‫اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴﻌﻮدﻳﺔ‬

‫وزارة اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎﻟﻲ‬

‫ﺟﺎﻣﻌﺔ أم اﻟﻘﺮى‬
‫ﻣﻜﺔ اﻟﻤﻜﺮﻣﺔ‬

‫ﺗﺮﺟﻤﺔ آﺘﺎب‬
‫א‬

‫؟‬

‫دﻟﻴﻞ ﻟﻠﻤﺪﻳﺮﻳﻦ‬
‫ﺗﺄﻟﻴﻒ ‪" :‬ﻓﻞ آﻠﻤﻨﺘﺲ"‬

‫ﺗﺮﺟﻤﺔ وﺗﻌﻠﻴﻖ‬

‫ﻋﻠﻲ ﻋﺒﺪ اﻟﻘﺎدر ﺑﺎﺣﺎرث‬ ‫اﻟﻄﺎﻟﺐ ‪/‬‬

‫ﺟﻼل اﻟﺪﻳﻦ ﺧﺪا ﺑﺨﺶ ﻣﺤﻤﺪ ﺑﺨﺶ‬ ‫إﺷﺮاف اﻟﺪآﺘﻮر ‪/‬‬

‫رﺳﺎﻟﺔ ﻣﻘﺪﻣﺔ إﻟﻰ ﻗﺴﻢ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ ﺑﻜﻠﻴﺔ اﻟﻌﻠﻮم اﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﺑﺠﺎﻣﻌﺔ أم اﻟﻘﺮى آﻤﺘﻄﻠﺐ ﺗﻜﻤﻴﻠﻲ ﻟﻠﺤﺼﻮل ﻋﻠﻰ درﺟﺔ اﻟﻤﺎﺟﺴﺘﻴﺮ‬
‫ﻓﻲ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ )ﺗﺨﺼﺺ‪/‬ﺗﺮﺟﻤﺔ(‬
‫‪١٤٢٦‬هـ‬
‫‪-1-‬‬
 ‫ﺑﺴﻢ اﷲ اﻟﺮﺣﻤﻦ اﻟﺮﺣﻴﻢ‬
‫ﻣﻠﺨﺺ اﻟﺮﺳﺎﻟﺔ‬
‫ﺗﻨﻘﺴﻢ هﺬﻩ اﻟﺮﺳﺎﻟﺔ إﻟﻰ ﻗﺴﻤﻴﻦ‪:‬‬
‫اﻟﻘﺴﻢ اﻷول‪ :‬ﺗﺮﺟـﻤﺔ ﻟﻜــﺘﺎب ‪ Be Positive‬آﻴﻒ ﺗﻜﻮن ﻣﺪﻳﺮًا إﻳﺠﺎﺑﻴًﺎ؟ ﻟﻤﺆﻟــﻔﻪ‬
‫‪ Phil Clements‬إﻟﻰ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪ .‬وﻳﻐﻄﻲ اﻟﻜﺘﺎب اﻟﻤﻜﻮن ﻣﻦ ﺛﻼث وﺗﺴﻌﻴﻦ ﺻﻔﺤﺔ ﻣﻦ اﻟﺤﺠﻢ‬
‫اﻟﻤﺘﻮﺳﻂ ﺟﻮاﻧﺐ اﻹدارة اﻹﻳﺠﺎﺑﻴﺔ اﻟﺘﻲ ﺗﺴﺎﻋﺪ اﻟﻤﺪﻳﺮﻳﻦ ﻋﻠﻰ ﺗﺤﺴﻴﻦ ﻣﻬﺎراﺗﻬﻢ اﻹدارﻳﺔ‪ .‬وآﻞ ﻓﺼﻞ ﻣﻦ‬
‫ﻓﺼﻮل اﻟﻜﺘﺎب اﻟﺴﺘﺔ اﻟﺸﻴﻘﺔ ﻳﻘﺪم ﻣﻮﺿﻮﻋًﺎ ﻣﺨﺘﻠﻔًﺎ ﻣﻦ ﻣﻮاﺿﻴﻊ ﻣﻬﺎرات اﻹدارة ﺑﻄﺮﻳﻘﺔ ﺟﺬاﺑﺔ وﺳﻠﺴﺔ‪.‬‬
‫ﻓﺎﻟﻔﺼﻞ اﻷول ﻳﺒﺤﺚ ﻓﻲ ﺟﻮهﺮ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ وﻣﻜﻮﻧﺎﺗﻪ‪ ،‬وﻋﻦ ﻣﺎهﻴﺔ اﻟﻤﻮاﻗﻒ وﻣﺼﺎدرهﺎ‪ ،‬وﻋﻼﻗﺔ‬
‫ذﻟﻚ ﺑﻜﻮﻧﻚ إﻳﺠﺎﺑﻴًﺎ‪.‬‬
‫أﻣﺎ اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ ﻓﻴﺪور ﺣﻮل ﻋﻠﻢ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ وﻣﻜﻮﻧﺎت اﻟﺸﺨﺼﻴﺔ‪ ،‬وﻋﻦ ارﺗﺒﺎط اﻟﻤﻮاﻗﻒ‬
‫واﻟﺘﺼﺮﻓﺎت ﺑﺒﻌﻀﻬﺎ‪ ،‬وآﻴﻒ ﺗﺤﻮّل اﻷﺧﻄﺎء إﻟﻰ ﺧﺒﺮات ﺗﻌﻠﻢ إﻳﺠﺎﺑﻴﺔ ﻋﻦ ﻃﺮﻳﻖ اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ‬
‫اﻹﻳﺠﺎﺑﻴﺔ‪.‬‬
‫واﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ ﻳﺒﺤﺚ ﻓﻲ ﻓﻦ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪ ،‬وﺟﻮاﻧﺐ ﻣﻬﺎرة اﻹدارة اﻟﻤﺘﺤﺴﻨﺔ ﺑﺎﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪،‬‬
‫وﻋﻦ ﻣﺎهﻴﺔ اﻟﻨﺠﺎح واﻟﻔﺸﻞ‪ ،‬وأﺳﺎﻟﻴﺐ إﻋﻄﺎء اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ اﻹﻳﺠﺎﺑﻴﺔ‪.‬‬
‫أﻣﺎ اﻟﻔﺼﻞ اﻟﺮاﺑﻊ ﻓﻬﻮ ﻋﻦ أﻣﺜﻠﺔ واﻗﻌﻴﺔ ﻣﺨﺘﺎرة ﻟﺪراﺳﺔ ﺣﺎﻻت ﺗﺼﺮﻓﺎت ﻏﻴﺮ ﺳﻮﻳﺔ ﻟﺒﻌﺾ اﻷﺷﺨﺎص‬
‫واﻟﺤﻠﻮل اﻟﻤﻘﺘﺮﺣﺔ ﻟﻬﺎ‪.‬‬
‫أﻣﺎ اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ ﻓﻬﻮ ﻋﻦ ﻣﻨﺎﻓﻊ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻟﻠﺸﺨﺺ‪ ،‬ﻧﻔﺴﻪ وﻟﻤﻮﻇﻔﻴﻪ‪ ،‬وﻟﺮؤﺳﺎﺋﻪ‪ ،‬وﻟﻌﻤﻼﺋﻪ‪،‬‬
‫وﻟﺰﺑﺎﺋﻨﻪ‪.‬‬
‫أﻣﺎ اﻟﻔﺼﻞ اﻟﺴﺎدس ﻓﻬﻮ ﻋﻦ اﻟﻘﻮاﻋﺪ اﻟﺬهﺒﻴﺔ اﻟﺨﻤﺲ ﻟﺘﺒﻨﻲ ﻣﻮﻗﻒ إﻳﺠﺎﺑﻲ وهﻲ‪ :‬آﻦ ﻣﺤﺘﺮﻓًﺎ‪ ،‬وآﻦ ذا‬
‫ﻞ ﺑﺮوح اﻟﺠﻤﺎﻋﺔ‪.‬‬
‫رؤﻳﺔ‪ ،‬وآﻦ ﻻﺋﻘًﺎ‪ ،‬وآﻦ ﻣﻨﺼﻔًﺎ‪ ،‬وﺗﺤ ّ‬
‫اﻟﻘﺴﻢ اﻟﺜﺎﻧﻲ‪ :‬ﻳﻨﺎﻗﺶ هﺬا اﻟﺠﺰء أهﻢ ﺗﻌﺮﻳﻔﺎت اﻟﺘﺮﺟﻤﺔ وﻧﻈﺮﻳﺎﺗﻬﺎ‪ .‬اﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ اﻟﻨﺺ اﻟﻤﺘﺮﺟﻢ‬
‫ﻟﻤﻮﺿﻮع اﻟﺒﺤﺚ‪ .‬اﻟﺘﻌﺮﻳﻒ ﺑﺎﻟﻤﺆﻟﻒ وأﺳﻠﻮﺑﻪ ﻓﻲ اﻟﻜﺘﺎﺑﺔ وﻣﻦ ذﻟﻚ اﻧﺘﻘﺎﻟﻪ ﻣﻦ ﺻﻴﻐﺔ اﻟﻤﻔﺮد إﻟﻰ ﺻﻴﻐﺔ‬
‫اﻟﺠﻤﻊ ﻓﻲ اﻟﺠﻤﻠﺔ ﻧﻔﺴﻬﺎ‪ .‬أﺑﺮز اﻟﻤﺸﻜﻼت اﻟﺘﻲ واﺟﻬﺖ اﻟﻄﺎﻟﺐ وﻃﺮق ﺣﻠﻬﺎ‪.‬‬

‫اﻟﻄﺎﻟﺐ‪ :‬ﻋﻠﻲ ﺑﺎﺣﺎرث‬ ‫اﻟﻤﺸﺮف‪ :‬د‪ .‬ﺟﻼل اﻟﺪﻳﻦ ﺑﺤﺶ ﻋﻤﻴﺪ اﻟﻜﻠﻴﺔ‪ :‬د‪ .‬أﺣﻤﺪ اﻟﻐﺎﻣﺪي‬
‫اﻟﺘﻮﻗﻴﻊ‪:‬‬ ‫اﻟﺘﻮﻗﻴﻊ ‪:‬‬ ‫اﻟﺘﻮﻗﻴﻊ‪:‬‬

‫‪-2-‬‬
 ‫اﻟﻔـــﻬﺮس‬
‫اﻟﺼﻔﺤﺔ‬ ‫اﻟﻤﻮﺿـــﻮع‬

‫أ‬ ‫ﻣﻘﺪﻣﺔ‬

‫أ‬ ‫‪ -١‬اﻟﻤﺘﺮﺟﻤﻮن اﻷواﺋﻞ‬

‫أ‬ ‫‪ -٢‬ﻣﺎذا ﻧﻌﻨﻲ ﺑﺎﻟﺘﺮﺟﻤﺔ؟‬

‫ب‬ ‫‪ -٣‬أهﻤﻴﺔ اﻟﺘﺮﺟﻤﺔ ﻓﻲ ﻋﺼﺮﻧﺎ‬

‫ج‬ ‫‪ -٤‬ﻋﻤﻠﻴﺔ اﻟﺘﺮﺟﻤﺔ‬

‫هـ‬ ‫‪ -٥‬ﺧﺼﺎﺋﺺ اﻟﺘﺮﺟﻤﺔ‬

‫و‬ ‫‪ -٦‬أهﺪاف اﻟﺘﺮﺟﻤﺔ " ﻟﻤﺎذا ﻧﺘﺮﺟﻢ "‬

‫ز‬ ‫‪ -٧‬وﺳﺎﺋﻞ اﻟﺘﺮﺟﻤﺔ‬

‫ح‬ ‫‪ -٨‬ﻋﻮاﺋﻖ اﻟﺘﺮﺟﻤﺔ‬

‫ط‬ ‫‪ -٩‬ﻣﻦ هﻮ اﻟﻤﺘﺮﺟﻢ؟‬

‫ك‬ ‫‪ -١٠‬اﻟﻌﻤﻞ اﻟﻤﺘﺮﺟﻢ " ﻣﺎذا ﻧﺘﺮﺟﻢ "‬

‫ل‬ ‫‪ -١١‬ﺧﺼﻮﺻﻴﺎت اﻟﻘﺎرئ اﻟﻌﺮﺑﻲ " ﻟﻤﻦ ﻧﺘﺮﺟﻢ "‬

‫م‬ ‫‪ -١٢‬ﻟﻐﺔ اﻟﻨﺺ اﻟﻤﺘﺮﺟﻢ‬

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 ‫اﻟﻔـــﻬﺮس‬
‫اﻟﺼﻔﺤﺔ‬ ‫اﻟﻤﻮﺿـــﻮع‬

‫اﻟﻔـــﻬﺮس‬
‫‪١‬‬ ‫ﻣﻘﺪﻣﺔ‬

‫‪٣‬‬ ‫اﻟﻔﺼﻞ اﻷول‬

‫‪٣‬‬ ‫إﻳﺠﺎﺑﻲ ﺑﺎﻟﻔﻄﺮة أم ﺑﺎﻟﺘﻄﺒﻊ؟‬

‫‪٣‬‬ ‫ﻣﻤﺎ ﻳﺘﻜﻮن اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ؟‬

‫‪٧‬‬ ‫اﻟﻔـــﻬﺮس‬
‫هﻞ ﻧﻮﻟﺪ إﻳﺠﺎﺑﻴﻴﻦ أم أﻧﻪ أﻣﺮ ﻳﻤﻜﻨﻨﺎ ﺗﻌﻠﻤﻪ؟‬

‫‪١٠‬‬ ‫ﻣﺎ هﻲ اﻟﻤﻮاﻗﻒ ﺑﺎﻟﻀﺒﻂ؟‬

‫‪١٤‬‬ ‫ﻣﻠﺨﺺ‬

‫‪١٥‬‬ ‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫‪١٥‬‬ ‫ﻋﻠﻢ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‬

‫‪١٥‬‬ ‫أﻳﻦ ﺗﻘﻊ اﻟﺸﺨﺼﻴﺔ ﻣﻦ آﻮﻧﻚ إﻳﺠﺎﺑﻴﺎً؟‬

‫‪١٨‬‬ ‫اﻟﺘﻔﺎؤل‬

‫‪١٩‬‬ ‫اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻓﻲ أوﺿﺎع اﻟﻌﻤﻞ‬

‫‪٢٨‬‬ ‫هﻞ ﻧﺘﻌﻠﻢ ﻣﻦ أﺧﻄﺎﺋﻨﺎ ﺣﻘًﺎ أم أن اﻟﺘﻌﻠﻢ ﺷﺄن أآﺜﺮ إﻳﺠﺎﺑﻴﺔ؟‬

‫‪٣٠‬‬ ‫آﻦ إﻳﺠﺎﺑﻴًﺎ ﺣﻴﺎل ﺗﻌﻠﻢ هﻴﺌﺔ ﻣﻮﺿﻔﻴﻚ وﺗﻄﻮرهﻢ‬

‫‪٣٤‬‬ ‫ﻣﻠﺨﺺ‬
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 ‫اﻟﻔـــﻬﺮس‬
‫اﻟﺼﻔﺤﺔ‬ ‫اﻟﻤﻮﺿـــﻮع‬
‫‪٣٥‬‬ ‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬

‫‪٣٥‬‬ ‫ﻓﻦ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻴﺔ‬

‫اﻟﻔـــﻬﺮس‬
‫‪٣٦‬‬ ‫اﻟﻨﺠﺎح واﻟﻔﺸﻞ‬

‫‪٣٩‬‬ ‫ﻃﻮر ﻓﻦ آﻮﻧﻚ ﻗﺎدرًا ﻋﻠﻰ ﺗﻠﻘﻲ اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ اﻹﻳﺠﺎﺑﻴﺔ‬

‫‪٤٠‬‬ ‫أﻋﻂ ﺗﻐﺬﻳﺔ إرﺟﺎﻋﻴﺔ إﻳﺠﺎﺑﻴﺔ‬

‫‪٤٣‬‬ ‫آﻦ ﺻﺎدﻗ ًﺎ‬

‫‪٤٦‬‬ ‫ﻃﻮر ﺻﻮرة ذاﺗﻚ اﻹﻳﺠﺎﺑﻴﺔ‬

‫‪٤٩‬‬ ‫آﻮﻧﻚ إﻳﺠﺎﺑﻴًﺎ ﻟﻴﺲ ﻣﺸﺎﺑﻬًﺎ ﻟﻌﺪم آﻮﻧﻚ ﺳﻠﺒﻴًﺎ‬

‫‪٥٠‬‬ ‫ﻣﻠﺨﺺ‬

‫‪٥١‬‬ ‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ‬

‫‪٥١‬‬ ‫اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﺿﻤﻦ ﺳﻴﺎق اﻟﻤﻘﺎم‬

‫‪٥١‬‬ ‫ﻣﺪﻳﺮة دار اﻟﺤﻀﺎﻧﺔ اﻟﺘﻲ ﻻ أهﺪاف ﻟﻬﺎ‬

‫‪٥٢‬‬ ‫ﻣﺸﺮف اﻟﺤﺴﺎﺑﺎت اﻟﻤﺼﺮﻓﻴﺔ اﻟﺬي أﻧﺠﺰ اﻟﻌﻤﻞ‬

‫‪٥٤‬‬ ‫ﻣﺪﻳﺮة ﺷﺆون اﻟﻤﻮﻇﻔﻴﻦ اﻟﺘﻲ ﻟﻢ ﺗﺴﺘﻄﻊ ﺗﻘﺒﻞ اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ‬

‫‪٥٥‬‬ ‫ﻣﻔﺘﺶ ﺿﺒﻂ اﻟﺠﻮدة اﻟﺬي آﺎن ﻋﻤﻠﻪ داﺋﻤًﺎ اﻟﻌﺜﻮر ﻋﻠﻰ اﻟﻌﻴﺐ‬

‫‪-5-‬‬
 ‫اﻟﻔـــﻬﺮس‬
‫اﻟﺼﻔﺤﺔ‬ ‫اﻟﻤﻮﺿـــﻮع‬
‫‪٥٧‬‬ ‫اﻟﻤﺪرﺑﺔ اﻟﺘﻲ اﺣﺘﺎﺟﺖ إﻟﻰ ﺗﻌﻠﻢ أن رﻓﻊ ﻣﻌﻨﻮﻳﺎت اﻟﻨﺎس أﻓﻀﻞ‬

‫اﻟﻔـــﻬﺮس‬ ‫ﻣﻦ اﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺷﺄﻧﻬﻢ‬

‫‪٥٨‬‬ ‫ﻣﻼﺣﻈﺎت اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ‬

‫‪٦٧‬‬ ‫ﻣﻠﺨﺺ‬

‫‪٦٨‬‬ ‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ‬

‫‪٦٨‬‬ ‫ﻣﻨﺎﻓﻊ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‬

‫‪٦٩‬‬ ‫ﻣﻨﺎﻓﻊ ﻟﻨﻔﺴﻚ‬

‫‪٧٥‬‬ ‫ﻣﻨﺎﻓﻊ ﻟﻤﻮﻇﻔﻴﻚ‬

‫‪٧٦‬‬ ‫ﻣﻨﺎﻓﻊ ﻟﺮؤﺳﺎﺋﻚ‬

‫‪٧٧‬‬ ‫ﻣﻨﺎﻓﻊ ﻟﻠﻌﻤﻼء ‪،‬واﻟﺰﺑﺎﺋﻦ‪ ،‬واﻟﻤﻌﻠﻘﻴﻦ‬

‫‪٨٣‬‬ ‫ﻣﻠﺨﺺ‬

‫‪٨٤‬‬ ‫اﻟﻔﺼﻞ اﻟﺴﺎدس‬

‫‪٨٤‬‬ ‫ﺧﻤﺲ ﻗﻮاﻋﺪ ذهﺒﻴﺔ ﻟﺘﺒﻨﻲ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‬

‫‪٨٥‬‬ ‫آﻦ ﻣﺤﺘﺮﻓًﺎ‬

‫‪٨٨‬‬ ‫آﻦ ذا رؤﻳﺔ‬

‫‪-6-‬‬
 ‫اﻟﻔـــﻬﺮس‬
‫اﻟﺼﻔﺤﺔ‬ ‫اﻟﻤﻮﺿـــﻮع‬
‫‪٩٢‬‬ ‫آﻦ ﻻﺋﻘًﺎ‬
‫ﺍﻟﻤﺸﺭﻑ ﻋﻠـﻰ‬ ‫א‬ ‫א‬ ‫ﺃﺘﻘﺩﻡ ﺒﺎﻟﺸﻜﺭ ﺇﻟﻰ‬
‫א‬
‫‪٩٥‬‬ ‫آﻦ ﻣﻨﺼﻔًﺎ‬
‫א‬ ‫א‬ ‫א‬ ‫ـﺫﻟﻙ‬
‫ـﺎﻟﺔ ﻭﻜـ‬ ‫ﺍﻟﺭﺴـ‬
‫‪١٠٠‬‬ ‫ﺗﺤﻞ ﺑﺮوح اﻟﺠﻤﺎﻋﺔ‬
‫ﻋﻀﻭﻱ ﺍﻹﺸﺭﺍﻑ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻟﺭﺴﺎﻟﺔ‪ ،‬ﻓﺠﺯﺍﻫﻡ ﺍﷲ ﺨﻴﺭ ﺍﻟﺠﺯﺍﺀ‪ .‬ﻜﻤـﺎ‬ ‫א‬
‫‪١٠٣‬‬ ‫ﻣﻠﺨﺺ‬
‫ﻨﻅﻴﺭ‪‬ﺍ ﻟﻤﺴﺎﻋﺩﺘﻪ ﻟـﻲ ﻓﺠـﺯﺍﻩ ﺍﷲ‬ ‫א‬ ‫ﺃﺘﻘﺩﻡ ﺒﺎﻟﺸﻜﺭ‬

‫ﺨﻴﺭ‪‬ﺍ‪.‬‬

‫اﻟﻔـــﻬﺮس‬
‫ﺍﻟﻤﺸﺭﻑ ﻋﻠـﻰ‬ ‫א‬ ‫א‬ ‫א‬ ‫ﺃﺘﻘﺩﻡ ﺒﺎﻟﺸﻜﺭ ﺇﻟﻰ‬

‫א‬ ‫א‬ ‫א‬ ‫ـﺫﻟﻙ‬

‫ـﺎﻟﺔ ﻭﻜـ‬
‫ﺍﻟﺭﺴـ‬

‫ﻋﻀﻭﻱ ﺍﻹﺸﺭﺍﻑ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻟﺭﺴﺎﻟﺔ‪ ،‬ﻓﺠﺯﺍﻫﻡ ﺍﷲ ﺨﻴﺭ ﺍﻟﺠﺯﺍﺀ‪ .‬ﻜﻤـﺎ‬ ‫א‬

‫ﻨﻅﻴﺭ‪‬ﺍ ﻟﻤﺴﺎﻋﺩﺘﻪ ﻟـﻲ ﻓﺠـﺯﺍﻩ ﺍﷲ‬ ‫א‬ ‫ﺃﺘﻘﺩﻡ ﺒﺎﻟﺸﻜﺭ‬

‫ﺨﻴﺭ‪‬ﺍ‪.‬‬

‫اﻟ ﺬي ﻗ ﺎم ﺑﺎﻟﻤﺮاﺟﻌ ﺔ اﻟﻠﻐﻮﻳ ﺔ‪،‬‬ ‫א‬ ‫‪/‬‬ ‫آﻤ ﺎ أﺗﻘ ﺪم ﺑﺎﻟ ﺸﻜﺮ آ ﺬﻟﻚ‬

‫‪ ،.‬وأﺗﻘ ﺪم ﺑﺎﻟ ﺸﻜﺮ آ ﺬﻟﻚ إﻟ ﻰ ﻗ ﺴﻢ‬ ‫מ‬ ‫‪/‬‬ ‫واﻟﺘﺪﻗﻴﻖ اﻹﻣﻼﺋﻲ وآ ﺬﻟﻚ א‬

‫اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ وإﻟﻰ آﻞ ﻣﻦ ﺳﺎﻋﺪﻧﻲ ﻓﻲ إﺗﻤﺎم هﺬﻩ اﻟﺮﺳﺎﻟﺔ‪.‬‬

‫‪-7-‬‬
‫ﺍﻟﻤﺸﺭﻑ ﻋﻠـﻰ‬ ‫א‬ ‫א‬ ‫א‬ ‫ﺃﺘﻘﺩﻡ ﺒﺎﻟﺸﻜﺭ ﺇﻟﻰ‬

‫א‬ ‫א‬ ‫א‬ ‫ـﺫﻟﻙ‬

‫ـﺎﻟﺔ ﻭﻜـ‬
‫ﺍﻟﺭﺴـ‬

‫ﻋﻀﻭﻱ ﺍﻹﺸﺭﺍﻑ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻟﺭﺴﺎﻟﺔ‪ ،‬ﻓﺠﺯﺍﻫﻡ ﺍﷲ ﺨﻴﺭ ﺍﻟﺠﺯﺍﺀ‪ .‬ﻜﻤـﺎ‬ ‫א‬

‫ﻨﻅﻴﺭ‪‬ﺍ ﻟﻤﺴﺎﻋﺩﺘﻪ ﻟـﻲ ﻓﺠـﺯﺍﻩ ﺍﷲ‬ ‫א‬ ‫ﺃﺘﻘﺩﻡ ﺒﺎﻟﺸﻜﺭ‬

‫ﺨﻴﺭ‪‬ﺍ‪.‬‬

‫اﻟ ﺬي ﻗ ﺎم ﺑﺎﻟﻤﺮاﺟﻌ ﺔ اﻟﻠﻐﻮﻳ ﺔ‪،‬‬ ‫א‬ ‫‪/‬‬ ‫آﻤ ﺎ أﺗﻘ ﺪم ﺑﺎﻟ ﺸﻜﺮ آ ﺬﻟﻚ‬

‫‪ ،.‬وأﺗﻘ ﺪم ﺑﺎﻟ ﺸﻜﺮ آ ﺬﻟﻚ إﻟ ﻰ ﻗ ﺴﻢ‬ ‫מ‬ ‫‪/‬‬ ‫واﻟﺘﺪﻗﻴﻖ اﻹﻣﻼﺋﻲ وآ ﺬﻟﻚ א‬

‫اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ وإﻟﻰ آﻞ ﻣﻦ ﺳﺎﻋﺪﻧﻲ ﻓﻲ إﺗﻤﺎم هﺬﻩ اﻟﺮﺳﺎﻟﺔ‪.‬‬

‫‪،، ..‬‬ ‫א‬ ‫א‬

‫‪-8-‬‬
 ‫اﻟﺘﺮﺟﻤﺔ ﻓﻲ ﺳﻄﻮر‬
‫‪ -١‬اﻟﻤﺘﺮﺟﻤﻮن اﻷواﺋﻞ‪:‬‬
‫اﺣﺘﻞ اﻟﻤﺘﺮﺟﻤﻮن اﻟﻌﺮب اﻷواﺋﻞ ﺧﺎﺻﺔ ﻓﻲ اﻟﻘﺮن اﻟﺘﺎﺳﻊ اﻟﻤﻴﻼدي ﻣﻜﺎﻧﺔ ﻣﺮﻣﻮﻗﺔ ﻟﺪى وﻻة‬
‫ﻼ ﻳﻜ ﺎﻓﺊ اﻟﻤﺘ ﺮﺟﻤﻴﻦ ﻣﺜ ﻞ ﺣﻨ ﻴﻦ ﺑ ﻦ إﺳ ﺤﺎق ﺑ ﻮزن ﻣ ﺎ‬
‫اﻷﻣ ﻮر‪ ،‬إذ آ ﺎن اﻟﺨﻠﻴﻔ ﺔ اﻟﻤ ﺄﻣﻮن ﻣ ﺜ ً‬
‫ﻳﺘﺮﺟﻤ ﻪ ذه ًﺒ ﺎ‪ .‬وﻟﻘ ﺪ أدرك اﻟﺨﻠﻔ ﺎء أن اﻟﺘﺮﺟﻤ ﺔ ﻓ ﻲ اﻟﺤﻘﻴﻘ ﺔ آﺎﻧ ﺖ اﻟﻮﺳ ﻴﻠﺔ اﻟﻮﺣﻴ ﺪة اﻟﺘ ﻲ‬
‫اﺳﺘﻄﺎﻋﻮا ﻣﻦ ﺧﻼﻟﻬﺎ أن ﻳﻨﻬﻠﻮا ﻣ ﻦ ﻋﻠ ﻮم اﻟﺤ ﻀﺎرات اﻟﻴﻮﻧﺎﻧﻴ ﺔ واﻟﻔﺎرﺳ ﻴﺔ واﻟﻬﻨﺪﻳ ﺔ ﺁﻧ ﺬاك‪.‬‬
‫ﻼ ﺳﺎﻋﺪت اﻟﻜﺘﺐ اﻟﻤﺘﺮﺟﻤﺔ وﻟﻌﺪة ﻗﺮون ﻋﻠﻰ إرﺳﺎء أﺳﺲ ﻣﺨﺘﻠﻒ اﻟﻌﻠﻮم اﻹﺳﻼﻣﻴﺔ ﻣﻤﺎ‬
‫وﻓﻌ ً‬
‫أدى إﻟﻰ ازدهﺎرهﺎ ﻓﻴﻤﺎ ﺑﻌﺪ‪ ،‬وهﻲ اﻟﻌﻠﻮم اﻟﺘﻲ ﻧﻬﻞ ﻣﻨﻬﺎ ﺑﻌ ﺪ ذﻟ ﻚ اﻟﻌﻠﻤ ﺎء اﻷوروﺑﻴ ﻮن ﻣﺜ ﻞ‬
‫"ﻣﺎﻳﻜﻞ ﺳ ﻜﺎوﺗﺲ" وﻏﻴ ﺮﻩ ﻣ ﻦ اﻟ ﺬﻳﻦ أﺧ ﺬوا ﻳﺘﺮﺟﻤ ﻮن اﻟﻜﺘ ﺐ اﻟﻌﺮﺑﻴ ﺔ إﻟ ﻰ اﻟﻼﺗﻴﻨﻴ ﺔ‪ ،‬ﺣﻴ ﺚ‬
‫آﺎﻧﺖ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻠﻐﺔ اﻟﺴﺎﺋﺪة ﻟﺘﺤ ﺼﻴﻞ اﻟﻌﻠ ﻮم ﺁﻧ ﺬاك‪ ،‬وﺑﻬ ﺬا ﺣ ﺼﻞ اﻟﺘ ﺰاوج اﻟﺤ ﻀﺎري‬
‫وﺗﺤﻘﻘﺖ اﻟﻄﻔﺮة اﻟﺘﻘﻨﻴﺔ ﻓﻲ ﻋﺼﺮهﻢ‪.‬‬

‫وﺑﻮﺟ ﻮد ﻗﺮاﺑ ﺔ أرﺑﻌ ﺔ ﺁﻻف ﻟﻐ ﺔ ﻓ ﻲ ﻋﺎﻟﻤﻨ ﺎ اﻟﻤﻌﺎﺻ ﺮ‪ ،‬ﻻﺑ ﺪ أن ﻧﻌﻄ ﻲ ﻟﻠﺘﺮﺟﻤ ﺔ ﺣﻘﻬ ﺎ ﺑ ﻴﻦ‬
‫اﻟﻌﻠﻮم اﻷﺧﺮى‪ .‬وﻗﺒﻞ أن ﻧﺘﻤﻜﻦ ﻣﻦ ذﻟﻚ ﻻﺑﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺧﺼﺎل هﺬﻩ اﻟﻤﻬﻨﺔ‪.‬‬

‫‪ -٢‬ﻣﺎذا ﻧﻌﻨﻲ ﺑﺎﻟﺘﺮﺟﻤﺔ؟‬

‫إن آ ﺎن اﻟﻤﺘ ﺮﺟﻢ وﺳ ﻴﻄ ًﺎ ﻟﻐﻮﻳ ًﺎ ﻓﺎﻟﺘﺮﺟﻤ ﺔ ﺟ ﺴﺮ ﺣ ﻀﺎري‪ .‬واﻟﺘﺮﺟﻤ ﺔ ﻟﻴ ﺴﺖ ﻋﻤﻠﻴ ﺔ ﻟﻐﻮﻳ ﺔ‬
‫ﺗﻔﺎهﻤﻴﺔ ﺑﺤﺘﺔ‪ ،‬ﺑﻞ ﺗﺤﻮي ﻓﻲ ﻃﻴﺎﺗﻬ ﺎ أﻧﻤﺎﻃ ﺎ ﺑﻼﻏﻴ ﺔ وﻣﻌ ﺎﻟﻢ ﺣ ﻀﺎرﻳﺔ‪ ،‬ﻟﻬ ﺬا ﻳﻌﺘﺒﺮه ﺎ ﻋﻠﻤ ﺎء‬
‫اﻟﻠﻐ ﺔ ﻋﻤﻠﻴ ﺔ ﻓﻜﺮﻳ ﺔ ﻣﻌﻘ ﺪة إﺑﺪاﻋﻴ ﺔ ﻻ ﺁﻟﻴ ﺔ‪ .‬ﻓﻬ ﻲ ﻟﻴ ﺴﺖ ﻣﺠ ﺮد اﺧﺘﻴ ﺎر آﻠﻤ ﺔ ﻣ ﻦ اﻟﻘ ﺎﻣﻮس‬
‫وﺳﺒﻜﻬﺎ ﻓﻲ إﻃﺎر ﻟﻐﻮي ﻣﻌﻴﻦ‪ ،‬ﺑﻞ إﻧﻬﺎ ﻋﻠﻢ ﻣﻦ ﻋﻠ ﻮم اﻟﻠ ﺴﺎﻧﻴﺎت ﻟ ﻪ أﺻ ﻮﻟﻪ وﺿ ﻮاﺑﻄﻪ‪ ،‬إﻻ‬
‫أن اﻟﺘﺮﺟﻤ ﺔ ﺑﻤﻔﻬﻮﻣﻬ ﺎ اﻟﻌ ﺎم ﺗﺒﻘ ﻰ ﻋﻤﻠﻴ ﺔ ﺗﻮاﺻ ﻞ ﺑ ﻴﻦ ﻟﻐﺘ ﻴﻦ أو أآﺜ ﺮ ﻳﻘ ﻮم ﺑﻬ ﺎ ﺷ ﺨﺺ ﻟ ﻪ‬
‫اﻟﻤﻠﻜﺔ اﻟﻠﻐﻮﻳﺔ ﺑﻠﻐﺘﻴﻦ أو أآﺜﺮ‪.‬‬

‫‪-‬أ‪-‬‬
 ‫‪١‬‬
‫‪ -٣‬أهﻤﻴﺔ اﻟﺘﺮﺟﻤﺔ ﻓﻲ ﻋﺼﺮﻧﺎ‪:‬‬
‫ﺑ ﺮزت أهﻤﻴ ﺔ اﻟﺘﺮﺟﻤ ﺔ ﺧ ﺼﻮﺻًﺎ ﺑﻌ ﺪ اﻟﺜ ﻮرة اﻹﻋﻼﻣﻴ ﺔ اﻟﺘ ﻲ أﺛﺒﺘ ﺖ أن ﺑﻤﻘ ﺪور اﻟﻤ ﺮء أن‬
‫ﻳﻮﺻﻞ أﻓﻜﺎرﻩ إﻟﻰ أﻳ ﺔ زاوﻳ ﺔ ﻣ ﻦ زواﻳ ﺎ اﻟﻌ ﺎﻟﻢ ﺑﻮاﺳ ﻄﺔ ﺑ ﺚ اﻷﻧﺒ ﺎء اﻟﻤﺘﺮﺟﻤ ﺔ ﻋﺒ ﺮ ﻗﻨ ﻮات‬
‫اﻟﺘﻠﻔﺎز أو اﻷﻗﻤﺎر اﻻﺻﻄﻨﺎﻋﻴﺔ أو ﻧﺸﺮهﺎ ﻓ ﻲ اﻟ ﺼﺤﻒ اﻟﻤﺤﻠﻴ ﺔ‪ .‬وهﻨ ﺎ ﻳﺘﺠﻠ ﻰ دور اﻟﺘﺮﺟﻤ ﺔ‬
‫وﺧﻄﻮرﺗﻪ ﻓﻲ ﺑﻠﻮرة أﻓﻜﺎر اﻟﺸﻌﻮب وﺻﻘﻠﻬﺎ ﺑﻤﺎ ﻳ ﺘﻼءم ﻣ ﻊ ﻋﻘﻴ ﺪة اﻟﻤﺆﺳ ﺴﺔ اﻟﻤ ﺴﺆوﻟﺔ ﻋ ﻦ‬
‫اﻟﺘﺮﺟﻤﺔ‪.‬‬

‫وﺗﺘﺠﻠﻰ أهﻤﻴﺔ اﻟﺘﺮﺟﻤﺔ ﻟﻨﺎ ﻓﻲ ﺗﻘﺮﻳﺮ ﻣﻨﻈﻤﺔ اﻟﻴﻮﻧﺴﻜﻮ ﺣﻮل اﻟﺘﺮﺟﻤﺔ اﻟﻌﻠﻤﻴﺔ واﻟﺘﻘﻨﻴﺔ واﻟ ﺬي‬
‫أﺷ ﺎر إﻟ ﻰ أن ‪ %٥٠‬ﻣ ﻦ اﻟﻜﺘ ﺐ اﻟﺤﺎﻟﻴ ﺔ ﻣﻜﺘﻮﺑ ﺔ ﺑﻠﻐ ﺎت ﻻ ﻳ ﺴﺘﻄﻴﻊ أآﺜ ﺮ ﻣ ﻦ ﻧ ﺼﻒ ﻋﻠﻤ ﺎء‬
‫ﻼ أن ﺛﻠﺜﻲ اﻟﻜﺘﺐ اﻟﻬﻨﺪﺳﻴﺔ ﻣﻜﺘﻮب ﺑﺎﻟﻠﻐ ﺔ اﻹﻧﺠﻠﻴﺰﻳ ﺔ اﻟﺘ ﻲ ﻻ ﻳﻔﻬﻤﻬ ﺎ‬
‫اﻟﻌﺎﻟﻢ ﻗﺮاءﺗﻬﺎ‪ .‬ﻓﺘﺠﺪ ﻣﺜ ً‬
‫أآﺜﺮ ﻣﻦ ﺛﻠﺜﻲ اﻟﻤﻬﻨﺪﺳﻴﻦ اﻟﻤﺘﺨﺼﺼﻴﻦ ﻓﻲ اﻟﻌﺎﻟﻢ‪ .‬آﻤﺎ أن ﻧﺴﺒﺔ آﺒﻴﺮة ﻣ ﻦ اﻟﻤﻬﻨﺪﺳ ﻴﻦ ﺑﺎﻟﻠﻐ ﺔ‬
‫اﻹﻧﺠﻠﻴﺰﻳﺔ ﻻ ﻳﻔﻬﻤﻮن ﻟﻐﺎت أﺟﻨﺒﻴﺔ أﺧﺮى‪.‬‬

‫‪ -‬ﺍﻟﻔﻘﺭﺍﺕ ‪١‬ﻭ‪٢‬ﻭ‪ ٣‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ٥‬ﻋﺩﺩ ‪ ١‬ﺹ ‪ ٨-٧‬ﻁﻨﺠﺔ‪١٩٩٦ .‬‬ ‫‪1‬‬

‫‪-‬ب‪-‬‬
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‫‪ -٤‬ﻋﻤﻠﻴﺔ اﻟﺘﺮﺟﻤﺔ‪:‬‬
‫ﻻﺑ ﺪ ﻷي ﺗﻘ ﻮﻳﻢ ﻣﻮﺿ ﻮﻋﻲ ﺷ ﺎﻣﻞ ﻟﻠﺘﺮﺟﻤ ﺔ أن ﻳﺘ ﺼﻞ ﺑﻌﻤﻠﻴﺎﺗﻬ ﺎ اﻟﻤﻌﻘ ﺪة‪ ،‬واﻟﺘ ﻲ ﺗﺘ ﺄﻟﻒ ﻣ ﻦ‬
‫ﺛﻼث ﻣﺮاﺣﻞ ﻣﺘﺪاﺧﻠﺔ‪.‬‬

‫اﻟﻤﺮﺣﻠﺔ اﻷوﻟﻰ‪:‬‬
‫ﻼ ﻣ ﻦ ﺣﻴ ﺚ اﻟﻤﺤﺘ ﻮى واﻷﺳ ﻠﻮب ﺑﻬ ﺪف‬
‫ﻓ ﻚ اﻟ ﺸﻔﺮة ﺣﻴ ﺚ ﻳُﺤﻠ ﻞ اﻟ ﻨﺺ ﻟﻠﺘﻌ ﺮف ﻋﻠﻴ ﻪ آ ﺎﻣ ً‬
‫اﺳﺘﻴﻌﺎﺑﻪ ﺑﺸﻜﻞ آﺎﻣﻞ وﺗﺬوق أﺳﻠﻮﺑﻪ‪ ،‬وهﻨﺎ ﻳﺆدي اﻟﻤﺘﺮﺟﻢ ﻣﻬﻤﺔ ﺛﻼﺛﻴﺔ آﻘﺎرئ وﻧﺎﻗﺪ وﻣﻔﺴﺮ‪.‬‬
‫ﻓﺒﺎﻹﺿﺎﻓﺔ إﻟﻰ اﺳﺘﻴﻌﺎب اﻟﻤﺘﺮﺟﻢ ﻟﻠﻮﺣﺪات اﻟﺪﻻﻟﻴﺔ ﻟﻠﻨﺺ اﻷﺻﻞ‪ ،‬ﻓﺈﻧﻪ ﻳﺠﺐ ﻋﻠﻴ ﻪ أن ﻳﻜ ﻮن‬
‫ﻋﻠﻰ ﺑﻴﻨﺔ ووﻋﻲ ﺑﺄﺳﻠﻮب اﻟﻤﺆﻟﻒ وﺳﻤﺎﺗﻪ اﻟﻤﻤﻴﺰة واﻷدوات اﻟﺒﻼﻏﻴ ﺔ اﻟﻤ ﺴﺘﺨﺪﻣﺔ‪ .‬وأول ﻣ ﺎ‬
‫ﻳﻘﻮم ﺑﻪ اﻟﻤﺘﺮﺟﻢ ﻋﻨﺪ ﺗﺤﻠﻴﻞ اﻟﻨﺺ هﻮ ﺗﺠﺰﺋﺘ ﻪ إﻟ ﻰ آﻠﻤ ﺎت وﻋﺒ ﺎرات وأﺷ ﺒﺎﻩ ﻟﻠﺠﻤ ﻞ وﺟﻤ ﻞ‬
‫ﺗﺘ ﻮزع ﻋﻠ ﻰ آ ﻞ ﺟ ﺰء وﻣﻨﻬ ﺎ اﻟﻤﻌ ﺎﻧﻲ اﻟﻤﻌﺠﻤﻴ ﺔ واﻹﻳﺤﺎﺋﻴ ﺔ‪ .‬وﺛﻤ ﺔ ﺛﻼﺛ ﺔ أﻣ ﻮر ذات ﺻ ﻠﺔ‬
‫ﺑﻤﺮﺣﻠﺔ اﻻﺳﺘﻴﻌﺎب واﻟﺘﺤﻠﻴﻞ‪:‬‬
‫ﻣ ﺪى ﺗﻄ ﺎﺑﻖ اﻟ ﺼﻴﻎ اﻟﻨﺤﻮﻳ ﺔ اﻟﻤ ﺴﺘﺨﺪﻣﺔ ﻓ ﻲ اﻟﺘﺮﺟﻤ ﺔ ﻣ ﻊ اﻟ ﺼﻴﻎ اﻟ ﻮاردة ﻓ ﻲ‬ ‫أ(‬
‫اﻟﻨﺺ ﻣﻮﺿﻊ اﻟﺒﺤﺚ‪.‬‬
‫ﻣﺪى ﺗﻤﺎﺳﻚ اﻟﺘﺮاآﻴﺐ اﻟﻨﺤﻮﻳﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﺑﻌﻀًﺎ‪.‬‬ ‫ب(‬
‫ﻣﺪى ﺗﻨﻮع أﻧﻤﺎط اﻟﺠﻤﻞ اﻟﻤﺴﺘﺨﺪﻣﺔ اﻟﺘﻲ ﻳﻤﻜﻦ أن ﺗﺜﻴﺮ ﻣﺘﻌ ﺔ اﻟﻘ ﺎرئ وﺗ ﺸﺪﻩ إﻟ ﻰ‬ ‫ج(‬
‫اﻟﻤﻮﺿﻮع‪ ،‬أي اﻷﺛﺮ اﻟﺬي ﺗﺘﺮآﻪ ﻋﻠﻴﻪ‪ ) .‬ﻧﻴﻮﻣﺎرك‪ :١٩٨٨ ،‬ف ‪(٢‬‬

‫‪ -٢‬ﺍﻟﻔﻘﺭﺓ ‪ ٤‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ٣‬ﻋﺩﺩ ‪ ١‬ﺹ ‪ ١١- ١٠‬ﻁﻨﺠﺔ‪١٩٩٢.‬‬
‫‪-‬ج‪-‬‬
 ‫اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻧﻴﺔ‪:‬‬
‫ﻣﺮﺣﻠﺔ اﻟﻨﻘﻞ ﺣﻴﺚ ﻳﺒﺪأ اﻟﻤﺘﺮﺟﻢ ﻓﻲ اﻟﺒﺤﺚ ﻋﻦ ﻣﺘﻜﺎﻓﺌﺎت آﻞ ﻋﻨ ﺼﺮ ﻣ ﻦ اﻟﻌﻨﺎﺻ ﺮ اﻟﺘ ﻲ ﺗ ﻢ‬
‫ﺗﺤﺪﻳ ﺪهﺎ ﻓ ﻲ ﻣﺮﺣﻠ ﺔ اﻟﺘﺤﻠﻴ ﻞ اﻟ ﺴﺎﺑﻘﺔ‪ .‬وﻣﻤ ﺎ ﺗﺠ ﺪر اﻹﺷ ﺎرة إﻟﻴ ﻪ أن اﻟﺘﻜ ﺎﻓﺆ ﻓ ﻲ ﻋ ﺪد ﻣ ﻦ‬
‫اﻟﺤﺎﻻت ﻟﻴﺲ ﺗﻜﺎﻓﺆا ﻣﺘﻄﺎﺑﻘًﺎ ﺑﻞ ﺗﻘﺮﻳﺒﻴًﺎ ﻷن آ ﻞ ﻟﻐ ﺔ ﻟﻬ ﺎ ﺧ ﺼﻮﺻﻴﺎت ﺗﻤﻴﺰه ﺎ ﻋ ﻦ ﻏﻴﺮه ﺎ‪.‬‬
‫وﻻ ﻳﺤ ﺪث اﻟﺘﻜ ﺎﻓﺆ ﻓ ﻲ اﻟﻠﻐﺘ ﻴﻦ إﻻ ﺣ ﻴﻦ ﺗﻜ ﻮن اﻟﻤﻔ ﺮدات واﻟﻌﺒ ﺎرات ﻗﺎﺑﻠ ﺔ ﻟﻼﺳ ﺘﺒﺪال ﻓ ﻲ‬
‫ﻣﻮاﻗﻒ ﺳﻴﺎﻗﻴﺔ ﻣﻌﻴﻨﺔ‪ .‬وﻳﻌﺘﻤﺪ اﻟﺘﻜﺎﻓﺆ ﻣﻌﺠﻤﻴ ًﺎ ﻋﻠﻰ ﻣﺒ ﺪأ اﻟﺘ ﺮادف اﻟﺜﻨ ﺎﺋﻲ ﻓ ﻲ اﻟﻠﻐﺘ ﻴﻦ‪ ،‬وه ﺬا‬
‫ﺑﺪورﻩ ﻳﺴﺘﻨﺪ إﻟ ﻰ اﻟﻤﻔﻬ ﻮم اﻟﻘﺎﺋ ﻞ إن اﻟﻤﻔ ﺮدات ﻟﻴ ﺴﺖ إﻻ ﻣ ﺴﻤﻴﺎت ﻷﺷ ﻴﺎء ﺣﻘﻴﻘ ﺔ وه ﻮ ﻣﺒ ﺪأ‬
‫ﻳﻌﻮد ﺑﺎﻷﺻﻞ إﻟﻰ أﻓﻼﻃﻮن ﻗﺪﻳﻤًﺎ و "دﻳﺴﻴﺴﻮر" ﺣﺪﻳﺜًﺎ‪ .‬واﻟﺘﺮﺟﻤﺔ ﺑﻬ ﺬا اﻟﻤﻨﻈ ﻮر اﻟﻤﺒ ﺴﻂ ﻻ‬
‫ﺗﺘﻌ ﺪى ﻋﻤﻠﻴ ﺔ اﺳ ﺘﺒﺪال اﻟﻤ ﺴﻤﻴﺎت أو اﻟﺮﻣ ﻮز ﺑﺎﻻﺳ ﺘﻌﺎﻧﺔ ﺑﺎﻟﻤﻌ ﺎﺟﻢ اﻟﺜﻨﺎﺋﻴ ﺔ إن ﺗﻄﻠ ﺐ اﻷﻣ ﺮ‬
‫ذﻟﻚ‪ .‬وهﻮ اﻟﻤﻨﻈ ﻮر اﻟ ﺬي ﺗﻘ ﻮم ﻋﻠﻴ ﻪ اﻟﺘﺮﺟﻤ ﺔ اﻟﺤﺮﻓﻴ ﺔ أو اﻟﻨﻘ ﻞ )آﻠﻤ ﺔ ﺑﻜﻠﻤ ﺔ( واﻟ ﺬي ﺛﺒ ﺖ‬
‫ﻧﻈﺮﻳًﺎ وﻋﻤﻠﻴًﺎ ﻋﻘﻤﻪ ﻟﻨﺪرة اﻟﺘﺮادف اﻟﺜﻨﺎﺋﻲ ﺑ ﻴﻦ اﻟﻠﻐ ﺎت‪ .‬وه ﺬا ﻳﻌﻨ ﻲ أن اﻻﺳ ﺘﺒﺪال اﻟﺘ ﺎم ﺑ ﻴﻦ‬
‫ﺳﻴﺎﻗﻴﻦ‪ ،‬ﻻﺳﻴﻤﺎ ﻓﻴﻤﺎ ﻳﺨ ﺺ اﻟﻤﻔ ﺮدات اﻟﺘﺠﺮﻳﺪﻳ ﺔ واﻻﻧﻔﻌﺎﻟﻴ ﺔ واﻹﻳﺤﺎﺋﻴ ﺔ أو ﺣﺘ ﻰ اﻟﻤﻔ ﺮدات‬
‫اﻟﺨﺎﺻ ﺔ ﺑﺜﻘﺎﻓ ﺔ دون ﻏﻴﺮه ﺎ ﻏﻴ ﺮ ﻣﻤﻜ ﻦ‪ .‬وﻧﺘﻴﺠ ﺔ ﻟ ﺬﻟﻚ ﻻ ﻳ ﺴﺘﻄﻴﻊ اﻟﻤﺘ ﺮﺟﻢ داﺋﻤ ًﺎ أن ﻳﺠ ﺪ‬
‫اﻟﺤﻠﻮل اﻟﻤﺒﺎﺷﺮة ﻟﺠﻤﻴﻊ اﻟﻤﺸﺎآﻞ اﻟﻨﺎﺟﻤﺔ ﻋﻦ اﻟﺘﻜﺎﻓﺆ ﺣﺘﻰ وإن ﻟﺠﺄ إﻟﻰ اﻟﺒﺤﺚ اﻟﻤ ﺴﻬﺐ ﻓ ﻲ‬
‫آﻞ ﻣﺎ ﻳﻘﻊ أﻣﺎﻣﻪ ﻣﻦ ﻣﺼﺎدر وﻣﻮاد ﻣﺮﺟﻌﻴﺔ‪ .‬وﺣﻴﻦ ﻻ ﻳﻌﺜﺮ ﻋﻠﻰ ﺗﻌﺒﻴ ﺮ ﻣﻜ ﺎﻓﺊ ﻓﻼﺑ ﺪ ﻟ ﻪ أن‬
‫ﻳﺠﺪ ﺗﻌﺒﻴﺮًا ﻣﻮازﻳﺎ أو ﻣﻘﺎرﺑًﺎ ﻳﺤﺪث اﻷﺛﺮ ﻧﻔﺴﻪ اﻟﺬي أﺣﺪﺛﻪ اﻟﺘﻌﺒﻴﺮ اﻷﺻﻞ‪.‬‬

‫‪-‬د‪-‬‬
 ‫اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻟﺜﺔ‪:‬‬
‫هﻲ ﻣﺮﺣﻠﺔ إﻋﺎدة ﺑﻨﺎء أو ﺗﺮآﻴﺐ اﻟﺮﺳﺎﻟﺔ اﻟﻤﻨﻘﻮﻟﺔ ﺑﻨ ﺎ ًء إﺑ ﺪاﻋﻴًﺎ ﺧﻼﻗ ًﺎ ﻓ ﻲ اﻟﻠﻐ ﺔ اﻟﻬ ﺪف ﺑﻤ ﺎ‬
‫ﻳﻨﺴﺠﻢ ﻣﻊ ﻗﻮاﻋﺪهﺎ اﻟﻠﻐﻮﻳﺔ‪ ،‬وﺗﻘﺎﻟﻴﺪهﺎ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮن اﻟﺘﺮﺟﻤﺔ دﻗﻴﻘﺔ دﻻﻟﻴﺎً‪ ،‬وﻣﺆﺛﺮة ﺟﻤﺎﻟﻴًﺎ‪.‬‬

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‫‪ -٥‬ﺧﺼﺎﺋﺺ اﻟﺘﺮﺟﻤﺔ‪:‬‬

‫ﺗﺒﺮز اﻟﺘﺮﺟﻤﺔ آﺄآﺜﺮ اﻷﻟﻮان اﻟﻔﻜﺮﻳﺔ اﻧﺘ ﺸﺎرًا‪.‬وﺗﺒ ﺪو ﺳ ﻬﻠﺔ ﻟﻠﻐﺎﻳ ﺔ إذا ﻣ ﺎ ﺗﻨﺎوﻟﻨﺎه ﺎ ﺧﻄ ﺄ ﻣ ﻦ‬
‫زاوﻳﺔ آﻮﻧﻬﺎ اﻹﻟﻤﺎم ﺑﻤﻌﺎﻧﻲ اﻟﻤﻔﺮدات وﺗﻌﺮﻳﻔﺎﺗﻬ ﺎ ﻃﺒﻘ ًﺎ ﻟﻤ ﺎ ﺣﺪدﺗ ﻪ اﻟﻘ ﻮاﻣﻴﺲ اﻟﻤﺘﺨﺼ ﺼﺔ‪،‬‬
‫ﻟﻜﻦ ﺻﻌﻮﺑﺘﻬﺎ ﺗﺘﻀﺎﻋﻒ ﻋﻨﺪﻣﺎ ﻧﺪرك أن أﺻﻌﺐ ﻣﺎ ﻓ ﻲ ﻣﻤﺎرﺳ ﺔ اﻟﺘﺮﺟﻤ ﺔ ه ﻮ ﻣﺤﺎوﻟ ﺔ ﻓﻬ ﻢ‬
‫ﻣﻌﺎﻧﻲ اﻟﻜﻠﻤﺎت ﺑﻤﺪﻟﻮﻻﺗﻬﺎ اﻟﺼﺤﻴﺤﺔ ﺣﺴﺐ اﻟﺴﻴﺎق اﻟﻌﺎم‪ ،‬وإن ﺧﺎﻟﻔﺖ ﻓ ﻲ ﺑﻌ ﺾ اﻷﺣﻴ ﺎن –‬
‫ﻣﺎ ﻳﻘﺪﻣﻪ ﻟﻨﺎ اﻟﻘﺎﻣﻮس‪.‬‬

‫ﻼ ﻣ ﻦ اﻷﺟﻨﺒﻴ ﺔ إﻟ ﻰ اﻟﻌﺮﺑﻴ ﺔ أو‬

‫ﻓﻠﻴﺴﺖ اﻟﺘﺮﺟﻤﺔ ﻓﻲ أﺣﺪث ﺗﻌﺮﻳﻔﺎﺗﻬﺎ‪ ،‬اﺳﺘﺒﺪال ﻟﻔﻈﺔ ﺑﻠﻔﻈﺔ ﻧﻘ ً‬
‫اﻟﻌﻜﺲ ﻣﺜﻼً‪ ،‬وﻟﻴﺲ اﻷﻣﺮ – ﻓﻲ اﻟﺘﺮﺟﻤﺔ – ﻣﺘﻌﻠﻘ ًﺎ ﺑﻮﺿﻊ ﺟﺪاول ﻣﻦ اﻷﻟﻔ ﺎظ ﻳﺤﺘ ﻞ اﻟﺠﺎﻧ ﺐ‬
‫اﻟﻠﻐﻮي ﻓﻴﻬ ﺎ اﻻهﺘﻤ ﺎم اﻷآﺒ ﺮ‪ .‬ﺻ ﺤﻴﺢ أن اﻟﺘﺮﺟﻤ ﺔ – ﻓ ﻲ أﺳﺎﺳ ﻬﺎ – ه ﺎﺟﺲ ﻟﻐ ﻮي‪ ،‬وﻟﻜﻨﻬ ﺎ‬
‫ﺗﺘﺠﺎوز هﺬا اﻟﻬﺎﺟﺲ إﻟﻰ ﻣﻌﺎﻧﻲ أﺷﻤﻞ وأﻋﻢ‪ .‬إذ ﺗﻨﺸﺪ اﻟﻤﺪﻟﻮل اﻟﻨﻔﺴﻲ واﻻﺟﺘﻤ ﺎﻋﻲ واﻟﺜﻘ ﺎﻓﻲ‬
‫اﻟﻌﺎم واﻟﻤﺮﺗﺒﻂ ﺑﺎﻟﻠﻔﻆ اﻟﻤﻨﺸﻮد ﻓﻲ ﺛﻘﺎﻓﺔ آﻞ ﻟﻐﺔ‪ .‬ﺑﻬﺬا ﺗﺼﺒﺢ اﻟﺘﺮﺟﻤﺔ ﻋﻤﻠﻴ ﺔ ﻧﻘ ﻞ أﻓﻜ ﺎر ﻣ ﻦ‬
‫ﻟﻐﺔ إﻟﻰ ﻟﻐﺔ أﺧﺮى أو ﺗﻔﺴﻴﺮ آﻼم ﺑﻤﺎ ﻳﻘﺎﺑﻠﻪ ﻓﻲ ﻟ ﺴﺎن ﺁﺧ ﺮ‪ ،‬ﻣ ﻊ اﻟﺤ ﺮص ﻋﻠ ﻰ اﻧﺘﻘ ﺎء أآﺜ ﺮ‬
‫اﻷﻟﻔﺎظ وﻓﺎ ًء ﻓﻲ ﻧﻘﻞ هﺬﻩ اﻷﻓﻜﺎر واﻟﻤﻌﺎﻧﻲ‪.‬‬

‫‪ -٣‬ﺍﻟﻔﻘﺭﺓ ‪ ٥‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ١‬ﻋﺩﺩ ‪ ٢‬ﺹ ‪ ٨-٧‬ﻁﻨﺠﺔ‪١٩٩٢ .‬‬
‫‪-‬ﻩ‪-‬‬
 ‫‪٤‬‬
‫‪ -٦‬أهﺪاف اﻟﺘﺮﺟﻤﺔ ) ﻟﻤﺎذا ﻧﺘﺮﺟﻢ ؟ (‪:‬‬
‫اﻟﺘﺮﺟﻤـﺔ ﺟﺰء ﻣﻦ اﻟﺜﻘﺎﻓﺔ اﻟﻌﺎﻣﺔ‪ ،‬ﻓﻬﻲ ﺛﻘﺎﻓﺔ ﻣﺘﺨﺼﺼﺔ ﺗ ﺴﻬﻢ إﺳ ﻬﺎﻣًﺎ‪ -‬أﻓﻘﻴ ًﺎ وﻋﻤﻮدﻳ ًﺎ‪ -‬ﻓ ﻲ‬
‫ﺑﻨﺎء اﻹﻧﺴﺎن ﺑﻨﺎ ًء ﻋﻘﻠﻴًﺎ وﺛﻘﺎﻓﻴًﺎ ﺳﻠﻴﻤ ًﺎ‪.‬‬
‫وﻟﺘﺤﻘﻴﻖ ذﻟﻚ‪ ،‬ﻓﺈن اﻟﺘﺮﺟﻤﺔ ﻓﻲ ﻣﺠﺘﻤﻊ ﻧﺎم آﻤﺠﺘﻤﻌﻨﺎ ﺗﻜﺴﺐ أﻓﺮادﻩ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺨﺼﺎﺋﺺ‬
‫ﺗﺘﻤﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

‫أ‪ -‬ﺗﻠﺒﻴ ﺔ ﺣﺎﺟ ﺔ اﻟﺘﻌﻠ ﻴﻢ ﻓ ﻲ ﺟﻤﻴ ﻊ ﻣﺮاﺣﻠ ﻪ ﺑﺤﻴ ﺚ ﺗ ﺴﻬﻢ اﻟﺘﺮﺟﻤ ﺔ ﻓ ﻲ ﺗﻜﻤﻠ ﺔ ﺗﻜ ﻮﻳﻦ اﻟﻄﺎﻟ ﺐ‬
‫ﺗﻜﻮﻳﻨًﺎ ﻋﻠﻤﻴًﺎ وﺣﻀﺎرﻳًﺎ ﻳﻌﺪﻩ ﻟﻠﻌﻴﺶ ﺑﺠﺪارة واﺳﺘﺤﻘﺎق ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﺬي ﺳﻴﺘﻌﺎﻣﻞ ﻓﻴﻪ ﻋﻠﻤﻴًﺎ‬
‫وﺛﻘﺎﻓﻴ ًﺎ وﺣﻀﺎرﻳ ًﺎ‪.‬‬
‫ب‪ -‬ﺗﻤﻜ ﻴﻦ اﻹﻧ ﺴﺎن ﻓ ﻲ ﻣﺠﺘﻤﻌﻨ ﺎ ﻣ ﻦ اﻹﻃﻼﻟ ﺔ اﻟﻌﻠﻤﻴ ﺔ ﻋﻠ ﻰ ﻣﻘﻮﻣ ﺎت اﻟﻤﻌ ﺎﻟﻢ اﻟﺤ ﻀﺎرﻳﺔ‬
‫اﻟﺤﺪﻳﺜﺔ‪ ،‬ﺑﺸﻌﺒﻬﺎ اﻻﻗﺘﺼﺎدﻳﺔ واﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﺜﻘﺎﻓﻴﺔ آﺨﻄﻮة أوﻟﻰ ﻹﻳﺼﺎﻟﻪ إﻟﻰ اﻟﺘﺤﻜﻢ ﻓﻲ‬
‫اﻟﺘﻘﻨﻴﺔ اﻟﺘﻲ ﺗﻤﻜﻨﻪ ﻣﻦ اﻟﻜﺸﻒ ﻋﻦ أﻓ ﻀﻞ اﻟﻤﻨ ﺎهﺞ اﻟﺘ ﻲ أدت إﻟ ﻰ ﺗﺤﻘﻴ ﻖ اﻟﺘﻘ ﺪم ﻓ ﻲ ه ﺬﻩ‬
‫اﻟﻤﻴﺎدﻳﻦ‪.‬‬

‫‪ -٤‬ﺍﻟﻔﻘﺭﺓ ‪ ٦‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ١‬ﻋﺩﺩ ‪ ٢‬ﺹ ‪ ١٩-١٨‬ﻁﻨﺠﺔ‪١٩٩٢ .‬‬
‫‪-‬و‪-‬‬
‫ج‪ -‬ﺗﻜ ﻮﻳﻦ اﻟﻌﻘ ﻞ ﺗﻜﻮﻳﻨ ًﺎ ﻣﻮﺿ ﻮﻋﻴًﺎ ﻳﺆه ﻞ اﻹﻧ ﺴﺎن ﻟﻠ ﺘﺨﻠﺺ ﻣ ﻦ ذاﺗﻴﺘ ﻪ واآﺘ ﺴﺎب ﺣﺎﺳ ﺔ‬
‫اﻟﺘﻔﺎﻋﻞ اﻟﺤﻀﺎري واﻟﻨﻘﺪ اﻟﻤﻮﺿﻮﻋﻲ اﻟﻘﺎﺋﻢ ﻋﻠﻰ اﻟﻤﻼﺣﻈﺔ اﻟﻌﻠﻤﻴﺔ‪ ،‬واﻟﺘﺤﻠﻴ ﻞ اﻟﻤﻨﻄﻘ ﻲ‬
‫اﻟﺴﻠﻴﻢ‪.‬‬
‫د‪ -‬ﻣﺤﺎوﻟ ﺔ اﻟﻨﻬ ﻮض ﺑﺎﻟﻠﻐ ﺔ ﻧﻔ ﺴﻬﺎ ﻓ ﻲ ﻗﻮاﻟﺒﻬ ﺎ وﺑﻨﻴﺘﻬ ﺎ وﺗﺤﺪﻳ ﺪ ﻣ ﺼﻄﻠﺤﺎﺗﻬﺎ وﺗ ﺼﺤﻴﺢ‬
‫ﻣﻔﺎهﻴﻤﻬﺎ‪ ،‬ﺑﻮاﺳﻄﺔ اﻟﺘﺮﺟﻤ ﺔ اﻟﻤﻘﺎرﻧ ﺔ ﺑﻮﺻ ﻔﻬﺎ وﺳ ﻴﻠﺔ ﻣ ﻦ وﺳ ﺎﺋﻞ ﺗﻄ ﻮﻳﺮ اﻟﻠﻐ ﺔ اﻟﻌﺮﺑﻴ ﺔ‬
‫ﻋﻠﻰ اﻟﺼﻌﻴﺪ اﻟﺴﻴﺎﺳﻲ ﺣﻴﺚ أﺻﺒﺤﺖ ﻟﻐ ﺔ اﻟﻤﺤﺎﻓ ﻞ اﻟﺪوﻟﻴ ﺔ ﻓ ﻲ اﻷﻣ ﻢ اﻟﻤﺘﺤ ﺪة‪ ،‬وﻣﺠﻠ ﺲ‬
‫اﻷﻣﻦ وﺑﺎﻗﻲ اﻟﻤﻨﻈﻤﺎت اﻟﻤﺘﺨﺼﺼﺔ‪.‬‬

‫‪٥‬‬
‫‪ -٧‬وﺳﺎﺋﻞ اﻟﺘﺮﺟﻤﺔ‪:‬‬
‫ﻣﻦ اﻟﻤﺴﻠﻢ ﺑﻪ أن ﺣﺮآﺔ اﻟﺘﺮﺟﻤﺔ ﺗﻨﻤﻮ وﺗﺰده ﺮ ﻋﻨ ﺪﻣﺎ ﺗﺘﻜﻔ ﻞ ﺑﻬ ﺎ ﻣﺆﺳ ﺴﺎت وهﻴﺌ ﺎت ﻣﺆﻣﻨ ﺔ‬
‫ﺑﻘﻴﻤﺘﻬ ﺎ وﻓﻌﺎﻟﻴﺘﻬ ﺎ‪ ،‬ﻓﺘﻌﻤ ﻞ ﻋﻠ ﻰ ﺗ ﺸﺠﻴﻌﻬﺎ وﺗ ﺪﻋﻴﻤﻬﺎ ودﻳﻤﻮﻣﺘﻬ ﺎ‪ ،‬ﺑﺮﺻ ﺪ اﻟﻮﺳ ﺎﺋﻞ واﻟﺤ ﻮاﻓﺰ‬
‫اﻟﻤﺎدﻳﺔ واﻟﻤﻌﻨﻮﻳﺔ اﻟﻼزﻣﺔ‪.‬‬
‫وﻓﻲ ﺑﻼدﻧﺎ اﻟﻌﺮﺑﻴﺔ ﻋﻤﻮﻣﺎً‪ ،‬ﻳﻤﻜﻦ اﻟﻘﻮل ﺑﻮﺟﻮد ﺑﺪاﻳﺔ وﻋﻲ ﺑﻘﻀﻴﺔ اﻟﺘﺮﺟﻤﺔ ﻣﻤﺎ ﺗﻤﺨﺾ ﻋﻨﻪ‬
‫إﺣﺪاث ﻣﺆﺳ ﺴﺎت ﻣﺘﺨﺼ ﺼﺔ وهﻴﺌ ﺎت ﻣﻤﺘﻬﻨ ﺔ‪ ،‬وﻟﻜﻨﻬ ﺎ ﻻ ﺗ ﺰال آﻠﻬ ﺎ ﺑﻤﺜﺎﺑ ﺔ اﻟﻮﺳ ﺎﺋﻞ اﻟﻔﺘﻴ ﺔ‬
‫اﻟﺘ ﻲ ﺗﻌﻤ ﻞ ﻓ ﻲ إﻃﺎره ﺎ اﻟﻤﺤﻠ ﻲ‪ ،‬ﺳ ﻮاء داﺧ ﻞ اﻟﺠﺎﻣﻌ ﺎت أم ﺿ ﻤﻦ اﻟ ﺸﺮآﺎت واﻟﻤﺆﺳ ﺴﺎت‬
‫اﻟﻌﻤﻮﻣﻴﺔ‪ ،‬وهﻮ ﻣﺎ ﻳﻨﻔﻲ آﻞ ﻗﻮل ﺑﻮﺟﻮد ﺣﺮآﺔ ﺗﺮﺟﻤﺔ ﻣﺰدهﺮة وآﻔﻴﻠﺔ ﺑﺘﻠﺒﻴﺔ اﻟﺤﺎﺟﺔ اﻟﻌﺮﺑﻴﺔ‬
‫ﻼ ﻋﻦ اﻟﻤﺠﺎل اﻟﺴﻴﺎﺳﻲ واﻻﻗﺘ ﺼﺎدي واﻟﺜﻘ ﺎﻓﻲ ﺑﻮﺟ ﻪ‬
‫ﻓﻲ ﻣﻴﺎدﻳﻦ اﻟﻌﻠﻮم واﻟﺘﻘﻨﻴﺔ واﻟﻔﻜﺮ‪ ،‬ﻓﻀ ً‬
‫ﻋﺎم‪.‬‬

‫‪ -٥‬ﺍﻟﻔﻘﺭﺓ‪ ٧‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ١‬ﻋﺩﺩ ‪ ٢‬ﺹ ‪ ١١‬ﻁﻨﺠﺔ‪١٩٩٢ .‬‬
‫‪-‬ز‪-‬‬
 ‫‪٦‬‬
‫‪ -٨‬ﻋﻮاﺋﻖ اﻟﺘﺮﺟﻤﺔ‪:‬‬
‫ﻋﺪم اﻟﺘﺨﺼﺺ واﻟﺘﻔﺮغ ﻟﻠﻤﻬﻨﺔ ﻟ ﺪى اﻟﻤﺜﻘﻔ ﻴﻦ اﻟﻤ ﺸﺘﻐﻠﻴﻦ ﺑﺎﻟﺘﺮﺟﻤ ﺔ … ﻓﻤﻌﻈ ﻢ‬ ‫)أ(‬
‫اﻟﻤﺘﺮﺟﻤﻴﻦ ﻟﻬﻢ وﻇﺎﺋﻔﻬﻢ اﻟﺜﺎﺑﺘﺔ ﻓ ﻲ ﻣﻴ ﺎدﻳﻦ ﺧ ﺎرج ﻣﻬﻨ ﺔ اﻟﺘﺮﺟﻤ ﺔ‪ .‬ﻟ ﺬﻟﻚ ﻓﻬ ﻢ ﻻ‬
‫ﻳﻤﻠﻜﻮن اﻟﺤﺎﻓﺰ اﻟﻤﺎدي واﻟﻤﻌﻨﻮي اﻟﻼزم ﻟﻠﺘﻌﻤﻖ ﻓﻲ اﻟﺘﺮﺟﻤﺔ‪ ،‬أو اﻟﺘﺨﺼﺺ ﻓﻲ‬
‫ﻧ ﻮع ﻣﻌ ﻴﻦ ﻣ ﻦ اﻹﺑ ﺪاع اﻟﺜﻘ ﺎﻓﻲ‪ ،‬آ ﺎﻟﻌﻠﻤﻲ أو اﻷدﺑ ﻲ أو اﻟ ﺴﻴﺎﺳﻲ أﺳ ﻮة ﺑﻤ ﺎ‬
‫ﻧﻼﺣﻈﻪ ﻓﻲ اﻟﺒﻠﺪان اﻟﻤﺘﻘﺪﻣﺔ‪ ،‬ﺣﻴﺚ ﺗﺤﺘ ﻞ اﻟﺘﺮﺟﻤ ﺔ ﻣﻜﺎﻧ ﺔ ﻣﺮﻣﻮﻗ ﺔ ﻋﻠ ﻰ ﺻ ﻌﻴﺪ‬
‫اﻹﻧﺘ ﺎج‪ ،‬إذ ﺗﻐ ﺪو ﺑﻤﺜﺎﺑ ﺔ اﻟﻤﻔﺘ ﺎح ﻟﻜ ﻞ وﺳ ﺎﺋﻞ اﻟﺘﻨﻤﻴ ﺔ‪ ،‬ﺧ ﺼﻮﺻًﺎ ﻓ ﻲ ﻣﺠ ﺎل‬
‫اﻟﻤﺒﺎدﻻت اﻟﺪوﻟﻴﺔ‪.‬‬
‫اﻻﺗﺠﺎﻩ إﻟﻰ اﻟﺘﺮﺟﻤﺔ اﻟﻔﻮرﻳﺔ أو اﻵﻧﻴﺔ ﻓ ﻲ اﻟﻤﻨﻈﻤ ﺎت واﻟﻤ ﺆﺗﻤﺮات اﻟﺪوﻟﻴ ﺔ ﻷن‬ ‫)ب(‬
‫اﻟﺘﺮﺟﻤ ﺔ ﺗﻔ ﺘﺢ ﺁﻓﺎﻗ ًﺎ ﺳ ﻴﺎﺣﻴﺔ‪ ،‬وﺛﻘﺎﻓﻴ ﺔ واﻗﺘ ﺼﺎدﻳﺔ‪ ،‬إﻟ ﻰ ﺟﺎﻧ ﺐ ﻋﺎﻣ ﻞ اﻟﺘﺤ ﺪي‬
‫واﻟﻤﻨﺎﻓﺴﺔ اﻟﺪوﻟﻴﺔ‪.‬‬
‫إﻏﻔﺎل اﻟﻤﺆﺳﺴﺎت اﻟﺜﻘﺎﻓﻴﺔ اﻟﻤﺘﺨﺼﺼﺔ ﻟﻠﺘﺮﺟﻤﺔ آﻠﻮن ﻣﻦ أﻟﻮان اﻹﻧﺘﺎج اﻟﺜﻘ ﺎﻓﻲ‬ ‫)ج(‬
‫واﻹﺑﺪاع اﻟﻔﻜﺮي‪.‬‬
‫ﺠ ﻮْر وﻋ ﺪم اﻹﻧ ﺼﺎف ﻓ ﻲ ﺗﺮﺗﻴ ﺐ ﻣﻬﻨ ﺔ اﻟﺘﺮﺟﻤ ﺔ ﻋﻠ ﻰ ﺳ ﻠﻢ اﻷﺟ ﻮر ﻣﻬﻨﻴ ﺎً‪،‬‬
‫اﻟ َ‬ ‫)د(‬
‫وﻣﺎدﻳًﺎ وﻣﻌﻨﻮﻳﺎً‪ ،‬اﻷﻣﺮ اﻟﺬي ﻳﻌﻜﺲ ﺳﻮء ﺗﻘﺪﻳﺮ اﻟﻤﻬﻨﺔ‪ ،‬وﺟﻬﻞ اﻷﺧﻄﺎر اﻟﻤﺤﺪﻗﺔ‬
‫ﺑﺎﻟﻤﺸﺘﻐﻠﻴﻦ ﺑﻬﺎ‪.‬‬

‫‪ -٦‬ﺍﻟﻔﻘﺭﺓ ‪ ٨‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ١‬ﻋﺩﺩ ‪ ٢‬ﺹ ‪ ١٣ -١٢‬ﻁﻨﺠﺔ‪١٩٩٢ .‬‬
‫‪-‬ح‪-‬‬
‫ﻇ ﺎهﺮة اﻟﺘﻘﻮﻗ ﻊ واﻻﻧﻐ ﻼق ﻋﻠ ﻰ ﺛﻘﺎﻓ ﺔ أﺟﻨﺒﻴ ﺔ واﺣ ﺪة آﺎﻟﻔﺮﻧ ﺴﻴﺔ ﻓ ﻲ اﻟﻤﻐ ﺮب‬ ‫)ﻩ(‬
‫اﻟﻌﺮﺑﻲ‪ ،‬واﻹﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ ﻣﺸﺮﻗﻪ‪ ،‬ﻓﻜﻞ ﺗﺮﺟﻤ ﺔ إﻧﻤ ﺎ ﺗ ﺘﻢ ﻣ ﻦ ﻟﻐ ﺔ واﺣ ﺪة وإﻟﻴﻬ ﺎ‪،‬‬
‫وهﺬا ﺗﻌﺒﻴﺮ ﻧﻤﻮذﺟﻲ ﻗﺪﻳﻢ ﻟﻤﻔﻬﻮم اﻟﺘﺮﺟﻤﺔ ﺗﺠﺎوزﻩ اﻟﻌﺼﺮ ﻣﻨﺬ زﻣﻦ‪.‬‬
‫ﻗﻠﺔ ﻋﻨﺎﻳﺔ وﺳﺎﺋﻞ اﻹﻋﻼم ﺑﻤﻬﻨﺔ اﻟﺘﺮﺟﻤﺔ ﻋﻠﻰ اﻟﺮﻏﻢ ﻣ ﻦ اﻟ ﺪور اﻟﺤ ﺴﺎس اﻟ ﺬي‬ ‫)و(‬
‫ﺗﻀﻄﻠﻊ ﺑﻪ ﻋﻠﻰ اﻟﺼﻌﻴﺪ اﻟﺴﻴﺎﺳﻲ واﻟﺜﻘﺎﻓﻲ واﻹﻧﺴﺎﻧﻲ‪.‬‬
‫‪٧‬‬
‫‪ -٩‬ﻣﻦ هﻮ اﻟﻤﺘﺮﺟﻢ‪:‬‬
‫هﻮ ﻓﻲ ﺗﻌﺮﻳﻔ ﻪ اﻟ ﺬاﺗﻲ اﻟ ﺸﺨﺺ اﻟ ﺬي ﻳﻘ ﻮم ﺑﺎﻟﺒﺤ ﺚ واﻟﺘﻨﻘﻴ ﺐ ﺑ ﻴﻦ اﻟﻘ ﻮاﻣﻴﺲ واﻟﻤﻮﺳ ﻮﻋﺎت‬
‫اﻟﻤﺘﻌﺪدة اﻟﻠﻐﺎت‪ ،‬وﻣﺘﺒﺎﻳﻨﺔ اﻟﻌﺼﻮر وهﻮ ﻓﻲ ﺗﻌﺮﻳﻔ ﻪ اﻹﻧ ﺴﺎﻧﻲ ﺟ ﺴﺮ ﻳﻤ ﺪ أوﺻ ﺎﻟﻪ ﻓ ﻲ ﻋﻤ ﻖ‬
‫اﻟﺜﻘﺎﻓﺎت وﻳﻜﻮن ﺣﻠﻘﺔ وﺻﻞ ﺑﻴﻦ اﻟﺤﻀﺎرات واﻟﺸﻌﻮب واﻷﻣﻢ‪ ،‬ذﻟﻚ هﻮ اﻟﻤﺘﺮﺟﻢ ﻓﻲ ﺗﻜﻮﻳﻨ ﻪ‬
‫اﻟﻨﻔ ﺴﻲ‪ ،‬وﺗ ﺸﻜﻠﻪ اﻟﻤﻌﺮﻓ ﻲ‪ .‬أﻣ ﺎ ﻓ ﻲ ﺗ ﺼﻮﻳﺮﻩ اﻟﻤﻬﻨ ﻲ ﻓﻬ ﻮ آ ﺎﺋﻦ ﺑ ﺸﺮي ﻳﻤﻠ ﻚ إﻟ ﻰ ﺟﺎﻧ ﺐ‬
‫اﻟﻤﻮهﺒﺔ أهﻢ ﺗﻘﻨﻴﺎت اﻟﻤﻬﻨﺔ ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ اﻟﻤﺆهﻞ اﻟﻌﻠﻤﻲ واﻟﺨﺒﺮة اﻟﻤﺘﺨﺼﺼﺔ‪.‬‬
‫إذًا ﺑﺎت ﻣﻦ ﻣﺘﻄﻠﺒﺎت اﻟﺘﺮﺟﻤﺔ اﻟﻨﺎﺟﺤﺔ ﺗﻤﺘﻊ ﺻﺎﺣﺒﻬﺎ ﺑﻤﻮهﺒﺔ ﺗﺆهﻠﻪ ﻟﻠﻘﻴﺎم ﺑﻤﻬﻨﺘﻪ ﻋﻠﻰ أآﻤ ﻞ‬
‫وﺟﻪ‪ ،‬ﻟﻜﻦ ﻳﻨﺒﻐﻲ أن ﺗﺼﺎﺣﺐ هﺬﻩ اﻟﻤﻮهﺒﺔ ﻗﺪرات ﻧﻔ ﺴﻴﺔ وﻣﻬ ﺎرات ﻣﻌﺮﻓﻴ ﺔ ﻳ ﻮﻓﺮ ﻣﻘﻮﻣﺎﺗﻬ ﺎ‬
‫اﻟﺘﺄهﻞ اﻟﻌﻠﻤﻲ واﻟﻄﺮﻳﻘﺔ اﻟ ﺴﻠﻴﻤﺔ ﻓ ﻲ اﻟﻤﻤﺎرﺳ ﺔ‪ .‬ﻓﻠ ﻴﺲ آ ﻞ ﻣ ﻦ ﻳ ﺘﻘﻦ أآﺜ ﺮ ﻣ ﻦ ﻟﻐ ﺔ ﺑﻤﺘ ﺮﺟﻢ‬
‫وﻟ ﻴﺲ آ ﻞ ﻣ ﻦ ﻳ ﺸﺘﻐﻞ ﺑﺎﻟﺘﺮﺟﻤ ﺔ ﺑ ﺎﻟﻤﺘﺮﺟﻢ اﻟﻘ ﺪﻳﺮ اﻟﻨ ﺎﺟﺢ‪ .‬ﻣ ﻦ هﻨ ﺎ ﻳﺠ ﺐ ﺗ ﻮﻓﺮ اﻻﺳ ﺘﻌﺪاد‬
‫اﻟﻔﻄ ﺮي واﻟﻘ ﻮة اﻟﻨﻔ ﺴﻴﺔ اﻟﻤﻼﺋﻤ ﺔ واﻟﺘﻜ ﻮﻳﻦ اﻟﻤﻌﺮﻓ ﻲ اﻟﻌﻤﻴ ﻖ واﻹﻟﻤ ﺎم ﺑﺘﻘﻨﻴ ﺎت اﻟﻤﻬﻨ ﺔ آ ﻲ‬
‫ﻳﻄﻤﺢ اﻟﻤﺮﺷﺢ ﻟﻠﺘﺮﺟﻤﺔ ﻷن ﻳﻌﺘﺒﺮ ﻓﻲ ﻋﺪاد اﻟﻤﺘﺮﺟﻤﻴﻦ اﻟﻨﺎﺟﺤﻴﻦ‪.‬‬

‫‪ -٧‬ﺍﻟﻔﻘﺭﺓ ‪ ٩‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ١‬ﻋﺩﺩ ‪ ٢‬ﺹ ‪ ١٥-١٤‬ﻁﻨﺠﺔ‪١٩٩٢ .‬‬
‫‪-‬ط‪-‬‬
‫إذا ﺳ ﻠﻤﻨﺎ ﺑﻬ ﺬﻩ اﻻﺳ ﺘﻌﺪادات اﻟﻤﻌﺮﻓﻴ ﺔ‪ ،‬أﻣﻜ ﻦ ﻃ ﺮح ﺳ ﺆال ﺁﺧ ﺮ ﻻ ﻳﻘ ﻞ أهﻤﻴ ﺔ ﻋ ﻦ اﻷﺳ ﺌﻠﺔ‬
‫اﻟ ﺴﺎﻟﻔﺔ وﻳ ﺄﺗﻲ ﻣﺘﻤﻤ ًﺎ ﻟﻠ ﺸﻖ اﻵﺧ ﺮ ﻣ ﻦ اﻟ ﺴﺆال اﻟﻜﺒﻴ ﺮ اﻟﻬ ﺎدف إﻟ ﻰ ﺗﺤﺪﻳ ﺪ هﻮﻳ ﺔ اﻟﻤﺘ ﺮﺟﻢ‪.‬‬
‫وﺻ ﻴﺎﻏﺔ اﻟ ﺴﺆال ﺗ ﺄﺗﻲ هﻜ ﺬا‪ :‬ه ﻞ اﻟﻤﺘ ﺮﺟﻢ آﺎﺗ ﺐ ﻣﺒ ﺪع ﻋﻠ ﻰ ﻏ ﺮار اﻟﺮواﺋ ﻲ واﻟﻘ ﺼﺎص‬
‫واﻷدﻳﺐ ﺑﻮﺟﻪ ﻋﺎم‪ ،‬أم أﻧ ﻪ ﻻ ﻳﻌ ﺪو أن ﻳﻜ ﻮن ﻣﺠ ﺮد ﺗﻘﻨ ﻲ آﺎﻟﻤﺤﺎﺳ ﺐ واﻟﻤﺨﺘ ﺰل واﻟﻤﺤ ﺮر‬
‫وﻏﻴﺮ هﺆﻻء ﻣﻦ ذوي اﻟﺨﺒﺮات اﻟﻤﻬﻨﻴﺔ اﻟﺘﻘﻨﻴﺔ؟‬

‫ﺗﻀﺎرﺑﺖ ﻣﻮاﻗﻒ اﻟﺘﻘﻮﻳﻢ واﻟﺘﻘﻴ ﻴﻢ ﻟﻘﻴﻤ ﺔ اﻟﻤﺘ ﺮﺟﻢ‪ .‬ﻓﺎﻟ ﺬﻳﻦ اﻋﺘﺒ ﺮوﻩ ﻣﺠ ﺮد ﺗﻘﻨ ﻲ ﻏﻴ ﺮ ﻣﺒ ﺪع‪،‬‬
‫ﻼ آ ﺎﻵﺧﺮﻳﻦ هﻤ ﺔ اﻟﻜ ﺴﺐ اﻟﻤ ﺎدي ﻻ‬
‫ﻳ ﻀﻌﻮﻧﻪ ﻓ ﻲ ﺳ ﻠﻢ اﻟﻐﺎﺋﻴ ﺔ اﻟﻤﺎدﻳ ﺔ‪ ،‬وﻳﻌﺘﺒﺮوﻧ ﻪ ﻋ ﺎﻣ ً‬
‫اﻟﺜﻘﺎﻓﻲ‪ ،‬وﻏﺎﻳﺘﻪ اﻟﻤﻔﻀﻠﺔ اﻟﻘﻄﺎع اﻟﺨﺎص اﻟﻮﻃﻨﻲ أو اﻟﺪوﻟﻲ‪ ،‬وﻻ ﻳﻌﻨﻴ ﻪ إن آ ﺎن ﻣ ﺎ ﻳﻘ ﻮم ﺑ ﻪ‬
‫ﻳﺨﺪم اﻟﻤﻜﺴﺐ اﻟﺜﻘﺎﻓﻲ ﻟﺒﻠﺪﻩ أم ﻻ؟‬
‫ﻼ إﺑ ﺪاﻋﻴًﺎ ﻓﻬ ﻢ ﻳ ﺼﻨﻔﻮن اﻟﻤﺘ ﺮﺟﻢ‬
‫أﻣﺎ اﻟﺼﻨﻒ اﻟﺜﺎﻧﻲ ﻣﻦ اﻟﻨﺎس اﻟﺬﻳﻦ ﻳﻌﺘﺒ ﺮون اﻟﺘﺮﺟﻤ ﺔ ﻋﻤ ً‬
‫ﺿﻤﻦ اﻟﻜﺘﺎب اﻟﻤﺒﺪﻋﻴﻦ‪ ،‬ﻣﻄﺎﻟﺒﻴﻦ ﺑﺈﻧﺼﺎﻓﻪ ﻓﻲ ﻋﻤﻠﻪ وﻣﻨﺤﻪ اﻻﻋﺘﺒﺎر اﻟﺬي ﻳﺴﺘﺤﻘﻪ‪.‬‬

