0% found this document useful (0 votes)
232 views368 pages

Allouti Lamine PDF

This document is the introduction to a doctoral thesis presented by Lamim Alouti to the University of Algiers regarding the impact of information and communication technology on human resource management in organizations. The thesis was supervised by Professor Ali Abdullah and will be evaluated by a committee consisting of several professors from the University of Algiers and University of Bejaia. The thesis was conducted during the 2007-2008 academic year.

Uploaded by

ilies benatia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
232 views368 pages

Allouti Lamine PDF

This document is the introduction to a doctoral thesis presented by Lamim Alouti to the University of Algiers regarding the impact of information and communication technology on human resource management in organizations. The thesis was supervised by Professor Ali Abdullah and will be evaluated by a committee consisting of several professors from the University of Algiers and University of Bejaia. The thesis was conducted during the 2007-2008 academic year.

Uploaded by

ilies benatia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 368

‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬

‫ﺟـﺎﻣـﻌـﺔ ﺍﳉـﺰﺍﺋـﺮ‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‬
‫ﺍﳌﻮﺿـﻮﻉ‪:‬‬

‫ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬


‫ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‬

‫ﺃﻃﺮﻭﺣﺔ ﻣﻘﺪﻣﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺩﻛﺘﻮﺭﺍﻩ ﺍﻟﻌﻠﻮﻡ ﰲ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‬


‫ﻓـﺮﻉ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤـﺎﻝ‬

‫ﲢﺖ ﺇﺷﺮﺍﻑ ﺍﻷﺳﺘﺎﺫ‪ :‬ﻋﻠـﻲ ﻋﺒـﺪ ﺍﷲ‬ ‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‪:‬‬


‫ﻟـﻤﲔ ﻋﻠـﻮﻃـﻲ‬

‫ﺃﻋﻀﺎﺀ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ‪:‬‬


‫ﺍﻷﺳﺘﺎﺫ ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﻗﺪﻱ‪:‬ﺭﺋﻴﺴـﹰﺎ‬
‫ﺍﻷﺳﺘﺎﺫ ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ‪ :‬ﻣﻘـﺮﺭﹰﺍ‬
‫ﻋﻀـﻮﹰﺍ‬ ‫ﺍﻷﺳﺘﺎﺫ ﻋﻠﻲ ﺧﻠﻴﺪ‪:‬‬
‫ﺍﻷﺳﺘﺎﺫ ﻧﻮﻓﻞ ﺣﺪﻳﺪ‪ :‬ﻋﻀـﻮﹰﺍ‬
‫ﺍﻷﺳﺘﺎﺫ ﺭﺍﺑﺢ ﺑﻮﻗﺮﺓ‪ :‬ﻋﻀـﻮﹰﺍ‬
‫ﺍﻷﺳﺘﺎﺫ ﻛﻤﺎﻝ ﺭﺯﻳﻖ‪ :‬ﻋﻀـﻮﹰﺍ‬

‫‪2008-2007‬‬ ‫ﺍﻟﺴﻨـﺔ ﺍﳉﺎﻣﻌﻴﺔ‪:‬‬


‫ﺍﻹﻫﺪﺍﺀ‬

‫ﺃﻫﺪﻱ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺍﻟﻤﺘﻮﺍﺿﻊ ﺇﻟﻰ ﺭﻭﺡ ﻛﻞ ﻣﻦ ﺍﺳﺘﺸﻬﺪ ﺭﺍﻓﻌﺎ ﺭﺍﻳﺔ "ﺍﷲ‬

‫ﺃﻛﺒﺮ" ﻓﻲ ﻓﻠﺴﻄﻴﻦ ﻭ ﺍﻟﻌﺮﺍﻕ ﻭ ﻏﻴﺮﻫﺎ ﻣﻦ ﺑﻘﺎﻉ ﺍﻟﻌﺎﻟﻢ‪.‬‬

‫ﺇﻟﻰ ﻭﺍﻟﺪﻱ ﺍﻟﻜﺮﻳﻤﻴﻦ ﺑﺎﺭﻙ ﺍﷲ ﻟﻬﻤﺎ ﻓﻲ ﻋﻤﺮﻫﻤﺎ‬

‫ﻭ ﺇﻟﻰ ﺷﺮﻳﻜﺘﻲ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺪﻧﻴﺎ ﺯﻭﺟﺘﻲ ﺍﻟﻌﺰﻳﺰﺓ ﺇﻟﻰ ﻗﻠﺒﻲ‬

‫ﺇﻟﻰ ﻛﻞ ﺇﺧﻮﺗﻲ ﻭ ﺃﺧﻮﺍﺗﻲ‬

‫ﺇﻟﻰ ﻓﻠﺬﺓ ﻛﺒﺪﻱ‬

‫ﻣﺤﻤﺪ ﺇﺳﻼﻡ‬

‫ﺇﻟﻰ ﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻭﻋﻤﺎﻝ ﺍﻟﻤﺮﻛﺰ ﺍﻟﺠﺎﻣﻌﻲ ﻳﺤﻲ ﻓﺎﺭﺱ ﺑﺎﻟﻤﺪﻳﺔ‬

‫ﺇﻟﻰ ﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﻴﺮ ﺑﺠﺎﻣﻌﺔ ﺍﻟﺒﻠﻴﺪﺓ‬

‫ﺇﻟﻰ ﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﻴﺮ ﺑﺠﺎﻣﻌﺔ ﺍﻟﺠﺰﺍﺋﺮ‪.‬‬


‫ﺍﻟﺘﺸﻜﺮﺍﺕ‬

‫ﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﻭ ﺍﻟﺤﻤﺪ ﻭ ﺍﻟﺜﻨﺎﺀ ﺇﻟﻰ ﺍﻟﻤﻮﻟﻰ ﻋﺰ ﻭﺟﻞ ﺻﺎﺣﺐ ﺍﻟﻨﻌﻤﺔ‬

‫ﻭﺍﻟﺠﻼﻝ ﻭﺍﻹﻛﺮﺍﻡ ﺍﻟﺬﻱ ﻭﻓﻘﻨﺎ ﻭﺃﻋﺎﻧﻨﺎ ﻋﻠﻰ ﺇﺗﻤﺎﻡ ﻫﺬﺍ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻛﻤﺎ ﺃﺗﻘﺪﻡ ﺑﺸﻜﺮﻱ ﺇﻟﻰ ﺍﻷﺳﺘﺎﺫ ﺍﻟﻤﺸﺮﻑ ﺍﻟﺪﻛﺘﻮﺭ "ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ" ﺍﻟﺬﻱ‬

‫ﻛﺎﻥ ﺩﺍﺋﻤﺎ ﻋﻮﻧﺎ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﻧﺼﺎﺋﺤﻪ ﻭ ﺗﻮﺟﻴﻬﺎﺗﻪ ﺟﻌﻠﻬﺎ ﺍﷲ ﻟﻪ ﻓﻲ‬

‫ﻣﻴﺰﺍﻥ ﺣﺴﻨﺎﺗﻪ ﻳﻮﻡ ﺍﻟﻘﻴﺎﻣﺔ‬

‫ﺩﻭﻥ ﺃﻥ ﺃﻧﺴﻰ ﻣﻦ ﺭﺍﻓﻘﻨﻲ ﻃﻴﻠﺔ ﺍﻧﺠﺎﺯ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺯﻣﻴﻠﻲ ﺍﻷﺳﺘﺎﺫﻳﻦ‬

‫ﻣﻴﺴﻮﻡ ﺑﻮﺷﻨﺎﻓﺔ ﻭ ﺃﺗﺸﻲ ﺷﻌﻴﺐ ﻣﺘﻤﻨﻴﺎ ﻟﻬﻤﺎ ﺍﻟﺘﻮﻓﻴﻖ ﻭ ﺍﻟﺴﺪﺍﺩ‬

‫ﺇﻟﻰ ﻛﻞ ﻣﻦ ﺩﻋﻤﻨﻲ ﻭ ﺳﺎﻧﺪﻧﻲ ﻹﺗﻤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﻗﺮﻳﺐ ﺃﻭ ﻣﻦ ﺑﻌﻴﺪ‬

‫ﻭ ﺍﺧﺺ ﺑﺎﻟﺬﻛﺮ ﻣﺪﻳﺮ ﻣﻜﺘﺒﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﺎﻟﻤﺪﻳﺔ ؛ﻣﻊ ﺷﻜﺮ ﺧﺎﺹ‬

‫ﻷﺳﺮﺓ ﺗﺤﺮﻳﺮ ﻣﺠﻠﺔ ﺑﺤﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﺮﺑﻴﺔ ﺑﺎﻟﻘﺎﻫﺮﺓ ﻭ ﻛﺬﺍ‬

‫ﻣﺠﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑﻬﻮﻟﻨﺪﺍ ﺍﻟﺘﻲ ﻭﺍﻓﻘﺖ ﻋﻠﻰ ﻧﺸﺮ ﻣﻘﺎﻻﺗﻨﺎ ‪.‬‬
‫ﺍﻟﻔـــﻬﺎﺭﺱ‬
‫‪I‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬

‫‪I‬‬ ‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‬


‫‪..........................................................................................................................................................................‬‬

‫ﻓﻬﺮﺱ ﺍﳉﺪﺍﻭﻝ ‪V ..........................................................................................................................................................................‬‬


‫ﻓﻬﺮﺱ ﺍﻷﺷﻜﺎﻝ ‪VI .......................................................................................................................................................................‬‬
‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‪ ................................................................................................................................................................................‬ﺃ‪-‬ﻁ‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫‪2‬‬ ‫ﲤﻬﻴﺪ‬
‫‪.....................................................................................................................................................................................................‬‬

‫‪3‬‬ ‫‪........................................................................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‬


‫‪3‬‬ ‫‪..............................................................................................................‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪9‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ‪......................................................................................................................‬‬

‫‪23‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻻﻗﺘﺼﺎﺩ ﻭﺻﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ‪........................................................................................................‬‬

‫‪27‬‬ ‫‪..............................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻹﻧﺘﺮﻧﺖ ﻛﻤﻈﻬﺮ ﻣﻦ ﻣﻈﺎﻫﺮ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‬


‫‪27‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻭﻧﺸﺄﺓ ﺍﻹﻧﺘﺮﻧﺖ‬
‫‪...........................................................................................................‬‬

‫‪32‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻻﺗﺼﺎﻝ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.........................................................................................‬‬

‫‪35‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺍﻹﻧﺘﺮﻧﺖ‪..........................................................................................‬‬

‫‪47‬‬ ‫‪......................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺁﺛﺎﺭﻫﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ‬
‫‪47‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫‪.............................................................................‬‬

‫‪56‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.....................‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻣﻊ ﻣﺜﺎ ٍﻝ ﺗﻄﺒﻴﻘﻲ ﳊـﺎﻟﺔ‬
‫‪59‬‬ ‫ﺍﳍﻨﺪ‪......................................................................................................................................................................................‬‬

‫‪65‬‬ ‫‪.........................................................................................................................................................................‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬


‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‬
‫ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫‪67‬‬ ‫‪..................................................................................................................................................................................................‬‬ ‫ﲤﻬﻴﺪ‬
‫‪68‬‬ ‫‪...........................................................................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻟﻨﻈﻢ ﰲ ﻇﻞ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‬
‫‪68‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‬
‫‪...............................................................................‬‬

‫‪73‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﻭﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠ‪‬ﻨﻈﻢ‪..................................................................................‬‬


‫‪II‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬

‫‪77‬‬ ‫‪............................................................................‬‬‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﳑﻴ‪‬ﺰﺍﺕ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‬


‫‪85‬‬ ‫‪.............................................................................................................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪85‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪..............................................................................................................‬‬

‫‪89‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪................................................................................................‬‬

‫‪96‬‬ ‫ﻮﻝ ﺍﻟﺮﻗﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪...............‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺤ ‪‬‬
‫‪103‬‬ ‫‪..........................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫‪103‬‬ ‫‪...................................................................................……………..‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‬
‫‪112‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪...................................................................................................................‬‬

‫‪120‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪..............................................................................................................................‬‬

‫‪127‬‬ ‫‪........................................................................................................................................................................‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬


‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬
‫ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪129‬‬ ‫ﲤﻬﻴﺪ‬
‫‪...............................................................................................................................................................................................‬‬

‫‪130‬‬ ‫‪..........................................................................................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬


‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪................................................................................................‬‬

‫‪130‬‬
‫‪138‬‬ ‫‪...........................................................................‬‬‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪147‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻭﻇﺎﺋﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪............................................................................................‬‬

‫‪152‬‬ ‫‪......................................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﻫﻢ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ‬
‫‪152‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪...........................................................................‬‬

‫‪160‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻭﻇﺎﺋﻒ ﻭﻣﺮﺍﺣﻞ ﺗﻄﻮ‪‬ﺭ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪........................................‬‬

‫‪167‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪:‬ﺗﻄﺒﻴﻘﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪......................................................................‬‬

‫‪175‬‬ ‫‪...................................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﺎﻫﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪175‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪............................................................................................‬‬

‫‪183‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﳘﻴﺔ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻌﺮﻳﻒ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪..‬‬

‫‪186‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻫﺪﺍﻑ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.......................................................‬‬

‫‪194‬‬ ‫‪......................................................................................................................................................................‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬


‫‪III‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‬
‫ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬
‫‪197‬‬ ‫‪...........................................................................................................................................................................................‬‬‫ﲤﻬﻴﺪ‬
‫‪198‬‬ ‫‪........................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑﻌﺪ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‬
‫‪198‬‬ ‫‪........................................................................‬‬‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‬
‫‪201‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﻭﺃﻫﺪﺍﻑ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪...............................................................................‬‬

‫‪211‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺩﻭﺭ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ‪........................................‬‬

‫‪216‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬


‫‪..................................................................‬‬

‫‪216‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‬


‫‪...........................................................................................................‬‬

‫‪223‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﻭﻣ‪‬ﻤﻴ‪‬ﺰﺍﺕ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪....................................‬‬

‫‪231‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻋﻼﻗﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺂﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪...................‬‬

‫‪236‬‬ ‫‪....................................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﰲ ﻇﻞ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‬


‫‪236‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‬
‫‪.......................................................................................................‬‬

‫‪242‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻣﻦ ﻧ‪‬ﻈﻢ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ‪..............................................‬‬

‫‪249‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺣﺎﻟﺔ ﺩﺭﺍﺳﻴﺔ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪..........................................................‬‬

‫‪253‬‬ ‫‪......................................................................................................................................................................‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬


‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻭ ﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪255‬‬ ‫‪...............................................................................................................................................................................................‬‬ ‫ﲤﻬﻴﺪ‬
‫‪256‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪........................................................................................................................‬‬

‫‪256‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ‬


‫‪.........................................................................................................................‬‬

‫‪263‬‬ ‫ﻢ ﻭﻓﻦ ﻭﻣﻬﻨﺔ‪...................................................................................................‬‬


‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻌﻠ ٍ‬
‫‪271‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪............................................................‬‬

‫‪278‬‬ ‫‪................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﻧﻌﻜﺎﺳﺎﺗﻪ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‬
‫‪278‬‬ ‫‪.....................................‬‬‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺍﻧﻌﻜﺎﺱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪IV‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬

‫‪282‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‬


‫‪..................................................................................................‬‬

‫‪291‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺇﺳﻬﺎﻣﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ‪..‬‬

‫‪297‬‬ ‫‪.....................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‬


‫‪297‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‬
‫‪................................................................................‬‬

‫‪301‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪........................................................................‬‬

‫‪309‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻷﺧﺮﻯ‪...........................................................................‬‬

‫‪315‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬


‫‪........................................................................................................................................................................‬‬

‫‪316‬‬ ‫ﺧﺎﲤﺔ‬
‫‪..............................................................................................................................................................................................‬‬

‫‪328‬‬ ‫‪.........................................................................................................................................................................................‬‬ ‫ﺍﳌﺮﺍﺟﻊ‬


‫‪V‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﺠﺪﺍﻭﻝ‬

‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻋﻨﻮﺍﻧﻪ‬ ‫ﺭﻗﻢ ﺍﳉﺪﻭﻝ‬

‫‪7‬‬ ‫‪.......................‬‬ ‫)‪ (1‬ﺣﺠﻢ ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﻭﺭﺑﺎ ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺑﻮﺣﺪﺓ ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ‬
‫‪9‬‬ ‫ﺃﺑﻌﺎﺩ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.....................................................................................................................................‬‬ ‫)‪(2‬‬
‫‪11‬‬ ‫ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪................................................................................................‬‬ ‫)‪(3‬‬
‫‪16‬‬ ‫ﺗﺄﺛﲑ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‪...........................................................................................................‬‬ ‫)‪(4‬‬
‫‪22‬‬ ‫ﺃﻫﻢ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪........................................................................................‬‬ ‫)‪(5‬‬
‫‪29‬‬ ‫ﺗﻄﻮ‪‬ﺭ ﺍﻹﻧﺘﺮﻧﺖ‪.....................................................................................................................................................‬‬ ‫)‪(6‬‬
‫)‪ (7‬ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻗﻄﺎﻋـﺎﺕ ﺍﳌﺎﻝ ﻭﺍﻻﻗﺘﺼﺎﺩ‬
‫‪52‬‬ ‫ﻭﺍﻟﺘﺼﻨﻴﻊ‪................................................................................................................................................................‬‬

‫‪96‬‬ ‫ﺑﺪﺍﺋﻞ ﺍﻋﺘﻤﺎﺩ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.....................................................................‬‬ ‫)‪(8‬‬


‫‪170‬‬ ‫ﳕﻮﺫﺝ ﻣﻮﺍﺯﻧﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﺎ ﻳﻈﻬﺮﻫﺎ ﺍﳊﺎﺳﻮﺏ‪..............................................................................‬‬ ‫)‪(9‬‬
‫‪171‬‬ ‫ﺃﻣﺜﻠﺔ ﻟﺘﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪............................................................................‬‬ ‫)‪(10‬‬
‫‪173‬‬ ‫)‪ (11‬ﺃﺛﺮ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲢﻘﻴﻖ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪............‬‬

‫‪179‬‬ ‫ﳌﺆ‪‬ﻳﺪﺓ ﻭﺍﳌﻌﺎﺭﺿﺔ‪........................................................................................................‬‬ ‫)‪ (12‬ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍ ﹸ‬


‫‪190‬‬ ‫ﳕﻮﺫﺝ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ‪.................‬‬ ‫)‪(13‬‬
‫‪229‬‬ ‫ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪....................................................................‬‬ ‫)‪(14‬‬
‫‪231‬‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪..................................................................................................‬‬ ‫)‪(15‬‬
‫‪275‬‬ ‫ﺃﺑﻌﺎﺩ ﺣﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ‪............................................................................................................................‬‬ ‫)‪(16‬‬
‫‪277‬‬ ‫ﺟﻪ ﺍﳌﻌﺎﺻﺮ ﻟﻠﺘﺪﺭﻳﺐ‪...................................................‬‬ ‫)‪ (17‬ﻣﻘﺎﺭﻧﺔ ﻣﺎ ﺑﲔ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺍﻟﺘﻮ ‪‬‬
‫‪283‬‬ ‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.......................................................................................................................................‬‬ ‫)‪(18‬‬
‫‪306‬‬ ‫ﺃﻧﻮﺍﻉ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪..............................................................................................................................‬‬ ‫)‪(19‬‬
‫‪VI‬‬ ‫ﻓﻬﺮﺱ ﺍﻷﺷﻜﺎﻝ‬

‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻋﻨﻮﺍﻧﻪ‬ ‫ﺭﻗﻢ ﺍﻟﺸﻜﻞ‬

‫‪13‬‬ ‫‪...................................................................‬‬ ‫ﺑﻌﺾ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻌﺮﻓﺔ ﺍﻟﱵ ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‬ ‫)‪(1‬‬
‫‪17‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﹸﺆﺛﱢﺮﺓ ﰲ ﲢﻮ‪‬ﻝ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪......................................................‬‬ ‫)‪(2‬‬
‫‪20‬‬ ‫ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.............................................................................................................................................‬‬ ‫)‪(3‬‬
‫‪21‬‬ ‫ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪..................................................................‬‬ ‫)‪(4‬‬
‫‪36‬‬ ‫ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪............................................................................................................................................‬‬ ‫)‪(5‬‬
‫‪58‬‬ ‫ﺍﳋﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺴﻮﻕ ﺍﻟﻌﻤﻞ ﰲ ﻋﺼﺮ ﺍﻟﻌﻮﳌﺔ‪..........................................................................‬‬ ‫)‪(6‬‬
‫‪70‬‬ ‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ‪...................................................................................................................................................‬‬ ‫)‪(7‬‬
‫‪76‬‬ ‫ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻟﺘﺨﻄﻴﻂ‪...............................................................................................‬‬ ‫)‪(8‬‬
‫‪76‬‬ ‫ﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪...........................................................................................................................‬‬ ‫)‪(9‬‬
‫‪79‬‬ ‫ﻋﻤﻠﻴﺔ ﲢﻮﻳﻞ ﺍﳌﹸﺪﺧ‪‬ﻼﺕ ﺇﱃ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ‪...............................................................................................‬‬ ‫)‪(10‬‬
‫‪80‬‬ ‫ﺧﺎﺻﻴﺔ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﰲ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ‪............................................................................................‬‬ ‫)‪(11‬‬
‫‪82‬‬ ‫ﻣﻔﻬﻮﻡ ﻫﺮﻣﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ‪.......................................................................................................................................‬‬ ‫)‪(12‬‬
‫‪83‬‬ ‫ﺩﺭﺟﺔ ﺗﻌﻘﺪ ﺍﻟﻨ‪‬ﻈﻢ‪...........................................................................................................................................‬‬ ‫)‪(13‬‬
‫‪86‬‬ ‫ﺧﺼﺎﺋﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.......................................................................................................................................‬‬ ‫)‪(14‬‬
‫‪90‬‬ ‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.......................................................................................‬‬ ‫)‪(15‬‬
‫‪97‬‬ ‫ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎﻡ‪................................................................................................................................................‬‬ ‫)‪(16‬‬
‫‪99‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺒﺎﺩﻟﻴﺔ ﻭﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺑﲔ ﺍﻟﺘﻨﻈﻴﻢ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.........................................................‬‬ ‫)‪(17‬‬
‫‪108‬‬ ‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﹸﻜﻮ‪‬ﻧﺔ ﻟﻨﻈﺎﻡ ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ‪..................................................................‬‬ ‫)‪(18‬‬
‫‪115‬‬ ‫ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪...........................................................................................................‬‬ ‫)‪(19‬‬
‫‪122‬‬ ‫ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪..........................................................................................................................‬‬ ‫)‪(20‬‬
‫‪135‬‬ ‫ﺃﻫﺪﺍﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪..................................................................................................................‬‬ ‫)‪(21‬‬
‫‪137‬‬ ‫ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﻜﺎﻣﻞ‪....................................................................................................‬‬ ‫)‪(22‬‬
‫‪146‬‬ ‫ﻋﻨﺎﺻﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪...............................................................................‬‬ ‫)‪(23‬‬
‫‪148‬‬ ‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪..........................................................................................‬‬ ‫)‪(24‬‬
‫‪VII‬‬ ‫ﻓﻬﺮﺱ ﺍﻷﺷﻜﺎﻝ‬

‫‪150‬‬ ‫‪.........................................................................................‬‬ ‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫)‪(25‬‬


‫‪154‬‬ ‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪..............................................................................................................‬‬ ‫)‪(26‬‬
‫‪159‬‬ ‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.........................................................................................‬‬ ‫)‪(27‬‬
‫‪161‬‬ ‫ﻭﻇﺎﺋﻒ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.............................................................................................‬‬ ‫)‪(28‬‬
‫‪163‬‬ ‫ﺁﻟﻴﺔ ﲝﻮﺙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺴﺎﻋﺪ ﺍﳊﺎﺳﻮﺏ‪................................................................................‬‬ ‫)‪(29‬‬
‫‪205‬‬ ‫ﳕﻮﺫﺝ ﺗﻮﺑﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺎﻗﻞ‪............................................................................................................................‬‬ ‫)‪(30‬‬
‫‪206‬‬ ‫ﳕﻮﺫﺝ ﺗﻮﺑﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺠﻤﺔ‪..........................................................................................................................‬‬ ‫)‪(31‬‬
‫‪206‬‬ ‫ﳕﻮﺫﺝ ﺗﺒﻮﻟﻮﺟﻴﺎ ﺍﳊﻠﻘﺔ‪...............................................................................................................................‬‬ ‫)‪(32‬‬
‫‪265‬‬ ‫ﺩ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﺎﻡ ‪....................1995‬‬ ‫ﻓﻮﺍﺋﺪ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﻋﺪ ٍ‬ ‫)‪(33‬‬
‫‪266‬‬ ‫ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ‪.............................................................................................................................................‬‬ ‫)‪(34‬‬
‫‪268‬‬ ‫ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪..................................................................................‬‬ ‫)‪(35‬‬
‫‪269‬‬ ‫ﳕﻮﺫﺝ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ‪..................................................................................................................................‬‬ ‫)‪(36‬‬
‫‪270‬‬ ‫ﺃﻫﻢ ﻋﻤﻠﻴﺎﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.................................................................................................‬‬ ‫)‪(37‬‬
‫‪272‬‬ ‫ﺇﻋﺪﺍﺩ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺔ‪............................................................................................‬‬ ‫)‪(38‬‬
‫‪273‬‬ ‫ﻣﺮﺍﺣﻞ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪...............................................................................‬‬ ‫)‪(39‬‬
‫‪286‬‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪..................................................................................................................‬‬ ‫)‪(40‬‬
‫‪299‬‬ ‫ﺃﺭﻛﺎﻥ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻔﻌﺎﻝ ﻭﺃﺛﺮﻩ‪.......................................................................................................................‬‬ ‫)‪(41‬‬
‫‪304‬‬ ‫ﻣﻨﺎﻓﻊ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑﻌﺪ‪............................................................................................................................‬‬ ‫)‪(42‬‬
‫‪307‬‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪..................................................................................................................‬‬ ‫)‪(43‬‬
‫‪311‬‬ ‫ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ‪...........................................................‬‬ ‫)‪(44‬‬
‫ﻣﻘﺪﻣــﺔ ﻋــﺎﻣﺔ‬
‫أ‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﺕ ﺟﺬﺭﻳﺔ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻋﻤـﺎ ﻳ‪‬ـﺴ ‪‬ﻤﻮﻧﻪ‬ ‫ﻳﺘﺤ ‪‬ﺪﺙ ﺍﻻﻗﺘﺼﺎﺩﻳﻮﻥ ﺣﺎﻟﻴﹰﺎ ﻋﻦ ﺗﻐ‪‬ﻴﺮﺍ ٍ‬
‫ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ ﻭﺍﻟﺬﻱ ﺗﺘﻐ‪‬ﻴﺮ ﻓﻴﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍ ﹸﳌﻤﺎ ‪‬ﺭﺳﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﶈﱢﻠﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻣﺜـﻞ ﺍﻟﺘﺠـﺎﺭﺓ‬
‫ﻭﺍﻻﺳﺘﺜﻤﺎﺭ ﻭﺍﻧﺘﻘﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻧﺸﻬﺪ ﻫﺬﻩ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﺧﺎﺻ ﹰﺔ ﰲ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪،‬‬
‫ﻭﺗﺴﻌﻰ ﺍﻟﺪﻭﻝ ﺍﻷﻗﻞ ﺗﻘ ‪‬ﺪﻣﺎ ﻟﱠﻠﺤﺎﻕ ‪‬ﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﱵ ﺗﻠﻌﺐ ﻓﻴﻬﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺩﻭﺭ ﺍﻟﻘﻠﺐ ﺍﻟﻨﺎﺑﺾ‪ .‬ﻓﺤﺴﺐ ﺗﻘﺪﻳﺮﺍﺕ "ﳎﻠﺲ ﺍﻻﺣﺘﻴﺎﻃﻲ ﺍﻟﻔﺪﺭﺍﱄ ﻟﻠﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ" ‪‬ﺗﻘ ‪‬ﺪﻡ‬
‫ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ ﻧﺴﺒﺔ ﻛﺒﲑﺓ ﻣﻦ ﺃﺳﺒﺎﺏ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻷﻣﺮﻳﻜﻲ ﺍﻟﺴﻨﻮﻱ‪ ،‬ﺃﻣﺎ ﻣـﺎ‬
‫‪‬ﺗﻘ ‪‬ﺪﻣﻪ ﺑﺸﻜﻞ ﻏﲑ ﻣﺒﺎﺷﺮ ﺑﺰﻳﺎﺩ‪‬ﺎ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻘﻄﺎﻋﺎﺕ ﻛﺎﻓﺔ ﻓﻬﻲ ﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ‪ .‬ﻟﻘﺪ‬
‫ﺯﺍﺩﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺳﻨﻮﻳﹰﺎ ﺑﻨﺴﺒﺔ ‪ %1.4‬ﻭﺳﻄﻴﹰﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻻﻣﺮﻳﻜﻴﺔﺑﲔ ﻋـﺎﻡ ‪ 1973‬ﻭﻋـﺎﻡ‬
‫‪ .1995‬ﺃﻣﺎ ﻣﻨﺬ ﻋﺎﻡ ‪ 1995‬ﻓﻬﻲ ﺗﺰﺩﺍﺩ ﲟﻌﺪﻝ ‪ %2.9‬ﺳﻨﻮﻳﹰﺎ ﻭﻫﻮ ﻣﻌﺪﻝ ﻋﺎ ٍﻝ ﺟﺪﹰﺍ ﻭﺳﺒﺒﻪ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫ﻭﻳﺼﻒ ﺍ ﹸﳌﺤﱢﻠﻠﻮﻥ ﺍﻟﺘﻮ ‪‬ﺟﻬﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳊﺎﻟﻴﺔ ﺑﺘﻮ ‪‬ﺟﻬﺎﺕ ﻣﺎ ﻳﺴﻤﻰ "ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﳌـﺒﲏ ﻋﻠـﻰ‬
‫ﺍﳌﻌﺮﻓﺔ"‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻗﻴﻤﺔ ﻭﻭﺯﻥ ﻋﺎﻣﻞ ﺍﳌﻌﺮﻓﺔ ﻳﺰﺩﺍﺩ ﻛﺜﲑﹰﺍ ﻋﻦ ﺍﻟـﺴﺎﺑﻖ‪ ،‬ﻭﺃﻥ ﻣﻜﺎﻧـﺔ ﺍﳌﻌﺮﻓـﺔ ﺃﻭ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﺗﺰﺩﺍﺩ‪ ،‬ﻭﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ ﻓﻬﻨﺎﻙ ﺍﺯﺩﻳﺎ ‪‬ﺩ ﻛﺒ ‪‬ﲑ ﰲ ﺍﻟﺴﻠﻊ ﺍﳌﻌﺮﻓﻴـﺔ ﺍﻟﺒﺤﺘـﺔ‬
‫ﻭﺍﳋﺪﻣﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﺍﻟﺒﺤﺘﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﳝﻜﻦ ﻭﺻﻔﻬﺎ ﺑﺸﻜ ٍﻞ ﺭﻗﻤﻲ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺒﺎﺩﳍﺎ‬
‫ﻭﻧﻘﻠﻬﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﺬﻱ ‪‬ﻳﺸ ﱢﻜﻞ ﺃﺣﺪ ﳑﺎﺭﺳـﺎﺕ ﺍﻷﻋﻤـﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ‪ .‬ﰲ ﺍﳊﻘﻴﻘـﺔ ﺇﻥ ﺩﻭﺭ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍ‪‬ﺘﻤﻊ ﺃﺧﺬ ﻳﺰﺩﺍﺩ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺴﺎﺑﻖ ﺑﺸﻜ ٍﻞ ﱂ ﺗﺸﻬﺪﻩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻗﺒﻞ؛ ﳑﺎ ﺩﻋﺎ ﺍﻟـﺒﻌﺾ‬
‫ﻟﺘﺴﻤﻴﺔ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﺑﻌﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺴﻤﻴﺔ ﻣﺎ ﳛﺼ‪‬ﻞ ﺑﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻳﺪﻋﻮﻫﺎ ﺑﺎﳌﻮﺟﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺑﻌﺪ‬
‫ﻣﻮﺟﺔ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺰﺭﺍﻋﻴﺔ ﰒ ﻣﻮﺟﺔ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ‪.‬‬
‫‪‬ﻳﻌﺘﱪ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﺎﺩﻱ ﻣﻔﻬﻮﻣﹰﺎ ﺟﺪﻳﺪﹰﺍ ﻧﺴﺒﻴﹰﺎ ﺃﻧﺸﺄﻩ ﻋﺼﺮ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑﻌﺪ‪ ،‬ﻭﻫﻮ ﺍﻗﺘـﺼﺎ ‪‬ﺩ‬
‫ﻳﻘﻮﻡ ﺃﺳﺎﺳﹰﺎ ﻋﻠﻰ ﺇﻧﺘﺎﺝ ﺍﻟﻔﻜﺮ ﺍﻹﻧﺴﺎﱐ؛ ﲝﻴﺚ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻫﻢ ﻣﻮﺍﺭﺩﻩ ﻭﺍﺿﻌ ﹰﺔ ﰲ ﺧﺪﻣﺘـﻬﺎ‬
‫ﺕ ﻏﲑ ‪‬ﻣﺮﺗ ِﻔﻌﺔ ﲟﺎ ﺃﻥ ﺍﻟـﺬﻛﺎﺀ ﻫـﻮ ﺭﺃﺱ‬
‫ﻼ ﻋﻦ ﺇﺳﻬﺎﻣﻪ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺑﺎﺳﺘﺜﻤﺎﺭﺍ ٍ‬‫ﺍﻻﺗﺼﺎﻻﺕ ﺍﳊﺪﻳﺜﺔ‪ .‬ﻭﻓﻀ ﹰ‬
‫ﺍﳌﺎﻝ ﺍﻷﺳﺎﺳﻲ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ ،‬ﻓﺈﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﺎﺩﻱ ﻳﻔﺘﺢ ﺁﻓﺎﻗﹰﺎ ﻫﺎﻣﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺘـﺸﻐﻴﻞ ﺑـﺼﻔ ٍﺔ‬
‫ﺼﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ‪ ،‬ﻛﻤﺎ ‪‬ﻳﺴ ‪‬ﻬﻞ ﺍﻟﺘﺒﺎﺩﻝ ﺑﲔ ﺍﳌﺆﺳـﺴﺎﺕ ﻭﻗـﻀﺎﺀ‬ ‫ﻋﺎﻣﺔ ﻭﺗﺸﻐﻴﻞ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍ ﹸﳌﺨﺘ ‪‬‬
‫ﺕ‬
‫ﺖ ﻗﺼﲑ ﻭﺑﺄﻗ ﱢﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ .‬ﻟﻘﺪ ﺃﺣﺪﺙ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﺎﺩﻱ ﺍﻧﻌﻜﺎﺳـﺎ ٍ‬ ‫ﺷﺌﻮﻥ ﺍﳌﻮﺍﻃﻨﲔ ﻋﻦ ‪‬ﺑﻌﺪ ﰲ ﻭﻗ ٍ‬
‫‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﻭﰲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ ﰲ ﺍﻟﻔﺮﺩ ﻭﺍﳌﺆﺳﺴﺔ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻗﺪ ‪‬ﻳﻐ ﱢﻄﻲ ﲬﺴﺔ ﳎﺎﻻﺕ ﳏﻮﺭﻳﺔ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ‬
‫ب‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﺃﻥ ﺗﻨﺼﻬﺮ ﺿﻤﻨﻬﺎ ﺑﺼﻔ ٍﺔ ﻣﺘﻨﺎﺳﻘﺔ ﻭﺗﺪﺭﳚﻴﹰﺎ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﺍﳌﺴﺘﻌﻤﻠﻮﻥ‪ .‬ﻓﺒﺨﺼﻮﺹ‬
‫ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﺻﺒﺢ ﺍﻻﳔﺮﺍﻁ ﺑﺎﻹﻧﺘﺮﻧﺖ ﻣﻦ ﺍﳊﺎﺟﻴﺎﺕ ﺍﻷﺳﺎﺳـﻴﺔ ﻟﻠﻤﺆﺳـﺴﺔ؛ ﺇﺫ ﺃﻥ‬
‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﺃﺿﺤﻰ ﺷﺮﻃﹰﺎ ﻣﻦ ﺷﺮﻭﻁ ﻛﺴﺐ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻹﺿﺎﻓﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﺴﺮﻋﺔ‪ ،‬ﺇﱃ ﺟﺎﻧـﺐ‬
‫ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﻟﺘﺼﺪﻳﺮ‪ .‬ﺃﻣﺎ ﺍ‪‬ﺎﻝ ﺍﻟﺜﺎﱐ ﻓﻬﻮ ﻳﺘﻌﱠﻠﻖ ﺑﺘﺒﺎ ‪‬ﺩﻝ ﺍﳋﱪﺍﺕ ﻭﺍﳋـﺪﻣﺎﺕ‬
‫ﻋﱪ ﺍﻟﻄﺮﻕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﺣﻴﺚ ﻋﺮﻑ ﺭﻗﻢ ﻣﻌﺎﻣﻼﺕ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﺃﻱ ﺍﻟﺒﻴﻊ ﻭﺍﻟـﺸﺮﺍﺀ‬
‫ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺍﻧﻔﺠﺎﺭﹰﺍ ﻓﺎﻕ ﻛﻞ ﺍﻟﺘﻮﻗﱡﻌﺎﺕ ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺃﻥ ﺍﻹﻧﺘﺮﻧﺖ ﺧﻠﻘﺖ ﺳﻮﻗﹰﺎ ﻋﺎﳌﻴـﺔ ﻟﺘﺠـﺎﺭﺓ ﺍﻟـﺴﻠﻊ‬
‫ﺕ ﻣﻬﻨﻴﺔ ﺃﻥ ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ﻣﻬﻤﹰﺎ ﰲ ﺗﻨﻈـﻴﻢ ﻫـﺬﺍ‬ ‫ﻭﺍﳋﺪﻣﺎﺕ ﱂ ﻳﺴﺒﻖ ﳍﺎ ﻣﺜﻴ ﹲﻞ ﻣﻦ ﻗﺒﻞ ﻭﳝﻜﻦ ﻟﺘﻨﻈﻴﻤﺎ ٍ‬
‫ﺍﻟﻨﺸﺎﻁ ﺍﳉﺪﻳﺪ‪ .‬ﻭﻳ‪‬ﺘﺼﻞ ﺍ‪‬ﺎﻝ ﺍﻟﺜﺎﻟﺚ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻫﻲ ﺣﻠﻘ ﹲﺔ ﺃﺳﺎﺳﻴﺔ ﻟﺘﻄﻮﻳﺮ‬
‫ﺕ ﻭﻣﻬ ٍﻦ ﺟﺪﻳﺪﺓ ﺫﺍﺕ ﻗﻴﻤ ٍﺔ ﻣﻀﺎﻓﺔ‬‫ﺕ ﻭﺍﺳﻌﺔ ﻟﺘﻨﻤﻴﺔ ﺧﺪﻣﺎ ٍ‬
‫ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﺎﺩﻱ‪ ،‬ﻭ‪‬ﺗﻤﱢﺜﻞ ﳎﺎﻻ ٍ‬
‫ﻋﺎﻟﻴﺔ‪ .‬ﻛﻤﺎ ﺳ‪‬ﻴﺘﻴﺢ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﳉﺪﻳﺪ ﻟﻠﻌﻤﻠﻴﺎﺕ ﹸﻓﺮﺻﹰﺎ ﻛﺒﲑﺓ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﳋﺪﻣﺎﺕ ﻭﺍﻵﻟﻴـﺎﺕ‬
‫ﻛﺘﺠﺪﻳﺪ ﺍﺷﺘﺮﺍﻙ ﺍﻷﻋﻀﺎﺀ ﻭﺗﻮﺯﻳﻊ ﺍﻟﻨﺸﺮﺍﺕ ﻭﺇﺑﻼﻏﻬﻢ ﺁﺧﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌ‪‬ﺘﺼﻠﺔ ﺑﺎﺟﺘﻤﺎﻋﺎ‪‬ﺎ ﻭﺑﺮﺍﳎﻬـﺎ‪.‬‬
‫ﻁ ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﻟﻌﻤﻞ؛ ﺣﻴﺚ ﺃﺻﺒﺢ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌـﺪ ﻳـﺸﻬﺪ‬ ‫ﺃﻣﺎ ﺍ‪‬ﺎﻝ ﺍﻟﺮﺍﺑﻊ ﻓﻬﻮ ﻳ‪‬ﺘﺼﻞ ﺑﺈﺣﺪﺍﺙ ﺃﳕﺎ ٍ‬
‫ﺕ ‪‬ﻣﺘﻮﺍ ِﺟﺪﺓ‬
‫ﺣﺮﻛ ﹰﺔ ‪‬ﻣﺘﺴﺎ ِﺭﻋﺔ؛ ﺇﺫ ﺃﻥ ﻣﻼﻳﲔ ﻣﻦ ﺍﻟﻌﻤﺎﻝ ﻭﺍﻟﻜﻮﺍﺩﺭ ‪‬ﻳﻤﺎ ِﺭﺳﻮﻥ ﻧﺸﺎﻃﻬﻢ ﻋﻦ ‪‬ﺑﻌﺪ ﲟﺆﺳﺴﺎ ٍ‬
‫ﺕ ﻋﻠﻰ ﺍﳋﻂ ﰲ ﺑﻌﺾ ﺍﻻﺧﺘـﺼﺎﺻﺎﺕ‬ ‫ﰲ ﳐﺘﻠﻒ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﻗﺪ ﺑﺮﺯﺕ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﺧﺪﻣﺎ ‪‬‬
‫ﺕ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﰲ ﻫـﺬﺍ‬‫ﺕ ﻋﺎﻟﻴﺔ ﻏﲑ ‪‬ﻣﺘﻮﱢﻓﺮﺓ ﺑﺎﻟﻘﺪﺭ ﺍﻟﻜﺎﰲ‪ ،‬ﻭﺗﻄ ‪‬ﻮﺭﺕ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ ﺧﺪﻣﺎ ‪‬‬
‫ﺗﺘﻄﱠﻠﺐ ﺧﱪﺍ ٍ‬
‫ﺺ ﺍ‪‬ﺎﻝ ﺍﻷﺧﲑ ﺗﻄﻮﻳﺮ ﺍﻟﺬﻛﺎﺀ ﻭﺍﺳﺘﻐﻼﻟﻪ ﻭﺗﻘﺎ ‪‬ﺳﻤﻪ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳـﻖ ﺗـﻮﻓﱡﺮ ﻭﺳـﺎﺋﻞ‬ ‫ﺍﻻ‪‬ﺗﺠﺎﻩ‪ .‬ﻭﳜ ‪‬‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻟﻠ ‪‬ﻤﺘﻌﺎ ِﻣﻠﲔ ﻋﱪ ﺍﻟﺸﺒﻜﺔ؛ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳊﻠﻮﻝ ﻟﻺﺷﻜﺎﻟﻴﺎﺕ ﺍﳌﻄﺮﻭﺣﺔ‪ ،‬ﺑﻔـﻀﻞ ﻭﺟـﻮﺩ‬
‫‪‬ﻣﺰ ‪‬ﻭﺩﻱ ﺧﺪﻣﺎﺕ ﺍﻟﺬﻛﺎﺀ‪.‬‬
‫ﰲ ﻫﺬﺍ ﺍﻟﺰﺧﻢ ﺍﳍﺎﺋﻞ‪ ،‬ﺃﺻﺒﺤﺖ ﲢﺘﻞﱡ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﺔ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻻﻫﺘﻤﺎﻡ ﻋﻠﻰ ﻣـﺴﺘﻮﻯ‬
‫ﺍﻟﻌﺎﱂ ﺍﳌﻌﺎﺻﺮ؛ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﻫﻢ ﻋﻨﺼ ٍﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻨﻤﻴﺔ‪ .‬ﻭﲡﻤﻊ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﻟﻘﻤﻢ ﺍﻟﻌﺎﳌﻴﺔ ‪‬ﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺗﺮﻛﻴﺰ ﺍﳉﻬﻮﺩ ﻋﻠﻰ ﺇﻋﺪﺍﺩ ﺑﺮﺍﻣﺞ ﺷﺎﻣﻠﺔ ﻭﻃﻤﻮﺣﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﺲ ﻋﻠﻤﻴﺔ ﻣﺪﺭﻭﺳﺔ‪ .‬ﻟﻘﺪ ﺃﻭﺭﺩﺕ ﺗﻘﺎﺭﻳﺮ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﱄ ﻋﻦ ﺍﻟﺘﻨﻤﻴﺔ؛ ﺃﻧﻪ ﻗﺪ ﺣﺪﺙ ﺗﻘﺪ ‪‬ﻡ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﹸﺃﺳ ٍ‬
‫ﻛﺒﲑ ﰲ ﺗﻮﻓﲑ ﺍﻟﺮﻓﺎﻫﻴﺔ ﻟﻠﺒﺸﺮ ﺟﻨﺒﹰﺎ ﺇﱃ ﺟﻨﺐ ﻣﻊ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ .‬ﻭﻗﺪ ﺍﻧﺘﻘﻞ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﺍ ﹸﳌﺘﺰﺍﻳِـﺪ‬
‫ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻣﻦ ﺍﻟﺪﻭﻝ ﺇﱃ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﺎﺧﺘﻼﻑ ﺃﺣﺠﺎﻣﻬـﺎ‪ ،‬ﺣﻴـﺚ ﺗﺒ‪‬ﻴﻨـﺖ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﺴﺎﻋﻴﺔ ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﺘﻔ ‪‬ﻮﻕ ﻭﺍﻟﺘﻤ‪‬ﻴﺰ ﰲ ﺍﻷﺳﻮﺍﻕ ﻭﺍﻷﺭﺑﺎﺡ ﺃﻥ ﺍﻟﻌﻨﺼﺮ ﺍﳊﺎﺳﻢ ﰲ ﻫﺬﻩ ﺍﻷﻣﻮﺭ ﻫﻮ ﺍﻟﻌﻨﺼﺮ‬
‫ﺍﻟﺒﺸﺮﻱ ﺍﳌﹸﺪﺭ‪‬ﺏ ﺫﻭ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﳌﻘﺪﺭﺓ ﻭﺍﻟﺮﻏﺒﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻔ ‪‬ﻮﻕ‪ ،‬ﻭﺃﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﺗﺘـﻮﱠﻓﺮ‬
‫ج‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﻋﻠﻴﻬﺎ ﺍﳌﺆﺳﺴﺔ ‪‬ﺗﻌﺘﱪ ﺃﻫﻢ ﺃﺻ ٍﻞ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﺆﺳﺴﺔ؛ ﺣﻴﺚ ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ﻣﻬﻤﹰﺎ ﰲ ﺇﳒﺎﺣﻬﺎ‪ .‬ﻭﻟﺘﺤﻘﻴﻘﻬـﺎ‬
‫ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﰲ ﺍﺳﺘﻐﻼﻝ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ ﺍﻻﺳﺘﻐﻼﻝ ﺍﻷﻣﺜﻞ‪ ،‬ﺗﻠﺠﺄ ﺍﳌﺆﺳـﺴﺔ ﺣـﺴﺐ ﻇﺮﻭﻓﻬـﺎ ﺇﱃ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍ ﹸﳌﺜﻠﻰ ﻣﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ‪ ،‬ﻭﻻ ﺳ‪‬ﻴﻤﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﻳﺰﺩﺍﺩ ﺍﻫﺘﻤﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺍﳌﻌﺎﺻﺮﺓ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﺑﺎﻟﻌﻤﻞ ﻋﻠﻰ ﺍﺑﺘﻜﺎﺭ ﻭﺗﻄﻮﻳﺮ ﺃﻓﻀﻞ‬
‫ﺴﺒﻞ ﻭﺍﻵﻟﻴﺎﺕ ﻻﺳﺘﺜﻤﺎﺭ ﻃﺎﻗﺎﺗﻪ‪ ،‬ﻭﺗﻮﻇﻴﻒ ﹸﻗﺪﺭﺍﺗﻪ ﺍﻟﺬﻫﻨﻴﺔ ﻭﺍﻹﺑﺪﺍﻋﻴﺔ ﰲ ﺧﻠﻖ ﻭﺗﻨﻤﻴﺔ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ‬ ‫ﺍﻟ ‪‬‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﺷﻜﻞ ﺳﻠ ٍﻊ ﻭﺧﺪﻣﺎﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺟﺪﻳﺪﺓ‪ .‬ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﱵ ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻬـﺎ ﺍﺳـﻢ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻗﺎﻣﺖ ﺑﺘﻐﻴﲑ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻟﺘﺴﻮﻳﻘﻴﺔ‪ ،‬ﻓﺄﻭﺟﺪﺕ ﻣـﺎ‬
‫ﺃﺻﺒﺢ ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻪ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﺍﳌﻜﺎﺗﺐ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﺍﳌﺨـﺰﻭﻥ‬
‫ﺕ ﺟﺪﻳﺪﺓ ‪‬ﻣﻤﱠﺜﻠـﺔ ﰲ ﺍﻟﺘﺠـﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ‪،‬‬ ‫ﺍﻻﻓﺘﺮﺍﺿﻲ‪ .‬ﻭﺩﺧﻠﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﲢ ‪‬ﺪﻳﺎ ٍ‬
‫ﺕ ﻓ ‪‬ﻌﺎﻟـﺔ‬
‫ﻭﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪... ،‬ﺍﱁ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻄﱠﻠﺐ ﻭﺟﻮﺩ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪‬ﺗﻠ‪‬ﺒﻲ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‪ ،‬ﺧﺎﺻ ﹰﺔ ﻣﻊ ﺍﻟﺘﺤ ‪‬ﻮﻻﺕ ﺍﳌﺴﺘﻤﺮﺓ ﰲ ﺍﻟﺒﻴﺌﺎﺕ ﻭﺣﺎﺟﺔ ﺍﳌﺪﻳﺮﻳﻦ‬
‫ﺕ ﺳﺮﻳﻌﺔ ﻭﺣﺎﲰﺔ‪.‬‬ ‫ﺇﱃ ﺍ‪‬ﺗﺨﺎﺫ ﻗﺮﺍﺭﺍ ٍ‬
‫ﻭﻗﺪ ﺍ‪‬ﺗﺠﻬﺖ ﺍﻹﺩﺍﺭﺓ ﺇﱃ ﺗﻌﻤﻴﻖ ﺍﺳﺘﻔﺎﺩ‪‬ﺎ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻔﻮﺍﺋـﺪ‬
‫ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍ ﹸﳌﺘﻤﱢﺜﻠﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪ :‬ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﻷﻋﻠﻰ‪ ،‬ﺍﳉﻮﺩﺓ ﺍﻷﻓﻀﻞ‪ ،‬ﺍﻟﺘﻜﻠﻔﺔ ﺍﻷﻗﻞ‪ ،‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠـﻰ ﺍﻟﺘﻨﻮﻳـﻊ‬
‫ﺻﻞ ﺍﻹﳚـﺎﰊ ﻣـﻊ‬ ‫ﻭﺍﻟﺘﺤﺪﻳﺚ‪ ،‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻷﺳﺮﻉ ﻟﺘﻘﻠﱡﺒﺎﺕ ﺍﻟﺴﻮﻕ‪ ،‬ﺍﻟﻮﺻﻮﻝ ﺍﻷﺳﺒﻖ ﻟﻠﻌﻤﻼﺀ‪ ،‬ﺍﻟﺘﻮﺍ ‪‬‬
‫ﺕ ﻭﺃﺳﺎﻟﻴﺐ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ‪ :‬ﺇﻋﺎﺩﺓ ﺍﳍﻨﺪﺳﺔ‪ ،‬ﺇﻋﺎﺩﺓ ﺍﳍﻴﻜﻠﺔ‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺁﻟﻴﺎ ٍ‬
‫ﺍﳉﻮﺩﺓ‪ ،‬ﺍ ﹸﳌﻌﺎ‪‬ﻳﺮﺓ‪... ،‬ﺍﱁ‪ .‬ﻭ‪‬ﺪﻑ ﲨﻴﻊ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﺇﱃ ﲣﻠﻴﺺ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻌﻤﻞ ﻓﻴﻬـﺎ ﻣـﻦ ﻛـﻞ‬
‫ﺍﻟﺰﻭﺍﺋﺪ ﺍﻟﱵ ﻻ ﺗ‪‬ﺘﻔﻖ ﻣﻊ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﻋﺎﺩﺓ ﺗﻌﻤﻴﻢ ‪‬ﻧﻈﻢ ﺍﻟﻌﻤﻞ ﻭﻋﻤﻠﻴـﺎﺕ‬
‫ﺍﻹﻧﺘﺎﺝ ﻭﳏﺘﻮﻯ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﻣﻦ ﰒ ﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻴﻬﺎ ﳌﺎ ﻳﺘﻨﺎﺳﺐ ﻭ ‪‬ﻣﺘﻄﱠﻠﺒﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬
‫ﺃﻭ ﹰﻻ‪ -‬ﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴﺔ‪:‬‬
‫ﺍﻧﻄﻼﻗﹰﺎ ﳑﺎ ﱠﰎ ﺫﻛﺮﻩ ﻓﺈﻧﻨﺎ ﻧﻄﺮﺡ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ -‬ﻣﺎ ﻣﺪﻯ ﺗﺄﺛﲑ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ؟‬
‫ﻭﻳﻘﻮﺩﻧﺎ ﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﻜﻠﻴﺔ ﺇﱃ ﻃﺮﺡ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻣﺎ ﻫﻲ ‪‬ﻣﺘﻄﱠﻠﺒﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ؟ ﻭﻣﺎ ﻫـﻮ ﺃﺛـﺮ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻭﲢﻘﻴﻖ ﻣﻨﺎﺻﺐ ﺍﻟﺸﻐﻞ ؟‬
‫‪ -2‬ﻣﺎ ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ؟‬
‫د‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫‪ -3‬ﻣﺎ ﺃﳘﻴﺔ ﺑﻨﺎﺀ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ؟‬


‫‪ -4‬ﻣﺎ ﺩﻭﺭ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﰲ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭ ﲢﺴﲔ ﺍﻷﺩﺍﺀ ؟‬
‫‪ -5‬ﻣﺎ ﺃﺛﺮ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻋﻠﻰ ﲢﺴﲔ ﺃﺩﺍﺀ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ؟‬
‫ﺛﺎﻧﻴﹰﺎ‪ -‬ﻓﺮﺿﻴﺎﺕ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻧﺘﻴﺠ ﹰﺔ ﻟﻸﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﺁﻧﻔﹰﺎ ﳝﻜﻨﻨﺎ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ :‬ﺗﺆﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺗﺄﺛﲑﺍ ﺃﺳﺎﺳﻴﺎ ﻭﺍﳚﺎﺑﻴﺎ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺏ‪ -‬ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﳉﺰﺋﻴﺔ‪:‬‬
‫ﺕ ﺧﺎﺻﺔ‪ ،‬ﻛﻤـﺎ ﺗﻔـﺘﺢ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬ ‫‪ -1‬ﻳﺘﻄﱠﻠﺐ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺫﺍﺕ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﹸﻓﺮﺻﹰﺎ ﺟﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ‪.‬‬
‫‪ -2‬ﺗﻠﻌﺐ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ ﰲ ﲢﺴﲔ ﺃﺩﺍﺀ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ -3‬ﻳﻌﺘﱪ ﺑﻨﺎﺀ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻬﻤﹰﺎ ﺟﺪﹰﺍ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﲢﺴﲔ ﻭﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪ -4‬ﺗﻠﻌﺐ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻭﲢﺴﲔ ﻧﺸﺎﻁ ﺍﳌﺆﺳـﺴﺔ ﺑـﺸﺮﻁ‬
‫ﺍﻗﺘﺮﺍ‪‬ﺎ ﺑﺄﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫‪ -5‬ﻳﻠﻌﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﳒﺎﺡ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﳌﺆﺳﺴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﲢـﺴﲔ ﺃﺩﺍﺀ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺛﺎﻟﺜﹰﺎ‪ -‬ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺗﻨ‪‬ﺒﻊ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻳ‪‬ﻌﺘﱪ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﺴﺎﳘ ﹰﺔ ﻧﻈﺮﻳﺔ ﰲ ﻣﻌﺎﳉﺔ ﺇﺷﻜﺎﻟﻴﺔ ﺗﺄﺛﲑ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ ﻋﻠـﻰ‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﺒﻴﺎﻥ ﻣﺪﻯ ﺃﳘﻴﺔ ﺍﻟﺘﺤﻮ‪‬ﻝ ﳓﻮ ﺍﻷﲤﺘﺔ ﻭﻣﻌﺎﳉﺔ ﳐﺘﻠﻒ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ؛ ﺑﺎﻋﺘﺒﺎﺭ ﺫﻟﻚ ﻣﻦ ﺃﻫﻢ ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﻟﻠﺪﺧﻮﻝ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻗﺘﺤﺎﻡ‬
‫ﻋﺼﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺗﺄﺛﲑ ﺫﻟﻚ ﻋﻠﻰ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ؛ ﻧﻈﺮﹰﺍ ﻷﻧﻪ ﺃﻫﻢ ﻋﻨﺼ ٍﺮ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻮ‪‬ﻝ ﻫﺬﻩ‪ ،‬ﻣـﻦ‬
‫ﺧﻼﻝ ﻣﺎ ﺃﺻﺒﺢ ﻳ‪‬ﺼﻄﻠﺢ ﻋﻠﻴﻪ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﺃﻭ ﺍﳌﻌﺮﰲ‪.‬‬
‫‪ -2‬ﳝﻜﻦ ﳍﺬﻩ ﺍﳌﺴﺎﳘﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻥ ﲡﻌﻞ ﺍﻟﺘﻌﻤ‪‬ﻖ ﰲ ﺍﳋﻮﺽ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘـﺔ ﺑﺂﺛـﺎﺭ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﲡﻨ‪‬ﺐ ﺗﻨﺎﻭﳍﺎ ﺳﻄﺤﻴﹰﺎ ﻓﻘﻂ؛ ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﻟﻠﺒﺎﺣﺜﲔ‬
‫ﺍﻋﺘﻤﺎﺩ ﻫﺬﻩ ﺍﳌﺴﺎﳘﺔ ﻣﺮﺟﻌﹰﺎ ﻧﻈﺮﻳﹰﺎ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻴﻪ ﰲ ﺗﻨﺎﻭﻝ ﻣﻮﺍﺿﻴﻊ ﺃﻛﺜﺮ ﲣﺼ‪‬ﺼﹰﺎ ﻭﺩﻗﺔ‪.‬‬
‫ﻩ‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﺺ ﺍﺳﺘﻌﻤﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻓـﺈﻥ‬ ‫‪ -3‬ﻧﻈﺮﹰﺍ ﻟﻠﺘﺸﺠﻴﻊ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ ﺍﳉﺰﺍﺋﺮ ﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣ‪‬ﺤﻔﱢﺰ ﹰﺓ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ ﻣﻨﻬﺎ ﻭﺍﳋﺎﺻﺔ؛ ﻟﻠﺘﻮﺳ‪‬ﻊ‬
‫ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺇﺩﺭﺍﺟﻬﺎ ﺿﻤﻦ ﺍﳋﹸﻄﻂ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﹸﻌﺘﻤ‪‬ﺪﺓ ﻣﻦ ﻗﺒـﻞ ﻫـﺬﻩ‬
‫ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﻻ ﺳﻴ‪‬ﻤﺎ ﺗﻠﻚ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪ -4‬ﺍﻗﺘﺮﺍﺡ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﲤﺘﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻭﻋﻠﻰ ﺁﻟﻴﺔ ﺍﻟﻌﻤـﻞ ﻋـﻦ ﺑ‪‬ﻌـﺪ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻛﻤﺪﺍﺧﻞ ﻟﺘﺤﺴﲔ ﺃﺩﺍﺀ ﻭﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺭﺍﺑﻌﹰﺎ‪ -‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺗﺘﻤﺜﱠﻞ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﻧﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻬﺎ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺣﺼﺮ ﺃﻫﻢ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﺗ‪‬ﻌ‪‬ﺒﺮ ﻋﻦ ﻣﺪﻯ ﺍﻟﺘﻄﻮ‪‬ﺭ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻭﺗﺄﺛﲑﺍ‪‬ﺎ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﰲ ﳏﺎﻭﻟ ٍﺔ ﻟﻺﺣﺎﻃﺔ ﺑﺄﻫﻢ ﻣﻔﺎﻫﻴﻢ ﻭﺧﺼﺎﺋﺺ ﻫـﺬﻩ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﻫﻢ ﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﺼﺎﺩﺭ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪.‬‬
‫‪ -2‬ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻷﳘﻴﺔ ﺍﳊﺎﻟﻴﺔ ‪‬ﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺗﺄﺛﲑﳘﺎ ﻋﻠﻰ ﺍﳌﺆﺳـﺴﺔ ﺑـﺼﻔ ٍﺔ ﻋﺎﻣـﺔ‪،‬‬
‫ﻭﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪ ،‬ﻭﺍﻟﺘﻌ ‪‬ﺮﻑ ﻛﺬﻟﻚ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﻭﺧﺼﺎﺋﺺ ﻫﺬﻩ ﺍﳌـﻮﺍﺭﺩ )ﻋﻤﺎﻟـﺔ‬
‫ﺍﳌﻌﺮﻓﺔ(‪.‬‬
‫‪ -3‬ﺩﺭﺍﺳﺔ ﺗﺄﺛﲑﺍ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﳊـ ‪‬ﺪ ﻣـﻦ ﻣـﺴﺘﻮﻳﺎﺕ ﺍﻟﺒﻄﺎﻟـﺔ‬
‫ﻭﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻻﻗﺘﺤﺎﻡ ﻣﻴﺪﺍﻥ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬
‫‪ -4‬ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺃﳘﻴﺔ ﺗﻄﺒﻴﻖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ؛ ﲝﻴﺚ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺴﺎ ِﻋﺪ ﰲ ﺗﻨﻈﻴﻢ ﺑﻴﺎﻧﺎﺕ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﻭﺗﺸﻐﻴﻠﻬﺎ ﻟﻜﻲ ﻳـﺘ ‪‬ﻢ‬
‫ﺕ ﺃﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ ﲟﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬
‫ﺕ ﳝﻜﻦ ﺃﻥ ﺗﻔﻴﺪ ﰲ ﺍ‪‬ﺗﺨﺎﺫ ﻗﺮﺍﺭﺍ ٍ‬
‫ﺇﻧﺘﺎﺟﻬﺎ ﰲ ﺻﻮﺭﺓ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺧﺎﺻ ﹰﺔ ﺇﺫﺍ ﻣﺎ ﱠﰎ ﲢﻘﻴﻖ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬
‫‪ -5‬ﺩﺭﺍﺳﺔ ﺗﺄﺛﲑ ﺑﻌﺾ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﻨـﻬﺎ‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻣﻊ ﺇﺑﺮﺍﺯ ﺩﻭﺭ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫ﺧﺎﻣﺴﹰﺎ‪ -‬ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ‪:‬‬
‫ﺇﻥ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺟﻌﻠﺘﻨﺎ ﳔﺘﺎﺭ ﺩﺭﺍﺳﺔ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻮﺍﺿﻴﻊ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫و‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﺃ‪ -‬ﻓﻴﻤﺎ ﳜﺺ ﺍﻷﺳﺒﺎﺏ ﺍﳌﻮﺿﻮﻋﻴﺔ‪:‬‬


‫‪-1‬ﺟﺎﺀ ﻫﺪﺍ ﺍﳌﻮﺿﻮﻉ ﻛﺘﻜﻤﻠﺔ ﳌﺎ ﺗﻨﺎﻭﻟﻨﺎﻩ ﰲ ﺭﺳﺎﻟﺔ ﺍﳌﺎﺟﺴﺘﲑ ؛ﲝﻴﺚ ﺗﻄﺮﻗﻨﺎ ﻓﻴﻬﺎ ﺇﱃ ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﻗﺘﺼﺎﺩ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺔ ﻭﱂ ﻧﺸﺮ ﺇﱃ ﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‪.‬‬
‫‪ -2‬ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻟﺪﻭﺭ ﺍ ﹸﳌﺘﻤ‪‬ﻴﺰ ﺍﻟﺬﻱ ﺃﺻﺒﺤﺖ ﺗﻠﻌﺒﻪ ﻛﻞ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﳌـﻮﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻱ ﰲ ﺑﻨﺎﺀ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -3‬ﺃﳘﻴﺔ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻛﻌﺎﻣ ٍﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ ﰲ ﲢﻘﻴﻖ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻨﻤﻴﺔ ﳏﻠﻴﹰﺎ ﻭﺩﻭﻟﻴﹰﺎ؛‬
‫‪ -4‬ﻋﺪﻡ ﹸﻗﺪﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ ﻋﻠﻰ ﺍﻟﻌﻴﺶ ﲟﻌﺰ ٍﻝ ﻋﻦ ﺍﻟﺘﻄ ‪‬ﻮﺭﺍﺕ ﺍﳊﺎﺻﻠﺔ ﰲ ﻣﻴﺎﺩﻳﻦ ﺗﺄﺛﲑﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻟﺪﻳﻬﺎ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺃﻫﻢ ﺃﺻ ٍﻞ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺕ ﺑﻴﺌﻴﺔ ﻭﻋﺎﳌﻴﺔ ‪‬ﺗﺠِﺒﺮ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﻛﻴﻔﻴﺔ ﺗﻨﻈﻴﻤﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﻗﻴﺎﻣﻬـﺎ‬ ‫‪ -5‬ﺑﺮﻭﺯ ﻣ‪‬ﺘﻐﻴ‪‬ﺮﺍ ‪‬‬
‫ﺑﺎﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮ ﻷﺳﺎﻟﻴﺒﻬﺎ ﰲ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻟﺘﻨﻈﻴﻢ‪.‬‬
‫ﺏ‪ -‬ﺃﻣﺎ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺬﺍﺗﻴﺔ ﻓﺘﺘﻤﱠﺜﻞ ﰲ‪:‬‬
‫‪ -1‬ﻧﻘﺺ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺧﺎﺻ ﹰﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺃﻃﺮﻭﺣﺎﺕ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻭ ﺭﺳﺎﺋﻞ ﺍﳌﺎﺟﺴﺘﲑ؛‬
‫ﺺ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺗﺄﺛﲑﻫـﺎ‬ ‫‪ -2‬ﺇﺛﺮﺍﺀ ﻣﻜﺘﺒﺔ ﺍﻟﻜﻠﻴﺔ ﲟﻮﺍﺿﻴﻊ ﺣﻴﻨﻴﺔ‪ ،‬ﻭﻫﻲ ﻣﻮﺍﺿﻊ ﲣ ‪‬‬
‫ﻋﻠﻰ ﺃﻫﻢ ﻋﻨﺼ ٍﺮ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻫﻲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺼﺺ ﰲ ﺍﳌﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﻲ ﺍﳉﺎﻣﻌﻲ؛ ﺣﻴﺚ ﻛﻨﺎ ﳕﻴﻞ ﺩﺍﺋﻤﹰﺎ ﺇﱃ ﺗﻨﺎﻭﻝ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻮﺍﺿﻴﻊ‪.‬‬ ‫‪ -3‬ﻃﺒﻴﻌﺔ ﺍﻟﺘﺨ ‪‬‬
‫ﺳﺎﺩﺳﹰﺎ‪ -‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬
‫ﺇﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﲤ ﱠﻜﻨﺎ ﻣﻦ ﺍﻻﻃﻼﻉ ﻋﻠﻴﻬﺎ ﰲ ﺳﻴﺎﻕ ﲝﺜﻨﺎ ﻫﺬﻩ ﺗﺘﻤﱠﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﻘﺪﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﺎﺟـﺴﺘﲑ ﰲ‬
‫ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ﻛﻤﺎﻝ ﻧﺴﻴﻢ ﳏﻤﺪ ﺳﻠﻴﻢ‪ ،‬ﺃﻛﺎﺩﳝﻴﺔ ﺍﻟﺴﺎﺩﺍﺕ ﻟﻠﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳـﺔ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ .2002 ،‬ﻭﻗﺪ ﺗﻌ ‪‬ﺮﺿﺖ ﺍﻟﺮﺳﺎﻟﺔ ﺃﻭ ﹰﻻ ﺇﱃ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟـﱵ ﺭﻛﱠـﺰﺕ ﻋﻠﻴﻬـﺎ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﰒ ﺇﱃ ﻣﺮﺍﺣﻞ ﻭﻛﻴﻔﻴﺔ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﱵ ﺃﺣﺪﺛﺘﻬﺎ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﲢﺪﻳﺪ ﻫﺬﻩ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‪ ،‬ﻭﺑﻌﺪﻫﺎ ﺗﻄ ‪‬ﺮﻕ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﻃﺮﻕ ﺗﻨﻔﻴﺬ ﺍﻟﺘـﺪﺭﻳﺐ ﻣـﻦ‬
‫ﺧﻼﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻳﻦ ﻗﺎﻡ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﺴﻴﺎﻗﲔ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﻠﺘﻨﻔﻴﺬ ﻭﺳـﻴﺎﻕ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﺣﻴﺚ ﺃﺷﺎﺭ ﺇﱃ ﻛﻞ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳـﺎﺋﻂ‬
‫ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﻴﺖ‪ ،‬ﻭﰲ ﺍﻟﻔﺼﻞ ﺍﳌﻮﺍﱄ ﺭﺑﻂ ﺍﻟﺒﺎﺣﺚ ﺑﲔ ﺍﶈﺘـﻮﻯ ﺍﻟﺘـﺪﺭﻳﱯ‬
‫ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﱄ ﺗﻨﺎﻭﻝ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻧﺘـﻬﺖ‬
‫ز‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﺳﺘﻘﺼﺎ ٍﺀ ﻗﺎﻡ ﺑﻪ ﺍﻟﺒﺎﺣﺚ ﰲ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻤﺎﻧﻴﺔ ﻋﻠﻰ ﳎﻤﻮﻋـ ٍﺔ ﻣـﻦ ﺍﳌﹸـﺪ ‪‬ﺭﺑﲔ‬
‫ﻭﺍ ﹸﳌﺘﺪ ‪‬ﺭﺑﲔ ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﺭﺿﺎﻫﻢ ﻋﻦ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺧﻠﹸـﺺ ﺇﱃ ﺃﻥ ﻫﻨـﺎﻙ ﻋﻼﻗـ ﹰﺔ‬
‫ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﺗﻄﻮﻳﺮ ‪‬ﻣﺪ ‪‬ﺧﻼﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻧﺘﺸﺎﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺃﻥ ﺩﺭﺟﺔ ﺗﻘ‪‬ﺒﻞ‬
‫ﺍﻷﻓﺮﺍﺩ ﻟﻠﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺗﺘﺄﱠﺛﺮ ﲟﺠﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﻫﻲ‪ :‬ﺍﳋﱪﺓ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﺍﻟﺒﻴﺌﺔ‬
‫ﺍﶈﻴﻄﺔ‪... ،‬ﺍﱁ‪.‬‬
‫‪ -‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ ﻣﺪﻳﺮﻳـﺔ ﺍﻟـﺼﻴﺎﻧﺔ‬
‫ﻟﺴﻮﻧﺎﻃﺮﺍﻙ ﺑﺎﻷﻏﻮﺍﻁ‪،‬ﺭﺳﺎﻟﺔ ﻣﻘﺪﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﲑ ‪،‬ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ﻣﺮﺍﺩ ﺭﺍﻳـﺲ‪،‬‬
‫ﻗﺴﻢ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﻓﺮﻉ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ ﲜﺎﻣﻌـﺔ ﺍﳉﺰﺍﺋـﺮ‬
‫‪.2005-2004‬ﻭﻗﺪ ﻋﺎﰿ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﺇﺷﻜﺎﻟﻴﺔ ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠـﻰ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ؛ﲝﻴﺚ ﻗﺎﻡ ﰲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﺑﺘﺤﻠﻴﻞ ﻣﻔﻬﻮﻡ ﻭﺃﺩﻭﺍﺕ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﰒ ﺗﻄ ‪‬ﺮﻕ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ ﺇﱃ ﻣﺮﺗﻜﺰﺍﺕ ﺍﻷﻋﻤﺎﻝ ﰲ ﻋﺼﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﺘﻄﻠﺒﺎﺗـﻪ ﻣـﻦ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬ﻭﺍﻧﺘﻬﻰ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ﺇﱃ ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻣﺪﻳﺮﻳﺔ ﺍﻟﺼﻴﺎﻧﺔ ﳌﺆﺳﺴﺔ ﺳﻮﻧﺎ ﻃـﺮﺍﻙ‪ ،‬ﻭ‬
‫ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺃﻧﻪ ﺗﺆﺩﻱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﲢﺴﲔ ﺍﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺇﻻ ﺃﻧﻪ ﻣﺎ ﻳﻌﺎﺏ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ ﻫﻮ ﺗﻨﺎﻭﳍﺎ ﻓﻘﻂ ﻣﻔﺎﻫﻴﻢ ﻋﺎﻣﺔ ﺩﻭﻥ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﺗﻔﺎﺻﻴﻞ ﺗـﺄﺛﲑ ﻫـﺬﻩ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺃﺛﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ )ﺑﺎﻟﺘﻄﺒﻴﻖ ﻋﻠـﻰ ﺑﻴـﺖ ﺍﻟﺘﻤﻮﻳـﻞ‬
‫ﺍﻟﻜﻮﻳﱵ(‪ ،‬ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ﻓﺆﺍﺩ ﻓﺎﻳﺪ ﻓﺆﺍﺩ ﺍﻟﺮﺷﻴﺪﻱ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﻘﺪﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﲑ ﰲ‬
‫ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ .2006 ،‬ﻭﻗﺪ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺪﺭﺍﺳـﺔ‬
‫ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻠﻚ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑـﺎﻷﺩﺍﺀ ﺍﻟـﻮﻇﻴﻔﻲ ﻭﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﱠﰎ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺃﻳﻦ ﱠﰎ ﺍﺧﺘﺒﺎﺭ ﺻـﺤﺔ‬
‫ﺍﻟﻔﺮﺿﻴﺎﺕ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﺒﻴﺎﻥ؛ ﺣﻴـﺚ ﺧﻠﹸـﺼﺖ ﺍﻟﺪﺭﺍﺳـﺔ ﺇﱃ ﺃﻥ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺰﻳﺪ ﻣﻦ ﻓﺎﻋﻠﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ؛ ﻏﲑ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﱂ ‪‬ﺗﻠ ‪‬ﻢ ﲜﻤﻴﻊ ﺗﻄﺒﻴﻘـﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺳﺎﺑﻌﹰﺎ‪ -‬ﺍﳌﻨﻬﺞ ﺍ ﹸﳌﺘ‪‬ﺒﻊ ﰲ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺍﻋﺘﻤﺪﻧﺎ ﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﺍﳌﻨﻬﺠﲔ ﺍﻻﺳﺘﻘﺮﺍﺋﻲ ﻭﺍﻻﺳﺘﻨﺒﺎﻃﻲ ﻣﻊ ﺍﺳـﺘﺨﺪﺍﻡ ﻷﺳـﺎﻟﻴﺐ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻭﺍﻟﻮﺻﻔﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺪﻭﺭﻳﺎﺕ ﻭﺍﻟﻜﺘﺐ ﺍﻟﱵ‬
‫ح‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﺗﻨﺎﻭﻟﺖ ﻣﻮﺿﻮﻋﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻛﻤﺎ ﱠﰎ ﺍﻻﻋﺘﻤﺎﺩ ﻛـﺬﻟﻚ‬
‫ﻋﻠﻰ ﺑﻌﺾ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻟﺘﺄﻛﻴﺪ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻈﺮﻳﺔ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺛﺎﻣﻨﹰﺎ‪ -‬ﺣﺪﻭﺩ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻳﻨﺪﺭﺝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺿﻤﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ﺍﻹﺣﺎﻃﺔ ﲟﺨﺘﻠﻒ ﺍﳌﻔـﺎﻫﻴﻢ ﺍ ﹸﳌﺘﻌﱢﻠﻘـﺔ‬
‫ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻠـﻰ ﺍﻹﺷـﻜﺎﻟﻴﺔ ﺍﳌﻄﺮﻭﺣـﺔ‬
‫ﻭﺍﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺎ‪‬ﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﺳﻠﻮﺏ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻷﻛﺎﺩﳝﻲ‪ ،‬ﻭﻧﻈﺮﹰﺍ ﻟﻄﺒﻴﻌﺔ ﺍﳌﻮﺿﻮﻉ ﺭﺃﻳﻨﺎ ﺍﻟﺘﺮﻛﻴـﺰ‬
‫ﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
‫ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻈﺮﻱ ﺗﺎﺭﻛﲔ ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻟﺪﺭﺍﺳﺎ ٍ‬
‫‪ -1‬ﺍﻟ‪‬ﺒﻌﺪ ﺍﳌﻔﺎﻫﻴﻤﻲ‪ :‬ﻧﻈﺮﹰﺍ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻹﺷﻜﺎﻟﻴﺔ ﻓﺈﻧﻨﺎ ﺗﻨﺎﻭﻟﻨﺎ ﺍﻟﻌﺪﻳﺪ ﻣـﻦ‬
‫ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺧﺼﻮﺻﹰﺎ ﲟﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺯﻳﺎﺩ ﹰﺓ ﻋﻠﻰ ﺗﻌﺮﻳﻒ ﺑﻌﺾ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﺑﻜﺜﺮﺓ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ -2‬ﺍﻟ‪‬ﺒﻌﺪ ﺍﻟﺰﻣﺎﱐ‪ :‬ﻳﺘﻮﺍﻓﻖ ﺳﻴﺎﻕ ﲝﺜﻨﺎ ﻫﺬﺍ ﻣﻊ ﺍﻟﺘﺤ ‪‬ﻮﻻﺕ ﺍﻟﱵ ﺗـﺸﻬﺪﻫﺎ ﺍﻷﺳـﻮﺍﻕ ﺍﻟﻌﺎﳌﻴـﺔ ﻧﺘﻴﺠـ ﹰﺔ‬
‫ﻟﻠﺘﻄ ‪‬ﻮﺭﺍﺕ ﺍ ﹸﳌﺬﻫﻠﺔ ﺍﻟﱵ ﺃﺣﺪﺛﻬﺎ ﺍﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺍﺳﻊ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ؛ ﳑـﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺃﻥ‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﻧﺘﻘﻠﺖ ﻣﻦ ﺍﻟﻌﻴﺶ ﻭﺳﻂ ﳎﺘﻤ ٍﻊ ‪‬ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤ ٍﻊ ‪‬ﻳﻄﻠﻖ ﻋﻠﻴـﻪ ﳎﺘﻤـﻊ‬
‫ﺕ ‪‬ﻣﺘﻌﱢﻠﻘﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ ﺑﻀﺮﻭﺭﺓ ‪‬ﻣﻮﺍ ﹶﻛﺒـﺔ ﻛـﻞ‬
‫ﺕ ﻭﻭﺍﺟﺒﺎ ٍ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻣﺎ ﺃﺻﺒﺢ ﻳﻔﺮﺽ ﻋﻠﻴﻬﺎ ﻣﻦ ﲢ ‪‬ﺪﻳﺎ ٍ‬
‫ﺗﻄ ‪‬ﻮ ٍﺭ ﺃﻭ ﺗﻐﻴ ٍﲑ ﳛ ‪‬ﺪﺙ ﰲ ﺑﻴﺌﺘﻬﺎ‪.‬‬
‫‪ -3‬ﺍﻟ‪‬ﺒﻌﺪ ﺍﳌﻜﺎﱐ‪ :‬ﺗﻘﺘﻀﻲ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﳌﻄﺮﻭﺣﺔ ﻋﺪﻡ ﺭﺑﻂ ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺆﺳﺴ ٍﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﰲ ﺩﻭﻟﺔ ‪‬ﻣﺘﻘ ‪‬ﺪﻣﺔ ﺃﻭ ﻏﲑ ‪‬ﻣﺘﻘ ‪‬ﺪﻣﺔ‪ ،‬ﻛﻤﺎ‬
‫ﺗﻔﺎﺩﻳﻨﺎ ﺍﻟﺘﻄ ‪‬ﺮﻕ ﺇﱃ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳉﺰﺍﺋﺮﻳﺔ؛ ﻧﻈﺮﹰﺍ ﻟﻠﻄﺒﻴﻌﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻟﻠﺒﺤﺚ‪ ،‬ﻭﳏﺎﻭﻟﺘﻨﺎ ﺗﻌﻤﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠـﻰ‬
‫ﻛﺎﻓﺔ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻬﺎ‪ :‬ﺇﺩﺍﺭﻳﺔ ﺃﻭ ﺍﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻋﻤﻮﻣﻴﺔ ﺃﻭ ﺧﺎﺻﺔ‪.‬‬
‫ﺗﺎﺳﻌﹰﺎ‪ -‬ﲢﺪﻳﺪ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺯﻳﺎﺩ ﹰﺓ ﻋﻠﻰ ﺗﻌﺮﻳﻒ ﻭﲢﺪﻳﺪ ﳐﺘﻠﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺳﻴﺎﻕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺍﺭﺗﺄﻳﻨـﺎ ﺃﻥ ﻧـﺒﲔ‬
‫ﻑ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﺑﻐﺮﺽ ﺗﻮﺣﻴﺪ ﻣﻔﻬﻮﻣﻬﺎ‪:‬‬ ‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﳏ ﱠﻞ ﺍﺧﺘﻼ ٍ‬
‫‪ -‬ﻣﺼﻄﻠﺢ "ﻭﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ " ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﺍﻟﻜﻴﺎﻥ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺍﻟﺬﻱ ﳜﺘ ‪‬‬
‫ﺺ ﺑﺈﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ :‬ﻫﻲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﺘﻌﺎ ‪‬‬
‫ﺿﺪ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺑﲔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ )ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ(‪ ،‬ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ )ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ(‪.‬‬
‫ط‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫‪ -‬ﺍﳌﺆﺳﺴﺔ‪ :‬ﻫﻲ ﻛﻞ ﻭﺣﺪ ٍﺓ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻓﻨﻴﺔ ﺃﻭ ﺻﻨﺎﻋﻴﺔ ﺃﻭ ﲡﺎﺭﻳﺔ ﻳﻌﻤﻞ ﻓﻴﻬﺎ ﻋﻤﺎﻝ‪ ،‬ﻭ‪‬ﺪﻑ ﺇﱃ ﺇﻧﺘـﺎﺝ‬
‫ﻱ ﻧﻮﻉ‪.‬‬
‫ﺕ ﻣﻦ ﺃ ‪‬‬
‫ﺳﻠﻊ ﺃﻭ ﺗﺴﻮﻳﻘﻬﺎ ﺃﻭ ﺗﻘﺪﱘ ﺧﺪﻣﺎ ٍ‬
‫‪ -‬ﺍﻟﻌﺎﻣﻞ‪ :‬ﻫﻮ ﻛﻞ ﺫﻛ ٍﺮ ﺃﻭ ﺃﻧﺜﻰ ﻳﻌﻤﻞ ﻟﻘﺎﺀ ﺃﺟﺮ ﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻪ ﰲ ﺧﺪﻣﺔ ﺻﺎﺣﺐ ﺍﻟﻌﻤـﻞ ﻭﲢـﺖ‬
‫ﺇﺩﺍﺭﺗﻪ ﺃﻭ ﺇﺷﺮﺍﻓﻪ ﻭﻟﻮ ﻛﺎﻥ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻧﻈﺮﻩ‪.‬‬
‫‪ -‬ﺍﻷﲤﺘﺔ‪ :‬ﻫﻲ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻓ‪‬ﺘﺮ‪‬ﺗﺐ ﺃﻭ ‪‬ﺗﺒ ‪‬ﻮﺏ ﺃﻭ ‪‬ﺗﻌﺎﹶﻟﺞ ﺣﺴﺎﺑﻴﹰﺎ‪ ،‬ﺃﻭ ﻏﲑ ﺫﻟﻚ‬
‫ﻣﻦ ﺍﳌﻌﺎﳉﺎﺕ؛ ﳑﺎ ‪‬ﻳﺸﻜﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﱵ ﺇﻣﺎ ﺃﻥ ‪‬ﺗﺨ ‪‬ﺰﻥ ﻓ‪‬ﻴﺸ ﱢﻜﻞ ﺗﺮﺍ ﹸﻛﻤﻬﺎ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﻭ ﺇﻣـﺎ ﺃﻥ ‪‬ﻳﻌـﺎﺩ‬
‫ﻣﻌﺎﳉﺘﻬﺎ ﻛﺘﻐﺬﻳ ٍﺔ ﺭﺍﺟﻌﺔ‪.‬‬
‫ﻋﺎﺷﺮﹰﺍ‪ -‬ﺧﻄﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻟﻘﺪ ﻗﻤﻨﺎ ﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺇﺷﻜﺎﻟﻴﺔ ﺗﺄﺛﲑ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠـﻰ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﱵ ﰎ ﻃﺮﺣﻬﺎ ﻣﻦ ﺧﻼﻝ ﲬﺴﺔ ﻓﺼﻮﻝ ﺗﻨﺎﻭﻟﻨـﺎ ﻓﻴﻬـﺎ‬
‫ﻣﺎﻳﻠﻲ‪:‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺧﺼ‪‬ﺼﻨﺎ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻟﻺﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ؛ ﺣﻴـﺚ ﱠﰎ‬
‫ﺍﻟﺘﻄ ‪‬ﺮﻕ ﺇﱃ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﻜﻞ ﻣﻦ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻛﺬﺍ ﻣﻔﻬﻮﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺩﻭﺭﻫﺎ ﰲ ﺍﻟﺘﺸﻐﻴﻞ ﻭﻗﺪ ﺣﺎﻭﻟﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺍﻹﳌﺎﻡ ﲟﺨﺘﻠﻒ ﺍﳌﺼﻄﻠﺤﺎﺕ‪.‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪ :‬ﺧ ‪‬‬
‫ﺼﺺ ﻟﺪﺭﺍﺳﺔ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻇﻞ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ؛ ﲝﻴﺚ ﱠﰎ ﺍﻟﺘﻄـ ‪‬ﺮﻕ ﺇﱃ‬
‫ﻣﺎﻫﻴﺔ ﺍﻟ‪‬ﻨﻈﻢ ﻭ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺃﻧﻮﺍﻋﻬﺎ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻄﺮﻗﻨﺎ ﺇﱃ ﳐﺘﻠﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﰒ ﺇﱃ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ‪ ،‬ﺑﺪﺭﺍﺳﺔ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﰒ ﺇﱃ ﺩﺭﺍﺳـﺔ ‪‬ﻧﻈـﻢ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﱠﰎ ﲣﺼﻴﺼﻪ ﻟﺪﺭﺍﺳﺔ ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺮ‪‬ﻕ ﺇﱃ ﻣﻔﻬﻮﻣﻬﺎ‪ ،‬ﺧﺼﺎﺋﺼﻬﺎ‪ ،‬ﺇﳚﺎﺑﻴﺎ‪‬ـﺎ ﻭﺳـﻠﺒﻴﺎ‪‬ﺎ‪ ،‬ﻭﺷـﺮﻭﻁ‬
‫ﳒﺎﺣﻬﺎ‪ ،‬ﻣ‪‬ﺘﻤﺜﱢﻠ ﹰﺔ ﰲ ﺃﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻧﺘﻬﻴﻨﺎ ﻓﻴﻪ ﺇﱃ ﺩﺭﺍﺳﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺪﺀﺍ ﺑﺎﻟﺘﻄﺮ‪‬ﻕ ﺇﱃ ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰒ‬
‫ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﺍﻧﺘﻬﺎﺀ ﺑﺄﺩﻭﺍﺕ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‪.‬‬
‫ﺍﻟﻔﺼــﻞ ﺍﻷﻭﻝ‬

‫ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬


‫‪2‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﲤﻬﻴﺪ‬
‫ﺗﻌﻮﺩ ﺑﺪﺍﻳﺔ ﻇﻬﻮﺭ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺇﱃ ﺍﻷﺭﺑﻌﻴﻨﻴﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ ،‬ﻣﻊ ﻇﻬﻮﺭ ﺍﳉﻴـﻞ ﺍﻷﻭﻝ‬
‫ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﺪﻑ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺇﺟﺮﺍﺀ ﻛﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻛﺎﻥ ﳝﻜـﻦ ﺃﻥ ﺗـﺴﺘﻐﺮﻕ‬
‫ﺳﻨﻮﺍﺕ ﻟﻮ ﻗﺎﻡ ‪‬ﺎ ﺍﻟﺒﺸﺮ‪ ،‬ﻭﻣﻊ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﻄﻮ‪‬ﺭ ﻭﻇﻬﻮﺭ ﺍﳉﻴﻞ ﺍﳋﺎﻣﺲ ﻣـﻦ ﺍﳊﻮﺍﺳـﻴﺐ‪ ،‬ﺃﺻـﺒﺤﺖ‬
‫‪‬ﺗﺴﺘﺨﺪﻡ ﰲ ﲨﻴﻊ ﳎﺎﻻﺕ ﻭﻣﻮﺍﻗﻊ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻣﻌﻪ ﺃﺻﺒﺤﺖ ﺍﳌﺴﺎﺣﺔ ﺍﻟﺰﻣﻨﻴﺔ ﺃﻛﱪ ﻟﻜﻲ ﻳﻌﻤـﻞ ﺍﻟﻌﻘـﻞ‬
‫ﺍﻟﺒﺸﺮﻱ ﺑﺸﻜ ٍﻞ ﺃﻛﱪ‪ .‬ﺇﻥ ﺑﻴﺖ ﺍﻟﻘﺼﻴﺪ ﰲ ﻛﻞ ﺫﻟﻚ ﻫﻮ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻌﻘﻞ ﺍﻟﺒﺸﺮﻱ ﰲ ﺗﻄـﻮﻳﺮ‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺃﻗﺼﻰ ﺩﺭﺟﺎﺕ ﺍﻟﺮﻓﺎﻫﻴﺔ ﻟﻺﻧﺴﺎﻥ‪.‬‬
‫ﻭﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﳌﻌﺮﻭﻑ ﻟﺪﻯ ﺍﻻﻗﺘﺼﺎﺩﻳﲔ ﺍﻟﻴﻮﻡ‪ ،‬ﺃ‪‬ﻢ ﻳﻌﻤﻠﻮﻥ ﻋﻠﻰ ﺇﺩﺧﺎﻝ ﻋﺎﻣﻞ ﺍﳌﻌﺮﻓﺔ ﺑﺸﻜ ٍﻞ‬
‫ﻣﺒﺎﺷﺮ ﻭﻭﺍﺿﺢ ﰲ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻣﺜﻞ "ﻧﻈﺮﻳﺔ ﺍﻟﻨﻤﻮ ﺍﳉﺪﻳﺪﺓ"‪ .‬ﻓﺎﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻨﻤﻴـﺔ ﻭﺑـﲔ ﺗﻮﻟﻴـﺪ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺃﺻﺒﺤﺖ ﻭﺍﺿﺤﺔ‪ ،‬ﻭﺗﺪﻝﱡ ﺍﻹﺣﺼﺎﺀﺍﺕ ﻋﻠﻰ ﺃﻥ ﺃﻛﺜﺮ ﻣﻦ ‪ %50‬ﻣـﻦ ﺍﻟﻨـﺎﺗﺞ‬
‫ﺍﻹﲨﺎﱄ ﰲ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﻣﺒﲏ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﻨﻤﻮ ﰲ ﻗﻄﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﻭﺭﻭﺑﺎ ﻳﺒﻠﻎ ‪ ،%30‬ﺃﻱ‬
‫ﻣﺎ ﻳﻌﺎﺩﻝ ﲬﺴﺔ ﺃﺿﻌﺎﻑ ﳕﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﻡ ﰲ ﺃﻭﺭﻭﺑﺎ ﺍﻟﺒﺎﻟﻎ ‪ %6‬ﻋﺎﻡ ‪ ،2000‬ﻛﻤﺎ ﺗﻘﺪﺭ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﺍﻟﱵ ﺃﺟﺮ‪‬ﺎ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺃﻥ ﻣﺴﺎﳘﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﺘﻘﺪﻡ ﺍﳌﻌﺮﰲ ﺗﺸﻜﻞ ‪ %80‬ﻣﻦ ﺍﻟﻌﺎﻣـﻞ‬
‫ﺍﻟﻜﻠﻲ ﻟﻨﻤﻮ ﺍﻹﻧﺘﺎﺟﻴﺔ)‪.(1‬‬
‫ﻼ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻥ ﺫﻟـﻚ‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﻓﺎﻥ ﻣﺎ ﺣ ﱠﻘﻘﻪ ﺍﻹﻧﺴﺎﻥ ﳎﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺮﻗﻤﻴﺔ ﻳﻌﺘﱪ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﻣﺬﻫ ﹰ‬
‫ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﻣﺴﺘﻮﻯ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ‪ .‬ﻭﻧﻈﺮﹰﺍ ﳌﺪﻯ ﺍﻟﺘـﺮﺍ‪‬ﺑﻂ ﻣـﺎ ﺑـﲔ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ؛ ﺣﻴﺚ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺔ ﺗ‪‬ﺼﺒﺢ ﺑﻼ ﺟﺪﻭﻯ ﺩﻭﻥ ﺗﺒﺎﺩﳍﺎ ﻋﻦ ﻃﺮﻳﻖ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻛﻤﺎ‬
‫ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺫﺍ‪‬ﺎ ﻻ ﺗﺘ ‪‬ﻢ ﺇﻻ ﺑﻨﻘﻞ ﻣﻌﻠﻮﻣﺔ ﻣﺎ‪ .‬ﻟﺬﺍ ﻓﻔﻲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺳـﻨﺘﻨﺎﻭﳍﻤﺎ ﻛﺘﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﻭﺍﺣﺪﺓ ﻫﻲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺍﻹﻧﺘﺮﻧﺖ ﻛﺄﺣﺪ ﺍﳌﻈﺎﻫﺮ ﺍﻷﺳﺎﺳﻴﺔ ‪‬ﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ‪.‬‬

‫‪.2007‬‬ ‫)‪ ،http://www.arabcin.net/al_arabia_mag/modules.php?name (1‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺃﻛﺘﻮﺑﺮ‬


‫‪3‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﻣﺠﺘﻤﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻤﻌﺮﻓﺔ‬
‫ﻳﺸﻬﺪ ﺍﻟﻌﺎﱂ ﻣﻨﺬ ﻋﻘﺪﻳﻦ ﻣﻦ ﺍﻟﺰﻣﻦ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻧ‪‬ﺴ ‪‬ﻤﻴ‪‬ﻪ ﺑﻈﺎﻫﺮﺓ ﺗﻔﺠ‪‬ﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺩﻻﻟ ٍﺔ ﻋﻠـﻰ‬
‫ﺍﻟﺘﻘﺪ‪‬ﻡ ﰲ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻛﺎﻓﺔ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺳـﻠﻌ ﹰﺔ ﻭﺻـﻨﺎﻋﺔ‪،‬‬
‫ﻟﻠﺪﺭﺟﺔ ﺍﻟﱵ ﺧﻠﱠﻔﺖ ﻭﺭﺍﺀﻫﺎ ﻣﺎ ﺃﲰﺎﻩ ﺑﻴﻞ ﻏﻴﺘﺲ)‪ (1‬ﺑﺴﻮﻕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻜﻮﻧﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﻓﻴﻬـﺎ ﺗﺒـﺎﺩﻝ‬
‫ﺍﳋﺪﻣﺎﺕ ﻭﺍﻟﺴﻠﻊ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻹﻧﺴﺎﻧﻴﺔ ﰲ ﺁ ٍﻥ ﻭﺍﺣﺪ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺇﻥ ﺍﻟﺘﺤﻮ‪‬ﻝ ﺍﻟﺬﻱ ﺃﺻﺎﺏ ﺍ‪‬ﺘﻤﻌﺎﺕ ﰲ ﺍﻟﻌﺎﱂ ﻭﺍﳌﹸﺘﻤﺜﱢﻞ ﺑﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻗﺘﻨﺎﺀ ﺃﺩﻭﺍﺕ ﺍﻟﺬﻛﺎﺀ‪،‬‬
‫ﻭﺳﻴﻄﺮﺓ ﺍﻷﻗﻮﻳﺎﺀ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻣﺎ ﻫﻲ ﺇﻻ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓـﺔ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺗﻄﻮﻳﻌﻬـﺎ‬
‫ﳌﺼﻠﺤﺘﻬﻢ‪ .‬ﻫﺬﺍ ﻣﺎ ﺃﺩ‪‬ﻯ ﺑﺎﻟﺪﻭﻝ ﺍﻟﻐﻨﻴﺔ ﺑﺎﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺗﻐﻴﲑ ﺍﻟﺘﺮﻛﻴﺒﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﺠﺘﻤـﻊ‪،‬‬
‫ﺐ ﺍﺟﺘﻤﺎﻋﻲ ﺟﺪﻳﺪ ﻳﺴﺘﻨﺪ ﻭﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻛﺎﻓﺔ ﺍ‪‬ﺎﻻﺕ)‪.(2‬‬ ‫ﻭﻇﻬﻮﺭ ﺗﺮﻛﻴ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ ‪:‬ﺗﻌﺮﻳﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺍﺷ‪‬ﺘ ﱠﻘﺖ ﻛﻠﻤﺔ ﻣﻌﻠﻮﻣﺎﺕ)‪ (3‬ﻣﻦ ﺍﻷﺻﻞ ﺍﻟﻼﺗﻴﲏ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﻌﲏ ﺗﻌﻠﻴﻢ ﺍﳌﻌﺮﻓﺔ ﻭﻧﻘﻠﻬﺎ‪ .‬ﻭﰲ ﻓﺮﻧﺴﺎ‬
‫ﻛﺎﻧﺖ ﺗ‪‬ﺸﲑ ﻛﻠﻤﺔ ﻣﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻮﺳﻄﻰ ﺇﱃ ﻋﻤﻠﻴﺎﺕ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧﻘﻠﻬﺎ ﻭﺗﻮﺛﻴﻘﻬﺎ ﺭﲰﻴﺎﹰ‪،‬‬
‫ﻭﺗ‪‬ﺸﺘﻖ‪ ‬ﻛﻞ ﺍﳌﻌﺎﱐ ﺍﳌﻌﺎﺻﺮﺓ ﻣﻦ ﺍﻷﺻﻞ ﺍﻟﻼﺗﻴﲏ ﺍﻟﻔﺮﻧﺴﻲ‪.‬‬
‫ﻭ ﳝﻜﻦ ﺇﻋﻄﺎﺀ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺘﺎﻟﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺙ ﻗﺎﺑﻞ ﻷ ﹾﻥ ‪‬ﻳﻌ ‪‬ﺮﻑ )ﺑﻮﺍﺳﻄﺔ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﻠﻴﻞ( ﻭ‪‬ﻳ‪‬ﺘﺼﻞ ﺑـﻪ )ﺑﻮﺍﺳـﻄﺔ ﻋﻤﻠﻴـﺔ‬ ‫‪ » -‬ﺍﳌﻌﻠﻮﻣﺔ ﻫﻲ ﺣﺎﺩ ﹲ‬
‫ﺍﻟﺘﺤﻮﻳﻞ(؛ ﺗﺄﺧﺬ ﻗﻴﻤﺔ ﻭﺗ‪‬ﺼﺒﺢ ﺇﺷﺎﺭﺓ‪ ،‬ﺭﻣﺰ ﺃﻭ ﻭﺣﺪﺓ ﻟﻠﻤﻌﲎ؛ ﻣﺎﺩﺓ ﺃﻭﻟﻴﺔ ﻟﻠﻤﻌﺮﻓﺔ ‪‬ﺗﺴﻬﻢ ﰲ ﺗﻮﻟﻴﺪﻫﺎ‬
‫ﻭﻫﻴﻜﻠﺘﻬﺎ؛ ﳝﻜﻦ ﲢﻮﻳﹸﻠﻬﺎ ﺇﱃ ﻭﺣﺪﺓ ﻣﻌﻄﻴﺎﺕ )ﻭﺣﺪﺍﺕ ﲣﺰﻳﻦ(‪ ،‬ﲤﺜﻴﻠﻴﺔ )ﺻﻮﺭ‪ ،‬ﳕﺎﺫﺝ(‪ ،‬ﺃﻭ ﻣﺮﺍﺟﻊ‬
‫ﺿﻤﻨﻴﺔ )ﺇﺣﺴﺎﺱ‪.(4) « (... ،‬‬

‫ﺑﻴﻞ ﻏﻴﺘﺲ‪ :‬ﺇﻣﱪﺍﻃﻮﺭ ﺻﻨﺎﻋﺔ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﰲ ﺍﻟﻌﺎﱂ ﻭﺻﺎﺣﺐ ﺷﺮﻛﺔ ﻣﻴﻜﺮﻭﺳﻮﻓﺖ ﻟﻠﱪﳎﻴﺎﺕ‪.‬‬ ‫)‪(1‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2004 ،1‬ﺹ ‪.42‬‬ ‫)‪(2‬‬

‫‪.Information‬‬ ‫)‪(3‬‬
‫‪(4) Encyclopédie de la gestion et du management, DALLOZ édition, France, p479.‬‬
‫‪4‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ » -‬ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﱠﰎ ﺇﻋﺪﺍﺩﻫﺎ ﻟﺘ‪‬ﺼﺒﺢ ﰲ ﺷﻜ ٍﻞ ﺃﻛﺜﺮ ﻧﻔﻌﹰﺎ ﻟﻠﻔﺮﺩ ﻣﺴﺘﻘﺒﻠﻬﺎ‪ ،‬ﻭﺍﻟﱵ ﳍﺎ ﻗﻴﻤ ﹲﺔ‬
‫‪‬ﻣﺤ ‪‬ﺮﻛﺔ ﰲ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﱄ ﺃﻭ ﺍﳌﺘﻮﱠﻗﻊ ﺃﻭ ﰲ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍﺗ‪‬ﺨﺎﺫﻫﺎ «)‪.(1‬‬
‫‪ » -‬ﺍﳌﻌﻠﻮﻣﺔ ﻫﻲ ﻣ‪‬ﻨ‪‬ﺘ ‪‬ﺞ ‪‬ﻣﻮ ‪‬ﺟﻪ ﻟﻼﺳﺘﻬﻼﻙ‪ ،‬ﻗﺎﺑ ﹲﻞ ﻟﻠﺘﺨﺰﻳﻦ‪ ،‬ﺍﻟﺘﺤﻮﻳﻞ‪ ،‬ﻭﺍﳌﻌﺎﳉﺔ؛ ‪‬ﻳﺸ ﱢﻜﻞ ﻣـﻮﺭﺩﹰﺍ ﻫﺎﻣـﹰﺎ‬
‫ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﻣﻮﺍﺩ ﺃﻭﻟﻴﺔ ﺩﺍﺧﻞ ﻋﻤﻠﻴﺔ ﲢﻮﻳﻞ‪ ،‬ﻭﻫﻲ ﺗ‪‬ﻤﺜﱢﻞ ﻛﺬﻟﻚ ﺍﻟﻄﺎﻗﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺤﻮﻳـﻞ‬
‫ﻫﺬﻩ‪ ،‬ﻭﺗﺘﻤ‪‬ﻴﺰ ﺑﺎﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ)‪:(2‬‬
‫‪ -‬ﻭﺻﻔﻴﺔ )ﻣﻼﺣﻈﺎﺕ‪ ،‬ﻗﻴﺎﺳﺎﺕ‪ ،‬ﺃﺣﺪﺍﺙ(؛‬
‫‪ -‬ﲢﻠﻴﻠﻴﺔ )ﻣﻨﻄﻖ‪ ،‬ﺑﺮﻫﺎﻥ(؛‬
‫‪ -‬ﺗﻔﺴﲑﻳﺔ )ﻓﺮﺿﻴﺎﺕ‪ :‬ﻋﻠﻮﻡ‪ ،‬ﺗﺎﺭﻳﺦ‪ ،‬ﻓﻠﺴﻔﺔ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﻟﻠﻔﺤﺺ ﻭﺍﻟﻨﻘﺪ(؛‬
‫‪ -‬ﺗﻨ‪‬ﺒﺆﻳﺔ )ﺗﻘﺪﻳﺮﺍﺕ‪ ،‬ﺍﺣﺘﻤﺎﻻﺕ(؛‬
‫‪ -‬ﺍﲰﻴﺔ )ﻗﻮﺍﻧﲔ‪ ،‬ﺗﻨﻈﻴﻤﺎﺕ‪ ،‬ﻣﺨ ﱠﻄﻄﺎﺕ‪ ،‬ﺟﺪﺍﻭﻝ ﻣﻮﺍﻋﻴـﺪ‪ ،‬ﻗﻮﺍﻋـﺪ‪ ،‬ﺧـﺼﻮﺻﻴﺎﺕ‪ ،‬ﺭﺳـﻮﻣﺎﺕ‬
‫ﺗﻌﻠﻴﻤﺎﺕ(؛‬
‫‪ -‬ﲣﻴﻠﻴﺔ )ﻓﻨﻮﻥ(؛‬
‫‪ -‬ﺇﻗﻨﺎﻋﻴﺔ )ﺩﻋﺎﻳﺔ‪ ،‬ﺇﺷﻬﺎﺭ‪ ،‬ﺣﻮﺍﺭﺍﺕ(؛‬
‫‪ -‬ﺍﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﺕ ﱠﰎ ﺗﺼﻨﻴﻔﻬﺎ ﻭﺗﻨﻈﻴﻤﻬﺎ ﺑﺸﻜ ٍﻞ ﻳﺴﻤﺢ ﺑﺎﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺍﻻﺳـﺘﻔﺎﺩﺓ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻣﻨﻬﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﳍﺎ ﻣﻌﲎ ﻭﺗ‪‬ﺆﺛﱢﺮ ﰲ ﺭﺩﻭﺩ ﺃﻓﻌﺎﱠﻝ ﻭﺳﻠﻮﻙ ﻣﻦ ﻳﺴﺘﻘﺒﻠﻬﺎ)‪ .(3‬ﻟﻠﻤﻌﻠﻮﻣـﺔ ﻣﻈﻬـ ‪‬ﺮ‬
‫ﻗﻴﺎﺳﻲ‪ ،‬ﻭﺗﺘﻤ‪‬ﻴﺰ ﲞﺎﺻﻴﺔ ﺍﻻﺳﺘﻤﺮﺍﺭ‪ ،‬ﻣﺜﻞ ﺍﻟﺸﺪﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺁﺧ ‪‬ﺮ ﺗﻘﲏ‪ ،‬ﻭﺗﺘﻤ‪‬ﻴﺰ ﲞﺎﺻﻴﺔ ﺍﻻﻧﻘﻄﺎﻉ ﻣﺜـﻞ‬
‫ﺍﻷﺭﻗﺎﻡ ﺃﻭ ﺍﳊﺮﻭﻑ‪ ،‬ﻭﺗﺘﻤﺜﱠﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺮﻗﻤﻨﺔ ﰲ ﲢﻮﻳﻞ ﺍﳌﻌﻠﻮﻣﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ ﺇﱃ ﻣﻌﻠﻮﻣ ٍﺔ ﺭﻗﻤﻴﺔ)‪.(4‬‬
‫‪‬ﺗﻌ ‪‬ﺮﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﱠﲤﺖ ﻣﻌﺎﳉﺘﻬﺎ ﻟﺘ‪‬ﺼﺒﺢ ﺑﺸﻜ ٍﻞ ﺃﻛﺜﺮ ﻧﻔﻌﹰﺎ ﻟﻠﻤـﺴﺘﻘﺒﻞ‬
‫ﻭﺍﻟﱵ ﳍﺎ ﻗﻴﻤ ﹲﺔ ﰲ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﱄ ﺃﻭ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﻗﺮﺍﺭﺍﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ «‪.‬‬
‫ﻉ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ‪ ،‬ﻭﺍﻟﱵ ﺗﻜـﻮﻥ‬ ‫ﺺ ﺃﻱ ﻣﻮﺿﻮ ٍ‬ ‫ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﳎﻤﻮﻋﺔ ﺍﳊﻘﺎﺋﻖ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﲣ ‪‬‬
‫ﺍﻟﻐﺎﻳﺔ ﻣﻨﻬﺎ ﺗﻨﻤﻴﺔ ﺍﻹﻧﺴﺎﻥ ﻭﺯﻳﺎﺩﺓ ﻣﻌﺮﻓﺘﻪ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺃﻣﺎﻛﻦ ﺃﻭ ﺃﺷﻴﺎﺀ ﺃﻭ ﺃﻧﺎﺳﹰﺎ‪.‬‬

‫ﺇﲰﺎﻋﻴﻞ ﳏﻤﺪ ﺍﻟﺴﻴﺪ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻟﻌﺮﰊ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﺹ ‪.97‬‬ ‫)‪(1‬‬
‫‪(2) Pierre Carrier et autres, Bases de données dans le développement de système, Gaetan Morin édition,‬‬
‫‪Canada, 1991, pp9-10.‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ ﻭﺇﺑﺮﺍﻫﻴﻢ ﺳﻠﻄﺎﻥ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،2001 ،‬ﺹ ‪.97‬‬ ‫)‪(3‬‬
‫‪(4) Lakhdar Lallem, Les systèmes d’information pour la gestion, ISGP, Algérie, p6.‬‬
‫‪5‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﺃﻭ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﺃﻭ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﺃﻭ ﻣﺎ ﺷﺎﺑﻪ ﺫﻟﻚ‪،‬‬
‫ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﻠﻮﻣﺔ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﳚﺐ ﺃﻥ ﲢﻤﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻗﻴﻤﺔ)‪.(1‬‬
‫ﻁ ﺑﺸﺮﻱ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻨﺼ ‪‬ﺮ ﻣﻬﻢ‪ ‬ﰲ ﻋﻼﻗﺔ ﺍﻹﻧﺴﺎﻥ‬‫ﺇﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻣﻮﺭ ‪‬ﺩ ﺃﺳﺎﺳﻲ ﰲ ﺃﻱ ﻧﺸﺎ ٍ‬
‫ﲟﺠﺘﻤﻌﻪ‪ ،‬ﻭﻋﻼﻗﺔ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ ﻣﻦ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ؛ ﻭﻋﻠﻴﻪ ﳝﻜـﻦ‬
‫ﺇﻋﻄﺎﺀ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺘﺎﻟﻴﺔ ‪‬ﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺼﻨﺎﻋﺔ ﻗﺪ ﺃﻓﺮﺯﺕ ﳎﺘﻤﻌﹰﺎ ﳐﺘﻠﻔﹰﺎ ﻋﻦ ﳎﺘﻤﻊ ﺍﻟﺰﺭﺍﻋﺔ‪ ،‬ﻓـﺈﻥ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻗﺪ ﺃﻭﺟﺪﺕ ﳎﺘﻤﻌﹰﺎ ﳐﺘﻠﻔﹰﺎ ﻋﻦ ﳎﺘﻤﻊ ﺍﻟﺼﻨﺎﻋﺔ ﺑﻜﺜﲑ ﻳﻌﺮﻑ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ : (2‬ﻫﻮ» ﺍ‪‬ﺘﻤﻊ ﻭﻟﻴﺪ ﺍﻟﻔﻴﺾ ﺍﻟﻜﺜﻴﻒ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﱵ‬
‫ﺗﺴﺮﻱ ﺩﺍﺧﻞ ﺍ‪‬ﺘﻤﻊ ﻟﺪﻋﻢ ﺃﻧﺸﻄﺘﻪ‪ ،‬ﻭﺗﻔﺴﲑ ﻇﻮﺍﻫﺮﻩ ﻭﺣ ﱢﻞ ﻣﺸﻜﻼﺗﻪ‪ ،‬ﻭﺗﺼﻮﻳﺐ ﺃﺩﺍﺋﻪ «)‪.(3‬‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ ﻛﺬﻟﻚ‪ » :‬ﺍﻟﺒﻴﺌﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ‪‬ﺗﻄ‪‬ﺒﻖ ﺍﻻﺳـﺘﺨﺪﺍﻡ ﺍﻷﻣﺜـﻞ‬
‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ )‪ ،(4‬ﲟﺎ ﰲ ﺫﻟﻚ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﰲ ﻫﺬﺍ ﺍ‪‬ﺘﻤﻊ ﺇﺫﺍ ﺃﺣـﺴﻦ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻮﺯﻳﻌﻬﺎ ﺗﻮﺯﻳﻌﹰﺎ ﻋﺎﺩ ﹰﻻ ﻳﻌ ‪‬ﻢ ﺍﻟﻨﻔﻊ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﰲ ﲨﻴﻊ ﻣﻨﺎﺣﻲ ﺣﻴﺎ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﳌﻬﻨﻴـﺔ‪.‬‬
‫ﻭﺗﺘﻨ ‪‬ﻮﻉ ﺃﻣﺜﻠﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﲣﺘﻠﻒ ﳎﺎﻻ‪‬ﺎ‪ ،‬ﲝﻴـﺚ ﺗـﺸﻤﻞ ﺍﻟﺘﻌﻠـﻴﻢ‪،‬‬
‫ﻭﺍﳋﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺼﺤﺔ‪ ،‬ﻭﺍﻟﺒﻨﻮﻙ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺘﻤﻮﻳﻠﻴﺔ‪ ،‬ﻭﻓﺎﻋﻠﻴﺔ ﺍﳉﻬﺎﺯ ﺍﳊﻜﻮﻣﻲ‪ ،‬ﻭﻏﲑﻫﺎ‪ .‬ﺑﻞ ﺇﻥ‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺴﺘﻐﺮﻕ ﻭﻗﺘﹰﺎ ﺃﻗ ﱠﻞ ﰲ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﻳﺘﻤ‪‬ﺘﻊ ﺑـﺸﻜ ٍﻞ ﻋـﺎﻡ‬
‫ﺑﻔﺎﻋﻠﻴﺔ ﻭﺇﻧﺘﺎﺟﻴﺔ ﺃﻓﻀﻞ‪ .‬ﻭﲤﺘ ‪‬ﺪ ﻣﻨﺎﻓﻊ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺃﻳﻀﹰﺎ ﺇﱃ ﺍﳌﻬﺎﻡ ﺍﻟﻴﻮﻣﻴﺔ ﺍﻟﺼﻐﲑﺓ؛‬
‫ﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﻋﻨﻮﺍﻥ ﺇﺣـﺪﻯ ﺍﳉﻬـﺎﺕ‬ ‫ﻣﺜﻞ ﺍﻟﺒﺤﺚ ﻋﻦ ﺟﺪﺍﻭﻝ ﺍﻟﻘﻄﺎﺭﺍﺕ‪ ،‬ﺃﻭ ﻣﺴﺘﺸﻔﻰ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺧﺪﻣﺎ ٍ‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﻘﺪﻣﺔ ﰲ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ، ،2004 ،‬ﺹ ‪.34‬‬ ‫)‪(1‬‬

‫‪.Information Society‬‬ ‫)‪(2‬‬

‫)‪ (3‬ﻧﺒﻴﻞ ﻋﻠﻲ ﻭ ﻧﺎﺩﻳﺔ ﺣﺠﺎﺯﻱ‪ ،‬ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳـﺖ‪،‬‬
‫‪ ،2005‬ﺹ ‪.22‬‬
‫)‪ (4‬ﺳﻴﺘ ‪‬ﻢ ﻣﻨﺎﻗﺸﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬
‫‪6‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻁ ﻣﺎ‪ .‬ﻛﻤﺎ ‪‬ﻳﻀﻴﻒ ﻛﻞ ﻣﻦ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪ (1‬ﻭﻣﺎ ﳍﻤﺎ ﻣـﻦ‬ ‫ﺍﳊﻜﻮﻣﻴﺔ ﺍﳌﺴﺆﻭﻟﺔ ﻋﻦ ﻧﺸﺎ ٍ‬
‫ﺍﻧﺘﺸﺎ ٍﺭ ﰲ ﻛﻞ ﻣﻜﺎ ٍﻥ ﺇﱃ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧﺸﺮﻫﺎ ﺑﺴﺮﻋ ٍﺔ ﻭﺑﺄﺳﻌﺎﺭ ﻣﻨﺨﻔﻀﺔ«)‪.(2‬‬
‫ﻳﺼﻒ ﺍﺻﻄﻼﺡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍ‪‬ﺘﻤﻊ ﻣﺎ ﺑﻌﺪ ﺍﻟﺼﻨﺎﻋﻲ ﺍﻟـﺬﻱ ﺑـﺰﻍ‬
‫ﻓﺠ ‪‬ﺮﻩ ﰲ ﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪ .‬ﻭﻗﺪ ﺫﻫﺐ ﺁﺧﺮﻭﻥ ﺇﱃ ﺍﻋﺘﺒﺎﺭ ﻫﺬﺍ ﺍﻻﺻـﻄﻼﺡ ﻭﺻـﻔﹰﺎ‬
‫ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺬﻱ ﺗﺮﺗﻜﺰ ﺁﻟﺘﻪ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺇﱃ ﻣﺒﺪﺃ ﺗﻮﻇﻴﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻹﻧﺘﺎﺝ ﲨﻴـﻊ ﺃﻧـﻮﺍﻉ‬
‫ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺗﻮﺯﻳﻊ ﺍﻟﺮﻣﻮﺯ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑـﺪ ﹰﻻ ﻣـﻦ ﺍﻟـﺴﻠﻊ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ)‪.(3‬‬
‫ﻭﻗﺪ ﺃﺩ‪‬ﻯ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻟﻌﺎﳌﻲ ﺍﳌﺘﺰﺍﻳﺪ ﳑﺰﻭﺟﹰﺎ ﺑﺎﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺇﱃ ﺗﻮﻇﻴﻒ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻛ ‪‬ﻤﺤ ‪‬ﺮ ٍﻙ ﺃﺳﺎﺳﻲ ﻟﻠﺘﻐ‪‬ﻴﺮ ﺍﻻﺟﺘﻤﺎﻋﻲ؛ ﳑﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﻇﻬﻮﺭ ﻣـﺼﻄﻠﺢ "ﳎﺘﻤـﻊ ﺍﳌﻌﻠﻮﻣـﺎﺕ" ﰲ ﺑﺪﺍﻳـﺔ‬
‫ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ؛ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺍﳌﺮﺣﻠﺔ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﲤﺘ ‪‬ﺪ ﻋﱪ ﺗﺎﺭﻳﺦ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﺗﺘﻤ‪‬ﻴﺰ ﺑﺄ‪‬ﺎ ﺗﻌﺘﻤﺪ ﺃﺳﺎﺳﹰﺎ ﻋﻠـﻰ‬
‫ﺕ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﻫﻴﺎﻛﻞ ﻗﺎﻋﺪﻳﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ)‪.(4‬‬ ‫ﻗﺎﻋﺪ ٍﺓ ﻣﺘﻴﻨﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪‬ﺗﺸ ﱢﻜﻞ ﻣﻮﺭﺩﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﻻﻗﺘﺼﺎﺩﻳﺎ ٍ‬
‫ﻓﻤﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻫﻮ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ‪‬ﺗﺴﺘﺨﺪﻡ ﻓﻴﻪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻜﺜﺎﻓ ٍﺔ ﻛﻮﺟ ٍﻪ ﻟﻠﺤﻴﺎﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻳﻌﺘﻤﺪ ﰲ ﺗﻄ ‪‬ﻮﺭﻩ ﺑﺼﻔ ٍﺔ ﺭﺋﻴﺴﻴﺔ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻮﺍﺳﻴﺐ ﻭﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻭﻫﻜﺬﺍ‪ ،‬ﻓﺈﻥ ﺍﳌﻼﻣﺢ ﺍﻟﺒﺎﺭﺯﺓ ﺍﻵﻥ‪ ،‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻗﺘﺼﺎﺩ ﺍﻟـﺼﻨﺎﻋﺎﺕ ﺇﱃ ﺍﻗﺘـﺼﺎﺩ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﻭﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻮﻃﲏ ﺇﱃ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ ﺍﻟﺸﺎﻣﻞ ﺃﻭ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻞ‪ ،‬ﻭﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺇﻧﺘﺎﺝ ﺍﻟﺒـﻀﺎﺋﻊ‬
‫ﻭﺍﻟﺴﻠﻊ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ ﺇﱃ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﻭﻳﻮﺿﺢ ﺍﳉﺪﻭﻝ ﺍﳌﻮﺍﱄ ﺣﺠﻢ ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﻭﺭﺑﺎ ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴـﺔ؛ﲝﻴﺚ‬
‫ﻳﺒﲔ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﺼﻨﺎﻋﺔ ‪:‬‬

‫ﺳﻴﺄﰐ ﺍﻟﻜﻼﻡ ﻋﻦ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺎﻟﺘﻔﺼﺒﻞ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬ ‫)‪(1‬‬

‫ﻣﺸﺮﻭﻉ ﻭﺛﻴﻘﺔ » ﳓﻮ ﳎﺘﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻋﺮﰊ ﺇﻃﺎﺭ ﺧﻄﺔ ﺍﻟﻌﻤﻞ ﺍﳌﺸﺘﺮﻙ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺮﰊ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ ﻟﻠﺘﺤـﻀﲑ‬ ‫)‪(2‬‬

‫ﻟﻠﻘﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪‬ﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ – ﺍﻟﻘﺎﻫﺮﺓ‪ 18-16 ،‬ﻳﻮﻧﻴﻮ ‪ ،2003‬ﺹ ‪.4‬‬
‫ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯ‪‬ﻭ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﻣﻌﺎﳉﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ «‪ ،‬ﳎﻠﺔ ﻋﻠﻮﻡ ﺇﻧﺴﺎﻧﻴﺔ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺍﻟﻌـﺪﺩ‬ ‫)‪(3‬‬

‫‪ ،28‬ﻣﺎﻳﻮ ‪ ،www.uluminsania.net ،2006‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺠﻤﻴﻞ‪.2008/04/11 :‬‬


‫ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺃﻋﺮﺍﺏ‪ » ،‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺮﺍﺋﺪﺓ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺮﰊ ﺍﳋﺎﻣﺲ ﻋﺸﺮ‬ ‫)‪(4‬‬

‫» ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻓﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺩﻭﺭﻫﺎ ﰲ ﺇﺭﺳﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ « ﺍﻟﺬﻱ ﻧﻈﻤﻪ ﺍﻻﲢﺎﺩ ﺍﻟﻌﺮﰊ ﻟﻠﻤﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺘﻮﻧﺲ ﺃﻳـﺎﻡ‬
‫‪ 5 -2‬ﻣﺎﺭﺱ ‪.2005‬‬
‫‪7‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(1‬‬


‫ﺣﺠﻢ ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﻭﺭﺑﺎ ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺑﻮﺣﺪﺓ ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ‬
‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺃﻭﺭﻭﺑﺎ‬ ‫ﻗﻄﺎﻉ ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪255‬‬ ‫‪186‬‬ ‫ﳏﺘﻮﻯ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪160‬‬ ‫‪165‬‬ ‫ﺗﻮﺯﻳﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪151‬‬ ‫‪193‬‬ ‫ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪566‬‬ ‫‪544‬‬ ‫ﺍ‪‬ﻤﻮﻉ ﺍﻟﻜﻠﻲ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻠﻲ ﻧﺒﻴﻞ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟـﻮﻃﲏ ﻟﻠﺜﻘﺎﻓـﺔ ﻭﺍﻟﻔﻨـﻮﻥ ﻭﺍﻵﺩﺍﺏ‪،‬‬
‫ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2001 ،265‬ﺹ ‪.98‬‬

‫ﻭﻟﻮ ﺣﺎﻭﻟﻨﺎ ﺃﻥ ﻧﺴﺘﻌﲔ ﺑﺎﻷﺭﻗﺎﻡ ﻟﻘﻴﺎﺱ ﻛ ‪‬ﻢ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻮﱢﻓﺮﺓ ﺍﻟﻴـﻮﻡ ﻣﻘﺎﺭﻧـ ﹰﺔ ﺑﻌﻤـﺮ‬
‫ﺍﻹﻧﺴﺎﻥ ‪ ،‬ﻟﻮﺟﺪﻧﺎ ﺍﻟﺼﻮﺭﺓ ﺃﻭﺿﺢ؛ ﺣﻴﺚ ﺗﻘﻮﻝ ﺍﻷﺭﻗﺎﻡ ﻣﺎ ﻳﻠﻲ‪ :‬ﻳﻘﻮﻝ ﻋﻠﻤﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻋﻦ ﺍﻧﻔﺠـﺎﺭ‬
‫ﺍﳌﻌﺎﺭﻑ ﻭﻓﻴﻀﺎ‪‬ﺎ ‪ -‬ﺃﻥ ﳎﻤﻮﻉ ﺍﳌﻌﺎﺭﻑ ﺍﺑﺘﺪﺍ ًﺀ ﻣﻦ ﺍﻟﺴﻨﺔ ﺍﳌﻴﻼﺩﻳﺔ ﺍﻟﺼﻔﺮ ﻗﺪ ﺗﻀﺎﻋﻒ ﺃﻭﻝ ﻣﺮﺓ ﺳـﻨﺔ‬
‫‪ ،1750‬ﰒ ﺗﻀﺎﻋﻒ ﺳﻨﺔ ‪ ،1900‬ﰒ ﺗﻀﺎﻋﻒ ﺳﻨﺔ ‪ ،1950‬ﰒ ﺗﻀﺎﻋﻒ ﺳﻨﺔ ‪ ،1960‬ﻟﻴﺄﺧﺬ ﻫﺬﺍ ﺍﻟﺘﺰﺍﻳ‪‬ـﺪ‬
‫ﻕ ﰲ ﺗﺎﺭﻳﺦ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﻣﻌﲎ ﻫﺬﺍ‪ ،‬ﺃﻥ ﺍﻟﻌـﺎﱂ ﻗـﺪ ﺃﻧـﺘﺞ ﻣـﻦ‬ ‫ﺑﻌﺪ ﻫﺬﻩ ﺍﻟﺴﻨﺔ ﻣﻨﺤ ‪‬ﻰ ﹸﺃﺳﻴﹰﺎ ﻏﲑ ﻣﺴﺒﻮ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺧﻼﻝ ﺛﻼﺛﺔ ﺍﻟﻌﻘﻮﺩ ﺍﻷﺧﲑﺓ ﻓﻘﻂ ﻣﺎ ﱂ ‪‬ﻳﻨﺘﺠﻪ ﻃﻴﻠﺔ ﲬﺴﺔ ﺁﻻﻑ ﺳﻨﺔ‪ ،‬ﻭﻣﻌﻨﺎﻩ ﺃﻳﻀﹰﺎ ﺃﻥ ﻗﺎﺭﺋﹰﺎ‬
‫ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺃﻟﻒ ﻛﻠﻤﺔ ﰲ ﺍﻟﺪﻗﻴﻘﺔ ﻳﻘﺮﺃ ﳌﺪﺓ ﲦﺎﱐ ﺳﺎﻋﺎﺕ ﻳﻮﻣﻴﹰﺎ‪ ،‬ﳛﺘﺎﺝ ﺇﱃ ﺷﻬ ٍﺮ ﻭﻧﺼﻒ ﻟﻘـﺮﺍﺀﺓ‬
‫ﺕ ﻭﻧﺼﻒ ﻋـﻦ ﻣﻮﺍﻛﺒـﺔ ﺇﻧﺘـﺎﺝ‬ ‫ﺇﻧﺘﺎﺝ ﻳﻮ ٍﻡ ﻭﺍﺣﺪ‪ ،‬ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﳚﺪ ﻧﻔﺴﻪ ﻗﺪ ﺗﺄ ‪‬ﺧﺮ ﲬﺲ ﺳﻨﻮﺍ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺧﺼﺎﺋﺺ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﺴﻤﺎﺕ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﺗ‪‬ﻤﻴ‪‬ﺰ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻏﲑﻩ ﻣـﻦ ﺍ‪‬ﺘﻤﻌـﺎﺕ‬
‫ﻭﻫﻲ)‪:(2‬‬
‫ﻯ‬
‫‪ -1‬ﺍﻟﺼﻨﺎﻋﺎﺕ )ﺍﻟﻜﺜﻴﻔﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ( ﺑﺪ ﹰﻻ ﻣﻦ )ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺜﻘﻴﻠﺔ(‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻜـﻮﻥ ﺃﻗـ ﱠﻞ ﺃﺫ ‪‬‬
‫ﻟﻠﺒﻴﺌﺔ‪ ،‬ﻛﺎﻟﺼﻨﺎﻋﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛‬
‫‪ -2‬ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺑﻴﺌﺔ ﺍﳌﺼﺎﺩﺭ ﻭﺑﺮﻭﺯ ﺍﻟﻨﺨﺒﺔ ﻭﺧﱪﺍﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻣ‪‬ﻘﺪ‪‬ﻣﺘﻬﻢ؛‬

‫ﺑﺎﺳﻞ ﻋﺒﺪ ﺍﶈﺴﻦ ﺍﻟﻘﺎﺿﻲ‪ ،‬ﺗﺪﺍﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﱪ ﺍﻻﻧﺘﺮﻧﺖ ﻭﺃﺛﺮﻩ ﰲ ﺗﺸﻜﻴﻞ ﺍﻟﻮﻋﻲ ﰲ ﻋﺼﺮ ﺍﻟﻌﻮﳌﺔ‪ ،‬ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣﺔ ﰲ‬ ‫)‪(1‬‬

‫ﺍﻟﺪﳕﺮﻙ‪ ،2007 ،‬ﺹ ‪.6‬‬


‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.43-42‬‬ ‫)‪(2‬‬
‫‪8‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -3‬ﺗ‪‬ﻌﺘﱪ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺼﺪﺭ ﺍﻷﺳﺎﺳﻲ ﻟﺘﻮﻟﻴﺪ ﺍﻟﺜﺮﻭﺓ‪ ،‬ﻭﺗﺸﻤﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻟﺒﺤﻮﺙ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﺧﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -4‬ﺃﺻﺒﺤﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻮﺭﺩﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﺟﺪﻳﺪﹰﺍ ﻣ‪‬ﻨﺎﻇﺮﹰﺍ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺭﺃﺱ ﺍﳌـﺎﻝ‪،‬‬
‫ﻭﺍﳌﻮﺍﺩ ﺍﻷﻭﻟﻴﺔ؛ ﺇﺫ ﲢﻮ‪‬ﻟﺖ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻷﻭﻟﻴﺔ ﺇﱃ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -5‬ﻣﻮﺍﺭﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻻ ﺗﻨ ﹸﻘﺺ ﻭﻻ ﺗﺘ‪‬ﺼﻒ ﺑﺎﻟﻨﺪﺭﺓ‪ ،‬ﻭﺇﳕﺎ ﺗﺰﻳﺪ ﻣﻊ ﺯﻳﺎﺩﺓ ﻭﺍﺗ‪‬ﺴﺎﻉ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ؛‬
‫‪ -6‬ﺃﺻﺒﺢ ﺧﱪﺍﺀ ﻭﺃﺻﺤﺎﺏ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﺪﻭﻝ ﺍﻵﻥ ﺍﶈﻮﺭ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﺍﻟﻘـﻮﻯ‬
‫ﺍﳌﹸﺴﻴﻄِﺮﺓ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳊﺪﻳﺚ ﻭﺍﻷﺳﻮﺍﻕ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬
‫ﺴﻤﻮﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺗﻘﻠﻴﺪﻳﹰﺎ ﺇﱃ ﺛﻼﺛﺔ ﻗﻄﺎﻋﺎﺕ ﻫﻲ‪ :‬ﺍﻟﺰﺭﺍﻋﺔ‪ ،‬ﻭﻫﻮ ﻣﺎ‬ ‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻻﻗﺘﺼﺎﺩﻳﻮﻥ ‪‬ﻳﻘ ‪‬‬
‫ﻛﺎﻥ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎ‪‬ﺘﻤﻊ ﺍﻟﺰﺭﺍﻋﻲ ﺍ ﹸﳌﻌﺘ ِﻤﺪ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻷﻭﻟﻴﺔ‪ ،‬ﺍﻟﺼﻨﺎﻋﺔ ﻭﻫﻮ ﻣﺎ ﻛﺎﻥ ﻳ‪‬ﻌﺮﻑ ﺑـﺎ‪‬ﺘﻤﻊ‬
‫ﺍﻟﺼﻨﺎﻋﻲ ﺍ ﹸﳌﻌﺘ ِﻤﺪ ﻋﻠﻰ ﺍﻟﻄﺎﻗﺔ ﺍﳌﻮﻟﺪﺓ ﻣﺜﻞ‪ :‬ﺍﻟﻜﻬﺮﺑﺎﺀ‪ ،‬ﺍﻟﻐﺎﺯ ﻭﺍﻟﻄﺎﻗﺔ ﺍﻟﻨﻮﻭﻳﺔ‪ ،‬ﰒ ﺍﳋﺪﻣﺎﺕ‪ .‬ﻋﻠﻤـﺎﺀ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻳ‪‬ﻀﻴﻔﻮﻥ ﺇﻟﻴﻬﺎ ﻣﻨﺬ ﺍﻟﺴﺘﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﻗﻄﺎﻋﹰﺎ ﺭﺍﺑﻌـﹰﺎ ﻭﻫـﻮ ﻗﻄـﺎﻉ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﺣﻴﺚ ﺃﺻﺒﺢ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﲡﻬﻴﺰﻫﺎ ﻭﺗﻮﺯﻳﻌﻬﺎ )ﻣﻌﺎﳉﺘﻬﺎ( ﻧﺸﺎﻃﹰﺎ ﺍﻗﺘﺼﺎﺩﻳﹰﺎ ﺭﺋﻴﺴﻴﹰﺎ‬
‫ﻱ ﻣﻦ ﳎﺘﻤ ٍﻊ ﺻﻨﺎﻋﻲ ﺇﱃ ﳎﺘﻤﻊ ﻣﻌﻠﻮﻣـﺎﺕ ﰲ ﺃﻛﺜـﺮ‬ ‫ﰲ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﻭﻝ)‪ .(1‬ﻫﻨﺎﻙ ﲢ ‪‬ﻮ ﹲﻝ ﺟﻮﻫﺮ ‪‬‬
‫ﺃﺷﻜﺎﳍﺎ ﺍ‪‬ﺗﺴﺎﻋﹰﺎ ﻭﺗﻨﻮ‪‬ﻋﺎﹰ‪ ،‬ﻭﻫﻲ ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ ﻭﺍﳌﹸﺴﻴﻄِﺮﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﺑﻌﺎﺩ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺇﻥ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﻻﳔﺮﺍﻁ ﻓﻴﻪ ﻳﺘﻄﻠﱠﺐ ﺍﻟﺘﻌ ‪‬ﻤﻖ ﰲ ﺃﺑﻌﺎ ٍﺩ ﺃﺧﺮﻯ ‪‬ﻣ‪‬ﺘﺼﻠﺔ ﺟﺬﺭﻳﹰﺎ ﺑﺘﺤﻘﻴﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺑﻔﺎﻋﻠﻴﺔ‪ ،‬ﻭﻫﻲ ﻣ‪‬ﻮﺿ‪‬ﺤﺔ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﻧﺸﺮﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،www.escwa.org.lb ،2005 ،4‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪.2007/02/15 :‬‬ ‫)‪(1‬‬
‫‪9‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(2‬‬


‫ﺃﺑﻌﺎﺩ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻮﺻﻒ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻷﺑﻌﺎﺩ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﻭﻳﺘﻤﺜﱠﻞ ﰲ ﺗﺮﺳﻴﺦ ﻗﻴﻢ ﻭﺛﻘﺎﻓﺔ ﺍﻟﺘﻔﺎ ‪‬ﻫﻢ ﻭﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﻭﺍﻟﺘﻀﺎ ‪‬ﻣﻦ ﺑﲔ ﺍﻟﺸﻌﻮﺏ‪،‬‬
‫ﰲ ﺇﻃﺎﺭ ﺣﻮﺍﺭ ﺍﳊﻀﺎﺭﺍﺕ‪ ،‬ﻭﺗﻼﻗﻲ ﺍﻟﺜﻘﺎﻓﺎﺕ‪ ،‬ﻭﺗﻨﻤﻴﺔ ﻣﻔﻬﻮﻡ ﺍ ﹸﳌﻮﺍ ﹶﻃﻨـﺔ‬
‫ﺍﻟ‪‬ﺒﻌﺪ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺘﻀﺎﻣﲏ‬ ‫‪-1‬‬
‫ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﻭﺇﳚﺎﺩ ﺁﻟﻴ ٍﺔ ﺩﻭﻟﻴﺔ ﻟﻠﺘﻀﺎ ‪‬ﻣﻦ ﻟﺪﺭﺀ ﻛﻞ ﻣﻈﺎﻫﺮ ﺍﻟﺘﻬﻤﻴﺶ ﻭﺍﻟﻔﻘﺮ‬
‫ﻭﺍﳊﺎﺟﺔ‪.‬‬
‫ﻳﺘﻀ ‪‬ﻤﻦ ﺿﺮﻭﺭﺓ ﺗﻄﻮﻳﺮ ﳏﺘﻮﻯ ﺍﻻﺗﺼﺎﻝ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻨﻬﻮﺽ ﺑﺎﻹﻧﺘﺎﺝ‬
‫ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺑﺼﻔ ٍﺔ‬
‫ﻋﺎﻣﺔ‪ ،‬ﻭﺑﺎﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﰲ ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪،‬‬ ‫ﺍﻟ‪‬ﺒﻌﺪ ﺍﻟﺜﻘﺎﰲ‬ ‫‪-2‬‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻟﻼﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩ ﻣﺒﺪﺃ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﻣﻊ ﺇﺭﺳﺎﺀ ﺳﻴﺎﺳﺎ ٍ‬
‫ﻣﺪﻯ ﺍﳊﻴﺎﺓ‪.‬‬
‫ﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ ﻫﻨﺎ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﻣﺮﺍﻋﺎﺓ ﺍﳋﺼﻮﺻﻴﺔ ﰲ ﺍﻷﺑﻌﺎﺩ‬
‫ﺍﻟﻘﻴﻤﻴﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﻭﳏﺘﻮﻯ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﻟ‪‬ﺒﻌﺪ ﺍﻟﻘﻴﻤﻲ‬ ‫‪-3‬‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍ ﹸﳌﺘﻨ ‪‬ﻮﻋﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﺇﻥ ﺗﺄﻫﻴﻞ ﻃﺮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ ﻭﺍﳌﺒﺎﺩﻻﺕ‪ ،‬ﻭﺇﺳـﺪﺍﺀ ﺍﳋـﺪﻣﺎﺕ‪ ،‬ﺇﱃ‬
‫ﺟﺎﻧﺐ ﺩﻓﻊ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺪﻳﺪ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﺳﻴ‪‬ﻤﻜﱢﻦ ﻣﻦ ﺭﻓﻊ ﺍﻟﻘﹸـﺪﺭﺓ‬ ‫ﺍﻟ‪‬ﺒﻌﺪ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﳌﺎﱄ‬ ‫‪-4‬‬
‫ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﻭﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻭﺍﻷﺷﺨﺎﺹ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ‪.‬‬
‫ﺗﻮﺳﻴﻊ ﳎﺎﻝ ﺍﳊﻮﺍﺭ ﻭﻭﺿﻊ ﺇﻃﺎﺭ ﺗﺸﺎﻭﺭ ﺣﻮﻝ ﺗﻄﻮﻳﺮ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻳﺸﻤﻞ ﳐﺘﻠﻒ ﺍ ﹸﳌﺘﺪ ‪‬ﺧﻠﲔ ﻣﻦ ﺍﻟﻘﻄﺎﻋﲔ ﺍﻟﻌﺎﻡ ﻭﺍﳋﺎﺹ ﻭﻣـﻦ ﺍ‪‬ﺘﻤـﻊ‬ ‫‪‬ﺑﻌﺪ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻹﻗﻠﻴﻤﻲ ﻭﺍﻟﺪﻭﱄ‬ ‫‪-5‬‬
‫ﺕ ﺟﺪﻳﺪﺓ ﳌﻮﺿﻮﻉ ﺍﻟﺘﻌﺎﻭﻥ ﺍ ﹸﳌﺘﻌ ‪‬ﺪﺩ ﺍﻷﻃﺮﺍﻑ‪.‬‬
‫ﺍﳌﺪﱐ‪ ،‬ﻭﻭﺿﻊ ﻣﻘﺎﺭﺑﺎ ٍ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺟﺎﻣﻌﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻷﻣﺎﻧﺔ ﺍﻟﻔﻨﻴﺔ ‪‬ﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ﺍﻟﻌﺮﺏ ﻟﻼﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﺇﺩﺍﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ » ،‬ﳓﻮ ﺗﻔﻌﻴﻞ ﺧﻄﺔ ﻋﻤﻞ ﺟﻨﻴﻒ‪ :‬ﺭﺅﻳﺔ ﺇﻗﻠﻴﻤﻴﺔ ﻟﺪﻓﻊ ﻭﺗﻄﻮﻳﺮ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ ﺍﳌﻨﻄﻘـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ «‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪.‬‬


‫ﺑﻌﺪ ﻫﺬﺍ ﺍﻟﻌﺮﺽ ﳌﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺳﻨﺘﻄﺮ‪‬ﻕ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ﺇﱃ ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓـﺔ‬
‫ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺧﲑﺓ ﻣﻦ ﺗﻄﻮ‪‬ﺭ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﻘﺪ ﺃﺩﻯ ﺗﺮﺍ ‪‬ﺟﻊ ﺍﻷﳘﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻌﻮﺍﻣﻞ ﺍﻹﻧﺘـﺎﺝ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍ ﹸﳌﻌﺘ ِﻤﺪﺓ ﻋﻠﻰ ﳕﻮﺫﺝ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳊﺠﻢ ﺍﻟﺬﻱ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺘﻤﺎِﺛﻠـﺔ ﺫﺍﺕ ﺍﶈﺘـﻮﻯ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﻴﺔ ﺍ ﹸﳌﻌﺘ ِﻤﺪﺓ ﻋﻠﻰ ﳕﻮﺫﺝ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﻨﻄﺎﻕ ﺍﻟﺬﻱ ﻳﺘﻌﺎﻣﻞ‬
‫‪10‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻣﻊ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﺷﺪﻳﺪﺓ ﺍﻟﺘﻨ ‪‬ﻮﻉ ﺫﺍﺕ ﺍﶈﺘﻮﻯ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻏﲑ ﺍ ﹸﳌﺘﻤﺎِﺛﻞ‪ ،‬ﻗﺪ ﺃﻇﻬﺮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ)‪ (1‬ﺍﻟـﺬﻱ‬
‫ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻌﻈﻴﻢ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺑﺪﻻﻟﺔ ﺍﻹﺳﻬﺎﻡ ﺍﻟﻨﺴﱯ ﻟﻠﻤ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳌﻌﺮﻓﻴـﺔ‬
‫ﰲ ﺗﺮﻛﻴﺐ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﺃﻛﺜﺮ ﻣﻦ ﺍﻹﺳﻬﺎﻡ ﺍﻟﻨﺴﱯ؛ ﳌﺎ ﲢﻮﻳﻪ ﻫﺬﻩ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻣﻦ ﻣﻮﺍﺩ ﺧﺎﻡ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﻣﺼﻄﻠﺢ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺴﺐ ﺑﺎﳋﱪﺓ‪ ،‬ﺃﻭ‪ :‬ﺍﻟﻔﻬﻢ ﺍ ﹸﳌﺘﺄ‪‬ﺗﻲ ﻣـﻦ‬‫ﻭﺭﺩ ﻣﺼﻄﻠﺢ ﺍﳌﻌﺮﻓﺔ)‪ (3‬ﰲ ﺍﳌﻌﺎﺟﻢ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﺍﻟﻔﻬﻢ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺘﻌﻠﱡﻢ «)‪ ،(4‬ﻭ ‪‬ﻋ ‪‬ﺮﻓﺖ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﻌﺾ ﻋﻠﻰ ﺃ‪‬ﺎ » ﺍﻟﺮﺻﻴﺪ ﺍ ﹸﳌﺘﺮﺍ ِﻛﻢ ﻣـﻦ‬
‫ﺍﳋﱪﺓ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ ﰲ ﳎﺎ ٍﻝ ﻣﻌﲔ «)‪.(5‬‬
‫» ﺍﳌﻌﺮﻓﺔ ‪ -‬ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ ‪ -‬ﺗﺘﻌﱠﻠﻖ ﲟﺎ ﳝﻜﻦ ﺃﻥ ﳝﺘﻠﻜﻪ ﺍﻟﺸﺨﺺ ﻣﻦ ﺭﺻﻴ ٍﺪ ‪‬ﻣﺘﺮﺍ ِﻛﻢ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﱵ ﻳﻜﺘﺴ‪‬ﺒﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ‪‬ﻣﺆ ‪‬ﻫﻼﺗﻪ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻌﻤﻞ ﰲ ﳎﺎ ٍﻝ ﻣﻌﲔ‪ ،‬ﻟﻔﺘـﺮ ٍﺓ‬
‫ﻃﻮﻳﻠﺔ ﻧﺴﺒﻴﺎ ًﻣﻦ ﺍﻟﺰﻣﻦ «)‪.(6‬‬
‫ﻓﺎﳌﻌﺮﻓﺔ ﻫﻲ » ﺍﳌﺴﺘﻮﻯ ﺍﻷﻋﻠﻰ ﻣﻦ ﻣﻔﻬﻮﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻌﻘﻴﺪ؛ ﻓﻬﻲ ﺣﺼﻴﻠﺔ ﺍﻻﻣﺘﺰﺍﺝ‬
‫ﺑﲔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳋﱪﺓ ﻭﺍﳌﹸﺪﺭﻛﺎﺕ ﺍﳊﺴﻴﺔ ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳊﻜﻢ «)‪.(7‬‬
‫‪ » -‬ﺍﳌﻌﺮﻓﺔ ﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﱠﰎ ﺗﻨﻈﻴﻤﻬﺎ ﻭﻣﻌﺎﳉﺘﻬﺎ ﻟﻨﻘﻞ ﺍﻟﻔﻬﻢ ﻭﺍﳋﱪﺓ ﻭﺍﻟـﺘﻌﻠﱡﻢ‬
‫ﺍﳌﺘﺮﺍﻛِﻢ ﻭﺍﻟﱵ ﺗ‪‬ﻄﺒ‪‬ﻖ ﰲ ﺍﳌﺸﻜﻠﺔ ﺃﻭ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﺍﻫﻦ «)‪. (8‬‬
‫‪ » -‬ﺍﳌﻌﺮﻓﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻫﻲ ﻣﺎ ﻳﻨﺪﻣﺞ ﺃﻭ ﻳ‪‬ﻘﺪ‪‬ﻡ ﺑﻄﺮﻳﻘ ٍﺔ ﳝﻜﻦ ﻣﻌﺎﳉﺘ‪‬ﻬﺎ ﺑﺎﳊﺎﺳﻮﺏ «)‪. (9‬‬

‫‪ Knowledge Economy‬ﻭﻳﻄﻠﻖ ﻋﻠﻴﻪ ﻛﺬﻟﻚ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻔﻜﺮﻱ‪.‬‬ ‫)‪(1‬‬

‫‪(2) James, T., « Internal Returns to Scale as a Source of Comparative Advantage: The Evidence », American‬‬
‫‪Economic Review, Vol 83, Nº2, May 1993, p 440.‬‬

‫‪.Knowledge‬‬ ‫)‪(3‬‬
‫‪th‬‬
‫‪(4) Hornby , A.S., Oxford Advanced Learn s, Dictionary of English, 5‬‬ ‫‪Ed., Oxford University Press,‬‬
‫‪London,1974, p476.‬‬

‫ﺣﺴﲔ ﻣﺼﻄﻔﻰ ﺍﳍﻼﱄ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﲔ ﺍﻹﺑﺪﺍﻉ ﺍﶈﺎﺳﱯ ﻭﺇﺑﺪﺍﻉ ﺍﶈﺎﺳﺒﲔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﻟـﺪﻭﱄ‬ ‫)‪(5‬‬

‫ﺍﻟﺮﺍﺑﻊ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 28-26‬ﺃﺑﺮﻳﻞ‪ ،2004 ،‬ﺹ ‪.2‬‬
‫ﺯﻳﺎﺩ ﻫﺎﺷﻢ ﳛﲕ ﻭ ﻧﺎﻇﻢ ﺣﺴﻦ ﺭﺷﻴﺪ‪ » ،‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﺗﻄﻮﻳﺮ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﻇﻞ ﺍﺳـﺘﺨﺪﺍﻡ ﺗﻘﻨﻴـﺎﺕ‬ ‫)‪(6‬‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺪﻳﺜﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﳋﺎﻣﺲ ﺣﻮﻝ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 25-23‬ﺃﻓﺮﻳﻞ ‪.2005‬‬
‫ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﻘﺴﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺩﻣﺸﻖ‪ ،‬ﺳﻮﺭﻳﺎ‪ ،1998 ،‬ﺹ ‪.16‬‬ ‫)‪(7‬‬
‫‪(8) Efraim Turban, Information technology for management, John Wily and sons, INC, New york, 2002, p49.‬‬
‫‪(9) Kennth C. Laudon, Essentials of Management Information System, Prentice Hall, New Jerzey, 2003,‬‬
‫‪p331.‬‬
‫‪11‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺺ ﻟﻠﺤﻘﻴﻘﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ ﻳﺘ ‪‬ﻢ‬ ‫ﻭ‪‬ﻳﺴﺘﺨﺪﻡ ﻟﻔﻆ ﻣﻌﺮﻓﺔ ﻟﻴﺼﻒ ﻓﻬﻢ ﺷﺨ ٍ‬
‫ﺗﻌﺪﻳﻞ ﺃﻭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﺮﻓ ٍﺔ ﺇﺿﺎﻓﻴﺔ ﻳ‪‬ﺸﺎﺭ ﺇﻟﻴﻬﺎ ﺑﺎﻟﺘﻌﻠﱡﻢ)‪.(1‬‬
‫» ﻭﰲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻌﺮﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﺘﺒﻨ‪‬ﻰ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﻠﻤﻌﺮﻓﺔ ﺑﺄ‪‬ﺎ‪ :‬ﻣﻌﺘﻘ ‪‬ﺪ ﺻـﺎﺩﻕ‬
‫‪‬ﻣﱪ‪‬ﺭ‪ ،‬ﺃﻣﺎ ﺍﻟﻨﻈﺮﺓ ﺍﳊﺪﻳﺜﺔ ﻓﺘﻌﺘﱪ‪‬ﻫﺎ ﻋﻤﻠﻴ ﹰﺔ ﺇﻧﺴﺎﻧﻴﺔ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﻟﺘﱪﻳـﺮ ﺍﳌﹸﻌﺘﻘﹶـﺪ ﺍﻟﺸﺨـﺼﻲ ﰲ ﺍ‪‬ﺗﺠـﺎﻩ‬
‫ﺍﻟﺼﺪﻕ«)‪.(2‬ﻭﻋﻠﻴﻪ ﻓﺎﳌﻌﺮﻓﺔ ﻫﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﻜﺘﺴ‪‬ﺒﺔ ﺑﺎﺳﺘﻤﺮﺍﺭ‪ ،‬ﻳ‪‬ﻀﺎﻑ ﺇﻟﻴﻬـﺎ ﺍﻟﺮﺻـﻴﺪ ﻣـﻦ ﺍﳋـﱪﺓ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻫﻨﺎﻙ ﻣﻦ ﻗﺎﺭﻥ ﺑﲔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺣﻴﺚ ﺃﻥ » ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﻓﺮﺩﻳﺔ‪ ،‬ﺃﻣﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﻬـﻲ‬
‫ﻋﺎﻣﺔ؛ ﻓﺎﳌﻌﺮﻓﺔ ﻻ ﳝﻜﻦ ﻧﻘﻠﻬﺎ‪ ،‬ﺑﻞ ﺇ‪‬ﺎ ‪‬ﺗﺸﺮﺡ ﺑﺎﻻ‪‬ﺗﺼﺎﻝ ﻟﻠﺘﺤ ‪‬ﻮﻝ ﺇﱃ ﻣﻌﻠﻮﻣـﺎﺕ «)‪. (3‬‬
‫ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺃﻫﻢ ﺍﻟﻔﺮﻭﻗﺎﺕ ﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(3‬‬
‫ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪‬ﺗﻌﺘﱪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺳﺎﺱ ﺗﻜﻮﻳﻦ ﺍﳌﻌﺮﻓﺔ؛‬ ‫ﻫﻲ ﻧﺎﺗﺞ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺒﻮﻳﺒـﻬﺎ‪،‬‬ ‫ﻫﻲ ﳎﻤﻮﻋﺔ ﺍﳊﻘﺎﺋﻖ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﳋـﺎﻡ‬
‫ﻓﻬﻲ ﻣﺮﺣﻠ ﹲﺔ ﺟﺪﻳـﺪﺓ ﻣـﻦ ﺗـﺸﻐﻴﻞ‬ ‫ﻭﺗﺼﻨﻴﻔﻬﺎ‪ ،‬ﻭﲢﻠﻴﻠـﻬﺎ‪ ،‬ﻭﺍﺳـﺘﺨﻼﺹ‬ ‫ﺻﻞ ﳍـﺎ ﻣـﻦ‬ ‫ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﲡﻤﻴﻌﻬﺎ ﺃﻭ ﺍﻟﺘﻮ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻳﺘ ‪‬ﻢ ﻣـﻦ ﺧﻼﳍـﺎ ﺇﻧﺘـﺎﺝ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻼﺋﻤﺔ ﻣﻨـﻬﺎ؛ ﺣـﱴ ﳝﻜـﻦ‬ ‫ـﺔ‬
‫ـﺎﺕ ﺍﻟﺮﲰﻴـ‬‫ـﻢ ﺍﳌﻌﻠﻮﻣـ‬ ‫ـﻼﻝ ﻧﻈـ‬ ‫ﺧـ‬
‫ﻭﺗﻨﻈﻴﻢ ﺍﳌﻌﺮﻓﺔ ﻋـﻦ ﻃﺮﻳـﻖ ﺇﺿـﺎﻓﺔ‬ ‫ﻟﻠﻤﺆﺳﺴﺔ ﺃﻥ ﺗﺴﺘﻔﻴﺪ ﻣﻨـﻬﺎ ﰲ ﺇﺩﺍﺭﺓ‬ ‫ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳌﺎﻟﻴـﺔ ﰲ‬
‫ﺍﳌﻬــﺎﺭﺍﺕ ﻭﺍﳋــﱪﺍﺕ ﺍﻟﺸﺨــﺼﻴﺔ‪،‬‬ ‫ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻭﰲ ﺻﻨﺎﻋﺔ ﻭﺍ‪‬ﺗﺨﺎﺫ ﺍﻟﻘـﺮﺍﺭ‪.‬‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﶈﺎﺳﱯ‪ ،‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣـﺼﺎﺋﻴﺔ‬
‫ـﻴﻼﺕ‬ ‫ـﺴﲑﺍﺕ ﻭﺍﻟﺘﺤﻠـــ‬ ‫ﻭﺍﻟﺘﻔـــ‬ ‫ﻭﻗﺪ ﻳﺘ ‪‬ﻢ ﺗﺼﻮﻳﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﺷﻜﺎ ٍﻝ‬ ‫ـﺸﺎﻁ‬ ‫ـﺴﺔ ﻭﻧـ‬
‫ـﺸﺎﻁ ﺍﳌﺆﺳـ‬ ‫ـﻮﻝ ﻧـ‬ ‫ﺣـ‬
‫ﻭﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﱵ ‪‬ﻳﻀﻴﻔﻬﺎ ﺍﻟـﺸﺨﺺ‬ ‫ﻛﺜﲑﺓ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﻘـﺎﺭﻳﺮ ﺃﻭ ﺍﻷﺷـﻜﺎﻝ‬ ‫ﺍﻟﺴﻮﻕ‪ ...،‬ﺍﱁ‪.‬‬
‫ﺫﺍ‪‬ﺗﻪ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻣﺎ ﻳﺮﺍﻩ ﻣﻦ ﻣﻌـﺎ ٍﻥ‬ ‫ﺍﻟﺒﻴﺎﻧﻴــﺔ‪ ،‬ﻭﺍﳋــﺮﺍﺋﻂ ﺍﻟﺘﻨﻈﻴﻤﻴــﺔ‪...‬‬
‫ﻭﺩﻻﻻﺕ‪...‬‬ ‫ﻭﺗﺴﺘﺨﺪﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ‬
‫ﺇﻋﺪﺍﺩ ﻭﺗﻮﻓﲑ ﺍﻟﻜ ‪‬ﻢ ﺍﳌﻄﻠـﻮﺏ ﻣﻨـﻬﺎ‬
‫ﺑﺎﻟﺪﻗﺔ‪ ،‬ﻭﺍﻟﻜ ‪‬ﻢ ﻭﺍﻟﻜﻴﻒ ﺍﳌﻼﺋﻢ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﳏﻤﺪ ﻗﺎﺳﻢ ﺃﲪﺪ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺮﺍﺑـﻊ‬
‫ﺣﻮﻝ ﺍﻟﺮﻳﺎﺩﺓ ﻭﺍﻹﺑﺪﺍﻉ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴـﺎ‪،www.philadelphia.edu.johttp:// ،2005 ،‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2007‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.105‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.119‬‬ ‫)‪(2‬‬
‫‪(3) Fox . Stephon, The Production and Distribution of Knowledge Through Open and Distance Learning,‬‬
‫‪ETTI, Vol 26, N°3, 1989, P269.‬‬
‫‪12‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺕ ﻟﻠﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬ ‫ﺗ ‪‬ﱪﺯ ﻫﻨﺎﻙ ﺛﻼﺙ ﻣﻼﺣﻈﺎ ٍ‬


‫ﻒ ﺃﻭ ﻣﻨﻈـﻮ ٍﺭ ﺃﻭ ﻗـﺼ ٍﺪ‬ ‫‪ -1‬ﲞﻼﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﺘﻌﱠﻠﻖ ﺍﳌﻌﺮﻓﺔ ﺑﺎ ﹸﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﻻﻟﺘﺰﺍﻡ؛ ﻓﺎﳌﻌﺮﻓﺔ ﺩﺍﻟﺔ ﳌﻮﻗ ٍ‬
‫ﻣﻌﲔ‪.‬‬
‫‪ -2‬ﲞﻼﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﺘﻌﱠﻠﻖ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﻌﻤﻞ؛ ﻓﺎﳌﻌﺮﻓﺔ ﺗﻜﻮﻥ ﺩﺍﺋﻤﹰﺎ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﻏﺎﻳ ٍﺔ ﻣﺎ‪.‬‬
‫‪ -3‬ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﲞﻼﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻳﻀﹰﺎ ﺗﺘﻌﻠﱠﻖ ﺑﺎﳌﻌﲎ‪ ،‬ﻓﻬﻲ ﺧﺎﺻﺔ ﺑﺎﻟﺴﻴﺎﻕ)‪.(1‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻛﺬﻟﻚ ﺗﺪﻓﱡ ‪‬ﻖ ﻟﻠﺮﺳﺎﺋﻞ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﳌﻌﺮﻓﺔ ﳜﻠﹸﻘﻬﺎ ﺫﻟﻚ ﺍﻟﺘﺪﻓﱡﻖ ﺍﳌﻌﻠﻮﻣﺎﰐ‪ ،‬ﻭﻫﻲ ﺭﺍﺳﺨ ﹲﺔ‬
‫ﰲ ﻣﻌﺘﻘﺪﺍﺕ ﻭﺍﻟﺘﺰﺍﻡ ﺣﺎﻣﻠﻬﺎ‪.‬‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺍﳌﻌﺮﻓﺔ ﺍﳋﱪﺓ‪ ،‬ﻭﳛﺘﺎﺝ ﺍﻛﺘﺴﺎﺑ‪‬ﻬﺎ ﺇﱃ ﻭﻗﺖ‪ ،‬ﻭﻫﻲ ﺗﺪﻭﻡ ﺯﻣﻨﹰﺎ ﺃﻃﻮﻝ ﻣـﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ –‬
‫ﻉ ﻣﺎ ﻣﺴﺄﻟ ﹲﺔ ﳐﺘﻠﻔﺔ ﻭﺃﻛﱪ ﻣﻦ ﻣﻌﺮﻓﺔ‬
‫ﻭﺃﺣﻴﺎﻧﹰﺎ ﺇﱃ ﺍﻷﺑﺪ‪ ،‬ﻓﻜﻮﻥ ﺍﻹﻧﺴﺎﻥ ﻭﺍﺳﻊ ﺍﻻﻃﻼﻉ ﺃﻭ ﻋﺎﺭﻓﹰﺎ ﲟﻮﺿﻮ ٍ‬
‫ﺣﻘﻴﻘ ٍﺔ ﻣﺎ‪ ،‬ﺃﻭ ﺍﻣﺘﻼﻙ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺷﻲ ٍﺀ ﻣﺎ)‪.(2‬‬
‫ﻭﺗﻨﻘﺴﻢ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﻗﺴﻤﲔ ﺭﺋﻴﺴﻴﲔ ﳘﺎ)‪:(3‬‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﺼﺮﳛﺔ)‪ :(4‬ﻋﺎﺩ ﹰﺓ ﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺸﺨﺺ ﻣ‪‬ﺪﺭِﻛﹰﺎ ﳌﻌﺮﻓﺘﻬﺎ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻣـﻦ ﺍﻟـﺴﻬﻞ‬
‫ﺗﻮﺛﻴﻘﹸﻪ ﻭﺗﺒﺎﺩﻟﹸﻪ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻣﻦ ﺍﻟﺴﻬﻞ ﺃﻳﻀﹰﺎ ﺗﻌﻠﱡﻤ‪‬ﻪ ﻭﺗﻌﻠﻴﻤ‪‬ﻪ؛‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ)‪ :(5‬ﺗﺄﰐ ﻣﻦ ﺧﻼﻝ ﺍﳋﱪﺓ ﻭﺍﳌﻤﺎﺭﺳﺔ ﻭﺍﻹﺩﺭﺍﻙ‪ ،‬ﻭﻋﺎﺩ ﹰﺓ ﻳﺼﻌ‪‬ﺐ ﺗﻔﺴﲑﻫﺎ ﲟﻮﺿـﻮﻋﻴﺔ‪.‬‬
‫ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﻟﺼﻌﺐ ﺗﻮﺛﻴﻘﹸﻪ ﻭﺗﻨﻈﻴﻤ‪‬ﻪ‪ ،‬ﻭﺃﻳﻀﹰﺎ ﻣﻦ ﺍﻟﺼﻌﺐ ﻧﻘﻠﹸﻪ‪ ،‬ﺗﻌﻠﱡﻤﻪ‪ ،‬ﺃﻭ ﺗﻌﻠﻴﻤ‪‬ﻪ‪.‬‬
‫ﻭﺗﺘﺤﺪ‪‬ﺩ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ ﰲ ﺛﻼﺛﺔ ﻫﻲ)‪:(6‬‬
‫‪ -1‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺍﳌﺨﺘﺰﻧﺔ ﺩﺍﺧﻞ ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -2‬ﺍﳌﻌﺮﻓﺔ ﺍﳌﻌﻠﻨﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﰲ ﻗﻮﺍﻋﺪ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﺇﺣﺼﺎﺋﻴﺎﺕ ﺗﻘﺎﺭﻳﺮ‪ ،‬ﺧﱪﺍﺕ ﺳﺎﺑﻘﺔ‬
‫ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ؛‬
‫‪ -3‬ﻣﻌﺮﻓﺔ ﻣﺴﺘﻤﺪﺓ ﻣﻦ ﻋﻨﺎﺻﺮ ﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.119‬‬ ‫)‪(1‬‬

‫ﺗﻮﻣﺎﺱ ﺃ‪.‬ﺳﺘﻴﻮﺍﺭﺕ‪ ،‬ﺛﻮﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻭﻣﺆﺳﺴﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﺗﺮﲨﺔ ﻋﻼ ﺃﲪﺪ ﺇﺻﻼﺡ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫)‪(2‬‬

‫ﻟﻼﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.23‬‬


‫ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻷﻧﻈﻤﺔ ﺍﻟﺬﻛﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.217‬‬ ‫)‪(3‬‬

‫‪.Explicit Knowledge‬‬ ‫)‪(4‬‬

‫‪.Implicit Knowledge‬‬ ‫)‪(5‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.217‬‬ ‫)‪(6‬‬


‫‪13‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﺑﻌﺾ ﺃﻧﻮﺍﻉ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﺗﺘﻮﻓﱠﺮ ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬


‫ﺷﻜﻞ ﺭﻗﻢ )‪(1‬‬
‫ﺑﻌﺾ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻌﺮﻓﺔ ﺍﻟﱵ ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‬

‫ﺍﳌﹸﺰﻭ‪‬ﺩﻭﻥ‬ ‫ﺍﻟﻌﻤﻴﻞ‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﺑﺎﳌﹸﻨﺘ‪‬ﺠﺎﺕ‪.‬‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﹸﻓﺮﺹ ﺍﻟﺴﻮﻕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﺑﺎ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﺣﺎﺟﺎﺕ ﺍﻟﺴﻮﻕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﺑﺎﳌﺆﺳﺴﺔ ﻭﺍﳌﻨﺎﻓﺴﺔ‪.‬‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﺧﻮﺍﺹ ﺍﳌﻨﺘﺞ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﳌﺆﺳﺴﺔ ﺑﺎ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﻭﺍﳌﻨﺎﻓﺴﺔ‪.‬‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﺣﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺧﻮﺍﺹ ﺍﳌﻨﺘﺞ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﻟﺸﺮﻛﺔ‪.‬‬ ‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺍﻟﻌﻤﻴﻞ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺧﻮﺍﺹ ﺍﳌﻨﺘﺞ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ‬ ‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﺍﻟﻌﻤﻴﻞ‪.‬‬
‫ﺍﻟﻌﻤﻴﻞ‪.‬‬ ‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺇﱃ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻓﻴﻤﺎ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﺍﳌﹸﻨﺎﻓِﺴﻮﻥ‬ ‫ﲤﺘﻠﻜﻬﺎ‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﳌﺰﻭﺩ ﺇﱃ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺑﻮﺻﻔﻬﻢ ﻣﺘﻌﺎﺿﺪﻳﻦ‪.‬‬ ‫ﺍﳌﺆﺳﺴﺔ‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺍﳊﻠﻔﺎﺀ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺴﻮﻕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ‪.‬‬ ‫ﺍﻟﻌﺎﻣﻠﻮﻥ‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ‪.‬‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﻌﻤﻼﺀ‪.‬‬
‫ﺍﻟﺼﻨﺎﻋﺔ‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟ‪‬ﻨﻈﻢ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪.‬‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺼﻨﺎﻋﺔ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺴﻮﻕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﳌﻮﺍﺭﺩ‪.‬‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺸﺮﻛﺔ )ﻣﻜـﺎﻣﻦ ﺿـﻌﻔﻬﺎ‪،‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺴﻮﻕ‪.‬‬ ‫ﻗﻮ‪‬ﺎ‪ ،‬ﻭﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍﻟﱵ ﺗ‪‬ﻮﺍﺟﻬﻬﺎ‪.(...‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ :‬ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪ ،‬ﻣﺮﻛﺰ ﺍﻹﻣﺎﺭﺍﺕ‬
‫ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺃﺑﻮ ﻇﱯ‪ ،‬ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.131‬‬
‫‪14‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺿﺢ ﺍﻟﺸﻜﻞ ﺭﻗﻢ )‪ (1‬ﺑﻌﺾ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻌﺮﻓﺔ ﺍﻟﱵ ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭ‪‬ﻳﺴﱢﻠﻂ ﺍﻟﻀﻮﺀ‬ ‫‪‬ﻳﻮ ‪‬‬
‫ﻋﻠﻰ ﺃﺟﺰﺍﺀ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﲡﻤﻴﻌﻬﺎ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﹰﺍ ﻣﻦ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺘﻬﺎ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻌﺮﻓﺔ‪.‬‬
‫ﺕ‬
‫ﺇﺫﻥ‪ ،‬ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺆﺳﺴﺔ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ ﰲ ﺣ ﱢﻞ ﻣﺸﻜﻠ ٍﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﻫﻲ ﻣﻌﻠﻮﻣﺎ ‪‬‬
‫ﻣﻔﻬﻮﻣﺔ‪ ،‬ﻣ‪‬ﺤﻠﱠﻠﺔ‪ ،‬ﻭﻣﻄﺒﻘﺔ‪ .‬ﻫﻲ ﻛﺬﻟﻚ ﺣﺼﻴﻠﺔ ﺍﻻﻣﺘﺰﺍﺝ ﺍﳋﻔﻲ ﺑﲔ ﺍﳌﻌﻠﻮﻣﺔ ﻭﺍﳋﱪﺓ ﻭﺍ ﹸﳌﺪﺭﻛﺎﺕ ﺍﳊﺴﻴﺔ‬
‫ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳊﻜﻢ )ﺍﳌﻌﺮﻓﺔ = ﻣﻌﻠﻮﻣﺎﺕ ‪ +‬ﺧﱪﺓ(‪ .‬ﻧﺘﻠ ﱠﻘﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﻧﺨﺮﺟﻬﺎ ﲟﺎ ‪‬ﺗﺪﺭﻛﻪ ﺣﻮﺍ ‪‬ﺳﻨﺎ‪.‬‬
‫ﺇﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﲢﻤﻞ ﻋﻠﻰ ﻛﺎﻫﻠﻬﺎ ﻣﻌﻈﻢ ﻋﺐﺀ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻫﻲ ﻣﻦ ﺗﻘﻮﻡ‬
‫ﻓﻌﻠﻴﹰﺎ ﺑﺘﻨﻔﻴﺬ ﻣﻬﺎﻡ ﺍﻟﻌﻤﻞ‪ :‬ﻣﻌﺎﳉﺔ ﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﳌﺴﺘﻨﺪﺍﺕ‪ ،‬ﺍﺳﺘﻜﻤﺎﻝ ﺍﻟﻌﻤﻞ ﺍﻟﻮﺭﻗﻲ‪ ،‬ﺇﻋﺪﺍﺩ ﺍﻟﺮﺳﻮﻣﺎﺕ‬
‫ﻭﺍﳌﺴﺘﻨﺪﺍﺕ‪ ،‬ﺗﻌﺒﺌﺔ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﺗﻮﺻﻴﻞ ﻭﺗﻮﺯﻳﻊ ﺍﻟﻌﻤﻞ‪ ،‬ﺇﻻ ﺍﻧﻪ ﻻ ﻳﻮﺟﺪ ﻓﺮ ‪‬ﺩ‬
‫ﻳﻌﻤﻞ ﰲ ﻓﺮﺍﻍ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻌﺮﻳﻒ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ‪.‬‬
‫)‪(2‬‬

‫ﻳ‪‬ﻌ ‪‬ﺪ ﺑﻴﺘﺮ ﺩﺭﺍﻛﺮ )‪ (Peter Drucker‬ﻣﻦ ﺃﻭﺍﺋﻞ ﺍ ﹸﳌﻔ ﱢﻜﺮﻳﻦ ﺍﻟﺬﻳﻦ ﺭﺻﺪﻭﺍ ﺇﺭﻫﺎﺻﺎﺕ ﺍﻟﺘﺤـﻮ‪‬ﻝ‬
‫)‪(3‬‬

‫ﻣﻦ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺼﻨﺎﻋﻲ ﺇﱃ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ .‬ﻓﻘﺪ ﺻﺎﻍ ﻣﺼﻄﻠﺢ "ﺍﻟﻌﻤﻞ ﺍﳌﻌﺮﰲ")‪ (4‬ﺃﻭ "ﺍﻟﻌﺎﻣﻞ ﺍﳌﻌﺮﰲ"‬
‫ﺏ ﺻﺪﺭ ﻟﻪ ﻭﻫﻮ "ﳎﺘﻤﻊ ﻣﺎ ﺑﻌﺪ ﺍﻟﺮﺃﲰﺎﻟﻴﺔ" )‪ (1993‬ﻓﺈﻧﻨـﺎ‬ ‫ﰲ ﺳﻨﺔ ‪ 1960‬ﺗﻘﺮﻳﺒﹰﺎ‪ .‬ﻭﻭﻓﻘﹰﺎ ﻷﺣﺪﺙ ﻛﺘﺎ ٍ‬
‫ﺑﺴﺒﻴﻠﻨﺎ ﺇﱃ ﺩﺧﻮﻝ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﱂ ﻳ ‪‬ﻌ ْﺪ ﺍﳌﻮﺭﺩ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻷﺳﺎﺳﻲ ﻓﻴﻪ ﺭﺃﺱ ﺍﳌـﺎﻝ ﺃﻭ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ ﺃﻭ ﺍﻟﻌﻤﻞ‪ ،‬ﺑﻞ ﺍﳌﻌﺮﻓﺔ ﻭﺣﻴﺚ ﻳﻠﻌﺐ "ﺍﻟﻌﺎﻣﻞ ﺍﳌﻌﺮﰲ" ﺩﻭﺭﹰﺍ ﳏﻮﺭﻳﹰﺎ)‪.(5‬‬
‫ﻭﻗﺪ ﻋ ‪‬ﺮﻑ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﻌﺮﰊ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺴﻨﺔ ‪ 2003‬ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺑﺄﻧﻪ » ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﻳﻘـﻮﻡ‬
‫ﺃﺳﺎﺳﹰﺎ ﻋﻠﻰ ﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺇﻧﺘﺎﺟﻬﺎ ﻭﺗﻮﻇﻴﻔﻬﺎ ﺑﻜﻔﺎﺀ ٍﺓ ﰲ ﲨﻴﻊ ﳎﺎﻻﺕ ﻧﺸﺎﻁ ﺍ‪‬ﺘﻤﻊ‪ :‬ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍ‪‬ﺘﻤﻊ‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.73‬‬ ‫)‪(1‬‬

‫‪.Knowledge society‬‬ ‫)‪(2‬‬

‫ﺑﻴﺘﺮ ﻓﺮﺩﻧﺎﻧﺪ ﺩﺭﺍﻛﺮ )‪ 19) (Peter Drucker‬ﻧﻮﻓﻤﱪ ‪ 11 -1909‬ﻧﻮﻓﻤﱪ ‪ (2005‬ﻛﺎﻥ ﻛﺎﺗﺒﹰﺎ ﰲ ﳎـﺎﻝ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻣﺴﺘـﺸﺎﺭﹰﺍ‬ ‫)‪(3‬‬

‫ﺇﺩﺍﺭﻳﹰﺎ‪ .‬ﻭﻛﻤﺎ ﻳﺼﻒ ﻧﻔﺴ ‪‬ﻪ "ﺍﺧﺘﺼﺎﺻﻲ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ"‪ .‬ﻳﻌﺘ ‪‬ﱪﻩ ﺍﻟﻜﺜﲑﻭﻥ ﺃﺑﺎ ﻋﻠﻢ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺚ‪ .‬ﻛﺘﺒ ‪‬ﻪ ﺍﻟـ ‪ 39‬ﻭﻣﻘﺎﻻﺗـ ‪‬ﻪ‬
‫ﺍﻟﻜﺜﲑﺓ‪ ،‬ﺍﺳﺘﻜﺸﻔﺖ ﻛﻴﻔﻴﺔ ﺗﻨﻈﻴﻢ ﺍﻷﻓﺮﺍﺩ ﻋﱪ ﻗﻄﺎﻋﺎﺕ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﳊﻜﻮﻣﻴﺔ ﻭﻏﲑ ﺍﻟﺴﺎﻋﻴﺔ ﻟﻠﺮﺑﺢ‬
‫)ﺫﺍﺕ ﺍﻟﻄﺒﻴﻌﺔ ﺍﳋﲑﻳﺔ(‪ .‬ﺗﻮﱠﻗﻌﺖ ﻛﺘﺎﺑﺎﺗ ‪‬ﻪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺣﺪﺍﺙ ﰲ ﳎﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻗﺒﻞ ﺣـﺪﻭﺛﻬﺎ‪ ،‬ﻛﺎﳋﺼﺨـﺼﺔ‪،‬‬
‫ﻭﺍﻟﻼﻣﺮﻛﺰﻳﺔ‪ ،‬ﻭﺍﺿﻄﻼﻉ ﺍﻟﻴﺎﺑﺎﻥ ﺑﺎﻟﻘﻮﻯ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺩﻭﺭ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻟﺘﺴﻮﻳﻘﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﻇﻬﻮﺭ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻣﻦ ﺃﻫﻢ‬
‫ﺇﺳﻬﺎﻣﺎﺗ ِﻪ "ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ"‪" ،‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﺘﺴﻮﻳﻘﻲ ﺍﳌﻌﺎﺻﺮ"‪" ،‬ﻋﻤﺎﻝ ﺍﳌﻌﺮﻓﺔ" ﻭﻫﻮ ﺍﳌﺼﻄﻠﺢ ﺍﻟﺬﻱ ﺍﺑﺘﻜﺮ ‪‬ﻩ ﰲ ﻋﺎﻡ ‪.1960‬‬
‫‪.Working Knowledge‬‬ ‫)‪(4‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.112‬‬ ‫)‪(5‬‬
‫‪15‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﳌﺪﱐ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺔ‪ ،‬ﻭﺍﳊﻴﺎﺓ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺻﻮ ﹰﻻ ﺑﺎﻻﺭﺗﻘﺎﺀ ﺑﺎﳊﺎﻟﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑـﺎ ﱢﻃﺮﺍﺩ‪ ،‬ﺃﻱ ﺇﻗﺎﻣـﺔ ﺍﻟﺘﻨﻤﻴـﺔ‬
‫ﺍﻟﺒﺸﺮﻳﺔ«)‪.(1‬‬
‫ﺴﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺮﻓﺔ ﰲ ﺗﺴﻴﲑ ﺃﻣﻮﺭﻩ ﻭﰲ ﺍ‪‬ﺗﺨـﺎﺫ‬ ‫ﺤِ‬
‫ﻭﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﻛﺬﻟﻚ » ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ‪‬ﻳ ْ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺴﻠﻴﻤﺔ ﻭﺍﻟﺮﺷﻴﺪﺓ‪ ،‬ﻭﻛﺬﻟﻚ ﻫﻮ ﺫﻟﻚ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ‪‬ﻳﻨﺘﺞ ﺍﳌﻌﻠﻮﻣﺔ ﳌﻌﺮﻓﺔ ﺧﻠﻔﻴـﺎﺕ ﻭﺃﺑﻌـﺎﺩ‬
‫ﺍﻷﻣﻮﺭ ﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ‪ ،‬ﻟﻴﺲ ﰲ ﺑﻠﺪﻩ ﻓﻘﻂ‪ ،‬ﺑﻞ ﰲ ﺃﺭﺟﺎﺀ ﺍﻟﻌﺎﱂ ﻛﱢﻠﻪ «)‪.(2‬‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪»:‬ﻫﻮ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﺳﺘﻐﻼﻝ ﺍﳌﻌﺮﻓﺔ ﻛﺄﻫﻢ ﻣﻮﺭ ٍﺩ ﻟﺘﻨﻤﻴﺔ ﲨﻴﻊ ﺍﻟﻘﻄﺎﻋـﺎﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻨﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﻋﻼﻭ ﹰﺓ ﻋﻠﻰ ﻛﻮﻥ ﺻﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ ﻗﻄﺎﻋﹰﺎ ﺍﻗﺘﺼﺎﺩﻳﹰﺎ ﻗﺎﺋﻤـﹰﺎ‬
‫ﺑﺬﺍﺗﻪ«)‪.(3‬‬
‫ﻟﻘﺪ ﺃﻓﻀﺖ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﺮﻓﻴﺔ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﺃﺻﺒﺢ ﻳﻌﺘﻤﺪ ‪ -‬ﺃﺳﺎﺳﹰﺎ ‪ -‬ﻋﻠـﻰ ﺍﳌﻌـﺎﺭﻑ‬
‫ﺱ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒـﺸﺮﻳﺔ‬ ‫ﻛﺜﺮﻭ ٍﺓ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﺃﻱ ﻋﻠﻰ ﺧﱪﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻛﻔﺎﺀ‪‬ﺎ ﻭﻣﻌﺎﺭﻓﻬﺎ ﻭﻣﻬﺎﺭﺍ‪‬ﺎ ﻛﺄﺳﺎ ٍ‬
‫ﺕ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺗﺘﻤﺜﱠـﻞ ﺍﳌﻬـﺎﺭﺓ‬ ‫ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﻭﺗﺘ‪‬ﺠﻪ ﺍﳌﺆﺳﺴﺎﺕ ﺷﻴﺌﹰﺎ ﻓﺸﻴﺌﹰﺎ ﳓﻮ ﺃﻥ ﺗﻜﻮﻥ ﻣﺆﺳﺴﺎ ٍ‬
‫ﺍﻷﻛﺜﺮ ﺃﳘﻴ ﹰﺔ ﻟﺪﻯ ﺍﳌﺪﺭﺍﺀ ﰲ ﻣﻬﺎﺭﺓ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ)‪ (4‬ﻭﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﺍﻟﻔﻌ‪‬ﺎﻝ ﻣﻊ ﺃﻓﺮﺍﺩ ﺍﳌﻌﺮﻓﺔ‪ .‬ﻭﺣﱴ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺕ ﺟﺪﻳـﺪﺓ‬ ‫ﺕ ﺟﺪﻳﺪﺓ ﺃﻭ ﻋﻤﻠﻴﺎ ٍ‬
‫ﺍﻟﱵ ﺗﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻓﺈ‪‬ﺎ ﻣﻌﻨﻴ ﹲﺔ ﺑﺎﳌﻌﺮﻓﺔ؛ ﻷﻥ ﺍﺑﺘﻜﺎﺭ ﻣ‪‬ﻨﺘ‪‬ﺠﺎ ٍ‬
‫ﺱ ﻟﻠﺘﻔﻮ‪‬ﻕ ﻋﻠﻰ ﺍ ﹸﳌﻨﺎﻓﺴﲔ ﺍﻟﺬﻳﻦ ﻳﺄﺗﻮﻥ ﻣﻦ ﻛﻞ ﻣﻜﺎﻥ‪ ،‬ﺇﳕﺎ ﻫﻮ ﰲ ﺟﻮﻫﺮﻩ ﻋﻤﻠﻴﺔ ﺇﻧـﺸﺎ ٍﺀ ﳌﻌﺮﻓـ ٍﺔ‬ ‫ﻛﺄﺳﺎ ٍ‬
‫ﺟﺪﻳﺪﺓ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﺟﺮ‪‬ﺍﺀ ﺍﻟﺘﻌﻘﻴـﺪ ﰲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎﺕ ﺍﳌﹸـﺴﺘﺨ ‪‬ﺪﻣﺔ ﻭﺍﻟﺘﺨـﺼ‪‬ﺺ ﰲ ﺇﺩﺍﺭ‪‬ـﺎ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ ،‬ﺃﺻﺒﺤﺖ ﻫﻲ ﺍﻷﻛﺜﺮ ﻗﹸﺪﺭ ﹰﺓ ﻋﻠﻰ ﺇﻧﺸﺎﺀ ﺍﻟﻘﻴﻤـﺔ ﻭﺗﻮﻟﻴـﺪ ﺍﻟﻨﻘـﻮﺩ ﺑﺎﻟﻨـﺴﺒﺔ ﻟﻸﻓـﺮﺍﺩ‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ)‪.(5‬‬
‫ﺴﻦ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺤِ‬‫ﺇﻥ ﺗﻌﺒﲑ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻳﻨﻄﺒﻖ ﻛﺬﻟﻚ ﻋﻠﻰ ﳎﺘﻤ ٍﻊ ‪‬ﻳ ْ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻣﻌﺎﻣﻼﺗﻪ؛ ﲝﻴﺚ ﻳﻜﻮﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺇﻧﺸﺎﺀ ﺍﳌﻌﻠﻮﻣﺔ ﻭﺍ ﹸﳌﺸﺎﺭﻛﺔ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺮﺻـﺪ ﺍﳌﻌـﺮﰲ‬

‫ﺻﺎﱀ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻨﺼﺎﺭ‪ » ،‬ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ «‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،[email protected] ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬ ‫)‪(1‬‬

‫‪ 16‬ﺟﻮﺍﻥ ‪.2007‬‬
‫ﻋﺒــﺪ ﺍﷲ ﺗﺮﻛﻤــﺎﱐ‪ » ،‬ﳎﺘﻤــﻊ ﺍﳌﻌﺮﻓــﺔ ﻭﺃﺑﻌــﺎﺩﻩ ﰲ ﺍﻟﻌــﺎﱂ ﺍﻟﻌــﺮﰊ «‪ ،‬ﺗــﻮﻧﺲ ﰲ ‪ 4‬ﻓﻴﻔــﺮﻱ ‪،2004‬‬ ‫)‪(2‬‬

‫‪ ،http://hem.bredband.net/dccls2/s142.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺟﻮﺍﻥ ‪.2006‬‬


‫ﻧﺒﻴﻞ ﻋﻠﻲ ﻭ ﻧﺎﺩﻳﺔ ﺣﺠﺎﺯﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.22‬‬ ‫)‪(3‬‬

‫‪.Knowledge Management‬‬ ‫)‪(4‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻣﺆﺳﺴﺔ ﺍﻟﻮﺭﺍﻕ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2004 ،‬ﺹ‬ ‫)‪(5‬‬

‫‪.23‬‬
‫‪16‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻌﺎﳌﻲ‪ ،‬ﻭﻋﻠﻰ ﺗﻘﺎ ‪‬ﺳﻢ ﺍﳌﻌﻠﻮﻣﺔ ﻭﺗﻔﺎﺩﻱ ﻫ ْﺪﺭ ﺍﳉﻬﺪ ﻭﺍﻟﻮﻗﺖ‪ ،‬ﻭﻋﻠﻰ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺔ ‪‬ـﺪﻑ ﺍﻻﻧﺘﻔـﺎﻉ‬
‫ﺑﺎﻟﺘﺠﺎﺭﺏ ﻏﲑ ﺍﻟﻨﺎﺟﺤﺔ‪ ،‬ﻭﺗﻮﺳﻴﻊ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺎﺭﻑ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺔ ﻋﻠﻰ ﺃﺣـﺴﻦ ﻭﺟـﻪ؛ ‪‬ـﺪﻑ‬
‫ﺍﻹﺳﺮﺍﻉ ﺑﻜﺴﺐ ﺭﻫﺎﻥ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﻕ ﻹﺩﺧﺎﻝ ﻋﺎﻣـﻞ‬ ‫ﻭ‪‬ﻳﺤﺎ ِﻭﻝ ﺍﻻﻗﺘﺼﺎﺩﻳﻮﻥ ﺍﻵﻥ‪ -‬ﻭﻣﻊ ﺍﻟﺘﻘ ‪‬ﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍ ﹸﳌﺘﺴﺎ ِﺭﻉ ‪ -‬ﺇﳚﺎﺩ ﻃﺮ ٍ‬
‫ﺸﻪ‪ ،‬ﻭﻗﺪ‬
‫ﺍﳌﻌﺮﻓﺔ ﺑﺸﻜ ٍﻞ ‪‬ﻳﺤ ﱢﻘﻖ ﻋﺎﺋﺪﹰﺍ ﺍﻗﺘﺼﺎﺩﻳﹰﺎ‪ .‬ﻓﺎﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺮﻓﺔ ﺃﺻﺒﺤﺖ ﻭﺍﻗﻌﹰﺎ ﻧﻌﻴ ‪‬‬
‫ﺐ‬
‫ﺣ ﱠﻘﻘﺖ ﺑﻌﺾ ﺍﻟﺪﻭﻝ ﺍﺭﺗﻔﺎﻋﹰﺎ ﻛﺒﲑﹰﺍ ﰲ ﺻﺎﺩﺭﺍ‪‬ﺎ؛ ﻧﻈﺮﹰﺍ ﻻﻋﺘﻤﺎﺩﻫﺎ ﰲ ﺻﻨﺎﻋﺘﻬﺎ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨـﺴ ٍ‬
‫ﺿﺤﻪ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬ ‫ﻛﺒﲑﺓ ﺗﺴﺘﺤ ‪‬ﻖ ﺍﻟﺘﻮﻗﱡﻒ)‪ ،(1‬ﻣﺜﻠﻤﺎ ‪‬ﻳﻮ ‪‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(4‬‬
‫ﺗﺄﺛﲑ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬
‫ﺯﻳﺎﺩﺓ ﰲ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬ ‫‪%36‬‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬
‫ﺯﻳﺎﺩﺓ ﰲ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬ ‫‪%37‬‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
‫ﺯﻳﺎﺩﺓ ﰲ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬ ‫‪%43‬‬ ‫ﺍﻳﺮﻟﻨﺪﺍ‬
‫ﺯﻳﺎﺩﺓ ﰲ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬ ‫‪%32‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‬
‫ﺍﳌﺼﺪﺭ‪ » :‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﻣﺆﲤﺮ » ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﰊ «‪ ،‬ﺍﻟﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﻟﺜﻼﺛﻮﻥ ﺍﻟﺬﻱ ‪‬ﻧﻈﱢﻢ ﰲ ﺷﺮﻡ ﺍﻟﺸﻴﺦ‪،‬‬
‫ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻳﺎﻡ ‪ 17-10‬ﻣﺎﺭﺱ ‪ ،2007‬ﺹ ‪.11‬‬

‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ ﺃﺛﺮ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ ﰲ ﺍﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﳌﻌﺮﻓـﺔ‪ ،‬ﺇﺫﻥ‬
‫ﻓﺎﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﳌﻌﺮﻓﺔ ﺃﺻﺒﺢ ﺃﺣﺪ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﰲ ﺍﺯﺩﻳﺎﺩ ﺍﻹﻧﺘﺎﺟﻴﺔ؛ ﺍﻷﻣﺮ ﺍﻟـﺬﻱ‬
‫ﺼﺼﺎﺕ ﺍﻟﻜـﺒﲑﺓ‬ ‫ﺟﻌﻞ ﻫﺬﻩ ﺍﻟﺪﻭﻝ ‪‬ﺗﺮ ﱢﻛﺰ ﰲ ﺍﺳﺘﺜﻤﺎﺭﺍ‪‬ﺎ ﰲ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺭﺻﺪ ﺍ ﹸﳌﺨ ‪‬‬
‫ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻄﻮﻳﺮﳘﺎ ﰲ ﻛﺎﻓﺔ ﺍﻟﻘﻄﺎﻋﺎﺕ‪.‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪.‬‬


‫ﻭﳝﻜﻦ ﺗﻮﺿﻴﺢ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﲢ ‪‬ﻮﻝ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ)‪:(2‬‬

‫» ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﻣﺆﲤﺮ » ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﰊ «‪ ،‬ﺍﻟﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﻟﺜﻼﺛﻮﻥ ﺍﻟﺬﻱ ‪‬ﻧﻈﱢﻢ ﰲ ﺷـﺮﻡ ﺍﻟـﺸﻴﺦ‪،‬‬ ‫)‪(1‬‬

‫ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻳﺎﻡ ‪ 17-10‬ﻣﺎﺭﺱ ‪ ،2007‬ﺹ ‪.11‬‬


‫ﳏﻴﻲ ﺍﻟﺪﻳﻦ ﺣﺴﺎﻧﺔ‪ » ،‬ﺍﻟﺘﺤﻮﻝ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ «‪ ،‬ﳎﻠﺔ ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪ ،‬ﺍ‪‬ﻠـﺪ ‪،12‬‬ ‫)‪(2‬‬

‫ﺍﻟﻌﺪﺩ ‪ ،2‬ﺟﺎﻧﻔﻲ ‪ ،2007‬ﺹ ‪.50‬‬


‫‪17‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(2‬‬


‫ﺍﻟﻌﻮﺍﻣﻞ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﰲ ﲢ ‪‬ﻮﻝ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‬

‫ﺍﻟﺘﻨﺎﻓﺲ ﺍﻟﻜﺒﲑ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﺳﺮﻋﺔ ﺩﻭﺭﺍﻥ ﺍﻟﺰﻣﻦ ﻣﻊ‬


‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﳋﺪﻣﻴﺔ‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ‬ ‫ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻘﲏ‬
‫ﲢﻮ‪‬ﻝ ﳎﺘﻤﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ‬
‫ﻗﻠﺔ ﺍﻟﺘﻨﺒﺆ ﲟﺎ ﺳﻴﺠﺮﻱ ﺧﻼﻝ‬ ‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﺗﻐ‪‬ﻴﺮ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻹﺩﺍﺭﺓ‬
‫ﻓﺘﺮﺓ ﻗﺼﲑﺓ‬

‫ﻭﺟﻮﺩ ﳎﺘﻤﻌﺎﺕ ﺍﻓﺘﺮﺍﺿﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﳏﻴﻲ ﺍﻟﺪﻳﻦ ﺣﺴﺎﻧﺔ‪ » ،‬ﺍﻟﺘﺤﻮﻝ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓـﺔ «‪ ،‬ﳎﻠـﺔ‬
‫ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،12‬ﺍﻟﻌﺪﺩ ‪ ،2‬ﺟﺎﻧﻔﻲ ‪ ،2007‬ﺹ ‪.50‬‬

‫ﺿﺢ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﹸﺆﺛﱢﺮﺓ ﰲ ﲢﻮ‪‬ﻝ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﻣﻦ ﺑﻴﻨـﻬﺎ‬‫‪‬ﻳﻮ ‪‬‬
‫ﺳﺮﻋﺔ ﺩﻭﺭﺍﻥ ﺍﻟﺰﻣﻦ ﻣﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻘﲏ‪ ،‬ﺗﻐﻴ‪‬ﺮ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﺍﻟﺘﻨﺎﻓﺲ ﺍﻟﻜﺒﲑ ﺑﲔ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﳋﺪﻣﻴﺔ‪ ،‬ﻭﺟﻮﺩ ﳎﺘﻤﻌﺎﺕ ﺍﻓﺘﺮﺍﺿﻴﺔ‪...‬ﺍﱁ‪.‬‬

‫ﺇﻥ ﺃﻫﻢ ‪‬ﻣﻘ ‪‬ﻮ ٍﻡ ﰲ ﺻﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﺍﶈﺘﻮﻯ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺘﺄﱠﻟﻒ ﻣﻦ ﺍﻟﺘﺮﺍﺙ ﺍﻟﺮﻣﺰﻱ ﺍﻹﻧـﺴﺎﱐ‬
‫ﺕ ‪‬ﻣﺴﺘﺤ ‪‬ﺪﺛﺔ ﺗ‪‬ـﺴﺘﺜ ِﻤﺮ ﻫـﺬﺍ‬
‫ﻣﻦ ﻧﺼﻮﺹ‪ ،‬ﻭﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ‪ ،‬ﻭﻗﻮﺍﻋﺪ ﻣﻌﺮﻓﻴﺔ‪ ،‬ﻭﺃﻓﻼﻡ‪ ،‬ﻭﻣﻮﺳﻴﻘﻰ‪ ،‬ﻭﺁﻟﻴﺎ ٍ‬
‫ﺍﶈﺘﻮﻯ ﳋﻠﻖ ﻭﺇﺑﺪﺍﻉ ﳏﺘﻮﻯ ﺟﺪﻳﺪ)‪ .(1‬ﻣﻦ ﺃﺟﻞ ﻫﺬﺍ ﺑﺪﺃﺕ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻭﻣﺆﺳـﺴﺎ‪‬ﺎ ﺍﻟﻌﻤﻼﻗـﺔ‬
‫ﺑﺎﻟﺴﻌﻲ ﺇﱃ ﺇﺣﻜﺎﻡ ﻗﺒﻀﺘﻬﺎ ﻋﻠﻰ ﻣﻮﺍﺭﺩ ﺍﶈﺘﻮﻯ‪ ،‬ﲤﻬﻴﺪﹰﺍ ﻟﻔﺮﺽ ﻫﻴﻤﻨﺘﻬﺎ ﻋﻠﻰ ﻋﺠﻠﺔ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻟﻌﺎﳌﻲ‪.‬‬

‫ﻋﻠﻲ ﻧﺒﻴﻞ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳـﺖ‪،‬‬ ‫)‪(1‬‬

‫ﺍﻟﻌﺪﺩ ‪ ،2001 ،265‬ﺹ ‪.97‬‬


‫‪18‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﺮﻯ ﺩﺭﺍﻛﺮ ﺃﻥ ﺃﺣﺪ ﺃﻫﻢ ﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻮﺍﺟﻪ ﻛﻞ ﻣﺆﺳﺴ ٍﺔ ﰲ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓـﺔ ﻫـﻮ ﺑﻨـﺎﺀ‬
‫ﺕ ﻣﻨﻬﺠﻴﺔ ﻣﺆﺳﺴﺔ ﻹﺩﺍﺭﺓ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻟﺬﺍﰐ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺗﻜﻮﻥ ﻣﺴﺘﻌ ‪‬ﺪ ﹰﺓ ﻟﻠﺘﺨﻠﱢﻲ ﻋﻦ‬ ‫ﳑﺎﺭﺳﺎ ٍ‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﺃﺻﺒﺤﺖ ﻗﺪﳝﺔ‪ ،‬ﻭﺃﻥ ﺗﺘﻌﻠﱠﻢ ﻛﻴﻒ ﺗ‪‬ﺒﺪﻉ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ ﻣﻦ ﺧﻼﻝ)‪:(1‬‬
‫‪ -‬ﺍﻟﺘﺤﺴﲔ ﺍﳌﹸﺘﻮﺍﺻِﻞ ﻟﻜﻞ ﻧﺸﺎﻁ؛‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻧﺎﺑﻌﺔ ﻣﻦ ﳒﺎﺣﺎ‪‬ﺎ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﺗﻄﺒﻴﻘﺎ ٍ‬
‫‪ -‬ﺍﻻﺑﺘﻜﺎﺭ ﺍﳌﹸﺘﻮﺍﺻٍﻞ ﻛﻌﻤﻠﻴﺔ ﻣﺆﺳﺴﺔ‪.‬‬
‫ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ‪ ،‬ﻳﺘﺄﱠﻟﻒ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ)‪ (2‬ﻣﻦ ﻋﻨﺼﺮﻳﻦ ﻣﺘﻔﺎﻋﻠﲔ ﳘﺎ‪ :‬ﺃﻭ ﹰﻻ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻟﺬﻱ‬
‫ﺕ ﻣﺴﺘﻤﺮﺓ؛ ﻭﺛﺎﻧﻴﹰﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟـﱵ‬
‫ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻳﺴﺘﻮﻋ‪‬ﺒﻬﺎ‪ ،‬ﻭﻳ‪‬ﺤ ‪‬ﻮﳍﺎ ﺇﱃ ﻭﺍﻗ ٍﻊ ﻣﻠﻤﻮﺱ‪ ،‬ﻭﳒﺎﺣﺎ ٍ‬
‫ﺸﺮ ﰲ ﺍﻟﻔﻜﺮ ﺍﳌﻮﺛﻖ‪ ،‬ﻭﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ ﻟﻠﺠﻨﺲ ﺍﻟﺒـﺸﺮﻱ‪ ،‬ﻭﺻـﻴﺎﻏﺔ‬ ‫ﺗﺴﺘﻘ ‪‬ﺮ ﰲ ﺍﻟﻨﺎﺗﺞ ﺍﻹﻧﺴﺎﱐ ﺍ ﹸﳌﻨﺘ ِ‬
‫ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﺗﻔﺘﻘﺮ ﺇﱃ ﺣﻠﻮ ٍﻝ ﺗﺮﻗﻰ ﺑﺎﻹﻧﺴﺎﻥ ﻋﻠﻰ ﺍﻟﻄﺒﻴﻌﺔ ﺍﶈﻴﻄﺔ ﺑﻪ)‪.(3‬‬
‫ﺕ ﻋ ‪‬ﺪﺓ ‪‬ﻣﻌﺘ ‪‬ﻤﺪﺓ ﻟﺘﺤﺪﻳﺪ ﻭﻭﺻﻒ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﺜﻞ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺒﺤﺚ ﻭﺍﻟﺘﻨﻤﻴـﺔ‪،‬‬ ‫ﻭﻫﻨﺎﻙ ﻣ‪‬ﺆﺷ‪‬ﺮﺍ ‪‬‬
‫ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﻭﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﰲ ﳎﺎﻝ ﺇﻧﺘﺎﺝ ﻭﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ‬
‫ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻣﻊ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﻓﺈﻥ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﺍ ﹸﳌﻤ‪‬ﻴﺰ ﳍﺬﺍ ﺍ‪‬ﺘﻤﻊ ﻫﻮ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓـﺔ‪،‬‬
‫ﻭﺍﻋﺘﺒﺎﺭﻩ ﺇﺣﺪﻯ ﺍﻟﺮﻛﺎﺋﺰ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ ﺍﻟﺬﻱ ﲢﻞﱡ ﻓﻴﻪ ﺍﳌﻌﺮﻓﺔ ﳏ ﱠﻞ ﺍﻟﻌﻤـﻞ‬
‫ﻭﺭﺃﺱ ﺍﳌﺎﻝ‪ .‬ﺃﻱ ﺃﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻏﲑﻫﺎ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﻭ‪‬ﻧﻈﻢ ﺍﻟﺘﻘﻨﻴﺔ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ‪‬ﺗﻌـ ‪‬ﺪ‬
‫ﺃﺳﺎﺱ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﻌﺮﻓﺔ؛ ﻓﻬﻲ ﺍﻟﱵ ‪‬ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻗﻴﺎﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭ‪‬ﺗﻌﻄﻴﻪ ﺧﺼﺎﺋﺼﻪ ﻭ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺗﻪ‪ ،‬ﻛﻤﺎ‬
‫ﺃ‪‬ﺎ ﲢﻞﱡ ﳏ ﱠﻞ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻹﻧﺘﺎﺝ ﺍﻟﺼﻨﺎﻋﻴﲔ ﻛﻤﺼﺪ ٍﺭ ﺃﺳﺎﺳﻲ ﻟﻺﻧﺘﺎﺝ‪ ،‬ﲝﻴﺚ ﳝﻜﻦ ﺗﻘﻮﱘ ﺍﻟﺴﻠﻌﺔ‪ ،‬ﻟـﻴﺲ‬
‫ﻓﻘﻂ ﺣﺴﺐ ﻣﺎ ﻳﺪ ‪‬ﺧﻞ ﰲ ﺗﻜﻮﻳﻨﻬﺎ ﻣﻦ ﻣﻮﺍﺩ ﺧﺎﻡ‪ ،‬ﺃﻭ ﻣﺎ ‪‬ﺑﺬﻝ ﰲ ﺇﻧﺘﺎﺟﻬﺎ ﻣﻦ ﳎﻬﻮﺩ‪ ،‬ﺃﻭ ﻣﺎ ﹸﺃﻧﻔﻖ ﻋﻠﻴﻬﺎ‬
‫ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﻭﺇﳕﺎ ﺣﺴﺐ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﺃ ‪‬ﺩﺕ ﺇﱃ ﺍﺑﺘﻜﺎﺭ ﺗﻠﻚ ﺍﻟﺴﻠﻌﺔ ﻭﺇﻧﺘﺎﺟﻬﺎ‪ .‬ﻓﺎﳌﻌﺮﻓﺔ ﺗ‪‬ﻌﺘـﱪ ﺃﻫـﻢ‬
‫ﻋﺎﻣ ٍﻞ ﰲ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﻫﻲ ﺗ ﹸﻔﻮﻕ ﺭﺃﺱ ﺍﳌﺎﻝ ﻭﺍﳉﻬﺪ ﺍﳌﺒﺬﻭﻝ ﰲ ﺍﻟﻌﻤﻞ‪ .‬ﻓﺎﻟﺬﻱ ‪‬ﻳﺤ ‪‬ﺪﺩ ﻗﻴﻤ ﹶﺔ ﺍﻟﺴﻠﻌﺔ ﺍﳌﻌﺮﻓﻴﺔ‬
‫ﺇﺫﻥ ﻫﻮ ﰲ ﺍﶈ ﱢﻞ ﺍﻷﻭﻝ ﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﻭﺍﻟﻔﻜﺮ ﺍﻟﻜﺎﻣﻦ ﻭﺭﺍﺀ ﺇﻳﺪﺍﻉ ﺗﻠﻚ ﺍﻟﺴﻠﻌﺔ‪.‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.112‬‬ ‫)‪(1‬‬

‫‪.Knowledge Capital‬‬ ‫)‪(2‬‬

‫ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯ‪‬ﻭ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(3‬‬
‫‪19‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬


‫ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﻋﻤﻠﻴ ﹲﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ؛ ﻣﻦ ﺃﺟﻞ ﺗﻮﺟﻴﻪ ﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺔ‪،‬‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺧﺰ‪‬ﺎ‪ ،‬ﻭﻣﺸﺎﺭﻛﺘﻬﺎ‪ ،‬ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋـﺎﺕ؛‬
‫ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ «)‪.(1‬‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﻛﺬﻟﻚ » ﳐﺘﻠﻒ ﺍﻷﻧﺸﻄﺔ ﺍ ﹸﳌﺆﺳ‪‬ﺴﺔ ﻭﺍ ﹸﳌﺨ ﱠﻄﻄﺔ ﻭﺍ ﹸﳌﻮ ‪‬ﺟﻬﺔ ﺇﱃ ﺍﳊـﺼﻮﻝ ﻋﻠـﻰ‬
‫ﺍﳌﻌﺮﻓﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﺃﻭ ﺍﻗﺘﻨﺎﺋﻬﺎ ﺟﺎﻫﺰ ﹰﺓ ﻣﻦ ﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ‪ ،‬ﰒ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‪ .‬ﻭﻣﻦ ﻫﺬﺍ‪ ،‬ﻓﺈﺩﺍﺭﺓ‬
‫ﺍﳌﻌﺮﻓﺔ ﺗﺘﻀﻤ‪‬ﻦ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳊﺼﻮﻝ ﻋﻠﻴﻬـﺎ‪ ،‬ﺃﻭ ﺗﻨﻤﻴـﺔ‬
‫ﺍﻟ ﹸﻘﺪﺭﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺩﻓﻌﻬﺎ ﻹﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﰒ ﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴـﺔ ﻭﺍﻻﺳـﺘﻔﺎﺩﺓ‬
‫ﺍﻟﻘﺼﻮﻯ ﻣﻨﻬﺎ‪ ،‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ‪‬ﻣﺨ ﱠﻄﻄ ﹰﺔ ﻭﻣ‪‬ﺆﺳ‪‬ﺴﺔ‪ ،‬ﻭﻓﻖ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺧﻄـﻂ‪،‬‬
‫‪‬ﺪﻑ ﺇﱃ ﺗﺪﻋﻴﻢ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ «)‪.(2‬‬
‫ﻛﻤﺎ ‪‬ﺪﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻟﺘﻌﺮ‪‬ﻑ ﻭﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﻭﻧﺸﺮ ﻭﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﺑﺎﳌﺆﺳﺴﺔ ﺑﲔ ﺃﻓﺮﺍﺩﻫﺎ‪.‬‬
‫ﻭﻳﺪﺧﻞ ﲢﺖ ﻧﻄﺎﻕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻌﺮ‪‬ﻑ ﻋﻠﻰ ﳎﻤﻮﻋﺎﺕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﱵ ﲢﺘـﺎﺝ ﺇﱃ ﺍﳌـﺸﺎﺭﻛﺔ ﰲ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺑﻨﺎﺀ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗ‪‬ﺪﻋ‪‬ﻢ ﻫﺬﻩ ﺍﳌﺸﺎﺭﻛﺔ)‪ .(3‬ﻭﺗﺴﺘﺄﺛﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻫﺘﻤﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ‬
‫ﺇﺩﺭﺍﻛﻬﺎ ﻟﻠﺪﻭﺭ ﺍﳊﻴﻮﻱ ﻭﺍﻹﺳﻬﺎﻡ ﺍﻟﻔﻌﺎﻝ ﰲ ﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ)‪ (4‬ﺍﳌﹸﺴﺘﺪﺍﻣﺔ)‪.(5‬‬
‫ﻭﺗﺄﰐ ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺃﻧﺸﻄﺘﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ ﳑﺜﱢﻠﺔ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﺻﺎﱀ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺳﻪ ﻭﺃﺳﺎﻟﻴﺐ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ ،‬ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬ ‫)‪(1‬‬

‫ﻣﺼﺮ‪ ،2003 ،‬ﺹ ‪.58‬‬


‫ﻋﺒﺪ ﺍﷲ ﻗﻠﺶ‪ » ،‬ﺍﲡﺎﻫﺎﺕ ﺣﺪﻳﺜﺔ ﰲ ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ «‪ ،www.uluminsania.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺃﻓﺮﻳﻞ ‪.2008‬‬ ‫)‪(2‬‬

‫ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.216‬‬ ‫)‪(3‬‬

‫ﻭﺗﻌﻜﺲ ﻣﻈﻬﺮ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻟﺴﻮﻕ‪ ،‬ﻭﻫﻲ ‪‬ﺗﻤﱢﺜﻞ ﲤ‪‬ﻴﺰ ﻭﺗﻔ ‪‬ﺮﺩ ﺍﳌﺆﺳﺴﺔ ﻋﻦ ﺑﺎﻗﻲ ﻣﻨﺎﻓﺴﻴﻬﺎ ﰲ ﺃﺣﺪ ﳎﺎﻻﺕ ﺍﻟﺘﻨـﺎﻓﺲ ﻛـﺎﳉﻮﺩﺓ ﺃﻭ‬ ‫)‪(4‬‬

‫ﺍﻟﺘﻜﻠﻔﺔ ﺃﻭ ﺍﳌﺮﻭﻧﺔ ﺃﻭ ﺳﺮﻋﺔ ﺍﻟﺘﺴﻠﻴﻢ‪ ،‬ﻭﺗﺘﺤﻘﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻐﻼﻝ ﺍﻷﻣﺜﻞ ﻭﺍﳌﺘﻤﻴﺰ ﻟﻠﻘﺪﺭﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ :‬ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪ ،‬ﻣﺮﻛﺰ ﺍﻹﻣﺎﺭﺍﺕ ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﺳـﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺃﺑـﻮ ﻇـﱯ‪،‬‬ ‫)‪(5‬‬

‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.130‬‬


‫‪20‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(3‬‬


‫ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬

‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﻗﻴﻤﺔ ﻣﻦ‬


‫ﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ‪.‬‬

‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﺍ ﹸﳌﺘﻮﺍِﻓﺮﺓ ﰲ‬ ‫ﺇﻧﺘﺎﺝ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ‪.‬‬


‫ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪.‬‬

‫ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ‬
‫ﺇﺩﺧﺎﻝ ﺍﻟﺘﺤﺴﻴﻨﺎﺕ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ‪،‬‬ ‫ﻗﻴﺎﺱ ﻗﻴﻤﺔ ﺃﺻﻮﻝ ﺍﳌﻌﺮﻓﺔ ﻭﺗﺄﺛﲑﻫﺎ‬
‫ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ‪.‬‬ ‫ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﺗﻔﺮﻳﻎ ﺍﳌﻌﺮﻓﺔ ﰲ ﻭﺛﺎﺋﻖ‪ ،‬ﻭﻗﻮﺍﻋﺪ‪،‬‬ ‫ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﺍ ﹸﳌﺘﻮﺍِﻓﺮﺓ ﺇﱃ ﺃﻗﺴﺎ ٍﻡ‬


‫ﻭﺑﻴﺎﻧﺎﺕ‪ ،‬ﻭﺑﺮﳎﻴﺎﺕ‪ ،‬ﻭﺍﳋﺪﻣﺎﺕ‪.‬‬ ‫ﻉ ﺃﺧﺮﻯ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪.‬‬ ‫ﻭﻓﺮﻭ ٍ‬

‫ﺗﺴﺮﻳﻊ ﳕﻮ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺧﻼﻝ‬


‫ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﳊﻮﺍﻓﺰ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﺻﺎﱀ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺳﻪ ﻭﺃﺳﺎﻟﻴﺐ ﺍﶈﺎﻓﻈﺔ‬
‫ﻋﻠﻴﻪ‪ ،‬ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2003 ،‬ﺹ ‪.59‬‬

