7251 18294 1 SM

‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺃﺜﺭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺴﺎﺌﺩ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ ﻓﻲ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﻋﺒﺩ ﺍﷲ ﻤﺤﻤﺩ ﺍﻟﻭﻫﻴﺒﻲ‬
‫ﻤﻠﺨـﺹ‬
‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‪ ،‬ﻭﻜﺫﻟﻙ‬
‫ﻭﺃﺨﻴﺭﺍ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺃﺜﺭ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﺠﺘﻤﻌﺔ ﻭﻤﻨﻔﺭﺩﺓ ﻋﻠﻰ ﺘﻔﻀﻴل‬
‫ﹰ‬ ‫ﺘﺤﺩﻴﺩ ﺍﻻﺨﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺘﻠﻙ ﺍﻟﺩﻭﺍﺌﺭ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ .‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻲ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ‪ ،‬ﺤﻴﺙ ﺃﺘﻀﺢ ﺃﻥ ﺃﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺍﻟﻰ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺘﻨﺎﺯﻟﻴﺎ ﻫﻲ ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ ،‬ﻨﻘﺹ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل‪ ،‬ﻋﺩﻡ ﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺍﻟﻌﺯﻟﺔ‪ ،‬ﻭﺍﻟﺨﻭﻑ ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل‬
‫ﹰ‬ ‫ﻤﺭﺘﺒﺔ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻋﻠﻰ ﺃﻴﺔ ﺍﻗﺘﺭﺍﺤﺎﺕ ﺃﻭ ﺍﻨﺘﻘﺎﺩﺍﺕ ﻴﺘﻘﺩﻡ ﺒﻬﺎ ﺍﻟﻤﻭﻅﻔﻴﻥ‪ ،‬ﻜﻤﺎ ﺃﺜﺒﺘﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻴﻀﺎﹰ ﻭﺠﻭﺩ ﺍﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺘﻠﻙ ﺍﻟﺩﻭﺍﺌﺭ‪،‬‬
‫ﻭﻜﺫﻟﻙ ﺍﺘﻀﺢ ﻭﺠﻭﺩ ﺍﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻟﻠﻘﻴﻡ ﺍﻟﺠﻴﺩﺓ‪ ،‬ﺘﺩﻓﻕ ﺍﻻﺘﺼﺎﻻﺕ‬
‫ﻭﺍﻟﻨﻅﺭﺓ ﻟﻠﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ ﻤﻨﻔﺭﺩﻴﻥ ﻭﻤﺠﺘﻤﻌﻴﻥ ﻋﻠﻰ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‪.‬‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺩﺍﻟﺔ‪ :‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺴﺎﺌﺩ‪ ،‬ﺍﻟﻘﺼﻴﻡ‪.‬‬
‫ﺍﻟﻤﻔﻜﺭﻴﻥ) ‪Argyris,‬‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ‫ﺃﻜﺩ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﻤﻘﺩﻤـﺔ‬

‫‪) ( Deming,1974)،(1976‬ﻤﺎﻫﺭ‪ (63:2010،‬ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺘﺩﻓﻕ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺼﺎﻋﺩﺓ ﻓﻲ‬ ‫ﻴﻌﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻋﻨﺼﺭ‪‬ﺍ ﺃﺴﺎﺴﻴﺎ ﻫﺎﻤﺎﹰ ﻓﻲ ﻤﻨﻅﻤﺎﺕ‬
‫ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﺃﻜﺩﻭﺍ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺩﺭﺍﺴﺔ‬ ‫ﺍﻷﻋﻤﺎل ﺍﻟﺤﺩﻴﺜﺔ‪ ،‬ﻭﺍﻟﺫﻱ ﻴﻨﺒﻐﻲ ﻋﻠﻰ ﻗﺎﺩﺘﻬﺎ ﺃﻥ ﻴﺘﻌﺭﻓﻭﺍ ﻋﻠﻰ‬
‫ﻭﺠﻬﺎﺕ ﺍﻟﻨﻅﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻻﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻔﺎﻋل‪ ،‬ﻭﻤﻥ‬ ‫ﺃﺒﻌﺎﺩﻩ ﻭﻋﻨﺎﺼﺭﻩ‪ ،‬ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﻟﻭﺴﻁ ﺍﻟﺒﻴﺌﻲ ﺍﻟﺫﻱ ﺘﻌﻴﺵ ﻓﻴﻪ‬
‫ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺃﻥ ﻴﺸﻌﺭ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺄﻨﻬﻡ ﻻ ﻴﻤﻜﻥ‬ ‫ﻭﺍﻟﺫﻱ ﻴﺅﺜﺭ ﻋﻠﻰ ﻨﻭﻉ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺫﻱ ﺘﺘﻔﺎﻋل ﺒﻪ ﻤﻊ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪.‬‬
‫ﺃﻥ ﻴﺘﺼﻠﻭﺍ ﺒﺭﺅﺴﺎﺌﻬﻡ‪ ،‬ﺇﺫﺍ ﻜﺎﻥ ﺍﻷﻤﺭ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻘﻀﺎﻴﺎ‬ ‫ﻭﻴﺅﺩﻯ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺠﻴﺩ ﻋﺩﺓ ﻭﻅﺎﺌﻑ ﻟﻠﻤﻨﻅﻤﺎﺕ‬
‫ﻭﺍﻟﻤﺸﻜﻼﺕ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﺘﻌﺩ ﻓﻴﻪ ﻋﻤﻠﻴﺔ ﺇﻅﻬﺎﺭ ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ ﻤﺜل ﺍﻟﺘﺄﺜﻴﺭ ﻓﻲ ﺴﻠﻭﻙ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺴﻠﺒﺎ ﺃﻭ ﺇﻴﺠﺎﺒﺎ ﻓﻲ‬
‫ﻭﻭﻀﻌﻬﺎ ﻋﻠﻰ ﺒﺴﺎﻁ ﺍﻟﺒﺤﺙ ﻤﻥ ﺃﻫﻡ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻤﻨﺎﺥ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ ﺒﺎﻵﺭﺍﺀ ﻭﺩﻋﻡ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﻘﻕ ﻤﺼﻠﺤﺔ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻔﺎﻋل ﺍﻟﺫﻱ ﺘﺴﻭﺩﻩ ﺍﻻﺘﺼﺎﻻﺕ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺠﻴﺩﺓ‬ ‫ﺍﻟﻤﻨﻅﻤﺔ ﻓﻲ ﺍﻷﺠل ﺍﻟﻁﻭﻴل ﻭﺍﻟﻘﺼﻴﺭ‪ ،‬ﻭﺤﻴﺙ ﺃﻥ ﻨﺠﺎﺡ‬
‫ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺍﻟﻤﻨﻅﻤﺔ‪ ،‬ﺒﺎﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﻤﻨﻅﻤﺎﺕ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﺃﻨﻭﺍﻋﻬﺎ ﻭﺃﻨﺸﻁﺘﻬﺎ ﻟﻴﺱ ﻨﺘﺎﺝ ﺠﻬﻭﺩ‬
‫ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﺩﻋﻡ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺇﻴﺠﺎﺩ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﻥ ﻓﺤﺴﺏ ﺒل ﺇﻥ ﻟﻠﻤﺭﺅﻭﺴﻴﻥ ﺩﻭﺭﺍ ﺃﺴﺎﺴﻴﺎ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻤﻨﺎﺴﺏ ﻭﺘﺭﺴﻴﺦ ﺩﻋﺎﺌﻡ ﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﺒﻴﻥ‬ ‫ﺍﻟﻨﺠﺎﺡ ﻭﻜﻤﺎ ﻴﺤﺘﺎﺝ ﺍﻟﻤﺭﺅﻭﺱ ﺇﻟﻰ ﺩﻋﻡ ﺭﺌﻴﺴﻪ ﻭﺘﻭﺠﻴﻬﻪ ﻓﺈﻨﻪ‬
‫ﺍﻟﺭﺅﺴﺎﺀ ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ‪.‬‬ ‫ﻴﻤﻜﻥ ﺃﻥ ﻴﺩﻋﻡ ﺭﺌﻴﺴﻪ ﻤﻥ ﺨﻼل ﺘﻘﺩﻴﻡ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺠﺩﻴﺩﺓ ﺃﻭ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﻬﻤﺔ ﺤﻭل ﺍﻟﻘﻀﺎﻴﺎ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﻤﺎ‬
‫ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﺘﺨﺎﺫ ﺍﻟﺘﺩﺍﺒﻴﺭ ﺍﻟﻼﺯﻤﺔ ﻟﻤﻭﺍﺠﻬﺘﻬﺎ ‪.‬‬
‫ﻴﺭﻯ ﺍﻟﺒﻌﺽ ﺃﻥ ﺘﺠﺭﺒﺔ ﺍﻟﺼﻤﺕ ﻫﻲ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﻤﺘﻜﺎﻤﻠﺔ‬ ‫*ﺍﺴﺘﺎﺫ ﻤﺴﺎﻋﺩ‪ ،‬ﻗﺴﻡ ﺍﺩﺍﺭﺓ ﺍﻻﻋﻤﺎل‪ ،‬ﻜﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻻﺩﺍﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻘﺼﻴﻡ‪.‬‬
‫ﻭﺍﻟﺤﻘﻴﻘﻴﺔ ﻭﺃﻥ ﺍﻟﺼﻤﺕ ﻫﻭ ﺍﻟﻤﻔﺘﺎﺡ ﻟﻠﺤﺩﺱ ﻭﺍﻹﺼﻐﺎﺀ‬ ‫‪Amawt1@yahoo.com‬‬
‫ﺘﺎﺭﻴﺦ ﺍﺴﺘﻼﻡ ﺍﻟﺒﺤﺙ ‪ 2013/11/17‬ﻭﺘﺎﺭﻴﺦ ﻗﺒﻭﻟﻪ ‪.2014/4/29‬‬
‫ﻭﺍﻟﺘﻭﺍﻀﻊ ﻭﺇﻥ ﺍﻷﻓﻜﺎﺭ ﺘﺄﺘﻲ ﺇﻟﻰ ﺍﻹﻨﺴﺎﻥ ﺃﺜﻨﺎﺀ ﺍﻟﺼﻤﺕ‬
‫© ‪ 2014‬ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ /‬ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‪.‬‬ ‫‪-365-‬‬