‫‪-‬ي‪-‬‬
 ‫‪٨‬‬
‫‪ -١٠‬اﻟﻌﻤﻞ اﻟﻤﺘﺮﺟﻢ‪ ) :‬ﻣﺎذا ﻧﺘﺮﺟﻢ ؟ (‪:‬‬

‫ﻳﻮاﺟﻬﻨ ﺎ ﻓ ﻲ ه ﺬﻩ اﻟﺮؤﻳ ﺔ اﻟﺘ ﻲ ﻧﺤ ﺎول ﻣ ﻦ ﺧﻼﻟﻬ ﺎ ﺗﺤﺪﻳ ﺪ ﻣﻮاﺻ ﻔﺎت اﻟﺘﺮﺟﻤ ﺔ وﺧ ﺼﺎﺋﺺ‬

‫اﻟﻤﺘ ﺮﺟﻢ ﺳ ﺆال ﺁﺧ ﺮ هﺪﻓ ﻪ إﺑ ﺮاز ﻣﻘﻮﻣ ﺎت اﻟﻌﻤ ﻞ اﻟﻤﺘ ﺮﺟﻢ‪ ،‬وﺑﺎﻟﺘ ﺎﻟﻲ ﺿ ﺒﻂ أه ﺪاف رﺳ ﺎﻟﺔ‬

‫اﻟﺘﺮﺟﻤﺔ واﻟﻤﺘﺮﺟﻤﻴﻦ ﺑﻮﺟﻪ ﻋﺎم‪.‬‬

‫ﻣ ﺎ ه ﻮ ﻋﻤ ﻞ اﻟﻤﺘ ﺮﺟﻢ إذًا ؟ وﻣ ﺎذا ﻳﻤﺜ ﻞ ﻓ ﻲ ﻋﻤﻠﻴ ﺔ اﻟﺒﻨ ﺎء اﻟﺤ ﻀﺎري واﻟﺜﻘ ﺎﻓﻲ ﻓ ﻲ ﻧﻬ ﻀﺘﻨﺎ‬

‫اﻟﻤﻨﺸﻮدة ؟‬

‫إن ﻣﻮاآﺒﺔ اﻟﺘﻄﻮر اﻟﻌﻠﻤﻲ واﻟﺜﻘﺎﻓﻲ ﻓﻲ اﻟﻌﺎﻟﻢ ﺑﻤﺨﺘﻠﻒ ﺗﺨﺼﺼﺎﺗﻪ وأﺑﻌﺎدﻩ إﻟ ﻰ ﺟﺎﻧ ﺐ ﺗﻨ ﺎﻣﻲ‬

‫اﻟﻮﻋﻲ اﻟﻘﻮﻣﻲ ﻓﻲ اﻟﺒﻼد اﻟﻌﺮﺑﻴ ﺔ‪ ،‬ﻳﻔ ﻀﻲ آﻠ ﻪ ﺑﺠ ﺴﺎﻣﺘﻪ ﻋﻠ ﻰ ﻋ ﺎﺗﻖ اﻟﻤﺘ ﺮﺟﻢ اﻟﻌﺮﺑ ﻲ‪ .‬ﻓﻤ ﻦ‬

‫ﻣﻬﺎم رﺳﺎﻟﺔ هﺬا اﻟﻤﺘﺮﺟﻢ اﻟﺘﻘﻠﻴﻞ ﻣﻦ ﻋﻤﻖ اﻟﻬﻮة اﻟﺘﻲ ﺗﻔﺼﻞ أﻣﺘﻨﺎ ﻋﻦ اﻟﺘﻘﺪم اﻟﻌﻠﻤﻲ واﻟﺘﻘﻨﻲ‪،‬‬

‫ﺑﻨﻘﻞ اﻟﺘﺠﺎرب واﻟﺨﺒﺮات اﻹﻧﺴﺎﻧﻴﺔ إﻟﻴﻨﺎ‪ ،‬وﺗﻌﺮﻳﻒ اﻟﻌﺎﻟﻢ ﺑﺈﺳﻬﺎﻣﺎﺗﻨﺎ وﺗﺠﺎرﺑﻨﺎ اﻟﻔﻜﺮﻳﺔ‪.‬‬

‫ﻣﻤﺎ ﻻ ﺟﺪال ﻓﻴﻪ أن ﺗﻘﺪﻣﻨﺎ ﺟﺰء ﻣﻦ ﺗﻘﺪم اﻹﻧﺴﺎﻧﻴﺔ اﻟﺸﺎﻣﻞ وﺧﺮوﺟﻨﺎ ﻣﻦ اﻟﺘﺨﻠﻒ اﻟﻌﺎم ره ﻦ‬

‫ﺑﻬ ﻀﻢ اﻻآﺘ ﺸﺎﻓﺎت اﻟﻌﻠﻤﻴ ﺔ واﻟﺘﻘﻨﻴ ﺔ اﻟﻤﺘﺰاﻳ ﺪة وﻟ ﻦ ﻳﺘ ﺄﺗﻰ ذﻟ ﻚ إﻻ ﺑﺘﻔﻌﻴ ﻞ دور اﻟﺘﺮﺟﻤ ﺔ ﻓ ﻲ‬

‫ﺣﻴﺎﺗﻨﺎ اﻟﻌﻤﻠﻴﺔ‪ ،‬اﻷﻣﺮ اﻟﺬي ﻳﺨ ﺪم اﻟﻠﻐ ﺔ وﺗﻄﻮره ﺎ وﻳ ﺴﺎﻋﺪ اﻹﻧ ﺴﺎن ﻋﻠ ﻰ اﻟ ﺘﺤﻜﻢ ﻓ ﻲ اﻟﺘﻘﻨﻴ ﺔ‬

‫واﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﺑﺎﻟﺸﻜﻞ اﻟﺼﺤﻴﺢ‪.‬‬

‫‪ -٨‬ﺍﻟﻔﻘﺭﺓ ‪ ١٠‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ١‬ﻋﺩﺩ ‪ ٢‬ﺹ ‪ ١٦ -١٤‬ﻁﻨﺠﺔ‪١٩٩٢ .‬‬
‫‪-‬ك‪-‬‬
‫إن ﻓﻲ رﺳﺎﻟﺔ اﻟﻤﺘﺮﺟﻢ إذًا ﻣﺠﻤﻮﻋ ًﺔ ﻣﻦ اﻟﻤﺘﻄﻠﺒﺎت ﻳﻨﺒﻐﻲ ﻋﻠﻴﻪ اﻻﺿﻄﻼع ﺑﻬﺎ ﻓ ﻲ ﻣﺠﺘﻤﻌ ﻪ‪،‬‬
‫وﻳﺠﺐ أن ﺗﺮﺗﻜﺰ ﻋﻠﻰ اﻟﻌﻨﺎﺻﺮ اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫اﻟﻌﻨﺎﻳﺔ ﺑﺄﺻﻮل اﻟﺤﺎﺿ ﺮة اﻟﺤﺪﻳﺜ ﺔ – ﺑﻜ ﻞ ﻣﺮاﺣﻠﻬ ﺎ اﻟﻌﻠﻤﻴ ﺔ واﻟﺘﻘﻨﻴ ﺔ ﺑﻮﺻ ﻔﻬﺎ ﻣﻜ ﺴﺒًﺎ‬ ‫)أ(‬
‫ﻟﺠﻤﻴﻊ اﻟﺸﻌﻮب وﻗ ﺪوة ﻳﻘ ﺪﻣﻬﺎ اﻟﻤﺘﺮﺟﻤ ﻮن اﻟﻌ ﺮب ﺑﻮاﺳ ﻄﺔ ﻟﻐ ﺘﻬﻢ وﺛﻘ ﺎﻓﺘﻬﻢ ﻟﻺﺳ ﻬﺎم‬
‫ﻓﻲ ﺻﻨﻊ هﺬا اﻟﺘﻘﺪم‪.‬‬
‫)ب( ﻣﻮاآﺒ ﺔ اﻟﺘﻘ ﺪم اﻟﻤﺘﺰاﻳ ﺪ ﻓ ﻲ اﻟﻌﻠ ﻮم اﻹﻧ ﺴﺎﻧﻴﺔ واﺳ ﺘﺨﻼص اﻟ ﺼﺎﻟﺢ ﻣﻨﻬ ﺎ ﻓ ﻲ اﻟﻤﺠ ﺎل‬
‫اﻟﻠﻐﻮي واﻟﻔﻠﺴﻔﻲ واﻻﺟﺘﻤﺎﻋﻲ واﻟﻨﻔﺴﻲ ﻟﺘﻄﺒﻴﻘﻪ ﻋﻠﻰ اﻹﻧﺴﺎن ﻓﻲ ﻣﺠﺘﻤﻌﻨ ﺎ وه ﻮ ﻳﻬ ﻢ‬
‫ﺑﻘﻔﺰﺗﻪ اﻟﺘﻨﻤﻮﻳﺔ اﻟﺸﺎﻣﻠﺔ‪.‬‬
‫اﻻﺳﺘﻔﺎدة ﻣﻦ اﻟﻤﻨﺎهﺞ اﻟﻌﻠﻤﻴﺔ واﻟﻤﻌﺮﻓﻴﺔ اﻟﻤﻄﺒﻘﺔ ﻋﻠﻰ اﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﻴﺔ ﺑﺘﺮﺟﻤﺘﻬﺎ إﻟ ﻰ‬ ‫)ج(‬
‫ﺛﻘﺎﻓﺘﻨ ﺎ‪ .‬ه ﺬﻩ اﻟﻌﻨﺎﺻ ﺮ ه ﻲ اﻟﺘ ﻲ ﻳﻨﺒﻐ ﻲ أن ﺗ ﺸﻜﻞ ﻓ ﻲ ﺛﻘﺎﻓﺘﻨ ﺎ اﻟﻌﺮﺑﻴ ﺔ اﻟﻤﻌﺎﺻ ﺮة‬
‫ﻣﻘ ﺪﻣﺎت اﻟﻌﻤ ﻞ اﻟﻤﺘ ﺮﺟﻢ اﻟﻤﻮﺟ ﻪ إﻟ ﻰ اﻟﻘ ﺎرئ اﻟﻌﺮﺑ ﻲ ﻟﺘﻠﺒﻴ ﺔ ﺣﺎﺟﺘ ﻪ اﻟﻤﻌﺮﻓﻴ ﺔ‬
‫وﻣﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ اﻟﻨﻬﻮض اﻟﺤﻀﺎري اﻟﺠﺪﻳﺪ‪.‬‬

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‫‪ -١١‬ﺧﺼﻮﺻﻴﺎت اﻟﻘﺎرئ اﻟﻌﺮﺑﻲ‪ ) :‬ﻟﻤﻦ ﻧﺘﺮﺟﻢ ؟ (‪:‬‬
‫ﻟﻌﻞ ﻣﻦ ﻣﻤﻴﺰات اﻟﻘ ﺎرئ اﻟﻌﺮﺑ ﻲ اﻟﻴ ﻮم‪ ،‬ﺑﻌ ﺪ أن ﻧﺎﻟ ﺖ ﻣﻌﻈ ﻢ أﺟ ﺰاء اﻟ ﻮﻃﻦ اﻟﻌﺮﺑ ﻲ‬
‫ﺣﺮﻳﺘﻬﺎ واﺳﺘﻘﻼﻟﻬﺎ‪ ،‬ارﺗﻔﺎع اﻟﻤﺴﺘﻮى اﻟﺜﻘﺎﻓﻲ ﻟﻠﻤﺘﻠﻘﻲ‪ ،‬وﺗﻌﺪد ﻧﻮاﺣﻲ ﺗﻜﻮﻳﻨﻪ اﻟﻤﻌﺮﻓﻲ‪ ،‬ﻋﻼوة‬

‫‪ -٩‬ﺍﻟﻔﻘﺭﺓ ‪ ١١‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ١‬ﻋﺩﺩ ‪ ٢‬ﺹ ‪ ١٨ -١٧‬ﻁﻨﺠﺔ‪١٩٩٢ .‬‬
‫‪-‬ل‪-‬‬
‫ﻋﻠﻰ اﺗ ﺼﺎﻟﻪ ﺑﺎﻟﺜﻘﺎﻓ ﺎت واﻟﻌﻠ ﻮم واﻟﺘﻘﻨﻴ ﺎت اﻟﻤﺨﺘﻠﻔ ﺔ‪ .‬وﻗ ﺪ ﺗ ﻢ ﺑﻔ ﻀﻞ اﻟﺘﻨﻤﻴ ﺔ اﻟﺜﻘﺎﻓﻴ ﺔ ﺗﺤ ﺴﻴﻦ‬
‫ﻣﺴﺘﻮى اﻟﺘﻌﻠﻴﻢ وإﻧﻘﺎص ﻧ ﺴﺒﺔ اﻷﻣﻴ ﺔ‪ .‬آ ﻞ ه ﺬا ﻳ ﻀﺎﻋﻒ ﻣ ﻦ ﻣ ﺴﺆوﻟﻴﺔ اﻟﻤﺘ ﺮﺟﻢ ﻓ ﻲ اﻟﻌﻨﺎﻳ ﺔ‬
‫ﺑﺎﻟﻜﺘﺎب أو اﻟﻤﻘﺎﻟﺔ ﻣﻦ ﺣﻴﺚ اﻟﻤﺤﺘﻮى واﻟﻠﻐﺎت أو اﻟﺜﻘﺎﻓﺎت اﻟﺘﻲ ﻳﻨﺒﻐﻲ اﻟﺘﺮﺟﻤﺔ ﻣﻨﻬﺎ أو إﻟﻴﻬﺎ‪.‬‬
‫ﻓﺎﻟﺘﺤﻮل اﻟﺬي ﻋﺎﻳﺸﺘﻪ اﻟﺜﻘﺎﻓﺔ اﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺣﻴﺚ اﻟﻜﻢ واﻟﻜﻴﻒ ﻟﻌﺪد اﻟﻤﺘﻌﻠﻤﻴﻦ ﻗﺪ ﺻﺤﺒﻪ ﺗﺤﻮل‬
‫ﻓﻲ ﻧﻮﻋﻴﺔ اﻟﻤﺘﻠﻘﻲ ﻟﻠﻜﺘﺎب‪ ،‬ﻣﻤﺎ ﺑﺎت ﻳﻔﺮض اﻟﻜﺘﺎب اﻟﻤﻠﺘ ﺰم‪ ...‬واﻻﻟﺘ ﺰام هﻨ ﺎ ﻳﻨﺒﻐ ﻲ أن ﻳﺄﺧ ﺬ‬
‫ﻻ أﻋ ﻢ وأﺷ ﻤﻞ ﻣﻤ ﺎ ﻳ ﺴﺘﺨﺪم ﻓ ﻲ اﻟﻘ ﺎﻣﻮس اﻟ ﺴﻴﺎﺳﻲ اﻟﻤﻌﺎﺻ ﺮ … ذﻟ ﻚ أن اﻟﻜﺘ ﺎب‬
‫ﻣ ﺪﻟﻮ ً‬
‫اﻟﻤﻄﻠﻮب ﺗﻘﺪﻳﻤﻪ ﻟﻠﻘﺎرئ اﻟﻌﺮﺑﻲ اﻟﻴﻮم‪ ،‬ﻳﻨﺒﻐﻲ أن ﻳﺘﻤﻴﺰ ﺑﺨﺼﺎﺋﺺ ﻋﻠﻤﻴﺔ وﻣﻮﺿﻮﻋﻴﺔ ﻣﻌ ﺎً‪،‬‬
‫ﻓﻤ ﻦ اﻟﻨﺎﺣﻴ ﺔ اﻟﻌﻠﻤﻴ ﺔ ﻳﻨﺒﻐ ﻲ أن ﻳ ﺸﻤﻞ ﻣﻮﺿ ﻮﻋﺎت ذات ﺻ ﻠﺔ ﺑﺎﻟﺘ ﺼﻮر اﻟﻌﻠﻤ ﻲ أو اﻟﻌ ﺎﻟﻤﻲ‬
‫ﻣﻌﺘﻤ ﺪًا ﻋﻠ ﻰ دﻗ ﺔ اﻟﻤ ﺼﻄﻠﺢ ووﺿ ﻮح اﻟﻤ ﻨﻬﺞ‪ ،‬وﺻ ﺤﺔ اﻟﻌﺒ ﺎرة‪ .‬أﻣ ﺎ ﻣ ﻦ ﺣﻴ ﺚ اﻟﻤﺤﺘ ﻮى‬
‫ﻓﺎﻟﻤﻄﻠﻮب أن ﻳﻌﻜﺲ هﺬا اﻟﻌﻤﻞ اﻟﻤﻘﺪم واﻗﻊ اﻹﻧﺴﺎن ﻓﻲ ﻣﺠﺘﻤﻌﻨﺎ اﻟﻌﺮﺑﻲ ﻣ ﻦ ﺣﻴ ﺚ ﺗﻄﻠﻌﺎﺗ ﻪ‬
‫اﻟﻤﻌﺮﻓﻴﺔ وﻧﺸﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻲ ﺗﻮاآﺐ ﻣﻨﻬﺠﻴﺔ اﻟﻌﺼﺮ‪ ،‬وﺗﻌﺘﻤﺪ ﻋﻠﻰ إﺑﺮاز اﻟﺸﺨ ﺼﻴﺔ‪ ،‬وﺣﻤﺎﻳ ﺔ‬
‫اﻷﺻﻠﺔ واﻻﻋﺘﺰاز ﺑﺎﻟﻤﻌﺘﻘﺪ‪.‬‬

‫‪١٠‬‬
‫‪ -١٢‬ﻟﻐﺔ اﻟﻨﺺ اﻟﻤﺘﺮﺟﻢ‪:‬‬
‫ﻟﻌﻞ ﻣﻦ اﻟﺒﺪﻳﻬﻲ اﻟﻘﻮل إن اﻟﻨﺺ اﻷﺻﻠﻲ ﻻ ﻳﺮى اﻟﻨﻮر ﻓﻲ ﻟﻐﺔ أﺧﺮى ﻣﺎ ﻟ ﻢ ُﻳﻌ ﺪ ﺑﻨ ﺎءﻩ ﻓﻴﻬ ﺎ‬
‫وأن ﺟ ﻮدة اﻟﺘﺮﺟﻤ ﺔ أو رداءﺗﻬ ﺎ إﻧﻤ ﺎ ﺗﻈﻬ ﺮ ﻓ ﻲ اﻟﻠﻐ ﺔ اﻟﺘ ﻲ آﺘﺒ ﺖ ﺑﻬ ﺎ‪ .‬وﺗﺘﺤ ﺪد اﻷﺧﻄ ﺎء‬
‫اﻟﺘﺮﺟﻤﺔ وﻋﻴﻮﺑﻬﺎ ﺧﻼل ﻣﺮﺣﻠﺔ آﺘﺎﺑﺔ اﻟﺘﺮﺟﻤﺔ ﻓﻲ ﺛﻼﺛﺔ ﻣﺴﺘﻮﻳﺎت هﻲ‪:‬‬

‫‪ -١٠‬ﺍﻟﻔﻘﺭﺓ ‪ ١٠‬ﻤﺄﺨﻭﺫﺓ ﺒﺘﺼﺭﻑ ﻋﻥ ﻤﺠﻠﺔ ﺘﺭﺠﻤﺎﻥ‪ :‬ﻤﺠﻠﺩ ‪ ٣‬ﻋﺩﺩ ‪ ١‬ﺹ ‪ ١٥ -١٤‬ﻁﻨﺠﺔ‪١٩٩٢ .‬‬
‫‪-‬م‪-‬‬
 ‫ﺁﻟﻴﺔ اﻟﻜﺘﺎﺑﺔ‪ :‬وﻳﻘﺼﺪ ﺑﻬﺎ اﻷﺧﻄﺎء ﻓﻲ اﻹﻣﻼء واﻟﺘﻨﻘﻴﻂ إﻟﻰ ﻏﻴﺮ ذﻟﻚ‪.‬‬ ‫)أ(‬
‫)ب( اﻟﻘﺒﻮل ودرﺟﺔ اﻟﺘﻘﺒﻞ ﺣﻴﺚ ﺗﺸﻴﺮ اﻷوﻟﻰ إﻟ ﻰ آ ﻮن اﻟﺠﻤﻠ ﺔ أو اﻟﺘﻌﺒﻴ ﺮ ﻣﻨﻄﻘﻴ ًﺎ‬
‫ﻣ ﻦ ﺣﻴ ﺚ اﻟﻤﻌﻨ ﻰ‪ ،‬أﻣ ﺎ اﻟﺜﺎﻧﻴ ﺔ ﻓ ﺈﻟﻰ ﺗﻄﺎﺑﻘﻬ ﺎ ﻣ ﻊ اﻟﻘﻮاﻋ ﺪ أو اﻷﺣﻜ ﺎم اﻟﺘ ﻲ‬
‫ﻳﻘﺮرهﺎ ﻧﺤﻮ اﻟﻠﻐﺔ اﻟﻤﺘﺮﺟﻢ إﻟﻴﻬﺎ‪.‬‬
‫اﺧﺘﻴﺎر اﻟﻤﻔﺮدات‪:‬‬ ‫)ج(‬
‫إن اﻻﺧﺘﻴ ﺎر اﻟﻤﻨﺎﺳ ﺐ ﻟﻠﻤﻔ ﺮدات وﺗﻨ ﺴﻴﻘﻬﺎ ﻣ ﻦ ﺣﻴ ﺚ اﻟ ﺼﺤﺔ واﻟﻮﺿ ﻮح‬
‫واﻟﺘﺄﺛﻴﺮ ﻳﺘﻄﻠﺐ إﻟﻤﺎﻣًﺎ ﺑﺎﻷﻧﻮاع اﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻤﻌﺎﻧﻲ اﻟﺪﻻﻟﻴﺔ ﺑﻤﺎ ﻓ ﻲ ذﻟ ﻚ اﻟﻤﻌﻨ ﻰ‬
‫اﻹﻳﺤﺎﺋﻲ ﺑﻨﻮﻋﻴﻪ اﻹﻳﺠﺎﺑﻲ واﻟﺴﻠﺒﻲ‪.‬‬
‫؟ واﻟ ﺬي ﻳﻌﺘﺒ ﺮ ﻣﺮﺟ ًﻌ ﺎ ﻓ ﻲ ﻋﻠ ﻢ‬ ‫وﺑﻌﺪ … ﻓﺒﻴﻦ أﻳﺪﻳﻨﺎ آﺘﺎب‪:‬‬
‫اﻹدارة ﻧﻈﺮًا ﻟﻠﺮؤﻳ ﺔ اﻟﺠﺪﻳ ﺪة اﻟﺘ ﻲ ﻳﺘﻨ ﺎول ﻣ ﻦ ﺧﻼﻟﻬ ﺎ اﻟﻤﺆﻟ ﻒ " ِﻓ ﻞ آِﻠﻤﻨ ﺘﺲ " ﻃ ﺮح ه ﺬﻩ‬
‫اﻟﻘﻀﻴﺔ ﻣﺴﺘﺸﻬﺪًا ﺑﻤﻮاﻗﻒ ﺣﻴﺔ ﻣﻦ واﻗﻊ ﺣﻴﺎﺗﻨ ﺎ اﻟﻴﻮﻣﻴ ﺔ‪ .‬وﻣﻤ ﺎ ﻳﺠ ﺪر اﻟﺘﻨﺒ ﻪ إﻟﻴ ﻪ أن اﻟﻤﺘ ﺮﺟﻢ‬
‫ﻼ وﻣﻮﺿﻮﻋًﺎ ﻣﻦ ﺣﻴﺚ ﺗﻘﺴﻴﻢ اﻟﻤﻮﺿﻮﻋﺎت إﻟ ﻰ ﻓﻘ ﺮات‬
‫ﺗﺒﻨﻰ أﺳﻠﻮب اﻟﻤﺆﻟﻒ ﻓﻲ اﻟﻜﺘﺎﺑﺔ ﺷﻜ ً‬
‫واﻟﺘﺮآﻴﺰ ﻋﻠﻰ اﻟﻜﻠﻤﺎت اﻟﻤﺤﺒﺮة واﻻﻧﺘﻘﺎل ﻣﻦ ﺻ ﻴﻐﺔ اﻟﻤﻔ ﺮد إﻟ ﻰ ﺻ ﻴﻐﺔ اﻟﺠﻤ ﻊ ﻓ ﻲ اﻟﺠﻤﻠ ﺔ‬
‫ﻧﻔﺴﻬﺎ‪ .‬ﻟﺬا وﺟﺐ ﺗﻨﻮﻳﻪ اﻟﻘﺎرئ إﻟﻰ ذﻟﻚ ﺣﺘﻰ ﻻ ﻳﻔﺎﺟﺄ ﻣﻌﺘﻘﺪًا أن اﻟﻤﺘﺮﺟﻢ ﺟﺎﻧﺐ اﻟﺼﻮاب ﻓ ﻲ‬
‫ﺗﺮﺟﻤﺘﻪ ﻓﻲ ﺗﻠﻚ اﻟﺠﻤﻠ ﺔ وﻣ ﺎ ﺷ ﺎآﻠﻬﺎ‪ .‬ه ﺬا وﻗ ﺪ أﻓ ﺮد اﻟﻤﺘ ﺮﺟﻢ ﻣﻠﺤﻘ ًﺎ ﻟﻠﺘﻌﻠﻴ ﻖ ﻋﻠ ﻰ اﻷﺳ ﻠﻮب‬
‫اﻟﺬي اﺗﺒﻌﻪ اﻟﻤﺆﻟﻒ ﻓﻲ آﺘﺎﺑﺎﺗﻪ‪ ،‬وﻣﻦ ذﻟﻚ اﻧﺘﻘﺎﻟﻪ ﻣﻦ ﺻﻴﻐﺔ اﻟﻤﻔﺮد إﻟﻰ ﺻﻴﻐﺔ اﻟﺠﻤ ﻊ وآﻴ ﻒ‬
‫ﺳ ﱢﻴ َﺌ ًﺔ‬
‫ﺐ َ‬
‫ﺴ َ‬ ‫أن ذﻟﻚ اﻷﺳﻠﻮب ﻣﺘﺒﻊ ﻓﻲ اﻟﻘﺮﺁن اﻟﻜﺮﻳﻢ ﻳﻘﻮل ﺗﻌﺎﻟﻰ ﻓﻲ ﺳﻮرة اﻟﺒﻘﺮة " َﺑﻠَﻰ َﻣ ْ‬
‫ﻦ َآ َ‬
‫ن" )‪(٨١‬‬
‫ب اﻟﻨﱠﺎ ِر ُه ْﻢ ﻓِﻴﻬَﺎ ﺧَﺎِﻟﺪُو َ‬
‫ﺻﺤَﺎ ُ‬
‫ﻚ َأ ْ‬
‫ﺧﻄِﻴ َﺌ ُﺘ ُﻪ َﻓُﺄ ْوَﻟ ِﺌ َ‬
‫ﺖ ِﺑ ِﻪ َ‬
‫ﻃ ْ‬
‫َوَأﺣَﺎ َ‬

‫‪-‬ن‪-‬‬
‫وﻣﻦ ﺟﻬﺔ أﺧﺮى ﻧﺠﺪ أن ﻣﻤﺎ ﻳﺆﺧﺬ ﻋﻠﻰ اﻟﻤﺆﻟﻒ أﻧﻪ أورد آﻼﻣًﺎ ﺳﺨﻴﻔًﺎ ﻋﻨﺪﻣﺎ اﺳﺘﺸﻬﺪ ﺑﻤﺜ ﻞ‬
‫ﺧﺮاﻓﻲ هﺰﻳﻞ ﻋﻨﺪ ﺷﺮﺣﻪ ﻟﻜﻠﻤﺔ ﻣﺤﺘﺮف‪ .‬إذ ﻳﻘ ﻮل "ﺗﺨﻴ ﻞ أن ﻣﺨﻠﻮ ًﻗ ﺎ ﻏﺮﻳ ًﺒ ﺎ ﻣﺘﺤ ﺪث ﺑﺎﻟﻠﻐ ﺔ‬
‫اﻹﻧﺠﻠﻴﺰﻳﺔ هﺒﻂ ﻣﻦ آﻮآﺐ ﺁﺧﺮ وﻳﺤﺎول اﻟﺘﻌﺮف ﺑﻘﺪر ﻣﺎ ﻳﺴﺘﻄﻴﻊ ﻋﻠﻰ ﻋﻤﻠ ﻚ واﻟﻤﻤﺎرﺳ ﺎت‬
‫اﻹدارﻳ ﺔ"‪ .‬إذ آ ﺎن ﺑﺎﺳ ﺘﻄﺎﻋﺘﻪ اﻻﺳﺘ ﺸﻬﺎد ﺑﻜﻠﻤ ﺔ ﻣﺤﺘ ﺮف ﺑﺠﻤﻠ ﺔ أآﺜ ﺮ واﻗﻌﻴ ﺔ ﻣ ﻦ ذﻟ ﻚ‬
‫اﻟﻤﺨﻠﻮق اﻟﻐﺮﻳﺐ اﻟﺬي هﺒﻂ ﻣﻦ آﻮآﺐ ﺁﺧﺮ‪ .‬ﻟﺬا اﻟﺘﻨﺒﻴﻪ ﻋﻠﻰ أن ﻟﻠﻜﺘﺎب أﺣﻴﺎﻧًﺎ هﻔﻮات ﻏﺮﻳﺒﺔ‬
‫ﻻ ﺗﻐﺘﻔﺮ‪ .‬وﻣﻊ ذﻟﻚ ﻳﺠﺐ اﻟﻘﻮل إن هﺬا اﻟﻜﺘﺎب ﻓﻴﻪ ﻣﻨﺎﻓﻊ آﺜﻴﺮة وﻓﻮاﺋﺪ ﺟﻤﺔ ﻟﻘﺎرﺋﻪ‪ .‬ﺁﻣﻞ ﻣ ﻦ‬
‫اﷲ أﻟﻌﻠﻲ اﻟﻘﺪﻳﺮ أن ﻳﻨﻔﻊ ﺑﻬﺬا اﻟﻜﺘﺎب ﻗﺮاءﻩ ﻟﻤ ﺎ ﻓﻴ ﻪ ﻣ ﻦ ﻧ ﺼﺎﺋﺢ وﺗﻮﺻ ﻴﺎت ﻋﻤﻠﻴ ﺔ وﻣﻨﻄﻘﻴ ﺔ‬
‫ﻣﺒﺴﻄﺔ‪.‬‬
‫اﻟﻤﺘﺮﺟﻢ‬

‫‪-‬س‪-‬‬
‫‪-‬ع‪-‬‬
-- 1 --
‫أ ِر ﺑﻌ ﺾ اﻟﻨ ﺎس آ ﺄس ﻣ ﺎء ﻻ ﻣﻤﻠ ﻮءة وﻻ ﻓﺎرﻏ ﺔ وآ ﻦ ﻋﻠ ﻰ ﻳﻘ ﻴﻦ أن ﺑﻌ ﻀ ًﺎ ﻣ ﻨﻬﻢ‬ ‫•‬
‫ﺳﻴﻘﻮل إﻧﻬﺎ ﻧﺼﻒ ﻣﻤﻠﻮءة وﺑﻌﻀﻬﻢ اﻵﺧﺮ ﺳﻴﻘﻮل إﻧﻬﺎ ﻧﺼﻒ ﻓﺎرﻏﺔ‪.‬‬
‫اذه ﺐ إﻟ ﻰ اﺟﺘﻤ ﺎع ﻋﻤ ﻞ ﺣﻴ ﺚ ﻳﻮﺟ ﺪ ﺷ ﺨﺺ ﻟﺪﻳ ﻪ ﻓﻜ ﺮة إﺑﺪاﻋﻴ ﺔ ﺑﺮّاﻗ ﺔ‪ ،‬وﺛ ﻖ أﻧ ﻪ‬ ‫•‬
‫ﺳﻴﻜﻮن هﻨﺎك ﻣﻦ ﻳﺮﻳﺪ أن ﻳﺘﻜﻠﻢ ﻋﻦ ﻓﻮاﺋﺪهﺎ‪ ،‬وﺁﺧﺮون ﺳﻴﺤﺎوﻟﻮن آﻞ ﻣﺎ ﻓﻲ وﺳ ﻌﻬﻢ‬
‫ﻟﻤﻨﻊ ذﻟﻚ ﻣﻦ اﻟﺤﺪوث‪.‬‬
‫اﺳﺄل اﻟﻨﺎس اﻟﺬﻳﻦ ﻳﻘﺪﻣﻮن ﺧﺪﻣﺔ ﻋﺎﻣﺔ ﻋﻦ رأﻳﻬﻢ ﻓﻲ اﻟﺰﺑﺎﺋﻦ‪ ،‬وﺗﺄآﺪ ﺑﺄن ﺑﻌ ﻀﻬﻢ ﻟ ﻦ‬ ‫•‬
‫ﻳﻜﻮن ﻟﺪﻳﻪ ﺳﻮى اﻟﻘﻮل اﻟﺴﻴﺊ واﻟﺴﺨﺮﻳﺔ وآ ﺄن آ ﻞ ﺷ ﻲء إزﻋ ﺎج آﺒﻴ ﺮ ﺟ ﺪًا ﺑﺎﻟﻨ ﺴﺒﺔ‬
‫ﻟﻬﻢ‪.‬‬
‫هﻨ ﺎك ﺧ ﻴﻂ ﻣ ﺸﺘﺮك ﺑ ﻴﻦ اﻟﻨ ﺎس اﻟ ﺬﻳﻦ ﻳ ﺮون ﻣﺠ ﺎزًا آ ﺄس اﻟﻤ ﺎء ﻋﻠ ﻰ أﻧﻬ ﺎ ﻧ ﺼﻒ‬
‫ﻻ ﻋﻦ اﻟﻤﺸﻜﻼت‪ ،‬وأوﻟﺌﻚ اﻟﺬﻳﻦ ﻳﺮﻏﺒﻮن ﺑﺼﺪق ﻓﻲ‬
‫ﻣﻤﻠﻮءة‪ ،‬أوﻟﺌﻚ اﻟﺬﻳﻦ ﻳﺮون اﻟﺘﺤﺪﻳﺎت ﺑﺪ ً‬
‫ﺗﻘ ﺪﻳﻢ ﺧ ﺪﻣﺎت ﻣ ﻦ اﻟﺪرﺟ ﺔ اﻷوﻟ ﻰ ﻟ ﺰﻣﻼﺋﻬﻢ وزﺑ ﺎﺋﻨﻬﻢ‪ .‬ه ﺬا اﻟﺨ ﻴﻂ اﻟﻤ ﺸﺘﺮك ه ﻮ اﻟﻤﻮﻗ ﻒ‬
‫اﻹﻳﺠﺎﺑﻲ‪.‬‬
‫ﻳﺮآﺰ هﺬا اﻟﻜﺘﺎب ﻋﻠﻰ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻓﻴﻤ ﺎ ﻳﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرات اﻹدارة‪ .‬ﻓﻜ ﺮ ﻟﺒﺮه ﺔ‬
‫ﻓ ﻲ آ ﻞ اﻟﻤﻬ ﺎرات اﻟﺘ ﻲ ﺗﺤﺘﺎﺟﻬ ﺎ ﻟﺘ ﺼﺒﺢ ﻣ ﺪﻳﺮًا ﻧﺎﺟﺤ ًﺎ‪ :‬اﻟﺘﻮاﺻ ﻞ‪ ،‬إدارة اﻟﻮﻗ ﺖ‪ ،‬اﻟﺘﺤﻔﻴ ﺰ‪،‬‬
‫اﻟﺘﺨﻄ ﻴﻂ‪ ،‬ﺗﻔ ﻮﻳﺾ اﻟ ﺴﻠﻄﺔ‪ ،‬اﻟﻘﻴ ﺎدة‪ ،‬ﺻ ﻨﻊ اﻟﻘ ﺮار‪ ،‬اﻟﺘﻔ ﺎوض … واﻟﻘﺎﺋﻤ ﺔ ﺗﻄ ﻮل‪ .‬وﺣﺘ ﻰ‬
‫ﻳُﻜﺘﺐ اﻟﻨﺠﺎح ﻷي ﻣﻦ ﻣﻬﺎرات اﻹدارة هﺬﻩ‪ ،‬ﻓﺈﻧﻪ ﻻﺑﺪ ﻟﻬﺎ أن ﺗﻜﻮن ﻣﺴﺘﻤﺪة ﺑﻘﻮة ﻣﻦ اﻟﻤﻮﻗﻒ‬
‫اﻹﻳﺠﺎﺑﻲ‪.‬‬

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‫هﻨ ﺎك ﻣﻨﻄ ﻖ ﺣﻘﻴﻘ ﻲ ﺑﺎﻟﻔﻌ ﻞ ﻓ ﻲ اﻋﺘﺒ ﺎر اﻟﺘ ﺴﻠﺢ ﺑ ﺎﻟﻤﻮﻗﻒ اﻹﻳﺠ ﺎﺑﻲ ﻣﻄﻠ ًﺒ ﺎ ﺟﻮهﺮ ًﻳ ﺎ‬
‫ﻟﻺدارة اﻟﻨﺎﺟﺤﺔ ﻓﻲ اﻟﺘﺴﻌﻴﻨﺎت‪ .‬ﺣﺘﻰ إن اﻟﺤﺼﻮل ﻋﻠﻰ اﻟﻮﻇﻴﻔﺔ ﻳﺤﺘﺎج ﻓﻲ اﻟﻤﻘﺎم اﻷول إﻟ ﻰ‬
‫ﻣﻮﻗ ﻒ إﻳﺠ ﺎﺑﻲ‪ ،‬إذ أﺻ ﺒﺤﺖ أﺳ ﺎﻟﻴﺐ اﻻﺧﺘﻴ ﺎر ﻓ ّﻌ ـﺎﻟﺔ ﺟ ﺪًا ﻓ ﻲ ﻏﺮﺑﻠ ﺔ ﻏﻴ ﺮ اﻹﻳﺠ ﺎﺑﻴﻴﻦ ﻧﺤ ﻮ‬
‫أﻧﻔﺴﻬﻢ أو ﻣﻬﺎراﺗﻬﻢ أو أهﺪاﻓﻬﻢ أو اﻟﻤﺆﺳﺴﺔ وآﺬا ﻧﻮع اﻟﻌﻤﻞ اﻟﺬي ﻳﺮﻏﺒﻮن ﻓﻲ اﻟﻘﻴﺎم ﺑﻪ‪.‬‬
‫ﻓﺎﻟﻌﻘﻮد ﻗﺼﻴﺮة اﻷﺟﻞ أو ﻣﺤﺪودة اﻷﺟﻞ ﻇﺎهﺮة ﻣﺘﻨﺎﻣﻴﺔ ﻓﻲ ﻣﺠﺎل اﻹدارة‪ ،‬ﻓ ﻲ ﺣ ﻴﻦ‬
‫ﺗﻨﺤﺴﺮ ﻓﻠﺴﻔﺔ اﻟﻮﻇﻴﻔﺔ ﻣﺪى اﻟﺤﻴﺎة‪ .‬هﻞ ﺑﻮﺳﻌﻚ ﺣﻘﻴﻘ ًﺔ أن ﻻ ﺗﻜﻮن إﻳﺠﺎﺑﻴًﺎ ﻓ ﻲ آ ﻞ ﻣ ﺎ ﺗﻔﻌﻠ ﻪ؟‬
‫ف ﻷن ﺗﻜ ﻮن ﺳ ﻠﺒﻴًﺎ ﺣﺘ ﻰ ﻟ ﻮ‬
‫وإذا ﻟﻢ ﻳﻜﻦ هﺬا هﻮ اﻟﺘﺼﺮف اﻟﻤﻼﺋ ﻢ‪ ،‬ﻓﻠ ﻢ ﻳﻌ ﺪ ﻟ ﺪﻳﻚ وﻗ ﺖ آ ﺎ ٍ‬
‫اﻓﺘﺮﺿ ﻨﺎ أن ﻟ ﺪﻳﻚ اﻟﻄﺎﻗ ﺔ اﻹﺿ ﺎﻓﻴﺔ ﻟ ﺬﻟﻚ‪ .‬ه ﻞ أﻧ ﺖ ﻓ ﻲ ﻣﺆﺳ ﺴﺔ ﻧ ﻀﺒﺖ ﻓﻴﻬ ﺎ ﻣ ﺴﺘﻮﻳﺎت‬
‫اﻟﻤ ﺴﺆوﻟﻴﺔ واﻹدارة؟ ﻓ ﻲ اﻟﻘﻄ ﺎﻋﻴﻦ اﻟﻌ ﺎم واﻟﺨ ﺎص ﻳﺠ ﺪ اﻟﻤ ﺪﻳﺮون‪ ،‬وﺑﺎﻟ ﺬات اﻟﻤ ﺪﻳﺮون‬
‫اﻟﻄﻤﻮﺣﻮن أو ﺣﺘﻰ اﻟﻤﺸﺮﻓﻮن أﻧﻔﺴﻬﻢ ﻓﺠﺄة أﻣﺎم ﻣ ﺴﺆوﻟﻴﺔ إدارﻳ ﺔ أآﺒ ﺮ وﻋﻤ ﻞ أآﺜ ﺮ وﻣﺰﻳ ﺪ‬
‫ﻣﻦ ﻋﻤﻠﻴﺎت ﺻﻨﻊ اﻟﻘﺮار‪ .‬إن آﺎﻧﺖ هﺬﻩ ﺗﺠﺮﺑﺘﻚ ﻓﺈﻧﻚ ﺗﺤﺘﺎج إﻟﻰ ﺗﺒﻨﻲ ﻣﻮﻗﻒ إﻳﺠ ﺎﺑﻲ ﻟﺘﺘ ﺄﻗﻠﻢ‬
‫ﻣﻊ اﻟﻮﺿﻊ‪.‬‬
‫"ﻟﻜﻨﻨﻲ ﻟﻢ أُوﻟﺪ إﻳﺠﺎﺑﻴ ًﺎ" أﺳ ﻤﻌﻚ وأﻧ ﺖ ﺗ ﺼﺮخ‪ .‬ﻻ ﺗﺨ ﻒ أﺑ ﺪًا‪ .‬ﻓﺒﺎﺳ ﺘﻄﺎﻋﺘﻚ أن ﺗ ﺘﻌﻠﻢ آﻴ ﻒ‬
‫ﺗﻜﻮن أآﺜﺮ إﻳﺠﺎﺑﻴﺔ ﺑﺎﻟﺘﺄآﻴﺪ ﺗﻤﺎﻣًﺎ ﻣﺜﻞ ﻣﺎ ﺗﺴﺘﻄﻴﻊ أن ﺗﺘﻌﻠﻢ اﻟﺘﻮاﺻﻞ‪ ،‬وأن ﺗﺪﻳﺮ وﻗﺘ ﻚ‪ ،‬أو أن‬
‫ﺗﺼﻨﻊ اﻟﻘﺮارات ﺑﻔﻌﺎﻟﻴﺔ أآﺜ ﺮ‪ .‬ﺳ ﻨﻨﻈﺮ إﻟ ﻰ ﻣ ﺎ ﺗﻌﻨﻴ ﻪ ﺣﻘﻴﻘ ﺔ أن ﺗﻜ ﻮن إﻳﺠﺎﺑﻴ ﺎً‪ ،‬وآﻴ ﻒ ﻳﻤﻜ ﻦ‬
‫ﺗﺤﻘﻴﻖ ذﻟﻚ وﺗﻄﺒﻴﻘﻪ ﻓﻲ ﻣﻮاﻗﻊ ﻣﺨﺘﻠﻔﺔ‪ .‬ﺳﺘﺠﺪ ﺑﻴﻦ دﻓﺘ ﻲ ه ﺬا اﻟﻜﺘ ﺎب ﺗﻤ ﺎرﻳﻦ ﻗ ﺼﻴﺮة وﻗ ﻮاﺋﻢ‬
‫ﻓﺤﺺ وﻧﺸﺎﻃﺎت ﺗﺴﺎﻋﺪ ﻋﻠﻰ اﻟﺘﺮآﻴﺰ ﻓﻲ ﺗﻌﻠﻤﻚ وﺗﺠﻌﻠﻚ ﺗﻔﻜﺮ وﺗﺴﺎﻋﺪك ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺗﻘﺪﻣﻚ‪.‬‬
‫آﻦ إﻳﺠﺎﺑﻴًﺎ ﻓﻲ ﺗﻄﺒﻴﻘﻬﺎ‪ .‬إذ ﺳﻮف ﺗﻨﻬﻞ اﻟﻜﺜﻴﺮ ﻣﻦ ﻣﻌﻴﻦ هﺬا اﻟﻜﺘﺎب ﻟﻮ ﻓﻌﻠﺖ ذﻟﻚ‪.‬‬

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 ‫א‬ ‫א‬

‫؟‬ ‫מ‬

‫ﺒﻌﺩ ﺃﻥ ﺘﻜﻭﻥ ﻗﺩ ﺍﻨﺘﻬﻴﺕ ﻤﻥ ﻗﺭﺍﺀﺓ ﻫﺫﺍ ﺍﻟﻔﺼل ﻴﺠﺏ ﺃﻥ ﺘﺘﻜﻭﻥ ﻟﺩﻴﻙ ﻓﻜـﺭﺓ ﺠﻴـﺩﺓ ﻋـﻥ‬

‫ﺍﻟﺘﺎﻟﻲ‪:‬‬

‫ﻣﻢ ﻳﺘﻜﻮن اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ؟‬ ‫•‬

‫هﻞ ﻧُﻮﻟﺪ إﻳﺠﺎﺑﻴﻴﻦ أو أﻧﻪ أﻣﺮ ﻳُﻤﻜﻨﻨﺎ ﺗﻌﻠﻤﻪ؟‬ ‫•‬
‫ﻣﺎ هﻲ اﻟﻤﻮاﻗﻒ ﺑﺎﻟﻀﺒﻂ؟ وﻣﻦ أﻳﻦ ﺗﺄﺗﻲ؟ وﻣﺎ ﻋﻼﻗﺔ هﺬا ﺑﻜﻮﻧﻚ إﻳﺠﺎﺑﻴﺎً؟‬ ‫•‬
‫ﻣﺎ ﻣ ﺪى إﻳﺠﺎﺑﻴﺘ ﻚ؟ وه ﻞ ﺗﺤﺘ ﺎج إﻟ ﻰ اﻟﺘﻔﻜﻴ ﺮ ﻓ ﻲ إﺣ ﺪاث أي ﺗﻐﻴﻴ ﺮات ﻟﺘ ﺼﺒﺢ أآﺜ ﺮ‬ ‫•‬
‫إﻳﺠﺎﺑﻴﺔ؟‬

‫؟‬ ‫א‬ ‫א‬ ‫מ‬

‫ﻳﺘﺤﺪث هﺬا اﻟﻜﺘﺎب ﺑﺮﻣﺘﻪ ﻋ ﻦ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ‪ ،‬ﻟ ﺬا ﻳﺒ ﺪو ﻣ ﻦ اﻟ ﺼﻮاب ﻓ ﻲ ﻣ ﺴﺘﻬﻠﻪ أن‬
‫ﻧﻔﻬﻢ ﻓﻬﻤًﺎ واﺿﺤًﺎ ﻣﺎ ﺗﻌﻨﻴﻪ هﺬﻩ اﻟﻜﻠﻤﺎت‪ .‬إن ﻓﻬ ﻢ ﻣﺎهﻴ ﺔ اﻷﺷ ﻴﺎء أﺣﻴﺎﻧ ًﺎ ﻣﺆﺷ ﺮ ﻋﻠ ﻰ ﻓﻬ ﻢ ﻣ ﺎ‬
‫هﻲ ﻟﻴﺴﺖ ﻋﻠﻴﻪ‪ .‬ﻻ ﻧﻘﻮل ﻓﻲ هﺬﻩ اﻟﺤﺎﻟﺔ إن اﻟﺸﺨﺺ ذو اﻟﻤﻮﻗﻒ اﻹﻳﺠ ﺎﺑﻲ ه ﻮ اﻟ ﺬي ﻳﺘﺠ ﻮّل‬
‫ﺑﺎﺑﺘ ﺴﺎﻣﺔ داﺋﻤ ﺔ أو إﻧ ﻪ داﺋ ﻢ اﻟ َﻔ ﻮَران واﻟ ﻀﺤﻚ‪ .‬وﻻ ﻧﻘ ﻮل إن اﻟ ﺸﺨﺺ اﻹﻳﺠ ﺎﺑﻲ ﻻ ﻳ ﺮى‬
‫اﻟﺠﺎﻧﺐ اﻟﺴﻠﺒﻲ ﻟﻸﺷ ﻴﺎء أﺑ ﺪًا ؛ اﻟﺤ ﻖ ﻳﻘ ﺎل آﻠﻤ ﺎ ﻗ ﺮأت اﻟﻜﺘ ﺎب ﺳ ﺘﺠﺪ أن اﻟ ﺸﺨﺺ اﻹﻳﺠ ﺎﺑﻲ‬
‫اﻟﺤﻖ ﻻ ﻳﺘﻌﺮف ﻋﻠﻰ اﻟﺴﻠﺒﻴﺎت ﻓﺤﺴﺐ ﺑﻞ ﻟﺪﻳﻪ اﻟﻤﻬﺎرات اﻟﻼزﻣﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ أﻳﻀ ًﺎ‪.‬‬

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‫دﻋﻮﻧﺎ ﻧﻠﺘﻔﺖ اﻵن إﻟﻰ ﻣ ﺎ ﻳﻌﻨﻴ ﻪ آﻮﻧ ﻚ إﻳﺠﺎﺑﻴ ًﺎ‪ .‬ﺛﻤ ﺔ ﺑﻌ ﺾ اﻟﻜﻠﻤ ﺎت واﻟﻌﺒ ﺎرات اﻷﺳﺎﺳ ﻴﺔ‬
‫اﻟﺘﻲ ﻗﺪ ﻧﺴﺘﻌﻤﻠﻬﺎ ﻟﻮﺻﻒ آﻮﻧﻚ إﻳﺠﺎﺑﻴًﺎ‪:‬‬
‫ﻣﻨﻔﺘﺢ ﻓﻲ ﻣﻮاﻗﻔﻪ‪.‬‬ ‫•‬
‫ﻣﺘﺤﻜﻢ ﺑﻨﻔﺴﻪ وﻣﻮاﻗﻔﻪ‪.‬‬ ‫•‬
‫ﻣُﺒﺪع ﻓﻲ اﻟﺘﻔﻜﻴﺮ واﻟﺘﺨﻄﻴﻂ‪.‬‬ ‫•‬
‫ﻗﺎدر ﻋﻠﻰ ﻣﻮاآﺒﺔ اﻟﺘﻐﻴﻴﺮ واﻟﺘﻌﺎﻣﻞ ﻣﻌﻪ‪.‬‬ ‫•‬
‫ﻣﺘﻔﺎﺋﻞ‪.‬‬ ‫•‬
‫ﻗﺎدر ﻋﻠﻲ إﻳﺼﺎل آﻞ اﻟﺼﻔﺎت اﻟﻤﺬآﻮرة أﻋﻼﻩ ﺑﻔﻌﺎﻟﻴﺔ‪.‬‬ ‫•‬
‫وﺗﺤﻘﻴﻘًﺎ ﻟﻬﺪف هﺬا اﻟﻔﺼﻞ اﻻﻓﺘﺘﺎﺣﻲ‪ ،‬ﺳﻨﻠﻘﻲ ﻧﻈ ﺮة ﻣ ﻮﺟﺰة ﻋﻠ ﻰ آ ﻞ ه ﺬﻩ اﻟ ﺼﻔﺎت‪.‬‬
‫وﺑﻴﻨﻤﺎ ﻧﻔﻌ ﻞ ذﻟ ﻚ‪ ،‬ﻓﻜ ﺮ ﻷي درﺟ ﺔ ﺗﻨﻄﺒ ﻖ ﻋﻠﻴ ﻚ ﺗﻠ ﻚ اﻟ ﺼﻔﺎت‪ .‬ﺳ ﺘﻜﻮن ﻟ ﻚ ﻻﺣ ًﻘ ﺎ ﻓ ﻲ ه ﺬا‬
‫اﻟﻔﺼﻞ ﻓﺮﺻﺔ ﻹﻟﻘﺎء ﻧﻈﺮة ﺑﻨﺎءة أآﺜﺮ ﻋﻠﻰ ﻣﺪى إﻳﺠﺎﺑﻴﺘﻚ‪.‬‬
‫א‬

‫ﻳﻨﺰع اﻟﻨﺎس اﻻﻳﺠﺎﺑﻴﻮن إﻟﻰ إﻇﻬﺎر ﻧﻬﺞ ﻣﻨﻔﺘﺤﻴﻦ ﻓﻲ ﻣﻮاﻗﻔﻬﻢ ﻧﺤﻮ اﻵﺧﺮﻳﻦ وﻧﺤ ﻮ اﻟﻤﻮاﻗ ﻒ‪.‬‬
‫ﻻ ﻋ ﻦ رؤﻳ ﺔ اﻟ ﺴﻴﺊ وﺳ ﻴﺤﺎوﻟﻮن ﺗﺤﻘﻴ ﻖ‬
‫ﻓﻬ ﻢ ﺳ ﻴﻨﺰﻋﻮن إﻟ ﻰ رؤﻳ ﺔ اﻟﺤ ﺴﻦ ﻓ ﻲ اﻵﺧ ﺮﻳﻦ ﺑ ﺪ ً‬
‫أﻓﻀﻞ ﻣﺎ ﻳﻤﻜﻦ ﺗﺤﻘﻴﻘﻪ ﻓﻲ اﻟﻤﻮاﻗﻒ اﻟﺴﻴﺌﺔ‪ .‬وﺑﻠﻐﺔ ﻋﻠﻢ اﻹدارة‪ ،‬ﻻ ﻳﻘﺪر ﻣﺜﻞ هﺬا اﻟﻨﻬﺞ ﺑﺜﻤﻦ‪.‬‬
‫إن ﻟﻢ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺷﻲء‪ ،‬ﻓﺈﻧﻪ ﻳﺴﺎﻋﺪ ﻋﻠﻰ وﺿﻊ اﻟﺘﻘﺪﻳﺮات اﻟﻔﻌّﺎﻟﺔ‪ ،‬ﺧﺎﺻﺔ ﻓﻲ اﻷوﻗﺎت اﻟﺘﻲ‬
‫ﻼ ذآﺮ أي ﺷﻲء ﺣﺴﻦ ﻋﻦ ﺷﺨﺺ ﻣ ﺎ‪ .‬ﻳﻘ ﻀﻲ اﻟﻨ ﺎس اﻹﻳﺠ ﺎﺑﻴﻮن وﻗﺘ ًﺎ أﻗ ﻞ‬
‫ﻳﺒﺪو ﻓﻴﻬﺎ ﻣﺴﺘﺤﻴ ً‬
‫ﻓﻲ اﻟﺘﺤﺪث ﻋﻦ اﻟﻨﺎس ووﻗﺘ ًﺎ أﻃﻮل ﻓﻲ اﻟﺘﺤﺪث ﻋﻦ آﻴﻔﻴﺔ ﺣﻞ اﻟﻤﺸﻜﻼت وإﻧﺠﺎز اﻷﻋﻤﺎل‪.‬‬

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 ‫א‬ ‫מ‬

‫ﻳﻨﺰع اﻟﻨﺎس ذوو اﻟﻤﻮاﻗﻒ اﻹﻳﺠﺎﺑﻴﺔ إﻟﻰ إﻇﻬﺎر اﻟﺜﻘﺔ ﻓﻲ أﻧﻔﺴﻬﻢ وﻗﺪراﺗﻬﻢ‪ .‬ﻓ ﻼ ﻧﻘ ﻮل إﻧﻬ ﻢ‬
‫" ﻣﻬﻮوﺳﻮن ﺑﺎﻟﺘﺤﻜﻢ " – وهﻢ أوﻟﺌﻚ اﻟﺬﻳﻦ ﻳﻌﻄﻮن اﻟﺘﻮﺟﻴﻬ ﺎت وﻟ ﺪﻳﻬﻢ اﻟ ﺴﻠﻄﺔ ﺗﻤﺎ ًﻣ ﺎ ﻋﻠ ﻰ‬
‫آﻞ ﺷﻲء ﻳﺤﺘﻜﻮن ﺑﻪ‪ .‬ﻻ ﺑﻞ إن اﻟﻨﺎس اﻹﻳﺠﺎﺑﻴﻴﻦ ﻗﺎدرون ﻋﻠﻰ إﻋﻄ ﺎء اﻟ ﺼﻼﺣﻴﺔ ﻟﻶﺧ ﺮﻳﻦ‬
‫ﺑﺎﻟ ﺬات ﺑ ﺴﺒﺐ ﻋ ﺪم وﺟ ﻮد ﻋُﻘ ﺪ ﻟ ﺪﻳﻬﻢ ﻓﻴﻤ ﺎ ﻳﺘﻌﻠ ﻖ ﺑ ﺼﻼﺣﻴﺎﺗﻬﻢ اﻟﺨﺎﺻ ﺔ‪ .‬ﻟ ﺬﻟﻚ ﻓﺎﻟﻤ ﺪﻳﺮون‬
‫اﻹﻳﺠﺎﺑﻴﻮن ﻗﺎدرون ﻋﻤﻮﻣﺎ ﻋﻠﻰ ﺗﻔﻮﻳﺾ ﺻﻼﺣﻴﺎﺗﻬﻢ ﺑﻜﻔﺎءة‪.‬‬
‫א‬ ‫א‬

‫رﺑﻤﺎ ﺳﺘُﺴﺮ ﻟﻤﻌﺮﻓﺔ أن آﻮﻧﻚ ﻣُﺒﺪع ﻻ ﻳﻌﻨﻲ أن ﺗﻜﻮن ﺟﻴﺪًا ﻓﻲ رﺳ ﻢ اﻟﻠﻮﺣ ﺎت اﻟﺰﻳﺘﻴ ﺔ وﻻ‬
‫ﻓﻲ ﻗﺪرﺗﻚ ﻋﻠﻰ اﻟﺠﻠﻮس ﻟﺘﺄﻟﻴﻒ ﻗﻄﻌﺔ ﻣﻮﺳﻴﻘﻴﺔ! وﺑﻠﻐﺔ ﻣﻬ ﺎرات ﻋﻠ ﻢ اﻹدارة‪ ،‬ﻳﻘ ﺼﺪ ﺑﻜﻮﻧ ﻚ‬
‫ﻣﺒﺪﻋًﺎ اﻟﻘﺪرة ﻋﻠﻰ اﻟﺘﻔﻜﻴﺮ ﺑﺸﻜﻞ ﺧﻼّق‪ ،‬وهﺬا ﺑﺪورﻩ ﻳﻌﻨﻲ اﻣﺘﻼك اﻟﻘﺪرة ﻋﻠﻰ اﻹﺗﻴﺎن ﺑﺄﻓﻜﺎر‬
‫ﺟﺪﻳﺪة‪ ،‬وﺣﻠﻮل واﺳﺘﺮاﺗﻴﺠﻴﺎت ﺣﻴﺎل اﻟﻤﺸﻜﻼت واﻟﺘﺤﺪﻳﺎت اﻟﺘﻲ ﻗﺪ ﺗﻄﺮأ‪ .‬وﻳﻌّﻮل ﻋﻠﻰ اﻟﻨﺎس‬
‫اﻹﻳﺠﺎﺑﻴﻴﻦ ﻓﻲ اﻗﺘﺮاح ﻃﺮﻳﻘﺔ ﻟﻠﺴﻴﺮ ُﻗﺪﻣﺎً؛ إذ ﻳﻨﺰع اﻟﻨﺎس اﻹﻳﺠﺎﺑﻴﻮن إﻟﻰ ﻣﻌﺮﻓﺔ إﻟﻰ أﻳ ﻦ ه ﻢ‬
‫ﺳﺎﺋﺮون‪.‬‬
‫א‬ ‫א‬ ‫א‬

‫أﻗﻠﻖ ﻣﻮﺿﻮع إدارة اﻟﺘﻐﻴﻴﺮ آﺜﻴﺮًا ﻣﻦ آُﺘﺎب ﻧﻈﺮﻳﺎت اﻹدارة‪ .‬ﻳﻨﺰع اﻟﻨﺎس اﻹﻳﺠﺎﺑﻴﻮن إﻟﻰ‬
‫اﻻﺑﺘﻬﺎج ﻻﺣﺘﻤﺎﻻت اﻟﺘﻐﻴﻴﺮ ﻷن ذﻟﻚ هﻮ ﻣﺎ ﻳﻨﺠﺤ ﻮن ﺑ ﻪ‪ .‬وﻳُﻤﺜ ﻞ اﻟﺘﻐﻴﻴ ﺮ اﻟﻔﺮﺻ ﺔ ﻻآﺘ ﺸﺎف‬
‫ﻣﺠﺎﻻت ﺟﺪﻳﺪة‪ ،‬واﻟﺤﺼﻮل ﻋﻠﻰ ﺧﺒﺮات ﺟﺪﻳﺪة وإزاﺣﺔ اﻟﻌﻮاﺋ ﻖ أﻣ ﺎم ﻣ ﺎ ه ﻮ ﻣﻤﻜ ﻦ‪ .‬ﻳﺮﺟ ﻊ‬
‫ﺳﺒﺐ آﻮن اﻟﻨﺎس اﻹﻳﺠﺎﺑﻴﻴﻦ ﻗﺎدرﻳﻦ ﻋﻠﻰ اﻟﺘﻜﻴّﻒ ﻣﻊ اﻟﺘﻐﻴﻴﺮ هﻮ أن ﺛﻘ ﺘﻬﻢ ﺑﺄﻧﻔ ﺴﻬﻢ وﻗ ﺪرﺗﻬﻢ‬
‫ﻋﻠﻰ اﻟﺘﻜﻴّﻒ‪ ،‬وﻗﺪرﺗﻬﻢ ﻋﻠﻰ اﻟﺘﻐﻠﺐ ﻋﻠﻰ اﻟﻤﺸﻜﻼت وﺗﻄﺒﻴ ﻖ ﻣﻬ ﺎراﺗﻬﻢ ﻓ ﻲ ﻇ ﺮوف ﻣﺨﺘﻠﻔ ﺔ‬
‫ﻳﺠﻌﻠﻬﻢ ﻳﺮون أن ﻟﺘﻐﻴﻴﺮ ﻻ ﻳﺸﻜّﻞ ﺗﻬﺪﻳﺪًا ﻟﻬﻢ‪.‬‬

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‫ﻳﻈﻦ ﻣﻌﻈﻢ اﻟﻨﺎس أن اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ هﻮ ﻣﻮﻗﻒ ﻣﺘﻔﺎﺋﻞ‪ ،‬وﺑﻴﻨﻤﺎ ﻳﻌﺘﺒﺮ هﺬا ﺻﺤﻴﺤًﺎ‪ ،‬ﻓﺈﻧﻪ‬
‫ﻼ ه ﻮ أن ﺗﻜ ﻮن ﻃﻠ ﻖ‬
‫آﻠﻤﺎ ﺗﻘﺪﻣﻨﺎ‪ ،‬ﺳﻨﺮى أن هﺬا اﻷﻣﺮ أآﺜﺮ ﻣﻦ ذﻟﻚ ﺑﻜﺜﻴ ﺮ‪ .‬أن ﺗﻜ ﻮن ﻣﺘﻔ ﺎﺋ ً‬
‫ﻼ ﺑﻤ ﺴﺘﻘﺒﻞ أﻓ ﻀﻞ‪ .‬وﺑ ﺎﻟﻄﺒﻊ‬
‫اﻟﻮﺟﻪ و"ﺗﻨﻈﺮ إﻟﻰ اﻟﺠﺎﻧﺐ اﻟﻤﺸﺮق" وﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺗﻜﻮن ﻣﺘﻔ ﺎﺋ ً‬
‫ﺳﺘﻜﻮن آﻞ هﺬﻩ اﻟﺨﺼﺎل ﻣﻮﺟﻮدة ﺑﺪرﺟﺔ أو ﺑﺄﺧﺮى ﻓ ﻲ ﺷ ﺨﺺ ذي ﻣﻮﻗ ﻒ إﻳﺠ ﺎﺑﻲ‪ ،‬وﻟﻜ ﻦ‬
‫ﺑﻌﺾ اﻟﻨﺎس ﻗﺎدرون ﻋﻠﻰ ﻧﻮع ﻣﻦ اﻟﺘﻔـﺎؤل اﻷﻋﻤﻰ اﻟﺬي ﻻ ﻳﺄﺧﺬ اﻟﻮاﻗﻊ ﺑﻌﻴﻦ اﻻﻋﺘﺒ ﺎر‪.‬ه ﺬا‬
‫ﺑﻌﻴ ﺪ ﻋ ﻦ اﻹﻳﺠﺎﺑﻴ ﺔ اﻟﻤﻐﺮوﺳ ﺔ ﺑﺜﺒ ﺎت ﻓ ﻲ اﻟﻌ ﺎﻟﻢ اﻟﺤﻘﻴﻘ ﻲ وﺗﺤ ﺴﺐ اﻷﺷ ﻴﺎء آﻤ ﺎ ه ﻲ ﻋﻠﻴ ﻪ‪،‬‬
‫وﻟﻴﺲ ﺑﻨﺎ ًء ﻋﻠﻰ ﻓﻜﺮة ﻣﺒﻬﻤﺔ ﻋﻤﺎ ﻳﻔﺘﺮض أن ﺗﻜﻮن ﻋﻠﻴﻪ‪ .‬ﻳُﻈﻬﺮ اﻟﻤﺪﻳﺮون اﻹﻳﺠﺎﺑﻴﻮن ﺗﻔﺎؤ ً‬
‫ﻻ‬
‫ﻣﺒﻨﻴًﺎ ﻋﻠﻰ اﻟﻮاﻗﻊ‪.‬‬

‫א‬ ‫א‬

‫ه ﺬا ه ﻮ اﻟﻌﻨ ﺼﺮ اﻷﺧﻴ ﺮ ﻟﻠﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ اﻟﻔ ّﻌ ﺎل‪ .‬ﻳﻤﻜ ﻦ أن ُﺗ ْﻌ ﺮف ﻣﻮاﻗﻔﻨ ﺎ دو ًﻣ ﺎ ﻣ ﻦ‬

‫ﺧ ﻼل اﻟﻄ ﺮق اﻟﺘ ﻲ ﻧﺘﻮاﺻ ﻞ ﺑﻬ ﺎ ﻓﻘ ﻂ‪ .‬وﻹﻋﻄ ﺎء ﻣﺜ ﺎل ﻣﺒ ﺎﻟﻎ ﻓﻴ ﻪ‪ ،‬إذا ﻟ ﻢ ﻳﻔﻌ ﻞ اﻟﻨ ﺎس ﺷ ﻴﺌًﺎ‬
‫ﻣﻄﻠ ًﻘ ﺎ‪ ،‬وﻟ ﻢ ﻳﺘﺤ ﺪﺛﻮا أﺑ ﺪًا وﻟ ﻢ ﻳﺤ ﺼﻞ ﺑﻴ ﻨﻬﻢ اﺗ ﺼﺎل ﻏﻴ ﺮ ﺷ ﻔﻬﻲ اﻟﺒﺘ ﺔ‪ ،‬ﻳ ﺼﺒﺢ ﻣ ﻦ اﻟﻤﺤ ﺎل‬
‫اﻟﺘﻌﺮف ﻋﻠﻰ آُﻨﻪ ﻣﻮاﻗﻔﻬﻢ‪ .‬ﻧﺤﻦ ﻓﻲ ﺣﻘﻴﻘﺔ اﻷﻣﺮ ﻧﺘﻮاﺻﻞ ﻣﻊ اﻵﺧ ﺮﻳﻦ داﺋﻤ ًﺎ إﻣ ﺎ ﺑﻤ ﺎ ﻧﻌﻤﻠ ﻪ‬
‫وإﻣﺎ ﺑﻤﺎ ﻧﻘﻮﻟﻪ‪ .‬إن اﻟﺘﻮاﺻﻞ اﻟﻔﻌّﺎل ﻋﻨﺼﺮ ﺣﻴ ﻮي ﻓ ﻲ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ‪ .‬ﻗ ـﺪ ﻧﻤﺘﻠ ﻚ أﻓ ﻀﻞ‬
‫اﻟﺨﻄﻂ اﻹدارﻳﺔ وأآﺜﺮهﺎ ﺗﻘﺪﻣًﺎ وﻓﺎﻋﻠﻴﺔ ﻓﻲ اﻟﻌﺎﻟﻢ‪ ،‬وﻟﻜ ﻦ إن ﻟ ﻢ ﻧ ﺴﺘﻄﻊ إﻳ ﺼﺎﻟﻬﺎ‪ ...‬ﻓﻠﻨﻨ ﺴﻬﺎ‪.‬‬
‫وﻟﻦ ﻳﻜﻮن اﻟﺘﻮاﺻﻞ ﺑﻌﻴﺪًا ﻋﻦ ﺗﻔﻜﻴﺮﻧﺎ ﻓﻲ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪.‬‬

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 ‫؟‬ ‫מ‬

‫ﻣﻨﺬ أن ﻇﻬﺮ ﻣﻔﻬﻮم اﻟﺬآﺎء اﺣﺘﺪم ﺟﺪل ﺣﻮل ﻣﺎ إذا آﺎن اﻟﻄﻔﻞ ﻳﻮﻟﺪ ﺑ ﻪ‪ ،‬أي أﻧ ﻪ ﻣ ﻦ ﻓﻄ ﺮة‬
‫اﻟﻄﻔﻞ‪ ،‬أم أﻧﻪ ﻳﻤﻜﻦ ﺗﻄﻮﻳﺮﻩ ﻣﻦ ﺧﻼل إﺑﻼﺋﻪ اﻟﺮﻋﺎﻳﺔ اﻟﺼﺤﻴﺤﺔ‪ .‬أﺻﺒﺢ اﻟﺠﺪل ُﻳﻌﺮف ﺑﺠﺪل‬
‫"اﻟﻔﻄﺮة ‪ /‬اﻟﺮﻋﺎﻳﺔ"‪ .‬هﺬا ﻻ ﻳﺮﺗﺒﻂ ﺑﺎﻟﺬآﺎء ﻓﺤ ﺴﺐ‪ ،‬ﺑ ﻞ أﺻ ﺒﺢ ﻳﻨ ﺪرج ﺗﺤ ﺖ ﻣﻈﻠﺘ ﻪ ﺟﻮاﻧ ﺐ‬
‫أﺧﺮى ﻣﻦ اﻟﺨﺒﺮات اﻹﻧﺴﺎﻧﻴﺔ‪ .‬هﻞ ﻳُﻮﻟﺪ اﻟﻨﺎس ﻣﺠﺮﻣﻴﻦ؟ وهﻞ هﻨﺎك ﺣﻘًﺎ ﻗ ﺎدة ﺑ ﺎﻟﻔﻄﺮة؟ وإذا‬
‫ُوﻟﺪت ﺧﺠﻮﻻً‪ ،‬هﻞ هﺬا ﻳﻌﻨﻲ أﻧﻚ ﺳﺘ ﻀﻄﺮ إﻟ ﻰ أن ﺗﺒﻘ ﻰ آ ﺬﻟﻚ ﺑﻘﻴ ﺔ ﺣﻴﺎﺗ ﻚ؟ ﻟﻴ ﺴﺖ اﻹﺟﺎﺑ ﺔ‬
‫ﻋﻠ ﻰ ه ﺬﻩ اﻷﺳ ﺌﻠﺔ ﻣﺒﺎﺷ ﺮة ﺗﻤﺎﻣ ًﺎ‪ ،‬وإذا أردت أن ﺗﻜﺘ ﺸﻔﻬﺎ ﺑﺪرﺟ ﺔ آﺎﻣﻠ ﺔ ﻓﺄﻧ ﺖ ﺑﺤﺎﺟ ﺔ إﻟ ﻰ‬
‫اﻟﺮﺟﻮع إﻟﻰ اﻟﻨﻈﺮﻳﺎت اﻟﻨﻔﺴﻴﺔ اﻟﺨﺎﺻﺔ ﺑﺎﻟﺘﻌﻠﻢ واﻟﺸـﺨ ﺼﻴﺔ‪ .‬وﻣ ﻊ ﻗﻮﻟﻨ ﺎ ذﻟ ﻚ‪ ،‬ﻓﺈﻧﻨ ﺎ ﻓ ﻲ آ ﻞ‬
‫هﺬا اﻟﻜﺘﺎب ﺳﻨﻌﻤﺪ إﻟﻰ أرﺑﻌﺔ اﻓﺘﺮاﺿﺎت ﺟﻮهﺮﻳﺔ ﻟﻤﻮﺿﻮﻋﻪ‪:‬‬
‫أﻧﺖ ﻟﻢ ُﺗﻮﻟﺪ إﻳﺠﺎﺑﻴًﺎ‪.‬‬ ‫•‬
‫ﺗﺴﺘﻄﻴﻊ أن ﺗﺨﺘﺎر أن ﺗﻜﻮن إﻳﺠﺎﺑﻴًﺎ‪.‬‬ ‫•‬
‫ﺗﺴﺘﻄﻴﻊ أن ﺗﺘﻌﻠﻢ أن ﺗﻜﻮن إﻳﺠﺎﺑﻴًﺎ‪.‬‬ ‫•‬
‫ﺗﺴﺘﻄﻴﻊ أن ﺗﻤﺎرس اﻹﻳﺠﺎﺑﻴﺔ أو ﻻ ﺗﻤﺎرﺳﻬﺎ ﺣﺴﺒﻤﺎ ﺗﺸﺎء‪.‬‬ ‫•‬

‫ﺗﻌﺘﺒﺮ هﺬﻩ اﻻﻓﺘﺮاﺿﺎت ﻣﻬﻤﺔ ﻟﻜﻞ ﻣﺎ ﻳ ﺄﺗﻲ ﻓ ﻲ اﻟﻜﺘ ﺎب‪ ،‬ﻓ ﺈذا ﻟ ﻢ ﺗﻘﺒ ﻞ آﻮﻧ ﻚ إﻳﺠﺎﺑﻴ ًﺎ‬
‫ﻋﻠﻰ أﻧﻪ ﺷﻲء ﻳﻤﻜﻦ اﺧﺘﻴﺎرﻩ‪ ،‬ﻋﻨﺪﺋﺬ ﻳﺼﺒﺢ اﻷﻣﻞ ﺿﻌﻴﻔًﺎ ﻓﻲ ﺣﺪوث ﺗﻐﻴﻴﺮ‪ .‬وﻹﻋﺎدة ﺻﻴﺎﻏﺔ‬
‫ﻣﻘﻮﻟ ﺔ اﻟﺮواﺋ ﻲ اﻹﻧﺠﻠﻴ ﺰي "ﺗ ﺸﺎﻟﺰ دﻳﻜﻴﻨ ﺰ" ﻓ ﻲ أﻧ ﺸﻮدة ﻋﻴ ﺪ اﻟﻤ ﻴﻼد إذا ﻟ ﻢ ﺗ ﺼﺪق أن‬
‫"ﻣﺎرﻟﻲ" ﻗﺪ ﻣﺎﺗﺖ ﺣﻘ ًﺎ ﻋﻨﺪهﺎ ﻻ ﻓﺎﺋﺪة ﺗُﺮﺟﻰ ﻣﻦ اﻟﻘﺼﺔ‪.‬‬

‫‪-7-‬‬
 ‫وإذا ﻣﺎزﻟﺖ ﺑﺤﺎﺟﺔ إﻟﻰ إﻗﻨﺎع ﺣﺎول ﺣﻞ اﻟﺘﻤﺮﻳﻦ اﻟﺘﺎﻟﻲ‪:‬‬

‫ﻓﻜﺮ ﻓﻲ اﻟﺠﻮاﻧﺐ اﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺣﻴﺎﺗﻚ‪ .‬ﺿﻊ ﻋﻼﻣﺔ ﺻﺢ ﻋﻠﻰ اﻟﻤﺮﺑ ﻊ اﻟ ﺬي ﻳﻨﻄﺒ ﻖ ﻋﻠﻴ ﻚ ﻋﻠ ﻰ‬
‫اﻷﻏﻠﺐ‪ ،‬أي‪-:‬‬
‫‪ -١‬ﺗﻌﺘﻘﺪ ﺟﺎزﻣًﺎ أﻧﻚ وُﻟﺪت ﻋﻠﻰ هﺬا اﻟﻨﺤﻮ‪.‬‬
‫‪ -٢‬أﻧﺖ هﻜﺬا ﺑﺴﺒﺐ ﻣﺎ ﺗﻌﻠﻤﺘﻪ أو اﻟﻄﺮﻳﻘﺔ اﻟﺘﻲ ﺗﺄﺛﺮت ﺑﻬﺎ‪.‬‬
‫‪ -٣‬ﺗﻌﺘﻘﺪ أن اﻟﺤﻴﺎة ﺧﻠﻴﻂ ﻣﻦ آﻼ اﻷﻣﺮﻳﻦ‪.‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺧﻠﻴﻂ‬ ‫اﺧﺘﺮت‬ ‫وُﻟﺪت‬
‫اﻟﻄﺮﻳﻘﺔ اﻟﺘﻲ ُﺗﺼﻮّت ﺑﻬـﺎ‬
‫ﻣﻮﻗﻔـﻚ ﻣﻦ اﻟﻤــﺎل‬
‫ﻣﻮﻗﻔـﻚ ﻣﻦ اﻟﻌِــﺮق‬
‫ﻣﺎ رأﻳﻚ ﻓﻲ اﻵﺗﻲ‪- :‬‬
‫ﻗـﻀــﺎﻳـﺎ اﻟـﺒﻴﺌــﺔ‬
‫ُروح دُﻋــﺎﺑــــﺘﻚ‬
‫ﺗﺬوﻗــﻚ ﻟﻠﻤﻮﺳﻴﻘﻰ‬
‫داﻓﻌـــﻚ وﺣﻴﻮﻳﺘــﻚ‬
‫اﻟﺼﺤﻴﻔﺔ اﻟﺘﻲ ﺗﻘﺮؤهﺎ اﻵن‬

‫‪-8-‬‬
‫ﺗﻌﺘﺒ ﺮ اﻟﻄﺮﻳﻘ ﺔ اﻟﺘ ﻲ ُﺗﻔﻜ ﺮ ﺑﻬ ﺎ‪ ،‬وذوﻗ ﻚ اﻟﺨ ﺎص‪ ،‬وﺳﻴﺎﺳ ﺎﺗﻚ ه ﻲ أﺳﺎﺳ ًﺎ أﻣ ﻮر ﺗﻌﻠﻤﺘﻬ ﺎ‬
‫وﺗﻄﻮرت ﺧﻼل ﺣﻴﺎﺗﻚ‪ .‬وﺑﺎﺳﺘﺜﻨﺎء روح دُﻋﺎﺑﺘﻚ‪ ،‬وداﻓﻌﻚ وﺣﻴﻮﻳﺘﻚ اﻟﺘﻲ ﻗﺪ ﺗﻜﻮن ﺟﺰءًا ﻣ ﻦ‬
‫اﻻﺛﻨﻴﻦ‪ ،‬ﺳﻴﻜﻮن ﻣﻦ اﻟﻤﺪهﺶ أن ﻻ ﺗﻘﻊ إﺷﺎراﺗﻚ ﻋﻠﻰ اﻟﻌﻤﻮد اﻟﺜﺎﻟﺚ‪.‬‬

‫ﻗ ﺪ ﺗﻈ ﻦ أن ﻓ ﻲ ذﻟ ﻚ ﻣﺒﺎﻟﻐ ﺔ‪ ،‬ﻟﻜ ﻦ إذا آﻨ ﺖ ﺗﻌﺘﻘ ﺪ أﻧ ﻚ ُوﻟ ﺪت إﻳﺠﺎﺑﻴ ًﺎ أو ﻻ ﻋﻠ ﻰ أﻳ ﺔ‬

‫ﺣ ﺎل‪ ،‬ﻋﻨﺪﺋ ٍﺬ ﻋﻠﻴ ﻚ أن ﺗﺘﻘﺒ ﻞ أﻧ ﻪ إذا آﻨ ﺖ ﻏﻴ ﺮ إﻳﺠ ﺎﺑﻲ أو آ ﺎن ﻣﻮﻇﻔ ﻮك آ ﺬﻟﻚ أﻳ ﻀًﺎ‪ ،‬ﻓ ﻼ‬
‫ﺟﺪوى ﻣﻦ ﻓﻌﻞ ﺷﻲء ﺣﻴﺎل ذﻟﻚ‪ .‬اﻷﻣﺮ ﻟﻴﺲ آ ﺬﻟﻚ‪ .‬ﻻ ﺷ ﻚ أن ﻟﻠﻤُﻮرﺛ ﺎت دورًا ﺗﻠﻌﺒ ﻪ؛ ﻓﻜﻠﻨ ﺎ‬
‫ﺗﻘﺮﻳﺒ ًﺎ ﻗ ﺎدرون ﻋﻠ ﻰ اﻟﻌ ﺪو‪ ،‬وﻟﻜ ﻦ ﻗﻠ ﺔ ه ﻢ اﻟ ﺬﻳﻦ ﻳ ﺴﺘﻄﻴﻌﻮن أن ﻳ ﺼﺒﺤﻮا أﺑﻄ ﺎ ً‬
‫ﻻ ﻋ ﺎﻟﻤﻴﻴﻦ‪.‬‬
‫ﻳ ﺴﺘﻄﻴﻊ ﻣﻌﻈ ﻢ اﻟﻨ ﺎس اﻟﻜﺘﺎﺑ ﺔ وﻟﻜ ﻦ ﻗﻠ ﺔ ه ﻢ ﻗ ﺎدرون ﻋﻠ ﻰ آﺘﺎﺑ ﺔ رواﻳ ﺔ راﺋﻌ ﺔ‪ .‬آﻠﻨ ﺎ ﺗﻘﺮﻳ ًﺒ ﺎ‬
‫ﻧﺴﺘﻄﻴﻊ أن ﻧُﺪﻧﺪن ﻟﺤﻨًﺎ‪ ،‬وﻟﻜﻦ ﻟﻦ ﻧﻜﻮن أﺑﺪًا ﻣﺜﻞ ﻣ ﺸﺎهﻴﺮ اﻟﻤﻐﻨﻴ ﻴﻦ‪ .‬وﻟﻜ ﻦ ﺑﺎﺳ ﺘﺨﺪام اﻷﻣﺜﻠ ﺔ‬
‫ﻧﻔ ﺴﻬﺎ ﻧﺠ ﺪ أن ﺑﺎﺳ ﺘﻄﺎﻋﺘﻨﺎ ﺟﻤﻴﻌ ًﺎ ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﻤﻤﺎرﺳ ﺔ أو اﻟﺘ ﺪرﻳﺐ أن ﻧﻌ ﺪو أﺳ ﺮع ﻣﻤ ﺎ‬
‫ﻧﺴﺘﻄﻴﻊ وأن ﻧﻜﺘﺐ ﻗﺼﺼًﺎ أﻓﻀﻞ أو أن ﻧﻐﻨﻲ ﺑﻌﺬوﺑ ﺔ أآﺜ ﺮ‪ .‬هﻜ ﺬا اﻟﺤ ﺎل ﻣ ﻊ ﺗﺒﻨ ﻲ اﻟﻤﻮﻗ ﻒ‬
‫اﻹﻳﺠﺎﺑﻲ‪ .‬ﻳﻤﻜﻨﻚ أن ﺗﻜﻮن أﻓﻀﻞ ﻓﻲ ذﻟﻚ‪ .‬آﻨﻘﻄ ﺔ ﺑﺪاﻳ ﺔ ﻳﺤﺘ ﺎج اﻟﺘﺤ ﺴﻦ ﻣﻨ ﻚ إﻟ ﻰ أن ﺗﻜ ﻮن‬
‫إﻳﺠﺎﺑﻴ ًﺎ ﻧﺤﻮ إﻣﻜﺎﻧﻴﺎت اﻟﺘﻐﻴﻴﺮ!‬

‫‪-9-‬‬
 ‫؟‬ ‫א‬ ‫א‬

‫هﻨﺎك ﻧﻘﻄﺔ ﻣﺸﺘﺮآﺔ ﺗَﺠﻤﻊ ﺑﻴﻦ آﻞ اﻟﻤﻮاﻗﻒ وهﻲ أﻧﻬﺎ ﻣﻮاﻗﻒ ﻣﻦ ﺷﻲء ﻣﺎ‪ .‬وهﻲ ﺗﻤﺜﻞ ﻣﻴﻠﻨ ﺎ‬
‫اﻹﺟﻤﺎﻟﻲ‪ ) .‬راﺟﻊ ﺷﻜﻞ ‪ ١ – ١‬أدﻧﺎﻩ (‪.‬‬

‫اﻟﻤﻴﻞ اﻹﺟﻤﺎﻟﻲ‬

‫ﺳﻠﺒﻲ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫إﻳﺠﺎﺑﻲ‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺎ‬
‫ﻧﻌﺮﻓﻪ‬
‫وﻧﺸﻌﺮ ﺑﻪ‬
‫وﻧﻌﺘﻘﺪﻩ‬

‫اﻟﻤﺆﺳـﺴﺔ‬ ‫اﻟﻤﻮﺿﻮع‬
‫اﻟﻔﻜﺮة‬

‫ﺷﻜﻞ ‪ ١ – ١‬اﻟﻤﻮاﻗﻒ‬

‫‪-10-‬‬
‫ﻳﻌﺘﺒﺮ ﺗﻌﺮﻳﻒ ﻣﻔﻬﻮم ﻣﺜﻞ "اﻟﻤﻮﻗﻒ" أﻣﺮًا ﻋﻮﻳﺼًﺎ‪ .‬ﻓﻌﻠﻰ ﻣﺪى ﺳﻨﻮات آﺎﻧ ﺖ ﻟﻌﻠﻤ ﺎء اﻟ ﻨﻔﺲ‬
‫ﻻ ﺁﺧ ﺮ ﻣ ﺸﺎﺑﻬ ًﺎ ﻓ ﻲ ﺻ ﻌﻮﺑﺘﻪ ﻋﻨ ﺪﻣﺎ ﻧُﻔﻜ ﺮ ﻓ ﻲ‬
‫ﻣﺤﺎوﻻت ﻋﺪﻳ ﺪة ﻟﺘﻌﺮﻳﻔ ﻪ‪ .‬وﺳ ﻨﺮى ﻻﺣﻘ ًﺎ ﻣﺜ ﺎ ً‬
‫اﻟﺸﺨﺼﻴﺔ‪ .‬وﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ ﻗﻮﻟﻨﺎ ذﻟﻚ‪ ،‬ﻓﺴﻨﺠﺪ أن اﻷﻏﻠﺒﻴ ﺔ ﺗُﺠﻤ ﻊ ﻋﻠ ﻰ أن ﺗﻌﺮﻳ ﻒ اﻟﻤﻮﻗ ﻒ‬
‫ﻻﺑﺪ وأن ﻳﺘﻀﻤﻦ ﺳﻤﺎت رﺋﻴﺴﻴﺔ ﻣﻌﻴّﻨﺔ‪ .‬هﺬﻩ اﻟﺴﻤﺎت ﺗﻌﻨﻲ أن اﻟﻤﻮﻗﻒ ﺳﻴﻜﻮن‪:‬‬
‫اﻵراء واﻟﻤﻌﺘﻘﺪات اﻟﻤﺆﻣﻦ ﺑﻬﺎ ﻋﻦ وﻋﻲ‪.‬‬ ‫•‬
‫إﻳﺠﺎﺑﻴًﺎ أو ﺳﻠﺒﻴًﺎ‪.‬‬ ‫•‬
‫ﻣﺸﺤﻮﻧًﺎ ﻋﺎﻃﻔﻴًﺎ أو ﻋﻠﻰ اﻷﻗﻞ ﺑﻪ ﻗﺪر ﻣﻦ اﻟﻤﺸﺎﻋﺮ‪.‬‬ ‫•‬
‫وازﻋًﺎ أو ﻧﺰﻋﺔ ﻟﻠﺘﺼﺮف‪.‬‬ ‫•‬
‫ﻟﺪﻳﻨﺎ ﻣﻮاﻗﻒ ﻣﻦ آ ـﻞ ﺷ ـﻲء ﻓ ﻲ اﻟﺤﻴ ﺎة ﺗﻘﺮﻳﺒ ـًﺎ ﺑﻤ ﺎ ﻓ ﻲ ذﻟ ﻚ اﻷﺷ ﻴﺎء ) واﻟﺘ ﻲ ﺗ ﺸﻤﻞ‬
‫اﻟﻨﺎس ( اﻷﻓﻜﺎر واﻟﻤﺆﺳﺴﺎت‪ ،‬آﻤﺎ ﺗﺮى ﻓﻲ اﻟﺸﻜﻞ ‪ .١ – ١‬اﻟﻨﻘﻄﺔ اﻟﺠﻮهﺮﻳﺔ ﻓﻲ هﺬا اﻟﻜﺘﺎب‬
‫هﻲ أﻧﻪ ﺣﻴﻨﻤﺎ ﺗﺘﻌﻠﻖ ﺗﻠﻚ اﻟﻤﻮاﻗﻒ ﺑﻤﻬﺎرات اﻹدارة ﻳﻨﺒﻐﻲ أن ﺗﻜﻮن إﻳﺠﺎﺑﻴﺔ‪.‬‬
‫ﻓﻜﺮ ﻟﺒﺮهﺔ ﻓﻲ هﺬﻩ اﻟﻤﻘﻮﻟﺔ‪:‬‬
‫رﺑﻤﺎ ﻳُﻌﺘﺒﺮ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ أﻋﻈﻢ ﻣﻮهﺒﺔ ﻳﺴﺘﻄﻴﻊ ﻣﺪﻳﺮ اﻣﺘﻼآﻬﺎ‪.‬‬
‫ﻏﻴﺮ ﻣﻮاﻓﻖ؟‬ ‫ﻣﻮاﻓﻖ؟‬