‫ﻻ ﳝﻜﻦ ﻧﻔﻲ ﺍﻟﺪﻭﺭ ﺍﻷﺳﺎﺳﻲ ﺍﻟﺬﻱ ﺗﻠﻌ‪‬ﺒﻪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﲢـﺴﲔ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻌﺮﻓﺔ؛ ﻓﻬﻲ ﲟﺜﺎﺑﺔ ﺍﻟ‪‬ﺒﲎ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﱵ ‪‬ﺗﺪ ‪‬ﻋﻢ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ .‬ﻟﻜﻦ ﻣﺎ ‪‬ﻳﻼ ‪‬ﺣﻆ ﺃﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺴﺘﻄﻴﻊ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﺫﺍﺕ ﻓﻌﺎﻟﻴﺔ ﰲ ﺍﻟﺘﻌﹸﺎﻣﻞ‪ ،‬ﻭﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺒﻘﻰ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﳌﻌﺎﺭﻑ‪ -‬ﻭﻫﻲ ﺍﻟـﻀﻤﻨﻴﺔ‪-‬‬
‫ﺻﻌﺒﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ؛ ﻧﻈﺮﹰﺍ ﻟﻄﺎﺑﻌﻬﺎ ﻏﲑ ﺍﻟﻘﺎﺑﻞ ﻟﻠﻘﻴﺎﺱ‪ .‬ﻓﻔﻲ ﺃﻏﻠﺐ ﺍﳊﺎﻻﺕ ﻳﻘﺘﺼﺮ ﺩﻭﺭﻫﺎ ﻋﻠﻰ ﻣﻌﺎﳉﺔ‬
‫ﺕ ﻭﺃﺭﻗﺎﻡ‪ ،‬ﳑﺎ ﻳﻌﲏ ﺍﻟﺘﺪﻫ ‪‬ﻮﺭ ﻭﺍﻟﺘﺮﺍ ‪‬ﺟﻊ ﺑﻘﻴﻤﺔ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺑﻴﺎﻧﺎﺕ‪.‬‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﺼﺮﳛﺔ ﻭﺗﺮﻣﻴﺰﻫﺎ ﻛﺒﻴﺎﻧﺎ ٍ‬
‫‪21‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺿﺢ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺎﱄ‪ ،‬ﺍﳌﺮﺍﺣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎﺕ‬
‫ﻭ‪‬ﻳﻮ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ)‪:(1‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(4‬‬
‫ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬

‫ﺗﻮﺯﻳﻊ ﺍﳌﻌﺮﻓﺔ‬ ‫ﻣﻘﺎﲰﺔ ﺍﳌﻌﺮﻓﺔ‬


‫* ﺃﻧﻈﻤﺔ ﺍﳌﻜﺘﺐ‬ ‫* ﺃﻧﻈﻤﺔ ﺍﻟﺘﺸﺎﺭﻙ ﺍﳉﻤﺎﻋﻲ‬
‫‪ -‬ﻣﻌﺎﰿ ﻣﻜﺎﳌﺎﺕ‬ ‫‪ -‬ﺍﻟﺘﺸﺎﺭﻙ ﺍﳉﻤﺎﻋﻲ‬
‫‪ -‬ﺍﻟﺼﻮﺭﺓ ﻭﻧﺸﺮ ﺍﻟﻮﻳﺐ‬ ‫‪ -‬ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫‪ -‬ﺍﻟﻘﻮﺍﺋﻢ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
‫‪ -‬ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ‬
‫* ﺃﻧﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﳌﻌﺮﰲ‬ ‫* ﺍﻟﺬﻛﺎﺀ ﺍﻟﺼﻨﺎﻋﻲ‬
‫‪ -‬ﺍﻟﺘﺼﻤﻴﻢ ﲟﺴﺎﻋﺪﺓ‬ ‫‪ -‬ﺍﻷﻧﻈﻤﺔ ﺍﳋﺒﲑﺓ‬
‫)‪(2‬‬
‫ﺍﳊﺎﺳﻮﺏ‬ ‫‪ -‬ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﺎﻳﺪﺓ‬
‫‪ -‬ﺍﳊﻘﻴﻘﺔ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‬ ‫‪ -‬ﺍﻟﻮﻛﻼﺀ ﺍﻷﺫﻛﻴﺎﺀ‬

‫ﺇﻧﺸﺎﺀ ﺍﳌﻌﺮﻓﺔ‬ ‫ﺍﳊﺼﻮﻝ ﻭﺍﻟﺘﺮﻣﻴﺰ ﻟﻠﻤﻌﺮﻓﺔ‬


‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺍﻟﱪﳎﻴﺎﺕ‬ ‫ﺍﳌﻌﺎﳉﺎﺕ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﻟﺸﺒﻜﺎﺕ‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ‪ -‬ﻋﻤﻠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪-‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ :‬ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﳌﺸﻜﻼﺕ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،2004 ،‬ﺹ ‪.420‬‬

‫ﺇﻥ ﻫﺬﺍ ﺍﻟﺘﻮ ‪‬ﺟﻪ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺍﺟﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ؛ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻧﻪ ‪‬ﻳﺨ ﱢﻔﺾ ﻭ‪‬ﻳﻘﱢﻠﺺ ﺍﳌﻌﺮﻓﺔ ﺇﱃ‬
‫ﺝ ﻗﻴﺎﺳﻲ‪ .‬ﻳﺮﻯ ‪ (3)Remez‬ﺑﺄﻥ ﺍ ﹸﳌﺆ‪‬ﻳﺪﻳﻦ ﳍﺬﺍ ﺍﻟﻔﻜﺮ ﻳﻌﺘﻘﺪﻭﻥ‬ ‫ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﳕﻮﺫ ٍ‬
‫ﺃﻧﻪ ﳝﻜﻦ ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺇﱃ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﻭﺃﻧﻈﻤـﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ ﳝﻜـﻦ ﺃﻥ ‪‬ﺗﻘـ ‪‬ﺪﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻼﺋﻤﺔ ﻟﻠﺸﺨﺺ ﺍﳌﻨﺎﺳﺐ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻄﻠﻮﺏ؛ ﻟﻜﻦ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺇﻥ ﻫﺬﻩ ﺍﻟﱪﳎﻴﺎﺕ ﲢﻔـﻆ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻟﻴﺲ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﻓﺮﻳﺪ ﻛﻮﺭﺗﻞ‪ » ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻔﻌﺎﻟﺔ ﻟﻠﻤﻌﺮﻓﺔ‪ :‬ﻣﺼﺪﺭ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﰲ ﻇﻞ ﺍﶈﻴﻂ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳉﺪﻳﺪ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ‬ ‫)‪(1‬‬

‫ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﳋﺎﻣﺲ ﺣﻮﻝ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪25-23‬‬
‫ﺃﻓﺮﻳﻞ ‪ ،2005‬ﺹ ‪.7‬‬
‫)‪.Computer-Aided Design (2‬‬
‫)‪ ،(1975-1896) :Evgeny Yakovlevich Remez (3‬ﺭﻳﺎﺿﻲ ﺭﻭﺳﻲ ﻣﺸﻬﻮﺭ ﲞﻮﺍﺭﺯﻣﻴﺔ ‪.Remez‬‬
‫‪22‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﰲ ﺍﳌﻘﺎﺑﻞ‪ ،‬ﻗ ‪‬ﺪﻡ ‪ (1)Goodman‬ﳕﻮﺫﺟﹰﺎ ﳌﺮﺍﺣﻞ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻣﺒﻨﻴـﹰﺎ ﻋﻠـﻰ ﺭﺅﻳـﺔ ﺍﳌﺆﺳـﺴﺔ‪،‬‬
‫ﻭﺗﻮ ‪‬ﺟﻬﺎ‪‬ﺎ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ)‪.(2‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ‪ ،‬ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﺍﻋﻤﺔ ﻟﻠﻤﻌﺮﻓﺔ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﺑﻴﺌﺔ ﺗﻄﺒﻴﻘﺎﺕ ﺫﻛﻴﺔ ﻟﺪﻋﻢ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺗﺴﺎﻋﺪ ﺍﳌﹸﺴﺘﺨﺪِﻣﲔ ﺍﻟﻔﻌﻠﻴﲔ ﻭﺍﻻﻓﺘﺮﺍﺿﻴﲔ ﻋﻠﻰ ﲡﻤﻴﻊ ﻭﻧﺸﺮ ﻭﺇﺩﺍﺭﺓ ﻭﺍ ﹸﳌﺸﺎ ‪‬ﺭﻛﺔ ﰲ‬
‫ﻣﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﺔ‪ .‬ﻛﻤﺎ ﺗﻌﻤﻞ ﺃﻳﻀﹰﺎ ﻋﻠﻰ ﺩﻋﻢ ﺍﻷﻓﻜﺎﺭ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺃﻋﻤﺎﻝ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻭﺣﻞ ﺍﳌﺸﺎﻛﻞ‪ ،‬ﻭﺻـﻨﻊ‬
‫ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﻫﺬﻩ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻃﻠﺐ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺍﻵﱐ‪ ،‬ﺑﺪﻭﻥ ﻭﺟـﻮﺩ ﺳـﻮﺍﺑﻖ ﻣـﺸﺎ‪‬ﺔ‪.‬‬
‫ﻭ‪‬ﺗﺴﺘﺨ ِﺪﻡ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺎﺕ ﻧﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﺔ ﻭﻧﻈﺮﻳﺔ ﺍﻟﻮﺟﻮﺩ )ﺍﻷﻧﻄﻮﻟﻮﺟﻴﺎ(؛ ﻟﻔﻬﻢ ﻭﳏﺎﻛـﺎﺓ ﺧـﺼﺎﺋﺺ‬
‫ﺍﻹﺩﺭﺍﻙ ﺍﻹﻧﺴﺎﱐ‪ ،‬ﻛﻤﺎ ﺗﺴﺘﻮﺣﻲ ﻣﺒﺎﺩﺉ ﻋﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻉ ﻭﺍﻟﺒﻴﺌﺔ ﻭﺍﻻﻗﺘـﺼﺎﺩ‪ ،‬ﺑﺎﻹﺿـﺎﻓﺔ ﺇﱄ ﺗﺒ‪‬ﻨﻴﻬـﺎ‬
‫ﻟﻠﺘﻘﻨﻴﺎﺕ ﻭﺍﳌﻌﺎﻳﲑ ﺍﻟﻘﻴﺎﺳﻴﺔ ﺍﻟﱵ ﺍﻟﺴﺒﻖ ﺗﻄﻮﻳﺮﻫﺎ «)‪. (3‬‬
‫ﻭ‪‬ﻳﻈﻬﺮ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (5‬ﺃﻫﻢ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻣﺎ ﻳﻨﻀﻮﻱ ﲢﺘﻬﺎ ﻣـﻦ‬
‫ﻣﻬﺎ ٍﻡ ﲝﺎﺟﺔ ﺇﱃ ﺗﻨﻔﻴ ٍﺬ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(5‬‬
‫ﺃﻫﻢ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳋﺼﺎﺋﺺ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﲢﺪﻳﺪ ﺃﻓﻀﻞ ﺍﳌﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﻴﺔ ﺍ ﹸﳌﺘﺎﺣﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺧﺎﺭﺟﻬـﺎ ﻭﺍﻟﻼﺯﻣـﺔ‬
‫ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ‬
‫ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍ ﹸﳌﺨ ﱠﻄﻄﺔ‪.‬‬
‫ﺗﻘﻴﻴﻢ ﺻﻼﺣﻴﺔ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﲢﺪﻳﺚ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺗﻨﻈﻴﻢ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻘﻴﻴﻤﻬﺎ‬
‫ﺑﺎﺳﺘﻤﺮﺍﺭ؛ ﻟﻀﻤﺎﻥ ﺩﻭﺍﻡ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫ﺕ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻨﻔﻴﺬ‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺁﻟﻴﱵ ﺍﺳﺘﻴﻌﺎﺏ ﺍ ﹸﳌﻔ ‪‬ﺮﺩﺓ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﻭﺗﺮﲨﺘﻬﺎ ﺇﱃ ﻋﻤﻠﻴﺎ ٍ‬
‫ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬
‫ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪.‬‬
‫ﺍﻋﺘﻤﺎﺩ ﻣﻘﺎﻳﻴﺲ ﻭﺍﺿﺤﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﺑﻮﺍﺳﻄﺔ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﲢﺴﻴﻨﻬﺎ‪،‬‬
‫ﻗﻴﺎﺱ ﺍﳌﻌﺮﻓﺔ ﻭﲢﺴﻴﻨﻬﺎ‬
‫ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺃﻭ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺎﺕ‪.‬‬
‫ﻋﱪ ﺗﻐﻴﲑ ﺍﻵﻟﻴﺎﺕ ﺍﳌﹸﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ‪‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯ‪‬ﻭ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬

‫)‪ : (1998-1906) ،Goodman Nelson (1‬ﻓﻴﻠﺴﻮﻑ ﺃﻣﺮﻳﻜﻲ ﻣﺸﻬﻮﺭ ﺍﻫﺘ ‪‬ﻢ ﺑﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫)‪ (2‬ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻫﻲ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﱵ ﳝﻜﻦ ﻟﻠﻤﺆﺳﺴﺔ ﺑﻮﺍﺳﻄﺘﻬﺎ ﻣﻦ ﲢﻘﻴﻖ ﺃﻫﺎﺩﻓﻬﺎ ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ‪.‬‬
‫‪(3) Mohamed Gamaleldin and Mohamed Atwany, A Grid-Based Multi-Agent System for Realizing Adaptive‬‬
‫‪Service Organizations, PhD Research Proposal, Institut of statistical studies and research, Cairo,‬‬
‫‪Univesity, P30‬‬
‫‪23‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻳﺒﺪﻭ ﻭﺍﺿﺤﹰﺎ ﻣﻦ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (5‬ﺑﺄﻥ ﺩﻭﺭﺓ ﺗﻔﻌﻴﻞ ﺍﳌﻌﺮﻓﺔ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻮﻣﺔ ﺍﳌﺆﺳﺴﺎﺗﻴﺔ ﻋﺒـﺎﺭﺓ‬
‫ﺕ ﺭﺋﻴﺴﻴﺔ ﻫﻲ‪ :‬ﺍﻗﺘﻨﺎﺀ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻓﺎﺳﺘﻴﻌﺎ‪‬ﺎ‪ ،‬ﰒ ﺗﻮﻇﻴﻔﻬﺎ ﲢﺖ ﳎﻬﺮ‬
‫ﻋﻦ ﺣﻠﻘ ٍﺔ ‪‬ﻣ‪‬ﺘﺼﻠﺔ ﺗﺘﺄﱠﻟﻒ ﻣﻦ ﺛﻼﺛﺔ ﺁﻟﻴﺎ ٍ‬
‫ﺍﳌﺮﺍﻗﺒﺔ ﺍﻟﺪﺍﺋﻤﺔ ﳋﺼﺎﺋﺺ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻣﺪﻯ ﺻﻼﺣﻴﺘﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﰲ ﺩﺍﺋـﺮﺓ ﺍﻟﺒﻴﺌـﺔ ﺍﻟـﱵ‬
‫ﺗﺴﺘﻮﻃﻨﻬﺎ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻻﻗﺘﺼﺎﺩ ﻭﺻﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ‪.‬‬


‫ﺑﻌﺪ ﺗﻄﺮﻗﻨﺎ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺴﺎﺑﻖ ﺇﱃ ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﻋﻼﻗﺔ ﺍﻻﻗﺘﺼﺎﺩ‬
‫ﺑﺼﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ ﻓﻠﻘﺪ ﺃﺩ‪‬ﻯ ﺍﻻﺗﺼﺎﻝ ﺍﻵﱐ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺘﺪﻓﱠﻖ ﻣﻦ ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ ﻣﺘﺠﺎﻭﺯ ﹰﺓ ﺍﳊـﺪﻭﺩ‬
‫ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﻗﻴﻮﺩ ﺍﳌﻜﺎﻥ ﺇﱃ ﺍﻧﺒﺜﺎﻕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ)‪ .(1‬ﻭﺗﻌﻮﺩ ﺑﺪﺍﻳﺎﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺍﳋﻤﺴﻴﻨﻴﺎﺕ ﻋﻠﻰ‬
‫ﺕ ﻋﻠﻰ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ؛ ﺣﻴﺚ ﺍﻗﺘﺼﺮﺕ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬ ‫ﻳﺪ ﺍﻻﻗﺘﺼﺎﺩﻱ ‪ ،Fritz Machlup‬ﺃﻳﻦ ﻗﺎﻡ ﺑﺪﺭﺍﺳﺎ ٍ‬
‫ﻉ ﺃﺧﺮﻯ ﻣﻦ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ‪ ،‬ﻣﺜﻞ ﺍﻟﺰﺭﺍﻋﻴﺔ‪ ،‬ﻭﺍﻟﻔﻮﻻﺫﻳﺔ‪ ،‬ﻭﺍﻵﻟﻴـﺔ‪،‬‬‫ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﻮﻥ ﻋﻠﻰ ﺃﻧﻮﺍ ٍ‬
‫ﻭﺍﻟﺒﺘﺮﻭﻟﻴﺔ‪ ،‬ﻭﺍﻟﻜﻴﻤﺎﻭﻳﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺎﺩﻳﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻗﺪ ﻛﺎﻥ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﲟﻨﺘ‪‬ﺠـﺎﺕ ﺍﳌﻌﺮﻓـﺔ‬
‫ﺿﻌﻴﻔﹰﺎ ﺁﻧﺬﺍﻙ‪ .‬ﻭﺯﺍﺩ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳌﹸﺤﺪ‪‬ﺛﺔ ﻣﻦ ِﻗﺒ‪‬ﻞ ﺍﻻﻗﺘﺼﺎﺩﻳﲔ‬
‫ﺟﻮﺯﻳﻒ ﺷـﻮﻣﺒﻴﺘﺮ)‪ ،(2)(Joseph Alois Schumpeter‬ﻭ ﺭﻭﺑـﺮﺕ ﺳـﻮﻟﻮ ‪(Robert‬‬ ‫ﺃﻣﺜﺎﻝ‪:‬‬
‫)‪ ،(3) Solow‬ﻭﺁﺧﺮﻭﻥ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﳋﻠﻖ ﺍﻗﺘﺼﺎ ٍﺩ‬
‫‪‬ﻳﻌ ‪‬ﺮﻑ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ)‪ (4‬ﺑﺄﻧﻪ » ﻧﻈﺎ ‪‬ﻡ ﺍﻗﺘﺼﺎﺩﻱ ﺣﺪﻳﺚ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻌﻠﻢ ﻭﺍﳋﱪﺓ‪ ،‬ﹶ‬
‫ﻻ ﻳﻌﺘﻤﺪ ﻛﺜﲑﹰﺍ ﻋﻠﻰ ﺍﳌﺎﺩﺓ ﻭﺍﻟﻄﺎﻗﺔ «)‪ ،(5‬ﻭﻣﻦ ﲰﺎﺗﻪ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺃﻧﻪ ﺍﻗﺘﺼﺎ ‪‬ﺩ ﻭﻓﺮﺓ ﻭﻟﻴﺲ ﺍﻗﺘﺼﺎ ‪‬ﺩ ‪‬ﻧﺪﺭﺓ؛‬
‫ﺕ ‪‬ﺗﻠﻐﻲ ﻗﻴﻮﺩ ﺍﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ؛‬
‫ﻕ ﻭﻣﺆﺳﺴﺎ ٍ‬‫ﳋﻠﻖ ﺃﺳﻮﺍ ٍ‬
‫ﺕ ﻣﻌﻴﻨﺔ ﹶ‬ ‫‪ -‬ﻳﺴﻤﺢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ٍ‬
‫‪ -‬ﻻ ﻳﻌﺘﻤﺪ ﻛﺜﲑﹰﺍ ﻋﻠﻰ ﺍﻟﻄﺎﻗﺔ ﺃﻭ ﻋﻠﻰ ﺍﳌﺎﺩﺓ؛‬
‫‪ -‬ﺫﻭ ﺗﻜﻠﻔ ٍﺔ ﺑﺴﻴﻄﺔ ﻭﺭﺑ ٍﺢ ﻛﺒﲑ؛‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2006 ،1‬ﺹ ‪) 37‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(1‬‬

‫‪ :(1950-1883) Joseph Alois Schumpeter‬ﺍﻗﺘﺼﺎﺩﻱ ﳕﺴﺎﻭﻱ‪،‬ﻛﺎﻥ ﻭﺯﻳﺮﹰﺍ ﻟﻼﻗﺘﺼﺎﺩ ﺳﻨﺔ ‪ ،1919‬ﻫﺎﺟﺮ ﺇﱃ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫)‪(2‬‬

‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﺳﻨﺔ ‪ ،1935‬ﻭ ﺩﺭ‪‬ﺱ ﰲ ﺟﺎﻣﻌﺔ ﻫﺎﺭﻓﺎﺭﺩ‪ ،‬ﻣﻦ ﺃﻫﻢ ﻣﺆﻟﻔﺎﺗﻪ ﻧﻈﺮﻳﺔ ﺍﻟﺘﻄﻮﺭ ﺍﻻﻗﺘﺼﺎﺩﻱ )‪.(1912‬‬
‫‪ :Robert Solow‬ﺣﺎﺋﺰ ﻋﻠﻰ ﺟﺎﺋﺰﺓ ﻧﻮﺑﻞ ﻟﻼﻗﺘﺼﺎﺩ‪.‬‬ ‫)‪(3‬‬

‫‪.Knowledge Economy‬‬ ‫)‪(4‬‬

‫ﻋﺒﺪ ﺍﻟﻠﻄـﻴﻒ ﺯﺭﻧﻪ ﺟﻲ‪ » ،‬ﻛﻴﻒ ﻧﻄﻮﺭ ﺃﻧﻔﺴﻨﺎ ﻋﻠﻤﻴﹰﺎ «‪ ،WWW.ASCSSF.ORG.SY ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 3 :‬ﻓﻴﻔﺮﻱ ‪.2006‬‬ ‫)‪(5‬‬
‫‪24‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﻓﻴﻪ ﻫﻲ ﺍﻟﺴﻠﻌﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ؛‬


‫‪ -‬ﳝﻜﻦ ﺃﻥ ﺗﻌﻤﻞ ﺑﻪ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﻭﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﻋﻠﻰ ﺣ ‪‬ﺪ ﺳﻮﺍﺀ؛‬
‫ﻼ‪.‬‬
‫‪ -‬ﻳﺴﺎﻋﺪ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﻋﻠﻰ ﺭﺩﻡ ﺍﻟﻔﺠﻮﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ‪‬ﻣﺴﺘﻘ‪‬ﺒ ﹰ‬
‫ﻉ ﻣﻦ ﺍﻟﻌﻠﻮﻡ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻳﻬﺪﻑ ﺇﱃ ﲢﺴﲔ ﺭﻓﺎﻫﻴـﺔ ﺍﻷﻓـﺮﺍﺩ‪،‬‬ ‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﻛﺬﻟﻚ » ﻓﺮ ‪‬‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺩﺭﺍﺳﺔ ‪‬ﻧﻈﻢ ﺇﻧﺘﺎﺝ ﻭﺗﺼﻤﻴﻢ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﰒ ﺇﺟـﺮﺍﺀ ﺗﻨﻔﻴـﺬ ﺍﻟﺘـﺪ ‪‬ﺧﻼﺕ‬
‫ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﺘﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪ .‬ﻳﻨﺘﺞ ﻫﺬﺍ ﺍﻟﻔﺮﻉ ﳕﺎﺫﺝ ﻧﻈﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻣﻦ ﺟﻬ ٍﺔ ﹸﺃﻭﱃ‪،‬‬
‫ﻛﻤﺎ ‪‬ﻳﻄ ‪‬ﻮﺭ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻣﺒﺎﺷﺮ ﹰﺓ ﻋﻠﻰ ﺍﻟﻌﺎﱂ ﺍﻟﻮﺍﻗﻌﻲ ﻣﻦ ﺟﻬ ٍﺔ ﺛﺎﻧﻴﺔ «)‪. (1‬‬
‫ﻂ ﺟﺪﻳ ‪‬ﺪ ﻣﻦ ﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﳜﺘﻠﻒ ﰲ ﻛﺜ ٍﲑ ﻣﻦ ﲰﺎﺗﻪ ﻋﻦ ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻛﻤﺎ ﳝﻜﻦ ﺗﻌﺮﻳﻔﻪ ﻋﻠﻰ ﺃﻧﻪ‪ » :‬ﳕ ﹲ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍﻟﺬﻱ ﻇﻬﺮ ﺑﻌﺪ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﻭﻓﻴﻪ ﲢ ‪‬ﻮﻟﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺃﻫﻢ ﺳﻠﻌ ٍﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻗـﺪ ﱠﰎ‬
‫ﲢﻮﻳﻞ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ ﺇﱃ ﺍﻟﺸﻜﻞ ﺍﻟﺮﻗﻤﻲ‪ ،‬ﻭﺃﺻﺒﺢ ﺗﻨﻈﻴﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺧﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣـﻦ ﺃﻫـﻢ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﳍﺬﺍ ﺍﻻﻗﺘﺼﺎﺩ «)‪.(2‬‬
‫ﺇﺫﻥ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻨﻈﻮﻣ ٍﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺭﻗﻤﻴﺔ‪ ،‬ﺗﺴﺘﺜﻤﺮ ﺍﳌﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﻴـﺔ؛ ﺑﻮﺻـﻔﻬﺎ‬
‫ﺍﻷﺩﺍﺓ ﺍﻟﺮﺋﻴﺴﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﰲ ﻋﺼﺮﻧﺎ ﺍﻟﺮﺍﻫﻦ‪.‬‬
‫ﺕ ﳐﺘﻠﻔﺔ ﺣﺎﻭﻝ ﺃﺻﺤﺎ‪‬ﺑﻬﺎ ﲢﺪﻳﺪ ﺍ ُﻷﻃﺮ ﺍﳌﻨﻬﺠﻴﺔ ﻟﻘﻴـﺎﺱ ﻣـﺴﺘﻮﻯ ﺳـﻴﺎﺩﺓ‬ ‫ﻭﻗﺪ ﻇﻬﺮﺕ ﺩﺭﺍﺳﺎ ‪‬‬
‫ﺕ ‪‬ﻣﺤـ ‪‬ﺪﺩﺓ‪،‬‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﰲ ﳎﺘﻤﻌﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﺒﻠﺪﺍﻥ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪ ،‬ﺣﺎﻭﻟﺖ ﻛﻞ ﻣﻨﻬﺎ ﺍﻋﺘﻤﺎﺩ ‪‬ﻣﺘﻐﻴ‪‬ﺮﺍ ٍ‬
‫ﻭﺍﺳﺘﺒﻌﺎﺩ ﺃﺧﺮﻯ‪.‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺇﺷﺮﺍﻙ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﰲ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪.‬‬


‫ﺻﻠﺐ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺧﺎﺻ ﹰﺔ ﰲ ﻇﻞ ﺍﻟﻌﻮﳌﺔ)‪ ،(3‬ﺃﻳﻦ‬ ‫ﺗﻮﺟﺪ ﺍﳌﻌﺮﻓﺔ ﰲ ‪‬‬
‫ﺃﺻﺒﺤﺖ ﻣﻄﺎﻟﺒ ﹰﺔ ﺃﻛﺜﺮ ﻣﻦ ﺫﻱ ﻗﺒﻞ ﺑﺎﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺭﺃﲰﺎﻝ ﺍﳌﻌﺮﻓﺔ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻴﻪ ﻭﺗﻨﻤﻴﺘﻪ‪ ،‬ﻭﻛﺬﻟﻚ‬
‫ﺑﺎﻹﺩﺍﺭﺓ ﺍ ﹸﳌﺤ ﹶﻜﻤﺔ ﻟﺮﺻﻴﺪﻫﺎ ﺍﳌﻌﻠﻮﻣﺎﰐ‪.‬‬
‫ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺷﺮﻃﹰﺎ ﺃﺳﺎﺳﻴﹰﺎ ﻟﻠﻤﻨﺎﻓﺴﺔ ﺍﻟﺪﺍﺋﻤﺔ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ‪،‬‬
‫ﺇﻻ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺍﻟﺘﺤﻜﱡﻢ ﻓﻴﻬﺎ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﻋﻠﻰ ﻏﺮﺍﺭ ﻣﺎ ﳛﺪﺙ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠ ‪‬ﻤﻤﺘﻠﻜﺎﺕ‬

‫)‪(1‬‬ ‫‪Swanstrom.‬‬ ‫‪Edward,‬‬ ‫‪Economics-based‬‬ ‫‪Knowledge‬‬ ‫‪Management.‬‬ ‫‪[Available,‬‬


‫]‪www.gkec.org/knowledgeeconomics/econkmframework/kmeconomics1.7.pdf‬‬

‫ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﺍﻟﺮﻓﺎﻋﻲ‪ ،‬ﺍﻟﻌﺮﺏ ﺃﻣﺎﻡ ﻣﻔﺘﺮﻗﺎﺕ ﺍﻟﺰﻣﻦ ﻭﺍﻹﻳﺪﻭﻟﻮﺟﻴﺎ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ‪ ،‬ﺩﻣﺸﻖ‪ ،‬ﺳﻮﺭﻳﺎ‪ ،2002 ،‬ﺹ ‪.207‬‬ ‫)‪(2‬‬
‫‪(3) Globalization.‬‬
‫‪25‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺴﺮ ﻛﺜﺮﺓ ﺍﻹﺧﻔﺎﻕ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺭﻏﻢ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺍﺳﻊ ﻟﻺﻧﺘﺮﻧﺖ‬ ‫ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ‪‬ﻳﻔ ‪‬‬
‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺮﻗﻤﻴﺔ ﻭﺗﻌ ‪‬ﺪﺩ ﺍﻟﻮﺳﺎﺋﻂ)‪.(1‬‬
‫ﻭﺗ‪‬ﻌ ‪‬ﺪ ﺍﳌﺆﺳﺴﺔ ﳎﻤﻌﹰﺎ ﺍﺟﺘﻤﺎﻋﻴﹰﺎ ﻳﺘﺨﺼ‪‬ﺺ ﺑﺴﺮﻋ ٍﺔ ﻭﻛﻔﺎﺀﺓ ﰲ ﺧﻠﻖ ﺍﳌﻌﺮﻓﺔ ﻭﻧﻘﻠـﻬﺎ)‪ ،(2‬ﻭﻟـﺪﻯ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﻇﻞ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳊﺪﻳﺚ ﺩﺍﺋﻤﹰﺎ ﻣﻴ ﹲﻞ ﻣﺘﺰﺍﻳ ‪‬ﺪ ﳓﻮ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ‪‬ﺗﺴﺎﻋﺪﻫﺎ‬
‫ﺕ ﺟﺪﻳﺪﺓ ‪‬ﺗﻮﱢﻟﺪ‬
‫ﺕ ﺗﻨﺎﻓﺴﻴﺔ ﺃﻛﺜﺮ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﻣﻜﺎﻧﻴﺔ ﺗﻜﻮﻳﻦ ﺗﻘﻨﻴﺎ ٍ‬ ‫ﻋﻠﻰ ﲢﻘﻴﻖ ﻣﻴﺰﺍ ٍ‬
‫ﺕ ﺟﺪﻳﺪﺓ؛ ﺣﻴﺚ ﺃ ﱠﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻷﻭﱄ ﻟﻠﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻫﻮ ﺍﺑﺘﻜﺎﺭ ﻭﺍﻛﺘـﺴﺎﺏ‬ ‫ﺕ ﻭﺳﻠﻌﹰﺎ ﻭﺧﺪﻣﺎ ٍ‬
‫ﻣﻬﺎﺭﺍ ٍ‬
‫ﻭﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﻭﻧﺸﺮ ﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ)‪.(3‬‬
‫ﺕ ﺧﺎﺻﺔ ﰲ ﺍﻟﻘﺎﺩﺓ ﻭﺍﳌﺪﺭﺍﺀ؛ ﻹﳚﺎﺩ ﻫﻴﺎﻛـﻞ‬ ‫ﻛﺬﻟﻚ ﻳﺘﻄﻠﱠﺐ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺿﺮﻭﺭﺓ ﺗ‪‬ﻮﻓﱡﺮ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺗﻨﻈﻴﻤﻴﺔ ﻣﻼﺋﻤﺔ ﰲ ﻋﺎ ٍﱂ ﻳ‪‬ﻌ ‪‬ﺪ ﻓﻴﻪ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ)‪ (4‬ﻭﺍﳌﻌﺮﻓﺔ ﻣﻔﺘﺎﺣﲔ ﻟﻠﺘﻘ ‪‬ﺪﻡ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ‬
‫‪‬ﺗﺴﻬﻢ ﻫﺬﻩ ﺍﳍﻴﺎﻛﻞ ﰲ ﺗﻴﺴﲑ ﺍﻟﺘﻌﺎﻭﻥ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺗﺒﺎﺩﻝ ﺍﳌﻌﺮﻓﺔ ﺑـﲔ ﺍﻟﻌـﺎﻣﻠﲔ‪.‬‬
‫ﻓﺎﻟﻮﺻﻔﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺘﻨﻈﻴﻤﻲ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺗﺘﻨﺎﻗﺾ ﻣﻊ ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴـﺎﺩﺓ ﺍﳍﺮﻣﻴـﺔ‬
‫ﺍﻟﺘﺴﻠﱡﻄﻴﺔ ﺍﻟﱵ ‪‬ﺗﻔﻘﺪ ‪‬ﻣ ‪‬ﱪﺭﻫﺎ ﻭﻳﺘ ‪‬ﻢ ﻣﻘﺎﻭﻣﺘﻬﺎ‪ .‬ﻭﻋﻨﺪﻣﺎ ‪‬ﺪﻑ ﺍﻹﺩﺍﺭﺓ ﺇﱃ ﺗﻜﻮﻳﻦ ﻓﺮﻳﻖ ﻋﻤﻞ ‪‬ﻣﺒﺪﻉ ﻭﻗﺎﺩ ٍﺭ‬
‫ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺑﻜﻔﺎﺀﺓ ﻭﺍﺳﺘﻘﻼﻟﻴﺔ ﻳ‪‬ﺼﺒﺢ ﺍﻋﺘﻤﺎﺩ ﺃﺳﻠﻮﺏ "ﺍﳌﺸﺎﺭﻛﺔ ﻭﺍﻟﺘﻌﺎﻭﻥ" ﻭﺇﻗﺎﻣﺔ ﻧﻈﺎ ٍﻡ ﻟﺘـﺸﺠﻴﻊ‬
‫ﺏ ﺇﱃ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺃﻓﻀﻞ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﻭﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ)‪.(5‬‬ ‫ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟ ﹸﻜﻒﺀ ﺃﻗﺮ ‪‬‬

‫‪(1) Lisa Lai : " Beyond technology, What does dt take to build and manage a collaborative value chaine?,‬‬
‫‪E.Marketect, N°8, 2002), p12.‬‬

‫ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﺻﺎﱀ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺳﻪ ﻭﺃﺳﺎﻟﻴﺐ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ ،‬ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬ ‫)‪(2‬‬

‫ﻣﺼﺮ‪ ،2003 ،‬ﺹ ‪.53‬‬


‫ﻫﺬﺍ ﻣﺎ ﺃﻛﱠﺪ ﻋﻠﻴﻪ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺭﻭﺑﺮﺕ ﺳﻮﻟﻮ ﺑﻘﻮﻟﻪ‪ » :‬ﺇ ﱠﻥ ‪ %34‬ﻣﻦ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻳ‪‬ﻌﺰ‪‬ﻯ ﺇﱃ ﳕﻮ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺃﻥ‬ ‫)‪(3‬‬

‫‪ %16‬ﻣﻦ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻫﻮ ﻧﺎﺗ ‪‬ﺞ ﻋﻦ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻹﻧﺴﺎﱐ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﺑﻨﺎ ًﺀ ﻋﻠﻴﻪ‪ ،‬ﻓﺈ ﱠﻥ ‪ %50‬ﻣﻦ ﺍﻟﻨﻤـﻮ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻣ‪‬ﺘﻌﱢﻠ ‪‬ﻖ ﺑﺎﳌﻌﺮﻓﺔ «‪ .‬ﺍﻧﻈﺮ‪:‬‬
‫‪Swanstrom,‬‬ ‫‪Edward(2002).‬‬ ‫‪Economics-based‬‬ ‫‪Knowledge‬‬ ‫‪Management.[Available‬‬
‫‪at:www.gkec.org/knowledgeeconomics/econkmframework/kmeconomics1.7.pdf].‬‬
‫ﻭﻫﻮ ﺟﺰ ٌﺀ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ ﻟﻠﻤﺆﺳﺴﺔ ﻳﺘﻤﺜﱠﻞ ﰲ ﳔﺒ ٍﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﳝﺘﻠﻜﻮﻥ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴـﺔ‬ ‫)‪(4‬‬

‫ﺩﻭﻥ ﻏﲑﻫﻢ‪ ،‬ﻭﺗ‪‬ﻤﻜﱢﻨﻬﻢ ﻫﺬﻩ ﺍﻟ ﹸﻘﺪﺭﺍﺕ ﻣﻦ ﺇﻧﺘﺎﺝ ﺃﻓﻜﺎ ٍﺭ ﺟﺪﻳﺪﺓ ﺃﻭ ﺗﻄﻮﻳﺮ ﺃﻓﻜﺎ ٍﺭ ﻗﺪﳝﺔ ﺍﻟﱵ ﺗ‪‬ﻤﻜﱢﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺗﻮﺳـﻴﻊ ﺣـﺼ‪‬ﺘﻬﺎ‬
‫ﺍﻟﺴﻮﻗﻴﺔ ﻭﺗﻌﻈﻴﻢ ﻧﻘﺎﻁ ﹸﻗﻮ‪‬ﺎ ﻭﲡﻌﻠﻬﺎ ﰲ ﻣﻮﻗﻊ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻗﺘﻨﺎﺹ ﺍﻟﻔﺮﺹ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﺍﻧﻈﺮ‪ :‬ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﻋﻠﻲ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.18‬‬
‫ﻫﺎﻟﺔ ﺃﲪﺪ ﺻﱪﻱ‪ ،‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺴﺎﺋﺪﺓ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﺤﻮﻝ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﳌﺆﺳﺴﺎﺕ ﺍﻷﻋﻤﺎﻝ ﺍﻷﺭﺩﻧﻴـﺔ‪،‬‬ ‫)‪(5‬‬

‫ﻗﺴﻢ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺍﳋﺎﺻﺔ‪.‬‬


‫‪26‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻫﻜﺬﺍ ﺃﺻﺒﺢ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺮﻓﺔ ﺃﺣﺪ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ؛ ﻓﻬﻮ ﻳﺰﻳﺪ ﰲ ﺍﻹﻧﺘﺎﺟﻴـﺔ‪،‬‬
‫ﺕ ﺭﻗﻤﻴﺔ ﳚﻌﻠﻬﺎ ﺗﺘﺤ ‪‬ﻮﻝ‬
‫ﻛﻤﺎ ﻳﺰﻳﺪ ﻣﻦ ﺗﻮﻓﲑ ﻓﺮﺹ ﺍﻟﻌﻤﻞ؛ ﺣﻴﺚ ﺃﻥ ﺗﻮﻓﲑ ﺍﳌﻌﺮﻓﺔ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺇﱃ ﺳﻠﻌﺔ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﺫﻟﻚ ﻋﻠﻰ ﻣﺮﺍﺣﻞ‪ :‬ﺗﻮﻟﻴﺪ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻧﻘﻠﻬﺎ ﻭﻧﺸﺮﻫﺎ‪ ،‬ﺍﺳﺘﺜﻤﺎﺭﻫﺎ‪.‬‬
‫ﻭﰲ ﻫﺬﺍ ﻳﻌﺘﻤﺪ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻋﺘﻤﺎﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﲨﻊ ﺍﳌﻌﺮﻓﺔ ﻭﺍﺳـﺘﻌﻤﺎﳍﺎ‬
‫ﺕ ﺟﺪﻳﺪﺓ ‪‬ﺗﻮ ‪‬ﺯﻉ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﺗﺘﻐ‪‬ﻴﺮ ﻓﻴﻬﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻟﺮﻓﻊ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﺗﻮﻟﻴﺪ ﺳﻠ ٍﻊ ﻭﺧﺪﻣﺎ ٍ‬
‫ﺕ ﺳﺮﻳﻌﺔ‪.‬‬
‫ﲟﻌﺪﻻ ٍ‬
‫‪27‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻛﻤﻈﻬﺮ ﻣﻦ ﻣﻈﺎﻫﺮ ﻣﺠﺘﻤﻌﻲ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻤﻌﺮﻓﺔ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ‪ -‬ﺷﺒﻜﺔ ﺍﻟﺸﺒﻜﺎﺕ ‪ -‬ﻫﻲ ﺃﺑﺮﺯ ﲦﺮﺓٍ ﻧﺘﺠﺖ ﻋﻦ ﺗﻼﺣ‪‬ﻢ ﺛﻼﺙ ﺛﻮﺭﺍﺕٍ ﻛﻮﻧﻴﺔ ﻫـﻲ‪:‬‬
‫ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺛﻮﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﺛﻮﺭﺓ ﺍﳊﻮﺍﺳﻴﺐ‪ .‬ﻛﻤﺎ ﺃ‪‬ﺎ ‪ -‬ﺃﻱ ﺍﻹﻧﺘﺮﻧـﺖ‪ -‬ﺗ‪‬ﻤﺜﱢـﻞ ﺃﺑـﺮﺯ‬
‫ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﺪﻣﺎﺕ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺮﻗﻤﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ)‪ .(1‬ﻭﻳﺴﺘﺨﺪﻡ ﻣﺼﻄﻠﺢ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﺷﺒﻜﺔ ﻣﻌﻠﻮﻣﺎﺕٍ ﻋﺎﳌﻴﺔ ﺗﺮﺑﻂ ﺍﻵﻻﻑ ﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺍﳌﹸﻨﺘﺸِﺮﺓ ﰲ ﺑﻘﺎﻉ ﺍﻟﻌـﺎﱂ‬
‫ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ‪ ،‬ﻭﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﻼﻳﲔ ﻣﻦ ﺍﻟﺒﺸﺮ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻭﻧﺸﺄﺓ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬


‫ﻧﻈﺮﹰﺍ ﻟﻸﳘﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ ﺍﻟﱵ ﺃﺻﺒﺤﺖ ﺗﻜﺘﺴﻴﻬﺎ ﺷﺒﻜﺔ ﺍﻟﺸﺒﻜﺎﺕ ﻓﺈﻧﻨﺎ ﺍﺭﺗﺄﻳﻨﺎ ﺃﻥ ﻧﻘﻮﻡ ﺑﺘﻌﺮﻳﻒ ﻫـﺬﻩ‬
‫ﺍﻟﺸﺒﻜﺔ ﰒ ﻧﻘﻮﻡ ﺑﺘﻘﺪﱘ ﶈ ٍﺔ ﻋﻦ ﻧﺸﺄ‪‬ﺎ ﻭ ﺗﻄ ‪‬ﻮﺭﻫﺎ ﻋﱪ ﺍﻟﺰﻣﻦ ﺇﱃ ﺃﻥ ﺃﺻﺒﺤﺖ ﺃﻫﻢ ﻣﻴﺰ ٍﺓ ﻣـﻦ ﻣﻴـﺰﺍﺕ‬
‫ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﺑﺒﺴﺎﻃﺔ ﻫﻲ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻫﺎﺋﻠﺔ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌ‪‬ﺘﺼﻠﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ؛ ﺣﻴﺚ ﻳﺘﻤﻜﱠﻦ‬
‫ﻣ‪‬ﺴﺘﺨﺪِﻣﻮﻫﺎ ﻣﻦ ﺍﳌﹸﺸﺎﺭ‪‬ﻛﺔ ﰲ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻛﻞ ﺷﻲ ٍﺀ ﺁﺧﺮ ﺗﻘﺮﻳﺒﹰﺎ «)‪.(2‬‬
‫ﻭﺗ‪‬ﻌﺮ‪‬ﻑ ﺍﻹﻧﺘﺮﻧﺖ ﻛﺬﻟﻚ ﺑﺄ‪‬ﺎ‪ » :‬ﺷﺒﻜ ﹲﺔ ﻋﺎﳌﻴﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺔ ﻣﻦ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ ﺍ ﹸﳌﺘ‪‬ﺼﻠﺔ ﻣﻊ ﺑﻌﻀﻬﺎ‬
‫ﺍﻟﺒﻌﺾ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﻀﻤ‪‬ﻦ ﺍﳌﻼﻳﲔ ﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳊﻜﻮﻣﺎﺕ « ‪.‬‬
‫)‪(3‬‬

‫ﺍﻹﻧﺘﺮﻧﺖ ﻛﺬﻟﻚ ﻫﻲ‪ » :‬ﺍﳌﻼﻳﲔ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻵﻻﻑ ﻣﻦ ﺍﳌﻮﺍﻗﻊ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﺍﳌﹸﻮﺯ‪‬ﻋﺔ ﻋﱪ ﺍﻟﻌﺎﱂ‪ ،‬ﺍﳌﹸﺮﺗﺒِﻄﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻋﻠﻰ ﳓﻮ ﳝﻜﻦ ﳌﹸﺴﺘﺨﺪِﻣﻴﻬﺎ ﺍﻟﻮﺻـﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳌﻠﻔﺎﺕ؛ ﳑﺎ ﻳ‪‬ﻮﻓﱢﺮ ﻟﻜﻞ ﻣﻨﻬﻢ ﺗﲑﺍ ﺑﺎﻳﺖ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺪ ﹰﻻ ﻣﻦ ﻣﻴﺠﺎ ﺑﺎﻳﺖ « ‪.‬‬
‫)‪(5‬‬ ‫)‪(4‬‬

‫‪.Integrated Digital Network‬‬ ‫)‪(1‬‬

‫ﳏﻤﻮﺩ ﺟﺎﺳﻢ ﺍﻟﺼﻤﻴﺪﻋﻲ ﻭ ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﻣﺒﺎﺩﺉ ﺍﻟﺘﺴﻮﻳﻖ‪ ،‬ﺩﺍﺭ ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2006 ،1‬ﺹ‬ ‫)‪(2‬‬

‫‪.295‬‬
‫ﳏﻤﺪ ﻃﺎﻫﺮ ﻧﺼﲑ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2005 ،‬ﺹ ‪.38‬‬ ‫)‪(3‬‬

‫‪ 1‬ﺗﲑﺍ ﺑﺎﻳﺖ )‪ 1024 = (Terabyte‬ﺟﻴﺠﺎ ﺑﺎﻳﺖ ﺃﻭ ﻣﺎ ‪‬ﻳﻌﺎﺩﻝ ﻣﻠﻴﻮﻥ ﻣﻴﺠﺎ ﺑﺎﻳﺖ ﺗﻘﺮﻳﺒﹰﺎ‪.‬‬ ‫)‪(4‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻋﺮﺽ ﻭﲢﻠﻴﻞ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ‪.182‬‬ ‫)‪(5‬‬
‫‪28‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻫﻲ ﻛﺬﻟﻚ » ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﻣﻼﻳﲔ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻣ‪‬ﻨﺘﺸﺮﺓ ﰲ ﺁﻻﻑ ﺍﻷﻣﺎﻛﻦ ﺣﻮﻝ ﺍﻟﻌﺎﱂ‪ .‬ﻭﳝﻜـﻦ‬
‫ﳌﹸﺴﺘﺨﺪِﻣﻲ ﻫﺬﻩ ﺍﳊﻮﺍﺳﻴﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺣﻮﺍﺳﻴﺐ ﺃﺧﺮﻯ ﻟﻠﻌﺜﻮﺭ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﺍﻟﺘﺸﺎﺭﻙ ﰲ ﻣﻠﻔﺎﺕ‪،‬‬
‫ﻭﻻ ﻳﻬﻢ ﻧﻮﻉ ﺍﳊﺎﺳﻮﺏ ﺍﳌﹸﺴﺘﺨﺪِﻡ؛ ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﻭﺟﻮﺩ ﻧ‪‬ﻈﻢ ﻭﺑﺮﻭﺗﻮﻛﻮﻻﺕ ﳝﻜﻦ ﺃﻥ ﲢﻜﹸﻢ ﻭﺗ‪‬ﺴﻬ‪‬ﻞ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺸﺎﺭﻙ ﻫﺬﻩ «)‪.(1‬‬
‫ﺇ‪‬ﺎ ﺑﺎﺧﺘﺼﺎﺭ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ)‪ (2‬ﺍﻟﱵ ﺗﺮﺑﻂ ﺍﳊﻮﺍﺳﻴﺐ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻷﻣﺎﻛﻦ ﺍ ﹸﳌﺘﻔ ‪‬ﺮﻗﺔ ﺑﻠﻐ ٍﺔ ﻣـﺸﺘﺮﻛﺔ‬
‫‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻬﺎ ﺑﺮﻭﺗﻮﻛﻮﻝ )‪ (IP‬ﻭﺍﻟﱵ ‪‬ﺗﺴﺘﺨﺪﻡ ﻟﻨﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻭﲤﺜﻞ ﺣﺎﻟﻴﺎ ﺍﻹﻧﺘﺮﻧﻴﺖ ﳎﺘﻤﻊ ﺍﻟﺘﻌﻠﱡﻢ‪ :‬ﻭﻫﻮ ﳎﺘﻤﻊ ﻳ‪‬ﻤﺜﱢﻞ ﺫﺭﻭﺓ ﺍﻻﺭﺗﻘﺎﺀ ﺍ‪‬ﺘﻤﻌﻲ؛ ﺣﻴﺚ ﻳﺰﺧـﺮ‬
‫ﺍ‪‬ﺘﻤﻊ ﺑﻜﺜ ٍﲑ ﻣﻦ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ ﺫﺍﺗﻴﹰﺎ‪ ،‬ﻭﺫﻟﻚ ﺑﻌﺪ ﺃﻥ ﺃﺻﺒﺤﺖ ﻣﻠﻜـﺔ ﺍﻟـﺬﻛﺎﺀ ﻏـﲑ‬
‫ﻣﻘﺼﻮﺭ ٍﺓ ﻋﻠﻰ ﺍﻟﻜﺎﺋﻦ ﺍﻟﺒﺸﺮﻱ ﺩﻭﻥ ﺳﻮﺍﻩ‪ ،‬ﺑﻞ ﺃﺻﺒﺤﺖ ﺧﺎﺻﻴ ﹰﺔ ‪‬ﻣﻮ ‪‬ﺯﻋﺔ ﻋﻠﻰ ﺍﻵﻻﺕ ﻭﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻨ‪‬ﻈﻢ‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺫﻟﻚ ﺑﻔﻀﻞ ﻫﻨﺪﺳﺔ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺁﻟﻴﺎﺕ ﺍﻟﺘﺤﻜﱡﻢ ﺍﻟﺘﻠﻘﺎﺋﻲ)‪.(3‬‬
‫ﻭﳑﺎ ﺳﺒﻖ‪ ،‬ﻓﺈﻧﻪ ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺄ‪‬ﺎ ﺷﺒﻜﺔ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﺑﺒﻌﻀﻬﺎ ﻋﱪ ﺧﻄـﻮﻁ‬
‫ﻁ ﺧﺎﺻﺔ ﺑﻨﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻛﺎﻷﻟﻴﺎﻑ ﺍﻟﺒﺼﺮﻳﺔ ﻓﺎﺋﻘﺔ ﺍﻟﺴﺮﻋﺔ‪ ،‬ﺃﻭ ﻋﱪ ﺍﻷﻗﻤﺎﺭ ﺍﻟـﺼﻨﺎﻋﻴﺔ‪،‬‬
‫ﺍﳍﺎﺗﻒ ﺃﻭ ﺧﻄﻮ ٍ‬
‫ﺃﻭ ﻋﱪ ﻣﺰﻳ ٍﺞ ﻣﻦ ﻫﺬﻩ ﺍﳋﻄﻮﻁ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻧﺸﺄﺓ ﻭﺗﻄﻮﺭ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺕ ﺃﻧﺸﺄ‪‬ﺎ ﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
‫ﺗﻌﻮﺩ ﻗﺼﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺇﱃ ﺷﺒﻜﺔ ﺍﻷﺭﺑﺎﻧﺖ)‪ ،(4‬ﻭﻫﻲ ﺷﺒﻜﺔ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺴﺘﻴﻨﺎﺕ؛ ﻟﺪﻋﻢ ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﳎﺎﻝ ﺍﻟﺪﻓﺎﻉ ﻭﺍﻟﺸﺆﻭﻥ ﺍﻟﻌﺴﻜﺮﻳﺔ‪ .‬ﻭﻗﺒﻠﻬﺎ ﰲ ﻋﺎﻡ‬
‫‪ ،1960‬ﻛﺎﻧﺖ ﻗﺪ ﻗﺎﻣﺖ ﺍﳊﻜﻮﻣﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺑﺮﺑﻂ ﺃﺭﺑﻊ ﺣﻮﺍﺳﻴﺐ ﰲ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﻭ ﻳﻮﺗـﺎ‪ ،‬ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺸﺒﻴﻚ ﻛﺎﻧﺖ ﻗﺪ ﹸﻃ ‪‬ﻮﺭﺕ ﺣﺪﻳﺜﺎ ﲢـﺖ ﺍﺳـﻢ "‪ ،"Packet Switching‬ﺃﻱ ﺗﺒـﺪﻳﻞ ‪‬ﺭﺯﻡ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺑﻌﺪ ﺗﺸﻐﻴﻞ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﲤ ﱠﻜﻦ ﺍﳌﹸﺴﺘﺨﺪِﻣﻮﻥ ﻣﻦ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻭﺍﻟﺘـﺸﺎ ‪‬ﺭﻙ ﰲ ﺍﳌﻠﻔـﺎﺕ ﺑـﺸﻜ ٍﻞ‬
‫ﻓﻮﺭﻱ)‪.(5‬‬
‫ﻭﻛﺎﻥ ﺍﳍﺪﻑ ﻣﻦ ﺍﻹﻧﺘﺮﻧﺖ ﺗﺄﻣﲔ ﺍﻟﺘﺒﺎ ‪‬ﺩﻝ ﺍﻟﺴﺮﻳﻊ ﻭﺍﻟﻔ ‪‬ﻌﺎﻝ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺴﻜﺮﻳﺔ ﺇﺑﺎﻥ ﺍﳊـﺮﺏ‬
‫ﺍﻟﺒﺎﺭﺩﺓ‪ ،‬ﻭﺿﻤﺎﻥ ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺸﺒﻜﺔ ﰲ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻋﻤﺎﳍﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﺣﱴ ﰲ ﺣﺎﻝ ﺗﻌ ‪‬ﺮﺽ ﺃﺟﺰﺍ ٍﺀ ﻣﻨﻬﺎ‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.180‬‬ ‫)‪(1‬‬

‫)‪.INTER National NET Work (2‬‬


‫‪.22‬‬ ‫)‪ (3‬ﻧﺒﻴﻞ ﻋﻠﻲ ﻭ ﻧﺎﺩﻳﺔ ﺣﺠﺎﺯﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ‬
‫)‪.Arpanet (4‬‬
‫)‪ (5‬ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.183‬‬
‫‪29‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺼﺮ ﹰﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺣﱴ ﻋﺎﻡ ‪1986‬ﻡ‪،‬‬


‫ﻟﻠﺪﻣﺎﺭ ﻧﺘﻴﺠ ﹰﺔ ﳍﺠﻮ ٍﻡ ﻧﻮﻭﻱ‪ .‬ﻭﻇﱠﻠﺖ ﺍﻷﺭﺑﺎﻧﺖ ‪‬ﻣﻘﺘ ِ‬
‫ﻕ ﺃﻭﺳﻊ‪ ،‬ﻭﺍﺭﺗﺒﻄﺖ ﻣﻌﻬـﺎ‬‫ﺣﻴﺚ ﹸﻓﺘﺢ ﺍ‪‬ﺎﻝ ﺃﻣﺎﻡ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﻷﻛﺎﺩﳝﻴﲔ ﻻﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﻋﻠﻰ ﻧﻄﺎ ٍ‬
‫ﺕ ﺃﻛﺎﺩﳝﻴﺔ ﻋﺪﻳﺪﺓ؛ ﻭﺑﺬﻟﻚ ﲢ ‪‬ﻮﻟﺖ ﺍﻷﺭﺑﺎﻧﺖ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ)‪ .(1‬ﻭﻣﻨﺬ ﺫﻟﻚ ﺍﳊﲔ ﻭﻫﻲ ﺗﻨﻤﻮ ﺑﺴﺮﻋ ٍﺔ‬ ‫ﺷﺒﻜﺎ ‪‬‬
‫ﻫﺎﺋﻠﺔ؛ ﲝﻴﺚ ﻻ ﳝﻜﻦ ﻷﺣ ٍﺪ ﺃﻥ ﻳﻌﺮﻑ ﺑﺎﻟﻀﺒﻂ ﻣﺎ ﻫﻮ ﺣﺠﻢ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻴﻮﻡ‪.‬‬
‫ﻭﻃ ‪‬ﻮﺭﺕ ﻭﻛﺎﻟﺔ ‪ DARPA‬ﺃﻳﻀﹰﺎ ﺑﺮﻭﺗﻮﻛﻮﻝ ‪ TCP/IP‬ﺍﻟﺬﻱ ﻻ ﻳﺰﺍﻝ ﻳﺴﺘﺨﺪﻡ ﺇﱃ ﻳﻮﻣﻨﺎ ﻫﺬﺍ ﰲ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ‪ .‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﱪﻭﺗﻮﻛﻮﻻﺕ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨﺪﻡ ﰲ ﺗﻮﺻـﻴﻞ‬
‫ﻭﺗﻮﺟﻴﻪ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﻟﻠﺪﺧﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳﺼﻒ ﻫﺬﺍ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻃﺮﻳﻘﺔ ﲢـﺰﱘ ﻭﺗﺮﺍﺳ‪‬ـﻞ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺸ ﱠﻔﺮﺓ ﺭﻗﻤﻴﹰﺎ ﻋﱪ ﺍﳌﺆﺳﺴﺔ)‪.(2‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﳝﻜﻦ ﺗﻮﺿﻴﺢ ﺃﻫﻢ ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﻣ ‪‬ﺮ ‪‬ﺎ ﺗﻄﻮ‪‬ﺭ ﺍﻹﻧﺘﺮﻧﺖ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(6‬‬
‫ﺗﻄﻮ‪‬ﺭ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﺍﻟﺘﻔﺎﺻﻴﻞ‬ ‫ﺍﻟﺴﻨﺔ‬
‫ﺃﻃﻠﻖ ﺍﻻﲢﺎﺩ ﺍﻟﺴﻮﻓﻴﱵ ﺍﻟﻘﻤﺮ ﺍﻟﺼﻨﺎﻋﻲ ﺳﺒﻮﺗﻨﻚ‪ ،‬ﻓﺮﺩﺕ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺑﺈﻧﺸﺎﺀ ﻭﻛﺎﻟـﺔ ﺍﻷﲝـﺎﺙ ﺍﳌﹸﺘﻘﺪ‪‬ﻣـﺔ‬
‫‪1957‬‬
‫‪ ARPA‬ﻭﺑﺬﻟﻚ ﺷﻬﺪ ﺍﻟﻌﺎﱂ ﻣﻮﻟﺪ ﺃﻭﻝ ﺃﻣﺔ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﻫﺬﺍ ﺍﻟﻌﺎﱂ‪.‬‬
‫ﺍﺑﺘﻜﺮ ﺑﻮﻝ ﺑﺎﺭﺍﻥ ﻓﻜﺮﺓ ﺷﺒﻜﺎﺕ ﺗﺒﺎﺩﻝ ﺍﻟﱪﳎﻴﺎﺕ ﻭﺍﻟﺮﺯﻡ‪ ،‬ﻭﺍﻟﱵ ﲢﺪﺙ ﻋﻨﻬﺎ ﰲ ﻛﺘﺎﺑﻪ ﻋﻦ ﺷـﺒﻜﺎﺕ ﺍﻻﺗـﺼﺎﻝ‬
‫‪1962‬‬
‫ﺍﳌﻮﺯﻋﺔ‪.‬‬
‫ﻋﺮﺿﺖ ﺃﻭﻝ ﺧﻄﺔ ﻟﺸﺒﻜﺔ ﺗﺪﻋﻢ ﺗﺒﺎﺩﻝ ﺍﻟﺮﺯﻡ‪.‬‬ ‫‪1967‬‬
‫ﺃﻧﺸﺄﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺷﺒﻜﺔ )‪ (ARPANET‬ﻷﲝﺎﺙ ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺣﻴﺚ ﻛﺎﻧﺖ ﺃﻭﻝ ﻧﻘﻄﺔ ﺍﺗﺼﺎﻝ ﰲ‬
‫‪1969‬‬
‫ﺟﺎﻣﻌﺔ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﺑﻠﻮﺱ ﺍﳒﻠﻮﺱ‪ ،‬ﻭﺍﻟﱵ ﺍﻋﺘﱪﺕ ﻓﻴﻤﺎ ﺑﻌﺪ ﲟﺜﺎﺑﺔ ﺍﻹﺷﺎﺭﺓ ﺍﻷﻭﱃ ﳌﻮﻟﺪ ﺍﻧﺘﺮﻧﺖ‪.‬‬
‫ﰎ ﺑﻨﺎﺀ ﺃﻭﻝ ﻧﻘﻄﺔ ﺍﺗﺼﺎﻝ ﰲ ﺟﺎﻣﻌﺔ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﰲ ﻟﻮﺱ ﺍﳒﻠﻮﺱ‪ ،‬ﻭﻗﺪ ﺃﺻﺒﺢ ﻋﺪﺩ ﺍﳌﺮﺍﻛﺰ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺒﻌﻀﻬﺎ ﺣﻮﺍﱄ‬
‫‪1971‬‬
‫ﲬﺴﺔ ﻋﺸﺮ ﻣﺮﻛﺰﺍﹰ‪ ،‬ﻭﰲ ﺍﻟﻌﺎﻡ ﻧﻔﺴﻪ ﻃﻮﺭ ﺭﻭﻱ ﺗﻮﻣﻠﻨﺴﻮﻥ ﺑﺮﻧﺎﳎﹰﺎ ﻟﻠﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺸﺒﻜﺎﺕ ﺍﳌﻮﺯﻋﺔ‪.‬‬
‫)‪.(ARPANET‬‬ ‫ﺑﺪﺃﺕ ﻣﺆﺳﺴﺔ ‪ BBN‬ﺑﺘﻌﻤﻴﻢ ﺷﺒﻜﺔ ﺗﻴﻠﻲ ﻧﺖ ‪ TEL NET‬ﻭﻫﻲ ﻧﺴﺨ ﹲﺔ ﲡﺎﺭﻳﺔ ﻣﻦ‬ ‫‪1974‬‬
‫ﺑﺪﺃﺕ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺑﺮﺑﻂ ﺣﻮﺍﺳﻴﺒﻬﺎ ﺑﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟـﱵ ﳛﺘﺎﺟﻬـﺎ‬
‫ﺍﻟﺒﺎﺣﺜﻮﻥ‪ ،‬ﳑﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﺗﺴﺮﻳﻊ ﻋﺠﻠﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤـﻲ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ ﺗﻄـﻮﻳﺮ ‪ ،UUCP‬ﻛﻤـﺎ ﱠﰎ ﺇﻧـﺸﺎﺀ‬ ‫‪1976‬‬
‫)‪ (USENET‬ﻟﺘﺒﺎﺩﻝ ﺍﻷﺧﺒﺎﺭ ﻭﺍﻷﻓﻜﺎﺭ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﳌﻮﺍﺿﻴﻊ ﺍﳌﺘﻨﻮﻋﺔ ﺑﲔ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻧﺘﺮﻧﺖ‪.‬‬
‫ﺃﺻﺒﺢ ﺑﺮﻭﺗﻮﻛﻮﻝ ‪ TC/IP‬ﻣﻌﺘﻤﺪﹰﺍ ﰲ ﺃﺭﺑﺎ ﻧﺖ )‪ ،(ARPANET‬ﻭﺑﺬﻟﻚ ﺃﺻﺒﺤﺖ ﺃﺭﺑﺎ ﻧﺖ ﺃﻭﻝ ﺷـﺒﻜﺔ ﻣـﻦ‬ ‫‪1982‬‬

‫ﺭﲝﻲ ﻣﺼﻄﻔﻰ ﻋﻠﻴﺎﻥ ﻭ ﻣﻨﺎﻝ ﺍﻟﻘﻴﺴﻲ‪ » ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴـﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﳌﻜﺘﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻟﺒﺤﺮﻳﻦ«‪،‬‬ ‫)‪(1‬‬

‫ﺭﺳﺎﻟﺔ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،34‬ﺍﻟﻌﺪﺩ ‪ ،1999 ،4‬ﺹ ‪.4‬‬


‫ﺷﺮﻳﻒ ﳏﻤﺪ ﺳﻌﻴﺪ‪ ،‬ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﻟﱪﺍﺀ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2005 ،‬ﺹ ‪.87‬‬ ‫)‪(2‬‬
‫‪30‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﺘﺼﻠﺔ‪.‬‬
‫ﺍﻧﻔﺼﻞ ﺍﻟﻨﻈﺎﻣﲔ ‪.NCP ،TCP/IP‬‬ ‫‪1983‬‬
‫ﻇﻬﺮ ﺇﱃ ﺍﻟﻮﺟﻮﺩ ﺧﺎﺩﻡ ﻃﻠﺒﺎﺕ ﺍﻷﲰﺎﺀ ‪.DNS‬‬ ‫‪1984‬‬
‫ﰎ ﲢﺪﻳﺚ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﻷﺧﺒﺎﺭ ﻋﱪ ﺷﺒﻜﺔ – ‪ NNTP‬ﻧﻴﻮﺯﻧﻴﺖ – ﻟﻴ‪‬ﺼﺒﺢ ﺃﻓﻀﻞ ﺃﺩﺍﺀ ﻣﻦ ‪.TCP/IP‬‬ ‫‪1986‬‬
‫ﺃﺻﺒﺤﺖ ﻣﺆﺳﺴﺔ )‪ (MERIT NET WORK‬ﻣﺴﺌﻮﻟﺔ ﻋﻦ ﺇﺩﺍﺭﺓ ﺍﳍﻴﻜﻞ ﺍﻟﺮﺋﻴﺴﻲ ﻟﺸﺒﻜﺔ )‪ ،(NFSNET‬ﻫﺬﺍ‬
‫‪1987‬‬
‫ﻭﻗﺪ ﺃﺳﺴﺖ ﺍﳌﺆﺳﺴﺔ ﻣﻊ ﺷﺮﻛﱵ ‪ IBM‬ﻭ ‪ MCI‬ﰲ ﺍﻟﻌﺎﻡ ﻧﻔﺴﻪ ﻫﻴﺌﺔ ‪ ANS‬ﳋﺪﻣﺔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﺘﻄﻮﺭﺓ ﺍﻧﺘﺮﻧﺖ‪.‬‬
‫ﺷﻬﺪ ﻫﺬﺍ ﺍﻟﻌﺎﱂ ﺑﺪﺍﻳﺔ ﺍﻟﺘﺼﺮﻓﺎﺕ ﺍﻟﻐﲑ ﻣﺴﺌﻮﻟﺔ ﻋﻠﻰ ﺍﻧﺘﺮﻧﺖ ﻣﻦ ﻗﺒﻞ ﺑﻌﺾ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳍﻴﺌﺎﺕ ﺍﻟﱵ ﺳﺒﺒﺖ ﺇﺯﻋﺎﺟﺎ‬
‫‪1988‬‬
‫ﻛﺒﲑﹰﺍ ﳌﺴﺘﺨﺪﻣﻲ ﺍﻟﺸﺒﻜﺔ )‪ (6000‬ﻣﺴﺘﺨﺪﻣﹰﺎ‪.‬‬
‫ﰎ ﺗﺮﻗﻴﺔ ﺍﳍﻴﻜﻞ ﺍﻟﺮﺋﻴﺴﻲ ﻟﺸﺒﻜﺔ ‪ NFSNET‬ﺇﱃ ‪ TI‬ﺑﻘﺪﺭﺓ ﻧﻘﻞ )‪ 1544‬ﻣﻴﺠﺎﺑﺎﻳﺖ ﰲ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﺑﺴﻌﺔ ﻣﻠﻴـﻮﻥ‬
‫ﻣﺴﺘﻔﻴﺪ( ‪ ،‬ﻫﺬﺍ ﻭﻗﺪ ﺃﻧﺸﺄﺕ ﺟﺎﻣﻌﺔ ﺃﻭﻫﺎﻳﻮ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺣﺪﺓ ﻟﺮﺑﻂ ﻛﻮﻣﺒﻴﻮﺳﲑﻑ ﻭﺍﻧﺘﺮﻧﺖ‪ .‬ﻭﻗﺮﺭﺕ ﺣﻜﻮﻣـﺔ‬ ‫‪1989‬‬
‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﻗﻒ ﲤﻮﻳﻠﻬﺎ ﻭﻗﻴﺎﻣﻬﺎ ﻛﺸﺒﻜﺔ ﲡﺎﺭﻳﺔ‪.‬‬
‫ﻃﺮﺣﺖ ﺟﺎﻣﻌﺔ ﻣﻴﻨﺴﻮﺗﺎ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺑﺎﳒﺎﺯ ﺑﺮﻧﺎﻣﺞ ﺟﺪﻳﺪ ﻳ‪‬ﻤﺜﱢﻞ ﺗﺴﻬﻴﻼﺕ ﺟﺪﻳﺪﺓ ﰲ ﺍﻟﻮﺻـﻮﻝ ﺍﱃ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫‪1991‬‬
‫ﺍﳌﺨﺰﻧﺔ ﰲ ﺍﻟﺸﺒﻜﺔ ﺃﻃﻠﻘﺖ ﻋﻠﻴﻪ ﺍﺳﻢ ﻧﻈﺎﻡ ﻏﻮﻓﺮ )‪ (Gopher‬ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻻﻧﺘﺮﻧﺖ‪.‬‬
‫ﻃﺮﺣﺖ ﻣﺆﺳﺴﺔ ‪ CERN‬ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ )‪ ، (WORLD WIDE WEB‬ﻭﺷﻬﺪ ﻧﻔﺲ ﺍﻟﻌﺎﻡ ﺃﻭﻝ ﻇﻬـﻮﺭ‬
‫ﻟﺸﺒﻜﺔ )‪ ،(M-BON‬ﻫﺬﺍ ﻭﺃﻧﺸﺄﺕ ﻣﺆﺳﺴﺔ‪ NFS‬ﺷﺒﻜﺔ ﺍﻧﺘﺮﻧﻴﻚ ‪ INTERNIC‬ﰲ ﻧﻔـﺲ ﺍﻟﻌـﺎﻡ‪ ،‬ﻭﺑـﺬﻟﻚ‬ ‫‪1992‬‬
‫ﺍﺗﺴﻌﺖ ﻗﺪﺭﺓ ﺍﻧﺘﺮﻧﺖ ﻟﺘﺼﻞ ﺇﱃ ﻣﻠﻴﻮﻥ ﻣﺴﺘﻔﻴﺪ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﻟﺴﻨﺔ ﰎ ﺗﻌﻤﻴﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺩﺧﻞ ﺍﻟﺒﻴﺖ ﺍﻷﺑﻴﺾ ﺍﻷﻣﺮﻳﻜﻲ ﺇﱃ ﳎﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻻﻧﺘﺮﻧﺖ؛ﺣﻴﺚ ﳝﻜﻦ ﻷﻱ ﻣﺴﺘﺨﺪﻡ ﺍﻻﺗـﺼﺎﻝ ﺑﺎﻟﺒﻴـﺖ‬
‫‪1993‬‬
‫ﺍﻷﺑﻴﺾ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫ﺃﺣﺪﺙ ﻣﻮﺯﺍﻳﻚ ‪ Mosaic‬ﻋﺎﺻﻔﺔ ﰲ ﺍﻧﺘﺮﻧﺖ‪ ،‬ﻭﰎ ﺗﻄﻮﻳﺮ ﻛﻞ ﻣﻦ ﻏـﻮﻓﺮ ‪ Gopher‬ﻭﻭﻳـﺐ ‪ WWW‬ﻫـﺬﺍ‬
‫ﻭﺍﺣﺘﻔﻠﺖ ﺍﻧﺘﺮﻧﺖ ﰲ ﻧﻔﺲ ﺍﻟﻌﺎﻡ ﲟﺮﻭﺭ ‪ 25‬ﻋﺎﻣﹰﺎ ﻋﻠﻰ ﺇﻧﺸﺎﺋﻬﺎ‪ ،‬ﻭﺗﻌﻠﻦ ﻭﺻﻮﻝ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﺇﱃ ﺛﻼﺛـﺔ ﻣﻼﻳـﲔ‬ ‫‪1994‬‬
‫ﻣﺴﺘﺨﺪﻡ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﺩﺧﻠﺖ ﺍﻧﺘﺮﻧﺖ ﺩﺍﺋﺮﺓ ﻣﻌﺎﺭﻑ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ‪.‬‬
‫‪VBNS‬‬ ‫ﺍﻧﺴﺤﺒﺖ ‪ NFS‬ﻣﻦ ﲤﻮﻳﻞ ‪ NFSNET‬ﺣﻮﻟﺘﻪ ﺇﱃ ‪ ،VBNS‬ﺣﻴﺚ ﻳﺘﻮﻗﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳋﱪﺍﺀ ﺃﻥ ﺗﺆﺩﻱ‬
‫ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﺍﻻﻧﺘﺮﻧﺖ‪ ،‬ﻫﺬﺍ ﻭﻗﺪ ﺍﺯﺩﺍﺩ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻧﺘﺮﻧﺖ ﺇﱃ ﺃﺭﺑﻌﺔ ﻣﻼﻳﲔ ﻣﺴﺘﺨﺪﻡ‪ .‬ﺑﺪﺃ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻳﻔﻜﺮ‬ ‫‪1995‬‬
‫ﺟﺪﻳﹰﺎ ﻭﻋﻤﻠﻴﹰﺎ ﰲ ﻣﻨﺎﻓﻊ ﻭﻣﻀﺎﺭ ﺍﻻﻧﺘﺮﻧﺖ‪ ،‬ﻭﺑﺪﺃﺕ ﳏﺎﻭﻻﹰﺕ ﺍﻟﺮﺑﻂ ﺍﳌﺘﻔﺮﻗﺔ‪.‬‬
‫ﻭﺻﻞ ﻋﺪﺩ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻧﺘﺮﻧﺖ ﺇﱃ ﻣﺎﺋﺔ ﻣﻠﻴﻮﻥ ﻣﺴﺘﺨﺪﻡ‪ ،‬ﺑﺪﺃ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﳜﻄﻮ ﳓﻮ ﺍﻹﻧﺘﺮﻧﺖ ﲞﻄﻮﺍﺕ ﻗﻮﻳـﺔ‬
‫ﻭﻓﻌﺎﻟﺔ ﻭﻗﺪ ﺗﻮﺳﻌﺖ ﻣﻦ ﺫﻟﻚ ﺍﳊﲔ ﺁﻓﺎﻕ ﺧﺪﻣﺎﺕ ﺇﻧﺘﺮﻧﺖ ﰲ ﺍ‪‬ﺎﻟﲔ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﺠﺎﺭﻱ‪ ،‬ﻭﺧﺎﺻﺔ ﺑﻌﺪ ﺇﺩﺧـﺎﻝ‬ ‫‪1996‬‬
‫ﻧﻈﻢ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ )‪ (Multi Media‬ﺣﱴ ﺑﻠﻎ ﻋﺪﺩ ﻣﺴﺘﺜﻤﺮﻱ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻛﺜﺮ ﻣﻦ ‪ 345‬ﻣﻠﻴﻮﻥ ﻣﺴﺘﺨﺪﻡ‪.‬‬
‫ﻗﺪ ﻭﺻﻞ ﻋﺪﺩ ﺍﳌﺴﺘﺨﺪﻣﲔ ﺇﱃ ﺃﻛﺜﺮ ﻣﻦ ﻣﻠﻴﺎﺭ ﻣﺴﺘﺨﺪﻡ ﻭ ﻗﺪ ﲡﺎﻭﺯ ﺍﳌﻠﻴﺎﺭ ﻭﻧﺼﻒ ﺧﻼﻝ ﺳﻨﺔ ‪.2008‬‬ ‫‪2005‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪:‬‬
‫‪ -‬ﺣﻨﺎﻥ ﻳﻮﺳﻒ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ ﻭﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺃﻃﻠﺲ ﻟﻠﻨﺸﺮ ﻭﺍﻹﻧﺘﺎﺝ ﺍﻹﻋﻼﻣﻲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪ ،2006 ،2‬ﺹ ‪.49‬‬
‫‪ -‬ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2004 ،1‬ﺹ ‪.181‬‬
‫‪ -‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﻘﺪﻣﺔ ﰲ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2004 ،‬ﺹ ‪.17‬‬
‫‪31‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﻭﻣ‪‬ﻜ ‪‬ﻮﻧﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬


‫ﻟﻘﺪ ﺃﺻﺒﺤﺖ ﺍﻹﻧﺘﺮﻧﺖ ﺣﺎﻟﻴﹰﺎ ﻭﺳﻴﻠ ﹰﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻻﺗـﺼﺎﻻﺕ ﻭﻧﻘـﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﻭﺍﻧﺘـﺸﺮ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺑﺼﻮﺭ ٍﺓ ‪‬ﻣﺬ ِﻫﻠﺔ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ؛ ﺑﺴﺒﺐ ﻃﺒﻴﻌﺘﻬﺎ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ ﺍﻟﺘﻔﺎ ‪‬ﻋﻠﻴﺔ)‪.(1‬‬
‫‪ -1‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪:‬‬
‫ﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺃﻧﺸﻄﺔ ﺍﳌﺎﻝ ﻭﺍﻷﻋﻤﺎﻝ ﻳ‪‬ﺤﻘﱢﻖ ﺣﺰﻣ ﹰﺔ ﻣﻦ ﺍﳌﺰﺍﻳﺎ ﻏﲑ ﺍﳌﺴﺒﻮﻗﺔ‪ .‬ﻓﺎﻹﻧﺘﺮﻧﺖ‬
‫ﺗﻌﲏ ﺍﻟﻮﻗﺖ ﺍﳊﻘﻴﻘﻲ)‪ (2‬ﻭﺍﻹﻃﺎﺭ ﺍﳊﺮ‪ ،‬ﻭﻣﻌﺎﻳﺮﺓ ﻭﻗﺖ ﺍﻻﻧﺘﻈﺎﺭ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﺄﺛﲑ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻠﻰ ﺟﻮﺩﺓ‬
‫ﻼ ﺭﺋﻴـﺴﻴﹰﺎ ﰲ‬
‫ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟﺘﻜﻠﻔﺔ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﻌﺎﺋﺪ ﺍﳌﹸﺴﺘﻬﺪ‪‬ﻑ‪ .‬ﻭﻗﺪ ﺃﺻﺒﺤﺖ ﺍﻹﻧﺘﺮﻧـﺖ ﻋـﺎﻣ ﹰ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﰲ ﺍﺑﺘﻜﺎﺭ ﳕﺎﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﳉﺪﻳﺪﺓ)‪.(3‬‬
‫ﻣﻦ ﺃﻫﻢ ﻣﺎ ‪‬ﻳﻤ‪‬ﻴﺰ ﺍﻹﻧﺘﺮﻧﺖ ﺑﻨﻴ‪‬ﺘﻬﺎ ﺍﻟﻼﻣﺮﻛﺰﻳﺔ؛ ﺣﻴﺚ ﻳﻘﻒ ﺍﳌﺴﺘﺜﻤﺮﻭﻥ ﺍﻟﻌﺎﺩﻳﻮﻥ ﻋﻠﻰ ﻗﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ‬
‫ﻣﻊ ﺃﻛﱪ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ؛ ﺇﺫ ﳛﺼﻞ ﺍﳉﻤﻴﻊ ﻋﻠﻰ ﺣ ‪‬ﻖ ﻧﺸﺮ ﻣﺎ ‪‬ﻳﺮﻳﺪﻭﻧﻪ ﻋﻠـﻰ ﺍﻟـﺸﺒﻜﺔ‪ ،‬ﻭﺑﻜﺎﻓـﺔ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﻟﻌﻞ ﺫﻟﻚ ﻛﺎﻥ ﺃﺣﺪ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻼﻧﺘﺸﺎﺭ ﺍﳍﺎﺋﻞ ﻟﻺﻧﺘﺮﻧﺖ‪ ،‬ﺃﻣﺎ ﺍﻟﺴﺒﺐ‬
‫ﺍﻟﺜﺎﱐ ﻓﻬﻮ ﺍﳔﻔﺎﺽ ﺗﻜﻠﻔﺔ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻻ ﺗﺘﻌ ‪‬ﺪﻯ ﺃﺟﺮﺓ ﺍﳌﻜﺎﳌﺔ ﺍﶈﱢﻠﻴﺔ‪ ،‬ﻳﻀﺎﻑ ﺇﻟﻴﻬﺎ ﺍﺷـﺘﺮﺍ ‪‬ﻙ‬
‫ﺷﻬﺮﻱ ﺛﺎﺑﺖ ﻭ ‪‬ﻣﻨﺨ ِﻔﺾ ﻧﺴﺒﻴﹰﺎ‪.‬‬
‫ﺕ ﻭﻣﺰﺍﻳﺎ ﻋﺪﻳﺪﺓ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﺑﻌﺪ ﺗﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ ﲣﺎ ﹸﻃﺒﻴﺔ ﺟﺪﻳﺪﺓ ﻟﺘﻴﺴﲑ‬ ‫‪‬ﺗﻘ ‪‬ﺪﻡ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻴﻮﻡ ﺧﺪﻣﺎ ٍ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﻨﻔﺎﺫ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ‪‬ﻧﻈﻢ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺍﻟﱵ ﺗ‪‬ﻮﻓﱢﺮ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﺨﺎ ﹸﻃﺐ ﺑﲔ ﺍﻷﺟﻬـﺰﺓ‬
‫ﺍﳊﺎﺳﻮﺑﻴﺔ ﺑﺎﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﻭﺍﻟﻨﺺ ﺍﳌﻜﺘﻮﺏ‪ .‬ﻛﻞ ﺫﻟﻚ ﺣﻮ‪‬ﻝ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺇﱃ ﻓﻀﺎ ٍﺀ ﻳ ‪‬ﻌ ‪‬ﺞ ﺑﺎﳊﺮﻛﺔ‬
‫ﺕ ﺇﱃ ﻣـﺪﻥ ﺍﻟﻌـﺎﱂ‬ ‫ﻭﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﻭﺍﻟﻨﺼﻮﺹ ﺍﳌﻜﺘﻮﺑﺔ‪ ،‬ﻭﺃﺻﺒﺢ ﺑﺈﻣﻜﺎﻥ ﺍﳌﺴﺘﺜﻤﺮ ﺃﻥ ﻳﻘﻮﻡ ﺑﺰﻳﺎﺭﺍ ٍ‬
‫ﻟﻴﺰﻭﺭ ﺃﺳﻮﺍﻗﻬﺎ‪ ،‬ﻟﻴﻨﺘﻘﻲ ﻣﻨﻬﺎ ﻣﺎ ﻳﺸﺎﺀ ﻣﻦ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﻳﺸﺘﺮﻳﻬﺎ ﻭﻳﻄﹸﻠﺐ ﺷﺤﻨﻬﺎ ﺇﻟﻴﻪ‪ .‬ﻭﻣﻦ ﻫﻨـﺎ ﻧـﺸﺄﺕ‬
‫ﻓﻜﺮﺓ ﺇﻃﻼﻕ ﺍﺳﻢ ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﻔﻀﺎﺀ ﺍﻟﺴﻴﱪﺍﱐ)‪ (4‬ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﳊﺪﻳﺜﺔ)‪.(5‬‬

‫ﺣﻨﺎﻥ ﻳﻮﺳﻒ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ ﻭﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺃﻃﻠﺲ ﻟﻠﻨﺸﺮ ﻭﺍﻹﻧﺘﺎﺝ ﺍﻹﻋﻼﻣﻲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪ ،2006 ،2‬ﺹ ‪.48‬‬ ‫)‪(1‬‬

‫‪.Real Time‬‬ ‫)‪(2‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.38‬‬ ‫)‪(3‬‬

‫‪.Cyberspace‬‬ ‫)‪(4‬‬

‫ﺑﻠﻎ ﻋﺪﺩ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻜﻞ ﻋﺸﺮﺓ ﺁﻻﻑ ﻣﻦ ﺍﻟﺴﻜﺎﻥ ﰲ ﺃﻣﺮﻳﻜﺎ ﻋﺎﻡ ‪ ،5375 :2002‬ﻭﰲ ﻛﻨـﺪﺍ ‪ ،4839‬ﻭﰲ ﺇﺳـﺮﺍﺋﻴﻞ‬ ‫)‪(5‬‬

‫‪ ،3014‬ﻭﰲ ﻣﺼﺮ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،93‬ﻭﰲ ﺗﻮﻧﺲ ‪.515‬‬


‫ﺍﻧﻈﺮ‪.E-commerce and Development Report, (2003). :‬‬
‫‪32‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -2‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ)‪:(1‬‬
‫ﺗﺘﻜﻮ‪‬ﻥ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻦ‪:‬‬
‫ﺃ‪ -‬ﳎﺘﻤﻊ ﺍﳌﹸﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳌﺆﺳﺴﺎﺕ؛‬
‫ﺏ– ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ :‬ﻭﺍﻟﱵ ﺗﻀ ‪‬ﻢ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻂ ﺃﻗﺴﺎﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﳌﹸﺴﺘﻔﻴﺪﻳﻦ؛‬
‫ﺕ ﺑﲔ ﺍﳌﻬﻨﺪﺳﲔ‪ ،‬ﻭﺍﻟﺘﻨﻔﻴـﺬ‬ ‫ﺝ‪ -‬ﺇﺩﺍﺭﺓ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﻭﺍﻟﱵ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﺍﺗﻔﺎﻗﻴﺎ ٍ‬
‫ﺕ ﻋﺎﳌﻴﺔ ﻭﻣﺸﺎﻭﺭﺍ ٍ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﳍﻴﺌﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳉﻬﺎﺕ ﺍﳋﺎﺻﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﳎﺘﻤﻌ ﹰﺔ ﺑﺘﺨﺼﻴﺺ ﺍﻟﻌﻨﺎﻭﻳﻦ ﻭﺻﻴﺎﻧﺔ ﺍﳌﻤ ‪‬ﺮﺍﺕ؛‬
‫ﺩ‪ -‬ﲡﺎﺭﺓ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﻭﺍﻟﱵ ﺗﺒﺪﺃ ‪‬ﲟﺠ ‪‬ﻬﺰﻱ ﺍﳋﺪﻣﺔ ﰲ ﺍﻟﻘﻄﺎﻋﲔ ﺍﻟﻌـﺎﻡ ﻭﺍﳋـﺎﺹ ﻭﺗ‪‬ـﻮﻓﱢﺮ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ ﺑﻮﺍﺳﻄﺔ ﺍﳋﻄﻮﻁ ﺍﻟﺘﻠﻔﻮﻧﻴﺔ ﻭﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻻﺗﺼﺎﻝ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬


‫ﻣﻦ ﺧﻼﻝ ﺍﻷﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﻛﻮﺳﻴﻠ ٍﺔ ﺇﻋﻼﻣﻴﺔ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﺍﻟﻮﺟﻮﻩ‪ ،‬ﻭﺍﻟـﱵ‬
‫ﻑ ﺇﱃ‬
‫ﻑ ﺁﺧﺮ‪ ،‬ﻭﻣﻦ ﻃﺮ ٍ‬ ‫ﻑ ﻭﺍﺣﺪ ﺇﱃ ﻃﺮ ٍ‬ ‫ﺗﺘﻀﻤ‪‬ﻦ ﳎﻤﻮﻋ ﹰﺔ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻷﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻫﻲ‪ :‬ﻣﻦ ﻃﺮ ٍ‬
‫ﻑ ﺃﺧﺮﻯ‪ ،‬ﻓﺈﻥ ﻣﻔﺎﻫﻴﻢ ﺍﺗﺼﺎﻟﻴﺔ ﺟﺪﻳﺪﺓ ﻇﻬﺮﺕ ﻭﺍﺭﺗﺒﻄـﺖ‬ ‫ﻑ ﺇﱃ ﺃﻃﺮﺍ ٍ‬‫ﻋﺪﺓ ﺃﻃﺮﺍﻑ‪ ،‬ﻭﻣﻦ ﻋﺪﺓ ﺃﻃﺮﺍ ٍ‬
‫ﺑﺸﻜ ٍﻞ ﻛﺒﲑ ﺑﺪﺭﺍﺳﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺗﺒﻌﹰﺎ ﻟﺴﻤﺎ‪‬ﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﺳﺘﻄﺎﻋﺖ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻥ ﲡﻤﻊ ﺍﳋﺼﺎﺋﺺ ﺍﻟـﱵ‬
‫ﺗﺘﻤ‪‬ﻴﺰ ‪‬ﺎ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻓﻘﺪ ﱠﰎ ﺩﻣﺞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻄﺒﺎﻋﻴﺔ ﺍﳌﻤ‪‬ﻴﺰﺓ ﻟﻮﺳـﺎﺋﻞ ﺍﻹﻋـﻼﻡ‬
‫ﺍﳌﻄﺒﻮﻋﺔ ﻭﺍﳊﺮﻭﻑ‪ ،‬ﻭﺍﻟﺼﻮﺭ‪ ،‬ﻣﻊ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻤ‪‬ﻴﺰﺓ ﻟﻠﻮﺳﺎﺋﻞ ﺍﳌﺮﺋﻴﺔ‪ ،‬ﺍﻟﺼﻮﺭ ﺍ ﹸﳌﺘﺤ ‪‬ﺮﻛﺔ ﻭﺍﻷﻟﻮﺍﻥ‪ .‬ﻭﻣـﻦ‬
‫ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ‪:‬‬
‫‪ -‬ﺍﻟﺘﻔﺎﻋﻠﻴﺔ)‪:(2‬‬
‫ﻭﻗﺪ ﻋﺮﻓﺖ ﺑﺄ‪‬ﺎ » ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻮﺍﻓﺮ ﻓﻴﻬﺎ ﺍﻟﺘﺤﻜﱡﻢ ﰲ ﻭﺳﻴﻠﺔ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﻦ ﺧﻼﻝ ﹸﻗﺪﺭﺓ ﺍ ﹸﳌﺘﻠ ﱢﻘﻲ ﻋﻠـﻰ‬
‫ﺇﺩﺍﺭﺓ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑﻌﺪ «‪ .‬ﻛﻤﺎ ﻋ ‪‬ﺮﻓﺖ ﺑﺄ‪‬ﺎ » ﺃﺣﺪ ﺍﻟﻘﻨﻮﺍﺕ ﺍﻟﱵ ﳝﻜﻨﻬﺎ ﻧﻘﻞ ﺭﺩ ﻓﻌﻞ ﺍﳉﻤﻬﻮﺭ‬
‫ﺇﱃ ﺍﳌﺮﺳﻞ ﻭﻭﺻﻔﻬﺎ ﺑﺎﻻﺳﺘﺠﺎﺑﺔ «)‪.(3‬‬

‫ﺯﻛﻲ ﺣﺴﲔ ﺍﻟـﻮﺭﺩﻱ‪ » ،‬ﺧـﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻋﻠـﻰ ﺍﻹﻧﺘﺮﻧـﺖ ﻭﻣﺮﺩﻭﺩﺍ‪‬ـﺎ ﻋﻠـﻰ ﺍﳌﻜﺘﺒـﺎﺕ ﻋـﺮﺽ ﻭﲢﻠﻴـﻞ «‪،‬‬ ‫)‪(1‬‬

‫‪ ،http://www.kfnl.gov.sa/idarat/KFNL_JOURNAL/KFNL_JOURNAL/MagPages/194.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬
‫‪ 14‬ﻓﻴﻔﺮﻱ ‪.2007‬‬
‫‪.Interactivity‬‬ ‫)‪(2‬‬

‫ﳎﺪﻱ ﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻌﻄﺎ‪ ،‬ﺍﳌﺮﺟﻊ ﺍﻷﺳﺎﺳﻲ ﳌﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻌﻠﻮﻡ ﺍﳊﺎﺳﺐ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣـﺼﺮ‪ ،‬ﻁ‪ ،2000 ،1‬ﺹ‬ ‫)‪(3‬‬

‫‪.147‬‬
‫‪33‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺕ ﻟﻼﻫﺘﻤﺎﻣـﺎﺕ ﺍﳋﺎﺻـﺔ‬ ‫ﻭﻗﺪ ﺳﺎﻋﺪﺕ ﺍﻟﺘﻔﺎ ‪‬ﻋﻠﻴﺔ ﻋﻠﻰ ﲣﺼﻴﺺ ﺍﳌﻮﺍﻗﻊ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺻـﻔﺤﺎ ٍ‬
‫ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ؛ ﲝﻴﺚ ﳝﻜﻦ ﻷﺻﺤﺎﺏ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﺍ ﹸﳌﺸﺘ ‪‬ﺮﻛﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻔﺤﺎﺕ ﺗﺒـﺎﺩﻝ ﺍﳋـﱪﺍﺕ‬
‫ﻭﺍﻷﻧﺸﻄﺔ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺁﺭﺍﺀ ﺍﳉﻤﻬﻮﺭ ﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺼﺤﻔﻴﺔ ﻟﻠﺼﺤﻒ‬
‫ﺍﳌﻄﺒﻮﻋﺔ‪ ،‬ﺃﻭ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ‪ ،‬ﺃﻭ ﺍﻹﺫﺍﻋﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺗﻠﻚ ﺍﻟﱵ ﺗﺘﻮﱠﻓﺮ ﻋﻨﺪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪ -‬ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ)‪:(1‬‬
‫‪‬ﺗﻌ ‪‬ﺪ ﺧﺎﺻﻴﺔ ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺃﺣﺪ ﺃﻫﻢ ﻋﻮﺍﻣﻞ ﺗﻔﻀﻴﻞ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺯﻳﺎﺩﺓ ﺇﻗﺒﺎﻝ ﺍﳉﻤـﺎﻫﲑ‬
‫ﳍﺬﻩ ﺍﻟﺸﺒﻜﺔ؛ ﺣﻴﺚ ﻻ ﺗﺘﻄﱠﻠﺐ ﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺍﻟﺸﺒﻜﺔ ﺑﺬﻝ ﺟﻬ ٍﺪ ﺟﺴﺪﻱ ﻭﻋﻘﻠﻲ ﻛﺒﲑ ﻟﻔﻬﻢ ﺃﻭ ﺍﺳﺘﻴﻌﺎﺏ‬
‫ﻣﺎ ﺗﺘﻮﺍﻓﺮ ﻣﻦ ﻣﻮﺍ ٍﺩ ﺧﺎﺻﺔ ﻣﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺑﻌﺾ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ‪‬ﺗﺴﻬﻢ ﰲ ﺗﺴﻬﻴﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻌ ﱠﻘﺪﺓ‪ ،‬ﻣﺜﻞ‬
‫ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﺗﺸﻤﻞ ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺟﻮﺍﻧﺐ ﻛﺜﲑﺓ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ ﺳﻬﻮﻟﺔ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﺇﱃ‬
‫ﺟﺎﻧﺐ ﺗﻔﻌﻴﻞ ﺍﻟﺸﺒﻜﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ ﺑﲔ ﺍﳉﻤﺎﻫﲑ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻫ‪‬ﻴﺄ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﻋﺪ ٍﺩ ﻛﺒﲑ‬
‫ﺖ ﻛﺎﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﺣﺪﻭﺙ ﺫﻟﻚ ﻗﺒﻞ ﻇﻬﻮﺭ ﻫـﺬﻩ‬ ‫ﻣﻦ ﺍﻷﺷﺨﺎﺹ‪ ،‬ﻭﺗﺒﺎﺩﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﰲ ﻭﻗ ٍ‬
‫ﺍﻟﺘﻘﻨﻴﺔ‪ .‬ﻭﻟﺘﺪﻋﻴﻢ ﻫﺬﻩ ﺍﻟﺴﻤﺔ‪ ،‬ﻓﻘﺪ ﻋﻤﻠﺖ ﺑﻌﺾ ﻣﺆﺳﺴﺎﺕ ﺍﻟﱪﳎﻴﺎﺕ ﻋﻠﻰ ﺇﻧﺘﺎﺝ ﺑﺮﺍﻣﺞ ‪‬ﺗﻤﻜﱢـﻦ ﻣـﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﺣﱴ ﻟﺬﻭﻱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ)‪(2‬؛ ﲝﻴﺚ ﺑﺎﺕ ﻣﻦ ﺍﻟﺴﻬﻞ ﺃﻣﺎﻡ ﺍﻟﻔﺌـﺎﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﳌﻮﺍﻗﻊ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ‪‬ﻣﻌﻄﻴﺎ‪‬ﺎ ﺍﳊﺪﻳﺜﺔ‬
‫ﻭ ‪‬ﻣﺘﺎﺑﻌﺔ ﺍﻷﺧﺒﺎﺭ ﻭﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻷﺧﲑﺓ‪.‬‬
‫ﻭﻣﻦ ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻟﻠﺸﺒﻜﺔ ﺗﻌ ‪‬ﺮﺽ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻴﻬﺎ ﻟﻠﻤﻮﺍﻗﻊ ﺍﳌﺘﺎﺣﺔ‪ ،‬ﻭﺍﳊﺼﻮﻝ ﻋﻠـﻰ ﺃﻋـﺪﺍ ٍﺩ‬
‫ﻛﺒﲑﺓ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﺭﺑﻂ ﺍﻟﻘﺼﺺ ﺍﻹﺧﺒﺎﺭﻳﺔ ﺑﺴﻴﺎﻗﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔـﺔ ﻭﺑﺎﻷﺭﺷـﻴﻒ‬
‫ﺍﳋﺎﺹ ‪‬ﺬﻩ ﺍﳌﻮﺍﻗﻊ‪ .‬ﻭﻛﺬﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻘﻨﻴﺔ ﺍﻟﻨﺺ ﺍﻟﺘﺸ ‪‬ﻌﱯ)‪ (3‬ﺍﻟﱵ ‪‬ﺗﺘﻴﺢ ﺍﻟﻮﺻـﻮﻝ ﺇﱃ‬
‫ﻣﻮﺍﻗﻊ ﺃﺧﺮﻯ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻭﻻ ﺗﻘﺘﺼﺮ ﺗﻘﻨﻴﺔ ﺍﻟﻨﺺ ﺍﻟﺘﺸ ‪‬ﻌﱯ ﻋﻠﻰ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻓﻘﻂ‪ ،‬ﺑﻞ ﻋﻠـﻰ‬
‫ﺍﻟﺼﻮﺭ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ‪ .(4)Hyper Links‬ﻫـﺬﺍ ﺑﺎﻹﺿـﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻔﺎ ‪‬ﻋﻠﻴـﺔ ﺍ ﹸﳌﻴـ ‪‬‬
‫ﺴﺮﺓ ﺑـﺴﻬﻮﻟﺔ‬

‫‪.Accessibility‬‬ ‫)‪(1‬‬

‫ﻳﺴﺘﻄﻴﻊ ﺫﻭﻭ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﻌﻄﻴﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻦ ﻃﺮﻳﻖ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ‪ ،‬ﺣﻴﺚ ‪‬ﺗﺤ ‪‬ﻮﻝ ﺑـﺮﺍﻣﺞ ﻣﻌﻴﻨـﺔ‬ ‫)‪(2‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﻳﻌﺮﺿﻬﺎ ﺍﳊﺎﺳﻮﺏ ﺇﱃ ﻟﻐﺔ ﺑﺮﺍﻳﻞ؛ ﻟﻜﻲ ﻳﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻓﺎﻗﺪﻭ ﺍﻟﺒﺼﺮ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﺑﺮﺍﻣﺞ ﺃﺧﺮﻯ ‪‬ﺗﺤ ‪‬ﻮﻝ ﺍﻟﻨـﺼﻮﺹ ﺇﱃ‬
‫ﺃﺻﻮﺍﺕ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻟﺬﻭﻱ ﺍﻹﻋﺎﻗﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪.Hypertext‬‬ ‫)‪(3‬‬

‫ﺃﲪﺪ ﺣﺲ‪ ،‬ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﺍﺑﺘﻜﺎﺭﺍﺕ ﻣﺴﺘﻤﺮﺓ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻷﻓﻖ‪ ،‬ﻟﺒﻨﺎﻥ‪ ،2006 ،‬ﺹ ‪.26‬‬ ‫)‪(4‬‬
‫‪34‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ‪ ،‬ﻭﺍﻟﻜﻢ ﺍﳉﻤﻌﻲ ﺍﻟﺬﻱ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ؛ ﺣﻴﺚ ﳝﻜﻦ ﻟﻠ ‪‬ﻤﺮ ِﺳﻞ ﺇﺭﺳﺎﻝ ﺭﺳﺎﻟﺘﻪ‬
‫ﺖ ﻭﺍﺣﺪ ﺩﻭﻥ ﻋﻨﺎﺀ‪.‬‬‫ﺇﱃ ﻣﻼﻳﲔ ﺍ ﹸﳌﺴﺘﻘِﺒﻠﲔ ﰲ ﻭﻗ ٍ‬
‫‪ -‬ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ)‪:(1‬‬
‫ﺗﺴﺘﻬﺪﻑ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺇﻳﻀﺎﺡ ﺍﳌﻌﺎﱐ‪ ،‬ﻭﺗﻘﻮﻡ ﻋﻠﻰ ﺩﻣﺞ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺮﺳـﻮﻡ‬
‫ﻭﺍﻟﺼﻮﺭ ﺍﻟﺜﺎﺑﺘﺔ ﻭﺍ ﹸﳌﺘﺤ ‪‬ﺮﻛﺔ ﺑﺎﻷﺻﻮﺍﺕ ﻭﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻟﺘﻮﺻﻴﻞ ﺍﻷﻓﻜﺎﺭ ﻭﺍﳌﻌﺎﱐ‪.‬‬
‫ﻭﻳﺮﻯ ‪ » Gibbs‬ﺃﻧﻪ ﳝﻜﻦ ﻟﻠﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﻭﺑﻔﻀﻞ ﻣﺎ ﺗﺘﻮﺍﻓﺮ ﻋﻠﻴﻪ ﻣـﻦ ﲰـﺎﺕ‪ ،‬ﲢـﺴﲔ‬
‫ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺇﺛﺮﺍﺀ ﺍﳌﻮﺍﺩ ﺍ ﹸﳌﻘ ‪‬ﺪﻣﺔ ﻋﱪﻫﺎ «)‪ .(2‬ﻭﺗ‪‬ﺴﺎﻫﻢ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺑﺘﻮﻓﲑ ﺑﻴﺌـ ٍﺔ ‪‬ﻣﺘﻤﻴ‪‬ـﺰﺓ ﺗ‪‬ـﺴﺎﻋﺪ‬
‫‪‬ﻣﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻛﻤﺎ ﺗ‪‬ﺴﺎﻋﺪ ﺍﳉﻤﻬﻮﺭ ﻟﻠﺘﻔﺎ ‪‬ﻋﻞ ﻣـﻊ‬
‫ﺕ ﻣـﺴﻤﻮﻋﺔ ﻭﻣﺮﺋﻴـﺔ‪ ،‬ﻭﺻـﻮﺭﹰﺍ ﻭﺭﺳـﻮﻣﹰﺎ‬ ‫ﺍﻟﻨﺼﻮﺹ ﺍﳉﺎﻣﺪﺓ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻀﻤﲔ ﺍﻟﻨﺼﻮﺹ ﻟﻘﻄـﺎ ٍ‬
‫ﻛﺎﺭﻳﻜﺎﺗﻮﺭﻳﺔ‪.‬‬
‫ﻭﺑﺎﻟﻄﺒﻊ‪ ،‬ﻓﺈﻥ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺍﻵﻥ ﻫﻲ ﲰﺔ ﻏﺎﻟﺒﻴﺔ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺧﺒﺎﺭﻳﺔ)‪ (3‬ﺍﻟﱵ ﺍﺳﺘﻔﺎﺩﺕ ﻣﻦ ﻣﺰﺍﻳﺎﻫﺎ‬
‫ﻟﻨﻘﻞ ﺍﻟﺼﻮﺭﺓ ﻭﺍﻟﺼﻮﺕ ﻭﺍﻟﻜﻠﻤﺔ ﰲ ﺁ ٍﻥ ﻭﺍﺣﺪ)‪.(4‬‬
‫‪ -‬ﺳﺮﻋﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫‪‬ﺗﻮﺻﻒ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺎﻟﻄﺮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺴﺮﻳﻊ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﻃﺮﻳﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﺎﺋﻘﺔ ﺍﻟﺴﺮﻋﺔ)‪(5‬؛‬
‫ﻧﺘﻴﺠﺔ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍ ﹸﳌﺘﻮﱢﻓﺮﺓ ﻓﻴﻬﺎ ﻭﺍﻟﱵ ﻣ ﱠﻜﻨﺖ ﺍﻟﻌﺎﱂ ﺃﲨﻊ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟـﺸﺒﻜﺔ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ .‬ﻭﰲ ﻛﻞ ﻳﻮ ٍﻡ ﺗﻈﻬﺮ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻣﺎ ﻳﺰﻳﺪ ﻣﻦ ﺳﺮﻋﺔ ﺗﻨﺎ ‪‬ﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻣﺜﻞ ﺗﻘﻨﻴﺔ ‪‬ﺣﺰﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻓﺎﺋﻘﺔ ﺍﻟﺴﺮﻋﺔ)‪.(6‬‬

‫‪.Multimedia‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺑﺴﻴﻮﱐ‪ ،‬ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺮ ﻟﻠﺠﺎﻣﻌﺎﺕ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.11‬‬ ‫)‪(2‬‬

‫ﺕ ﺑﻮﺍﺳﻄﺔ‬
‫ﻳ‪‬ﻌ ‪‬ﺪ ﻣﻮﻗﻊ ﺍﻟـ ‪ CNN‬ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻭﻝ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺧﺒﺎﺭﻳﺔ ﺍﻟﱵ ﺍﺳﺘﻔﺎﺩﺕ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ؛ ﺣﻴﺚ ﱠﰎ ﻭﺿﻊ ﺇﻋﻼﻧﺎ ٍ‬ ‫)‪(3‬‬

‫ﺕ ﻛﺒﲑﺓ‪ ،‬ﻣﺴﺘﻔﻴﺪ ﹰﺓ ﻣﻦ ﺗﻘﻨﻴﺎﺕ ﺍﻟﺼﻮﺕ‪ ،‬ﻭﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ‪ .‬ﺍﻧﻈﺮ‪.www.ekateb.net :‬‬‫ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻋﻠﻰ ﺍﳌﻮﻗﻊ ﺑﻘﹸﺪﺭﺍ ٍ‬
‫ﰲ ﺃﺑﺮﻳﻞ ‪ 2003‬ﺧﻄﹶﺖ ‪ BBC‬ﺍﻟﻌﺮﺑﻴﺔ ﺧﻄﻮ ﹰﺓ ﻣﻬﻤﺔ ﰲ ﳎﺎﻝ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺍﳌﺘﻠﻘﱢﲔ ﺍﻟﻌﺮﺏ‪ ،‬ﻭﺫﻟﻚ ﻋﱪ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻮﺳـﺎﺋﻂ‬ ‫)‪(4‬‬

‫ـﺮ‪:‬‬
‫ـﺔ‪ .‬ﺍﻧﻈـ‬
‫ـﺔ ﻭﺍﻟﻔﻮﺭﻳـ‬
‫ـﺸﺎﺭﻛﺔ ﺍﻟﻔ ‪‬ﻌﺎﻟـ‬‫ـﻰ ﺍﳌـ‬
‫ـﻮﺭ ﻋﻠـ‬‫ـﺰ ﺍﳉﻤﻬـ‬‫ـﺎ ﺣ ﱠﻔـ‬‫ـﺼﻮﺭﺓ؛ ﳑـ‬ ‫ـﺼﻮﺕ ﻭﺍﻟـ‬ ‫ـﻊ ﺍﻟـ‬
‫ـﱵ ﲡﻤـ‬ ‫ﺍﳌﹸﺘﻌ ـﺪ‪‬ﺩﺓ ﺍﻟـ‬
‫‪ ،www.suhuf.net.sa/2001jaz/jul/15/ev4.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 18 :‬ﻣﺎﺭﺱ ‪.2007‬‬
‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.38‬‬ ‫)‪(5‬‬

‫‪.Broadband Internet‬‬ ‫)‪(6‬‬


‫‪35‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﰲ ﺍ‪‬ﺎﻝ ﺍﻹﻋﻼﻣﻲ‪ ،‬ﺳﻌﺖ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺧﺒﺎﺭﻳﺔ ﻟﺘﻔﻌﻴﻞ ﺧﺎﺻﻴﺔ ﺳﻬﻮﻟﺔ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻮﻓﱢﺮﻫﺎ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺣﻴﺚ ﻃ ‪‬ﻮﺭﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺼﺤﻒ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻧﻈﺎﻣﻬـﺎ ﺍﻟﺘﺤﺮﻳـﺮﻱ‬
‫ﻟﻴﻮﺍﻓﻖ ﺍﻟﺴﺮﻋﺔ ﺍﳌﺬﻫﻠﺔ ﺍﻟﱵ ﺗﺘﻤﺘ‪‬ﻊ ‪‬ﺎ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻓﺎﻋﺘﻤﺪﺕ ﺑﻌﺾ ﺗﻠﻚ ﺍﻟﺼﺤﻒ ﻭﺍﳌﻮﺍﻗﻊ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻠﻰ‬
‫ﺕ ﻋﺎﻟﻴﺔ ﺍﻟﺴﺮﻋﺔ ﳌﻮﺍﻛﺒﺔ ﺍﻷﺣﺪﺍﺙ‪ ،‬ﻭﲟﺎ ‪‬ﻳﻤ ﱢﻜﻨﻬﺎ ﻣﻦ ﺍﻟﺘﺤﺪﻳﺚ ﺍﳌﺴﺘﻤﺮ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ ﻭﺍﻷﺧﺒـﺎﺭ‬ ‫ﺗﻘﻨﻴﺎ ٍ‬
‫ﻛﺘﻘﻨﻴﺔ ﺟﺎﻓﺎ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻟﻠﻨﺸﺮ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪ (1‬ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺮﺑﻂ ﻏﺮﻑ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﺼﺤﻔﻴﺔ ﺑﺎﻟﺸﺒﻜﺔ؛ ﳑﺎ ﻳﺴﻤﺢ‬
‫ﺑﻌﺮﺽ ﺍﻷﺧﺒﺎﺭ ﻓﻮ ‪‬ﺭ ﺣﺪﻭﺛﻬﺎ‪ ،‬ﻣﻊ ﲢﺪﻳﺚ ﻫﺬﻩ ﺍﻷﺧﺒﺎﺭ ﺑﺸﻜ ٍﻞ ﻣﺴﺘﻤﺮ)‪.(2‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬


‫ﺕ ﺇﺿﺎﻓﻴﺔ ﻛﺜﲑﺓ ﳝﻜﻨﻬﺎ ﺃﻥ ‪‬ﺗﺴﺎ ِﻋﺪ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﰲ ﺍﺳﺘﻜﺸﺎﻑ ﳎﺎﻫﻞ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻔـﺴﻴﺤﺔ‬
‫ﲦﺔ ﺃﺩﻭﺍ ‪‬‬
‫ﻭﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﺮﻭﺿﺔ ﺑﻮﺍﺳﻄﺔ ﺍﳋﺪﻣﺎﺕ‪ .‬ﻭ‪‬ﺗﺴﺎﻋﺪ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﻭﰲ ﺍﻟﻨﻔﺎﺫ ﺇﱃ ﻣﺼﺎﺩﺭ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻄﻠﻮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﺔ ﻣﻔـﺎﺗﻴﺢ ﺣﺎﺳـﻮﺏ‬
‫ﺍﳌﺴﺘﺜﻤﺮ‪.‬‬
‫ﻭ ﳝﺜﻞ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ‪‬ﺗﻘ ‪‬ﺪﻣﻬﺎ ﺍﻹﻧﺘﺮﻧﺖ‪:‬‬

‫‪.Rapid Publish‬‬ ‫)‪(1‬‬

‫ﻓﺎﺭﺱ ﺣﺴﻦ ﺷﻜﺮ ﺍﳌﻬﺪﺍﻭﻱ‪ ،‬ﺻﺤﺎﻓﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻠﺼﺤﻒ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻔﻀﺎﺋﻴﺎﺕ ﺍﻹﺧﺒﺎﺭﻳﺔ ﻧﺖ ﳕﻮﺫﺟﹰﺎ‪،‬‬ ‫)‪(2‬‬

‫ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ‪ ،‬ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣﺔ‪ ،‬ﺍﻟﺪﳕﺮﻙ‪ ،2007 ،‬ﺹ ‪.49‬‬


‫‪36‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(5‬‬


‫ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‬

‫ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‬

‫ﺍﻹﺧﺒﺎﺭﻳﺎﺕ )‪(News‬‬ ‫ﺧﺪﻣﺔ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ‬

‫)‪(Gopher‬‬ ‫ﻏﻮﻓﺮ‬ ‫ﻋﺎﱂ ﺍﻟﻨﻘﺪ ﻭﺍﻟﺘﺴﻮﻳﻖ‬

‫ﺧﺪﻣﺎﺕ ﺷﺒﻜﺔ‬
‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ‬ ‫ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‬
‫‪File Transfer Protocol‬‬
‫ﺍﻹﻧﺘﺮﻧﺖ‬

‫)‪(Tel net‬‬ ‫ﺧﺪﻣﺔ‬ ‫ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ‬

‫ﺭﺍﺑﻄﺔ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‬ ‫)‪(Browser‬‬ ‫ﺍﳌﺴﺘﻌﺮﺽ‬


‫)‪(WWW‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ » :‬ﺩﻭﺭ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﻨﺸﺮ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺗﻄﻮﻳﺮ ﺧـﺪﻣﺎﺕ ﺍﳌﻜﺘﺒـﺎﺕ ﺍﳊﺪﻳﺜـﺔ «‪،‬‬
‫‪ ،www.arabcin.net/arabiaall/studies/faselwaheone.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺃﻛﺘﻮﺑﺮ‪.2007‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬


‫ﻳ‪‬ﻤﺜﱢﻞ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪ (1‬ﺇﺣﺪﻯ ﺍﳌﻤ‪‬ﻴﺰﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻺﻧﺘﺮﻧﺖ‪ ،‬ﻭﺃﻛﺜﺮ ﺧﺪﻣﺎ‪‬ﺎ ﺍﻧﺘﺸﺎﺭﹰﺍ ﰲ ﲨﻴـﻊ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﺮﺗِﺒﻄﺔ ‪‬ﺎ‪.‬‬

‫‪.Electronique Mail‬‬ ‫)‪(1‬‬


‫‪37‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺏ ﺇﱃ ﺁﺧﺮ ﻋﱪ ﺍﻟﺸﺒﻜﺔ ﻭﺇﱃ ﺃﻱ‬


‫ﻭ‪‬ﻳﻌﺮ‪‬ﻑ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺒﺴﺎﻃﺔ » ﺇﺭﺳﺎﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻣﻦ ﺣﺎﺳﻮ ٍ‬
‫‪‬ﻣﺴﺘﺨ ِﺪ ٍﻡ ﰲ ﺃﻱ ﻣﻜﺎﻥ «)‪.(1‬‬
‫ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻦ ﺃﻛﺜﺮ ﺍﳋﺪﻣﺎﺕ ﺷﻌﺒﻴ ﹰﺔ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﺴﺒﺐ ﺍﻷﻭﻝ ﻟﻼﺷـﺘﺮﺍﻙ‬
‫ﻓﻴﻬﺎ ﻟﺪﻯ ﻋﺪ ٍﺩ ﻛﺒ ٍﲑ ﻣﻦ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻴﻬﺎ‪ .‬ﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺃﻫﻢ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟـﱵ ﺗـﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﻟﻼﺗﺼﺎﻝ ﺑﻌﻤﻼﺋﻬﺎ ﻣﻦ ﺧﻼﻝ ﺇﺭﺳﺎﻝ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﳌﻨﺎﺳﺒﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺇﱃ ﻋﻤﻼﺋﻬﺎ ﺍﳊﺎﻟﻴﲔ؛‬
‫ﻟﻠﺤﻔﺎﻅ ﻋﻠﻴﻬﻢ ﻛﻌﻤﻼﺀ ﺩﺍﺋﻤﲔ)‪.(2‬‬
‫ﻭﻹﺭﺳﺎﻝ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﻌ ‪‬ﺮﻑ ﻋﻨﻮﺍ ﹸﻥ ﺍ ﹸﳌﺮ ‪‬ﺳﻞ ﺇﻟﻴﻪ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻌﻨﻮﺍﻥ ﻳﺘﺮ ﱠﻛﺐ ﻣﻦ ﻫﻮﻳﺔ‬
‫ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺍﻟﺬﺍﺗﻴﺔ‪ ،‬ﻣﺘﺒﻮﻋﺔ ﺑﺈﺷﺎﺭﺓ @‪ ،‬ﻣﺘﺒﻮﻋﺔ ﲟﻮﻗﻊ ﺣﺎﺳﻮﺏ ﺍ ﹸﳌﺮ ‪‬ﺳﻞ ﺇﻟﻴﻪ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﺘﺤ ﱠﻘﻖ ﺍﻟﻨﻔـﺎﺫ ﺇﱃ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻋﱪ ﺇﺣﺪﻯ ﺍﻟﻌﻘﺪ ﺍﶈﻠﻴﺔ‪ ،‬ﳝﻜﻦ ﺗﺒﺎﺩﻝ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺩﻭﻥ ﺍﻟﺘﻌ ‪‬ﺮﺽ ﻟﺘﻜﻠﻔﺔ ﺍﻻﺗﺼﺎﻝ ﺍﳍﺎﺗﻔﻲ‬
‫ﻼ ﻣﻼﺋﻤﹰﺎ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬ ‫ﻼ ﺑﺪﻳ ﹰ‬
‫ﳌﺪ ٍﺓ ﻃﻮﻳﻠﺔ؛ ﻭﻟﺬﻟﻚ ﻳﺒﻘﻰ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺣ ﹰ‬
‫ﻛﻤﺎ ﺃﻥ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻳﺘﻤ‪‬ﺘﻊ ﲟﻴﺰ ٍﺓ ﺇﺿﺎﻓﻴﺔ‪ ،‬ﺇﺫ ﺃﻧﻪ ﻳﺴﻤﺢ ﺑﺎﻟﻨﻔﺎﺫ ﻭﺇﺭﺳﺎﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻭﺍﺳﺘﻼﻣﻬﺎ‬
‫ﺖ ‪‬ﻳﻨﺎ ِﺳﺐ ﺍﳌﹸﺴﺘﺨﺪِﻡ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﺧﺎﺩﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺎﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﺮﺳﺎﺋﻞ ﻋﻠﻰ ﻋﻨـﻮﺍﻥ‬ ‫ﰲ ﺃﻱ ﻭﻗ ٍ‬
‫ﺍﳌﹸﺴﺘﻔﻴﺪ ﺇﱃ ﺃﻥ ﻳﻄﻠﺒﻬﺎ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﻳﺘﻤ‪‬ﻴﺰ ﺑﺈﻣﻜﺎﻧﻴﺔ ﺇﺭﺳﺎﻝ ﺭﺳﺎﻟ ٍﺔ ﻣﻮﺣﺪﺓ ﺇﱃ ﻋﺪ ٍﺩ ﻛﺒﲑ ﻣﻦ ﺍ ﹸﳌﺸﺘ ِﺮﻛﲔ ﰲ‬
‫ﺖ ﻭﺍﺣﺪ ﻣﻦ ﺧﻼﻝ ﺧﺪﻣﺔ ﺗﺴﻤﻰ "ﻗﺎﺋﻤﺔ ﺍﻟﱪﻳﺪ"‪.‬‬ ‫ﻭﻗ ٍ‬
‫ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﻓﻀﻞ ﺑﺪﻳ ٍﻞ ﻋﺼﺮﻱ ﻟﻠﺮﺳﺎﺋﻞ ﺍﻟﱪﻳﺪﻳﺔ ﺍﻟﻮﺭﻗﻴﺔ ﻭﻷﺟﻬﺰﺓ ﺍﻟﻔﺎﻛﺲ؛ ﺇﺫ ﺃﻥ‬
‫ﺇﺭﺳﺎﻝ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻣ ‪‬ﺮ ﺑﻐﺎﻳﺔ ﺍﻟﺒﺴﺎﻃﺔ؛ ﻓﻴﻜﻔﻲ ﺃﻥ ﻳﻘﻮﻡ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺑﻜﺘﺎﺑﺔ ﺍﻟﺮﺳﺎﻟﺔ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ‪،‬‬
‫ﰒ ﻳﻄﻠﺐ ﻧﻈﺎﻡ ﺍﻹﺭﺳﺎﻝ ﺍﻟﱪﻳﺪﻱ ﻣﻌﻄﻴﹰﺎ ﺇﻳﺎﻩ ﻋﻨﻮﺍﻥ ﺍ ﹸﳌﺮ ‪‬ﺳﻞ ﺇﻟﻴﻪ ﻭﻧﺺ ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﻟﻴﻘـﻮﻡ ﻫـﺬﺍ ﺍﻟﻨﻈـﺎﻡ‬
‫ﺕ ﻹﻳﺼﺎﻝ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﺇﱃ ﺍﳉﻬﺔ ﺍﻟﱵ ﹸﺃﺭ ِﺳﻠﺖ ﺇﻟﻴﻬﺎ‪.‬‬ ‫ﻭﺑﺸﻜ ٍﻞ ﺁﱄ ﺑﻌﺪﺓ ﻋﻤﻠﻴﺎ ٍ‬
‫ﻭﻳﺘﻤ‪‬ﺘﻊ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﻌﺪﺓ ﻣﺰﺍﻳﺎ ﺃﳘﻬﺎ‪:‬‬
‫‪ -‬ﺗﻜﻠﻔﺔ ﻣﻨﺨﻔﻀﺔ ﻟﻺﺭﺳﺎﻝ؛‬
‫‪ -‬ﻳﺘ ‪‬ﻢ ﺍﻹﺭﺳﺎﻝ ﺧﻼﻝ ﻣﺪ ٍﺓ ﻭﺟﻴﺰﺓ ﻣﻦ ﺍﻟﺰﻣﻦ؛‬
‫‪ -‬ﻳﺘ ‪‬ﻢ ﺍﺳﺘﻼﻡ ﺍﻟﺮ ‪‬ﺩ ﺧﻼﻝ ﺯﻣ ٍﻦ ﻗﻴﺎﺳﻲ؛‬

‫‪(1) Steve Sleight, Internet et l'entreprise, MANGO Pratique édition, France, 2001, P55.‬‬

‫ﻫﺎﻟﺔ ﳏﻤﺪ ﻟﺒﻴﺐ ﻋﻨﺒﻪ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﺸﺮﻭﻋﺎﺕ ﺍﻟﺼﻐﲑﺓ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪ :‬ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻟﻜﻴﻔﻴﺔ ﺍﻟﺒﺪﺀ ﲟﺸﺮﻭﻉ ﺻﻐﲑ ﻭﺇﺩﺍﺭﺗـﻪ ﰲ ﻇـﻞ‬ ‫)‪(2‬‬

‫ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺳﻠﺴﻠﺔ ﲝﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،359‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣـﺼﺮ‪،2004 ،‬‬
‫ﺹ ‪.172‬‬
‫‪38‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺃﻥ ﻳﺴﺘﻠﻢ ﺭﺳﺎﺋﻠﻪ ﰲ ﺃﻱ ﻣﻜﺎ ٍﻥ ﰲ ﺍﻟﻌﺎﱂ؛ ﳑﺎ ‪‬ﻳﻔﻴﺪ ﺭﺟﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺴﺎﻓﺮﻭﻥ‬
‫ﻛﺜﲑﹰﺍ ‪‬ﲝﻜﻢ ﻋﻤﻠﻬﻢ‪ ،‬ﻛﻤﺎ ﻳﻔﻴﺪ ﺍﻟﻨﺎﺱ ﲨﻴﻌﹰﺎ؛ ﺣﻴﺚ ‪‬ﻳﻤ ﱢﻜﻨﻬﻢ ﺃﺛﻨﺎﺀ ﺇﺟﺎﺯﺍ‪‬ﻢ ﺍﻻ ﱢﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺮﺳـﺎﺋﻞ‬
‫ﺍﻟﻮﺍﺭﺩﺓ ﺇﻟﻴﻬﻢ؛‬
‫ﺼﻞ ﻋﻠﻰ ﺭﺳﺎﺋﻠﻪ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ‪‬ﻳﻨﺎﺳﺒﻪ؛ ﻓﻬﻮ ﻏﲑ ﻣﻠﺘﺰ ٍﻡ ﺑﺘﻠﻘﱢـﻲ ﺍﻟﱪﻳـﺪ ﰲ‬ ‫‪ -‬ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺃﻥ ﳛ ‪‬‬
‫ﳊﻈﺔ ﺍﻹﺭﺳﺎﻝ ﻧﻔﺴﻬﺎ‪.‬‬
‫ﺕ ﳐﺘﻠﻔﺔ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳ‪‬ـﺴ ‪‬ﻬﻞ ﻋﻤـﻞ‬ ‫‪ -‬ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺇﺭﺳﺎﻝ ﻋﺪﺓ ﺭﺳﺎﺋﻞ ﺇﱃ ﺟﻬﺎ ٍ‬
‫ﺕ ﻋﺪﻳﺪﺓ ﺇﱃ ﻧﺪﻭﺓ ﺃﻭ ﻣﺆﲤﺮ ﺃﻭ ﻣﻌﺮﺽ‪.‬‬ ‫ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﺗﺮﻏﺐ ﺑﺪﻋﻮﺓ ﺟﻬﺎ ٍ‬
‫ﺕ ﺇﺿﺎﻓﻴﺔ ﺑﺎﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬ ‫‪ -‬ﳝﻜﻦ ﺭﺑﻂ ﻣﻠﻔﺎ ٍ‬
‫‪ -‬ﺗ‪‬ﺤﻘﻖ ﺧﺪﻣﺔ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺯﻳﺎﺩﺓ ﰲ ﻣﻌﺪﻝ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻺﻋﻼﻥ ﻣﻘﺪﺍﺭﻫﺎ ﻣـﻦ ‪ 6‬ﺇﱃ ‪ %9‬ﻣـﻦ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍ ﹸﳌﺤ ﱠﻘﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺴﻮﻳﻖ ﺍﳌﺒﺎﺷﺮ‪ .‬ﻓﺄﻛﺜﺮ ﻣﻦ ﻧـﺼﻒ ﻣ‪‬ـﺴﺘﺨ ِﺪﻣﻲ ﺍﻟﱪﻳـﺪ ﺍﻹﻟﻜﺘـﺮﻭﱐ‬
‫ﻳﺴﺘﺠﻴﺒﻮﻥ ﻟﻺﻋﻼﻥ ﺑﺎﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﻳﻘﻮﻡ ﺣﻮﺍﱄ ﻧﺼﻒ ﻫﺆﻻﺀ ﺑﺸﺮﺍﺀ ﺍﳌﹸﻨﺘ‪‬ﺠـﺎﺕ ﻭﺍﳋـﺪﻣﺎﺕ‬
‫ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﻹﻋﻼﻥ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻹﺧﺒﺎﺭﻳﺎﺕ ‪:‬‬
‫)‪(2‬‬

‫‪‬ﺗﻌ ‪‬ﺪ ﺷﺒﻜﺔ ﺍﻹﺧﺒﺎﺭﻳﺎﺕ)‪ (3‬ﺃﺣﺪ ﺃﻛﺜﺮ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﺷﻌﺒﻴﺔ‪ ،‬ﻭ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﻫـﺬﻩ ﺍﻟـﺸﺒﻜﺔ‬
‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺇﺧﺒﺎﺭﻳﺎﺕ ﺍﻟﺸﺒﻜﺔ )‪ (4)(NNTP‬ﺍﻟﺬﻱ ‪‬ﻳﻨ ﱢﻈﻢ ﻃﺮﻳﻘـﺔ ﺗﻮﺯﻳـﻊ ﺍﳌﻘـﺎﻻﺕ ﺍﻹﺧﺒﺎﺭﻳـﺔ‬
‫ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ ﻭﺇﺭﺳﺎﳍﺎ ﻭﺍﻻﺳﺘﻌﻼﻡ ﻋﻨﻬﺎ‪ .‬ﻟﺬﻟﻚ ﻓﺎﻹﻧﺘﺮﻧﺖ ﺗ‪‬ﻌﺘﱪ ﻣﻦ ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(5‬‬
‫ﻭﲢﺘﻮﻱ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻠﻰ ﻣﺎ ﻳﺰﻳﺪ ﻋﻠﻰ ‪ 1300‬ﻣﻦ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻹﺧﺒﺎﺭﻳﺔ ﻭﺍﻟﱵ ﻫﻲ ﻧـﻮﺍ ٍﺩ ﻟﻠﻨﻘـﺎﺵ‬
‫ﻱ ﻣ‪‬ﺴﺘﺨﺪ ٍﻡ ﻟﻠﺸﺒﻜﺔ ﺍﻻﻧﺘﺴﺎﺏ ﺇﱃ ﻣﺎ ﻳـﺸﺎﺀ ﻣـﻦ ﺍ‪‬ﻤﻮﻋـﺎﺕ‬ ‫ﻭﺗﺒﺎﺩ‪‬ﻝ ﺍﻵﺭﺍﺀ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﻷ ‪‬‬
‫ﺍﻹﺧﺒﺎﺭﻳﺔ)‪.(6‬‬

‫‪.News‬‬ ‫)‪(1‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(2‬‬

‫‪.Usenet News‬‬ ‫)‪(3‬‬

‫‪.Network News Transfer Protocol‬‬ ‫)‪(4‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(5‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﺷﺒﻜﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.146‬‬ ‫)‪(6‬‬
‫‪39‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪Net‬‬ ‫‪‬ﺗﻘ ‪‬ﺪﻡ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﻟﻮﺣﺔ ﺍﻹﻋﻼﻧﺎﺕ)‪ ،(1‬ﻭﻏﺮﻑ ﺍﳊﻮﺍﺭ)‪ ،(2‬ﻛﻤﺎ ﺗﺘﱠﺄﻟﻒ ﺷﺒﻜﺔ ﺍﻹﺧﺒﺎﺭﻳـﺎﺕ‬
‫‪ News‬ﻣﻦ ﻧﻈﺎ ٍﻡ ﺿﺨﻢ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ‪ 5000‬ﻧﺪﻭﺓ ﺣﻮﺍ ٍﺭ ﻣﻔﺘﻮﺡ ﻭﻣﺴﺘﻤﺮ‪ ،‬ﺗﺴ ‪‬ﻤﻰ ﳎﻤﻮﻋـﺎﺕ‬
‫ﺍﻹﺧﺒﺎﺭﻳﺎﺕ)‪ ،(3‬ﻭﺗﺴﺘﻤ ‪‬ﺮ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺑﺎﻟﻌﻤﻞ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﺎﻋﺔ ﻭﻋﻠﻰ ﻣﺪﻯ ﺃﻳﺎﻡ ﺍﻟﺴﻨﺔ‪ .‬ﻭﺗـﺴﻤﺢ‬
‫ﻗﻮﺍﺋﻢ ﺍﻻﺳﺘﻌﺮﺍﺽ ﺍﻟﺘﺠﺎﺭﻳﺔ)‪ (4‬ﺑﺎﻟﻨﻔﺎﺫ ﺇﱃ ﳎﻤﻮﻋﺎﺕ ﺍﻹﺧﺒﺎﺭﻳﺎﺕ؛ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸـﺴﺘﺨﺪِﻡ ﺃﻥ ‪‬ﻳﺘـﺎﺑﻊ‬
‫ﺠﻊ ﺍﻟﻮﺍﻓﺪﻳﻦ ﺇﱃ ﳎﻤﻮﻋﺎﺕ‬ ‫ﺣﻮﺍﺭﹰﺍ ﻣﻔﺘﻮﺣﹰﺎ ﺩﻭﻥ ﺃﻥ ﻳﺸﺘﺮﻙ ﻓﻴﻪ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ‪‬ﻳﺴﻤﻰ ﺍﻟﺘﺮﺻ‪‬ﺪ)‪ ،(5‬ﻭﻫﻮ ﻣﺎ ‪‬ﻳﺸ ‪‬‬
‫ﺍﻹﺧﺒﺎﺭﻳﺎﺕ ﻟﻠﺪﺧﻮﻝ ﰲ ﺍﳊﻮﺍﺭ ﻭﺇﺭﺳﺎﻝ ﻣﻘﺎﻟ ٍﺔ ﺇﱃ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﱵ ﳜﺘﺎﺭﻫﺎ ﺍﻟﻮﺍﻓﺪ ﺍﳉﺪﻳﺪ ﻟﻴ‪‬ﺼﺒﺢ ﻋـﻀﻮﹰﺍ‬
‫ﻓﻴﻬﺎ‪.‬‬
‫ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻧﺸﲑ ﺇﱃ ﺃﻥ ﺑﻌﺾ ﺍ‪‬ﻤﻮﻋﺎﺕ ﲣﻀﻊ ﻹﺩﺍﺭﺓ ﻣﺪﻳ ٍﺮ ﻣﺎ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﳜﺘﺎﺭ ﻋﺪﻡ ﻗﺒﻮﻝ‬
‫ﻣﻦ ﻳﺮﺍﻩ ﻏﲑ ﻣﻼﺋ ٍﻢ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻟﱵ ﻳ‪‬ﺪﻳﺮﻫﺎ‪ .‬ﻭﺗﻌﻤﻞ ﺷﺒﻜﺔ ﺍﻹﺧﺒﺎﺭﻳﺎﺕ ﺑﺴﺮﻋ ٍﺔ ﻛﺒﲑﺓ ﺟﺪﺍﹰ؛ ﺇﺫ ‪‬ﻳﺤـ ‪‬ﺪﺩ‬
‫ﻣﺪﻳﺮﻭ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﺪﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﱵ ﺗﺒﻘﻰ ﻓﻴﻬﺎ ﺭﺳﺎﺋﻞ ﺍﻷﻋﻀﺎﺀ ﻣﻨﺸﻮﺭ ﹰﺓ ﻗﺒﻞ ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺈﻟﻐﺎﺋﻬـﺎ‪،‬‬
‫ﻉ ﻭﺍﺣﺪ‪.‬‬
‫ﻭﻻ ﲢﺘﻔﻆ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺑﺮﺳﺎﺋﻠﻬﺎ ﻣﻨﺸﻮﺭ ﹰﺓ ﻋﺎﺩ ﹰﺓ ﺃﻛﺜﺮ ﻣﻦ ﺃﺳﺒﻮ ٍ‬
‫ﺕ ﳑﺘﺎﺯﺓ؛ ﻓﻬﻲ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺍﳌـﺴﺎﻋﺪﺓ ﰲ ﺍ‪‬ـﺎﻻﺕ ﺍﻟﻔﻨﻴـﺔ‬‫ﻭ‪‬ﺗﻌ ‪‬ﺪ ﳎﻤﻮﻋﺎﺕ ﺍﻟﻨﻘﺎﺵ ﻣﺼﺎﺩﺭ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺹ ﳐﺘﻠﻔﲔ‬‫ﻭﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﻟﺴﻔﺮ … ﺍﱁ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ‪‬ﻣﻨﺒﻌﹰﺎ ﻟﻠﺤﻮﺍﺭﺍﺕ ﺍﳊﻴﺔ ﻭﻓﺮﺻ ﹰﺔ ﻻﺟﺘﻤﺎﻉ ﺃﺷﺨﺎ ٍ‬
‫ﺕ ﻣﺸﺘﺮﻛﺔ‪.‬‬
‫ﻟﺪﻳﻬﻢ ﺍﻫﺘﻤﺎﻣﺎ ‪‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻏﻮﻓﺮ )‪:(Gopher‬‬
‫ﻏﻮﻓﺮ ﻫﻮ ﺑﺮﻧﺎﻣ ‪‬ﺞ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﺎ ﹸﻃﺐ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻃﺮﺣﺘﻪ ﺟﺎﻣﻌﺔ "ﻣﻴﻨﺴﻮﺗﺎ"‬
‫ﻕ ﻭﺍﺳﻊ ﰲ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺇﺫ ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸـﺴﺘﻔﻴﺪ ﻣـﻦ ﺧﻼﳍـﺎ ﺍﻟﻘﻴـﺎﻡ‬ ‫ﻋﺎﻡ ‪1991‬ﻡ‪ .‬ﻳﺴﺘﺨﺪﻡ ﻋﻠﻰ ﻧﻄﺎ ٍ‬
‫ﺑﺎﺳﺘﻌﺮﺍﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﻭﻥ ﺃﻥ ﻳﺘﻮ ‪‬ﺟﺐ ﻋﻠﻴﻪ ﺃﻥ ‪‬ﻳﺤ ‪‬ﺪﺩ ﺳﻠﻔﹰﺎ ﺃﻳﻦ ﺗﻮﺟﺪ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﺗﺴﻤﺢ ﺧﺪﻣﺔ ﻏﻮﻓﺮ ﺑﺎﻟﺒﺤﺚ ﰲ ﻗﻮﺍﺋﻢ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺗﺴﺎﻋﺪ ﰲ ﺇﺭﺳﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟـﱵ‬
‫ﻼ؛ ﺇﺫ ﺗـﺴﻤﺢ ﺑﺎﻟﻨﻔـﺎﺫ ﺇﱃ‬
‫ﳜﺘﺎﺭﻫﺎ ﺍﳌﹸﺴﺘﺨﺪِﻡ‪ ،‬ﻭ‪‬ﺗﻌ ‪‬ﺪ ﺍﳋﺪﻣﺔ ﻣﻦ ﺃﻛﺜﺮ ﻗﻮﺍﺋﻢ ﺍﻻﺳﺘﻌﺮﺍﺽ ﴰﻮﻟﻴﺔ ﻭﺗﻜﺎﻣ ﹰ‬
‫ﻗﻮﺍﺋﻢ ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﻭﺇﱃ ﺍﳌﻠﻔﺎﺕ‪ ،‬ﻭﺇﱃ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻏﲑﻫﺎ)‪.(6‬‬

‫‪.Bulletin Board‬‬ ‫)‪(1‬‬

‫‪.Chat Rooms‬‬ ‫)‪(2‬‬

‫‪.News Groups‬‬ ‫)‪(3‬‬

‫‪.Browsers‬‬ ‫)‪(4‬‬

‫‪.Lurking‬‬ ‫)‪(5‬‬

‫ﻓﺎﺭﺱ ﺣﺴﻦ ﺷﻜﺮ ﺍﳌﻬﺪﺍﻭﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.35‬‬ ‫)‪(6‬‬
‫‪40‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺗ‪‬ﻮﻓﱢﺮ ﻏﻮﻓﺮ ﻃﺮﻳﻘ ﹰﺔ ﻓﻌﺎﻟﺔ ﻟﻺﺭﺷﺎﺩ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻮﻓﱠﺮﺓ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺑﻮﺍﺳﻄﺔ ﻗﻮﺍﺋﻢ ﻭﻓﻬﺎﺭﺱ‪،‬‬
‫ﻭﻳﺘﻄﻠﱠﺐ ﺍﺳﺘﺨﺪﺍﻡ ﻏﻮﻓﺮ ﺑﺮﺍﻣﺞ ﻣﻼﺋﻤﺔ ﰲ ﻛﻞ ﻣﻦ ﻃﺮﰲ ﺍﳊﺎﺳﻮﺏ‪ :‬ﺍﳌﹸﺴﺘﻔﻴﺪ ﻭﺍ ﹸﳌﺰ ‪‬ﻭﺩ)‪.(1‬‬
‫‪.‬‬‫)‪(2‬‬
‫)‪(FTP‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ‬
‫ﺏ‬
‫ﻳ‪‬ﻤﺜﱢﻞ ﺑﺮﻭﺗﻮﻛﻮ ﹰﻻ ﻟﻨﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺑﲔ ﻣﻮﻗﻌﲔ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳ‪‬ﻮﻓﱢﺮ ﻃﺮﻳﻘ ﹰﺔ ﻟﻠﻮﻟـﻮﺝ ﺇﱃ ﺣﺎﺳـﻮ ٍ‬
‫ﺕ ﺇﻟﻴﻪ)‪.(3‬‬
‫ﺕ ‪‬ﻣﺨ ‪‬ﺰﻧﺔ ﻓﻴﻪ‪ ،‬ﺃﻭ ﺇﺭﺳﺎﻝ ﻣﻠﻔﺎ ٍ‬
‫‪‬ﻣﺰ ‪‬ﻭﺩ ﰲ ﺍﻹﻧﺘﺮﻧﺖ؛ ‪‬ﺪﻑ ﺟﻠﺐ ﻣﻠﻔﺎ ٍ‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺪ ﺧﺪﻣﺔ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﻣﻦ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻬﻤﺔ ﰲ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺇﺫ ﺃﻥ ﻫﻨﺎﻙ ﺍﳌﻼﻳﲔ ﻣـﻦ ﻣﻠﻔـﺎﺕ‬
‫ﺍﳊﺎﺳﻮﺏ ﺍﳌﺘﺎﺣﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺎﻡ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻛﺎﻟﺼﻮﺭ ﻭﺍﻷﺻﻮﺍﺕ ﻭﺍﻟﻜﺘﺐ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﺍﻟـﱵ‬
‫ﳝﻜﻦ ﹸﳌﺴﺘﺨ ِﺪﻡ ﺍﻟﺸﺒﻜﺔ ﻧﻘﻠﻬﺎ ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺣﺎﺳﻮﺏ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﳋﺪﻣﺔ ﺍﻟﺬﻱ ﻳﺮﺗﺒﻂ ﺑﻪ‪ .‬ﻭﺫﻟﻚ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﻀﻞ ﻋـﺎﺩ ﹰﺓ ﺍﺳـﺘﺨﺪﺍﻡ ﺑﺮﻭﺗﻮﻛـﻮﻝ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺑﺼﻴﻐﺔ ‪ Xmodem‬ﺃﻭ ‪ .Zmodem‬ﻭ‪‬ﻳﻔ ‪‬‬
‫‪Zmodem‬؛ ﻷﻧﻪ ﺃﺳﺮﻉ ﻭﺃﺑﺴﻂ ﺑﻜﺜ ٍﲑ ﻣﻦ ﺑﺮﻭﺗﻮﻛﻮﻝ ‪ .Xmodem‬ﻭﳝﻜـﻦ ﻟﻠﻤﻜﺘﺒـﺎﺕ ﻭﻣﺮﺍﻛـﺰ‬
‫ﺕ ﻣﺜﻞ ﺗﻮﺻﻴﻞ ﺍﻟﻮﺛﺎﺋﻖ ﺇﻟﻜﺘﺮﻭﻧﻴـﹰﺎ‪ ،‬ﻭﻧﻘـﻞ‬‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﰲ ﻋﺪﺓ ﳎﺎﻻ ٍ‬
‫ﻣﻠﻔﺎﺕ ﺍﻟﺘﺰﻭﻳﺪ‪ ،‬ﻭﻣﻠﻔﺎﺕ ﺍﻟﻔﻬﺎﺭﺱ ﻣﻦ ﻣﻜﺘﺒ ٍﺔ ﺇﱃ ﺃﺧﺮﻯ)‪.(4‬‬
‫ﻗﺪ ﻻ ﻳﻜﻔﻲ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺍﻟﺒﺤﺚ ﺿﻤﻦ ﻗﻮﺍﺋﻢ ﺍﻻﺳﺘﻌﺮﺍﺽ‪ ،‬ﻭﺇﳕﺎ ﻗﺪ ﳛﺘﺎﺝ ﺍﳌﹸـﺴﺘﻔﻴﺪ ﺇﱃ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻧﺴ ٍﺦ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﺃﻭ ﻣﻠﻔﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺨﺼﻲ ‪‬ﺪﻑ ﺍﳌﻌﺎﳉﺔ‪ ،‬ﻭﰲ ﻫـﺬﻩ‬
‫ﺍﳊﺎﻟﺔ ﳝﻜﻨﻨﺎ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺍﻟﺬﻱ ﻳ‪‬ﺴﺘﺨﺪﻡ ﰲ ﻧﺴﺦ ﺍﳌﻠﻔﺎﺕ ﺑﲔ ﺃﺟﻬﺰﺓ ﺍﻟـﺸﺒﻜﺔ؛‬
‫ﺣﻴﺚ ﻳﻘﻮﻡ ﺑﺎﻟﺪﺧﻮﻝ ﺇﱃ ﺟﻬﺎﺯ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟﺘﻨﻘﱡﻞ ﺑﲔ ﺍ‪‬ﻠﺪﺍﺕ ﻭﻣﻌﺎﳉﺔ ﺍﳌﻠﻔﺎﺕ ‪.‬‬
‫)‪(5‬‬

‫ﻭﺗﺴﻤﺢ ﻫﺬﻩ ﺍﳌﻴﺰﺓ ﺑﺎﻟﻨﻔﺎﺫ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺼﻮﺭ ٍﺓ ﺃﺳﺮﻉ ﳑﺎ ﻟﻮ ﱠﰎ ﺇﺭﺳﺎﻝ ﻫﺬﻩ ﺍﳌﻠﻔـﺎﺕ ﻋﻠـﻰ‬
‫ﺹ ‪‬ﻣﺮ ‪‬ﺳﻠﺔ ﺑﺎﻟﱪﻳﺪ ﺍﻟﺴﺮﻳﻊ‪.‬‬
‫ﺃﻗﺮﺍ ٍ‬
‫ﻭﻫﻨﺎﻙ ﺍﳌﻼﻳﲔ ﻣﻦ ﺍﳌﻠﻔﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﻠﻨﻘﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘـﻞ ﺍﳌﻠﻔـﺎﺕ ﰲ ﺍﻹﻧﺘﺮﻧـﺖ‪،‬‬
‫ﺺ‬
‫ﺼ ‪‬‬‫ﻭﻟﻠﺒﺤﺚ ﻋﻦ ﻫﺬﻩ ﺍﳌﻠﻔﺎﺕ ﳝﻜﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺓ ﺑﺮﻧﺎﻣﺞ )‪ ،(Archie‬ﻭﻫﻮ ﺑﺮﻧـﺎﻣ ‪‬ﺞ ﳐـ ‪‬‬
‫ﺕ‬
‫ﻟﻠﻤﺴﺘﻔﻴﺪ ﳌﺴﺎﻋﺪﺗﻪ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﻠﻔﺎﺕ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺍﳌﺨﺘﺰﻧﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻛﻠﻤﺎ ٍ‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.114‬‬ ‫)‪(1‬‬

‫‪.File Transfer Protocol‬‬ ‫)‪(2‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.114‬‬ ‫)‪(3‬‬
‫‪(4) Steve Sleight, OP CIT, P 55.‬‬

‫ﺷﺮﻳﻒ ﳏﻤﺪ ﺳﻌﻴﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.88‬‬ ‫)‪(5‬‬


‫‪41‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻣﻔﺘﺎﺣﻴﺔ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺑﺈﺩﺧﺎﻝ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‪ ،‬ﻭﻳﺒﺤﺚ ‪ Archie‬ﻋﻦ ﺍﳌﻠﻔﺎﺕ ﺍﻟﱵ ﺗﻘـﻊ‬
‫ﺿﻤﻦ ﳎﺎﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﰒ ‪‬ﻳﺮﺳﻞ ﻗﺎﺋﻤ ﹰﺔ ﺑﺄﲰﺎﺀ ﺍﳌﻠﻔﺎﺕ ﺍﻟﻜﺎﻣﻠﺔ ﻭﻋﻨﺎﻭﻳﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﻓﻴﻘـﻮﻡ ﺍﳌﹸـﺴﺘﻔﻴﺪ‬
‫ﺑﺎﺳﺘﺮﺟﺎﻉ ﺍﳌﻠﻔﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺧﺪﻣﺔ ﺍﻟﺘﻠﻴﻨﺖ )‪.(Tel net‬‬
‫‪‬ﺗ ْﻌ ‪‬ﺮﻑ ﺧﺪﻣﺔ ﺍﻟﺘﻠﻨﺖ ﺃﻳﻀﹰﺎ ﲞﺪﻣﺔ ﺍﻟﺮﺑﻂ ﻋﻦ ‪‬ﺑﻌﺪ‪ .‬ﻭﺍﻟﺘﻠﻨﺖ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﺮﻧـﺎﻣ ٍﺞ ﺧـﺎﺹ ‪‬ﻳﺘـﻴﺢ‬
‫ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻡ ﺃﻥ ﻳﺼﻞ ﺇﱃ ﲨﻴﻊ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺃﻥ ﻳﺮﺗﺒﻂ ‪‬ﺎ‪ .‬ﺇﻥ ﺧﺪﻣﺔ ﺍﻟﺘﻴﻠﻨﺖ ﲡﻌﻞ‬
‫ﻣﻦ ﺣﺎﺳﻮﺏ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺯﺑﻮﻧﹰﺎ ﻟﻠﺘﻴﻠﻨﺖ؛ ﻭﺫﻟﻚ ﻟﻜﻲ ﻳﺘﻤ ﱠﻜﻦ ﻣﻦ ﺍﻟﻮﺻـﻮﻝ ﺇﱃ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﻭﺍﻟﱪﳎﻴـﺎﺕ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺇﺣﺪﻯ ﺧﺎﺩﻣﺎﺕ ﺍﻟﺘﻴﻠﻨﺖ)‪ (1‬ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺃﻱ ﻣﻜﺎ ٍﻥ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻫﺬﻩ ﺍﳋﺪﻣـﺔ ﺃﺻـﺒﺤﺖ ﻻ‬
‫‪‬ﺗﺴﺘﻌﻤﻞ ﺣﺎﻟﻴﹰﺎ ﻭ ‪‬ﻋ ‪‬ﻮﺿﺖ ﲞﺪﻣﺔ ‪(2) w.w.w‬؛‬
‫ﻋﻨﺪﻣﺎ ﻳ‪‬ﺘﺼﻞ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺑﻮﺍﺳﻄﺔ ﺗﻠﻨﺖ ﻳﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺣﺎﺳﻮﺑﻪ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻛﻤﺎ ﻟﻮ ﺃﻥ ﻟﻮﺣـﺔ‬
‫ﻱ ‪‬ﻣﺴﺘﺜﻤ ٍﺮ‬
‫ﻼ ﻋﻠﻰ ﺣﺎﺳﻮﺑﻪ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻭﺑﺈﻣﻜﺎﻧﻪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﺪﻣﺎﺕ ﻧﻔﺴﻬﺎ ﺍﳌﺘﺎﺣﺔ ﻷ ‪‬‬ ‫ﺍﳌﻔﺎﺗﻴﺢ ﻣﺮﺑﻮﻃ ﹲﺔ ﻓﻌ ﹰ‬
‫ﳏﱢﻠﻲ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻧﻪ ﻳﺴﺘﻄﻴﻊ ﺗﺸﻐﻴﻞ ﺑﺮﻧﺎﻣ ٍﺞ ﻣﻌﲔ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺬﻱ ﻳﻘﻊ ﰲ ﺍﻟﻨﺼﻒ ﺍﻵﺧـﺮ ﻣـﻦ‬
‫ﺍﻟﻜﺮﺓ ﺍﻷﺭﺿﻴﺔ‪ ،‬ﻛﻤﺎ ﻟﻮ ﻛﺎﻥ ﳚﻠﺲ ﺃﻣﺎﻣﻪ ﲤﺎﻣﹰﺎ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻠﻨﺖ ﳌﺸﺎﻫﺪﺓ ﻗﺎﺋﻤﺔ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﻣﻜﺘﺒﺔ ﺍﻟﻜـﻮﳒﺮﺱ ﺃﻭ ﺍﳌﻜﺘﺒـﺔ‬
‫ﺕ ﺣﻜﻮﻣﻴﺔ‪.‬‬‫ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﰲ ﻟﻨﺪﻥ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻻﺳﺘﻌﺮﺍﺽ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻭﺍﻟﺸﺮﻁ ﺍﻟﻮﺣﻴﺪ ﻻﺳﺘﺨﺪﺍﻡ ﺗﻠﻨﺖ ﺑﻨﺠﺎﺡ ﻫﻮ ﺃﻥ ‪‬ﻳ ْﻌ ِﺮﻑ ﺍﳌﹸﺴﺘﻔﻴﺪ ﻛﻴﻒ ‪‬ﻳﺴﺘﺨ ِﺪﻡ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺬﻱ‬
‫ﺩﺧﻞ ﺇﻟﻴﻪ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺴﻤﺢ ﻟﻪ ﻫﺬﺍ ﺍﳊﺎﺳﻮﺏ ﺑﺎﻟﻨﻔﺎﺫ ﺇﱃ ﻣﻠﻔﺎﺗﻪ‪ .‬ﻭﻫﻨﺎﻟﻚ ﻋﺪ ‪‬ﺩ ﻛﺒﲑ ﻣﻦ‬
‫ﺕ ﺧﺎﺻﺔ ﺿﻤﻦ ‪‬ﻧﻈﻤﻬﺎ ﻟﻜﻲ ﻳﺘﻤ ﱠﻜﻦ ‪‬ﻣﺴﺘﺨﺪﻣﻮ ﺍﻹﻧﺘﺮﻧﺖ ﻣـﻦ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﻗﺎﻣﺖ ﺑﺘﺤﻤﻴﻞ)‪ (3‬ﺑﺮﳎﻴﺎ ٍ‬
‫ﺍﻟﻨﻔﺎﺫ ﺍﻟﻔﻮﺭﻱ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪.‬‬‫)‪(4‬‬
‫ﺍﻟﻌﺎﳌﻴﺔ )‪(WWW‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺭﺍﺑﻄﺔ ﺍﻟﺸﺒﻜﺔ‬
‫ﻃﺮﺣﺖ ﻣﺆﺳﺴﺔ "ﺳﲑﻥ" ﰲ ﻋﺎﻡ ‪1992‬ﻡ ﺑﺮﻧﺎﻣﺞ ﺭﺍﺑﻄﺔ ﺍﻟـﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴـﺔ )‪ ،(WWW‬ﻭﻫـﻮ‬
‫ﻼ ﺍﳉﺰﺀ ﺍﻷﺳﺮﻉ‬
‫ﺑﺮﻧﺎﻣ ‪‬ﺞ ﳋﺪﻣﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ‪‬ﻳﺴﺘﺨ ِﺪﻡ ﺍﻟﻨ‪‬ﻈﻢ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﺍﻟﻮﺳﺎﺋﻂ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳ‪‬ﻌ ‪‬ﺪ ﻓﻌ ﹰ‬
‫ﳕﻮﹰﺍ ﰲ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬

‫‪.Servers‬‬ ‫)‪(1‬‬
‫‪(2) Steve Sleight, op. cit, PP5-6.‬‬

‫ﺍﻟﺘﺤﻤﻴﻞ ﻫﻮ ﻋﻤﻠﻴﺔ ﻧﻘﻞ ﻣﻠﻒ ﻋﱪ ﺍﳌﻮﺩﻡ ﻣﻦ ﺣﺎﺳﻮﺏ ﺑﻌﻴﺪ ﺇﱃ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺴﺘﻌﻤﻞ‪.‬‬ ‫)‪(3‬‬
‫‪.The World Wide Web‬‬ ‫)‪(4‬‬
‫‪42‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺗﺘﻀﻤ‪‬ﻦ ﺭﺍﺑﻄﺔ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺇﻇﻬﺎﺭ ﺍﻟﻨﺺ ﺍﳌﻜﺘﻮﺏ ﻭﺃﻟﻮﺍﻧﹰﺎ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ‪ ،‬ﻛﻤﺎ ﳝﻜـﻦ ﺃﻥ ﺗﺘـﻀﻤ‪‬ﻦ‬
‫ﺕ ﺳﻴﻨﻤﺎﺋﻴﺔ‪.‬‬ ‫ﺕ ﺻﻮﺗﻴﺔ ﻭﻣﻠﻔﺎ ٍ‬
‫ﺻﻔﺤﺎﺕ )‪ (WWW‬ﻣﻨﺎﻇﺮ ﻣﺮﺳﻮﻣﺔ ﻭﻣﻠﻔﺎ ٍ‬
‫‪‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﻮﺍﺏ )‪ (Web‬ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﻟﻨﺺ ﺍﳌﻤﻨﻬﻞ )‪ ،(1) (HTTP‬ﻭﻫﻮ ﺍﻟﻠﻐﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ ﺍﻟـﱵ‬
‫ﺗﺴﻤﺢ ﻟﺰﺑﺎﺋﻦ ﺍﻟـ ‪ Web‬ﻭ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻴﻪ ﺑﺎﻻﺗﺼﺎﻝ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪ ،‬ﻭﻫﻮ ﳛﺘﻮﻱ ﻧﻘﺎﻃﹰﺎ ﻣﻌﻴﻨﺔ ﺗﺴﻤﺢ ﺑﺎﻻﺗﺼﺎﻝ‬
‫ﻁ ﺃﺧﺮﻯ ﺿﻤﻦ ﺍﳌﻮﻗﻊ ﻧﻔﺴﻪ ﺃﻭ ﰲ ﻣﻮﺍﻗﻊ ﺃﺧﺮﻯ ﰲ ﺃﻣﺎﻛﻦ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻌﺎﱂ‪.‬‬ ‫ﺑﻨﻘﺎﻁ ﺍﺭﺗﺒﺎ ٍ‬
‫ﺕ ﺃﺧﺮﻯ ﺃﻭ ﺇﱃ ﻣﻮﺍﻗﻊ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﺄﺷﲑ ﺑﺎﻟﻨﺎﻗﺮﺓ ﻋﻠﻰ ﻧﻘﻄﺔ ﺍﻻﺭﺗﺒﺎﻁ)‪ ،(2‬ﻧﺘﻮ ‪‬ﺟﻪ ﻓﻮﺭﹰﺍ ﺇﱃ ﺻﻔﺤﺎ ٍ‬
‫ﺕ ﺃﺧﺮﻯ ﺿﻤﻦ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻣﺜﻞ ﻏﻮﻓﺮ ﺃﻭ )‪(FTP‬‬ ‫ﺃﺧﺮﻯ ﺿﻤﻦ ﺍﻟـ ‪ ،Web‬ﻛﻤﺎ ﳝﻜﻨﻨﺎ ﺍﻟﻨﻔﺎﺫ ﺇﱃ ﺃﺩﻭﺍ ٍ‬
‫ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺍﻻﺳﺘﻜﺸﺎﻑ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺍﳌﺴﺘﻌﺮﺽ ‪.‬‬
‫)‪(3‬‬

‫ﺍ ﹸﳌﺴﺘﻌﺮﺿﺎﺕ ‪:‬ﻫﻲ ﺇﺣﺪﻯ ﺑﺮﳎﻴﺎﺕ ﺍﳌﹸﺴﺘﻔﻴﺪ‪ ،‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺧﺎﺩ ٍﻡ ﻣﻌﲔ ﺃﻭ‬
‫ﺝ ﺧﺎﺹ‪ ،‬ﻭ‪‬ﺗﺴﺎﻋﺪ ﻗﺎﺋﻤﺔ ﺍﻻﺳﺘﻌﺮﺍﺽ ﰲ ﺭﺅﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻧﻼﺣﻆ ﺍﻟﻴﻮﻡ ﺃﻥ ﺃﻛﺜـﺮ‬ ‫ﳕﻮﺫ ٍ‬
‫ﺍﻟﻘﻮﺍﺋﻢ ﺷﻌﺒﻴﺔ ﻫﻲ ‪ Explorer‬ﻭ ‪ Netscape‬ﺍﻟﱵ ‪‬ﺗﻌﺮﺽ ﻭﺍﺟﻬﺎﺕ ﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺮﺍﺑﻄﺔ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‬
‫)‪.(WWW‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻣﻦ‪ :‬ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ‪.‬‬


‫ﻀﻞ ﻋﺪ ‪‬ﺩ ﻛﺒ ‪‬ﲑ ﻣﻦ ‪‬ﻣﺸﺘ ِﺮﻛﻲ ﺍﻹﻧﺘﺮﻧﺖ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻣﺜﻞ ﺧـﺪﻣﺎﺕ‬ ‫‪‬ﻳﻔ ‪‬‬
‫)‪ ،(America on Line‬ﺃﻭ )‪ ،(Microsoft Network‬ﺃﻭ )‪ ،(CompuServe‬ﺃﻭ )‪ .(Prodigy‬ﻭﻛﺜ ‪‬ﲑ‬
‫ﺕ ﻣﺄﺟﻮﺭﺓ ﻣﺘﺎﺣﺔ ﻓﻘﻂ ﻋـﱪ‬ ‫ﻣﻦ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻧﻔﺎﺫﹰﺍ ﳏﺪﻭﺩﹰﺍ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺧﺪﻣﺎ ٍ‬
‫ﺍﺗﺼﺎﻻ‪‬ﺎ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺍﳋﺎﺻﺔ ‪‬ﺎ‪ .‬ﻭﻫﻨﺎﻙ ﻣﻴﺰ ﹲﺓ ﻭﺍﺣﺪﺓ ﺟﻮﻫﺮﻳﺔ ﺗﺘﻤﺘ‪‬ﻊ ‪‬ﺎ ﻫﺬﻩ ﺍﳋﺪﻣﺎﺕ ﻫـﻲ ﺍﻟﺘـﺼﻨﻴﻒ‬
‫ﺍﻟﻮﺍﺳﻊ ﺍﻟﺪﻗﻴﻖ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻋﺎﻟﻴﺔ ﺍﻟﺪﻗﺔ‪ ،‬ﻭﺍﻟﺘﺤﺪﻳﺚ ﺍﳌﺴﺘﻤﺮ ﳍﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺗﺸﺘﺮﻱ ﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺘﺠﺎﺭﻳـﺔ‪ ،‬ﰒ ﺗﻘـﻮﻡ ﺑﺒﻴﻌﻬـﺎ‬
‫ﻟﺰﺑﺎﺋﻨﻬﺎ‪ .‬ﻭﰲ ﻛﺜ ٍﲑ ﻣﻦ ﺍﳌﻨﺎﻃﻖ‪ ،‬ﺗﻘ ‪‬ﺪﻡ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺧﺪﻣﺎﺕ ﺍﻟﻨﻔﺎﺫ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ ﻋﱪ ﺭﻗ ٍﻢ‬
‫ﺕ ﺑﻌﻴﺪﺓ ﺗﻜﻠﻔﺔ ﻋﺎﻟﻴﺔ ﻣﻘﺎﺑﻞ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺭﻏﻢ ﺫﻟـﻚ‬ ‫ﻫﺎﺗﻔﻲ‪ ،‬ﳑﺎ ‪‬ﻳﺤ ‪‬ﻤﻞ ﺍ ﹸﳌ‪‬ﺘﺼﻠﲔ ﻣﻦ ﻣﺴﺎﻓﺎ ٍ‬

‫‪.Hypertext Transfer Protocol‬‬ ‫)‪(1‬‬

‫ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﺘﺸﻌﱯ ﻫﻮ ﻋﻼﻣﺔ ﺗﻮﺿﻊ ﰲ ﺻﻔﺤﺎﺕ ﺍﻟﻮﻳﺐ ﺗﺆﺩﻱ ﻟﻼﻧﺘﻘﺎﻝ ﺇﱃ ﺻﻔﺤﺔ ﻭ ﻳﺐ ﺃﺧﺮﻯ‪.‬‬ ‫)‪(2‬‬

‫‪.Browser‬‬ ‫)‪(3‬‬
‫‪43‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻓﻬﺬﺍ ﻳ‪‬ﻌ ‪‬ﺪ ﻣﻴﺰﺓ ﺇﳚﺎﺑﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻨﺎﻃﻖ ﺍﻟﱵ ﻟﻴﺲ ﳍﺎ ﺃﻳﺔ ﻣﺆﺳﺴﺔ ﺧﺪﻣﺎﺕ ﳏﱢﻠﻴـﺔ ﺗ‪‬ـﺆ ‪‬ﻣﻦ ﺍﻟﻨﻔـﺎﺫ ﺇﱃ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺗﺴﻤﺢ ﲨﻴﻊ ﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺑﺈﺭﺳﺎﻝ ﻭﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘـﺮﻭﱐ ﻋـﱪ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳋﺪﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻣﺜﻞ ‪.Gopher ،Telnet ،Usnet-new ،www‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺗﺘﺸﺎﺑﻪ ﰲ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ؛ ﻓﺈ‪‬ﺎ ﲣﺘﻠﻒ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‬
‫ﰲ‪ :‬ﺍﻟﺘﻜﻠﻔﺔ‪ ،‬ﺍﳋﺪﻣﺎﺕ ﺍﳌﺘﺨﺼﺼﺔ‪ ،‬ﺍﳉﺪﺍﺭﺓ‪ ،‬ﺍﳉﻮﺩﺓ‪ ،‬ﺗﻘﻴﻴﺪ ﺣﺮﻳﺔ ﺍﻟﺘﺒﺎﺩﻝ‪ ،‬ﲢﺪﻳﺪ ﺣﺠﻢ ﺍﻟﺘﺨﺰﻳﻦ‪ ،‬ﺍﳌﻬﻠﺔ‬
‫ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻘﺼﻮﻯ‪ ،‬ﻧﻮﻋﻴﺔ ﺍﻟﺘﺤﺬﻳﺮﺍﺕ ﺍﻹﺭﺷﺎﺩﻳﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺘﺎﺳﻊ‪ :‬ﻣﺤ ‪‬ﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺕ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﺿﻤﻦ ﻣﺼﺎﺩﺭ ﺍﻹﻧﺘﺮﻧﺖ ﺍﳌﺨﺘﻠﻔـﺔ‪،‬‬ ‫ﻫﻲ ﺑﺮﺍﻣﺞ ‪‬ﺗﺘﻴﺢ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ ﺍﻟﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺎ ٍ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻋﻠﻰ ﺍﻟﻮﻳـﺐ‬ ‫ﻭﺗﺘﺄﱠﻟﻒ ‪‬ﻣﺤ ‪‬ﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﻣﻦ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﻹﳚﺎﺩ ﺻﻔﺤﺎ ٍ‬
‫ﻹﺿﺎﻓﺘﻬﺎ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪ ،‬ﺑﺮﻧﺎﻣﺞ ﺍﻟﻌﻨﻜﺒﻮﺕ)‪ (1‬ﺍﻟﺬﻱ ﻻ ﻳﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﻟﻠﺼﻔﺤﺔ ﺍﻷﻭﱃ ﻣـﻦ‬
‫ﺕ ﺃﺧـﺮﻯ‪.‬‬ ‫ﻱ ﻣﻮﻗ ٍﻊ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺻﻔﺤﺎ ٍ‬ ‫ﺍﳌﻮﻗﻊ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻑ‪ ،‬ﺑﻞ ‪‬ﻳﺘﺎﺑﻊ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺮﻭﺍﺑﻂ)‪ (2‬ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺃ ‪‬‬
‫ﻭﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻷﺧﺮﻯ ﺍﳌﹸﺴﺘﺨﺪِﻣﺔ ﰲ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺑﺮﻧﺎﻣﺞ ﺍﳌﻔﻬﺮﺱ)‪ (3‬ﺍﻟﺬﻱ ﻳ‪‬ﻌ ‪‬ﺪ ﻗﺎﻋـﺪﺓ ﺑﻴﺎﻧـﺎ ٍ‬
‫ﺕ‬
‫ﺿﺨﻤﺔ ﺗﺼﻒ ﺻﻔﺤﺎﺕ ﺍﻟﻮﻳﺐ)‪.(4‬‬
‫‪Alta‬‬ ‫ﻭﻣﻦ ﺃﺷﻬﺮ ‪‬ﻣﺤ ‪‬ﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧـﺖ ‪ MSN‬ﻭ ‪ Yahoo‬ﻭ ‪ Google‬ﻭ‬
‫‪.Vista‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﻌﺎﺷﺮ‪ :‬ﻋﺎﱂ ﺍﻟﻨﻘﺪ ﻭﺍﻟﺘﺴﻮﻳﻖ‪.‬‬
‫ﻣﻊ ﲢﻮ‪‬ﻝ ﺍﻹﻧﺘﺮﻧﺖ ﺇﱃ ﻗﻨﺎ ٍﺓ ﺗﺴﻮﻳﻘﻴﺔ ﺑﺪﻳﻠﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻄﺒﻴﻖ‪ ،‬ﻭﻗﻴﺎﻡ ﺍﳌﺆﺳـﺴﺎﺕ ﺑﺎﺳـﺘﻐﻼﻝ ﻗـﻮﺓ‬
‫ﻼ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺷﻬﺪ ﻛﺜ ‪‬ﲑ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﳋﺪﻣﺔ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎ‪‬ﺎ ﲢ ‪‬ﻮ ﹰﻻ ﺇﱃ ﺍﳋﺪﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ .‬ﻓﻤـﺜ ﹰ‬
‫ﰲ ﺻﻨﺎﻋﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ ﺃﺻﺒﺢ ﺍﻟﻴﻮﻡ ﻣﻦ ﺍﳌﻤﻜﻦ ﺷﺮﺍﺀ ﺳﻴﺎﺭ ٍﺓ ﻣﻦ ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ ﺣـﺼﺮﻳﺎﹰ‪ ،‬ﻭﺗﻮﺻـﻴﻠﻬﺎ‬

‫‪.Spider Program‬‬ ‫)‪(1‬‬

‫‪.Links‬‬ ‫)‪(2‬‬

‫‪.Index Program‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﺟﻼﻝ ﺳﻴﺪ ﻏﻨﺪﻭﺭ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﲔ ﻟﻺﻧﺘﺮﻧﺖ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻼﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﺟﺎﻣﻌـﺔ‬ ‫)‪(4‬‬

‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.121‬‬


‫‪44‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻣﺒﺎﺷﺮ ﹰﺓ ﺇﱃ ﻣﺴﻜﻦ ﺍﳌﺸﺘﺮﻱ‪ .‬ﻛﻤﺎ ﺃﻥ ﻋﻨﺎﺻﺮ ﻣ‪‬ﻨﺘِﺞ ﺍﳋﺪﻣﺔ‪ ،‬ﻛﺎﻟﻀﻤﺎﻥ‪ ،‬ﻭﺍﻟﺘﺄﻣﲔ‪ ،‬ﻭﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﺃﺻﺒﺤﺖ‬
‫ﺳﻬﻠﺔ ﺍﳌﻨﺎﻝ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ)‪.(1‬‬
‫ﻛﻤﺎ ﻳﺴﺘﻔﻴﺪ ﺭﺟﺎﻝ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺣﻴﺚ ﱠﰎ ﺇﻧﺸﺎﺀ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻣﻜﺎﺗـﺐ ﺍﻻﺳﺘـﺸﺎﺭﺍﺕ‬
‫ﻹﺩﺍﺭﺓ ﺭﺅﻭﺱ ﺍﻷﻣﻮﺍﻝ ﺍﻟﱵ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺧﺪﻣﺎ‪‬ﺎ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺣﻴﺚ ﳝﻜﻦ ﻟﺮﺟﻞ ﺍﻷﻋﻤﺎﻝ ﺃﻥ ﻳ ﱠﻄﻠﻊ ﻋﻠـﻰ‬
‫ﺁﺧﺮ ﺃﺧﺒﺎﺭ ﺍﻷﺳﻌﺎﺭ ﰲ ﺍﻷﺳﻮﺍﻕ ﻭﺃﺣﺪﺙ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻟﺼﻨﺎﻋﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺃﺧﺬﺕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺒﺎﺩﻝ ﺍﻟﺘﺠﺎﺭﻱ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﺗﺘﻄ ‪‬ﻮﺭ ﺳﺮﻳﻌﹰﺎ؛ ﺣﻴﺚ ﻳﺘﻮﻗﱠـﻊ ﺍﳌﺮﺍﻗﺒـﻮﻥ ﺃﻥ‬
‫ﺗﺰﺩﻫﺮ ﺑﻌﺪ ﺣ ﱢﻞ ﻣﺸﻜﻼﺕ ﺍﳉﺎﻧﺐ ﺍﻷﻣﲏ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﻭﻳﺮﺗﺒﻂ ﺍﻟﻴﻮﻡ ﻋﺪ ‪‬ﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﺎﺋﻌﲔ ﻭﺍﻟﻌﺎﺭﺿﲔ ﻭﺍﻟﻮﻛﻼﺀ ﺑﺎﻹﻧﺘﺮﻧﺖ؛ ﻭﺑـﺬﻟﻚ ﳝﻜـﻦ ﺇﲤـﺎﻡ‬
‫ﺻﻔﻘﺎﺕ ﺍﻟﺸﺮﺍﺀ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﻴﻮﻡ ﺃﻥ ﻳﺸﺘﺮﻱ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺃﻱ ﺷﻲ ٍﺀ ‪‬ﻳﺮﻳﺪﻩ ﺑﺪﺀﹰﺍ ﻣﻦ ﺍﻟﺴﻴﺎﺭﺍﺕ ﺇﱃ‬
‫ﺍﳊﻮﺍﺳﻴﺐ ﻭﺍﻷﺟﻬﺰﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﺴﺎﻋﺎﺕ‪ ،‬ﻭﺻﻮ ﹰﻻ ﺇﱃ ﺍﻟﻘﻄﻊ ﺍﻷﺛﺮﻳﺔ ﻭﺍﻟﻠﻮﺣـﺎﺕ ﺫﺍﺕ ﺍﻷﺳـﻌﺎﺭ‬
‫ﺍﻟﺒﺎﻫﻈﺔ‪ .‬ﻭﻛﻞ ﺫﻟﻚ ﻳﺘ ‪‬ﻢ ﺗﻨﻈﻴﻤﻪ ﻋﱪ ﻃﻠﺒﺎﺕ ﺑﺮﻳﺪﻳﺔ)‪ (2‬ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳﺴﺘﻄﻴﻊ ﺭﺟـﺎﻝ ﺍﻷﻋﻤـﺎﻝ ﺃﻥ‬
‫ﻕ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﺳﻌﺔ ﺩﻭﻥ ﻗﻠﻖ‪ ،‬ﺣﻴﺚ ﺗﻘﻮﻡ ﻋﺸﺮﺍﺕ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻳﺸﺘﺮﻭﺍ ﻣﺎ ﻳﺸﺎﺀﻭﻥ ﻣﻦ ﺳﻮ ٍ‬
‫ﺍﳌﺘﺤﺪﺓ ﻭﺃﻭﺭﻭﺑﺎ ﺑﺘﻄﻮﻳﺮ ‪‬ﻧﻈ ٍﻢ ﻣﺎﻟﻴﺔ ﳏﻤﻴﺔ ﻭﻣﻼﺋﻤﺔ ﻟﻠﻌﻤﻞ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ‪‬ﻣﺘﻌـ ‪‬ﺪﺩﺓ ﺍﻟﻮﺳـﺎﺋﻂ‪،‬‬
‫ﺏ ﺣﺪﻳﺚ ﻳﻌﻤﻞ ﻛﻤﺎ ﻳﻠﻲ‪ :‬ﻳﻘﻮﻡ ﺍﳌﺸﺘﺮﻱ ﺑﺈﺭﺳﺎﻝ ﺭﻣﺰﻩ ﺍﳋﺎﺹ)‪ (3‬ﺇﱃ ﺍﻟﺒﻨﻚ ﺍﻟـﺬﻱ‬ ‫ﺻﻠﺖ ﺇﱃ ﺃﺳﻠﻮ ٍ‬ ‫ﻭﺗﻮ ‪‬‬
‫ﻳﺘﻌﺎﻣﻞ ﻣﻌﻪ‪ ،‬ﻭﻳﻘﻮﻡ ﺍﻟﺒﻨﻚ ﺑﺈﺭﺳﺎﻝ ﺇﺷﺎﺭ ٍﺓ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺮﻣﺰ ﺍﳋﺎﺹ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺒﺎﺋﻌـﺔ ﺑـﺸﺤﻦ ﺍﻟﺒـﻀﺎﺋﻊ‬
‫ﺍﶈﺠﻮﺯﺓ‪.‬‬
‫ﻭﻛﻤﺜﺎ ٍﻝ ﻋﻤﻠﻲ ﻋﻠﻰ ﺍﻟﺘﺴﻮ‪‬ﻕ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻓﺈﻧﻪ ﺑﺈﻣﻜﺎﻥ ﺃﻱ ‪‬ﻣﺴﺘﺨ ِﺪ ٍﻡ ﺣﺎﻟﻴﹰﺎ ﺃﻥ ﻳـﺴﺘﺪﻋ ‪‬ﻲ ﺑﺮﻧـﺎﻣﺞ‬
‫‪ Netscape‬ﺃﻭ ‪ Explorer‬ﻟﻴﻘﻮﻡ ﺑﻮﺻﻠﻪ ﺑﺄﻳﺔ ﻋﺎﺻﻤ ٍﺔ ﺃﻭﺭﻭﺑﻴﺔ ﺃﻭ ﻣﺪﻳﻨ ٍﺔ ﺃﻣﺮﻳﻜﻴﺔ‪ ،‬ﻓﻴﻌﺮﺽ ﺍﻟﱪﻧﺎﻣﺞ ﺃﻧﻮﺍﻋﹰﺎ‬
‫ﻋﺪﻳﺪﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺃﻳﻀﹰﺎ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺘﺴﻮ‪‬ﻕ؛ ﺇﺫ ﺃﻥ ﺍﻟﱪﻧﺎﻣﺞ ﻳﻀﻊ ﲢﺖ ﺗﺼ ‪‬ﺮﻓﻪ ﻣﺌﺎﺕ ﺍﳌﺘﺎﺟﺮ ﰲ‬
‫ﺲ ﻋﻠﻰ ﻣﻘﻌـﺪﻩ ﰲ‬ ‫ﻛﻞ ﻣﺪﻳﻨﺔ ﻳﺮﻏﺐ ﰲ ﺯﻳﺎﺭ‪‬ﺎ‪ ،‬ﻭﳝﻜﻦ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻡ ﺃﻥ ‪‬ﻳﺠﺮﻱ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺭﺓ ﻭﻫﻮ ﺟﺎﻟ ‪‬‬
‫ﻣﱰﻟﻪ‪ ،‬ﰒ ﻳﻄﻠﺐ ﻣﺎ ﻳﺸﺎﺀ ﻣﻦ ﺍﻟﺴﻠﻊ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﺪﻓﻊ ﲦﻦ ﻣﺎ ﺍﺷﺘﺮﺍﻩ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﺩﺧـﺎﻝ ﺭﻗـﻢ‬
‫ﺑﻄﺎﻗﺘﻪ ﺍﳌﺼﺮﻓﻴﺔ‪ ،‬ﻭﻳﻘﻮﻡ ﺍﻟﺒﺎﺋﻊ ﺑﺈﻳﺼﺎﻝ ﻣﺸﺘﺮﻳﺎﺗﻪ ﺇﱃ ﻣﱰﻟﻪ ﻣﺒﺎﺷﺮﺓ‪.‬‬

‫ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.170‬‬ ‫)‪(1‬‬

‫‪.Mailorder‬‬ ‫)‪(2‬‬

‫‪.Net cash code‬‬ ‫)‪(3‬‬


‫‪45‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺇﻥ ﺍﻟﻘﻴﻤﺔ ﺗﻨﺸﺄ ﻭﺗﺘﺪﻓﱠﻖ ﻣﻦ ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﻮﻳﺐ‪ ،‬ﳑﺎ ﻳ‪‬ﺴﻬﻢ ﰲ ﺗﺪﻋﻴﻢ ﺍﻟﺘﺼﺮ‪‬ﻓﺎﺕ ﻭﺍﳌﻌﺮﻓـﺔ‬
‫ﺍﳌﻨﻘﻮﻟﺔ ﻋﲑ ﺍﻟﺸﺒﻜﺔ)‪:(1‬‬
‫‪ -1‬ﺯﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﺍﻟﺴﻮﻕ ﳑﺎ ﻳ‪‬ﺴﺎﻋِﺪ ﻋﻠﻰ ﺗﻘﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺇﱃ ﺣ ‪‬ﺪ ﺑﻌﻴﺪ؛‬
‫‪ -2‬ﺗﻮﻓﲑ ﺍﳌﻀﻤﻮﻥ ﺍﳊﺮﺝ ﻟﻠﻤﻌﺮﻓﺔ‪ ،‬ﺍﻟﺬﻱ ﻳﺪﻓﻊ ﻭﻳ‪‬ﻨﻤ‪‬ﻲ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ ﰲ ﺣﻘﺒـﺔ ﺍﻟـﺸﺒﻜﺎﺕ‪.‬‬
‫ﻳﺼﻌﺐ ﺃﻥ ﲤﺪ ﲡﺎﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺇﱃ ﺍﳌﺴﺘﻬﻠﻚ ﰲ ﺷﻜ ٍﻞ ﻃﺒﻴﻌﻲ‪ ،‬ﺑﻞ‬
‫ﺺ ﺍﻟﺮﻗﻤﻲ ﺍﻟﺬﻱ ﻳ‪‬ﻤﺜﱢﻞ ﺍﳌﻀﻤﻮﻥ ﺍﳌﻌﺮﰲ ﻓﺤﺴﺐ‪.‬‬ ‫ﲤﺪ‪‬ﻩ ﺑﺎﻷﺷﻜﺎﻝ ﻭﺍﻟﺼﻮﺕ ﻭﺍﻟﻨ ‪‬‬
‫‪ -3‬ﲡﻌﻞ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳊﺪﻭﺩ ﻏﲑ ﻭﺍﺿﺤﺔ‪ ،‬ﰲ ﻧﻄﺎﻕ ﺳﻠﺴﻠﺔ ﺍﻟﻘﻴﻢ ﺍﳌﻀﺎﻓﺔ‪ ،‬ﻋﱪ ﺍﳊﺪﻭﺩ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻟﻠﺪﻭﻝ‪،‬‬
‫ﻭﺍﻟﻘﺎﺭﺍﺕ‪ ،‬ﻭﻟﻸﺳﻮﺍﻕ‪ ،‬ﻭﺍﻟﺼﻨﺎﻋﺎﺕ‪ ،‬ﻭﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳌﺴﺘﻬﻠﻜﲔ؛‬
‫‪ -4‬ﺗ‪‬ﺤﻮ‪‬ﻝ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻘﻮﺓ ﻣﻦ ﺍﳌﹸﻨﺘِﺞ ﺇﱃ ﺍﳌﺴﺘﻬﻠﻚ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺯﻳﺎﺩﺓ ﻛـ ‪‬ﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﳌﹸﺘﻮﻓﱢﺮﺓ ﻭﺟﻮﺩ‪‬ﺎ‪ ،‬ﻓﻴﻤﺎ ﻳﺘ‪‬ﺼﻞ ﺑﺈﻣﺪﺍﺩ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﻭﺍﻟﻔﺤﻮﻯ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﹸﺘﻨﻮ‪‬ﻋﺔ؛‬
‫ﳑﺎ‬ ‫ﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻔﺎﻋ‪‬ﻞ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﻟﻨﺎﺑﻌﺔ ﻣﻦ ﺫﻟﻚ؛‬
‫‪ -5‬ﺗ‪‬ﺴﺎﻋﺪ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﰲ ﺑ ﱢ‬
‫ﻳﺰﻳﺪ ﺍﳌﻨﺎﻓﺴﺔ ﺍﳌﻔﺘﻮﺣﺔ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﻣﺎ ﺗﺒﺜﱡﻪ ﻣﻦ ﻣﻀﻤﻮ ٍﻥ ﻣﻌﺮﰲ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳊﺎﺩﻱ ﻋﺸﺮ‪ :‬ﺧﺪﻣﺔ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﳌﻤﻜﻦ ﻟﻜﻞ ﺇﻧﺴﺎ ٍﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﻭﻇﻴﻔ ٍﺔ ‪‬ﺗﻨﺎﺳﺒﻪ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧـﺖ‬
‫ﺍﻟﱵ ﺃﺻﺒﺤﺖ ﻭﻛﺎﻟﺔ ﺗﻮﻇﻴﻒ ﻓﻌﻠﻴﺔ؛ ﺣﻴﺚ ﺗﻘﻮﻡ ﺃﻋﺪﺍ ‪‬ﺩ ﺿﺨﻤﺔ ﻣﻦ ﺍﳌﺸﺘﺮﻛﲔ ﺑﺘﺼﻔﱡﺢ ﺍﻟﺸﺒﻜﺔ ﲝﺜﹰﺎ ﻋﻦ‬
‫ﻋﻤﻞ‪ ،‬ﻭﺗﺘﺰﺍﻳﺪ ﻫﺬﻩ ﺍﻷﻋﺪﺍﺩ ﺑﺼﻮﺭ ٍﺓ ﻳﻮﻣﻴﺔ‪.‬‬
‫ﻭﳍﺬﺍ ﻓﺈﻧﻪ ﻟﻴﺲ ﻏﺮﻳﺒﹰﺎ ﺃﻥ ﻳﻨﻤﻮ ﻋﺪﺩ ﻭﻛﺎﻻﺕ ﺍﻟﺘﻮﻇﻴﻒ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺸﻜﻞ ﻛﺒﲑ‪ ،‬ﻛﻤﺎ ﻳﻠﺤﻖ‬
‫ﺴﻮﻥ ‪‬ﺟﺪﺩ‪ .‬ﻭﺗﺘ‪‬ﺠﻪ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳉﻤﻌﻴﺎﺕ ﺑﺼﻮﺭ ٍﺓ ﻣﺘﺰﺍﻳﺪﺓ ﺇﱃ ﺍﻹﻧﺘﺮﻧـﺖ‬
‫‪‬ﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻣﻨﺎﻓ ‪‬‬
‫ﺕ ﻋﻦ ﻭﻇﺎﺋﻒ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﻻ ﻳﺒـﺪﻭ‬ ‫ﻋﻨﺪ ﺍﻟﺒﺤﺚ ﻋﻦ ‪‬ﻣﻮ ﱢﻇﻔﲔ ﺟ‪‬ﺪﺩ‪ ،‬ﻭﺣﱴ ﺍﻟﺼﺤﻒ ﺗﻀﻊ ﺇﻋﻼﻧﺎ ٍ‬
‫ﺃ‪‬ﺎ ﲣﺸﻰ ﺍﻟﺪﺧﻮﻝ ﰲ ﻣﻨﺎﻓﺴﺔ ﻣﻊ ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺩﺧﻠﻬﺎ ﺃﻻ ﻭﻫﻮ ﺍﻹﻋﻼﻥ ﺍﳌﻄﺒﻮﻉ‪.‬‬
‫ﻼ ﻭﺯﺍﺭﺓ ﺍﻟﻌﻤﻞ ﺍﻷﳌﺎﻧﻴﺔ ﻋﻦ ﺧﺪﻣﺔ ﺃ ‪‬ﺳﺴﺘﻬﺎ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧـﺖ‬ ‫ﻭﻗﺪ ﺃﻋﻠﻨﺖ ﻣﺜ ﹰ‬
‫ﺑﻌﺒﺎﺭﺓ » ﻭﻛﺎﻟﺔ ﺍﻟﺘﻮﻇﻴﻒ «‪ .‬ﻭﺗﻘﻮﻡ ﻭﻛﺎﻟﺔ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻟﻌﺎﻣﺔ ﺑﻌﺮﺽ ﻭﻇﺎﺋﻒ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻨﺬ ﺳـﻨﺘﲔ‬
‫ﺗﻘﺮﻳﺒﹰﺎ‪ ،‬ﻭﻫﻲ ‪‬ﺗﻌ ‪‬ﺪ ﻭﺍﺣﺪ ﹰﺓ ﻣﻦ ﺃﻛﱪ ﺃﺳﻮﺍﻕ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﺣﻴﺚ ﺗﻌﺮﺽ ﳓﻮ ﻧﺼﻒ ﻣﻠﻴﻮﻥ ﻭﻇﻴﻔﺔ‬
‫ﻭﻓﺮﺻﺔ ﻟﻠﺘﺪﺭﻳﺐ ﺍﳌﻬﲏ‪ ،‬ﻭﻳﺒﻠﻎ ﻋﺪﺩ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻟﺼﻔﺤﺔ ﺣﻮﺍﱄ ﻣﺎﺋﺔ ﺃﻟﻒ ﺯﺍﺋﺮ ﻳﻮﻣﻴﹰﺎ‪.‬‬

‫ﻣﲎ ﳏﻤﺪ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺒﻄﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩ‪.‬ﻥ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ‪.213‬‬ ‫)‪(1‬‬
‫‪46‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻗﺎﻝ ﻣﺪﻳﺮ ﺍﳌﻌﻬﺪ ﺍﻟﻔﻴﺪﺭﺍﱄ ﺍﻷﳌﺎﱐ ﻟﻠﺘﻮﻇﻴﻒ ﲟﺪﻳﻨﺔ ﻧﻮﺭﻣﱪﺝ‪ » :‬ﺇﻥ ﺍﳌﻴﻞ ﺇﱃ ﺍﻟﺘـﺰ ‪‬ﻭﺩ ﺍﻟـﺬﺍﰐ‬
‫ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺯﻳﺎﺩ ٍﺓ ‪‬ﻣﻄ ‪‬ﺮﺩﺓ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻥ ‪‬ﺪﻑ ﺍﻟﻘﻴﺎﻡ ﺑﺮﺣﻠ ٍﺔ ﰲ ﺍﻟﻌﻄﻠـﺔ ﺃﻡ ﺍﻟﺒﺤـﺚ ﻋـﻦ ﻭﻇﻴﻔـ ٍﺔ‬
‫ﺟﺪﻳﺪﺓ«‪ .‬ﻭﻫﻮ ‪‬ﻳﻘ ‪‬ﺮ ﺑﺄﻥ ﺑﻌﺾ ﺍﻟﻄﻠﺒﺎﺕ ﻣﺮ ‪‬ﺩﻫﺎ ﺇﱃ ﺿﻴﻖ ﺳﻮﻕ ﺍﻟﻮﻇﺎﺋﻒ ﻭﻳﻘﻮﻝ‪ » :‬ﺇﻥ ﻛﻞ ﻓﺮﺻﺔ ﻳﺘ ‪‬ﻢ‬
‫ﺍﺳﺘﻐﻼﳍﺎ ﺍﻵﻥ ﻋﻨﺪﻣﺎ ﻳﺒﺤﺚ ﺍﻟﻨﺎﺱ ﻋﻦ ﻭﻇﻴﻔﺔ ‪ -‬ﻭﻳﺰﻭﺭ ﺣﻮﺍﱄ ‪ 600‬ﺃﻟﻒ ﻣﻦ ﺃﺭﺑﺎﺏ ﺍﻟﻌﻤﻞ ﺍﻷﳌـﺎﻥ‬
‫ﻣﻮﻗﻊ ﺍﳌﻌﻬﺪ ﺍﻟﻔﻴﺪﺭﺍﱄ ﻟﻠﺘﻮﻇﻴﻒ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺷﻬﺮﻳﹰﺎ؛ ﺣﻴﺚ ‪‬ﻳﻘ ‪‬ﺪﻡ ﻣﺎ ﻳﺰﻳﺪ ﻋﻠﻰ ﻣﻠﻴﻮﻥ ﺷﺨﺺ ﳑ‪‬ـﻦ‬
‫ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﻋﻤ ٍﻞ ﻷﻧﻔﺴﻬﻢ‪.‬‬
‫ﻭﻳﻘﻮﻝ ﻛﺬﻟﻚ‪ » :‬ﺇﻥ ﺃﻛﺜﺮ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﻫﻢ ﻣﻦ ﺍﳌﺆﺳـﺴﺎﺕ ﺍﻟـﺼﻐﲑﺓ ﺍ ﹸﳌﺒﺘﻜِـﺮﺓ‬
‫ﻭﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺎﺕ ﺍ ﹸﳌﺴﱠﻠﺤﺔ ﺑﺄﺣﺪﺙ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ؛ ﻷ‪‬ﺎ ﺃﺳﺮﻉ ﻭﺳﻴﻠ ٍﺔ ﻟﻠﺒﺤﺚ ﻋﻦ ‪‬ﻣﻮ ﱢﻇﻔﲔ ﻭﺃﻛﺜﺮﻫـﺎ‬
‫ﻣﻼﺋﻤﺔ«)‪. (1‬‬
‫ﺕ ﺃﺧﺮﻯ ﻣﻦ ﺑﻴﻨﻬﺎ)‪:(2‬‬
‫ﻟﻺﺷﺎﺭﺓ ﺗ‪‬ﻘﺪ‪‬ﻡ ﺍﻹﻧﺘﺮﻧﺖ ﺧﺪﻣﺎ ٍ‬
‫• ﺍﻟﺘﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ :‬ﻟﻘﺪ ﺷﺠ‪‬ﻌﺖ ﺍﻹﻧﺘﺮﻧﺖ ﻋﺪﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺇﳒﺎﺯ ﺃﻋﻤﺎﳍﻢ ﻋـﻦ ﺑ‪‬ﻌـﺪ‬
‫ﻭﻋﻦ ﻃﺮﻳﻖ ﺍﳍﺎﺗﻒ ﻭﻫﻢ ﰲ ﻣﻨﺎﺯﳍﻢ؛‬
‫• ﺇﻧﺸﺎﺀ ﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺔ ﺍﻟﻔﻮﺭﻳﺔ ﰲ ﳎﺎﻝ ﺧﺪﻣﺎﺕ ﺍﳌﺴﺘﻬﻠﻚ ﻣ‪‬ﻘﺎﺑِﻞ ﺭﺳﻮ ٍﻡ ﺷﻬﺮﻳﺔ‪ :‬ﻭﺑﻮﺟـ ٍﻪ‬
‫ﺧﺎﺹ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺗﻘﺪﱘ ﺍﺳﺘﻤﺎﺭﺍﺕ ﺍﻟﻀﺮﺍﺋﺐ ﺇﻟﻜﺘﺮﻭﻧﻴﺎ؛‬
‫‪ -‬ﺍﻟﺒﺤﺚ ﺍﻹﻟﻜﺘﺮﻭﱐ؛‬
‫‪ -‬ﻣﺘﺎﺑﻌﺔ ﺍﻹﻋﻼﻥ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺸﺎﻏﺮﺓ؛‬
‫‪ -‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻨﺪﻭﺍﺕ ﻭﺍﳌﻠﺘﻘﻴﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻨﺪﻭﺍﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ‪...‬ﺍﱁ؛‬
‫‪ -‬ﺇﺗﺎﺣﺔ ﻓﺮﻕ ﺑﺮﻳﺪ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻱ ﺇﻣﻜﺎﻧﻴﺔ ﺇﺭﺳﺎﻝ ﺍﻟﱪﻳﺪ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫• ﺍﻟﺘﻌﻠﱡﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑﻌﺪ)‪ :(3‬ﻣﻦ ﺧﻼﻝ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺃﺻﺒﺢ ﻣـﻦ ﺍﳌﻤﻜـﻦ ﺇﻟﻘـﺎﺀ‬
‫ﺍﶈﺎﺿﺮﺍﺕ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﻭﺍﻟﺪﺍﺭﺳﲔ ﻭ ‪‬ﻣﺘﺎﺑﻌﺔ ﺍﳌﺆﲤﺮﺍﺕ ﰲ ﻛﻞ ﻣﻜﺎ ٍﻥ ﻣﻦ ﺃﻃﺮﺍﻑ ﺍﻟﻌﺎﱂ ﰲ‬
‫ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺑﺪﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻮﺍ ‪‬ﺟﺪ ﺍﳌﻜﺎﱐ)‪.(4‬‬

‫)‪(1‬‬ ‫‪ 10/05/2008.‬ﺑﺘﺎرﻳﺦ ‪http://www.bab.com/articles/full_article.cfm?id=2263‬‬

‫ﳏﻤﺪ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.192‬‬ ‫)‪(2‬‬

‫‪.Distant Learning‬‬ ‫)‪(3‬‬

‫ﻭﻫﺬﺍ ﻣﺎ ﺳﻮﻑ ﻧﻌﺎﳉﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪.‬‬ ‫)‪(4‬‬


‫‪47‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺁﺛﺎﺭﻫﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ‬
‫ﺃﺻﺒﺢ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻌﺎﻝ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳊﻴﻮﻳـﺔ‬
‫ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﰲ ﻋﺎﱂ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺬﻱ ﻳﺘﺴﻢ ﺍﻟﻴﻮﻡ ﺑﺎﻟﺘﻐﲑ ﺍﻟﺴﺮﻳﻊ ﻭﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﻌﺎﻟﻴـﺔ‪ ،‬ﻛـﺬﻟﻚ ﻳ‪‬ﻌـﺪ‪‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺃﺣﺪ ﺃﻛﱪ ﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﻣﻌﻈﻢ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻴﻮﻡ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧـﺖ ﺃﻱ‬
‫ﻣﺆﺳﺴﺔ ﺗﺒﺤﺚ ﻋﻦ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻋﻨﺪﺋﺬ ﻳﻜﻮﻥ ﺍﳌﻄﻠﺐ ﺍﻟﺮﺋﻴﺲ ﻫﻮ ﻓﻬﻢ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻠﻌﺒﻪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻮﺻﻞ ﻷﻓﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﳍﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬


‫ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺗﺎﺣﺖ ﻟﻨﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﻤﺎ ﺇﻣﻜﺎﻧﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻜﺜﲑ‬
‫ﺕ‬
‫ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺃﻭ ﺟﺰ ٍﺀ ﻣﻨﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻧﺘﻘـﺎﻝ ﳌـﺴﺎﻓﺎ ٍ‬
‫ﻃﻮﻳﻠﺔ )ﺃﻱ ﺃﻥ ﻋﺪﺓ ﺃﻧﺸﻄﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺃﺻﺒﺤﺖ ﺗﺆﺩﻯ ﻣﻦ ﺧﻼﻝ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ(‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫‪‬ﻳﻼﺣﻆ ﺃﻥ ﻟﻔﻆ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ )‪ (Technology‬ﻳﺘﻜ ‪‬ﻮﻥ ﻣﻦ ﻣﻘﻄﻌﲔ‪ :‬ﺍﻷﻭﻝ )‪ (Techno‬ﻭﻳﻌـﲏ‪:‬‬
‫ﺍﻟﺘﻄﺒﻴﻖ ﺃﻭ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻤﻠﻲ‪ ،‬ﻭﺍﻟﺜﺎﱐ )‪ (Logy‬ﻭﻳﻌﲏ‪ :‬ﺍﻟﻌﻠﻢ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻣﻌﲎ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺳﻮﻑ ﻳﺸﲑ‬
‫ﺇﱃ ﺃ‪‬ﺎ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻌﻠﻢ ﺍﻟﺘﻄﺒﻴﻘﻲ ) ﺃﻭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻔﻨﻴﺔ( ﻟﺘﺤﻘﻴﻖ ﻏﺮﺽ ﻋﻤﻠﻲ‪ ،‬ﻭﻫﻲ ﺗﺸﻤﻞ ﲨﻴﻊ ﺍﻟﻮﺳـﺎﺋﻞ‬
‫ﺍﳌﹸﺴﺘﺨﺪِﻣﺔ ﻟﺘﻮﻓﲑ ﻛﻞ ﻣﺎ ﻫﻮ ﺿﺮﻭﺭﻱ ﳌﻌﻴﺸﺔ ﺍﻟﻨﺎﺱ ﻭﺭﻓﺎﻫﻴﺘﻬﻢ)‪.(1‬‬
‫ﻭ‪‬ﻳﺸﲑ ﻣﺼﻄﻠﺢ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺇﱃ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻌﻤﻠﻲ ﻟﻸﺳﺎﻟﻴﺐ ﺍﻟﻌﻠﻤﻴﺔ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﳊﺪﻳﺜـﺔ‪،‬‬
‫ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻌﻠﻤﻴﺔ ﻏﺎﻟﺒﹰﺎ ﻣﺎ ﺗﺘﻌﱠﻠﻖ ﺑـ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺃﻭ ﺍﻹﻧﺘﺎﺝ‪،‬‬
‫ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺍﻟﺘﻘ ‪‬ﺪﻡ ﺍﻟﻌﻠﻤﻲ ﺍ ﹸﳌﺆﱢﺛﺮ ﰲ ﳐﺘﻠﻒ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻓﻴﻬﺎ)‪.(2‬‬

‫ﻣﻨﲑ ﺑﻌﻠﺒﻜﻲ‪ ،‬ﻗﺎﻣﻮﺱ ﺍﳌﻮﺭﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﻁ‪ ،1998 ،32‬ﺹ ‪.954‬‬ ‫)‪(1‬‬

‫ﻧﻌﻤﺔ ﻋﺒﺎﺱ ﺧﻀﲑ ﻭﺁﺧﺮﻭﻥ‪ » ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻌﻤﻞ ﻭﻗﻴﻢ ﺍﳌﺪﺭﺍﺀ‪ :‬ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﰲ ﻣﻨﻈﻤﺎﺕ ﺍﳋﺪﻣـﺔ ﺍﻟﻌﺎﻣـﺔ «‪ ،‬ﳎﻠـﺔ ﺍﻟﻌﻠـﻮﻡ‬ ‫)‪(2‬‬

‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،14‬ﺑﻐﺪﺍﺩ‪ ،1998 ،‬ﺹ ‪.112‬‬


‫‪48‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ)‪ (1‬ﺑﺄ‪‬ﺎ » ﺍﳋﱪﺓ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺪﺭﺍﻳﺔ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﰲ‬
‫ﺃﺩﺍﺀ ﺍﳌﻬﻤﺎﺕ «)‪ ،(2‬ﻭﻛﺬﻟﻚ ‪‬ﺗﻌ ‪‬ﺮﻑ ﺑﺄ‪‬ﺎ » ﺣﺼﻴﻠﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻔﻨﻴﺔ ‪ -‬ﻟﻠﻔﺮﺩ ﻭﺍﳉﻤﺎﻋﺔ ﻭﺍﳌﺆﺳﺴﺔ‪ -‬ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻛﺘﺴﺎ‪‬ﺎ ﻭﺍﺳﺘﻴﻌﺎ‪‬ﺎ ﻭﺍﻟﱵ ‪‬ﺗﺴﺎ ِﻫﻢ ﰲ ﺣ ﱢﻞ ﻣﺸﻜﻼﺕ ﺍﻟﻌﻤﻞ ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ «)‪.(3‬‬
‫ﺕ ﻫﺎﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍ‪‬ﺘﻤﻌـﺎﺕ‪-‬‬ ‫ﻭﲟﺎ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻗﺪ ﺃﺣﺪﺙ ﺗﻐﻴ‪‬ﺮﺍ ٍ‬
‫ﻭﺍﻟﱵ ﺍﻋﺘﻤﺪﺕ ﺍﻋﺘﻤﺎﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻋﻠﻰ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﻣﺎ ﺭﺍﻓﻘﻬﺎ ﻣﻦ ﺍﻫﺘﻤﺎ ٍﻡ ﻟـﺪﻯ ﺍﻟـﺼﻨﺎﻋﻴﲔ‬
‫ﻭﺍ ﹸﳌﻬﺘ ‪‬ﻤﲔ ﺑﺎﳌﺆﺳﺴﺎﺕ‪ ،‬ﻓﻘﺪ ﺍﺧﺘﻠﻔﺖ ﺍﻵﺭﺍﺀ ﺣﻮﻝ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ؛ ﺣﻴﺚ ﺭﻛﱠـﺰ ﺑﻌـﻀﻬﻢ ﻋﻠـﻰ‬
‫ﺍﻵﻻﺕ ﺍﳌﹸﺴﺘﺨﺪِﻣﺔ ﰲ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﰲ ﺣﲔ ﺃ ﱠﻛﺪ ﺁﺧﺮﻭﻥ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﺍﳌﹸﺴﺘﺨﺪِﻣﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﻫﻮ ﻣﺎ‬
‫ﺿﺢ ﺍﻧﻘﺴﺎﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺇﱃ ﻧﻮﻋﲔ‪ :‬ﺃﺣﺪﳘﺎ ﻳﺘﻌﻠﱠﻖ ﺑـ " ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻵﻻﺕ "‪ ،‬ﻭﺍﻟﺜﺎﱐ ﻳﺘﻌﻠﱠﻖ ﺑـ "‬ ‫‪‬ﻳﻮ ‪‬‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ")‪.(4‬‬
‫ﰿ‬
‫ﻱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﺤﻜﱡﻢ ﻓﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﻣ‪‬ﻌـﺎ ٍ‬‫ﺇﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲟﻌﻨﺎﻫﺎ ﺍﻷﴰﻞ ﺗﻌﲏ ﺃ ‪‬‬
‫ﺐ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺍﺀ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﻮﻋﲔ ﻓﻘﻂ ﻣـﻦ‬ ‫ﺻﻐﲑ )ﺃﻭ ﻗﺮﺹ ﺣﺎﺳﻮﺏ ﺻﻐﲑ(‪ ...‬ﻭﻳﻨﺼ ‪‬‬
‫ﺃﻧﻈﻤﺔ ﺍﳊﺎﺳﻮﺏ‪ :‬ﺃﹸﻭﻻﳘﺎ ﻫﻮ ﺫﻟﻚ ﺍﻟﻨﻮﻉ ﺍﻟﺬﻱ ﻳﺘﻌﻠﱠﻖ ﺑﺘﺨﺰﻳﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﺃﻣﺎ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﱐ ﻓﻬﻮ‬
‫ﻳ‪‬ﺴﺎﻋﺪ ﻋﻠﻰ ﺳﺮﻋﺔ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺑﻜﻔﺎﺀﺓ)‪.(5‬‬
‫ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺑﺄ‪‬ﺎ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﻠﻚ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﺗ‪‬ﺴﺘﺨﺪ‪‬ﻡ ﻟﺒﻨﺎﺀ‬
‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺪﻋﻢ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﰲ ﳎﺎﻝ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟـﱪﺍﻣﺞ ﺍﳉـﺎﻫﺰﺓ‪،‬‬
‫ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺷﺒﻜﺎﺕ ﺍﻟﺮﺑﻂ ﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻭﻋﻨﺎﺻﺮ ﺃﺧﺮﻯ ﺫﺍﺕ ﻋﻼﻗﺔ ‪.‬‬
‫)‪(6‬‬

‫‪.Technological Knowledge‬‬ ‫)‪(1‬‬

‫ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻐﺮﺏ ﺁﺳﻴﺎ )ﺍﻹﺳﻜﻮﺍ(‪ ،‬ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ‪ :‬ﺩﻭﺭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺎﻟﻴﺔ‬ ‫)‪(2‬‬

‫ﺍﳌﺘﺨﺼﺼﺔ‪ ،1992 ،‬ﺹ ‪.37‬‬


‫ﺣﺴﲔ ﻣﺼﻄﻔﻰ ﺍﳍﻼﱄ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.14‬‬ ‫)‪(3‬‬

‫ﻭﻓﻴﻖ ﺣﻠﻤﻲ ﺍﻷﻏﺎ‪ » ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﺩﺍﺭﺓ «‪ ،‬ﳎﻠﺔ ﻛﻠﻴﺔ ﺍﻟﺮﺍﻓﺪﻳﻦ ﺍﳉﺎﻣﻌﺔ ﻟﻠﻌﻠﻮﻡ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺮﺍﻓﺪﻳﻦ ﺍﳉﺎﻣﻌـﺔ‪ ،‬ﺑﻐـﺪﺍﺩ‪،‬‬ ‫)‪(4‬‬

‫ﺍﻟﻌﺪﺩ ‪ ،2001 ،6‬ﺹ ‪476‬‬


‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺜﻠﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﻟﺒﻨﺎﻥ ﻧﺎﺷﺮﻭﻥ‪ ،‬ﻁ‪ ،2002 ،1‬ﺹ ‪.6‬‬ ‫)‪(5‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2005 ،‬ﺹ ‪.153‬‬ ‫)‪(6‬‬
‫‪49‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﳝﻜﻦ ﺃﻳﻀﹰﺎ ﺗﻌﺮﻳﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺃ‪‬ﺎ ﺃﺩﺍ ﹲﺓ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟـﱵ‬
‫ﺗ‪‬ﺴﺎﻋﺪ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻻﻋﺘﻴﺎﺩ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺩﻋﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﺣﺘﻴﺎﺟـﺎﺕ ﺍﻟﺘـﺸﻐﻴﻞ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻟﻘﺪ ﻋﺮﻑ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﻛﺒﲑﹰﺍ ﻭﺃﺻﺒﺢ ﻳﻀ ‪‬ﻢ ﺛﻼﺙ ﺃﻗﺴﺎﻡ ﺭﺋﻴﺴﻴﺔ)‪:(1‬‬
‫‪ -‬ﺻﻨﺎﻋﺔ ﺍﶈﺘﻮﻯ ﺍﳌﻌﻠﻮﻣﺎﰐ)‪ :(2‬ﺗﺘ ‪‬ﻢ ﻫﺬﻩ ﺍﻟﺼﻨﺎﻋﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ‪‬ﺗﻨﺘﺞ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻋﻦ‬
‫ﻃﺮﻳﻖ ﺍ ﹸﳌﺤ ‪‬ﺮﺭﻳﻦ ﻭﺍ ﹸﳌﺆﱢﻟﻔﲔ ﻭﻏﲑﻫﻢ؛‬
‫ﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ :(3‬ﻭﺗﺘ ‪‬ﻢ ﺑﻮﺍﺳﻄﺔ ﻣﺆﺳﺴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺒ ﱢ‬
‫ﺚ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﳍﺎ ﺗﻮﺻﻴﻞ‬ ‫‪ -‬ﺻﻨﺎﻋﺔ ﺑ ﱢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -‬ﺻﻨﺎﻋﺔ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ :(4‬ﻭﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﺼﻨﺎﻋﺔ ﻋﻠﻰ ‪‬ﻣﻨِﺘﺠﻲ ﺍﻷﺟﻬﺰﺓ ﻭ ‪‬ﻣﻨِﺘﺠﻲ ﺍﻟﱪﳎﻴﺎﺕ‪.‬‬
‫ﻭﺣﺴﺐ ﺗﻘﺪﻳﺮﺍﺕ "ﳎﻠﺲ ﺍﻻﺣﺘﻴﺎﻃﻲ ﺍﻟﻔﺪﺭﺍﱄ ﻟﻠﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ" ‪‬ﺗﻘ ‪‬ﺪﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ ﺃﻛﺜﺮ ﻣﻦ ‪ %20‬ﻣﻦ ﺃﺳﺒﺎﺏ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻷﻣﺮﻳﻜﻲ ﺍﻟﺴﻨﻮﻱ‪ .‬ﺃﻣﺎ ﻣﺎ ‪‬ﺗﻘ ‪‬ﺪﻣﻪ‬
‫ﺑﺸﻜ ٍﻞ ﻏﲑ ﻣﺒﺎﺷﺮ ﺑﺰﻳﺎﺩ‪‬ﺎ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻘﻄﺎﻋﺎﺕ ﻛﺎﻓﺔ ﻓﻬﻲ ﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ‪ .‬ﻟﻘﺪ ﺯﺍﺩﺕ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﺳﻨﻮﻳﹰﺎ ﺑﻨﺴﺒﺔ ‪ %1.4‬ﻭﺳﻄﻴﹰﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺑﲔ ﻋﺎﻡ ‪ 1973‬ﻭﻋﺎﻡ ‪ ،1995‬ﺃﻣﺎ ﻣﻨﺬ ﻋـﺎﻡ‬
‫‪ 1995‬ﻓﻬﻲ ﺗﺰﺩﺍﺩ ﲟﻌﺪﻝ ‪ %2.9‬ﺳﻨﻮﻳﹰﺎ ﻭﻫﻮ ﻣﻌﺪﻝ ﻋﺎ ٍﻝ ﺟﺪﹰﺍ ﻭﺳﺒﺒﻪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﻋﻤـﺎﻝ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ )‪.(5) (E-Business‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻭﻟﻜﻲ ﻧﻔﻬﻢ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺘﻨﺎﻭﻝ ﺃﻫﻢ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ‪‬ﺎ ﻭﺍﻟﱵ ﺗﺘﻤﺜﱠﻞ ﰲ ‪‬ﻣﻜ ‪‬ﻮﻧﲔ ﺭﺋﻴﺴﻴﲔ‪:‬‬
‫‪ -1‬ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﺍﳌﻌﺮﰲ)‪ :(6‬ﻭﻟﻌﻞ ﺍﳌﺼﻄﻠﺢ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﹰﺎ ﳍﺬﺍ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﻫﻮ ﺍﻟﱪﳎﻴـﺎﺕ ﺃﻭ ﺍﻝ )‪،(Software‬‬
‫ﻭﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻫﺎ ﲟﺜﺎﺑﺔ ﺭﻭﺡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﻭﺟﻮﻫﺮﻫﺎ؛ ﺣﻴﺚ ﺃﻥ ﺍﻟﱪﳎﻴﺎﺕ ﻟﻴﺲ ﳍﺎ ﻭﺟـﻮ ‪‬ﺩ‬
‫ﻣﺎﺩﻱ ﻣﻠﻤﻮﺱ‪ ،‬ﲟﻌﲎ ﺃﻥ ﻟﻴﺲ ﳍﺎ ﻛﺘﻠ ﹲﺔ ﻣﺎﺩﻳﺔ ‪‬ﺗﺮﻯ‪.‬‬

