻴﺭ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (8‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﺘﻠﻌﺏ ﺍﻟﻭﺴﺎﻁﺔ ﺩﻭﺭﺍ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ " ﻭﺍﻟﺘﻲ ﺃﺨﺫﺕ‬
‫ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻋﺎﻟﻲ ﺒﻴﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺤﻴﺙ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻬﺫﻩ ﺍﻟﻔﻘﺭﺓ )‪ (3.30‬ﻤﻤﺎ‬
‫ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﺠﻴﺩﺓ ﻟﻸﻓﺭﺍﺩ ﻭﻫﺫﺍ ﻤﺎ ﻴﺅﻜﺩ ﻤﺎ ﺫﻫﺒﺕ ﺍﻟﻴﻪ ﺍﻟﺒﺎﺤﺜﺔ ﻓﻲ ﺍﻟﻔﻘﺭﺓ ﺍﻟﺴﺎﺒﻘﺔ ﻓﻲ‬
‫ﺍﻥ ﺍﻟﻭﺴﺎﻁﺔ ﻭﺃﺼﺤﺎﺏ ﺍﻟﻤﺼﺎﻟﺢ ﺩﻭﺭ ﻓﻲ ﺘﺭﺸﻴﺢ ﻭﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬
‫ﻜﺎﻥ ﻟﻠﻔﻘﺭﺓ ﺭﻗﻡ )‪ (6‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﻨﺘﺎﺌﺞ ﺘﻘﺎﺭﻴﺭ ﺍﻷﺩﺍﺀ ﻫﻲ ﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ " ﺍﻗل ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻴﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﺫﻱ ﺒﻠﻎ )‪ (2.60‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﺤﻴﺙ ﺃﻥ ﻫﺫﻩ ﻨﺘﻴﺠﺔ ﻁﺒﻴﻌﻴﺔ ﻟﻤﺎ ﻟﺩﻭﺭ ﺍﻟﻭﺴﺎﻁﺔ ﻭﺍﻷﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻤﺎ ﻴﻀﻌﻑ ﻤﻥ ﺃﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻟﺴﻴﺎﺴﺔ ﻓﻲ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬
‫ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻥ ﻤﺜل ﻫﺫﻩ ﺍﻟﺩﺭﺠﺔ ﻻﺘﺴﻬﻡ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﺴﺘﻔﻴﺩﻴﻥ ﻤﻥ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺒﺼﻭﺭﺓ ﻤﻭﻀﻭﻋﻴﺔ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻭﻗﻌﺔ ﻤﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﺘﺭﺍﻭﺡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺒﻘﻴﺔ ﻓﻘﺭﺍﺕ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻴﻥ )‪ (3.24 -2.68‬ﻭﺘﺸﻴﺭ ﻫﺫﻩ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﺍﻟﻰ ﺍﻥ ﻫﻨﺎﻙ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺤﻭل ﺍﻟﺠﻭﺍﻨﺏ‬
‫ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻥ ﺤﻴﺙ ) ﺍﻟﺘﺤﺩﻴﺩ ﺍﻟﻤﺴﺒﻕ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﻼﺯﻤﺔ ﻟﻤﻤﺎﺭﺴﺔ‬
‫ﻭﻅﺎﺌﻔﻬﻡ ‪ ،‬ﺤﺴﺏ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﻌﻠﻨﺔ ‪ ،‬ﺍﻷﻗﺩﻤﻴﺔ ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ‪ ،‬ﺘﺴﺎﻭﻱ ﺍﻟﻔﺭﺹ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ (‬
‫ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﺩﺭﺠﺔ ﺍﻟﻤﻭﺍﻓﻘﺔ ﻫﺫﻩ ﺘﺸﻴﺭ ﺍﻟﻰ ﻭﺠﻭﺩ ﺨﻠل ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻤﺎ ﻴﻘﻠل ﻤﻥ‬
‫ﻓﺎﺌﺩﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺩﻭﺭﻩ ﻓﻲ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻭﺒﺸﻜل ﻋﺎﻡ ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻤﺠﺎل ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫)‪ (3.04‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﺒﺸﻜل ﻋﺎﻡ ‪.‬‬
‫ﻟﺫﺍ ﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻻﺒﺩ ﺍﻥ ﺘﺨﻀﻊ ﻟﻤﻌﺎﻴﻴﺭ ﻭﺃﺴﺱ ﻤﻭﻀﻭﻋﻴﺔ ﻤﻌﻠﻨﺔ‬
‫ﻟﻠﺠﻤﻴﻊ ﻭﺘﻭﻓﻴﺭ ﺍﻟﻔﺭﺹ ﺍﻟﻤﺘﻜﺎﻓﺌﺔ ﻟﻼﻟﺘﺤﺎﻕ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﻭﺭﺍﺕ ﻤﻤﺎ ﻴﺴﻬﻡ ﺒﺸﻜل ﺍﻴﺠﺎﺒﻲ ﻓﻲ ﺯﻴﺎﺩﺓ‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻘﺩﻤﺔ ﻟﻠﻤﻭﻅﻔﻴﻥ ﻭﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪75‬‬

‫‪ .3‬ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺠﺩﻭل )‪(7‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﺠﺎل‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﺍﻟﺘﻭﻗﻴﺕ ﺍﻟﺯﻤﻨﻲ ﻟﻠﺩﻭﺭﺓ ﻻ ﻴﺘﻌﺎﺭﺽ ﻤﻊ ﺍﻟﺩﻭﺍﻡ ﺍﻟﺭﺴﻤﻲ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.16‬‬ ‫‪3.58‬‬ ‫‪3‬‬
‫ﻟﻠﻌﻤل‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﻘﻭﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ‬
‫‪1.21‬‬ ‫‪3.54‬‬ ‫‪1‬‬
‫ﻭﻤﻜﺘﻭﺒﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻫﻨﺎﻙ ﺘﻜﺭﺍﺭ ﻤﺴﺘﻤﺭ ﻓﻲ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ‬
‫‪1.18‬‬ ‫‪3.44‬‬ ‫‪6‬‬
‫ﺒﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻘﺎﺌﻤﺔ‬
‫‪1.11‬‬ ‫‪3.24‬‬ ‫‪5‬‬
‫ﻓﻲ ﺍﻟﻌﻤل‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.04‬‬ ‫‪3.24‬‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺤﺎﻀﺭﺍﺕ‬ ‫‪8‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.13‬‬ ‫‪3.23‬‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل‬ ‫‪7‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺴﺒﻕ ﻭﺘﻡ ﺍﻻﻟﺘﺤﺎﻕ ﺒﻬﺎ ﺤﻘﻘﺕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻌﻠﻥ‬
‫‪1.05‬‬ ‫‪3.17‬‬ ‫‪2‬‬
‫ﻋﻨﻬﺎ ﺒﺘﺼﻭﺭﻙ ﻓﻲ ﺇﺩﺍﺭﺘﻙ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻨﺩﻭﺍﺕ‬
‫‪1.08‬‬ ‫‪2.90‬‬ ‫‪10‬‬
‫ﻭﺤﻠﻘﺎﺕ ﺍﻟﻨﻘﺎﺵ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻜﺎﻨﺕ ﻨﺎﺠﺤﺔ ﻓﻲ ﺘﺤﻘﻴﻕ‬
‫‪1.28‬‬ ‫‪2.85‬‬ ‫‪4‬‬
‫ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻬﺎ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺴﻠﺔ ﺍﻟﻘﺭﺍﺭﺍﺕ‬
‫‪1.26‬‬ ‫‪2.71‬‬ ‫‪13‬‬
‫ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.01‬‬ ‫‪2.58‬‬ ‫ﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺅﺘﻤﺭﺍﺕ‬ ‫‪9‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺒﺎﺭﻴﺎﺕ‬
‫‪1.17‬‬ ‫‪2.51‬‬ ‫‪12‬‬
‫ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.01‬‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ ‪2.50‬‬ ‫‪11‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.65‬‬ ‫‪3.05‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪76‬‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺍﻟﻰ‬

‫ﺤﺼﻭل ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (3‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﺍﻟﺘﻭﻗﻴﺕ ﺍﻟﺯﻤﻨﻲ ﻟﻠﺩﻭﺭﺓ ﻻ ﻴﺘﻌﺎﺭﺽ ﻤﻊ ﺍﻟﺩﻭﺍﻡ‬
‫ﺍﻟﺭﺴﻤﻲ ﻟﻠﻌﻤل" ﻋﻠﻰ ﺃﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻗﺩﺭﻩ )‪ (3.58‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻋﺎﻟﻴﺔ‬
‫ﻟﻸﻓﺭﺍﺩ ﺤﻭل ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ‬
‫ﺃﻤﺎ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (1‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﺍﻟﻘﻴﺎﻡ ﺒﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ‬
‫ﻭﻤﻜﺘﻭﺒﺔ " ﻭﺍﻟﺘﻲ ﺤﺼﻠﺕ ﻋﻠﻰ ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻋﺎﻟﻲ ﺒﻴﻥ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﺒﺎﻟﻎ )‪ (3.54‬ﻤﻤﺎ‬
‫ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻋﺎﻟﻴﺔ ﻟﻸﻓﺭﺍﺩ ﺤﻭل ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﻭﺠﻭﺩ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ‬
‫ﻭﻤﻜﺘﻭﺒﺔ ﺘﻌﻤل ﻋﻠﻰ ﺘﺴﻬﻴل ﻭﻨﺠﺎﺡ ﻤﺭﺍﺤل ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻜﻜل‬
‫ﻭﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻰ ﺃﻥ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (4‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻜﺎﻨﺕ ﻨﺎﺠﺤﺔ ﻓﻲ‬
‫ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻬﺎ ﻭﺍﻟﺘﻲ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻬﺎ )‪ (2.85‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻤﻤﺎﻴﺘﻁﻠﺏ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻅﺭ ﻓﻲ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻭﻤﺩﻯ‬
‫ﻤﻭﺍﺌﻤﺘﻬﺎ ﻟﻼﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻤﺎ ﻤﺩﻯ ﺍﻨﻌﻜﺎﺴﻬﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻔﺎﺩﺓ‬
‫ﻤﻨﻬﺎ ﻓﻲ ﺒﻴﺌﺔ ﺍﻟﻌﻤل‬
‫ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻷﺴﺎﻟﻴﺏ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻰ ﺍﻥ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (8‬ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫" ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺤﺎﻀﺭﺍﺕ ﻭﺤﻠﻘﺎﺕ ﺍﻟﻨﻘﺎﺵ " ﻭﺍﻟﺘﻲ ﺒﻠﻎ‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻬﺎ )‪ (3.24‬ﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺤﺩﻴﺜﺔ ﻭﻫﻲ ﺃﺴﻠﻭﺏ ﺴﻠﺔ ﺍﻟﻘﺭﺍﺭﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ‪ ،‬ﺃﺴﻠﻭﺏ ﺍﻟﻤﺅﺘﻤﺭﺍﺕ ‪ ،‬ﺍﻟﻤﺒﺎﺭﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ‪ ،‬ﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ ﻭﺍﻟﺘﻲ ﺃﺨﺫﺕ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺤﺴﺎﺒﻴﺔ ﺃﺩﻨﻰ ‪.‬‬
‫ﻭﺘﻌﺯﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺫﻟﻙ ﺍﻟﻰ ﺍﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻁﺒﻘﺔ ﻓﻲ ﻤﻌﻅﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻫﻲ ﺃﺴﺎﻟﻴﺏ ﺘﻘﻠﻴﺩﻴﺔ‬
‫ﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺤﺩﻴﺜﺔ ‪.‬‬
‫ﻭﺇﺠﻤﺎﻻ ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﻓﻘﺭﺍﺕ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ )‪ (3.05‬ﻤﻤﺎ ﻴﺩل‬
‫ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ ‪.‬‬
‫ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﻴﺘﻡ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻅﺭ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﺘﻼﺌﻡ ﻤﻊ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل‬
‫ﻭﺍﻥ ﻻ ﺘﻜﺭﺭ ﻫﺫﻩ ﺍﻟﺩﻭﺭﺍﺕ ﻨﻔﺴﻬﺎ ﻭﺍﻥ ﻴﺘﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻕ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺤﺩﻴﺜﺔ‬
‫ﻹﻜﺴﺎﺏ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺠﺩﻴﺩﺓ ﺍﻟﻼﺯﻤﺔ ﻟﻠﻌﻤل ﻭﺘﺤﻔﻴﺯﻫﻡ ﺃﺜﻨﺎﺀ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﺘﻼﺌﻡ ﻤﻊ‬
‫ﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻟﺘﺤﻘﻴﻕ ﺍﻟﻤﻭﺍﺌﻤﺔ ﻭﻤﻭﺍﻜﺒﺔ ﺍﻟﺘﻁﻭﺭﺍﺕ ﻓﻲ ﺍﻟﻌﻤل ﺍﻹﺩﺍﺭﻱ ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‬
‫ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻬﺎ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪77‬‬

‫‪ .4‬ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺠﺩﻭل ﺭﻗﻡ )‪(8‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﺠﺎل‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪1.02‬‬ ‫‪3.98‬‬ ‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻌﺯﺯ ﻤﻥ ﻜﻔﺎﺀﺓ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‬ ‫‪7‬‬
‫ﻤﺭﺘﻔﻊ‬ ‫ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺃﺩﺍﺀ‬
‫‪1.04‬‬ ‫‪3.87‬‬ ‫‪8‬‬
‫ﺍﻷﻋﻤﺎل ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺭﻓﻊ ﺇﺤﺴﺎﺱ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫‪1.03‬‬ ‫‪3.86‬‬ ‫‪10‬‬
‫ﺒﺎﻨﺘﻤﺎﺌﻬﻡ ﺇﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﺘﻤﺜل ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪1.01‬‬ ‫‪3.69‬‬ ‫‪11‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺘﻌﻤل ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺭﻭﺘﻴﻥ ﺍﻟﻌﻤل‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.22‬‬ ‫‪3.39‬‬ ‫‪9‬‬
‫ﺍﻟﻴﻭﻤﻲ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﻤﺜل ﺘﻜﺭﺍﺭ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻌﻭﺍﻤل‬
‫‪1.05‬‬ ‫‪3.38‬‬ ‫‪12‬‬
‫ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﺘﻘﻴﻴﻡ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ‬
‫‪1.23‬‬ ‫‪3.28‬‬ ‫‪2‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺘﺘﻁﺎﺒﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻊ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﺘﺭﻤﻲ‬
‫‪1.24‬‬ ‫‪3.20‬‬ ‫‪4‬‬
‫ﺇﻟﻴﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﻴﻴﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻨﻌﻜﺎﺴﻬﺎ ﻋﻠﻰ‬
‫‪1.23‬‬ ‫‪3.17‬‬ ‫‪3‬‬
‫ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﻴﻴﻡ ﺍﻟﻤﺘﺩﺭﺏ ﺃﺜﻨﺎﺀ ﺃﺩﺍﺌﻪ ﻟﻠﻌﻤل ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺩﻯ‬
‫‪1.28‬‬ ‫‪3.16‬‬ ‫‪6‬‬
‫ﺇﺘﻘﺎﻨﻪ ﻭﺍﻜﺘﺴﺎﺒﻪ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﻤﻘﺎﺭﻨﺔ ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺏ ﻗﺒل ﺍﻟﺘﺩﺭﻴﺏ ﻭﺒﻌﺩ‬
‫‪1.36‬‬ ‫‪3.06‬‬ ‫‪1‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻟﻤﻼﺤﻅﺔ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.28‬‬ ‫‪2.96‬‬ ‫ﻴﺘﻡ ﺩﺭﺍﺴﺔ ﻭﺘﻘﻴﻴﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺼﻭﺭﺓ ﺩﻭﺭﻴﺔ‬ ‫‪5‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.80‬‬ ‫‪3.42‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪78‬‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ ) ‪ ( 7‬ﺍﻟﻰ ﻤﺎ ﻴﻠﻲ‬

‫ﻜﺎﻥ ﻟﻠﻔﻘﺭﺓ ﺭﻗﻡ )‪ (7‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﺃﻥ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻌﺯﺯ ﻤﻥ ﻜﻔﺎﺀﺓ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺔ " ﺍﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﺫ ﻴﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻬﺎ )‪ (3.98‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺭﺘﻔﻌﺔ ﻟﻸﻓﺭﺍﺩ ﺤﻭل ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ‬
‫ﺃﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻟﺘﺩﺭﻴﺏ ﺒﻤﺎ ﻴﻨﻌﻜﺱ ﺍﻴﺠﺎﺒﻴﺎ ﻋﻠﻰ ﻜﻔﺎﺀﺓ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺃﻤﺎ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (8‬ﻭﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﺃﻥ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﺅﺩﻱ ﺍﻟﻰ ﺭﻓﻊ ﺇﺤﺴﺎﺱ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﻨﺘﻤﺎﺌﻬﻡ ﺍﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ " ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻬﺎ )‪ (3.87‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻤﻭﺍﻓﻘﺔ ﻤﺭﺘﻔﻌﺔ ﻟﻸﻓﺭﺍﺩ ﺤﻭل ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ ﻭﺘﻌﺯﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺫﻟﻙ ﺍﻟﻰ ﺍﻥ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺠﺎﻤﻌﺔ ﺒﺭﻓﻊ‬
‫ﻤﻬﺎﺭﺍﺕ ﻭﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺘﻨﻌﻜﺱ ﻋﻠﻰ ﺩﺭﺠﺔ ﻭﻻﺀ ﻭﺍﻨﺘﻤﺎﺀ ﺍﻷﻓﺭﺍﺩ ﻟﻠﺠﺎﻤﻌﺔ ‪0‬‬
‫ﻭﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻰ ﺃﻥ ﺍﻟﻔﻘﺭﺘﻴﻥ ﺭﻗﻡ )‪ (5) ،(1‬ﺍﻟﻤﺘﻌﻠﻘﺘﻴﻥ )ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﻤﻘﺎﺭﻨﺔ ﺃﺩﺍﺀ‬
‫ﺍﻟﻤﺘﺩﺭﺏ ﻗﺒل ﻭﺒﻌﺩ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻤﻼﺤﻅﺔ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ‪ ،‬ﺩﺭﺍﺴﺔ ﻭﺘﻘﻴﻴﻡ‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺼﻭﺭﺓ ﺩﻭﺭﻴﺔ ( ﺃﺨﺫﺘﺎ ﺃﻗل ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﺍﺫ ﺘﺒﻠﻎ ﻋﻠﻰ‬
‫ﺍﻟﺘﻭﺍﻟﻲ )‪ (3.06،2.96‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺘﺩل ﻫﺫﻩ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﻋﻠﻰ ﻋﺩﻡ ﺇﻋﻁﺎﺀ ﺍﻹﻫﺘﻤﺎﻡ ﺍﻟﻜﺎﻓﻲ ﻤﻥ ﻗﺒل ﺍﻟﺠﺎﻤﻌﺔ ﺒﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﺘﺘﻡ ﻋﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺸﻜل ﺩﻭﺭﻱ ﺤﺘﻰ ﻴﺘﻡ‬
‫ﺘﺼﺤﻴﺢ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﻭﺍﻟﺴﻠﺒﻴﺎﺕ ﺍﻟﻤﺼﺎﺤﺒﺔ ﻟﻤﺭﺍﺤل ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺍﻟﻌﻤل ﻋﻠﻰ ﻤﻌﺎﻟﺠﺔ‬
‫ﺴﻠﺒﻴﺎﺘﻬﺎ‬
‫ﻭﺘﺭﺍﻭﺡ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺒﻘﻴﺔ ﻓﻘﺭﺍﺕ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻴﻥ )‪ (3.16 ، 3.39‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ‬
‫ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻸﻓﺭﺍﺩ ‪.‬‬
‫ﻭﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ )‪ (3.42‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ‬
‫ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ ﺤﻭل ﺍﻟﻔﻘﺭﺍﺕ ﻭﻟﺫﺍ ﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﻴﺘﻡ ﺯﻴﺎﺩﺓ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ‬
‫ﺇﺨﺘﻴﺎﺭ ﻨﻭﻋﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﻌﺯﺯ ﻤﻥ ﻜﻔﺎﺀﺓ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺭﻓﻊ ﺇﺤﺴﺎﺱ ﺍﻷﻓﺭﺍﺩ ﺒﺎﻹﻨﺘﻤﺎﺀ‬
‫ﺍﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﻥ ﻋﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻴﺠﺏ ﺃﻥ ﺘﺘﻡ ﺒﺼﻭﺭﺓ ﺩﻭﺭﻴﺔ ﻭﻓﻲ ﺠﻤﻴﻊ ﻤﺭﺍﺤل ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﺒﺘﺩﺍﺀ ﺒﺘﺤﺩﻴﺩ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻨﺘﻬﺎﺀ ﺒﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻤﺎ ﻴﻤﻜﻥ ﻤﻥ ﺘﻼﻓﻲ ﻭﺘﺠﻨﺏ ﺃﻴﺔ ﺍﻨﺤﺭﺍﻓﺎﺕ‬
‫ﺃﻭ ﻨﺘﺎﺌﺞ ﺴﻠﺒﻴﺔ ﺤﺘﻰ ﻴﺘﻡ ﺘﺼﺤﻴﺤﻬﺎ ﻭﺘﻌﺩﻴﻠﻬﺎ ﺃﺜﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻔﻴﺫ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪79‬‬

‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬

‫ﺒﻬﺩﻑ ﻤﻌﺭﻓﺔ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﺒﺎﻟﻤﺠﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪) :‬ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪ ،‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ‪ ،‬ﺘﺼﻤﻴﻡ‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺎﺩﺃﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ(‪ ،‬ﺘﻡ ﺍﺴﺘﺨﺭﺍﺝ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻹﺠﺎﺒﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﻜل ﻤﻥ‬
‫ﺍﻟﻤﺠﺎﻻﺕ ﺃﻋﻼﻩ‪ ،‬ﻤﻊ ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﺘﻲ ﺘﺘﺭﺍﻭﺡ ﻤﺩﺍﻫﺎ ﻤﺎ ﺒﻴﻥ‬
‫)‪ (2.33-1‬ﺘﻌﻨﻲ ﻤﺴﺘﻭﻯ ﻤﻨﺨﻔﺽ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻀﻤﻥ ﻤﺩﻯ )‪-2.34‬‬
‫‪ (3.67‬ﺘﻌﻨﻲ ﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ‪ ،‬ﺃﻤﺎ ﻋﻨﺩﻤﺎ ﺘﺯﻴﺩ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻋﻥ )‪ (3.67‬ﻓﺈﻨﻬﺎ ﺘﻌﻨﻲ‬
‫ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ‪ .‬ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﻋﺭﺽ ﻟﻨﺘﺎﺌﺞ ﺇﺠﺎﺒﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‪:‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪80‬‬

‫‪ .1‬ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺠﺩﻭل )‪(9‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺩﻯ‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﺠﺎل‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.23‬‬ ‫‪3.62‬‬ ‫‪8‬‬
‫ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.21‬‬ ‫‪3.49‬‬ ‫‪9‬‬
‫ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺤﺎﻟﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻭﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺠﺩﻴﺩﺓ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻟﺘﻘﻴﻴﻡ‬
‫‪1.33‬‬ ‫‪3.45‬‬ ‫‪1‬‬
‫ﺍﻟﺩﻭﺭﻱ ﻟﻸﺩﺍﺀ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ‬
‫‪1.23‬‬ ‫‪3.32‬‬ ‫‪3‬‬
‫ﺍﻷﺩﺍﺀ ﺍﻟﻤﺘﻭﻗﻊ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻟﺤﺎﺠﺔ ﻟﻠﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻨﺩ ﺍﺴﺘﺤﺩﺍﺙ ﻭﻅﺎﺌﻑ‬
‫‪1.32‬‬ ‫‪3.31‬‬ ‫‪10‬‬
‫ﺠﺩﻴﺩﺓ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻟﻤﻼﺤﻅﺔ‬
‫‪1.05‬‬ ‫‪3.26‬‬ ‫‪2‬‬
‫ﺍﻟﻤﺒﺎﺸﺭﺓ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ‬
‫‪1.23‬‬ ‫‪3.14‬‬ ‫‪7‬‬
‫ﺍﻟﺘﺭﺘﻴﺏ ﻭﺍﻷﻭﻟﻭﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻨﺘﻴﺠﺔ ﺍﻋﺘﻤﺎﺩ ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬
‫‪1.23‬‬ ‫‪3.09‬‬ ‫‪5‬‬
‫ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﻌﺎﻴﻴﺭ ﻋﻠﻤﻴﺔ ﻗﺎﺒﻠﺔ‬
‫‪1.19‬‬ ‫‪3.07‬‬ ‫‪4‬‬
‫ﻟﻠﻘﻴﺎﺱ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ‬
‫‪1.55‬‬ ‫‪3.05‬‬ ‫‪6‬‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.75‬‬ ‫‪3.28‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪81‬‬

‫ﻟﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺨﺎﺹ ﺒﺈﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺴـﺎﺒﻕ‬
‫ﺍﻟﻰ‬
‫ﺘﺸﻴﺭ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (8‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل " ﺃﻨﻬﺎ ﺃﺨﺫﺕ ﺃﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻭﺍﻟﺒﺎﻟﻎ )‪ (3.62‬ﻤﻤﺎ ﻴﺩل‬
‫ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﻫﺫﺍ ﻴﺘﻭﺍﻓﻕ ﻤﻊ ﺇﺠﺎﺒﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﻫﺫﺍ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ ﻴﻀﻴﻑ ﻋﻠﻰ ﺩﺭﺠﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺸﻜل‬
‫ﺍﻴﺠﺎﺒﻲ‬
‫ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﻘﺭﺓ ﺭﻗﻡ )‪ (9‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ "ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل‬
‫ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺤﺎﻟﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻭﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺠﺩﻴﺩﺓ " ﻓﺈﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻬﺎ‬
‫ﺒﻠﻎ )‪ (3.49‬ﺃﻱ ﺃﺨﺫﺕ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻋﺎﻟﻲ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﺘﻲ‬
‫ﺘﻘﺎﺭﺒﺕ ﻤﻊ ﺇﺠﺎﺒﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﻤﺩﻯ ﺍﻟﺘﻭﺍﻓﻕ ﻓﻲ‬
‫ﻭﺠﻬﺎﺕ ﺍﻟﻨﻅﺭ ﺒﻴﻥ ﺍﻟﻔﺌﺘﻴﻥ ﻭﻋﻠﻰ ﺍﻟﻤﺘﺎﺒﻌﺔ ﺍﻟﻤﺴﺘﻤﺭﺓ ﻤﻥ ﻗﺒل ﺍﻟﻘﺎﺌﻤﻴﻥ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﺠﺎﻤﻌﺔ ﻋﻠﻰ‬
‫ﺇﻋﻁﺎﺀ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺠﺩﻴﺩﺓ ﻤﺎ ﺘﺴﺘﺤﻕ ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ ﻤﻥ ﺤﻴﺙ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﻗﺩﺭﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪.‬‬
‫ﻭﺘﺸﻴﺭ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (6‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ " ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺤﺴﺏ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ " ﺤﺼﻭﻟﻬﺎ ﻋﻠﻰ ﺍﻗل ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ‬
‫ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ ﻤﻤﺎ ﺘﺘﻌﺎﺭﺽ ﻤﻊ ﺇﺠﺎﺒﺎﺕ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﻴﺙ ﺃﻥ ﻫﺫﺍ ﺍﻟﺴﺅﺍل ﺍﺨﺫ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻋﺎﻟﻲ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ‬
‫ﻭﺩﺭﺠﺔ ﺃﻭﻟﻭﻴﺔ ﺍﻜﺒﺭ ‪.‬‬
‫ﻭﺘﺭﺍﻭﺡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺒﺎﻗﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺒﻴﻥ )‪ (3.07 – 3.45‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺤﻭل ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻬﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ‪.‬‬
‫ﻭﺒﺸﻜل ﻋﺎﻡ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ 3.28‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪82‬‬

‫‪ .2‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﺠﺩﻭل )‪(10‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﺩﻯ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﺠﺎل‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪1.33‬‬ ‫‪3.72‬‬ ‫ﺘﻠﻌﺏ ﺍﻟﻭﺴﺎﻁﺔ ﺩﻭﺭﺍﹰ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫‪8‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.24‬‬ ‫‪3.62‬‬ ‫ﺘﻠﻌﺏ ﺍﻵﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﺩﻭﺭ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫‪7‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺘﺼﻤﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﺘﻁﺎﺒﻕ ﻤﻊ ﺍﻻﺤﺘﻴﺎﺝ ﺍﻟﻔﻌﻠﻲ‬
‫‪1.20‬‬ ‫‪3.45‬‬ ‫‪6‬‬
‫ﻟﻠﻤﺘﺩﺭﺏ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.30‬‬ ‫‪3.44‬‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺤﺴﺏ ﻤﻌﺎﻴﻴﺭ ﻭﺍﻀﺤﺔ‬ ‫‪1‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.11‬‬ ‫‪3.17‬‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻓﻕ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﻌﻠﻨﺔ‬ ‫‪2‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﺤﺩﻴﺩ ﺍﻟﻤﺴﺒﻕ‬
‫‪1.34‬‬ ‫‪3.15‬‬ ‫‪3‬‬
‫ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﻼﺯﻤﺔ ﻟﻤﻤﺎﺭﺴﺔ ﻭﻅﺎﺌﻔﻬﻡ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.25‬‬ ‫‪3.08‬‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻪ ﺍﻷﻓﻀﻠﻴﺔ ﻟﻼﺨﺘﻴﺎﺭ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫‪10‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.25‬‬ ‫‪2.95‬‬ ‫ﺍﻷﻗﺩﻤﻴﺔ ﻟﻬﺎ ﺍﻷﻓﻀﻠﻴﺔ ﻻﺨﺘﻴﺎﺭ ﺍﻷﻓﺭﺍﺩ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫‪11‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.34‬‬ ‫‪2.83‬‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻘﺎﺭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻟﺴﻨﻭﻴﺔ‬ ‫‪4‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺘﺘﺴﺎﻭﻯ ﺍﻟﻔﺭﺹ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ‬
‫‪1.33‬‬ ‫‪2.81‬‬ ‫‪5‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻨﺘﺎﺌﺞ ﺘﻘﺎﺭﻴﺭ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻫﻲ ﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ‬
‫‪1.29‬‬ ‫‪2.69‬‬ ‫‪9‬‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.72‬‬ ‫‪3.17‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺍﻟﻰ ‪:‬‬

‫ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪(8‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ" ﺘﻠﻌﺏ ﺍﻟﻭﺴﺎﻁﺔ ﺩﻭﺭﺍﹰ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ " ﻭﺍﻟﺘﻲ ﺃﺨﺫﺕ‬
‫ﺃﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻭﺍﻟﺒﺎﻟﻎ )‪ (3.72‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﻭﻫﺫﺍ ﻴﻌﻜﺱ ﻤﺩﻯ ﺘﺄﺜﺭ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻌﺎﻤل ﺍﻟﻭﺴﺎﻁﺔ ﺍﻟﺘﻲ ﺘﻨﻌﻜﺱ ﺒﺸﻜل ﺴﻠﺒﻲ ﻋﻠﻰ‬
‫ﻓﻌﺎﻟﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻤﻤﺎ ﻴﻀﻌﻑ ﻤﻥ ﻓﻌﺎﻟﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻟﺫﺍ ﻓﻴﺠﺏ ﺃﻥ ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻋﻠﻰ ﺃﺴﺱ ﻤﻭﻀﻭﻋﻴﺔ ﻭﻤﻠﺯﻤﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪83‬‬

‫ﻭﺘﺸﻴﺭ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (7‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﺘﻠﻌﺏ ﺍﻷﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﺩﻭﺭ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ "‬
‫ﻭﺍﻟﺘﻲ ﺤﺼﻠﺕ ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻤﻥ ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎ ﻋﻠﻰ‬
‫ﻓﻌﺎﻟﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺤﻴﺙ ﺃﻥ ﺍﻹﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﻹﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻻﻴﺼل‬
‫ﺒﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻤﻨﻬﺎ‬
‫ﻭﻓﻲ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (9‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﻨﺘﺎﺌﺞ ﺘﻘﺎﺭﻴﺭ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻫﻲ ﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻤﺘﺒﻌﺔ‬
‫ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺍﻟﺘﻲ ﺤﺼﻠﺕ ﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻴﺒﻠﻎ )‪ (2.99‬ﺃﻱ ﺍﻗل ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ‬
‫ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﻭﺠﻭﺩ ﺨﻠل ﻭﺍﻀﺢ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺘﻭﺍﻓﻘﺕ ﻤﻊ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﻟﺫﺍ ﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﻴﺘﻡ ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻭﺍﻀﺤﺔ ﻭﺍﻟﻤﻭﻀﻭﻋﻴﺔ ﻭﺫﻟﻙ ﻟﻭﺠﻭﺩ‬
‫ﺍﻟﺨﻠل ﺍﻟﻭﺍﻀﺢ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻤﺎ ﻴﻘﻠل ﻤﻥ ﻓﺎﺌﺩﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ‬
‫ﺍﻨﻌﻜﺎﺴﻬﺎ ﺍﻟﺴﻠﺒﻲ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺘﺭﺍﻭﺡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺒﻘﻴﺔ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻴﻥ )‪– 3.45‬‬
‫‪ (2.81‬ﺒﻜل ﻤﻥ )ﺘﺼﻤﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﺘﻁﺎﺒﻕ ﻤﻊ ﺍﻻﺤﺘﻴﺎﺝ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻤﺘﺩﺭﺏ ‪ ،‬ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺤﺴﺏ ﻤﻌﺎﻴﻴﺭ ﻭﺍﻀﺤﺔ ‪ ،‬ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻓﻕ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﻌﻠﻨﺔ ‪ ،‬ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﺤﺩﻴﺩ ﺍﻟﻤﺴﺒﻕ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﻼﺯﻤﺔ ﻟﻤﻤﺎﺭﺴﺔ‬
‫ﻭﻅﺎﺌﻔﻬﻡ ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻪ ﺍﻷﻓﻀﻠﻴﺔ ﻟﻼﺨﺘﻴﺎﺭ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺍﻷﻗﺩﻤﻴﺔ ﻟﻬﺎ ﺍﻷﻓﻀﻠﻴﺔ‬
‫ﻻﺨﺘﻴﺎﺭ ﺍﻷﻓﺭﺍﺩ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻘﺎﺭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻟﺴﻨﻭﻴﺔ ‪،‬‬
‫ﺘﺘﺴﺎﻭﻯ ﺍﻟﻔﺭﺹ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ( ﻭﺘﺸﻴﺭ ﻫﺫﻩ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻤﻥ ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺤﻭل ﺍﻟﺠﻭﺍﻨﺏ‬
‫ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻬﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ‪.‬‬
‫ﻭﺒﺸﻜل ﻋﺎﻡ ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺈﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻥ‬
‫ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ )‪ (3.17‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﺒﺸﻜل ﻋﺎﻡ‬
‫ﻭﺘﺅﻜﺩ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻠﻰ ﻭﺠﻭﺩ ﺨﻠل ﻭﺍﻀﺢ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﻠﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻫﺫﺍ ﺒﺩﻭﺭﻩ‬
‫ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﺍﻟﻤﺭﺍﺤل ﺍﻟﻼﺤﻘﺔ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﻔﺎﺌﺩﺓ ﻤﻨﻬﺎ ﻭﻟﺫﺍ ﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻥ ﻴﺘﻡ ﺘﻁﻭﻴﺭ‬
‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﺃﺴﺱ ﻋﻠﻤﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺘﺭﺸﻴﺢ ﻭﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻟﻠﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪84‬‬

‫‪ .3‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ‬
‫ﺠﺩﻭل )‪(11‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻟﺩﻯ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﺠﺎل‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺘﺩﺭﺏ ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﺴﺘﻴﻌﺎﺒﻪ ﻟﻠﻤﺎﺩﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪0.84‬‬ ‫‪4.30‬‬ ‫‪6‬‬
‫ﺒﺸﻜل ﺃﻓﻀل‬
‫ﺘﺅﺜﺭ ﺨﺒﺭﺓ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺘﻐﻴﻴﺭ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪0.94‬‬ ‫‪3.91‬‬ ‫‪4‬‬
‫ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻨﺤﻭ ﺍﻷﺩﺍﺀ ﺍﻷﻓﻀل‬
‫ﻤﺭﺘﻔﻊ‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺍﻷﻜﻔﺎﺀ ﻤﻥ ﺫﻭﻱ ﺍﻟﻤﺅﻫﻼﺕ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬
‫‪1.06‬‬ ‫‪3.76‬‬ ‫‪8‬‬
‫ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﺘﻐﻁﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﻟﻤﺩﺭﺒﻭﻥ ﻤﻥ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ ﺃﻜﺜﺭ ﺘﻔﻬﻤﺎﹰ ﻟﻼﺤﺘﻴﺎﺠﺎﺕ‬
‫‪0.88‬‬ ‫‪3.71‬‬ ‫‪2‬‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺍﻟﺨﺎﺭﺠﻴﻴﻥ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.28‬‬ ‫‪3.66‬‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺍﻷﻜﻔﺎﺀ ﻟﺘﻨﻔﻴﺫ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫‪1‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺘﻭﻓﻴﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻤﻥ ﺨﺎﺭﺝ ﺍﻟﺠﺎﻤﻌﺔ ﻴﺯﻴﺩ ﻤﻥ ﺨﺒﺭﺍﺕ‬
‫‪1.00‬‬ ‫‪3.64‬‬ ‫‪3‬‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺘﺘﻭﻓﺭ ﺍﻟﻤﺨﺼﺼﺎﺕ ﺍﻟﻤﺎﻟﻴﺔ ﻟﻠﺘﺩﺭﻴﺏ ﻤﻤﺎ ﻴﺘﻴﺢ ﺍﺨﺘﻴﺎﺭ‬
‫‪1.16‬‬ ‫‪3.59‬‬ ‫‪5‬‬
‫ﺍﻟﻤﺩﺭﺒﻴﻥ ﻤﻥ ﺫﻭﻱ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻌﺎﻟﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻤﺩﺭﺒﻭﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫‪0.93‬‬ ‫‪3.41‬‬ ‫‪7‬‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﺒﻜﻔﺎﺀﺓ ﻋﺎﻟﻴﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪0.64‬‬ ‫‪3.74‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺍﻟﻰ ‪:‬‬

‫ﺤﺼﻠﺕ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (6‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ " ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺘﺩﺭﺏ ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﺴﺘﻴﻌﺎﺒﻪ ﻟﻠﻤﺎﺩﺓ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺸﻜل ﺃﻓﻀل " ﻋﻠﻰ ﺃﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻭﻗﺩﺭﻩ )‪ (4.30‬ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ‬
‫ﻤﺭﺘﻔﻌﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺇﻴﺼﺎل ﺍﻟﻤﺎﺩﺓ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﻗﺒل ﺍﻟﻤﺩﺭﺒﻴﻥ ﺒﺸﻜل ﺃﻓﻀل‬
‫ﻭﺘﺭﺍﻭﺡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﺘﺅﺜﺭ ﺨﺒﺭﺓ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺘﻐﻴﻴﺭ ﺍﻻﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻨﺤﻭ ﺍﻷﺩﺍﺀ ﺍﻷﻓﻀل ‪ ،‬ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺍﻷﻜﻔﺎﺀ ﻤﻥ ﺫﻭﻱ ﺍﻟﻤﺅﻫﻼﺕ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪85‬‬

‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﺘﻐﻁﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺍﻟﻤﺩﺭﺒﻭﻥ ﻤﻥ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ ﺃﻜﺜﺭ ﺘﻔﻬﻤﺎﹰ‬
‫ﻟﻼﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺍﻟﺨﺎﺭﺠﻴﻴﻥ " ﺒﻴﻥ )‪ ( 3.91 – 3.71‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ‬
‫ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺭﺘﻔﻌﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ﻭﻴﻼﺤﻅ ﻤﻥ ﺍﻹﺠﺎﺒﺎﺕ ﺃﻥ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﺘﺭﺍﻋﻲ ﻓﻲ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻟﻠﻤﺩﺭﺒﻴﻥ ﺍﻟﺨﺒﺭﺓ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻤﺅﻫﻼﺕ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻤﻤﺎ ﻴﻨﻌﻜﺱ‬
‫ﺍﻴﺠﺎﺒﻴﺎ ﻋﻠﻰ ﺘﻨﻔﻴﺫ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل ﻭﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺇﻜﺴﺎﺏ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻤﺔ ﻷﺩﺍﺀ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺠﻭﺍﻨﺏ ﺍﻟﻌﻤل ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻭﺘﺸﻴﺭ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (7‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ ﺃﻥ " ﺍﻟﻤﺩﺭﺒﻭﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﺒﻜﻔﺎﺀﺓ ﻋﺎﻟﻴﺔ " ﺍﻟﻰ ﺤﺼﻭﻟﻬﺎ ﻋﻠﻰ ﺃﻗل ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻭﺍﻟﺫﻱ ﺒﻠﻎ‬
‫)‪ (3.41‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﻨﻘﺹ ﺍﻟﻤﻌﺭﻓﺔ‬
‫ﺒﺎﻷﺴﺎﻟﻴﺏ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﺇﻋﺩﺍﺩ ﻭﺘﻨﻔﻴﺫ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﺘﺭﺍﻭﺡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ "ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺍﻷﻜﻔﺎﺀ ﻟﺘﻨﻔﻴﺫ ﺍﻟﺒﺭﺍﻤﺞ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺘﻭﻓﻴﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻤﻥ ﺨﺎﺭﺝ ﺍﻟﺠﺎﻤﻌﺔ ﻴﺯﻴﺩ ﻤﻥ ﺨﺒﺭﺍﺕ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪ ،‬ﺘﺘﻭﻓﺭ‬
‫ﺍﻟﻤﺨﺼﺼﺎﺕ ﺍﻟﻤﺎﻟﻴﺔ ﻟﻠﺘﺩﺭﻴﺏ ﻤﻤﺎ ﻴﺘﻴﺢ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻤﻥ ﺫﻭﻱ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻌﺎﻟﻴﺔ " ﺒﻴﻥ )‪3.66‬‬
‫‪ (3.59-‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻤﻥ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ‪0‬‬
‫ﻭﺒﺸﻜل ﻋﺎﻡ ﻓﺈﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻠﻎ )‪(3.74‬‬
‫ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪86‬‬