‫ﻋﺒﺩ ﺍﷲ ﻤﺤﻤﺩ ﺍﻟﻭﻫﻴﺒﻲ‬ ‫ﺃﺜﺭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺴﺎﺌﺩ‪...‬‬
‫‪ .1‬ﻤﺎ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﻅﺎﻫﺭﺓ‬ ‫)‪ (Morrison and Milliken,2000‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺼﻤﺕ ﻋﻠﻰ‬
‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻔﺭﺩﻱ ﻤﺼﺩﺭ ﺭﻭﺤﺎﻨﻲ ﻤﻔﻴﺩ ﻭﻴﺸﺠﻊ ﻋﻠﻰ ﺘﻁﻭﻴﺭ‬
‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‪.‬‬ ‫ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﺭﻭﺤﻴﺔ ﻭﺍﻟﺘﻔﻜﻴﺭ ﻓﻲ ﺍﻷﺸﻴﺎﺀ ﺍﻟﻤﺤﻴﻁﺔ‪ ،‬ﻭﺇﻥ‬
‫‪ .2‬ﻤﺎ ﻤﺴﺘﻭﻯ ﺘﻘﻴﻴﻡ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ‬ ‫ﻤﻤﺎﺭﺴﺔ ﺍﻟﺼﻤﺕ ﺘﺘﻜﺎﻤل ﺒﻌﻤﻕ ﻤﻊ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺘﻲ‬
‫ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ؟‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻀﺭﻭﺭﻴﺔ‬ ‫ﻫﻲ‬
‫‪ .3‬ﻫل ﺘﻭﺠﺩ ﺍﺨﺘﻼﻓﺎﺕ ﻓﻲ ﻤﺴﺘﻭﻱ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫)‪.(Whitener, 2001‬‬
‫ﺘﺭﺠﻊ ﺇﻟﻰ ﻨﻭﻉ ﺍﻟﺩﺍﺌﺭﺓ ﺍﻟﺤﻜﻭﻤﻴﺔ؟‬ ‫ﻭﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﻅﺎﻫﺭﺓ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻀﺤﺔ‬
‫‪ .4‬ﻤﺎﻫﻲ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻜل ‪‬ﺒﻌﺩ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﻓﻲ ﺒﻌﺽ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﺴﻌﻭﺩﻴﺔ ﺍﻟﺘﻲ ﻻ ﺘﺘﻭﻓﺭ ﻓﻴﻬﺎ ﺍﻟﺘﻌﺎﻭﻥ‪،‬‬
‫ﻭﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ؟‬ ‫ﺍﻟﺜﻘﺔ‪ ،‬ﺍﻟﺨﻭﻑ ﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﻤﻌﺎﻨﺎﺓ ﺍﻟﻌﺎﻤﻠﻭﻥ ﻓﻴﻬﺎ ﻤﻥ ﺃﺒﻌﺎﺩ‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬ ‫ﺴﻠﺒﻴﺔ‪ ،‬ﻭﺁﺜﺎﺭ ﺴﻠﻭﻜﻴﺔ ﺘﺘﺴﻡ ﺒﺯﻴﺎﺩﺓ ﺍﻟﻼﻤﺒﺎﻻﺓ‪ ،‬ﻭﻋﺩﻡ ﺍﻟﺤﻴﻭﻴﺔ‬
‫ﺘﺭﺠﻊ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﺘﺠﺎﻫﻴﻥ ﻭﻫﻤﺎ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻌﻠﻤﻲ‬ ‫ﻓﻲ ﺍﻷﺩﺍﺀ ﻭﺘﺩﻨﻲ ﺍﻹﻨﺘﺎﺠﻴﺔ ﻭﺍﻨﺨﻔﺎﺽ ﺍﻟﻨﻭﻋﻴﺔ ﻭﺯﻴﺎﺩﺓ ﺍﻟﺘﻜﺎﻟﻴﻑ‬
‫ﻭﺍﻟﺠﺎﻨﺏ ﺍﻟﻌﻤﻠﻲ ﻜﺎﻵﺘﻲ‪:‬‬ ‫ﺍﻟﻤﻘﺘﺭﻨﺔ ﻋﺎﺩﺓ ﺒﺎﻷﺩﺍﺀ ﺍﻟﻤﺘﺩﻨﻲ‪ ،‬ﻭﺍﻟﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺃﻥ ﺘﻌﻴﻕ‬
‫‪ .1‬ﺍﻟﺠﺎﻨﺏ ﺍﻟﻌﻠﻤﻲ ‪:‬‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻁﻭﻴﺭ ﻭﺍﻟﺘﻐﻴﻴﺭ ﺍﻟﺘﻨﻅﻴﻤﻲ‪.‬‬
‫ﺘﺭﺠﻊ ﺃﻫﻤﻴﺔ ﺍﻟﺒﺤﺙ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻰ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ‬ ‫ﻭﺘﻭﺠﺩ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺘﺄﺜﻴﺭﺍﺕ ﺍﻟﻭﺍﻀﺤﺔ ﻟﻠﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺃﺤﺩ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﻬﺎ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺭﻭﺍﺩ ﺍﻟﻔﻜﺭ ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﺫﻱ ﻻ ﻴﺴﻭﺩﻩ ﺍﻟﻭﻀﻭﺡ ﻭﺍﻟﻭﺩ ﻭﺍﻟﺜﻘﺔ ﻓﻴﻤﺎ ﺒﻴﻥ ﺃﻓﺭﺍﺩﻩ‪ ،‬ﻤﻤﺎ‬
‫ﻭﺍﻟﻤﺘﻤﺜل ﻓﻲ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻤﺤﺎﻭﻟﺔ ﺍﻟﺭﺒﻁ ﺒﻴﻨﻪ ﻭﺒﻴﻥ ﺍﺤﺩ‬ ‫ﻴﺅﺩﻱ ﺇﻟﻰ ﺭﻏﺒﺔ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺫﻱ‬
‫ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻻﺩﺍﺭﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﻨﺴﺒﻴﺎ ﻭﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﻟﺼﻤﺕ‬ ‫ﻴﺅﺜﺭ ﻋﻠﻰ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺠﻭﺍﻨﺏ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺒﺤﻴﺙ ﻻ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻭﺍﻟﺫﻱ ﻟﻡ ﻴﺘﻡ ﺘﻨﺎﻭﻟﻪ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺘﻘﺘﺼﺭ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻔﺭﺩﻱ‪ ،‬ﺒل ﺘﺘﻌﺩﺍﻩ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻭﻯ‬
‫ﻭﺍﻷﺠﻨﺒﻴﺔ ﺇﻻ ﻨﺎﺩﺭﺍﹰ _ﻋﻠﻰ ﺤﺩ ﻋﻠﻡ ﺍﻟﺒﺎﺤﺙ_‪.‬‬ ‫ﺍﻟﺠﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﺘﻨﻅﻴﻤﻲ‪ .‬ﻭﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﺼﻤﺕ ﺃﻨﻪ ﻴﻌﻴﻕ‬
‫‪ .2‬ﺍﻟﺠﺎﻨﺏ ﺍﻟﻌﻤﻠﻲ ‪:‬‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻁﻭﻴﺭ‪ ،‬ﻭﺍﻟﺘﻐﻴﻴﺭ‪ ،‬ﻭﺍﻻﺒﺘﻜﺎﺭ ﻭﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺒﻁﺭﻕ‬
‫ﻴﻤﻜﻥ ﺍﻥ ﻴﺴﺎﻋﺩ ﺍﻟﺒﺎﺤﺙ ﺍﻟﻤﺴﺌﻭﻟﻴﻥ ﻓﻲ ﺍﻟﺸﺭﻜﺎﺕ ﻤﺤل‬ ‫ﺇﺒﺩﺍﻋﻴﺔ‪ ،‬ﻭﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻠﻰ ﺫﻟﻙ ﻤﻥ ﻋﺩﻡ ﺍﻟﻜﻔﺎﻴﺔ‪ ،‬ﻭﻀﻌﻑ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ ﻟﺩﻴﻬﻡ‬ ‫ﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻅﻴﻤﻲ‪.‬‬
‫ﻭﺍﻵﺜﺎﺭ ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﻨﻭﻋﻴﺔ ﺍﻟﻤﻨﺎﺥ ﻋﻠﻰ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺇﻻ ﺃﻥ ﺍﻟﻭﺍﻗﻊ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻴﻌﺘﻤﺩ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻋﻠﻰ ﻀﺭﻭﺭﺓ‬
‫ﻭﺘﻔﻀﻴل ﺍﻟﺴﻜﻭﺕ ﻭﻋﺩﻡ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺘﺼﺩﻱ‬ ‫ﺍﻹﻓﺼﺎﺡ ﻭﺍﻟﻤﺼﺎﺭﺤﺔ ﺒﻴﻥ ﺍﻟﺭﺅﺴﺎﺀ ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ‪ ،‬ﻭﻓﻰ ﻜﺎﻓﺔ‬
‫ﻟﻠﻤﺸﻜﻼﺕ ﻭﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ‪.‬‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺠﻭﻫﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻻﺩﺍﺭﻴﺔ ﻫﻡ ﺍﻷﻓﺭﺍﺩ‬
‫ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬ ‫ﺍﻟﻌﺎﻤﻠﻭﻥ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﺫﻴﻥ ﻴﺘﻭﺯﻋﻭﻥ ﺒﻴﻥ ﺃﻨﺎﺱ ﻫﺎﺩﺌﻭﻥ ﻻ‬
‫ﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻻﻫﺩﺍﻑ ﺍﻵﺘﻴﺔ‪:‬‬ ‫ﻗﻠﻴﻼ ﻭﻻ ﻴﺘﺫﻤﺭﻭﻥ ﻤﻥ ﺭﺅﺴﺎﺌﻬﻡ ﺃﻭ‬ ‫ﹰ‬ ‫ﻴﺘﻜﻠﻤﻭﻥ ﻋﻥ ﻋﻤﻠﻬﻡ ﺇﻻ‬
‫‪ .1‬ﺍﻟﺘﻌﺭﻑ ﺍﻟﻰ ﺍﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺃﺒﺩﺍ ﺤﺘﻰ ﻟﻭ ﺘﻌﺭﻀﻭﺍ ﻟﻸﺫﻯ ﺃﻭ ﺍﻟﻤﺸﻜﻼﺕ ﻭﻀﻐﻁ‬ ‫ﺯﻤﻼﺌﻬﻡ ﹰ‬
‫ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ‬ ‫ﺍﻟﻌﻤل‪ ،‬ﻭﺃﻓﺭﺍﺩ ﺁﺨﺭﻭﻥ ﻴﺠﺎﺒﻬﻭﻥ ﺇﺩﺍﺭﺍﺘﻬﻡ ﺒﺎﻟﺭﻓﺽ ﻭﺍﻟﺘﺫﻤﺭ‬
‫ﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ ‪.‬‬ ‫ﺭﻓﻀﺎ ﻋﻨﺩ ﻭﻗﻭﻉ ﺃﺨﻁﺎﺀ ﺍﻭ ﻤﺸﻜﻼﺕ ﻓﻲ‬ ‫ﹰ‬ ‫ﻭﻴﺯﺩﺍﺩ ﻤﻭﻗﻔﻬﻡ‬
‫‪ .2‬ﺘﺤﺩﻴﺩ ﺍﻻﺨﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﻴﻥ ﺍﻟﺩﻭﺍﺌﺭ‬ ‫ﺍﻟﻌﻤل‪.‬ﻭﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺃﺤﺩ ﺍﻟﻔﺭﻴﻘﻴﻥ ﻋﻥ ﺍﻵﺨﺭ ﻓﻲ ﺍﻟﻤﻨﺎﺥ‬
‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‪.‬‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ‪ ،‬ﻓﻬل ﻫﻭ ﻤﻨﺎﺥ ﺩﻴﻤﻘﺭﺍﻁﻲ ﺍﻡ‬
‫‪ .3‬ﺃﺜﺭ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﺠﺘﻤﻌﺔ ﻭﻤﻨﻔﺭﺩﺓ ﻋﻠﻰ‬ ‫ﻤﻨﺎﺥ ﺒﻴﺭﻭﻗﺭﺍﻁﻲ ‪.‬‬
‫ﺘﻔﻀﻴل ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪.‬‬ ‫ﻤﻥ ﻫﻨﺎ ﻴﻤﻜﻥ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﺍﺜﺎﺭﺓ‬
‫ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻵﺘﻴﺔ‪:‬‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬
‫ﺘﻌﺯﻯ ﻟﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻟﻭﻅﻴﻔﻴﺔ )ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻌﻤﺭ‪،‬‬ ‫ﺘﻘﻭﻡ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻔﺭﻭﺽ ﻟﺘﺤﻘﻴﻕ ﺍﻫﺩﺍﻑ‬
‫ﺍﻟﺨﺒﺭﺓ ﺍﻟﻭﻅﻴﻔﻴﺔ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﺒﺤﺙ ﻭﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻴﻤﺎ ﻴﺄﺘﻲ‪:‬‬
‫ﻟﻠﻭﻅﻴﻔﺔ(‪.‬‬ ‫‪ .1‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ )‪ (α ≤ 0.05‬ﻓﻲ‬
‫ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﺴﻠﻭﻙ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻠﺼﻤﺕ‬
‫ﺇﻴﺠﺎﺒﻴﺎ ﻜﻤﺎ ﺃﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﹰ‬ ‫ﺍﻹﺒﺩﺍﻋﻲ ﻜﺎﻥ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺠﻬﺔ ﺍﻟﻌﻤل‪.‬‬
‫ﺒﻜﺎﻓﺔ ﺃﺒﻌﺎﺩﻩ ﻤﺠﺘﻤﻌﺔ ﻭﻤﻨﻔﺭﺩﺓ ﻜﺎﻨﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻭﻋﻠﻰ ﺍﻟﺘﺭﺘﻴﺏ‬ ‫‪ .2‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ )‪ (α ≤ 0.05‬ﻓﻲ‬
‫ﺍﻵﺘﻲ ﺤﺴﺏ ﺃﻫﻤﻴﺘﻬﺎ )ﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﺍﻟﺤﻭﺍﻓﺯ‪ ،‬ﺍﺘﺨﺎﺫ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻨﺤﻭ ﺘﻘﻴﻴﻡ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻤل ﺍﻟﻤﺨﺎﻁﺭﺓ ﻭﺍﻟﺘﺩﺭﻴﺏ( ﻜﻤﺎ ﺃﻥ‬ ‫ﻴﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺠﻬﺔ ﺍﻟﻌﻤل‪.‬‬
‫ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ‬ ‫‪ .3‬ﻻ ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭ ﻷﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﺠﺘﻤﻌﺔ)ﺍﻟﻨﻤﻁ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﺠﺘﻤﻌﺔ ﻭﻤﻨﻔﺭﺩﺓ ﻭﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ‪ ،‬ﻜﻤﺎ ﺒﻴﻨـﺕ‬ ‫ﺍﻟﻘﻴﺎﺩﻱ ﻟﻠﺭﺌﻴﺱ ﺍﻟﻤﺒﺎﺸﺭ‪ ،‬ﺨﺼﺎﺌﺹ ﺍﻟﻌﻤل‪ ،‬ﺍﻟﻌﻼﻗﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎﹰ ﻓﻲ ﺍﻟﺴﻠـﻭﻙ‪.‬‬ ‫ﺒﺎﻟﺯﻤﻼﺀ‪ ،‬ﺍﻟﺩﺍﻓﻌﻴﺔ ﻓﻲ ﺍﻟﻌﻤل‪ ،‬ﻜﻔﺎﺀﺓ ﺍﻟﻤﻭﻅﻑ‪،‬‬
‫ﻭﻓﻰ ﺩﺭﺍﺴﺔ ﻟﻠﺴﻜﺭﺍﻥ‪ ٢٠٠٤ ،‬ﺒﻌﻨﻭﺍﻥ " ﺍﻟﻤﻨﺎﺥ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﺭﺒﻁ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ‪ :‬ﺩﺭﺍﺴﺔ ﻤﺴﺤﻴﺔ ﻋﻠﻰ‬ ‫ﺒﺎﻟﻤﻜﺎﻓﺂﺕ( ﻭﻤﻨﻔﺭﺩﺓ ﻋﻠﻰ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ )ﺨﻭﻑ‬
‫ﻗﻁﺎﻉ ﻀﺒﺎﻁ ﻗﻭﺍﺕ ﺍﻷﻤﻥ ﺍﻟﺨﺎﺼﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻟﺭﻴﺎﺽ " ﻋﻥ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ ﺩﺭﺍﺴﺔ ﻤﺴﺤﻴﺔ ﻋﻠﻰ‬ ‫ﺍﻻﺘﺼﺎل‪ ،‬ﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺍﻟﻌﺯﻟﺔ‪ ،‬ﺨﻭﻑ‬
‫ﻀﺒﺎﻁ ﻗﻁﺎﻉ ﺍﻷﻤﻥ ﺍﻟﺨﺎﺼﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻟﺭﻴﺎﺽ ﺒﺎﻟﺴﻌﻭﺩﻴﺔ‪ ".‬ﻫﺩﻓﺕ‬ ‫ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ(‪.‬‬
‫ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﺘﻭﺠﻬﺎﺕ ﻀﺒﺎﻁ ﻗﻁﺎﻉ ﺍﻷﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪:‬‬
‫ﺍﻟﺨﺎﺼﺔ ﻨﺤﻭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ ﻭﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ‬ ‫ﺍﻭﻻﹰ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ‪ ،‬ﻭﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻨﻬﻤﺎ‪،‬‬ ‫ﻭﻜﺎﻥ ﺍﻟﻬﺩﻑ ﻤﻥ ﺩﺭﺍﺴﺔ ﺍﻟﻜﻼﺒﻲ‪ :2010،‬ﺒﻌﻨﻭﺍﻥ ﺒﺎﻟﻤﻨﺎﺥ‬
‫ﻭﺒﺤﺙ ﺃﺜﺭ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ )ﺍﻟﻤﺅﻫل ﺍﻟﻌﻤﻠﻲ‪ ،‬ﺍﻟﻌﻤﺭ‪،‬‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺴﻌﻭﺩﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ"‬
‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﺍﻟﺭﺘﺒﺔ ( ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻘﻁﺎﻉ ﻗﻭﺍﺕ ﺍﻷﻤﻥ ﻋﻠﻰ‬ ‫ﺍﺴﺘﻌﺭﺍﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﻤﻌﻨﻴﺔ ﺒﺄﺩﺒﻴﺎﺕ ﺍﻟﻤﻨﺎﺥ‬
‫ﺘﻭﺠﻬﺎﺘﻬﻡ ﻨﺤﻭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻭﺘﺸﺭﺡ ﺒﺸﻲﺀ ﻤﻥ ﺍﻟﺘﻔﺼﻴل ﻤﺎﻫﻴﺔ ﻫﺫﺍ ﺍﻟﻤﻨﺎﺥ‪،‬‬
‫ﻭﺠﻭﺩ ﺘﻭﺠﻬﺎﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻤﺭﺘﻔﻌﺔ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻨﺤﻭ ﻜل ﻤﻥ‬ ‫ﻭﻤﺤﺩﺩﺍﺘﻪ‪ ،‬ﻭﺘﺄﺜﻴﺭﻩ‪ ،‬ﻭﻜﻴﻔﻴﺔ ﺘﻜﻭﻴﻨﻪ‪ ،‬ﻤﺭﻜﺯﺓ ﻋﻠﻰ ﺍﻟﻤﻨﺎﻗﺸﺎﺕ‬
‫ﻤﺤﻭﺭ )ﺍﻻﺘﺼﺎﻻﺕ‪ ،‬ﻨﻅﻡ ﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﻌﻤل‪ ،‬ﺍﻟﻬﻴﻜل ﺍﻟﺘﻨﻅﻴﻤﻲ (‬ ‫ﺍﻟﻤﻬﻤﺔ ﺍﻟﺨﺎﺼﺔ ﺒﻤﻔﻬﻭﻡ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻤﺴﺘﻭﺍﻩ ﺍﻟﺘﺤﻠﻴﺄﺘﻲ‬
‫ﻭﻭﺠﻭﺩ ﺘﻭﺠﻬﺎﺕ ﻤﺤﺎﻴﺩﺓ ﻨﺤﻭ ﻤﺤﺎﻭﺭ )ﺍﻟﺤﻭﺍﻓﺯ‪ ،‬ﻁﺭﻕ ﺍﺘﺨﺎﺫ‬ ‫ﻭﺘﻤﻴﻴﺯﻩ ﻋﻥ ﺃﻨﻭﺍﻉ ﺍﻟﻤﻨﺎﺥ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﺒﺎﻹﺸﺎﺭﺓ ﻟﻤﺎ ﻴﻤﻜﻥ‬
‫ﺍﻟﻘﺭﺍﺭ‪ ،‬ﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ(‪،‬ﻓﻀﻼ ﻋﻥ ﺍﻟﻌﺩﻴﺩ ﻤﻥ‬ ‫ﺩﺭﺍﺴﺘﻪ ﻭﻓﺤﺼﻪ ﺒﺎﻷﺒﺤﺎﺙ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﻤﻠﻜﺔ‬
‫ﺍﻟﺘﻭﺠﻬﺎﺕ ﻨﺤﻭ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﻔﺎﺩ ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‬
‫ﻤﻥ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﺘﻭﺼل ﺇﻟﻰ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‪.‬‬ ‫ﺒﻴﻨﻤﺎ ﺍﻫﺘﻤﺕ ﺩﺭﺍﺴﺔ ﺍﻟﺯﻏﺒﻲ ﻭﺍﻟﻌﺯﺏ‪ :2005،‬ﻭﺍﻟﺘﻲ ﻜﺎﻥ‬
‫ﻓﻲ ﺤﻴﻥ ﺍﺴﺘﻬﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻟﻘﻁﺎﻤﻨﺔ‪ : ٢٠٠٠ ،‬ﺒﻌﻨﻭﺍﻥ "‬ ‫ﻋﻨﻭﺍﻨﻬﺎ " ﻗﻴﺎﺱ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻷﺜﺭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ‬
‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺃﺜﺭﻩ ﻋﻠﻰ ﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ‪ :‬ﺩﺭﺍﺴﺔ‬ ‫ﺘﺒﻨﻲ ﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ‪ :‬ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﻋﻠﻰ ﺸﺭﻜﺔ ﻜﻬﺭﺒﺎﺀ‬
‫ﻤﻴﺩﺍﻨﻴﺔ ﻟﻠﻤﺸﺭﻓﻴﻥ ﺍﻹﺩﺍﺭﻴﻴﻥ ﻓﻲ ﺍﻟﻭﺯﺍﺭﺍﺕ ﺍﻷﺭﺩﻨﻴﺔ " ﺘﺤﺩﻴﺩ‬ ‫ﻤﺤﺎﻓﻅﺔ ﺇﺭﺒﺩ" ﺒﺘﻘﻴﻴﻡ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ‪ ،‬ﻭﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ( ﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ ﻓﻲ ﺸﺭﻜﺔ ﻜﻬﺭﺒﺎﺀ ﻤﺤﺎﻓﻅﺔ ﺇﺭﺒﺩ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ– ﺍﻻﻨﺘﻤﺎﺀ ‪-‬ﺍﻟﺘﺩﺭﻴﺏ ‪-‬ﺍﻟﺤﻭﺍﻓﺯ ‪-‬ﺍﻟﻤﺨﺎﻁﺭﺓ ‪-‬‬ ‫ﻨﻅﺭ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﻨﺎﺥ‬
‫ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺸﺨﺼﻴﺔ ‪-‬ﺍﻟﻭﻅﻴﻔﺔ‪-‬ﻭﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ ‪.‬ﻜﻤﺎ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ ﻓﻴﻬﺎ ﻭﻤﻌﺭﻓﺔ ﻓﻴﻤﺎ ﻟﻭ ﻜﺎﻥ ﻫﻨﺎﻙ‬
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‫ﺜﺎﻨﻴﺎﹰ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪:‬‬ ‫ﻭﻫﺩﻓﺕ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺩﺭﺠﺔ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ‬
‫ﻓﻲ ﺤﻴﻥ ﺘﻨﺎﻭﻟﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻘﻠﻴﻠﺔ_ﻋﻠﻰ ﺤﺩ ﻋﻠﻡ‬ ‫ﻭﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ ﻟﻠﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ‬
‫ﺍﻟﺒﺎﺤﺙ_ ﻤﻭﻀﻭﻉ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺤﻴﺙ ﺍﺴﺘﻬﺩﻓﺕ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ ﻜﺄﺩﺍﺓ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻤﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺍﻟﺘﻲ ﺒﻠﻐﺕ‬
‫ﺩﺭﺍﺴﺔ)ﺍﻭﺭﻫﺎﻥ‪Orhan et al , 2013: " The (2013 ،‬‬ ‫)‪ ( ٢٥٢‬ﻤﺸﺭﻓﺎ ﺇﺩﺍﺭﻴﺎ‪.‬‬
‫‪Relationship between Organizational Silence‬‬ ‫ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺃﻫﻤﻬﺎ ﺃﻥ‬
‫‪and Organizational Citizenship Behavior: A‬‬ ‫ﺘﺼﻭﺭﺍﺕ ﺍﻟﻤﺸﺭﻓﻴﻥ ﺍﻹﺩﺍﺭﻴﻴﻥ ﻨﺤﻭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺼﻭﺭﺓ‬
‫‪Survey Study in the Province of Erzurum,‬‬ ‫ﻋﺎﻤﺔ ﻜﺎﻨﺕ ﺇﻴﺠﺎﺒﻴﺔ ﺒﺎﺴﺘﺜﻨﺎﺀ ﺍﻟﺤﻭﺍﻓﺯ ﻜﺎﻥ ﺴﻠﺒﻴﺎ‪ ،‬ﻤﺴﺘﻭﻯ‬
‫‪Turkey‬‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ ﻟﺩﻯ ﺍﻟﻤﺸﺭﻓﻴﻥ ﺍﻹﺩﺍﺭﻴﻴﻥ ﻓﻲ ﺍﻟﻭﺯﺍﺭﺍﺕ‬
‫ﻭﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺤﺎﻭل ﺍﻟﺒﺎﺤﺜﻭﻥ ﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬ ‫ﺍﻷﺭﺩﻨﻴﺔ ﻜﺎﻥ ﻋﺎﻟﻴﺎﹰ‪ ،‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ‬
‫ﻨﻅﺭﺍ ﻟﻭﺠﻭﺩ‬
‫ﹰ‬ ‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭ ﺴﻠﻭﻙ ﺍﻟﻤﻭﺍﻁﻨﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪.‬‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ ﻭﺃﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ )ﻤﺭﻜﺯﻴﺔ ﺍﻟﻘﺭﺍﺭﺍﺕ‪،‬‬
‫ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺘﻬﺩﻴﺩﺍﺕ ﻟﻠﻤﻨﻅﻤﺎﺕ ﻓﻲ ﻅل ﺒﻴﺌﺔ ﺍﻷﻋﻤﺎل ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‬ ‫ﺍﻻﻨﺘﻤﺎﺀ‪ ،‬ﺍﻟﻤﺨﺎﻁﺭﺓ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ‪ ،‬ﺍﻟﺤﻭﺍﻑ(‪ ،‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺫﺍﺕ‬
‫‪ .‬ﻭﺤﺘﻰ ﺘﺴﺘﻁﻴﻊ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﺒﻘﺎﺀ ﻋﻠﻰ ﻗﻴﺩ ﺍﻟﺤﻴﺎﺓ ﻟﻔﺘﺭﺓ‬ ‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ ﻭﺍﻟﻌﻤﺭ‪ ،‬ﻭﺃﻨﻪ ﻻ ﻴﻭﺠﺩ‬
‫ﺃﻁﻭل‪ ،‬ﻴﺘﻌﻴﻥ ﻋﻠﻴﻬﺎ ﺃﻥ ﺘﺴﺘﺨﺩﻡ ﻤﻭﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺭﻴﺔ ﻭﺨﺎﺼﺔ‬ ‫ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺴﻠﻭﻙ ﻭﺍﻹﺒﺩﺍﻉ ﻭﻜل ﻤﻥ ﺍﻟﺠﻨﺱ‪ ،‬ﻭﺍﻟﻤﺅﻫل‬
‫ﻋﺩﻡ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ‬ ‫ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺍﻟﺨﺒﺭﺓ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻟﻠﻤﻭﻅﻔﻴﻥ‪.‬‬
‫ﻋﻼﻗﺔ ﻗﻭﻴﺔ ﻭﺴﻠﺒﻴﺔ ﺒﻴﻥ ﻨﻅﺎﻡ ﺍﻟﺘﺸﻐﻴل ﻭﺍﻟﻤﻭﺍﻁﻨﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪،‬‬ ‫ﻭﻗﺎﻡ ﺍﻟﻘﺭﻴﻭﺘﻲ‪ ": ١٩٩٤ ،‬ﻭﺍﻟﺘﻲ ﻜﺎﻨﺕ ﺒﻌﻨﻭﺍﻥ "ﺍﻟﻤﻨﺎﺥ‬
‫ﻭﻫﺫﺍ ﻴﻌﻨﻲ‪ ،‬ﺇﺫﺍ ﻟﻡ ﻴﺴﻤﺢ ﻟﻠﻤﻭﻅﻔﻴﻥ ﺒﺎﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺃﻓﻜﺎﺭﻫﻡ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ‬
‫ﺴﻠﺒﺎ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺴﻠﻭﻙ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻌﻤل ﺍﻟﺘﻨﻅﻴﻤﻲ ﻴﺅﺜﺭ ﺫﻟﻙ ﹰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ – ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ" ﺒﺩﺭﺍﺴﺔ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺘﻘﻴﻴﻡ‬
‫ﺍﻟﻤﻭﺍﻁﻨﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﻭﺒﺎﻵﺘﻲ‪ ،‬ﻴﻔﻘﺩ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺠﺩﻴﺩﺓ‪،‬‬ ‫ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻟﻠﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﺤﻠﻭل ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟﻭﺍﺠﺒﺎﺕ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﻤﻌﺘﺎﺩﺓ ﻭﺍﻟﺘﻲ‬ ‫ﻓﻴﻬﺎ‪ ،‬ﻓﺄﻅﻬﺭﺕ ﻨﺘﺎﺌﺠﻬﺎ ﺘﺩﻨﻲ ﺘﻘﻴﻴﻤﻬﻡ ﻟﻠﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ‬
‫ﻗﺩ ﺘﻜﻭﻥ ﻤﻔﻴﺩﺓ ﺠﺩﺍ ﻟﻠﻤﻨﻅﻤﺔ‪ .‬ﻭﺃﻭﺼﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺄﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫ﻴﺠﺏ ﻋﻠﻴﻬﺎ ﺩﻋﻡ ﻭﺘﻬﻴﺌﺔ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺫﻱ ﻴﺠﻌل‬ ‫ﺃﻤﺎ ﺩﺭﺍﺴﺔ ﺍﻟﺩﻗﺱ ﻭﻋﻠﻴﺎﻥ ‪ ١٩٩١ :‬ﻭﺍﻟﺘﻲ ﻜﺎﻨﺕ ﺒﻌﻨﻭﺍﻥ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺍﻟﺘﺤﺩﺙ ﺩﻭﻥ ﺨﻭﻑ‪.‬‬ ‫"ﺘﻘﻴﻴﻡ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻟﺸﺭﻜﺔ ﻤﻨﺎﺠﻡ ﺍﻟﻔﻭﺴﻔﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ‪،‬‬
‫ﺒﻴﻨﻤﺎ ﺩﺭﺍﺴﺔ)ﻓﺎﺒﺭ ﻭﺁﺨﺭﻭﻥ( "‪Jaber et al,2013:‬‬ ‫ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﻓﻲ ﻤﻨﺠﻡ ﺍﻟﺤﺴﺎ"‪ ،‬ﻤﺠﻠﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ‬
‫‪Illuminating employees’ organizational‬‬ ‫ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻓﺄﺸﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺸﺭﻜﺔ ﻤﻨﺎﺠﻡ‬
‫‪ silence‬ﺘﺭﻯ ﺃﻥ ﺭﺃﺱ ﺍﻟﻤﺎل ﺍﻟﺒﺸﺭﻱ ﻫﻭ ﺍﻟﻤﺼﺩﺭ‬ ‫ﺍﻟﻔﻭﺴﻔﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ ﺠﺎﺀ ﻓﻲ ﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ‪ ،‬ﻭﺃﻥ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ‬
‫ﺍﻟﺭﺌﻴﺴﻲ ﻟﺘﻭﻟﻴﺩ ﺍﻟﻤﻌﺭﻓﺔ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﻤﻴﺯﺓ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﻴﺭﻏﺒﻭﻥ ﻓﻲ ﻤﻨﺎﺥ ﺃﻓﻀل ‪.‬‬
‫ﺘﻨﺎﻓﺴﻴﺔ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﻟﻠﻤﻨﻅﻤﺔ‪ ،‬ﻭﻴﺭﻯ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺃﻥ ﺩﻓﻊ ﺍﻟﻤﺩﻴﺭﻴﻥ‬ ‫ﺒﻴﻨﻤﺎ ﺩﺭﺍﺴﺔ ﻋﻜﺎﺸﺔ ‪ " ١٩٨٩ :‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ‬
‫ﻟﻠﻤﺯﻴﺩ ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ ﻟﻬﺫﻩ ﺍﻟﻌﺎﺼﻤﺔ )ﻗﻡ(‪ ،‬ﻭﺃﻨﻬﺎ ﺴﺘﻜﻭﻥ ﻗﺎﺩﺭﺓ‬ ‫ﻜﻠﻴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﻓﻲ ﺍﻷﺭﺩﻥ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﻋﻠﻰ ﻗﻴﺎﺩﺓ ﻤﻨﻅﻤﺎﺘﻬﺎ‪ ،‬ﻋﻠﻰ ﻨﺤﻭ ﺃﻜﺜﺭ ﻓﻌﺎﻟﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﺴﺘﻭﺠﺏ‬ ‫ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ"‪،‬ﺍﻟﺘﻲ ﺃﻅﻬﺭﺕ ﺃﻥ ﺍﻟﻤﻨﺎﺥ‬
‫ﺍﻟﺒﺤﺙ ﻋﻥ ﺁﺭﺍﺀ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻭﻤﻭﻅﻔﻴﻬﻡ ﻓﻲ ﺴﻴﺎﺴﺎﺕ ﻭﺨﻁﻁ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﻜﻠﻴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﺭﺩﻨﻴﺔ ﻫﻭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﻤﻔﺘﻭﺡ ﻓﻲ‬
‫ﻭﺘﻌﻠﻡ ﻜﻴﻔﻴﺔ ﺘﺸﻐﻴل ﺍﻟﻤﻨﻅﻤﺔ ﻭﻤﻭﺍﺠﻬﺔ ﺍﻟﺘﺤﺩﻴﺎﺕ‬ ‫ﹸ‬ ‫ﺍﻟﻤﻨﻅﻤﺔ‪،‬‬ ‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﻤﻐﻠﻕ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺤﻜﻭﻤﻴﺔ‪ ،‬ﻭﺃﻥ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ .‬ﻤﻤﺎ ﻴﻨﺒﻐﻲ ﻤﻌﻪ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺭﻓﺔ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ‬ ‫ﻓﺭﻭﻗﺎ ﺩﺍﻟﺔ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺘﻌﺯﺍ ﻟﻨﻤﻁ ﺍﻟﻤﻨﺎﺥ‬‫ﹰ‬ ‫ﻫﻨﺎﻙ‬
‫ﺘﺤﺴﻴﻥ ﻨﻭﻋﻴﺔ ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﻜﻤﺎ ﻴﻨﺒﻐﻲ ﺘﺸﺠﻴﻌﻬﻡ ﻋﻠﻰ ﺘﺒﺎﺩل‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﻜﻠﻴﺔ ﻭﺫﻟﻙ ﻟﺼﺎﻟﺢ ﺍﻟﻜﻠﻴﺎﺕ ﺫﺍﺕ ﺍﻟﻨﻤﻁ ﺍﻟﻤﻔﺘﻭﺡ‪،‬‬
‫ﺃﻓﻜﺎﺭﻫﻡ ﻭﺤﻤﺎﻴﺘﻬﻡ ﻤﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ .‬ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬ ‫ﺤﻴﺙ ﻜﺎﻥ ﻋﺎﻤﻠﻭﻫﺎ ﺃﻜﺜﺭ ﺭﻀﺎ ﻤﻥ ﺯﻤﻼﺌﻬﻡ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ‬
‫ﺒﺄﻫﻤﻴﺔ ﺍﻟﺼﻭﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺍﻷﺨﺭﻯ‪.‬‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻭﺍﻨﺨﻔﺎﺽ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻻﻟﺘﺯﺍﻡ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ .‬ﻭﻴﻬﺩﻑ‬ ‫ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﻤﺨﺘﺎﺭﺓ ﻓﻲ ﺍﻟﻤﺤﺎﻓﻅﺔ ﺭﻗﻡ )‪) (13‬ﻗﻡ(‬
‫ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺇﻟﻰ ﺸﺭﺡ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﻭﺍﺤﺩﺓ ﻤﻥ ﺃﻜﺒﺭ ﺍﻟﻤﺤﺎﻓﻅﺎﺕ ﺍﻹﻴﺭﺍﻨﻴﺔ‪ .‬ﻭﺘﺸﻴﺭ‬
‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻻﻟﺘﺯﺍﻡ ﺒﻴﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻭﻡ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﻤﺨﺘﺎﺭﺓ ﻓﻲ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺘﻲ ﺘﻡ ﺘﻘﺴﻴﻤﻬﺎ ﺇﻟﻰ ﻓﺌﺘﻴﻥ ﻤﻥ ﺃﺴﺎﺘﺫﺓ‬ ‫)ﻗﻡ( ﻟﻴﺴﺕ ﻓﻲ ﺍﻟﻭﻀﻊ ﺍﻟﻤﺜﺎﻟﻲ‪ ،‬ﻭﻴﻨﺒﻐﻲ ﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ‬
‫ﻭﻤﻭﻅﻔﻴﻥ‪ ،‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺘﺤﻠﻴل ﺍﻻﺭﺘﺒﺎﻁ‪ ،‬ﻭﻗﺩ ﺤﺎﻭل ﺫﻟﻙ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺤﺎﻟﻲ ‪ .‬ﻭﺒﺎﻟﻤﺜل ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻨﻪ ﻻ ﻴﻭﺠﺩ ﻓﺭﻕ‬
‫ﻟﺸﺭﺡ ﺒﺤﺙ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﻤﻥ ﺨﻼل ﺍﺨﺘﺒﺎﺭ ﻤﺴﺘﻘﻠﺔ ‪T‬‬ ‫ﻜﺒﻴﺭ ﺒﻴﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﻤﺨﺘﺎﺭﺓ )ﻗﻡ( ﻤﻥ‬
‫ﻟﻌﻴﻨﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ‪ ،‬ﻭﻗﺩ ﺘﻭﺼل ﺍﻟﺒﺤﺙ ﺇﻟﻰ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ‪،‬‬ ‫ﺤﻴﺙ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ ‪.‬‬
‫ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﻨﺎﺥ ﻭﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪،‬‬ ‫ﺇﻻ ﺃﻥ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ)ﻓﺎﺭﻤﺭﺯ ﻭﺁﺨﺭﻭﻥ( ‪Faramarz‬‬
‫ﻭﺴﻠﻭﻙ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻟﺩﻯ ﺍﻟﻤﻭﻅﻑ ﻭﺒﻴﻥ ﺍﻻﻟﺘﺯﺍﻡ‬ ‫‪et al ,2013:" Burnout; Explaining the Role‬‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ‪ .‬ﻭﻗﺩ ﺍﺘﻀﺢ ﺃﻥ ﺍﻻﻟﺘﺯﺍﻡ ﺍﻗﻭﻯ ﻟﺩﻯ ﺍﻷﺴﺎﺘﺫﺓ ﻋﻥ‬ ‫‪of Organizational Silence and Its Influence:‬‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ‪ ،‬ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻟﺘﻤﺎﻴﺯ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﻓﻘﺩ‬ ‫‪Case‬‬ ‫‪study:‬‬ ‫‪Selected‬‬ ‫‪Executive‬‬
‫ﺍﺘﻀﺢ ﺃﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺃﻗﻭﻯ ﻟﺩﻯ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻭﻤﺴﺘﻭﻯ‬ ‫"‪ Organizations of Qom Province‬ﺭﻜﺯﺕ ﻋﻠﻰ‬
‫ﺍﻻﻟﺘﺯﺍﻡ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺃﻋﻠﻰ ﻟﺩﻯ ﺍﻷﺴﺎﺘﺫﺓ‪.‬‬ ‫ﺘﻌﺯﻴﺯ ﺍﻟﺼﻭﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻟﻠﻤﻭﻅﻔﻴﻥ ﻭﺘﻌﻠﻴﻘﺎﺘﻬﻡ ﺤﻭل ﺍﻟﻘﻀﺎﻴﺎ‬
‫ﺍﷲ‬ ‫)ﺠﻭﺩﺭﺍﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﻻﺒﺩ ﻭﺃﻥ ﺘﻜﻭﻥ ﺃﺤﺩ ﺍﻫﺘﻤﺎﻤﺎﺕ ﻤﺩﻴﺭﻱ‬
‫‪Ghodratollah‬‬ ‫‪et‬‬ ‫‪al,2012:‬‬ ‫ﻭﺁﺨﺭﻭﻥ( "‪,‬‬ ‫ﺍﻟﻤﻨﻅﻤﺎﺕ‪ .‬ﻤﻥ ﺨﻼل ﺘﻌﺯﻴﺯ ﺍﻟﺼﻭﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻟﺤﺩ ﻤﻥ‬
‫‪Organizational Silence :Basic Concepts and‬‬ ‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻭﺫﻟﻙ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻘﻠﻴل ﺍﻻﺤﺘﺭﺍﻕ‬
‫‪ Factors" Its Development‬ﺍﻷﺴﺒﺎﺏ ﺍﻟﻘﻭﻴﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻭﺘﺤﺴﻴﻥ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﺍﻻﻟﺘﺯﺍﻡ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ .‬ﻭﻓﻘﺎ‬
‫ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﺘﻲ ﺘﺴﺒﺏ ﺤﺠﺏ ﻜﻡ ﻜﺒﻴﺭ ﻤﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل‬ ‫ﻟﺫﻟﻙ ﻓﺈﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺸﺭﺤﺕ ﺩﻭﺭ ﻭﺘﺄﺜﻴﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻟﻤﺸﺎﻜل ﺍﻟﻤﺤﺘﻤﻠﺔ ﺃﻭ ﺍﻟﻘﻀﺎﻴﺎ ﻤﻥ ﻗﺒل ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻟﻌﺩﻴﺩ ﻤﻥ‬ ‫ﻋﻠﻰ ﺘﺸﻜﻴل ﺍﻻﺤﺘﺭﺍﻕ ﺍﻟﻭﻅﻴﻔﻲ‪ .‬ﻭﻗﺩ ﺘﻡ ﺘﻁﺒﻴﻕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻤﻨﻅﻤﺎﺕ ﻭﻫﻭ ﻤﺎ ﻴﺴﻤﻰ ﺒﺎﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ .‬ﻭﻗﺩ ﺍﺴﺘﻬﺩﻓﺕ‬ ‫ﻓﻲ ﺒﻌﺽ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﺘﻨﻔﻴﺫﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ )ﻗﻡ(‪ .‬ﻭﻗﺩ ﺘﻡ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻜﺜﺭ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻠﺼﻤﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﺒﻴﺎﻥ ﻟﻘﻴﺎﺱ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻻﺤﺘﺭﺍﻕ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻓﻘﺎﹰ ﻟﻨﻤﻭﺫﺝ )‪ (Morrison & Milliken‬ﺍﻟﻠﺫﻴﻥ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﻴﻌﺭﻓﺎﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻅﺎﻫﺭﺓ "ﺠﻤﺎﻋﻴﺔ" ﻭﻟﻘﺩ ﺘﻡ‬ ‫ﺃﻫﻤﻬﺎ‪ ،‬ﺃﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻴﻔﺴﺭ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺍﻻﺤﺘﺭﺍﻕ‬
‫ﺘﻨﻅﻴﻡ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﺘﺤﺕ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺘﺤﻠﻴل ﻭﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﺒﺎﻵﺘﻲ ﻴﻤﻜﻥ ﺍﻟﻘﻭل ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﻭﻗﻭﻴﺔ‬
‫ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﺘﺘﻤﺜل ﻓﻲ ﺨﺼﺎﺌﺹ ﻓﺭﻴﻕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‬ ‫ﺒﻴﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻻﺤﺘﺭﺍﻕ ﺍﻟﻭﻅﻴﻔﻲ‪ .‬ﻭﺃﻴﻀﺎ ﻫﻨﺎﻙ‬
‫ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ‪ ،‬ﺘﺄﺜﻴﺭ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ‪،‬‬ ‫ﻋﻼﻗﺔ ﻤﺒﺎﺸﺭﺓ ﻭﺫﺍﺕ ﻤﻐﺯﻯ ﺒﻴﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺘﺒﻠﺩ‬
‫ﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺍﻟﻬﻴﺎﻜل ﻭﺍﻟﺴﻴﺎﺴﺎﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﺨﻭﻑ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻹﺠﻬﺎﺩ ﺍﻟﻌﺎﻁﻔﻲ ‪ .‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﺍﻟﻤﺩﻴﺭﻴﻥ 'ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻻﺨﺘﻼﻓﺎﺕ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ‪.‬‬ ‫ﺃﻅﻬﺭﺕ ﻋﺩﻡ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻨﺨﻔﺎﺽ‬
‫ﺒﻴﻨﻤﺎ ﺴﻌﺕ ﺩﺭﺍﺴﺔ )ﺍﻟﺤﻴﺎﻟﻲ‪ : (2012:‬ﻭﺍﻟﺘﻲ ﻜﺎﻨﺕ‬ ‫ﺍﻹﻨﺠﺎﺯ ﺍﻟﺸﺨﺼﻲ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ‪.‬‬
‫ﺒﻌﻨﻭﺍﻥ" ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻨﻔﺦ ﺍﻟﺼﺎﻓﺭﺓ ﻭﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺩﺭﺍﺴﺔ‬ ‫ﺒﻴﻨﻤﺎ ﺘﻨﺎﻭﻟﺕ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ)ﺸﺎﻫﺭ ﻭﺁﺨﺭﻭﻥ( ‪Sahar‬‬
‫ﺘﺤﻠﻴﺄﺘﻴﺔ ﻵﺭﺍﺀ ﻋﻴﻨﺔ ﻤﻥ ﻤﻭﻅﻔﻲ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل" ﺘﻭﻀﻴﺢ‬ ‫‪et al ,2013:" Study on Relationship Between‬‬
‫ﻤﻔﺎﻫﻴﻡ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻨﻔﺦ ﺍﻟﺼﺎﻓﺭﺓ‪ .‬ﻟﻠﻤﻨﻅﻤﺔ ﺍﻟﻤﺒﺤﻭﺜﺔ‪،‬‬ ‫‪Organizational Silence and Commitment in‬‬
‫ﺘﺤﺩﻴﺩ ﻤﺯﺍﻴﺎ ﻭﻋﻴﻭﺏ ﻜﻼ ﺤﺎﻟﺘﻲ)ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻨﻔﺦ‬ ‫"‪ Iran‬ﺃﻫﻤﻴﺔ ﻗﺭﺍﺭ ﺤﺠﺏ ﺁﺭﺍﺀ ﻤﻭﻅﻔﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺤﻴﺙ ﻴﺅﺩﻱ‬
‫ﺍﻟﺼﺎﻓﺭﺓ(‪ ،‬ﻤﻌﺭﻓﺔ ﺁﺭﺍﺀ ﺍﻟﻤﺩﺭﺍﺀ ﻓﻲ ﺍﻟﻌﻤل ﻤﻊ ﻨﺎﻓﺨﻲ‬ ‫ﺇﻟﻰ ﺨﻠﻕ ﻅﺎﻫﺭﺓ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ‪ .‬ﻭﺃﻥ ﺘﻨﺎﻤﻲ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ‬
‫ﺍﻟﺼﺎﻓﺭﺓ‪ ،‬ﻭﺃﺨﻴﺭﺍ ﺒﻴﺎﻥ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﻴﺅﺩﻱ ﺇﻟﻰ ﺼﻌﻭﺒﺎﺕ ﻤﺜل ﺯﻴﺎﺩﺓ ﻓﻲ ﻤﺴﺘﻭﻯ ﻋﺩﻡ ﺍﻟﺭﻀﺎ‬
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‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ(‪.‬‬ ‫ﻭﻨﻔﺦ ﺍﻟﺼﺎﻓﺭﺓ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻤﺒﺤﻭﺜﺔ‪.‬‬