‫‪(1) Carl Shapro and Hab Varian, Information rules: Astrategic guide to the network economy, MIT press,‬‬
‫‪2000, New York, USA, P45.‬‬

‫‪.Information content‬‬ ‫)‪(2‬‬

‫‪.Information Delivery‬‬ ‫)‪(3‬‬

‫‪.Information processing‬‬ ‫)‪(4‬‬

‫)‪ (5‬ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ «‪ ،www.escwa.org.lb ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 7 :‬ﻣﺎﻱ ‪.2007‬‬
‫‪.Information Component‬‬ ‫)‪(6‬‬
‫‪50‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -2‬ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﺍﳌﺎﺩﻱ)‪ :(1‬ﻭ‪‬ﻳﻘﺼﺪ ﺑﻪ ﳎﻤﻮﻋﺔ ﺍﻷﺟﻬﺰﺓ ﻭﺍ ﹸﳌﻌ ‪‬ﺪﺍﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﲢﻮﻯ ﺍ ﹸﳌﻜـ ‪‬ﻮﻥ ﺍﳌﻌـﺮﰲ‬
‫ﺍﳌﻌﻠﻮﻣﺎﰐ )‪ ،(Software‬ﻭﻣﻦ ﺧﻼﳍﺎ ﻳﺘ ‪‬ﻢ ﺗﺸﻐﻴﻞ ﻫﺬﻩ ﺍﻟﱪﳎﻴﺎﺕ؛ ﻟﺬﺍ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﻫﺬﺍ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﲟﺜﺎﺑـﺔ‬
‫ﺣﻠﻘﺔ ﺍﻟﻮﺻﻞ ﻣﺎ ﺑﲔ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﰐ ﻭﺍﳌﺴﺘﻌﻤﻞ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﰲ ﻋﻤﻠﻬﺎ ﻋﻠﻰ ﺗﺮﲨﺔ ﺍﻟﱪﳎﻴﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺇﱃ ﻭﺳﺎﺋﻂ ﲰﻌﻴﺔ ﻭﺑﺼﺮﻳﺔ ﻳﺴ ‪‬ﻬﻞ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺇﺩﺭﺍﻛﻬﺎ‪ ،‬ﻣﺜﻞ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻣﺎﻛﻴﻨﺎﺕ ﺍﻟﺒﻨـﻮﻙ‬
‫ﺍﻵﻟﻴﺔ‪ ،‬ﺍﳍﺎﺗﻒ ﺍﶈﻤﻮﻝ‪...،‬ﺍﱁ ‪ .‬ﻭﻧﻈﺮﹰﺍ ﻟﻮﺟﻮﺩﻩ ﺍﳌﺎﺩﻱ ﻳ‪‬ﻌ ‪‬ﺪ ﻫﺬﺍ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﺃﻛﺜـﺮ ﺇﺩﺭﺍﻛـﹰﺎ ﻣـﻦ ﻗﺒـﻞ‬
‫ﺍ ﹸﳌﺴﺘﺨﺪﻣﲔ‪.‬‬
‫ﻭﺑﺘﺘﺒﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﺎﺭﳜﻲ ﳍﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﳒﺪ ﺃﻥ ﺍﲡﺎﻫﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﲢﺪﺙ ﰲ ﺛﻼﺛﺔ ﳏﺎﻭﺭ ﺭﺋﻴﺴﻴﺔ‬
‫ﻫﻲ‪:‬‬
‫‪ -‬ﺍﻟﺘﺼﻐﲑ)‪ :(2‬ﻭﻫﻮ ﻳ‪‬ﻤﱢﺜﻞ ﺍﻻﺗ‪‬ﺠﺎﻩ ﳓﻮ ﺗﺼﻐﲑ ﺣﺠﻢ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻣﻊ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﹸﻗﺪﺭﺍﺗـﻪ ﻭﺇﻣﻜﺎﻧﺎﺗـﻪ‬
‫ﻭﺗﻄﻮﻳﺮﻫﺎ؛‬
‫‪ -‬ﺍﻟﺴﺮﻋﺔ)‪ :(3‬ﻭ‪‬ﻳﻘﺼﺪ ‪‬ﺎ ﺳﺮﻋﺔ ﺍﳊﺎﺳﻮﺏ ﰲ ﺇﺟﺮﺍﺀ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺸﻐﻴﻠﻬﺎ‪ ،‬ﻭﻟﻘـﺪ ﺷـﻬﺪ ﻫـﺬﺍ‬
‫ﺍﻻﺗ‪‬ﺠﺎﻩ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﻛﺒﲑﹰﺍ ﺣﱴ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ؛‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﻗﺘﻨﺎﺀ)‪ :(4‬ﺗﺪﺭﳚﻴﹰﺎ ﺗﺘﺰﺍﻳﺪ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻗﺘﻨﺎﺀ ﺍﳊﻮﺍﺳﻴﺐ؛ ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﺴﺘﻤﺮ ﰲ ﺇﻧﺘـﺎﺝ‬
‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ‪‬ﻳﺴ ِﻬﻢ ﰲ ﺗﻘﻠﻴﻞ ﺗﻜﻠﻔﺘﻬﺎ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺗﻄﻮﻳﺮ ‪‬ﻧﻈﻢ ﻭﺁﻟﻴﺎﺕ ﺍﻟﺘﺸﻐﻴﻞ ‪‬ﺗﺴ ‪‬ﻬﻞ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻫـﺬﻩ‬
‫ﺍﳊﻮﺍﺳﻴﺐ‪.‬‬
‫ﻭﻗﺪ ﺃﺩ‪‬ﻯ ﺍﻧﺘﺸﺎﺭ ﺗﻄﺒﻴﻘﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﰲ ﻛﺎﻓﺔ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﺗﺰﺍﻳﺪ ﺍﻋﺘﻤﺎﺩ ﺍﻹﻧـﺴﺎﻥ‬
‫ﻋﻠﻴﻬﺎ ﺃﻥ ﺃﺻﺒﺤﺖ ﳕﻄﹰﺎ ﳊﻴﺎﺗﻪ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(5‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻟﻘﺪ ﺍﻧﺘﺸﺮﺕ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺷ‪‬ﺘﻰ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﻋﻠﻰ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ‪،‬‬
‫ﻭﺗ‪‬ﺼﻨ‪‬ﻒ ﻣﻦ ﻋﺪﺓ ﺯﻭﺍﻳﺎ‪ ،‬ﲣﺘﻠﻒ ﺑﺎﺧﺘﻼﻑ ﻣﻨﻈﻮﺭ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﺃﻭ ﺍﳌﹸﻄﻮ‪‬ﺭ‪ ،‬ﺃﻭ ﺍﳌﹸﺨﻄﱢﻂ‪ ،‬ﺃﻭ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺇﱃ)‪:(6‬‬
‫‪ -‬ﺗﺼﻨﻴﻒ ﻭﻓﻖ ﻃﺒﻴﻌﺔ ﺍﻟﺘﻄﺒﻴﻖ؛‬

‫‪.Physical Component‬‬ ‫)‪(1‬‬

‫‪.Miniaturization‬‬ ‫)‪(2‬‬

‫‪.Speed‬‬ ‫)‪(3‬‬

‫‪.Affordability‬‬ ‫)‪(4‬‬

‫‪.Age of Information‬‬ ‫)‪(5‬‬

‫ﻧﺒﻴﻞ ﻋﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.179‬‬ ‫)‪(6‬‬


‫‪51‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺗﺼﻨﻴﻒ ﻭﻓﻖ ﻣﺴﺘﻮﻯ ﺍﳌﻬﺎﺭﺓ؛‬


‫‪ -‬ﺗﺼﻨﻴﻒ ﻭﻓﻖ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -‬ﺗﺼﻨﻴﻒ ﺣﺴﺐ ﳎﺎﻻﺕ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫‪ -1‬ﺍﻟﺘﺼﻨﻴﻒ ﻭﻓﻖ ﻃﺒﻴﻌﺔ ﺍﻟﺘﻄﺒﻴﻖ‪ :‬ﳝﻜﻦ ﺗﺼﻨﻴﻒ ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻓﻘﹰﺎ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺘﻄﺒﻴﻖ ﺇﱃ ﺃﺭﺑﻊ‬
‫ﻓﺼﺎﺋﻞ ﺭﺋﻴﺴﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ :‬ﻭﻫﻲ ﻣﻦ ﺃﻭﺍﺋﻞ ﺗﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺏ ﻭﺃﺑﺴﻄﻬﺎ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻣﻦ‬
‫ﺃﻣﺜﻠﺘﻬﺎ ﺣﻔﻆ ﺳﺠﻼﺕ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﺍﺳﺘﺨﺮﺍﺝ ﻗﻮﺍﺋﻢ ﺍﳌﺮﺗﺒﺎﺕ ﻭﺍﻟﻜﺸﻮﻑ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺣﺴﺎﺑﺎﺕ‬
‫ﺍﻟﻌﻤﻼﺀ‪...‬ﺇﱁ‪ .‬ﻭﺗﺘ‪‬ﺴﻢ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺑﻀﺨﺎﻣﺔ ﺣﺠﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺑﺴﺎﻃﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ‪.‬‬
‫ﺏ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ :‬ﻭﻫﻨﺎ ﻳﺘﺠﺎﻭﺯ ﻧﻈﺎﻡ ﺍﳊﺎﺳﻮﺏ ﺣﺪﻭﺩ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺍﻷﻭﱄ ﻣﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ‬
‫ﺍﻛﺘﺸﺎﻑ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻂ ﺑﻴﻨﻬﺎ؛ ﻣﻦ ﺃﺟﻞ ﺍﺳﺘﺨﺮﺍﺝ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳌﹸﺆﺷ‪‬ﺮﺍﺕ ﻭﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‪،‬‬
‫ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻭ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﻬﺎﻡ ﺍﳉﻤﻊ ﺃﻭ ﺍﻟﺘﻘﺎﻁ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪،(1‬‬
‫ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ ،(2‬ﺧﻠﻖ ﻭﺗﻮﻟﻴﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪، (3‬ﺍﳊﻔﻆ ﻭﺍﻟﺼﻴﺎﻧﺔ)‪ ، (4‬ﺍﻻﺗﺼﺎﻝ ﻭﺍﻹﺭﺳﺎﻝ ﻭﺍﻟﻨﻘﻞ)‪. (5‬‬
‫ﺝ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﻣﻌﺎﳉﺔ ﺍﳌﻌﺎﺭﻑ‪ :‬ﺗﺮﺗﻘﻲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻟﻠﺘﻌﺎﻣ‪‬ﻞ ﻣـﻊ ﺍﳌﻌـﺎﺭﻑ ﻭﺍﳋـﱪﺍﺕ ﻻ ﻣـﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﻓﻘﻂ‪ ،‬ﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪.‬‬
‫ﺩ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ‪ :‬ﻭﻫﻲ ﺗ‪‬ﻤﺜﱢﻞ ﺫﺭﻭﺓ ﺍﻻﺭﺗﻘﺎﺀ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳌﺆﲤﺘﺔ؛ ﻭﺫﻟﻚ ﻧﻈﺮﹰﺍ ﻟﻘﹸﺪﺭ‪‬ﺎ ﻋﻠﻰ‬
‫ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺎﺭﻑ ﺫﺍﺗﻴﺎﹰ‪ ،‬ﺑﺪ ﹰﻻ ﻣﻦ ﺗﻐﺬﻳﺘﻬﺎ ﻣﻦ ﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ )ﺍﻟﺒﺸﺮ ﻭﺍﻟﻮﺛﺎﺋﻖ(‪ .‬ﻓﺒﻔﻌﻞ ﺧﺎﺻﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻟﺬﺍﰐ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﺘﻜﻴ‪‬ﻒ ﺗﻠﻘﺎﺋﻴﹰﺎ ﻣﻊ ﻣﺎ ﻳ‪‬ﺴﺘﺠ ‪‬ﺪ ﻋﻠﻰ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﺗﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪.‬‬
‫ﻭﻣﻦ ﺣﻴﺚ ﻃﺒﻴﻌﺘﻬﺎ ﺃﻳﻀﹰﺎ ﳝﻜﻦ ﺗﻘﺴﻴﻢ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻓﻘﹰﺎ ﻟﻄﺒﻴﻌﺔ ﺍﻟﻌﻨﺼﺮ ﺃﻭ ﺍﻟﻨﺴﻖ ﺍﻟﺬﻱ‬
‫ﺗﺪﺧﻞ ﰲ ﺗﻜﻮﻳﻨﻪ ﻭﺗﺸﻤﻞ‪:‬‬
‫• ﺗﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﹸﻨﺘ‪‬ﺞ‪ :‬ﻛﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻛﻤ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﺕ ﺃﺳﺎﺳـﻴﺔ ﰲ‬
‫ﺗﺼﻤﻴﻢ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ؛‬
‫• ﺗﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ :‬ﻭﺗﺸﻤﻞ ﺃﲤﺘﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ؛‬

‫‪.Capturing‬‬ ‫)‪(1‬‬

‫‪.Conveying‬‬ ‫)‪(2‬‬

‫‪.Creating‬‬ ‫)‪(3‬‬

‫‪.Cradling‬‬ ‫)‪(4‬‬

‫‪.Communicating‬‬ ‫)‪(5‬‬
‫‪52‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫• ﺗﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﻟﺮﻗﺎﺑﺔ‪ :‬ﻣﺜﻞ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺮﻗﺎﺑـﺔ ﻋﻠـﻰ ﺍﳌﺨـﺰﻭﻥ‬
‫ﻭﺍﻹﻧﺘﺎﺝ‪...‬ﺇﱁ‪.‬‬
‫‪ -2‬ﺗﺼﻨﻴﻒ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭﻓﻖ ﻣﺴﺘﻮﻯ ﺍﳌﻬﺎﺭﺓ‪ :‬ﻭﻳ‪‬ﻘﺼﺪ ﺑﺎﳌﻬﺎﺭﺓ ﻫﻨﺎ ﺗﻠﻚ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻬﺎﻡ ﺍﻟـﱵ ﺗﻮﻛـﻞ‬
‫ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ‪ ،‬ﻭﳝﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ ﻛﺬﻟﻚ ﺇﱃ‪:‬‬
‫ﺃ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺪﻧﻴﺎ‪ :‬ﻛﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺮﻭﺑﻮﺕ ﰲ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺒﺪﺍﺋﻴﺔ‪ ،‬ﻛﻨﻘـﻞ ﺍﳌـﻮﺍﺩ ﻭﺃﻋﻤـﺎﻝ‬
‫ﺍﻟﺘﻐﻠﻴﻒ‪...‬ﺍﱁ‪.‬‬
‫ﺏ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻮﺳﻄﻰ‪ :‬ﻭﻳ‪‬ﻘﺼﺪ ‪‬ﺎ ﺍﺳﺘﺨﺪﺍﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻷﻋﻤـﺎﻝ ﺫﺍﺕ ﺍﻟﻄـﺎﺑﻊ‬
‫ﺍﻟﻜﺘﺎﰊ ﻭﻣﻌﺎﳉﺔ ﺍﻟﻨﺼﻮﺹ‪...‬ﺍﱁ‪ ،‬ﻛﱪﻧﺎﻣﺞ ‪...Word,Excel‬‬
‫ﺝ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﻠﻴﺎ‪ :‬ﻭﺗﻨﺪﺭﺝ ﲢﺘﻬﺎ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﳌـﺴﺎﻧﺪﺓ ﺍﳌﹸﺨﻄﱢﻄـﲔ ﻭﺍﻟﹸﻤـﺼﻤ‪‬ﻤﲔ‪:‬‬
‫ﻛﺎﻟﺘﺼﻤﻴﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺪﺍﻋﻤﺔ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -3‬ﺍﻟﺘﺼﻨﻴﻒ ﻭﻓﻘﹰﺎ ﺠﻤﻟﺎﻻﺕ ﺍﻟﺘﻄﺒﻴﻖ‪ :‬ﻭﻳ‪‬ﻤﺜﱢﻞ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺑﻌﺾ ﺃﻣﺜﻠﺔ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﺍﻟﱵ ﻣﻦ ﺑﻴﻨﻬﺎ ﻗﻄﺎﻉ ﺍﳌﺎﻝ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﻭﺍﻟﺘﺼﻨﻴﻊ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(7‬‬
‫ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻗﻄﺎﻋﺎﺕ ﺍﳌﺎﻝ ﻭﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﺘﺼﻨﻴﻊ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻣﻦ ﻭﺭﺍﺀ ﺍﻟﺘﻄﺒﻴﻖ‬ ‫ﺃﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﳎﺎﻝ ﺍﻟﺘﻄﺒﻴﻖ‬
‫‪ -‬ﲢﺴﲔ ﺍﳋﺪﻣﺔ‪.‬‬ ‫‪ -‬ﺃﲤﺘﺔ ﺃﻋﻤﺎﻝ ﺍﻟﺒﻨﻮﻙ‪.‬‬
‫‪ -‬ﺳﺮﻋﺔ ﺿﺒﻂ ﺍﳊﺴﺎﺑﺎﺕ‪.‬‬
‫‪ -‬ﻣﺴﺎﻧﺪﺓ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳌﺎﻟﻴﺔ ﻋﻞ ﺍﻟﺒﻨﻮﻙ‪.‬‬
‫‪ -‬ﺳﺮﻋﺔ ﺍﳋﺪﻣﺔ‪.‬‬ ‫‪ -‬ﲢﻮﻳﻞ ﺍﻷﻣﻮﺍﻝ ﺇﻟﻜﺘﺮﻭﻧﻴﺎ‪.‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﺍﻟﻌﻤﻞ ﺍﻟﻮﺭﻗﻲ ﻟﻠﻌﻤﻠﻴﺎﺕ ﻣﺎ ﺑﲔ ﺍﻟﺒﻨﻮﻙ‪.‬‬
‫‪ -‬ﲢﻠﻴﻞ ﺃﺩﺍﺀ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪.‬‬ ‫‪ -‬ﺇﻗﺎﻣﺔ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪ -‬ﺗﻌﻈﻴﻢ ﺍﻟﻌﺎﺋﺪ ﻋﻠﻰ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ‪.‬‬ ‫ﻗﻄﺎﻉ ﺍﳌـﺎﻝ ‪ -‬ﺇﺩﺍﺭﺓ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ‬
‫‪ -‬ﲢﻠﻴﻞ ﺍﳌﺨﺎﻃﺮ‪.‬‬ ‫ﻭﺍﻻﻗﺘﺼﺎﺩ‬
‫‪ -‬ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣـﺎﺕ ﺃﺳـﻮﺍﻕ ﺍﻷﻭﺭﺍﻕ ‪ -‬ﻓﻮﺭﻳﺔ ﺑﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﻤﺘﻌﺎﻣﻠﲔ‪.‬‬
‫‪ -‬ﺍﺳﺘﺨﺮﺍﺝ ﺇﺣﺼﺎﺋﻴﺎﺕ ﺍﻟﺴﻼﺳﻞ ﺍﻟﺰﻣﻨﻴﺔ ﻟﺘﻐﲑ ﺃﺳـﻌﺎﺭ‬ ‫ﺍﳌﺎﻟﻴﺔ‪.‬‬
‫ﺍﻷﺳﻬﻢ ﻭﺍﳌﹸﺆﺷ‪‬ﺮﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﺗﻜﻠﻔﺔ ﺍﻹﻧﺘﺎﺝ )ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﺍﳌـﻮﺍﺩ ﺍﻷﻭﻟﻴـﺔ‪،‬‬ ‫ـﺎﻉ ‪ -‬ﺃﲤﺘﺔ ﺍﳌﺼﺎﻧﻊ‪.‬‬
‫ﻗﻄـــ‬
‫ﺍﻟﻄﺎﻗﺔ(‪ -‬ﲢﻘﻴﻖ ﺩﻗﺔ ﻭﻣﺮﻭﻧﺔ ﺃﻋﻠﻰ‪.‬‬ ‫ﺍﻟﺘﺼﻨﻴﻊ‬
‫‪53‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺳﺮﻋﺔ ﺍﻟﺘﻌﺪﻳﻞ ﻭﺗﻌﺪﺩ ﲡﺎﺭﺏ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺗﻮﻓﲑ ﺟﻬـﺪ‬ ‫‪ -‬ﺍﻟﺘﺼﻤﻴﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬
‫ﻣﺎ ﺑﻌﺪ ﺍﻟﺘﺼﻤﻴﻢ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻧﺒﻴﻞ ﻋﻠﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.183‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﺛﺎﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬


‫ﺍﻧﻌﻜﺴﺖ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﻜﺎﻓﺔ ﺃﺷﻜﺎﳍﺎ ﻭﳎﺎﻻ‪‬ﺎ‪ ،‬ﻭﺃﻧﺘﺠﺖ‬
‫ﺕ ﻛﺎﻧﺖ ﻗﺪ ﺳﺎﺩﺕ‬ ‫ﺕ ﺟﺪﻳﺪﺓ ﻗﺒﻞ ﺃﻧﻘﺎﺽ ﺃﻓﻜﺎ ٍﺭ ﻭﳑﺎﺭﺳﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﻋﻤﻞ ﻭﺍﻫﺘﻤﺎﻣﺎ ٍ‬ ‫ﺃﻭﺿﺎﻋﹰﺎ ﻭﳑﺎﺭﺳﺎ ٍ‬
‫ﻓﻴﻤﺎ ﻗﺒﻞ ﻇﻬﻮﺭ ﺗﻠﻚ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﺳﻴﻜﻮﻥ ﻟﺘﻠﻚ ﺍﻷﻭﺿﺎﻉ ﺗﺄﺛﲑﺍ‪‬ﺎ ﻋﻠﻰ ﻫﻴﺎﻛﻞ ﻭﻓﻌﺎﻟﻴﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺃﻫﻢ ﺗﻠﻚ ﺍﻵﺛﺎﺭ ﺍﻟﺘﻘﻨﻴﺔ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -‬ﺍﺧﺘﻔﺎﺀ ﺍﳌﺴﺎﻓﺎﺕ ﻭﺗﻀﺎ ‪‬ﺅﻝ ﺗﺄﺛﲑﻫﺎ ﰲ ﺣﺮﻛﺔ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺍﻧﻌﺪﺍﻡ ﺗﺄﺛﲑﻫﺎ ﰲ ﺍﻟﻌﺎﱂ ﺑﻮﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﳊﺪﻳﺜﺔ؛‬
‫ﺕ‬
‫‪ -‬ﺗﻀﺎ ‪‬ﺅﻝ ﺃﳘﻴﺔ ﺍﳌﻜﺎﻥ ﰲ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺎﺕ؛ ﺇﺫ ﻳﻜﻔﻲ ﺃﻥ ﺗﺘﺤ ﱠﻘﻖ ﻟﻠﻤﺆﺳﺴﺔ ﺃﻳﹰﺎ ﻛﺎﻥ ﻣﻮﻗ ‪‬ﻌﻬﺎ ﺁﻟﻴﺎ ‪‬‬
‫ﺍﻻﺗﺼﺎﻝ ﺣﱴ ﳝﻜﻨﻬﺎ ﺃﺩﺍﺀ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺑﻨﻔﺲ ﺍﻟﻜﻔﺎﺀﺓ؛‬
‫‪ -‬ﻋﺪﻡ ﺃﳘﻴﺔ ﺍﳊﺠﻢ ﺍﻟﻜﺒﲑ ﰲ ﲢﺪﻳﺪ ﻛﻔﺎﺀﺓ ﺃﻭ ﹸﻗﺪﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ؛ ﺇﺫ ﺗﺴﺘﻄﻴﻊ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺼﻐﲑﺓ ﺃﺩﺍﺀ‬
‫ﺍﳋﺪﻣﺎﺕ ﺑﻨﻔﺲ ﻛﻔﺎﺀﺓ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻜﺒﲑﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﰲ ﺣﻘﻴﻘﺔ ﺍﻷﻣﺮ‬
‫ﻛﺜ ‪‬ﲑ ﻣﻦ ﺃﻫﻢ ﻭﺃﳒﺢ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ ﻻ ﻳﺰﻳﺪ ﺣﺠﻤﻬﺎ ﻋﻦ ﺑﻀﻌﺔ ﺃﻓﺮﺍ ٍﺩ ﻣﻊ ﺑﻨﻴ ٍﺔ ﲢﺘﻴﺔ ﺗﻘﻨﻴﺔ‬
‫ًﻣ‪‬ﺘﻄ ‪‬ﻮﺭﺓ‪.‬‬
‫ﺾ ﺍﻟﻨﻈﺮ ﻋﻦ‬ ‫ﺻﻞ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻬﺎ ﻭﺍﻟﻌﻤﻼﺀ ﻭﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ‪ ،‬ﺑﻐ ‪‬‬ ‫‪ -‬ﺳﺮﻋﺔ ﻭﻛﻔﺎﺀﺓ ﺍﻟﺘﻮﺍ ‪‬‬
‫ﺍﳌﺴﺎﻓﺎﺕ ﻭﺍﺧﺘﻼﻑ ﺍﻟﺘﻮﻗﻴﺖ؛‬
‫‪ -‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺗﻌﺪﻳﻞ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ ﲝﺴﺐ ﻃﻠﺒﺎﺕ ﺍﻟﺰﺑﺎﺋﻦ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳊﺮﻛﺔ ﻭﺍﻻﻧﺘﻘﺎﻝ ﺑﺎﺳﺘﺜﻤﺎﺭ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﶈﻤﻮﻟﺔ؛‬
‫ﺼﺼﺔ ﰲ ﺍﻷﺳﻮﺍﻕ ﻧﺘﻴﺠﺔ ﹸﻗﺪﺭﺓ ﺍﳊﺎﺳﺒﺎﺕ ﻋﻠﻰ ﻓﺤﺺ ﻭﲢﻠﻴﻞ‬ ‫‪ -‬ﺍﳌﻴﻞ ﻟﻠﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺸﺮﺍﺋﺢ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﻭﺗﺼﻨﻴﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺗﺮﻛﻴﺐ ﺍﻷﺳﻮﺍﻕ ﻭﺑﻴﺎﻥ ﳑ‪‬ﻴﺰﺍﺕ ﺍﻟﺸﺮﺍﺋﺢ ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -‬ﺍﻟﺘﻄﻮ‪‬ﺭ ﺇﱃ ﺃﳕﺎﻁ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺮﻧﺔ ﻭﻫﻴﺎﻛﻞ ﺍﻟﺘﻨﻈﻴﻢ ﺍ ﹸﳌﺘﻜ‪‬ﻴﻔﺔ‪ ،‬ﻭﻇﻬﻮﺭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻄﻬﺎ ﺗﻘﻨﻴﺎﺕ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﳉﺎﻣﺪﺓ؛‬

‫» ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﺍﻻﺳـﺘﺮﺍﺗﻴﺠﻴﺔ «‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985 ،‬ﺗـﺎﺭﻳﺦ‬ ‫)‪(1‬‬

‫ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬


‫‪54‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺗﺪﺍﺧﻞ ﺍﻟﺒﻴﺖ ﻭﺍﳌﻜﺘﺐ ﻛﺄﻣﺎﻛﻦ ﻟﻠﻌﻤﻞ ﻧﺘﻴﺠﺔ ﺍﺯﺩﻳﺎﺩ ﺃﻋﺪﺍﺩ ﺍﻟﺒﺸﺮ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻣﻦ ﻣﻨﺎﺯﳍﻢ‬
‫ﻣﺴﺘﺜﻤﺮﻳﻦ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﳌﺘﺎﺣﺔ ﻟﻠﺠﻤﻴﻊ؛‬
‫‪ -‬ﺗﺘﻤ ﱠﻜﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻣﻦ ﲣﻠﻴﻖ ﻣﻮﺍﺩ ﺟﺪﻳﺪﺓ ﻭﺗﺘﻐﱠﻠﺐ ﻋﻠﻰ ﻧﻘﺺ ﺍﳋﺎﻣﺎﺕ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ؛ ﻭﻣﻦ ﰒ‬
‫ﻳﻜﻮﻥ ﺍﻹﻧﺴﺎﻥ ﻫﻮ ﺍﳌﻮﺭﺩ ﺍﻟﻨﺎﺩﺭ ﺍﳊﻘﻴﻘﻲ؛‬
‫‪ -‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺃﳕﺎﻁ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻋﻠﻰ ﺍﻟﺒﺸﺮ ﺇﱃ ﺃﳕﺎﻁ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﺬﺍﺗﻴﺔ‪.‬‬
‫‪ -‬ﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻻﺕ ﺭﻭﺍﺗﺐ ﻭﺩﺧﻮﻝ ﺍﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺗﻘﺎﺭﺏ ﻣﺴﺘﻮﻳﺎ‪‬ﺎ ﰲ ﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﳔﻔﺎﺽ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﻭﺍﺗﺐ ﻟﻠﻌﺎﻣﻠﲔ ﺍﻟﻌﺎﺩﻳﲔ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ؛‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﺇﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺍﻟﺮﻭﺍﺗﺐ‪.‬‬
‫‪ -‬ﺍﳔﻔﺎﺽ ﻭﻗﺖ ﺍﻟﻌﻤﻞ ﻟﻠﻔﺮﺩ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺃﻭﻗﺎﺕ ﺍﻟﻔﺮﺍﻍ‪ ،‬ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺴﺘﻤ ‪‬ﺮ ﺍﻟﻌﻤﻞ ﺑﺎﳌﺆﺳﺴﺎﺕ‬
‫ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﺎﻋﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻛﺄﺩﺍﺓ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫‪‬ﺗﻌ ‪‬ﺪ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ‪ -‬ﻭﻻ ﺳ‪‬ﻴﻤﺎ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ‪ -‬ﻣﻌﻴﺎﺭ ﺍﻟﻘﻮﺓ ﺍﻷﺳﺎﺳﻲ ﰲ ﺍﻟﻘﺮﻥ ﺍﳊـﺎﺩﻱ‬
‫ﻭﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻣﻦ ﺃﻫﻢ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﻭ‪‬ﺗﺸﲑ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﺍﳊﺪﻳﺜﺔ ﺇﱃ ﺃﻥ ‪ %90‬ﻣﻦ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭ ‪ %70‬ﻣﻦ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﺼﻨﺎﻋﻴﺔ ‪ -‬ﻭﻻ ﺳ‪‬ﻴﻤﺎ‬
‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﲑﻛﻴﺔ ‪ -‬ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ‪‬ﻳﻌ ‪‬ﺰﻳﺎ ﺇﱃ ﺍﻟﺘﻘ ‪‬ﺪﻡ ﺍﳍﺎﺋﻞ ﰲ ﳎﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ)‪.(1‬‬
‫ﺇﻥ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺗﺄﺛ ‪‬ﲑ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﺼﻨﺎﻋﺎﺕ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺗﺄﺛﲑﻫـﺎ‬
‫ﻋﻠﻰ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﻜ ‪‬ﻢ ﺍﳍﺎﺋﻞ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﻧﻘﻞ ﺍﳌﻌﺎﺭﻑ ﻭﺇﱃ ﲢﺴﲔ ﺍﻟﺘﻨﻈﻴﻢ)‪ .(2‬ﻭﺑﺎﻟﺘـﺎﱄ ﻓـﻼ ﺗـﺴﺘﻄﻴﻊ ﺃﻱ‬
‫ﻣﺆﺳﺴ ٍﺔ ﺃﻥ ﺗﺘﺠﺎﻫﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﺎﳓﺔ ﻟﻠﻘﻮﺓ ﰲ ﻫﺬﺍ ﺍﻟﻌﺎﱂ ﺍﳌﺘﻘﺪﻡ؛ ﻓـ‪‬ﻨﻈﻢ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻉ ﻟﻴﻜﻮﻥ ﺃﻛﺜﺮ ﺍﺳﺘﺠﺎﺑﺔ ﻭﻛﻔﺎﺀﺓ ﻭﻣﺮﻭﻧـﺔ ﰲ ﻣﻮﺍﺟﻬـﺔ‬ ‫ﻭﺍﻻﺗﺼﺎﻝ ﺗﺴﺘﻄﻴﻊ ﺍﻟﻴﻮﻡ ﺃﻥ ‪‬ﺗﺴﺎﻋﺪ ﺃﻱ ﻣﺸﺮﻭ ٍ‬
‫ﺍﻟﺘﻐ‪‬ﻴﺮ ﺍﻟﺴﺮﻳﻊ ﻭﺍﳌﺴﺘﻤﺮ‪ .‬ﻓﺎﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﺤﻴﺢ ﳍﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺃﻥ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺗ‪‬ﺼﺒﺢ ﺃﻛﺜـﺮ‬

‫‪11‬‬ ‫ﺇﺑﺮﺍﻫﻴﻢ ﻏﺮﺍﻳﺒﺔ‪ » ،‬ﺗﺄﺛﲑ ﺛﻮﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ‪ :‬ﺍﻟﻌﺮﺏ ﻭﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ «‪ ،www.aljazeera.net ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪:‬‬ ‫)‪(1‬‬

‫ﺟﺎﻧﻔﻲ ‪.2006‬‬
‫ﻣﻬﻨﺪ ﺳﻬﺎﻭﻧﺔ‪ ،‬ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻠﻜﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2005 ،‬ﺹ ‪.21‬‬ ‫)‪(2‬‬
‫‪55‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻧﺴﻴﺎﺑﻴﺔ ﻭﻛﻔﺎﺀﺓ؛ ﳑﺎ ﻳﺴﻤﺢ ﺑﺎﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺟﻮﻫﺮ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﱵ ﺗ‪‬ﻤﻴ‪‬ﺰ ﺍﳌﺆﺳﺴﺔ ﻋﻦ ﺍﳌﻨﺎﻓﺴﲔ‬
‫ﰲ ﺍﻟﺴﻮﻕ)‪.(1‬‬
‫ﺕ ﻣﻬ ‪‬ﻤﺔ ﻣﻦ ﺃﺟﻞ ﲢـﺴﲔ ﺍﻟﻘﹸـﺪﺭﺓ‬ ‫ﻭﻗﺪ ﺃﺻﺒﺤﺖ ﺃﻧﻮﺍﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺃﺩﻭﺍ ٍ‬
‫ﺴﻦ ﰲ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻭﺫﻟـﻚ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺆﺩﻱ ﺑﺪﻭﺭﻫﺎ ﺇﱃ ﲢ ‪‬‬
‫ﻣﻦ ﺧﻼﻝ ﺧﻔﺾ ﺗﻜﺎﻟﻴﻒ ﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﱵ ﻳﻨﻄﻮﻱ ﻋﻠﻴﻬﺎ ﺇﻧﺘﺎﺝ ﻭﺗﺒﺎ ‪‬ﺩﻝ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ‪ ،‬ﺇﺿـﺎﻓ ﹰﺔ ﺇﱃ‬
‫ﺯﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﻭﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﲤﻜﲔ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﺰﻳﺪ ﻣﻨﻬﺎ)‪.(2‬‬
‫ﺇﻥ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺗﺴﺘﺠﻴﺐ ﻟﻠﺘﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺍﻷﺳﻮﺍﻕ‪ ،‬ﻓﻌﻠﻴﻬﺎ ﺃﻥ ﺗ‪‬ﻘﺪ‪‬ﻡ ﺣﻠﻮ ﹰﻻ ﺳـﺮﻳﻌﺔ ﻟﺘﻄـﻮﻳﺮ‬
‫ﻣ‪‬ﻨﺘ ٍﺞ ﺟﺪﻳﺪ ﻳ‪‬ﺮﺿﻲ ﺗﻮﻗﱡﻌﺎﺕ ﺍﻟﻌﻤﻼﺀ‪ .‬ﻭﻟﻜﻲ ﺗ‪‬ﺴﺎﻋﺪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺧﻠـﻖ ﺍﳌﻴـﺰﺓ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﺗﺮﻛﻴﺰ‪‬ﻫﺎ ﻋﻠﻰ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻣﻨﺢ ﺍﳌﹸﺴﺘﺨﺪِﻣﲔ‬
‫ﰲ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺴﻠﻄﺔ ﻟﺘﺤﺪﻳﺪ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ‪ ،‬ﰒ ﺗﻄﺒﻴﻖ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳉﺪﻳﺪﺓ ﻋﻠﻴﻬﻢ‪.‬‬
‫ﺗﻠﻌﺐ ﺇﺩﺍﺭﺓ ﻣﻮﺍﺭﺩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﲢﻘﻴـﻖ ﺍﳌﻴـﺰﺓ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ‬
‫ﺹ ﻋﻠﻰ ﺩﺭﺍﻳ ٍﺔ ‪‬ﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺃﻣﺮﹰﺍ ﺿﺮﻭﺭﻳﺎﹰ‪ ،‬ﺳﻮﺍ ًﺀ ﺩﺍﺧﻞ ﳎﻠﺲ‬
‫ﻟﻠﻤﺆﺳﺴﺔ؛ ﲝﻴﺚ ﻳ‪‬ﻌﺘﱪ ﻭﺟﻮﺩ ﺃﺷﺨﺎ ٍ‬
‫ﺍﻹﺩﺍﺭﺓ ﺃﻳﻦ ﺗﻜﻮﻥ ﻣ‪‬ﻬﻤ‪‬ﺘﻬﻢ ﺗﺮﻛﻴﺰ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﻠـﻰ ﺍﺣﺘﻴﺎﺟـﺎﺕ ﺍﳌﺆﺳـﺴﺔ ﺍﳊﺎﻟﻴـﺔ‬
‫ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﺃﻭ ﺩﺍﺧﻞ ﻛﻞ ﺇﺩﺍﺭﺓ ﺃﻳﻦ ﻳﻘﻮﻣﻮﻥ ﺑﺘﻄﻮﻳﺮ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻀﻤﺎﻥ ﻓﻌﺎﻟﻴﺘﻬﺎ ﻭﻳﻜﻮﻧﻮﻥ ﳘﺰﺓ ﻭﺻﻞ‬
‫ﻣﻊ ﺇﺩﺍﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺖ ﺑﺄﻗﻞ ﺗﻜﻠﻔﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﻓﺎﻟﻨﻈﺎﻡ ﺍﻟﻌﺎﳌﻲ ﺍﳉﺪﻳﺪ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﻮﺍﺭﺩ ﰲ ﺃﻗﺼﺮ ﻭﻗ ٍ‬
‫ﲔ ﻣـﺴﺘﻤﺮ ﰲ‬ ‫ﺚ ﻭﲢـﺴ ‪‬‬ ‫ﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﲢﻮﻳﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺇﱃ ﺳﻠ ٍﻊ ﺟﺪﻳﺪﺓ‪ ،‬ﻳﺼﺎﺣﺒﻬﺎ ﲢﺪﻳ ﹲ‬
‫ﻕ ﻓﻌﺎﻟﺔ‪ ،‬ﻭﳓﻦ ﺣﺎﻟﻴﹰﺎ ﰲ ﻣﻔﺘﺮﻕ ﺍﻟﻄﺮﻳﻖ ﺃﻥ ﳓﺴﻢ ﺍﻟـﺼﺮﺍﻉ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‪ ،‬ﻭﺍﻟﺪﺧﻮﻝ ‪‬ﺎ ﰲ ﺍﻷﺳﻮﺍﻕ ﺑﻄﺮ ٍ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﺑﲔ ﺃﻱ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻷﻓﻀﻞ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﻔﻌﺎﻟﺔ‪ ،‬ﻫﻞ ﻫﻲ ﻭﺳﺎﺋﻞ ﺍﻟﺜﻮﺭﺓ ﺍﻟـﺼﻨﺎﻋﻴﺔ‪ ،‬ﺃﻡ ﻭﺳـﺎﺋﻞ‬
‫ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ .‬ﻓﺎﻷﻭﱃ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺭﺅﻭﺱ ﺍﻷﻣﻮﺍﻝ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ ،‬ﻭﻃﺮﻕ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ؛ ﺃﻣﺎ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﻓﺘﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻔﺼﻮﻝ‪ ،‬ﻭﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺜﻘﺎﰲ‪ ،‬ﻭﺇﻧﻨﺎ ﻧﺮﻯ ﺃﻧـﻪ ﻣـﻦ‬
‫ﺍﳌﻨﻄﻘﻲ ﺃﻥ ﻳﻜﻮﻥ ﺣﺴﻢ ﺍﻟﺼﺮﺍﻉ ﻟﺼﺎﱀ ﺍﻷﺧﺬ ﺑﺄﺳﻠﻮﺏ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺒﺎﺷﺮ ﹰﺓ؛ ﺣﻴﺚ ﺇﻥ ﺍﻻﻧﺘﻘﺎﻝ‬
‫ﻼ‪ ،‬ﻟﻜﻦ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺴﺄﻝ ﻫﻞ‬ ‫ﺍﻟﺘﺪﺭﳚﻲ ﺍﻟﺒﻄﻲﺀ ﺑﺎ‪‬ﺗﺒﺎﻉ ﺃﺳﻠﻮﺏ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺳﻮﻑ ﻳﺴﺘﻐﺮﻕ ﺯﻣﻨﹰﺎ ﻃﻮﻳ ﹰ‬
‫ﲟﻘﺪﻭﺭﻧﺎ ﺃﻥ ﻧﻘﻔﺰ ﻣﺒﺎﺷﺮ ﹰﺓ ﺇﱃ ﻣﻴﺪﺍﻥ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳊﺪﻳﺜﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳌﻨﺸﻮﺩ‪.‬‬

‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.7‬‬ ‫)‪(1‬‬

‫ﻣﻬﻨﺪ ﺳﻬﺎﻭﻧﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.21‬‬ ‫)‪(2‬‬


‫‪56‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬


‫ﺗﺘﺒﻠﻮﺭ ﺁﺛﺎﺭ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﻛﻮ‪‬ﺎ ﺍﺧﺘﺰﻟﺖ ﻓﺠﻮﺍﺕ ﺍﻟﻮﻗﺖ ﻭﺍﳌﺴﺎﻓﺔ‪ ،‬ﻭﺣ ﱠﻘﻘﺖ ﺍﳌﺰﻳﺪ ﻣـﻦ‬
‫ﺍﻟﺘﺮﺍ‪‬ﺑﻂ ﺑﲔ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﺃﺳﻮﺍﻗﻬﺎ ﻭﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ ﺍ ﹸﳌﺘﻌﺎﻣﻠﲔ ﻣﻌﻬﺎ‪ ،‬ﻛﻤﺎ ﺃ ﱠﻛﺪﺕ ﺳـﺮﻋﺔ ﺍﻻﺳـﺘﺠﺎﺑﺔ‬
‫ﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺴﻮﻕ ﻭﺍﻟﻮﻓﺎﺀ ﺍﻵﱐ ﻟﻄﻠﺒﺎﺕ ﺍﻟﺰﺑﺎﺋﻦ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﺄﺛﲑﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﻫﻴﻜﻞ ﻭﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻟﻘﺪ ﺍﻧﻌﻜﺴﺖ ﺗﻠﻚ ﺍﻵﺛﺎﺭ ﻋﻠﻰ ﻫﻴﺎﻛﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺎﱄ)‪:(1‬‬
‫‪ -‬ﺍﻻﺗ‪‬ﺠﺎﻩ ﺍﻟﻮﺍﺿﺢ ﻟﺘﻘﻠﻴﺺ ﺣﺠﻢ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﻧﺘﻴﺠﺔ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﺃﻋﺪﺍ ٍﺩ ﺃﻗﻞ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻷﺩﺍﺀ ﺫﺍﺕ‬
‫ﺍﻷﻋﻤﺎﻝ ﺑﻜﻔﺎﺀ ٍﺓ ﺃﻋﻠﻰ‪.‬‬
‫ﺼﺼﺔ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﻮﺳﺎﻃﺔ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‬ ‫‪ -‬ﺍﻻﺗ‪‬ﺠﺎﻩ ﺍﻟﻮﺍﺿﻊ ﻻﺧﺘﻔﺎﺀ ﻓﺌﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻮﺳﻄﻰ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﻭﻓﺌﺎﺕ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﻣﻮﺍﻗﻌﻬﻢ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫‪ -‬ﻛﺬﻟﻚ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺇﱃ ﺍﺧﺘﻔﺎﺀ ﺍﻟﻮﺳﻄﺎﺀ ﺑﲔ ﺍﳌﺆﺳﺴﺔ ﻭﺯﺑﺎﺋﻨﻬﺎ ﺃﻭ ‪‬ﻣﻮ ‪‬ﺭﺩﻳﻬﺎ؛ ﺣﻴﺚ ﲢﻞﱡ ﳏﱠﻠﻬﻢ ﺗﻘﻨﻴﺎ ‪‬‬
‫ﺕ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﻮﺭﻳﺪ ﰲ ﺍﻟﻮﻗﺖ ﺃﻭ ﺍﻟﺘﻌﺎﻣﻞ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺕ‬
‫‪ -‬ﺿﻤﻮﺭ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﻣﺘﻮ ‪‬ﺳﻄﻲ ﻭﻋﺪﳝﻲ ﺍﳌﻬﺎﺭﺓ ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ ﻳﺸﻐﻠﻮﻥ ﺃﻋﻤﺎ ﹰﻻ ﺗﺘﻄﱠﻠﺐ ﹸﻗﺪﺭﺍ ٍ‬
‫ﺕ ﺫﻫﻨﻴﺔ؛ ﺣﻴﺚ ﺣﱠﻠﺖ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﳏﱠﻠﻬﻢ ﺑﻜﻔﺎﺀ ٍﺓ ﺃﻋﻠﻰ‪.‬‬ ‫ﻋﻀﻠﻴﺔ ﺩﻭﻥ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺼﺼﲔ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﱪﳎﺔ‬ ‫ﺕ ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﳌﻌﺮﻓﺔ ﺍ ﹸﳌﺘﺨ ‪‬‬ ‫‪ -‬ﺗﻨﺎﻣﻲ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﻓﺌﺎ ٍ‬
‫ﻟﻠﺤﺎﺳﻮﺏ‪ ،‬ﻭﻏﲑﻫﻢ ﻣﻦ ﺃﺻﺤﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﻟ ﹸﻘﺪﺭﺍﺕ ﺍﻟﺬﻫﻨﻴﺔ ﺍﻟﻘﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﺳﺘﻴﻌﺎﺏ‬
‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﰲ ﺃﻋﻤﺎﻝ ﺍﻹﺩﺍﺭﺓ ﻭﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -‬ﺗﺰﺍ‪‬ﻳﺪ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺗﻔﻌﻴﻞ ﺍﻟﺼﻼﺣﻴﺎﺕ ﺍﻟﱵ ‪‬ﺗﻌ ‪‬ﻬﺪ ﺇﻟﻴﻬﻢ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺕ ‪‬ﻣﺘﺰﺍِﻳﺪﺓ ﺇﱃ ﺃﳕﺎﻁ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﰲ ﺍﻟﻔﺮﻕ ﺫﺍﺗﻴﺔ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺍﳌﻌﺎﺻﺮﺓ ﺍ ﹸﳌ‪‬ﺘﺠﻬﺔ ﺑﺪﺭﺟﺎ ٍ‬

‫ﺫﻛﺮﻩ‪.‬‬ ‫» ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ «‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ‬ ‫)‪(1‬‬


‫‪57‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬


‫ﺗﺒﺪﻭ ﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ ﳐﺘﻠﻔ ﹰﺔ ﲤﺎﻣﹰﺎ ﻋﻤﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻣﻨﺬ ﺃﺭﺑﻌﺔ ﻋﻘﻮﺩ؛ ﺣﻴﺚ ﺗﺰﺍﻳﺪﺕ ﺃﳘﻴﺔ ﺇﺟـﺎﺩﺓ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ؛ ﺑﺴﺒﺐ ﺳﻴﺎﺳﺔ ﺍﻻﻧﻔﺘﺎﺡ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺇﻋﻤﺎﻝ ﺁﻟﻴﺎﺕ ﺍﻟـﺴﻮﻕ‪ ،‬ﻭﺗﺒﻨ‪‬ـﻲ ﺳﻴﺎﺳـﺎﺕ‬
‫ﻉ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﱂ ﻳﻜﻦ ﳍـﺎ‬ ‫ﻁ ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﻟﻌﻤﻞ ﻭﺃﻧﻮﺍ ٍ‬
‫ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳊﺮ؛ ﳑﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﻇﻬﻮﺭ ﺃﳕﺎ ٍ‬
‫ﻭﺟﻮ ‪‬ﺩ ﻣﻦ ﻗﺒﻞ‪ .‬ﻭﻫﻮ ﻣﺎ ﺍﺳﺘﺪﻋﻰ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺗﻐﻴﲑﹰﺍ ﰲ ﻧﻮﻋﻴﺔ ﺍﻟﻌﺮﺽ ﰲ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﺣﱴ ﺃﺻـﺒﺤﺖ‬
‫ﺕ ﻣﻌﻴﻨﺔ ﱂ ﺗﻜﻦ ﳏ ﱠﻞ ﺍﻫﺘﻤﺎ ٍﻡ ﻣﻦ ﻗﺒـﻞ‪ ،‬ﻛﻤـﺎ ﺃﻥ ﳎـﺎﻝ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻭﻣﻠﻜﺎ ٍ‬ ‫ﺍﳊﺎﺟﺔ ﻣﻠﺤ ﹰﺔ ﻟﻮﺟﻮﺩ ﺧﱪﺍ ٍ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻗﺪ ﻓﺘﺢ ﺁﻓﺎﻗﹰﺎ ﺟﺪﻳﺪﺓ ﱂ ﺗﻜﻦ ﻣﻄﺮﻭﺣ ﹰﺔ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻭﺃﻋﻄﻰ ﻗـﻮﺓ ﺩﻓـ ٍﻊ‬
‫ﻛﺒﲑﺓ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺤﺪﻳﺚ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻭﻓﻘﹰﺎ ﻟﻠﻈﺮﻭﻑ ﻭﺍﻷﻭﺿﺎﻉ ﺍﳉﺪﻳﺪﺓ)‪.(1‬‬
‫ﺼﺔ ﰲ ﺍﻟﺘﻌﺎﻣـﻞ‬ ‫ﻭﺗﺪﻝﱡ ﺍﻟﺪﺭﺍﺳﺎﺕ ﰲ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﺪﻭﻝ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺍ ﹸﳌﺨﺘ ‪‬‬
‫ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻊ ﺍﳌﻌﺮﻓﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺍﳔﻔﺎﺽ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻟﺔ ﻏﲑ ﺍ ﹸﳌﺘﻌﱢﻠﻤـﺔ‬
‫ﻭﻏﲑ ﻋﺎﻟﻴﺔ ﺍﳋﱪﺓ‪ ،‬ﻭﻫﺬﺍ ﺳ‪‬ﻴﺆﱢﺛﺮ ﰲ ﻫﻴﻜﻠﻴﺔ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻋﺎﻣﺔ ﻭﰲ ﺗﻮﺯﻳﻊ ﺍﻷﺟﻮﺭ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻋﻤﺎﻟﺔ ﺍﳌﻌﺮﻓﺔ ‪.‬‬
‫)‪(3‬‬

‫ﻣﻬﻤﺎ ﺗﻐ‪‬ﻴﺮﺕ ﻣﺆﺳﺴﺔ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻓﺈﻥ ﺍﻟﺒﺸﺮ ﺃﻭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺳﻮﻑ ‪‬ﻳﻌﺘـﱪﻭﻥ ﺩﺍﺋﻤـﹰﺎ ﺍﳌـﻮﺭﺩ‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ .‬ﺃﻣﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻷﺧـﺮﻯ‪ -‬ﻛـﺮﺃﺱ ﺍﳌـﺎﻝ‪ ،‬ﺗـﺴﻬﻴﻼﺕ ﺍﻹﻧﺘـﺎﺝ‪ ،‬ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪...،‬ﺍﱁ‪ -‬ﻓﺈ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﳘﻴﺘﻬﺎ ﻓﻼ ﻣﻌﲎ ﳍﺎ ﺑﺪﻭﻥ ﻣﻮﺍﺭﺩ ﺑـﺸﺮﻳﺔ ﺗﺘ‪‬ـﺴﻢ ﺑﺎﳌﻬـﺎﺭﺓ‬
‫ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﺘﺠﺪﻳﺪ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﳝﻜﻦ ﻣﻼﺣﻈﺔ ﺍﻟﺘﺎﱄ)‪:(4‬‬
‫‪ -‬ﺗﻮﺍ ‪‬ﺟﺪ ﻭﺍﻧﺘﺸﺎﺭ ﻋﻤﺎﻟﺔ ﺍﳌﻌﺮﻓﺔ ﰲ ﻛﻞ ﻣﻜﺎﻥ؛ ﺣﻴﺚ ‪‬ﻳﺆ ‪‬ﺩﻭﻥ ﻛﻞ ﺷﻲ ٍﺀ ﺗﻘﺮﻳﺒﹰﺎ؛‬
‫‪ -‬ﺍﻣﺘﻼﻙ ﺧﱪﺍﺀ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻻ‪‬ﺗﺼﺎﻝ‪ ،‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﺸﺮﻭﻋﺎﺕ؛‬
‫‪ -‬ﺇﺗﻘﺎﻥ ﻣﻬﺎﺭﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺳﻮﻑ ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻫﻨﺪﺳﺔ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﻫﻨﺪﺳﺔ‬
‫ﻫﻴﻜﻠﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﻟﺸﺒﻜﺎﺕ‪.‬‬

‫ﺗﻐﲑ ﺍﻷﳕﺎﻁ ﰲ ﻋﺎﱂ ﺍﻟﻌﻤﻞ ‪ 2006‬ﻣﻜﺘﺐ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﱄ ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬ ‫)‪(1‬‬

‫ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻳﺐ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2000 ،1‬ﺍﻟﻨﺎﺩﻱ ﺍﻟﻌﺮﰊ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬ ‫)‪(2‬‬

‫ﻋﻠﻰ ﺍﳌﻮﻗﻊ‪ ،www.arabcin.net :‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺩﻳﺴﻤﱪ‪.2007‬‬


‫‪.Knowledge Workers‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﳏﻤـﺪ ﺍﳍـﺎﺩﻱ‪ » ،‬ﺍﳌﻨﻈﻤـﺔ ﺍﻟﺮﻗﻤﻴـﺔ ﰲ ﻋـﺎﱂ ﻣـﺘﻐﲑ «‪publications.ksu.edu.sa/IT%20Papers/e-GOV- ،‬‬ ‫)‪(4‬‬

‫‪ ،Articles/egovPapers/Drmohamed%20Elhady.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻣﺎﺭﺱ ‪.2007‬‬


‫‪58‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺇﻥ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﺘﻮﱠﻗﻌﻪ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻋﺼﺮ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﺑﺎﻟﻄﺒﻊ ﺷﻲ ٌﺀ ﳜﺘﻠﻒ‬
‫ﲝﺴﺐ ﻛﻞ ﻣﺆﺳﺴﺔ ﺃﻭ ﳎﺎﻝ ﻋﻤﻞ‪ ،‬ﻭﻟﻜﻦ ﳝﻜﻦ ﺍﺳﺘﻨﺘﺎﺝ ﺃﻥ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻳﺘﻮﱠﻗﻊ ﺍﳋﺼﺎﺋﺺ ﺍﻷﺳﺎﺳـﻴﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺍﳌﻮﻇﻔﲔ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(6‬‬
‫ﺍﳋﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺴﻮﻕ ﺍﻟﻌﻤﻞ ﰲ ﻋﺼﺮ ﺍﻟﻌﻮﳌﺔ‬

‫ﺍﳋﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺴﻮﻕ ﺍﻟﻌﻤﻞ ﰲ ﻋﺼﺮ ﺍﳌﻌﺮﻓﺔ‬

‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻘﺎﻁ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﻌﺮﻓﺔٍ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ‪.‬‬ ‫‪1‬‬

‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜ‪‬ﻴﻒ ﻭﺍﻟﺘﻌﻠﱡﻢ ﺑﺴﺮﻋﺔٍ‪ ،‬ﻭﺍﻣﺘﻼﻙ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺬﻟﻚ‪.‬‬ ‫‪2‬‬

‫ﺇﺗﻘﺎﻥ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﳊﺎﺳﺐ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﰲ ﳎﺎﻝ ﺍﻟﻌﻤﻞ‪.‬‬ ‫‪3‬‬

‫ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻳﻖ‪ ،‬ﻭﺇﺗﻘﺎﻥ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻔﻈﻴﺔ ﻭﺍﻟﻜﺘﺎﺑﻴﺔ ﻭﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪.‬‬ ‫‪4‬‬

‫ﺍﻣﺘﻼﻙ ﻣﻬﺎﺭﺍﺕ ﺇﺿﺎﻓﻴﺔ ﳑ‪‬ﻴﺰﺓ ﲣﺘﻠﻒ ﻋﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪.‬‬ ‫‪5‬‬

‫ﺇﺗﻘﺎﻥ ﺃﻛﺜﺮ ﻣﻦ ﻟﻐﺔ ﺣﱴ ﳝﻜﻦ ﺍﻟﻌﻤﻞ ﰲ ﺑﻴﺌﺔ ﻋﻤﻞ ﻋﺎﳌﻴﺔ‪.‬‬ ‫‪6‬‬

‫ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﺧﺎﺭﺝ ﺣﺪﻭﺩ ﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ‪ ،‬ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻤﻞ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﺫﻟﻚ ﰲ ﺑﻴﺌﺎﺕ‬
‫‪7‬‬
‫ﻋﻤﻞٍ ﺗﻘﻠﻴﺪﻳﺔ ﺃﻭ ﺑﻴﺌﺎﺕٍ ﺍﻓﺘﺮﺍﺿﻴﺔ‪.‬‬

‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﻭﺍﻟﺮﻏﺒﺎﺕ ﺍﻟﻔﺮﻳﺪﺓ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺴﺘﻬﻠﻜﲔ ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﳌﺆﺳﺴﺎﺕ‬
‫‪8‬‬
‫ﻭﺍﳍﻴﺌﺎﺕ؛ ﻓﻠﻢ ﺗ ‪‬ﻌ ْﺪ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺫﺍﺕ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﺍ ﹸﳌﻮ ‪‬ﺣﺪﺓ ﺗ‪‬ﻨﺎﺳﺐ ﺍﳉﻤﻴﻊ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣـﻦ ﺇﻋـﺪﺍﺩ ﺍﻟﺒﺎﺣـﺚ ﺑﺎﻻﺳـﺘﻨﺎﺩ ﺇﱃ‪ :‬ﳏﻤـﺪ ﳏﻤـﺪ ﺍﳍـﺎﺩﻱ‪ » ،‬ﺍﳌﻨﻈﻤـﺔ ﺍﻟﺮﻗﻤﻴـﺔ ﰲ ﻋـﺎﱂ ﻣـﺘﻐﲑ «‪،‬‬
‫‪ ،publications.ksu.edu.sa/IT%20Papers/e-GOV-Articles/egovPapers/Drmohamed%20Elhady.doc‬ﺗــــﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻣﺎﺭﺱ ‪.2007‬‬
‫‪59‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﻘﻮﻡ ﻋﻤﺎﻝ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺳﻴﺐ ﻋﻦ ﺑﻌﺪ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻬﺎ ﻟﻠﻌﻤﻞ ﺃﻳﻨﻤـﺎ‬
‫ﻳﺘﻮﺍﺟﺪﻭﻥ ﻭﰲ ﺃﻱ ﻭﻗﺖ ﻳﺮﻏﺒﻮﻥ ﺍﻟﻌﻤﻞ ﻓﻴﻪ‪،‬ﻳﻘﻮﻣﻮﻥ ﺑﺘﻄﻮﻳﺮ ﺗﻄﺒﻴﻘﺎﺕ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻣـﺴﺘﻮﺩﻋﺎﺕ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ)‪(1‬ﳊﻔﻆ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﻌﻤﻞ ﺇﻧﺸﺎﺀ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﱵ ﺗـﺴﻤﺢ ﻟﻠﻮﺣـﺪﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﺑﺘﻄﻮﻳﺮ ﻭﺣﻔﻆ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ‪ ،‬ﺇﻧﺸﺎﺀ ﻣﻮﺍﻗﻊ ﺷﺒﻜﺔ ﻭﻳﺐ)‪(2‬ﺣﱴ ﳝﻜﻦ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﻤـﻼﺀ ﰲ ﻃﻠـﺐ‬
‫ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ‪،‬ﻛﻤﺎ ﻳﻘﻮﻣﻮﻥ ﺑﺘﻮﻓﲑ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﱴ ﳝﻜﻦ ﳌﻦ ﳛﺘﺎﺟﻬﺎ ﺍﲣـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺼﺤﻴﺤﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫ﺼﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﳌﻌﺮﻓﺔ ﻭﻣﻊ‬
‫ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ‪ ،‬ﺃﻥ ﻫﻨﺎﻙ ﻃﻠﺒﹰﺎ ﻋﺎﳌﻴﹰﺎ ﻋﻠﻰ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺍ ﹸﳌﺨﺘ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﰲ ﺃﺟﻮﺭ ﻫﺬﻩ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ‪ .‬ﻛﻤﺎ ﺃﻧﻨﺎ ﻧﺸﻬﺪ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﺳﺮﻳﻌﹰﺎ ﰲ ﺍﳌﻌﺮﻓﺔ؛ ﳑﺎ ﻳـﺴﺘﺪﻋﻲ‬
‫ﺯﻳﺎﺩﺓ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳋﺒﲑﺓ ﰲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ .‬ﻭﺃﺧﲑﹰﺍ ﻓﺈﻥ ﻫﻴﻜﻠﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳌﺼﺎﻧﻊ ﺗﺘﻐﻴ‪‬ـﺮ‬
‫ﳓﻮ ﺍﻷﲤﺘﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺗﻐ‪‬ﻴﺮ ﺍﻵﻻﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻟﺪﻳﻬﺎ ﻭﺗﻄ ‪‬ﻮﺭﻫﺎ ﺍﻟـﺴﺮﻳﻊ ﻟﺘـﺄﻣﲔ ﺇﻣﻜﺎﻧﻴـﺎﺕ‬
‫ﺍﳌﻨﺎﻓﺴﺔ ﻳﺴﺘﺪﻋﻲ ‪‬ﻴﺌﺔ ﻳ ٍﺪ ﻋﺎﻣﻠﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﻳﺰﻳﺪ ﰲ ﻣﻌﺪﻻﺕ ﺍﻟﺒﻄﺎﻟﺔ ﻟﺪﻯ ﻓﺌﺔ ﺍﻟﻴـﺪ‬
‫ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﻴﺪﻭﻳﺔ)‪.(3‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻣﻊ ﻣﺜﺎ ٍﻝ ﺗﻄﺒﻴﻘﻲ ﳊﺎﻟﺔ ﺍﳍﻨﺪ‪.‬‬
‫ﺗﻌﻤﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻗﻮﻯ ﺍﻟﻌﻮﳌﺔ ﻭﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﰲ ﺍﻷﺳﻮﺍﻕ ﻋﻠﻰ ﺗﻘﺴﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ‬
‫ﺍﻟﻌﺎﱂ ﺇﱃ ﻓﺌﺘﲔ ﻣﺘﻀﺎﺩﺗﲔ ﻏﲑ ﻗﺎﺑﻠﺘﲔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﺍﳌﺘﻜﺎﻓﺊ)‪:(4‬‬
‫‪ -‬ﺍﻟﻨﺨﺒﺔ ﻣﻦ ﺍﳌﹸﺴﻴﻄﺮﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻭﺍﳌﹸﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﻋﻮﺍﺋﺪﻫﺎ ﺍﳍﺎﺋﻠـﺔ )ﻣﺜـﻞ ﺑﻴـﻞ‬
‫ﺟﻴﺘﺲ(؛‬
‫‪ -‬ﺟﺤﺎﻓﻞ ﺍﻟﻌﻤﺎﻝ ﺍﳌﻄﺮﻭﺩﻳﻦ ﻣﻦ ﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺬﻳﻦ ﺣﻠﱠﺖ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﳏ ﱠﻞ ﺃﻋﻤﺎﳍﻢ ﺑﺼﻔ ٍﺔ‬
‫ﺩﺍﺋﻤﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ‪.‬‬
‫ﺃﺻﺒﺤﺖ ﺍﻟﻄﻔﺮﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺃﺳﺎﺱ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻴﺰﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﱵ ﺗﺴﻌﻰ ﺍﳌﺆﺳﺴﺎﺕ – ﺑـﻞ‬
‫ﺍﻟﺪﻭﻝ‪ -‬ﺇﱃ ﺗﻜﻮﻳﻨﻬﺎ ﻭﺗﻨﻤﻴﺘﻬﺎ‪ ،‬ﻟ‪‬ﺘﻮﺍﺟﻪ ‪‬ﺎ ﺍﻟﻘﻮﻯ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻭﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﻟﻨﺎﺷﺌﺔ ﻋﻦ ﺍﻟﻌﻮﳌﺔ‪ ،‬ﻭﺍﻧﻔﺘـﺎﺡ‬

‫‪.Data Warehouses‬‬ ‫)‪(1‬‬

‫‪.Web Sites‬‬ ‫)‪(2‬‬

‫ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(3‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﻏﺮﻳﺐ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،1998 ،‬ﺹ ‪.24‬‬ ‫)‪(4‬‬
‫‪60‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻷﺳﻮﺍﻕ‪ ،‬ﻭﺍ‪‬ﻴﺎﺭ ﺣﻮﺍﺟﺰ ﻭﻣﻮﺍﻧﻊ ﺣﺮﻳﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﻭﺗﺪﻓﱡﻖ ﺭﺃﺱ ﺍﳌﺎﻝ ﺑﲔ ﺃﳓﺎﺀ ﺍﻟﺴﻮﻕ ﺍﻟﻌﺎﳌﻲ ﺍﻟﻮﺍﺣـﺪ‪.‬‬
‫ﻭﺗﺘﻨﺎﻓﺲ ﺍﻟﺪﻭﻝ ﻭﺍﳌﺆﺳﺴﺎﺕ ﻣ‪‬ﻨﺘِﺠﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﰲ ﺗﻄﻮﻳﺮﻫﺎ ﻭﲢﻘﻴﻖ ﺍﻟﻌﻮﺍﺋﺪ ﺍﳍﺎﺋﻠﺔ ﻣﻦ ﺍﻻﺳـﺘﺜﻤﺎﺭ‬
‫ﻓﻴﻬﺎ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﻟﻨﺸﺎﻁ ﺍﻹﻧﺘﺎﺟﻲ ﺍﻷﻋﻠﻰ ﰲ ﺇﻧﺘﺎﺝ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ‪ .‬ﻭﻫﻲ ﻟﺬﻟﻚ ﺗﺘـﺴﺎﺑﻖ ﰲ ﺗـﺴﻮﻳﻖ‬
‫ﻣ‪‬ﻨﺘ‪‬ﺠﺎ‪‬ﺎ ﻣﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﹸﺘﻄﻮ‪‬ﺭﺓ ﺇﱃ ﳐﺘﻠﻒ ﺃﺳﻮﺍﻕ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﺍﻟﱵ ﺃﺻﺒﺤﺖ‬
‫ﻫﻲ ﺍﻷﺧﺮﻯ ﳏﺎﺻﺮ ﹰﺓ ﺑﺘﺤﺪ‪‬ﻳﲔ ﻛﻼﳘﺎ ﺻﻌﺐ)‪:(1‬‬
‫‪ -‬ﺿﺮﻭﺭﺓ ﻣﻮﺍﻛﺒﺔ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﲟﺎ ﻳﻌﻨﻴﻪ ﻣﻦ ﺍﻟﺘﺤﻮ‪‬ﻝ ﺇﱃ ﺃﳕﻄﺔ ﺍﻹﻧﺘﺎﺝ ﻛﺜﻴﻔﺔ ﺭﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﻗﻠﻴﻠـﺔ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﻟﺒﺸﺮﻱ؛ ﻣﻦ ﺃﺟﻞ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻹﻣﻜﺎﻥ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ‬
‫ﻣﻜﺎ ٍﻥ ﰲ ﺍﻟﺴﻮﻕ؛‬
‫‪ -‬ﺿﺮﻭﺭﺓ ﺍﻟﺘﻤﺴ‪‬ﻚ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻛﺜﻴﻔﺔ ﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﻗﻠﻴﻠﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌﺎﻝ؛ ﻣﻦ ﺃﺟﻞ ﻓﺘﺢ ﻓﺮﺹ‬
‫ﺍﻟﻌﻤﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺮﺍﻏﺒﺔ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻋﻤﻞ‪ ،‬ﻣ‪‬ﺘﺤﻤ‪‬ﻠ ﹰﺔ ﰲ ﺫﻟﻚ ﺍﺣﺘﻤﺎﻻﺕ ﻓﻘـﺪ ﺍﻟﻘﹸـﺪﺭﺓ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻳ‪‬ﻮﺟﺐ ﺿﺮﻭﺭﺓ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﻋﺪ ٍﺩ ﻟﻴﺲ ﺑﺎﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻷﻳـﺪﻱ ﺍﻟﻌﺎﻣﻠـﺔ‬
‫ﻭﻟﻔﺘﺮ ٍﺓ ﻣﻌﻴﻨﺔ)‪ .(2‬ﻭﺭﻏﻢ ﺍﳌﺨﺎﻭﻑ ﻣﻦ ﺍﻟﺒﻄﺎﻟﺔ ﺍ ﹸﳌﻜﱠﺜﻔﺔ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠـﻰ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺎﺕ‬
‫ﺍﻟﺪﻗﻴﻘﺔ‪ ،‬ﻓﺈﻥ ﺍﳋﱪﺓ ﺍﳋﺎﺻﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ً ،‬ﺗ‪‬ﺒـ‪‬ﻴﻦ ﺃﻥ ﺃﺛـﺮ ﺗﻠـﻚ‬
‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﰲ ﺍﻟﺘﻮﻇﻴﻒ ﺍﳌﺒﺎﺷﺮ ﻭﻏﲑ ﺍﳌﺒﺎﺷﺮ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﰲ ﺍﳊﻘﻴﻘﺔ ﺇﳚﺎﺑﻴ‪‬ﺎ ﺑﺸﻜ ٍﻞ ﻫﺎﻣﺸﻲ‪ .‬ﻭﺗ‪‬ـﺸﲑ‬
‫ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﱃ ﺃﻥ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﳝﻜﻦ ﺃﻥ ﲢ ﱠﻞ ﻣﻜﺎﻥ ﺍﻟﻌﻤﺎﻟﺔ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻘﺪﳝﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﳝﻜﻦ‬
‫ﺃﻥ ‪‬ﺗﻮﱢﻟﺪ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻃﻠﺒ‪‬ﺎ ﺇﺿﺎﻓﻴ‪‬ﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺧﻠﻖ ﺳﻠ ٍﻊ ﻭﺧﺪﻣﺎﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻭﺑﺼﺮﻑ‬
‫ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻵﺭﺍﺀ ﺍ ﹸﳌﺘﻌﺎ ِﺭﺿﺔ ﰲ ﻫﺬﺍ ﺍﳋﺼﻮﺹ‪ ،‬ﳝﻜﻨﻨﺎ ‪ -‬ﻣﻦ ﺩﻭﻥ ﺗﺮ ‪‬ﺩﺩ ‪ -‬ﺗﺄﻛﻴﺪ ﺃﻥ ﺗﺄﺛﲑﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ ﻟﻦ ﺗﺸﻤﻞ ﻓﻘﻂ ﺣﺠﻢ ﺍﻟﻌﻤﺎﻟﺔ ﻭ‪‬ﺑﻨﻴﺘﻬﺎ ﺍﳌﻬﻨﻴﺔ ﻭﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺳﺘﺸﻤﻞ‬
‫ﺃﻳﻀﹰﺎ‪ -‬ﻭﺑﺼﻮﺭ ٍﺓ ﺃﺳﺎﺳﻴﺔ‪ -‬ﻧﻮﻋﻴﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﺧﺼﻮﺻ‪‬ﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻋﺘﻤﺎﺩ ﻣﺎ ﳝﻜﻦ ﺗﺴﻤﻴﺘﻪ "ﺍﻷﻧﻮﺍﻉ ﺍﳌﺮﻧﺔ"‬
‫ﻟﻠﻌﻤﺎﻟﺔ ﺫﺍﺕ ﺍﻟﻄﺎﺑﻊ ﺍﻟﺘﻌﺎﹸﻗﺪﻱ ﻭﺍﻟﻌﻤﻞ ﺍﳌﱰﱄ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻻﺗ‪‬ﺠﺎﻩ ﳓﻮ ﺗﻘﻠﻴﺺ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ‪...،‬ﺇﱁ‪.‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.22‬‬ ‫)‪(1‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2003 ،‬ﺹ ‪.282‬‬ ‫)‪(2‬‬
‫‪61‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺑﺎﺧﺘﺼﺎﺭ‪ ،‬ﺇﻥ ﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻋﻠﻰ ﺣـ ‪‬ﺪ ﺳـﻮﺍﺀ‬
‫ﺕ ﰲ ﻓﺮﺹ ﺍﻟﺘﻮﻇﻴـﻒ‬ ‫ﺳﺘ‪‬ﺼﺒﺢ ﺃﻛﺜﺮ ﻣﺮﻭﻧﺔ‪ .‬ﻭﺳﻴﻈﻬﺮ ﲣﺼﻴﺺ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ ﰲ ﺷﻜﻞ ﺯﻳﺎﺩﺍ ٍ‬
‫ﺍ ﹸﳌﺆﱠﻗﺖ ﻭﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳌﺮﻧﺔ ﻏﲑ ﺍﻟﺜﺎﺑﺘﺔ)‪.(1‬‬
‫ﻭﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻧﻪ ﺳﻴﻜﻮﻥ ﻟﻠﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳉﺪﻳﺪﺓ ﺃﺛ ‪‬ﺮ ﻛﺒﲑ ﰲ ﺗﻮﺯﻳﻊ ﺍﻟـﺪﺧﻞ‪ ،‬ﺳـﻮﺍ ًﺀ ﰲ‬
‫ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪﺍﻥ ﺃﻭ ﰲ ﻣﺎ ﺑﻴﻨﻬﺎ؛ ﲝﻴﺚ ﲡﺮﻱ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﳌﺼﻠﺤﺔ ﺍﻟﻔﺌﺎﺕ ﺍﻷﻛﺜﺮ ﺍﺣﺘﻜﺎﻛﹰﺎ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﳌﺼﻠﺤﺔ ﺍﻻﺧﺘﺼﺎﺻﺎﺕ ﺍﻟﻌﺼﺮﻳﺔ ﻭﺍﻷﻛﺜﺮ ﺣﺪﺍﺛﺔ‪ ،‬ﺍﻟﱵ ﻳﻐﻠﺐ ﻓﻴﻬﺎ ﻋﻨﺼﺮ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻭﺫﻟـﻚ‬
‫ﻋﻠﻰ ﺣﺴﺎﺏ ﺍ‪‬ﺎﻻﺕ ﻭﺍﻻﺧﺘﺼﺎﺻﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ .‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺳﺘﻜﻮﻥ ﳌﺼﻠﺤﺔ ﻛﺒﺎﺭ ﺍ ﹸﳌﻨِﺘﺠﲔ‪ ،‬ﻭﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍﻟﻜﱪﻯ ﺍﻟﻌﺎﺑﺮﺓ ﻟﻠﻘﻮﻣﻴﺎﺕ‪ ،‬ﻭﺍﳌﺆﺳﺴﺎﺕ ﺫﺍﺕ ﺍﻹﻧﺘﺎﺝ ﺍ ﹸﳌﻮ ‪‬ﺟﻪ ﻟﻠﺘﺼﺪﻳﺮ‪ .‬ﻭﺳﺘﻜﻮﻥ ﺃﻳـﻀﹰﺎ ﰲ ﻣـﺼﻠﺤﺔ‬
‫ﺍﻟﺪﻭﻝ ﺍﻷﻛﺜﺮ ﺗﻄ ‪‬ﻮﺭ‪‬ﺍ‪ ،‬ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻴﺰﺍﺕ ﺍﳌﻄﻠﻘﺔ ﻭﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﱵ ﻳ‪‬ﻮﻓﱢﺮﻫﺎ ﳍﺎ ﺍﻣﺘﻼﻙ ﻧﺎﺻﻴﺔ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﺣﺘﻜﺎﺭ ﺍﻟﻘﺴﻢ ﺍﻷﻋﻈﻢ ﻣﻨﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺒﺎ ‪‬ﺩﻝ ﺍﻟﺪﻭﱄ‪ ،‬ﻭﻣﻦ ﰒ ﺗﻜﺮﻳﺲ ﺗﻔ ‪‬ﻮﻗﻬﺎ‪ ،‬ﻭﺯﻳﺎﺩﺓ‬
‫ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ)‪ (2‬ﻣﻊ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻭﺍﻷﻗﻞ ﺗﻄ ‪‬ﻮﺭ‪‬ﺍ‪ ،‬ﻭﺍﻟﱵ ﺗ‪‬ﺼﺒﺢ ﺃﻛﺜﺮ ﺍ‪‬ﺗﺴﺎﻋ‪‬ﺎ ﻭ ‪‬ﻋﻤﻘﹰﺎ ﻭﺍﺳﺘﻌﺼﺎ ًﺀ ﻋﻠـﻰ‬
‫ﺍﻟﺘﺬﻟﻴﻞ‪.‬‬
‫ﻓﻤﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻥ ﺍﻟﺘﺪﻭﻳﻞ ﺍﳌﺘﺰﺍﻳﺪ ﻟﻺﻧﺘﺎﺝ‪ ،‬ﻭﺍﺷﺘﺪﺍﺩ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﳚﻌﻞ ﺍﻟﺪﻭﻝ ﺍﻟﱵ ‪‬ﺗﺮ ﱢﻛﺰ ﻋﻠﻰ‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﻟﺘﺼﺪﻳﺮ‪ ،‬ﺃﻛﺜﺮ ﺍﺿﻄﺮﺍ ‪‬ﺭﺍ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺇﱃ ﺍﺳﺘﲑﺍﺩﻫﺎ ﰲ ﺣﺎﻝ ﻋـﺪﻡ‬
‫ﹸﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺇﻧﺘﺎﺟﻬﺎ ﺑﻨﻔﺴﻬﺎ‪ .‬ﻭﻳ‪‬ﺆﺩ‪‬ﻱ ﻫﺬﺍ‪ -‬ﺑﺎﻟﻄﺒﻊ ‪ -‬ﺇﱃ ﺗﺒﻌﻴ ٍﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺘﺰﺍﻳﺪﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﳊﺎﻟﻴﺔ ﳊﻞ ﻣﺸﻜﻞ ﺍﻟﺒﻄﺎﻟﺔ‪.‬‬
‫ﺗﺄﺧﺬ ﻗﻀﻴﺔ ﺍﻟﺒﻄﺎﻟﺔ ﻣﻔﻬﻮﻣﹰﺎ ﳐﺘﻠﻔﹰﺎ ﲤﺎﻣﹰﺎ‪ ،‬ﻋﻤﺎ ﻛﺎﻥ ﺳﺎﺋﺪﹰﺍ ﰲ ﻣﻨﺘﺼﻒ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ؛ ﺣﻴﺚ ﻛﺎﻥ‬
‫ﺣﻞ ﻣﺸﻜﻠﺔ ﺍﻟﺒﻄﺎﻟﺔ ﻳﺴﺘﻨﺪ ﺇﱃ ﺑﻨﺎﺀ ﺍ ﹸﳌﺠ ‪‬ﻤﻌﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻟﻀﺨﻤﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﺒﻄﺎﻟﺔ ﺍﻟﻴﻮﻡ ﻓﻴﻌﺘﻤﺪ‬
‫ﻋﻠﻰ ﺑﺮﺍﻣﺞ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺄﻫﻴﻞ‪ ،‬ﻭﻫﻲ ﺑﺮﺍﻣﺞ ﻻ ﺗﻈﻬﺮ ﺃﳘﻴﺘﻬﺎ ﻓﻘﻂ ﰲ ﺍﻟﻔﺘﺮﺓ ﺍﻻﻧﺘﻘﺎﻟﻴﺔ ﺍﻟﱵ ﺗﻔـﺼﻞ ﳎﺘﻤـﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﺑﻞ ﻫﻲ ﻋﻨﺼ ‪‬ﺮ ﺃﺳﺎﺳﻲ ﰲ ﺗﻜﻮﻳﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﳎﺘﻤﻊ ﺍﻟﺘﻐﻴ‪‬ـﺮﺍﺕ‬
‫ﺍﻟﺴﺮﻳﻌﺔ‪ ،‬ﻭﻫﻮ ﲝﺎﺟﺔ ﺩﺍﺋﻤﹰﺎ ﺇﱃ ﺗﺄﻫﻴﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻻﺳﺘﻴﻌﺎﺏ ﻫﺬﻩ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﳌﺴﺘﻤﺮﺓ‪ .‬ﻭﻫﻜﺬﺍ ﳚﺮﻱ ﺍﻟﻴﻮﻡ‬
‫ﺍﻟﺒﺤﺚ ﻋﻦ ﺣﻠﻮﻝ ﺍﳌﺸﻜﻠﺔ ﺍﻟﺒﻄﺎﻟﺔ ﰲ ﺣﺪ ٍﻭﺩ ﳐﺘﻠﻔﺔ ﻋﻤﺎ ﻛﺎﻥ ﺳﺎﺋﺪﹰﺍ ﺣﱴ ﺍﻟﻴﻮﻡ‪ .‬ﺇﺫ ﺃﻥ ﺍﻟﺒﻄﺎﻟﺔ ﰲ ﳎﺘﻤﻊ‬

‫ﳏﻤﺪ ﺩﻳﺎﺏ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ..‬ﺃﻳﻦ ﳓﻦ ﻣﻨﻪ «‪ ،www.balagh.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 15 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬ ‫)‪(1‬‬

‫)‪ (2‬ﻭﺗﺴﻤﻰ ﻛﺬﻟﻚ ﺍﳍﻮﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ )‪ :(Ingenuity Gap‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﺘﺒﺎ ‪‬ﻋﺪ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺑﲔ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﻭﺍ ﹸﳌﺘﺨﱢﻠﻔﺔ‪.‬‬
‫‪62‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻣﺸﻜﻠ ﹲﺔ ﻧﻮﻋﻴﺔ ﻭﻟﻴﺴﺖ ﻛﻤﻴﺔ‪ ،‬ﻳﻌﺘﻤﺪ ﻓﻴﻬﺎ ﻋﻠﻰ ﺭﻓﻊ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻌﺮﰲ ﻭﺍﳌﻬﲏ ﻟﻠﻌﺎﻣـﻞ)‪،(1‬‬
‫ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﱂ ﺗﻜﻦ ‪‬ﺗﻮﺍ ِﺟﻪ ﺍﳌﺸﻜﻠﺔ ‪‬ﺬﻩ ﺍﻟﻨﻈﺮﺓ‪ ،‬ﻓﻘﺪ ﺧﻠﻘﺖ ﺳﻮﻗﹰﺎ ﻭﺍﺳـﻌﺔ ﻟﻸﻳـﺪﻱ‬
‫ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﺗﻨﺘﻘﻲ ﻣﻨﻬﺎ ﻣﺎ ﺗﺸﺎﺀ‪ ،‬ﻭﻛﺎﻧﺖ ‪‬ﺗﺸ ‪‬ﻐﻞ ﺍﻟﻌﻤﺎﻝ ﺍ ﹸﳌﺴ ‪‬ﺮﺣﲔ ﻣﻦ ﻣﻌﺎﻣﻞ ﺍﻟﻨﺴﻴﺞ ﰲ ﻣﺼﺎﻧﻊ ﺍﻹﲰﻨﺖ؛‬
‫ﻷﻥ ﺍﻟﻌﻤﻞ ﰲ ﺗﻠﻚ ﺍﻟﻔﺘﺮﺓ ﱂ ﻳﻜﻦ ﻳﺘﻄﻠﱠﺐ ﺳﻮﻯ ﻣﻘﺪﺍ ٍﺭ ﳏﺪﻭﺩ ﻣﻦ ﺍﳌﻬﺎﺭﺓ ﺃﻭ ﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﻌﺎﻣـﻞ‬
‫ﻳﻜﺘﺴﺒﻬﺎ ﺑﺴﺮﻋ ٍﺔ ﻣﻘﺒﻮﻟﺔ‪ ،‬ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﺄﻫﻴ ٍﻞ ﺟﺪﻳﺪ‪ ،‬ﺃﻣﺎ ﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ ﺍﻟﻴﻮﻡ ﻓﻴﺘﻤ‪‬ﻴﺰ ﺑﺎﻟﻄﻠﺐ ﻋﻠـﻰ‬
‫ﺕ ﻭﺧﱪﺍﺕ ﻋﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﻤ‪‬ﻴﺰ ﺑﻘﺎﺑﻠﻴﺘﻬﺎ ﻟﻠﺘﻄ ‪‬ﻮﺭ ﺍﳌﺴﺘﻤﺮ‪ ،‬ﻭﻣﺎ‬ ‫ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﺎﻫﺮﺓ ﺍﻟﱵ ﺗﺘﻤﺘ‪‬ﻊ ﺑﻜﻔﺎﺀﺍ ٍ‬
‫ﱂ ﻳﻜﻦ ﺍﻟﻌﺎﻃﻠﻮﻥ ﻋﻦ ﺍﻟﻌﻤﻞ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻜ‪‬ﻴﻒ ﻣﻊ ﻫﺬﻩ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ‪ ،‬ﻓﺈﻥ ﺍﻷﻋﻤﺎﻝ ﺍﳉﺪﻳﺪﺓ ﻟﻦ ﺗﺘﻤ ﱠﻜﻦ‬
‫ﻣﻦ ﺍﺳﺘﻴﻌﺎ‪‬ﻢ‪ .‬ﻭﺗﺴﻌﻰ ﺍﻟﻴﻮﻡ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪ ،‬ﺇﱃ ﺗﻘﺪﱘ ‪‬ﻧﻈﻢ ﺇﻋـﺎﺩﺓ ﺍﻟﺘـﺸﻐﻴﻞ‬
‫ﻟﻠﻌﺎﻃﻠﲔ ﻋﻦ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻫﻲ ‪‬ﻧﻈ ‪‬ﻢ ﻻ ﺗﺴﺘﻨﺪ ﺇﱃ ﺍﻟﺒﺤﺚ ﻋﻦ ﻭﻇﺎﺋﻒ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺇﳕﺎ ﺗﺴﺘﻨﺪ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‬
‫ﺇﱃ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻟﻌﺎﻃﻠﲔ ﻋﻦ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﺄﻫﻴﻠﻬﻢ ﻟﻠﻌﻤﻞ ﰲ ﻣﻬ ٍﻦ ﺃﺧﺮﻯ ﻣﻄﻠﻮﺑﺔ؛ ﻓﻴﻜﻮﻥ ﺍﻟﻌﺎﻣـﻞ‬
‫ﺟﺎﻫﺰﹰﺍ ﻟﻼﳔﺮﺍﻁ ﰲ ﻋﻤ ٍﻞ ﺟﺪﻳﺪ ﻣﻮﺟﻮﺩ ﻭﻣﻄﻠﻮﺏ؛ ﻭﻻ ﺗﺸﻤﻞ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺄﻫﻴﻞ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﻌﺎﻃﻠﲔ ﻋـﻦ‬
‫ﺕ ﺗﺪﺭﻳﺒﻴﺔ ﻛﻲ ﻳﻜﻮﻧـﻮﺍ‬ ‫ﺍﻟﻌﻤﻞ ﻓﻘﻂ‪ ،‬ﺑﻞ ﻳﺘﻮﺟﺐ ﺃﻳﻀﹰﺎ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﺍﻻﳔﺮﺍﻁ ﰲ ﺩﻭﺭﺍ ٍ‬
‫ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ‪‬ﻣﺴﺎﻳﺮﺓ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﺄﺣﺪ ﺍﳊﻠﻮﻝ ﳌﺸﻜﻞ ﺍﻟﺒﻄﺎﻟﺔ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻌﻤﻞ ﻭﺍﻹﺭﻫﺎﻕ ﻭﺍﻹﺣﺒﺎﻁ ﺍﻟﺬﻱ ﻳﺮﺍﻓﻖ ﺫﻟﻚ ﺃﺣﺪ ﺃﻫﻢ ﻣﺸﻜﻼﺕ ﻗـﻮﻯ‬
‫ﺍﻟﻌﻤﻞ ﺃﻭ ﺍ ﹸﳌ‪‬ﺘﺠﻬﲔ ﻟﻼﳔﺮﺍﻁ ﰲ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﻓﺈﻥ ﺍﳊﻠﻮﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻹﻧﺘﺮﻧﺖ ﻗﺪﻣﺘﺎ ﻋﻮﻧﹰﺎ ﺣﻘﻴﻘﻴﹰﺎ ﰲ‬
‫ﻫﺬﺍ ﺍﻟﺼﺪﺩ؛ ﲝﻴﺚ ﺃﻥ ﻣﻮﺍﻗﻊ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪‬ﺗﻌ ‪‬ﺪ ﻣﻦ ﻣﻮﺍﻗﻊ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺑﻞ ﻫﻲ ﺗﻄﺒﻴ ‪‬ﻖ‬
‫ﻭﺍﺿﺢ ﻟﻠﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺑﺼﻮﺭ ٍﺓ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ ﻋﱪ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺮﻗﻤﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﻣﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪‬ﻳﺴﺎ ِﻫﻢ ﰲ ﺗﻮﻓﲑ ﻓﺮﺹ ﻋﻤ ٍﻞ ﻟﻠـﺮﺍﻏﺒﲔ‪ ،‬ﻭﺣـﻞ‬
‫ﻣﺸﻜﻼﺕ ﺇﳚﺎﺩ ﺍﳌﻮﻇﻔﲔ‪ ،‬ﻋﻠﻰ ﳓ ٍﻮ ﺃﻭﺳﻊ ﻧﻄﺎﻗﹰﺎ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﻟﻮﻇﻴﻔﺔ‪ .‬ﻭﰲ ﻫـﺬﺍ‬
‫ﺍﻹﻃﺎﺭ‪ ،‬ﻓﻘﺪ ﻧﺸﺄﺕ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻮﺍﻗﻊ ﺧﺎﺻﺔ ﺗﻌﲎ ‪‬ﺬﺍ ﺍﻷﻣﺮ)‪ ،(3‬ﺗﺘﻴﺢ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ ﻓﺮﺻـﺔ ﺗﻘـﺪﱘ‬

‫)‪ (1‬ﻓﻤﺜﻼ ﺗﺘﻮﻗﱠﻊ ﻣﻜﺎﺗﺐ ﺍﻟﻌﻤﻞ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺃﻥ ﻣﻌﺪﻝ ﳕﻮ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺑﻌﺾ ﻭﻇﺎﺋﻒ ﺍﺧﺘﺼﺎﺻﻲ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺳﻴﺘﺮﺍﻭﺡ ﺑﲔ ‪ %100‬ﻭ ‪ ،%150‬ﻭﺳﻴﻜﻮﻥ ﻋﺪﺩ ﺍﳌﻌﻴﻨﲔ ﰲ ﻣﻬﻦ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻛﱪ ﻣﻦ ﺃﻱ ﻣﻬﻨ ٍﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﺍﻧﻈﺮ‪ :‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.370‬‬
‫)‪ (2‬ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ – ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻳﺐ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﻌـﺪﺩ ‪،2000 ،1‬‬
‫‪ ،http://www.arabcin.net/al_arabia_mag/modules.php‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 18 :‬ﻓﻴﻔﺮﻱ ‪.2007‬‬
‫)‪ (3‬ﺍﻧﻈﺮ ﻣﺎ ﺳﺒﻖ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ‪،‬ﺹ ‪.45‬‬
‫‪63‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺃﻧﻔﺴﻬﻢ ﻭ ‪‬ﻣﺆ ‪‬ﻫﻼ‪‬ﻢ ﻭﻃﻠﺐ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭ‪‬ﺗﺘﻴﺢ ﺃﻳﻀﹰﺎ ﺍﻹﻋﻼﻥ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺎﺕ ﻋﻦ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻣﻦ ﺍﳌﻮﻇﻔﲔ‪ .‬ﻭﻻ ﻳﻘﻒ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻋﻨﺪ ‪‬ﺣﺪ ﺍﻹﻋﻼﻥ ﻓﻘﻂ‪ ،‬ﺑﻞ ‪‬ﺗﺘﻴﺢ ﺍﳌﻮﺍﻗﻊ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪،‬‬
‫ﻭﲢﻠﻴﻞ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺴﻮﻕ ﺃﻭ ﺍﻟﻘﻄﺎﻉ ﺍﳌﻌﲏ‪ ،‬ﻭﺑﻴﺎﻥ ﻓﺮﺹ ﺍﻟﺘﻮﻇﻴﻒ ﻭﻣﺸﻜﻼﺗﻪ‪ ،‬ﻭ‪‬ﺗﺘﻴﺢ ﺍﻟﻔﺮﺻﺔ ﻹﻇﻬﺎﺭ‬
‫ﻋﻨﺎﺻﺮ ﺍﻟﺘﻤ‪‬ﻴﺰ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻭﲣﻠﻖ ﺣﺎﻟﺔ ﺗﻔﺎﻋ ٍﻞ ﺑﲔ ﺍﻟﻮﻇﻴﻔﺔ ﻭﺃﻃﺮﺍﻓﻬﺎ‪.‬‬
‫ﺼﺺ ﻓﻴﻪ ﻭﺣﺪﻩ‪ ،‬ﻭﻫﻮ ﳝﺘ ‪‬ﺪ ﺑـﲔ ﻣﻮﺍﻗـﻊ‬ ‫ﺕ ﻭﻣﻮﺍﻗﻊ ﺗﺘﺨ ‪‬‬‫ﻭﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻻ ﻳﻨﺤﺼﺮ ﲜﻬﺎ ٍ‬
‫ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ ﺇﱃ ﺍﳌﻮﺍﻗﻊ ﻏﲑ ﺍﻟﺮﲝﻴﺔ‪ .‬ﻭﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻻ ﻳﻜﺎﺩ ﻳﻈﻬﺮ ﻣﻮﻗ ‪‬ﻊ ﺇﻋـﻼﱐ‬
‫ﳑ‪‬ﻴﺰ ﺇﻻ ﻭﲡﺪ ﺿﻤﻨﻪ ﺭﻭﺍﺑﻂ ﺃﻭ ﻣﻌﻠﻮﻣﺎﺕ ﺑﺸﺄﻥ ﺍﻟﻮﻇﺎﺋﻒ‪ .‬ﺻﺤﻴﺢ ﺃﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﻫﺬﻩ ﺍﳌﻮﺍﻗـﻊ ﳎﺎﻧﻴـﺔ‪،‬‬
‫ﺕ ﻟﻘﺎﺀ ﺧﺪﻣﺎ‪‬ﺎ‪.‬ﺇﻥ ﻣﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻟﺘﻮﻇﻴﻒ ﻭﻃﻠﺐ ﺍﳋـﱪﺍﺀ‬‫ﺼﺼﻴﺔ ﻣﻨﻬﺎ ﺗﺘﻘﺎﺿﻰ ﻣﺒﺎﻟﻎ ﻭﻋﻤﻮﻻ ٍ‬‫ﻟﻜﻦ ﺍﻟﺘﺨ ‪‬‬
‫ﻭﺗﺄﻫﻴﻞ ﺍﳌﻮﻇﻔﲔ ﻭﺷﺆﻭﻥ ﺍﻟﻌﻤﻞ )ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﻭﻏﲑﻫﺎ( ﺃﺻﺒﺤﺖ ﲢﺘﻞ ﻣﺴﺎﺣ ﹰﺔ ﻃ‪‬ﻴﺒـ ﹰﺔ ﰲ ﺍﻟﻌـﺎﱂ‬
‫ﺍﻻﻓﺘﺮﺍﺿﻲ‪.‬‬
‫ﺼﺼﺔ ﻟﻠﺘﻮﻇﻴﻒ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺫﻟـﻚ ﺑﻘﻴﺎﻣﻬـﺎ‬ ‫ﺕ ‪‬ﻣﺘﺨ ‪‬‬
‫ﻭﻗﺪ ﻧﺸﺄﺕ ﰲ ﺍﻟﻔﺘﺮﺓ ﺍﻷﺧﲑﺓ ﻣﺆﺳﺴﺎ ‪‬‬
‫ﺑﺘﺠﻤﻴﻊ ﺻﺤﺎﺋﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻜﻞ ﻣﻦ ﻳﺒﺤﺚ ﻋﻦ ﻋﻤﻞ‪ ،‬ﺃﻭ ﻳﺮﻳﺪ ﺗﻐﻴﲑ ﻋﻤﻠﻪ ﺑﺂﺧﺮ ﺃﻓﻀﻞ ﻣﻨﻪ‪،‬‬
‫ﻭﺗﺘﻠﻘﱠﻰ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺘﺎﺣﺔ ﻟﺪﻯ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺗﻨﺸﺮﻫﺎ ﰲ ﺍﳌﻮﻗﻊ ﺍﳋﺎﺹ ‪‬ﺎ‪ ،‬ﺟﻨﺒﹰﺎ ﺇﱃ ﺟﻨﺐ ﻣـﻊ‬
‫ﺑﻴﺎﻧﺎﺕ ﺍﻟﺒﺎﺣﺜﲔ؛ ﲝﻴﺚ ﻳ‪‬ﺘﺎﺡ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻟﺪﺧﻮﻝ ﻣﺒﺎﺷﺮ ﹰﺓ ﺇﱃ ﻣﻮﻗﻊ ﻣﺆﺳـﺴﺔ ﺍﻟﺘﻮﻇﻴـﻒ ﻭﺍﻟﺒﺤـﺚ‬
‫ﻣﺒﺎﺷﺮ ﹰﺓ ﻋﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻨﺎﺳﺒﲔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﺜﺎﻝ ﺗﻄﺒﻴﻘﻲ ﳊﺎﻟﺔ ﺍﳍﻨﺪ ‪:‬‬
‫)‪(2‬‬

‫ﺇﻥ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺟﻌﻠﺖ ﺍﳍﻨﺪ ﺗ‪‬ﺼﺒﺢ ﻣﺮﻛﺰﹰﺍ ﻋﺎﳌﻴﹰﺎ ﻟﻘﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪،‬‬
‫ﺍﻟﻌﻤﺎﻟﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍ ﹸﳌﺘﻮﱢﻓﺮﺓ‪ ،‬ﺣﻴﺚ ﻳﻮﺟﺪ ﰲ ﺍﳍﻨﺪ ﺛﺎﱐ ﺃﻛﱪ ﳎﻤﻮﻋـﺔ ﻋﻠﻤﻴـﺔ ﰲ ﺍﻟﻌـﺎﱂ ﺗﺘﺤـ ‪‬ﺪﺙ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﺑﻌﺪ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ .‬ﻭ‪‬ﻳﻘ ‪‬ﺪﺭ ﻭﺟﻮﺩ ﻣﺎ ﻳﻘﺮﺏ ﻣﻦ ‪ 4‬ﻣﻼﻳﲔ ﻋﺎﻣﻞ ﺗﻘﲏ‪ ،‬ﻭ‪ 1832‬ﻣﺆﺳﺴﺔ‬
‫ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭ ﺑﻮﱄ ﺗﻜﻨﻴﻚ‪ ،‬ﺗﺘﻮﱠﻟﻰ ﺗﺪﺭﻳﺐ ﻣﺎ ﻳﻘﺮﺏ ﻣﻦ ‪ 67785‬ﺷﺨﺼﹰﺎ ﺳﻨﻮﻳﹰﺎ ﰲ ﳎﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺎﺕ‬
‫ﺳﻨﻮﻳﺎ‪.‬‬
‫ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳍﻨﺪﻱ‪ ،‬ﻳﺴﺘﺨﺪﻡ ‪ 1.3‬ﻣﻠﻴﻮﻥ ﺷﺨﺺ؛ ﻓﺈﻥ ﺍﻟﺘﻘﺎﺭﻳﺮ‬
‫ﺍﳌﺨﺘﺼﺔ ‪‬ﺗﺤ ﱢﺬﺭ ﻣﻦ ﺃﻥ ﺍﳍﻨﺪ ﺳ‪‬ﺘﻮﺍﺟﻪ ﻧﻘﺼﹰﺎ ﻳﺼﻞ ﺇﱃ ﻧﺼﻒ ﻣﻠﻴﻮﻥ ﺷﺨﺺ ﲝﻠﻮﻝ ﻋﺎﻡ ‪ .2010‬ﻭﳛﺘﺎﺝ‬
‫ﺍﻟﻘﻄﺎﻉ ﺇﱃ ﻣﺎ ﻳﻘ ‪‬ﺮﺏ ﻣﻦ ‪ 350‬ﺃﻟﻒ ﻣﻬﻨﺪﺱ ﺳﻨﻮﻳﹰﺎ‪ ،‬ﻏﲑ ﺃﻥ ﺍ ﹸﳌﺘﻮﱠﻓﺮ ﻻ ﻳﺰﻳﺪ ﻋﻠﻰ ‪ 150‬ﺃﻟﻒ ﺷـﺨﺺ‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺩﺍﺭ ﻏﺮﻳﺐ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2001 ،‬ﺹ ‪) 432‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(1‬‬
‫‪(2) www.aitnews.com.‬‬
‫‪64‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺳﻨﻮﻳﹰﺎ‪ .‬ﻭﻳﻘﻮﻡ ﺍﻟﻌﺎﱂ ﻛﻠﻪ ﲞﻂ ﻣﺒﺎﺷﺮ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳍﻨﺪ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺪﺍﺭﺓ ﻋﻠـﻰ‬
‫ﺃﻓﻀﻞ ﳓﻮ؛ ﺑﺴﺒﺐ ﺍﻟﻘﻮﺓ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳍﺎﺋﻠﺔ ﺍ ﹸﳌﺘﻮﱠﻓﺮﺓ ﰲ ﺍﻟﺒﻠﺪ ﻭﺍ ﹸﳌﺪ ‪‬ﺭﺑﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﹰﺎ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﺤ ‪‬ﺪﺙ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻭﺗ‪‬ﺘﺴﻢ ﺑﺎﻟﺘﻜﻠﻔﺔ ﺍﳌﻨﺨﻔﻀﺔ‪ .‬ﻭﻣﻦ ﺑﲔ ﺍﻷﲰﺎﺀ ﺍﳌﻌﺮﻭﻓﺔ "ﻫﻴﻮﻟﻴﺖ ﺑﺎﻛﺎﺭﺩ" ﻭ"ﺩﻳـﻞ" ﻭ"ﻣﺎﻳﻜﺮﻭﺳـﻮﻓﺖ"‬
‫ﻭ"ﺃﺳﻴﻨﺘﺸﺮ" ﻭ"ﺇﻧﺘﻞ" ﻭ"ﺇﻱ ﺩﻱ ﺃﺱ ﻣﻮﺭﺏ"‪ ،‬ﻭﻫﻲ ‪‬ﺗﻮ ‪‬ﺳﻊ ﻣﺮﺍﻛﺰﻫﺎ ﺍﳋﺎﺭﺟﻴـﺔ ﰲ ﺍﳍﻨـﺪ‪ ،‬ﻭﺗ‪‬ـﺸ ‪‬ﻐﻞ‬
‫ﻋﺸﺮﺍﺕ ﺍﻷﻻﻑ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳉﹸﺪﺩ‪.‬ﻭﺗﻘﻮﻝ ﻧﺘﺎﺋﺞ ﺗﻘﺮﻳﺮ ﻟﻘﻄﺎﻉ ﺧـﺪﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳍﻨﺪ ﺻﺎﺩﺭ ﰲ ﺍﻟﻌﺎﻡ ‪ ،2008‬ﺃﻥ ﻋﺪﺩ ﺍﳋﺮﳚﲔ ﰲ ﳎﺎﻝ ﺍﳍﻨﺪﺳﺔ ﺳﻨﻮﻳﹰﺎ ﰲ ﺍﳍﻨـﺪ ﺳـﻴﺰﻳﺪ‬
‫ﲝﻮﺍﱄ ‪ 100‬ﺃﻟﻒ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﺪﺩ ‪ 600‬ﺃﻟﻒ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻼﺣﻘﺔ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﻣﺆﺳﺴﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳍﻨﺪ ﺗﺘﻄﱠﻠﻊ ﺇﱃ ﻭﺟﻮ ٍﺩ ﻭﺍﺳﻊ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻭﺗﻌﺘﱪ "ﻭﻳﱪﻭ" ﻣﺜـﺎ ﹰﻻ ﻋﻠـﻰ‬ ‫ﻋﱪ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺸﺮﺍﺀ ﺍﻟﱵ ‪‬ﺗﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻬﺎﺭﺍ ٍ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻻﺳﺘﻴﻼﺀ ﻫﺬﻩ‪ ،‬ﺣﻴﺚ ﺍﺷﺘﺮﺕ ﺳﺖ ﻣﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﻭﻣﺘﻮﺳﻄﺔ ﺍﳊﺠﻢ ﰲ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺜﻞ "ﻧﻴﻮﻟﻮﺟﻴﻚ"‪ ،‬ﻭ"ﺃﻣﺒﺎﻭﺭ"‪ ،‬ﻭ"ﺳﺎﺭﺍﻭﻳﺮ ﻭﺍﻧﻴﺒﻠﺮ" ﰲ ﻓﻴﺘﻨﺎﻡ ﻭﺭﻭﻣﺎﻧﻴﺎ ﻭﺍﻟﱪﺗﻐﺎﻝ‪ .‬ﻭﺃﺷﺎﺭﺕ‬
‫ﺴﺒﺔ ﺣﺪﻳﺜﹰﺎ ﺣ ﱠﻘﻘﺖ ﺃﺭﺑﺎﺣﹰﺎ‪.‬ﻭﻫﻨﺎﻙ ﻣﺎ ﻳﻘ ‪‬ﺮﺏ ﻣـﻦ ‪ %10‬ﻣـﻦ‬ ‫"ﻭﻳﱪﻭ ﺇﻧﺪﻳﺎ" ﺇﱃ ﺃﻥ ﻛﻞ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﺆﺳﺴﺔ "ﺗﺎﺗﺎ ﻛﻮﻧﺴﻠﺘﻨﺴﻲ" ﻣﻦ ﺍﻷﺟﺎﻧﺐ‪ ،‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﳌﺆﺳﺴﺔ "ﺇﻧﻔﻮﺳﻴﺰ" ﺗﺼﻞ ﺍﻟﻨـﺴﺒﺔ ﺇﱃ‬
‫‪.%3‬ﻛﻤﺎ ﺃﻥ ﻭﻇﺎﺋﻒ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺘﻤﺘ‪‬ﻊ ﲟﻜﺎﻧ ٍﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺧﺎﺻ ﹰﺔ ﺑﲔ ﺍﳍﻨﻮﺩ؛ ﻓﺎﳉﻴـﻞ‬
‫ﺍﳉﺪﻳﺪ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﺍﳍﻨﻮﺩ ﻳﺘﻮ ‪‬ﺟﻬﻮﻥ ﺇﱃ ﻫﺬﺍ ﺍﻟﻘﻄﺎﻉ‪ ،‬ﻣﺘﺠـﺎﻫﻠﲔ ﺍﻟﻮﻇـﺎﺋﻒ ﺍﳊﻜﻮﻣﻴـﺔ ﺍﻷﺧـﺮﻯ‬
‫ﻀﻠﺔ)‪.(1‬‬
‫ﺍ ﹸﳌﻔ ‪‬‬
‫ﻭﲣﺮﺝ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ "ﺑﺎﻧﻐﺎﻟﻮﺭ" ﻋﻦ ﻣﺴﺎﺭﻫﺎ ﻟﺘﺤﺘﻔﻆ ﺑﺎﳌﻮﻇﻔﺎﺕ ﺍﻟﻌﺎﻣﻼﺕ ﻟﺪﻳﻬﺎ‪،‬‬
‫ﻭﻫﻲ ﺗﺸﻌﺮ ﺑﺎﳍﻮﺱ ﲡﺎﻩ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﻫﺬﻩ‪ ،‬ﻭﻟﺪﻯ ﻗﺴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﻣ ‪‬ﱪ ‪‬ﺭ ﻣﻌﻘﻮﻝ‬
‫ﻟﻠﻘﻴﺎﻡ ﺑﺬﻟﻚ‪ .‬ﻓﻘﺪ ‪‬ﻭﺟﺪ ﺃﻥ ﺍﻟﻨﺴﺎﺀ ﺃﻛﺜﺮ ﺇﻧﺘﺎﺟﻴﺔ ﻭﺃﻗﻞ ﻋﺮﺿ ﹰﺔ ﻟﺘﻐﻴﲑ ﺍﻟﻮﻇﻴﻔﺔ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﺮﺟـﺎﻝ‪ .‬ﻭﰲ‬
‫ﻣﺆﺳﺴﺔ "ﰐ‪.‬ﺳﻲ‪.‬ﺃﺱ" ‪‬ﺗﺸ ﱢﻜﻞ ﺍﻟﻨﺴﺎﺀ ‪‬ﺭﺑﻊ ﻗﻮﺓ ﺍﻟﻌﻤﻞ‪ ،‬ﺑﻴﻨﻤﺎ ﰲ "ﺇﻧﻔﻮﺳﻴﺰ ﻭﻭﻳﱪﻭ" ‪‬ﻳﺸ ﱢﻜﻠﻦ ﻣﺎ ﻳﻘ ‪‬ﺮﺏ ﻣﻦ‬
‫ﺍﻟﺜﻠﺚ‪ .‬ﺃﻣﺎ ﰲ ﻣﺆﺳﺴﺎﺕ ﻣﺜﻞ "ﺁﻱ‪.‬ﰊ‪.‬ﺃﻡ" ﻭ"ﺃﺳﻴﻨﺘﺸﺮ"‪ ،‬ﻓﻬﻨﺎﻙ ﻣﺎ ﻳﻘ ‪‬ﺮﺏ ﻣﻦ ‪‬ﺧﻤﺲ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﻣـﻦ‬
‫ﺍﻟﻨﺴﺎﺀ‪ .‬ﻭ‪‬ﻳﻘ ‪‬ﺪﺭ ﺃﻧﻪ ﲝﻠﻮﻝ ﻋﺎﻡ ‪ 2010‬ﺳ‪‬ﺘﺸ ﱢﻜﻞ ﺍﻟﻨﺴﺎﺀ ﻧﺼﻒ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﰲ ﻗﻄﺎﻉ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺍﳍﻨﺪ‪.‬‬
‫ﻭﰲ ﺍﳍﻨﺪ ﱠﰎ ﺗﻮﻓﲑ ﺃﻛﺜﺮ ﻣﻦ ‪ 250,000‬ﻓﺮﺻﺔ ﻋﻤﻞ ﻟﻠﻨﺴﺎﺀ ﻣﻦ ﺧﻼﻝ ﺍﳍﻮﺍﺗﻒ ﺍﶈﻤﻮﻟﺔ ﰲ ﺳﻨﺔ ‪.(2)2001‬‬

‫ﻟﻘﺪ ﻗﺎﻝ ﺃﺣﺪ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻜﺸﻤﲑﻱ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻣﻊ ﻣﺆﺳﺴﺔ "ﺁﻱ‪.‬ﰊ‪.‬ﺃﻡ" ﰲ ﺩﳍﻲ‪ ،‬ﺃﻧﻪ » ﻟﻴﺴﺖ ﻭﻇﺎﺋﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ‬ ‫)‪(1‬‬

‫ﻀﻠﺔ ﺑﲔ ﺍﻵﺧﺮﻳﻦ ﰲ ﺍ‪‬ﺘﻤﻊ «‪.‬‬


‫ﺍﻟﻮﺣﻴﺪﺓ ﺍﻹﺑﺪﺍﻋﻴﺔ‪ ،‬ﻭﺗ‪‬ﻮﻓﱢﺮ ﺭﺍﺗﺒﹰﺎ ﺟﻴﺪﹰﺍ‪ ،‬ﻭﺇﳕﺎ ﺃﻳﻀﹰﺎ ‪‬ﺗﻌﻄﻲ ﺍﳌﺮﺀ ﻣﻜﺎﻧ ﹰﺔ ﺧﺎﺻﺔ ‪‬ﻣﻔ ‪‬‬
‫ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺑﺸﲑ ﺍﻟﺪﻭﻳﱯ‪ » ،‬ﻣﺘﻄﻠﺒﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻨﻬﻮﺽ ﺑﺘﺸﻐﻴﻞ ﺍﻟﺸﺒﺎﺏ ﰲ ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﺍﳌﺘﻐﲑﺓ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ‬ ‫)‪(2‬‬

‫ﻟﻠﻨﺪﻭﺓ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻋﻦ » ﺩﻭﺭ ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﰲ ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﺎﺏ «‪ ،‬ﻃﺮﺍﺑﻠﺲ‪ 13 – 11 ،‬ﺟﻮﻳﻠﻴﺔ ‪ ،2005‬ﺹ ‪.5‬‬
‫‪65‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻄ ‪‬ﺮﻗﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﺳﺘﻨﺘﺠﻨﺎ ﺃﻥ‬
‫ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻗﺪ ﺃﺻﺒﺢ ﺃﺣﺪ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ ﺍﳍﺎﻣﺔ ﰲ ﻇﻞ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﻣـﻦ‬
‫ﺑﻌﺪﻩ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺻﺎﺭﺕ ﺍﻟﺴﺮﻋﺔ ﰲ ﺧﻠﻖ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﻭﺿﻌﻬﺎ ﰲ ﺍﻟﻌﻤﻞ ﻭﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﰲ‬
‫ﺍﻹﻧﺘﺎﺝ ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﲢﺪﺩ ﺍﳌﺴﺘﻮﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻠﺒﻠﺪ ﺍﻟﺬﻱ ﻳﻨﺘﺠﻬﺎ‪ .‬ﻛﻤﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺍﻻﺳـﺘﺜﻤﺎﺭ ﰲ‬
‫ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺇﱃ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺳﻮﺍﺀ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻜﻠﻲ ﻟﻼﻗﺘـﺼﺎﺩ ﺃﻭ ﻋﻠـﻰ ﻣـﺴﺘﻮﻯ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﻤﺎ ﻳﺰﻳﺪ ﰲ ﻓﺮﺹ ﺍﻟﻌﻤﻞ ﻭﻳ‪‬ﺴﺎﻫﻢ ﰲ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﺒﻄﺎﻟﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﻣﻦ ﺧﻼﻝ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﻭﻣﻨﻬﺎ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺇﻥ ﻣﻦ ﺃﻫﻢ ﳑ‪‬ﻴﺰﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﱵ ﺗ‪‬ﺆﺛﱢﺮ ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ ﺍﳌﻮﺭﺩ ﺍﻟﺒـﺸﺮﻱ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ ﻫﻲ ﺗﻘﻠﻴﺺ ﺩﻭﺭ ﻋﺎﻣﹶﻠﻲ ﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ ﻛﻤ‪‬ﺤﺪ‪‬ﺩ ﻟﻸﻧﺸﻄﺔ؛ ﺣﻴﺚ ‪‬ﺗﺘﻴﺢ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ‬
‫ﻣﺎ ﺗﻮﻓﺮﻩ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻦ ﻣﺰﺍﻳﺎ ﺇﻣﻜﺎﻧﻴﺔ ﺃﺩﺍﺀ ﺍﻷﻧﺸﻄﺔ ﻣـﻦ ﺃﻱ ﻣﻜـﺎﻥ ﻭﰲ ﺃﻱ ﺯﻣـﺎﻥ‪ ،‬ﺗـﻮﻓﲑ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﻤﹰﺎ ﻭﻛﻴﻔﹰﺎ ﻭﺗﻮﻓﲑ ﺍﳌﺮﻭﻧﺔ ﰲ ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺑﺎﻟﻘﺪﺭ ﺍﻟﻜﺎﰲ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻓﻌﺎﻟﻴـﺔ‬
‫ﺃﺩﺍﺀ ﺍﻟﻨﺸﺎﻁ ﻭﺳﻬﻮﻟﺘﻪ ﻭﺇﺗﺎﺣﺔ ﻋﺪﺩ ﻻ ‪‬ﺎﺋﻲ ﻣﻦ ﺍﻟﺒﺪﺍﺋﻞ ﺍﻟﱵ ﻳﺘﻢ ﺗﻮﻇﻴﻔﻬﺎ ﻭﻓﻘﺎ ﻟﻠﻈﺮﻭﻑ ﺍﶈﻴﻄﺔ‪ .‬ﻭﻋﻠﻴﻪ‪،‬‬
‫ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺍﻻﻋﺘﻤﺎﺩ ﰲ ﺃﺩﺍﺀ ﳐﺘﻠﻒ ﺍﻻﻋﻤﺎﻝ ﻋﻠﻰ ﻣﺎ ﺗﻮﻓﺮﻩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ‬
‫ﻣﻦ ﺗﻄﺒﻴﻘﺎﺕ ﻭﺃﻥ ﺗﻘﻮﻡ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﻄﻮﻳﺮ ﰲ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺘﺨﻔﻴﺾ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺯﻳـﺎﺩﺓ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫ﻭﺟﺪﻳ ‪‬ﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ ﻻ‬
‫ﺗﺰﺍﻝ ﺗﻌﺘﻤﺪ ﰲ ﺑﻌﺾ ﻣﺮﺍﺣﻠﻬﺎ ﻋﻠﻰ ﺑﻌﺾ ﻣﻦ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍ ﹸﳌﻨﺎ ِﻇﺮﺓ ﳍﺎ‪ ،‬ﻭﺫﻟﻚ ﻳﻌـﲎ ﺃﻥ‬
‫ﺟﺰﺀﹰﺍ ﻣﻦ ﻫﺬﻩ ﺍﻷﻋﻤﺎﻝ ﻳﺘ ‪‬ﻢ ﻋﱪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺟﺰ ٌﺀ ﺁﺧﺮ ﻳﺘ ‪‬ﻢ‬
‫ﻼ ﺗﻮﺻﻴﻞ ﺍ ﹸﳌﻨ‪‬ﺘﺞ ﺍﻟﺬﻱ ﱠﰎ ﺷﺮﺍﺅﻩ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻛﺬﻟﻚ ﻻﺑﺪ ﻣﻦ ﻣﺮﺍﻗﺒـﺔ ﻫـﺬﺍ‬ ‫ﺗﻘﻠﻴﺪﻳﹰﺎ؛ ﺣﻴﺚ ﻳﺘ ‪‬ﻢ ﻣﺜ ﹰ‬
‫ﺍﳌﹸﻨﺘ‪‬ﺞ ﺑﺎﻟﻌﲔ ﺍ‪‬ﺮﺩﺓ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﻣﻄﺎﺑﻘﺘﻪ ﻟﺸﺮﻭﻁ ﺍﳉﻮﺩﺓ ﻭﺍﻟﻨﻮﻋﻴﺔ‪ .‬ﺇﺫﻥ ﻓﻜﻞ ﻋﻤ ٍﻞ ﳝﻜﻦ ﺃﻥ ﳕ‪‬ﻴﺰ ﻓﻴﻪ ﻣﺎ‬
‫ﺑﲔ ﻋﺪﺓ ﻣﺮﺍﺣﻞ؛ ﺗﻠﻚ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﺇﻟﻜﺘﺮﻭﻧﻴﹰﺎ ﻭﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﺗﻘﻠﻴﺪﻳﹰﺎ‪.‬‬
‫‪66‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﺍﻟﻔﺼــﻞ ﺍﻟﺜﺎﱐ‬

‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫‪67‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﺗ‪‬ﻌﺘﱪ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﱵ ﲢﺘﺎﺟﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﺃﺩﺍﺀ ﳐﺘﻠﻒ ﺃﻋﻤﺎﳍﺎ‪ ،‬ﻭﻟﻜﻦ‬
‫ﻧﻈﺮﹰﺍ ﻟﻠﺘﻄ ‪‬ﻮﺭﺍﺕ ﺍﳊﺎﺻﻠﺔ ﰲ ﻣﻴﺪﺍﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﺜﻠﻤﺎ ﺃﺷـﺮﻧﺎ ﺇﻟﻴـﻪ ﰲ ﺍﻟﻔـﺼﻞ‬
‫ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻓﻘﺪ ﺑﺮﺯ ﺩﻭﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﻫﺬﻩ ﺍﻷﺧﲑﺓ ﺿﺮﻭﺭﻳ ﹰﺔ ﺟﺪﹰﺍ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻷﻧـﺸﻄﺔ‬
‫ﻂ ﻭﺗﻨﻈﻴﻢ ﻭﺍﺗ‪‬ﺨﺎﺫ ﻗﺮﺍﺭﺍﺕ – ﻳﺘﻄﻠﱠـﺐ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻓﺈﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ‪ -‬ﻣﻦ ﲣﻄﻴ ٍ‬
‫ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺣﺠ ٍﻢ ﻛﺒﲑ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ ﻭﻣﺴﺘﻮﻳﺎ‪‬ﺎ‪ ،‬ﻭﻟﻮ ﺃﻧﻨﺎ ﺷ‪‬ﺒﻬﻨﺎ ﺍ‪‬ﺘﻤﻊ ﺑﺎﳉـﺴﻢ‬
‫ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻓﺈﻥ ﺃﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﺜﻞ ﺃﳘﻴﺔ ﺍﻟﺪﻡ ﺍﻟﺬﻱ ﻳﺘﺪﱠﻓﻖ ﰲ ﺍﻟﺸﺮﺍﻳﲔ‪ ،‬ﻭﻻ ﳝﻜﻦ ﺃﻥ ﳛﲕ‬
‫ﺍﳉﺴﻢ ﺑﺪﻭﻧﻪ‪.‬‬
‫ﻭﺗﻠﻌﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﳋﺎﺭﺟﻴـﺔ ﻭﺑـﲔ ﺍﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﻭﺇﻣﻜﺎﻧﻴﺎﺕ ﻭﹸﻗﺪﺭﺍﺕ ﺍﻷﺟﻬﺰﺓ ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻋﺪﻳ ‪‬ﺪ ﻣﻦ ﺍﻻﺗ‪‬ﺠﺎﻫﺎﺕ ﰲ ﺍﻷﺟﻬﺰﺓ ﺍﻹﺩﺍﺭﻳﺔ ‪‬ﺗ ِﱪﺯ ﺍﳊﺎﺟﺔ‬
‫ﺼﺺ ﻭﺗﻘﺴﻴﻢ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻇﻬـﻮﺭ‬ ‫ﺇﱃ ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﻧﻈﺎ ٍﻡ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻟﺘﺨ ‪‬‬
‫ﺃﺳﺎﻟﻴﺐ ﺟﺪﻳﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺍﻻﺗ‪‬ﺠﺎﻩ ﳓﻮ ﺍﻟﻼﻣﺮﻛﺰﻳﺔ ﰲ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﺍﻟﺘﻮﻇﻴﻒ ﺍ ﹸﳌﺆﱠﻗﺖ ﻟﻼﺳﺘﻔﺎﺩﺓ‬
‫ﺕ ﻣﻌﻴﻨﺔ ﻭﻷﺩﺍﺀ ﻣﻬﺎ ٍﻡ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ‪ ،‬ﻭﺑﺮﻭﺯ ﻇﺎﻫﺮﺓ ﺍﻟﻌﻮﳌﺔ ﻭﺍﻟﺘﺤ ‪‬ﻮﻝ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳋﺪﻣﺎﺕ‪.‬‬
‫ﻣﻦ ﻣﻬﺎﺭﺍ ٍ‬
‫ﻭﻟﻼﺳﺘﻔﺎﺩﺓ ﺍﻟﻌﻈﻤﻰ ﻣﻦ ﻫﺬﺍ ﺍﳌﻮﺭﺩ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﻫﻴﻜﻠﺘﻪ ﰲ ﺷﻜﻞ ﻧ‪‬ﻈ ٍﻢ ‪‬ﺗﺴ ‪‬ﻤﻰ ﺑﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪‬ﺗﻮ ﹶﻛﻞ ﳍﺎ ﻣﻬﻤﺔ ﲡﻤﻴﻊ ﻭ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲣﺰﻳﻨﻬﺎ‪ ،‬ﰒ ﺑﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﻋﻤﻠﻴﺔ ﺍﳌﻌﺎﳉـﺔ ﺇﱃ‬
‫ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﺃﻭ ﺇﱃ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ؛ ﲝﻴﺚ ﻳﺮﺗﺒﻂ ﺻﺤﺔ ﺍﻟﻘﺮﺍﺭ ﲟﺪﻯ ﺻﺤﺔ ﺍ ﹸﳌﻨـ‪‬ﺘﺞ ﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺣﺎﲰﹰﺎ ﰲ ﺣﻴﺎﺓ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻳﱪﺯ ﺩﻭﺭ ﺍﳊﺎﺳﻮﺏ ﰲ ﺧﺪﻣﺔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳊﺪﻳﺜـﺔ ﰲ‬
‫ﻛﻮﻧﻪ ﺍﻷﺩﺍﺓ ﺍﻟﱵ ‪‬ﺗﻌﺎِﻟﺞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺘﺤ ﱠﻜﻢ ﰲ ﻋﻤﻠﻴﺎﺕ ﺣﻔﻈﻬﺎ ﻭﺍﺳـﺘﺮﺟﺎﻋﻬﺎ‪ .‬ﻭﺩﻭﺭ ﺍﳊﺎﺳـﻮﺏ ﰲ‬
‫ﺧﺪﻣﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺜﻞ ﺍﻟﻘﻠﺐ ﺍﻟﺬﻱ ﻳﻀ ‪‬ﺦ ﺍﻟﺪﻡ ﺇﱃ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﳉـﺴﻢ‪ .‬ﻓﺎﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳊﺎﺳﻮﺏ ﰲ ﺍﳌﺆﺳﺴﺔ ﳘﺎ ﻣﺜﻞ ﺍﻟﺪﻡ ﻭﺍﻟﻘﻠﺐ ﰲ ﺍﳉﺴﻢ ﺍﻟﺒﺸﺮﻱ‪.‬‬
‫ﻭﺳﻨﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﻩ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﺍﻟ‪‬ﻨﻈﻢ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ؛‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -‬ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪68‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ ﻓﻲ ﻇﻞ ﺍﻟﻤ‪‬ﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‬
‫ﺳﻨﺤﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﺒﺤﺚ ﺗﻨﺎﻭﻝ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻨﻈﺎﻡ ﻭ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﻢ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ‬
‫ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﻢ ﻭ ﺃﻫﻢ ﻣﻜﻮﻧﺎﺗﻪ ﻭ ﻋﻨﺎﺻﺮﻩ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‪.‬‬


‫ﻱ‬
‫‪‬ﺗﻤﱢﺜﻞ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ)‪ (1‬ﺃﻭ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ)‪ (2‬ﳏﺎﻭﻟ ﹰﺔ ﻧﻈﺮﻳﺔ ﻭﻣﻨﻬﺠﻴﺔ ﺷﺎﻣﻠﺔ ﻟﺪﺭﺍﺳﺔ ﺃ ‪‬‬
‫ﻇﺎﻫﺮ ٍﺓ ﰲ ﺍﳊﻴﺎﺓ ﻭﺍﻟﻄﺒﻴﻌﺔ‪ .‬ﻭﺍﻟﻐﺎﻳﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳉﺪﻳﺪﺓ ﻓﻬﻢ ﺍﳊﻘﺎﺋﻖ ﻭﺍﻟﻈﻮﺍﻫﺮ‪ ،‬ﻣﻦ ﺧﻼﻝ‬
‫ﺗﻔﻜﻴﻜﻬﺎ ﺇﱃ ﻋﻨﺎﺻﺮﻫﺎ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎ‪‬ﺎ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻭﻓﻬﻢ ﻋﻼﻗﺎﺕ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ‪ ،‬ﺿﻤﻦ ﺇﻃﺎ ٍﺭ ﻋﺎﻡ‬
‫ﻭﻣﻨﻈﻮ ٍﺭ ﻳﺘﻀﻤ‪‬ﻦ ﻛﻞ ﺃﺑﻌﺎﺩ ﻭﺃﻭ ‪‬ﺟﻪ ﺍﻟﻈﺎﻫﺮﺓ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﺇﻥ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ ‪ -‬ﺍﻟﱵ ﺳﻨﺪﺭﺱ‬
‫ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻫﺎ‪ -‬ﻫﻲ ﻣﻨﻬﺞ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻈﺎﻣﻲ ﻟﻠﻈﻮﺍﻫﺮ ﻭﺍﻷﺷﻴﺎﺀ ﺍﶈﻴﻂ ﺑﻨﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫ﺕ ‪‬ﻣﺘﺮﺍِﺑﻄﺔ ﻭ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ‪،‬‬‫‪‬ﻳﻌ ‪‬ﺮﻑ ﺍﻟﻨﻈﺎﻡ ﺑﺄﻧﻪ‪ » :‬ﺫﻟﻚ ﺍﻟﻜﻞ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﻣﻦ ﺃﺟﺰﺍﺀ‪ ،‬ﻋﻨﺎﺻﺮ‪ ،‬ﺃﻭ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﻑ ﺟﻮﻫﺮﻳﺔ ﻭﻣﺸﺘﺮﻛﺔ «)‪.(3‬‬ ‫ﺕ ﻭﺃﻫﺪﺍ ٍ‬
‫ﺿﺪ؛ ‪‬ﺪﻑ ﲢﻘﻴﻖ ﻏﺎﻳﺎ ٍ‬ ‫ﺗﻌﻤﻞ ﺿﻤﻦ ﺗﻨﺴﻴ ٍﻖ ﻭﺗﻌﺎ ‪‬‬
‫ﻭﻫﻮ ﻛﺬﻟﻚ‪ » :‬ﻭﺣﺪ ﹲﺓ ﻣﺎ ﺗﻌﻤﻞ ﰲ ﺑﻴﺌ ٍﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺟﺰﺍﺀ ﺍﻟﱵ ﺗﻌﻤﻞ ﻣﻌﹰﺎ‬
‫ﻑ ﻋﺎﻡ «)‪.(4‬‬
‫ﻟﺘﺤﻘﻴﻖ ﻫﺪ ٍ‬
‫ﻼ‬
‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﺍﻟﻨﻈﺎﻡ ﻛﺬﻟﻚ ﻋﻠﻰ ﺃﻧﻪ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﻣﻊ ﺑﻌﻀﻬﺎ ﻭ‪‬ﺗﺸ ﱢﻜﻞ ﻫـﻴﻜ ﹰ‬
‫‪‬ﻣﻨ‪‬ﻈﻤﹰﺎ «‪.‬‬
‫ﻳﻬﺪﻑ ﺍﻟﻨﻈﺎﻡ ﺇﱃ ﺃﺩﺍﺀ ﻭﻇﻴﻔ ٍﺔ ﳏﺪﻭﺩﺓ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ‪ .‬ﻓﺎﻟﻨﻈﺎﻡ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣـﻦ‬
‫ﺕ ﻣﺎﺩﻳـﺔ‪ ،‬ﻣﺜـﻞ‪:‬‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ‪‬ﺗﺸ ﱢﻜﻞ ﻣﺎ ‪‬ﻳﺪﻋﻰ ‪‬ﲟﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﱵ ﺗﻜﻮﻥ ﺇﻣﺎ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣ‪‬ﻜﻮ‪‬ﻧـﺎ ٍ‬
‫ﺕ ﻣﻌﻨﻮﻳـﺔ‪،‬‬
‫ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﺍﻟﺸﺎﺷﺎﺕ ﺃﻭ ﺧﻄﻮﻁ ﺍﻻﺗﺼﺎﻝ ﺃﻭ ﺍﻟﻮﺭﻕ‪ ،‬ﺃﺩﻭﺍﺕ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﻄﺒﺎﻋﺔ‪ ،‬ﺃﻭ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬

‫‪.General Systems Theory‬‬ ‫)‪(1‬‬

‫‪.Systems Approach‬‬ ‫)‪(2‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.18‬‬ ‫)‪(3‬‬

‫ﻼ ﻋﻦ‪:‬‬
‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﻧﻘ ﹰ‬ ‫)‪(4‬‬
‫‪Gupa, U, Information systems: success in the 21 st Century, Prentice-Hall, Upper Saddle River, New Jersey,‬‬
‫‪2000, P12.‬‬
‫‪69‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻣﺜﻞ‪ :‬ﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﺍﳌﻠﻔﺎﺕ‪ ،‬ﻭﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻭﺍﻟﻘﻮﺍﻧﲔ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ؛ ﻭﺍﻟﻌﻼﻗﺎﺕ ﻫﻲ ﻛﻞ ﻣﺎ ﻳﻌﻤﻞ ﻋﻠـﻰ ﺭﺑـﻂ‬
‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﻣﻊ ﺑﻌﻀﻬﺎ؛ ﲝﻴﺚ ‪‬ﺗﺸ ﱢﻜﻞ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻨﻈﻮﻣ ﹰﺔ ﻧﺎﺟﺤﺔ ﺗ‪‬ﺆﺩ‪‬ﻱ ﻭﻇﻴﻔ ﹰﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﳎﻤﻮﻋ ﹰﺔ‬
‫ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ «)‪. (1‬‬
‫ﺼﺼﺔ ﻭﻟﻜﻨﻬﺎ ‪‬ﻣﺘﻔﺎ ِﻋﻠﺔ‪ ،‬ﻭﻳﺘﻮﻗﱠﻒ ﺃﺩﺍﺀ ﺍﻟﻨﻈﺎﻡ‬
‫» ﺍﻟﻨﻈﺎﻡ ﻫﻮ ﻛﺬﻟﻚ ﻛﻴﺎ ﹲﻥ ﻣﺘﻜﺎﻣ ﹲﻞ ﻳﻀ ‪‬ﻢ ﺃﺟﺰﺍ ًﺀ ‪‬ﻣﺘﺨ ‪‬‬
‫ﻋﻠﻰ ﺗﻔﺎ ‪‬ﻋﻞ ﺃﺟﺰﺍﺋﻪ «)‪.(2‬‬
‫ﻣﻦ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﺃﻥ ﻧﺴﺘﺨﻠﺺ ﺃﻫﻢ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺕ ﺍﻟﻨﻈﺎﻡ ﻭﻫﻲ‪:‬‬
‫‪ -‬ﳎﻤﻮﻋﺔﹲ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ‪ :‬ﺗﺸ ﱢﻜﻞ ﺍﳍﻴﻜﻞ ﺍﻟﻌﺎﻡ ﻟﻠﻨﻈﺎﻡ ﻣﻦ ﺧﻼﻝ ﳎﻤﻮﻋﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍ ﹸﳌﺘـﺸﺎِﺑﻜﺔ‬
‫ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ؛‬
‫‪ -‬ﳎﻤﻮﻋﺔﹲ ﻣﻦ ﺍﳌﺒﺎﺩﺉ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍ ﹸﳌﺘﻌﺎ ‪‬ﺭﻑ ﻋﻠﻴﻬﺎ‪ :‬ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﺘﺤﻜﱡﻢ ﰲ ﺗﻨﻔﻴﺬ ﺳﲑ ﺍﻟﻌﻤﻠﻴـﺎﺕ‪،‬‬
‫ﻭﻳﺘ ‪‬ﻢ ﺑﻨﺎﺀ ﻭﺗﺼﻤﻴﻢ ﺍﻟﻨﻈﺎﻡ ﻃﺒﻘﹰﺎ ﳍﺎ؛‬
‫‪ -‬ﺳﻠﺴﻠﺔﹲ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ‪ :‬ﺗﺘﻤﺜﱠﻞ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﺗ‪‬ﻮﺿ‪‬ﺢ ﺳﲑ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻨﻈﺎﻡ‪ ،‬ﻭﻓﻘﹰﺎ ﻟﻠﻘﻮﺍﻋﺪ‬
‫ﻭﺍﳌﺒﺎﺩﺉ ﺍﳌﻮﺿﻮﻋﺔ‪ ،‬ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻨﺎ ِﺳﺒﺔ ﻗﺪ ﻭﺻﻠﺖ ﹸﳌﺴﺘﺨ ِﺪﻣﻴﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛‬
‫‪ -‬ﻫﺪﻑٌ ﻋﺎﻡ‪ :‬ﻓﻜﻞ ﻧﻈﺎ ٍﻡ ﻻﺑﺪ ﻭﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﻫﺪ ‪‬‬
‫ﻑ ﻳﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻪ‪ ،‬ﻭ‪‬ﻳﺆﱢﺛﺮ ﻋﻠﻰ ﻫﻴﻜﻠﻪ ﻭﺳﻴﺎﺳﺎﺗﻪ‪،‬‬
‫ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﰲ ﺇﺩﺍﺭﺓ ﻋﻤﻠﻴﺎﺗﻪ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺃﻫﺪﺍﻑ ﺍﻟﻨﻈﺎﻡ ﻗﺎﺑﻠ ﹰﺔ‬
‫ﻟﻠﻘﻴﺎﺱ‪ ،‬ﻭﻳﺴﻌﻰ ﻛﻞ ﻧﻈﺎ ٍﻡ ﺇﱃ ﲢﻘﻴﻖ ﻣﻴﺰ ٍﺓ ﺗﻨﺎﻓﺴﻴﺔ ﻋﻦ ﻏﲑﻩ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ‪.‬‬
‫ﻭﺣﱴ ﳝﻜﻦ ﺍﳊﻜﻢ ﻋﻠﻰ ﻣﺪﻯ ﻛﻔﺎﺀﺓ ﺍﻟﻨﻈﺎﻡ ﻭﻓﺎﻋﻠﻴﺘﻪ ﰲ ﲢﻘﻴﻖ ﺗﻠﻚ ﺍ ﹸﳌﻘ ‪‬ﻮﻣـﺎﺕ‪ ،‬ﻓﺈﻧـﻪ ﳝﻜـﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﻴﺎﺭﻳﻦ ﳘﺎ‪:‬‬
‫• ﻣﻌﻴﺎﺭ ﺍﻟﻜﻔﺎﺀﺓ‪ :‬ﻭﺗﺘﺤﺪ‪‬ﺩ ﺍﻟﻜﻔﺎﺀﺓ ﲟﺪﻯ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ؛‬
‫• ﻣﻌﻴﺎﺭ ﺍﻟﻔﺎﻋﻠﻴﺔ‪ :‬ﻭﺗﺘﺤﻘﱠﻖ ﺍﻟﻔﺎﻋﻠﻴﺔ ﻓﻴﻤﺎ ﻟﻮ ﺣ ﱠﻘﻖ ﺍﻟﻨﻈﺎﻡ ﺃﻫﺪﺍﻓﻪ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ‪‬ﻭﺿﻊ ﻣﻦ ﺃﺟﻠﻬﺎ‪.‬‬
‫ﻭﻳﻨﺒﻐﻲ ﻣﻼﺣﻈﺔ ﺃﻥ ﻛﻞ ﻧﻈﺎ ٍﻡ ﹸﻛﻒﺀ ﻗﺪ ﻻ ﻳﻜﻮﻥ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻧﻈﺎﻣﹰﺎ ﻓﻌﺎﱠ ﹰﻻ‪ ،‬ﻭﺍﻟﻌﻜﺲ ﺻـﺤﻴﺢ‪.‬‬
‫ﲟﻌﲎ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ﻗﺪ ﻳﻘﻮﻡ ﺑﺘﺤﻮﻳﻞ ﻋﻨﺎﺻﺮ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ )ﺑﻴﺎﻧﺎﺕ ﺃﻭ ﻣﻮﺍﺩ ﺧﺎﻡ( ﺇﱃ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ )ﻣﻌﻠﻮﻣﺎﺕ ﺃﻭ‬
‫ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ( ﺑﻜﻔﺎﺀ ٍﺓ ﺗﺎﻣﺔ ﺩﻭﻥ ﺃﻥ ‪‬ﻳﺤ ﱢﻘﻖ ﺃﻫﺪﺍﻓﻪ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻻ ﺗﺘﺤﻘﱠﻖ ﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻭﲢﻘﻴﻖ‬
‫ﳊﻜﻢ ﻋﻠﻰ ﺍﻟﻨﻈﺎﻡ ﺑﺄﻧﻪ ﻧﺎﺟﺢ‪.‬‬ ‫ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﺍﻟﻔﺎﻋﻠﻴﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺃﻣ ‪‬ﺮ ﺿﺮﻭﺭﻱ؛ ﺣﱴ ﳝﻜﻦ ﺍ ﹸ‬

‫‪(1) Encyclopédie de la gestion et du management, op.cit, P1173.‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.291-290‬‬ ‫)‪(2‬‬
‫‪70‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻃﺎﳌﺎ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ‪‬ﻳﺸ ﱠﻜﻞ ﻭﻳﻜﻮﻥ ﻷﺩﺍﺀ ﻭﻇﻴﻔ ٍﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻓﺈﻥ ﻟﻜـﻞ ﻧﻈـﺎ ٍﻡ‬
‫ﻑ ﻳﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻘﻪ‪ .‬ﻓﻨﻈﺎﻡ ﺍﻹﻧﺘﺎﺝ ﳛﺘﻮﻱ ﻋﻠﻰ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ )ﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ‪ ،‬ﺍﻟﺘﺠﻬﻴـﺰﺍﺕ‬ ‫ﻫﺪ ‪‬‬
‫ﺕ؛ ‪‬ﺪﻑ ﺇﻧﺘﺎﺝ ﺍﻟﺴﻠﻊ‪ .‬ﺃﻣﺎ‬
‫ﻭﺍﳌﻌﺪﺍﺕ‪ ،‬ﻭﺍﻟﻌﺎﻣﻠﲔ( ﺍﻟﱵ ﺗﺮﺑﻂ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻭﺗﻌﻤﻞ ﺿﻤﻦ ﻗﻮﺍﻋﺪ ﻭﺗﻌﻠﻴﻤﺎ ٍ‬
‫ﺧﺼﺎﺋﺺ ﺍﻟﻨﻈﺎﻡ ﻓﻬﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺻﻔﺎﺕ ﻋﻨﺎﺻﺮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﱵ ﺗﺄﺧﺬ ﳎﻤﻮﻋ ﹰﺔ ﳐﺘﻠﻔﺔ ﻣـﻦ ﺍﻟﻘـﻴﻢ ﺍﳌﺎﺩﻳـﺔ‬
‫ﻭﺍﻟﻮﺻﻔﻴﺔ ﻟ‪‬ﺘﻌ‪‬ﺒﺮ ﻋﻦ ﺣﺎﻟﺔ ﺍﻟﻨﻈﺎﻡ)‪.(1‬‬
‫ﻑ‬
‫ﺇﺫﻥ‪ ،‬ﻓﺎﻟﻨﻈﺎﻡ ﻫﻮ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺮﺗِﺒﻄﺔ ﻭﺍ ﹸﳌﺘﻔﺎ ِﻋﻠﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ؛ ﺗﻌﻤﻞ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﻫﺪ ٍ‬
‫ﺕ ﺗﻨﺎﻓﺴﻴﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﺗﻘﺎﺱ ﻫـﺬﻩ‬
‫ﻣﻌﲔ ﻫﻮ ﻫﺪﻑ ﺍﻟﻨﻈﺎﻡ ﻛﻜﻞ‪ ،‬ﻭﺗﺴﻌﻰ ﺍﻟﻨ‪‬ﻈﻢ ﻏﺎﻟﺒﹰﺎ ﺇﱃ ﲢﻘﻴﻖ ﻣﻴﺰﺍ ٍ‬
‫ﺍﳌﻴﺰﺍﺕ ﲟﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻭﻛﻔﺎﺀﺓ ﻛﻞ ﻧﻈﺎ ٍﻡ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻧﻈﺎ ٍﻡ ﺁﺧﺮ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻜﻮﻧﺎﺕ ‪،‬ﺃﻧﻮﺍﻉ ﻭﻋﻨﺎﺻﺮ ﺍﻟﻨﻈﻢ‪.‬‬
‫ﻑ‬
‫‪ -1‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ‪ :‬ﻳﺘﻜﻮ‪‬ﻥ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﲬﺴﺔ ﺃﺟﺰﺍ ٍﺀ ﺭﺋﻴﺴﻴﺔ‪ ،‬ﺍﻟﻐﺎﻳﺔ ﻣﻨﻬﺎ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﻫﺪ ٍ‬
‫ﻣﻌﲔ ﱠﰎ ﲢﺪﻳﺪﻩ ‪‬ﻣﺴ‪‬ﺒﻘﹰﺎ‪ .‬ﻭﻳﻘﺘﺼﺮ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ‪ -‬ﻭﺑﺸﻜ ٍﻞ ﺃﺳﺎﺳﻲ‪ -‬ﻋﻠﻰ ﲢﻮﻳﻞ ﻭﺗﺮﺣﻴﻞ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ‬
‫ﺕ ﺿﻤﻦ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﳋﻤﺴﺔ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬ ‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎ ٍ‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(7‬‬
‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ‬

‫)‪(1‬‬
‫)‪(2‬‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ‬
‫ﺍﻟﱪﳎﻴﺎﺕ‬

‫)‪(5‬‬

‫)‪(3‬‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺍﻷﺷﺨﺎﺹ‬
‫)‪(4‬‬

‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻇﺎﻫﺮ ﺷﺎﻫﺮ ﻳﻮﺳﻒ ﺍﻟﻘﺸﻲ‪ ،‬ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ‬
‫ﻭﺍﻟﺘﻮﻛﻴﺪﻳﺔ ﻭﺍﳌﻮﺛﻮﻗﻴﺔ ﰲ ﻇﻞ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﻤﺎﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻋﻤﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ ،2003 ،‬ﺹ ‪.114‬‬

‫ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﻗﺎﺳﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،1998 ،‬ﺹ ‪.17‬‬ ‫)‪(1‬‬
‫‪71‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﳝﻜﻦ ﺗﻮﺿﻴﺢ ﻫﺬﻩ ﺍﳌﹸﻜﻮ‪‬ﻧﺎﺕ ﻛﻤﺎ ﻳﻠﻲ)‪:(1‬‬


‫‪ -1‬ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ)‪ :(2‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺎﺩﻳﺔ ﺍﳌﻠﻤﻮﺳﺔ ﲟﺎ ﻓﻴﻬﺎ ﻣﻦ ﺃﺟﺰﺍﺀ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ‪،‬‬
‫ﻭﺍﳍﻴﺎﻛﻞ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﻭﺷﺒﻜﺎﺕ ﺍﻟﺮﺑﻂ‪ ،‬ﻭﺃﻱ ﺃﺟﺰﺍ ٍﺀ ﺃﺧﺮﻯ ﺿﺮﻭﺭﻳﺔ ‪‬ﻣﺘﻌﱢﻠﻘﺔ ﺑﺈﲤﺎﻡ ﺍﻟﻌﻤﻠﻴﺎﺕ‪.‬‬
‫‪ -2‬ﺍﻟﱪﳎﻴﺎﺕ)‪ :(3‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻌﻤﻠﻴﺔ ﺗﺸﻐﻴﻞ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫‪ -3‬ﺍﻷﺷﺨﺎﺹ)‪ :(4‬ﻭﻫﻢ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻮﺍﺟﺐ ﺗﻮﻓ ‪‬ﲑﻫﻢ ﻟﺘﺸﻐﻴﻞ ﺍﻟﻨﻈﺎﻡ ﻭﻣﺮﺍﻗﺒﺘﻪ‪ :‬ﻛﺎ ﹸﳌﱪ ِﻣﺠﲔ ﻭﺍ ﹸﳌﺸ ‪‬ﻐﻠﲔ‬
‫ﻭ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻟﻨﻈﺎﻡ ﻭﺍﻹﺩﺍﺭﻳﲔ‪.‬‬
‫‪ -4‬ﺍﻹﺟﺮﺍﺀﺍﺕ)‪ :(5‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﳋﺎﺻﺔ ‪‬ﲞﻄﻮﺍﺕ ﺍﻟﱪﳎﺔ ﻭﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻌﻤﻠﻴﺔ‬
‫ﺗﺸﻐﻴﻞ ﺍﻟﻨﻈﺎﻡ ﻭﺻﻴﺎﻧﺘﻪ‪.‬‬
‫‪ -5‬ﺍﻟﺒﻴﺎﻧﺎﺕ)‪ :(6‬ﻭﻫﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻨﺼﻮﺹ ﺑﺈﺩﺧﺎﳍﺎ ﰲ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﻀﻤ‪‬ﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺁﻟﻴﺔ ﺍﻟﺘﺤﻮﻳﻞ‪،‬‬
‫ﻭﺍﳌﻠﻔﺎﺕ‪ ،‬ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺍﳉﺪﺍﻭﻝ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻧﻪ ﺗﺘﻜﻮ‪‬ﻥ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺇﻧﺴﺎﻧﻴﺔ‪ ،‬ﺑﻴﻮﻟﻮﺟﻴﺔ ﺃﻭ‬
‫ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‪ ،‬ﻣﻦ ﻋﻨﺎﺻﺮ ‪‬ﻣﺘﻔﺎ ِﻋﻠﺔ ﻭﻣﺘﺮﺍِﺑﻄﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﻛﻞ ﻧﻈﺎ ٍﻡ ﳛﺘﻮﻱ ﻋﻠﻰ ﻋﻨﺼﺮﻳﻦ ﻛﺤ ﱟﺪ ﺃﺩﱏ‪،‬‬
‫ﻳﺮﺑﻂ ﺑﻴﻨﻬﻤﺎ ﺗﻔﺎ ‪‬ﻋ ﹲﻞ ‪‬ﻣﺸﺘ ‪‬ﺮﻙ ﻭﻋﻼﻗ ﹲﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻳﺘﺸ ﱠﻜﻞ ﰲ ﺇﻃﺎﺭﻫﺎ ﺍﻟﻨﻈﺎﻡ ﻛﻮﺣﺪ ٍﺓ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪ -2‬ﺃﻧﻮﺍﻉ ﺍﻷﻧﻈﻤﺔ‪ :‬ﺗﺼﻨﻒ ﺍﻷﻧﻈﻤﺔ ﺣﺴﺐ ﺩﺭﺟﺔ ﺗﻌﻘﻴﺪﻫﺎ ﺇﱃ)‪:(7‬‬
‫ﺍﳍﻴﺎﻛﻞ ﺍﻟﺴﻜﻮﻧﻴﺔ )ﺍﻟﺒﻠﻮﺭﻳﺎﺕ‪ ،‬ﺍﻟﺬﺭﺓ(؛‬ ‫‪-‬‬
‫ﺍﳍﻴﺎﻛﻞ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ )ﺍﻟﺴﺎﻋﺎﺕ‪ ،‬ﺍﻵﻻﺕ ﺍﻟﺒﺴﻴﻄﺔ(؛‬ ‫‪-‬‬
‫ﻣﻴﻜﺎﻧﻴﺰﻣﺎﺕ ﺍﻟﺘﻌﺪﻳﻞ ﺍﻟﺬﺍﰐ )ﻣﺜﺒﺘﺎﺕ ﺍﳊﺮﺍﺭﺓ‪...‬ﺍﱁ(؛‬ ‫‪-‬‬
‫ﺍﻷﻧﻈﻤﺔ ﺍﳌﺘﺄﻗﻠﻤﺔ ﺫﺍﺗﻴﺎ )ﺍﳋﻼﻳﺎ(؛‬ ‫‪-‬‬
‫ﺍﻟﻨﺒﺎﺗﺎﺕ )ﺍﺧﺘﻼﻑ ﺩﺍﺧﻠﻲ ﻣﻨﻈﻢ ﺫﺍﺗﻴﺎ(؛‬ ‫‪-‬‬
‫ﺍﳊﻴﻮﺍﻧﺎﺕ )ﺳﻠﻮﻛﺎﺕ(؛‬ ‫‪-‬‬

‫ﻇﺎﻫﺮ ﺷﺎﻫﺮ ﻳﻮﺳﻒ ﺍﻟﻘﺸﻲ‪ ،‬ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺘﻮﻛﻴﺪﻳﺔ ﻭﺍﳌﻮﺛﻮﻗﻴـﺔ ﰲ ﻇـﻞ ﺍﻟﺘﺠـﺎﺭﺓ‬ ‫)‪(1‬‬

‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﻤﺎﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2003 ،‬ﺹ ‪.114‬‬
‫‪.Infrastructure‬‬ ‫)‪(2‬‬

‫‪.Software‬‬ ‫)‪(3‬‬

‫‪.People‬‬ ‫)‪(4‬‬

‫‪.Procedures‬‬ ‫)‪(5‬‬

‫‪.Data‬‬ ‫)‪(6‬‬
‫‪(7) Encyclopédie de la gestion et du management, op.cit, P 1174.‬‬
‫‪72‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺍﻟﺒﺸﺮ )ﺍﻟﻘﺪﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺘﻔﺴﲑ(؛‬


‫‪ -‬ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ؛‬
‫‪ -‬ﺍﻷﻧﻈﻤﺔ ﺍﻟﺮﻣﺰﻳﺔ )ﺍﻟﻠﻐﺎﺕ ‪ ،‬ﺍﻟﻌﻠﻮﻡ ﻭ ﺍﻟﻔﻨﻮﻥ(؛‬
‫ﻛﻤﺎ ﳝﻜﻦ ﺫﻛﺮ ﺍﻷﻧﻈﻤﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ )ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﻻﻗﺘﺼﺎﺩ ﻛﻜﻞ( ﻭ ﲣﺘﻠـﻒ ﺍﻷﻧﻈﻤـﺔ‬
‫ﺣﺴﺐ ﻃﺒﻴﻌﺘﻬﺎ ﺇﱃ ﺃﻧﻈﻤﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ‪ ،‬ﺍﻷﻧﻈﻤﺔ ﺍﳊﻴﺔ ‪ ،‬ﺍﻷﻧﻈﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭ ﺃﻧﻈﻤﺔ ﺍﻷﻓﻜﺎﺭ ‪.‬‬
‫‪ -3‬ﻋﻨﺎﺻﺮ ﺍﻟﻨﻈﻢ‪:‬‬
‫ﺗﺘﺸﺎﺭﻙ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺴﺘﺔ ﻋﻨﺎﺻﺮ ﻋﺎﻣﺔ ﺳﻴﺘﻢ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺎﺧﺘﺼﺎﺭ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺍﳊﺪﻭﺩ)‪ :(1‬ﺣﺪﻭﺩ ﺍﻟﻨﻈﺎﻡ ﺗ‪‬ﻤﺜﱢﻞ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﻭﺑﲔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻫﺬﻩ ﺍﳊﺪﻭﺩ ﻗﺪ ﺗﻜﻮﻥ‬
‫ﺣﺪﻭﺩﹰﺍ ﻃﺒﻴﻌﻴﺔ ﻣﻠﻤﻮﺳﺔ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻏﲑ ﻣﻠﻤﻮﺳﺔ)‪ .(2‬ﻭﻫﻲ ﺭﺳ ‪‬ﻢ ﲣﻄﻴﻄ ‪‬ﻲ ﳌﻌﺮﻓﺔ ﻣﺎ ﻫﻲ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ ﻭﺍﻟﱵ ﺳﻴﺘ ‪‬ﻢ ﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﻣﺎ ﻫﻲ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻮﺟﻮﺩﺓ ﺧﺎﺭﺝ ﺍﻟﻨﻈﺎﻡ؛ ﻭﻣﻦ ﺍ ﹸﳌﻔﺘ ‪‬ﺮﺽ‬
‫ﺃﻥ ﺍﻟﺘﻐﻴﲑ ﻭﺍﻟﺘﺤﻜﱡﻢ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺩﺍﺧﻞ ﺍﳊﺪﻭﺩ ﺃﻛﺜﺮ ﻣﻦ ﺗﻠﻚ ﺍﻟﱵ ﺧﺎﺭﺟﻬﺎ)ﺣﺪﻭﺩ ﲢﻜﻤﻴﺔ(‪.‬‬
‫‪ -2‬ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ)‪ :(3‬ﻭﻫﻲ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺍﻗﻌﺔ ﺧﺎﺭﺝ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗ‪‬ﺆﺛﱢﺮ ﰲ ﺃﺩﺍﺀ ﺍﻟﻨﻈﺎﻡ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗ‪‬ﺆﺛﱢﺮ‬
‫ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﻨﻈﺎﻡ ﻷﻫﺪﺍﻓﻪ)‪.(4‬‬
‫ﺐ ﻋﻠﻴﻬﺎ ﻧﺸﺎﻁ ﺍﻟﻨﻈﺎﻡ‬ ‫‪ -3‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ)‪ :(5‬ﻳﻌﺘﻤﺪ ﻛﻞ ﻧﻈﺎ ٍﻡ ﻋﻠﻰ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﻳﻨﺼ ‪‬‬
‫ﻭﻋﻤﻠﻴﺎﺗﻪ‪ .‬ﻭﺗﺄﰐ ﻫﺬﻩ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﻣﻦ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ ﻭﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺑﺎﻟﻨﻈﺎﻡ‪ ،‬ﺃﻭ ﻗﺪ ﺗﻜﻮﻥ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻐﺬﻳﺔ‬ ‫ﺕ ﻟﻨﻔﺲ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻋﻨﺪﻣﺎ ﺗ‪‬ﺴﺘﺨﺪ‪‬ﻡ ﻛﻤ‪‬ﺪﺧ‪‬ﻼ ٍ‬ ‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎ ٍ‬
‫ﺍﻟﻌﻜﺴﻴﺔ)‪.(6‬‬
‫‪ -4‬ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ)‪ :(7‬ﺍﳌﺼﺎﺩﺭ ﺃﻭ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ )ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﺍﻟﻮﺛﺎﺋﻖ‪ ،‬ﺍﳌﻮﺍﺩ‪ (... ،‬ﻭﻳﺘ ‪‬ﻢ ﺗﺰﻭﻳ ‪‬ﺪﻫﺎ ﻟﻠﺒﻴﺌﺔ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻟﻠﻨﻈﺎﻡ ﻧﻔﺴﻪ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻔﻌﺎﱠﻟﻴﺎﺕ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫ﺍﶈﻴﻄﺔ‪ ،‬ﺃﻭ ﺗ‪‬ﺴﺘﺨﺪﻡ ﻛﻤ‪‬ﺪﺧ‪‬ﻼ ٍ‬

‫‪.Boundary‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.66‬‬ ‫)‪(2‬‬

‫‪.Environment‬‬ ‫)‪(3‬‬

‫ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.65‬‬ ‫)‪(4‬‬

‫‪.Inputs‬‬ ‫)‪(5‬‬

‫ﳏﻤﺪ ﻋﺒﺪ ﺣﺴﲔ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.19‬‬ ‫)‪(6‬‬

‫‪.Outputs‬‬ ‫)‪(7‬‬
‫‪73‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -5‬ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺃﻭ ﺍﻟﻌﻤﻠﻴﺎﺕ)‪ :(1‬ﺍﻟﻔﻌﺎﱠﻟﻴﺎﺕ ﺃﻭ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺍﻟﱵ ‪‬ﺗﺤ ‪‬ﻮﻝ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ‬
‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻭﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﻋﻠﻰ ﺃﻬﻧﺎ ﺍﻟﻨﻈﺎﻡ ﻧﻔﺴﻪ‪ ،‬ﻭﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ‪‬ﺗﺴ ‪‬ﻤﻰ ﺍﻟﻨ‪‬ﻈﻢ‬
‫ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﺃﻭ ﺍﻟﻮﺣﺪﺍﺕ‪.‬‬
‫‪ -6‬ﺍﻟﺴﻄﻮﺡ ﺍﻟﺒﻴﻨﻴﺔ ﺃﻭ ﺍﻟﻮﺍﺟﻬﺎﺕ)‪ :(2‬ﻫﻲ ﺍﻷﻣﻜﻨﺔ ﺍﻟﱵ ﻳﺘﻼﻗﻰ ﺃﻭ ﻳﺘﻔﺎﻋﻞ ﻓﻴﻬﺎ ﻋﻨﺼﺮﺍﻥ ﺃﻭ ﺍﻟﻨﻈﺎﻡ ﻣﻊ‬
‫ﺕ ﻓﺮﻋﻴﺔ ﺧﺎﺻﺔ ﻟﻔﻠﺘﺮﺓ‪ ،‬ﻭﺗﺮﲨﺔ‪ ،‬ﻭﲣﺰﻳﻦ‪ ،‬ﻭﺗﺼﺤﻴﺢ ﻛﻞ‬
‫ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‪ .‬ﻭﻗﺪ ﲢﺘﺎﺝ ﺍﻟﻨ‪‬ﻈﻢ ﺇﱃ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﺍﻟﺘﺪﻓﱡﻘﺎﺕ ﻣﻦ ﺍﻟﻮﺍﺟﻬﺎﺕ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﻭﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪.‬‬


‫)‪(3‬‬
‫‪‬ﻭﺿﻌﺖ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ ﻣـﻦ ﻗﺒـﻞ)‪(Ludwing von Bertalanffy, Boulding, etal‬‬
‫ﻭﺁﺧﺮﻳﻦ ﺑﲔ ﺳﻨﻮﺍﺕ ‪ (4)1940‬ﺇﱃ‪ ،(5)1970‬ﻭﺭﲟﺎ ﻫﻲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻮﺣﻴﺪﺓ ﺍﻟﱵ ﻣﺎﺭﺳﺖ ﺃﻛﱪ ﻋـﺪ ٍﺩ ﻣـﻦ‬
‫ﺍ ﹸﳌﺨ ﱠﻄﻄﺎﺕ ﰲ ﺗﺎﺭﻳﺦ ﺍﻟﻌﻠﻮﻡ‪ .‬ﺃﻃﻠﻖ ‪ (6)Boulding‬ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ ﺍﳍﻴﻜﻞ ﺍﻟﻌﻈﻤﻲ ﻟﻠﻌﻠﻮﻡ؛ ﻷﻧﻪ‬
‫ﻳﻀﻊ ﺍﻹﻃﺎﺭ ﻭﺍﳌﺮﺟﻌﻴﺔ ﳍﻴﻜﻠﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺬﻱ ﺗﺘﻌﱠﻠﻖ ﺑﻪ ﺍﻷﻧﺴﺠﺔ ﻭﺍﻟﺪﻡ ﻟﻠﻌﻠﻮﻡ ﺍﻷﺧﺮﻯ ﻟﺘﺸﻜﻴﻞ ﺟـﺴ ٍﻢ‬
‫‪‬ﻣﺘﻜﺎ ِﻣﻞ ﻟﻠﻤﻌﺮﻓﺔ(‪ ،‬ﻭ‪‬ﺗﻤﱢﺜﻞ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺍﺣﺪ ﹰﺓ ﻣﻦ ﺃﻛﺜﺮ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺜﻮﺭﻳﺔ ﻟﻨﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪.‬‬
‫ﺗﺘﻌﻠﱠﻖ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺎﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﺒﺎﺩﺉ ﻭﺍﻟﻔﺮﻭﺽ ﺍﻟﺴﺎﺋﺪﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪ ،‬ﻭﺍﻟﱵ ﺗ‪‬ﻮﺻـﻒ‬
‫ﺑﺄﻬﻧﺎ ﻧ‪‬ﻈ ‪‬ﻢ ﻗﺎﺑﻠﺔ ﻟﻠﺒﻘﺎﺀ ﻭﺍﻟﺘﻄﻮ‪‬ﺭ‪ .‬ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﻘﺎﺑﻞ ﻟﻠﺒﻘﺎﺀ ﻳﺒﻘﻰ ﺧﻼﻝ ﺍﻟﺰﻣﻦ ﺑﻘﹸﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﻜﻴ‪‬ﻒ ﻣﻊ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﶈﻴﻄﺔ؛ ﻓﻬﻮ ﻧﻈﺎ ‪‬ﻡ ﺫﺍﰐ ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﺃﻱ ﻳﺘﻀﻤ‪‬ﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﺗﻜﻔﻞ ﻟﻪ ﺍﻻﺗ‪‬ﺰﺍﻥ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻜﻴ‪‬ـﻒ ﻣـﻊ‬
‫ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﶈﻴﻄﺔ‪ .‬ﻭﺗ‪‬ﻘﺪ‪‬ﻡ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺻﻮﺭ ﹰﺓ ﻭﺍﺿﺤﺔ ﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺫﺍﺗﻴﺔ ﺍﻟﺘﻜﻴ‪‬ـﻒ‪ ،‬ﻭﻣﺜـﻞ ﻫـﺬﻩ‬
‫ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﺗ‪‬ﻌﺘﱪ ﺫﺍﺕ ﻓﺎﺋﺪ ٍﺓ ﻛﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺗﺼﻤﻴﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﺃﻭ ﺍﳌﹸﻌﻘﱠﺪﺓ)‪.(7‬‬

‫‪.Components/Process‬‬ ‫)‪(1‬‬

‫‪.Interfaces‬‬ ‫)‪(2‬‬
‫)‪(3‬‬ ‫‪George Braziller, Théorie générale des systèmes, Traduction, Bordas - Dunod, Paris, 1973.‬‬
‫)‪(4‬‬ ‫‪Norbert Wiener, Cybernétique et société: L'usage humain des êtres humains, Traduction, Collection‬‬
‫‪10/18, Paris, 1950.‬‬
‫)‪(5‬‬ ‫‪Herbert A. Simon, Sciences des systèmes Sciences de l'artificiel, Traduit par Jean-Louis Le Moigne,‬‬
‫‪Bordas - Dunod, Paris, 1991.‬‬
‫ﻭﻟﺪ ‪ Kenneth Ewart Boulding‬ﰲ ‪ 18‬ﺟﺎﻧﻔﻲ ‪ 1910‬ﰲ ﻣﺪﻳﻨﺔ ﻟﻴﻔﺮﺑﻮﻝ ﺑﺎﳒﻠﺘﺮﺍ‪ ،‬ﻭﺗﻮﰲ ﰲ ‪ 18‬ﻣﺎﺭﺱ ‪ ،1993‬ﻫﻮ ﺍﻗﺘﺼﺎﺩﻱ‬ ‫)‪(6‬‬

‫ﺕ ﰲ ﳎﺎﱄ‬‫ﻭﺃﺳﺘﺎﺫ ﻭﻣﻨﻈﺮ ﰲ ﳎﺎﻝ ﺍﻟﻨﻈﻢ‪ ،‬ﲣ ‪‬ﺮﺝ ﻣﻦ ﺟﺎﻣﻌﺔ ﺃﻛﺴﻔﻮﺭﺩ‪ ،‬ﺃﻳﻦ ﲪﻞ ﺍﳉﻨﺴﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺳﻨﺔ ‪ ،1948‬ﻟﻪ ﻋﺪﺓ ﺇﺳﻬﺎﻣﺎ ٍ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻗﺪ ﺗﺮﱠﺃﺱ ﺍﳉﻤﻌﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻟﻼﻗﺘﺼﺎﺩ‪.‬‬
‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.20‬‬ ‫)‪(7‬‬
‫‪74‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭ‪‬ﺗﺸﲑ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺇﱃ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻧﻈﺎ ‪‬ﻡ ﻛﻠﻲ ‪‬ﻣﻜ ‪‬ﻮ ﹲﻥ ﻣﻦ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ ﻫﻲ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘﺸ ﱠﻜﻞ‬
‫ﻣﻨﻬﺎ ﻫﻴﻜﻠﻬﺎ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ)‪ (1‬ﺗﺘﻌﺎﻭﻥ ﻭﺗﺘﻜﺎﻣﻞ ﺃﻧﺸﻄﻬﺎ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﰲ ﺳﺒﻴﻞ ﲢﻘﻴـﻖ‬
‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺭﺳﺎﻟﺘﻬﺎ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ)‪.(2‬‬
‫ﻭﻋﻠﻴﻪ‪ ،‬ﻳﺘ ‪‬ﻢ ﺗﻌﺮﻳﻒ ﺍﻟﻨ‪‬ﻈﻢ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ﺑﺄﻬﻧﺎ‪ :‬ﻛ ﱞﻞ ﻣﺘﻜﺎﻣﻞ ﻭﻣ‪‬ﻌ ﱠﻘﺪ‪ ،‬ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻋـﺪﺓ‬
‫ﺃﺟﺰﺍ ٍﺀ ﺗ‪‬ﻤﺜﱢﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﻛﻞ ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ ﻳﺘﻜﻮ‪‬ﻥ ﺑﺪﻭﺭﻩ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻷﺻﻐﺮ‪...‬‬
‫ﻭﻫﻜﺬﺍ‪ ،‬ﻭﺍﻟﱵ ﺗﺴﻌﻰ ﲨﻴﻌﹰﺎ ﺇﱃ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﻨﻈﺎﻡ ﻛﻜﻞ‪ .‬ﻭﺇﻥ ﺃﺩﺍﺀ ﺍﻟﻨﻈﺎﻡ ﻛﻜﻞ ﻳﺘﻮﻗﱠﻒ ﻋﻠـﻰ ﺃﺩﺍﺀ‬
‫ﻛﻞ ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ ﻳﺸﺘﻤﻞ ﻋﻠﻴﻪ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻜﻞ)‪.(3‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻨﻈﺎﻡ ﻛﺬﻟﻚ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺄﻧﻪ » ﺇﻃﺎ ‪‬ﺭ ﺷﺎﻣﻞ ﻳﺘﻀﻤ‪‬ﻦ ﳎﻤﻮﻋـ ﹰﺔ ﻣـﻦ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﳌﺒﺎﺩﺉ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﺗﺘﻔﺎﻋﻞ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﻓﻘﹰﺎ ﻟﺴﻠﺴﻠ ٍﺔ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ؛ ﻟﺘﺤﻘﻴـﻖ ﺃﻫـﺪﺍﻑ‬
‫ﻋﺎﻣﺔ«)‪.(4‬‬
‫ﻳﺘﻜﻮ‪‬ﻥ ﺍﻟﻨﻈﺎﻡ ﰲ ﺇﻃﺎﺭ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ ﻣﻦ‪ :‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ ،‬ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﺍ ﹸﳌﺨﺮ‪‬ﺟـﺎﺕ ﻭﺍﻟﺘﻐﺬﻳـﺔ‬
‫ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬
‫ﻭﺗ‪‬ﺤﺪ‪‬ﺩ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﻭﺍﻟﺒﻴﺌﺔ ﺇﻥ ﻛﺎﻥ ﺍﻟﻨﻈﺎﻡ ﻣﻐﻠﻘﹰﺎ ﻭﻣﻔﺘﻮﺣﹰﺎ)‪:(5‬‬
‫‪ -‬ﺍﻟﻨﻈﺎﻡ ﺍﳌﻐﻠﻖ)‪ :(6‬ﻭﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﺩﺍﺧﻞ ﺣﺪﻭ ٍﺩ ﻣﻌﻴﻨﺔ ‪‬ﻣﻐﹶﻠﻘﺔ ‪‬ﺗﺴﻤ‪‬ﻰ ﺑﻴﺌ ﹰﺔ ﺩﺍﺧﻠﻴﺔ‪ ،‬ﻳ‪‬ﺆﺛﱢﺮ ﻭﻳﺘﺄﺛﱠﺮ‬
‫‪‬ﺎ ﻭﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺃﺟﺰﺍﺋﻪ‪ ،‬ﻭﻟﻜﻨﻪ ﻻ ﻳ‪‬ﺆﺛﱢﺮ ﻭﻻ ﻳﺘﺄﱠﺛﺮ ﺧﺎﺭﺝ ﺣﺪﻭﺩﻩ‪ ،‬ﻭﻻ ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ)‪.(7‬‬
‫ﺃﻱ ﺃﻧﻪ ﻳﻌﺘﻤﺪ ﰲ ﺃﺩﺍﺋﻪ ﻋﻠﻰ ﺳﻠﻮﻙ ﺃﺟﺰﺍﺋﻪ‪ ،‬ﺩﻭﻥ ﺍﻟﺘﺄﺛﱡﺮ ﺑﺎﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ؛‬
‫‪ -‬ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ)‪ :(8‬ﻭﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﺗﻜﻮﻥ ﻟﻪ ﻋﻼﻗﺎ ‪‬‬
‫ﺕ ﻣﺴﺘﻤﺮﺓ ﻭﻓﺎﻋﻠﺔ ﻣﻊ ﺑﻴﺌﺘﻪ‪ ،‬ﻭﻳ‪‬ﺆﺛﱢﺮ ﻓﻴﻬﺎ ﻭﻳﺘﺄﺛﱠﺮ‬
‫‪‬ﺎ‪.‬‬
‫ﻭﻳﺴﻌﻰ ﺍﻟﻨﻈﺎﻡ ﺩﺍﺋﻤﹰﺎ ﻷﻥ ﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺍ‪‬ﺗﺰﺍﻥ؛ ﻓﻔﻲ ﺣﺎﻟﺔ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ ﻳﻜﻮﻥ ﻫﻨـﺎﻙ ﺗـﻮﺍﺯ ﹲﻥ‬

‫)‪.Sub Systems (1‬‬


‫)‪ (2‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ :‬ﺑﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.24‬‬
‫)‪ (3‬ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﺎﻥ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.22-21‬‬
‫)‪ (4‬ﺇﺑﺮﺍﻫﻴﻢ ﺃﲪﺪ ﺍﻟﺼﻌﻴﺪﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺩ‪.‬ﻥ‪ ،1998 ،‬ﺹ ﺹ ‪.89-88‬‬
‫)‪ (5‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.48‬‬
‫)‪.Closed System (6‬‬
‫)‪ (7‬ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.31‬‬
‫)‪.Open System (8‬‬
‫‪75‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺩﻳﻨﺎﻣﻴﻜﻲ‪ ،‬ﺃﻱ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻄ ‪‬ﻮﺭ ﺍﻟﻨﻈﺎﻡ؛ ﺑﻴﻨﻤﺎ ﰲ ﺣﺎﻟﺔ ﺍﻟﻨﻈﺎﻡ ﺍ ﹸﳌﻐﹶﻠﻖ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻮﺍﺯ ﹲﻥ ﺳـﻜﻮﱐ‪ ،‬ﺃﻱ‬
‫ﺕ ﺧﺎﺭﺟﻴﺔ ﺃﻭ ﺩﺍﺧﻠﻴـﺔ ‪‬ﺗﺨـﻞﱡ‬
‫ﻳﺴﻌﻰ ﺇﱃ ﻓﻘﻂ ﺇﱃ ﺍﻟﻌﻮﺩﺓ ﳊﺎﻟﺔ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻷﻭﱃ‪ .‬ﻭﲢﺪﺙ ﺩﺍﺋﻤﹰﺎ ‪‬ﻣﺘﻐ‪‬ﻴﺮﺍ ‪‬‬
‫ﺑﺘﻮﺍﺯﻥ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻳ‪‬ﺼﺒﺢ ﻫﺪﻑ ﺍﻟﻨﻈﺎﻡ ﺍﺳﺘﻌﺎﺩﺓ ﺗﻮﺍ ‪‬ﺯﻧﻪ ﺑﺈﺣـﺪﺍﺙ ﺗﻐـﻴ ٍﲑ ﰲ ﺍﳌﹸـﺪﺧ‪‬ﻼﺕ ﻭﺍﻟﻌﻤﻠﻴـﺎﺕ‬
‫ﻭﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ .‬ﻳﻌﻤﻞ ﺍﻟﻨﻈﺎﻡ ﻗﻲ ﻇﻞ ﺑﻴﺌ ٍﺔ ﺗ‪‬ﺤﻴﻂ ﺑﻪ ﻳﺘﺄﺛﱠﺮ ‪‬ﺎ ﻭﻳ‪‬ﺆﺛﱢﺮ ﻓﻴﻬﺎ ‪.‬‬
‫)‪(1‬‬

‫ﻭﻳﺘﻌﺎﻣﻞ ﺍﻟﻨﻈﺎﻡ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺃﺳﺎﺳﹰﺎ ﺑﻄﺮﻳﻘﺘﲔ‪ :‬ﳛﺼ‪‬ﻞ ﻣﻨﻬﺎ ﻋﻠﻰ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ؛ ‪‬ﻳﺼﺪﺭ ﺇﻟﻴﻬﺎ ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪.‬‬
‫ﻭﻳﺘﻮﱠﻗﻒ ﳒﺎﺡ ﺍﻟﻨﻈﺎﻡ ﻭﺍﺳﺘﻤﺮﺍﺭﻩ ﻋﻠﻰ ﺳﻼﻣﺔ ﻋﻼﻗﺘﻪ ﺑﺎﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‪ ،‬ﻭﺍﺳـﺘﻤﺮﺍﺭ ﻗﹸﺒﻮﳍـﺎ ﳌﹸﺨﺮ‪‬ﺟﺎﺗـﻪ‪،‬‬
‫ﻭﺇﻣﺪﺍﺩﻫﺎ ﻟﻪ ﺑﺎ ﹸﳌﺪﺧ‪‬ﻼﺕ‪.‬‬
‫ﻼ ﻳﻀﻢ‪ :‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ .‬ﻭ ﳝﻜـﻦ‬
‫ﺗﺘﺸﺎﺑﻚ ﺍﻟﻨ‪‬ﻈﻢ ﻭﺗﺘﺪﺍﺧﻞ؛ ﻓﻬﻲ ‪‬ﺗﻜ ‪‬ﻮﻥ ﻫﻴﻜ ﹰ‬
‫ﺍﻋﺘﺒﺎﺭ ﻛﻞ ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ ﰲ ﻧﻈﺎ ٍﻡ ﺁﺧﺮ ﺃﻛﱪ ﻣﻨﻪ‪ ،‬ﻭﻫﻜﺬﺍ ﻧﺼﻞ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻋﻈﻢ ﰲ ﻛﻞ ﳎﺎﻝ‪.‬‬
‫ﻛﻞ ﻧﻈﺎ ٍﻡ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﺗﺘﺮﺍﺑﻂ ﺃﻭ ﺗﺘﺪﺍﺧﻞ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪ ،‬ﻭﻛـﻞ‬
‫ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ ﻗﺪ ﻳﻨﻘﺴﻢ ﺑﺪﻭﺭﻩ ﺇﱃ ﳎﻤﻮﻋﺔ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ)‪.(2‬‬
‫ﻭ‪‬ﻳﻔﻴﺪ ﻣﻨﻄﻖ ﺍﻟﻨ‪‬ﻈﻢ ﰲ ﺗﺘ‪‬ﺒﻊ ﺳﻠﺴﻠﺔ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍ ﹸﳌﺆ ‪‬ﺩﻳﺔ ﺇﱃ ﲢﻘﻴﻖ ﻏﺎﻳﺔ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻓﻔﻲ ﺍﻟﻨﻈﺎﻡ ﻳﺘ ‪‬ﻢ ﻣـﺎ‬
‫ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺩﺭﺍﺳﺔ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ؛‬
‫‪ -2‬ﲢﺪﻳﺪ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ؛‬
‫‪ -3‬ﺗﺼﻤﻴﻢ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻼﺯﻣﺔ؛‬
‫‪ -4‬ﲢﺪﻳﺪ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ‪.‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.23‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.28‬‬ ‫)‪(2‬‬


‫‪76‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(8‬‬


‫ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻟﺘﺨﻄﻴﻂ‬

‫ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‬ ‫ﺍﳌﺨﺮﺟﺎﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﳌﺪﺧﻼﺕ‬

‫ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﺘﺸﻐﻴﻞ )ﺍﻟﺘﻨﻔﻴﺬ(‬


‫ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﺪﺭﺍﺳﺔ )ﺍﻟﺘﺨﻄﻴﻂ(‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.291‬‬

‫ﺇﺫﻥ ﻓﺎﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ﺍ ﹸﳌﻄ‪‬ﺒﻘﺔ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﺪﻑ ﺇﱃ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﻫﻴﻜﻠﺔ ﺍﳌﺸﺎﻛﻞ ﺍ ﹸﳌﻌﻘﱠـﺪﺓ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﻤﺎﺫﺝ ﺍ ﹸﳌﺠ ‪‬ﺮﺩﺓ‪ ،‬ﻭﻫﻲ ﺗﻨﻈﺮ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻧﻈﺮ ﹰﺓ ﺷﺎﻣﻠﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻬﻧﺎ ‪‬ﺗﻌﺎﰿ ﻛﺬﻟﻚ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺍﻟﻔﺮﻋﻴﺔ ﺍ ﹸﳌﻜ ‪‬ﻮﻧﺔ ﻟﻠﻨﻈﺎﻡ ﻛﻠﻪ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪:‬‬
‫ﺗﺘﺸﻜﱠﻞ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳌﺒﺎﺩﺉ ﳝﻜﻦ ﲤﺜﻴﻞ ﺃﳘﻬﺎ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(9‬‬
‫ﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‬

‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ﻣﺒﺪﺃ ﻭﺣﺪﺓ ﺍﳍﺪﻑ‬ ‫ﻣﺒﺪﺃ ﺍﻟﻮﺣﺪﺓ‬ ‫ﻣﺒﺪﺃ ﺇﻃﺎﺭ‬


‫ﻭﺗﻜﺎﻣﻞ ﺍﻟﻨﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‬ ‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬ ‫ﺍﻟﻨﻈﺎﻡ‬

‫‪5‬‬ ‫‪4‬‬

‫ﻣﺒﺪﺃ ﺍﻟﺘﻮﺍﺯﻥ‬ ‫ﻣﺒﺪﺃ ﺍﳌﺘﻐﲑﺍﺕ‬


‫ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﺍﻟﺬﺍﰐ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪:‬‬


‫‪ -‬ﻫﺎﺷﻢ ﺃﲪﺪ ﻋﻄﻴﺔ‪ ،‬ﻣﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2000 ،‬ﺹ ‪29‬؛‬
‫‪ -‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2002 ،‬ﺹ ‪.19‬‬
‫‪77‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -1‬ﻣﺒﺪﺃ ﺇﻃﺎﺭ ﺍﻟﻨﻈﺎﻡ‪:‬‬


‫ﻳﺘﻜﻮ‪‬ﻥ ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻷﻱ ﻧﻈﺎ ٍﻡ ﻣﻦ ﺃﺭﺑﻌﺔ ﻋﻨﺎﺻﺮ ﺭﺋﻴﺴﻴﺔ ﻫﻲ)‪:(1‬‬
‫‪ -‬ﻋﻨﺎﺻﺮ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ؛‬
‫‪ -‬ﻋﻨﺎﺻﺮ ﺍﻟﺘﺸﻐﻴﻞ؛‬
‫‪ -‬ﻋﻨﺎﺻﺮ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ؛‬
‫‪ -‬ﻋﻨﺎﺻﺮ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬
‫‪ -2‬ﻣﺒﺪﺃ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﻳﺘﻜﻮ‪‬ﻥ ﻛﻞ ﻧﻈﺎ ٍﻡ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻭﺗﺘﻜﻮ‪‬ﻥ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ‬
‫ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺃﻭ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ﺗﺘﺄﱠﺛﺮ ﲟﺠﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻔﻨﻴﺔ ﻭﺍﳍﻴﻜﻠﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -3‬ﻣﺒﺪﺃ ﻭﺣﺪﺓ ﺍﳍﺪﻑ ﻭﺗﻜﺎ ‪‬ﻣﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ)‪:(2‬‬
‫ﻑ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﻭﺣﺪﺓ ﺍﳍﺪﻑ ﺑﲔ ﺃﺟﺰﺍﺀ ﺍﻟﻨﻈﺎﻡ ﺃﻣ ‪‬ﺮ‬ ‫ﻱ ﻧﻈﺎ ٍﻡ ﻟﺘﺤﻘﻴﻖ ﻫﺪ ٍ‬ ‫ﻳﺴﻌﻰ ﺃ ‪‬‬
‫ﺿﺮﻭﺭﻱ ﺣﱴ ‪‬ﻳﺤ ﱢﻘﻖ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻨﺠﺎﺡ ﺍﳌﻨﺸﻮﺩ‪ .‬ﻭﺗﻌﺘﻤﺪ ﻛﻔﺎﺀﺓ ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺃﳘﻴﺔ ﻭﻗﻴﻤﺔ ﻋﻨﺎﺻﺮﻩ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ‬
‫ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻟﺔ ﺑﲔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺩﺍﺧﻞ ﻫﻴﻜﻠﻪ‪.‬‬
‫‪ -4‬ﻣﺒﺪﺃ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ)‪:(3‬‬
‫ﻳ‪‬ﻌﺘﱪ ﻣﺒﺪﺃ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺃﻭ ﺍﳍﺎﻣﺔ ﻣﻦ ﺍﻷﺭﻛﺎﻥ ﺍﻷﺳﺎﺳﻴﺔ ﻷﻱ ﻧﻈﺎ ٍﻡ ﻓﻌﺎﱠﻝ ﻳﻬﺪﻑ ﺇﱃ‬
‫ﻑ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻟﺮﻗﺎﺑﺔ‪ ،‬ﻭﺗﺘﻤﺜﱠﻞ ﺗﻠﻚ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺑﻌﺾ ﺍ ﹸﳌﺆﺷ‪‬ﺮﺍﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻈ ﱠﻞ ﲢﺖ ﺇﺷﺮﺍ ٍ‬
‫ﻭﺭﻗﺎﺑ ٍﺔ ﻣﺴﺘﻤﺮﺓ ﻣﻦ ﺍﻹﺩﺍﺭﺓ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻮﺿﻮﻋﻴﺔ‪.‬‬
‫‪ -5‬ﻣﺒﺪﺃ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﺍﻟﺬﺍﰐ)‪:(4‬‬
‫ﺗﺘﺒﺎﺩﻝ ﻛﻞ ﻭﺣﺪ ٍﺓ ﺗﻨﻈﻴﻤﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﺍﶈﻴﻄﺔ ‪‬ﺎ؛ ﻓﺎﻟﻌﻼﻗﺔ ﺑﲔ‬
‫ﺍﻟﻨﻈﺎﻡ ﻭﺍﻟﺒﻴﺌﺔ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﳑﻴ‪‬ﺰﺍﺕ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‪.‬‬


‫ﻳﺘﻤ‪‬ﻴﺰ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ﲟﺎ ﻳﻠﻲ ‪:‬‬

‫ﻫﺎﺷﻢ ﺃﲪﺪ ﻋﻄﻴﺔ‪ ،‬ﻣﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2000 ،‬ﺹ ‪.29‬‬ ‫)‪(1‬‬

‫‪.Unity of purpose and integration of sub-systems‬‬ ‫)‪(2‬‬

‫‪.Basic variables‬‬ ‫)‪(3‬‬

‫‪.Dynamic balance of self‬‬ ‫)‪(4‬‬


‫‪78‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -1‬ﻛﻞ ﻧﻈﺎ ٍﻡ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻋﻨﺼﺮﻳﻦ ﺃﻭ ﺃﻛﺜﺮ)‪ ،(1‬ﻳﺮﺑﻂ ﺑﻴﻨﻬﻤﺎ ﺗﻔﺎﻋ ﹲﻞ ‪‬ﻣﺸﺘ ‪‬ﺮﻙ ﻭﻋﻼﻗ ﹲﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻳﺘﺸ ﱠﻜﻞ‬
‫ﰲ ﺇﻃﺎﺭﻫﺎ ﺍﻟﻨﻈﺎﻡ ﻛﻮﺣﺪ ٍﺓ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪ -2‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ)‪ :(2‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺩﺭﺟﺎ ٍ‬
‫ﺕ ﻭﻣـﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔـﺔ ﻣـﻦ‬
‫ﺍﻟﺘﻌﻘﺪ‪ .‬ﻭﻛﻠﻤﺎ ﺃﺻﺒﺤﺖ ﺍﻟﻨ‪‬ﻈﻢ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﺍﹰ‪ ،‬ﻛﻠﻤﺎ ﺃﻣﻜﻦ ﺗﻌﺮﻳﻒ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺼﻐﲑﺓ ﺑـﺪﺍﺧﻞ‬
‫ﻧﻈﺎ ٍﻡ ﺃﻛﱪ‪ .‬ﻭﺗ‪‬ﻌﺮ‪‬ﻑ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺼﻐﲑﺓ ﺑﺎﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﶈﺘﻮﻳﺔ ﳍﺎ)‪،(3‬ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨﻈﻢ ﺃﺣﺪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺿﻤﻦ ﻧﻈﺎ ٍﻡ ﺃﻛﱪ ﻭﺃﴰﻞ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋـ ٍﺔ ﻣـﻦ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﺃﻭ ﺍﳉﺰﺋﻴﺔ‪ ،‬ﻭﺃﺣﻴﺎﻧﹰﺎ ﻳﺘﻜﻮ‪‬ﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳉﺰﺋﻲ ﻣﻦ ﻧ‪‬ﻈﻢ ﺃﺻﻐﺮ ﻣﻨﻪ‪ ،‬ﺗ‪‬ﺴﻤ‪‬ﻰ ﻧﻈﺎﻣﹰﺎ ﺟﺰﺋﻴﹰﺎ ﻣﻦ ﺍﻟﻨﻈـﺎﻡ‬
‫ﺍﳉﺰﺋﻲ)‪ .(4‬ﻓﺎﳌﺆﺳﺴﺔ ﻣﺜﻼ ﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴـﺔ ﺍﳌﹸﺘﻤﺜﱢﻠـﺔ ﰲ ﺍﻟﺘﻤﻮﻳـﻞ‪ ،‬ﻭﺍﻹﻧﺘـﺎﺝ‪،‬‬
‫ﻑ ﻣﻌﻴﻨﺔ‪ ،‬ﻣﻦ ﺑـﲔ‬ ‫ﻭﺍﻟﺘﺴﻮﻳﻖ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻏﲑﻫﺎ؛ ﻭﻫﻲ ﺗﺴﻌﻰ ﺑﺼﻮﺭ ٍﺓ ﻣﺸﺘ ‪‬ﺮﻛﺔ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍ ٍ‬
‫ﺃﻫﻢ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻫﻮ ﲢﻘﻴﻖ ﺍﻟﺘﻔ ‪‬ﻮﻕ ﺍﻟﺘﻨﺎﻓﺴﻲ ﰲ ﺍﻟﺴﻮﻕ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺴﻮﻳﻘﻲ ﳛﺘﻮﻱ ﻋﻠﻰ ﻧ‪‬ﻈ ٍﻢ‬
‫ﻓﺮﻋﻴﺔ‪ ،‬ﻣﺜﻞ ﻧﻈﺎﻡ ﺍﻟﺒﻴﻊ‪ ،‬ﻭﺍﻟﺮﻋﺎﻳﺔ‪ ،‬ﻭﺍﻟﺘﻐﻠﻴﻒ‪ ،‬ﻭﺍﻟﺸﺤﻦ‪ ،‬ﻭﺍﻟﺘﺴﻌﲑ‪... ،‬ﺇﱁ‪.‬‬
‫‪ -3‬ﺍﻻ‪‬ﺗﺴﺎﻕ)‪ :(5‬ﺗ‪‬ﺘﺼﻒ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺎﻻ‪‬ﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ‪ .‬ﻭﻳﺘﻤﺜﱠﻞ ﺍﻻ‪‬ﺗﺴﺎﻕ ‪‬ﻴﻜﻞ ﺍﻟﻨﻈﺎﻡ ﻧﻔﺴﻪ‪ ،‬ﺃﻱ ﺑﺘﺠﺎﻧﺲ‬
‫ﺡ ﰲ ﻇﺎﻫﺮﺓ ﺗﻜﺎ ‪‬ﻣﻞ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ ﺍﻟﱵ ﻳﺴﻌﻰ‬ ‫ﺑﻨﻴﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺗﻪ ﻭﺃﺟﺰﺍﺋﻪ‪ .‬ﻭﻳﻈﻬﺮ ﻫﺬﺍ ﺍﻻ‪‬ﺗﺴﺎﻕ ﺑﻮﺿﻮ ٍ‬
‫ﺇﱃ ﲢﻘﻴﻘﻬﺎ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﺿﻤﻦ ﺇﻃﺎﺭ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ﰲ ﳏﻴﻄﻬﺎ)‪.(6‬‬
‫‪ -4‬ﺍﻟﻜﻠﻴﺔ ﻭﺍﻟﺸﻤﻮﻝ)‪ :(7‬ﺇﻥ ﺍﻟﻨﻈﺎﻡ ﻛﻜ ٍﻞ ﻭﺍﺣﺪ ﻟﻴﺲ ﳎﺮﺩ ﳎﻤﻮﻉ ﺃﺟﺰﺍﺀﻩ ﻭﻋﻨﺎﺻﺮﻩ‪ .‬ﺇﻧﻪ ﰲ ﺍﻟﻮﺍﻗﻊ‬
‫ِﻧﺘﺎﺝ ﺗﻔﺎﻋﻞ ﺍﻷﺟﺰﺍﺀ ﻭﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﺿﻤﻦ ﺇﻃﺎ ٍﺭ ﺷﺎﻣﻞ ﻳﻀ ‪‬ﻢ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﻭﺍﻷﺟﺰﺍﺀ‪ ،‬ﻭﻳﻨﺘﺞ ﻣﻨﻬﺎ ﻧﻈﺎ ‪‬ﻡ‬
‫ﻳﻘﻮﻡ ﻋﻠﻰ ﻗﺎﻋﺪﺓ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻭﺍﻟﺘﻜﺎ ‪‬ﻣﻞ ﺍﻟﺒﻴﲏ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻝ ﹸﳌﻜﻮ‪‬ﻧﺎﺗﻪ ﻭﻋﻨﺎﺻﺮﻩ ﻭﻧ‪‬ﻈﻤﻪ ﺍﻟﻔﺮﻋﻴﺔ‪.‬‬
‫‪ -5‬ﺍﻟﺘﻜﻴ‪‬ﻒ)‪ :(8‬ﺇﺫﺍ ﺍﺳﺘﻄﺎﻉ ﺍﻟﻨﻈﺎﻡ ﺗﻐﻴﲑ ﻧﻔﺴﻪ ﺃﻭ ﺑﻴﺌﺘﻪ ﰲ ﺣﺪﻭﺩ ﺗﻮﺍ ‪‬ﺟﺪﻩ‪ ،‬ﻓﺈﻧﻪ ﻳ‪‬ﻄﻠﻖ ﻋﻠﻴﻪ ﺗﻜﻴ‪‬ﻒ‬
‫ﺍﻟﻨﻈﺎﻡ)‪ .(9‬ﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﻟﻨﺎﺩﺭ ﺗﺮﺩﻳﺪ ﻋﺒﺎﺭﺓ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﻔﺘﻮﺣﺔ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍ ﹸﳌﻐﹶﻠﻘﺔ)‪ .(1‬ﻭﰲ ﺳﻴﺎﻕ ﺣﻘﻞ ﻧ‪‬ﻈﻢ‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.59‬‬ ‫)‪(1‬‬

‫‪.Sub Systems‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.56‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.11‬‬ ‫)‪(4‬‬

‫‪.Consistency‬‬ ‫)‪(5‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.25‬‬ ‫)‪(6‬‬

‫‪.The Total Coverage‬‬ ‫)‪(7‬‬

‫‪.Adaptation‬‬ ‫)‪(8‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.19‬‬ ‫)‪(9‬‬


‫‪79‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻓﺈﻥ ﺍﻟﻨ‪‬ﻈﻢ ﻻ ﳝﻜﻦ ﺇﻻ ﺃﻥ ﺗﻜﻮﻥ ﻣﻔﺘﻮﺣ ﹰﺔ ﺗﺘﺒﺎﺩﻝ ﺍﻟﺘﺄﺛﲑ ﻭﺍﻟﺘﺄﺛﱡﺮ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪ .‬ﺃﻣﺎ ﺍﻟﻨ‪‬ﻈﻢ‬
‫ﺍ ﹸﳌﻐﹶﻠﻘﺔ ﺍﻟﱵ ﻻ ﺗﺮﺗﺒﻂ ﺑﻌﻼﻗﺎﺕ ﺗﻔﺎﻋ ٍﻞ ‪‬ﻣﺘﺒﺎ ‪‬ﺩﻟﺔ ﻣﻊ ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻓﻬﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﻻ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻜ‪‬ﻴﻒ ﻣﻊ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ‬
‫ﺍﻟﺒﻴﺌﻴﺔ ﺍﶈﻴﻄﺔ ‪‬ﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﻔﻘﺪ ﺗﻮﺍﺯﻬﻧﺎ ﺍﻟﺪﺍﺧﻠﻲ‪ ،‬ﻭﺗﻔﺸﻞ ﰲ ﺗﻘﺪﱘ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻤﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ‪.‬‬
‫ﺇﺫﻥ ﺍﻟﺘﻜﻴ‪‬ﻒ ﻫﻮ ﺧﺎﺻﻴ ﹲﺔ ﺣﻴﻮﻳﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳌﻔﺘﻮﺣﺔ ﺍﻟﱵ ﺗﺘﺒﺎﺩﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻄﺎﻗﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﻠﺤﻈﺔ ﺍﻟﱵ ﻳﻨﻐﻠﻖ ﻓﻴﻬﺎ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻳﻨﻌﺰﻝ ﻋﻦ ﺑﻴﺌﺘﻪ ﺍ ﹸﳌﺘﺠ ‪‬ﺪﺩﺓ ﺩﺍﺋﻤﹰﺎ ﺳﻴﻔﻘﺪ‬
‫ﺑﺎﻟﺘﺄﻛﻴﺪ ﺇﻛﺴﲑ ﺍﳊﻴﺎﺓ‪ ،‬ﺑﻞ ﻭﻳﻔﻘﺪ ﺣﱴ ﺇﺭﺍﺩﺓ ﺍﻟﺒﻘﺎﺀ ﻭﺍﻟﻌﻤﻞ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ‪.‬‬
‫‪ -6‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ ،‬ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‪:‬‬
‫ﺕ‪ ،‬ﻭﻋﻤﻠﻴﺎﺕ ﻣﻌﺎﳉﺔ‪،‬‬‫ﺴﻂ ﻟﻠﻨﻈﺎﻡ ﻫﻮ ﺃﻥ ﻛﻞ ﻧﻈﺎ ٍﻡ ﻳﺘﻜ ‪‬ﻮﻥ ﻣﻦ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﺇﻥ ﺍﻟﻨﻤﻮﺫﺝ ﺍ ﹸﳌﺒ ‪‬‬
‫ﻭﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ‪ .‬ﻭﲣﺘﻠﻒ ﺍﻟﻨ‪‬ﻈﻢ ﺑﻄﺒﻴﻌﺔ ﻣ‪‬ﺪﺧ‪‬ﻼ‪‬ﺎ ﻭﻋﻤﻠﻴﺎ‪‬ﺎ‪ ،‬ﻭﺑﺄﳕﺎﻁ ﻭﺧﺼﺎﺋﺺ ﻣ‪‬ﺨﺮ‪‬ﺟﺎ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﻫﻮ‬
‫ﻭﺍﺿ ‪‬ﺢ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(10‬‬


‫ﻋﻤﻠﻴﺔ ﲢﻮﻳﻞ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ‬

‫ﳐﺮﺟﺎﺕ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻣﺪﺧﻼﺕ‬


‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺑﻴﺎﻧﺎﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ ﻭﺇﺑﺮﺍﻫﻴﻢ ﺳﻠﻄﺎﻥ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،2001 ،‬ﺹ ‪.98‬‬

‫ﺕ ﺗﺸﺘﻤﻞ ﰲ ﺣﺎﻟﺔ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﻦ ﺇﺩﺍﺭﻳﲔ‪ ،‬ﻭﻣﻮﻇﻔﲔ‬ ‫ﺇﻥ ﻟﻜﻞ ﻧﻈﺎ ٍﻡ ﻣ‪‬ﺪﺧ‪‬ﻼ ‪‬‬
‫ﻁ ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻣﻦ ﻣﺼﺎﺩﺭ ﺩﺍﺧﻠﻴﺔ ﺃﻭ‬
‫ﻭﻋﻤﺎﻝ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﺑﻴﺎﻧﺎﺕ‪ ،‬ﻭﻗﻮﺍﻧﲔ‪ ،‬ﻭﺗﺸﺮﻳﻌﺎﺕ‪ ،‬ﻭﺃﳕﺎ ٍ‬
‫ﺧﺎﺭﺟﻴﺔ)‪ .(2‬ﺍﻟﻌﻤﻠﻴﺎﺕ ﺗﻌﲏ ﻛﻞ ﺃﻧﺸﻄﺔ ﺍ ﹸﳌﻌﺎﹶﻟﺠﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭﻏﲑ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﳌﻄﻠﻮﺏ ﺗﻨﻔﻴﺬﻫﺎ؛ ‪‬ﺪﻑ‬
‫ﺕ ﻭﺧﺪﻣﺎﺕ‪ .‬ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﻫﻲ ﻛﻞ ﻣﺎ‬ ‫ﲢﻮﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﺍﳌﺎﺩﺓ ﺍﳋﺎﻡ ﺇﱃ ﺳﻠ ٍﻊ ﻭﻣ‪‬ﻨﺘ‪‬ﺠﺎ ٍ‬
‫ﻳﺼ ‪‬ﺪﺭ ﻋﻦ ﺍﻟﻨﻈﺎﻡ ﻛﻨﺘﻴﺠﺔ ﺃﻧﺸﻄﺔ ﻭﻋﻤﻠﻴﺎﺕ ﺍ ﹸﳌﻌﺎﹶﻟﺠﺔ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ‪ ،‬ﻭﺧﺪﻣﺎﺕ‪ ،‬ﺃﻭ ﺗﻘﺎﺭﻳﺮ‬
‫ﻭﻭﺛﺎﺋﻖ‪.‬‬

‫)‪.Closed Systemsِ (1‬‬


‫)‪ (2‬ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.23‬‬
‫‪80‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -7‬ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺃﻭ ﺍﳌﹸﺮﺗﺪﱠﺓ)‪ :(1‬ﺗﻌﲏ ﻋﻤﻠﻴﺔ ﺗﺼﺤﻴﺢ ﺍﻻﳓﺮﺍﻓﺎﺕ ﻭﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﺗﻌﺘﺮﻱ ﻋﻤﻞ‬
‫ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻫﻲ ﺃﺷﺒﻪ ﻣﺎ ﺗﻜﻮﻥ ﺑﺎﻟﺮﻗﺎﺑﺔ ﺍﻟﺬﺍﺗﻴﺔ؛ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﻣﺴﺘﻮﻯ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺗﻮﻇﻴﻒ‬
‫ﺴﻪ‪ ،‬ﻭﻳﺴﺘﻌﻴﺪ ﺣﻴﻮﻳﺘﻪ‪ ،‬ﻭﻳﺴﺘﻜﻤﻞ‬ ‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﺭﺩﻩ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ‪ .‬ﻭﺑﺎﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ‪‬ﻳﺠ ‪‬ﺪﺩ ﺍﻟﻨﻈﺎﻡ ﻧﻔ ‪‬‬
‫ﺩﻭﺭﺓ ﺣﻴﺎﺗﻪ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﺘﺠﺴﲑ ﺍﻟﻔﺠﻮﺓ ﻣﺎ ﺑﲔ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻭﺍﳌﻌﺎﻳﲑ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻓﺔ‪ .‬ﻭﳍﺬﺍ ﻓﺈﻥ ﳕﻮﺫﺝ‬
‫ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﻭﻋﻤﻠﻴﺎﺕ ﻭﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻨﻈﺎﻡ ﻻ ﻳﺴﺘﻜﻤﻞ ﻛﻞ ﻋﻨﺎﺻﺮﻩ ﻭ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺗﻪ‪ ،‬ﺇﻻ ﺇﺫﺍ ﺃﺿﻔﻨﺎ ﺇﻟﻴﻪ ﻋﻨﺼﺮ‬
‫ﺿ ‪‬ﺢ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﻭﻭﻇﻴﻔﺔ ﻭﺧﺎﺻﻴﺔ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ ،‬ﻛﻤﺎ ﻫﻮ ‪‬ﻣﻮ ‪‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(11‬‬
‫ﺧﺎﺻﻴﺔ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﰲ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ‬

‫اﻟﻤﺨﺮﺟﺎت‬
‫اﻟﻤﺪﺧﻼت‬ ‫اﻟﻌﻤﻠﻴﺎت‬

‫اﻟﺘﻐﺬیﺔ اﻟﻌﻜﺴﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻳﺎﺳﲔ ﺳﻌﺪ ﻏﺎﻟﺐ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺹ‪.27‬‬

‫‪ -8‬ﺣﺪﻭﺩ ﺍﻟﻨ‪‬ﻈﻢ)‪ :(2‬ﻳﻮﺟﺪ ﺍﻟﻨﻈﺎﻡ ﰲ ﺑﻴﺌ ٍﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﻧ‪‬ﻈ ٍﻢ ﺃﺧﺮﻯ‪ ،‬ﻭﳝﻜﻦ ﻓﺼﻞ ﺍﻟﻨﻈﺎﻡ ﻋﻦ ﺑﻴﺌﺘﻪ ﻭﻋﻦ‬
‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻷﺧﺮﻯ ﻋﻦ ﻃﺮﻳﻖ ﻓﺎﺻ ٍﻞ ﻟﻠﻨﻈﺎﻡ)‪ .(3‬ﻭﻳ‪‬ﻘﺼﺪ ﲝﺪﻭﺩ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﳌﺎ ﻳﻘﻊ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‬
‫ﻭﺧﺎﺭﺟﻪ‪ ،‬ﺃﻱ ﲢﺪﻳﺪ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ)‪ .(4‬ﻭﻟﻠﻨ‪‬ﻈﻢ ﺣﺪﻭ ‪‬ﺩ ﻭﳘﻴﺔ ﻭﺍﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ‬
‫ﻏﲑ ﻣﺎﺩﻳﺔ ﰲ ﻣﻌﻈﻢ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺗﻔﺼﻞ ﺍﻟﻨﻈﺎﻡ ﻋﻦ ﺑﻴﺌﺘﻪ ﻭﺍﻟﻨﻈﺎﻡ ﻋﻦ ﻏﲑﻩ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﻌﻤﻞ ﰲ‬
‫ﺍﻟﺒﻴﺌﺔ ﻧﻔﺴﻬﺎ‪ .‬ﺇﻥ ﻛﻞ ﻧﻈﺎﻡ‪ -‬ﲟﺎ ﰲ ﺫﻟﻚ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ -‬ﻳﻌﻤﻞ ﺿﻤﻦ ﺇﻃﺎ ٍِﺭ ﺗﻨﻈﻴﻤﻲ ﻣﻌﲔ‪ ،‬ﻭﺇﻥ ﻛﻞ‬
‫ﺝ ﻋﻦ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﻳ‪‬ﻤﺜﱢﻞ ﺑﻴﺌ ﹰﺔ ﺧﺎﺭﺟﻴﺔ‪ .‬ﻭﻣﻦ ﺍﳌﻬﻢ ﰲ ﺳﻴﺎﻕ ﲢﻠﻴﻞ ﻭﺗﺼﻤﻴﻢ ﻭﺗﻄﻮﻳﺮ ﻧ‪‬ﻈﻢ‬ ‫ﻣﺎ ﻫﻮ ﺧﺎﺭ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻌﺮﻓﺔ ﺣﺪﻭﺩ ﻛﻞ ﻧﻈﺎ ٍﻡ ﺿﻤﻦ ﺇﻃﺎﺭ ﺑﻴﺌﺘﻪ ﺍﻟﱵ ﻳﻌﻤﻞ ﻓﻴﻬﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﻣﻌﺮﻓﺔ ﺣﺪﻭﺩ ﻭﻋﻼﻗﺎﺕ‬
‫ﻛﻞ ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ‪ ،‬ﺃﻭ ﻛﻞ ﻭﺣﺪ ٍﺓ ﺗﺮﻛﻴﺒﻴﺔ ﻣﻮﺟﻮﺩﺓ ﺿﻤﻦ ‪‬ﺑﻨﻴﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻛﱪ‪.‬‬

‫‪.Feed-back‬‬ ‫)‪(1‬‬

‫)‪.Within Systems (2‬‬


‫)‪ (3‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2002 ،‬ﺹ ‪.19‬‬
‫)‪ (4‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.60‬‬
‫‪81‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -9‬ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﲏ ﻟﻠﻨﻈﺎﻡ)‪ :(1‬ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﻗ ‪‬ﺪﻣﺘﻬﺎ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﻣﻔﻬﻮﻡ ﺍﻟﻮﺳـﻂ ﺍﻟﺒـﻴﲏ ﺃﻭ‬
‫ﺍﻟﻮﺍﺟﻬﺔ ﺍﻟﺒﻴﻨﻴﺔ ﻟﻠﻨ‪‬ﻈﻢ)‪ .(2‬ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﻳﺘ ‪‬ﻢ ﺗﻄﺒﻴﻘﻪ ﺑﺼﻮﺭ ٍﺓ ﻭﺍﺳﻌﺔ ﰲ ﳎﺎﻻﺕ ﲢﻠﻴـﻞ ﻭﺗـﺼﻤﻴﻢ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﻄﻮﻳﺮ ﺍﻟﱪﳎﻴﺎﺕ ﻭﻫﻨﺪﺳﺘﻬﺎ‪ .‬ﻓﻠﻜﻞ ﺑﺮﻧﺎﻣ ٍﺞ ﻭﺍﺟﻬ ﹲﺔ ﺑﻴﻨﻴﺔ‪ ،‬ﻭﻟﻜﻞ ﻧﻈﺎ ٍﻡ ﺗﺸﻐﻴﻠﻲ ﻭﺍﺟﻬ ﹲﺔ ﺑﻴﻨﻴـﺔ‬
‫ﻣﻊ ﺍ ﹸﳌﺴﺘﻔﻴﺪ ﺍﻟﻨﻬﺎﺋﻲ‪ .‬ﻛﻤﺎ ﺗﻠﺘﻘﻲ ﺍﻟﻨ‪‬ﻈﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﲏ ﺍﻟﺬﻱ ﻳﻌﲏ ﺍ‪‬ﺎﻝ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺍﳌﻮﺟـﻮﺩ‬
‫ﺑﲔ ﺣﺪﻭﺩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﻫﻮ ﺃﻳﻀﹰﺎ ﺍﻟﻮﺳﻂ ﺍﻟﺬﻱ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﻟﻪ ﻧﻘﻞ ﺃﻭ ﲢﻮﻳﻞ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‬
‫ﺕ ﻟﻨﻈﺎ ٍﻡ ﺁﺧﺮ‪.‬‬
‫ﻣﻦ ﻧﻈﺎ ٍﻡ ﺇﱃ ﺁﺧﺮ‪ .‬ﺃﻱ ﲢﻮﻳﻞ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﻧﻈﺎ ٍﻡ ﻣﻌﲔ ﺃﻭ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺇﱃ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﻭﻳ‪‬ﻤﺜﱢﻞ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﲏ ﻣﱰﻟ ﹰﺔ ﺑﲔ ﻣﱰﻟﺘﲔ؛ ﺃﻱ ﻣﱰﻟ ﹰﺔ ﺑﲔ ﻧﻈﺎﻣﲔ ﺃﻭ ﺃﻛﺜﺮ ﲡﻤﻊ ﺑﻴﻨﻬﻤﺎ ﻋﻤﻠﻴـﺔ ﺗﻔﺎﻋ‪‬ـﻞ‬
‫ﻭﺗﺒﺎ ‪‬ﺩﻝ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ)‪.(3‬‬
‫‪ -10‬ﻫﺮﻣﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ)‪ :(4‬ﺗﺮﺗﺒﻂ ﺍﻟﻨ‪‬ﻈﻢ ﺑﻌﻼﻗﺎ ٍ‬
‫ﺕ ﻫﺮﻣﻴﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﲟﻌﲎ ﺃﻥ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺼﻔ ٍﺔ ﻋﺎﻣـﺔ‪ ،‬ﻭﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ‪ ،‬ﺗﺘﺮﺍﻛﺐ ﺑﺸﻜ ٍﻞ ﻫﺮﻣﻲ‪ ،‬ﺃﻭ ﻫﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﺫﺍﺕ ‪‬ﺑﻨﻴ ٍﺔ ﻫﺮﻣﻴﺔ ‪‬ﲝﻜﻢ ﻃﺒﻴﻌﺘـﻬﺎ‬
‫ﻭﺗﻜﻮﻳﻨﻬﺎ ﻭﻭﻇﺎﺋﻔﻬﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍ ﹸﳌﺘﺸ ‪‬ﻌﺒﺔ‪ .‬ﻓﻜﻞ ﻧﻈﺎ ٍﻡ ﻫﻮ ﰲ ﺣﻘﻴﻘﺔ ﺍﻷﻣﺮ ﺟﺰﺀﹰﺍ ﻣﻦ ﻧﻈﺎ ٍﻡ ﺃﻛﱪ‪ ،‬ﻭﺍﻟﻨﻈـﺎﻡ‬
‫ﺍﻷﻛﱪ ﻧﻔﺴﻪ ﻫﻮ ﻧﻈﺎ ‪‬ﻡ ﻓﺮﻋﻲ ﺿﻤﻦ ﻧﻈﺎ ٍﻡ ﺁﺧﺮ ﻳ‪‬ﻤﺜﱢﻞ ﺍﻹﻃﺎﺭ ﺍﻷﴰﻞ ﻭﺍﻷﻭﺳﻊ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‬
‫ﺍﻟﱵ ﻳﺘﻀﻤ‪‬ﻨﻬﺎ‪ .‬ﻭﻫﻜﺬﺍ ﺗﺘﺸ ‪‬ﻌﺐ ﺍﻟﻨ‪‬ﻈﻢ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳊﻴﺎﺓ ﻭﺍﻟﻮﺍﻗـﻊ‪ ،‬ﻭﻛـﺬﻟﻚ ﻋﻠـﻰ‬
‫ﻣﺴﺘﻮﻯ ﺍﻟﻄﺒﻴﻌﺔ ﻭﺍﻟﻜﻮﻥ)‪.(5‬‬
‫ﻭﻳ‪‬ﻤﺜﱢﻞ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻫﺮﻣﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ‪:‬‬