‫‪ .4‬ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺠﺩﻭل )‪(12‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺇﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﺠﺎل‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﻫﻨﺎﻙ ﺘﻜﺭﺍﺭ ﻤﺴﺘﻤﺭ ﻓﻲ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪0.86‬‬ ‫‪3.69‬‬ ‫‪6‬‬
‫ﺒﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﻘﻭﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ‬
‫‪1.03‬‬ ‫‪3.63‬‬ ‫‪1‬‬
‫ﻭﻤﻜﺘﻭﺒﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.05‬‬ ‫‪3.52‬‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺤﺎﻀﺭﺍﺕ‬ ‫‪8‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﻭﻗﻴﺕ ﺍﻟﺯﻤﻨﻲ ﻟﻠﺩﻭﺭﺓ ﻻ ﻴﺘﻌﺎﺭﺽ ﻤﻊ ﺍﻟﺩﻭﺍﻡ ﺍﻟﺭﺴﻤﻲ‬
‫‪1.13‬‬ ‫‪3.47‬‬ ‫‪3‬‬
‫ﻟﻠﻌﻤل‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺴﺒﻕ ﻭﺘﻡ ﺍﻻﻟﺘﺤﺎﻕ ﺒﻬﺎ ﺤﻘﻘﺕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻌﻠﻥ‬
‫‪0.98‬‬ ‫‪3.37‬‬ ‫‪2‬‬
‫ﻋﻨﻬﺎ ﺒﺘﺼﻭﺭﻙ ﻓﻲ ﺇﺩﺍﺭﺘﻙ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.21‬‬ ‫‪3.32‬‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل‬ ‫‪7‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻜﺎﻨﺕ ﻨﺎﺠﺤﺔ ﻓﻲ ﺘﺤﻘﻴﻕ‬
‫‪1.28‬‬ ‫‪3.29‬‬ ‫‪4‬‬
‫ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻬﺎ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻨﺩﻭﺍﺕ‬
‫‪1.12‬‬ ‫‪3.23‬‬ ‫‪10‬‬
‫ﻭﺤﻠﻘﺎﺕ ﺍﻟﻨﻘﺎﺵ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻘﺎﺌﻤﺔ‬
‫‪1.16‬‬ ‫‪3.12‬‬ ‫‪5‬‬
‫ﻓﻲ ﺍﻟﻌﻤل‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺴﻠﺔ ﺍﻟﻘﺭﺍﺭﺍﺕ‬
‫‪1.28‬‬ ‫‪2.88‬‬ ‫‪13‬‬
‫ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.18‬‬ ‫‪2.81‬‬ ‫ﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺅﺘﻤﺭﺍﺕ‬ ‫‪9‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.17‬‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ ‪2.77‬‬ ‫‪11‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺒﺎﺭﻴﺎﺕ‬
‫‪1.16‬‬ ‫‪2.70‬‬ ‫‪12‬‬
‫ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.69‬‬ ‫‪3.22‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪87‬‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺍﻟﻰ ‪:‬‬

‫ﺘﺸﻴﺭ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (6‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ " ﻫﻨﺎﻙ ﺘﻜﺭﺍﺭ ﻤﺴﺘﻤﺭ ﻓﻲ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ‬
‫ﺘﻘﻭﻡ ﺒﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ " ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺭﺘﻔﻌﺔ‬
‫ﻤﻥ ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ ﻭﻟﺫﺍ ﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺍﻟﺘﺠﺩﻴﺩ ﻓﻲ ﻨﻭﻋﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﻤﺘﺎﺒﻌﺔ ﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻟﻤﻭﺍﻜﺒﺔ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺤﺩﻴﺜﺔ ﻭﺍﻟﺘﻁﻭﻴﺭ ﻓﻲ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻌﻤل‬
‫ﻭﻜﺎﻥ ﻟﻠﻔﻘﺭﺓ ﺭﻗﻡ )‪ (1‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﻴﻘﻭﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ‬
‫ﻭﻤﻜﺘﻭﺒﺔ " ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻋﺎﻟﻲ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﺫﻱ ﻴﺒﻠﻎ )‪ (3.63‬ﻭﺍﻟﺫﻱ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ‬
‫ﻭﺘﺸﻴﺭ ﺍﻟﻔﻘﺭﺍﺕ ) ‪ (13،9،11،12‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ‬
‫ﻷﺴﻠﻭﺏ ﺴﻠﺔ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ‪ ،‬ﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺅﺘﻤﺭﺍﺕ ‪،‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ ‪ ،‬ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺒﺎﺭﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ " ﺤﺼﻭﻟﻬﺎ ﻋﻠﻰ ﺍﻗل ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻟﺘﻲ‬
‫ﺘﺒﻠﻎ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ )‪ (2.70 ،2.77 ،2.81 ،2.88‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﻟﻬﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻟﺠﺎﻤﻌﺔ ﻻ ﺘﺘﺒﻊ ﻓﻲ ﺘﻘﺩﻴﻤﻬﺎ ﻟﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺇﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﺒﻴﻨﻤﺎ ﻓﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﻓﻘﺎ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺤﺎﻀﺭﺍﺕ ﺃﺨﺫﺕ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻴﺒﻠﻎ )‪ (3.52‬ﻜﺄﺴﻠﻭﺏ ﻤﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬
‫ﻭﻫﺫﺍ ﻤﺎ ﻴﺘﻭﺍﻓﻕ ﻤﻊ ﺇﺘﺠﺎﻫﺎﺘﺎﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺘﺭﺍﻭﺡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ " ﺍﻟﺘﻭﻗﻴﺕ ﺍﻟﺯﻤﻨﻲ ﻟﻠﺩﻭﺭﺓ ﻻ ﻴﺘﻌﺎﺭﺽ ﻤﻊ ﺍﻟﺩﻭﺍﻡ‬
‫ﺍﻟﺭﺴﻤﻲ ﻟﻠﻌﻤل ‪،‬ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺴﺒﻕ ﻭﺘﻡ ﺍﻻﻟﺘﺤﺎﻕ ﺒﻬﺎ ﺤﻘﻘﺕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻌﻠﻥ ﻋﻨﻬﺎ ﺒﺘﺼﻭﺭﻙ‬
‫ﻓﻲ ﺇﺩﺍﺭﺘﻙ ‪ ،‬ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل ‪ ،‬ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺍﻟﺨﺎﺭﺠﻴﺔ ﻜﺎﻨﺕ ﻨﺎﺠﺤﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻬﺎ ‪ ،‬ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻨﺩﻭﺍﺕ ﻭﺤﻠﻘﺎﺕ ﺍﻟﻨﻘﺎﺵ ‪ ،‬ﻴﺘﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺤل ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻟﻘﺎﺌﻤﺔ ﻓﻲ ﺍﻟﻌﻤل " ﺒﻴﻥ )‪ (3.47- 3.12‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ﺒﻤﺎ ﻴﺘﻭﺍﻓﻕ ﻤﻊ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺒﺸﻜل ﻋﺎﻡ ﻓﺎﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺒﻠﻎ )‪ (3.22‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ‬
‫ﻤﺘﻭﺴﻁﺔ ﻹﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪88‬‬

‫‪ .5‬ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺠﺩﻭل ﺭﻗﻡ )‪(13‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺇﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓـﻘــﺭﺍﺕ ﺍﻟﻤﺠــﺎل‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪1.00‬‬ ‫‪4.07‬‬ ‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻌﺯﺯ ﻤﻥ ﻜﻔﺎﺀﺓ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‬ ‫‪7‬‬
‫ﺘﻤﺜل ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪0.86‬‬ ‫‪3.98‬‬ ‫‪11‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺃﺩﺍﺀ‬
‫‪0.92‬‬ ‫‪3.88‬‬ ‫‪8‬‬
‫ﺍﻷﻋﻤﺎل ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺭﻓﻊ ﺇﺤﺴﺎﺱ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫‪0.94‬‬ ‫‪3.69‬‬ ‫‪10‬‬
‫ﺒﺎﻨﺘﻤﺎﺌﻬﻡ ﺇﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﻤﺜل ﺘﻜﺭﺍﺭ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻌﻭﺍﻤل‬
‫‪1.01‬‬ ‫‪3.64‬‬ ‫‪12‬‬
‫ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﺘﻘﻴﻴﻡ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ‬
‫‪1.25‬‬ ‫‪3.51‬‬ ‫‪2‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﺘﻌﻤل ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺭﻭﺘﻴﻥ ﺍﻟﻌﻤل‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.19‬‬ ‫‪3.50‬‬ ‫‪9‬‬
‫ﺍﻟﻴﻭﻤﻲ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺘﺘﻁﺎﺒﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻊ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﺘﺭﻤﻲ‬
‫‪1.11‬‬ ‫‪3.29‬‬ ‫‪4‬‬
‫ﺇﻟﻴﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﻤﻘﺎﺭﻨﺔ ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺏ ﻗﺒل ﺍﻟﺘﺩﺭﻴﺏ ﻭﺒﻌﺩ‬
‫‪1.39‬‬ ‫‪3.29‬‬ ‫‪1‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻟﻤﻼﺤﻅﺔ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﻴﻴﻡ ﺍﻟﻤﺘﺩﺭﺏ ﺃﺜﻨﺎﺀ ﺃﺩﺍﺌﻪ ﻟﻠﻌﻤل ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺩﻯ‬
‫‪1.26‬‬ ‫‪3.28‬‬ ‫‪6‬‬
‫ﺇﺘﻘﺎﻨﻪ ﻭﺍﻜﺘﺴﺎﺒﻪ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻴﺘﻡ ﺘﻘﻴﻴﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻨﻌﻜﺎﺴﻬﺎ ﻋﻠﻰ‬
‫‪1.21‬‬ ‫‪3.21‬‬ ‫‪3‬‬
‫ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.13‬‬ ‫‪3.00‬‬ ‫ﻴﺘﻡ ﺩﺭﺍﺴﺔ ﻭﺘﻘﻴﻴﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺼﻭﺭﺓ ﺩﻭﺭﻴﺔ‬ ‫‪5‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.75‬‬ ‫‪3.53‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪89‬‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺍﻟﻰ ‪:‬‬

‫ﺤﺼﻠﺕ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (7‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ ﺃﻥ " ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻌﺯﺯ ﻤﻥ ﻜﻔﺎﺀﺓ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺔ " ﻋﻠﻰ ﺃﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺇﺫ ﻴﺒﻠﻎ )‪ (4.07‬ﻭﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺭﺘﻔﻌﺔ ﻤﻥ‬
‫ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﻤﺩﻯ ﺇﻋﺘﻘﺎﺩ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺘﻌﺯﻴﺯ‬
‫ﻜﻔﺎﺀﺓ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪.‬‬

‫ﻭﻜﺎﻥ ﻟﻠﻔﻘﺭﺍﺕ ﺭﻗﻡ )‪ (11،8،10‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ "ﺘﻤﺜل ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻌﻭﺍﻤل‬
‫ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻲ ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎل ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ‪ ،‬ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺭﻓﻊ ﺇﺤﺴﺎﺱ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﻨﺘﻤﺎﺌﻬﻡ ﺇﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ " ﻤﺘﻭﺴﻁﺎﺕ ﺤﺴﺎﺒﻴﺔ ﻋﺎﻟﻴﺔ ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ)‪(3.98– 3.69‬‬
‫ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﻗﺒل ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﻤﺩﻯ‬
‫ﺍﻫﺘﻤﺎﻡ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺫﻟﻙ ﻟﻤﺎ ﻟﻬﺎ ﻤﻥ ﺘﺄﺜﻴﺭ ﻭﺍﻀﺢ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻤل‬
‫ﻭﺍﻟﺫﻱ ﻴﻤﻜﻥ ﺃﻥ ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪.‬‬
‫ﻴﺘﺭﺍﻭﺡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﻴﻤﺜل ﺘﻜﺭﺍﺭ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﺤﺩﻯ‬
‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﺘﻘﻴﻴﻡ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺩﻭﺭﺓ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ ﺍﻟﺘﺩﺭﻴﺏ ‪ ،‬ﺘﻌﻤل ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺭﻭﺘﻴﻥ ﺍﻟﻌﻤل ﺍﻟﻴﻭﻤﻲ‬
‫‪ ،‬ﺘﺘﻁﺎﺒﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻊ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﺘﺭﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ ‪ ،‬ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ‬
‫ﻤﻘﺎﺭﻨﺔ ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺏ ﻗﺒل ﺍﻟﺘﺩﺭﻴﺏ ﻭﺒﻌﺩ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻤﻼﺤﻅﺔ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫"ﺒﻴﻥ )‪ ( 3.64 – 3.29‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺒﻤﺎ ﻴﺘﻔﻕ ﻤﻊ‬
‫ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ‪.‬‬
‫ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﻴﺘﻡ ﺘﻘﻴﻴﻡ ﺍﻟﻤﺘﺩﺭﺏ ﺃﺜﻨﺎﺀ ﺃﺩﺍﺌﻪ ﻟﻠﻌﻤل ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺇﺘﻘﺎﻨﻪ‬
‫ﻭﺍﻜﺘﺴﺎﺒﻪ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﻴﺘﻡ ﺘﻘﻴﻴﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل‬
‫ﺍﻨﻌﻜﺎﺴﻬﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪ ،‬ﻴﺘﻡ ﺩﺭﺍﺴﺔ ﻭﺘﻘﻴﻴﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺼﻭﺭﺓ ﺩﻭﺭﻴﺔ " ﻓﻘﺩ‬
‫ﺤﺼﻠﺕ ﻋﻠﻰ ﺃﻗل ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﺇﺫ ﺘﺭﺍﻭﺤﺕ ﺒﻴﻥ )‪ (3.00 – 3.28‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﻋﺩﻡ ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﻫﺫﺍ ﺍﻟﺘﻘﻴﻴﻡ‬
‫ﻴﻀﻌﻑ ﻤﻥ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻟﺘﻭﺼل ﺍﻟﻰ ﻜﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﺤﻘﻴﻕ ﺍﻟﻔﺎﺌﺩﺓ ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻬﺎ ‪ ،‬ﺇﺫ ﻻﺒﺩ‬
‫ﻤﻥ ﺍﻟﻘﻴﺎﻡ ﺒﺎﻟﻤﺘﺎﺒﻌﺔ ﻭﺍﻟﺘﻘﻴﻴﻡ ﺒﺼﻭﺭﺓ ﺩﻭﺭﻴﺔ ﻟﻠﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﻘﺩﻤﺔ ﺤﺘﻰ ﻴﻤﻜﻥ ﺘﻘﻴﻴﻡ ﻓﺎﻋﻠﻴﺘﻬﺎ‬
‫ﻭﻤﺩﻯ ﻤﺴﺎﻫﻤﺘﻬﺎ ﻓﻲ ﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ ﻭﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪90‬‬

‫ﻭﺒﺸﻜل ﻋﺎﻡ ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ )‪(3.42‬‬
‫ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﺤﻭل ﺍﻟﻔﻘﺭﺍﺕ ‪.‬‬
‫ﺠﺩﻭل ﺭﻗﻡ )‪(14‬‬
‫ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﻭﺠﻬﺘﻲ ﻨﻅﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﺍﻟﻤﺘــــﻐﻴﺭ‬

‫ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬

‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫‪2‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪0.75‬‬ ‫‪3.28‬‬ ‫‪2‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪0.77‬‬ ‫‪3.12‬‬ ‫ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪4‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪0.72‬‬ ‫‪3.17‬‬ ‫‪4‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪0.73‬‬ ‫‪3.04‬‬ ‫ﺇﺨـﺘﻴﺎﺭﺍﻟـﻤﺘﺩﺭﺒﻴـــﻥ‬
‫‪3‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪0.69‬‬ ‫‪3.74‬‬ ‫‪3‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪0.65‬‬ ‫‪3.05‬‬ ‫ﺘﺼﻤﻴﻡ ﺍﻟـﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪1‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪0.75‬‬ ‫‪3.53‬‬ ‫‪1‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪0.80‬‬ ‫‪3.42‬‬ ‫ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﻭﻟﻐﺭﺽ ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﻨﺴﺘﺨﻠﺹ ﻤﻥ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ‪:‬‬
‫ﻴﺘﺒﻴﻥ ﻟﻨﺎ ﺍﻟﺘﻭﺍﻓﻕ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺫﻟﻙ‬
‫ﻤﻥ ﺨﻼل ﺘﺭﺘﻴﺏ ﺍﻷﻭﻟﻭﻴﺔ ﻟﻌﻨﺎﺼﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻟﻜل ﻤﻨﻬﺎ ﻓﻲ ﺘﻘﻴﻴﻡ‬
‫ﻭﺠﻬﺘﻲ ﻨﻅﺭ ﺍﻟﻌﻴﻨﺘﻴﻥ ﺤﻴﺙ ﺃﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺭﺘﻴﺏ ﺍﻷﻭل ﻟﻠﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻟﻜل ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺒﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻴﺒﻠﻎ )‪ (3.42،3.53‬ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‬
‫ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻴﺘﻭﻗﻑ ﺒﺼﻭﺭﺓ ﺃﺴﺎﺴﻴﺔ ﻋﻠﻰ ﻜﻔﺎﺀﺓ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻓﻲ ﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﺎﻋﻠﻴﺘﻬﺎ ﻭﺠﺎﺀ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻟﺘﺭﺘﻴﺏ ﺍﻟﺜﺎﻨﻲ ﻴﻠﻴﻪ‬
‫ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻜﺎﻨﺕ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﺍﻟﻌﻴﻨﺘﻴﻥ ﻋﻠﻰ ﻫﺫﻩ ﺍﻟﻌﻨﺎﺼﺭ ﺒﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ ﻓﻲ‬
‫ﺤﻴﻥ ﺠﺎﺀ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺘﺭﺘﻴﺏ ﺍﻷﺨﻴﺭ ﺒﻴﻥ ﻋﻨﺎﺼﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺒﻭﺴﻁ ﺤﺴﺎﺒﻲ‬
‫)‪ (3.17،3.04‬ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ ﻟﻜل ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﻭﺠﻭﺩ ﺨﻠل ﻓﻲ ﻋﻤﻠﻴﺔ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻤﺎ ﻴﺴﺘﺩﻋﻲ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻅﺭ ﻓﻲ ﺁﻟﻴﺔ‬
‫ﺍﻹﺨﺘﻴﺎﺭ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻋﻠﻰ ﺃﺴﺱ ﻤﻭﻀﻭﻋﻴﺔ ﺒﻤﺎ ﻴﺨﺩﻡ ﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻨﺠﺎﺡ ﺍﻷﻫﺩﺍﻑ‬
‫ﺍﻟﻤﻁﻠﻭﺒﺔ ﻤﻨﻬﺎ ‪.‬‬
‫ﻭﺒﻬﺩﻑ ﺘﺤﺩﻴﺩ ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺎﻷﺩﺍﺀ ﻤﻥ ﺨﻼل ﺇﺘﺠﺎﻫﺎﺕ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﻤﺭﺅﻭﺴﻴﻬﻡ‬
‫ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪91‬‬

‫ﺠﺩﻭل ﺭﻗﻡ )‪(15‬‬

‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻘﻴﺎﺱ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﺠﺎل‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﺍﻻﻟﺘﺤﺎﻕ ﺒﺎﻟﺘﺩﺭﻴﺏ ﺯﺍﺩ ﻤﻥ ﺩﻗﺔ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺇﻨﺠﺎﺯ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.14‬‬ ‫‪3.48‬‬ ‫‪2‬‬
‫ﺍﻟﻤﻌﺎﻤﻼﺕ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.14‬‬ ‫‪3.47‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻟﺩﻯ ﺍﻟﻤﻭﻅﻔﻴﻥ‬ ‫‪8‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻤل ﻋﻠﻰ ﺭﻓﻊ ﻗﺩﺭﺍﺕ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ‬
‫‪1.12‬‬ ‫‪3.44‬‬ ‫‪7‬‬
‫ﺭﺅﺴﺎﺌﻬﻡ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﻤﻜﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺘﻘﺩﻴﻡ ﺁﺭﺍﺀ ﻋﻤﻠﻴﺔ ﻴﻤﻜﻥ ﺘﻁﺒﻴﻘﻬﺎ‬
‫‪1.11‬‬ ‫‪3.43‬‬ ‫‪15‬‬
‫ﻟﺘﺤﺴﻴﻥ ﺍﻟﻌﻤل‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.15‬‬ ‫‪3.42‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﺯﺯ ﻤﻥ ﺍﻟﻘﺩﺭﺍﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻘﻴﺎﺩﻴﺔ ﻟﻠﻤﻭﻅﻔﻴﻥ‬ ‫‪10‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.99‬‬ ‫‪3.40‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻤل ﻋﻠﻰ ﺭﻓﻊ ﻗﺩﺭﺓ ﺘﻨﻔﻴﺫ ﻭﺍﺠﺒﺎﺕ ﺍﻟﻌﻤل ﺒﻜﻔﺎﺀﺓ‬ ‫‪3‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.16‬‬ ‫‪3.34‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﺃﺩﻯ ﺇﻟﻰ ﺍﺒﺘﻜﺎﺭ ﺃﺴﺎﻟﻴﺏ ﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻟﻌﻤل‬ ‫‪13‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﺯﺍﺩ ﻤﻥ ﻤﻬﺎﺭﺓ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺘﺨﺎﺫ‬
‫‪1.15‬‬ ‫‪3.34‬‬ ‫‪12‬‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﺯﺍﺩ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﻨﺠﺎﺯ ﺍﻟﻤﻌﺎﻤﻼﺕ ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫‪1.16‬‬ ‫‪3.33‬‬ ‫‪1‬‬
‫ﺒﺴﺭﻋﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.11‬‬ ‫‪3.32‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﺯﺯ ﻤﻥ ﺍﻨﺘﻤﺎﺀ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺇﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ‬ ‫‪11‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.07‬‬ ‫‪3.25‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﺭﻓﻊ ﻤﻥ ﺍﻟﻜﻔﺎﺀﺓ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﻌﺎﻤﻠﻴﻥ‬ ‫‪6‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﻤﻜﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ‬
‫‪1.05‬‬ ‫‪3.23‬‬ ‫‪14‬‬
‫ﺘﻨﻔﻴﺫ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻭﻜﻠﺔ ﺇﻟﻴﻬﻡ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.06‬‬ ‫‪3.05‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻤل ﻋﻠﻰ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺭﻭﺘﻴﻥ ﺍﻟﻌﻤل ﺍﻟﻴﻭﻤﻲ‬ ‫‪4‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.03‬‬ ‫‪3.00‬‬ ‫ﺃﺴﻬﻡ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺸﻜﺎﻭﻯ ﺍﻟﻤﻌﺎﻤﻠﻴﻥ‬ ‫‪9‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1.05‬‬ ‫‪2.90‬‬ ‫ﺃﺴﻬﻡ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﻀﻐﻭﻁ ﺍﻟﻌﻤل‬ ‫‪5‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪0.92‬‬ ‫‪3.29‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺍﻟﻰ ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪92‬‬