‫إذا آﻨﺖ ﻣُﻮاﻓﻘًﺎ ﻋﻠ ﻰ ه ﺬﻩ اﻟﻤﻘﻮﻟ ﺔ‪ ،‬ﺳ ﺘﺠﺪ ﻧﻔ ﺴﻚ ﺗ ﻮﻣﺊ ﺑﺮأﺳ ﻚ ﻣﻮاﻓﻘ ًﺎ ﻣ ﺮارًا وأﻧ ﺖ ﺗﻘ ﺮأ‬
‫اﻟﺘﻤﺎرﻳﻦ وﺗﺤﻠﻬﺎ‪ .‬وإذا ﻟﻢ ﺗُﻮاﻓﻖ‪ ،‬ﻋﻨﺪﺋ ﺬ ُﻳﻔﺘ ﺮض أﻧ ﻚ ﺗﻌﺘﻘ ﺪ أن هﻨ ﺎك ﻣﻮهﺒ ﺔ أﻋﻈ ﻢ ﻳ ﺴﺘﻄﻴﻊ‬
‫ﺤـّﻞ ﺑﻌﻘﻠﻴﺔ ﻣﺘﻔﺘﺤﺔ ) واﻟﺘﻲ‬
‫ﻣﺪﻳﺮ اﻣﺘﻼآﻬﺎ‪ .‬إذا آﺎن هﺬا هﻮ اﻟﺤﺎل‪ ،‬ﻓﻤﻦ ﻓﻀﻠﻚ اﻗﺮأ ﺑﺘﻤﻌﻦ و َﺗ َ‬
‫هﻲ ﻧﻔﺴﻬﺎ ﻋﻼﻣﺔ ﻋﻠﻰ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ( وﻋُﺪ إﻟﻰ هﺬﻩ اﻟﺼﻔﺤﺔ ﻋﻨﺪﻣﺎ ﺗﻨﺘﻬﻲ واﺳﺄل ﻧﻔﺴﻚ‬
‫اﻟﺴﺆال ﻧﻔﺴﻪ ﻣﺮة أﺧﺮى‪.‬‬

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‫ﻳُﻌﺘﺒﺮ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻓﻲ اﻹدارة ﻣﻴﺰة ﺗﻌﺰز أﻳًﺎ ﻣﻦ اﻟﻤﻬﺎرات اﻹدارﻳﺔ‪ ،‬وﻟﻜﻨﻪ ﻻ ﻳﻤﻜ ﻦ‬
‫أن ﻳﺒﻘ ﻰ ﻓ ﻲ ﻓ ﺮاغ‪ .‬ﻟﻬ ﺬا اﻟ ﺴﺒﺐ ﺳ ﺘﻜﻮن هﻨ ﺎك أﻣﺜﻠ ﺔ آﺜﻴ ﺮة ﺗﻮﺿ ﺢ آﻴ ﻒ ﻳ ﺮﺗﺒﻂ اﻟﻤﻮﻗ ﻒ‬
‫اﻹﻳﺠﺎﺑﻲ ﺑﻬﺬﻩ اﻟﻤﻬﺎرات‪ .‬أﻧﺖ ﻣﺪﻋﻮ ﻓﻲ اﻟﺘﻤﺮﻳﻦ اﻟﺘﺎﻟﻲ ﻟﻌﻤﻞ ﺗﻘﻴﻴﻢ ﻣ ﻮﺟﺰ ﻟﻤﻮﻗﻔ ﻚ اﻹﻳﺠ ﺎﺑﻲ‬
‫اﻟﺨﺎص ﺑﻚ‪.‬‬
‫أﻣﻌﻦ اﻟﻨﻈﺮ ﻓﻲ آﻞ اﻟﻜﻠﻤﺎت اﻟﺮﺋﻴﺴﻴﺔ أو اﻟﻌﺒ ﺎرات اﻟﺘ ﻲ ﺳ ﺒﻖ ﺗﻘ ﺪﻳﻤﻬﺎ ﻓ ﻲ اﻟ ﺼﻔﺤﺔ اﻟﺮاﺑﻌ ﺔ‬
‫ﻣﻦ هﺬا اﻟﻔﺼﻞ‪ .‬ﻓﻲ آﻞ ﺣﺎﻟﺔ‪ ،‬اﺣﺴﺐ ﻣﻘﻴﺎﺳﻚ اﻟﺨﺎص ﺑﺎﻟﺘﻔﻜﻴﺮ ﻓﻲ وﻗ ﺖ ﻣﻌ ﻴّﻦ ﻓ ﻲ ﺗﺠﺮﺑﺘ ﻚ‬
‫اﻹدارﻳﺔ ﻋﻨﺪﻣﺎ آﻨﺖ ﻋﻠﻰ أﺣﺪ ﻃﺮﻓﻲ ﻧﻘﻴﻀﻴﻦ ﻣﺤﺘﻤﻠﻴﻦ ﻣﺘﻌﻠﻘﻴﻦ ﺑﺘﻠﻚ اﻟﺨﺼﻴﺼﺔ‪.‬‬

‫‪-12-‬‬
‫ﻣﺜﺎل‪ :‬ﻓﻜﺮ ﻋﻨﺪﻣﺎ آﻨﺖ اﻷآﺜﺮ اﻧﻐﻼﻗًﺎ ﻓ ﻲ ﻣﻮاﻗﻔ ﻚ آﻤ ﺪﻳﺮ وﻋﻨ ﺪﻣﺎ آﻨ ﺖ اﻷﻗ ﻞ اﻧﻐﻼ ًﻗ ﺎ ﻓ ﻲ‬
‫ﻣﻮاﻗﻔ ﻚ‪ .‬ﻟ ﻴﻜﻦ رﻗ ﻢ ‪ ١‬ﻣُﻌﺒ ﺮًا ﻋ ﻦ اﻷآﺜ ﺮ اﻧﻐﻼ ًﻗ ﺎ ﻓ ﻲ ﻣﻮاﻗﻔ ﻚ ورﻗ ﻢ ‪ ١٠‬ﻣُﻌﺒ ﺮًا ﻋ ﻦ اﻷﻗ ﻞ‬
‫اﻧﻐﻼﻗًﺎ ﻓ ﻲ ﻣﻮاﻗﻔ ﻚ‪ .‬اﻋﻤ ﻞ اﻟ ﺸﻲء ﻧﻔ ﺴﻪ ﻟﻜ ﻞ ﺧﺼﻴ ﺼﺔ ﻻﺣﻘ ﺔ‪ُ .‬ﺛ ﻢ ﺻ ﻨّﻒ ﻧﻔ ﺴﻚ ﻋﻠ ﻰ ه ﺬا‬
‫اﻟﻤﻘﻴﺎس ﻃﺒﻘًﺎ ﻟﻤﺎ ﺗﺠﺪ ﻋﻠﻴﻪ ﻧﻔﺴﻚ ﻓﻲ هﺬﻩ اﻵوﻧﺔ‪ .‬هﻞ أﻧﺖ ﻋﻠﻰ أﺣﺪ اﻟﻨﻘﻴﻀﻴﻦ؟ أم أﻧﻚ ﻟﺴﺒﺐ‬
‫ﻣﺎ ﻓﻴﻤﺎ ﺑﻴﻦ ذﻟﻚ؟‬

‫ﻣﻨﻔﺘﺢ ﻓﻲ ﻣﻮاﻗﻔﻪ‬ ‫ﻣﻨﻐﻠﻖ ﻓﻲ ﻣﻮاﻗﻔﻪ‬

‫‪١٠‬‬ ‫‪٩‬‬ ‫‪٨‬‬ ‫‪٧‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬

‫ﻣﺘﺤﻜﻢ ﺑﻨﻔﺴﻪ وﻣﻮاﻗﻔﻪ‬ ‫ﻏﻴﺮ ﻣﺘﺤﻜﻢ ﺑﻨﻔﺴﻪ وﻣﻮاﻗﻔﻪ‬

‫‪١٠‬‬ ‫‪٩‬‬ ‫‪٨‬‬ ‫‪٧‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬

‫ﻣُﺒﺪع ﻓﻲ اﻟﺘﻔﻜﻴﺮ واﻟﺘﺨﻄﻴﻂ‬ ‫ﻏﻴﺮ ﻣﺒﺪع ﻓﻲ اﻟﺘﻔﻜﻴﺮ واﻟﺘﺨﻄﻴﻂ‬

‫‪١٠‬‬ ‫‪٩‬‬ ‫‪٨‬‬ ‫‪٧‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬

‫ﻗﺎدر ﻋﻠﻰ ﻣﻮاآﺒﺔ اﻟﺘﻐﻴﻴﺮ واﻟﺘﻌﺎﻣﻞ‬ ‫ﻏﻴﺮ ﻗﺎدر ﻋﻠﻰ ﻣﻮاآﺒﺔ اﻟﺘﻐﻴﻴﺮ واﻟﺘﻌﺎﻣﻞ ﻣﻌﻪ‬
‫ﻣﻌﻪ‬

‫‪١٠‬‬ ‫‪٩‬‬ ‫‪٨‬‬ ‫‪٧‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬

‫ﻣﺘﻔﺎﺋﻞ‬ ‫ﻣﺘﺸﺎﺋﻢ‬

‫‪١٠‬‬ ‫‪٩‬‬ ‫‪٨‬‬ ‫‪٧‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬

‫ﻗﺎدر ﻋﻠﻰ اﻟﺘﻮاﺻﻞ ﺑﻔﺎﻋﻠﻴﺔ‬ ‫ﻏﻴﺮ ﻗﺎدر ﻋﻠﻰ اﻟﺘﻮاﺻﻞ ﺑﻔﺎﻋﻠﻴﺔ‬

‫‪١٠‬‬ ‫‪٩‬‬ ‫‪٨‬‬ ‫‪٧‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬

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‫ﺒﺎﻟﻁﺒﻊ ﻻ ﺘﻭﺠﺩ ﺩﺭﺠﺔ ﻤ‪‬ﺤﺩِﺩﺓ ﻟﻠﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ‪ .‬ﺇﻟﻰ ﺤﺩ ﻤﺎ ﻴﺠﺏ ﺃﻥ ﺘﻘﺭﺭ ﻜﻡ ﺃﻨﺕ‬

‫ﺇﻴﺠﺎﺒﻲ ﺍﻵﻥ‪ .‬ﻭﺇﺫﺍ ﻤﺎ ﻜﺎﻨﺕ ﺍﻷﺸﻴﺎﺀ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺘﻐﻴﻴﺭ ﻤﻥ ﺃﺠﻠﻙ‪ .‬ﺭﺒﻤﺎ ﺘﺴﺘﻁﻴﻊ ﺍﻟﺘﻔﻜﻴﺭ ﻓﻲ‬

‫ﺨﺼﺎﺌﺹ ﺃﺨﺭﻯ ﺘﻌﺘﻘﺩ ﺃﻨﻬﺎ ﻤﺅﺸﺭ ﻋﻠﻰ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻭﻤﺸﺭﻭﻋﺔ ﺒﺎﻟﻘﺩﺭ ﻨﻔﺴﻪ‪ .‬ﻭﻤﻊ‬

‫ل ﺫﻟﻙ ﻋﻠـﻰ‬
‫ﻗﻭﻟﻨﺎ ﺫﻟﻙ ﻜﻠﻪ‪ ،‬ﺇﻻ ﺃﻨﻪ ﻜﻠﻤﺎ ﻜﺎﻨﺕ ﻨﺘﻴﺠﺘﻙ ﺃﻋﻠﻰ ﻓﻲ ﺍﻟﺘﻤﺭﻴﻥ ﺍﻟﻤﺫﻜﻭﺭ ﺁﻨﻔﺎﹰ‪ ،‬ﺩ ّ‬

‫ﺃﻥ ﻟﺩﻴﻙ ﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‪.‬‬

‫‪:‬‬

‫ﻓﻲ هﺬا اﻟﻔﺼﻞ ﻓﺘﺤﻨﺎ ﺑﺎب اﻟﻨﻘﺎش ﻓﻲ ﻣﺤﺎوﻟﺔ ﻻﺳﺘﺨﻼص ﺟﻮهﺮ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪:‬‬
‫إﻧﻪ ﻟﻴﺲ اﺑﺘﺴﺎﻣﺔ داﺋﻤﺔ‪.‬‬ ‫•‬
‫ﻳﺘﻤﺜﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺨﺼﺎﺋﺺ اﻟﺘﻲ ﺗﺘﺮاوح ﺑﻴﻦ ﻣﻨﻔﺘﺢ ﻓﻲ ﻣﻮاﻗﻔ ﻪ وﺑ ﻴﻦ اﻟﻘ ﺪرة‬ ‫•‬
‫ﻋﻠﻰ اﻟﺘﻮاﺻﻞ ﺑﻔﻌﺎﻟﻴﺔ‪.‬‬
‫آﻮﻧﻚ إﻳﺠﺎﺑﻴًﺎ أﻣﺮ ﻳﻤﻜﻦ ﺗﻌﻠﻤﻪ وﺗﻄﻮﻳﺮﻩ وﻣﻤﺎرﺳﺘﻪ‪.‬‬ ‫•‬
‫إن اﻟﻤﻮاﻗﻒ ﻣﻴﻮل إﺟﻤﺎﻟﻴﺔ ﻧﺤﻮ ﺷﻲء ﻣﺎ‪.‬‬ ‫•‬
‫اﻧﺘﻬﻰ اﻟﻔﺼﻞ ﺑﺘﺤ ٍﺪ ﻟﻚ ﻟﺘﻘﻴﻴﻢ ﻣﺴﺘﻮاك اﻟﺨﺎص ﻓﻲ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪.‬‬ ‫•‬

‫‪-14-‬‬
 ‫א‬ ‫א‬

‫א‬ ‫מא‬

‫ﺇﻥ ﺘﺒﻨﻲ ﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ ﻜﺎﻟﺫﻱ ﻋﺭﻓﻨﺎﻩ ﻓﻲ ﺍﻟﻔﺼل ﺍﻷﻭل ﻟﻴﺱ ﻤﺠﺭﺩ ﻤﻭﻀﺔ ﺼﺎﺩﻑ ﺃﻥ‬

‫ﺘﻜﻭﻥ ﻨﻜﻬﺔ ﺍﻟﺸﻬﺭ‪ .‬ﻓﻲ ﻫﺫﺍ ﺍﻟﻔﺼل ﻨﻌﺭﻑ ﻭﻨﺴﺘﻜﺸﻑ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﺘﻜﻭﻥ ﻓﻴﻬﺎ ﺃﺼـﻭل‬

‫ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻭﻤﻨﺎﻓﻌﻪ ﻭﺘﺄﺜﻴﺭﺍﺘﻪ ﺫﺍﺕ ﺠﺫﻭﺭ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪ ،‬ﻭﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﻭﻨﻅﺭﻴﺔ‬

‫ﺍﻟﺘﺭﺒﻴﺔ‪ .‬ﻭﺒﻘﺭﺍﺀﺘﻙ ﻟﻬﺫﺍ ﺍﻟﻔﺼل ﺁﻤل ﺃﻥ ﺘﻜﻭﻥ ﻤﺘﺤﻔﺯ‪‬ﺍ ﻟﻠﺘﻔﻜﻴﺭ ﻓﻲ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪-:‬‬

‫اﻟﺸﺨﺼﻴﺔ واﻟﺮواﺑﻂ ﺑﻴﻦ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ واﻟﺘﻔﺎؤل‪.‬‬ ‫•‬

‫اﻟﺴﻠﻮك اﻹﻧﺴﺎﻧﻲ داﺧﻞ اﻟﻤﺠﻤﻮﻋﺎت‪ ،‬ﺑﻤﺎ ﻓﻲ ذﻟﻚ اﻟﺘﻌﺰﻳﺰ اﻹﻳﺠﺎﺑﻲ واﻟﺴﻠﺒﻲ‬ ‫•‬
‫واﻟﺘﺸﺠﻴﻊ وآﻴﻒ ﻳﻮّﻟﺪ اﻟﺴﻠﻮك ﺳﻠﻮآًﺎ‪.‬‬
‫آﻴﻒ ﻳﺆﺛﺮ آﻮﻧﻚ إﻳﺠﺎﺑﻴ ًﺎ ﻋﻠﻰ اﻟﺘﻌﻠﻢ؛ وهﻞ ﻧﺘﻌﻠﻢ ﻣﻦ أﺧﻄﺎﺋﻨﺎ ﺣﻘ ًﺎ )اﻟﺴﻠﺒﻴﺔ(؟‬ ‫•‬

‫؟‬ ‫א‬

‫ﺑﻌﺾ اﻷﻓﻜﺎر اﻟﻤﺴﺘﻤﺪة ﻣﻦ ﻋﻠﻢ اﻟﻨﻔﺲ‪:‬‬

‫اﺑﺪأ ﺑﺎﻟﻘﻮل ﻣـﺎ هـﻲ اﻟﺸﺨﺼﻴﺔ‪.‬‬
‫اآﺘﺐ ﺗﻌﺮﻳﻔًﺎ ﻓﻲ اﻟﻤﺴﺘﻄﻴﻞ أدﻧﺎﻩ‪.‬‬

‫‪-15-‬‬
 ‫ﺣ َﺪﺳِﻲ ﻳﻘﻮل إن ﻟﻢ ﺗﻜﻦ ﻋﺎﻟﻢ ﻧﻔﺲ ﻣﺘﻤﻜّﻦ‪ ،‬ﻓﺈن ذﻟﻚ آﺎن أﺻﻌﺐ‬
‫آﻴﻒ ﺳﺎرت اﻷﻣﻮر؟ َ‬
‫ﻋﻠﻴﻚ ﻣﻤﺎ ﺗﻮﻗﻌﺘﻪ‪ .‬ﻧﻈﻦ ﺟﻤﻴﻌًﺎ أﻧﻨﺎ ﻧﻌﺮف ﻣﺎذا ﻧﻌﻨﻲ ﺑﻔﻜﺮة ﻣﺄﻟﻮﻓﺔ ﻣﺜﻞ اﻟﺸﺨﺼﻴﺔ ﺣﺘﻰ‬
‫ﻳﺘﻢ ﺗﺤﺪﻳﻨﺎ ﺑﺈﻳﺠﺎد ﺗﻌﺮﻳﻒ ﻟﻬﺎ‪ .‬ﻗﺪ ﻳﺪهﺸﻚ ﻣﻌﺮﻓﺔ أن أﺣﺪ ﻋﻠﻤﺎء اﻟﻨﻔﺲ ﻗﺪ أورد ﺣﺘﻰ ﻗﺒﻞ‬
‫أرﺑﻌﻴﻦ ﻋﺎﻣًﺎ ﺧﻤﺴﻴﻦ ﻣﺤﺎوﻟﺔ ﻟﺘﻌﺮﻳﻒ اﻟﺸﺨﺼﻴﺔ‪ .‬وﻣﻊ ذﻟﻚ‪ ،‬ﺑﺮزت ﻓﻲ اﻵوﻧﺔ اﻷﺧﻴﺮة‬
‫ﺳﻤﺎت ﻋﺎﻣﺔ ﻟﻠﺘﻌﺎرﻳﻒ وهﻲ‪:‬‬

‫اﻟﺸﺨﺼﻴﺔ ﻣﺴﺘﻘﺮة ﺑﻤﻌﻨﻰ أﻧﻨﺎ ﻻ ﻧﺘﻐﻴﺮ ﺑﺴﻬﻮﻟﺔ إﻟﻰ أﻧﺎس ﻣﺨﺘﻠﻔﻴﻦ ﺗﻤﺎﻣ ًﺎ‬ ‫•‬
‫اﻟﺸﺨﺼﻴﺔ ﻣﻨﻈﻤﺔ‪ ،‬ﺑﻤﻌﻨﻰ أن ﻟﻤﻜﻮﻧﺎت ﺷﺨﺼﻴﺎﺗﻨﺎ ﻋﻼﻗﺔ وﺗﺄﺛﻴﺮًا ﻣﺸﺘﺮآﻴﻦ‬ ‫•‬
‫اﻟﺸﺨﺼﻴﺔ ﺗﻨﺘﺞ ﻋﻦ ﺗﻔﺎﻋﻞ ﺑﻴﻦ ﺁﻟﻴﺘﻨﺎ اﻟﺤﻴﻮﻳﺔ اﻟﻔﻄﺮﻳﺔ وﺑﻴﻦ اﻟﺒﻴﺌﺔ‬ ‫•‬
‫اﻟﺸﺨﺼﻴﺎت ﻣﺘﻤﻴّﺰة‪ .‬ﺑﺒﺴﺎﻃﺔ ﻓﺎﻟﻨﺎس ﻣﻤﻴّﺰون‪.‬‬ ‫•‬
‫ﻼ ﻓﻲ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺘﻲ ﻴﺠﺏ ﺃﻥ ﻴﺤﺘﻭﻱ ﻋﻠﻴﻬﺎ ﺘﻌﺭﻴﻑ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺍﻨﻅﺭ ﻤﺎ‬
‫ﺘﻤﻌ‪‬ﻥ ﻗﻠﻴ ﹰ‬

‫ﺇﺫﺍ ﻜﺎﻥ ﺘﻌﺭﻴﻔﻙ ﺍﻟﺨﺎﺹ ﻴﺤﺘﻭﻴﻬﺎ‪ .‬ﻫل ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺘﻨﻘﻴﺢ ﺘﻌﺭﻴﻔﻙ ﺒﻁﺭﻴﻘﺔ ﻤﺎ ﺃﻡ ﺃﻨﻪ ﺴـﻴﻔﻲ‬

‫ﺒﺎﻟﻐﺭﺽ؟‬

‫ﺇﺫﹰﺍ ﻤﺎ ﻋﻼﻗﺔ ﻫﺫﺍ ﻜﻠﻪ ﺒﺎﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻹﺩﺍﺭﺓ؟ ﺤﺴﻨﺎﹰ‪ ،‬ﺒﻌﺩ ﺭﺅﻴﺔ ﻤﺎ ﻴﺠـﺏ‬

‫ﺃﻥ ﻴﺤﺘﻭﻴﻪ ﺘﻌﺭﻴﻑ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻴﻤﻜﻥ ﺍﻵﻥ ﺘﻁﺒﻴﻕ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﻋﻠﻰ ﻤﺎ ﻨﺸﻴﺭ ﺇﻟﻴﻪ ﻋـﺎﺩﺓ‬

‫ﺒﺎﻟﺸﺨﺼﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﻌﻨﻲ‪-:‬‬

‫ﺨﺼﺎل ﻤﺅﺜﺭﺓ‪ ،‬ﻭﻫﻲ ﺒﺒﺴﺎﻁﺔ ﺃﺸـﻴﺎﺀ ﺫﺍﺕ ﻋﻼﻗـﺔ ﺒﺎﻻﻨﻔﻌـﺎﻻﺕ‪ ،‬ﻭﺒﺎﻻﻨﻔﻌﺎﻟﻴـﺔ‪،‬‬ ‫•‬

‫ﻭﺒﺎﻟﻤﺸﺎﻋﺭ‪ ،‬ﻭﺒﺎﻷﻤﺯﺠﺔ‪.‬‬

‫ﺍﻟﻌﻭﺍﻁﻑ؛ ﺍﻟﻤﻭﻗﻑ ﺍﻟﹸﻤﺘﺨﺫ ﺃﻭ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﻤﺸﺎﻋﺭ ﻨﺤﻭ ﺍﻟﻨﺎﺱ ﺃﻭ ﺍﻟﻤﻭﺍﻗﻑ‪.‬‬

‫‪-16-‬‬
 ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫•‬
‫ﺍﻻﻫﺘﻤﺎﻤﺎﺕ‬ ‫•‬
‫ﺍﻟﻤﺜﹸل ﺍﻟﻌ‪‬ﻠﻴﺎ‬ ‫•‬
‫ﻟﺫﺍ ﺒﺈﻤﻜﺎﻨﻙ ﺍﻵﻥ ﺃﻥ ﺘﺭﻯ ﻭﺠﻭﺩ ﺼﻠﺔ ﻗﻭﻴﺔ ﺠﺩﹰﺍ ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ﺒـﻴﻥ ﻋﻠـﻡ ﺍﻟـﻨﻔﺱ‬
‫ﺍﻟﻤﺘﻌﻠﻕ ﺒﺎﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‪ .‬ﺍﻟﻤﻭﺍﻗـﻑ ﻋﻨﺎﺼـﺭ ﺃﺴﺎﺴـﻴﺔ ﻤـﻥ‬
‫ﺸﺨﺼﻴﺎﺘﻨﺎ‪ .‬ﺴﻴﻜﻭﻥ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﺃﻴﻀ‪‬ﺎ ﺃﺤﺩ ﻤﻜﻭﻨﺎﺕ ﻋﻭﺍﻁﻔﻨﺎ‪ ،‬ﻭﺴـﻴﻜﻭﻥ ﻤﺭﺘﺒﻁـﹰﺎ‬
‫ﺒﺤﺎﻟﺘﻨﺎ ﺍﻟﻤﺯﺍﺠﻴﺔ‪ ،‬ﻭﻤﺸﺎﻋﺭﻨﺎ ﻭﺍﻨﻔﻌﺎﻻﺘﻨﺎ‪.‬‬
‫"ﻜﻴﻑ ﺘﺘﻁﻭﺭ ﺸﺨﺼﻴﺎﺘﻨﺎ" ﺴﺅﺍل ﻻﺯﺍل ﻴ‪‬ﺅﺭﻕ ﻋﻠﻤﺎﺀ ﺍﻟـﻨﻔﺱ‪ ،‬ﻭﻟﻜـﻥ ﻜﻤـﺎ ﻓـﻲ‬
‫ﻼ‪ ،‬ﻫﻨﺎﻙ ﺘﻭﺍﺯﻥ ﺒﻴﻥ ﺍﻟﻔﻁﺭﺓ ﻭﺍﻟﺘﻁﺒﻊ ﺃﻭ ﺍﻟﻭﺭﺍﺜﺔ‬
‫ﺍﻟﺠﻭﺍﻨﺏ ﺍﻷﺨﺭﻯ ﻤﻥ ﺘﻁﻭﺭﻨﺎ ﻜﺎﻟﺫﻜﺎﺀ ﻤﺜ ﹰ‬
‫ﻭﺍﻟﺒﻴﺌﺔ‪.‬‬
‫ﻋﻠﹼﻡ ﻋﻠﻰ ﺍﻟﻤﻜﺎﻥ‬
‫ﻭﺃﻨﺕ ﺘﻔﻜﺭ ﻓﻲ ﺍﻟﺘﻭﺍﺯﻥ ﺒﻴﻥ ﺍﻟﻭﺭﺍﺜﺔ ﻭﺍﻟﺒﻴﺌﺔ ﻓﻲ ﺘﻁﻭﺭ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬‬
‫ﺍﻟﺫﻱ ﺘﻌﺘﻘﺩ ﺃﻨﻪ ﻴﻔﺘﺭﺽ ﺃﻥ ﻴﻘﻊ ﻓﻴﻪ ﺍﻟﺘﻭﺍﺯﻥ‪.‬‬

‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﻭﺭﺍﺜﺔ _________________________‬

‫ﺒﻴﻨﻤﺎ ﺘﻠﻌﺏ ﺍﻟﻭﺭﺍﺜﺔ ﺩﻭﺭﹰﺍ ﻤﻬﻤﺎﹰ‪ ،‬ﺴﺘﹸﺠﻤﻊ ﺍﻷﻏﻠﺒﻴﺔ ﺃﻥ ﺍﻟﺒﻴﺌـﺔ ﺤﺎﺴـﻤﺔ ﻓـﻲ‬
‫ﺘﻁﻭ‪‬ﺭ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﺨﺼﻭﺼﹰﺎ ﻋﻨﺩ ﺼﻐﺎﺭ ﺍﻷﻁﻔﺎل ﻋﻨﺩﻤﺎ ﻴﺘﺨﻁﻭﻥ ﺍﻟﻤﺭﺍﺤل ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤـﻥ‬
‫ﺘﻁﻭ‪‬ﺭﻫﻡ ﻨﺤﻭ ﺍﻟﺭﺸﺩ‪.‬‬

‫‪-17-‬‬
 ‫א‬
‫ﻴﺴﺘﺨﺩﻡ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻨﺎﺱ ﻤﻔﻬﻭﻤﻲ ﺍﻟﺘﻔﺎﺅل ﻭﺍﻟﺘﺸﺎﺅﻡ ﻟﻭﺼﻑ ﺸﺨﺼﻴﺔ ﺸﺨﺹ ﺁﺨﺭ‪ .‬ﻭﺇﻥ‬
‫ﻟﺫﻟﻙ ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ﺘﺄﺜﻴﺭ‪‬ﺍ ﺘﺼﻨﻴﻔﻴ‪‬ﺎ ﻗﻭﻴ‪‬ﺎ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻗﺩ ﻴﺠﻌﻠﻨﺎ ﻨﻘﻭل ﺇﻨـﻪ ﻤﺘﻔﺎﺌل ﺃﻭ ﻤﺘﺸﺎﺌﻡ‪.‬‬
‫ﻭﻟﻬﺫﺍ ﺘﺄﺜﻴﺭﺍﺕ ﻀﻤﻨﻴﺔ ﻋﻠﻰ ﺘﻔﻜﻴﺭﻨﺎ ﻭﻓﻬﻤﻨﺎ ﻟﻠﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ‪ ،‬ﺒﻴﻨﻤﺎ ﻗﺩ ﻨـﺼﻑ ﺸﺨـﺼﹰﺎ‬
‫ﻼ ﺃﻥ ﺫﻟـﻙ‬
‫ﻟﻔﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻗﺼﻴﺭﺓ ﻋﻠﻰ ﺃﻨﻪ ﻤﺘﻔﺎﺌل ﺃﻭ ﻤﺘﺸﺎﺌﻡ‪ ،‬ﻓﻨﺤﻥ ﻨﺎﺩﺭﹰﺍ ﻤﺎ ﻨﻘـﺼﺩ ﻓﻌـ ﹰ‬
‫ﺍﻟﺸﺨﺹ ﻫﻭ ﺩﺍﺌﻤﹰﺎ ﺇﻴﺠﺎﺒﻲ ﺃﻭ ﺴﻠﺒﻲ‪ .‬ﻻ ﻨﺴﺘﻁﻴﻊ ﺍﺴﺘﻌﻤﺎل ﺍﻟﻜﻠﻤﺎﺕ ﻟﻭﺼﻑ ﻜل ﻤﺎ ﻴﻤﻜـﻥ‬
‫ﻤﻌﺭﻓﺘﻪ ﻋﻥ ﺸﺨﺼﻴﺔ ﺇﻨﺴﺎﻥ‪.‬‬
‫ﻓﻜﺭ ﻓﻲ ﻓﺘﺭﺘﻴﻥ ﺯﻤﻨﻴﺘﻴﻥ ﻤﻥ ﺤﻴﺎﺘﻙ‪-:‬‬
‫ﻭﺍﺤﺩﺓ ﺸﻌﺭﺕ ﻓﻴﻬﺎ ﺃﻨﻙ ﻤﺘﻔﺎﺌل ﺤﻘ ﹰﺎ ﻭﻭﺍﺤﺩﺓ ﺸﻌﺭﺕ ﻓﻴﻬﺎ ﺃﻨﻙ ﻤﺘﺸﺎﺌﻡ ﺤﻘﹰﺎ‪.‬‬
‫ُﻗﻡ ﺒﺘﺩﻭﻴﻥ ﻤﻼﺤﻅﺎﺕ ﻓﻲ ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﻨﺎﺴﺒﺔ ﺃﺩﻨﺎﻩ ﺤﻭل ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﻜﻨﺕ ﺘﺸﻌﺭ ﺒﻬﺎ ﺁﻨﺫﺍﻙ‪.‬‬

‫وﻗﺖ اﻟﺘﻔﺎؤل‬ ‫وﻗﺖ اﻟﺘﺸﺎؤم‬

‫ﻣﺎذا آﺎن ﻳﺠﺮي ﻓﻲ ذﻟﻚ اﻟﻮﻗﺖ ؟‬ ‫ﻣﺎذا آﺎن ﻳﺠﺮي ﻓﻲ ذﻟﻚ اﻟﻮﻗﺖ ؟‬
‫ﻤﺎ ﺍﻟﺫﻱ ﺠﻌﻠﻙ ﺘﺸﻌﺭ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﺘـﻲ‬ ‫ﻤﺎ ﺍﻟﺫﻱ ﺠﻌﻠﻙ ﺘﺸﻌﺭ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﺘـﻲ‬
‫ﺸﻌﺭﺕ ﺒﻬﺎ؟‬ ‫ﺸﻌﺭﺕ ﺒﻬﺎ؟‬

‫‪-18-‬‬
‫ﺇﺫﺍ ﻜﺎﻥ ﺒﻤﻘﺩﻭﺭﻙ ﺘﺤﺩﻴﺩ ﻤﺜﺎﻟﻴﻥ ﻤﻥ ﻭﺍﻗﻊ ﺨﺒﺭﺘﻙ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﻻﺒﺩ ﺃﻥ ﻫﻨﺎﻙ ﺃﻭﻗﺎﺘﹰـﺎ‬
‫ﻼ ﺃﻭ‬
‫ﺘﻜﻭﻥ ﻓﻴﻬﺎ ﻋﻠﻰ ﺃﺤﺩ ﺍﻷﻤﺭﻴﻥ‪ .‬ﻟﻴﺱ ﻤﺤﻜﻭﻤﹰﺎ ﻋﻠﻴﻙ ﺃﻥ ﺘﻜـﻭﻥ ﺇﻤـﺎ ﻤﺘﻔـﺎﺌ ﹰ‬
‫ﻤﺘﺸﺎﺌﻤﹰﺎ ﻁﻴﻠﺔ ﺤﻴﺎﺘﻙ‪ .‬ﺃﺜﻨﺎﺀ ﺘﻁﻭﺭ ﻤﻭﻗﻔﻙ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺤﺎﻭل ﺃﻥ ﺘﺘﻤـﺴﻙ‬
‫ﻼ‪.‬‬
‫ﺒﺎﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺤﺩﺩﺘﻬﺎ ﻟﺘﺠﻌﻠﻙ ﻤﺘﻔﺎﺌ ﹰ‬

‫ﻟﺫﺍ‪ ،‬ﻓﺸﺨﺼﻴﺘﻙ ﻭﻤﻭﻗﻔﻙ ﺍﻹﻴﺠﺎﺒﻲ ﻤﺘﺭﺍﺒﻁﺎﻥ‪ .‬ﺩﻋﻨﺎ ﻨﺠﻤﻊ ﺨﻴﻭﻁ ﻫﺫﺍ ﺍﻟﺠﺯﺀ‬
‫ﺴﻭﻴ ﹰﺔ ﻋﻠﻰ ﻫﻴﺌﺔ ﻤﻠﺨﺹ‪-:‬‬

‫ﺍﻟﻤﻭﺍﻗﻑ ﻫﻲ ﻤﻜﻭﻨﺎﺕ ﻟﻠﺸﺨﺼﻴﺔ ﻭﻴﻤﻜﻥ ﺃﻥ ﺘﺘﻁﻭ‪‬ﺭ ﻭﺘﺘﻐﻴﺭ‪.‬‬ ‫•‬

‫ﻻ ﻴﻜﻔﻲ ﺃﻥ ﻨﻘﻭل ﺇﻨﻨﺎ ﺨﹸﻠﻘﻨﺎ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻨﺤـﻭ ﺃﻭ ﺫﺍﻙ ﻭﺃﻥ ﻻ ﺸـﻲﺀ ﻤـﻥ‬ ‫•‬
‫ﺸﺨﺼﻴﺎﺘﻨﺎ ﻴﻤﻜﻥ ﺃﻥ ﻴﺘﻐﻴﺭ ﺃﺒﺩﹰﺍ‪.‬‬

‫ﻻ ﻋﻠﻰ ﺃﻨﻬﺎ ﺜﺎﺒﺘﺔ ﻨﺴﺒﻴﹰﺎ ﻟﺩﻯ ﺃﻜﺜﺭ ﺍﻟﻨﺎﺱ‪ ،‬ﻓـﺈﻥ‬

‫ﻋﻨﺩﻤﺎ ﺘﹸﺄﺨﺫ ﺍﻟﺸﺨﺼﻴﺔ ﺇﺠﻤﺎ ﹰ‬ ‫•‬
‫ﻤﻜﻭﻨﺎﺘﻬﺎ ﻴﻤﻜﻥ ﺃﻥ ﺘﺘﻐﻴﺭ‪ ،‬ﻭﻫﻲ ﺘﺘﻐﻴﺭ ﺒﺎﻟﻔﻌل‪ .‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺠﻌﻠﻨﺎ ﺒﺸﺭ‪‬ﺍ ﻭ ﻟﻴﺱ‬
‫ﺃﻨﺎﺴ‪‬ﺎ ﺁﻟﻴﻴﻥ‪.‬‬

‫ﻨﺘﻤﺘﻊ ﺒﻘﺩﺭ ﻜﺒﻴﺭ ﻤﻥ ﺍﻟﺘﺤﻜﻡ ﺒﻤﻅﻬﺭ ﺸﺨﺼﻴﺎﺘﻨﺎ‪ ،‬ﺨﺎﺼﺔ ﺴﻠﻭﻜﻨﺎ‪ ،‬ﻭﻫﺫﺍ ﻫﻭ‬ ‫•‬
‫ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﺫﻱ ﺴﻨﺘﺤﻭل ﺇﻟﻴﻪ ﻓﻲ ﺍﻟﺠﺯﺀ ﺍﻟﺘﺎﻟﻲ‪.‬‬

‫ﺍﻟﺘﻔﺎﺅل ﻭﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻤﺭﺘﺒﻁﺎﻥ ﺒﺒﻌﻀﻬﻤﺎ ﺍﺭﺘﺒﺎﻁ ﹰﺎ ﻭﺜﻴﻘﹰﺎ‪.‬‬ ‫•‬

‫א‬ ‫א‬ ‫א‬

‫ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻤﺴﺘﻤﺩﺓ ﻤﻥ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪:‬‬

‫ل ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺱ ﻭﻋﻠﻤﺎﺀ ﺍﻻﺠﺘﻤﺎﻉ ﻴﺩﺭﺴﻭﻥ ﺍﻟﻤﻭﺍﻗﻑ ﻓﻲ ﺃﻭﻀﺎﻉ ﺍﻟﻌﻤل ﻟﻌﺩﺓ‬

‫ﻅّ‬
‫ﺴﻨﻭﺍﺕ‪ .‬ﺴﻨﻠﻘﻲ ﻨﻅﺭﺓ ﺨﺎﻁﻔﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺠﺯﺀ ﻋﻠﻰ ﺒﻌﺽ ﺍﻷﻓﻜـﺎﺭ ﺍﻟﺘـﻲ ﺒـﺭﺯﺕ‬
‫ﻤﺅﺨﺭﺍﹰ‪ُ ،‬ﻤﺭﻜﺯﻴﻥ ﻜﺎﻟﻌﺎﺩﺓ ﻋﻠﻰ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻤﺜل ﻫﺫﻩ ﺍﻟﻤﻭﺍﻗﻑ‪.‬‬

‫‪-19-‬‬
 ‫ﻨﺴﺘﻁﻴﻊ ﺘﻘﺴﻴﻡ ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ ﺒﺸﻜل ﺃﻓﻀل ﺇﻟﻰ ﺃﺭﺒﻌﺔ ﺃﻗﺴﺎﻡ‪-:‬‬

‫א‬ ‫א‬ ‫‪ −١‬א‬

‫ﻨﺴﺘﻁﻴﻊ ﺘﻠﺨﻴﺹ ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺤﻭل ﺍﻟﻤﻭﺍﻗﻑ ﻭﺍﻟﺘﺼﺭﻓﺎﺕ ﻜﺎﻟﺘﺎﻟﻲ‪:‬‬

‫ﺍﻟﻤﻭﺍﻗﻑ ﻭﺍﻟﺘﺼﺭﻓﺎﺕ ﻤﺭﺘﺒﻁﺔ ﺒﺒﻌﻀﻬﺎ‪ ،‬ﻭﻟﻜﻥ ﻟﻴﺱ ﺩﺍﺌﻤ ﹰﺎ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﺘـﻲ‬ ‫•‬
‫ﻨﺘﻭﻗﻌﻬﺎ‪ .‬ﺘﺘﺠﻪ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺇﻟﻰ ﻜﻼ ﺍﻻﺘﺠﺎﻫﻴﻥ ﺒﻤﻌﻨﻰ ﺃﻥ ﺍﻟﻤﻭﺍﻗﻑ ﻗـﺩ ﺘـﺅﺜﺭ‬
‫ﻋﻠﻰ ﺍﻟﺘﺼﺭﻓﺎﺕ‪ ،‬ﻏﻴﺭ ﺃﻥ ﺍﻟﺘﺼﺭﻓﺎﺕ ﺃﻴﻀﹰﺎ ﻗﺩ ﻴﻜﻭﻥ ﻟﻬـﺎ ﺘـﺄﺜﻴﺭ ﻋﻠـﻰ‬
‫ﻼ ﺍﻟﺸﺨﺹ ﺍﻟﺫﻱ ﻜﺎﻥ ﻤﻭﻗﻔﻪ ﻤﻥ ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﻭﻗﺕ ﺍﻟﺩﻭﺍﻡ‬
‫ﺍﻟﻤﻭﺍﻗﻑ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﺴﻠﺒﻴ‪‬ﺎ ﺠﺩ‪‬ﺍ ﺇﻟﻰ ﺩﺭﺠﺔ ﺃﻨﻪ ﻻ ﻴﺸﻌﺭ ﺒﺄﻥ ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﻭﻗﺕ ﺍﻟـﺩﻭﺍﻡ ﺃﻤـﺭ‬
‫ﻤﻬﻡ ﻋﻠﻰ ﺍﻹﻁﻼﻕ‪ ،‬ﻓﺈﻨﻪ ﺴﻴ‪‬ﻅﻬﺭ ﺫﻟﻙ ﻋﻠﻰ ﺍﻷﺭﺠﺢ ﺒﺎﻨﻌﺩﺍﻡ ﺍﻻﻨﻀﺒﺎﻁ‪ .‬ﻤﻥ‬
‫ﺠﻬﺔ ﺃﺨﺭﻯ ﺍﻟﺸﺨﺹ ﺍﻟﺫﻱ ﻜﺎﻥ ﻴﺘﻤﺘﻊ ﺴﺎﺒﻘﹰﺎ ﺒﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ ﻤﻥ ﺍﻟﻤﺤﺎﻓﻅـﺔ‬
‫ﻋﻠﻰ ﻭﻗﺕ ﺍﻟﺩﻭﺍﻡ ﻭﻟﻜﻥ ﻟﺴﺒﺏ ﻤﺎ‪ ،‬ﺘﺄﺨﺭ ﻤﺭﺘﻴﻥ ﻭﻭﺠﺩ ﺃﻥ ﺫﻟﻙ ﻟﻡ ُﻴﻼﺤـﻅ‬
‫ﺃﻭ ‪‬ﻤ ﱠﺭ ﻤﻥ ﺩﻭﻥ ﻤﺴﺎﺀﻟﺔ‪ ،‬ﺃﻭ ﺃﻨﻪ ﺒﻁﺭﻴﻘﺔ ﻤﺎ ﻟﻡ ﻴﻌﺎﻥ ﻤﻥ ﻋﻭﺍﻗـﺏ ﺴـﻠﺒﻴﺔ‬
‫ﻜﺒﻴﺭﺓ ﺠﺩ‪‬ﺍ‪ ،‬ﻗﺩ ﻴﺨﺒﻭ ﻤﻭﻗﻔﻪ ﻤﻥ ﺍﻻﻨﻀﺒﺎﻁ ﻭﻴﺘﺠﻪ ﻨﺤﻭ ﺍﻟﺴﻠﺒﻴﺔ‪.‬‬

‫ﻗﻭﺓ ﺍﻟﻤﻭﻗﻑ ﻤﻘﻴﺎﺱ ﺃﻫﻤﻴﺘﻪ ﻟﺸﺨﺹ ﻷﺤﺩﻫﻡ ‪ .‬ﺍﻟﻨﺎﺱ ﺍﻟﺫﻴﻥ ﻴﺸﻌﺭﻭﻥ ﺒﻘﻭﺓ‬ ‫•‬
‫ﻨﺤﻭ ﺸﻲﺀ ﻤﺎ ﺃﻭ ﻀﺩﻩ ﻏﺎﻟﺒﹰﺎ ﻤﺎ ﻴﺘﺼﺭﻓﻭﻥ ﺒﻁﺭﻕ ﺘﻌﺯﺯ ﻤﻭﻗﻔﻬﻡ ﺍﻹﻴﺠـﺎﺒﻲ‬
‫ﺃﻭ ﺍﻟﺴﻠﺒﻲ‪ .‬ﻫﺫﺍ ﻭﺍﻀﺢ ﺒﺠﻼﺀ ﻓﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﻌﻤل ﺒﻬﺎ ﺍﻟﺘﺤﺎﻤل‪ .‬ﻜﻠﻤـﺎ‬
‫ﹶﻗﻭِﻱ‪ ‬ﺸﻌﻭﺭ ﺍﻹﻨﺴﺎﻥ ﻨﺤﻭ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻷﻗﻠﻴﺎﺕ ﻤـﺜ ﹰ‬
‫ﻼ ﺯﺍﺩ ﺍﺤﺘﻤـﺎل ﺘـﺄﺜﻴﺭ‬
‫ﺘﻔﻜﻴﺭﻫﻡ ﺍﻹﻴﺠﺎﺒﻲ ﺃﻭ ﺍﻟﺴﻠﺒﻲ ﻤﺒﺎﺸﺭﺓ ﻋﻠﻰ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﺘﺼﺭﻓﻭﻥ ﺒﻬﺎ‪.‬‬

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‫ﺍﻟﻤﻭﺍﻗﻑ ﻭﺍﻟﺘﺼﺭﻓﺎﺕ ﻤﺭﺘﺒﻁﺔ ﺒﺤﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﺍﻟﺸﺨﺼﻲ‪ .‬ﻗﺩ ﻴﺤﺘﺎﺝ ﻫـﺫﺍ‬ ‫•‬
‫ﺇﻟﻰ ﺸﺭﺡ‪ .‬ﻏﺎﻟﺒﹰﺎ ﻤﺎ ﺴﻴﻜﻭﻥ ﻟﺩﻯ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻴﻌﻤﻠﻭﻥ ﻓﻲ ﻋﻤل ﺇﻨﺘـﺎﺝ‬
‫ﻤﺒﺎﺸﺭ ﻏﻴﺭ ﺇﺩﺍﺭﻱ‪ ،‬ﺃﻭ ﻋﻤل ﺫﻱ ﻁﺎﺒﻊ ﺨﺩﻤﻲ‪ ،‬ﺨﻴﺎﺭﺍﺕ ﻗﻠﻴﻠﺔ ﺤـﻭل ﻤـﺎ‬
‫ﻴﻔﻌﻠﻭﻨﻪ ﻋﻨﺩﻤﺎ ﻴﻔﻌﻠﻭﻥ ﺫﻟﻙ ﻭﻫﻠﻡ ﺠﺭﺍ‪ .‬ﻴﻘﻠﹼل ﻫﺫﺍ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺤﺭﻴـﺔ‬
‫ﺍﻻﺨﺘﻴﺎﺭ ﺍﻟﺸﺨﺼﻲ ﻭﺭﺒﻤﺎ ﻴﻜـﻭﻥ ﻟﻬـﺫﺍ ﺘـﺄﺜﻴﺭ ﻗـﻭﻱ ﻋﻠـﻰ ﺍﻟﻤﻭﺍﻗـﻑ‬
‫ﻭﺍﻟﺘﺼﺭﻓﺎﺕ‪ .‬ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪ ،‬ﻏﺎﻟﺒﹰﺎ ﻤﺎ ﺴﻴﺘﻤﺘﻊ ﺍﻟﻤﺩﻴﺭﻭﻥ ﻭﺍﻟﻤﺤﺘﺭﻓـﻭﻥ‬
‫ﻭﺍﻵﺨﺭﻭﻥ ﺒﻘﺩﺭ ﺃﻜﺒﺭ ﻤﻥ ﺤﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﺍﻟﺸﺨﺼﻲ ﻭﻴﻜﻭﻨﻭﻥ ﻓﻲ ﻭﻀـﻊ‬
‫ﺃﻓﻀل ﻴﻤﻜﻨﻬﻡ ﻤﻥ ﺍﻟﺘﺤﻜﻡ ﺒﺄﻤﻭﺭﻫﻡ؛ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟـﻰ ﺇﻴﺠـﺎﺩ ﺃﺭﺽ ﺃﻜﺜـﺭ‬
‫ﺨﺼﻭﺒﺔ ﻟﻨﻤﻭ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ‪.‬‬

‫؟‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬ ‫‪-٢‬‬

‫ﻋﺭ‪‬ﻓﻨﺎ ﻓﻲ ﺍﻟﺠﺯﺀ ﺍﻟﺴﺎﺒﻕ ﺤﻘﻴﻘﺔ ﺃﻥ ﺍﻟﻤﻭﺍﻗﻑ ﻤﺭﺘﺒﻁﺔ ﺒﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺽ‪.‬‬

‫ﻭﺍﻵﻥ ﺤﺎﻭل ﺤل ﺍﻟﺘﻤﺭﻴﻥ ﺍﻵﺘﻲ‪:‬‬

‫ﺘﻭﺠﺩ ﻓﻲ ﺍﻟﻘﺎﺌﻤﺔ ﺃﺩﻨﺎﻩ ﻋﺩﺓ ﻋﻭﺍﻤل ﻋﺭﻓﻬﺎ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺱ ﻋﻠﻰ ﺃﻥ ﻟﻬﺎ ﺃﺜـﺭ‪‬ﺍ ﻋﻠـﻰ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﻓﻲ ﻤﻭﻗﻊ ﺍﻟﻌﻤل‪.‬‬
‫ﻁ‬
‫ﻓﻜﺭ ﻓﻲ ﻜل ﻋﺎﻤل ﻋﻠﻰ ﺤﺩﺓ‪ ،‬ﺜﻡ ﺼﻨﹼﻔﻬﺎ ﺤﺴﺏ ﺘﺭﺘﻴﺏ ﺍﻷﻫﻤﻴﺔ ﻁﺒﻘﹰﺎ ﻟﺨﺒﺭﺘﻙ‪ .‬ﺃﻋ ِ‬
‫ﺍﻟﻌﺎﻤل ﺍﻷﻜﺜﺭ ﺃﻫﻤﻴﺔ ﺭﻗﻡ ‪ ١‬ﻭﺍﻷﻗل ﺃﻫﻤﻴﺔ ﺭﻗﻡ ‪.٥‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻷﺠﻭﺭ‬
‫ﻅﺭﻭﻑ ﺍﻟﻌﻤل‬
‫ﺍﻟﺴﻠﻭﻙ ﺍﻹﺩﺍﺭﻱ‬
‫ﺘﻨﻭﻉ ﻨﻤﻁ ﺍﻟﻌﻤل‬
‫ﺤﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﻟﻠﻌﺎﻤل‬

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‫ﻟﻴﺱ ﻤﻥ ﺍﻟﺼﻌﺏ ﺭﺅﻴﺔ ﻜﻴﻔﻴﺔ ﻗﺩﺭﺓ ﺒﻌﺽ ﺍﻟﻌﻭﺍﻤل ﻋﻠﻰ ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻟﻤﻭﺍﻗﻑ‪ .‬ﺴﻴﻜﻭﻥ‬
‫ﻟﻸﺠﻭﺭ ﺍﻟﻤﺘﺩﻨﻴﺔ‪ ،‬ﻭﺍﻟﻤﻠل ﻤﻥ ﺍﻟﻌﻤل ﺍﻟﻤﺘﻜﺭﺭ‪ ،‬ﻭﺍﻟﺸﻌﻭﺭ ﺒﻔﻘﺩ ﺍﻟﺴﻴﻁﺭﺓ ﻭﺘﺭﺘﻴﺒـﺎﺕ ﺍﻟﻌﻤـل‬
‫ﺍﻟﺭﺩﻴﺌﺔ ﺘﺄﺜﻴﺭ‪‬ﺍ ﻗﻭﻴ‪‬ﺎ ﺤﺘﻤﺎﹰ‪ ،‬ﻭﻤﻥ ﺍﻟﻤﺤﺘﻤل ﺠﺩﹰﺍ ﺃﻥ ﺘﻨﺯﻉ ﺇﻟﻰ ﺴﺤﺏ ﺍﻟﺸﺨﺹ ﺍﻟﻤﻌﻨﻲ ﻨﺤـﻭ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺴﻠﺒﻴﺔ‪ .‬ﻟﻜﻥ ﺍﻟﺴﺅﺍل ﺍﻟﺠﻭﻫﺭﻱ ﻫﻭ ﻤﺎ ﻤﺩﻯ ﺃﻫﻤﻴﺔ ﺍﻟﺴﻠﻭﻙ ﺍﻹﺩﺍﺭﻱ ﻜﻤﺤﺩﺩ ﻗﻭﻱ‬
‫ﻟﻠﻤﻭﺍﻗﻑ؟‬
‫ﺃﻨﺕ ﻜﻤﺩﻴﺭ‪-:‬‬
‫• ﻗﺩ ﻻ ﺘﻜﻭﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻷﺠﻭﺭ ﻤﺒﺎﺸﺭﺓ‬
‫• ﻗﺩ ﻻ ﺘﻜﻭﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﻓﻌل ﺍﻟﻜﺜﻴﺭ ﺒﺸﺄﻥ ﻅﺭﻭﻑ ﺍﻟﻌﻤل‬
‫• ﻗﺩ ﻻ ﺘﻜﻭﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺠﻌل ﻁﺒﻴﻌﺔ ﺍﻟﻌﻤل ﺃﻜﺜﺭ ﺃﻫﻤﻴﺔ ﻓﻲ ﺤﻘﻴﻘﺘﻬﺎ‪.‬‬
‫ﻭﻟﻜﻥ ﻤﺎ ﺴﺘﻜﻭﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﻋﻤﻠﻪ ﻫﻭ ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﻤﻭﺍﻗﻑ ﻤﻭﻅﻔﻴـﻙ ﻋـﻥ ﻁﺭﻴـﻕ‬
‫ﺴﻠﻭﻜﻙ ﺍﻟﺨﺎﺹ‪ ،‬ﻭﻜﻤﺎ ﺃﺸﺭﻨﺎ ﺁﻨﻔﹰﺎ ﺒﺸﺄﻥ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻤﻭﺍﻗﻑ ﻭﺍﻟﺴﻠﻭﻙ‪ ،‬ﻓﺈﻥ ﻤﻭﺍﻗﻔﻙ‬
‫ﺴﺘﺅﺜﺭ ﻋﻠﻰ ﺴﻠﻭﻜﻙ‪ ،‬ﻭﺴﻠﻭﻜﻙ ﺴﻴﺅﺜﺭ ﻋﻠﻰ ﻤﻭﺍﻗﻔﻙ‪ .‬ﻤﺎ ﻫﻲ ﺍﻟﻤﺅﺸـﺭﺍﺕ ﺍﻟﻤﻭﺠـﻭﺩﺓ‬
‫ﻟﺤﺎﻟﺔ ﺍﻟﻤﻭﺍﻗﻑ ﻓﻲ ﻤﻭﻗﻊ ﻋﻤﻠﻙ؟‬
‫‪.‬‬ ‫א‬ ‫א א‬ ‫א‬ ‫‪-٣‬‬

‫ﺜﻤﺔ ﻜﺜﻴﺭ ﻤﻥ ﻤﻘﺎﻴﻴﺱ ﺴﻠﻭﻙ ﺍﻟﻌﻤل ﺍﻟﺘﻲ ﺴﺘﻜﻭﻥ ﻤﻔﻴﺩﺓ ﻜﻤﺅﺸـﺭﺍﺕ ﻟﻭﺠـﻭﺩ ﻤﻭﺍﻗـﻑ‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﻋﻨﺩﻙ ﻜﻤﺩﻴﺭ ﻭﻋﻨﺩ ﻤﻭﻅﻔﻴﻙ‪ .‬ﺃﻨﺕ ﻤﺩﻋﻭ ﻓﻲ ﺍﻟﺘﻤﺭﻴﻥ ﺍﻟﺘﺎﻟﻲ ﻟﺘﻤﻌﻥ ﺍﻟﻨﻅـﺭ ﻓـﻲ‬
‫ﺴﻠﺴﻠﺔ ﻤﻥ ﻤﺅﺸﺭﺍﺕ ﺍﻟﻤﻭﺍﻗﻑ ﻓﻲ ﻤﻭﻗﻊ ﺍﻟﻌﻤل‪ .‬ﻓﻜﺭ ﻓﻴﻬﺎ ﻜﺎﺨﺘﺒﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ‪.‬‬
‫ﻤﻥ ﻏﻴﺭ ﺍﻟﻤﺘﻭﻗﻊ ﺃﻥ ﺘﻘﺒل ﻫﺫﻩ ﺍﻟﻤﺅﺸﺭﺍﺕ ﻋﻠﻰ ﻋﻼﺘﻬﺎ ﻋﻠﻰ ﺃﻨﻬـﺎ ﺒﺎﻟـﻀﺭﻭﺭﺓ ﺫﺍﺕ‬
‫ﻋﻼﻗﺔ ﺒﻭﻀﻌﻙ ﺍﻟﺨﺎﺹ‪ ،‬ﺇﺫ ﻗﺩ ﻻ ﺘﻜﻭﻥ ﻜﺫﻟﻙ‪ .‬ﻟﻬﺫﺍ ﺍﻟﺴﺒﺏ ﺃﻨﺕ ُﻤﺩﻋﻭ ﻓـﻲ ﻜـل ﺤﺎﻟـﺔ‬
‫ﻟﺘﺘﻤﻌﻥ ﺍﻟﻨﻅﺭ ﻓﻲ ﻜل ﻤﺅﺸﺭ ﻤﻭﻗﻑ ﺒﻌﻨﺎﻴﺔ‪ .‬ﺩﻭ‪‬ﻥ ﻤﻼﺤﻅﺎﺕ ﺤﻭل ﻨﻘﺎﻁ ﻗﻭﺘـﻪ ﻭﻀـﻌﻔﻪ‬

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‫ﻜﻤﺅﺸﺭ‪ ،‬ﺜﻡ ﻗﺭﺭ ﻤﺎ ﺇﺫﺍ ﻜﻨﺕ ﺘﺸﻌﺭ ﺒﺄﻥ ﻫﺫﺍ ﺴﻴﻜﻭﻥ ﻤﻔﻴﺩﹰﺍ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻙ ﻜﻤﺅﺸﺭ ﻟﻠﻤﻭﻗﻑ ﻓﻲ‬
‫ﻭﻀﻌﻙ ﻓﻲ ﻋﻤﻠﻙ ﺍﻟﺨﺎﺹ‪ .‬ﻋﻠﹼﻡ ﺒﻭﻀﻊ ﺇﺸﺎﺭﺓ ﺼﺢ ﻋﻠﻰ ﺍﻟﻌﻤﻭﺩ ﻓﻲ ﺨﺎﻨﺔ ‪ -‬ﻟﻪ ﻋﻼﻗـﺔ‬
‫ﺒﻲ ‪ -‬ﺃﻭ ﺍﺘﺭﻙ ﺍﻟﺨﺎﻨﺔ ﻓﺎﺭﻏﺔ ﺇﺫﺍ ﻟﻡ ﻴﻜﻥ ﺍﻟﻤﺅﺸﺭ ﻤﻔﻴﺩﹰﺍ ﻟﻭﻀﻌﻙ‪.‬‬
‫‪.‬‬ ‫א‬ ‫‪-٤‬‬

‫ﻫﻨﺎﻙ ﺼﻠﺔ ﻗﻭﻴﺔ ﺒﻴﻥ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﻭﻟﻥ ﻴﻜﻭﻥ ﻫﺫﺍ ﺍﻟﻔـﺼل‬
‫ﻼ ﺇﺫﺍ ﻟﻡ ﻨﻤﻌﻥ ﺍﻟﻨﻅﺭ ﺒﺈﻴﺠﺎﺯ ﻓﻲ ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺘﺤﻔﻴﺯ ﻭﺍﻟﺘﻲ ﺘﻁﻭﺭﺕ ﻓﻲ‬
‫ﻤﻜﺘﻤ ﹰ‬
‫ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪ .‬ﺜﻤﺔ ﺜﻼﺜﺔ ﺃﻭﺠﻪ ﺭﺌﻴﺴﻴﺔ ﻟﻠﺘﺤﻔﻴﺯ ﻴﻤﻜﻥ ﺃﻥ ﺘﹸﺴﺘﻨﺒﻁ ﻤﻤﺎ ﺴﻨﻼﺤﻅﻪ‪.‬‬
‫א‬

‫ﻟﻠﺤﺎﺠﺔ ﻋﻼﻗﺔ ﻗﻭﻴﺔ ﺒﺎﻟﺘﺤﻔﻴﺯ‪ .‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺤﻴﻭﻱ ﺴﻴﻭﻟﱢﺩ ﺍﻟﺠﻭﻉ ﺃﻭ ﺍﻟﻌﻁﺵ ﺍﻟﺤﺎﺠـﺔ‬
‫ﺇﻟﻰ ﺍﻷﻜل ﺃﻭ ﺍﻟﺸﺭﺏ‪ .‬ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﻋﻠﻰ ﻓﻘﺩ ﻴﻜﻭﻥ ﻟﻠﻨﺎﺱ ﺤﺎﺠﺎﺕ ُﺘﻭﻟﺩ ﻓﻲ ﺃﺫﻫـﺎﻨﻬﻡ‪.‬‬
‫ﻼ ﻗﺩ ﻴﻜﻭﻥ ﻟﺩﻯ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻴﻌﻴﺸﻭﻥ ﺤﻴﺎﺓ ﻤﻔﻌﻤﺔ ﺒﺎﻟﻨﺸﺎﻁ ﺒﻁﻭﻟﻬـﺎ ﻭﻋﺭﻀـﻬﺎ‬
‫ﻓﻤﺜ ﹰ‬
‫ﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﻋﻁﺎﺌﻬﻡ ﺤﺘﻰ ﺒﻌﺩ ﺃﻥ ﻴﺘﻘﺎﻋﺩﻭﺍ‪ .‬ﺘﻤﻴل ﻫﺫﻩ ﺍﻟﺤﺎﺠﺎﺕ ﻋﻨﺩﺌﺫ ﺇﻟـﻰ‬
‫ﺘﺤﻔﻴﺯ ﺍﻟﻔﺭﺩ ﻻﺘﺨﺎﺫ ﺇﺠﺭﺍﺀ ﺃﻭ ﺘﺼﺭﻑ ﺒﻁﺭﻴﻘﺔ ﺘﺸﺒﻊ ﺍﻟﺤﺎﺠﺔ‪.‬‬

‫‪-23-‬‬
‫ﻟﻪ ﻋﻼﻗﺔ ﺑﻲ‬ ‫ﺿﻌﻒ اﻟﻤﺆﺷﺮ‬ ‫ﻗﻮة اﻟﻤﺆﺷﺮ‬ ‫ﻣﺆﺷــﺮ اﻟﻤﻮﻗﻒ‬
‫أداء اﻟﻌﻤﻞ‬
‫‪ -‬اﻟﻨﺘﺎﺋﺞ ‪-‬‬
‫أداء اﻟﻌﻤﻞ‬
‫‪ -‬ﺧﺪﻣﺔ اﻟﺰﺑﺎﺋﻦ ‪-‬‬
‫أداء اﻟﻌﻤﻞ‬
‫‪ -‬اﻻهﺘﻤﺎم ﺑﺎﻟﺘﻔﺎﺻﻴﻞ ‪-‬‬
‫أداء اﻟﻌﻤﻞ‬
‫‪ُ -‬ﻣَﻮﺟﻪ ﻧﺤﻮ اﻟﻤﻬﻤﺔ واﻟﻬﺪف ‪-‬‬
‫اﻻﻧﻀﺒﺎط‬
‫اﻟﺘﻐﻴــﺐ‬
‫اﻟﻌﻼﻗﺎت ﻣﻊ اﻟﺰﻣﻼء‬
‫اﻟﻌﻼﻗﺎت ﻣﻊ اﻹدارة‬
‫اﻟﻌﻼﻗﺎت ﻣﻊ اﻟﺰﺑﺎﺋﻦ‬
‫اﺳﺘﺒﺪال اﻟﻌﻤﺎﻟﺔ‬
‫ﻳﺪﻋﻢ اﻷهﺪاف اﻟﻤﺆﺳﺴﻴﺔ‬
‫ﻧﺸِﻂ‪ ،‬ﻳﺒﺤﺚ ﻋﻦ ﻋﻤﻞ ﺑﺪﻳﻞ‬
‫ﻣﺆﺷﺮك اﻟﺨﺎص‬
‫ﻣﺆﺷﺮك اﻟﺨﺎص‬

‫‪-24-‬‬
 ‫اﻟﺪاﻓــﻊ‬
‫ﻳ ﺮﺗﺒﻂ اﻟ ﺪاﻓﻊ ارﺗﺒﺎﻃ ًﺎ وﺛﻴﻘ ًﺎ ﺑﺎﻟﺤﺎﺟ ﺔ ﻷﻧ ﻪ ﻳ ﺸﻴﺮ إﻟ ﻰ ﻗ ﻮة اﻟﻄﺎﻗ ﺔ اﻟﺘ ﻲ ﻳ ﺴﺘﺜﻤﺮهﺎ‬
‫ﻼ ﺳﻴﺮة ﺷﺨﺺ ﻳﺸﻌﺮ ﺑﺮﻏﺒ ﺔ َﻗﻮِﻳ ـّﺔ ﻓ ﻲ اﻟ ﺴـﻠﻄﺔ أو‬ ‫اﻟﺸﺨﺺ ﻟﺘﺤﻘﻴﻖ اﻟﺤﺎﺟﺔ‪ .‬ﺧﺬ ﻣﺜ ً‬
‫اﻟﻨﺠﺎح‪ ،‬ﻗ ﺪ ﻳﻜ ﻮن اﻟ ﺪاﻓﻊ اﻟ ﺬي ﻳﺒﺪﻳ ﻪ إﻟ ﻰ ﺣ ﺪ ﻣ ﺎ ﺧ ﺎرج ﻧﻄ ﺎق ﺗﺠﺮﺑ ﺔ أآـﺜ ـﺮ اﻟﻨ ﺎس‬
‫اﻟﻌﺎدﻳﻴﻦ اﻟﺬﻳﻦ ﺣﺎﺟﺘﻬﻢ إﻟﻰ اﻟﺴﻠﻄﺔ أو اﻟﻨﺠﺎح أﻗﻞ ﺣﺪة ﻓﻲ اﻟﺘﺮآﻴﺰ‪.‬‬
‫اﻟﺤﺎﻓــﺰ‬
‫ﻴﺸﻴﺭ ﺍﻟﺤﺎﻓﺯ ﺇﻟﻰ ﺍﻟﻘﻭﺓ ﺍﻟﺩﺍﻓﻌﺔ ﻟﺘﺤﻘﻴﻕ ﻏﺎﻴﺔ ﺃﻭ ﻫﺩﻑ ﻤﺎ‪ .‬ﺘﹸـﺴﻤﻰ ﺍﻟﻐﺎﻴـﺎﺕ ﺃﻭ‬
‫ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﺘﺩﻓﻊ ﺍﻟﻨﺎﺱ ﻟﺘﺤﻘﻴﻘﻬﺎ ﺒـﺎﻟﺤﻭﺍﻓﺯ ﺍﻹﻴﺠﺎﺒﻴـﺔ‪ .‬ﻭﺘﹸـﺴﻤﻰ ﺍﻟﻐﺎﻴـﺎﺕ ﺃﻭ‬
‫ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﻴﺤﺎﻭل ﺍﻟﻨﺎﺱ ﺘﺠﻨﺒﻬﺎ ﺒﺎﻟﺤﻭﺍﻓﺯ ﺍﻟﺴﻠﺒﻴﺔ‪ .‬ﻭﺒﺎﻟﻨﻅﺭ ﻤﺭﺓ ﺃﺨـﺭﻯ ﺇﻟـﻰ‬
‫ﻤﺴﺎﺭﻨﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻨﺠﺎﺤﻨﺎ ﺍﻟﻤﻭﺠﻪ ﻨﺤﻭ ﺍﻟﻔﺭﺩ ﺴﻴﻜﻭﻥ ﺍﻟﺤﺎﻓﺯ ﻏﺎﻟﺒﹰﺎ "ﺍﻟﻭﺼﻭل ﺇﻟـﻰ‬
‫ﺍﻟﻘﻤﺔ"‪ ،‬ﻭﻫﺫﺍ ﺴﻴﻜﻭﻥ ﺃﺤﺩ ﺃﻗﻭﻯ ﺍﻟﺤﻭﺍﻓﺯ ﻓﻲ ﺤﻴﺎﺓ ﺫﻟﻙ ﺍﻟﺸﺨﺹ‪.‬‬
‫ﺗﻮﺟﺪ ﻋﺪة ﺣﻮاﻓﺰ ﺗﺪﻓﻊ اﻟﻨﺎس ﻓﻲ ﺣﻴﺎﺗﻬﻢ؛ وهﻨﺎك ﺷﻲء واﺣﺪ ﻳﻤﻜﻨﻨﺎ ﻗﻮﻟﻪ أﻻ وهﻮ‬
‫أﻧﻨﺎ ﻏﺎﻟﺒًﺎ ﻣﺎ ﻧﻜﻮن ﻣﺪﻓﻮﻋﻴﻦ ﺑﻤﺠﻤﻮﻋﺔ ﻣﺮآّﺒﺔ ﻣﻨﻬﺎ‪ ،‬وأﻧﻨﺎ ﺟﻤﻴﻌ ًﺎ ﻣﺨﺘﻠﻔﻮن ﻓﻲ هﺬا‬
‫اﻟﻤﺠﺎل‪ .‬ﺑﻌﺾ اﻷﻣﺜﻠﺔ ﺗﺸﻤﻞ اﻵﺗﻲ‪:‬‬
‫اآﺘﺴﺎب اﻟﻤﺎل أو اﻟﺜﺮوة اﻟﻤﺎدﻳﺔ‬ ‫•‬
‫اﻟﺘّﻨﻮر اﻟﺮوﺣﻲ‬ ‫•‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫•‬
‫اﻟﻘﻮة‬ ‫•‬
‫اﻟﻤﺘﻌﺔ ‪ /‬اﻟﺴﻌﺎدة‬ ‫•‬
‫اﻟﻨﺠﺎح‬ ‫•‬
‫اﻟﻠﻴﺎﻗﺔ‬ ‫•‬
‫اﻟﺸﻬﺮة‬ ‫•‬

‫‪-25-‬‬
‫ﺇﻥ َﻓﻬﻡ ﻤﺎ ﻴﺩﻓﻌﻨﺎ ﺴﻴﺴﺎﻋﺩﻨﺎ ﻋﻠﻰ ﻓﻬﻡ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺘﻲ ﻨﺘﺒﻨﺎﻫﺎ ﻭﺍﻻﻀﻁﻼﻉ ﺒﻬـﺎ‪ .‬ﺇﻥ‬
‫ﻤﻥ ﺍﻟﻤﻬﻡ ﻟﻙ ﻜﻤﺩﻴﺭ ﺃﻥ ﺘﻔﻬﻡ ﺠﻴﺩ‪‬ﺍ ﺘﺤﻔﻴﺯﻙ ﺍﻟﺨﺎﺹ ﻤﻥ ﺨﻼل ِﻓﻬـﻡ ﺍﺤﺘﻴﺎﺠﺎﺘـﻙ‪،‬‬
‫ﻭﺩﻭﺍﻓﻌﻙ ﻭﺤﻭﺍﻓﺯﻙ ﺍﻟﺨﺎﺼﺔ‪ .‬ﺴﻴﺴﺎﻋﺩﻙ ﺫﻟﻙ ﻋﻠﻰ ﻓﹶﻬﻡ ﻟﻤﺎﺫﺍ ﺃﻨﺕ ﺃﻜﺜﺭ ﺇﻴﺠﺎﺒﻴﺔ ﺃﻭ‬
‫ﺃﻗل ﻨﺤﻭ ﺒﻌﺽ ﺍﻷﻤﻭﺭ ﻤﻘﺎﺭﻨﺔ ﺒﺄﻤﻭﺭ ﺃﺨﺭﻯ‪.‬‬
‫ﻟﻌﻠﻙ ﺘﻭﺩ ﺃﻥ ﺘﺤﺎﻭل ﺤل ﻤﺠﻤﻭﻋﺔ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺤﻴﺙ ﺍﻹﺠﺎﺒﺎﺕ ﺸﺨﺼﻴﺔ ﺘﻤﺎﻤﺎﹰ‪،‬‬
‫ﻓﻘﺩ ﻴﻜﻭﻥ ﻤﻥ ﺍﻷﻓﻀل ﺃﻥ ﺘﻜﺘﺒﻬﺎ ﻋﻠﻰ ﻭﺭﻗﺔ ﻤﻨﻔﺼﻠﺔ ﺤﺘﻰ ﻴﻤﻜﻨﻙ ﻁﺭﺤﻬﺎ ﺠﺎﻨﺒـﹰﺎ‬
‫ﻓﻴﻤﺎ ﺒﻌﺩ‪.‬‬

‫‪-26-‬‬
 ‫‪:‬‬ ‫א‬ ‫א‬
‫ﻣﺎ اﻟﺤﺎﺟﺎت اﻟﺸﺨﺼﻴﺔ اﻟﺘﻲ ﺗﺮى أﻧﻬﺎ ﺗﺤﺪث ﺑﺸﻜﻞ ﻣﺘﻜﺮر؟‬

‫ﻣﺎ اﻟﺪواﻓﻊ اﻟﺘﻲ ﺗﺸﻌﺮ ﺑﻬﺎ وﻋﻠﻰ ﻣﺎذا ﺗﺘﺮآﺰ؟‬

‫ﻣﺎ اﻟﺤﻮاﻓﺰ ﻃﻮﻳﻠﺔ اﻷﻣﺪ اﻟﺘﻲ ﺗﺸﻌﺮ أﻧﻚ ﺗﺴﻌﻰ ﻟﺘﺤﻘﻴﻘﻬﺎ ﻓﻲ ﺣﻴﺎﺗﻚ اﻟﻮﻇﻴﻔﻴﺔ؟‬

‫ن‬
‫ﻣ ﻊ أﺧ ﺬ اﻹﺟﺎﺑ ﺎت ﻋﻠ ﻰ اﻷﺳ ﺌﻠﺔ اﻟﺜﻼﺛ ﺔ أﻋ ﻼﻩ ﺳ ﻮﻳ ًﺔ ﻓ ﻲ اﻻﻋﺘﺒ ﺎر‪ ،‬ه ﻞ ﺗﻌﺘﻘ ﺪ أ ّ‬
‫ﺗﺤﻔﻴﺰك ﻳﻤﻴﻞ إﻟﻰ ﺟﻌﻠﻚ أآﺜﺮ إﻳﺠﺎﺑﻴﺔ أو أﻗﻞ ﻓﻲ ﻣﻮاﻗﻔﻚ؟‬
‫أآﺜﺮ إﻳﺠﺎﺑﻴﺔ‬
‫أﻗﻞ إﻳﺠﺎﺑﻴﺔ‬

‫إذا آﻨﺖ ﺗﻌﺘﻘﺪ أن ﺗﺤﻔﻴﺰك ﻳﺠﻌﻠﻚ أﻗﻞ إﻳﺠﺎﺑﻴﺔ ﻓﻲ ﻣﻮاﻗﻔﻚ‪ ،‬ﻣﺎ اﻟﺘﻐﻴﺮات اﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ‬
‫أن ﺗﺤﺪﺛﻬﺎ ﺣﺘﻰ ﺗُﻘﻮِم اﻟﺘﻮازن؟‬

‫‪-27-‬‬
 ‫؟‬ ‫מ‬ ‫א‬ ‫מ‬ ‫מ‬
‫ﺑﻌﺾ اﻷﻓﻜﺎر اﻟﻤﺴﺘﻤﺪة ﻣﻦ ﻧﻈﺮﻳﺔ اﻟﺘﻌﻠﻢ‪:‬‬
‫ﻼ ﻣ ﻦ أآﺜ ﺮ اﻟﻤ ﺪﻳﺮﻳﻦ‪ .‬وه ﻲ أن‬ ‫ﻻ ﻗﻠ ﻴ ً‬
‫ﻧﺤﺘﺎج إﻟﻰ أن ُﻧﻘﺮ ﺑﻔﻜﺮة ﻣﺎزاﻟﺖ ﺗﻼﻗ ﻲ ﻗﺒ ﻮ ً‬
‫اﻟﻤﺪﻳﺮﻳﻦ ﻣﺴﺆوﻟﻮن ﻋﻦ ﺗﺪرﻳﺐ ﻣﻮﻇﻔﻴﻬﻢ وﺗﻌﻠﻴﻤﻬﻢ‪ .‬اﻧﻈﺮ إﻟ ﻰ اﻷﺳ ﺎﻟﻴﺐ اﻟﺘ ﻲ ﻳﻜ ﻮن‬
‫هﺬا ﻓﻴﻬﺎ ﺻﺤﻴﺤ ًﺎ‪.‬‬
‫اﻟﻤﺪﻳﺮون ﻣﺴﺆوﻟﻮن ﻋﻦ‪-:‬‬
‫ﺗﻄﻮﻳﺮ ﻣﻮﻇﻔﻴﻬﻢ‬ ‫•‬
‫ﺗﻘﻴﻴﻢ ﻣﻮﻇﻔﻴﻬﻢ‬ ‫•‬
‫ﺻﺎﻟﺢ ﻣﻮﻇﻔﻴﻬﻢ‪ ،‬ورﺿﺎهﻢ وارﺗﻴﺎﺣﻬﻢ‬ ‫•‬
‫اﻟﺤﻘﻴﻘﺔ اﻟﻤﺤﺰﻧﺔ ه ﻲ أن آﺜﻴ ﺮًا ﻣ ﻦ اﻟﻤ ﺪﻳﺮﻳﻦ ﻻ ﻳﺰاﻟ ﻮن ﻳﺮﻓ ﻀﻮن أن ﺗﻜ ﻮن ﻟﻬ ﺬﻩ‬
‫اﻟﻤﺴﺆوﻟﻴﺎت أي ﻋﻼﻗﺔ ﺑﺎﻟﺘﺪرﻳﺐ‪ .‬وﻳﺮون أن اﻟﺘﺪرﻳﺐ ﻣﺴﺆوﻟﻴﺔ ﺷ ﺆون اﻟﻤ ﻮﻇﻔﻴﻦ أو‬
‫ﻣ ﺴﺆول اﻟﺘ ﺪرﻳﺐ وﻟ ﻴﺲ ﻣ ﺴﺆوﻟﻴﺎﺗﻬﻢ أﻧﻔ ﺴﻬﻢ‪ .‬وﺗﺘ ﻮزع ﻣ ﺴﺆوﻟﻴﺔ اﻟﺘ ﺪرﻳﺐ ﻓ ﻲ‬
‫ﻣﺆﺳ ﺴﺎت اﻟﺘﻌﻠ ﻴﻢ اﻟﺤﻘﻴﻘﻴ ﺔ ﺑﺎﻟﻌ ﺪل ﺑ ﻴﻦ اﻟﻤﺆﺳ ﺴﺔ واﻹدارة واﻟﻔ ﺮد‪ .‬اﻟﻤ ﺸﻜﻠﺔ ه ﻲ أن‬
‫اﻟﻤﺪﻳﺮﻳﻦ ﻋﻨﺪﻣﺎ ﻻ ﻳﺮون أن ﻟﻬﻢ أي ﻋﻼﻗﺔ ﺑﺎﻟﺘﺪرﻳﺐ‪ ،‬ﻓﺈن ﻣﻮﻗﻔﻬﻢ ﻣﻨﻪ ﻋﺎدة ﻣﺎ ﻳﻜ ﻮن‬
‫ﺑﻌﻴﺪًا ﻋﻦ اﻹﻳﺠﺎﺑﻴﺔ‪ .‬وﻓﻲ ﺑﻌﺾ اﻟﻈﺮوف ﻗﺪ ﻳﻜ ﻮن ﻋﺎﺋﻘ ًﺎ ﻓ ﻲ اﻟﻮاﻗ ﻊ وذﻟ ﻚ ﺑﺤﺮﻣ ﺎن‬
‫أﺣﺪ أﻓﺮاد اﻟﻤﻮﻇﻔﻴﻦ ﻣﻦ ﻓﺮﺻﺔ اﻟﺘﻌﻠﻢ‪.‬‬

‫ﻃ ﺎ ﻣﺒﺎﺷ ﺮًا ﺑ ﺈدارة اﻟﻤ ﻮﻇﻔﻴﻦ‪،‬‬

‫وﺑﻤﺎ أن ﺗﺪرﻳﺐ اﻟﻤﻮﻇﻔﻴﻦ وﺗﻄﻮﻳﺮهﻢ ﻣ ﺮﺗﺒﻄﻴﻦ ارﺗﺒﺎ ً‬
‫ﻓﻠﻨﻨﻈ ﺮ إﻟ ﻰ ﺑﻌ ﺾ اﻷﺳ ﺎﻟﻴﺐ اﻟﺘ ﻲ ﻳﻜ ﻮن ﻓﻴﻬ ﺎ ﺗﺒﻨ ﻲ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻣﺜﻤ ﺮًا ﻓ ﻲ‬
‫اﻟﺘﺪرﻳﺐ‪.‬‬

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 ‫מ‬
‫ﻣﻨﺬ أﻣﺪ ﻟﻴﺲ ﺑﺎﻟﺒﻌﻴ ﺪ آﻨ ﺖ أﻗ ﻮم ﺑ ﺒﻌﺾ أﻋﻤ ﺎل اﻟ ﺴﺒﺎآﺔ ﻓ ﻲ ﻋﻠ ّﻴ ﺔ‪ .‬إﺣ ﺪى ﻋ ﻮارض‬
‫اﻟﺴﻘﻒ اﻟﺨﺸﺒﻴﺔ اﻟﻨﺎﺗﺌﺔ ﻣﻤﺘﺪة إﻟﻰ داﺧﻞ اﻟﻌﻠﻴﺔ‪ ،‬آﺎﻧﺖ ﻗﺎﺳﻴﺔ وﻇﺎهﺮة وﺿﺮﺑﺖ رأﺳﻲ‬
‫ﺑﻬﺎ‪ ،‬ﻟﻴﺲ ﻣﺮة واﺣﺪة‪ ،‬وﻟﻴﺲ ﻣﺮﺗﻴﻦ وﻟﻜﻦ ﺛﻼث ﻣ ﺮات ﺧ ﻼل ﻳ ﻮﻣﻴﻦ! ﻇﻬ ﺮت ﻋﻠ ﻰ‬
‫رأﺳﻲ ﺛﻼث ﻧﺪﺑﺎت ﺻﻐﻴﺮة ﻣﻤﺎ ﻳﺜﺒﺖ أﻧﻨﻲ ﻟﻢ أﺗﻌﻠﻢ ﺑﺎﻟﺘﺄآﻴﺪ ﻣﻦ ﺧﻄﺌﻲ اﻷول‪.‬‬
‫اﻷﺧﻄﺎء أﺳﺎﺳًﺎ ﺳﻠﺒﻴﺔ وﻧﻨﺰع إﻟﻰ ﻋ ﺪم ﺗﻌﻠ ﻢ اﻷﻓ ﻀﻞ ﻣ ﻦ ﺧﺒﺮاﺗﻨ ﺎ اﻟ ﺴﻠﺒﻴﺔ وﻟﻜ ﻦ ﻣ ﻦ‬
‫اﻹﻳﺠﺎﺑﻴﺔ ﻣﻨﻬﺎ‪.‬‬
‫ﻳﻤﻜﻦ أن ﻳﺤﺪث اﻟﺘﻌﻠﻢ ﻣ ﻦ اﻷﺧﻄ ﺎء ﺷ ﺮط أن ﺗﻜ ﻮن ﻣ ﻊ ﻋﻨ ﺼﺮ اﻟﺘﻐﺬﻳ ﺔ اﻹرﺟﺎﻋﻴ ﺔ‬
‫ﺖ ﻷﻓﻜ ﺮ ﻟﻤ ﺎذا آﻨ ﺖ أﺿ ﺮب ﺑﺮأﺳ ﻲ‬ ‫اﻷﺳﺎﺳ ﻴﺔ أو اﻟﺘﺄﻣ ﻞ‪ .‬وﻟ ﺬا ﻟ ﻮ آﻨ ﺖ ﺣﻘ ًﺎ ﺗﻮﻗﻔ ُ‬
‫ﺑﺎﻟﻌﺎرﺿ ﺔ ﻓ ﻲ اﻟﻌﻠﻴ ﺔ‪ ،‬رﺑﻤ ﺎ آﻨ ﺖ ﻗ ﺪ اﺳ ﺘﻨﺘﺠﺖ أﻧﻨ ﻲ آﻨ ﺖ ﺑﺤﺎﺟ ﺔ إﻟ ﻰ أن أُﺑﻄﻨﻬ ﺎ‬
‫ﺑﻄﺮﻳﻘﺔ ﻣﺎ‪ ،‬أو أن أﺧﻄّﻂ ﻟﻤﺴﺎر ﻣﺨﺘﻠﻒ ﻷﺗﺠﻨﺐ اﻟﻮﺿﻊ ﻧﻔﺴﻪ‪.‬‬

‫ﻏﺎﻟﺒًﺎ ﻣﺎ ﻻ ﻳﻜﻮن اﻟﻨﺎس ﻗﺎدرﻳﻦ ﻋﻠﻰ ﺗﺤﻮﻳﻞ أﺧﻄﺎﺋﻬﻢ إﻟﻰ ﺧﺒﺮات ﺗﻌﻠﻢ إﻳﺠﺎﺑﻴﺔ وذﻟ ﻚ‬
‫ﻟﻌﺪة أﺳﺒﺎب‪-:‬‬
‫ﻗﺪ ﻻ ﻳﻌﺮﻓﻮن ﺧﻄﺄهﻢ‪.‬‬ ‫•‬
‫ﻗﺪ ﻳﻌﺮﻓﻮن أﻧﻬﻢ أﺧﻄﺆوا وﻟﻜﻦ ﻻ ﻳﻔﻬﻤﻮن ﻟﻤﺎذا ﺣﺪث ذﻟﻚ‪.‬‬ ‫•‬
‫ﻗ ﺪ ﻳﻌﺮﻓ ﻮن أﻧﻬ ﻢ أﺧﻄ ﺆوا ﻓ ﻲ ﻣﻜ ﺎن ﻣ ﺎ‪ ،‬وﻗ ﺪ ﻳﻔﻬﻤ ﻮن ﻟﻤ ﺎذا ﺣ ﺪث ذﻟ ﻚ‪،‬‬ ‫•‬
‫وﻟﻜﻦ ﻟﻴﺲ ﻟﺪﻳﻬﻢ أي ﻓﻜﺮة ﻋﻦ ﻃﺮﻳﻘﺔ ﺗﺼﺤﻴﺢ ذﻟﻚ ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ‪.‬‬
‫ﻗﺪ ﺗﻜﻮن ﺻﻮرة اﻟﺬات اﻟﺨﺎﺻﺔ ﺑﻬﻢ ﻣﺘﺄﺛﺮة ﺑﺎﻟﺘﺠﺮﺑﺔ اﻟﺴﻠﺒﻴﺔ ﻟﻠﻔﺸﻞ ﻟﺪرﺟﺔ‬ ‫•‬
‫أﻧﻬﻢ ﺳﻴﺤﺘﺎﺟﻮن إﻟﻰ دﻋﻢ ﻣﺪﻳﺮ ﻟﻴﺮﻓﻌﻮا أﻧﻔ ﺴﻬﻢ وﻳﺤﻘﻘ ﻮا أﻓ ﻀﻞ ﻣ ﺎ ﻳﻤﻜ ﻦ‬
‫ﺗﺤﻘﻴﻘﻪ ﻣﻦ اﻟﻮﺿﻊ‪.‬‬