‫)‪.The Center of the System Interface (1‬‬


‫)‪.Systems Interface (2‬‬
‫)‪ (3‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.28‬‬
‫)‪ (4‬ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.29‬‬
‫)‪.Hierarchical System (5‬‬
‫‪82‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(12‬‬


‫ﻣﻔﻬﻮﻡ ﻫﺮﻣﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ‬

‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪A‬‬

‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪4‬‬ ‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪3‬‬ ‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪2‬‬ ‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪1‬‬

‫‪4-4‬‬ ‫‪4-3‬‬ ‫‪4-2‬‬ ‫‪4-1‬‬ ‫‪3-4‬‬ ‫‪3-3‬‬ ‫‪3-2‬‬ ‫‪3-1‬‬ ‫‪22-3‬‬ ‫‪2-2‬‬ ‫‪2-1‬‬ ‫‪1-2‬‬ ‫‪1-1‬‬

‫‪4-‬‬ ‫‪4-‬‬ ‫‪4-‬‬ ‫‪4-‬‬ ‫‪3-‬‬ ‫‪3-‬‬ ‫‪3-‬‬ ‫‪3-‬‬ ‫‪3-‬‬ ‫‪2-‬‬ ‫‪2-‬‬ ‫‪2-‬‬ ‫‪1-‬‬ ‫‪1-2-‬‬ ‫‪1-2-1‬‬
‫‪3-4‬‬ ‫‪3-3‬‬ ‫‪3-2‬‬ ‫‪3-1‬‬ ‫‪4-2‬‬ ‫‪4-1‬‬ ‫‪2-3‬‬ ‫‪2-2‬‬ ‫‪2-1‬‬ ‫‪2-3‬‬ ‫‪2-2‬‬ ‫‪2-1‬‬ ‫‪2-3‬‬ ‫‪2‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.29‬‬

‫ﻭﻛﻤﺎ ﻫﻮ ﻭﺍﺿ ‪‬ﺢ ﰲ ﻫﺬﺍ ﺍﻟﺸﻜﻞ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﻈﺎﻡ ‪ A‬ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺃﺭﺑﻌﺔ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ‪ .‬ﻳﺘﻔ ‪‬ﺮﻉ ﻛﻞ ﻧﻈﺎ ٍﻡ‬
‫ﻓﺮﻋﻲ ﺇﱃ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ ﺻﻐﺮﻯ‪ ،‬ﻛﻤﺎ ﻳﺘﺸ ‪‬ﻌﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﺍﻷﺻﻐﺮ ﺇﱃ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ ﺃﺧـﺮﻯ‪ .‬ﻭﳝﻜـﻦ‬
‫ﺕ ﺇﺩﺍﺭﻱ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺃﺭﺑﻌﺔ ﻧ‪‬ﻈﻢ ﻓﺮﻋﻴﺔ ﻫـﻲ‪ :‬ﺍﻟﻨﻈـﺎﻡ ﺍﻟﻔﺮﻋـﻲ‬ ‫ﺗﺼ ‪‬ﻮﺭ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ‪ A‬ﻫﻮ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻘﻴﺔ‪ ،‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻹﻧﺘﺎﺝ‪ ،‬ﺍﻟﻨﻈـﺎﻡ ﺍﻟﻔﺮﻋـﻲ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬
‫ﺕ ﻓﺮﻋـﻲ ﺇﱃ‬ ‫ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﳌﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﻳﺘﻔ ‪‬ﺮﻉ ﻛﻞ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣـﺎ ٍ‬
‫ﺕ ﻓﺮﻋﻴﺔ ‪ -‬ﻓﺮﻋﻴﺔ‪ ،‬ﻭﻫﻜﺬﺍ ﰲ ‪‬ﺑﻨﻴ ٍﺔ ﺗﺒﺪﻭ ﻛﻬﺮ ٍﻡ ﻳﻘﻮﻡ ﻋﻠﻰ‬‫ﺕ ﺗﺮﻛﻴﺒﻴﺔ ﺻﻐﲑﺓ‪ ،‬ﺃﻭ ﺇﱃ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ﻭﺣﺪﺍ ٍ‬
‫ﻗﺎﻋﺪ ٍﺓ ﻋﺮﻳﻀﺔ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﻌﺎﱂ ﻛﻠﻪ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺸﻜﻴﻠ ٍﺔ ﻫﺎﺋﻠﺔ ﻭﻏﲑ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍ ﹸﳌﻌ ﱠﻘﺪﺓ ﻭﺍﻟﱵ ﺗ‪‬ـﺸ ﱢﻜﻞ‬
‫ﺝ ﻟﻮﺻـﻒ‬ ‫ﺑﺪﻭﺭﻫﺎ ﻧﻈﺎﻣﹰﺎ ﺻﻐﲑﹰﺍ ﰲ ﺇﻃﺎﺭ ﻧﻈﺎﻡ ﺍﻟﻜﻮﻥ ﺍﻟﻌﻈﻴﻢ‪ .‬ﻭﻗﺪ ﺣﺎﻭﻝ ‪ Boulding‬ﻭﺿﻊ ﳕـﻮﺫ ٍ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍ ﹸﳌﻌ ﱠﻘﺪﺓ ﻟﻠﻨ‪‬ﻈﻢ ﰲ ﺍﳊﻴﺎﺓ‪ ،‬ﺑﻌﺪ ﺃﻥ ﺣﺎﻭﻝ ﺍﻟﺘﻤﻴﻴﺰ ﺃﻭ ﹰﻻ ﺑﲔ ﺍﻷﳕﺎﻁ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻠـﻨ‪‬ﻈﻢ ﰲ ﺍﳊﻴـﺎﺓ‬
‫ﻭﺍﻟﻄﺒﻴﻌﺔ‪.‬‬
‫ﺴﺮ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻇﺎﻫﺮﺓ ﺍﻟﺒﺴﺎﻃﺔ ﻭﺍﻟﺘﻌﻘﺪ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻨ‪‬ﻈﻢ‪ .‬ﻓﺎﻟﻨ‪‬ﻈﻢ ﺍﻟﺒﺴﻴﻄﺔ‬
‫ﻼ ﻋﻦ ﺫﻟﻚ‪ ،‬ﻳﻔ ‪‬‬
‫ﻓﻀ ﹰ‬
‫ﻼ ﻫﻲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻧﻈﺎﻣﲔ ﻓﺮﻋﻴﲔ ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﺃﻭ ﻣﻦ ﻋﺪ ٍﺩ ‪‬ﻣﺤ ‪‬ﺪﺩ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﳍﺎ‬
‫ﻣﺜ ﹰ‬
‫ﺕ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﻣﻊ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻛﱪ ﺍﻟﺬﻱ ﺗﻨﻀﻮﻱ ﰲ ﺇﻃﺎﺭﻩ ﻭ‪‬ﺗﺸ ﱢﻜﻞ ﳏﺘﻮﺍﻩ‪ ،‬ﺃﻭ ﻣﻦ ﻋﺪ ٍﺩ ﳏـﺪﻭﺩ ﻣـﻦ‬ ‫ﻋﻼﻗﺎ ‪‬‬
‫ﺕ‬
‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﺑﺎﻟﻨﺘﻴﺠﺔ ﺗﺰﺩﺍﺩ ﺍﻟﻨ‪‬ﻈﻢ ﺗﻌﻘﻴﺪﹰﺍ ﻛﻠﻤﺎ ﺗـﺸ ‪‬ﻌﺒﺖ ﺃﻛﺜـﺮ‪ ،‬ﻭﻛﻠﻤـﺎ ﺍﺭﺗﺒﻄـﺖ ﺑﻌﻼﻗـﺎ ٍ‬
‫‪83‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺗﺸﺎ‪‬ﺑﻜﺎﺕ‪ .‬ﻭﻟﺘﻮﺿﻴﺢ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﻧﻘﻮﻝ ﺇﺫﺍ ﺍﻓﺘﺮﺿﻨﺎ ﺃﻥ ﻟﻨﻈﺎ ٍﻡ ﻣﺎ ﺃﺭﺑﻌﺔ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ ﺗﺘﻔﺎﻋﻞ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪،‬‬
‫ﺕ ‪‬ﻣﺘﺒﺎ ‪‬ﺩﻟﺔ ﺗﺼﻞ ﺇﱃ ‪ 12‬ﻋﻼﻗﺔ‪ ،‬ﻭﺗﺒـﺎﺩ ٍﻝ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ ﺃﻭ ﻟﻠﻤ‪‬ـﺪﺧ‪‬ﻼﺕ‬ ‫ﻓﺈﻥ ﻫﺬﺍ ﻳﻌﲏ ﻭﺟﻮﺩ ﺗﻔﺎﻋﻼ ٍ‬
‫ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‪ ،‬ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻳ‪‬ﻮﺿ‪‬ﺢ ﺫﻟﻚ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(13‬‬
‫ﺩﺭﺟﺔ ﺗﻌ ﱡﻘﺪ ﺍﻟﻨ‪‬ﻈﻢ‬

‫ﺍﻟﻔﺮﻋﻲ‬ ‫ﺍﻟﻨﻈﺎﻡ‬
‫‪ssss‬‬ ‫‪su‬‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ‬
‫)‪(A‬‬
‫)‪(B‬‬

‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ‬
‫)‪(C‬‬ ‫)‪(D‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺼﺪﺭ ﺳﻴﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.32‬‬

‫ﻓﺈﺫﺍ ﻛﺎﻥ ﻫﺬﺍ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻻ ﻳﺒﺪﻭ ﺑﺴﻴﻄﹰﺎ ﺃﺑﺪﹰﺍ‪ ،‬ﻭﺍﻟﻨﻈﺎﻡ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺃﺭﺑﻌﺔ ﻧ‪‬ﻈﻢ ﻓﺮﻋﻴـﺔ ﻓﻘـﻂ‪،‬‬
‫ﻓﻜﻴﻒ ﺳﻴﻜﻮﻥ ﺍﻷﻣﺮ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻨﻈﺎﻡ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻣﺌﺎﺕ ﻭﺁﻻﻑ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ .‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺳﺘﻜﻮﻥ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ‪‬ﻣﻌ ﱠﻘﺪﺓ ﻭﻣﺘﺸﺎﺑﻜﺔ‪ ،‬ﻭﻻ ﳝﻜﻦ ﻓﻬﻤﻬﺎ ﻭﻗﻴﺎﺱ ﺃﺩﺍﺀﻫﺎ ﻭﺿﺒﻂ ﺗﺪﻓﱡﻘﺎﺕ ﺑﻴﺎﻧﺎ‪‬ﺎ ﺇﻻ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﳊﺎﺳﻮﺏ ﻭﺑﱪﺍﻣﺞ ‪‬ﻣﺼ ‪‬ﻤﻤﺔ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﺍ ﹸﳌﻌ ﱠﻘﺪ ﻣﻦ ﺍﳊﺴﺎﺑﺎﺕ‪.‬‬
‫‪ -11‬ﺩﻭﺭﺓ ﺣﻴﺎﺓ ﺍﻟﻨ‪‬ﻈﻢ)‪ :(1‬ﻛﻞ ﺍﻟﻨ‪‬ﻈﻢ ﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ ﳍﺎ ﺩﻭﺭﺓ ﺣﻴﺎ ٍﺓ ﺗﺒﺪﺃ ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻟﻮﻻﺩﺓ ﻭﺍﻟﻨﻤـﻮ‬
‫ﻭﺍﻟﺘﻄﻮ‪‬ﺭ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻟﺘﺪﻫﻮﺭ ﻭﺍﻻﳓﻼﻝ‪ ،‬ﻟﺘﺒﺪﺃ ﻣﺮﺣﻠ ﹰﺔ ﺟﺪﻳﺪﺓ‪ .‬ﺃﻱ ﲤ ‪‬ﺮ ﺩﻭﺭﺓ ﺣﻴﺎﺓ ﺍﻟﻨﻈﺎﻡ ﲟﺮﺍﺣﻞ ﻣﺘﻜﺎﻣﻠﺔ‪،‬‬
‫ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻟﻨﺸﻮﺀ ﻭﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﳌﺮﺣﻠﺔ ﺍﻟﱵ ﻳﻀ ‪‬ﻌﻒ ﻓﻴﻬﺎ ﺍﻟﻨﻈﺎﻡ ﻋﻠـﻰ ﻣـﺴﺘﻮﻯ ﺍﻻﺳـﺘﺠﺎﺑﺔ‬
‫ﻟﺘﺤ ‪‬ﺪﻳﺎﺕ ﺍﻟﺒﻴﺌﺔ ﻭﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ؛ ﳑﺎ ﻳﺘﻄﻠﱠﺐ ﺇﻋﺎﺩﺓ ﻋﻤﻠﻴﺔ ﺗﻜﻮﻳﻦ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﺳﻮﺍ ًﺀ ﻣﻦ ﺧﻼﻝ‬
‫ﲢﺪﻳﺜﻪ ﻭﺗﻄﻮﻳﺮﻩ‪ ،‬ﺃﻭ ﺍﻟﺘﺨﱢﻠﻲ ﻋﻨﻪ ﻬﻧﺎﺋﻴﹰﺎ ﻭﺍﻟﻌﻤﻞ ﻣﻦ ﺃﺟﻞ ﺑﻨﺎﺀ ﻭﺗﻄ ‪‬ﻮﺭ ﻧﻈﺎ ٍﻡ ﺟﺪﻳﺪ‪.‬‬
‫‪ -12‬ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻟﻠﻨﻈﺎﻡ)‪ :(2‬ﻳﺮﺗﺒﻂ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﺑﺪﻭﺭﺓ ﺣﻴﺎﺓ ﺍﻟﻨ‪‬ﻈﻢ؛ ﻓﻄﺎﳌﺎ ﻛﺎﻥ ﻟﻠﻨﻈـﺎﻡ ﺩﻭﺭﺓ‬
‫ﺣﻴﺎ ٍﺓ ﺷﺒﻴﻬﺔ ﺇﱃ ﺣ ﱟﺪ ﺑﻌﻴﺪ ﺑﺪﻭﺭﺓ ﺣﻴﺎﺓ ﺍﻟﻜﺎﺋﻦ ﺍﳊﻲ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﻻﺩﺓ‪ ،‬ﺍﻟﻨﻤﻮ‪ ،‬ﺍﻟﻨﻀﺞ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻟﻜﻬﻮﻟﺔ‬

‫)‪.Systems Life-Cycle (1‬‬


‫‪. Dynamic Balance of The System‬‬ ‫)‪(2‬‬
‫‪84‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺍﳌﻮﺕ‪ ،‬ﻓﺈﻥ ﻣﻦ ﺃﻫﻢ ﺷﺮﻭﻁ ﺍﺳﺘﻤﺮﺍﺭ ﺣﻴﺎﺓ ﺃﻱ ﻧﻈﺎ ٍﻡ ﺃﻭ ﺃﻱ ﻛﺎﺋ ٍﻦ ﺣﻲ ﻫﻮ ﲢﻘﻴﻖ ﻗﺪ ٍﺭ ﻣﻼﺋـﻢ ﻣـﻦ‬
‫ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﺍﺧﻠﻲ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻟﺘﻮﺍﺯﻥ ﺍﳋﺎﺭﺟﻲ ﻣﻊ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ‪ .‬ﻭﻳﺘﺤ ﱠﻘﻖ ﻫﺪﺍ ﺍﻟﺘﻮﺍﺯﻥ ﻋﻨـﺪﻣﺎ‬
‫ﻁ ﻣﻌﻴﻨﺔ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪ .‬ﻭﰲ ﺍﻟﻠﺤﻈﺔ ﺍﻟﱵ‬‫ﺗﺘﺒﺎﺩﻝ ﺍﻟﻨ‪‬ﻈﻢ ﻣ‪‬ﺪﺧ‪‬ﻼ‪‬ﺎ ﻭﻣ‪‬ﺨﺮ‪‬ﺟﺎ‪‬ﺎ ﻭﻣﻮﺍﺭﺩﻫﺎ ﰲ ﻇﻞ ﺷﺮﻭ ٍ‬
‫ﳜﺘﻞﱡ ﻓﻴﻬﺎ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ ﺃﻭ ﺧﺎﺭﺟﻪ ﻳﺒﺪﺃ ﺍﻟﺘﺪﻫ ‪‬ﻮﺭ ﻭﺗﻈﻬﺮ ﻋﻼﻣﺎﺕ ﺍﻟﻀﻌﻒ ﺇﻻ ﺇﺫﺍ ﱠﰎ‬
‫ﻣﻌﺎﳉﺔ ﺍﻷﻣﺮ ﺑﺴﺮﻋ ٍﺔ‪ .‬ﺇﻥ ﻧﻘﻄﺔ ﺍﻻﻧﻄﻼﻕ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻫﻲ ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﺍﳌﺮﻏﻮﺏ‬
‫‪‬ﺎ ﻭ‪‬ﻴﺌﺔ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﻣﻦ ﻣﺼﺎﺩﺭﻫﺎ‪ ،‬ﻭﻫﻮ ﻋﻤ ﹲﻞ ﻳ‪‬ﻤﺜﱢﻞ ﺃﺳﺎﺱ ﻣﻨﻬﺞ ﺍﻟﺘﺤﻠﻴـﻞ ﺍﳌﻨﻄﻘـﻲ ﻟﻼﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﳌﻨﻄﻘﻲ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲟﺎ ﰲ ﺫﻟﻚ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ)‪.(1‬‬
‫ﺇﺫﻥ ﻓﺎﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ﺍ ﹸﳌﻄ‪‬ﺒﻘﺔ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﺪﻑ ﺇﱃ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﻫﻴﻜﻠﺔ ﺍﳌﺸﺎﻛﻞ ﺍ ﹸﳌﻌﻘﱠـﺪﺓ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﻤﺎﺫﺝ ﺍ ﹸﳌﺠ ‪‬ﺮﺩﺓ‪ ،‬ﻭﻫﻲ ﺗﻨﻈﺮ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻧﻈﺮ ﹰﺓ ﺷﺎﻣﻠﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻬﻧﺎ ﺗﻌﺎﰿ ﻛﺬﻟﻚ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺍﻟﻔﺮﻋﻴﺔ ﺍ ﹸﳌﻜ ‪‬ﻮﻧﺔ ﻟﻠﻨﻈﺎﻡ ﻛﱢﻠﻪ‪.‬‬
‫‪ -13‬ﺍﻟﺰﻭﺍﻝ ﺃﻭ ﺍﻟﺘﻼﺷﻲ‪:‬ﻛﻤﺎ ﳝﻜﻦ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻷﺧﲑ ﺇﱃ ﻣﺒﺪﺃ ﺃﺧﺮ ﻭ ﻫﻮ ﺍﻟﺰﻭﺍﻝ ﻭ ﺍﻟﺘﻼﺷﻲ؛ﺣﻴﺚ‬
‫ﺃﻥ ﻛﻞ ﻧﻈﺎﻡ ﻫﻮ ﻣﻌﺮﺽ ﻷﻥ ﻳﺰﻭﻝ ﺃﻭ ﻳﺘﻼﺷﻰ‪.‬‬

‫)‪ (1‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﻴﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.33‬‬
‫‪85‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﺎﻫﻴﺔ ﻧ‪‬ﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻟﻘﺪ ﺯﺍﺩ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻹﺗﻘﺎﻥ ﻭﺍﻟﻨﻮﻋﻴﺔ ﻭﺍﳉﻮﺩﺓ ﰲ ﻛﻞ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﰲ ﺿﻮﺀ ﻣﺎ ﺃﻣﻠﺘﻪ ﺃﺑﻌﺎﺩ‬
‫ﺕ‬
‫ﺼﺼﺎ ٍ‬ ‫ﺕ ﻛﱪﻯ ﻭﻟﺘﺨ ‪‬‬ ‫ﺍﳌﻨﺎﻓﺴﺔ‪ ،‬ﻭﺍﻟﻌﻮﳌﺔ‪ ،‬ﻭﺍﻟﻜﻮﻧﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ‪ ،‬ﻭﺍﻟﺘﻔﺎﻋ‪‬ﻼﺕ‪ ،‬ﰲ ﹸﺃﻃﺮ ﺍﻗﺘﺼﺎﺩﻳﺎ ٍ‬
‫ﺼﺼﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﳎﺎﻻﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻫﻲ ﺃﺣﺪ ﺃﻧﻮﺍﻉ‬ ‫ﳐﺘﻠﻔﺔ؛ ﻭﻣﻦ ﺃﻫﻢ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﺘﺨ ‪‬‬
‫ﺴﺪ ﻭﺟﻮﺩﻫﺎ ﲰ ﹰﺔ‬ ‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ‪‬ﺘ ‪‬ﻢ ﺑﺈﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺑﺜﱢﻬﺎ ﺩﺍﺧﻞ ﻭﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﻣﻦ ﻳﻬﻤ‪‬ﻪ ﺍﻷﻣﺮ‪ ،‬ﺟ ‪‬‬
‫ﻟﻠﻌﺼﺮ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬


‫ﺕ‬
‫ﺇﻥ ﻋﻼﻗﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﻣﺜﻞ ﻋﻼﻗﺔ ﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ ﺑﺎ ﹸﳌﻨ‪‬ﺘﺞ ﺍﻟﻨﻬﺎﺋﻲ؛ ﺣﻴﺚ ﺑﻌﺪ ﺇﺿﺎﻓﺔ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺼﻞ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺑﻌﺪ ﻣﺮﻭﺭﻫﺎ ﻋـﱪ ﻧﻈـﺎﻡ‬ ‫ﺻﻨﺎﻋﻴﺔ ﻋﻠﻰ ﺍﳌﺎﺩﺓ ﺗﺘﺤ ‪‬ﻮﻝ ﺇﱃ ‪‬ﻣﻨ‪‬ﺘ ٍﺞ ﻬﻧﺎﺋﻲ ﺑﺎﻟﻀﺒﻂ ﳛ ‪‬‬
‫ﺕ ﺗﺒﺚ ﺃﻭ ‪‬ﺗﺨـ ‪‬ﺰﻥ ﻟﻴـﺘﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﻤﻊ ﻭ ﺍﻟﺘﺨﺰﻳﻦ ‪،‬ﺗﺘﺤ ‪‬ﻮﻝ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻌﺪﻫﺎ ﳌﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﻻﺣﻘﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺧﺼﺎﺋﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺣﱴ ﳝﻜﻦ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺃﻥ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﻣﻌﺮﻓﺔ ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ ﺑﺎﻷﺳﻠﻮﺏ ﻭﺍﻟﻮﻗﺖ ﺍﳌﻼﺋﻤـﲔ‪،‬‬
‫ﻻﺑﺪ ﻭﺃﻥ ﺗﺘﻮﺍﻓﺮ ﻓﻴﻬﺎ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ‪‬ﻧﻨﺎﻗﺸﻬﺎ ﺑﺎﺧﺘﺼﺎ ٍﺭ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(1‬‬

‫ﳏﻤﺪ ﺍﻟﻔﻴﻮﻣﻲ ﻭ ﺃﲪﺪ ﺣﺴﲔ‪ ،‬ﺗﺼﻤﻴﻢ ﻭﺗﺸﻐﻴﻞ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ﺹ ‪.16-14‬‬ ‫)‪(1‬‬
‫‪86‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(14‬‬


‫ﺧﺼﺎﺋﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﳌﻼﺋﻤﺔ‬

‫ﺍﻟﻮﻗﺘﻴﺔ‬ ‫ﺍﻟﻘﺒﻮﻝ‬

‫ﺧﺼﺎﺋﺺ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﻟﺴﻬﻮﻟﺔ ﻭﺍﻟﻮﺿﻮﺡ‬ ‫ﺍﻟﺸﻤﻮﻝ‬

‫ﺍﻟﺼﺤﺔ ﻭﺍﻟﺪﻗﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﳏﻤﺪ ﺍﻟﻔﻴﻮﻣﻲ ﻭ ﺃﲪﺪ ﺣﺴﲔ‪ ،‬ﺗﺼﻤﻴﻢ ﻭﺗﺸﻐﻴﻞ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠـﺎﺭﺓ‪،‬‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ﺹ ‪.16-14‬‬

‫‪ -1‬ﺍﳌﻼﺋﻤﺔ‪ :‬ﲟﻌﲎ ﺃﻥ ﺗﺘﻼﺀﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺍﻟﻐﺮﺽ ﺍﻟﺬﻱ ﺃﹸﻋﺪ‪‬ﺕ ﻣﻦ ﺃﺟﻠﻪ‪ ،‬ﻭﳝﻜﻦ ﺍﳊﹸﻜﻢ ﻋﻠﻰ ﻣﺪﻯ‬
‫ﻣﻼﺋﻤﺔ ﺃﻭ ﻋﺪﻡ ﻣﻼﺋﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻜﻴﻔﻴﺔ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻋﻠـﻰ ﺳـﻠﻮﻙ ﻣ‪‬ـﺴﺘﺨﺪِﻣﻴﻬﺎ‪.‬‬
‫ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻼﺋﻤﺔ ﻫﻲ ﺍﻟﱵ ﺳ‪‬ﺘﺆﺛﱢﺮ ﻋﻠﻰ ﺳﻠﻮﻙ ‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﲡﻌﻠﻪ ﻳ‪‬ﻌﻄﻲ ﻗﺮﺍﺭﹰﺍ ﳜﺘﻠﻒ ﻋﻦ ﺫﻟﻚ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻛﺎﻥ ﳝﻜﻦ ﺍﺗ‪‬ﺨﺎﺫﻩ ﰲ ﺣﺎﻟﺔ ﻏﻴﺎﺏ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ -2‬ﺍﻟﻮﻗﺘﻴﺔ‪ :‬ﲟﻌﲎ ﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛ ﲝﻴﺚ ﺗﻜﻮﻥ ﻣﺘﻮﺍﻓﺮ ﹰﺓ ﻭﻗﺖ ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ؛ ﺣﱴ‬
‫ﺗﻜﻮﻥ ﻣﻔﻴﺪ ﹰﺓ ﻭﻣ‪‬ﺆﺛﱢﺮﺓ‪ .‬ﻭﺑﻄﺒﻴﻌﺔ ﺍﳊﺎﻝ‪ ،‬ﻟﻦ ﺗﻜﻮﻥ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﻘﺪ‪‬ﻣﺔ ﹸﳌﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣ‪‬ﺘﺄﺧ‪‬ﺮ ﹰﺓ ﺟـﺪﹰﺍ‬
‫ﻋﻦ ﻣﻮﻋﺪﻫﺎ ﺃﻱ ﻗﻴﻤ ٍﺔ ﺃﻭ ﺗﺄﺛ ٍﲑ ﻋﻠﻰ ﺳﻠﻮﻛﻪ‪ ،‬ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ ﻭﺣﻴﻮﻳﺘﻬﺎ ﳍﺬﺍ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -3‬ﺍﻟﺴﻬﻮﻟﺔ ﻭﺍﻟﻮﺿﻮﺡ‪ :‬ﲟﻌﲎ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺿﺤ ﹰﺔ ﻭﻣﻔﻬﻮﻣ ﹰﺔ ﳌﹸﺴﺘﺨﺪِﻣﻬﺎ‪ .‬ﻓـﻼ ﻳﻨﺒﻐـﻲ ﺃﻥ‬
‫ﺕ ﻏﲑ ﻣﻌﺮﻭﻓﺔ‪،‬‬
‫ﺕ ﺭﻳﺎﺿﻴﺔ ﻭﻣﻌﺪﻻ ٍ‬ ‫ﺕ ﺃﻭ ﺗﻐﻴ‪‬ﺮﺍ ٍ‬
‫ﻅ ﺃﻭ ﺭﻣﻮ ٍﺯ ﺃﻭ ﻣﺼﻄﻠﺤﺎ ٍ‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻱ ﺃﻟﻔﺎ ٍ‬
‫ﻭﻻ ﻳﺴﺘﻄﻴﻊ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻥ ﻳﻔﻬﻤﻬﺎ؛ ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻐﺎﻣﻀﺔ ﻏﲑ ﺍﳌﻔﻬﻮﻣﺔ ﻟﻦ ﺗﻜﻮﻥ ﳍﺎ‬
‫ﺃﻱ ﻗﻴﻤ ٍﺔ ﺣﱴ ﻭﻟﻮ ﻛﺎﻧﺖ ﻣﻼﺋﻤﺔ‪ ،‬ﻭ ﱠﰎ ﺗﻘﺪﳝﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﹸﳌﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -4‬ﺍﻟﺼﺤﺔ ﻭﺍﻟﺪﻗﺔ‪ :‬ﻳ‪‬ﻘﺼﺪ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ﺃﻥ ﺗﻜﻮﻥ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺕ ﺣﻘﻴﻘﻴﺔ ﻋﻦ ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ ﺗ‪‬ﻌﺒ‪‬ﺮ‬
‫ﻋﻨﻪ‪ ،‬ﻭﺩﻗﻴﻘﺔ ﲟﻌﲎ ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﺧﻄﺎ ٍﺀ ﺃﺛﻨﺎﺀ ﺇﻧﺘﺎﺝ ﻭﲡﻤﻴﻊ ﻭﺍﻟﺘﻘﺮﻳﺮ ﻋﻦ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪87‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -5‬ﺍﻟﺸﻤﻮﻝ‪ :‬ﲟﻌﲎ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﻘﺪ‪‬ﻣﺔ ﻣﻌﻠﻮﻣﺎ ٍ‬


‫ﺕ ﻛﺎﻣﻠﺔ‪ ،‬ﺗ‪‬ﻐﻄﱢﻲ ﻛﺎﻓﺔ ﺟﻮﺍﻧـﺐ ﺍﻫﺘﻤﺎﻣـﺎﺕ‬
‫ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ ﺃﻭ ﺟﻮﺍﻧﺐ ﺍﳌﺸﻜﻠﺔ ﺍﳌﹸﺮﺍﺩ ﺃﻥ ‪‬ﻳﺘ‪‬ﺨﺬ ﺑﺸﺄﻬﻧﺎ ﺍﻟﻘﺮﺍﺭ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﰲ ﺷﻜﻠﻬﺎ ﺍﻟﻨﻬﺎﺋﻲ‪ ،‬ﲟﻌﲎ ﺃﻥ ﻻ ﻳ‪‬ﻀﻄ ‪‬ﺮ ﻣ‪‬ﺴﺘﺨ ِﺪﻣ‪‬ﻬﺎ ﺇﱃ ﺇﺟﺮﺍﺀ ﺑﻌﺾ ﻋﻤﻠﻴﺎﺕ ﺗﺸﻐﻴ ٍﻞ ﺇﺿﺎﻓﻴﺔ ﺣـﱴ‬
‫ﳛﺼ‪‬ﻞ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫‪ -6‬ﺍﻟﻘﺒﻮﻝ‪ :‬ﲟﻌﲎ ﺃﻥ ﺗ‪‬ﻘﺪ‪‬ﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﺼﻮﺭﺓ ﻭﺑﺎﻟﻮﺳﻴﻠﺔ ﺍﻟﱵ ﻳﻘﺒﹸﻠﻬﺎ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣـﻦ‬
‫ﺣﻴﺚ ﺍﻟﺸﻜﻞ ﻭﻣﻦ ﺣﻴﺚ ﺍﳌﻀﻤﻮﻥ‪ .‬ﻓﻤﻦ ﺣﻴﺚ ﺍﻟﺸﻜﻞ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ ﺷـﻜﻞ‬
‫ﺗﻘﺮﻳ ٍﺮ ﻣﻜﺘﻮﺏ ﺑﻠﻐ ٍﺔ ﺳﻬﻠﺔ ﻭﻭﺍﺿﺤﺔ ﻭﻣﻔﻬﻮﻣﺔ‪ ،‬ﺃﻭ ﰲ ﺷﻜﻞ ﺟﺪﺍﻭﻝ ﺃﻭ ﺇﺣﺼﺎﺋﻴﺎﺕ ﺃﻭ ﺭﺳـﻮﻣﺎﺕ‬
‫ﺑﻴﺎﻧﻴﺔ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ‪ .‬ﺃﻣﺎ ﻣﻦ ﺣﻴﺚ ﺍﳌﻀﻤﻮﻥ‪ ،‬ﻓﻴﺘﻌﻠﱠﻖ ﺑﺪﺭﺟﺔ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻓﻼ ﺗﻜﻮﻥ ﻣﻨﺤﺼﺮ ﹰﺓ‬
‫ﺑﺄﻛﺜﺮ ﻣﻦ ﺍﻟﻼﺯﻡ؛ ﳑﺎ ﻗﺪ ‪‬ﻳﻔﻘﺪﻫﺎ ﻣﻌﻨﺎﻫﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻋﺪﻡ ﹸﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﺮﻛﻴﺰ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺔ‬
‫ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫ﻣﻦ ﻫﻨﺎ ﻳﺘ‪‬ﻀﺢ ﻟﺪﻳﻨﺎ ﺃﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﺣﻴﺚ ﺃﻥ ‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺇﺫﺍ ﺃﺭﺍﺩ ﺣـ ﱠﻞ‬
‫ﻣﺸﻜﻠ ٍﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻠﺠﺄ ﺇﱃ ﺗﻌﺮﻳﻔﻬﺎ‪ ،‬ﰒ ﺗﻄﻮﻳﺮ ﺑﺪﺍﺋﻞ ﺍﳊﻠﻮﻝ ﳍﺎ؛ ﻭﻣﻦ ﰒ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻜﻞ ﺑﺪﻳﻞ‪.‬‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳚﻤﻌﻬﺎ ﻗﺪ ﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺗﺄﻛﱡ ٍﺪ ﻣﻨﻬﺎ‪ ،‬ﺃﻭ ﰲ ﺣﺎﻟﺔ ﺍﳌﺨﺎﻃﺮﺓ‪ ،‬ﺃﻭ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻟﺘﺄﻛﱡﺪ‬
‫ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻟﺪﻳﻪ)‪.(1‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬


‫ﻟﻘﺪ ﻋ ‪‬ﺮﻓﺖ ﲨﻌﻴﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪ -‬ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ‪ -‬ﺑﺄﻧﻪ‪ » :‬ﻧﻈﺎ ‪‬ﻡ ﺁﱄ‬
‫ﻳﻘﻮﻡ ﲜﻤﻊ ﻭﺗﻨﻈﻴﻢ ﻭﺇﻳﺼﺎﻝ ﻭﻋﺮﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻻﺳﺘﻌﻤﺎﳍﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ ﳎـﺎﻻﺕ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺮﻗﺎﺑﺔ ﻟﻸﻧﺸﻄﺔ ﺍﻟﱵ ‪‬ﺗﻤﺎﺭﺳﻬﺎ ﺍﳌﺆﺳﺴﺔ «)‪.(2‬‬
‫ﻛﻤﺎ ﱠﰎ ﺗﻌﺮﻳ ﹸﻔﻪ ﺃﻳﻀﹰﺎ ﺑﺄﻧﻪ‪ » :‬ﺫﻟﻚ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺘﺰﻭﻳﺪ ﺍﳌﺆﺳﺴﺔ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟـﻀﺮﻭﺭﻳﺔ‬
‫ﺍﻟﻼﺯﻣﺔ ﻟﺼﻨﺎﻋﺔ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺫﻟﻚ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻭﻋﻨﺪ ﺍﳌﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﻱ ﺍﳌﻼﺋﻢ؛ ﻭﻣﺜـﻞ‬
‫ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻳﻘﻮﻡ ﺑﺎﺳﺘﻘﺒﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻧﻘﻠﻬﺎ‪ ،‬ﻭﲣﺰﻳﻨﻬﺎ‪ ،‬ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ ،‬ﰒ ﺗﻮﺻﻴﻠﻬﺎ ﺑﺬﺍ‪‬ﺎ ﺑﻌﺪ‬
‫ﺗﺸﻐﻴﻠﻬﺎ ﺇﱃ ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ‪ ،‬ﰲ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻜﺎﻥ ﺍﳌﻨﺎﺳ‪‬ﺒﲔ «)‪.(3‬‬

‫‪.2007/01/15‬‬ ‫‪ ،http: //vb.arabsgate.com/showthread.php.‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬ ‫)‪(1‬‬

‫ﻫﻼﻝ ﻋﺒﻮﺩ ﺍﻟﺒﻴﺎﰐ‪ ،‬ﺍﳌﺪﺧﻞ ﻟﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﺪﻳﺮﻳﺔ ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻮﺻﻞ‪ ،‬ﺍﻟﻌـﺮﺍﻕ‪ ،1992 ،‬ﺹ‬ ‫)‪(2‬‬

‫‪.27‬‬
‫ﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻨﻮﺭ‪ ،‬ﲢﻠﻴﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻮﻣﺒﻴﻮﺗﺮ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﺮﻗﺎﻥ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،1999 ،5‬ﺹ ‪.28‬‬ ‫)‪(3‬‬
‫‪88‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ‪ » :‬ﺍﳉﻬﺎﺯ ﺍﻟﺬﻱ ﻳﺴﻤﺢ ﻟﻠﻤﺆﺳﺴﺔ ﺑﺎﻻﺳﺘﻌﻼﻡ ﺣﻮﻝ ﺗـﺸﻐﻴﻠﻬﺎ ﻭﺗﻄ ‪‬ﻮﺭﻫـﺎ‪.‬‬
‫ﻭﻛﻠﻤﺔ ﻧﻈﺎﻡ ﺗﻌﲏ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﹸﺮﺗﺒِﻄﺔ ﺑﺒﻌﻀﻬﺎ ﺑﻌﻼﻗﺎﺕ «)‪. (1‬‬
‫ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ ﻛﺬﻟﻚ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ‪ :‬ﺍﳌﺎﺩﻳﺔ‪ ،‬ﺍﻟﱪﳎﻴﺎﺕ‪ ،‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪،‬‬
‫ﺚ ﺍﳌﻌﻠﻮﻣـﺎﺕ )ﰲ ﺷـﻜﻞ ﺑﻴﺎﻧـﺎﺕ‪،‬‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺍﻟﱵ ﺗﺴﻤﺢ ﺑﺎﺳﺘﻘﺒﺎﻝ‪ ،‬ﻣﻌﺎﳉﺔ ﻭﲣﺰﻳﻦ ﻭﺑ ﱢ‬
‫ﻧﺼﻮﺹ‪ ،‬ﺻﻮﺭ‪ ،‬ﺻﻮﺕ‪... ،‬ﺇﱁ( ﰲ ﺍﳌﺆﺳﺴﺔ «)‪. (2‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻔﻪ ﻛﺬﻟﻚ ﺑﺄﻧﻪ » ﻋﻤﻠﻴﺔ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﲤ ‪‬ﺮ ﺑﺜﻼﺙ ﻣﺮﺍﺣﻞ ﺃﺳﺎﺳـﻴﺔ‬
‫ﻫﻲ‪ :‬ﺍﻟﺘﺠﻤﻴﻊ‪ ،‬ﺍﳌﻌﺎﳉﺔ‪ ،‬ﺍﻟﺘﺨﺰﻳﻦ ﻭﺍﻟﺒﺚ «)‪. (3‬‬
‫» ﻫﻮ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﳌﹸﻌـﺪ‪‬ﺍﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ‬
‫ﺕ ﺩﻗﻴﻘﺔ‪ ،‬ﻳﺘ ‪‬ﻢ ﺇﻳﺼﺎﳍﺎ ﻓﻴﻤﺎ‬
‫ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ؛ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻭﲢﻮﻳﻞ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺑﻌﺪ ﺇﱃ ﺟﻬﺎﺕ ﺍﻻﺧﺘﺼﺎﺹ ﰲ ﺇﳒﺎﺯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ «)‪.(4‬‬
‫ﺇﺫﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ » ﳎﻤﻮﻋﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﺆ ‪‬ﺳﺴﻴﺔ ﻭﺍﻟﻘﻨﻮﺍﺕ ﻭﺍﻹﺟـﺮﺍﺀﺍﺕ‬
‫ﺍﻟﱵ ﺗﻜﻔﻞ ﺍﻟﺘﺪﻓﱡﻖ ﺍﳌﻨﺎﺳﺐ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ «‪.‬‬
‫ﻭﻳﺘﺄﻟﱠﻒ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ)ﰲ ﺇﻃﺎﺭ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﻢ( ﻣﻦ ﺃﺭﺑﻌﺔ ﻋﻨﺎﺻﺮ ﻫﻲ)‪:(5‬‬
‫‪ -1‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ :‬ﻭﺍﻟﱵ ﺗ‪‬ﻤﺜﱢﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺓ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗ‪‬ﻤﺜﱢﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻭﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ ﺃﻳﻀﺎﹰ؛‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ‪ :‬ﻭﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ‪‬ﺎ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭ‪‬ﺪﻑ ﺇﱃ ﲢﻮﻳﻞ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ‬ ‫‪-2‬‬
‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ؛‬
‫ﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻋﻠﻰ ﺷـﻜﻞ‬ ‫‪ -3‬ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ :‬ﻭﻫﻲ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﻮ ‪‬‬
‫ﺻﻞ ﺇﻟﻴﻬﺎ ﻣﻦ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺳﻠ ٍﻊ ﺃﻭ ﺧﺪﻣﺎﺕ؛‬
‫‪ -4‬ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ :‬ﻭﺗﻌﲏ ﺗﻘﻴﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳊﺎﺻﻠﺔ ‪ -‬ﻭﺍﻟﱵ ﺗ‪‬ﻤﺜﱢﻞ ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ -‬ﻭﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺗﻄﺎ‪‬ﺑﻘﻬـﺎ‬
‫ﻣﻊ ﺍﳌﻌﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ ﻭﲢﻘﻴﻘﻬﺎ ﻟﻸﻫﺪﺍﻑ ﺍﳌﹸﺤﺪ‪‬ﺩﺓ‪.‬‬

‫‪(1) Encyclopédie de la gestion et du management, op.cit, p1180.‬‬


‫‪(2) Henri Mahé de Boislandelle, Dictionnaire de gestion, Economica édition, Paris, France, 1998, p432.‬‬
‫‪(3) Lakhdar Lallem, op.cit, p12.‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.208‬‬ ‫)‪(4‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.208‬‬ ‫)‪(5‬‬


‫‪89‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪:‬ﺩﻭﺭ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬


‫ﻭﻳﻠﻌﺐ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﻭﺭﻳﻦ ﺃﺳﺎﺳﻴﲔ)‪:(1‬‬
‫‪ -1‬ﺩﻭﺭ ﻭﺻﻔﻲ‪ :‬ﺣﻴﺚ ﻳﺴﻤﺢ ﺑﺈﻋﻄﺎﺀ ﻧﻈﺮ ٍﺓ ﺩﻗﻴﻘﺔ ﻋﻦ ﻭﺿﻌﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻣﺜ ﹰ‬
‫ﻼ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﶈﺎﺳﺒﻴﺔ؛‬
‫‪ -2‬ﺩﻭﺭ ﺍﳌﻌﺎﳉﺔ ﻭﺩﻭﺭﺍﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ :‬ﻣﺜﻞ ﺇﺭﺳﺎﻝ ﺍﻷﻭﺍﻣﺮ‪ ،‬ﺗﻮﺣﻴﺪ ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ‪... ،‬ﺇﱁ‪.‬‬
‫ﻭﻳﻘﻮﻡ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺈﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻣﻦ ﺃﺟﻞ ﻣﺴﺎﻋﺪﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ ﺃﺩﺍﺀ ﺍﳌﻬـﺎﻡ‬
‫ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﺕ ﻋﻦ ﺍﻟ ﹸﻔﺮﺹ ﻭﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍﻟﻨﺎﺑﻌﺔ‬
‫ﻭﻳﺘ ‪‬ﻢ ﺗﺼﻤﻴﻢ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﲝﻴﺚ ﳝ ‪‬ﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﲟﻌﻠﻮﻣﺎ ٍ‬
‫ﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﻦ ﻣ‪‬ﺆﺷ‪‬ﺮﺍﺕ ﺍﻷﺩﺍﺀ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ؛ ﻭﻫﻮ ﻣﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﺍﻹﺩﺍﺭﺓ ﻣﻦ ﺯﻳـﺎﺩﺓ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ‪ ،‬ﻭﻭﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺘﻬﺎ ﻭﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻬﺎ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻳﺘ ‪‬ﻢ ﺇﻋـﺪﺍﺩ ﺍﻟﻨﻤـﺎﺫﺝ ﺍﳌﻼﺋﻤـﺔ‬
‫ﻭﺇﺩﺧﺎﳍﺎ ﰲ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﲝﻴﺚ ﺗﻌﻜﺲ ﺩﺭﺟﺔ ﻭﺍﻗﻌﻴﺔ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺩﺭﺟﺔ ﺗﻔﺎ ‪‬ﻋﻠﻬﺎ ﻣﻊ ﺍﻟﺒﻴﺌـﺔ‬
‫ﺍﳋﺎﺻﺔ ‪‬ﺎ‪.‬‬
‫ﻭﻳ‪‬ﻌ ‪‬ﺪ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﲟﺜﺎﺑﺔ ﺍﳉﻬﺎﺯ ﺍﻟﻌﺼﱯ؛ ﻧﻈﺮﹰﺍ ﻻﺭﺗﺒﺎﻁ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲜﻤﻴـﻊ‬
‫ﺃﺷﻜﺎﻝ ﺍﻟﻨﺸﺎﻁ ﻭﻣﺴﺘﻮﻳﺎﺗﻪ ﺍﳊﻴﻮﻳﺔ‪ .‬ﻭﻳﺸﻤﻞ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪‬ﻣﻘ ‪‬ﻮﻣـﺎﺕ ﻭﻣﺮﺍﻓـﻖ ﻭﺃﻧـﺸﻄﺔ ﺇﻧﺘـﺎﺝ‬
‫ﻼ ﻋﻦ ﻗﻨﻮﺍﺕ ﺍﻟﻨﺸﺮ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﻀﻄﻠﻊ ﲟﻬﺎﻡ ﲡﻤﻴﻊ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﲡﻬﻴﺰﻫﺎ‪ ،‬ﻭﺗﻴﺴﲑ ﺍﺳﺘﻐﻼﳍﺎ‪ ،‬ﻓﻀ ﹰ‬
‫ﺃﻭﻋﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪.‬‬


‫ﺭﺃﻳﻨﺎ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺳﲑﻭﺭﺓ ﻋﻤﻠﻴﺎﺕ ﻹﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲤﺮ‬
‫ﻋﱪ ﻣﺮﺍﺣﻞ ﺗﺘﻤﺜﻞ ﰲ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭ ﺗﺒﻮﻳﺒﻬﺎ ﻭ ﲣﺰﻳﻨﻬﺎ ﰒ ﻣﻌﺎﳉﺘﻬﺎ ﻭﲢﻮﻳﻠـﻬﺎ ﺇﱃ ﻣﻌﻠﻮﻣـﺎﺕ ﻧﺎﻓﻌـﺔ‬
‫ﺗﺴﺘﺨﺪﻡ ﻷﻏﺮﺍﺽ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺃﻭ ﻛﻤﺪﺧﻼﺕ ﻟﻨﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺃﺧﺮﻯ؛ﻭﳑﺎ ﻳﺰﻳﺪ ﰲ ﻛﻔﺎﺀﺓ ﻭ ﻓﻌﺎﻟﻴﺔ ﻫﺬﻩ‬
‫ﺍﻟﻨﻈﻢ ﻫﻮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻟﺘﻨﻔﻴﺬ ﳐﺘﻠﻒ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ﻭ ﻫﻮ ﻣﺎ ﻳﺸﺎﺭ ﺇﻟﻴـﻪ ﺑﺎﻷﲤﺘـﺔ ﺃﻭ‬
‫ﺍﳌﻌﺎﳉﺔ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺍﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭ ﻫﻮ ﻣﺎ ﺳﻮﻑ ﻧﺘﻨﺎﻭﻟﻪ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﹸﺸﻜﱢﻠﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬

‫‪(1) Patrick Romagni, L'intelligence économique au service de l'entreprise, Les presses du management LPM,‬‬
‫‪France, 1998, p 96.‬‬
‫‪90‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(15‬‬


‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‬

‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻔﻬﻢ‬
‫ﺍﻟﻨﺼﻴﺤﺔ ﻭﺍﻻﻗﺘﺮﺍﺡ‬
‫ﺍﶈﺎﻭﺭﺓ ﻭﺍﻟﺘﻔﺎﻭﺽ‬
‫ﺗﻔﺎﻋﻞ‬
‫ﺍﻹﻗﻨﺎﻉ‬
‫ﻗﻴﺎﺩﺓ ﺍﻟﺘﻐﻴﲑ‬

‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺴﻴﲑ‬
‫ﻟﻐﺔ ﺍﳌﺆﺳﺴﺔ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﺩﻭﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﻟﺘﻨﻈﻴﻢ‬
‫ﺗﻔﺎﻋﻞ‬

‫ﺍﳌﺼﺪﺭ‪.Encyclopédie de la gestion et du management, DALLOZ édition, France, P1180. :‬‬

‫ﻳ‪‬ﻮﺿ‪‬ﺢ ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﺃﻥ ﻋﻨﺎﺻﺮ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻨﻘﺴﻢ ﺇﱃ ﺛﻼﺛﺔ ﺃﺻﻨﺎﻑ)‪:(1‬‬


‫‪ -1‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ )ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻭ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ( )‪ :(2‬ﻳ‪‬ﻌﺘﱪ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻟﻮﻋﺎﺀ‬
‫ﺠﺰ ﻣﻦ ﺧﻼﻟﻪ ﺍﻟﻔﻌﺎﱠﻟﻴﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ ﻷﻱ ﻣﺆﺳﺴﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺬﻱ ﻳ‪‬ﻌ ‪‬ﺪ‬ ‫ﺍﳊﻘﻴﻖ ﺍﻟﺬﻱ ‪‬ﺗﻨ ‪‬‬
‫ﺟﺰﺀﹰﺍ ﺟﻮﻫﺮﻳﹰﺎ ﻣﻦ ﺗﻠﻚ ﺍﻷﻧﺸﻄﺔ‪ .‬ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺟﻮﻫﺮﻫﺎ ﻫﻲ ﺃﻓﻜﺎ ‪‬ﺭ ‪‬ﻳﻘﺼﺪ ﻣﻦ ﺇﻋﻼﻬﻧﺎ ﺃﻭ ﻧﻘﻠـﻬﺎ‬
‫ﲢﻔﻴﺰ ﺍﻵﺧﺮﻳﻦ ﻟﻠﻘﻴﺎﻡ ﺑﻌﻤ ٍﻞ ﻣﻌﲔ ﰲ ﺻﻨﻊ ﻗﺮﺍ ٍﺭ ﺃﻭ ﺗﺒ‪‬ﻨﻲ ﻣﻮﻗﻒ‪ ،‬ﺃﻭ ﺗﻨﻔﻴﺬ ﺍﻷﻭﺍﻣﺮ‪... ،‬ﺇﱁ‪ .‬ﻟﺬﺍ ﻓﺈﻥ‬
‫ﺍﳉﻤﺎﻋﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺍﻟﺮﺣﻢ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻷﻥ ﻋﻤﻠﻴﺔ ﺇﻧﺘﺎﺝ ﺍﻷﻓﻜﺎﺭ ﻭﺇﻋﻼﻬﻧﺎ ﻭﺍﺳﺘﻴﻌﺎ‪‬ﺎ‬
‫ﺕ ﺑﺸﺮﻳﺔ ﲝﺘﺔ ﻻ ﺗﺘﺤﻘﱠﻖ ﺇﻻ ﰲ ﺑﻴﺌ ٍﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ)‪ .(3‬ﻭﺗﺰﺩﺍﺩ ﺃﳘﻴﺔ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ )ﺍﳌﻮﺍﺭﺩ‬ ‫ﻫﻲ ﻓﻌﺎﱠﻟﻴﺎ ‪‬‬
‫ﺍﻟﺒﺸﺮﻳﺔ( ﰲ ﻇﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ‪ -‬ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ ‪ -‬ﻭﻧ‪‬ﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ -‬ﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ‪ -‬ﻣﻦ ﺣﻴﺚ ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﲔ ﻋﻠﻤﻴـﹰﺎ ﻭﻋﻤﻠﻴـﹰﺎ‪،‬‬

‫‪(1) Encyclopédie de la gestion, op.cit. P1180.‬‬

‫‪.Human Resources‬‬ ‫)‪(2‬‬

‫ﳏﻤﺪ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.206‬‬ ‫)‪(3‬‬


‫‪91‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻣﺪﻯ ﹸﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﺎﻋﻠﻴﺔ؛ ﻭﻟﺬﻟﻚ ‪‬ﻳﺮ ﱢﻛﺰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ‬
‫ﺃﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﺸ ﱢﻜﻠﻮﻥ ﺃﺣﺪ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺿﻤﻦ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(1‬‬
‫‪ -2‬ﺍﻟﺘﻨﻈﻴﻢ)‪ :(2‬ﻳﺸﲑ ﺍﻟﺘﻨﻈﻴﻢ ﺇﱃ ﻫﻴﻜﻞ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﺇﻧﺸﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺘﻨﻔﻴـﺬ ﺍ ﹸ‬
‫ﳋﻄـﻂ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺑﺄﺣﺴﻦ ﻃﺮﻳﻘ ٍﺔ ﹸﻛﻔﺌﺔ)‪ .(3‬ﺇﻥ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺃﻱ ﺗﻨﻈﻴ ٍﻢ ﻫـﻲ‪ :‬ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻭﺍﳍﻴﻜـﻞ‪،‬‬
‫ﺕ ﳐﺘﻠﻔﺔ ﻣـﻦ‬ ‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺎﺕ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺮﲰﻲ‪ .‬ﻭﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻣﺴﺘﻮﻳﺎ ٍ‬
‫ﺍﻷﺧﺼﺎﺋﻴﲔ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺳﻮﻑ ﺗﻔﺼﺢ ﻋﻦ ﺗﻘﺴﻴ ٍﻢ ﻭﺍﺿﺢ ﻟﻠﻌﻤﻞ‪ .‬ﻓﻌﺎﺩ ﹰﺓ ﻳﺘ ‪‬ﻢ ﺗﻌـﻴﲔ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﱪﺍﺀ ﻭﺗﺪﺭﻳﺒﻬﻢ ﻟﺸﻐﻞ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﳌﺒﻴﻌﺎﺕ‪ ،‬ﺍﻹﻧﺘﺎﺝ‪ ،‬ﺍﶈﺎﺳﺒﺔ‪ ،‬ﺍﻟﺘﻤﻮﻳـﻞ‬
‫ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪.(4‬‬
‫‪ -3‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ :‬ﻭﻫﻲ ﺗﺘﻤ‪‬ﻴﺰ ﺑﺘﻌ ‪‬ﺪﺩﻫﺎ ﻭﺗﻨ ‪‬ﻮﻋﻬﺎ‪ ،‬ﲤ ‪‬‬
‫ﺲ ﻋﻤﻠﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﺍﻻﺗـﺼﺎﻝ‪،‬‬
‫ﺺ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭ‬ ‫ﲣﺰﻳﻦ ﻭﺍﺳﺘﻐﻼﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ .‬ﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﺕ ﺃﺳﺎﺳﻴﺔ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺪﻳﺜﺔ)‪ .(5‬ﺇﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬ ‫ﺍﻻﺗﺼﺎﻝ ﻓﻤﺎ ﻫﻲ ﺇﻻ ﺃﺩﻭﺍ ‪‬‬
‫‪‬ﺗﻌﺘﱪ ﺃﺣﺪ ﺍﻷﺩﻭﺍﺕ ﺍﳍﺎﻣﺔ ﺍﳌﺘﺎﺣﺔ ﻟﻠﻤﺪﺭﺍﺀ ﻟﻠﺘﻜ‪‬ﻴﻒ ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﺘﻐ‪‬ﻴﺮ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻫﻲ ﺍﳌﺴﺌﻮﻟﺔ ﻋﻦ ﺗﻼ ‪‬ﺣﻢ ﻭﲤﺎ ‪‬ﺳﻚ ﺍﻟﺘﻨﻈﻴﻢ ﻛﻮﺣﺪ ٍﺓ ﻭﺍﺣﺪﺓ)‪.(6‬‬
‫ﲣﺘﺎﺭ ﺣﺴﺐ ﺩﺭﺍﺳ ٍﺔ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺍ ﹸﳌﺴﺘﺨﺪِﻣﲔ ﻭﺧﺼﺎﺋﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺄﰐ ﺑﻌﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﳛ ‪‬ﺪﺙ ﺍﻟﻌﻜـﺲ؛ ﻓﺈﺩﺧـﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﲢﺪﺙ ﺩﺭﺍﺳﺔ ﻟﻠﻮﺿﻌﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺴﲑ ﳓﻮ ﺇﺯﺍﻟﺔ ﺍﳊـﺪﻭﺩ ﻭﺗﻮﺳ‪‬ـﻌﻬﺎ ﺇﱃ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺇﻥ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﺗ ِ‬
‫ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻣﻊ ﺍﻧﺘﺸﺎﺭ ﺍﻟﺘﺒﺎﺩﻝ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻋﻦ ﻃﺮﻳـﻖ ﺍﻟﻮﻳـﺐ )‪،(WEB EDI‬‬
‫ﺍﻹﻧﺘﺮﻧﻴﺖ‪... ،‬ﺇﱁ‪.‬‬

‫‪(1) Turban, E. and others, Information Technology for Management Transforming Business in the Digital‬‬
‫‪Economy, 3rd ed, John Wiley and Sons, Inc, 2002, p22.‬‬

‫)‪. Organisation (2‬‬


‫)‪ (3‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.231‬‬
‫)‪ (4‬ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.18‬‬
‫‪(5) Aubert Benoît, Les technologies de l'information et l'organisation, Gaétan Morin éditions, France, 1997,‬‬
‫‪p5.‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.20‬‬ ‫)‪(6‬‬


‫‪92‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﻌﻼﻗﺎﺕ‪ :‬ﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎ ٍﻥ ﺇﻋﻄﺎﺀ ﺍﻷﳘﻴﺔ ﻟﺘﺤﺴﲔ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﻋﻨﺎﺻﺮ ﺍﻟﻨﻈﺎﻡ؛ ﺣﻴﺚ‬
‫ﺃﻥ ﻛﻞ ﺧﻠ ٍﻞ ﰲ ﺃﻱ ﻋﻨﺼ ٍﺮ ﻗﺪ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺧﻠ ٍﻞ ﰲ ﺍﻟﻨﻈﺎﻡ ﻛﻜﻞ؛ ﻭﺑﺎﻟﺘـﺎﱄ ﻳـﻨﺨﻔﺾ ﺃﺩﺍﺅﻩ‪ ،‬ﻓﻤﺒـﺪﺃ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻌﺮﺿﻴﺔ ﻟﻪ ﺃﳘﻴ ﹲﺔ ﰲ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻌﺮﺿﻴﺔ‪ :‬ﺇﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺸﻤﻞ ﻛﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗـﺄﰐ ﻣـﻦ ﳐﺘﻠـﻒ ﺍﳌـﺼﺎﱀ‬
‫ﺕ ‪‬ﺗﺴﺘﻌﻤﻞ ﻣﻦ ﻃﺮﻑ ﳐﺘﻠﻒ ﺍﳌﺴﺆﻭﻟﲔ ﰲ ﺍﳌﺆﺳـﺴﺔ؛ ﻓﻬـﻮ ﻳﺘﻄﻠﱠـﺐ‬ ‫ﻭﺍﻟﻮﺭﺷﺎﺕ‪ ،‬ﻭﻳﻌﺮﺽ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻛﻔﺎﺀﺍﺕ ﳐﺘﻠﻒ ﺍﻻﺧﺘﺼﺎﺻﺎﺕ‪ ،‬ﻛﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﲔ‪ ،‬ﺍﶈﺎﺳﺒﲔ‪... ،‬ﺇﱁ‪.‬‬
‫ﻼ ﻳ‪‬ﻌﺘﱪ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍ ﹸﳌﺘﻤﱢﺜﻞ ﰲ ﺇﻧﺸﺎﺀ ﻗﺎﺋﻤ ٍﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤ‪‬ﻨﺘ‪‬ﺠـﺎﺕ‪ ،‬ﺍﺧﺘﻴـﺎﺭ‬
‫ﻓﻤﺜ ﹰ‬
‫ﺕ ﺗﺄﺛﲑﻳﺔ)‪ ،(1‬ﺃﻱ ﺇﻋﻼﻡ ﺍﻟﺰﺑﻮﻥ ﻭﺍﻟﺘﺄﺛﲑ ﻋﻠـﻰ‬ ‫ﻧﻮﻋﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺟﺐ ﺗﻮﻓﲑﻫﺎ‪ ،‬ﻭﻫﻲ ﺑﺎﻟﻄﺒﻊ ﻣﻌﻠﻮﻣﺎ ‪‬‬
‫ﺳﻠﻮﻛﻪ ﺍﻟﺸﺮﺍﺋﻲ‪.‬‬
‫ﻭﺗﻈﻬﺮ ﺍﻷﺑﻌﺎﺩ ﺍﳌﺬﻛﻮﺭﺓ ﺳﺎﺑﻘﹰﺎ ﻛﺎﻟﺘﺎﱄ)‪:(2‬‬
‫‪ -‬ﻓﻴﻤﺎ ﳜﺺ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻓﻬﻢ ﺍ ﹸﳌﺴﺘﺨﺪِﻣﻮﻥ ﺍﶈﺘﻤﻠﻮﻥ )ﺩﺍﺧـﻞ ﻭﺧـﺎﺭﺝ ﺍﳌﺆﺳـﺴﺔ( ﻟﻠﻘﺎﺋﻤـﺔ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﻛﺬﻟﻚ ﻫﻢ ﺍﳌﹸﺼﻤ‪‬ﻤﻮﻥ ﻭﺍﳌﹸﻨﻔﱢﺬﻭﻥ ﻟﻠﻘﺎﺋﻤﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﻨﻈﻴﻢ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻘﻮﺍﺋﻢ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟﻮﺭﻕ‪ ،‬ﺍﻟﺘﻮﺯﻳﻊ ﺍﳉﻐﺮﺍﰲ ﳍﺬﻩ ﺍﻟﻮﺛﺎﺋﻖ‪،‬‬
‫ﺍﻟﺒﻌﺜﺮﺓ ﺟﻐﺮﺍﻓﻴﹰﺎ ﻟﻠﻤ‪‬ﺴﺘﺨﺪِﻣﲔ ﺍﶈﺘﻤﻠﲔ‪ ،‬ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻔﺮﻭﻉ ﺍﳌﺆﺳﺴﺔ ﺍ ﹸﳌﺘﻮﺍ ِﺟﺪﺓ ﻋـﱪ ﺃﳓـﺎﺀ‬
‫ﺍﻟﻌﺎﱂ‪.‬‬
‫‪ -‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ :‬ﺑﺮﳎﻴﺎﺕ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺃﺟﻬﺰﺓ ﺍﳊﻮﺍﺳـﻴﺐ‪ ،‬ﻭﻏﲑﻫـﺎ ﻣـﻦ‬
‫ﻣﻠﺤﻘﺎﺕ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫ﻭﲤ ‪‬ﺮ ﻋﻤﻠﻴﺔ ﺍﻹﻧﺸﺎﺀ ﺑﺎﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺗﻘﺴﻴﻢ ﺍﳌﻮﺟﻮﺩﺍﺕ ﻣﻦ ﺍﻟﻘﻮﺍﺋﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠ ‪‬ﻤﻨ‪‬ﺘﺠﺎﺕ ﺍﳌﻌﻨﻴﺔ؛‬ ‫‪-‬‬
‫ﺇﳒﺎﺯ ﲢﻘﻴ ٍﻖ ﻟﺘﺤﺪﻳﺪ ﺍﳊﺎﺟﻴﺎﺕ ﳌﺨﺘﻠﻒ ﺍ ﹸﳌﺴﺘﺨﺪِﻣﲔ ﺍﶈﺘﻤﻠﲔ )ﺍﶈﺘﻮﻯ‪ ،‬ﺍﻟﺘﻘﺪﱘ‪(...‬؛‬ ‫‪-‬‬
‫ﲡﺪﻳﺪ ﻋﻨﺎﺻﺮ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ )ﺇﳒﺎﺯ ﺗﺼﻤﻴ ٍﻢ ﺃﻭﱄ(؛‬ ‫‪-‬‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﳊﺎﻣﻞ ﺍﻟﺘﻘﲏ)‪) (3‬ﺍﻵﱄ ﻭﺍﻟﱪﳎﻴﺎﺕ(‪.‬‬ ‫‪-‬‬

‫ﻫﺬﺍ‪ ،‬ﻭﻳﺘﻜﻮ‪‬ﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺃﻭ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬

‫‪.Information d'influence‬‬ ‫)‪(1‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ ﻭﺇﺑﺮﺍﻫﻴﻢ ﺳﻠﻄﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.254‬‬ ‫)‪(2‬‬

‫‪.Support technique‬‬ ‫)‪(3‬‬


‫‪93‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺍﻷﺟﻬﺰﺓ ﻭﺍﳌﻌﺪﺍﺕ‪ :‬ﻭﺗﺸﻤﻞ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻭﻭﺳﺎﺋﻞ ﺍﻟﺘﺨﺰﻳﻦ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﻭﺃﺟﻬﺰﺓ ﺍﻻﺗﺼﺎﻻﺕ؛‬


‫‪ -‬ﺍﻟﱪﳎﻴﺎﺕ‪ :‬ﻭﳝﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ ﺇﱃ‪ :‬ﺑﺮﳎﻴﺎﺕ ﻧ‪‬ﻈﻢ ﲣﺘ ‪‬‬
‫ﺺ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻷﺳﺎﺳـﻲ ﻟﻠﺤﻮﺍﺳـﻴﺐ‪،‬‬
‫ﻭﺑﺮﳎﻴﺎﺕ ﺗﻄﺒﻴﻘﺎﺕ؛‬
‫‪ -‬ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‪ :‬ﻳﻘﻮﻡ ﺑﺄﻧﺸﻄﺔ ﲢﻠﻴﻞ ﻭﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻭﺗﻮﺟﻴﻪ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻔﻨﻴـﺔ‬
‫ﻭﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺄﻓﻀﻞ ﺍﺳﺘﻐﻼ ٍﻝ ﳑﻜﻦ ﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﻭﻧ‪‬ﻈﻤﻬﺎ؛‬
‫‪ -‬ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ :‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﺑﺒﻌﻀﻬﺎ‪ ،‬ﻭ‪‬ﺗﻨ ﱠﻈﻢ ﺑﻄﺮﻳﻘ ٍﺔ ‪‬ﺗﻨﺎﺳـﺐ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ)‪ .(2‬ﲢﺘﻮﻱ ﻋﻠﻰ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﻋﻦ ﻛﺎﻓﺔ ﺍﳌﻌﺎﻣﻼﺕ ﺍﳌﹸﺮﺗﺒِﻄﺔ ﺑﻨﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻧﻮﺍﻉ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻉ ﻋﺪﻳﺪﺓ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻓﻘﹰﺎ ﻻﺧﺘﻼﻑ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ‬
‫ﳝﻜﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻧﻪ ﺗﻮﺟﺪ ﺃﻧﻮﺍ ‪‬‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻫﻲ ﻛﺎﻵﰐ)‪:(3‬‬
‫‪ -1‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ‪ :‬ﻭﻳ‪‬ﻄﻠﹶﻖ ﻋﻠﻴﻬﺎ ﻧ‪‬ﻈﻢ ﺍﻟﺘﻌﺎﻣ‪‬ﻼﺕ ﺍﻟﻴﻮﻣﻴـﺔ‪ ،‬ﻭﺗﻘـﻮﻡ ﺑﺘـﺴﺠﻴﻞ ﻭﺗﻨﻈـﻴﻢ‬
‫ﺍﻟﺘﻌﺎﻣ‪‬ﻼﺕ ﺍﻟﻴﻮﻣﻴﺔ ﻟﺘﺰﻭﻳﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻭﺫﻟﻚ ﻟﺘﺸﻐﻴﻞ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﱵ ﺗ‪‬ﺪﺍﺭ ﻳﻮﻣﹰﺎ ﺑﻴﻮﻡ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﰲ‬
‫ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﻜﻮﻥ ﺍﳌﺸﻜﻠﺔ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻭﻣ‪‬ﻌﺮ‪‬ﻓﺔ‪ ،‬ﻭﳝﻜﻦ ﻋﻤﻞ ﺑﺮﻧﺎﻣ ٍﺞ ﳍﺎ‪.‬‬
‫‪ -2‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ :‬ﺗ‪‬ﺰﻭ‪‬ﺩ ﻭﺗ‪‬ﻤ ‪‬ﺪ ﺍﳌﺪﺭﺍﺀ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺣ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﻭﺍﻟـﺘﺤﻜﱡﻢ‬
‫ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪ ،‬ﺗﻜﻮﻥ ﺍﳌﺸﻜﻠﺔ ﻣ‪‬ﻌﺮ‪‬ﻓﺔ ﻭﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻭﻫﻴﻜﻠﻴﺔ‪.‬ﻛﻤﺎ ﺗﻘﻮﻡ ﲟ ‪‬ﺪ ﺻـﺎﻧﻌﻲ‬
‫ﺍﻟﻘﺮﺍﺭ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﻟﺘﻜﺘﻴﻜﻴﺔ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﺸﻐﻴﻞ‪.‬‬
‫‪ -3‬ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ)‪.(4‬‬
‫‪ -4‬ﻧ‪‬ﻈﻢ ﺍﻟﺪﻋﻢ ﺍﻟﺘﻨﻔﻴﺬﻱ‪ :‬ﻫﻲ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻘﻮﻡ ﺑﺘﻘﺪﱘ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺧﺎﺻﺔ ﻟﻠﺘﻨﻔﻴﺬ‪.‬‬
‫‪ -5‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ)‪.(5‬‬
‫‪ -6‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻜﺘﺒﻴﺔ‪ :‬ﻭﺗ‪‬ﺴﺘﺨﺪ‪‬ﻡ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ؛ ﻟﺘﻨﻈﻴﻢ ﻭﲡﻬﻴﺰ ﻭﲣﺰﻳﻦ‬
‫ﻭﺍﺳﺘﺮﺟﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺧﻼﻝ ﻣﻜﺎﺗﺐ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2002 ،‬ﺹ ‪.86‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.149‬‬ ‫)‪(2‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.56‬‬ ‫)‪(3‬‬

‫ﺳﻴﺄﰐ ﺍﻟﻜﻼﻡ ﻋﻦ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﺑﺎﻟﺘﻔﺼﻴﻞ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬ ‫)‪(4‬‬

‫ﺳﻨ‪‬ﻌﺎﰿ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺑﺘﻔﺼﻴ ٍﻞ ﺃﻭﰱ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬ ‫)‪(5‬‬
‫‪94‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -7‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ :‬ﻭﻫﻲ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﺗﺴﺘﺨﺪﻡ ﻛﺄﺩﺍﺓ‬
‫ﻟﺘﻄﺒﻴﻖ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺗﺸﻐﻴﻞ ﻭﺍﺗﺼﺎﻝ ﺍﻟﻌﻤﻼﺀ ﻭﺍﳌﺴﺘﻬﻠﻜﲔ ﻭﺍﳌﻮﺭﺩﻳﻦ‬
‫ﻭﺍﳌﻨﺎﻓﺴﲔ‪ ،‬ﻭﳍﺬﺍ ﳒﺪ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﻭﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﻳﻌﺘﱪ ﺟﻮﻫﺮ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ)‪.(1‬ﻭﳝﻜﻦ ﺃﻥ ﻧﻈﻴﻒ ﺇﻟﻴﻬﺎ ﺍﻷﻧﻮﺍﻉ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪-8‬ﻧﻈﻢ ﲣﻄﻴﻂ ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ )‪ :(ERP‬ﻧﻈﻢ ﺗﺴﺘﻌﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﻧﻄﺎﻕ ﻧﻈﺎﻣﻬﺎ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬
‫ﺗﺮﻣﻲ ﺇﱃ ﺗﻨﺴﻴﻖ ﲨﻴﻊ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﻼﺯﻣﺔ ﻹﲤﺎﻡ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻣﺜﻞ ﺍﻟﻔﻮﺍﺗﲑ ﺃﻭ‬
‫ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﲣﻄﻴﻂ ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺎﺕ‪ .‬ﻭﻳﺘﻤﻴﺰ ﺍﳊﻞ ﻣﻦ ﺧﻼﻝ ﺩﻋﻢ ﳎﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ ﻭﻇـﺎﺋﻒ‬
‫ﺍﻷﻋﻤﺎﻝ ﻣﺜﻞ ﺍﻟﺘﺼﻨﻴﻊ ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺳﻠﺴﻠﺔ ﺍﻟﺘﻮﺭﻳﺪ ‪ ،‬ﻭﺍﳌﺎﻟﻴﺔ ‪ ،‬ﻭﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﻣﻊ ﺍﻟﻌﻤﻼﺀ ﻣﻦ ﲣﺰﻳﻦ ﺑﻴﺎﻧﺎﺕ ﻣﺸﺘﺮﻛﺔ‪.‬ﻭﺗﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻣﺸﺘﺮﻛﺔ ﻭﺗﺼﻤﻴﻢ ﺑﺮﳎﻴـﺎﺕ‬
‫ﳕﻮﺫﺟﻴﺔ)‪.(2‬‬
‫‪ -9‬ﻧﻈﻢ ﺇﺩﺍﺭﺓ ﻋﻼﻗﺎﺕ ﺍﻟﻌﻤﻼﺀ)‪ :(3) (CRM‬ﻧﻈﻢ ﺗﺴﺘﻌﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﳌﺘﺎﺑﻌﺔ ﻭﺗﻨﻈﻴﻢ ﺍﺗـﺼﺎﻻ‪‬ﺎ ﻣـﻊ‬
‫ﻋﻤﻼﺋﻬﺎ ﺍﳊﺎﻟﻴﲔ ﻭﺍﶈﺘﻤﻠﲔ‪ .‬ﻭﺗﺴﺘﺨﺪﻡ ﺑﺮﳎﻴﺎﺕ ﺇﺩﺍﺭﺓ ﻋﻼﻗﺎﺕ ﺍﻟﻌﻤﻼﺀ ﻟﺪﻋﻢ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺗـﻮﻓﲑ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﺰﺑﺎﺋﻦ ﻭﺍﻟﻌﻤﻼﺀ ﻭﳝﻜﻦ ﺇﺩﺧﺎﻝ ﻣﻌﺎﻣﻼﺕ ﻭﲣﺰﻳﻨﻬﺎ ﻭﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌـﺎﻣﻠﲔ ﰲ‬
‫ﳐﺘﻠﻒ ﺇﺩﺍﺭﺍﺕ ﺍﳌﺆﺳﺴﺔ ﻭ‪‬ﺪﻑ ﻋﺎﺩﺓ ﻫﺪﻩ ﺍﻟﻨﻈﻢ ﺇﱃ ﲢﺴﲔ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻌﻤﻼﺀ )‪.(4‬‬
‫ﻛﻤﺎ ﺗﻨﻘﺴﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ)‪:(5‬‬
‫‪ -‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻴﺪﻭﻳﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗ‪‬ﺠﺮﻯ ﲨﻴﻊ ﻋﻤﻠﻴﺎ‪‬ﺎ ﻣﻦ ﺇﺩﺧﺎ ٍﻝ ﻭﺇﺧﺮﺍﺝ ﺑﺸﻜ ٍﻞ ﻳﺪﻭﻱ‪،‬‬
‫ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻱ ﺃﺩﺍ ٍﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ‪ .‬ﻭﺗ‪‬ﺴﺘﺨﺪِﻡ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺗﺸﻐﻴﻞ ﺑﻴﺎﻧﺎ‪‬ﺎ‪ ،‬ﻣﺜﻞ‬
‫ﺍﻟﻮﺭﻕ ﻭﺍﻷﻗﻼﻡ‪ ،‬ﻭﺑﻌﺾ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻌﺎﺩﻳﺔ‪ ،‬ﻣﺜﻞ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ‪.‬‬
‫‪ -‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻷﺟﻬﺰﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻷﺧـﺮﻯ ﰲ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻹﺩﺧﺎﻝ ﻭﺍﻹﺧﺮﺍﺝ ﻭﻣﻌﺎﳉﺔ ﺑﻴﺎﻧﺎ‪‬ﺎ‪ ،‬ﻭﻳﺘﻤﻴ‪‬ﺰ ﺍﳊﺎﺳﻮﺏ ﺑﻘﺪﺭ ٍﺓ ﻫﺎﺋﻠﺔ ﻋﻠﻰ ﻣﻌﺎﳉﺔ ﻛﻤﻴـ ٍﺔ‬
‫ﺿﺨﻤﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺴﺮﻋ ٍﺔ ﻭﺩﻗﺔ ﻋﺎﻟﻴﺘﲔ‪.‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.204‬‬ ‫)‪(1‬‬

‫‪.2007/04/11‬‬ ‫)‪،http://en.wikipedia.org/wiki/Enterprise_resource_planning (2‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬


‫)‪.Customer relationship management (3‬‬
‫)‪،http://en.wikipedia.org/wiki/Customer_relationship_management (4‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪.2007/04/11‬‬
‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.34‬‬ ‫)‪(5‬‬
‫‪95‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻜﺎﻣﻠﺔ‪ :‬ﻭﻫﻮ ﺗﻄﺒﻴ ‪‬ﻖ ‪‬ﻤﻮﻋ ٍﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺑﻨﻔﺲ ﺍﻟﻮﻗﺖ ﺩﺍﺧﻞ ﻣﺆﺳﺴ ٍﺔ ﻭﺍﺣﺪﺓ‬
‫ﺕ ﰲ ﻛﻞ ﻧﻈﺎﻡ؛ ﻭﺫﻟـﻚ ‪‬ـﺪﻑ‬
‫ﺃﻭ ﻋﺪﺓ ﻣﺆﺳﺴﺎﺕ؛ ﻟﺘﺠﻨ‪‬ﺐ ﺗﻜﺮﺍﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﺪﺓ ﻣﺮﺍ ٍ‬
‫ﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻭﺧﻔﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﺰﺍﻳﺎ ﺍﻷﲤﺘﺔ ﺃﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪‬ﺗﺴ ‪‬ﻤﻰ ﻋﻤﻠﻴﺔ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﺑﺎﻷﲤﺘﺔ ﺃﻭ ﺍﳌﻌﺎﳉﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﱵ ‪‬ﺗﻌـﺎﹶﻟﺞ‬
‫ﻓﻴﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓ‪‬ﺘﺮ‪‬ﺗﺒﻬﺎ ﺃﻭ ‪‬ﺗﺒ ‪‬ﻮ‪‬ﺎ ﺃﻭ ‪‬ﺗﻌﺎﳉﻬﺎ ﺣﺴﺎﺑﻴﹰﺎ‪ ،‬ﺃﻭ ﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﳌﻌﺎﳉﺎﺕ؛ ﳑﺎ ‪‬ﻳﺸ ﱢﻜﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﻭﺍﻟﱵ ﺇﻣﺎ ﺃﻥ ‪‬ﺗﺨ ‪‬ﺰﻥ ﻓ‪‬ﻴﺸ ﱢﻜﻞ ﺗﺮﺍ ﹸﻛﻤﻬﺎ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﻭ ﺇﻣﺎ ﺃﻥ ‪‬ﻳﻌﺎﺩ ﻣﻌﺎﳉﺘﻬﺎ ﻛﺘﻐﺬﻳ ٍﺔ ﻋﻜﺴﻴﺔ)‪.(1‬‬
‫ﻭﳝﻜﻦ ﲡﺴﻴﺪ ﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﻳ‪‬ﺘﻴﺤﻬﺎ ﺍﳊﺎﺳﻮﺏ ﻣﻦ ﺧﻼﻝ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﳝﺘﺎﺯ ‪‬ﺎ ﻭﺍﻟـﱵ‬
‫ﳝﻜﻦ ﺇﲨﺎﳍﺎ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺍﻟﺴﺮﻋﺔ‪ :‬ﳝﻜﻦ ﻟﻠﺤﺎﺳﻮﺏ ﺗﻨﻔﻴﺬ ﺍﳌﻼﻳﻦ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻮﺍﺣﺪﺓ؛ ﺇﺫ ‪‬ﺗﻘﺎﺱ ﺳﺮﻋﺔ‬
‫ﺇﳒﺎﺯ ﺍﳊﺎﺳﻮﺏ ﻟﻠﻌﻤﻠﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻋﺎﺩ ﹰﺓ ﺑـ "ﺍﳌﺎﻳﻜﺮﻭﺛﺎﻧﻴﺔ" ﺃﻱ ‪ /1‬ﻣﻠﻴﻮﻥ ﻣﻦ ﺍﻟﺜﺎﻧﻴـﺔ‪ ،‬ﻭﺃﺣﻴﺎﻧـﹰﺎ‬
‫ﺑﺄﺟﺰﺍﺀ ﺍﳌﺎﻳﻜﺮﻭﺛﺎﻧﻴﺔ‪ /1 ،‬ﺑﻠﻴﻮﻥ ﻣﻦ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫‪ -2‬ﺍﻟﺪﻗﺔ‪ :‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺍﻟﺴﺮﻋﺔ ﺍﳍﺎﺋﻠﺔ ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻳﻨﺠﺰ ﺍﳊﺎﺳﻮﺏ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺪﻗ ٍﺔ ‪‬ﻣﺘﻨﺎﻫﻴﺔ‪،‬‬
‫ﻓﻴﻤﺎ ﺇﺫﺍ ﺍ‪‬ﺗﺨﺬﺕ ﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﻀﺮﻭﺭﻳﺔ ﳌﻨﻊ ﺍﻟ ‪‬ﻌﻄﻞ ﺍﻟﺬﻱ ﻗﺪ ‪‬ﻳﺼﻴﺐ ﺍﳊﺎﺳـﻮﺏ‪ ،‬ﻭﺇﺫﺍ ﺻـﺎﺩﻑ ﻭﺃﻥ‬
‫ﺣﺪﺙ ﺧﻄﹲﺄ ﻣﺎ‪ ،‬ﻓﺈﻥ ﻫﺬﺍ ﺍﳋﻄﺄ ﻳﻌﻮﺩ ﻋﻠﻰ ﺍﻷﻏﻠﺐ ﺇﱃ ﺍﻹﻧﺴﺎﻥ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﺍﳊﺎﺳﻮﺏ؛‬
‫ﺕ‬ ‫‪ -3‬ﺧﺰﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺜﻬﺎ ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ :‬ﻳﺘﻤ‪‬ﺘﻊ ﺍﳊﺎﺳﻮﺏ ﺑﺈﻣﻜﺎﻧﻴﺎ ٍ‬
‫ﺕ ﻛﺒﲑﺓ ﻋﻠﻰ ﺧﺰﻥ ﻛ ‪‬ﻤﻴـﺎ ٍ‬
‫ﺕ ﻃﻮﻳﻠﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﲢﺪﻳﺚ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ ،‬ﺃﻭ‬ ‫ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻟﻔﺘﺮﺍ ٍ‬
‫ﺃﺟﺰﺍ ٍﺀ ﻣﻨﻬﺎ‪ ،‬ﺑﻜﻞ ﺳﻬﻮﻟﺔ ﺣﲔ ﻇﻬﻮﺭ ﺍﳊﺎﺟﺔ ﻻﺣﻘﹰﺎ ﳍﺎ ﻣﻦ ﻗﺒﻞ ﺍ ﹸﳌﺴﺘﻔﻴﺪﻳﻦ؛‬
‫‪ -4‬ﺍﻟﺘﻜﺮﺍﺭ‪ :‬ﻳﺘﻮﱠﻟﻰ ﺍﳊﺎﺳﻮﺏ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﳌﻌﺎﳉﺔ ﻭﺗﻜﺮﺍﺭﺍﻫﺎ ﳌﺮﺍ ٍ‬
‫ﺕ ﻋﺪﻳـﺪﺓ‪ ،‬ﺩﻭﻥ ﺃﻥ ﻳ‪‬ـﺼﺎﺏ‬
‫ﺑﺎﻟﺘﻌﺐ ﻭﺍﳌﻠﻞ ﻭﹸﻓﻘﺪﺍﻥ ﺍﻟﺘﺮﻛﻴﺰ‪.‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺑﺪﺍﺋﻞ ﺍﻋﺘﻤﺎﺩ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬

‫‪ ،http: //vb.arabsgate.com/showthread.php‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2007‬‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.161‬‬ ‫)‪(2‬‬


‫‪96‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(8‬‬


‫ﺑﺪﺍﺋﻞ ﺍﻋﺘﻤﺎﺩ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻌﻴﻮﺏ‬ ‫ﺍﳌﺰﺍﻳﺎ‬ ‫ﺍﻟﺒﺪﺍﺋﻞ‬
‫ﺿﻌﻒ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ؛‬ ‫ﺼﻞ ﻋﻠﻴﻪ ﺍﳌﺆﺳـﺴﺔ ‪ -‬‬ ‫‪ -‬ﻭﺟﻮﺩ ﺑﺮﻧﺎﻣ ٍﺞ ﺟﺎﻫﺰ ﲢ ‪‬‬ ‫ﺍﻟﺘﺄﺟﲑ‬
‫‪ -‬ﺣﺎﺟﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳉﺎﻫﺰ ﺇﱃ ﺗﺼﻤﻴﻢ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻼﺋﻢ‬ ‫ﺍ ﹸﳌﺴﺘﺄﺟﺮﺓ؛‬
‫ﻟﺘﺸﻐﻴﻠﻪ؛‬ ‫‪ -‬ﺍﳔﻔﺎﺽ ﺍﺣﺘﻤﺎﻻﺕ ﺍﻟﺘﻘﺎ ‪‬ﺩﻡ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻔﻨﻴﺔ؛‬
‫ﺿﻌﻒ ‪‬ﻣﺴﺘﻠ ‪‬ﺰﻣﺎﺕ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺴ ‪‬ﺮﻳﺔ‪.‬‬‫‪ -‬ﺍﻟﺘﺨﻠﱡﺺ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺈﺩﺍﺭﺓ ‪ -‬‬
‫ﻫﺬﻩ ﺍﳊﻮﺍﺳﻴﺐ ﻭ ‪‬ﻣﻠﺤﻘﺎ‪‬ﺎ؛‬
‫‪ -‬ﻋﺪﻡ ﲢ ‪‬ﻤﻞ ﻣﺼﺎﺭﻳﻒ ﺍﻟﺼﻴﺎﻧﺔ‪ ،‬ﻭﺧﺎﺻـ ﹰﺔ ﰲ‬
‫ﺣﺎﻝ ﺍﺣﺘﺴﺎ‪‬ﺎ ﺿﻤﻦ ﻗﻴﻤﺔ ﺍﻹﳚﺎﺭ؛‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺇﻟﻐﺎﺀ ﻋﻘﺪ ﺍﻹﳚﺎﺭ‪.‬‬
‫ﻕ ﺭﺃﲰـﺎﱄ ﻟـﺸﺮﺍﺀ ‪ -‬ﲢ ‪‬ﻤﻞ ﺃﻋﺒﺎﺀ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ؛‬ ‫‪ -‬ﻋﺪﻡ ﺍﳊﺎﺟﺔ ﺇﱃ ﺇﻧﻔـﺎ ٍ‬ ‫ﺍﻻﺳﺘﻌﺎﺭﺓ‬
‫‪ -‬ﲢ ‪‬ﻤﻞ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺼﻴﺎﻧﺔ ﺧﻼﻝ ﻣﺪﺓ ﺍﻹﻋﺎﺭﺓ؛‬ ‫ﺍﳊﺎﺳﻮﺏ؛‬
‫‪ -‬ﺍﳔﻔﺎﺽ ﺍﻟﺘﻜﻠﻔﺔ ﺑﺎ ﹸﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻹﳚﺎﺭ ﺍﻟﻄﻮﻳﻞ؛ ‪ -‬ﺗﺰﺍ‪‬ﻳﺪ ﻣﺒﻠﻎ ﺍﻹﻋﺎﺭﺓ ﲟﺮﻭﺭ ﺍﳌﺪﺓ‪.‬‬
‫‪ -‬ﲢﻘﻴﻖ ﺳﻴﻄﺮ ٍﺓ ﺃﻓﻀﻞ ﻋﻠﻰ ﺗﺸﻐﻴﻞ ﺍﳊﺎﺳﻮﺏ؛‬
‫‪ -‬ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺴ ‪‬ﺮﻳﺔ‪.‬‬
‫ﻕ ﺭﺃﲰﺎﱄ ﻋﻨﺪ ﺍﻟﺸﺮﺍﺀ؛‬ ‫‪ -‬ﺍﳊﺎﺟﺔ ﺇﱃ ﺇﻧﻔﺎ ٍ‬ ‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﺍﻟﻜﺎﻣﻠﺔ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ؛‬ ‫ﺍﻟﺸﺮﺍﺀ‬
‫‪ -‬ﲢ ‪‬ﻤﻞ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻭﺍﻷﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﻳﺔ؛‬ ‫‪ -‬ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺴ ‪‬ﺮﻳﺔ؛‬
‫‪ -‬ﻋﺪﻡ ﲢ ‪‬ﻤﻞ ﺗﻜﺎﻟﻴﻒ ﺍﻷﺟﻮﺭ ﺍﻹﺿﺎﻓﻴﺔ ﰲ ﺣﺎﻟﺔ ‪ -‬ﺍﺣﺘﻤﺎﻻﺕ ﺍﻟﺘﻘﺎ ‪‬ﺩﻡ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻔﻨﻴﺔ‪.‬‬
‫ﺕ ﺇﺿﺎﻓﻴﺔ ﻛﻤـﺎ ﰲ‬ ‫ﺗﺸﻐﻴﻞ ﺍﳊﺎﺳﻮﺏ ﺳﺎﻋﺎ ٍ‬
‫ﺍﻟﺘﺄﺟﲑ؛‬
‫‪ -‬ﺍﻣﺘﻼﻙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌـﺎﻣﻠﲔ ﺍﳋـﺎﺹ‬
‫ﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.160‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺤ ‪‬ﻮﻝ ﺍﻟﺮﻗﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬


‫ﺇﻥ ﻣﻦ ﺃﻫﻢ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﱵ ﹸﻓﺮﺿﺖ ﻋﻠﻰ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ ﰲ ﻇ ﱢﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻫﻮ ﲢ ‪‬ﻮﻝ ﺟ ﹼﻞ ‪ -‬ﺇﻥ ﱂ ﻧﻘﻞ ﻛﻞ ﺍﻷﻋﻤﺎﻝ ‪ -‬ﺇﱃ ﺃﻋﻤﺎ ٍﻝ ﻣﺆﲤﺘﺔ؛ ﻭﻫﺬﺍ ﻣـﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺑ‪‬ـﺮﻭﺯ‬
‫ﻣﺼﻄﻠﺢ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺮﻗﻤﻴﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ)‪.(1‬‬

‫‪.Digital Organization‬‬ ‫)‪(1‬‬


‫‪97‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎﻡ‪.‬‬


‫ﺽ ﻣﺎ‪،‬‬‫ﺭﺃﻳﻨﺎ ﺳﺎﺑﻘﹰﺎ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍ ﹸﳌﺘﺪﺍ ِﺧﻠﺔ ﺗﻌﻤﻞ ﻣﻌﹰﺎ ﻹﲤﺎﻡ ﻏﺮ ٍ‬
‫ﻭﺑﻌﺪ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪ ،‬ﺃﺻﺒﺢ ‪‬ﻳﻨﻈﺮ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎ ٍﻡ ‪‬ﻣﻤ‪‬ﻴﺰ ‪‬ﻳﻀﺎﻑ ﺇﱃ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﻔﺘﻮﺣﺔ)‪.(1‬‬
‫ﻟﻘﺪ ‪‬ﻋ ‪‬ﺮﻓﺖ ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎﻡ‪ :‬ﺑﺄﻬﻧﺎ » ﻧﻈﺎ ‪‬ﻡ ﻣﻔﺘﻮﺡ ﺗﺘﺸ ﱠﻜﻞ ﻋﻨﺎﺻ ‪‬ﺮﻩ ﻣـﻦ ﳎﻤﻮﻋـﺔ ﻣ‪‬ـﺪﺧ‪‬ﻼﺕ‬
‫ﻑ ﻣﻌﻴﻨـﺔ‬ ‫)ﻣﻮﺍﺭﺩ(‪ ،‬ﻭﺁﻟﻴﺔ ﻋﻤﻞ ﰲ ﻧﻈﺎﻡ ﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﻹﺩﺍﺭﺓ )ﺍﻟﻌﻤﻠﻴﺎﺕ(‪ ،‬ﻣـﻦ ﺃﺟـﻞ ﲢﻘﻴـﻖ ﺃﻫـﺪﺍ ٍ‬
‫ﺕ ﻣﻦ ﺍﻟﻌﻨﺎﺻـﺮ ﻫـﻲ‪:‬‬ ‫)ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ(‪ .‬ﻭﻫﺬﺍ ﻳ‪‬ﺘﻔﻖ ﻣﻊ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻌﺎﻡ ﻟﻠﻨ‪‬ﻈﻢ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﻣﻦ ﺛﻼﺙ ﳎﻤﻮﻋﺎ ٍ‬
‫ﺍ ﹸﳌﺪ ‪‬ﺧﻼﺕ‪ ،‬ﺍﳌﻌﺎﳉﺔ‪ ،‬ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ .‬ﻭﰲ ﺍﳌﺆﺳﺴﺔ ﳒﺪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧ‪‬ﻈ ٍﻢ ﺟﺰﺋﻴﺔ ﺗ‪‬ﻤﺜﱢﻞ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﺕ‬
‫ﻟﻨﻈﺎﻡ ﺃﻛﱪ‪ ،‬ﻭﺍﻟﻔﻬﻢ ﺍﻟﺪﻗﻴﻖ ﻷﻱ ﻧﻈﺎ ٍﻡ ﻳﺘﻄﻠﱠﺐ ﻓﻬﻢ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻛﱪ ﺍﻟﺬﻱ ﳜﺪﻣﻪ «)‪.(2‬‬
‫ﳝﻜﻦ ﺗﻮﺿﻴﺢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(16‬‬
‫ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎﻡ‬

‫ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‬
‫ﻣﺪﺧﻼﺕ‬ ‫رﻗﺎﺑﺔ‬ ‫ﳐﺮﺟﺎﺕ‬

‫ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ‬ ‫ﲢﻮﻳﻞ – ﺗﺸﻐﻴﻞ‬ ‫ﺳﻠﻌﺔ ﺃﻭ ﺧﺪﻣﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.10‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺩﻭﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬


‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﰲ ﺍﻟﻮﺍﻗﻊ ﺟﺰ ٌﺀ ﺃﺳﺎﺳﻲ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ ﻓـﺈﻥ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ‪‬ﺗﻌﺘﱪ ﺍﻷﺳﺎﺱ ﺃﻭ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﰲ ‪‬ﻭﺟﻮﺩﻫـﺎ ﻭﳑﺎﺭﺳـﺔ ﺃﻋﻤﺎﳍـﺎ‪.‬‬
‫ﻓﺎﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻷﻱ ﻣﺆﺳﺴ ٍﺔ ﻫﻲ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﻭﺳﻴﺎﺳﺎﺕ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻤﻞ‪،‬‬
‫ﻭﺍﳌﻌﺪﺍﺕ‪ ،‬ﻭﺍﻷﺟﻬﺰﺓ‪ ،‬ﻭﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ)‪.(3‬‬

‫‪.Open Systems‬‬ ‫)‪(1‬‬

‫ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2005 ،‬ﺹ ‪.10‬‬ ‫)‪(2‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﺎﻥ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.159‬‬ ‫)‪(3‬‬
‫‪98‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺗﻠﻌﺐ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻵﻥ ﺩﻭﺭﹰﺍ ﺣﻴﻮﻳﹰﺎ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﹰﺎ ﰲ ﺣﻴﺎﺓ ﺍﳌﺆﺳﺴﺎﺕ؛ ﻓﻬﻲ ﺗ‪‬ﺴﺎﻫِﻢ ﰲ ﲤﻜﲔ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﲢﻘﻴﻖ ﻣﻴﺰ ٍﺓ ﺗﻨﺎﻓﺴﻴﺔ ‪‬ﻣﺆ ﱠﻛﺪﺓ‪ ،‬ﻃﺎﳌﺎ ﳒﺤﺖ ﰲ ﺇﺩﺍﺭﺓ ﻣﻮﺍﺭﺩ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺑﻜﻔـﺎﺀ ٍﺓ‬
‫ﻭﻓﻌﺎﻟﻴﺔ ‪ ...‬ﻛﻤﺎ ‪‬ﺗﻔﻴﺪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺩﻋﻢ ﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺇﺩﺍﺭﺓ ﺳﻠﺴﻠﺔ ﺍﻟﻘﻴﻤﺔ‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﺸﺮﻭﻉ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﺗﻘﻮﻡ ﺳﻠﺴﻠﺔ ﻗﻴﻤﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺪﻋﻢ ﺍﻷﻧﺸﻄﺔ ﺍﻹﺩﺍﺭﻳﺔ‬
‫ﻣﻦ ﲣﻄﻴﻂ‪ ،‬ﺗﻨﺴﻴﻖ‪ ،‬ﺭﻗﺎﺑﺔ‪ ،‬ﻭﻋﻤﻠﻴﺎﺕ ﺍﻟﻨﻤﺬﺟﺔ‪ ،‬ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ .‬ﻭﺑﺎﻟﻨﺘﻴﺠﺔ ‪‬ﺗﺴﺎﻫﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ‬
‫ﲤﻜﲔ ﻣﻮﻗﻊ ﺍﳌﺆﺳﺴﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﰲ ﺍﻟﺴﻮﻕ ﺃﻭ ﺍﻟﺼﻨﺎﻋﺔ؛ ﳑﺎ ﻳﻨﻌﻜﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻋﻠـﻰ ﺍﻹﻳـﺮﺍﺩﺍﺕ‬
‫ﻭﺍﻷﺭﺑﺎﺡ)‪.(1‬‬
‫ﻟﻘﺪ ﻛﺎﻥ ﺃﻭﻝ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﹸﻗ ‪‬ﺪﻣﺖ ﰲ ﺳﻨﺔ ‪ 1950‬ﻧ‪‬ﻈﻤﹰﺎ ﺗﺸﻐﻴﻠﻴﺔ ﻫـﺪﻓﺖ ﺇﱃ ﺇﺩﺧـﺎﻝ‬
‫ﺍﻷﻭﺗﻮﻣﺎﺗﻴﻜﻴﺔ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻜﺘﺎﺑﻴﺔ‪ ،‬ﰒ ﺗﻼ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﰲ ﺳﻨﺔ ‪ 1970‬ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﳌـﺴﺘﻮﻯ‬
‫ﺍﻹﺩﺍﺭﺓ‪ .‬ﻭﰲ ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ ﹸﻗ ‪‬ﺪﻣﺖ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻄﺒﻴﻌﺔ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟﺘﺸﻐﻴﻠﻴﺔ‪ ،‬ﻓﻘﺪ ﻓ ‪‬ﻮﺽ ﺍﳌﺪﻳﺮﻭﻥ ﺍﻟـﺴﻠﻄﺔ‬
‫ﺇﱃ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻔﲏ ﻟﻠﺘﺼ ‪‬ﺪﻱ ﳍﺎ‪ .‬ﻭﻟﻜﻦ ﻧﻈﺮﹰﺍ ﻷﻥ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺎﻟﻴﺔ ﺗ‪‬ﺆﺛﱢﺮ ﰲ ﻛﻴﻔﻴﺔ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﺪﻳﺮ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﺨ ﱢﻄﻂ ﻭﰲ ﺃﺣﻮﺍ ٍﻝ ﻛﺜﲑﺓ ﲢﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ‬
‫ﻀﻬﺎ ﺍﻵﻥ‬‫ﺍﳌﻄﻠﻮﺏ ﺇﻧﺘﺎﺟﻬﺎ ﻭﻛﻴﻔﻴﺔ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻓﺈﻥ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﳋﺎﺻﺔ ﺑﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻻ ﳝﻜـﻦ ﺗﻔﻮﻳـ ‪‬‬
‫ﹸﳌﺘ‪‬ﺨﺬﻱ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻔ‪‬ﻨﻴﲔ)‪.(2‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﺆﺳﺴﺔ‪:‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﲢﻠﻴﻞ ﻭﺗﺼﻤﻴﻢ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﻁ‪ ،2000 ،1‬ﺹ ‪ ،29‬ﺹ ﺹ ‪.43-42‬‬ ‫)‪(1‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.27‬‬ ‫)‪(2‬‬
‫‪99‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(17‬‬


‫ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺒﺎﺩﻟﻴﺔ ﻭﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺑﲔ ﺍﻟﺘﻨﻈﻴﻢ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﻟﻨﻮﺍﺣﻲ‬
‫ﺍﻵﻟﻴﺔ‬
‫ﺍﳌﺆﺳﺴﺔ‬ ‫‪Hardware‬‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺍﻟﱪﺍﻣﺞ‬ ‫ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﻋﺘﻤﺎﺩﻳﺔ‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬ ‫‪Base de données‬‬

‫ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺍﻟﺘﻨﻈﻴﻢ‬
‫‪Communication‬‬
‫‪électronique‬‬
‫ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.28‬‬

‫ﻳﻈﻬﺮ ﻣﻦ ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗ ﹰﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻭﺗﺒﺎﺩﻟﻴﺔ ﺑﲔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳـﺴﺔ ﻭﺍﻟﻘﻮﺍﻋـﺪ‬
‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻮﺍ ًﺀ ﺍﻵﻟﻴﺔ ﺃﻭ ﺍﻟﱪﺍﻣﺞ ﺃﻭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﻦ‬
‫ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪.‬‬

‫ﻱ ﺗﻐﻴ ٍﲑ ﰲ ﻫﺬﻩ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ‪‬ﻳﺆﱢﺛﺮ ﻭ‪‬ﻳﻐ‪‬ﻴﺮ ﻣﻦ ﺑﺎﻗﻲ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ؛ ﻓﻨﺠﺪ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ﺃﻥ ﻫﻨﺎﻙ‬
‫ﺇﻥ ﺃ ‪‬‬
‫ﻱ ﺗﻐﻴ ٍﲑ ﻳﻄـﺮﺃ‬
‫ﻋﻼﻗ ﹰﺔ ﺑﲔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻓﺄ ‪‬‬
‫ﻋﻠﻰ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺃﻭ ﻗﻮﺍﻋﺪ ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺆﺳﺴﺔ ﺳﻮﻑ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻐﻴ ٍﲑ ﰲ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻵﻟﻴـﺔ‪ ،‬ﻭﺍﻟـﱪﺍﻣﺞ‪،‬‬
‫ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﺘﻄ ﱠﻠﺒﺎﺕ ﺍﻟﺘﺤ ‪‬ﻮﻝ ﺍﻟﺮﻗﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﻇ ﱢﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﳓﻦ ﻧﻌﻴﺶ ﰲ ﻋﺼﺮ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳌﺸﻜﻠﺔ ﻟﻴﺴﺖ ﻛﻤﺎ ﺣ ‪‬ﺪﺩﻫﺎ ﺍﻟﺒﻌﺾ ﻣﺸﻜﻠﺔ ﻋﻮ ٍﺯ ﰲ ﺍﳌﻌﺮﻓـﺔ ﺃﻭ‬
‫ﺺ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﺇﺫ ﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺃﻥ ﺍﳌﺸﻜﻠﺔ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻤﺔ ﻫـﻲ ﺍﻟﺰﻳـﺎﺩﺓ‬
‫‪‬ﻧﻘ ٍ‬
‫‪100‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺠﺮ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﻫﻮ ﺍﻟﻌﺼﺮ ﺍﻟﺬﻱ ﹸﺃﻃﻠﻖ ﻋﻠﻴﻪ ﺑﻞ ﺟﻴـﺘﺲ ﻭﺁﺧـﺮﻭﻥ ﻋـﺼﺮ‬
‫ﺍ ﹸﳌﻔ ‪‬ﺮﻃﺔ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻔ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﻌﺪ ﺍﻹﻧﺘﺮﻧﺖ)‪.(1‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ‪،‬ﲤﺜﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ ﺃﻭ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻣﻨﺎﻇﺮﺍ ﻟﻸﺷﻜﺎﻝ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﻠﻤﺆﺳـﺴﺎﺕ‬
‫ﺗﺘﻤﻴﺰ ﺑﻌﺪﻡ ﻭﺟﻮﺩ ﺣﺪﻭﺩ ﻓﺎﺻﻠﺔ ﳑﻴﺰﺓ ﺃﻭ ﻣﻜﺎﻥ ﺛﺎﺑﺖ ﺃﻭ ﻣﻮﺍﺭﺩ ﳏﺪﺩﺓ ﻣﺴﺒﻘﺎ‪ .‬ﻭ ﺗﺘﻜﻮﻥ ﻫﺬﻩ ﺍﻷﺷﻜﺎﻝ‬
‫ﻣﻦ ﺍﻟﺘﻨﻈﻴﻤﺎﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻣﻦ ﺷﺒﻜﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﺘﻔﺎﻋﻞ ﻋﱪ ﻋﻤﻠﻴﺔ ﺗﻨﻈﻴﻤﻴﺔ ﳋﻠﻖ‬
‫ﻗﻴﻤﺔ ﻣﻀﺎﻓﺔ‪ .‬ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺃﻋﻀﺎﺀ ﺍﳌﺆﺳـﺴﺔ ﺍﻻﻓﺘﺮﺍﺿـﻴﺔ ﻗـﺪ‬
‫ﻳﻜﻮﻧﻮﻥ ﺃﻋﻀﺎﺀ ﰲ ﻋﺪﺓ ﻣﺆﺳﺴﺎﺕ ﺃﺧﺮﻯ‪ .‬ﻭ ﻳﺘﺤﺪﺩ ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺑﻐﺮﺽ ﻣﻮﺍﺟﻬﺔ ﻭ ﺣﻞ ﻣﺸﺎﻛﻞ‬
‫ﻣﻌﻴﻨﺔ ﻣﻄﻠﻮﺏ ﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﻭ ﻳﺘﻢ ﺗﻜﻮﻳﻦ ﻭ ﺗﻔﻜﻴﻚ ﺍﻟﺮﻭﺍﺑﻂ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﻟﺘﻨﻈﻴﻢ ﻳﺸﻜﻞ ﺩﻳﻨﺎﻣﻴﻜﻲ)‪.(2‬‬
‫ﺕ ﻣﻌﺮﻓﻴﺔ ﻭﺗﻘﻨﻴﺔ ﻫﺎﺋﻠﺔ‪ ،‬ﻭﻻﺳ‪‬ﻴﻤﺎ ﻣﺎ ﻳﻌﺘﻤﺪ ﻓﻴﻬﺎ ﻋﻠﻰ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬ ‫ﺍﻧﻪ ﺭﻏﻢ ﻣﺎ ﻟﺪﻳﻨﺎ ﻣﻦ ﺇﻣﻜﺎﻧﻴﺎ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﲟﻔﺮﺩﻫﺎ ﻻ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﻌﺰﻯ ﻓﻴﻬﺎ ﺯﻳﺎﺩﺓ ﺇﻧﺘﺎﺟﻴﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺑﻞ ﻣﺎ‬
‫‪‬ﻳﻌ ‪‬ﻮﻝ ﻋﻠﻴﻪ ﰲ ﺫﻟﻚ ﻫﻮ ﺗﻔﻌﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ)‪ ،(3‬ﲟﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻬـﺎ ﻣـﻦ ﺃﻥ‬
‫ﻳ‪‬ﺼﺒﺤﻮﺍ ﻣ‪‬ﺴﺘﺨﺪِﻣﲔ ﺟ‪‬ﻴﺪﻳﻦ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺍﻷﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ)‪ .(4‬ﻭﻣﻦ ﻫﻨﺎ‪ ،‬ﻓﺈﻥ ﺍﻻﻧﺘﻘﺎﻝ‬
‫ﻣﻦ ﺍﳍﻴﻜﻠﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍ ﹸﳌﻌ ﱠﻘﺪﺓ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻓﺮﻋﻴﺎﺕ ﺃﺩﺍ ٍﺀ ﺑﺸﺮﻱ ‪‬ﻣﺘﻨﺎﻫﻴﺔ ﺍﻟﺼﻐﺮ ﺇﱃ ﻫﻴﻜﻠﻴ ٍﺔ ﻭﺍﺿـﺤﺔ‬
‫ﺴﺮ ﺍﻷﺩﺍﺀ ﻭﺗﻘﺘﺼﺪ ﰲ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬـﺪ ﻭﺍﳌـﺎﻝ‬ ‫ﺍﳌﻌﺎﱂ‪ ،‬ﺷﺎﻣﻠﺔ ﺍﻟﺘﺸﻜﻴﻞ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﱵ ‪‬ﺗﻴ ‪‬‬
‫ﺃﺻﺒﺢ ﺃﻣﺮﹰﺍ ﻣﻔﺮﻭﺿﹰﺎ ﻻ ﻣﻨﺎﺹ ﻣﻨﻪ‪ .‬ﻭﺍﻟﺘﺤ ‪‬ﻮﻝ ﰲ ﺍﻟﻘﻮﻯ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺣﻔﻈﺔ ﻟﻠﻤﻌﺎﺭﻑ‪ ،‬ﻣﻨ ﱢﻔﺬﻳﻦ ﻟﻠـﻮﺍﺋﺢ‬
‫ﻓﻘﻂ ﺇﱃ ‪‬ﻣﺒﺪﻋﲔ ﰲ ﺇﻃﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺃﺻﺒﺢ ﺃﻣﺮﹰﺍ ﺿﺮﻭﺭﻳﹰﺎ ﻻ ﳝﻜـﻦ ﺗﻄـﻮﻳﺮ‬
‫ﺍﳌﺆﺳﺴﺔ ﺑﺪﻭﻧﻪ‪.‬‬

‫ﺑﻴﻞ ﺟﻴﺘﺲ‪ ،‬ﻧﺎﺛﺎﻥ ﻣﺎﻳﺮﻓﻮﻟﺪ ﻭ ﺑﻴﺘﺮ ﺭﻳﻨﺮﺳﻮﻥ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﻌﺪ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﻃﺮﻳﻖ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﺗﺮﲨﺔ ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺭﺿﻮﺍﻥ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ‬ ‫)‪(1‬‬

‫ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،1998 ،231‬ﺹ ‪. 42‬‬
‫‪(2)Mohamed Djamaleldin and Mohamed Atwany, A Grid-Based Multi-Agent System for Realizing Adaptive‬‬
‫‪Service Organizations, PhD Research Proposal,INSTITUTE OF STATISTICAL STUDIES AND‬‬
‫‪RESEARCH, CAIRO UNIVERSITY, August 2005,p24.‬‬

‫‪.Organizational Culture‬‬ ‫)‪(3‬‬


‫‪(4) L. Hitt, and E. Bryhjolfsson, Digital organization: preliminary results from an MIT study of Internet,‬‬
‫‪Organization culture and productivity Executive summary, Wharton school university of Pennsylvania,‬‬
‫‪2002.‬‬
‫‪101‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ "(Wal‬ﺗﺴﺘﻌﻤﻞ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻣـﺎ ﺑـﲔ‬ ‫)‪Mart‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ "ﻭﺍﻝ ﻣﺎﺭﺕ‬
‫ﺍﳌﺆﺳﺴﺎﺕ)‪.(1‬‬
‫‪‬ﺗﻌﺘﱪ ﻣﺆﺳﺴﺔ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺃﻛﱪ ﻣﺆﺳﺴ ٍﺔ ﰲ ﺍﻟﻌﺎﱂ ﰲ ﺣﺠﻢ ﺍﳌﺒﻴﻌﺎﺕ؛ ﻓﻘﺪ ﻭﺻﻞ ﺣﺠﻢ ﻣﺒﻴﻌﺎ‪‬ﺎ‬
‫ﰲ ﻋﺎﻡ ‪ 2001‬ﺇﱃ ‪ 220‬ﺑﻠﻴﻮﻥ ﺩﻭﻻﺭ‪ .‬ﻭﻟﻜﻦ ﻫﺬﺍ ﺍﳊﺠﻢ ﻣﻦ ﺍﳌﺒﻴﻌﺎﺕ ﻻ ﻳﻀﻤﻦ ﺍﻟﻨﺠﺎﺡ ﰲ ﺍﻟـﺴﻮﻕ؛‬
‫ﻓﺎﳌﻨﺎﻓﺴﺔ ﺍﻟﺸﺪﻳﺪﺓ ﺃﺟﱪﺕ ﺑﻌﺾ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺒﻴﻊ ﺑﺎﻟﺘﺠﺰﺋﺔ ﺍﻟﻜﺒﲑﺓ ﺇﱃ ﺍﻹﻓﻼﺱ‪.‬‬
‫‪‬ﺗﺪﺭﻙ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺃﻬﻧﺎ ﲝﺎﺟ ٍﺔ ﺇﱃ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺇﱃ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻘﻨﻴﺔ‪ .‬ﻓﻠﻜﻲ ﺗ‪‬ﺼﺒﺢ ﺍﳌﺆﺳﺴﺎﺕ ﻗﻮﻳ ﹰﺔ‬
‫ﻓﺈﻬﻧﺎ ﲝﺎﺟ ٍﺔ ﺇﱃ ﺗﻮﺣﻴﺪ ﻭﺩﻣﺞ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ .‬ﻓﺈﻥ ﻓﻌﻠﺖ ﺍﳌﺆﺳﺴﺎﺕ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺃﻗـﺴﺎﻡ ﺍﻟﺘـﺴﻮﻳﻖ‬
‫ﻭﺍﻹﻧﺘﺎﺝ ﻭﺍﻹﺩﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ ﺗﺴﺘﻄﻴﻊ ﺍﻟﻌﻤﻞ ﺑﻔﻌﺎﻟﻴﺔ ﻭﻛﻔﺎﺀ ٍﺓ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ .‬ﳑﺎ ﻳﻌﲏ ﺗﻘﻠﻴﻞ ﺗﻜﻠﻔﺔ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‬
‫ﻭﺍﻟﺬﻱ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺭﻓﻊ ﻗﻴﻤﺔ ﺍﻷﺭﺑﺎﺡ‪ .‬ﻛﻤﺎ ﺃﻥ ﺗﻮﺣﻴﺪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻳ‪‬ـﺆﺩ‪‬ﻱ ﺇﱃ ﺧﺪﻣـ ٍﺔ ﺃﻓـﻀﻞ‬
‫ﻟﻠﺰﺑﺎﺋﻦ؛ ﻓﻠﺬﻟﻚ ﻗﺎﻣﺖ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍﳋﺎﺻﺔ ‪‬ﺎ؛ ﻣﻦ ﺃﺟﻞ‬
‫ﺗﻮﺣﻴﺪ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ .‬ﻭﻟﻜﻦ ﻫﺬﺍ ﻟﻴﺲ ﻛﺎﻓﻴﹰﺎ ﲝ ‪‬ﺪ ﺫﺍﺗﻪ؛ ﺣﻴﺚ ﺃﻥ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﲢﺘﺎﺝ ﺇﱃ ﺃﻥ ‪‬ﺗﻮ ‪‬ﺣﺪ‬
‫ﺟﻬﻮﺩﻫﺎ ﻣﻊ ‪‬ﻣﺰ ‪‬ﻭﺩﻳﻬﺎ‪ ،‬ﻭﻣﻊ ﺯﺑﺎﺋﻨﻬﺎ ﺃﻳﻀﹰﺎ؛ ﻟﻠﺘﻔ ‪‬ﻮﻕ ﻋﻠﻰ ﺑﺎﻗﻲ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﻭﺃﺣﺪ ﺃﻫﻢ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺪﺍﻋﻴﺔ ﺇﱃ ﺗﻮﺣﻴﺪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻫﻮ ﺻﻌﻮﺑﺔ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺑﻄﻠﺐ ﺍﻟﺴﻮﻕ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺘﻨﺒ‪‬ـﺆ‬
‫ﻫﻮ ﺍﻷﺳﺎﺱ ﻹﺩﺍﺭﺓ ﺍﳌﺨﺰﻭﻥ‪ ،‬ﻭﺗﺮﺗﻴﺐ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻮﺯﻳﻊ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﻛﺒﺎﺭ ﺑﺎﻋﺔ ﺍﻟﺘﺠﺰﺋﺔ ﺍ‪‬ﺗﻔﻘﻮﺍ ﲢﺖ ﺯﻋﺎﻣﺔ‬
‫"ﻭﺍﻝ ﻣﺎﺭﺕ" ﻋﻠﻰ ﺇﻧﺸﺎﺀ ﻋﻤﻠﻴﺔ "ﺍﻟﺘﻌﺎﻭﻥ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟ‪‬ﻨﻘﺺ" ﳌﺴﺎﻋﺪﺓ ﺑﺎﻋﺔ ﺍﻟﺘﺠﺰﺋﺔ ﻭ ‪‬ﻣﺰ ‪‬ﻭﺩﻳﻬﻢ ﻋﻠﻰ‬
‫ﺍﻻ‪‬ﺗﻔﺎﻕ ﻋﻠﻰ ﺗﻨ‪‬ﺒ ٍﺆ ‪‬ﻣﻮ ‪‬ﺣ ٍﺪ ﻟﻠﻤﺪﻯ ﺍﻟﻘﺮﻳﺐ ﻟﻄﻠﺐ ﺍﻟﺴﻮﻕ‪ .‬ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟ‪‬ﻨﻘﺺ ﺑﲔ "ﻭﺍﻝ‬
‫ﻣﺎﺭﺕ" ﻭﺃﺣﺪ ‪‬ﻣﺰ ‪‬ﻭﺩﻳﻬﺎ ﺍﻟﻜﺒﺎﺭ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ" ﺍﻟﻌﻤﻠﻴﺔ ﺗﺒﺪﺃ ﻣﻦ ﻣﺴﺘﻮﺩﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺬﻱ ﻳﺼﻞ ﺣﺠﻤﻪ‬
‫ﺇﱃ ‪ 30‬ﺗﲑﺍﺑﺎﻳﺖ‪ .‬ﻭﻫﺬﺍ ﺍﳌﺴﺘﻮﺩﻉ ﱠﰎ ﺗﺼﻤﻴﻤﻪ ﳌﺸﺮﻭﻉ ﺍﻟﺘﻌﺎﻭﻥ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟﻨ‪‬ﻘﺺ‪ .‬ﻓﻴﻘـﻮﻡ ﻧﻈـﺎﻡ‬
‫"ﻭﺻﻞ ﺑﺎﺋﻊ ﺍﻟﺘﺠﺰﺋﺔ" ﺑﺎﺳﺘﺨﺮﺍﺝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺴﻠﻊ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ" ﻣﻦ ﺍﳌﺴﺘﻮﺩﻉ‪ .‬ﻳﺘ ‪‬ﻢ ﲣـﺰﻳﻦ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺮﺟﺔ ﰲ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﺘﻌﺎﻭﻥ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟﻨﻘﺺ‪ ،‬ﻭﻳﻘﻮﻡ ﻭﻛﻼﺀ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺑﺎﺳـﺘﻌﻤﺎﻝ‬
‫ﺕ ﺃﺧﺮﻯ ﻟﻠﻘﻴﺎﻡ ﺑﺘﻨ‪‬ﺒ ٍﺆ ﺃﻭﱄ ﻟﻄﻠﺐ ﺍﻟﺴﻮﻕ‪ .‬ﻧﺴﺨ ﹲﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺍﻷﻭﱄ ﻳﺘ ‪‬ﻢ ﺇﺭﺳﺎﻟﻪ‬ ‫ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺑﻴﺎﻧﺎ ٍ‬
‫ﺇﱃ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﺘﻌﺎﻭﻥ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟﻨﻘﺺ ﺍﻟﺘﺎﺑﻊ ﻟـ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ"‪ .‬ﻳﺴﺘﻘﻴﻞ ‪‬ﻣﺨ ﱢﻄﻄﻮ ﻣﺆﺳﺴﺔ "ﻭﺍﺭﻧﺮ‬
‫ﻻﻣﱪﺕ" ﻫﺬﻩ ﺍﻟﻨﺴﺨﺔ ﻭ‪‬ﻳﺼﺎﺩﻗﻮﻥ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻳﻀﻴﻔﻮﻥ ﺭﺃﻳﻬﻢ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺍﻷﻭﱄ‪ ،‬ﻭ‪‬ﻳﻘ ‪‬ﺪﻣﻮﻥ ﺍﻗﺘﺮﺍﺣﺎ‪‬ﻢ‪ .‬ﻭﻳﺘ ‪‬ﻢ‬
‫ﺇﺭﺳﺎﻝ ﺍﻟﻨﺴﺨﺔ ﺍ ﹸﳌﻌ ‪‬ﺪﻟﺔ ﺇﱃ "ﻭﺍﻝ ﻣﺎﺭﺕ"‪ ،‬ﻭﺍﻟﱵ ‪‬ﺗﻌ ‪‬ﺪﻝ ﺃﻭ ‪‬ﺗﻮﺍﻓﻖ ﻋﻠﻰ ﺍﻟﻨﺴﺨﺔ ﺍ ﹸﳌﻌ ‪‬ﺪﻟﺔ‪ ،‬ﻭ‪‬ﺗﺮﺳـﻠﻬﺎ ﻣـﺮ ﹰﺓ‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﺷﺒﻜﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨـﺸﺮ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ﺹ ‪-249‬‬ ‫)‪(1‬‬

‫‪.250‬‬
‫‪102‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺃﺧﺮﻯ ﺇﱃ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ"‪ .‬ﻭﻫﻜﺬﺍ ﺩﻭﺍﻟﻴﻚ ﺇﱃ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺍﻻ‪‬ﺗﻔﺎﻕ ﻋﻠﻰ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﳌﻘـﺪﺍﺭ ﺍﻟﺘﻨﺒ‪‬ـﺆ‬
‫ﺑﻄﻠﺐ ﺍﻟﺴﻮﻕ ﻟﻜﻞ ﺳﻠﻌﺔ‪ .‬ﻭﻳﺘ ‪‬ﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻛ ‪‬ﻤﺮﺷ ٍﺪ ﻟﻠ ‪‬ﻤﻨِﺘﺠﲔ ﰲ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ"‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟـ ‪ SAP‬ﻭﻹﺩﺍﺭﻳﻲ ﺍﳌﺨﺰﻭﻥ ﰲ "ﻭﺍﻝ ﻣﺎﺭﺕ"‪.‬‬
‫ﻭﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺑﲔ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ" ﻭ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺗﺘ ‪‬ﻢ ﻣﻦ ﺧـﻼﻝ ﺍﻟﺘﺒـﺎ ‪‬ﺩﻝ ﺍﻹﻟﻜﺘـﺮﻭﱐ‬
‫ﻟﻠﺒﻴﺎﻧﺎﺕ )‪ ،(EDI‬ﺍﻟﻌﻤﻠﻴﺔ ﻧﻔﺴﻬﺎ ﺗﺘ ‪‬ﻢ ﺑﲔ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﻭﺑﻘﻴﺔ ‪‬ﻣﺰ ‪‬ﻭﺩﻳﻬﺎ ﺍﻟﻜﺒﺎﺭ‪.‬‬
‫)‪(1‬‬
‫‪DELL‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺆﺳﺴﺔ‬
‫ﺗ‪‬ﻤﺜﱢﻞ ﻣﺆﺳﺴﺔ "‪ "DELL‬ﺇﺣﺪﻯ ﺃﻫﻢ ﻗﺼﺺ ﺍﻟﻨﺠﺎﺡ ﺍﻟﻌﻈﻴﻤﺔ ﰲ ﺍﻟﻌﻘﺪ ﺍﻷﺧﲑ‪ .‬ﺗﺄ ‪‬ﺳﺴﺖ ﻋﻠﻰ ﻳﺪ‬
‫ﻣﺎﻳﻜﻞ ﺩﺍﻝ )‪ (2‬ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻃﺎﻟﺒﹰﺎ ﰲ ﺟﺎﻣﻌﺔ ﺗﻜﺴﺎﺱ‪ ،‬ﻭﻗﺪ ﳕﺖ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﺑﺴﺮﻋ ٍﺔ ﻓﺎﺋﻘﺔ ﻟﺘﺘﺤـ ‪‬ﻮﻝ ﰲ‬
‫ﺕ ﺇﱃ ﻣﺆﺳﺴ ٍﺔ ﺑﻘﻴﻤﺔ ﺑﻼﻳﲔ ﺍﻟﺪﻭﻻﺭﺍﺕ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺑﻴـﻊ ﺃﺟﻬـﺰﺓ ﺍﳊﺎﺳـﻮﺏ ﻟﻸﻓـﺮﺍﺩ‬ ‫ﺳﻨﻮﺍ ٍ‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻜﱪﻯ‪ .‬ﻭﻗﺪ ﺍﻧﻄﻠﻖ ﺍﳌﻨﺎﻓﺴﻮﻥ ﺍﻟﺘﻘﻠﻴﺪﻳﻮﻥ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﺃﻋﻤﺎﳍﻢ ﻣﻦ ﺑﻨﺎﺀ ﻧ‪‬ﻈﻢ ﺍﳊﺎﺳـﻮﺏ‬
‫ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻭﺍﻟﺘﻌﺎﹸﻗﺪ ﻣﻊ ﺍ ﹸﳌﻮ ‪‬ﺯﻋﲔ ﻟﺒﻴﻊ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻟﻠﺰﺑﺎﺋﻦ ﺑﻌﺪ ﺳﻠﺴﻠﺔ ﺃﻧﺸﻄﺔ ﲡﻤﻴﻊ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ‪ ،‬ﺷـﺤﻦ‬
‫ﺍﻷﺟﻬﺰﺓ‪ ،‬ﻭﺗﻮﺯﻳﻌﻬﺎ ﻭﺑﻴﻌﻬﺎ‪ .‬ﺑﻴﻨﻤﺎ ﳒﺪ ﺃﻥ ﻣﺆﺳﺴﺔ "‪ "DELL‬ﺍﻋﺘﻤﺪﺕ ﳕﻮﺫﺟﹰﺎ ﳐﺘﻠﻔﹰﺎ ﻟﻸﻋﻤﺎﻝ‪ ،‬ﻓﻘﺒـﻞ‬
‫ﻛﻞ ﺷﻲ ٍﺀ ﲣﱠﻠﺼﺖ ﻣﻦ ﺍ ﹸﳌﻮ ‪‬ﺯﻋﲔ‪ ،‬ﻭﻗﱠﻠﻠﺖ ﺍﳊﺎﺟﺔ ﺇﱃ ﻭﺟﻮﺩ ﳐﺎﺯﻥ ﻛﺒﲑﺓ ﻋﻨﺪﻣﺎ ﺑﺪﺃﺕ ﺑﺎﺳﺘﻼﻡ ﺃﻭﺍﻣـﺮ‬
‫ﺍﻟﺸﺮﺍﺀ ﻣﻦ ﺍﻟﺰﺑﺎﺋﻦ ﻣﺒﺎﺷﺮ ﹰﺓ‪ ،‬ﻭﺑﻨﺎﺀ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺣﺴﺐ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ‪ ،‬ﻭﺑﻌﺪ ﲢﺪﻳﺪﻫﺎ ﺑﺪﻗﺔ ﻣﻦ ﻗﺒـﻞ‬
‫ﺍﻟﺰﺑﺎﺋﻦ‪.‬‬
‫ﻗﺎﻣﺖ ﻣﺆﺳﺴﺔ "‪ "DELL‬ﺑﺎﻋﺘﻤﺎﺩ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻖ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﲡﻤﻊ ﻣـﺎ ﺑـﲔ‬
‫ﺕ ﻭﺍﺳﻌﺔ‬
‫ﺕ ﻓﻌﺎﱠﻝ ﻟﺪﻋﻢ ﺧﻴﺎﺭﺍ ٍ‬
‫ﺍﻟﺘﻮﺭﻳﺪ ﺍﳋﺎﺭﺟﻲ)‪ (3‬ﻭﺍﻟﺘﺨﺼﻴﺺ ﺍﻟﻜﺒﲑ)‪(4‬؛ ﻭﺑﺎﻟﺘﺎﱄ ﻃ ‪‬ﻮﺭﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻟﺘﺼﻨﻴﻊ‪ ،‬ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻭﲡﻬﻴﺰ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﺍﺳﺘﻼﻡ ﺍﳌﺪﻓﻮﻋﺎﺕ‪ ،‬ﻗﺒﻞ ﺃﻥ ﺗﻘﻮﻡ ﺍﳌﺆﺳـﺴﺔ ﺑـﺪﻓﻊ‬
‫ﻗﻴﻤﺔ ﺍﻷﺟﻬﺰﺓ ﻭﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻌﺘﺎﺩ ﻣﻦ ﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ‪ .‬ﻭﳝﻜﻦ ﻟﺰﺑﺎﺋﻦ ﺍﳌﺆﺳﺴﺔ ﺇﺻﺪﺍﺭ ﺃﻭﺍﻣﺮ ﺍﻟﺸﺮﺍﺀ ﻣﻦ ﺧـﻼﻝ‬
‫ﻣﻮﻗﻊ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳ‪‬ﻤﺜﱢﻞ ﻫﺆﻻﺀ ﺣﻮﺍﱄ ﻧﺼﻒ ﺍﻟﺰﺑﺎﺋﻦ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻠﻴﺪﻳـﺔ‬
‫ﺍﻷﺧﺮﻯ‪.‬‬

‫‪(1) Alter Steven, Information Systems: The Foundation of e-Business, Prentice-Hall, 4th ed, PP 3-4.‬‬

‫‪) Michael Dell‬ﻣﺎﻳﻜﻞ ﺩﻳﻞ(‪ :‬ﻭﻟﺪ ﰲ ‪ 23‬ﻓﱪﺍﻳﺮ ‪ 1965‬ﰲ ﻫﻴﻮﺳﱳ‪ ،‬ﺗﻜﺴﺎﺱ )ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ(‪ ،‬ﻫﻮ ﺍﺑـﻦ ﺃﺳـﺮ ٍﺓ‬ ‫)‪(2‬‬

‫ﻣﺘﻮﺍﺿﻌﺔ ﺗﺒﻴﻊ ﺍﻷﺳﻬﻢ ﰲ ﺑﻮﺭﺻﺔ ﺍﻷﻭﺭﺍﻕ ﺍﳌﺎﻟﻴﺔ‪ .‬ﺍ ‪‬ﻋﺘﱪ ﺳﻨﺔ ‪ 2004‬ﻣﻦ ﺃﺻﻐﺮ ﺍﳌﻠﻴﺎﺩﻳﺮﺍﺕ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﺃ ‪‬ﺳﺲ ﺷﺮﻛﺘﻪ ﺳﻨﺔ ‪ 1984‬ﺃﻳﻦ‬
‫ﻛﺎﻥ ﻃﺎﻟﺒﹰﺎ ﰲ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭﺩ ‪‬ﺭﺱ ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﺟﺎﻣﻌﺔ ﺗﻜﺴﺎﺱ ﰲ ﻭﻻﻳﺔ ﺃﻭﺳﱳ‪.‬‬
‫‪.OUTSOURING‬‬ ‫)‪(3‬‬

‫‪.Mass Customization‬‬ ‫)‪(4‬‬


‫‪103‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﺆﺗﻤﺘﺔ ﻓﻲ ﺍﻟﻤﺆﺳﺴﺔ‬
‫ﺗﻄﺮ‪‬ﻗﻨﺎ ﰲ ﺍﳌﺒﺤﺜﲔ ﺍﻟﺴﺎﺑﻘﲔ ﺇﱃ ﻣﺎﻫﻴﺔ ‪‬ﻣﺼﻄﻠﺤﻲ ﺍﻟﻨ‪‬ﻈﻢ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺳﻨﺤﺎﻭﻝ‬
‫ﰲ ﻫﺬﺍ ﺍﳌﺒﺤﺚ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﻭﻧ‪‬ﻈـﻢ ﺩﻋـﻢ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪ ،‬ﻭﺃﺩﻭﺍﺭﻫﺎ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ ﻭﺍﻟﺘﻘﻨﻴـﺔ‬
‫ﻭﺍﻹﻧﺴﺎﻧﻴﺔ ﳍﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ )‪.(1)(MIS‬‬
‫‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ﺍﺭﺗﺒﻂ ﺑﻪ ﻣﻔﻬﻮﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻟﺪﺭﺟﺔ ﺃﻥ ﺍﻟﺒﻌﺾ‬
‫ﺃﺻﺒﺢ ‪‬ﻳﻌﺘﱪ ﺃﻥ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ؛ ﻧﻈﺮﹰﺍ ﻷﳘﻴﺘﻬﺎ ﻭﴰﻮﻟﻴﺘﻬﺎ ﳌﺨﺘﻠﻒ ﻭﻇﺎﺋﻒ‬
‫ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﺏ ﺭﲰﻲ ‪‬ﻳﺴﺘﺨﺪﻡ ﻟﺘـﻮﻓﲑ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬ ‫ﺗﻌﺮﻑ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺄﻬﻧﺎ ﻋﺒﺎﺭﺓ ﻋﻦ » ﺃﺳﻠﻮ ٍ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﻭﺍﳌﻮﻗﻮﺗﺔ ﻟﻺﺩﺍﺭﺓ‪ ،‬ﻭﺍﻟﻼﺯﻣﺔ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻦ ﺍﳌﺪﺭﺍﺀ ﻣـﻦ ﺍﻟﻘﻴـﺎﻡ‬
‫ﺑﻮﻇﺎﺋﻒ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﻟﺮﻗﺎﺑﺔ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﺣﱴ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﺗـﺴﻌﻰ ﺇﻟﻴﻬـﺎ‬
‫ﺑﻔﺎﻋﻠﻴﺔ «)‪.(2‬‬
‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﻋﻠﻰ ﺃﻧﻪ » ﳎﻤﻮﻋﺔ ﺍﻷﺟﺰﺍﺀ ﺍ ﹸﳌﺘﺮﺍِﺑﻄﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ﻣـﻊ ﺑﻌـﻀﻬﺎ‬
‫ﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﳌﺴﺎﻧﺪﺓ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳـﺔ‬ ‫ﺍﻟﺒﻌﺾ ﺑﺼﻮﺭ ٍﺓ ﻣﺘﻔﺎﻋﻠﺔ‪ ،‬ﻟﺘﺤﻮﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫)ﺍﻟﺘﺨﻄﻴﻂ‪ ،‬ﺍﻟﺮﻗﺎﺑﺔ‪ ،‬ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﺘﻨﺴﻴﻖ( ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ «)‪. (3‬‬
‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻫﻲ ﻛﺬﻟﻚ » ﺗﻠﻚ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﺘﺤ ‪‬ﻤﻞ ﻣﺴﺆﻭﻟﻴﺎﺕ ﺗﺸﻐﻴﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﺕ ﲢﻠﻴﻠﻴﺔ‪ ،‬ﻭﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻜﻞ ﻣﻦ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ «)‪.(4‬‬
‫ﻭﺍﻟﱵ ﺗﺘﻀﻤ‪‬ﻦ ﺧﻠﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺎ ٍ‬

‫‪.Management Information System‬‬ ‫)‪(1‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.200‬‬ ‫)‪(2‬‬
‫‪nd‬‬
‫‪(3) P.Chaffy Bocij and D. Greasley and A. S.Hiickie, Business information System, Prentice Hall, USA, 2‬‬
‫‪ed, 2003, P31.‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.204‬‬ ‫)‪(4‬‬
‫‪104‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻛﺬﻟﻚ ‪‬ﻳﻌ ‪‬ﺮﻑ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﺑﺄﻧﻪ‪ » :‬ﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺃﻭ ﳎﻤﻮﻋﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗ‪‬ﻮﻓﱢﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺠﻬﺎ ﻟﻠﻤﺪﺭﺍﺀ‪ ،‬ﰲ ﺇﻃﺎﺭ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ «)‪.(1‬‬‫ﻭ‪‬ﺗﻨﺘ ِ‬
‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺄﻧﻪ‪ » :‬ﺍﻟﺘﻜﻮﻳﻦ ﺍﳍﻴﻜﻠﻲ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻞ ﻭﺍ ﹸﳌﺘﻔﺎ ِﻋﻞ ﻣﻦ ﺍﻵﻻﺕ‪ ،‬ﻭﺍﳌﻌﺪﺍﺕ‪ ،‬ﻭﺍﻟﱪﺍﻣﺞ‪ ،‬ﺍﻟﻘﻮﺍﻋﺪ‪،‬‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻜﻔﻞ ﲢﺼﻴﻞ ﻭﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ؛ ﻷﺟﻞ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ )ﺗﻮﺻـﻴﻠﻬﺎ‬
‫ﺇﱃ ﺍ ﹸﳌﺴﺘﻔﻴﺪﻳﻦ‪ ،‬ﲣﺰﻳﻨﻬﺎ‪ ،‬ﲢﺪﻳﺜﻬﺎ‪ ،‬ﺍﺳﺘﺮﺟﺎﻋﻬﺎ(‪ ،‬ﺑﺎﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻭﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻜﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺘﲔ‪ ،‬ﻋـﻦ‬
‫ﺺ ﺃﺩﺍﺋﻬﺎ ﰲ ﺍﳌﺎﺿﻲ ﻭﺍﳊﺎﺿﺮ ﻭﺍﻟﺘﻨﺒ‪‬ﺆﺍﺕ‬‫ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﺍﶈﻴﻄﺔ ‪‬ﺎ‪ ،‬ﻭﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺬﻱ ‪‬ﻳﺴ ‪‬ﻬﻞ ﻣﻬﻤﺔ ﺍﻹﺩﺍﺭﺍﺕ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﰲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ‪،‬‬
‫ﻣﻦ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﲟﺎ ‪‬ﻳﺤ ﱢﻘﻖ ﺃﻓﻀﻞ ﺍﺳﺘﺨﺪﺍ ٍﻡ ﳑﻜﻦ ﳍﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ «)‪.(2‬‬
‫ﺇﺫﻥ‪ ،‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺃﺣﺪ ﻓﺮﻭﻉ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﱵ ‪‬ﺘ ‪‬ﻢ ﺑﺈﻧﺸﺎﺀ ﺍﳌﻌﻠﻮﻣﺔ‬
‫ﺍﻹﺩﺍﺭﻳﺔ)‪ (3‬ﺑﺄﻧﻮﺍﻋﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ )ﺍﳌﺎﻟﻴﺔ‪ ،‬ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺘﺴﻮﻳﻘﻴﺔ‪...‬ﺍﱁ(‪ ،‬ﻭﺑﱢﺜﻬﺎ ﺇﱃ ﻧﻈﺎﻡ ﺍﻟﻘﺮﺍﺭ )ﺍﳍﻴﺌﺔ ﺍﻟﻌﻠﻴـﺎ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ(؛ ﲝﻴﺚ ﻳﻌﺘﻤﺪ ﺍﻟﻘﺮﺍﺭ ﺍ ﹸﳌﺘ‪‬ﺨﺬ ﺑﺼﻔ ٍﺔ ﻛﺒﲑﺓ ﻋﻠﻰ ﺻﺤﺔ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺃﺳﺒﺎﺏ ﻇﻬﻮﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﺕ ﺃﺳﺎﺳﻴﺔ ﻗﺪ ﻃﺮﺃﺕ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻫﻲ)‪:(4‬‬ ‫ﻫﻨﺎﻙ ﺛﻼﺛﺔ ﻣ‪‬ﺘﻐﻴ‪‬ﺮﺍ ٍ‬
‫‪ -‬ﺃﺻﺒﺤﺖ ﺍﻹﺩﺍﺭﺓ ﻣ‪‬ﻮﺟ‪‬ﻬ ﹰﺔ ﲟﻔﻬﻮﻡ ﺍﻟﻨ‪‬ﻈﻢ؛ ﻭﻣﻦ ﻫﻨﺎ ﺍﺗ‪‬ﺴﻤﺖ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﺩﺍﺭﻳـﺔ ﺑﺎﻟﺘﻌﻘـﺪ‪،‬‬
‫ﻭﺍﻟﺘﺸﺎﺑﻚ‪ ،‬ﻭﺿﺮﻭﺭﺓ ﺍﻟﺘﻜﺎﻣﻞ؛‬
‫‪ -‬ﺗﺰﺍﻳﺪﺕ ﺃﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﲣﻀﻊ ﻟﻠﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻈﻴﻢ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﹸﺘﻘﺪ‪‬ﻣـﺔ‪،‬‬
‫ﻟﺘﻜﻮﻥ ﻣﺘﺎﺣ ﹰﺔ ﻟﻠﻤﺪﺭﺍﺀ ﻋﻨﺪﻣﺎ ﻳﺸﻌﺮﻭﻥ ﺑﺎﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ؛‬
‫‪ -‬ﺃﺻﺒﺢ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺿﺮﻭﺭﻳﺎﹰ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻟﻠﺘﻨﻈﻴﻢ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺑﻞ ﺃﻳﻀﹰﺎ ﻟﻔﺎﻋﻠﻴﺔ ﻧ‪‬ﻈﻢ ﺍﳌﹸﺘﺎﺑ‪‬ﻌﺔ ﻭﺍﻟﺮﻗﺎﺑﺔ‪.‬‬
‫ﻭﻟﻘﺪ ﺗﺮﺗ‪‬ﺐ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﻇﻬﻮﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ؛ ﻭﺫﻟﻚ ﻹﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ‬
‫ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺍﺀ ﰲ ﻛﻞ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺣ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﻭﺍﺗ‪‬ﺨـﺎﺫ ﺍﻟﻘـﺮﺍﺭﺍﺕ‪ .‬ﻭﺗﺘﻌﻠﱠـﻖ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺎﻟﺘﺨﻄﻴﻂ ﻻﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﺇﺩﺍﺭ‪‬ﺎ؛‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.56‬‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﻋﺒﺪ ﺣﺴﲔ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.25-24‬‬ ‫)‪(2‬‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻫﻲ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﻳﺴﺘﻔﺎﺩ ﻣﻨﻬﺎ ﰲ ﺇﳒﺎﺯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳋﺎﺻﺔ ﺑﺎﻹﺩﺍﺭﺓ‪ ،‬ﻭﻫﻲ‪ :‬ﺍﻟﺘﺨﻄﻴﻂ‪ ،‬ﻭﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﻭﺍﻟـﺴﻴﻄﺮﺓ‪،‬‬ ‫)‪(3‬‬

‫ﻭﺍ‪‬ﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.199‬‬ ‫)‪(4‬‬
‫‪105‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﳌﺴﺎﻋﺪﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﻣﻠﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ ﰲ ﺃﺩﺍﺀ ﻛﻞ ﺍﳌﻬﺎﻡ ﺍﳌﻨﻮﻁ ‪‬ﺎ ﰲ ﻣﻌﺎﳉـﺔ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺇﺩﺍﺭ‪‬ﺎ)‪.(1‬‬
‫ﻭﻳﺴﺘﻠﺰﻡ ﺇﺩﺍﺭﺓ ﻭﺗﺸﻐﻴﻞ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ ﲨﻠ ﹰﺔ ﻣﻦ ﺍﻟﹸﻤـﺴﺘﻠﺰ‪‬ﻣﺎﺕ ﺍﻟﺒـﺸﺮﻳﺔ ﻭﺍﳌﺎﺩﻳـﺔ‬
‫ﻭﺍﻟﱪﳎﻴﺎﺕ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ)‪ .(2‬ﻭﰲ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﳝﻜﻦ ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺆﺳـﺴﺔ ﺍﳊﺪﻳﺜـﺔ‪،‬‬
‫ﻭﻫﻲ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺃﻳﻀﹰﺎ ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠـﻰ‬
‫ﻭﻇﺎﺋﻒ ﻋﺪﻳﺪﺓ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﻮﻡ ‪‬ﺎ ﻋﺎﻣﻞ ﺍﳌﻌﺮﻓﺔ)‪(3‬؛ ﻟﻀﻤﺎﻥ ﺗﻌﻈﻴﻢ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ‪‬ﺎ‪ ،‬ﻓﻠﻦ ﻳﻜﻮﻥ ﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ‪‬ﻳﻌ ‪‬ﺪ ﺍﻟﺸﺨﺺ ﻟﻠﻌﻤﻞ ﰲ ﳎﺎﻝ ﺍﻟﺘﻤﻮﻳـﻞ‪،‬‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ‪ ،‬ﺃﻭ ﺣﱴ ﰲ ﳎﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺗﻪ‪ ،‬ﺇﻥ ﱂ ﻳﻘﻢ ﺑﻜـﻞ ﺍﳌﻬـﺎﻡ‬
‫ﺍﳌﺨﺘﺼﺔ ‪‬ﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﻧﻄﺎﻕ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﺍ ﹸﳌﻄ‪‬ﺒﻖ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ‬
‫ﺕ ﻭﻇﻴﻔﻴﺔ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ ﻟﺘﻄﻮﻳﺮ ﻭﺇﺩﺍﺭﺓ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻭﻇﻴﻔﺔ ﻧ‪‬ﻈـﻢ‬ ‫ﺍﳌﺆﺳﺴﺔ ﳍﺎ ﻣﺴﺌﻮﻟﻴﺎ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻧﻄﺎﻕ ﳎﺎﻝ ﺍﳋﱪﺓ ﺍﳌﻌﲔ)‪.(4‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺩﻭﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﺗ‪‬ﺴﺘﺨﺪﻡ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻟﺰﻳﺎﺩﺓ ﻓﺎﻋﻠﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻣﻦ ﺧـﻼﻝ ﺇﺷـﺒﺎﻉ ﺍﺣﺘﻴﺎﺟﺎ‪‬ـﺎ ﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ)‪(5‬؛ ﻓﺘ‪‬ﺴﺎﻋِﺪ ﺍﳌﺪﺭﺍﺀ ﰲ ﺗﻨﺎ ‪‬ﻭﻝ ﻣﺴﺆﻭﻟﻴﺎ‪‬ﻢ ﺍﻹﺩﺍﺭﻳﺔ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ)‪(6‬؛ ﲝﻴﺚ ﲤ ‪‬ﺪﻫﻢ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺣﻞ ﺍﳌﺸﺎﻛﻞ‪ ،‬ﻭﺍﻟﺘﺤﻜﱡﻢ‪ ،‬ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﻜـﻮﻥ ﺍﳌـﺸﻜﻠﺔ ‪‬ﻣﻌ ‪‬ﺮﻓـﺔ‬
‫ﻭﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻭﻫﻴﻜﻠﻴﺔ)‪.(7‬‬
‫ﻭﺗﺸﺘﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ ﻋﻠﻰ ﻣﺴﺌﻮﻟﻴﺎﺕ ﻭﻣﻬﺎﻡ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺧﻠﻖ ﻭﺗﻮﻟﻴﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﺎﳉﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‪ ،‬ﻭﺗﻮﺻﻴﻞ ﻭﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳌـﻦ‬
‫ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺧﺎﺭﺟﻬﺎ‪ .‬ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ‪ ،‬ﻳﻄﻠﻖ ﻋﻠﻰ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳـﺔ ﻧ‪‬ﻈـﻢ‬

‫ﺫﻛﺮﻩ‪.‬‬ ‫ﳏﻤﺪ ﳏﻤﺪ ﺍﳍﺎﺩﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.141‬‬ ‫)‪(2‬‬

‫ﺍﻧﻈﺮ ﻣﺎ ﺗﻘﺪ‪‬ﻡ ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪.‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﳏﻤﺪ ﺍﳍﺎﺩﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(4‬‬

‫ﺣﺴﻦ ﻋﻠﻲ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪،2005 ،1‬‬ ‫)‪(5‬‬

‫ﺹ ‪.46‬‬
‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.237‬‬ ‫)‪(6‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.57‬‬ ‫)‪(7‬‬


‫‪106‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺕ‬‫ﺍﻹﻧﺬﺍﺭ ﺍﻹﺩﺍﺭﻳﺔ)‪(1‬؛ ﻷﻬﻧﺎ ‪‬ﺗﻨﺬﺭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﰲ ﺍﻟﻌﺎﺩﺓ ﺗ‪‬ﻤﺜﱢﻞ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻮﺳﻄﻰ ﺑﻮﺟﻮﺩ ﻣـﺸﻜﻼ ٍ‬
‫ﺹ ﺳﺎﳓﺔ ﻣﻄﺮﻭﺣﺔ ﻳﻨﺒﻐﻲ ﺍﻧﺘﻬﺎ ‪‬ﺯﻫﺎ‪ .‬ﻭﻳ‪‬ﻌﺘﱪ ﺫﻟﻚ ﺍﻟﺘﻮ ‪‬ﺟﻪ ﲤ‪‬ﻴﺰﹰﺍ ﻣﻬﻤـﹰﺎ‬
‫ﲢﺘﺎﺝ ﳊﻠﻮ ٍﻝ ﻋﺎﺟﻠﺔ‪ ،‬ﺃﻭ ﺗﻮﺍﹸﻓﺮ ﻓﺮ ٍ‬
‫ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ ﺍ ﹸﳌﺴﺎِﻧﺪﺓ ﳉﻬﻮﺩ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻻ ﺗﻌﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﻓﺮﺍﻍ‪ ،‬ﻭﺇﳕﺎ ﻫﻲ ﺟﺰ ٌﺀ ﻣﻦ ﺑﻨﻴ ٍﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ‪ ،‬ﺗـﻀ ‪‬ﻢ ﺇﱃ‬
‫ﺕ ﺗﺘﺒﺎﺩﻝ ﻋﻼﻗﺎﺕ ﺍﻟﺘﺄﺛﲑ ﻭﺍﻟﺘﺄﺛﱡﺮ ﻣـﻊ ﺃﳕـﺎﻁ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬ ‫ﺟﺎﻧﺐ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺍﳌﹸﺴﺘﺨ ‪‬ﺪﻣﺔ‪ .‬ﻭﺗﺘﻤﺜﱠﻞ ﻫﺬﻩ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﻭﺍﻟﻌﻨﺎﺻﺮ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳـﺔ‪،‬‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻹﻧﺴﺎﻧﻴﺔ)‪.(2‬‬
‫ﻭ‪‬ﺗﺼ ‪‬ﻤﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺃﺳﺎﺳﹰﺎ ﻟﺘﻠﺨﻴﺺ ﻣﺎ ﺣﺪﺙ ﻭﳛ ‪‬ﺪﺙ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﻮﺟﻴﻪ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺗﻮﺍ ‪‬ﺟﺪ ﺍﳌﺸﻜﻼﺕ ﻭﺍﻟ ﹸﻔﺮﺹ ﺍﻟﺴﺎﺑﻖ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻴﻬﺎ‪ .‬ﺇﻻ ﺃﻥ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻨﺎﺑﻌﺔ ﻣﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﻧﺎﺩﺭﹰﺍ ﻣﺎ ‪‬ﺗﺨﱪ ﺍﻹﺩﺍﺭﺓ ﳌﺎﺫﺍ ﺗﻮﺟﺪ ﺍﳌﺸﻜﻠﺔ ﺃﻭ ﺍﻟ ﹸﻔﺮﺻﺔ ﺍﳌﻌﻴﻨﺔ‪ .‬ﺇﻻ ﺃﻥ ﻫﺬﻩ ﺍﻟﺘﻘـﺎﺭﻳﺮ ﳝﻜـﻦ ﺃﻥ‬
‫ﺗ‪‬ﺴﺎﻋِﺪ ﺃﺣﻴﺎﻧﹰﺎ ﰲ ﲢﺪﻳﺪ ﺃﻳﻦ ﻭﻣﱴ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳ‪‬ﺘﺨﺬ ﺍﻟﻔﻌﻞ ﺃﻭ ﺍﻟﻘﺮﺍﺭ ﺍ ﹸﳌﻌ‪‬ﻴﻦ ﲡﺎﻩ ﺍﳌﺸﻜﻠﺔ ﺃﻭ ﺍﻟﻔﺮﺻﺔ‪ .‬ﻭﺗ‪‬ﻮﻓﱢﺮ‬
‫ﺗﻘﺎﺭﻳﺮ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﺷﻜﺎ ٍﻝ ﻛﺜﲑﺓ‪ ،‬ﻓﻤﻨﻬﺎ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺪﻭﺭﻳـﺔ‪ ،‬ﻭﺍﻟﺘﻘـﺎﺭﻳﺮ ﺍ ﹸﳌﻠﺤ‪‬ـﺔ‪ ،‬ﻭﺍﻟﺘﻘـﺎﺭﻳﺮ‬
‫ﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ‪ ،‬ﻭﺗﻘﺎﺭﻳﺮ ﺍﻹﳒﺎﺯ‪... ،‬ﺇﱁ‪ .‬ﻭﰲ ﺣﺎﻟﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ‪ ،‬ﺗﺤ ‪‬ﺪﺩ ﺍﳌﻌﺎﻳﲑ ﺍ ﹸﳌﻌ‪‬ﻴﻨﺔ ﺍﻟﱵ ﺣﺎﺩ ﻋﻨﻬﺎ‬
‫ﻼ‬
‫ﺍﻷﺩﺍﺀ ﺍ ﹸﳌﻌ‪‬ﻴﻦ‪ ،‬ﺃﻣﺎ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﻘﺎﺭﻧﺔ ﻓﺈﻬﻧﺎ ‪‬ﺗﺤ ‪‬ﺪﺩ ﺣﺎﻟﺘﲔ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﺗﻘﺎ ِﺭﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ‪‬ﻤـﺎ ﻣـﺜ ﹰ‬
‫ﻟﺘﺤﺪﻳﺪ ﺃﻭ ‪‬ﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﻤﺎ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪.‬‬
‫ﻭﺑﺬﻟﻚ ‪‬ﺗﺨﺎ ِﻃﺐ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻷﻭﺟﻪ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺃﺩﺍﺀ ﺃﻱ ﻣﺆﺳﺴ ٍﺔ ﻣﻦ ﺍﳌﻨﻈـﻮﺭ‬
‫ﺍﻟﺮﻗﻤﻲ‪:‬‬
‫ﺕ ‪‬ﻣﻮ ‪‬ﺟﻬﺔ ﺇﱃ ﲨﻬﻮﺭ ﺍ ﹸﳌﺴﺘﻔﻴﺪﻳﻦ ﺃﻭ ﺍﻟﻌﻤﻼﺀ؛‬ ‫• ﻣﺎ ﺗ‪‬ﺆﺩ‪‬ﻳﻪ ﻭ‪‬ﺗﻨﺠ ‪‬ﺰﻩ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻣ‪‬ﻨﺘ‪‬ﺠﺎ ٍ‬
‫ﺕ ﻭﺧﺪﻣﺎ ٍ‬
‫• ﺍﻟﻘﻴﻤﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻭﺍﳌﻀﺎﻓﺔ ﺍﻟﱵ ﺗﻌﻮﺩ ﻋﻠﻰ ﲨﻬﻮﺭ ﻭﺑﻴﺌﺔ ﺍﳌﺆﺳﺴﺔ ﻋﻨﺪﻣﺎ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺍﳋﺪﻣﺔ ﻋﻨﺪ ﻃﻠﺒـﻬﺎ‬
‫)ﻭﻗﺖ ﺗﻘﺪﳝﻬﺎ(‪ ،‬ﺃﻳﻨﻤﺎ ﺗﻄﻠﺐ )ﺍﳌﻜﺎﻥ(‪ ،‬ﻛﻴﻒ ‪‬ﺗﺮﺍﺩ )ﺍﻟﺸﻜﻞ ﺍﻟﺬﻱ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻓﻴﻪ(‪ ،‬ﻭﺿﻤﺎﻥ ﺇﻣﺪﺍﺩﻫﺎ‬
‫ﺑﺘﻤ‪‬ﻴ ٍﺰ ﻭﺍﺿﺢ؛‬
‫• ﺇﻣﺪﺍﺩ ﳎﻤﻮﻋﺔ ﺃﺩﻭﺍ ٍ‬
‫ﺕ ﺗﻘﻨﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻼﺋﻤﺔ ﻣﻊ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟـﺼﺤﻴﺤﺔ ﻭﺍﻟﺪﻗﻴﻘـﺔ‬
‫ﻭﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﻭﺍﻟﺼﺤﻴﺢ‪.‬‬

‫‪.Management Alerting System‬‬ ‫)‪(1‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.56‬‬ ‫)‪(2‬‬
‫‪107‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺇﻥ ﻛﻞ ﻣﺆﺳﺴ ٍﺔ ﺗﺴﺘﺨﺪﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲢﺘﺎﺝ ﺇﱃ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ؛ ﻟﺘﺸﻐﻴﻞ ﻭﺇﺩﺍﺭﺓ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‬
‫ﻭﻣ‪‬ﻜ ‪‬ﻮﻧﺎ‪‬ﺎ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳍﺎﻣﺔ ﺟﺪﹰﺍ ﳌﻮﺍﻛﺒﺔ ﺍﻟﺘﺤﺪﻳﺚ ﰲ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻭﺗﺸﺘﻤﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺎﺩ ﹰﺓ ﻋﻠﻰ)‪:(1‬‬
‫‪ -1‬ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺍﻟﻨﻬﺎﺋﻲ؛‬
‫ﺼﺼﻲ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ) ‪‬ﻣﺤﱢﻠﻠﻲ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﺍ ﹸﳌﱪ ِﻣﺠﲔ‪ ،‬ﻣﺸ ‪‬ﻐﻠﻲ ﺍﳊﺎﺳﻮﺏ(‪.‬‬ ‫‪ -2‬ﻣﺘﺨ ‪‬‬
‫ﻭﺑﺬﻟﻚ ﺗﺘﻌﺎﻣﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻣﻊ ﺟﻬﻮﺩ ﺍﻟﺘﺨﻄﻴﻂ؛ ﻟﺘﻄﻮﻳﺮ ﻭﺇﺩﺍﺭﺓ ﻭﺍﺳـﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻋِﺪ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ ﰲ ﺃﺩﺍﺀ ﻛﻞ ﺍﳌﻬﺎﻡ ﺍﳌﻮﻛﻮﻟﺔ ﺇﻟﻴﻬﺎ‪،‬‬
‫ﻭﺗﺘﻌﱠﻠﻖ ﻋﺎﺩ ﹰﺓ ﲟﻬﺎﻡ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭ‪‬ﺎ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻱ ﻣﺴﺎ ٍﺭ ﻗﺪ ﳜﺘﺎﺭﻩ ﺍﻟﻔﺮﺩ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫ﺍﳊﺪﻳﺜﺔ‪ ،‬ﺇﻻ ﺃﻧﻪ ﺳﻮﻑ ﻳﻜﻮﻥ ﻣﺴﺌﻮ ﹰﻻ ﻋﻦ ﺑﻌﺾ ﺃﻭ ﺟﺰ ٍﺀ ﻣﻦ ﻭﻇﻴﻔﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﻣـﺴﺌﻮﻟﻴﺎﺕ ﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﻧﻮﺍﻉ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺇﻥ ﺍ‪‬ﺗﺒﺎﻉ ﻣﺪﺧﻞ ﺍﻟﻨ‪‬ﻈﻢ ﰲ ﻭﺻﻒ ﺍﳌﺆﺳﺴﺔ ﻳﺴﻤﺢ ﺑﺈﻣﻜﺎﻧﻴ ٍﺔ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﺍﳉﻮﺍﻧﺐ ﻟﺘﻌﺮﻳـﻒ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺝ ﻣﻨﻄﻘﻲ ﻟﻠﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺣﺴﺐ ﺗـﺪﻓﱡﻖ ﺍﳌـﻮﺍﺭﺩ‪ :‬ﺍﻟﻌﻤﺎﻟـﺔ‪،‬‬ ‫ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﳝﻜﻦ ﻭﺻﻒ ﺍﻟﻨﻈﺎﻡ ﺑﺎ‪‬ﺗﺒﺎﻉ ﳕﻮﺫ ٍ‬
‫ﺍﻷﻣﻮﺍﻝ‪ ،‬ﻭﺍﳋﺎﻣﺎﺕ‪ ،‬ﺃﻭ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺃﻭ ﺍﳌﺪﺍﺧﻞ ﺍﳌﺨﺘﻠﻔﺔ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﻛﻠﱡﻬﺎ ‪‬ﺗﻌﺘﱪ ﺃﺳﺎﺳﹰﺎ‬
‫ﻣﻨﻄﻘﻴﹰﺎ ﻟﻮﺻﻒ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻫﺬﺍ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﺪﺧ ٍﻞ ﻣﻨﻄﻘﻲ ﺁﺧﺮ ﻭﻫﻮ ﺗﻘﺴﻴﻢ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﻧ‪‬ﻈـ ٍﻢ‬
‫ﻓﺮﻋﻴﺔ ﺣﺴﺐ ﳎﺎﻻ‪‬ﺎ ﺍﻟﻮﻇﻴﻔﻴﺔ)‪.(2‬‬
‫ﻭﺗﻨﻘﺴﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺣﺴﺐ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺇﱃ)‪:(3‬‬
‫‪ -1‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺼﻨﻴﻊ ﻭﺍﻹﻧﺘﺎﺝ)‪:(4‬‬
‫ﺺ ﻭﻇﻴﻔﺔ ﺍﻹﻧﺘﺎﺝ ﺑﺘﺤﻮﻳﻞ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﰲ ﺷﻜﻞ ﺳﻠ ٍﻊ‬
‫ﲣﺘ ‪‬‬
‫ﻭﺧﺪﻣﺎﺕ‪ .‬ﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﻹﻧﺘﺎﺝ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﻮﺿﻊ ﺧﻄﺔ ﺍﻹﻧﺘﺎﺝ ﻭﺻﻴﺎﻏﺔ ﻫﺬﻩ ﺍﳋﻄﺔ ﻋﻠﻰ ﺷﻜﻞ ﺃﻭﺍﻣﺮ‬
‫ﺇﻧﺘﺎﺝ ﺗﺘﻀﻤ‪‬ﻦ ﲣﻄﻴﻂ ﺍﻟﺰﻣﻦ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﻟﻄﺎﻗﺔ‪ ،‬ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻷﻭﻟﻴﺔ ‪‬ﻣﻮ ‪‬ﺯﻋـﺔ ﻋﻠـﻰ‬
‫ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ‪ .‬ﻭﻳﺘﻄﻠﱠﺐ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﺳـﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺎﺕ ﺍﻟﺘﻤﺎﺛﻠﻴـﺔ ﻭﺍﻟﺮﻗﻤﻴـﺔ‬

‫ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.21-20‬‬ ‫)‪(1‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.385‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ﺹ ‪.387-386‬‬ ‫)‪(3‬‬

‫‪.Manufacturing Information System And Production‬‬ ‫)‪(4‬‬


‫‪108‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ)‪ .(1‬ﻫﻲ ﻛﺬﻟﻚ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﺘﻌﱠﻠﻖ ﺑﺎﻟﺘﺨﻄﻴﻂ‪ ،‬ﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﺇﻧﺘﺎﺝ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﻛﺬﻟﻚ‬
‫ﺗﺪﻓﱡﻖ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﻋﻠﻰ ﺧﻂ ﺍﻹﻧﺘﺎﺝ)‪.(2‬‬
‫‪‬ﻳﺮﺍﻓﻖ ﻭﻇﻴﻔﺔ ﺍﻹﻧﺘﺎﺝ ﻧﻈﺎﻣﺎﻥ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻓﺮﻋﻴﺎﻥ ﳘﺎ‪ :‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘـﺎﺝ‪،‬‬
‫ﺕ ﺣﻮﻝ ﺗﺼﻤﻴﻢ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﻛﺬﻟﻚ‬ ‫ﻭﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳍﻨﺪﺳﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻟﺬﻱ ﻳﺘﻀﻤ‪‬ﻦ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺣﻮﻝ ﻧ‪‬ﻈﻢ ﺍﻹﻧﺘﺎﺝ ﻭﺍ ﹸﳌﻨﺎ ‪‬ﻭﻟﺔ ﻭﺍﻟﻨﻘﻞ ﻭﺍﻵﻟﻴﺔ‪ .‬ﻭﻳ‪‬ﻌ ‪‬ﺪ ﻧﻈﺎﻡ ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻫﻢ ﺑﺎﻟﻨـﺴﺒﺔ‬
‫ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻧﻈﺮﹰﺍ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ‪‬ﻳﻌﺎﳉﻬﺎ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﻳﻨﺘﺠﻬﺎ؛ ﻓﻬﻮ ﻳـﻀ ‪‬ﻢ ﺍﻟﻔﻌﺎﱠﻟﻴـﺎﺕ‬
‫ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬
‫ﰒ ﺗﺒﺪﺃ ﻋﻤﻠﻴﺔ ﺗﻨﻔﻴﺬ ﺧﻄﺔ ﺍﻹﻧﺘﺎﺝ ﺍﻟﱵ ‪‬ﺗﺼﺎﻍ ﻋﻠﻰ ﺷﻜﻞ ﺃﻭﺍﻣﺮ ﺇﻧﺘﺎﺝ ﻭﻃﻠﺒﻴﺎﺕ‪ .‬ﺃﺛﻨـﺎﺀ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻹﻧﺘﺎﺝ ﻳﺘ ‪‬ﻢ ﻧﺸﻮﺀ ﻭﺗﺴﺠﻴﻞ ﻭﻣﻌﺎﳉﺔ ﻛﻤﻴ ٍﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﻮﻝ ﺳﲑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻣﺜﻞ ﻛﻤﻴﺔ‬
‫ﺍﳌﻮﺍﺩ ﺍ ﹸﳌﺴﺘﻬﹶﻠﻜﺔ‪ ،‬ﺳﺎﻋﺎﺕ ﻋﻤﻞ ﺍﻵﻻﺕ‪ ،‬ﺇﻧﺘﺎﺝ ﺍﻟﻌﻤﺎﻝ‪ ،‬ﻧﻔﻘﺎﺕ ﺍﻟﺼﻴﺎﻧﺔ‪ ،‬ﺍﻟﻜﻤﻴﺎﺕ ﺍ ﹸﳌﻨ‪‬ﺘﺠـﺔ‪ ،‬ﺟـﻮﺩﺓ‬
‫ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ‪... ،‬ﺇﱁ‪.‬‬
‫ﻛﻤﺎ ﺗﻌﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﺮﻓﺔ ﰲ ﺗﺼﻨﻴﻊ ﺍﻹﻧﺘﺎﺝ ﻋﻠﻰ ﺧﻠﻖ ﻭﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳋـﱪﺓ ﻟﻘﻴـﺎﺩﺓ ﺍﻟﻌﻤﻠﻴـﺔ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﻓﺈﻥ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﰲ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﺘﺼﻨﻴﻊ ﺗﺘﻌﱠﻠﻖ ﺑﺄﻭﺿﺎﻉ ﻣﻬﺎﻡ ﺍﻟﺘﺼﻨﻴﻊ‪.‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(18‬‬
‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍ ﹸﳌﻜ ‪‬ﻮﻧﺔ ﻟﻨﻈﺎﻡ ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ‬

‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ‬

‫ﺗﺴﺠﻴﻞ‬ ‫ﺗﺴﺠﻴﻞ‬ ‫ﺍﻟﺘﺨﻄﻴﻂ‬ ‫ﲣﻄﻴﻂ‬ ‫ﲣﻄﻴﻂ‬ ‫ﲣﻄﻴﻂ‬ ‫ﲣﻄﻴﻂ‬


‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺪﻗﻴﻖ‬ ‫ﺃﻭﺍﻣﺮ‬ ‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﺍﳌﻮﺍﺩ‬ ‫ﻛﻤﻴﺎﺕ‬
‫ﺍﻟﻔﻌﻠﻴﺔ‬ ‫ﻟﻠﻮﻗﺖ‬ ‫ﺍﻹﻧﺘﺎﺝ‬ ‫ﺍﻹﻧﺘﺎﺟﻴﺔ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺍﻹﻧﺘﺎﺝ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﻗﺎﺳﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،1998 ،‬ﺹ ‪.50‬‬

‫‪(1) Patrick Dumas, Informatique industrielle, Dunod édition, Paris, France, 2001, P VIII.‬‬

‫ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.85‬‬ ‫)‪(2‬‬
‫‪109‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﰲ ﻣﺮﺣﻠﺔ ﲢﻠﻴﻞ ﺑﻴﺎﻧﺎﺕ ﺍﻹﻧﺘﺎﺝ ﺗﺘ ‪‬ﻢ ﻋﻤﻠﻴﺔ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺍ ﹸﳌﺨ ﱠﻄﻂ ﻭﺍﻟﻔﻌﻠﻲ ﻟﺘﺤﺪﻳـﺪ ﺍﻻﳓﺮﺍﻓـﺎﺕ‬
‫ﻭﺃﺳﺒﺎ‪‬ﺎ؛ ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺼﺤﻴﺤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‪ .‬ﻭﻳﻘﻮﻡ ﻧﻈـﺎﻡ ﻣﻌﻠﻮﻣـﺎﺕ ﲣﻄـﻴﻂ‬
‫ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ ﺑﺘﺰﻭﻳﺪ ﺑﻘﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺼﺒﺢ ﺍﻷﺳﺎﺱ ﻟﻠﻌﺪﻳﺪ‬
‫ﻣﻦ ﺍﳌﻌﺎﳉﺎﺕ ﺍﻟﻼﺣﻘﺔ‪ ،‬ﰲ ﺇﻃﺎﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺿﻤﻦ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﺎﶈﺎﺳﺒﺔ‪ ،‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ‪،‬‬
‫ﻭﺍﻟﺘﻤﻮﻳﻞ‪... ،‬ﺇﱁ‪.‬‬
‫‪ -2‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ)‪:(1‬‬
‫ﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﰐ ﺑﺘﺨﺰﻳﻦ ﻭﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺘﻠ ﱢﻘﻲ ﺍﻟﻄﻠﺒﻴﺎﺕ‬
‫ﻭﲣﻄﻴﻂ ﺍﳌﺒﻴﻌﺎﺕ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﺴﻮﻕ ﻟﻠﺘﻌ ‪‬ﺮﻑ ﺇﱃ ﺍﻟﻮﺿﻊ ﺍﻟﺘﻨﺎﻓﺴﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺭﻏﺒـﺎﺕ ﻭﺃﺫﻭﺍﻕ‬
‫ﺍﳌﺴﺘﻬﻠﻜﲔ‪ ،‬ﻭﺍﻟﺘﺮﻭﻳﺞ ﻟﻠﻤ‪‬ﻨﺘ‪‬ﺠﺎﺕ‪ .‬ﻭﺑﺬﻟﻚ ﻓﺈﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋـ ٍﺔ ﻣـﻦ‬
‫ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﻣﺜﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﳌﻌﺪﺍﺕ‪ ،‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ؛ ﻟﺘﺠﻤﻴﻊ ﻭﲣﺰﻳﻦ ﻭﲢﻠﻴﻞ ﻭﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ‬
‫ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛ ﻣﻦ ﺃﺟﻞ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺎﺕ ﲣﻄﻴﻂ ﻭﺗﻨﻔﻴﺬ ﺍﳌﺒﻴﻌﺎﺕ)‪.(2‬‬
‫ﻭﻳﺘﻜﻮ‪‬ﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻘﻲ ﻣﻦ)‪:(3‬‬
‫ﻗﻮﺍﻋﺪ ﻟﻠﺒﻴﺎﻧﺎﺕ ‪‬ﻣﺸ ﱠﻜﻠﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﺆﺳﺴﺔ ﻭﲟﺤﻴﻂ ﺍﳌﺆﺳﺴﺔ؛‬ ‫‪-‬‬
‫ﺕ ‪‬ﻣﺘﻌﱢﻠﻘﺔ ﺑﺎﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ؛‬ ‫ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫‪-‬‬
‫ﺃﺩﻭﺍﺕ ﺍﳌﻌﺎﳉﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ؛‬ ‫‪-‬‬
‫ﳕﺎﺫﺝ ﺍﻟﺘﻮﻗﱡﻌﺎﺕ‪.‬‬ ‫‪-‬‬
‫ﻭﻳﺘﺒﺎﺩﻝ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻊ ﺑﻘﻴﺔ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﻮﻇﻴﻔﻴـﺔ‬
‫ﺕ ﻣﻦ ﻗﺴﻢ ﺍﶈﺎﺳﺒﺔ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺧﻄﺔ ﺍﳌﺒﻴﻌﺎﺕ ﺣـﺴﺐ‬ ‫ﻼ ﳛﺘﺎﺝ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ﺍﻷﺧﺮﻯ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﺕ ﺣﻮﻝ ﺍﻟﺴﻴﻮﻟﺔ ﺍﻟﻨﻘﺪﻳﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ‪ ،‬ﺍﻟﺴﻠﻊ ﻭﺍﳌﻨﺎﻃﻖ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﲤﻮﻳﻞ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﺑﺎﳌﻘﺎﺑﻞ ‪‬ﺗﻌﺘﱪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲢﺘﻮﻳﻬﺎ ﺧﻄﺔ ﺍﳌﺒﻴﻌﺎﺕ ﺍﻷﺳﺎﺱ ﺍﳌﻌﻠﻮﻣﺎﰐ ﻹﻋﺪﺍﺩ ﺧﻄـﺔ‬
‫ﺍﻹﻧﺘﺎﺝ ﻭﺧﻄﺔ ﺍﳌﺸﺘﺮﻳﺎﺕ‪ ،‬ﻭﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﻭﺍﻟﻄﺎﻗﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﺧﻄﺔ ﺍﳌﺨﺰﻭﻥ‪... ،‬ﺇﱁ‪.‬‬
‫ﺕ ﻓﺮﻋﻴﺔ ﻟﻜـﻞ‬
‫ﺻﺪ)‪ (1‬ﺟﻮﻫﺮ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ ﺍﻟﺬﻱ ﻳﻀ ‪‬ﻢ ﺑﺪﻭﺭﻩ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﺮ ‪‬‬
‫ﺻﺪ ﺍﻟﺘﻨﺎﻓﺴﻲ‪ ،‬ﺍﻟﺘﺠﺎﺭﻱ‪ ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬ ‫ﻣﻦ ﺍﻟﺘﺮ ‪‬‬

‫‪.Marketing Information System‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﻗﺎﺳﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.49-48‬‬ ‫)‪(2‬‬
‫‪(3) J.M-Auriac et autres, Économie d'entreprise, Casteilla Editions, France, 1995, P 141.‬‬
‫‪110‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -3‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺸﺘ ‪‬ﺮﻳﺎﺕ)‪:(2‬‬


‫ﻳﻠﻌﺐ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﺸﺘﺮﻳﺎﺕ ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﻷﻥ ﺍﻻﺗ‪‬ﺠﺎﻩ ﰲ ﺍﻟـﺼﻨﺎﻋﺔ ﳝﻴـﻞ ﺇﱃ‬
‫ﺼﺺ‪ ،‬ﻭﻳ‪‬ﺆﺩ‪‬ﻱ ﺫﻟﻚ ﺇﱃ ﺯﻳﺎﺩﺓ ﺣﺠﻢ ﺍﳌﻮﺍﺩ ﺍﻷﻭﻟﻴﺔ ﻭﺍﻷﺟﺰﺍﺀ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ ﺍ ﹸﳌﺸﺘﺮﺍﺓ؛ ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ ﻳ‪‬ﺆﺩ‪‬ﻱ‬ ‫ﺍﻟﺘﺨ ‪‬‬
‫ﺇﱃ ﺍﺯﺩﻳﺎﺩ ﻛﻤﻴﺔ ﺍﻷﻣﻮﺍﻝ ﺍ ﹸﳌﻮ ﱠﻇﻔﺔ ﰲ ﺍﳌﺨﺰﻭﻥ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻷﻭﻟﻴﺔ ﻭﺍﻷﺟﺰﺍﺀ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ؛ ﳑﺎ ﻳﻨ‪‬ﺘﺞ ﻋﻨﻪ ﺍﺭﺗﻔﺎﻉ‬
‫ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺪﻓﻮﻋﺔ ﻋﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍ ﹸﳌﻮ ﱠﻇﻒ ﰲ ﺍﳌﺨﺰﻭﻥ‪.‬‬
‫ﻭﻳﺮﺗﺒﻂ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﺒﺎﺷﺮ ﹰﺓ ﺑﻨﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻹﻧﺘﺎﺝ؛ ﺣﻴﺚ ﺃ ‪‬ﺩﺕ ﺃﲤﺘﺔ ﺍﻹﻧﺘﺎﺝ ﺇﱃ ﺇﻟﻘـﺎﺀ ﻋﻠـﻰ‬
‫ﺕ ﺃﻛﺜﺮ ﺩﻗﺔ ﻣﻦ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻣﺜﻞ ﺿﻤﺎﻥ ﻧﻮﻋﻴﺔ ﺍﳌﻮﺍﺩ ﺍﳌﺸﺘﺮﺍﺓ‪ .‬ﻟـﺬﻟﻚ ﻳﻘـﻮﻡ‬ ‫ﻋﺎﺗﻖ ﺇﺩﺍﺭﺓ ﺍﳌﺸﺘﺮﻳﺎﺕ ﻣﻬﻤﺎ ٍ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺧﻄﺔ ﺍﻹﻧﺘﺎﺝ ﻟﺘﺤﺪﻳﺪ ﺍﻷﺻﻨﺎﻑ ﺍﻟﻮﺍﺟﺐ ﺷﺮﺍ ‪‬ﺅﻫﺎ‪ ،‬ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﻌﺎﺋﺪﺓ ﳍـﺬﻩ ﺍﻷﺻـﻨﺎﻑ‪.‬‬
‫ﻛﺬﻟﻚ ﺗﻘﻮﻡ ﺑﺘﺤﺪﻳﺪ ﺯﻣﻦ ﺍﻟﺸﺮﺍﺀ‪ ،‬ﻭﺍﻟﻜﻤﻴﺔ ﺍﻟﻮﺍﺟﺐ ﺷﺮﺍﺅﻫﺎ‪ .‬ﻭﳛﺘﻔﻆ ﻛﺬﻟﻚ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺑﺎﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ ﻭﺍﻷﺻﻨﺎﻑ ﺍﻟﱵ ‪‬ﻳﻘ ‪‬ﺪﻣﻮﻬﻧﺎ‪ .‬ﻭﳛﺘﺎﺝ ﺇﱃ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻷﺧـﺮﻯ‪ ،‬ﻭﺧﺎﺻـ ﹰﺔ ﺍﳌﹸﺘﻌﻠﱢﻘـﺔ‬
‫ﺕ ﺇﱃ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪.‬‬
‫ﺑﺎﻹﻧﺘﺎﺝ‪ ،‬ﺍﻟﺘﻤﻮﻳﻞ ﻭﺍﶈﺎﺳﺒﺔ‪ ،‬ﻭﺑﺎﳌﻘﺎﺑﻞ ‪‬ﻳﻘ ‪‬ﺪﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪ -4‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪:(3‬‬
‫ﻳﻘﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪ (4‬ﺑﺘﺨﺰﻳﻦ ﻭﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻌﻤﻠﻴﺎﺕ ﲣﻄﻴﻂ ﻭﺗﻨﻈﻴﻢ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ‪‬ﺗﻤﺎ ِﺭﺳﻬﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻳﻌﻤﻞ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻋﻠﻰ ‪‬ﻣﺴﺎﻋﺪ‪‬ﺎ ﰲ ﺃﺩﺍﺋﻬﺎ ﻭﻫﻲ)‪:(5‬‬
‫‪ -‬ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺗﺄﻣﲔ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬

‫ﺻﺪ )‪ :(Veille‬ﻣﺘﺎﺑﻌﺔ ﺍﻟﺘﻄ ‪‬ﻮﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﺑﻨﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲤﻨﺤﻬﺎ ﹸﻓﺮﺻﹰﺎ‪.‬‬
‫)‪ (1‬ﺍﻟﺘﺮ ‪‬‬
‫)‪.Procurement Information System (2‬‬
‫)‪.Human Resources Information System(3‬‬
‫)‪ (4‬ﺳﻴﺘ ‪‬ﻢ ﻣﻨﺎﻗﺸﺔ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺸﻲ ٍﺀ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫)‪ (5‬ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﻗﺎﺳﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.54‬‬
‫‪111‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺕ ﺣﻮﻝ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬ ‫ﺕ ﳛﺘﻮﻱ ﻋﻠﻰ ﺑﻴﺎﻧﺎ ٍ‬


‫ﻭﻷﺩﺍﺀ ﻫﺬﻩ ﺍﻟﻮﻇﺎﺋﻒ ﻳﻨﺒﻐﻲ ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺕ ﺣﻮﻝ ﻣﺮﺍﻛﺰ ﺍﻟﻌﻤﻞ‪ .‬ﻭﻛﺬﻟﻚ ﻓﺈﻥ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‬ ‫ﻛﻤﺎ ﻳﺘﻄﻠﱠﺐ ﻭﺟﻮﺩ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻣﻦ ﺧﻄﻂ ﺍﻹﻧﺘﺎﺝ ﻭﺑﻘﻴﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﰲ ﺍﳌﺸﺮﻭﻉ؛ ﻣﻦ ﺃﺟﻞ ﺇﻋﺪﺍﺩ ﺧﻄﻂ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻣﻦ ﺣﻴﺚ ﻋـﺪﺩ‬
‫ﺍ ﹸﳌﺆ ‪‬ﻫﻼﺕ ﻭﺧﱪﺍﺕ ﺍﻷﺷﺨﺎﺹ ﺍﳌﻄﻠﻮﺏ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ‪ .‬ﺗ‪‬ﻤﺜﱢﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﹸـﺪﺧ‪‬ﻼﺕ ﻟﻠﻌﺪﻳـﺪ ﻣـﻦ‬
‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺿﻤﻦ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻛﻤﺎ ﻳﻘﻮﻡ ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺘﻨﻔﻴﺬ ﺍﳌﻬﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫ﻕ ﺟﺪﻳﺪﺓ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬ ‫‪ -‬ﻭﺿﻊ ﻃﺮ ٍ‬
‫‪ -‬ﺍﻟﺴﻬﺮ ﻋﻠﻰ ﻭﺿﻊ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﺗﺄﻣﲔ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﻣﺼﻠﺤﺔ ﺃﻭ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﻭﺃﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﺗﻜﻮﻳﻦ ﻭﻣﺴﺎﻋﺪﺓ ﺍ ﹸﳌﺴﺘﺨﺪِﻣﲔ ﻟﻠﱪﳎﻴﺎﺕ؛‬
‫‪ -‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﺇﺩﺍﺭﺓ ﻣﺸﺎﺭﻳﻊ ﺍﻷﲤﺘﺔ ﻟﺼﺎﱀ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﲢﻀﲑ ﺍ ﹸﳌﺨ ﱠﻄﻂ ﺍﻟﺸﺎﻣﻞ ﻟﻠﻤﻌﻠﻮﻣﺎﺗﻴﺔ )ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ(‪.‬‬
‫‪ -5‬ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﳌﺎﻟﻴﺔ )‪:(2‬‬
‫ﻳﻘﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﺔ ﺑﺘﺴﺠﻴﻞ ﻭﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺘﻌﻠﱠـﻖ ﺑﺄﺻـﻮﻝ ﻭﺧـﺼﻮﻡ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﶈﻴﻂ؛ ﻟﺬﻟﻚ ‪‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﻳﻘﻮﻡ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺎﱄ ﲟﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺍﺀ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘﻌﻠﱢﻘـﺔ ﺑﺈﻣـﺪﺍﺩ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺑﺎﻷﻣﻮﺍﻝ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻹﳒﺎﺯ ﺃﻫﺪﺍﻓﻬﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻣﻮﺍﻝ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻭﺑﺎﻟﻄﺮﻕ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤـﺔ‪،‬‬
‫ﻭﺑﺄﻓﻀﻞ ﺍﻟﺸﺮﻭﻁ ﺍﳌﻤﻜﻨﺔ ﻟﺘﺴﺪﻳﺪ ﺍﻟﺘﺰﺍﻣﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﻟﺪﻋﻢ ﺑﺮﺍﳎﻬﺎ‪ ،‬ﻭﺍﻟﺴﻌﻲ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﺭﺩﻫـﺎ‬
‫ﺑﺸﻜ ٍﻞ ﻓﻌﺎﱠﻝ)‪ .(3‬ﻭﻳﻘﻮﻡ ﻛﺬﻟﻚ ﺑﺘﺰﻭﻳﺪ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺫﺍﺕ‬

‫‪(1) Patrick Gilbert, La gestion des ressources humaines, éditions d'organisation, France, 1999, P 730.‬‬

‫‪.Accounting and Financial Information Systems‬‬ ‫)‪(2‬‬


‫‪(3) Aubert Benoît, op.cit, P40.‬‬
‫‪112‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻌﻼﻗﺔ‪ ،‬ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻘﺎﺋﻖ ﺍ ﹸﳌﺘﻨ ‪‬ﻮﻋﺔ ﻋﻦ ﺍﻷﻧﺸﻄﺔ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻬﻧﺎ ﳌﺴﺎﻋﺪ‪‬ﻢ‬
‫ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺎﻟﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ)‪.(1‬‬
‫ﻛﻤﺎ ﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻣﺜﻞ ﺧﻄﺔ ﺍﳌﺒﻴﻌﺎﺕ‪ ،‬ﺍﻹﻧﺘﺎﺝ‪،‬‬
‫ﺕ ﻟﻜـﻞ‬ ‫ﺍﳌﺸﺘﺮﻳﺎﺕ‪ ،‬ﻭﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﰲ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺎﻟﻴﺔ‪ ،‬ﻭ‪‬ﺗﺼﺎﻍ ﻫﺬﻩ ﺍﳋﻄﻂ ﻋﻠﻰ ﺷﻜﻞ ﻣﻮﺍﺯﻧﺎ ٍ‬
‫ﺇﺩﺍﺭ ٍﺓ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪ .‬ﻛﻤﺎ ﺗﻘﻮﻡ ﺑﺈﻋﺪﺍﺩ ﻗﺎﺋﻤ ٍﺔ ﺑﺎﻟﺘﺪﻓﱡﻘﺎﺕ ﺍﻟﻨﻘﺪﻳﺔ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ ﻭﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ؛ ﻣﻦ‬
‫ﺃﺟﻞ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻮﻇﻴﻒ ﺍﻟﻔﻮﺍﺋﺾ ﺍﳌﺎﻟﻴﺔ ﰲ ﺣﺎﻝ ﻭﺟﻮﺩﻫﺎ‪ ،‬ﺃﻭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﻤﻮﻳﻞ ﺍﳌﻨﺎﺳﺐ ﰲ ﺣﺎﻝ‬
‫ﻭﺟﻮﺩ ﺍﻟﻌﺠﺰ‪.‬‬
‫ﺗﺘﻜﻮﻥ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﳌﺎﻟﻴﺔ ﻣﻦ ﺣﺴﺎﺑﺎﺕ ﺍﳌـﺪﻓﻮﻋﺎﺕ ﻭ ﺍﳌﻘﺒﻮﺿـﺎﺕ)‪، (2‬ﳏﺎﺳـﺒﺔ‬
‫ﺍﻟﺘﻜﺎﻟﻴﻒ)‪،(3‬ﺍﻟﺘﺪﻗﻴﻖ)‪ (4‬ﲟﺎ ﰲ ﺫﻟﻚ ﺗﺪﻗﻴﻖ ﺍﳌﻌﺎﳉﺔ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺑﻴﻨﻤـﺎ ﳝﻜـﻦ ﺃﻥ ﺗﻈـﻢ ﻧﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺎﻟﻴﺔ ﻧﻈﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻨﻘﺪﻳﺔ)‪ (5‬ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﺎﱄ)‪.(6‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬


‫‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ)‪ (7‬ﻣﻦ ﺃﻫﻢ ﺍﻟ‪‬ﻨﻈﻢ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺘﺤﻮﻳﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﻨﺎﲡـﺔ ﻋـﻦ ﻧ‪‬ﻈـﻢ‬
‫ﺨﺬﺓ ﺑﺼﺤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺕ ﰲ ﻧ‪‬ﻈﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﲝﻴﺚ ﺗﺮﺗﺒﻂ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﹸ‪‬ﺘ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺇﱃ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﻳﻘﻀﻲ ﺍﳌﺪﻳﺮﻭﻥ ﺃﻏﻠﺐ ﻭﻗﺘﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﻴﻮﻣﻲ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ ﻗﺒﻞ ﺍﺗ‪‬ﺨـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻗﺪ ﺃﻧﺸﺌﺖ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺍﺀ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻞ)‪ .(8‬ﻭﲢﺘﺎﺝ ﺃﻱ ﻣﺆﺳﺴ ٍﺔ ﺣﺪﻳﺜﺔ ﺇﱃ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﰲ ﺗﺮﺷﻴﺪ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ‪‬ﺎ‪ ،‬ﻭ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻰ ﺍﻟﻨ‪‬ﻈﻢ‬
‫ﺍ ﹸﳌﻜ ‪‬ﺮﺳﺔ ﻟﺬﻟﻚ ﺑﻨ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ )‪ (DSS‬ﻛﺎﻣﺘﺪﺍ ٍﺩ ﻃﺒﻴﻌﻲ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺑﻴﺌﺔ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ‪.‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.349‬‬ ‫)‪(1‬‬

‫)‪.Accounts payable and Accounts Receivable (2‬‬


‫)‪.Coste Accounting (3‬‬
‫)‪.Auditing (4‬‬
‫)‪.Cash Management System (5‬‬
‫)‪ (6‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.85‬‬
‫)‪.Decision Support Systems (7‬‬
‫)‪ (8‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.61‬‬
‫‪113‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪‬ﺗﻘﺴﻢ ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺍﺗ‪‬ﺨﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺑﺸﺄﻬﻧﺎ ﺇﱃ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻫﻲ)‪:(1‬‬
‫‪ -1‬ﺍﳌﻬﺎﻡ ﺍﳍﻴﻜﻠﻴﺔ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻬﺎﻡ ﺍ ﹸﳌﺘﻜ ‪‬ﺮﺭﺓ ﻭﺍﻟﱵ ﻳﻜﻮﻥ ﳍﺎ ﺇﺟﺮﺍﺀﺍ ‪‬‬
‫ﺕ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﻹﳒﺎﺯﻫﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ‬
‫ﻼ ﺍﺧﺘﻴﺎﺭ ﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ؛‬
‫ﺤﻜﻢ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺸﺨﺼﻲ ﹸﳌﻨ ﱢﻔﺬ ﻫﺬﻩ ﺍﳌﻬﺎﻡ ﳏﺪﻭﺩﹰﺍ‪ ،‬ﻣﺜ ﹰ‬
‫ﻳﻜﻮﻥ ﻟﻠ ‪‬‬
‫‪ -2‬ﺍﳌﻬﺎﻡ ﺷﺒﻪ ﺍﳍﻴﻜﻠﻴﺔ)‪ :(2‬ﻭﺗﻘﻊ ﻫﺬﻩ ﺍﳌﻬﺎﻡ ﰲ ﻭﺿ ٍﻊ ﻭﺳﻂ ﺑﲔ ﺍﳌﻬﺎﻡ ﺍﳍﻴﻜﻠﻴﺔ ﻭﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ؛ ﺣﻴـﺚ‬
‫ﻳﺘ ‪‬ﻢ ﲢﺪﻳﺪ ﺍﳌﻬﻤﺔ ﺑﺸﻜ ٍﻞ ﻭﺍﺿﺢ ﺇﱃ ﺣ ﱟﺪ ﻣﺎ‪ ،‬ﻣﻊ ﻭﺟﻮﺩ ﻋﺪ ٍﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﳊﻠﻮﻝ ﺍﻟﺒﺪﻳﻠﺔ ﺍﻟﱵ ﳝﻜـﻦ‬
‫ﺤﻜﻢ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻣﺜـﻞ ﻋﻤﻠﻴـﺔ‬ ‫ﹸﳌﻨ ﱢﻔﺬ ﺍﳌﻬﻤﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﺑﻴﻨﻬﺎ؛ ﳑﺎ ‪‬ﻳﻌﻄﻲ ﳎﺎ ﹰﻻ ﺃﻭﺳﻊ ﻟﻠ ‪‬‬
‫ﺍﻟﺘﻮﻇﻴﻒ؛‬
‫‪ -3‬ﺍﳌﻬﺎﻡ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ)‪ :(3‬ﻭﺗ‪‬ﺘﺼﻒ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﳌﻬﺎﻡ ﺑﺎﻻﳔﻔﺎﺽ ﺍﻟﻨـﺴﱯ ﰲ ﺩﺭﺟـﺔ ﺍﻟﺘﻜـﺮﺍﺭ‬
‫ﺕ ‪‬ﻣﺴ‪‬ﺒﻘﺔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻌﻬﺎ‪ ،‬ﻛﻤﺎ ﺃﻬﻧﺎ ﻏﺎﻟﺒﹰﺎ ﻣـﺎ‬
‫ﻭﺍﻟﺪﻭﺭﻳﺔ )ﻏﲑ ﺭﻭﺗﻴﻨﻴﺔ(؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻧﻪ ﻻ ﺗﻮﺟﺪ ﺇﺟﺮﺍﺀﺍ ‪‬‬
‫ﺗﻜﻮﻥ ‪‬ﻣﻌ ﱠﻘﺪﺓ‪ ،‬ﻭﲢﺘﺎﺝ ﺇﱃ ﻭﺳﺎﺋﻞ ﻭﺃﺳﺎﻟﻴﺐ ﺧﺎﺻﺔ ﳌﻌﺎﳉﺘﻬﺎ؛ ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﳌﻬﺎﻡ ﻏـﲑ ‪‬ﻣﺤـ ‪‬ﺪﺩﺓ‬
‫ﺑﺼﻮﺭ ٍﺓ ﻭﺍﺿﺤﺔ‪ ،‬ﻣﻊ ﻭﺟﻮﺩ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳊﻠﻮﻝ ﺍﻟﺒﺪﻳﻠﺔ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ‪ ،‬ﳑﺎ ﻳﻌﲏ ﺍ‪‬ﺗﺴﺎﻉ ﻧﻄـﺎﻕ ﺍﻟﺘﻘـﺪﻳﺮ‬
‫ﻼ ﺍﺧﺘﻴﺎﺭ ﻣﺴﺆﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﻭﺍﳊﻜﻢ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻣﺜ ﹰ‬
‫ﻭﺗﻠﻌﺐ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﺃﺩﺍﺀ ﺍﻟﻨـﻮﻉ‬
‫ﺍﻷﻭﻝ ﻣﻦ ﺍﳌﻬﺎﻡ‪ ،‬ﻭﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﺗﻜﻮﻥ ‪‬ﻣﻮ ‪‬ﺟﻬ ﹰﺔ ﻟﺪﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺗﻨـﺘﺞ ﻣـﻦ ﻣـﺸﺎﻛﻞ ﻫﻴﻜﻠﻴـﺔ‬
‫)ﺭﻭﺗﻴﻨﻴﺔ(‪ ،‬ﺃﻣﺎ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻓﺈﻬﻧﺎ ﺗﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﳌﻬﺎﻡ ﻭﻫﻮ ﺍﳌﻬﺎﻡ ﺷﺒﻪ ﺍﳍﻴﻜﻠﺔ)‪ ،(4‬ﰲ‬
‫ﺣﲔ ﳒﺪ ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﻨﻮﻉ ﺍﻷﺧﲑ ﻣﻦ ﺍﳌﻬﺎﻡ‪ ،‬ﻭﻫﻲ ﺍﳌﻬﺎﻡ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ ﳌﺎ ﳛﺘﺎﺟﻪ ﻣـﻦ‬
‫ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳋﱪﺓ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻌﻪ‪ .‬ﻭﲤﺎﺷﻴﹰﺎ ﻣﻊ ﺗﻄ ‪‬ﻮﺭ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻟﻜﻮﻬﻧﺎ ﺃﺻﻐﺮ ﺣﺠﻤﹰﺎ ﻭﺃﻛﺜﺮ ﻗـﻮﺓ؛‬
‫ﳑﺎ ﻳﺴﻤﺢ ﳍﺎ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻞ ﻭﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﺍﻟﻔﻌﺎﱠﻝ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺍﻟﻨﻬﺎﺋﻲ‪ ،‬ﻓﻘـﺪ ﱠﰎ ﺗـﺼﻤﻴﻤﻬﺎ ﳌـﺴﺎﻋﺪﺓ‬
‫ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺍﻟﻨﻬﺎﺋﻲ ﰲ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻨﻤﺎﺫﺝ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺸﺄﻥ ﺍﳌﻬﺎﻡ ﺷﺒﻪ ﺍﳍﻴﻜﻠﻴﺔ‪.‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻃﺮﻳﻘ ﹰﺔ ﺟﺪﻳﺪﺓ ﻧﺴﺒﻴﹰﺎ ﰲ ﺍﻟﺘﻔﻜﲑ ﺑﺸﺄﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﻛـﻞ‬
‫ﻣﻦ ﳎﺎﻻﺕ ﺍﻹﺩﺍﺭﺓ؛ ﻓﻬﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﻗﺎﺋﻤ ﹲﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﳑﺎ ﻳﻌﲏ ﺍﺳﺘﺨﺪﺍﻡ ﹸﻗﺪﺭﺍﺕ ﺍﳊﻮﺍﺳـﻴﺐ‬
‫ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﰲ ﲢﺴﲔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺣﺠﻢ ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ ﰲ ﻋﻤﻠﻴـﺔ ﺍﺗ‪‬ﺨـﺎﺫ‬

‫ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪،‬‬ ‫)‪(1‬‬

‫‪ ،1999‬ﺹ ‪.171‬‬
‫‪.Semistructured‬‬ ‫)‪(2‬‬

‫‪.Unstructured‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.68‬‬ ‫)‪(4‬‬


‫‪114‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﳑﺎ ﻳﻨﻌﻜﺲ ﺑﺼﻮﺭ ٍﺓ ﺇﳚﺎﺑﻴﺔ ﻋﻠﻰ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ ﰲ ﺍﳌﻬﺎﻡ ﺷﺒﻪ‬
‫ﺍﳍﻴﻜﻠﻴﺔ‪.‬‬
‫ﺕ ﻣﺒﲏ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻳﻬﺪﻑ ﺇﱃ ﻣﺴﺎﻋﺪﺓ‬ ‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺄﻧﻪ‪ » :‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﰲ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﳌﺸﻜﻼﺕ ﺷﺒﻪ ﺍﳌﻬﻴﻜﻠﺔ‬
‫ﺃﻭ ﻏﲑ ﺍﳌﻬﻴﻜﻠﺔ «)‪.(1‬‬
‫ﻛﻤﺎ ﻳ‪‬ﻌﺮ‪‬ﻑ ﺑﺄﻧﻪ‪ » :‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻔﺎ ‪‬ﻋﻠﻲ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﻟـﱵ‬
‫ﺗ‪‬ﺴﺎﻋِﺪ ﺍﳌﹸﺴﺘﺨﺪِﻣﲔ ﳊ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﺷﺒﻪ ﺍﳍﻴﻜﻠﻴﺔ ﺃﻭ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ «)‪.(2‬‬
‫ﺕ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ )ﺟﺪﺍﻭﻝ‪ ،‬ﺭﺳﻮﻡ‪ ،‬ﳕﺎﺫﺝ‪ ،‬ﳏﺎﻛﺎﺓ(‪،‬‬‫ﻭﻳ‪‬ﻌ ‪‬ﺮﻑ ﺑﺄﻧﻪ » ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ‪‬ﻳﺰ ‪‬ﻭﺩ ﺍﳌﺪﺭﺍﺀ ﺑﺄﺩﻭﺍ ٍ‬
‫ﺗ‪‬ﺴﺎﻋِﺪﻫﻢ ﻋﻠﻰ ﺣ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﺷﺒﻪ ﺍ ﹸﳌﱪ ‪‬ﻣﺠﺔ ﻭﻏﲑ ﺍ ﹸﳌﱪ ‪‬ﻣﺠﺔ ﺑﺄﻧﻔﺴﻬﻢ «)‪.(3‬‬
‫‪‬ﺗﺼ ‪‬ﻤﻢ ﻧ‪‬ﻈﻢ ﺗﺪﻋﻴﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻐﺮﺽ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻼﺣﺘﻴﺎﺟﺎﺕ ﻏﲑ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ ﺃﻭ ﻏﲑ ﺍ ﹸﳌﺨ ﱠﻄﻄﺔ ﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﳍﺬﺍ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳍﺎ ﺃﳘﻴﺘﻬﺎ ﳌﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﺓ؛ ﺣﻴﺚ ‪‬ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟـﻨ‪‬ﻈﻢ ﺍﻟﻨﻤـﺎﺫﺝ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﻋﻨﺎﺻﺮ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﳊ ﱢﻞ ﺍﳌﺸﻜﻠﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺁﻟﻴﺔ ﻋﻤﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﺃﺩﻭﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﻟﺘﺴﻬﻴﻞ ﻣﻬﺎﻡ ﺍﺗ‪‬ﺨﺎﺫ‬
‫ﻼ ‪‬ﻣﺘﻌ ‪‬ﻤﻘﹰﺎ‪ .‬ﻭﺑﺬﻟﻚ ﺗ‪‬ﺼﺒﺢ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻣﺴﺌﻮﻟﺔ ﺃﻭ ﹰﻻ ﻋﻠـﻰ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻄﱠﻠﺐ ﺟﻬﺪﹰﺍ ﻛﺒﲑﹰﺍ ﻭﲢﻠﻴ ﹰ‬
‫ﺃﺩﺍﺀ ﻣﻬﻤﺔ ﺧﻠﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﰲ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺛﺎﻧﻴﹰﺎ ﻋﻦ ﺗﻮﺻﻴﻞ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘ‪‬ﺨﺬﺓ ﺇﱃ ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ‪.‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﻧ‪‬ﻈﻢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺘ‪‬ـﺴﻢ ﺑﺎﳌﺮﻭﻧـﺔ ﻭﺍﻟﺘﻔﺎﻋ‪‬ـﻞ ﻣـﻊ‬
‫ﺍ ﹸﳌﺴﺘﺨﺪِﻣﲔ ﺑﻜﻔﺎﺀ ٍﺓ ﻋﺎﻟﻴﺔ؛ ﺣﻴﺚ ﺃﻬﻧﺎ ‪‬ﻣﺼ ‪‬ﻤﻤﺔ ﳌﺴﺎﻧﺪﺓ ‪‬ﻣﺘ‪‬ﺨﺬﻱ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﺑﻴﺌ ٍﺔ ﻏﲑ ‪‬ﻣﺆﻛﱠـﺪﺓ ﻭﻏـﲑ‬
‫ﻫﻴﻜﻠﻴﺔ‪.‬‬
‫ﺕ ‪‬ﺗﻤﻴﺰ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻋﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧـﺮﻯ ﻭﺍ ﹸﳌﻌﺘﻤِـﺪﺓ ﻋﻠـﻰ‬
‫ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﺍﺧﺘﻼﻓﺎ ٍ‬
‫ﺍﳊﺎﺳﻮﺏ ﻣﻦ ﺃﳘﻬﺎ)‪:(4‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.144‬‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.57‬‬ ‫)‪(2‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.298‬‬ ‫)‪(3‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.145-144‬‬ ‫)‪(4‬‬


‫‪115‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺗﺮﻛﱡﺰ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﻟﻴﺲ ﺗﺪﻓﱡﻖ ﺍﻟﺒﻴﺎﻧﺎﺕ؛‬
‫‪ -‬ﺿﺮﻭﺭﺓ ‪‬ﻣﺸﺎ ‪‬ﺭﻛﺔ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺼﻤﻴﻢ؛‬
‫‪ -‬ﳝﻜﻦ ﺗﺼﻤﻴﻢ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ‪‬ﲟﺤﱢﻠﻠﻲ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺫﺍﺗﻪ؛‬
‫‪ -‬ﻳﻌﺘﻤﺪ ‪‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﻭﺍﳌﹸﺴﺘﺨﺪِﻡ ﻣﻦ ﺧﻼﻝ ﻧ‪‬ﻈ ٍﻢ ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻬﺎ ﻧ‪‬ﻈـﻢ ﺇﺩﺍﺭﺓ‬
‫ﺍﳊﻮﺍﺭ؛‬
‫ﻉ ﻣﻦ ﻣﻬﺎﻡ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻛﻤﺎ ﰲ‬
‫ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﳝﻜﻦ ﺃﺩﺍﺀ ﺗﻨ ‪‬ﻮ ٍ‬
‫ﺣﺎﻟﺔ ﺇﻋﺪﺍﺩ ﻣﻴﺰﺍﻧﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻹﻳﺮﺍﺩﺍﺕ ﻭﺍﳌﺼﺮﻭﻓﺎﺕ‪.‬‬
‫ﺕ ﺃﺳﺎﺳﻴﺔ ﻫﻲ)‪ :(1‬ﺍﻟﻨﻈـﺎﻡ ﺍﻟﻔﺮﻋـﻲ ﻹﺩﺍﺭﺓ‬ ‫ﻱ ﻧﻈﺎ ٍﻡ ﻟﺪﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﻦ ﺛﻼﺛﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﻭﻳﺘﻜ ‪‬ﻮﻥ ﺃ ‪‬‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﻼﺗﺼﺎﻝ ﺑﲔ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻭﺍﻟﻨﻈـﺎﻡ‪ .‬ﻭﻳ‪‬ﻮﺿ‪‬ـﺢ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﻦ ﺧﻼﻝ ﺗﻔﺎ ‪‬ﻋﻞ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺗﻪ ﺍﻷﺳﺎﺳﻴﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(19‬‬
‫ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‬

‫ﻣ‪‬ﺴﺘﺨ ِﺪﻡ ﺍﻟﻨﻈﺎﻡ‬

‫ﻳﺘﻠﻘﱠﻰ ﺍﻹﺟﺎﺑﺔ ﻣﻦ ﺍﻟﻨﻈﺎﻡ‬ ‫‪‬ﻳﺮﺳﻞ ﺗﻌﻠﻴﻤﺎﺗﻪ ﻟﻠﻨﻈﺎﻡ‬

‫ﺑﺮﻧﺎﻣﺞ ﺇﺩﺍﺭﺓ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﻼﺗﺼﺎﻝ ﺑﲔ ﺍﳌﹸﺴﺘﺨ ِﺪﻡ ﻭﺍﻟﻨﻈﺎﻡ‬

‫ﺍﳊﻞ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ‬


‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺣﻞ ﳌﺸﻜﻠ ٍﺔ ﻣﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻘﺘﺮﺡ‬ ‫ﺍﳌﻄﻠﻮﺑﺔ‬ ‫ﳎﺮﺩ ﺍﺳﺘﺮﺟﺎﻉ‬
‫ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﻮﺟﻮﺩﺓ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‬
‫ﺕ ﻣﻌﻴﻨﺔ‬
‫ﺑﻴﺎﻧﺎ ٍ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻃﻠﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻨﻤﻮﺫﺝ‬
‫ﺍﳌﹸﺴﺘﺨﺪ‪‬ﻡ ﻣﻦ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.173‬‬