‫ﺃﻤﺎ ﺍﻟﻔﻘﺭﺓ ﺭﻗﻡ )‪ (2‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﺍﻻﻟﺘﺤﺎﻕ ﺒﺎﻟﺘﺩﺭﻴﺏ ﺯﺍﺩ ﻤﻥ ﺩﻗﺔ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓـﻲ ﺍﻨﺠـﺎﺯ‬
‫ﺍﻟﻤﻌﺎﻤﻼﺕ " ﺤﺼﻭﻟﻬﺎ ﻋﻠﻰ ﺃﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺇﺫ ﻴﺒﻠﻎ )‪ (3.48‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘـﺔ‬
‫ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﻤﺩﻯ ﺇﻀﺎﻓﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓـﻲ‬
‫ﺍﻨﺠﺎﺯ ﺍﻟﻤﻌﺎﻤﻼﺕ ﻭﺤﺎﺠﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻟﻠﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻌﻤل ﺍﻟﻴﻭﻤﻲ ‪.‬‬
‫ﻭﺤﺼﻠﺕ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺏ " ﺍﻟﺘﺩﺭﻴﺏ ﻋﻤل ﻋﻠﻰ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺭﻭﺘﻴﻥ ﺍﻟﻌﻤل ﺍﻟﻴـﻭﻤﻲ ‪ ،‬ﺃﺴـﻬﻡ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺸﻜﺎﻭﻯ ﺍﻟﻤﻌﺎﻤﻠﻴﻥ ‪ ،‬ﺃﺴﻬﻡ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﻀـﻐﻭﻁ ﺍﻟﻌﻤـل "‬
‫ﻋﻠﻰ ﺍﻗل ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻟﺘﻲ ﺘﺘﺭﺍﻭﺡ ﺒﻴﻥ ) ‪ ( 3.05-2.90‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ‬
‫ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎ ﻋﻠﻰ ﻤﺴﺎﻫﻤﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻓـﻲ ﺤـل‬
‫ﻫﺫﻩ ﺍﻟﺠﻭﺍﻨﺏ ﻭﻫﺫﺍ ﻴﺭﺠﻊ ﺍﻟﻰ ﻭﺠﻭﺩ ﻋﻭﺍﻤل ﺃﺨﺭﻯ ﻤﻨﻬﺎ ﺘﻘﺴﻴﻡ ﺍﻟﻌﻤل ﺃﻭ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺭﻭﺘﻴﻨﻴـﺔ‬
‫ﺍﻟﻤﻌﻘﺩﺓ ﻓﻲ ﺍﻟﻌﻤل ﻭﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺍﻥ ﺘﺯﻴﺩ ﻤﻥ ﻀﻐﻭﻁ ﺍﻟﻌﻤل ﻭﺸﻜﺎﻭﻯ ﺍﻟﻤﻌﺎﻤﻠﻴﻥ ‪.‬‬
‫ﻭﻜﺎﻥ ﻟﻠﻔﻘﺭﺓ ﺭﻗﻡ )‪ (8‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﺍﻟﺘﺩﺭﻴﺏ ﺭﻓﻊ ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻟـﺩﻯ‬
‫ﺍﻟﻤـﻭﻅﻔﻴﻥ " ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻋﺎﻟﻲ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﺇﺫ ﻴﺒﻠﻎ )‪ (3.47‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠـﺔ ﻤﻭﺍﻓﻘـﺔ‬
‫ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺍﻹﻀـﺎﻓﺔ ﺍﻟﺘـﻲ ﻗـﺩﻤﺘﻬﺎ ﺍﻟـﺩﻭﺭﺍﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﻌﺎﺭﻑ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻭﺍﻟﺘﻲ ﻴﺤﺘﺎﺠﻭﻨﻬﺎ ﻓﻲ ﻋﻤﻠﻬﻡ ‪.‬‬
‫ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﻘﺭﺓ ﺭﻗﻡ )‪ (7‬ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ " ﺍﻟﺘﺩﺭﻴﺏ ﻋﻤل ﻋﻠﻰ ﺭﻓﻊ ﻗﺩﺭﺍﺕ ﺍﻟﻤـﻭﻅﻔﻴﻥ ﻓـﻲ‬
‫ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺭﺅﺴﺎﺌﻬﻡ " ﻓﻘﺩ ﺤﺼﻠﺕ ﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻴﺒﻠﻎ )‪ (3.44‬ﻤﻤﺎ ﻴﺩل ﻋﻠـﻰ ﺩﺭﺠـﺔ‬
‫ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺘﺤﺴـﻴﻥ ﻋﻼﻗـﺎﺕ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻊ ﺭﺅﺴﺎﺌﻬﻡ ﻤﻤﺎ ﻴﺅﺩﻱ ﺍﻟﻰ ﺍﻻﻨﺴﺠﺎﻡ ﻭﺍﻻﻨﺴﻴﺎﺒﻴﺔ ﻓﻲ ﺍﻟﻌﻤل ‪.‬‬
‫ﻭﺘﺭﺍﻭﺡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺒﻘﻴﺔ ﺍﻟﻔﻘﺭﺍﺕ ﺒﻴﻥ )‪ ( 3.43 – 3.23‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠـﺔ ﻤﻭﺍﻓﻘـﺔ‬
‫ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺤﻴﺙ ﺃﻥ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﺘﻲ ﺃﺩﺕ ﺍﻟﻰ ﺇﻀﺎﻓﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻟﻌﻤل ﻤﻥ ﺤﻴﺙ )ﺘﻘﺩﻴﻡ ﺃﺭﺍﺀ ﻋﻤﻠﻴﺔ ﻴﻤﻜﻥ ﺘﻁﺒﻴﻘﻬﺎ ﻓﻲ ﺍﻟﻌﻤل ‪ ،‬ﺭﻓﻊ ﻗﺩﺭﺓ ﺘﻨﻔﻴﺫ ﻭﺍﺠﺒﺎﺕ ﺍﻟﻌﻤـل‬
‫ﺒﻜﻔﺎﺀﺓ ‪ ،‬ﺍﺒﺘﻜﺎﺭ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻟﻌﻤل ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﻨﺠﺎﺯ ﺍﻟﻤﻌﺎﻤﻼﺕ ﺒﺴﺭﻋﺔ ‪ ،‬ﺘﻤﻜـﻴﻥ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺘﻨﻔﻴﺫ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻭﻜﻠﺔ ﺇﻟﻴﻬﻡ ( ﺤﻴﺙ ﺤﺼﻠﺕ ﻫـﺫﻩ‬
‫ﺍﻟﻔﻘﺭﺍﺕ ﻋﻠﻰ ﻤﺘﻭﺴﻁﺎﺕ ﺤﺴﺎﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ ) ‪( 3.23 ،3.33 ،3.34 ،3.40، 3.43‬‬
‫ﻭﻤﺩﻯ ﺇﻀﺎﻓﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻗﺩﺭﺍﺕ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺤﻴﺙ ) ﺘﻌﺯﻴﺯ ﺍﻟﻘـﺩﺭﺍﺕ‬
‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻘﻴﺎﺩﻴﺔ ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ‪ ،‬ﺘﻌﺯﻴﺯ ﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ ‪ ،‬ﺍﻟﻜﻔﺎﺀﺓ ﻓـﻲ‬
‫ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﻌﺎﻤﻠﻴﻥ ( ﺤﻴﺙ ﺤﺼﻠﺕ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ﻋﻠﻰ ﻤﺘﻭﺴـﻁﺎﺕ ﺤﺴـﺎﺒﻴﺔ ﻋﻠـﻰ ﺍﻟﺘـﻭﺍﻟﻲ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪93‬‬

‫) ‪ ( 3.25 ،3.32 ،3.34 ،3.42‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓـﻲ ﺘﻨﻤﻴـﺔ ﻤﻬـﺎﺭﺍﺕ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺭﻓﻊ ﺃﺩﺍﺌﻬﻡ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﻤﻁﻠﻭﺏ ‪.‬‬

‫ﻭﺒﺸﻜل ﻋﺎﻡ ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﻤﺎﻟﻲ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻌﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓـﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ )‪ (3.29‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻭﺍﻓﻘﺔ ﻤﺘﻭﺴﻁﺔ ﻟﻠﻘﻴـﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴـﺔ‬
‫ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪94‬‬

‫ﺍﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺈﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﺇﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤﻼﺕ ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‬
‫ﻭﺇﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﻹﻴﺠﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻟﻤﺴﺘﻘﻠﺔ ﻭﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ ‪.‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ ﺍﻷﻭﻟﻰ‬

‫ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬ ‫" ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل " ﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(16‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(16‬‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺍﻟﺩﺍﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﺒﻴـــــﺎﻥ‬

‫‪0.000‬‬ ‫*‪0.850‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬

‫* ﻋﻨﺩ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪(0.01‬‬

‫ﻴﻭﻀﺢ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (15‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ )‪ (0.850‬ﻭﻜﺎﻨﺕ ﺒﺩﻻﻟﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪ . (0.01‬ﻭﻫﺫﺍ ﻴﺅﻜﺩ ﻋﻠﻰ ﻋﺩﻡ ﺼﺤﺔ ﻗﺒﻭل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ ﺍﻷﻭﻟﻰ ﻭﻋﻠﻴﻪ‬
‫ﺘﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ ﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬

‫ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ )‪(0.05 ≥ α‬‬

‫ﻭﺘﻌﺯﻱ ﺍﻟﺒﺎﺤﺜﺔ ﺫﻟﻙ ﻟﻠﺼﻠﺔ ﺍﻟﻭﺜﻴﻘﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻤﺩﻯ ﺘﺄﺜﻴﺭ ﺭﻓﻊ ﻗﺩﺭﺍﺕ‬
‫ﻭﻤﻬﺎﺭﺍﺕ ﺍﻷﻓﺭﺍﺩ ﻋﻠﻰ ﺃﺩﺍﺌﻬﻡ ﻓﻲ ﺍﻟﻌﻤل ﻤﻤﺎ ﻴﺅﺩﻱ ﺍﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﺘﺭﻤﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﻰ‬
‫ﺘﺤﻘﻴﻘﻬﺎ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪95‬‬

‫ﻟﻐﺭﺽ ﺍﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺘﻘﺴﻴﻤﻬﺎ ﺍﻟﻰ ﺨﻤﺱ ﻓﺭﻀﻴﺎﺕ ﻓﺭﻋﻴﺔ ‪ ،‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻻﺨﺘﺒﺎﺭ ﻜل ﻓﺭﻀﻴﺔ ﻋﻠﻰ ﺤﺩﺓ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻷﻭﻟﻰ ‪:‬‬

‫"ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل " ﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ‬
‫ﺍﻟﺒﺎﺤﺜﺔ ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(17‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(17‬‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ‬

‫ﺍﻟﺩﺍﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﺒﻴـــــﺎﻥ‬

‫‪0.000‬‬ ‫*‪0.484‬‬ ‫ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫* ﻋﻨﺩ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪(0.01‬‬

‫ﻴﻭﻀﺢ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺤﻴﺙ‬
‫ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ )‪(0.484‬‬
‫ﻭﻜﺎﻨﺕ ﺒﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪ . (0.01‬ﻭﻫﺫﺍ ﻴﺅﻜﺩ ﻋﻠﻰ ﻋﺩﻡ ﺼﺤﺔ ﻗﺒﻭل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ‬
‫ﺍﻷﻭﻟﻰ ﻭﻋﻠﻴﻪ ﺘﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ ﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬
‫ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪(0.05 ≥ α‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪:‬‬

‫"ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل " ﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻼﺕ‬
‫ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(18‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪96‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(18‬‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺍﻟﺩﺍﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﺒﻴـــــﺎﻥ‬

‫‪0.000‬‬ ‫*‪0.546‬‬ ‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬

‫* ﻋﻨﺩ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪(0.01‬‬

‫ﻴﻭﻀﺢ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‬
‫)‪ (0.546‬ﻭﻜﺎﻨﺕ ﺒﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪ . (0.01‬ﻭﻫﺫﺍ ﻴﺅﻜﺩ ﻋﻠﻰ ﻋﺩﻡ ﺼﺤﺔ ﻗﺒﻭل ﺍﻟﻔﺭﻀﻴﺔ‬
‫ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻭﻋﻠﻴﻪ ﺘﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ ﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬

‫ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪(0.05 ≥ α‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ‪:‬‬

‫"ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل " ﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺃﺴﻠﻭﺏ‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(19‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(19‬‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺍﻟﺩﺍﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﺒﻴـــــﺎﻥ‬

‫‪0.000‬‬ ‫*‪0.629‬‬ ‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ‬

‫* ﻋﻨﺩ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪(0.01‬‬

‫ﻴﻭﻀﺢ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ )‪ (0.629‬ﻭﻜﺎﻨﺕ ﺒﺩﻻﻟﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪97‬‬

‫ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪ . (0.01‬ﻭﻫﺫﺍ ﻴﺅﻜﺩ ﻋﻠﻰ ﻋﺩﻡ ﺼﺤﺔ ﻗﺒﻭل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﻋﻠﻴﻪ‬
‫ﺘﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ ﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬

‫ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪(0.05 ≥ α‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ ‪:‬‬

‫"ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل " ﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(20‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(20‬‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ‬

‫ﺍﻟﺩﺍﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﺒﻴـــــﺎﻥ‬

‫‪0.000‬‬ ‫*‪0.717‬‬ ‫ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫* ﻋﻨﺩ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪(0.01‬‬

‫ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ‬ ‫ﻴﻭﻀﺢ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (19‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺫﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﻴﺙ‬
‫ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ )‪ (0.717‬ﻭﻜﺎﻨﺕ ﺒﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪ . (0.01‬ﻭﻫﺫﺍ‬
‫ﻴﺅﻜﺩ ﻋﻠﻰ ﻋﺩﻡ ﺼﺤﺔ ﻗﺒﻭل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ ﻭﻋﻠﻴﻪ ﺘﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ ﺍﻟﺘﻲ ﺘﻨﺹ‬
‫ﻋﻠﻰ‬
‫ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(0.05 ≥ α‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪98‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺨﺎﻤﺴﺔ ‪:‬‬

‫"ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪ (0.05‬ﻓﺄﻗل " ﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(21‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(21‬‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓﺍﻟﻭﺴﻁﻰ‬

‫ﺍﻟﺩﺍﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﺒﻴـــــﺎﻥ‬

‫‪0.000‬‬ ‫*‪0.734‬‬ ‫ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫* ﻋﻨﺩ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪(0.01‬‬

‫ﻴﻭﻀﺢ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (20‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺤﻴﺙ‬
‫ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻹﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‬
‫)‪ (0.734‬ﻭﻜﺎﻨﺕ ﺒﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪ . (0.01‬ﻭﻫﺫﺍ ﻴﺅﻜﺩ ﻋﻠﻰ ﻋﺩﻡ ﺼﺤﺔ ﻗﺒﻭل ﺍﻟﻔﺭﻀﻴﺔ‬
‫ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺨﺎﻤﺴﺔ ﻭﻋﻠﻴﻪ ﺘﻘﺒل ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ ﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬
‫ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(0.05 ≥ α‬‬
‫ﺠﺩﻭل ﺭﻗﻡ )‪(22‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺍﻟﺩﺍﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﺒﻴﺎﻥ‬

‫‪0.000‬‬ ‫*‪0.484‬‬ ‫ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫‪0.000‬‬ ‫*‪0.546‬‬ ‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫‪0.000‬‬ ‫*‪0.629‬‬ ‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ‬
‫‪0.000‬‬ ‫*‪0.717‬‬ ‫ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪0.000‬‬ ‫*‪0.734‬‬ ‫ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪0.000‬‬ ‫*‪0.850‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬

‫* ﻋﻨﺩ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻗل ﻤﻥ )‪(0.01‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪99‬‬

‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﺍﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁ ﺍﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﻤﺨﺘﻠﻑ ﻋﻨﺎﺼﺭ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﻗﺩ ﻜﺎﻥ ﻟﻌﻼﻗﺔ ﺍﺭﺘﺒﺎﻁ ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﻜﻜل ﺃﻗﻭﻯ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﻤﻊ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺃﻥ ﺍﻗل ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﻜﺎﻥ ﻟﻤﺘﻐﻴﺭ ﺘﺤﺩﻴﺩ‬
‫ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻊ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﺴﺘﻨﺎﺩﺍ ﺍﻟﻰ ﻤﺎ ﺘﻘﺩﻡ ﻓﻘﺩ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﻤﻌﺎﻤل‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁ ﻗﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ) ‪ (0.850 -0.484‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻋﻨﺎﺼﺭ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺃﺜﺭﺕ ﻭﺒﺼﻭﺭﺓ ﻭﺍﻀﺤﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺇﻥ ﻜﺎﻨﺕ ﺒﻌﺽ‬
‫ﻫﺫﻩ ﺍﻟﻌﻨﺎﺼﺭ ﺃﻗل ﻓﺎﻋﻠﻴﺔ ﻤﻥ ﺍﻟﺒﻌﺽ ﺍﻷﺨﺭ‬
‫ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﻀﺭﻭﺭﺓ ﺍﻹﻫﺘﻤﺎﻡ ﺒﺠﻤﻴﻊ ﻋﻨﺎﺼﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺫﻟﻙ ﻟﺘﺄﺜﻴﺭ ﻫﺫﻩ ﺍﻟﻌﻨﺎﺼﺭ ﻋﻠﻰ‬
‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺤﻴﺙ ﻴﺘﻡ ﺇﻋﺩﺍﺩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺼﻭﺭﺓ ﺸﻤﻭﻟﻴﺔ‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪:‬‬

‫"ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ )ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‪ ،‬ﺘﺼﻤﻴﻡ‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ("‬
‫ﻭﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺨﺘﺒﺎﺭ )ﺕ( )‪(Independent Sample T-Test‬‬
‫ﻹﻴﺠﺎﺩ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﻜﻤﺎﻫﻭﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(23‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ) ‪(23‬‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻜﻜل‬

‫ﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻗﻴﻡ ﺕ‬ ‫ﻗﻴﻡ ﺕ‬

‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺠﺩﻭﻟﻴﺔ‬

‫‪0.157‬‬ ‫‪187‬‬ ‫‪1.96‬‬ ‫‪1.422‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬

‫ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺃﻨﻪ ﻻﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺫﻟﻙ ﻹﻥ ﻗﻴﻡ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪100‬‬

‫)ﺕ(ﺍﻟﻤﺤﺴﻭﺒﺔ ﻹﺨﺘﺒﺎﺭ )ﺕ( ﺍﻟﺒﺎﻟﻐﺔ )‪ (1.422‬ﻜﺎﻨﺕ ﺃﻗل ﻤﻥ ﻗﻴﻤﺔ )ﺕ( ﺍﻟﺠﺩﻭﻟﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ‬
‫)‪ (1.96‬ﻭﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻜﺎﻨﺕ ﺃﻜﺒﺭ ﻤﻥ )‪ (0.05‬ﺤﻴﺙ ﺒﻠﻐﺕ )‪ (0.157‬ﻭﻟﺫﺍ ﻓﺈﻨﻨﺎ ﻨﻘﺒل‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺼﻔﺭﻴﺔ ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬

‫"ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ"‬

‫ﻟﻐﺭﺽ ﺇﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺘﻘﺴﻴﻤﻬﺎ ﺍﻟﻰ ﺨﻤﺱ ﻓﺭﻀﻴﺎﺕ ﻓﺭﻋﻴﺔ ﻭﺘﻡ ﺇﺴﺘﺨﺩﺍﻡ ﺇﺨﺘﺒﺎﺭ )ﺕ(‬
‫)‪ (Independent Sample T-Test‬ﻹﺨﺘﺒﺎﺭ ﻜل ﻓﺭﻀﻴﺔ ﻓﺭﻋﻴﺔ ﻋﻠﻰ ﺤﺩﺓ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻷﻭﻟﻰ ‪:‬‬

‫"ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ "‬
‫ﻭﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺨﺘﺒﺎﺭ )ﺕ( )‪(Independent Sample T-Test‬‬
‫ﻹﻴﺠﺎﺩ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻜﻤﺎ‬
‫ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(24‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ) ‪(24‬‬

‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻗﻴﻡ ﺕ‬ ‫ﻗﻴﻡ ﺕ‬

‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺠﺩﻭﻟﻴﺔ‬

‫‪0.184‬‬ ‫‪187‬‬ ‫‪1.96‬‬ ‫‪1.334‬‬ ‫ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺃﻨﻪ ﻻﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺫﻟﻙ‬
‫ﻹﻥ ﻗﻴﻡ )ﺕ(ﺍﻟﻤﺤﺴﻭﺒﺔ ﻹﺨﺘﺒﺎﺭ )ﺕ( ﺍﻟﺒﺎﻟﻐﺔ )‪ (1.334‬ﻜﺎﻨﺕ ﺃﻗل ﻤﻥ ﻗﻴﻤﺔ )ﺕ( ﺍﻟﺠﺩﻭﻟﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪101‬‬