‫ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﻗﺎﻡ ﺒﻬﺎ) ﻫﺎﻭﻨﺞ ﻭﺁﺨﺭﻭﻥ‪:(2005 ،‬‬ ‫ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﺩﺭﺠﺔ ﻤﻥ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ‬
‫‪Huang, et al,2005" Breaking the Silence‬‬ ‫ﻨﻔﺦ ﺍﻟﺼﺎﻓﺭﺓ ﻭﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻟﻘﻴﺎﺩﺓ‬
‫‪Culture: Stimulation of Participation and‬‬ ‫ﺍﻹﺩﺍﺭﻴﺔ ﺘﺘﺄﺜﺭ ﺒﺎﻟﻘﻭﺍﻨﻴﻥ ﻭﺍﻷﻨﻅﻤﺔ ﺍﻟﺴﺎﺌﺩﺓ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ‪ ،‬ﻭﺘﺒﺘﻌﺩ‬
‫‪Employee Opinion Withholding Cross-‬‬ ‫ﻋﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻹﺩﺍﺭﺓ ﺒﺎﻟﻤﺸﺎﺭﻜﺔ‪ .‬ﻜﻤﺎ ﺘﺒﻴﻥ ﺍﻴﻀﺎﹰ ﻭﺠﻭﺩ‬
‫‪nationally‬‬ ‫ﻗﺩﺭﺓ ﻟﺩﻯ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻴﺔ ﻋﻠﻰ ﺍﺤﺘﻭﺍﺀ ﺒﻌﺽ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺘﻲ‬
‫ﻭﺍﻟﺘﻲ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻗﻴﻡ ﺍﻟﻤﻭﺍﻁﻨﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪،‬‬ ‫ﺘﻭﺍﺠﻬﻬﻡ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻟﻌﻤل‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﻔﺴﺭ ﻭﺠﻭﺩ ﺩﺭﺠﺔ ﻤﻥ‬
‫ﻭﺴﻴﺎﺴﺎﺕ ﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﻭﻤﺸﺎﺭﻜﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺘﺨﻔﻴﻑ ﺤﺩﺓ‬ ‫ﺍﻟﻤﺭﻭﻨﺔ ﻟﺩﻯ ﺘﻠﻙ ﺍﻟﻘﻴﺎﺩﺓ ﻓﻲ ﻤﺴﺄﻟﺔ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﻭﺍﻗﻑ ﻭﺒﺎﻵﺘﻲ‬
‫ﺍﻟﺼﻤﺕ‪ ،‬ﺤﻴﺙ ﺠﻤﻌﺕ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (421‬ﻭﺤﺩﺓ‬ ‫ﺍﺤﺘﻭﺍﺌﻬﺎ‪ ،‬ﻭﻴﻭﺠﺩ ﺘﺒﺎﻴﻥ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻓﻲ ﻨﻔﺨﻬﻡ‬
‫ﺇﺩﺍﺭﻴﺔ ﻓﻲ )‪ (24‬ﺩﻭﻟﺔ ﻟﺩﻯ ﺸﺭﻜﺎﺕ ﻓﻴﻬﺎ ﻋﺎﻤﻠﻴﻥ ﻤﻥ ﺠﻨﺴﻴﺎﺕ‬ ‫ﺘﺒﻌﺎ ﻟﻁﺒﻴﻌﺔ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﻤﻠﻘﺎﺓ ﻋﻠﻰ ﻋﺎﺘﻘﻬﻡ‪ ،‬ﻜﻤﺎ‬ ‫ﻟﻠﺼﺎﻓﺭﺓ ﹰ‬
‫ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻨﺎﺥ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻴﺸﺠﻊ‬ ‫ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﺄﺜﺭ ﻨﺎﻓﺨﻭ ﺍﻟﺼﺎﻓﺭﺓ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻠﻰ ﺇﺒﺩﺍﺀ ﺁﺭﺍﺌﻬﻡ ﻭﺍﻟﺫﻱ ﻴﺅﺩﻱ ﺒﺩﻭﺭﺓ ﺇﻟﻰ ﻜﺴﺭ‬ ‫ﺘﻨﻅﻴﻤﻴﺎ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ‪.‬‬
‫ﹰ‬ ‫ﺒﺎﻟﺼﺎﻤﺘﻴﻥ‬
‫ﺤﺎﺠﺯ ﺍﻟﺼﻤﺕ‬ ‫ﻓﻲ ﺩﺭﺍﺴﺔ ﻗﺎﻡ ﺒﻬﺎ )ﺍﻟﺨﺘﺘﺎﻨﺔ‪ :(2009 ،‬ﻭﺍﻟﺘﻲ ﻜﺎﻨﺕ ﺘﺤﺕ‬
‫ﻭﺠﺎﺀﺕ )ﺩﺭﺍﺴﺔ ﺍﻟﻔﺎﻋﻭﺭﻱ‪ : (2004،‬ﻭﺍﻟﺘﻲ ﻜﺎﻨﺕ‬ ‫ﻋﻨﻭﺍﻥ " ﺃﺜﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻋﻠﻰ ﺍﻟﺜﻘﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻟﺩﻯ‬
‫ﺒﻌﻨﻭﺍﻥ " ﺃﺜﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺼﻨﻊ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﻌﺎﻤﺔ ﺍﻷﺭﺩﻨﻴﺔ" ﻭﺍﻟﺘﻲ ﻜﺎﻨﺕ ﺘﻬﺩﻑ‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ" ﻤﺴﺘﻬﺩﻓﺔ ﺩﺭﺍﺴﺔ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻋﻠﻰ ﺍﻟﺜﻘﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‬
‫ﻭﺃﺜﺭﻩ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺼﻨﻊ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪،‬‬ ‫ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﻌﺎﻤﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻨﺘﺎﺌﺞ ﻜﺎﻥ ﻤﻥ ﺃﻫﻤﻬﺎ‪ :‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﻜﺎﻥ ﺃﺒﺭﺯﻫﺎ‪ ،‬ﺃﻥ ﺃﺒﻌﺎﺩ‬
‫ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺼﻨﻊ ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻓﻘﺎﹰ ﻟﺘﺼﻭﺭﺍﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻜﺎﻨﺕ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﻭﺍﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺫﺍﺕ ﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ‪،‬ﺃﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺜﻘﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﻓﻘﺎﹰ ﻟﺘﺼﻭﺭﺍﺕ‬
‫ﻟﻠﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺫﺍﺕ ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ‪ ،‬ﻭﺠﻭﺩ ﺃﺜﺭ ﻷﺒﻌﺎﺩ‬
‫)ﺍﻟﻌﻤﺭ‪ ،‬ﺍﻟﺨﺒﺭﺓ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ( ﻭﺍﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ‬ ‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺜﻘﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﻭﺃﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺼﻤﺕ‬
‫ﺩﻻﻟﻪ ﺇﺤﺼﺎﺌﻴﺔ ﻟﻠﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺘﻌﺯﻯ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﺘﻔﺴﺭ)‪ (%56.9‬ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﺒ‪‬ﻌﺩ)ﺍﻟﺜﻘﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ(‪.‬‬
‫ﻟﻤﺘﻐﻴﺭﺍﺕ)ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻤﺴﻤﻰ ﺍﻟﻭﻅﻴﻔﻲ( ﻭﺘﻭﺼﻲ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻴﻨﻤﺎ ﻜﺎﻥ ﺍﻟﻬﺩﻑ ﻤﻥ ﺩﺭﺍﺴﺔ )ﺍﻟﻤﺠﺎﻟﻲ‪ :(2007 ،‬ﺒﻌﻨﻭﺍﻥ‬
‫ﺒﻀﺭﻭﺭﺓ ﺇﺸﺭﺍﻙ ﺍﻟﻤﺩﻴﺭﻴﻥ ﺒﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﻭﺇﻴﺠﺎﺩ ﺴﻴﺎﺴﺎﺕ‬ ‫"ﺃﺜﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﻋﻤﻠﻴﺔ ﺼﻨﻊ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺩﺭﺍﺴﺔ‬
‫ﺘﺤﻔﻴﺯﻴﺔ ﺘﺨﻔﻑ ﻤﻥ ﺤﺩﻩ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ‪.‬‬ ‫ﻤﻴﺩﺍﻨﻴﺔ ﺘﺤﻠﻴﺄﺘﻴﺔ ﻟﻠﻤﺅﺴﺴﺎﺕ ﺍﻟﻌﺎﻤﺔ ﺍﻷﺭﺩﻨﻴﺔ" ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﺃﻤﺎ ﺩﺭﺍﺴﺔ )ﻤﻭﺭﻴﺴﻭﻥ ﻭﻤﻴﻠﻜﺎﻥ‪Morrison (2000 ،‬‬ ‫ﺃﺜﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﻋﻤﻠﻴﺔ ﺼﻨﻊ ﺍﻟﻘﺭﺍﺭ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ‬
‫‪and Milliken,(2000) " Organizational‬‬ ‫ﺍﻟﻌﺎﻤﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺇﻥ ﺘﺼﻭﺭﺍﺕ‬
‫‪Silence: A Barrier to Change and‬‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﻌﺎﻤﺔ ﻷﺒﻌﺎﺩ ﺍﻟﺼﻤﺕ ﺠﺎﺀﺕ ﺒﺩﺭﺠﺔ‬
‫‪ Development in A Pluralistic World‬ﺍﺴﺘﻬﺩﻓﺕ‬ ‫ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻭﺍﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺃﺒﻌﺎﺩ‬
‫ﺘﻭﻀﻴﺢ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﻴﺘﻁﻭﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﻥ ﺨﻼﻟﻬﺎ‬ ‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺃﺒﻌﺎﺩ ﻋﻤﻠﻴﺔ ﺼﻨﻊ ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﻭﻜﺫﻟﻙ ﻫﻨﺎﻙ‬
‫ﺩﺍﺨل ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺘﻨﻅﻴﻤﺎﺕ‪ ،‬ﻭﻨﺎﻗﺸﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻌﺽ ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﺜﺭ ﻷﺒﻌﺎﺩ ﺍﻟﺼﻤﺕ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﻌﺎﻤﺔ ﻓﻲ ﺃﺒﻌﺎﺩ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻭﺒﺨﺎﺼﺔ ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻘﺩﺭﻩ ﺍﻟﻤﻨﻅﻤﺔ‬ ‫ﺼﻨﻊ ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﻜﻤﺎ ﺍﺘﻀﺢ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﻋﻠﻰ ﺍﻟﺘﻐﻴﺭ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺘﻨﻅﻴﻤﻲ‪.‬‬ ‫ﻓﻲ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ )‬
‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺩﺭﺍﺴﺔ‪:‬‬ ‫ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻌﻤﺭ ﻭﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻭﺍﻟﺤﺎﻟﺔ‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﻭﺍﻟﺘﺨﻠﻲ ﻋﻥ ﺍﻟﻤﺜﺎﻟﻴﺎﺕ ﻭﺯﻴﺎﺩﺓ ﺍﻟﺴﻠﺒﻴﺔ ﻭﻟﻭﻡ ﺍﻵﺨﺭﻴﻥ ﻓﻲ ﺤﺎﻟﺔ‬ ‫ﻴﺭﻯ ﺍﻟﻜﺜﻴﺭﻭﻥ ﻤﺜل ) ‪ ( Morrison, 2000‬ﺃﻥ ﺍﻟﺼﻤﺕ‬
‫ﺍﻟﻔﺸل ﻭﻗﻠﺔ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻭﻨﻘﺹ ﻓﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﻭﻜﺜﺭﺓ ﺍﻟﺘﻐﻴﺏ ﻋﻥ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ) ‪ ( organizational silence‬ﻴﺅﺜﺭ ﻓﻲ ﺍﻟﺘﻐﻴﻴﺭ‬
‫ﺍﻟﻌﻤل ﻭﻋﺩﻡ ﺍﻻﺴﺘﻘﺭﺍﺭ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻴﺭﻯ )ﺍﻟﻤﻁﺭﻓﻲ‪،‬‬ ‫ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺘﻨﻅﻴﻤﻲ ; ﺇﺫ ﺇﻥ ﻫﻨﺎﻙ ﻗﻭﻯ ﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻟﻜﺜﻴﺭ ﻤﻥ‬
‫‪ (2005‬ﺃﻥ ﺍﻟﻤﻭﻅﻑ ﻴﺴﺘﻤﺭ ﻓﻲ ﺘﻜﻭﻴﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ‬ ‫ﺍﻟﻤﻨﻅﻤﺎﺕ ﺘﺴﺒﺏ ﻤﻨﻊ ﺍﻨﺘﺸﺎﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻟﻘﻀﺎﻴﺎ‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﻭﻗﺩ ﻴﺘﺭﺍﺀﻯ ﻟﻪ ﺃﻥ ﻜل ﻤﺎ ﻴﻌﺎﻨﻴﻪ ﻤﻥ ﻤﺸﺎﻜل‬ ‫ﻭﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﺤﺘﻤﻠﺔ ﻭﻴﺸﺎﺭ ﺇﻟﻰ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﺒﺎﻟﺼﻤﺕ‬
‫ﻭﺼﻌﻭﺒﺎﺕ ﺇﻨﻤﺎ ﺘﺴﺒﺒﻬﺎ ﻟﻪ ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻭﻴﺼﺒﺢ ﺍﻟﻤﻭﻅﻑ ﻨﺘﻴﺠﺔ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻟﻌل ﻫﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ ﻟﻡ ﻴﻠﻕ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺒﺤﺜﻲ ﺍﻟﺩﻗﻴﻕ‬
‫ﻭﻤﺸﻐﻭﻻ ﺒﺎﻟﻤﺸﺎﻜل ﻭﺍﻟﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻲ ﻴﻌﺯﻭﻫﺎ‬
‫ﹰ‬ ‫ﻤﻬﻤﻭﻤﺎ‬
‫ﹰ‬ ‫ﺫﻟﻙ‬ ‫ﺍﻟﺫﻱ ﻴﺴﺘﺤﻘﻪ‪ ،‬ﺇﻻ ﺃﻥ ﺒﻌﺽ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻗﺩ ﺤﺩﺩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ‬
‫ﺇﻟﻰ ﻋﺩﻡ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻤﻨﻅﻤﺔ ﺒﻪ ﻭﻴﺯﺩﺍﺩ ﻫﺫﺍ ﺍﻟﺸﻌﻭﺭ ﺴﻭﺀﺍﹰ ﺇﺫﺍ ﻟﻡ‬ ‫ﺘﺨﻠﻕ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﺅﺩﻴﺔ ﺇﻟﻰ ﺍﻟﺼﻤﺕ ﻭﻜﺸﻑ ﺩﻴﻨﺎﻤﻴﻜﻴﺎﺕ ﺼﻨﻊ‬
‫ﺃﺤﺩﺍ ﻤﻥ ﺍﻟﻤﺴﺅﻭﻟﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ ﻴﺘﺤﺩﺙ ﺇﻟﻴﻪ ﻋﻥ‬ ‫ﹰ‬ ‫ﻴﺠﺩ‬ ‫ﺍﻹﺤﺴﺎﺱ ﺍﻟﺠﻤﺎﻋﻲ ﺍﻟﺘﻲ ﺘﺨﻠﻕ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﺅﺩﻴﺔ ﺇﻟﻰ‬
‫ﻤﺸﺎﻋﺭﻩ ﻭﻋﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ‪.‬‬ ‫ﺍﻟﺼﻤﺕ‪ ،‬ﻭﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺨﻠﻕ ﺍﻹﺩﺭﺍﻙ ﺍﻟﻤﺸﺘﺭﻙ ﺒﺄﻥ ﻟﻴﺱ‬
‫ﺒﻴﻨﻤﺎ ﺃﺸﺎﺭ ﺒﻭل ﻭﺁﺨﺭﻴﻥ )‪ (Paul et.al, 2006‬ﺇﻟﻰ‬ ‫ﻤﻥ ﺍﻟﺤﻜﻤﺔ ﺍﻟﺘﺤﺩﻴﻕ ﻭﻗﺩ ﺃﺸﺎﺭ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل ﺇﻟﻰ‬
‫ﺒﻌﺽ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺇﻋﺎﻗﺔ‬ ‫ﺒﻌﺽ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺨﺎﺼﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﻋﻤﻠﻴﻪ ﺍﻟﺘﻁﻭﻴﺭ ﻭﺍﻟﺘﻐﻴﺭ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻭﻨﻘﺹ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ‬ ‫ﺒﻘﺩﺭﺓ ﺍﻟﻤﻨﻅﻤﺔ ﻋﻠﻰ ﺍﻟﺘﻐﻴﻴﺭ ﻭﺍﻟﺘﻁﻭﻴﺭ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺘﺘﺼﻑ‬
‫ﺇﺤﺩﺍﺙ ﺍﻟﺘﻐﻴﻴﺭ‪ ،‬ﻭﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻠﻰ ﺫﻟﻙ ﻤﻥ ﻋﺩﻡ ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﺒﺎﻟﺘﻌﺩﺩﻴﺔ‪.‬‬
‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﻭﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻀﻌﻴﻑ‪ .‬ﻭﺃﻜﺩ ﻓﺈﻥ ﻭﺁﺨﺭﻭﻥ‬ ‫ﺍﻭﻻﹰ ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ‪:‬‬
‫)‪ (Van, et.al, 2003‬ﺃﻥ ﺍﻷﻨﻅﻤﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺘﺸﻴﺭ ﺍﻟﺩﺭﺍﺴﺎﺕ ) ‪( Morrison & Milliken 2000‬‬
‫ﺍﻟﺭﺴﻤﻴﺔ ﻟﻸﻓﺭﺍﺩ ﻭﺍﻟﺠﻤﺎﻋﺎﺕ‪ ،‬ﺘﺤﻭل ﺩﻭﻥ ﺍﻟﺘﺤﺩﺙ ﺤﻭل‬ ‫ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻘﻭﻯ ﺍﻟﻤﺅﺜﺭﺓ ﺍﻟﺘﻲ ﺘﺘﺴﺒﺏ ﻓﻲ ﻤﻨﻊ‬
‫ﺍﻟﻤﺸﺎﻜل ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ .‬ﻭﺘﺨﺘﻠﻑ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ ﻤﻥ ﺤﻴﺙ‬ ‫ﺍﻨﺘﺸﺎﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻟﻘﻀﺎﻴﺎ ﻭﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﺤﺘﻤﻠﺔ ﻤﻥ ﻗﺒل‬
‫ﺩﺭﺠﺔ ﻭﻀﻭﺡ ﺍﻟﻘﻭﺍﻋﺩ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻴﻬﺎ ﻭﺍﻷﻨﻅﻤﺔ‬ ‫ﺍﻟﻌﺎﻟﻴﻥ ﻜﻤﺎ ﻭﺘﺸﻴﺭ ﺁﻟﺔ ﺩﻴﻨﺎﻤﻴﻜﻴﺎﺕ ﺍﻟﺸﻌﻭﺭ ﺍﻟﺠﻤﺎﻋﻲ ﺍﻟﺘﻲ ﺘﻭﻟﺩ‬
‫ﺍﻟﺘﻲ ﺘﺤﻜﻤﻬﺎ‪ ،‬ﻓﻬﻨﺎﻙ ﺒﻌﺽ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺘﺘﺼﻑ ﺒﺩﻗﺔ ﺍﻹﺠﺭﺍﺀﺍﺕ‬ ‫ﺇﺩﺭﺍﻜﺎ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺄﻨﻪ ﻤﻥ ﻏﻴﺭ ﺍﻟﺤﻜﻤﺔ ﺍﻟﺘﺤﺩﺙ ﺤﻭل‬
‫ﻭﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﺼﻼﺤﻴﺔ ﻜل ﻓﺭﺩ ﻭﻤﺴﺅﻭﻟﻴﺎﺘﻪ‬ ‫ﺍﻟﻤﺸﺎﻜل ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ‪.‬‬
‫ﻭﺍﻟﻭﺍﺠﺒﺎﺕ ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻴﻪ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﻭﺍﺠﺏ ﺃﺘﺒﺎﻋﻬﺎ ﻷﺩﺍﺀ‬ ‫ﻭﻴﻌﺘﻘﺩ ﺃﺭﺠﺭﺱ ) ‪ ( argyris 1976‬ﺃﻥ ﺜﻤﺔ ﻤﻔﺎﺭﻗﺎﺕ‬
‫ﺍﻷﻋﻤﺎل ﺍﻟﻤﻁﻠﻭﺒﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻨﺠﺩ ﺃﻥ ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻟﻤﻨﻅﻤﺎﺕ‬ ‫ﻭﺍﻀﺤﺔ ﻓﻲ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺇﺫ ﺃﻥ ﻤﻌﻅﻡ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺘﺘﺼﻑ ﺒﺎﻟﻐﻤﻭﺽ ﻭﻋﺩﻡ ﻭﻀﻭﺡ ﺍﻟﻘﻭﺍﻋﺩ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ‬ ‫ﻴﻌﺭﻓﻭﻥ ﺤﻘﻴﻘﺔ ﻗﻀﺎﻴﺎ ﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﻭﻟﻜﻨﻬﻡ ﻻ ﻴﺠﺭﺅﻭﻥ‬
‫ﻭﺍﻷﻨﻅﻤﺔ ﺍﻟﻼﺯﻤﺔ ﻟﺴﻴﺭ ﺍﻟﻌﻤل ﻓﻴﻬﺎ‪.‬‬ ‫ﻋﻠﻰ ﺇﻋﻼﻡ ﺭﺅﺴﺎﺌﻬﻡ ﺒﺫﻟﻙ ﻭﻴﺭﻯ ﺃﻥ ﻫﻨﺎﻙ ﻤﻌﺎﻴﻴﺭ ﻭﻗﻭﺍﻋﺩ‬
‫ﻭﺃﻜﺩ ﺍﻭﺒﺭ )‪ (Ober,2003‬ﺃﻥ ﺍﻻﺨﺘﻼﻑ ﻓﻲ ﺇﺩﺭﺍﻙ‬ ‫ﺘﻤﻨﻊ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﺎﺩﺓ ﻤﻥ ﻗﻭل ﻤﺎ ﻴﻌﺭﻓﻭﻨﻪ ﻋﻥ ﺍﻟﻘﻀﺎﻴﺎ ﺍﻟﻔﻨﻴﺔ‬
‫ﺃﻁﺭﺍﻑ ﻋﻤﻠﻴﺔ ﺍﻻﺘﺼﺎل ﻟﻠﻤﻭﺍﻗﻑ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﻤﺘﺒﺎﻴﻨﺔ‪ ،‬ﺤﻴﺙ ﻨﺠﺩ‬ ‫ﻭﺍﻟﻤﺴﺎﺌل ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺴﻴﺎﺴﺔ ﺍﻟﻤﻨﻅﻤﺔ ‪.‬‬
‫ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻴﺨﺘﻠﻔﻭﻥ ﺒﺎﻷﻋﻤﺎﺭ ﻭﺍﻟﺨﻠﻔﻴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﻴﺸﻴﺭ ﺭﻴﺩﻨﺞ ) ‪ ( Redding 1985‬ﺇﻟﻰ ﺃﻥ ﺍﻟﻜﺜﻴﺭ ﻤﻥ‬
‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻴﻜﻭﻨﻭﻥ ﺍﻨﻁﺒﺎﻋﺎﺕ ﻭﻤﻌﺎﻨﻲ ﻭﺘﻔﺴﻴﺭﺍﺕ ﻤﺨﺘﻠﻔﺔ ﺤﻭل‬ ‫ﺍﻟﻤﻨﻅﻤﺎﺕ ﺘﺒﻠﻎ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻀﺭﻭﺭﺓ ﻋﺩﻡ ﺘﺤﺩﻱ ﺴﻴﺎﺴﺎﺕ‬
‫ﺫﺍﺕ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺘﻲ ﺘﺸﻜل ﻤﻨﺎﺥ ﺍﻟﺼﻤﺕ‪ .‬ﻓﻲ ﺤﻴﻥ ﺘﺅﻜﺩ‬ ‫ﺍﻟﻤﻨﻅﻤﺔ ﺃﻭ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻓﻴﻬﺎ ‪.‬‬
‫ﻤﻭﺭﺴﻥ ﻭﺁﺨﺭﻭﻥ )‪ (Morrison et.al ,2003‬ﺃﻥ ﻫﻨﺎﻙ‬ ‫ﺘﻨﺎﻭل ﺒﻌﺽ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻤﻔﻬﻭﻡ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﻥ‬
‫ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻘﻭﻯ ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﺘﻲ‬ ‫ﻤﻨﻅﻭﺭ ﺘﻜﻭﻴﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﺇﺫ ﻴﺭﻯ)ﺃﺒﻭ ﺠﺩﻱ‪(1988 ،‬‬
‫ﺘﺘﺴﺒﺏ ﻓﻲ ﻤﻨﻊ ﺍﻨﺘﺸﺎﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻟﻘﻀﺎﻴﺎ ﻭﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺃﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ ﺍﻟﻤﻨﻅﻤﺔ ﻤﺎ ﻫﻲ ﺇﻻ ﺍﻨﻌﻜﺎﺱ ﺃﻭ ﺭﺩ‬
‫ﺍﻟﻤﺤﺘﻤﻠﺔ ﻤﻥ ﻗﺒل ﺍﻟﻤﻭﻅﻔﻴﻥ‪ ،‬ﻜﻤﺎ ﺘﺸﻴﺭ ﺇﻟﻰ ﺩﻴﻨﺎﻤﻴﺎﺕ ﺍﻟﺸﻌﻭﺭ‬ ‫ﻓﻌل ﻟﻅﺭﻭﻑ ﺍﻟﻌﻤل ﻏﻴﺭ ﺍﻟﻤﺤﺘﻤﻠﺔ‪ ،‬ﻭﻴﻨﺘﺞ ﻋﻨﻪ ﺁﺜﺎﺭ ﻋﺩﻴﺩﺓ‬
‫ﻤﺤﻴﻁﺎ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺄﻨﻪ ﻤﻥ ﻏﻴﺭ‬
‫ﹰ‬ ‫ﺇﺩﺭﺍﻜﺎ‬
‫ﹰ‬ ‫ﺍﻟﺠﻤﺎﻋﻲ ﺍﻟﺘﻲ ﺘﻭﻟﺩ‬ ‫ﻤﻨﻬﺎ ﺘﺩﻨﻲ ﺍﻹﺤﺴﺎﺱ ﺒﺎﻟﻤﺴﺌﻭﻟﻴﺔ ﻭﺍﺴﺘﻨﻔﺎﺫ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻨﻔﺴﻴﺔ‬
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‫ﻴﻨﻅﺭ ﺇﻟﻴﻪ ﻋﻠﻰ ﺃﻨﻪ ﻴﺭﺠﺢ ﺘﻌﺭﻀﻪ ﻟﻌﺭﺽ ﺩﻭﻥ‬ ‫ﺍﻟﺤﻜﻤﺔ ﺍﻟﺘﺤﺩﺙ ﺤﻭل ﺍﻟﻤﺸﺎﻜل ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ‪.‬‬
‫ﺁﺨﺭ‪ ،‬ﺤﻴﺙ ﻭﺠﺩ ﺃﻥ ﺍﻹﻨﺎﺙ ﺍﻟﻼﺘﻲ ﻴﻌﺎﻨﻴﻥ ﻤﻥ‬ ‫ﻭﻤﻤﺎ ﺴﺒﻕ ﻴﻤﻜﻥ ﺍﻟﻘﻭل ﺒﺄﻥ ﻤﻔﻬﻭﻡ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻟﺼﻤﺕ ﻜﻥ ﺃﻜﺜﺭ ﻋﺭﻀﺔﹰ ﻟﻺﺠﻬﺎﺩ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻋﻥ‬ ‫ﻴﺸﻴﺭ ﺇﻟﻰ ﻤﻴل ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺇﻟﻰ ﺘﺠﻨﺏ ﺘﻘﺩﻴﻡ‬
‫ﺍﻟﺫﻜﻭﺭ‪ ،‬ﺒﻴﻨﻤﺎ ﻜﺎﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻋﺭﻀﺔﹰ ﻟﻀﻌﻑ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺍﻻﻗﺘﺭﺍﺤﺎﺕ ﻟﺭﺅﺴﺎﺌﻬﻡ ﺃﻭ ﺍﻹﺨﺒﺎﺭ ﻋﻥ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺒﻌﺩ ﺍﻹﻨﺴﺎﻨﻲ ﻓﻲ ﺍﻟﺘﻌﺎﻤل‪.‬‬ ‫ﺍﻟﻤﺸﻜﻼﺕ ﺘﺨﻭﻓﺎ ﻤﻥ ﺃﻴﺔ ﺭﺩﻭﺩ ﻓﻌل ﺴﻠﺒﻴﺔ ﺃﻭ ﺃﻱ ﻨﺘﺎﺌﺞ ﻏﻴﺭ‬
‫‪ .2‬ﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻡ ‪ :‬ﻜﻤﺎ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻯ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺭﻀﻴﺔ ﻗﺩ ﺘﺘﺭﺘﺏ ﻋﻠﻰ ﺫﻟﻙ ‪.‬‬
‫ﻋﺭﻀﺔ ﻟﻠﺼﻤﺕ ﻤﻥ ﻏﻴﺭﻫﻡ ﻤﻥ ﺫﻭﻱ‬ ‫ﹰ‬ ‫ﺍﻟﻤﺭﺘﻔﻊ ﺃﻜﺜﺭ‬ ‫ﺜﺎﻨﻴﺎﹰ ‪:‬ﻤﺼﺎﺩﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ‪:‬‬
‫ﺍﻟﻤﺴﺘﻭﻱ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﻤﻨﺨﻔﺽ‪.‬‬ ‫ﻭﻴﻤﻜﻥ ﺘﺼﻨﻴﻑ ﺘﻠﻙ ﺍﻟﻤﺼﺎﺩﺭ ﺇﻟﻰ ‪ :‬ﻤﺼﺎﺩﺭ ﻤﻬﻨﻴﺔ‬
‫‪ .3‬ﺍﻟﻌﻤﺭ‪ :‬ﺇﻥ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻷﻋﻤﺎﺭ ﺍﻟﻤﻨﺨﻔﻀﺔ ﺃﻜﺜﺭ‬ ‫ﻀﺎﻏﻁﺔ‪ ،‬ﻭﻤﺼﺎﺩﺭ ﺸﺨﺼﻴﺔ ﻭﻨﻔﺴﻴﺔ‪.‬‬
‫ﻋﺭﻀﺔ ﻟﻠﺼﻤﺕ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺍﻟﺘﻘﺩﻡ ﻓﻲ ﺍﻟﻌﻤﺭ ﻴﺅﺩﻱ‬ ‫ﹰ‬ ‫ﺃﻭﻻ‪ :‬ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻤﻬﻨﻴﺔ ﺍﻟﻀﺎﻏﻁﺔ ‪:‬‬
‫ﹰ‬
‫ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﺍﻟﺨﺒﺭﺓ ﻓﻲ ﺍﻟﻭﻅﻴﻔﺔ‪ ،‬ﻭﻫﺫﺍ ﻴﻤﺩ ﺍﻟﻔﺭﺩ ﺒﻌﺩﻴﺩ‬ ‫‪ .1‬ﻨﻘﺹ ﺍﻟﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ :‬ﻴﻌﺩ ﻨﻘﺹ ﺍﻟﻤﺴﺎﻨﺩﺓ‬
‫ﻤﻥ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﺸﻘﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )ﻤﻥ ﻗﺒل ﺍﻷﺴﺭﺓ‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﺍﻟﺯﻤﻼﺀ(‬
‫ﻭﻤﻭﺍﺠﻬﺘﻬﺎ ‪.‬‬ ‫ﻤﺼﺩﺭﺍﹰ ﻤﻬﻤﺎﹰ ﻤﻥ ﻤﺼﺎﺩﺭ ﺘﺒﻠﻭﺭ ﺍﻟﺼﻤﺕ ﻭﻋﺩﻡ‬
‫ﺜﺎﻟﺜﺎ‪ :‬ﺃﺴﺒﺎﺏ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ‪:‬‬
‫ﹰ‬ ‫ﺸﻌﻭﺭ ﺍﻟﻔﺭﺩ ﺒﺎﻷﻤﻥ ﺍﻟﻨﻔﺴﻲ ﺨﻼل ﻗﻴﺎﻤﻪ ﺒﺄﺩﺍﺀ ﻤﻬﻨﺘﻪ‪،‬‬
‫ﻜﻤﺎ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﺃﻫﻡ ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺘﻘﻭﺩ ﺇﻟﻰ ﺍﻟﺼﻤﺕ‬ ‫ﻭﺨﺎﺼﺔﹰ ﻋﻨﺩﻤﺎ ﻴﻭﺍﺠﻪ ﺼﻌﻭﺒﺎﺕ ﺃﻭ ﺃﺨﻁﺎﺭ ﺘﻬﺩﺩﻩ‪،‬‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻴﻤﺎ ﻴﺄﺘﻲ‪:‬‬ ‫ﻭﻴﺩﺭﻙ ﺃﻨﻪ ﻟﻡ ﻴﻌﺩ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﻤﺠﺎﺒﻬﺘﻬﺎ‪ ،‬ﻭﺃﻨﻪ ﺒﺤﺎﺠﺔ‬
‫ﺃ‪ -‬ﺘﻀﺎﺭﺏ ﺍﻷﻫﺩﺍﻑ‪Goal Incompatibility :‬‬ ‫ﺇﻟﻰ ﺩﻋﻡ ﺍﻟﺯﻤﻼﺀ ﻭﻤﺅﺍﺯﺭﺓ ﺍﻵﺨﺭﻴﻥ ‪.‬‬
‫ﻴﺘﻁﻠﺏ ﺍﻟﻤﻭﻗﻑ ﺍﻟﻁﺒﻴﻌﻲ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﻓﻬﻡ ﺍﻷﻓﺭﺍﺩ‬ ‫‪ .2‬ﻏﻤﻭﺽ ﺍﻟﺩﻭﺭ‪ :‬ﻴﺸﻴﺭ ﺭﻭﺒﻨﺯ)‪(Robbins, 2007‬‬
‫ﻭﺇﺩﺭﺍﻜﻬﻡ ﻋﻠﻰ ﺃﻥ ﺃﻫﺩﺍﻓﻬﻡ ﻤﺸﺘﺭﻜﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﻌﺎﻭﻥ ﻀﺭﻭﺭﻱ‬ ‫ﺇﻟﻰ ﻏﻤﻭﺽ ﺍﻟﺩﻭﺭ ﺒﺄﻨﻪ ﺤﺎﻟﺔ ﻤﻥ ﺍﻟﺸﻙ ﺘﺤﺩﺙ ﻋﻨﺩﻤﺎ‬
‫ﻹﻨﺠﺎﺯﻫﺎ ﻭﺘﺤﻘﻴﻘﻬﺎ ﻭﻓﻕ ﻤﺎ ﻫﻭ ﻤﻨﺸﻭﺩ؛ ﺇﻻ ﺃﻥ ﺍﻟﺼﻤﺕ ﻗﺩ‬ ‫ﻴﻜﻭﻥ ﺍﻟﻌﺎﻤﻠﻭﻥ ﻏﻴﺭ ﻭﺍﺜﻘﻴﻥ ﻤﻥ ﺃﻫﺩﺍﻓﻬﻡ‪ ،‬ﻭﻭﺴﺎﺌﻠﻬﻡ‬
‫ﻴﻨﺸﺄ ﺒﺴﺒﺏ ﺭﻏﺒﺔ ﻜل ﻁﺭﻑ ﺘﺤﻘﻴﻕ ﻤﻜﺎﺴﺏ ﻋﻠﻰ ﺤﺴﺎﺏ‬ ‫ﻟﺘﺤﻘﻴﻕ ﻫﺫﻩ ﺍﻷﻫﺩﺍﻑ‪ .‬ﻭﻴﺭﺠﻊ ﻏﻤﻭﺽ ﺍﻟﺩﻭﺭ ﺇﻟﻰ‬
‫ﺍﻟﻁﺭﻑ ﺍﻵﺨﺭ‪ ،‬ﺃﻭ ﻤﻨﻊ ﺍﻵﺨﺭ ﻤﻥ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻤﺅﺴﺴﺔ‪،‬‬ ‫ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﻤﺎ ﻴﺘﻭﻗﻌﻪ ﺍﻵﺨﺭﻭﻥ ﻤﻥ ﺍﻟﻔﺭﺩ ﺍﻟﻌﺎﻤل‬
‫ﻤﻥ ﺃﺠل ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﻋﻭﺍﺌﺩ ﺃﻭ ﻤﻜﺎﻓﺂﺕ ﻟﻨﻔﺴﻪ‪ ،‬ﺃﻭ ﺒﺴﺒﺏ‬ ‫ﻓﻲ ﻋﻤﻠﻪ‪ ،‬ﻭﺒﻴﻥ ﻤﺎ ﻴﺠﺏ ﻋﻠﻴﻪ ﺃﻥ ﻴﻌﻤﻠﻪ ﺒﺎﻟﻔﻌل‪،‬‬
‫ﺸﺩﺓ ﺍﻟﺘﻨﺎﻓﺱ ﻋﻠﻰ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﻤﺤﺩﻭﺩﺓ ﺴﻭﺍﺀ ﺍﻟﻤﺎﻟﻴﺔ ﺃﻭ ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﻭﻴﻭﺠﺩ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺘﺴﺒﺏ ﻓﻲ ﺤﺩﻭﺙ‬
‫ﺃﻭ ﺍﻷﺠﻬﺯﺓ ﻭﺍﻟﻤﻌﺩﺍﺕ‪ ،‬ﻭﺨﺎﺼﺔ ﺤﻴﻥ ﻴﺴﺘﺄﺜﺭ ﻁﺭﻑ ﺩﻭﻥ‬ ‫ﻏﻤﻭﺽ ﺍﻟﺩﻭﺭ ﻤﻨﻬﺎ‪ :‬ﻤﺩﺓ ﺒﺩﺀ ﺍﻟﻌﻤل ﺍﻟﻭﻅﻴﻔﻲ‪،‬‬
‫ﻓﻀﻼ ﻋﻥ ﺍﻻﺨﺘﻼﻑ‬ ‫ﹰ‬ ‫ﺍﻵﺨﺭ ﺒﺎﻟﺴﻠﻁﺔ ﺃﻭ ﺍﻟﻤﺭﻜﺯ ﺍﻟﻭﻅﻴﻔﻲ‪،‬‬ ‫ﻭﺍﻻﻨﺘﻘﺎل ﻤﻥ ﻭﻅﻴﻔﺔ ﺇﻟﻰ ﺃﺨﺭﻯ‪ ،‬ﻭﻭﺠﻭﺩ ﻤﺩﻴﺭ ﺠﺩﻴﺩ‬
‫ﺤﻭل ﺍﻟﻭﻗﺕ ﺍﻟﻼﺯﻡ ﻟﺘﻨﻔﻴﺫ ﺍﻷﻫﺩﺍﻑ‪.(Robbins,2007) .‬‬ ‫ﻟﻠﻌﻤل‪ ،‬ﻭﺤﺩﻭﺙ ﺘﻐﻴﻴﺭ ﻟﻠﻬﻴﻜل ﺍﻟﺘﻨﻅﻴﻤﻲ ﻟﻠﻤﺅﺴﺴﺔ‪.‬‬
‫ﺏ‪ -‬ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﻬﻴﻜﻠﻲ‪Structural Design :‬‬ ‫‪ .3‬ﺯﻴﺎﺩﺓ ﺃﻋﺒﺎﺀ ﺍﻟﻌﻤل ‪ :‬ﺘﻌﺩ ﺯﻴﺎﺩﺓ ﺃﻋﺒﺎﺀ ﺍﻟﻌﻤل ﻤﻅﻬﺭﺍﹰ‬
‫ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﻨﺸﻭﺀ ﺍﻟﺼﻤﺕ‪ ،‬ﺤﺠﻡ‬ ‫ﺴﻠﺒﻴﺎﹰ ﻤﻥ ﻤﻅﺎﻫﺭ ﺍﻟﺤﻴﺎﺓ ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺎﺕ‪ ،‬ﻭﻟﻤﻌﺭﻓﺔ‬
‫ﻓﻀﻼ ﻋﻥ ﻨﻭﻋﻴﺔ ﺍﻷﻓﺭﺍﺩ‬‫ﹰ‬ ‫ﺍﻟﻤﺅﺴﺴﺔ ﻭﺘﻌﺩﺩ ﺍﻟﻭﺤﺩﺍﺕ ﻭﺍﻷﻗﺴﺎﻡ‪،‬‬ ‫ﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻟﻤﺅﺴﺴﺔ ﺘﻭﺍﺠﻪ ﺯﻴﺎﺩﺓ ﻓﻲ ﺃﻋﺒﺎﺀ ﺍﻟﻌﻤل‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻴﻬﺎ ﻭﺍﻟﺭﺍﻏﺒﻴﻥ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻤﻨﻔﺼل ﻭﺍﻟﻤﻨﻔﺭﺩ ﻓﻲ‬ ‫ﺃﻡ ﻻ‪ ،‬ﻴﺠﺏ ﻗﻴﺎﺱ ﻤﻘﺩﺍﺭ ﺍﻟﻌﻤل ﻏﻴﺭ ﺍﻟﻤﻨﺠﺯ‪.‬‬
‫ﺒﻌﻴﺩﺍ ﻋﻥ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﺠﻤﺎﻋﻲ ﻭﺍﻟﻌﻤل ﺒﺭﻭﺡ ﺍﻟﻔﺭﻴﻕ‬ ‫ﹰ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ‪ :‬ﺤﻴﺙ ﺘﻭﻀﺢ‬ ‫ﹸ‬
‫ﺍﻟﻭﺍﺤﺩ )‪.(Dyne et.al, 2003‬‬ ‫)ﺍﻟﻔﺎﻋﻭﺭﻱ‪ (2004،‬ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﺼﺎﺩﺭ ﻤﺜل‪:‬‬
‫ﺝ‪ -‬ﺘﻭﻗﻌﺎﺕ ﺍﻟﺩﻭﺭ ﺍﻟﻤﺘﺒﺎﻴﻨﺔ‪Different Role :‬‬ ‫‪ .1‬ﺍﻟﺠﻨﺱ ‪ :‬ﺍﺘﻀﺢ ﺃﻥ ﺍﻟﻬﻭﻴﺔ ﺍﻟﺠﻨﺴﻴﺔ ﻻ ﺘﺯﻴﺩ ﺃﻭ‬
‫‪Expectations‬‬ ‫ﺘﻨﻘﺹ ﻤﻥ ﺍﺤﺘﻤﺎل ﺘﻌﺭﺽ ﺍﻟﻔﺭﺩ ﻟﻠﺼﻤﺕ‪ ،‬ﻭﺇﻥ ﻜﺎﻥ‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﻴﺤﺩﺙ ﻭﻴﺒﺩﺃ ﺒﺎﻻﻨﺴﺤﺎﺏ ﺍﻟﻨﻔﺴﻲ ﻭﻴﺭﺘﻔﻊ ﻟﺩﻴﻪ ﺒﺫﻟﻙ ﻤﺴﺘﻭﻯ‬ ‫ﻟﻜل ﻓﺭﺩ ﺩﻭﺭ ﺃﻭ ﻋﺩﺓ ﺃﺩﻭﺍﺭ ﻴﻘﻭﻡ ﺒﻬﺎ ﻤﻥ ﺃﺠل ﺃﺩﺍﺀ ﻤﻬﺎﻤﻪ‬
‫ﺍﻹﺠﻬﺎﺩ ﺍﻟﻨﻔﺴﻲ ﻭﻴﺼل ﺍﻟﻔﺭﺩ ﻓﻴﻬﺎ ﺇﻟﻰ ﺍﻹﻨﻬﺎﻙ ﺍﻟﻤﺯﻤﻥ ﻭﺍﻋﺘﻼل‬ ‫ﻭﺒﺎﻵﺘﻲ ﻗﺩ ﻴﺤﺩﺙ ﺍﻟﺼﻤﺕ ﻨﺘﻴﺠﺔ ﻟﻐﻤﻭﺽ ﺍﻟﺩﻭﺭ ﺃﻭ ﻟﺘﺩﺍﺨل‬
‫ﺍﻟﺼﺤﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻤﺎ ﻴﺅﺩﻱ ﺍﻟﻰ ﺤﺩﻭﺙ ﺍﻟﺼﻤﺕ‪.‬‬ ‫ﺩﻭﺭ ﺍﻟﻔﺭﺩ ﻤﻊ ﺍﻷﺩﻭﺍﺭ ﺍﻷﺨﺭﻯ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﺃﻭ ﻨﺘﻴﺠﺔ ﻭﺠﻭﺩ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺭﺍﺒﻌﺔ‪ :‬ﻤﺭﺤﻠﺔ ﺍﻻﺘﺼﺎل ﻭﺘﻌﺩ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺒﻌﺽ ﺍﻟﺭﻴﺒﺔ ﻭﺍﻟﺸﻙ ﻓﻲ ﺃﺩﻭﺍﺭ ﺍﻵﺨﺭﻴﻥ‪Morrison & ) .‬‬
‫ﺃﻗﺼﻰ ﻤﺭﺤﻠﺔ ﻓﻲ ﺴﻠﺴﻠﺔ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻓﻴﻬﺎ ﻴﺨﺘل ﺘﻔﻜﻴﺭ‬ ‫‪.(Milliken,2002‬‬
‫ﺍﻟﻔﺭﺩ ﻨﺘﻴﺠﺔ ﺍﺭﺘﻴﺎﺏ ﻭﺸﻜﻭﻙ ﺍﻟﺫﺍﺕ ﻭﻴﺼل ﺒﺫﻟﻙ ﺍﻟﻔﺭﺩ ﺇﻟﻰ‬ ‫ﺩ‪ -‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻤﺘﺩﻫﻭﺭ‪Degenerative :‬‬
‫ﻤﺭﺤﻠﺔ ﺍﻟﺘﺩﻤﻴﺭ ﻭﻴﺼﺒﺢ ﺍﻟﻔﺭﺩ ﻓﻲ ﺘﻔﻜﻴﺭ ﻤﺴﺘﻤﺭ ﻟﺘﺭﻙ ﺍﻟﻌﻤل‪.‬‬ ‫‪Climate‬‬
‫ﺨﺎﻤﺴﺎ‪ :‬ﻨﺘﺎﺌﺞ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ‪:‬‬
‫ﹰ‬ ‫ﻴﻌﺩ ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﻟﺠﻭ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻤﺭﻴﺢ ﻤﻥ ﺍﻷﺴﺒﺎﺏ ﺍﻟﻤﺅﺩﻴﺔ‬
‫ﻤﻤﺎ ﻻ ﺸﻙ ﻓﻴﻪ ﻓﺈﻥ ﻅﺎﻫﺭﺓ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻟﻬﺎ ﺘﺄﺜﻴﺭﺍﺕ‬ ‫ﺇﻟﻰ ﻀﻌﻑ ﺍﻻﺘﺼﺎل ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﺠﻤﺎﻋﺎﺕ‪ ،‬ﻭﺘﻁﻭﺭ ﺴﻭﺀ‬
‫ﻭﺍﻀﺤﺔ ﻋﻠﻰ ﺠﻭﺍﻨﺏ ﻋﺩﺓ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺤﻴﺙ ﻻ‬ ‫ﺍﻟﻔﻬﻡ ﻭﻓﻘﺩﺍﻥ ﺍﻟﺘﻌﺎﻭﻥ ﻓﻲ ﺍﻟﻌﻤل ﺍﻟﺠﻤﺎﻋﻲ‪ ،‬ﻓﻴﺘﺒﻠﻭﺭ ﺍﻟﺼﻤﺕ‬
‫ﺘﻘﺘﺼﺭ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻔﺭﺩﻱ ﺒل ﺘﺘﻌﺩﺍﻩ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻭﺍﻟﺫﻱ ﻗﺩ ﻴﻨﺘﺞ ﻋﻨﻪ ﻋﻭﺍﻗﺏ ﺘﺅﺜﺭ ﻓﻲ ﺍﻟﻌﻤل ﻜﻜل ﻭﻓﻲ ﺇﻨﺠﺎﺯﺍﺕ‬
‫ﺍﻟﺠﻤﺎﻋﻲ ﻭﺍﻟﺘﻨﻅﻴﻤﻲ ﻜﺫﻟﻙ ﻭﻗﺩ ﺃﺸﺎﺭﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺇﻟﻰ ﺒﻌﺽ‬ ‫ﻫـ‪ -‬ﺍﻟﻔﺭﻭﻕ ﺍﻟﺸﺨﺼﻴﺔ‪Personal Differences :‬‬
‫ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻬﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ ﻨﻭﺭﺩ ﺃﺒﺭﺯﻫﺎ ﻓﻴﻤﺎ ﻴﺄﺘﻲ ‪:‬‬ ‫ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﺍﻟﻘﻴﻡ ﻭﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﻭﺍﻟﻤﺴﺘﻭﻯ‬
‫ﻴﺭﻯ ﺒﻌﺽ ﺍﻟﺒﺎﺤﺜﻴﻥ ) ‪ ( rayan & oestreich 1991‬ﺒﺄﻥ‬ ‫ﺍﻟﺜﻘﺎﻓﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻓﻲ ﺭﺅﻴﺘﻬﻡ ﻟﻠﻌﺎﻟﻡ ﻭﺍﻷﺤﺩﺍﺙ ﻭﺍﻟﻤﻭﺍﻗﻑ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻴﺸﻌﺭﻭﻥ ﺒﺎﻟﺨﻭﻑ ﻟﻠﺘﺤﺩﺙ ﻋﻥ ﺍﻟﻘﻀﺎﻴﺎ ﻭﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ‬ ‫ﺍﻟﺼﻤﺕ‪.‬‬ ‫ﻨﺸﻭﺀ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺼﺩﺭﺍﹰ‬ ‫ﻴﻌﺩ‬
‫ﻭﺍﺠﻬﺘﻬﻡ ﻓﻲ ﺍﻟﻌﻤل ﻭﺍﻥ ﺍﻟﻤﺴﺎﺌل ﻏﻴﺭ ﺍﻟﺨﺎﻀﻌﺔ ﻟﻠﻨﻘﺎﺵ ﻓﻲ‬ ‫)ﺍﻟﻔﺎﻋﻭﺭﻱ‪.(2004 ،‬‬
‫ﺍﻟﻤﻨﻅﻤﺎﺕ ﺘﻐﻁﻲ ﻤﺠﻼﺕ ﻭﺍﺴﻌﺔ ﻭﺘﺘﻀﻤﻥ‪ :‬ﺇﺠﺭﺍﺀﺍﺕ ﺼﻨﻊ‬ ‫ﻭ‪ -‬ﺍﻟﻔﺭﻭﻕ ﺍﻹﺩﺭﺍﻜﻴﺔ‪Perceptual Differences :‬‬
‫ﺍﻟﻘﺭﺍﺭ ﻭﻋﺩﻡ ﻜﻔﺎﺀﺓ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻭﻋﺩﻡ ﺍﻟﻌﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺭﻭﺍﺘﺏ‬ ‫ﻴﺭﻯ )‪ (Paul, et.al, 2006‬ﺍﻥ ﺃﺤﺩ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻬﺎﻤﺔ ﻓﻲ‬
‫ﻭﺍﻷﺠﻭﺭ ﻭﻋﺩﻡ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﻀﻌﻑ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻅﻴﻤﻲ ‪.‬‬ ‫ﻨﺸﻭﺀ ﺍﻟﺼﻤﺕ‪ ،‬ﻫﻭ ﺍﻻﺩﺭﺍﻙ‪ ،‬ﻓﻘﺩ ﻴﺩﺭﻙ ﺍﻟﺒﻌﺽ ﺃﻥ ﻤﻭﻀﻭﻋﺎﹰ‬
‫ﻭﻫﻨﺎﻙ ﻤﻥ ﻴﺭﻯ ) ‪( Morrison and Milliken 2000‬‬ ‫ﻤﺎ ﻴﻌﺩ ﻤﻨﻔﻌﺔ ﻟﻪ ﻭﻴﺒﺩﻱ ﻗﺒﻭﻻﹰ ﻟﻨﺘﺎﺌﺠﻪ‪ ،‬ﻭﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ ﻗﺩ ﻴﻌﺩﻩ‬
‫ﺃﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﻌﻭﻕ ﺨﻁﻴﺭ ﻟﻠﺘﻐﻴﻴﺭ ﻭﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﻤﻬﺩﺩﺍﹰ ﻟﻪ ﻭﻟﻤﻜﺎﻨﺘﻪ ﻓﻴﺒﺩﻱ ﺴﻠﻭﻜﺎﹰ ﻋﺩﺍﺌﻴﺎﹰ ﻤﻌﺒﺭﺍﹰ ﻋﻥ ﺭﻓﻀﻪ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻴﻌﺘﻘﺩ ) ‪ ( Nemeth & wachter 1983‬ﺃﻥ‬ ‫ﻭﻤﻘﺎﻭﻤﺘﻪ ﻟﻪ‪.‬‬
‫ﺍﺨﺘﺘﺎﻡ ﺍﻟﻤﺩﺭﺍﺀ ﺒﺎﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﺭﺍﺠﻌﺔ ﻤﻥ‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﻤﺭﺍﺤل ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪:‬‬
‫ﹰ‬
‫ﻤﺭﺅﻭﺴﻴﻬﻡ ﻭﺍﻫﺘﻤﺎﻤﻬﻡ ﺒﻤﺸﺎﺭﻜﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺘﻌﻠﻤﻬﻡ ﺍﺤﺘﺭﺍﻡ‬ ‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻅﺎﻫﺭﺓ ﻻ ﺘﺤﺩﺙ ﻓﺠﺄﺓ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺘﺤﺩﺙ‬
‫ﻭﺘﺤﻤل ﺍﻟﻤﻌﺎﺭﻀﺔ ﻤﻥ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻭﺍﻻﻨﻔﺘﺎﺡ ﻋﻠﻰ ﻭﺠﻬﺎﺕ‬ ‫ﺒﺎﻟﺘﺘﺎﺒﻊ‪ ،‬ﻭﻋﻠﻰ ﻤﺭﺍﺤل‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺅﻜﺩﻩ ) & ‪Piderit,‬‬
‫ﺍﻟﻨﻅﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺸﺄﻨﻬﺎ ﺃﻥ ﺘﺩﻋﻡ ﺜﻘﺎﻓﺔ ﺍﻹﺒﺩﺍﻉ ﻓﻲ‬ ‫‪ ،(Ashford, 2003‬ﺤﻴﺙ ﻴﺭﻴﺎﻥ ﺃﻥ ﻅﺎﻫﺭﺓ ﺍﻟﺼﻤﺕ‬
‫ﺍﻟﻤﻨﻅﻤﺎﺕ‪.‬‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﺘﺘﻀﻤﻥ ﺍﻟﻤﺭﺍﺤل ﺍﻷﺭﺒﻌﺔ ﺍﻵﺘﻴﺔ‪:‬‬
‫ﻭﻴﻠﺨﺹ ﻋﺩﺩ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ) ‪Morrison and‬‬ ‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻷﻭﻟﻰ‪ :‬ﻤﺭﺤﻠﺔ ﺍﻻﺴﺘﻐﺭﺍﻕ )ﺍﻟﺸﻤﻭل( ﻭﺘﺸﻤل‬
‫‪ ( Milliken 2000‬ﻨﺘﺎﺌﺞ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻭ‬ ‫ﺤﺎﻟﺔ ﻤﻥ ﺍﻻﺴﺘﺜﺎﺭﺓ ﻭﺍﻟﺴﺭﻭﺭ ﻭﻋﻨﺩﻤﺎ ﻴﺤﺩﺙ ﻋﺩﻡ ﺍﺘﺴﺎﻕ ﺒﻴﻥ‬
‫ﺍﻵﺘﻲ ‪:‬‬ ‫ﻤﺎ ﻫﻭ ﻤﺘﻭﻗﻊ ﻋﻥ ﺍﻟﻌﻤل ﻭﺒﻴﻥ ﻤﺎ ﻴﺤﺩﺙ ﻓﻌﻠﻴﺎ ﻓﺈﻥ ﻫﺫﺍ ﻤﺎ‬
‫‪ .1‬ﺍﻨﺨﻔﺎﺽ ﺠﻭﺩﺓ ﻋﻤﻠﻴﺎﺕ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ‪.‬‬ ‫ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﺒﻠﻭﺭ ﺍﻟﺼﻤﺕ‪.‬‬
‫‪ .2‬ﻓﻘﺩﺍﻥ ﺍﻟﺘﻨﻭﻉ ﻓﻲ ﺍﻟﻤﺩﺨﻼﺕ ﺍﻟﻤﻌﻠﻭﻤﺎﺘﻴﺔ ‪.‬‬ ‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ :‬ﻤﺭﺤﻠﺔ ﺍﻟﻜﺴﺎﺩ ﻭﻓﻴﻬﺎ ﻴﻨﺨﻔﺽ ﻤﺴﺘﻭﻯ‬
‫‪ .3‬ﻓﻘﺩﺍﻥ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻀﺭﻭﺭﻱ ﻟﻸﻓﻜﺎﺭ ) ﺃﻫﻤﻴﺔ ﺘﺄﺜﻴﺭ ﺍﻟﻘﻠﺔ‬ ‫ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﻌﻤل ﺘﺩﺭﻴﺠﻴﺎ ﻭﺘﻘل ﺍﻟﻜﻔﺎﺀﺓ ﻭﻴﻨﺨﻔﺽ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ‬
‫ﻓﻲ ﺇﻴﺠﺎﺩ ﻗﺭﺍﺭﺍﺕ ﻋﺎﻟﻴﺔ ﺍﻟﺠﻭﺩﺓ (‬ ‫ﻓﻲ ﺍﻟﻌﻤل ﻭﺘﻨﺨﻔﺽ ﺍﻻﺴﺘﺜﺎﺭﺓ ﺍﻟﺘﻲ ﻜﺎﻨﺕ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻷﻭﻟﻰ‪.‬‬
‫‪ .4‬ﺘﻘﻠﻴل ﺍﻟﺘﻌﻠﻡ ﺍﻟﺘﻨﻅﻴﻤﻲ ‪.‬‬ ‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﻤﺭﺤﻠﺔ ﺍﻻﻨﻔﺼﺎل ﻭﻓﻴﻬﺎ ﻴﺩﺭﻙ ﺍﻟﻔﺭﺩ ﻤﺎ‬
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‫ﺍﺫﺍ ﻜﺎﻨﻭﺍ ﻴﻤﺘﻠﻜﻭﻥ ﻤﻌﺘﻘﺩﺍﺕ ﺸﺨﺼﻴﺔ ﺨﺎﻁﺌﺔ ﻋﻥ‬ ‫‪ .5‬ﺘﻘﻠﻴل ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ ﻤﻤﺎ ﻴﺅﺩﻱ ﻋﻠﻰ ﻋﺩﻡ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ‪.‬‬ ‫ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻜﺘﺸﺎﻑ ﺍﻷﺨﻁﺎﺀ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ‪.‬‬
‫‪ .9‬ﻤﻘﺩﺍﺭ ﺩﻋﻡ ﺍﻻﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ‪ :‬ﻭﻤﺎ ﺘﻘﺩﻤﺔ ﺍﻻﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‬ ‫‪ .6‬ﺯﻴﺎﺩﺓ ﺍﺤﺘﻤﺎﻟﻴﺔ ﺤﺩﻭﺙ ﺍﻷﺯﻤﺎﺕ ‪.‬‬
‫ﻤﻥ ﺩﻋﻡ ﻤﻌﻨﻭﻱ ﻟﻠﻌﺎﻤﻠﻴﻥ‪.‬‬ ‫‪ .7‬ﻭﻤﻤﺎ ﺴﺒﻕ ﻴﻤﻜﻥ ﺍﻟﻘﻭل ﺒﺄﻥ ﻅﺎﻫﺭﺓ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫‪ .10‬ﺍﻟﻌﺯﻟﺔ ‪ :‬ﻭﻫﻭ ﺘﻔﻀﻴل ﺍﻟﺼﻤﺕ ﻭﺍﻟﻌﺯﻟﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻋﻥ‬ ‫ﺫﺍﺕ ﺘﺄﺜﻴﺭﺍﺕ ﺨﻁﻴﺭﺓ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﺤﺎﻟﻴﺔ ﻭﺨﺎﺼﺔ‬
‫ﺍﻟﺘﻔﺎﻋل ﺍﻹﻴﺠﺎﺒﻲ ﻤﻊ ﺯﻤﻼﺌﻬﻡ‪.‬‬ ‫ﻓﻲ ﻅل ﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﺘﺯﺍﻴﺩﺓ ﺍﻟﺘﻌﻘﻴﺩ ﺒﺘﺯﺍﻴﺩ ﻭﺘﻨﻭﻉ‬
‫‪ .11‬ﻨﻘﺹ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل ‪ :‬ﻭﺘﻌﻨﻰ ﺍﻨﺨﻔﺎﺽ ﺍﻭ ﺍﻨﺴﺩﺍﺩ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﺘﻲ ﺘﺘﻁﻠﺏ ﺘﻀﺎﻓﺭ‬
‫ﻗﻨﻭﺍﺕ ﺍﻻﺘﺼﺎل ﺍﻟﺭﺴﻤﻴﺔ ﻭﻏﻴﺭ ﺍﻟﺭﺴﻤﻴﺔ ﺒﻴﻥ ﺍﻻﺩﺍﺭﺓ‬ ‫ﺍﻟﺠﻬﻭﺩ ﺒﻴﻥ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻜﺎﻓﺔ ﻟﻠﻌﻤل ﺴﻭﻴﺔ‬
‫ﻭﺍﻟﻌﺎﻤﻠﻴﻥ‪.‬‬ ‫ﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻭﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻴﻬﺎ ‪.‬‬
‫‪ .12‬ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ ﻤﻥ‬ ‫ﺴﺎﺩﺴﺎ ‪ :‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺘﻜﻭﻴﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪:‬‬‫ﹰ‬
‫ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﺍﻭ ﺍﻟﻤﻼﻙ ‪.‬‬ ‫ﻴﺭﻯ ﺍﺤﺩ ﺍﻟﺒﺎﺤﺜﻴﻥ ) ‪ ( Morrison, 2000‬ﺃﻥ ﻫﻨﺎﻙ‬
‫ﻤﻨﻬﺠﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺇﺠﺭﺍﺀﺍﺘﻬﺎ‪:‬‬ ‫ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻓﻲ ﺘﻜﻭﻴﻥ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻭﻻ‪ :‬ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻴﺘﻤﺜل ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﻜﺎﻓﺔ‬ ‫ﹰ‬ ‫ﻭﺍﻟﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﻨﺎﺒﻌﺔ ﻤﻥ ﺍﻟﺸﺨﺹ ﺫﺍﺘﻪ ﺍﻭ ﻤﻥ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺩﺍﺭﻴﺔ ﺍﻟﻭﺴﻁﻰ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ‬ ‫ﻜﺎﻵﺘﻲ‪:‬‬
‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ ﻭﺍﻟﺘﻲ ﺘﺘﻤﺜل ﻓﻲ )ﺍﻟﻤﺩﻴﺭﻴﺔ ﺍﻟﻌﺎﻤﺔ‬ ‫‪ .1‬ﺘﺄﺜﻴﺭ ﺍﻟﺼﻤﺕ ) ﺍﻟﺴﻜﻭﺕ ( ﺍﻟﻬﺎﺩﺉ ‪ :‬ﻭﻴﺸﻴﺭ ﻫﺫﺍ‬
‫ﻟﻠﺸﺌﻭﻥ ﺍﻟﺼﺤﻴﺔ – ﺍﺩﺍﺭﺓ ﻤﺭﻭﺭ ﺍﻟﻘﺼﻴﻡ‪ -‬ﺍﻟﺸﺌﻭﻥ ﺍﻟﺒﻠﺩﻴﺔ‬ ‫ﺍﻟﻌﺎﻤل ﺇﻟﻰ ﺃﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺃﻗل ﻤﻴﻼ ﻟﺘﻤﺭﻴﺭ ﺍﻷﺨﺒﺎﺭ‬
‫ﻭﺍﻟﻘﺭﻭﻴﺔ‪ -‬ﺍﻟﻤﺩﻴﺭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ ( ﻭﺴﻴﺘﻡ ﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﺍﻟﺴﻴﺌﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺘﻭﺼﻴل ﺍﻷﺨﺒﺎﺭ ﺍﻟﺠﻴﺩﺓ ‪.‬‬
‫ﻋﻠﻰ ﺍﺴﻠﻭﺏ ﺍﻟﺤﺼﺭ ﺍﻟﺸﺎﻤل ‪.‬‬ ‫‪ .2‬ﺃﺜﻴﺭ ﺍﻟﺴﻠﻁﺔ‪ :‬ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺍﺤﺘﻤﺎﻟﻴﺔ ﻭﺠﻭﺩ ﺘﺸﻭﻴﻪ ﻓﻲ‬
‫ﺜﺎﻨﻴﺎ‪ :‬ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬ﺘﻡ ﺘﻁﻭﻴﺭ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﻻﻋﺘﻤﺎﺩ‬ ‫ﹰ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺼﺎﻋﺩﺓ ﻷﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻗﺩ ﻴﺨﺒﺭﻭﺍ‬
‫ﻋﻠﻰ ﺍﻷﺩﺏ ﺍﻟﻨﻅﺭﻱ ﺍﻟﻤﺘﻌﻠﻕ ﺒﺎﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻟﻤﻨﺎﺥ‬ ‫ﺭﺅﺴﺎﺀﻫﻡ ﺒﻤﺎ ﻴﻌﺘﻘﺩﻭﻥ ﺃﻨﻬﻡ ﻴﻭﺩﻭﻥ ﺴﻤﺎﻋﻪ ‪.‬‬
‫ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﹰ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫‪ .3‬ﺘﺄﺜﻴﺭ ﺍﻟﺤﺎﻓﺯ ﻋﻨﺩﻤﺎ ﺘﻌﺎﻗﺏ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻷﻓﺭﺍﺩ ﻋﻠﻰ‬
‫)ﺍﻟﺨﺘﺘﺎﻨﺔ‪ ،2009،‬ﺍﻟﺴﻜﺭﺍﻥ‪ ،2004 ،‬ﺍﻟﻔﺎﻋﻭﺭﻯ‪،2004،‬‬ ‫ﺍﻷﺩﺍﺀ ﺍﻟﻀﻌﻴﻑ ﻓﺈﻥ ﺫﻟﻙ ﻴﺤﻔﺯ ﺍﻷﻓﺭﺍﺩ ﻋﻠﻰ ﺤﺠﺏ‬
‫‪Morrison, ،Morrison & Milliken 2000‬‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﻲ ﻗﺩ ﻴﻔﺴﺭﻫﺎ ﺍﻟﺭﺅﺴﺎﺀ ﻋﻠﻰ ﺃﻨﻬﺎ ﺘﻌﻜﺱ‬
‫‪.(2000‬ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻭﺍﺸﺘﻤﻠﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺜﻼﺜﺔ‬ ‫ﺃﺩﺍﺀ ﺴﻠﺒﻴﺎ‪.‬‬
‫ﺃﺠﺯﺍﺀ ﻭﻫﻲ ‪ :‬ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ )ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ( ﻭﻴﺘﻜﻭﻥ‬ ‫‪ .4‬ﺘﺄﺜﻴﺭ ﺍﻹﺠﻤﺎﻉ ‪ :‬ﺘﺴﻭﺩ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻋﺎﺩﺓ ﻗﺎﻋﺩﺓ ﺘﻌﺩ‬
‫ﻤﻥ ﺨﻤﺴﺔ ﻤﺤﺎﻭﺭ ﻜﺎﻵﺘﻲ‪ ،‬ﻗﻴﺎﺱ ﻤﺩﻯ ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ‬ ‫ﺍﻹﺠﻤﺎﻉ ﺠﻴﺩ ﻭﺍﻟﻤﻌﺎﺭﻀﺔ ﺴﻴﺌﺔ ‪.‬‬
‫ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ ،‬ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل‪ ،‬ﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪،‬‬ ‫‪ .5‬ﺘﺄﺜﻴﺭ ﺍﻟﻭﻻﺀ ‪ :‬ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺭﻏﺒﺔ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻓﻲ‬
‫ﺍﻟﻌﺯﻟﺔ ﺒﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ‪ ،‬ﻭﺨﻭﻑ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل‬ ‫ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ) ﻭﻫﻡ ( ﺍﻟﺘﻤﺎﺴﻙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﻴﻥ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ‪ .‬ﺒﻴﻨﻤﺎ ﺍﻟﺠﺯﺀ ﺍﻟﺜﺎﻨﻲ‪ :‬ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺴﺘﻘل )ﺍﻟﻤﻨﺎﺥ‬ ‫ﻋﺎﻤﻠﻴﻬﺎ ‪.‬‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ(‪ ،‬ﻭﻴﺘﻜﻭﻥ ﻤﻥ ﺴﺘﺔ ﻤﺤﺎﻭﺭ ﻫﻲ‪ :‬ﺘﻨﻤﻴﺔ ﺍﻟﻘﻴﻡ ﺍﻟﺠﻴﺩﺓ‬ ‫‪ .6‬ﺘﺄﺜﻴﺭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ :‬ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺴﺎﺌﺩ ﻓﻲ‬
‫ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ‪ ،‬ﻓﻌﺎﻟﻴﺔ ﺍﻟﻬﻴﻜل ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‪،‬‬ ‫ﺍﻟﻤﻨﻅﻤﺔ ﻭﺍﻟﺫﻯ ﻴﺩﻋﻡ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪.‬‬
‫ﻁﺒﻴﻌﺔ ﻨﻅﺭﺓ ﺍﻟﺭﺅﺴﺎﺀ ﻟﻠﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ‪ ،‬ﺘﺩﻓﻕ ﺍﻻﺘﺼﺎﻻﺕ‪،‬‬ ‫‪ .7‬ﺨﻭﻑ ﺍﻟﻤﺩﺭﺍﺀ ﻤﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ ‪ :‬ﻋﻨﺩﻤﺎ‬
‫ﻜﻴﻔﻴﺔ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﻭﺍﻟﺠﺯﺀ ﺍﻟﺜﺎﻟﺙ‪ :‬ﻭﻴﺘﻀﻤﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻴﺘﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ ﻤﻥ‬
‫ﻁﺒﻘﺎ ﻟﻠﻤﺘﻐﻴﺭﺍﺕ‬
‫ﹰ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ ﻋﻥ ﺨﺼﺎﺌﺹ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪،‬‬ ‫ﺍﻟﻤﺭﺅﻭﺴﻴﻥ‪.‬‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ ﻭﻫﻲ )ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻲ‬ ‫‪ .8‬ﻤﻌﺘﻘﺩﺍﺕ ﺍﻟﻤﺩﺭﺍﺀ ﺍﻟﻀﻤﻨﻴﺔ ﺤﻭل ﺍﻟﻌﺎﻤﻠﻴﻥ ‪ :‬ﻭﺨﺎﺼﺔ‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺍﺘﻔﻕ ﺍﻏﻠﺒﻬﻡ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺍﺠﺭﺍﺀ ﺘﻌﺩﻴﻼﹰ ﻋﻠﻴﻬﺎ‪.‬‬ ‫ﻴﻌﻤل ﺒﻬﺎ‪ ،‬ﺍﻟﻌﻤﺭ‪ ،‬ﺍﻟﺠﻬﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺍﻟﺘﻲ ﻴﻌﻤل ﺒﻬﺎ ( ‪.‬‬
‫ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬ ‫ﺼﺩﻕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺠﺭﻯ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ ﻋﻥ ﻁﺭﻴﻕ ﻤﻌﺎﻤل ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﻟﻘﺩ ﺘﻡ ﻋﺭﺽ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ )‪ (7‬ﻤﺤﻜﻤﻴﻥ ﻤﻥ ﺃﺴﺎﺘﺫﺓ‬
‫ﺍﻟﻔﺎ )‪ (Cronbach Alpha‬ﻟﻼﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻠﻤﺘﻐﻴﺭ ﺍﻟﻤﺴﺘﻘل‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺨﺘﺼﻴﻥ‪ ،‬ﻭﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ‬
‫ﻭﺍﻟﺘﺎﺒﻊ ﻭﻷﺒﻌﺎﺩﻫﻤﺎ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻫﻲ ﻤﻭﻀﺤﺔ ﻓﻲ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ)ﻤﺜل ﺃ‪.‬ﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺭﻴﺩﻱ‪ ،‬ﺃ‪.‬ﺩ ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﺍﻟﻤﻐﺭﺒﻲ‪،‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (1‬ﻜﻤﺎ ﻴﺄﺘﻲ‪:‬‬ ‫ﺩ‪ .‬ﻤﺤﻤﻭﺩ ﺩﻭﻴﺩﺍﺭ(‪ ،‬ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻤﺩﻯ ﺼﺩﻕ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ‪،‬‬
‫ﻭﻟﻘﺩ ﺘﻡ ﺍﻷﺨﺫ ﺒﺂﺭﺍﺌﻬﻡ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺔ ﺒﻌﺽ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﺘﻲ‬
‫ﺠﺩﻭل )‪(1‬‬
‫ﻋﺩﺩ ﺍﻟﻔﻘﺭﺍﺕ ‪Cronbach Alpha‬‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﻡ‬
‫‪0.87‬‬ ‫‪6‬‬ ‫‪ 1‬ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ‬
‫‪0.85‬‬ ‫‪6‬‬ ‫‪ 2‬ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل‬
‫‪0.87‬‬ ‫‪6‬‬ ‫‪ 3‬ﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪.‬‬
‫‪0.81‬‬ ‫‪6‬‬ ‫‪ 4‬ﺍﻟﻌﺯﻟﺔ ﺒﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ‪.‬‬
‫‪0.78‬‬ ‫‪6‬‬ ‫‪ 5‬ﻤﺩﻯ ﺨﻭﻑ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ‬
‫‪0.78‬‬ ‫‪30‬‬ ‫‪ 6‬ﺇﺠﻤﺎﻟﻲ ﺒﻌﺩ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫‪0.91‬‬ ‫‪29‬‬ ‫‪ 7‬ﺘﻨﻤﻴﺔ ﺍﻟﻘﻴﻡ ﺍﻟﺠﻴﺩﺓ ﻟﻠﻤﻭﻅﻔﻴﻥ‬
‫‪0.85‬‬ ‫‪7‬‬ ‫‪ 8‬ﺍﻟﻬﻴﻜل ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫‪0.89‬‬ ‫‪7‬‬ ‫‪ 9‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬
‫‪0.86‬‬ ‫‪7‬‬ ‫‪ 10‬ﻨﻅﺭﺓ ﺍﻹﺩﺍﺭﺓ ﻟﻠﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ‬
‫‪0.91‬‬ ‫‪7‬‬ ‫‪ 11‬ﺘﺩﻓﻕ ﺍﻻﺘﺼﺎﻻﺕ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ‬
‫‪0.89‬‬ ‫‪7‬‬ ‫‪ 12‬ﻁﺭﻕ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‬
‫‪0.96‬‬ ‫‪64‬‬ ‫‪ 13‬ﺇﺠﻤﺎﻟﻲ ﺒﻌﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﻗﻴﻡ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻟﻼﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻸﺩﺍﺓ ﻜﻜل ﻭﻜل ﺒ‪‬ﻌﺩ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺩﺭﺍﺴﺔ‬
‫‪ ‬ﺍﺴﻠﻭﺏ ﺍﻟﻘﻴﺎﺱ ‪:‬‬ ‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (1‬ﺃﻥ ﻜﺎﻓﺔ ﺃﺒﻌﺎﺩ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺼﻤﺕ‬
‫ﺍﻋﺘﻤﺩ ﺍﻟﺒﺎﺤﺙ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﻟﻴﻜﺭﺕ ﺍﻟﺨﻤﺎﺴﻲ ﻓﻲ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺘﺘﺴﻡ ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪.‬‬
‫ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺫﻯ ﻴﺴﺘﻨﺩ ﺍﻟﻰ ﺨﻤﺴﺔ ﻤﻘﺎﻴﻴﺱ ﻓﺭﻋﻴﺔ ﻜﺎﻵﺘﻲ‪:‬‬
‫ﺠﺩﻭل )‪(2‬‬
‫ﺃﺴﻠﻭﺏ ﺍﻟﻘﻴﺎﺱ‬
‫ﺘﻨﻁﺒﻕ ﺩﺍﺌﻤﺎﹰ )‪ (5‬ﺘﻨﻁﺒﻕ ﻏﺎﻟﺒﺎﹰ)‪ (4‬ﺘﻨﻁﺒﻕ ﺃﺤﻴﺎﻨﺎ)‪ (3‬ﺘﻨﻁﺒﻕ ﻨﺎﺩﺭﺍﹰ)‪ (2‬ﻻ ﺘﻨﻁﺒﻕ ﺇﻁﻼﻗﺎﹰ)‪(1‬‬
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‫ﺜﺎﻟﺜﺎ‪ :‬ﻤﺘﻐﻴﺭﺍﺕ ﻭﻨﻤﻭﺫﺝ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬

‫ﹰ‬
‫ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺴﺘﻘل ‪ :‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ ‪ :‬ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ ‪ :‬ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﻟﻠﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﻅﺎﻫﺭﺓ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻟﻠﺒﻴﺎﻨﺎﺕ‬
‫ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺔ‬ ‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺤﺼﺎﺌﻲ ) ‪SPSS‬‬
‫ﺍﻟﻘﺼﻴﻡ‪.‬‬ ‫‪ (Ver.20‬ﻓﻲ ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ ﻟﺘﺤﻘﻴﻕ ﺍﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ ﻭﻓﺭﻭﻀﻪ‬
‫ﻴﻭﻀﺢ ﺍﻟﺠﺩﻭل )‪ (3‬ﺘﺭﺘﻴﺏ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻠﺼﻤﺕ‬ ‫ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻻﺴﺎﻟﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺒﻐﺭﺽ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺃﻫﻤﻴﺘﻬﺎ ﺍﻟﻨﺴﺒﻴﺔ‪ ،‬ﻭﻴﺘﻀﺢ ﺃﻨﻬﺎ ﺒﺎﻟﺘﺭﺘﻴﺏ ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﻘﻴﻕ ﺍﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ ﻭﻓﺭﻭﻀﻪ ﻭﺍﻫﻡ ﺘﻠﻙ ﺍﻻﺴﺎﻟﻴﺏ‬
‫ﺍﻻﺘﺼﺎل ‪ ،%72‬ﺍﻟﺨﻭﻑ ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ ‪ ،%69‬ﺩﻋﻡ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻫﻲ ‪:‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ‪ ،%62‬ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ‬ ‫‪ .1‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ‪ ،%56‬ﻭﺍﻟﻌﺯﻟﺔ ‪ ،%45‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫‪ .2‬ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫ﻜﻜل ‪ ،%61‬ﻤﻤﺎ ﻴﺅﻜﺩ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺕ‬ ‫‪ .3‬ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ‪ANOVA‬‬
‫ﺍﻻﺘﺼﺎل ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻭﻜﺫﻟﻙ ﺘﻭﻓﻴﺭ‬ ‫‪ .4‬ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ ‪NN‬‬
‫ﺒﻴﺌﺔ ﻭﻤﻨﺎﺥ ﻋﻤل ﻻ ﻴﺤﺎﺴﺏ ﺃﺼﺤﺎﺏ ﺍﻟﻤﻭﺍﻗﻑ ﻭﺍﻵﺭﺍﺀ ﺍﻟﺘﻲ‬ ‫‪ ‬ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‪:‬‬
‫ﺘﺴﻌﻰ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﻤﺼﺎﻟﺢ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻭﺘﺤﻘﻴﻕ ﺍﻟﻤﺼﻠﺤﺔ‬ ‫ﺍﻭﻻﹰ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺕ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬
‫ﺍﻟﻌﺎﻤﺔ‪.‬‬ ‫‪ .1‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅل ﺍﻷﻭل ‪ :‬ﻤﺎ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ‬
‫‪-376-‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺠﺩﻭل )‪(3‬‬
‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻠﺼﻤﺕ ﺒﺎﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ‪ %‬ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫ﺍﻟﺨﺎﻤﺱ‬ ‫‪56.0‬‬ ‫‪0.994‬‬ ‫ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ‪2.800‬‬
‫ﺍﻷﻭل‬ ‫‪71.6‬‬ ‫‪0.855‬‬ ‫‪3.578‬‬ ‫ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل‬
‫ﺍﻟﺜﺎﻟﺙ‬ ‫‪62.0‬‬ ‫‪0.950‬‬ ‫‪3.102‬‬ ‫ﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‬
‫ﺍﻟﺴﺎﺩﺱ‬ ‫‪45.1‬‬ ‫‪0.871‬‬ ‫‪2.257‬‬ ‫ﺍﻟﻌﺯﻟﺔ‬
‫ﺍﻟﺜﺎﻨﻲ‬ ‫‪68.9‬‬ ‫‪0.758‬‬ ‫‪3.444‬‬ ‫ﺍﻟﺨﻭﻑ ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ‬
‫ﺍﻟﺭﺍﺒﻊ‬ ‫‪60.7‬‬ ‫‪0.447‬‬ ‫‪3.036‬‬ ‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﻭﻴﻅﻬﺭ ﺍﻟﺸﻜل ﺭﻗﻡ )‪ (1‬ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺎﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‪.‬‬
‫ﺸﻜل )‪(1‬‬
‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻌﻭﺍﻤل ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺎﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‬
‫‪ .2‬ﻭﻟﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺜﺎﻨﻲ "ﻤﺎ ﻤﺴﺘﻭﻯ ﺘﻘﻴﻴﻡ‬ ‫ﻭﻗﺩ ﺘﻡ ﻗﻴﺎﺱ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺨﻁﻴﺔ ﺒﻴﻥ ﺍﻟﺼﻤﺕ ﻭﺍﻟﻤﻨﺎﺥ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺎﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ ﺤﻴﺙ ﺒﻠﻎ ﻤﻌﺎﻤل‬
‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ؟" ﻓﻘﺩ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺍﻟﺨﻁﻲ ‪ 0.4‬ﻭﻫﻭ ﻁﺭﺩﻱ ﻤﺘﻭﺴﻁ ﻋﺎﻟﻲ‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻘﻴﺎﺱ ﺍﻟﺼﻤﺕ‬ ‫ﺍﻟﻤﻌﻨﻭﻴﺔ ﻤﻤﺎ ﻴﺅﻜﺩ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺨﻁﻴﺔ ﺒﻴﻥ ﺍﻟﺼﻤﺕ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻜﻤﺎ ﻴﺘﻀﺢ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪.(4‬‬ ‫ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺎﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‪.‬‬
‫‪-377-‬‬
‫ﺠﺩﻭل )‪(4‬‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﺴﺘﻭﻯ ﺘﻘﻴﻴﻡ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺤﺴﺏ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ‬
‫ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ‪%‬‬ ‫ﺍﻟﺠﻬﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫ﺍﻟﺴﺎﺩﺱ‬ ‫‪55.0‬‬ ‫ﺍﻷﻤﻥ ﺍﻟﻌﺎﻡ ‪2.750‬‬
‫ﺍﻟﺨﺎﻤﺱ‬ ‫‪57.6‬‬ ‫‪2.882‬‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬
‫ﺍﻟﺜﺎﻟﺙ‬ ‫‪63.4‬‬ ‫‪3.172‬‬ ‫ﺍﻟﺯﺭﺍﻋﺔ‬
‫ﺍﻟﺭﺍﺒﻊ‬ ‫‪62.7‬‬ ‫‪3.136‬‬ ‫ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻤﺤﺎﻜﻡ‬
‫ﺍﻷﻭل‬ ‫‪64.9‬‬ ‫‪3.243‬‬ ‫ﺍﻟﺼﺤﺔ‬
‫ﺍﻟﺜﺎﻨﻲ‬ ‫‪63.8‬‬ ‫‪3.190‬‬ ‫ﺍﻟﺒﻠﺩﻴﺔ‬
‫‪60.7‬‬ ‫‪3.036‬‬ ‫ﺍﻟﻜل‬
‫ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺴﺅﻭﻟﺔ‪.‬‬ ‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (4‬ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺼﻤﺕ‬