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‫اﻟﻨﻘﻄﺔ اﻟﺮﺋﻴﺴﻴﺔ ﻓﻲ اﻟﻤﻮﺿﻮع هﻲ أﻧﻪ ﻓﻲ آ ﻞ ﺣﺎﻟ ﺔ ﻟﻠﻤﻮﻗ ﻒ ﻣ ﻦ اﻟ ﺘﻌﻠﻢ أو اﻟﺘ ﺪرﻳﺐ‬
‫هﻨﺎك ﺣﺎﺟﺔ إﻟﻰ ﻣﻮﻗ ﻒ إﻳﺠ ﺎﺑﻲ ﻟﺘﺤﻘﻴ ﻖ أﻓ ﻀﻞ ﻣ ﺎ ﻳﻤﻜ ﻦ ﺗﺤﻘﻴﻘ ﻪ ﻣ ﻦ اﻟﻮﺿ ﻊ‪ .‬وه ﺬﻩ‬
‫ﻣﺴﺆوﻟﻴﺘﻚ أﻧﺖ أﻳﻬﺎ اﻟﻤﺪﻳﺮ‪.‬‬
‫ﻟﻨﻨﻈﺮ إﻟﻰ ﺑﻌﺾ اﻟﻄﺮق اﻟﺘﻲ ﻳﺮﺗﺒﻂ ﻓﻴﻬ ﺎ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﺑ ﺎﻟﺘﻌﻠﻢ‪ ،‬ﻣﻌﺘﻤ ﺪﻳﻦ ﻋﻠ ﻰ‬
‫ﺁراء ﻣﻦ اﻟﺘﺮﺑﻴﺔ واﻟﺘﺪرﻳﺐ‪.‬‬

‫מ‬ ‫מ‬
‫ﺑﺎﻟﺮﺟﻮع إﻟﻰ اﻟﺘﻔﻜﻴﺮ ﻓﻴﻤﺎ آﻨﺎ ﻧﻘﻮﻟﻪ ﻋﻦ اﻟﺤﻮاﻓﺰ واﻟﺘﺤﻔﻴﺰ‪ ،‬ﻓﺈن اﻟﻜﺜﻴ ﺮ ﻣ ﻦ اﻟﻨ ﺎس‬
‫ﻟﻴﺲ ﻟﺪﻳﻬﻢ ﺳﻮى اﻟﻘﻠﻴﻞ ﻣﻦ اﻟﺤﻮاﻓﺰ ﻟﻠﺘﻌﻠﻢ أو ﺗﻄﻮﻳﺮ اﻟﺬات ﻷن ﺗﻮﻗﻌﺎﺗﻬﻢ ﻣ ﻦ أﻧﻔ ﺴﻬﻢ‬
‫ض ﻟﻤﻮﻗ ﻒ ﺳ ﻠﺒﻲ ﻳﻤﻜﻨ ﻚ ﻣﻌﺎﻟﺠﺘ ﻪ‪ .‬ﺳ ﺘﺤﻘﻖ ﻣ ﺴﺎﻋﺪة اﻟﻨ ﺎس‬ ‫ﻋ َﺮ ٌ‬
‫ﻣﻨﺨﻔﻀﺔ ﺟ ﺪًا‪ .‬ه ﺬا َ‬
‫ﻋﻠﻰ اﻹﻳﻤﺎن ﺑﺄﻧﻔﺴﻬﻢ وﺑﺎﻟﺘﺎﻟﻲ ﺗﻄﻮﻳﺮ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ اﻟﻌﺠﺎﺋ ﺐ ﺑﺎﻟﻨ ﺴﺒﺔ ﻟﺘﻮﻗﻌ ﺎﺗﻬﻢ‪.‬‬
‫ﺛﻤ ﺔ ﻃ ﺮق آﺜﻴ ﺮة ﻟﻔﻌ ﻞ ذﻟ ﻚ‪ ،‬وﻟﻜ ﻦ ﻗﺒ ﻞ أن ﻧ ﺬآﺮ ﺑﻌ ﻀﻬﺎ‪ ،‬دﻋﻨ ﺎ ﻧﺒ ﺪأ ﺑﺎﺳ ﺘﻌﺮاض‬
‫اﻓﺘﺮاﺿﻴﻦ ﻳُﺒﻨﻲ ﻋﻠﻴﻬﻤﺎ اﻟﺠﺰء اﻟﻘﺎدم‪.‬‬

‫أﻧ ﺖ رﺑﻤ ﺎ ﻗﺒﻠ ﺖ ﺑﺎﻟﻤﺘ ﺸﺎرآﺔ ﻣ ﻊ اﻟﻔ ﺮد أو ﻣ ﻊ ﻣ ﺪﻳﺮ اﻟﻤ ﻮﻇﻔﻴﻦ أو ﻣ ﺪﻳﺮ‬ ‫•‬
‫اﻟﺘﺪرﻳﺐ‪ ،‬ﺑﻌﺾ اﻟﻤﺴﺆوﻟﻴﺔ ﻟﺘﺪرﻳﺐ هﻴﺌﺔ اﻟﻤﻮﻇﻔﻴﻦ اﻟﺬﻳﻦ ﻳﻌﻤﻠﻮن ﻟﺪﻳﻚ أو‬
‫اﻟﺬﻳﻦ ﺗﺸﺮف أﻧﺖ ﻋﻠﻴﻬﻢ‪.‬‬
‫أﻧ ﺖ ﻗﺒﻠ ﺖ ﺗﺤﻤ ﻞ ﻗ ﺴﻂ ﻣ ﻦ اﻟﻤ ﺴﺆوﻟﻴﺔ ﻟ ﺪﻋﻢ ﺗﻄ ﻮرهﻢ اﻟﺸﺨ ﺼﻲ‪ ،‬ﻋ ﻦ‬ ‫•‬
‫ﻃﺮﻳﻖ اﻟﺘﺨﻄﻴﻂ‪ ،‬وﺗ ﻮﻓﻴﺮ اﻟﻤ ﻮارد‪ ،‬وإﺗﺎﺣ ﺔ ﻓ ﺮص اﻟﺘ ﺪرﻳﺐ‪ ،‬وإﻋﻄ ﺎءهﻢ‬
‫اﻟﺘﺸﺠﻴﻊ اﻟﻀﺮوري‪.‬‬

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‫هﺎك ﺑﻌﺾ اﻟﺘﺼﺮﻓﺎت اﻟﺘﻲ ﻳﻤﻜﻨﻚ اﻷﺧﺬ ﺑﻬﺎ ﻟﺘﺤﻘﻖ ﻣﻮﻗ ًﻔ ﺎ ﺟﻴ ﺪًا وإﻳﺠﺎﺑ ًﻴ ﺎ ﻓ ﻲ‬
‫اﻟﺘﺪرﻳﺐ واﻟﺘﻄﻮﻳﺮ‪.‬‬
‫א‬ ‫א‬
‫رﺑﻤﺎ ﻳﻜﻮن اﻟﻌﺎﺋﻖ اﻷآﺒﺮ واﻟﻮﺣﻴﺪ ﻟﺘﻌﻠﻢ اﻟﺒﺎﻟﻐﻴﻦ هﻮ اﻟﺨﻮف ﻣﻦ أن ﻳﺒ ﺪوا أﻏﺒﻴ ﺎء‪ ،‬أو‬
‫أن ﻳﻄﺮﺣ ﻮا أﺳ ﺌﻠﺔ ﺗﺒ ﺪو ﺳ ﺨﻴﻔﺔ أو ﺑﻄﺮﻳﻘ ﺔ أﺧ ﺮى ﻳﺘﻌﺮﺿ ﻮن ﻟﻺهﺎﻧ ﺔ ﻣ ﻦ ﻃ ﺮف‬
‫اﻟﺰﻣﻼء‪ ،‬أو رﻓﻘﺎء اﻟﺘﺪرﻳﺐ‪ ،‬أو اﻟﻤﻌﻠﻤﻴﻦ‪ ،‬أو اﻟﻤﺪرﺑﻴﻦ‪ ،‬أو اﻟﻤﺪﻳﺮﻳﻦ‪.‬‬

‫א‬
‫ﻟﻜﻥ ﺍﻋﻤل ﺫﻟﻙ ﺒﺼﻭﺭﺓ ﻭﺍﻗﻌﻴﺔ! ﺍﻟﻌﺎﺌﻕ ﺍﻵﺨﺭ ﺍﻟﻜﺒﻴﺭ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﻭﺍﻟﺘﻁـﻭﺭ ﻋﻨـﺩ‬
‫ﺍﻟﺒﺎﻟﻐﻴﻥ ﻫﻭ ﻤﺴﺘﻭﻯ ﺘﻭﻗﻌﺎﺘﻬﻡ ﺍﻟﺨﺎﺼﺔ‪ .‬ﻭﺒﻠﻐﺔ ﺍﻷﺭﻗﺎﻡ ﻴﺒﺩﻭ ﺃﻥ ﻜﺜﻴﺭﹰﺍ ﻤﻥ ﺍﻟﻨـﺎﺱ‬
‫ﻴﻘﺒﻠﻭﻥ ﺩﻭﻥ ﻤﺴﺎﺀﻟﺔ ﺒﺼﻼﺤﻴﺔ ﻤﻘﻭﻻﺕ ﻤﺜل‪-:‬‬
‫"ﻟ ـﻢ أآ ﻦ أﺑ ﺪًا ﺟﻴ ﺪًا ﻓ ﻲ اﻟﺮﻳﺎﺿ ﻴﺎت"‪ ) ،‬وﻟ ﺬﻟﻚ ﻟ ﻢ ﻳﻜ ﻦ ﻣ ﻦ اﻟﻤﻤﻜ ﻦ أن‬ ‫•‬
‫أآﻮن ﺟﻴﺪًا اﻵن (‪.‬‬
‫"ﻟﺴﺖ ﺟﻴﺪًا ﻓﻲ اﻟﺤﺎﺳﻮﺑﺎت"‪ ) ،‬ﻟﺬا ﺳﻮف أﺗﺠﻨﺒﻬﺎ ﻣﻬﻤﺎ آﺎن اﻟﺜﻤﻦ (‪.‬‬ ‫•‬
‫ﻲ ﻓﻴﻪ ﻣﻘﺎﺑﻠﺔ اﻟﻨﺎس"‪ ) ،‬وﻣﺎ أﺣﺘﺎﺟﻪ ﺣ ًﻘ ﺎ‬
‫"أﻧﺎ أﻓﻀَـﻞ ﻓﻲ ﻋﻤﻞ ﻻ ﻳﺘﺤﺘﻢ ﻋﻠ ّ‬ ‫•‬
‫هﻮ ﺑﻌﺾ اﻟﻤﺴﺎﻋﺪة ﻟﻜﻲ أآﻮن ﺣﺎزﻣًﺎ (‪.‬‬
‫"ﻟﺴﺖ ُآ ْﻔﺌًﺎ ﻟﺘﻠﻚ اﻟﺘﺮﻗﻴﺔ"‪ ) ،‬ﺁﺧﺮون أﻓﻀﻞ ﻣﻨﻲ ﺑﻜﺜﻴﺮ (‪.‬‬ ‫•‬
‫"ﻻ أﺳ ﺘﻄﻴﻊ اﻟﺘﻬﺠ ﻲ"‪ ) ،‬ﻟ ﻢ ﻳﺤ ﺎول أﺣ ﺪ أﺑ ﺪًا ﻣ ﺴﺎﻋﺪﺗﻲ ﺣﺘ ﻰ أهﺠ ﻰء‬ ‫•‬
‫ﺑﻄﺮﻳﻘﺔ أﻓﻀﻞ أو أﻧﻨﻲ ﻟﻢ أﺳﻤﻊ اﻟﺒﺘﺔ ﺑﻤﺪﻗﻖ إﻣﻼﺋﻲ ﻟﻤﻌﺎﻟﺠﺔ اﻟﻜﻠﻤﺎت (‪.‬‬
‫" ﻻ أﻋﺮف ﻣﺎ ﻳﻜﻔﻲ ﻷن أﻋﻤﻞ أﺣﺴﻦ ﻣﻤﺎ أﻋﻤﻠﻪ اﻵن "‪ ) ،‬وﻟﻢ ُأﻓﻜ ﺮ ﻗ ﻂ‬ ‫•‬
‫ﻓﻲ أﺧﺬ دورة ﺗﺪرﻳﺐ أو اﻟﺤﺼﻮل ﻋﻠﻰ ﻣﺆهﻼت إﺿﺎﻓﻴﺔ (‪.‬‬

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‫ﺳﺘﻜﻮن ﺑﺤﻠﻮل هﺬا اﻟﻮﻗﺖ ﻣﻦ اﻟﻤﺆآ ﺪ ﺗﻘﺮﻳﺒ ًﺎ ﻗ ﺪ رأﻳ ﺖ أن ﻣﺜ ﻞ ه ﺬا اﻟﺘﻔﻜﻴ ﺮ ﺳ ﻠﺒﻲ‬
‫وﻟﻦ ﻳﺴﺎﻋﺪ اﻟﺸﺨﺺ ﻋﻠ ﻰ اﻟﺘﻄ ﻮر‪ .‬ﻟﻜ ﻦ ﻣ ﻊ ﻗﻠﻴ ﻞ ﻣ ﻦ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻋﻠ ﻰ هﻴﺌ ﺔ‬
‫اهﺘﻤ ﺎم‪ ،‬وﺗ ﺸﺠﻴﻊ‪ ،‬وﺗﺤﻠﻴ ﻞ ﻟﻠﺤﺎﺟ ﺎت‪ ،‬ودﻋ ﻢ ﻟﻠﻤ ﺴﺎﻋﺪة ﻋﻠ ﻰ اﻟﺘﻌ ﺮف ﻋﻠ ﻰ ﻓ ﺮص‬
‫اﻟﺘ ﺪرﻳﺐ اﻟﻤﺘﺎﺣ ﺔ‪ ،‬ﺑﺎﺳ ﺘﻄﺎﻋﺘﻚ أن ﺗُﺤ ﻮل اﻟﺘﻮﻗﻌ ﺎت اﻟﻤﻨﺨﻔ ﻀﺔ إﻟ ﻰ ﺗﻮﻗﻌ ﺎت ﻋﺎﻟﻴ ﺔ‪.‬‬
‫وهﺬا ﺑﺪورﻩ‪ ،‬ﺳﻴﺆﺛﺮ ﻋﻠﻰ ﻣﻮاﻗﻒ اﻟ ﺸﺨﺺ اﻟﻤﻌﻨ ﻲ ﺑ ﺎﻷﻣﺮ ﻷﻧ ﻪ ﺳ ﻴﺤﻔﺰ اﻵن ﺑﺤ ﺎﻓﺰ‬
‫ﻻ ﻋﻦ ﺗﺠﻨﺒﻪ‪.‬‬
‫ﻻ ﻋﻦ ﺣﺎﻓﺰ ﺳﻠﺒﻲ‪ ،‬أي ﺷﻲء ﻳﺮﻳﺪ ذﻟﻚ اﻟﺸﺨﺺ ﺗﺤﻘﻴﻘﻪ ﺑﺪ ً‬
‫إﻳﺠﺎﺑﻲ ﺑﺪ ً‬

‫ﻻ ﻋﻦ‬
‫دﻋﻨ ﺎ ﻧﻮاﺟ ﻪ اﻟﻮاﻗ ﻊ‪ ،‬ﻧﺤ ﻦ ﻻ ﻧﻌ ﻴﺶ ﻋ ﺎدة ﻓ ﻲ ﻣﻨ ﺎخ ﻳﺒﺤ ﺚ ﻋ ﻦ اﻟﺤ ﺴﻦ ﺑ ﺪ ً‬
‫اﻟ ﺴﻴﺊ‪ .‬هﻨ ﺎك داﺋﻤ ًﺎ ﻧﺰﻋ ﺔ ﻟﻠﺒﺤ ﺚ ﻋ ﻦ اﻟ ﺴﻠﺒﻴﺎت وﺗﺠﺎه ﻞ اﻹﻳﺠﺎﺑﻴ ﺎت‪ .‬ﻟ ﺬا ﻓﺈﻧﻨ ﺎ ﻋ ﻦ‬
‫ﻃﺮﻳﻖ إﻋﻄﺎء اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴ ﺔ ﻟﻠﻤﺘﻌﻠﻤ ﻴﻦ وهﻴﺌ ﺔ اﻟﻤ ﻮﻇﻔﻴﻦ ﻧ ﺼﺒﺢ ﻣ ﺴﺆوﻟﻴﻦ ﻋ ﻦ‬
‫اﻟﺘﻄﻮر‪ .‬ﻓﻲ اﻟﻔﺼﻞ اﻟﻘﺎدم ﺳﻨﻨﻈﺮ ﺑﺸﻲء ﻣﻦ اﻟﻌﻤﻖ إﻟﻰ ﻓﻦ إﻋﻄﺎء اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ‬
‫اﻟﺠﻴ ﺪة واﻹﻳﺠﺎﺑﻴ ﺔ‪ ،‬وﻟﻜ ﻦ ﻓ ﻲ اﻟﻮﻗ ﺖ اﻟﺤ ﺎﻟﻲ ﺳ ﻮف ﻧﻮﺿ ﺢ ﻓﻜ ﺮة إذا أراد اﻟﺒ ﺎﻟﻐﻮن‬
‫اﻟﺘﻌﻠﻢ واﻟﻮﺻﻮل إﻟﻰ أﻗ ﺼﻰ إﻣﻜﺎﻧﻴ ﺎﺗﻬﻢ‪ ،‬ﻓ ﺈﻧﻬﻢ ﺳ ﻴﺤﺘﺎﺟﻮن إﻟ ﻰ اﻟﻜﺜﻴ ﺮ ﻣ ﻦ اﻟﺘ ﺸﺠﻴﻊ‬
‫اﻹﻳﺠﺎﺑﻲ واﻟﺘﺪﻋﻴﻢ ﻟﻤﺎ ﻳﺤﺴﻨﻮن اﻟﻘﻴﺎم ﺑﻪ‪.‬‬
‫ﻧﺮﻳﺪ اﻟﺘﻐﻠﺐ ﻋﻠﻰ اﻟﻌﺎﺋﻖ اﻟ ﺬي ﻳﺠﻌﻠﻨ ﺎ ﻧﻌﺘﻘ ﺪ أﻧ ﻪ أﺳ ﻬﻞ ﻧﻮ ً‬
‫ﻋ ﺎ ﻣ ﺎ أن ﻧﺮﺻ ﺪ اﻟﻨﻘ ﺎط‬
‫ﻻ ﻋ ﻦ اﻟﻨﻘ ﺎط اﻹﻳﺠﺎﺑﻴ ﺔ‪ .‬ﺗﺤﺘ ﺎج ﻣﻬ ﺎرة إدارﻳ ﺔ‬
‫اﻟﺴﻠﺒﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺄداء ﺷﺨﺺ ﻣﺎ ﺑ ﺪ ً‬
‫إﻟﻰ ﺗﻄﻮﻳﺮ ﺑﺎﻟﺬات ﻓﻴﻤﺎ ﻳﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرات اﻟﺘﻌﺎﻣ ﻞ ﻣ ﻊ اﻟﻨ ﺎس وه ﻲ ﻣﻬ ﺎرة ﻓ ﻦ اﻟﺒﺤ ﺚ‬
‫ﻋﻦ اﻟﺤﺴﻦ‪ ،‬واﻟﻌﺜﻮر ﻋﻠﻴﻪ‪ ،‬ووﺻﻔﻪ‪ ،‬وﻣﻦ ﺛﻢ ﺗﻐﺬﻳﺔ اﻷﺷﺨﺎص اﻟﻤﻌﻨﻴﻴﻦ ﺑﻪ إرﺟﺎﻋ ًﻴ ﺎ‬
‫ﺑﻄﺮﻳﻘﺔ ﺳﺘﺆدي إﻟﻰ رﻓﻊ ﻣﻌﻨﻮﻳﺎﺗﻬﻢ ودﻋﻤﻬﻢ وﻟﻴﺲ ﺑﺘﻤﻠﻘﻬﻢ‪.‬‬

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‫ﻻ ﺗﻔﺘﺮض أﺑﺪًا أن اﻟﺒﺎﻟﻎ ﻻ ﻳﺤﺘﺎج إﻟﻰ ﺳﻤﺎع آﻠﻤﺔ ﻣﺜﻞ "أﺣﺴﻨﺖ ﺻﻨﻌًﺎ" ﻣ ﻦ ﺣ ﻴﻦ‬
‫ﻵﺧﺮ! إﻧﻪ ﻹﺟ ﺮاء ﺣ ﺴﻦ أن ﺗﻮاﺟ ﻪ أي ﺷ ﺨﺺ أو ﻣﻮﻗ ﻒ ﺻ ﻌﺐ ﺗ ﺸﻌﺮ ﺑﺄﻧ ﻪ ﺳ ﻠﺒﻲ‬
‫ﺑﺎﻟﺘﺄآﺪ ﻣﻦ أﻧﻚ ﺗﺴﺘﻬﻠﻪ ﺑﻘﻮل ﺷﻲء ﻃﻴﺐ ﻋﻦ اﻟﺸﺨﺺ أو اﻟﻤﻮﻗ ﻒ‪ .‬ﻳ ﺴﺎﻋﺪ ذﻟ ﻚ ﻋﻠ ﻰ‬
‫وﻗﻒ ﻋﺎدة اﻟﺒﺤﺚ داﺋﻤ ًﺎ ﻋﻦ اﻟﺴﻠﺒﻴﺎت وإﻋﻄﺎء اﻟﻤﻜﺎﻓﺄة ﻧﺎدرًا‪.‬‬

‫מ‬ ‫א‬ ‫א‬

‫ﺠ ﺪ‪ ،‬ﻓ ﺴﺘﺤﺘﺎج إﻟ ﻰ ﺗ ﻮﻓﻴﺮ اﻟﻤ ﺼﺎدر‬
‫إذا آﻨﺖ ﺗﺘﺤﻤﻞ ﻣﺴﺆوﻟﻴﺘﻚ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﻨﺎس ﺑ ِ‬
‫اﻟﺘﻲ ﺗﻠﺰﻣﻬﻢ ﺣﺘﻰ ﻳﻜﻮن ﻟﻬ ﻢ دور أﺛﻨ ﺎء ه ﺬﻩ اﻟﻌﻤﻠﻴ ﺔ‪ .‬إن ﻣﺠ ﺮد ﻣﻌﺮﻓ ﺔ اﻻﺗﺠ ﺎﻩ اﻟ ﺬي‬
‫ﺗﺤﺘﺎج إﻟﻰ أن ﺗﻮﺟﻬﻬﻢ إﻟﻴﻪ ﺳﻴﺆدي إﻟﻰ ﺗﺤﻘﻴﻖ اﻟﻌﺠﺎﺋﺐ‪ .‬هﻨﺎ ﺑﻌ ﺾ اﻷﻓﻜ ﺎر اﻟﻤﺘﻌﻠﻘ ﺔ‬
‫ﺑﺘﻮﻓﻴﺮ اﻟﻤﺼﺎدر‪-:‬‬
‫ﻂ اﻟﺸﺨﺺ وﻗﺘ ًﺎ ﻟﻴﺘﻌﻠﻢ ﻣﻬﺎرات ﺟﺪﻳﺪة‪.‬‬
‫أﻋ ِ‬ ‫•‬
‫وﻓﺮ ﺣﻠﻮل ﺗﺪرﻳﺐ ﺑﺪﻳﻠﺔ ﻣﺜﻞ اﻟﺘﻌﻠﻢ ﻋﻦ ﺑُﻌﺪ‪ ،‬واﻟ ﺘﻌﻠﻢ اﻟﻤﻔﺘ ﻮح‪ ،‬واﻟﺘ ﺪرﻳﺐ‬ ‫•‬
‫ﻣﺘﻌﺪد اﻟﻮﺳﺎﺋﻂ‪ ،‬وأﺟﻬﺰة اﻟﺘﺴﺠﻴﻞ اﻟﻤﺮﺋﻲ‪ ،‬وآُﺘﺐ اﻟﺘﻌﻠﻢ اﻟﺬاﺗﻲ‪.‬‬
‫اﻋ ﺮف ﺳﻴﺎﺳ ﺔ اﻟﺘ ﺪرﻳﺐ وﺗﻮاﺻ ﻞ ﻣﻌﻬ ﺎ ) إذا آﺎﻧ ﺖ هﻨ ﺎك ﺳﻴﺎﺳ ﺔ ( ﻓ ﻲ‬ ‫•‬
‫ﻣﺆﺳﺴﺘﻚ واﻋﻤﻞ آﻞ ﻣﺎ ﺑﻮﺳﻌﻚ ﻟﺪﻓﻌﻬﺎ إﻟﻰ اﻷﻣﺎم‪.‬‬
‫اﺑﺘﻜﺮ هﻴﺎآﻞ ﻳﺼﺒﺢ ﻓﻴﻬﺎ اﻟﺪﻋﻢ اﻟﻤﺘﺒﺎدل ﻃﺒﻴﻌﻴًﺎ ﺗﻘﺮﻳﺒًﺎ‪.‬‬ ‫•‬
‫اﺧﺘﻠﻖ ﻣﻨﺎﺧًﺎ ﺗﻌﻠﻴﻤﻴ ًﺎ ﻋﻦ ﻃﺮﻳﻖ ﺗﺸﺠﻴﻊ اﻟﺘﺄﻣﻞ‪ ،‬واﻟﺘﺤﻠﻴ ﻞ واﻟﻌﻤ ﻞ ﻟﺘﺤﻘﻴ ﻖ‬ ‫•‬
‫ﻧﺘﺎﺋﺞ أﻓﻀﻞ ﻓﻲ اﻟﻤﺮة اﻟﻘﺎدﻣﺔ‪.‬‬
‫ﺗﺴﺎءل ﺑﺎﺳﺘﻤﺮار "ﻣﺎ اﻟﺬي ﻧﺴﺘﻄﻴﻊ ﺗﻌﻠﻤﻪ ﻣﻦ هﺬا؟"‬ ‫•‬

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‫ﻓﻲ هﺬا اﻟﻔﺼﻞ أﺛﺒﺘﻨﺎ ﺑﺄن اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻟﻴﺲ ﻣﺠﺮد ﺧُﺪﻋﺔ إدارﻳ ﺔ ﺷ ﺎﺋﻌﺔ وإﻧﻤ ﺎ‬
‫ﺞ ﺗﻘﺮﻳﺒًﺎ ﻟﻜﻞ ﻣﺎ ﺗﻌﻤﻠﻪ آﻤﺪﻳﺮ‪.‬‬
‫هﻮ ُﻣ َﻘﻮِم أﺳﺎﺳﻲ ﻟﺘﻨﻮع ﻣﻬﺎرات اﻹدارة‪ .‬إﻧﻪ ﻧﻬ ٌ‬
‫ﺗﻨﺸﺄ اﻟﺸﺨ ﺼﻴﺔ ﻧﺘﻴﺠ ﺔ اﻟﻮراﺛ ﺔ واﻟﺒﻴﺌ ﺔ وﻟﻜ ﻦ ﻻ ﻳﻤﻜ ﻦ اﻻﺳ ﺘﺨﻔﺎف ﺑﺘ ﺄﺛﻴﺮ‬ ‫•‬
‫اﻟﺒﻴﺌﺔ أو اﻟﺮﻋﺎﻳﺔ‪.‬‬
‫اﻟﻤﻮاﻗﻒ واﻟﺘﺼﺮﻓﺎت ﻣﺮﺗﺒﻄﺔ ﺑﺒﻌﻀﻬﺎ‪.‬‬ ‫•‬
‫ﺳﻴﺆﺛﺮ ﺳﻠﻮآﻚ ﻋﻠﻰ ﻣﻮاﻗﻒ اﻵﺧﺮﻳﻦ اﻟﻤﻬﻨﻴﺔ‪.‬‬ ‫•‬
‫هﻨﺎك آﺜﻴﺮ ﻣﻦ ﻣﺆﺷﺮات اﻟﻤﻮاﻗﻒ اﻟﻤﺤﺘﻤﻠﺔ اﻟﺘﻲ ﻳﻤﻜﻨﻚ اﺳﺘﺨﺪاﻣﻬﺎ‪.‬‬ ‫•‬
‫آﻨﺖ ﻣﺪﻋﻮًا ﻟﻠﺘﻔﻜﻴﺮ ﻓ ﻲ اﺣﺘﻴﺎﺟﺎﺗ ﻚ اﻟﺨﺎﺻ ﺔ‪ ،‬ودواﻓﻌ ﻚ‪ ،‬وﺣ ﻮاﻓﺰك‪ .‬ه ﻞ‬ ‫•‬
‫ي ﻣﻦ هﺬﻩ ﻓﻲ ﻃﺮﻳﻖ ﻣﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ؟‬
‫ﺗﻘﻒ أ ٌ‬
‫إذا ﻣﺎ أُرﻳﺪ ﻟﻸﺧﻄﺎء أن ُﺗﺤﻮّل إﻟﻰ ﺧﺒﺮات ﺗﻌﻠﻢ إﻳﺠﺎﺑﻴ ﺔ ﻓﻬ ﻲ ﺑﺤﺎﺟ ﺔ إﻟ ﻰ‬ ‫•‬
‫اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ‪.‬‬
‫آﻦ إﻳﺠﺎﺑﻴًﺎ ﺣﻴﺎل اﺣﺘﻴﺎﺟﺎت اﻟﺘﻌﻠﻢ ﻟﻬﻴﺌﺔ ﻣﻮﻇﻔﻴﻚ‪.‬‬ ‫•‬

‫ﺗﻌﻠﻢ أن ﺗﻘﻮل آﻼﻣًﺎ ﻃﻴﺒًﺎ‪.‬‬

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 ‫א‬ ‫א‬
‫א‬ ‫א‬

‫ﺽ ﻤﻥ ﺃﻫﻡ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ‬

‫ﻓﻲ ﺍﻟﻔﺼل ﺍﻟﺴﺎﺒﻕ ﻨﻅﺭﻨﺎ ﺇﻟﻰ ﺒﻌ ٍ‬
‫ﺘﺒﻨﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﺇﺩﺍﺭﺘﻙ ﻭﻭﺠﺩﻨﺎ ﺃﻥ ﻜﺜﻴﺭﹰﺍ ﻤﻤﺎ ﻨﻘﻭﻟﻪ ﻟﻪ ﺠﺫﻭﺭﻩ ﻓﻲ ﻋﻠﻡ‬
‫ﺍﻟﻨﻔﺱ‪ ،‬ﻭﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﻭﺍﻟﺘﺭﺒﻴﺔ‪ .‬ﺴﻨﺘﺒﻨﻰ ﺭﺅﻴﺔ ﺫﺍﺕ ﺼﺒﻐﺔ ﻋﻤﻠﻴﺔ ﺃﻜﺜﺭ ﻓﻲ ﻫـﺫﺍ‬
‫ﺍﻟﻔﺼل ﻭﺴﻨﻔﻜﺭ ﻓﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻤﻥ ﻨﺎﺤﻴﺔ ﻤﻤﺎﺭﺴﺔ ﻜﻭﻨﻙ ﺇﻴﺠﺎﺒﻴﹰﺎ‪ .‬ﺒﻌـﺩ ﺃﻥ‬
‫ﺘﻜﻭﻥ ﺍﺴﺘﻭﻋﺒﺕ ﻫﺫﺍ ﺍﻟﻔﺼل ﺒﺎﻟﺘﺤﺩﻴﺩ‪ ،‬ﺁﻤل ﺃﻨﻙ ﺴﻭﻑ‪-:‬‬
‫ﺗﻜﻮن ﻗﺎدرًا ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﺗﻌﺮﻳﻔﻚ ﻟﻠﻨﺠﺎح واﻟﻔﺸﻞ‬ ‫•‬
‫ﺗﺪرك أهﻤﻴﺔ ﻗﺪرﺗﻚ ﻋﻠﻰ ﺗﻘﺒﻞ اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ‬ ‫•‬
‫ﺗﻜﻮن ﻓﻲ وﺿﻊ ﺗﻤﺎرس ﻓﻴﻪ إﻋﻄﺎء اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ‬ ‫•‬
‫ﺗﻜﻮن ﻓﻜﺮت ﻓﻲ أهﻤﻴﺔ آﻮﻧﻚ ﺻﺎدﻗًﺎ‬ ‫•‬
‫ﺗﺪرك أهﻤﻴﺔ ﺗﻄﻮﻳﺮ ﺻﻮرة ذاﺗﻚ اﻹﻳﺠﺎﺑﻴﺔ‬ ‫•‬
‫ﺗﻜﺘﺸﻒ أن آﻮﻧﻚ إﻳﺠﺎﺑﻴًﺎ ﻟﻴﺲ ﻣﺸﺎﺑﻬﺎ ﻟﻌﺪم آﻮﻧﻚ ﺳﻠﺒﻴ ًﺎ‬ ‫•‬
‫ﺳﻨﻌﺮج ﻃﻮال هﺬا اﻟﻔ ﺼﻞ ﻋﻠ ﻰ ﺟﻮاﻧ ﺐ ﻣ ﻦ اﻹدارة واﻟﺘ ﻲ ﺗ ﻢ اﻟﺘﻌﺎﻣ ﻞ ﻣﻌﻬ ﺎ‬
‫ﺑﺘﻌﻤﻖ ﻓ ﻲ آﺘ ﺐ أﺧ ﺮى ﺻ ﺪرت ﺿ ﻤﻦ اﻟﺴﻠ ﺴﻠﺔ‪ ،‬ﻏﻴ ﺮ أﻧﻬ ﺎ آﻠﻬ ﺎ ﺗ ﺴﺘﻔﻴﺪ ﻣ ﻦ آﻮﻧﻬ ﺎ‬
‫ﻖ ﻧﻈ ﺮة ﻋ ﻦ ﻗ ﺮب ﻋﻠ ﻰ اﻟ ﺸﻜﻞ )‪ (١ – ٣‬واﻟ ﺬي ﻳُﻈﻬ ﺮ‬
‫ﺗﻤﺎرس ﺑﻤﻮﻗ ﻒ إﻳﺠ ﺎﺑﻲ‪ .‬أﻟ ِ‬
‫ﺑﻌﺾ ﺟﻮاﻧﺐ ﻣﻬﺎرات اﻹدارة اﻟﺘﻲ ﺗﺘﺤﺴﻦ ﺑﻔﻀﻞ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪ .‬ﻳﻮﺟﺪ ﺳ ﻄﺮان‬
‫ﻓﺎرﻏﺎن ﻟﻚ ﻟﺘﻤﻸهﻤﺎ ﺑﺄي ﻣﻦ اﻟﻤﻬﺎرات اﻟﺘﻲ ﺗﻈﻦ أﻧﻬﺎ ﻏﺎﺋﺒﺔ‪.‬‬

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‫إدارة اﻟﻮﻗـﺖ‬ ‫ﺻﻨﻊ اﻟﻘﺮار‬

‫إدارة اﻵﺧﺮﻳﻦ‬ ‫اﻟﻌﻼﻗﺎت ﻣﻊ هﻴﺌﺔ‬

‫إدارة‬ ‫اﻟﻤﻮﻇﻔﻴﻦ واﻟﺰﺑﺎﺋﻦ‬
‫اﻟﻨﻔﺲ‬
‫ﻟﻤﻬﺎرات اﻹدارﻳﺔ اﻟﺘﻲ ﺗﺴﺘﻔﻴﺪ ﻣﻦ‬
‫اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‬

‫اﻟﻘﻴﺎدة‬ ‫اﻟﺘﻔﻮﻳﺾ‬
‫اﻟﺘﺨﻄﻴﻂ‪:‬‬ ‫اﻟﺘﻔﻜﻴﺮ اﻹﺑﺪاﻋﻲ‬
‫اﻻﺳﺘﺮاﺗﻴﺠﻲ واﻟﻴﻮﻣﻲ‬

‫ﺷﻜﻞ ‪١-٣‬‬
‫ﺟﻮاﻧﺐ ﻣﻬﺎرة اﻹدارة اﻟﻤﺤﺴّﻨﺔ ﺑﺎﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‬

‫א‬ ‫א‬
‫ﻜﻴﻑ ﺘﹸﻌﺭ‪‬ﻑ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸل؟ ﻤﻥ ﻟﻤﺩﻫﺵ ﻜﻴﻑ ﺃﻥ ﻜﺜﻴﺭﹰﺍ ﻤﻥ ﺍﻟﻨﺎﺱ ﻴ‪‬ﻌﺭﻓﻭﻨﻬﻤﺎ‬
‫ﺒﺼﻭﺭﺓ ﻤﺨﺘﻠﻔﺔ ﻟﻜﻨﻬﺎ ﻤﺘﻭﺍﺯﻨﺔ‪ ،‬ﻓﺎﻟﻨﻅﺭﺓ ﺍﻟﻤﻌﻘﻭﻟﺔ ﻟﻠﻨﺠﺎﺡ ﻭﺍﻟﻔﺸل ﻋﻨﺼﺭ ﻤﻬﻡ ﻤﻥ‬
‫ﻋﻨﺎﺼﺭ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ‪ .‬ﺍﻨﻅﺭ ﻤﺎﺫﺍ ﺘﺭﻯ ﻓﻲ ﺍﻷﻭﻀﺎﻉ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻫـل ﺘﻌﺘﺒﺭﻫـﺎ‬
‫ﻨﺠﺎﺤﺎﺕ ﺃﻡ ﻓﺸل‪ ،‬ﺃﻭ ﻫل ﺘﻌﺘﻘﺩ ﺃﻥ ﺇﺼﺩﺍﺭ ﺤﻜﻡ ﺇﺯﺍﺀﻫﺎ ﻟﻴﺱ ﺒﺴﻴﻁﹰﺎ؟‬

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‫ﺒﻌﺩ ﺘﺭﻜﻪ ﻟﻠﻤﺩﺭﺴﺔ ﻓﻲ ﺴﻥ ﺍﻟﺴﺎﺩﺴﺔ ﻋﺸﺭﺓ‪ ،‬ﻜﺎﻨﺕ ﻟﺩﻯ "ﺒـﺭﺍﻴﻥ" ﻓـﻲ ﺍﻟﻤﺎﻀـﻲ‬
‫ل ﻴﺩﺭﺱ‬ ‫ﻓﹸﺭﺹ ﻗﻠﻴﻠﺔ ﻟﻠﺘﻘﺩﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻟﻜﻥ ﻋﻠﻰ ﻤﺩﻯ ﺍﻟﺴﻨﻭﺍﺕ ﺍﻷﺭﺒﻊ ﺍﻟﻤﺎﻀﻴﺔ ﻅ ّ‬
‫ﻟﻨﻴل ﺩﺭﺠﺔ ﻋﻠﻤﻴﺔ ﻓﻲ ﻭﻗﺕ ﻓﺭﺍﻏﻪ‪َ .‬ﻋِﻤل ﺒﺠﺩ ﻟﻠﻐﺎﻴﺔ ﻭﻜﺎﻥ ﻴﺄﻤل ﺤﻘـﹰﺎ ﻓـﻲ ﻨﻴـل‬
‫ﻤﺭﺘﺒﺔ ﺸﺭﻑ ﻋﻠﻴﺎ ﻤﻥ ﺍﻟﺩﺭﺠﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻋﻠﻰ ﺍﻷﻗل‪ .‬ﺒﻌﺩ ﺃﺩﺍﺌﻪ ﻻﺨﺘﺒﺎﺭﺍﺘﻪ ﺍﻟﻨﻬﺎﺌﻴﺔ ﻤ‪‬ﻨﺢ‬
‫ﺩﺭﺠﺔ ﻋﻠﻤﻴﺔ ﻏﻴﺭ ﻤ‪‬ﺼﻨﹼﻔﺔ‪ .‬ﻫل "ﺒﺭﺍﻴﻥ" ﻨﺎﺠﺢ ﺃﻡ ﻓﺎﺸل؟‬
‫ﻟﻴﺱ ﺍﻷﻤﺭ ﺒﺘﻠﻙ ﺍﻟﺒﺴﺎﻁﺔ؟‬ ‫ﻓﺎﺸل؟‬ ‫ﻨﺎﺠﺢ؟‬
‫ﻅﻠﺕ "ﺃﻟِﻴﺱ" ﺘﺅﺩﻱ ﺍﻟﻌﻤل ﻨﻔﺴﻪ ﻟﻌﺩﺓ ﺴﻨﻭﺍﺕ‪ ،‬ﻭﺘﺸﻌﺭ ﺃﻨﻬﺎ ﺘﺤﺘﺎﺝ ﺇﻟـﻰ ﺍﻟﺘﻐﻴﻴـﺭ‪.‬‬
‫ﺃﻋﻠﻨﺕ ﺸﺭﻜﺘﻬﺎ ﺩﺍﺨﻠﻴ ﹰﺎ ﻋﻥ ﻭﺠﻭﺩ ﻭﻅﻴﻔﺘـﻴﻥ ﺸﺎﻏﺭﺘﻴﻥ ﻭﺍﻟﻔﻭﺯ ﺒﺈﺤﺩﺍﻫﻤﺎ ﺴـﻴﻜﻭﻥ‬
‫ﺒﻤﺜﺎﺒﺔ ﺘﺸﺠﻴﻊ ﺒﺎﻟﻨﺴﺒـﺔ ﻟـ "َﺃِﻟﻴﺱ"‪ .‬ﺘﻤﺜـل ﺍﻟﻭﻅﻴﻔـﺔ ﺍﻷﻭﻟـﻰ ﺨﻁﻭﺓ ﺇﻟﻰ ﺍﻷﻤﺎﻡ‬
‫ﺒﺎﻟﻨﺴﺒﺔ ﻟـ "ِﺃَﻟﻴـِﺱ" ﻭﺴﺘﻤﻨﺤﻬﺎ ﻤﺭﺘﺏ ﻤﺩﻴﺭ؛ ﻭﺘﻌﻨﻲ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻤﺠﺭﺩ ﺘﻘـﺩﻡ‬
‫ﻁﻔﻴﻑ ﻟﻬﺎ ﻭﺴﺘﹸﺒﻘﻲ ﻋﻠﻴﻬﺎ ﻓﻲ ﻤﻨﺯﻟﺔ ﺇﺸﺭﺍﻓﻴﺔ ﻭﻟﻴﺴﺕ ﺇﺩﺍﺭﻴﺔ‪ .‬ﺴ‪‬ﻤﺢ ﻟﻬﺎ ﺒﺄﻥ ﺘﺘﻘـﺩﻡ‬
‫ﻟﻜﻠﺘﻴﻬﻤﺎ‪ ،‬ﻭﻫﻲ ﺘﺭﻏﺏ ﺤﻘﹰﺎ ﻓﻲ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻷﻭﻟﻰ ﻷﻨﻬﺎ ﺘﺸﻌﺭ ﺒﺄﻨﻬﺎ ﻤﺅﻫﻠﺔ ﺠﻴﺩﹰﺍ ﻟﻬﺎ‪.‬‬
‫ﻤ‪‬ﻨﺤﺕ "ِﺃَﻟﻴﺱ" ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺜﺎﻨﻴـﺔ‪ .‬ﻫـل " ﺃِﻟﻴﺱ" ﻨﺎﺠﺤﺔ ﺃﻡ ﻓﺎﺸﻠﺔ؟‬
‫ﻟﻴﺱ ﺍﻷﻤﺭ ﺒﺘﻠﻙ ﺍﻟﺒﺴﺎﻁﺔ؟‬ ‫ﻓﺎﺸﻠﺔ؟‬ ‫ﻨﺎﺠﺤﺔ؟‬
‫" ِﻜِﺭﻴﺱ " ﺫﻭ ﻋﻘﻠﻴﺔ ﻤﻬﻨﻴﺔ ﺼﺭﻓﺔ‪ .‬ﺇﺫ ﻴﺸﻌﺭ ﺒﺎﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻟﺴﻠﻁﺔ ﻭﺍﻟﻨﻔـﻭﺫ ﻭﻫـﻭ‬
‫ﻤ‪‬ﻨﺴﺎﻕ ﺒﻘﻭﺓ ﻨﺤﻭ ﺫﻟﻙ ﺍﻟﻬﺩﻑ‪ .‬ﺃﺼﺒﺤﺕ ﻁﺎﻗﺘﻪ ﻜﻠﻬﺎ ﻤﻭﺠﻬﺔ ﻨﺤﻭ ﻤﻬﻨﺘﻪ‪ ،‬ﺒﻌﺩ ﻨﻴـل‬
‫ﺘﺭﻗﻴﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﻴ‪‬ﻜﺭﺱ ﻨﻔﺴﻪ ﺒﻌﺩﻫﺎ ﻟﻨﻴل ﺍﻟﺘﺭﻗﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻻ ﻴﻬﺘﻡ ﻜﺜﻴﺭﹰﺍ ﺒﺎﻟﻨﺎﺱ ﺍﻟﺫﻴﻥ‬
‫ﻴﻌﺘﺭﻀﻭﻥ ﻁﺭﻴﻘﻪ‪ ،‬ﻭﻴ‪‬ﻜﺭﺱ ﺍﻟﻘﻠﻴل ﻤﻥ ﺍﻟﻭﻗﺕ ﻟﺘﻁﻭﻴﺭ ﺍﻵﺨﺭﻴﻥ ﻤـﻥ ﺤﻭﻟـﻪ ﻷﻥ‬
‫ﺍﻫﺘﻤﺎﻤﻪ ﻤﺘﺭﻜﺯ ﻋﻠﻰ ﻨﻔﺴﻪ‪ .‬ﻜﺜﻴﺭﹰﺍ ﻤﺎ ﻴﺄﺘﻲ ﺒﺄﻋﻤﺎل ﻤ‪‬ﺭﺒﺤﺔ ﻟﻠﺸﺭﻜﺔ‪ ،‬ﻭﻴﺭﺘﻘﻲ ﺇﻟـﻰ‬
‫ﺍﻟﻘﻤﺔ ﻓﻲ ﺍﻟﻨﻬﺎﻴﺔ‪ .‬ﻫل ِ"ﻜِﺭﻴﺱ" ﻨﺎﺠﺢ؟ ﺃﻡ ﻓﺎﺸل؟‬
‫ﻟﻴﺱ ﺍﻷﻤﺭ ﺒﺘﻠﻙ ﺍﻟﺒﺴﺎﻁﺔ؟‬ ‫ﻓﺎﺸل؟‬ ‫ﻨﺎﺠﺢ؟‬
‫ﺘﻌﻤل "ﺩﻴﺒﺭﺍ" ﺒﻤﺎ ﻴ‪‬ﺴﻤﻰ ﺒﻤﻬﻨﺔ "ﺍﻟﻌﻨﺎﻴﺔ"‪ ،‬ﻭﻫﻲ ﺘﺸﺭﻑ ﻋﻠﻰ ﺍﻟﻤ‪‬ﺴﻨﻴﻥ‪ .‬ﻭﻟﻴﺱ ﻟـﺩﻴﻬﺎ‬
‫ﻁﻤﻭﺡ ﻨﺤﻭ ﺘﺭﻗﻴﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﻜل ﺘﻘﻭﻴﻡ ﺴﻨﻭﻱ ﺘﻠﻘﺘﻪ ﺃﺸﺎﺭ ﺇﻟﻰ ﺃﻥ ﻟـﺩﻴﻬﺎ‬
‫ﻜل ﺍﻟﻤﻘﻭﻤﺎﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻟﻼﻨﺘﻘﺎل ﺇﻟﻰ ﺩﺭﺠﺔ ﺇﺩﺍﺭﻴﺔ‪ .‬ﻭﻜﺎﻥ ﺒﺎﺴـﺘﻁﺎﻋﺘﻬﺎ ﺒـﺴﻬﻭﻟﺔ‬
‫ﻜﺴﺏ ﻗﺩ ٍﺭ ﺃﻜﺒﺭ ﻤﻥ ﺍﻟﻤﺎل ﻤﻤﺎ ﺘﺤﺼل ﻋﻠﻴﻪ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺘﺠﺩ ﻨﻔﺴﻬﺎ ﺃﻗل ﺍﻫﺘﻤﺎﻤﹰﺎ ﺒﻜﺜﻴﺭ‬
‫ﺒﺤﺠﻡ ﻤﻅﺭﻭﻑ ﺃﺠﺭﻫﺎ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﻨﺎﺱ ﺍﻟﺫﻴﻥ ﺘﻌﻤل ﻤﻌﻬﻡ ﻭﺍﻟﺫﻴﻥ ﻴﻬﻤﻬـﺎ ﺃﻤـﺭﻫﻡ‬
‫ﺒﺼﺩﻕ‪ .‬ﻟﺩﻯ "ﺩﻴﺒﺭﺍ" ﻤﻤﺘﻠﻜﺎﺕ ﻤﺎﺩﻴﺔ ﻗﻠﻴﻠﺔ ﻷﻥ ﺃﺠﺭﻫﺎ ﻤﺘﺩﻨﻲ ﺠﺩﹰﺍ‪ .‬ﻫل ﺘﹸﻘﻴ‪‬ﻡ "ﺩﻴﺒﺭﺍ"‬
‫ﻨﺎﺠﺤﺔ ؟ ﺃﻡ ﻓﺎﺸﻠﺔ؟‬
‫ﻟﻴﺱ ﺍﻷﻤﺭ ﺒﺘﻠﻙ ﺍﻟﺒﺴﺎﻁﺔ؟‬ ‫ﻓﺎﺸﻠﺔ؟‬ ‫ﻨﺎﺠﺤﺔ؟‬
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‫ﻤﻥ ﺍﻟﻤﺤﺘﻤل ﺘﻤﺎﻤﹰﺎ ﺃﻨﻙ ﺃﺠﺒﺕ ﺒـ "ﻟﻴﺱ ﺍﻷﻤﺭ ﺒﺘﻠﻙ ﺍﻟﺒﺴﺎﻁﺔ" ﻋﻠﻰ ﺠﻤﻴﻌﻬﺎ‪.‬‬
‫ﺍﻟﺤﻘﻴﻘﺔ ﺃﻥ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸل ﻟﻴﺴﺎ ﻜﻤﺎ ﻴﺒﺩﻭﺍﻥ ﺩﺍﺌﻤﺎﹰ‪ ،‬ﻭﺍﻟﺸﻲﺀ ﺍﻟﻤﺅﻜﺩ ﻫﻭ ﺃﻥ ﺍﻟﻨـﺎﺱ‬
‫ﻴﻌﺭﻓﹼﻭﻨﻬﻤﺎ ﺒﻁﺭﻕ ﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﺍﻟﺸﻲﺀ ﺍﻟﻤﻬﻡ ﻫﻭ ﺃﻥ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﺘﹸﻌﺭ‪‬ﻑ ﺃﻨﺕ ﺒﻬﺎ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸل ﻟـﻥ ﺘﻜـﻭﻥ‬
‫ﺒﺎﻟﻀﺭﻭﺭﺓ ﻫﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﻌﺭﻓﻬﻤﺎ ﺒﻬﺎ ﺍﻵﺨﺭﻭﻥ‪ .‬ﻟﺫﺍ ﺒﻭﺼﻔﻙ ﻤﺩﻴﺭﹰﺍ ﻓﺈﻨﻪ ﻤـﻥ‬
‫ﺍﻟﻤﻬﻡ ﺃﻥ ﺘﻭﻓﹼﻕ ﺃﻴﻀ‪‬ﺎ ﺒﻴﻥ ﻭﺠﻬﺎﺕ ﺍﻟﻨﻅﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸل‪ .‬ﻤﺎﺫﺍ ﻴﻌﻨﻲ‬
‫ﻫﺫﺍ ﻓﻲ ﺍﻷﻤﺜﻠﺔ ﺍﻟﺴﺎﺒﻘﺔ؟‬
‫ﺤﺼل " ﺒﺭﺍﻴﻥ " ﻋﻠﻰ ﺩﺭﺠﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺃﻨﻬﺎ ﻗﺩ ﻻ ﺘﻜﻭﻥ‬ ‫•‬
‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﻴﺭﻴﺩﻫﺎ‪ ،‬ﻓﺘﺨﺭﺠﻪ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻌﺩ ﺒﺩﺍﻴﺔ ﻤﺘﻭﺍﻀﻌﺔ ﺘﻌﻠﻴﻤﻴﹰﺎ‬
‫ﻗﻠﹼﻤﺎ ﻴﻤﻜﻥ ﻭﺼﻔﻪ ﻋﻠﻰ ﺃﻨﻪ ﻤﺤﺽ ﻓﺸل‪ .‬ﻟﻭ ﻜﻨﺕ ﻤـﺩﻴﺭﹰﺍ ﻟــ "ﺒـﺭﺍﻴﻥ"‪،‬‬

‫ﻓﺴﻴﻜﻭﻥ ﻤﻥ ﺍﻟﺼﻭﺍﺏ ﻜﻠﻴ‪‬ﺎ ﺃﻥ ﺘﺅﻜﺩ ﻋﻠﻰ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻤﺎ ﻗﺩ ﺤﻘﻘﻪ‪.‬‬

‫ﻼ‪ .‬ﻫـل ﻜﺎﻨـﺕ‬
‫ﻟﻡ ﺘﺤﻘﻕ "ﺃﻟِﻴﺱ" ﻜل ﻤﺎ ﺘﻤﻨﺘﻪ ﻭﻟﻜﻨﻬﺎ ﺤﻘﻘﺕ ﺸﻴﺌﹰﺎ ﻓﻌـ ﹰ‬ ‫•‬
‫ﺘﻭﻗﻌﺎﺘﻬﺎ ﻭﺍﻗﻌﻴﺔ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﻭﻟﻰ؟ ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻜﺎﻨﺕ ﺃﻨﻬﺎ ﺃﻗـﺩﻤﺕ‬
‫ﻋﻠﻰ ﺍﻟﺨﻁﻭﺍﺕ ﺍﻷﻭﻟﻰ؛ ﻭﺒﺎﻟﺘﻁﻭﻴﺭ ﻭﺍﻟﺘﻌﺯﻴﺯ ﺍﻹﻴﺠﺎﺒﻲ‪ ،‬ﻫل ﺴﺘﺤـﺼل‬
‫ﻋﻠﻰ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻷﺨﺭﻯ ﻓﻲ ﺍﻟﻤﺭﺓ ﺍﻟﻘﺎﺩﻤﺔ؟‬
‫ﻟﺩﻯ ِ"ﻜِﺭﻴﺱ" ﻜل ﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻟﻠﻨﺠﺎﺡ‪ ،‬ﻟﻜـﻥ ﻤـﻥ ﺍﻷﻤﺜﻠـﺔ‬ ‫•‬
‫ﺍﻟﺜﻼﺜﺔ‪ -‬ﻤﻊ ﺇﻗﺭﺍﺭﻨﺎ ﺒﺄﻨﻨﺎ ﻨﻌﺭﻑ ﺍﻟﻘﻠﻴل ﻓﻘﻁ ﻋﻨﻪ‪ -‬ﻗﺩ ﻴﻜﻭﻥ ﻫﻭ ﺍﻟﻔﺎﺸل‬
‫ﺍﻷﻜﺒﺭ ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺈﺴﻬﺎﻤﻪ ﻜﻤﺩﻴﺭ ﻟﻠﻨﺎﺱ‪.‬‬
‫ﻭﺃﺨﻴﺭﺍﹰ‪" ،‬ﺩﻴﺒﺭﺍ"‪ ،‬ﻓﻲ ﺘﻌﺭﻴﻑ ﻤﻌﻅﻡ ﺍﻟﻨﺎﺱ‪ ،‬ﺴﺘﹸﺼﻨﻑ ﻋﻠﻰ ﺃﻨﻬﺎ ﻓﺎﺸـﻠﺔ‬ ‫•‬
‫ﺇﻻ ﺃﻨﻬﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺈﺭﻀﺎﺀ ﺘﺤﻔﻴﺯﻫﺎ ﺍﻟﺨﺎﺹ ﻭﺩﺍﻓﻌﻬﺎ‪ ،‬ﻓﻬﻲ ﻨﺎﺠﺤﺔ ﺤﻘﹰﺎ‬
‫ﻭﻭﺠﺩﺕ ﺍﻟﺭﻀﺎ‪.‬‬

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 ‫א‬ ‫א‬ ‫א‬ ‫א‬
‫ﺩﻋﻨﺎ ﻨﺒﺩﺃ ﻫﺫﺍ ﺍﻟﻘﺴﻡ ﺒﺘﻤﺭﻴﻥ‪.‬‬

‫ﻓﻜﺭ ﻓﻲ ﻭﻀ ٍﻊ ﻗﻤﺕ ﻓﻴﻪ ﺒﺄﺩﺍﺀ ﺸﻲﺀ ﺤﺴﻥ‪ .‬ﻴﺩﻨﻭ ﻤﻨﻙ ﻋﻀﻭ ﻤﻥ ﻫﻴﺌـﺔ ﻤﻭﻅﻔﻴـﻙ‬
‫ﻴﻌﻤل ﺘﺤﺕ ﺇﻤﺭﺘﻙ ﻤﺒﺎﺸﺭﺓ ﻭﻴﺨﺒﺭﻙ ﺒﺄﻨﻬﻡ ﻴﻌﺘﻘﺩﻭﻥ ﺒﺄﻨﻙ ﺃﺠﺩ‪‬ﺕ ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻭﻜﻡ‬
‫ﻫﻡ ﻴﻘﺩﺭﻭﻥ ﺫﻟﻙ‪ .‬ﻤﺎ ﺭﺩ ﻓﻌﻠﻙ؟ ﻫﻨﺎ ﺒﻌﺽ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﻤﺤﺘﻤﻠﺔ‪.‬‬
‫( ﺃﻤﺎﻡ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﺘﻲ ﺘﻌﻜﺱ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﺘﻔﻜﺭ ﺒﻬﺎ‪-:‬‬ ‫ﻀﻊ ﻋﻼﻤﺔ )‬
‫ﻲ‪.‬‬
‫‪ -١‬ﺃﺸﻌﺭ ﺒﺎﻻﻨﺯﻋﺎﺝ ﺃﻥ ﻴﺘﺠﺭﺃ ﻤﻭﻅﻑ ﺼﻐﻴﺭ ﻤﻥ ﻓﺭﻴﻘﻲ ﺒﺎﻟﺜﻨﺎﺀ ﻋﻠ ﱠ‬
‫‪ -٢‬ﻤﻥ ﺍﻟﺠ‪‬ﻴﺩ ﺃﻥ ﺘﻜﻭﻥ ﻤﻘﹼﺩﺭﹰﺍ‪.‬‬
‫‪ -٣‬ﻴ‪‬ﺩﻓﻊ ﻟﻲ ﺃﺠﺭ ﺤﺘﻰ ﺃﺤﻘﻕ ﻨﺘﺎﺌﺞ ﻭﺃﻗﻭﻡ ﺒﻌﻤل‪ .‬ﻟﺴﺕ ﺒﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻟﺜﻨﺎﺀ‪.‬‬
‫‪ -٤‬ﺃﻨﺎ ﻤ‪‬ﺭﺘﺒِﻙ ﺒﻌﺽ ﺍﻟﺸﻲﺀ‪.‬‬
‫‪ -٥‬ﺃﺸﻌﺭ ﺒﺄﻨﻬﻡ ﻴﺠﺎﻤﻠﻭﻨﻨﻲ‪.‬‬
‫ﻲ ﺃﻥ ﺃﻗﻭﻡ ﺒﻌﻤل ﻜﻬﺫﺍ ﻤﺭﺍﺕ ﺃﻜﺜﺭ‪.‬‬
‫‪ -٦‬ﻴﺠﺏ ﻋﻠ ﱠ‬
‫‪ -٧‬ﺃﻨﺎ ﺃﺴﺘﻐﺭﺏ ﻤﺎﺫﺍ ﻴﺭﻴﺩﻭﻥ‪ ...‬ﻻ ﺃﺤﺩ ﻴ‪‬ﺜﻨﻲ ﻋﻠﻰ ﺃﺤﺩ ﻤﻥ ﺩﻭﻥ ﺴﺒﺏ‪.‬‬
‫‪ -٨‬ﻜﻨﺕ ﺩﺍﺌﻤﹰﺎ ﺃﻓﻜﺭ ﺒﺄﻨﻬﻡ ﻤِﻘﻴﺘﻭﻥ‪.‬‬
‫‪ -٩‬ﺃﻨﺎ ﺒﺤﺎﺠﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺘﻔﺎﺼﻴل ﻤﺎ ﺃﺠﺩﺘﻪ ﺤﺘﻰ ﺃﺴﺘﻁﻴﻊ ﺃﻥ ﺃﻜﺭﺭﻩ‪.‬‬
‫‪ -١٠‬ﺸﻜﺭﹰﺍ ﻟﺫﻟﻙ … ﻤﻥ ﺩﻭﻥ ﺘﺤﺩﻴﺩ‪ ،‬ﻓﻘﻁ ﺸﻜﺭﹰﺍ‪.‬‬

‫( ﻋﻠﻰ ﺍﻷﺭﻗﺎﻡ ‪ ،١‬ﺃﻭ ‪ ،٣‬ﺃﻭ ‪ ،٤‬ﺃﻭ ‪ ،٥‬ﺃﻭ ‪ ،٧‬ﺃﻭ ‪٨‬‬ ‫ﺇﺫﺍ ﻗﻤﺕ ﺒﻭﻀﻊ ﻋﻼﻤﺔ )‬
‫ﻓﻤﻥ ﺍﻟﻤﺭﺠﺢ ﺃﻨﻙ ﺒﺤﺎﺠﺔ ﺇﻟﻰ ﺃﻥ ﺘﺤﺴﻴﻥ ﺘﻠﻘﻴﻙ ﻟﻠﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‪.‬‬

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‫ﺃﺼﺒﺢ ﺍﻟﻜﺜﻴﺭﻭﻥ ﻤﻨﺎ ﻤﺘﻌﻭﺩﻴﻥ ﻋﻠﻰ ﺍﻟﻌﻤل ﻓﻲ ﻋﺎﻟﻡ ﻴ‪‬ﺭﻜﺯ ﻓﻘﻁ ﻋﻠﻰ ﺍﻟﺴﻠﺒﻴﺎﺕ‬
‫ﺇﻟﻰ ﺩﺭﺠﺔ ﺃﻨﻪ ﺃﺼﺒﺢ ﻤﻥ ﺍﻟﺼﻌﻭﺒﺔ ﺒﻤﻜﺎﻥ ﺃﻥ ﺘﻘﺒل ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴـﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﺘﺠﺩﻩ ﺼﻌﺒﺎﹰ‪ ،‬ﻓﻬل ﺘﻌﺘﻘﺩ ﺃﻨﻪ ﺴﻴﻜﻭﻥ ﻤﺨﺘﻠﻔﹰﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻭﻅﻔﻴﻙ؟ ﺘﺫﻜﺭ ﺃﻨـﻙ ﺇﺫﺍ‬
‫ﻭﺠﺩﺕ ﺃﻥ ﻤﻥ ﺍﻟﺼﻌﺏ ﻗﺒﻭل ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻤﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻓﺈﻥ ﺫﻟﻙ‬
‫ﻤﻥ ﺍﻟﻤﺅﻜﺩ ﺘﻘﺭﻴﺒ ﹰﺎ ﻴﻘﻑ ﺤﺠﺭ ﻋﺜﺭﺓ ﻓﻲ ﻗﺩﺭﺘﻙ ﻋﻠﻰ ﺇﻋﻁﺎﺀ ﺍﻟﺘﻐﺫﻴـﺔ ﺍﻹﺭﺠﺎﻋﻴـﺔ‬
‫ﺍﻹﻴﺠﺎﺒﻴﺔ‪ .‬ﻫﺫﺍ ﻴﻘﻭﺩﻨﺎ ﺇﻟﻰ ﺍﻟﻘﺴﻤﻴﻥ ﺍﻟﻘﺎﺩﻤﻴﻥ ﻤﻥ ﻫﺫﺍ ﺍﻟﻔﺼل‪ -:‬ﻫﻨﺎ ﺒﻌﺽ ﺍﻟﻨﺼﺎﺌﺢ ﺍﻟﻌﻤﻠﻴـﺔ‬

‫ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺈﻋﻁﺎﺀ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻜﻭﻨﻙ ﺼﺎﺩﻗﹰﺎ‪.‬‬

‫ﻫﻨﺎﻙ ﻗﻭل ﻤﺄﺜﻭﺭ ﻴﻨﺹ ﻋﻠﻰ ﺃﻥ "ﺍﻟﻤﻤﺎﺭﺴﺔ ﺘﺅﺩﻱ ﺇﻟﻰ ﺍﻟﻜﻤﺎل"‪ ،‬ﻭﺒﻴﻨﻤﺎ ﻗﺩ ﻴﻌﺘﺒﺭ‬
‫ﻫﺫﺍ ﺼﺤﻴﺤ‪‬ﺎ ﺠﺯﺌﻴﺎﹰ‪ " ،‬ﺇﻻ ﺃﻥ ﺍﻟﻘﻭل ﺍﻷﻜﺜﺭ ﺼﺤﺔ ﻴﻨﺹ ﻋﻠﻰ ﺃﻥ "ﺍﻟﻤﻤﺎﺭﺴـﺔ ﻤـﻊ‬
‫ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺘﺅﺩﻴﺎﻥ ﺇﻟﻰ ﺍﻟﻜﻤﺎل"‪ .‬ﻫﺫﺍ ﻴﺭﺠﻊ ﺇﻟﻰ ﻤﺎ ﻜﻨﺎ ﻨﻘﻭﻟﻪ ﺤﻭل ﻜﻴﻔﻴـﺔ‬
‫ﺍﻟﺘﻌﻠﻡ ﻤﻥ ﺍﻷﺨﻁﺎﺀ‪ ،‬ﻭﻓﻬﻡ ﻟﻤﺎﺫﺍ ﺍﺭﺘﻜﺏ ﺍﻟﺨﻁﺄ‪ ،‬ﻭﺍﻟﺘﻤﻌﻥ ﻓﻴﻪ ﻭﺇﻴﺠﺎﺩ ﻁﺭﻴﻘﺔ ﺃﻓﻀل‬
‫ﻟﻠﻌﻤل ﻓﻲ ﺍﻟﻤﺭﺓ ﺍﻟﻘﺎﺩﻤﺔ‪ ،‬ﻜل ﺫﻟﻙ ﻴﺅﺩﻱ ﺇﻟﻰ ﺠﻌل ﺍﻟﺘﻌﻠﻡ ﺃﻜﺜﺭ ﻓﻌﺎﻟﻴﺔ ﺒﻜﺜﻴﺭ‪.‬‬
‫ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻜﻠﻬﺎ ﻋـﻥ ﺍﻵﺘﻲ‪:‬‬
‫ﺍﻹﻗﺭﺍﺭ ﺒﻤﺎ ﻗﺩ ﺘﹼﻡ ﺒﺼﻭﺭﺓ ﺤﺴﻨﺔ ﺒﺨﺼﻭﺹ ﺴـﻠﻭﻙ ﻤﻌـﻴ‪‬ﻥ ﻭﺇﻋﻁـﺎﺀ‬ ‫•‬
‫ﺍﻟﻤﻜﺎﻓﺄﺓ ﺍﻟﻤﻨﺎﺴﺒﺔ‪.‬‬
‫ﺍﻹﻗﺭﺍﺭ ﺒﻤﺎ ﻟﻡ ﻴﺘِﻡ ﺒﺼﻭﺭﺓ ﺤﺴﻨﺔ ﻭﻤﺴﺎﻋﺩﺓ ﺍﻟﺸﺨﺹ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﺍﻟﺴﺒﺏ‪.‬‬ ‫•‬
‫ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻟﺴﻠﻭﻙ ﻻ ﻋﻠﻰ ﺍﻟﺸﺨﺹ‪.‬‬ ‫•‬
‫ﺃﻥ ﺘﻜﻭﻥ ﺃﻤﻴﻨﹰﺎ ﺩﻭﻥ ﺃﻥ ﺘﻜﻭﻥ ﻫﺩﺍﻤ‪‬ﺎ ‪.‬‬ ‫•‬
‫ﺃﻥ ﺘﻜﻭﻥ ﺩﻗﻴﻘﹰﺎ ﻭﺃﻥ ﻻ ﺘﹸﺼﺩﺭ ﺘﻌﻤﻴﻤﺎﺕ ﺴﻠﺒﻴﺔ‪.‬‬ ‫•‬

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 ‫ﻗﺒل ﺃﻥ ﻨﻨﺘﻘل ﺇﻟﻰ ﺍﻟﺘﻔﻜﻴﺭ ﺤﻭل ﻫﺫﻩ ﺍﻷﻤﻭﺭ ﺒﺘﻔﺼﻴل ﺃﻜﺜﺭ ﻗﻠﻴﻼﹰ‪ ،‬ﺩﻋﻨـﺎ ﻨﻤﻌـﻥ‬
‫ﺍﻟﻨﻅﺭ ﻓﻲ ﺒﻌﺽ ﺍﻟﻘﻁﻊ ﺍﻟﻘﺼﻴﺭﺓ ﻤﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻭﻨﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﻴﺤـﺩﺙ‬
‫ﻓﻴﻬﺎ ﻤﻥ ﺨﻁﺄ‪ .‬ﻭﺒﻤﺎ ﺃﻨﻨﺎ ﻨﺘﻌﻠﻡ ﻤﻥ ﺇﻋﻁﺎﺀ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ‪ ،‬ﻓﺴﻨـﺴﻤﺢ ﻷﻨﻔـﺴﻨﺎ‬
‫ﺒﺭﺨﺼﺔ ﺘﻌﺭﻴﻑ ﺍﻷﺸﻴﺎﺀ ﺍﻟﺴﻴﺌﺔ؛ ﻓﻲ ﺤﻴﺎﺘﻨﺎ ﺍﻟﻭﺍﻗﻌﻴﺔ‪ ،‬ﺴﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺩﺍﺌﻤـﹰﺎ ﺸـﻲﺀ‬
‫ﺇﻴﺠﺎﺒﻲ ﻟﻠﺘﺭﻜﻴﺯ ﻋﻠﻴﻪ!‬
‫ﺁﺨﺫﹰﺍ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ ﺠﻤﻴﻊ ﻤﺎ ﺘﻌﻨﻴﻪ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻜﻤﺎ ِ‪‬ﻭﺼ‪‬ـﻔﺕ ﻓـﻲ‬
‫ﺍﻟﻘﺎﺌﻤﺔ ﺍﻟﻘﺼﻴﺭﺓ ﺁﻨﻔﺎﹰ‪ ،‬ﺍﻨﻅﺭ ﺇﻟﻰ ﻜل ﻭﺍﺤﺩﺓ ﻤﻥ ﻫﺫﻩ ﺍﻟﺘﻐﺫﻴﺎﺕ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻋﻠﻰ ﺤﺩﺓ‬
‫ﺜﻡ ﻗﺭﺭ ﻤﺎ ﻫﻭ ﺍﻟﺨﻁﺄ ﺃﻭ ﻤﺎ ﻫﻭ ﺍﻟﺸﻲﺀ ﺍﻟﺫﻱ ﻴﺴﻴﺭ ﺨﻁًﺄ‪.‬‬
‫ﺍﻟﺨﻁﺄ ﻓﻴﻬﺎ‬ ‫ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ‬
‫‪ " -١‬ﻜﻠﻤﺎ ﺃﺴﻤﻌﻙ ﺘﺘﺤﺩﺙ ﺇﻟﻰ ﺯﺒﻭﻥ ﻋﺒﺭ ﺍﻟﻬﺎﺘﻑ ﺃﻨﺯﻋﺞ ﻤﻥ ﻤﻭﻗﻔﻙ؟"‬
‫‪ " -٢‬ﺤﺘﻰ ﺃﻜﻭﻥ ﺼﺭﻴﺤﹰﺎ ﻤﻌﻙ ﺘﻤﺎﻤﺎﹰ‪ ،‬ﻴﺠﺏ ﺃﻥ ﺃﻗﻭل ﻟﻙ ﺃﻨﻙ ﻟﻥ ﺘﺘـﺭﻙ‬
‫ﺍﻨﻁﺒﺎﻋ ﹰﺎ ﺠﻴﺩﹰﺍ ﻷﻨﻙ ﺩﺍﺌﻤﹰﺎ ﺘﺸﺒﻪ ﻜﻴﺴ‪‬ﺎ ﻤﻥ ﺍﻟﺒﻁﺎﻁﺱ‪".‬‬
‫‪ " -٣‬ﻟﻡ ﺘﻠﺘﺯﻡ ﺒﺈﻨﻬﺎﺀ ﺍﻟﻌﻤل ﻓﻲ ﻤﻭﺍﻋﻴﺩﻩ‪ ،‬ﺃﻟﻴﺱ ﻜـﺫﻟﻙ؟ ﺩﻋﻨـﺎ ﻨﻭﺍﺠـﻪ‬
‫ﺍﻟﻭﺍﻗﻊ‪ ،‬ﺃﻨﺕ ﻤﺠﺭﺩ ﺸﺨﺹ ﻻ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻪ‪".‬‬
‫‪ " -٤‬ﺤﺴﻨﺎﹰ‪ ،‬ﻋﻤﻠﺕ ﻤﺜل ﻤﺎ ﻁﹸﻠﺏ ﻤﻨﻙ‪ ،‬ﻏﻴﺭ ﺃﻥ ﻫﺫﺍ ﻟﻡ ﻴﻜﻥ ﺃﻜﺜﺭ ﻤـﻥ‬
‫ﺍﻟ ‪‬ﻤﺘﻭﻗﻊ‪ .‬ﻤﺎ ﺃﺭﻴﺩ ﺃﻥ ﺃُﺭﻜﺯ ﻋﻠﻴﻪ ﻫﻭ ﺍﻷﺸﻴﺎﺀ ﺍﻟﺘﻲ ﺘﺴﺘﻁﻴﻊ ﺘﺤﺴﻴﻨﻬﺎ‪".‬‬
‫ﻱ ﻓﻜـﺭﺓ‬
‫‪ " -٥‬ﺤﺴﻨﺎﹰ‪ ،‬ﺘﻤﻜﻨﺕ ﻤﻥ ﺇﺯﻋﺎﺝ ﺍﻟﺯﺒﻭﻥ ﻤﺭﺓ ﺃﺨﺭﻯ‪ ،‬ﻟﻴﺱ ﻟـﺩ ‪‬‬
‫ﻟﻤﺎﺫﺍ ﻴﺤﺩﺙ ﻫﺫﺍ ﻓﻲ ﻜل ﻤﺭﺓ "‪.‬‬

‫ﻓﻲ ﻜل ﺤﺎﻟﺔ ﻜﺎﻥ ﻤﻥ ﺍﻟﻤﻔﺘﺭﺽ ﺃﻨﻙ ﻗﺩ ﺍﻜﺘﺸﻔﺕ ﺒﺄﻥ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴـﺔ ﻜﺎﻨـﺕ‬
‫ﺒﻌﻴﺩﺓ ﻋﻥ ﻜﻭﻨﻬﺎ ﺇﻴﺠﺎﺒﻴﺔ‪ .‬ﺒﺩﻗﺔ ﺃﻜﺜﺭ ﻤﻥ ﺨﻼل ) ﺘﺫﻜﹸﺭ ﺃﻥ ﻜﻭﻨﻙ ﺩﻗﻴﻘﹰﺎ ﻫﻭ ﺴﻤﺔ ﻤﻥ‬
‫ﺴﻤﺎﺕ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ (‪ ،‬ﻟﻌﻠﻙ ﻻﺤﻅﺕ ﺍﻟﺘﺎﻟﻲ‪-:‬‬

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‫‪ -١‬ﺘﻌﻤل ﻫﺫﻩ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻋﻠﻰ ﺇﺼﺩﺍﺭ ﺘﻌﻤﻴﻤﺎﺕ ﻭﻫﻲ ﻏﻴﺭ ﺩﻗﻴﻘﺔ‪ .‬ﻭﺒﺎﻟﺘﺎﻟﻲ‬
‫ﻓﻬﻲ ﺘﻐﺫﻴـﺔ ﺇﺭﺠﺎﻋﻴﺔ ﺴﻠﺒﻴﺔ‪ .‬ﻭﺍﻟﺩﻻﻟﺔ ﻫﻲ ﺃﻥ ﺍﻟﺸﺨﺹ ﺩﺍﺌﻤ ﹰﺎ ﻴﻘﻭﻡ ﺒﻌﻤل ﻫﺫﺍ‬
‫… ﻫل ﻫﺫﺍ ﺼﺤﻴﺢ ﺤﻘﺎﹰ؟ ﻋﻠﻰ ﺃﻴﺔ ﺤﺎل ﻤﺎ ﻫﻭ ﺍﻟﻤﻭﻗﻑ ﺍﻟـﺫﻱ ﻴـﺸﺎﺭ ﺇﻟﻴـﻪ؟‬
‫ﻜﺘﻐﺫﻴﺔ ﺇﺭﺠﺎﻋﻴﺔ‪ ،‬ﻤﺜل ﻫﺫﻩ ﺍﻟﻤﻘﻭﻻﺕ ﻋﺩﻴﻤﺔ ﺍﻟﻨﻔﻊ ﺘﻘﺭﻴﺒﹰﺎ‪.‬‬
‫‪ -٢‬ﺘﺭﻤﻲ ﻫﺫﻩ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺇﻟﻰ ﺃﻥ ﺘﻜﻭﻥ ﺃﻤﻴﻨﹰﺎ‪ .‬ﻨﺴﺘﺨﺩﻡ ﻋﺎﺩﺓ "ﺩﻋﻨﻲ ﺃﻜﻭﻥ‬
‫ﺼﺭﻴﺤﹰﺎ ﻤﻌﻙ" ﻜﻌﺒﺎﺭﺓ ﺍﻓﺘﺘﺎﺤﻴﺔ ﻟﻘﻭل ﺸﻲﺀ ﻫﺩﺍﻡ‪ .‬ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﺭﺒﻤـﺎ ﻤـﻥ‬
‫ﺍﻟﻀﺭﻭﺭﻱ ﺃﻥ ﺘﻜﻭﻥ ﺃﻤﻴﻨﹰﺎ‪ .‬ﺇﺫﺍ ﻜﺎﻥ ﻤﻅﻬﺭ ﺍﻟﺸﺨﺹ ﺩﻭﻥ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﻁﻠﻭﺏ‬
‫ﺨﺎﺼﺔ ﺇﺫﺍ ﻜﺎﻨﻭﺍ ﻴﺭﺘﺩﻭﻥ ﺯﻱ ﺍﻟﻌﻤل ﺃﻭ ﻟﺒﺎﺴﹰﺎ ﻤﻭﺤﺩﹰﺍ ﻤﻥ ﻨﻭﻉ ﻤﻌﻴ‪‬ﻥ‪ ،‬ﻓﻘﺩ ﻴﻜﻭﻥ‬
‫ﻤﻥ ﺍﻟﻀﺭﻭﺭﻱ ﺃﻥ ﺘﻜﻭﻥ ﺃﻤﻴﻨ ﹰﺎ ﻤﻌﻬﻡ‪ .‬ﻟﻜﻥ ﻻ ﺘﻔﻌل ﺫﻟﻙ ﺒﻁﺭﻴﻘﺔ ﺘﺒﺩﻭ ﻭﻜﺄﻨﻬـﺎ‬
‫ﻫﺠﻭﻡ ﻋﻠﻴﻬﻡ ﻜﺄﺸﺨﺎﺹ‪ .‬ﺜﻤﺔ ﻓﻜﺭﺓ ﻤﻔﻴﺩﺓ ﺘﻨﺹ ﻋﻠﻰ ﺘﺤﺎﺸﻲ ﺇﻋﻁﺎﺀ ﻤﺜل ﻫﺫﻩ‬
‫ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﻏﺎﻀﺒ ﹰﺎ‪ .‬ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ﺇﻥ ﺃﻱ ﻨﻭﻉ ﻤﻥ ﺍﻟﺘﻐﺫﻴـﺔ‬
‫ﺍﻹﺭﺠﺎﻋﻴﺔ ﻴﺼﺩﺭ ﻓﻲ ﺤﺎﻟﺔ ﻏﻀﺏ ﻓﺈﻨﻪ ﻤﻥ ﻏﻴﺭ ﺍﻟﻤﺤﺘﻤل ﺃﻥ ﻴﻅﻬـﺭ ﻜﻤـﺎ‬
‫ﺘﺭﻴﺩﻩ‪ ،‬ﻭﺴﻴﻨﺯل ﻋﺎﺩﺓ ﻜﻬﺠﻭﻡ ﻋﻠﻰ ﺍﻟﺸﺨﺹ‪ ،‬ﻭﺴﻭﻑ ﻴ‪‬ﻨﺴﻰ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺴﻴﺊ ﺍﻷﺼﻠﻲ‪.‬‬
‫‪ -٣‬ﻴﻌﺘﺒﺭ ﺍﻟﺸﺨﺹ ﻤﺤﻭﺭ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻴ‪‬ﻔﺘﺭﺽ ﺃﻥ‬
‫ﻴﻜﻭﻥ ﺍﻟﺴﻠﻭﻙ ﻫﻭ ﺍﻟﻤﺤﻭﺭ‪ " .‬ﺃﻨﺕ ﺸﺨﺹ ﻻ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻪ" ﻫﺫﺍ ﻫـﻭ ﺘـﺼﻨﻴﻑ‬
‫ﻟﻠﺸﺨﺹ‪ ،‬ﺴﺘﻜﻭﻥ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻠﺘﻌﺎﻤل ﻤﻊ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﻫﻲ ﻓﻲ ﻤﺤﺎﻭﻟـﺔ‬
‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺴﺒﺏ ﻋﺩﻡ ﺇﻨﻬﺎﺀ ﺍﻟﻌﻤل ﻓﻲ ﻤﻭﺍﻋﻴﺩﻩ ﻭﺃﻱ ﻤﺭﺍﺕ ﻤﻌﻴ‪‬ﻨـﻪ ﺤـﺩﺙ‬
‫ﺫﻟﻙ ﻓﻴﻬﺎ ﻤﻥ ﻗﺒل‪ .‬ﻻ ﻴﻜﻭﻥ ﻓﺸل ﺍﻟﺸﺨﺹ ﻜﻠﻴ‪‬ﺎ ﻓﻲ ﺃﺤﻭﺍل ﻜﺜﻴﺭﺓ ﺠﺩ‪‬ﺍ ﻓﻲ ﺇﻨﻬﺎﺀ‬
‫ﻋﻤﻠﻪ ﻓﻲ ﻤﻭﺍﻋﻴﺩﻩ ﺨﻁﺄﻩ ﻫﻭ‪ .‬ﻫل ﻫﻨﺎﻙ ﺸﻲﺀ ﻤﺎ ﻜـﺎﻥ ﺒﺎﺴـﺘﻁﺎﻋﺘﻙ ﻋﻤﻠـﻪ‬
‫ﻟﻠﻤﺴﺎﻋﺩﺓ؟ ﻫل ﻓﻭﻀﺕ ﺇﻟﻴﻪ ﺒﻤﺴﺅﻭﻟﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻼﺯﻡ؟ ﻫل ﻫﻨﺎﻙ ﺃﻱ ﺍﺤﺘﻤﺎل‬
‫ﻷﻥ ﺘﻜﻭﻥ ﻤﺨﻁﺌًﺎ ﻓﻲ ﺫﻟﻙ؟‬

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‫‪ -٤‬ﻴﺒﺩﻭ ﺃﻥ ﺍﻟﺸﺨﺹ ﺍﻟﺫﻱ ﻴ‪‬ﻌﻁﻰ ﻫﺫﻩ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻏﻴﺭ ﻤﻌﺘﺎﺩ ﺃﺒـﺩﹰﺍ ﻋﻠـﻰ‬
‫ﺘﻘﺩﻴﻡ ﺍﻟﻤﺩﺡ‪ .‬ﻓﺎﻟﺸﺨﺹ ﺍﻟﺫﻱ ﻴ‪‬ﻌﻁﻲ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻴﻌﺘﺭﻑ ﻤﻜﺭﻫﹰﺎ ﺒﺤﻘﻴﻘﺔ‬
‫ﻻ ﻋﻥ ﺃﻥ ﻨﺩﻉ ﺫﻟﻙ ﺍﻟـﺸﺨﺹ‬
‫ﺃﻥ ﺍﻟﺸﺨﺹ ﻗﺎﻡ ﺒﺄﺩﺍﺀ ﻤﺎ ﻜﺎﻥ ﻤﺘﻭﻗﻌﹰﺎ ﻭﻟﻜﻥ‪ ،‬ﺒﺩ ﹰ‬
‫ﻻ ﺇﻟﻰ ﺃﺸﻴﺎﺀ ﺴﻠﺒﻴﺔ‪.‬‬
‫ﻴﺠﺩ ﺒﻌﺽ ﺍﻟﻤﺘﻌﺔ ﻓﻲ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ‪ ،‬ﺘﺘﺤﻭل ﺤﺎ ﹰ‬
‫‪ -٥‬ﺃﺨﻴﺭﺍﹰ‪ ،‬ﻻ ﺘﻭﺠﺩ ﻤﺤﺎﻭﻟﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻟﻔﻬﻡ ﻤﺎﻫﻴﺔ ﺍﻟﺨﻁﺄ‪ .‬ﺭﺒﻤـﺎ‬
‫ﻴﻜﻭﻥ ﻤﻥ ﺍﻟﻅﺎﻫﺭ ﻟﻜل ﺍﻟﻤﻬﺘﻤﻴﻥ ﺒﺄﻥ ﺍﻟﺯﺒﻭﻥ ﻤﻨﺯﻋﺞ‪ ،‬ﻟﻜﻥ ﺴﺘـﺴﻌﻰ ﺍﻟﺘﻐﺫﻴـﺔ‬
‫ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺍﻟﺴﺒﺏ‪ ،‬ﻤﻥ ﺩﻭﻥ ﺘﻭﺠﻴﻪ ﺍﻟﻠﻭﻡ‪ ،‬ﻤـﻊ ﻗـﺼﺩ‬
‫ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﻋﺩﻡ ﺤﺩﻭﺜﻬﺎ ﻤﺭﺓ ﺃﺨﺭﻯ‪.‬‬

‫ﺘﻁﺒﻴﻕ ﻤﻬﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﺓ ﺒﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ ﺴﻴﻌﻨﻲ ﺒﺎﻟﻀﺭﻭﺭﺓ ﺃﻨﻪ ﺴـﺘﻜﻭﻥ ﻫﻨـﺎﻙ‬
‫ﺤﺎﺠﺔ ﺇﻟﻰ ﺃﻥ ﺘﻜﻭﻥ ﺼﺎﺩﻗﹰﺎ‪ .‬ﻟﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﻤﻜﺎﻥ ﻟﻌﺩﻡ ﺍﻹﺨﻼﺹ ﻭﺍﻟﺴﺨﺭﻴﺔ ﻓـﻲ‬
‫ﺘﻁﻭﺭ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻤﻥ ﺇﺩﺍﺭﺘﻙ‪.‬‬
‫ﻋﺎﺩﺓ ﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻨﺎﺱ ﺍﻟﺫﻴﻥ ﻨﺘﻌﺎﻤل ﻤﻌﻬﻡ ﺃﻜﺜﺭ ﻓﻁﻨﺔ ﺒﻜﺜﻴﺭ ﻤﻤﺎ ﻨﻌﺘﺭﻑ ﻟﻬﻡ ﺒﻪ‪.‬‬
‫ﻓﻜﺭ ﻓﻲ ﺃﻭﻗﺎﺕ ﻋﺭﻓﺕ ﻓﻴﻬﺎ ﺃﻥ ﺃﺸﺨﺎﺼﹰﺎ ﻟﻡ ﻴﻜﻭﻨﻭﺍ ﺼﺎﺩﻗﻴﻥ ﻤﻌـﻙ ﻓـﻲ ﻤـﻭﻗﻔﻬﻡ‬
‫ﻨﺤﻭﻙ؛ ﻤﺎ ﺍﻟﺫﻱ ﻓﻀﺤﻬﻡ؟‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﺍﺴﺘﺨﺩﻤﻭﻫﺎ؟‬ ‫•‬
‫ﻨﺒﺭﺓ ﺍﻟﺼﻭﺕ ﺍﻟﺘﻲ ﺘﺒﻨﻭﻫﺎ؟‬ ‫•‬
‫ﻤﺤﺘﻭﻯ ﻤﺎ ﻜﺎﻨﻭﺍ ﻴﻘﻭﻟﻭﻨﻪ؟‬ ‫•‬
‫ﺍﻟﺴﻠﻭﻙ ﻏﻴﺭ ﺍﻟﺸﻔﻬﻲ ﺍﻟﺫﻱ ﺍﺴﺘﺨﺩﻤﻭﻩ؟‬ ‫•‬
‫ﺍﻨﻌﺩﺍﻡ ﺍﻻﺘﺼﺎل ﺍﻟﺒﺼﺭﻱ؟‬ ‫•‬