‫)‪ (1.96‬ﻭﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻜﺎﻨﺕ ﺃﻜﺒﺭ ﻤﻥ )‪ (0.05‬ﺤﻴﺙ ﺒﻠﻐﺕ )‪ (0.184‬ﻭﺘﻌﺯﻯ ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﺫﻟﻙ ﻷﻫﻤﻴﺔ ﻤﺘﻐﻴﺭ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻓﻲ ﻨﺠﺎﺡ ﻤﻨﻅﻭﻤﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺒﻤﺎ ﻴﻨﻌﻜﺱ ﺇﻴﺠﺎﺒﻴﺎ‬
‫ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪ ،‬ﻭﻟﺫﺍ ﻓﺈﻨﻨﺎ ﻨﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺼﻔﺭﻴﺔ ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬

‫"ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ "‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪:‬‬

‫"ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ "‬
‫ﻭﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺨﺘﺒﺎﺭ )ﺕ( )‪(Independent Sample T-Test‬‬
‫ﻹﻴﺠﺎﺩ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻜﻤﺎ ﻫﻭ‬
‫ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ ) ‪( 25‬‬
‫ﺠﺩﻭل ﺭﻗﻡ )‪(25‬‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬

‫ﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻗﻴﻡ ﺕ‬ ‫ﻗﻴﻡ ﺕ‬

‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺠﺩﻭﻟﻴﺔ‬

‫‪0.251‬‬ ‫‪187‬‬ ‫‪1.96‬‬ ‫‪1.153‬‬ ‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬

‫ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺃﻨﻪ ﻻﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﺫﻟﻙ ﻹﻥ ﻗﻴﻡ‬
‫)ﺕ(ﺍﻟﻤﺤﺴﻭﺒﺔ ﻹﺨﺘﺒﺎﺭ )ﺕ( ﺍﻟﺒﺎﻟﻐﺔ )‪ (1.153‬ﻜﺎﻨﺕ ﺃﻗل ﻤﻥ ﻗﻴﻤﺔ )ﺕ( ﺍﻟﺠﺩﻭﻟﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ )‪(1.96‬‬
‫ﻭﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻜﺎﻨﺕ ﺃﻜﺒﺭ ﻤﻥ )‪ (0.05‬ﺤﻴﺙ ﺒﻠﻐﺕ )‪ (0.251‬ﻭﺘﻌﺯﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺫﻟﻙ‬
‫ﻷﻫﻤﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻋﻠﻰ ﺃﺴﺱ ﺴﻠﻴﻤﺔ ﻭﻤﻭﻀﻭﻋﻴﺔ ﺒﻤﺎ ﻴﻀﻔﻲ ﻋﻠﻰ ﻜﻔﺎﺀﺓ ﻭﻗﺩﺭﺍﺕ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﻜﻔﺎﺀﺓ ﺃﺩﺍﺌﻬﻡ ﻓﻲ ﺍﻟﻌﻤل ‪ ،‬ﻭﻟﺫﺍ ﻓﺈﻨﻨﺎ ﻨﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺼﻔﺭﻴﺔ‬
‫ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪102‬‬

‫"ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺇﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ "‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ‪:‬‬
‫"ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ "‬
‫ﻭﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺨﺘﺒﺎﺭ )ﺕ( )‪(Independent Sample T-Test‬‬
‫ﻹﻴﺠﺎﺩ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻜﻤﺎ ﻫﻭ‬
‫ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ ) ‪(26‬‬
‫ﺠﺩﻭل ﺭﻗﻡ )‪(26‬‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻗﻴﻡ ﺕ‬ ‫ﻗﻴﻡ ﺕ‬

‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺠﺩﻭﻟﻴﺔ‬

‫‪0.103‬‬ ‫‪187‬‬ ‫‪1.96‬‬ ‫‪1.639‬‬ ‫ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺃﻨﻪ ﻻﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺫﻟﻙ‬
‫ﻹﻥ ﻗﻴﻡ )ﺕ(ﺍﻟﻤﺤﺴﻭﺒﺔ ﻹﺨﺘﺒﺎﺭ )ﺕ( ﺍﻟﺒﺎﻟﻐﺔ )‪ (1.639‬ﻜﺎﻨﺕ ﺃﻗل ﻤﻥ ﻗﻴﻤﺔ )ﺕ( ﺍﻟﺠﺩﻭﻟﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ‬
‫)‪ (1.96‬ﻭﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻜﺎﻨﺕ ﺃﻜﺒﺭ ﻤﻥ )‪ (0.05‬ﺤﻴﺙ ﺒﻠﻐﺕ )‪ (0.103‬ﻭﻟﺫﺍ ﻓﺈﻨﻨﺎ ﻨﻘﺒل‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺼﻔﺭﻴﺔ ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬

‫" ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ "‬
‫ﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﺃﻫﻤﻴﺔ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ ﻭﻤﻜﺘﻭﺒﺔ ﻭﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺎﻷﺴﺎﻟﻴﺏ ﺍﻟﺤﺩﻴﺜﺔ ﻴﺅﺜﺭ ﺒﺸﻜل ﺇﻴﺠﺎﺒﻲ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪103‬‬

‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ ‪:‬‬

‫"ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ"‬
‫ﻭﻹﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺇﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜـﺔ ﺇﺨﺘﺒـﺎﺭ )ﺕ( )‪(Independent Sample T-Test‬‬
‫ﻹﻴﺠﺎﺩ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻜﻤـﺎ ﻫـﻭ‬
‫ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(27‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ) ‪(27‬‬

‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( )‪ (Independent Sample T-Test‬ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻗﻴﻡ ﺕ‬ ‫ﻗﻴﻡ ﺕ‬

‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺠﺩﻭﻟﻴﺔ‬

‫‪0.371‬‬ ‫‪187‬‬ ‫‪1.96‬‬ ‫‪0.897‬‬ ‫ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺃﻨﻪ ﻻﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺫﻟﻙ ﻹﻥ ﻗﻴﻡ‬
‫)ﺕ(ﺍﻟﻤﺤﺴﻭﺒﺔ ﻹﺨﺘﺒﺎﺭ )ﺕ( ﺍﻟﺒﺎﻟﻐﺔ )‪ (0.897‬ﻜﺎﻨﺕ ﺃﻗل ﻤﻥ ﻗﻴﻤﺔ )ﺕ( ﺍﻟﺠﺩﻭﻟﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ )‪(1.96‬‬
‫ﻭﻗﻴﻡ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻜﺎﻨﺕ ﺃﻜﺒﺭ ﻤﻥ )‪ (0.05‬ﺤﻴﺙ ﺒﻠﻐﺕ )‪ (0.371‬ﻭﻟﺫﺍ ﻓﺈﻨﻨﺎ ﻨﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ‬
‫ﺍﻟﺼﻔﺭﻴﺔ ﻭﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ‬
‫" ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ "‬
‫ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺼﻭﺭﺓ ﺩﻭﺭﻴﺔ ﻴﻤﻜﻥ ﻤﻥ ﺘﻘﻴﻴﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻭﻤﺴﺎﻫﻤﺘﻪ ﻓﻲ ﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ ﻭﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 104

‫ﺍﻟﻔﺼل ﺍﻟﺨﺎﻤﺱ‬

‫ ﺍﻟﻨﺘﺎﺌﺞ‬1/5
‫ ﺍﻟﺘﻭﺼﻴﺎﺕ‬2/5
‫ ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺭﺍﺠﻊ‬3/5

PDF created with pdfFactory Pro trial version www.pdffactory.com

 ‫‪105‬‬

‫ﺍﻟﻨﺘﺎﺌﺞ ‪:‬‬

‫‪ -1‬ﻴﻭﺠﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ‪.‬‬

‫‪ -2‬ﻀﻌﻑ ﺍﻹﻫﺘﻤﺎﻡ ﺒﺎﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﻭﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﻓﻲ‬
‫ﺘﻘﺩﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫‪ -4‬ﺩﻟﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺃﻥ ﺃﺴﻠﻭﺏ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻏﻴﺭ ﻓﻌﺎل ﺒﺩﺭﺠﺔ ﻜﺎﻓﻴﺔ ﺤﻴﺙ‬
‫ﻻ ﺘﻭﺠﺩ ﻤﻌﺎﻴﻴﺭ ﻭﺍﻀﺤﺔ ﻹﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻜﻤﺎ ﺃﻥ ﻟﻠﻭﺴﺎﻁﺔ ﻭﺍﻵﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺩﻭﺭ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺒﺎﻟﺴﻠﺏ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫‪ -5‬ﺃﻥ ﻋﻤﻠﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻗﻠﻴﻠﺔ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻤﻤﺎ ﻴﻀﻌﻑ ﻤﻥ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﺩﺭﺠﺔ ﺍﻹﺴﺘﻔﺎﺩﺓ ﺍﻟﺘﻲ ﺤﺼﻠﺕ ﻋﻠﻴﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ ﻤﻥ ﺍﻟﻘﻴﺎﻡ ﺒﺘﻨﻔﻴﺫ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫‪ -6‬ﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺇﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻭﺴﻁﻰ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪106‬‬

‫ﺍﻟﺘﻭﺼﻴﺎﺕ ‪:‬‬
‫‪ -1‬ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺤﻴﺙ ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ‬
‫ﺍﻹﺤﺘﻴﺎﺠﺎﺕ ﺤﺴﺏ ﺇﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل ﻭﺍﻷﻭﻟﻭﻴﺔ ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﻤﻌﺎﻴﻴﺭ ﻋﻠﻤﻴﺔ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ ﺒﺈﻋﺘﺒﺎﺭﻫﺎ ﺍﻟﻤﺤﻭﺭ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﻤﻨﻅﻭﻤﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ‬
‫ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺇﻜﺘﺴﺎﺏ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ‪.‬‬

‫‪ -2‬ﺃﻥ ﻴﺘﻡ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻅﺭ ﻓﻲ ﺴﻴﺎﺴﺔ ﺇﺨﺘﻴﺎﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻺﻟﺘﺤﺎﻕ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﺫﻟﻙ ﺒﻭﻀﻊ ﻤﻌﺎﻴﻴﺭ ﻤﺤﺩﺩﺓ ﻭﻤﻌﻠﻨﺔ ﻟﻠﺠﻤﻴﻊ ‪.‬‬

‫‪ -3‬ﺍﻟﺘﺭﻜﻴﺯ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﺒﻤﺎ ﻴﺘﻼﺌﻡ ﻤﻊ‬
‫ﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻟﻌﻤل ﺍﻹﺩﺍﺭﻱ ‪.‬‬

‫‪ -4‬ﺍﻟﻌﻤل ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺍﻹﻫﺘﻤﺎﻡ ﺒﺘﻘﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺘﻰ ﻴﺘﻡ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻁﻠﻭﺒﺔ‬
‫ﻤﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻤﺎ ﻴﺨﺩﻡ ﺃﻫﺩﺍﻑ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﺘﻲ ﺘﺴﻌﻰ ﺍﻟﻰ ﺘﺤﻘﻴﻘﻬﺎ ‪.‬‬

‫‪ -5‬ﻀﺭﻭﺭﺓ ﺘﻔﻌﻴل ﺩﻭﺭ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﻤﻥ ﺨﻼل ﺘﻭﻓﻴﺭ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﺒﻤﺎ ﻴﺨﺩﻡ‬
‫ﻤﻨﻅﻭﻤﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬

‫‪ -6‬ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺎﺕ ﻤﺸﺎﺒﻬﺔ ﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺠﻤﻴﻊ ﺍﻹﺩﺍﺭﻴﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻟﺘﻠﺒﻴﺔ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻬﺎ ﻟﺭﻓﻊ ﻜﻔﺎﺀﺓ ﺃﺩﺍﺌﻬﻡ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪107‬‬

‫ﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫ﺍﻟﻜﺘﺏ‬
‫ﺒﺭﻨﻭﻁﻲ‪ ،‬ﺴﻌﺎﺩ ﻨﺎﺌﻑ‪2001،‬ﻡ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻁ‪ ،1‬ﺩﺍﺭ ﻭﺍﺌـل‪،‬‬ ‫‪-1‬‬
‫ﻋﻤﺎﻥ ‪ -‬ﺍﻷﺭﺩﻥ‪.‬‬
‫ﺘﻭﻓﻴﻕ ‪ ،‬ﻋﺒﺩﺍﻟﺭﺤﻤﻥ ‪1998 ،‬ﻡ ‪ ،‬ﺘﻘﻴﻴﻡ ﺍﻟﺘﺩﺭﻴﺏ ‪ ،‬ﻁ‪ ،1‬ﻤﺭﻜﺯ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻤﻬﻨﻴﺔ ﻟـﻺﺩﺍﺭﺓ‬ ‫‪-2‬‬
‫ﺒﻤﻴﻙ ‪ ، ،‬ﺍﻟﻘﺎﻫﺭﺓ ﻤﺼﺭ‪.‬‬
‫ﺘﻭﻓﻴﻕ ‪ ،‬ﻋﺒﺩﺍﻟﺭﺤﻤﻥ ‪2002 ،‬ﻡ ‪ ،‬ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﻁ‪ ،2‬ﻤﺭﻜـﺯ ﺍﻟﺨﺒـﺭﺍﺕ ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫‪-3‬‬
‫ﻟﻺﺩﺍﺭﺓ ﺒﻤﻴﻙ ‪ ، ،‬ﺍﻟﻘﺎﻫﺭﺓ ﻤﺼﺭ‪.‬‬
‫ﺤﺴﻥ‪ ،‬ﺭﺍﻭﻴﺔ ‪2001،‬ﻡ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺭﺅﻴﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ‪ ،‬ﺍﻟـﺩﺍﺭ ﺍﻟﺠﺎﻤﻌﻴـﺔ ‪،‬‬ ‫‪-4‬‬
‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ ‪،‬ﻤﺼﺭ ‪.‬‬
‫ﺤﺴﻴﻥ ‪ ،‬ﻋﺒﺩﺍﻟﻔﺘﺎﺡ ﺩﻴﺎﺏ ‪1996 ،‬ﻡ ‪ ،‬ﺩﻭﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺘﻁـﻭﻴﺭ ﺍﻟﻌﻤـل ﺍﻹﺩﺍﺭﻱ ‪ ،‬ﻁ‪،1‬‬ ‫‪-5‬‬
‫ﻤﻁﺒﻌﺔ ﺍﻟﻨﻴل ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ ‪ ،‬ﻤﺼﺭ ‪.‬‬
‫ﺭﻭﺜﻭﻴل‪ ،‬ﻭﻴﻠﻴﺎﻡ ﺝ‪ ،‬ﻤﺎ ﻭﺭﺍﺀ ﺍﻟﺘﺩﺭﻴﺏ ﺃﺤﺩﺙ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻻﺭﺘﻘﺎﺀ ﺒـﺎﻷﺩﺍﺀ ﺍﻟﺒﺸـﺭﻱ‪،‬‬ ‫‪-6‬‬
‫ﺘﺭﺠﻤﺔ ﻭﺘﻌﺭﻴﺏ‪ :‬ﻋﻼ ﺃﺤﻤﺩ‪ ،1997 ،‬ﻤﺭﻜﺯ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻤﻬﻨﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ ﺒﻤﺒﻴﻙ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬
‫ﺍﻟﺴﻠﻤﻲ ‪ ،‬ﻋﻠﻲ ‪1970 ،‬ﻡ ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ‪ ،‬ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‬ ‫‪-7‬‬
‫ﺴﻴﻜﺎﺭﺍﻥ‪ ،‬ﺍﻭﻤﺎ‪ ،‬ﻁﺭﻕ ﺍﻟﺒﺤﺙ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﻤﺩﺨل ﺒﻨـﺎﺀ ﺍﻟﻤﻬـﺎﺭﺍﺕ ﺍﻟﺒﺤﺜﻴـﺔ‪ ،‬ﺘﺭﺠﻤـﺔ‬ ‫‪-8‬‬
‫ﺇﺴﻤﺎﻋﻴل ﻋﻠﻲ ﺒﺴﻴﻭﻨﻲ‪ ،‬ﻋﺒﺩ ﺍﷲ ﺒﻥ ﺴﻠﻴﻤﺎﻥ ﺍﻟﻌﺯﺍﺯ‪ ، 2002،‬ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‪.‬‬
‫ﺼﺎﻟﺢ‪ ،‬ﻤﺤﻤﺩ ﻓﺎﻟﺢ‪2004،‬ﻡ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸـﺭﻴﺔ ‪ ،‬ﻁ ‪ ،1‬ﺩﺍﺭ ﺍﻟﺤﺎﻤـﺩ‪ ،‬ﻋﻤـﺎﻥ ‪-‬‬ ‫‪-9‬‬
‫ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ -10‬ﺍﻟﻁﻌﺎﻨﻲ‪ ،‬ﺤﺴﻥ ﺃﺤﻤﺩ‪ ،2007 ،‬ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﺍﻟﻤﻌﺎﺼﺭ‪ ،‬ﻁ‪ ،1‬ﺩﺍﺭ ﺍﻟﻤﺴﻴﺭﺓ‪ ،‬ﻋﻤﺎﻥ –‬
‫ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ -11‬ﻋﺴﺎﻑ‪ ،‬ﻋﺒﺩ ﺍﻟﻤﻌﻁﻲ ﻤﺤﻤﺩ‪2000،‬ﻡ ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﺘـﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸـﺭﻴﺔ )ﺍﻷﺴـﺱ‬
‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ(‪ ،‬ﺩﺍﺭ ﺯﻫﺭﺍﻥ‪ ،‬ﻋﻤﺎﻥ ‪ -‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ -12‬ﻋﺴﺎﻑ‪ ،‬ﻋﺒﺩ ﺍﻟﻤﻌﻁﻲ ﻤﺤﻤﺩ‪2004،‬ﻡ ‪ ،‬ﺍﻟﺴﻠﻭﻙ ﺍﻹﺩﺍﺭﻱ "ﺍﻟﺘـﻨﻅﻴﻤﻲ" ﻓـﻲ ﺍﻟﻤﻨﻅﻤـﺎﺕ‬
‫ﺍﻟﻤﻌﺎﺼﺭﺓ‪ ،‬ﺩﺍﺭ ﺯﻫﺭﺍﻥ‪ ،‬ﻋﻤﺎﻥ ‪ -‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ -13‬ﻋﻘﻴﻠﻲ‪ ،‬ﻤﺤﻤﺩ ﻭﺼﻔﻲ‪2005،‬ﻡ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺍﻟﻤﻌﺎﺼﺭﺓ ﺒﻌﺩ ﺍﺴـﺘﺭﺍﺘﻴﺠﻲ‪ ،‬ﻁ‬
‫‪ ،1‬ﺩﺍﺭ ﻭﺍﺌل ‪ ،‬ﻋﻤﺎﻥ ‪ -‬ﺍﻷﺭﺩﻥ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪108‬‬

‫‪ -14‬ﺍﻟﻐﺎﻟﺒﻲ‪ ،‬ﻁﺎﻫﺭ ﻤﺤﺴﻥ‪،‬ﺍﻟﻌﺎﻤﺭﻱ‪ ،‬ﺼﺎﻟﺢ ﻤﻬـﺩﻱ ‪2005،‬ﻡ ‪ ،‬ﺍﻟﻤﺴـﺅﻭﻟﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬

‫ﻭﺃﺨﻼﻗﻴﺎﺕ ﺍﻷﻋﻤﺎل ‪ ،‬ﺍﻷﻋﻤﺎل ﻭﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻁ‪ ،1‬ﺩﺍﺭﻭﺍﺌل‪ ،‬ﻋﻤﺎﻥ ‪ -‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ -15‬ﺍﻟﻤﻐﺭﺒﻲ‪ ،‬ﻜﺎﻤل ﻤﺤﻤﺩ‪2002،‬ﻡ‪ ،‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﺒﺤـﺙ ﺍﻟﻌﻠﻤـﻲ‪ ،‬ﻁ‪،1‬ﺍﻟـﺩﺍﺭ ﺍﻟﻌﻠﻤﻴـﺔ‪ ،‬ﺩﺍﺭ‬
‫ﺍﻟﺜـﻘﺎﻓﺔ‪ ،‬ﻋﻤﺎﻥ ‪ -‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪ -16‬ﺍﻟﻤﻐﺭﺒﻲ‪ ،‬ﻜﺎﻤل ﻤﺤﻤﺩ‪2000،‬ﻡ ‪ ،‬ﺍﻷﺴﺎﺴﻴﺎﺕ ﻭﺍﻟﻤﺒـﺎﺩﺉ ﻓـﻲ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻟﺨﺭﻴﺠـﻲ‪،‬‬
‫ﺍﻟﺭﻴﺎﺽ – ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ ‪.‬‬
‫‪ -17‬ﻫﺎﺭﻓﺎﺭﺩ‪ ،‬ﺒﻭﺏ‪2001،‬ﻡ ‪ ،‬ﻨﺤﻭ ﺍﻟﻨﺠـﺎﺡ ﻜﻴـﻑ ﺘـﻘــﻴﻡ ﺃﺩﺍﺀ ﻤﻭﻅﻔــﻴﻙ‪ ،‬ﻁ ‪ ،1‬ﺩﺍﺭ‬
‫ﺍﻟﻔﺎﺭﻭﻕ‪.‬‬
‫‪ -18‬ﻫﻼل‪ ،‬ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻟﻐﻨﻲ‪2007،‬ﻡ‪ ،‬ﻤﺘﺎﺒﻌﺔ ﻭﺘـﻘـﻴـﻴﻡ ﺍﻟﺘﺩﺭﻴﺏ‪ ،‬ﺩﺍﺭ ﺍﻟﻔـﺎﺭﻭﻕ‪ ،‬ﻤﺭﻜـﺯ‬
‫ﺘﻁﻭﻴﺭ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺘﻨﻤﻴﺔ ‪.‬‬
‫‪ -19‬ﻴﺎﻏﻲ ‪ ،‬ﻤﺤﻤـﺩ ﻋﺒـﺩﺍﻟﻔﺘﺎﺡ ‪1987 ،‬ﻡ ‪ ،‬ﻤﺒـﺎﺩﺉ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤـﺔ ‪ ،‬ﻁ‪ ، 2‬ﺍﻟﺭﻴـﺎﺽ ‪،‬‬
‫ﺍﻟﺴﻌﻭﺩﻴﺔ ‪.‬‬
‫‪ -20‬ﻴﺎﻏﻲ‪ ،‬ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻟﻔﺘﺎﺡ ‪2003،‬ﻡ ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﺒﻴﻥ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻕ‪ ،‬ﻁ‪ ،2‬ﻤﺭﻜﺯ ﺃﺤﻤـﺩ‬
‫ﻴﺎﺴﻴﻥ‪ ،‬ﻋﻤﺎﻥ‪ -‬ﺍﻷﺭﺩﻥ ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪109‬‬