‫‪ .3‬ﻭﻟﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺜﺎﻟﺙ ‪" :‬ﻫل ﺘﻭﺠﺩ ﺍﺨﺘﻼﻓﺎﺕ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﻜل ﺍﻟﺠﻬﺎﺕ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻜﺎﻥ ﺒﻤﺘﻭﺴﻁ ﻋﺎﻡ ﻤﻘﺩﺍﺭﻩ‬
‫ﻓﻲ ﻤﺴﺘﻭﻱ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺘﺭﺠﻊ ﺇﻟﻰ ﻨﻭﻉ ﺍﻟﺩﺍﺌﺭﺓ‬ ‫)‪ (3.04‬ﺘﻘﺭﻴﺒﺎﹰ ﻤﻤﺎ ﻴﻌﻨﻲ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ‬
‫ﺍﻟﺤﻜﻭﻤﻴﺔ" ﻓﻘﺩ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺘﻠﻙ ﺍﻟﺠﻬﺎﺕ ﻤﺘﻭﺴﻁ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﺘﻭﺍﺠﺩ ﺩﺭﺠﺔ ﻤﻥ ﺍﻟﺼﻤﺕ ﺃﻗل‬
‫ﻭﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻘﻴﺎﺱ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻜﻤﺎ ﻴﺘﻀﺢ‬ ‫ﻓﻲ ﺍﻷﻤﻥ ﺍﻟﻌﺎﻡ ﻭﺍﻟﺘﻌﻠﻴﻡ ﻨﻅﺭﺍﹰ ﻟﺤﺴﺎﺴﻴﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﻲ ﻗﺩ‬
‫ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪.(5‬‬ ‫ﺘﺘﻭﺍﻓﺭ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺘﻠﻙ ﺍﻟﺠﻬﺎﺕ ﻭﺃﻫﻤﻴﺔ ﻨﻘﻠﻬﺎ ﺇﻟﻰ‬
‫ﺠﺩﻭل )‪(5‬‬
‫ﻤﺴﺘﻭﻯ ﺘﻘﻴﻴﻡ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺤﺴﺏ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ‪ %‬ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﺍﻟﺠﻬﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫ﺍﻟﺴﺎﺩﺱ‬ ‫‪47.2‬‬ ‫ﺍﻷﻤﻥ ﺍﻟﻌﺎﻡ ‪2.359‬‬
‫ﺍﻟﺨﺎﻤﺱ‬ ‫‪61.5‬‬ ‫‪3.076‬‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬
‫ﺍﻟﺭﺍﺒﻊ‬ ‫‪70.9‬‬ ‫‪3.545‬‬ ‫ﺍﻟﺯﺭﺍﻋﺔ‬
‫ﺍﻟﺜﺎﻟﺙ‬ ‫‪75.8‬‬ ‫‪3.788‬‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻤﺤﺎﻜﻡ‬
‫ﺍﻟﺜﺎﻨﻲ‬ ‫‪81.8‬‬ ‫‪4.089‬‬ ‫ﺍﻟﺼﺤﺔ‬
‫ﺍﻷﻭل‬ ‫‪91.4‬‬ ‫‪4.572‬‬ ‫ﺍﻟﺒﻠﺩﻴﺔ‬
‫‪69.3‬‬ ‫‪3.463‬‬ ‫ﺍﻟﻜل‬
‫ﺍﻟﺯﺭﺍﻋﺔ‪ ،‬ﻭﺃﻓﻀﻠﻬﺎ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻷﻤﻥ ﺍﻟﻌﺎﻡ ‪.‬‬ ‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (5‬ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫‪ .4‬ﻭﻟﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺭﺍﺒﻊ " ﻤﺎ ﻫﻲ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬ ‫ﻓﻲ ﻜل ﺍﻟﺠﻬﺎﺕ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻜﺎﻥ ﺒﻤﺘﻭﺴﻁ ﻋﺎﻡ ﻤﻘﺩﺍﺭﻩ )‪(3.46‬‬
‫ﻜل ﺒ‪‬ﻌﺩ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻟﺼﻤﺕ‬ ‫ﺘﻘﺭﻴﺒﺎﹰ ﻤﻤﺎ ﻴﻌﻨﻲ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺘﻠﻙ ﺍﻟﺠﻬﺎﺕ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ"‬ ‫ﻤﺭﺘﻔﻊ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﻤﺜل ﺍﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﻟﻠﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻐﻴﺭ‬
‫ﻓﻘﺩ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺍﻟﺒﺭﻤﺠﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻓﻘﺩ ﺍﺘﻀﺢ ﻭﺠﻭﺩ‬ ‫ﺠﻴﺩ ﻓﻲ ﺍﻟﺒﻠﺩﻴﺔ‪ ،‬ﺜﻡ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ‪ ،‬ﺜﻡ ﺍﻟﻤﺤﺎﻜﻡ‪ ،‬ﻭﻭﺯﺍﺭﺓ‬
‫‪-378-‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫‪ ANOVA‬ﻤﻥ ﺍﺠل ﺫﻟﻙ ﻭﺃﺘﻀﺢ ﻗﺒﻭل ﺍﻟﻔﺭﻀﻴﺔ ﺒﻭﺠﻭﺩ‬ ‫ﺘﺄﺜﻴﺭ ﻟﻜل ﻤﻥ ﺍﻟﻘﻴﻡ ﺍﻟﺠﻴﺩﺓ ﺜﻡ ﺘﺩﻓﻕ ﺍﻻﺘﺼﺎﻻﺕ ﻴﺄﺘﻴﻬﺎ ﺍﻟﻨﻅﺭﺓ‬
‫ﺍﺨﺘﻼﻓﺎﺕ ﺫﺍﺕ ﺩﻻﻟﻪ ﻤﻌﻨﻭﻴﺔ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ ﻓﻲ‬ ‫ﻟﻠﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ ﻋﻠﻰ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ‪.‬‬
‫ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺠﻬﺔ ﺍﻟﻌﻤل ﻓﻲ ﻤﻨﻁﻘﺔ‬ ‫ﺜﺎﻨﻴﺎﹰ ‪ :‬ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻔﺭﻀﻴﺎﺕ‪:‬‬
‫ﺍﻟﻘﺼﻴﻡ ﻭﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﺘﻔﺴﻴﺭ )ﻤﻌﺎﻤل ﻤﺭﺒﻊ ﺍﻴﺘﺎ( ﻟﻠﺼﻤﺕ‬ ‫‪ ‬ﻭﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ" ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﻨﺴﺒﺔ ‪ ،%15.8‬ﻜﻤﺎ ﻜﺎﻨﺕ ﻗﻴﻤﺔ )ﻑ( )‪(17.03‬‬ ‫ﺇﺤﺼﺎﺌﻴﺔ )‪ (α ≤ 0.05‬ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﻟﻌﻭﺍﻤل‬
‫ﺒﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪.(0.000‬‬ ‫ﺍﻟﻤﺴﺒﺒﺔ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺠﻬﺔ ﺍﻟﻌﻤل‪" .‬‬
‫ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‬
‫ﺠﺩﻭل )‪(6‬‬
‫ﻤﻠﺨﺹ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻓﻘﺎﹰ ﻟﻠﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ‬
‫ﺘﻘﺩﻴﺭ ﻓﺘﺭﺓ ﺜﻘﺔ ‪%95‬‬
‫ﺍﺨﺘﺒﺎﺭ ﻑ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ‬
‫ﻟﻠﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺠﻬﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫)ﺍﻟﻤﻌﻨﻭﻴﺔ(‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫‪%‬‬
‫ﺍﻋﻠﻰ‬ ‫ﺍﺩﻨﻰ‬
‫‪2.893‬‬ ‫‪2.608‬‬ ‫‪0.537‬‬ ‫‪55.0‬‬ ‫‪2.750‬‬ ‫ﺍﻷﻤﻥ ﺍﻟﻌﺎﻡ‬
‫‪17.03‬‬
‫‪2.937‬‬ ‫‪2.828‬‬ ‫‪0.335‬‬ ‫‪57.6‬‬ ‫‪2.882‬‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬
‫)‪(0.000‬‬
‫‪3.259‬‬ ‫‪3.086‬‬ ‫‪0.388‬‬ ‫‪63.4‬‬ ‫‪3.172‬‬ ‫ﺍﻟﺯﺭﺍﻋﺔ‬
‫ﺍﻟﺼﻤﺕ‬
‫‪3.234‬‬ ‫‪3.039‬‬ ‫‪0.368‬‬ ‫‪62.7‬‬ ‫‪3.136‬‬ ‫ﺍﻟﻤﺤﺎﻜﻡ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﻤﻌﺎﻤل ﻤﺭﺒﻊ ﺍﻴﺘﺎ‬ ‫‪3.351‬‬ ‫‪3.135‬‬ ‫‪0.474‬‬ ‫‪64.9‬‬ ‫‪3.243‬‬ ‫ﺍﻟﺼﺤﺔ‬
‫‪%15.8‬‬ ‫‪3.328‬‬ ‫‪3.051‬‬ ‫‪0.444‬‬ ‫‪63.8‬‬ ‫‪3.190‬‬ ‫ﺍﻟﺒﻠﺩﻴﺔ‬
‫‪3.077‬‬ ‫‪2.995‬‬ ‫‪0.447‬‬ ‫‪60.7‬‬ ‫‪3.036‬‬ ‫ﺍﻟﻜل‬
‫ﻭﻴﻅﻬﺭ ﺍﻟﺸﻜل ﺭﻗﻡ )‪ (2‬ﻤﺘﻭﺴﻁ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺎﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‪.‬‬
‫ﺸﻜل )‪(2‬‬
‫ﻤﺘﻭﺴﻁ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺤﺴﺏ‬
‫ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‬
‫‪‬‬
‫‪-379-‬‬
‫ﺍﺨﺘﻼﻓﺎﺕ ﺫﺍﺕ ﺩﻻﻟﻪ ﻤﻌﻨﻭﻴﺔ ﻟﻠﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ ﻓﻲ‬ ‫ﻭﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ " ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬ ‫‪‬‬
‫ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻴﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺠﻬﺔ ﺍﻟﻌﻤل ﻓﻲ ﻤﻨﻁﻘﺔ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ )‪ (α ≤ 0.05‬ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻨﺤﻭ‬
‫ﺍﻟﻘﺼﻴﻡ ﻭﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﺘﻔﺴﻴﺭ )ﻤﻌﺎﻤل ﻤﺭﺒﻊ ﺍﻴﺘﺎ( ﻟﻠﻤﻨﺎﺥ‬ ‫ﺘﻘﻴﻴﻡ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺴﺎﺌﺩ ﻴﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺠﻬﺔ ﺍﻟﻌﻤل‪" .‬‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ‪ ،%92.6‬ﻭﻜﺎﻨﺕ ﻗﻴﻤﺔ )ﻑ( )‪(1126.2‬‬ ‫ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‬
‫ﺒﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ )‪(0.000‬‬ ‫‪ ANOVA‬ﻤﻥ ﺍﺠل ﺫﻟﻙ ﻭﺃﺘﻀﺢ ﻗﺒﻭل ﺍﻟﻔﺭﻀﻴﺔ ﺒﻭﺠﻭﺩ‬
‫ﺠﺩﻭل )‪(7‬‬
‫ﻤﻠﺨﺹ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻓﻘﺎﹰ ﻟﻠﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ‬
‫ﺘﻘﺩﻴﺭ ﻓﺘﺭﺓ ﺜﻘﺔ ‪%95‬‬
‫ﺍﺨﺘﺒﺎﺭ ﻑ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ‬
‫ﻟﻠﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺠﻬﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫)ﺍﻟﻤﻌﻨﻭﻴﺔ(‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫‪%‬‬
‫ﺍﻋﻠﻰ‬ ‫ﺍﺩﻨﻰ‬
‫‪2.453‬‬ ‫‪2.265‬‬ ‫‪0.355‬‬ ‫‪47.2‬‬ ‫‪2.359‬‬ ‫ﺍﻷﻤﻥ ﺍﻟﻌﺎﻡ‬
‫‪1126.2‬‬
‫‪3.106‬‬ ‫‪3.047‬‬ ‫‪0.180‬‬ ‫‪61.5‬‬ ‫‪3.076‬‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬
‫)‪(0.000‬‬
‫‪3.564‬‬ ‫‪3.525‬‬ ‫‪0.088‬‬ ‫‪70.9‬‬ ‫‪3.545‬‬ ‫ﺍﻟﺯﺭﺍﻋﺔ‬
‫ﺍﻟﻤﻨﺎﺥ‬
‫‪3.807‬‬ ‫‪3.770‬‬ ‫‪0.070‬‬ ‫‪75.8‬‬ ‫‪3.788‬‬ ‫ﺍﻟﻤﺤﺎﻜﻡ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﻤﻌﺎﻤل ﻤﺭﺒﻊ ﺍﻴﺘﺎ‬ ‫‪4.114‬‬ ‫‪4.065‬‬ ‫‪0.108‬‬ ‫‪81.8‬‬ ‫‪4.089‬‬ ‫ﺍﻟﺼﺤﺔ‬
‫‪%92.6‬‬ ‫‪4.619‬‬ ‫‪4.526‬‬ ‫‪0.150‬‬ ‫‪91.4‬‬ ‫‪4.572‬‬ ‫ﺍﻟﺒﻠﺩﻴﺔ‬
‫‪3.523‬‬ ‫‪3.404‬‬ ‫‪0.651‬‬ ‫‪69.3‬‬ ‫‪3.463‬‬ ‫ﺍﻟﻜل‬
‫ﺸﻜل )‪(3‬‬
‫ﻤﺘﻭﺴﻁ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺤﺴﺏ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‬
‫‪-380-‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﻭﻤﺠﻤﻭﻋﻬﺎ ﻴﺴﺎﻭﻯ ﺍﻟﻭﺍﺤﺩ‪ ،‬ﻭﻤﻥ ﺃﺠل ﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻨﺎﺕ‪:‬‬ ‫‪ ‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ " ﻻ ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭ ﻷﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ‬
‫‪ ‬ﺘﻡ ﻤﻌﺎﻟﺠﺔ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻭﻗﺎﻤﺕ ﺍﻟﺸﺒﻜﺔ ﺒﺎﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻫﺫﻩ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﺠﺘﻤﻌﺔ)ﺍﻟﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﻱ ﻟﻠﺭﺌﻴﺱ ﺍﻟﻤﺒﺎﺸﺭ‪،‬‬
‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﻤﻌﻨﻰ ﺃﻥ ﺘﻘﻭﻡ ﺍﻟﺸﺒﻜﺔ ﺒﺎﻟﺘﻌﻠﻡ ﻭﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ‬ ‫ﺨﺼﺎﺌﺹ ﺍﻟﻌﻤل‪ ،‬ﺍﻟﻌﻼﻗﺔ ﺒﺎﻟﺯﻤﻼﺀ‪ ،‬ﺍﻟﺩﺍﻓﻌﻴﺔ ﻓﻲ ﺍﻟﻌﻤل‪،‬‬
‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫ﻜﻔﺎﺀﺓ ﺍﻟﻤﻭﻅﻑ‪ ،‬ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﺭﺒﻁ‬
‫‪ ‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ﻟﺘﺼﻤﻴﻡ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻭﺘﺩﺭﻴﺒﻬﺎ‬ ‫ﺍﻷﺩﺍﺀ ﺒﺎﻟﻤﻜﺎﻓﺂﺕ ( ﻭﻤﻨﻔﺭﺩﺓ ﻋﻠﻰ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺘﺒﻌﺎ ﻟﺫﻟﻙ ﻭﻭﻀﻊ ﻤﻌﻴﺎﺭ ﻹﻨﻬﺎﺀ ﺍﻟﺘﺩﺭﻴﺏ ﻭﻫﻭ ﻋﺩﻡ‬ ‫ﹰ‬ ‫)ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﻤﻬﺎﺭﺍﺕ‬
‫ﻤﻼﺤﻅﺔ ﺃﻱ ﺘﻐﻴﻴﺭ ﻓﻲ ﻤﺘﻭﺴﻁ ﺍﻟﺨﻁﺄ ﺃﻤﺎ ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻻﺘﺼﺎل‪ ،‬ﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺍﻟﻌﺯﻟﺔ‪ ،‬ﺨﻭﻑ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﻓﻬﻲ ﻤﺠﻤﻭﻉ ﻤﺭﺒﻌﺎﺕ ﺍﻟﺨﻁﺄ ‪ MSE‬ﻭﻤﺘﻭﺴﻁ‬ ‫ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ("‬
‫ﺍﻟﺨﻁﺄ ﺍﻟﻨﺴﺒﻲ ‪.MEP‬‬ ‫ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺨﺩﻡ ﻟﺫﻟﻙ ﺃﺴﻠﻭﺏ ﺤﺩﻴﺙ ﻤﻥ ﺃﺴﺎﻟﻴﺏ ﺘﻘﻨﻴﺔ‬
‫‪ ‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻟﻠﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﺘﺎﺤﺔ ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﺘﻨﻘﻴﺏ ﻓﻲ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻭﻫﻭ ﺃﺴﻠﻭﺏ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ )‪(NN‬‬
‫)‪ (%100‬ﻟﻠﺘﺩﺭﻴﺏ ‪ Training‬ﻭﺒﻨﺴﺒﺔ )‪ (%0‬ﻟﻼﺨﺘﺒﺎﺭ‬ ‫‪Neural Network‬‬
‫‪.Testing‬‬ ‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻷﺒﻌﺎﺩ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻋﻠﻲ ﺍﻟﺼﻤﺕ‬
‫ﻭﺘﻤﺜﻠﺕ ﻤﺩﺨﻼﺕ ﺍﻟﺸﺒﻜﺔ ﻓﻲ ﻋﺩﺩ ﻗﻴﻡ ﺍﻟﺴﺕ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ‪،‬‬ ‫‪‬‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‪:‬‬
‫ﺃﻤﺎ ﺍﻟﻤﺨﺭﺠﺎﺕ ﻓﺘﺘﻤﺜل ﻓﻲ ﻗﻴﻤﺔ ﺍﻟﺘﻭﺍﺒﻊ ﺍﻟﺨﻤﺱ‪ ،‬ﻭﺒﺎﻟﺘﻁﺒﻴﻕ‬ ‫ﻭﻟﺒﻴﺎﻥ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﻭﺘﻤﺜل ﺃﺒﻌﺎﺩ‬
‫ﻋﻠﻰ ﺍﻟﺒﻴﺎﻨﺎﺕ‪:‬‬ ‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻋﻠﻰ ﺍﻟﺘﻭﺍﺒﻊ ﻭﺘﻤﺜل ﺃﺒﻌﺎﺩ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪،‬‬
‫‪ ‬ﺃﻭﻀﺢ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻤﻌﻨﻭﻴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺨﺭﺠﺎﺕ‬ ‫ﻭﺘﻡ ﺍﺴﺘﺨﺩﻡ ﺃﺴﻠﻭﺏ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ ‪-‬ﺍﻟﺘﻲ ﺘﺴﻤﺢ ﺒﺎﻟﺘﻌﻠﻡ‬
‫ﻭﺍﻟﻤﺩﺨﻼﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ‪ F‬ﻭﺫﻟﻙ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ‬ ‫ﻤﻥ ﺍﻟﺨﺒﺭﺓ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺎﺒﻘﺔ ﻻﺴﺘﻨﺘﺎﺝ ﺨﺒﺭﺍﺕ ﻭﺘﺠﺎﺭﺏ‬
‫‪. 0.000‬‬ ‫ﺠﺩﻴﺩﺓ‪ -‬ﻜﺄﺩﺍﺓ ﻟﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ ﻟﻨﻔﺱ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﺘﻲ ﺘﺘﻨﺎﻭﻟﻬﺎ‬
‫‪ ‬ﺘﺭﺍﻭﺡ ﻤﺘﻭﺴﻁ ﺍﻟﺨﻁﺄ ﺍﻟﻨﺴﺒﻲ ‪ Relative Error‬ﺍﻟﺫﻱ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﻭﺘﻘﺩﻡ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻁﺭﻴﻘﺔ‬
‫ﻴﻘﻴﺱ ﺍﻟﺘﺒﺎﻴﻥ ﺃﻭ ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻟﻤﺨﺭﺠﺎﺕ ﺍﻟﻔﻌﻠﻴﺔ‬ ‫ﻤﻨﺎﺴﺒﺔ ﻓﻲ ﺘﻤﺜﻴل ﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺒﺸﻜل ﻤﺨﺘﻠﻑ ﻋﻥ‬
‫ﻭﺍﻟﻤﺨﺭﺠﺎﺕ ﺍﻟﺘﻘﺩﻴﺭﻴﺔ ‪ 0.757‬ﻭﻫﻭ ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻨﺨﻔﺎﺽ‬ ‫ﺍﻟﻁﺭﻕ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﻭﻴﻨﻅﺭ ﺇﻟﻴﻬﺎ ﻜﺄﺩﺍﺓ ﺇﺤﺼﺎﺌﻴﺔ ﺤﺩﻴﺜﺔ‪.‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺘﺒﺎﻴﻥ ﻋﻠﻤﺎ ً ﺒﺄﻨﻪ ﻜﻠﻤﺎ ﺍﻗﺘﺭﺒﺕ ﺍﻟﻘﻴﻤﺔ ﻤﻥ ﺍﻟﺼﻔﺭ‬ ‫ﻭﺘﻌﺭﻑ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ ﺒﻨﻤﺎﺫﺝ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ‬
‫ﻜﻠﻤﺎ ﻜﺎﻥ ﺫﻟﻙ ﺃﻓﻀل‪.‬‬ ‫ﺍﻟﺫﻜﻴﺔ ﺼﻨﺎﻋﻴﺎﹰ ﻭﻫﻰ ﺩﻭﺍل ﻏﻴﺭ ﺨﻁﻴﺔ ﻤﺭﻨﺔ ﺤﻴﺙ ﻻ ﺘﺘﻁﻠﺏ‬
‫‪‬ﺒﻠﻐﺕ ﺍﻟﻘﺩﺭﺓ ﺍﻟﺘﻔﺴﻴﺭﻴﺔ ﻟﻠﻤﺩﺨﻼﺕ ﻤﺎ ﻴﺯﻴﺩ ﻋﻥ‬ ‫ﺘﻭﺍﻓﺭ ﺍﻻﻓﺘﺭﺍﻀﺎﺕ ﺍﻟﻤﻘﻴﺩﺓ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﺎﺒﻌﺔ‬
‫‪ ، R = %95‬ﻭﻫﻰ ﻨﺴﺒﺔ ﻤﺭﺘﻔﻌﺔ ﺤﻴﺙ ﺘﺸﻴﺭ ﻟﻸﻫﻤﻴﺔ‬ ‫ﻭﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﻭﺘﻌﺎﻟﺞ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻼﻤﻌﻠﻤﻴﺔ ﺃﻭ ﺼﻐﻴﺭﺓ‬
‫‪2‬‬
‫ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﺒﻤﻘﺎﺭﻨﺔ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﺤﺠﻡ ﻭﻻ ﺘﺸﺭﻁ ﺍﻟﺘﺒﻌﻴﺔ ﻟﻠﺘﻭﺯﻴﻊ ﺍﻟﻁﺒﻴﻌﻲ ﺒﻘﺩﺭ ﻋﺎﻟﻲ ﻤﻥ‬
‫ﺴﺎﻟﻔﺔ ﺍﻟﺫﻜﺭ ﻴﺘﺒﻴﻥ ﺃﻥ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻗﺩ ﺘﺩﺭﺒﺕ ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﺩﻗﺔ ﻫﺫﺍ ﺒﺎﻹﻀﺎﻓﺔ ﺍﻟﻰ ﺩﻗﺘﻬﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﺔ ‪.‬‬
‫ﻋﺎﻟﻴﻪ ﻭﺃﻭﻀﺢ ﺍﻟﻤﻌﻴﺎﺭ ﺍﻹﺤﺼﺎﺌﻲ ﻟﻤﺘﻭﺴﻁ ﺍﻟﺨﻁﺄ ﺍﻟﻨﺴﺒﻲ‬ ‫ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ ﺘﺸﺒﻪ ﻭﺘﻤﺎﺜل ﺍﻟﻨﻤﺎﺫﺝ ﺍﻹﺤﺼﺎﺌﻴﺔ‬
‫‪ MEP‬ﻭﻤﻊ ﺍﺴﺘﻤﺭﺍﺭ ﺘﺩﺭﻴﺏ ﺍﻟﺸﺒﻜﺔ ﻭﺼل ﺍﻻﻨﺨﻔﺎﺽ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﺸﺎﺌﻌﺔ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻏﻴﺭ ﺃﻥ ﻫﻨﺎﻙ ﺍﺨﺘﻼﻓﺎﺕ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺘﻭﺴﻁ ﺇﻟﻰ ﺃﺩﻨﻰ ﺤﺩ ﻟﻪ ﻭﺃﺴﺘﻘﺭ ﻤﻤﺎ ﻴﻌﻨﻲ ﺃﻥ‬ ‫ﺒﺒﻌﺽ ﺍﻻﺼﻁﻼﺤﺎﺕ ﻓﺎﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﺘﺴﻤﻰ ﻤﺩﺨﻼﺕ‬
‫ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻗﺎﻤﺕ ﺒﺎﻟﺘﻌﻠﻡ ﻭﺍﻟﺘﺩﺭﺏ ﺒﺸﻜل ﻤﻨﺎﺴﺏ‬ ‫ﻭﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﺎﺒﻌﺔ ﺘﺴﻤﻰ ﻗﻴﻡ ﺍﻟﺘﺩﺭﻴﺏ ﺃﻭ ﻗﻴﻡ ﻤﺴﺘﻬﺩﻓﺔ‪ ،‬ﻭﺍﻟﻘﻴﻡ‬
‫ﻟﻠﺴﺘﺔ ﻨﻤﺎﺫﺠﻜﻤﺎ ﻴﺘﻀﺢ ﻓﻲ ﺍﻟﺸﻜل ﺭﻗﻡ )‪.(4‬‬ ‫ﺍﻟﻤﺘﻨﺒﺄ ﺒﻬﺎ ﺘﺴﻤﻰ ﻤﺨﺭﺠﺎﺕ ﻭﺍﻟﺘﻘﺩﻴﺭ ﻴﺴﻤﻰ ﺘﺩﺭﻴﺏ ﺃﻭ ﺘﻌﻠﻴﻡ ﺃﻭ‬
‫ﺍﻟﺘﻨﻅﻴﻡ ﺍﻟﺫﺍﺘﻲ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﺘﺴﻤﻰ ﺃﻭﺯﺍﻥ ﻭﻗﻴﻤﻬﺎ ﺩﺍﺌﻤﺎ ﻤﻭﺠﺒﺔ‬
‫‪-381-‬‬
‫ﺸﻜل ) ‪ : (4‬ﻤﺨﺭﺠﺎﺕ ﺘﺩﺭﺏ ﺍﻟﺸﺒﻜﺔ‬
‫ﺠﺩﻭل )‪(8‬‬
‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻷﻭﺯﺍﻥ ﺍﻷﺒﻌﺎﺩ ﺍﻟﻤﺴﺘﻘﻠﺔ‬
‫ﺍﻷﻫﻤﻴﺔ‬
‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ ﺍﻟﻤﺴﺘﻘﻠﺔ‬
‫ﺍﻟﻁﺒﻴﻌﻴﺔ ‪%‬‬
‫‪100.0‬‬ ‫‪0.288‬‬ ‫ﺍﻟﻘﻴﻡ‬
‫‪42.4‬‬ ‫‪0.122‬‬ ‫ﺍﻟﻬﻴﻜل ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫‪46.9‬‬ ‫‪0.135‬‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬
‫‪54.7‬‬ ‫‪0.157‬‬ ‫ﺍﻟﻨﻅﺭﺓ ﻟﻠﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ‬
‫‪62.7‬‬ ‫‪0.180‬‬ ‫ﺘﺩﻓﻕ ﺍﻻﺘﺼﺎﻻﺕ‬
‫‪40.8‬‬ ‫‪0.118‬‬ ‫ﻁﺭﻕ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‬
‫‪-382-‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺠﺩﻭل )‪(9‬‬
‫ﺘﻘﺩﻴﺭ ﻤﻌﺎﻟﻡ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻨﺎﺘﺠﺔ ﻤﻥ ﺘﺩﺭﺏ ﺍﻟﺸﺒﻜﺔ‬
‫‪Predicted‬‬
‫‪Predictor‬‬ ‫‪Hidden Layer 1‬‬ ‫‪Output Layer‬‬
‫‪H(1:1) H(1:2) H(1:3) H(1:4) H(1:5)H(1:6) Y1‬‬ ‫‪Y2 Y3 Y4 Y5‬‬
‫‪(Bias) -1.766- 1.513 -1.276- -.873- .297 .044‬‬
‫‪X1 -.501- .366 .713 -1.198- .283 -.497-‬‬
‫‪X2 .440 -.239- -.053- .266 .090 -.027-‬‬
‫‪Input Layer‬‬ ‫‪X3 1.104 -1.335- -.655- -.129- -.021- -.020-‬‬
‫‪X4 .369 -.176- .673 -.942- .156 -.022-‬‬
‫‪X5 -1.151- .485 .440 -.972- -.020- -.114-‬‬
‫‪X6 .231 -.088- -.975- .032 .091 .398‬‬
‫)‪(Bias‬‬ ‫‪.354 -.477--.514--.612- .020‬‬
‫)‪H(1:1‬‬ ‫‪1.521 -.696--.034- .744 1.321‬‬
‫)‪H(1:2‬‬ ‫‪1.276 -.565--.039- 1.112 1.018‬‬
‫)‪Hidden Layer 1 H(1:3‬‬ ‫‪-.207- -.138--.271--.742--.285-‬‬
‫)‪H(1:4‬‬ ‫‪-.608- .357 -.152--.382--.350-‬‬
‫)‪H(1:5‬‬ ‫‪-1.395- 1.445 1.224 -.680- .179‬‬
‫)‪H(1:6‬‬ ‫‪-.465- -.533--.128--.336--.434-‬‬
‫ﺍﻟﻤﻨﺸﻭﺩﺓ ﻨﺘﻴﺠﺔ ﺘﻔﺎﻋل ﺍﻟﺠﻬﻭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻭﺒﻤﺎ ﻴﺘﻭﺍﻓﺭ ﻟﺩﻴﻬﺎ ﻤﻥ‬ ‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺴﺎﺒﻘﺔ ﺃﻥ ﺃﻫﻡ ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ )ﻋﻭﺍﻤل(‬
‫ﻤﻭﺍﺭﺩ ﻤﺘﺎﺤﺔ‪ ،‬ﻭﺴﻴﺭ ﺍﻟﻌﻤل ﻓﻴﻬﺎ ﻭﻓﻕ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻷﻨﻅﻤﺔ‬ ‫ﻟﻠﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻋﻠﻰ ﺍﻷﺒﻌﺎﺩ ﺍﻟﺨﻤﺱ ﻟﻠﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﻭﺍﻟﻘﻭﺍﻨﻴﻥ‪ ،‬ﻓﺎﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻴﻌﺩ ﺍﻨﻌﻜﺎﺴﺎ ﻟﺸﺨﺼﻴﺔ ﺍﻟﻤﺅﺴﺴﺔ‬ ‫ﻤﺠﺘﻤﻌﺔ ﻭﻤﻨﻔﺭﺩﺓ ﻫﻲ ﺍﻟﻘﻴﻡ ﺍﻟﺠﻴﺩﺓ ﺜﻡ ﺘﺩﻓﻕ ﺍﻻﺘﺼﺎﻻﺕ ﻴﺄﺘﻴﻬﺎ‬
‫ﻜﻤﺎ ﻴﺭﺍﻫﺎ ﺃﻋﻀﺎﺅﻫﺎ‪ ،‬ﻭﺤﻴﻥ ﻴﻜﻭﻥ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻏﻴﺭ‬ ‫ﺍﻟﻨﻅﺭﺓ ﻟﻠﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ ﻭﺘﺘﻔﻕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻤﺭﻴﺢ ﺘﺴﻭﺩ ﻓﻴﻪ ﻤﺼﺎﻟﺢ ﺍﻷﻓﺭﺍﺩ ﻓﻴﻨﺸﺄ ﺍﻟﺼﻤﺕ‪.‬‬ ‫ﺍﻟﺘﻲ ﻗﺎﻡ ﺒﻬﺎ)‪ (Hazen, 2006‬ﺤﻴﺙ ﻴﺅﻜﺩ ﻋﻠﻰ ﺍﻥ ﻋﺩﻡ ﻭﺠﻭﺩ‬
‫‪ ‬ﺍﻟﻨﺘﺎﺌﺞ ‪:‬‬ ‫ﺍﻟﺠﻭ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻤﺭﻴﺢ ﻤﻥ ﺍﻷﺴﺒﺎﺏ ﺍﻟﻤﺅﺩﻴﺔ ﺇﻟﻰ ﻀﻌﻑ‬
‫‪ .1‬ﺍﺘﻀﺢ ﺃﻥ ﺃﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺍﻟﻰ ﺍﻟﺼﻤﺕ‬ ‫ﺍﻻﺘﺼﺎل ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﺠﻤﺎﻋﺎﺕ‪ ،‬ﻭﺘﻁﻭﺭ ﺴﻭﺀ ﺍﻟﻔﻬﻡ ﻭﻓﻘﺩﺍﻥ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﺭﺘﺒﺔ ﺘﻨﺎﺯﻟﻴﺎ ﻫﻲ ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻤﻥ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ ﻓﻲ ﺍﻟﻌﻤل ﺍﻟﺠﻤﺎﻋﻲ‪ ،‬ﻓﻴﺘﺒﻠﻭﺭ ﺍﻟﺼﻤﺕ ﻭﺍﻟﺫﻱ ﻗﺩ ﻴﻨﺘﺞ‬
‫ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ ،‬ﻨﻘﺹ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل‪ ،‬ﻋﺩﻡ‬ ‫ﻋﻨﻪ ﻋﻭﺍﻗﺏ ﺘﺅﺜﺭ ﻓﻲ ﺍﻟﻌﻤل ﻜﻜل ﻭﻓﻲ ﺇﻨﺠﺎﺯﺍﺘﻪ‪.‬‬
‫ﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺍﻟﻌﺯﻟﺔ‪ ،‬ﻭﺍﻟﺨﻭﻑ ﻤﻥ ﺭﺩﻭﺩ‬ ‫ﻭﻗﺩ ﺃﺸﺎﺭ ﻫﺎﺯﻥ ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﺇﻟﻰ ﺃﻥ ﻓﻬﻡ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ ﺃﻱ ﺍﻗﺘﺭﺍﺤﺎﺕ ﺍﻭ ﺍﻨﺘﻘﺎﺩﺍﺕ‬ ‫ﺒﺼﻭﺭﺓ ﺴﻠﺒﻴﺔ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺘﻌﻨﻲ ﺍﺤﺘﻤﺎﻟﻴﺔ ﻨﺸﻭﺀ ﺍﻟﺼﻤﺕ‪،‬‬
‫ﺠﺯﺌﻴﺎ ﻤﻊ‬
‫ﹰ‬ ‫ﻴﺘﻘﺩﻡ ﺒﻬﺎ ﺍﻟﻤﻭﻅﻔﻴﻥ ‪ .‬ﻭﺫﻟﻙ ﻴﺘﻔﻕ‬ ‫ﻭﻴﺭﺘﺒﻁ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺒﻨﻤﻁ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﻲ‬
‫ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ) ‪(Ghodratollah et al,2012‬‬ ‫ﺘﺴﻭﺩ ﺃﺠﻭﺍﺅﻫﺎ ﻭﺍﻟﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺃﻥ ﺘﺴﻬﻡ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‬
‫‪-383-‬‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ‪.‬‬ ‫ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻟﺼﻤﺕ‬