‫ﻓﻜﺭ ﻟﺤﻅﺔ ﻟﺘﻔﺤﺹ ﻓﻴﻬﺎ ﻤﺩﻯ ﺼﺩﻗﻙ ﻓﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﺘﺘﻌﺎﻤل ﺒﻬﺎ ﻤﻊ ﻤﻭﻅﻔﻴﻙ‪.‬‬

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‫ﻓﻜﺭ ﻤﻥ ﺨﻼل ﺇﺠﺎﺒﺎﺘﻙ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﺩﻭ‪‬ﻥ ﻤﻼﺤﻅﺎﺕ ﺇﺫﺍ ﺭﻏﺒﺕ‬
‫ﺤﻭل ﺃﻤﺜﻠﺔ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﺴﺒﺒﺔ ﻹﺠﺎﺒﺘﻙ‪.‬‬
‫ﻫل ﺃﺘﺤﺎﻴل ﻋﻠﻰ ﺍﻟﻨﺎﺱ ﺃﺒﺩﹰﺍ ﻟﻔﺭﺽ ﻁﺭﻴﻘﺘﻲ ﺍﻟﺨﺎﺼﺔ؟‬

‫ﻫل ﺍﻫﺘﻤﺎﻤﻲ ﺒﻨﺠﺎﺡ ﺍﻟﻔﺭﻴﻕ ﻤﺒﻨﻲ ﻋﻠﻰ ﺍﻻﻋﺘﻘﺎﺩ ﻓﻲ ﺍﻟﻔﺭﻴﻕ‪ ،‬ﺃﻡ ﻋﻠﻰ ﺍﻟﻤﻨﻔﻌﺔ ﺍﻟﺘـﻲ‬
‫ﺴﺄﺤﺼل ﻋﻠﻴﻬﺎ؟‬

‫ﻋﻨﺩﻤﺎ ‪‬ﻴﺠِﻴﺩ ﻋﻀﻭ ﻤﻥ ﺍﻟﻔﺭﻴﻕ‪ ،‬ﻫل ﺃﺘﻤﻨﻰ ﺤﻘ ﹰﺎ ﻟﻭ ﺃﻨﻨﻲ ﻜﻨﺕ ﺃﻨﺎ ﺍﻟﺫﻱ ﻗﺎﻡ ﺒﺫﻟﻙ؟‬

‫ﻫل ﺃُﻭﺠﻪ ﺍﻟﺜﻨﺎﺀ ﺩﺍﺌﻤﹰﺎ ﻋﻠﻰ ﻤﻀﺽ؟‬

‫ﻫل ﺃﺅﻤﻥ ﺤﻘﹰﺎ ﺒﻘﻴﻡ ﻤﺅﺴﺴﺘﻲ ﻭﻫﺩﻓﻬﺎ ﺃﻡ ﺃﻨﻪ ﻤﺠﺭﺩ ﻗﻭل؟‬

‫ﻫل ﻫﻨﺎﻙ ﺃﻱ ﺸﻲﺀ ﺃﻜﺜﺭ ﺃﻫﻤﻴﺔ ﻤﻥ ﺇﻨﺠﺎﺯ ﺍﻟﻌﻤل؟‬

‫ﻫل ﺃﺘﺨﻠﻰ ﻋﻥ ﺍﻟﺫﻴﻥ ﻻ ﻴﻌﺠﺒﻭﻨﻨﻲ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺃﻨﻬﻡ ﻴﻘﻌﻭﻥ ﺘﺤﺕ ﻤﺴﺅﻭﻟﻴﺘﻲ؟‬

‫ﻫل ﺃﺤﺎﻭل ﺃﻥ ﺃﻜﻭﻥ ﻤﻨﺼﻔﺎﹰ؟‬

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‫ﺁﻤل ﺃﻥ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺘﻠﻙ ﺍﻷﺴﺌﻠﺔ ﻟﻡ ﺘﻜﻥ ﺒﻤﺜﺎﺒﺔ ﻋﻤل ﺸﺎﻕ ﺒﺎﻟﻨـﺴﺒﺔ ﻟـﻙ‪.‬‬
‫ﻟﻜﻥ ﻫل ﺘﺩﺭﻙ ﺍﻟﻔﻜﺭﺓ؟ ﺒﺄﻓﻀل ﺍﻟﻨﻭﺍﻴﺎ ﺍﻟﺤﺴﻨﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﻨﺤﻥ ﻟـﺴﻨﺎ ﺩﺍﺌﻤـﹰﺎ ﺼـﺎﺩﻗﻴﻥ‬

‫ﻜﻤﺩﻴﺭﻴﻥ ﻜﻤﺎ ﻨﻭﺩ ﺃﻥ ﻨﻜﻭﻥ‪ ،‬ﻭﻫﺫﺍ ﺴﻴﻘﻭﺩ ﺇﻟﻰ ﻤﻭﺍﻗﻑ ﺴﻠﺒﻴﺔ ﻭﻟﻴﺱ ﺇﻟﻰ ﻤﻭﺍﻗﻑ ﺇﻴﺠﺎﺒﻴﺔ‪.‬‬

‫ﻗﺒل ﺃﻥ ﻨﻨﺘﻘل ﻤﻥ ﻫﺫﺍ ﺍﻟﻘﺴﻡ ﻓﺈﻨﻪ ﺠﺩﻴﺭ ﺒﻨﺎ ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻟﻨﻘﻁﺔ ﺍﻟﻌﺎﺒﺭﺓ ﺁﻨﻔ ﹰﺎ ﺤـﻭل‬
‫ﺍﻟﺘﻭﺍﺼل ﻏﻴﺭ ﺍﻟﺸﻔﻬﻲ‪.‬‬
‫ﺘﺨﻴ‪‬ل ﺃﻥ ﺸﺨﺼ ﹰﺎ ﻴ‪‬ﻘﺩﻡ ﻟﻙ ﺘﻘﺭﻴﺭﹰﺍ ﻋﻥ ﺃﺭﻗﺎﻡ ﻤﺒﻴﻌﺎﺕ ﻫﺫﺍ ﺍﻟﺸﻬﺭ ﻭﺘﻘﺩﻴﺭﺍﺕ ﻋـﻥ‬
‫ﺍﻷﺸﻬﺭ ﺍﻟﻤﻘﺒﻠﺔ‪ .‬ﻗﺩ ﺘﻜﻭﻥ ﺍﻷﺭﻗﺎﻡ ﺤﺴﻨﺔ ﺃﻭ ﺴﻴﺌﺔ‪ ،‬ﻫﺫﺍ ﻻ ﻴﻬﻡ‪ .‬ﻓﻜـﺭ ﻓـﻲ ﻤﺎﻫﻴـﺔ‬
‫ﺍﻟﺘﻭﺍﺼل ﻏﻴﺭ ﺍﻟﺸﻔﻬﻲ ﺍﻟﺫﻱ ﺘﺘﻭﻗﻊ ﺭﺅﻴﺘﻪ ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﺸﺨﺹ ﻴﻘﺩﻡ ﺍﻟﺘﻘﺭﻴﺭ ﺒﻁﺭﻴﻘـﺔ‬
‫ﻻ ﻋﻥ ﻁﺭﻴﻘﺔ ﺴﻠﺒﻴﺔ‪.‬‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﺒﺩ ﹰ‬
‫ﺩ ‪‬ﻭﻥ ﺒﺎﺨﺘﺼﺎﺭ ﺃﺭﺒﻌﺔ ﺃﺸﻴﺎﺀ ﺘﺘﻭﻗﻊ ﺃﻥ ﺘﺭﺍﻫﺎ ﻭﺍﻟﺘﻲ ﺘﺅﻜﺩ ﻋﻠﻰ ﺃﻥ ﺍﻻﺘﺼﺎل‬
‫ﻏﻴﺭ ﺍﻟﺸﻔﻬﻲ ﻨﻬﺞ ﺇﻴﺠﺎﺒﻲ‪.‬‬

‫ﺭﺒﻤﺎ ﻗﺩ ﺘﻜﻭﻥ ﺘﻌﺭ‪‬ﻓﺕ ﻋﻠﻰ ﺇﺠﺭﺍﺀ ﺍﻻﺘﺼﺎل ﺍﻟﺒﺼﺭﻱ ﺍﻟﺠﻴـﺩ‪ ،‬ﺍﻟﺠﻠـﻭﺱ ﻋﻠـﻰ‬
‫ﺍﻟﻜﺭﺴﻲ ﻋﻠﻰ ﻨﺤﻭ ﻤﺘﻘﺩ‪‬ﻡ‪ ،‬ﻭﺒﻬﻴﺌﺔ ﻤﺘﻔﺘﺤﺔ‪ ،‬ﻭﺒﻨﺒﺭﺓ ﺼﻭﺕ ﻤﺘﺤﻤﺴﺔ‪ ،‬ﻭﺒﻤﻅﻬﺭ ﺃﻨﻴﻕ‪،‬‬
‫ﻭﺒﺎﺒﺘﺴﺎﻤﺔ‪ ،‬ﻭﺒﺈﻴﻤﺎﺀﺍﺕ ﻤﺴﺎﻨـﺩﺓ‪ .‬ﺴﺘﻨﺯﻉ ﻜل ﻫﺫﻩ ﺍﻷﻤﻭﺭ ﺇﻟﻰ ﺩﻋﻡ ﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ‬
‫ﻤﻥ ﺍﻟﻤﺘﺤﺩﺙ‪.‬‬

‫ﻭﺘﺫﻜﺭ ﺃﻨﻪ ﻤﺜﻠﻤﺎ ﻴﺴﺘﻁﻴﻊ ﺍﻻﺘﺼﺎل ﻏﻴﺭ ﺍﻟﺸﻔﻬﻲ ﺃﻥ ﻴـﺩﻋﻡ ﺍﻟﻤﻭﻗـﻑ ﺍﻹﻴﺠـﺎﺒﻲ‪،‬‬
‫ﻓﺒﺎﺴﺘﻁﺎﻋﺘﻪ ﺃﻴﻀﹰﺎ ﺃﻥ ُ"ﻴﺴﺭ‪‬ﺏ" ﻤﻭﻗﻔﹰﺎ ﺴﻠﺒﻴ‪‬ﺎ‪ .‬ﺇﺫﺍ ﻓﻜﺭﺕ ﻓﻴﻪ ﻟﻠﺤﻅﺔ ﺃﻭ ﺘﺭﻗﺒﺘـﻪ ﻓﻲ‬
‫ﻤﻭﻗﻊ ﺍﻟﻌﻤل‪ ،‬ﻓﺘﺩﻫﺵ ﻜﻴﻑ ﺃﻥ ﺍﻟﺘﺤﻔﻴﺯ ﺍﻟﻀﻤﻨﻲ ﻟﻤﺎ ﻴﻘﻭﻟﻪ ﺍﻟﻨﺎﺱ ﻴﻨﻬﺎﺭ ﺒﺴﺒﺏ ﻓﺸل‬

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‫ﺍﺘﺼﺎﻟﻬﻡ ﻏﻴﺭ ﺍﻟﺸﻔﻬﻲ ﻟﺩﻋﻡ ﺍﻟﺘﺤﻔﻴﺯ‪ .‬ﻫﺫﺍ ﻤﺎ ﻴ‪‬ﺴﻤﻰ ﺃﺤﻴﺎﻨﹰﺎ "ﺒﺎﻟﺘﺴﺭ‪‬ﺏ"ﺤﻴﺙ ﻗﺩ ﻴﻘﻭل‬
‫ﻤﺘﺤﺩﺙ ﺸﻴﺌًﺎ ﻤﺜل "ﺃﺸﻜﺭﻙ ﻋﻠﻰ ﺘﺄﺩﻴﺔ ﺍﻟﻌﻤل ﺒﺼﻭﺭﺓ ﺤﺴﻨﺔ" ﺒﻴﻨﻤﺎ ﻫﻭ ﻓﻲ ﺍﻟﺤﻘﻴﻘـﺔ‬
‫ﻴﻔﺸﻲ ﻋﻥ ﺤﻘﻴﻘﺔ ﺃﻨﻪ ﻻ ﻴﻌﺘﻘﺩ ﺤﻘﹰﺎ ﺃﻥ ﺍﻟﻌﻤل ﻜﺎﻥ ﺠﻴﺩﹰﺍ ﻋﻠﻰ ﺍﻹﻁﻼﻕ‪ ،‬ﻋﻥ ﻁﺭﻴـﻕ‬
‫ﻭﻗﻭﻓﻪ‪ ،‬ﺃﻭ ﺘﺩﻭﻴﺭ ﻋﻴﻨﻴﻪ ﺃﻭ ﺇﺸﺎﺭﺍﺕ ﺃﺨﺭﻯ ﺘﹸﻅﻬﺭ ﺃﻨﻪ ﻟﻴﺱ ﺼﺎﺩﻗﹰﺎ‪ .‬ﻻ ﻤﻜﺎﻥ ﻟﻤﺜـل‬
‫ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺴﻠﻭﻙ ﻓﻲ ﻤﻭﻗﻔﻙ ﺍﻹﻴﺠﺎﺒﻲ‪ .‬ﻴﻜﻤﻥ ﺠﺯﺀ ﻤﻥ ﻓﻥ ﻜﻭﻨﻙ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻓﻲ‬
‫ﺃﻥ ﺘﺤﺎﻭل ﺩﺍﺌﻤﹰﺎ ﺃﻥ ﺘﻜﻭﻥ ﺼﺎﺩﻗ ﹰﺎ ﻭﻤﺨﻠﺼ ﹰﺎ ﻭﺃﺤﺭﺹ ﻋﻠـﻰ ﺃﻥ ﺘﻭﺍﺼـﻠﻙ ﻏﻴـﺭ‬
‫ﺍﻟﺸﻔﻬﻲ ﻴﻌﻁﻲ ﺍﻟﺭﺴﺎﻟﺔ ﻨﻔﺴﻬﺎ ﺍﻟﺘﻲ ﺘﻌﺘﻘﺩ ﺃﻨﻙ ﺘﻌﺒﺭ ﻋﻨﻬﺎ‪.‬‬
‫א‬ ‫א‬
‫ﻋﻨﺩﻤﺎ ﺘﻨﻅﺭ ﻓﻲ ﻤﺭﺁﺓ‪ ،‬ﻤﺎﺫﺍ ﺘﺭﻯ؟ ﺤﺴﻨﺎﹰ‪ ،‬ﺒﺎﻟﻁﺒﻊ‪ ،‬ﺘﺭﻯ ﻨﻔﺴﻙ‪ ،‬ﻟﻜﻥ ﺇﺫﺍ ﻤﺎ ﻁﹸﻠﺏ‬
‫ﻤﻨﻙ ﺃﻥ ﺘﺼﻑ ﻨﻔﺴﻙ‪ ،‬ﻤﺎﺫﺍ ﺴﺘﻘﻭل؟ ﺍﻟﻔﻜﺭﺓ ﺒﺭﻤﺘﻬﺎ ﻫﻲ ﺇﺫﺍ ﻟﻡ ﺘﺤﺘﺭﻡ ﻨﻔﺴﻙ ﻭﺘﺸﻌﺭ‬
‫ﺒﺎﻟﺭﺍﺤﺔ ﻭﺍﻹﻴﺠﺎﺒﻴﺔ ﻨﺤﻭﻫﺎ‪ ،‬ﻜﻴﻑ ﻭﺃﻨﺕ ﻤﺩﻴﺭ‪ ،‬ﺴﺘﻜﻭﻥ ﻗـﺎﺩﺭﹰﺍ ﻋﻠـﻰ ﺃﻥ ﺘﺤﺘـﺭﻡ‬
‫ﺍﻵﺨﺭﻴﻥ ﻭﺘﺸﻌﺭ ﺒﺎﻟﺭﺍﺤﺔ ﻨﺤﻭﻫﻡ؟ ﻓﻲ ﻤﻌﻅﻡ ﺍﻷﺤﻴﺎﻥ ﺍﻟﻤـﺩﻴﺭﻭﻥ ﺴـﻠﺒﻴﻭﻥ ﻨﺤـﻭ‬
‫ﺍﻵﺨﺭﻴﻥ ﻷﻨﻬﻡ ﻴﺸﻌﺭﻭﻥ ﺒﺎﻹﺤﺒﺎﻁ ﺃﻭ ﻷﻨﻬﻡ ﺴﻠﺒﻴﻭﻥ ﻨﺤﻭ ﺃﻨﻔﺴﻬﻡ‪ ،‬ﻭﻋﻨـﺩﻤﺎ ﻴ‪‬ـﺭﻯ‬
‫ﺍﻵﺨﺭﻭﻥ ﻤﻥ ﻤﻭﻅﻔﻴﻬﻡ ﻭﻫﻡ ﻴﺅﺩﻭﻥ ﻋﻤﻠﻬﻡ ﺒﺼﻭﺭﺓ ﺤـﺴﻨﺔ‪ ،‬ﻓـﺈﻥ ﺍﻟﻤـﺩﻴﺭﻴﻥ ﻻ‬
‫ﻴﺴﺘﻁﻴﻌﻭﻥ ﺃﻥ ﻴﺤﻤﻠﻭﺍ ﺃﻨﻔﺴﻬﻡ ﻋﻠﻰ ﺍﻻﻋﺘﺭﺍﻑ ﺒﺫﻟﻙ‪.‬‬
‫ﺩﻋﻨﺎ ﻨﺩﻭ‪‬ﻥ ﺒﻌﻀﹰﺎ ﻤﻥ ﺨﺼﺎﺌﺹ ﺍﻟﻨﺎﺱ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﺼﻭﺭﺓ ﺫﺍﺕ ﺼﺤﻴﺔ‪ ،‬ﻭﺒﺎﻟﺘـﺎﻟﻲ‬
‫ﻫﻡ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺘﺒﻨﻲ ﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ ﻟﺴﻠﺴﻠﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻤﺘﻌﻭﻥ ﺒﻬﺎ‪.‬‬
‫ﺍﻷﺸﺨﺎﺹ ﺫﻭﻭ ﺼﻭﺭﺓ ﺍﻟﺫﺍﺕ ﺍﻟﺼﺤﻴﺔ‪-:‬‬
‫ﻋﺎﺩﺓ ﻤﺎ ﻴﻜﻭﻥ ﻟﺩﻴﻬﻡ ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﻴﺅﻤﻨﻭﻥ ﺒﻬﺎ ﺒﻘﻭﺓ‪ ،‬ﻭﻋﻠـﻰ ﺍﺴـﺘﻌﺩﺍﺩ‬ ‫•‬
‫ﻟﻺﺼﺭﺍﺭ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻟﻜﻥ ﻓﻲ ﺍﻟﻭﻗﺕ ﻨﻔﺴﻪ ﻟﺩﻴﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠـﻰ ﺍﻹﺼـﻐﺎﺀ‬
‫ﻟﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺍﻵﺨﺭﻴﻥ ﻭﺍﺤﺘﺭﺍﻤﻬﺎ‪.‬‬

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 ‫ﻟﺩﻴﻬﻡ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻟﻠﺘﻐﻴﻴﺭ‪ ،‬ﺇﺫﺍ ﺍﺘﻀﺢ ﺃﻨﻬﻡ ﺨﺎﻁﺌﻭﻥ‪.‬‬ ‫•‬
‫ﻟﺩﻴﻬﻡ ﺍﻟﺜﻘﺔ ﻓﻲ ﻗﺭﺍﺭﺍﺘﻬﻡ ﻭﻟﻴﺴﻭﺍ ﻋﺭﻀﺔ ﻟﻠﺸﻌﻭﺭ ﺒﺎﻟﺫﻨﺏ ﺃﻭ ﺍﻟﻨﺩﻡ ﻋﻠـﻰ‬ ‫•‬
‫ﺍﺘﺨﺎﺫﻫﺎ‪.‬‬
‫ﻴﺘﻘﺒﻠﻭﻥ ﺍﻷﺨﻁﺎﺀ ﻜﺠﺯﺀ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻟـﺘﻌﻠﻡ ﻤـﻥ ﺩﻭﻥ ﺍﻟﺘﺨـﺒﻁ ﻓﻴﻬـﺎ‪،‬‬ ‫•‬
‫ﻭﻴﺼﻤﻤﻭﺍ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﻤﺎﻫﻴﺔ ﺍﻟﺨﻁﺄ ﻤﻊ ﺭﺅﻴﺔ ﻟﻠﺘﺤﺴﻴﻥ‪.‬‬
‫ﻴﺸﻌﺭﻭﻥ ﺒﺎﻟﻤﺴﺎﻭﺍﺓ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺒﻐﺽ ﺍﻟﻨﻅـﺭ ﻋـﻥ ﻤﻬـﺎﺭﺍﺘﻬﻡ ﺃﻭ‬ ‫•‬
‫ﻤﺅﻫﻼﺘﻬﻡ ﻭﻴﺴﺘﻁﻴﻌﻭﻥ ﺘﻘﺒل ﺇﻨﺠﺎﺯﺍﺘﻬﻡ ﻋﻥ ﻁﻴﺏ ﺨﺎﻁﺭ‪.‬‬
‫ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺘﻘﺒل ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‪.‬‬ ‫•‬
‫ﻴﻌﺘﻘﺩﻭﻥ ﺃﻥ ﺍﻟﻨﺎﺱ ﺍﻵﺨﺭﻴﻥ ﻤﻬﻤﻭﻥ ﻭﻫﻡ ﻴﻨﺯﻋﻭﻥ ﺇﻟﻰ ﺍﻟﺒﺤـﺙ ﻋـﻥ‬ ‫•‬
‫ﺃﻓﻀل ﻤﺎ ﻓﻴﻬﻡ‪.‬‬
‫ﻟﻴﺴﻭﺍ ﺨﺠﻠﻴﻥ ﻤﻥ ﻜﻭﻨﻬﻡ ﻋﺎﻁﻔﻴﻴﻥ ﻭﻻ ﻴﺭﻭﻥ ﻫﺫﺍ ﺍﻷﻤﺭ ﺩﻟﻴل ﻀﻌﻑ‪.‬‬ ‫•‬
‫ﻻ ﻴﺴﻴﻁﺭﻋﻠﻴﻬﻡ ﺃﻨﺎﺱ ﺁﺨﺭﻭﻥ‪.‬‬ ‫•‬

‫ﻴﺼﺒﺢ ﺍﻟﻨﺎﺱ ﺫﻭﻭ ﺼﻭﺭﺓ ﺍﻟﺫﺍﺕ ﺍﻟﺼﺤﻴﺔ ﻤﺩﻴﺭﻴﻥ ﺫﻭﻱ ﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ ﺠﻴﺩ‪.‬‬
‫ﻼ ﻟﻜل ﺃﻭﻟﺌﻙ‪ ،‬ﻓﻼ ﺘﻘﻠﻕ ﻫﻨﺎﻙ ﺃﻤل!‬
‫ﺇﺫﺍ ﻟـﻡ ﺘﺸﻌﺭ ﺒﺄﻨﻙ ﻤﻤﺎﺜ ﹰ‬

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 ‫ﺠﺭﺏ ﻫﺫﺍ ﺍﻟﺘﻤﺭﻴﻥ ﺤﻭل ﺍﺤﺘﺭﺍﻤﻙ ﻟﺫﺍﺘﻙ ﺜﻡ ﺍﻗﺭﺃ ﺍﻟﻤﻼﺤﻅـﺎﺕ ﺍﻟﻼﺤﻘـﺔ‬
‫ﻟﺒﻌﺽ ﺍﻟﻨﺼﺢ ﺤﻭل ﻜﻴﻔﻴﺔ ﺘﻁﻭﻴﺭ ﺍﺤﺘﺭﺍﻡ ﺫﺍﺘﻲ ﺼﺤﻲ‪.‬‬

‫ﺍﺒﺩﺃ ﺒﺎﻟﺘﻔﻜﻴﺭ ﻓﻲ ﻭﻗﺕ ﻓﻲ ﺤﻴﺎﺘﻙ ﻋﻨﺩﻤﺎ ﺸﻌﺭﺕ ﻓﻴﻪ ﺤﻘﹰﺎ ﺒﺄﻨﻙ ﻤ‪‬ﻘﺩ‪‬ﺭﺍﹰ‪ ،‬ﻭﺃﻥ ﺍﺤﺘﺭﺍﻤﻙ‬
‫ﻟﺫﺍﺘﻙ ﻜﺎﻥ ﻋﺎﻟﻴﹰﺎ ﻨﺘﻴﺠﺔ ﻟﺫﻟﻙ‪ .‬ﺜﻡ ﻓﻜﺭ ﻓﻲ ﻭﻗﺕ ﺸﻌﺭﺕ ﻓﻴﻪ ﺒﺄﻨﻙ ﻜﻨﺕ ﻋﺩﻴﻡ ﺍﻟﻘﻴﻤﺔ‬
‫ﺒﺎﻟﻜﺎﻤل‪ ،‬ﻭﻜﺎﻥ ﻜل ﺸﻲﺀ ﺨﺎﻁﺌ ﹰﺎ ﻭﻜﺎﻥ ﺍﺤﺘﺭﺍﻤﻙ ﻟﺫﺍﺘﻙ ﻗﻠﻴل ﺠﺩ‪‬ﺍ‪ .‬ﺩﻉ ﻫﺫﻩ ﺘـﺸﻜل‬
‫ﻁﺭﻓﻲ ﻤﻘﻴﺎﺱ ﺤﻴﺙ ﻴﻤﺜل ﺭﻗﻡ )‪ (١‬ﺃﻗل ﺍﺤﺘﺭﺍﻡ ﻟﺫﺍﺘﻙ‪ ،‬ﻭﻴﻤﺜل ﺭﻗـﻡ )‪ (١٠‬ﺃﻋﻠـﻰ‬
‫ﺍﺤﺘﺭﺍﻡ ﻟﺫﺍﺘﻙ ﺸﻌﺭﺕ ﺒﻪ ﻋﻠﻰ ﺍﻹﻁﻼﻕ‪.‬‬
‫ﺍﺤﺘﺭﺍﻡ ﻟﻠﺫﺍﺕ‬ ‫ﺍﺤﺘﺭﺍﻡ ﻟﻠﺫﺍﺕ‬
‫‪١٠‬‬ ‫‪٩‬‬ ‫‪٨‬‬ ‫‪٧‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬

‫ﺍﻵﻥ ﻓﻜﺭ ﻓﻲ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﺃﻨﺕ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻌﻤل ﻓﻲ ﻫﺫﻩ ﺍﻵﻭﻨﺔ‪ .‬ﺃﻴﻥ ﺘﻘـﻑ ﺤﺎﻟﻴـﹰﺎ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺴﻙ ﺍﻟﺸﺨﺼﻲ ﻻﺤﺘﺭﺍﻡ ﺍﻟﺫﺍﺕ؟‬
‫ﻫل ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺃﻨﻙ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻘﻴﺎﻡ ﺒﺸﻲﺀ ﻤﻥ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺃﻡ ﺃﻨﻙ ﻤﺴﺘﻌﺩ‬
‫ﺘﻤﺎﻤ ﹰﺎ ﻟﺘﺒﻨﻲ ﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻹﺩﺍﺭﺓ؟‬

‫ﺇﺫﺍ ﻜﻨﺕ ﺤﻘﹰﺎ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺃﻥ ﺘﺒﺩﺃ ﺒﺸﻲﺀ ﻤﻥ ﺇﻋﺎﺩﺓ ﺒﻨﺎﺀ ﺍﺤﺘﺭﺍﻡ ﺍﻟﺫﺍﺕ‪ ،‬ﻫﻨﺎ ﺒﻌـﺽ‬
‫ﺍﻟﻨﺼﺎﺌﺢ ﺍﻟﻌﻤﻠﻴﺔ ﻟﺘﺒﺩﺃ ﺒﻬﺎ‪-:‬‬
‫ﻻ‬
‫ﻕ ﻨﻅﺭﺓ ﺠﻴﺩﺓ ﻭﺼﺎﺩﻗﺔ ﻋﻠﻰ ﻨﻔﺴﻙ ﻭﻋ‪‬ﺩ ﻟﻼﺘﺼﺎل ﺒﻨﻔﺴﻙ ﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﺒـﺩ ﹰ‬ ‫ﺃﻟ ِ‬
‫ﻋﻥ ﺍﻟﺸﺨﺹ ﺍﻟﺫﻱ ﺘﺭﻏﺏ ﻓﻲ ﺃﻥ ﺘﻜﻭﻥ ﻫﻭ‪ .‬ﻫﺫﺍ ﺴﻴﻌﻁﻴﻙ ﻓﻜﺭﺓ ﻋﻥ ﻤﺩﻯ ﺍﻟﺒﻌـﺩ‬
‫ﺍﻟﺫﻱ ﻴﺠﺏ ﻋﻠﻴﻙ ﺃﻥ ﺘﺫﻫﺏ ﺇﻟﻴﻪ‪ ،‬ﻭﺇﺫﺍ ﻤﺎ ﻜﺎﻨﺕ ﺘﻭﻗﻌﺎﺘﻙ ﻭﺍﻗﻌﻴﺔ‪ .‬ﺍﻤـﺘﺤﻥ ﺼـﺩﻕ‬
‫ﺍﻟﻤﻘﻭﻟﺔ "ﻤﺎ ﺨﻁﺏ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﺃﻨﺘﻬﺠﻬﺎ؟ "‬

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‫ﻻ ﺘﻠﻙ ﺍﻟﺼﻔﺎﺕ ﺍﻟﺘﻲ ﺘﺤﺒﻬـﺎ ﻓـﻲ‬
‫ﺍﻋﻤل ﻗﺎﺌﻤﺔ ﻟﺼﻔﺎﺘﻙ ﺍﻟﺠﻴﺩﺓ ﻜﻠﻬﺎ‪ ،‬ﺃﻭ ﹰ‬ ‫•‬
‫ﻨﻔﺴﻙ ﺜﻡ ﺘﻠﻙ ﺍﻟﺘﻲ ﻴﺤﺒﻬﺎ ﺍﻵﺨﺭﻭﻥ ﻓﻴﻙ‪ .‬ﻫل ﺃﻨﺕ ﻤﻬﺘﻡ ﺒﺎﻵﺨﺭﻴﻥ؟ ﺫﻭ‬
‫ﺸﺨﺼﻴﺔ ﺠﺫﺍﺒﺔ؟ ﺫﻜﻲ؟ ﺫﻭ ﻋﻘﻠﻴﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ؟ … ﺃﻭ ﺃﻱ ﺸﻲﺀ؟ ﻓﻘﻁ ﺘﺄﻜﺩ‬
‫ﺃﻨﻙ ﺘﹸﺭﻜﺯ ﻋﻠﻰ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻹﻴﺠﺎﺒﻴﺔ‪.‬‬
‫ﺘﻌﻤ‪‬ﺩ ﻨﺒﺫ ﺘﻠﻙ ﺍﻟﺠﻭﺍﻨﺏ ﻓﻲ ﺫﺍﺘﻙ ﺍﻟﺘﻲ ﺃﻨﺕ ﻏﻴﺭ ﺴﻌﻴﺩ ﺒﻬﺎ‪ .‬ﻭﻗل ﻟﻨﻔﺴﻙ‪:‬‬ ‫•‬
‫ﺇﻨﻬﺎ ﻏﻴﺭ ﻤﻬﻤﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻙ ﻭﺫﻟﻙ ﻫﻭ ﻜل ﻤﺎ ﻴﻬـﻡ‪ .‬ﺇﺫﺍ ﻜﺎﻨـﺕ ﻫﻨـﺎﻙ‬
‫ﻤﻭﺍﻁﻥ ﻤ‪‬ﺸﻜﻼﺕ ﻭﻻ ﺘﺴﺘﻁﻴﻊ ﺘﺠﺎﻫﻠﻬﺎ ﻭﻟﻜﻥ ﺒﺎﺴﺘﻁﺎﻋﺘﻙ ﻋﻤل ﺸـﻲﺀ‬
‫ﺤﻴﺎﻟﻬﺎ‪ ،‬ﺍﻋﻤل ﺨﻁﺔ ﻟﺘﺼل ﺒﻨﻔﺴﻙ ﺤﻴﺜﻤﺎ ﺘﺭﻴﺩ ﺃﻥ ﺘﻜﻭﻥ‪.‬‬
‫ﺘﻌﻠﹼﻡ ﺃﻥ ﺘﻭﺍﺠﻪ ﺍﻷﻭﻀﺎﻉ ﺍﻟﺘﻲ ﺘﺠﺩﻫﺎ ﺼﻌﺒﺔ‪ ،‬ﺃﻭ ﺘﺤﺎﺸﺎﻫﺎ‪.‬‬ ‫•‬
‫ﻀﻊ ﺩﺍﺌﻤ ﹰﺎ ﺃﻫﺩﺍﻓ ﹰﺎ ﺤﻘﻴﻘﻴﺔ ﻓﺤﺴﺏ‪.‬‬ ‫•‬
‫ﺘﻌﻠﹼﻡ ﺩﺍﺌﻤﹰﺎ ﻗﻭل ﺸﻲﺀ ﻁﻴﺏ ﻋﻥ ﺫﺍﺘﻙ ﻭﻋﻥ ﺇﻨﺠﺎﺯﺍﺘﻙ‪.‬‬ ‫•‬
‫ﻻ ﺘﺘﺠﺎﻫل ﻋﻭﺍﻁﻔﻙ‪ .‬ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺃﻥ ﺘﺘﻌﻠﹼﻡ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻻﺭﺘﻴﺎﺡ ﻤـﻊ ﻨﻔـﺴﻙ‪،‬‬
‫ﻭﻤﻊ ﺸﻜﻠﻙ‪ ،‬ﻭﻤﻊ ﻤﺨﺯﻭﻥ ﻤﻬﺎﺭﺍﺘﻙ‪ ،‬ﻓﺎﻟﺸﻌﻭﺭ ﺒﺎﻻﺭﺘﻴﺎﺡ ﻟﻪ ﺒ‪‬ﻌﺩ ﻋﺎﻁﻔﻲ‪.‬‬
‫מ‬
‫ﻗﺒل ﺃﻥ ﻨﻨﺘﻘل ﻤﻥ ﻫﺫﺍ ﺍﻟﻔﺼل ﻴﺠﺩﺭ ﺃﻥ ﻨﺫﻜﺭ ﺃﻥ ﺠﺯﺀ‪‬ﺍ ﻤﻥ ﻓﻥ ﻜﻭﻨﻙ ﺇﻴﺠﺎﺒﻴـﹰﺎ‬
‫ﻓﻲ ﻤﻬﺎﺭﺍﺘﻙ ﺍﻹﺩﺍﺭﻴﺔ ﻴﺘﻤﺜل ﻓﻲ ﺃﻥ ﺘﺩﺭﻙ ﺃﻥ ﻜﻭﻨﻙ ﺇﻴﺠﺎﺒﻴ ﹰﺎ ﻻ ﻴﻌﻨﻲ ﺒﺒﺴﺎﻁﺔ ﺃﻨـﻙ‬
‫ﻟﺴﺕ ﺴﻠﺒﻴ ﹰﺎ‪ .‬ﻫﺫﺍ ﻤﺒﻨﻲ ﻋﻠـﻰ ﺃﻥ ﻤﺒﺩﺃ ﺍﻟﺴﻼﻡ ﻟﻴﺱ ﻤﺠﺭﺩ ﻏﻴﺎﺏ ﺍﻟﺤـﺭﺏ – ﺇﻨـﻪ‬
‫ﺸﻲﺀ ﺃﻜﺜﺭ ﻋﻤﻘﹰﺎ ﻤﻥ ﺫﻟﻙ‪ .‬ﺍﻟﻭﺍﻗﻊ ﺘﹸﻜﻠﻔﻙ ﺇﻴﺠﺎﺒﻴﺘﻙ ﺃﺤﻴﺎﻨ ﹰﺎ‪ .‬ﺨـﺼﻭﺼ‪‬ﺎ ﻓـﻲ ﺩﻭﺭﻙ‬
‫ﻜﻤﺩﻴﺭ ﺤﻴﻨﻤﺎ ﺴﺘﻜﻭﻥ ﻫﻨﺎﻙ ﺃﻭﻗﺎﺕ ﺘﺸﻌﺭ ﻓﻴﻬﺎ ﺒﺄﻨﻙ ﺒﻌﻴﺩ ﻋـﻥ ﺍﻹﻴﺠﺎﺒﻴـﺔ‪ ،‬ﻟﻜـﻥ‬
‫ﺴﻴﻜﻭﻥ ﺫﻟﻙ ﺍﻟﺸﻌﻭﺭ ﺒﻌﻴﺩﹰﺍ ﻋﻥ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﺸﻌﺭ ﺒﻬﺎ ﻤﻭﻅﻔﻭﻙ‪ .‬ﻭﺃﻨﺕ ﻤﺩﻴﻥ ﻟﻬﻡ‬
‫ﺒﻜﺒﺕ ﺤﺎﺠﺎﺘﻙ ﺍﻟﺨﺎﺼﺔ ﻟﺼﺎﻟﺢ ﺤﺎﺠﺎﺘﻬﻡ‪.‬‬

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‫ﺴﻴﻜﻭﻥ ﻤﻥ ﺍﻟﺴﻬل ﺠﺩﹰﺍ ﺍﻷﺨﺫ ﺒﺎﻟﻤﺨﺭﺝ ﺍﻟﻤﺭﻴﺢ ﻭﺘﺒﻨﻲ ﻭﻀـﻊ ﻤﺤﺎﻴـﺩ ﻭﻏﻴـﺭ‬
‫ﺇﻟﺯﺍﻤﻲ‪ ،‬ﻭﻟﻜﻥ ﻜﻤﺩﻴﺭ ﻴ‪‬ﺘﻭﻗﻊ ﻤﻨﻙ ﺍﻟﻤﺯﻴﺩ‪ .‬ﻓﻤﻭﻗﻔﻙ ﺍﻹﻴﺠﺎﺒﻲ ﺤﺎﺴﻡ ﻷﻭﻟﺌﻙ ﺍﻟﺫﻴﻥ ﻤﻥ‬
‫ﺤﻭﻟﻙ‪ ،‬ﻭﻟﻬﻴﺌﺔ ﻤﻭﻅﻔﻴﻙ ﻭﻟﻤﺅﺴﺴﺘﻙ‪ ،‬ﻜل ﻫﺫﺍ ﻤﺤﺘﻤل ﻷﻨﻙ ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺨﺘـﺎﺭ ﺃﻥ‬
‫ﺘﻜﻭﻥ ﺇﻴﺠﺎﺒﻴﹰﺎ ﺤﺘﻰ ﻟﻭ ﻜﻨﺕ ﻻ ﺘﺸﻌﺭ ﺒﺭﻏﺒﺔ ﻓﻲ ﺫﻟﻙ ﻋﻠﻰ ﻭﺠﻪ ﺍﻟﺨﺼﻭﺹ‪.‬‬
‫ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺨﺘﺎﺭ ﻗﻭل ﺃﺸﻴﺎﺀ ﺇﻴﺠﺎﺒﻴﺔ‪.‬‬ ‫•‬
‫ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺨﺘﺎﺭ ﺇﻋﻁﺎﺀ ﺘﻐﺫﻴﺔ ﺇﺭﺠﺎﻋﻴﺔ ﺇﻴﺠﺎﺒﻴﺔ‪.‬‬ ‫•‬
‫ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺨﺘﺎﺭ ﺇﻋﻁﺎﺀ ﺘﻭﺠﻴﻪ ﺇﻴﺠﺎﺒﻲ‪.‬‬ ‫•‬
‫ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺨﺘﺎﺭ ﺍﻟﺘﺼﺭﻑ ﺒﻁﺭﻕ ﺇﻴﺠﺎﺒﻴﺔ‪.‬‬ ‫•‬

‫ﻓﻲ ﻫﺫﺍ ﺍﻟﻔﺼل ﻨﻅﺭﻨﺎ ﺇﻟﻰ ﻓﻥ ﺍﻟﻤﻭﻗﻑ ﺍﻻﻴﺠﺎﺒﻲ‪ ،‬ﺃﻱ ﺇﻟﻰ ﺒﻌـﺽ ﺍﻟﻘـﻀﺎﻴﺎ ﺫﺍﺕ‬
‫ﺍﻟﻌﻼﻗﺔ‪ .‬ﻗﻤﻨﺎ ﻋﻠﻰ ﻭﺠﻪ ﺍﻟﺨﺼﻭﺹ ‪-:‬‬
‫ﺒﻤﺭﺍﺠﻌﺔ ﺒﻌﺽ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺘﻲ ﺘﺤﺘﺎﺠﻬﺎ ﻟﺘﻁﺒﻕ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ‪.‬‬ ‫•‬
‫ﺒﺘﻌﺭﻴﻑ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸل ﻭﺃﺸﺭﻨﺎ ﺇﻟﻰ ﺍﻟﻨﺎﺱ ﺍﻟﻤﺨﺘﻠﻔﻴﻥ ﻴﺭﻭﻨﻬﻤﺎ ﺒﻁﺭﻕ ﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫•‬
‫ﺒﺈﻤﻌﺎﻥ ﺍﻟﻨﻅﺭ ﻓﻲ ﺃﻫﻤﻴﺔ ﻗﺩﺭﺘﻙ ﻋﻠﻰ ﺘﻘﺒل ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‪.‬‬ ‫•‬
‫ﺒﺎﺴﺘﻌﺭﺍﺽ ﺒﻌﺽ ﻁﺭﻕ ﺇﻋﻁﺎﺀ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‪.‬‬ ‫•‬
‫ﺒﺎﻟﺘﻔﻜﻴﺭ ﻓﻲ ﺃﻫﻤﻴﺔ ﻜﻭﻨﻙ ﺼﺎﺩﻗﺎﹰ‪ ،‬ﺒﻤﺎ ﻓـﻲ ﺫﻟـﻙ ﺘـﺩﻋﻴﻡ ﺍﻹﺨـﻼﺹ‬ ‫•‬
‫ﺒﺎﻟﺘﻭﺍﺼل ﻏﻴﺭ ﺍﻟﺸﻔﻬﻲ‪.‬‬
‫ﺒﻤﻼﺤﻅﺔ ﻤﺩﻯ ﺃﻫﻤﻴﺔ ﺍﻟﺼﻭﺭﺓ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻠﺫﺍﺕ‪ ،‬ﻭﺒﺎﺴﺘﻌﺭﺍﺽ ﺃﺴـﺎﻟﻴﺏ‬ ‫•‬
‫ﻟﺘﻁﻭﻴﺭ ﺍﺤﺘﺭﺍﻡ ﺃﻋﻠﻰ ﻟﻠﺫﺍﺕ‪.‬‬
‫ﺒﺎﻹﺸﺎﺭﺓ ﺒﺎﺨﺘﺼﺎﺭ ﺇﻟﻰ ﺃﻥ ﻜﻭﻨﻙ ﺇﻴﺠﺎﺒﻴﹰﺎ ﺃﻤﺭ ﺤﺭﻜﻲ ﻭﻟﻴﺱ ﻤﺠﺭﺩ ﻋﺩﻡ‬ ‫•‬
‫ﻜﻭﻨﻙ ﺴﻠﺒﻴﹰﺎ‪.‬‬

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‫ﺣﺘﻰ اﻵن ﻋﺮّﻓﻨ ﺎ اﻻﺗﺠ ﺎﻩ اﻹﻳﺠ ﺎﺑﻲ‪ ،‬وﻧﻈﺮﻧ ﺎ إﻟ ﻰ ﺑﻌ ﺾ اﻟﻤﺒ ﺎدئ اﻟﻌﻠﻤﻴ ﺔ اﻟﺘ ﻲ ﺗ ﻀﻤﻬﺎ‪ ،‬وﻓﻜﺮﻧ ﺎ ﻓ ﻲ ﻓ ﻦ اﻟﻤﻮﻗ ﻒ‬
‫اﻹﻳﺠﺎﺑﻲ‪ .‬أﻧﺖ ﻣﺪﻋﻮ ﻓﻲ هﺬا اﻟﻔﺼﻞ ﻟﺘﺒﺪأ ﺑﻮﺿﻊ ﺑﻌﺾ ﻣﺎ آﻨﺖ ﺗُﻔﻜﺮ ﻓﻴﻪ ﺿﻤﻦ ﺳﻴﺎق اﻟﻤﻘﺎم‪.‬‬

‫ﻭﺃﻨﺕ ﺘﻘﺭﺃ ﺨﻼل ﻜل ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ‪ ،‬ﻀﻊ ﻨﻔﺴﻙ ﻓﻲ ﺩﻭﺭ ﺍﻟﻤﺩﻴﺭ ﺍﻟﻌﺎﻡ ﺍﻟﻤـﺴﺅﻭل ﻋـﻥ‬
‫ﺍﻟﺸﺨﺹ ﺍﻟﻤﻌﻨﻲ ﺒﺎﻷﻤﺭ‪ .‬ﺤﺎﻭل ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﻲ ﺘﺘﺒﻊ ﻭﺩﻭ‪‬ﻥ ﻤﻼﺤﻅـﺎﺕ ﺤـﻭل‬
‫ﺇﺠﺎﺒﺘﻙ‪ .‬ﻹﻋﻁﺎﺌﻙ ﻓﻜﺭﺓ ﺤﻭل ﻜﻴﻔﻴﺔ ﻤﺒﺎﺸﺭﺘﻬﺎ‪ ،‬ﻟﻌﻠﻙ ﺘﺤﺏ ﺃﻥ ﺘﻠﻘﻲ ﻨﻅﺭﺓ ﻋﻠـﻰ ﺍﻟﺘﻐﺫﻴـﺔ‬
‫ﺍﻹﺭﺠﺎﻋﻴﺔ ﻹﺤﺩﻯ ﺩﺭﺍﺴﺎﺕ ﺍﻟﺤﺎﻟﺔ؛ ﺘﺘﺒﻊ ﻜل ﻤﻼﺤﻅﺎﺕ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ‬
‫ﺭﻗﻡ ‪.٥‬‬
‫ﻟﻴﺲ ﻣﺘﻮﻗﻌًﺎ ﻣﻨﻚ أن ﺗﻜﺘﺐ اﻟﻜﺜﻴﺮ‪ ،‬ﻓﻘﻂ دوّن ﺑﺎﺧﺘﺼﺎر ﺑﻌﺾ اﻟﻤﻼﺣﻈﺎت‪.‬‬

‫دراﺳﺔ اﻟﺤﺎﻟﺔ رﻗﻢ ‪١‬‬

‫א‬ ‫א‬ ‫א א‬

‫"ﺇﻴﻤﻠﻲ" ﻤﺩﻴﺭﺓ ﺩﺍﺭ ﺤﻀﺎﻨﺔ ﻨﻬﺎﺭﻴﺔ ﻟﻸﻁﻔﺎل‪ .‬ﻅﹼﻠﺕ ﻓﻲ ﺍﻟﻤﻨﺼﺏ ﻨﻔﺴﻪ ﻋـﺩﺓ ﺴـﻨﻭﺍﺕ‬
‫ﻭﺃﺼﺒﺤﺕ ﻭﺩﻭﺩﺓ ﺠﺩﹰﺍ ﻤﻊ ﻋﺩﺩ ﻗﻠﻴل ﻤﻥ ﻤﻭﻅﻔﺎﺘﻬﺎ ﺍﻟﻤﺤﺩﻭﺩﺍﺕ ﺍﻟﻌﺩﺩ‪ .‬ﻴﺘﻤﺜل ﺩﻭﺭﻙ ﻜﻤﺩﻴﺭ‬
‫ﻟﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺩﻭﺭ ﺍﻟﺤﻀﺎﻨﺔ ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﻋﻠﻰ ﻤﺩﻴﺭﺍﺕ ﺍﻟﺤﻀﺎﻨﺔ ﻭﺘﻘﺩﻴﻡ ﺍﻟﺘﻭﺠﻴﻪ ﻭﺍﻟﺩﻋﻡ‬
‫ﻟﻬﻥ‪ ،‬ﻭﺘﻜﻭﻥ ﻤﺴﺅﻭﻻ ﻋﻨﻬﻥ‪ .‬ﻻﺤﻅﺕ ﻓﻲ ﻤﻨﺎﺴﺒﺎﺕ ﺤﺩﻴﺜﺔ ﻋﻨﺩﻤﺎ ﺯﺭﺕ ﺤﻀﺎﻨﺔ "ﺇﻴﻤﻠـﻲ"‪،‬‬
‫ﺃﻥ ﺍﻟﻤﻜﺎﻥ ﻴﺒﺩﻭ ﻭﻜﺄﻨﻪ ﻓﻲ ﺤﺎﻟﺔ ﻤﻥ ﺍﻟﻔﻭﻀﻰ‪ .‬ﻜﻤﺎ ﻴﺒﺩﻭ ﺃﻥ ﺍﻟﻤﻬﺭﺠﺎﻨﺎﺕ ﺍﻟﺩﻴﻨﻴﺔ ﻭﺍﻟﻌ‪‬ﻠﻤﺎﻨﻴﺔ‬
‫ﻭﺍﻟﺘﻲ ﻴﺤﺘﻔل ﺒﻬﺎ ﺍﻷﻁﻔﺎل ﺤﺴﺏ ﺍﻟﺘﻘﻭﻴﻡ ﻗﺩ ﻓﺎﺘﺕ‪ ،‬ﻭﺒﺎﻟﺘﺤﺩﺙ ﻤﻊ ﺍﻟﻤﻭﻅﻔﺎﺕ‪ ،‬ﺘﺠﺩ ﺃﻨﻬﻥ ﻜﻤﺎ‬
‫ﻴﺒﺩﻭ ﻻ ﻴﻌﺭﻓﻥ ﻤﺎ ﻴﺠﺏ ﻋﻠﻴﻬﻥ ﺃﺩﺍﺅﻩ‪.‬‬

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‫ﺘﺘﺤﺩﺙ ﻤﻊ "ﺇﻴﻤﻠﻲ" ﻓﺘﺠﺩ ﺃﻥ ﻟﺩﻴﻬﺎ ﻤﻭﻗﻔﹰﺎ ﺴﻠﺒﻴ‪‬ﺎ ﻤﻥ ﺍﻟﺘﺨﻁﻴﻁ ﺒﻜﻼ ﻨﻭﻋﻴﻪ ﻁﻭﻴـل ﺍﻷﻤـﺩ‬
‫ﻭﺍﻟﻴﻭﻤﻲ؛ ﻭﺘﹸﺨﺒﺭﻙ ﺒﺄﻨﻬﺎ ﻅﻠﹼﺕ ﺘﺅﺩﻱ ﺍﻟﻌﻤل ﻟﻌﺩﺓ ﺴﻨﻭﺍﺕ ﻭﺃﻨﻬﺎ ﻻ ﺘﺠﺩ ﺩﺍﻋﻴ‪‬ـﺎ ﻟﻠﺘﺨﻁـﻴﻁ‬
‫ﻼ ﻭﻜﺫﺍ ﺍﻟﺤﺎل ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻭﻅﻔﺎﺘﻬﺎ‪.‬‬
‫ﻷﻨﻬﺎ ﺘﻌﺭﻑ ﻤﺎ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﻓﻌﻠﻪ ﺃﺼ ﹰ‬

‫ﻣﺎ اﻟﻤﻬﺎرة اﻹدارﻳﺔ اﻟﻤﻌﻴّﻨﺔ اﻟﺘﻲ ﺗﻔﺘﻘﺪهﺎ "إﻳﻤﻠﻲ"؟‬

‫آﻴﻒ ﺳﺘﺼﻒ ﻣﻮﻗﻔﻬﺎ؟‬

‫ﻣﺎذا آﺎﻧﺖ ﻣﺸﻜﻠﺔ "إﻳﻤﻠﻲ" اﻟﺮﺋﻴﺴﻴﺔ ﻓﻲ هﺬﻩ اﻟﺤﺎﻟﺔ؟ اﻗﺘﺮح ﺣﻼً؟‬

‫آﻴﻒ ﺳﺘﺸﺮع ﻓﻲ إﻋﻄﺎء اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ ﻟﻬﺎ ﺑﻄﺮﻳﻘﺔ إﻳﺠﺎﺑﻴﺔ؟‬

‫دراﺳﺔ اﻟﺤﺎﻟﺔ رﻗﻢ ‪٢‬‬

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‫""ﻓﺭﺩﻴﻨﺎﻨﺩ" ﻤﺸﺭﻑ ﻓﻲ ﻤﺼﺭﻑ ﻜﺒﻴﺭ ﻟﺘﺨﻠﻴﺹ ﺍﻟﺤﺴﺎﺒﺎﺕ‪ .‬ﺒﻌﺩ ﺃﺩﺍﺌﻪ ﻟﻠﻌﻤل ﻟﻌﺩﺩ ﻤـﻥ‬
‫ﺍﻟﺴﻨﻴﻥ‪ ،‬ﻻﺤﻅ ﺃﻥ ﺍﻟﺯﻤﻥ ﻴﺘﻐﻴﺭ‪ ،‬ﻟﻜﻨﻪ ﻏﻴﺭ ﺴﻌﻴﺩ ﺘﻤﺎﻤﹰﺎ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﺘﺴﻴﺭ ﻋﻠﻴﻬﺎ ﺍﻷﻤﻭﺭ‪.‬‬
‫ﺘﻡ ﺘﻘﻭﻴﻡ ""ﻓﺭﺩﻴﻨﺎﻨﺩ" ﻓﻲ ﺍﻷﻴﺎﻡ ﺍﻟﻤﺎﻀﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﻔﻌ‪‬ﺎﻟﻴﺔ ﺍﻟﺘﻲ ﻴـﺘﻡ ﺒﻭﺍﺴـﻁﺘﻬﺎ ﺘـﺼﻔﻴﺔ‬
‫ﺍﻷﻋﻤﺎل ﺍﻟﻴﻭﻤﻴﺔ‪ ،‬ﺴﻭﺍﺀ ﺃﺘﻁﺎﺒﻘﺕ ﺍﻟﺤﺴﺎﺒﺎﺕ ﻓﻲ ﺍﻟﻤﺤﺎﻭﻟﺔ ﺍﻷﻭﻟﻰ ﺃﻡ ﺍﻟﺜﺎﻨﻴﺔ‪ .‬ﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻨـﻪ‬

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‫ﻜﺎﻥ ﺒﺎﺴﺘﻁﺎﻋﺔ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻻﻨﺼﺭﺍﻑ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻤﺤﺩﺩ ﻟﺫﻟﻙ ﻭﺃﺼﺒﺢ ﻤﺤﺒﻭﺒﹰﺎ ﺠـﺩﹰﺍ ﻷﻥ‬
‫ﻤﻭﻅﻔﻴﻪ ﻨﺎﺩﺭﹰﺍ ﻤﺎ ﻴﺼﻠﻭﻥ ﻤﺘﺄﺨﺭﻴﻥ ﺇﻟﻰ ﻤﻨﺎﺯﻟﻬﻡ ﻤﻥ ﺍﻟﻌﻤل‪.‬‬
‫ﺖ أﻧ ﺖ ﻣ ﺆﺧﺮًا ﻣﻌﻨ ًﻴ ﺎ ﺑ ﺄﻣﺮ ""ﻓﺮدﻳﻨﺎﻧ ﺪ" ﻷﻧ ﻪ ﺑ ﺪا ﻏﻴ ﺮ ﺳ ﻌﻴﺪ ﺗﻤﺎﻣ ًﺎ ﻓ ﻲ ﻣﻌﻈ ﻢ‬
‫ﻟﻘﺪ أﺻﺒﺤ َ‬
‫اﻷوﻗﺎت‪ .‬آُﻠﻤ ﺎ ﻳﺘﺤ ﺪث ﻣﻌ ﻚ ﻳﺨﺒ ﺮك ﺑﺄﻧ ﻪ ﻻ ﻳ ﺴﺘﻄﻴﻊ ﻓﻬ ﻢ ﻣﺎهﻴ ﺔ اﻟﺨﻄ ﺄ ﻓ ﻲ ﺗﺨﻠ ﻴﺺ اﻟﻌﻤ ﻞ‬
‫اﻟﻴﻮﻣﻲ ﻳﺪوﻳًﺎ وﺑﺎﺳﺘﺨﺪام اﻵﻻت اﻟﺤﺎﺳﺒﺔ‪ .‬ﺑﺪا ﻗﻠﻘًﺎ ﺑﺄن اﻟﺘﻘﻨﻴﺔ اﻟﺘﻲ ﻃُﻠﺐ ﻣﻨﻪ اﻹﺷ ﺮاف ﻋﻠﻴﻬ ﺎ‬
‫ﺳ ـﺘﺨﻄﺊ‪ ،‬ﻋﻠ ﻰ اﻟ ﺮﻏﻢ ﻣ ﻦ أﻧﻬ ﺎ ﻧ ﺎدرًا ﻣ ﺎ ﺗﺨﻄ ﻲء‪ .‬ﺣﺎوﻟ ﺖ ﺗ ﺸﺠﻴﻌﻪ ﻟﻴﺰﻳ ﺪ ﻣ ﻦ اهﺘﻤﺎﻣ ﻪ‬
‫ﺑﻤﻮﻇﻔﻴﻪ‪ ،‬وﻟﻜﻨﻪ ﻳﻘﻮل إﻧ ﻪ ﻳ ﺮى دورﻩ ﻓ ﻲ آﻴﻔﻴ ﺔ ﻣﻮازﻧ ﺔ اﻟﺤ ﺴﺎﺑﺎت‪ .‬أﻧ ﺖ ﺑﻄﺒﻴﻌﺘ ﻚ ﻻ ﺗﺤ ﺐ‬
‫""ﻓﺮدﻳﻨﺎﻧﺪ" ﻷﻧﻪ ﻳﺒﺪو ﺳﻠﺒﻴًﺎ ﺟﺪًا ﺑﺸﺄن اﻟﺘﻐﻴﻴﺮ‪ ،‬وﺧﺎرج ﻧﻄﺎق اﻟﻌﻤﻞ ﻟﻠﻤﺼﺮف ﻧﻔﺴﻪ‪ ،‬ﻓﺄﻧﺖ‬
‫ﻣﺪﻳﺮﻩ‪ ،‬ﻻ ﺗﻮﺟﺪ هﻨﺎك ﻗﻮاﺳﻢ ﻣ ﺸﺘﺮآﺔ آﺜﻴ ﺮة ﺑﻴﻨﻜﻤ ﺎ‪ .‬ﺗﻘ ﺮر أن اﻟﻮﻗ ﺖ ﻗ ﺪ ﺣ ﺎن ﻟﻠﺘﺤ ﺪث ﻣ ﻊ‬
‫""ﻓﺮدﻳﻨﺎﻧﺪ" ﺑﺸﺄن ﻣﻮﻗﻔﻪ‪.‬‬

‫ﻣﺎ اﻟﻤﻬﺎرات اﻹدارﻳﺔ اﻟﺘﻲ ﺗﻌﺘﻘﺪ أن ""ﻓﺮدﻳﻨﺎﻧﺪ" ﻳﺤﺘﺎج إﻟﻰ أن ﻳﻨﻜﺐ ﻋﻠﻴﻬﺎ؟‬
‫ﻋُﺪ إﻟﻰ ﺷﻜﻞ ) ‪ ( ١ – ٣‬ﺻﻔﺤﺔ ‪ ٣٦‬إذا رﻏﺒﺖ ﻓﻲ ﺗﺬآﻴﺮ ﻳﺴﺎﻋﺪك ﻋﻠﻰ اﻟﺒﺪء‪.‬‬

‫ﺧﺬ اﻟﻤﻬﺎرة اﻟﺘﻲ ﺗﻌﺘﻘﺪ أﻧﻪ ﻓﻲ ﺣﺎﺟﺔ ﻣﻠﺤﺔ إﻟﻰ ﺗﻄﻮﻳﺮهﺎ‪ ،‬اﺑﺘﻜﺮ اﺳﺘﺮاﺗﻴﺠﻴﺔ ﺗﺴﺘﻄﻴﻊ ﻣﻨﺎﻗﺸﺘﻬﺎ ﻣﻌﻪ آﻄﺮﻳﻘﺔ ﻣﺤﺘﻤﻠ ﺔ ﻟﻠﻤ ﻀﻲ‬

‫ﻗﺪﻣًﺎ‪ .‬دوّن اﻟﻨﻘﺎط اﻟﺮﺋﻴﺴﻴﺔ ﻟﻬﺬﻩ اﻻﺳﺘﺮاﺗﻴﺠﻴﺔ‪.‬‬

‫ﻣﻤﺎ ﺗﻌﺮﻓﻪ ﻣ ﻦ ﻋﻠ ﻢ ﺗﺒﻨ ﻲ ﻣﻮﻗ ﻒ إﻳﺠ ﺎﺑﻲ وﻓﻨ ﻪ‪ ،‬ﻣ ﺎ اﻷﺧﻄ ﺎر اﻟﻤﺘﻌﻠﻘ ﺔ ﺑﻤﻮﻗ ﻒ ""ﻓﺮدﻳﻨﺎﻧ ﺪ"‬
‫واﻟﺘﻲ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﻣﻮﻇﻔﻴﻪ؟‬

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‫ﻓـﻲ ﻣﺤﺎوﻟﺔ ﻹﻋﻄﺎء ""ﻓﺮدﻳﻨﺎﻧﺪ" ﺗﻐﺬﻳ ﺔ إرﺟﺎﻋﻴ ﺔ ﺑﻄﺮﻳﻘ ﺔ إﻳﺠﺎﺑﻴ ﺔ‪ ،‬ﻣ ﺎ اﻟﺨﻄ ﺮ اﻟ ﺬي أﻧ ﺖ‬
‫ﻓﻴﻪ؟‬

‫دراﺳﺔ اﻟﺤﺎﻟﺔ رﻗﻢ ‪٣‬‬

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‫"ﺠﻭﺭﺠﻴﻨﺎ" ﻤﺩﻴﺭﺓ ﺸﺅﻭﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﻤﺅﺴﺴﺘﻙ ﻭﺃﻨﺕ ﺯﻤﻴل ﻤﺴﺎ ٍﻭ ﻟﻬﺎ ﻓﻲ ﺍﻟﻤﺭﺘﺒـﺔ‬
‫ﻭﺍﻟﻤﻜﺎﻨﺔ‪" .‬ﻫﺎﺭﻱ"‪ ،‬ﻋﻀﻭ ﻓﻲ ﻫﻴﺌﺔ ﺍﻟﻤﻭﻅﻔﻴﻥ‪ ،‬ﻴﺩﻨﻭ ﻤﻨـﻙ ﻭﻴﻁﻠـﺏ ﻤﺤﺎﺩﺜـﺔ ﺸﺨـﺼﻴﺔ‬
‫ﻭﺨﺎﺼﺔ‪ .‬ﻴﺨﺒﺭﻙ "ﻫﺎﺭﻱ" ﺃﻨﻪ ﺤـﺼل ﺤـﺩﻴ ﹰﺜﺎ ﻋﻠـﻰ ﺘﻘﻴﻴﻤـﻪ ﺍﻟـﺴﻨﻭﻱ ﺍﻟـﺫﻱ ﺃﻋﺩﺘـﻪ‬
‫"ﺠﻭﺭﺠﻴﻨﺎ"‪" .‬ﻫﺎﺭﻱ" ﻗﻠﻕ ﺠﺩ‪‬ﺍ ﻷﻨﻪ ﻜﺎﻥ ﻴﺄﻤل ﻓﻲ ﺘﻘﺭﻴﺭ ﺠﻴ‪‬ﺩ ﻫﺫﻩ ﺍﻟﺴﻨﺔ ﻤﻥ "ﺠﻭﺭﺠﻴﻨـﺎ"‪،‬‬
‫ﺤﻴﺙ ﻜﺎﻥ ﻴﺨﻁﻁ ﻟﻠﺘﻘﺩﻡ ﺒﻁﻠﺏ ﻟﺒﺩﺃ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻐﺭﺽ ﺍﻟﺘﺭﻗﻴﺔ ﻓﻲ ﺍﻟﺸﺭﻜﺔ‪.‬‬
‫ﻧﺎﻗﺶ "هﺎري" اﻟﺘﻘﻴ ﻴﻢ ﻣ ﻊ "ﺟﻮرﺟﻴﻨ ﺎ" ﻋﻠ ﻰ ﺿ ﻮء اﻟﺘﻘﺮﻳ ﺮ اﻟﻤﻔﻌ ﻢ ﺑﺎﻟﻤ ﺪﻳﺢ ﻣ ﻦ ﻣ ﺸﺮﻓﻪ‪،‬‬
‫ﺣﻴﺚ ﺳﺎهﻢ "هﺎري" هﺬا اﻟﻌﺎم ﺑﺸﻜﻞ آﺒﻴﺮ ﻓﻲ ﻓﻌﺎﻟﻴﺔ ﻋﻤﻞ ﻓﺮﻳﻘﻪ‪ ،‬ﺑﻌﻤﻞ أﻏﺸﻴﺔ ﻷﻗﻨﻌﺔ اﻟﻮﺟﻪ‬
‫اﻟﻄﺒﻴﺔ‪ .‬واآﺘﺸﻒ أن ﻣﺸﻜﻠﺔ رﻓﻊ أآﺜﺮ ﻣﻦ ﻏﺸﺎء ﻓﻲ وﻗﺖ واﺣﺪ ﻳﻤﻜﻦ ﺣﻠﻬﺎ ﺑﺎﺳ ﺘﺨﺪام أﻧﺒ ﻮب‬
‫ﻣﻔﺮّغ ﻣﻦ اﻟﻬ ﻮاء ﻳ ﺘﻢ ﺿ ﺒﻄﻪ ﺑﺪﻗ ﺔ ﺣ ﺴﺐ وزن آ ﻞ ﻏ ﺸﺎء‪ .‬اﺑ ﺘﻬﺞ ﻓﺮﻳﻘ ﻪ‪ ،‬واﺑ ﺘﻬﺞ اﻟﻤ ﺸﺮف‬
‫أﻳﻀًﺎ‪ ،‬وﻟﻜﻦ ﻣﺪﻳﺮة ﺷﺆون اﻟﻤﻮﻇﻔﻴﻦ "ﺟﻮرﺟﻴﻨﺎ" ﻟﻢ ﺗﻨﺒﻬﺮ آﺜﻴﺮًا ﺑﺈﻧﺠﺎزﻩ‪.‬‬
‫ﺳﺌﻢ "هﺎري" ﺗﻤﺎﻣًﺎ ﻣﻦ اﻟﻮﺿﻊ ﺑﺮﻣﺘﻪ‪ .‬ﻋﻨﺪﻣﺎ ﺗﺴﺄﻟﻪ ﻣﺎ اﻟ ﺬي ﻳﺮﻳ ﺪﻩ ﻣﻨ ﻚ‪ ،‬ﻳﻘ ﻮل"ه ﺎري"‬
‫إﻧﻪ ﻳﻮد ﻣﻨﻚ أن ﺗﺘﻜﻠﻢ ﻣﻊ "ﺟﻮرﺟﻴﻨﺎ" ﻓﻲ اﻟﻤﻮﺿﻮع‪ .‬ﺗﻮاﻓﻖ وﺑﺎﻟﺘﺤﺪث ﻣ ﻊ "ﺟﻮرﺟﻴﻨ ﺎ" ﻋ ﻦ‬
‫ﺣﺎﻟﺔ "هﺎري" ﺗُﺨﺒﺮك ﺑﺄن ذﻟﻚ ﻟﻴﺲ ﻟ ﻪ ﻋﻼﻗ ﺔ ﺑ ﻚ‪ ،‬وأﻧﻬ ﺎ ﻣﺆهﻠ ﺔ إﻟ ﻰ درﺟ ﺔ آﺎﻓﻴ ﺔ آﻤ ﺪﻳﺮة‬
‫ﻟﺸﺆون اﻟﻤﻮﻇﻔﻴﻦ ﻟﻤﻌﺮﻓﺔ ﻣﺎ ﺗﻘﻮم ﺑﻪ ﻣﻦ ﻋﻤﻞ‪.‬‬

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 ‫ﻣﻤﺎ ﺗﻌﺮﻓﻪ اﻵن ﻋﻦ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪ ،‬ﻋﻠّﻖ ﻋﻠﻰ‪-:‬‬

‫ﺻﻮرة اﻟﺬات اﻟﻤﺤﺘﻤﻠﺔ ﻟﺪى "ﺟﻮرﺟﻴﻨﺎ"‪.‬‬

‫ﻣﻮﻗﻔﻬﺎ ﻣﻦ اﻟﻌﻼﻗﺎت ﻣﻊ اﻟﻤﻮﻇﻔﻴﻦ‪.‬‬

‫ﻋﺪم ﻗﺪرﺗﻬﺎ آﻤﺎ ﻳﻈﻬﺮ ﻋﻠﻰ إﻋﻄﺎء ﺗﻐﺬﻳﺔ إرﺟﺎﻋﻴﺔ إﻳﺠﺎﺑﻴﺔ‪ .‬ﺣﺎول أن ﺗﻔﻜﺮ ﻓﻲ أﺳ ﺒﺎب ﻟﻤ ﺎذا‬
‫ﻳﻨﺒﻐﻲ أن ﻳﻜﻮن اﻷﻣﺮ آﺬﻟﻚ؟‬

‫دراﺳﺔ اﻟﺤﺎﻟﺔ رﻗﻢ ‪٤‬‬

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‫"إﻳﺎن" ﻣﻔﺘﺶ ﺿﺒﻂ اﻟﺠﻮدة ﻓﻲ ﻣﻨﺸﺄﺗﻚ اﻟﺘﻲ ﺗُﺼﻨﱠﻊ ﻣﺴﺎﻣﻴﺮ ﻟﻮﻟﺒﻴﺔ ﻋﺎﻟﻴﺔ اﻟﺪﻗﺔ ﻟﺘﺠﻬﻴﺰات‬
‫اﻟﻄﺎﺋﺮات اﻟﺤﺮﺑﻴﺔ‪ .‬دورﻩ اﻟﺮﺋﻴﺴﻲ اﻟﻌﻤﻞ آﻤﺮاﻗﺐ ﻟﻠﺠﻮدة ﻟﻤﻘﺎﺳﺎت اﻟﺘﺠﻬﻴﺰات وهﺬا‬
‫ﻳﺘﻀﻤﻦ ﺳﻠﺴﻠﺔ ﻣﻌﻘﺪة ﻣﻦ اﻟﻘﻴﺎﺳﺎت‪ .‬أﺳﺎﺳًﺎ‪ ،‬هﻮ ﻳﻨﻈﺮ ﻟﻴﺠﺪ اﻟﻌﻴﺐ إﻣﺎ ﻓﻲ ﻣﻘﺎﺳﺎت اﻟﻤﺴﺎﻣﻴﺮ‬
‫اﻟﻠﻮﻟﺒﻴﺔ أو ﻓﻲ اﻟﻌﻤﻠﻴﺔ اﻟﺘﻲ ﺗُﺼﻨﻊ ﺑﻬﺎ‪ .‬ﻳﺄﺧﺬ ﻋﻤﻠﻪ ﺑﺠﺪﻳﺔ ﻋﺎﻟﻴﺔ وهﻮ ُﻣﺼﻤﻢ ﻋﻠﻰ أﻧﻪ ﻟﻦ ﻳﻤﺮ‬
‫أي ﻣﺴﻤﺎر ﻟﻮﻟﺒﻲ ذي ﻗﻴﺎس ﻏﻴﺮ ﻣﻼﺋﻢ أﺑﺪًا دون أن ﻳﻠﺤﻈﻪ‪ .‬هﺬا اﻟﻨﻮع ﻣﻦ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‬
‫ﻣﻦ اﻟﺠﻮدة ﻟﻤﻨﺘﺠﻚ هﻮ ﺑﺎﻟﻀﺒﻂ ﻣﺎ ﺗُﺮﻳﺪﻩ ﺷﺮآﺘﻚ؛ ﻳﻌﺘﻤﺪ ﻋﻘﺪك ﻣﻊ وزارة اﻟﺪﻓﺎع ﻋﻠﻰ‬
‫اﻟﺠﻮدة اﻟﻌﺎﻟﻴﺔ اﻟﻤﻨﻘﻄﻌﺔ اﻟﻨﻈﻴﺮ ﻟﻤُﻨﺘﺠﻚ‪ .‬ﺗﻌﺘﻤﺪ ﺣﻴﺎة اﻟﻨﺎس وﻣﻼﻳﻴﻦ اﻟﺠﻨﻴﻬﺎت اﻹﺳﺘﺮﻟﻴﻨﻴﺔ‬
‫ﺑﻄﺮﻳﻘﺔ ﻏﻴﺮ ﻣﺒﺎﺷﺮة ﻋﻠﻰ ﻣﻘﺎﺳﺎت ﺗﺠﻬﻴﺰات اﻟﻤﺴﺎﻣﻴﺮ اﻟﻠﻮﻟﺒﻴﺔ‪.‬‬

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‫ﻣﺸﻜﻠﺔ " إﻳ ﺎن" ﻓ ﻲ ﻣﺤ ﻴﻂ اﻟﻌﻤ ﻞ‪ ،‬ﻋﻠ ﻰ أﻳ ﺔ ﺣ ﺎل‪ ،‬ه ﻲ ﻓ ﻲ أن ﻗﺪرﺗ ﻪ ﻋﻠ ﻰ اﻟﻌﺜ ﻮر ﻋﻠ ﻰ‬
‫اﻟﻌﻴﺐ ﺗﻤﺘﺪ ﻟﻴﺲ ﻓﻘﻂ إﻟﻰ ﻣﺠﺮّد ﺗﺠﻬﻴﺰات اﻟﻤﺴﺎﻣﻴﺮ اﻟﻠﻮﻟﺒﻴ ﺔ ﺑ ﻞ ﺗﻘﺮﻳﺒ ًﺎ إﻟ ﻰ ﺟﻤﻴ ﻊ اﻟﺠﻮاﻧ ﺐ‬
‫اﻷﺧﺮى ﻟﺤﻴﺎﺗﻪ اﻟﻌﻤﻠﻴﺔ‪ .‬ﻣﻬﻤﺎ آﺎن اﻟﺸﻲء‪ ،‬ﻓﺈن "إﻳﺎن" ﻳﻤﻜﻦ أن ﻳ ُﻌﻮّل ﻋﻠﻴﻪ ﻓﻲ اﻟﻌﺜﻮر ﻋﻠ ﻰ‬
‫ﻋﻴ ﺐ ﻓﻴ ﻪ‪ ،‬ﺳ ﻮاء ﺧ ﺪﻣﺎت اﻟﻤﻄﻌ ﻢ‪ ،‬أم دورات اﻟﻤﻴ ﺎﻩ‪ ،‬أم اﻹدارة‪ ،‬أم ﺳﻴﺎﺳ ﺔ اﻟ ﺸﺮآﺔ‪ ،‬أم‬
‫اﻟﻤﻠﺘﺤﻘﻮن اﻟﺠﺪد ﺑﺎﻟﻤﻨﺸﺄة‪ ،‬أم اﻷﺷﺨﺎص اﻟﺬﻳﻦ هﻢ ﻋﻠ ﻰ وﺷ ﻚ اﻟﺘﻘﺎﻋ ﺪ … ﻣﻬﻤ ﺎ ﻳﻜ ﻦ وأﻳ ًﺎ‬
‫ﻣﻦ آﺎﻧﻮا‪ ،‬ﺳﻴﺠﺪ "إﻳﺎن" ﻋﻴﺒًﺎ وﻳﻨﺘـﻘﺪﻩ ﻋﻠﻰ ﻧﺤﻮ ﺟﺎﺋﺮ ﻓﻲ اﻷﻏﻠﺐ‪ .‬ﺑﺪأ ﻣﻮﻗﻒ "إﻳﺎن" ﻳﻀﺎﻳﻖ‬
‫ﺑﻘﻴﺔ اﻟﻤﻮﻇﻔﻴﻦ وُﻳﻀﻌﻒ روﺣﻬ ﻢ اﻟﻤﻌﻨﻮﻳ ﺔ‪ ،‬ﺧﺎﺻ ﺔ وأن ﻣﻌﻈ ﻢ اﻟﻨ ﺎس ﻳﻘﺒﻠ ﻮن ﺑ ﺄن " إﻳ ﺎن "‬
‫ﻼ ﺟﻴﺪ ﺟﺪًا ﻓﻲ ﻋﻤﻠﻪ‪ .‬وهﻮ ﻻ ﻳﺴﺘﻄﻴﻊ ُرؤﻳﺔ ﻣﺎ ﻳﻘﻮم ﺑﻔﻌﻠﻪ‪ ،‬وآﻤﺪﻳﺮ ﻟ ﻪ‪ ،‬ﻃُﻠ ﺐ ﻣﻨ ﻚ اﻟ ﺘﻜﻠﻢ‬
‫ﻓﻌ ً‬
‫ﻣﻊ "إﻳﺎن" ﻟﺘﺘﻮﺻﻞ إﻟﻰ ﺳﺒﺐ ﻣﻮﻗﻒ ﺳﻠﺒﻲ آﻬﺬا ﻣﻦ آﻞ ﺷﻲء ﻓﻲ اﻟﺸﺮآﺔ‪.‬‬

‫آﻤﺪﻳﺮ ﻟـ "إﻳﺎن" ﻗﻴّﻢ ﻣﻮﻗﻔﻪ‪ .‬ﻣﻦ أﻳﻦ ﺳﺘﺒﺪأ؟‬

‫ﻣﺎ اﻟﻘﻀﺎﻳﺎ اﻟﺘﻲ ﺳﺘﻐﻄﻴﻬﺎ ﻋﻨﺪﻣﺎ ﺗﺘﻜﻠﻢ ﻣﻌﻪ؟‬

‫ﻣﺎ اﻻﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﻲ ﺗﺴﺎﻋﺪ "إﻳﺎن" ﻋﻠﻰ إﻣﻌﺎن اﻟﻨﻈﺮ ﻓﻲ ﺗﻄﻮﻳﺮ ذاﺗﻪ؟‬

‫ﻋﻠّﻖ ﻋﻠﻰ أﺛﺮ اﻟﻤﻮﻗﻒ اﻟﺴﻠﺒﻲ ﻓﻲ ﻣﺜﻞ هﺬا اﻟﻨﻮع ﻣﻦ اﻟﻤﺤﻴﻂ‪.‬‬

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 ‫دراﺳﺔ اﻟﺤﺎﻟﺔ رﻗﻢ ‪٥‬‬
‫א‬ ‫מ‬ ‫א‬ ‫א‬ ‫א‬
‫מ‬ ‫א‬

‫ﺘﻌﻤل "ﺠﻭﺍﻨﺎ" ﻤﺩ‪‬ﺭﺒﺔ ﻓﻲ ﺃﺤﺩ ﻓﺭﻭﻉ ﺍﻟﻘﻁﺎﻉ ﺍﻟﻌﺎﻡ ﻓﻲ ﻤﺼﻠﺤﺔ ﺤﻜﻭﻤﻴﺔ‪ .‬ﻟﺩﻴﻬﺎ ﺴـﻨﻭﺍﺕ‬
‫ﻋﺩﻴﺩﺓ ﻤﻥ ﺍﻟﺨﺒﺭﺓ ﻭﺘﻨﺯﻉ ﺇﻟﻰ ﺘﻔﻀﻴل ﺍﻟﻨﻬﺞ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﺍﻟﻤﺘﻤﺤﻭﺭ ﺤﻭل ﺍﻟﻤﺩﺭﺏ ﻋﻠﻰ ﺍﻟﻨﻬﺞ‬
‫ﺍﻟﺘﺴﻬﻴﻠﻲ ﺍﻟﻤﺘﻤﺤﻭﺭ ﺤﻭل ﺍﻟﻁﺎﻟﺏ‪ .‬ﻋﻤﻠﻬﺎ ﺍﻟﻤﻌﺘﺎﺩ ﻫﻭ ﺘﺩﺭﻴﺏ ﺍﻟﻤﻠﺘﺤﻘﻴﻥ ﺍﻟﺠ‪‬ﺩﺩ ﻋﻠﻰ ﺴﻴﺎﺴﺔ‬
‫ﺍﻟﻌﻤل ﻭﺇﺠﺭﺍﺀﺍﺘﻪ ﻭﺍﻟﻘﺎﻨﻭﻥ ﺍﻟﻤﺘﻌﻠﻕ ﺒﻌﻤل ﺍﻟﻤﺼﻠﺤﺔ‪ .‬ﺘﺸﻌﺭ ﺒﺭﺍﺤﺔ ﻜﺒﻴﺭﺓ ﻟﻔﻌل ﺫﻟﻙ ﻷﻨﻬـﺎ‬
‫ﺘﻌﺭﻑ ﺃﻜﺜﺭ ﻋﻥ ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﺫﻱ ﺘﹸﺩﺭﺴﻪ ﻤﻤﺎ ﺘﻌﺭﻑ ﻋﻥ ﺍﻟﻨﺎﺱ ﺍﻟﺫﻴﻥ ﺘﺩﺭﺒﻬﻡ‪ ،‬ﻭﻁﺭﻴﻘـﺔ‬
‫ﺘﺩﺭﻴﺴﻬﺎ ﺘﺠﻌﻠﻬﺎ ﺘﺸﻌﺭ ﺒﺎﻷﻤﺎﻥ ﻷﻨﻪ ﻟﻴﺱ ﻫﻨﺎﻟﻙ ﺨﻁﺭ ﻜﺒﻴﺭ ﻤﻥ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻤﻠﺘﺤﻘﻭﻥ ﺍﻟﺠﺩﺩ‬
‫ﺼﻌﺒﻲ ﺍﻹﺭﻀﺎﺀ ﺃﻭ ﻤﻌﺎﺭﻀﻴﻥ‪ .‬ﻭﺘﺅﺩﻱ "ﺠﻭﺍﻨﺎ" ﻫﺫﺍ ﺍﻟﺠﺎﻨﺏ ﻤﻥ ﻋﻤﻠﻬﺎ ﻋﻠﻰ ﻨﺤﻭ ﺠﻴ‪‬ﺩ‪.‬‬
‫ﻓﻲ ﻗﻀﻴﺔ ﺗﺤﺮش ﺟﻨﺴﻲ ﺣﺪﻳﺜﺔ‪ ،‬واﻟﺘﻲ ﺗﻮرّط ﻓﻴﻬﺎ أﺣﺪ أﻋﻀﺎء اﻟﻤﺼﻠﺤﺔ‪ ،‬ﻻﺣﻈﺖ اﻟﻤﺤﻜﻤﺔ‬
‫ت أﻧﺖ أن ﺟﻤﻴ ﻊ هﻴﺌ ﺔ‬
‫اﻟﺘﺮﺗﻴﺒﺎت اﻟﺮدﻳﺌﺔ ﺟﺪًا ﻟﺘﺪرﻳﺐ هﻴﺌﺔ اﻟﻤﻮﻇﻔﻴﻦ ﺑﻔﺮص ﻣﺘﺴـﺎوﻳﺔ‪ .‬ﻗَﺮر َ‬
‫ﻋ ِﻬﺪْت إﻟﻰ "ﺟﻮاﻧﺎ"‬
‫اﻟﻤﻮﻇﻔﻴﻦ ﺑﺤﺎﺟﺔ إﻟﻰ ﺑﻌﺾ اﻟﺘﺪرﻳﺐ ﺑﻔﺮص ﻣﺘﺴﺎوﻳﺔ ﻓﻲ ﻣﻮﻗﻊ اﻟﻌﻤﻞ و َ‬
‫ﻗﺒ ﻞ ﻋ ﺪة أﺳ ﺎﺑﻴﻊ ﺑﺎﻟﻤ ﺸﺮوع‪ .‬ﺟ ﺮت دورة اﻟﺪراﺳ ﺔ اﻷوﻟ ﻰ واﻟﺘ ﻲ ﻣ ﺪﺗﻬﺎ ﻳﻮﻣ ﺎن اﻷﺳ ﺒﻮع‬
‫اﻟﻤﺎﺿﻲ‪ ،‬وآﺎﻧﺖ آﺎرﺛ ﺔ‪َ .‬ﻗ ﺪِم إﻟﻴ ﻚ أﻋ ﻀﺎء هﻴﺌ ﺔ اﻟﻤ ﻮﻇﻔﻴﻦ وﻗ ﺎﻟﻮا إن "ﺟﻮاﻧ ﺎ" ﻗ ﺪ اﺗﻬﻤ ﺘﻬﻢ‬
‫ﺑﺎﻟﻌﻨﺼﺮﻳﺔ واﻟﺘﺤﻴّﺰ اﻟﺠﻨﺴﻲ وﺣﺎﺿﺮﺗﻬﻢ ﻋ ﻦ ﺁﺛ ﺎم اﻟﺘﺤﺎﻣ ﻞ واﻟﺘﻤﻴﻴ ﺰ اﻟﻌﻨ ﺼﺮي‪ .‬آ ﻞ ﺷ ﻲء‬
‫ﻞ ﻋﻠﻰ أﻧﻪ ﻻ ﻳﺘﻤﺸﻰ ﻣﻊ اﻟ ﺴﻴﺎﺳﻴﺔ‪ .‬ﻳﻘﻮﻟ ﻮن إﻧ ﻪ إذا ﻟ ﻢ ﻳُﻔﻌ ﻞ ﺷ ﻲء ﻓ ﺈﻧﻬﻢ ﺳ ﻴﺬهﺒﻮن‬
‫ﻗﺎﻟﻮﻩ ﻗُﻮ ِﺑ َ‬
‫إﻟﻰ راﺑﻄﺔ هﻴﺌﺔ اﻟﻤﻮﻇﻔﻴﻦ وﻳﺤﺼﻠﻮن ﻋﻠﻰ ﺗﻮﺻﻴﺔ ﺑﻌﺪم ﺣﻀﻮر أﻋﻀﺎء ﺁﺧﺮﻳﻦ ﻟﻠﺪورة‪.‬‬

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‫ﻣ ﺴﺘﺨﺪﻣًﺎ ﺗﻘﻴﻴﻤ ﻚ ﻟﻬ ﺬا اﻟﻤﻮﻗ ﻒ‪ ،‬ﺣ ﺪد اﻟﺨﻄ ﺄ ﻓ ﻲ اﻟﻄﺮﻳﻘ ﺔ اﻟﺘ ﻲ ﺗﺒﺎﺷ ﺮ ﺑﻬ ﺎ "ﺟﻮاﻧ ﺎ" ه ﺬا‬
‫اﻟﺘﺪرﻳﺐ‪.‬‬

‫ﻣﺎ اﻟﻤﺴﺆوﻟﻴﺔ اﻟﺘﻲ ﻗﺪ ﺗﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻘﻚ ﻟﺘﺮك اﻟﻤﻮﻗﻒ ﻳﺼﻞ إﻟﻰ ﻣﺎ وﺻﻞ إﻟﻴﻪ؟‬

‫آﻴﻒ ﺗﺴﺘﻄﻴﻊ ﺗﻄﺒﻴﻖ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻋﻠﻰ اﻟﻤﻮﻗﻒ اﻟﺬي ﺑﺮز ﻣﻊ "ﺟﻮاﻧﺎ"؟‬

‫ﻣﻼﺣﻈﺎت اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ‬

‫ﺗُﺆﺧﺬ هﺬﻩ اﻟﻤﻼﺣﻈ ﺎت آ ﺪﻟﻴﻞ ﻓﻘ ﻂ‪ .‬ﺑ ﺎﻟﻄﺒﻊ‪ ،‬ﻻ ﻳﻮﺟ ﺪ ﺟ ﻮاب ﺻ ﺤﻴﺢ واﺣ ﺪ ﻷي ﻣ ﻦ ه ﺬﻩ‬
‫اﻷوﺿﺎع؛ ﻷن هﻨﺎك ﻣﺘﻐﻴﺮات آﺜﻴ ﺮة‪ .‬ﻋﻠ ﻰ أﻳ ﺔ ﺣ ﺎل‪ُ ،‬ﺗﻤﻜﻨ ﻚ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﻮاﻓﻴ ﺔ ﻟ ﺪﻳﻚ ﻣ ﻦ‬
‫ﺗﻄﺒﻴﻖ اﻷﻓﻜ ﺎر اﻷﺳﺎﺳ ﻴﺔ ﺣ ﻮل اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻓ ﻲ اﻹدارة‪ .‬ﻟ ﺬا إﻟﻴ ﻚ ﺑﻌ ﺾ اﻻﻗﺘﺮاﺣ ﺎت‬
‫ﻷﻧﻮاع ردود اﻟﻔﻌﻞ اﻟﺘﻲ ﻳﻤﻜﻦ أن ﺗﻜﻮن أﺑﺪﻳﺘﻬﺎ ﻓﻲ آﻞ ﺣﺎﻟﺔ‪.‬‬