‫ﺍﻟﺘﻘﺎﺭﻴﺭ ﻭﺍﻟﺩﻭﺭﻴﺎﺕ‬
‫ﺍﻟﺘﻘﺎﺭﻴﺭ ‪:‬‬
‫‪ -1‬ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺴﻨﻭﻱ ﻹﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﺍﻟﺼﺎﺩﺭﺓ ﻋﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺸﺌﻭﻥ ﺍﻹﺩﺍﺭﻴـﺔ‬
‫ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻟﻠﻌﺎﻡ ‪2001‬ﻡ ‪.‬‬
‫‪ -2‬ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺴﻨﻭﻱ ﻹﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﺍﻟﺼﺎﺩﺭﺓ ﻋﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺸﺌﻭﻥ ﺍﻹﺩﺍﺭﻴـﺔ‬
‫ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻟﻠﻌﺎﻡ ‪2003‬ﻡ ‪.‬‬
‫‪ -3‬ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺴﻨﻭﻱ ﻹﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﺍﻟﺼﺎﺩﺭﺓ ﻋﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺸﺌﻭﻥ ﺍﻹﺩﺍﺭﻴـﺔ‬
‫ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻟﻠﻌﺎﻡ ‪2004‬ﻡ ‪.‬‬
‫‪ -4‬ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺴﻨﻭﻱ ﻹﺩﺍﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺄﻫﻴل ﺍﻟﺼﺎﺩﺭﺓ ﻋﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺸﺌﻭﻥ ﺍﻹﺩﺍﺭﻴـﺔ‬
‫ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻟﻠﻌﺎﻡ ‪2005‬ﻡ ‪.‬‬
‫ﺍﻟﺩﻭﺭﻴﺎﺕ‪:‬‬
‫‪ -1‬ﺃﺤﻤﺩ ﺒﻥ ﺤﻤﺎﺩ ﺍﻟﺤﻤﻭﺩ‪ ،‬ﺴﺒﺘﻤﺒﺭ ‪ ، 1994‬ﺘـﻘـﻴـﻴﻡ ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ ﺍﻟﻁﺭﻕ ﺍﻟﻤﻌﻭﻗـﺎﺕ‬
‫ﺍﻟﺒﺩﺍﺌل ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪ ،34‬ﺍﻟﻌﺩﺩ ‪ ، ،2‬ﺹ ‪.344 – 307‬‬
‫‪ -2‬ﺘﺤﺴﻴﻥ ﺍﻟﻁﺭﺍﻭﻨﺔ‪ ،‬ﻜﺎﻨﻭﻥ ﺃﻭل ‪ ، 1992‬ﺘـﻘـﻴـﻴﻡ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻭﺼﻑ ﺍﻟـﻭﻅﻴﻔﻲ‪ ،‬ﻤﺅﺘـﺔ‬
‫ﻟﻠﺒﺤﻭﺙ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪ ،7‬ﺍﻟﻌﺩﺩ ‪،4‬ﺹ ‪. 233 -209‬‬
‫ﻋﺒﺩ ﺍﻟﺭﺤﻤﻥ ﺒﻥ ﻋﺒﺩ ﺍﻟﻤﺤﺴﻥ ﺍﻟﻌﺒﺩ ﺍﻟﻘﺎﺩﺭ‪ ،‬ﻴﻨﺎﻴﺭ ‪ ،1991‬ﺃﻫﻤﻴﺔ ﺘﺼﻨﻴﻑ ﺍﻟﻭﻅﺎﺌﻑ ﻓـﻲ‬ ‫‪-3‬‬
‫ﺍﻟﺨﺩﻤﺔ ﺍﻟﻤﺩﻨﻴﺔ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ‪ ،‬ﺍﻟﻌﺩﺩ ‪ ،،69‬ﺹ ‪. 29-7‬‬
‫‪ -4‬ﻋﻠﻲ ﺤﺴﻥ ﻋﻠﻲ ‪ ،‬ﺩﻴﺴﻤﺒﺭ‪1979‬ﻡ ‪ ،‬ﺘﺤﺩﻴﺩ ﻭﺘﻘﻴﻴﻡ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺏ ‪ ،‬ﺍﻹﺩﺍﺭﻱ ‪،‬ﺍﻟﻌـﺩﺩ‬
‫‪،2‬ﺹ‪. 53-43‬‬
‫‪ -5‬ﻋﻤﺭ ﺃﺤﻤﺩ ﺍﻟﻌﻭﺽ‪ ،‬ﻴﻭﻨﻴﻭ ‪ ،2001‬ﺜـﻘﺎﻓﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺍﻟﻭﻁﻥ ﺍﻟﻌﺭﺒﻲ ‪ ،‬ﺍﻟﻌـﺩﺩ‬
‫‪ ،85‬ﺍﻟﺴﻨﺔ ‪ ،،23‬ﺹ‪.85 -57‬‬
‫‪ -6‬ﻓﻀل ﺼﺒﺎﺡ ﺍﻟﻔﻀﻠﻲ‪ ،‬ﻤﺎﺭﺱ ‪ ،1995‬ﻤﺭﺍﺤل ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻜﻤﺩﺨل ﻟﺘﻘﻴﻴﻡ ﻓﻌﺎﻟﻴـﺔ‬
‫ﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘـﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪ ،34‬ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺒﻊ‪،‬ﺹ‪-637‬‬
‫‪.672‬‬
‫ﻤﺤﺴﻥ ﻤﺨﺎﻤﺭﺓ‪ ،1993 ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺸـﺭﻜﺎﺕ ﺘﺤﻠﻴـل ﺍﻟﻤﻤﺎﺭﺴـﺎﺕ ﻭﺍﻟﻨﺸـﺎﻁﺎﺕ‪،‬‬ ‫‪-7‬‬
‫ﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪ 20‬ﺃ‪ ،‬ﺍﻟﻌﺩﺩ ‪،3‬ﺹ‪. 31-7‬‬
‫ﻤﺤﻤﺩ ﺍﻟﻤﺎﺯﻤﻲ ‪،‬ﺨﺎﻟﺩ ﺭﺯﻭﻕ‪،‬ﻤﺎﺭﺱ ‪ ،2005‬ﻨﻅﺎﻡ ﺍﻟﻘﺩﺭﺍﺕ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻹﺤﺘﻴﺎﺠﺎﺕ‬ ‫‪-8‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪110‬‬

‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪ ،‬ﺍﻟﻤﺠﻠﺔ ﻟﺩﻭﻟﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪10‬ﺍﻟﻌﺩﺩ ‪ ،1‬ﺹ‪. 277-259‬‬

‫‪ -9‬ﻤﺤﻤﺩ ﺒﻥ ﻋﺒﺩﺍﻟﺭﺤﻤﻥ ﺍﻟﻁﻭﻴل ‪،‬ﺍﻟﺘﺠﺭﺒﺔ ﺍﻟﺨﻠﻴﺠﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ ﻭﻤﺸﻜﻼﺘﻪ ‪،‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﺔ ‪ ،‬ﺍﻟﻌﺩﺩ ‪ ،65‬ﻴﻨﺎﻴﺭ ‪ ،1990‬ﺹ ‪. 50-7‬‬
‫ﻤﺤﻤﺩ ﻁﻌﺎﻤﻨﺔ‪ ،1994 ،‬ﺍﺘﺠﺎﻫﺎﺕ ﻤﻭﻅﻔﻲ ﺍﻟﺤﻜﻭﻤﺔ ﻨﺤﻭ ﺘـﻘـﻴـﻴﻡ ﺍﻷﺩﺍﺀ ﻓـﻲ ﻨﻅـﺎﻡ‬ ‫‪10‬‬
‫ﺍﻟﺨﺩﻤﺔ ﺍﻟﻤﺩﻨﻴﺔ ﻓﻲ ﺍﻷﺭﺩﻥ‪ ،‬ﺃﺒﺤﺎﺙ ﺍﻟﻴﺭﻤـﻭﻙ ‪ ،‬ﺍﻟﻤﺠﻠـﺩ ‪ ،10‬ﺍﻟﻌـﺩﺩ ‪ ، ،3‬ﺹ ‪-277‬‬
‫‪.308‬‬
‫ﻴﻌﻘﻭﺏ ﺍﻟﺴﻴﺩ ﻴﻭﺴﻑ ﺍﻟﺭﻓﺎﻋﻲ ‪ ،‬ﺃﺜﺭ ﺍﻟﺘﺩﺭﻴﺏ ﺃﺜﻨﺎﺀ ﺍﻟﺨﺩﻤﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﻭﺴﻠﻭﻙ ﺍﻟﻤـﻭﻅﻔﻴﻥ‬ ‫‪11‬‬
‫ﺍﻟﻤﺴﺘﻔﻴﺩﻴﻥ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ ‪،‬ﺍﻹﺩﺍﺭﻱ ‪ ،‬ﺍﻟﻌـﺩﺩ ‪ ، 81‬ﺍﻟﺴـﻨﺔ ‪ ، 22‬ﻴﻭﻨﻴـﻭ‬ ‫‪-‬‬
‫‪ ،2000‬ﺹ ‪. 52-13‬‬

‫ﺍﻟﺭﺴﺎﺌل ﺍﻟﺠﺎﻤﻌﻴﺔ‬
‫ﺃﺒﻭﻗـﻔﺔ‪ ،‬ﻫﺩﻴﺔ ﻤﻨﺼﻭﺭ ﺨﻠﻴﻔﺔ‪ ،‬ﺃﺜﺭ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻤﺼـﺎﺭﻑ ﺍﻟﺘﺠﺎﺭﻴـﺔ‬ ‫‪-1‬‬
‫ﺍﻟﻠﻴﺒﻴﺔ ﻋﻠﻰ ﻜﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺁل ﺍﻟﺒﻴﺕ‪ ،‬ﺇﺩﺍﺭﺓ ﺃﻋﻤﺎل ‪.2003‬‬
‫ﺁل ﺒﺸﺭ‪ ،‬ﺼﺎﻟﺢ ﻓﺎﻴﻊ‪ ،‬ﺘـﻘـﻴـﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺸﺭﻜﺔ ﺴﺎﺒﻙ ﻭﺃﺜﺭﻫـﺎ ﻋﻠـﻰ ﺃﺩﺍﺀ‬ ‫‪-2‬‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ‪ ،‬ﺠﺎﻤﻌﺔ ﺁل ﺍﻟﺒﻴﺕ ‪.2003 ،‬‬
‫‪ - 3‬ﺒﻭﻜﻤﻴﺵ‪ ،‬ﻟﻌﻠﻲ‪ ،‬ﻨﻅﺎﻡ ﺘﻘﻴﻴﻡ ﺃﺩﺍﺀ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﻌﺎﻤﺔ ﺒﺎﻟﺠﺯﺍﺌﺭ‪ ،‬ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ‬
‫ﺘﺤﻠﻴﻠﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪.2001 ،‬‬
‫ﺍﻟﺤﻴﺎﺼﺎﺕ‪ ،‬ﺨﺎﻟﺩ ﻤﺤﻤﺩ ﻜﺎﻴﺩ‪ ،‬ﻋﻼﻗﺔ ﻜﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻴﺔ ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ‬ ‫‪-4‬‬
‫ﺒﺎﻷﺩﺍﺀ ﺍﻟﻤﺅﺴﺴﻲ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺼﺤﻔﻴﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻤﺎﻥ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﺩﺭﺍﺴـﺎﺕ‬
‫ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﻨﻴﺴﺎﻥ‪.2005 ،‬‬
‫ﺍﻟﺯﻋﺒﻲ‪ ،‬ﻭﻻﺀ ﻤﺤﻤﺩ ﺫﻴﺎﺏ‪ ،‬ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻤـﺩﻴﺭﻴﻥ ﻭﺭﺅﺴـﺎﺀ ﺍﻷﻗﺴـﺎﻡ ﻓـﻲ‬ ‫‪-5‬‬
‫ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ ﻤﻥ ﻭﺠﻬﻪ ﻨﻅﺭﻫﻡ ﻭﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺍﺸﺘﺭﻜﻭﺍ ﺒﻬـﺎ‪ ،‬ﺭﺴـﺎﻟﺔ‬
‫ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﺇﺭﺒﺩ‪.1991 ،‬‬
‫ﻋﻴﺎﺩ‪ ،‬ﻋﺒﺩ ﺍﻟﺤﻠﻴﻡ ﺃﺤﻤﺩ ﻤﻭﺴﻰ‪ ،‬ﺍﺘﺠﺎﻫﺎﺕ ﻤـﺩﻴﺭﻱ ﺍﻟـﺩﻭﺍﺌﺭ ﻭﺭﺅﺴـﺎﺀ ﺃﻗﺴـﺎﻡ ﺍﻹﺩﺍﺭﺓ‬ ‫‪-6‬‬
‫ﺍﻟﻭﺴﻁﻰ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻁﻭﻴﺭ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴـﺘﻴﺭ‪ ،‬ﺠﺎﻤﻌـﺔ ﺍﻟﻘـﺩﺱ‪،‬‬
‫‪.2003‬‬
‫ﻓﻁﻴﺱ‪ ،‬ﻋﺎﺩل ﺴﻠﻴﻡ ﻤﺼﻁﻔﻰ‪ ،‬ﺘﺤﻠﻴل ﻭﺘـﻘـﻴـﻴﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺃﺜـﻨﺎﺀ‬ ‫‪-7‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪111‬‬

‫ﺍﻟﻌﻤل ﻭﺘﺄﺜﻴﺭﻫﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺴﻠﻭﻜﻬﻡ ‪ -‬ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ‪ ،‬ﺸـﺭﻜﺔ ﺭﺍﺱ ﻻﻨـﻭﻑ‬
‫ﻟﺘﺼﻨﻴﻊ ﺍﻟﻨﻔﻁ ﻭﺍﻟﻐﺎﺯ ﻓﻲ ﺍﻟﺠﻤﺎﻫﻴﺭﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺠﺎﻤﻌﺔ ﺁل ﺍﻟﺒﻴﺕ ‪.2004‬‬
‫ﻗﻴﻭﻱ‪ ،‬ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻟﻠﻁﻴﻑ‪ ،‬ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻬﻴﺌﺘﻴﻥ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻭﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺠﺎﻤﻌـﺔ ﺍﻟﻘـﺩﺱ‬ ‫‪-8‬‬
‫ﺍﻟﻤﻔـﺘﻭﺤﺔ ﻨﺤﻭ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺃﺜـﻨﺎﺀ ﺍﻟﺨﺩﻤﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻘﺩﺱ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ‪.2001 ،‬‬
‫ﻤﻔﺘﺎﺡ‪ ،‬ﻤﻔﺘﺎﺡ ﺃﺤﻤﺩ‪ ،‬ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻤﺩﻴﺭﻱ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﻴـﺔ‬ ‫‪-9‬‬
‫ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻠﻴﺒﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪.1996 ،‬‬
‫‪ -10‬ﻤﺭﺸﺩ‪ ،‬ﻓﺎﺌﺯ ﺼﺎﻟﺢ ﻤﻨﺼﺭ‪ ،‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﻓﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻹﺩﺍﺭﻱ ﻓـﻲ ﺍﻟﺠﺎﻤﻌـﺎﺕ‬
‫ﺍﻟﻴﻤﻨﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺠﺎﻤﻌﺔ ﺼﻨﻌﺎﺀ‪.2004 ،‬‬
‫‪ -11‬ﻋﻤﻴﺭﺓ ‪ ،‬ﻨﺎﺩﻴﺔ ﻋﺜﻤﺎﻥ ﻅﺎﻓﺭ ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﺩﻭﺭﻩ ﻓﻲ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻹﺩﺍﺭﻴﺔ ﻤﺩﺨل ﻤﻥ‬
‫ﻤﺩﺍﺨل ﺍﻟﺘﻨﻤﻴﺔ ‪،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻥ ﺃﻜﺎﺩﻴﻤﻴﺔ ﺍﻟﺴﺎﺩﺍﺕ ﻟﻠﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ‪1999 ،‬ﻡ ‪.‬‬
‫‪ -12‬ﺍﻟﺨﻭﻻﻨﻲ ‪ ،‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻟﻭﻟﻲ ﻤﺴﻌﺩ ‪ ،‬ﺃﺜﺭﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺩﺭﺍﺴﺔ ﺘﻁﺒﻴﻘﻴﺔ‬
‫ﺒﺎﻟﺠﻬﺎﺯ ﺍﻹﺩﺍﺭﻱ ﻟﻠﺩﻭﻟﺔ – ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ ﺃﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﻩ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻨﻴﻠﻴﻥ ‪2005 ،‬ﻡ‬

‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ‬
‫‪1-‬‬ ‫‪Branine, Mohamed (2003). Cross Cultural Training of Managers‬‬
‫‪An Evaluation of Management Development Programme for‬‬
‫‪Chinese Managers. Journal of management Development. Vol 24.‬‬
‫‪No 5. 2005. PP 459 – 472.‬‬
‫‪2-‬‬ ‫‪Cavallari, Renie‬‬ ‫?‪(2007). Been there, Done that, Now what‬‬
‫‪Leadership Excellence, Apr 2007. Vol 24, Issue 4, P 18-18 2/3p.‬‬
‫‪3-‬‬ ‫‪Faulkner Mike (2004). Managing Training, British Journal of‬‬
‫‪Administrative Management, Issue 42, p i-iv, 4p.‬‬
‫‪4-‬‬ ‫‪Goldsmith, Marshall (2006). Are leaders Acting on Their‬‬
‫‪Training Strategic. HR Review Mar Apr 2006, Vol 5, Issue 3,‬‬
‫‪PP3-31‬‬
‫‪5-‬‬ ‫‪Hansson Bo , Company-Based Determinants of Training and the‬‬
‫‪Impact of Training on Company Performance (2006), Personal‬‬
‫‪Review, Vol 36, No 2, pp 311-331.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 112

6- pWilson John (2005) Human Resource Development (2nd

Edition)London,GBR Kogan Page
http://site.elibrary.com/lib/uoj/Doc?id=10084454&pp9=6

7- Tao tai-, Wei (2006). Effects of Training Framing General self –

efficacy and Training Motivation on Trainees Training
Effectiveness. Personal Review. Vol 35, No 1, 2006. PP 51-65.