‫‪(1) Emmanuel Pateyrom, La veille stratégique, Économica éditions, Paris, France, 1998, P 68‬‬
‫‪116‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﺘ‪‬ﻀﺢ ﻣﻦ ﺍﻟﺸﻜﻞ ﺭﻗﻢ )‪ (19‬ﺃﻥ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﻳﻘﻮﻡ ﺑﺈﺭﺳﺎﻝ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﺇﱃ ﺍﻟﻨﻈﺎﻡ‪،‬‬
‫ﰒ ﻳﻘﻮﻡ ﺑﺮﻧﺎﻣﺞ ﺇﺩﺍﺭﺓ ﺍﳊﻮﺍﺭ ﺑﲔ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻭﺍﻟﻨﻈﺎﻡ ﺑﺘﺤﻮﻳﻞ ﺍﻟﻠﻐﺔ ﺍ ﹸﳌﺮ ‪‬ﺳﻠﺔ ﺇﱃ ﻟﻐـﺔ ﺍﻵﻟـﺔ‪ ،‬ﰒ ‪‬ﺗﺮﺳ‪‬ـﻞ‬
‫ﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﺣﻴﺚ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺇﻣﺎ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ ﳎﺮﺩ ﺍﺳﺘﺮﺟﺎﻉ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﺑﺈﺭﺳﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﳊﻮﺍﺭ‪.‬‬
‫ﺝ ﻣﻌـﲔ‪ ،‬ﺗﺮﺳ‪‬ـﻞ ﺗﻌﻠﻴﻤـﺎﺕ‬ ‫ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ ﻫﻮ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺣ ﱟﻞ ﳌﺸﻜﻠ ٍﺔ ﻣﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﻮﺫ ٍ‬
‫ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻭﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﺑﺘﺸﻐﻴﻞ ﺍﻟﻨﻤـﻮﺫﺝ ﺍﳌﻄﻠـﻮﺏ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻨﻤﻮﺫﺝ ﻭﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﻣـﻦ ﻣ‪‬ـﺴﺘﺨﺪِﻡ‬
‫ﺍﻟﻨﻈﺎﻡ‪ ،‬ﰒ ‪‬ﻳﺮ ‪‬ﺳﻞ ﺍﳊﻞﱡ ﺍﳌﻘﺘﺮﺡ ﺇﱃ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﳊﻮﺍﺭ‪.‬‬
‫ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻫﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﺗﻔﺎﻋﻠﻴﺔ؛ ﺣﻴﺚ ‪‬ﺗﺴﺘﺨ ِﺪﻡ ﺍﳊﻮﺍﺭ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻝ ﺑﲔ ﺍﻟﻔﺮﺩ ﻭﺍﳊﺎﺳﻮﺏ)‪.(1‬‬
‫ﻭﻟﻔﻬﻢ ﺍﳌﺰﻳﺪ ﻋﻦ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺳﻮﻑ ﻳﺘ ‪‬ﻢ ﺗﻨﺎﻭﻝ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺗﻪ ﺍﻟﺜﻼﺛﺔ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫‪ -1‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ)‪:(2‬‬
‫ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﻳﺘﻀﻤ‪‬ﻨﻬﺎ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻫﻲ‪ :‬ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺬﻱ‬
‫ﻳﻘﻮﻡ ﺑﺎﺳﺘﺨﻼﺹ ﻭﺍﺳﺘﺨﺮﺍﺝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﻣﺼﺎﺩﺭﻫﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﲢﺪﻳﺚ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺍﺳﺘﺮﺟﺎﻋﻬﺎ ﻭﺗـﻮﻓﲑ‬
‫ﺍﳊﻤﺎﻳﺔ‪ .‬ﻭﻣﻦ ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺑﻴﺎﻧﺎﺕ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺃ‪ -‬ﺍﳌﺼﺎﺩﺭ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ :‬ﺣﻴﺚ ﳛﺘﺎﺝ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺇﱃ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﺩﺍﺧﻠﻴﺔ ﻋﻦ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﱠﰎ ﺗﺼﻤﻴﻢ‬
‫ﺍﻟﻨﻈﺎﻡ ﻷﺟﻠﻬﺎ‪ .‬ﻭﺗﺘﺤﺪ‪‬ﺩ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﺴﺐ ﺣﺎﺟﺔ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺍﻟﻐـﺮﺽ ﺍﳌﹸـﺼ ‪‬ﻤﻢ‬
‫ﻷﺟﻠﻪ‪ ،‬ﻭ‪‬ﺗﺸﺘ ‪‬ﻖ ﻣﻦ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﰐ ﻟﻠﻤﺆﺳﺴﺔ ﺃﻭ ﻧ‪‬ﻈﻢ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ)‪(3‬؛ ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘـﻮﱠﻓﺮ ﻫـﺬﺍ‬
‫ﺍﻷﺧﲑ ﻋﻠﻰ ﺍﻟ ﹸﻘﺪﺭﺓ ﺇﱃ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﺏ‪ -‬ﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ‪ :‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﻣﻦ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ ﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳋﺎﺻـﺔ‬
‫ﺕ ﺧﺎﺻﺔ ﻋﻦ ﺍﻟﺼﻨﺎﻋﺔ ﺃﻭ ﺳﻮﻕ ﺍﻟﻌﻤﺎﻟﺔ ﺃﻭ ﻇﺮﻭﻑ ﺍﳌﻨﺎﻓﺴﺔ‪ ،‬ﻭﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ‬ ‫ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﻟﻮﻃﲏ‪ ،‬ﺃﻭ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﻣﺼﺎﺩﺭﻫﺎ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﺃﻭ ﺷﺮﺍﺅﻫﺎ ﻣﻦ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ‪.‬‬

‫ﺇﲰﺎﻋﻴﻞ ﺍﻟﺴﻴﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(1‬‬

‫‪.Sub-system for data management‬‬ ‫)‪(2‬‬

‫‪.Data Processing Systems‬‬ ‫)‪(3‬‬


‫‪117‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -2‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﻨﻤﺎﺫﺝ)‪:(1‬‬


‫ﻳﺘﻜﻮ‪‬ﻥ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺛﻼﺛﺔ ﻋﻨﺎﺻﺮ ﺃﺳﺎﺳﻴﺔ ﻫﻲ‪ :‬ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤـﺎﺫﺝ‪،‬‬
‫ﻼ ﺃﻭ ﳏﺎﻛﺎ ﹰﺓ ﻟﻠﻮﺍﻗﻊ‪ ،‬ﺇﻻ ﺃﻧﻪ ‪‬ﻳﺴﺎ ِﻫﻢ ﰲ ﺩﺭﺍﺳﺔ ﻫﺬﺍ ﺍﻟﻮﺍﻗﻊ‪.‬‬
‫ﻭﺩﻟﻴﻞ ﺍﻟﻨﻤﺎﺫﺝ‪ .‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﻨﻤﻮﺫﺝ ﲤﺜﻴ ﹰ‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﳕﺎﺫﺝ ﲝﻮﺙ ﺍﻟﻌﻤﻠﻴـﺎﺕ‪،‬‬
‫ﻭ‪‬ﻳﺤ ﱢﻘﻖ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻔﻌﺎﱠﻟﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﲢﻘﻴﻖ ﺍﻟﺘﻜﺎ ‪‬ﻣﻞ ﺑـﲔ‬
‫ﺻﻞ ﺇﻟﻴﻬﺎ ﺍﻟﻨﻤﻮﺫﺝ ﰲ ﺻﻮﺭ ٍﺓ ﻳﺴ ‪‬ﻬﻞ ﻋﻠﻰ ﺍﳌﹸـﺴﺘﺨﺪِﻡ ﻓﻬﻤﻬـﺎ‪،‬‬
‫ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻭﻋﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮ ‪‬‬
‫ﻛﻌﺮﺿﻬﺎ ﰲ ﺷﻜ ٍﻞ ﺑﻴﺎﱐ ﺃﻭ ﰲ ﺷﻜﻞ ﺟﺪﺍﻭﻝ ﺇﺣﺼﺎﺋﻴﺔ‪.‬‬
‫ﻭﻳﻘﻮﻡ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ﺑﺄﺩﺍﺀ ﻧﻔﺲ ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﻳ‪‬ﺆﺩ‪‬ﻳﻬﺎ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﺎﻋـﺪﺓ ﺍﻟﺒﻴﺎﻧـﺎﺕ‪،‬‬
‫ﻛﺒﻨﺎﺀ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻭﲢﺪﻳﺜﻬﺎ‪ ،‬ﻭﲣﺰﻳﻨﻬﺎ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﺘﻜﺎﻣﻞ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺗﺸﻐﻴﻠﻬﺎ‪.‬‬
‫ﺃﻣﺎ ﺩﻟﻴﻞ ﺍﻟﻨﻤﺎﺫﺝ ﻓﻬﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﺎﺋﻤ ٍﺔ ﺗﺘﻀﻤ‪‬ﻦ ﲨﻴﻊ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﻮﺟﻮﺩﺓ ﺑﻘﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻣـﻊ‬
‫ﺗﻘﺪﱘ ﻧﺒﺬ ٍﺓ ﳐﺘﺼﺮﺓ ﻋﻦ ﻭﻇﺎﺋﻒ ﻭﺇﻣﻜﺎﻧﻴﺔ ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻭﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ .‬ﺗﺘﻜﻮ‪‬ﻥ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ﻣﻦ‬
‫ﳕﻮﺫﺝ ﺍﻟﱪﳎﺔ ﺍﳋﻄﻴﺔ‪ ،‬ﳕﻮﺫﺝ ﺑﺮﳎﺔ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﳕﻮﺫﺝ ﺍﻟﱪﳎﺔ ﺑﺎﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ‪... ،‬ﺇﱁ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﺃﺳﺎﻟﻴﺐ ﻹﺟﺮﺍﺀ ﺍﳊﻮﺍﺭ ﺑﲔ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻭﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺃﳘﻬﺎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﺠﻤﻟﺪﻭﻟﺔ‪ :‬ﻭ‪‬ﺗﻌﺘﱪ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﳊﻮﺍﺭ ﻏﲑ ﺍﳌﺒﺎﺷﺮ‪ ،‬ﻛﻤﺎ ﺃﻬﻧﺎ ‪‬ﺗﺘﻴﺢ ﻟﻠﻤ‪‬ﺴﺘﺨﺪِﻡ ﺇﻣﻜﺎﻧﻴﺔ ﻃﻠﺐ‬
‫ﺃﻱ ﺗﻘﺎﺭﻳﺮ ﺧﺎﺻﺔ ﰲ ﺍﳊﺎﻻﺕ ﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ؛‬
‫‪ -‬ﺍﻟﺴﺆﺍﻝ ﻭﺍﳉﻮﺍﺏ‪ :‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﻄﺮﺡ ﺳﻠﺴﻠ ٍﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ﺍﳌﹸـﺴﺘﺨﺪِﻡ ﺑﺎﻹﺟﺎﺑـﺔ‬
‫ﻋﻨﻬﺎ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ‪ ،‬ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺘﻘﺪﱘ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ؛‬
‫‪ -‬ﻗﺎﺋﻤﺔ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‪ :‬ﲝﻴﺚ ﻳﻌﺮﺽ ﺍﻟﻨﻈﺎﻡ ﻗﺎﺋﻤ ﹰﺔ ‪‬ﺎ ﺍﺧﺘﻴﺎﺭﺍﺕ‪ ،‬ﻭﻳﻘﻮﻡ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﺎﺧﺘﻴﺎﺭ ﺃﺣـﺪﻫﺎ؛‬
‫ﺕ ﻓﺮﻋﻴﺔ‪ .‬ﻭﻣﻦ ﺃﺷﻬﺮ‬
‫ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻳﻘ ‪‬ﺪﻡ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﺃﻭ ‪‬ﻳﻈﻬﺮ ﻗﺎﺋﻤﺔ ﺍﺧﺘﻴﺎﺭﺍ ٍ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻗﻮﺍﺋﻢ ﺍﺧﺘﻴﺎﺭﺍﺕ‪ :‬ﺑﺮﻧﺎﻣﺞ "‪ ،"lotus 1.2.3‬ﻭﺑﺮﻧﺎﻣﺞ ‪EXCEL‬؛‬
‫‪ -‬ﻟﻐﺔ ﺍﻷﻭﺍﻣﺮ‪ :‬ﰲ ﻇﻞ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻳﻌﺮﺽ ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺳﻠﺴﻠ ﹰﺔ ﻣﻦ ﺍﻷﻭﺍﻣﺮ )ﻣﺜﻞ ﺍﻷﻭﺍﻣﺮ‬
‫‪ ،SAVE ،RUN ،PRINT ،LIST‬ﻭﻏﲑﻫﺎ(‪ .‬ﻭﻳﻘﻮﻡ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﺎﺧﺘﻴـﺎﺭ ﺍﻷﻭﺍﻣـﺮ ﺍﻟـﱵ ‪‬ﺗﻠﺒ‪‬ـﻲ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺗﻪ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺍﻷﻭﺍﻣﺮ ﺍﳌﺨﺘﺎﺭﺓ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺘﻘﺪﱘ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﻭﻳﺘﻨﺎﺳﺐ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ‬
‫ﻣﻊ ﺫﻭﻱ ﺍﳋﱪﺓ‪.‬‬

‫‪.Management sub-system models‬‬ ‫)‪(1‬‬


‫‪118‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﳕﻮﺫﺝ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪/‬ﳕﻮﺫﺝ ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ :‬ﻭﻓﻴﻪ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﻌﺮﺽ ﳕﻮﺫ ٍ‬


‫ﺝ ﻟﻠﻤ‪‬ﺪﺧ‪‬ﻼﺕ ﻳﻘﻮﻡ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ‬
‫ﺑﺘﺰﻭﻳﺪﻩ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻭﺍﻷﻭﺍﻣﺮ ﺍﳌﻄﻠﻮﺑﺔ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ‪‬ﻳﻘ ‪‬ﺪﻡ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪،‬‬
‫ﺕ ﺃﺧﺮﻯ ﻣﻦ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ‪.‬‬
‫ﺃﻭ ﻗﺪ ﻳﻄﹸﻠﺐ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺧﺼﺎﺋﺺ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫‪‬ﺗﺼ ‪‬ﻤﻢ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻐﺮﺽ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻼﺣﺘﻴﺎﺟﺎﺕ ﻏﲑ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ ﺃﻭ ﻏﲑ ﺍﳌﺨ ﱠﻄﻄـﺔ ﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﳍﺬﺍ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳍﺎ ﺃﳘﻴﺘﻬﺎ ﳌﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﱵ ﺗﺘﻌﺎﻣﻞ ﻋﺎﺩ ﹰﺓ ﻣﻊ ﻣﺸﺎﻛﻞ‬
‫‪‬ﻣﺘﻐ‪‬ﻴﺮﺓ ﻭ ‪‬ﻣﺘﻨ ‪‬ﻮﻋﺔ ﻭﻏﲑ ‪‬ﻣﺘﻮﱠﻗﻌﺔ‪ .‬ﻭﺣﺎﻟﻴﹰﺎ ﺗﻌﻴﺶ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﻋﺼﺮ ﺑﻨﺎﺀ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻋِﺪ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ ﺗ‪‬ﺼﺒﺢ ﻋﺪﳝﺔ ﺍﻟﻘﻴﻤﺔ ﺇﺫﺍ ﱂ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ‪ ،‬ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﺃﻫﻢ‬
‫ﺧﺼﺎﺋﺺ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﺍﻵﰐ‪:‬‬
‫‪ -‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﻣﺴﺎﻧﺪﺓ ﺍﻹﺩﺍﺭﺓ ﰲ ﺣ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﺍ ﹸﳌﻌ ﱠﻘﺪﺓ؛‬
‫‪ -‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺴﺮﻳﻌﺔ ﻟﻠﻤﻮﺍﻗﻒ ﻏﲑ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ ﻛﻨﺘﻴﺠ ٍﺔ ﻟﻠﺘﻐ‪‬ﻴﺮ ﰲ ﺍﻟﻈﺮﻭﻑ؛‬
‫ﻑ ﳐﺘﻠﻔﺔ ﰲ ﺃﻗـﺼﺮ‬ ‫ﺕ ﻟﺘﻨﻔﻴﺬ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﰲ ﻇﻞ ﻇﺮﻭ ٍ‬ ‫‪ -‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﻋﺪﺓ ﳏﺎﻭﻻ ٍ‬
‫ﺖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺎﻋﺪﺓ » ﻣﺎﺫﺍ‪...‬ﺇﺫﺍ‪...‬؟ «؛‬ ‫ﻭﻗ ٍ‬
‫‪ -‬ﺗﺴﻬﻴﻞ ﺍﻻﺗﺼﺎﻝ؛‬
‫‪ -‬ﲢﺴﲔ ﻋﻤﻠﻴﺔ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ؛‬
‫‪ -‬ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -‬ﳜﺘﻠﻒ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﻋﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺃﻥ ﻫﺬﻩ ﺍﻷﺧﲑﺓ ﺗﻜﻮﻥ ‪‬ﻣﻮ ‪‬ﺟﻬﺔ ﻟـﺪﻋﻢ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ‪‬ﺗﻨ‪‬ﺘﺞ ﻣﻦ ﻣﺸﺎﻛﻞ ﻫﻴﻜﻠﻴﺔ‪.‬‬
‫‪ -‬ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ‪‬ﻳﺪ ‪‬ﻋﻢ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻭﻟﻜﻨﻪ ﻻ ﳛﻞﱡ ﳏ ﱠﻞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻤﻴﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻹﺩﺍﺭﻱ ﺫﺍﺗﻪ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﺰﺍﻳﺎ ﺍﺳﺘﺨﺪﺍﻡ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﻟﻨ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻋﺪﺓ ﻣﺰﺍﻳﺎ ﻫﻲ)‪:(1‬‬
‫ﻑ ‪‬ﻣﺘﻐ‪‬ﻴﺮﺓ؛‬
‫‪ -1‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺴﺮﻳﻌﺔ ﻟﻠﻤﻮﺍﻗﻒ ﻏﲑ ﺍﳌﹸﺘﻮﻗﱠﻌﺔ ﺍﻟﱵ ﺗﻨ‪‬ﺘﺞ ﻋﻨﻬﺎ ﻇﺮﻭ ‪‬‬
‫‪ -2‬ﺗﺪ ‪‬ﻋﻢ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍ ﹸﳌﻌ ﱠﻘﺪﺓ؛‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.147-146‬‬ ‫)‪(1‬‬


‫‪119‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -3‬ﺗ‪‬ﻮﻓﱢﺮ ﺇﻣﻜﺎﻧﻴﺔ ﲡﺮﺑﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﺴﻴﻨﺎﺭﻳﻮﻫﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺤﻠﻮﻝ ﺍ ﹸﳌﻘﺘ ‪‬ﺮﺣﺔ ﺑـﺴﺮﻋ ٍﺔ‬
‫ﻭﲟﻮﺿﻮﻋﻴﺔ؛‬
‫‪ -4‬ﺗﺴﻬﻴﻞ ﺍﻻﺗﺼﺎﻻﺕ‪ :‬ﻓﺘﺘ ‪‬ﻢ ﻋﻤﻠﻴﺔ ﲨﻊ ﺍﻟﺒﻴﺎﻧـﺎﺕ‪ ،‬ﻭﺗـﺸﻴﻴﺪ ﺍﻟﻨﻤـﻮﺫﺝ ﻣـﻊ ﺍﳌـﺴﺎﳘﺔ ﺍﻟﻨـﺸﻄﺔ‬
‫ﻟﻠﻤ‪‬ﺴﺘﺨﺪِﻣﲔ‪ ،‬ﻭﻳﻌﻤﻞ ﺫﻟﻚ ﻋﻠﻰ ﺗﺴﻬﻴﻞ ﺍﻻﺗﺼﺎﻻﺕ ﺑﲔ ﺍﳌﺪﺭﺍﺀ‪ ،‬ﻭﻳ‪‬ﺴﺎﻋِﺪ ﲢﻠﻴﻞ )ﻣﺎﺫﺍ‪ -‬ﻟـﻮ( ﰲ‬
‫ﺇﻗﻨﺎﻉ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻨﺘﺎﺋﺞ ﺍﳊﻞ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﲢﺴﲔ ﻋﻤﻞ ﺍﻟﻔﺮﻳﻖ؛‬
‫‪ -5‬ﺗﻮﻓﲑ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ :‬ﻳﻨ‪‬ﺘﺞ ﻋﻦ ﺗﻄﺒﻴﻖ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺗﻘﻠﻴ ﹲﻞ ﻛﺒ ‪‬ﲑ ﰲ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﺃﻭ ﺗﻘﻠﻴﻞ ﺃﻭ ﺇﻟﻐـﺎﺀ‬
‫ﺗﻜﻠﻔﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳋﻄﺄ؛‬
‫‪ -6‬ﲢﺴﲔ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﺴﻤﺎﺡ ﻟﻠﻤﺪﺭﺍﺀ ﺑﺄﺩﺍﺀ ﺍﳌﻬﺎﻡ ﰲ ﺯﻣ ٍﻦ ﺃﻗﻞ ﻭﲜﻬﺪ ﺍﻗﻞ‪ ،‬ﻭﲣﺼﻴﺺ ﻣﺰﻳ ٍﺪ ﻣﻦ‬
‫ﺍﻟﻮﻗﺖ ﻟﻠﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻭ ﺍﻟﺘﻨﻔﻴﺬ؛‬
‫ﺇﺫﻥ‪ ،‬ﻓﺎﻟﻨ‪‬ﻈﻢ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻫﻲ ‪‬ﺣﺰﻣ ﹲﺔ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﳊﺎﺳﻮﺏ ﺍﻟﱵ ﺗﺴﻤﺢ ﻟﺼﺎﻧﻊ‬
‫ﺕ ﻣﻔﻴﺪﺓ ﻭﻣ‪‬ـﺆﱢﺛﺮﺓ ﰲ ﻋﻤﻠﻴـﺔ ﺻـﻨﻊ‬
‫ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺑﺼﻮﺭ ٍﺓ ﻣﺒﺎﺷﺮﺓ ﻣﻊ ﺍﳊﺎﺳﻮﺏ؛ ﳋﻠﻖ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﲢﺴﲔ ﻓﻌﺎﱠﻟﻴﺘﻬﺎ؛ ﳑﺎ ﻳﻨﻌﻜﺲ ﺇﳚﺎﺑﹰﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺘﻔﺎﻋ‪‬ﻠﻴﺔ؛ ﳑﺎ ‪‬ﻳﻌﻄﻴﻬﺎ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﲟﻬـﺎ ٍﻡ‬
‫ﻣﺜﻞ‪:‬‬
‫‪ -1‬ﺃﺩﺍﺀ ﺳﻠﺴﻠ ٍﺔ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻟﱵ ‪‬ﺗﺠﻴﺐ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻝ "ﻣﺎﺫﺍ – ﺇﺫﺍ ‪ "What – if‬ﻟ ‪‬ﺮﺅﻳﺔ ﻣﺎ ﺳـﻮﻑ‬
‫ﺕ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‪.‬‬‫ﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻴﻪ ﻣ‪‬ﺪﺧ‪‬ﻼ ‪‬‬
‫‪ -2‬ﺍﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﳕﺬﺟﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻣﺜﻞ ﺍﻻﳓﺮﺍﻑ‪ ،‬ﺍﻟﺴﻌﻲ ﳓﻮ ﺍﻟﻐﺮﺽ‪ ،‬ﲢﻠﻴﻞ ﺍﻟﺘﻌﺎ ‪‬ﺭﺽ ﺃﻭ ﺍﻟﺘﺒـﺎ‪‬ﻳﻦ‪،‬‬
‫‪...‬ﺇﱁ‪ ،‬ﻟﺘﺤﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻳ‪‬ﻤﺜﱢﻞ ﺫﻟﻚ ﻣﻴﺰ ﹰﺓ ‪‬ﻣﻬﻤﺔ ﺗﺸﺘﺮﻙ ﻓﻴﻬﺎ ﻛﻞ ﻣﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳـﺔ‬
‫ﻭﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ؛ ﺣﻴﺚ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺗﻘﺎﺭﻳﺮ ‪‬ﻣﻘ ‪‬ﺮﺭﺓ ﻣﺴﺒﻘﹰﺎ‪ ،‬ﺗﻮ ‪‬ﺟﻪ ﺍﻧﺘﺒﺎﻩ ﺍﳌﺆﺳﺴﺔ‬
‫ﺹ ﻣﻌﻴﻨﺔ‪ .‬ﺃﻣﺎ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻓﺈﻬﻧﺎ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ ﺗﺴﻤﺢ ﺑﺘﻘﺮﻳﺮ ﻣﺪﻯ ﺗـﺄﺛﲑ‬ ‫ﺕ ﺃﻭ ﹸﻓﺮ ٍ‬‫ﳌﺸﻜﻼ ٍ‬
‫ﺕ ﻭﺧﺪﻣﺎﺕ‪ ،‬ﻭﺍﺳـﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍ ﹸﳌﺪﺧﻠﺔ ﻣﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻣ‪‬ﻨﺘ‪‬ﺠﺎ ٍ‬
‫ﺃﺩﻭﺍﺕ ﳕﺬﺟﺔ ﻟﺘﺤﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﻮﻃﺌ ﹰﺔ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫ﻛﻤﺎ ‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﻐﺮﺍﻓﻴﺔ )‪ (1)(GIS‬ﺃﺣﺪ ﺃﻧﻮﺍﻉ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﳌﻜﺎﻧﻴﺔ)‪(2‬؛ ﺣﻴﺚ ‪‬ﺗﺨ ‪‬ﺰﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﻐﺮﺍﻓﻴﺔ‪ ،‬ﻭ‪‬ﺗﻌﺎﹶﻟﺞ ﻣﻌﻠﻮﻣﺎ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﰲ ﺍﳋﺮﺍﺋﻂ ﺍﻟﺮﻗﻤﻴﺔ ﺍﻟﱵ ‪‬ﻳﺸﺎﺭ ﺇﱃ‬

‫‪.Geographical Information Systems‬‬ ‫)‪(1‬‬

‫‪.Spatial Information‬‬ ‫)‪(2‬‬


‫‪120‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻛﻞ ﻣﻨﻬﺎ ﲟﻮﻗ ٍﻊ ﺟﻐﺮﺍﰲ ﻣﻌﲔ ﻟﻠﺮﺟﻮﻉ ﺇﻟﻴﻪ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻣﻔﻴﺪ ﹰﺓ ﺟﺪﹰﺍ ﰲ ﻣﻬﺎﻡ ﺍﺗ‪‬ﺨﺎﺫ‬
‫ﺱ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻳ‪‬ﻌﺘﱪ ﺗﻮﺯﻳﻊ ﺍﻷﺷﻴﺎﺀ ﻣﻦ ﺃﺷﺨﺎﺹ‪ ،‬ﻣﺆﺳﺴﺎﺕ‪ ،‬ﻣﺸﺎﺭﻳﻊ‪ ،‬ﻣﻮﺍﺭﺩ‪... ،‬ﺍﱁ‪ ،‬ﻋﻠـﻰ ﺃﺳـﺎ ٍ‬
‫ﺟﻐﺮﺍﰲ‪.‬‬
‫ﻭﳝﻜﻦ ﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﺃﻳﻀﺎ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻣﻔﻬﻮﻡ ﺫﻛﺎﺀ ﺍﻷﻋﻤـﺎﻝ ﻭﻫـﻮ ﻳـﺸﲑ ﺇﱃ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳌﺴﺎﻋﺪﺓ ﻗﻄﺎﻉ ﺍﻷﻋﻤﺎﻝ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻓﻬـﻢ‬
‫ﺃﻓﻀﻞ ﻷﻋﻤﺎﻟﻪ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭ ﺍﺳﺘﻘﺼﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ )‪ .(1‬ﻭﻳﻬﺪﻑ ﺇﱃ ﺻﻨﻊ ﺃﻓﻀﻞ ﻗﺮﺍﺭ ﻋﻤﻞ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺃﺻﻨﺎﻑ ﳐﺘﻠﻔﺔ ﻣﻦ ﻧﻈﻢ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﻣﻦ ﺑﻴﻨـﻬﺎ‪(Microsoft :‬‬
‫)‪ business intelligence‬ﺍﻟﺬﻱ ﳛﻞ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﲨﻴﻊ ﺍﻷﺣﺠﺎﻡ ﰲ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ‪.‬‬


‫ﺻﻨﻊ ﺃﻭ ﺍﺑﺘﻜﺎﺭ ﺍﻹﻧﺴﺎﻥ‪،‬‬‫‪‬ﺗﻌﺘﱪ ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ)‪ (2‬ﺃﺣﺪ ﻓﺮﻭﻉ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ)‪ ،(3‬ﻭﻫﻮ ﺫﻛﺎ ٌﺀ ﻣﻦ ‪‬‬
‫ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﻣﻦ ﺧﻼﻝ ﺇﻋﻄﺎﺀ ﺍﳊﺎﺳﻮﺏ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﺑﻌﺾ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﺗﻘﺘﺮﻥ ﻏﺎﻟﺒﹰﺎ ﲟﻔﻬﻮﻡ‬
‫ﺍﻟﺬﻛﺎﺀ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻣﺜﻞ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ)‪ .(4‬ﻭﻫﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﳛﻮﻱ‬
‫ﻣﻌﺮﻓﺔ ﺧﺒ ٍﲑ ﻣﺎ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳋﱪﺍﺀ ﰲ ﳎﺎ ٍﻝ ﻣﻌﲔ‪ ،‬ﻭﳝﻜﻦ ﺗﻮﻇﻴﻒ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﰲ ﺗﻘﺪﱘ ﺍﻹﺭﺷﺎﺩﺍﺕ‬
‫ﺺ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻻ ﺗﺘﻮﱠﻓﺮ ﻋﻠﻰ ﺣﻠﻮ ٍﻝ ﺧﻮﺍﺭﺯﻣﻴﺔ‪.‬‬‫ﺃﻭ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪.‬‬
‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﺇﺩﻭﺍﺭﺩ ﻓﺎﻳﻨﺒﻮﻡ )‪ (5‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺑﺄﻬﻧﺎ ﻋﺒﺎﺭﺓ ﻋﻦ »‪ ...‬ﺑﺮﺍﻣﺞ ‪‬ﻣﺼ ‪‬ﻤﻤﺔ ﻟﻠﺘﻔﻜﲑ ﻭﺍﻟﱪﻫﻨﺔ ﺑﱪﺍﻋـﺔ‬
‫ﺺ ﺍﳌﻬﻤﺎﺕ ﺍﻟﱵ ﻧﻌﺘﻘﺪ ﺃﻬﻧﺎ ﺗﺘﻄﱠﻠﺐ ﺧﱪ ﹰﺓ ﺑﺸﺮﻳﺔ ‪‬ﻣﻌﺘ‪‬ﺒﺮﺓ‪. (6)« ...‬‬
‫ﻓﻴﻤﺎ ﳜ ‪‬‬

‫)‪،http://en.wikipedia.org/wiki/Business_intelligence (1‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪.2007/02/15‬‬


‫‪.Expert System‬‬ ‫)‪(2‬‬

‫‪.Artificial Intelligence‬‬ ‫)‪(3‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.316‬‬ ‫)‪(4‬‬

‫)‪ (EDWARD FEIGENBAUM‬ﻣﻦ ﻣﻮﺍﻟﻴﺪ ‪ 20‬ﻳﻨﺎﻳﺮ ‪ 1936‬ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻫﻮ ﻋﺎﱂ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﳎﺎﻝ ﺍﻟﺬﻛﺎﺀ‬ ‫)‪(5‬‬

‫ﺍﻻﺻﻄﻨﺎﻋﻲ‪ .‬ﻭﻫﻮ ﻛﺜﲑﹰﺍ ﻣﺎ ‪‬ﻳﺴ ‪‬ﻤﻰ ﺑـ "ﺃﺑﻮ ﺍﻟﻨﻈﻢ ﺍﳋﺒﲑﺓ"‪ .‬ﹶﺃ ‪‬ﺳﺲ ﳐﺘﱪ ‪‬ﻧﻈﻢ ﺍﳌﻌﺎﺭﻑ ﰲ ﺟﺎﻣﻌﺔ ﺳﺘﺎﻧﻔﻮﺭﺩ‪ ،‬ﻭﻫﻮ ﺣﺎﻟﻴـﹰﺎ ﺃﺳـﺘﺎﺫ‬
‫ﻓﺨﺮﻱ ﻟﻌﻠﻮﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﺟﺎﻣﻌﺔ ﺳﺘﺎﻧﻔﻮﺭﺩ‪.‬‬

‫‪(6) Henri Farreny, Les système experts, Cepadues édition, France, 1989, P11.‬‬
‫‪121‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑﻫﻮ‪ » :‬ﺃﺣﺪ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ‪ ،‬ﻭﺍﻟﺬﻱ ﳝﻜﻨﻪ ﺃﻥ ‪‬ﻳﺮ ِﺷﺪ ﻭ‪‬ﻳﺤﱢﻠﻞ ﻭﻳ‪‬ـﺪﱢﻟﻞ‬
‫ﺴﺮ ﻭ‪‬ﻳﺤ ‪‬ﺪﺩ ﻭﻳﺘﻌﱠﻠﻢ ﻭﳜﺘﱪ ﻭﳝﺴﺢ ﻭﳛﻔﻆ‪ ،‬ﻭﻫﻮ ﺑـﺪﻳ ﹲﻞ‬ ‫ﻭﻳﺘﺼﻞ ﻭ‪‬ﻳﺼ ‪‬ﻤﻢ ﻭﻳﺸﺮﺡ ﻭﻳﻔﺤﺺ ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﻭ‪‬ﻳﻔ ‪‬‬
‫ﺑﺮﳎﻲ ﳊ ﱢﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﲢﺘﺎﺝ ﺧﱪﺍﺀ ﳊﱢﻠﻬﺎ «)‪. (1‬‬
‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﺃﻳﻀﹰﺎ » ﺑﺄﻧﻪ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﺮﻧﺎﻣﺞ ﻣﻌﻠﻮﻣﺎﰐ ‪‬ﻳﺤﺎﻛﻲ ﺍﻟﱪﻫﻨﺔ ﺍﳌﻨﻄﻘﻴـﺔ ﳋـﺒ ٍﲑ‬
‫ﺑﺸﺮﻱ‪ ،‬ﰲ ﳎﺎ ٍﻝ ﻣﻌﺮﰲ ﻣﻌﲔ‪ ،‬ﺣﺴﺐ ﺍﺳﺘﻌﻤﺎﻻﺗﻪ ﻓﺈﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﳝﻜﻦ ﺃﻥ ﻳ‪‬ﻌﺘﱪ‪:‬‬
‫‪ -‬ﻧﻈﺎﻡ ﺍﻟﻘﺮﺍﺭ )ﺍﺗ‪‬ﺒﺎﻉ ﺍﳋﻴﺎﺭﺍﺕ ﺍﻟﱵ ‪‬ﻳﻮﺻﻲ ‪‬ﺎ ﺍﻟﻨﻈﺎﻡ(؛‬
‫‪ -‬ﻧﻈﺎﻡ ﻣﺴﺎﻋﺪ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛‬
‫‪ -‬ﻧﻈﺎﻡ ﻟﻠﻤﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ )ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻳﻠﻌﺐ ﺍﳋﺒﲑ ﺩﻭﺭ ﺍﻷﺩﺍﺓ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ( «)‪.(2‬‬
‫ﺼﻞ ﻋﻠﻰ ﻫﺬﻩ‬‫ﻛﻤﺎ ‪‬ﺗﻌ ‪‬ﺮﻑ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺑﺄﻬﻧﺎ‪ » :‬ﺑﺮﺍﻣﺞ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻌﺎﺭﻑ ﰲ ﻣﻴﺪﺍ ٍﻥ ﻣﻌﲔ‪ ،‬ﳓ ‪‬‬
‫ﺍﳌﻌﺎﺭﻑ ﻣﻦ ﻃﺮﻑ ﺇﻧﺴﺎ ٍﻥ ﺧﺒﲑ ﰲ ﺍﳌﻴﺪﺍﻥ؛ ﻓﺎﳍﺪﻑ ﻣﻨﻬﺎ ﻫﻮ ﺟﻌﻞ ﺍﳊﺎﺳﻮﺏ ‪‬ﻳﻔ ﱢﻜﺮ ﺑﻄﺮﻳﻘـ ٍﺔ ﺫﻛﻴـﺔ‬
‫ﺼﲔ ﺫﻭﻱ ﻛﻔـﺎﺀ ٍﺓ‬ ‫ﺼﲔ ﺃﻭ ‪‬ﻣﺨﺘـ ‪‬‬ ‫ﺹ ﻏﲑ ‪‬ﻣﺨﺘ ‪‬‬
‫ﻛﺎﳋﺒﲑ‪ ،‬ﳝﻜﻦ ﺍﺳﺘﻌﻤـﺎﻟﻪ ﻓﻴﻤﺎ ﺑﻌﺪ ﻣﻦ ﻃﺮﻑ ﺃﺷﺨﺎ ٍ‬
‫ﳏﺪﻭﺩﺓ «)‪.(3‬‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻫﻮ‪ » :‬ﺑﺮﻧﺎﻣـ ‪‬ﺞ ﺣﺎﺳﻮﰊ ‪‬ﻣﺼ ‪‬ﻤ ‪‬ﻢ ﻟﻨﻤﺬﺟﺔ ﹸﻗﺪﺭﺓ ﺍﳋـﺒﲑ ﺍﻹﻧـﺴﺎﱐ ﻋﻠـﻰ ﺣـ ﱢﻞ‬
‫ﺍﳌﺸﻜﻼﺕ «)‪.(4‬‬
‫ﺇﺫﻥ‪ ،‬ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺑﺄﻬﻧﺎ ﺑﺮﺍﻣﺞ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺗﺤﺎﻛﻲ ﺍﳋﱪﺓ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﺗ‪‬ـﺴﺘﺨﺪﻡ ﰲ‬
‫ﺕ ﻣﻦ ﺑﻴﻨﻬﺎ ﺇﺩﺍﺭﺓ ﺃﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺪﻑ ﺇﱃ ﺗﺴﻬﻴﻞ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬ ‫ﻋﺪﺓ ﳎﺎﻻ ٍ‬
‫ﻭﺗﺴﺘﻨﺪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺇﱃ ﺗﻘﻨﻴﺔ ﲤﺜﻴﻞ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳋﱪﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍ ﹸﳌﺘﺮﺍ ِﻛﻤﺔ ﰲ ﺣﻘـ ٍﻞ ﻋﻠﻤـﻲ ﺃﻭ‬
‫ﺴﺒﺔ ﻣـﻦ ﺍﳋـﱪﺍﺀ ﰲ ﺍ‪‬ـﺎﻝ‬ ‫ﺗﻄﺒﻴﻘﻲ ‪‬ﻣﺤ ‪‬ﺪﺩ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﻣﻬﻨﺪﺱ ﺍﳌﻌﺮﻓﺔ)‪ (5‬ﺑﺒﻨﺎﺀ ﳕﺎﺫﺝ ﻟﻠﻤﻌﺮﻓﺔ ﺍ ﹸﳌﻜﺘ ‪‬‬

‫‪(1) Robert Mockler and J Dologite, Knowledge Base System: An Introduction to Expert System, N.Y.‬‬
‫‪Macmillan Pub, 1992, P13.‬‬
‫‪(2) Henri Mahé de Boislandelle, Dictionnaire de gestion, Economica édition, Paris, 1998, P 433.‬‬

‫ﺳﻌﻴﺪﺓ ﺣﻨﻚ‪ ،‬ﳏﺎﻭﻟﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻨﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﻇﻴﻒ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ ﻭﻋﻠـﻮﻡ‬ ‫)‪(3‬‬

‫ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،1998 ،‬ﺹ ‪.73‬‬


‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﲢﻠﻴﻞ ﻭﺗﺼﻤﻴﻢ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.29‬‬ ‫)‪(4‬‬

‫‪.Knowledge Engineer‬‬ ‫)‪(5‬‬


‫‪122‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻛﺘﺎﺑﺘﻬﺎ ﺑﱪﻧﺎﻣﺞ ﺃﻭ ﲞﻮﺍﺭﺯﻣﻴﺔ ﻳﺴﺘﻄﻴﻊ ﺍﳊﺎﺳﻮﺏ ﺗﻨﻔﻴﺬﻫﺎ ﻭﺗﻠﺒﻴﺔ ﺣﺎﺟﺎﺕ ﺍ ﹸﳌﺴﺘﻌ ِﻤﻞ ﻏﲑ ﺍﳋﺒﲑ ﻣﻨـﻬﺎ‬
‫ﻻﺣﻘﹰﺎ)‪.(1‬‬
‫ﻭﻳﻌﻮﺩ ﺗﺎﺭﻳﺦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺇﱃ ﲬﺴﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ ،‬ﺣﻴﺚ ﹸﻃ ‪‬ﻮﺭﺕ ﺃﻭﱃ ﻟﻐﺎﺕ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ‪ ،‬ﻣﺜﻞ ﻟﻐﺔ ﺍﻟﱪﳎﺔ ﺑﺮ ﻭﻟﻮﻙ ﻭﻟﺴﺐ‪ .‬ﻭﻣﻨﺬ ﻋﺎﻡ ‪ 1965‬ﺣﱴ ﻋـﺎﻡ ‪،1991‬‬
‫ﹸﻗ ‪‬ﺪﻣﺖ ﺇﺣﺼﺎﺋﻴ ﹸﺔ ﺗﺪﻝﱡ ﻋﻠﻰ ﻭﺟﻮﺩ ‪ 350‬ﻧﻈﺎﻡ ﺧﺒﲑ ﻳﻌﻤﻞ ﻓﻌﻠﻴﹰﺎ ﰲ ﳐﺘﻠﻒ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴـﺔ‬
‫ﺑﺎﻟﻌﺎﱂ)‪.(2‬‬
‫ﻭﻳﺘﻜﻮ‪‬ﻥ ﺃﻱ ﻧﻈﺎﻡ ﺧﺒﲑ ﻣﻦ ﲬﺴﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺃﺳﺎﺳﻴﺔ ﻫﻲ‪ :‬ﺣﻴﺎﺯﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺳـﻴﻠﺔ‬
‫ﺍﻻﺳﺘﺪﻻﻝ‪ ،‬ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺎﻟﻨﻈﺎﻡ ﺫﺍﺗﻪ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﻳ‪‬ﻮﺿ‪‬ـﺢ ﺍﻟـﺸﻜﻞ‬
‫ﺍﳌﻮﺍﱄ ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻣﻦ ﺧﻼﻝ ﺗﻔﺎﻋﻞ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺗﻪ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(20‬‬
‫ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‬

‫ﺍﳋﺒﲑ ﺃﻭ ﳎﻤﻮﻋﺔ‬ ‫ﺣﻴﺎﺯﺓ‬ ‫ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‬ ‫ﻭﺳﻴﻠﺔ‬


‫ﻣﻬﻨﺪﺱ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳋﱪﺍﺀ‬ ‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﻗﻮﺍﻋﺪ ﻭﺣﻘﺎﺋﻖ‬ ‫ﺍﻻﺳﺘﺪﻻﻝ‬

‫ﻧﺼﺎﺋﺢ‬
‫ﻣﺴﺘﺨﺪﻡ ﺍﻟﻨﻈﺎﻡ‬ ‫ﺗﻔﺴﲑﺍﺕ‬
‫ﺇﺟﺎﺑﺎﺕ‬ ‫ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﺍﳌﺴﺘﺨﺪﻡ ﺑﺎﻟﻨﻈﺎﻡ‬
‫ﺍﺳﺘﻔﺴﺎﺭﺍﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.208‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ ‪ » ،‬ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺭﺅﻳﺎ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻋﺮﺑﻴﺔ «‪ ،‬ﳎﻠﺔ ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﻌﺮﰊ‪ ،‬ﻣﺮﻛﺰ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻮﺣﺪﺓ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬ ‫)‪(1‬‬

‫ﺑﲑﻭﺕ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،260‬ﺗﺸﺮﻳﻦ ﺃﻭﻝ ‪ ،2000‬ﺹ ‪.128‬‬


‫‪(2) Morris W. Firebaugh, Artificial Intelligence: A Knowledge Base Approach, PWS-Kent, Boston, 1988,‬‬
‫‪P.16.‬‬
‫‪123‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﺘ‪‬ﻀﺢ ﻣﻦ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻣﺸﻜﻠ ﹲﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭ‪‬ﻳﺮﺍﺩ ﻋﻤﻞ ﻧﻈﺎ ٍﻡ ﺧﺒﲑ ﳊﱢﻠﻬﺎ‪ ،‬ﻓﺈﻥ‬
‫ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﺗﺒﺪﺃ ﺑﻘﻴﺎﻡ ﻣﻬﻨﺪﺱ ﺍﳌﻌﺮﻓﺔ ﺑﺘﺠﻤﻴﻊ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﳋﺒﲑ ﺃﻭ ﳎﻤﻮﻋﺔ ﺍﳋﱪﺍﺀ ﰲ ﳎﺎﻝ ﺍﳌـﺸﻜﻠﺔ‬
‫ﳏﻞ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ‪‬ﺗﺨ ‪‬ﺰﻥ ﰲ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ﰲ ﺷﻜﻞ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳊﻘﺎﺋﻖ ﻭﺍﻟﻘﻮﺍﻋـﺪ‪ .‬ﻭﺑﻌـﺪ‬
‫ﺗﻜﻮﻳﻦ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻳﺴﺘﻄﻴﻊ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻪ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﻄﺮﺡ ﺍﺳﺘﻔﺴﺎﺭﺍﺗﻪ‬
‫ﻋﻠﻰ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺪﻭﺭﻩ ﺑﻄﺮﺡ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ‪ ،‬ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﺍﳌﹸـﺴﺘﺨﺪِﻡ‬
‫ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺧﻼﻝ ﻭﺳﻴﻠﺔ ﺍﻻﺳﺘﺪﻻﻝ ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﻼﺋﻤﺔ ﻟﻠﻤﺸﻜﻠﺔ ﳏﻞ ﺍﻟﺒﺤﺚ ﻣـﻦ ﻗﺎﻋـﺪﺓ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺑﺘﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﻋﻠﻰ ﺍﳌﺸﻜﻠﺔ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻘﱡﻞ ﺍﻟﱵ ﺗﻘﻮﻡ ‪‬ﺎ ﻭﺳﻴﻠﺔ ﺍﻻﺳﺘﺪﻻﻝ‪،‬‬
‫ﺻﻞ ﺇﱃ ﺣ ﱟﻞ ‪‬ﻣﻌ‪‬ﻴﻦ ﻳﻌﺮﺿﻪ ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﰲ ﺻﻮﺭﺓ ﻧﺼﻴﺤﺔ‪.‬‬
‫ﻳﺘ ‪‬ﻢ ﺍﻟﺘﻮ ‪‬‬
‫ﺻ ٍﻞ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﻭﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻳﻨﺒﻐﻲ ﺃﻥ ﳝ ‪‬ﺮ ﺃﻭ ﹰﻻ ﻋﻠﻰ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﺍﳌﹸـﺴﺘﺨﺪِﻡ‬ ‫ﻭ‪‬ﻳﻼ ‪‬ﺣﻆ ﺃﻥ ﺃﻱ ﺗﻮﺍ ‪‬‬
‫ﺑﺎﻟﻨﻈﺎﻡ‪ ،‬ﻭﺍﻟﱵ ﺗﺴﻤﺢ ﻟﻠﻨﻈﺎﻡ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺎﺩﻳﺔ ﺍﳌﺄﻟﻮﻓﺔ ﻟﺪﻳﻪ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻗﺪ‬
‫ﺼﺼﹰﺎ ﰲ ﳎﺎﻝ ﺍﳊﺎﺳﻮﺏ‪.‬‬ ‫ﻻ ﻳﻜﻮﻥ ﺑﺎﻟﻀﺮﻭﺭﺓ ‪‬ﻣﺘﺨ ‪‬‬
‫ﻭ‪‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻋﻨﺪﻣﺎ ﻻ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻟﻺﺩﺍﺭﺓ)‪ (1‬ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟـﺴﺆﺍﻝ‬
‫ﺍﻟﺘﺎﱄ‪ :‬ﻛﻴﻒ ﳝﻜﻦ ﺣﻞ ﺍﳌﺴﺎﺋﻞ ﰲ ﺣﺎﻝ ﻏﻴﺎﺏ ﻣﻌﺮﻓﺔ ﺃﻱ ﺣ ﱟﻞ ﺧﻮﺍﺭﺯﻣﻲ)‪ (2‬؟‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪.‬‬
‫ﻫﺬﺍ ﻭﺳﻮﻑ ﻳﺘﻢ ﺗﻨﺎﻭﻝ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﺍﳋﻤﺲ ﺑﺸﻲ ٍﺀ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺣﻴﺎﺯﺓ ﺍﳌﻌﺮﻓﺔ ﺃﻭ )ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ(‪ :‬ﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋـﻲ ﺑﺘﺠﻤﻴـﻊ‬
‫ﺍﳋﱪﺓ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲝﻞ ﻣﺸﻜﻠ ٍﺔ ﻣﻌﻴﻨﺔ ﻭﻧﻘﻠﻬﺎ ﻭﲢﻮﻳﻠﻬﺎ ﻣﻦ ﻣﺼﺪﺭ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓـﺔ ﺍﳌﻮﺟـﻮﺩﺓ‬
‫ﺑﺎﳊﺎﺳﻮﺏ)‪ .(3‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﳋﱪﺍﺀ ﺍﻟﺒﺸﺮﻳﻮﻥ ﻣﻦ ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪ ،‬ﻳﻠﻴﻬﺎ ﺍﻟﻜﺘﺐ ﻭﺍﳌﺮﺍﺟﻊ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺣﻴﺎﺯﺓ ﺍﳌﻌﺮﻓﺔ ﺃﻣﺮﹰﺍ ﺿﺮﻭﺭﻳﹰﺎ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﳕﻮ ﺍﻟﻨﻈﺎﻡ؛ ﺣﻴـﺚ ﻣـﻦ‬
‫ﺧﻼﳍﺎ ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﳊﻘﺎﺋﻖ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺗﺰﻭﻳﺪ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ‪‬ﺎ‪ ،‬ﳑـﺎ ﻳﻌـﲏ‬
‫ﺍﻟﺘﺤﺪﻳﺚ ﺍﳌﺴﺘﻤﺮ ﻟﻘﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪.‬‬

‫ﺳﻮﻑ ﻧﺘﻄﺮ‪‬ﻕ ﺇﻟﻴﻬﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ ﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫)‪(1‬‬


‫‪(2) Lakhdar Lallem, op.cit, P 24.‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.166‬‬ ‫)‪(3‬‬


‫‪124‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -2‬ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ)‪ :(1‬ﺗﺸﺒﻪ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻨﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﺣﻴﺚ ﺃﻬﻧﺎ‬
‫ﻉ ﻣﻌـﲔ‪،‬‬ ‫ﺗﺘﻮﱠﻟﻰ ﲣﺰﻳﻦ ﺍﳊﻘﺎﺋﻖ‪ ،‬ﺇﻻ ﺃﻬﻧﺎ ﲣﺘﻠﻒ ﻋﻨﻬﺎ ﰲ ﺃﻬﻧﺎ ﻻ ﺗﺘﻀﻤ‪‬ﻦ ﻓﻘﻂ ﺍﳊﻘﺎﺋﻖ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲟﻮﺿﻮ ٍ‬
‫ﻭﺇﳕﺎ ﺗﺘﻀﻤ‪‬ﻦ ﺳﻠﺴﻠ ﹰﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﻔﺴﲑﺍﺕ ﺍﳌﹸﺮﺗﺒِﻄﺔ ‪‬ﺬﻩ ﺍﳊﻘﺎﺋﻖ‪ .‬ﻭﺑﻨﺎ ًﺀ ﻋﻠﻴﻪ‪ ،‬ﻓﺈﻥ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‬
‫ﺑﺄﻱ ﻧﻈﺎ ٍﻡ ﺧﺒﲑ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻀﻤ‪‬ﻦ ﻧﻮﻋﲔ ﺃﺳﺎﺳﻴﲔ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﳘﺎ‪ :‬ﺍﳌﻌﺮﻓﺔ ﺑﺎﳊﻘﺎﺋﻖ‪ :‬ﻭﻫﻲ ﳎﻤﻮﻋـ ﹲﺔ‬
‫ﻉ ﻣﻌﲔ ﻣﻦ ﻓﺮﻭﻉ ﺍﳌﻌﺮﻓﺔ ﺃﻭ ﺑﺎﳌﺸﻜﻠﺔ ﺍﻟﱵ ﱠﰎ ﺑﻨﺎﺀ ﺍﻟﻨﻈﺎﻡ ﺍﳋـﺒﲑ ﻷﺟﻠـﻬﺎ؛‬ ‫ﻣﻦ ﺍﳊﻘﺎﺋﻖ ‪‬ﻣﺮﺗِﺒﻄ ﹲﺔ ﺑﻔﺮ ٍ‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﻘﻮﺍﻋﺪ ﻭﺍﻹﺭﺷﺎﺩﺍﺕ‪ :‬ﻭﻫﻲ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻦ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈـﺎﻡ‬
‫ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺮﻓﺔ ﳊ ﱢﻞ ﺍﳌﺸﻜﻠﺔ ﺍﻟﱵ ‪‬ﺑﲏ ﺍﻟﻨﻈﺎﻡ ﻷﺟﻠﻬﺎ‪.‬‬
‫‪ -3‬ﻭﺳﻴﻠﺔ ﺍﻻﺳﺘﺪﻻﻝ)ﺁﻟﺔ ﺍﻻﺳﺘﺪﻻﻝ()‪ :(2‬ﻭﻫﻲ ﲟﺜﺎﺑﺔ ﺍﻟﻌﻘﻞ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪ ،‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﺮﻧـﺎﻣﺞ‬
‫ﻳ‪‬ﻮﻓﱢﺮ ﻣﻨﻬﺠﻴ ﹰﺔ ﻟﻠﺘﻔﻜﲑ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓـﺔ‪ ،‬ﻭﰲ ﻣﻜـﺎﻥ ﺍﻟﻌﻤـﻞ‪ ،‬ﻭﺇﻋـﺪﺍﺩ‬
‫ﺍﻟﺘﻮﺻﻴﺎﺕ)‪ .(3‬ﻭ‪‬ﺗﺸﺒﻪ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ﺑﻨﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﺣﻴﺚ ﺗﺘﻮﱠﻟﻰ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻌﺪﻳـﺪ ﻣـﻦ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺸﺮﻃﻴﺔ )ﻟﻮ )‪ ،(if‬ﺇﺫ )‪ ((then‬ﻭﺍﻟﱵ ﻓﻴﻬﺎ ﻳﺘ ‪‬ﻢ ﻛﺘﺎﺑﺔ ﺍﻟـﺴﺒﺐ ﺃﻭ ﹰﻻ‪ ،‬ﰒ ﺍﻟﻨﺘﻴﺠـﺔ ﻭﻫـﻲ‬
‫ﺍﳌﻴﻜﺎﻧﻴﺰﻡ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺈﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﻋﺪ ﻋﻠﻰ ﺍﳊﻘﺎﺋﻖ ﻹﻧﺘﺎﺝ ﺣﻘﺎﺋﻖ ﺟﺪﻳـﺪﺓ)‪.(4‬‬
‫ﺣﻴﺚ ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺴﺒﺐ ﻛﻤ‪‬ﺪﺧ‪‬ﻼﺕ‪ ،‬ﰒ ﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﻻﺳﺘﺪﻻﻝ ﲟﻘﺎﺭﻧـﺔ ﻫـﺬﺍ ﺍﻟـﺴﺒﺐ‬
‫ﺴﻞ‬ ‫ﺑﺎﻷﺳﺒﺎﺏ ﺍ ﹸﳌﺨ ‪‬ﺰﻧﺔ ﺑﻘﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻳﺘ ‪‬ﻢ ﲢﺪﻳﺪ ﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ‪‬ﻳﺴ ‪‬ﻤﻰ ﺑﺎﻟﺘﺴﻠ ‪‬‬
‫ﺴﻞ ﻟﻠﺨﻠﻒ‪ .‬ﺣﻴﺚ ﻳﺒﺪﺃ ﺍﻟﻨﻈـﺎﻡ ﺑﺎﳊـﺼﻮﻝ ﻋﻠـﻰ‬ ‫ﻟﻸﻣﺎﻡ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﻟﻮﺿﻊ ﻋﻜﺴﻴﹰﺎ ﰲ ﺣﺎﻟﺔ ﺍﻟﺘﺴﻠ ‪‬‬
‫ﺻﻞ ﺇﱃ ﺍﻟﺴﺒﺐ‪ ،‬ﻭﻣﻦ ﰒ ﻓﺈﻥ ﺃﺩﺍﺓ ﺍﻻﺳﺘﺪﻻﻝ ﻫﻲ ﺑﺮﻧﺎﻣ ‪‬ﺞ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ ﻛﻤ‪‬ﺪﺧ‪‬ﻼﺕ‪ ،‬ﻭﺑﻨﺎ ًﺀ ﻋﻠﻴﻬﺎ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﻮ ‪‬‬
‫‪‬ﻳﺤﺎﻛﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺳﺘﺪﻻﱄ ﻟﻠﺨﺒﲑ ﺍﻟﺒﺸﺮﻱ‪.‬‬

‫‪.Knowledge Base‬‬ ‫)‪(1‬‬

‫‪.Interface Engine‬‬ ‫)‪(2‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.166‬‬ ‫)‪(3‬‬


‫‪(4) LRLWEB, UNIV-bpclement. FR/ membres/ cleder/ defanet. Ntm.‬‬
‫‪125‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -4‬ﻭﺳﻴﻠﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﺃﻭ ﻭﺍﺟﻬﺔ ﺍﳌﺴﺘﻔﻴﺪ)‪ :(1‬ﻭﻫﻲ ‪‬ﺗﺸﺒﻪ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳊﻮﺍﺭ ﰲ ﻧﻈـﺎﻡ‬
‫ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﻫﻲ ﺑﺮﻧﺎﻣ ‪‬ﺞ ‪‬ﻳﻤ ﱢﻜﻦ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺑﺴﻬﻮﻟ ٍﺔ ﻣﻊ ﺍﻟﻨﻈـﺎﻡ‪ ،‬ﺳـﻮﺍ ًﺀ ﰲ‬
‫ﻣﺮﺣﻠﺔ ﺇﺩﺧﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺃﻭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺃﻭ ﺍﻻﺳﺘﻔﺴﺎﺭ ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﻏﺎﻟﺒـﹰﺎ ﻣـﺎ‬
‫‪‬ﺪﻑ ﺑﺮﺍﻣﺞ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ ﺇﱃ ﺗﺰﻭﻳﺪ ﻭﺳﻴﻠﺔ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﺎﻟﻠﻐﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺍﻟـﱵ‬
‫‪‬ﺗﻤ ﱢﻜﻦ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻣﻦ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﺑﺴﻬﻮﻟ ٍﺔ ﻣﻊ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﺍﳉﺪﺍﻭﻝ ﻭﺍﻟﺮﺳﻮﻣﺎﺕ‬
‫ﺍﻟﺒﻴﺎﻧﻴﺔ ﲜﺎﻧﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ‪.‬‬
‫‪ -5‬ﺇﻣﻜﺎﻧﻴﺔ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ‪ :‬ﻭﺗﺘﻮﺍﻓﺮ ﻫﺬﻩ ﺍﻹﻣﻜﺎﻧﻴﺔ ﰲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺩﻭﻥ ‪‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﻭﺫﻟﻚ‬
‫ﻟﻜﻮﻬﻧﺎ ﻗﺎﺋﻤ ﹲﺔ ﻋﻠﻰ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ؛ ﺣﻴﺚ ﻳﺘﻮﺍﻓﺮ ﺑﺎﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻔﺴﲑ‬
‫ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﺷﺮﺡ ﻋﻤﻠﻴﺔ ﺍﻻﺳﺘﺪﻻﻝ ﺍﳌﻨﻄﻘﻲ ﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ ﻳﺘ ‪‬ﻢ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪.‬‬
‫ﻟﻠ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ ﻋﺪﺓ ﺧﺼﺎﺋﺺ ﺗﺘﻤﺜﱠﻞ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺗ‪‬ﺴﺎﻋِﺪ ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﳎﺎﻝ ﺍﳌﻬﺎﻡ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ؛‬
‫‪ -2‬ﺗﺤﺎﻛﻲ ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ ﺍﳋﱪﺍﺀ ﺍﻟﺒﺸﺮﻳﲔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻘﱡﻞ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛‬
‫‪ -3‬ﳛﻮﻱ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻋﻠﻰ ﺍﳊﻘﺎﺋﻖ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺼﺎﺣﺒﺔ ﳍﺬﻩ ﺍﳊﻘﺎﺋﻖ‪ ،‬ﻭﻋﻨﺎﺻﺮ ﺍﳌﻌﺮﻓﺔ ﺍﻷﺧﺮﻯ ﺍﻟـﱵ‬
‫ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳋﺒﲑ ﺍﻟﺒﺸﺮﻱ ﳊﻞ ﻣﺸﻜﻠ ٍﺔ ﻣﺎ؛‬
‫‪ -4‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻣﺮﻧﹰﺎ ﲝﻴﺚ ﳝﻜﻦ ﺗﻌﺪﻳﻠﻪ ﻟﻴﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‪ ،‬ﻭﺍﻟﺘﻐ‪‬ﻴﺮ‬
‫ﰲ ﻣﻌﺮﻓﺔ ﺍﳋﺒﲑ ﺍﳌﱪﳎﺔ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ؛‬
‫ﺼﺼﲔ ﰲ ﳎﺎﻝ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ‬ ‫‪ -5‬ﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻧﻈﺎﻣﹰﺎ ﺳﻬﻞ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺑﻮﺍﺳﻄﺔ ﻏﲑ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﺧﻼﻝ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﻨﻈﺎﻡ ﺑﻠﻐ ٍﺔ ﻗﺮﻳﺒﺔ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺎﺩﻳﺔ؛‬
‫‪ -6‬ﺗﺴﺘﻄﻴﻊ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺣﺎﻻﺕ ﻋﺪﻡ ﺍﻟﺘﺄﻛﱡﺪ ﺍﻟﱵ ‪‬ﺗﺼﺎ ِﺣﺐ ﺍﳌﻬﺎﻡ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ؛‬
‫ﺻﻠﻪ ﺇﱃ ﻧﺘﻴﺠ ٍﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﺃﺳﺒﺎﺏ ﺗﻮﺟﻴﻬـﻪ‬ ‫ﺏ ﺗﻮ ‪‬‬‫‪ -7‬ﻳﻘ ‪‬ﺪﻡ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ‪ -‬ﻋﻨﺪ ﺍﻟﻄﻠﺐ ‪ -‬ﺗﻔﺴﲑﹰﺍ ﻷﺳﺒﺎ ٍ‬
‫ﻟﺴﺆﺍ ٍﻝ ﻣﻌﲔ ﹸﳌﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻫﺬﻩ ﺍﳋﺎﺻﻴﺔ ﲡﻌﻞ ‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺃﻛﺜﺮ ﺍﺳﺘﻌﺪﺍﺩﹰﺍ ﻟﻘﺒﻮﻝ ﺍﻟﻨﻈﺎﻡ؛‬
‫‪ -8‬ﻳﺘﻤﺜﱠﻞ ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﺗﻘﺪﱘ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻌﻠﻴﺎ ﺑﺎﳌﺆﺳﺴﺔ؛‬

‫‪.User Interface‬‬ ‫)‪(1‬‬

‫ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.211-210‬‬ ‫)‪(2‬‬


‫‪126‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -9‬ﺗ‪‬ﺴﺎﻋِﺪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺔ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺗﻘﺪﱘ ﺣﻠﻮ ٍﻝ ﺃﻛﺜﺮ‬
‫ﻣﻼﺋﻤﺔ ﻟﻠﻤﺸﻜﻠﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ؛‬
‫ﻼ ﻣﺒﻨﻴﹰﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﳎﻤﻮﻋـ ٍﺔ‬‫‪ -10‬ﺗﻌﻤﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﻛﻤﺴﺘﺸﺎ ٍﺭ ﹸﳌﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺣﻴﺚ ﺗﻘﺘﺮﺡ ﻋﻠﻴﻪ ﺣ ﹰ‬
‫ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍ ﹸﳌﱪ ‪‬ﻣﺠﺔ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ ‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻳﻈﻞﱡ ﻫﻮ ﺍﳌﺴﺆﻭﻝ ﺍﻟﻨـﻬﺎﺋﻲ ﻋـﻦ‬
‫ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛‬
‫ﺕ ﺗﻔﻮﻕ ﹸﻗ ‪‬ﺪﺭﺍﺕ ﺍﳋﺒﲑ ﺍﻟﺒﺸﺮﻱ؛‬
‫‪ -11‬ﻻ ﺗﺴﺘﻄﻴﻊ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺍﻹﻣﺪﺍﺩ ﺑ ﹸﻘﺪﺭﺍ ٍ‬
‫‪ -12‬ﺗﻌﺘﱪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﻣﻦ ﺃﻓﻀﻞ ﻭﺳﺎﺋﻞ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﰲ ﻣﻜﺎﺗﺐ ﺍﶈﺎﺳﺒﺔ ﻭﺍﳌﺮﺍﺟﻌـﺔ‪،‬‬
‫ﺣﻴﺚ ﳝﻜﻦ ﻋﻦ ﻃﺮﻳﻖ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳏﺎﻛﺎﺓ ﺍ ﹸﳌﺮﺍ ِﺟﻊ ﺍﳋﺒﲑ‪ ،‬ﻭﺇﺭﺷﺎﺩ ﻏﲑ ﺍﳋـﱪﺍﺀ ﻣـﻦ ﺍﳌﻬﻨـﻴﲔ ﺇﱃ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﺗﺆ ‪‬ﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻗﺮﺍ ٍﺭ ﻣﻌﲔ‪.‬‬
‫ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍ‪‬ﺎﻻﺕ؛ ﻟﻜﻲ ﺗ‪‬ﺴﺎﻋِﺪ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺃﺩﺍﺀ ﻋﻤ ٍﻞ‬
‫ﻣﻌﲔ ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺻﺤﺘﻪ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﳝﻜﻦ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺃﻥ ‪‬ﺗﺤ ‪‬ﻮﻝ ﺍﻷﺭﻗﺎﻡ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ‬
‫ﰲ ﻗﻮﺍﺋﻢ ﺍﻟﺪﺧﻞ ﻭﺍﳌﻴﺰﺍﻧﻴﺔ ﺇﱃ ﺗﻘﺎﺭﻳﺮ ﻟﻠﻀﺮﺍﺋﺐ‪ ،‬ﺗ‪‬ﻮﺿ‪‬ﺢ ﻓﻴﻪ ﻣﺎ ﺗﻌﻨﻴﻪ ﺍﻷﺭﻗﺎﻡ‪ ،‬ﻭ‪‬ﺗﻈﻬﺮ ﺃﻳﻀﹰﺎ ﻣﺎ ‪‬ﺎ ﻣـﻦ‬
‫ﻣﺸﻜﻼﺕ)‪.(1‬‬
‫ﻭﻣﻨﻪ ﻧﺮﻯ ﺃﻥ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ﺭﺍﺋﺪﹰﺍ ﰲ ﺇﺩﺍﺭﺓ ﺃﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ؛ ﺣﻴﺚ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﲢﺴﲔ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘ‪‬ﺨﺬﺓ؛ ﳑﺎ ﻳﺆﱢﺛﺮ ﺇﳚﺎﺑﻴﹰﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﻭﺗﻠﻌﺐ ﻛﺬﻟﻚ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺩﻭﺭﹰﺍ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﺣﻴﺚ ‪‬ﻳﻌﺘﻤـﺪ ﻋﻠـﻰ ﺃﺩﻭﺍﺕ ﺍﻟـﺬﻛﺎﺀ‬
‫ﺍﻻﺻﻄﻨﺎﻋﻲ ﰲ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﰲ ﻭﺿـﻊ ﺍﳊﻠـﻮﻝ ﻟﺘﻠـﻚ‬
‫ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﺫﻟﻚ ﺑﻮﺍﺳﻄﺔ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ‪‬ﺗﻌ ‪‬ﺪ ﺃﺣﺪ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪ .‬ﻭﺗﻘﻮﻡ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋـﺒﲑﺓ‬
‫ﺃﻳﻀﹰﺎ ﺑﺘﻨﻤﻴﺔ ﺑﺪﺍﺋﻞ ﺣﻠﻮﻝ ﻭﺗﻘﻴﻴﻤﻬﺎ ﻭﺍﻗﺘﺮﺍﺡ ﺍﳊﻞ ﺍﳌﻼﺋﻢ؛ ﺣﻴﺚ ﻳﺘﻮﺍﻓﺮ ﻟﻠﻨﻈﺎﻡ ﺍﳋﺒﲑ ﺍﳌﻨﻄﻖ ﺍﻟﺬﻱ ﻳ‪‬ﺴﺎﻋِﺪ‬
‫ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ‪ .‬ﻭ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﻏﺎﻟﺒﹰﺎ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﻟﺘﻘﺪﱘ ﺍﻟﻨﺼﺢ ﻭﺍﳌﺸﻮﺭﺓ؛ ﺣﻴـﺚ ﻻ‬
‫ﺨﺬ ﺍﻟﻘﺮﺍﺭ)‪.(2‬‬
‫ﻼ ﻋﻦ ﻣ‪‬ﺘ ِ‬
‫‪‬ﺗﻌ ‪‬ﺪ ﺑﺪﻳ ﹰ‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.175‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.175‬‬ ‫)‪(2‬‬


‫‪127‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﺗﻨﺎﻭﻟﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻧﺎﻗﺸﻨﺎ ﺍﳌـﺼﻄﻠﺤﺎﺕ‬
‫ﺍﳌﺘﺮﺍﺩﻓﺔ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﰲ ﻫﺬﺍ ﺍﳊﻘﻞ‪ ،‬ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﺑﺼﻔ ٍﺔ ﺟﻮﻫﺮﻳﺔ ﻋﻠﻰ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﻭﺍﻟﻌﻮﺍﻣـﻞ ﺍﳌﹸـﺆﱢﺛﺮﺓ‬
‫ﻭﺍ ﹸﳌﺤ ﱢﻔﺰﺓ ﰲ ﺗﻄ ‪‬ﻮﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲟﺎ ﻓﻴﻬﺎ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻧﻈﻢ ﺍﳋﺒﲑﺓ ﻭﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﻭﺍﻧﺘﺸﺎﺭ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﰲ ﲨﻴﻊ ﳎﺎﻻﺕ ﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺎﺕ؛ ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﻓﻬﻢ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﻨﻮﻋﻴﺔ ﻭﺍﳉﺬﺭﻳﺔ‬
‫ﻼ ﻋـﻦ ﺍﻟﺘﻐﻴ‪‬ـﺮﺍﺕ‬ ‫ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﻟﻌﻤﻴﻘﺔ ﺍﻟﱵ ﺣﺪﺛﺖ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﻭﺃﳕﺎﻁ ﺍﻟﻌﻤﻞ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻓﻀ ﹰ‬
‫ﺍﳍﺎﻣﺔ ﰲ ﺗﻜﻮﻳﻦ ﳕﺎﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﺑﺘﻜﺎﺭ ﳕﺎﺫﺝ ﻏﲑ ﻣﺴﺒﻮﻗﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺃﻭ‬
‫ﺍﻹﺑﺪﺍﻉ ﰲ ﻫﻨﺪﺳﺔ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ‪‬ﺗﻠ‪‬ﺒﻲ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﻘﻴﻘﻲ‪.‬‬
‫ﻟﻘﺪ ﻏ‪‬ﻴﺮﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻭﻭﻇﺎﺋﻔﻬﺎ ﻭﺃﺳﺎﻟﻴﺐ ﲣﻄﻴﻂ ﻭﺗﻨﻔﻴﺬ ﺃﻧـﺸﻄﺔ ﺍﻷﻋﻤـﺎﻝ‬
‫ﺕ ﺣﺎﺳـﻮﺑﻴﺔ‬ ‫ﺍﳉﻮﻫﺮﻳﺔ‪ ،‬ﻛﻤﺎ ﺗﻐ‪‬ﻴﺮﺕ ﺃﺩﻭﺍﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﻓﻠﻢ ﺗ ‪‬ﻌﺪ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳎﺮﺩ ﺃﺩﻭﺍ ٍ‬
‫ﻟﺘﺴﺠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺇﺻﺪﺍﺭ ﺍﻟﺘﻘﺎﺭﻳﺮ؛ ﻭﺇﳕﺎ ﻫﻲ ﺍﻟﻴﻮﻡ ﻧ‪‬ﻈ ‪‬ﻢ ﻋﻤـ ٍﻞ ﻭﺇﺩﺍﺭ ﹲﺓ‬
‫‪‬ﻣﻨﺪ ِﻣﺠﺔ ﻣﻊ ﺗﺪﻓﱡﻘﺎﺕ ﺍﻟﻌﻤﻞ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺍﻷﺑﻌﺎﺩ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﺗ‪‬ﻤﺜﱢﻞ ﺟﺰﺀﹰﺍ ﳏﻮﺭﻳﹰﺎ ﰲ ﻋﻤﻠﻴﺔ ﺗﺸﻜﻴﻞ‬
‫ﻕ ﻻ ﻏﲎ ﻋﻨﻬﺎ ﰲ ﺑﻨﺎﺀ ﻭﺗﻄﻮﻳﺮ ﻧ‪‬ﻈﻤﻬﺎ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺍﻟﺪﺍﺧﻠﻴـﺔ‬ ‫ﻫﻴﻜﻞ ﻛﻞ ﻣﺆﺳﺴﺔ‪ ،‬ﻭﻗﺎﻋﺪﺓ ﺍﻧﻄﻼ ٍ‬
‫ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻣﻊ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ‪ .‬ﺿﻤﻦ ﻫﺪﺍ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻧﺮﻯ ﺃﻥ ﺃﻓﻀﻞ ﻣﺪﺧ ٍﻞ ﻣﻨـﻬﺠﻲ‬
‫ﻟﺘﺤﻠﻴﻞ ﺃﺳﺎﺳﻴﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ ﺩﺭﺍﺳﺔ ﻣﻔﻬﻮﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻨﺎﻗﺸﺔ ﻣﺘﺮﺍﺩﻓـﺎﺕ ﻭﻋﻼﻗـﺎﺕ‬
‫ﺍﳌﺼﻄﻠﺢ ﲟﻔﺎﻫﻴﻢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻭﻟﻘﺪ ﺑﺎﺗﺖ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﻳﻮﻣﻨﺎ ﻫﺬﺍ ﺃﺣﺪ ﺍﳌﻮﺍﺭﺩ ﺍﳋﻤﺴﺔ ﺍﳌﺘﺎﺣﺔ ﻟﻠ ‪‬ﻤﺪﺭﺍﺀ ﻟﺘﺸﻜﻴﻞ ﺍﳌﺆﺳﺴﺔ‪،‬‬
‫ﺇﱃ ﺟﺎﻧﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﻭﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ ﻭﺍﻵﻻﺕ ﻭﻛﺬﻟﻚ ﻟﺰﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴـﺔ ﻧﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ‪‬ﺎ‪.‬‬
‫ﳝﻜﻦ ﺯﻳﺎﺩﺓ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﻘﺎﺋﻤﲔ ﻋﻠﻰ ﻋﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﰲ ﻇـﻞ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻷﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟـﱵ‬
‫ﻼ ﻣﻦ‪ :‬ﺗﻮﺍﹸﻓﺮ ﺍ ﹸﳌﺆ ‪‬ﻫﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻟﻜﺎﺩﺭ ﺍﻟﺒﺸﺮﻱ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﻋﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺧﺘﻼﻑ‬‫ﺗﺸﻤﻞ ﻛ ﹰ‬
‫ﺃﻧﻮﺍﻋﻬﺎ ﻭﻣﺴﺘﻮﻳﺎ‪‬ﺎ‪ ،‬ﻭﺗﻮﺍﹸﻓﺮ ﺍﳌﺆﻫﻼﺕ ﺍﻟﻌﻤﻠﻴﺔ )ﺍﻟﻔﻨﻴﺔ( ﰲ ﺍﻟﻜﺎﺩﺭ ﺍﻟﺒﺸﺮﻱ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﻋﻤﻞ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪،‬‬
‫ﻭﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺴﺘﻤﺮ؛ ﻭﻫﺬﺍ ﻣﺎ ﺳﻨﺘﻄ ‪‬ﺮﻕ ﺇﻟﻴﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫ﺍﻟﻔﺼــﻞ ﺍﻟﺜﺎﻟﺚ‬

‫ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬


‫‪129‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﺭﺃﻳﻨﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻭﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ ﻭﺗﺒﻌﹰﺎ ﻟﻨﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻫﻲ ﻧﻈـﺎ ‪‬ﻡ ﻣﻔﺘـﻮﺡ‬
‫ﺕ ﺃﻭ ﺳـﻜﻮﻥ‪،‬‬ ‫ﻭ ‪‬ﻣﺘﻔﺎ ِﻋﻞ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻳﺘﺄﱠﺛﺮ ﻭ‪‬ﻳﺆﱢﺛﺮ ﻓﻴﻬﺎ؛ ﺣﻴﺚ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻟﻴﺴﺖ ﰲ ﺣﺎﻟﺔ ﺛﺒـﺎ ٍ‬
‫ﻭﺇﳕﺎ ﺗﺘﻐ‪‬ﻴﺮ ﺑﺎﺳﺘﻤﺮﺍ ٍﺭ ﻟﻜﻲ ‪‬ﺗﺤ ﱢﻘﻖ ﻫﺪﻑ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻭﺍﻟﺒﻘﺎﺀ‪ ،‬ﻭﻫﺪﻑ ﺍﻟﺘﻜ‪‬ﻴﻒ ﻭﺍﻟﺘﺄﻗﹸﻠﻢ‪.‬‬
‫ﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﻷﻱ ﻣﺆﺳﺴ ٍﺔ ‪‬ﺗﺮﻳﺪ ﺍﻟﺒﻘﺎﺀ ﻭﺍﻟﻌﻤﻞ ﰲ ﺑﻴﺌ ٍﺔ ‪‬ﻣﺘﻐ‪‬ﻴﺮﺓ ﺃﻥ ﲤﺘﻠﻚ ﻣﻨﻈﻮﺭﹰﺍ ﻋﺎﳌﻴﹰﺎ‬
‫ﰲ ﳎﺎﻝ ﻋﻤﻠﻬﺎ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﻣﺆﺳﺴ ﹰﺔ ﻋﺎﳌﻴﺔ ﺃﻭ ﻻ؛ ﺣﻴﺚ ﺃﺻﺒﺤﺖ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﺘﺤـ ‪‬ﺮﻙ ﻋـﱪ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﲣﺘﺮﻕ ﺍﳊﺪﻭﺩ ﺍﻟﻮﻃﻨﻴﺔ ﻛﻠﻤﺎ ﺭﻏﺒﺖ ﰲ ﺫﻟﻚ‪ .‬ﻭﰲ ﺧﻀﻢ ﻫﺬﻩ ﺍﻟﺘﺤ ‪‬ﻮﻻﺕ ﺑـﺪﺃ ﺍﻻﻫﺘﻤـﺎﻡ‬
‫ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ؛ ﺣﻴﺚ ﺗﺒ‪‬ﻴﻦ ﻟﻺﺩﺍﺭﺓ ﺍﻟﺪﻭﺭ ﺍﳌﻬﻢ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﰲ‬
‫ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﻟﻘﺪ ﺗﻄ ‪‬ﻮﺭﺕ ﺍﻟﻨﻈﺮﺓ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﻛﺒﲑﹰﺍ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳌﺎﺿﻴﺔ؛ ﻓﺒﻌﺪ ﺃﻥ ﻛﺎﻥ ﺩﻭﺭ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻨﻔﻴﺬﻳﹰﺎ ﺗﻘﻠﻴﺪﻳﹰﺎ ﻳﺘﺮ ﱠﻛﺰ ﰲ ﺍﺳﺘﺼﺪﺍﺭ ﻗﺮﺍﺭﺍﺕ ﺍﻟﺘﻌﻴﲔ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﻨﻘﻞ ﻭﺍﻷﺟﻮﺭ ﻭﺍﻟﺘﺄﻣﻴﻨﺎﺕ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺗﻄ ‪‬ﻮﺭ ﺍﻟﺪﻭﺭ ﻛﺜﲑﹰﺍ‪ .‬ﻓﻔﻲ ﺇﻃﺎﺭ ﺍﻟﺪﻭﺭ ﺍﳌﻌﺎﺻﺮ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﺧﺬﺕ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ‬
‫ﺩﻭﺭﻫﺎ ﻛﻤﺴﺘﺸﺎ ٍﺭ ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﰲ ﳎﺎﻝ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺷﺮﻳﻜﹰﺎ ﳍﺎ ﰲ ﺗﺼﻤﻴﻢ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ‬
‫ﺷﺎﻣﻠ ﹰﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻛﻤﺎ ﺃﺻﺒﺤﺖ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻴﻮﻡ ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ‬
‫ﺃﺳﺎﺳﻴﹰﺎ ﻭ ‪‬ﻣﻬﻤﹰﺎ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻬﻤﺎ ﻛﺎﻥ ﺣﺠﻤﻬﺎ؛ ﻭﺫﻟﻚ ﻧﻈﺮﹰﺍ ﻟﻠﺘﺰﺍ‪‬ﻳﺪ ﺍﳌﺴﺘﻤﺮ ﻟﺪﻭﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ‬
‫ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻭﺍﳊﺎﺟﺔ ﺍﳌﺎ ‪‬ﺳﺔ ﺇﱃ ﺗﻨﻈﻴﻤﻬﺎ ﺑﺸﻜ ٍﻞ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﻟ ﹸﻘﺼﻮﻯ ﻣﻨﻬﺎ‪.‬‬
‫ﻭﰲ ﺍﻟﺴﻴﺎﻕ ﻧﻔﺴﻪ‪ ،‬ﻳﻌﺘﱪ ﻣﻮﺿﻮﻉ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﻧـﺴﺒﻴﹰﺎ‬
‫ﺣﻴﺚ ﻇﻬﺮﺕ ﺑﻮﺍﺩﺭ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ ﻣﻦ ﻗﺒﻞ ﺍﶈﺎﺳﺒﲔ ﻣﻨﺬ ﺃﻭﺍﺋﻞ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻟﻠﺘﻌـ ‪‬ﺮﻑ‬
‫ﺐ ‪‬ﻣﺘﺰﺍِﻳﺪ ﻋﻠﻰ ﺧﺪﻣﺎﺕ ﺃﻓـﺮﺍ ٍﺩ ﻳﺘﻤ‪‬ﺘﻌـﻮﻥ‬
‫ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻧﺘﻴﺠﺔ ﻇﻬﻮﺭ ﻃﻠ ٍ‬
‫ﺑﻘﹸﺪﺭﺍﺕ ﻋﻠﻤﻴﺔ ﻭﻣﻬﻨﻴﺔ ﻋﺎﻟﻴﺔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺮﻛﻴ ‪‬ﺰ ﻣﺘﺰﺍﻳﺪ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ ﺃﻛﺜﺮ ﻣﻨﻪ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﺎﺩﻱ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﻄﱠﻠﺐ ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﶈﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﺴﺎﻋﺪ ﰲ ﺗﻘﻴـﻴﻢ ﺗﻠـﻚ ﺍﳌـﻮﺍﺭﺩ‬
‫ﻛﺄﺻﻮ ٍﻝ ﺑﺼﻮﺭ ٍﺓ ﻣﺎﻟﻴﺔ‪ ،‬ﺷﺄ‪‬ﺎ ﺑﺬﻟﻚ ﺷﺄﻥ ﺃﻳﺔ ﺃﺻﻮ ٍﻝ ﺃﺧﺮﻯ ﻳﺘ ‪‬ﻢ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫ﻭﺳﻨﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻣﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -2‬ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭ ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ؛‬
‫‪ -3‬ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪130‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﱂ ﻳ ‪‬ﻌ ‪‬ﺪ ﻫﻨﺎﻙ ﺷﻚ‪ ‬ﰲ ﺃﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺇﺣﺪﻯ ﺍﹸﻟﻤﻘ ‪‬ﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺑـﻞ‬
‫ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃ‪‬ﺎ ﺍ ﹸﳌﺤ ‪‬ﺪﺩ ﺍﻷﻭﻝ ﻭﺍﻷﺳﺎﺳﻲ ﳍﺬﺍ ﺍﻟﻨﺠﺎﺡ؛ ﺣﻴﺚ ﺃﻥ ﺗﻮﺍﹸﻓﺮ ﻣﻮﺍﺭﺩ ﺑـﺸﺮﻳﺔ ﺫﺍﺕ ﻛﻔـﺎﺀﺓ‬
‫ﻭﻣﺴﺌﻮﻟﻴﺔ ‪‬ﺗﻤ ﱢﻜﻨﻬﺎ ﻣﻦ ﺍﻟﻨﻬﻮﺽ ﺑﺄﻋﺒﺎﺀ ﺍﻟﻌﻤﻞ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺇﻣﻜﺎﻧﻴﺎ‪‬ـﺎ ﺍﳌﺎﺩﻳـﺔ‬
‫ﺍﳌﺘﺎﺣﺔ ﺑﺄﻛﱪ ﻛﻔﺎﺀ ٍﺓ ﳑﻜﻨﺔ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﻣﻔﻬﻮﻡ ﺃﻫﻢ ﺃﺻ ٍﻞ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﺆﺳﺴﺔ ﻭﻫﻮ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ؛ ﺑﺎﻋﺘﺒـﺎﺭﻩ‬
‫ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ‪‬ﺗﻘﺎﻡ ﻋﻠﻴﻪ ﺃﻱ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻣﺮﺍﺣﻞ ﺗﻄـ ‪‬ﻮﺭ ﻭﻇﻴﻔـﺔ‬
‫ﺇﺩﺍﺭﺓ ﻫﺬﺍ ﺍﳌﻮﺍﺭﺩ ﺍﳍﺎﻡ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻧﻈﺮﹰﺍ ﻷﳘﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﺈﻥ ﺇﺩﺍﺭﺓ ﻫﺬﺍ ﺍﳌﻮﺭﺩ ﺍﳍﺎﻡ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ‪‬ﺗﻌﺘﱪ ﻣﻦ ﺃﻫﻢ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -1‬ﺗﻌﺮﻳﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻣﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﻌﻠﻤﻲ ﻟﻺﺩﺍﺭﺓ ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ‪ ،‬ﻭﰲ ﺍﻟﺘﻮ ‪‬ﺟﻪ ﺇﱃ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ‪ ،‬ﺃﺻﺒﺢ‬
‫‪‬ﻳﻨﻈﺮ ﺇﱃ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﻛﻤﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﻭﺇﻧﺴﺎﻧﻴﺔ)‪ .(1‬ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ)‪ (2‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﲨﻴﻊ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﳌﺆﺳﺴﺔ ﺭﺅﺳﺎﺀ ﻭﻣﺮﺅﻭﺳﲔ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﺟﺮﻯ ﺗﻮﻇﻴﻔﻬﻢ ﻓﻴﻬﺎ‪،‬‬
‫ﺿﺢ ﻭﺗﻀﺒﻂ ﻭ‪‬ﺗﻮ ‪‬ﺣﺪ ﺃﳕـﺎﻃﻬﻢ‬
‫ﻷﺩﺍﺀ ﻛﺎﻓﺔ ﻭﻇﺎﺋﻔﻬﺎ ﻭﺃﻋﻤﺎﳍﺎ ﲢﺖ ﻣﻈﻠﺔ ﻫﻲ‪ :‬ﺛﻘﺎﻓﺘﻬﺎ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﱵ ‪‬ﺗﻮ ‪‬‬
‫ﳋﻄﻂ ﻭﺍﻟﻨ‪‬ﻈﻢ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﺗ‪‬ـﻨ ﱢﻈﻢ ﻣﻬـﺎﻣﻬﻢ ﻭﺗﻨﻔﻴـﺬﻫﻢ‬ ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﻭﳎﻤﻮﻋﺔ ﻣﻦ ﺍ ﹸ‬
‫ﻟﻮﻇﺎﺋﻒ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﰲ ﺳﺒﻴﻞ ﲢﻘﻴﻖ ﺭﺳﺎﻟﺘﻬﺎ ﻭﺃﻫﺪﺍﻑ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺘﻬﺎ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ .‬ﻭﻟﻘﺎﺀ ﺫﻟـﻚ ﺗﺘﻘﺎﺿـﻰ‬
‫ﺕ ‪‬ﻣﺘﻨ ‪‬ﻮﻋﺔ ﺗﺘﻤﺜﱠﻞ ﰲ ﺭﻭﺍﺗﺐ ﻭﺃﺟﻮﺭ ﻭﻣﺰﺍﻳﺎ ﻭﻭﻇﻴﻔﻴـﺔ‪ ،‬ﰲ ﻋﻤﻠﻴـﺔ‬‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺗﻌﻮﻳﻀﺎ ٍ‬
‫ﺕ ﻋﻠﻰ ﺷـﻜﻞ ﻣ‪‬ـﺆ ‪‬ﻫﻼ ٍ‬
‫ﺕ‬ ‫ﺗﺒﺎ ‪‬ﺩﻝ ﻟﻠﻤﻨﻔﻌﺔ ﺗﺘ ‪‬ﻢ ﺑﻴﻨﻬﻢ ﻭﺑﻴﻨﻬﺎ‪ .‬ﻓﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻟﻠﻤﺆﺳﺴﺔ ﻣﺴﺎﳘﺎ ٍ‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2003 ،1‬ﺹ ‪.26‬‬ ‫)‪(1‬‬

‫ﻫﻮ ﺃﺳﺘﺎﺫ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ ﲜﺎﻣﻌﺔ ﺣﻠﺐ )ﺳﻮﺭﻳﺎ(‪.‬‬ ‫)‪(2‬‬


‫‪131‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺼﻞ ﻋﻠـﻰ‬
‫ﻋﻠﻤﻴﺔ‪ ،‬ﺧﱪﺍﺕ‪ ،‬ﻣﻬﺎﺭﺍﺕ‪ ،‬ﺟﻬﺪ‪... ،‬ﺇﱁ؛ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪ ،‬ﻭﰲ ﻣﻘﺎﺑﻞ ﺩﻟـﻚ ﲢـ ‪‬‬
‫ﺕ ﻣﺘﻨﻮﻋﺔ‪.‬‬
‫ﺕ ﻣﺎﻟﻴﺔ ﻭﻣﻌﻨﻮﻳﺔ ﻋﻠﻰ ﺷﻜﻞ ﺭﻋﺎﻳﺔ ﻭﺧﺪﻣﺎ ٍ‬
‫ﺗﻌﻮﻳﻀﺎ ٍ‬
‫ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺃﻫﻢ ﻋﻨﺎﺻﺮ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ؛ ﺫﻟﻚ ﻷ‪‬ﺎ ﻫﻲ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﻌﻤﻠﻴـﺔ ﺍﻻﺑﺘﻜـﺎﺭ‬
‫ﻭﺍﻹﺑﺪﺍﻉ‪ ،‬ﻭﻫﻲ ﺍﻟﱵ ‪‬ﺗﺼ ‪‬ﻤﻢ ﺍ ﹸﳌﻨ‪‬ﺘﺞ ﻭ‪‬ﺗﺸ ِﺮﻑ ﻋﻠﻰ ﺗﺼﻨﻴﻌﻪ ﻭﺭﻗﺎﺑﺔ ﺟﻮﺩﺗﻪ‪ ،‬ﻭﻫﻲ ﺍﻟﱵ ‪‬ﺗﺴ ‪‬ﻮﻗﻪ‪ ،‬ﻭﺗـﺴﺘﺜﻤﺮ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﻭﻫﻲ ﺍﳌﺴﺆﻭﻟﺔ ﻋﻦ ﻭﺿﻊ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪ .‬ﻓﺒﺪﻭﻥ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺟ ‪‬ﺪﻳﺔ ﻭﻓ ‪‬ﻌﺎﻟﺔ ﻻ‬
‫ﳝﻜﻦ ﺃﺩﺍﺀ ﻫﺪﻩ ﺍﻷﻣﻮﺭ ﺑﻜﻔﺎﺀﺓ‪ ،‬ﻭﻟﻦ ﺗﺘﻤ ﱠﻜﻦ ﺃﻳﺔ ﻣﺆﺳﺴ ٍﺔ ﻣﻦ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ ﻭﺭﺳﺎﻟﺘﻬﺎ «)‪.(1‬‬
‫ﻣﺜﺎﻝ ﺗﻄﺒﻴﻘﻲ‪ :‬ﺍﻫﺘﻤﺎﻡ ﻣﺆﺳﺴﺔ "ﺳﺎﻣﺴﻮﻧﻎ" ﺍﻟﻜﻮﺭﻳﺔ ﺑﻌﻤﻼﺋﻬﺎ ﻣﻦ ﺧﻼﻝ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻗﺎﻣﺖ ﻣﺆﺳﺴﺔ "ﺳﺎﻣﺴﻮﻧﻎ" ﰲ ﻣﻄﻠﻊ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﺑﺈﻳﻔﺎﺩ ‪ 400‬ﻓﺮﺩ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﻟﺪﻳﻬﺎ ﺇﱃ ‪ 50‬ﺩﻭﻟﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻟﻼ ﱢﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ )ﺗﻌﻠﱡﻢ ﻭﺗﻨﻤﻴﺔ( ﺍﳊﺪﻳﺜـﺔ‪ ،‬ﻭﺩﺭﺍﺳـﺔ ﺳـﻠﻮﻙ‬
‫ﺍﳌﺴﺘﻬﻠﻚ ﰲ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﳌﻌﺮﻓﺔ ﻃﻠﺒﺎﺗﻪ ﻭﺭﻏﺒﺎﺗﻪ‪ ،‬ﻭﺫﻟﻚ ﳌﺪﺓ ﺳﻨﺔ‪ ،‬ﻭﻛﱠﻠﻔﻬﺎ ﺍﳌﻮﻓﺪ ﺍﻟﻮﺍﺣـﺪ ‪80.000‬‬
‫ﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﻫﺆﻻﺀ ﺍ ﹸﳌﻮﻓﺪﻳﻦ ﺳ‪‬ﺘﻤ ﱢﻜﻨﻬﺎ‬‫ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ‪ .‬ﻓﻬﺬﻩ ﺍﳌﺆﺳﺴﺔ ‪‬ﺗﺆﻣﻦ ﺑﺄﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺳﺘﺤ ‪‬‬
‫ﻣﻦ ﻓﻬﻢ ﺣﺎﺟﺎﺕ ﺍﳌﺴﺘﻬﻠﻚ‪ ،‬ﻭﻣﺎﺫﺍ ﻳﺮﻳﺪ ﻭﻳﺮﻏﺐ ﻋﱪ ﺩﻭﻝ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺳﻴﺄﺗﻮﻥ ﺑﺄﻓﻜﺎ ٍﺭ ﺟﺪﻳﺪﺓ‪ .‬ﻓﻠﺪﻯ ﻫﺬﻩ‬
‫ﺍﳌﺆﺳﺴﺔ ﻗﻨﺎﻋ ﹲﺔ ﺗﺎﻣﺔ‪ ،‬ﺑﺄ‪‬ﺎ ﺇﺫﺍ ﱂ ﺗﻔﻬﻢ ﻋﻤﻼﺀﻫﺎ‪ ،‬ﻭﱂ ﺗ ﱠﻄﻠﻊ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﻳﻌﻴﺸﻮﻥ ﻓﻴﻬﺎ‪ ،‬ﻭﺇﺫﺍ ﱂ ﻳ ﱠﻄﻠـﻊ‬
‫ﺧﱪﺍﺅﻫﺎ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﻭﺗﻌﻠﱡﻤﻬﺎ‪ ،‬ﻟﻦ ﺗﺘﻤ ﱠﻜﻦ ﻣﻦ ﻛﺴﺐ ﺍﻟﻌﻤﻼﺀ ﻭﺯﻳﺎﺩﺓ ﺣﺼﺘﻬﺎ ﺍﻟـﺴﻮﻗﻴﺔ‪،‬‬
‫ﻭﺍﻟﻮﻗﻮﻑ ﰲ ﻭﺟﻪ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺸﺪﻳﺪﺓ‪ ،‬ﻭﺳﺘﺘﺮﺍﺟﻊ ﺇﱃ ﺍﻟﻮﺭﺍﺀ‪ .‬ﻭﻗﺪ ﻗﺎﻣﺖ ﻣﺆﺳﺴﺔ "ﺳﺎﻣـﺴﻮﻧﻎ"‬
‫‪‬ﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺑﻌﺪ ﺃﻥ ﺧﺴﺮﺕ ﺟﺰﺀﹰﺍ ﻣﻦ ﺣﺼﺘﻬﺎ ﰲ ﺳﻮﻕ ﺩﻭﻝ ﺍﻟﺒﺎﺳﻔﻴﻚ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪.‬‬
‫)‪(3‬‬

‫‪‬ﺗﻌ ‪‬ﺮﻑ ﺇﺩﺍﺭﺓ)‪ (4‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ﺎ » ﲣﻄﻴﻂ ﻭﺗﻨﻈﻴﻢ ﻭﺗﻮﺟﻴﻪ ﻭﺭﻗﺎﺑﺔ ﺍﻷﻧﺸﻄﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﺧﺘﻴـﺎﺭ‬
‫ﻭﺗﻌﻴﲔ ﻭﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﻭﻣﻜﺎﻓﺄﺓ ﻭﺭﻋﺎﻳﺔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﻢ ﺑﻐﺮﺽ ﺍﻹﺳﻬﺎﻡ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫـﺪﺍﻑ‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ :‬ﺑﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.11‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.31‬‬ ‫)‪(2‬‬

‫‪.Human Resources Management‬‬ ‫)‪(3‬‬

‫ﺍﻹﺩﺍﺭﺓ ﻟﻐ ﹰﺔ ﻫﻲ ﺍﻹﺣﺎﻃﺔ‪ ،‬ﻭﺃﺩﺍﺭ ﺍﻟﺮﺃﻱ ﻭﺍﻷﻣﺮ ﺃﻱ ﺃﺣﺎﻁ ‪‬ﻤﺎ‪ .‬ﻭﺍﻹﺩﺍﺭﺓ ﺍﺻﻄﻼﺣﺎ ﻫﻲ ﻓﻦ ﺍﻟﻘﻴﺎﺩﺓ ﻭﺗﻮﺟﻴﻪ ﺃﻧﺸﻄﺔ ﲨﺎﻋﺔ ﻣﻦ ﺍﻟﻨﺎﺱ‬ ‫)‪(4‬‬

‫ﳓﻮ ﲢﻘﻴﻖ ﻫﺪﻑ ﻣﺸﺘﺮﻙ‪ .‬ﻭﺗ‪‬ﻌ ‪‬ﺮﻑ ﺍﻹﺩﺍﺭﺓ ﺑﺄ‪‬ﺎ ﺇﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺧﻼﻝ ﺍﻵﺧﺮﻳﻦ؛ ‪‬ﺪﻑ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻄﻠﻮﺑﺔ‪،‬‬
‫ﻭﺇﻥ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻫﻲ ﺍﻷﺭﻛﺎﻥ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺍﻧﻈﺮ‪ :‬ﻣﺼﻄﻔﻰ ﺇﺑﺮﺍﻫﻴﻢ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺍﳌﻌﺠﻢ ﺍﻟﻮﺳﻴﻂ‪ ،‬ﺇﺳﻄﻨﺒﻮﻝ‪ ،‬ﺗﺮﻛﻴﺎ‪ ،1960 ،‬ﺹ ‪302‬؛ ﳏﻤﺪ ‪‬ﺠﺖ ﻛـﺸﻚ‪ ،‬ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﻭﺃﺳﺲ ﺇﺩﺍﺭ‪‬ﺎ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﳉﺎﻣﻌﻲ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.4‬‬
‫‪132‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ «)‪ .(1‬ﻭﺗ‪‬ﻌﺮ‪‬ﻑ ﻛﺬﻟﻚ ﺑﺄ‪‬ﺎ‪ » :‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺘﻮﻓﲑ ﻣﺎ ﲢﺘﺎﺟﻪ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ‬
‫ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺗﺪﺭﻳﺒﻬﺎ‪ ،‬ﻭﺗﻄﻮﻳﺮﻫﺎ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﺳﺘﻘﺮﺍﺭﻫﺎ ﻭﺭﻓﻊ ﺭﻭﺣﻬﺎ ﺍﳌﻌﻨﻮﻳﺔ‪ .‬ﻛﻤﺎ ﺗﻘﻮﻡ ﻫـﺬﻩ‬
‫ﺍﻹﺩﺍﺭﺓ ﺃﻳﻀﹰﺎ ﲟﺘﺎﺑﻌﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﱵ ﺷﺎﺭﻛﺖ ﰲ ﺻﻴﺎﻏﺘﻬﺎ ﻭﺍﻋﺘﻤـﺪ‪‬ﺎ ﺍﻹﺩﺍﺭﺓ‬
‫ﺖ ﻵﺧﺮ‪ ،‬ﲟﺎ ﻳﺘﻤﺎﺷـﻰ ﻣـﻊ ﻣـﺼﻠﺤﺔ‬ ‫ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻛﺬﻟﻚ ﺗﻌﻤﻞ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺗﻌﺪﻳﻠﻬﺎ ﻣﻦ ﻭﻗ ٍ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻬﺎ «)‪.(2‬‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ » ﺳﻠﺴﻠﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻼﻗﺎﺕ ﺍﻟﻮﻇﻴﻔﻴـﺔ ﺍﳌﹸـﺆﱢﺛﺮﺓ ﰲ ﻓﻌﺎﻟﻴـﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻬﺎ «)‪.(3‬‬
‫ﻭﻗﺪ ﺃﺧﺬ ﺗﻌﺮﻳﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻌﺪﹰﺍ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﹰﺎ ﻓﻬﻲ‪ » :‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﱵ ﺗﻌـﲏ‬
‫ﺑﺼﻴﺎﻏﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺳﻴﺎﺳﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﺘﻮﺍﹸﻓﻖ ﻣﻊ ﺍﻟﻔﹸﺮﺹ ﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻷﻋﻤـﺎﻝ‬
‫ﻭﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪‬ﺪﻑ ﲢﻘﻴﻖ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ «)‪ .(4‬ﻭﻫـﺬﺍ ﺍﳌﻔﻬـﻮﻡ ﻳ‪‬ـ ِﱪﺯ‬
‫ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘﺎﻟﻴﺔ)‪:(5‬‬
‫‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﻭﺳﺎﺋﻞ ﻟﺮﺑﻂ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻹﺳﻬﺎﻡ ﺍﳌﺒﺎﺷﺮ ﰲ‬
‫ﲢﻘﻴﻖ ﺍﻟﺮﲝﻴﺔ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ؛‬
‫‪ -‬ﺗﻘﻊ ﻣﺴﺆﻭﻟﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻣﺪﻳﺮﻱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻭﺍﳌﺪﺭﺍﺀ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ‪ ،‬ﻭﻣﺪﻳﺮﻱ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﺍﻟﺪﻭﺭ ﺍﳊﻴﻮﻱ ﺍﻟﺬﻱ ﺗﻠﻌﺒﻪ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲢﺪﻳﺪ ﳒﺎﺡ ﺍﳌﺆﺳﺴﺔ ﻭﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﳍﺎ‪.‬‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗ‪‬ﻤﺜﱢﻞ ﺇﺩﺍﺭ ﹰﺓ ﻭﻭﻇﻴﻔ ﹰﺔ ﺃﺳﺎﺳﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﺗﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻻﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ﻓﻴﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﳎﻤﻮﻋ ٍﺔ ﻣـﻦ ﺍﻟـﺴﻴﺎﺳﺎﺕ‬
‫ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍ ﹸﳌﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﺑﺸﻜ ٍﻞ ﻳﺘﻮﺍﻓﻖ ﻫﺪﺍ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻣﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺭﺳـﺎﻟﺘﻬﺎ ﻭﻳ‪‬ـﺴﻬﻢ ﰲ‬
‫ﲢﻘﻴﻘﻬﻤﺎ)‪.(6‬‬

‫ﺳﻌﻴﺪ ﺷﻌﺒﺎﻥ ﺣﺎﻣﺪ‪ ،‬ﲝﺚ ﻣﺮﺟﻌﻲ ﻋﻦ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ ‪ -‬ﺟﺎﻣﻌـﺔ ﺍﻷﺯﻫـﺮ‪ ،‬ﺍﻟﻘـﺎﻫﺮﺓ‪،‬‬ ‫)‪(1‬‬

‫‪ 12‬ﺟﺎﻧﻔﻲ ‪.2007‬‬ ‫‪ ،www.rss.gov.jo ،2006‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬


‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.21‬‬ ‫)‪(2‬‬

‫ﺃﲪﺪ ﻣﺎﻫﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.26‬‬ ‫)‪(3‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ‪.27‬‬ ‫)‪(4‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.27‬‬ ‫)‪(5‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.14‬‬ ‫)‪(6‬‬


‫‪133‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻳ‪‬ﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗ‪‬ﻤﺜﱢﻞ ﺇﺣﺪﻯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳍﺎﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫ﺲ ﺣﺪﻳﺜﺔ ﺑﺄﻛﱪ ﻗﺪ ٍﺭ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴـﺔ‪ .‬ﺃﻭ‬
‫ﺺ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻭﻓﻖ ﻗﻮﺍﻋﺪ ﻭﹸﺃﺳ ٍ‬
‫ﺍﻟﱵ ﲣﺘ ‪‬‬
‫ﺴﺒﲔ ﺇﱃ‬‫ﻫﻲ ﺳﻠﺴﻠ ﹲﺔ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ﺗﻨﻈـﻴﻢ ﺍﻷﺷـﺨﺎﺹ ﺍ ﹸﳌﻨﺘـ ِ‬
‫ﺍﳌﺆﺳﺴﺔ؛ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻗﺼﻰ ﻓﺎﺋﺪ ٍﺓ ﳑﻜﻨﺔ ﻣﻦ ﺃﺩﺍﺀﺍ‪‬ﻢ‪ ،‬ﻭﺍﺳﺘﺨﺮﺍﺝ ﺃﻓﻀﻞ ﻃﺎﻗـﺎ‪‬ﻢ‪ ،‬ﻣـﻦ ﺧـﻼﻝ‬
‫ﻭﻇﺎﺋﻒ ﺍﻟﺘﺨﻄﻴﻂ‪ ،‬ﻭﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ)‪ ،(1‬ﻭﺍﻟﺘﺪﺭﻳﺐ)‪ ،(2‬ﻭﺍﻟﺘﻘﻮﱘ)‪ ،(3‬ﻭﺍﳊـﻮﺍﻓﺰ ﺍﳌﺎﻟﻴـﺔ‬
‫ﻭﺍﳌﻌﻨﻮﻳﺔ‪.‬‬
‫ﻟﺬﺍ ﳝﻜﻦ ﺍﳊﺪﻳﺚ ﺑﺄﻥ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻭﻫﻲ‪:‬‬
‫‪ -‬ﻳﺸ ﱢﻜﻞ ﺍﻟﺒﺸﺮ ﺃﻫﻢ ﺍﻷﺻﻮﻝ ﺇﱃ ﳝﻜﻦ ﺃﻥ ﲤﺘﻠﻜﻬﺎ ﺃﻱ ﻣﺆﺳﺴﺔ؛‬
‫‪ -‬ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻨﺠﺎﺡ ﻋﻨﺪﻣﺎ ﻳﺘ ‪‬ﻢ ﺭﺑﻂ ﺳﻴﺎﺳﺎﺕ ﻭﺇﺟـﺮﺍﺀﺍﺕ ﺍﻷﻓـﺮﺍﺩ ﻣـﻊ ﺃﻫـﺪﺍﻓﻬﺎ‬
‫ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎ‪‬ﺎ؛‬
‫‪ -‬ﳝﻜﻦ ﺃﻥ ﺗﻠﻌﺐ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺩﻭﺭﹰﺍ ‪‬ﻣﺆﱢﺛﺮﹰﺍ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﻤ‪‬ﻴﺰ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻗﻴﺎﺩﺍ‪‬ـﺎ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﻭﲣﺘﻠﻒ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﳌﺪﺭﺍﺀ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﲢﺪﻳﺪ ﻣﻔﻬﻮ ٍﻡ ‪‬ﻣﻮ ‪‬ﺣﺪ ﻭ ‪‬ﻣ‪‬ﺘﻔـ ٍﻖ ﻋﻠﻴـﻪ ﻹﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﻭﺟﻬﺘﺎﻥ ﻟﻠﻨﻈﺮ)‪:(4‬‬
‫ﺃﻭ ﹰﻻ‪ -‬ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ :‬ﻳﺮﻯ ﺑﻌﺾ ﺍﳌﺪﺭﺍﺀ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺎ ﻫﻲ ﺇﻻ ﳎﺮﺩ ﻭﻇﻴﻔ ٍﺔ ﻗﻠﻴﻠﺔ‬
‫ﺍﻷﳘﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻋﻤﺎ ٍﻝ ﺭﻭﺗﻴﻨﻴﺔ ﺗﻨﻔﻴﺬﻳﺔ‪ ،‬ﻣﺜﻞ ﺣﻔﻆ ﻣﻠﻔﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺿﺒﻂ‬
‫ﻆ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻫﺘﻤﺎﻡ ﻫﺆﻻﺀ ﺍﳌﺪﺭﺍﺀ؛ ﺣﻴﺚ‬
‫ﺃﻭﻗﺎﺕ ﺍﳊﻀﻮﺭ‪ ،‬ﻭﺍﻻﻧﺼﺮﺍﻑ ﻭﺍﻹﺟﺎﺯﺍﺕ‪ .‬ﻭﱂ ﲢ ﹶ‬
‫ﻳﺮﻭﻥ ﺃﻥ ﺗﺄﺛﲑﻫﺎ ﺿﺌﻴ ﹲﻞ ﻋﻠﻰ ﳒﺎﺡ ﻭﻛﻔﺎﺀﺓ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺛﺎﻧﻴﹰﺎ‪ -‬ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﳊﺪﻳﺜﺔ‪ :‬ﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻣﻦ ﺍﳌﺪﺭﺍﺀ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﻌﺘﱪ ﻣـﻦ ﺃﻫـﻢ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﻻ ﺗﻘﻞﱡ ﺃﳘﻴ ﹰﺔ ﻋﻦ ﺑﺎﻗﻲ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻛﺎﻟﺘﺴﻮﻳﻖ‪ ،‬ﻭﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﺍﳌﺎﻟﻴـﺔ‪،‬‬
‫ﻷﳘﻴﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻯ ﻭﺗﺄﺛﲑﻩ ﻋﻠﻰ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‪ .‬ﻭﴰﻠﺖ ﺃﻧﺸﻄ ﹰﺔ ﺭﺋﻴﺴﻴﺔ ﻣﻦ ﺃﳘﻬﺎ‪:‬‬
‫ﺗﻮﺻﻴﻒ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺟﺬﺏ ﻭﺍﺳﺘﻘﻄﺎﺏ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻌﻤﻞ‪ ،‬ﺗﺪﺭﻳﺐ‬
‫ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍ ﹸﳌﺘﻌﱢﻠﻖ ﺑﺸﺆﻭﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬

‫‪. Recruitment‬‬ ‫)‪(1‬‬

‫‪.Training‬‬ ‫)‪(2‬‬

‫‪.Evaluation‬‬ ‫)‪(3‬‬

‫ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.15‬‬ ‫)‪(4‬‬
‫‪134‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﻗﺎﻣﺖ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺘﺒ‪‬ﻨﻲ ‪‬ﻣﺪ ‪‬ﺧﻠﲔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻔﻴﺪ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﻣﻦ ﺧﻼﳍﻤﺎ‪ ،‬ﻭﳘﺎ ﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ)‪ .(1‬ﻓﺒﺪ ﹰﻻ ﻣﻦ ﺍﻟﻨﻈـﺮ ﺇﱃ ﺃﻫـﺪﺍﻑ‬
‫ﻀﲔ ‪‬ﻣﻨﻔﺼﹶﻠﲔ‪ ،‬ﻭﺃﻥ ﲢﻘﻴﻖ ﺃﻱ ﻣﻨﻬﻤﺎ ﺳﻴﻜﻮﻥ ﻋﻠﻰ ﺣـﺴﺎﺏ‬ ‫ﺍﳌﺆﺳﺴﺔ ﻭﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺃ‪‬ﻤﺎ ﻧﻘﻴ ‪‬‬
‫ﻼ ﻣﻦ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ ‪‬ﻳﻜ ‪‬ﻤﻼﻥ ﺑﻌـﻀﻬﻤﺎ‬ ‫ﺍﻵﺧﺮ‪ ،‬ﺍﻋﺘ‪‬ﱪ ﻣﺪﺧﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻥ ﻛ ﹰ‬
‫ﺍﻟﺒﻌﺾ ﻭﻻ ﻳﻜﻮﻧﺎ ﻋﻠﻰ ﺣﺴﺎﺏ ﺃﺣﺪﳘﺎ؛ ﻟﺬﻟﻚ ﺃﻇﻬﺮﺕ ﺍﻷﲝﺎﺙ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﻣﻌﺎﻣﻠﺔ ﺍﻷﻓـﺮﺍﺩ‬
‫ﻛﻤﻮﺍﺭﺩ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻋﺘﺒﺎﺭﻫﻢ ﻋﺎﻣﻞ ﺇﻧﺘﺎﺝ‪.‬‬
‫ﻭﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺄﻧﻪ » ﳎﻤﻮﻋﺔ ﺍﻟﺘﺼﺮ‪‬ﻓﺎﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻟﺪﺍﺧﻠﻴﺔ‪،‬‬
‫ﻀﻴﺎﺕ‬ ‫ﺍﻟﱵ ﻳﺴﻌﻰ ﻋﻦ ﻃﺮﻳﻘﻬﺎ ﺍﻟﻔﺮﺩ ﻷﻥ ‪‬ﻳﺤ ﱢﻘﻖ ﻋﻤﻠﻴﺔ ﺍﻷﻗﻠﻤﺔ ﻭﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺕ ﻭﺟـﻮﺩﻩ ﻭ ‪‬ﻣﻘﺘـ ‪‬‬
‫ﺍﻹﻃﺎﺭ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺬﻱ ﻳﻌﻴﺶ ﺩﺍﺧﻠﻪ « )‪ .(2‬ﻭﻣﻦ ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﻣﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -1‬ﺍﻷﻓﺮﺍﺩ ﻫﻢ ﺍﺳﺘﺜﻤﺎ ‪‬ﺭ ﺇﺫﺍ ﹸﺃﺣﺴﻨﺖ ﺇﺩﺍﺭﺗﻪ ﻭﺗﻨﻤﻴﺘﻪ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﺤ ﱢﻘﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﻳﺰﻳﺪ ﺇﻧﺘﺎﺟﻴﺘﻬﺎ؛‬
‫‪ -2‬ﺇﻥ ﺳﻴﺎﺳﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺑﺪ ﺃﻥ ﺗ‪‬ـﺨﹶﻠﻖ ﻹﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻷﻓـﺮﺍﺩ ﺍﻟﻨﻔـﺴﻴﺔ ﻭﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ؛‬
‫ﺠﻊ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻭﺍﺳﺘﻐﻼﻝ ﻣﻬﺎﺭﺍ‪‬ﻢ؛‬ ‫‪ -3‬ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﻻﺑﺪ ﺃﻥ ﹸ‪‬ﻴﺊ ﻭ‪‬ﺗﺸ ‪‬‬
‫‪ -4‬ﺑﺮﺍﻣﺞ ﻭﺳﻴﺎﺳﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺑﺪ ﺃﻥ ﺗ‪‬ـﻨ ﱠﻔﺬ ﺑﻄﺮﻳﻘ ٍﺔ ‪‬ﺗﺮﺍﻋﻲ ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ‬
‫ﻭﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴ ٍﺔ ﺗﻜﺎﻣﻠﻴﺔ ‪‬ﺗﺴﺎ ِﻋﺪ ﻋﻠﻰ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﻟﺘﻮﺍﺯﻥ ﺍﳍﺎﻡ؛‬
‫‪ -5‬ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﺃﻏﻠﺐ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﺑﻌﺪ ﻇﻬﻮﺭ ﻣﻴﺜﺎﻕ ﺣﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﺬﻱ ﺳﺎﻋﺪ ﺍﻟﻌﺎﻣﻠﲔ ﰲ‬
‫)‪(4‬‬
‫ﺕ ﲡ ‪‬ﻤﻌﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﲢـﺎﺩ ﺍﻟﻌﻤـﺎﻝ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺣﻘﻮﻗﻬﻢ ﻭﻭﺍﺟﺒﺎ‪‬ﻢ‪ ،‬ﺑﻞ ﻭﺗﺒ‪‬ﻨﻲ ﺗﻨﻈﻴﻤﺎ ٍ‬
‫ﺴﻒ‪ ،‬ﻫﺬﻩ ﺍﻟﻈﺮﻭﻑ ﺃﺟﱪﺕ ﺍﳌﺆﺳﺴﺎﺕ ﺑﻄﺮﻳﻘ ٍﺔ‬ ‫ﻭﺍﻟﺬﻱ ﺳﺎﻋﺪ ﺍﻟﻌﻤﺎﻝ ﻋﻠﻰ ﺍﻻﺣﺘﺠﺎﺝ ﺿﺪ ﺃﻱ ﺗﻌ ‪‬‬
‫ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﺿﻤﻨﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻔﺮ ٍﺩ ‪‬ﻣﻨِﺘﺞ ﺇﺫﺍ ﺃﹸﺣﺴﻦ ﺍﺣﺘﺮﺍﻣﻪ ﻭﺗﺪﺭﻳﺒﻪ‪ .‬ﻭﻣﻨـﻪ‬
‫ﻓﺈﻥ ﻏﺎﻳﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﲢﻘﻴﻖ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﰲ ﺍﺳﺘﻐﻼﻝ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪.(5‬‬

‫‪ ،www.wikepedia.com‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪.2008/03/13:‬‬ ‫)‪(1‬‬

‫ﻣﲎ ﳏﻤﺪ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺒﻄﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩ‪.‬ﻥ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ‪.139‬‬ ‫)‪(2‬‬

‫‪ ،www.wikepedia.com‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 13 :‬ﻣﺎﺭﺱ ‪.2008‬‬ ‫)‪(3‬‬

‫‪.Labor Union‬‬ ‫)‪(4‬‬

‫ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.91‬‬ ‫)‪(5‬‬
‫‪135‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﻫﺪﺍﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﺗﺴﻌﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﲢﻘﻴﻖ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﳝﻜﻦ ﺇﲨﺎﳍﺎ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(1‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(21‬‬
‫ﺃﻫﺪﺍﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﲢﻘﻴﻖ ﺃﻋﻠﻰ ﻛﻔﺎﺀﺓ‬


‫ﺇﻧﺘﺎﺟﻴﺔ ﳑﻜﻨﺔ‬

‫ﺯﻳﺎﺩﺓ ﺩﺭﺟﺔ‬
‫ﺃﻫﺪﺍﻑ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﻟﻮﻻﺀ ﻭﺍﻻﻧﺘﻤﺎﺀ‬
‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺯﻳﺎﺩﺓ‬
‫ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻟﻌﻨﺼﺮ‬
‫ﺍﻟﺒﺸﺮﻱ‬

‫ﻭﺿﻊ ﻧﻈﺎﻡ ﻣﻮﺿﻮﻋﻲ‬


‫ﻟﻘﻴﺎﺱ ﻭﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺳﻌﻴﺪ ﺷﻌﺒﺎﻥ ﺣﺎﻣﺪ‪ ،‬ﲝﺚ ﻣﺮﺟﻌﻲ ﻋﻦ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻷﺯﻫﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،www.rss.gov.jo ،2006 ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺟﺎﻧﻔﻲ ‪.2007‬‬

‫ﺃ‪ -‬ﲢﻘﻴﻖ ﺃﻋﻠﻰ ﻛﻔﺎﺀ ٍﺓ ﺇﻧﺘﺎﺟﻴﺔ ﳑﻜﻨﺔ‪ :‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﲣﻄﻴﻂ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻛﻤﹰﺎ ﻭﻧﻮﻋﹰﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻌﻠﻤﻴﺔ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﺍﻟﺮﻳﺎﺿـﻴﺔ ﺑـﺼﻔ ٍﺔ‬
‫ﺧﺎﺻﺔ‪.‬‬
‫ﺏ‪ -‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‪ :‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺰﻳـﺎﺩﺓ ﻗﹸـﺪﺭﺓ‬
‫ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺭﻏﺒﺘﻬﻢ ﰲ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺗﻨﻤﻴﺔ ﻗﹸـﺪﺭﺍ‪‬ﻢ ﺑﺎﻟﺘـﺪﺭﻳﺐ‪،‬‬
‫ﻭﺗﻮﻓﲑ ﻣﻨﺎﺥ ﺍﻟﻌﻤﻞ ﺍﳌﻨﺎﺳﺐ ﻣﺎﺩﻳﹰﺎ ﻭﻧﻔﺴﻴﹰﺎ‪.‬‬
‫ﺝ‪ -‬ﺯﻳﺎﺩﺓ ﺩﺭﺟﺔ ﺍﻟﻮﻻﺀ ﻭﺍﻻﻧﺘﻤﺎﺀ‪ :‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﻫﻴﻜ ٍﻞ ﻋﺎﺩﻝ ﻟﻸﺟﻮﺭ ﻭﺍﳊﻮﺍﻓﺰ ﻭﺳﻴﺎﺳﺎ ٍ‬
‫ﺕ‬
‫ﲔ ﻵﺧﺮ‪.‬‬
‫ﻭﺍﺿﺤﺔ ﻟﻠﺘﺮﻗﻴﺔ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﺪﻋﻴﻤﻬﺎ ﻣﻦ ﺣ ٍ‬

‫ﺳﻌﻴﺪ ﺷﻌﺒﺎﻥ ﺣﺎﻣﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(1‬‬


‫‪136‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺩ‪ -‬ﻭﺿﻊ ﻧﻈﺎﻡ ﻣﻮﺿﻮﻋﻲ ﻟﻘﻴﺎﺱ ﻭﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪ :‬ﲝﻴﺚ ﻳﻀﻤﻦ ﺇﻋﻄﺎﺀ ﻛﻞ ﺫﻱ ﺣـ ‪‬ﻖ ﺣﻘﱠـﻪ‪،‬‬
‫ﺳﻮﺍ ًﺀ ﰲ ﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﺃﻭ ﺍﳌﻜﺎﻓﺂﺕ‪ ،‬ﺃﻭ ﺍﻟﻌﻼﻭﺍﺕ ﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ‪ ،‬ﺃﻭ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ‪.‬‬
‫ﻭ‪‬ﺪﻑ ﻛﺬﻟﻚ ﺇﱃ)‪:(1‬‬
‫‪ -1‬ﺃﺩﺍﺀ ﻣﻬﺎﻣﻬﺎ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ‪‬ﻣﻨﺤﺖ ﺻﻼﺣﻴ ﹰﺔ ﻣﺒﺎﺷﺮﺓ ﻟﺘﻨﻔﻴﺬﻫﺎ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ؛‬
‫‪ -2‬ﻣﺸﺎﺭﻛﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺿﻤﺎﻥ ﺃﻥ ﻳﺘﻮﱠﻓﺮ ﻟﻠﻤﺆﺳﺴﺔ ‪‬ﻣﻮ ﱠﻇﻔﻮﻥ ﺃﻛ ﱠﻔﺎﺀ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺘﻨﺎﻓﺴﻴﺔ؛‬
‫‪ -‬ﺿﻤﺎﻥ ﻛﻮﻥ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻳﻔﻬﻤﻮﻥ ﻭ‪‬ﻳﻨ ﱢﻔﺬﻭﻥ ﺍﻟﺘﺰﺍﻣﺎ‪‬ﻢ ﲡﺎﻩ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﺿﻤﺎﻥ ﺣﻘﻴﻘﺔ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻘﻮﻡ ﺑﺘﻨﻔﻴﺬ ﺍﻟﺘﺰﺍﻣﺎ‪‬ﺎ ﻭﻣﺴﺆﻭﻟﻴﺎ‪‬ﺎ ﲡﺎﻩ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﺑﺼﻮﺭ ٍﺓ ﺻﺤﻴﺤﺔ‪ ،‬ﻭﺗﻮﻓﲑ‬
‫ﻇﺮﻭﻑ ﻋﻤ ٍﻞ ﻣﻼﺋﻤﺔ ﳍﻢ ﻛﻠﻤﺎ ﻛﺎﻥ ﺫﻟﻚ ﳑﻜﻨﹰﺎ؛‬
‫‪ -‬ﺍﺗ‪‬ﺒﺎﻉ ﺍﳌﻘﺎﻳﻴﺲ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻷﺧﻼﻗﻴﺔ ﰲ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ؛ ﳑﺎ ‪‬ﻳﻌﻄﻲ ﻟﻠﻤﺆﺳﺴﺔ ﲰﻌـ ﹰﺔ‬
‫ﻃ‪‬ﻴﺒﺔ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ؛‬
‫‪ -‬ﻭﺿﻊ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﺩﻟﺔ ﺍﻟﱵ ﲢ ﹸﻜﻢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -3‬ﺍﻟﺘﻨﺴﻴﻖ ﺍﻟﻜﺎﻣﻞ ﻣﻊ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﳌﺆﺳﺴﺔ ﻟﺘﺤﻘﻴﻖ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﻮﺿﻴﺢ ﻛﺎﻓﺔ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺘﻬﺠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﻭﺿﻊ ﺍﳊﻠﻮﻝ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻜﺎﻓﺔ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻌﻤﺎﻟﻴﺔ؛‬
‫‪ -‬ﺇﺑﺪﺍﺀ ﺍﻟﻨﺼﺢ ﻭﺍﻹﺭﺷﺎﺩ ﳌﺪﺭﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺄﻋﻤـﺎﳍﻢ ﻭﺍ ﱢﻃﻼﻋﻬـﻢ ﻋﻠـﻰ ﻛﺎﻓـﺔ‬
‫ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻟﱵ ﳍﺎ ﺗﺄﺛ‪‬ﻴﺮ ﻋﻠﻰ ﺃﻧﺸﻄﺔ ﺇﺩﺍﺭﺍ‪‬ﻢ ﺍﻟﻌﻤﺎﻟﻴﺔ؛‬
‫‪ -‬ﺣﺚ ﻣﺪﺭﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﻋﻠﻰ ﺍﺗ‪‬ﺒﺎﻉ ‪‬ﻧﻈﻢ ﺍﻟﺴﻼﻣﺔ ﺍﻟﻼﺯﻣﺔ ﳊﻤﺎﻳﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﳑﺘﻠﻜﺎ‪‬ﻢ‪.‬‬
‫ﻭﻳﺘ‪‬ﻀﺢ ﳑﺎ ﺳﺒﻖ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗ‪‬ﻤﺜﱢﻞ ﺇﺣﺪﻯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳍﺎﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ‬
‫ﺗﻌﻤﻞ ﻭﲡﺘﻬﺪ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻯ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﻟﺘﻜﺎ ‪‬ﻣﻞ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻫﻨﺎﻙ ﺗﻜﺎﻣ ﹲﻞ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﻓﻬـﻲ ﻟﻴـﺴﺖ ﺇﻻ‬
‫ﺇﺩﺍﺭ ﹰﺓ ‪‬ﻣﺴﺎ ِﻋﺪﺓ ﻟﻺﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ؛ ﺣﻴﺚ ‪‬ﺗﺴﺎﻋﺪﻫﺎ ﻋﻠﻰ ﺗﺪﺑﲑ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺘﺮﻗﻴـﺔ‬
‫ﻭﺍﻟﻨﻘﻞ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪.‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.29-28‬‬ ‫)‪(1‬‬


‫‪137‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(22‬‬


‫ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﻜﺎﻣﻞ‬

‫ﺗﺼﻤﻴﻢ ﻭﲢﻠﻴﻞ‬
‫ﺍﻟﻌﻤﻞ‬ ‫ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ‬
‫ﺻﻴﺎﻧﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﻌﻮﻳﻀﺎﺕ‬

‫ﺍﻻﺳﺘﻘﻄﺎﺏ‬

‫ﺗﻘﻴﻴﻢ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‬
‫ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻻﺧﺘﻴﺎﺭ‬
‫ﻭﺍﻟﺘﻌﻴﲔ‬ ‫ﺗﻘﻴﻴﻢ‬
‫ﺍﻷﺩﺍﺀ‬

‫ﺗﻮﻓﲑ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺗﺸﻜﻴﻞ ﻗﻮﺓ ﻭﻓﺮﻳﻖ ﻋﻤﻞ ﻣﺆﻫﻞ ﻣﺪﺭﺏ ﳏﻔﺰ ﺑﺸﻜﻞ ﺟﻴﺪ ﻗﺎﺩﺭ ﻋﻠﻰ ﺇﳒﺎﺯ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.23‬‬

‫‪‬ﻳﺒ‪‬ﻴﻦ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ ﺃﻥ ﻫﻨﺎﻙ ﺃﻳﻀﹰﺎ ﺗﻜﺎﻣ ﹲﻞ ﺑﲔ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻬﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬
‫ﻣﺜﻞ ﺍﻟﺘﻜﺎ ‪‬ﻣﻞ ﺑﲔ ﺃﻧﺸﻄﺔ ﺍﻟﺘﻮﺻﻴﻒ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻻﺳـﺘﻘﻄﺎﺏ‪ ،‬ﻭﺍﻻﺧﺘﻴـﺎﺭ‪،‬‬
‫ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﻗﻴﺎﺱ ﺍﻟﻜﻔﺎﺀﺓ‪.‬‬
‫‪138‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﺑﻌﺪ ﺗﻌﺮﻳﻔﻨﺎ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺴﺎﺑﻖ ﺳﻨﺘﻨﺎﻭﻝ ﺗﻄـ ‪‬ﻮﺭ ﻫـﺬﻩ ﺍﻹﺩﺍﺭﺓ؛ ﻷﻥ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺸﻜﻠﻬﺎ ﺍﳊﺪﻳﺚ ﻟﻴﺴﺖ ﻭﻟﻴﺪﺓ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﺇﳕﺎ ﻫﻲ ﻧﺘﻴﺠ ﹲﺔ ﻟﻌﺪ ٍﺩ ﻣﻦ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﱵ ﻳﺮﺟـﻊ‬
‫ﻋﻬﺪﻫﺎ ﺇﱃ ﺑﺪﺍﻳﺔ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ)‪(1‬ﰲ ﺃﻭﺭﺑﺎ؛ ﻓﻘﺒﻞ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﺷﻲ ٌﺀ ‪‬ﻳﺪﻋﻰ ﺑﺎﳌﺼﻨﻊ ﺃﻭ‬
‫ﺍﻹﺩﺍﺭﺓ)‪ ،(2‬ﺗﻠﻚ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﱵ ﺳﺎﳘﺖ ﰲ ﺇﻇﻬﺎﺭ ﺍﳊﺎﺟﺔ ﺇﱃ ﻭﺟﻮﺩ ﺇﺩﺍﺭﺓ ﻣﻮﺍﺭﺩ ﺑـﺸﺮﻳﺔ ﻣ‪‬ﺘﺨﺼ‪‬ـﺼﺔ‬
‫ﺴﺮ ﺍﻻﻫﺘﻤﺎﻡ ﺍ ﹸﳌﺘﺰﺍِﻳﺪ ﺑﺈﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺏ ﻋﺪﻳﺪﺓ ‪‬ﺗﻔ ‪‬‬
‫ﺗﺮﻋﻰ ﺷﺆﻭﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻓﻬﻨﺎﻙ ﺃﺳﺒﺎ ‪‬‬
‫ﻉ ﻣﻦ ﻓﺮﻭﻉ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻷﺳﺒﺎﺏ‪:‬‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻛﻮﻇﻴﻔ ٍﺔ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ﻭﻛﻔﺮ ٍ‬
‫‪ -1‬ﺍﻟﺘﻮﺳ‪‬ﻊ ﻭﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺼﻨﺎﻋﻲ ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺪﻳﺚ‪ ،‬ﺳﺎﻋﺪ ﻋﻠﻰ ﻇﻬﻮﺭ ﺍﻟﺘﻨﻈﻴﻤﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ؛‬
‫ﺣﻴﺚ ﺑﺪﺃﺕ ﺍﳌﺸﺎﻛﻞ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺍﳊﺎﺟﺔ ﻹﺩﺍﺭ ٍﺓ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ﺗﺮﻋـﻰ‬
‫ﻭﲢﻞﱡ ﻣﺸﻜﻼﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -2‬ﺍﻟﺘﻮﺳ‪‬ﻊ ﺍﻟﻜﺒﲑ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﹸﻓﺮﺹ ﺍﻟﺜﻘﺎﻓﺔ ﺃﻣﺎﻡ ﺍﻟﻌﺎﻣﻠﲔ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻟﻮﻋﻲ ﻧﺘﻴﺠـﺔ ﺍﺭﺗﻔـﺎﻉ‬
‫ﺼﺼﲔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬ ‫ﻣﺴﺘﻮﺍﻫﻢ ﺍﻟﺜﻘﺎﰲ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ؛ ﳑﺎ ﺃﺩﻯ ﻟﻠﺤﺎﺟﺔ ﺇﱃ ﻭﺟﻮﺩ ‪‬ﻣﺘﺨ ‪‬‬
‫ﻭﻭﺳﺎﺋﻞ ﺣﺪﻳﺜﺔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﻟﻨﻮﻋﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪ -3‬ﺯﻳﺎﺩﺓ ﺍﻟﺘﺪ ‪‬ﺧﻞ ﺍﳊﻜﻮﻣﻲ ﰲ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﻟﻌﻤﺎﻝ ﻭ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﺑﺈﺻﺪﺍﺭ ﻗﻮﺍﻧﲔ ﻭﺗـﺸﺮﻳﻌﺎﺕ‬
‫ﻋﻤﺎﻟﻴﺔ‪ ،‬ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﺇﺩﺍﺭ ٍﺓ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ‪‬ﺗﺤﺎِﻓﻆ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﻧﲔ ﻟﺘﺠ‪‬ﻨﺐ ﻭﻗـﻮﻉ‬
‫ﺕ ﻣﻊ ﺍﳊﻜﻮﻣﺔ‪.‬‬ ‫ﺍﳌﺆﺳﺴﺔ ﰲ ﻣﺸﻜﻼ ٍ‬
‫‪ -4‬ﻇﻬﻮﺭ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﺍﻟﱵ ‪‬ﺗﺪﺍﻓﻊ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺗﻄﻠﱠـﺐ ﺍﻷﻣـﺮ ﺿـﺮﻭﺭﺓ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﻼﻗﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺃﳘﻴﺔ ﻭﺟﻮﺩ ﺇﺩﺍﺭ ٍﺓ ﻣ‪‬ﺘﺨﺼ‪‬ـﺼﺔ ﳋﻠـﻖ‬
‫ﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ‪.‬‬
‫ﻭﺃﻫﻢ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﺭﳜﻴﺔ ﺍﻟﱵ ﻣ ‪‬ﺮﺕ ‪‬ﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ‪‬ﻣﻨﺘﺼﻒ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﺣﱴ‬
‫ﺍﻵﻥ ﻫﻲ‪:‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ‪ :‬ﻋﻨﺪ ﻗﻴﺎﻡ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﰲ ‪‬ﻣﻨﺘﺼﻒ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﻭﻋﻘﻮﺩ ﺍﻟﺰﻣﻦ ﺍﻟـﺴﺘﺔ ﺍﻟـﱵ‬
‫ﺕﰲ‬ ‫ﺗﻠﺘﻬﺎ‪ ،‬ﱂ ﻳﻜﻦ ﺁﻧﺬﺍﻙ ﺷﻲ ٌﺀ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﻳﺪﻋﻰ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻟﻜﻦ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺻﻴﺤﺎ ‪‬‬
‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ ‪‬ﺗﻨﺎﺩﻱ ﺑﻀﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺸﺆﻭﻥ ﺍﻟﻌﻤﺎﻝ ﰲ ﺍﳌﺼﺎﻧﻊ‪ ،‬ﻭﲢـﺴﲔ ﺃﻣـﻮﺭﻫﻢ ﺍﳌﻌﻴـﺸﻴﺔ‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.42‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.42‬‬ ‫)‪(2‬‬


‫‪139‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﻟﺼﺤﻴﺔ)‪ .(1‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻛﺎﻧﺖ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﲟﺜﺎﺑـﺔ ﺍﻟﺒﺪﺍﻳـﺔ ﻟﻜـﺜ ٍﲑ ﻣـﻦ‬
‫ﺍﳌﺸﻜﻼﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ؛ ﺣﻴﺚ‪:‬‬
‫‪ -1‬ﺍﻟﻨﻈﺮﺓ ﺇﱃ ﺍﻟﻌﺎﻣﻞ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺳﻠﻌ ﹰﺔ ‪‬ﺗﺒﺎﻉ ﻭ‪‬ﺗﺸﺘﺮﻯ ﺑﻌﺪ ﺃﻥ ﺍﻋﺘﻤﺪﺕ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺍﻵﻟـﺔ ﺃﻛﺜـﺮ ﻣـﻦ‬
‫ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻞ؛‬
‫‪ -2‬ﻧﺸﺄﺓ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﺍ ﹸﳌﺘﻜ ‪‬ﺮﺭﺓ ﺍﻟﱵ ﻻ ﲢﺘﺎﺝ ﺇﱃ ﻣﻬﺎﺭ ٍﺓ ﺑﺴﺒﺐ ﻧﻈﺎﻡ ﺍﳌﺼﻨﻊ ﺍﻟﻜﺒﲑ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﻓﺈﻥ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺣ ﱠﻘﻘﺖ ﺯﻳﺎﺩ ﹰﺓ ﻫﺎﺋﻠﺔ ﰲ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﺴﻠﻊ‪.‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﻇﻬﻮﺭ ﺣﺮﻛﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﻣﻦ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﱵ ﺳﺎﳘﺖ ﰲ ﻇﻬﻮﺭ ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺍﻧﺘـﺸﺎﺭ ﺣﺮﻛـﺔ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﺑﻘﻴﺎﺩﺓ ﻓﺮﻳﺪﺭﻳﻚ ﺗﺎﻳﻠﻮﺭ)‪ (2‬ﺍﻟﺬﻱ ﺗﻮ ‪‬‬
‫ﺻﻞ ﺇﱃ ﺍﻷﺳﺲ ﺍﻷﺭﺑﻌﺔ ﻟﻺﺩﺍﺭﺓ ﻭﻫﻲ‪:‬‬
‫‪ -1‬ﺗﻄﻮﻳﺮ ﺣﻘﻴﻘﻲ ﰲ ﺍﻹﺩﺍﺭﺓ‪ :‬ﻭ‪‬ﻳﻘﺼﺪ ﺗﺎﻳﻠﻮﺭ ﺑﺬﻟﻚ ﺍﺳﺘﺒﺪﺍﻝ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺃﻭ ﻃﺮﻳﻘﺔ ﺍﳋﻄﺄ‬
‫ﻭﺍﻟﺼﻮﺍﺏ ﰲ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍ ُﻷﺳﺲ ﺍﳌﻨﻄﻘﻴﺔ ﻭﺍﳌﻼﺣﻈﺔ ﺍﳌﺆﺳﺴﺔ‪،‬‬
‫ﻭﺗﻘﺴﻴﻢ ﺃﻭ ‪‬ﺟﻪ ﺍﻟﻨﺸﺎﻁ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﺑﺎﻟﻮﻇﻴﻔﺔ‪ ،‬ﰒ ﺗﺒﺴﻴﻂ ﻭﺍﺧﺘﺼﺎﺭ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻄﻠﻮﺑﺔ ﺍﻋﺘﻤﺎﺩﹰﺍ ﻋﻠﻰ ﺃﻋﻠﻰ‬
‫ﺪﻣﺔ‪ » .‬ﻓﻔﻲ ﺑﺪﺍﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺃﺩﺧﻞ ‪MEYER BLOOMFIELD‬‬ ‫ﺍﳌﻮﺍﺩ ﻭﺍﳌﻌﺪﺍﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬‬
‫ﺕ ﺻﻨﺎﻋﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻣﺼﻠﺤ ﹰﺔ ﺧﺎﺻﺔ ﺗﺴﻤﻰ ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ)‪ ،(3‬ﻭﺍﻟﱵ ‪‬ﺘ ‪‬ﻢ ﻓﻘﻂ ﺑﺎﻟﻌﻼﻗﺎﺕ ﻣﻊ‬ ‫ﰲ ﻣﺆﺳﺴﺎ ٍ‬
‫ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭ‪‬ﺬﺍ ﺩﺧﻠﺖ ﺇﺩﺍﺭﺓ ﻭﻧﻈﺎﻡ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ «)‪.(4‬‬
‫‪ -2‬ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻌﺎﻣﻠﲔ‪ :‬ﻭﻳﻌﺘﱪﻩ ﺗﺎﻳﻠﻮﺭ ﺍﻷﺳﺎﺱ ﰲ ﳒﺎﺡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﺒﻌﺪ ﺃﻥ ﺗﺘﺄﻛﺪ‬
‫ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻗﹸﺪﺭﺍ‪‬ﻢ ﻭﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺤﻤﻞ ﻋﺐﺀ ﺍﻟﻮﻇﻴﻔﺔ‪ -‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ‪.‬‬
‫‪ -3‬ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻌﻠﻴﻤﻬﻢ‪ :‬ﺣﻴﺚ ﻳﺆﻛﺪ ﺗﺎﻳﻠﻮﺭ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﻟـﻦ ﻳﻨـﺘﺞ‬
‫ﺑﺎﻟﻄﺎﻗﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻨﻪ ﺇﻻ ﺑﻌﺪ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻪ ﺍﺳﺘﻌﺪﺍﺩ ﻟﻠﻌﻤﻞ‪ ،‬ﻭﺗﺪﺭﻳﺐ ﻣﻨﺎﺳﺐ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻭﻫﻮ ﺃﻣﺮ‬
‫ﺟﻮﻫﺮﻱ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻄﻠﻮﺏ ﻣﻦ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.42‬‬ ‫)‪(1‬‬

‫‪ :(1915-1856) :(Frederick‬ﻣﻬﻨﺪ ‪‬‬


‫ﺱ ﻭﺍﻗﺘﺼﺎﺩﻱ ﺃﻣﺮﻳﻜﻲ‪ ،‬ﺻﺎﺣﺐ ﻧﻈﺮﻳﺔ ﺍﻟﺘﻨﻈـﻴﻢ‬ ‫ﺗﺎﻳﻠﻮﺭ )‪Winslow Taylor‬‬ ‫ﻓﺮﻳﺪﺭﻳﻚ‬ ‫)‪(2‬‬

‫ﺍﻟﻌﻠﻤﻲ ﻟﻠﻌﻤﻞ‪ .‬ﻃ ‪‬ﻮﺭ ﻧﻈﺮﻳﺘﻪ )ﺍﻟﺘﺎﻳﻠﻮﺭﻳﺔ( ﻣﻦ ﺧﻼﻝ ﺍﳌﺮﺟﻊ ﺍﻟﺬﻱ ﺃﱠﻟﻔﻪ ﺳﻨﺔ ‪ 1912‬ﺑﻌﻨﻮﺍﻥ "ﻣﺒﺎﺩﺉ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺼﺎﻧﻊ"‪.‬‬
‫‪.PERSONNEL ADMINISTRATION‬‬ ‫)‪(3‬‬

‫ﻧﺎﺻﺮ ﺩﺍﺩﻱ ﻋﺪﻭﻥ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﺩﺍﺭ ﺍﶈﻤﺪﻳﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،2004 ،‬ﺹ ‪.11‬‬ ‫)‪(4‬‬
‫‪140‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -4‬ﺍﻟﺘﻌﺎﻭﻥ ﺍﳊﻘﻴﻘﻲ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺣﻴﺚ ﻳﺆﻛﺪ ﺗﺎﻳﻠﻮﺭ ﺍﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺍﻟﺘﻮﻓﻴـﻖ ﺑـﲔ‬
‫ﺭﻏﺒﺔ ﺍﻟﻌﺎﻣﻞ ﰲ ﺯﻳﺎﺩﺓ ﺃﺟﺮﻩ ﻭﺑﲔ ﺭﻏﺒﺔ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ ﰲ ﲣﻔﻴﺾ ﺗﻜﻠﻔﺔ ﺍﻟﻌﻤﻞ ﻭﺫﻟـﻚ ﺑﺰﻳـﺎﺩﺓ‬
‫ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﺎﻣﻞ ﺑﺄﻥ ﻳﺸﺎﺭﻙ ﰲ ﺍﻟﺪﺧﻞ ﺍﻟﺰﺍﺋﺪ ﻻﺭﺗﻔﺎﻉ ﻣﻌﺪﻝ ﺇﻧﺘﺎﺟﻴﺘﻪ‪.‬‬
‫•ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﳕﻮ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ‪:‬‬
‫ﳒﺪ ﺃﻳﻀﹰﺎ ﺗﺰﺍ‪‬ﻳﺪ ﺩﻭﺭ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺗﺪﺧﻞ ﺍﳊﻜﻮﻣﺔ ﰲ ﺗﻨﻈﻴﻢ ﺍﻟﻌﻤﻞ ﺧﺎﺻﺔ ﻣـﻊ ﺍﻟﺘﻄـﻮ‪‬ﺭﺍﺕ ﺍﻟـﱵ‬
‫ﺷﻬﺪ‪‬ﺎ ﺍﳉﻮﺍﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ ﻟﻠﻌﻤﺎﻝ‪ ،‬ﻭﺗﺪ ‪‬ﺧﻞ ﺍﻟﻨﻘﺎﺑﺔ ﻭﺍﻟﺪﻭﻟﺔ ﰲ ﺍﻟﺘﺄﺛﲑ ﰲ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﺑﺸﻜ ٍﻞ‬
‫ﻛﺒﲑ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﺘﺸﺮﻳﻌﺎﺕ‪ ،‬ﺳﻮﺍ ًﺀ ﺍﳍﻴﺌﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺒﻠﺪﺍﻥ ﺃﻭ ﺍﳌﺴﺘﻮﻯ ﺍﳉﻬﻮﻱ‬
‫ﺴﻖ ﻣﻊ ﺑـﺎﻗﻲ ﺍﳍﻴﺌـﺎﺕ ﺍﶈﱢﻠﻴـﺔ‬ ‫ﻭﺍﻟﺪﻭﱄ ﻟﺒﻌﺾ ﺍﳍﻴﺌﺎﺕ‪ ،‬ﻣﺜﻞ ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ)‪ (1‬ﺍﻟﱵ ﺗ‪‬ﺘﺼﻞ ﻭ‪‬ﺗﻨ ‪‬‬
‫ﻭﺍﳉﻬﻮﻳﺔ ﻟﻠﻌﻤﻞ‪ » .‬ﺇﻥ ﻇﻬﻮﺭ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﻭﻫﻴﺌﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﱵ ﺗﺪﺍﻓﻊ ﻋﻦ ﺍﻟﻌـﺎﻣﻠﲔ‪،‬‬
‫ﺃﺩﻯ ﺇﱃ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﻼﻗﺎﺕ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﻭﻣﻦ ﰒ ﻛﺎﻧﺖ ﺃﳘﻴـﺔ ﻭﺟـﻮﺩ ﺇﺩﺍﺭﺓ‬
‫ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ﳋﻠﻖ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻟﻔﻌﺎﻝ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﻭﺇﻋﺪﺍﺩ ﺳﻴﺎﺳﺎﺕ ﺟﻴـﺪﺓ ﻟﻠﻌﻼﻗـﺎﺕ‬
‫ﺍﻟﺼﻨﺎﻋﻴﺔ «)‪ .(2‬ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﺍﳉﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﻳﻘﻮﻡ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﻮﻓـﺎﻕ ﺑـﲔ ﺍﳌﺆﺳـﺴﺔ‬
‫ﻭﺍﻟﻨﻘﺎﺑﺔ‪ ،‬ﻟﻘﺪ ﺃﺻﺒﺢ ﻫﺬﺍ ﺍﻻﲡﺎﻩ ﺍﳉﺪﻳﺪ ﺟﺰﺀﺍ ﻣﻦ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺫﻟﻚ ﻷﻥ‬
‫ﺭﺿﺎ ﺍﻟﻨﻘﺎﺑﺔ ﻳﻌﲏ ﺭﺿﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﻬﺬﺍ ﺍﻟﺮﺿﺎ ﳜﻔﻒ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺼﺮﺍﻉ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ)‪.(3‬‬
‫•ﺍﳌﺮﺣﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ‪ :‬ﺑﺪﺍﻳﺔ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ‪:‬‬
‫» ﻗﺒﻞ ﺳﻨﺔ ‪ 1914‬ﱂ ﺗﻜﻦ ﻭﻇﻴﻔﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﺎ ﻫﻲ ﺍﻵﻥ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻛﺎﻥ ‪‬ﻳﺪﻳﺮﻫﺎ ﺃﺭﺑﺎﺏ ﺍﻟﻌﻤﻞ ﺃﻧﻔﺴﻬﻢ‪ .‬ﺇﻥ ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﺃ ‪‬ﺩﺕ ﺇﱃ ﻇﻬﻮﺭ ﻭﺑﺮﻭﺯ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻼ ﻭﻣﺮﺗﺒﻄـﹰﺎ‬‫ﻉ ﻋﻠﻤﻲ ﻣﺴﺘﻘﻞ‪ ،‬ﻳﻌﻮﺩ ﺇﱃ ﺍﻧﺘﻬﺎﺀ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻭﻛﺎﻥ ﺫﻟﻚ ﻣﺘﺪﺍﺧ ﹰ‬ ‫ﻛﻔﺮ ٍ‬
‫ﺑﺘﺤ ‪‬ﻮﻻﺕ ﺍﳉﻬﺎﺯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﺘﻠﻚ ﺍﳌﺮﺣﻠﺔ «)‪. (4‬‬
‫ﻟﻘﺪ ﺃﻇﻬﺮﺕ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﺟﺪﻳﺪﺓ ﻻﺧﺘﻴﺎﺭ ﺍﳌـﻮﻇﻔﲔ ﻗﺒـﻞ‬
‫ﺡ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺗﻔﺎﺩﻳﹰﺎ ﻷﺳﺒﺎﺏ ﻓﺸﻠﻬﻢ ﺑﻌﺪ ﺗﻮﻇﻴﻔﻬﻢ‪ .‬ﻭﻣﻊ ﺗﻄ ‪‬ﻮﺭ‬‫ﺗﻌﻴﻴﻨﻬﻢ ﻣﺜﻞ )ﺃﻟﻔﺎ ﻭﺑﻴﺘﺎ( ﻭ ﹸﻃﺒ‪‬ﻘﺖ ﺑﻨﺠﺎ ٍ‬
‫ﺼﺼﲔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﺍﻟﻈﻬـﻮﺭ ﰲ‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ ﺑﺪﺃ ﺑﻌﺾ ﺍ ﹸﳌﺘﺨ ‪‬‬

‫‪.World Labor Organization‬‬ ‫)‪(1‬‬

‫ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ‪ ،‬ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣـﺼﺮ‪،2002 ،‬‬ ‫)‪(2‬‬

‫ﺹ ‪.21‬‬
‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.82‬‬ ‫)‪(3‬‬
‫‪(4) Geneviève Lacono, Gestion des ressources humaines, Casbah éditions, Algérie, 2004, P16.‬‬
‫‪141‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﺆﺳﺴﺎﺕ ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺍﻟﺘﻮﻇﻴﻒ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻷﻣﻦ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﻭﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﻫﺆﻻﺀ‬
‫ﻃﻼﺋﻊ ﺃﻭﱃ ﺳﺎﻋﺪﺕ ﰲ ﺗﻜﻮﻳﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﻔﻬﻮﻣﻬﺎ ﺍﳊﺪﻳﺚ‪ .‬ﻭﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤـﺎﻡ ﺑﺎﻟﺮﻋﺎﻳـﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻌﻤﺎﻝ ﻣﻦ ﺇﻧﺸﺎﺀ ﻣﺮﺍﻛﺰ ﻟﻠﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﺳﻜﺎﻥ؛ ﻭﻳ‪‬ﻤﺜﱢﻞ ﺇﻧﺸﺎﺀ ﻫﺬﻩ ﺍﳌﺮﺍﻛﺰ ﺑﺪﺍﻳـﺔ‬
‫ﻇﻬﻮﺭ ﺃﻗﺴﺎﻡ ﺷﺌﻮﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻗﺘﺼﺮ ﻋﻤﻠﻪ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻛﺎﻥ ﻣﻌﻈﻢ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺄﻗـﺴﺎﻡ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﳌﻬﺘﻤﲔ ﺑﺎﻟﻨﻮﺍﺣﻲ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻌﺎﻣﻞ‪.‬‬
‫ﻭﻗﺪ ﻛﺎﻥ ﺃﻭﻝ ﻇﻬﻮﺭ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺁﻧﺬﺍﻙ ﰲ ﻣﺆﺳﺴﺔ ﻓـﻮﺭﺩ‬
‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﻟﺼﻨﺎﻋﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ ﰲ ﺳﻨﺔ ‪ 1914‬ﲢﺖ ﻣﺴﻤﻰ "ﺇﺩﺍﺭﺓ ﺍﻻﺳﺘﺨﺪﺍﻡ "‪ ،‬ﻓﻤﻊ ﺗﻮﺳـﻊ ﺣﺠـﻢ‬
‫ﺍﻷﻋﻤﺎﻝ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺃﻋﺪﺍﺩ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻌﻤﺎﻝ ﺍﻟﺬﻳﻦ ﳛﺘﺎﺟﻮﻥ ﻟﻌﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﻭﺗﻌﻴﲔ ﻭﺗﺄﻫﻴـﻞ ﻭﲢﺪﻳـﺪ‬
‫ﺭﻭﺍﺗﺒﻬﻢ ﻭﺃﺟﻮﺭﻫﻢ‪...‬ﺍﱁ‪ ،‬ﻭﺟﺪ ﻓﻮﺭﺩ)‪ (1‬ﺑﺄﻥ ﻫﻨﺎﻙ ﺿﺮﻭﺭﺓ ﻣﻠﺤﺔ ﻹﺣﺪﺍﺙ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ)‪.(2‬‬
‫ﰒ ﺃﻧﺸﺌﺖ ﺃﻗﺴﺎﻡ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻭﺃﻋﺪ ﺃﻭﻝ ﺑﺮﻧﺎﻣ ٍﺞ ﺗﺪﺭﻳﱯ ﳌﺪﻳﺮﻱ ﻫﺬﻩ ﺍﻷﻗـﺴﺎﻡ ﻋـﺎﻡ‬
‫‪ ،1915‬ﻭﻗﺎﻣﺖ ‪ 12‬ﻛﻠﻴﺔ ﺑﺘﻘﺪﱘ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺎﻡ ‪ 1919‬ﻭﻋﺎﻡ ‪ 1920‬ﺃﻧﺸﺌﺖ‬
‫ﺍﻟﻜﺜﲑ ﻣﻦ ﺇﺩﺍﺭﺍﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻜﺒﲑﺓ ﻭﺍﻷﺟﻬﺰﺓ ﺍﳊﻜﻮﻣﻴﺔ‪.‬‬
‫•ﺍﳌﺮﺣﻠﺔ ﺍﳋﺎﻣﺴﺔ‪ :‬ﻣﺎﺑﲔ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﻭﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﺷﻬﺪﺕ ‪‬ﺎﻳﺔ ﺍﻟﻌﺸﺮﻳﻨﺎﺕ ﻭﺑﺪﺍﻳﺔ ﺍﻟﺜﻼﺛﻴﻨﺎﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺮﻥ ﺗﻄﻮﺭﺍﺕ ﰲ ﳎﺎﻝ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ؛‬
‫ﺣﻴﺚ ﺃﺟﺮﻳﺖ ﲡﺎﺭﺏ ﻫﻮﺛﻮﺭﻥ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺘﻮﻥ ﻣﺎﻳﻮ)‪ ،(3‬ﻭﺃﻗﻨﻌﺖ ﺍﻟﻜﺜﲑﻳﻦ ﺑﺄﳘﻴﺔ ﺭﺿﺎﺀ ﺍﻟﻌـﺎﻣﻠﲔ ﻋـﻦ‬
‫ﻋﻤﻠﻬﻢ ﻭﺗﻮﻓﲑ ﺍﻟﻈﺮﻭﻑ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻌﻤﻞ‪ » .‬ﻭﻇﻴﻔﺔ ﻧﻈﺎﻡ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻪ ﺟﺰﺀ ﻛﺒﲑ ﰲ ﺇﺛﺒﺎﺕ ﻫﻮﻳـﺔ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﲢﺪﻳﺪ ﻣﻬﺎﻡ ﻛﻞ ﻃﺮﻑ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺩﻓﻊ ﺍﻷﻓﺮﺍﺩ ﺇﱃ ﺍﻹﻧﺘﺎﺟﻴﺔ «)‪، (4‬‬
‫•ﺍﳌﺮﺣﻠﺔ ﺍﻟﺴﺎﺩﺳﺔ‪ :‬ﻣﺎ ﺑﻌﺪ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺣﱴ ﺳﻨﻮﺍﺕ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ‪:‬‬
‫ﻣﻊ ﺍﻧﻄﻼﻕ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻛﺎﻧﺖ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺑﻨﺴﺒ ٍﺔ ﻛﺒﲑﺓ ﰲ ﺍﳌﺼﺎﻧﻊ ﺍﻷﻭﺭﻭﺑﻴﺔ‬
‫ﺧﺎﺻﺔ‪ ،‬ﻟﺮﻓﻊ ﺍﻹﻧﺘﺎﺝ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﳊﺮﺏ ﻭﻛﺬﻟﻚ ﰲ ﳎﺎﻝ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﻐﺬﺍﺋﻴﺔ ﻭﺍﻟﻔﻼﺣﻴﺔ‪ ،‬ﻭﻫﺬﺍ ﻟﺘﻮﻓﲑ‬
‫ﺴﺖ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﻨﺴﻮﻳﺔ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ ﺍﳊﺮﺏ ﻭﺗﻐﻄﻴﺘﻬﺎ ﺑﻜﻞ ﺍﻟﻠﻮﺍﺯﻡ ﺍﻟﻀﺮﻭﺭﻳﺔ‪ » ،‬ﻭﻗﺪ ﻣ ‪‬‬
‫ﻏﲑ ﺍﳌﺘﻜﻮﻧﺔ ﺧﺎﺻﺔ‪ ،‬ﻓﻔﺮﺽ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﶈﺘﺎﺟﺔ ﺇﱃ ﻣﺼﻠﺤﺔ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ‪ ،‬ﺗﻘﺪﻡ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻺﺩﺍﺭﺓ ﰲ‬

‫ﻫﻨﺮﻱ ﻓﻮﺭﺩ )‪ ،(1947-1863‬ﺃﺑﻮ ﺻﻨﺎﻋﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭ ‪‬ﻣﺆ ‪‬ﺳﺲ "ﻓﻮﺭﺩ" ﻟﺼﻨﺎﻋﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ‪.‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.43‬‬ ‫)‪(2‬‬

‫‪ :(1880-1949) Mayo Elton‬ﻋﺎﱂ ﺍﺟﺘﻤﺎﻋﻲ ﻭﻧﻔﺴﺎﱐ ﺃﻣﺮﻳﻜﻲ‪ ،‬ﺩ ‪‬ﺭﺱ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺍﻫﺘ ‪‬ﻢ ﺧﺎﺻ ﹰﺔ ﺑﺄﺛﺮ‬ ‫)‪(3‬‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ ﻭﺍﶈﻴﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﻠﻌﺎﻣﻞ ﻋﻠﻰ ﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬


‫‪(4) Jacqueline Barraud et autres, La Fonction ressources humaines, Dunod éditions, Paris, 2004, P32‬‬
‫‪142‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺗﺴﻴﲑ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﻭﺇﻋﻄﺎﺋﻬﻢ ﻗﺪﺭﺍ ﻣﻦ ﺍﻟﺘﻜﻮﻳﻦ ﻷﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻄﻠﻮﺑﺔ«)‪ .(1‬ﻭﰲ ﻫﺬﻩ ﺍﻟﻔﺘـﺮﺓ‬
‫ﺭﻛﺰﺕ ﺍﻟﻌﻨﺎﻳﺔ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﺬﻱ ﻫﻮ ﳏﻮﺭ ﺍﻹﻧﺘﺎﺝ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺃﻭﺟﺒﺖ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺈﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ)‪.(2‬‬
‫• ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻛﺬﻟﻚ ﺍ‪‬ﺗﺴﻊ ﻧﻄﺎﻕ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﺗﻘﻮﻡ ‪‬ﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﺣﻴـﺚ ﴰﻠـﺖ‬
‫ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻭﺿﻊ ﺑﺮﺍﻣﺞ ﻟﺘﺤﻔﻴﺰﻫﻢ ﻭﺗﺮﺷﻴﺪ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﻟﻴﺲ ﻓﻘﻂ ﺣﻔـﻆ‬
‫ﻣﻠﻔﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺿﺒﻂ ﺣﻀﻮﺭﻫﻢ ﻭﺍﻧﺼﺮﺍﻓﻬﻢ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪.‬‬
‫• ﻣﺎ ﺯﺍﻟﺖ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﺮ ﱢﻛﺰ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻟﻌﻼﻗـﺎﺕ ﺍﻹﻧـﺴﺎﻧﻴﺔ)‪،(3‬‬
‫ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﻟﻌﻠﻢ ﺍﻟﻨﻔﺲ ﻭﺍﻷﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺎ؛ ﻭﻛﺎﻥ ﻧﺘﻴﺠﺔ ﺫﻟﻚ ﺗﺰﺍ‪‬ﻳﺪ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﻣﺼﻄﻠﺢ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ؛ ﺣﻴﺚ ﺃﻧﻪ ﺃﻛﺜﺮ ﴰﻮ ﹰﻻ ﻷﻧﻪ ﻳﻀﻊ ﰲ ﺍﻋﺘﺒﺎﺭﻩ ﲨﻴﻊ ﺍﳉﻮﺍﻧﺐ ﺍﳋﺎﺻﺔ ﺑﺒﻴﺌـﺔ‬
‫ﻭﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻌﺎﻣﻞ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺳﻠﻮﻛﻪ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻣﺎ ﻫـﻲ ﺇﻻ‬
‫ﳎﺮﺩ ﺃﺩﺍ ٍﺓ ‪‬ﻣﺴﺎﻋﺪﺓ ﻟﻺﺩﺍﺭﺓ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺩﻭﺍﻓﻊ ﺍﻟﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﱐ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺃﺛﺮ ﺍﻟﻌﻮﺍﻣﻞ ﻋﻠﻰ ﻫﺬﺍ‬
‫ﺍﻟﺴﻠﻮﻙ‪ ،‬ﻭ‪‬ﺗﻀﻴﻒ ﻧﻮﻋﹰﺎ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﻳ‪‬ﺴﺘﻔﺎﺩ ﻣﻨﻬﺎ ﰲ ﳎﺎﻻﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺜﻞ‬
‫ﺳﻴﺎﺳﺔ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺘﻨﻈﻴﻤﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ‪.‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺴﺎﺑﻌﺔ‪ :‬ﻣﺎ ﺑﻌﺪ ﺳﻨﻮﺍﺕ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﺣﱴ ﺃﻭﺍﺧﺮ ﺍﻟﺘﺴﻌﻴﻨﻴﺎﺕ‪.‬‬
‫ﺑﺮﺯﺕ ‪‬ﺟﺬﻭﺭ ﺣﻘﻞ ﺩﺭﺍﺳﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ .‬ﻓﻤﻨـﺬ ﺑﺪﺍﻳـﺔ‬
‫ﺍﻟﺴﺒﻌﻴﻨﻴﺎﺕ ﺑﺮﺯ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﺒﺪﻳ ٍﻞ ﻹﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﲢ ‪‬ﻮﻝ ﺍﻻﻫﺘﻤـﺎﻡ ﲟﺤﺘـﻮﻯ ﺇﺩﺍﺭﺓ‬
‫ﺍﻷﻓﺮﺍﺩ ﲟﻔﻬﻮﻣﻬﺎ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺍﻟﺬﻱ ‪‬ﻳﺮ ﱢﻛﺰ ﺍﻻﻫﺘﻤﺎﻡ ﻋﻠﻰ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﳌﻜﺎﻓﺂﺕ‪ .‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺕ ﺗﺘﻌﱠﻠﻖ ﺑﺈﺩﺍﺭﺓ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ)‪ ،(4‬ﺗﺼﻤﻴﻢ ﻫﻴﺎﻛﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﲢﻠﻴﻞ‬‫ﺍﻟﺒﺸﺮﻳﺔ ﻣﻔﻬﻮ ‪‬ﻡ ﺣﺪﻳﺚ ﻳﻬﺘ ‪‬ﻢ ﲟﻮﺿﻮﻋﺎ ٍ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﺗﺰﻭﻳﺪ ﺍﳌﺆﺳﺴﺔ ﲟﺠﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﻟﻘﺪ ﺗﻮﱠﻟﺪ ﺍﻋﺘﻘﺎ ‪‬ﺩ ﺑﺄﻥ ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﺗﻔﺘﻘﺮ ﻟﻠﺪﻭﺭ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻷﺩﺍﺋﻬﺎ ﺃﺩﻭﺍﺭﹰﺍ ﺫﺍﺕ ﻃﺎﺑ ٍﻊ ﺇﺩﺍﺭﻱ‪ .‬ﻭﲢ ‪‬ﻮﻝ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺑﺈﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﱵ ‪‬ﺘ ‪‬ﻢ ﺑﺎﻷﻣﻮﺭ ﺍﻹﺟﺮﺍﺋﻴﺔ ﰲ ﺗﺴﻴﲑ ﺷﺌﻮﻥ ﺍﻟﻌﺎﻣﻠﲔ ﳌﻔﻬـﻮ ٍﻡ ﺃﻛﺜـﺮ‬

‫ﻧﺎﺻﺮ ﺩﺍﺩﻱ ﻋﺪﻭﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،2004 ،‬ﺹ ‪.13‬‬ ‫)‪(1‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.24‬‬ ‫)‪(2‬‬

‫ﻭﻫﻲ ﻧﻈﺮﻳ ﹲﺔ ﺗ‪‬ﻨﺎﺩﻱ ﺑﻀﺮﻭﺭﻳﺔ ﺗﻔﻬ‪‬ﻢ ﻭﺗﺪﺍﺭ‪‬ﺱ ﻃﺒﺎﺋﻊ ﻭﺗﺼﺮ‪‬ﻓﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﻴﻮﳍﻢ ﻭﺭﻏﺒﺎ‪‬ﻢ؛ ﳋﻠﻖ ﺗﻌﺎﻭ ٍﻥ ﻣ‪‬ﺸﺘﺮﻙ ﺑﻴﻨﻬﻢ ﻭﺑﲔ ﺍﻹﺩﺍﺭﺓ؛‬ ‫)‪(3‬‬

‫ﻑ ﻣﺸﺘﺮﻛﺔ‪ .‬ﺍﻧﻈﺮ‪ :‬ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.177‬‬ ‫ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍ ٍ‬
‫ﺿﺢ ﻟﻸﻓﺮﺍﺩ ﻣﺎﺫﺍ ﻳﻔﻌﻠﻮﻥ ﻭﻛﻴﻒ ؟ ﻣﺎ ﻫﻮ ﺍﳌﻘﺒﻮﻝ ؟ ﻭﻣﺎ‬ ‫ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﻭﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﻭﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ ‪‬ﺗﻮ ‪‬‬ ‫)‪(4‬‬

‫ﻫﻮ ﺍﻟﺼﺤﻴﺢ ؟‬
‫‪143‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺣﺪﺍﺛﺔ ﻭﴰﻮ ﹰﻻ ﻳﻬﺘ ‪‬ﻢ ﺑﺎﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻯ‪ .‬ﻭﻟﺘﻔﺎﺩﻱ ﺗﻠﻚ ﺍﳌﺸﻜﻠﺔ ﻛﺎﻥ ﻻﺑـﺪ ﺃﻥ ﺗ‪‬ـﺸﺎﺭﻙ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﻔﺎﻋﻠﻴﺔ ﺃﻛﱪ ﰲ ﺍﻷﻣﻮﺭ ﺫﺍﺕ ﺍﻟﻄﺎﺑﻊ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ)‪.(1‬‬
‫ﻭﺑﻪ ﺃﺻﺒﺢ ﺃﻣﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﺷﺮﺍﻙ ﺍﻟﻌﻤﺎﻝ ﲟﺨﺘﻠـﻒ ﻣﻨﺎﺻـﺒﻬﻢ ﰲ ﺍﳍـﺮﻡ‬
‫ﺍﻹﺩﺍﺭﻱ ﺃﻭ ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﻭﰲ ﺃﻏﻠﺐ ﺍﻷﻋﻤﺎﻝ ﺇﱃ ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ)‪ (2‬ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟـﱵ‬
‫ﺗﻘﻮﻡ ‪‬ﺎ ﺍﻹﺩﺍﺭﺓ‪ » ،‬ﻭﰲ ﻇﻞ ﺍﻟﺘﻄﻮ‪‬ﺭ ﰲ ﺍﻟﺘﻮ ‪‬ﺟﻬﺎﺕ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﱂ ﺗ ‪‬ﻌ ‪‬ﺪ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺗﻠﻚ‬
‫ﺼﺼﻴﺔ ﺍﻻﺳﺘﺸﺎﺭﻳﺔ‪ ،‬ﺑﻞ ﺇ‪‬ﺎ ﺃﺻﺒﺤﺖ ﺟﺰﺀﹰﺍ ﻣﻦ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺑﻞ ﻫﻲ ﺟﺰ ٌﺀ ﻣـﻦ‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺨ ‪‬‬
‫ﺃﻧﺸﻄﺔ ﻭﻭﻇﺎﺋﻒ ﻣﺪﻳﺮﻳﺔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ «)‪.(3‬‬
‫ﺇﻥ ﺍﻫﺘﻤﺎﻡ ﺍﻹﺩﺍﺭﺓ ﰲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﺑﻘﻀﺎﻳﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﻌ‪‬ﺒﺮ ﻋﻦ ﳏﺎﻭﻟ ٍﺔ ﻹﳚﺎﺩ ﺍﻟﺘـﻮﺍﺯﻥ ﺑـﲔ‬
‫ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﺃﻫﺪﺍﻑ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺑﲔ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻌﺎﺋﺪ ﰲ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ‪.‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻣﻨﺔ ‪:‬ﺑﻌﺪ ﻬﻧﺎﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻭ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪‬ﺗﻌ ‪‬ﺮﻑ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ﺎ » ﺍﻻﺳﺘﺜﻤﺎﺭ ﺍ ﹸﳌﻨ ﱠﻈﻢ ﻭﺍﳌﺪﺭﻭﺱ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ‪‬ـﺪﻑ‬
‫ﲢﻘﻴﻖ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺿﻤﺎﻥ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﺍ ﹸﳌﺆ ‪‬ﻫﻼﺕ ﰲ ﺍﳌﺆﺳـﺴﺔ «)‪ .(4‬ﻛﻤـﺎ‬
‫ﺗﺴﺘﻌﻤﻞ ﺍﳌﺆﺳﺴﺔ ﻣﺎ ﻳ‪‬ﻄﻠﹶﻖ ﻋﻠﻴﻪ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﹸﺒﺎﺩِﺭﺓ)‪ (5‬ﻭﻫﻲ » ﺍﻹﺩﺍﺭﺓ ﺍﳌﺴﺘﺠﻴﺒﺔ ﳊﺎﺟـﺎﺕ‬
‫ﻭﺭﻏﺒﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﻛﺬﻟﻚ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ «)‪.(6‬‬
‫ﻟﻘﺪ ﺗﺮ‪‬ﺗﺐ ﻋﻠﻰ ﺍﻟﻨﻈﺮ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﺼﺪ ٍﺭ ﻟﻠﻤﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺑﺮﻭﺯ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ)‪ ،(7‬ﺍﻟﺬﻱ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺄﻧﻪ ﺭﺑﻂ ﺗﺴﻴﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻷﻫﺪﺍﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﳑﺎ ﻳﻌـﲏ‬
‫ﻚ ﺍﺳـﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺳـﻮﺍ ًﺀ ﻣـﻦ ﺧـﻼﻝ ﺻـﻴﺎﻏﺔ‬ ‫ﺿﺮﻭﺭﺓ ﻗﺒﻮﻝ ﻭﻇﻴﻔﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﺷﺮﻳ ‪‬‬

‫‪ ،http://faculty.ksu.edu.sa/salotaibi/DocLib/%‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻣﺎﺭﺱ ‪.2008‬‬ ‫)‪(1‬‬

‫‪.Strategic Objectives‬‬ ‫)‪(2‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.27‬‬ ‫)‪(3‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.341‬‬ ‫)‪(4‬‬

‫‪.Human Resources Management Initiative‬‬ ‫)‪(5‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.340‬‬ ‫)‪(6‬‬

‫‪. Human Resources Management Strategic‬‬ ‫)‪(7‬‬


‫‪144‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﺃﻭ ﺿﻤﻦ ﳐﺘﻠﻒ ﺃﻧﺸﻄﺔ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻛﺎﻻﺳـﺘﻘﻄﺎﺏ‪،‬‬
‫ﻭﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ)‪.(1‬‬
‫ﻭﺑﺸﻜ ٍﻞ ﻋﺎﻡ ﻛﺎﻧﺖ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺪﻑ ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ)‪:(2‬‬
‫‪ -‬ﺗﻮﻓﲑ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﺸﺮﻳﺔ ﺫﺍﺕ ﺍﳌﻬﺎﺭﺓ ﻭﺍﻟﻮﻻﺀ‪ ،‬ﻭﺍﻻﺣﺘﻔﺎﻅ ‪‬ﻢ ﰲ ﺧﺪﻣﺔ‬
‫ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﻭﻓﻌﺎﻟﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﺑﺘﻮﻓﲑ ﹸﻓﺮﺹ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮﺓ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﺍﻟﻨ‪‬ﻈﻢ ﺍ ﹸﳌﺆ ‪‬ﺩﻳﺔ ﺇﱃ ﺍﻟﺒﺤﺚ ﺍﻟ ﹸﻜﻒﺀ ﻋﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻨﺎﺳﺒﲔ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭ‪‬ﻧﻈﻢ ﺍﻻﺧﺘﻴﺎﺭ‬
‫ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭ‪‬ﻧﻈﻢ ﲢﺪﻳﺪ ﺍﻟﺮﻭﺍﺗﺐ ﻭﺍﳌﻜﺎﻓﺂﺕ‪ ،‬ﻭ‪‬ﻧﻈﻢ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ‪‬ﻧﻈﻢ ﻭﺁﻟﻴﺎﺕ ﺭﻋﺎﻳﺔ ﺍﻷﻓﺮﺍﺩ ﻭﺇﺩﻣﺎﺟﻬﻢ ﰲ ﻧﺴﻴﺞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﺃﻋﻀﺎ ًﺀ ﰲ ﺃﺳﺮﺓ ﻭﻣﻦ‬
‫ﺃﺻﺤﺎﺏ ﺍﳌﺼﻠﺤﺔ ﻓﻴﻬﺎ؛‬
‫‪ -‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ‪‬ﺳﺒﻞ ﺗﻌﺎﻭﻥ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻊ ﻓﺮﻳﻖ ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﻮﺛﻴﻖ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻨﻬﻢ؛ ﻣﻦ ﺃﺟﻞ‬
‫ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﺫﻟﻚ ﻳﺘ ‪‬ﻢ ﲢﻘﻴﻖ ﺍﳌﺼﺎﱀ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭﻓﺮﻳﻖ‬
‫ﺍﻹﺩﺍﺭﺓ؛‬
‫‪ -‬ﺍﻟﺴﻌﻲ ﺇﱃ ﺗﻨﻤﻴﺔ ﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﻓﻴﻤﺎ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﺃﻧﻔﺴﻬﻢ ﻭﺑﺚ ﺭﻭﺡ ﺍﻟﻔﺮﻳﻖ؛‬
‫‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺣ ﱢﻞ ﻣﺸﻜﻼﺕ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﳏﺎﻭﻟﺔ ﺇﺯﺍﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻨﺎﺷﺌﺔ ﻋﻦ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﻴﻨﻬﻢ‪ ،‬ﻣﻦ‬
‫ﺣﻴﺚ ﺍﻟﻨﻮﻉ‪ ،‬ﺍﻟﺴﻦ‪ ،‬ﺍﳉﻨﺴﻴﺔ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬
‫ﺕ ﻣﻦ ﺍﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮ‬
‫ﻭﻟﻜﻦ ﺗﻠﻚ ﺍﻟﻈﺮﻭﻑ ﱂ ﺗ ‪‬ﺪﻡ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﺤﻮ؛ ﻓﻘﺪ ﺃﺻﺎﺑﺖ ﺍﻟﻌﺎﱂ ﻛﻠﻪ ﺣﺎﻻ ‪‬‬
‫ﺻﻞ ﻭﺍﻟﻌﻨﻴﻒ ﺫﺍﺕ ﺍﻟﺘﺄﺛﲑ ﺍﳌﺒﺎﺷﺮ ﻋﻠﻰ ﻫﻴﻜﻠﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻗﹸﺪﺭﺍ‪‬ﺎ ﲨﻴﻌﹰﺎ‪ .‬ﻭﻟﻌﻞ ﺃﺑﺮﺯ ﺗﻠﻚ‬ ‫ﻭﺍﳌﺘﻮﺍ ِ‬
‫ﺍﻟﺘﻐﻴﲑﺍﺕ ﻣﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -‬ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻧﺘﺸﺎﺭ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ‪ ،‬ﺧﺎﺻ ﹰﺔ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﺍﻟﱵ ﻳﺘﻄﻠﱠﺐ‬
‫ﺍﺳﺘﻴﻌﺎ‪‬ﺑﻬﺎ ﻭﺗﻄﺒﻴ ﹸﻘﻬﺎ ﺑﻜﻔﺎﺀ ٍﺓ ‪‬ﺗﻮﱢﻓﺮ ﻧﻮﻋﻴﺎﺕ ﺧﺎﺻﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺟﺎﺭﻱ ﺩﻳﺴﻠﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺗﺮﲨﺔ ﳏﻤﺪ ﺳﻴﺪ ﺃﲪﺪ ﻋﺒﺪ ﺍﳌﺘﻌﺎﻝ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،2003 ،‬ﺹ ‪.56‬‬ ‫)‪(1‬‬

‫» ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﺍﻹﺳـﺘﺮﺍﺗﻴﺠﻴﺔ «‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985 ،‬ﺗـﺎﺭﻳﺦ‬ ‫)‪(2‬‬

‫‪.2008‬‬ ‫ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ‬


‫ﻧﻔﺴﻪ‪.‬‬ ‫ﺍﳌﺮﺟﻊ‬ ‫)‪(3‬‬
‫‪145‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺗﺴﺎ ‪‬ﺭﻉ ﻋﻤﻠﻴﺎﺕ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺤﺪﻳﺚ ﰲ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ ﺍﺳﺘﺜﻤﺎﺭﹰﺍ ﻟﻠﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺍ ﹸﳌﺘﺰﺍِﻳﺪ ﺑﺘﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻭﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ‪ ،‬ﻭﺇﺗﺎﺣﺔ ﺍﻟﻔﹸﺮﺹ ﺃﻣﺎﻣﻬﻢ ﻟﻠﻤﺴﺎﳘﺔ ﺑﺄﻓﻜﺎﺭﻫﻢ‬
‫ﻭﺍﺑﺘﻜﺎﺭﺍ‪‬ﻢ؛ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ)‪ (1‬ﻟﻠﻤﺆﺳﺴﺎﺕ‪.‬‬
‫ﳉﺪﺩ ﺍﻟﺬﻳﻦ ﳚﺪﻭﻥ ﹸﻓﺮﺹ‬ ‫‪ -‬ﺍﺷﺘﺪﺍﺩ ﺍﳌﻨﺎﻓﺴﺔ ﻭﺍﺷﺘﻌﺎﳍﺎ ﺑﲔ ﺍ ﹸﳌﻨِﺘﺠﲔ ﺍﻟﻘﺎﺋﻤﲔ ﻭﻏﲑﻫﻢ ﻣﻦ ﺍ ﹸﳌﻨِﺘﺠﲔ ﺍ ﹸ‬
‫ﺴﺮ ﹰﺓ ﻧﺘﻴﺠﺔ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍ‪‬ﺗﺴﺎﻉ ﺍﻷﺳﻮﺍﻕ ﻭﺗﻨﺎﻣﻲ ﺍﻟﻄﻠﺐ؛ ﺍﻷﻣﺮ‬ ‫ﺍﻟﺪﺧﻮﻝ ﰲ ﺍ‪‬ﺎﻝ ﺍﻹﻧﺘﺎﺟﻲ ‪‬ﻣﻴ ‪‬‬
‫ﺼﲔ ﰲ ﳎﺎﻻﺕ ﺍﻟﺒﻴﻊ ﻭﺍﻟﺘﺴﻮﻳﻖ‬ ‫ﺕ ﺟﺪﻳﺪﺓ ﻭ ‪‬ﻣﺘﻤ‪‬ﻴﺰﺓ ﻣﻦ ﺍ ﹸﳌﺨﺘ ‪‬‬ ‫ﺍﻟﺬﻱ ﺧﻠﻖ ﻃﻠﺒﹰﺎ ﻣﺘﺰﺍﻳﺪﹰﺍ ﻋﻠﻰ ﻧﻮﻋﻴﺎ ٍ‬
‫ﻭﺍﻟﺘﺮﻭﻳﺞ؛ ﳌﻮﺍﺟﻬﺔ ﺗﻠﻚ ﺍﳍﺠﻤﺎﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﻌﻤﻼﺀ ﻭﺻﻴﺎﻧﺘﻬﺎ‪.‬‬
‫‪ -‬ﻇﺎﻫﺮﺓ ﺍﻟﻌﻮﳌﺔ ﻭﺍﻧﻔﺘﺎﺡ ﺍﻷﺳﻮﺍﻕ ﺍﻟﻌﺎﳌﻴﺔ ﺃﻣﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻣﻊ ﺗﻄﺒﻴﻖ ﺍﺗﻔﺎﻗﻴﺎﺕ ﺍﳉﺎﺕ‪ ،‬ﻭﻇﻬﻮﺭ‬
‫ﻣﺆﺳﺴﺔ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﲢﺮﻳﺮ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺇﺯﺍﻟﺔ ﺍﻟﻌﻮﺍﺋﻖ ﺍﳉﻤﺮﻛﻴﺔ ﻭﻏﲑ‬
‫ﺍﳉﻤﺮﻛﻴﺔ ﺃﻣﺎﻡ ﺣﺮﻛﺔ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﰲ ﺍﻟﺴﻠﻊ ﺃﻭ ﺍﳋﺪﻣﺎﺕ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺃﻭﺟﺪ ﺍﺣﺘﻴﺎﺟﹰﺎ‬
‫ﻣﺘﺰﺍﻳﺪﹰﺍ ﻟﻨﻮﻋﻴ ٍﺔ ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺘﻔ ‪‬ﻬﻢ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺗﺴﺘﻮﻋﺐ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﶈﻠﻴﺔ ﰲ‬
‫ﻼ ﻋﻦ ﺇﺟﺎﺩﺓ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬ ‫ﺍﻷﺳﻮﺍﻕ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺑﺪﺃﺕ ﺍﳌﺆﺳﺴﺎﺕ ﺗ‪‬ﺘﺠﻪ ﺇﻟﻴﻬﺎ ﺑﻘﻮﺓ‪ ،‬ﻓﻀ ﹰ‬
‫ﺥ ﳐﺘﻠﻒ ﻭ ‪‬ﻣﺘﻐ‪‬ﻴﺮ ﲝﺴﺐ ﺍﳌﻮﻗﻊ ﺍﻟﺬﻱ ‪‬ﻳﻌﻬﺪ ﺇﻟﻴﻬﺎ ﺑﺎﻟﻌﻤﻞ ﻓﻴﻪ‪.‬‬ ‫ﻭﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﰲ ﻣﻨﺎ ٍ‬
‫ﺼﺼﲔ ﰲ ﻓﺮﻭﻉ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻘﻨﻴﺔ‬ ‫‪ -‬ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﻄ ‪‬ﻮﺭ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺒﺸﺮ ﺫﻭﻱ ﺍﳌﻌﺮﻓﺔ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﺍﳉﺪﻳﺪﺓ ﻭﺍ ﹸﳌﺘﺠ ‪‬ﺪﺩﺓ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﺃﺻﺒﺤﺖ ﺍﳌﺆﺳﺴﺎﺕ ﺗﺴﻌﻰ ﺇﻟﻴﻬﻢ ﻷﳘﻴﺘﻬﻢ ﰲ ﺗﺸﻐﻴﻞ ﺗﻠﻚ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫ﻭﺻﻴﺎﻧﺘﻬﺎ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫ﺗﻠﻚ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﻛﺎﻧﺖ ﺍﻟﺴﺒﺐ ﺍﻷﻫﻢ ﰲ ﺗﻐ‪‬ﻴﺮ ﻧﻈﺮﺓ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺇﱃ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺑﺪﺍﻳﺔ ﺍﻟﺘﺤ ‪‬ﻮﻝ ﳓﻮ ﺍﻋﺘﺒﺎﺭﻫﺎ ﺍﳌﺼﺪﺭ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻘﹸﺪﺭﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻭﺃﻛﺜﺮ ﺍﻷﺻﻮﻝ ﺃﳘﻴ ﹰﺔ‬
‫ﻭﺧﻄﻮﺭ ﹰﺓ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺑﺬﻟﻚ ﺑﺪﺃﺕ ﺍﻹﺩﺍﺭﺓ ﺍﳌﻌﺎﺻﺮﺓ ﺗﺒﺤﺚ ﻋﻦ ﻣﻔﺎﻫﻴﻢ ﻭﺃﺳﺎﻟﻴﺐ ﺟﺪﻳﺪﺓ ﻹﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺃﳘﻴﺘﻬﺎ ﻭﺣﻴﻮﻳﺔ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ‪ ،‬ﻭﻣﻦ ﰒ ﺑﺪﺃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻘﻀﻴﺔ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬

‫‪.Competitive Capabilities‬‬ ‫)‪(1‬‬


‫‪146‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺿﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻋﻨﺎﺻﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬


‫ﻭ‪‬ﻳﻮ ‪‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(23‬‬
‫ﻋﻨﺎﺻﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﻧﻈﺎﻡ ﺍﳌﻮﺍﺭﺩ‬


‫ﺍﻟﺒﺸﺮﻳﺔ ﻭﲢﺪﻳﺪ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ‬
‫ﻻﺳﺘﺜﻤﺎﺭﻫﺎ ﻭﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ‬ ‫‪ -1‬ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴـﻞ ﺍﻟﻌﻮﺍﻣـﻞ‬
‫ﺍﳌﻄﻠﻮﺏ ﻣﻌﺎﳉﺘﻬﺎ‪.‬‬ ‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﶈﻴﻄﺔ ﺑﺎﳌﺆﺳﺴﺔ‬
‫‪‬ﺪﻑ ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﺹ‬
‫ﺍﳌﺘﺎﺣــﺔ ﻭﺍﻟﺘﻬﺪﻳــﺪﺍﺕ‬
‫‪ -3‬ﺻـــﻴﺎﻏﺔ ﺍﻟﺒـــﺪﺍﺋﻞ‬
‫ﺍﶈﺘﻤﻠﺔ‪.‬‬
‫ﺍﻹﺳــﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳋﺎﺻــﺔ‬
‫ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻟﺘﻨﻔﻴـﺬ‬ ‫‪ -5‬ﻣﺮﺍﻗﺒﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬
‫ﺇﺳــﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳــﺴﺔ‪.‬‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻘﻴﻴﻢ‬
‫ﻣﺪﻯ ﲢﻘﱡﻖ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬
‫‪ -4‬ﻭﺿﻊ ﺍﳋﻄﻂ ﺍﻟﻮﻇﻴﻔﻴﺔ‬
‫ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻟﱪﺍﻣﺞ‬
‫ﺍﳋﺎﺻــﺔ ﺑــﺎﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﺎﺋﺪﺓ ﺳﻴﺪ ﺧﻄﺎﺏ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﺇﻋﺎﺩﺓ ﺍﳍﻴﻜﻠﺔ‪:‬‬
‫ﺍﻻﻧﺪﻣﺎﺝ‪ -‬ﻣﺸﺎﺭﻛﺔ ﺍﳌﺨﺎﻃﺮ‪ ،‬ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻜﱪﻯ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻁ‪ ،1990 ،2‬ﺹ ‪.8‬‬

‫ﻭﺗﻨﻄﻠﻖ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺑﺎﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﻋﺘﻘﺎ ٍﺩ ﻋﻠﻤﻲ ﺳﻠﻴﻢ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻟﺪﻳـﻪ‬
‫ﻼ ﰲ ﻣﻮﺍﻗﻊ ﺍﻟﻌﻤﻞ ﺍﳌﺨﺘﻠﻔـﺔ‪،‬‬‫ﺕ ﻭﻗﹸﺪﺭﺍﺕ ﺫﻫﻨﻴﺔ ﺗﻔﻮﻕ ﻛﺜﲑﹰﺍ ﻣﺎ ﻳﺘ ‪‬ﻢ ﺍﺳﺘﻐﻼﻟﻪ ﺃﻭ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺑﻪ ﻓﻌ ﹰ‬
‫ﻃﺎﻗﺎ ‪‬‬
‫ﻭﺇﻥ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﻟﻘﺼﻮﻯ ﻣﻦ ﺗﻠﻚ ﺍﻟﻘﻮﺓ ﺍﻟﺬﻫﻨﻴﺔ ﻫﻲ ﺍﳌﺼﺪﺭ ﺍﳊﻘﻴﻘﻲ ﻟﺘﻤ‪‬ﻴﺰ ﺍﳌﺆﺳﺴﺎﺕ ﻭﹸﻗﺪﺭ‪‬ﺎ ﻋﻠـﻰ‬
‫ﺕ ﺑﺎﻫﺮﺓ ﻏﲑ ﺗﻘﻠﻴﺪﻳﺔ)‪ .(1‬ﻭﻟﺬﻟﻚ ﳒﺪ ﺃﻥ ﺍﶈﻮﺭ ﺍﻷﺳﺎﺳﻲ ﰲ ﻓﻜﺮ ﺍﻹﺩﺍﺭﺓ ﺍﳉﺪﻳﺪﺓ ﻫﻮ ﺇﻋﻄﺎﺀ‬ ‫ﲢﻘﻴﻖ ﺇﳒﺎﺯﺍ ٍ‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.42‬‬ ‫)‪(1‬‬
‫‪147‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﹸﺮﺻﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺎ؛ ﺣﱴ ﺗﺘﻤ ﱠﻜﻦ ﻣﻦ ﲢﻮﻳﻞ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﺇﱃ ﻣﻔﻬـﻮﻡ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻦ ﺟﻌﻞ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ ﲤﺘﺎﺯ ﺑﺈﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﻌﺎﻟﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺇﻥ ﺍﳊﻘﻴﻘﺔ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ‪‬ﻳﺮ ﱢﻛﺰ ﻋﻠﻴﻬﺎ ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ ﺍﳌﻌﺎﺻﺮ ﺃﻥ ﻫﺬﺍ ﺍﳉﻬﺪ ﺍﻟﺒﺸﺮﻱ ﻻ ﳝﻜـﻦ ﺃﻥ‬
‫ﻳﺼﻞ ﺇﱃ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺫﺍﺕ ﻗﻴﻤﺔ ﲟﺠﺮﺩ ﺃﻥ ﻳﺘﻮﺍﻓﺮ‪ ،‬ﺑﻞ ﻻﺑﺪ ﻣﻦ ﺍﻟﺘﺨﻄـﻴﻂ‪ ،‬ﻭﺍﻹﻋـﺪﺍﺩ‪ ،‬ﻭﺍﻟﺘﻮﺟﻴـﻪ‪،‬‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺴﺘﻤﺮﺓ‪ ،‬ﰲ ﺇﻃﺎﺭ ﻧﻈﺎ ٍﻡ ‪‬ﻣﺘﻄ ‪‬ﻮﺭ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﺘﻨﺎ ‪‬ﺳﻖ ﻣﻊ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻭﻇﺎﺋﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﺗﺘﻀﻤ‪‬ﻦ ﻭﻇﺎﺋﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻧﺸﻄﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﺟﺬﺏ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻼﺋﻤﺔ ﻟﻠﺘﻘـ ‪‬ﺪﻡ‬
‫ﺑﻄﻠﺒﺎﺕ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﺃﻧﺸﻄ ﹰﺔ ﺗﺘﻌﱠﻠﻖ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻭﺍﻟﺘﻜﺘﻴﻜﻲ‪ ،‬ﻣﺜﻞ ﺗﻘﺪﻳﺮ ﺍﺣﺘﻴﺎﺟﺎﺕ‬
‫ﺍﳌﺆﺳﺴﺔ ﻟﻸﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﻄﻮﻳﻞ ﻭﺍﻟﻘﺼﲑ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﺄﻣﲔ ﻫﺬﻩ ﺍﳊﺎﺟﺔ‪ .‬ﻭﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﺘﺤﻠﻴﻞ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭﺣﺼﺮ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﺗﻘﻮﻡ ﺃﻳﻀﹰﺎ ﺑﺎﺧﺘﻴﺎﺭ ﺍﳌـﻮﻇﻔﲔ ﻭﺍﻟﻌﻤـﺎﻝ ﻭﺗﻌﻴﻴﻨـﻬﻢ‪،‬‬
‫ﻭﺗﺪﺭﻳﺒﻬﻢ ﻭﺗﻄﻮﻳﺮﻫﻢ‪ ،‬ﻭﲢﻔﻴﺰﻫﻢ‪ ،‬ﻭﺗﻘﻮﱘ ﺃﺩﺍﺋﻬﻢ‪ ،‬ﻭﺭﻋﺎﻳﺘﻬﻢ ﺻﺤﻴﹰﺎ ﻭﻧﻔﺴﻴﹰﺎ ﻭﺍﺟﺘﻤﺎﻋﻴﹰﺎ ﺃﺛﻨـﺎﺀ ﺍﻟﻌﻤـﻞ‬
‫ﻭﺑﻌﺪﻩ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ ﺗﻜﻮﻥ ﻣﺴﺌﻮﻟ ﹰﺔ ﺑﺎﻟﻌﺎﺩﺓ ﻋﻦ ﺗﻨﻈﻴﻢ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻣﻊ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﻹﺩﺍﺭﺍﺕ‬
‫ﺍﳊﻜﻮﻣﻴﺔ)‪.(1‬‬
‫ﳝﻜﻦ ﺗﻘﺴﻴﻢ ﻭﻇﺎﺋﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ‪:‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻭﺗﻨﻘﺴﻢ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪ (2‬ﺇﱃ ﺃﺭﺑﻌﺔ ﻭﻇـﺎﺋﻒ ﳝﻜـﻦ ﺗﻮﺿـﻴﺤﻬﺎ ﰲ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.344‬‬ ‫)‪(1‬‬

‫ﺑﺎﻻﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫)‪(2‬‬
‫‪148‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(24‬‬


‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻇﻴﻔﺔ‬ ‫ﻭﻇﻴﻔﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻢ‬ ‫ﺍﻟﺘﺨﻄﻴﻂ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ‬

‫ﻭﻇﻴﻔﺔ ﺍﻟﺮﻗﺎﺑﺔ‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﻇﻴﻔﺔ‬


‫ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﺘﻮﺟﻴﻪ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ ،www.wikepedia.com :‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 13 :‬ﻣﺎﺭﺱ ‪.2008‬‬

‫‪ -1‬ﻭﻇﻴﻔﺔ ﺍﻟﺘﺨﻄﻴﻂ)‪ :(1‬ﺘ ‪‬ﻢ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺑﺘﺨﻄﻴﻂ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤـﹰﺎ‬
‫ﻭﻧﻮﻋﹰﺎ ﺍﻟﱵ ﺗﻀﻤﻦ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﺎﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﻌـﲎ ﳎﻤـﻮﻉ ﺍﻟـﺴﻴﺎﺳﺎﺕ‬
‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﻭﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﻟﻌﻤﺎﻟﺔ ﻷﺩﺍﺀ ﺃﻋﻤﺎ ٍﻝ ﻣﻌﻴﻨﺔ ﰲ ﺃﻭﻗﺎﺕ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻭﺑﺘﻜﻠﻔﺔ ﻋﻤ ٍﻞ ﻣﻨﺎﺳـﺒﺔ‪،‬‬
‫ﻉ ﻗﺎﺋﻢ‪ ،‬ﺃﻭ ﲢﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﺍﻹﻧﺸﺎﺀ‪ ،‬ﺁﺧﺬﻳﻦ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻷﻫﺪﺍﻑ ﺍﻹﻧﺘﺎﺟﻴـﺔ‬ ‫ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﺫﻟﻚ ﳌﺸﺮﻭ ٍ‬
‫ﻟﻠﻤﺸﺮﻭﻉ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺑﺬﻟﻚ ﺗﻜﻮﻥ ﺧﻄﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺟﺰﺀﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﻣﻦ ﺍﳋﻄﺔ ﺍﻟﻌﺎﻣـﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ)‪.(2‬‬
‫‪ -2‬ﻭﻇﻴﻔﺔ ﺍﻟﺘﻨﻈﻴﻢ‪ :‬ﻣﻊ ﺗﻄ ‪‬ﻮﺭ ﻭﻇﻴﻔﺔ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﺳﺘﺤﺪﺍﺙ ﺇﺩﺍﺭ ٍﺓ ﻣـﺴﺘﻘﻠﺔ ﳍـﺎ ﺗﻘـﻮﻡ‬
‫ﺑﺎﻟﺘﺨﻄﻴﻂ‪ ،‬ﻭﻭﺿﻊ ﺍﻟﺴﻴﺎﺳﺎﺕ‪ ،‬ﻭﺭﺳﻢ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﻓﺮﺍﺩ؛ ﻓﻘﺪ ﺑﺪﺃ ﺍﳌﺴﺌﻮﻟﻮﻥ ﺑﺎﻟﺘﻔﻜﲑ ﰲ ﺗﻨﻈـﻴﻢ‬
‫ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ)‪ . (3‬ﻭ‪‬ﻳﻘﺼﺪ ﺑﻮﻇﻴﻔﺔ ﺍﻟﺘﻨﻈﻴﻢ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫـﻮ ﺗﻘـﺴﻴﻢ ﻭﲢﺪﻳـﺪ ﺍﻟﻮﺍﺟﺒـﺎﺕ‬

‫‪.Planning Function‬‬ ‫)‪(1‬‬

‫ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺸﺮﻭﻕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،3‬ﺹ ‪.132‬‬ ‫)‪(2‬‬

‫ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.32‬‬ ‫)‪(3‬‬


‫‪149‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﳌﺴﺌﻮﻟﻴﺎﺕ ﻭﺍﻟﺴﻠﻄﺎﺕ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻂ ﻫﺬﻩ ﺍﳌﺴﺌﻮﻟﻴﺎﺕ‪ .‬ﻓﻤﺪﻳﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺕ ﺑﲔ ﺍﻟﻌﻤﻞ‪ ،‬ﺍﻷﻓﺮﺍﺩ‪،‬‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﺤ ‪‬ﺪﺩ ﺷﻜﻞ ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻹﺩﺍﺭﺗﻪ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺗﺼﻤﻴﻢ ﻫﻴﻜﻞ ﻋﻼﻗﺎ ٍ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺎﺩﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -3‬ﻭﻇﻴﻔﺔ ﺍﻟﺘﻮﺟﻴﻪ‪ :‬ﻭ‪‬ﻳﻘﺼﺪ ‪‬ﺎ ﺗﻮﺟﻴﻪ ﺟﻬﻮﺩ ﺍﻷﻓﺮﺍﺩ ﳓﻮ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻗﺪ ﺗﻨﺪﺭﺝ ﻫـﺬﻩ‬
‫ﺍﻟﻮﻇﻴﻔﺔ ﲢﺖ ﻋﺪﺓ ‪‬ﻣﺴ ‪‬ﻤﻴﺎﺕ‪ ،‬ﻣﺜﻞ ‪ ،Motivation ،Command‬ﻭﲢﺖ ﺃﻱ ‪‬ﻣﺴ ‪‬ﻤﻰ ﻣﻦ ﺍ ﹸﳌﺴ ‪‬ﻤﻴﺎﺕ ﻓﺈﻥ‬
‫ﺍﳍﺪﻑ ﻣﻦ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻫﻮ ﺣﺚﱡ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺑﺮﺿﹰﺎ ﺗﺎﻡ ﻭﻓﻌﺎﻟﻴﺔ‪.‬‬
‫‪ -4‬ﻭﻇﻴﻔﺔ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ)‪ :(1‬ﻳﻌﲏ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﺗﺮﺗﻴﺒﻬﻢ ﺗﻨﺎﺯﻟﻴﹰﺎ ﺃﻭ ﺗﺼﺎﻋﺪﻳﹰﺎ ﺣﺴﺐ ﻗﹸﺪﺭﺍ‪‬ﻢ‬
‫ﻭﺧﱪﺍ‪‬ﻢ ﻭﻋﺎﺩﺍ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ)‪ .(2‬ﻭ‪‬ﺗﻌﺘﱪ ﻋﻤﻠﻴﺔ ﺍﻟﺮﻗﺎﺑﺔ ﻭﻇﻴﻔ ﹰﺔ ﺇﺩﺍﺭﻳﺔ ﺗﺘﻌﱠﻠﻖ ﺑﺘﻨﻈﻴﻢ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﺘﻨـﺴﻴﻖ‬
‫ﺑﻴﻨﻬﺎ‪ ،‬ﻃﺒﻘﹰﺎ ﳋﻄﺔ ﺍﻟﻌﻤﺎﻟﺔ ﺍ ﹸﳌﺤ ‪‬ﺪﺩﺓ‪ ،‬ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﻷﻫﺪﺍﻑ ﺃﻭ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺘﻨﻈـﻴﻢ‪ ،‬ﲝﻴـﺚ‬
‫ﺗﻀﻤﻦ ﺗﻨﻔﻴﺬ ﺍﳋﻄﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺑﻜﻔﺎﺀ ٍﺓ ﻋﺎﻟﻴﺔ‪ .‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻗﻴﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺎ‬
‫ﻳﻠﻲ)‪:(3‬‬
‫‪ -1‬ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺴﻠﻮﻙ ﻭﺍﻷﺩﺍﺀ؛‬
‫‪ -2‬ﲢﺪﻳﺪ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻴﺔ؛‬
‫‪ -3‬ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﻓﻴﻪ ﻟﺘﻌﺰﻳﺰ ﺍﻟﺜﺎﱐ ﻭﳏﺎﻭﻟﺔ ﻣﻌﺎﳉﺔ ﺍﻷﻭﱃ‪.‬‬
‫ﻭﺗﺘﻤﺜﱠﻞ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(4‬‬
‫‪ -1‬ﺑﻨﺎﺀ ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ؛‬
‫‪ -2‬ﻗﻴﺎﺱ ﺍﻷﺩﺍﺀ؛‬
‫‪ -3‬ﻣﻘﺎﺭﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻣﻊ ﺍﳌﻌﻴﺎﺭ؛‬
‫‪ -4‬ﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -5‬ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺼﺤﻴﺤﻴﺔ‪.‬‬

‫‪.The Oversight Function and Performance Evaluation‬‬ ‫)‪(1‬‬

‫ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.87‬‬ ‫)‪(2‬‬

‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2003 ،1‬ﺹ‬ ‫)‪(3‬‬

‫‪.36‬‬
‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.142‬‬ ‫)‪(4‬‬
‫‪150‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﺗﻨﻘﺴﻢ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪ (1‬ﺇﱃ ﺃﺭﺑﻌﺔ ﻭﻇﺎﺋﻒ ﻫﻲ ﻣ‪‬ﻤﺜﱠﻠـﺔ ﰲ ﺍﻟـﺸﻜﻞ‬
‫ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(25‬‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻇﻴﻔﺔ‬ ‫ﻭﻇﻴﻔﺔ‬
‫ﺗﻨﻤﻴﺔ‬ ‫ﺍﺳﺘﻘﻄﺎﺏ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‬ ‫ﺍﻟﻌﻤﺎﻟﺔ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‬
‫ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ‬

‫ﻭﻇﻴﻔﺔ ﺭﻋﺎﻳﺔ‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﻇﻴﻔﺔ‬


‫ﻭﺻﻴﺎﻧﺔ ﺍﻟﻘﻮﻯ‬ ‫ﺍﻟﺘﻌﻮﻳﺾ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺃﻭ ﺍﳌﻜﺎﻓﺄﺓ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ‪.‬‬

‫‪ -1‬ﻭﻇﻴﻔﺔ ﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻌﻤﺎﻟﺔ)‪ :(2‬ﺗﻌﺘﱪ ﹸﺃﻭﱃ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭ‪‬ﺘ ‪‬ﻢ ﺑﺘﺤﺪﻳﺪ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﹰﺎ ﻭﻧﻮﻋﺎﹰ؛ ﲝﻴﺚ ﺗﻀﻤﻦ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻳﺘﺤـ ‪‬ﺪﺩ‬
‫ﻧﻄﺎﻕ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫• ﺗﻘﺪﻳﺮ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫• ﲢﺪﻳﺪ ﻣﺼﺎﺩﺭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫• ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺇﺟﺮﺍﺀ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻻﻧﺘﻘﺎﺀ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﱵ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺍﺣﺘﻴﺎﺟﺎﺕ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻏﲑﻫﺎ؛‬

‫‪.Operational functions of the Department of Human Resources‬‬ ‫)‪(1‬‬

‫ﺑﺎﻻﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫)‪(2‬‬
‫‪151‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫• ﺗﻌﻴﲔ ﺍﻷﻓﺮﺍﺩ ﰲ ﻣﻨﺎﺻﺐ ﻋﻤﻠﻬﻢ‪.‬‬


‫‪ -2‬ﻭﻇﻴﻔﺔ ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ)‪ :(1‬ﺑﻌﺪ ﺣﺼﻮﻝ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻛﻤﹰﺎ ﻭﻧﻮﻋﹰﺎ‬
‫ﲟﺎ ﻳ‪‬ﺘﻔﻖ ﻣﻊ ‪‬ﻣﺘﻄﱠﻠﺒﺎﺕ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻻﺑﺪ ﻣﻦ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺑﺼﻔ ٍﺔ ﻣﺴﺘﻤﺮﺓ؛ ﻟﺮﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻫﺬﺍ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‪ ،‬ﻭﺫﻟﻚ ﻟﻀﻤﺎﻥ ﺳﻼﻣﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻞ)‪.(2‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﻀﻤﻦ ﺍﺳـﺘﻤﺮﺍﺭ ﺍﳌﺆﺳـﺴﺔ ﳌﻮﺍﺟﻬـﺔ ﺍﻟﺘﻄـﻮ‪‬ﺭﺍﺕ‬
‫ﺕ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﰲ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ ﻭﺃﺩﻭﺍﺕ ﺍﻹﻧﺘﺎﺝ؛ ﳑﺎ ﻳﺘﺮ‪‬ﺗﺐ ﻋﻠﻴﻪ ﺿﺮﻭﺭﺓ ﺍﳊـﺼﻮﻝ ﻋﻠـﻰ ﻛﻔـﺎﺀﺍ ٍ‬
‫ﺕ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻳﺘﻮﺍﻓﺮ ﻟﻠﻤﺆﺳﺴﺔ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳊﺎﻟﻴـﺔ‬ ‫ﻭﻣﻬﺎﺭﺍ ٍ‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -3‬ﻭﻇﻴﻔﺔ ﺍﻟﺘﻌﻮﻳﺾ ﺃﻭ ﺍﳌﻜﺎﻓﺄﺓ)‪ :(3‬ﺗﻌﺘﱪ ﻭﻇﻴﻔﺔ ﺍﻟﺘﻌﻮﻳﺾ ﺃﻭ ﺍﳌﻜﺎﻓﺄﺓ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳍﺎﻣﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ؛ ﻭﻳﻌﻮﺩ ﺍﻟﺴﺒﺐ ﰲ ﺫﻟﻚ ﳌﺎ ﻟﻠﺘﻌﻮﻳﺾ ﻣﻦ ﺃﺛ ٍﺮ ﻣﺒﺎﺷﺮ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻌﻴﺸﻲ ﻟﻠﻌﺎﻣﻠﲔ‪ ،‬ﺑﺎﻋﺘﺒـﺎﺭﻩ‬
‫ﻣﺼﺪﺭ ﺭﺯﻗﻬﻢ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺪﻭﻟﺔ ﻭﺃﺻﺤﺎﺏ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺟﻬـ ٍﺔ ﺛﺎﻧﻴـﺔ؛ ﻭﺫﻟـﻚ ﻷﻥ‬
‫ﺍﻟﺘﻌﻮﻳﻀﺎﺕ ﺗ‪‬ﻤﺜﱢﻞ ﻧﺴﺒﺔ ﻻ ﺑﺄﺱ ‪‬ﺎ ﻣﻦ ﺗﻜﻠﻔﺔ ﺍﻟﻌﺎﻣﻞ ﰲ ﻣﻌﻈﻢ ﺍﳌﺆﺳﺴﺎﺕ ﻭﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬـﺎ)‪.(4‬‬
‫ﺺ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﺑﺘﺤﺪﻳﺪ ﻫﻴﻜﻞ ﻋﺎﺩﻝ ﻟﻸﺟﻮﺭ)‪ (5‬ﺃﻭ ﺍﳌﻜﺎﻓﺂﺕ‪ ،‬ﲟﺎ ﻳ‪‬ﺘﻔﻖ ﻣﻊ ﺍﳉﻬﺪ ﺍﳌﺒـﺬﻭﻝ ﻣـﻦ‬ ‫ﻭﲣﺘ ‪‬‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﲟﻌﲎ ﺃﻥ ﻣﺪﻳﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﺮ ﱢﻛﺰ ﻋﻠـﻰ ﺍﳉﺎﻧـﺐ ﺍﻻﻗﺘـﺼﺎﺩﻱ‪.‬‬
‫ﻭﻟﻀﻤﺎﻥ ﻭﺿﻊ ﻧﻈﺎ ٍﻡ ﺳﻠﻴﻢ ﻟﻸﺟﻮﺭ ﻻﺑﺪ ﻣﻦ‪:‬‬
‫‪ -‬ﲢﺪﻳﺪ ﻧﻈﻢ ﺩﻓﻊ ﺍﻷﺟﻮﺭ؛‬ ‫‪ -‬ﺗﻘﻴﻴﻢ ﺍﻟﻮﻇﺎﺋﻒ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﻟﻮﺍﺋﺢ ﺍﳉﺰﺍﺀﺍﺕ‪.‬‬ ‫‪ -‬ﲢﺪﻳﺪ ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ؛‬
‫‪ -4‬ﻭﻇﻴﻔﺔ ﺭﻋﺎﻳﺔ ﻭﺻﻴﺎﻧﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺘ ‪‬ﻢ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﺑﺮﻋﺎﻳﺔ ﻭﺻﻴﺎﻧﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻣـﻦ‬
‫ﺧﻼﻝ ﺗﻮﻓﲑ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺘﺮﻓﻴﻬﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺮﻋﺎﻳﺔ ﻋﻨﺪ ﺗﺮﻙ ﺍﳋﺪﻣﺔ‪.‬‬