‫ﻣﻼﺣﻈﺎت اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ ﻟﺪراﺳﺔ اﻟﺤﺎﻟﺔ رﻗﻢ ‪١‬‬

‫א‬ ‫א‬ ‫א א‬

‫ﻣﺎ اﻟﻤﻬﺎرة اﻹدارﻳﺔ اﻟﻤﻌﻴّﻨﺔ اﻟﺘﻲ ﺗﻔﺘﻘﺪهﺎ "إﻳﻤﻠﻲ"؟‬

‫ﻴﺒﺩﻭ ﺒﻭﻀﻭﺡ ﺃﻥ "ﺇﻴﻤﻠﻲ" ﺘﻔﺘﻘﺩ ﻤﻬﺎﺭﺓ ﺍﻟﺘﺨﻁﻴﻁ؛ ﻓﻤـﻥ ﺍﻟﻭﺍﻀـﺢ ﺃﻥ ﺭﻋﺎﻴـﺔ ﺍﻷﻁﻔـﺎل‬
‫ﻭﺘﻌﻠﻴﻤﻬﻡ ﺘﺘﻁﻠﺏ ﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺘﺨﻁﻴﻁ ﻭﺍﻟﺘﻨﻅﻴﻡ ﻟﺠﻌﻠﻬﺎ ﻓﻌﺎﻟﺔ‪ .‬ﻴﻤﻜﻥ ﺃﻴﻀﹰﺎ ﺃﻨﻪ ﻟﻴﺱ‬
‫ﻟﺩﻯ "ﺇﻴﻤﻠﻲ" ﻓﻜﺭﺓ ﻋﻥ ﺇﺩﺍﺭﺓ ﺍﻟﻭﻗﺕ‪ ،‬ﻭﺃﻥ ﺫﻟﻙ ﻫﻭ ﺍﻟﺴﺒﺏ ﺍﻟﺫﻱ ﻴﺭﺠﻊ ﺇﻟﻴﻪ ﻋـﺩﻡ ﺇﻨﺠـﺎﺯ‬
‫ﺍﻷﺸﻴﺎﺀ‪.‬‬
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 ‫ﻜﻴﻑ ﺴﺘﺼﻑ ﻤﻭﻗﻔﻬﺎ؟‬
‫ﻤﻥ ﺍﻟﻭﺍﻀﺢ ﺃﻥ ﻤﻭﻗﻔﻬﺎ ﺍﻟﻌﺎﻡ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺒﻌﺽ ﺍﻟﺘﻌﺩﻴل ﻁﺎﻟﻤﺎ ﺃﻥ ﺍﻷﻤﻭﺭ ﻻ ﺘﺴﻴﺭ ﻋﻠﻰ ﻤﺎ‬
‫ﻴﺭﺍﻡ‪ .‬ﻴﻅﻬﺭ ﺃﻥ ﻫﻨﺎﻙ ﺜﻼﺜﺔ ﺠﻭﺍﻨﺏ ﺭﺌﻴﺴﻴﺔ ﻤﻘﻠﻘﺔ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺘﻲ ﻴﺒﺩﻭ ﺃﻨﻬﺎ ﺘﹸﻅﻬﺭﻫـﺎ‪.‬‬
‫ﻴﻜﻤﻥ ﺍﻟﺠﺎﻨﺏ ﺍﻷﻭل ﻓﻲ ﺃﻥ ﻟﺩﻴﻬﺎ ﻤﻭﻗﻑ ﺴﻠﺒﻲ ﻋﺎﻡ ﻤﻥ ﻤﺴﺅﻭﻟﻴﺘﻬﺎ ﻓﻲ ﺇﺩﺍﺭﺓ ﺩﺍﺭ ﺍﻟﺤﻀﺎﻨﺔ‬
‫ﻭﺃﻨﻬﺎ ﺘﻌﻁﻴﻬﺎ ﺍﻟﻘﻠﻴل ﺠﺩﹰﺍ ﻤﻥ ﺍﻟﺘﻭﺠﻴﻪ‪ .‬ﻓﺎﻟﻭﻀﻊ ﺍﻟﺫﻱ ﻻ ﺘﻌﺭﻑ ﺍﻟﻤﻭﻅﻔﺎﺕ ﻓﻴﻪ ﻤـﺎ ﻴﺠـﺏ‬
‫ﻋﻠﻴﻬﻥ ﻋﻤﻠﻪ ﻴﺅﺜﺭ ﺴﻠﺒﻴﹰﺎ ﻋﻠﻴﻬﻥ ﺠﻤﻴﻌﹰﺎ‪ .‬ﺴﻴﻜﻭﻥ ﻤﺜﻴﺭ‪‬ﺍ ﻟﻼﻫﺘﻤﺎﻡ ﻤﻌﺭﻓﺔ ﻤﺎ ﻫﻭ ﺃﺜﺭ ﺍﻟﻤﻭﻗﻑ‬
‫ﻋﻠﻰ ﺍﻷﻁﻔﺎل‪.‬‬
‫ﻴﻜﻤﻥ ﺍﻟﺠﺎﻨﺏ ﺍﻟﺜﺎﻨﻲ ﻓﻲ ﺃﻨﻪ ﻴﺠﺏ ﻗﺭﻉ ﺃﺠﺭﺍﺱ ﺍﻟﺨﻁﺭ ﺤﻴﺎل ﺘﻭﺩﺩﻫـﺎ ﻤـﻊ ﻗﻠـﺔ ﻤـﻥ‬
‫ﺽ ﻨﻤﻭﺫﺠﻲ ﻟﻠﻤﻭﻗﻑ ﺍﻟﺴﻠﺒﻲ ﻤﻥ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻹﻨـﺼﺎﻑ ﺒـﻴﻥ ﻜـل‬
‫ﻋ ‪‬ﺭ ٌ‬
‫ﻤﻭﻅﻔﺎﺘﻬﺎ‪ .‬ﻫﺫﺍ ‪‬‬
‫ﻤﻭﻅﻔﺎﺘﻬﺎ‪ .‬ﻴﻘﻭﺩﻨﺎ ﻫﺫﺍ ﺇﻟﻰ ﺍﻟﻨﻘﻁﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺤﻭل ﺍﻹﻨﺼﺎﻑ‪ .‬ﻓﻤﺎ ﻤﻭﻗﻔﻬﺎ ﻤﻥ ﺘﻜﺎﻓﺅ ﺍﻟﻔـﺭﺹ؟‬
‫ﺇﺫﺍ ﻜﺎﻥ ﻫﻨﺎﻙ ﺃﻁﻔﺎل ﻤﻥ ﺃﻗﻠﻴﺔ ﻋِﺭﻗﻴﺔ ﺃﻭ ﻤﺠﻤﻭﻋﺎﺕ ﺩﻴﻨﻴﺔ‪ ،‬ﺘﺘﺤﻤل "ﺇﻴﻤﻠﻲ" ﻤﺴﺅﻭﻟﻴﺔ ﺘﻘﺩﻴﻡ‬
‫ﻤﺎ ﻴﺤﺘﺎﺠﻪ ﺍﻟﻭﺠﻪ ﺍﻟﻤﺘﻌﺩﺩ ﺍﻟﺜﻘﺎﻓﺎﺕ ﻟﻠﻌﻨﺎﻴﺔ ﺒﺎﻟﻁﻔل‪ .‬ﻗﺩ ﻴﻜﻭﻥ ﻤﻭﻗﻔﻬﺎ ﻤﻥ ﺘﻜـﺎﻓﺅ ﺍﻟﻔـﺭﺹ‬
‫ﺴﻠﺒﻴ‪‬ﺎ ﺃﻴﻀ ﹰﺎ ﻭﻫﺫﺍ ﺃﻤﺭ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻫﺘﻤﺎﻡ ﻋﺎﺠل‪.‬‬

‫ﻤﺎﺫﺍ ﻜﺎﻨﺕ ﻤﺸﻜﻠﺔ " ﺇﻴﻤﻠﻲ " ﺍﻟﺭﺌﻴﺴﻴﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ؟ ﺍﻗﺘﺭﺡ ﺤﻼﹰ؟‬
‫ﻜﻤﺎ ﺃﺸﺭﻨﺎ ﺇﻟﻴﻪ ﺁﻨﻔﺎﹰ‪ ،‬ﻫﻨﺎﻙ ﻋﺩﺩ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﻓﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ُﺘﺩﻴﺭ ﺒﻬـﺎ "ﺇﻴﻤﻠـﻲ" ﺩﺍﺭ‬
‫ﻻ ﻴﺒﺩﻭ ﺃﻥ ﻟﺩﻴﻬﺎ ﻤﻭﻗﻔﹰﺎ ﺴﻠﺒﻴ ﹰﺎ ﻤﻥ ﻤـﺴﺅﻭﻟﻴﺘﻬﺎ‬
‫ﻼ‪ .‬ﺇﺠﻤﺎ ﹰ‬
‫ﺍﻟﺤﻀﺎﻨﺔ‪ ،‬ﻫﺫﺍ ﺇﺫﺍ ﻜﺎﻨﺕ ﺘﺩﻴﺭﻫﺎ ﺃﺼ ﹰ‬
‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﻭﻓﻲ ﺍﻟﺘﻭﺠﻴﻪ‪ .‬ﻗﺩ ﻴﻜﻭﻥ ﺍﻟﺤل ﻓﻲ ﺃﻥ ﺘﺠﺘﻤﻊ ﺒﻬﺎ ﻟﻤﻨﺎﻗﺸﺔ ﺍﻟﻘﻀﺎﻴﺎ ﺍﻟﺘﻲ ﺘﻬﻤـﻙ‬
‫ﻭﺘﻌﻤل ﺨﻁﺔ ﻤﻌﻬﺎ ﻟﻠﻭﻀﻊ ﺤﺘﻰ ﻴﺘﺤﺴ‪‬ﻥ‪.‬‬

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 ‫ﻜﻴﻑ ﺴﺘﺸﺭﻉ ﻓﻲ ﺇﻋﻁﺎﺀ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻟﻬﺎ ﺒﻁﺭﻴﻘﺔ ﺇﻴﺠﺎﺒﻴﺔ؟‬
‫ﻼ‪ .‬ﻓﻬﻲ ﻗﺩ ﻋﻤﻠﺕ ﻓـﻲ ﺍﻟﻤﻨـﺼﺏ‬
‫ﻤﻥ ﺍﻟﻭﺍﻀﺢ ﺃﻥ ﺍﺠﺘﻤﺎﻋﻙ ﻤﻊ "ﺇﻴﻤﻠﻲ" ﻟﻥ ﻴﻜﻭﻥ ﺴﻬ ﹰ‬
‫ﻟﻌﺩﺩ ﻤﻥ ﺍﻟﺴﻨﻴﻥ ﻭﺭﺒﻤﺎ ﺘﺭﺴ‪‬ﺨﺕ ﻤﻭﺍﻗﻔﻬﺎ ﺃﻴﻀﹰﺎ ﻭﺃﺼﺒﺤﺕ ﺼﻌﺒﺔ ﺍﻟﺘﻐﻴﻴﺭ‪ .‬ﻨﻅﺭ‪‬ﺍ ﻷﻥ ﻫﻨﺎﻙ‬
‫ﻤﺸﻜﻼﺕ ﻋﺩﻴﺩﺓ‪ ،‬ﻓﻘﺩ ﻻ ﻴﻜﻭﻥ ﻤﻥ ﺍﻟﺤﻜﻤﺔ ﻤﻌﺎﻟﺠﺘﻬﺎ ﻜﻠﻬﺎ ﺩﻓﻌﺔ ﻭﺍﺤﺩﺓ ﺒل ﻨﺘﻌﺎﻤـل ﻤﻌﻬـﺎ‬
‫ﻜﺠﺯﻴﺌﺎﺕ ﺼﻐﻴﺭﺓ‪ .‬ﺍﺒﺩﺃ ﺒﺘﻘﺩﻴﺭ ﺍﻷﺸﻴﺎﺀ ﺍﻟﺘﻲ ُﺘﺤِﺴﻥ ﺃﺩﺍﺀﻫﺎ ﻭﻟﻜﻥ ﻻ ﺘﻌﻁﻬﺎ ﺍﻻﻨﻁﺒﺎﻉ ﺃﻨـﻙ‬
‫ﺘﺜﻨﻲ ﻋﻠﻴﻬﺎ ﺒﻐﻴﺔ ﺘﺩﻤﻴﺭﻫﺎ‪.‬‬

‫ﻟﻭ ﺍﻓﺘﺭﻀﻨﺎ ﺃﻨﻙ ﻗﺭﺭﺕ ﺍﻟﺒﺩﺀ ﺒﺎﻨﻌﺩﺍﻡ ﺍﻟﺘﻭﺠﻴﻪ ﻭﺍﻻﻨﻌﺩﺍﻡ ﺍﻟﻅـﺎﻫﺭ ﻟﻠﺘﻌﺩﺩﻴـﺔ ﺍﻟﺜﻘﺎﻓﻴـﺔ‪،‬‬
‫ﺴﺘﻜﻭﻥ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻠﺘﻌﺎﻤل ﻤﻊ ﻫﺫﺍ ﻓﻲ ﺃﻥ ﺘﺼﻑ ﻟﻬﺎ ﺒﺼﻭﺭﺓ ﺩﻗﻴﻘـﺔ ﻭﻤـﻥ ﺩﻭﻥ‬
‫ﻤﺒﺎﻟﻐﺔ ﻜﻴﻑ ﺘﺭﻯ ﺍﻟﺤﻀﺎﻨﺔ ﺘﻌﻤل‪ .‬ﺍﻟﺘﻤﺱ ﺘﻘﻴﻴﻡ "ﺇﻴﻤﻠﻲ" ﻟﻠﻭﻀﻊ ﻗﺒل ﺃﻥ ُﺘـﺩِﻟﻲ ﺒﺘﻔـﺴﻴﺭﻙ‬
‫ﻼ ﻤﻌﻬﺎ ﻴﻜﻭﻥ‬
‫ﺍﻟﺨﺎﺹ‪ .‬ﻜﻥ ﺤﺎﺯﻤﹰﺎ ﻷﻨﻙ ﺘﺭﻴﺩ ﺃﻥ ﺘﺭﻯ ﺘﻐﻴﻴﺭ‪‬ﺍ ﻭﻜﻥ ﻋﻤﻠﻴﹰﺎ ﺃﻴﻀ ﹰﺎ ﻭﻁﻭِﺭ ﺤ ﹰ‬
‫ﻤِﻠﻜﹰﺎ ﻟﻬﺎ‪ .‬ﻗﺩ ﺘﺸﻤل ﺒﻌﺽ ﺍﻻﻗﺘﺭﺍﺤﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ‪ :‬ﻋﻘﺩ ﺍﺠﺘﻤﺎﻉ ﺩﻭﺭﻱ ﻟﻠﻤﻭﻅﻔﺎﺕ ﻤﻊ ﺠـﺩﻭل‬
‫ﺃﻋﻤﺎل ﻭﻤﺤﻀﺭ ﺠﻠﺴﺔ‪ ،‬ﻭﺨﻁﺔ ﻟﻼﺤﺘﻔﺎل ﺒﺎﻟﻤﻬﺭﺠﺎﻥ ﺍﻟـﺩﻴﻨﻲ ﺍﻟﻘـﺎﺩﻡ ﺒﺈﺸـﺭﺍﻙ ﺠﻤﻴـﻊ‬
‫ﺍﻟﻤﻭﻅﻔﺎﺕ ﻟﻺﺘﻴﺎﻥ ﺒﺄﻓﻜﺎﺭ‪ ،‬ﻤﻊ ﻋﻤل ﺠﺩﻭل ﺃﺴﺒﻭﻋﻲ ﻟﻨﺸﺎﻁ ﺍﻷﻁﻔﺎل‪ ،‬ﻭﻤﺎ ﺇﻟﻰ ﺫﻟﻙ‪ .‬ﻋﻨﺩﻤﺎ‬
‫ﺘﻌﻤل ﻫﺫﻩ ﺍﻟﻤﺠﺎﻻﺕ ﺒﺸﻜل ﺃﻓﻀل‪ ،‬ﺒﺎﺴﺘﻁﺎﻋﺘﻙ ﺍﻟﺘﺤﻭ‪‬ل ﺇﻟﻰ ﻗﻀﺎﻴﺎ ﺃﺨﺭﻯ ﻤﺜل ﺍﻹﻗـﺼﺎﺀ‬
‫ﺍﻟﻤﺤﺘﻤل ﻟﺒﻌﺽ ﻋﻀﻭﺍﺕ ﻤﻭﻅﻔﺎﺘﻬﺎ ﺒﺴﺒﺏ ﺘﻘﺎﺭﺒﻬﺎ ﻤﻊ ﺒﻌﻀﻬﻥ‪.‬‬

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 ‫ﻤﻼﺤﻅﺎﺕ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﺭﻗﻡ ‪٢‬‬
‫א‬ ‫א‬ ‫א‬ ‫א‬
‫ﻤﺎ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺘﻲ ﺘﻌﺘﻘﺩ ﺃﻥ "ﻓﺭﺩﻴﻨﺎﻨﺩ" ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺃﻥ ﻴﻨﻜﺏ ﻋﻠﻴﻬﺎ؟‬
‫ﻋ‪‬ﺩ ﺇﻟﻰ ﺸﻜل ) ‪ ( ١ – ٣‬ﺼﻔﺤﺔ ‪ ٣٦‬ﺇﺫﺍ ﺭﻏﺒﺕ ﻓﻲ ﺘﺫﻜﻴﺭ ﻟﻴﺴﺎﻋﺩﻙ ﻋﻠﻰ ﺍﻟﺒﺩﺀ‪.‬‬
‫ﻴﺒﺩﻭ ﺃﻥ ""ﻓﺭﺩﻴﻨﺎﻨﺩ" ﻁﻭ‪‬ﺭ ﻤﻭﻗﻔﹰﺎ ﺴﻠﺒﻴﹰﺎ ﻓﻲ ﻋﺩﺩ ﻤﻥ ﺍﻟﻤﺠﺎﻻﺕ‪ .‬ﻤـﻥ ﺍﻟﻭﺍﻀـﺢ ﺃﻨـﻪ ﻻ‬
‫ﻴﺴﺘﻁﻴﻊ ﻤﻭﺍﻜﺒﺔ ﺍﻟﺘﻐﻴﻴﺭ ﻭﺍﻻﺒﺘﻜﺎﺭ ﺒﺼﻭﺭﺓ ﺠﻴ‪‬ﺩﺓ‪ ،‬ﻭﻴﺒﺩﻭ ﺃﻨﻪ ﺃﻗل ﺍﻫﺘﻤﺎﻤﹰﺎ ﺒﻤﻭﻅﻔﻴﻪ ﻤﻘﺎﺭﻨـﺔ‬
‫ﺒﺎﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﻤﺎﺯﺍل ﻴﺤﺎﻭل ﺍﻟﺘﺸﺒﺙ ﺒﻬﺎ‪ .‬ﻴﺒﺩﻭ ﺃﻥ ﻤﻔﺘﺎﺡ ﻤﻭﻗﻔﻪ ﺍﻟﺤﺎﻟﻲ ﻫﻭ ﺃﻨﻪ ﻴﺤﺘﺎﺝ ﺇﻟﻰ‬
‫ﺃﻥ ﻴﻜﻭﻥ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻨﺤﻭ ﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﻴﺭ‪ .‬ﻜﻤﺎ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﺘﻜﻴ‪‬ـﻑ ﻤـﻊ ﺍﻟﺘﻘﻨﻴـﺎﺕ ﺍﻟﺠﺩﻴـﺩﺓ‬
‫ﻭﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻟﺘﻲ ﻻﺒﺩ ﺃﻥ ﺘﺅﺩﻱ ﺇﻟﻰ ﻅﻬﻭﺭﻫﺎ‪ ،‬ﻭﺇﻴﺠﺎﺩ ﻁﺭﻗﹰﺎ ﺃﺨﺭﻯ ﻟﻠﺸﻌﻭﺭ ﺒﺄﻨﻪ ﻴﺤﻅﻰ‬
‫ﺒﺘﻘﺩﻴﺭ ﻤﻭﻅﻔﻴﻪ‪.‬‬

‫ﺨﺫ ﺍﻟﻤﻬﺎﺭﺓ ﺍﻟﺘﻲ ﺘﻌﺘﻘﺩ ﺃﻨﻪ ﻓﻲ ﺤﺎﺠﺔ ﻤﻠﺤﺔ ﺇﻟﻰ ﺘﻁﻭﻴﺭﻫﺎ‪ ،‬ﺍﺒﺘﻜﺭ ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺔ ﺘـﺴﺘﻁﻴﻊ‬
‫ﻥ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺭﺌﻴﺴﻴﺔ ﻟﻬﺫﻩ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‪.‬‬
‫ﻤﻨﺎﻗﺸﺘﻬﺎ ﻤﻌﻪ ﻜﻁﺭﻴﻘﺔ ﻤﺤﺘﻤﻠﺔ ﻟﻠﻤﻀﻲ ﻗﺩﻤ ﹰﺎ‪ .‬ﺩ ‪‬ﻭ ‪‬‬
‫ﻴﺤﺘﺎﺝ " "ﻓﺭﺩﻴﻨﺎﻨﺩ" ﺇﻟﻰ ﺃﻥ ﻴﻜﻭﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﻤﻭﺍﻜﺒﺔ ﺍﻟﺘﻐﻴﻴﺭ ﻭﺍﻟﺘﻌﺎﻤل ﻤﻌﻪ‪ ،‬ﻭﻫﺫﺍ ﺒﺤـﺩ‬
‫ﺫﺍﺘﻪ ﻤﺅﺸﺭ ﻋﻠﻰ ﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ‪ .‬ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺃﻥ ﻴﻜﻭﻥ ﻗﺎﺩﺭ‪‬ﺍ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻟﻤﺎﺫﺍ ﻴﺸﻌﺭ ﺒﺄﻥ‬
‫ﺍﻟﺘﻐﻴﻴﺭ ﻴﺸﻜل ﺘﻬﺩﻴﺩﹰﺍ‪ .‬ﺃﻤﺎ ﺒﺸﺄﻥ ﻗﻠﻘﻪ ﻤﻥ ﺃﻥ ﺍﻟﺘﻘﻨﻴﺔ ﺴﺘﺨﻁﺊ‪ ،‬ﻓﻤﻥ ﺍﻟﻤﺤﺘﻤل ﺠﺩﹰﺍ ﺃﻨﻬﺎ ﻭﺴﻴﻠﺔ‬
‫ﻻ ﺘﻤﺎﻤ‪‬ﺎ ﻓـﻲ ﺤﻜﻤـﻪ‬
‫ﺘﻤﻭﻴﻪ ﻴﺴﺘﺨﺩﻤﻬﺎ ﻟﻴﺒﺭ‪‬ﺭ ﻤﻭﻗﻔﻪ‪ .‬ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ‪ ،‬ﻗﺩ ﻴﻌﺭﻑ ﺃﻨﻪ ﻟﻴﺱ ﻋﺎﺩ ﹰ‬
‫ﻫﺫﺍ‪.‬‬

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‫ﺃﺸﺭﻨﺎ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻕ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻟﻔﺼل ﺍﻷﻭل ﺇﻟﻰ ﺃﻥ ﺇﺤﺩﻯ ﺍﻟﻁﺭﻕ ﺍﻟﻤﺘﺒﻌـﺔ‬
‫ﻟﻠﺘﻌﺎﻤل ﻤﻊ ﺍﻟﺘﻐﻴﻴﺭ‪ ،‬ﺨﺼﻭﺼ ﹰﺎ ﺍﻻﺒﺘﻜﺎﺭ ﺍﻟﺘﻘﻨﻲ‪ ،‬ﺘﻜﻤﻥ ﻓﻲ ﺃﻥ ﺘﻜﻭﻥ ﻟﺩﻴﻙ ﺍﻟﺜﻘﺔ ﻓﻲ ﻗﺩﺭﺘﻙ‬
‫ﻋﻠﻰ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻷﺸﻴﺎﺀ ﺍﻟﺠﺩﻴﺩﺓ‪ .‬ﺇﺫﺍ ﻜﺎﻥ ﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﺴﺘﺨﺩﻡ ﺁﻟﺔ ﺤﺎﺴﺒﺔ‪ ،‬ﻓﻤﻥ ﺍﻟﻤﻔﺘﺭﺽ‬
‫ﺃﻥ ﻴﻜﻭﻥ ﻗﺩ ﺘﻌﻠﻡ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‪ .‬ﻭﺇﺫﺍ ﻨﺠﺢ ﻓﻲ ﺫﻟﻙ‪ ،‬ﻓﻤﺎ ﺍﻟﺩﺍﻋﻲ ﺇﻟﻰ ﻭﺠـﻭﺩ ﻤـﺸﻜﻠﺔ ﺍﻵﻥ؟‬
‫ﺘﻜﻤﻥ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻪ ﻟﻤﺒﺎﺸﺭﺓ ﻫﺫﻩ ﺍﻟﻘﻀﻴﺔ ﺒﺄﻜﻤﻠﻬﺎ ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺎ ﻴﺠﺩﻩ ﺼﻌﺒﺎﹰ‪،‬‬
‫ﻭﺨﻼل ﺫﻟﻙ ﻴﻔﻨﹼﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻋﻥ ﺘﻠﻙ ﺍﻟﺘﻲ ﺴﺘﹸﺤل ﻋﻥ ﻁﺭﻴﻘﻪ ﺒﺎﻋﺘﺒـﺎﺭﻩ ﺃﻜﺜـﺭ‬
‫ﻤﺭﻭﻨﺔ ﻓﻲ ﻤﻭﻗﻔﻪ‪.‬‬
‫ﻤﻤﺎ ﺘﻌﺭﻓﻪ ﻤﻥ ﻋﻠﻡ ﺘﺒﻨﻲ ﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ ﻭﻓﻨﻪ‪ ،‬ﻤﺎ ﺍﻷﺨﻁﺎﺭ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻤﻭﻗﻑ "ﻓﺭﺩﻴﻨﺎﻨـﺩ"‬
‫ﻭﺍﻟﺘﻲ ﻗﺩ ﺘﺅﺜﺭ ﻋﻠﻰ ﻤﻭﻅﻔﻴﻪ؟‬
‫ﻨﺎﻗﺸﻨﺎ ﺴﺎﺒﻘﹰﺎ ﺃﻥ ﺍﻟﺴﻠﻭﻙ ﻴﻭﻟﹼﺩ ﺴﻠﻭﻜﹰﺎ ﻭﺃﻥ ﺍﻟﻤﻭﻗﻑ ﻴﺅﺜﺭ ﻋﻠﻰ ﺍﻟﺴﻠﻭﻙ‪ .‬ﻴﺠﺏ ﺃﻥ ﻻ‬
‫ﻴ‪‬ﺴﻤﺢ ﻟﻬﺫﺍ ﺍﻟﻭﻀﻊ ﻤﻊ ""ﻓﺭﺩﻴﻨﺎﻨﺩ" ﺒﺎﻻﺴﺘﻤﺭﺍﺭ ﻷﻥ ﻤﻭﻗﻔﻪ ﺍﻟﺴﻠﺒﻲ ﺤﺘﻤﹰﺎ ﺴﻴ‪‬ﻌﺩﻱ ﻤﻭﻅﻔﻴﻪ‪.‬‬
‫ﺇﺫﺍ ﻜﺎﻥ ﻟﺩﻴﻪ ﻤﻭﻗﻑ ﺴﻠﺒﻲ ﻤﻥ ﺍﻟﺘﻐﻴﻴﺭ‪ ،‬ﻓﻜﻴﻑ ﻴ‪‬ﺘﻭﻗﻊ ﻤﻥ ﻤﻭﻅﻔﻴﻪ ﺃﻥ ﻴﻜﻭﻨﻭﺍ ﺇﻴﺠﺎﺒﻴﻴﻥ؟ ﻟﻴﺱ‬
‫ﻟﺩﻴﻬﻡ ﻗﺩﻭﺓ ﻴﺤﺘﺫﻯ ﺒﻬﺎ‪.‬‬

‫ﻓـﻲ ﻤﺤﺎﻭﻟﺔ ﻹﻋﻁﺎﺀ "ﻓﺭﺩﻴﻨﺎﻨﺩ" ﺘﻐﺫﻴﺔ ﺇﺭﺠﺎﻋﻴﺔ ﺒﻁﺭﻴﻘﺔ ﺇﻴﺠﺎﺒﻴﺔ ﻤﺎ ﺍﻟﺨﻁﺭ ﺍﻟـﺫﻱ ﺃﻨـﺕ‬
‫ﻓﻴﻪ؟‬
‫ﺴﻴﺘﻌﻴﻥ ﻋﻠﻴﻙ ﺃﻥ ﺘﻜﻭﻥ ﻤﺤﺘﺭﺴ ﹰﺎ ﻋﻨﺩ ﺇﻋﻁﺎﺀ ""ﻓﺭﺩﻴﻨﺎﻨﺩ" ﺘﻐﺫﻴﺔ ﺇﺭﺠﺎﻋﻴـﺔ ﻓـﻼ ﺘﻌﺎﻤﻠـﻪ‬
‫ﺒﺈﺠﺤﺎﻑ‪ ،‬ﺃﻭ ﺘﺒﺎﻟﻎ ﻓﻲ ﺍﻟﻤﺸﻜﻠﺔ ﺒﺼﻭﺭﺓ ﻏﻴﺭ ﻀﺭﻭﺭﻴﺔ‪ .‬ﻓﺤﻘﻴﻘﺔ ﺃﻨﻙ ﻻ ﺘﺤﺒـﻪ ﺒـﺼﻭﺭﺓ‬
‫ﺨﺎﺼﺔ ﻗﺩ ﺘﻘﻑ ﺤﺠﺭ ﻋﺜﺭﺓ ﺒﺒﺴﺎﻁﺔ ﻓﻲ ﻁﺭﻴﻕ ﺇﻋﻁﺎﺌﻙ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻟـﻪ ﺒﻁﺭﻴﻘـﺔ‬
‫ﺇﻴﺠﺎﺒﻴﺔ‪.‬‬

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 ‫ﻤﻼﺤﻅﺎﺕ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﺭﻗﻡ ‪٣‬‬
‫ﻣﺪﻳﺮة ﺷﺆون اﻟﻤﻮﻇﻔﻴﻦ اﻟﺘﻲ ﻟﻢ ﺗﺴﺘﻄﻊ ﺗﻘﺒﻞ اﻟﺘﻐﺬﻳﺔ اﻹرﺟﺎﻋﻴﺔ‬
‫ﻤﻤﺎ ﺘﻌﺭﻓﻪ ﻋﻥ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ‪ ،‬ﻋﻠﹼﻕ ﻋﻠﻰ ﺼﻭﺭﺓ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺤﺘﻤﻠﺔ ﻟﺩﻯ "ﺠﻭﺭﺠﻴﻨﺎ"‪.‬‬
‫ﻤﻥ ﺍﻟﻤﺭﺠﺢ ﺘﻤﺎﻤﺎﹰ‪ ،‬ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺃﻥ "ﺠﻭﺭﺠﻴﻨﺎ" ﻭﺼﻠﺕ ﺇﻟﻰ ﻤﺭﻜـﺯ ﺇﺩﺍﺭﻱ ﻤﻬـﻡ‪،‬‬
‫ﻓﺈﻥ ﺍﺤﺘﺭﻤﻬﺎ ﻟﺫﺍﺘﻬﺎ ﻗﻠﻴل‪ .‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﻤﻭﺠﻭﺩﺓ ﻹﺜﺒﺎﺕ ﺫﻟﻙ‪ .‬ﻓﻬﻲ ﻏﻴﺭ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺘﻘﺒـل‬
‫ﺇﻨﺠﺎﺯ "ﻫﺎﺭﻱ"‪ .‬ﻭﻫﻲ ﺃﻴﻀ‪‬ﺎ ﻏﻴﺭ ﻤﺴﺘﻌﺩﺓ ﻷﻥ ﹸﺘﻘِﺭ ﺒﻭﺠﻭﺩ ﻤﺸﻜﻠﺔ ﻋﻨﺩﻤﺎ ﺘﻭﺍﺠﻬﻬﺎ ﺒـﺫﻟﻙ‪،‬‬
‫ﻭﺘﺘﺨﻔﻰ ﺨﻠﻑ ﻤﺅﻫﻼﺘﻬﺎ ﻷﺩﺍﺀ ﺍﻟﻌﻤل ﻜﻤﺎ ﻟﻭ ﺃﻥ ﺘﻠﻙ ﺍﻟﻤﺅﻫﻼﺕ ﺘﺤﺼﻨﻬﺎ ﻤﻥ ﺃﻱ ﺍﻨﺘﻘﺎﺩ‪.‬‬
‫ﻤﻭﻗﻔﻬﺎ ﻤﻥ ﺍﻟﻌﻼﻗﺎﺕ ﻤﻊ ﻫﻴﺌﺔ ﺍﻟﻤﻭﻅﻔﻴﻥ‪.‬‬
‫ﻤﻥ ﺍﻟﻭﺍﻀﺢ ﺃﻨﻬﺎ ﻏﻴﺭ ﻤﺭﺘﺎﺤﺔ ﻟﻌﻼﻗﺘﻬﺎ ﻤﻊ ﻫﻴﺌﺔ ﺍﻟﻤﻭﻅﻔﻴﻥ‪ .‬ﻴﻘﻑ ﻫﺫﺍ ﺍﻟﻤﻭﻗﻑ ﺍﻟﺴﻠﺒﻲ‬
‫ﺒﻭﻀﻭﺡ ﻓﻲ ﻁﺭﻴﻕ ﻋﻤﻠﻬﺎ‪ ،‬ﻷﻥ ﺩﻭﺭﻫﺎ ﻴﺸﻤل ﺘﻁﻭﻴﺭ ﺍﻟﻨﺎﺱ ﻭﺭﻋﺎﻴﺔ ﻤﺼﺎﻟﺤﻬﻡ ﻭﻫﻲ ﻏﻴﺭ‬
‫ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺒﺫﻟﻙ ﺒﻔﻌﺎﻟﻴﺔ ﺇﻻ ﺇﺫﺍ ﻜﺎﻨﺕ ﺃﻜﺜﺭ ﺇﻴﺠﺎﺒﻴﺔ ﺇﺯﺍﺀ ﻋﻼﻗﺎﺘﻬﺎ ﻤﻌﻬـﻡ‪ ،‬ﻭﺃﻜﺜـﺭ‬
‫ﺴﺨﺎ ‪‬ﺀ ﻓﻲ ﺘﻘﺒﻠﻬﺎ ﻹﻨﺠﺎﺯﺍﺘﻬﻡ‪.‬‬
‫ﻋﺩﻡ ﻗﺩﺭﺘﻬﺎ ﺍﻟﻅﺎﻫﺭﺓ ﻋﻠﻰ ﺇﻋﻁﺎﺀ ﺘﻐﺫﻴﺔ ﺇﺭﺠﺎﻋﻴﺔ ﺇﻴﺠﺎﺒﻴﺔ‪ .‬ﺤﺎﻭل ﺃﻥ ﺘﻔﻜﺭ ﻓـﻲ ﺃﺴـﺒﺎﺏ‬
‫ﻟﻤﺎﺫﺍ ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﻜﻭﻥ ﺍﻷﻤﺭ ﻜﺫﻟﻙ‪.‬‬
‫ﺜﻤﺔ ﻋﺩﺩ ﻤﻥ ﺍﻟﺘﻔﺴﻴﺭﺍﺕ ﺍﻟﻤﺤﺘﻤﻠﺔ ﻟﻌﺩﻡ ﻤﻘﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺇﻋﻁﺎﺀ ﺘﻐﺫﻴﺔ ﺇﺭﺠﺎﻋﻴﺔ ﺇﻴﺠﺎﺒﻴـﺔ‬
‫ﻟـ"ﻫﺎﺭﻱ"‪ .‬ﻗﺩ ﻴﻜﻭﻥ ﺃﺤﺩﻫﺎ ﺒﺒﺴﺎﻁﺔ ﻫﻭ ﺃﻥ ﻗﻠﺔ ﺍﺤﺘﺭﺍﻤﻬﺎ ﻟﺫﺍﺘﻬﺎ ﻴﻘﻑ ﺤﺠﺭ ﻋﺜـﺭﺓ ﻓـﻲ‬
‫ﻁﺭﻴﻕ ﻤﻘﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺭﺅﻴﺔ ﺍﻟﺨﻴﺭ ﻓﻲ ﺍﻵﺨﺭﻴﻥ‪ .‬ﻭﻴﻜﻤﻥ ﺍﻟﺘﻔﺴﻴﺭ ﺍﻵﺨﺭ ﻓﻲ ﺃﻨﻬﺎ ﻗﺩ ﺘﺘﻠﻘـﻰ‬
‫ﻫﻲ ﻨﻔﺴﻬﺎ ﺍﻟﻘﻠﻴل ﻤﻥ ﺍﻟﺜﻨﺎﺀ ﻤﻤﺎ ﻴﻤﻨﻌﻬﺎ ﻤﻥ ﺇﻋﻁﺎﺌﻪ‪ .‬ﻭﻗﺩ ﻴﻜﻭﻥ ﺘﻌﺭﻴﻔﻬﺎ ﻟﻠﻨﺠـﺎﺡ ﻤﺨﺘﻠﻔﹰـﺎ‬
‫ﻜﺜﻴﺭ‪‬ﺍ ﻋﻥ ﺘﻌﺭﻴﻑ "ﻫﺎﺭﻱ" ﻭﺃﻨﻬﺎ ﻻ ُﺘﺜﹼﻤﻥ ﺍﻹﻨﺠﺎﺯ ﺍﻟﻌﻤﻠﻲ ﺒﺎﻟﻘﺩﺭ ﻨﻔﺴﻪ ﺍﻟـﺫﻱ ﺘﹸـﺜﹼﻤﻥ ﺒـﻪ‬
‫ﺍﻟﻤﺅﻫل ﺍﻟﻭﺭﻗﻲ‪ .‬ﻋﻠﻰ ﺃﻴﺔ ﺤﺎل ﺴﺘﻨﺯﻉ ﻜل ﻫﺫﻩ ﺍﻷﻤﻭﺭ ﺴﻭﺍﺀ َﺃﺃُﺨﺫﺕ ﻤﻨﻔﺭﺩﺓ ﺃﻡ ﻤﺠﺘﻤﻌﺔ‪،‬‬
‫ﺇﻟﻰ ﺃﻥ ﺘﺜﺒ‪‬ﻁ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻘﺩﻡ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﻫﺫﺍ ﺍﻟﺠﺎﻨﺏ ﻤـﻥ ﻋﻤﻠﻬﺎ ﺒﻤﻭﻗﻑ ﺇﻴﺠـﺎﺒﻲ‪.‬‬

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‫ﺇﺫﺍ ﺃﺭﺩﺕ ﻤﺭﺍﺠﻌﺔ ﺍﻟﻨﺼﻴﺤﺔ ﺤﻭل ﻜﻴﻔﻴﺔ ﺘﻨﻤﻴﺔ ﺍﺤﺘﺭﺍﻡ ﺍﻟﺫﺍﺕ ﺒﻁﺭﻴﻘﺔ ﺇﻴﺠﺎﺒﻴﺔ‪ ،‬ﻋﻨﺩﺌﺫ ﻋ‪‬ـﺩ‬
‫ﺇﻟﻰ ﺍﻟﺼﻔﺤﺎﺕ) ‪ ( ٤٨ – ٤٦‬ﻤﻥ ﺍﻟﻔﺼل ﺍﻟﺜﺎﻟﺙ‪.‬‬
‫ﻤﻼﺤﻅﺎﺕ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﺭﻗﻡ ‪٤‬‬
‫א‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬
‫ﻜﻤﺩﻴﺭ ﻟـ " ﺇﻴﺎﻥ "ﻗﻴ‪‬ﻡ ﻤﻭﻗﻔﻪ‪ .‬ﻤﻥ ﺃﻴﻥ ﺴﺘﺒﺩﺃ؟‬
‫ﺘﻌﺘﺒﺭ ﺤﺎﻟﺔ " ﺇﻴﺎﻥ " ﺸﺎﺌﻜﺔ ﻟﻜﻭﻨﻪ ﻴﻅﻬﺭ ﺒﻭﻀﻭﺡ ﺘﺎﻡ ﻤﻭﺍﻗﻑ ﻤﻥ ﻋﻤﻠﻪ ﻭﺍﻟﺘﻲ ﻫﻲ ﻓـﻲ‬
‫ﺍﻟﺤﻘﻴﻘﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺠﺩﹰﺍ‪ ،‬ﻭﻫﻲ ﻤﺎ ُﺘﺭﻴﺩﻩ ﺍﻟﺸﺭﻜﺔ ﺒﺎﻟﻀﺒﻁ‪ .‬ﺍﻟﻤﺸﻜﻠﺔ ﻫﻲ ﺃﻨﻪ ﻤﻊ ﺃﻨﻪ ﺇﻴﺠﺎﺒﻲ ﺠﺩ‪‬ﺍ‬
‫ﻨﺤﻭ ﺍﻟﺠﻭﺩﺓ‪ ،‬ﻓﻬﻭ ﺴﻠﺒﻲ ﺇﻟﻰ ﺩﺭﺠﺔ ﺃﻨﻪ ﻫﻭ ﻴﻀﻌﻑ ﻤﻥ ﺍﻟﺭﻭﺡ ﺍﻟﻤﻌﻨﻭﻴﺔ ﻟﺒﻘﻴﺔ ﺍﻟﻤـﻭﻅﻔﻴﻥ‬
‫ﺍﻟﺫﻴﻥ ﻴﺘﻌﺎﻤل ﻤﻌﻬﻡ‪ُ .‬ﻴﺒﺩﻱ "ﺇﻴﺎﻥ" ﻤﻭﻗﻔﹰﺎ ﻤﻨﻐﻠﻘﹰﺎ ﻓﻲ ﻤﻭﺍﻗﻔﻪ ﻤﻤﺎ ﻴﻘﻑ ﺤﺠﺭ ﻋﺜـﺭﺓ ﻟﻜﻭﻨـﻪ‬
‫ﺇﻴﺠﺎﺒﻴ ﹰﺎ‪.‬‬
‫ﻤﺎ ﺍﻟﻘﻀﺎﻴﺎ ﺍﻟﺘﻲ ﺴﺘﻐﻁﻴﻬﺎ ﻋﻨﺩﻤﺎ ﺘﺘﻜﻠﻡ ﻤﻌﻪ؟‬
‫ﻤﻥ ﺍﻟﻭﺍﻀﺢ ﺃﻥ ﻫﻨﺎﻙ ﻤﻌﻨﻰ ﺤﻘﻴﻘﻴ‪‬ﺎ ﻓﻲ ﺃﻥ "ﺇﻴﺎﻥ" ﺭﺼﻴﺩ ﻟﻠـﺸﺭﻜﺔ ﻭﺴـﺘﻌﺘﻤﺩ ﺍﻟﻌﻘـﻭﺩ‬
‫ل ﻤﻥ ﻀﺒﻁ ﺍﻟﺠﻭﺩﺓ ﺍﻟﻤﻀﻁﺭﺩﺓ‪ .‬ﻹﻋﻁﺎﺌﻪ ﺘﻐﺫﻴـﺔ ﺇﺭﺠﺎﻋﻴـﺔ‬
‫ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻋﺎ ٍ‬
‫ﺒﻁﺭﻴﻘﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺴﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﻗﻴﻤﺘﻪ ﻭﻗﺩﺭﻩ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺸﺭﻜﺔ‪ .‬ﻭﻤـﻊ ﺫﻟـﻙ‪ ،‬ﻻ‬
‫ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺘﻼﻓﻰ ﺤﻘﻴﻘﺔ ﺃﻨﻪ ﺴﻴﺘﻭﺠﺏ ﻋﻠﻴﻙ ﺃﻥ ﺘﻭﺍﺠﻬﻪ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ُﻴﻀﻌﻑ ﺒﻬﺎ ﻤـﻥ‬
‫ﺍﻟﻤﻌﻨﻭﻴﺎﺕ‪ .‬ﻭﺍﻟﻁﺭﻴﻘﺔ ﻟﻌﻤل ﻫﺫﺍ‪ ،‬ﻋﻠﻰ ﺃﻴﺔ ﺤﺎل‪ ،‬ﻫﻲ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻟﺴﻠﻭﻙ ﻭﻟﻴﺱ ﻭﺼﻔﻪ‬
‫ﺒﺄﻨﻪ ﻤﻥ ﺍﻟﻨﻭﻉ ﺍﻟﻬﺩ‪‬ﺍﻡ‪ .‬ﺤﺎﻭل ﻤﻌﺭﻓﺔ ﺴﺒﺏ ﻤﻭﻗﻔﻪ ﺍﻟﺴﻠﺒﻲ‪ .‬ﻫل ﻫﻨﺎﻙ ﻤﺸﻜﻠﺔ ﺘـﺴﺘﻁﻴﻊ ﺃﻥ‬
‫ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺤﻠﻬﺎ؟ ﻫل ﻫﻭ ﺴﻌﻴﺩ؟ ﻫل ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺘﻐﻴﻴﺭ؟‬

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 ‫ﻤﺎ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ " ﺇﻴﺎﻥ " ﻋﻠﻰ ﺇﻤﻌﺎﻥ ﺍﻟﻨﻅﺭ ﻓﻲ ﺘﻁﻭﻴﺭ ﺫﺍﺘﻪ؟‬
‫ﺜﻤﺔ ﻋﺩﺩ ﻤﻥ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﻲ ﻴ‪‬ﻤﻜﻥ ﺘﺠﺭﺒﺘﻬﺎ ﻟﻤﺴﺎﻋﺩﺓ "ﺇﻴﺎﻥ" ﻋﻠﻰ ﺘﻐﻴﻴﺭ ﺍﻟﻤﻭﻗـﻑ‪.‬‬
‫ﺇﺤﺩﻯ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺒﺩﻴﻬﻴﺔ ﻫﻲ ﺇﺸﺭﺍﻜﻪ ﺒﻁﺭﻴﻘﺔ ﺇﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺒﻌﺽ ﺍﻟﻨﻭﺍﺤﻲ ﺍﻟﺘﻲ ﻴﺘﺫﻤ‪‬ﺭ‬
‫ﻤﻨﻬﺎ‪ .‬ﺇﺫﺍ ﻜﺎﻥ ﻫﻨﺎﻙ ﻟﺠﻨﺔ ﻤﻁﻌﻡ‪ ،‬ﻓﻬل ﻴﻤﻜﻥ ﺃﻥ ﻴﺸﺘﺭﻙ ﻓﻴﻬﺎ؟ ﻫل ﻴ‪‬ﻤﻜﻥ ﻟﻠﻤﻠﺘﺤﻘﻴﻥ ﺍﻟﺠـﺩﺩ‬
‫ﺒﺎﻟﻤﻨﺸﺄﺓ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺩﻭﺭﺓ ﺘﺩﺭﻴﺒﻴﺔ ﻟﻔﺘﺭﺓ ﺘﺤﺕ ﺠﻨﺎﺡ " ﺇﻴﺎﻥ " ﻟﻴﺘﻌﻠﻤـﻭﺍ ﺃﻫﻤﻴـﺔ ﻀـﺒﻁ‬
‫ﺍﻟﺠﻭﺩﺓ؟ ﻫل ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺃﻥ ﺘﹸﻨﺎﻁ ﺒﻪ ﻤﺴﺅﻭﻟﻴﺔ ﺃﻜﺒﺭ؟‬
‫ﻋﻠﹼﻕ ﻋﻠﻰ ﺃﺜﺭ ﺍﻟﻤﻭﻗﻑ ﺍﻟﺴﻠﺒﻲ ﻓﻲ ﻤﺜل ﻫﺫﺍ ﺍﻟﻭﻀﻊ‪.‬‬
‫ﺇﺤﺩﻯ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺴﺘﻅﻬﺭ ﺇﺫﺍ ﺴ‪‬ﻤﺢ ﻟﻤﺜل ﻫﺫﺍ ﺍﻟﻤﻭﻗﻑ ﺍﻟﺴﻠﺒﻲ ﺃﻥ ﻴﺘﺄﺼ‪‬ـل ﻫـﻲ ﺃﻥ‬
‫ﺸﻴﺌ ﹰﺎ ﻤﺎ ﺴﻴﺘﻀﺭﺭ ﻓﻲ ﺍﻟﻨﻬﺎﻴﺔ‪ .‬ﺭﺃﻴﻨﺎ ﺴﺎﺒﻘﹰﺎ ﺃﻥ ﻤﻌﻨﻭﻴﺎﺕ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻗﺩ ﻋﺎﻨﺕ‪ ،‬ﻭﻤﻥ ﺍﻟﻤﺤﺘﻤل‬
‫ﺠﺩﹰﺍ ﺃﻥ ﺠﻭﺩﺓ ﺍﻹﻨﺘﺎﺝ ﺃﻭ ﻜﻤﻴﺘﺔ ﺴﺘﺘﻀﺭﺭ ﻋﻥ ﻗﺭﻴﺏ ﺃﻴﻀﹰﺎ‪.‬‬
‫ﻤﻼﺤﻅﺎﺕ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ ﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﺭﻗﻡ ‪٥‬‬
‫א‬ ‫מ‬ ‫א‬ ‫א‬ ‫א‬
‫מ‬ ‫א‬
‫ﻣﺴﺘﺨﺪﻣ ًﺎ ﺗﻘﻴﻴﻤ ﻚ ﻟﻬ ﺬا اﻟﻤﻮﻗ ﻒ‪ ،‬ﺣ ﺪد اﻟﺨﻄ ﺄ ﻓ ﻲ اﻟﻄﺮﻳﻘ ﺔ اﻟﺘ ﻲ ﺗﺒﺎﺷ ﺮ ﺑﻬ ﺎ "ﺟﻮاﻧ ﺎ" ه ﺬا‬
‫اﻟﺘﺪرﻳﺐ‪.‬‬
‫ﻴﺒﺩﻭ ﻅﺎﻫﺭﻴ‪‬ﺎ ﺃﻥ ﺘﻨﺎﻭل "ﺠﻭﺍﻨﺎ" ﻟﻬﺫﻩ ﺍﻟﻤﺸﻜﻠﺔ ﺨﺎﻁﺊ ﺘﻤﺎﻤﹰﺎ‪ .‬ﻜﻤﺎ ﻗﺩ ﻴﻜﻭﻥ ﻤﻴﻠﻬـﺎ ﻨﺤـﻭ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺃﻴﻀ‪‬ﺎ ﻴﻘﻑ ﺤﺠﺭ ﻋﺜﺭﺓ ﻓﻲ ﻁﺭﻴﻕ ﻤﻘﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻤل ﺒﺸﻜل ﺼﺤﻴﺢ‬
‫ﻤﻊ ﻤﻭﻀﻭﻉ ﺤﺴﺎﺱ‪ .‬ﻭﻫﻲ ﺘﺘﻨﺎﻭل ﺍﻟﻤﻭﻀﻭﻉ ﺒﻁﺭﻴﻘﺔ ﺴﻠﺒﻴﺔ ﺠﺩﺍﹰ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﺘﺠﺭﺒـﺔ ﺃﻥ‬
‫ﺍِﺘﺨﺎﺫ ﻤﻭﻗﻑ ﺍِﺘﻬﺎﻤﻲ ﻨﺎﺩﺭﹰﺍ ﻤﺎ ﻴﻌﻤل ﺒﺸﻜل ﺠﻴ‪‬ﺩ ﻓـﻲ ﻤﺜل ﻫـﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺘﺩﺭﻴﺏ‪ .‬ﺃﻤـﺎ‬
‫ﺍﻟﻤﺘﻌﻠﻤﻭﻥ‪ ،‬ﻭﺍﻟﺫﻴﻥ ﺃﻏﻠﺒﻬﻡ ﻤﻥ ﺫﻭﻱ ﺍﻟﻨﻭﺍﻴﺎ ﺍﻟﺤﺴﻨﺔ‪ ،‬ﻓﺘﺘـﻔﺎﻗﻡ ﻟﺩﻴﻬﻡ ﻤﺸﺎﻋﺭ ﺍﻟﻐﻴﻅ ﻭﺤﺴﺏ‪.‬‬

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‫ﺍﻟﺘﻤﻴﻴﺯ ﺍﻟﻌﻨﺼﺭﻱ ﻭﺍﻟﺠﻨﺱ ﻫﻤﺎ ﻤﺠﺎﻻﻥ ﺤﺴﺎﺴﺎﻥ ﺒﺎﻟﺫﺍﺕ ﻭﻴ‪‬ﺨﺭﺠﺎﻥ ﺍﻟﻨﺎﺱ ﻋﻥ ﻁﻭﺭﻫﻡ‬
‫ﻟﻤﻭﺍﺠﻬﺔ ﻗﻀﺎﻴﺎ ﻴﻔﻀﻠﻭﻥ ﻋﺩﻡ ﺍﻟﺨﻭﺽ ﻓﻴﻬﺎ‪ .‬ﻗﺩ ﺘﺸﻌﺭ "ﺠﻭﺍﻨﺎ" ﺃﻨﻬﺎ ﺇﺫﺍ ﺍﻨﺘﻬﺠﺕ ﺍﻷﺴﻠﻭﺏ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﻓﺈﻨﻬﺎ ﺴﺘﺘﺠﻨﺏ ﺍﻟﻭﻗﻭﻉ ﻓﻲ ﺍﻟﻤﺸﺎﻜل ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻜﻴﻔﻴﺔ ﺸﻌﻭﺭ ﺍﻟﻨـﺎﺱ ﻨﺤـﻭ ﻫـﺫﻩ‬
‫ﺍﻟﻘﻀﺎﻴﺎ‪ .‬ﺘﻜﻤﻥ ﺍﻟﻤﺸﻜﻠﺔ ﻓﻲ ﻫﺫﺍ ﺃﻨﻬﺎ ﺘﻌﺘﻘﺩ ﺨﺎﻁﺌﺔ ﺃﻨﻪ ﺒﻤﺠﺭﺩ ﺍﻹﺸﺎﺭﺓ ﺇﻟﻰ ﺃﺨﻁﺎﺀ ﺍﻟﻨـﺎﺱ‬
‫ﺴﻴﺠﻌﻠﻬﻡ ﻴﺴﺘﺠﻴﺒﻭﻥ ﺒﺎﻟﺘﻌﻠﻡ‪ .‬ﻭﻟﺴﻭﺀ ﺍﻟﺤﻅ‪ ،‬ﻓﺎﻟﺤﻴﺎﺓ ﻟﻴﺴﺕ ﺒﺘﻠـﻙ ﺍﻟـﺴﻬﻭﻟﺔ‪ ،‬ﻓـﺎﻟﻤﺘﻌﻠﻤﻭﻥ‬
‫ﻻ ﻋﻥ ﺃﻥ ﻴﻬﺎﻨﻭﺍ‪.‬‬
‫ﻴﺴﺘﺠﻴﺒﻭﻥ ﺒﻁﺭﻴﻘﺔ ﺃﻓﻀل ﻋﻨﺩﻤﺎ ﺘﺭﻓﻊ ﻤﻌﻨﻭﻴﺎﺘﻬﻡ ﺒﺩ ﹰ‬
‫ﻤﺎ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﺘﻲ ﻗﺩ ﺘﻘﻊ ﻋﻠﻰ ﻋﺎﺘﻘﻙ ﻟﺘﺭﻙ ﺍﻟﻤﻭﻗﻑ ﻴﺼل ﺇﻟﻰ ﻤﺎ ﻭﺼل ﺇﻟﻴﻪ؟‬
‫ﻜﻤﺩﻴﺭ ﻟـ "ﺠﻭﺍﻨﺎ" ﻗﺩ ﺘﺘﺤﻤل ﺒﻌﺽ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻟﻤﺎ ﻴﺤﺩﺙ‪ .‬ﻜﻡ ﻜﺎﻥ ﻴﻤﻜﻨﻙ ﺘﻭﻗﻌﻪ ﻤﻨﻁﻘﻴ‪‬ـﺎ‬
‫ﻋﻥ ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺒﻬﺎ ﻭﻗﺩﺭﺍﺘﻬﺎ؟ ﻗﺒل ﺒﺩﺍﻴﺔ ﺍﻟﺤﺩﺙ‪ ،‬ﻫل ﻨﺎﻗﺸﺕ ﺃﻫﺩﺍﻑ ﺍﻟﺩﻭﺭﺓ ﻭﺍﻷﺴـﺎﻟﻴﺏ‬
‫ﺍﻟﺘﻲ ﻗﺩ ﺘﺴﺘﺨﺩﻤﻬﺎ "ﺠﻭﺍﻨﺎ"؟‬

‫آﻴﻒ ﺗﺴﺘﻄﻴﻊ ﺗﻄﺒﻴﻖ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻋﻠﻰ اﻟﻤﻮﻗﻒ اﻟﺬي ﺑﺮز ﻣﻊ "ﺟﻮاﻧﺎ"؟‬
‫ﻴﺤﺘﺎﺝ ﻋﺩﺩ ﻤﻥ ﺍﻷﻤﻭﺭ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﻫﺫﻩ ﺇﻟﻰ ﺘﻁﺒﻴﻕ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻟﻺﺼﻼﺡ‬
‫ﻭﺍﻟﺘﻘﺩﻡ ﺍﻨﻁﻼﻗﹰﺎ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻅﺭﻭﻑ ﺼﻌﺒﺔ‪ .‬ﺘﺤﺘﺎﺝ "ﺠﻭﺍﻨﺎ" ﺇﻟﻰ ﺘﺒﻨﻲ ﻤﻭﻗـﻑ ﺇﻴﺠـﺎﺒﻲ‬
‫ﺃﻜﺜﺭ ﻨﺤﻭ ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺏ ﻭﻤﺤﺘﻭﻴﺎﺘﻬﺎ ﻭﺍﻟﺫﻱ ﻗﺩ ﻻ ﻴﻜﻭﻥ ﺃﺴﻠﻭﺒﻬﺎ ﺃﻭ ﺃﻨﻬﺎ ﻋﻠﻰ ﻏﻴﺭ ﺩﺭﺍﻴﺔ‬
‫ﺒﻪ‪ .‬ﻟﺭﺒﻤﺎ ﺘﺤﺘﺎﺝ ﺃﻨﺕ‪ ،‬ﻜﻤﺩﻴﺭ ﻟـ "ﺠﻭﺍﻨﺎ" ﺇﻟﻰ ﺍﻷﺨﺫ ﺒﻨﻬﺞ ﺘﻁﻠﻌﻲ ﺃﻜﺜﺭ ﺇﻴﺠﺎﺒﻴـﺔ ﺤﻴـﺎل‬
‫ﺘﻁﻭﺭﻫﺎ ﻭﺃﻥ ﻴﻜﻭﻥ ﻟﻙ ﺩﻭﺭ ﺃﻜﺜﺭ ﻨﺸﺎﻁـًﺎ ﻓﻴﻤﺎ ﺘﻔﻌﻠﻪ‪ .‬ﻓﻴﻤﺎ ﻴﺘﻌﻠــﻕ ﺒﺈﺯﻋﺎﺠﻬـﺎ ﻟﻬﻴﺌـﺔ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ‪ ،‬ﺴﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺃﻥ ﺘﻜﻭﻥ ﺇﻴﺠﺎﺒﻴﺎ ﺠﺩﹰﺍ ﻓﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﺘﺘﻌﺎﻤل ﺒﻬﺎ ﻤﻊ ﻤـﺸﺎﻜﻠﻬﻡ‬
‫ﺇﺫﺍ ﻟﻡ ﻴﻜﻭﻨﻭﺍ ﻟﻴﻨﻔﺭﻭﺍ ﺘﻤﺎﻤ‪‬ﺎ ﻤﻥ ﻤﺘﺎﺒﻌﺔ ﺘﻜﺎﻓﺅ ﺍﻟﻔﺭﺹ‪.‬‬

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‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﻌﺽ ﺍﻟﻘﻀﺎﻴﺎ ﺍﻟﻤﺴﺘﻤﺩﺓ ﻤﻥ ﺘﺠﺭﺒﺔ ﺍﻟﻌﺎﻟﻡ ﺍﻟﺤﻘﻴﻘﻲ‪ ،‬ﺭﺃﻴﻨﺎ ﻜﻴﻑ ﺃﻥ ﺒﻌﺽ‬
‫ﻨﻭﺍﺤﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﹸﻁﺒﻕ‪.‬‬
‫ﺩﺍﺭﺕ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﺭﻗﻡ ‪ ١‬ﺤﻭل ﻤﻭﻗﻑ ﺇﻴﺠﺎﺒﻲ ﻤﻥ ﺍﻟﺘﺨﻁﻴﻁ ﻭﺍﻟﺘﻭﺠﻴﻪ‪.‬‬ ‫•‬
‫ﺭﻜﺯﺕ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﺭﻗﻡ ‪ ٢‬ﻋﻠﻰ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠـﺎﺒﻲ ﻓـﻲ ﺇﺩﺍﺭﺓ‬ ‫•‬
‫ﺍﻟﺘﻐﻴﻴﺭ‪.‬‬
‫ﺭﻜﺯﺕ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﺭﻗﻡ ‪ ٣‬ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﺤﺘﺭﺍﻡ ﺍﻟـﺫﺍﺕ ﻭﺍﻟﻘـﺩﺭﺓ ﻋﻠـﻰ‬ ‫•‬
‫ﺍﺴﺘﻘﺒﺎل ﺍﻟﺘﻐﺫﻴﺔ ﺍﻹﺭﺠﺎﻋﻴﺔ‪.‬‬
‫ﺒﺤﺜﺕ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﺭﻗﻡ ‪ ٤‬ﻓﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﺴﺘﻁﻴﻊ ﺍﻟﻤﻭﻗـﻑ ﺍﻟـﺴﻠﺒﻲ ﺃﻥ‬ ‫•‬
‫ﻴﻀﻌﻑ ﺒﻬﺎ ﺍﻟﺭﻭﺡ ﺍﻟﻤﻌﻨﻭﻴﺔ ﻭﻴﺅﺜﺭ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ ﻤﻥ ﺤﻭﻟﻪ‪ ،‬ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤـﻥ‬
‫ﺘﺄﺩﻴﺔ ﺍﻟﻌﻤل‪.‬‬
‫ﺒﺤﺜﺕ ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ﺭﻗﻡ ‪ ٥‬ﻓﻲ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻨﺤﻭ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‪،‬‬ ‫•‬
‫ﻭﻜﻴﻑ ﺃﻥ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻴ‪‬ﺤﺘﺎﺝ ﺇﻟﻴﻪ ﻟﻠﺨﺭﻭﺝ ﻤﻥ ﻤﺠـﺎﻻﺕ ﻨـﺸﻌﺭ ﻓﻴﻬـﺎ‬
‫ﺒﺎﻟﺭﺍﺤﺔ‪.‬‬

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 ‫א‬ ‫א‬
‫א‬ ‫א‬
‫ﻋﺭﻓﹼﻨﺎ ﺤﺘﻰ ﺍﻵﻥ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﻫﺫﺍ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﺃﻤﻌﻨﺎ ﺍﻟﻨﻅﺭ ﻓﻲ ﻋﻠﻡ ﺘﺒﻨﻲ ﻤﻭﻗﻑ‬
‫ﺇﻴﺠﺎﺒﻲ ﻭﻓﻨﻪ‪ ،‬ﻭﻓﻲ ﺍﻟﻔﺼل ﺍﻟﻤﺎﻀﻲ‪ ،‬ﺩﺭﺴﻨﺎ ﺒﻌﺽ ﺍﺴﺘﺩﻻﻻﺕ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠـﺎﺒﻲ ﺨـﻼل‬
‫ﺍﻟﻤﻤﺎﺭﺴﺔ‪ .‬ﺴﻨﺒﺩﺃ ﺒﺠﻤﻊ ﺍﻟﺨﻴﻭﻁ ﺴﻭﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻔﺼل ﻭﺍﻟﺫﻱ ﻴﻠﻴﻪ‪ ،‬ﺒﺩﺍﻴ ﹰﺔ ﺒﺘﻌﺭﻴﻑ ﺍﻟﻘﻴﻤـﺔ‬
‫ﺍﻹﻀﺎﻓﻴﺔ ﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ‪ .‬ﺃﻨﺕ ﺃﻤﺎﻡ ﺘﺤ ٍﺩ ﻟﺘﺘﺩﺒﺭ ﻓﻲ ﺩﺭﻭﺱ ﺍﻟﻔـﺼل ﺍﻟـﺴﺎﺒﻕ‪،‬‬
‫ﻭﺍﻵﻥ ﺘﻘﺩﻡ ﻟﺘﻁﺒ‪‬ﻕ ﺍﻟﻤﻌﺭﻓﺔ ﻋﻠﻰ ﻤﺤﻴﻁ ﻋﻤﻠﻙ ﺍﻟﺨﺎﺹ ﺃﻭ ﻋﻠﻰ ﺴﻴﺎﻕ ﺁﺨﺭ ﺘﺠـﺩﻩ ﺨـﻼل‬
‫ﻗﺭﺍﺀﺘﻙ ﻟﻬﺫﺍ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫وﺑﻌﺪ أن ﺗﻜﻮن ﻗﺪ ﺷﻘﻘﺖ ﻃﺮﻳﻘﻚ ﺧﻼل هﺬا اﻟﻔﺼﻞ أﺗﻮﻗﻊ أﻧﻚ ﺳﻮف‪:‬‬
‫ﺗﻜﻮن ﻗﺎدرًا ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﻣﻨﺎﻓﻊ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻟِـ‪-:‬‬ ‫•‬
‫‪ -‬ﻧﻔﺴﻚ‬
‫‪ -‬ﻣﻮﻇﻔﻴﻚ‬
‫‪ -‬اﻟﻤﺴﺆوﻟﻴﻦ ﻋﻨﻚ‬
‫‪ -‬اﻟﻌﻤﻼء‪ ،‬واﻟﺰﺑﺎﺋﻦ‪ ،‬واﻟﻤﻌﻠﻘﻴﻦ ﻋﻠﻰ ﻣﺎ ﺗﻌﻤﻠﻪ‬
‫ﺗﻜﻮن ﻗﺎدرًا ﻋﻠﻰ ﺗﻠﺨﻴﺺ ﻣﻨﺎﻓﻊ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻣﻦ ﻧﺎﺣﻴﺔ‪-:‬‬ ‫•‬
‫‪ -‬اﻟﺸﻌﻮر ﺑﺎﻟﺮاﺣﺔ ﻧﺤﻮ ﻧﻔﺴﻚ‪.‬‬
‫‪ -‬أﺛﺮ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻋﻠﻰ ﻓﺮﻳﻖ‬
‫‪ -‬اﺳﺘﺠﺎﺑﺔ اﻟﻌﻤﻼء‪ ،‬واﻟﺰﺑﺎﺋﻦ‪ ،‬واﻟﻤﻌﻠﻘﻴﻦ‪.‬‬
‫‪ -‬اﻟﻄﺮﻳﻘﺔ اﻟﺘﻲ ﻳﻤﻜﻦ أن ﻳﻔﺘﺢ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﺑﻬﺎ أﺑﻮاﺑًﺎ ﻟِـ‪:‬‬
‫أهﺪاف ﺟﺪﻳﺪة‬ ‫)أ(‬
‫)ب( ﻓﺎﻋﻠﻴﺔ أﻋﻈﻢ‬
‫ﻣﺒﻴﻌﺎت أﻓﻀﻞ‬ ‫)ج(‬

‫‪-68-‬‬
 ‫) د ( ﺧﺪﻣﺔ أﺣﺴﻦ‬
‫)هـ( إﻧﺘﺎج أﻋﻠﻰ‬
‫)و( إﻧﺘﺎج ذي ﺟﻮدة أﻓﻀﻞ‬
‫)ز( ﻣﻮﻇﻔﻴﻦ أﻓﻀﻞ ﺗﺤﻔّﺰًا وأآﺜﺮ رﺿًﺎ‬

‫ﻟﻨﻌﺘﺒ ﺮ ﻣﻨ ﺎﻓﻊ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻣﺠﻤﻮﻋ ﺔ دواﺋ ﺮ ﻣﺘﺤ ﺪة اﻟﻤﺮآ ﺰ‪ .‬إذا رﻣﻴ ﺖ ﺑﺤ ﺼﺎة ﻓ ﻲ‬
‫ﺑﺤﻴﺮة‪ ،‬ﺣﺘﻰ وإن آﺎﻧﺖ ﺣﺼﺎة ﺻﻐﻴﺮة‪ ،‬ﺳﺘﻼﺣﻆ أﻧﻬﺎ ﺗﺤﺪث ﺻﺪى ﻣﻌﺘﺒﺮًا ﻓﻲ اﻟﻤﻜﺎن اﻟ ﺬي‬
‫ﺗﻨﺰل ﻓﻴﻪ‪ .‬ﺛﻢ ﺗﺒﺪأ اﻟﺮﻗﺎﺋﻖ ﺑﺎﻟﺘﺤﺮك ﻧﺤﻮ اﻟﺨﺎرج ﻓﻲ دواﺋﺮ ﻣﺴﺘﻤﺮة اﻟﺘﻮﺳﻊ وﺗﺠ ﺪ أن ﺻ ﺪﻣﺔ‬
‫اﻟﺤﺼﺎة اﻷوﻟﻲ ﻗﺪ أﺻﺒﺢ ﻟﻬﺎ أﺛﺮًا ﻏﻴﺮ ﻣﺘﻨﺎﺳﺐ ﺗﻤﺎﻣًﺎ ﻣﻊ ﺣﺠﻤﻬﺎ‪ .‬ﺳﻴﻈﻬﺮ اﻷﺛﺮ ﻧﻔﺴﻪ ﻋﻨ ﺪﻣﺎ‬
‫ﻳﻜﻮن ﻟﺪى اﻟﻤﺪﻳﺮﻳﻦ ﻣﻮﻗﻒ إﻳﺠﺎﺑﻲ ﻣﻦ آﻞ ﺟﻮاﻧﺐ ﻣﻬ ﺎرﺗﻬﻢ اﻹدارﻳ ﺔ‪ .‬ﺳ ﻴﻜﻮن ﻟ ﺬﻟﻚ اﻟﺘ ﺄﺛﻴﺮ‬
‫ﻟﻠﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻓﻮاﺋ ﺪ ﻻ ﻋﻠ ﻰ اﻟﻤ ﺪﻳﺮ اﻟﻤﻌﻨ ﻲ ﺑﺬاﺗ ﻪ ﻓﺤ ﺴﺐ ﺑ ﻞ أﻳ ﻀًﺎ ﻋﻠ ﻰ داﺋ ﺮة ﻧﻔ ﻮذ‬
‫ﻣﺴﺘﻤﺮة اﻟﺘﻮﺳﻊ‪.‬‬
‫ﻳﻮﺿﺢ ﺷﻜﻞ ) ‪ ( ١-٥‬ﻣﺎ آﻨﺎ ﻧﻘﻮﻟﻪ‪ .‬ﺑﻘﺪر ﻣﺎ ﺗﺴﺘﻄﻴﻊ اﺳﺘﺨﺪﻣﻪ آﺘﻤﺮﻳﻦ ﻟﺘﺤﺪﻳ ﺪ أآﺜ ﺮ ﻋ ﺪد‬
‫ﺖ ﻣﻨﻔﻌ ﺔ واﺣ ﺪة ﻟﻜ ﻞ ﻓﺌ ﺔ‬
‫ﻣﻤﻜﻦ ﻣﻦ ﻣﻨﺎﻓﻊ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺪاﺋﺮة اﻟﻤﻌﻨﻴﺔ‪ .‬اﻗﺘﺮﺣ ُ‬
‫ﻟﺘﺴﺎﻋﺪك ﻋﻠﻰ اﻟﺒﺪء‪ ،‬إﻻ أﻧﻪ ﻳﻔﺘﺮض أن ﺗﻜﻮن ﻗﺎدرًا ﻋﻠﻰ اﻟﺘﻔﻜﻴﺮ ﻓﻲ ﻣﻨﺎﻓﻊ أآﺜﺮ ﺑﻜﺜﻴﺮ‪.‬‬

‫إذا ﺳﻤﺤﻨﺎ ﻷﻧﻔﺴﻨﺎ ﺑﻘﻠﻴﻞ ﻣﻦ إﻃﻼق اﻟﻌﻨﺎن ﻟﺒﺮهﺔ‪ ،‬ﻓﻴﺠﺐ أن ُﻳﻘﺎل إن اﻟﻤﻨﺎﻓﻊ ﻟﺘﺒﻨﻲ ﻣﻮﻗ ﻒ‬
‫إﻳﺠﺎﺑﻲ ﺗﻌﺘﺒﺮ آﺜﻴﺮة ﺑﺎﻟﻨﺴﺒﺔ ﻟﻚ‪ .‬ﻋﻴّﻨﺎ ﻓﻲ اﻟﻔ ﺼﻞ اﻟﺜﺎﻟ ﺚ ﻋ ﺪدًا ﻣ ﻦ اﻟﻤﻬ ﺎرات اﻹدارﻳ ﺔ‪ ،‬آﻤ ﺎ‬
‫أُﻋﻴﺪ ﻋﺮﺿﻬﺎ ﻓﻲ ﺻﻔﺤﺔ ‪ ،٧١‬واﻟﺘﻲ ﺗﺤﺘﺎﺟﻬﺎ أﻧﺖ آﻤﺪﻳﺮ‪ ،‬واﻟﺘﻲ ﺗﺴﺘﻔﻴﺪ ﺟﻤﻴﻌﻬ ﺎ ﻣ ﻦ اﻟﺘ ﺰام‬
‫ﻣﻮﻗﻒ إﻳﺠﺎﺑﻲ‪.‬‬

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‫ﻲ‬
‫ﻣﻨﺎﻓﻊ ﻟﻤﻮﻇﻔ ّ‬ ‫ﻣﻨﺎﻓﻊ ﻟﻨﻔﺴﻲ‬

‫أﺻﺒﺤﺖ ﻣﻬﺎراﺗﻲ اﻹدارﻳﺔ‬

‫أآﺜﺮ ﻓﻌﺎﻟﻴﺔ ﺑﻔﻌﻞ ﻣﻮﻗﻔﻲ‬

‫اﻹﻳﺠﺎﺑﻲ‬

‫ﻳﺒﺪو ﻓﺮﻳﻖ ﻋﻤﻠﻲ ﻣﺤﻔﺰًا‬

‫ﺑﻘﻮة وﻓﻌﺎﻻ‬

‫ﻲ ﻷﻧﺠﺰ أﻋﻤﺎل ﺗﺘﻤﺎﺷﻰ‬

‫ﻳﻤﻜﻦ أن ﻳﻌﻮَل ﻋﻠ ﱠ‬
‫ﻣﻊ ﺳﻴﺎﺳﺔ اﻟﺸﺮآﺔ‬
‫‪ -‬درﺟﺔ رﺿﺎ اﻟﺰﺑﻮن ﻋﺎﻟﻴﺔ‬
‫ﺻﺤﺎﻓﺔ أﻗﻞ اﻧﺘﻘــﺎدًا‬ ‫‪-‬‬

‫ﺷﻜﻞ ‪١ – ٥‬‬
‫ﻣﻨﺎﻓﻊ اﻟﻤﺴﺆوﻟﻴﻦ‬
‫ﻋﻨﻲ‬
‫ﻣﻨﺎﻓﻊ ﺗﻨﺒﻊ ﻣﻦ اﻟﻤﻮﻗﻒ اﻹداري اﻹﻳﺠﺎﺑﻲ‬ ‫ﻣﻨﺎﻓﻊ ﻟﻠﻌﻤﻼء واﻟﺰﺑﺎﺋﻦ واﻟﻤﻌﻠﻘﻴﻦ‬

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 ‫إدارة اﻟﻮﻗﺖ‬ ‫ﺻﻨﻊ اﻟﻘﺮار‬

‫إدارة اﻵﺧﺮﻳﻦ‬ ‫اﻟﻌﻼﻗﺎت ﻣﻊ هﻴﺌﺔ‬

‫إدارة اﻟﻨﻔﺲ‬ ‫اﻟﻤﻮﻇﻔﻴﻦ واﻟﺰﺑﺎﺋﻦ‬

‫اﻟﻤﻬﺎرات اﻹدارﻳﺔ اﻟﺘﻲ ﺗﺴﺘﻔﻴﺪ ﻣﻦ‬

‫اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‬

‫اﻟﻘﻴﺎدة‬ ‫اﻟﺘﻔﻮﻳﺾ‬
‫اﻟﺘﺨﻄﻴﻂ‪:‬‬ ‫اﻟﺘﻔﻜﻴﺮ اﻹﺑﺪاﻋﻲ‬
‫اﻻﺳﺘﺮاﺗﻴﺠﻲ واﻟﻴﻮﻣﻲ‬

‫ﺷﻜﻞ ‪١-٣‬‬

‫ﺟﻮاﻧﺐ ﻣﻬﺎرة اﻹدارة اﻟﻤﺤﺴّﻨﺔ ﺑﺎﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‬

‫ﻟﻨﻤﻌﻥ ﺍﻟﻨﻅﺭ ﻓﻲ ﻤﻬﺎﺭﺘﻴﻥ ﻓﻘﻁ ﻤﻥ ﻫﺫﻩ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺒﻁﺭﻴﻘﺔ ﻫﻴﻜﻠﻴـﺔ‪ .‬ﺘـﺫﻜﺭ ﺃﻥ ﻫـﺫﻩ‬
‫ﺃﻓﻜﺎﺭﻱ ﻭﻗﺩ ﻻ ﺘﻜﻭﻥ ﻤﺘﻌﻠﻘﺔ ﺒﻙ ﻋﻠﻰ ﺍﻹﻁﻼﻕ‪ .‬ﺴﺘﻜﻭﻥ ﻟﻙ ﻗﻀﺎﻴـﺎ ﺃﺨﺭﻯ‪ .‬ﻭﻴﺘﺒﻊ ﺍﻟﺸﻜل‬
‫ﺨﻁﺎﻥ ﻓﺎﺭﻏﺎﻥ ﺤﺘﻰ ﺘﺴﺘﻁﻴﻊ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻬﻴﻜل ﻨﻔﺴﻪ ﻟﺘﺴﺘﻤﺭ ﻤﻊ ﻤﻬﺎﺭﺍﺕ ﺃﺨﺭﻯ ﺇﺫﺍ ﺸﺌﺕ‪.‬‬

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 ‫آﻴﻒ أﺳﺘﻄﻴﻊ ﺗﻄﺒﻴﻖ اﻟﻤﻮﻗﻒ‬
‫اﻹﻳﺠﺎﺑﻲ ﻋﻠﻰ هﺬا‪-:‬‬
‫ﺗُﻨﺠَﺰ اﻟﻤﻬﺎم‬ ‫•‬ ‫ﺿﻊ اﻷهﺪاف آﻞ ﻳﻮم‬ ‫•‬
‫ُﺗﻨﺠَﺰ اﻷوﻟﻴﺎت‬ ‫•‬ ‫ﺗﻌﻠّﻢ ﻣﻔﻜﺮة اﻟﺤﺎﺳﻮب!‬ ‫•‬
‫أﺳﺘﻄﻴﻊ أن أﺳﺘﺮﺧﻲ أآﺜﺮ‬ ‫•‬ ‫أدرك اﻟﺤﺎﺟﺔ‬ ‫•‬
‫أﻗﻞ إﺟﻬﺎدًا‬ ‫•‬ ‫ﻻ أﻗﻮل ﻧﻌﻢ هﻜﺬا‬ ‫•‬ ‫إدارة اﻟﻮﻗــﺖ‬
‫أآﺜﺮ ﺗﻨﻈﻴﻤ ًﺎ‬ ‫•‬ ‫أﻋﻘﺪ اﺟﺘﻤﺎﻋﺎت أﻗﻞ‬ ‫•‬
‫أﻗﻞ ﻗﻠﻘًﺎ‬ ‫أﺟﻌﻞ اﻻﺟﺘﻤﺎﻋﺎت ﻣﺜﻤﺮة •‬ ‫•‬
‫أﻗﺪم اﻟﻨﺎس ﻋﻠﻰ اﻟﻤﻬﺎم‬ ‫•‬

‫א‪−:‬‬ ‫א‬ ‫א‬

‫أﺻﺒﺢ ﺣﺎﺳﻤًﺎ‬ ‫•‬ ‫أﻋﺮف إﻟﻰ أﻳﻦ أﺳﻴﺮ‬ ‫•‬
‫أﺑﺪو ﺣﺎﺳﻤًﺎ‬ ‫•‬ ‫أﺻﻐﻲ أآﺜﺮ‬ ‫•‬
‫ﺮام‬ ‫ﺴﺐ اﻻﺣﺘ‬ ‫أآ‬ ‫•‬ ‫أﺳﺄل أآﺜﺮ‬ ‫•‬
‫ﻟﻺﻧﺼﺎف‬ ‫أﺗﻌ ﺮف أآﺜ ﺮ ﻋﻠ ﻰ ﺧﻠﻔﻴ ﺔ‬ ‫•‬
‫أُؤدي ﻋﻤﻠ ﻲ ﺑﻄﺮﻳﻘ ﺔ‬ ‫•‬ ‫اﻷﻣﻮر‬ ‫ﺻﻨﻊ اﻟﻘﺮار‬
‫أﻓﻀﻞ‬ ‫أﻣﻌﻦ اﻟﻨﻈﺮ ﻓﻲ اﻟﺨﻴﺎرات‬ ‫•‬
‫أﻃﻮّر اﻟﻤﻬﺎرة اﻹدارﻳﺔ‬ ‫•‬ ‫أﻣﻌﻦ اﻟﻨﻈﺮ ﻓﻲ اﻟﻨﺘﺎﺋﺞ‬ ‫•‬
‫ﻳ ﻮﻓﺮ اﻟﻮﻗ ﺖ ﻋﻠ ﻰ‬ ‫•‬ ‫ﻣ ﻦ ﻳﺤﺘ ﺎج إﻟ ﻰ أن‬ ‫•‬
‫اﻟﻤﺪى اﻟﻄﻮﻳﻞ‬ ‫ﻳﻌﺮف؟‬
‫اﻻﺳﺘﺜﻤﺎر اﻟﻔﻌﺎل ﻟﻠﻮﻗﺖ‬ ‫•‬ ‫آﻴﻒ أوﺻﻞ اﻟﻤﻌﻠﻮﻣﺔ؟‬ ‫•‬
‫أﻟﺰم اﻟﻘﺮار‬ ‫•‬

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‫א‪:‬‬ ‫א‬ ‫א‬

‫) ﻣﻬﺎرة ( ‪- - -‬‬

‫א‪:‬‬ ‫א‬ ‫א‬

‫) ﻣﻬﺎرة ( ‪- - -‬‬

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 ‫ﺳﺘﺸﻌﺮ ﺑﺎﻟﺮاﺣﺔ ﻧﺤﻮ ﻧﻔﺴﻚ‬
‫هﻨﺎك ﻣﻨﻔﻌﺔ أﺧﺮى ﻟﻠﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ واﻟﺘﻲ ﺳﺘﻌﻮد ﻋﻠﻴﻚ ﺷﺨﺼﻴ ًﺎ‪ .‬ﺳﺘﻜﻮن رؤﻳﺘﻚ ﻟﻸﻣﻮر‬
‫أﻓﻀـﻞ‪ .‬ﻳﻌﻨﻲ آﻮﻧ ﻚ إﻳﺠﺎﺑﻴ ًﺎ ﻣﻌﺮﻓ ﺔ وﺟﻬ ﺔ ﺳ ﻴﺮك ﻓ ﻲ اﻟﻌﻤ ﻞ‪ ،‬ﺣﺘ ﻰ ﻓ ﻲ اﻟﺤﻴ ﺎة ﺑﻮﺟ ﻪ ﻋ ﺎم‪،‬‬
‫وإﻧﺠﺎز اﻷﺷﻴﺎء اﻟﺘﻲ ﺗﺤﺘﺎج إﻟﻰ ﻋﻤﻠﻬﺎ ﻟﻠﻮﺻﻮل ﺑﺄﺳﻬﻞ ﻣﺎ ﻳﻤﻜﻦ‪ .‬إﺟﻤﺎﻻً‪ ،‬ﺳﻴﻜﻮن ﻟﺪى اﻟﻨﺎس‬
‫ذوي اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ اﻟﻘﻮي ﻣﺴﺘﻮى ﻋﺎ ٍ‬
‫ل ﻣﻨﺎﺳﺐ ﻣﻦ اﺣﺘﺮام اﻟﺬات واﻟﻜﺮاﻣﺔ‪ ،‬وهﺬا ﻳ ﺆدي‬
‫إﻟ ﻰ اﻟﺜﻘ ﺔ ﻓ ﻲ ﻧﻔ ﺴﻚ وﻓ ﻲ ﻣﻬﺎرﺗ ﻚ اﻹدارﻳ ﺔ واﻟ ﺬي ُﻳ ﺴﻬﻞ ﺑ ﺪورﻩ ﻣﻘ ﺪرﺗﻚ ﻋﻠ ﻰ ﻣﺒﺎﺷ ﺮة‬
‫اﻟﻤﺸﻜﻼت ﺑﻤﻮﻗﻒ إﻳﺠﺎﺑﻲ – ﻟﻴﺼﺒﺢ آﻞ هﺬا دورة ﻣﻦ اﻟﺘﻌﺰﻳﺰ‪.‬‬

‫ﺳﻮف ﺗﺘﺤﺴﻦ ﻓﺮص ﻣﺴﺘﻘﺒﻠﻚ اﻟﻤﻬﻨﻲ‬

‫ﻻ ﻟﻠﺘﻘﺪم ﻓﻲ ﻋﻤﻠﻚ ﻋﻠﻰ وﺟﻪ اﻟﺨﺼﻮص ﺑﻤﻌﻨﻰ أﻧﻚ ﺗﺮﻳﺪ ﺗﺮﻗﻴ ًﺔ‪ .‬ﻗ ﺪ ﺗﻜ ﻮن‬
‫ﻗﺪ ﻻ ﺗﻜﻮن ﻣﻴﺎ ً‬
‫ﺳ ﻌﻴﺪًا ﺑﺎﻟﻤ ﺴﺘﻮى اﻟ ﺬي وﺻ ﻠﺖ إﻟﻴ ﻪ وﺗﺮﻳ ﺪ ﻓﻘ ﻂ اﻻﺳ ﺘﻤﺮار ﻓ ﻲ أداء ﻋﻤ ﻞ ﺟ ّﻴ ﺪ وﻓ ّﻌ ﺎل‪ .‬أ ًﻳ ﺎ‬
‫آﺎﻧﺖ اﻟﻄﺮﻳﻘﺔ‪ ،‬ﺳﻴﺴﺎﻋﺪك اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪.‬‬
‫ﻳﻌﺘﺒ ﺮ اﻷﺟ ﺮ اﻟﻤ ﺮﺗﺒﻂ ﺑ ﺎﻷداء‪ ،‬واﻟﺘﻘﻴ ﻴﻢ اﻟﻤﻬﻨ ﻲ اﻟ ﺴﻨﻮي وﻣ ﺎ إﻟ ﻰ ذﻟ ﻚ ﺣﻘﻴﻘ ﺔ ﺑﺎﻟﻨ ﺴﺒﺔ‬
‫ﻟﻤﻌﻈﻤﻨﺎ وﻣﻮﻗﻒ ﻋﺪم اﻻآﺘﺮاث اﻟﺴﻠﺒﻲ هﻮ ﺁﺧﺮ ﺷﻲء ﻧﺤﺘﺎج إﻟﻰ أن ُﻧﻮَاﺟﻪ ﺑﻪ ﻋﻨ ﺪﻣﺎ ﻳُﻘﻴﻤﻨ ﺎ‬
‫اﻵﺧ ﺮون‪ .‬ﻓ ﻲ اﻟﺠﻬ ﺔ اﻟﻤﻘﺎﺑﻠ ﺔ‪ ،‬إذا آ ﺎن ذﻟ ﻚ اﻟﻤﻮﻗ ﻒ اﻟ ﺴﻠﺒﻲ ه ﻮ اﻟﻄﺮﻳﻘ ﺔ اﻟﺘ ﻲ ﻧﺘﻨ ﺎول ﺑﻬ ﺎ‬
‫اﻟﻌﻤﻞ‪ ،‬آﻴﻒ ﻧﺘﻮﻗﻊ أآﺜﺮ ﻣﻦ ﻣﻮﻇﻔﻴﻨﺎ اﻟﺬﻳﻦ ﻳﺘﻮﺟﺐ ﻋﻠﻴﻨﺎ آﺘﺎﺑﺔ ﺗﻘﺎرﻳﺮ ﻋﻨﻬﻢ؟‬