PDF created with pdfFactory Pro trial version www.pdffactory.com

 ‫‪113‬‬

‫ﺍﻟﻤـﻼﺤــــﻕ‬

‫‪ -1‬ﻗﺎﺌﻤﺔ ﺒﺎﻷﺴﺎﺘﺫﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻟﻺﺴﺘﺒﺎﻨﺔ‬

‫‪ -2‬ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻟﻤﻭﺠﻬﺔﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬
‫‪ -3‬ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻟﻠﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ‬
‫‪-4‬ﺘﻘﺭﻴﺭ ﺍﻟﺒﺎﺤﺜﺔ ﻟﻠﻤﺸﺭﻑ ﺍﻟﺩﺍﺨﻠﻲ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻋﻥ ﺍﻨﺠﺎﺯ ﺍﻟﺒﺤﺙ ﺍﻟﻤﻴﺩﺍﻨﻲ‬

‫‪ -5‬ﺗﻘﺮﯾﺮ اﻟﻤﺸﺮف اﻟﺪاﺧﻠﻲ اﻟﻰ ﻧﯿﺎﺑﺔ ﺟﺎﻣﻌﺔ ﺗﻌﺰ ﻟﺸﺌﻮن اﻟﺪراﺳﺎت اﻟﻌﻠﯿﺎ واﻟﺒﺤﺚ‬
‫اﻟﻌﻠﻤﻲ ﺑﺈﻧﺠﺎز اﻟﺒﺤﺚ اﻟﻤﯿﺪاﻧﻲ‬

‫‪ -6‬ﻗ ﺮار رﺋ ﯿﺲ اﻟﺠﺎﻣﻌ ﺔ رﻗ ﻢ )‪ (147‬ﻟﺴ ﻨﺔ ‪2005‬م ﺑﺎﻋﺘﻤ ﺎد اﻟﻼﺋﺤ ﺔ اﻟﺘﻨﻈﯿﻤﯿ ﺔ‬

‫ﻟﺪاﺋﺮة اﻟﺘﻄﻮﯾﺮ اﻹداري واﻟﻤﺎﻟﻲ ﺑﺠﺎﻣﻌﺔ ﺗﻌﺰ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪114‬‬

‫ﻤﻠﺤﻕ ﺭﻗﻡ ) ‪( 1‬‬

‫ﻗﺎﺌﻤﺔ ﺒﺎﻷﺴﺎﺘﺫﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻟﻺﺴﺘﺒﺎﻨﺔ‬

‫ﺠﺎﻤﻌﺔ ﺍﻟﺸﺭﻕ ﺍﻷﻭﺴﻁ ﻟﻠﺩﺭﺍﺴـﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﺸﺭﻕ ﺍﻷﻭﺴﻁ ﻟﻠﺩﺭﺍﺴـﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﺸﺭﻕ ﺍﻷﻭﺴﻁ ﻟﻠﺩﺭﺍﺴـﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﺍﻟﺠـــﺎﻤــﻌــــﺔ ﺍﻷﺭﺩﻨﻴـــﺔ‬
‫ﺍﻟﺠـــﺎﻤــﻌــــﺔ ﺍﻷﺭﺩﻨﻴـــﺔ‬
‫ﺍﻟﺠـــﺎﻤــﻌــــﺔ ﺍﻷﺭﺩﻨﻴـــﺔ‬
‫ﺠـــﺎﻤــﻌــﺔ ﺍﻟــﻴﺭﻤـــﻭﻙ‬
‫ﺠـــــﺎﻤــﻌــﺔ ﺍﻟـﺯﻴــﺘﻭﻨﺔ‬
‫ﺠــــــﺎﻤــﻌــﺔ ﺘﻌـــــﺯ‬
‫‪ -1‬ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ ﻜـﺎﻤل ﻤﺤﻤﺩ ﺍﻟﻤﻐﺭﺒﻲ‬
‫‪ -2‬ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻟﻌﺎل ﺍﻟﻨﻌﻴﻤﻲ‬
‫‪ -3‬ﺍﻟﺩﻜﺘﻭﺭ ﺼﺎﻟﺢ ﺍﻟﻌــﺎﻤـﺭﻱ‬
‫‪ -4‬ﺍﻟﺩﻜﺘﻭﺭ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻟﻔﺘﺎﺡ ﻴﺎﻏﻲ‬
‫‪ -5‬ﺍﻟﺩﻜﺘﻭﺭ ﺭﺒﺤــﻲ ﺍﻟﺤﺴــﻥ‬
‫‪ -6‬ﺍﻟﺩﻜﺘﻭﺭ ﻤﺤﻤــﺩ ﺍﻟﺤﻨﻴـﻁﻲ‬
‫‪ -7‬ﺍﻟﺩﻜﺘﻭﺭ ﻋﺒﺩﺍﻟـﺭﺴﻭل ﺍﻟﺤﻴﺎﻨﻲ‬
‫‪ -8‬ﺍﻟﺩﻜﺘﻭﺭ ﻨﺠــﻡ ﻋـــﺒﻭﺩ‬
‫‪ -9‬ﺍﻟﺩﻜﺘﻭﺭ ﻤﺤﻤﺩ ﺃﺤﻤﺩ ﻓﻀـل‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪115‬‬

‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪(2‬‬

‫ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺍﻟﻤﻤﻠﻜﺔ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻟﻬﺎﺸﻤﻴﺔ‬

‫ﺠﺎﻤﻌﺔ ﺍﻟﺸـﺭﻕ ﺍﻷﻭﺴﻁ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻤﺎﻟﻴﺔ‬
‫ﻗﺴﻡ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل‬

‫ﺍﻟﻤﺤﺘﺭﻤﻴﻥ‬ ‫ﺍﻷﺥ ﺍﻟﻜﺭﻴﻡ ‪ /‬ﺍﻷﺨﺕ ﺍﻟﻜﺭﻴﻤﺔ‬

‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻡ ﻭﺭﺤﻤﺔ ﺍﷲ ﻭﺒﺭﻜﺎﺘﻪ ‪، ، ،‬‬

‫ﺘﻘﻭﻡ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ‪:‬‬

‫ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ ﺠﺎﻤﻌﺔ ﺘﻌﺯ‬
‫ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﻭﺫﻟﻙ ﻟﻨﻴل ﺩﺭﺠﺔ ﺍﻟﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل ﻤﻥ ﺠﺎﻤﻌﺔ ﺍﻟﺸﺭﻕ ﺍﻷﻭﺴﻁ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‪.‬‬
‫ﻓﺄﺭﺠﻭ ﺍﻟﺘﻜﺭﻡ ﺒﺘﻌﺒﺌﺔ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺒﺩﻗﺔ ‪ ،‬ﻋﻠﻤﺎﹰ ﺒﺄﻥ ﺇﺠﺎﺒﺎﺘﻜﻡ ﺴﺘﻌﺎﻤل ﺒﺴﺭﻴﺔ ﺘﺎﻤﺔ ﻭﺴﻭﻑ ﺘﺴﺘﺨﺩﻡ‬
‫ﻷﻏﺭﺍﺽ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﻓﻘﻁ‪.‬‬

‫ﻭﺘﻔﻀﻠﻭﺍ ﺒﻘﺒﻭل ﻓﺎﺌﻕ ﺍﻻﺤﺘﺭﺍﻡ‬

‫ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﻋﺎﺌﺩﺓ ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﻨﻌﻤﺎﻥ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪116‬‬

‫ﺒﻴﺎﻨﺎﺕ ﻤﻔﺭﺩﺍﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﻴﺭﺠﻰ ﻭﻀﻊ ﺇﺸﺎﺭﺓ ﺃﻤﺎﻡ ﺍﻹﺠﺎﺒﺔ ﺍﻟﺘﻲ ﺘـﻨﺎﺴﺒﻙ‪:‬‬

‫ﺃﻨﺜﻰ‬ ‫ﺫﻜﺭ‬ ‫‪:‬‬ ‫ﺍﻟﺠﻨﺱ‬ ‫‪-1‬‬

‫‪ 41‬ﻓﺄﻜﺜﺭ‬ ‫‪40 -31‬‬ ‫‪ 30‬ﺴﻨﺔ ﻓﺄﻗل‬ ‫‪:‬‬ ‫ﺍﻟﻌﻤﺭ‬ ‫‪-2‬‬

‫ﺩﺒﻠﻭﻡ‬ ‫ﺜﺎﻨﻭﻴﺔ ﻋﺎﻤﺔ ﻓﺎﻗل‬ ‫‪:‬‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬ ‫‪-3‬‬

‫ﺩﺭﺍﺴﺎﺕ ﻋﻠﻴﺎ‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ ﺃﻭ ﻟﻴﺴﺎﻨﺱ‬

‫ﺭﺌﻴﺱ ﻗﺴﻡ‬ ‫ﻤﺩﻴﺭ ﺇﺩﺍﺭﺓ‬ ‫‪:‬‬ ‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻹﺩﺍﺭﻱ‬ ‫‪-4‬‬

‫ﻤﻥ ‪ 10-6‬ﺴﻨﻭﺍﺕ‬ ‫ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‬ ‫‪:‬‬ ‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬ ‫‪-5‬‬

‫‪ 16‬ﺴـﻨﺔ ﻓﻤﺎ ﻓﻭﻕ‬ ‫‪ 15-11‬ﺴـﻨـﺔ‬

‫ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻋﻠﻭﻡ ﺇﺩﺍﺭﻴﺔ ﻭﻤﺼﺭﻓﻴﺔ‬ ‫‪:‬‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫‪-6‬‬

‫ﻋﻠﻭﻡ ﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﻋـﻠـﻭﻡ ﺘـﺭﺒـﻭﻴـﺔ‬

‫ﺃﺨﺭﻯ ﺍﺫﻜﺭﻫﺎ‪__________________________ :‬‬

‫ﻋﺩﺩ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺍﻟﺘﺤﻘﺕ ﺒﻬﺎ‬

‫ﻤﻜﺎﻥ ﺍﻨﻌﻘﺎﺩ ﺍﻟﺩﻭﺭﺓ‬ ‫ﻤﺩﺘﻬﺎ‬ ‫ﺠﻬﺔ ﺘﻨﻔﻴﺫ ﺍﻟﺩﻭﺭﺓ‬ ‫ﻋﻨﻭﺍﻥ ﺍﻟﺩﻭﺭﺓ‬ ‫ﻡ‬
‫ﺨﺎﺭﺝ‬ ‫ﺩﺍﺨل‬ ‫ﺩﺍﺨل‬
‫ﺍﻟﺩﻭﻟﺔ‬ ‫ﺍﻟﺩﻭﻟﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪117‬‬

‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ‬
‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ‬
‫ﻤﻭﺍﻓﻕ‬ ‫ﻤﻭﺍﻓﻕ ﺇﻟﻰ‬ ‫ﺍﻟﻔﻘــــﺭﺓ‬ ‫م‬
‫ﻤﻭﺍﻓﻕ‬ ‫ﺒﺸﺩﺓ‬
‫ﺇﻁﻼﻗﺎ‬ ‫ﺤﺩ ﻤﺎ‬
‫ﺃﻭﻻﹰ‪ :‬ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻟﺘـﻘـﻴـﻴﻡ ﺍﻟﺩﻭﺭﻱ ﻟﻸﺩﺍﺀ‪.‬‬
‫‪1‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻟﻤﻼﺤﻅﺔ ﺍﻟﻤﺒﺎﺸﺭﺓ‪.‬‬
‫‪2‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻤﺘﻭﻗﻊ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ‪.‬‬
‫‪3‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﻌﺎﻴـﻴﺭ ﻋﻠﻤﻴﺔ ﻗﺎﺒﻠﺔ ﻟﻠﻘﻴﺎﺱ‪.‬‬
‫‪4‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻨﺘﻴﺠﺔ ﺇﻋﺘﻤﺎﺩ ﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫‪5‬‬
‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫‪6‬‬
‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ ﺍﻟﺘﺭﺘﻴﺏ ﻭﺍﻷﻭﻟﻭﻴﺔ‪.‬‬
‫‪7‬‬
‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل ‪.‬‬
‫‪8‬‬
‫ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺤﺎﻟﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ‬ ‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل‬
‫ﻭﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺠﺩﻴﺩﺓ‪.‬‬ ‫‪9‬‬

‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻟﺤﺎﺠﺔ ﻟﻠﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻨﺩ ﺍﺴﺘﺤﺩﺍﺙ ﻭﻅﺎﺌﻑ ﺠﺩﻴﺩﺓ‪.‬‬

‫‪10‬‬

‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬

‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺤﺴﺏ ﻤﻌﺎﻴﻴﺭ ﻭﺍﻀﺤﺔ ‪.‬‬ ‫‪1‬‬

‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻓﻕ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﻌﻠﻨﺔ ‪.‬‬ ‫‪2‬‬
‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﺤﺩﻴﺩ ﺍﻟﻤﺴﺒﻕ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﻼﺯﻤﺔ‬
‫‪3‬‬
‫ﻟﻤﻤﺎﺭﺴﺔ ﻭﻅﺎﺌﻔﻬﻡ‪.‬‬
‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘـﻘﺎﺭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻟﺴﻨﻭﻴﺔ‪.‬‬ ‫‪4‬‬
‫ﺘـﺘـﺴﺎﻭﻯ ﺍﻟﻔﺭﺹ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫‪5‬‬
‫ﺘﺼﻤﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﺘﻁﺎﺒﻕ ﻤﻊ ﺍﻻﺤﺘﻴﺎﺝ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻤﺘﺩﺭﺏ ‪.‬‬ ‫‪6‬‬
‫ﺘﻠﻌﺏ ﺍﻷﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﺩﻭﺭ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬ ‫‪7‬‬
‫ﺘﻠﻌﺏ ﺍﻟﻭﺴﺎﻁﺔ ﺩﻭﺭﺍ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬ ‫‪8‬‬
‫ﻨﺘﺎﺌﺞ ﺘﻘﺎﺭﻴﺭ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻫﻲ ﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫‪9‬‬
‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻪ ﺍﻷﻓﻀﻠﻴﺔ ﻟﻼﺨﺘﻴﺎﺭ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬ ‫‪10‬‬
‫ﺍﻷﻗﺩﻤﻴﺔ ﻟﻬﺎ ﺍﻷﻓﻀﻠﻴﺔ ﻹﺨﺘﻴﺎﺭ ﺍﻷﻓﺭﺍﺩ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫‪11‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪118‬‬

‫ﺜﺎﻟﺜﺎﹰ‪ :‬ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﻴﻘﻭﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ ﻭﻤﻜﺘﻭﺒﺔ‪.‬‬
‫‪1‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺴﺒﻕ ﻭﺘﻡ ﺍﻹﻟﺘﺤﺎﻕ ﺒﻬﺎ ﺤﻘـﻘﺕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻌﻠﻥ ﻋﻨﻬﺎ ﺒﺘﺼﻭﺭﻙ ﻓﻲ ﺇﺩﺍﺭﺘﻙ‪.‬‬
‫‪2‬‬
‫ﺍﻟﺘﻭﻗﻴﺕ ﺍﻟﺯﻤﻨﻲ ﻟﻠﺩﻭﺭﺓ ﻻ ﻴﺘﻌﺎﺭﺽ ﻤﻊ ﺍﻟﺩﻭﺍﻡ ﺍﻟﺭﺴﻤﻲ ﻟﻠﻌﻤل‪.‬‬
‫‪3‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻜﺎﻨﺕ ﻨﺎﺠﺤﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻬﺎ ‪.‬‬
‫‪4‬‬
‫ﻴﺘﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻘﺎﺌﻤﺔ ﻓﻲ ﺍﻟﻌﻤل ‪.‬‬
‫‪5‬‬
‫ﻫﻨﺎﻙ ﺘﻜﺭﺍﺭ ﻤﺴﺘﻤﺭ ﻓﻲ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ ﺒﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ ‪.‬‬
‫‪6‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل‪.‬‬
‫‪7‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺤﺎﻀﺭﺍﺕ‪.‬‬
‫‪8‬‬
‫ﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺅﺘﻤﺭﺍﺕ‪.‬‬
‫‪9‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻨﺩﻭﺍﺕ ﻭﺤﻠﻘﺎﺕ ﺍﻟﻨﻘﺎﺵ‪.‬‬
‫‪10‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ‪.‬‬
‫‪11‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺒﺎﺭﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ‪.‬‬
‫‪12‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻷﺴﻠﻭﺏ ﺴﻠﺔ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ‪.‬‬ ‫‪13‬‬
‫ﻏﻴﺭ‬
‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ‬ ‫ﻤﻭﺍﻓﻕ‬
‫ﻤﻭﺍﻓﻕ‬
‫ﻤﻭﺍﻓﻕ‬ ‫ﺇﻟىﺤﺩ ﻤﺎ‬
‫ﻤﻭﺍﻓﻕ‬
‫ﺒﺸﺩﺓ‬
‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻡ‬
‫ﺇﻁﻼﻗ ﺎﹰ‬

‫ﺭﺍﺒﻌﺎﹰ‪ :‬ﺘﻘﻭﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﻤﻘﺎﺭﻨﺔ ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺏ ﻗﺒل ﺍﻟﺘﺩﺭﻴﺏ ﻭﺒﻌﺩ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻤﻼﺤﻅﺔ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻓﻲ‬
‫‪1‬‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‪.‬‬
‫ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﺘﻘﻴﻴﻡ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ ﺍﻟﺘﺩﺭﻴﺏ‪.‬‬ ‫‪2‬‬
‫ﻴﺘﻡ ﺘـﻘـﻴـﻴﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻨﻌﻜﺎﺴﻬﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‪.‬‬ ‫‪3‬‬
‫ﺘـﺘـﻁﺎﺒﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻊ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﺘﺭﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬ ‫‪4‬‬
‫ﻴﺘﻡ ﺩﺭﺍﺴﺔ ﻭﺘـﻘـﻴـﻴـﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺼﻭﺭﺓ ﺩﻭﺭﻴﺔ‪.‬‬ ‫‪5‬‬
‫ﻴﺘﻡ ﺘـﻘـﻴـﻴﻡ ﺍﻟﻤﺘﺩﺭﺏ ﺃﺜـﻨﺎﺀ ﺃﺩﺍﺌﻪ ﻟﻠﻌﻤل ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺇﺘـﻘﺎﻨﻪ ﻭﺍﻜﺘﺴﺎﺒﻪ ﻟﻠﻤﻬﺎﺭﺍﺕ‬
‫‪6‬‬
‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻌﺯﺯ ﻤﻥ ﻜﻔﺎﺀﺓ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬ ‫‪7‬‬
‫ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎل ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫‪8‬‬
‫ﺘﻌﻤل ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺘـﻘـﻠﻴل ﻤﻥ ﺭﻭﺘﻴﻥ ﺍﻟﻌﻤل ﺍﻟﻴﻭﻤﻲ‪.‬‬ ‫‪9‬‬
‫ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺭﻓﻊ ﺇﺤﺴﺎﺱ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﻨﺘﻤﺎﺌﻬﻡ ﺇﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬ ‫‪10‬‬
‫ﺘﻤﺜـل ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬ ‫‪11‬‬
‫ﻴﻤﺜـل ﺘﻜﺭﺍﺭ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬ ‫‪12‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪119‬‬

‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪(3‬‬

‫ﺍﻹﺴﺘﺒﺎﻨﺔ ﺍﻟﻤﻭﺠﻬﺔ ﺍﻟﻰ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‬
‫ﺍﻟﻤﻤﻠﻜﺔ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻟﻬﺎﺸﻤﻴﺔ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﺸـﺭﻕ ﺍﻷﻭﺴﻁ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻤﺎﻟﻴﺔ‬
‫ﻗﺴﻡ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل‬

‫ﺍﻟﻤﺤﺘﺭﻤﻴﻥ‬ ‫ﺍﻷﺥ ﺍﻟﻜﺭﻴﻡ ‪ /‬ﺍﻷﺨﺕ ﺍﻟﻜﺭﻴﻤﺔ‬

‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻡ ﻭﺭﺤﻤﺔ ﺍﷲ ﻭﺒﺭﻜﺎﺘﻪ ‪، ، ،‬‬

‫ﺘﻘﻭﻡ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ‪:‬‬

‫ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺄﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻭﺴﻁﻰ‬

‫ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ ﺠﺎﻤﻌﺔ ﺘﻌﺯ‬
‫ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‬

‫ﻭﺫﻟﻙ ﻟﻨﻴل ﺩﺭﺠﺔ ﺍﻟﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل ﻤﻥ ﺠﺎﻤﻌﺔ ﺍﻟﺸﺭﻕ ﺍﻷﻭﺴﻁ ﻟﻠﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻟﻌﻠﻴﺎ‪.‬‬
‫ﻓﺄﺭﺠﻭ ﺍﻟﺘﻜﺭﻡ ﺒﺘﻌﺒﺌﺔ ﺍﻹﺴﺘﺒﺎﻨﺔ ﺒﺩﻗﺔ ﻭﻭﺍﻗﻌﻴﺔ ‪ ،‬ﻋﻠﻤﺎﹰ ﺒﺄﻥ ﺇﺠﺎﺒﺎﺘﻜﻡ ﺴﺘﻌﺎﻤل ﺒﺴﺭﻴﺔ ﺘﺎﻤﺔ‬
‫ﻭﺴﻭﻑ ﺘﺴﺘﺨﺩﻡ ﻷﻏﺭﺍﺽ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﻓﻘﻁ‪.‬‬

‫ﻭﺘﻔﻀﻠﻭﺍ ﺒﻘﺒﻭل ﻓﺎﺌﻕ ﺍﻻﺤﺘﺭﺍﻡ‬

‫ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﻋﺎﺌﺩﺓ ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﻨﻌﻤﺎﻥ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪120‬‬

‫ﺒﻴﺎﻨﺎﺕ ﻤﻔﺭﺩﺍﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﻴﺭﺠﻰ ﻭﻀﻊ ﺇﺸﺎﺭﺓ ﺃﻤﺎﻡ ﺍﻹﺠﺎﺒﺔ ﺍﻟﺘﻲ ﺘـﻨﺎﺴﺒﻙ‪:‬‬

‫ﺃﻨﺜﻰ‬ ‫ﺫﻜﺭ‬ ‫‪:‬‬ ‫‪ -1‬ﺍﻟﺠﻨﺱ‬

‫‪ 41‬ﻓﺄﻜﺜﺭ‬ ‫‪40 -31‬‬ ‫‪ 30‬ﺴﻨﺔ ﻓﺄﻗل‬ ‫‪:‬‬ ‫ﺍﻟﻌﻤﺭ‬ ‫‪-2‬‬

‫ﺩﺒﻠﻭﻡ‬ ‫ﺜﺎﻨﻭﻴﺔ ﻋﺎﻤﺔ ﻓﺎﻗل‬ ‫‪:‬‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬ ‫‪-3‬‬

‫ﺩﺭﺍﺴﺎﺕ ﻋﻠﻴﺎ‬ ‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ ﺃﻭ ﻟﻴﺴﺎﻨﺱ‬

‫ﺭﺌﻴﺱ ﻗﺴﻡ‬ ‫ﻤﺩﻴﺭ ﺇﺩﺍﺭﺓ‬ ‫ﻤﺩﻴﺭ ﻋﺎﻡ‬ ‫‪:‬‬ ‫‪ 4‬ﺍﻟﻤﺴﺘﻭﻯ ﺍﻹﺩﺍﺭﻱ‬

‫ﻤﻥ ‪ 10-6‬ﺴﻨﻭﺍﺕ‬ ‫ﺃﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‬ ‫‪:‬‬ ‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬ ‫‪-5‬‬

‫‪ 16‬ﺴـﻨﺔ ﻓﻤﺎ ﻓﻭﻕ‬ ‫‪ 15-11‬ﺴـﻨـﺔ‬

‫ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻋﻠﻭﻡ ﺇﺩﺍﺭﻴﺔ ﻭﻤﺼﺭﻓﻴﺔ‬ ‫‪:‬‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫‪-6‬‬

‫ﻋﻠﻭﻡ ﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﻋـﻠـﻭﻡ ﺘـﺭﺒـﻭﻴـﺔ‬

‫ﺃﺨﺭﻯ ﺍﺫﻜﺭﻫﺎ‪__________________________ :‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪121‬‬

‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ‬
‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ‬
‫ﻤﻭﺍﻓﻕ‬ ‫ﻤﻭﺍﻓﻕ ﺇﻟﻰ ﺤﺩ‬ ‫ﺍﻟﻔﻘــــﺭﺓ‬ ‫م‬
‫ﻤﻭﺍﻓﻕ‬ ‫ﺒﺸﺩﺓ‬
‫ﺇﻁﻼﻗﺎ‬ ‫ﻤﺎ‬
‫ﺃﻭﻻﹰ‪ :‬ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻟﺘـﻘـﻴـﻴﻡ ﺍﻟﺩﻭﺭﻱ‬
‫‪1‬‬
‫ﻟﻸﺩﺍﺀ‪.‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻟﻤﻼﺤﻅﺔ ﺍﻟﻤﺒﺎﺸﺭﺓ‪.‬‬ ‫‪2‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻤﺘﻭﻗﻊ‬
‫‪3‬‬
‫ﻭﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ‪.‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﻌﺎﻴـﻴﺭ ﻋﻠﻤﻴﺔ ﻗﺎﺒﻠﺔ ﻟﻠﻘﻴﺎﺱ‪.‬‬ ‫‪4‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻨﺘﻴﺠﺔ ﺇﻋﺘﻤﺎﺩ ﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﻤﻌﻴﻨﺔ ﻓﻲ‬
‫‪5‬‬
‫ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ ﺍﻟﻌﻼﻗﺎﺕ‬
‫‪6‬‬
‫ﺍﻟﺸﺨﺼﻴﺔ ‪.‬‬
‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ ﺍﻟﺘﺭﺘﻴﺏ‬
‫‪7‬‬
‫ﻭﺍﻷﻭﻟﻭﻴﺔ ‪.‬‬
‫ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺤﺴﺏ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل‬ ‫‪8‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺤﺎﻟﻴﺔ‬
‫‪9‬‬
‫ﻟﻠﻌﺎﻤﻠﻴﻥ ﻭﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻌﻤل ﺍﻟﺠﺩﻴﺩﺓ‪.‬‬
‫ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻟﺤﺎﺠﺔ ﻟﻠﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻨﺩ ﺍﺴﺘﺤﺩﺍﺙ ﻭﻅﺎﺌﻑ ﺠﺩﻴﺩﺓ‪.‬‬ ‫‪10‬‬
‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺤﺴﺏ ﻤﻌﺎﻴﻴﺭ ﻭﺍﻀﺤﺔ ‪.‬‬ ‫‪1‬‬
‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻭﻓﻕ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﻌﻠﻨﺔ ‪.‬‬ ‫‪2‬‬
‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﺤﺩﻴﺩ ﺍﻟﻤﺴﺒﻕ ﻟﻠﻤﻬﺎﺭﺍﺕ‬
‫‪3‬‬
‫ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﻼﺯﻤﺔ ﻟﻤﻤﺎﺭﺴﺔ ﻭﻅﺎﺌﻔﻬﻡ‪.‬‬
‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘـﻘﺎﺭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻟﺴﻨﻭﻴﺔ‪.‬‬ ‫‪4‬‬
‫ﺘـﺘـﺴﺎﻭﻯ ﺍﻟﻔﺭﺹ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺩﻭﺭﺍﺕ‬
‫‪5‬‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺘﺼﻤﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﺘﻁﺎﺒﻕ ﻤﻊ ﺍﻻﺤﺘﻴﺎﺝ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻤﺘﺩﺭﺏ ‪.‬‬ ‫‪6‬‬
‫ﺘﻠﻌﺏ ﺍﻷﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ ﺩﻭﺭ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬ ‫‪7‬‬
‫ﺘﻠﻌﺏ ﺍﻟﻭﺴﺎﻁﺔ ﺩﻭﺭﺍ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ‪.‬‬ ‫‪8‬‬
‫ﻨﺘﺎﺌﺞ ﺘﻘﺎﺭﻴﺭ ﺘﻘﻴﻴﻡ ﺍﻷﺩﺍﺀ ﻫﻲ ﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫‪9‬‬
‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻪ ﺍﻷﻓﻀﻠﻴﺔ ﻟﻼﺨﺘﻴﺎﺭ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬ ‫‪10‬‬
‫ﺍﻷﻗﺩﻤﻴﺔ ﻟﻬﺎ ﺍﻷﻓﻀﻠﻴﺔ ﻹﺨﺘﻴﺎﺭ ﺍﻷﻓﺭﺍﺩ ﺒﺎﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫‪11‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪122‬‬

‫ﺜﺎﻟﺜﺎﹰ‪ :‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ‬

‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺍﻷﻜﻔﺎﺀ ﻟﺘﻨﻔﻴﺫ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬ ‫‪1‬‬
‫ﺍﻟﻤﺩﺭﺒﻭﻥ ﻤﻥ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ ﺃﻜﺜﺭ ﺘﻔﻬﻤﺎ ﻟﻼﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺍﻟﺨﺎﺭﺠﻴﻴﻥ ‪.‬‬
‫‪2‬‬
‫ﺘﻭﻓﻴﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻤﻥ ﺨﺎﺭﺝ ﺍﻟﺠﺎﻤﻌﺔ ﻴﺯﻴﺩ ﻤﻥ ﺨﺒﺭﺍﺕ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬
‫‪3‬‬
‫ﺘﺅﺜﺭ ﺨﺒﺭﺓ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺘﻐﻴﻴﺭ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻟﻠﻤﺘﺩﺭﺒﻴﻥ ﻨﺤﻭ ﺍﻷﺩﺍﺀ ﺍﻷﻓﻀل‪.‬‬
‫‪4‬‬
‫ﺘﺘﻭﻓﺭ ﺍﻟﻤﺨﺼﺼﺎﺕ ﺍﻟﻤﺎﻟﻴﺔ ﻟﻠﺘﺩﺭﻴﺏ ﻤﻤﺎ ﻴﺘﻴﺢ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻤﻥ ﺫﻭﻱ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻌﺎﻟﻴﺔ‪.‬‬
‫‪5‬‬
‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺘﺩﺭﺏ ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﺴﺘﻴﻌﺎﺒﻪ ﻟﻠﻤﺎﺩﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺸﻜل ﺃﻓﻀل ‪.‬‬
‫‪6‬‬
‫ﺍﻟﻤﺩﺭﺒﻭﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﺒﻜﻔﺎﺀﺓ ﻋﺎﻟﻴﺔ ‪.‬‬
‫‪7‬‬
‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺩﺭﺒﻴﻥ ﺍﻷﻜﻔﺎﺀ ﻤﻥ ﺫﻭﻱ ﺍﻟﻤﺅﻫﻼﺕ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﺘﻐﻁﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫‪8‬‬

‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ‬
‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ‬
‫ﻤﻭﺍﻓﻕ‬ ‫ﻤﻭﺍﻓﻕ ﺇﻟﻰ ﺤﺩ‬ ‫ﺍﻟﻔﻘــــﺭﺓ‬ ‫م‬
‫ﻤﻭﺍﻓﻕ‬ ‫ﺒﺸﺩﺓ‬
‫ﺇﻁﻼﻗﺎ‬ ‫ﻤﺎ‬
‫ﺭﺍﺒﻌﺎﹰ‪ :‬ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻴﻘﻭﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺃﻫﺩﺍﻑ ﻭﺍﻀﺤﺔ ﻭﻤﻜﺘﻭﺒﺔ‪.‬‬ ‫‪1‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺴﺒﻕ ﻭﺘﻡ ﺍﻹﻟﺘﺤﺎﻕ ﺒﻬﺎ ﺤﻘـﻘﺕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻌﻠﻥ‬
‫‪2‬‬
‫ﻋﻨﻬﺎ ﺒﺘﺼﻭﺭﻙ ﻓﻲ ﺇﺩﺍﺭﺘﻙ‪.‬‬
‫ﺍﻟﺘﻭﻗﻴﺕ ﺍﻟﺯﻤﻨﻲ ﻟﻠﺩﻭﺭﺓ ﻻ ﻴﺘﻌﺎﺭﺽ ﻤﻊ ﺍﻟﺩﻭﺍﻡ ﺍﻟﺭﺴﻤﻲ ﻟﻠﻌﻤل‪.‬‬ ‫‪3‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻜﺎﻨﺕ ﻨﺎﺠﺤﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‬
‫‪4‬‬
‫ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻬﺎ ‪.‬‬
‫ﻴﺘﻡ ﺘﺼﻤﻴﻡ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻘﺎﺌﻤﺔ ﻓﻲ‬
‫‪5‬‬
‫ﺍﻟﻌﻤل ‪.‬‬
‫ﻫﻨﺎﻙ ﺘﻜﺭﺍﺭ ﻤﺴﺘﻤﺭ ﻓﻲ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ‬
‫‪6‬‬
‫ﺒﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ ‪.‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻌﻤل‪.‬‬ ‫‪7‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺤﺎﻀﺭﺍﺕ‪.‬‬ ‫‪8‬‬
‫ﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺅﺘﻤﺭﺍﺕ‪.‬‬ ‫‪9‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻨﺩﻭﺍﺕ ﻭﺤﻠﻘﺎﺕ‬
‫‪10‬‬
‫ﺍﻟﻨﻘﺎﺵ‪.‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎﹰ ﻷﺴﻠﻭﺏ ﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ‪.‬‬ ‫‪11‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻷﺴﻠﻭﺏ ﺍﻟﻤﺒﺎﺭﻴﺎﺕ‬
‫‪12‬‬
‫ﺍﻹﺩﺍﺭﻴﺔ‪.‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﻓﻘﺎ ﻷﺴﻠﻭﺏ ﺴﻠﺔ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ‪.‬‬ ‫‪13‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪123‬‬

‫ﺨﺎﻤﺴﺎﹰ‪ :‬ﺘـﻘـﻴﻴﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬

‫ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﻤﻘﺎﺭﻨﺔ ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺏ ﻗﺒل ﺍﻟﺘﺩﺭﻴﺏ ﻭﺒﻌﺩ‬

‫‪1‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻟﻤﻼﺤﻅﺔ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‪.‬‬
‫ﻴﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﺘﻘﻴﻴﻡ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ‬
‫‪2‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ‪.‬‬
‫ﻴﺘﻡ ﺘـﻘـﻴـﻴﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻨﻌﻜﺎﺴﻬﺎ‬
‫‪3‬‬
‫ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‪.‬‬
‫ﺘـﺘـﻁﺎﺒﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻤﻊ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﺘﺭﻤﻲ‬
‫‪4‬‬
‫ﺇﻟﻴﻬﺎ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫ﻴﺘﻡ ﺩﺭﺍﺴﺔ ﻭﺘـﻘـﻴـﻴـﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺒﺼﻭﺭﺓ‬
‫‪5‬‬
‫ﺩﻭﺭﻴﺔ‪.‬‬
‫ﻴﺘﻡ ﺘـﻘـﻴـﻴﻡ ﺍﻟﻤﺘﺩﺭﺏ ﺃﺜـﻨﺎﺀ ﺃﺩﺍﺌﻪ ﻟﻠﻌﻤل ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺇﺘـﻘﺎﻨﻪ‬
‫‪6‬‬
‫ﻭﺍﻜﺘﺴﺎﺒﻪ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬
‫ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺘﻌﺯﺯ ﻤﻥ ﻜﻔﺎﺀﺓ ﺍﻟﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬ ‫‪7‬‬
‫ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺃﺩﺍﺀ‬
‫‪8‬‬
‫ﺍﻷﻋﻤﺎل ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﺘﻌﻤل ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺘـﻘـﻠﻴل ﻤﻥ ﺭﻭﺘﻴﻥ ﺍﻟﻌﻤل ﺍﻟﻴﻭﻤﻲ‪.‬‬ ‫‪9‬‬
‫ﺘﺅﺩﻱ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺭﻓﻊ ﺇﺤﺴﺎﺱ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﻨﺘﻤﺎﺌﻬﻡ ﺇﻟﻰ‬
‫‪10‬‬
‫ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫ﺘﻤﺜـل ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ‬
‫‪11‬‬
‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬
‫ﻴﻤﺜـل ﺘﻜﺭﺍﺭ ﻤﺤﺘﻭﻯ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ‬
‫‪12‬‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‪.‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪124‬‬

‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ‬
‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ‬
‫ﻤﻭﺍﻓﻕ‬ ‫ﻤﻭﺍﻓﻕ ﺇﻟﻰ‬ ‫ﺍﻟﻔﻘــــﺭﺓ‬ ‫م‬
‫ﻤﻭﺍﻓﻕ‬ ‫ﺒﺸﺩﺓ‬
‫ﺇﻁﻼﻗﺎ‬ ‫ﺤﺩ ﻤﺎ‬
‫ﺴﺎﺩﺴﺎﹰ‪ :‬ﻋﻼﻗﺔ ﺍﻟﺘﺩﺭﻴﺏ ﺒﺎﻷﺩﺍﺀ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺯﺍﺩ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻨﺠﺎﺯ ﺍﻟﻤﻌﺎﻤﻼﺕ ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫‪1‬‬
‫ﺒﺴﺭﻋﺔ ‪.‬‬
‫ﺍﻹﻟﺘﺤﺎﻕ ﺒﺎﻟﺘﺩﺭﻴﺏ ﺯﺍﺩ ﻤﻥ ﺩﻗﺔ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻨﺠﺎﺯ ﺍﻟﻤﻌﺎﻤﻼﺕ‪.‬‬ ‫‪2‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻤل ﻋﻠﻰ ﺭﻓﻊ ﻗﺩﺭﺓ ﺘﻨﻔﻴﺫ ﻭﺍﺠﺒﺎﺕ ﺍﻟﻌﻤل ﺒﻜﻔﺎﺀﺓ ‪.‬‬ ‫‪3‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻤل ﻋﻠﻰ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺭﻭﺘﻴﻥ ﺍﻟﻌﻤل ﺍﻟﻴﻭﻤﻲ‪.‬‬ ‫‪4‬‬
‫ﺃﺴﻬﻡ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﻀﻐﻭﻁ ﺍﻟﻌﻤل ‪.‬‬ ‫‪5‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺭﻓﻊ ﻤﻥ ﺍﻟﻜﻔﺎﺀﺓ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﻌﺎﻤﻠﻴﻥ ‪.‬‬ ‫‪6‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻤل ﻋﻠﻰ ﺭﻓﻊ ﻗﺩﺭﺍﺕ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺭﺅﺴﺎﺌﻬﻡ ‪.‬‬ ‫‪7‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻟﺩﻯ ﺍﻟﻤﻭﻅﻔﻴﻥ ‪.‬‬ ‫‪8‬‬
‫ﺃﺴﻬﻡ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺸﻜﺎﻭﻯ ﺍﻟﻤﻌﺎﻤﻠﻴﻥ ‪0‬‬ ‫‪9‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﺯﺯ ﻤﻥ ﺍﻟﻘﺩﺭﺍﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻘﻴﺎﺩﻴﺔ ﻟﻠﻤﻭﻅﻔﻴﻥ ‪.‬‬ ‫‪10‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﺯﺯ ﻤﻥ ﺍﻨﺘﻤﺎﺀ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ ‪.‬‬ ‫‪11‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺯﺍﺩ ﻤﻥ ﻤﻬﺎﺭﺓ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫‪12‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺃﺩﻯ ﺇﻟﻰ ﺇﺒﺘﻜﺎﺭ ﺃﺴﺎﻟﻴﺏ ﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻟﻌﻤل‪.‬‬ ‫‪13‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻤﻜﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺘﻨﻔﻴﺫ ﺍﻟﻤﻬﺎﻡ‬
‫‪14‬‬
‫ﺍﻟﻤﻭﻜﻠﺔ ﺍﻟﻴﻬﻡ‪.‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻤﻜﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺘﻘﺩﻴﻡ ﺃﺭﺍﺀ ﻋﻤﻠﻴﺔ ﻴﻤﻜﻥ ﺘﻁﺒﻴﻘﻬﺎ ﻟﺘﺤﺴﻴﻥ ﺍﻟﻌﻤل‬ ‫‪15‬‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 ‫‪125‬‬

‫ﺍﻟﻤﻠﺤﻕ ﺭﻗﻡ )‪(4‬‬

‫ﺘﻘﺭﻴﺭ ﺍﻟﺒﺎﺤﺜﺔ ﻟﻠﻤﺸﺭﻑ ﺍﻟﺩﺍﺨﻠﻲ ﺒﺠﺎﻤﻌﺔ ﺘﻌﺯ ﻋﻥ ﺍﻨﺠﺎﺯ ﺍﻟﺒﺤﺙ ﺍﻟﻤﻴﺩﺍﻨﻲ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 126

PDF created with pdfFactory Pro trial version www.pdffactory.com

 127

PDF created with pdfFactory Pro trial version www.pdffactory.com

 128

PDF created with pdfFactory Pro trial version www.pdffactory.com

 129

PDF created with pdfFactory Pro trial version www.pdffactory.com

 130

PDF created with pdfFactory Pro trial version www.pdffactory.com

 ‫‪131‬‬

‫ﺍﻟﻤﻠﺤﻕ ﺭﻗﻡ )‪(5‬‬

‫ﺗﻘﺮﯾﺮ اﻟﻤﺸﺮف اﻟﺪاﺧﻠﻲ اﻟﻰ ﻧﯿﺎﺑﺔ ﺟﺎﻣﻌﺔ ﺗﻌﺰ ﻟﺸﺌﻮن اﻟﺪراﺳﺎت اﻟﻌﻠﯿﺎ‬
‫واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﺑﺈﻧﺠﺎز اﻟﺒﺤﺚ اﻟﻤﯿﺪاﻧﻲ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 132

PDF created with pdfFactory Pro trial version www.pdffactory.com

 133

PDF created with pdfFactory Pro trial version www.pdffactory.com

 134

PDF created with pdfFactory Pro trial version www.pdffactory.com

 135

PDF created with pdfFactory Pro trial version www.pdffactory.com

 ‫‪136‬‬

‫ﺍﻟﻤﻠﺤﻕ ﺭﻗﻡ )‪(6‬‬

‫ﻗﺮار رﺋﯿﺲ اﻟﺠﺎﻣﻌﺔ رﻗﻢ )‪ (147‬ﻟﺴﻨﺔ ‪2005‬م ﺑﺎﻋﺘﻤﺎد اﻟﻼﺋﺤﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫ﻟﺪاﺋﺮة اﻟﺘﻄﻮﯾﺮ اﻹداري واﻟﻤﺎﻟﻲ ﺑﺠﺎﻣﻌﺔ ﺗﻌﺰ‬

‫‪PDF created with pdfFactory Pro trial version www.pdffactory.com‬‬

 137

PDF created with pdfFactory Pro trial version www.pdffactory.com

 138

PDF created with pdfFactory Pro trial version www.pdffactory.com

 139

PDF created with pdfFactory Pro trial version www.pdffactory.com

 140

PDF created with pdfFactory Pro trial version www.pdffactory.com

 141

The Relation of Training to Individuals Performance who work at

the Middle Management
A case study of Taiz University the Republic of Yemen
By
Aida Abdul Aziz Ali Noaman

Supervisor
Prof.Dr. Kamel Mohammad Al Moghrabi
Abstract

The study aimed to measure the relation of training to individuals

performance who work at the Middle management level in the university and to
compare point of views of upper management and individuals at the middle
management with regard to the training process in terms of (defining the
training needs , trainers selection, designing of training courses and training
process evaluation), Furthermore, the study aimed to provide some
recommendations which may help the university to enhance the efficiency of
its training programs which make the university plays an important role in the
development of skills, expertise and knowledge in the training domain.
The population of the study consisted of individuals who work at Taiz
University. They were (240) male and female employee. According to the
nature of the study they were divided into two groups: first, consisting of(70)
male and female employees, were the administrative leadership, president, vice
presidents general managers and alike. Second group consisting of (170) male
and female employee, were the managers and department heads (middle
management) at Taiz University.
This study dealt only with individuals who attended training courses.
For data required by the study, researcher relied on two major data
sources: first, studies and previous research. Second, field research and
observation through the developing and distributing of two questionnaires.

PDF created with pdfFactory Pro trial version www.pdffactory.com

 142

First, was directed to administrators and department heads; this questionnaire

consists of (46)) forty six items. Second, was directed towards administrative
leadership in order to assess the training process and measure the relation of
training to the university employees. This questionnaire consists of (69) sixty
nine items. Two hundred fourty questionnaires were distributed: (70) to upper
management; whereas (60) questionnaires were received back or (86%) and
(170) questionnaire were distributed to trained working individuals; (128) or
(75%). Thus, (188) total returned questionnaires or (78%).
Data from study's sample was analyzed through the utility of SPSS. In
addition, researcher used descriptive statistical means in order to reveal the
characteristics of the study's sample and individual performance who work at
the university.
Correlative statistical means were used in order to examine
differentiations in the responses of the sample members and to reveal the
relationship between training processes that was implemented on the university
employees.

The study yields to a number of results:

1- Study has found that there is a state of neglecting the modern training
methods; instead, the focus is on the traditional methods in providing training
courses.
2- The trainees selection method is ineffective, whereas, there are no
clear standards for the selection process. Favoritism and personal opinions play
a role in trainees selection process, in return, this negatively reflects the
training process.
3- The study has revealed that the process of training evaluation is
ineffective which decreases the benefit rate that the university had attained
from conducting training courses.
Researcher provided the following recommendations:

PDF created with pdfFactory Pro trial version www.pdffactory.com

 143

1-To focus on the process of determining the training needs for middle
management staff because it is considered to be the primary axel in the training
process, to determine in accordance with skills attaining and needed abilities.
2-to reconsider the trainee selection policy which must take place
through implementing defined and explicit standards.
3-paying more attention to training process evaluation in order to
achieve the desired goals from the training process in a way that serves
university goals seek to be achieved.
4-It is the necessity of activating the training role of the development
management, and the provision of data base that serves the training process.

PDF created with pdfFactory Pro trial version www.pdffactory.com