‫)‪.Jobs training and development workers (1‬‬


‫)‪ (2‬ﻫﺬﺍ ﻣﺎ ﺳﻮﻑ ﻧﺘﻄ ‪‬ﺮﻕ ﺇﻟﻴﻪ ﺑﺎﻟﺘﻔﺼﻴﻞ ﰲ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪.‬‬
‫)‪.The post of copensation or reward (3‬‬
‫)‪ (4‬ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.181‬‬
‫)‪ (5‬ﺍﻷﺟﺮ ﻫﻮ ﻛﻞ ﻣﺎ ‪‬ﻳﻌ ﹶﻄﻰ ﻟﻠﻌﺎﻣﻞ ﻟﻘﺎﺀ ﻋﻤﻠﻪ ﲟﻮﺟﺐ ﻋﻘﺪ ﺍﻟﻌﻤﻞ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﻧﻘﺪﹰﺍ ﺃﻭ ﻋﻴﻨﹰﺎ ﳑﺎ ‪‬ﻳﺪﹶﻓﻊ ﺳﻨﻮﻳﺎﹰ‪ ،‬ﺃﻭ ﺃﺳﺒﻮﻋﻴﺎﹰ‪ ،‬ﺃﻭ ﻳﻮﻣﻴﺎﹰ‪ ،‬ﺃﻭ‬
‫ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﺃﻭ ﺍﻟﻘﻄﻌﺔ‪ ،‬ﺃﻭ ﺗﺒﻌﹰﺎ ﻟﻺﻧﺘﺎﺝ ﺑﺼﻮﺭ ٍﺓ ﻋﻤﻮﻻﺕ‪.‬‬
‫‪152‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﺎﻫﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺗﻪ‬
‫ﲣﺘﻠﻒ ﻣﻬﻤﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ﻋﻤﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻣﻦ ﻗﺒﻞ ﻧﻈﺮﹰﺍ ﻟﻠﻤﺘﻐﻴ‪‬ـﺮﺍﺕ‬
‫ﺍﻟﱵ ﲢ ‪‬ﺪﺙ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺗﻨ ‪‬ﻮﻉ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﻭﺍﻻﻧﻔﺘﺎﺡ ﺍﻟﻌـﺎﳌﻲ‬
‫ﺑﺘﻨﻘﱡﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺑﻠ ٍﺪ ﻟﻶﺧﺮ‪ .‬ﻭﻣﻊ ﻛﻞ ﻫﺬﻩ ﺍﳌﺘﻐ‪‬ﻴﺮﺍﺕ‪ ،‬ﺃﺻﺒﺤﺖ ﻣﻬﻤﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﲢﺘﺎﺝ ﺇﱃ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺣﺴﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ؛ ﻭﻣﻦ ﻫﻨﺎ ﻇﻬﺮﺕ ﺍﳊﺎﺟـﺔ ﺇﱃ ‪‬ﻧﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻹﻣﺪﺍﺩ ﺍﳌﺪﺭﺍﺀ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻜﺎﻓﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻟﻌﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻱ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﻉ ﻋﺪﻳﺪﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣـﺔ ﻟﺘﺤﻘﻴـﻖ‬ ‫ﲢﺘﺎﺝ ﺍﻹﺩﺍﺭﺓ ﰲ ﺗﻌﺎ ‪‬ﻣﻠﻬﺎ ﻣﻊ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺃﻧﻮﺍ ٍ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﺎﺣﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﰲ ﺗﻠﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟـﺴﺎﺑﻖ‬
‫ﺗﺘ ‪‬ﻢ ﺑﺎﻟﺒﺪﺍﺋﻴﺔ ﻭﺍﻟﺒﺴﺎﻃﺔ ﻭﻋﺪﻡ ﺍﻟﻔﺎﻋﻠﻴﺔ؛ ﺇﺫ ﻛﺎﻧﺖ ﺗﻨﺤﺼﺮ ﰲ ﲡﻤﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺻﺤﻒ ﺃﻭ ﺳـﺠﻼﱠﺕ‪،‬‬
‫ﺕ ﻫﺎﻣﺔ ﻋﻦ ﺍﻷﻓﺮﺍﺩ ﰲ ﻣﻠﻔـﺎ ٍ‬
‫ﺕ ‪‬ﺗﺨـ ‪‬ﺰﻥ ﰲ‬ ‫ﻭﻛﺬﻟﻚ ﺣﻔﻆ ﺍﳌﺴﺘﻨﺪﺍﺕ ﻭﺍﻷﻭﺭﺍﻕ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺃﻣﺎﻛﻦ ﻟﻠﺤﻔﻆ‪ ،‬ﻭﻳﺘ ‪‬ﻢ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻓﻴﻬﺎ ﻳﺪﻭﻳﺎ‪ .‬ﻭﻟﻜﻦ ﻣﻊ ﺗﻘـ ‪‬ﺪﻡ ﺍﳊﻮﺍﺳـﻴﺐ ﻭﺍﻟـﺸﺒﻜﺎﺕ ﺍﻟﺪﺍﺧﻠﻴـﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻓﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﳌﻴﺴﻮﺭ ﺗﺼﻤﻴﻢ ﻭﺗﺸﻐﻴﻞ ‪‬ﻧﻈﻢ ﻓ ‪‬ﻌﺎﻟﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﰲ ﳐﺘﻠﻒ ﳎﺎﻻﺕ ﺍﻟﻨﺸﺎﻁ‪،‬‬
‫ﻭﻣﻨﻬﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺕ ﺣﻮﻝ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ‬ ‫‪‬ﻳﻘﺼﺪ ﺑﻨﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ » ﺍﻟﻨﻈﺎﻡ ﺍ ﹸﳌﺘﻀ ‪‬ﻤﻦ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻛﺎﻟﺘـﺪﺭﻳﺐ‪،‬‬
‫ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﻭﺍﻟﺘﻨﻘﱡﻼﺕ‪... ،‬ﺍﱁ‪ .‬ﻛﻤﺎ ﺃﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﻨﻄﻮﻱ ﻋﻠﻰ‬
‫ﻋﻤﻠﻴﺔ ﲨﻊ ﻭﺗﻨﻈﻴﻢ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﺮﺍﻛﺰ ﺻـﻨﺎﻋﺔ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﻷﻏﺮﺍﺽ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ «)‪.(2‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.435‬‬ ‫)‪(1‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.322‬‬ ‫)‪(2‬‬


‫‪153‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫» ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧﻈﺎ ٍﻡ ‪‬ﻣﺼ ّﻤﻢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺪﻋﻢ ﻭﻣﺴﺎﻧﺪﺓ ﺍﻹﺩﺍﺭﺓ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﺈﺩﺍﺭﺓ ﺃﻧﺸﻄﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﺗﻮﺻﻴﻒ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺗﻘـﻮﱘ‬
‫ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻬﻢ‪ ،‬ﻭﲢﺪﻳﺚ ﺑﻴﺎﻧﺎ‪‬ﻢ ﺑﺎﺳﺘﻤﺮﺍﺭ ﰲ ﻛﺎﻓﺔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﻋﻢ ﰲ‬
‫ﲣﻄﻴﻂ ﺍﻟﻘﻮﻯ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﻭﺩﻋﻢ ﻗﺮﺍﺭﺍﺕ ﺍﳌـﺪﺭﺍﺀ‪ ،‬ﻭﲢﻠﻴـﻞ ﺍﳌﻮﻗـﻊ‪ ،‬ﻭﺍﻟﺘﻨﻘﱡـﻞ‬
‫ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﻔﲏ‪ ،‬ﻭﺗﻮﺛﻴﻖ ﻭﺣﻔﻆ ﻭﺗﺮﺗﻴﺐ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺘﺸﻐﻴﻠﻲ‪ ،‬ﻭﺍﳌـﺴﺎﻧﺪﺓ ﰲ ﺇﳒـﺎﺯ ﻛﺎﻓـﺔ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﺆﺳﺴﺔ «)‪.(1‬‬
‫ﻫﻮ » ﺗﺮﻛﻴﺒ ﹲﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌﺼ ‪‬ﻤﻤﺔ ﺑﻐﺮﺽ ﲡﻤﻴﻊ ﻭﺗﻨﻘﻴﺔ ﻭﲢﻠﻴﻞ ﻭﺗﻘﻴـﻴﻢ ﻭﺗﻮﺯﻳـﻊ‬
‫ﺕ ﺩﻗﻴﻘﺔ ﻭﺳﺮﻳﻌﺔ ﻷﻏﺮﺍﺽ ﺍﳌﺘﺎﺑﻌﺔ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﻛﺎﻓﺔ ﺍ‪‬ﺎﻻﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑـﺈﺩﺍﺭﺓ ﺍﻟﻌﻨـﺼﺮ‬
‫ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ «)‪.(2‬‬
‫ﻭﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﻳ‪‬ﻌﺘﱪ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﺣﺪ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳋﺎﺻﺔ ﻟﻘﻮﺍﻋﺪ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﱪﺍﻣﺞ ﺍﳉﺎﻫﺰﺓ ﻭﺍﻟﱵ ﺗﺴﺘﻬﺪﻑ ﲢﻘﻴﻖ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺼﺮﻳﺔ‪ ،‬ﻭﳚﻤﻊ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻷﺟﻬﺰﺓ ﻭﺍﻟـﱪﺍﻣﺞ ﺍﳉـﺎﻫﺰﺓ ﻭﺍﻹﺟـﺮﺍﺀﺍﺕ ﻭﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﺍﳌﺴﺘﻔﻴﺪﻳﻦ)‪.(3‬‬
‫ﻭﻣﻨﻪ ﻓﺈﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺃﻧﻪ ﳎﻤﻮﻋﺔ ﺍﻷﺟﺰﺍﺀ ﺍ ﹸﳌﺘﺮﺍِﺑﻄﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ﻣﻊ‬
‫ﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﳌﺴﺎﻧﺪﺓ ﺍﻟﻮﻇـﺎﺋﻒ‬ ‫ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﺑﺼﻮﺭ ٍﺓ ﻣﺘﻔﺎﻋﻠﺔ‪ ،‬ﻟﺘﺤﻮﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﲣﻄﻴﻂ‪ ،‬ﺭﻗﺎﺑﺔ‪ ،‬ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺗﻨﺴﻴﻖ؛ ‪‬ـﺪﻑ ﲢـﺴﲔ ﺃﺩﺍﺀ‬
‫ﺍﻟﻔﺮﺩ‪ ،‬ﺃﻱ ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺧﺼﺎﺋﺺ ﺍﳌﻮﺍﺭﺩ ﻭﺧﺼﺎﺋﺺ ﺍﻟﻮﻇﺎﺋﻒ‪.‬‬
‫ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.106‬‬ ‫)‪(1‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺍﳌﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ ﳌﺆﺳﺴﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪،‬‬ ‫)‪(2‬‬

‫ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2006 ،‬ﺹ ‪.530‬‬


‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.530‬‬ ‫)‪(3‬‬
‫‪154‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(26‬‬


‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ‬


‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﻸﺟﻮﺭ‬


‫ﻟﻠﺘﺪﺭﻳﺐ‬ ‫ﻭﺍﳊﻮﺍﻓﺰ‬

‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻻﺳﺘﻘﻄﺎﺏ‬


‫ﺍﻟﻌﺎﻣﻠﲔ‬ ‫ﺍﻟﻌﺎﻣﻠﲔ‬

‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻻﺟﺮﺍﺀﺍﺕ‬

‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬


‫‪Inputs‬‬ ‫‪Outputs‬‬
‫‪Processing‬‬
‫ﺍﳌﺪﺧﻼﺕ‬ ‫ﺍﳌﺨﺮﺟﺎﺕ‬
‫ﻋﻤﻠﻴﺎﺕ‬

‫‪Feedback‬‬
‫ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ‬

‫‪Data Base‬‬
‫ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.88‬‬

‫ﺇﻥ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻫﺬﻩ ﺍﻟﺒﻨﻴﺔ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺗﺮﺗﺒﻂ ﺑﺄﻫﺪﺍﻑ ﻭﻣﻌﺎﻳﲑ ﺗﻨـﺴﻴﻖ‬
‫ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺭﺅﻳ ٍﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﺿﺤﺔ ﻟﻠﻤﺆﺳﺴﺔ)‪ .(1‬ﻭﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺘﻮﻓﱠﺮ ﻟﺪﻯ ﻛﻞ ﻧﻈـﺎ ٍﻡ ﻓﺮﻋـﻲ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺇﳒﺎﺯ ﺃﻧﺸﻄﺔ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻨﻔﻴﺬ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻟﻜﻞ ﺇﺩﺍﺭ ٍﺓ ﺃﺳﺎﺳﻴﺔ ﻣﻦ‬
‫ﺇﺩﺍﺭﺍﺕ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻟﺘﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺍﺕ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﳉـﻮﺩﺓ ﺍﻟـﺸﺎﻣﻠﺔ ﻭﺍﻟﻘﻴﻤـﺔ‬

‫ﻳﺎﺳﲔ ﺳﻌﺪ ﻏﺎﻟﺐ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.88‬‬ ‫)‪(1‬‬
‫‪155‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻀﺎﻓﺔ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻫﻲ ﺃﻳﻀﹰﺎ ﻣﻮﺍﺭﺩ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﺍﳌﺘﻜﺎﻣﻞ ﻹﻋﺪﺍﺩ ﺗﻘﺎﺭﻳﺮ ﻣﻌﻠﻮﻣـﺎﺕ‬
‫ﻋﻦ ﺍﻷﺩﺍﺀ ﺍﻟﻜﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﻣﻨﻈﻮ ٍﺭ ﺇﺩﺍﺭﻱ ﻳﺘﺠﺎﻭﺯ ﺍﻟﻨﻈﺮﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﻀﻴﻘﺔ‪ ،‬ﺇﱃ ﺭﺅﻳ ٍﺔ ﺷﺎﻣﻠﺔ‬
‫ﻟﻜﻞ ﻋﻤﻠﻴﺎﺕ ﻭﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺻﺤﻴ ‪‬ﺢ ﺃﻥ ﻛﻞ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻇﻴﻔﻲ ‪‬ﻣﺮﺗِﺒﻂ ﺑﺈﺩﺍﺭﺍﺕ ﺍﳌﺆﺳـﺴﺔ)‪،(1‬‬
‫‪‬ﻳﺼ ‪‬ﻤﻢ ﺑﺎﻷﺳﺎﺱ ﻟﺪﻋﻢ ﻭﺇﺳﻨﺎﺩ ﺍﻷﻧﺸﻄﺔ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﺇﺩﺍﺭ ٍﺓ ﻣﻦ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺍﺕ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﻟﻜﻞ ﻧﻈﺎ ٍﻡ‬
‫ﻓﺮﻋﻲ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻟﻪ ﻣ‪‬ﺪﺧ‪‬ﻼ‪‬ﺗﻪ ﻭﻋﻤﻠﻴﺎ‪‬ﺗﻪ ﻭﻣ‪‬ﺨﺮ‪‬ﺟﺎﺗ‪‬ﻪ ﻭﺗﻐﺬﻳ‪‬ﺘﻪ ﺍﻟﻌﻜﺴﻴﺔ ﻭﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺗﻪ ﺍﻟﱵ ﺗـﻀ ‪‬ﻢ ﻛـﻞ‬
‫ﻣﻠﻔﺎﺕ ﺃﻋﻤﺎﻝ ﺍ‪‬ﺎﻝ ﺍﻟﻮﻇﻴﻔﻲ ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﺎ ﻫﻮ ﺇﻻ ﺟﺰ ٌﺀ ﺃﺳﺎﺳﻲ ‪‬ﻣﻜ ‪‬ﻤ ﹲﻞ ﻷﺟﺰﺍ ٍﺀ ﻭ‪‬ﻧﻈـ ٍﻢ ﻓﺮﻋﻴـﺔ‬
‫ﺃﺧﺮﻯ ﻳﺘﺸ ﱠﻜﻞ ﻣﻨﻬﺎ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﺍﻟﺬﻱ ﻳﺴﺘﻨﺪ ﻋﻠﻰ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺃﻭ ﻧﻈـﺎﻡ‬
‫ﻣﺴﺘﻮﺩﻋﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﻀﻢ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﺩﺍﺧﻠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﺧﺎﺭﺟﻴﺔ ﻋـﻦ ﺑﻴﺌـﺔ‬
‫ﺍﻷﻋﻤﺎﻝ ﺃﻭ ﻋﻦ ﺍﳌﻨﺎﻓﺴﺔ ﻭﺍﳌﻨﺎﻓﺴﲔ ﰲ ﺍﻟﺼﻨﺎﻋﺔ ﺃﻭ ﺍﻟﺴﻮﻕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﲰﺎﺕ‪ ،‬ﻣﺼﺎﺩﺭ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻋﻨﺎﺻﺮ ﻧ‪‬ﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺑﻌﺪ ﺗﻌﺮﻳﻔﻨﺎ ﻟﻨﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﻟﻔﺮﻉ ﲰﺎﺕ‪،‬ﻣـﺼﺎﺩﺭ ﻣﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﻋﻨﺎﺻﺮ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﲰﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬
‫ﺗﺘﻤﺜﱠﻞ ﺃﻫﻢ ﲰﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳊﺪﻳﺚ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -‬ﻛﺎﻣﻞ ﺍﻵﻟﻴﺔ ﻳﻌﺘﻤﺪ ﺃﺳﺎﺳﹰﺎ ﻋﻠﻰ ﺍﳊﻮﺍﺳﻴﺐ ﺍﳌﺮﺑﻮﻃﺔ ﰲ ﺷﺒﻜﺎﺕ؛‬
‫‪ -‬ﻣﺘﺎﺡ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﳌﺒﺎﺷﺮ ﻣﻦ ﻛﺎﻓﺔ ﺍﳌﺴﺌﻮﻟﲔ ﺍﳌﻌﻨﻴﲔ ﺑﺸﺆﻭﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﻣﻨﺘﺸﺮ ﰲ ﻛﺎﻓﺔ ﺃﺭﺟﺎﺀ ﺍﳌﺆﺳﺴﺔ ﻣﻬﻤﺎ ﺗﺒﺎﻋﺪﺕ ﻣﻮﺍﻗﻌﻬﺎ ﺟﻐﺮﺍﻓﻴﺎ؛‬
‫‪ -‬ﺷﺎﻣﻞ ﳉﻤﻴﻊ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ ﻭﻣﺴﺘﻮﻳﺎ‪‬ﺎ؛‬
‫‪ -‬ﺷﺎﻣﻞ ﳉﻤﻴﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻬﻤﺎ ﺗﻌ ‪‬ﺪﺩﺕ ﻣﺼﺎﺩﺭ ﺍﳊـﺼﻮﻝ ﻋﻠﻴﻬـﺎ‪ ،‬ﻭﲡﻤﻴـﻊ ﺗﻠـﻚ‬
‫ﻒ ﻭﺍﺣﺪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﺮﺩ ﺍﻟﻮﺍﺣﺪ؛‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻣﻠ ٍ‬
‫‪ -‬ﻣﺘﺪﺍﺧﻞ؛ ﲝﻴﺚ ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻋﻦ ﺍﻟﻔﺮﺩ ﻣﻦ ﻛﺎﻓﺔ ﺍﳉﻬﺎﺕ ﺍﻟﱵ ﻳ‪‬ﺘﺼﻞ ‪‬ﺎ ﰲ‬
‫ﻋﻤﻠﻪ؛‬

‫ﻣﺜﻠﻤﺎ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻖ‪.‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.437‬‬ ‫)‪(2‬‬
‫‪156‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺇﺷﺮﺍﻙ ﺍﻷﻓﺮﺍﺩ ﺃﻧﻔﺴﻬﻢ ﰲ ﺗﻐﺬﻳﺔ ﺍﻟﻨﻈﺎﻡ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﺠ ‪‬ﺪﺩﺓ ﻋﻦ ﺃﻓﻜـﺎﺭﻫﻢ ﻭﻣﻘﺘﺮﺣـﺎ‪‬ﻢ‬
‫ﻟﺘﻄﻮﻳﺮ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻣﻼﺣﻈﺎ‪‬ﻢ ﻋﻦ ﺍﳌﻨﺎﻓﺴﲔ ﰲ ﺍﻟﺴﻮﻕ ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻗﺪ ﻻ ﺗﺘـﻮﺍﻓﺮ‬
‫ﺍﻟﻔﹸﺮﺹ ﻟﻔﺮﺩ ﻟﺘﻮﺻﻴﻠﻬﺎ ﺑﻔﻌﺎﻟﻴ ٍﺔ ﺇﱃ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ؛‬
‫ﺺ ﺍﻟﻔﺮﺩ‪ ،‬ﺣﱴ ﻭﻟﻮ ﻧﺸﺄﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑـﻪ ﰲ ﻣﻮﺍﻗـﻊ ﻣ‪‬ﺘﻌـﺪ‪‬ﺩﺓ ﰲ‬ ‫‪ -‬ﴰﻮﻝ ﺍﻟﻨﻈﺎﻡ ﻛﻞ ﻣﺎ ﳜ ‪‬‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺮﺍﺗﺐ‪ ،‬ﺍﳊﻮﺍﻓﺰ ﺍﳌﺴﺘﺤﻘﺔ‪ ،‬ﺍﻹﺟﺎﺯﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﺭﺻﻴﺪ ﺍﻹﺟﺎﺯﺍﺕ ﺍﳌﺘﺎﺡ‪... ،‬ﺍﱁ‪.‬‬
‫‪ -2‬ﻣﺼﺎﺩﺭ ﻣﻌﻠﻮﻣﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺗﻨﻘﺴﻢ ﻣﺼﺎﺩﺭ ﻣﻌﻠﻮﻣﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ)‪:(1‬‬
‫ﺃ‪ -‬ﺍﳌﺼﺎﺩﺭ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺴﺘﻘﻴﻬﺎ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﻣﺼﺎﺩﺭ ﺩﺍﺧﻞ ﺍﳌﺆﺳـﺴﺔ ﻭﺍ ﹸﳌﺨ ‪‬ﺰﻧـﺔ ﰲ‬
‫ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺴﺠﻼﱠﺕ ﺧﺪﻣﺔ ﺍﳌﻮ ﱠﻇﻔﲔ ﻭﻣﺎ ﲢﺘﻮﻳﻪ ﻣـﻦ ﺗﻔـﺼﻴﻼ‪‬ﻢ‪ ،‬ﻭﻭﺻـﻒ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭﺳﻴﺎﺳﺎﺕ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺍﶈﺎﻓﻈـﺔ‪.‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﳛﺼﻞ ﻧﻈﺎﻡ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﻣﻊ ﻧ‪‬ﻈﻢ ﺩﻋـﻢ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻭﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭ‪‬ﻧﻈﻢ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ‪‬ﻧﻈﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺏ‪ -‬ﺍﳌﺼﺎﺩﺭ ﺍﳋﺎﺭﺟﻴﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺴﺘﻘﻴﻬﺎ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﻣـﺼﺎﺩﺭ ﺧـﺎﺭﺝ ﺍﳌﺆﺳـﺴﺔ‪ ،‬ﻣﺜـﻞ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﳌﻨﺎﻓﺴﲔ ﻭﺍﻷﺣﻮﺍﻝ ﺍﻟﻌﻤﺎﻟﻴﺔ‪ ،‬ﻭﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﳍﻴﺌﺎﺕ ﺍﻟﻌﻤﺎﻟﻴـﺔ‪ ،‬ﻭﺍﻷﻭﺿـﺎﻉ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺍ ﹸﳌﺆﺷ‪‬ﺮﺍﺕ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﺃﺳﻌﺎﺭ ﺍﻟﻔﺎﺋﺪﺓ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ ﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -3‬ﻋﻨﺎﺻﺮ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬
‫ﺗﺘﺸ ﱠﻜﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻋﻨـﺼﺮﻳﻦ ﺃﺳﺎﺳـﻴﲔ ﳘـﺎ‪ :‬ﺍﳌﹸـﺪﺧ‪‬ﻼﺕ‪،‬‬
‫ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ)‪:(2‬‬
‫ﺃ‪ -‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ :‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺪ ‪‬ﺧﻠﺔ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﻭﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺒﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ‬
‫ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﺨﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺑﻴﺎﻧـﺎﺕ ﺍﻻﺳـﺘﻘﻄﺎﺏ‪ ،‬ﻭﺍﻻﺧﺘﻴـﺎﺭ‬
‫ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺍﻹﺩﺍﻣﺔ‪ ،‬ﻭﺑﻴﺎﻧﺎﺕ ﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺍﳌﻜﺎﻓﺂﺕ‪ ،‬ﻭﺍﻟﺘﻌﻮﻳﻀﺎﺕ‪ ،‬ﻭﺍﻟﺘﺄﻣﻴﻨـﺎﺕ‪،‬‬
‫ﻭﲨﻴﻊ ﺍﻟﺘﻔﺼﻴﻼﺕ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻔﲔ ﻭﺳﺠﻼﱠ‪‬ﻢ ﻭﺗﻘﺎﺭﻳﺮﻫﻢ‪.‬‬
‫ﺏ‪ -‬ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‪ :‬ﻭﻫﻲ ﻧﺘﺎﺋﺞ ﺍﳌﻌﺎﳉﺔ ﻭﺃﺷﻜﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﺗﻨ‪‬ﺘﺞ ﻋﻦ ﻋﻤﻠﻴـﺎﺕ ﺍﻟـﻨ‪‬ﻈﻢ‪،‬‬
‫ﻛﺎﳌﺨ ﱠﻄﻄﺎﺕ‪ ،‬ﻭﺍﻟﺮﺳﻮﻣﺎﺕ‪ ،‬ﻭﻗﻮﺍﺋﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻘﺎﺭﻳﺮ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ‪ ،‬ﻭﺍﳉﺪﺍﻭﻝ‪ ،‬ﻭﺍﻟﻠﻮﺍﺋﺢ‪.‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.107‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.108‬‬ ‫)‪(2‬‬


‫‪157‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﰲ ﺿﻮﺀ ﻣﺎ ﺗﻘﺪﻡ‪ ،‬ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﻳﻘ ‪‬ﺪﻣﻬﺎ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﻌﺘـﱪ‬
‫ﻋﻠﻰ ﺩﺭﺟ ٍﺔ ﺑﺎﻟﻐﺔ ﻣﻦ ﺍﻷﳘﻴﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﻹﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻧﺎﺣﻴـ ٍﺔ ﺃﺧـﺮﻯ‪،‬‬
‫ﻭﺫﻟﻚ ﻟﺼﻠﺔ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﻹﺩﺍﺭﺍﺕ ﻭﲟﺴﺘﻠﺰﻣﺎﺕ ﲢﺴﲔ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴـﺔ ﺭﺃﺱ ﺍﳌـﺎﻝ‬
‫ﺍﻹﻧﺴﺎﱐ ﻣﻦ ﺻﺎﻧﻌﻲ ﺍﳌﻌﺮﻓﺔ ﻭﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﳘﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﲢﻘﻖ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺰﺍﻳﺎ ﻣﻦ ﺃﳘﻬﺎ ﺍﻵﰐ)‪:(2‬‬
‫‪ -1‬ﲣﺰﻳﻦ ﻭﺍﺳﺘﺮﺟﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﺎﳉﺘﻬﺎ ﺑﺎﻟﺴﺮﻋﺔ ﺍﳌﻤﻜﻨﺔ؛‬
‫‪ -2‬ﺗﻘﻠﻴﺺ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﺑﺎﻟﺴ‪‬ﺠﻼﱠﺕ ﺍﻟﻴﺪﻭﻳﺔ ﻭﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﻮﺭﻗﻴﺔ؛‬
‫‪ -3‬ﺍﻟﺴﺮﻋﺔ ﰲ ﺇﳒﺎﺯ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﺰﻳﻦ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍ ﹸﳌﺆ ‪‬ﺩﻳﺔ ﺇﱃ ﺳﺮﻋﺔ ﻭﺩﻗﺔ ﻋﻤﻠﻴﺔ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ؛‬
‫‪ -4‬ﲢﻘﻴﻖ ﺍﻟﻌﻼﻗﺔ ﺍﳉ‪‬ﻴﺪﺓ ﻭﺍﻟﻔﻬﻢ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻝ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻌﻤﺎﻝ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﳌﺨﺘﻠﻔـﺔ‬
‫ﺣﻮﻝ ﺃﻧﺸﻄﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻠﻚ ﺍﳋﺎﺻﺔ ﺑﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ؛‬
‫‪ -5‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺃﻳﺔ ﺗﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ؛ ﻭﺑﺬﻟﻚ ‪‬ﺗﻤﻜﱢـﻦ ﺍﻹﺩﺍﺭﺓ‬
‫ﻣﻦ ﺍﻹﻋﺪﺍﺩ ﳌﻮﺍﺟﻬﺔ ﺗﻠﻚ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺑﻜﻔﺎﺀﺓ؛‬
‫‪ -6‬ﲢﻘﻴﻖ ﺍﻟﺘﻜﺎﻣﻞ ﻭﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﳐﺘﻠﻒ ﺃﻧﺸﻄﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻛﻤﺎ ﲤﻨﺢ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﺘﺎﻟﻴﺔ)‪:(3‬‬
‫‪ -‬ﻣﺴﺎ‪‬ﻧﺪﺓ ﻭﲢﻀﲑ ﻭﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﺇﻋﺪﺍﺩ ﺍﻟﺘﻨﺒ‪‬ﺆﺍﺕ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫ﻒ ﻛﺎﻣﻞ ﳉﻤﻴﻊ ﺍﻟﻮﻇﺎﺋﻒ؛‬ ‫‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺇﻋﺪﺍﺩ ﻭﺻ ٍ‬
‫‪ -‬ﺗﻨﻈﻴﻢ ﺷﺆﻭﻥ ﺍﻟﻌﺎﻣﻠﲔ‪ :‬ﻣﻦ ﺍﻟﻌﻘﻮﺩ‪ ،‬ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﻭﺍﻟﻨﻘﻞ؛‬
‫‪ -‬ﺩﻋﻢ ﺇﺩﺍﺭﺓ ﺍﻻﺳﺘﻘﻄﺎﺏ ﻭﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ؛‬
‫‪ -‬ﺩﻋﻢ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﻘﻮﱘ؛‬
‫‪ -‬ﺩﻋﻢ ﺑﺮﺍﻣﺞ ﺗﻮﺯﻳﻊ ﺍﻷﺟﻮﺭ ﻭﺍﳌﻜﺎﻓﺂﺕ ﻭﺍﻟﺘﻌﻮﻳﻀﺎﺕ؛‬
‫ﺼﻠﺔ ﻋﻦ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻭﲢﺪﻳﺜﻬﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ؛‬
‫‪ -‬ﺗﻘﺪﱘ ﺗﻘﺎﺭﻳﺮ ‪‬ﻣﻔ ‪‬‬
‫‪ -‬ﺗﻮﺛﻴﻖ ﺗﻔﺼﻴﻼﺕ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻭﺇﺩﺍﻣﺔ ﺳﺠﻼﱠ‪‬ﻢ‪.‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.87‬‬ ‫)‪(1‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.324‬‬ ‫)‪(2‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.108‬‬ ‫)‪(3‬‬
‫‪158‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻳﺘﻤﺜﱠﻞ ﺍﻟﻐﺮﺽ ﺍﻟﻌﺎﻡ ﻣﻦ ﺗﻄﻮﻳﺮ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺗﺰﻭﻳﺪ ﺍﳌﺴﺘﺨ ِﺪﻣﲔ ﺃﻭ ﻋﻤﻼﺀ‬
‫ﺍﻟﻨﻈﺎﻡ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺟﻮ‪‬ﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﻭﺑﺎﻟﺪﻗﺔ ﺍﳌﻄﻠﻮﺑﺔ)‪.(1‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻭﺃﺟﺰﺍﺀ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﻳﺘﻜﻮ‪‬ﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺁﻟﻴﺔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻛﺄﻱ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣـﺎﺕ‬
‫ﺤﻜﻢ‪ ،‬ﻭﺍﻟﺘﻐﺬﻳـﺔ‬
‫ﺁﺧﺮ ﻣﻦ ﲬﺴﺔ ﻋﻨﺎﺻﺮ ﺃﺳﺎﺱ‪ ،‬ﻫﻲ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ ،‬ﻭﺍﻟﻌﻤﻠﻴـﺎﺕ ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟـﺎﺕ‪ ،‬ﻭﺍﻟـﺘ ‪‬‬
‫ﺍﻟﺮﺍﺟﻌﺔ)‪.(2‬‬
‫ﺳﻨﻜﺘﻔﻲ ﺑﻌﺮﺽ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺣﺴﺐ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﻴﺪﻭﻳـﺔ‬
‫ﻭﺍﻟﻮﺭﻗﻴﺔ‪ .‬ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﻟﺪﻳﻬﺎ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺪﻭﻳﺔ ﺟﻴﺪﺓ‪ ،‬ﻳﻜـﻮﻥ ﺃﺳـﻬﻞ‬
‫ﻋﻠﻴﻬﺎ ﺍﻟﺘﺤ ‪‬ﻮﻝ ﺇﱃ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺆﲤﺘﺔ ﻣﻦ ﺗﻠﻚ ﺍﻟﱵ ﻻ ﺗﻮﺟﺪ ﻟﺪﻳﻬﺎ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻄﻠﻘـﹰﺎ‪ .‬ﻋﻠـﻰ‬
‫ﺕ ﻣﺘﺴﺎﺭﻋﺔ‪.‬‬ ‫ﺍﻟﺮﻏﻢ ﻣﻦ ﻛﻞ ﺫﻟﻚ ﻓﺈﻥ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ ﺗﺴﲑ ﲞﻄﻮﺍ ٍ‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻳﻼ ‪‬ﺣﻆ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳊﺎﺳﻮﺏ ﰲ ﳎﺎﻝ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻻ ﺯﺍﻟـﺖ‬
‫ﳏﺼﻮﺭ ﹰﺓ ﰲ ﻋﻤﻠﻴﺎﺕ ﲨﻊ ﺍﳌﻌﺎﻣﻼﺕ ﻭﺗﺴﺠﻴﻠﻬﺎ ﻭﺇﻋﺪﺍﺩ ﻗﻮﺍﺋﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﱂ ﺗﻨﺘﻘـﻞ ﺑﻌـﺪ ﻟﻠﺘﺤﻠﻴـﻞ‬
‫ﻭﺍﻟﺘﻔﺴﲑ ﻭﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ .‬ﺃﻱ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳊﺎﺳـﻮﺏ ﰲ ﳎـﺎﻝ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﱂ ﺗﺮﺗ ِﻖ ﺑﻌﺪ ﺇﱃ ﻣﺴﺘﻮﻯ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﳎﺎﻝ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.530‬‬ ‫)‪(1‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.345‬‬ ‫)‪(2‬‬


‫‪159‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(27‬‬


‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬


‫اﻟﺘﺤﻜﻢ‬

‫إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﻳﺔ‬


‫)‪ (3‬ﺍﳌﺨﺮﺟﺎﺕ‬ ‫)‪ (2‬ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫)‪ (1‬ﺍﳌﺪﺧﻼﺕ‬
‫‪ -1‬ﺑﻴﺎﻧﺎﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ‬ ‫‪ -1‬ﺗﺴﺠﻴﻞ ﻭﺭﺻﺪ ﻭﲣﺰﻳﻦ‬ ‫‪ -1‬ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﳌﻮﻇﻔﲔ‬
‫ﺍﳌﻮﻇﻔﲔ ﻭﺍﻟﻮﻇﺎﺋﻒ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ -2‬ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ‬
‫‪ -2‬ﺑﻴﺎﻧﺎﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ‬ ‫‪ -2‬ﺗﺪﻗﻴﻖ ﻭﻣﺮﺍﺟﻌﺔ ﻭﲢﺪﻳﺚ‬ ‫‪ -3‬ﺑﻴﺎﻧﺎﺕ ﺇﺩﺍﺭﻳﺔ ﺃﺧﺮﻯ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻻﺩﺍﺭﻳﺔ ‪ ،‬ﻣﻦ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ -4‬ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﺘﺨﻄﻴﻂ‬
‫ﲣﻄﻴﻂ ﻭﺗﻮﻇﻴﻒ ﻭﺗﻘﻮﱘ ‪.‬‬ ‫‪ -3‬ﺗﺼﻨﻴﻒ ﻭﺗﺮﺗﻴﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ‬
‫‪ -3‬ﺗﻘﺎﺭﻳﺮ ﻋﻦ ﺷﺆﻭﻥ‬ ‫‪ -4‬ﲢﻠﻴﻞ ﻭﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ -5‬ﺃﳕﺎﻁ ﺍﻟﻘﻴﺎﺩﺓ‬
‫ﻭﺍﻭﺿﺎﻉ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪،‬‬
‫ﺗﺎﺭﳜﻴﺎ ‪ ،‬ﻭﻣﺎﻟﻴﺎ ﻭﺗﻨﺒﺆﻳﺎ‪.‬‬

‫ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ ،‬ﻗﺎﻋﺪﺓ ﻣﻌﺮﻓﺔ ‪ ،‬ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ‪ ،‬ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬

‫ﻧﻈﻢ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ ) ﺍﻟﻮﺍﻗﻊ ﺍﳊﺎﱄ (‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.346‬‬

‫ﻭﻣﻦ ﺑﲔ ﺃﻫﻢ ﺃﺟﺰﺍﺀ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻵﰐ)‪:(1‬‬


‫‪ -1‬ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ)‪:(2‬‬
‫‪‬ﺗﻌ ‪‬ﺪ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺑﲔ ﺃﻫﻢ ﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪.‬‬
‫ﺕ ﺧﺎﺻﺔ ﺑﺎﺳـﻢ‬ ‫ﺕ ﻋﻦ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻫﺬﻩ ﺍﳌﻠﻔﺎﺕ ﺗﺘﻀﻤ‪‬ﻦ ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ﻭﲢﺘﻮﻱ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﻋﺪﺓ ﻣﻠﻔﺎ ٍ‬
‫ﺍﻟﻌﺎﻣﻞ ﻭﺭﻗﻢ ﺿﻤﺎﻧﻪ ﺍﻟﺼﺤﻲ ﻭﺻﻨﻒ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﱵ ‪‬ﻳﻤﺎ ِﺭﺳﻬﺎ‪.‬‬
‫ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ‪‬ﺗﺴﺘﺨﺪﻡ ﺍﳌﺆﺳﺴﺎﺕ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺘﺮﺍِﺑﻄﺔ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﲟﻮﺟﺒﻬﺎ ﲣـﺰﻳﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ‬
‫ﺼﺺ ﲝﻘﻞ ﺃﻭ ﻋﻨﺼ ٍﺮ ﻣﻌﲔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻌـﺎﻣﻠﲔ؛ ﻓﻘـﺪ ﺗ‪‬ـﻨ ﱠﻈﻢ‬ ‫ﻒ ﻳﺘﺨ ‪‬‬
‫ﺕ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﻭﻛﻞ ﻣﻠ ٍ‬
‫ﻣﻠﻔﺎ ٍ‬
‫ﻒ‬
‫ﻒ ﻳﺮﺗﺒﻂ ﲟﻠ ٍ‬
‫ﻒ ﻭﺍﺣﺪ‪ ،‬ﻭﻛﻞ ﻣﻠ ٍ‬‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﻋﺎﻣ ٍﻞ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﲟﻠﻔﺎﺕ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻭﻟﻴﺲ ﲟﻠ ٍ‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.328-327‬‬ ‫)‪(1‬‬

‫‪.Data base‬‬ ‫)‪(2‬‬


‫‪160‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻒ‬
‫ﺁﺧﺮ ﻭ‪‬ﻳﻜ ‪‬ﻤﻠﻪ‪ ،‬ﻭﻫﺬﺍ ﳜﺘﻠﻒ ﻋﻦ ﺍﳌﻠﻔﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺧﺰﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﻋﺎﻣ ٍﻞ ﰲ ﻣﻠ ٍ‬
‫ﻭﺍﺣﺪ‪.‬‬
‫‪ -2‬ﺍﳌﻌﺪﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ‪:‬‬
‫ﻗﺒﻞ ﲢﺪﻳﺪ ﺍ ﹸﳌﻌ ‪‬ﺪﺍﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺑﺪ ﻣﻦ ﲢﺪﻳﺪ ﻧﻮﻉ ﺍﻟﺘﻄﺒﻴـﻖ‬
‫ﺍﻟﺬﻱ ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﺍﳌﺪﻳﺮ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﺑﺮﳎﻴﺎﺕ ﺟﺎﻫﺰﺓ ﺃﻡ ﺑﺮﺍﻣﺞ ‪‬ﺗﺼ ‪‬ﻤﻢ ﻣﻦ ﻗﺒـﻞ ﺍﻹﺩﺍﺭﺓ‪ .‬ﺇﻥ ﺍﻟﺘﻄﺒﻴـﻖ‬
‫ﺍﳌﻄﻠﻮﺏ ‪‬ﻳﺤ ‪‬ﺪﺩ ﺣﺠﻢ ﺍﻟﺬﺍﻛﺮﺓ ﺍﳌﻄﻠﻮﺑﺔ ﻭﺍﻟﺴﺮﻋﺔ ﻭﹸﻗﺪﺭﺓ ﺷﺒﻜﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳌﻄﻠﻮﺑﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﻣـﻦ ﺑـﲔ‬
‫ﺍﻷﺟﻬﺰﺓ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺃﺟﻬﺰﺓ ﺍﻹﺩﺧﺎﻝ ﻭﺍﻹﺧﺮﺍﺝ‪ ،‬ﻣﺜﻞ ﺍﻟﻄﺎﺑﻌﺔ‪ ،‬ﻭﻭﺣﺪﺍﺕ ﺍﳋﺰﻥ‬
‫ﺍﻟﺜﺎﻧﻮﻱ‪.‬‬
‫‪ -3‬ﺑﻴﺌﺔ ﺍﻟﱪﳎﻴﺎﺕ‪:‬‬
‫ﻭﻫﻲ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﺬﻱ ‪‬ﻳﺴﺎﻋﺪ ﺍﳌﺴﺘﻔﻴﺪ ﰲ ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺍﻻﻧﺴﻴﺎﰊ ﻣﻊ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻣﺜﻞ ﺇﻋﻄﺎﺀ ﺍﻟﻔﹸﺮﺻﺔ‬
‫ﻟﻠﻤﺴﺘﻔﻴﺪ‪ ،‬ﻭﲤﻜﻴﻨﻪ ﻣﻦ ﺍﻻ‪‬ﺗﺼﺎﻝ ﻣﻊ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺨ ‪‬ﺰﻧـﺔ ﰲ‬
‫ﺍﳊﻮﺍﺳﻴﺐ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻭﻇﺎﺋﻒ ﻭﻣﺮﺍﺣﻞ ﺗﻄ ‪‬ﻮﺭ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﺑﻌﺪ ﺗﻄ ‪‬ﺮﻗﻨﺎ ﰲ ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ﺇﱃ ﻣﻔﻬﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ‬
‫ﻭﻇﺎﺋﻒ ﻭﻣﺮﺍﺣﻞ ﺗﻄ ‪‬ﻮﺭ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻭﻇﺎﺋﻒ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ُﺗﺴﺘﺨﺪﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﰲ ﺳﺎﺋﺮ ﻣﺮﺍﺣﻞ ﻭﺃﻧـﻮﺍﻉ ﺃﻧـﺸﻄﺘﻬﺎ‪،‬‬
‫ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳌﺴﺎﻋﺪ‪‬ﺎ ﻋﻠﻰ ﺇﳒﺎﺯ ﻭﻇﺎﺋﻔﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻮﻇﺎﺋﻒ ﻣﺎ ﻳ‪‬ﻮﺿ‪‬ـﺤﻪ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ)‪:(1‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.347-346‬‬ ‫)‪(1‬‬


‫‪161‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(28‬‬


‫ﻭﻇﺎﺋﻒ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻇﺎﺋﻒ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺿﻊ ﺍﳋﻄﻂ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ ﻭﺍﻹﲨﺎﻟﻴﺔ ﻭﺍﻟﺘﻨﺒﺆﻳﺔ ﻟﻘﻮﺓ ﺍﻟﻌﻤﻞ‪ :‬ﻭﺫﻟﻚ ﲟﻘﺎﺑﻠﺔ ﺣﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻘﻮﻯ‬
‫ﺍﻟﻌﺎﻣﻠﺔ ﻣﻊ ﺍﻟﻌﺮﻭﺽ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺧﺎﺭﺟﻬﺎ‪ ،‬ﻭﺇﳚﺎﺩ ﺍﻟﺮﺻﻴﺪ‪ ،‬ﻭﻋﺮﻭﺽ‬ ‫‪1‬‬
‫ﺍﻟﺒﺪﺍﺋﻞ ﳌﻌﺎﳉﺔ ﺍﻟﻔﺮﻭﻗﺎﺕ‪.‬‬

‫ﺑﻨﺎﺀ ﻣﻠﻔﺎﺕ ﺷﺨﺼﻴﺔ ﻟﻜﻞ ﻋﻀﻮ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻳﺒﲔ ﻓﻴﻪ ﻛﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻋﻨﻪ ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﻤﺮ‪،‬‬
‫ﺍﳉﻨﺲ‪ ،‬ﺍﳊﺎﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻷﻭﻻﺩ‪ ،‬ﺍﳌﺆﻫﻞ ﻭﺗﺎﺭﻳﺦ ﺍﻻﻟﺘﺤﺎﻕ ﻭﻧﻮﻉ ﺍﻟﻮﻇﻴﻔﺔ‪ ،‬ﻭﻣﻘﺪﺍﺭ ﺍﻟﺮﺍﺗﺐ‪...‬ﺍﱁ‪.‬‬ ‫‪2‬‬

‫ﺣﻴﺚ‬
‫ﺍﳌﺆﺳﺴﺔﻣﻦﻣﻦﺣﻴﺚ‬
‫ﺍﻟﺒﺸﺮﻳﺔﰲﰲﺍﳌﺆﺳﺴﺔ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺗﻔﺼﻴﻠﻴﺔ ﻭﺇﲨﺎﻟﻴﺔ‪،‬‬
‫ﻭﺇﲨﺎﻟﻴﺔ‪ ،‬ﻳ‪‬ﻮﺿ‪‬ﺢ ﻓﻴﻪ ﻃﺒﻴﻌﺔ ﺍﳌﻮﺍﺭﺩ‬ ‫ﻭﻟﻮﺍﺋﺢﺗﻔﺼﻴﻠﻴﺔ‬
‫ﺟﺪﺍﻭﻝﻭﻟﻮﺍﺋﺢ‬
‫ﻭﺿﻊﺟﺪﺍﻭﻝ‬
‫ﻭﺿﻊ‬
‫ﻭﻃﺒﻴﻌﺔﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﻭﺣﺠﻢﻭﻃﺒﻴﻌﺔ‬
‫ﺍﻟﻮﻇﻴﻔﻲ‪ ،‬ﻭﺣﺠﻢ‬
‫ﻭﺍﻟﻘﺪﻡ ﺍﻟﻮﻇﻴﻔﻲ‪،‬‬
‫ﻭﻣﻌﺪﻝ ﺍﻟﺸﻬﺎﺩﺍﺕ‪ ،‬ﻭﺍﻟﻘﺪﻡ‬
‫ﺍﻟﻨﻮﻉ‪ ،‬ﻭﻣﻌﺪﻝ‬
‫ﻭﻧﺴﺒﺔﺍﻟﻨﻮﻉ‪،‬‬
‫ﺍﻟﻌﻤﺮ‪،‬ﻭﻧﺴﺒﺔ‬
‫ﻣﺘﻮﺳﻂﺍﻟﻌﻤﺮ‪،‬‬
‫ﻣﺘﻮﺳﻂ‬ ‫‪3‬‬
‫ﺍﳌﺆﺳﺴﺔ‪..‬‬
‫ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‬
‫ﺍﻹﻣﻜﺎﻧﺎﺕ( ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﲤﺘﻠﻜﻬﺎ‬
‫))ﺍﻹﻣﻜﺎﻧﺎﺕ‬

‫ﻭﺻﻒ ﻛﺎﻣﻞ ﳉﻤﻴﻊ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺘﺎﺣﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺒﻴﻨﺎ ﻓﻴﻪ ﻣﺘﻄﻠﺒﺎﺕ ﻛﻞ ﻭﻇﻴﻔﺔ ﻭﺍﳌﻬﻤﺎﺕ ﺍﻟﱵ‬
‫ﺳﻴﻘﻮﻡ ‪‬ﺎ ﺷﺎﻏﻞ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ‪ ،‬ﻭﰲ ﻣﻘﺎﺑﻞ ﺫﻟﻚ ﳚﺮﻱ ﺣﺼﺮ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺘﻮﺍﺟﺪﺓ ﰲ‬ ‫‪4‬‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻣﺪﻯ ﻣﻄﺎﺑﻘﺘﻬﺎ ﻣﻊ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺘﺎﺣﺔ‪.‬‬

‫ﺗﻨﻈﻴﻢ ﺷﺆﻭﻥ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻹﺟﺮﺍﺋﻴﺔ‪ ،‬ﻣﺜﻞ ﺻﻜﻮﻙ ﺍﻟﺘﻌﻴﲔ‪ ،‬ﺍﻹﺟﺎﺯﺍﺕ ﺍﻟﻌﺎﺩﻳﺔ ﻭﺍﳌﺮﺿﻴﺔ‪ ،‬ﺗﺴﺠﻴﻞ‬
‫‪5‬‬
‫ﺍﻟﻐﻴﺎﺏ‪ ،‬ﺍﻟﻨﻘﻞ‪ ،‬ﺍﻟﺘﺮﻗﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺪﻭﺭﻳﺔ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪.‬‬

‫ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻗﺎﻋﺪﺓ‬
‫ﺍﳌﻌﺮﻓﺔ ﻹﺟﺮﺍﺀ ﻫﺬﻩ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻣﺜﻞ ﻣﻘﺎﺭﻧﺔ ﻣﺴﺘﻮﻯ ﺍﻷﺟﻮﺭ ﻣﻊ ﻣﺴﺘﻮﻯ ﺍﳌﻌﻴﺸﺔ‪ ،‬ﺃﻭ ﻓﺤﺺ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬
‫‪6‬‬
‫ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻭﻣﻌﺪﻻﺕ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺃﻭ ﺣﺴﺎﺏ ﻧﺴﺒﺔ ﺗﻜﺎﻟﻴﻒ ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ ﰲ‬
‫ﺍﳌﻨﺘﺞ ﺍﻟﻨﻬﺎﺋﻲ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﳎﺎﻻﺕ ﺍﻟﺒﺤﺚ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺜﻞ ﺍﻟﻐﻴﺎﺏ ﻭﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‪...‬ﺍﱁ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.347-346‬‬
‫‪162‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻛﻤﺎ ﳝﻜﻦ ﺃﻥ ﻳﻘﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟـﺪﻋﻢ ﺇﺩﺍﺭﺓ ﻭﻣـﺪﻳﺮﻱ‬
‫ﻭ ‪‬ﻣﻮ ﱢﻇﻔﻲ ﺩﺍﺋﺮﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﻬﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺕ ﺃﻭ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺣﻘـﺎﺋﻖ ﺗﻔـﺼﻴﻠﻴﺔ‬ ‫‪ -1‬ﺣﺼﺮ ﻭﺗﺴﺠﻴﻞ ﺍﻟﺘﻮﻗﱡﻌﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﺭﺻﺪﻫﺎ ﰲ ﺷﻜﻞ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﺗﻔﺼﻴﻠﻴﺔ ﻓﺮﺩﻳﺔ ﺧﺎﺻـﺔ ﺑﻜـﻞ‬ ‫ﺕ ﻋﺎﻣﺔ ﻣﺮﻛﺰﻳﺔ‪ ،‬ﻭﻣﻠﻔﺎ ٍ‬‫ﻭﺇﲨﺎﻟﻴﺔ؛ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺇﻧﺸﺎﺀ ﻣﻠﻔﺎ ٍ‬
‫ﺕ ﺗﺎﺭﳜﻴﺔ ﻋﻦ ﻛﻞ ﺍﻷﺣﺪﺍﺙ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬ ‫ﻣﻮﻇﻒ‪ ،‬ﻭﻣﻠﻔﺎ ٍ‬
‫‪ -2‬ﻣﺮﺍﺟﻌﺔ ﻭﺗﺼﻨﻴﻒ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻘﺎﺋﻖ‪ ،‬ﲤﻬﻴﺪﹰﺍ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪ -3‬ﺗﻘﺪﱘ ﺗﻘﺎﺭﻳﺮ ﺇﺩﺍﺭﻳﺔ ﺑﺼﻮﺭ ٍﺓ ﻳﺴ ‪‬ﻬﻞ ﻓﻬﻤﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﲟﺎ ‪‬ﻳﺤ ﱢﻘﻖ ﺍﻟﻔﺎﺋﺪﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻏﺮﺍﺽ ﺍﻟﱵ ﺳﻴﺘ ‪‬ﻢ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﻴﻬﺎ ﻟﺪﻋﻢ ﻗﺮﺍﺭﺍﺕ ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ .‬ﻭﺫﻟـﻚ‬
‫ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ ﻣﻠﻔﺎﺕ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺍﳋﺎﺻﺔ ﺑﺘﻘﺪﻳﺮ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳـﺴﺔ ﺍﳌـﺴﺘﻘﺒﻠﻴﺔ ﺃﻭ ﺗﻮﻗﱡﻌـﺎﺕ‬
‫ﺍﻻ‪‬ﺗﺠﺎﻫﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﻠﻒ ﺟﺪﺍﻭﻝ ﻭﺑﺮﺍﻣﺞ ﻋﻤﻞ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪‬ﺗﻨﺠﺰ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﺬﻩ ﺍﻟﻮﻇﺎﺋﻒ ﺑﺸﻜ ٍﻞ ﻣﺘﻜﺎﻣﻞ‪ ،‬ﻭ ‪‬ﻣﺘﺮﺍِﺑﻂ ﻣﻊ ﺍﻟـﻨ‪‬ﻈﻢ ﺍﻹﺩﺍﺭﻳـﺔ‬
‫ﺍﻷﺧﺮﻯ‪ .‬ﻓﻴﻜﻮﻥ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺳﺘﺴﺘﺨﺪﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﳏﺴﻮﺑﺔ ﻷﻭﻝ ﻣﺮﺓ‪ ،‬ﺃﻥ‬
‫ﺗﺒﺪﺃ ﺑﻔﺘﺢ ﺍﳌﻠﻔﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﳌﺮﻛﺰﻳﺔ ﻭﻣﻦ ﰒ ﺍﳌﻠﻔﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﺗﺘﻌﺪ‪‬ﻯ ﳎﺎﻻﺕ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳎﺮﺩ ﲣﺰﻳﻦ ﻭﺍﺳـﺘﺮﺟﺎﻉ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺑﺸﺄﻥ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻐﻴﺎﺏ‪ ،‬ﻭﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﳌﻜﺎﻓـﺂﺕ‪ ،‬ﻭﻏﲑﻫـﺎ ﻣـﻦ ﳎـﺎﻻﺕ‬
‫ﺕ ﺃﺧﺮﻯ ﺃﻛﺜﺮ ﺃﳘﻴﺔ ﺗﺸﻤﻞ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺇﱃ ﳎﺎﻻ ٍ‬
‫‪ -‬ﺇﻋﺪﺍﺩ ﺍﳋﻄﻂ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫‪ -‬ﺍﻟﺘﻨﺒ‪‬ﺆ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﲣﻄﻴﻂ ﺍﳌﺴﺎﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻣﺴﺎﺭﺍﺕ ﺍﻟﺘﺮﻗﻴﺔ؛‬
‫‪ -‬ﲢﻠﻴﻞ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -‬ﺗﻘﻴﻴﻢ ﺳﻴﺎﺳﺎﺕ ﻭﳑﺎﺭﺳﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﺇﻋﺪﺍﺩ ﺑﻌﺾ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳋﺎﺻﺔ ﺑﺈﺩﺍﺭﺓ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ؛‬
‫‪ -‬ﺗﺪﻋﻴﻢ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻴﻮﻣﻴﺔ ﻹﺩﺍﺭﺓ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‪.‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.531-530‬‬ ‫)‪(1‬‬
‫‪163‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(29‬‬


‫ﺁﻟﻴﺔ ﲝﻮﺙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺴﺎﻋﺪ ﺍﳊﺎﺳﻮﺏ‬

‫ﺳﺆﺍﻝ‬
‫ﺑﻨﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﳌﺸﻜﻠﺔ‬

‫ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻗﺎﻋﺪﺓ ﺍﻟﱪﳎﻴﺎﺕ‬ ‫ﻧﻌﻢ ) ﺇﳚﺎﺩ ﺍﳊﻞ(‬ ‫ﲢﺴﲔ ﺃﺩﺍﺀ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‬

‫ﻻ‬
‫ﻧﻈﺎﻡ ﺍﳊﺎﺳﻮﺏ‬ ‫) ﲝﺚ ﻋﻦ ﺣﻞ(‬

‫ﻧﺘﺎﺋﺞ ﲝﻮﺙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﲝﻮﺙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳌﺼﺪﺭ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ‪.348‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﻳ‪‬ﻌﺘﱪ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻮﺍﺟﻬﺔ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ؛ ﻓﻬﻮ ﳚﻤﻊ ﻣﺎﺑﲔ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﳍﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻭﺍﻟﻮﺳـﺎﺋﻞ ﺍﻟـﱵ ﺗ‪‬ﻮﻓﱢﺮﻫـﺎ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ)‪.(1‬‬
‫ﻟﻘﺪ ﺳﺎﳘﺖ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ -‬ﻭﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺎﺳﻮﺏ‪ -‬ﰲ ﳕﻮ ﻭﺗﻄـ ‪‬ﻮﺭ‬
‫ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﻫﻢ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻄﻮ‪‬ﺭﻳﺔ ﺍﻟﻨﻈﺎﻡ ﻫﻲ ﻛﺎﻵﰐ)‪:(2‬‬

‫‪،http://fr.wikipedia.org/wiki/Syst%C3%A8me‬‬ ‫‪d%27information de gestion des ressources humaines‬‬ ‫)‪(1‬‬

‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬


‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.323-322‬‬ ‫)‪(2‬‬
‫‪164‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﻣﺮﺣﻠﺔ ﺍﻟﺴﺘﻴﻨﺎﺕ‪:‬‬
‫ﰲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﻛﺎﻧﺖ ﻣﻌﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺑـﺪﺀﹰﺍ ﺑﻌﻤﻠﻴـﺎﺕ‬
‫ﺍﻟﺘﻮﻇﻴﻒ‪ ،‬ﻭﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﻭﺍﻟﺘﻨﻘﱡﻼﺕ‪ ،‬ﻭﺍﻷﺟﻮﺭ‪ ،‬ﻭﺍﻧﺘﻬﺎ ًﺀ ﺑﺎﻟﺮﺍﺗﺐ ﺍﻟﺘﻘﺎﻋﺪﻱ‪ ،‬ﻭﻣﻌﺎﻣﻼﺕ ﺇ‪‬ـﺎﺀ ﺍﳋـﺪﻣﺎﺕ‬
‫ﺕ‪ ،‬ﺗﺒ ‪‬ﻮﺏ ﻭ‪‬ﺗﻨ ﱠﻈﻢ ﻳﺪﻭﻳﹰﺎ‪.‬‬
‫‪‬ﺗﺤ ﹶﻔﻆ ﰲ ﺳﺠﻼﱠ ٍ‬
‫ﻭﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‪ ،‬ﻛﺎﻧﺖ ﺍﻹﺩﺍﺭﺓ ‪‬ﺗﻌﺎﱐ ﻣﻦ ﺻﻌﻮﺑﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟـﺴ‪‬ﺠﻼﱠﺕ‬
‫ﻋﻨﺪ ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ ﺑﺎﻟﺴﺮﻋﺔ ﺍ ﹸﳌﻤ ِﻜﻨﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻷﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻛﺎﻧﺖ ﺑﺎﻫﻈﺔ ﺍﻟﺘﻜـﺎﻟﻴﻒ‪ ،‬ﻭﻗـﺪ ﻻ‬
‫ﺕ ﻋﺎﻟﻴﺔ‪.‬‬
‫ﲢﺘﻮﻱ ﻋﻠﻰ ﺫﺍﻛﺮ ٍﺓ ﻣﻨﺎﺳﺒﺔ ﺑﻘﹸﺪﺭﺍ ٍ‬
‫‪ -2‬ﻣﺮﺣﻠﺔ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ‪:‬‬
‫ﰲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ‪ ،‬ﺃﺻﺒﺤﺖ ﺍﳊﻮﺍﺳﺐ ‪‬ﻣﺘﻮﱢﻓﺮﺓ؛ ﺇﺫ ﺍﺳﺘﺨﺪﻣﺖ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳـﺴﺎﺕ ﰲ ﺍﻟﻘـﻀﺎﻳﺎ‬
‫ﺍﳌﺎﻟﻴﺔ‪ ،‬ﻛﺎﺣﺘﺴﺎﺏ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻣﺜﻞ ﺣﺴﺎﺑﺎﺕ ﺍﳌﺪﻳﻨﲔ ﺃﻭ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﺍﳌﺨﺰﻭﻥ‪.‬‬
‫ﻭﻣﻦ ﺃﻫﻢ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳊﺎﺳﻮﺏ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‪ ،‬ﺍﺳﺘﺨﺪﺍﻣﺎ‪‬ﺗﻪ ﰲ‬
‫ﲢﺪﻳﺪ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺮﻭﺍﺗﺐ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﳑﺜﻠﺔ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻭﲢﺪﻳـﺪ ﺍﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﹰﺎ ﻭﻧﻮﻋﹰﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﻄﻮﻳﺮﻳـﺔ‪ ،‬ﻭﺑـﺮﺍﻣﺞ‬
‫ﺗﻘﻮﱘ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺑﺮﺍﻣﺞ ﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺑﺮﺍﻣﺞ ﺻﻴﺎﻧﺔ ﺍﻟﻌﺎﻣﻠﲔ)‪.(1‬‬
‫‪ -3‬ﻣﺮﺣﻠﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﺇﱃ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ‪:‬‬
‫ﺇﻥ ﺍﻟﺘﻮﺳ‪‬ﻊ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﳔﻔﺎﺽ ﺗﻜﻠﻔﺔ ﺍﻷﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺑﺸﻜ ٍﻞ ﻣﻠﻤﻮﺱ‬
‫ﺠﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺇﱃ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻧ‪‬ﻈـﻢ ﻣﻌﻠﻮﻣـﺎﺕ ﺍﳌـﻮﺍﺭﺩ‬ ‫ﻗﻴﺎﺳﹰﺎ ﺑﺎﳌﺎﺿﻲ‪ ،‬ﺷ ‪‬‬
‫ﺡ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ ﻟﺘﺤﻘﻴـﻖ ﺍﳌﺰﺍﻳـﺎ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺑﻞ ﺃﺻﺒﺢ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺎﺕ ﲟﺜﺎﺑﺔ ﺳﻼ ٍ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺑﺎﳊﺎﺟﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ)‪ ،(2‬ﻭﺍﺳﺘﺜﻤﺎﺭﻩ ﻟﺰﻳﺎﺩﺓ‬
‫ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪.‬‬
‫ﻭﺗﺘﻤﱠﺜﻞ ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -‬ﺍﳌﺮﺗﺒﺎﺕ ﻭﻣﻠﻔﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﲔ؛‬
‫‪ -‬ﻣﺘﺎﺑﻌﺔ ﺗﻄﻮ‪‬ﺭﺍﺕ ﺍﻷﺟﻮﺭ؛‬
‫‪(1) Henri Mahé de Boislandelle, Dictionnaire de gestion, Economica édition, Paris, 1998, p 186.‬‬

‫‪ :‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ )‪ :(Human Capital‬ﻳ‪‬ﺸﲑ ﺇﱃ ﳎﻤﻮﻉ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﻛﻞ ﺍﻟ ﹸﻘﺪﺭﺍﺕ ﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻦ ﻣﻦ ﺯﻳـﺎﺩﺓ‬ ‫)‪(2‬‬

‫ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﻞ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﺃﻭ ﲨﺎﻋﺔ ﻋﻤ ٍﻞ ﻣﻌﻴﻨﺔ‪.‬‬


‫‪(3) Henri Mahé de Boislandelle, op.cit, P 187.‬‬
‫‪165‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﻭﺍﻷﻧﺸﻄﺔ؛‬


‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ)‪(1‬؛‬
‫‪ -‬ﳏﺎﻛﺎﺓ ﻋﻠﻰ ﻭﺿﻌﻴﺔ ﻛﺘﻠﺔ ﺍﻷﺟﻮﺭ؛‬
‫‪ -‬ﻣﺘﺎﺑﻌﺔ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -‬ﻣﺘﺎﺑﻌﺔ ﺗﻄﻮﺭ ﺍﳌﺴﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻇﻔﲔ؛‬
‫‪ -‬ﳏﺎﻛﺎﺓ ﺣﻮﺍﺩﺙ ﺍﻟﻌﻤﻞ ﺍﶈﺘﻤﻠﺔ؛‬
‫‪ -‬ﺗﺴﻴﲑ ﻣﻠﻔﺎﺕ ﺍﳌﺮﺷﺤﲔ ﻟﻠﺘﻮﻇﻴﻒ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﻔﺮﻕ ﺑﲔ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺗ‪‬ﻌ ‪‬ﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ -‬ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ﺃﻳﻀﹰﺎ ﺑﺎﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ -‬ﻣﻔﻬﻮﻣﹰﺎ ‪‬ﻣﺒﺘ ﹶﻜﺮﹰﺍ ﺃﻣﹶﻠﺘ‪‬ـﻪ ﺍﳌﺮﺍﺣـﻞ‬
‫ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﻣﻦ ﺛﻮﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ‪ ،‬ﻭﺃﺳﻬﻤﺖ ﰲ ﺗﻜﻮﻳﻨـﻪ‬
‫ﻭﺍﻧﺘﺸﺎﺭﻩ ﺑﺮﻣﺘﻪ)‪.(2‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﺻﻄﻼﺣﹰﺎ ﻫﻲ‪ » :‬ﺟﻬﻮ ‪‬ﺩ ﺇﺩﺍﺭﻳﺔ ﺗﺘﻀﻤ‪‬ﻦ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ‬
‫ﻟﻠﻤﻮﺍﻃﻨﲔ ﻭﻗﻄﺎﻉ ﺍﻷﻋﻤﺎﻝ ﺑﺴﺮﻋ ٍﺔ ﻋﺎﻟﻴﺔ ﻭﺗﻜﻠﻔﺔ ﻣﻨﺨﻔﻀﺔ‪ ،‬ﻋﱪ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﻭﺷﺒﻜﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪،‬‬
‫ﻣﻊ ﺿﻤﺎﻥ ﺳ ‪‬ﺮﻳﺔ ﻭﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ «)‪ .(3‬ﻭﻫﻲ ﻛﺬﻟﻚ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗـﺮﺑﻂ ﺑـﲔ‬
‫ﺍﳌﺴﺘﻔﻴﺪ ﻭﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺑﻮﺍﺳﻄﺔ ﻭﺳﺎﺋﻞ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳـﺴﺔ ﻣـﻦ‪ :‬ﲣﻄـﻴﻂ‪،‬‬
‫ﻭﺇﻧﺘﺎﺝ‪ ،‬ﻭﺗﺸﻐﻴﻞ‪ ،‬ﻭﻣﺘﺎﺑﻌﺔ‪ ،‬ﻭﺗﻄﻮﻳﺮ «)‪.(4‬‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﻛﺬﻟﻚ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ـﺎ‪ » :‬ﺷـﺒﻜﺔ ﺍﳍﻴﺎﻛـﻞ ﻭﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﺗﻘﺪﱘ ﻭﻣﺰﺍﻭﻟﺔ ﻭﻇﺎﺋﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻣﻦ ﺣﻴﺚ‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ؛ ﺣﻴﺚ ﻳﺘ ‪‬ﻢ ﺍﻹﻋﻼﻥ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﻟﺘﻘ ‪‬ﺪﻡ ﳍﺎ ﻓﻮﺭﻳﹰﺎ ﺑﺎﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳـﺘ ‪‬ﻢ‬

‫ﻫﻲ ﻭﺛﻴﻘ ﹲﺔ ‪‬ﻣﻌ ‪‬ﺪﺓ ﺳﻨﻮﻳﹰﺎ ﰲ ﻛﻞ ﺍﳌﺆﺳﺴﺎﺕ )ﺧﺎﺻ ﹰﺔ ﺗﻠﻚ ﺍﻟﱵ ﺗﺸﻜﻞ ﻋﻠﻰ ﺍﻷﻗﻞ ‪ 300‬ﻋﺎﻣﻞ(؛ ﺇﺫ ﻳﺘ ‪‬ﻢ ﻋﺮﺿﻬﺎ ﻋﻠﻰ ﺍﳍﻴﺌﺎﺕ ﺍ ﹸﳌﻤﱢﺜﻠـﺔ‬ ‫)‪(1‬‬

‫ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ‪ ،‬ﻟﺘﻌﻤﻞ ﻋﻠﻰ ﺗﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﺍﻟﱵ ﺗﺴﻤﺢ ﺑﺘﻘﺪﻳﺮ ﻭﺿﻌﻴﺔ ﺍﳌﺆﺳـﺴﺔ ﰲ ﺍﳌﻴـﺪﺍﻥ ﺍﻻﺟﺘﻤـﺎﻋﻲ‬
‫ﻭﺗﺴﺠﻴﻞ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﱵ ﲤﱠﺖ‪ ،‬ﻭﻗﻴﺎﺱ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﱵ ﻃﺮﺃﺕ ﺧﻼﻝ ﺍﻟﺴﻨﺔ ﺍﳉﺎﺭﻳﺔ ﻭﰲ ﺍﻟﺴﻨﺔ ﺃﻭ ﺍﻟﺴﻨﺘﲔ ﺍﻟﻔﺎﺭﻃﺘﲔ‪.‬‬
‫ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.9‬‬ ‫)‪(2‬‬

‫ﺑﺴﺎﻡ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﳊﻤﺎﺩﻱ ﻭ ﻭﻟﻴﺪ ﺳﻠﻴﻤﺎﻥ ﺍﳊﻤﻴﻀﻲ‪ » ،‬ﺍﳊﻜﻮﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ :‬ﺍﻟﻮﺍﻗﻊ ﻭﺍﳌﻌﻮﻗﺎﺕ ﻭﺳﺒﻞ ﺍﻟﺘﻄﺒﻴﻖ ﺑـﺪﻭﻝ ﳎﻠـﺲ‬ ‫)‪(3‬‬

‫ﺍﻟﺘﻌﺎﻭﻥ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﺑﻴﺔ «‪ ،‬ﲝﻘﺚ ﻣﻘﺪﻡ ﻟﻠﻨﺪﻭﺓ ﺍﻟﺪﻭﺭﻳﺔ ﺍﻟﻌﺎﺷﺮﺓ ﺍﳌﻨﻌﻘﺪﺓ ﲟﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟـﺴﻌﻮﺩﻳﺔ‪،2004 ،‬‬
‫ﺹ ‪.3‬‬
‫ﳌﲔ ﻋﻠﻮﻃﻲ‪ » ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،‬ﳎﻠﺔ ﲝﻮﺙ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﺮﺑﻴﺔ‪ ،‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﻟﻠﺒﺤـﻮﺙ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‪،‬‬ ‫)‪(4‬‬

‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ، 42‬ﺭﺑﻴﻊ ‪ ،2008‬ﺹ ‪.144‬‬


‫‪166‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍ ﹸﳌﺘﻌﺪ‪‬ﺩﺓ ﻭﺍﶈﺎﻛﺎﺓ ﻭﺍﻟﺘـﺪﺭﻳﺐ ﺍﻻﻟﻜﺘـﺮﻭﱐ‪ ،‬ﻭﺩﻓـﻊ‬
‫ﺍﻷﺟﻮﺭ ﻭﺍﳊﻮﺍﻓﺰ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﻨﻮﻙ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻔﺎﻭﺿﺎﺕ ﺑﲔ ﺍﻟﻌـﺎﻣﻠﲔ ﻭﺍﳌـﺪﺭﺍﺀ‬
‫ﻭﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﳊﻜﻮﻣﺔ ﻋﻦ ﻃﺮﻳﻖ ﺷﺒﻜﺎﺕ ﺍﻷﻋﻤﺎﻝ «)‪.(1‬‬
‫ﲢﺘﺎﺝ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ)‪:(2‬‬
‫ﺕ ﻟﻠﻌﺎﻣﻠﲔ ﺍﳊﺎﻟﻴﲔ ﻭﺍ ﹸﳌﺘﻮﱠﻗﻌﲔ؛‬
‫‪ -1‬ﺑﻨﺎﺀ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -2‬ﺇﻧﺸﺎﺀ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪ -3‬ﺇﻧﺸﺎﺀ ﻣﻮﺍﻗﻊ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫‪ -4‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﻤﺮﺍﺳﻼﺕ؛‬
‫ﺕ ﺩﺍﺧﻠﻴﺔ ﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﻟﻔﺮﻭﻉ؛‬ ‫‪ -5‬ﺇﻧﺸﺎﺀ ﺷﺒﻜﺎﺕ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪ -6‬ﺗﺼﻤﻴﻢ ﳕﺎﺫﺝ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ؛‬
‫‪ -7‬ﺍﻻﺗﺼﺎﻻﺕ ﻣﻊ ﻭﺯﺍﺭﺍﺕ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ ﺑﺎﻹﻧﺘﺮﻧﺖ؛‬
‫‪ -8‬ﺍﺳﺘﺨﺪﺍﻡ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﰲ ﺍﳌﻔﺎﻭﺿﺎﺕ ﻭﺍﳌﺴﺎﻭﻣﺔ ﺍﳉﻤﺎﻋﻴﺔ‪ ،‬ﺗﺴﺠﻴﻞ ﲨﻴﻊ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺗﺸﺮﻳﻌﺎﺕ‬
‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻜﺘﺒﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻷﺭﺷﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﳌﻠﻔﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﲤﺘﺔ ﺃﻧﺸﻄﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻭﻫـﻲ ﺟـﺰ ٌﺀ ﻣـﻦ‬
‫ﻼ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺮﻗﻴﺔ ﻧﻌﻤﻞ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ .‬ﺃﻱ ﺃﻥ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻭﺳﻊ ﻧﻄﺎﻗﹰﺎ ﻭﻧﺸﺎﻃﹰﺎ؛ ﻓﻤﺜ ﹰ‬
‫ﺑﻨﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﺇﻻ ﺃﻥ ﻫﻨـﺎﻙ ﺗﻜﺎﻣـ ﹲﻞ ﺑـﲔ‬
‫ﺍﻟﻨﻈﺎﻣﲔ؛ ﺣﻴﺚ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺳﻴﻠ ﹲﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺳﺮﻋﺔ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ‬
‫ﺍﳌﻌﻠﻮﻣﺔ‪ ،‬ﻭﺧﻔﺾ ﺗﻜﺎﻟﻴﻒ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﲤ ‪‬ﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻋﺎﺩ ﹰﺓ ﲤ ‪‬ﺮ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﻟﻴﺔ)‪:(3‬‬
‫‪ -1‬ﲢﻠﻴﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻹﺩﺍﺭﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -2‬ﺗﺼﻤﻴﻢ ﺍﻟﻨﻈﺎﻡ ﺑﺘﺤﺪﻳﺪ ﻣﺼﺎﺩﺭ ﻭﻭﺳﺎﺋﻞ ﻭﺩﻭﺭﻳﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻌﻬﺎ‬
‫)ﺍﻟﺘﺠﻤﻴﻊ‪ ،‬ﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﺍﻟﺘﺒﻮﻳﺐ‪ ،‬ﺍﻟﺘﺼﻨﻴﻒ‪ ،‬ﺍﻟﺘﺪﺍﺧﻞ‪ ،‬ﺍﻟﺘﺪﺍﻭﻝ‪ ،‬ﺍﻻﺳﺘﺮﺟﺎﻉ‪ ،‬ﺍﻟﺘﺤـﺪﻳﺚ‪ ،‬ﺍﻹﺿـﺎﻓﺔ‪،‬‬
‫ﺍﳊﺬﻑ‪(... ،‬‬
‫ﻓﺮﻳﺪ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2007 ،‬ﺹ ‪.357‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.358‬‬ ‫)‪(2‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.438‬‬ ‫)‪(3‬‬
‫‪167‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -3‬ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻵﻟﻴﺔ ﻟﺘﻨﻔﻴﺬ ﺍﻟﺘﺼﻤﻴﻢ ﺍﳌﻄﻠﻮﺏ؛‬


‫‪ -4‬ﺗﻨﻔﻴﺬ ﺍﻟﻨﻈﺎﻡ ﻭﺗﺸﻐﻴﻠﻪ ﳌﺮﺍﺣﻞ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﻭﺗﻌﺪﻳﻠﻪ ﺃﻭ ﺗﻄﻮﻳﺮﻩ ﺣﺴﺐ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺠﺮﻳﺐ؛‬
‫‪ -5‬ﺗﻌﻤﻴﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻈﺎﻡ؛‬
‫‪ -6‬ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﺴﺘﻤﺮ ﰲ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻣﻊ ﺗﻐﻴ‪‬ﺮ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺃﻭ ﺗﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺗﻮﺟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻟﻨ‪‬ﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻵﰐ)‪:(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻮﻇﻴﻒ‪.‬‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻮﻇﻴﻒ ﺍﻟﻌﺎﻣﻠﲔ ﻛﻞ ﻣﻦ ﻋﻤﻠﻴﺔ ﺟﺬﺏ ﻭﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺍﳌـﺴﺎﻋﺪﺓ ﰲ‬
‫ﺗﻮﻓﲑ ﹸﻓﺮﺹ ﺍﻟﻌﻤﻞ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ‪.‬‬
‫‪ -1‬ﺟﺬﺏ ﻭﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫‪‬ﻳﺴﺎﻋﺪ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺟﺬﺏ ﻭﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺣﻔﻆ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻـﺔ ﺑﺎ ﹸﳌﺮﺷ‪‬ـﺤﲔ‬
‫ﻟﻠﻮﻇﺎﺋﻒ‪ ،‬ﻭﲢﺪﻳﺪ ﺍ ﹸﳌﺮ ‪‬ﺷﺢ ﺍﳌﻨﺎﺳﺐ ﻟﻠﻤﻮﺍﻗﻊ ﺍﻟﻮﻇﻴﻔﻴﺔ‪.‬‬
‫ﻭﳛ ﱢﻘﻖ ﻧﻈﺎﻡ ﺍﻻﺳﺘﻘﻄﺎﺏ ﺍﻟﻔﺎﻋﻞ ﻟﻠﻤﺆﺳﺴﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺃ‪ -‬ﺍﺳﺘﺮﺟﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﺳﻢ ﺍﻟﻌﺎﻣﻞ‪ ،‬ﻭﺭﻗﻢ ﺿﻤﺎﻧﻪ ﺍﻟﺼﺤﻲ‪ ،‬ﻭﻣ‪‬ﺆﺷ‪‬ﺮﺍﺕ ﺃﺧـﺮﻯ ﻟﻠ ‪‬ﻤﺘﻘـ ‪‬ﺪﻡ‬
‫ﻟﻠﻮﻇﻴﻔﺔ؛‬
‫ﺏ‪ -‬ﺗﻮﺛﻴﻖ ﲨﻴﻊ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳋﺎﺻﺔ ﺑﻌﻤﻠﻴﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ )ﻣﺜﻞ ﺍﳌﻘﺎﺑﻠﺔ‪ ،‬ﺍﻻﺧﺘﻴﺎﺭ‪(... ،‬؛‬
‫ﺝ‪ -‬ﺗﻮﺛﻴﻖ ﲨﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺣﻮﻝ ﹸﻓﺮﺹ ﺍﻟﻌﻤﻞ ﺍﳌﹸﺘﻮﻓﱢﺮﺓ؛‬
‫ﺩ‪ -‬ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻘﺎﺋﻤﲔ ﺑﺎﳌﻘﺎﺑﻠﺔ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻋﻦ ﺍ ﹸﳌﺮ ‪‬ﺷﺤﲔ ﻟﻠﻮﻇﺎﺋﻒ؛‬
‫ﻫ‪ -‬ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻘﻮﱘ ﻋﻤﻠﻴﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﲢﺪﻳﺪ ﺗﻜﺎﻟﻴﻒ ﺍﻹﻋﻼﻧﺎﺕ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ؛‬
‫ﺕ ﻋﻦ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻟﻠ ‪‬ﻤﺮ ‪‬ﺷﺤﲔ ﻟﻠﻮﻇﺎﺋﻒ؛‬ ‫ﻭ‪ -‬ﺗﻮﻓﲑ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺯ‪ -‬ﺯﻳﺎﺩﺓ ﺃﻋﺪﺍﺩ ﺍ ﹸﳌﺮ ‪‬ﺷﺤﲔ ﻣﻦ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﲔ ﺑﺪﺭﺟ ٍﺔ ﻛﺒﲑﺓ ﻭﺍﻟﺬﻳﻦ ﳝﺘﻠﻜﻮﻥ ﺃﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﺘﺴﺮﻳﻊ ﲟﻞﺀ‬
‫ﺍﻟﺸﻮﺍﻏﺮ ﻣﻦ ﻗﺒﻠﻬﻢ؛ ﻭﺑﺬﻟﻚ ﻳﺘﻤ ﱠﻜﻦ ﺍﳌﺪﻳﺮﻭﻥ ﻣﻦ ﲢﺪﻳﺪ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ‪‬ﺗﻬ‪‬ﻴﺊ ﺃﻛﺜﺮ ﺍﻟﻌﺎﻣﻠﲔ ﳒﺎﺣﹰﺎ ﰲ‬
‫ﺍﳌﺴﺘﻘﺒﻞ؛‬
‫ﺡ‪ -‬ﺯﻳﺎﺩﺓ ﻣﻌﺎﻳﲑ ﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﺗﻠﻚ ﺍﳌﻌﺎﻳﲑ ﻣﻮﺿﻮﻋﻴﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﻌﻤﻞ‪ ،‬ﺃﻡ ﻣﻌﺎﻳﲑ ﺫﺍﺗﻴﺔ ﻛﺒﻌﺾ‬
‫ﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫ﺍﻟ ‪‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.329‬‬ ‫)‪(1‬‬


‫‪168‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺗﻮﻓﲑ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺧﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ‪:‬‬


‫ﺕ ﺣﻮﻝ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ‪ ،‬ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬
‫ﲢﺘﻔﻆ ﺍﳌﺆﺳﺴﺔ ﻋﺎﺩ ﹰﺓ ﺑﺒﻴﺎﻧﺎ ٍ‬
‫ﻟﻌﺪﺓ ﺃﻏﺮﺍﺽ ﺃﳘﻬﺎ‪:‬‬
‫ﺃ‪ -‬ﺇﺩﺍﺭﺓ ﺍﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ؛‬
‫ﺏ‪ -‬ﺗﻮﺛﻴﻖ ﺗﻜﺎﻟﻴﻒ ﺍﻟﻔﻮﺍﺋﺪ ﻭﺍﳋﺪﻣﺎﺕ ﻭﺍﳊﻮﺍﻓﺰ؛‬
‫ﺝ‪ -‬ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺺ ﺍﻟﻌﺎﻣﻠﲔ ﻛﻤﺎ ﺳﺒﻖ ﺃﻥ ﺫﻛﺮﻧﺎ‪.‬‬
‫ﺕﲣ ‪‬‬
‫ﺇﻥ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺗﺘﻀﻤ‪‬ﻦ ﻋﺪﺓ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﺑﺘﺨﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﳘﺎ‪ :‬ﲣﻄﻴﻂ ﺍﻟﺘﻌﺎﻗﹸـﺐ‪،‬‬
‫ﻭﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﹰﺎ ﻭﻧﻮﻋﹰﺎ‪.‬‬
‫ﻳﺆ ﱢﻛﺪ ﲣﻄﻴﻂ ﺍﻟﺘﻌﺎﹸﻗﺐ ﻋﻠﻰ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻟﺪﻳﻬﺎ ﻋﻤﺎﻝ ﻻﺑﺪ ﺃﻥ ﺗﻌﻴﺪﻫﻢ ﺇﱃ ﺍﳌﻮﺍﻗﻊ ﺍﻟـﱵ ﺗـﺸﻐﺮ‬
‫ﺑﺴﺒﺐ ﺍﻟﺘﻘﺎ ‪‬ﻋﺪ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﺘﻨﻘﱡﻼﺕ ﻭﺇﻟﻐﺎﺀ ﺍﳋﺪﻣﺔ ﺃﻭ ﺍﻟﺘﻮﺳ‪‬ﻊ ﰲ ﺍﻷﻧﺸﻄﺔ؛ ﻟﺬﻟﻚ ﻓﺎﻧﻪ ﻻﺑﺪ ﺃﻥ ﺗﻜـﻮﻥ‬
‫ﻫﻨﺎﻟﻚ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻠﻔﺎﺕ‪ ،‬ﻣﻨﻬﺎ ﻣﻠﻒ ﺑﺎﻟﻌﺎﻣﻠﲔ ‪‬ﻣﺼ‪‬ﻨﻔﲔ ﺣﺴﺐ ﺍﻟﻮﻇـﺎﺋﻒ ﻭﺣـﺴﺐ ﺍﻟـﺪﺭﺟﺎﺕ‬
‫ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺣﺴﺐ ﺍﳉﻨﺲ ﻭﺍﻟﻌﻤﺮ ﻭﻣﺪﺓ ﺍﳋﺪﻣﺔ ﻭﺍﳋﱪﺓ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ .‬ﺇﺫ ﺃﻥ ﻫﺬﻩ ﺍﳌﻠﻔﺎﺕ ‪‬ﺗﺤـ ‪‬ﺪﺩ‬
‫ﺕ ﺃﺧﺮﻯ‪ ،‬ﻭﻣﻦ ﺃﳘﻬﺎ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺣﺮﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻠﻔﺎ ٍ‬
‫ﺕ ﺇﱃ‬‫ﻣﻠﻒ ﲢﻠﻴﻞ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﻭﲢﻠﻴﻞ ﺣﺮﻛﻴﺔ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺘﻀ ‪‬ﻤﻦ ﲢﻠﻴﻞ ﺣﺮﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺗﺮﻗﻴـﺎ ٍ‬
‫ﺕ ﻭﻣﻌﺪﻻﺕ ﺩﻭﺭﺍﻥ‪ ،‬ﻭﻏﲑﻫﺎ‪.‬‬ ‫ﺗﻨﻘﱡﻼ ٍ‬
‫ﺇﻥ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﲝﺮﻛﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺑﺄﺛﺮ ﺍﻟﺘﻌﻴﻴﻨﺎﺕ ﻭﺍﻻﺳـﺘﻐﻨﺎﺀ‬
‫ﻋﻠﻰ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ؛ ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﲢﻠﻴﻞ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﻳ‪‬ﻮﻓﱢﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﻋﺪﺩ ﺍﻟﺘﻌﻴﻴﻨﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻛﺬﻟﻚ ﺍﻟﺘﻨﻘﱡﻼﺕ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻣﻦ ﻗﺴ ٍﻢ ﺇﱃ ﺁﺧﺮ‪،‬‬
‫ﻼ‪،‬‬
‫ﺏ‪ -‬ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﲢﺘﺎﺟﻬﻢ ﺍﳌﺆﺳﺴﺔ ﻣﺴﺘﻘﺒ ﹰ‬
‫ﻼ ﻷﻱ ﺳﺒﺐ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﻛﺎﻟﺘﻘﺎﻋـﺪ ﻭﺍﻹﻗﺎﻟـﺔ‬ ‫ﺝ‪ -‬ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﺳﺘﻔﻘﺪﻫﻢ ﺍﳌﺆﺳﺴﺔ ﻣﺴﺘﻘﺒ ﹰ‬
‫ﻭﻻﺳﺘﻘﺎﻟﺔ ﻭﺍﻟﻨﻘﻞ‪...‬ﺍﱁ‪.‬‬
‫‪169‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺫﻟﻚ ﻓﺎﻥ ﻧﻈﺎﻡ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﺴﺎﻫﻢ ﰲ ﻋﻤﻠﻴﺔ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻔﺎﻋﻠﻴﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻧﺖ‬
‫ﻫﺬﻩ ﺍﻟﻘﺮﺍﺭﺍﺕ ﳌﻞﺀ ﺍﻟﺸﻮﺍﻏﺮ ﻓﻴﻬﺎ ﺃﻭ ﻹﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﻓﺎﺋﺾ‬
‫ﺇﱄ ﺗﻠﻚ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﺗﺸﻜﻮ ﻣﻦ ﻋﺠﺰ ﺃﻭ ﻧﻘﺺ ﰲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﻣﻦ ﺍﳌﻤﻜﻦ ﺧﺰﻥ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻘﺪﱘ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧـﺎﺕ ﺇﻟﻜﺘﺮﻭﻧﻴـﺔ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ ﺃﻥ‬
‫ﺍﳊﺎﺳﻮﺏ ﺍﻟﺸﺨﺼﻲ ﳑﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ .‬ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ ﺗﺴﺎﻋﺪ ﺍﳌﺆﺳﺴﺔ ﰲ ﺭﺑﻂ‬
‫ﻧ‪‬ﻈﻢ ﺍﻟﺘﻘﻮﱘ ﲞﺼﺎﺋﺺ ﻭﻣﻮﺍﺻﻔﺎﺕ ﻛﻞ ﻭﻇﻴﻔﺔ ﻭﺗﺴﺎﻫﻢ ﰲ ﲢﺪﻳﺪ ﻭﻭﺿﻊ ﺍﳊﻠﻮﻝ ﳌﺸﺎﻛﻞ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﻘﻮﱘ ﺍﻷﺩﺍﺀ ﳝﻜﻦ ﺃﻥ ﲢﺪﺩ ﻧﻮﻉ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﺘﻘﻮﱘ‪ ،‬ﻭﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻮﱘ ﳝﻜﻦ ﺗﻮﻓﲑ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺸﲑ ﺇﱃ ﺍﻟﻔﺮﻭﻗﺎﺕ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻗﻴﺎﺳﺎ ﺑﺎﳌﻌﺎﻳﲑ ﺍ ﹸﳌﺤ ‪‬ﺪﺩﺓ‪.‬‬
‫ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻘﻮﱘ ﺍﻷﺩﺍﺀ ﺗﺘﻄﻠﺐ ﻣﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲢﺪﻳﺪ ﻣﺸﺎﻛﻞ ﺍﻷﺩﺍﺀ ﻭﺑﻴﺌـﺔ ﺍﻟﻌﻤـﻞ‬
‫ﻟﻴﺘﺴﲎ ﳍﺎ ﺗﺼﺤﻴﺢ ﺍﻻﳓﺮﺍﻓﺎﺕ ﻭﻣﻌﺎﳉﺔ ﻣﺸﺎﻛﻞ ﺍﳔﻔﺎﺽ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ‪.‬‬
‫‪‬ﺗﺴﺘﺨﺪﻡ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﰲ ﺗﻮﺛﻴﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺈﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻫـﺬﻩ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺘﻀﻤ‪‬ﻦ ﻋﺪﺩ ﺍﳌﺸﺎﺭﻛﲔ ﻭﺧﺼﺎﺋﺼﻬﻢ‪ ،‬ﳏﺘﻮﻯ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﻛﻠﻒ ﺍﻟﺘـﺪﺭﻳﺐ ﺍﱁ ﺇﺿـﺎﻓﺔ ﺇﱃ‬
‫ﺫﻟﻚ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﲔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ‪.‬‬
‫ﺇﻥ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺈﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺐ ﺗﺘﻀﻤ‪‬ﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺷﻬﺎﺩﺓ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﻭﺍﳋﱪﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻛﻤﺎ ﻭﺍﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻜﺎﻟﻴﻒ ﻟﺘﺤﺪﻳـﺪ ﺃﻱ ﺍﻷﻗـﺴﺎﻡ‬
‫ﺗﻜﻮﻥ ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﺮﺗﻔﻌﺔ ﻓﻴﻬﺎ‪ ،‬ﺇﺫ ﺃﻥ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺇﻋﺎﺩﺓ ﲣﻔﻴﺾ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﳌﺎﻟﻴﺔ ﰲ ﺍﳋﻄﻂ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﻣﻦ ﺍﳌﻬﻢ ﺇﻋﻄﺎﺀ ﻣﺜﺎﻝ ﺣﻮﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ‪ ،‬ﲟﻮﺍﺯﻧﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﰲ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪170‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(9‬‬


‫ﳕﻮﺫﺝ ﻣﻮﺍﺯﻧﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﺎ ﻳﻈﻬﺮﻫﺎ ﺍﳊﺎﺳﻮﺏ‬
‫‪ -‬ﻣﺮﻛﺰ ﺍﻟﻜﻠﻔﺔ ﺍﳊﺴﺎﺑﺎﺕ‬
‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺍﻹﲨﺎﻟﻴﺔ ‪4500/‬‬
‫‪2500‬‬ ‫‪1000‬‬ ‫‪3500‬‬ ‫ﺍﳌﻨﻬﺞ ﺍﻟﺘﺪﺭﻳﱯ‬
‫‪600‬‬ ‫‪-‬‬ ‫‪600‬‬ ‫ﺍﻟﺘﺴﻬﻴﻼﺕ‬
‫‪300‬‬ ‫‪-‬‬ ‫‪300‬‬ ‫ﺍﻟﻄﻌﺎﻡ‬
‫‪100‬‬ ‫‪-‬‬ ‫‪100‬‬ ‫ﺍﻟﺴﻌﺮ‬
‫‪3500‬‬ ‫‪1000‬‬ ‫‪4500‬‬ ‫ﺇﲨﺎﱄ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2003 ،1‬ﺹ ‪.333‬‬

‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻓﺎﻥ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗـﻮﻓﲑ ﺑﻴﺎﻧـﺎﺕ ﺣـﻮﻝ‬
‫ﺍﻟﺒﺤﻮﺙ ﻭﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳌﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﻴﺔ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺗﻌﻠﻤﻬﻢ ﻭﺍﻃﻼﻋﻬﻢ ﻋﻠـﻰ ﺍﺣـﺪﺙ‬
‫ﺍﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﻛﻤﺎ ﻭﺍﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻗﺪ ﻳ‪‬ﻮﻓﱢﺮ ﺧﻄﻄﺎ ﻟﻠﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻬﻤﺔ ﻛﻨﻘـﺎﻁ‬
‫ﺍﻟﻘﻮﺓ ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﺍﳊﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﻄﻮﻳﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﻮﺍﻗﻊ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻌﻠﻴﺎ‪.‬‬
‫ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ ﺗﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﰲ ﲢﺴﲔ ﻓﺎﻋﻠﻴﺔ ﺍﻷﺩﺍﺀ ﻭﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﲢﺪﻳـﺪ‬
‫ﻣﻴﻮﳍﻢ ﺍﳌﻬﻨﻴﺔ ﻭﺗﻘﺪﱘ ﺍﻟﻨﺼﺢ ﻭﺍﻹﺭﺷﺎﺩ ﻟﻠﻌﺎﻣﻠﲔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻟ ﹸﻔﺮﺹ ﺍ ﹸﳌﺘﻮﱢﻓﺮﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﻛﺎﺳـﺘﺤﺪﺍﺙ‬
‫ﻭﻇﺎﺋﻒ ﺟﺪﻳﺪﺓ‪.‬‬
‫ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳ‪‬ﻮﺿ‪‬ﺢ ﺑﻌﺾ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻟﻨﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬
‫‪171‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(10‬‬


‫ﺃﻣﺜﻠﺔ ﻟﺘﻄﺒﻴﻘﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﻭﺻﻒ ﺍﻟﻨﻈﺎﻡ‬ ‫ﺍﺳﻢ ﺍﻟﺘﻄﺒﻴﻖ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‬ ‫ﺇﻋﺪﺍﺩ ﺧﻄﻂ ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ ﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﲣﻄﻴﻂ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻗﻮﺓ ﺍﻟﻌﻤﻞ‬
‫ﺗﻜﺘﻴﻜﻲ‬ ‫ﻣﺮﺍﻗﺒﺔ ﻣﺪﻯ ﻋﺪﺍﻟﺔ ﺃﺟﻮﺭ ﺍﳌﻮﻇﻔﲔ‬ ‫ﲢﻠﻴﻞ ﺍﳌﻜﺎﻓﺌﺎﺕ ﻭﺍﻟﺘﻌﻮﻳﻀﺎﺕ‬
‫ﻭﺭﻭﺍﺗﺒﻬﻢ ﻭﺗﻮﺍﻓﻖ ﺍﻟﻌﻮﺍﺋﺪ ﻟﻜﻞ ﻭﻇﻴﻔﺔ‬
‫ﻓﲏ‬ ‫ﺗﺼﻤﻴﻢ ﻣﺎﺭ ﻭﻇﻴﻔﻲ ﻟﻠﻮﻇﺎﺋﻒ‬ ‫ﺍﳌﺴﺎﺭ ﺍﻟﻮﻇﻴﻔﻲ‬
‫ﺗﺸﻐﻴﻠﻲ‬ ‫ﺗﺘﺒﻊ ﺗﺪﺭﻳﺐ ﻭﻣﻬﺎﺭﺍﺕ ﻭﺗﻘﻮﱘ ﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ‬
‫ﻼ‪‬ﻢ‬‫ﻟﻠﻤﻮﻇﻔﲔ ﻭﺣﻔﻆ ﺳﺠ ﱠ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.106‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺣﺎﺳﻮﺑﻴﺔ ﺃﺧﺮﻯ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﻣﻦ ﺃﻫﻢ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﻷﺧﺮﻯ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺛﻼﺙ ﺗﻄﺒﻴﻘﺎﺕ ﻭﻫﻲ ﻛﺎﻟﺘﺎﱄ)‪:(1‬‬
‫ﺃﻭ ﹰﻻ‪ -‬ﻣﻌﺎﳉﺔ ﺍﳌﻌﺎﻣﻼﺕ ﻭﺍﻟﻨﺼﻮﺹ ﺃﻭ ﻧﻈﻢ ﺃﲤﺘﺔ ﺍﳌﻜﺎﺗﺐ)‪:(2‬‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﲨﻴﻊ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﳌﻌﺎﳉﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻣﺮﺍﺟﻌﺔ ﻭﺗﻮﺛﻴﻖ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻮﺛﻴﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﻗﻊ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﳌﺨﺘﻠﻔـﺔ ﰲ ﺍﳌﺆﺳـﺴﺔ‬
‫ﻭﺍﺣﺘﺴﺎﺏ ﺍﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ ﻭﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ‪ .‬ﺇﻥ ﻣﻌﺎﳉﺔ ﺍﳌﻌﺎﻣﻼﺕ ﻭﺍﻟﻨﺼﻮﺹ ﺗﺴﺎﻋﺪ ﺍﳌﺆﺳﺴﺔ ﰲ‬
‫ﺗﻠﺒﻴﺔ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﰲ ﺇﳚﺎﺩ ﺍﻟﺘﻮﺍﻓﻖ ﺑﲔ ﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺔ ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ‪.‬‬
‫ﺛﺎﻧﻴﹰﺎ‪ -‬ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫‪‬ﺗﺼ ‪‬ﻤﻢ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺍﺀ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻗﺪ ﺗﻮﺍﺟﻬﻬﻢ ﻭﻋﺎﺩ ﹰﺓ‬
‫ﻣﺎ ﺗﺴﺘﻨﺪ ﻫﺬﻩ ﺍﻟ‪‬ﻨﻈﻢ ﺇﱃ ﺧﺎﺻﻴﺔ )ﻣﺎﺫﺍ ﻟﻮ()‪ ،(3‬ﺇﺫ ﺗﺴﻤﺢ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻟﻠﻤﺴﺘﻔﻴﺪ ﲟﻌﺮﻓﺔ ﻭﺗﺸﺨﻴﺺ ﻣـﺪﻯ‬
‫ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻨﺪ ﺗﻐﲑ ﺍﻻﻓﺘﺮﺍﺿﺎﺕ ﺃﻭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺴﺎﻋﺪ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﰲ ﲢﺪﻳﺪ ﻋﺪﺩ ﻭﻧﻮﻉ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﺍﻟﺬﻳﻦ ﲢﺘﺎﺟﻬﻢ ﺍﳌﺆﺳﺴﺔ ﻭﻓﻖ ﺑﻌﺾ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﻛﺘﻜﻠﻔﺔ ﺍﻷﺟﻮﺭ ﺃﻭ ﻃﺒﻴﻌﺔ ﻭﺧﺼﺎﺋﺺ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﺣﻴـﺚ‬
‫ﺻﻤﻤﺖ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻟﺘﻤﺎﺛﻞ ﻋﻤﻠﻴﺔ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻓﻬﻲ ﺗ‪‬ﻮﻓﱢﺮ ﺑﺪﺍﺋﻞ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻗﺪ ﺗـﺴﺎﻋﺪ ﺍﳌـﺪﻳﺮ ﰲ‬
‫ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.326-325‬‬ ‫)‪(1‬‬

‫‪.Office Automation Systems‬‬ ‫)‪(2‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.532‬‬ ‫)‪(3‬‬
‫‪172‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺛﺎﻟﺜﹰﺎ‪ -‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪:‬‬


‫‪‬ﺗﻌﺘﱪ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻤﻠﻴﺔ ﺣﺪﻳﺜﺔ ﻧﺴﺒﻴﺎ‪ .‬ﻋﻠﻰ ﺳـﺒﻴﻞ‬
‫ﺍﳌﺜﺎﻝ ﺗﻘﻮﻡ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺸﺎﻥ ﻛﻴﻔﻴﺔ‬
‫ﲣﺼﻴﺺ ﺍﻻﺷﺘﺮﺍﻛﺎﺕ ﻋﻠﻰ ﺑﺮﺍﻣﺞ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺼﺤﻴﺔ ﻭﺍﳌﻌﺎﺷﺎﺕ‪ ،‬ﻛﻤـﺎ ﻗـﺪ ﻳـﺴﺘﺨﺪﻣﻬﺎ‬
‫ﺍﳌﺪﻳﺮﻭﻥ ﰲ ﺟﺪﻭﻟﺔ ﻭﲢﺪﻳﺪ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﻤﻞ ﻟﻠﻤﺸﺮﻭﻋﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﺃﺧﲑﺍ ﻗﺪ ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟـﻨ‪‬ﻈﻢ ﰲ‬
‫ﻋﻤﻠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻘﺎﺑﻼﺕ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ)‪.(1‬‬
‫ﺇﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻗﺮﺍﺭﺍﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻘﺮﺍﺭﺍﺕ ﺍﻟﺘﻮﻇﻴﻒ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺮﺷﺤﲔ ﺍﻟﺬﻱ ﻳﺘﻘـﺪﻣﻮﻥ‬
‫ﻟﻠﻌﻤﻞ ﰲ ﻭﻇﻴﻔﺔ ﻣﺎ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺗﺘﻄﻠﺐ ﺍﻋﺘﻤﺎﺩ ﻣﻌﺎﻳﲑ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻮﺍﻓﺮ ﰲ ﺍﳌﺮﺷﺢ ﻛﺎﳌﺆﻫـﻞ‬
‫ﻼ ﻋـﻦ‬ ‫ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺍﳉﻨﺲ‪ ،‬ﺍﳋﱪﺍﺕ‪ ،‬ﺍﻟﻌﻤﻞ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺍﻟﺼﻔﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ‪ ،‬ﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪...‬ﺍﱁ ﻓـﻀ ﹰ‬
‫ﺿﺮﻭﺭﺓ ﺍﺟﺘﻴﺎﺯ ﺍﳌﺮﺷﺢ ﳌﺮﺍﺣﻞ ﻋﺪﻳﺪﺓ ﺿﻤﻦ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ ﻭﻣﻦ ﺿﻤﻦ ﻫﺬﻩ ﺍﳌﺮﺍﺣﻞ ﺍﳌﻬﻤـﺔ‬
‫ﺍﺟﺘﻴﺎﺯ ﺍﳌﺮﺷﺢ ﻟﻼﺧﺘﺒﺎﺭ ﻭﻣﻘﺎﺑﻠﺔ ﺍﻟﺘﻌﻴﲔ ﻭﺍﻟﻔﺤﺺ ﺍﻟﻄﱯ ﻭﻏﲑﻫﺎ ‪‬ﺪﻑ ﺍﺧﺘﻴﺎﺭ ﺃﻓﻀﻞ ﺍﳌﺮﺷﺤﲔ ﻟﻠﻮﻇﻴﻔﺔ‬
‫ﺍﻟﺸﺎﻏﺮﺓ ﻭﻫﻨﺎ ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﺍﻋﺘﻤﺎﺩ ﺃﺩﺍﺓ ﺗﺴﺎﻋﺪ ﻣﺪﻳﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﺧﺘﺒﺎﺭ ﻭﺗﻌـﻴﲔ‬
‫ﺃﻓﻀﻞ ﺍﳌﺮﺷﺤﲔ‪ ،‬ﲟﻌﲎ ﺁﺧﺮ ﻣﺴﺎﻋﺪﺗﻪ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺴﻠﻴﻢ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﺍﻟﺬﻱ ﻳـﺴﺘﻨﺪ‬
‫ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﺍﳌﺪﻳﺮ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ)‪.(2‬‬
‫ﺇﻥ ﻛﻞ ﳕﻂ ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻳﺴﺎﻋﺪ ﺍﳌﺆﺳﺴﺔ ﰲ ﳎﺎﻻﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻭﳛﻘﻖ ﳍﺎ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﺑﺘﺨﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺃﻭ ﲢﻘﻴﻖ ﺍﳉﻮﺩﺓ ﻭﺍﻹﺑﺪﺍﻉ‪.‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺃﺛﺮ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ‪:‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.533‬‬ ‫)‪(1‬‬

‫ﺳﻌﻴﺪﺓ ﺣﻨﻚ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.73‬‬ ‫)‪(2‬‬


‫‪173‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(11‬‬


‫ﺃﺛﺮ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲢﻘﻴﻖ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‬
‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‬ ‫ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‬ ‫ﻧ‪‬ﻈﻢ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻔﹸﺮﺻﺔ ﻟﻼﺑﺘﻜﺎﺭ ‪ -‬ﺍﳔﻔﺎﺽ ﺍﳊﺎﺟـﺔ ﳋـﱪﺍﺀ‬ ‫‪ -‬ﺗﻘﻠﻴﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺭﻕ‪.‬‬ ‫‪ -‬ﻗﻴﺎﺩﺓ ﺍﻟﻜﻠﻔﺔ‪.‬‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﰲ ﳎﺎﻝ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠـﻰ‬ ‫‪ -‬ﻳﻌﻤﻞ ﺍﻷﻓﺮﺍﺩ ﺑﻜﻔﺎﺀﺓ ‪ -‬ﺗﻘﺎﺭﻳﺮ ﻣﻌﻴﺎﺭﻳﺔ‪ ،‬ﺯﻳﺎﺩﺓ ﺍﻟﺪﻗـﺔ‬
‫ﺗﻜــﺎﻟﻴﻒ ﺍﳌــﻮﺍﺭﺩ ‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺗﻮﺯﻳﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﰲ ﺍﳌﻌﺎﳉﺔ‪.‬‬ ‫ﻋﺎﻟﻴﺔ‪.‬‬
‫ﺍﳋﺎﺻﺔ‪.‬‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫‪ -‬ﺍﻧﺘﺸﺎﺭ ﺍﻟﺘﻘﺎﺭﻳﺮ ﻋﱪ ﺍﻷﻗﺴﺎﻡ‪.‬‬
‫‪ -‬ﻳﻜﻠﻒ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﻋﻤﻮﻡ‬ ‫‪ -‬ﺍﻹﻧﺬﺍﺭ ﺍﳌﺒﻜﺮ ﻋﻦ ﺃﻱ ﺍﳓﺮﺍﻑ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬ ‫ﻋﻦ ﺍﻷﻫﺪﺍﻑ ﺍ ﹸﳌﺤ ‪‬ﺪﺩﺓ‪.‬‬
‫‪ -‬ﲤﻜﲔ ﺍﳌﺪﺭﺍﺀ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ ﻣﻦ‬ ‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻮﻗﺖ ﺍﳌﺨـﺼﺺ ﰲ ‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻔﹸﺮﺻﺔ ﻟﻼﺑﺘﻜﺎﺭ‬ ‫‪ -‬ﺍﳉﻮﺩﺓ‪.‬‬
‫ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳋﺎﺻـﺔ‬ ‫ﻭﺍﻹﺑـﺪﺍﻉ ﰲ ﻧﻮﻋﻴـ‬
‫ـﺔ‬ ‫ﲢﻘﻴﻖ ﻣﺘﻄﻠﺒﺎﺕ ﺍﳉﻮﺩﺓ‪.‬‬ ‫‪ -‬ﺭﺿﺎ ﺍﻟﺰﺑﻮﻥ‪.‬‬
‫ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﺍﳌــﻮﺍﺭﺩ ﺍﻟﺒــﺸﺮﻳﺔ‪،‬‬ ‫ـﺔ‬‫ـﺎﺭﻳﺮ ﺍﳋﺎﺻـ‬‫ـﺪﺍﺩ ﺍﻟﺘﻘـ‬‫‪ -‬ﻳﻌﻤﻞ ﺍﻷﻓﺮﺍﺩ ﺑﻜﻔﺎﺀﺓ ‪ -‬ﺇﻋـ‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟـﱪﺍﻣﺞ‬ ‫ﻭﻛــﺬﻟﻚ ﰲ ﺭﺿــﺎ‬ ‫ﺑﺎﳉﻮﺩﺓ‪.‬‬ ‫ﻭﻣﻬﺎﺭﺓ‪.‬‬
‫ﺍﳋﺎﺻﺔ ﺑﺮﺿﺎ ﺍﳌـﺴﺘﺨﺪﻣﲔ‬ ‫ﺍﻟﺰﺑﻮﻥ‪.‬‬ ‫‪ -‬ﺯﻳﺎﺩﺓ ﺇﺩﺭﺍﻙ ﺃﳘﻴﺔ ﻣﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﻛﺬﻟﻚ ﺭﺿﺎ ﺍﻟﺰﺑﺎﺋﻦ‪.‬‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ ﲟﺎ‬
‫‪ -‬ﻓﻬﻢ ﺍﻛﱪ ﻟﻼﺣﺘﻴﺎﺟـﺎﺕ ﰲ‬ ‫ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻣﺘﻄﻠﺒﺎﺕ ﺍﳉﻮﺩﺓ‪.‬‬
‫ﻧﻮﻋﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻮﻗﺖ ﺍﳌﻜﺮﺱ ﻹﺑﺪﺍﻉ ‪ -‬ﺩﻋــﻢ ﺍﻻﺧﺘﺮﺍﻋــﺎﺕ ‪ -‬ﻓﻬﻢ ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻹﺑﺪﺍﻉ ﻣﻊ‬ ‫‪ -‬ﺍﻻﺑﺘﻜﺎﺭ‪.‬‬
‫ﺗﻮﻓﲑ ﰲ ﺍﻟﻮﻗﺖ‬ ‫ﻭﺍﻹﺑﺪﺍﻉ‪.‬‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫‪ -‬ﻳﻌﻤﻞ ﺍﻷﻓﺮﺍﺩ ﺑﺮﺅﻳﺔ‬
‫‪ -‬ﺍﻹﺩﺭﺍﻙ ﻭﺍﻟﺘﺸﺨﻴﺺ ﺍﻟـﺴﺮﻳﻊ ‪ -‬ﺍﺧﺘﻴــﺎﺭ ﺍﻟــﺴ‪‬ﺠﻼﱠﺕ ‪ -‬ﺍﳌﺪﺭﺍﺀ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ ﺍﳌﻜـﺮﺱ‬ ‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﻟﺪﻋﻢ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪.‬‬ ‫ﻭﺍﻟﻮﺛﺎﺋﻖ ﻭﲡﺪﻳﺪﻫﺎ‪.‬‬ ‫ﻟﻼﳓﺮﺍﻓﺎﺕ ﻋﻦ ﺍﻷﻫﺪﺍﻑ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.327-326‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ "‪:(1)"Tellabs‬‬


‫ﰲ ﻋﺎﻡ ‪ 1986‬ﻗﺮﺭﺕ ﻣﺆﺳﺴﺔ "‪ ،"Tellabs‬ﻭﻫﻲ ﺃﻛـﱪ ﺍﳌﺆﺳـﺴﺎﺕ ﺍﳌﻨﺘﺠـﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺮﻗﻤﻴﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﺍﻟﺘﺤﻮﻝ ﻣﻦ ﻧﻈﺎﻡ ﺍﻟﺘﺼﻨﻴﻊ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺇﱃ ﻧﻈﺎﻡ ﻣﺘﻄﻮﺭ ﻳﺴﺘﻨﺪ ﻋﻠﻰ ﻓﻠـﺴﻔﺔ‬
‫ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﻟﻘﺪ ﻛﺎﻥ ﺍﻟﻐﺮﺽ ﻣﻦ ﺫﻟﻚ ﺍﻟﺘﺤﻮﻝ ﻫﻮ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﻌﺪﻝ ﺍﻷﺩﺍﺀ ﺍﳋـﺎﱄ ﻣـﻦ‬
‫ﺍﻷﺧﻄﺎﺀ ﺃﻭ ﺍﻟﻌﻴﻮﺏ ﺳﻮﺍ ًﺀ ﺑﺎﻟﻨﺴﺒﺔ ﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺃﻭ ﺑﺮﺍﻣﺞ ﺧﺪﻣﺔ ﺍﻟﻌﻤـﻼﺀ‪.‬‬
‫ﻭﻳﺘﻄﻠﱠﺐ ﺗﻄﺒﻴﻖ ﻣﺪﺧﻞ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﺃﻥ ﲤﺘﻠﻚ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻤﺸﻜﻼﺕ‬
‫ﻭﺳﺮﻋﺔ ﺍﻟﺘﺼﺪﻱ ﳍﺎ‪.‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.530-529‬‬ ‫)‪(1‬‬
‫‪174‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﰲ ﺍﳌﻘﺎﺑﻞ ﻻﺣﻈﺖ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺍﻷﻣﺎﱐ ﺍﳌﻌﻘﻮﺩﺓ ﻋﻠﻰ ﺗﺒﲏ ﻭﺗﻄﺒﻴﻖ ﻓﻠﺴﻔﺔ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‬
‫ﻛﺎﺩﺕ ﺃﻥ ﺗﺼﺒﺢ ﺳﺮﺍﺑﺎ‪ ،‬ﺑﺴﺒﺐ ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﱵ ﻭﺍﺟﻬﺘﻬﺎ ﰲ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻟﱵ ﻛﺎﻥ ﰲ ﻣﻘﺪﻣﺘﻬﺎ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﻮﻇﺎﺋﻒ ﻻ ﻳﺘﻢ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﳌﺮﻏﻮﺏ ﺑﺴﺒﺐ ﺍﻓﺘﻘﺎﺩ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫ﺇﻥ ﻋﺪﻡ ﺍﻟﺘﻮﺍﻓﻖ ﺑﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﺎﻟﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺗﻠﻚ ﺍﻟﱵ ﺗﺘﻄﻠﺒﻬﺎ ﺍﻟﻮﻇﺎﺋﻒ ﰲ ﻇـﻞ ﻓﻠـﺴﻔﺔ ﺍﳉـﻮﺩﺓ‬
‫ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﺇﳕﺎ ﻳﺮﺟﻊ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ ﺇﱃ ﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺪﻯ ﺍﻹﺩﺍﺭﺓ ﻋﻦ ﻗﺎﻋﺪﺓ ﺍﳌﻮﺍﺭﺩ ﻟﺪﻳﻬﺎ‪ .‬ﻭﳑﺎ‬
‫ﺯﺍﺩ ﻣﻦ ﺣﺪﺓ ﺍﳌﺸﻜﻠﺔ‪ .‬ﺇﻥ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﺆﺳﺴﺔ "‪ "Tellabs‬ﱂ ﻳﻜﻮﻧﻮﺍ ﻗﺪ ﺗﻠﻘﻮﺍ ﺃﻱ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﱯ ﰲ‬
‫ﳎﺎﻝ ﺗﻄﺒﻴﻖ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻭﺑﺎﻟﺘﺎﱄ ﻛﺎﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺍﺀ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟـﺬﻳﻦ‬
‫ﳝﺘﻠﻜﻮﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﺘﺤﻘﻴﻖ ﺍﳉﻮﺩﺓ ﻣﻦ ﻣﻨﻈﻮﺭ ﺍﻟﻌﻤﻼﺀ‪.‬‬
‫ﻟﻘﺪ ﺩﺭﺟﺖ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻞ ﺗﻘﻠﻴﺪﻳﺔ ﻹﺩﺍﺭﺓ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ؛ﺣﻴﺚ‬
‫ﻛﺎﻧﺖ ﲣﺰﻥ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺣﻴﺚ ﻣﻌﺪﻻﺕ ﺍﻟﻐﻴﺎﺏ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺗﻘﻴﻴﻤـﺎﺕ ﺍﻷﺩﺍﺀ ﻭﺍﳌـﺆﻫﻼﺕ‬
‫ﻭﻏﲑﻫﺎ ﰲ ﻣﻠﻔﺎ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻣﻦ ﰒ ﻛﺎﻥ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺷﺎﻣﻠﺔ ﺑﺸﺄﻥ ﳐـﺰﻭﻥ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﻟﻸﻏﺮﺍﺽ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺜﻞ ﺇﻋﺪﺍﺩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺃﻭ ﺗﻄﻮﻳﺮ ﻧ‪‬ﻈﻢ ﺍﻟﻌﻤﻞ ﺃﻭ ﺗﻄﺒﻴﻖ ﻓﻠﺴﻔﺎﺕ ﺇﺩﺍﺭﻳـﺔ‬
‫ﺟﺪﻳﺪﺓ ﺃﻣﺮﺍ ﻏﺎﻳﺔ ﰲ ﺍﻟﺼﻌﻮﺑﺔ ﺇﻥ ﱂ ﻳﻜﻦ ﻣﺴﺘﺤﻴﻼ‪ .‬ﻟﻘﺪ ﺗﻮﺻﻠﺖ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﺩﺭﺱ ﻣﻔﻴﺪ ﻭﻫـﻮ‬
‫ﺃﻥ ﺍﻣﺘﻼﻙ ﻧﻈﺎﻡ ﻓﻌﺎﻝ ﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳ‪‬ﻤﺜﱢﻞ ﺃﺣﺪ ﺍﻷﺳﻠﺤﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﺘﺤﻘﻴﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ‬
‫ﰲ ﺃﺳﻮﺍﻗﻬﺎ ﻭﺿﻤﺎﻥ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻭﺍﻟﻨﻤﻮ ﰲ ﺗﻠﻚ ﺍﻷﺳﻮﺍﻕ‪.‬‬
‫‪175‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﺎﻫﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺤﺎﺳﺒﺔ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺑﻌﺪ ﺗﻄ ‪‬ﺮﻗﻨﺎ ﰲ ﺍﳌﺒﺤﺜﲔ ﺍﻟﺴﺎﺑﻘﲔ ﻷﳘﻴﺔ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻖ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﺈﻧﻪ‬
‫ﻻ ﳝﻜﻦ ﻷﻱ ﻣﺆﺳﺴ ٍﺔ ﺃﻥ ﺗﺴﺘﻐﲏ ﻋﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺘﺤﺪﻳﺪ ﺗﻜﺎﻟﻴﻒ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ؛ ﺣﻴـﺚ‬
‫ﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ‪ :‬ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺘﻌﱠﻠﻖ ﺑﺎﻟﻌﺘﺎﺩ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻭﺗـﻮﺯﻳﻌﻬﻢ ﰲ ﺍﳍﻴﻜـﻞ‬ ‫ﳝﻜﻦ ﺍﺳﺘﺨﺮﺍﺝ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﺃﻭﻗﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﺍﻟﻐﻴﺎﺑﺎﺕ‪ ،‬ﺗﻜﺎﻟﻴﻒ ﺍﻷﺟﻮﺭ‪ ،‬ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﺍﻷﺧـﺮﻯ ‪،‬‬
‫‪...‬ﺇﱁ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻳﺘﻮﻓﺮ ﻟﺪﻯ ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻌﻠﻮﻣﺔ ﺛﺮﻳﺔ‪ ،‬ﻭﺍﻟﱵ ﻳﻜﻔـﻲ ﺗـﺼﻔﻴﺘﻬﺎ‬
‫ﻭﲢﻮﻳﻠﻬﺎ ﻻﺳﺘﻌﻤﺎﳍﺎ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻱ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﳌﻌﺮﻓﺔ ﺍﻻﻟﺘﺰﺍﻣﺎﺕ ﺍﳌﺎﻟﻴﺔ ﺍﻟﱵ ﲤﺜﻠﻬﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻗﻴﺎﺩﺓ ﺳﻴﺎﺳﺔ ﺍﻷﺟـﻮﺭ‪ ،‬ﺇﻋـﺪﺍﺩ‬
‫ﺍﳌﻮﺍﺯﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺘﻨﺒﺆ ﲟﺼﺎﺭﻳﻒ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ‪... ،‬ﺇﱁ‪ ،‬ﻛﻞ ﻫﺬﺍ ﻳﺴﺘﺪﻋﻲ ﺇﻧﺸﺎﺀ ﻣﻌﻠﻮﻣـ ٍﺔ ﳏﺎﺳـﺒﻴﺔ‬
‫ﻭﻣﺎﻟﻴﺔ ‪‬ﻣﺴﺘﻘﱠﻠﺔ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺎﻟﻨﻈﺎﻡ ﺍﶈﺎﺳﱯ ﺍﳌﺎﱄ ﺍﻟﻜﻼﺳﻴﻜﻲ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻟﻘﺪ ﹸﺃﻋﻄﻴﺖ ﻋﺪﺓ ﺗﻌﺎﺭﻳﻒ ﶈﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪ (1‬ﻧﻮﺟﺰﻫﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﻋﺮﻓﺖ ﲨﻌﻴﺔ ﺍﶈﺎﺳﺒﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ﺎ » ﻋﻤﻠﻴﺔ ﲢﺪﻳﺪ ﻭﻗﻴﺎﺱ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺇﻣﺪﺍﺩ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﻌﻨﻴﺔ ‪‬ﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ «)‪.(2‬‬
‫ﻫﻲ ﻛﺬﻟﻚ » ﻋﻤﻠﻴﺔ ﻗﻴﺎﺱ ﻭﲢﺪﻳﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻮﺻﻴﻞ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﳌﺴﺘﻔﻴﺪﺓ ﻣﻨﻬﺎ «)‪.(3‬‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﻛﺬﻟﻚ ﻋﻠﻰ ﺃ‪‬ﺎ » ﻋﻤﻠﻴﺔ ﺗﻘﺪﻳﺮ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻓﺮﺍﺩﺍ ﻭﲨﺎﻋﺎﺕ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍ‪‬ﺘﻤﻊ ﻭﻣﺘﺎﺑﻌﺔ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﺗﻄﺮﺃ ﻋﻠﻰ ﻗﻴﻤﺘﻬﺎ ﻣﻊ ﺍﻟﻮﻗﺖ «)‪.(4‬‬

‫‪.Human Resources Account‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻭ ﺳﻌﻴﺪ ﻳﺎﺳﲔ ﻋﺎﻣﺮ‪ ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،1984 ،‬ﺹ ‪.19‬‬ ‫)‪(2‬‬

‫» ﻣﻘﺪﻣﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،faculty.ksu.edu.sa/72075/Documents ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2008‬‬ ‫)‪(3‬‬

‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.311‬‬ ‫)‪(4‬‬
‫‪176‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻒ ﺣﺪﻳﺚ ﶈﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ » ﻳﺮﻛﺰ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﻭﻫﻨﺎﻙ ﺗﻌﺮﻳ ‪‬‬
‫ﺇﱃ ﺍﻷﺟﺮ ﻭﻣﺼﺎﺭﻳﻒ ﺍﻟﺘﻜﻮﻳﻦ‪ ،‬ﻭﻋﻠﻰ ﺟﺎﻧﺐ ﺍﻷﺩﺍﺀ ﺣﻴﺚ ﻳﺮﻯ ﺃﻥ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻬﻤﺘﻬﺎ ﻫﻲ‬
‫ﻗﻴﺎﺱ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ ﻟﻠﻤﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧﻼﻝ ﲢﺪﻳﺪ ﺃﺛﺮ ﺃﺩﺍﺀ ﻭﻛﻔﺎﺀﺓ ﻭﻣﺮﻭﺩﻳﺔ‬
‫ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻋﻠﻰ ﻣﺮﺩ ﻭﺩﻳﺔ ﺍﳌﺆﺳﺴﺔ «)‪.(1‬‬
‫ﻣﻦ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﻳﻜﻤﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﺫﻟﻚ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻬﺪﻑ ﺇﱃ‬
‫ﻗﻴﺎﺱ ﺍﻟﻘﻴﻤﺔ ﺍﶈﺎﺳﺒﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭ ﻣﺘﺎﺑﻌﺔ ﺗﻐﲑﺍﺕ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﻣﻦ ﻓﺘﺮﺓ ﻷﺧﺮﻯ ﺑﻘﺼﺪ‬
‫ﺇﳚﺎﺩ ﺍﻻﳓﺮﺍﻓﺎﺕ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺤﺴﻴﻨﻴﺔ ﻟﺘﻌﺪﻳﻠﻬﺎ‪،‬ﳑﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ‬
‫‪‬ﺬﺍ ﺍﳌﻮﺭﺩ ﺍﳍﺎﻡ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ ‪ :‬ﻭﻇﺎﺋﻒ ﻭ ﻣﺰﺍﻳﺎ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻭﺗﺸﻤﻞ ﻭﻇﺎﺋﻒ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ)‪: (2‬‬
‫‪ -1‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -2‬ﺗﻘﺪﻳﺮ ﻛﻠﻔﺔ ﻭﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -3‬ﲢﻔﻴﺰ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﲟﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ ﻋﻨﺪ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ؛‬
‫‪ -4‬ﻭﺿﻊ ﳕﺎﺫﺝ ﻟﻘﻴﺎﺱ ﺍﻟ ﹸﻜﻠﻒ ﺍﶈﺎﺳﺒﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -5‬ﲢﺪﻳﺪ ﺃﺛﺮ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ‪.‬‬
‫ﻭﺗ‪‬ﺤﻘﱢﻖ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺪﺓ ﻣﺰﺍﻳﺎ ﻟﻺﺩﺍﺭﺓ ﻣﻦ ﺑﻴﻨﻬﺎ)‪:(3‬‬
‫‪ -‬ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺴﻠﻴﻢ ﻟﻠﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﻮﺍﺟﻬﺔ ﻟﻸﻋﺒﺎﺀ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺘﻮﻗﻌﺔ؛‬
‫‪ -‬ﺗﻘﺪﻳﺮ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻮﺟﻬﻬﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺑﻨﺎﺀ ﺗﻨﻈﻴﻤﻬﺎ ﺍﻹﻧﺴﺎﱐ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﺃﻓﻀﻞ ﳎﺎﻻﺕ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻗﻴﺎﺱ‪:‬‬
‫‪ -‬ﺍﻟﻌﺎﺋﺪ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻷﺻﻮﻝ؛‬
‫‪ -‬ﺗﻘﺪﻳﺮ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻸﻋﻤﺎﻝ؛ ﳑﺎ ﻳ‪‬ﺴﺎﻋﺪ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻼﺋﻤﺔ ﺍﳌﺎﻟﻴﺔ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬

‫ﺣﺎﺝ ﻗﻮﻳﺪﺭ ﻗﻮﺭﻳﻦ‪ » ،‬ﻣﻔﻬﻮﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ «‪،http://infotechaccountants.com/forums/showthread.php ،‬‬ ‫)‪(1‬‬

‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 5 :‬ﺟﻮﺍﻥ ‪.2008‬‬

‫» ﻣﻘﺪﻣﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،faculty.ksu.edu.sa/72075/Documents ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2008‬‬ ‫)‪(2‬‬

‫ﻋﻠﻲ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻭ ﺳﻌﻴﺪ ﻳﺎﺳﲔ ﻋﺎﻣﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.21‬‬ ‫)‪(3‬‬
‫‪177‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻟﻘﺪ ﺗﻄﻮﺭ ﳕﻮﺫﺝ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﺘﻮﺍﺯﻱ ﻭ ﺑﺪﻋﻢ ﻣﻦ ﳕﻮﺫﺝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻳﻬﺘﻢ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﲟﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭ ﺍﳌﺎﻟﻴﺔ ﺿﻤﻦ ﺍﻟﻨﻈﻢ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳌﻬﺘﻤﺔ‬
‫ﺑﺘﻘﻴﻴﻢ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ)‪.(1‬‬
‫ﻭ‪‬ﺪﻑ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻭﺍﻟﻀﺮﻭﺭﻳﺔ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻛﻤﺎ ﺗﺴﺎﻫﻢ ﰲ ﻗﻴﺎﺱ ﺗﻜﻠﻔﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻟﺘﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻼﺋﻤﲔ‬
‫ﻭﺗﺪﺭﻳﺒﻬﻢ ﻭﺻﻴﺎﻧﺘﻬﻢ ﻭﲢﻔﻴﺰﻫﻢ‪ .‬ﻓﻤﺤﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺴﻌﻰ ﺇﱃ ﻭﺿﻊ ﻧﻈﺎﻡ ﳏﺎﺳﱯ ﻣﻼﺋﻢ ﻳﻮﻓﺮ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻼﺋﻤﺔ‪ ،‬ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻓﻀﻞ ﻟﻠﻌﻨﺼﺮ‬
‫ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻓﺮﻭﺽ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺗﺴﺘﻨﺪ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ)‪:(2‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻷﻭﻝ‪ :‬ﻳﻌﺘﱪ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻣﻮﺭﺩﹰﺍ ﻫﺎﻣﹰﺎ ﻣﻦ ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ؛ ﺇﺫ ﻟﻪ ﻗﻴﻤﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻣﺒﺎﺷﺮﺓ‬
‫ﻭﻏﲑ ﻣﺒﺎﺷﺮﺓ ﻭﺗﺘﻤﺜﻞ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺒﺎﺷﺮﺓ ﺑﺎ‪‬ﻬﻮﺩ ﻭﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﺒﺬﻟﻪ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻹﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ‬
‫ﺍﳌﻮﻛﻠﺔ ﺇﻟﻴﻬﺎ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻭﺗﻘﺪﱘ ﺧﺪﻣﺎﺕ ﻣﺘﻨﻮﻋﺔ ﺣﺎﻟﻴﺔ ﻭﻣﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺘﻤﺜﻞ ﺍﻟﻘﻴﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻏﲑ‬
‫ﺍﳌﺒﺎﺷﺮﺓ ﲝﺴﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺍﺳﺘﻔﺎﺩ‪‬ﺎ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ؛ﺣﻴﺚ ﺃﻥ ﻫﺆﻻﺀ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ‬
‫ﺍﳌﺴﺎﳘﺔ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻟﺜﺎﱐ‪ :‬ﺗﺘﺄﱠﺛﺮ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ ﻟﻺﺩﺍﺭﺓ‪ ،‬ﺣﻴﺚ ﺗﺘﻮﱠﻗﻒ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ‬
‫ﺍﻟﻘﹸﺪﺭﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﺍﻟﺮﻏﺒﺎﺕ ﻭﺍﳌﻴﻮﻝ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﻛﻤﺎ ﺗﺘﻄ ‪‬ﻮﺭ ﻣﻌﺎﺭﻑ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ‪‬ﺗﺮ ﱢﻛﺰ ﺇﺩﺍﺭ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﻛﺬﺍ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ‬
‫ﺍﻟﱵ ‪‬ﺗﻘ ‪‬ﺪﻣﻬﺎ ﻹﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ‪‬ﺗﺴﺎﻫﻢ ﰲ ﺗﻮﺟﻴﻪ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻭﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻃﺎﻗﺎﺗﻪ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﺤﻴﺢ؛ ﳑﺎ ‪‬ﻳﻮﱢﻟﺪ ﻟﺪﻳﻪ ﺩﻭﺍﻓﻊ ﺇﳚﺎﺑﻴﺔ‪ ،‬ﻭﺍﺳﺘﻌﺪﺍﺩﹰﺍ ﻧﻔﺴﻴﹰﺎ ﻭﺫﻫﻨﻴﹰﺎ ﻟﻠﻤﺴﺎﳘﺔ ﰲ ﺃﻫﺪﺍﻑ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﻓﺸﻠﺖ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺍﳔﻔﻀﺖ ﻗﻴﻤﺘﻪ؛ ﻭﻋﻠﻴﻪ ﻓﺎﻹﺩﺍﺭﺓ ﺍﻟﻨﺎﺟﺤﺔ‬
‫ﻋﻠﻴﻬﺎ ﺃﻥ ﲡﺬﺏ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳉ‪‬ﻴﺪﺓ ﺃﻛﺜﺮ ﻣﻦ ﻏﲑﻫﺎ‪.‬‬

‫ﳛﻀﻴﻪ ﲰﻼﱄ‪ ،‬ﺃﺛﺮ ﺍﻟﺘﺴﻴﲑ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻋﻠﻰ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‪ :‬ﻣـﺪﺧﻞ‬ ‫)‪(1‬‬

‫ﺍﳉﻮﺩﺓ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،2004 ،‬ﺹ ‪.102‬‬
‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺻﺮ ﺹ ‪) 313-312‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(2‬‬
‫‪178‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﺽ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻌ ‪‬ﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﲟﺤﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺟﺎﻧﺐ ﺗﻜﻠﻔﺔ ﻭﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺿﺮﻭﺭﻳ ﹰﺔ ﻟﻔﺎﻋﻠﻴﺔ ﻭﻛﻔﺎﺀﺓ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﻤﺜﻞ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻔﻴﺪ ﹲﺓ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ‬
‫ﻻﺧﺘﻴﺎﺭ ﻭﺗﻮﻇﻴﻒ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺘﻀ ‪‬ﻤﻨﻬﺎ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳍﺎ‬
‫ﺃﳘﻴ ﹲﺔ ﻛﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺍﻟﺘﻘﻴﻴﻢ ﰲ ﺍﻷﺟﻠﲔ ﺍﻟﻘﺼﲑ ﻭﺍﻟﻄﻮﻳﻞ‪ ،‬ﺳﻮﺍ ًﺀ ﻹﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﺃﻭ‬
‫ﻟﻠﻤﺘﻌﺎﻣﻠﲔ ﺍﳋﺎﺭﺟﻴﲔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻳﻌﺘﱪ ﺗﻮﻇﻴﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻜﻠﻔﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻣﻘﺎﺑﻞ ﺧﺪﻣﺎﺕ ﻭﻣﻨﺎﻓﻊ‬
‫ﲢﺼﻞ ﻋﻠﻴﻬﺎ ﻣﺴﺘﻘﺒﻼ‪ ،‬ﻟﺬﺍ ﳝﻜﻦ ﺗﺮﲨﺔ ﻫﺬﻩ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﳋﺪﻣﺎﺕ ﰲ ﺻﻮﺭﺓ ﻧﻘﺪﻳﺔ‪ ،‬ﻭﺇﻇﻬﺎﺭﻫﺎ ﰲ‬
‫ﺍﻟﻘﻮﺍﺋﻢ ﺍﳌﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﳋﺎﻣﺲ‪ :‬ﻳﻘﻮﻡ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﻸﺻﻮﻝ ﻋﻠﻰ ﺃ‪‬ﺎ » ﺣﻘﻮﻕ ﻭﺧﺪﻣﺎﺕ ﳑﻠﻮﻛﺔ ﻗﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ‬
‫ﻼ‬
‫ﺑﻮﺣﺪﺍﺕ ﻧﻘﺪﻳﺔ ﻭﻫﻲ ﺗﻜﺘﺴﺐ ﻧﺘﻴﺠﺔ ﻟﻠﺘﻌﺎﻣﻞ ﺑﲔ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻳﺘﻮﻗﻊ ﺍﳊﺼﻮﻝ ﻣﻨﻬﺎ ﻣﺴﺘﻘﺒ ﹰ‬
‫ﻋﻠﻰ ﺧﺪﻣﺎﺕ ﺃﻭ ﻣﻨﺎﻓﻊ ﺍﻗﺘﺼﺎﺩﻳﺔ «)‪.(1‬‬
‫ﻭﻣﻦ ﰒ ﻧﺴﺘﺨﻠﺺ ﺃﻥ ﺍﻷﺻﻮﻝ ﲤﺘﻠﻚ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻘﻴﺎﺱ ﺍﶈﺎﺳﱯ ﻟﻸﺻﻞ ﰲ ﺻﻮﺭﺓ ﻧﻘﺪﻳﺔ؛‬
‫‪ -‬ﻭﺟﻮﺩ ﺣﻘﻮﻕ ﳏﺪﺩﺓ ﻋﻠﻰ ﻣﻨﺎﻓﻊ ﻭﺧﺪﻣﺎﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ؛‬
‫‪ -‬ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳊﻘﻮﻕ ﳑﻠﻮﻛﺔ ﻟﺸﺨﺺ ﺃﻭ ﻣﺆﺳﺴﺔ‪.‬‬
‫ﻼ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﺆﺳﺴﺔ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬ ‫ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﻌﺎﺭﺽ ﺍﻋﺘﺒﺎﺭ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﺃﺻ ﹰ‬
‫‪ -1‬ﻋﺪﻡ ﺇﻣﻜﺎﻧﻴﺔ ﲤﻠﹸﻚ ﺍﻹﻧﺴﺎﻥ ﻛﺎﻵﻟﺔ؛‬
‫‪ -2‬ﺻﻌﻮﺑﺔ ﲢﺪﻳﺪ ﻓﺘﺮﺓ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ؛‬
‫‪ -3‬ﺻﻌﻮﺑﺔ ﻗﻴﺎﺱ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻷﺻﻮﻝ؛‬
‫‪ -4‬ﺍﺳﺘﻴﺎﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻣﻌﺎﻣﻠﺘﻬﺎ ﻛﺄﺻﻮﻝ ﻣﺜﻞ ﺑﻘﻴﺔ ﺍﻷﺻﻮﻝ ﺍﻷﺧﺮﻯ ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﺆﻳﺪﺓ ﻭﺍﳌﻌﺎﺭﺿﺔ ﶈﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﳑﺎ ﺳﺒﻖ ﳒﺪ ﺃﻥ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺪﻑ ﺇﱃ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﺴﺎﻋﺪ‬
‫ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺣﺴﺎﺏ ﺗﻜﺎﻟﻴﻒ ﻭﻣﻨﺎﻓﻊ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﳑﺎ ﻳﺴﺎﻋﺪﻫﺎ ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﰲ ﺇﻃﺎﺭ ﺫﻟﻚ ﻋﺮﺿﺖ ﺍﻟﻜﺜﲑ ﻣﻦ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍ ﹸﳌﺆ‪‬ﻳﺪﺓ ﻭﺍﳌﻌﺎﺭﺿﺔ ﻧﺬﻛﺮ ﻣﻨﻬﺎ‪:‬‬

‫ﺃﺳﺎﻣﺔ ﻋﻠﻲ ﻋﺒﺪ ﺍﳋﺎﻟﻖ‪ » ،‬ﺗﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺒﻘﺎﺀ ﰲ ﻇﻞ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳉﺪﻳﺪﺓ «‪ ،‬ﳎﻠﺔ‬ ‫)‪(1‬‬

‫ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﺆﺳﺴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،1995 ،60‬ﺹ ‪.35‬‬


‫‪179‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(12‬‬


‫ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﺆﻳﺪﺓ ﻭﺍﳌﻌﺎﺭﺿﺔ‬
‫ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﻌﺎﺭﺿﺔ‬ ‫ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﺆﻳﺪﺓ‬
‫‪ -1‬ﺗ‪‬ﻘﺪﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻌﻠﻮﻣﺎﺕ ﻫﺎﻣﺔ ﻟﻠﺠﻬـﺎﺕ ‪ -1‬ﺇﻥ ﻋﻤﻠﻴﺔ ﲨﻊ ﻭﻋﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬
‫ﻋﻤﻠﻴﺔ ﺻﻌﺒﺔ ﻧﻈﺮﹰﺍ ﻟﻜﺜﺮﺓ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ‪ ،‬ﺣﻴﺚ ﻣﻦ ﺍﻟﺼﻌﺐ‬ ‫ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ؛‬
‫ﻗﻴﺎﺱ ﻛﻞ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﺗﻄﺮﺃ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻞ‪ ،‬ﻭﺑﺎﻟﺬﺍﺕ‬ ‫‪ -2‬ﺗ‪‬ﺴﺎﻋﺪ ﺍﳌﺆﺳﺴﺔ ﰲ ﻭﺿﻊ ﺧﻄﻄﻬﺎ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ )ﺍﻟﺴﻠﻮﻙ‪ ،‬ﺍﻟﺪﻭﺍﻓﻊ‪ ،‬ﺍﻟﺮﺿﺎ(؛‬ ‫‪ -3‬ﺗ‪‬ﺴﺎﻫﻢ ﰲ ﺗﻐﻴ‪‬ﺮ ﺍﻟﻨﻈﺮﺓ ﺇﱃ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻣﻦ ﻛﻮﻧﻪ ﻛﻠﻔﺔ‬
‫‪ -2‬ﻛﻤﺎ ﻳﺘﺮﺗﺐ ﻋﻠﻰ ﺻﻌﻮﺑﺔ ﺍﻟﻘﻴﺎﺱ ﺃﻥ ﻗﻴﻤﺔ ﺍﻷﺻﻞ ﺍﻟﺒﺸﺮﻱ‬ ‫ﺇﱃ ﺃﺻﻞ؛‬
‫ﺍﳌﻌﺮﻭﺽ ﰲ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺗﺘﻐﲑ ﻭﻻ ﺗﻔﺼﺢ ﻋﻦ ﺍﻟﻘﻴﻤﺔ ﺍﳊﻘﻴﻘﻴﺔ‬ ‫‪ -4‬ﺗﻠﻔﺖ ﺍﻧﺘﺒﺎﻩ ﺍﳌﺪﺭﺍﺀ ﺇﱃ ﺃﳘﻴﺔ ﺗﻘﻮﱘ ﺍﻷﺩﺍﺀ؛‬
‫ﳍﺬﺍ ﺍﻷﺻﻞ‪.‬‬ ‫‪ -5‬ﺗ‪‬ﺴﺎﻋﺪ ﰲ ﲢﻘﻴﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﻟﺒﺸﺮﻳﺔ ‪.‬‬
‫‪ -3‬ﻋﺪﻡ ﻣﻮﺍﺯﻧﺔ ﺍﳌﻨﺎﻓﻊ ﺍﶈﺼﻠﺔ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﻣﻊ ﺗﻜﺎﻟﻴﻒ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺇﻋﺪﺍﺩ ﺍﳉﺪﺍﻭﻝ‬
‫ﻭﺍﳌﻴﺰﺍﻧﻴﺎﺕ؛‬
‫‪ -4‬ﺗﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﺳﺘﻐﻼﻝ ﺟﻬﻮﺩ ﺍﻷﻓﺮﺍﺩ ﳓﻮ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺇﺫ ﺃﻥ ﺍﻷﺻﻞ ﺷﻲﺀ ﻳﻬﺘﻠﻚ ﻭﺃﻥ‬
‫ﳏﺎﺳﺒﺔ ﺍﻷﺻﻮﻝ ﺗﺘﻀﻤﻦ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﻫﻼﻙ ﺍﻷﺻﻞ‬
‫ﺑﺄﻛﻔﺄ ﻃﺮﻳﻘﺔ ﳑﻜﻨﺔ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪:‬‬
‫‪ -‬ﻋﻠﻲ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻭ ﺳﻌﻴﺪ ﻳﺎﺳﲔ ﻋﺎﻣﺮ‪ ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،1984 ،‬ﺹ ‪.66‬‬
‫‪ » -‬ﻣﻘﺪﻣﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،faculty.ksu.edu.sa/72075/Documents ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ ، www .yusuf -abufara.net -‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 10 :‬ﻓﻴﻔﺮﻱ ‪.2004‬‬

‫ﺇﻥ ﻻﺳﺘﺨﺪﺍﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻄﻠﺐ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺿﺮﻭﺭﺓ‬
‫ﺇﺟﺮﺍﺀ ﻣﻮﺍﺯﻧﺔ ﺑﲔ ﺍﻟﺴﻠﺒﻴﺎﺕ ﻭﺍﻹﳚﺎﺑﻴﺎﺕ ﺍﻟﱵ ﻳﻮﻟﺪﻫﺎ ﺗﻄﺒﻴﻖ ﺗﻨﻈﻴﻢ ﳏﺎﺳﱯ ﻟﻠﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻣﻦ ﺍﻟﻨﻮﺍﺣﻲ‬
‫ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺱ ﺗﻜﻠﻔﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻄﺮﻕ ﻟﻘﻴﺎﺱ ﺗﻜﻠﻔﺔ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻧﺬﻛﺮ ﻣﻨﻬﺎ)‪:(1‬‬

‫ﻧﻮﺍﻝ ﺑﻦ ﻋﻤﺎﺭﺓ ﻭ ﻣﺴﻌﻮﺩ ﺻﺪﻳﻘﻲ‪ » ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ » ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻓﺮﺹ ﺍﻻﻧﺪﻣﺎﺝ‬ ‫)‪(1‬‬

‫ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﺒﺸﺮﻳﺔ « ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﳊﻘﻮﻕ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﳉﺎﻣﻌﺔ ﻭﺭﻗﻠﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻳﻮﻣﻲ ‪ 9-8‬ﻣﺎﺭﺱ‬
‫‪.2004‬‬
‫‪180‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ‪:‬‬


‫ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﻔﻌﻠﻴﺔ ﺍﻟﱵ ﺃﻧﻔﻘﺖ ﰲ ﺳﺒﻴﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﺎﺳﺘﺪﻋﺎﺀ‬
‫ﻭﺍﺧﺘﻴﺎﺭ ﻭﺗﻮﻇﻴﻒ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺍﻋﺘﺒﺎﺭﻫﺎ ﻧﻔﻘﺎﺕ ﺭﺃﲰﺎﻟﻴﺔ ﻳﺴﺘﻔﺎﺩ ﻣﻨﻬﺎ ﻟﻌﺪﺓ ﻓﺘﺮﺍﺕ ﳑﺎ ﻳﺘﻌﲔ‬
‫ﺇﻫﻼﻛﻬﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺮ ﺍﻹﻧﺘﺎﺟﻲ ﻟﺘﻠﻚ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺘﺤﺪﻳﺪ ﺗﺼﻴﺐ ﻛﻞ ﻓﺘﺮﺓ ﻣﻨﻬﺎ ﻭﰲ ﺣﺎﻟﺔ ﺗﺼﻔﻴﺔ‬
‫ﺍﻷﺻﻞ ﺃﻭ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻗﺒﻞ ﺍﻧﺘﻬﺎﺀ ﺣﻴﺎ‪‬ﻢ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﻳﻌﺘﱪ ﺍﻟﺮﺻﻴﺪ ﺍﳌﺘﺒﻘﻲ ﺧﺴﺎﺭﺓ‪.‬‬
‫ﻭﻟﻴﺘﻢ ﻗﻴﺎﺱ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ )ﺍﻷﺻﻠﻴﺔ ( ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺑﺪ ﻣﻦ ﺗﺒﻮﻳﺒﻬﺎ ﺇﱃ ﻋﻨﺼﺮﻳﻦ ﳘﺎ‪:‬‬
‫ﺃ‪ -‬ﺗﻜﻠﻔﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺳﺒﻴﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻦ ﻳﺸﻐﻞ ﻣﺮﻛﺰﹰﺍ ﻣﻌﻴﻨﹰﺎ‪،‬‬
‫ﻭﻫﺬﻩ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻗﺪ ﺗﻜﻮﻥ ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﻏﲑ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻭﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫‪ -1‬ﺗﻜﻠﻔﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ؛‬
‫‪ -2‬ﺗﻜﻠﻔﺔ ﺍﻻﺧﺘﻴﺎﺭ؛‬
‫‪ -3‬ﺗﻜﻠﻔﺔ ﺍﻹﻋﺎﺭﺓ؛‬
‫‪ -4‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﻮﺟﻴﻪ؛‬
‫‪ -5‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ؛‬
‫‪ -6‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﻄﻮﻳﺮ‪.‬‬
‫ﺏ‪ -‬ﺗﻜﻠﻔﺔ ﺍﻟﺘﻌﻠﻴﻢ‪:‬‬
‫ﻭﺗﺸﲑ ﻫﺬﻩ ﺍﻟﺘﻜﻠﻔﺔ ﺇﱃ ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺃﺟﻞ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ‬
‫ﺗﻜﺎﻟﻴﻒ ﻣﺒﺎﺷﺮﺓ ﻭﻏﲑ ﻣﺒﺎﺷﺮﺓ ﻣﺜﻞ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺄﻫﻴﻞ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺳﻮﺍﺀ ﺍﳌﺪﺭﺑﲔ ﺃﻭ ﺍﳌﺘﺪﺭﺑﲔ‪.‬‬
‫ﻭﺗﺘﻤ‪‬ﻴﺰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺑﺎﻟﺴﻬﻮﻟﺔ ﻭﺍﻟﺒﺴﺎﻃﺔ ﰲ ﺍﻟﻘﻴﺎﺱ ﻭﻣﺎ ﻳﻌﻴﺒﻬﺎ ﻫﻮ ﺃﻥ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ ﻟﻸﺻﻮﻝ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﻻ ﺗﻌﱪ ﻋﻦ ﺍﻟﻄﺎﻗﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻸﻓﺮﺍﺩ‪ ،‬ﻭﺍﻟﱵ ﻻ ﳝﻜﻦ ﺑﺪﻭ‪‬ﺎ ﺍﻋﺘﺒﺎﺭﻩ ﺃﺻﻼ ﺑﺸﺮﻳﺎ‪ ،‬ﻛﻤﺎ‬
‫ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﻔﺮﺩ ﺧﻼﻝ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﺗﺘﻐﲑ‪ ،‬ﺳﻮﺍﺀ ﺑﺎﻟﺰﻳﺎﺩﺓ ﻻﻛﺘﺴﺎﺏ ﻗﹸﺪﺭﺍﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺑﺎﻟﻨﻘﺼﺎﻥ ﺑﺴﺒﺐ‬
‫ﺗﻘﺪﻡ ﺍﻟﺴﻦ‪ ،‬ﺃﻭ ﺍﳌﺮﺽ؛ ﳑﺎ ‪‬ﻳﺆ ‪‬ﺩﻱ ﺇﱃ ﻭﺟﻮﺩ ﻋﺎﺋ ٍﺪ ﻏﲑ ﺳﻠﻴﻢ ﻟﻘﻴﻤﺘﻪ ﺍﻻﺳﺘﺜﻤﺎﺭﻳﺔ‪.‬‬
‫‪ -2‬ﻃﺮﻳﻘﺔ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ‪:‬‬
‫ﻭﺗﻌﺮﻑ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ﺎ "ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻴﻮﻡ ﻹﺣﻼﻝ‬
‫ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺑﺪﻻ ﻣﻦ ﺍﳌﻮﺟﻮﺩﺓ ﺍﻵﻥ")‪.(1‬‬

‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.320‬‬ ‫)‪(1‬‬
‫‪181‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻧﻮﻋﲔ ﻣﻦ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﻭﻫﻲ‪:‬‬


‫ﺃ‪ -‬ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﺍﻟﻮﻇﻴﻔﻲ‪:‬‬
‫ﻭ‪‬ﻳﻘﺼﺪ ﺑﺘﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﺍﻟﻮﻇﻴﻔﻲ ﺑﺄ‪‬ﺎ » ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ﰲ‬
‫ﺳﺒﻴﻞ ﺇﺣﻼﻝ ﺷﺨﺺ ﳏﻞ ﺷﺨﺺ ﺁﺧﺮ ﻳﺸﻐﻞ ﻭﻭﻇﻴﻔﺔ ﻣﻌﻴﻨﺔ ﰲ ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﲝﻴﺚ ﻳﻜﻮﻥ ﺍﻟﺒﺪﻳﻞ ﻗﺎﺩﺭﺍ‬
‫ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻨﻔﺲ ﺍﻷﻋﺒﺎﺀ ﻭﺗﻘﺪﱘ ﻧﻔﺲ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻠﺰﻡ ﳍﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ «)‪.(2‬‬
‫ﻭﺗﺘﻜﻮ‪‬ﻥ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﺍﻟﻮﻇﻴﻔﻲ ﻣﻦ ﺛﻼﺛﺔ ﻋﻨﺎﺻﺮ ﻫﻲ‪:‬‬
‫‪ -‬ﺗﻜﻠﻔﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ؛‬
‫‪ -‬ﺗﻜﻠﻔﺔ ﺍﻟﺘﻌﻠﻴﻢ؛‬
‫‪ -‬ﺗﻜﻠﻔﺔ ﺗﺮﻙ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﺏ‪ -‬ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﺍﻟﺸﺨﺼﻲ‪:‬‬
‫ﻭﺗﻌﱪ ﻋﻦ ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﺣﺎﻟﻴﺎ ﰲ ﺳﺒﻴﻞ ﺇﺣﻼﻝ ﺷﺨﺼﻲ ﳏ ﱠﻞ ﺁﺧﺮ ﻳﻜﻮﻥ ﻗﺎﺩﺭﹰﺍ‬
‫ﻋﻠﻰ ﺗﻘﺪﱘ ﳎﻤﻮﻋﺔ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ ﺍﻟﺸﺨﺺ ﺍﳊﺎﱄ‪ ،‬ﻭﺗﺸﻤﻞ ﺗﻜﻠﻔﺔ ﺇﺣﻼﻝ ﺍﻟﻔـﺮﺩ ﺃﻭ ﺍﻟﺘﻨﻈـﻴﻢ‬
‫ﺍﻟﺒﺸﺮﻱ ﻛﻠﻪ‪.‬‬
‫ﻭﲣﺘﻠﻒ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻦ ﻃﺮﻳﻘﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ ﺃ‪‬ﺎ ﺗﻘﻮﻡ ﺑﺎﺣﺘﺴﺎﺏ ﺗﻜﻠﻔﺔ ﺍﻷﺻﻮﻝ ﻃﻮﻳﻠﺔ‬
‫ﺍﻷﺟﻞ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳌﺘﻮﻗﻊ ﺇﻧﻔﺎﻗﻪ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺗﺴﺎﻋﺪ ﰲ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺑﺈﳚﺎﺩ‬
‫ﺗﻘﺪﻳﺮﺍﺕ ﻟﻨﻔﻘﺎﺕ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻋﻤﻞ ﳌﺨﺘﻠﻒ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭﺗﺮﺷﻴﺪ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﳑﺎ ﳚﻌﻠﻬﺎ‬
‫ﺗﻀﻊ ﻣﻌﺎﻳﲑ ﻟﺘﻜﺎﻟﻴﻒ ﲡﻤﻴﻊ ﻭﺗﻮﻇﻴﻒ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺣﻴﺚ ﺗﺴﺘﻌﻤﻞ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﰲ ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺍﻟﻔﻌﻠﻴﺔ ﻛﻤﺎ ﻫﻮ ﳐﻄﻂ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﻓﺈﻧﻪ ﻳﻌﺎﺏ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﺻﻮﻝ ﺑﺸﺮﻳﺔ‬
‫ﺗﺘﻤﺎﺛﻞ ﻣﻊ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﻮﺍﺟﺐ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺘﻬﺎ‪ ،‬ﺇﺿﺎﻓﺔ ﻟﺬﻟﻚ ﻓﺄﻥ ﳕﻮﺫﺝ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ‬
‫ﺱ ﺑﺪﻳ ٍﻞ ﻟﻘﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪.(3‬‬
‫ﻳﺘﻀ ‪‬ﻤﻦ ﺗﻜﻠﻔﺔ ﺍﻟﻔﹸﺮﺻﺔ‪ ،‬ﻭﺍﻟﱵ ﻳﺼ ‪‬ﻌﺐ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻛﻤﻘﻴﺎ ٍ‬

‫ﲰﻴﺔ ﺃﻣﲔ ﻋﻠﻲ‪ » ،‬ﺍﶈﺎﺳﺒﺔ ﻋﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ «‪ ،‬ﳎﻠﺔ ﺍﶈﺎﺳـﺒﺔ ﻭﺍﻹﺩﺍﺭﺓ‬ ‫)‪(1‬‬

‫ﻭﺍﻟﺘﺄﻣﲔ‪ ،‬ﺟﻬﺎﺯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺤﻮﺙ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2003 ،60‬ﺹ ‪.283‬‬
‫ﺷﻮﻗﻲ ﺍﻟﺴﻴﺪ ﻓﻮﺩﻩ‪ » ،‬ﻣﺪﺧﻞ ﳓﻮ ﺗﻄﻮﻳﺮ ﺍﻹﻃﺎﺭ ﺍﻟﻔﻜﺮﻱ ﻟﻠﻤﺤﺎﺳﺒﺔ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳌﺼﺮﻳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻔﺎﻫﻴﻢ‬ ‫)‪(2‬‬

‫ﻭﺍﳌﺒﺎﺩﺉ ﻭﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﻟﺜﺎﻟﺚ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﲟﺼﺮ ﰲ ﻇﻞ ﺍﻟﺘﺤـﻮﻻﺕ ﺍﻟﻌﺎﳌﻴـﺔ «‪،‬‬
‫ﺍﻟﺰﻗﺎﺯﻳﻖ‪ 8-7 ،‬ﻧﻮﻓﻤﱪ ‪ ،1999‬ﺹ ‪.214‬‬
‫ﲰﻴﺔ ﺃﻣﲔ ﻋﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.285‬‬ ‫)‪(3‬‬
‫‪182‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -3‬ﻃﺮﻳﻘﺔ ﺗﻜﻠﻔﺔ ﺍﻟﻔﹸﺮﺻﺔ ﺍﻟﺒﺪﻳﻠﺔ‪:‬‬


‫ﻭﺗﻌﺮﻑ ﺑﺄ‪‬ﺎ » ﻗﻴﻤﺔ ﺍﻷﺻﻞ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺪﻳﻞ ﳜﺘﻠﻒ ﻋﻦ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﱄ «)‪.(1‬‬
‫ﻭﺗﻌﺘﻤﺪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻠﻰ ﺗﻘﺴﻴﻢ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﳎﻮﻋﺘﲔ)‪:(2‬‬
‫ﺃ‪ -‬ﻓﺌﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻏﲑ ﺍﳌﻬﺮﺓ ﺃﻭ ﺍﻟﻌﺎﺩﻳﲔ ﻭﺍﻟﺬﻳﻦ ﻳﺴﻬﻞ ﺇﺣﻼﳍﻢ ﺑﺂﺧﺮﻳﻦ‪ ،‬ﻭﻳﺘﻢ ﺗﻘﺴﻴﻤﻬﻢ ﻋﻠـﻰ ﺃﺳـﺎﺱ‬
‫ﻧﻔﻘﺎﺕ ﺍﻻﺳﺘﺪﻋﺎﺀ‪...‬‬
‫ﺏ‪ -‬ﻓﺌﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳌﻬﺮﺓ ﻭﻫﻲ ﻓﺌﺔ ﻧﺎﺩﺭﺓ ﻳﺘﻢ ﺗﻘﻮﳝﻬﺎ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﺻﻮﻝ ﺑﺸﺮﻳﺔ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺃﻛﺜـﺮ‬
‫ﻣﻦ ﻧﺸﺎﻁ ﺃﻱ ﻋﺪﺓ ﺑﺪﺍﺋﻞ ﳌﻌﺮﻓﺔ ﻗﻴﻤﺘﻬﻢ ﰲ ﺃﻓﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﳍﻢ ﻭﺗﺆﻛﺪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘـﺔ ﺃﻥ ﻣـﺪﻳﺮ‬
‫ﻭﻣﺮﺍﻛﺰ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﳌﺆﺳﺴﺔ ﻳﺘﻨﺎﻓﺴﻮﻥ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺃﻳﺪﻱ ﻋﺎﻣﻠﺔ ﺫﺍﺕ ﻣﻬﺎﺭﺓ ﻧـﺎﺩﺭﺓ‪،‬‬
‫ﻓﺎﳌﺪﻳﺮ ﺍﻟﺬﻱ ﻳﻨﺠﺢ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺫﻟﻚ ﺍﻟﻔﺮﺩ ﻭﺍﳌﻬﺎﺭﺓ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﳝﺜﻞ ﺗﻜﻠﻔﺔ ﺍﻟﻔﹸﺮﺻﺔ ﺍﻟﺒﺪﻳﻠﺔ ﻟﺬﻟﻚ‬
‫ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﳚﺎﺩ ﺃﻓﻀﻞ ﺍﻟﻈﺮﻭﻑ ﺍﳌﻼﺋﻤﺔ ﻻﺳﺘﻘﻄﺎﺏ ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﺇﻻ ﺇ‪‬ﺎ ﻻ‬
‫‪‬ﺘﻢ ﺇﻻ ﺑﺎﻟﻔﺌﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻟﻨﺎﺩﺭﺓ‪.‬‬
‫‪ -4‬ﻃﺮﻳﻘﺔ ﺍﻟﻌﻮﺍﺋﺪ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪:‬‬
‫ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻘﻴﻤـﺔ ﺍﳊﺎﻟﻴـﺔ‬
‫ﻟﻠﻤﺮﺗﺒﺎﺕ ﻭﺍﻷﺟﻮﺭ ﺍﻟﱵ ﻳﺘﻘﺎﺿﺎﻫﺎ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﺣﱴ ‪‬ﺎﻳﺔ ﻋﻤﺮﻫﺎ ﺍﻹﻧﺘﺎﺟﻲ ﺑﺎﳌﺆﺳـﺴﺔ‪،‬‬
‫ﻟﺘﻤﻜﻦ ﻣﻦ ﺣﺴﺎﺏ ﺍﻟﻘﻴﻤﺔ ﺍﻹﲨﺎﻟﻴﺔ ﻟﻸﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻭﺍﻗﻊ ﻣﺘﻮﺳﻂ ﺭﻭﺍﺗﺐ ‪‬ﻤﻮﻋﺔ ﻣﺘﻤﺎﺛﻠﺔ ﻣـﻦ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺇﻻ ﺇ‪‬ﺎ ﻻ ﺗﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺇﻻ ﻋﻨﺼﺮﺍ ﻭﺍﺣﺪﺍ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻟﻠﻮﺻـﻮﻝ ﺇﱃ ﻗﻴﻤﺘـﻪ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺇﳘﺎﻝ ﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ ﻛﺴﻦ ﺍﻟﻌﺎﻣﻞ ﻭﻛﻔﺎﺀﺗﻪ ﻭﺃﻗﺪﻣﻴﺘﻪ‪.‬‬
‫‪ -5‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪:‬‬
‫ﻭﻳﺘ ‪‬ﻢ ﺗﻘﻴﻴﻢ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻓﻘﺎ ﳌﻌﺪﻝ ﺍﻟﻌﺎﺋﺪ ﺍﳌﻤﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ‪ ،‬ﺃﻱ ﲢـﺪﺩ‬
‫ﻗﻴﻤﻪ ﺍﻟﺸﺨﺺ ﺑﺎﳌﺸﺮﻭﻉ ﲟﺎ ﻳﺴﺎﻭﻱ ﺍﻟﻘﻴﻤﺔ ﺍﳊﺎﻟﻴﺔ ﻟﻺﺭﺑﺎﺡ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻌﺘﻤﺪﻳﻦ ﰲ ﺫﻟﻚ ﻋﻠـﻰ ﻣـﺪﻯ‬
‫ﻣﺴﺎﳘﺔ ﺍﻟﻔﺮﺩ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻗﺪ ﻻ ﺗﺘﺒﻊ ﺍﻷﺟﻮﺭ ﰲ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ‪-‬ﺍﻟﺬﻱ ﺳﻴﺘﻢ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﳌـﻮﺍﱄ‪ -‬ﺍﻟﻨﻈـﺎﻡ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻱ ﰲ ﺍﻟﺮﺍﺗﺐ ﺍﻟﺸﻬﺮﻱ ﻣﺜﻼ‪ ..‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﻃﺮﻕ ﻋﺪﻳﺪﺓ ﻳﺘﻢ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻴﻬﺎ ﰲ ﺍﻟﻌﻤﻞ ﻣﺜﻞ ﺣﺴﺎﺏ‬
‫ﺍﻷﺟﺮ ﺑﺎﻟﺴﺎﻋﺔ ﺃﻭ ﺍﻷﺟﺮ ﺍﻟﻴﻮﻣﻲ ﺃﻭ ﺍﻷﺟﺮ ﺑﺎﳌﺸﺮﻭﻉ ﻛﺎﻣﻼ ﻭﻫﻜﺬﺍ‪ ،‬ﻓﻬﺬﺍ ﺍﻷﻣﺮ ﺭﺍﺟﻊ ﻟﻠﻄﺮﻓﲔ‪ .‬ﻭﳝﻜﻦ‬

‫‪ ،www .yusuf -abufara.net‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 10 :‬ﻓﻴﻔﺮﻱ ‪.2004‬‬ ‫)‪(1‬‬

‫ﺃﺳﺎﻣﺔ ﻋﻠﻲ ﻋﺒﺪ ﺍﳋﺎﻟﻖ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.47‬‬ ‫)‪(2‬‬
‫‪183‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺃﻥ ﻳﻄﻠﺐ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺩﻓﻌﺔ ﻣﻘﺪﻣﺔ ﺃﻭ ﻛﻞ ﺍﳌﺒﻠﻎ ﻣﻘﺪﻣﺔ ﻗﺒﻞ ﺑﺪﺀ ﺍﻟﻌﻤﻞ‪ ..‬ﻛﻤﺎ ﻳﻔﻀﻞ‬
‫ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺍﻟﺪﻓﻊ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺣﱴ ﻳﻨﺘﻬﻲ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﻄﻠﺐ ﺍﳌﺒﻠﻎ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺋﻪ‬
‫ﻣﻦ ﺍﳌﺸﺮﻭﻉ)‪.(1‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﳘﻴﺔ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻌﺮﻳﻒ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻣﻊ ﺑﺪﺍﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺷﺎﻉ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻌﺎﻝ ﳌﺪﺧﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺎ ﻳﻜﻔﻞ ﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴـﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺫﺍﺕ ﺍﻟﻮﻗﺖ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﻟﻜﻼﳘﺎ ﺣﺎﺟﺎﺕ ﻣﺸﺘﺮﻛﻪ ﻭﻣﺘﺴﻘﺔ ﻣﻊ‬
‫ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻭﻳﺮﻛﺰ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﺍﳉﺪﻳﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻛﻤﻮﺍﺭﺩ ﻭﻟﻴﺲ ﻛﻌﻮﺍﻣﻞ ﺇﻧﺘﺎﺟﻴﻪ‪ ،‬ﻭﻣﻌﲎ‬
‫ﺫﻟﻚ ﻫﻮ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻛﺎﺳﺘﺜﻤﺎﺭﺍﺕ ﲢﻘﻖ ﻋﻮﺍﺋﺪ ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﺷﻜﻞ ﺯﻳﺎﺩﺓ ﰲ‬
‫ﺇﻧﺘﺎﺟﻴﺘﻬﺎ ﻭﺫﻟﻚ ﺇﺫﺍ ﻣﺎ ﺃﺩﻳﺮﺕ ﺑﻔﻌﺎﻟﻴﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍﻟﺴﺒﻴﻞ ﻟﺘﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺔ ﻫـﻮ ﺍﻻﺳـﺘﺨﺪﺍﻡ ﺍﻷﻣﺜـﻞ‬
‫ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺃﳘﻴﺔ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﳝﻜﻦ ﻣﻼﺣﻈﺔ ﺗﺄﺛﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ﺣﻴﺚ ﳒﺪ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻜﺒﲑﺓ ﻭﺍﻟﻨﺎﺟﺤﺔ ﻳﺮﺟﻊ‬
‫ﳒﺎﺣﻬﺎ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﺇﱃ ﻗﺪﺭ‪‬ﺎ ﺍﻟﻔﻌﺎﻟﺔ ﳌﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﻭﺍﻻﺣﺘﻔﺎﻅ ﲟـﻮﻇﻔﲔ‬
‫ﻭﻣﺪﺭﺍﺀ ﻋﻠﻰ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﳌﻬﺎﺭﺓ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻥ ﺃﻭﻝ ﻣﻦ ﻃﺒﻖ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻄﺒﻴﻘﹶﺎ ﻋﻠﻤﻴـﹶﺎ‬
‫ﻫﻲ "ﻣﺆﺳﺴﺔ ﺑﺎﺭﻱ " ﺑﻮﻻﻳﺔ ﺃﻭﻫﺎﻳﻮ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﰲ ﺳﻨﺔ ‪ ،1966‬ﻭﺗﻘﻮﻡ ﻓﻠﺴﻔﺔ ﻫـﺬﻩ ﺍﳌﺆﺳـﺴﺔ‬
‫ﻋﻠﻰ ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﺘﻨﺎﻓﺲ ﻭﺍﻟﻨﺠﺎﺡ ﻫﻲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻣﺎ ﳍﺬﻩ ﺍﳌﻮﺍﺭﺩ ﻣﻦ ﻗﹸـﺪﺭﺍﺕ‬
‫ﻭﻃﻤﻮﺣﺎﺕ‪ ،‬ﻭﻫﻜﺬﺍ ﺃﺩﺧﻠﺖ ﰲ ﻧﻈﺎﻣﻬﺎ ﺍﶈﺎﺳﱯ‪ ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻦ ﻃﺮﻳﻖ ﺭﲰﻠـﺔ ﺗﻜـﺎﻟﻴﻒ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺣﺴﺎﺏ ﺃﻗﺴﺎﻁ ﺇﻃﻔﺎﺀﻫﺎ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻻﻫﺘﻤﺎﻡ ﲟﺤﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻦ ﺃﻥ ﻧﺆﺷﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﺍﻟﻌﻨﺼﺮ ﺍﻹﻧﺴﺎﱐ ﻫﻮ ﺃﻫﻢ ﺃﻧﻮﺍﻉ ﺍﻷﺻﻮﻝ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻟﻪ ﺗﺄﺛﲑ ﺟﻮﻫﺮﻱ ﻋﻠﻰ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻓﻔﻲ‬
‫ﻼ ﺃﻛﺜﺮ ﻣﻦ ‪ ،65‬ﺧﺒﲑ ﻳﻌﻤﻠﻮﻥ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻓﻀﻞ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﻣﺆﺳﺴﺔ ﻧﺴﺘﻠﻪ ﻣﺜ ﹶ‬
‫‪ -2‬ﺍﻟﻌﻨﺼﺮ ﺍﻹﻧﺴﺎﱐ ﻟﻪ ﻗﻴﻤﺔ ﺳﻮﻗﻴﺔ‪ ،‬ﻭﻣﺎ ﺣﺪﺙ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﺎﻡ ‪ 1968‬ﻡ‪ ،‬ﻳﺆﻛﺪ‬
‫ﻫﺬﺍ ﻓﻌﻨﺪﻣﺎ ﺍﺳﺘﻘﺎﻝ ﲦﺎﻧﻴﺔ ﻣﻦ ﻛﺒﺎﺭ ﺍﳌﺪﺭﺍﺀ ﰲ ﻣﺆﺳﺴﺔ "ﻣﻮﺗﻮﺭﻭﻻ" ﻭﺍﻟﺘﺤﺎﻗﻬﻢ ﺑﺎﻟﻌﻤﻞ ﻟﺪﻯ ﻣﺆﺳﺴﺔ‬
‫ﻣﻨﺎﻓﺴﺔ ﻭﻫﻲ ﻣﺆﺳﺴﺔ ﻓﲑﺗﺸﻴﻠﺮ‪ ،‬ﻓﻘﺪ ﺍﳔﻔﻀﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻷﺳﻬﻢ ﺍﳌﺆﺳﺴﺔ ﺍﻷﻭﱃ ﲝﻮﺍﱄ ‪41‬‬

‫‪ ،http://ar.wikipedia.org/wiki/‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 18 :‬ﺟﺎﻧﻔﻲ ‪.2008‬‬ ‫)‪(1‬‬


‫‪184‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪24‬‬ ‫ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ ﺧﻼﻝ‬ ‫‪14‬‬ ‫ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ ﻭﺍﺭﺗﻔﻌﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻷﺳﻬﻢ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﲟﺒﻠﻎ‬
‫ﺳﺎﻋﺔ ﻣﻦ ﺗﺎﺭﻳﺦ ﺇﻋﻼﻥ ﺧﱪ ﺍﻻﺳﺘﻘﺎﻟﺔ‪.‬‬
‫‪ -3‬ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻧﻌﻜﺎﺳﺎ‪‬ﺎ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪ :‬ﻣﻦ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻳﺘ‪‬ﻀﺢ ﺃﻧﻪ ﳍﺎ ﺃﺛﺎﺭ ﺧﻄﲑﺓ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﻠﻘﺪ ﺃﻓﺮﺯﺕ ﺗﻠﻚ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﻗﻔﺰﺓ ﻭﺍﺳﻌﺔ‬
‫ﻟ‪‬ﻨﻈﻢ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻹﺩﺍﺭﺓ ﰲ ﺷﺮﻛﺎﺕ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﳑﺎ ﺧﻠﻖ ﻓﺠﻮ ﹰﺓ ﻭﺍﺳﻌﺔ ‪‬ﻣﻘﺎﺭﻧ ﹰﺔ ﻣﻊ ﺷﺮﻛﺎﺗﻨﺎ‪.‬‬
‫ﻼ ﻣﺰﳚﹰﺎ ﻣﺮﻛﺒﹶﺎ ﻣﺘﻔﺎﻋﻼ ﻣﻦ‬ ‫ﻭﺇﻥ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺬﻱ ﻳﻌﲏ ﺃﺳﻠﻮﺏ ﺃﺩﺍﺀ ﻭﻳﺘﻀﻤﻦ ﻫﻴﻜ ﹰ‬
‫ﲡﻬﻴﺰﺍﺕ ﺇﻟﻴﻪ‪ ،‬ﻋﻤﺎﻟﺔ‪ ،‬ﻃﺮﻕ ﻋﻤﻞ ﺗﺆﻟﻒ ﺑﲔ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻟﻌﻤﺎﻟﺔ ﰲ ﺇﺟﺮﺍﺀﺍﺕ ﺃﺩﺍﺀ ﺑﺄﺳﻠﻮﺏ ﳏﺪﺩ‬
‫ﻹﻧﺘﺎﺝ ﺃﻭ ﺗﻘﺪﱘ ﺳﻠﻌﻪ ﺃﻭ ﺧﺪﻣﻪ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬
‫ﻭﺃﻫﻢ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ‪:‬‬
‫‪ -1‬ﺗﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺍﻷﺩﺍﺀ ﺍﻹﻧﺘﺎﺟﻲ‪ :‬ﺣﻴﺚ ﻣﺴﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺃ ‪‬ﺩﺕ ﺇﱃ ﺧﻔﺾ ﺍﻟﺘﻜﻠﻔﺔ‬
‫ﻭﻭﻗﺖ ﲢﻠﻴﻞ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻗﺪ ﺗﻄﻮﺭﺕ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺼﻨﻊ ﻭﺍﻟﺘﺤﻜﱡﻢ ﺍﻟﱵ ﺷﻜﻠﺖ ﺍﻷﺳﺎﺱ ﻟﻨﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺳﺘﻬﺪﻑ ﳌﺪ ﻣﺪﻳﺮﻱ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻹﺩﺍﺭﺓ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﻔﺎﻋﻠﻴﻪ ﺃﻛﱪ‪.‬‬
‫‪ -2‬ﺗﻐ‪‬ﻴﺮ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺘﺴﻮﻳﻘﻲ‪ :‬ﺣﻴﺚ ﺍﺷﺘﺮﻛﺖ ﺍﻵﻻﺕ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺴﻮﻳﻘﻴﺔ ﳑﺎ ﺳﻴﺰﻳﺪ ﻣﻦ ﺧﺪﻣﺔ‬
‫ﺍﻟﻌﻤﻼﺀ‪.‬‬
‫‪ -3‬ﺗﻐ‪‬ﻴﺮ ﰲ ﺍﻟﺘﻨﻈﻴﻢ‪ :‬ﺣﻴﺚ ﺃﺛﺒﺘﺖ ﲡﺎﺭﺏ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻨﺎﲡﺔ – ﻭﻟﻴﺲ ﻓﻘﻂ ﻧﻈﺮﻳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ –‬
‫ﺃﻥ ﺍﻟﻨﺠﺎﺡ ﺍﻹﺩﺍﺭﻱ ﻛﺎﻥ ﻭﻟﻴﺪﹶﺍ ‪‬ﻤﻮﻋﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻣﻦ ﺍﻟﺘﻮﺟﻬﺎﺕ ﻭﺍﻟﺘﺤﻮﻻﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻓﻘﺪ‬
‫ﻛﺎﻥ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺑﻴﺌﺔ ﺑﻄﻴﺌﺔ ﺍﻟﺘﻐﻴﲑ ﻭﻣﻦ ﳕﻮﺫﺝ ﺗﻨﻈﻴﻤﻲ ﻣﻴﻜﺎﻧﻴﻜﻲ ﺟﺎﻣﺪ ﺇﱃ ﺑﻴﺌﺔ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﺳﺮﻳﻌﺔ‬
‫ﺍﻟﺘﻐﲑ ﺗﺘﺰﺍﻳﺪ ﻓﻴﻬﺎ ﻋﻮﺍﻣﻞ ﻋﺪﻡ ﺍﻟﺘﺄﻛﱡﺪ ﻭﺩﺭﺟﺔ ﺍﳌﺨﺎﻃﺮﺓ ﻭﺗﺘﻄﻠﺐ ﳕﻮﺫﺟﺎ ﺗﻨﻈﻴﻤﻴﹶﺎ ﻋﻀﻮﻳﺎ ﻣﺮﻧﺎ‪ ،‬ﻭﳝﻜﻦ‬
‫ﺍﺳﺘﺸﺮﺍﻑ ﺃﻫﻢ ﺍﻧﻌﻜﺎﺳﺎﺕ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺗﻨﻈﻴﻤﻴﺎ ﰲ ﺑﻌﺾ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺳﺘﺰﺩﺍﺩ ﺍﻟﻌﻤﺎﻟﺔ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﻭﺃﺧﺼﺎﺋﻴﻮ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺍﻟﺼﻴﺎﻧﺔ؛‬
‫‪ -‬ﺳﺘﻈﻬﺮ ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﻐﻴﲑ ﺍﻷﺩﺍﺀ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﳉﺪﻳﺪﺓ؛‬
‫‪ -‬ﺳﺘﻈﻬﺮ ﺍﳊﺎﺟﺔ ﺇﱃ ﲤﻜﲔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺃﺩﺍﺀ ﺍﻟﻮﻇﺎﺋﻒ ﺩﻭﻥ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺍﻹﺩﺍﺭﺓ؛‬
‫‪ -‬ﺳﻴﺘﻐﲑ ﻫﻴﻜﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺴﺒﺐ ﺍﻷﲤﺘﺔ‪.‬‬
‫ﻭﻣﻦ ﰒ ﻓﺈﻥ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﺗﺸ ﱢﻜﻞ ﺑﻴﺌ ﹰﺔ ﻋﻤﻠﻴﺔ ﺷﺪﻳﺪﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻭﳝﻜﻦ ﺃﻥ‬
‫ﺗﺘﻐﲑ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺑﺴﺮﻋﺔ ﻭﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﺘﻮﻗﻌﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﲝﺎﺟﺔ ﺇﱃ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﻭﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ ﻭﺳﺮﻳﻊ ﻟﻠﻤﺸﺎﻛﻞ ﻭﻟﻠﻔﺮﺹ‪ ،‬ﻭﻋﻠﻴﻬﺎ ﺃﻥ ﺗﻌﻤﻞ ﲢﺖ ﺿﻐﻮﻁ ﻣﺘﺰﺍﻳﺪﺓ "‬
‫‪185‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺿﻐﻮﻃﺎﺕ ﺍﻷﻋﻤﺎﻝ " ﺑﺈﺟﺮﺍﺀﺍﺕ ﻣﺒﺘﻜﺮﺓ ﺗﺴﻤﻰ ﺑﺄﻧﺸﻄﺔ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﳊﺎﲰﺔ "‪ ،‬ﻭﺍﻥ ﻣﺎ ﻳﺪﻋﻢ ﺍﺳﺘﺠﺎﺑﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻫﻲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫‪ -‬ﺿﻐﻮﻁ ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﻳﺸﻤﻞ ﺫﻟﻚ‪:‬‬
‫ﺃ‪ -‬ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ :‬ﺗﺘﻤﺜﻞ ﰲ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﺘﺸﺮﻳﻌﺎﺕ ﺍﻟﱵ ﺗﺼﺪﺭﻫﺎ ﺍﻟﺪﻭﻟﺔ ‪‬ﺪﻑ ﲪﺎﻳﺔ ﻭﺗﺄﻣﲔ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﳋﺎﺻﺔ ﺑﺎﻷﺟﻮﺭ ﻭﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﻭﺍﳋﺪﻣﺎﺕ ﻭﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﺏ‪ -‬ﺗﺄﺛﲑ ﺍﻟﻨﻘﺎﺑﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ‪ :‬ﻣﻦ ﺣﻴﺚ ﲢﺪﻳﺪ ﺣﻘﻮﻕ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺃﺟﻮﺭ ﻭﻣﻴﺰﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻭﺇﺟﺎﺯﺍﺕ‬
‫ﻭﺧﺪﻣﺎﺕ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻣﺜﻞ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﻭﻓﺘﺮﺍﺕ ﺍﻟﺮﺍﺣﺔ ﻭﻏﲑﻫﺎ‪ .‬ﻭﻣﻦ ﰒ‬
‫ﺃﺻﺒﺢ ﻟﻠﻨﻘﺎﺑﺔ ﺍﻟﻌﻤﺎﻟﻴﺔ ﺩﻭﺭ ﻫﺎﻡ ﰲ ﺻﻴﺎﻏﺔ ﻭﺗﻨﻔﻴﺬ ﺳﻴﺎﺳﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺝ‪ -‬ﺗﺄﺛﲑ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ :‬ﺗﺘﺄﺛﺮ ﻇﺮﻭﻑ ﻫﺬﻩ ﺍﻟﺴﻮﻕ ﺑﻈﺮﻭﻑ ﺍﻟﻌﺮﺽ ﻭﺍﻟﻄﻠﺐ ﻋﻠﻰ ﻋﻨﺼﺮ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻫﻲ‬
‫ﻇﺮﻭﻑ ﻣﺘﻐﲑﺓ ﺑﻄﺒﻴﻌﺘﻬﺎ‪ ،‬ﺣﻴﺚ ﻳﺼﻌﺐ ﺍﻟﺘﺤﻜﻢ ﻭﺍﻟﺘﺄﺛﲑ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺣﺪﻫﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﺘﻮﻓﲑ ﻛﺎﻓﺔ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﺘﺎﺭﳜﻴـﺔ‬
‫ﻭﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳌﻌﺮﻓﺔ ﻗﻴﻤﺔ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﱵ ﺗﻌﺘـﱪ ﺍﻷﻛﺜـﺮ ﺃﳘﻴـﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻭﻳﺴﺎﻋﺪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻗﻴﺎﺱ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻮﺭﺓ ﻣﺎﻟﻴﺔ‬
‫ﻭﺍﳌﺴﺎﳘﺔ ﰲ ﲣﻄﻴﻂ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻘﻮﻣﻲ ﻣﻦ ﺧﻼﻝ ﺍﳌﺴﺎﳘﺔ ﰲ ﺭﺳﻢ ﺳﻴﺎﺳﺎﺕ ﺍﻟﺘﻮﻇﻴﻒ‬
‫ﻭﺍﻟﻌﻤﺎﻟﺔ ﻭﻣﺎ ﻳﺮﺗﺒﻂ ‪‬ﺎ ﻣﻦ ﺳﻴﺎﺳﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻭﺍﳊﻮﺍﻓﺰ ﺑﺸﻜﻞ ﻋﻠﻤﻲ‪.‬‬
‫ﻭﺗﺘ ‪‬ﻢ ﻣﻌﺎﳉﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﺍﻟﻨﻈﺎﻡ‪ :‬ﺗﻤﱢﺜﻞ ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻣ‪‬ﺨﺮ‪‬ﺟـﺎﺕ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﱵ ﺗﺸﻤﻞ ﻛﻼ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺘﺨﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬ﻣﻌﻠﻮﻣﺎﺕ ﻟﺘﺤﻠﻴـﻞ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﻟﺘﻘﻮﱘ ﺍﻷﺩﺍﺀ ﻭﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﻨﻘﻞ ‪ -‬ﳎﻤﻮﻋﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﻳـﺘﻢ ﺍﳊـﺼﻮﻝ‬
‫ﻋﻠﻴﻬﺎ ﻣﻦ ﺍﳌﺴﺘﻨﺪﺍﺕ ﻟﻸﺣﺪﺍﺙ ﺍﳌﺎﻟﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻜﺎﻓﺔ ﻣﺎ ﻳﻨﻔﻖ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻗﻮﺍﺋﻢ ﺍﻟﺮﻭﺍﺗـﺐ‬
‫ﻭﻗﻮﺍﺋﻢ ﺍﳊﻮﺍﻓﺰ ﻭﺍﳌﻜﺎﻓﺂﺕ ﻭﻧﻔﻘﺎﺕ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ .‬ﻭﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﹸـﺪﺧ‪‬ﻼﺕ ﺑـﻨ‪‬ﻈﻢ ﺍﳊﺎﺳـﻮﺏ‬
‫ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﺍﻟﻮﺣﺪﺓ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻷﺧﺮﻯ ﻛﻨﻈﺎﻡ ﺍﻷﻓﺮﺍﺩ ﻭﻧﻈﺎﻡ‬
‫ﺍﻟﺮﻭﺍﺗﺐ ﻭﻧﻈﺎﻡ ﺍﻹﻧﺘﺎﺝ‪.‬‬
‫‪ -2‬ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ‪ :‬ﺗﺸﻤﻞ ﻛﺎﻓﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺴﺠﻴﻞ ﻭﺍﻟﺘﺠﻤﻴﻊ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﺗﺒﻮﻳﺒﻬﺎ ﺍﻟﱵ ﳝﻜﻦ ﺗﻔﺮﻳﻐﻬﺎ‬
‫ﻣﻦ ﺍﳌﺴﺘﻨﺪﺍﺕ ‪ -‬ﲢﻤﻴﻞ ﻛﺎﻓﺔ ﺍﻟﻨﻔﻘﺎﺕ ﰲ ﺣﺴﺎﺏ ﺧﺎﺹ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﳊﻈـﺔ ﺍﻹﻋـﻼﻥ ﻋـﻦ‬
‫‪186‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻮﻇﺎﺋﻒ ﺣﱴ ﺗﺴﺮﻳﺢ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﻣﻦ ﺍﻟﻌﻤﻞ ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﺤﻤﻞ ﻛﻞ ﻣﻮﺭﺩ ﺑﺸﺮﻱ ﺣﺼﺘﻪ ﻣـﻦ ﺗﻠـﻚ‬
‫ﺍﻟﺘﻜﺎﻟﻴﻒ‪.‬‬
‫‪ -3‬ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻨﻈﺎﻡ‪ :‬ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﰎ ﲡﻤﻴﻌﻬﺎ ﻋﻦ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﳝﻜـﻦ ﺍﻟﻘـﻮﻝ ﺃﻥ‬
‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻦ ﺗﻮﻓﲑﻫﺎ ﻃﺒﻘﺎ ﻟﻠﺤﺎﺟﺔ ﺇﱃ ﻧﻮﻋﻴـﺔ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﳌﻄﻠﻮﺑﺔ ﰲ ﻓﺘﺮﺍﺕ ﺯﻣﻨﻴﺔ ﳐﺘﻠﻔﺔ ﻭﻣﻦ ﺍ ﹸﳌﺨ ‪‬ﺮﺟﺎﺕ ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﺘﺨﻄﻴﻄﻴﺔ ﻟﺘﻜﺎﻟﻴﻒ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪ -‬ﻣﻘﺎﺭﻧﺔ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﻔﻌﻠﻴﺔ ﻣﻊ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺨﻄﻄﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﺳﺒﺎﺏ ﺍﻻﳓﺮﺍﻓﺎﺕ‬
‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﺘﺨﻄﻴﻄﻴﺔ ﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪ -‬ﻣﻘﺎﺭﻧﺔ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﻔﻌﻠﻴﺔ ﻣﻊ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺨﻄﻄﺔ ﻭﺩﺭﺍﺳﺔ ﺃﺳﺒﺎﺏ ﺍﻻﳓﺮﺍﻓﺎﺕ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻫﺪﺍﻑ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫‪‬ﻳﻤﱢﺜﻞ ﺍﻟﻨﻈﺎﻡ ﺍﶈﺎﺳﱯ ﻟﻸﺟﻮﺭ ﺃﺣﺪ ﻛﱪ ﻧﻈﻢ ﺗﺸﻐﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺫﻟﻚ ﻣﻦ ﻭﺟﻬﺔ‬
‫ﻧﻈﺮ ﺣﺠﻢ ﺍﳌﻌﺎﻣﻼﺕ ﻭﺍﻟﺴ‪‬ﺠﻼﱠﺕ ﺍﻟﱵ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺘﺸﻐﻴﻠﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺑﺼﻔ ٍﺔ ﻋﺎﻣـﺔ ﺍﻟﻘـﻮﻝ ﺃﻥ ﻧﻈـﺎﻡ‬
‫ﺍﻷﺟﻮﺭ ‪‬ﻳﻌﺘﱪ ﺃﺣﺪ ﺃﻫﻢ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ؛ ﺣﻴﺚ ﺃﻧﻪ ﳝﺜﻞ ﻗﻨﺎﺓ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔـﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﻭﻣﻮﻇﻔﻴﻬﺎ ﻭﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ)‪.(1‬‬
‫ﻭﺗﺘﻤﱠﺜﻞ ﻓﻮﺍﺋﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳊﺎﺳﻮﺏ ﰲ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﲣﺰﻳﻦ ﻭﺍﺳﺘﻌﺎﺩﺓ ﻛﻤﻴﺔ ﻫﺎﺋﻠﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ؛‬
‫ﺺ ﺍﻟﺪﻭﺍﺋﺮ‬
‫‪ -2‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺭﺑﻂ ﻋﺪﺓ ﻣﻮﺍﺿﻴﻊ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﻌﺪﻝ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺒﲔ ﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -3‬ﺗﻮﻓﲑ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺪﻗﺔ ﻻ ﳝﻜﻦ ﺗﻮﻓﲑﻫﺎ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻣﺜﻞ ﻋﻤﻠﻴﺔ ﺗﺪﻗﻴﻖ ﺍﻷﺧﻄﺎﺀ؛‬
‫‪ -4‬ﺇﻟﻐﺎﺀ ﺍﻟﺴ‪‬ﺠﻼﱠﺕ ﺍﳌﻜﺮﺭﺓ ﳑﺎ ‪‬ﻳﻮﱢﻓﺮ ﻋﻠﻰ ﻣﺼﻠﺤﺔ ﺍﶈﺎﺳﺒﺔ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺘﻜﺎﻟﻴﻒ؛‬
‫‪ -5‬ﲢﺴﲔ ﺍﻷﺩﺍﺀ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﶈﺎﺳﺒﻴﺔ ﻭﻗﺮﺍﺭﺍ‪‬ﺎ ﻭﻧﺘﺎﺋﺠﻬﺎ ﺑﻨﺎﺀﺍ ﻋﻠﻰ ﻣﺎ ﻳﺘﻮﻓﺮ ﻣﻦ ﻣﻌﻄﻴﺎﺕ ﺻﺤﻴﺤﺔ؛‬
‫‪ -6‬ﺗﺴﻬﻴﻞ ﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -7‬ﻣﺴﺎﻋﺪﺓ ﺍﻹﺩﺍﺭﺓ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻼﺯﻣﺔ ﻭﺗﻘﺪﳝﻬﺎ ﻟﻠﺠﻬـﺎﺕ ﺍﳌﺨﺘـﺼﺔ‪ ،‬ﺳـﻮﺍ ًﺀ ﺇﱃ ﺍﻹﺩﺍﺭﺍﺕ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﺃﻭ ﺍﳉﻬﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛‬

‫ﳏﻤﺪ ﺷﻮﻗﻲ ﺑﺸﺎﺩﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﻣﺮﻛﺰ ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ ﻟﻠﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2002 ،‬ﺹ ‪.213‬‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪) 210‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(2‬‬


‫‪187‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -8‬ﺇﻇﻬﺎﺭ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺪﺙ ﻟﻠﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﻳﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﻣﻮﺍﺟﻬﺔ‬
‫ﺗﻠﻚ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺑﻜﻔﺎﺀﺓ‪.‬‬
‫ﻛﻤﺎ ﻳ‪‬ﺆﺛﱢﺮ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﺮﺗﺒﺎﺕ ﻣﻦ ﺧﻼﻝ ‪:‬‬
‫)‪(1‬‬

‫‪ -1‬ﺍﺯﺩﻳﺎﺩ ﺍﻟﺪﻗﺔ ﻭﺍﻟﺴﺮﻋﺔ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺍﳌﻜﺎﻓﺂﺕ ﻭﻣﺴﺘﺤﻘﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺻﺮﻓﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛‬
‫‪ -2‬ﺇﻣﻜﺎﻧﻴﺔ ﻣﻘﺎﺭﻧﺔ ﻣﺎ ﺗﺪﻓﻌﻪ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺭﻭﺍﺗﺐ ﻟﻺﺩﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﻛﺎﻓﺔ ﺃﳓﺎﺀ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -3‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺴﺮﻳﻌﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻟﻌﻼﻭﺍﺕ ﻭﺍﻻﻣﺘﻴﺎﺯﺍﺕ؛‬
‫‪ -4‬ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﻼﺯﻣﺔ ﻻﺳﺘﻘﻄﺎﻉ ﺍﻟﺮﻭﺍﺗﺐ ﺩﺍﺧﻠﻴﺎ ﺃﻭ ﺧﺎﺭﺟﻴﺎ؛‬
‫‪ -5‬ﺗﻴﺴﲑ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺮﻭﺍﺗﺐ ﺍﳌﻮﻇﻔﲔ ﻭﺍﻛﺘﺸﺎﻑ ﺍﻷﺧﻄـﺎﺀ ﺇﻥ ﻭﺟـﺪﺕ ﰲ‬
‫ﺃﻗﺼﺮ ﻭﻗﺖ؛‬
‫ﺇﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺰﺩﺍﺩ ﺃﳘﻴﺘﻪ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧﻼﻝ ﻣﺴﺎﳘﺘﻪ ﰲ ﲢﻘﻴﻖ‬
‫ﺃﻫﺪﺍﻓﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻵﰐ‪:‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻗﻴﺎﺱ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻮﺭﺓ ﻣﺎﻟﻴﺔ‪.‬‬
‫ﻳﺘ ‪‬ﻢ ﻗﻴﺎﺱ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺎﻓﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻠﻚ ﺍﳌﻮﺍﺭﺩ ﰲ ﺳﺒﻴﻞ‬
‫ﺗﻘﻴﻴﻤﻬﺎ ﻣﺎﻟﻴﹰﺎ‪.‬‬
‫ﺇﻥ ﺗﻘﻴﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺎﻟﻴﹰﺎ ﻳﻌﲏ ﲢﺪﻳﺪ ﻗﻴﻤﺔ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﻳﻨﺘﻈﺮ ﺃﻥ ﺗﻘﺪﻣﻬﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ‬
‫ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﻳﺘﻢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺇﺣﺪﻯ ﻃﺮﻕ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﱵ ﺗﺮﺍﻫﺎ ﺍﳌﺆﺳﺴﺔ ﻣﻨﺎﺳﺒﺔ ﳍـﺎ‪ ،‬ﻟﻜـﻲ‬
‫ﻳﻜﻮﻥ ﺑﺎﻹﻣﻜﺎﻥ ﺣﺼﺮ ﻗﻴﻤﺘﻬﺎ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻻﻫﺘﻼﻛﺎﺕ ﺍﻟﱵ ﺗﺘﺮﺗﺐ ﻋﻠﻴﻬﺎ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺇﻇﻬﺎﺭﻩ ﰲ‬
‫ﺍﻟﻘﻮﺍﺋﻢ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﲟﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﺻﻮﺭﺓ ﺗﻮﺿﻴﺤﻴﺔ ﺃﻛﱪ ﻭﺃﺩﻕ ﻋﻦ ﻧﺸﺎﻁ ﺍﻟﻮﺣﺪﺓ ﻭﻣﺪﻯ‬
‫ﲢﻘﻴﻘﻬﺎ ﻷﻫﺪﺍﻓﻬﺎ ﻭﺧﺎﺻ ﹰﺔ ﻣﺎ ﻳﺘﻌﻠﱠﻖ ﺑﻨﺎﺗﺞ ﺍﻟﻨﺸﺎﻁ ﻭﻣﺪﻯ ﻣﺴﺎﳘﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲢﻘﻴﻘﻪ‪.‬‬
‫ﻭﺃﻫﻢ ﻃﺮﻕ ﺍﻟﺘﻘﻴﻴﻢ ﳝﻜﻦ ﺇﳚﺎﺯﻫﺎ ﺑﺎﻵﰐ)‪:(2‬‬
‫‪ -1‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ‪ :‬ﺪﻑ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﳌﻌﺮﻓﺔ ﻗﻴﻤﺔ ﺍﻷﺻﻞ ﻋﻦ ﻃﺮﻳﻖ ﺇﺛﺒﺎﺕ ﻛﻞ ﻣﺎ ﺗﺘﺤﻤﻠﻪ‬
‫ﺍﳌﺆﺳﺴﺔ ﰲ ﺳﺒﻴﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﺻﻞ‪.‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.209‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ » ،‬ﺗﺼﻤﻴﻢ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫)‪(2‬‬

‫ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺍﻟﺪﳕﺮﻙ‪ ،‬ﻣﻨﺸﻮﺭ ﻋﻠﻰ ﻣﻮﻗﻊ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،2007 ،‬ﺹ ‪.9‬‬


‫‪188‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﻃﺮﻳﻘﺔ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ‪ :‬ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻷﺻﻞ ﺍﻟﺒﺸﺮﻱ ﺑﻘﻴﻤﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﳛﻞ ﳏﻠﻪ‬
‫ﻭﺍﻟﺬﻱ ﻳﻜﻮﻥ ﲟﺴﺘﻮﻯ ﺧﺪﻣﺎﺕ ﻳﺴﺎﻭﻱ ﺧﺪﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﳊﺎﻟﻴﺔ‪.‬‬
‫‪ -3‬ﻃﺮﻳﻘﺔ ﺗﻜﻠﻔﺔ ﺍﻟﻔﹸﺮﺻﺔ ﺍﻟﺒﺪﻳﻠﺔ‪ :‬ﺃﻱ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻟﺘﻐﻴﲑ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﱄ ﻟﻠﻤﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺁﺧﺮ ﺑﺪﻳﻞ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪‬ﻳﺴﺎﻋﺪ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧـﻼﻝ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﻘ ‪‬ﺪﻣﻬﺎ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻵﺗﻴﺔ)‪:(1‬‬
‫ﻼ ﻋﻦ ﺗﻮﻓﲑ ﺑﻴﺎﻧﺎﺕ ﺗﻜـﺎﻟﻴﻒ‬ ‫ﺃ‪ -‬ﺗﻮﻓﲑ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺗﻜﺎﻟﻴﻒ ﻃﻠﺐ ﺍﳌﻮﻇﻔﲔ ﻭﺍﺧﺘﻴﺎﺭﻫﻢ ﻭﺗﻌﻴﻴﻨﻬﻢ‪ ،‬ﻓﻀ ﹰ‬
‫ﻣﻌﻴﺎﺭﻳﺔ ﻟﻠﻌﻤﻠﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺯﻧﺔ ﻟﺘﺨﻄﻴﻂ ﺃﻧﺸﻄﺔ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻭﻷﻏﺮﺍﺽ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺗﻘﺪﻳﺮ ﺗﻜﻠﻔﺔ ﺇﺣﻼﻝ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﻮﺍﻗﻊ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺏ‪ -‬ﺗﻮﻓﲑ ﺑﻴﺎﻧﺎﺕ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺍﳌﻔﺎﺿﻠﺔ ﺑﲔ ﺗﻜﻠﻔﺔ ﺗﺪﺭﻳﺐ ﺍﻟﻌـﺎﻣﻠﲔ ﺑﺎﳌﺆﺳـﺴﺔ ﺇﱃ ﺍﳌـﺴﺘﻮﻯ‬
‫ﺍﳌﺮﻏﻮﺏ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﻭﺑﲔ ﺗﻜﻠﻔﺔ ﺗﺪﺭﻳﺐ ﻋﻠﻰ ﻧﻔﺲ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺍﳋﺎﺭﺝ‪.‬‬
‫ﺝ‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﳌﺜﻠﻰ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳌﺴﺘﺨﺪﻣﲔ ﰲ ﺃﻋﻤﺎﻝ ﻻ ﺗﺘﻨﺎﺳـﺐ ﻣـﻊ ﻣﻬـﺎﺭﺍ‪‬ﻢ‬
‫)ﺇﻣﻜﺎﻧﻴﺎ‪‬ﻢ( ﻋﻦ ﻃﺮﻳﻖ ﺇﻇﻬﺎﺭ ﻗﻴﻤﺔ ﺍﳋﺴﺎﺭﺓ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺫﻟﻚ‪.‬‬
‫ﺩ‪ -‬ﺗﻮﻓﲑ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﻗﻴﻤﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﺪﻯ ﻛﻔﺎﺀﺓ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﻭﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﲢﺪﺙ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻘﻴﻤﺔ‬
‫ﲟﺮﻭﺭ ﺍﻟﻮﻗﺖ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ‪‬ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻮﻃﲏ‪.‬‬
‫ﺇﻥ ﺗﻮﻓﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﻧﻈﺎﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻫﻢ ﰲ ﺧﺪﻣﺔ‬
‫ﺍﻟﺪﻭﻟﺔ ﻣﻦ ﺧﻼﻝ ﻣﺴﺎﻋﺪﺓ ﺍﻷﺟﻬﺰﺓ ﺍﳌﺨﺘﺼﺔ ﻓﻴﻬﺎ ﰲ ﺭﺳﻢ ﺳﻴﺎﺳﺎﺕ ﺍﻟﺘﻮﻇﻴﻒ ﻭﺍﻟﻌﻤﺎﻟﺔ ﻭﻣﺎ ﻳﺮﺗﺒﻂ ‪‬ـﺎ‬
‫ﻣﻦ ﺳﻴﺎﺳﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﳍﺠﺮﺓ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻭﺍﳊﻮﺍﻓﺰ ﺑﺸﻜﻞ ﻋﻤﻠﻲ‪ ،‬ﻭﻟﻘﺪ ﺩﻟـﺖ ﲨﻴـﻊ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﱵ ﻋﻨﻴﺖ ‪‬ﺠﺮﺓ ﺍﻟﻌﻘﻮﻝ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺇﻥ ﻫﺠﺮﺓ ﺍﻟﻌﻘﻮﻝ ﺗﻜﺒﺪ ﳎﺘﻤﻌﺎ‪‬ﺎ ﺧﺴﺎﺋﺮ ﻣﺰﺩﻭﺟﺔ ﻣﺘﻤﺜﻠﺔ‬
‫ﲞﺴﺎﺋﺮ ﺍﻟﻌﻘﻞ ﺃﻭﻻ ﻭﻫﻲ ﺧﺴﺎﺭﺓ ﻻ ﺗﻘﺪﺭ ﺑﺜﻤﻦ ﺃﻭ ﲟﻌﲎ ﺁﺧﺮ ﻟﻴﺲ ﳍﺎ ﻗﻴﻤﺔ ﻣﺎﺩﻳﺔ ﳏـﺪﺩﺓ ﺑﻮﺻـﻒ‬
‫ﺍﻹﻧﺴﺎﻥ ﺃﺻﻞ ﺍﺟﺘﻤﺎﻋﻲ ﻟﻴﺲ ﻟﻪ ﺗﻜﻠﻔﺔ ﻣﺎﻟﻴﺔ ﳏﺪﺩﺓ ﻛﺎﻷﺻﻮﻝ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻫﻮ ﻳﻮﺻﻒ ﺑﺄﻧﻪ ﺛﺮﻭﺓ ﺍﻷﻣﻢ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻣﻨﺘﺠﹶﺎ ﻟﻠﻔﻜﺮ ﻭﺍﻟﻮﻋﻲ ﻭﺍﻟﻘﻴﻢ ﺍﳌﺎﺩﻳﺔ ﺍﻟﻨﻮﻋﻴﺔ‪ .‬ﻓﻀﻼ ﻋﻤّﺎ ﺗﻘﺪﻡ ﻓﺎﻥ ﻫﺠﺮﺓ ﺍﻟﻌﻘﻞ ﻣـﻦ ﻣﻮﻃﻨـﻪ‬

‫ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.9‬‬ ‫)‪(1‬‬


‫‪189‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺳﻮﻑ ﻳﻠﺤﻖ ﺧﺴﺎﺋﺮ ﻣﺎﻟﻴﺔ ﺣﻘﻴﻘﻴﺔ ﻓﺎﺩﺣﺔ ﻣﺘﻤﺜﻠﺔ ﺑﺘﻜﺎﻟﻴﻒ ﺇﻋﺪﺍﺩ ﻭ‪‬ﻴﺌﺔ ﺍﻟﻌﻘﻞ ﺣﱴ ﻳـﺼﺒﺢ ﺟـﺎﻫﺰﹶﺍ‬
‫ﻟﻠﻌﻄﺎﺀ ﻭﺍﻟﺘﻄﻮﻳﺮ‪.‬‬
‫ﻓﻌﻨﺪﻣﺎ ‪‬ﺗﺸﲑ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺃﻥ ﻣﻌﺪﻝ ﺗﺮﻙ ﺍﻷﻓﺮﺍﺩ ﻟﻮﻇﺎﺋﻔﻬﻢ ﰲ ﺍﻟﺪﻭﻟـﺔ ﻛـﺎﻥ‬
‫ﻛﺒﲑﺍﹰ‪ ،‬ﻭﺇﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻳﻬﺎﺟﺮﻭﻥ ﺧﺎﺭﺝ ﺍﻟﺪﻭﻟﺔ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻗﺪ ﻳﺘﺴﺒﺐ ﰲ ﺣﺪﻭﺙ ﻧﺪﺭﺓ ﻛﺒﲑﺓ‬
‫ﰲ ﺑﻌﺾ ﺍﳌﻬﻦ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻗﺪ ﻳﺪﻓﻊ ﺍﳊﻜﻮﻣﺔ ﺇﱃ ﺗﻌﺪﻳﻞ ﺗﺸﺮﻳﻌﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻭﻧﻈـﻢ ﺍﻟﻌﻤـﻞ‬
‫ﺑﺸﻜ ٍﻞ ‪‬ﻳﻐﺮﻱ ﺍﳌﻮﺍﻃﻨﲔ ﻋﻠﻰ ﺍﻟﺒﻘﺎﺀ ﰲ ﻭﻃﻨﻬﻢ ﻭﻋﺪﻡ ﺍﳍﺠﺮﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﺜﺎﻝ ﻋﻦ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻌﻮﻳﻀﺎﺕ‪.‬‬
‫ﺗﺘﻀ ‪‬ﻤﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻌﻮﻳﻀﺎﺕ ﺗﻘﻮﱘ ﺍﻟﻮﻇﺎﺋﻒ ﻭﲢﺪﻳﺪ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺮﻭﺍﺗﺐ ﻭﺍﺳﺘﻘـﺼﺎﺀ‬
‫ﺍﻷﺟﻮﺭ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﲢﺪﻳﺪ ﺍﳊﻮﺍﻓﺰ ﻭﺍﻟﻔﻮﺍﺋﺪ؛ ﲝﻴﺚ ﻭﲤﺮ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﻫﻴﻜﻞ ﺍﻟﺮﻭﺍﺗﺐ ﺑﺎﳌﺮﺍﺣﻞ ﺍﻟﺮﺋﻴـﺴﻴﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫‪ -‬ﺍﺳﺘﻘﺼﺎﺀ ﺍﻟﺮﻭﺍﺗﺐ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﻟﺴﻮﻕ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﺳﻴﺎﺳﺎﺕ ﺍﻟﺮﻭﺍﺗﺐ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﻮﻇﻴﻔﺔ )ﺗﻘﻴﻴﻢ ﺍﻟﻮﻇﺎﺋﻒ(؛‬
‫‪ -‬ﲡﻤﻴﻊ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺘﺸﺎ‪‬ﺔ ﺃﻭ ﺍﳌﺘﻘﺎﺭﺑﺔ ﰲ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺴﺒﻴﺔ ﰲ ﳎﻤﻮﻋﺔ ﺃﺟﺮﻳﺔ ﻭﺍﺣﺪﺓ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﺍﻟﺮﺍﺗﺐ ﺍﳌﻨﺎﺳﺐ ﻟﻜﻞ ﳎﻤﻮﻋﺔ ﺃﺟﺮﻳﺔ‪.‬‬
‫ﻳﺘ ‪‬ﻢ ﲢﺪﻳﺪ ﺇﲨﺎﱄ ﺍﻷﺟﻮﺭ ﺍﳌﺪﻓﻮﻋﺔ ﻭﺃﻳﺔ ﻣﺒﺎﻟﻎ ﳝﻜﻦ ﺣﺬﻓﻬﺎ ﺃﻭ ﺇﺿـﺎﻓﺘﻬﺎ ﻟﻠﺘﻮﺻ‪‬ـﻞ ﺇﱃ ﺻـﺎﰲ‬
‫ﺍﻷﺟﻮﺭ ﻟﻜﻞ ﻓﺘﺮﺓ )ﺷﻬﺮﻳﹰﺎ ﺃﻭ ﺳﻨﻮﻳﹰﺎ(‪ .‬ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﳝﻜﻦ ﺭﺑﻂ ﺍﻟﺮﺍﺗﺐ ﺑﻨ‪‬ﻈﻢ ﺑﻴﺎﻧـﺎﺕ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﲝﻴﺚ ﻳﺘﻜﺎﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪ .‬ﺗﺸﺘﺮﻙ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺮﻭﺍﺗﺐ ﻣﻊ ﻗﺎﻋـﺪﺓ‬
‫ﺑﻴﺎﻧﺎﺕ ﺃﺧﺮﻯ ﻟﻐﺮﺽ ﺗﻘﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻛﻤﺎ ﻭﺃﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺍﻟﺘﺨﻠﺺ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻔﺎﺋﻀﺔ ﻏﲑ ﺍﳌﻬﻤﺔ‬
‫‪‬ﺪﻑ ﺍﺣﺘﺴﺎﺏ ﺍﻷﺟﻮﺭ ﺑﺴﺮﻋﺔ‪.‬‬
‫ﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﳕﻮﺫﺝ ﺗﻄﺒﻴﻘﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ‪:‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.425‬‬ ‫)‪(1‬‬
‫‪190‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(13‬‬


‫ﳕﻮﺫﺝ ﺗﻄﺒﻴﻘﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ‬
‫ﲢﻠﻴﻞ ﺍﻟﺮﻭﺍﺗﺐ‬
‫ﺧﻄﺔ ﺍﻟﺮﺍﺗﺐ ﺍﻟﺴﻨﻮﻱ‬ ‫ﺍﻟﺮﺍﺗﺐ ﺍﻟﺴﻨﻮﻱ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ ﺍﻟﻮﻇﻴﻔﻲ‬
‫‪5500‬‬ ‫‪5000‬‬ ‫ﺍﶈﺎﺳﺒﻮﻥ‬
‫‪25000‬‬ ‫‪20000‬‬ ‫ﺍﳌﺪﻳﺮﻭﻥ ﺍﻟﺘﻨﻔﻴﺬﻳﻮﻥ‬
‫‪2200‬‬ ‫‪2000‬‬ ‫ﺍﳌﻮﻇﻔﻮﻥ ﺍﻟﻜﺘﺎﺑﻴﻮﻥ‬
‫‪5000‬‬ ‫‪4500‬‬ ‫ﻗﺎﺩﺓ ﺍﳌﺸﺎﺭﻳﻊ‬
‫‪2700‬‬ ‫‪2500‬‬ ‫ﻣﻬﻨﺪﺱ ﺍﻟﺼﻴﺎﻧﺔ‬
‫‪2900‬‬ ‫‪2700‬‬ ‫ﺍﻟﺴﻜﺮﺗﲑ ﺍﻷﻗﺪﻡ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.334‬‬