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‫ﺣ ﺪ ﺻ ﻔﺤﺔ ‪٧٠‬؟ هﻨ ﺎ ﺑ ﻀﻊ‬
‫ﻣﺎ هﻲ اﻟﻤﻨﺎﻓﻊ اﻟﺘﻲ ﺣﺪدﺗّﻬﺎ ﻓﻲ ﺗﻤﺮﻳﻦ اﻟﺪواﺋﺮ ذات اﻟﻤﺮآ ﺰ اﻟﻤﻮ ّ‬
‫ﻣﻦ اﻟﻤﻨﺎﻓﻊ اﻷﺧﺮى اﻟﺘﻲ ﻗﺪ ﺗﻮد اﻟﺘﻔﻜﻴﺮ ﻓﻴﻬﺎ‪.‬‬

‫ﺳﻴﻌﻤﻞ اﻟﻤﻮﻇﻔﻮن ﻟﻤﺪﻳﺮ أﻓﻀﻞ‪ .‬ﻟﻨﻮاﺟﻪ اﻟﻮاﻗ ﻊ‪ ،‬إذا ﻣ ﺎ ﻃُﻠ ﺐ ﻣﻨ ﻚ ﺗﺤﺮﻳ ﺮ ﻗﺎﺋﻤ ﺔ‬ ‫•‬
‫ﻓﻴﻬﺎ ﺻﻔﺎت اﻟﺸﺨﺺ اﻟﺬي ﺗﺮﻏﺐ أآﺜ ﺮ ﻓ ﻲ أن ﻳﻜ ﻮن ﻣ ﺪﻳﺮك‪ ،‬ﻓ ﺴﻴﻜﻮن ﻓ ﻲ ﺗﻠ ﻚ‬
‫اﻟﺼﻔﺎت ﺧﻴﻂ ﻗ ﻮي ﻣ ﻦ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻳﺠﻤ ﻊ ﺑﻴ ﻨﻬﻦ‪ .‬ذآﺮﻧ ﺎ ﺳ ﺎﺑﻘًﺎ اﻷﺻ ﺎﻟﺔ‪،‬‬
‫ﻻ أﺧﺮى‪ ،‬ﺗﺘﺄﻟﻒ ﻣﻊ ﺑﻌﻀﻬﺎ ﺑﻌﻀًﺎ ﻟﺘﻜﻮّن ﻣ ﺪﻳﺮًا ﺟﻴ ﺪًا‪ .‬ﻣﻨﻔﻌ ﺔ‬
‫واﻻﺣﺘﺮام‪ ،‬وﺧﺼﺎ ً‬
‫ﻻ ﻋﻦ ﻣﺪﻳﺮ ﺳﻴﺊ‪.‬‬
‫ﻣﻮﻇﻔﻴﻚ ﺑﺒﺴﺎﻃﺔ هﻲ أﻧﻬﻢ ﺳﻴﻌﻤﻠﻮن ﻟﺼﺎﻟﺢ ﻣﺪﻳﺮ ﺟﻴّﺪ ﺑﺪ ً‬

‫ﺳﻴﻌﻤﻞ اﻟﻤﻮﻇﻔ ﻮن ﺳ ﻮﻳﺔ ﺑﻄﺮﻳﻘ ﺔ أآﺜ ﺮ ﻓﻌﺎﻟﻴ ﺔ‪ .‬ﻣ ﻦ واﻗ ﻊ ﺗﺠﺮﺑﺘ ﻲ ﻓ ﻲ ﻣﺤﻴﻄ ﺎت‬ ‫•‬
‫وﻋﻤ ﻞ ﻓ ﺮق وﻣﺠﻤﻮﻋ ﺎت ﻣﺨﺘﻠﻔ ﺔ‪ ،‬ﻟﻠﻄﺮﻳﻘ ﺔ اﻟﺘ ﻲ ﻳﺘﺒﻌﻬ ﺎ اﻟﻔﺮﻳ ﻖ ﻟﻠﻌﻤ ﻞ ﺳ ﻮﻳﺔ‬
‫ارﺗﺒﺎط وﺛﻴﻖ ﺟﺪًا ﺑﻤﻮﻗﻒ اﻟﻤﺪﻳﺮ اﻷﻣﺮ اﻟﺬي ﻳﺴﺘﺤﻴﻞ ﻣﻌﻪ اﻟﺘﻔﺮﻳﻖ ﺑﻴﻨﻬﻢ! إذا آ ﺎن‬
‫ﻓﺮﻳﻘﻚ ﻳﺆدي ﻋﻤﻠﻪ ﺟﻴّﺪاً‪ ،‬ﻓﻜﺮ ﻓﻲ درﺟﺔ ارﺗﺒﺎط ذﻟﻚ ﺑﻤﻮﻗﻔﻚ؟‬

‫ﺳﻴﻜﻮن اﻟﻤﻮﻇﻔﻮن ﻣﺤﻔﺰون أآﺜﺮ‪ .‬أﺛﺒﺘﻨﺎ ﻓﻲ اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ أن اﻟﺘﺤﻔﻴﺰ هﻮ إرﺿﺎء‬ ‫•‬
‫ﻟﻠﺤﺎﺟ ﺎت‪ ،‬واﻟ ﺪواﻓﻊ‪ ،‬واﻟﺤ ﻮاﻓﺰ‪ .‬ﺳ ﻴﺆﺛﺮ ﻣﻮﻗﻔ ﻚ اﻹﻳﺠ ﺎﺑﻲ ﻋﻠ ﻰ ﺗﺤﻔﻴ ﺰك‪ ،‬وه ﺬا‬
‫ﺑﺪورﻩ‪ ،‬ﺳﻴﺆﺛﺮ ﻋﻠﻰ ﺗﺤﻔﻴﺰهﻢ‪ .‬ﺳﺘﺨﻠﻖ أﻧﺖ اﻟﻤﻨﺎخ اﻟﺬي ﻳﺤﺘﺎﺟﻮن إﻟﻴ ﻪ ﻟﻴﺰده ﺮوا‬
‫وﻳﺘﻄﻮروا‪ .‬وﻋﻠﻰ ﺳﺒﻴﻞ اﻟﻤﺜﺎل‪ ،‬إذا آﺎن ﻟﺪى أﻋﻀﺎء ﻓﺮﻳﻘﻚ ﺣﺎﺟﺔ إﻟﻰ أن ﻳﻜﻮﻧﻮا‬
‫ﻣﺒﺪﻋﻴﻦ‪ ،‬ﻓﺈﻧﻬﻢ ﺳﻴﺤﻔﺰون ﺑﺼﻮرة أﻓ ﻀﻞ إذا آﻨ ﺖ إﻳﺠﺎﺑﻴ ًﺎ ﺣﻴ ﺎل ﻣ ﻨﺤﻬﻢ اﻟﻔ ﺮص‬
‫ﻟﻴﻄﻮروا هﺬا اﻹﺑﺪاع‪.‬‬

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‫ﺳﻴﻜﻮن ﻟﻬﻴﺌﺔ اﻟﻤﻮﻇﻔﻴﻦ ﻗﺪوة ﺣﺴﻨﺔ ﻳﺤﺘﺬى ﺑﻬﺎ وﺗﻜﻮن ﻗﺎﻋﺪة ﻳﺒﻨﻮن ﻋﻠﻴﻬﺎ ﻣﻮﻗﻔﻬﻢ‬ ‫•‬
‫اﻟﺨﺎص ﻧﺤﻮ اﻟﻌﻤﻞ‪ .‬أُآ ﺪ ﻣﻨ ﺬ اﻟﺒ ﺪاﻳﺎت اﻟﻤﺒﻜ ﺮة ﻟﻠﻜﺘ ﺎب ﻋﻠ ﻰ ﻧﻘﻄ ﺔ أن آﺜﻴ ﺮًا ﻣ ﻦ‬
‫اﺗﺠﺎهﺎﺗﻨﺎ ﻣﻜﺘﺴﺒﺔ‪ .‬إﺣ ﺪى اﻟﻄ ﺮق اﻟﺘ ﻲ ﻳﺤ ﺪث ه ﺬا ﻣ ﻦ ﺧﻼﻟﻬ ﺎ أﻧﻨ ﺎ ﻧﺨﺘ ﺎر أﻧﺎﺳ ًﺎ‬
‫ﻧﺤﺘﺬي ﺑﻬﻢ ﻓﻲ ﺳﻠﻮآﻨﺎ ﺳﻮا ًء أآﺎن ذﻟﻚ ﻋﻦ وﻋﻲ ﻣﻨﺎ أم ﻣﻦ دوﻧﻪ‪ .‬وﻟﻬ ﺬا اﻟ ﺴﺒﺐ‪،‬‬
‫ﻓﺈن ﻣﻨﻔﻌﺔ ﻣﻮﻇﻔﻴﻚ ﻣﻦ ﻣﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ ﻓﻲ اﻹدارة ه ﻲ أﻧ ﻪ ﺳ ﻴﻜﻮن ﻟ ﺪﻳﻬﻢ ﻗ ﺪوة‬
‫ﺣ ﺴﻨﺔ ﻳﺘﻌﻠﻤ ﻮن ﻣﻨﻬ ﺎ‪ .‬ﻋﻠ ﻰ ﺳ ﺒﻴﻞ اﻟﻤﺜ ﺎل‪ ،‬إذا آ ﺎن ﻣﻮﻗﻔ ﻚ ﻣ ﻦ إﻧﻬ ﺎء اﻟﻌﻤ ﻞ ﻓ ﻲ‬
‫ﻣﻮاﻋﻴﺪﻩ أو ﻣﻦ ﺟﻮدة ﺧﺪﻣﺔ اﻟﺰﺑﻮن إﻳﺠﺎﺑﻴﺎً‪ ،‬ﻋﻨﺪﺋﺬ ﺳﻴﻜﻮن ﻟﻤﻮﻗﻔﻬﻢ ﻓﺮﺻﺔ أﻓﻀﻞ‬
‫ﺑﻜﺜﻴﺮ ﻷن ﻳﺼﺒﺢ آﺬﻟﻚ أﻳﻀًﺎ‪ .‬إذا ﻟﻢ ﺗﻜﻦ إﻳﺠﺎﺑﻴًﺎ ﻓﻲ ﻣﺜﻞ هﺬﻩ اﻟﻤﺠﺎﻻت‪ ،‬ﻓﻤ ﺎ ه ﻲ‬
‫ﺣﻮاﻓﺰهﻢ؟‬

‫ﻓﻲ اﻟﻮﻗﺖ اﻟﺬي ﻧﺤﺎول ﻓﻴﻪ ﻋﺪم اﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ هﺬﻩ اﻟﻨﻘﻄﺔ‪ ،‬ﻓ ﺈن اﻟﺠ ﺪﻳﺮ ﺑﺎﻟ ﺬآﺮ ه ﻮ أن ﻣﻮﻗﻔ ﻚ‬
‫اﻹﻳﺠﺎﺑﻲ ﺳﻴﻜﻮن ذا ﻧﻔﻊ أﻳﻀًﺎ ﻋﻠﻰ رؤﺳﺎﺋﻚ‪ .‬هﻞ ﺗﻌﺮﻓﺖ ﻋﻠﻰ أي ﻣﻨﻬﺎ ﻓ ﻲ ﺗﻤ ﺮﻳﻦ اﻟ ﺼﻔﺤﺔ‬
‫‪٧٠‬؟ هﻨﺎ ﺑﻌﺾ اﻷﻓﻜﺎر اﻟﺘﻲ ﻳﻤﻜﻨﻚ اﻟﺘﻤﻌﻦ ﻓﻴﻬﺎ‪.‬‬

‫ﺳ ﻴﻜﻮن ﺑﻤﻘ ﺪرة رؤﺳ ﺎﺋﻚ أن ﻳﻌﻮّﻟ ﻮا ﻋﻠﻴ ﻚ ﻓ ﻲ إﻧﺠ ﺎز اﻷﺷ ﻴﺎء اﻟﺘ ﻲ ﺗﺘﻤﺎﺷ ﻰ ﻣ ﻊ‬ ‫•‬
‫اﻟﺴﻴﺎﺳﺔ اﻟﺘﻨﻈﻴﻤﻴﺔ أو ﺳﻴﺎﺳﺔ ﻟﻠﺸﺮآﺔ‪.‬‬

‫ﺳﺘﺘﺤﺴﻦ ﻧﻮﻋﻴﺔ اﻟﺨﺪﻣﺔ وﻓﻌﺎﻟﻴﺘﻬﺎ أو اﻟﻤﻨﺘﺞ واﻟﺬﻳﻦ هﻢ ﻣﺴﺆوﻟﻮن ﻋﻨﻪ ﻓﻲ اﻟﻨﻬﺎﻳﺔ‪.‬‬ ‫•‬

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‫ﺳﺘﻜﻮن ﻟﺪﻳﻚ ﻣﺸﻜﻼت أﻗﻞ ﻟﺘﺤﻠﻬﺎ‪ ،‬ﻣﻤﺎ ﺳﻴـﺘﻴﺢ وﻗﺘًﺎ أآﺜﺮ ﻟﻠﺘﻄﻮر اﻟﺘﻄﻠﻌﻲ واﻟﺒﻨﺎء‬ ‫•‬
‫ﻻ ﻋﻦ ﺣﺪ اﻟﻀﺮر اﻟﻨﺎﺗﺞ ﻋﻦ ردة ﻓﻌﻞ‪.‬‬
‫ﺑﺪ ً‬

‫ﻃ ﻮر ﻣﻨ ﺎخ‬
‫ﺳ ﺘُﺤﻘﻖ اﻷه ﺪاف اﻟﻤﺆﺳ ﺴﻴﺔ ﻓ ﻲ أﻏﻠ ﺐ اﻻﺣﺘﻤ ﺎﻻت‪ ،‬ﺧﺎﺻ ﺔ إذا‪ُ ،‬‬ ‫•‬
‫اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ داﺧ ﻞ اﻟﻤﺆﺳ ﺴﺔ ﻣ ﻦ ﺧ ﻼل إﻳﺠﺎﺑﻴﺘ ﻚ وإﻳﺠﺎﺑﻴ ﺔ اﻵﺧ ﺮﻳﻦ‪ .‬وﻗ ﺪ‬
‫ﻳﻘﻮد هﺬا ﺑﺪورﻩ إﻟﻰ روح ﻣﻌﻨﻮﻳﺔ ﻣﺮﺗﻔﻌﺔ ﺑﻴﻦ اﻟﻘﻮى اﻟﻌﺎﻣﻠﺔ‪.‬‬

‫ﺳﺘﺼﺒﺢ اﻹدارة إدارة ﻧﻮﻋﻴﺔ ﺑﺪ ً‬

‫ﻻ ﻋﻦ ﻣﺠﺮد إﺷﺮاف‪.‬‬ ‫•‬

‫‪ ،‬א‬ ‫‪ ،‬א‬

‫ﻣﻦ ﻧﻌﻨﻲ؟ ﺣﺴﻨﺎً‪ ،‬ﻓﻲ ﻧﻬﺎﻳﺔ اﻟﻤﻄﺎف آﻠﻨﺎ ﺗﻘﺮﻳﺒًﺎ ﻣﺸﺘﺮآﻮن ﻓﻲ ﻧ ﺸﺎط ﻳ ﻮﻓﺮ ﻣُﻨ ﺘﺞ أو ﺧﺪﻣ ﺔ‬
‫ﻟﻠﻨﺎس ﺳ ﻮاء ﺑ ﺼﻮرة ﻣﺒﺎﺷ ﺮة أم ﻏﻴ ﺮ ﻣﺒﺎﺷ ﺮة‪ .‬ﻓﻜ ﺮ ﻟﻠﺤﻈ ﺔ ﻓ ﻲ ﻣ ﻦ ُه ﻢ ﻋﻤ ﻼؤك وﻣ ﻦ ه ﻢ‬
‫زﺑﺎﺋﻨﻚ‪ .‬ﻻﺷﻚ ﻓﻲ أن اﻟﻜﻠﻤﺎت ﺗﻌﻨ ﻲ أﺷ ﻴﺎء ﻣﺨﺘﻠﻔ ﺔ ﻷﻧ ﺎس ﻣﺨﺘﻠﻔ ﻴﻦ‪ ،‬وﻟﻜ ﻦ ﻓ ﻲ ه ﺬا اﻟ ﺴﻴﺎق‬
‫اﻟﻌﻤﻼء هﻢ أﺷﺨﺎص ﻳﺮﺑﻄﻚ ﺑﻴﻨﻬﻢ ﻋﻘﺪ‪ .‬إذ ﻗﺪ ﻳﻜﻮن اﻟﻌﻤﻼء داﺧﻞ ﻣﺆﺳﺴﺘﻚ أو ﺧﺎرﺟﻬﺎ‪.‬‬

‫اﻟﺰﺑﺎﺋﻦ‪ ،‬ﺑﺎﻟﻤﻌﻨﻰ اﻷﻋﻢ‪ ،‬هﻢ أوﻟﺌ ﻚ اﻟ ﺬﻳﻦ ﻳ ﺴﺘﻘﺒﻠﻮن ﻣ ﺎ ﺗﻘ ﻮم ﺑ ﻪ ﻣ ﻦ ﻋﻤ ﻞ‪ .‬ﻟ ﺬا ﻗ ﺪ ﻳ ﺴﺘﻘﺒﻠﻮن‬

‫اﻟﺨﺪﻣﺔ اﻟﺘﻲ ﺗﻮﻓﺮهﺎ أو اﻟﻤُﻨﺘﺞ اﻟﺬي ﺗﻘﻮم ﺑﺘﺼﻨﻴﻌﻪ‪ ،‬أو رﺑﻤﺎ هﻢ اﻟﻨﺎس اﻟﺬﻳﻦ ﺗﺒﻴﻊ ﻟﻬﻢ‪.‬‬

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‫ﺗﺸﻤﻞ آﻠﻤﺔ اﻟﻤﻌﻠﻘﻮن آﻞ أوﻟﺌ ﻚ اﻟ ﺬﻳﻦ ﻳ ﺆﺛﺮون ﻋﻠ ﻰ اﻟﻄﺮﻳﻘ ﺔ اﻟﺘ ﻲ ﻳُﻔﻜ ﺮ ﺑﻬ ﺎ اﻟﻨ ﺎس ﻓﻴﻤ ﺎ‬
‫ﻳﺨ ﺺ اﻟﻤﺆﺳ ﺴﺔ اﻟﺘ ﻲ أﻧ ﺖ ﻓﻴﻬ ﺎ‪ .‬ﻗ ﺪ ﻳﻜﻮﻧ ﻮن اﻟ ﺼﺤﻔﻴﻴﻦ‪ ،‬أو اﻟﻜُﺘ ﺎب ﻓ ﻲ اﻟ ﺪورﻳﺎت‬
‫اﻟﻤﺘﺨﺼﺼﺔ‪ ،‬أو اﻟﻤ ﺮاﺟﻌﻴﻦ ﻟﻌﻤﻠ ﻚ‪ ،‬أو ﻣ ﺴﺆوﻟﻲ ﻣﻜﺘ ﺐ اﻟﻌﻤ ﻞ‪ ،‬أو اﻟﻬﻴﺌ ﺎت اﻟﺤﺎآﻤ ﺔ‪ ،‬وﻓ ﻲ‬
‫اﻟﺤﻘﻴﻘﺔ أي ﻓﺮد أو ﻣﺠﻤﻮﻋﺔ ﻟﻬﺎ ﺗﺄﺛﻴﺮ ﻋﻠﻰ اﻟﻄﺮﻳﻘﺔ اﻟﺘﻲ ﻳُﺮى ﻣﻦ ﺧﻼﻟﻬﺎ ﻣﺎ ﺗﻔﻌﻠﻪ‪.‬‬

‫ﻗﺒﻞ اﻻﻧﺘﻘﺎل إﻟﻰ ﺗﻤﺮﻳﻦ أﺧﻴﺮ ﻓﻲ هﺬا اﻟﻔﺼﻞ‪ ،‬دﻋﻨﺎ ﻧﻠﻘﻲ ﻧﻈﺮة ﺧﺎﻃﻔﺔ ﻋﻠﻰ ﺑﻀﻊ ﻣ ﻦ ﻣﻨ ﺎﻓﻊ‬
‫اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻟﻬﺬﻩ اﻟﻤﺠﻤﻮﻋﺎت‪ ،‬ﻣﺒﺘﺪﺋﻴﻦ ﺑﺎﻟﻌﻤﻼء واﻟﺰﺑﺎﺋﻦ‪.‬‬

‫א‬ ‫א‬
‫ﺳﺘُﻮﺿﻊ أهﺪاف ﺟﺪﻳﺪة وﺳﺘُﺤﻘﻖ‪ .‬آﻤﺎ ﺳﻴﻜﻮن اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻣﻦ إﻧﺠﺎز اﻷﺷﻴﺎء ﺑﺄﻓﻀﻞ‬
‫ﻃﺮﻳﻘﺔ ﻣﻤﻜﻨﺔ ﺳ ﻮاء أآﺎﻧ ﺖ أه ﺪاﻓًﺎ إﻧﺘﺎﺟﻴ ﺔ أم ﺳ ﺮﻋﺎت اﺳ ﺘﺠﺎﺑﺔ‪ ،‬أم ﻓﺘ ﺮات اﻧﺘﻈ ﺎر أم ﻗ ﻮاﺋﻢ‬
‫أﻗﺼﺮ ﻹﻳﺼﺎل أﺳﺮع‪ ،‬أﻓﻀﻞ ﻟﻠﺰﺑﻮن أو اﻟﻌﻤﻴﻞ‪ .‬وﺧﺬ ﻣﺜ ﺎل ﻋﻠ ﻰ ذﻟ ﻚ اﻟ ﺴﺮﻋﺔ اﻟﺘ ﻲ ﺗُﻌ ﺎﻟﺞ‬
‫ﺑﻬ ﺎ اﻷﻋﻤ ﺎل اﻟﻜﺘﺎﺑﻴ ﺔ‪ .‬ﺳ ﻮف ﻳﻜ ﻮن ﻟﻠﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻣ ﻦ اﻟﺠ ﻮدة وﺳ ﺮﻋﺔ اﻻﺳ ﺘﺠﺎﺑﺔ‬
‫ﻟﻠﻤﺮاﺳﻠﺔ ﻣﻨﺎﻓﻊ ﻋﻈﻴﻤﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻄﺮﻳﻘﺔ اﻟﺘﻲ ﻳﺮى اﻟﺰﺑﻮن ﻣﻦ ﺧﻼﻟﻬﺎ اﻟﻤﺆﺳﺴﺔ‪ .‬وﺗﺘﻤﺜﻞ هﺬﻩ‬
‫اﻟﻤﻨﺎﻓﻊ ﻓﻲ اﻟﺘﺎﻟﻲ‪:‬‬
‫ﻓﻌﺎﻟﻴﺔ أآﺒﺮ‪.‬‬ ‫•‬
‫ﺧﺪﻣﺔ أﻓﻀﻞ‪.‬‬ ‫•‬
‫ﻣُﻨﺘﺞ ذو ﻧﻮﻋﻴﺔ أﻓﻀﻞ‪.‬‬ ‫•‬
‫ﺛﻘﺔ أﻋﻈﻢ‪.‬‬ ‫•‬

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‫ﺗﻐﻴﺮت اﻟﻨﺰﻋﺔ ﻓﻲ اﻟﺴﻨﻮات اﻟﺤﺪﻳﺜﺔ ﻣ ﻦ اﻻﺣﺘﻜ ﺎر إﻟ ﻰ اﻟﺘﻨ ﺎﻓﺲ‪ .‬وﻋ ﻼوة ﻋﻠ ﻰ ذﻟ ﻚ‪ ،‬زاد‬
‫ﻣﻔﻬﻮم ﻗ ﺎﻧﻮن ﺣﻘ ﻮق اﻟﻤ ﻮاﻃﻨﻴﻦ ﻣ ﻦ اﻟ ﻀﻐﻂ ﻟﺘ ﻮﻓﻴﺮ ﻣ ﺴﺘﻮى أﻋﻠ ﻰ ﻣ ﻦ اﻟﺨﺪﻣ ﺔ‪ .‬ﻣﻬﻤ ﺎ ﻳﻜ ﻦ‬
‫رأﻳﻚ ﻓﻲ هﺬﻩ اﻟﻨﺰﻋﺎت‪ ،‬ﻓﺎﻟﺤﻘﻴﻘﺔ ﺳﻮاء أأﻋﺠﺒﻚ ذﻟﻚ أم ﻻ‪ ،‬إن اﻟﺠﻤﻬﻮر أﺻ ﺒﺢ أآﺜ ﺮ ﺗﻤﻴﻴ ﺰًا‬
‫ﻓﻴﻤ ﺎ ﻳﺘﻌﻠ ﻖ ﺑﻮﺟ ﻮدﻩ ﻓ ﻲ اﻟﺠﻬ ﺔ اﻟﻤﺘﻠﻘﻴ ﺔ ﻟﻠﺨﺪﻣ ﺔ‪ .‬ﻧﺠ ﺪ أن وﻟ ﻊ اﻟﺒﺮﻳﻄ ﺎﻧﻴﻴﻦ اﻷﺳ ﻄﻮري ﻓ ﻲ‬
‫اﻟﻮﻗ ﻮف ﻓ ﻲ ﻃ ﻮاﺑﻴﺮ ﻗ ﺪ اُﺳ ﺘﺒﺪل ﺑﺎﻟﻤﻄﺎﻟﺒ ﺔ ﺑ ﺎﻟﺮد ﻋﻠ ﻰ ﺟﻬ ﺎز اﻟﻬ ﺎﺗﻒ ﺑﺤﻠ ﻮل اﻟﺮﻧ ﺔ اﻟﺜﺎﻟﺜ ﺔ‪،‬‬
‫وﺑﺎﻟﺮد ﻋﻠﻰ اﻟﺮﺳ ﺎﺋﻞ ﻓ ﻲ ﺑﺤ ﺮ ﺛﻼﺛ ﺔ أﻳ ﺎم‪ ،‬وآﻤ ﺎ ﻳُﻔﺘ ﺮض ﺗﻘﻠ ﻴﺺ زﻣ ﻦ اﻻﻧﺘﻈ ﺎر إﻟ ﻰ اﻟﺤ ﺪ‬
‫اﻟﻤﻘﺒﻮل ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺰﺑﻮن وﻟﻴﺲ إﻟﻰ ﻣﻘﺪم اﻟﺨﺪﻣﺔ‪.‬‬

‫ي اﻟﻄﺮق ﻳﺴﺘﻄﻴﻊ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻣﻨﻚ وﻣﻦ ﻣﻮﻇﻔﻴﻚ ﺗﺤﺴﻴﻦ اﻟﺨﺪﻣﺔ اﻟﺘﻲ ﺗﻘﺪﻣﻮﻧﻬﺎ؟‬
‫ﺑﺄ ّ‬

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 ‫א‬
‫أﺻﺒﺢ ﻣﻦ اﻟﻮاﺿﺢ أﻧﻪ ﻻ ﺗﻮﺟﺪ ﻣﺆﺳﺴﺔ ﻣﻘﺪّﺳﺔ وﻻ ﺗﻮﺟﺪ ﻣﺆﺳﺴﺔ ﻋﺼﻴﺔ ﻋﻠ ﻰ اﻟﺘﻤﺤ ﻴﺺ‬
‫ﻣﻦ آﻞ اﻟﺰواﻳﺎ ﻓﻴﻤﺎ ﻳﺨﺺ ﻃﺮﻳﻘﺔ ﻋﻤﻠﻬﺎ‪ .‬اﻵن‪ ،‬ﺑﻴﻨﻤﺎ ﻗ ﺪ ﺗﻜ ﻮن اﺧﺘﻠﻄ ﺖ ﻋﻠﻴ ﻚ اﻷﻣ ﻮر ﻋ ﻦ‬
‫ﻣﺜﻞ هﺬﻩ اﻟﺘﻄﻮرات‪ ،‬ﻻﺷ ﻚ ﻓ ﻲ أن اﻟ ﻀﺮر اﻷآﺒ ﺮ ﻳﻤﻜ ﻦ أن ﻳﻠﺤ ﻖ ﺑ ﺴﻤﻌﺔ اﻟﻤﺆﺳ ﺴﺔ إذا ﻣ ﺎ‬
‫ﺳﺎدهﺎ اﻟﻤﻮﻗﻒ اﻟﺴﻠﺒﻲ‪ .‬هﺬﻩ أﻣﺜﻠﺔ ﻣﺨﺘﺎرة ﻷﻧﻮاع اﻟﻘﻀﺎﻳﺎ اﻟﺘﻲ ﻳُﻤﻜﻦ ﺗﺤﺴﻴﻨﻬﺎ‪:‬‬
‫اﻹﻧﺼﺎف ﻓﻲ اﻟﻄﺮﻳﻘﺔ اﻟﺘﻲ ﻳُﻌﺎﻣﻞ ﺑﻬﺎ اﻟﻤﻮﻇﻔﻮن واﻟﺰﺑﺎﺋﻦ‪.‬‬ ‫•‬
‫ن ﺑﻌ ﺪ ذﻟ ﻚ وه ﻢ‬
‫اﻟﻨﺰاه ﺔ؛ ﺧ ﺼﻮﺻًﺎ ﻣ ﻦ أوﻟﺌ ﻚ اﻟ ﺬﻳﻦ ﻳ ﺴﻨﻮن اﻟﻘ ﻮاﻧﻴﻦ ﺛ ﻢ ُﻳ ﺮ ْو َ‬ ‫•‬
‫ﻳﺨﺮﻗﻮﻧﻬﺎ‪.‬‬
‫اﻧﻌﺪام اﻻآﺘﺮاث ﺑﺎﻟﺒﻴﺌﺔ ﻣﻦ ﺧﻼل أﺳﺎﻟﻴﺐ اﻹﻧﺘﺎج‪.‬‬ ‫•‬
‫اﻧﻌﺪام اﻟﻨﺰاهﺔ ﻓﻲ ﺗﻄﺒﻴﻖ اﻟﻘﺎﻧﻮن‪.‬‬ ‫•‬
‫ﻣﻤﺎرﺳﺎت اﻟﺒﻴﻊ اﻟﻤﻀﻠﻠﺔ‪.‬‬ ‫•‬
‫اﺳﺘﻐﻼل اﻟﺠﻤﺎﻋﺎت اﻟﻀﻌﻴﻔﺔ ﻓﻲ اﻟﻤﺠﺘﻤﻊ‪.‬‬ ‫•‬

‫ﻣﻦ اﻟﻤﻤﻜﻦ أن ﺗﻄﻮل اﻟﻘﺎﺋﻤﺔ إﻟﻰ ﻣﺎ ﻻ ﻧﻬﺎﻳﺔ‪ .‬ﻟﻜﻦ اﻟﻨﻘﻄﺔ اﻟﺘﻲ ﻳﻨﺒﻐ ﻲ ﺗﻮﺿ ﻴﺤﻬﺎ ه ﻲ‬
‫أن ﻣﺜﻞ هﺬﻩ اﻟﻘﻀﺎﻳﺎ ﺳﺘُﻮاﺟﻪ ﻓﻘﻂ ﻟﻮ ﺗﻤ ّﻜ ﻦ اﻷﻓ ﺮاد داﺧ ﻞ اﻟﻤﺆﺳ ﺴﺔ ﻣ ﻦ أن ﻳﺠﻌﻠ ﻮا اﻟﻤﻮﻗ ﻒ‬
‫اﻹﻳﺠﺎﺑﻲ ﻣﺜﻤﺮًا ﻟﺪرﺟﺔ أن اﻟﻨﺰاهﺔ‪ ،‬واﻷﻣﺎﻧﺔ وﻣﺎ إﻟﻰ ذﻟﻚ ﺗﺼﺒﺢ ذات أهﻤﻴﺔ داﺧﻞ اﻟﻤﺆﺳﺴﺔ‬
‫وﻳُﺒﻨﻰ اﻟﻤﻨﺎخ اﻹﻳﺠﺎﺑﻲ‪ .‬ﺳﺘﻜﻮن اﻟﻤﺆﺳ ﺴﺔ واﻷﻓ ﺮاد اﻟ ﺬﻳﻦ ﻓﻴﻬ ﺎ أﻗ ﻞ ﻋﺮﺿ ﺔ ﻟﻼﻧﺘﻘ ﺎد اﻟ ﺴﻠﺒﻲ‬
‫ﻣﻦ اﻟﻤﻌﻠﻘﻴﻦ اﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ اهﺘﻤﺎم ﺑﻬﺎ‪.‬‬

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 ‫ﺗﺤﺪي اﻹﺟﺮاء اﻟﻤﺴﺘﻘﺒﻠﻲ‬
‫ﻗ ﺪ ﺗﻜ ﻮن ﻗ ﺪرﺗﻚ ﻋﻠ ﻰ رؤﻳ ﺔ ﻣﻨ ﺎﻓﻊ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻋﻠ ﻰ اﻷﻣ ﺪ اﻟﻘ ﺼﻴﺮ‪ ،‬واﻟﻤﺘﻮﺳ ﻂ‪،‬‬
‫واﻟﻄﻮﻳ ﻞ‪ ،‬إﺿ ﺎﻓﺔ ﻗﻮﻳ ﺔ إﻟ ﻰ ﺗﺤﻔﻴ ﺰك ﻟﺘﺤ ﺴﻴﻦ ﻣﻮﻗﻔ ﻚ اﻟﺨ ﺎص وﺗﻌّﻠ ﻢ اﻟﻤﺰﻳ ﺪ ﻋ ﻦ ﻣﺠ ﺎﻻت‬
‫إدارﺗﻚ اﻟﺨﺎﺻﺔ واﻟﺘﻲ ﺗﺤﺘﺎج إﻟﻰ ﻣﻌﺎﻟﺠﺔ‪ .‬ﻓﻠﺘﻜﻦ رؤﻳﺘﻚ ﻟﻤﻨﺎﻓﻊ ﻣﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ ﺣﺎﻓﺰك‪.‬‬

‫ﻓﻜﺮ ﻓﻲ وﺿﻌﻚ اﻟﺨﺎص ﻓﻲ اﻟﻌﻤﻞ ﻣ ﻦ ﺧ ﻼل اﻷﺑﻌ ﺎد اﻷرﺑﻌ ﺔ اﻟﺘ ﻲ اﺳ ﺘﺨﺪﻣﻨﺎهﺎ ﻓ ﻲ ه ﺬا‬

‫اﻟﻔﺼﻞ‪ .‬ﺳﺘﺠﺪ أرﺑﻊ دواﺋﺮ أدﻧﺎﻩ‪ .‬ﻓﻲ آﻞ ﺣﺎﻟﺔ‪ ،‬ﻓﻜﺮ ﺑﻌﻨﺎﻳﺔ إﻟﻰ أي ﺣـﺪ ﺗُﺠﻨ ﻰ ﻣﻨ ﺎﻓﻊ اﻟﻤﻮﻗ ﻒ‬
‫اﻹﻳﺠﺎﺑﻲ‪ ،‬ﻇﻠّﻞ اﻟﺪواﺋﺮ ﺑﻘﻠ ﻢ رﺻ ﺎص ﻟﺘﻤﺜﻴ ﻞ ذﻟ ﻚ اﻟﻤﻘ ﺪار‪ .‬اﻵن أﻣﻌ ﻦ اﻟﻨﻈ ﺮ ﻓ ﻲ اﻟﻤ ﺴﺎﺣﺔ‬
‫اﻟﻔﺎرﻏﺔ ﻓﻲ آﻞ داﺋﺮة وﺣﺠﻤﻬﺎ‪ .‬ﻣﺎ اﻟﺬي ﺗﺤﺘﺎج إﻟﻰ ﻋﻤﻠﻪ ﻟﺘ ﺘﻤﻜﻦ ﻣ ﻦ ﻣ ﻞء اﻟ ﺪاﺋﺮة ﺑﻘ ﺪر ﻣ ﺎ‬
‫ﺗﺴﺘﻄﻴﻊ؟‬

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‫ﻣﺎ اﻟﺬي ﺗﺤﺘﺎج إﻟﻰ ﻓﻌﻠ ﻪ ﻟﺘ ﺘﻤﻜﻦ ﻣ ﻦ ﺗﻈﻠﻴ ﻞ‬
‫اﻟﺪاﺋﺮة ﺑﻜﺎﻣﻠﻬﺎ؟‬ ‫‪ -١‬إﻟﻰ أي ﺣﺪ ﺗَﺠﻨﻲ ﺑﺎﻟﻔﻌﻞ‬
‫ﻣﻨﺎﻓﻊ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ؟‬

‫؟‬

‫‪ -٢‬إﻟﻰ ﺣﺪ ﺗَﺠﻨﻲ ﺑﺎﻟﻔﻌﻞ ﻣﻨﺎﻓﻊ‬

‫ﻣﺎ اﻟﺬي ﺗﺤﺘﺎج إﻟﻰ ﻓﻌﻠ ﻪ ﻟﺘ ﺘﻤﻜﻦ ﻣ ﻦ ﺗﻈﻠﻴ ﻞ‬
‫اﻟﺪاﺋﺮة ﺑﻜﺎﻣﻠﻬﺎ؟‬ ‫اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ؟‬
‫؟‬

‫‪ -٣‬إﻟﻰ ﺣﺪ ﺗَﺠﻨﻲ ﺑﺎﻟﻔﻌﻞ ﻣﻨﺎﻓﻊ‬

‫اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ؟‬
‫ﻣﺎ اﻟﺬي ﺗﺤﺘﺎج إﻟﻰ ﻓﻌﻠ ﻪ ﻟﺘ ﺘﻤﻜﻦ ﻣ ﻦ ﺗﻈﻠﻴ ﻞ‬
‫اﻟﺪاﺋﺮة ﺑﻜﺎﻣﻠﻬﺎ؟‬ ‫؟‬

‫ﻣ ﺎ اﻟ ﺬي ﺗﺤﺘ ﺎج إﻟ ﻰ ﻓﻌﻠ ﻪ ﻟﺘ ﺘﻤﻜﻦ ﻣ ﻦ‬

‫ﺗﻈﻠﻴﻞ اﻟﺪاﺋﺮة ﺑﻜﺎﻣﻠﻬﺎ؟‬ ‫‪ -٤‬إﻟﻰ أي ﺣﺪ ﺗَﺠﻨﻲ ﺑﺎﻟﻔﻌﻞ‬
‫ﻣﻨﺎﻓﻊ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ؟‬
‫؟‬

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 ‫ﻣﻠﺨﺺ‬
‫ﺑﺪأﻧﺎ َﻧﺠﻤﻊ ﺑﻌﺾ اﻟﺨﻴﻮط ﺳﻮﻳﺔ ﻋﻦ ﻃﺮﻳﻖ إﺟﺮاء ﻣﺴﺢ ﻟﻤﻨﺎﻓﻊ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻓﻲ‬
‫إدارﺗﻚ‪.‬‬
‫ُﺗ ﺮى اﻟﻤﻨ ﺎﻓﻊ ﻋﻠ ﻰ ﺷ ﻜﻞ ﺳﻠ ﺴﻠﺔ ﻣ ﻦ اﻟ ﺪواﺋﺮ ﻣﺘﺤ ﺪة اﻟﻤﺮآ ﺰ ﺗ ﺸﻊ ﻣ ﻦ ﻣﻨﺎﻓﻌ ﻚ‬ ‫•‬
‫اﻟﺸﺨﺼﻴﺔ إﻟﻰ ﻣﻨﺎﻓﻊ ﻋﻤﻼﺋﻚ وزﺑﺎﺋﻨﻚ‪.‬‬
‫أﺷﺮﻧﺎ إﻟﻰ أن ﺛﻼﺛًﺎ ﻣﻦ ﻣﻨﺎﻓﻌﻚ آﻤ ﺪﻳﺮ ه ﻲ ﻓﻌﺎﻟﻴ ﺔ ﻣﻬﺎرﺗ ﻚ اﻹدارﻳ ﺔ‪ ،‬واﻟﻤ ﺴﺘﻮى‬ ‫•‬
‫اﻷﻋﻠﻰ ﻣﻦ اﺣﺘﺮام اﻟﺬات وزﻳﺎدة ﻓﺮص ﻣﺴﺘﻘﺒﻠﻚ اﻟﻤﻬﻨﻲ‪.‬‬
‫هﻨ ﺎك أﻳ ﻀًﺎ ﻓﻮاﺋ ﺪ ﻟﻤﻮﻇﻔﻴ ﻚ وذآﺮﻧ ﺎ ﻣﻨﻬ ﺎ اﻟﺘﺤﻔﻴ ﺰ‪ ،‬وﻓﻌﺎﻟﻴ ﺔ اﻟﻌﻤ ﻞ اﻟﺠﻤ ﺎﻋﻲ‪،‬‬ ‫•‬
‫واﻟﻘﺪوة اﻟﺤﺴﻨﺔ اﻟﺘﻲ ﻳﺤﺘﺬى ﺑﻬﺎ‪.‬‬
‫ﻻ ﻓ ﻲ اﻟﻤﺆﺳ ﺴﺔ‬
‫هﻨﺎك ﻣﻨﺎﻓﻊ أﻳﻀًﺎ ﻟﺮؤﺳﺎﺋﻚ‪ ،‬وﺗﺘﻤﺜﻞ ﻓﻲ أﻧﻚ ﺳﺘﺼﺒﺢ ﻋﻀﻮًا ﻓﻌ ﺎ ً‬ ‫•‬
‫ﻷن ﻣﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ ﺳﻴﻘﻮد إﻟﻰ إدارة ﻋﺎﻟﻴﺔ اﻟﺠﻮدة‪.‬‬
‫أﺧﻴﺮاً‪ ،‬ﺣ ﺪدﻧﺎ أن ﻋﻤ ﻼءك وزﺑﺎﺋﻨ ﻚ ﻳ ﺴﺘﻔﻴﺪون ﺑﻄ ﺮق ﻣﺘﻨﻮﻋ ﺔ‪ .‬وﻓ ﻲ ﺟ ﻮ ه ﺬﻩ‬ ‫•‬
‫اﻷﻳ ﺎم اﻟﺘﻨﺎﻓ ﺴﻲ واﻟﺘﺮآﻴ ﺰ ﻋﻠ ﻰ ﺟ ﻮدة اﻟﺨﺪﻣ ﺔ‪ ،‬ﻻ ﺗ ﺴﺘﻄﻴﻊ أن ﺗﺘﺠﺎه ﻞ أهﻤﻴ ﺔ‬
‫اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪.‬‬
‫اﻧﺘﻬﻰ اﻟﻔﺼﻞ ﺑﺘﺤﺪ ﻟﻚ ﻟﺘﻌﺮﻳﻒ اﻟﻤﺠﺎﻻت اﻟﺘ ﻲ ﻳﻤﻜ ﻦ أن ﺗُﺠﻨ ﻰ ﻣﻨﻬ ﺎ ﻣﻨ ﺎﻓﻊ أآﺜ ﺮ‬ ‫•‬
‫وﻣﺎ ﺗﺤﺘﺎج إﻟﻰ ﻋﻤﻠﻪ ﻟﻠﺤﺼﻮل ﻋﻠﻴﻬﺎ‪.‬‬

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 ‫א‬ ‫א‬
‫א‬
‫א‬ ‫א‬
‫ﺳﻨﺠﻤﻊ ﻓﻲ هﺬا اﻟﻔﺼﻞ ﺟﻤﻴﻊ اﻟﺨﻴﻮط ﻋﻤ ﺎ آﻨ ﺎ ﻧﻘﻮﻟ ﻪ ﺣﺘ ﻰ اﻵن وﻧ ﺪﻣﺠﻬﺎ ﻓ ﻲ ﺧﻤ ﺲ ﻗﻮاﻋ ﺪ‬
‫ذهﺒﻴﺔ ﻟﻠﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪ .‬ﺑﻌﺪ أن ﺗﻜﻮن ﻗﺪ ﺗﻘﺪﻣﺖ ﺧﻼل هﺬا اﻟﻔﺼﻞ أﺗﻮﻗﻊ أﻧﻚ ﺳﺘﻜﻮن‪-:‬‬
‫ﻗﺪ ﺣﺪدت اﻟﻘﻮاﻋﺪ اﻟﺬهﺒﻴﺔ اﻟﺨﻤﺲ ﻟﺘﺒﻨﻲ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪.‬‬ ‫•‬
‫ﻗﺪ ﻗﻴّﻤﺖ ﺗﺘﺒﻌﻚ اﻟﻤﺴﺒﻖ ﻟﻠﻘﻮاﻋﺪ اﻟﺬهﺒﻴﺔ اﻟﺨﻤﺲ‪.‬‬ ‫•‬
‫ﻓﻲ وﺿﻊ ﺗﺨﻄﻂ ﻓﻴﻪ ﻹﺟﺮاﺋﻚ اﻟﻤﺴﺘﻘﺒﻠﻲ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻤﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ اﻟﺨﺎص‪.‬‬ ‫•‬
‫إذًا ﻣﺎ هﻲ اﻟﻘﻮاﻋﺪ اﻟﺬهﺒﻴﺔ اﻟﺨﻤﺲ ﻟﻠﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ؟‬

‫آﻦ ذا رؤﻳﺔ‬

‫آـﻦ ﻻﺋﻘــًﺎ‬
‫‪٥‬‬ ‫آﻦ ﻣﺤﺘﺮﻓًﺎ‬

‫ﺗﺤﻞ‬
‫ﺑﺮوح اﻟﺠﻤﺎﻋﺔ‬

‫آﻦ ﻣﻨﺼﻔًﺎ‬

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 ‫آﻦ ﻣﺤﺘﺮﻓ ًﺎ‬
‫أَﺧﺬت آﻠﻤﺔ "ﻣﺤﺘﺮف" ﻣﻌ ًﻨ ﻰ أوﺳ ﻊ ﺟ ﺪًا ﻓ ﻲ ﻟﻐﺘﻨ ﺎ ﻣ ﻦ ﻣﺠ ﺮد اﻹﺷ ﺎرة إﻟ ﻰ أوﻟﺌ ﻚ اﻟ ﺬﻳﻦ‬
‫ﻳﻌﻤﻠﻮن ﻓﻲ ﻣﻬﻦ ﺗﻘﻠﻴﺪﻳﺔ آﺎﻟﻤﺤﺎﻣﻴﻦ‪ ،‬واﻷﻃﺒﺎء وهﻠﻢ ﺟﺮا‪ .‬ﻋﻨﺪﻣﺎ ﻧﻘﻮل ﻣﺤﺘﺮف ﻓ ﻨﺤﻦ ﻧﻘ ﺼﺪ‬
‫ﻋﻤﻮﻣ ًﺎ وﺻ ﻒ اﻟﻄﺮﻳﻘ ﺔ اﻟﺘ ﻲ ﻳﺒﺎﺷ ﺮ ﺑﻬ ﺎ ﺷ ﺨﺺ ﻣ ﺎ ﻋﻤﻠ ﻪ‪ .‬ﻟ ﺬا‪ ،‬ﻓﺎﻟﻘﺎﻋ ﺪة اﻟﺬهﺒﻴ ﺔ اﻷوﻟ ﻰ‬
‫ﻟﻠﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻓﻲ اﻹدارة هﻲ آﻦ ﻣﺤﺘﺮﻓًﺎ‪ .‬ﻣﺎذا ﺗﻌﻨﻲ ﻟﻚ هﺬﻩ اﻟﻜﻠﻤﺔ؟ ﺣﺎول ﺣﻞ اﻟﺘﻤ ﺮﻳﻦ‬
‫اﻟﺘﺎﻟﻲ‪.‬‬

‫ﺗﺨ ّﻴ ﻞ ﻟﻠﺤﻈ ﺔ أن ﻣﺨﻠﻮﻗ ًﺎ ﻏﺮﻳﺒ ًﺎ ﻣﺘﺤ ﺪﺛُﺎ ﺑﺎﻟﻠﻐ ﺔ اﻹﻧﺠﻠﻴﺰﻳ ﺔ ه ﺒﻂ ﻣ ﻦ آﻮآ ﺐ ﺁﺧ ﺮ‪ ،‬وﻳﺤ ﺎول‬
‫اﻟﺘﻌ ﺮف ﺑﻘ ﺪر ﻣ ﺎ ﻳ ﺴﺘﻄﻴﻊ ﻋﻠ ﻰ ﻋﻤﻠ ﻚ واﻟﻤﻤﺎرﺳ ﺎت اﻹدارﻳ ﺔ‪ .‬ﺻ ﺎدف أن أﻗﺤﻤ ﺖ آﻠﻤ ﺔ‬
‫"ﻣﺤﺘ ﺮف" ﻓ ﻲ اﻟﻤﺤﺎدﺛ ﺔ‪ .‬ﻳ ﺴﺄﻟﻚ ﺑ ﺼﻮت ﻣﻌ ﺪﻧﻲ ﻣ ﺎذا ﺗﻌﻨ ﻲ آﻠﻤ ﺔ ﻣﺤﺘ ﺮف؟ ﻣ ﺎ ﻋ ﺴﺎك أن‬
‫ﺗﺨﺒﺮﻩ؟‬
‫ﺳﺠّﻞ ﺑﻌﺾ اﻟﻜﻠﻤﺎت اﻟﺘﻲ ﺗﺨﻄﺮ ﻋﻠﻰ ﺑﺎﻟﻚ‪ .‬ﻳﻄﻠ ﺐ ﻣﻨ ﻚ اﻟﻤﺨﻠ ﻮق اﻟﻐﺮﻳ ﺐ أن ﺗﺨﺒ ﺮﻩ أﻳ ﻀًﺎ‬
‫ﻋﻦ اﻟﻜﻠﻤﺔ اﻟﺘﻲ ﺗﻌﻨﻲ ﻋﻜﺲ اﻟﻤﻔﻬ ﻮم اﻟ ﺬي ﺗ ﺴﺘﺨﺪﻣﻪ ﻟﻮﺻ ﻒ آﻠﻤ ﺔ ﻣﺤﺘ ﺮف‪ .‬هﻨ ﺎك ﻣﺜ ﺎﻻن‬
‫ﻣﻮﺟﻮدان ﻳﻤﻜﻨﻚ اﻟﺒﺪء ﺑﻬﻤﺎ‪.‬‬
‫ﻻ ﻳﻜﻮن‬
‫اﻻﺣﺘﺮاف‬
‫ﻳﻜﻮن‬
‫اﻟﺘﺪﻟﻴﺲ‬ ‫اﻟﻨﺰاهﺔ‬
‫اﻟﺮداءة‬ ‫اﻟﺠﻮدة‬

‫‪-85-‬‬
‫آﻴﻒ ﺳﺎرت اﻷﻣﻮر؟ هﻞ آﻨﺖ ﻗﺎدرًا ﻋﻠﻰ اﻟﻌﺜﻮر ﻋﻠﻰ آﻠﻤﺎت ﻟﺘﺼﻒ آﻴﻒ ﺗ ﺪرك ﻣﻔﻬ ﻮم‬
‫آﻮﻧﻚ ﻣﺤﺘﺮﻓﺎً؟ راﺟﻊ ﻗﺎﺋﻤﺘﻚ ﻟﻠﺤﻈ ﺔ وأﻣﻌ ﻦ اﻟﻨﻈ ﺮ ﻓ ﻲ اﻷوﺻ ﺎف اﻹﻳﺠﺎﺑﻴ ﺔ واﻟ ﺴﻠﺒﻴﺔ اﻟﺘ ﻲ‬
‫ﻗ ﺪﻣﺘﻬﺎ‪ .‬آﻴ ﻒ ﺗ ﺮﺗﺒﻂ اﻷوﺻ ﺎف ﺑﺘﺒﻨ ﻲ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ؟ واﻷآﺜ ﺮ أهﻤﻴ ﺔ‪ ،‬آﻴ ﻒ ﺗ ﺮﺗﺒﻂ‬
‫ﺑﻤﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ أﻧﺖ؟‬

‫اﻧﻈﺮ إﻟﻰ اﻟﺨﺼﺎﺋﺺ اﻟﺘﻲ ﺣﺪدﺗﻬﺎ ﻟﻜﻮﻧﻚ ﻣﺤﺘﺮﻓًﺎ واآﺘﺒﻬﺎ ﻓﻲ ﺛﻼث ﻣﺠﻤﻮﻋﺎت أدﻧﺎﻩ‪.‬‬

‫ﻣﻮاﻃﻦ اﻟﻀﻌﻒ‬ ‫ﺧﺼﺎﺋﺼﻲ اﻟﻜﺎﻓﻴﺔ‬ ‫ﻣﻮاﻃﻦ ﻗﻮﺗﻲ‬

‫اﻻﺣﺘﺮاﻓﻴﺔ اﻟﺘﻲ ﺗﺤﺘﺎج‬ ‫اﻻﺣﺘﺮاﻓﻴﺔ‬
‫إﻟﻰ ﺗﺤﺴﻴﻦ‬

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‫ﺑﺤﻠ ﻮل ه ﺬا اﻟﻮﻗ ﺖ ﺁﻣ ﻞ أن ﺗﻜ ﻮن ﻗ ﺪ واﻓﻘ ﺖ ﻋﻠ ﻰ أن هﻨ ﺎك راﺑﻄ ﺔ ﻗﻮﻳ ﺔ ﺑ ﻴﻦ اﻟﻤﻮﻗ ﻒ‬
‫اﻹﻳﺠﺎﺑﻲ ﻓﻲ اﻹدارة واﻻﺣﺘﺮاف‪ .‬آﻤﺎ ﻳﺠﺐ ﻋﻠﻴﻚ أن ﺗﻜﻮن أدرآﺖ ﺑﺤﻠﻮل هﺬا اﻟﻮﻗﺖ أﻳ ﻀًﺎ‬
‫ﻟﻤﺎذا اﻹﻃﺎرات ﻣﺨﺘﻠﻔﺔ ﻓﻲ أﺣﺠﺎﻣﻬﺎ‪ ،‬وﻟﻜﻦ ﻓﻲ ﺣﺎﻟﺔ ﻋﺪم ﻓﻬﻤﻚ ﻟﻠﺮﺳﺎﻟﺔ‪ ،‬ﻟ ﻢ أُﻋﻄ ﻚ ﻣ ﺴﺎﺣﺔ‬
‫آﺎﻓﻴﺔ ﻟﺘﺘﺨﺒﻂ ﻓﻲ ﺗﻔﻜﻴﺮ ﺳﻠﺒﻲ زاﺋﺪ ﻋﻦ ﺣﺪﻩ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻨﻔﺴﻚ‪ ،‬ﻏﻴﺮ أﻧﻨﻲ أﻋﻄﻴﺘﻚ آﺜﻴﺮًا ﻣ ﻦ‬
‫اﻟﻤﺴﺎﺣﺔ ﻟﺼﻔﺎﺗﻚ اﻹﻳﺠﺎﺑﻴ ﺔ‪ .‬ه ﻞ ﺗ ﺮى آﻴ ﻒ أن اﻟﺨ ﺼﺎﺋﺺ اﻟ ﺴﻠﺒﻴﺔ ﻣ ﺎ ه ﻲ إﻻ أﺷ ﻴﺎء ﺗﻘ ﻒ‬
‫ﺖ‬
‫ﺟ َﻤ ْﻌ َ‬
‫ﺣﺠﺮ ﻋﺜﺮة ﻓﻲ ﻃﺮﻳﻖ ﺗﺒﻨﻴﻚ ﻟﻤﻮﻗﻒ إﻳﺠﺎﺑﻲ ﻓ ﻲ آ ﻞ ﻣﻬﺎراﺗ ﻚ اﻹدارﻳ ﺔ؟ ﺳ ﺘﻜﻮن ﻗ ﺪ َ‬
‫اﻟﺨﺼﺎﺋﺺ ﺿﻤﻦ ﺛﻼﺛﺔ ﺗﺼﻨﻴﻔﺎت ﻓﻲ اﻹﻃﺎرات اﻟﺴﺎﺑﻘﺔ‪.‬‬

‫ﻣﻮاﻃﻦ ﻗﻮﺗﻲ اﻻﺣﺘﺮاﻓﻴﺔ‬

‫إذا آﻨﺖ ﻗﺪ أﺟﺒﺖ ﺑﺄﻣﺎﻧﺔ‪ ،‬ﻓﺄﻋﻤﻞ ﻋﻠﻰ‪:‬‬
‫اﺳﺘﺨﺪاﻣﻬﺎ‬ ‫•‬
‫ﺟﻌﻠﻬﺎ ﻗﺪوة‬ ‫•‬
‫دﻋﻤﻬﺎ ﻟﻤﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ‪.‬‬ ‫•‬
‫ﺧﺼﺎﺋﺼﻚ اﻻﺣﺘﺮاﻓﻴﺔ اﻟﻜﺎﻓﻴﺔ‬
‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﻄﻮﻳﺮ اﻟﺬات‪ ،‬اﻷهﺪاف اﻟﻮاﻗﻌﻴﺔ هﻲ داﺋﻤًﺎ ﻣ ﺮﺑﻂ اﻟﻔ ﺮس‪ .‬ﻣﺤﺎوﻟ ﺔ ﺗﻐﻴﻴ ﺮ اﻟﻜﺜﻴ ﺮ‬
‫وﺑﺴﺮﻋﺔ زاﺋﺪة داﺋﻤًﺎ ﻣﺎ ﻳﻌﻨﻰ أﻧﻪ ﺳﻴﻨﺘﻬﻲ اﻷﻣﺮ ﺑﻨﺎ إﻟﻰ ﻋﺪم ﺗﻐﻴﻴﺮ ﺷﻲء ﻋﻠﻰ اﻹﻃﻼق! ﻟﺬا‪،‬‬
‫ف ﺑﺎﻟﻜﺎد ﻣﻨﻬﺎ‬
‫إذا آﺎن ﻟﺪﻳﻚ أﻣﻮر آﺜﻴﺮة ﻓﻲ اﻹﻃﺎر اﻟﺜﺎﻟﺚ‪ ،‬ﻗﺪ ﺗﺤﺘﺎج إﻟﻰ أن ﺗﺆﺧﺮ ﻣﺎ هﻮ آﺎ ٍ‬
‫ﻟﻮهﻠﺔ‪ .‬وإذا آﺎن إﻃﺎرك اﻟﺜﺎﻟﺚ ﻓﺎرﻏﺎً‪ ،‬أﻳ ًﺎ ﻣ ﻦ ﺧﺼﺎﺋ ﺼﻚ اﻻﺣﺘﺮاﻓﻴ ﺔ اﻟﻤﻼﺋﻤ ﺔ ه ﻲ اﻷآﺜ ﺮ‬
‫ﺣﺎﺟﺔ إﻟﻰ اهﺘﻤﺎﻣﻚ؟ ﺗﺬآﺮ ﻓ ﻲ ﺟﻤﻴ ﻊ اﻷوﻗ ﺎت ﺑ ﺄن اﻟﻬ ﺪف ه ﻮ أن ﺗﻜ ﻮن ﻣﺤﺘﺮﻓ ًﺎ ﻣ ﻦ ﺧ ﻼل‬
‫آﻮﻧﻚ إﻳﺠﺎﺑﻴ ًﺎ‪.‬‬

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 ‫ﺿﻌﻔﻚ اﻻﺣﺘﺮاﻓﻲ‬
‫ﺻﻔﺔ ﻣﺸﺘﺮآﺔ ﺑﻴﻦ آﻞ اﻟﻨﺎس ﺗﻘﺮﻳﺒًﺎ اﻟﺬﻳﻦ ﻳﺪّﻋﻮن اﻻﺣﺘﺮاف هﻲ أﻧﻬﻢ ﻋﺎدة ﻣ ﺎ ﻳﻜﻮﻧ ﻮن ﻏﻴ ﺮ‬
‫ﻣﺴﺘﻌﺪﻳﻦ ﻹﻳﻮاء ﻧﻘﺎط ﺿﻌﻒ ﻓﻲ ذﻟﻚ اﻻﺣﺘ ﺮاف‪ .‬ﺳ ﻴﻜﻮن هﻨ ﺎك ﻣﻮﻗ ﻒ إﻳﺠ ﺎﺑﻲ ﻣ ﻦ اﻟﺘﻐﻴﻴ ﺮ‬
‫ﻻ ﺑﻘ ﺪر ﻣ ﺎ ﻳ ﺴﺘﻄﻴﻊ‪.‬‬
‫وﺗﻄﻮﻳﺮ اﻟﺬات اﻟﺬي ﺳﻴﻨﺰع إﻟﻰ ﺟﻌﻞ اﻟﺸﺨﺺ ﻳﺮﻏﺐ ﻓﻲ أن ﻳﻜﻮن ﻓﻌﺎ ً‬
‫إذا ﻋﺮﻓﺖ ﺑﺄﻣﺎﻧﺔ ﺿﻌﻔًﺎ ﻓﻲ ﺧﺼﺎﺋﺼﻚ اﻻﺣﺘﺮاﻓﻴﺔ ﻋﻨﺪﺋﺬ اﻋﻤﻞ ﺷﻴﺌ ًﺎ ﺣﻴﺎﻟﻪ‪.‬‬
‫ﻗﺮر اﺗﺨﺎذ إﺟﺮاء‪ ،‬ﻣﻦ دون اﺗﺨﺎذ ﻗﺮار ﻓﻌﻠﻲ ﻟﻌﻤﻞ ﺷﻲء ﻗﺪ ﻻ ﺗﻘﻮم ﺑﻪ أﺑﺪًا‪.‬‬ ‫•‬
‫ﺧﻄﻂ ﻟﻄﺮﻳﻘﺔ ﻟﻤﻌﺎﻟﺠﺔ اﻟﻀﻌﻒ وﺗﺤﻮﻳﻠﻪ إﻟﻰ ﻗﻮة‪ .‬هﻞ ﺗﺤﺘ ﺎج إﻟ ﻰ ﻣ ﺴﺎﻋﺪة أم أن‬ ‫•‬
‫ﺑﺎﺳﺘﻄﺎﻋﺘﻚ اﻟﻌﻤﻞ ﻋﻠﻰ إﻳﺠﺎد ﺧﻄﺔ ﻟﻨﻔﺴﻚ؟‬
‫أﻓﻌﻠﻬﺎ‪ .‬وﺗﺮﺟﻢ ﺧﻄﺘﻚ إﻟﻰ إﺟﺮاء وأزح اﻟﺤﺎﺟﺰ ﻋﻦ ﻣﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ‪.‬‬ ‫•‬

‫آﻦ ذا رؤﻳﺔ‬
‫ﻏﺎﻟﺒًﺎ ﻣﺎ ﻳﺘﺮاﻓﻖ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻓﻲ اﻹدارة‪ ،‬إن ﻟﻢ ﻳﻜﻦ داﺋﻤ ًﺎ ﻣﻊ ﻣ ﺎ ﻗ ﺪ ﻧ ﺴﻤﻴﻪ ﺑﺎﻟﺮؤﻳ ﺔ‪.‬‬
‫وهﺬا ﻳﻌﻨﻲ أن ﻳﻜﻮن ﻟﺪﻳﻚ رؤﻳ ﺔ واﺿ ﺤﺔ إﻟ ﻰ أﻳ ﻦ ﺗ ﺴﻴﺮ‪ .‬إذا آ ﺎن ﻟ ﺪﻳﻚ ﻣﻮﻗ ﻒ إﻳﺠ ﺎﺑﻲ ﻣ ﻦ‬
‫ذاﺗﻚ‪ ،‬ﻓﺈﻧﻪ ﻣﻦ اﻟﻤﺆآﺪ ﺗﻘﺮﻳﺒ ًﺎ أﻧﻚ ﺗﻌﺮف إﻟﻰ أﻳﻦ ﺗﺴﻴﺮ‪ .‬ﻟﻜﻦ آﻤﺪﻳﺮ‪ ،‬ﺳﺘﻌﺮف أﻳﻀ ًﺎ إﻟ ﻰ أﻳ ﻦ‬
‫ﻳ ﺴﻴﺮ ﻓﺮﻳﻘ ﻚ وأﻳ ﻦ ﺗﺘﺠ ﻪ ﻣﺆﺳ ﺴﺘﻚ‪ .‬إذا ﻋﺮﻓ ﺖ إﻟ ﻰ أﻳ ﻦ ﺗ ﺴﻴﺮ‪ ،‬ﻓ ﺴﻴﻜﻮن ﻟﻤﻮﻇﻔﻴ ﻚ ﻓﺮﺻ ﺔ‬
‫أﻋﻈﻢ ﻟﻤﻌﺮﻓﺔ إﻟﻰ أﻳﻦ ﻳﺴﻴﺮون‪ .‬وإذا ﻟﻢ ﺗﻌﺮف إﻟﻰ أﻳﻦ ﺗﺘﺠﻪ‪ ،‬ﻓﻜﻴﻒ ﻳُﺘﻮﻗ ﻊ ﻣ ﻨﻬﻢ أن ﻳﻌﺮﻓ ﻮا‬
‫ذﻟﻚ؟‬

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 ‫آﻦ إﻳﺠﺎﺑﻴ ًﺎ ﻧﺤﻮ ﻣﺎ ﺗﺘﺠﻪ إﻟﻴﻪ‬
‫ﺍﺒﺩﺃ ﺒﺴﺅﺍل ﻨﻔﺴﻙ ﺒﻀﻌﺔ ﺃﺴﺌﻠﺔ ﺒﺴﻴﻁﺔ ﻭﺍﻜﺘﺏ ﺍﻹﺠﺎﺒﺎﺕ ﻓﻲ ﺍﻟﻔﺭﺍﻏﺎﺕ ﺃﺩﻨﺎﻩ‪.‬‬

‫ﻣ ﺎ أه ﺪاﻓﻚ اﻟﺸﺨ ﺼﻴﺔ ﻋﻠ ﻰ‬ ‫ﻣ ﺎ أه ﺪاﻓﻚ اﻟﺸﺨ ﺼﻴﺔ ﻋﻠ ﻰ‬

‫اﻟﻤﺪى اﻟﻤﺘﻮﺳﻂ؟‬ ‫اﻟﻤﺪى اﻟﻘﺼﻴﺮ؟‬

‫ﺷﻤﺎل‬

‫ﻏﺮب‬ ‫ﺷﺮق‬

‫ﺟﻨﻮب‬

‫ﻣﺎ أهﺪاﻓﻚ اﻹدارﻳﺔ ﻟﻬﺬﻩ اﻟﺴﻨﺔ؟‬

‫ﻣ ﺎ أه ﺪاﻓﻚ اﻟﺸﺨ ﺼﻴﺔ ﻋﻠ ﻰ‬
‫اﻟﻤﺪى اﻟﻄﻮﻳﻞ‬

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‫آﻴ ﻒ وﺟ ﺪت ﺳ ﻬﻮﻟﺔ اﻹﺟﺎﺑ ﺎت ﻋﻠ ﻰ اﻷﺳ ﺌﻠﺔ أو ﺻ ﻌﻮﺑﺘﻬﺎ؟ إذا وﺟ ﺪﺗﻬﺎ ﺻ ﻌﺒﺔ‪ ،‬ﻓ ﺈن‬
‫اﻻﺣﺘﻤﺎﻻت ﺗﺪل ﻋﻠﻰ أﻧﻚ ﻟﺴﺖ إﻳﺠﺎﺑﻴًﺎ أﻟﺒﺘﻪ ﻧﺤﻮ ﻣﺎ ﺗﺘﺠﻪ إﻟﻴﻪ‪ .‬واﻵن ﻟﻢ ﻧ ﺴﺘﻌﻤﻞ ﻃ ﻮال ه ﺬا‬
‫اﻟﻜﺘﺎب آﻠﻤﺔ إﻳﺠﺎﺑﻲ ﻟﻨﻘﺼﺪ ﺑﻬﺎ آﻠﻤﺔ ﻣﺘﺄآﺪ‪ .‬وﻟﻜﻦ هﻨﺎك ﺷﻌﻮر ﻓ ﻲ ه ﺬا اﻟ ﺴﻴﺎق اﻟ ﺬي ﻳُﻈﻬ ﺮ‬
‫ﻓﻴ ﻪ اﻟﻨ ﺎس اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻣ ﻦ ﺧ ﻼل آ ﻮﻧﻬﻢ ذوي رؤﻳ ﺔ أﻧﻬ ﻢ ﻳﻌﺮﻓ ﻮن ﺑﺎﻟﻔﻌ ﻞ إﻟ ﻰ أﻳ ﻦ‬
‫ﻳﺴﻴﺮون وهﻢ ﻋﺎدة ﻣﺘﺄآﺪون ) اﻟﻤﻌﻨﻰ اﻵﺧﺮ ﻟﻺﻳﺠﺎﺑﻴﺔ ( ﻣﻨﻪ‪.‬‬

‫وﻣﻊ ﻗﻮﻟﻨﺎ ذﻟﻚ‪ ،‬ﻣﻦ اﻟﻤﺪهﺶ ﺣﻘًﺎ أن اﻟﻜﺜﻴﺮﻳﻦ ﻣﻨﺎ ﻏﻴﺮ إﻳﺠﺎﺑﻴﻴﻦ ﻣﻄﻠﻘًﺎ ﺣﻴﺎل ﻣﺎ ﻧﺴﻴﺮ إﻟﻴﻪ‪،‬‬
‫ﺣﺘﻰ ﻋﻠﻰ اﻷﻣﺪ اﻟﻘﺼﻴﺮ‪ .‬ﺗﻌﺮف ﺷﻌﻮرك ﻋﻨﺪﻣﺎ ﻳﺤﻞ زﻣﻦ ﺗﻘﻴﻴﻤﻚ اﻟﺴﻨـﻮي وﺗﺰﻳﺪ ﻓ ﺼﺎﺣﺘﻚ‬
‫ﻋﻦ إﻧﺠ ﺎزات اﻟﻌ ﺎم اﻟﻤﺎﺿ ﻲ‪ .‬ﻋﻨ ﺪهﺎ ﻳ ﺄﺗﻲ اﻟ ﺴﺆال "وإﻟ ﻰ أﻳ ﻦ ﺗﺘﻮﻗ ﻊ أن ﺗ ﺴﻴﺮ‪ ،‬ﺁﺧ ﺬًا ﻣﻌ ﻚ‬
‫ﻓﺮﻳﻘﻚ ) أو ﻏﻴﺮ ذﻟﻚ ( ﻓﻲ اﻟﻌﺎم اﻟﻤﻘﺒﻞ؟" وﻗﺪ ﺿﺎﻋﺖ ﻣﻨﻚ اﻟﻜﻠﻤﺎت ﺣﺮﻓﻴًﺎ‪.‬‬
‫ﻟﻜ ﻲ ﺗﻜ ﻮن إﻳﺠﺎﺑﻴ ًﺎ ﻋﻠﻴ ﻚ أن ﺗﻜ ﻮن ذا رؤﻳ ﺔ‪ .‬ه ﺎهﻲ ﺑﻌ ﺾ اﻷﻓﻜ ﺎر اﻟﻤﻔﻴ ﺪة ﻓﻴﻤ ﺎ ﻳﺘﻌﻠ ﻖ‬
‫ﺑﺎﻟﺮؤﻳﺔ‪.‬‬
‫اﺳﺘﺜﻤﺮ ﺑﻌﺾ اﻟﻮﻗﺖ ﻓﻲ اﻟﺘﻔﻜﻴﺮ ﺑﺈﻟﻰ أﻳﻦ ﺗﺴﻴﺮ‪.‬إﻧﻪ ﻣﻦ اﻟﻤﺪهﺶ ﺣﻘًﺎ أﻧﻨﺎ ﻧﺎدرًا ﻣﺎ‬ ‫•‬
‫ﻼ ﻟﻨﻔﻜﺮ‪ .‬ﻋﺮﻓﺖ ﻣﺮة ﻣﺴﺘﺸﺎرًا آﺒﻴﺮًا ﺟﺪًا ﻓﻲ ﻣﺆﺳﺴﺘﻲ ﺟﻌﻞ ﻏﺎﻳﺘﻪ ﻓ ﻲ‬
‫ﻧﺘﻮﻗﻒ ﻓﻌ ً‬
‫ﺑﺪاﻳﺔ آﻞ ﻳﻮم اﻟﺠﻠﻮس ﻋﻠﻰ ﻣﻜﺘﺒﻪ ﻟﻴﻔﻜﺮ‪ .‬آﺎﻧﺖ ﺑﺎﻟﻨﺴﺒﺔ ﻟ ﻪ ﻣﻬﻤ ﺔ أﺳﺎﺳ ﻴﺔ آﻘ ﺮاءة‬
‫اﻟﺼﺤﻒ‪ ،‬أو اﻟﻤﺠﻼت‪ ،‬أو ﺑﻤﺜﺎﺑﺔ ذهﺎﺑﻪ إﻟﻰ "اﻟﺼﻠﻮات" ﻓﻲ اﻟﻜﻨﻴﺴﺔ ﺻ ﺒﺎﺣًﺎ‪ ،‬أو‬
‫أي ﺷﻲء ﺁﺧﺮ‪ .‬آﺎن اﻟﺘﻔﻜﻴﺮ ﺟـﺰءًا ﻣﻦ ﻣﻬﺎرﺗـﻪ اﻹدارﻳﺔ … وﻗﺪ ﻇﻬﺮ ذﻟﻚ‪.‬‬

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‫اﻋﺘﺒﺮ أن ﻣﻦ ﻣﺴﺆوﻟﻴﺘﻚ اﻹدارﻳﺔ أن ﺗﻌﺮف ﻻ إﻟﻰ أﻳﻦ ﻳﺘﺠ ﻪ ﻓﺮﻳﻘ ﻚ ﻓﺤ ﺴﺐ‪ ،‬ﺑ ﻞ‬ ‫•‬
‫أﻳ ﻀًﺎ اﻟﻄ ﺮق اﻟﺘ ﻲ ﻳﻤﻜﻨ ﻚ ﻣ ﻦ ﺧﻼﻟﻬ ﺎ إﻳ ﺼﺎل ذﻟ ﻚ ﺑﺄﻓ ﻀﻞ وﺳ ﻴﻠﺔ‪ .‬ﻟ ﻴﺲ هﻨ ﺎك‬
‫ﺟﺪوى ﻣﻦ اﻟﺘﻤﺘﻊ ﺑﺮؤﻳﺔ ﺑﻠﻮرﻳﺔ واﺿﺤﺔ ﻟﻤﻮﻗﻔﻚ وﻣﻮﻗﻒ ﻓﺮﻳﻘﻚ إذا ﻟﻢ ﻳﻜﻦ ﻟ ﺪﻳﻚ‬
‫أﻣﻞ ﻹﻳﺼﺎل ﺗﻠﻚ اﻟﻄﺮﻳﻘﺔ إﻟﻴﻬﻢ‪.‬‬

‫اﻣ ﻨﺢ ﻣﻮﻇﻔﻴ ﻚ اﻹﻟﻬ ﺎم اﻟ ﺬي ﻳﺤﺘﺎﺟﻮﻧ ﻪ ﻟﻴﺮﻏﺒ ﻮا ﻓ ﻲ اﻟ ﺬهﺎب إﻟ ﻰ اﻻﺗﺠ ﺎﻩ ﻧﻔ ﺴﻪ‪.‬‬ ‫•‬

‫وآﻤﺎ ﺳﻨﺮى أدﻧﺎﻩ‪ ،‬ﺗﻌﻤﻞ اﻟﻔﺮق اﻹﻳﺠﺎﺑﻴﺔ ﻣﻊ ﺑﻌﻀﻬﺎ‪.‬‬

‫ﺗﺄآﺪ ﻣﻦ أﻧﻚ ﻓﻲ وﺿﻊ ﺗُﻈﻬِﺮ ﻓﻴﻪ ﻟﺮؤﺳﺎﺋﻚ أﻧ ﻚ ﻣّﻠ ﻢ ﺑﺄه ﺪاف ﻣﺆﺳ ﺴﺘﻚ وﻣﻬﺎﻣﻬ ﺎ‬ ‫•‬
‫وﻏﺎﻳﺎﺗﻬﺎ وأﻧﻚ ﺗﺘﺨﺬ ﺧﻄﻮات ﻓﻌّﺎﻟﺔ ﻟﺘﺤﻘﻴﻘﻬﺎ‪.‬‬

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 ‫آﻦ ﻻﺋﻘ ًﺎ ً‬
‫ﺘﻜﻤﻥ ﺍﻟﻘﺎﻋﺩﺓ ﺍﻟﺫﻫﺒﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺃﻨﻙ ﻻﺌﻘ ﹰﺎ‪ .‬ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﻤﻨﺢ‬
‫ﻨﻔﺴﻙ ﺃﻓﻀل ﻓﺭﺼﺔ ﻤﻤﻜﻨﺔ ﻟﺘﺒﻨﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻹﻴﺠﺎﺒﻲ ﻋﻥ ﻁﺭﻴﻕ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺭﺍﺤﺔ ﺍﻟﺠﺴﺩﻴﺔ‬
‫ﻭﺍﻟﺫﻫﻨﻴﺔ ﺒﻘﺩﺭ ﻤﺎ ﺘﺴﺘﻁﻴﻊ‪.‬‬
‫( ﻋﻠﻰ اﻟﻤﺮﺑﻊ اﻟﻤﻨﺎﺳﺐ‪.‬‬ ‫ﺣـﺎول اﻹﺟﺎﺑـﺔ ﻋﻠﻰ اﻷﺳﺌﻠـﺔ اﻟﺘﺎﻟﻴﺔ ﺑﻨﻌﻢ أو ﻻ‪ ،‬ﺿﻊ إﺷﺎرة )‬

‫ﻻ‬ ‫ﻧﻌﻢ‬
‫هﻞ ﺗﺸﻌﺮ ﻏﺎﻟﺒًﺎ ﺑﺘﻌﺐ أآﺜﺮ ﻣﻦ اﻟﻤﻌﺘﺎد؟‬
‫هﻞ ﺗﺸﻌﺮ ﻏﺎﻟﺒًﺎ ﺑﺄﻧﻪ ﻻ ﻳﻤﻜﻦ إزﻋﺎﺟﻚ ﻹآﻤﺎل أﺷﻴﺎء ﺗﻌﺮف أﻧﻪ ﻳﺠﺐ ﻋﻠﻴﻚ‬

‫إآﻤﺎﻟﻬﺎ؟‬

‫هﻞ ﺗﻌﺘﻘﺪ أﻧﻚ ﺗﺄﺧﺬ ﻗﺴﻄًﺎ آﺎﻓﻴًﺎ ﻣﻦ اﻟﻨﻮم؟‬

‫هﻞ ﺗﺸﻌﺮ ﺑﺄن ﺑﺎﺳﺘﻄﺎﻋﺘﻚ أﺧﺬ ﻳﻮم راﺣﺔ ﻣﻦ اﻟﻌﻤﻞ أﺣﻴﺎﻧًﺎ ﻣﻦ دون أن‬

‫ﻳﺨﻔﻖ آﻞ ﺷﻲء ﻓﻲ اﻟﻤﻜﺘﺐ؟‬

‫هﻞ ﺗﺸﻌﺮ ﻣﻦ وﻗﺖ إﻟﻰ ﺁﺧﺮ أن آﻞ ﺷﻲء ﻳﺘﺮاآﻢ ﻋﻠﻴﻚ؟‬

‫هﻞ أﻧﺖ ﺳﺮﻳﻊ اﻻﻧﻔﻌﺎل ﻣﻦ وﻗﺖ إﻟﻰ ﺁﺧﺮ ﻣﻊ زﻣﻼﺋﻚ أو ﻣﻊ ﻣﻮﻇﻔﻴﻚ؟‬

‫هﻞ أﻧﺖ ﺑﺪﻳﻦ ﺟﺪاً؟‬

‫ﻟﻮ اﻓﺘﺮﺿﻨﺎ ﻋﺪم وﺟﻮد ﻣﺎﻧﻊ ﻃﺒﻲ ﻳﺤﻮل دون ﺗﻤﻜﻨﻚ ﻣﻦ اﻟﺘﻤﺮن‪ ،‬هﻞ أﻧﺖ‬

‫ﻖ؟‬
‫ﻋﻤﻮﻣًﺎ ﻏﻴﺮ ﻻﺋ ً‬

‫إذا أﺟﺒﺖ ﺑـ " ﻧﻌﻢ " ﻋﻠﻰ أي ﻣﻦ اﻷﺳﺌﻠﺔ أﻋ ﻼﻩ‪ ،‬ﻓﻤ ﻦ اﻟﻤﺤﺘﻤ ﻞ أن ﻳﻜ ﻮن ﺑﺎﺳ ﺘﻄﺎﻋﺘﻚ ﻋﻤ ﻞ‬
‫ﺷﻲء ﻹزاﺣﺔ اﻟﻌﺎﺋﻖ اﻟﻤﺤﺘﻤﻞ ﻟﻤﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ اﻟﺨﺎص‪ .‬ﻓﻜﺮ ﻓﻲ ﺑﻌﺾ ﺗﻠﻚ اﻟﻌﻮاﺋﻖ‪.‬‬

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 ‫اﻟﺘﻌﺐ‬
‫ﻫل ﺭﺃﻴﺕ ﺍﻷﻁﻔﺎل ﻭﻗﺩ ﺃﻋﻴﺎﻫﻡ ﺍﻟﺘﻌﺏ ﻗﻁ؟ ﻴـﺼﺒﺤﻭﻥ ﺴـﺭﻴﻌﻲ ﺍﻻﻨﻔﻌـﺎل‪ ،‬ﻭﻏﻴـﺭ‬
‫ﻤﺘﻌﺎﻭﻨﻴﻥ‪ ،‬ﻭﻴﻨﻜﺭﻭﻥ ﺃﻥ ﻫﻨﺎﻙ ﻤﺸﻜﻠﺔ؛ ﻭﻴﻅﻬﺭﻭﻥ ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ﻜل ﺃﻨﻭﺍﻉ ﺍﻟﺨﺼﺎل ﺍﻟﺴﻠﺒﻴﺔ‬
‫ﺍﻟﺘﻲ ﻨﺸﻬﺩﻫﺎ ﻓﻲ ﺍﻟﺯﻤﻼﺀ ﻴﻭﻤﻴﹰﺎ‪ .‬ﻻ ﻴﻘﺘﺼﺭ ﻫﺫﺍ ﻋﻠﻰ ﺍﻷﻁﻔﺎل ﻓﻘـﻁ‪ ،‬ﻓﺒﻭﺴـﻊ ﺍﻟﺒـﺎﻟﻐﻴﻥ‬
‫ﺍﻟﻤﻌﺎﻨﺎﺓ ﻤﻥ ﺫﻟﻙ ﺃﻴﻀﹰﺎ‪ .‬ﻭﺍﻻﻋﺘﻘﺎﺩ ﺒﺄﻨﻪ ﻴﻤﻜﻨﻨﺎ ﺍﻻﻜﺘﻔﺎﺀ ﻓﻲ ﺤﻴﺎﺘﻨﺎ ﺒﻘﻠﻴل ﻤﻥ ﺍﻟﻨـﻭﻡ ﻴﻜـﻭﻥ‬
‫ﻏﺎﻟﺒﹰﺎ ﻓﻜﺭﺓ ﺨﺎﻁﺌﺔ‪ .‬ﻫﻨﺎﻙ ﺤﺩ ﻟﻘﺩﺭﺓ ﻜل ﻤﻨﺎ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺍﻟﻌﻤل ﻤﻥ ﺩﻭﻥ ﺍﻨﺨﻔﺎﺽ‬
‫ﺠﻭﺩﺓ ﻤﺎ ﻨﻘﻭﻡ ﺒﻪ ﺒﺴﺭﻋﺔ‪ .‬ﻜﻥ ﻤﺩﺭﻜﹰﺎ ﺒﺄﻨﻙ ﺃﻴﻀﹰﺎ ﻟﻙ ﺤﺩ ﻭﺴﻴﻌﺎﻨﻲ ﻤﻭﻗﻔﻙ ﺍﻹﻴﺠـﺎﺒﻲ ﺃﻭ‬
‫ﻴﺘﻼﺸﻰ ﺘﻤﺎﻤﹰﺎ ﺇﺫﺍ ﻤﺎ ﻜﻨﺕ ﻤﺘﻌﺒﹰﺎ‪.‬‬

‫ﻋﺎدات اﻷآﻞ اﻟﺴﻴﺌﺔ‬

‫ﺳﺘﺘﻀﻤﻦ ﺗﻘﺮﻳﺒ ًﺎ ﺟﻤﻴﻊ اﻟﻨﺼﺎﺋﺢ اﻟﻄﺒﻴﺔ اﻟﺘﻲ ﺳﺘﺼﺎدﻓﻬﺎ ﻋﻦ ﺻﺤﺘﻚ وُﺣﺴﻦ ﺣﺎﻟﻚ ﻧﺼﻴﺤ ًﺔ‬
‫ﻋ ﻦ اﻟﺘﻐﺬﻳ ﺔ‪ُ .‬آ ﻞ ﺑﺘﻌﻘ ﻞ وﺣ ﺎول أن ﻻ ﺗﻔ ﻮّت اﻟﻮﺟﺒ ﺎت آﺜﻴ ﺮًا‪ .‬ﻳﺘﻔ ﻖ ﻣﻌﻈ ﻢ اﻟﻨ ﺎس ﻋﻠ ﻰ أﻧ ﻪ‬
‫ﺳ ﻴﻜﻮن هﻨ ﺎك اﺣﺘﻤ ﺎل آﺒﻴ ﺮ ﻷن ﻳﺘ ﺄﺛﺮ أداؤك ﺳ ﻠﺒًﺎ إذا ﻓ ﻮّت اﻹﻓﻄ ﺎر‪ .‬ه ﻞ ﺗﺤﺘ ﺎج ﺣﻘ ًﺎ إﻟ ﻰ‬
‫ﺗﻔﻮﻳﺖ اﻟﻐﺪاء ﺑﺼﻮرة داﺋﻤ ﺔ ﻓﻘ ﻂ ﻟﻜ ﻲ ﺗﺘﻨ ﺎول وﺟﺒ ﺔ آﺒﻴ ﺮة ﻓ ﻲ اﻟﻤ ﺴﺎء؟ ﻗ ﺪ ﺗ ﺸﻴﺮ ﻣﺜ ﻞ ه ﺬﻩ‬
‫اﻟﻌﺎدات إﻟﻰ أن ﺑﺎﺳﺘﻄﺎﻋﺘﻚ ﻋﻤﻞ اﻷآﺜﺮ ﻟﻠﺘﺤﻜﻢ ﺑﻨﻔﺴﻚ واﻻﻋﺘﻨﺎء ﺑﻬﺎ ﺑﻄﺮق أﻓﻀﻞ‪ .‬إن ﺗﺒﻨﻲ‬
‫ﻣﻮﻗﻒ إﻳﺠﺎﺑﻲ ﺧ ﺎص ﺑ ﻚ ﻣ ﻦ اﻹدارة ﺳ ﻴﻜﻮن أﺻ ﻌﺐ إذا ﻟ ﻢ ﻳﻜ ﻦ ﻟ ﺪﻳﻚ ﻣﻮﻗ ﻒ إﻳﺠ ﺎﺑﻲ ﻣ ﻦ‬
‫ﺗﻐﺬﻳﺔ ﺻﺤﻴﺔ‪.‬‬