‫ﻻﺒﺩ ﻭﺍﻥ ﺘﺴﻌﻰ ﺍﻟﺠﻬﺎﺕ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺍﻟﻰ ﺍﻟﺘﻘﻠﻴل‬ ‫‪.3‬‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻫﻲ‪ ،‬ﺨﺼﺎﺌﺹ ﻓﺭﻴﻕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪،‬‬
‫ﻤﻥ ﺘﺨﻭﻑ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻤﻥ ﺭﺩﻭﺩ ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ‪ ،‬ﺘﺄﺜﻴﺭ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ‬
‫ﻟﺭﺅﺴﺎﺌﻬﻡ ﻤﻥ ﺘﻘﺩﻴﻤﻬﻡ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ‬ ‫ﺍﻟﻤﻭﻅﻔﻴﻥ‪ ،‬ﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺍﻟﻬﻴﺎﻜل‬
‫ﺍﻻﻗﺘﺭﺍﺤﺎﺕ ﺃﻭ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﻲ ﻴﻘﺩﻤﻬﺎ ﺍﻟﻌﺎﻤﻠﻴﻥ‪،‬‬ ‫ﻭﺍﻟﺴﻴﺎﺴﺎﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ 'ﻤﻥ‬
‫ﻭﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻠﻰ ﺫﻟﻙ ﻤﻥ ﻨﺘﺎﺌﺞ ﻏﻴﺭ ﻤﺭﻀﻴﺔ‬ ‫ﺭﺩﻭﺩ ﺍﻟﻔﻌل ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻻﺨﺘﻼﻓﺎﺕ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ‬
‫ﻤﻥ ﺨﻼل ﻓﺘﺢ ﻗﻨﻭﺍﺕ ﺍﺘﺼﺎل ﻤﺒﺎﺸﺭﺓ ﻭﻏﻴﺭ‬ ‫‪ .2‬ﺍﺘﻀﺢ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺠﻬﺎﺕ‬
‫ﻤﺒﺎﺸﺭﺓ ﺒﻴﻥ ﺍﻟﺭﺅﺴﺎﺀ ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ‪.‬‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﺍﻟﻤﺒﺤﻭﺜﺔ ﻜﺎﻥ )ﻤﺘﻭﺴﻁ (‪ ،‬ﻭﻴﺘﻔﻕ ﺫﻟﻙ‬
‫ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﻬﺘﻡ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ‬ ‫‪.4‬‬ ‫ﻤﻊ ﺩﺭﺍﺴﺔ ) ﺍﻟﺩﻗﺱ ﻭﻋﻠﻴﺎﻥ ‪،( ١٩٩١ :‬ﻜﻤﺎ‬
‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﺘﻭﻓﻴﺭ ﺍﻟﺩﻋﻡ ﺍﻟﻼﺯﻡ ﻟﻠﻤﺭﺅﻭﺴﻴﻥ‬ ‫ﻟﻭﺤﻅ ﻭﺠﻭﺩ ﺍﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ‬
‫ﻭﺤﻤﺎﻴﺘﻬﻡ ﻋﻨﺩ ﻭﺠﻭﺩ ﺍﻓﻜﺎﺭ ﺍﻭ ﻤﺭﺌﻴﺎﺕ ﺍﻭ‬ ‫ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ ﺘﻌﺯﻯ ﺇﻟﻰ‬
‫ﻤﻘﺘﺭﺤﺎﺕ ﻻ ﺘﺘﻔﻕ ﻭﺘﻭﺠﻬﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪،‬‬ ‫ﻨﻭﻉ ﺍﻟﺩﺍﺌﺭﺓ‪ .‬ﻜﻤﺎ ﻴﺠﺏ ﻋﻠﻰ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺴﺌﻭﻟﺔ‬
‫ﻭﺃﻻ ﺘﺴﺘﻬﻴﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺒﺘﻠﻙ ﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬ ‫ﺩﻋﻡ ﻭﺘﻬﻴﺌﺔ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﺫﻱ ﻴﺠﻌل‬
‫ﺤﺘﻰ ﻭﺍﻥ ﻜﺎﻨﺕ ﻏﻴﺭ ﻤﺠﺩﻴﺔ‪.‬‬ ‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺍﻟﺘﺤﺩﺙ ﺩﻭﻥ ﺨﻭﻑ‬
‫ﻴﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺘﻨﻤﻴﺔ ﺭﻭﺡ‬ ‫‪.5‬‬ ‫)‪(Orhan et al , 2013‬‬
‫ﺍﻟﻤﺼﺎﺭﺤﺔ ﻤﻥ ﺨﻼل ﺇﺸﻌﺎﺭ ﺍﻟﻌﺎﻤﻠﻭﻥ ﺒﻌﺩﻡ‬ ‫‪ .3‬ﺍﺘﻀﺢ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻟﺨﻭﻑ ﻤﻥ ﺍﻹﻓﺼﺎﺡ ﻋﻥ ﻤﺸﺎﻋﺭﻫﻡ ﻤﻊ‬ ‫)ﻤﺘﻭﺴﻁ(ﻭﻴﺘﻔﻕ ﺫﻟﻙ ﻤﻊ ﺩﺭﺍﺴﺔ ) ﺍﻟﺨﺘﺘﺎﻨﺔ‪،‬‬
‫ﺭﺅﺴﺎﺌﻬﻡ ﻓﻲ ﺍﻟﻌﻤل‪ ،‬ﻭﻴﺠﺏ ﺍﻥ ﻴﻘﻭﻡ ﺍﻟﺭﺅﺴﺎﺀ‬ ‫‪ ،(2009‬ﻜﻤﺎ ﻟﻭﺤﻅ ﺍﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﺍﻟﺼﻤﺕ‬
‫ﺒﻤﺼﺎﺭﺤﺔ ﻤﺭﺅﻭﺴﻴﻬﻡ ﺒﻤﺸﺎﻋﺭﻫﻡ ﺘﺠﺎﻫﻬﻡ‪.‬‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻤﻨﻁﻘﺔ‬
‫ﻜﺒﻴﺭﺍ ﻟﺘﻌﺯﻴﺯ ﺜﻘﺔ‬
‫ﹰ‬ ‫ﺠﻬﺩﺍ‬
‫ﹰ‬ ‫ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﺒﺫل ﺍﻹﺩﺍﺭﺓ‬ ‫‪.6‬‬ ‫ﺍﻟﻘﺼﻴﻡ‪ ،‬ﻭﺘﺨﺘﻠﻑ ﺘﻠﻙ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻊ ﺩﺭﺍﺴﺔ ‪Jaber‬‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺄﻨﻔﺴﻬﻡ‪ ،‬ﻤﻥ ﺨﻼل ﺘﻤﻜﻴﻨﻬﻡ ﻤﻥ‬ ‫)‪ (et al,2013‬ﻟﺘﻨﺎﻭﻟﻬﺎ ﺍﻻﺨﺘﻼﻓﺎﺕ ﻤﻥ ﺤﻴﺙ‬
‫ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺃﻓﻜﺎﺭ ﺠﺩﻴﺩﺓ ﻤﺘﻌﻠﻘﺔ ﺒﻤﻬﺎﻡ ﺍﻟﻌﻤل‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ‪.‬‬
‫ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﺸﺠﻊ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻋﻠﻰ‬ ‫‪.7‬‬ ‫‪ .4‬ﺃﺜﺒﺘﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺘﺤﻤل ﺍﻟﻤﺴﺌﻭﻟﻴﺔ ﻭﺘﺯﻭﺩﻫﻡ ﺒﺎﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻤﺔ‬ ‫ﻭﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﺤﻴﺙ ﺘﺒﻴﻥ ﺘﺄﺜﻴﺭ ﻟﻠﻘﻴﻡ‬
‫ﻟﺘﺤﻤل ﺍﻟﻤﺴﺌﻭﻟﻴﺔ‪ ،‬ﻜﻤﺎ ﻴﻨﺒﻐﻲ ﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﺠﻴﺩﺓ‪ ،‬ﺘﺩﻓﻕ ﺍﻻﺘﺼﺎﻻﺕ ﻭﺍﻟﻨﻅﺭﺓ ﻟﻠﻌﻨﺼﺭ‬
‫ﺇﻨﺠﺎﺯ ﺃﻋﻤﺎﻟﻬﻡ ﺩﻭﻥ ﺍﻟﺭﺠﻭﻉ ﻟﻠﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﺒﺸﺭﻱ ﻤﻨﻔﺭﺩﻴﻥ ﻭﻤﺠﺘﻤﻌﻴﻥ ﻋﻠﻰ ﺍﻟﺼﻤﺕ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ‪.‬‬
‫ﺘﺸﺠﻊ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ‬ ‫‪.8‬‬ ‫ﻭﺫﻟﻙ ﻴﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ )‪(Sahar et al ,2013‬‬
‫ﻭﺃﻓﻜﺎﺭ ﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻟﻌﻤل ﻭﻜﺫﻟﻙ ﺘﻘﺩﻴﻡ‬ ‫ﺍﻟﺘﻭﺼﻴﺎﺕ‪:‬‬ ‫‪‬‬
‫ﺍﻻﻗﺘﺭﺍﺤﺎﺕ ﻭﺍﻟﻤﺒﺎﺩﺭﺍﺕ ﺍﻟﺘﻲ ﻴﺘﻘﺩﻡ ﺒﻬﺎ‬ ‫‪ .1‬ﻴﻨﺒﻐﻲ ﺘﺩﺭﻴﺏ ﻭﺘﺄﻫﻴل ﺍﻟﻤﺩﻴﺭﻴﻥ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ‬
‫ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ‪.‬‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﻭﺠﻭﺩ ﺘﻐﺫﻴﺔ ﻋﻜﺴﻴﺔ‬
‫ﺘﻨﻤﻴﺔ ﺭﻭﺡ ﺍﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﺠﻤﺎﻋﻴﺔ ﻓﻲ ﺤل‬ ‫‪.9‬‬ ‫‪ .2‬ﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﺩﺭﻴﺏ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﻭﺍﻟﺘﻌﺎﻤل ﻤﻊ ﻗﻀﺎﻴﺎ ﺍﻟﻌﻤل‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل ﺍﻟﻔﻌﺎل‬
‫ﺒﺄﺸﻜﺎﻟﻪ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﺘﻘﻠﻴل ﻤﻥ ﺤﺎﻻﺕ ﺍﻟﺼﻤﺕ‬
‫‪-384-‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺍﻟﻤﺭﺍﺠـﻊ‬
‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ ﺤﻭﺍﺩﺙ ﺍﻟﻤﺭﻭﺭ ﺒﺎﻟﻜﻭﻴﺕ "ﺍﻟﻜﻭﻴﺕ‪ ،‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺃﺒﻭ ﺠﺩﻱ‪ ،‬ﻴﺤﻴﻰ ﺴﺎﻋﺩ)‪ "(1998‬ﺍﻹﻴﻤﺎﻥ ﻭﺍﻷﻤﻥ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻤﺠﻠﺔ‬
‫ﻟﻠﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻡ ‪ 3‬ﻉ )‪ ،(11‬ﺹ ﺹ‪.359 – 333‬‬ ‫ﺍﻷﻤﻥ"‪ ،‬ﺍﻟﺭﻴﺎﺽ‪.‬ﻉ ‪ ،36‬ﺹ ﺹ‪.40-35‬‬
‫ﺍﻟﻌﺘﻴﺒﻲ‪ ،‬ﻓﻭﺯﻱ)‪ " (2003‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺴﻼﺴل ﺍﻟﺯﻤﻨﻴﺔ ﻭﺍﻟﺸﺒﻜﺎﺕ‬ ‫ﺍﻟﺨﺘﺎﺘﻨﺔ‪ ،‬ﺭﺍﻤﻲ ﻤﺤﻤﺩ ﻋﺒﺩ ﺭﺒﻪ)‪ "(2009‬ﺃﺜﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻟﻌﺼﺒﻴﺔ ﻓﻲ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻷﺭﻗﺎﻡ ﺍﻟﻘﻴﺎﺴﻴﺔ " ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ‬ ‫ﻋﻠﻰ ﺍﻟﺜﻘﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﻌﺎﻤﺔ‬
‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﻗﻨﺎﺓ ﺍﻟﺴﻭﻴﺱ‪ ،‬ﻜﻠﻴﺔ ﺘﺠﺎﺭﺓ ﺒﻭﺭﺴﻌﻴﺩ‪.‬‬ ‫ﺍﻷﺭﺩﻨﻴﺔ"‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﻤﺅﺘﺔ‪،‬‬
‫ﻋﻜﺎﺸﺔ‪ ،‬ﻋﻠﻲ)‪ "(1989‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﻜﻠﻴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﻓﻲ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ ﺍﻻﺭﺩﻨﻴﺔ ﺍﻟﻬﺎﺸﻤﻴﺔ‪.‬‬
‫ﺍﻷﺭﺩﻥ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺩﻗﺱ‪ ،‬ﻤﺤﻤﺩ ﻭ ﺨﻠﻴل ﻋﻠﻴﺎﻥ)‪" (1991‬ﺘﻘﻴﻴﻡ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻟﻴﺭﻤﻭﻙ"‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ‪.‬‬ ‫ﻟﺸﺭﻜﺔ ﻤﻨﺎﺠﻡ ﺍﻟﻔﻭﺴﻔﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﻓﻲ ﻤﻨﺠﻡ‬
‫ﺍﻟﻔﺎﻋﻭﺭﻱ‪ ،‬ﻋﺒﻴﺭ ﺤﻤﻭﺩ)‪ " (2004‬ﺃﺜﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻋﻠﻰ‬ ‫ﺍﻟﺤﺴﺎ"‪ ،‬ﻤﺠﻠﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻡ ‪ 18‬ﻉ)‪ ،(1‬ﺹ‬
‫ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺼﻨﻊ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ"‪ ،‬ﻤﺠﻠﺔ ﻤﺅﺘﺔ‪ ،‬ﻡ ‪١٩‬‬ ‫ﺹ‪.59 -38‬‬
‫ﻉ )‪ ،(2‬ﺹ ﺹ ‪.52-26‬‬ ‫ﺍﻟﺯﻋﺒﻲ‪ ،‬ﺨﺎﻟﺩ ﻴﻭﺴﻑ ﻭﺤﺴﻴﻥ ﻤﺤﻤﺩ ﺍﻟﻌﺯﺏ)‪ "(2005‬ﻗﻴﺎﺱ‬
‫ﺍﻟﻘﺭﻴﻭﺘﻲ‪ ،‬ﻤﺤﻤﺩ‪ "(1994) ،‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻷﺜﺭ ﺍﻟﻤﻨﺎﺥ ﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺘﺒﻨﻲ ﺍﻟﺴﻠﻭﻙ‬
‫ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ – ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ"‪،‬‬ ‫ﺍﻹﺒﺩﺍﻋﻲ‪ :‬ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﻋﻠﻰ ﺸﺭﻜﺔ ﻜﻬﺭﺒﺎﺀ ﻤﺤﺎﻓﻅﺔ ﺇﺭﺒﺩ"‪،‬‬
‫ﻤﺠﻠﺔ ﻤﺅﺘﺔ ﻟﻠﺒﺤﻭﺙ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‪ ،‬ﻡ ‪ 9‬ﻉ )‪.(5‬‬ ‫ﻤﺠﻠﺔ ﺍﻟﻤﻨﺎﺭﺓ‪ ،‬ﻡ ‪ 13‬ﻉ)‪ ،(2‬ﺹ ﺹ ‪.111-65‬‬
‫ﺍﻟﻘﻁﺎﻤﻨﺔ‪ ،‬ﻤﻨﺎﺭ ﺇﺒﺭﺍﻫﻴﻡ)‪ "(2000‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺃﺜﺭﻩ ﻋﻠﻰ ﺍﻟﺴﻠﻭﻙ‬ ‫ﺍﻟﺴﻜﺭﺍﻥ‪ ،‬ﻨﺎﺼﺭ ﻤﺤﻤﺩ)‪" (2004‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻷﺩﺍﺀ‬
‫ﺍﻹﺒﺩﺍﻋﻲ‪ :‬ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﻟﻠﻤﺸﺭﻓﻴﻥ ﺍﻹﺩﺍﺭﻴﻴﻥ ﻓﻲ ﺍﻟﻭﺯﺍﺭﺍﺕ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‪ :‬ﺩﺭﺍﺴﺔ ﻤﺴﺤﻴﺔ ﻋﻠﻰ ﻗﻁﺎﻉ ﻀﺒﺎﻁ ﻗﻭﺍﺕ ﺍﻷﻤﻥ‬
‫ﺍﻷﺭﺩﻨﻴﺔ"‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ .‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪.‬‬ ‫ﺍﻟﺨﺎﺼﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻟﺭﻴﺎﺽ"‪ .‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪،‬‬
‫ﺍﻟﻜﻼﺒﻲ‪ ،‬ﺴﻌﺩ ﺒﻥ ﻋﺒﺩ ﺍﷲ)‪ ،(2008‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻰ‬ ‫ﻜﻠﻴﺔﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪.‬‬
‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺴﻌﻭﺩﻴﺔ‪ ،‬ﻤﻭﻗﻊ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‬ ‫ﺼﺎﻟﺢ‪ ،‬ﺴﺭﻤﺩ ﻏﺎﻨﻡ ﻭﺍﻟﺤﻴﺎﻟﻲ ﻤﺭﻭﺍﻥ‪ ،‬ﺴﻨﺩﻴﻪ ﻤﺭﻭﺍﻥ ﺴﻠﻁﺎﻥ)‪"(2012‬‬
‫‪http://faculty.ksu.edu.sa/alkelabi/my%20publications/‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻨﻔﺦ ﺍﻟﺼﺎﻓﺭﺓ ﻭﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﺄﺘﻴﺔ‬
‫ﻤﺎﻫﺭ‪ ،‬ﺃﺤﻤﺩ‪ ،(2010)،‬ﻜﻴﻑ ﺘﺭﻓﻊ ﻤﻬﺎﺭﺍﺘﻙ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻹﺘﺼﺎل‪،‬‬ ‫ﻵﺭﺍﺀ ﻋﻴﻨﺔ ﻤﻥ ﻤﻭﻅﻔﻲ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل" ﻤﺠﻠﺔ ﺘﻨﻤﻴﺔ ﺍﻟﺭﺍﻓﺩﻴﻥ ﻡ‬
‫ﺍﻟﻁﺒﻌﺔ ﺍﻟﺜﺎﻟﺔ )ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ :‬ﺍﻟﺩﺍﺭ ﺍﻟﺠﺎﻤﻌﻴﺔ – ﻤﺼﺭ(‪.‬‬ ‫‪ 34‬ﻉ )‪ ،(109‬ﺹ ﺹ ‪.98-85‬‬
‫ﺍﻟﻤﺠﺎﻟﻲ‪ ،‬ﺁﻤﺎل ﻴﺎﺴﻴﻥ )‪ " (2007‬ﺃﺜﺭ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺼﻐﻴﺭ‪ ،‬ﻓﻬﺩ ﺒﻥ ﻤﺤﻤﺩ)‪ "(2002‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺃﺜﺭﻩ ﻋﻠﻰ ﺃﺩﺍﺀ‬
‫ﺼﻨﻊ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﺘﺤﻠﻴﺄﺘﻴﺔ ﻟﻠﻤﺅﺴﺴﺎﺕ ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻷﺠﻬﺯﺓ ﺍﻷﻤﻨﻴﺔ" ‪ .‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ‬
‫ﺍﻷﺭﺩﻨﻴﺔ"‪ ،‬ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﺓ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻤﺎﻥ‬ ‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪.‬‬
‫ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬ ‫ﺍﻟﺼﻔﺎﺭ‪ ،‬ﻋﺒﺩ ﺍﻟﻜﺭﻴﻡ )‪ " (1998‬ﺇﺴﺘﺨﺩﺍﻡ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻟﻠﺘﻨﺒﺅ‬
‫ﺍﻟﻤﻁﺭﻓﻲ‪ ،‬ﺸﻌﻴل ﺒﻥ ﺒﺨﻴﺕ)‪" (2005‬ﺍﻻﻏﺘﺭﺍﺏ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻋﻼﻗﺘﻪ‬ ‫ﺒﺈﺴﺘﻬﻼﻙ ﺍﻟﻜﻬﺭﺒﺎﺀ ﻓﻰ ﺍﻟﻜﻭﻴﺕ " ﺍﻻﻤﺎﺭﺍﺕ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﻤﺘﺤﺩﺓ‪،‬‬
‫ﺒﺎﻷﺩﺍﺀ‪ ،‬ﺩﺭﺍﺴﺔ ﻤﺴﺠﻴﺔ ﻋﻠﻰ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺈﺩﺍﺭﺓ ﺍﻟﺠﻭﺍﺯﺍﺕ ﻓﻲ‬ ‫ﻤﺠﻠﻪ ﺍﻟﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻉ )‪ ،(14‬ﺹ ﺹ ‪-125‬‬
‫ﻤﻨﻁﻘﺔ ﻤﻜﺔ ﺍﻟﻤﻜﺭﻤﺔ"‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ‬ ‫‪.143‬‬
‫ﻨﺎﻴﻑ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬ ‫ﺍﻟﻌﺒﺎﺴﻰ‪ ،‬ﻋﺒﺩﺍﻟﺤﻤﻴﺩ ﻤﺤﻤﺩ )‪ "،(2004‬ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻭﺴﺎﺭﻴﻤﺎ ﻟﻠﺘﻨﺒﺅ ﺒﺄﻋﺩﺍﺩ ﺍﻟﻭﻓﻴﺎﺕ ﺍﻟﺸﻬﺭﻴﺔ‬
‫‪-385-‬‬
‫ﻋﺒﺩ ﺍﷲ ﻤﺤﻤﺩ ﺍﻟﻭﻫﻴﺒﻲ‬ ...‫ﺃﺜﺭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺴﺎﺌﺩ‬
‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬

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2014 ،3 ‫ ﺍﻟﻌﺩﺩ‬،10 ‫ﺍﻟﻤﺠﻠﺩ‬
‫ﹼ‬ ،‫ل‬‫ إدارة ا‬ ‫رد‬‫ ا‬‫ا‬
The Effect of the Organizational Climate on the Organizational Silence in Qassim
Abdullah Mohammad Alwehabie *
ABSTRACT
This study aimed to identify the most important factors causing of organizational silence of the workers in
government departments in the Qassim region, as well as to identify the differences in the regulatory
climate in those managements and finally access to the following dimensions of organizational climate
collectively and individually on the preference of the organizational silence workers. The study found
many of the results, where it turned out that the most important factors that lead to silence the regulatory
descending order is the directors fear from feedback, lack of communication skills, lack of top
management support, isolation, fear of adverse reactions to any suggestions or criticisms presented by
staff, as proven results also there are differences between the regulatory climate in those Government
departments, as well as it turned out that there were differences between silence regulatory Government
departments, while the results proved the existence of the effect of the values of good flow of
communication and perception of the human race individually and collectively to silence regulatory in
government departments in Qassim.
KEYWORDS: Organizational Climate, Qassim.
__________________________________________________
* Assistant Professor, Department of Business Administration, Faculty of
Business and Economics, Qassim University, KSA.
Amawt1@yahoo.com
Received on 17/11/2013 and Accepted for Publication on 29/4/2014.
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،10‬ﺍﻟﻌﺩﺩ ‪2014 ،3‬‬

‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬

‫ﺃﺜﺭ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺴﺎﺌﺩ ﻓﻲ ﺍﻟﺩﻭﺍﺌﺭ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻤﻨﻁﻘﺔ ﺍﻟﻘﺼﻴﻡ ﻓﻲ ﺍﻟﺼﻤﺕ ﺍﻟﺘﻨﻅﻴﻤﻲ‬

‫ﻋﺒﺩ ﺍﷲ ﻤﺤﻤﺩ ﺍﻟﻭﻫﻴﺒﻲ‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺩﺍﻟﺔ‪ :‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﺴﺎﺌﺩ‪ ،‬ﺍﻟﻘﺼﻴﻡ‪.‬‬

‫ﺍﻟﻤﻔﻜﺭﻴﻥ) ‪Argyris,‬‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ‫ﺃﻜﺩ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﻤﻘﺩﻤـﺔ‬

‫© ‪ 2014‬ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ /‬ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‪.‬‬ ‫‪-365-‬‬

‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ(‪.‬‬ ‫ﻭﻨﻔﺦ ﺍﻟﺼﺎﻓﺭﺓ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻤﺒﺤﻭﺜﺔ‪.‬‬

‫ﺜﺎﻟﺜﺎ‪ :‬ﻤﺘﻐﻴﺭﺍﺕ ﻭﻨﻤﻭﺫﺝ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬

‫ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺴﺅﻭﻟﺔ‪.‬‬ ‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (4‬ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺼﻤﺕ‬

‫ﺸﻜل ) ‪ : (4‬ﻤﺨﺭﺠﺎﺕ ﺘﺩﺭﺏ ﺍﻟﺸﺒﻜﺔ‬

‫ﺍﻟﺘﻨﻅﻴﻤﻲ‪.‬‬ ‫ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻟﺼﻤﺕ‬

‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬

The Effect of the Organizational Climate on the Organizational Silence in Qassim

Abdullah Mohammad Alwehabie *

KEYWORDS: Organizational Climate, Qassim.

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