‫ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺮﻭﺍﺗﺐ ﺗﻮﻓﺮ ﻟﻺﺩﺍﺭﺓ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﻌﺪﻻﺕ ﺍﻟﺪﻓﻊ ﻭﺣﺪﻭﺩ ﺍﻟﺮﺍﺗـﺐ‬
‫ﻭﺍﻟﺘﻐﻴﲑ ﻣﻦ ﻓﺘﺮﺓ ﺇﱃ ﺃﺧﺮﻯ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﻬﻲ ﺫﺍﺕ ﺃﳘﻴﺔ ﻟﻠﺘﺨﻄﻴﻂ ﺍﳌﺴﺘﻘﺒﻠﻲ ﻟﻠﺰﻳﺎﺩﺍﺕ ﰲ ﻣﻌﺪﻻﺕ ﺍﻟﺪﻓﻊ‪،‬‬
‫ﻛﻤﺎ ﻭﺃ‪‬ﺎ ﺗﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﰲ ﲢﺪﻳﺪ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﺗﻜﻮﻥ ﺃﺟﻮﺭﻫﺎ ﺃﻋﻠﻰ ﺃﻭ ﺃﻗﻞ ﻣﻦ ﻣﻌﺪﻻﺕ ﺍﻟـﺪﻓﻊ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻨﺎﻓﺴﺔ)‪.(1‬‬
‫ﺇﻥ ﺍﳍﺪﻑ ﻣﻦ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﺘﻤﺜﻞ ﰲ ﲨﻊ ﻛﺎﻓﺔ ﺍﻟﻨﻔﻘﺎﺕ ﺍﻟﱵ ﰎ ﺃﻭ ﻳﺘﻮﻗﻊ ﺇﻧﻔﺎﻗﻬـﺎ ﰲ‬
‫ﺍﳌﺴﺘﻘﺒﻞ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺪﺀﹰﺍ ﻣﻦ ﳊﻈﺔ ﺍﻹﻋﻼﻥ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺃﻭ ﺗﻜـﺎﻟﻴﻒ ﺍﺳـﺘﺌﺠﺎﺭﻫﺎ ﻣـﻦ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ ﻣﺮﻭﺭﹰﺍ ﺑﻜﺎﻓﺔ ﻣﺎ ﻳﻨﻔﻖ ﻋﻠﻴﻬﺎ ﰲ ﺳﺒﻴﻞ ﺗﻨﻤﻴﺘﻬﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻣﻦ ﺧﻼﻝ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻭﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﱵ ﺗﺴﺎﻫﻢ ﻓﻴﻬﺎ ﺣﱴ ﳊﻈﺔ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻨﻬﺎ )ﺳﻮﺍ ًﺀ ﺑﺈﺣﺎﻟﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻘﺎﻋﺪ ﺃﻭ ﺇ‪‬ﺎﺀ ﺧﺪﻣﺘـﻬﺎ‬
‫ﺐ ﺁﺧﺮ(؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻄﱠﻠﺐ ﺗﻘﺪﱘ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻮﺟﻮﺩﺓ ﻛﺄﺻﻮﻝ ﳍـﺎ‬ ‫ﻷﻱ ﺳﺒ ٍ‬
‫ﻗﻴﻤﺘﻬﺎ ﺍﻟﺴﻮﻗﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﻗﻴﻤﺔ ﺍﳌﺆﺳﺴﺔ ﰲ ﺃﺳﻮﺍﻕ ﺍﳌﺎﻝ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻳﻬﺪﻑ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ)‪:(2‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.106‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.14‬‬ ‫)‪(2‬‬


‫‪191‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺜﻞ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌـﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳـﺴﺔ ﻭﻣـﺆﻫﻼ‪‬ﻢ‬
‫ﻭﺩﺭﺟﺎ‪‬ﻢ ﺍﳌﺎﻟﻴﺔ ﻭﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﺍﳌﻠﻘﺎﺓ ﻋﻠﻰ ﻋﺎﺗﻘﻬﻢ ﻭﺍﻷﺟﻮﺭ ﺍﳌﺪﻓﻮﻋﺔ ﳍـﻢ ﻭﺗﻜـﺎﻟﻴﻒ ﻋﻤﻠﻴـﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺒﻌﺜﺎﺕ ﻭﺍﻹﺟﺎﺯﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ؛‬
‫‪ -2‬ﺗﺒﻮﻳﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺗﺒﻮﻳﺐ ﺗﻜﺎﻟﻴﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺑﺎﳌﺆﺳﺴﺔ ﺇﱃ‪ :‬ﺃﺟﻮﺭ‪ ،‬ﺗﻜﺎﻟﻴﻒ ﺗﺪﺭﻳﺐ‪ ،‬ﺗﻜﺎﻟﻴﻒ ﺍﺧﺘﺒﺎﺭ … ﺍﱁ؛‬
‫‪ -3‬ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺠﻬﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ‪‬ﻤﻬﺎ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻼﺋﻢ ﻭﺑﺎﻟﺪﻗﺔ ﺍﳌﻄﻠﻮﺑﺔ؛‬
‫‪ -4‬ﺍﺳﺘﺨﺪﺍﻡ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﻣﻦ ﻗﺒﻞ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﻭﲢﻘﻴﻖ ﺍﻟﻔﺎﺋﺪﺓ ﺍﳌﺮﺟﻮﺓ ﻣﻨـﻬﺎ ﰲ ﺍﺗ‪‬ﺨـﺎﺫ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺗﻜﺎﻣﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﲢﺴﲔ ﻋﻤﻠﻴﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻣﺮﺗﺒﻄﺔ ﺑﺰﻳـﺎﺩﺓ‬
‫ﻣﺴﺘﻮﻯ ﻫﺬﺍ ﺍﻟﺘﻜﺎﻣﻞ‪ ،‬ﻓﺘﻜﺎﻣﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺻﺒﺢ ﺫﺍ ﺃﳘﻴﺔ ﻋﻈﻤﻰ ﻟﻌﺪﻡ ﺗﻜﺮﺍﺭ ﺍﻷﻧـﺸﻄﺔ‪ ،‬ﻭﻣﻨـﻊ‬
‫ﺍﻷﺧﻄﺎﺀ‪ ،‬ﻭﺗﻘﻠﻴﻞ ﺩﻭﺭﺓ ﺍﻟﻮﻗﺖ ﺍﳌﺴﺘﻨﻔﺬﺓ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺘﺞ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺛﻘﺔ ﺍﳌﺴﺘﻬﻠﻚ ﰲ ﺍﳌﻨﺘﺞ ﻭﺍﳋﺪﻣﺎﺕ ‪.‬‬
‫ﻭﻫﻮ ‪‬ﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻳﻬﺪﻑ ﺇﱃ ﺇﺛﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻭﲢﺴﻴﻨﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﻣﺰﻳﺞ ﻣﺮﻛﺐ‬
‫ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺪﻋﻤﻬﺎ ﺑﺼﻮﺭﺓ ﻣﺘﻮﺍﺻﻠﺔ‪ ،‬ﻭﻣﻦ ﰒ ﳝﻜﻨﻨﺎ ﺃﻳﻀﹰﺎ ﻣﻦ ﻣﻘﺎﺑﻠﺔ ﺍﻟﺘﺤـﺪﻳﺎﺕ ﻭﺍﳌﺘﻐﻴ‪‬ـﺮﺍﺕ ﰲ‬
‫ﺍﻷﺳﻮﺍﻕ ﻭﺗﻨﻤﻴﺔ ﺩﺧﻠﻬﺎ ﲟﺮﻭﻧﺔ ﻋﺎﻟﻴﺔ‪.‬‬
‫‪‬ﻳﻌ ‪‬ﺮﻑ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻜﺎﻣﻞ ﻋﻠﻰ ﺃﻧﻪ‪ » :‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﺗﻜﻤﻞ ﻧﻈﻤﻪ ﺍﻟﻔﺮﻋﻴﺔ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻣﻦ‬
‫ﺧﻼﻝ ﻋﻤﻠﻬﺎ ﺑﺼﻮﺭﺓ ﻣﺘﻨﺎﺳﻘﺔ ﻭﻣﺘﺒﺎﺩﻟﺔ ﲝﻴﺚ ﻳﺴﺘﺒﻌﺪ ﺗﻜﺮﺍﺭ ﺗﻮﻟﻴﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺃﻛﺜﺮ ﻣﻦ ﻧﻈﺎﻡ ﻓﺮﻋﻲ‬
‫ﻼ ﻋﻦ ﺗﻘﻠﻴـﻞ ﺍﻟﻮﻗـﺖ‬‫ﻭﲟﺎ ﻳﺆﺩﻱ ﺇﱃ ﺧﻔﺾ ﺗﻜﺎﻟﻴﻒ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺠﻬﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻓﻀ ﹰ‬
‫ﻭﺍﳉﻬﺪ ﺍﻟﻼﺯﻣﲔ ﳍﺎ «‪.‬‬
‫ﻭﻋﻠﻴﻪ‪ ،‬ﻓﺈﻥ ﺗﻜﺎﻣﻞ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺳﻮﻑ ﻳﺸﲑ ﺇﱃ‪ :‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﺗﻜﺎﻣﻞ ﻛﻞ ﻣﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﶈﺎﺳـﺒﻴﺔ ﻭﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﻋﻤﻠﻴﻬﻤﺎ ﻭﺗﺒﺎﺩﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﻨﺸﺄ ﻋﻦ ﻛـﻞ‬
‫ﻣﻨﻬﻤﺎ‪ ،‬ﻋﻠﻰ ﻭﻓﻖ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻣﻮﺣﺪﺓ ﻭﲟﺎ ﻳﺆﺩﻱ ﺇﱃ ﺧﻔﺾ ﺗﻜﺎﻟﻴﻒ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌـﺴﺘﻬﺪﻓﺔ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﺗﻘﻠﻴﻞ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ ﺍﻟﻼﺯﻣﲔ ﳍﺎ‪.‬‬
‫‪192‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺃﻣﺎ ﺃﳘﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺘﻜﺎﻣﻞ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ)‪ (1‬ﰲ ﺃﻳﺔ ﻣﺆﺳﺴﺔ ﻓﺘﺄﰐ ﻣـﻦ‬
‫ﺧﻼﻝ ﺇﻣﻜﺎﻧﻴﺔ ﺇﳚﺎﺩ ﻋﻼﻗﺎﺕ ﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﺒﺎﺩﻝ ﻭﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﻛﻞ ﻣﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﻭﻧﻈﺮﹰﺍ ﻟﺘﺸﺎ‪‬ﺑﻚ ﺍﻟﻌﻼﻗﺎﺕ ﻭﺗﻌ ‪‬ﺪﺩﻫﺎ ﺑﲔ ﻛﻞ ﻣﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳـﺒﻴﺔ ﻭﻧﻈـﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻓﻬﻨﺎﻙ ﻣﻦ ﻳﺮﻯ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﻭﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻫﻮ ﺟـﺰﺀ ﻣـﻦ ﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻳﻬﺘﻢ ﺑﻘﻴﺎﺱ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﻟﺘﺎﺭﳜﻴـﺔ‬
‫ﺑﻐﺮﺽ ﺇﻋﺪﺍﺩ ﺍﻟﻘﻮﺍﺋﻢ ﻟﻠﺠﻬﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ ﺑﻴﻨﻤﺎ ﻳﻬﺘﻢ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺑﻜﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣـﺔ‬
‫ﻟﻺﺩﺍﺭﺓ ﺑﻐﺮﺽ ﲢﻘﻴﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ ﻟﻠﻮﺣﺪﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺫﻟﻚ ﳝﻜﻦ ﺃﻥ‬
‫ﻳﻮﺳﻊ ﻣﻔﻬﻮﻡ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻟﻴﺸﻤﻞ ﻛﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﳌﺆﺳﺴﺔ ﲟﺎ ﻓﻴﻬﺎ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﶈﺎﺳﺒﻴﺔ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﺮﻯ ﺃﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻫﻮ ﺃﻗﺪﻡ ﻧﻈﺎﻡ ﻋﺮﻓﺘـﻪ ﺍﳌـﺸﺮﻭﻋﺎﺕ ﺍﻟﺘﺠﺎﺭﻳــﺔ‬
‫ﻭﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﺃﻧﻪ ﳝﺜﻞ ﺍﻟﺮﻛﻴﺰﺓ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﳌﻬﻤﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺭﺃﻱ ﺁﺧﺮ ﺗﺒﻨﺘﻪ ﺭﺍﺑﻄﺔ ﺍﶈﺎﺳﺒﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺣﲔ ﻋﺪّﺕ ﺃﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﶈﺎﺳـﺒﻴﺔ ﻭﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻧﻈﺎﻣﲔ ﻣﺴﺘﻘﻠﲔ ﻟﻜﻞ ﻣﻨﻬﻤﺎ ﻭﻇﺎﺋﻔﻪ ﻭﻟﻜﻦ ﻳﻮﺟﺪ ﺗﺪﺍﺧﻞ ﺑﲔ ﺍﻟﻨﻈﺎﻣﲔ ﻳﺘﻤﺜﻞ ﺑـ "‬
‫ﳏﺎﺳﺒﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ" ﻷﻥ ﺍﶈﺎﺳﺐ ﳛﺘﺎﺝ ﺇﱃ ﺑﻴﺎﻧﺎﺕ ﻋﺪﻳـﺪﺓ ﻣـﻦ ﻧﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻷﺧـﺮﻯ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ)ﻣﺘﻤﺜﻠﺔ ﺑﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ(‪.‬‬
‫ﻟﺬﻟﻚ ﻫﻨﺎﻙ ﺿﺮﻭﺭﺓ ﻟﻠﺘﻜﺎ ‪‬ﻣﻞ ﺑﲔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ )ﺑﻮﺻﻔﻪ ﻧﻈﺎﻣﹰﺎ ﻓﺮﻋﻴﹰﺎ ﻣﻦ‬
‫ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ( ﻭﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ )ﺑﻮﺻﻔﻪ ﻧﻈﺎﻣـﹰﺎ ﻓﺮﻋﻴـﹰﺎ‬
‫ﺿﻤﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ(‪ ،‬ﻭﺇﻧﻪ ﳝﻜﻦ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﻟﺘﻜﺎﻣﻞ ﺇﺫﺍ ﻣﺎ ﰎ ﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ‬
‫ﻭﻇﺎﺋﻒ ﻛﻞ ﻣﻦ ﺍﻟﻨﻈﺎﻣﲔ ﻭﺑﺎﻟﺘﺎﱄ ﺣﺼﺮ ﺍﻟﻨﻘﺎﻁ ﺍﻟﱵ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﲢﻘﻴﻖ ﺫﻟﻚ ﺍﻟﺘﻜﺎﻣﻞ؛ﺣﻴـﺚ ﺇﻥ‬
‫ﺍﻟﻨﻈﺮﺓ ﺍﳊﺪﻳﺜﺔ ﻟﺪﺭﺍﺳﺔ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺘﻮﺍﺟﺪ ﰲ ﺍﳌﺆﺳﺴﺔ ﺗﺮﻛﺰ ﻋﻠﻰ ﻋﺪﻡ ﺗﻔـﻀﻴﻞ ﺃﻱ‬
‫ﻧﻈﺎﻡ ﻋﻠﻰ ﺁﺧﺮ ﺑﺼﻮﺭ ٍﺓ ﺟﺰﺋﻴﺔ‪ ،‬ﻭﺇﳕﺎ ﺍﻷﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺍﻟﺮﺅﻳﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﱵ ﺗﻨﻈﺮ ﺇﱃ ﺿـﺮﻭﺭﺓ ﺍﻟﺘﻜﺎﻣـﻞ‬
‫ﻭﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﻛﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻮﺟﺪ ﺿﻤﻦ ﺇﻃﺎﺭ ﺍﳌﺆﺳﺴﺔ ﻭﺻﻮ ﹰﻻ ﺇﱃ ﲢﻘﻴﻖ‬
‫ﺃﻫﺪﺍﻓﻬﺎ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫‪.Integrated Accounting and Management Information System‬‬ ‫)‪(1‬‬


‫‪193‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭ‪‬ﻳﻼ ‪‬ﺣﻆ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺗﻘ ‪‬ﺪﻡ‪ ،‬ﺃﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻦ ﺃﻥ ﻳﻜـﻮﻥ ﻧﻈﺎﻣـﹰﺎ‬
‫ﻼ ﺑﺼﻮﺭﺓ ﺃﻛﱪ ﺇﺫﺍ ﻣﺎ ﰎ ﺍﻟﺘﻜﺎﻣﻞ ﺑﻴﻨﻪ ﻭﺑﲔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﲟﺎ ﻳـﺆﺩﻱ ﺇﱃ‬ ‫ﻓﺎﻋ ﹰ‬
‫ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﻟﺸﺎﻣﻞ ﻟﻠﻤﺆﺳﺴﺔ ﲟﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻵﰐ)‪:(1‬‬
‫‪ -1‬ﺇﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻨﻪ ﺍﻟﺘﻌﺒﲑ ﺑﺼﻮﺭﺓ ﻣﺎﻟﻴﺔ ﻭﻛﻤﻴﺔ ﻋﻦ ﻛﺎﻓـﺔ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﻮﻓﺮﻫﺎ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﲝﻴﺚ ﺗﻜﻮﻥ ﳍﺎ ﻗﺪﺭﺓ ﺗﻔـﺴﲑﻳﺔ‬
‫ﺃﻛﱪ ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻦ ﻗﺒﻞ ﻣﺘﺨﺬﻱ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺳﻮﺍ ًﺀ ﰲ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺧﺎﺭﺟﻬﺎ‪.‬‬
‫‪ -2‬ﺇﻥ ﺇﻧﺘﺎﺝ ﻛﺜﲑ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻦ ﻃﺮﻳﻖ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﺔ ﻋﻦ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﻣﺒﺎﺷﺮ ﹰﺓ ﺳﻮﻑ ﻳﺴﺎﻫﻢ ﰲ ﺗﻘﻠﻴﻞ ﺍﳉﻬﺪ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﺒﺬﻝ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻼﺯﻣﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻘﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻨﻔﻖ ﰲ ﲡﻤﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ ﻭﻣﻦ ﹼﰒ ﺇﻧﺘـﺎﺝ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻨﻬﺎ‪ ،‬ﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻮﻓﲑﻫﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﻣﻦ ﺩﻭﻥ ﺍﻧﺘﻈﺎﺭ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﻗﺒـﻞ‬
‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻭ ﹰﻻ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺆﺩﻱ ﺇﱃ ﺗﻘﻠﻴﻞ ﺍﻻﺯﺩﻭﺍﺟﻴﺔ ﰲ ﻋﻤﻞ ﺍﻟﻨﻈـﺎﻣﲔ‬
‫ﺃﻳﻀﹰﺎ‪.‬‬

‫ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(1‬‬


‫‪194‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻄﺮﻗﻨﺎ ﰲ ﻫﺬﻩ ﺍﻟﻔﺼﻞ ﺇﱃ ﻣﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺒﲔ ﻟﺘﺎ ﺑـﺄﻥ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﻌﺘﱪ ﲟﺜﺎﺑﺔ ﺍﻟﻘﻠﺐ ﺍﻟﻨﺎﺑﺾ ﻟﻺﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ ﻭﺫﻟﻚ ﻷ‪‬ﺎ ﺗﻀﻄﻠﻊ ﺑﻮﻇﺎﺋﻒ ﻭﻣﻬﺎﻡ ﺗﻌﺰﺯ ﻣﻜﺎﻧﺘﻬﺎ ﰲ‬
‫ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ ﻭﲡﻌﻠﻬﺎ ﻭﺳﻴﻠﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺒﻘﺎﺀ ﻭﺍﻟﺪﳝﻮﻣﺔ ﰲ ﺍﻟﻨﺸﺎﻁ ﻭﺍﻟﻨﺠﺎﺡ‪.‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺗﻄﺮﻗﻨﺎ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ﺇﱃ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻟﺘﺤﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺮﺗﻔـﻊ‬
‫ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﺎﻥ ﻫﺬﻩ ﺍﻷﺧﲑﺓ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﻟـﺪﻳﻬﺎ‬
‫ﻋﻼﻗﺔ ﻭﻃﻴﺪﺓ ﺑﺂﻓﺎﻕ ﺗﻨﺎﻭﻝ ﻣﺸﻜﻞ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺇﺫ ﺃﻥ ﳒﺎﺡ ﻫﺬﻩ ﺍﻷﺧﲑﺓ ﻣﻘﺮﻭﻥ ﻗﺒـﻞ‬
‫ﻛﻞ ﺷﻲﺀ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺪﻣﺞ ﺑﲔ ﺟﺰﺀ ﻣﺆﲤﺖ ﰲ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ ﻭﺟﺰﺀ ﻳﺪﻭﻱ ﻗﺎﺩﺭ ﻋﻠﻰ ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ‪،‬‬
‫ﺍﻟﻠﻴﻮﻧﺔ ﻭﺍﻹﺛﺮﺍﺀ‪ ،‬ﰲ ﺗﺴﻴﲑ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺃﻣﺎﻡ ﺗﻌﻘﻴـﺪ ﺍﳌـﺸﺎﻛﻞ ﺍﻟـﱵ‬
‫ﺗﻮﺍﺟﻬﻬﺎ ﺇﺩﺍﺭﺍﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻤﺎ ﳜﺺ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻓﺈﻥ ﺗﺪﺭﻳﺐ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ )ﺍﻟـﺬﻱ‬
‫ﺳﻴﻜﻮﻥ ﳏﻮﺭ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ( ﳝﻜﻦ ﺃﻥ ﻳﺸﻜﻞ ﻣﺴﺎﻋﺪﺓ ﻣﻌﺘﱪﺓ ﻟﺘﻬﻴﺌﺔ ﻭﻣﻮﺍﻛﺒﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﳌـﺴﺆﻭﻟﻴﺔ ﰲ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻹﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ )ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﱪﳎﻴﺎﺕ( ﺑﺸﻜﻞ ﻛﺎﻣﻞ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴـﻖ ﻛﻔـﺎﺀﺓ ﻋﺎﻟﻴـﺔ ﰲ‬
‫ﳑﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺃﻣﺎ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﻓﻘﺪ ﺃﺛﺒﺘﻨﺎ ﺿﺮﻭﺭﺓ ﺃﻥ ﺗﺘﻮﻓﺮ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﻧﻈﺎﻡ ﳏﺎﺳـﱯ ﻹﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺗﻘﻴﺪ ﻓﻴﻪ ﻛﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻬﺎ ﺣﱴ ﺗﺘﻤﻜﻦ ﺍﳌﺆﺳـﺴﺔ ﻣـﻦ‬
‫ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻟﺪﻳﻬﺎ ‪،‬ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺍﻷﺣﺴﻦ ﺃﻥ ﺗﺘﻮﻓﺮ ﻓﻴﻪ ﺻﻔﺔ ﺍﻟﺘﻜﺎﻣﻞ ﻣﻊ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﳌﺆﺳﺴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﺰﺍﻳﺎ ﺍﻟﻨﻈﺎﻣﲔ ﺑﺼﻔﺔ ﺟﻴﺪﺓ‪.‬‬
‫ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺆﺛﺮ ﺗﺄﺛﲑﺍ ﺃﺳﺎﺳﻴﺎ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ؛ﲝﻴﺚ ﺃﻥ‬
‫ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﻨﻌﻜﺲ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺗﻐﻴﲑ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺛﻘﺎﻓﺔ ﻭﺭﻗﻴﺔ ﺇﱃ‬
‫ﺛﻘﺎﻓﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﻛﺎﻓﺔ ﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ‪ .‬ﻭﻣﻦ ﺫﻟﻚ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻻ ﺍﳊـﺼﺮ ﺍﻟﺘﺤـﻮﻝ ﺇﱃ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ )ﺍﻻﻓﺘﺮﺍﺿﻴﺔ( ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﻔﻬـﻮﻡ ﻳـﺸﲑ ﺇﱃ ﺫﻟـﻚ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺮﺋﻴﺴﻲ ﻭﺍﶈﻮﺭﻱ ﻋﻠﻰ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﳒﺎﺯ ﻭﺇﲤﺎﻡ ﺍﳌﻬﺎﻡ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﲟـﺎ‬
‫ﻳﺴﺎﻫﻢ ﰲ ﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺔ ﻭﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﻭﺳﺮﻋﺔ ﺍﳌﻌﺎﳉﺔ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﻨﻘﻞ ﺍﻟﺴﺮﻳﻊ ﻭﺍﻟﻜﺜﻴﻒ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳌﻌﺎﺭﻑ‪ ،‬ﺃﻳﻦ ﻳﺘﻢ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻟﻔﻌﺎﻝ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ؛ﺣﻴﺚ ﺗﻄﺒـﻖ ﺗﻠـﻚ‬
‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻻﺗﺼﺎﻝ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﺍﳒـﺎﺯ ﻭﻇـﺎﺋﻒ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻷﺭﺑﻌﺔ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﳍﻨﺪﺳﺔ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ‬
‫‪195‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻧﻈﺎﻡ ﻫﻴﻜﻠﺔ ﻣﺮﻥ ﻷﺟﻬﺰ‪‬ﺎ ﻟﺘﻮﺍﻛﺐ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺗﻐـﻴﲑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ ﲟﺎ ﻳﻨﺎﺳﺐ ﻫﺬﻩ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﻭﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ‪.‬‬
‫ﻛﻤﺎ ﻳﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ ﻣﺪﻳﺮ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺴﺌﻮﻟﻴﺔ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ‬
‫ﺗﻨﻤﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻳﺸﻤﻞ ﺫﻟﻚ‪:‬‬
‫‪ -‬ﺗﺪﺭﻳﺐ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺳﺘﻴﻌﺎﺏ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ؛‬
‫‪ -‬ﻭﺿﻊ ﺍﳋﻄﻂ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻜﻴﻴﻒ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻊ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ؛‬
‫‪ -‬ﺍﻟﻌﻤﻞ ﺍﳌﻨﻈﻢ ﺍﻟﺪﺀﻭﺏ ﻋﻠﻰ ﲡﺎﻭﺯ ﻣﺮﺣﻠﺔ ﻣﻘﺎﻭﻣﺔ ﺍﻟﺘﻐﻴﲑ ﻹﺩﺧﺎﻝ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭ‪‬ﻴﺌﺔ ﺍﳌﻨﺎﺥ ﻭﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﻼﺯﻣﺔ ﻻﺳﺘﻴﻌﺎ‪‬ﺎ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﺘﻮﺟﻪ ﺇﱃ ﺇﻧﺘﺎﺝ ﺑﺮﳎﻴﺎﺕ ﺗﻄﺒﻴﻘﻴﺔ ﻣﺘﻨﻮﻋﺔ ﺗﺴﺘﺨﺪﻡ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬

‫‪ -‬ﳝﻜﻦ ﻛﺬﻟﻚ ﺗﺼﻤﻴﻢ ﻧ‪‬ﻈﻢ ﺧﺒﲑﺓ ﺗﺴﺘﺨﺪﻡ ﰲ ﳐﺘﻠﻒ ﺍﻟﻮﻇﺎﺋﻒ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻛﺎﻟﺘﺪﺭﻳﺐ‬
‫ﻭﺗﻄﻮﻳﺮ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻘﻮﱘ ﺃﺩﺍﺋﻬﻢ ﻭﰲ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ )ﺍﻟﻌﺮﺽ ﻭﺍﻟﻄﻠﺐ(‪...‬ﺍﱁ‪.‬‬
‫ﻭﺳﻮﻑ ﻧﺘﻄ ‪‬ﺮﻕ ﰲ ﺍﻟﻔﺼﻠﲔ ﺍﻟﻘﺎﺩﻣﲔ ﺇﱃ ﺗﻄﺒﻴﻘﲔ ﻫﺎﻣﲔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠـﻰ‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﳘﺎ ﺁﻟﻴﺘﺎ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺍﻟﻔﺼــﻞ ﺍﻟﺮﺍﺑﻊ‬

‫ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬


‫‪197‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﻳﺘﻨﺎﻭﻝ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﻻﺗﺼﺎﻻﺕ ﻋﻦ ‪‬ﺑﻌـﺪ ﲟـﺎ ﻓﻴﻬـﺎ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﳕﺎﺫﺝ ﻭ ﺃﻧﻮﺍﻉ ﻫﺬﻩ ﺍﻟـﺸﺒﻜﺎﺕ ﻭﻛـﺬﻟﻚ‬
‫ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻮﺿﻌﻬﺎ ﺣ‪‬ﻴﺰ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺩﻭﺭﻫﺎ ﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺁﺛﺎﺭﻫﺎ ﻋﻠﻰ ﺍﳌﺆﺳـﺴﺔ‪ ،‬ﰒ‬
‫ﺍﻻﺳﺘﻔﺎﺿﺔ ﰲ ﺍﻟﺘﻄ ‪‬ﺮﻕ ﺇﱃ ﺍﳌﻔﺎﻫﻴﻢ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﻭﺧﺼﺎﺋﺼﻪ ﻭﻣ‪‬ﻤﻴ‪‬ﺰﺍﺗـﻪ ﻭﻋﻼﻗﺘـﻪ ﺑـﻨ‪‬ﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﻭﻥ ﺃﻥ ﻧﻨﺴﻰ ﺿﺮﻭﺭﺓ ﺗﻮﻓﲑ ﺍﳊﻤﺎﻳﺔ ﻭﺍﻷﻣﻦ ﳍﺬﻩ ﺍﻵﻟﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻨـﺎﻭﻝ ﻣﻔﻬـﻮﻡ ﺍﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻭﻛﻴﻔﻴﺎﺕ ﺗﻮﻓﲑ ﺍﳊﻤﺎﻳﺔ‪ .‬ﻭﻟﺘﺄﻛﻴﺪ ﻣﺎ ﱠﰎ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻪ ﺧﺼﺼﻨﺎ ﻣﻄﻠﺒـﺎ ﻟﺪﺭﺍﺳـﺔ‬
‫ﺣﺎﻟﺔ‪.‬‬
‫ﻟﻘﺪ ﺟﺎﺀ ﻣﻔﻬﻮﻡ "ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ" ﻛﺄﺣﺪ ﺍﻹﻓﺮﺍﺯﺍﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ؛‬
‫ﻁ ﺟﺪﻳـﺪﺓ ﻣـﻦ‬ ‫ﺣﻴﺚ ﺃ ‪‬ﺩﻯ ﺍﻟﺘﻨﺎﻣﻲ ﺍﻟﺴﺮﻳﻊ ﰲ ﺧﻄﻮﻁ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳔﻔﺎﺽ ﺗﻜﻠﻔﺘﻬﺎ ﺇﱃ ﻇﻬﻮﺭ ﺃﳕﺎ ٍ‬
‫ﻼ ﺃﻡ ﻣﻦ ﺍﳌﱰﻝ‪ ،‬ﻭﻫﻮ ﻣﺎ ﺗﻼﺷﺖ ﻣﻌﻪ ﺍﳊﻮﺍﺟﺰ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﻌﺎﻣـﻞ‬ ‫ﺍﻟﻌﻤﻞ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻥ ‪‬ﻣﺘﻨ ﱢﻘ ﹰ‬
‫ﻭﻋﻤﻠﻪ‪ .‬ﻭﺗﺘﻮ ‪‬ﺟﻪ ﻓﹸﺮﺹ ﺍﻟﻌﻤﻞ ﺇﱃ ﻣﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﺳﺘﻘﻼﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﻜﺎﻧﻴﺔ ﻭﺍﻟﺰﻣﻨﻴﺔ‪ ،‬ﲢﺖ ﻣـﺎ‬
‫‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻌﲏ ﺍﻧﺘﻘﺎﻝ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﳎﺎﳍﺎ ﺍﳌﻜﺎﱐ ﺇﱃ ﳎﺎﳍﺎ ﺍﻟﺒﺸﺮﻱ ﺃﻳﻨﻤﺎ ‪‬ﻭﺟﺪ‪.‬‬
‫ﻭﻟﻜﻦ ﻳﺒﻘﻰ ﺃﻥ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﻌﻤﻞ ﻟﻪ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺣﱴ ‪‬ﻳﺆﰐ ﹸﺃﻛﻠﻪ ﻭ‪‬ﻳﺤ ﱢﻘﻖ ﻣﺰﺍﻳﺎﻩ ﻭﻣـﻦ ﻫـﺬﻩ‬
‫ﺍ ﹸﳌﺘﻄﱠﻠﺒﺎﺕ ﺗﻮﻓﲑ ﺍﳊﻤﺎﻳﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺧﻼﻝ ﺗﺄﺩﻳﺔ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﻌﻤﻞ؛ ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﳐﺘﻠﻒ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳌﺘﻄﻮﺭﺓ ﺣﱴ ﲤﻜﻦ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑﻌﺪ ﻣﻦ ﺗﺄﺩﻳﺔ ﻣﻬﺎﻣـﻪ‬
‫ﺑﻜﻞ ﺣﺮﻳﺔ ﻭﻣﺼﺪﺍﻗﻴﺔ ﻭﲡﻨﺐ ﺍﳌﺆﺳﺴﺔ ﳐﺎﻃﺮ ﺍﻟﺘﺠﺴﺲ ﻭﺗﺴﺮﺏ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺍﳌﻨﺎﻓﺴﲔ‪.‬‬
‫ﻭﺳﻮﻑ ﻧﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﻩ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﶈﺎﻭﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ؛‬
‫‪ -‬ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﰲ ﻇﻞ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫‪198‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑﻌﺪ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻤﻌﻠﻮﻣﺎﺗﻴﺔ‬
‫ﻼ؛ ﲝﻴﺚ ﺍﻧﺘﻘﻠﺖ ﻣﻦ ﺍﻻﺳـﺘﺨﺪﺍﻡ ﺍﻟﺒـﺪﺍﺋﻲ‬ ‫ﻟﻘﺪ ﺷﻬﺪﺕ ﻧ‪‬ﻈﻢ ﻭﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻻﺕ ﺗﻄﻮ‪‬ﺭﹰﺍ ‪‬ﻣﺬﻫ ﹰ‬
‫ﻁ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻛﺎﻷﺳﻼﻙ ﺍﻟﻨﺤﺎﺳﻴﺔ ﻓﺎﻟﻀﻮﺋﻴﺔ ﻭﻏﲑﻫﺎ ‪ -‬ﺗﻨﺎﻣـﺖ‬ ‫ﻟﺸﺒﻜﺎﺕ ﺍﻟﺘﻠﻐﺮﺍﻑ‪ ،‬ﻣﺮﻭﺭﹰﺍ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﳕﺎ ٍ‬
‫ﻣﻦ ﺣﻴﺚ ﺍﻟﺴﻌﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ‪ -‬ﻣﻦ ﺃﺟﻞ ﻓﻌﺎﻟﻴﺔ ﻭﺳﺮﻋﺔ ﻭﺳﺎﺋﻞ ﺍﻟﺘﺨﺎ‪‬ﺑﺮ ﻭﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺇﱃ ﺃﻥ ﻭﺻﻠﺖ ﺇﱃ‬
‫ﻣﺮﺣﻠﺔ ﺍﻻﺗﺼﺎﻝ ﻋﱪ ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﳍﺎﺗﻒ‪ ،‬ﻭﳐﺘﻠﻒ ﻭﺳﺎﺋﻞ ﺍﻻﺗـﺼﺎﻝ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺍﻟﺘﺒﺎﺩﻝ ﺍﻻﺗﺼﺎﱄ ﺍﻟﻼﺳﻠﻜﻲ ﺍﻟﺬﻱ ﳚﺪ ﲡﱢﻠﻴﻪ ﰲ ﻭﻗﺘﻨﺎ ﺍﳊﺎﺿﺮ ﺑﻈﺎﻫﺮﺓ )ﺍﳍﺎﺗﻒ ﺍﶈﻤﻮﻝ(‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬


‫ﺗ‪‬ﻤﺜﱢﻞ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﺇﺣﺪﻯ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺒﻨﺎﺀ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺧﺎﺻـ ﹰﺔ‬
‫ﺑﻌﺪ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍﳌﺘﺴﺎﺭﻉ؛ ﲝﻴﺚ ﺗﻌﻤﻞ ﻫﺬﻩ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﻛﻔـﺎﺀﺓ ﻭﻓﻌﺎﻟﻴـﺔ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ ﻭﻣﺴﺘﻮﻳﺎ‪‬ﺎ‪ .‬ﻗﺒﻞ ﺃﻥ ﻧﺘﻄ ‪‬ﺮﻕ ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳـﻠﻜﻴﺔ‬
‫ﺳﻨﺤﺎﻭﻝ ﺍﻟﺘﻄ ‪‬ﺮﻕ ﺑﺈﳚﺎ ٍﺯ ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﻫﺬﻳﻦ ﺍﻟﻨﻮﻋﲔ ﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﺕ ﻋﺪﻳﺪﺓ ﻻ ﳝﻜﻦ ﺣـﺼﺮﻫﺎ ﳌﻔﻬـﻮﻡ ﺍﻻﺗـﺼﺎﻝ)‪ (1‬ﻣـﻦ ﻗﺒـﻞ ﺍﻟﺒـﺎﺣﺜﲔ‬ ‫ﻟﻘﺪ ﻇﻬﺮﺕ ﺗﻌﺮﻳﻔﺎ ‪‬‬
‫ﺼﺼﲔ‪ ،‬ﻋﻜﺴﺖ ﰲ ﻣﻌﻈﻤﻬﺎ ﺃﳘﻴﺘﻪ ﻭﺩﻭﺭﻩ ﰲ ﺍﳊﻴﺎﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺣﻴﺎﺓ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍ ﹸﳌﻜ ‪‬ﻮﻧـﺎﺕ ﺃﻭ‬ ‫ﻭﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ‪:‬‬
‫» ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ‪‬ﺗﻨﻘﻞ ‪‬ﺎ ﺍﻟﺮﺳﺎﻟﺔ ﻣﻦ ﻣﺼﺪ ٍﺭ ﻣﻌﲔ ﺇﱃ ‪‬ﻣﺴﺘﻘﺒ ٍﻞ ﻭﺍﺣﺪ ﺃﻭ ﺃﻛﺜـﺮ؛ ‪‬ـﺪﻑ ﺗﻐـﻴﲑ‬
‫ﺍﻟﺴﻠﻮﻙ «)‪.(2‬‬
‫» ﻇﺎﻫﺮ ﹲﺓ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺣﺮﻛﻴﺔ‪ ،‬ﺗ‪‬ﺆﺛﱢﺮ ﻭﺗﺘﺄﱠﺛﺮ ‪‬ﲟﻜ ‪‬ﻮﻧﺎﺕ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﻋﻠﻰ ﻃـﺮﰲ‬
‫ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺍ ﹸﳌﺸﺘ ِﻤﻠﺔ ﻋﻠﻰ ﻧﻘﻞ ﻭﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ‪ ،‬ﻭﺍﳌﻌﺎﱐ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺗﻔ ‪‬ﻬﻤﻬﺎ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺕ ﻣﻌﻴﻨﺔ «)‪.(3‬‬‫ﻟﻐ ٍﺔ ﻣﻔﻬﻮﻣﺔ ﻟﻠﻄﺮﻓﲔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻗﻨﻮﺍ ٍ‬

‫‪.Communication‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﻟﻐﻔﺎﺭ ﺣﻨﻔﻲ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻟﻌﺮﰊ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،1995 ،‬ﺹ ‪.369‬‬ ‫)‪(2‬‬

‫ﺳﻌﻴﺪ ﻳﺲ ﻋﺎﻣﺮ‪ ،‬ﺍﻻﺗﺼﺎﻻﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺪﺧﻞ ﺍﻟﺴﻠﻮﻛﻲ ﳍﺎ‪ ،‬ﻣﺮﻛﺰ ﻭﺍﻳﺪ ﺳﲑﻗﻴﺲ ﻟﻼﺳﺘـﺸﺎﺭﺍﺕ ﻭﺍﻟﺘﻄـﻮﻳﺮ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻣـﺼﺮ‪،‬‬ ‫)‪(3‬‬

‫‪ ،2000‬ﺹ ‪.30‬‬
‫‪199‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻻﺗﺼﺎﻝ ﺑﺄﻧﻪ » ﻋﻤﻠﻴ ﹲﺔ ﻳﺘ ‪‬ﻢ ﲟﻮﺟﺒﻬﺎ ﻧﻘﻞ ﺃﻭ ﲢﻮﻳﻞ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺁﺭﺍﺀ ﻭﺗﻌﻠﻴﻤـﺎﺕ‪... ،‬ﺍﱁ‪،‬‬
‫ﻣﻦ ﺟﻬ ٍﺔ ﻷﺧﺮﻯ‪ ،‬ﻗﺪ ﺗﻜﻮﻥ ﻓﺮﺩﹰﺍ ﺃﻭ ﲨﺎﻋﺔ؛ ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺇﺣﺎﻃﺘﻬﻢ ‪‬ـﺎ‪ ،‬ﻭﺍﻟﺘـﺄﺛﲑ ﰲ ﺳـﻠﻮﻛﻬﻢ‬
‫ﻭﺗﻔﻜﲑﻫﻢ‪ ،‬ﻭﺗﻮﺟﻴﻬﻢ ﺍﻟﻮﺟﻬﺔ ﺍﻟﺼﺤﻴﺤﺔ ﺍﳌﻄﻠﻮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎ ٍﻝ ﻣﻨﺎﺳﺒﺔ؛ ‪‬ـﺪﻑ ﺿـﻤﺎﻥ‬
‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ «)‪.(1‬‬
‫ﻛﻤﺎ ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻻﺗﺼﺎﻝ ﺑﺄﻧﻪ » ﻋﻤﻠﻴﺔ ﺇﺭﺳﺎﻝ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﻘﺒﺎﳍﺎ ﻭﻓﻬﻢ ﳏﺘﻮﺍﻫـﺎ‬
‫ﺺ ﻭﺁﺧﺮ «)‪.(2‬‬
‫ﺑﲔ ﺷﺨ ٍ‬
‫ﺍﻻﺗﺼﺎﻝ ﻫﻮ‪ » :‬ﻋﻤﻠﻴﺔ ﺗﺒﺎﺩ‪‬ﻝ ﺍﻷﻓﻜﺎﺭ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﺭﺳﺎﻟ ٍﺔ ﻣﻜﺘﻮﺑﺔ ﺃﻭ ﺷﻔﻮﻳﺔ‪ ،‬ﻣـﻦ‬
‫ﺧﻼﻝ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎ ٍﻝ ﺇﱃ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﻨﻈﻴ ٍﻢ ﻟﺘﺪﻓﱡﻖ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺑـﲔ ‪‬ﻣﻜ ‪‬ﻮﻧـﺎﺕ‬
‫ﺍﳌﺆﺳﺴﺔ «)‪.(3‬‬
‫ﻒ ﺷﺎﻣﻞ ﻭﳐﺘﺼﺮ ﻟﻼﺗﺼﺎﻝ ﺑﺄﻧﻪ‪ :‬ﻋﻤﻠﻴﺔ ﻧﻘ ٍﻞ ﺃﻭ ﺗﺒﺎﺩ‪ٍ ‬ﻝ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ؛ ﻣﻦ ﺃﺟﻞ‬ ‫ﻭﳝﻜﻦ ﺇﻋﻄﺎﺀ ﺗﻌﺮﻳ ٍ‬
‫ﻑ ﻣﻌﲔ؛ ﺗﺘﻜ ‪‬ﻮﻥ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻦ ﺍ ﹸﳌﺮ ِﺳﻞ‪ ،‬ﺍ ﹸﳌﺴﺘﻘِﺒﻞ‪ ،‬ﺍﻟﺮﺳﺎﻟﺔ ﺍﳌﺮﺍﺩ ﻧﻘﻠﻬﺎ‪ ،‬ﺍﻟﻮﺳﻴﻠﺔ‪ ،‬ﺍﻟـﺮﺩ ﺃﻭ‬
‫ﲢﻘﻴﻖ ﻫﺪ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺮﺗ ‪‬ﺪﺓ‪ ،‬ﻭﺑﻴﺌﺔ ﺍﻻﺗﺼﺎﻝ؛ ﺗﺰﺩﺍﺩ ﻛﻔﺎﺀﺓ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴـﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻛﻤﺎ ﺗ‪‬ﻌﺘﱪ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻳـﺴﺘﺨﺪﻣﻬﺎ ﺍﳌـﺪﺭﺍﺀ ﺃﻭ ﺍﻷﻓـﺮﺍﺩ‬
‫ﺍﻟﻌﺎﻣﻠﻮﻥ ﺑﺎﳌﺆﺳﺴﺔ؛ ﻭﺫﻟﻚ ﻟﺘﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺒﺎﻗﻲ ﺍﻷﻃﺮﺍﻑ ﺍﻷﺧـﺮﻯ‪ ،‬ﲜﺎﻧـﺐ ﲢﻘﻴﻘﻬـﺎ ﻟﻔﺎﻋﻠﻴـﺔ‬
‫ﺍﻻﺗﺼﺎﻝ)‪.(4‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬
‫‪‬ﻳﻘﺼﺪ ﺑﺎﻻﺗﺼﺎﻻﺕ ﺍﻟﻼﺳﻠﻜﻴﺔ ﺃﻭ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑ‪‬ﻌﺪ » ﺗﻠﻚ ﺍﻻﺗﺼﺎﻻﺕ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﻭﺳﺎﺋﻞ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺗﺘ ‪‬ﻢ ﻋﺎﺩ ﹰﺓ ﻋﱪ ﻣﺴﺎﻓ ٍﺔ ﻣﻌﻴﻨﺔ «)‪.(5‬‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﻧ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ)‪ (1‬ﺑﺄ‪‬ﺎ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣـﻦ ﺍﻷﺟﻬـﺰﺓ ﻭﺍﻟﱪﳎﻴـﺎﺕ‬
‫ﺍ ﹸﳌﺘﻮﺍِﻓﻘﺔ‪ ،‬ﻣﺮﺗِﺒﻄﺔ ﻹﻳﺼﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻣﻮﻗ ٍﻊ ﻵﺧﺮ؛ ﺣﻴﺚ ﻳﻮﺟﺪ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻳ‪‬ﻤﺜﱢـﻞ ﳎﻤﻮﻋـ ﹰﺔ ﻣـﻦ‬

‫ﻋﻠﻲ ﻋﺒﺎﺱ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻋﻠﻢ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﳌﺴﲑﺓ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2004 1‬ﺹ ‪.153‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.153‬‬ ‫)‪(2‬‬

‫ﻟﻄﻴﻔﺔ ﻋﺒﺪ ﺍﻟﻌﺎﻃﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﻥ‪ ،‬ﺹ ‪.159‬‬ ‫)‪(3‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.187‬‬ ‫)‪(4‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﺎﻥ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.436‬‬ ‫)‪(5‬‬
‫‪200‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺚ ﻭﲢﻮﻳﻞ ﺗﺮﺍ ‪‬ﺳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﲔ ‪‬ﻣﻜ ‪‬ﻮﻧﺎﺕ ﺍﻟﺸﺒﻜﺔ ﺍﳌﺨﺘﻠﻔﺔ؛ ﻭ‪‬ﺗﺤـ ‪‬ﺪﺩ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﺘﺤ ﱠﻜﻢ ﰲ ﺑ ﱢ‬
‫ﻫﺬﻩ ﺍﻟﱪﻭﺗﻮﻛﻮﻻﺕ ﻧﺎﻗﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻗﺖ ﺍﻟﻨﻘﻞ‪ ،‬ﻋﺪﺩ ﻣﺮﺍﺕ ﺍﻟﻨﻘﻞ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﺴﻠﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ «)‪.(2‬‬
‫ﻛﻤﺎ ‪‬ﺗﻌ ‪‬ﺮﻑ ﻧ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺄ‪‬ﺎ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻷﺟﺰﺍﺀ ﺍﳌﺎﺩﻳﺔ ﻟﻠﺤﺎﺳﻮﺏ ﻭﺍﻟـﱪﺍﻣﺞ‬
‫ﺍ ﹸﳌﺘﻮﺍِﻓﻘﺔ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻭﺍ ﹸﳌﺮ‪‬ﺗﺒﺔ ﲟﺎ ﻳﺴﻤﺢ ﻣﻦ ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻣﻮﻗ ٍﻊ ﻣﻌﲔ ﺇﱃ ﻣﻮﻗ ٍﻊ ﺁﺧﺮ «)‪.(3‬‬
‫ﻭﺑﻄﺮﻳﻘ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﳝﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺄ‪‬ﺎ ﻋﺒﺎﺭﺓ ﻋﻦ‪ » :‬ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳍﺎﺗﻔﻴﺔ ﺍﻟﱵ ﺗﻌﺘﻤـﺪ‬
‫ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻋﻤﻠﻴﺎﺕ‪ ،‬ﻣﻌﺪﺍﺕ‪ ،‬ﺗﺴﻬﻴﻼﺕ ﻭﺧﺪﻣﺎﺕ؛ ﺑﻐﺮﺽ ﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺃﺟﻬﺰ ٍﺓ ﲟﻮﻗ ٍﻊ ﻣﻌـﲔ‬
‫ﺇﱃ ﺃﺟﻬﺰ ٍﺓ ﺃﺧﺮﻯ ﰲ ﻣﻮﻗ ٍﻊ ﺁﺧﺮ‪ .‬ﻭﻫﻲ ﺗﻌﻤﻞ ﻋﻠﻰ ﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺧﻼﻝ ﻭﺳﺎﺋﻂ ﻣﻌﻴﻨﺔ ﻟﻼﺗﺼﺎﻝ «)‪.(4‬‬
‫ﻛﻤﺎ ﺗﻠﻌﺐ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﺩﻭﺭﺍ ﺣﻴﻮﻳﹰﺎ؛ ﺣﻴﺚ ﺗ‪‬ﻌﺘﱪ ‪‬ﻣﺘﻄﱠﻠﺒﹰﺎ ﺃﺳﺎﺳـﻴﹰﺎ ﻟﺰﻳـﺎﺩﺓ‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﳒﺎﺣﻬﺎ؛ ﺇﺫ ﳒﺪ ﺃﻥ ﻭﺟﻮﺩ ﺷﺒﻜ ٍﺔ ﳏﻠﱢﻴﺔ ﺃﻭ ﺩﻭﻟﻴﺔ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻋﻤـﺎﻝ ﺿـﺮﻭﺭ ﹰﺓ‬
‫ﺗﻨﺎﻓﺴﻴﺔ ﳌﺘﺎﺑﻌﺘﻬﺎ‪ .‬ﺗ‪‬ﺴﺎﻫﻢ ﻧ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ ﰲ ﲢﺴﲔ ﺍﻟﻔﺎﻋﻠﻴﺔ ﻟﻠﻤﺒﻴﻌﺎﺕ‪ ،‬ﻭﺧﺪﻣﺔ ﺍﳌـﺴﺘﻬﻠﻜﲔ‪ ،‬ﻋـﻦ‬
‫ﻃﺮﻳﻖ ﺗﺄﻣﲔ ﺍﻟﻘﹸﺪﺭﺓ ﺍﳌﺒﺎﺷﺮﺓ ﻟﻼﺗﺼﺎﻝ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﻄﺎﻋﺖ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺃﻥ ‪‬ﺗﻐ‪‬ﻴﺮ ﻭ‪‬ﺗﻌ ‪‬ﺰﺯ ﰲ ﻃﺒﻴﻌﺔ ﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺸﺮﺓ ﺟﻐﺮﺍﻓﻴﹰﺎ ﰲ ﺩﻭ ٍﻝ ﳐﺘﻠﻔﺔ)‪.(5‬‬
‫ﺍﻟﺪﻭﻟﻴﺔ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﺍ ﹸﳌﻨﺘ ِ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻌﺮﻳﻒ ﺃﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬
‫ﺍﻗﺘﺮﻥ ﺗﻄﻮ‪‬ﺭ ﺍﳊﻮﺍﺳﻴﺐ ﺑﺘﻄ ‪‬ﻮ ٍﺭ ﻫﺎﺋ ٍﻞ ﻭﻛﺒ ٍﲑ ﻟﻼﺗﺼﺎﻻﺕ‪ ،‬ﻭﻗﺪ ﻭﱠﻓﺮ ﻫﺬﺍ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﺮﺍ ‪‬ﺳﻞ‬
‫ﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﻭﻣﻠﻔﺎ‪‬ﺎ‪ ،‬ﻭﺍﳌﺴﺘﻔﻴﺪ ﻋﱪ ﺧﻄﻮﻁ ﺍﳍﺎﺗﻒ ﻭﻋﱪ ﺍﳍﻮﺍﺀ ﻣﻬﻤـﺎ ﻛﺎﻧـﺖ‬
‫ﺕ ﴰﻠﺖ ﻋﻤﻠﻴﺎﺕ ﺳﺮﻗﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳـﻖ ﺍﻟﺘـﺪ ‪‬ﺧﻞ ﻋـﱪ‬ ‫ﺍﳌﺴﺎﻓﺎﺕ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻇﻬﺮﺕ ﺇﻣﻜﺎﻧﻴﺎ ‪‬‬
‫ﻣﻨﻈﻮﻣﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻟﺬﻟﻚ ﺗﺘﻄﻠﱠﺐ ﻋﻨﺎﻳﺔ ﻛﺒﲑﺓ ﺑﺄﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺇﺟﺮﺍﺀ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﺪﻭﺭﻳﺔ‬
‫ﳍﺬﻩ ﺍﳌﻨﻈﻮﻣﺎﺕ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟﻌﺪﺩ ﻭﺍﻷﺟﻬﺰﺓ ﺍﳋﺎﺻﺔ ﻟﻔﺤﺺ ﻫﺬﻩ ﺍﳌﻨﻈﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﻛﺸﻒ ﺃﻱ ﺣﺎﻟ ٍﺔ ﻏـﲑ‬
‫ﺍﻋﺘﻴﺎﺩﻳﺔ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﺗﺆﻛﺪ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﺍ ﹸﳌﺆ ‪‬ﻭﻟﺔ ﻋﻦ ﺇﺩﺍﺭﺓ ﺍﳊﻮﺍﺳﻴﺐ‬
‫ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻗﹸﺪﺭ ٍﺓ ﻋﺎﻟﻴﺔ ﻋﻠﻰ ﻛﺸﻒ ﺍﻟﺘﺴﻠﱡﻞ ﺇﱃ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺗـﺼﻤﻴﻢ ﻧ‪‬ﻈـ ٍﻢ‬
‫ﳏﻤﻴﺔ ﺑﺄﻗﻔﺎ ٍﻝ ‪‬ﻣﻌ ﱠﻘﺪﺓ‪ ،‬ﺃﻭ ﻋﻦ ﻃﺮﻳﻖ ﻋﻤﻞ ﺍ ﹸﳌﺸ ﱠﻔﺮﺍﺕ ﻭﺭﺑﻄﻬﺎ ﻋﻠﻰ ﺧﻄﻮﻁ ﺍﻻﺗﺼﺎﻝ)‪.(6‬‬

‫‪.Communication and Telecommunication Systems‬‬ ‫)‪(1‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.229‬‬ ‫)‪(2‬‬

‫ﻧﺒﻴﻞ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2005 ،‬ﺹ ‪.124‬‬ ‫)‪(3‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.124‬‬ ‫)‪(4‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.229‬‬ ‫)‪(5‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.161‬‬ ‫)‪(6‬‬


‫‪201‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻛﻨﺘﻴﺠﺔ ﻟﻼﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭ ﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬


‫ﻟﻘﺪ ﻋﺮ‪‬ﻓﺖ ﻣﺆﺳﺴﺔ "‪ (1)"IBM‬ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ)‪ (1‬ﺑﺄ‪‬ﺎ » ﻣﺪﺧ ﹲﻞ ﻣﺘﻜﺎﻣﻞ ﻭﻣﺮﻥ ﻟﺘﻮﺯﻳﻊ ﻗﻴﻤﺔ‬
‫ﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳉﻮﻫﺮﻳﺔ ﺍﳌﹸﻤﻴ‪‬ﺰﺓ ﻣﻦ ﺧﻼﻝ ﺭﺑﻂ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﻭﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳉﻮﻫﺮﻳﺔ‬
‫ﺑﻄﺮﻳﻘ ٍﺔ ﺑﺴﻴﻄﺔ ﻭﻣﺮﻧﺔ‪ ،‬ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﺸﺒﻜﺎﺕ «)‪.(2‬‬
‫ﻭﺗ‪‬ﻌﺮ‪‬ﻑ ﻛﺬﻟﻚ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ – ﲟﻔﻬﻮﻣﻬﺎ ﺍﻟﻮﺍﺳﻊ‪ -‬ﺑﺄ‪‬ﺎ » ﻛﺎﻓﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﺗﻘـﻮﻡ‬
‫ﺑﺘﻨﻔﻴﺬﻫﺎ ﻭﻣ‪‬ﺘﺎﺑﻌﺘﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﻷﻛﺎﺩﳝﻴﺔ ﻭﻏﲑﻫـﺎ ﻣـﻦ ﺍﳌﺆﺳـﺴﺎﺕ‪،‬‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﺍﻟﻜﺎﻣﻞ ﻋﻠﻰ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ -‬ﺃﻱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ -‬ﻣـﻦ ﻣﺮﺣﻠـﺔ‬
‫ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﲡﻤﻴﻌﻬﺎ‪ ،‬ﻭﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﲣﺰﻳﻨـﻬﺎ‪ ،‬ﻭﺍﺳـﺘﺮﺟﺎﻋﻬﺎ‪،‬‬
‫ﻭﺗﻮﺯﻳﻌﻬﺎ‪ ،‬ﻭﺷﺮﺍﺋﻬﺎ‪ ،‬ﻭﺗﺒﺎﺩ‪‬ﳍﺎ ﻣﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﺃﻭ ﺍﳌﹸﺴﺘﺨﺪِﻣﲔ‪ ،‬ﻭﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺩﺍﺧﻞ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﺃﻭ ﺧﺎﺭﺟﻬﺎ‪ ،‬ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﺃﻭ ﺑﲔ ﺑﻠﺪﺍﻥ ﺍﻟﻌﺎﱂ «)‪.(3‬‬
‫ﻭ‪‬ﺬﺍ ﺍﳌﻌﲎ‪ ،‬ﺗ‪‬ﺼﺒﺢ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺗﻌﺒﲑﹰﺍ ﻃﺒﻴﻌﻴﹰﺎ ﻭﻧﺘﺎﺟﹰﺎ ﳏﻀﹰﺎ ﻭﲦﺮ ﹰﺓ ﻟﻠﺘﺰﺍﻭ‪‬ﺝ ﺑـﲔ ﻣـﻮﺍﺭﺩ‬
‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﺸﺒﻜﺎﺕ؛ ﻭﺫﻟـﻚ ﻟـﺘﻤﻜﲔ ﺍﻟﻌـﺎﻣﻠﲔ ﰲ ﺍﻹﺩﺍﺭﺍﺕ‬
‫ﻭﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ )ﺍﳌﹸﻮﺭ‪‬ﺩﻳﻦ ﻭﻏﲑﻫﻢ( ﻭﺍﻟﺰﺑﺎﺋﻦ ﻣﻦ ﺍﻟﻌﻤﻞ ﰲ ﻇﻞ ﺑﻴﺌ ٍﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻣﻴﻨﺔ ﻭﻣ‪‬ﺘﻜﺎﻣِﻠﺔ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﻭﺃﻫﺪﺍﻑ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬


‫ﺑﻌﺪ ﺗﻨﺎ ‪‬ﻭﻟﻨﺎ ﳌﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪ ،‬ﺳﻨﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺇﱃ ﻣﺎﻫﻴﺔ ﻭﺃﻫﺪﺍﻑ‬
‫ﺍﻟﺸﺒﻜﺎﺕ؛ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﺸﺒﻜﺎﺕ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪ ،‬ﺃﺣـﺪ ﺍﻟﻮﺳـﺎﺋﻞ‬
‫ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻻﺗﺼﺎﻻﺕ ﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻬﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﺕ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻭ ‪‬ﻣﺘﺸﺎِﺑﻬﺔ ﺇﱃ ﺣ ‪‬ﺪ ﻣﺎ ﳌﻔﻬﻮﻡ ﺍﻟﺸﺒﻜﺎﺕ)‪ ،(4‬ﺳﻮﺍ ًﺀ ﰲ ﳎﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ‬
‫ﺗﻮﺟﺪ ﺗﻌﺮﻳﻔﺎ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﻏﲑﻫﺎ ﻣﻦ ﺍ‪‬ﺎﻻﺕ؛ ﺫﻟﻚ ﺃﻥ ﺍﻟﺸﺒﻜﺎﺕ ﻟﻴﺴﺖ ﳏﺼﻮﺭ ﹰﺓ ﰲ ﳎﺎﻝ ﺍﻻﺗﺼﺎﻝ ﻓﻘـﻂ‪ ،‬ﺑـﻞ‬
‫ﺃﺻﺒﺤﺖ ‪‬ﻣﺘﺪﺍ ِﺧﻠ ﹰﺔ ﰲ ﻛﺎﻓﺔ ﺟﻮﺍﻧﺐ ﺍﳊﻴﺎﺓ‪ .‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ‪:‬‬

‫ﺃﻳﻦ ﻇﻬﺮ ﻷﻭﻝ ﻣﺮ ٍﺓ ﻣﺼﻄﻠﺢ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬ ‫)‪(1‬‬

‫‪.E-Business‬‬ ‫)‪(2‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.186‬‬ ‫)‪(3‬‬

‫‪.Networks‬‬ ‫)‪(4‬‬
‫‪202‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫» ﺍﻟﺸﺒﻜﺔ ﻣﺆﺳﺴﺘﺎﻥ ﺃﻭ ﺃﻛﺜﺮ ﺗﺸﺘﺮﻛﺎﻥ ﰲ ﻋﻤﻠﻴﺔ ﺗﺒﺎﺩ‪‬ﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺭﻭﺍﺑﻂ ﺍﺗـﺼﺎﻻﺕ؛‬ ‫•‬

‫ﻑ ﻣﺸﺘﺮﻛﺔ «)‪.(1‬‬ ‫ﻭﺫﻟﻚ ﺧﺪﻣﺔ ﻷﻫﺪﺍ ٍ‬


‫» ﺍﻟﺸﺒﻜﺔ ﻧﻈﺎ ‪‬ﻡ ﻟﻠﻌﻼﻗﺎﺕ ﺍﻟﺘﺮﺍ‪‬ﺑﻄﻴﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺃﻭ ﻓﻴﻤﺎ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ «)‪. (2‬‬ ‫•‬

‫ﺻﻮﺭﻫﺎ ﻣﻦ ﺟﻬﺎ ‪‬ﺯﻱ ﺣﺎﺳﻮﺏ ‪‬ﻣ‪‬ﺘﺼﻠﲔ ﺑﺒﻌﻀﻬﻤﺎ ﺍﻟـﺒﻌﺾ‪ ،‬ﺑﻮﺍﺳـﻄﺔ‬ ‫ﺗﺘﻜ ‪‬ﻮﻥ ﺍﻟﺸﺒﻜﺔ ﰲ ﺃﺑﺴﻂ ‪‬‬
‫ﻚ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﻟﻪ ﺗﺒﺎﺩ‪‬ﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻴﻨﻬﻤﺎ‪ .‬ﻭﺗ‪‬ﺘﻀﺢ ﺃﳘﻴﺔ ﺍﻟﺸﺒﻜﺔ ﰲ ﺣﺎﻟﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﲔ‬ ‫ﺳﻠ ٍ‬
‫ﺟﻬﺎﺯﻱ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻓﻠﻮ ﺍﺳﺘﺨﺪﻣﻨﺎ ﺍﻷﺳﻄﻮﺍﻧﺎﺕ ﺍﳌﺮﻧﺔ ﺃﻭ ﺣﱴ ﺍﻷﻗﺮﺍﺹ ﺍ ﹸﳌﺪ ‪‬ﻣﺠﺔ‪ ،‬ﻓﺈﻥ ﻫـﺬﻩ ﺍﻟﻄﺮﻳﻘـﺔ‬
‫ﺗﺘﻄﻠﱠﺐ ﻋﺪﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻣﻦ ﺍﻷﺳﻄﻮﺍﻧﺎﺕ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ ﺍﳌﺒﺬﻭﻝ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﻨﺴﺦ‪ ،‬ﻭﻛـﺬﻟﻚ‬
‫ﻼ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻃﺎﺑﻌ ﹲﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﺗﻮﺟﺪ ﻋﺪﺓ ﺃﺟﻬﺰﺓ ﺣﺎﺳﻮﺏ ﰲ‬ ‫ﺍﻟﻮﺿﻊ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﻄﺒﺎﻋﺔ‪ ،‬ﻓﻤﺜ ﹰ‬
‫ﺣﺎﺟ ٍﺔ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺎﺑﻌﺔ‪ ،‬ﻓﺴﻮﻑ ﻳﺘ ‪‬ﻢ ﻧﻘﻞ ﺍﻟﻄﺎﺑﻌﺔ ﻣﻦ ﺟﻬﺎ ٍﺯ ﺇﱃ ﺁﺧﺮ ﺃﻭ ﺍﻻﻧﺘﻈﺎﺭ ﰲ ﻃﺎﺑﻮ ٍﺭ ﻃﻮﻳﻞ‬
‫ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﻄﺒﺎﻋﺔ؛ ﻭﻣﻦ ﻫﻨﺎ ﻧﺸﺄﺕ ﻓﻜﺮﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺒﻜﺎﺕ ﳍﺬﻩ ﺍﻷﻏﺮﺍﺽ)‪.(3‬‬
‫ﻭﻛﺎﻧﺖ ﺍﻟﺸﺒﻜﺎﺕ ﰲ ﺑﺪﺍﻳﺔ ﻇﻬﻮﺭﻫﺎ ﺗﺘﻜ ‪‬ﻮﻥ ﻣﻦ ﻋﺪ ٍﺩ ﳏﺪﻭﺩ ﻣﻦ ﺃﺟﻬـﺰﺓ ﺍﳊﺎﺳـﻮﺏ‪ ،‬ﻗـﺪ ﻻ‬
‫ﺗﺘﺠﺎﻭﺯ ﺍﻟﻌﺸﺮﺓ ﺃﺟﻬﺰﺓ‪ ،‬ﻣ‪‬ﺘﺼﻠﺔ ﺑﺒﻌﻀﻬﺎ ﰲ ﺷﺒﻜ ٍﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭ ‪‬ﻣ‪‬ﺘﺼﻞ ‪‬ﺎ ﺟﻬﺎﺯ ﻃﺒﺎﻋ ٍﺔ ﻭﺍﺣﺪ‪ .‬ﻫﺬﺍ ﺍﻟﻨﻮﻉ‬
‫ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ ﻳ‪‬ﻌﺮ‪‬ﻑ ﺑﺎﺳﻢ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ )‪ .(4) (LAN‬ﻭﻗﺪ ﺗﻄﻮ‪‬ﺭﺕ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴـﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺕ ﺣﺪﻳﺜﺔ ﺗﺴﻤﺢ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﻋﺪ ٍﺩ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﻭﺑﺴﺮﻋ ٍﺔ ﺃﻛﱪ‪ ،‬ﺇﻻ ﺃ‪‬ﺎ ﻣﺎ ﺯﺍﻟﺖ ﳏﺪﻭﺩﺓ‬ ‫ﺗﻘﻨﻴﺎ ٍ‬
‫ﲎ ﻭﺍﺣﺪ‪.‬‬‫ﺐ ﻭﺍﺣﺪ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳌﻜﺎﺗﺐ ﺩﺍﺧﻞ ﻣﺒ ‪‬‬ ‫ﺍﻟﻨﻄﺎﻕ؛ ﺣﻴﺚ ﺃ‪‬ﺎ ﺗﻜﻮﻥ ﰲ ﺍﻟﻐﺎﻟﺐ ﺩﺍﺧﻞ ﻣﻜﺘ ٍ‬
‫ﺕ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻣﻨﻔﺼﻠﺔ‪ ،‬ﻣﺘﺪﺍ ِﺧﻠﺔ؛ ﺑﻐﺮﺽ ﲢﻘﻴـﻖ ﺑﻌـﺾ‬
‫ﺴﻖ ﻟﻮﺣﺪﺍ ٍ‬
‫ﻭﻣﻨﻪ ﻓﺎﻟﺸﺒﻜﺔ ﻫﻲ ﺗﻨﻈﻴ ‪‬ﻢ ‪‬ﻣﻨ ‪‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺑﻜﻔﺎﺀ ٍﺓ ﺃﻛﱪ‪ ،‬ﻟﻮ ﱠﰎ ﲢﻘﻴﻘﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺃﻳﺔ ﻭﺣﺪ ٍﺓ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ ﻣﻨﻔﺮﺩﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﻟﻘﺪ ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺸﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺑﺴﺒﺐ ﺃﳘﻴﺘﻬﺎ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﻻﺗﺼﺎﻻﺕ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺧﺪﻣﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ؛ ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺍﻻﻫﺘﻤﺎﻡ ﺍ ﹸﳌﺘﺰﺍﻳﺪ ﺇﱃ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﺗﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻬﺎ ﻫﺬﻩ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﻭﻫﻲ‪:‬‬

‫ﻣﻔﺘﺎﺡ ﳏﻤﺪ ﺩﻳﺎﺏ‪ ،‬ﻣﻌﺠﻢ ﻣﺼﻄﻠﺤﺎﺕ ﻧﻈﻢ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺼﺎﻻﺕ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣـﺼﺮ‪،‬‬ ‫)‪(1‬‬

‫‪ ،1995‬ﺹ ‪.120‬‬
‫‪(2) Jean Brilman, les meilleures pratiques du management, Les éditions d'organisation, Paris, France, 2001, p‬‬
‫‪412.‬‬

‫ﺷﺮﻳﻒ ﳏﻤﺪ ﺳﻌﻴﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.6‬‬ ‫)‪(3‬‬

‫‪.Local Area Networks‬‬ ‫)‪(4‬‬


‫‪203‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺖ ﻭﺟﻬﺪ ﳑﻜ‪‬ﻨﲔ؛‬
‫‪ -‬ﺗﺴﻬﻴﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﻓﺎﺩﺓ ﻣﻨﻬﺎ ﺑﺄﻗ ﱢﻞ ﻭﻗ ٍ‬
‫‪ -‬ﺗﻘﺪﱘ ﺧﺪﻣﺎﺕ ﺍﺗﺼﺎﻝ ﺃﻓﻀﻞ‪:‬‬
‫• ﺑﺎﳌﻘﺎﻳﻴﺲ ﺍﻟﻜﻤﻴﺔ ﻣﻦ ﺧﻼﻝ ﺧﺪﻣﺔ ﺃﻛﱪ ﻋﺪ ٍﺩ ﻣﻦ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ؛‬
‫• ﺑﺎﳌﻘﺎﻳﻴﺲ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﺧﺪﻣﺎﺕ ﺍﺗﺼﺎ ٍﻝ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ؛‬
‫• ﺍﻹﻓﺎﺩﺓ ﺍﻟ ﹸﻘﺼﻮﻯ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﺘﺎﺣﺔ ﺣﺎﻟﻴﹰﺎ؛‬
‫• ﺯﻳﺎﺩﺓ ﺇﻧﺘﺎﺟﻴﺔ ﻭﺳﺎﺋﻞ ﻭﻗﻨﻮﺍﺕ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻬﺎ‪.‬‬
‫ﻭﺗﺘﻤﺜﻞ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﲢﺘﺎﺟﻬﺎ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻰ ﻛﻤﻴﺔ ﻭﻧﻮﻋﻴﺔ ﻭﺟﻮﺩﺓ ﺧﻮﺍﺻﻬﺎ ﰲ‬
‫ﺳﺒﻌﺔ ﻋﻨﺎﺻﺮ ﺗﺒﺪﺃ ﲝﺮﻑ ‪ M‬ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ :(Men) -1‬ﺃﻱ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﻘﻮﻯ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ :(Machine) -2‬ﺃﻱ ﺃﺟﻬﺰﺓ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ؛‬
‫‪ :(Materials) -3‬ﺃﻱ ﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ ﻭﺃﻳﺔ ﻣﻮﺍﺩ ﺃﺧﺮﻯ ﲢﺘﺎﺟﻬﺎ ﺍﻟﺸﺒﻜﺔ؛‬
‫‪ :(Money) -4‬ﺃﻱ ﺍﻷﻣﻮﺍﻝ ﺍﳌﺨﺼﺼﺔ ﻭﺍﻟﺘﻤﻮﻳﻞ؛‬
‫‪ :(Message) -5‬ﺃﻱ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﱵ ﺳ‪‬ﺘﻨﻘﻞ ﻋﱪ ﺍﻟﺸﺒﻜﺔ؛‬
‫‪ :(Methods) -6‬ﺃﻱ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﳋﱪﺓ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺸﻐﻴﻞ؛‬
‫‪ :(Measurement) -7‬ﺃﻱ ﺃﺳﺎﻟﻴﺐ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺍﻟﺘﻘﻴﻴﻢ ﻟﻠﺸﺒﻜﺔ‪.‬‬
‫ﻭﲢﺘﺎﺝ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﻟﻜﻲ ‪‬ﺗﺤ ﱢﻘﻖ ﺃﻫﺪﺍﻓﻬﺎ ﺑﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﺗﻘﻮﻡ ﺑﺘﻮﺻﻴﻞ ﺍﻟﺮﺳﺎﺋﻞ ﺑﲔ ﺍﻷﻃـﺮﺍﻑ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ ﺇﱃ ﺃﺟﻬﺰﺓ ﺍﺗﺼﺎ ٍﻝ ﺃﻭ ﺗﻘﻨﻴﺎﺕ ﺍﺗﺼﺎ ٍﻝ ﻣﻨﺎﺳﺒﺔ)‪ ،(1‬ﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ‪:‬‬
‫‪ -‬ﺃﺟﻬﺰﺓ ﺍﳍﺎﺗﻒ؛‬
‫‪ -‬ﺃﺟﻬﺰﺓ ﺍﻟﺘﻠﻜﺲ؛‬
‫‪ -‬ﺃﺟﻬﺰﺓ ﺍﻟﻔﺎﻛﺴﻴﻤﻴﻠﻲ؛‬
‫‪ -‬ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ؛‬
‫‪ -‬ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺃ‪ .‬ﺱ‪ .‬ﻓﻮﺳﻜﺖ‪ ،‬ﺗﺮﲨﺔ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺃﺑﻮ ﺍﻟﻨﻮﺭ‪ ،‬ﺍﻟﺘﻨﻈﻴﻢ ﺍﳌﻮﺿﻮﻋﻲ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ‪ ،‬ﻣـﺼﺮ‪ ،2001 ،‬ﺹ‬ ‫)‪(1‬‬

‫‪.120‬‬
‫‪204‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﺎﻡ ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬


‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﻧﻈﺎﻡ ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﻜﺎﺕ )‪ (1)(NOS‬ﻋﻠﻰ ﺃﻧﻪ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ﺗﺰﻭﺩ ﺍﳌﺴﺘﺨﺪﻣﲔ ﺑﺎﻟﻮﺳـﺎﺋﻞ‬
‫ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﺸﺎ ‪‬ﺭﻙ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ‪ .‬ﻭﺗﻘﻮﻡ ﺑﻌﺾ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﻣﺜـﻞ ‪ NetWare 3.12‬ﻭ ‪،X4.1‬‬
‫ﺏ‬
‫ﺑﻔﺼﻞ ﺑﺮﳎﻴﺎﺕ ﻭﻭﻇﺎﺋﻒ ﺍﻟﺰﺑﻮﻥ ﻋﻦ ﺑﺮﳎﻴﺎﺕ ﻭﻭﻇﺎﺋﻒ ﺍﳌﹸﺰﻭ‪‬ﺩ ﺑﺸﻜ ٍﻞ ﻭﺍﺿﺢ‪ .‬ﻟﻜﻦ ﳝﻜﻦ ﳊﺎﺳـﻮ ٍ‬
‫ﻭﺍﺣﺪ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺪﻭﺭﻳﻦ‪ ،‬ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻻﺕ ﰲ ‪ Windows‬ﻤﻮﻋﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭ ‪ Windows NT‬ﻣﻦ‬
‫ﻣﺆﺳﺴﺔ ‪ Microsoft‬ﻭ ‪ LAN_tastic‬ﻣﻦ ﻣﺆﺳﺴﺔ ‪ ،Artisoft‬ﻭﻳﺘـﻀﻤ‪‬ﻦ ‪ MS Windows 95‬ﻭ‬
‫‪ OS/2‬ﻣﻦ ﻣﺆﺳﺴﺔ ‪ IBM‬ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﺘﻌﻤﻞ ﻛﺰﺑﻮ ٍﻥ ﻓﻘﻂ ﺃﻭ ﻛ ‪‬ﻤﺰ ‪‬ﻭ ٍﺩ ﻭﺯﺑﻮ ٍﻥ ﺑﺂ ٍﻥ ﻭﺍﺣﺪ‪.‬‬
‫ﻳﻮﺍﺯﻥ ﻧﻈﺎﻡ ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻜﺎﻣﻞ ﻋﻤﻞ ﺍﳌﹸﺰﻭ‪‬ﺩ ﻣﻦ ﺧﻼﻝ ﺇﺩﺍﺭﺓ ﺍﻟﺬﺍﻛﺮﺓ‪ ،‬ﻭﺇﺳﻨﺎﺩ ﺍﳌﻬﻤـﺎﺕ‬
‫ﻋﱪ ﺍﳌﻌﺎﳉﺎﺕ ﺍ ﹸﳌﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﻣﺤ ﱢﻘﻘﹰﺎ ﺑﺬﻟﻚ ﻣﻴﺰﺓ ﺍﻟﺘﺪ ‪‬ﺭﺟﻴﺔ)‪ (2‬ﺃﻭ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻨﻤـﻮ‪ .‬ﻭﻳﺘـﻀﻤ‪‬ﻦ ﻭﻇـﺎﺋﻒ‬
‫ﻟﻺﺩﺍﺭﺓ‪ ،‬ﻟﺘﺤﺴﲔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﺍﳌﹸﺰﻭ‪‬ﺩ‪ ،‬ﻭﻳﺴﺘﻌﻤﻞ ﻫﻴﺌﺎﺕ ﺍﳌﻠﻔﺎﺕ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﻜﺎﺵ؛ ﲝﻴﺚ ﻳ‪‬ـﺆ ‪‬ﻣﻦ ﺍﻟﺘﻌﺎﻣ‪‬ـﻞ‬
‫ﺍﻟﺴﺮﻳﻊ ﻣﻊ ﺃﻗﺮﺍﺹ ﺍﳌﹸﺰﻭ‪‬ﺩ‪ .‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﺍﳊﺰﻣﺔ ﺍﻟﻜﺎﻣﻠﺔ‪ ،‬ﺑﺮﳎﻴﺎﺕ ﺍﻟﺰﺑﻮﻥ ﺍﻟﱵ ﺗﻌﻤﻞ ﻣﻊ ﺑﺮﳎﻴﺎﺕ ﺍﳌﹸﺰﻭ‪‬ﺩﺍﺕ‪،‬‬
‫ﺕ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﺗﺴﺘﻄﻴﻊ ﲟﺮﻭﻧ ٍﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺑﺮﻭﺗﻮﻛﻮﻻﺕ ‪ IPX‬ﻭ‪ .IP‬ﻭﰲ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﱵ ﲢﺘﻮﻱ‬ ‫ﻣﻦ ﻣﺆﺳﺴﺎ ٍ‬
‫ﻋﻠﻰ ﻋﺪﺓ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ‪ ،‬ﻓﺈﻥ ﻧﻈﺎﻡ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻟﻜﺎﻣﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺴﻤﺢ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻞ ﻣـﻊ ﳎﻤﻮﻋـﺔ ﺍﳌﹸـﺰﻭ‪‬ﺩﺍﺕ‬
‫ﻭﺧﺪﻣﺎ‪‬ﺎ ﻋﻦ ﻃﺮﻳﻖ ﻛﻠﻤﺔ ﺳ ٍﺮ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﻫﻲ ﺇﺣﺪﻯ ﻣﺰﺍﻳﺎ ﺍﻟﺘﺪ ‪‬ﺭﺟﻴﺔ‪ ،‬ﻭ‪‬ﺗﺪﻋﻰ ﺧﺪﻣﺔ ﺍﻟﺪﻟﻴﻞ)‪ (3‬ﰲ ﻧﻈﺎﻡ‬
‫‪ Netware 4.1‬ﻭ ‪.VINES‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﳕﺎﺫﺝ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﻟﻘﺪ ﺭﺃﻳﻨﺎ ﰲ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺍﻟﺸﺒﻜﺔ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ ﺍ ﹸﳌﺮﺗِﺒﻄـﺔ ﻓﻴﻤـﺎ‬
‫ﺕ ﺃﺧﺮﻯ ‪‬ﺗﺆ ‪‬ﻣﻦ ﺍﻟﺘﺴﻴﲑ ﺍﳊﺴﻦ ﻟﻠﺒﻴﺎﻧـﺎﺕ(‪.‬‬
‫ﺑﻴﻨﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺃﺟﻬﺰﺓ )ﻛﺎﺑﻼﺕ‪ ،‬ﺑﻄﺎﻗﺎﺕ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﲡﻬﻴﺰﺍ ٍ‬
‫‪‬ﺗﺴ ‪‬ﻤﻰ ﺍﻟﺘﻬﻴﺌﺔ ﺍﳌﺎﺩﻳﺔ ﳍﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﺎﺩﻳﺔ)‪ .(4‬ﻭﺗﻮﺟﺪ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ)‪ :(5‬ﳕﻮﺫﺝ ﺍﻟﻨﺎﻗﻞ‪ ،‬ﳕﻮﺫﺝ‬
‫ﺍﻟﺸﺒﻜﺔ‪ ،‬ﳕﻮﺫﺝ ﺍﳊﻠﻘﺔ‪.‬‬

‫‪.Network Operation System‬‬ ‫)‪(1‬‬

‫‪.Scalability‬‬ ‫)‪(2‬‬

‫‪.Directory Service‬‬ ‫)‪(3‬‬


‫‪(4) Patrick Dumas, OP.CIT, P 39.‬‬
‫‪(5) www.commentcamarche.net/initiation/topologie.PHP3.‬‬
‫‪205‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻛﻤﺎ ‪‬ﻧﻤ‪‬ﻴﺰ ﺑﲔ ﺍﻟﻨﻤﺬﺟﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ )ﺍﻟﻮﺟﻪ ﺍﳌﺮﺋﻲ ﻟﻠﺸﺒﻜﺔ( ﻣﻦ ﺍﻟﻨﻤﺬﺟﺔ ﺍﳌﻨﻄﻘﻴـﺔ‪ ،‬ﺍﻟـﱵ ﺗ‪‬ﻤﺜﱢـﻞ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ‪‬ﺗﺤ ‪‬ﻮﻝ ﻓﻴﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺗﺸﻤﻞ ﻧﻮﻋﲔ ﺭﺋﻴﺴﻴﲔ ﳘﺎ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺇﺛﺮﻧـﺖ‬
‫)‪ ،(Ethernet‬ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ‪ ،Token‬ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ‪.(1)FDDI‬‬
‫‪ -1‬ﳕﻮﺫﺝ ﺍﻟﻨﺎﻗﻞ‪ :‬ﻭﻫﻮ ﻳ‪‬ﻤﺜﱢﻞ ﺍﳍﻴﻜﻞ ﺍﻟﺒﺴﻴﻂ ﻟﺘﻘﻴﻴﻢ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﻛﻞ ﺍﳊﻮﺍﺳﻴﺐ ‪‬ﻣﺮﺗِﺒﻄﺔ ﺑﺎﳋﻂ‬
‫ﻧﻔﺴﻪ ﻟﻠﺘﺤﻮﻳﻞ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﺎﻗﻞ)‪(2‬ﻭﺗﻌﲏ ﻛﻠﻤﺔ ﻧﺎﻗﻞ)‪ (3‬ﺍﳋﻂ ﺍﳌﺎﺩﻱ ﺍﻟﺬﻱ ﻳﺮﺑﻂ ﺁﻻﺕ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻣﻦ ﻣﺰﺍﻳـﺎ‬
‫ﻆ ﻭﺍﺣﺪ ﻭﻫـﻮ ﺃﻥ ﺃﻱ ﺧﻠـ ٍﻞ ﰲ ﺍﺗـﺼﺎﻝ‬ ‫ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻫﻮ ﺳﻬﻮﻟﺔ ﻭﺿﻌﻬﺎ ﻭﺗﺸﻐﻴﻠﻬﺎ‪ ،‬ﻭﻟﻜﻦ ﻟﺪﻳﻨﺎ ﲢﻔﱡ ﹲ‬
‫ﺣﺎﺳﻮﺏ ﺳﻮﻑ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺧﻠ ٍﻞ ﰲ ﺍﻟﺸﺒﻜﺔ ﻛﻜﻞ‪.‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(30‬‬
‫ﳕﻮﺫﺝ ﺗﻮﺑﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺎﻗﻞ‬

‫ﻧﺎﻗﻞ‬

‫ﺍﻟﺘﺤﻤﻴﻞ‪.2007/06/17:‬‬ ‫ﺍﳌﺼﺪﺭ‪ ،www.commentcamarche.net/initiation/topologie.PHP3 :‬ﺗﺎﺭﻳﺦ‬

‫‪ -2‬ﳕﻮﺫﺝ ﺍﻟﻨﺠﻤﺔ‪ :‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﺮﺗﺒﻂ ﺍﳊﻮﺍﺳﻴﺐ ﺑﻨﻈﺎ ٍﻡ ﺁﱄ ﻳ‪‬ﺴﻤ‪‬ﻰ ﺍ ﹸﳌﺠ ‪‬ﻤﻊ)‪ ،(4‬ﻭﻳﺘﻤﺜﱠﻞ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﰲ‬
‫‪‬ﻋﻠﺒ ٍﺔ ﺗﺸﻤﻞ ﺑﻌﺾ ﺍﻟﻮﺍﺻﻼﺕ ﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻦ ﻣﻦ ﺇﻳﺼﺎﻝ ﺍﻟﻨﺎﻗﻼﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲝﻮﺍﺳﻴﺐ ﺍﻟﺸﺒﻜﺔ؛ ﻓﻬﻮ ﻳ‪‬ـﺆ ‪‬ﻣﻦ‬
‫ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﻫﺬﻩ ﺍﻟﻮﺍﺻﻼﺕ‪.‬‬
‫ﻋﻜﺲ ﺍﻟﻨﻮﻉ ﺍﻷﻭﻝ‪ ،‬ﻓﺈﻥ ﺍﻟﺸﺒﻜﺎﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻫﻲ ﺃﻗﻞ ﻗﺎﺑﻠﻴﺔ ﻟﻠﻌﻄﺐ؛ ﺣﻴﺚ ﳝﻜﻨﻨﺎ ﺑﺴﻬﻮﻟ ٍﺔ‬
‫ﺇﺑﻌﺎﺩ ﺃﺣﺪ ﺍ ﹸﳌ‪‬ﺘﺼﻠﲔ ﻋﻦ ﻃﺮﻳﻖ ﻧﺰﻉ ﺍﻟﻮﺍﺻﻠﺔ ﻣﻦ ﺍ ﹸﳌﺠ ‪‬ﻤﻊ ﺑﺪﻭﻥ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺑﺎﻗﻲ ﺍ ﹸﳌ‪‬ﺘﺼﻠﲔ ﰲ ﺍﻟـﺸﺒﻜﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﺗﺘﻤ‪‬ﻴﺰ ﻛﺬﻟﻚ ﺑﺘﻜﻠﻔ ٍﺔ ﺯﺍﺋﺪﺓ ﻧﺘﻴﺠﺔ ﻭﺟﻮﺩ ﺟﻬﺎ ٍﺯ ﺁﺧﺮ ﻫﻮ ﺍﳌﹸﺠ ‪‬ﻤﻊ‪.‬‬

‫‪.Fiber distributed date interface‬‬ ‫)‪(1‬‬

‫‪.Câble coaxial‬‬ ‫)‪(2‬‬

‫‪.Bus‬‬ ‫)‪(3‬‬

‫‪.HUB‬‬ ‫)‪(4‬‬
‫‪206‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(31‬‬


‫ﳕﻮﺫﺝ ﺗﻮﺑﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺠﻤﺔ‬

‫ﺍﳌﹸﺠﻤ‪‬ﻊ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻧﻔﺲ ﺍﳌﺼﺪﺭ ﺍﻟﺴﺎﺑﻖ‪.‬‬
‫‪ -3‬ﳕﻮﺫﺝ ﺍﳊﻠﻘﺔ‪ :‬ﰲ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻛﻞ ﺣﺎﺳﻮ ٍ‬
‫ﺏ ‪‬ﻣ‪‬ﺘﺼﻞ ﻳﻨﺘﻈﺮ ﺩﻭﺭﻩ ﰲ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﺣﻴﺚ ﻟـﺪﻳﻨﺎ ﺣﻠﻘـﺔ‬
‫ﺣﻮﺍﺳﻴﺐ ﻭﻳﺄﺧﺬ ﻛﻞ ﺣﺎﺳﻮﺏ ﺩﻭﺭﻩ ﺑﺎﻟﺘﺘﺎ‪‬ﺑﻊ‪ .‬ﻭﻫﻲ ﻣﺮﺗﺒﻄ ﹲﺔ ﲜﻬﺎ ٍﺯ ‪‬ﻣﻮﺯّﻉ ﻳ‪‬ﺴﻤ‪‬ﻰ "ﻭﺣـﺪﺓ ﺍﻻﺗـﺼﺎﻝ‬
‫ﺍﳌﺘﻌﺪﺩ ﺍﶈﻄﺎﺕ")‪ (1‬ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺈﺩﺍﺭﺓ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﺑﺈﻋﻄﺎﺀ ﻟﻜﻞ ﻣﺴﺘﺨﺪﻡ ﺩﻭﺭﻩ‪ ،‬ﻭﺍﻟﻨﻮﻋـﺎﻥ‬
‫ﺍﻟﺮﺋﻴﺴﻴﺎﻥ ﻣﻦ ﺍﻟﺘﺒﻮﻟﻮﺟﻴﺎ ﺍﳌﻨﻄﻘﻴﺔ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻫـﻲ‪ :‬ﺗﻮﺑﻮﻟﻮﺟﻴـﺎ ‪ ،token‬ﻭﺗﻮﺑﻮﻟﻮﺟﻴـﺎ‬
‫‪.FDDI‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(32‬‬
‫ﳕﻮﺫﺝ ﺗﺒﻮﻟﻮﺟﻴﺎ ﺍﳊﻠﻘﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻧﻔﺲ ﺍﳌﺼﺪﺭ ﺍﻟﺴﺎﺑﻖ‪.‬‬

‫‪.Multi station Access Unit.‬‬ ‫)‪(1‬‬


‫‪207‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺃﻧﻮﺍﻉ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬


‫ﻉ ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳋﺎﺻﺔ ﺣﺴﺐ ﺃﺣﺠﺎﻣﻬﺎ )ﻣﻦ ﻧﺎﺣﻴﺔ ﻋﺪﺩ ﺍﻵﻻﺕ(‪،‬‬‫ﳝﻜﻦ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﻋﺪﺓ ﺃﻧﻮﺍ ٍ‬
‫ﺳﺮﻋﺘﻬﺎ ﰲ ﲢﻮﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻛﺬﻟﻚ ‪‬ﺑﻌﺪﻫﺎ‪.‬‬
‫ﻉ ﻣﻨﻬﺎ‪:‬‬
‫ﺕ ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﻮﺟﺪ ﺛﻼﺛﺔ ﺃﻧﻮﺍ ٍ‬
‫ﺇﻥ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳋﺎﺻﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ ﻫﻲ ﺷﺒﻜﺎ ‪‬‬
‫‪ :WLAN‬ﺍﻟﺸﺒﻜﺎﺕ ﻗﺼﲑﺓ ﺍﳌﺪﻯ )ﳏﻠﱢﻴﺔ ﺍﳌﺪﻯ( ﺍﻟﻼﺳﻠﻜﻴﺔ؛‬
‫‪ :WMAN‬ﺍﻟﺸﺒﻜﺎﺕ ﻣﺘﻮﺳﻄﺔ ﺍﳌﺪﻯ ﺍﻟﻼﺳﻠﻜﻴﺔ؛‬
‫‪ :WWAN‬ﺍﻟﺸﺒﻜﺎﺕ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ‪.‬‬
‫‪ -1‬ﺍﻟﺸﺒﻜﺎﺕ ﻗﺼﲑﺓ ﺍﳌﺪﻯ )ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ( ﺍﻟﻼﺳﻠﻜﻴﺔ)‪: WLAN(1‬‬
‫ﺗﺸﻤﻞ ﳎﻤﻮﻋﺔ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﱵ ﺗﻨﺘﻤﻲ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﺗﺮﺗﺒﻂ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﺷﺒﻜﺔ ﳏـﺪﻭﺩﺓ‬
‫ﺍﻟﺮﻗﻌﺔ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﺗﺴﻤﻰ ﻛﺬﻟﻚ )ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻼﺳﻠﻜﻴﺔ ﰲ ﻭﻗﺖ ﻗﺮﻳﺐ( ﻫﻲ ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﻴﺔ ﺍﻟﻼﺳـﻠﻜﻴﺔ‬
‫ﺍﻟﱵ ﺗﺮﺑﻂ ﺑﲔ ﺍﺛﻨﲔ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺃﻭ ﺍﻷﺟﻬﺰﺓ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻄﻴﻒ ‪ OFDM‬ﺃﻭ‬
‫ﺍﻟﺘﻌﺪﻳﻞ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺘﻤﻜﻴﻨﻬﺎ ﻣﻦ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻷﺟﻬﺰﺓ ﰲ ﻣﻨﻄﻘﺔ ﳏﺪﻭﺩﺓ‪ .‬ﻭﻫـﺬﺍ ﻳﺘـﻴﺢ‬
‫ﻟﻠﻤﺴﺘﺨﺪﻣﲔ ﺍﻟﺘﻨﻘﻞ ﺍﻟﺘﺤﺮﻙ ﺩﺍﺧﻞ ﺍﳌﻨﻄﻘﺔ ‪ ،‬ﻭﺗﻐﻄﻴﺔ ﻭﺍﺳﻌﺔ ﻻ ﺗﺰﺍﻝ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﺸﺒﻜﺔ)‪.(2‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﺗﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﳕﻮﺫﺟﲔ‪:‬‬
‫• ﰲ ﺇﻃﺎﺭ ﻭﺟ ٍﻪ ﻟﻮﺟﻪ)‪ :(3‬ﻭﺫﻟﻚ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﺣﺎﺳﻮ ٍ‬
‫ﺏ ﻣﺮﻛﺰﻱ )ﺧـﺎﺩﻡ(؛ ﲝﻴـﺚ ﻛـﻞ‬
‫ﺏ ﻣﺮﻛﺰﻱ)‪.(4‬‬
‫ﺣﺎﺳﻮﺏ ﻳﻠﻌﺐ ﺩﻭﺭ ﺣﺎﺳﻮ ٍ‬
‫• ﰲ ﳏﻴﻂ ﺯﺑﻮﻥ‪/‬ﺧﺎﺩﻡ‪ :‬ﲝﻴﺚ ﻫﻨﺎﻙ ﺣﺎﺳﻮ ‪‬‬
‫ﺏ ﻣﺮﻛﺰﻱ ﻳ‪‬ﻮﻓﱢﺮ ﺧﺪﻣﺎﺕ ﺍﻟﺸﺒﻜﺔ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ‪ ،‬ﻭﺣﺠﻢ‬
‫ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ ﻳﺼﻞ ﺇﱃ ‪ 100‬ﻭﺣﱴ ‪ 1000‬ﻣﺴﺘﺨ ِﺪﻡ‪ ،‬ﺑﺸﺮﻁ ﺃﻥ ﻳﺘﻮﺍﺟﺪﻭﺍ ﰲ ﻧﻔﺲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -2‬ﺍﻟﺸﺒﻜﺎﺕ ﻣﺘﻮﺳﻄﺔ ﺍﳌﺪﻯ ﺍﻟﻼﺳﻠﻜﻴﺔ)‪:(5) (WMAN‬‬
‫ﻣﻦ ﺃﺟﻞ ﺭﺑﻂ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﺍ ﹸﳌﺘﺒﺎ ِﻋﺪﺓ ﺟﻐﺮﺍﻓﻴﹰﺎ ﻧﺴﺘﺨﺪﻡ ﺷﺒﻜﺔ ﻣﺘﻮﺳﻄﺔ ﺍﳌﺪﻯ‪ ،‬ﻭﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ‬
‫ﺕ ﺧﺎﺻﺔ(‪ ،‬ﲝﻴﺚ ﻣﻌﺪﻝ ﺍﻟﻨﻘﻞ ﻣ‪‬ﺴﺎ ٍﻭ ﻟﻠﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ ﻋﻠﻰ ﺍﳌﺴﺎﺣﺎﺕ‬ ‫ﺧﻄﻮﻃﹰﺎ ﻫﺎﺗﻔﻴﺔ ﺧﺎﺻﺔ )ﺃﻭ ﲡﻬﻴﺰﺍ ٍ‬
‫ﺍﻟﻜﱪﻯ‪ .‬ﻛﺬﻟﻚ ﻳﺴﻤﺢ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻟﺸﺒﻜﺘﲔ ﳏﻠﱢﻴﺘﲔ ﺑﺎﻻﺗﺼﺎﻝ ﻭﻛﺄ‪‬ﺎ ﺗﻨﺘﻤﻲ ﻟﻠﺸﺒﻜﺔ ﻧﻔﺴﻬﺎ‪.‬‬

‫‪.A wireless LAN‬‬ ‫)‪(1‬‬

‫‪.http://en.wikipedia.org/wiki/Wireless_LAN‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪.2008/02/17‬‬ ‫)‪(2‬‬

‫‪.PEER TO PEER‬‬ ‫)‪(3‬‬


‫‪(4) Micro Hebdo, revue hebdomadaire d'informatique, France, N° 266, P 12.‬‬

‫‪.Wireless Metropolitan Area Networks‬‬ ‫)‪(5‬‬


‫‪208‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻭﲣﺘﻠﻒ ﻣﻌﻬﺎ ﻧﻮﻋﻴﺔ ﺍﳋﻄﻮﻁ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨﺪﻡ ﻟﻠﺮﺑﻂ ﺑﲔ ﺍﻟﺸﺒﻜﺎﺕ ﳑﺎ ﳚﻌﻞ ﺗﻜﻠﻔﺘﻬﺎ ﺃﻛﺜﺮ‪.‬‬
‫‪ -3‬ﺍﻟﺸﺒﻜﺎﺕ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ )‪: (WWAN‬ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﻴﺔ ﺍﻟﻼﺳـﻠﻜﻴﺔ ﻷ‪‬ـﺎ ﺗـﺴﺘﺨﺪﻡ‬
‫ﻣـﺎﻛﺲ ‪UMTS,‬‬ ‫ﺍﻟﺸﺒﻜﺔ ﺍﳋﻠﻮﻳﺔ ﺍﳌﺘﻨﻘﻠﺔ ﻟﻼﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻣﺜﻞ ﺍﻟﻮﺍﻱ‬
‫‪GPRS, CDMA2000, GSM, CDPD, Mobitex, HSDPA or‬ﻟﻨﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ .‬ﻭﳝﻜـﻦ ﺃﻳـﻀﺎ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ‪ LMDS‬ﻭﻭﺍﻱ ﻓﺎﻱ ﻟﻼﺗﺼﺎﻝ ﺑﺸﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳋﻠﻮﻳﺔ ﺗﻘﺪﻡ ﻋﻠﻰ ﺍﻟـﺼﻌﻴﺪ‬
‫ﺍﻹﻗﻠﻴﻤﻲ ‪ ،‬ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻮﻃﲏ ‪ ،‬ﺃﻭ ﺣﱴ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻌﺎﳌﻲ ‪ ،‬ﻭﺗﻘﺪﻡ ﺧﺪﻣﺎﺕ ﻻﺳـﻠﻜﻴﺔ ‪ ،‬ﻭﻳﺘـﻴﺢ‬
‫ﻟﻠﻤﺴﺘﺨﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺣﺎﺳﻮﺏ ﳏﻤﻮﻝ ﻭﺑﻄﺎﻗﺔ ‪ WWAN‬ﺗﺼﻔﺢ ﺍﻹﻧﺘﺮﻧﺖ ‪ ،‬ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﻟﱪﻳـﺪ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ ‪ ،‬ﺃﻭ ﻭﺻﻞ ﺇﱃ ﺍﻟﺸﺒﻜﺔ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺍﳋﺎﺻﺔ )ﺍﻟﺸﺒﻜﺎﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺍﳋﺎﺻﺔ( ﻣﻦ ﺃﻱ ﻣﻜـﺎﻥ‬
‫ﺩﺍﺧﻞ ﺍﳊﺪﻭﺩ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻟﻠﺨﺪﻣﺎﺕ ﺍﳋﻠﻮﻳﺔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻮﺿﻊ ﺍﻟﺸﺒﻜﺎﺕ ﺣ‪‬ﻴﺰ ﺍﻟﺘﻨﻔﻴﺬ‪.‬‬
‫ﺗﺘﻤﱠﺜﻞ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻮﺿﻊ ﺍﻟﺸﺒﻜﺎﺕ ﺣ‪‬ﻴﺰ ﺍﻟﺘﻨﻔﻴﺬ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﻣﻮﺍِﺋﻤﺎﺕ ﺍﻟﺸﺒﻜﺔ‪:‬‬
‫ﺴﻠﻲ‪ ،‬ﺑ ﹸﻘﺪﺭﺗﻪ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟـﺼﺎﺩﺭ ﻣـﻦ‬
‫‪‬ﻳﺤ ‪‬ﻮﻝ ‪‬ﻣﻮﺍِﺋﻢ ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ )‪ (LAN‬ﺳﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺴﻠ ‪‬‬
‫ﺕ ﺗﻔ ‪‬ﺮﻋﻲ ‪‬ﻣﻨ ﱠﻈﻢ ﺑﺎﻟﺸﻜﻞ ﺍﳌﻄﻠﻮﺏ ﺩﺍﺧﻞ ﺍﳊﺎﺳﻮﺏ‪.‬‬ ‫ﻛﺎﺑﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺇﱃ ﺟﺮﻳﺎﻥ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺗﺴﻤﺢ ﺗﻘﻨﻴﺔ ﺇﺧﻀﺎﻉ ﺍﻟﻨﺎﻗﻞ)‪ (2‬ﻟﻠ ‪‬ﻤﻮﺍِﺋﻢ‪ ،‬ﺑﻨﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﻭﺇﱃ ﺍﻟﺬﺍﻛﺮﺓ ﺑﺪﻭﻥ ﺇﺯﻋـﺎﺝ ﻭﺣـﺪﺓ‬
‫ﺍﳌﻌﺎﳉﺔ ﺍﳌﺮﻛﺰﻳﺔ ﰲ ﺍﳊﺎﺳﻮﺏ؛ ﳑﺎ ‪‬ﻳﺨ ﱢﻔﺾ ﻣﻦ ﻧﺴﺒﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍ ﹸﳌﻌﺎِﻟﺞ‪ .‬ﻭﺗﺴﺘﻄﻴﻊ ﺍ ﹸﳌﻮﺍِﺋﻤﺎﺕ ﺍﳌﹸـﺼ ‪‬ﻤﻤﺔ‬
‫ﺑﺘﻘﻨﻴﺔ ‪ PCI‬ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺑﺴﺮﻋ ٍﺔ ﻣﻊ ﺍﻟﺬﺍﻛﺮﺓ؛ ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻨﻬﺎ ﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲟﺮﺩﻭ ٍﺩ ﻋﺎ ٍﻝ‪ ،‬ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻧﺴﺒﺔ‬
‫ﺍﺳﺘﺨﺪﺍ ٍﻡ ‪‬ﻣﺘﺪ‪‬ﻧﻴﺔ ﻟﻠ ‪‬ﻤﻌﺎِﻟﺞ‪ .‬ﻛﻤﺎ ‪‬ﺗﻌﺘﱪ ‪‬ﻣﻮﺍِﺋﻤﺎﺕ ﺍﻟـ ‪ PCI‬ﺃﺳﻬﻞ ﺗﺮﻛﻴﺒﹰﺎ ﺑﻜﺜ ٍﲑ ﻣﻦ ﺍ ﹸﳌﻮﺍِﺋﻤﺎﺕ ﺍﻷﻗـﺪﻡ‬
‫ﻣﻨﻬﺎ‪ ،‬ﻭﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻣﻌﻤﺎﺭﻳﺔ ﻧﺎﻗﻞ ‪ ،ISA‬ﺃﻭ ﻧﺎﻗﻞ ‪ .EISA‬ﻭﲢﺘﻮﻱ ﺍ ﹸﳌﻮﺍِﺋﻤﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻋﻠﻰ ﺑﺮﳎﻴﺎ ٍ‬
‫ﺕ‬
‫ﻋﺎﺩﻳﺔ)‪ (3‬ﻟﺪﻋﻢ ﺗﻘﻨﻴﺔ " ﺭ ﱢﻛﺐ ﻭﺷ ‪‬ﻐﻞ " ﻣﻦ ﻣﺆﺳﺴﺔ ‪ ،Microsoft‬ﺃﻭ ﻭﺍﺟﻬـﺔ ﺭﺑـﻂ ﺇﺩﺍﺭﺓ ﺍﻷﺟﻬـﺰﺓ‬
‫ﺍﳌﻜﺘﺒﻴﺔ )‪ ،(4)(DMI‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻭﺍﺟﻬ ٍﺔ ﻗﻴﺎﺳﻴﺔ ﻟﺘﻘﻨﻴﺔ " ﻗﺎﺑﻠﻴﺔ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻝ)‪ ،"(5‬ﻭﺍﻟـﱵ ﺗ‪‬ـﺪ ‪‬ﻋﻤﻬﺎ‬
‫ﳎﻤﻮﻋ ﹲﺔ ‪‬ﻣﺸﺘ ‪‬ﺮﻛﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ‪.‬‬

‫‪ .http://en.wikipedia.org/wiki/WWAN‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪.2008/02/17‬‬ ‫)‪(1‬‬

‫‪.Bus-Mastering‬‬ ‫)‪(2‬‬

‫‪.Firmware‬‬ ‫)‪(3‬‬

‫‪.Desktop Management Interface‬‬ ‫)‪(4‬‬

‫‪.Interoperability Standard‬‬ ‫)‪(5‬‬


‫‪209‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺗﺴﺘﻌﻤﻞ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻜﺎﻣﻠﺔ ﻣﻮﺍﺋﻤﺎﺕ ‪ ،PCI 10/100‬ﻣﻊ ﻃﺮﻳﻘﺔ ‪ ،Base-T. 100‬ﻭ‪‬ﻳﺘﻴﺢ ﻟﻨﺎ ﻫـﺬﺍ‬
‫ﺕ ﻛـﺒﲑﺓ‬ ‫ﺕ ﺿﺨﻤﺔ ﻟﻨﻘﻞ ﻛﻤﻴﺎ ٍ‬‫ﺍﳌﺰﻳﺞ ﺍﺳﺘﺨﺪﺍﻡ ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺳﻌﺎ ٍ‬
‫ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻣﺮﻭﻧ ٍﺔ ﺟ‪‬ﻴﺪﺓ‪ ،‬ﻭﺗﻜﻠﻔ ٍﺔ ﻣﻌﻘﻮﻟﺔ‪.‬‬
‫‪ -2‬ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ)‪ :(1‬ﻳﺮﺑﻂ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﻋﻘﺪ ﺍﳌﺆﺳﺴﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪ ،‬ﻭﻳﻌﺰﻝ ﻛﻞ ﻋﻘﺪ ٍﺓ ﻋـﻦ‬
‫ﺕ ﻛـﺜﲑﺓ‪،‬‬
‫ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﻗﺪ ﲢﺪﺙ ﻋﻠﻰ ﺃﺟﺰﺍﺀ ﺍﻟﻨﺎﻗﻼﺕ ﺍﻷﺧﺮﻯ‪ .‬ﻭﺗﺘﻮﱠﻓﺮ ﻣﺌﺎﺕ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﻣﻦ ﻣﺆﺳﺴﺎ ٍ‬
‫ﻣﺜﻞ ﻣﺆﺳﺴﺔ ‪ ،Bay Networks‬ﻭﻣﺆﺳﺴﺔ ‪ ،IBM‬ﻭﻣﺆﺳﺴﺔ ‪.Com3‬‬
‫ﳒﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﻴﺎﺭ ﺍﻟﺴﻌﺔ‪ ،‬ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﳛﺘﻮﻱ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﻋﻠﻰ ﻋﺪ ٍﺩ ﻛـﺎﻑ ﻣـﻦ ﺍﻟﺒﻮﺍﺑـﺎﺕ‪،‬‬
‫ﻟﻴﺴﺘﻮﻋﺐ ﲨﻴﻊ ﺍﻟﻌﻘﺪ ﰲ ﻣﻨﻄﻘﺔ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻭﻳﺘﺮﺍﻭﺡ ﻋﺪﺩ ﺑﻮﺍﺑﺎﺕ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﺍﻟﻘﺴﻤﻲ)‪ (2‬ﻋﺎﺩ ﹰﺓ ﻣﺎ ﺑﲔ ‪ 8‬ﻭ ‪12‬‬
‫ﻉ ﻗﺴﻤﻲ ﺑﺎ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﻟﺸﺒﻜﺔ؛ ﲝﻴﺚ ﳝﻜﻦ ﺯﻳﺎﺩﺓ‬ ‫ﺑﻮﺍﺑﺔ ﺿﻤﻦ ﺗﺸﻜﻴﻠ ٍﺔ ﺛﺎﺑﺘﺔ‪ .‬ﻭﻳﺮﺗﺒﻂ ﻛﻞ ‪‬ﻣﻔ ‪‬ﺮ ٍ‬
‫ﻉ ﺁﺧﺮ ﻣﻦ ﻫﺬﻩ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ‪ ،‬ﻳﺪﻋﻰ ﺍ ﹸﳌﻔ ‪‬ﺮﻋـﺎﺕ‬ ‫ﻉ ﺗﻠﻮ ﺍﻵﺧﺮ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻧﻮ ‪‬‬ ‫ﺍﻟﺴﻌﺔ ﺑﺈﺿﺎﻓﺔ ‪‬ﻣﻔ ‪‬ﺮ ٍ‬
‫ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﻜﺪﻳﺲ)‪ ،(3‬ﻭ‪‬ﺗﻤ ﱢﻜﻨﻨﺎ ﻫﺬﻩ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﻣﻦ ﻣﻌﺎﻣﻠﺔ ﻋﺪﺓ ‪‬ﻣﻔ ‪‬ﺮﻋﺎﺕ ‪ -‬ﻭﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ‪ -‬ﺃﺟﻬﺰﺓ‬
‫ﺍﻟﺮﻭﺗﺮ)‪ ،(4‬ﺃﻭ ‪‬ﻣﺤﱢﻠﻼﺕ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ ،‬ﺃﻭ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻟﻮﺻﻮﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ‪ -‬ﻛﻮﺣﺪ ٍﺓ ﻣﻔﺮﺩﺓ ‪‬ﻣﺴﺘﻘﱠﻠﺔ‪ .‬ﻭ‪‬ﻳﺠ‪‬ﻨﺐ‬
‫ﺠﻢ ﻋﻦ ﺭﺑﻂ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟـﺒﻌﺾ ﻋـﱪ‬ ‫ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﺍﻟﻘﺎﺑﻞ ﻟﻠﺘﻜﺪﻳﺲ ﺑﻌﺾ ﺍﻟﻘﻴﻮﺩ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﱵ ﺗﻨ ‪‬‬
‫ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ )‪ ،(LAN‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺃﻧﻪ ﻳﺴﻤﺢ ﻟﻨﺎ ﺑﺈﺿﺎﻓﺔ ﻭﻇﺎﺋﻒ ﺃﻛﺜـﺮ ﻛﻠﻤـﺎ ﺍﺣﺘﺠﻨـﺎ ﻟـﺬﻟﻚ‪.‬‬
‫ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺗﻘﻨﻴﺔ ﺍﻟﺘﻜﺪﻳﺲ ﻫﺬﻩ‪ ،‬ﺗ‪‬ﺼﺒﺢ ﺇﺩﺍﺭﺓ ﺍﻷﺟﻬﺰﺓ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺍﳌﻮﺟﻮﺩﺓ ﺿﻤﻦ ﺍ ﹸﳌﻜ ‪‬ﺪﺱ ﻣﻊ ﺑﻌﻀﻬﺎ‪،‬‬
‫ﺃﺳﻬﻞ ﻣﻦ ﺇﺩﺍﺭ‪‬ﺎ ﺑﺸﻜ ٍﻞ ﻣﺴﺘﻘﻞ ﰲ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫ﺕ ﻣﺴﺘﻘﻠﺔ)‪ ،(6‬ﺿﻤﻦ‬
‫ﻭﳝﻜﻦ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﺍﻟﻌﺎﻡ)‪ (5‬ﺍﻟﺬﻱ ﻳ‪‬ﻌﺘﱪ ﺃﻛﺜﺮ ﻣﺮﻭﻧ ﹰﺔ ﻣﻦ ﺳﺎﺑﻘﻪ‪ ،‬ﻣﻦ ﺇﺩﺧﺎﻝ ﻭﺣﺪﺍ ٍ‬
‫ﻫﻴﻜ ٍﻞ ﺧﺎﺭﺟﻲ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺑﺒﻌﺾ ﺍﳌﺰﺍﻳﺎ‪ ،‬ﻣﺜﻞ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﻄﺎﻗﺔ)‪ (7‬ﺍﻹﺿﺎﰲ‪ ،‬ﻭﻭﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺴﺘﻘﻠﺔ‪ .‬ﻭﻳـﺴﻤﺢ‬
‫ﻟﻨﺎ ﺍﳌﺴﺘﻮﻯ ﺍﳋﻠﻔﻲ)‪ (8‬ﻟﻠﻬﻴﻜﻞ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ )ﻭﺍﻟﺬﻱ ﻳ‪‬ﻌﺘﱪ ﲟﺜﺎﺑﺔ ﺷﻘﻮﻕ ﺍﻟﺘﻮ ‪‬ﺳﻊ ﰲ ﺍﳊﺎﺳﻮﺑﺎﺕ ﺍﻟﺸﺨـﺼﻴﺔ(‪،‬‬
‫ﺑﺎﻟﺮﺑﻂ ﺍﻟﺪﺍﺧﻠﻲ ﳌﺨﺘﻠﻒ ﻭﺣﺪﺍﺕ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫‪.Hubs‬‬ ‫)‪(1‬‬

‫‪.Department Hub‬‬ ‫)‪(2‬‬

‫‪.Stackable Hubs‬‬ ‫)‪(3‬‬

‫‪.Routers‬‬ ‫)‪(4‬‬

‫‪.Enterprise Hub‬‬ ‫)‪(5‬‬

‫‪.Modules‬‬ ‫)‪(6‬‬

‫‪.Power Supply‬‬ ‫)‪(7‬‬

‫‪.Backplane‬‬ ‫)‪(8‬‬
‫‪210‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﺍﳍﻴﻜﻠﻴﺔ؛ ﻭﺫﻟﻚ ﳌﺎ ‪‬ﺗﻘ ‪‬ﺪﻣﻪ ﻣـﻦ ﻣﺮﻭﻧـ ٍﺔ‬
‫ﰲ ﻋﺎﱂ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻜﺎﻣﻠﺔ‪ ،‬ﻳﻔ ‪‬‬
‫ﻭﺳﻌ ٍﺔ ﻛﺒﲑﺗﲔ‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﻮﺍﻗﻊ ﻓﺈﻥ ﺍﳊﻞ ﺍﻟﻌﻤﻠﻲ ﻭﺍﳌﺮﻥ‪ ،‬ﻫﻮ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺰﻳ ٍﺞ ﻣﻦ ﺍ ﹸﳌﺘﻔ ‪‬ﺮﻋﺎﺕ ﺍﳍﻴﻜﻠﻴـﺔ)‪،(1‬‬
‫ﻭﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﻜﺪﻳﺲ)‪ .(2‬ﻭﻳﻨﺒﻐﻲ ﰲ ﺍﳊﺎﻟﺘﲔ ﺃﻥ ﻳﺘﻀﻤ‪‬ﻦ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﺍﻟﻜﺎﻣﻞ ﳎﻤﻮﻋ ﹰﺔ ﻣـﻦ ﺛﻨﺎﺋﻴـﺎﺕ‬
‫ﺍﻹﺻﺪﺍﺭ ﺍﻟﻀﻮﺋﻲ )‪ ،(LED‬ﻟ‪‬ﺘﺸﲑ ﺇﱃ ﺣﺎﻟﺔ ﻛﻞ ﺑﻮﺍﺑ ٍﺔ ﻣﻦ ﺑﻮﺍﺑﺎﺕ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺇﱃ ﺣﺎﻟﺔ ﺣﺠﻢ ﺍﳌﺮﻭﺭ ﻋﱪ‬
‫ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫‪ -3‬ﺍﻟﺒﺪﺍﻻﺕ‪:‬‬
‫‪‬ﺗﻌﺘﱪ ﺧﺰﺍﻧﺔ ﺍﻷﺳﻼﻙ ﻣﻘﺮﹰﺍ ﻷﺣﺪ ﺧﻴﺎﺭﺍﺕ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻫﻮ ﺍﻟﺒﺪﺍﻟﺔ)‪ .(3‬ﻭﰲ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ ﺗ‪‬ﺘﺒـﻊ‬
‫ﻛﻞ ﻋﻘﺪ ٍﺓ ﳌﺎ ﻳ‪‬ﺴﻤ‪‬ﻰ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﻜﱡﻢ ﺑﺎﻟﻮﻟﻮﺝ ﺇﱃ ﺍﻟﻮﺳﻂ)‪ ،(4‬ﻣﺜﻞ ﺇﺛﺮﻧﺖ )‪ ،(Ethernet‬ﺃﻭ ﻃﺮﻳﻘﺔ ﺗﻮﻛﻦ‬
‫ﺭﻳﻨﺞ )‪ ،(Token-Ring‬ﻭﺫﻟﻚ ﻟﺘﺘﻘﺎﺳﻢ ﺍﻟﺰﻣﻦ ﻋﻠﻰ ﺍﻟﻨﺎﻗﻞ‪ .‬ﻭﻛﻠﻤﺎ ﺯﺍﺩ ﻋﺪﺩ ﺍﻟ ‪‬ﻌﻘﺪ ﰲ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻳﻨ ﹸﻘﺺ‬
‫ﺼﺺ ﻟﻜﻞ ﻋﻘﺪﺓ‪ .‬ﻭﺗﻘﻮﻡ ﺍﻟﺒﺪﺍﻟﺔ ﺑﻌﺰﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺣﻴﺚ ﺗﺘﻤﺘ‪‬ﻊ ﻛﻞ ﻋﻘﺪ ٍﺓ ‪ -‬ﻇﺎﻫﺮﻳـﹰﺎ ‪-‬‬ ‫ﺯﻣﻦ ﺍﻟﻨﻘﻞ ﺍ ﹸﳌﺨ ‪‬‬
‫ﺴﻦ ﻣﻌﺪﻝ ﺍﻹﳒﺎﺯ‪.‬‬‫ﺝ ﻻ ‪‬ﺎﺋﻲ ﻟﻠﻜﺎﺑﻞ؛ ﳑﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﲢ ‪‬‬‫ﺑﻮﻟﻮ ٍ‬
‫‪ -4‬ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ)‪:(5‬‬
‫ﺗﺄﰐ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻻﺗﺼﺎﻻﺕ)‪ (6‬ﰲ ﺃﺷﻜﺎ ٍﻝ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﻭﰲ ﺃﺩﻭﺍ ٍﺭ ﻭﻇﻴﻔﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻟﻜﻦ ﻋﻤﻠﻬﺎ ﺑـﺸﻜ ٍﻞ‬
‫ﺃﺳﺎﺳﻲ ﻫﻮ ﺗﻮﺳﻴﻊ ﺍﳌﻨﻄﻘﺔ ﺍﻟﱵ ‪‬ﺗﻐ ﱢﻄﻴﻬﺎ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ )‪ (LAN‬ﺫﺍﺕ ﺍﻟﺴﺮﻋﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﺍﻟﱵ ﺗﺘـﺮﺍﻭﺡ‬
‫ﺑﲔ ‪ 10‬ﻭ ‪ 100‬ﻣﻴﺠﺎ ﺑﺎﻳﺖ ﰲ ﺍﻟﺜﺎﻧﻴﺔ؛ ﲝﻴﺚ ﺗﺰﻳﺪ ﺍﳌﻨﻄﻘﺔ ﺍﳌﻐﻄﺎﺓ ﻋﻦ ﺍﳊﺪﻭﺩ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺒﻠﻎ ﺣﻮﺍﱄ‬
‫ﻼ ﻭﺍﺣﺪﹰﺍ‪ ،‬ﻟﺘﺼﻞ ﺇﱃ ﻣﺎ ‪‬ﺗﻐ ﱢﻄﻴﻪ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻮﺍﺳﻌﺔ )‪ .(7)(WANs‬ﻭ‪‬ﺗﺴﺘﺨﺪﻡ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﱵ‬ ‫ﻣﻴ ﹰ‬
‫ﺗﺮﺑﻂ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﺗﻘﻨﻴﺎﺕ ‪‬ﺭﺯﻡ ﺍﻻﺧﺘﺒﺎﺭ)‪ (8‬ﺍﳌﹸﺘﻄﻮ‪‬ﺭﺓ؛ ﻟﺘﻮﺟﻴـﻪ ﺣﺮﻛـﺔ ﻣـﺮﻭﺭ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻭﺟﻬﺘﻬﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬

‫‪.Chassis Hubs‬‬ ‫)‪(1‬‬

‫‪.Stackable Hubs‬‬ ‫)‪(2‬‬

‫‪.switch‬‬ ‫)‪(3‬‬

‫‪.Media Access Control Scheme‬‬ ‫)‪(4‬‬

‫‪.Router‬‬ ‫)‪(5‬‬

‫‪.Communication Server‬‬ ‫)‪(6‬‬

‫‪.Wide Area Networks‬‬ ‫)‪(7‬‬

‫‪.Packet Inspection‬‬ ‫)‪(8‬‬


‫‪211‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﳝﻜﻦ ﻷﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﺃﻥ ﺗﻌﻤﻞ ﻋﻠﻰ ﳐﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺍﳋﻄﻮﻁ ﺍﳍﺎﺗﻔﻴﺔ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺍﳋﻄﻮﻁ ﺍﳌﹸـﺆ ‪‬ﺟﺮﺓ‬
‫)‪(1‬‬

‫ﻉ ﺷﺎﺋﻊ ﻣﻦ‬
‫ﺧﻄﻮﻃﹰﺎ ﻫﺎﺗﻔﻴﺔ ﺭﻗﻤﻴﺔ‪ .‬ﻭﺧﻄﻮﻁ ‪ T-1 Circuit‬ﺍﻟﱵ ﺗﻌﻤﻞ ﲟﻌﺪﻝ ‪ Mbps 1.544‬ﻫﻲ ﻧﻮ ‪‬‬
‫ﺍﳋﻄﻮﻁ ﺍ ﹸﳌﺆ ‪‬ﺟﺮﺓ‪.‬‬
‫‪‬ﻳﺴﺘﺨﺪﻡ ﻛﻞ ‪‬ﻣﻨِﺘ ٍﺞ ﻣﻦ ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ ﻷﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ‪ ،‬ﻟﻼﺗﺼﺎﻝ ﺑﲔ ﺭﻭﺗﺮ ﻭﺁﺧﺮ؛‬
‫ﻭﳍﺬﺍ ﻳﻨﺒﻐـﻲ ﺷـﺮﺍﺀ ﺃﺟﻬـﺰﺓ ﺍﻟﺮﻭﺗـﺮ ﻋﻠـﻰ ﺷـﻜﻞ ﺃﺯﻭﺍﺝ‪ .‬ﺗﺘـﻀﻤ‪‬ﻦ ﺑﺮﻭﺗﻮﻛـﻮﻻﺕ ﺍﻟﺮﻭﺗـﺮ‬
‫ﻫﺬﻩ‪ ،‬ﺑﺮﻭﺗﻮﻛﻮﻝ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﻭﺗﺮ )‪ ،(2)(RIP‬ﻭﺑﺮﻭﺗﻮﻛﻮﻝ ﺃﻗﺼﺮ ﻣﺴﺎﺭ ﻣﻔﺘﻮﺡ ﺃﻭﻻ )‪ (3)(OSPF‬ﺍﻟﺬﻱ‬
‫ﻳﺴﺘﺨﺪﻡ ﺍﻟﺸﺒﻜﺎﺕ ﺍ ﹸﳌﻌﺘ ِﻤﺪﺓ ﻋﻠﻰ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺘـﺸﺒﻴﻚ ‪ ،TCP/IP‬ﻭﺑﺮﻭﺗﻮﻛـﻮﻝ )‪ (4)(IGRP‬ﻣـﻦ‬
‫ﻣﺆﺳﺴﺔ ‪ ،Cisco‬ﻭﺑﺮﻭﺗﻮﻛﻮﻝ )‪ (5)(NLSP‬ﻣﻦ ﻣﺆﺳﺴﺔ ‪.Novell‬‬
‫ﺕ‬
‫ﲢﺘﻮﻱ ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﻣﺮﻛﺰﻳﺔ ﺍﳌﻮﻗﻊ)‪ - (6‬ﺃﻭ ﻣﺎ ﻳ‪‬ﺴﻤ‪‬ﻰ ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﺍﻟﻌﺎﻣﺔ)‪ - (7‬ﻋﻠﻰ ﺑﻮﺍﺑـﺎ ٍ‬
‫ﻟﻠﺸﺒﻜﺎﺕ ﺍﻟﻮﺍﺳﻌﺔ‪ ،‬ﻭﲤ ‪‬ﺰﺝ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﻋﻠﻰ ﻣﻔﺎﺗﻴﺢ ﺍﻟﺘﺒﺪﻳﻞ)‪(8‬؛ ﻟﻠﺤـﺼﻮﻝ ﻋﻠـﻰ‬
‫ﻣﺮﺩﻭﺩ ﻋﺎ ٍﻝ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺃﺟﻬﺰﺓ ﺭﻭﺗﺮ ﺍﻷﻗﺴﺎﻡ ﺍﶈﻴﻄﻴﺔ)‪ (9‬ﺃﻗﻞ ﲤﻴﻴﺰﹰﺍ ﳌﺎ ‪‬ﺗﺮﺳﻠﻪ ﻋﱪ ﻭﺻﻠﺔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻮﺍﺳـﻌﺔ‪،‬‬
‫ﺕ ﺑﲔ ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﺍﶈﻴﻄﻴﺔ ﺍﳌﻮﺿﻮﻋﺔ ﰲ ﺍﳌﻜﺎﺗﺐ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﺃﺟﻬﺰﺓ‬ ‫ﺇﻻ ﺃ‪‬ﺎ ﺃﻗﻞ ﺗﻜﻠﻔﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺍﺗﺼﺎﻻ ‪‬‬
‫ﺍﻟﺮﻭﺗﺮ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﲣﺘﻠﻒ ﺗﻜﻠﻔﺘﻬﺎ ﺑﺸﻜ ٍﻞ ﻛﺒﲑ ﻋﻦ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ؛ ﻭﺫﻟﻚ ﺗﺒﻌﹰﺎ ﻟﻌﺪﺩ ﺍﻟﱪﻭﺗﻮﻛﻮﻻﺕ ﺍﻟﱵ‬
‫ﺗﺴﺘﻄﻴﻊ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻟﻮﺻﻼﺕ ﺍﳌﻮﺟﻮﺩﺓ ﳋﻄﻮﻁ ﺷﺒﻜﺎﺕ ﺍﻟـ ‪.WAN‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺩﻭﺭ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬


‫ﺑﻌﺪ ﺗﻌﺮﻳﻔﻨﺎ ﻟﻼﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﺍﻟﺸﺒﻜﺎﺕ ﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ ﰲ ﺍﳌﻄﻠﺒﲔ ﺍﻟـﺴﺎﺑﻘﲔ‬
‫ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺩﻭﺭ ﺍﻟﺸﺒﻜﺎﺕ ﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫‪.Leased Lines‬‬ ‫)‪(1‬‬

‫‪.Routing Information Protocol‬‬ ‫)‪(2‬‬

‫‪.Open Shortest Path First‬‬ ‫)‪(3‬‬

‫‪.Interior Gateway Routing Protocol‬‬ ‫)‪(4‬‬

‫‪.Netware Link Services Protocol‬‬ ‫)‪(5‬‬

‫‪.Central-Site‬‬ ‫)‪(6‬‬

‫‪.Enterprise Hub‬‬ ‫)‪(7‬‬

‫‪.Switches‬‬ ‫)‪(8‬‬

‫‪.Periphral Departmental Routers‬‬ ‫)‪(9‬‬


‫‪212‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻓﻮﺍﺋﺪ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬


‫ﻟﻘﺪ ﺃﺩﺭﻙ ﺍ ﹸﳌﺴ‪‬ﻴﺮﻭﻥ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺿﺮﻭﺭﺓ ﻭﺃﳘﻴﺔ ﺭﺑﻂ ﺃﺟﻬﺰﺓ ﺍﳊﻮﺍﺳﻴﺐ ﺑﺒﻌﻀﻬﺎ؛ ﻭﺫﻟﻚ ﻣـﻦ‬
‫ﺃﺟﻞ ﺗﺒﺎﺩ‪‬ﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻫﺬﻩ ﺑﻌﺾ ﻣ‪‬ﻤﻴ‪‬ﺰﺍﺕ ﺍﻟﺸﺒﻜﺎﺕ‪:‬‬
‫‪ -‬ﺍﻗﺘﺴﺎﻡ ﺍﳌﻠﻔﺎﺕ‪ ،‬ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﲔ ﻋﺪﺓ ‪‬ﻣﺴﺘﺨ ِﺪﻣﲔ؛‬
‫‪ -‬ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻷﻓﺮﺍﺩ )ﺑﻮﺍﺳﻄﺔ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﳊﻮﺍﺭ ﺍﳌﺒﺎﺷﺮ‪... ،‬ﺇﱁ(؛‬
‫ﺕ ﺻﻨﺎﻋﻴﺔ(؛‬‫‪ -‬ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﻌﻤﻠﻴﺎﺕ )ﺑﲔ ﺁﻻ ٍ‬
‫‪ -‬ﺿﻤﺎﻥ ﻭﺣﺪﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ )ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ(؛‬
‫ﻼ ﺍﻟﺮﺳـﺎﺋﻞ‬
‫ﺗﺴﻤﺢ ﻛﺬﻟﻚ ﺍﻟﺸﺒﻜﺎﺕ ﺑﺘﻮﺣﻴﺪ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﰲ ﺇﻃﺎﺭ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻓﻤـﺜ ﹰ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﻳﻮﻣﻴﺎﺕ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﱵ ﺗﺴﻤﺢ ﺑﺎﻻﺗﺼﺎﻝ ﺍﻟﻔﻌ ﹶﺬﺍﻝ ﻭﺍﻟﺴﺮﻳﻊ‪ .‬ﻭﻫﺬﻩ ﻣﺰﺍﻳﺎ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪:‬‬
‫ﺤﻘﺎﺕ ﺍﳊﺎﺳﻮﺏ؛‬ ‫‪ -‬ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻋﻦ ﻃﺮﻳﻖ ﺍﻗﺘﺴﺎﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭ ‪‬ﻣﻠ ‪‬‬
‫‪ -‬ﺗﻮﺣﻴﺪ ﺷﻜﻞ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛‬
‫‪ -‬ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻨﻈﻴﻢ ﺑﻔﻌﺎﻟﻴ ٍﺔ ﺃﻛﺜﺮ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻮﻟﻮﺝ )ﺍﻻﺗﺼﺎﻝ( ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﺗﻘﻮﻡ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻟﻮﻟﻮﺝ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ (1‬ﺑﺘﻮﺳﻴﻊ ﳎﺎﻝ ﻋﻤﻞ ﺍﻟﺸﺒﻜﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍ ﹸﳌﻮﺩﻣﺎﺕ)‪ (2‬ﻭﺍﳋﻄـﻮﻁ‬
‫ﺍﳍﺎﺗﻔﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﺭﺋﻴﺴﻴﺎﻥ ﻣﻦ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻟﻮﻟﻮﺝ‪ :‬ﺍﻟﺘﺤﻜﱡﻢ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ ،(3‬ﻭﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴـﺪﺓ)‪(4‬؛ ﻟﻜـﻦ‬
‫ﺑﻌﺾ ﺍﻟﻨ‪‬ﻈﻢ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﻟﻨﻮﻋﲔ ﻣﻌﹰﺎ‪.‬‬
‫ﰲ ﻧﻈﺎﻡ ﺍﻟﺘﺤﻜﱡﻢ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻳﻘﻮﻡ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻨﺎﺩﻱ)‪ (5‬ﺑﺎﻟﺘﺤﻜﱡﻢ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﳊﺎﺳﻮﺏ ﺍﻟﺒﻌﻴﺪ‪ ،‬ﺍﻟﺬﻱ‬
‫ﻳ‪‬ﺴﻤ‪‬ﻰ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻀﻴﻒ)‪ ،(6‬ﻭ‪‬ﻳﺮﺳﻞ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻨﺎﺩﻱ ﺿﻐﻄﺎﺕ ﺍﳌﻔﺎﺗﻴﺢ)‪ (7‬ﻣـﻦ ﺧـﻼﻝ ﺍﳌـﻮﺩﻡ ﺇﱃ‬
‫ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻀﻴﻒ‪ ،‬ﺍﻟﺬﻱ ‪‬ﻳﺮﺳﻞ ﺑﺪﻭﺭﻩ ﺻﻮﺭﹰﺍ ﻋﻦ ﳏﺘﻮﻳﺎﺕ ﺷﺎﺷﺘﻪ ﺇﱃ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻨﺎﺩﻱ‪ .‬ﻭﻳﺘ ‪‬ﻢ ﺗﻨﻔﻴﺬ‬

‫‪.Remote Access Servers‬‬ ‫)‪(1‬‬

‫‪.Modems‬‬ ‫)‪(2‬‬

‫‪.Remote Control‬‬ ‫)‪(3‬‬

‫‪.Remote Node‬‬ ‫)‪(4‬‬

‫‪.Calling PC‬‬ ‫)‪(5‬‬

‫‪.Host PC‬‬ ‫)‪(6‬‬

‫‪.Keystrockes‬‬ ‫)‪(7‬‬
‫‪213‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﱪﺍﻣﺞ ﰲ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻀﻴﻒ‪ ،‬ﻭﻟﺬﻟﻚ ﻻ ﺗﻠﻌﺐ ﻗﻮﺓ ﺍﳌﻌﺎﳉﺔ ﺃﻭ ﺳﻌﺔ ﺍﻟﺘﺨﺰﻳﻦ ﰲ ﺍﳊﺎﺳـﻮﺏ ﺍﳌﻨـﺎﺩﻱ‬
‫ﻼ؛‬
‫ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ .‬ﻭﻗﺪ ﳒﺪ ﺃﻥ ﻋﻤﻠﻴﺔ ﻃﺒﺎﻋﺔ ﺍﳌﻠﻔﺎﺕ ﺃﻭ ﻧﻘﻠﻬﺎ ﻋﻤﻠﻴ ﹰﺔ ﺑﻄﻴﺌﺔ ﻭ ‪‬ﻣﺜ‪‬ﺒﻄ ﹰﺔ ﻟﻶﻣﺎﻝ ﻗﻠﻴ ﹰ‬
‫ﻷﻥ ﺍﻟﺴﻮﺍﻗﺔ ‪ C‬ﺃﺻﺒﺤﺖ ﺳﻮﺍﻗﺔ ﺍﻟﻨﻈﺎﻡ ﺍ ﹸﳌﻀﻴﻒ‪ ،‬ﻭﻳﺘ ‪‬ﻢ ﲡﺎ ‪‬ﻫﻞ ﺍﻟﺴﻮﺍﻗﺔ ﺍﶈﻠﱢﻴﺔ‪.‬‬
‫ﺸﺮﺓ ﺑﻜﺜﺮﺓ‪ ،‬ﺑﺮﻧـﺎﻣﺞ )‪ (Carbon Copy‬ﻣـﻦ ﻣﺆﺳـﺴﺔ‬ ‫ﺗﺘﻀﻤ‪‬ﻦ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺤﻜﱡﻢ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍ ﹸﳌﻨﺘ ِ‬
‫)‪ (Microcom‬ﻭﺑﺮﻧــﺎﻣﺞ )‪ (Close-up‬ﻣــﻦ ﻣﺆﺳــﺴﺔ )‪ (Norton-Lambert‬ﻭﺑﺮﻧــﺎﻣﺞ‬
‫ﺏ ﺃﻥ ﻳﻌﻤﻞ ﲢﺖ ﻧﻈﺎﻡ ﺍﻟـﺘﺤﻜﱡﻢ‬ ‫)‪ (PcAnywhere‬ﻣﻦ ﻣﺆﺳﺴﺔ )‪ .(Symantec‬ﻭﳝﻜﻦ ﻷﻱ ﺣﺎﺳﻮ ٍ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﺇﻻ ﺃﻥ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻣﺜﻞ ﻣﺆﺳﺴﺔ )‪ (Cubix And J&L‬ﺗﻘ ‪‬ﺪﻡ ﻋﺘـﺎﺩﹰﺍ ﺧﺎﺻـﹰﺎ ﳍـﺬﺍ‬
‫ﺍﻟﻐﺮﺽ‪.‬‬
‫‪‬ﺗﻌﺘﱪ ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ)‪ ،(1‬ﺍﻣﺘﺪﺍﺩﹰﺍ ﻓﻌﻠﻴﹰﺎ ﻟﻠﺸﺒﻜﺔ ﻋﱪ ﺟﻬﺎﺯ ﺍﳌﻮﺩﻡ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻗـﻮﺓ ﺍﳊﺎﺳـﻮﺏ‬
‫ﺍ ﹸﳌﻨﺎﺩﻱ‪ ،‬ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍ ﹸﳌﺮ ﱠﻛﺒﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻭﻳﺴﺘﻄﻴﻊ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻮ ﺍﻷﺟﻬﺰﺓ ﺍﶈﻤﻮﻟـﺔ ﺃﻥ ﻳﺘﻌـﺎﻣﻠﻮﺍ ﻣـﻊ‬
‫ﺳﻮﺍﻗﺎﺕ ﻭﻃﺎﺑﻌﺎﺕ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﻛﺄ‪‬ﻢ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﻣﻦ ﺃﺟﻬﺰ ٍﺓ ﻣﻮﺻـﻮﻟﺔ ﺑﺎﻟـﺸﺒﻜﺔ ﺍﶈﻠﱢﻴـﺔ )‪.(LAN‬‬
‫ﳝﻜﻦ ﺃﻥ ﺗﺪﻓﻊ ﺃﻱ ﺳﻌﺮ ﹸﳌﺰ ‪‬ﻭﺩ ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ)‪ .(2‬ﻭﺗﺄﰐ ﺑﺮﳎﻴﺎﺕ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ‪ ،‬ﻣﺮﻓﻘ ﹰﺔ ﻣﻊ ﺑﺮﻧﺎﻣﺞ‬
‫)‪ ،(MS WINDOWS NT‬ﻭﺗﺮﻓﻖ ﺑﺮﳎﻴﺎﺕ ﺯﺑﻮﻥ )‪ (Client‬ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ ﻣﻊ ﺑﺮﻧـﺎﻣﺞ ‪(OS/2‬‬
‫)‪ Warp Connect‬ﻭﺑﺮﻧﺎﻣﺞ )‪ .(MS WINDOWS 95‬ﻭ‪‬ﺗﻘ ‪‬ﺪﻡ ﻣﺆﺳــــــﺴﺎﺕ ﻣﺜـﻞ‬
‫)‪ (U.S. Robotics‬ﻭ )‪ (Shiva‬ﻭ )‪ (Microcom‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ ﻭﻋﺘﺎﺩﻩ‪ ،‬ﰲ ﺣﺰﻣ ٍﺔ ﻭﺍﺣـﺪﺓ‪،‬‬
‫ﻛﻤﺎ ﺗﺘﻀﻤ‪‬ﻦ ﺍﳊﺰﻣﺔ ﺫﺍ‪‬ﺎ ﺑﺮﺍﻣﺞ ﺍﻟﺰﺑﻮﻥ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﻭﺗ‪‬ﻄﺒ‪‬ﻖ ﻣﻌﺎﻳﲑ ﺍﻟﺴﻌﺔ ﻭﺍﳌﺮﻭﻧﺔ ﻋﻠﻰ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻟﻮﻟﻮﺝ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﳉﻬﺎﺯ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠـﻰ‬
‫ﲦﺎﻥ ﺑﻮﺍﺑﺎﺕ‪ ،‬ﻣﻊ ﻗﻮﺓ ﻣﻌﺎﳉﺔ ﺟﻴﺪﺓ‪ ،‬ﻭﻗﺎﺑﻠﻴ ٍﺔ ﻟﻠﻌﻤﻞ ﻣﻊ ﺣﺎﺳﻮﺑﺎﺕ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺣﺎﺳـﻮﺑﺎﺕ‬
‫ﺍﳌﺎﻛﻨﺘﻮﺵ‪ ،‬ﺧﻴﺎﺭﻧﺎ ﺍﻷﻣﺜﻞ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﺪ ‪‬ﻋﻢ ﻫﺬﺍ ﺍﳉﻬﺎﺯ ﺑﺮﻭﺗﻮﻛﻮﻻﺕ ﺍﻟﺘﺸﺒـﻴﻚ )‪ (IP‬ﻭ)‪(IPX‬‬
‫ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﻟﻜﺎﻣﻠﺔ ﻣﻦ ﻣﻮﺩﻣﺎﺕ )‪ ،(V.34‬ﻭﻳﻘﻮﺩ ﲨﻴـﻊ ﺑﻮﺍﺑـﺎﺕ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﲟﻌﺪﻝ ‪ 2115‬ﻛﻴﻠﻮﺑﺎﻳﺖ ﰲ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬

‫‪.Remote-Node‬‬ ‫)‪(1‬‬

‫‪.Remote-Node Server‬‬ ‫)‪(2‬‬


‫‪214‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺁﺛﺎﺭﻫﺎ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪.‬‬


‫ﺕ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺷ ﱠﻜﻠﺖ ﺷﺒﻜﺎﺕ ﺍﺗﺼﺎﻝ ﳌﻌﺮﻓﺔ ﺃﺛﺮ ﻫـﺬﻩ‬ ‫ﻟﻘﺪ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺘﺠﺎﺭﺏ ﻋﻠﻰ ﳎﻤﻮﻋﺎ ٍ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺍﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ‪ .‬ﻭﻗﺪ ﺗﺒ‪‬ﻴﻦ ﺃﻥ‬
‫ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻝ ﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﻣﻦ ‪‬ﻳ‪‬ﺘﺼﻞ ﲟﻦ ﻭﳌﺎﺫﺍ ؟‬
‫‪ -‬ﻋﺪﺩ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ‪‬ﻳ‪‬ﺘﺼﻞ ‪‬ﻢ ﺍﻟﻔﺮﺩ؛‬
‫‪ -‬ﺩﺭﺟﺔ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﻜﻮﻳﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﺪﱢﻓﻘﺔ ﰲ ﺍﻟﺸﺒﻜﺔ؛‬
‫‪ -‬ﺩﺭﺟﺔ ﲤﻠﱡﻚ ﺍﻟﻔﺮﺩ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﻣﻦ ﻳﺪﺭﻛﻪ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻨﺘﺴﺒﲔ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻛﻘﺎﺋ ٍﺪ ﰲ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﻣﻦ ﻳﺪﺭﻛﻪ ﺍﻵﺧﺮﻳﻦ ﻛﺴﺒﺐ ﺃﻭ ﻧﺘﻴﺠﺔ ﺗﺘﺄﱠﺛﺮ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -‬ﺩﺭﺟﺔ ﺭﺿﺎ ﺍﻷﻓﺮﺍﺩ ﻋﻦ ﺃﺩﻭﺍﺭﻫﻢ ﻭﻭﻇﺎﺋﻔﻬﻢ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﻗﺪ ‪‬ﺗﺴﺘﺨﺪﻡ ﺑﻐﺮﺽ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺗـﺸﻐﻴﻠﻬﺎ‬
‫ﻋﻠﻰ ﻧ‪‬ﻈ ٍﻢ ﳐﺘﻠﻔﺔ؛ ﺃﻭ ﺗﻘﺎ ‪‬ﺳﻢ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﺃﻭ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﺍﳊﻮﺍﺳـﻴﺐ ﺍ ﹸﳌﺘﺒﺎﻋِـﺪﺓ‬
‫ﻣﻜﺎﻧﻴﹰﺎ)‪.(1‬‬
‫ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺷﺒﻜ ٍﺔ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ ﺗﺴﻤﺢ ﺑﺎﻟﻮﺻﻮﻝ ﺇﱃ ﻗﻮﺍﻋﺪ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺒﺎﺩ‪‬ﻝ ﳏﺘﻮﻳﺎ‪‬ﺎ‪ .‬ﻭﻻ ﳝﻜﻦ ﺍﳊﺪﻳﺚ ﻋﻦ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﻭﻥ ﺍﳊﺪﻳﺚ ﻋـﻦ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻭ‪‬ﺪﻑ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺖ ﻭﺟﻬ ٍﺪ ﻭﺗﻜﻠﻔ ٍﺔ ﳑﻜﻨﺔ؛‬ ‫‪ -1‬ﺗﺴﻬﻴﻞ ﻭﺻﻮﻝ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻹﻓﺎﺩﺓ ﻣﻨﻬﺎ ﺑﺄﻗﻞ ﻭﻗ ٍ‬
‫ﺕ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺃﻓﻀﻞ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺘﲔ ﺍﻟﻜﻤﻴﺔ ﻭﺍﻟﻨﻮﻋﻴﺔ؛‬
‫‪ -2‬ﺗﻘﺪﱘ ﺧﺪﻣﺎ ٍ‬
‫‪ -3‬ﺍﻹﻓﺎﺩﺓ ﺍﻟ ﹸﻘﺼﻮﻯ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍ ﹸﳌﺘﻮﺍِﻓﺮﺓ ﺣﺎﻟﻴﹰﺎ؛‬
‫‪ -4‬ﺯﻳﺎﺩﺓ ﺇﻧﺘﺎﺟﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﳎﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺧﺪﻣﺎ‪‬ﺎ‪.‬‬
‫ﻭﻗﺪ ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻧﺘﻴﺠ ﹰﺔ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﺃﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﳎﺎﻻﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ؛‬

‫ﲨﻴﻞ ﺃﲪﺪ ﻭﻓﻴﻖ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻣﺪﺧﻞ ﻭﻇﻴﻔﻲ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﻣﺼﺮ‪ ،2000 ،‬ﺹ ‪.76‬‬ ‫)‪(1‬‬
‫‪215‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -2‬ﺿﺨﺎﻣﺔ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻔﻜﺮﻱ ﺍﻟﻌﺎﳌﻲ ﳌﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺃﺷﻜﺎﳍﺎ ﻭﻣﻮﺿﻮﻋﺎ‪‬ﺎ‪ ،‬ﻭﻟﻐﺎ‪‬ﺎ؛ ﳑـﺎ‬
‫ﺃ ‪‬ﺩﻯ ﺇﱃ ﻇﺎﻫﺮﺓ ﺍﻧﻔﺠﺎﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﻣﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -3‬ﺗﺸ‪‬ﺘﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﺼﺎﺩﺭﻫﺎ ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪ ﺃﻭ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺪﻭﱄ‪ ،‬ﻭﻛﺜﺮﺓ ﺍﳌﻌﻮﻗﺎﺕ ﺃﻣﺎﻡ ﺍﻟﻮﺻﻮﻝ‬
‫ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ؛‬
‫‪ -4‬ﺗﻄﻮ‪‬ﺭ ﺻﻨﺎﻋﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺸﻜ ٍﻞ ﻋﺎﻡ‪ ،‬ﻭﺍﳊﻮﺍﺳـﻴﺐ ﺑـﺸﻜ ٍﻞ ﺧـﺎﺹ‪ ،‬ﻭﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﻻﺗﺼﺎﻻﺕ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺗﺴﻬﻴﻞ ﻓﻜﺮﺓ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻧﺘﺸﺎﺭﻫﺎ‪.‬‬
‫ﻭﲢﺘﺎﺝ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﻋﺪ ٍﺩ ﻣﻦ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻭﻫﻲ‪:‬‬
‫• ﺗﻮﻓﲑ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﺷﻜﺎﳍﺎ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﻏﲑ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ )ﻗﻮﺍﻋﺪ ﻭﺑﻨﻮﻙ ﺍﳌﻌﻠﻮﻣﺎﺕ(؛‬
‫• ﺗﻮﻓﲑ ﺍﻷﺟﻬﺰﺓ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﺸﺒﻜﺔ ‪ Hardware‬ﻣﻦ ﺣﻮﺍﺳﻴﺐ ﻭﻏﲑﻫﺎ؛‬
‫• ﺗﻮﻓﲑ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ‪ Software‬ﳌﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ ،‬ﻭﳝﻜﻦ ﺗﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻟﱪﳎﻴﺎﺕ‬
‫ﺃﻭ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﱪﳎﻴﺎﺕ ﺍﳉﺎﻫﺰﺓ؛‬
‫• ﺗﻮﻓﲑ ﻧﻈﺎ ٍﻡ ﻣﻨﺎﺳﺐ ﻟﻼﺗﺼﺎﻻﺕ ﳚﻌﻞ ﺍﻟﺸﺒﻜﺔ ﻗﺎﺩﺭ ﹰﺓ ﻋﻠﻰ ﺗﺒﺎﺩ‪‬ﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﲔ ﺍﳉﻬﺎﺕ ﺍﳌﺸﺎﺭﻛﺔ ﰲ‬
‫ﺍﻟﺸﺒﻜﺔ؛‬
‫• ﺗﻮﻓﲑ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳋﱪﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻭﺍ ﹸﳌﺆ ‪‬ﻫﻠﺔ ﻣﻦ ‪‬ﻣﱪ ِﻣﺠﲔ ﻭ ‪‬ﻣﺸﺘ ِﻐﻠﲔ ﻭﺧـﱪﺍﺀ ﻭﺇﺩﺍﺭﻳـﲔ‪،‬‬
‫‪...‬ﺍﱁ؛‬
‫• ﺃﻣﺎ ﺍﳌﹸﺘﻄﻠﱠﺐ ﺍﻷﺧﲑ ﻟﻠﺸﺒﻜﺔ ﻓﻬﻮ "ﺍﳌﺴﺘﻔﻴﺪﻭﻥ ﺍﻟﻨﻬﺎﺋﻴﻮﻥ" ﺍﻟﺬﻳﻦ ﺳ‪‬ﺘﻘ ‪‬ﺪﻡ ﳍـﻢ ﺍﻟـﺸﺒﻜﺔ ﻣﻌﻠﻮﻣﺎ‪‬ـﺎ‬
‫ﻭﺧﺪﻣﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻳﺘﻜ ‪‬ﻮﻥ ﳎﺘﻤﻊ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻏﺎﻟﺒﹰﺎ ﻣﻦ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﳎﺎﻝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -‬ﻣ‪‬ﺘﺨِﺬﻭ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺧﺎﺻ ﹰﺔ ﰲ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﻌﻠﻴﺎ؛‬
‫ﺼﺼﺎﺕ ﻭﺍﳌﻴﺎﺩﻳﻦ؛‬ ‫‪ -‬ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﳐﺘﻠﻒ ﺍﻟﺘﺨ ‪‬‬
‫‪ -‬ﺍﻟﺪﺍﺭﺳﻮﻥ ﻭﺧﺎﺻ ﹰﺔ ﻃﻠﺒﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ؛‬
‫‪ -‬ﺍﳌﹸﺘﺨﺼ‪‬ﺼﻮﻥ ﻭﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﺍﳌﻴﺎﺩﻳﻦ ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -‬ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳊﻜﻮﻣﻴﺔ ﻭﻏﲑﻫﺎ؛‬
‫‪ -‬ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺘﻮﺛﻴﻖ ﻭﻣﺮﺍﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪216‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﺎﻫﻴﺔ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬
‫ﺳﻨﻌﺘﱪ ﰲ ﻫﺬﻩ ﺍﳌﺒﺤﺚ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻛﺄﺣﺪ ﺃﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ‪‬ﺑﻌﺪ ﺍﻟـﱵ ﺗـﺘ ‪‬ﻢ ﻏﺎﻟﺒـﹰﺎ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭ ﺃﺣﺪ ﺃﺷـﻜﺎﻝ ﺍﻷﻋﻤـﺎﻝ ﺍﻻﻟﻜﺘﺮﻭﻧﻴـﺔ ﺍﻟـﱵ ﺗـﺘﻢ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﳊﺎﺳﻮﺏ؛ﲝﻴﺚ ﺗﺴﺎﻫﻢ ﻫﺬﻩ ﺍﻵﻟﻴﺔ ﰲ ﺍﻟﻌﻤﻞ ﻣﻦ ﲣﻔﻴﺾ ﺣﺪﺓ ﺍﻟﺒﻄﺎﻟﺔ ﻭ ﺍﳔﻔﺎﺽ ﺗﻜﺎﻟﻴﻔﻬﺎ ﺯﻳﺎﺩﺓ ﻋﻠﻰ‬
‫ﺗﻮﻓﲑ ﻋﺎﻣﻠﻲ ﺍﳌﻜﺎﻥ ﻭ ﺍﻟﺰﻣﺎﻥ ﳑﺎ ﳚﻌﻞ ﻓﺎﺋﺪ‪‬ﺎ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﻭ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺍﻟﻌﻤﻞ ﺑﻌﻴﺪﺍ‬
‫ﻋﻦ ﻣﻘﺮ ﺍﳌﺆﺳﺴﺔ ﻛﻤﺎ ﻳﺴﺎﻫﻢ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﻤﻞ ﰲ ﺗﺄﺩﻳﺔ ﺑﻌﺾ ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺗﻨﻘﻼﺕ ﻛـﺜﲑﺓ‬
‫ﻭﻫﻲ ﻣﻴﺰﺓ ﻏﺎﻟﺒﻴﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻌﺎﺻﺮﺓ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬


‫ﻒ ﻣﻘﺒﻮﻝ ﺃﻭ ‪‬ﻣﺘ‪‬ﻔ ٍﻖ ﻋﻠﻴﻪ ﻣﻦ ﻗﺒﻞ ﺍﳉﻤﻴﻊ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ‪.‬‬
‫ﺗﻨ‪‬ﺒﻊ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻣﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﺗﻌﺮﻳ ٍ‬
‫ﻓﻌﻠﻰ ﺍﺧﺘﻼﻑ ﻣ‪‬ﺴﺘﺨﺪِﻣﻲ ﺍﳌﺼﻄﻠﺢ؛ ﳜﺘﻠﻒ ﺍﳌﻌﲎ ﺍﳌﻘﺼﻮﺩ ﺑﻪ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ‪ ،‬ﺑـﻞ ﻭﻳـﺴﺘﺨﺪﻣﻮﻥ‬
‫ﺕ ﺃﺧﺮﻯ ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﺍﳌﻌﲎ ﻧﻔﺴﻪ ﻣﺜـﻞ‪:‬‬ ‫ﺕ ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﻣﻌﲎ ﻣ‪‬ﻘﺎﺭﺑﻜﻤﺎ ﺃﻧﻪ ﺗﺴﺘﺨﺪﻡ ﻛﻠﻤﺎ ‪‬‬ ‫ﻣﺼﻄﻠﺤﺎ ٍ‬
‫ﺍﻟﺘﻨﻘﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪ ،(1‬ﺍﻟﻌﻤﻞ ﻣﻦ ﻣﺴﺎﻓﺔ ﺑﻌﻴﺪﺓ)‪ ،(2‬ﻭﺍﻟﻌﻤﻞ ﰲ ﺍﳌﱰﻝ)‪ ،(3‬ﻭﺍﻟﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﺍﻟـﺸﺒﻜﺎﺕ)‪،(4‬‬
‫ﻒ ﻣ‪‬ﺤﺪ‪‬ﺩ ﳌﺼﻄﻠﺢ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺳﻨﺤﺎﻭﻝ‬ ‫ﻭﺍﻟﻌﻤﻞ ﺍﳌﺮﻥ)‪.(5‬ﻭﻛﺬﻟﻚ ﰲ ﻏﻴﺎﺏ ﻭﺟﻮﺩ ﺇﲨﺎﻉٍ ﻋﻠﻰ ﺗﻌﺮﻳ ٍ‬
‫ﺇﳚﺎﺩ ﺑﻌﺾ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﱵ ﺗﻐﻄﻲ ﺃﻧﻮﺍﻋﹰﺎ ﳐﺘﻠﻔﺔ ﻣﻦ ﳑﺎﺭﺳﺎﺕ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ ﻭﺍﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻋﻦ ﺑ‪‬ﻌﺪ ‪:‬‬
‫)‪(6‬‬

‫ﻉ ﻣـﻦ ﺍﻟﻄـﺮﻕ‪ ،‬ﻣﻨـﻬﺎ‪ :‬ﺍﻟﺘﺤﺠـﻴﻢ‬


‫ﺕ ﻛﺜﲑﺓ ﻫﻴﻜﻠﺘﻬﺎ ﰲ ﺗﻨ ‪‬ﻮ ٍ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ‪‬ﺗﻌﻴﺪ ﻣﺆﺳﺴﺎ ‪‬‬
‫ﺍﻟﺼﺤﻴﺢ)‪ ،(7‬ﺍﺳﺘﺒﻌﺎﺩ ﺍﳊﺪﻭﺩ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﺇﻧﺸﺎﺀ ﻓﺮﻕ ﻋﻤﻞ ﻟﻺﻧﺘـﺎﺝ ﻭﺍﳋـﺪﻣﺎﺕ‪،‬‬

‫‪.Homeworking‬‬ ‫)‪(1‬‬

‫‪.Remoteworking‬‬ ‫)‪(2‬‬

‫‪.Homeworking‬‬ ‫)‪(3‬‬

‫‪.Networking‬‬ ‫)‪(4‬‬

‫‪.Flexible working‬‬ ‫)‪(5‬‬

‫‪.The Virtual Workplace and Telecomputing‬‬ ‫)‪(6‬‬

‫‪.Right sizing‬‬ ‫)‪(7‬‬


‫‪217‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻱ‬
‫ﻭﺍﳌﺼﺎﺩﺭ ﺍﳋﺎﺭﺟﻴﺔ)‪ ،(1‬ﻭﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ‪ ،‬ﻭﺍﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ .‬ﻭﻋﻠﻰ ﺍﻟـﺮﻏﻢ ﻣـﻦ ﺃ ‪‬‬
‫ﻣﺪﺧ ٍﻞ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍ ﹸﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ ‪‬ﺗﻄ‪‬ﺒﻘﻪ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﻋﻠﻴﻬﺎ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻔﻜﲑ ﺑﻄﺮﻳﻘ ٍﺔ ﺃﺳﺎﺳـﻴﺔ ﰲ‬
‫ﺍﻷﺳﻠﻮﺏ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ‪‬ﺗﺆ ‪‬ﺩﻱ ‪‬ﺎ ﺃﻋﻤﺎﳍﺎ ﻭﻣﻬﺎﻣﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ)‪.(2‬‬
‫ﻭﻳﺘﺮﺍﺑﻂ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺑﺎﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺾ ﺍﻟﻨﻈـﺮ‬ ‫‪ -1‬ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ)‪ :(3‬ﻳ‪‬ﻤﺜﱢﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ‪‬ﻣﺪ ‪‬ﻋﻤﺔ ﳌﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺃﻳﻨﻤﺎ ﻭﻣﱴ ‪‬ﻳﻨ ‪‬‬
‫ﺠﺰ‪ ،‬ﺑﻐ ‪‬‬
‫ﻋﻦ ﺍﳌﻮﻗﻊ ﻭﺍﻟﺰﻣﺎﻥ؛ ﻓﻼ ﺗﻮﺟﺪ ﺟﺪﺭﺍﻥ‪ ،‬ﻭﻻ ﺣﺪﻭ ‪‬ﺩ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺧﺪﻣ ﹰﺔ ﺃﻭ ﺳﻠﻌﺔ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺃﻳﻨﻤـﺎ ﺗﺘﻮﺍﺟـﺪ‬
‫ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﻟﻔﺮﺩ‪ .‬ﻭﺇﻥ ﺍﳌﻜﺘﺐ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ ﺍﻻﺳﻢ ﺍ ﹸﳌﻌﻄﻰ ﳌﻮﻗﻊ ﺍﻟﻌﻤﻞ ﺍﳌﺎﺩﻱ ﻟﻠﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪.(4‬‬
‫‪ -2‬ﺍﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ :(5‬ﺗ‪‬ﻤﺜﱢﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻟﻠﻌﻤﻞ ﰲ ﻣﻜـﺎﻥ‬
‫ﻏﲑ ﺍﳌﻮﻗﻊ ﺍﳌﺮﻛﺰﻱ‪.‬‬
‫‪ -3‬ﺍﻟﻌﺎﻣﻞ ﺍ‪‬ﺘﻤﻌﻲ)‪ :(6‬ﻫﻮ ﺷﺨ ‪‬‬
‫ﺺ ﻣﺎ ﻳﻌﻤﻞ ﳌﺆﺳﺴ ٍﺔ ﻣﺎ‪ ،‬ﺇﻣﺎ ﰲ ﺍﳌﱰﻝ ﺃﻭ ﻣﻮﻗﻊ ﺍﻟﻌﻤﻞ‪ ،‬ﺃﻭ ﺃﻱ ﻣﻜـﺎ ٍﻥ‬
‫ﻳﻮﺟﺪ ﻓﻴﻪ ﻣﻦ ﺧﻼﻝ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﻼﺳﻠﻜﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺮﺗﺒﻂ ﺑﺎﳌﻜﺘﺐ ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﺴﺪﻩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﰲ ﺷﻜﻞ ﻣﺎ ‪‬ﺗﺠ ‪‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﺗﻌﺒﲑ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ ﺗﺮﲨ ﹲﺔ ﻟﻠﻜﻠﻤﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪ ،Telework‬ﻭﻫﻲ ‪‬ﻣﻜ ‪‬ﻮﻧ ﹲﺔ ﻣـﻦ ﻣﻘﻄﻌـﲔ‪:‬‬
‫ﺍﳌﻘﻄﻊ ﺍﻷﻭﻝ "‪ ،"Tele‬ﻭﻫﻲ ﻛﻠﻤ ﹲﺔ ﻳﻮﻧﺎﻧﻴﺔ ﺗﻌﲏ "ﻋﻦ ﺑ‪‬ﻌﺪ"؛ ﻭﺍﳌﻘﻄﻊ ﺍﻟﺜـﺎﱐ "‪ ،"work‬ﺃﻱ "ﺍﻟﻌﻤـﻞ"؛‬
‫ﻭﻋﻨﺪ ﺍﻗﺘﺮﺍ‪‬ﻤﺎ ﻳ‪‬ﺼﺒﺢ ﺍﳌﻌﲎ "ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ"‪.‬‬
‫ﺑﺪﺍﻳ ﹰﺔ ﻓﺈﻥ ﻣﺆﺳﺴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ ‪‬ﺗﻌ ‪‬ﺮﻑ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺄﻧﻪ‪ » :‬ﻧﻈﺎﻡ ﻋﻤ ٍﻞ ﻗﺎﺋﻢ ﰲ ﻣﻜﺎ ٍﻥ ﺑﻌﻴـ ٍﺪ‬
‫ﻼ ﻋﻦ ﺍﻻﺗـﺼﺎﻝ ﺍﻟﺸﺨـﺼﻲ ﻣـﻊ‬ ‫ﺼﹰ‬‫ﻋﻦ ﺍﳌﻜﺘﺐ ﺍﻟﺮﺋﻴﺴﻲ ﺃﻭ ﻣﻮﺍﻗﻊ ﺍﻹﻧﺘﺎﺝ؛ ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻌﺎﻣﻞ ‪‬ﻣﻨﻔ ِ‬

‫‪.Outsourcing‬‬ ‫)‪(1‬‬

‫ـﺘﻐﲑ‪publications.ksu.edu.sa/IT%20Papers/e-GOV- ،‬‬ ‫ﳏﻤــﺪ ﳏﻤــﺪ ﺍﳍــﺎﺩﻱ‪ ،‬ﺍﳌﻨﻈﻤــﺔ ﺍﻟﺮﻗﻤﻴــﺔ ﰲ ﻋــﺎﱂ ﻣـ‬ ‫)‪(2‬‬

‫‪ ،Articles/egovPapers/Drmohamed%20Elhady.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻣﺎﺭﺱ ‪.2008‬‬


‫‪.Virtual Workplace‬‬ ‫)‪(3‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.315‬‬ ‫)‪(4‬‬

‫‪.Telecomputing‬‬ ‫)‪(5‬‬

‫‪.Telecommuter‬‬ ‫)‪(6‬‬
‫‪218‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻌﺎﻣﻠﲔ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺗﻘﻮﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﺧﻼﻟﻪ ﺑﺘﺴﻬﻴﻞ ﺍﻧﻔﺼﺎﻝ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﻣﻮﻗـﻊ ﺍﻟﻌﻤـﻞ‬
‫ﺍﻟﺮﲰﻲ ﻣﻦ ﺧﻼﻝ ﺗﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ «)‪.(1‬‬
‫ﻭﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ‪ » :‬ﺑﺎﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺴﺘﻠﺰﻡ ﺃﻥ ‪‬ﻳﺆ ‪‬ﺩﻯ ﰲ ﻣﻜـﺎ ٍﻥ ﻣـﺎ‬
‫ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﳌﻜﺘﺐ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﺩﻭﺍﻣﹰﺎ ﻛﻠﻴﹰﺎ ﺃﻭ ﺩﻭﺍﻣﹰﺎ ﺟﺰﺋﻴﹰﺎ ﺃﻭ ﰲ ﺃﻳﺎ ٍﻡ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﺍﻻﺗـﺼﺎﻝ‬
‫ﻋﺎﺩ ﹰﺓ ﻳﻜﻮﻥ ﺇﻟﻜﺘﺮﻭﻧﻴﹰﺎ‪ ،‬ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻻﻧﺘﻘﺎﻝ ﺇﻟﻴﻪ ﺷﺨﺼﻴﹰﺎ «)‪.(2‬‬
‫ﺇﻥ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﻫﻮ » ﺍﻟﺘﺴﻤﻴﺔ ﺍﳌﻌﻄﺎﺓ ﻟﻠﻮﻇﻴﻔﺔ ﺃﻭ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﳝﺎﺭﺳ‪‬ـﻪ‬
‫ﺍﻟﻌﺎﻣﻞ ﻣﻦ ﺃﻱ ﻣﻮﻗ ٍﻊ ﻣﺎﺩﻱ‪ ،‬ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﺆﺳﺴﺘﻪ ﺃﻭ ﺍﳉﻬﺔ ﺍﳌﺘﻌﺎﻗﺪ ﻣﻌﻬﺎ‪ ،‬ﻟﺘﺄﺩﻳﺔ ﺑﻌﺾ ﺍﳋﺪﻣﺎﺕ ﳍﺎ «)‪.(3‬‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ‪ » :‬ﻃﺮﻳﻘ ﹲﺔ ﻣﺮﻧﺔ ﻟﻠﻌﻤﻞ‪ ،‬ﺗﻐ ﱢﻄﻲ ﳎﺎ ﹰﻻ ﻭﺍﺳﻌﹰﺎ ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﲨﻴﻌﻬﺎ ﺗﺘﻀﻤ‪‬ﻦ‬
‫ﺍﻟﻌﻤﻞ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ‪ ،‬ﺃﻭ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍﳌﻌﺘﺎﺩ‪ ،‬ﻭﳉﺰ ٍﺀ ﻛﺒﲑ ﻣـﻦ ﻭﻗـﺖ‬
‫ﺍﻟﻌﻤﻞ‪ .‬ﻭﻻ ‪‬ﻳﺆﱢﺛﺮ ﻋﺪﺩ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﻋﻤ ٍﻞ ﻣﺎ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻡ ﻻ؛ ﻓﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﳝﻜـﻦ ﺃﻥ‬
‫ﻼ ﺃﻭ ﺟﺰﺋﻴﹰﺎ؛ ﻓﺎﻟﻌﺎﻣﻞ ﺍﳍﺎﻡ ﻫﻨﺎ ﻫﻮ ﻛﻮﻥ ﺍﻟﻌﻤﻞ ﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻮﺍﻝ ﻳﺘﻌﻠﱠﻖ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ‬ ‫ﻳﻜﻮﻥ ﺩﻭﺍﻣﹰﺎ ﻛﺎﻣ ﹰ‬
‫ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﺩﺍﺋﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﻮﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ ﻟﻺﺑﻘﺎﺀ ﻋﻠﻰ ﺍﺗﺼﺎ ٍﻝ ﻣﺴﺘﻤﺮ ﻣﻊ ﺻﺎﺣﺐ ﺍﻟﻌﻤـﻞ ﺃﻭ‬
‫ﺍﻟﺮﺅﺳﺎﺀ ﰲ ﺍﻟﻌﻤﻞ «)‪.(4‬‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ » ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﺸﺨﺺ ﺑﺄﺩﺍﺀ ﻋﻤﻠﻪ ﻣﻦ ﺍﳌﱰﻝ ﺃﻭ ﻣﻦ ﺃﻱ ﻣﻜﺎ ٍﻥ ﺁﺧﺮ ﻏﲑ ﻣﻘـ ‪‬ﺮ‬
‫ﺍﻟﻌﻤﻞ‪ ،‬ﻭ‪‬ﻳﺴﺘﺨ ِﺪﻡ ﰲ ﺫﻟﻚ ﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ ﻛﺎﻹﻧﺘﺮﻧﺖ «)‪.(5‬‬
‫ﻭﻣﻨﻪ ﻓﺈﻥ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻫﻮ ﺫﻟﻚ ﺍﻟﻨﻤﻮﺫﺝ ﻣﻦ ﺃﺩﺍﺀ ﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﳌﻬﺎﻡ ﺍﻟﱵ‬
‫ﺗﺘ ‪‬ﻢ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﻘ ‪‬ﺮ ﺍﻟﻌﻤﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍﺷﺘﺮﺍﻁ ﺗﻮﻓﲑ ﺍﻷﻣـﻦ‬
‫ﻭﺍﻟﺴﺮ‪‬ﻳﺔ ﺍﻟﻀﺮﻭﺭﻳﺘﲔ ﻻﻧﺘﻘﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ » ،‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﻣﺆﲤﺮ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﰊ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﻟﺜﻼﺛﻮﻥ‪ ،‬ﺷﺮﻡ ﺍﻟﺸﻴﺦ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣـﺼﺮ‬ ‫)‪(1‬‬

‫ﺍﻟﻌﺮﺑﻴﺔ‪ 17-10 ،‬ﻣﺎﺭﺱ ‪ ،2007‬ﺹ ‪.29‬‬


‫ﻣﻌﻬﺪ ﺍﻹﻣﺎﻡ ﺍﻟﺸﲑﺍﺯﻱ ﺍﻟﺪﻭﱄ ﻟﻠﺪﺭﺍﺳﺎﺕ‪ ،‬ﻭﺍﺷﻨﻄﻦ ‪ ،http: //www.siironline.org‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ ‪.2007‬‬ ‫)‪(2‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.315‬‬ ‫)‪(3‬‬

‫ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺩﻟﻴﻞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﺗﺮﲨﺔ ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻌﻴﺴﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪،2001 ،‬‬ ‫)‪(4‬‬

‫ﺹ ‪.39‬‬
‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.271‬‬ ‫)‪(5‬‬
‫‪219‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻃﺒﻴﻌﺔ ﺍﻷﺷﺨﺎﺹ ﺍ ﹸﳌﻜ ﱠﻠﻔﲔ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬


‫ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﱵ ﺳﺒﻖ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻬﺎ ﺗﺴﺘﺜﲏ ﺃﳕﺎﻁ ﺍﻟﻌﻤﻞ ﺍﻟﱵ ﺗﺘﻄﻠﱠﺐ ﺍﻟﻌﻤﻞ ﺧـﺎﺭﺝ ﻣﻜـﺎﻥ‬
‫ﺍﻟﻌﻤﻞ ﺍﳌﻌﺘﺎﺩ‪ ،‬ﻛﺬﻟﻚ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﺃﺣﻴﺎﻧﹰﺎ ﰲ ﺍﳌﱰﻝ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﺘﻀﻤ‪‬ﻦ‪:‬‬
‫‪ -‬ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﳌﱰﻝ ﻣﺜﻞ ﺍ ﹸﳌﱪ ِﻣﺠﲔ؛‬
‫‪ -‬ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻣﻦ ﺍﳌﱰﻝ )ﻣﺜﻞ ﻣﻨﺪﻭﰊ ﺍﳌﺒﻴﻌﺎﺕ(؛‬
‫‪ -‬ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﻣﺮﺍﻛﺰ ﺍﻟﻌﻤﻞ )ﻣﺜ ﹰ‬
‫ﻼ ﺃﻛﻮﺍﺥ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﺃﻭ ﺍﻟﻔﺮﻭﻉ ﰲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺴﻜﻨﻴﺔ(‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻗﺎﻋﺪ ﹲﺓ ﻋﺎﻣﺔ ﻟﺘﺼﻨﻴﻒ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻫﻲ ﺃﻥ ﺍﻟﻌﻤﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻌﻠﱠﻖ ﺑﻄﺮﻳﻘـ ٍﺔ ﺟﺪﻳـﺪﺓ‬
‫ﻷﺩﺍﺋﻪ‪.‬‬
‫ﻣﻦ ﻫﺬﻩ ﺍﻷﻣﺜﻠﺔ‪ ،‬ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﺬﻳﻦ ﻳﻘﻀﻮﻥ ﰲ ﻣﻨﺎﺯﳍﻢ ﻛﻞ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﺗﻘﺮﻳﺒﹰﺎ ﻳ‪‬ـﺆ ‪‬ﺩﻭﻥ‬
‫ﺖ ﻵﺧـﺮ‪،‬‬ ‫ﺕ ﺃﻭ ﻟﺘﺴﻠﱡﻢ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﻣﻦ ﻭﻗـ ٍ‬‫ﺃﻋﻤﺎﳍﻢ‪ ،‬ﻭﻗﺪ ﻳﻘﻮﻡ ﻫﺆﻻﺀ ﺑﺰﻳﺎﺭ ٍﺓ ﻟﻠﻤﻜﺘﺐ ﻟﻌﻘﺪ ﺍﺟﺘﻤﺎﻋﺎ ٍ‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺰﻳﺎﺭﺍﺕ ﺗﻜﻮﻥ ﺑﺸﻜ ٍﻞ ﻣﻨﺘﻈﻢ‪ ،‬ﺇﻻ ﺃ‪‬ﺎ ﻻ ﺗﺰﻳﺪ ﻋﻦ ﻳﻮ ٍﻡ ﰲ ﺍﻷﺳـﺒﻮﻉ ﻛﻤﻌـﺪﻝ‬
‫؛ﳛﻴﺚ ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﻌﻤﻞ ﺍﳌﱰﱄ ﺑﺄﻧﻪ‪ » :‬ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺍﻟﱵ ﺗﺴﻤﺢ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺇﳒﺎﺯ ﺍﻟﻌﻤﻞ ﺍﳌﹸﻜﻠﱠﻔـﲔ ﺑـﻪ ﰲ‬
‫ﻣﻨﺎﺯﳍﻢ‪ ،‬ﻣﻊ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﺭﺗﺒﺎﻃﻬﻢ ﺑﺪﻭﺍﺋﺮﻫﻢ ﻋﱪ ﺍﳍﺎﺗﻒ ﺃﻭ ﺍﻟﻔﺎﻛﺲ ﻭﺍﳊﺎﺳﻮﺏ «)‪.(1‬‬
‫ﻭﻳﻘﻊ ﺿﻤﻦ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ‪‬ﻣﱪ ِﻣﺠﻮ ﺍﳊﺎﺳﻮﺏ ﻭ ‪‬ﻣﺤﱢﻠﻠﻮ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻣﻮ ﱢﻇﻔﻮ ﺍﳌﺒﻴﻌﺎﺕ ﺍﻟـﺬﻳﻦ ﻳـﺴﺘﻘﺒﻠﻮﻥ‬
‫ﻃﻠﺒﺎﺕ ﺍﻟﺸﺮﺍﺀ ﻣﻦ ﻧﺸﺮﺍﺕ ﺃﻭ ﺃﺩﻟﺔ ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺆﺳﺴﺔ‪... ،‬ﺍﱁ‪ ،‬ﻭﺣﺎﺟﺰﻭ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﳝﻜﻦ ﲢﺪﻳﺪﻫﻢ ﻭﺗﻌﺮﻳﻔﻬﻢ‪ ،‬ﻭﻫﻢ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﻣﺮﺍﻛﺰ‬
‫ﺍﻟﻌﻤﻞ)‪ ،(2‬ﻭﻣﺮﺍﻛﺰ ﺍﻟﻌﻤﻞ ﻫﺬﻩ ﲣﺘﻠﻒ ﻛﺜﲑﹰﺍ ﲝﻴﺚ ﺗﻀ ‪‬ﻢ ﻣﺮﺍﻛﺰ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ (3‬ﰲ ﺍﻟـﻀﻮﺍﺣﻲ ﻭﺍﻟـﱵ‬
‫ﻑ ﺃﺣﻴﺎﻧﹰﺎ ﺑﺄﻛﻮﺍﺥ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ ،(4‬ﻭﻣﻜﺎﺗﺐ ﺃﻭ ﻓﺮﻭﻉ ﺗﺎﺑﻌﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﺼﻐﲑﺓ ﺍ ﹸﳌﺘﻔ ‪‬ﺮﻗﺔ ﰲ ﺃﳓـﺎ ٍﺀ‬
‫‪‬ﺗ ‪‬ﻌﺮ ‪‬‬
‫ﻛﺜﲑﺓ ﻣﻦ ﺿﻮﺍﺣﻲ ﺍﳌﺪﻳﻨﺔ)‪.(5‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﺃﻫﻢ ﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ ﻋﻦ ﺍﻟﺒﻌﺪ ﺣﺎﻟﻴﹰﺎ‪ :‬ﺍﻟﺼﺤﺎﻓﺔ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﺑﺮﳎﺔ ﺍﳊﺎﺳـﻮﺏ ﻭﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺘﺼﻤﻴﻢ ﻭﺃﻋﻤﺎﻝ ﺍﳉﺮﺍﻓﻴﻚ‪ ،‬ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.353‬‬ ‫)‪(1‬‬

‫‪.Work Center‬‬ ‫)‪(2‬‬

‫‪.telecenter‬‬ ‫)‪(3‬‬

‫‪.Telecottage‬‬ ‫)‪(4‬‬

‫‪.Satellite Office‬‬ ‫)‪(5‬‬


‫‪220‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻕ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻗﺪ ﺃﺿﺎﻑ ﺃﺑﻌﺎﺩﹰﺍ ﻭﻣﺰﺍﻳﺎ ﻛﺜﲑﺓ ﻟﻔﻜﺮﺓ‬


‫ﻭﻻ ﺷﻚ ﺃﻥ ﺍﻹﻧﺘﺮﻧﺖ ﻫﻮ ﺃﻭﺳﻊ ﺳﻮ ٍ‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻤﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﰲ ﺍﻟﺴﺎﺑﻖ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﺮﺣﻞ ﺗﻄﺒﻴﻖ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫‪28‬‬‫ﻟﻘﺪ ﻗﺎﻡ ﻣﺮﻛﺰ ﺍﻟﺘﻤ‪‬ﻴﺰ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻏﲑ ﺍﳊﻜﻮﻣﻴﺔ ﻟﻠﻤﻬﺎﺭﺍﺕ)‪ (1‬ﰲ ﺍﻟﻌﺪﺩ ﺭﻗﻢ )‪ (26‬ﺑﺘـﺎﺭﻳﺦ‬
‫ﻧﻮﻓﻤﱪ ‪ 2002‬ﺑﺈﻋﺪﺍﺩ ﺩﻟﻴﻞ ﻋﻤﻞ ﻟﺘﻄﺒﻴﻖ ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻟﻴﻀﻤﻦ ﳒﺎﺡ ﺗﻄﺒﻴـﻖ‬
‫ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳋﻄﻮﺍﺕ ﻧﺴﺘﻌﺮﺿﻬﺎ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺩﺭﺍﺳﺔ ﺟﺪﻭﻯ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫ﻳﻨﺒﻐﻲ ﺩﺭﺍﺳﺔ ﺍﳌﻨﺎﻓﻊ ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺗﻄﺒﻴﻖ ﺍﳌﻔﻬﻮﻡ‪ ،‬ﻭﻳﻨﺒﻐـﻲ ﺃﻥ ﻧﺄﺧـﺬ ﰲ ﺍﳊـﺴﺒﺎﻥ‪:‬‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﺍﻟﺴﻔﺮ‪ ،‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﺴﺘﻠ ‪‬ﺰﻣﺎﺕ ﺍﻟﺪﻋﻢ ﻭﺍ ﹸﳌﺴﺎ‪‬ﻧﺪﺓ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﻣﻜﺎﻥ ﺍﳌﻜﺘﺐ‪.‬‬
‫‪ -2‬ﲢﺪﻳﺪ ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ﺳﻴﺘ ‪‬ﻢ ﺑﻨﺎﺀ ﻋﻠﻴﻪ ﺗﻨﻔﻴﺬ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻭﻳﺘﻢ ﺫﻟﻚ ﻋﱪ ﻣﺎ ﻳﻠﻲ ﲤﺮ ﻋﱪ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺳﻴﺎﺳﺔ ﻣﺮﻛﺰﻳﺔ ﺑﺄﻥ ﻳﺘ ‪‬ﻢ ﺇﻋﻄﺎﺀ ﺣ ‪‬ﻖ ﺍﳋﻴﺎﺭ ﻟﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧـﻼﻝ‬
‫ﺳﻴﺎﺳ ٍﺔ ﺭﲰﻴﺔ؛‬
‫‪ -‬ﺇﻋﺎﺩﺓ ﺗﻨﻈﻴ ٍﻢ ﻭﻇﻴﻔﻲ ﻳﺘ ‪‬ﻢ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻟﻮﻇﻴﻔ ٍﺔ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻓﻘﻂ؛‬
‫‪ -‬ﺍﺧﺘﺒﺎﺭ ﺍﻟﻨﻔﺲ ؛ﲝﻴﺚ ﻳﻘﻮﻡ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺧﺘﺒﺎﺭ ﺃﻧﻔﺴﻬﻢ ﻭﺫﻟﻚ ﺑﺎﻗﺘﺮﺍﺡ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ‪ ،‬ﺃﻭ ﲞﻠـﻖ‬
‫ﺍﳌﻮﻗﻒ ﺍﻟﺬﻱ ﻳﻘﻮﺩﻫﻢ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺇﱃ ﺍﳌﺪﻳﺮ ﻟﻴﻘﺘﺮﺣﻮﺍ ﻋﻠﻴﻪ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻭﺍﻟﻌﻤﻞ ﺑﻪ؛‬
‫‪ -‬ﺍﺧﺘﻴﺎﺭ ﻭﺗﻮﻇﻴﻒ ﺧﺎﺭﺟﻲ ﻳﺘ ‪‬ﻢ ﺗﻄﺒﻴﻖ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﺇﺣﺪﻯ ﺍﻟﻮﻇﺎﺋﻒ ﻭﻳﺘ ‪‬ﻢ ﺗﻌﻴﲔ ﺍﻟﻔﺮﻳﻖ‬
‫ﺍﳉﺪﻳﺪ ﺧﺎﺭﺟﻴﺎﹰ؛‬
‫‪ -‬ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﺘﻨ ﱢﻘﻞ ﻳﺘ ‪‬ﻢ ﺗﺰﻭﻳﺪ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺍﻟﺬﻳﻦ ﱠﰎ ﺗﻌﻴﻴﻨﻬﻢ ﺑﺎﻟﻔﻌﻞ ﻭﺍﳌﹸﻮﻇﱠﻔﲔ ﺍ ﹸﳌﺘـﻨ ﱢﻘﻠﲔ‬
‫ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﺴﻤﺎﺡ ﳍﻢ ﺑﺎﻟﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ‪.‬‬
‫‪ -3‬ﲢﺪﻳﺪ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﱵ ﺗﻨﺎﺳﺐ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﻤﻞ ﺷ‪‬ﻴﻘﹰﺎ ﺑﺸﻜ ٍﻞ ﻓﻌﻠﻲ‪ ،‬ﻭﻟﻴﺲ ﺷﺪﻳﺪ ﺍﻟﺮﺗﺎﺑﺔ؛ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻮﱠﻓﺮ ﻓﻴﻪ ﺷﺮﻁ ﺍﻟﻘﹸﺪﺭﺓ‬
‫ﻼ ﻟﻠﻘﻴﺎﺱ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬‫ﻋﻠﻰ ﺇﳒﺎﺯﻩ ﺩﻭﻥ ﺍﻻﺗﺼﺎﻝ ﻭﺟﻬﹰﺎ ﻟﻮﺟﻪ ﺑﺎﻵﺧﺮﻳﻦ‪ ،‬ﺃﻭ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺑ ﹰ‬

‫ﻫﻮ ﺃﻭﻝ ﻣﻮﻗﻊ ﻋﺮﰊ ﳎﺎﱐ ﻣﺘﺨﺼﺺ ﰲ ﺗﻘﺪﱘ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﻭﺍﻷﲝﺎﺙ ﰲ ﳎﺎﻝ ﺍﻟﻌﻤﻞ ﺍﻷﻫﻠﻲ ﺍﻟﺘﻄـﻮﻋﻲ‪.‬‬ ‫)‪(1‬‬

‫ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺗﺰﻭﻳﺪ ﺍﳌﻨﻈﻤﺎﺕ ﻏﲑ ﺍﳊﻜﻮﻣﻴﺔ ﺑﺎﻷﺩﻭﺍﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﱵ ﲢﺘﺎﺟﻬﺎ ﻟﺒﻨﺎﺀ ﻗﺪﺭﺍ‪‬ﺎ ﻭﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﺎ ﻟﻠﺘﺄﺛﲑ‬
‫ﰲ ﳎﺘﻤﻌﺎ‪‬ﺎ ﺍﶈﻠﻴﺔ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﺣﺰﻣﺔ ﻣﻦ ﺍﳋﺪﻣﺎﺕ ﺍﻟﻮﺍﺳﻌﺔ ﻭﺍﻟﻨﻮﻋﻴﺔ ‪.‬‬
‫ﻃﺎﺭﻕ ﺃﲪﺪ ﻧﻮﻳﺮ‪ ،‬ﺣﻮﻝ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﻣﺮﻛﺰ ﺩﻋﻢ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﲟﺠﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ﺍﳌﺼﺮﻱ‪ ،‬ﻣﺼﺮ‪.2003 ،‬‬ ‫)‪(2‬‬
‫‪221‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -4‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﺑﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬


‫ﺕ ﺷﺨﺼﻴﺔ ﺧﺎﺻﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻠﻌﻤﻞ ﺑﺎﻟﻮﻇﻴﻔﺔ‪،‬‬ ‫ﻳﺘﻄﻠﱠﺐ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ‪‬ﻣﺆ ‪‬ﻫﻼ ٍ‬
‫ﲟﺎ ﰲ ﺫﻟﻚ‪ :‬ﺍﻟﻨﻀﺞ‪ ،‬ﺍﳉﺪﺍﺭﺓ ﺑﺎﻟﺜﻘﺔ‪ ،‬ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ‪ ،‬ﻭﺍﻻﻧﻀﺒﺎﻁ ﺍﻟﺬﺍﰐ‪ ،‬ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻻﺗﺼﺎﻻﺕ‪،‬‬
‫ﻭﺭﲟﺎ ﲢﺘﺎﺝ ﺑﻌﺾ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﻷﻥ ﻳﺘ ‪‬ﻢ ﺗﻨﻤﻴﺘﻬﺎ‪.‬‬
‫‪ -5‬ﺇﻋﺪﺍﺩ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﺪ ﺭﺍﺋﻬﻢ‪:‬‬
‫ﻼ ﺃﻥ ﺗﻜﻮﻥ ﺻﺤﻴﺔ ﻭﺁﻣﻨـﺔ‪ ،‬ﰒ ﺇﻋﻄـﺎﺀ‬ ‫ﻻﺑﺪ ﻣﻦ ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻣﺜ ﹰ‬
‫ﺕ ﻭﺍﺿﺤﺔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﺍﳌﺴﺘﻘﻞ‪ ،‬ﻭﺇﻗﺎﻣﺔ ﺣﻠﻘﺎﺕ ﻣﻨﺎﻗﺸﺔ ﻭﺩﺭﺍﺳـﺔ‬ ‫ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻟﻠﻌﺎﻣﻠﲔ ﺍﳉﹸﺪﺩ‪ ،‬ﻭﻛﺬﻟﻚ ﻧ‪‬ﻈﻢ ﺍﻟﻮﻗﺎﻳﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﻘﺪﱘ ﺍﻟﻨﺼﺎﺋﺢ‪.‬‬
‫‪ -6‬ﺗﻄﻮﻳﺮ ﻧ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﻼﺯﻣﺔ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﲢﺪﻳﺪ ﻣﺪﻯ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﺑﺮﻳ ٍﺪ ﺇﻟﻜﺘﺮﻭﱐ ﺃﻭ ﺇﱃ ﻧﻈﺎ ٍﻡ ﺑﺮﻳﺪﻱ ﺃﻛﺜﺮ ﻓﻌﺎﻟﻴـﺔ‪ ،‬ﻭﻫـﻞ‬
‫ﺺ ﺍﻟﻜﻴﻔﻴﺔ ﻭﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻣﻦ ﺍ ﹸﳌﺘﻮﱠﻗﻊ ﺃﻥ ﻳ‪‬ﺘﺼﻞ ﻓﻴﻪ ﺍﻟﻌﺎﻣﻠﻮﻥ ‪‬ـﺬﺍ ﺍﻟﻨﻈـﺎﻡ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﲣ ‪‬‬
‫ﻭﺍﺿﺤﺔ‪.‬‬
‫‪ -7‬ﺗﻮﻓﲑ ﺍﳌﻌﺪﺍﺕ ﻭﺍﻷﺟﻬﺰﺓ ﺍﻟﻼﺯﻣﺔ‪:‬‬
‫ﺣﻴﺚ ﻳﻨﺒﻐﻲ ﺇﻣﺪﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﲟﻌﻈﻢ ﺍﳌﻌﺪﺍﺕ ﻣﻦ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﺸﻤﻞ‪ :‬ﻣﻜﺘﺒﹰﺎ ﻣﻨﺎﺳﺒﹰﺎ‪ ،‬ﻭﻣﻘﻌﺪﹰﺍ‪،‬‬
‫ﺺ ﳍﺬﺍ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺟﻬﺎﺯ ﻓﺎﻛﺲ‪ ،‬ﻭﻛﺬﻟﻚ ﺟﻬﺎﺯﹰﺍ ﻟﻠﺮ ‪‬ﺩ ﻋﻠﻰ ﺍﳍﺎﺗﻒ ﺁﻟﻴﹰﺎ‪ ،‬ﻭﺗﺴﺠﻴﻞ‬ ‫ﺼ ٍ‬
‫ﻂ ‪‬ﻣﺨ ‪‬‬‫ﻭﻫﺎﺗﻔﹰﺎ ﺫﺍ ﺧ ﱟ‬
‫ﺍﻟﺮﺳﺎﺋﻞ ﻋﻨﺪ ﻏﻴﺎﺏ ﺻﺎﺣﺐ ﺍﳍﺎﺗﻒ ﻋﻦ ﺍﳌﻜﺎﻥ‪ ،‬ﺟﻬﺎﺯ ﺣﺎﺳﻮﺏ ﺷﺨﺼﻲ‪ ،‬ﺁﻟﺔ ﻃﺒﺎﻋﺔ‪ ،‬ﻭﺃﺟﻬﺰﺓ ﻣﻮﺩﱘ‪،‬‬
‫ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﻫﺬﻩ ﺍﳌﻌﺪﺍﺕ ﺗﻌﻤﻞ ﺑﺼﻮﺭ ٍﺓ ﺳﻠﻴﻤﺔ‪ ،‬ﻭﻣﺘﻨﺎﻏﻤﺔ ﲤﺎﻣﹰﺎ ﻣﻊ ﲨﻴﻊ ﺍﻟـﻨ‪‬ﻈﻢ ﺍﳌﹸـﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ‬
‫ﺃﻣﺎﻛﻦ ﺃﺧﺮﻯ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺃ‪‬ﺎ ﺳﻬﻠﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻭﺳﻬﻠﺔ ﺍﻟﺼﻴﺎﻧﺔ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﳌﹸﻮﻇﱠﻒ ﻣﻦ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫‪‬ﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻳﻘﺘﲏ ﺑﺎﻟﻔﻌﻞ ﻫﺬﻩ ﺍﳌﻌﺪﺍﺕ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﻋﻤﻞ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺪﻓﻊ ﺃﺟﺮ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻭﺍﻟﺼﻴﺎﻧﺔ‪.‬‬
‫‪ -8‬ﺻﻴﺎﻏﺔ ﺍﻟﻌﻘﻮﺩ ﺍﻟﱵ ﲢﺪﺩ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻟﺪﻳﻬﻢ ﻣﻮﺿ ‪‬ﻊ ﺃﻭ ﻣﱰﻟ ﹲﺔ ﺛﺎﺑﺘﺔ ﰲ ﻋﻤﻠﻬﻢ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﳛﺘﺎﺟﻮﻥ ﻓﻘـﻂ‬
‫ﺕ ﺇﺿﺎﻓﻴﺔ ﰲ ﺍﻟﻌﻘﺪ ﺍﻷﺻﻠﻲ‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﻐ ﱢﻄﻲ ﻣﺎ ﻳﻠﻲ‪ :‬ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ‪ ،‬ﻣﺎ ﻳﺘﻀﻤ‪‬ﻨﻪ‬ ‫ﺇﱃ ﻓﻘﺮﺍ ٍ‬
‫ﺖ ﺃﺳﺎﺳﻲ‪ ،‬ﺇﺟﺮﺍﺀﺍﺕ ﺗﻘﺪﱘ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﻞ‪ ،‬ﺍﳌـﺴﺆﻭﻟﻴﺎﺕ ﺍﳋﺎﺻـﺔ ﺑﺎﳌﻌـﺪﺍﺕ‬ ‫ﺫﻟﻚ ﻣﻦ ﻭﻗ ٍ‬
‫ﺕ ﺃﻭ ﻣﺼﺎﺭﻳﻒ ﺗﻌﻮﻳﻀﻴﺔ‪.‬‬ ‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺻﻴﺎﻧﺘﻬﺎ‪ ،‬ﻭﺗﻔﺎﺻﻴﻞ ﻋﻦ ﺃﻳﺔ ﻣﻜﺎﻓﺂ ٍ‬
‫‪ -9‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻷﺩﻭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪:‬‬
‫ﺭﲟﺎ ﳛﺘﺎﺝ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺇﱃ ﲢﺴﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ :‬ﻣﻬﺎﺭﺍﺕ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﻟﻮﺣﺔ ﺍﳌﻔﺎﺗﻴﺢ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻭﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ ﺗﺪﺑﲑ ﺍﻟﻮﻗﺖ‪.‬‬
‫‪222‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -10‬ﻣﻨﺢ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﻌﺾ ﺍﻟﺘﺴﻬﻴﻼﺕ ﰲ ﺣﺎﻟﺔ ﺣﻀﻮﺭﻫﻢ ﺇﱃ ﺍﻟﻌﻤﻞ‪:‬‬


‫ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻧﻪ ﺇﺫﺍ ﹸﻃﻠﺐ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﳊﻀﻮﺭ ﺇﱃ ﺍﳌﻜﺘﺐ ﰲ ﺃﻳﺎ ٍﻡ ﻣﻌﻴﻨﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺴﻬﻴﻼﺕ‬
‫ﺍﻟﻼﺯﻣﺔ ﺳﺘﻜﻮﻥ ﻣﺘﺎﺣ ﹰﺔ ﳍﻢ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﳍﺎﺗﻒ‪ ،‬ﻭﺍﳊﺎﺳﻮﺏ ‪ ،‬ﻭﻣﻠﻔﺎﺕ ﺣﻔﻆ ﺍﻷﻭﺭﺍﻕ ﺍﻟﺸﺨـﺼﻴﺔ؛ ﻭﻫـﺬﻩ‬
‫ﺍﻟﺘﺴﻬﻴﻼﺕ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺸﺘﺮﻛ ﹰﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﻓﻴﻤﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﺳﻢ ﺍﳌﻜﺎﺗﺐ ﺍﻟﺴﺎﺧﻨﺔ‪.‬‬
‫‪ -11‬ﺇﻧﺸﺎﺀ ﺍﻟ‪‬ﻨﻈﻢ ﺍ ﹸﳌﺴﺎِﻧﺪﺓ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺧﻠﻖ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ﺩﺍﺧﻞ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃ‪‬ﻢ ﻳﺴﺘﻘﺒﻠﻮﻥ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻹﺧﺒﺎﺭﻳﺔ‬
‫ﻭﺍﳌﻨﺸﻮﺭﺍﺕ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﱵ ﺗﺪﻭﺭ ﺣﻮﻝ ﺩﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳋﺎﺻﺔ ‪‬ـﺬﺍ ﺍﻟﻨﻈـﺎﻡ‬
‫ﻭﺍﻷﺣﺪﺍﺙ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺭﲟﺎ ﻳﻜﻮﻥ ﺗﻌﻴﲔ ﻣﺴﺘﺸﺎ ٍﺭ ﺧﺎﺹ ﻣﻨﺎﺳﺒﹰﺎ ﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ‪.‬‬
‫‪ -12‬ﺗﻔﻌﻴﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻹﺩﺍﺭﻳﺔ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫ﺳﻮﻑ ﳛﺘﺎﺝ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺇﱃ ﺇﺩﺍﺭ‪‬ﻢ ﺑﺎﻟﻨﺘﺎﺋﺞ‪ ،‬ﺇﻗﺎﻣﺔ ﻧﻈﺎ ٍﻡ ﻟﻘﻴﺎﺱ ﺍﻷﺩﺍﺀ ﺇﺫﺍ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﻧﻈـﺎ ‪‬ﻡ‬
‫ﺑﺎﻟﻔﻌﻞ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺍﻟﻌﺎﻣﻠﲔ ﻗﺪ ﱠﰎ ﺗﻀﻤﻴﻨﻬﻢ ﰲ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻘﻴﻴﻢ ﺍﳌﹸﻮﻇﱠﻔﲔ‪.‬‬
‫‪ -13‬ﺗﻨﻈﻴﻢ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﻨﺘﻈﻤﺔ‪:‬‬
‫ﳝﻜﻦ ﻟﻼﺟﺘﻤﺎﻋﺎﺕ ﺍ ﹸﳌﻨﺘ ﹶﻈﻤﺔ‪ ،‬ﻛﻞ ﺳﺘﺔ ﺃﺷﻬﺮ ﻣﺜﻼﹰ‪ ،‬ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻭﺍﳌـﺪﺭﺍﺀ ﺃﻥ ﲤـ ‪‬ﺪ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﺑﺈﻃﺎﺭ ﻋﻤ ٍﻞ ﻳﺘﻤ‪‬ﺘﻊ ﺑﺎﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﳌﺮﺍﻗﺒﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻷﳘﻴﺔ ﺍﳊﺎﻟﻴﺔ ﻵﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫‪%10‬‬ ‫ﻳﺒﻠﻎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﺪﺩ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺣـﻮﺍﱄ‬
‫ﻣﻦ ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻭﺍﻟﻌﺎﻡ)‪ .(1‬ﺇﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺣﺎﻟﻴﹰﺎ ﻻ ﺗـﺸﺘﺮﻁ‬
‫ﺣﻀﻮﺭ ﺍﻟﻌﺎﻣﻞ ﺷﺨﺼﻴﹰﺎ ﳌﻘﺮ ﺍﳌﺆﺳﺴﺔ ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﻨﺎﻁ ﺑﻪ ﺃﺩﺍﺅﻩ‪ ،‬ﻫﺬﺍ ﺭﻏﻤﹰﺎ ﻋﻦ ﺃﻧﻪ ﻳ‪‬ﻌ ‪‬ﺪ ﺭﲰﻴﹰﺎ ‪‬ﻣﻮ ﱠﻇﻔﹰﺎ‬
‫ﺑﺎﳌﺆﺳﺴﺔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺍﺧﺘﺼﺎﺭ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﻭﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳋﺎﺻﺔ ﺑﺎﻧﺘﻘﺎﻝ ﺍﳌﹸﻮﻇﱠﻒ ﻣﻦ‬
‫ﻣﺴﻜﻨﻪ ﺇﱃ ﻣﻜﺎﻥ ﻋﻤﻠﻪ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﳌﺴﺎﻓﺔ ﺍﻟﱵ ﺗﻔﺼﻞ ﺑﲔ ﺳﻜﻦ ﺍﳌﹸﻮﻇﱠﻒ ﺃﻭ ﺍﻟﻌﺎﻣﻞ ﻭﻣﺎ ﺑـﲔ ﻣﻘـ ‪‬ﺮ‬
‫ﻋﻤﻠﻪ ﺁﻻﻑ ﺍﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ‪ ،‬ﻭﻣﻊ ﻫﺬﺍ ﻓﻬﻮ ﻳ‪‬ﺆﺩ‪‬ﻱ ﻋﻤﻠﻪ ﻋﻠﻰ ﺃﻛﻤﻞ ﻭﺟﻪ‪ .‬ﺇ‪‬ﺎ ﻧﻈﺮﻳﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ‬
‫ﺍﻟﱵ ﺗ‪‬ﺘﺴﻢ ﺑﺈﳚﺎﺑﻴ ٍﺔ ﰲ ﺇ‪‬ﺎﺀ ﻣﺸﻜﻼﺕ ﺍﻻﺧﺘﻨﺎﻗﺎﺕ ﺍﳌﺮﻭﺭﻳﺔ‪ ،‬ﻭﰲ ﺗﻮﻓﲑ ﺗﻜﺎﻟﻴﻒ ﺍﻟﻨﻘﻞ ﺍ ﹸﳌﺘﺰﺍِﻳﺪﺓ‪ ،‬ﻭﻫﻮ ﺃﻣ ‪‬ﺮ‬
‫ﻼ ﻗﺎﻣﺖ ﻣﺆﺳﺴﺔ "ﻓﻮﻟﻜﺲ ﻓﺎﻏﻦ" ﺍﻷﳌﺎﻧﻴﺔ ﺑﺘﻄﺒﻴﻖ ﻣﻔﻬﻮﻡ ﺇﺟـﺮﺍﺀ‬ ‫ﻳﻨﻌﻜﺲ ﺇﳚﺎﺑﻴﹰﺎ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺃﻳﻀﹰﺎ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻒ‬
‫ﺏ ‪‬ﻣﺼ ‪‬ﻐﺮ ﻭﻫﺎﺗ ٍ‬ ‫ﺍﻷﻋﻤﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﺃﺣﺪ ﳕﺎﺫﺝ ﺳﻴﺎﺭﺍ‪‬ﺎ ﺍﻟﱵ ﺯ ‪‬ﻭﺩ‪‬ﺎ ﺑﻮﺻﻠﺔ ﺇﻧﺘﺮﻧﺖ ﻭﺟﻬﺎﺯ ﺣﺎﺳﻮ ٍ‬
‫ﺧﻠﻴﻮﻱ ﻭ ‪‬ﻣﺸ ‪‬ﻐ ٍﻞ ﻣﻮﺳﻴﻘﻲ ﳛﻤﻞ ﺍﳌﻠﻔﺎﺕ ﺍﳌﻮﺳﻴﻘﻴﺔ ﻣﻦ ﺍﻟﺸﺒﻜﺔ؛ ﻭﺑﺎﻟﺘـﺎﱄ ﻓﺒﺎﻹﻣﻜـﺎﻥ ﺗﻔﻘﱡـﺪ ﺍﻟﱪﻳـﺪ‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.271‬‬ ‫)‪(1‬‬
‫‪223‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻼﺕ ﺍﳌﺼﺮﻓﻴﺔ‪ ،‬ﻭﺍﺳﺘﺪﻋﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺣﺎﻟﺔ ﺍﳉﻮ ﻭﺍﳌﺮﻭﺭ ﻭﺳﻮﻕ ﺍﻷﺳﻬﻢ‬
‫ﻣﻦ ﺍﻟﺴﻴﺎﺭﺓ)‪ .(1‬ﻭﻳﺘ ‪‬ﻢ ﺗﺼﻤﻴﻢ ﻃﺮﻕ ﺗﺪﺍ ‪‬ﻭﻝ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﻷﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﻳـﺔ ﺍﳌﺨﺘ‪‬ـﺼﺔ‬
‫ﲝﺴﺐ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﺍﻟﻔﻌﻠﻴﺔ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ‪‬ﻳﺨ ﱢﻔﺾ ﻣﻦ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ ﻭﺍﻟﺘﻜﻠﻔﺔ‪ ،‬ﻭﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻳﻀﻤﻦ‬
‫ﺳﻼﻣﺔ ﻭﺩﱠﻗﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍ‪‬ﺗﺨﺎﺫﻫﺎ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﻭﻣ‪‬ﻤﻴ‪‬ﺰﺍﺕ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬


‫ﺑﻌﺪ ﺗﻨﺎ ‪‬ﻭﻟﻨﺎ ﳌﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺳﻨﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺇﱃ ﺧﺼﺎﺋﺺ ﻭﻣ‪‬ﻤﻴ‪‬ﺰﺍﺕ ﺍﻟﻌﻤﻞ ﻋﻦ‬
‫ﺑ‪‬ﻌﺪ؛ ﻷﻥ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﻤﻞ ‪‬ﻳﻘ ‪‬ﺪﻡ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﳌﹸﻤﻴ‪‬ﺰﺍﺕ ﻟﻜﻞ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﻭﺍﳌﹸﻮﻇﱠﻒ ﻭﺍ‪‬ﺘﻤﻊ؛ ﺣﻴـﺚ‬
‫ﻳﺘ ‪‬ﻢ ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﻗﺖ ﻭﻭﺳﺎﺋﻞ ﺍﻟﻨﻘﻞ ﺍﻟﻌﺎﻣﺔ ﻭﻣﺴﺎﺣﺎﺕ ﺍﳌﻜﺎﺗﺐ ﰲ ﺍﳌﺆﺳﺴﺔ)‪ .(2‬ﻭﳑﺎ ‪‬ﻳﻤﻴ‪‬ـﺰ‬
‫ﻱ ﻻ ‪‬ﻳﻌ ‪‬ﺮﺽ ﺻﺎﺣﺐ‬
‫ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺑﺪﺃ ‪‬ﻳﺸ ‪‬ﻖ ﻃﺮﻳﻘﻪ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﺃﻧﻪ ﺍﻗﺘﺼﺎﺩ ‪‬‬
‫ﺍﻟﻌﻤﻞ ﺇﱃ ﺩﻓﻊ ﺗﻜﺎﻟﻴﻒ ﺇﺿﺎﻓﻴﺔ‪ ،‬ﻛﺸﺮﺍﺀ ﻣﻜﺎﺗﺐ ﺃﻭ ﻏﲑ ﺫﻟﻚ)‪.(3‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻕ ﺃﻭ ﺻﻮﺭ؛ ﻓﺎﻟﺒﻌﺾ ﻳﺸﺘﺮﻁ ﺗﻮﻗﻴﻊ ﻋﻘـﻮﺩ‪،‬‬ ‫ﰲ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﺘ ‪‬ﻢ ﺍﻻﺗ‪‬ﻔﺎﻕ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺑﻌﺪﺓ ﻃﺮ ٍ‬
‫ﻭﺍﻟﺒﻌﺾ ﻳﻜﺘﻔﻲ ﲟﺠﺮﺩ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ ،‬ﻭﺍﻟﺒﻌﺾ ﻳﺸﺘﺮﻁ ﺍﻟﺪﻓﻊ ﻋﻨﺪ ﺍﻟﺘﺴﻠﻴﻢ‪ ،‬ﻭﻏﲑﻫﺎ؛ ﻟﺬﻟﻚ‬
‫ﺺ ﻵﺧﺮ‪.‬‬‫ﻻ ﳝﻜﻦ ﻭﺿﻊ ﻗﻮﺍﻋﺪ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﲔ ﺍﻷﻃﺮﺍﻑ ﺍ ﹸﳌﺘﻌﺎ ِﻣﻠﺔ؛ ﺣﻴﺚ ﲣﺘﻠﻒ ﻣﻦ ﺷﺨ ٍ‬
‫ﺱ ﺛﺎﺑﺖ؛ ﺣﻴﺚ ﻳـﺘ ‪‬ﻢ ﺃﻳـﻀﹰﺎ‬‫ﺃﻳﻀﹰﺎ ﳜﺘﻠﻒ ﲢﺪﻳﺪ ﺳﻌﺮ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﳌﺸﺮﻭﻉ ﺃﻭ ﺍﻟﻔﺘﺮﺓ‪ ،‬ﻭﻻ ﻳﻮﺟﺪ ﻟﻪ ﻣﻘﻴﺎ ‪‬‬
‫ﺑﺎﻻﺗ‪‬ﻔﺎﻕ‪ ،‬ﻟﻜﻦ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﻘ ‪‬ﺪﺭ ﺳﻌﺮ ﺍﻟﻌﻤﻞ ﺇﻣﺎ ﺑﺎﻟﻴﻮﻡ ﺃﻭ ﺑﺎﻟﺴﺎﻋﺔ ﺃﻭ ﺑﺎﳌﺸﺮﻭﻉ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺄﻧﻪ ﻛﻞ ﻋﻤ ٍﻞ ﻳﺘﻤ‪‬ﻴﺰ ﻋﻦ ﺍﻟﻮﻇﻴﻔـﺔ ﺍﻟﻌﺎﺩﻳـﺔ ﺑﺎﳋـﺼﺎﺋﺺ‬
‫ﺍﻟﺘﺎﻟﻴﺔ)‪:(4‬‬
‫ﻑ ﻣﻦ ﺑﻠﺪ ﺁﺧـﺮ‪ ،‬ﺩﻭﻥ‬
‫ﻑ ﻣﻦ ﺑﻠﺪ ﻣﺎ ﺃﻥ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﻃﺮ ٍ‬
‫‪ -‬ﺇﻟﻐﺎﺀ ﺣﺎﺟﺰﻱ ﺍﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ‪ :‬ﻓﻴﻤﻜﻦ ﻟﻄﺮ ٍ‬
‫ﺍﻟﺘﺤ ‪‬ﺮﻙ ﻣﻦ ﻣﻜﺎﻧﻪ‪ ،‬ﻭﺩﻭﻥ ﺍﻟﺘﻘ‪‬ﻴﺪ ﺑﺎﻟﺰﻣﺎﻥ؛‬

‫ﺯﻛﺮﻳﺎ ﺍﻟﺸﻴﺦ ﳏﻤﻮﺩ‪ ،‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻷﺭﺍﺿﻲ ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﳊﻀﺮﻱ ﰲ ﻣﺪﻥ ﺍﳌﺴﺘﻘﺒﻞ‪ ،publications.ksu.edu.sa ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬ ‫)‪(1‬‬

‫‪ 15‬ﺟﻮﺍﻥ ‪.2007‬‬
‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.274‬‬ ‫)‪(2‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.271‬‬ ‫)‪(3‬‬

‫‪ ،http: //ar.wikipedia.org/wiki/‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪ 6‬ﺟﻮﺍﻥ ‪.2006‬‬ ‫)‪(4‬‬


‫‪224‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻑ ﻭﺍﺣﺪ‪ :‬ﻓﻔﻲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻳﺘﻘ‪‬ﻴﺪ ﺍﳌﹸﻮﻇﱠﻒ ﲟﺆﺳﺴ ٍﺔ ﻣﻌﻴﻨـﺔ‪،‬‬