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 ‫اﻟﻠﻴﺎﻗﺔ‬
‫ﻻﺑﺪ أﻧﻚ ﻻﺣﻈﺖ اﻟﺘﺰاﻳﺪ اﻟﻌﻈﻴﻢ ﻓﻲ ﻣﺠﺎل اﻟﻨ ﺸﺎط اﻟﺮﻳﺎﺿ ﻲ اﻟ ﺬي ﺣ ﺪث ﺧ ﻼل اﻟ ﺴﻨﻮات‬
‫اﻟﻌﺪﻳﺪة اﻟﻤﺎﺿﻴﺔ‪ .‬أﺻﺒﺢ اﻟ ﺮآﺾ‪ ،‬ورآ ﻮب اﻟ ﺪراﺟﺎت اﻟﻬﻮاﺋﻴ ﺔ‪ ،‬واﻟ ﺴﺒﺎﺣﺔ‪ ،‬واﻟﺘ ﺪرّب ﻋﻠ ﻰ‬
‫ﺣﻤﻞ اﻷﺛﻘﺎل‪ ،‬واﻷﻟﻌﺎب اﻟﺒﻬﻠﻮاﻧﻴﺔ ﺑﻜﺎﻓﺔ أﺷﻜﺎﻟﻬﺎ أﻣﺮًا ﺷﺎﺋﻌًﺎ ﻋﻨﺪ آﺜﻴﺮ ﻣﻦ اﻟﻨ ـﺎس‪ .‬واﻟ ﺴـﺆال‬
‫هﻮ " ﻟﻤﺎذا ﻳﺆدوﻧﻬﺎ؟" ﺣﺴﻨﺎً‪ ،‬ﻳﺠﺐ أن ﺗﻜﻮن إﺣﺪى اﻹﺟﺎﺑﺎت أن اﻟﻨﺎس ﺑﺪؤوا ﻳﻘﺪرون اﻟﻠﻴﺎﻗﺔ‬
‫اﻟﺒﺪﻧﻴﺔ اﻟﺸﺨﺼﻴﺔ أآﺜﺮ ﺑﻜﺜﻴﺮ ﻣﻤﺎ آﺎن ﻋﻠﻴ ﻪ اﻟﺤ ﺎل ﻓ ﻲ اﻟﻤﺎﺿ ﻲ‪ .‬ﻳﺘﻤ ﺮن آﺜﻴ ﺮ ﻣ ﻦ اﻟﻨ ﺎس ﻻ‬
‫ﻣﻦ أﺟﻞ اﻟﺼﺤﺔ واﻟﻠﻴﺎﻗ ﺔ واﻟﻤ ﺴﺎﻋﺪة ﻋﻠ ﻰ اﻟ ﺘﺤﻜﻢ ﻓ ﻲ أوزاﻧﻬ ﻢ ﻓﺤ ﺴﺐ‪ ،‬ﺑ ﻞ أﻳ ﻀًﺎ ﻷن ذﻟ ﻚ‬
‫ﻳﺠﻌﻠﻬﻢ ﻳﺸﻌﺮون ﺑﺎﻟﺮاﺣﺔ‪ .‬ﻣ ﻦ اﻷﺳ ﻬﻞ أن ﺗﻜ ﻮن إﻳﺠﺎﺑﻴ ًﺎ إذا ﺷ ﻌﺮت ﺑﺎﻟﺮاﺣ ﺔ ﻣﻘﺎرﻧ ﺔ ﺑﺤﺎﻟ ﺔ‬
‫ﻋﺪم ﺷﻌﻮرك ﺑﺬﻟﻚ‪ .‬اﻷﻣﺮ ﺑﻬﺬﻩ اﻟﺒﺴﺎﻃﺔ إذًا!‬

‫ﺗﺤﺪي اﻹﺟﺮاء اﻟﻤﺴﺘﻘﺒﻠﻲ‬

‫ﻓﻜﺮ ﻓ ﻲ ﻟﻴﺎﻗﺘ ﻚ اﻟﺒﺪﻧﻴ ﺔ اﻟﺨﺎﺻ ﺔ واﻟﻄﺮﻳﻘ ﺔ اﻟﺘ ﻲ ﺗﺮﺑﻄﻬ ﺎ ﺑﻤﻮﻗﻔ ﻚ اﻹﻳﺠ ﺎﺑﻲ‪ .‬ﺛ ﻢ اﺗﺨ ﺬ ﺑﻌ ﺾ‬
‫اﻟﻘﺮارات اﻟﺤﺎزﻣﺔ إذا ﺗﻌﺘﻘﺪ أﻧﻬﺎ ﺿﺮورﻳﺔ‪.‬‬

‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻌﺎدات ﻧﻮﻣﻲ أﻧﻮي أن‪-:‬‬

‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻌﺎدات أآﻠﻲ أﻧﻮي أن‪-:‬‬

‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻠﻴﺎﻗﺘﻲ أﻧﻮي أن‪-:‬‬

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 ‫آﻦ ﻣﻨﺼﻔًﺎ‬
‫ﻟﻢ ﻧﺘﺤﺪث ﺑﺸﻲء ﺗﻘﺮﻳﺒًﺎ ﺣﺘﻰ اﻵن ﻋﻦ ﺗﻜﺎﻓﺆ اﻟﻔﺮص‪ .‬وﻣﻊ ذﻟﻚ ﻓﺈن إﺣﺪى اﻟﻘﻮاﻋﺪ اﻟﺬهﺒﻴﺔ‬
‫ﻟﻠﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ هﻲ أن ﺗﻜﻮن ﻣﻨﺼﻔﺎً؛ وهﺬا ﻣﺎ ﺗﻌﻨﻴﻪ ﺗﻜﺎﻓﺆ اﻟﻔﺮص‪-:‬‬
‫اﻻﻧﺘﻘﺎء ﻏﻴﺮ اﻟﻤﻨﺼﻒ‬ ‫•‬
‫اﻟﺘﻔﺮﻗﺔ اﻟﻌﻨﺼﺮﻳﺔ‬ ‫•‬
‫اﻟﻤﻀﺎﻳﻘﺔ‬ ‫•‬
‫اﻟﺘﺤﺎﻣﻞ‬ ‫•‬
‫ﺗﺤﺪث آﻞ هﺬﻩ اﻷﻣﻮر ﻧﺘﻴﺠﺔ ﻟﻠﻤﻮﻗﻒ اﻟﺴﻠﺒﻲ ﻧﺤ ﻮ اﻹﻧ ﺼﺎف‪ .‬آﻤ ﺪﻳﺮ ﻋﻠﻴ ﻚ واﺟ ﺐ ﻗ ﺎﻧﻮﻧﻲ‬
‫وأﺧﻼﻗﻲ ﻷن ﺗﻜﻮن ﻣﻨﺼﻔًﺎ ﻣﻊ ﻣﻮﻇﻔﻴ ﻚ‪ .‬ﻓﺘﺤﻘﻴ ﻖ ﺗﻜ ﺎﻓﺆ اﻟﻔ ﺮص ﻟ ﻴﺲ ﻋﻤ ﻞ ﻣ ﺴﺆول ﺗﻜ ﺎﻓﺆ‬
‫اﻟﻔ ﺮص أو ﻣ ﺪﻳﺮ ﺷ ﺆون اﻟﻤ ﻮﻇﻔﻴﻦ ﻓﺤ ﺴﺐ‪ ،‬ﻓﻤ ﻦ واﺟﺒ ﻚ أن ﺗﻌ ﺮف اﻹﻧ ﺼﺎف وﺗﻤﺎرﺳ ﻪ‬
‫وﺗﺼﺒﺢ ﻗﺪوة ﻓﻴﻪ‪.‬‬

‫ﺛﻤﺔ أﺳﺎﻃﻴﺮ وﺗﺸﺮﻳﻌﺎت ﻣﻌﻘّﺪة ﻟﻬ ﺎ ﻋﻼﻗ ﺔ ﺑﺘﻜ ﺎﻓﺆ اﻟﻔ ﺮص واﻟﺘ ﻲ ﻣ ﻦ ﺷ ﺄﻧﻬﺎ أن ﺗﺠﻌ ﻞ آﺎﻣ ﻞ‬
‫اﻟﻤﻮﺿﻮع ﻳﺒﺪو ﻏﺎﻣﻀًﺎ وأﺣﻴﺎﻧ ًﺎ ﻣﺰﻋﺠ ًﺎ أﻳﻀًﺎ‪ .‬ﻟﻜﻦ ﻻ ﺗﻘﻠﻖ! آﻮﻧﻚ ﻣﻨ ﺼﻔًﺎ ﻓ ﻲ ﻣﻮﻗ ﻊ اﻟﻌﻤ ﻞ‬
‫ﻳﺘﺄﺗّﻰ ﻣﻦ اﻟﻔﻄ ﺮة ﻓ ﻲ ﻣﻌﻈﻤ ﻪ وهﻨ ﺎك ﻋ ﺪة ﻣﺒ ﺎدئ ﻟﺘﺤﻘ ﻖ اﻹﻧ ﺼﺎف ﻟ ﺪﻳﻚ وه ﻲ ﺳ ﺘﻼﺋﻢ أي‬
‫وﺿﻊ ﺗﻘﺮﻳﺒًﺎ‪ .‬ﺗﺬآﺮ ﻓﻘﻂ أن أي ﻋﺪم إﻧﺼﺎف ﻣﻦ ﺟﺎﻧﺒﻚ ﻳﻌﺘﺒﺮ ﻋﺎﺋﻘًﺎ ﺿﺨﻤًﺎ ﻓ ﻲ وﺟ ﻪ ﻣﻮﻗﻔ ﻚ‬
‫اﻹﻳﺠﺎﺑﻲ اﻟﺨﺎص ﻓﻲ اﻹدارة‪ .‬ﻗﺪ ﻳﻐﻔﺮ ﻟﻚ اﻟﺰﻣﻼء‪ ،‬واﻟﺰﺑﺎﺋﻦ‪ ،‬واﻟﻌﻤ ﻼء أﺧﻄ ﺎءك‪ ،‬وﺣ ﺎﻻت‬
‫اﻟﺘﺄﺧﺮ‪ ،‬وﺣﺘﻰ ﻋﺪم آﻔﺎءﺗﻚ‪ ،‬ﻏﻴﺮ أﻧﻬﻢ ﻧﺎدرًا ﻣﺎ ﻳﺴﺎﻣﺤﻮﻧﻚ إذا ﻣﺎ آﻨﺖ ﻏﻴ ﺮ ﻣﻨ ﺼﻒ‪ .‬ﻳﺘﻮﻗ ﻊ‬
‫اﻟﻨﺎس – وﻟﻬﻢ اﻟﺤﻖ ‪ -‬ﻓﻲ أن ﻳُﻌﺎﻣﻠﻮا ﺑﺈﻧﺼﺎف‪.‬‬

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‫ه ﺬﻩ ﺳ ﺘﺔ اﻗﺘﺮاﺣ ﺎت ﻟﻠﺘﺤﻘ ﻖ ﻣ ﻦ ﻣﻮﻗﻔ ﻚ اﻟﺨ ﺎص ﻣ ﻦ اﻹﻧ ﺼﺎف وﺗﻘ ﻮﻳﻢ ﻣ ﺎ إذا آ ﺎن ﻣﻮﻗﻔ ﻚ‬
‫إﻳﺠﺎﺑﻴ ًﺎ أو ﺳﻠﺒﻴ ًﺎ‪ .‬ﻗﺪ ﺗُﻔﻜﺮ ﻓﻴﻬﺎ ﺑﻤﺜﺎﺑﺔ َﻟ ِﺒﻨَﺎت ﻓ ﻲ ﺟ ﺪار ُﻳ ﺸﻜّﻞ ﺣ ﺎﺟﺰًا ﺿ ﺪ اﻟﺘﻔﺮﻗ ﺔ اﻟﻌﻨ ﺼﺮﻳﺔ‬
‫واﻟﺘﺤﺎﻣﻞ‪ .‬واﻟﺴﺆال هﻮ "ﻣﺎ ﻣﺪى ﺻﻼﺑﺔ ﺟﺪارك؟"‬

‫اﻟﻤﺸﺎرآﺔ اﻟﻮﺟﺪاﻧﻴﺔ‬

‫اﻟﻮﻋﻲ اﻟﻤﺮﺗﻔﻊ‬ ‫اﻟﻔﻬﻢ‬

‫اﻟﺮﻏﺒﺔ ﻓﻲ أن ﺗﻜﻮن ﻣﻨﺼﻔًﺎ‬ ‫اﻟﻨﺘﺎﺋﺞ‬ ‫اﻟﺤﺴﺎﺳﻴﺔ‬

‫اﻟﻤﺸﺎرآﺔ اﻟﻮﺟﺪاﻧﻴﺔ‬
‫ﻟﻴﺴﺖ اﻟﻤﺸﺎرآﺔ اﻟﻮﺟﺪاﻧﻴﺔ ﻣﺜﻞ اﻟﺘﻌﺎﻃﻒ‪ .‬ﻓﻬﻲ ﺗﺘﻌﻠﻖ ﺑﻤﺤﺎوﻟﺔ اﻟﻮﺻﻮل إﻟﻰ ﻓﻬﻢ ﻣﺎ ﻗﺪ ﻳﺸﻌﺮ‬
‫) واﻟﺬي ﻟﻪ‬ ‫ﺑﻪ اﻟﻨﺎس اﻵﺧﺮون ﻣﻦ دون أن ﺗﺸﻌﺮ ﺑﺎﻟﻀﺮورة ﺑﺎﻟﺸﻌﻮر اﻟﺬي ﻳﺸﻌﺮون ﺑﻪ‬
‫ﻋﻼﻗﺔ أآﺒﺮ ﺑﺎﻟﺘﻌﺎﻃﻒ (‪.‬‬
‫ﺧﺬ وﻗﺘ ًﺎ ﻣﻦ ﺣﻴﻦ ﻵﺧﺮ ﻟﺘﻔﻜﺮ ﻓﻲ اﻟﻜﻴﻔﻴﺔ اﻟﺘﻲ ﻗﺪ ﺗﺸﻌﺮ ﺑﻬﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮن أﻧﺖ اﻟﻤﺘ ﺄﺛﺮ ﺑﻌ ﺪم‬
‫اﻹﻧ ﺼﺎف ﻓ ﻲ اﻟﻨﻬﺎﻳ ﺔ‪ .‬إذا آﻨ ﺖ ﻋ ﻀﻮًا ﻓ ﻲ إﺣ ﺪى ﺟﻤﺎﻋ ﺎت اﻷﻗﻠﻴ ﺔ ﻓ ﻲ ه ﺬﻩ اﻟ ﺒﻼد‪ ،‬ﻓﻤ ﻦ‬
‫اﻟﻤﺤﺰن أﻧﻪ ﻟﻦ ﺗﺠﺪ آﺜﻴﺮًا ﻣﻦ اﻟﺼﻌﻮﺑﺔ ﻓ ﻲ ﻓﻌ ﻞ ه ﺬا‪ .‬وإذا آﻨ ﺖ ﻋ ﻀﻮًا ﻓ ﻲ ﺟﻤﺎﻋ ﺔ ﺗ ﺸﻜّﻞ‬
‫أآﺜﺮﻳﺔ‪ ،‬ﻋﻠ ﻰ أﻳ ﺔ ﺣ ﺎل‪ ،‬ﻓﺈﻧ ﻪ ﻣ ﻦ اﻟﻤﺤﺘﻤ ﻞ ﺟ ﺪًا أﻧ ﻚ ﺗﺘﻮﻗ ﻊ اﻟﻜﺜﻴ ﺮ‪ ،‬وﺳ ﺘﺤﺘﺎج ﻏﺎﻟﺒ ًﺎ إﻟ ﻰ أن‬
‫ﺗﺘﻮﻗﻒ وﺗﻔﻜﺮ ﻓﻲ ﻋﺪم اﻹﻧﺼﺎف اﻟﻤﺤﺘﻤﻞ ﻟﻮﺿﻊ ﻣﻌﻴﻦ‪.‬‬

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 ‫اﻟﻔﻬﻢ‬
‫ﻳﺤﺪث آﺜﻴﺮًا ﻣﻦ ﻋ ﺪم اﻹﻧ ﺼﺎف ﻟ ﻴﺲ ﺑ ﺴﺒﺐ اﻟﻨﻮاﻳ ﺎ اﻟ ﺴﻴﺌﺔ ﺑ ﻞ آﻨﺘﻴﺠ ﺔ ﻻﻧﻌ ﺪام اﻟﻔﻬ ﻢ ﻓ ﻲ‬
‫اﻵﻟﻴ ﺎت اﻟﻤ ﺴﺘﺨﺪﻣﺔ‪ .‬ﺗﻘﺮﻳ ًﺒ ﺎ داﺋ ًﻤ ﺎ ﻣ ﺎ ﻳﻜ ﻮن ﻟﻠﻤﻮﻗ ﻒ دﺧ ﻞ ﺑﺎﻟﻤﻮﺿ ﻮع‪ ،‬وﻓ ﻲ أﺣﻴ ﺎن آﺜﻴ ﺮة‬
‫ﻻ ﻋﻦ آﻮﻧﻪ إﻳﺠﺎﺑﻴًﺎ‪ .‬ﻓﻜﺮ ﻓﻲ‪:‬‬
‫ﺳﻴﻜﻮن اﻟﻤﻮﻗﻒ ﺳﻠﺒﻴًﺎ ﺑﺪ ً‬

‫اﻟﻄﺮق اﻟﺘﻲ ﺗﺒﻠﻎ ﺑﻬﺎ ﻣﻮاﻗﻔﻚ اﻟﺨﺎﺻﺔ درﺟﺔ اﻟﺘﺤﺎﻣﻞ‪.‬‬ ‫•‬

‫اﻟﻄﺮق اﻟﺘ ﻲ ﺗ ﺴﺘﻄﻴﻊ ﻣﻮاﻗﻔ ﻚ ﻣ ﻦ ﺧﻼﻟﻬ ﺎ اﻟﺘ ﺄﺛﻴﺮ ﻋﻠ ﻰ ﺳ ﻠﻮآﻚ ) راﺟ ﻊ اﻟﻔ ﺼﻞ‬ ‫•‬
‫اﻟﺜﺎﻧﻲ (‪.‬‬
‫أﻧﻤﺎط اﻟﺴﻠﻮك اﻟﺘﻲ ﺳﺘﺆدي إﻟﻰ ﻋﺪم اﻹﻧﺼﺎف‪.‬‬ ‫•‬
‫ﻧﺘﺎﺋﺞ ﻣﻮاﻗﻔﻚ ) أﻧﻈﺮ أدﻧﺎﻩ (‪.‬‬ ‫•‬

‫اﻟﻮﻋﻲ اﻟﻤﺮﺗﻔﻊ‬
‫ﻳﻜﻤﻦ اﻟﻤﻮﺿ ﻮع اﻟ ﻀﻤﻨﻲ ﻟﻬ ﺬا اﻟﻜﺘ ﺎب ﺑﺄآﻤﻠ ﻪ ﻓ ﻲ اﻟﺤﺎﺟ ﺔ إﻟ ﻰ اﻟ ﺘﺤﻜﻢ ﺑﻨﻔ ﺴﻚ وﺗﻄ ﻮرك‬
‫وإﺣ ﺪاث اﻟﺘﻐﻴﻴ ﺮات ﺣ ﻴﻦ ﺗﻘﺘ ﻀﻲ اﻟ ﻀﺮورة‪ .‬ﻳ ﺴﺎﻋﺪك اﻟ ﻮﻋﻲ اﻟﻤﺮﺗﻔ ﻊ ﻓ ﻲ ﻗ ﻀﺎﻳﺎ ﺗﺘﻌﻠ ﻖ‬
‫ﺑﺎﻹﻧﺼﺎف ﻋﻠﻰ ﻋﻤﻞ هﺬا‪ .‬هﻞ ﻳﺠﺐ ﻋﻠﻰ اﻟﻨﺎس ﺣﻘ ًﺎ أن "ﻳﻘﺒﻠﻮك ﻋﻠﻰ ﻋﻼﺗﻚ؟" أم أن هﻨ ﺎك‬
‫ﻣﺠﺎﻻت ﺗﺴﺘﻄﻴﻊ‪ ،‬إذا اﺧﺘﺮت‪ ،‬أن ﺗُﺤﺪث ﻓﻴﻬﺎ ﺗﻐﻴﻴﺮات؟ ﺣﺎول أن ﺗﻌﻲ‪:‬‬
‫ﺗﺤﺎﻣﻼﺗﻚ اﻟﺨﺎﺻﺔ – ﻣﺎ ﻣﺼﺪرهﺎ؟‬ ‫•‬
‫اﺳﺘﺨﺪاﻣﻚ ﻟﻠﻐﺔ – هﻞ هﻮ داﺋﻤًﺎ ﻣﻨﺎﺳﺐ؟‬ ‫•‬

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‫ﻣ ﺎذا ﺗﻌ ﺮف ﻋ ﻦ اﻟﻨ ﺎس اﻵﺧ ﺮﻳﻦ وﻋ ﻦ ﺣﺎﺟ ﺎﺗﻬﻢ‪ .‬ه ﻞ ﺗﻌ ﺮف أﻓ ﻀﻞ ﻃﺮﻳﻘ ﺔ‬ ‫•‬
‫ﻟﻤﺴﺎﻋﺪة ﺷﺨﺺ أﺻﻢ ﻟﻴﻘﺮأ ﺷﻔﺎهﻚ ﻟﻴﻌﺮف ﻣﺎ ﺗﻘﻮﻟﻪ؟‬
‫ﻣﺎذا ﺗﻌﺮف ﻋﻦ اﻟﺜﻘﺎﻓﺎت اﻷﺧﺮى؟ هﻞ ﺗﺮى أﻧﻬﺎ ﻣﺠﺮد ﺗﻬﺪﻳﺪ أم ﺗﻤﺠّﺪ اﻟﺘﻨﻮع؟‬ ‫•‬
‫ﻓﻲ آﻞ هﺬا ﺳﺘﻜﻮن إﻳﺠﺎﺑﻴ ًﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﻮﺳﻴﻊ ﺁﻓﺎق وﻋﻴﻚ‪.‬‬

‫اﻟﺤﺴﺎﺳﻴﺔ‬
‫ﻻ ﻳ ﺴﻌﻚ ﻣ ﻦ ﺧ ﻼل اﻟﻔﻬ ﻢ واﻟﻤ ﺸﺎرآﺔ اﻟﻮﺟﺪاﻧﻴ ﺔ‪ ،‬واﻟ ﻮﻋﻲ اﻟﻤﺮﺗﻔ ﻊ إﻻ أن ﺗ ﺼﺒﺢ أآﺜ ﺮ‬
‫ﺣﺴﺎﺳﻴﺔ‪ .‬هﺬا ﻻ ﻳﻌﻨﻲ أن ﺗﻜﻮن ﻟﻴّﻨًﺎ ) ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ أﻧ ﻪ ﻟ ﻴﺲ هﻨ ﺎك ﻋﻴ ﺐ ﺑﺎﻟ ﻀﺮورة ﻓ ﻲ‬
‫ذﻟﻚ ( وﻟﻜﻦ هﺬا ﻳﻌﻨﻲ أﻧﻚ ﻟﻦ ﺗﻘﻮل آﻼﻣًﺎ ﻣﺤﺮﺟًﺎ ﻓﻲ ﺣﻖ اﻵﺧﺮﻳﻦ ﻋﻠﻰ ﻧﺤﻮ ﻣﺘﻜﺮر ﺗﻘﺮﻳﺒًﺎ!‬
‫آﻮﻧﻚ ﺣﺴﺎﺳ ًﺎ ﻧﺤﻮ‪:‬‬

‫أﻓﻜﺎر‬ ‫•‬
‫ﺣﺎﺟﺎت‬ ‫•‬
‫ﻣﺸﺎﻋﺮ‬ ‫•‬
‫ﺁراء‬ ‫•‬

‫اﻟﻨﺎس اﻵﺧﺮﻳﻦ‪ ،‬ﺧﺼﻮﺻًﺎ ﻣﻊ أوﻟﺌﻚ اﻟﺬﻳﻦ ﺗﺘﺼﻞ ﺑﻬﻢ آﻤﺪﻳﺮ‪ ،‬وﻣﻊ ﻣﻮﻇﻔﻴﻚ‪ ،‬وﻣﻊ اﻟﻌﻤ ﻼء‪،‬‬
‫وﻣﻊ اﻟﺰﻣﻼء‪ ،‬وﻣﻊ اﻟﺰﺑﺎﺋﻦ ﻓﻬﻮ ﺧﻴﻂ أﺳﺎﺳﻲ ﻟﻨﺴﺞ ﻣﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ‪.‬‬

‫هﻞ أﻧﺖ داﺋﻤًﺎ ﺣﺴﺎس ﺑﺤﺎﺟﺎت اﻵﺧﺮﻳﻦ وﻣﺸﺎﻋﺮهﻢ ﻗﺪر ﻣﺎ ﺗﺴﺘﻄﻴﻊ؟‬

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 ‫اﻟﻨﺘﺎﺋﺞ‬
‫ﺳﻴﻜﻮن ﺗﻘﺮﻳﺒًﺎ ﻟﻜﻞ ﺷﻲء ﻧﻔﻌﻠﻪ‪ ،‬أو ﻟﻜﻞ ﻗﺮار ﻧﺘﺨﺬﻩ‪ ،‬أو ﻟﻜ ﻞ ﺷ ﻲء ﻧﻘﻮﻟ ﻪ ﻧﺘﻴﺠ ﺔ واﺣ ﺪة أو‬
‫أآﺜﺮ‪ .‬إن ﺑﺬل ﺟﻬﺪ ﻣﺘﻌﻤﺪ ﻟﻤﻌﺮﻓﺔ ﻧﺘﺎﺋﺞ آﻞ ﺗﺼﺮف أو ﻗﺮا ٍر أو ﻣُﺤﺎدﺛﺔ‪ ،‬وﺗُﻘﺮﻳﺮ ﻣ ﺎ إذا آ ﺎن‬
‫ﻟﻬﺎ أي أﺛﺮ ﻏﻴﺮ ﻣﻨﺼﻒ هﻮ ﻋﻨﺼﺮ رﺋﻴﺴﻲ ﻓﻲ ﻣﻮﻗﻔﻚ اﻹﻳﺠﺎﺑﻲ ﻣﻦ اﻹﻧﺼﺎف‪.‬‬
‫هﺬﻩ ﻧﻤﺎذج ﻣﻦ اﻷﺳﺌﻠﺔ اﻟﺘﻲ ﺗُﻮﺿﺢ ذﻟﻚ‪-:‬‬
‫هﻞ أﺣﺘﺎج ﺣﻘًﺎ ﻟﺮواﻳﺔ هﺬﻩ اﻟﻄﺮﻓﺔ؟ هﻞ ﺳﺘﺠﺮح ﻣﺸﺎﻋﺮ اﻟﺸﺨﺺ اﻟﻤﻌﻨﻲ ﺑﻬﺎ؟‬ ‫•‬
‫هﻞ ﻣﻦ اﻟﻤﺤﺘﻤﻞ أن ﻳﻜﻮن ﻟﻬﺬا اﻟﻘﺮار وﻗﻊ ﻣﺘﺴﺎ ٍو ﻋﻠﻰ آﻞ ﺷﺨﺺ ﻳﺮﺟﻊ إﻟﻴﻪ؟‬ ‫•‬
‫ﻣﺎ ﻧﺘﺎﺋﺞ ﺑﻘﺎﺋﻲ ﺻﺎﻣﺘﺎً؟ وهﻞ ﺳﻴُﺮى ذﻟﻚ ﻋﻠﻰ أﻧﻪ ﻣﻮاﻓﻘﺔ ﻣﻨ ﻲ ﻋﻠ ﻰ ذﻟ ﻚ اﻟ ﺴﻠﻮك‬ ‫•‬
‫اﻟﺴﻴﺊ؟‬
‫هﻞ ﺳﻴﻜﻮن هﺬا اﻟﺘﺼﺮف ﻣﻨﺼﻔًﺎ آﻤﺎ ﻳﺒﺪو؟‬ ‫•‬
‫ﻣﺎ ﻧﺘﺎﺋﺞ هﺬا اﻟﺘﺼﺮف ﺑﺎﻟﻨ ﺴﺒﺔ ﻟ ـ … ﺟﻤﺎﻋ ﺔ ﻣ ﻦ أﻗﻠﻴ ﺔ ﻣﻌﻴﻨ ﺔ؟ ه ﻞ ﺳ ﻴﺒﺪو أﺛ ﺮﻩ‬ ‫•‬
‫ﻋﻠﻰ أﻧﻪ ﻋﻨﺼﺮي‪ ،‬أو ﺗﺤﻴّﺰ ﺟﻨﺴﻲ أو ﺗﻔﺮﻗﺔ ﺿﺪ اﻟﻤﻌﺎﻗﻴﻦ؟‬
‫ﻤﺜل ﻫﺫﺍ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﺤﺫﺭ ﻟﻨﺘﺎﺌﺞ ﻤﺎ ﺘﻔﻌﻠﻪ ﻭﺘﻘﻭﻟﻪ ﺴﻴﻌﻭﺩ ﻋﻠﻰ ﺇﻴﺠﺎﺒﻴﺘﻙ ﺒﻔﻭﺍﺌﺩ ﻜﺒﻴﺭﺓ‪.‬‬

‫اﻟﺮﻏﺒﺔ ﻓﻲ أن ﺗﻜﻮن ﻣﻨﺼﻔ ًﺎ‬

‫اﻟﻠﺒﻨﺔ اﻷﺧﻴﺮة ﻓﻲ ﺟﺪارﻧﺎ ﺿﺪ اﻟﻈﻠﻢ هﻲ ﺑﺒﺴﺎﻃﺔ اﻟﺮﻏﺒﺔ ﻓ ﻲ اﻹﻧ ﺼﺎف‪ .‬إﻧ ﻪ أﺳ ﻬﻞ ﺑﻜﺜﻴ ﺮ‬
‫أن ﺗﻜ ﻮن إﻳﺠﺎﺑﻴ ًﺎ ﻓ ﻲ اﻹﻧ ﺼﺎف إذا آ ﺎن ذﻟ ﻚ ﺣﻘ ًﺎ ﻣ ﺎ ﺗﺮﻳ ﺪﻩ‪ .‬إن ﻣﺠ ﺮد اﻟﺘﻤﻠ ﻖ ﺑﺎﻹﻧ ﺼﺎف‬
‫ﺳﻴُﻜﺘﺸﻒ ﺳﺮﻳﻌًﺎ ﺟﺪًا‪.‬‬
‫ﻖ ﻋﻠﻰ ﻓﻜﺮة اﻹﻧﺼﺎف وﺗﻌﺰﻳﺰ ﺗﻜﺎﻓﺆ اﻟﻔﺮص ﻓﻲ أﻋﻠﻰ ﻗﻤﺔ ﺟﺪول أﻋﻤﺎﻟﻚ اﻟﺸﺨﺼﻲ وﻟﻦ‬
‫أﺑ ِ‬
‫ﺗﺨﻄﺊ آﺜﻴﺮًا‪.‬‬

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 ‫ﺗﺤﻞ ﺑﺮوح اﻟﺠﻤﺎﻋﺔ‬
‫ﻣﺎ ﻟﻢ ﻳﻜﻦ ﻟﺪﻳﻚ ﻣﻬﻤﺔ ﻣﺘﺨﺼﺼﺔ ﺗﻌﻤﻞ ﻓﻴﻬﺎ ﺑﻤﻔﺮدك آﻠﻴﺎً‪ ،‬ﻓﻤﻦ اﻟﻤﺤﺘﻢ ﺗﻘﺮﻳﺒًﺎ إﻣﺎ أن ﺗﻜ ﻮن‬
‫ﻻ ﻋﻦ ﻓﺮﻳ ﻖ أو ﺗﻌﻤ ﻞ ﺿ ﻤﻦ إﻃ ﺎرﻩ‪ .‬ﺳ ﻨﻠﻘﻲ ﻧﻈ ﺮة ﺑﻌ ﺪ ﺑﺮه ﺔ ﻋﻠ ﻰ ﺧ ﺼﺎﺋﺺ ﻓﺮﻳ ﻖ‬
‫ﻣﺴﺆو ً‬
‫ﻓﻌّﺎل وﺳﺘﺮى آﻴﻒ أن اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ ﻳﻌﺘﺒﺮ ﺑﻤﺜﺎﺑ ﺔ ﺧ ﻴﻂ ذهﺒ ﻲ ﻣﻨ ﺴﻮج ﺧ ﻼل آ ﻞ ﺷ ﻲء‬
‫ﺗﻘﺮﻳﺒًﺎ ذي ﻋﻼﻗﺔ ﺑﻔﻌﺎﻟﻴ ﺔ اﻟﻔﺮﻳ ﻖ‪ .‬ﺗ ﺬآﺮ أن ﻣﻮﻗﻔ ﻚ ﻟ ﻦ ﻳ ﺆﺛﺮ ﻋﻠﻴ ﻚ ﻓﺤ ﺴﺐ ﺑ ﻞ ﺳ ﻴﺆﺛﺮ ﻋﻠ ﻰ‬
‫اﻟﻔﺮﻳﻖ أﻳﻀﺎً‪ ،‬وﺳﻴﺆﺛﺮ أﻋﻀﺎء اﻟﻔﺮﻳﻖ ﻋﻠﻰ ﺑﻌﻀﻬﻢ ﺑﻌﻀًﺎ‪.‬‬
‫ﺑﻴﻨﻤﺎ ﻻ ﺗﻌﺘﺒﺮ اﻟﻘﺎﺋﻤﺔ اﻟﺘﺎﻟﻴﺔ ﺷﺎﻣﻠﺔ وﻻ ﺣﺘﻰ ﻣﺮﺗﺒﺔ ﺣ ﺴﺐ أي ﻧﻈ ﺎم ﺧ ﺎص‪ ،‬إﻻ أﻧﻬ ﺎ ﺗﺤﺘ ﻮي‬
‫ﺳﻠِﺲ ﻓﻲ ﻣﻮﻗﻊ اﻟﻌﻤﻞ‪:‬‬
‫ﻋﻠﻰ اﻟﺨﺼﺎﺋﺺ اﻟﺮﺋﻴﺴﻴﺔ اﻟﺘﻲ ﻳﻤﻜﻦ ﺗﺘﻮﻗﻊ وﺟﻮدهﺎ ﻓﻲ ﻓﺮﻳﻖ ﻓﻌّﺎل و َ‬
‫آ ﻞ أﻋ ﻀﺎء اﻟﻔﺮﻳ ﻖ ﻣ ﺸﺘﺮآﻮن وﻣﻬﺘﻤ ﻮن ﺑﺄه ﺪاف اﻟﻔﺮﻳ ﻖ وﻏﺎﻳﺎﺗ ﻪ اﻟﺘ ﻲ ﻳ ﺴﻌﻰ‬ ‫•‬
‫ﻟﺘﺤﻘﻴﻘﻬﺎ‪.‬‬
‫آﻞ أﻋﻀﺎء اﻟﻔﺮﻳﻖ ﻣﻮاﻓﻘﻮن ﻋﻠﻰ اﻟﻐﺎﻳﺔ اﻟﺘﻲ ﻳﺴﻌﻰ اﻟﻔﺮﻳﻖ إﻟ ﻲ ﺗﺤﻘﻴﻘﻬ ﺎ وﻣﻮﻗ ﻊ‬ ‫•‬
‫ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻳﺼﻐﻲ أﻋﻀﺎء اﻟﻔﺮﻳﻖ إﻟﻰ ﺑﻌﻀﻬﻢ ﺑﻌﻀًﺎ‪.‬‬ ‫•‬
‫اﻟﺘﺸﺠﻴﻊ ﻋﻠﻰ اﻟﺘﻔﻜﻴﺮ اﻹﺑﺪاﻋﻲ‪.‬‬ ‫•‬
‫ﺧ ِﻔ ﻲ‪ .‬وﻋﻨﺪﺋ ﺬ إﻣ ﺎ‬
‫ﻻ ﻋﻦ إﺣﺎﻟﺘﻪ إﻟﻰ ﺟﺪول أﻋﻤ ﺎل َ‬
‫ﻳُﺘﺼﺪى ﻟﻠﺨﻼف ﺑﺎﻟﻤﻮاﺟﻬﺔ ﺑﺪ ً‬ ‫•‬
‫أن ﻳُﺤﻞ أو ﻳُﻘﺒﻞ ﻋﻦ ﻃﻴﺐ ﺧﺎﻃﺮ‪.‬‬
‫ﻳﺘﻢ اﻟﻮﺻﻮل ﻟﻤﻌﻈ ﻢ اﻻﺳ ﺘﺮاﺗﻴﺠﻴﺎت واﻟﻘ ﺮارات اﻟﺘﻜﺘﻴﻜﻴ ﺔ ﺑﺎﻹﺟﻤ ﺎع وﻻ ﺗُﻔ ﺮض‬ ‫•‬
‫ﻗﺴﺮًا ﻣﻦ ﺷﺨﺺ ﻳﻤﺜﻞ "اﻟﺴﻠﻄﺔ" داﺧﻞ اﻟﻔﺮﻳﻖ‪.‬‬
‫اﻟﻨﻘﺪ داﺋﻤ ًﺎ ﺑﻨﺎء وﻳُﺮآﺰ ﻋﻠﻰ اﻟﻘﻀﺎﻳﺎ ﻻ ﻋﻠﻰ اﻷﻓﺮاد‪.‬‬ ‫•‬

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 ‫ﻳﻌﺮف أﻋﻀﺎء اﻟﻔﺮﻳﻖ ﺑﻮﺿﻮح أدوارهﻢ وﻣﺴﺆوﻟﻴﺎﺗﻬﻢ ﺿﻤﻦ اﻟﻔﺮﻳﻖ‪.‬‬ ‫•‬
‫ﻻ ﻋ ﻦ أن ﺗُﻤ ﻨﺢ داﺋﻤ ًﺎ ﻣ ﻦ‬
‫ﻗﺪ ﺗﺘﻐﻴﺮ ﻗﻴﺎدة اﻟﻔﺮﻳﻖ ﻃﺒﻘًﺎ ﻟﺨﺒﺮات وﻣﻌﺮﻓ ﺔ اﻟﻨ ﺎس ﺑ ﺪ ً‬ ‫•‬
‫اﻟﺸﺨﺺ اﻟﻤﺴﺆول اﺳﻤﻴ ًﺎ‪.‬‬
‫ﺗﻘﻴﻴﻢ ﻣﺎ ﻳﺠﺮي هﻮ ﺟﺰء ﻣﺮﺣﺐ ﺑﻪ وﺟﺰء ﻣﺘﻔﻖ ﻋﻠﻴ ﻪ ﻣ ﻦ اﻟﻌﻤﻠﻴ ﺔ اﻟﺘ ﻲ ﻳﻤ ﺮ ﺑﻬ ﺎ‬ ‫•‬
‫اﻟﻔﺮﻳﻖ ﻟﺘﺤﻘﻴﻖ أهﺪاﻓﻪ‪.‬‬
‫رﺑﻤﺎ ﺗﺴﺘﻄﻴﻊ اﻟﺘﻔﻜﻴﺮ ﻓﻲ ﺧﺼﺎﺋﺺ أﺧﺮى ﻟﻔﺮﻳﻖ ﻓﻌ ﺎل أﻧ ﺖ ﻓﻴ ﻪ‪ ،‬أو ﺗﻌ ﺮف ﻋﻨ ﻪ‪ ،‬ﻏﻴ ﺮ أﻧ ﻪ‬
‫ﻓ ﻲ اﻟﻮﻗ ﺖ اﻟﺤﺎﺿ ﺮ ﻟﻨ ﺴﺘﻌﻤﻞ اﻟﻘﺎﺋﻤ ﺔ اﻟ ﺴﺎﺑﻘﺔ‪ .‬ﻗﻠﻨ ﺎ إن هﻨ ﺎك داﺋ ًﻤ ﺎ ﺧﻴﻄ ًﺎ ذهﺒﻴ ًﺎ ﻟﻠﻤﻮﻗ ﻒ‬
‫اﻹﻳﺠﺎﺑﻲ ﻣﻮﺟﻮد ﻓﻲ ﻓﺮﻳﻖ ﻳﻌﻤﻞ ﺑﺼﻮرة ﺟﻴﺪة‪ .‬ﻓﻲ اﻟﺘﻤﺮﻳﻦ اﻟﺘﺎﻟﻲ ﺑﻌﺾ اﻟﻜﻠﻤ ﺎت اﻷﺳﺎﺳ ﻴﺔ‬
‫اﻟﺘﻲ ﺗﻤﺜﻞ هﺬا اﻟﺨﻴﻂ اﻟﺬهﺒﻲ‪ ،‬ﻗﺪ ﻓُﺼﻠﺖ وﺣُﻮﻟﺖ إﻟﻰ ﺟﺪول‪.‬‬

‫ﺿﻊ ﻓﻲ اﻋﺘﺒﺎرك ﻓﺮﻳﻘًﺎ أﻧﺖ ﻋﻠﻰ اﺗﺼﺎل ﺑﻪ‪ ،‬وﻳﻔﻀـﻞ أن ﻳﻜ ﻮن ﻓﺮﻳﻘ ًﺎ أﻧ ﺖ ﻣ ﺴﺆول ﻋﻨ ﻪ –‬
‫وإذا ﺗﻌﺬّر ذﻟﻚ ‪ -‬ﻓﻔﺮﻳﻖ أﻧﺖ ﺿ ﻤﻨﻪ أو ﻓﺮﻳ ﻖ ﺗﻌ ﺮف ﻋﻨ ﻪ‪ .‬ﻓﻜ ﺮ ﺑﻌﻨﺎﻳ ﺔ ﻓﻴﻤ ﺎ إذا ﻣ ﺎ آ ﺎن آ ﻞ‬
‫واﺣﺪ ﻣﻦ "اﻟﺨﻴﻮط" اﻟﻤﺘﻌﻠﻖ ﺑﺨﺼﻴﺼﺔ ﻣﻌﻴّﻨﺔ ﺑﻔﻌﺎﻟﻴﺔ اﻟﻔﺮﻳﻖ ﻳﻌﻤﻞ أم ﻻ‪ ،‬وﺣﺎول ﺗﻘﻴ ﻴﻢ ذﻟ ﻚ‬
‫ﻋﻠﻰ ﻣﻘﻴﺎس ﻣﻦ ‪ ١‬إﻟﻰ ‪ ٥‬ﺣﻴﺚ ﻳﻤﺜﻞ رﻗ ﻢ ‪ ١‬أن اﻟﺨﺼﻴ ﺼﺔ ﻻ ﺗﻌﻤ ﻞ ﻋﻠ ﻰ اﻹﻃ ﻼق‪ ،‬وﻋﻠ ﻰ‬
‫رﻗ ﻢ‪ ٥‬اﻟﺨ ﺼﺎﺋﺺ اﻟﻤﻮﺟ ﻮدة‬ ‫ﺳﺒﻴﻞ اﻟﻤﺜﺎل ﻻ ﻳﺼﻐﻲ أﺣ ﺪ أﺑ ﺪًا ﻓ ﻲ اﻟﻔﺮﻳ ﻖ ﻟﻶﺧ ﺮ‪ ،‬وﻳﻤﺜ ﻞ‬
‫داﺋﻤ ًﺎ ﻓﻲ اﻟﻔﺮﻳﻖ واﻟﺘﻲ ﺗﻌﻤﻞ ﺑﺼﻮرة ﺟﻴﺪة‪ .‬ﺿﻊ داﺋﺮة ﺣﻮْل رﻗﻢ آﻞ ﻣﻘﻴﺎس ﺗﻈﻦ أﻧﻪ ﻳﻨﻄﺒﻖ‬
‫ﺗﻤﺎﻣًﺎ ﻋﻠﻰ ﺗﻠﻚ اﻟﺨﺼﻴﺼﺔ‪.‬‬

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 ‫(‬ ‫‪،‬‬ ‫‪،‬‬ ‫)‬ ‫א‬ ‫א‬
‫א‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫א‬ ‫א‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫מ‬ ‫א‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫א‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫א‬ ‫א‬ ‫א‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫א‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫א‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫א‬ ‫א‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫א א‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫א‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫א‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫מ‬ ‫א‬
‫اﻵن اﺟﻤﻊ آﻞ ﻣﺎ ﺣﺼﻠﺖ ﻋﻠﻴﻪ ﻓﻲ ﺗﻘﻴﻴﻢ اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪.‬‬
‫ﺗﻌﻨﻲ اﻟﻨﺘﻴﺠﺔ اﻟﻤﺤﺘﻮﻳﺔ ﻋﻠﻰ إﺣﺪى ﻋﺸﺮة ﻧﻘﻄﺔ أن اﻟﻔﺮﻳ ﻖ ﻣ ﺸﺤﻮن ﺑﻤﻮﻗ ﻒ ﺳ ﻠﺒﻲ ﻧﺤ ﻮ آ ﻞ‬
‫ﺟﺎﻧﺐ ﻣﻦ ﻋﻤﻠﻪ ﺗﻘﺮﻳﺒﺎً‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻌﻨﻲ اﻟﻨﺘﻴﺠﺔ اﻟﻤﺤﺘﻮﻳﺔ ﻋﻠﻰ ﺧﻤ ﺲ وﺧﻤ ﺴﻮن ﻧﻘﻄ ﺔ أن ﻓﺮﻳﻘ ﻚ‬
‫ﻟﻴﺲ ﻣﺆﻟﻔًﺎ ﻋﻠﻰ اﻷرﺟﺢ ﻣﻦ ﺑﺸﺮ ﻓﻘﻂ! ﻳﺠﺐ ﻋﻠﻴﻚ أن ﺗُﻘﺮر ﻣﺎذا ﺗﻌﻨﻲ ﻟﻚ اﻟﻨﺘﻴﺠ ﺔ ﺷﺨ ﺼﻴًﺎ‪.‬‬
‫وﻣﻊ ذﻟﻚ‪ ،‬ﻗ ﺪ ﺗﻜ ﻮن أﻧ ﺖ ﻗ ﺪ آ ﺸﻔﺖ اﻟ ﺼﻮرة اﻟﻜﻠﻴ ﺔ ﻟﻠﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻓ ﻲ ﻓﺮﻳﻘ ﻚ وﺣ ﺪدت‬
‫ﺑﻌﺾ اﻟﺨﺼﺎﺋﺺ اﻟﻔﺮدﻳﺔ اﻟﺘﻲ ﺗﺤﺘﺎج إﻟﻰ ﻣﻌﺎﻟﺠﺔ‪.‬‬
‫‪-102-‬‬
 ‫ﺗﺤﺪي اﻹﺟﺮاء اﻟﻤﺴﺘﻘﺒﻠﻲ‬
‫ﻓﻲ أي ﻣﺠﺎﻻت ﺗﻮﺟﻴﻪ اﻟﻔﺮﻳﻖ ﺗﺤﺘﺎج إﻟﻰ ﻣﻮاﺻﻠﺔ اﻟﻌﻤﻞ آﻔﺮد؟‬

‫ﻣﺎذا ﺳﺘﻌﻤﻞ ﺣﻘًﺎ ﺣﺘﻰ ﺗﺤﺪث اﻟﺘﻐﻴﻴﺮ؟‬

‫ﺣﺪدﻧﺎ ﻓﻲ ه ﺬا اﻟﻔ ﺼﻞ ﺧﻤ ﺲ ﻗﻮاﻋ ﺪ ذهﺒﻴ ﺔ ﻟﻼﺗﺠ ﺎﻩ اﻹﻳﺠ ﺎﺑﻲ‪ :‬آ ﻦ ﻣﺤﺘﺮﻓ ﺎً‪ ،‬وآ ﻦ ذا رؤﻳ ﺔ‪،‬‬
‫وآﻦ ﻻﺋﻘًﺎً‪ ،‬وآﻦ ﻣﻨﺼﻔًﺎ وﺗﺤﻞ ﺑﺮوح اﻟﺠﻤﺎﻋﺔ‪.‬‬
‫إن آﻮﻧ ﻚ ﻣﺤﺘﺮﻓ ًﺎ ﺳ ﻬﻞ ﺟ ﺪًا إذا ﺑُﻨ ﻲ ﻋﻠ ﻰ ﻣﻮﻗ ﻒ إﻳﺠ ﺎﺑﻲ‪ .‬دُﻋﻴ ﺖ ﻟﻠ ﺘﻤﻌﻦ ﻓ ﻲ‬ ‫•‬
‫ﻣﻮاﻃﻦ ﻗﻮﺗﻚ وﺿﻌﻔﻚ اﻻﺣﺘﺮاﻓﻴﺔ‪ ،‬وﻟﺘﻄﺒﻴﻖ اﻟﻤﻮﻗ ﻒ اﻹﻳﺠ ﺎﺑﻲ ﻣ ﻦ أﺟ ﻞ ﺗﻄ ﻮﻳﺮ‬
‫ﻣﻮاﻃﻦ اﻟﻀﻌﻒ‪.‬‬
‫إن آﻮﻧ ﻚ ذا رؤﻳ ﺔ آﻠ ﻪ ﺣ ﻮل ﻣﻌﺮﻓ ﺔ إﻟ ﻰ أﻳ ﻦ ﺗ ﺴﻴﺮ وﻋﻠ ﻰ آﻮﻧ ﻚ ﻗ ﺎدرًا ﻋﻠ ﻰ‬ ‫•‬
‫ﺗﻮﺻ ﻴﻞ ﺗﻠ ﻚ اﻟﺮؤﻳ ﺔ إﻟ ﻰ اﻵﺧ ﺮﻳﻦ ﺑﻄﺮﻳﻘ ﺔ ﻣﻠﻬﻤ ﺔ‪ .‬وآﻤ ﺎ ﻻﺣﻈﻨ ﺎ إن ﺗﺨ ﺼﻴﺺ‬
‫وﻗﺖ ﻟﻤﺠﺮد اﻟﺘﻔﻜﻴﺮ ﻳﻤﺜﻞ اﺳﺘﺨﺪاﻣًﺎ إﻳﺠﺎﺑﻴ ًﺎ ﻟﻮﻗﺘﻚ وﺳﻴﺴﺎﻋﺪك ﻋﻠﻰ ﺷﻖ ﻃﺮﻳﻘ ﻚ‬
‫ﻗﺪﻣًﺎ‪.‬‬

‫‪-103-‬‬
‫آﻮﻧﻚ ﻓﻲ وﺿﻊ ﺟﺴﺪي ﺟﻴﺪ ﻳﻠﻌﺐ دورًا ﻣﻬﻤًﺎ ﻓﻲ آﻮﻧﻚ ﻗﺎدرًا ﻋﻠﻰ ﺗﺒﻨ ﻲ ﻣﻮﻗ ﻒ‬ ‫•‬
‫إﻳﺠ ﺎﺑﻲ ﻓ ﻲ اﻹدارة‪.‬ﻻ ﻧ ﺴﺘﻄﻴﻊ ﺟﻤﻴﻌ ًﺎ أن ﻧ ﺼﻞ إﻟ ﻰ اﻟﻤ ﺴﺘﻮﻳﺎت اﻷوﻟﻤﺒﻴ ﺔ ﻓ ﻲ‬
‫ﺑﺮاﻋﺘﻨ ﺎ اﻟﺮﻳﺎﺿ ﻴﺔ‪ ،‬ﻏﻴ ﺮ أن آﺜﻴ ﺮًا ﻣﻨ ﺎ ﻻ ﻳ ﺴﺘﻄﻴﻌﻮن أن ﻳﺘﻨ ﺎوﻟﻮا ﻏ ﺪا ًء أآﺜ ﺮ‬
‫ﺻﺤﻴﺔ‪ ،‬أو أن ﻳﻤﺎرﺳﻮا ﺗﻤﺎرﻳﻨًﺎ أآﺜﺮ أو أن ﻳﻨﺎﻣﻮا ﻣﺒﻜﺮﻳﻦ ﻣﻦ ﺣﻴﻦ إﻟﻰ ﺁﺧﺮ!‬
‫اﻹﻧ ﺼﺎف ﻋﻨ ﺼﺮ أﺳﺎﺳ ﻲ ﻓ ﻲ ﺻ ﻠﺐ ﻣﻮﻗﻔ ﻚ اﻹﻳﺠ ﺎﺑﻲ ﻷﻧ ﻪ ﻳ ﺆﺛﺮ ﺗﻘﺮﻳﺒ ًﺎ ﻋﻠ ـﻰ‬ ‫•‬
‫ﻣﺠﻤ ﻞ أوﺟ ﻪ ﺻ ﻨﻌﻚ ﻟﻠﻘ ﺮار‪ .‬ﻳﺘﻮﻗ ﻊ ﻣﻮﻇﻔ ﻮك – وﻟﻬ ﻢ اﻟﺤ ﻖ – ﻓ ﻲ أن ﻳﻌ ﺎﻣﻠﻮا‬
‫ﺑﺈﻧﺼﺎف‪.‬‬
‫ﺗﻨﺺ ﺁﺧﺮ اﻟﻘﻮاﻋﺪ اﻟﺬهﺒﻴﺔ اﻟﺨﻤﺲ ﻋﻠﻰ أن ﺗﺘﺤﻞ ﺑﺮوح اﻟﺠﻤﺎﻋﺔ‪ .‬وه ﺬا ﻳﻌﻨ ﻲ أن‬ ‫•‬
‫إدارﺗﻚ ﻳﺠﺐ أن ﺗﺮآﺰ ﻋﻠﻰ أهﻤﻴﺔ اﻟﻔﺮﻳﻖ وﻋﻦ ﻃﺮﻳﻖ اﻟﺘﺸﺠﻴﻊ وآﻮﻧﻚ ﻗﺪوة ﻓﻲ‬
‫اﻟﻤﻮﻗﻒ اﻹﻳﺠﺎﺑﻲ‪ ،‬ﺳﺘﺘﺤﺴﻦ إﻣﻜﺎﻧﻴﺎت ﻓﻌﺎﻟﻴﺔ اﻟﻔﺮﻳﻖ ﺑﺪرﺟﺔ آﺒﻴﺮة‪.‬‬

‫‪-104-‬‬
 30
Newmark, Peter. Approaches to Translation. London: Prentice Hall,
1998.

-1-
 29

References
The Holy Qur’an
Al-Hilali. Muhammad, Interpretation of the meanings of the Nobel
Qur'an in The English Language. Riyadh: Maktaba Dar-us-
Salam, 1994.
At-Twaijiri English-Arabic Dictionary of Management Terms. Riyadh:
Obeikan Bookshop, 1993.
Baker. Mona, In Other words. New York: Routledge, 1996.
Bell. Roger T, Translation and translating: Theory and Practice.
London: Longman, 1991.
Catford. J.C, A linguistic Theory of Translation .Oxford: Oxford
University Press, 1995.
Clemnts. Phil, Be Positive London: Pentonville Road. Kogan Page.
1995.
Donia. N.S, The Oxford English-Arabic Dictionary of Current Usage.
Hong Kong: Clarendon Press, 1995.
Gentzler. Edwin, Contemporary Translation Theories London:
Routledge, 1993.
Ghazala. Hasan, Translation as Problems and Solutions. Malta: Elge
Publication, 1995.
Hatim. B,and Manson. The Translator as Communicator. London:
Routledge, 1977.
------------------------------- Discourse and the Translator. New York:
Longman,1991.
Mallone, Joseph L. The Science of Linguistics in the Art of
Translation. State University of New York, 1998.
Mallone, Peter. Approaches to Translation . London : Prentice Hall, 1988.

-2-
 28

Notes

1- Bell, R.T. Translation and Translating Theory and Practice (London:

Longman, 1991), p .155.
2- Hatim, B. and Mason, I. Discourse and the Translator (London:

19990). .

3- Ghazala, Hasan Translation as Problems and Solutions.

( Malta: Elge Publication ) 1995, p.165
4- Ghazala, Hasan Translation as Problems and Solutions.
( Malta: Elge Publication ) 1995, p.170.
5- Ghazala, Hasan Translation as Problems and Solutions.
( Malta: Elge Publication ) 1995, p.171.
6- Ghazala, Hasan Translation as Problems and Solutions.
( Malta: Elge Publication ) 1995, p.131.
.

-3-
 27

“To avoid getting into the murky water” ( 61 ) means to avoid

getting into problems. ‫ﲡﻨﺐ ﺍﻟﻮﻗﻮﻉ ﰲ ﺍﳌﺸﺎﻛﻞ‬

-4-
 26

3.10 Idioms:

Ghazala thinks that "An idiom is a

fixed phrase whose form is unchangeable,
and whose meaning is always the same,
6
inflexible, metaphorical and indirect." p 131. We find many
idioms in Be Positive. Some are difficult to be translated. The
translator should pay great attention to such expressions or else
the meaning of the whole massage will be spoiled and the
aesthetic part missed. Here are some examples of these idioms.
They are grouped according to their importance.
“The name of the game” (80 ) means the essence of the subject
matter‫ ﻣﺮﺑﻂ اﻟﻔﺮس‬.

“To pay lip service” (43) means to express agreement (with an

idea, statement, etc.) without sincerely meaning it or without
taking an action in support of it. ‫ﳎﺮﺩ ﻗﻮﻝ‬

“Slide a piece of paper into a gap” ( 71 ) means to differentiae

between two parties. !‫ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺴﺘﺤﻴﻞ ﻣﻌﻪ ﺍﻟﺘﻔﺮﻳﻖ ﺑﻴﻨﻬﻢ‬

“To get to the bottom ( 53 ) to get to the fact. ‫ﻟﺘﺘﻮﺻﻞ ﺇﱃ ﺳﺒﺐ‬

“Put your foot on it” ( 87 ) means to interfere rudely.

‫ﺎ ﰲ ﺣﻖ ﺍﻵﺧﺮﻳﻦ‬‫ﺎ ﳏﺮﺟ‬‫ﻟﻦ ﺗﻘﻮﻝ ﻛﻼﻣ‬

“Take you as they find you” ( 87 ) means to accept you as

you are. "‫"ﻳﻘﺒﻠﻮك ﻋﻠﻰ ﻋﻼﺗﻚ‬

-5-
 25
The third type of Arabization is derivation . According to
Ghazala. ” It is based on measurement.
There are in Arabic language measures
according to which words are derived and
4
measured".
The most famous are the following instrument names’ measures:
...‫ﻔﻌﻞ ﺍﱁ‬‫ ﻣ‬/‫ ﻣِﻔﻌﻠﺔ‬/‫ﻔﻌﺎﻟﺔ‬‫ﻔﻊ ﻣ‬‫ ﻣ‬p170.

We can trace some of these measures as ‫ ﻣِﻔﻌﺎﻝ‬as in ‫( ﻣِﺴﻤﺎﺭ‬screw)

on page 52 line 18.

The fourth type of Arabization is Neologisms. According to

Ghazala “Neologisms are the new words,
ideas and expressions which were not
known before in Arabic. They are the
5
major number of Arabized technical terms" .p171.

Here are some examples of this type:

Psychology (18 ) ‫ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬

Sociology (18 ) ‫ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ‬

Smokescreen (58 ) ‫ﻭﺳﻴﻠﺔ ﲤﻮﻳﻪ‬

Spellchecker (30 ) ‫ﻣﺪﻗﻖ ﺍﻹﻣﻼﺀ‬

Word processor (30 ) ‫ﻣﻌﺎﰿ ﺍﻟﻜﻠﻤﺎﺕ‬

-6-
 24

"‫"ﺟﺮﻭﺏ‬ for (group)

"‫"ﻛﺎﻟﻜﻮﻟﻴﺘﻮﺭ‬ for (calculator)

We instead, used:
"‫"ﻣﺼﺮﻑ‬ for (bank) as on page 49 line 13.

"‫"ﺟﻬﺎﺯ ﺍﻟﺘﺴﺠﻴﻞ ﺍﳌﺮﺋﻲ‬ for (video) as on page 32 line 02.

"‫"ﻫﺎﺗﻒ‬ for (telephone) as on page 40 line 02.

"‫"ﻣﻮﺭﺛﺎﺕ‬ for (genetics) as on page 13 line 28.

"‫"ﳎﻤﻮﻋﺔ‬ for (group) as on page 71 line 02.

"‫"ﺁﻟﺔ ﺣﺎﺳﺒﺔ‬ for (calculator) as on page 58 line 21.

Another. type of Arabization is Naturalization. According to

Ghazala "Naturalization is to take the
English term and adapt it to Arabic
alphabet and grammar, by changing
one or two of its letters into Arabic
3
ones and apply the Arabic rules to it “ p.165
For example, the term “strategy” has been
adapted to Arabic grammar.
"We say in Arabic ‫ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬for singular as on page 50 line 24 and

we say in Arabic ‫ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬for plural. We do the same when we

come across the term “technology” which is translated into ‫ ﺗﻘﻨﻴﺔ‬for

singular as on page 50 line 20 and so on.

-7-
 23
" ‫ وﻟﻜﻦ ﻟﻦ ﺗﻜﻮن أﺑﺪًا ﻣﺜﻞ ﻣﺸﺎهﻴﺮ اﻟﻤﻐﻨﻴﻴﻦ‬،‫"آﻠﻨﺎ ﺗﻘﺮﻳﺒﺎ ﻧﺴﺘﻄﻴﻊ أن ﻧﺪﻧﺪن ﻟﺤﻨﺎ‬
The second problem is on page 82 line 23. The author says,
“…. For him it was as essential a task as reading the papers,
journals, going to morning prayers ...” In Christianity, people go
Charge for morning prayers, but in Islam, Muslims do not have
such things, the translator had put “morning prayers” between
two inverted commas to let the reader in TL know that it is not
part of his culture.. We find the translation for that as follows:
‫و ﺑﻤﺜﺎﺑﺔ ذهﺎﺑﻪ إﻟﻰ "اﻟﺼﻠﻮات" ﻓﻲ‬،‫ أو اﻟﻤﺠﻼت‬،‫آﺎﻧﺖ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻪ ﻣﻬﻤﺔ أﺳﺎﺳﻴﺔ آﻘﺮاءة اﻟﺼﺤﻒ‬
...‫اﻟﻜﻨﻴﺴﺔ ﺻﺒﺎﺣًﺎ‬
3.9 Technical Terms
Be Positive is full of technical terms which makes it difficult for
the translator to choose the appropriate target equivalents. Since
some of these terms are new to Arabic, the public is used to
some “foreign” words. The translator insists on using
"Arabization" (the use of Arabic terms). When we have the Arabic
equivalents for the technical terms, we can not use
“transference”: (the literal spelling of the English term in Arabic
letters as it is exactly pronounced.) We must use the Arabic
equivalents for terms only. Transference should not be used for
the following technical terms:
"‫"ﺑﻨﻚ‬ for (bank)

"‫"ﻓﻴﺪﻳﻮ‬ for (video)

"‫"ﺗﻴﻠﻔﻮﻥ‬ for (telephone)

"‫"ﺟﻴﻨﺎﺕ‬ for (genetics)

-8-
 22
‫ وﻟﻴﺲ ﻟﺪﻳﻬﺎ ﻃﻤﻮح ﻧﺤﻮ ﺗﺮﻗﻴﺘﻬﺎ‬.‫ وهﻲ ﺗﺸﺮف ﻋﻠﻰ اﻟﻤﺴﻨﻴﻦ‬،"‫ﺗﻌﻤﻞ "دﻳﺒﺮا" ﻓﻲ ﻣﺎ ﻳﺴﻤﻰ ﺑﻤﻬﻨﺔ" اﻟﻌﻨﺎﻳﺔ‬
.‫ﻋﻠﻤًﺎ أن آﻞ ﺗﻘﻮﻳﻢ ﺳﻨﻮي ﺗﻠﻘﺘﻪ أﺷﺎر إﻟﻰ أن ﻟﺪﻳﻬﺎ آﻞ اﻟﻤﻘﻮﻣﺎت اﻟﻤﻄﻠﻮﺑﺔ ﻟﻼﻧﺘﻘﺎل إﻟﻰ درﺟﺔ إدارﻳﺔ‬
‫ وﻟﻜﻨﻬﺎ ﺗﺠﺪ ﻧﻔﺴﻬﺎ أﻗﻞ اهﺘﻤﺎﻣﺎ‬، ‫وآﺎن ﺑﺎﺳﺘﻄﺎﻋﺘﻬﺎ ﺑﺴﻬﻮﻟﺔ آﺴﺐ ﻗﺪرًا أآﺒﺮ ﻣﻦ اﻟﻤﺎل ﻣﻤﺎ ﺗﺤﺼﻞ ﻋﻠﻴﻪ‬
" ‫ ﻟﺪى‬.‫ﺑﻜﺜﻴﺮ ﺑﺤﺠﻢ ﻣﻈﺮوف أﺟﺮهﺎ ﻣﻘﺎرﻧﺔ ﺑﺎﻟﻨﺎس اﻟﺬﻳﻦ ﺗﻌﻤﻞ ﻣﻌﻬﻢ واﻟﺬﻳﻦ ﻳﻬﻤﻬﺎ أﻣﺮهﻢ ﺑﺼﺪق‬
.‫دﻳﺒﺮا" ﻣﻤﺘﻠﻜﺎت ﻣﺎدﻳﺔ ﻗﻠﻴﻠﺔ ﻷن أﺟﺮهﺎ ﻣﺘﺪن ﺟﺪًا‬
3.7 Collocation:
Collocation is the tendency of certain words to co-occur regularly
in a given language, see Newmark (1988 ) and Ghazzala (1995 ).
Here are some examples of collocation taken from Be Positive.
"In a recent case of sexual harassment which involved a member
of the department" (54:20)
...‫ واﻟﺘﻲ ﺗﻮرط ﻓﻴﻬﺎ أﺣﺪ أﻋﻀﺎء اﻟﻤﺼﻠﺤﺔ‬،‫ﻓﻲ ﻗﻀﻴﺔ ﺗﺤﺮش ﺟﻨﺴﻲ ﺣﺪﻳﺜﺔ‬
"They have no role model" (58).
.‫ﻓﻠﻴﺲ ﻟﺪﻳﻬﻢ ﻗﺪوة ﺗﺤﺘﺬى ﺑﻬﺎ‬
3.8 Cultural Problems:
Some problems that face the translator are cultural. The
differences between any two cultures create such problems. The
translator has selected two problems to comment on. The first
one is on page 14 line 2. The author says, “ We can nearly all
hum a tune, but, we will never be Pavarottis or Dame Kiri Te
Kanawas”. The translator omitted intentionally the singers’
professions. There is no great need to mention their names since
the readers in TL have no interest on them as they are
strangers to TL culture. He noted to them by saying ‫ﻣ ﺸﺎهﻴﺮ اﻟﻤﻐﻨﻴ ﻴﻦ‬
We find the translation as follows:

-9-
 21
of sets of markers: reference, substitutions,
ellipsis, junctions and lexical cohesions".1
Coherence is the network of conceptual relation, which underlies
the surface text. To Hatim.
" Coherence includes logical relations,
organizations of events, objects and
situations and continuity in human
2
experience.”
Arabic is distinctive in relying more on explicit cohesive than
English. So, it is not against the principle of economy to add to
TLT such devices of Cohesion even if they do not exist in the
SLT.
"Clients may be within your organization or outside it" (72 ).
.‫إذ ﻗﺪ ﻳﻜﻮن اﻟﻌﻤﻼء داﺧﻞ ﻣﺆﺳﺴﺘﻚ أو ﺧﺎرﺟﻬﺎ‬
Very frequently, translators into Arabic find themselves obliged
to join sentences of TLT with the coordinator “‫ ”و‬in order to
guarantee naturalness. The translation of Be positive, is full of
examples of this kind that connector.:
"Debborah works in a so-called “caring” profession, working with
elderly. She has no ambition to be promoted even though every
annual appraisal she has ever had has suggested that she has
all the qualities needed to move into a managerial grade. She
could easily earn a lot more money than she does, but finds that
she is less interested in the size of her pay packet than the
people she works with for whom she genuinely cares. Deborah
has few material possessions because her pay is so low."(36)

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to see punctuation marks used in modern Arabic nowadays as a result of the
influence of other languages. Many punctuation marks have become part of the
writing system of Arabic (e.g. question mark, exclamation mark, etc.), but some are
rarely used (e.g. semicolon, hyphen, etc.) The role punctuation plays in clarifying
the meaning is much clearer in English than in Arabic.
3.5 Paragraphing:
Paragraphing is stylistically important. We have paragraphs
because we would like to enclose an idea, to emphasize it, to join
an idea, or two together, or to separate a paragraph from another
in order to reemphasize a new idea.
The translator tried hard to keep the same paragraphing in the
translated Arabic version as in the original text in English. Also,
he did his best to use the appropriate punctuation in the translated
Arabic version to match the author’s in the original text.
3.6 Cohesion and Coherence:
Cohesion is the network of lexical, grammatical, and other
connectors, which provide links between various parts of a text.
These connectors or ties organize and - to some extent - create a
text, for instance by requiring the reader to interpret words or
expressions by reference to other words and expressions in the
surrounding sentences and paragraphs. According to Bell p.155
“Cohesion is a surface relation; it connects
together the actual words and expressions
that we can see or hear. Cohesion consists

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 19
"Your role as a manager of a group of day care nurseries is to
oversee the nursery managers and gives them guidance, support and be
responsible for them "(48 ) ‫ودورك آﻤﺪﻳﺮ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ دور اﻟﺤﻀﺎﻧﺔ هﻮ أن ﺗﺸﺮف‬
‫ ﻋﻠﻰ ﻣﺪﻳﺮات اﻟﺤﻀﺎﻧﺔ وﻧﻘﺪم ﻟﻬﻦ‬On the other hand, Arabic has the dual
pronouns that do not exist in English. The following example
clarifies this fact:
"Apart from working for the same bank, you, his manager, have very
little in common with him" (50 ).
.‫ ﻻ ﺘﻭﺠﺩ ﻫﻨﺎﻙ ﻗﻭﺍﺴﻡ ﻤﺸﺘﺭﻜﺔ ﻜﺜﻴﺭﺓ ﺒﻴﻨﻜﻤﺎ‬،‫ ﻓﺄﻨﺕ ﻤﺩﻴﺭﻩ‬،‫ﻭﺨﺎﺭﺝ ﻨﻁﺎﻕ ﺍﻟﻌﻤل ﻟﻠﻤﺼﺭﻑ ﻨﻔﺴﻪ‬
3.3 Verbs of Narration (reporting verbs):
The normal place of reporting verbs in Arabic is before the
reported speech. While in English it can be placed in the
beginning, in the middle, or at the end. So, there is no problem
in translating when such verbs come at the beginning in the
English text, because it is the normal place of Arabic verbs of
narration. Verbs of reporting pose a problem in translation
from English to Arabic when they are in the middle or at the
end. Trying to maintain the same place of such verbs in
translation will lead to awkwardness. The following example
clarifies this fact:
“What is professional?” it asks in a metallic voice (78).
.‫" ﻣﺎذا ﺗﻌﻨﻲ آﻠﻤﺔ ﻣﺤﺘﺮف؟" ﻳﺴﺄﻟﻚ ﺑﺼﻮت ﻣﻌﺪﻧﻲ‬
But when we place the reporting verbs before the reported
speech, it looks more natural:
"‫ﻳﺴﺄﻟﻚ ﺑﺼﻮت ﻣﻌﺪﻧﻲ " ﻣﺎذا ﺗﻌﻨﻲ آﻠﻤﺔ ﻣﺤﺘﺮف؟‬
3.4 Punctuation:

unfortunately Classical Arabic is almost void of punctuation or use it

haphazardly, to say the least .Nevertheless, it is not unusual

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3.2 Gender / Number in Pronouns:
Pronouns are structured in terms of their reference to persons
and numbers and must change their forms according to their
roles within the clause:

Person Number
Singular Plural
1st I we
2nd You you
3rd he/ she / it they
Subject I /you /he / she / it we /you/ they
Object me/ you/ him / her / it us/ you /them

Pronouns in Arabic and English reflect gender and number

differently. To limit the scope of discussion, let us take the
subjective pronouns only, as examples. The English third-person
plural pronoun “they” does not express gender in English and
keeps the door open to more than one interpretations unless the
context is clear enough about this point. So the English “they”
has three possible translations in Arabic. The English second-
person pronoun “you” neither reflect gender ‫ﻫﻦ‬/‫ ﻫﻢ‬/‫ ﳘﺎ‬nor number.

There are also several possible versions of translations for you:

‫ ﺃﻧﱳ‬/‫ ﺃﻧﺘﻢ‬/‫ ﺃﻧﺘﻤﺎ‬/‫ﺖ‬
ِ ‫ ﺃﻧ‬/‫ ﺃﻧﺖ‬The following example clarifies how to translate

“they” or “them” according to context .

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 17

Chapter Three

Problems of translation and their solutions

In this chapter, a number of problems of translation of Be positive, will be

highlighted. Procedures used to solve these problems will be suggested.
Under each title, an example or two will be given from Be Positive.
It is not intended to discuss all the differences between SL
(English) and TL (Arabic) at all levels, as this is beyond the scope
of this thesis. Only the problems that are related to the translation
of Be Positive, will be dealt with here.
3.1 Sentence Patterns:
English statements use SVC patterns which exist in Arabic in
some contexts (e.g. journalism, colloquialism) but they do not
sound natural in Arabic. The normal way of making statements in
Arabic is either by using no verb at all (nominal sentence) or by
using a verb that precedes the subject, unless emphasis is
meant. So, the following translation will not read natural:
"Positive people tend to exhibit non-judgmental approach" (10 ).
...‫اﻟﻨﺎس ذوو اﻟﻤﻮاﻗﻒ اﻹﻳﺠﺎﺑﻴﺔ ﻳﻨﺰﻋﻮن إﻟﻰ إﻇﻬﺎر ﻧﻬﺞ ﻣﻨﻔﺘﺤﻴﻦ ﻓﻲ ﻣﻮاﻗﻔﻬﻢ‬
because such translation ignores the normal subject-verb order in
Arabic. So, it must be changed according to the norms of TL,
into:
....‫ﻳﻨﺰع اﻟﻨﺎس ذوو اﻟﻤﻮاﻗﻒ اﻹﻳﺠﺎﺑﻴﺔ إﻟﻰ إﻇﻬﺎر ﻧﻬﺞ ﻣﻨﻔﺘﺤﻴﻦ ﻓﻲ ﻣﻮاﻗﻔﻬﻢ‬

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 16

Literal Translation:
SL word order is changed according to TL norms, SL
grammatical structures are converted to their nearest TL
equivalents, and lexical words are still out of the context.

Semantic Translation:

SL cultural words are either neutralized or rendered into

functional terms, and the aesthetic value of SLT is

considered.

Communicative Translation:

The exact contextual of SLT is rendered to TL readership in an

acceptable way that maintains both the language and the
content. More Importantly, the production of more message with
more effect on readers, is the core point of this method.

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 15

Description:
When the topic of the text is of a static nature, such as the text that
includes description of a country to a foreigner, emphasis would be
on adjectives, adjectival phrases, linking verbs, etc.

Discussion:
This style is used in texts of argumentative nature, such as research
papers, where dealing with concepts and treatment of ideas require
excessive use of verbs of thoughts, passive voice, etc.

Conversation:
This is the style of dialogue, which is the main field of phatic
and colloquial language.

The author uses short sentences in most of his writing to avoid complexity
and complicated grammatical structures at the same time they make
comprehension simpler and easier to the reader. However long sentences
are sometimes used as on page 74 lines 21- 25. Active is used more often
than passive because the book is directed immediately to the reader in form
of recommendations, requests, and sometimes commands to do something
or not to something. Therefore the passive is not quite filling here for there
is nothing to hide. As for formality, terminology and idiomatic language,
they are discussed separately else where in this commentary.
2.6 Methods of translation.
Several methods of translation are suggested depending on the

emphasis that the translator gives either to the form or content,

manner or matter, denotations form or massage?

Here are some methods of translation.

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 14
Generality (difficulty):
Again, texts differ in terms of generality. Newmark suggests that
texts can be written in a language that is opaquely technical,
educated, neutral, popular or simple To the average reader, the less
general, or the most difficult language, is opaquely technical. .The
assessment of the difficulty of the SLT language is the responsibility
of the translator.

Emotive tone:
According to Newark's scale of the emotional tone of the language
of a text, texts can be emotionally intense, warm, factual, or cold. The
degree of the emotive tone can be estimated by the way, in which
intensifiers like: ( so, mostly, absolutely, very, great deal, etc ) are
distributed in the text.

The assessment of the emotive tone in Be Positive shows that it is

“warm” in most of its parts.

2.5 SLT style:

On the basis of the linguistic characteristic dominant in the text,
Newmark (1998) divides text styles into four types: narration,
description, discussion and conversation.

Narration:
The dynamic feature of some texts, such as stories, requires more
emphasis on verbs and verbal phases. The style of such texts is a
narrative one.

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 13
2.4 Language of SLT

Knowing the language in which the SLT is written helps the

translator reproduce an equivalent type of language in TLT, and
consequently an equivalent text in general. Here also, the translator
has to “assess” the language of SLT. The following scales of text
language suggested by Newmark (1988) may help:

Formality:
The translator should assess how formal the language of the SLT
is. Is it official formal, neutral, informal, colloquial, slang or taboo?

However, we tend to use formal Arabic in our translation of the

different tones/ styles of English Language for two main reasons:

1- First written Arabic is usually formal.

2- Second to avoid falling in the quagmire of colloquial Arabics.

Any idea in any language can be expressed in different ways and

different degrees of formality. It is the job of the translator to try to
get as close to the degree of the text as possible. In our case, Be
Positive, the language of the book in general is informal but with
different stylistic functions and implications especially the idiomatic
expressions scattered here and there throughout the whole book such
as:

“The name of the game” (80)

“On the back burner” (80).

“You put your foot on it” (87).

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 12
2.3 Readership of SLT and TLT:
Knowing the type of readership of both SLT and TLT is very
important to the translator. He must look for what marks the SLT
readership in term of sex, age, education, etc. in order to cater to
similar readership. Moreover, the translator should assess the degree
of attention he has to pay to the readership. If that degree is low, he
may address his translation to the average reader of TL. According to
Newmark, three types of reader are distinguished:

The expert of SL culture / the expert of the subject.

The educated layman.

The none-expert of SL culture / the none-expert of the subject.

The same SLT might be translated in many different ways depending

on the assumptions the translator formulates about the potential
readers of TLT. If he translates for readers who are well aware of SL
culture, he does not have to give explanations for every cultural term
he comes across. On the other hand, if he translates for an expert
readership, and if the subject of the text assesses the TLT readership,
he may feel free to use some terminology he would have never used
freely with non-expert TL readership.

In our case, Be Positive, the SLT readership is managers. The book

is directed to them right from its title. Although the book talks about
a variety of subjects that have strong relationship with management,
the average reader could benefit a great deal.

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 11
2.2 Texts Types:
Newmark (1988) gives two classifications of text types; one is
based on the function of the texts, another on its subject-matter.

According to their functions, text can be classified into:

Expressive texts (sacred texts, author-centered: serious literature).

Informative texts (fact-oriented-commercial reports).

Vocative texts (readership-centered: publicity).

According to the subject-matter, they can be classified into:

Literary texts

Technical texts.

Institutional texts.

Scientific texts.

Newspaper texts.

Legal texts.

Religious texts.

Economic and Finical texts etc.

It must be said, here, that the attempts made by linguists and

translator to set a typology of texts are many. But none of these
attempts could draw hard-cut boundaries that separate one type from
another.

So, when it comes to Be Positive, it is very obvious that it is

informative in function, and technical in subject matter.

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 10
and writer of both paper and computer based distance learning
materials, co-author of A Practical Guide to Facilitation Skills,
Facilitating Learning and the Equal opportunities Guide.

The author’s intention of Be Positive, is to explain in detail

that to be a successful manager you need more than just

skills; you need to have a positive attitude. There is no

point in trying to motivate people, communicate with

others or make decisions, if you lack one of the most

important weapons for survival

If you are someone who struggles to look for the bright

side,

the author of this book will help you learn to be positive,

and show you:

• The science and art of being positive.

• How to be positive when those around you are being
negative.
• The benefits of positive attitude.
• Five golden rules for having a positive attitude.
Packed with useful case studies, this book also includes

Short exercises, checklists and activities to help you

assess your progress

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 9
Chapter two

Knowing Be Positive

Before starting translating any text, the translator should know

everything about it.. A thorough reading of the whole text before
commencing translation is essential. While reading SLT, the
translator should seek answers to questions like: What is the
author's intention? What is the type of text? What is it about?
How is it written? What is the style of author? What type of
readership the SLT is addressed to? Is it different from that of the
TLT? Answers to these questions will help the translator choose
the best method appropriate for the SLT. A panoramic discussion
of those issues will be given below in order to decide where our
text fits.

2.1 The author’s intention:

While reading the SLT the translator should pay special
attention to words and expressions or ideas that reveal the
author’s intention. If the translator shares the author’s intention,
there would be no problem. But, if he does not, the translator
should be aware of the difference. Knowing the difference is a
part of knowing the text, and consequently choosing the method
and the procedures of translation.

But before knowing the author's intention there is a question to

be answered: Who is the author of Be Positive?
Phil Clements had been a police sergeant for eleven years;
involved in training for the last seven years. He is a designer

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 8
Notes
1- Bell, R. T Translation and translating Theory and Practice ( London:
Longman,1991 ) p.6
2- Bell, ( 1991 ) p. 5.
3- Newmark, P. Approaches to Translation ( New York: Prentice Hall, 1988 ),
p.7.
4- Bell, ( 1991 ) p. 13.
5- Hatim, B. and Mason , I. Discourse and the Translator ( London: 1990), p.16.
6- Hatim and Mason ( 1990 ) p.16.
7- Newmark, P. ( 1988 ) p.141.
8- Bell, R.T ( 1991 ) pp.36-37.
9- Hatim, B. and mason, I. The Translator as Communicator, ( London: Routedge,1997).p205 .

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 7
linguistic and discourse analysis biased, and impossible to
comprehend or apply.

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 6
Figure 1.1

Source text TRANSFER target text

PROCESSING SKILLS SKILLS PROCESSING
SKILLS
Recognizing Strategic re- Establishing
intertextuality negotiation by intertextuality
(genre/ discourse / text) adjusting (genre/discourse/text)
Locating situationality Effectiveness Establishing
(Register, etc.) Efficiency intertextuality
Inferring intentionally relevance (register, etc.)
Creating
intertextuality
Organizing texture to: audience Organizing texture
(lex. Choice/ synt - design task (lex. Choice synt.
arrangement. cohesion) (brief, initiator, arrangement and
and structure etc.) cohesion)
judging informatively In fulfillment of a: Balancing
(static/dynamic) rhetorical informatively
purpose (static . dynamic)
(plan, goal)
In terms of estimated In terms of estimated
impact on, source text impact on:
readership target text
readership

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 5

This approach to translation of translators is strictly theoretical and

has nothing to do with practice. Moreover, it is Platonic, text-

figure 1.1 below. The division into a three-stage process (source
text processing / transfer / target text processing) is to some
extent artificial, given that these activities are at least partly
concurrent. For example, the knowledge of the task and the
notions of target audience design may well precede processing
of the source text. Moreover, categories overlap and the items
listed are mutually influential. Translator abilities.9

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 4
his subject and the target language …
in that order. Excellence in the first
requirement often saves him from
hideous mistakes in the second and third”.7
Awareness of SL and TL should cover the linguistic and extra-
linguistic characteristics in both languages. This point is asserted
by Bell (1991); who believes that it is indisputable that the
translator must know:
(a) “how clauses can be synthesized to
carry prepositional content; and
analyzed to retrieve the content
embedded in them (syntactic knowledge)
(b) how the clause can be realized
as information–bearing text and the text
decomposed into the clause
(pragmatic knowledge)”.8
These general requirements are essential for any work of
translation.
1.4 The translator’s abilities
Bachman’s (1990) analysis of the communicative language ability
identifies three broad categories of knowledge and skills, namely,
organizational competence (including grammatical competence and
textual competence) pragmatic competence (including illocutionary
competence, and sociolinguistic competence, this latter including
register, dialect, etc.), strategic competence (judging relevance,
effectiveness and efficiency, forming plans for the achievement of
communicative goals as it is displayed in
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 3

Nida (1964) defines “The basic requirements of good

translation” as:
1. Making sense
2. Conveying the spirit and manner of the original.
3. Having a natural and easy form of expression.
11
4. Producing a similar response” .
In addition to the principle of accuracy, economy and
clarity sticking to the laws of translation guarantees an
acceptable amount of equivalence though not totally. It
must be admitted that, although translation between
two languages is always possible in some way or
another, total is impossible. The reason behind this
impossibility is that there is no absolute synonymy
between the two languages, or else, they would
not be regarded as two languages any longer.
This in turn leads us to the following question about the
essential requirements that the translator should
meet in order to be able to produce a good
translation.
1.3 The translator’s requirements
The translator is, in the first place, a communicator. But, he is a
communicator of a special kind because he is involved with two
different languages. Thus, unlike the ordinary communicator who
is aware of one language, “awareness” and mastery of both SL
and TL is an essential requirement for the translator.
"A translator has to know his own language,

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 2
comprehensive, straightforward and sharp to the point.
Not only this, it concentrates on the gist of translation:
meaning and message.
Bell ( 1991 ) in turn, defines translation as
“The process, or the result of conveying
information from one language into
another …The aim is to produce as
accurately as possible all the grammatical
and lexical features of the ‘source language’
original by finding equivalents of the content
in the ‘target language’. At the same
time all factual information contained
in the original text … must be
retained in the translation”. 4
It is part of the translator’s work to produce an accurate
translation as possible as he can.
1.2 Laws of good translation:
There are some requirements which the TLT must fulfill in order to be regarded as
a good translation of its SLT. Both Tytler (1907) and Nida (1964) present a list of
these requirements. According to Tytler (1907), laws of translation include:
1- “That the translation should give a complete transcript of
the original work”.
2- That the style and the manner of writing should be the
same as of the original work”
3- “That the translation should have all the ease of the original
composition”.5

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 1
Chapter one
Translation and the Translator
This chapter is an attempt to find the answers to the following
questions:
What is translation?
What are the laws of translation?
What does a translator need to produce a good
translation?
1.1 What is translation?
Translation is defined differently by different people.
For .example A.R Meetham and R.A Huudson (in Roger T.
Bell, 1991: 6) define it as:
“Translation is the replacement
of a representation of a text in one
language by replacement of an
equivalent in a second language”.1
Similarly J.et al Dubois definds it as follows ( printed in Bell ):
“Translation is the expression in another
language (or target language) of what
has been expressed in another source
language, preserving semantics and
equivalence”.2
On the other hand, Peter Newmark (1988) says that to
translate is “to replace a written message
and or statement in one language by the
same message and / or statement in
another language”.3
The translator prefers the last definition because it is

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 X

PART ONE

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 lX
TABLE OF CONTENTS
Acknowledgements
List of Abbreviations
Preface

Chapter One :-
Translation and the translator ?
1.1 What is translation? 1
1.2 Laws of good Translation 2
1.3 The translator's requirements 3
1.4 The translator’s abilities 4
Notes 8
Chapter Two :-
Knowing Be Positive
2.1 The author's intention 9
2.2 Texts Types 11
2.3 Readership of SLT and TLT 12
2.4 Language of SLT 13
2.5 STL style 14
2.6 Methods of translations 15
Chapter Three :-
Problems of translation and their solutions
3.1 Sentence patterns 17
3.2 Gender/ Number in pronouns 18
3.3 Verbs of narration ( reporting verbs ) 19
3.4 Punctuation 19
3.5 Paragraphing 20
3.6 Cohesion and coherence 20
3.7 Collocation 22
3.8 Cultural Problems 22
3.9 Technical Terms 23
3.10 Idioms 26
Notes 28
References 29

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 Vlll

A LIST OF ABBREVIATIONS
SL
Source Language
SLT Source Language Text
TL Target Language
TLT Target Language Text
SVC Subject Verb Complement

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 Vll

PREFACE
This thesis is an attempt to apply aspects of the theory of
translation to a work of translation. Thus it is a combination of theory
and practice.
The first part of this thesis is commentary on the author's style of
writing. It generally deals with theoretical issues that are related to
translation, and the translation of Be Positive, in particular. This
includes the discussion of some the problems faced in translating the
book, the techniques used to overcome these problems and the
solutions found by the translator.
The second part is the actual translation. Be Positive, is a book
directed to managers. It helps the reader learn how to be positive and
shows him:
• The science and the art of being positive.

• How to be positive when those around you are being

negative.

• The benefits of a positive attitude.

• Five Golden Rules for having a positive attitude.

Because of all this , I think translating Be Positive can be very useful

for Arab readers.

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 Vll

ACKNOWLEDGEMENTS

I would like to thank my supervisor Dr. Jalaluddin Bakhsh who

dedicated a lot of his viable time to help me complete this thesis. I also
thank the two examiners, Dr. Aziz El Mouloudi, and Prof. Hasan
Ghazala for their great help. I also thank the staff members and
administrators of the English language Department who assisted me
throughout my study and research.

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 V

For Heather

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 IV

BE
POSITIVE

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 Summary of the thesis
This thesis is divided into two parts:
Part One is a translation of Be Positive by Phil Clements
into Arabic. The book consists of 93 pages. It is directed to
managers. It helps them to improve their management skills.
There are six chapters in it.

Chapter One talks about the essence of the positive attitude. What
comprises a positive attitude? What exactly are attitudes?

Chapter Two talks about the Science of Being Positive. Positive

attitude in work situations. Do we learn from our mistakes or is
learning a more positive affair? Be positive about the learning and
development of your staff?

Chapter Three talks about The Art of being Positive. Success

and failure. Develop the art of being able to receive positive
feedback.

Chapter Four talks about Positive Attitude in Context.

Chapter Five talks about The Benefits of Positive Attitude.

Chapter Six talks about Five Golden Rules for Having a Positive
Attitude: Be professional, be visionary, be fit, be fair, and be
team oriented.

Part Two is a commentary on the actual translation of Be Positive.

It also includes definitions of translation, the most important
methods of translation, the problems of translation, and their
solutions. This part also provides some biographical information
bout the author and his style of writing.

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Umm Al-Qura University
Ministry of Higher Education
Kingdom of Saudi Arabia

Be
Positive
by
Phil Clements

An Arabic Translation and Commentary

by
Ali A. Bahareth

Advisor
Dr.Jalaluddien K. Bakhsh

A thesis
Submitted in partial fulfillment
of the requirements for the degree of
M.A. in Translation
to
English Language Department
Faculty of Social Sciences
Umm Al-Qura University
2006 G
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-40-