‫‪ -‬ﺍﳊﺮﻳﺔ ﰲ ﺍﻻﺧﺘﻴﺎﺭ ﻭﻋﺪﻡ ﺍﻟﺘﻘ‪‬ﻴﺪ ﺑﻄﺮ ٍ‬
‫ﻭﻳﺘﻘ‪‬ﻴﺪ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ ‪‬ﲟﻮ ﱠﻇﻔﲔ ﻣﻌﻴﻨﲔ؛‬
‫‪ -‬ﺍﻻﻋﺘﻤﺎﺩ ﺍﳊﻘﻴﻘﻲ ﻋﻠﻰ ﺍﳋﱪﺓ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻟﺴﺎﺑﻘﺔ‪ :‬ﺣﻴﺚ ﺗﻜﻮﻥ ﻫﻲ ﺃﻓﻀﻞ ﻭﺳﻴﻠ ٍﺔ ﻟﻼﺗ‪‬ﻔـﺎﻕ ﻋﻠـﻰ‬
‫ﺍﻟﻌﻤﻞ؛‬
‫‪ -‬ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﺑﺪﻭﻥ ﻋﻘﻮ ٍﺩ ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ ﳉﻬ ٍﺔ ﻣﻌﻴﻨـﺔ ﺃﻭ‬
‫ﻣﺆﺳﺴ ٍﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫ﺑﻔﻀﻞ ﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﺍﳌﺸﺘﺮﻛﺔ ﻣﻊ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺃﺻﺒﺢ ﺑﺈﻣﻜﺎﻥ ﺍﳌﹸـﻮﻇﱠﻔﲔ ﺃﻥ‬
‫ﻳﻌﻤﻠﻮﺍ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﻣﻨﺎﺯﳍﻢ‪ ،‬ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺬﻫﺎﺏ ﺇﱃ ﺍﳌﻜﺎﺗـﺐ ﺍﻟﺘﻘﻠﻴﺪﻳـﺔ‪ ،‬ﻭﺫﻟـﻚ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻄﺮﻓﻴﺎﺕ)‪ (1‬ﻭﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳋﺎﺻﺔ ﺃﻭ ﺍﻟﻌﺎﻣﺔ)‪.(2‬‬
‫ﻭﻳ‪‬ﺘﺼﻒ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﺍﳉﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻤﻞ ﲟﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -1‬ﺍﻟ‪‬ﺒﻌﺪ ﺍﳉﻐﺮﺍﰲ ﺑﲔ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﻭﺍﻹﺩﺍﺭﺓ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫‪ -2‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻭﺍ ٍﻡ ﻣ‪‬ﺤﺪ‪‬ﺩ ﻟﻠﻌﻤﻞ؛‬
‫‪ -3‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻭﺍﳍﺎﺗﻒ ﻭﺍﻟﻔﺎﻛﺲ ﻭﻣﻌﺪﺍﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻷﺧﺮﻯ )ﺍﻹﻧﺘﺮﻧﺖ‪... ،‬ﺍﱁ(؛‬
‫‪ -4‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ (4‬ﻣﻮ ﱠﻇﻔﹰﺎ ﺃﻭ ‪‬ﻣﺘﻌﺎِﻗﺪﹰﺍ ﺣﺮﹰﺍ؛‬
‫ﻼ‬
‫‪ -5‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﻧﻔﺲ ﺑﻠﺪ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳ‪‬ﺴﻤ‪‬ﻰ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻋـﺎﻣ ﹰ‬
‫ﻼ ﻋﻦ ﺑ‪‬ﻌﺪ ﺩﻭﱄ‪ ،‬ﻣﺜﻞ ﺑﻌﺾ ﺍﳌﻬﻨﺪﺳﲔ ﺍﳍﻨﻮﺩ‬ ‫ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻃﲏ‪ .‬ﺃﻭ ﻗﺪ ﻳﻜﻮﻥ ﰲ ﺑﻠ ٍﺪ ﺁﺧﺮ ﻭﻳ‪‬ﺴﻤ‪‬ﻰ ﻋﺎﻣ ﹰ‬
‫ﺃﻭ ﺍﻟﺒﺎﻛﺴﺘﺎﻧﻴﲔ‪ ،‬ﺃﻭ ‪‬ﻣﻬﻨﺪﺳﲔ ﻣﻦ ﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ‪‬ﳑﻦ ﻛﺎﻧﻮﺍ ﻳﺮﲰﻮﻥ ﺧﺮﺍﺋﻂ ﻣﻌﻤﺎﺭﻳﺔ ﻭ‪‬ﻳﺮﺳـﻠﻮ‪‬ﺎ‬
‫ﺇﱃ ﻣﺆﺳﺴﺎﺕ ﺍﳌﺒﺎﱐ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﻳﻘﻮﻣﻮﻥ ﺑﺘﻮﺻﻴﻞ ﻧﺎﺗﺞ ﻋﻤﻠﻬﻢ ﻣﻦ ﺧـﻼﻝ ﺍﻹﻧﺘﺮﻧـﺖ‬
‫ﻭﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﲟﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ )‪.(Online Designer‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻓﻮﺍﺋﺪ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺗﺴﺘﻄﻴﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﺘﺒ‪‬ﻨﻰ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﻭﺍﺣﺪﹰﺍ ﺃﻭ ﺃﻛﺜﺮ ﻣـﻦ ﺍﻟﻔﻮﺍﺋـﺪ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﳏﻄﺎﺕ ﺍﳊﺎﺳﻮﺏ ﺍﳌﻠﺤﻘﺔ‪.‬‬ ‫)‪(1‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.274‬‬ ‫)‪(2‬‬

‫ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.31-30‬‬ ‫)‪(3‬‬

‫‪.Teleworker‬‬ ‫)‪(4‬‬
‫‪225‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺕ ﻃﻮﻳﻠﺔ؛‬
‫‪ -‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺃﻭ ﺍﻟﺘﻤﺎﺷﻲ ﻣﻊ ﺗﺸﺮﻳﻌﺎﺕ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺌﺔ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺗﻘﻠﻴﻞ ﺍﻟﺘﻨﻘﱡﻞ ﺍﻟﻴﻮﻣﻲ ﳌﺴﺎﻓﺎ ٍ‬
‫‪ -‬ﺍﻟﺘﻮﻓﲑ ﰲ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ )ﺍﻟﻨﻘﻞ‪ ،‬ﺗﻜﻠﻔﺔ ﺍﳌﻜﺎﺗﺐ‪ ... ،‬ﺍﱁ(‬
‫‪ -‬ﺍﳌﺮﻭﻧﺔ ﰲ ﺃﳕﺎﻁ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﳌﺮﻭﻧﺔ ﰲ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺇﱃ ﲢﺪ‪‬ﻳﺎﺕ ﺍﳌﻨﺎﻓﺴﲔ؛‬
‫‪ -‬ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺗﻮﻇﻴﻒ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﲔ ﺍﳌﻬﺮﺓ‪،‬‬
‫‪ -‬ﻓﹸﺮﺻﺔ ﺃﻛﱪ ﰲ ﺗﻮﻇﻴﻒ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻘ ﹸﻄﻨﻮﻥ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﻘ ‪‬ﺮ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﻏﲑ ﺍﻟﻘـﺎﺩﺭﻳﻦ ﻋﻠـﻰ‬
‫ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﻣﻨﺎﺯﳍﻢ؛‬
‫‪ -‬ﺭﻓﻊ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ :‬ﺣﻴﺚ ﺃﻥ ﺑﺮﺍﻣﺞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﲨﻴ ‪‬ﻌﻬﺎ ﺗﻘﺮﻳﺒﹰﺎ ﺃﻇﻬﺮﺕ ﺇﻧﺘﺎﺟﻴ ﹰﺔ ﺃﻓﻀﻞ؛‬
‫‪ -‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜ‪‬ﻴﻒ ﻣﻊ ﺍﻷﺣﻮﺍﻝ ﺍﳉﻮﻳﺔ ﺍﻟﻘﺎﺳﻴﺔ ﻭﺍﻟﻈﺮﻭﻑ ﻏﲑ ﺍﳌﻼﺋﻤﺔ؛‬
‫ﺃﻣﺎ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻓﻐﺎﻟﺒﹰﺎ ﻣﺎ ﳝﻜﻨﻬﻢ ﺃﻥ ﻳﺴﺘﻔﻴﺪﻭﺍ ﻣﻦ ﺑﻌﺾ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﺍﻟﺘﻨﻘﱡﻞ ﻣﻦ ﻭﺇﱃ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ‪ :‬ﺗﻮﻓﲑ ﻣﺎﺩﻱ‪ ،‬ﺗﻮﻓﲑ ﺍﻟﻮﻗﺖ‪ ،‬ﺿﻐﻮﻁ ﻋﻤﻞ ﺃﻗﻞ؛‬
‫‪ -‬ﺍﳌﺮﻭﻧﺔ‪ :‬ﲝﻴﺚ ﺃﻧﻪ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺗﺮﺗﻴﺐ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﳌﻼﺋﻤـﺔ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ؛‬
‫‪ -‬ﺍﺳﺘﻘﻼﻟﻴﺔ ﺃﻛﺜﺮ‪ :‬ﻓﺎﻷﻓﺮﺍﺩ ﺍﳌﻨﺎﺳﺒﻮﻥ ﻟﻠﻌﻤﻞ ﺑﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻢ ﰲ ﺍﻟﻐﺎﻟﺐ ﻣﻦ ﺍﳌﻌﺘﻤﺪﻳﻦ ﻋﻠـﻰ‬
‫ﺃﻧﻔﺴﻬﻢ ﻭﺍﻟﺬﻳﻦ ﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﺎﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﱵ ﳝﻨﺤﻬﻢ ﺇﻳﺎﻫﺎ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﺕ ﺻﻐﲑﺓ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺤﻜﱡﻢ ﰲ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ‪.‬‬ ‫‪ -‬ﺣﺮﻳﺔ ﰲ ﳎﺎﻻ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﻴﺰﺍﺕ ﻭﺳﻠﺒﻴﺎﺕ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻳ‪‬ﻌﺘﱪ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﺣﺪ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺴﺎﳘﺔ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻟﱵ ﳍﺎ ﺩﻭ ‪‬ﺭ ﻫﺎﻡ ﻣﻦ ﺧﻼﻝ ﻣﺰﺍﻳﺎﻫـﺎ‬
‫ﺍﻟﱵ ﻧﺬﻛﺮ ﻣﻨﻬﺎ)‪:(1‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﻋﺪﺩ ﺍ ﹸﳌﺘﻮﺍ ِﺟﺪﻳﻦ ﰲ ﺍﳌﻜﺘﺐ ﺃﻭ ﲡ‪‬ﻨﺐ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﻣﺒﺎﱐ ﺟﺪﻳﺪﺓ ﺃﻭ ﻣﺒﺎﱐ ﺃﻛـﱪ ﰲ ﺍﳌـﺴﺎﺣﺔ‬
‫ﻭﺍﻻ‪‬ﺗﺴﺎﻉ؛‬
‫‪ -‬ﺟﻌﻞ ﺍﳋﺪﻣﺎﺕ ‪‬ﻣﺘﺎﺣ ﹰﺔ ﻟﻠﻌﻤﻼﺀ ﰲ ﻏﲑ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﺮﲰﻴﺔ؛‬
‫‪ -‬ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻌﻤﺎﻟﺔ ﺍﻷﻗﻞ ﺃﺟﺮﹰﺍ ﻭﺍﻷﻛﺜﺮ ﺍﺳﺘﻌﺪﺍﺩﹰﺍ ﻟﻠﻌﻤﻞ ﰲ ﻣﺮﺍﻛﺰ ﻭﻣﻮﺍﻗﻊ ﳐﺘﻠﻔﺔ؛‬
‫‪ -‬ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻗﻪ ﺍﳌﹸﻮﻇﱠﻔﻮﻥ ﺍ ﹸﳌﺘﻨ ﱢﻘﻠﻮﻥ ﰲ ﺗﻘﺪﱘ ﺍﻟﺘﻘﺎﺭﻳﺮ ﻋـﻦ ﺍﻟﻌﻤـﻞ ﺇﱃ ﺍﳌﻜﺘـﺐ‬
‫ﺍﳌﺮﻛﺰﻱ؛‬
‫‪ -‬ﺗﻮﺍ ‪‬ﺟﺪ ﺍﳌﹸﻮﻇﱠﻔﲔ ﰲ ﻣﻮﺍﻗﻊ ﺃﻗﺮﺏ ﻟﻠﻔﺌﺎﺕ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻓﺔ؛‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.272‬‬ ‫)‪(1‬‬
‫‪226‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﺟﺬﺏ ﺃﻭ ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻨﺎﺩﺭﺓ ﺃﻭ ﻫﺆﻻﺀ ﺍﻟﺬﻳﻦ ‪‬ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﻋﺠ ٍﺰ ﺟـﺴﺪﻱ ﺃﻭ‬
‫ﺃﻳﺔ ﺇﻋﺎﻗﺔ؛‬
‫ﺕ ﻣﺮﻧﺔ ﳌﺮﺍﻋﺎﺓ ﻣﻦ ﻳﻘﻮﻣﻮﻥ ﺑﺈﻋﺎﻟﺘﻬﻢ؛‬
‫‪ -‬ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﳌﹸﻮﻇﱠﻔﲔ ﺍ ﹸﳌﺪ ‪‬ﺭﺑﲔ ﺍﻟﺬﻳﻦ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺗﺮﺗﻴﺒﺎ ٍ‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﻧﺴﺒﺔ ﺍﻟﻐﻴﺎﺏ‪ :‬ﻓﺎﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻗﻞﱡ ﻣﻦ ﻏﲑﻫﻢ ﰲ ﺍﻟﻐﺎﻟﺐ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻄﺎﻟﱯ ﺍﻹﺟﺎﺯﺓ ﺍﳌﺮﺿﻴﺔ؛‬
‫‪ -‬ﲢﺴﲔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ :‬ﺣﻴﺚ ﻳﻜﻮﻥ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺃﻛﺜﺮ ﻧﺸﺎﻃﹰﺎ‪ ،‬ﻷ‪‬ﻢ ﻳﻘﻀﻮﻥ ﻭﻗﺘـﹰﺎ ﺃﻗـﻞ ﰲ ﺍﻻﻧﺘﻘـﺎﻝ؛‬
‫ﻭ‪‬ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﻢ ﺃﻛﺜﺮ‪ ،‬ﺇﺫ ﺃ‪‬ﻢ ﺃﻛﺜﺮ ﻭﻻ ًﺀ ﻭﺇﺧﻼﺻﹰﺎ ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ﻳﺴﺘﻤ ‪‬ﺮﻭﻥ ﻟﻔﺘﺮ ٍﺓ ﺃﻃﻮﻝ ﻣﻊ ﺍﳌﺆﺳـﺴﺔ؛‬
‫ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ﻳﻘﻀﻮﻥ ﻭﻗﺘﹰﺎ ﺃﻗﻞ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﻟﻌﻤﻞ؛ ﻷ‪‬ﻢ ﳛﺘﺎﺟﻮﻥ ﻟﻠﺘﺨﻄﻴﻂ ﻟﻮﻗﺘﻬﻢ ﺍﻟﺸﺨﺼﻲ ﺑـﺸﻜﻞ‬
‫ﺃﻓﻀﻞ‪.‬‬
‫ﺃﻣﺎ ﻋﻦ ﺍﳌﻴﺰﺍﺕ ﻭﺍﻟﺴﻠﺒﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ‬
‫ﻓﻴﻤﻜﻦ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻴﻬﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﻤﻜﻨﺔ ﻟﻠﻔﺮﺩ‪:‬‬
‫‪ -‬ﺍﻟﺘﻮﻓﲑ ﰲ ﺍﻟﻮﻗﺖ ﻭﺍﳌﺼﺮﻭﻓﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻨﻘﱡﻞ؛‬
‫ﻍ ﺃﻛﺜﺮ )ﺑﺴﺒﺐ ﻗﻠﺔ ﺍﻟﺘﻨﻘﻞ(؛‬
‫ﺖ ﻓﺮﺍ ٍ‬
‫‪ -‬ﻭﻗ ‪‬‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﲢﺴﲔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﻟﺪﺧﻞ ﺍﳌﺎﺩﻱ؛‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺍﻟﻌﻤﻞ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻟﺘﻘﺎ ‪‬ﻋﺪ ﺃﻭ ﺍﻟﻨﻘﻞ ﺇﱃ ﻣﺪﻳﻨ ٍﺔ ﺃﺧﺮﻯ؛‬
‫‪ -‬ﻣﺮﻭﻧ ﹲﺔ ﻋﺎﻟﻴﺔ ﰲ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﺍﻟﺴﻠﻴﺒﺎﺕ ﺍﶈﺘﻤﻠﺔ ﻟﻸﻓﺮﺍﺩ‪:‬‬
‫‪ -‬ﻓﻘ ‪‬ﺪ ﺍﻟﺼﻼﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﻞ؛‬
‫‪ -‬ﺻﻌﻮﺑﺔ ﺍﻟﺘﻮﻓﻴﻖ ﻭﺣﻔﻆ ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﺍﻟﻌﻤﻞ ﻭﺍﻻﻟﺘﺰﺍﻣﺎﺕ ﺍﳌﱰﻟﻴﺔ؛‬
‫‪ -‬ﺍﻧﻌﺪﺍﻡ ﺍﳌﺴﺎﻧﺪﺓ ﺍﳌﻜﺘﺒﻴﺔ‪ ،‬ﳑﺎ ﻳﻌﲏ ﻫﺪﺭﹰﺍ ﰲ ﻣﻬﺎ ٍﻡ ﻗﻠﻴﻠﺔ ﺍﻷﳘﻴﺔ ﺃﻭ ﻭﺿﻴﻌﺔ‪.‬‬
‫ﺍ ﹸﳌﻤﻴ‪‬ﺰﺍﺕ ﻟﺼﺎﺣﺐ ﺍﻟﻌﻤﻞ ﺗﺘﻀﻤ‪‬ﻦ‪:‬‬
‫‪ -‬ﺍﻟﺘﻮﻓﲑ ﰲ ﺍﳌﺼﺎﺭﻳﻒ ﺍﳌﻜﺘﺒﻴﺔ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ؛‬
‫‪ -‬ﺍﻟﺘﻮﻓﲑ ﰲ ﺍ ﹸﳌﺮ‪‬ﺗﺒﺎﺕ ﻭﺍﻟﺸﺮﻭﻁ؛‬
‫‪ -‬ﲡ‪‬ﻨﺐ ﻣﺼﺮﻭﻓﺎﺕ ﺍﻟﻨﻘﻞ ﺍﻟﱵ ﺗ‪‬ﺘﺒﻊ ﻧﻘﻞ ﻣﻮﻗﻊ ﺍﳌﻜﺘﺐ ﺍﻟﺮﺋﻴﺴﻲ؛‬
‫‪ -‬ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﳌﹸﻮﻇﱠﻔﲔ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﲔ ﻭﺍﻟﺬﻳﻦ ﻗﺪ ﻳﻀﻄ ‪‬ﺮﻭﻥ ﻟﻼﻧﺘﻘﺎﻝ‪.‬‬
‫‪227‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﺴﻠﺒﻴﺎﺕ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺗﺘﻀﻤ‪‬ﻦ‪:‬‬


‫‪ -‬ﺟﻬﻮﺩ ﺍﻟﺒﺪﺀ ﰲ ﺍﻟﻨﻈﺎﻡ ﻭﺇﺩﺍﺭﺗﻪ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﳌﺼﺎﺭﻳﻒ؛‬
‫ﺕ ﺟﺪﻳﺪﺓ؛‬ ‫‪ -‬ﺍﳊﺎﺟﺔ ﻟﺸﺮﺍﺀ ﻣﻌﺪﺍ ٍ‬
‫‪ -‬ﺍﻟﻀﺮﺭ ﺍﻟﺬﻱ ﻗﺪ ‪‬ﻳﺼﻴﺐ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ؛‬
‫‪ -‬ﺍﻧﻌﺪﺍﻡ ﺍﻟﺘﺤﻜﱡﻢ ﻭﺍﻟﻀﺒﻂ ﺍﻹﺩﺍﺭﻱ ﺍﻟﻠﺼﻴﻖ؛‬
‫ﺕ ﰲ ﺍﻻﺗﺼﺎﻻﺕ‪.‬‬ ‫‪ -‬ﺻﻌﻮﺑﺎ ‪‬‬
‫ﻭﻗﺪ ﺃﺷﺎﺭ ﺃﺣﺪ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﻣﺆﺳﺴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ ﺑﻌﻨﻮﺍﻥ "ﺍﻟﻄﺮﻳﻖ ﺍﻟﺴﺮﻳﻊ ﺑﺎﲡﺎﻩ ﺍﻟﻌﻤﻞ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ" ﺇﱃ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺍﻟﺘﻨﺒﻴﻪ ﺇﻟﻴﻬﺎ ﲞﺼﻮﺹ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﻤﻞ)‪:(1‬‬
‫‪ -‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠ ‪‬ﻤﻮ ﱢﻇﻔﲔ‪:‬‬
‫‪ -‬ﺻﻌﻮﺑﺔ ﺗﻄﺒﻴﻖ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺄﻣﻴﻨﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻌﺎﹸﻗﺪﻳﺔ ﺑﲔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﳌﹸﻮﻇﱠﻒ؛‬
‫‪ -‬ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻌﺰﻟﺔ ﺑﺴﺒﺐ ﺑﻌﺪ ﺍﳌﹸﻮﻇﱠﻒ ﻋﻦ ﺯﻣﻼﺋﻪ ﻭﺍﻟﱵ ﺳﺘﺤﺮﻣﻪ ﻣﻦ ﺍﻟﺮﻭﺍﺑﻂ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ؛‬
‫‪ -‬ﺍﳋﻠﻂ ﺑﲔ ﻭﻗﺖ ﺍﻟﻌﻤﻞ ﻭﻭﻗﺖ ﺍﻟﻔﺮﺍﻍ‪.‬‬
‫‪ -‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‪:‬‬
‫‪ -‬ﻣﺸﺎﻛﻞ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺍﻹﺷﺮﺍﻑ ﻭﺍﳌﺘﺎﺑﻌﺔ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻞ؛‬
‫‪ -‬ﺍﳔﻔﺎﺽ ﺩﺭﺟﺔ ﺍﻟﻮﻻﺀ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫‪ -‬ﺍﺭﺗﻔﺎﻉ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻠﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﻻ ﺗﺘﻨﺎﺳﺐ ﻧ‪‬ﻈﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻘﺪﳝﺔ ﻣﻊ ﻃﺒﻴﻌﺔ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺠﺘﻤﻊ‪:‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﺑﺎﻟﻌﻤﻴﻞ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﺘﺸﺘﺖ ﺍﻻﺟﺘﻤﺎﻋﻲ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﺘﻔﺎﻭﺕ ﺑﲔ ﺍﳉﻨﺴﲔ‪.‬‬

‫ﻣﺮﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺩﻋﻢ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪ -‬ﳎﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ‪ ،‬ﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ :‬ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻄﺒﻴـﻖ ﰲ ﻣـﺼﺮ‪،‬‬ ‫)‪(1‬‬

‫ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ‪.2003 ،‬‬


‫‪228‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻻ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻨﺼﺮﹰﺍ ‪‬ﻣﻮﱢﻟﺪﹰﺍ ﻟﻠﻮﻇﺎﺋﻒ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ‪ ،‬ﺇﳕﺎ ﳝﻜﻨﻪ ﺃﻥ ﻳﻔﻌﻞ ﺫﻟـﻚ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﺤ ﱠﻘﻖ ﺷﺮﻁ ﺍﻟﻘﺒﻮﻝ ﺑﻪ ﻣﻦ ﺍﻷﻃﺮﺍﻑ ﺍﳌﻌﻨﻴﺔ ﺑﺬﻟﻚ )ﺃﻱ ﺍﻟﻌﺎﻣﻞ ﻭﺭﺏ ﺍﻟﻌﻤﻞ(؛ ﺣﻴـﺚ ﺃﻥ ﺭﺏ‬
‫ﺍﻟﻌﻤﻞ ﻳﺘﻮ ‪‬ﺧﻰ ﺃﻥ ‪‬ﻳﻨ ﱢﻔﺬ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺮﻏﺐ ﻭﻓﻖ ﺍﻟﺸﻜﻞ ﺍﳌﺘﻘﻦ ﺍﻟﺬﻱ ﻳﺘﻮﱠﻗﻌﻪ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺑـﺄﻥ ﺍﻟﻌﻤـﻞ‬
‫ﺳ‪‬ﻴﻘ ‪‬ﺪﻡ ﻟﻪ ﺭﲝﻴﺔ ﻣﻼﺋﻤﺔ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﺎﻣﻞ ﻭﻓﻖ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﺣﺎﺋﺰﹰﺍ ﻋﻠﻰ ﺛﻘﺔ‬
‫ﺍﻹﺩﺍﺭﺓ ﺃﻳﻀﹰﺎ؛ ﻷﻧﻪ ﺳﻴﻌﻤﻞ ﺩﻭﻥ ﺭﻗﺎﺑ ٍﺔ ﻣﺒﺎﺷﺮﺓ‪.‬‬
‫ﻭﳑﺎ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﻓﺈﻧﻪ ﳝﻜﻦ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﺣﺎﻝ ﺗﺒﻴ‪‬ﻨﻬﺎ ﻟﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻥ ﺗﻨﺠﺢ ﰲ ﲢﻘﻴـﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍ ﹸﳌﺘﻮ ‪‬ﺧﺎﺓ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺃﻥ ﺗﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫‪ -‬ﺍﻻﻗﺘﻨﺎﻉ ﺑﻔﻮﺍﺋﺪ ﺍﻟﻌﻤﻞ ﺑﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻗﺒﻞ ﺗﻄﺒﻴﻘﻪ؛‬
‫ﺠﻊ ﻋﻠﻰ ﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﲤ ‪‬ﺪ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻻﺗﺼﺎﻝ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﺧﺎﺻ ﹰﺔ ﺍﻟﺬﻳﻦ ﺗﺸﺘﻤﻞ‬ ‫‪ -‬ﺇﳚﺎﺩ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ‪‬ﺗﺸ ‪‬‬
‫ﻭﻇﺎﺋﻔﻬﻢ ﻋﻠﻰ ﺍﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻻﺧﺘﻼﻁ ﺃﻭ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻣﻊ ﺍﻟﻨﺎﺱ؛‬
‫‪ -‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﻛﺒﺎﺭ ﺍﳌﺪﺭﺍﺀ ﻋﻠﻰ ﺍﺗﺼﺎ ٍﻝ ﺑﻔﺮﻕ ﻋﻤﻠﻬﻢ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ﻳﻮﻣﻴﹰﺎ؛‬
‫ﺕ ﻟﺼﻴﺎﻧﺘﻬﺎ؛‬‫‪ -‬ﺗﻮﻓﲑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻼﺯﻡ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﳌﻌﺪﺍﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﻭﺟﻮﺩ ﺧﺪﻣﺎ ٍ‬
‫‪ -‬ﺟﻌﻞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻣﺘﺎﺣﹰﺎ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺍﻟﻮﻇﺎﺋﻒ ﺇﻥ ﺃﻣﻜﻦ ﺫﻟﻚ؛‬
‫‪ -‬ﻣﺮﺍﺟﻌﺔ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﻳ‪‬ﺆﺩ‪‬ﻳﻬﺎ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺑﺸﻜ ٍﻞ ﺛﺎﺑﺖ ﻭ ‪‬ﻣﻨﺘ ﹶﻈﻢ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺟﺪﻭ ﹲﻝ ﻳ‪‬ﻠﺨ‪‬ﺺ ﺃﻫﻢ ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬

‫ﳌﲔ ﻋﻠﻮﻃﻲ‪ » ،‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳـﺴﺔ «‪ ،‬ﳎﻠـﺔ ﻋﻠـﻮﻡ ﺇﻧـﺴﺎﻧﻴﺔ‪،‬‬ ‫)‪(1‬‬

‫‪ ،WWW.ULUM.NL‬ﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺩﺳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،38‬ﺻﻴﻒ ‪.2008‬‬


‫‪229‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(14‬‬


‫ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬
‫ﺍﻟﻌﻴﻮﺏ‬ ‫ﺍﳌﺰﺍﻳﺎ‬
‫‪ -1‬ﺍﻻﻗﺘﺼﺎﺩ ﺑﺎﻟﺘﻜﺎﻟﻴﻒ‪ :‬ﻋﺪﻡ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﳌﻜﺘﺐ‪ ،‬ﺃﺟﻬﺰﺗﻪ‪ -1 ،‬ﺍﻟﻌﺰﻟﺔ‪ :‬ﺍﻟﻌﺎﻣﻞ ﻳﺸﻌﺮ ﺑﺎﻟﻌﺰﻟﺔ ﺑﺴﺒﺐ ﺍﻟ‪‬ﺒﻌﺪ ﻋﻦ ﺍﻟﺘﻮﺍﺻ‪‬ـﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ )ﳌﻌﺎﳉﺔ ﻫﺬﺍ ﺍﳌﺸﻜﻞ ﱠﰎ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺍﳌﻮﻗـﻊ‬ ‫ﺃﺛﺎﺛﻪ ﻛﻠﻴﹰﺎ ﺃﻭ ﺟﺰﺋﻴﹰﺎ‪.‬‬
‫ﺍﳌﺸﺘﺮﻙ ﺍﻟﻜﻮﺥ ﻋﻦ ﺑ‪‬ﻌﺪ(‪.‬‬
‫‪ -2‬ﺷﻌﻮﺭ ﺍﻟﻌﻤﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﻌﺪﻡ ﺍﳌﻴﺰﺓ ﰲ ﺍﳊـﺼﻮﻝ ﻋﻠـﻰ‬ ‫‪ -2‬ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﻌﺎﻣﻞ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﺎﻋﺔ‪.‬‬
‫ﹸﻓﺮﺹ ﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﻭﳝﻜﻦ ﳍﺬﺍ ﺃﻥ ‪‬ﻳﻄ ‪‬ﻮﺭ ﻟﺪﻳﻬﻢ ﻣﻮﺍﻗﻒ ﺃﻗﻮﻯ‬
‫ﻟﺘﻐﻴﲑ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺖ ﺇﺿﺎﰲ ‪‬ﻳﻨﻔﻘﻪ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻣﻘﺎﺭﻧـ ﹰﺔ‬
‫ﺕ ﺃﻓﻀﻞ ﻟﻌﺪﻡ ﺍﻟﺘﺤﺪﻳﺪ ‪ -3‬ﺍﳊﺎﺟﺔ ﺇﱃ ﻭﻗ ٍ‬
‫‪ -3‬ﺇﻣﻜﺎﻧﻴﺔ ﺃﻛﱪ ﰲ ﺍﺳﺘﻘﻄﺎﺏ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺑﺎﻟﻌﺎﻣﻠﲔ ﺍﻵﺧﺮﻳﻦ )ﻣﻦ ﻳﻮ ٍﻡ ﺇﱃ ﺃﺳﺒﻮﻉ( ﻟﻴﻜﻮﻥ ﺃﻓـﻀﻞ‬ ‫ﲟﻨﻄﻘ ٍﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫ﻼ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﻌﻤﻠﻮﻥ ﻓﻴﻬﺎ‪.‬‬
‫ﺗﻜﺎﻣ ﹰ‬
‫‪ -4‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ‪‬ﻣﺴﺘﻐﱢﻠﲔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﺜﺎﺭ ﻋﻨـﺪ‬ ‫‪ -4‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻓﺮﺍﺩ ﻣﻦ ﻣﻨﺎﻃﻖ ﺭﻳﻔﻴﺔ ﺑﺄﺟﻮﺭ ﺃﻗﻞ‪.‬‬
‫ﺕ‬
‫ﺍﻟﺰﺑﺎﺋﻦ ﺃﻭ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﻋﻨﺪﻣﺎ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻊ ﳎﻤﻮﻋﺎ ٍ‬
‫ﺿﻌﻒ ﻓﹸﺮﺹ ﺍﻟﻌﻤﻞ )‪‬ﻳﻮﺍﺟﻬﻮﻥ ﻇﺮﻭﻓـﹰﺎ‬ ‫ﳏﻠﱢﻴﺔ ‪‬ﺗﻌﺎﱐ ﻣﻦ ‪‬‬
‫ﺃﻗﻞ ﺗﺸﺠﻴﻌﹰﺎ(‪.‬‬
‫‪ -5‬ﺍﺳﺘﻘﻄﺎﺏ ﺃﻓﺮﺍﺩ ﺫﻭﻱ ﺍﻛﺘﻔﺎﺀ ﺫﺍﰐ ﻣﺎﺩﻳﺎ ﻣـﻦ ﺣﻴـﺚ ‪ -5‬ﺍﳌﺆﺳﺴﺎﺕ ﺃﻳﻀﹰﺎ ‪‬ﺗﻌﺎﱐ ﻣﻦ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺴﺒﺐ ﻓﻘﺪﺍﻥ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ‪ .‬ﻓﺎﳌﺆﺳﺴﺎﺕ ﺗﺸﻌﺮ ﺃﻥ ﻋﻤﻞ ﺍﻟﻔﺮﻳﻖ‬ ‫ﺍﻷﺟﻬﺰﺓ ﻭﻣﻬﺎﺭﺓ ﻣﻦ ﺣﻴﺚ ﻋﺪﻡ ﺍﳊﺎﺟﺔ ﻟﻠﺘﺪﺭﻳﺐ‪.‬‬
‫ﻭﻋﺼﻒ ﺍﻷﻓﻜﺎﺭ ﻭﻋﻼﻗﺎﺕ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ‪/‬ﺍﻟﺰﺑﻮﻥ ﺗ‪‬ﺼﺒﺢ‬
‫ﻣﺸﻜﻠ ﹰﺔ ﺃﻛﺜﺮ ﰲ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫‪ -6‬ﺷﻌﻮﺭ ﺍﳌﺪﺭﺍﺀ ﺃﻥ ﺍﻟﻌﻤﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﻣﻦ ﺍﻟﺼﻌﺐ ﺇﺩﺍﺭ‪‬ـﻢ‬ ‫‪ -6‬ﲣﻔﻴﻒ ﺍﻟﻌﺐﺀ ﺍﻹﺩﺍﺭﻱ ﻋﻦ ﺍﳌﺪﺭﺍﺀ‪.‬‬
‫ﻛﺄﻓﺮﺍﺩ ﻻ ﻳﻌﺮﻓﻮﻧﻪ ﺑﺎﻻﺗﺼﺎﻝ ﺍﻟﺸﺨـﺼﻲ ﻭﻳﻌﻤﻠـﻮﻥ ﰲ‬
‫ﺕ ﺫﺍﺕ ﻣﺮﻭﻧ ٍﺔ ﻋﺎﻟﻴﺔ‪.‬‬
‫ﺃﻭﻗﺎ ٍ‬
‫‪ -7‬ﻣﺮﻭﻧﺔ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺰﻣﺎﻧﻴﺔ ﻭﺍﳌﻜﺎﻧﻴـﺔ ﻟﻠﻌﺎﻣـﻞ ﰲ ‪ -7‬ﺍﻹﺣﺴﺎﺱ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ‪‬ﻣﻘﻄﻌﺔ ﻭﻣﺘﻨﺎﺛﺮﺓ ﻭﻟﻴﺲ ﻛﻮﺣﺪ ٍﺓ‬
‫ﻭﺍﺣﺪﺓ‪.‬‬ ‫ﺍﳒﺎﺯ ﻣﻬﺎﻡ ﻋﻤﻠﻪ‪.‬‬
‫‪ -8‬ﺇﻧﻪ ﺃﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﻠﻌﺎﻣﻞ ﺍﻟـﺬﻱ ﻟﺪﻳـﻪ ﺃﻋﺒـﺎﺀ ﺃﺳـﺮﻳﺔ ‪ -8‬ﺍﳌﺸﻜﻼﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺄﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.318‬‬
‫‪230‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺇﻥ ﺍﳌﺸﻜﻼﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﻟﺘﻔﺎﻋ‪‬ﻞ ﺍﻟﺸﺨﺼﻲ ﺍﻟﺬﻱ ﻳ‪‬ﻤﺜﱢﻞ ﺍﳌﺸﻜﻠﺔ ﺍﻷﻛﺜﺮ ﺃﳘﻴﺔ ﰲ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣـﻦ‬
‫ﺕ ﻟﺘﻌﺰﻳﺰ ﺍﳊﻀﻮﺭ ﻭﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ ،(1‬ﺳﻮﺍ ًﺀ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪،‬‬
‫ﺍﻷﻋﻤﺎﻝ ﻓﺈﻥ ﻫﻨﺎﻙ ﺇﻣﻜﺎﻧﻴﺎ ٍ‬
‫ﺕ‬
‫ﺃﻭ ﺍﳊﻮﺍﺭ‪ ،‬ﺃﻭ ﺍﶈﺎﺩﺛﺔ‪ ،‬ﻭﺍﻟﺘﺨﺎ ﹸﻃﺐ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮﻳﺔ‪ ،‬ﻭﺇﱃ ﺍﻟﻠﻘﺎﺀ ﺍﳌﺒﺎﺷﺮ ﰲ ﻓﺘـﺮﺍ ٍ‬
‫ﺩﻭﺭﻳﺔ)‪.(2‬‬
‫ﺃﻣﺎ ﺻﻌﻮﺑﺔ ﺍﻹﺩﺍﺭﺓ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻷﻓﺮﺍﺩ ﻟﻴﺲ ﳍﻢ ﻭﺟﻪ‪ ،‬ﻓﺈﻥ ﻫﺬﺍ ﻗﺪ ‪‬ﻳﺨ ﱢﻔﻒ ﺍﻟﻌﺐﺀ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﳌﻌﻴﺎﺭ ﻟﺪﻯ ﺍﻹﺩﺍﺭﺓ ﻫﻮ ﻧﺘﺎﺋﺞ ﺍﻟﻌﻤﻞ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ‪‬ﻳﺤ ‪‬ﺮﺭ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺣﺪ‬
‫ﺖ ﻛﺎﻣﻞ )ﺑﻜﻞ ﻣﺎ ﻳﻌﻨﻴﻪ ﺫﻟﻚ ﻣﻦ‬ ‫ﺳﻮﺍﺀ ﻣﻦ ﳕﻂ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﻷﻓﺮﺍﺩ ﺍﻟﺪﺍﺋﻤﲔ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﺑﻮﻗ ٍ‬
‫ﻋﺪﻡ ﻣﺮﻭﻧﺔ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺃﻋﺒﺎﺀ ﻣﺎﻟﻴﺔ ﻛﺒﲑﺓ ﰲ ﺍﻟﻠﺠﻮﺀ ﺍ ﹸﳌﺘﻜ ‪‬ﺮﺭ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺃﻭ ﺍﻟﺘﺴﺮﻳﺢ(‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻌﻤﻞ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ ‪‬ﻳﺤ ‪‬ﺮﺭ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺗﺮﻛﻴﺰ ﺍﻟﺴﻠﻄﺔ ﰲ ﻣﺮﻛ ٍﺰ ﺿ‪‬ﻴﻖ ﻣﻦ ﻗﻤـﺔ ﺍﻹﺩﺍﺭﺓ ﺃﻭ ﰲ ﻣﺮﻛـﺰ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﻟﺮﺋﻴﺴﻲ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺆﺳﺴﺎﺕ ﳌﻌﺎﳉﺔ ﺗﺮﻛﻴﺰ ﺍﻟﺴﻠﻄﺔ ﺃﺧﺬﺕ ﲤﻴﻞ ﳓﻮ ﺍﻟﺘﻤﻜﲔ ﺍﻹﺩﺍﺭﻱ)‪ (3‬ﻛﻮﺳـﻴﻠ ٍﺔ‬
‫ﻟﻨﻘﻞ ﺍﻟﺴﻠﻄﺔ ﻣﻦ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﱏ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﻟﻐﺎﺀ ﺍﻟﻄﺒﻘـﺎﺕ ﺃﻭ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ)‪ ،(4‬ﻭﺇﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺍﻟﺴﻠﻄﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻟﺰﻳﺎﺩﺓ ﺍﳔﺮﺍﻁ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺃﻋﻤﺎﳍﻢ ﻭﲢـﺴﲔ‬
‫ﺍﻟﺘﺰﺍﻣﻬﻢ ﺑﱪﺍﳎﻬﺎ‪ .‬ﻭﺿﻤﻦ ﻫﺬﺍ ﺍﻟﺘﺼ ‪‬ﻮﺭ ﰲ ﺇﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺍﻟﺴﻠﻄﺔ ﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ ﺑﺄﻧـﻪ‬
‫ﻒ ﻟﺘﺮﻛﱡﺰ ﺍﻟﺴﻠﻄﺔ ﰲ ﻣﻮﻗ ٍﻊ ﻭﺍﺣﺪ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﰲ ﺍﳌﻮﻗﻊ ﺍﳉﻐﺮﺍﰲ ﺍﻟﻮﺍﺣﺪ)‪.(5‬‬‫ﲣﻔﻴ ‪‬‬
‫ﻋﻠﻰ ﺃﻧﻪ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻳﻮﻣﻴﹰﺎ ﻭﺑﺼﻔ ٍﺔ ﻣﺴﺘﻤﺮﺓ ﻋﻠﻰ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﺑﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ‬
‫ﺑ‪‬ﻌﺪ ﳚﺪﻭﻥ ﺍﻟﻌﺰﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻣﺸﻜﻠ ﹰﺔ ﻛﺒﲑﺓ؛ ﻓﻘﺪ ﺃﺛﺒﺘﺖ ﺩﺭﺍﺳ ﹲﺔ ﻣﺴﺤﻴﺔ ﺃﺟﺮ‪‬ﺎ ﻣﺆﺳﺴﺔ ﺍﻻﺗـﺼﺎﻻﺕ‬
‫ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﻋﻠﻰ ﺍﳌﺪﺭﺍﺀ ﺫﻭﻱ ﺍﳌﺮﺍﺗﺐ ﺍﻟﻌﻠﻴﺎ ﰲ ﻛﱪﻯ ﺍﳌﺆﺳﺴﺎﺕ ﺃﻥ ﹸﺛﻠﺜﻲ ﺍﳌﺪﺭﺍﺀ ﻳﺮﻭﻥ ﺃﻥ ﺍﻟﻌﺰﻟﺔ ﻛﺎﻧﺖ‬
‫ﻋﺎﺋﻘﹰﺎ ﺭﺋﻴﺴﻴﹰﺎ ﻟﺘﻄﺒﻴﻖ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬

‫‪.Richer Telepresence‬‬ ‫)‪(1‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.318‬‬ ‫)‪(2‬‬

‫ﺍﻟﺘﻤﻜﲔ )‪ :(Empowerment‬ﺗﻮﻓﲑ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﺼﻼﺣﻴﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺃﻱ ﺇﻧﺎﻃﺔ‬ ‫)‪(3‬‬

‫ﻣﻬﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺇﱃ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬


‫‪.Management Delayering‬‬ ‫)‪(4‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.319‬‬ ‫)‪(5‬‬


‫‪231‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻋﻼﻗﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺂﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫ﻛﻤﺎ ﺭﺃﻳﻨﺎ ﺳﺎﺑﻘﹰﺎ ﻓﺎﻥ ﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ ‪‬ﺗﻌﺘﱪ ﻋﻨﺼﺮﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﻣـﻦ ﻋﻨﺎﺻـﺮ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺑﺎﻋﺘﺒﺎﺭ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﻫﻮ ﺷﻜ ﹲﻞ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻝ ﺍﳋﺎﺭﺟﻲ‪ ،‬ﻓﺈﻧﻪ ‪‬ﻳﺆﱢﺛﺮ ﻭﻳﺘﺄﱠﺛﺮ ﺑـﻨ‪‬ﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺧﺎﺻ ﹰﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻣﻨﻬﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫‪‬ﺗﻌﺘﱪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ ﺃﺩﺍ ﹰﺓ ﺿﺮﻭﺭﻳﺔ ﻭﻫﺎﻣﺔ ﻟﻠﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ .‬ﳛﺘـﺎﺝ ﺍﻟﻨـﺎﺱ ﺇﱃ‬
‫ﺱ ﺑﺄ‪‬ﻢ‬
‫ﺻﻞ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺑﻞ ﺃﻳﻀﹰﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺇﺣﺴﺎ ٍ‬ ‫ﺍﻻﺗﺼﺎﻝ ﺑﺸﻜ ٍﻞ ‪‬ﻣﺘﻮﺍ ِ‬
‫ﺟﺰ ٌﺀ ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﻭﺍﻹﺣﺴﺎﺱ ﺃ‪‬ﻢ ﺿﻤﻦ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﻣﺪﻳﺮﻱ ﳎﻤﻮﻋﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻥ‬
‫‪‬ﻳﺤ ‪‬ﺪﺩﻭﺍ ﻭﻳ‪‬ﺘﻔﻘﻮﺍ ﻋﻠﻰ ﻣﺪﻯ ﺗﻜﺮﺍﺭﻳﺔ ﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﳕﻄﻬﺎ‪ ،‬ﻭﳏﺘﻮﺍﻫﺎ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻗﺪ ﻳﺘﻮﻟﱠـﺪ ﻟـﺪﻯ‬
‫ﺕ ﺧﺎﺻﺔ ﺑﺎﻷﺩﺍﺀ ﻭﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﺆﺳﺴﺔ ﺇﺫﺍ ﻛﺎﻧﻮﺍ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻹﺣﺴﺎﺱ ﺑﺄ‪‬ﻢ ﻏﲑ ‪‬ﻣﺮﺗِﺒﻄﲔ ﺑﺘﻮﺟﻴﻬﺎ ٍ‬
‫ﻣﻌﺰﻭﻟﲔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﲰﻴﺔ ﻭﻏﲑ ﺍﻟﺮﲰﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‪.‬‬
‫‪ -1‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺮﲰﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺠﻊ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﻫﻲ ﻣﻠﺨﺼ ﹲﺔ ﰲ ﺍﳉـﺪﻭﻝ‬
‫ﻕ ﻣﻌﲔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ‪‬ﺗﺪ ‪‬ﻋﻢ ﻭ‪‬ﺗﺸ ‪‬‬
‫ﻫﻨﺎﻙ ﻧﻄﺎ ‪‬‬
‫ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(13‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬ ‫ﺍﶈﺘﻮﻯ‬ ‫ﳕﻂ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪ -‬ﺷﻬﺮﻳﹰﺎ‬ ‫‪ -‬ﺍﻟﻔﺮﻳﻖ ﻭﺍﻷﻓﺮﺍﺩ‬ ‫‪ -‬ﺍﻷﺩﺍﺀ‬
‫‪ -‬ﻗﺒﻞ ﺍﻟﺘﻄﺒﻴﻖ‬ ‫‪ -‬ﺃﻫﺪﺍﻑ ﺍﻷﺩﺍﺀ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ‬ ‫‪ -‬ﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﻭﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﳉﺪﻳﺪﺓ‬
‫‪ -‬ﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﻭﻣﺸﺎﺭﻳﻊ ﺍﻷﻓﻜﺎﺭ‪ ،‬ﺍﻟﺘﺤـﺴﻴﻨﺎﺕ‪ - ،‬ﺷﻬﺮﻳﹰﺎ‬ ‫‪ -‬ﺍﻟﺘﻘﺎﺭﻳﺮ ﻣﻦ ﺍﳌﺮﻛﺰ ﺍﻟﺮﺋﻴﺴﻲ ﻭﺍﻟﺰﻣﻼﺀ‬
‫ﺍﻟﺘﻨﻘﱡﻼﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﺍﻷﺧﺒﺎﺭ‬
‫‪ -‬ﺗﻌﻠﻴﻤﺎﺕ ﺧﺎﺻﺔ ﺑﺎﻟﻌﻤﻞ‪ ،‬ﺍﻟﺘﻮﺟﻬـﺎﺕ‪ ،‬ﺭﺳـﺎﺋﻞ ‪ -‬ﺷﻬﺮﻳﹰﺎ‬ ‫‪ -‬ﺍﻷﺧﺒﺎﺭ ﺍﳌﺮﻛﺰﻳﺔ ‪/‬ﺍﻟﺮﺋﻴﺴﻴﺔ‬
‫ﺧﺎﺻﺔ ﺑﺮﻓﻊ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺩﻟﻴﻞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﺗﺮﲨﺔ ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻌﻴﺴﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴـﺔ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪،‬‬
‫‪ ،2001‬ﺹ ‪.199‬‬
‫‪232‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻭﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﺗﻮ ‪‬ﺯﻉ ﻛ‪‬ﻨﺴ ٍﺦ ﻋﻠﻰ ﻭﺭﻕ ﺫﻱ ﺟﻮﺩ ٍﺓ ﻋﺎﻟﻴﺔ؛ ﺣﻴﺚ ﺃﻥ ﺍﻟﺘﻮﺛﻴﻖ ﺍﻟﺮﺩﻱﺀ‬
‫ﻻ ‪‬ﻳﺆ ﱢﻛﺪ ﻋﻠﻰ ﻣﻌﺎﻳﲑ ﻋﺎﻟﻴﺔ‪ .‬ﻭﺣﲔ ‪‬ﻳﺴﺘﺨ ِﺪﻡ ﺍﻟﻨﺎﺱ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺍﻟﻔﺎﻛﺲ ﻭﺍﻟﺮﺳﺎﺋﻞ ﺍﻟـﺼﻮﺗﻴﺔ؛‬
‫ﻓﺈﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻧﻈﺎ ‪‬ﻡ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﻭﺻﻮﻝ ﻫﺬﻩ ﺍﻟﺮﺳﺎﺋﻞ ﻟﻠﻤﻌﻨﻴﲔ‪ .‬ﻭ‪‬ﻳﻔﺘـﺮﺽ ﺍﻟﻌﺪﻳـﺪ ﻣـﻦ‬
‫ﺍﻷﺷﺨﺎﺹ ﺧﻄﹰﺄ ﺃﻧﻪ ﺑﺈﺭﺳﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﺈﻥ ﻫﺬﺍ ﻳﻌﲏ ﺑﺄ‪‬ﺎ ﺳ‪‬ﺘﻘﺮﺃ‪ .‬ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﻟﻴﺲ ﻟﺪﻳﻬﺎ ﻧﻈـﺎ ‪‬ﻡ‬
‫ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﺍﺳﺘﻼﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻ ﻳﻜﻮﻥ ﻟﺪﻳﻬﺎ ﺳﺠ ﹲﻞ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟـﱵ ﱠﰎ ﻗﺮﺍﺀ‪‬ـﺎ‪ ،‬ﻭ ﱠﰎ ﺍﺳـﺘﻴﻌﺎ‪‬ﺎ‪،‬‬
‫ﻭ ‪‬ﻭﺿﻌﺖ ﰲ ﺍﳌﻠﻔﺎﺕ ﺃﻭ ﱠﰎ ﲡﺎﻫﻠﻬﺎ‪.‬‬
‫ﺕ ﻓ ‪‬ﻌﺎﻝ؛ ﻓﺈﻥ ﺍﳊﺪ ﺍﻷﺩﱏ ﻫﻮ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﻋﻦ‬‫ﻭﻟﻠﺘﺄﻛﻴﺪ ﻣﺮ ﹰﺓ ﺃﺧﺮﻯ ﻋﻠﻰ ﺍﳊﺎﺟﺔ ﺇﱃ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺑ‪‬ﻌﺪ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﻌﻄﻰ ﺍﻹﺣﺴﺎﺱ ﺑﺄﻧﻪ ﺟﺰ ٌﺀ ﻫﺎﻡ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺇﻥ ﻓﻮﺍﺋﺪ ﻧﻈﺎ ٍﻡ ﺟﻴّـﺪ ﻟﻠﺘﻮﺯﻳـﻊ‪ ،‬ﺧﺎﺻـ ﹰﺔ‬
‫ﻀﺮﻭﻥ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻟﻠﻤﻜﺘﺐ‪ ،‬ﻳﺰﻳﺪ ﻛﺜﲑﹰﺍ ﺍﻟﺘﻜﻠﻔﺔ‪.‬‬‫ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻻ ﳛ ‪‬‬
‫‪ -2‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ‪:‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﲰﻲ‪ ،‬ﻓﺈﻥ ﻫﻨﺎﻙ ﺣﺎﺟ ﹰﺔ ﻟﻠﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ‪ .‬ﺃﺣﺪ‬
‫ﻋﻴﻮﺏ ﺍﻟ‪‬ﺒﻌﺪ ﻋﻦ ﺍﳌﻜﺘﺐ ﳌﺪ ٍﺓ ﻣﻦ ﺍﻟﻮﻗﺖ ﻫﻮ ﻓﻘ ‪‬ﺪ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺘﻠﻘﺎﺋﻴﺔ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪ .‬ﻭﺗ‪‬ﻌﺘﱪ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ‬
‫ﺍﳌﻜﺘﺒﻴﺔ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﺧﻠﻒ ﺍﻟﻜﻮﺍﻟﻴﺲ ﻫﺎﻣﺔ ﺟﺪﹰﺍ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻷﻓﻜﺎﺭ ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﳊ ﱢﻞ ﺍﳌﺸﻜﻼﺕ ﺃﻭ ﻟﻠﻔﺖ‬
‫ﺍﻟﻨﻈﺮ ﺇﱃ ﺃﻓﻜﺎ ٍﺭ ﺟﺪﻳﺪﺓ ﻟﺘﺤﺴﲔ ﺍ ﹸﳌﻨ‪‬ﺘﺞ ﺃﻭ ﺍﳋﺪﻣﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﻨﻈﺮ ﺇﱃ ﻫﺬﻩ ﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ ﺍﻟﻠﻘـﺎﺀﺍﺕ‬
‫ﻋﻠﻰ ﺃ‪‬ﺎ ﺇﳚﺎﺑﻴﺔ ﻭﺫﺍﺕ ﻗﻴﻤﺔ‪ .‬ﻭﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻓﺮﻳﻖ ﻋﻤ ٍﻞ ﻣ‪‬ﺘﺒﺎﻋِﺪ ﻭ ‪‬ﻣﺘﻔ ‪‬ﺮﻕ‪ ،‬ﻓﺈﻧﻪ ﻳﻨﺒﻐـﻲ ﺃﻥ ‪‬ﻳﻠﺠـﺄ ﺇﱃ‬
‫ﻧﻈﺎ ٍﻡ ﺑﺪﻳﻞ ﻟﻠﺘﻌﻮﻳﺾ ﻋﻦ ﺷﺒﻜﺎﺕ ﺍﻟﺜﺮﺛﺮﺓ ﰲ ﺍﳌﻜﺎﺗﺐ‪ .‬ﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻘﺎﺀﺍﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻏﲑ‬
‫ﺍﻟﺮﲰﻴﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﻭﺟﻬﹰﺎ ﻟﻮﺟﻪ ﺃﻭ ﻋﱪ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺗﻌﺘﱪ ﻗﻠﻴﻠ ﹰﺔ ﺇﺫﺍ ﻣﺎ ﻗﻴﺴﺖ ﲟﺎ ﻗـﺪ‬
‫‪‬ﺗﺤ ﱢﻘﻘﻪ ﻣﻦ ﺗﺄﺛ ٍﲑ ﻋﻠﻰ ﺣﺴﻦ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﳌﹸﻮﻇﱠﻔﲔ‪ ،‬ﺃﻭ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻟﱵ ﺗـﺘ ‪‬ﻢ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻯ ﺍﳌﺪﺭﺍﺀ ﻗﻠ ‪‬ﻖ ﺣﻮﻝ ﺳﻮﺀ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺣﺪ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻟﻠﺸﺒﻜﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ‪ ،‬ﻓـﺈﻥ‬
‫ﻑ‬
‫ﻫﻨﺎﻙ ﻋﺪﺩﹰﺍ ﻣﻦ ﺍﻵﻟﻴﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﻧﻮﻋﹰﺎ ﻣﻦ ﺍﻟﻀﺒﻂ‪ ،‬ﻣﺜﻞ ﻣﺮﺍﻗﺒﺔ ﺍﳌﻜﺎﳌﺎﺕ‪ ،‬ﻭﲢﺪﻳﺪ ﺃﻫـﺪﺍ ٍ‬
‫ﻟﻸﺩﺍﺀ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﲢﺪﻳﺪ ﺗﻮﺍﺭﻳﺦ ﻣﻌﻴﻨﺔ ﻹ‪‬ﺎﺀ ﺍﳌﻬﺎﻡ ﺃﻭ ﻣﺮﺍﻗﺒﺔ ﺍﳉﻮﺩﺓ‪.‬‬
‫ﳛﺘﺎﺝ ﺍﳌﺪﻳﺮ ﺇﱃ ﺑﻨﺎﺀ ﻋﻼﻗﺔ ﻋﻤ ٍﻞ ﻗﻮﻳﺔ‪ ،‬ﻭﻳﺘﺨ ﱠﻄﻰ ﺣﻮﺍﺟﺰ ﺍﻟ‪‬ﺒﻌﺪ ﺍﳌﻜﺎﱐ؛ ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻌﺎﻣﻞ‬
‫ﻣﻊ ﺃﻱ ﺳﻮﺀ ﺍﺳﺘﺨﺪﺍ ٍﻡ ﻟﻠﺤﺮﻳﺔ ﻭﺍﻟﺜﻘﺔ ﻣﻊ ﺍﻟﻔﺮﺩ ﺍﳌﻌﲏ‪ ،‬ﻭﻟﻴﺲ ﻋﻦ ﻃﺮﻳﻖ ﺗﺸﺪﻳﺪ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﲨﻴﻊ ﺃﻓﺮﺍﺩ‬
‫ﺍﻟﻔﺮﻳﻖ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻧ‪‬ﻈﻢ ﺍﻟﺪﻋﻢ‪.‬‬
‫‪233‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ‪‬ﻋ‪‬ﻴﻨﺖ ﻭ ‪‬ﺩ ‪‬ﺭﺑﺖ ‪‬ﻣﻮ ﱠﻇﻔﲔ ﻟﻠﻌﻤﻞ ﺑﺄﺳﻠﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ )ﻣﻊ ﻣﻌﺪﺍ‪‬ﻢ‪ ،‬ﻭﻣﻬﺎﻣﻬﻢ‪،‬‬
‫ﻭﺃﻫﺪﺍﻑ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﻮﱠﻓﺮﺓ( ﲢﺘﺎﺝ ﺇﱃ ﺗﻄﻮﻳﺮ ﺑﻨﺎ ٍﺀ ﺗﻨﻈﻴﻤﻲ ﻣﻌﲔ ﻟﺼﻴﺎﻧﺔ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫)‪(1‬‬
‫ﻭﺻﻴﺎﻧﺔ ﺍﻟﻌﻤﻞ ﻟﻴﺴﺖ ﻓﻘﻂ ﻣﺮﺍﻗﺒﺔ ﺍﻷﺩﺍﺀ ﻭﺗﺴﻴﲑ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺃﻳﻀﹰﺎ ﺍﻟﺼﻴﺎﻧﺔ ﻛﻤﺎ ﺑ‪‬ﻴﻨﻬﺎ ﻫﲑﺯﺑـﲑﻍ‬
‫ﺴﻦ ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﳌﻬﺎﻡ ﻭﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫ﻣﻦ ﺣﻴﺚ ﻛﻮ‪‬ﺎ ﻋﻮﺍﻣﻞ ﺻﺤﻴﺤﺔ ﻭﻭﻗﺎﺋﻴﺔ ‪‬ﺗﺤ ‪‬‬
‫‪ -1‬ﺩﻋﻢ ﻣﻦ ﺍﳌﺪﺭﺍﺀ ﻟﻸﻓﺮﺍﺩ‪:‬‬
‫ﳛﺘﺎﺝ ﺍﻟﻔﺮﺩ ﺍﻟﻌﺎﻣﻞ ﻣﻦ ﺑﻌﺪ ﻭﺍﻟﻔﺮﻳﻖ ﺍﳌﺘﺒﺎﻋﺪ ﺇﱃ ﺃﻥ ﻳﻌﺮﻓﻮﺍ ‪‬ﻣﺴ‪‬ﺒﻘﹰﺎ ﻣﺴﺘﻮﻯ ﻭﺗﻜﺮﺍﺭﻳﺔ ﺍ ﹸﳌﺴﺎ‪‬ﻧﺪﺓ ﺍﻟﱵ‬
‫ﺼﻠﻮﻥ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﺈﻥ ﺍﻹﺷﺮﺍﻑ ﺍﻟﻔﺮﺩﻱ ﺍ ﹸﳌﻨﺘ ﹶﻈﻢ ﻳ‪‬ﻌﺘﱪ ﻣﻦ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ‬ ‫ﺳﻴﺤ ‪‬‬
‫ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﺨ ﱠﻄﻂ ﳍﺎ ﻭ‪‬ﺗﺠﺪ ‪‬ﻭﻝ ﻭﻻ ‪‬ﺗﻐ‪‬ﻴﺮ ﺇﻻ ﰲ ﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ ﻓﻘﻂ‪ .‬ﻭﻛﺤ ‪‬ﺪ‬
‫ﻑ ﻟﺘﻐﻄﻴﺔ ﺍﻟﺒﻨـﻮﺩ‬ ‫ﺖ ﻛﺎ ٍ‬‫ﺼﺺ ﳍﺎ ﻭﻗ ‪‬‬ ‫ﺃﺩﱏ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﺗ ‪‬ﻌ ﹶﻘﺪ ﻣﺮ ﹰﺓ ﻛﻞ ﺷﻬﺮ‪ ،‬ﻭ‪‬ﻳﺨ ‪‬‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻷﻫﺪﺍﻑ‪ ،‬ﺍﻷﺩﺍﺀ‪ ،‬ﺍﻟﻐﺎﻳﺎﺕ‪ ،‬ﺍﳌﺸﻜﻼﺕ‪ ،‬ﺍﳌﺒﺎﺩﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺍﳌـﺴﺎﺋﻞ ﺍﻟﻌﺎﻣـﺔ‪ ،‬ﺍﻻﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻌﻤﻞ‪/‬ﺍﳌﺴﺎﺋﻞ ﺍﳌﱰﻟﻴﺔ‪ ،‬ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﺕ ﺧﺎﺻﺔ ﺇﱃ ﻣﻮﺍﻗﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌـﺪ؛ ﻣـﻦ ﺃﺟـﻞ‬ ‫ﻏﲑ ﺃﻧﻪ ﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﻳﻠﺘﺰﻡ ﺍﳌﺪﺭﺍﺀ ﺑﺰﻳﺎﺭﺍ ٍ‬
‫ﻣﺸﺎﺭﻛﺘﻬﻢ ﰲ ﲡﺮﺑﺘﻬﻢ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺰﻳﺎﺭﺍﺕ ﺍﳌﻜﺘﺒﻴﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻋﻦ‬
‫ﺑ‪‬ﻌﺪ ‪‬ﺗﺴﻬﻢ ﰲ ﺧﻠﻖ ﻫﻮﻳﺔ ﺍﻟﻔﺮﻳﻖ ﻭﺣ ﱢﻞ ﻗﻀﺎﻳﺎ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -2‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻮﺳﻴﻠﺔ ﻟﻠﺪﻋﻢ‪:‬‬
‫ﺇﺫﺍ ﱂ ﻳﻜﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻗﺪ ﱠﰎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳋﱪﺓ ﻓﻘﻂ؛ ﻓـﺈ‪‬ﻢ ﻗـﺪ ﳛﺘـﺎﺟﻮﻥ ﺇﱃ‬
‫ﺕ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺗﻘﻨﻴﺎﺕ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ ﻭﺍﳌﻌﺎﺭﻑ ﺍﻟﻮﻇﻴﻔﻴـﺔ‬ ‫ﺟﻠﺴﺎ ٍ‬
‫ﻷﻋﻤﺎﳍﻢ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ‪ .‬ﻭﻟﻜﻮﻥ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﻜﺘﻮﺑﺔ ‪‬ﺗﻌﺘﱪ ﺭﺍﺑﻄﹰﺎ ﺣﻴﻮﻳﹰﺎ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ؛ ﻓﺈﻧﻪ ﻳﻨﺒﻐﻲ ﺍﻻﺳﺘﺜﻤﺎﺭ‬
‫ﰲ ﺑﺮﺍﻣﺞ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻜﺘﺎﺑﺔ ﻟﺘﻮﻓﲑ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎ ٍﻝ ﻓ ‪‬ﻌﺎﻟﺔ‪.‬‬
‫ﻳ‪‬ﻌﺘﱪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳍﺎﺗﻒ ﳎﺎ ﹰﻻ ﺁﺧﺮ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﺣﲔ ‪‬ﻳﺴﺘﺨﺪﻡ ﻛﻨﻈﺎ ٍﻡ ﺃﺳﺎﺳـﻲ ﻟﻼﺗـﺼﺎﻝ؛‬
‫ﺴﻦ ﻋﻼﻗﺎﺕ ﺍﻟﻌﻤﻞ؛ ﻓﺎﳌﻜﺎﳌﺎﺕ ﺍﻟﱵ ﲡﺮﻱ ﰲ‬‫ﻓﻬﻨﺎﻙ ﺑﻌﺾ ﺍﻷﺳﺎﻟﻴﺐ ﻭﻃﺮﻕ ﺍﻟﻠﻴﺎﻗﺔ ﺍﳍﺎﺗﻔﻴﺔ ﺍﻟﱵ ﻗﺪ ‪‬ﺗﺤ ‪‬‬
‫ﺕ ﻏﲑ ﻣﻨﺎﺳﺒﺔ ﻗﺪ ﺗﻜﻮﻥ ﻃﻔﻴﻠﻴﺔ ﻭﻏﲑ ﻣﻬﻨﻴﺔ‪ ،‬ﻭﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻌﻤﻞ ﻋﻠـﻰ ﻣﺮﺍﺟﻌـﺔ ﻭﲢـﺪﻳﺚ‬ ‫ﺃﻭﻗﺎ ٍ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳍﺎﺗﻒ ﻟﻜﻲ ﺗﺸﻤﻞ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪:‬‬

‫ﻓﺮﻳﺪﺭﻳﻚ ﻫﲑﺯﺑﲑﻍ )‪ (2000-1923) :(Frederick I.HERZBERG‬ﺃﺳﺘﺎﺫ ﻋﻠﻢ ﻧﻔﺲ ﺍﻟﻌﻤﻞ ﲜﺎﻣﻌﺔ ﺭﻳﲏ ﺩﻳﺴﻜﺎﺭﺕ ﺑﺒﺎﺭﻳﺲ‪،‬‬ ‫)‪(1‬‬

‫ﺗﺘﻤﱠﺜﻞ ‪‬ﻣﻘﺎ ‪‬ﺭﺑﺘﻪ ﺍﻟﻨﻈﺮﻳﺔ ﰲ ﲢﻠﻴﻞ ﺍﻟﺘﺤﻔﻴﺰ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﺍﳊﺎﺟﺔ‪ .‬ﻣﻦ ﺃﻫﻢ ﻣﺆﻟﻔﺎﺗﻪ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻔﺎﺀﺍﺕ )‪ ،(1996‬ﺍﻟﺘﺤﻔﻴﺰ ﰲ ﺍﳌﺆﺳـﺴﺔ‪،‬‬
‫ﺍﻟﻨﻤﺎﺫﺝ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ )‪.(1998‬‬
‫‪234‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﲢﺪﻳﺪ ﻣﻮﺍﻋﻴﺪ ﺍﳌﻜﺎﳌﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ؛‬


‫‪ -‬ﻋﺪﻡ ﺍﻻﻓﺘﺮﺍﺽ ﺃﻥ ﺍﳌﻜﺎﳌﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ ﲢﺘﻞﱡ ﺃﻭﻟﻮﻳﺔ؛‬
‫ﺖ ﻟﻠﺘﺤﺎ ‪‬ﺩﺙ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﺎﻟﻨﻔﻲ‪ ،‬ﻓﻤﱴ ؟‬ ‫‪ -‬ﺍﻟﺘﺄﻛﱡﺪ ﳑﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﻟﺪﻳﻪ ﻭﻗ ‪‬‬
‫‪ -‬ﺗﻘﺪﱘ ﺍﻟﻨﻔﺲ ﻭﳎﺎﻝ ﺍﻟﻌﻤﻞ؛‬
‫‪ -‬ﺗﺮﻙ ﺭﺳﺎﻟ ٍﺔ ﻭﺍﺿﺤﺔ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻟﺔ ﻭﻣﻬﺎﺭﺍﺕ ﺍﻹﺻﻐﺎﺀ؛‬
‫‪ -‬ﲢﻀﲑ ﻗﺎﺋﻤ ٍﺔ ﺑﺎﳌﻮﺿﻮﻋﺎﺕ ﻟﻠﻤﻜﺎﳌﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ؛‬
‫‪ -‬ﻋﺪﻡ ﺗﺮﻙ ﺍﻵﺧﺮﻳﻦ ﻋﻠﻰ ﺍﻻﻧﺘﻈﺎﺭ؛‬
‫ﺵ ﻣﻔﻴﺪ‪.‬‬
‫ﺖ ﺁﺧﺮ ﻟﻠﻘﻴﺎﻡ ﺑﻨﻘﺎ ٍ‬
‫‪ -‬ﺇﺑﻼﻍ ﺍﳌﺘﺼﻞ ‪‬ﲝﺰ ٍﻡ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺣﺎﺟ ﹲﺔ ﻟﻮﻗ ٍ‬
‫ﺇﻥ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﳐﺘﻠﻔﺔ ﲤﺎﻣﹰﺎ ﻋﻦ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﰲ ﺛﻘﺎﻓﺔ ﺍﳌﻜﺘﺐ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻜﻮﻥ‬
‫ﺍﻟﻨﺎﺱ ﺑﻪ ‪‬ﻣﻮ ‪‬ﺟﻬﲔ ﺑﺴﻠﻮﻙ ﺍﻟﺰﻣﻼﺀ ﻭﺑﺮﻭﺡ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻐ‪‬ﻴﺮ ﲝﻴﺚ ﺗﻜﻮﻥ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﳌﱰﻝ‬
‫ﻼ‪.‬‬
‫ﺫﺍﺗﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﻫﺬﺍ ﺍﻟﺘﻐ‪‬ﻴﺮ ﺳﻬ ﹰ‬
‫ﺕ ﺃﺧﺮﻯ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻫـﻲ‬ ‫ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻓﺈﻥ ﻫﻨﺎﻙ ﺍﺳﺘﺜﻤﺎﺭﺍ ‪‬‬
‫‪‬ﺗﺒ‪‬ﻴﻦ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻔﲔ ﺃ‪‬ﻢ ﺫﻭﻭ ﻗﻴﻤ ٍِﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﻮﻗﺖ ﻭﺗﻜﺎﻟﻴﻒ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻛﺬﻟﻚ ﺗ‪‬ﻮﻓﱢﺮ ﳍﻢ ﺍﻟﻔﹸﺮﺻﺔ ﰲ ﻟﻘﺎﺀ‬
‫ﺿﺢ ﺃﻥ ﺑﺮﺍﻣﺞ‬ ‫ﺯﻣﻼﺋﻬﻢ ﻭﻣﻨﺎﻗﺸﺔ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﰲ ﳎﻤﻮﻋﺎ‪‬ﻢ‪ ،‬ﺃﻭ ﰲ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻛﻜﻞ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻔﻮﺍﺋﺪ ‪‬ﺗﻮ ‪‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻧﺎﺩﺭﹰﺍ ﻣﺎ ﻳﻜﻮﻥ ﳍﺎ ﻧﺘﻴﺠ ﹲﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﻋﻠﻰ ﻣﺪﻳﺮﻱ ِﻓﺮﻕ ﺍﻷﻋﻤﺎﻝ ﺍ ﹸﳌﻮ ‪‬ﺯﻋـﺔ ﺍﻋﺘﺒـﺎﺭ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﻛﻮﺳﻴﻠ ٍﺔ ﺇﺿﺎﻓﻴﺔ ﻟﻠﺪﻋﻢ ﻭﺍﳌﺴﺎﻧﺪﺓ‪ ،‬ﺑﻨﻔﺲ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﻳ‪‬ﻌﺘﱪ ﻓﻴﻬﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺗﻄﻮﻳﺮﹰﺍ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‪.‬‬
‫ﺇﻥ ﺃﺣﺪ ﺍﳌﺨﺎﻭﻑ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ ﺃﻥ ﺗ ﹸﻔﻮ‪‬ﺗﻬﻢ ﻓﹸﺮﺹ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻓﹸـﺮﺹ ﺍﻟﺘﺮﻗﻴـﺔ؛‬
‫ﻭﻫﺬﺍ ﻣﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻟﻠﺘﺪﺭﻳﺐ ﻭﺗﻄﻮﻳﺮ ﺍﳌﺴﺎﺭ ﺍﳌﻬﲏ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﺘﺎﻟﻴـﺔ‬
‫ﺟﺰﺀﹰﺍ ﻣﻦ ﻧﻈﺎ ٍﻡ ‪‬ﻳﺆ ﱢﻛﺪ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺄ‪‬ﻢ ﺫﻭﻭ ﻗﻴﻤ ٍﺔ ﺩﺍﺋﻤﺔ ﻟﻠﻤﺆﺳﺴﺔ)‪:(1‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ‪ :‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻬﺪﻑ ﻟﻠﺤ ‪‬ﺪ ﻣﻦ ﺍﻟﻌﺰﻟﺔ‪ ،‬ﻭﺗﻮﺳﻴﻊ ﻭﺗﻄﻮﻳﺮ ﻗﺎﻋـﺪﺓ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﻟﺪﻳﻬﻢ‪.‬‬
‫‪ -‬ﺍﻹﺷﺮﺍﻑ ﻭﺍﻟﺘﻮﺟﻴﻪ ﻏﲑ ﺍﻹﺩﺍﺭﻱ‪ :‬ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﺬﻱ ﻳﻔﺘﻘﺪ ﻟﻠﺨﱪﺓ ﳝﻜـﻦ ﺃﻥ ﻳـﺴﺘﻔﻴﺪ ﻣـﻦ‬
‫ﺍﻟﻠﻘﺎﺀﺍﺕ ﻣﻊ ﺍ ﹸﳌﻮ ‪‬ﺟﻪ‪ ،‬ﻭﰲ ﺍﻟﻌﺎﺩﺓ ﻳﻜﻮﻥ ﻣﻦ ﻛﺒﺎﺭ ﺍﳌﺪﺭﺍﺀ‪ ،‬ﻭﻳﻘـﻮﻡ ﺑﺘـﻮﻓﲑ ﺍﳌـﻮﺍﺭﺩ‪ ،‬ﻭﺍﻷﻓﻜـﺎﺭ‪،‬‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺸﺨﺼﻲ ﻟﻔﺮ ٍﺩ ﻗﻠﻴﻞ ﺍﳋﱪﺓ ﰲ ﺍﳌﺆﺳـﺴﺔ‪ .‬ﺗﻮﺟِـ ‪‬ﺪ ﻫـﺬﻩ‬

‫ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.205‬‬ ‫)‪(1‬‬


‫‪235‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺕ ﺟﺪﻳﺪﺓ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭ‪‬ﺗﻮﱢﻟﺪ ﺃﻓﻜﺎﺭﹰﺍ ﻋﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻓﹸﺮﺻﹰﺎ ﻟﻠﻤـﺴﺎﺭ‬


‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺭﻭﺍﺑﻂ ﰲ ﳎﺎﻻ ٍ‬
‫ﺍﳌﻬﲏ‪.‬‬
‫‪ -‬ﺍﻟﺰﻳﺎﺭﺍﺕ ﻭﺍﳌﻼﺯﻣﺔ‪ :‬ﺇﻥ ﺗﻮﻓﲑ ﺷﺨ ٍ‬
‫ﺺ ‪‬ﻳﻼ ِﺯﻡ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﻣﻦ ﺫﻭﻱ ﺍﳋﱪﺓ ﺍﻟﻘﻠﻴﻠﺔ ﻗـﺪ‬
‫ﺕ‬
‫ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻮﺳﻌﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺗﺒ‪‬ﻨﻲ ﻃﺮﻕ ﻋﻤ ٍﻞ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺰﻳـﺎﺭﺍﺕ ﻛﻌﻼﻣـﺎ ٍ‬
‫ﺇﺭﺷﺎﺩﻳﺔ ﻻﺳﺘﻐﻼﻝ ﹸﻗﺪﺭﺍﺗﻪ‪.‬‬
‫‪-‬ﺍﳌﺆﲤﺮﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ‪ :‬ﺗﺠﺎِﺑﻪ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻌﺰﻟﺔ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭ‪‬ﺗﻘـ ‪‬ﺪﻡ ﺍﻷﻓﻜـﺎﺭ ﺍﳉﺪﻳـﺪﺓ‬
‫ﻟﻠﻤﺆﺳﺴﺎﺕ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻓﹸﺮﺻﹰﺎ ﻫﺎﻣﺔ ﻟﻠﺘﻄﻮﻳﺮ ﻭﺍﻻﺗـﺼﺎﻝ ﺑـﺎﻵﺧﺮﻳﻦ ﻻ‬
‫ﺳ‪‬ﻴﻤﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻬﻢ؛ ﺣﻴﺚ ﻋﻠﻴﻬﻢ ﺑﺘﻘﺪﱘ ﺍ ﹸﳌﺒﺎ ‪‬ﺩﺭﺓ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﺘﻄﻮﻳﺮﻳﺔ‪ ،‬ﻭﺍﻗﺘـﺮﺍﺡ‬
‫ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﻟﺰﻳﺎﺭﺍﺕ ﻟﺘﺤﺴﲔ ﻣﻬﺎﺭﺍ‪‬ﻢ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍ ﹸﻓﺮﻫﺎ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﺇﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻴﻮﻡ ﺃﺻﺒﺤﺖ ﺗﺴﻤﺢ ﻟﺒﻌﺾ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺑﺈﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﳝﻜﻦ ﺇﳒﺎﺯﻫﺎ‬
‫ﺩﻭﻥ ﺣﻀﻮ ٍﺭ ﻣﺎﺩﻱ ﺇﱃ ﻣﻜﺎﺗﺐ ﺍﳌﺆﺳﺴﺔ؛ ﺣﻴﺚ ﳚﻠﺲ ﺍﳌﹸﻮﻇﱠﻒ ﺇﱃ ﺣﺎﺳﻮﺑﻪ ﺍﻟﺸﺨﺼﻲ ﰲ ﺍﳌـﱰﻝ ﰲ‬
‫ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺸﺎﺀ ﻭﻳﺪﺧﻞ ﺇﱃ ﺷﺒﻜﺔ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ‪‬ﺎ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﻘﺮﺍﺀﺓ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟـﻮﺍﺭﺩ‬
‫ﻟﻪ‪ ،‬ﻭ‪‬ﻳﺠﻴﺐ ﻋﻠﻴﻪ‪ ،‬ﻭ‪‬ﻳﺤ ‪‬ﺮﺭ ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻭﳚﺮﻱ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻜﺘﺒﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻨﻪ‪ ،‬ﻭﻣﻦ ﰒ ‪‬ﻳﻮ ‪‬ﺯﻉ ‪‬ﻣﺨ ‪‬ﺮﺟـﺎﺕ‬
‫ﻋﻤﻠﻪ ﺇﱃ ﺍﳉﻬﺎﺕ ﺍﻟﱵ ﻃﻠﺒﺘﻬﺎ‪ ،‬ﻛﻞ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺣﺎﺳﻮﺑﻪ ﺍﻟﺸﺨﺼﻲ ﻭﻫﻮ ﳚﻠﺲ ﰲ ﻣﱰﻟﻪ)‪.(1‬‬
‫ﱠﰎ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺑﻌﺾ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗـﺖ‪ ،‬ﻭﻛﺘﺎﺑـﺔ‬
‫ﺕ ﺃﺳﺎﺳﻴﺔ‪ .‬ﳛﺘﺎﺝ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﺬﻱ ﻳﻔﺘﻘﺪ ﺇﱃ ﺍﳋﱪﺓ ﻛـﺬﻟﻚ ﺇﱃ ﺃﻥ ‪‬ﻳﻄـ ‪‬ﻮﺭ‬ ‫ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻛﻤ‪‬ﺘﻄﻠﱠﺒﺎ ٍ‬
‫ﻋﻼﻗﺎﺕ ﻋﻤ ٍﻞ ﻓ ‪‬ﻌﺎﻟﺔ ﺩﻭﻥ ﺍﳌﻘﺎﺑﻼﺕ ﺍﳌﺒﺎﺷﺮﺓ )ﻭﺟﻬﹰﺎ ﻟﻮﺟﻪ(‪ .‬ﻭﺗﻘﺎﺭﻳﺮ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﻭﺍﺿﺤﺔ‪ ،‬ﻭﳐﺘﺼﺮﺓ‪ ،‬ﻭﺫﺍﺕ ﺻﻠ ٍﺔ ﻭﺛﻴﻘﺔ ﺑﺎﳌﻮﺿﻮﻉ ﺍﻷﺳﺎﺳﻲ ﻟﻠﺘﻘﺮﻳﺮ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﺫﻟﻚ ﻋﱪ ﺍﳍـﺎﺗﻒ ﺃﻭ‬
‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺮﺋﻴﺔ)‪ (2‬ﺃﻭ ﻛﺘﺎﺑﺔ‪ ،‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺘﻌﱠﻠﻤﻮﺍ ﺍﺧﺘﻴﺎﺭ ﻃﺮﻳﻘﺔ ﺍﻟﻌﺮﺽ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ‬
‫ﲢﺮﻳﺮ ﻭﺗﻌﺪﻳﻞ ﻣﺎﺩﺓ ﺍﻟﻌﺮﺽ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺃﻥ ﻳﺘﻌﱠﻠﻤﻮﺍ ﺗﻄﻮﻳﺮ ﳕﻂ ﻋﻤٍـﻞ ‪‬ﻣﻨـﻀِﺒﻂ؛ ﲝﻴـﺚ ﳝﻜـﻦ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻌﻤﻞ ﻭﺇ‪‬ﺎﺋﻪ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻄﻠﻮﺏ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺃﻥ ﻳ‪‬ﺼﺒﺤﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺧﻠﻖ ﺩﺍﻓﻌﻴ ٍﺔ ﺫﺍﺗﻴﺔ‬
‫ﻟﻠﻌﻤﻞ ﻭﺳﻠﻄﺔ ﻭﲢﻜﱡﻢ ﰲ ﻋﻤﻠﻬﻢ‪ ،‬ﻭﺃﻥ ‪‬ﻳﻄ ‪‬ﻮﺭﻭﺍ ﺣﺪﻭﺩﹰﺍ ﻓﺎﺻﻠﺔ ﻭﺍﺿﺤﺔ؛ ﻟﻜﻲ ﻳﺘﻤ ﱠﻜﻨـﻮﺍ ﻣـﻦ ﺗﻮﺯﻳـﻊ‬
‫ﻃﺎﻗﺎ‪‬ﻢ ﺑﲔ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﻭﻣﺴﺆﻭﻟﻴﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻷﻣﻮﺭ ﺍﻟﻌﺎﺋﻠﻴﺔ‪ ،‬ﻭﺍﻷﻣﻮﺭ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ)‪.(3‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.274‬‬ ‫)‪(1‬‬

‫‪.Vidéo conférences‬‬ ‫)‪(2‬‬

‫ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.206‬‬ ‫)‪(3‬‬


‫‪236‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻓﻲ ﻇﻞ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‬
‫ﰲ ﺍﳊﻘﻞ ﺍﻟﺘﻘﲏ‪ ،‬ﻗﺪ ﳓﻤﻲ ﻭﻳﺘﻌ‪‬ﻴﻦ ﺃﻥ ﳓﻤﻲ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺎﺩﻳﺔ ﺍﶈﻴﻄﺔ ﺑﺎﻷﺟﻬﺰﺓ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺂﻟﻴـﺔ‬
‫ﻉ ﻣﻌﻴﻨﺔ ﻣـﻦ ﺍﻻﻋﺘـﺪﺍﺀﺍﺕ‬ ‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﳊﻤﺎﻳﺔ ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﻫﺬﻩ ‪‬ﻣﺴﺘﻬ ‪‬ﺪﻓﺔ ﻣﻦ ﺃﻧﻮﺍ ٍ‬
‫ﺕ ﺗﺘ‪‬ـﺼﻞ‬ ‫ﻭﺍﳌﺨﺎﻃﺮ‪ .‬ﻭﻳﺘﻌ‪‬ﻴﻦ ﺃﻥ ﳓﻤﻲ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﺨﺎﻃﺮ ﺍ ﹸﳌ‪‬ﺘﺼﻠﺔ ﺑﺎﳌﹸﻮﻇﱠﻔﲔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﲦﺔ ﺍﻋﺘـﺪﺍﺀﺍ ‪‬‬
‫ﺻﻞ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﲦﺔ‬ ‫ﺕ ﺗ‪‬ﺘﺼﻞ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﺫﺍ‪‬ﺎ ﻭﻧ‪‬ﻈﻢ ﺍﻟﺘﻮ ‪‬‬
‫ﺑﺸﺆﻭﻥ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺍﻷﺷﺨﺎﺹ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻋﺘﺪﺍﺀﺍ ‪‬‬
‫ﺕ ﺗﺘﻌﱠﻠﻖ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺫﺍﺗﻪ‪.‬‬
‫ﺍﻋﺘﺪﺍﺀﺍ ‪‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬


‫ﺕ ﺑﺴﺒﺐ ﺍﻟـﺴﻄﻮ ﻋﻠـﻰ‬ ‫ﻳﺘﻌ ‪‬ﺮﺽ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳊﺎﺳﻮﺏ ﺇﱃ ﻋﻤﻠﻴﺎﺕ ﻫﺠﻮ ٍﻡ ﻭﺍﺧﺘﺮﺍﻗﺎ ٍ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﻟﺘﺨﺮﻳﺐ ﲟﺎ ﰲ ﺫﻟﻚ ﺷﺒﻜﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﻛﻠﻤﺎ ﻛﺎﻧﺖ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻫﺎﻣـﺔ‬
‫ﺨﺮﺑﲔ ﻭﺍ ﹸﳌﺨﺘ ِﺮﻗﲔ ‪‬ﺎ؛ ﳑﺎ ﻳﺴﺘﺪﻋﻲ ﻭﺟﻮﺏ ﺃﺧﺬ ﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﻼﺯﻣﺔ ﳊﻤﺎﻳﺔ‬ ‫ﺴﺎﺳﺔ ﻛﻠﻤﺎ ﺯﺍﺩ ﺍﻫﺘﻤﺎﻡ ﺍ ﹸﳌ ‪‬‬
‫ﻭﺣ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ‪ .‬ﻭﻗﺪ ﺍﺯﺩﺍﺩ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺘﻘﻨﻴﲔ ‪‬ﺬﺍ ﺍﳉﺎﻧﺐ ﻣﻊ ﺯﻳﺎﺩﺓ ﺍﳍﺠﻤﺎﺕ ﻋﻠـﻰ ﺍﻟـﺸﺒﻜﺎﺕ‬
‫ﺼﺼﹰﺎ ﻣﻨﻔﺮﺩﹰﺍ ﺿﻤﻦ ﳎﺎﻻﺕ ﺍﳊﺎﺳـﻮﺏ‪،‬‬ ‫ﻭﺍﻟﺴﻄﻮ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺇﱃ ﺃﻥ ﺃﺻﺒﺢ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﲣ ‪‬‬
‫ﻛﻤﺎ ﺃﺻﺒﺤﺖ ﻟﻪ ﻣﺆﺳﺴﺎﺕ ﺧﺎﺻﺔ ﺗﻘﻮﻡ ﺑﺈﻧﺘﺎﺝ ﻧ‪‬ﻈﻢ ﻭﻋﺘﺎﺩ ﺍﳊﻤﺎﻳﺔ ﻭﻭﺿﻊ ﺍﳊﻠﻮﻝ ﺍﻟﺸﺎﻣﻠﺔ ﻟﻪ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻇﻬﻮﺭ ﻣﺼﻄﻠﺢ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﻟﻜﻲ ﻧﺘﻤ ﱠﻜﻦ ﻣﻦ ﺍﺳﺘﻴﻌﺎﺏ ﻣﻔﻬﻮﻡ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻﺑﺪ ﻣﻦ ﺍﺳﺘﻌﺮﺍﺽ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺘﺎﺭﳜﻲ ﻟﺘﻄﻮ‪‬ﺭ ﻫﺬﺍ‬
‫ﺍﳌﻔﻬﻮﻡ‪.‬‬
‫ﻟﻘﺪ ﻇ ﱠﻞ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻣﻦ ﺍﻷﻣﻦ ﺣﱴ ﺃﻭﺍﺧﺮ ﺍﻟـﺴﺒﻌﻴﻨﻴﺎﺕ ﻣﻌﺮﻭﻓـﹰﺎ ﺑﺎﺳـﻢ ﺃﻣـﻦ ﺍﻻﺗـﺼﺎﻻﺕ‬
‫)‪ ،(1)(COMSEC‬ﻭﺍﻟﺬﻱ ﺣ ‪‬ﺪﺩﺗﻪ ﺗﻮﺻﻴﺎﺕ ﺃﻣﻦ ﺃﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻟﻮﻛﺎﻟﺔ ﺍﻷﻣﻦ ﺍﻟﻘـﻮﻣﻲ‬
‫ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﲟﺎ ﻳﻠﻲ)‪:(2‬‬

‫‪.Communication Security‬‬ ‫)‪(1‬‬

‫‪ ،3rgob.org/af/uploads/11-07/d8c963fe24.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 9 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬ ‫)‪(2‬‬


‫‪237‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺹ ﻏﲑ ‪‬ﻣﺨ ‪‬ﻮﻟﲔ ﻋﱪ ﺍﻻﺗﺼﺎﻻﺕ‪،‬‬


‫» ﺍﳌﻌﺎﻳﲑ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌ‪‬ﺘﺨﺬﺓ ﳌﻨﻊ ﻭﺻﻮﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺃﻳﺪﻱ ﺃﺷﺨﺎ ٍ‬
‫ﻭﻟﻀﻤﺎﻥ ﺃﺻﺎﻟﺔ ﻭﺻﺤﺔ ﻫﺬﻩ ﺍﻻﺗﺼﺎﻻﺕ «‪.‬‬
‫ﺗﻀ ‪‬ﻤﻨﺖ ﺍﻷﻧﺸﻄﺔ ﺍ ﹸﳌﺤ ‪‬ﺪﺩﺓ ﻷﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺃﺭﺑﻌﺔ ﺃﺟﺰﺍﺀ ﻫﻲ‪ :‬ﺃﻣﻦ ﺍﻟﺘﺸﻔﲑ)‪ ،(1‬ﺃﻣﻦ ﺍﻟﻨﻘﻞ)‪ ،(2‬ﺃﻣﻦ‬
‫ﺍﻹﺷﻌﺎﻉ)‪ (3‬ﻭﺍﻷﻣﻦ ﺍﻟﻔﻴﺰﻳﺎﺋﻲ)‪ .(4‬ﻛﻤﺎ ﺗﻀﻤّﻦ ﺗﻌﺮﻳﻒ ﺃﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺧﺎﺻﻴﺘﲔ ﺗﺘﻌﱠﻠﻘﺎﻥ ﲟﻮﺿﻮﻉ ﻫﺬﻩ‬
‫ﺍﻟﻮﺣﺪﺓ‪ :‬ﺍﻟﺴﺮ‪‬ﻳﺔ ﻭﺍﻟﺘﺤﻘﱡﻖ ﻣﻦ ﺍﳍﻮﻳﺔ‪.‬‬
‫‪ -1‬ﺍﻟﺴﺮ‪‬ﻳﺔ‪ :‬ﺍﻟﺘﺄﻛﻴﺪ ﺑﺄﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﱂ ﺗﺼﻞ ﻷﺷﺨﺎﺹ‪ ،‬ﻋﻤﻠﻴﺎﺕ ﺃﻭ ﺃﺟﻬﺰﺓ ﻏﲑ ‪‬ﻣﺨ ‪‬ﻮﻟﺔ ﺑﺎﳊﺼﻮﻝ ﻋﻠﻰ‬
‫ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ )ﺍﳊﻤﺎﻳﺔ ﻣﻦ ﺇﻓﺸﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻏﲑ ﺍ ﹸﳌﺮ ‪‬ﺧﺺ(‪.‬‬
‫‪ -2‬ﺍﻟﺘﺤ ﱡﻘﻖ ﻣﻦ ﺍﳍﻮﻳﺔ‪ :‬ﺇﺟﺮﺍ ٌﺀ ﺃﻣﲏ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﺻﻼﺣﻴﺔ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﺍﻟﺮﺳﺎﻟﺔ ﺃﻭ ﺍﳌﺼﺪﺭ ﺃﻭ ﻭﺳﻴﻠﺔ ﻟﻠﺘﺤﻘﱡﻖ‬
‫ﻒ ﻣ‪‬ﺤﺪ‪‬ﺩ )ﺃﻭ ﺍﻟﺘﺤﻘﱡﻖ ﻣـﻦ ﻣـﺼﺪﺭ ﻫـﺬﻩ‬
‫ﺕ ﺫﺍﺕ ﺗﺼﻨﻴ ٍ‬
‫ﺺ ﻣﺎ ﻻﺳﺘﻘﺒﺎﻝ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻣﻦ ﺻﻼﺣﻴﺔ ﺷﺨ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ(‪.‬‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﺻﻄﻼﺡ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ (5‬ﻭﺇﻥ ﻛﺎﻥ ﺍﺳﺘﺨﺪﺍﻣﹰﺎ ﻗﺪﳝﹰﺎ ﺳﺎﺑﻘﹰﺎ ﻟﻮﻻﺩﺓ ﻭﺳﺎﺋﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻭﺟﺪ ﺍﺳﺘﺨﺪﺍﻣﻪ ﺍﻟﺸﺎﺋﻊ ﺑﻞ ﻭﺍﻟﻔﻌﻠﻲ‪ ،‬ﰲ ﻧﻄﺎﻕ ﺃﻧﺸﻄﺔ ﻣﻌﺎﳉـﺔ ﻭﻧﻘـﻞ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻮﺍﺳﻄﺔ ﻭﺳﺎﺋﻞ ﺍﳊﻮﺳﺒﺔ ﻭﺍﻻﺗﺼﺎﻝ‪ .‬ﺇﺫ ﻣﻊ ﺷﻴﻮﻉ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻨﻴﺔ ﳌﻌﺎﳉﺔ ﻭﺧـﺰﻥ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﺗﺪﺍ ‪‬ﻭﳍﺎ ﻭﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻣﻌﻬﺎ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪ -‬ﻭﲢﺪﻳﺪﹰﺍ ﺍﻹﻧﺘﺮﻧﺖ ‪ -‬ﺍﺣﺘﱠﻠﺖ ﺃﲝﺎﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺃﻣﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺴﺎﺣ ﹰﺔ ﺭﺣﺒﺔ‪ ،‬ﺁﺧﺬ ﹰﺓ ﰲ ﺍﻟﻨﻤﺎﺀ ﻣﻦ ﺑﲔ ﺃﲝﺎﺙ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻟﻘﺪ ﺗﻄﻮﺭ ﻫﺬﺍ‬
‫ﺍﳌﺼﻄﻠﺢ ﻟﻴﺼﺒﺢ ﺣﺎﻟﻴﺎ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﻫﻮ ﻣﺼﻄﻠﺢ ﻳﻄﻠﻖ ﻋﻠﻰ ﺃﻣﻦ ﳐﺘﻠﻒ ﺍﻷﺟﻬﺰﺓ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺇﻥ ﺗﻌﺰﻳﺰ ﺇﻃﺎﺭ ﺍﻟﻄﻤﺄﻧﻴﻨﺔ ﺍﻟﺬﻱ ﻳﺸﻤﻞ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳋـﺼﻮﺻﻴﺔ‬
‫ﻁ ﺃﺳﺎﺳﻲ ﻻ ﻏﲎ ﻋﻨﻪ ﻟﺘﻨﻤﻴﺔ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺑﻨﺎﺀ ﺍﻟﺜﻘﺔ ﺑﲔ ﻣ‪‬ـﺴﺘﺨﺪﻣﻲ ﺃﺩﻭﺍﺕ ﻭﺗﻄﺒﻴﻘـﺎﺕ‬ ‫ﺷﺮ ﹲ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺍﳋﻄﻮﻁ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺘﻨﻔﻴﺬ ﺍﶈﻮﺭ)‪:(6‬‬

‫‪.Cryptosecurity‬‬ ‫)‪(1‬‬

‫‪.Transmission Security‬‬ ‫)‪(2‬‬

‫‪.Emission Security‬‬ ‫)‪(3‬‬

‫‪.Physical Security‬‬ ‫)‪(4‬‬

‫‪.Information Security‬‬ ‫)‪(5‬‬

‫» ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪،« 2012-2007‬‬ ‫)‪(6‬‬
‫‪238‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺗﺄﻣﲔ ﻭﺇﺩﺍﺭﺓ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺍﻟﺮﻗﻤﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺻﻴﺎﻏﺔ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍ ﹸﳌﻠ ِﺰﻣﺔ ﳌﻜﺎﻓﺤﺔ ﺍﻟﺘﻌ ‪‬ﺪﻱ‬ ‫•‬
‫ﻋﻠﻰ ﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪.‬‬
‫ﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﻣﻊ ﺍﻟﻌﺎﱂ ﺍﳋﺎﺭﺟﻲ ﳌﻜﺎﻓﺤﺔ ﺟﺮﺍﺋﻢ ﺍﻟﻔﻀﺎﺀ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺇﺳﺎﺀﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬ ‫•‬

‫ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫ﺗﺸﺮﻳﻌﺎﺕ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲪﺎﻳﺔ ﺍﳋﺼﻮﺻﻴﺔ؛‬ ‫•‬

‫ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﻟﻀﻤﺎﻥ ﺧﺼﻮﺻﻴﺔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ‪ ،‬ﻭﺇﺻﺪﺍﺭ ﻗﻮﺍﻧﲔ ﻭﺗﺸﺮﻳﻌﺎﺕ ‪‬ﺗﺠ ‪‬ﺮﻡ ﺍﺧﺘﺮﺍﻕ‬ ‫•‬

‫ﺍﻟﺸﺒﻜﺎﺕ ﻭﺗﻨﻔﻴﺬﻫﺎ ﺑﺪﻗﺔ‪.‬‬


‫ﺇﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻬﻤﺔ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ ﺑﺸﻜ ٍﻞ‬
‫ﺳ ‪‬ﺮﻱ ﻭﻭﻓﻖ ﺿﻮﺍﺑﻂ ‪‬ﺗﺤ ‪‬ﺪﺩ ﻣﻦ ﻗﺒﻞ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ .‬ﻭﻣﻦ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ ﺍﻟﻐـﺮﺽ ﻣـﺎ‬
‫ﻳﻠﻲ)‪:(1‬‬
‫‪ -‬ﺍﻷﻣﻦ‪ :‬ﻭﻫﻲ ﲪﺎﻳﺔ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻟﺘﺨﺮﻳﺐ ﺃﻭ ﺍﳋﺮﻕ؛‬
‫‪ -‬ﺍﻟﺘﻜﺎ ‪‬ﻣﻞ‪ :‬ﻭﻫﻲ ﲪﺎﻳﺔ ﺃﺟﻬﺰﺓ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍ ﹸﳌ‪‬ﺘﺼﻠﺔ ‪‬ﺎ ﻣﻦ ﺍﻷﺧﻄﺎﺭ ﺍﳋﺎﺭﺟﻴﺔ؛‬
‫‪ -‬ﺍﻟﺴﺮ‪‬ﻳﺔ‪ :‬ﻭﺗﻌﲏ ﻋﺪﻡ ﺇﻓﺸﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻗﺒﻞ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺗ‪‬ﻄﺒ‪‬ﻖ ﻋﻠﻴﻬﺎ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‬
‫ﰲ ﺣﺎﻟﺔ ﳐﺎﻟﻔﺔ ﺫﻟﻚ؛‬
‫‪ -‬ﺍﻟﺘﺰﺍ ‪‬ﻣﻦ‪ :‬ﻭﻫﻲ ﺿﻤﺎﻥ ﺍﺳﺘﻤﺮﺍﺭ ﺗﺪﻓﱡﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﺗﻮﺻﻴﺎﺕ ﺃﻣﻦ ﺃﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻟﻮﻛﺎﻟﺔ ﺍﻷﻣﻦ ﺍﻟﻘﻮﻣﻲ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬
‫ﺃﻣﻦ ﺃﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫» ﲪﺎﻳﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺿﺪ ﺃﻱ ﻭﺻﻮ ٍﻝ ﻏﲑ ‪‬ﻣﺮ ‪‬ﺧ ٍ‬
‫ﺺ ﺇﱃ ﺃﻭ ﺗﻌﺪﻳﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺛﻨﺎﺀ ﺣﻔﻈﻬﺎ‪ ،‬ﻣﻌﺎﳉﺘﻬﺎ‬
‫ﺃﻭ ﻧﻘﻠﻬﺎ‪ ،‬ﻭﺿﺪ ﺇﻳﻘﺎﻑ ﻋﻤﻞ ﺍﳋﺪﻣﺔ ﻟﺼﺎﱀ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﺍﳌﺨ ‪‬ﻮﻟﲔ‪ ،‬ﺃﻭ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ ﻷﺷـﺨﺎﺹ ﻏـﲑ‬
‫‪‬ﻣﺨ ‪‬ﻮﻟﲔ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﲨﻴﻊ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻜﺸﻒ‪ ،‬ﺗﻮﺛﻴﻖ ﻭﻣﻮﺍﺟﻬﺔ ﻫﺬﻩ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ «‪.‬‬
‫ﻭ‪‬ﻳﻌ‪‬ﺒﺮ ﻋﻦ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺑﺄﻧﻪ‪ »:‬ﳎﻤﻮﻋﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻮﻗﺎﺋﻴﺔ ﺍ ﹸﳌ‪‬ﺘﺨﺬﺓ ﳊﻤﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣـﻦ‬
‫ﺍﻟﺴﺮﻗﺔ ﺃﻭ ﺍﻟﻀﻴﺎﻉ ﺃﻭ ﺍﻟﺘﻠﻒ‪ ،‬ﻭﻭﺿﻌﻬﺎ ﰲ ﺷﻜﻞ ﺃﻣ ٍﻦ ﳊﻤﺎﻳﺘﻬﺎ ﻣﻦ ﺃﻱ ﺍﻋﺘﺪﺍ ٍﺀ ﻋﻠﻴﻬﺎ «)‪.(3‬‬

‫‪9‬‬ ‫‪ ،http:/www.aticm.org.eg/admin/Farek_pal/Arab%20ICT%20Strategy-11-2-2007.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪:‬‬


‫ﺳﺒﺘﻤﱪ‬
‫‪.2007‬‬
‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.20 -19‬‬ ‫)‪(1‬‬

‫‪ ،3rgob.org/af/uploads/11-07/d8c963fe24.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 9 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬ ‫)‪(2‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ‪ ،‬ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.28‬‬ ‫)‪(3‬‬
‫‪239‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪ ،‬ﻣﻦ ﺯﺍﻭﻳ ٍﺔ ﺃﻛﺎﺩﳝﻴﺔ‪ ،‬ﻫﻮ ﺍﻟﻌﻠﻢ ﺍﻟﺬﻱ ﻳﺒﺤﺚ ﰲ ﻧﻈﺮﻳﺎﺕ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻮﻓﲑ‬
‫ﺍﳊﻤﺎﻳﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﳌﺨﺎﻃﺮ ﺍﻟﱵ ‪‬ﺗﻬ ‪‬ﺪﺩﻫﺎ ﻭﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻻﻋﺘﺪﺍﺀ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻣﻦ ﺯﺍﻭﻳ ٍﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ‪ ،‬ﻫﻮ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻷﺩﻭﺍﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻼﺯﻡ ﺗﻮﻓﲑﻫﺎ ﻟﻀﻤﺎﻥ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣـﻦ ﺍﻷﺧﻄـﺎﺭ ﺍﻟﺪﺍﺧﻠﻴـﺔ‬
‫ﻭﺍﳋﺎﺭﺟﻴﺔ‪ .‬ﻭﻣﻦ ﺯﺍﻭﻳ ٍﺔ ﻗﺎﻧﻮﻧﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻫﻮ ﳏﻞﱡ ﺩﺭﺍﺳﺎﺕ ﻭﺗﺪﺍﺑﲑ ﲪﺎﻳﺔ ﺳﺮ‪‬ﻳﺔ ﻭﺳـﻼﻣﺔ‬
‫ﳏﺘﻮﻯ ﻭﺗﻮﻓﱡﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻜﺎﻓﺤﺔ ﺃﻧﺸﻄﺔ ﺍﻻﻋﺘﺪﺍﺀ ﻋﻠﻴﻬﺎ ﺃﻭ ﺍﺳﺘﻐﻼﻝ ﻧ‪‬ﻈﻤﻬﺎ ﰲ ﺍﺭﺗﻜﺎﺏ ﺍﳉﺮﳝﺔ‪ ،‬ﻭﻫﻮ‬
‫ﻫﺪﻑ ﻭﻏﺮﺽ ﺗﺸﺮﻳﻌﺎﺕ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﻏﲑ ﺍﳌﺸﺮﻭﻋﺔ ﻭﻏﲑ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺍﻟـﱵ ﺗـﺴﺘﻬﺪﻑ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧ‪‬ﻈﻤﻬﺎ )ﺟﺮﺍﺋﻢ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻹﻧﺘﺮﻧﺖ( )‪.(1‬‬
‫ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻫﻮ ﻛﺬﻟﻚ‪ »:‬ﳎﻤﻮﻋﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﻮﻗﺎﺋﻴﺔ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨﺪﻡ ﻟﻠﻤﺤﺎﻓﻈـﺔ ﻋﻠـﻰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺳ ‪‬ﺮﻳﺘﻬﺎ «)‪.(2‬‬
‫ﻟﻘﺪ ﺃﺻﺒﺤﺖ ﻣﺸﻜﻠﺔ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ ﻣﻦ ﺍﻟﺴﺮﻗﺔ ﺃﻭ ﺍﻟﺘﻼﻋ‪‬ـﺐ ﺃﻭ‬
‫ﺍﻻﺧﺘﺮﺍﻕ ﻏﲑ ﺍﳌﺸﺮﻭﻉ ﻣﻮﺿﻊ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻟﺒﺎﺣﺜﲔ‪ .‬ﻭﻫﺬﺍ ﻳﺘﻄﻠﱠﺐ ﺿﺮﻭﺭﺓ ﺩﺭﺍﺳﺔ ﲨﻴﻊ ﺍ‪‬ﺎﻻﺕ‬
‫ﺍﻟﻔﻨﻴﺔ ﻭﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺍﻟﱵ ﲢﻤﻞ ﰲ ﻃﻴﺎ‪‬ﺎ ﺇﺟﺮﺍﺀﺍﺕ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊ ‪‬ﺪ ﻣﻦ ﳏـﺎﻭﻻﺕ‬
‫ﺍﻻﻧﺘﻬﺎﻙ ﺃﻭ ﺍﻹﺗﻼﻑ‪.‬‬
‫ﻭﺗﺸﻤﻞ ﺇﺟﺮﺍﺀﺍﺕ ﻭﻃﺮﻕ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻗﺒﻞ ﻭﺧﻼﻝ ﻭﺑﻌﺪ ﺇﺩﺧﺎﳍﺎ ﻋﻠﻰ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ‬
‫ﺐ ﺃﻭ ﺧﻄـﺄ‪،‬‬
‫ﻃﺮﻳﻖ ﺗﺪﻗﻴﻖ ﺍﳌﹸﺪﺧ‪‬ﻼﺕ ﺑﻮﺳﺎﺋﻂ ﻭﻃﺮﻕ ﺗﻀﻤﻦ ﺳﺮ‪‬ﻳﺔ ﻭﺩﻗﺔ ﺍﻹﺩﺧﺎﻝ ﻣﻦ ﺩﻭﻥ ﺃﻱ ﺗﻼﻋ ٍ‬
‫ﻭﺣﻔﻈﻬﺎ ﰲ ﻣﻜﺎ ٍﻥ ﺃﻣﲔ‪ ،‬ﻭﺗﺴﻤﻴﺔ ﺍﻷﺷﺨﺎﺹ ﺍ ﹸﳌﺨ ‪‬ﻮﻟﲔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﻟﻨﺴﺦ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻋﺪ ‪‬ﺩ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﺳﺮ‪‬ﻳﺔ ﻭﺃﻣﻨﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳊﺎﺳﺒﺎﺕ‪ ،‬ﻣﻨـﻬﺎ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺃﺳﻠﻮﺏ ﻛﻠﻤﺎﺕ ﺍﻟﺴﺮ‪ ،‬ﻭﻟﻜﻦ ﻣﻔﺎﺗﻴﺢ ﺍﻟﺴﺮ ﻏﲑ ﻛﺎﻓﻴﺔ ﰲ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻭﻫﻨﺎﻙ ﺑﻌـﺾ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺗﻌﺘﻤﺪ ﺃﺳﻠﻮﺏ ﺍﻟﺘﺤﻀﲑ ﻭ‪‬ﺗﺴﺘﺨﺪﻡ ﻟﺘﺤﻀﲑ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﺇﺫﻥ‪ ،‬ﻳ‪‬ﻌﺘﱪ ﻣﻮﺿﻮﻉ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳊﻮﺍﺳﻴﺐ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﻮﺍﺟﺐ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺎ ﰲ ﻛﺎﻓﺔ ﻣﺮﺍﺣﻞ‬
‫ﺺ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﻣﻨـﻬﺎ ﻣـﺎﺩﻱ‬ ‫ﺕ ﻋﺪﻳﺪﺓ‪ ،‬ﻣﻨﻬﺎ ﲣ ‪‬‬ ‫ﺇﻋﺪﺍﺩ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎ‪‬ﺗﺨﺎﺫ ﺇﺟﺮﺍﺀﺍ ٍ‬
‫ﺺ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﻭﲢﺪﻳﺪ ﺍ ﹸﳌﺨـ ‪‬ﻮﻟﲔ‬
‫ﺕ ﺃﻣﻨﻴﺔ ﲣ ‪‬‬
‫ﺺ ﺇﺟﺮﺍﺀﺍ ٍ‬‫ﺺ ﻣﻮﺍﻗﻊ ﺍﳊﻮﺍﺳﻴﺐ ﻧﻔﺴﻬﺎ‪ ،‬ﻛﺬﻟﻚ ﲣ ‪‬‬ ‫ﳜ ‪‬‬
‫ﻟﻠﻮﻟﻮﺝ ﻭﻛﻠﻤﺎﺕ ﺍﻟﺴﺮ ﻭﺍﻟﻘﻴﻮﺩ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﲤﻨﻊ ﻏﲑ ﺍ ﹸﳌﺨ ‪‬ﻮﻟﲔ ﻣﻦ ﺩﺧﻮﻝ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫‪ ،publications.ksu.edu.sa/IT%20Papers/Information%20Security/IT%20Sec.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪ 5 :‬ﻣـﺎﺭﺱ‬ ‫)‪(1‬‬

‫‪.2008‬ﺑﺘﺼﺮﻑ‪.‬‬
‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.20‬‬ ‫)‪(2‬‬
‫‪240‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺴﺲ ﺍﻟﺼﻨﺎﻋﻲ "ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﺗﻄـﻮﻳﺮ‬ ‫ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺫﻟﻚ ﻗﺎﻧﻮﻥ " ﺍﻟﺘﺠ ‪‬‬
‫ﻣﻈﻠﺔ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻷﻣﻨﻴﺔ ‪‬ﺗﻐ ﱢﻄﻲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬـﺎ ﻭﺃﻧـﺸﻄﺘﻬﺎ‪،‬‬
‫ﻭﺗﻨﻄﺒﻖ ﻣﺜﻞ ﻫﺬﻩ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﻏﲑﻫﺎ ﻋﻠﻰ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍ ﹸﳌﺘﻘﺪ‪‬ﻣﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻋﻨﺎﺻﺮ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺇﻥ ﺃﻏﺮﺍﺽ ﺃﲝﺎﺙ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﻭﺳﺎﺋﻞ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ – ﺳﻮﺍ ًﺀ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﺃﻭ ﺍﻷﺩﺍﺋﻴﺔ‬
‫‪ -‬ﻭﻛﺬﺍ ﻫﺪﻑ ﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﺘﺸﺮﻳﻌﻴﺔ ﰲ ﻫﺬﺍ ﺍﳊﻘﻞ‪ ،‬ﺿﻤﺎﻥ ﺗﻮﻓﱡﺮ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ ﻷﻳﺔ ﻣﻌﻠﻮﻣﺎﺕ ‪‬ﻳﺮﺍﺩ ﺗﻮﻓﲑ‬
‫ﺍﳊﻤﺎﻳﺔ ﺍﻟﻜﺎﻓﻴﺔ ﳍﺎ)‪:(1‬‬
‫‪ -1‬ﺍﻟﺴﺮ‪‬ﻳﺔ ﺃﻭ ﺍﳌﻮﺛﻮﻗﻴﺔ)‪ :(2‬ﻭﺗﻌﲏ ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻ ‪‬ﺗﻜﺸﻒ ﻭﻻ ‪‬ﻳ ﱠﻄﻠﻊ ﻋﻠﻴﻬﺎ ﻣﻦ ﻗﺒﻞ‬
‫ﺹ ﻏﲑ ‪‬ﻣﺨ ‪‬ﻮﻟﲔ ﺑﺬﻟﻚ‪.‬‬
‫ﺃﺷﺨﺎ ٍ‬
‫‪ -2‬ﺍﻟﺘﻜﺎﻣﻠﻴﺔ ﻭﺳﻼﻣﺔ ﺍﶈﺘﻮﻯ)‪ :(3‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﳏﺘﻮﻯ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺻﺤﻴﺢ ﻭﱂ ﻳﺘﻢ ﺗﻌﺪﻳﻠﻪ ﺃﻭ ﺍﻟﻌﺒـﺚ‬
‫ﺑﻪ‪ ،‬ﻭﺑﺸﻜ ٍﻞ ﺧﺎﺹ ﻟﻦ ﻳﺘﻢ ﺗﺪﻣﲑ ﺍﶈﺘﻮﻯ ﺃﻭ ﺗﻐﲑﻩ ﺃﻭ ﺍﻟﻌﺒﺚ ﺑﻪ ﰲ ﺃﻳﺔ ﻣﺮﺣﻠ ٍﺔ ﻣﻦ ﻣﺮﺍﺣﻞ ﺍﳌﻌﺎﳉﺔ ﺃﻭ‬
‫ﺍﻟﺘﺒﺎﺩ‪‬ﻝ‪ ،‬ﺳﻮﺍ ًﺀ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺍﻟﺪﺍﺧﻠﻲ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﻋﻦ ﻃﺮﻳﻖ ﺗﺪ ‪‬ﺧ ٍﻞ ﻏﲑ ﻣﺸﺮﻭﻉ‪.‬‬
‫‪ -3‬ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺗﻮﱡﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﳋﺪﻣﺔ)‪ - :(4‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺍﺳﺘﻤﺮﺍﺭ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﰐ‪ ،‬ﻭﺍﺳﺘﻤﺮﺍﺭ‬
‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ ﳌﻮﺍﻗﻊ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﻭﺃﻥ ‪‬ﻣﺴﺘﺨ ِﺪﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻦ‬
‫ﻳﺘﻌ ‪‬ﺮﺽ ﺇﱃ ﻣﻨﻊ ﺍﺳﺘﺨﺪﺍﻣﻪ ﳍﺎ ﺃﻭ ﺩﺧﻮﻟﻪ ﺇﻟﻴﻬﺎ‪.‬‬
‫‪ -4‬ﻋﺪﻡ ﺇﻧﻜﺎﺭ ﺍﻟﺘﺼﺮ‪‬ﻑ ﺍﳌﺮﺗﺒﻂ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﳑﻦ ﻗﺎﻡ ﺑﻪ)‪ :(5‬ﻭ‪‬ﻳﻘﺼﺪ ﺑﻪ ﺿﻤﺎﻥ ﻋﺪﻡ ﺇﻧﻜﺎﺭ ﺍﻟـﺸﺨﺺ‬
‫ﻑ ﻣﺎ ‪‬ﻣ‪‬ﺘﺼﻞ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﻣﻮﺍﻗﻌﻬﺎ ﺇﻧﻜﺎﺭ ﺃﻧﻪ ﻫﻮ ﺍﻟﺬﻱ ﻗﺎﻡ ‪‬ﺬﺍ ﺍﻟﺘﺼﺮ‪‬ﻑ‪ ،‬ﲝﻴـﺚ‬
‫ﺍﻟﺬﻱ ﻗﺎﻡ ﺑﺘﺼ ‪‬ﺮ ٍ‬
‫ﺖ ﻣﻌﲔ‪.‬‬ ‫ﺺ ﻣﺎ ﰲ ﻭﻗ ٍ‬ ‫ﺗﺘﻮﱠﻓﺮ ﻗﹸﺪﺭﺓ ﺇﺛﺒﺎﺕ ﺃﻥ ﺗﺼﺮﻓﹰﺎ ﻣﺎ ﻗﺪ ﱠﰎ ﻣﻦ ﺷﺨ ٍ‬
‫ﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺗﻄﺎﻝ ﺍﳌﺨﺎﻃﺮ ﻭﺍﻻﻋﺘﺪﺍﺀﺍﺕ ﰲ ﺑﻴﺌﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺭﺑﻌﺔ ﻣﻮﺍﻃﻦ ﺃﺳﺎﺳﻴﺔ ﻫﻲ ﻣﻜﻮﻧﺎ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﺃﺣﺪﺙ ﲡﱢﻠﻴﺎ‪‬ﺎ‪:‬‬

‫‪.CONFIDENTIALITY‬‬ ‫)‪(1‬‬

‫ﻣـﺎﺭﺱ‬ ‫‪5‬‬ ‫‪ ،publications.ksu.edu.sa/IT%20Papers/Information%20Security/IT%20Sec.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪:‬‬ ‫)‪(2‬‬

‫‪.2008‬‬
‫‪.INTEGRITY‬‬ ‫)‪(3‬‬

‫‪.AVAILABILITY‬‬ ‫)‪(4‬‬

‫‪.Non-repudiation‬‬ ‫)‪(5‬‬
‫‪241‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ 9‬ﺍﻷﺟﻬﺰﺓ‪ :‬ﻭﻫﻲ ﻛﺎﻓﺔ ﺍﳌﻌﺪﺍﺕ ﻭﺍﻷﺩﻭﺍﺕ ﺍﳌﺎﺩﻳﺔ ﺍﻟﱵ ﺗﺘﻜ ‪‬ﻮﻥ ﻣﻨﻬﺎ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻛﺎﻟﺸﺎﺷﺎﺕ ﻭﺍﻟﻄﺎﺑﻌﺎﺕ‬
‫ﻭ ‪‬ﻣﻜﻮﻧﺎ‪‬ﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﻭﺳﺎﺋﻂ ﺍﻟﺘﺨﺰﻳﻦ ﺍﳌﺎﺩﻳﺔ ﻭﻏﲑﻫﺎ؛‬
‫‪ 9‬ﺍﻟﱪﺍﻣــﺞ‪ :‬ﻭﻫﻲ ﺍﻷﻭﺍﻣﺮ ﺍ ﹸﳌﺮ‪‬ﺗﺒﺔ ﰲ ﻧﺴ ٍﻖ ﻣﻌﲔ ﻹﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﻫﻲ ﺇﻣﺎ ‪‬ﻣﺴﺘﻘﱠﻠﺔ ﻋﻦ ﺍﻟﻨﻈﺎﻡ ﺃﻭ‬
‫‪‬ﻣﺨ ‪‬ﺰﻧﺔ ﻓﻴﻪ؛‬
‫‪ 9‬ﺍﻟﺒﻴﺎﻧﺎﺕ‪ :‬ﺇ‪‬ﺎ ﺍﻟﺪﻡ ﺍﳊﻲ ﻟﻠﻨ‪‬ﻈﻢ‪ ،‬ﻭﻣﺎ ﺳﻴﻜﻮﻥ ﳏ ﹰ‬
‫ﻼ ﳉﺮﺍﺋﻢ ﺍﳊﺎﺳﻮﺏ ﻛﻤﺎ ﺳﻨﺮﻯ‪ ،‬ﻭﺗﺸﻤﻞ ﻛﺎﻓﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺪ ‪‬ﺧﻠﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺮﺟﺔ ﻋﻘﺐ ﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﲤﺘ ‪‬ﺪ ﲟﻌﻨﺎﻫﺎ ﺍﻟﻮﺍﺳﻊ ﻟﻠﱪﳎﻴﺎﺕ ﺍ ﹸﳌﺨ ‪‬ﺰﻧﺔ ﺩﺍﺧﻞ‬
‫ﺍﻟﻨ‪‬ﻈﻢ‪ .‬ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﻗﺪ ﺗﻜﻮﻥ ﰲ ﻃﻮﺭ ﺍﻹﺩﺧﺎﻝ ﺃﻭ ﺍﻹﺧﺮﺍﺝ ﺃﻭ ﺍﻟﺘﺨﺰﻳﻦ ﺃﻭ ﺍﻟﺘﺒﺎﺩ‪‬ﻝ ﺑﲔ ﺍﻟﻨ‪‬ﻈﻢ ﻋﱪ‬
‫ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﻭﻗﺪ ‪‬ﺗﺨ ‪‬ﺰﻥ ﺩﺍﺧﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺃﻭ ﻋﻠﻰ ﻭﺳﺎﺋﻂ ﺍﻟﺘﺨﺰﻳﻦ ﺧﺎﺭﺟﻪ؛‬
‫‪ 9‬ﺍﻻﺗﺼـﺎﻻﺕ‪ - :‬ﻭﺗﺸﻤﻞ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﱵ ﺗﺮﺑﻂ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺘﻘﻨﻴﺔ ﺑﻌﻀﻬﺎ ﺑﻌﺾ‪ ،‬ﳏﻠﱢﻴﹰﺎ ﻭﻧﻄﺎﻗﻴﹰﺎ‬
‫ﻭﺩﻭﻟﻴﹰﺎ‪ ،‬ﻭ‪‬ﺗﺘﻴﺢ ﻓﹸﺮﺻﺔ ﺍﺧﺘﺮﺍﻕ ﺍﻟﻨ‪‬ﻈﻢ ﻋﱪﻫﺎ‪ .‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺑﺬﺍ‪‬ﺎ ﳏ ﱞﻞ ﻟﻼﻋﺘﺪﺍﺀ ﻭﻣﻮﻃ ‪‬ﻦ ﻣﻦ ﻣﻮﺍﻃﻦ ﺍﳋﻄﺮ‬
‫ﺍﳊﻘﻴﻘﻲ‪ .‬ﻭﳏﻮﺭ ﺍﳋﻄﺮ‪ ،‬ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺳﻮﺍ ًﺀ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﺃﻭ ﺍﻟﺸﺨﺺ ﺍﳌﻨﺎﻁ ﺑﻪ ﻣﻬﺎ ‪‬ﻡ ﺗﻘﻨﻴﺔ ﻣﻌﻴﻨﺔ ﺗ‪‬ﺘﺼﻞ‬
‫ﺑﺎﻟﻨﻈﺎﻡ‪ .‬ﻓﺈﺩﺭﺍﻙ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﺣﺪﻭﺩ ﺻﻼﺣﻴﺎﺗﻪ‪ ،‬ﻭﺇﺩﺭﺍﻛﻪ ﺁﻟﻴﺎﺕ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﳋﻄﺮ‪ ،‬ﻭﺳﻼﻣﺔ ﺍﻟﺮﻗﺎﺑﺔ‬
‫ﻋﻠﻰ ﺃﻧﺸﻄﺘﻪ ﰲ ﺣﺪﻭﺩ ﺍﺣﺘﺮﺍﻡ ﺣﻘﻮﻗﻪ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ ،‬ﻣﺴﺎﺋﻞ ﺭﺋﻴﺴﺔ ﻳﻌﲎ ‪‬ﺎ ﻧﻈﺎﻡ ﺍﻷﻣﻦ ﺍﻟﺸﺎﻣﻞ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﻟﺮﻗﺎﺑﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺃﻣﻦ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﰐ‪.‬‬
‫ﳝﻜﻦ ﺍﻟﺘﻐﻠﱡﺐ ﻋﻠﻰ ﻣﻌﻈﻢ ﳐﺎﻟﻔﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻹﺩﺍﺭﻱ ﺍﳉ‪‬ﻴﺪ ﻷﻣﻦ ﺍﻟﻨﻈـﺎﻡ‪،‬‬
‫ﻭﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﺃﻗﺼﻰ ﻣﻨﺎﻓﻊ ﳑﻜﻨﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻀﻤ‪‬ﻦ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺮﻗﺎﺑﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺃﻣـﻦ‬
‫ﺍﻟﻨﻈﺎﻡ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -1‬ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﱵ ‪‬ﺗﻌﺘﱪ ﲟﺜﺎﺑﺔ ﻣﻌﺎﻳﲑ ﻟﺘﻘﻴﻴﻢ ﺃﻣﻦ ﺍﻟﻨﻈﺎﻡ ﻓﻴﻤﺎ ﺑﻌﺪ‪ ،‬ﻭﺗﺘﻤﺜﱠﻞ ﻫـﺬﻩ ﺍﻷﻫـﺪﺍﻑ ﰲ‬
‫ﲪﺎﻳﺔ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟﺒﻴﺌﻴﺔ ﻭﳐﺎﻟﻔﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ؛‬
‫‪ -2‬ﺗﻘﺪﻳﺮ ﺍﻻﺣﺘﻤﺎﻻﺕ ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﲟﺨﺎﻃﺮ ﺃﻣﻦ ﺗﺸﻐﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ؛ ﺣﻴﺚ ‪‬ﺗﺴﻬﻢ ﻫﺬﻩ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ‬
‫ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﻼﺋﻤﺔ ﻷﻣﻦ ﺍﻟﻨﻈﺎﻡ؛‬
‫ﻒ ﻫـﺬﻩ ﺍﳋﻄـﺔ ﻛﺎﻓـﺔ‬ ‫‪ -3‬ﺇﻋﺪﺍﺩ ﺧﻄﺔ ﺗﻀﻤﻦ ﻣﺴﺘﻮﻯ ﻣﻘﺒﻮ ﹰﻻ ﻣﻦ ﺍﻷﻣﻦ ﻭﺑﺘﻜﻠﻔ ٍﺔ ﻣﻌﻘﻮﻟﺔ‪ ،‬ﻭﺗـﺼ ‪‬‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺮﻗﺎﺑﻴﺔ ﺍﻟﱵ ﺳﻴﺘ ‪‬ﻢ ﺗﻄﺒﻴﻘﻬﺎ ﻭﺃﻫﺪﺍﻑ ﻫﺬﻩ ﺍﻹﺟﺮﺍﺀﺍﺕ‪ .‬ﻫﺬﺍ ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﻓﺤﺺ ﺍﳋﻄﺔ‬
‫ﻭﺍﻟﺘﺼﺪﻳﻖ ﻋﻠﻴﻬﺎ ﻗﺒﻞ ﻭﺿﻌﻬﺎ ﻣﻮﺿﻊ ﺍﻟﺘﻨﻔﻴﺬ؛‬
‫‪ -4‬ﲢﺪﻳﺪ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻋﻦ ﺃﻣﻦ ﺍﻟﻨﻈﺎﻡ؛‬

‫ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.95‬‬ ‫)‪(1‬‬


‫‪242‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -5‬ﺍﺧﺘﺒﺎﺭ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﺃﻣﻦ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺫﻟﻚ ﻟﻠﺘﺤﻘﱡﻖ ﻣﻦ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺘﻬﺎ ﰲ ﲢﻘﻴـﻖ ﺃﻫـﺪﺍﻓﻬﺎ‬
‫ﺍﳌﺮﺟ ‪‬ﻮﺓ؛ ﺣﻴﺚ ﺃﻥ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ‪‬ﻳﺆ ﱢﻛﺪ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﺑﻔﻬﻢ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺗﻨﻔﻴﺬﻫﺎ ﺗﻮﻇﻴﻒ‬
‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺮﻗﺎﺑﻴﺔ ﺑﺼﻮﺭ ٍﺓ ﻣﻼﺋﻤﺔ‪.‬‬
‫‪ -6‬ﺍﻻﺳﺘﻨﺠﺎﺩ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻣﺜﻞ ﺣﻮﺍﺋﻂ ﺍﻟﻨﺎﺭ‪... ،‬ﺇﱁ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻣﻦ ﻧ‪‬ﻈﻢ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ‪.‬‬


‫ﺍﻧﺘﺸﺮﺕ ﺣﺎﻟﻴﹰﺎ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳـﻴﺐ‪ ،‬ﻭﺗـﺴﻤﺢ ﻫـﺬﻩ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻐﻼﻝ ﹸﻗﺪﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﺗﺸﻐﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺳﻮﺍ ًﺀ ﻣﻦ ﺩﺍﺧﻞ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺃﻭ ﻣﻦ ﺧﺎﺭﺟﻬﺎ‪ ،‬ﻭ‪‬ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺎﺻﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﺘﻌﺎﻣﻞ ﻣﻊ ﻛ ‪‬ﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﻴﺎﻧـﺎﺕ‪،‬‬
‫ﻭﺇﻥ ﻛﺎﻥ ﳍﺎ ﻣﺰﺍﻳﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ‪ ،‬ﺇﻻ ﺃ‪‬ﺎ ﻗﺪ ﺃ ‪‬ﺩﺕ ﺇﱃ ﺧﻠﻖ ﺑﻴﺌ ٍﺔ ﺗﺼ ‪‬ﻌﺐ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻬـﺎ ﺃﻭ‬
‫ﻣﺮﺍﺟﻌﺘﻬﺎ‪ ،‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺍﳌﺸﻜﻼﺕ ﺍﳋﺎﺻﺔ ﺑﻨ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫‪ -1‬ﺇﻥ ﺍﻟﺘﻮ ‪‬ﺳﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﱵ ﳝﻜﻦ ﺍﻻﺗﺼﺎﻝ ‪‬ﺎ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻗﺪ ﺟﻌﻞ ﻣﻦ ﺍﻟـﺴﻬﻞ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺯﻳﺎﺩﺓ ‪‬ﺭﻗﻌﺔ ﺟﺮﺍﺋﻢ ﺍﳊﻮﺍﺳﻴﺐ؛ ﺣﻴﺚ ﳝﻜﻦ‬
‫ﺺ ﺧﺎﺭﺟﻲ ﲟﻌﺮﻓﺘﻪ ﻟﻜﻠﻤﺔ ﺍﻟﺴﺮ ﺍﻟﻮﺻﻮﻝ ﻟﻠﻨﻈﺎﻡ‪ ،‬ﻭﺍﺭﺗﻜﺎﺏ ﺟﺮﺍﺋﻤﻪ؛ ﲝﻴﺚ ﺷ ﱠﻜﻞ ﻫـﺬﺍ‬ ‫ﻷﻱ ﺷﺨ ٍ‬
‫ﻼ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﻭﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭ‪‬ﺗﺮﺗﻜﺐ ﻣﻌﻈـﻢ‬ ‫ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳉﺮﺍﺋﻢ ﻋﺒﺌﹰﺎ ﺛﻘﻴ ﹰ‬
‫ﻫﺬﻩ ﺍﳉﺮﺍﺋﻢ ﻣﻦ ﺧﻼﻝ ﻧﻈﺎﻡ ﺍﳌﻮﺩﱘ ﻟﻠﺸﺒﻜﺎﺕ؛‬
‫‪ -2‬ﻳﺼ ‪‬ﻌﺐ ﺇﱃ ﺣ ‪‬ﺪ ﻛﺒﲑ ﻧﻘﻞ ﻧﻈﺎﻡ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻷﻣﻦ ﺍ ﹸﳌﻄ‪‬ﺒﻘﺔ ﰲ ﺑﻴﺌﺔ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﻜﺒﲑﺓ ﺇﱃ ﺍﳊﻮﺍﺳـﻴﺐ‬
‫ﺍﻟﺼﻐﲑﺓ ﺍﻟﱵ ‪‬ﺗﺸ ﱢﻜﻞ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ؛ ﻟﺬﺍ ﻓﺈﻥ ﻧﻈﺎﻡ ﻭﺃﺳﺎﻟﻴﺐ ﺃﻣﻦ ﺷﺒﻜﺔ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﺍﻟﻮﻗﺖ‬
‫ﺍﳊﺎﱄ ﻻ ‪‬ﺗﻌ ‪‬ﺪ ﻛﺎﻓﻴﺔ؛‬
‫‪ -3‬ﻗﺪ ﺃ ‪‬ﺩﻯ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺗﺒﺎﺩ‪‬ﻝ ﺍﻟﺮﺳﺎﺋﻞ ﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﻇـﻞ ﺍﺳـﺘﺨﺪﺍﻡ ﻧ‪‬ﻈـﻢ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺃﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﺮﺍﻑ ﺍﻵﱄ‪ ،‬ﺃﻭ ﻧﻈﺎﻡ ﺍﻟﺒﻨﻚ ﺍﻟﺘﻠﻴﻔﻮﱐ ﰲ ﺷﺒﻜﺎﺕ ﺍﻟﺒﻨـﻮﻙ‪ ،‬ﺇﱃ ﺯﻳـﺎﺩﺓ‬
‫ﻓﹸﺮﺻﺔ ﺍﺭﺗﻜﺎﺏ ﺟﺮﺍﺋﻢ ﺍﳊﻮﺍﺳﻴﺐ؛‬
‫‪ -4‬ﻗﺪ ﺗﺮﺗﺒﻂ ﺷﺒﻜﺔ ﺍﳊﻮﺍﺳﻴﺐ ﺑﻌﺪ ٍﺩ ﻛﺒﲑ ﻣﻦ ﳏﻄﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻟﱵ ﻳﺘﻜ ‪‬ﻮﻥ ﻛﻞ ﻣﻨﻬﺎ ﻣﻦ ﺷﺎﺷﺔ ﻭﻟﻮﺣﺔ‬
‫ﻣﻔﺎﺗﻴﺢ ﻭﻭﺳﻴﻠﺔ ﻟﻼﺗﺼﺎﻝ ﺑﺎ ﹸﳌﺸ ‪‬ﻐﻞ ﺍﳌﺮﻛﺰﻱ)‪ .(1‬ﻭ‪‬ﺗﺆ ‪‬ﺩﻱ ﻫﺬﻩ ﺍﶈﻄﺎﺕ ﺇﱃ ﺯﻳﺎﺩﺓ ﺧﻄﺮ ﺍﻟﻮﺻﻮﻝ ﻏـﲑ‬
‫ﺍ ﹸﳌﺼ ‪‬ﺮﺡ ﺑﻪ ﳌﻠﻔﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﱪﺍﻣﺞ‪ ،‬ﳑﺎ ﻳﺰﻳﺪ ﻣﻦ ﻓﹸﺮﺹ ﺍﺭﺗﻜﺎﺏ ﺟﺮﺍﺋﻢ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻳﺮﺟﻊ ﺫﻟﻚ‬
‫ﺇﱃ ﺻﻌﻮﺑﺔ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﺴﻠﻴﻤﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﶈﻄﺎﺕ؛‬

‫‪.Central Processor‬‬ ‫)‪(1‬‬


‫‪243‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺕ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ ‪‬ﺗﺤ ﱢﻘﻖ ﻣﺮﻛﺰﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ؛‬


‫‪ -5‬ﻟﻘﺪ ﺃ ‪‬ﺩﻯ ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺇﱃ ﺧﻠﻖ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﳑﺎ ﺃﺗﺎﺡ ﹸﳌﺮﺗﻜﱯ ﺟﺮﺍﺋﻢ ﺍﳊﻮﺍﺳﻴﺐ ﻓﹸﺮﺻﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻛﺎﻓﺔ ﻣﻠﻔﺎﺕ ﺑﻴﺎﻧﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -6‬ﺇﻥ ﺗﻌﻘﻴﺪ ﺗﺪﻓﱡﻖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﻇﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ِﺪﻡ ﺷـﺒﻜﺎﺕ ﺍﳊﻮﺍﺳـﻴﺐ‪ ،‬ﻭﻣﺮﻛﺰﻳـﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻗﺪ ﲡﻌﻞ ﻣﻦ ﺍﻟﺼﻌﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺍﺀ ﻓﻬﻢ ﺗﺪﻓﱡﻖ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻘﺼﻮﺭ ﰲ ﺍﻟﻔﻬﻢ ﻟﻪ ﻋﻮﺍﻗﺒﻪ‬
‫ﺍﻟﻮﺧﻴﻤﺔ ﻋﻠﻰ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ؛‬
‫‪ -7‬ﻧﻘﺺ ﺍﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﳋﱪﺓ ﰲ ﳎﺎﻝ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ‪‬ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻣﻨﻊ ﻭﺍﻛﺘﺸﺎﻑ ﺣـﺎﻻﺕ‬
‫ﻼ ﻋﻦ ﻋﺪﻡ ﺍﻧﺘﺸﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺜﻞ ﻫـﺬﻩ ﺍﻟـﱪﺍﻣﺞ ﰲ ﻧ‪‬ﻈـﻢ‬ ‫ﺍﻟﺘﻼ ‪‬ﻋﺐ ﻭﻓﲑﻭﺳﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻓﻀ ﹰ‬
‫ﺍﻟﺸﺒﻜﺎﺕ؛‬
‫‪ -8‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻛﺨﺎﺩ ٍﻡ ﻟﻠﺸﺒﻜﺔ ﻋﺮﺿ ﹲﺔ ﻟﻠﻤﺨﺎﻃﺮ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﺗﺘﻌ ‪‬ﺮﺽ ﳍـﺎ‬
‫ﳏﻄﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻓﺈﻥ ﺑﻪ ﻣﻨﺎﻃﻖ ﺇﺿﺎﻓﻴﺔ ﳝﻜﻦ ﺍﻗﺘﺤﺎﻣﻪ ﻣﻦ ﺧﻼﳍﺎ‪ ،‬ﺣﻴﺚ ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴـﻪ ﻣـﻦ‬
‫ﺧﻼﻝ ﺍﻷﺳﻄﻮﺍﻧﺎﺕ ﺍﻟﺜﺎﺑﺘﺔ ﺃﻭ ﺍﳌﺮﻧﺔ؛‬
‫‪ -9‬ﺇﻥ ﻣﻌﻈﻢ ﺍﻟﺸﺒﻜﺎﺕ ﻟﻴﺲ ﳍﺎ ﺃﻣﺎﻛﻦ ‪‬ﻣﺴﺘﻘﱠﻠﺔ ‪‬ﻣﻐﹶﻠﻘﺔ؛ ﳑﺎ ‪‬ﻳﺴ ‪‬ﻬﻞ ﻣﻦ ﺍﻻﺗﺼﺎﻝ ﻏـﲑ ﺍﳌﹸـﺼ ‪‬ﺮﺡ ﺑـﻪ‬
‫ﻭﺍﺭﺗﻜﺎﺏ ﺣﺎﻻﺕ ﺍﻟﺘﻼﻋﺐ؛‬
‫‪ -10‬ﻣﻦ ﺃﻫﻢ ﺍﳌﺸﻜﻼﺕ ﻛﺬﻟﻚ ﻫﻮ ﺍﻟﺘﻨﺎﹸﻓﺲ ﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﺑﻐﺮﺽ ﺍﻟﻮﺻﻮﻝ ﻟﻠﺸﺒﻜﺔ؛ ﻟﺬﺍ ﻳﻨﺒﻐـﻲ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺧﻄ ﹲﺔ ﻹﺩﺍﺭﺓ ﻫﺬﺍ ﺍﻟﺘﻨﺎﹸﻓﺲ؛‬
‫ﺼﺺ ﻭﻓﺼﻞ ﺍﳌﻬﺎﻡ؛ ﻭﺫﻟﻚ ﻟﺼﻐﺮ ﻣﺮﺍﻛﺰ ﺍﻟﺘﺸﻐﻴﻞ‬ ‫‪ -11‬ﻏﺎﻟﺒﹰﺎ ﻣﺎ ﺗﻔﺘﻘﺮ ﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺇﱃ ﺍﻟﺘﺨ ‪‬‬
‫ﺍﶈﻠﱢﻴﺔ‪ ،‬ﻛﻤﺎ ﻳﺘﻮﱠﻟﻰ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻬﺎ ﺍﳌﺴﺘﻔﻴﺪﻭﻥ‪ ،‬ﲟﺎ ﻳﻔﻲ ﻋﺪﻡ ﺗﻮﻓﱡﺮ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳉﻴ‪‬ـﺪ ﻟﻠﺮﻗﺎﺑـﺔ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﻧ‪‬ﻈﻢ ﺍﻟﺸﺒﻜﺎﺕ؛‬
‫‪ -12‬ﺗﻌﻤﻞ ﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﻇﻞ ﺑﻴﺌ ٍﺔ ﻏﲑ ﺭﲰﻴﺔ؛ ﳑﺎ ‪‬ﻳﺼ ‪‬ﻌﺐ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻬﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺘﺰﺍﻳـﺪ‬
‫ﻓﹸﺮﺹ ﺍﺭﺗﻜﺎﺏ ﺟﺮﺍﺋﻢ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫ﺇﻥ ﻣﺸﺎﻛﻞ ﺍﻟﻔﲑﻭﺳﺎﺕ ﻭﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﺮﺻﻨﺔ ﺣ ﱠﻔﺰﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻷ ﹾﻥ ﲡﺪ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻨـﻬﺎ‬
‫ﻣﻦ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﻫﺬﻩ ﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﲟﻨﺘﻬﻰ ﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻷﺳـﺎﻟﻴﺐ ﳒـﺪ ﺍﺧﺘﺒـﺎﺭ ﺍﻟﻘﺮﺻـﻨﺔ‬
‫ﺍﳊﻤﻴﺪﺓ)‪(1‬؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﻓﺮﻳ ‪‬ﻖ ﻣﻦ ﺍﳋﱪﺍﺀ ﺑﺈﺟﺮﺍﺀ ﺍﺧﺘﺒﺎ ٍﺭ ﳊﺎﻟﺔ ﺍﻋﺘﺪﺍ ٍﺀ ﺍﻓﺘﺮﺍﺿﻲ ﻋﻠﻰ ﻧﻈـﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍ ﹸﳌﺘﻌﱢﻠﻖ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳﻌﻤﻞ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻰ ﻛﺸﻒ ﺍﻟﺜﻐﺮﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟـﺸﻔﺮﺍﺕ ﻣـﻦ ﺟﺎﻧـﺐ‪،‬‬
‫ﺨﺺ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﰲ ﺍﻟﻨ‪‬ﻈﻢ؛ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻄﺮﺡ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌـﺸﻜﻼﺕ ﺍﻷﻣﻨﻴـﺔ ﰲ ﺍﳉﺎﻧـﺐ‬ ‫ﻭ‪‬ﻳﺸ ‪‬‬

‫‪.Piracy Offices‬‬ ‫)‪(1‬‬


‫‪244‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻵﺧﺮ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ‪‬ﻳﺘﻴﺢ ﻟﻠﻤﺆﺳﺴﺔ ﲢﻘﻴﻖ ﺗﻔ ‪‬ﻬ ٍﻢ ﻛﺎﻣﻞ ﺑﺄﺩﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﳊﻤﺎﻳﺔ ﻣﻦ ﻣﻨﻈﻮﺭ ﺍﻟﻘﺮﺍﺻﻨﺔ‪ ،‬ﻭﻣﻨـﻪ‬
‫ﺗﻌﺰﻳﺰ ﺁﻟﻴﺎﺕ ﺍﻟﺘﺤﻜﱡﻢ ﻭﺍﳊﻤﺎﻳﺔ)‪.(1‬‬
‫ﺐ ﺳﻠﱯ ﻻﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺗﺘﺠ‪‬ﻨﺒﻪ‬ ‫ﺇﺫﻥ‪ ،‬ﻫﻨﺎﻙ ﺟﺎﻧ ‪‬‬
‫ﺑﺘﻄﻮﻳﺮ ﻧ‪‬ﻈﻢ ﺍﳊﻤﺎﻳﺔ‪ ،‬ﻭﲢﺴﻴﺲ ﻛﺎﻓﺔ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺍﻟﻌﻤﺎﻝ ‪‬ﺬﻩ ﺍﳉﻮﺍﻧﺐ‪ ،‬ﻭﻗﺪ ﻳﺼﻞ ﺍﻷﻣﺮ ﺇﱃ ﻭﺿﻊ ﺑﻌﺾ‬
‫ﺍﻷﺷﺨﺎﺹ ﺍﳌﺸﻜﻮﻙ ﰲ ﻭﻻﺋﻬﻢ ﲢﺖ ﺍﳌﺮﺍﻗﺒﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻃﺒﻴﻌﺔ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ‪.‬‬
‫ﻣﻦ ﺃﻫﻢ ﺍﳍﺠﻤﺎﺕ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﳊﻮﺍﺳﻴﺐ ﺃﺛﻨﺎﺀ ﺗﺄﺩﻳﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻲ)‪:(2‬‬
‫‪ -1‬ﺍ ﹸﳌﻘﺎ ﹶﻃﻌﺔ)‪ :(3‬ﻳﺘ ‪‬ﻢ ﰲ ﺗﺪﻣﲑ ﻣﻮﺟﻮﺩﺍﺕ ﺍﻟﻨﻈﺎﻡ ﺃﻭ ﺟﻌﻠﻬﺎ ﻏﲑ ‪‬ﻣﺘﻮﺍِﻓﺮﺓ ﺃﻭ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ‪ .‬ﻣﺜـﺎ ﹲﻝ‬
‫ﻋﻠﻰ ﺫﻟﻚ ﺗﺪﻣﲑ ﺍﻟﻘﺮﺹ ﺍﻟﺼﻠﺐ‪ ،‬ﻭﻗﻄﻊ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﺃﻭ ﺗﻌﻄﻴﻞ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻠﻒ‪.‬‬
‫‪ -2‬ﺍﻹﻳﻘﺎﻑ ﺃﻭ ﺍﻟﺘﺪﻓﱡﻖ)‪ :(4‬ﻃﺮ ‪‬‬
‫ﻑ ﻏﲑ ﺻﺎﱀ ﻳﺘﻤ ﱠﻜﻦ ﻣﻦ ﺍﻟﻮﻟﻮﺝ ﺇﱃ ﻣﻮﺟﻮﺩﺍﺕ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﳝﻜﻦ ﳍـﺬﺍ‬
‫ﺍﻟﻄﺮﻑ ﺃﻥ ﻳﻜﻮﻥ ﺷﺨﺼﹰﺎ ﺃﻭ ﺑﺮﻧﺎﳎﹰﺎ ﺃﻭ ﺟﻬﺎﺯ ﺣﺎﺳﻮﺏ‪ .‬ﻣﺜﻞ‪ :‬ﺳﺮﻗﺔ ﺍﻷﺳﻼﻙ ﻻﻟﺘﻘـﺎﻁ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﰲ‬
‫ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺍﻟﻨﺴﺦ ﻏﲑ ﺍ ﹸﳌﺼ ‪‬ﺮﺡ ﺑﻪ ﻟﻠﻤﻠﻔﺎﺕ ﺃﻭ ﺍﻟﱪﺍﻣﺞ‪.‬‬
‫‪ -3‬ﺍﻟﺘﻌﺪﻳﻞ)‪ :(5‬ﻓﺮﻳ ‪‬ﻖ ﻻ ﳝﻠﻚ ﺍﻟﺼﻼﺣﻴﺔ ﻭﻻ ﳛ ‪‬‬
‫ﺼﻞ ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﻮﻟﻮﺝ‪ ،‬ﻭﺇﳕﺎ ﻳﺘﻼﻋﺐ ﺑـﺎﳌﻮﺟﻮﺩﺍﺕ‪،‬‬
‫ﻭﻫﺬﺍ ﻫﺠﻮ ‪‬ﻡ ﻋﻠﻰ ﺍﻟﱰﺍﻫﺔ‪ .‬ﻣﺜﻞ‪ :‬ﺗﻐﻴﲑ ﺍﻟﻘﻴﻢ ﰲ ﻣﻠﻒ ﺑﻴﺎﻧﺎﺕ ﻭﺗﻌﺪﻳﻞ ﺑﺮﻧﺎﻣﺞ؛ ﲝﻴﺚ ﻳ‪‬ﺆﺩ‪‬ﻱ ﻋﻤﻠﻪ ﺑﺸﻜ ٍﻞ‬
‫ﳐﺘﻠﻒ ﻭ‪‬ﻳﻐ‪‬ﻴﺮ ﻓﺤﻮﻯ ﺍﻟﺮﺳﺎﺋﻞ ﺍ ﹸﳌﺮ ‪‬ﺳﻠﺔ ﰲ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫ﱪﻛﺔ)‪ :(6‬ﻳﻘﻮﻡ ﻓﺮﻳ ‪‬ﻖ ﻻ ﳝﻠﻚ ﺗﺼﺮﳛﹰﺎ ﺑﺈﺩﺧﺎﻝ ﻣﻮﺍ ٍﺩ ‪‬ﻣﺰ ‪‬ﻭﺭﺓ ﰲ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻫﺬﺍ ﻳ‪‬ﻌ ‪‬ﺪ ﻫﺠﻮﻣـﹰﺎ ﻋﻠـﻰ‬
‫‪ -4‬ﺍﻟ ﹶﻔ ‪‬‬
‫ﻒ ﻣﺎ‪.‬ﻛﺬﻟﻚ ﻣﻦ ﺃﻫﻢ‬
‫ﺕ ﺇﱃ ﻣﻠ ٍ‬
‫ﺍﳌﻮﺛﻮﻗﻴﺔ‪ ،‬ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﺇﺩﺧﺎﻝ ﺭﺳﺎﺋﻞ ﺯﺍﺋﻔﺔ ﺇﱃ ﺷﺒﻜﺔ‪ ،‬ﺃﻭ ﺇﺿﺎﻓﺔ ﺳﺠﻼ ٍ‬
‫ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﻫﻲ ﺍﳌﺮﺍﻗﺒﺔ ﻭﺍﻟﺘﻨﺼﺖ ﻭ ﻛﺬﺍ ﺍﻋﺘﺮﺍﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺩﻭﺍﺕ ﺍﳊﻤﺎﻳﺔ‪.‬‬
‫ﺗﺸﺘﻤﻞ ﻧﻈﻢ ﺍﳊﻤﺎﻳﺔ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ ،www. ITEP.CO.AE/it portal/Arabic /content / news full. Asp.‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬ ‫)‪(1‬‬

‫ﻏﺎﺩﺓ ﺳﻌﻴﺪ ﲰﲑ‪ » ،‬ﻣﺒﺎﺩﺉ ﺃﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ «‪ ،www.arabcin.net ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11:‬ﺃﻛﺘﻮﺑﺮ‪.2007‬‬ ‫)‪(2‬‬

‫‪.Interruption‬‬ ‫)‪(3‬‬

‫‪.Interception‬‬ ‫)‪(4‬‬

‫‪.Modification‬‬ ‫)‪(5‬‬

‫‪.Fabrication‬‬ ‫)‪(6‬‬
‫‪245‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -1‬ﻫﻲ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬


‫ﺗﺘﻢ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ‪:‬‬
‫‪ -‬ﻛﻠﻤﺎﺕ ﺍﻟﺴﺮ ﺍﻵﻣﻨﺔ‪ ،‬ﺇﺫ ﻳﻨﺒﻐﻲ ﺍﺧﺘﻴﺎﺭ ﻛﻠﻤﺎﺕ ﺍﻟﺴﺮ ﺑﺸﻜ ٍﻞ ﺩﻗﻴﻖ‪ :‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻃﻮﻳﻠﺔ‪ ،‬ﺻﻌﺒﺔ ﻻ‬
‫ﳝﻜﻦ ﻟﻠﻐﲑ ﻣﻌﺮﻓﺘﻬﺎ ﺃﻭ ﺗﻜ ‪‬ﻬﻨﻬﺎ‪ ،‬ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﺰﻳ ٍﺞ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﻭﺍﻷﺣﺮﻑ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺍﻷﻣـﻮﺭ ﺃﻥ ﻻ‬
‫ﺗﻜﻮﻥ ﻣﺴﺘﺨﺪﻣ ﹰﺔ ﻛﺜﲑﺍﹰ‪ ،‬ﺇﺫ ﳝﻜﻦ ﺍﻟﻘﺮﺍﺻﻨﺔ ﺗﺸﻐﻴﻞ ﺑﺮﻧﺎﻣ ٍﺞ ﻗﺎﺩﺭ ﻋﻠﻰ ﻣﻌﺮﻓﺘﻬﺎ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪.‬‬
‫ﺏ ﻏﲑ ﻣﻌﺮﻭﻓﺔ؛ ﺇﺫ ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻨﻬﺎ ﻳﺘﻀﻤ‪‬ﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ؛‬ ‫‪ -‬ﻋﺪﻡ ﺍﻟﺜﻘﺔ ﺑﺄﺟﻬﺰﺓ ﺣﺎﺳﻮ ٍ‬
‫‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣ ٍﺞ ﺧﺎﺹ‪ ،‬ﻭﻫﻮ ﺍﳉﺪﺭﺍﻥ ﺍﻟﻨﺎﺭﻳﺔ)‪ ،(1‬ﻓﺮﻏﻢ ﺃﻥ ﻓﻌﺎﻟﻴﺘﻪ ﻫﻲ ﻣﻦ ﺧـﻼﻝ ﺟﻬـﺎﺯ ﺍﻟــ‬
‫‪ ،Hardware‬ﺇﻻ ﺃﻥ ﺍﻟـ ‪ Windows‬ﻳﻘ ‪‬ﺪﻡ ﺍﳉﺪﺭﺍﻥ ﺍﻟﻨﺎﺭﻳﺔ ﻛﱪﻧﺎﻣﺞ )‪ (Software‬ﻳﻘـ ‪‬ﺪﻡ ﺑﻌـﺾ‬
‫ﺍﳊﻤﺎﻳﺔ‪ ،‬ﻭﺧﺼﻮﺻﹰﺎ ﺍﻟـ )‪(Shared files‬؛ ﺇﺫ ﻻ ﳝﻜﻦ ﺍﻗﺘﺤﺎﻡ ﺍﳉﻬﺎﺯ ﻣﺎ ﱂ ﻳﺴﻤﺢ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﺑﺬﻟﻚ‪،‬‬
‫ﻛﻤﺎ ﻳﻮﺟﺪ ﻋﺪ ‪‬ﺩ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ‪‬ﺗﺆ ‪‬ﻣﻦ ﲪﺎﻳﺔ ‪.Firewall‬‬
‫‪ -2‬ﺧﺪﻣﺔ ﺍﻟﺘﺤ ﱡﻘﻖ ﻣﻦ ﻫﻮﻳﺔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﺍ ﹸﳌ‪‬ﺘﺼﻞ ﻋﻦ ﺑ‪‬ﻌﺪ )‪:(RADIUS‬‬
‫‪‬ﺗﺪ ّﻋﻢ ﺃﻏﻠﺐ ﺃﺟﻬﺰﺓ ﻣﻌﺪﺍﺕ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻋﻦ ﺑ‪‬ﻌﺪ ﺧﺎﺩﻡ ‪ RADIUS‬ﰲ ﺃﺟﻬﺰﺓ ﺍﳋﺎﺩﻡ ﻟﻼﺗـﺼﺎﻝ‬
‫ﺕ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ ﻟﻠﺘﺤﻘﱡﻖ ﻣﻦ ﻫﻮﻳﺔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﺍﻟﺬﻱ ‪‬ﻳﺘﻴﺢ ﻛﺬﻟﻚ ﺗﺒﺴﻴﻂ ﺇﺩﺍﺭﺓ ﺍﳍﻮﻳﺔ ﻣﻦ ﺧﻼﻝ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧـﺎ ٍ‬
‫ﻣﺮﻛﺰﻳﺔ ﳊﻘﻮﻕ ﺍﻻﺳﺘﺨﺪﺍﻡ‪ .‬ﻫﺬﺍ ﺍﳋﺎﺩﻡ ﻟﻪ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻘﱡﻖ ﻣﻦ ﻫﻮﻳﺔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﺍﻟﺬﻳﻦ ﻳﺘ‪‬ـﺼﻠﻮﻥ‬
‫ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺧﺎﺩﻣﺎﺕ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻭﺍ ﹸﳌﺘﻔ ‪‬ﺮﻗﺔ‪ ،‬ﻣﻦ ﺧـﻼﻝ ﻗﺎﻋـﺪﺓ ﺑﻴﺎﻧـﺎ ٍ‬
‫ﺕ‬
‫‪‬ﻣﺸﺘ ‪‬ﺮﻛﺔ ﲢﻮﻱ ﻣﺴﺘﻮﻳﺎﺕ ﺻﻼﺣﻴﺔ ﳐﺘﻠﻔﺔ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﺬﻩ ﻳـﺘ ‪‬ﻢ‬
‫ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﻫﻮﻳﺔ ﻭﺑﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ)‪.(2‬‬
‫‪ -3‬ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﻀﺎﺩﺓ ﻟﻼﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ‪:‬‬
‫ﺗﻌ ‪‬ﺪ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﻀﺎﺩﺓ ﻟﻼﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻣﺮﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ‪ ،‬ﻭﺗﻠﻌﺐ ﺍﻟﺪﻭﺭ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﲪﺎﻳـﺔ‬
‫ﺍﳊﻮﺍﺳﻴﺐ ﻭ ﺍﻟﺸﺒﻜﺎﺕ؛ ﻓﻌﻠﻰ ﻛﻞ ﺟﻬﺎﺯ ﺣﺎﺳﻮﺏ ﺃﻥ ﳛﺘﻮﻱ ﻋﻠﻰ ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪ .‬ﻭﻣـﻦ ﻫـﺬﻩ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﻔﻌﺎﻟﺔ‪ (3) Norton antivirus, PcCiline, Macafee, Kasperki...etc. :‬ﻭﻗـﺪ ﺃﺻـﺒﺢ‬
‫ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺍﻟﱪﺍﻣﺞ ﺍﳌﻀﺎﺩﺓ ﻟﻼﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﶈﺎﺭﺑﺔ ﻣﺎ ﺃﺻﺒﺢ ﻳﺼﻄﻠﺢ ﻋﻠﻰ ﺗﺴﻤﻴﺘﻪ ﺑـﺎﻟﱪﺍﻣﺞ‬
‫ﺍﳋﺒﻴﺜﺔ ﻭﻛﺬﻟﻚ ﻧﻈﺮﺍ ﻟﺘﻄﻮﺭ ﺃﺷﻜﺎﻝ ﺍﳌﺨﺎﻃﺮ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ؛ﲝﻴﺚ ﻳﻌﺘﱪ ﺣﺎﻟﻴﺎ ﺍﻟﻔﲑﻭﺱ ﺃﺑﺴﻂ ﺃﻧﻮﺍﻋﻬﺎ‪.‬‬

‫‪.firewall‬‬ ‫)‪(1‬‬

‫‪.Antivirus‬‬ ‫)‪(2‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.289‬ﺑﺘﺼﺮﻑ‬ ‫)‪(3‬‬
‫‪246‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺇﻥ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﻀﺎﺩ ﻟﻼﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻗﺎﺩ ‪‬ﺭ ﺃﻥ ﳝﻨﻊ ﺃﻱ ﺑﺮﻧﺎﻣﺞ ﺧﻄﺮ ﺃﻭ ﺑﺮﻧﺎﻣﺞ ﺧﺒﻴﺚ ﻣﻦ‬
‫ﺍﻗﺘﺤﺎﻡ ﺍﻷﺟﻬﺰﺓ ﻭﺗﺪﻣﲑﻫﺎ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﲢﺪﻳﺜﻬﺎ ﺩﺍﺋﻤًﹰﺎ )‪ (updated‬ﳊﻤﺎﻳﺔ ﺍﳊﺎﺳﻮﺏ ﻣﻦ‬
‫ﺃﺣﺪﺙ ﻫﺪﻩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺇﻃﻼﻗﻬﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ؛ ﻟﺬﺍ ﻣﻦ ﺍ ﹸﳌﺤ‪‬ﺒﺬ ﻭﺿﻊ ﺍﻟﱪﻧﺎﻣﺞ ﻟ‪‬ﻴﺤ ‪‬ﺪﺙ ﻧﻔﺴﻪ ﻳﻮﻣﻴﹰﺎ ﻋﱪ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪-4‬ﺍﻟﺘﻮﻗﻴﻊ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪:(1‬‬
‫ﺕ ‪‬ﺗﻀﺎﻑ ﻋﻠﻰ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻹﺛﺒﺎﺕ ﻫﻮﻳﺔ ‪‬ﻣﺮ ِﺳﻠﻬﺎ‪ ،‬ﻭﺳـﻼﻣﺔ ﳏﺘﻮﻳﺎ‪‬ـﺎ ﺧـﻼﻝ‬ ‫ﺑﻴﺎﻧﺎ ‪‬‬
‫ﺍﻟﺘﺒﺎﺩ‪‬ﻝ‪ .‬ﻳﺴﺘﺨﺪﻡ ﺍ ﹸﳌﺮ ِﺳﻞ ﺩﺍﻟ ﹰﺔ ﺧﺎﺻﺔ)‪ (2‬ﻟﺘﻮﻟﻴﺪ ﺭﻗ ٍﻢ ﻣﻌﲔ‪ ،‬ﻳ‪‬ﺴﻤ‪‬ﻰ ﺍﻟﺘﻮﻗﻴﻊ‪ ،‬ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠـﻰ ﳏﺘﻮﻳـﺎﺕ‬
‫ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﰒ ‪‬ﻳﺸ ﱢﻔﺮ ﺍﻟﺘﻮﻗﻴﻊ ﺍﻟﻨﺎﺗﺞ ﻭ‪‬ﻳﻀﻴﻔﻪ ﺇﱃ ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻔﺘﺎﺡ ﺗـﺸﻔ ٍﲑ ﺧـﺼﻮﺻﻲ‪ .‬ﻭﻋﻠـﻰ‬
‫ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ ،‬ﻳﻌﻴﺪ ﺍ ﹸﳌﺘﻠ ﱢﻘﻲ ﺣﺴﺎﺏ ﺍﻟﺮﻗﻢ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺗﻄﺒﻴﻖ ﺍﻟﺪﺍﻟﺔ ﺫﺍ‪‬ﺎ ﻋﻠﻰ ﻧﺺ ﺍﻟﺮﺳﺎﻟﺔ )ﺑﺪﻭﻥ ﺍﻟﺮﻗﻢ‬
‫ﻚ ﺗﺸﻔﲑ ﺍﻟﺘﻮﻗﻴﻊ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻔﺘﺎﺡ ﺍﻟﺘﺸﻔﲑ ﺍﻟﻌﻤﻮﻣﻲ ﺍﳋﺎﺹ ﺑﺎ ﹸﳌﺮ ِﺳﻞ )ﻭﺍﻟﺬﻱ ﻳﻌﺮﻓﻪ ﺍ ﹸﳌﺘﻠ ﱢﻘﻲ‬
‫ﺍ ﹸﳌﺸ ﱠﻔﺮ(‪ ،‬ﻭﻳﻔ ‪‬‬
‫‪‬ﻣﺴ‪‬ﺒﻘﹰﺎ(‪ ،‬ﻭ‪‬ﻳﻘﺎ ِﺭﻥ ﺑﲔ ﺍﻟﺮﻗﻤﲔ‪ .‬ﻭﻳﺪﻝﱡ ﺗﻄﺎ‪‬ﺑﻖ ﺍﻟﺮﻗﻤﲔ ﺃﻥ ﳏﺘﻮﻳﺎﺕ ﺍﻟﺮﺳﺎﻟﺔ ﻭﺻﻠﺖ ﺳـﻠﻴﻤ ﹰﺔ ﺑـﺪﻭﻥ ﺃﻱ‬
‫ﻑ ﻣﻦ ﻛﻮﻥ ﺍﻟﺮﺳﺎﻟﺔ ‪‬ﻣﺰ ‪‬ﻭﺭﺓ‪ ،‬ﺃﻱ ‪‬ﻣﺮ ‪‬ﺳﻠﺔ ﻣـﻦ ﻗﺒـﻞ‬ ‫ﺗﺸﻮﻳﻪ‪ ،‬ﻭﲢﻤﻞ ﺗﻮﻗﻴﻊ ﺍ ﹸﳌﺮ ِﺳﻞ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻭﻻ ﺧﻮ ‪‬‬
‫ﺺ ﺁﺧﺮ‪.‬‬ ‫ﺷﺨ ٍ‬
‫ﻒ ﺭﻗﻤﻲ ﺻﻐﲑ )ﺷﻬﺎﺩﺓ ﺭﻗﻤﻴﺔ( ‪‬ﺗﺼ ‪‬ﺪﺭ ﻋﻦ ﺃﺣﺪ‬ ‫ﺍﻟﺘﻮﻗﻴﻊ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻫﻮ ﻛﺬﻟﻚ ﻋﺒﺎﺭﺓ ﻋﻦ‪ » :‬ﻣﻠ ٍ‬
‫ﺼﺼﺔ ﻭﺍ ﹸﳌﺴﺘﻘﱠﻠﺔ‪ ،‬ﻭ ‪‬ﻣﻌﺘ ‪‬ﺮﻑ ‪‬ﺎ ﻣﻦ ﺍﳊﻜﻮﻣﺔ ﲤﺎﻣﹰﺎ ﻣﺜﻞ ﻛﺘﺎﺑﺔ ﺍﻟﻌﺪﻝ‪ ،‬ﻭﰲ ﻫﺬﺍ ﺍﳌﻠﻒ ﻳـﺘ ‪‬ﻢ‬ ‫ﺍﳍﻴﺌﺎﺕ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﲣﺰﻳﻦ ﺍﺳﻢ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻬﻤﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻣﺜﻞ‪ :‬ﺭﻗﻢ ﺍﻟﺘﺴﻠﺴﻞ‪ ،‬ﻭﺗﺎﺭﻳﺦ ﺍﻧﺘﻬﺎﺀ ﺍﻟـﺸﻬﺎﺩﺓ‬
‫ﻭﻣﺼﺪﺭﻫﺎ؛ ﻭﻫﻲ ﲢﺘﻮﻱ ﻋﻨﺪ ﺗﺴﻠﻴﻤﻬﺎ ﻟﻪ ﻋﻠﻰ ﻣﻔﺘﺎﺣﲔ )ﺍﳌﻔﺘﺎﺡ ﺍﻟﻌﺎﻡ ﻭﺍﳌﻔﺘﺎﺡ ﺍﳋﺎﺹ(‪ ،‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﳌﻔﺘﺎﺡ‬
‫ﺍﳋﺎﺹ ﻫﻮ ﺍﻟﺘﻮﻗﻴﻊ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺬﻱ ﳝﻴﺰ ﺷﺨﺺ ﻋﻦ ﺑﻘﻴﺔ ﺍﻟﻨﺎﺱ‪ ،‬ﺃﻣﺎ ﺍﳌﻔﺘﺎﺡ ﺍﻟﻌﺎﻡ ﻓﻴـﺘ ‪‬ﻢ ﻧـﺸﺮﻩ ﰲ‬
‫ﺡ ﻟﻠﻌﺎﻣﺔ ﻣﻦ ﺍﻟﻨﺎﺱ «)‪.(3‬‬
‫ﺍﻟﺪﻟﻴﻞ‪ ،‬ﻭﻫﻮ ﻣﺘﺎ ‪‬‬
‫‪ -‬ﻫﻲ ﻟﻴﺴﺖ ﻛﻤﺎ ﻳﻌﺘﻘﺪ ﺍﻟﺒﻌﺾ ﺑﺄ‪‬ﺎ ﻣﺎ ﻫﻲ ﺇﻻ ﺗﻮﻗﻴ ‪‬ﻊ ﺑﺎﻟﻴﺪ ﻭﻟﻜﻨﻬﺎ ‪‬ﻣﺼ ‪‬ﻮﺭ ﹲﺓ ﺭﻗﻤﻴﹰﺎ‪ ،‬ﻭﻟﻮ ﻛﺎﻧﺖ‬
‫ﺺ ﺃﻥ ‪‬ﻳﺼ ‪‬ﻮﺭ ﺃﻱ ﺗﻮﻗﻴ ٍﻊ ﻭ‪‬ﻳ ‪‬ﺪﻋﻲ ﺑﺄﻧﻪ ﺻﺎﺣﺐ ﺍﻟﺘﻮﻗﻴﻊ؛‬‫ﻛﺬﻟﻚ ﻷﺻﺒﺢ ﺑﺈﻣﻜﺎﻥ ﺃﻱ ﺷﺨ ٍ‬
‫‪ -‬ﻫﻲ ﺷﻬﺎﺩ ﹲﺓ ﺭﻗﻤﻴﺔ ﺗﺼ ‪‬ﺪﺭ ﻋﻦ ﺃﺣﺪ ﺍﳍﻴﺌﺎﺕ ﺍ ﹸﳌﺴﺘﻘﱠﻠﺔ ‪‬ﺗﻤ‪‬ﻴﺰ ﻛﻞ ‪‬ﻣﺴﺘﺨ ِﺪﻡ؛‬

‫‪.Digital Signature‬‬ ‫)‪(1‬‬

‫‪.hash function‬‬ ‫)‪(2‬‬

‫» ﺍﻟﺘﻮﻗﻴﻊ ﺍﻻﻟﻜﺘﺮﻭﱐ «‪ ،www.egovs.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺟﻮﺍﻥ ‪.2008‬‬ ‫)‪(3‬‬


‫‪247‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺇﺭﺳﺎﻝ ﺃﻱ ﻭﺛﻴﻘ ٍﺔ ﺃﻭ ﻋﻘ ٍﺪ ﲡﺎﺭﻱ ﺃﻭ ﺗﻌ ‪‬ﻬ ٍﺪ ﺃﻭ ﺇﻗﺮﺍ ٍﺭ‪ ،‬ﻭ‪‬ﺗﻌﺘﱪ ﻗﺎﻧﻮﻧﻴﺔ ﰲ ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﺍﻷﻣﺮﻳﻜﻲ ﺍﻵﻥ ﻭﻗﺮﻳﺒﹰﺎ ﰲ ﻋﺪﺓ ﺩﻭ ٍﻝ ﺃﺧﺮﻯ؛‬
‫‪ -‬ﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﻟﻌﻘﻮﺩ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺍ ﹸﳌﺬ‪‬ﻳﻠﺔ ﺑﺎﻟﺘﻮﻗﻴﻊ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻻ ﲢﺘﺎﺝ ﺇﱃ ﻣﺼﺎﺩﻗ ٍﺔ ﻣﻦ ﻛﺎﺗﺐ ﻋﺪﻝ ﺃﻭ ﺃﻱ‬
‫ﺟﻬ ٍﺔ ﺃﺧﺮﻯ؛ ﻷ‪‬ﺎ ﺻﺎﺩﺭﺓ ﺃﺳﺎﺳﹰﺎ ﻣﻦ ﺟﻬ ٍﺔ ‪‬ﻣﻌﺘ ‪‬ﺮﻑ ‪‬ﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻃﺮﻕ ﺍﳊﻤﺎﻳﺔ ﻟﺘﻮﻓﲑ ﺃﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﻋﱪ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻨﺒﻐﻲ ﻣﺮﺍﻋﺎﺓ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫ﺕ ‪‬ﺎ؛‬
‫‪ -1‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺻﻼﺣﻴﺔ ﺍﻟﻜﻮﺍﺑﻞ ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﺗﺸﻘﱡﻘﺎ ٍ‬
‫‪ -2‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍ ﹶﳌﺮﺍِﺑﻂ ﻋﻠﻰ ﺍﻟﻜﻮﺍﺑﻞ؛‬
‫‪ -3‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﺟﺴﺎ ٍﻡ ﻏﺮﻳﺒﺔ ‪‬ﻣﺜ‪‬ﺒﺘﺔ ﻋﻠﻰ ﺍﻟﻜﻮﺍﺑﻞ؛‬
‫‪ -4‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺗﺮﻗﻴﻢ ﲨﻴﻊ ﺍ ﹶﳌﺮﺍِﺑﻂ ﻋﻠﻰ ﺍﻟﻜﻮﺍﺑﻞ؛‬
‫‪ -5‬ﺗﺸﻔﲑ ﺍﻻﺗﺼﺎﻻﺕ؛‬
‫‪ -6‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﳐﺎﺭﺝ ﻭﻣﺪﺍﺧﻞ ﺧﻄﻮﻁ ﺑﲔ ﺍﻟﻄﻮﺍﺑﻖ ﻭﻣﺪﺍﺧﻞ ﺍﳌﺒﲎ؛‬
‫‪ -7‬ﺇﺟﺮﺍﺀ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻹﺷﻌﺎﻋﻴﺔ ﺇﺫﺍ ﺗﻮﱠﻓﺮﺕ ﺍﻷﺟﻬﺰﺓ؛‬
‫‪ -8‬ﺗﻔﻘﱡﺪ ﺍﳌﻨﺎﻫﻞ ﻭﻣﺴﺎﺭﺍﺕ ﺍﻟﻜﻮﺍﺑﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ؛‬
‫‪ -9‬ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﺗﻌﺎ ‪‬ﺭﻑ ﺑﲔ ﺍﻟﻄﺮﻓﻴﺎﺕ ﻭﺍﳌﺮﺍﻛﺰ؛‬
‫‪ -10‬ﻗﻴﺎﺱ ﻣﺪﻯ ﺍﻟﺘﺸﻮﻳﺶ ﻋﻠﻰ ﺍﻟﻨﺎﻗﻞ ﺇﺫﺍ ﺗﻮﺍﻓﺮﺕ ﺍﻷﺟﻬﺰﺓ ﻟﺬﻟﻚ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﲪﺎﻳﺔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬
‫ﻟﻠﺸﺒﻜﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ ﺃﺧﻄﺎ ‪‬ﺭ ‪‬ﺗﻬ ‪‬ﺪﺩ ﺃﻣﻨﻬﺎ ﻛﻐﲑﻫﺎ ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻧـﺖ ﻫـﺬﻩ ﺍﳌﺨـﺎﻃﺮ‬
‫‪‬ﻣﺸﺘ ‪‬ﺮﻛ ﹰﺔ ﺑﲔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪ ،‬ﺃﻭ ﻛﺎﻧﺖ ﳐـﺎﻃﺮ ‪‬ﻣﺨﺼ‪‬ـﺼﺔ ﺃﻭ ﻣﻮﺟـﻮﺩﺓ ﻓﻘـﻂ ﰲ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﻣﺎ ﲢﺘﻮﻳﻪ ﻣﻦ ﻣﻌﺎﻳﲑ ﻭﻏﲑﻫﺎ)‪.(2‬‬
‫ﺕ ﻛﺜﲑﺓ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺣﻠﻮ ﹲﻝ ﺗﻜﻨﻮﻟﻮﺟﻴـﺔ‬ ‫‪‬ﺗﻮﺍﺟﻪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻷﻣﻨﻴﺔ ﻟﻸﺟﻬﺰﺓ ﺍﻟﻼﺳﻠﻜﻴﺔ ﻣﺸﻜﻼ ٍ‬
‫ﺴﺎﺕ ﺍﻟﻜﺸﻒ)‪ (3‬ﻋﻦ ﺍﻟﺘﺪ ‪‬ﺧﻞ ﺍﻟﻼﺳﻠﻜﻲ ﺃﻥ ﲤﻨﻊ ﺍﻟﻘﺮﺍﺻـﻨﺔ ﻣـﻦ‬ ‫ﻣ‪‬ﺘﻘﺪ‪‬ﻣﺔ ﻟﻠﻌﺪﻳﺪ ﻣﻨﻬﺎ؛ ﺣﻴﺚ ﳝﻜﻦ ‪ ‬‬
‫ﺍﺧﺘﺮﺍﻕ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻟﺘﺨ ﱢﻔﻲ ﻛ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ ﺷﺮﻋﻴﲔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ ‪‬ﻣﻌ ‪‬ﺮﺿ ﹲﺔ ﺃﻳﻀﹰﺎ‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.31‬‬ ‫)‪(1‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.163‬‬ ‫)‪(2‬‬

‫‪.Detection Sensors‬‬ ‫)‪(3‬‬


‫‪248‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺝ ﻏﲑ ﳏﻤﻴﺔ‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ ﳏﻄـﺎﺕ ﻋﻤـ ٍﻞ‬ ‫ﻟﻠﻘﺮﺍﺻﻨﺔ ﺍﻟﺬﻳﻦ ﻳﻘﻮﻣﻮﻥ ﺑﺎﺧﺘﺮﺍﻗﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻧﻘﺎﻁ ﻭﻟﻮ ٍ‬
‫ﺯﻣﻴﻠﺔ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﳎﺴﺎﺕ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﺘﺪ ‪‬ﺧﻞ ﺍﻟﻼﺳﻠﻜﻲ ﺃﻛﺜﺮ ﺗﻜﻠﻔﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺃﻓﻀﻞ ﻣﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺃﺩﻭﺍﺕ ﺍﻟﻜﺸﻒ ﺍﶈﻤﻮﻟﺔ ﺑﺎﻟﻴﺪ‪.‬‬
‫ﻭﻳﻜ ‪‬ﻤﻦ ﺍﳋﻄﺮ ﺍﻷﻣﲏ ﺍﻷﻭﻝ ﰲ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ )‪ (WLAN‬ﰲ ﺃﻥ ﺩﺧﻮﻝ ﺍﹸﻟﻤﺘﻄ ﱢﻔﻠﲔ‬
‫ﺇﱃ ﺍﻟﺸﺒﻜﺔ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻩ ﺩﺧﻮ ﹰﻻ ﻣﺸﺮﻭﻋﹰﺎ؛ ﻭﺫﻟﻚ ﻷﻥ ﻋﻨﺪ ﺩﺧﻮﳍﻢ ﺇﱃ ﺍﻟﺸﺒﻜﺔ ﻣﻦ ﺍﻟﺼﻌﺐ ﺍﻟﻜـﺸﻒ‬
‫ﻋﻦ ﺫﻟﻚ؛ ﻟﻌﺪﻡ ﺭﺅﻳﺘﻬﻢ‪ ،‬ﺃﻭ ﺑﺴﺒﺐ ﺍﺑﺘﻌﺎﺩﻫﻢ ﻋﻦ ﺍﻟﺸﺒﻜﺔ؛ ﲝﻴﺚ ﳝﻜﻦ ﻟﻠ ‪‬ﻤﺘﻄ ﱢﻔﻞ ﺍﻟﺬﻛﻲ ﺃﻥ ﻳﻘﻮﻡ ‪‬ـﺬﺍ‬
‫ﺍﻻﺧﺘﺮﺍﻕ ﺑﺸﻜ ٍﻞ ﺁﻣﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ ‪‬ﺪﻭﺀ؛ ﻭﻟﺬﻟﻚ ﻻ ﻳﺘ ‪‬ﻢ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻌﺪﻳﺪ ﻣﻨﻬﻢ‪.‬‬
‫ﻣﻦ ﺍﻟﺼﻌﺐ ﺍﻟﺘﺤﻜﱡﻢ ﰲ ﻧﻘﺎﻁ ﺍﻟﻮﻟﻮﺝ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻼﺳﻠﻜﻲ؛ ﻭﺫﻟﻚ ﻹﻣﻜﺎﻧﻴﺔ ﻇﻬﻮﺭﻫـﺎ ﺑـﺪﻭﻥ‬
‫ﻗﺼﺪ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻋﱪ ﺷﺎﺷﺎﺕ ﺍﳊﺎﺳﻮﺑﺎﺕ ﺍﶈﻤﻮﻟﺔ‪ ،‬ﺃﻭ ﰲ ﺍﳌﻘﺎﻫﻲ ﰲ ﺍﻟﻄﺎﺑﻖ ﺍﻷﻭﻝ ﻣـﻦ ﻣـﺒﲎ‬
‫ﺐ ﻟﺘﺮﻙ ﻓﹸﺮﺻﺔ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺫﻟﻚ ﺷﺮﻳﻄﺔ ﻗﻴﺎﻡ ﺍ ﹸﳌﺘﻄ ﱢﻔﻞ ﺑﺎﻟﻨﺠﺎﺡ ﺑﺎﻟﻮﻟﻮﺝ ﺇﱃ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻟﻴﺲ ﻫﻨﺎﻙ ﺳﺒ ‪‬‬
‫ﻧﻘﻄﺔ ﺍﻟﻮﻟﻮﺝ ﻟﻠﺘﻄﻔﱡﻞ ﺍﻟﺬﻱ ﻻ ﳝﻜﻦ ﺍﻛﺘﺸﺎﻓﻪ ﺇﱃ ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ؛ ﺣﻴﺚ ﻻ ﺗﺰﺍﻝ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﺝ ﺑﺪﻭﻥ ﺍﻟﺘﻔﻜﲑ ﰲ ﺃﻣﻦ ﺷﺒﻜﺎ‪‬ﺎ‪.‬‬ ‫ﺗﻘﻮﻡ ﺑﺪﻭﻥ ﻗﺼ ٍﺪ ﺑﺈﻧﺸﺎﺀ ﻧﻘﺎﻁ ﻭﻟﻮ ٍ‬
‫ﺇﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﻧﺘﻬﺎﻛﺎﺕ ﻗﺪ ﺗﻨ‪‬ﺘﺞ ﻋﻦ ﻋﺪﻡ ﺍﻛﺘﺮﺍﺙ ﺍﻷﺷﺨﺎﺹ ﺑﺎﳌﻤﺎﺭﺳﺎﺕ ﺍﻷﻣﻨﻴﺔ ﻭﺳﻴﺎﺳﺎﺕ‬
‫ﺝ ‪‬ﻣﺼ ‪‬ﺮﺡ ‪‬ﺎ ﺑﺸﻜ ٍﻞ ﻋﺮﺿﻲ ﺗﺴﻤﺢ ﺑﺎﻟﺘﻄﻔﱡـﻞ‪ .‬ﻓﺨـﻼﻝ‬ ‫ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﳝﻜﻦ ﺇﻧﺸﺎﺀ ﻧﻘﺎﻁ ﻭﻟﻮ ٍ‬
‫ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻘﺎﺩﻣﺔ‪ ،‬ﺳﻮﻑ ﻳﻜﻮﻥ ‪ %70‬ﻣﻦ ﺍﻻﻧﺘﻬﺎﻛﺎﺕ ﰲ )‪ (WLAN‬ﺑﺴﺒﺐ ﻧﻘـﺎﻁ ﺍﻟﻮﻟـﻮﺝ ﻏـﲑ‬
‫ﺍﶈﻤﻴﺔ؛ ﻭﺫﻟﻚ ﻳﺮﺟﻊ ﺑﺸﻜ ٍﻞ ﺟﺰﺋﻲ ﻟﺴﻬﻮﻟﺔ ﺇﻧﺸﺎﺀ ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ‪ .‬ﺇﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺗﻘﻮﻡ ﺑﺸﺮﺍﺀ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﻟﻨ‪‬ﻈﻢ ﳊﻤﺎﻳﺔ ﺷﺒﻜﺎ‪‬ﺎ ﻋﻨﺪ ﺇﻧﺸﺎﺋﻬﺎ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺜﺎﺑﺘﺔ ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﻟﺘﻄﻔﱡﻞ‬
‫ﺃﻓﻀﻞ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﻟﻜﺸﻒ ﺍﻟﻼﺳﻠﻜﻴﺔ ﺍﶈﻤﻮﻟﺔ؛ ﻭﺫﻟﻚ ﻷﻥ ﺍ‪‬ﺴﺎﺕ ﺍﻟﺜﺎﺑﺘﺔ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺻﻮﺭ ﹰﺓ ﺩﺍﺋﻤﺔ ﻟﻸﺟﻬﺰﺓ‬
‫ﺖ ﻣﻌﲔ)‪.(1‬‬
‫ﺍﻟﱵ ﺗﻌﻤﻞ ﻋﱪ )‪ ،(WLAN‬ﻭﻟﻴﺲ ﻓﻘﻂ ﺃﺛﻨﺎﺀ ﻭﻗ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﻛﻴﻔﻴﺔ ﺑﻨﺎﺋﻬﺎ‪.‬‬
‫ﺇﻥ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪ ،‬ﺃﻭ ﺳﻴﺎﺳﺔ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﳎﻤﻮﻋﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ‪‬ﻳﻄ‪‬ﺒﻘﻬـﺎ‬
‫ﺍﻷﺷﺨﺎﺹ ﻟﺪﻯ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗ‪‬ﺘﺼﻞ ﺑـﺸﺆﻭﻥ ﺍﻟـﺪﺧﻮﻝ ﺇﱃ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻧ‪‬ﻈﻤﻬﺎ ﻭﺇﺩﺍﺭ‪‬ﺎ‪.‬‬
‫‪‬ﺪﻑ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺇﱃ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ ،www .Al-Jazirah.com‬ﺩﻳﺴﻤﱪ ‪.2007‬‬ ‫)‪(1‬‬


‫‪249‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﺗﻌﺮﻳﻒ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﻭﺍﻹﺩﺍﺭﻳﲔ ﺑﺎﻟﺘﺰﺍﻣﺎ‪‬ﻢ ﻭﻭﺍﺟﺒﺎ‪‬ﻢ ﺍﳌﻄﻠﻮﺑﺔ ﳊﻤﺎﻳﺔ ﻧ‪‬ﻈﻢ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟـﺸﺒﻜﺎﺕ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻜﺎﻓﺔ ﺃﺷﻜﺎﳍﺎ‪ ،‬ﻭﰲ ﻣﺮﺍﺣﻞ ﺇﺩﺧﺎﳍﺎ ﻭﻣﻌﺎﳉﺘﻬﺎ ﻭﺧﺰ‪‬ﺎ ﻭﻧﻘﻠـﻬﺎ ﻭﺇﻋـﺎﺩﺓ‬
‫ﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪.‬‬
‫‪ -‬ﻛﻤﺎ ‪‬ﺪﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺇﱃ ﲢﺪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﳍﺎ ﲢﻘﻴﻖ ﻭﺗﻨﻔﻴﺬ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍ ﹸﳌﺤﺪ‪‬ﺩﺓ‬
‫ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻟﻪ ﻋﻼﻗ ﹲﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻭﻧ‪‬ﻈﻤﻬﺎ ﻭﲢﺪﻳﺪ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻋﻨﺪ ﺣﺼﻮﻝ ﺍﳋﻄﺮ‪.‬‬
‫‪ -‬ﺑﻴﺎﻥ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌ‪‬ﺘﺒﻌﺔ ﻟﺘﺠﺎ ‪‬ﻭﺯ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﻭﺍﳌﺨﺎﻃﺮ ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ ﻭﺍﳉﻬﺎﺕ ﺍ ﹸﳌﻨﺎﻁ ‪‬ﺎ ﺍﻟﻘﻴـﺎﻡ ‪‬ـﺎ‬
‫ﺑﺬﻟﻚ‪ .‬ﻟﺪﻯ ﺇﻋﺪﺍﺩ ﺃﻳﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺑﺸﺄﻥ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻟﻜﻲ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻹﺳـﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﺎﻋﻠـﺔ‬
‫ﻭﻣﻨﺘﺠﺔ ﻭﻫﺎﺩﻓﺔ ﻻ ﺑﺪ ﺃﻥ ‪‬ﻳﺴﺎ ِﻫﻢ ﰲ ﺇﻋﺪﺍﺩﻫﺎ ﻭﺗﻔ ‪‬ﻬﻤﻬﺎ ﻭﺗﻘ‪‬ﺒﻠﻬﺎ ﻭﺗﻨﻔﻴﺬﻫﺎ ﳐﺘﻠﻒ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻮﻇﻴﻔﺔ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺣﺎﺟﺘﻬﺎ ﺇﱃ ﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﻭﺍﻟﺪﻋﻢ ﺍﻟﻜﺎﻣﻞ ﻣﻦ ﺍﻟﻜﺎﻓﺔ‪ .‬ﻣﻦ ﻫﻨـﺎ ﻓـﺈﻥ‬
‫ﺕ ﻋﺪﻳﺪﺓ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻟﻜـﻦ‬ ‫ﺍﳌﻌﻨﻴﲔ ﺑﺈﻋﺪﺍﺩ ﺳﻴﺎﺳﺔ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺘﻮ ‪‬ﺯﻋﻮﻥ ﺇﱃ ﻣﺮﺍﺗﺐ ﻭﺟﻬﺎ ٍ‬
‫ﺑﻮﺟ ٍﻪ ﻋﺎﻡ‪ ،‬ﺗﺸﻤﻞ ﻣﺴﺌﻮﱄ ﺃﻣﻦ ﺍﳌﻮﻗﻊ ﻭﻣﺪﻳﺮﻱ ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﻭ ‪‬ﻣﻮ ﱢﻇﻔﻲ ﻭﺣﺪﺓ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻣـﺪﻳﺮﻱ‬
‫ﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﻮﺣﺪﺓ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻟﺘﺴﻮﻳﻖ ﻭﺍﻟﺒﺤﺚ ﻭﻏﲑﻫﺎ‪ .‬ﻭﺗﺸﻤﻞ ﺃﻳﻀﹰﺎ ﻓﺮﻳﻖ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﺤﻮﺍﺩﺙ ﻭﺍﻷﻋﻄﺎﻝ‪ ،‬ﻭ ‪‬ﻣﻤﱢﺜﻠﻲ ﳎﻤﻮﻋﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﻭﻣـﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴـﺎ‪ ،‬ﺇﱃ‬
‫ﺟﺎﻧﺐ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪.‬‬
‫ﻭﺗﻀ ‪‬ﻢ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻳﻀﹰﺎ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻻﺷﺘﺮﺍﻛﺎﺕ ﺍﻟﱵ ‪‬ﺗﺤ ‪‬ﺪﺩ ﺳﻴﺎﺳـﺔ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺑﺸﺄﻥ ﺍﺷﺘﺮﺍﻛﺎﺕ ﺍﻟﻐﲑ ﰲ ﺷﺒﻜﺘﻬﺎ ﺃﻭ ﻧ‪‬ﻈﻤﻬﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﳌﺨﺎﻃﺮ ﻭﺍﻷﺧﻄـﺎﺀ‬
‫ﲝﻴﺚ ‪‬ﺗﺤ ‪‬ﺪﺩ ﻣﺎﻫﻴﺔ ﺍﳌﺨﺎﻃﺮ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺇﺑﻼﻍ ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ‪ ،‬ﻭﺍﳉﻬﺎﺕ ﺍﳌﺴﺌﻮﻟﺔ ﻋﻦ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ‬
‫ﻫﺬﻩ ﺍﳌﺨﺎﻃﺮ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺣﺎﻟﺔ ﺩﺭﺍﺳﻴﺔ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪.‬‬


‫ﺑﻌﺪ ﺗﻄ ‪‬ﺮﻗﻨﺎ ﰲ ﺍﳌﻄﻠﺒﲔ ﺍﻟﺴﺎﺑﻘﲔ ﺇﱃ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﻣﻨﻴﺔ ﻟﻨﺠﺎﺡ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺳـﻨﺤﺎﻭﻝ ﰲ‬
‫ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺇﺩﺭﺍﺝ ﺣﺎﻟ ٍﺔ ﺩﺭﺍﺳﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﺗﻄﺒﻴﻘﹰﺎ ﳌﺎ ﱠﰎ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻪ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪ ،‬ﺃﻳﻦ ﻗﺎﻣﺖ ﻣﺆﺳـﺴﺔ‬
‫ﺗﺄﻣﻴﻨﺎﺕ ﺃﻣﺮﻳﻜﻴﺔ ‪‬ﺎ ‪ 1500‬ﻣﻮ ﱠﻇﻒ ﰲ ﺇﺩﺍﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺘﻄﺒﻴﻖ ﻣﺸﺮﻭ ٍ‬
‫ﻉ ﲡﺮﻳﱯ ﻟﻠﻌﻤﻞ ﻋـﻦ‬
‫ﺑ‪‬ﻌﺪ ﻋﻠﻰ ‪ 40‬ﻣﻮﻇﻔﺎ ‪‬ﺳ ‪‬ﻤﻲ ﺑﺮﻧﺎﻣﺞ "ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ ﻟﻠﻤﱰﻝ")‪.(1‬‬
‫ﻉ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ ﰲ ﻗﺴﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﻭﻳ‪‬ﻤﺜﱢﻞ ﺍﳌﹸﻮﻇﱠﻔﻮﻥ ﺍﻷﺭﺑﻌﻮﻥ ﺛﻼﺛﺔ ﺃﻧﻮﺍ ٍ‬

‫‪.Access to the house‬‬ ‫)‪(1‬‬


‫‪250‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﻣﺴﺎﻧﺪﺓ ﺍﻹﻧﺘﺎﺝ‪ :‬ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻄﺎﺭﺋﺔ ﻋﻨﺪ ﺗﻌﻄﱡﻞ ﺍﳌﻌﺎﰿ؛‬


‫ﺕ ‪‬ﻣﺘﺄ ‪‬ﺧﺮﺓ ﺑﻌﺪ ﺍﻟﺪﻭﺍﻡ ﺍﻟﺮﲰﻲ؛‬
‫‪ -‬ﺍﻟﻌﻤﻞ ﺍﻹﺿﺎﰲ‪ :‬ﺍﻟﻌﻤﻞ ﺍﻻﻋﺘﻴﺎﺩﻱ ﰲ ﺃﻭﻗﺎ ٍ‬
‫ﺻﻞ ﻭﺍﻟﺘﺮﻛﻴﺰ‪.‬‬
‫ﺕ ﻃﻮﻳﻠﺔ ﻣﻦ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﺘﻮﺍ ِ‬
‫‪ -‬ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺼﻮﺭ ٍﺓ ﺻﺮﻓﺔ‪ ،‬ﺑﺮﺍﻣﺞ ﺗﺘﻄﻠﱠﺐ ﺳﺎﻋﺎ ٍ‬
‫‪ -‬ﺧﻠﻔﻴﺔ ﻋﻦ ﺍﳊﺎﻟﺔ‪ :‬ﱠﰎ ﺍﻟﺪﺧﻮﻝ ﰲ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺘﺠﺮﻳﱯ ﺑﻌﺪ ﺇﻋﺪﺍ ٍﺩ ﻃﻮﻳﻞ ﻭﻋﻨﺎﻳ ٍﺔ ﻛﺒﲑﺓ؛ ﺣﻴﺚ ﺑﺪﺃ ﺫﻟﻚ‬
‫ﺐ ﻣﱰﱄ ﺑﻌﺪ ‪ 10‬ﺃﺷـﻬﺮ ﻣـﻦ ﺑـﺪﺀ‬
‫ﺑﺘﺤﻠﻴﻞ ﺍﳌﺸﻜﻠﺔ ﻗﺒﻞ ﺷﻬ ٍﺮ ﻣﻦ ﺑﺪﺍﻳﺔ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﺗﺄ ‪‬ﺳﺲ ﺃﻭﻝ ﻣﻜﺘ ٍ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﰒ ﺗﺒﻌﺘﻬﺎ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﺍﺟﻪ ﻗﺴﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻨ‪‬ﻈﻢ ﺿﻐﻄﹰﺎ ﰲ ﺍﻟﻌﻤﻞ ﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ ﰲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﻇﻬـﺮﺕ ﺍﳊﺎﺟـﺔ ﺇﱃ‬
‫‪‬ﻣﻮ ﱠﻇﻔﲔ ﻳﻌﻤﻠﻮﻥ ﻭﻗﺘﹰﺎ ﺇﺿﺎﻓﻴﹰﺎ‪ ،‬ﻳﺬﻫﺒﻮﻥ ﺃﺣﻴﺎﻧﹰﺎ ﻟﺘﻨﺎ ‪‬ﻭﻝ ﺍﻟﻮﺟﺒﺎﺕ ﰲ ﻣﻨﺎﺯﳍﻢ ﰒ ﻳﻌﻮﺩﻭﻥ ﻣـﺴﺎ ًﺀ‪ .‬ﻭﻳـﺘ ‪‬ﻢ‬
‫ﺼﺎﺋﻴﲔ ﺃﻭ ﺍﳌـﺪﺭﺍﺀ ﺍﻟـﺬﻳﻦ ﻳـﺘ ‪‬ﻢ‬
‫ﺗﺼﺤﻴﺢ ﺍﻷﺧﻄﺎﺀ ﺃﻭ ﺇﳒﺎﺯ ﺑﻌﺾ ﺃﻋﻤﺎﻝ ﺍﻹﺷﺮﺍﻑ ﺑﻮﺍﺳﻄﺔ ﺍﻷﺧـ ‪‬‬
‫ﺍﺳﺘﺪﻋﺎﺅﻫﻢ ﻣﻦ ﻣﻨﺎﺯﳍﻢ ﰲ ﺍﻷﻣﺴﻴﺎﺕ ﺃﻭ ﺃﺛﻨﺎﺀ ﺍﻟﻠﻴﻞ‪ ،‬ﻭﺍﳊﺎﺳﻮﺏ ﺍﳌﺮﻛﺰﻱ ﻗﺪ ﻳﺘﻮﱠﻗﻒ ﻋﻦ ﺍﻟﻌﻤﻞ؛ ﺣﱴ‬
‫ﺺ ﻟﻴﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﺸﻜﻠﺔ‪.‬‬ ‫ﺼ ‪‬‬‫ﻳﺼﻞ ‪‬ﻣﺘﺨ ‪‬‬
‫ﺏ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﹰﺍ؛ ﺯﺍﺩ ﺍﺣﺘﻴﺎﺝ ﺍﳌﺆﺳـﺴﺔ ﺇﱃ ﺗﻮﻇﻴـﻒ‬‫ﻭﺑﻌﺪ ﺍﺯﺩﻳﺎﺩ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﺟﻬﺰﺓ ﺣﺎﺳﻮ ٍ‬
‫‪‬ﻣﱪ ِﻣﺠﲔ ﺃﻛﺜﺮ ﻣﻬﺎﺭﺓ‪ ،‬ﻭﻳﻨ ‪‬ﺪﺭ ﻭﺟﻮﺩ ﺃﻣﺜﺎﻝ ﻫﺆﻻﺀ ﰲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻗﺪ ﺍﻋ‪‬ﺘﱪ ﺃﺳـﻠﻮﺏ‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺳﻴﻠ ﹰﺔ ﺳﺎﻋﺪﺕ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺟﺬﺏ ﻫﺆﻻﺀ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺍﻟﻨﺎﺩﺭﻳﻦ؛ ﳑﺎ ﺃﻋﻄـﻰ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ‪ .‬ﻛﻤﺎ ﺍﻋ‪‬ﺘﱪ ﺫﻟﻚ ﻃﺮﻳﻘ ﹰﺔ ﳑﻜﻨﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺗﻠﻚ ﺍﳌﻬﺎﺭﺍﺕ ﻣﻦ ﻋﻠﻰ ﺑﻌﺪ ﺩﻭﻥ ﺣﺎﺟ ٍﺔ‬
‫ﻟﻼﻧﺘﻘﺎﻝ‪ ،‬ﻭﺩﻭﻥ ﺣﺎﺟ ٍﺔ ﻻﻧﺘﻘﺎﻝ ﺍﳌﹸﻮﻇﱠﻒ ﳌﻮﻗﻊ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -‬ﺍﻟﺘﻄﺒﻴﻖ‪:‬‬
‫ﻗﺒﻞ ﺳﺘﺔ ﺃﺷﻬﺮ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻖ ﱠﰎ ﺗﻜﻮﻳﻦ ﻗﻮﺓ ﻋﻤ ٍﻞ ﻟﺪﺭﺍﺳﺔ ﺗﻜﺎﻟﻴﻒ ﻭﻓﻮﺍﺋﺪ ﺗﻄﺒﻴﻖ ﺃﺳﻠﻮﺏ ﺍﻟﻌﻤـﻞ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﱵ ﺗﻌﻴﺸﻬﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﻗﺒﻞ ﺷﻬﺮﻳﻦ ﻣـﻦ ﺍﻧﻄـﻼﻕ ﺍﻟﱪﻧـﺎﻣﺞ‬
‫ﺍﺳﺘﻌﺎﻧﺖ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﺑﺎﺳﺘﺸﺎﺭﻱ ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﻭﺿﻊ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ‪ .‬ﻭ ﱠﲤﺖ ﻣﻨﺎﻗﺸﺔ ﺍﳋﻄﺔ ﻣﻊ‬
‫ﻣﺪﺭﺍﺀ ﻣﻦ ﻣﺴﺘﻮﻯ ﻣﺘﻮﺳﻂ‪ ،‬ﻛﻤﺎ ﺑﺪﺃ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﻋﲔ‪ .‬ﺑـﺪﺃ ﺗـﺪﺭﻳﺐ ﺍﳌﹸـﻮﻇﱠﻔﲔ‬
‫ﺍﳌﺨﺘﺎﺭﻳﻦ ﺑﻌﺪ ‪ 10‬ﺃﺷﻬﺮ ﻣﻦ ﺍﻧﻄﻼﻕ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺑﻌﻀﻬﻢ ﻗﺪ ﺑﺪﺃ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ ﻗﺒﻞ‬
‫ﺫﻟﻚ ﺑﺸﻬﺮﻳﻦ‪ .‬ﻭﻗﺪ ﺃ ‪‬ﺧﺮﺕ ﺑﻌﺾ ﺍﳌﺴﺎﺋﻞ ﺍﻟﻔﻨﻴﺔ ﻭﻣﺴﺎﺋﻞ ﺍﻟﺘﺪﺭﻳﺐ ﺑﻌﺾ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻣﻦ ﺍﻟﻐﻴﺎﺏ ﺑـﺎﻟﺘﻐﻴﲑ‬
‫ﺍﳌﻄﻠﻮﺏ‪ ،‬ﻭ ﱠﰎ ﺍﻟﺘﻐﻠﱡﺐ ﻋﻠﻰ ﺫﻟﻚ ﰲ ‪‬ﺎﻳﺔ ﺍﻟ ‪‬ﺮﺑﻊ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﺴﻨﺔ ﺍﳌﻮﺍﻟﻴﺔ‪ ،‬ﻋﻨﺪﻣﺎ ﺍﺳﺘﻘ ‪‬ﺮ ﺍﻷﺭﺑﻌﻮﻥ ‪‬ﻣﻮ ﱠﻇﻔﹰﺎ‬
‫ﺍﳌﺨﺘﺎﺭﻭﻥ ﻟﻠﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ‪.‬‬
‫‪ -‬ﺍﻟﺘﺸﻐﻴﻞ‪:‬‬
‫‪251‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺕ ﳕﻄﻴﺔ ﺃﻭ ﺟﺪﺍﻭﻝ ﻋﻤﻞ ﺟﺎﻣﺪﺓ ﻟﻠﻌﺎﻣﻠﲔ ﻋـﻦ‬ ‫ﱂ ‪‬ﺗﺆ ‪‬ﺩ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﱵ ﺍ‪‬ﺗﺒﻌﺖ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﺇﱃ ﻣﻌﺪﺍ ٍ‬
‫ﺑ‪‬ﻌﺪ‪ ،‬ﺑﻞ ﺃ ﱠﻛﺪﺕ ﺃﻥ ﺍﻟﻌﻤﻞ ﺍﳌﻄﻠﻮﺏ ﻗﺪ ﱠﰎ ﺃﺩﺍﺅﻩ ﺑﺎﻟﺴﺮ‪‬ﻳﺔ ﻭﺍﻷﻣﻦ ﺍ ﹸﳌﺘﻮﱢﻗﻌ‪‬ﻴﻦ ﰲ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺄﻣﲔ‪.‬‬
‫ﻭﻗﺪ ﲰﺢ ﻟﻜﻞ ﻋﺎﻣ ٍﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺧﺘﻴﺎﺭ ﺣﻮﺍﺳﻴﺒﻬﻢ ﺍﳌﻜﺘﺒﻴﺔ ﺃﻭ ﺍﳌﻨﻘﻮﻟﺔ ) ‪‬ﻣﺘﻮﺍِﺋﻤﺔ ﻣﻊ ﻧﻈﺎﻡ ‪.(I.B.M‬‬
‫ﻭﻏﺎﻟﺒﻴﺘﻬﻢ ﻟﺪﻳﻬﻢ ﺟﻬﺎﺯ ﺗﻮﺻﻴﻞ )ﻣﻮﺩﻡ( ﻟﻮﺻﻞ ﺟﻬﺎﺯﻫﻢ ﺑﺎﳊﺎﺳﻮﺏ ﺍﳌﺮﻛﺰﻱ ﰲ ﺍﳌﻜﺘـﺐ ﺍﻟﺮﺋﻴـﺴﻲ‪،‬‬
‫ﻭﻟﻜﻦ ﺑﻌﻀﻬﻢ ﻳﻨ ﹸﻘﻞ ﻣﻌﻠﻮﻣﺎﺗﻪ ﻋﻦ ﻃﺮﻳﻖ ﺇﺭﺳﺎﻝ ﺍﻷﻗﺮﺍﺹ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺇﱃ ﺍﳌﻜﺘﺐ ﺍﳌﺮﻛﺰﻱ‪ ،‬ﻭﻗﺪ ﺍ‪‬ﺗﻔـﻖ‬
‫ﺍﳌﺪﺭﺍﺀ ﻭﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﲢﺪﻳﺪ ﺃﻭﻗﺎﺕ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﱰﻝ‪ ،‬ﻭﺃﻭﻗﺎﺕ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﻜﺘﺐ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻜﻞ‬
‫ﺃﺳﺒﻮﻉ ﺑﺸﻜ ٍﻞ ‪‬ﻣﺴ‪‬ﺒﻖ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﻛﺎﻧﻮﺍ ‪‬ﻣﺴﺘﻌ ‪‬ﺪﻳﻦ ﻟﺘﻐﻴﲑ ﻫﺬﻩ ﺍﳉﺪﻭﻝ ﰲ ﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ‪.‬‬
‫ﺃﻭﺿﺤﺖ ﺍﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﱵ ‪‬ﻋﻘﺪﺕ ﺑﻌﺪ ‪ 14‬ﺷﻬﺮﹰﺍ ﻣﻦ ﺑﺪﺍﻳﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺃﻥ ﻫﻨﺎﻟـﻚ ﺑﻌـﺾ‬
‫ﺍﳌﺸﺎﻛﻞ ﺍﻟﺼﻐﲑﺓ ﺍﻟﱵ ﺻﺎﺣﺒﺘﻪ‪ ،‬ﻭﺃﻧﻪ ﱠﰎ ﲣ ﱢﻄﻴﻬﺎ ﺑﻜﻔﺎﺀﺓ ﲜﻬﻮﺩ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺍﳌـﺪﺭﺍﺀ ﻭﺃﻋـﻀﺎﺀ ﺍﻟﻔﺮﻳـﻖ‬
‫ﺍﳌﺮﻛﺰﻱ‪ ،‬ﻭ ﱠﰎ ﲣﻄﻴﻂ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﺗﻀ ‪‬ﻢ ﺃﻓﺮﺍﺩﹰﺍ ﻣﻦ ﺃﺳﺮ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻟﺘﻘـﺪﻳﺮ ﺗـﺄﺛﲑﺍﺕ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﱰﱄ ﻋﻠﻰ ﻛﻞ ﺍﳌﺸﺎﺭﻛﲔ ﻓﻴﻪ‪.‬‬
‫ﻭﻳﻌﺘﻘﺪ ﺍﳌﺴﺘﺸﺎﺭﻭﻥ ﻟﱪﻧﺎﻣﺞ "ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺍﳌﱰﱄ" ﺃﻧﻪ ﺳﻴﺘ ‪‬ﻢ ﺍﻟﺘﻮ ‪‬ﺳﻊ ﰲ ﺍﻟﱪﻧـﺎﻣﺞ ﻹﺷـﺮﺍﻙ‬
‫ﻋﺪ ٍﺩ ﺃﻛﱪ ﻣﻦ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻣﻦ ﺍﻟﻘﺴﻢ ﻧﻔﺴﻪ‪ ،‬ﻭﻛﺬﻟﻚ ﻟﺒﺪﺀ ﻣﺸﺎﺭﻳﻊ ﺟﺪﻳﺪﺓ ﳑﺎﺛﻠﺔ ﰲ ﺃﻗﺴﺎ ٍﻡ ﺃﺧﺮﻯ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﻠﻴﻘﺎﺕ‪:‬‬
‫ﺏ ﺗﺘﻌﱠﻠﻖ ﺑﺎﻻﻟﺘﺰﺍﻡ ﺑﺎﻟﺴﺮ‪‬ﻳﺔ؛ ﻓﺈﻥ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﳌﺎﻟﻴﺔ ﻭﺍﻟﺘﻌﺎﹸﻗﺪﻳﺔ ﺗﻈﻞﱡ ﻃ ‪‬ﻲ ﺍﻟﻜﺘﻤـﺎﻥ‪ ،‬ﻭﻟﻜـﻦ‬
‫ﻷﺳﺒﺎ ٍ‬
‫ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ ﳝﻜﻦ ﺍﺳﺘﻘﺮﺍﺀ ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﻨﺸﻮﺭﺓ‪.‬‬
‫ﺇﻥ ﺍﻟﺪﺍﻓﻊ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻟﻴﺲ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ ‪‬ﻣﺘﻌﱢﻠ ‪‬ﻖ ﺑﺎﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻀﻴﻊ ﰲ ﺍﻟﺘﻨﻘﱡﻞ ﻣـﻦ ﻭﺇﱃ‬
‫ﺕ ﻃﻮﻳﻠﺔ‪ .‬ﻭﺑﻴﻨﻤﺎ ﳒﺪ ﺃﻥ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺜﺎﻧﻴـﺔ‬
‫ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ‪ ،‬ﺃﻭ ﺿﺮﻭﺭﺓ ﺟﺬﺏ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺘﻨ ﱠﻘﻠﻮﻥ ﳌﺴﺎﻓﺎ ٍ‬
‫ﻧﺘﻴﺠ ﹲﺔ ‪‬ﻣﺨ ﱠﻄﻄﺔ ﻣﻦ ﻗﺒﻞ ﻣﺆﺳﺴﺔ ﺍﻟﺘﺄﻣﲔ‪ ،‬ﺃﻱ ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺧﱪﺍﺀ ﻋﻦ ﺑ‪‬ﻌﺪ؛ ﺣﻴـﺚ ﺃﻥ ﻗـﻮﺓ‬
‫ﻑ ﻣﻦ ﺍﻻﺧﺘﺼﺎﺻﻴﲔ ﺫﻭﻱ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﱂ ﻳـﺘﻢ‬ ‫ﺍﻟﻌﻤﻞ ﺍﳌﺮﻛﺰﻳﺔ ﱂ ﺗﻨﺠﺢ ﰲ ﺗﻮﻓﲑ ﻋﺪ ٍﺩ ﻛﺎ ٍ‬
‫ﻼ‬
‫ﻭﺿﻌﻬﺎ ﰲ ﺍﻟﺘﻨﻔﻴﺬ ﺃﺛﻨﺎﺀ ﻓﺘﺮﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﻨﻘﱡﻞ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻔﺮﻳﻖ ﻗﺴﻢ ﺍﳋﺪﻣﺎﺕ ﺍﻹﻋﻼﻣﻴﺔ ﺃﻣﺮﹰﺍ ﺳﻬ ﹰ‬
‫ﻧﺴﺒﻴﹰﺎ‪ .‬ﻓﻤﺘﻮﺳﻂ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺘﻄﻠﱠﺒﻪ ﺍﻟﻮﺻﻮﻝ ﳌﻜﺎﻥ ﺍﻟﻌﻤﻞ ‪ 30‬ﺩﻗﻴﻘﺔ ﰲ ﻣﺪﻳﻨ ٍﺔ ﺻﻐﲑﺓ ﺫﺍﺕ ﺷـﻮﺍﺭﻉ‬
‫ﻏﲑ ﻣﻜﺘﻈﺔ‪ .‬ﻭﻭﻓﻘﹰﺎ ﻟﻨﻈﺎﻡ ﺍﻟﻮﻗﺖ ﺍﻹﺿﺎﰲ ﺍﻟﺘﻘﻠﻴﺪﻱ؛ ﻓﺈﻥ ﺍﻟﻌﺎﻣﻠﲔ ﻟﺪﻳﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﺬﻫﺎﺏ ﳌﻨﺎﺯﳍﻢ‬
‫ﺖ ﺃﻭ ﻃﺎﻗﺔ‪.‬‬
‫ﻭﺗﻨﺎ ‪‬ﻭﻝ ﻭﺟﺒﺎ‪‬ﻢ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻟﻌﻮﺩﺓ ﻣﺮ ﹰﺓ ﺃﺧﺮﻯ ﺩﻭﻥ ﺇﺿﺎﻋﺔ ﻭﻗ ٍ‬
‫ﻛﻤﺎ ﺃﻥ ﺍﻟﺪﺍﻓﻊ ﻟﻴﺲ ﰲ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺒﺎﺷﺮﺓ ﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﰲ ﻣﺴﺎﺣﺔ ﺍﳌﻜﺘﺐ ﻭﺍﻟﱵ ﺗﺒﺪﻭ ﺃﺣﻴﺎﻧـﹰﺎ‬
‫ﺃﻫﻢ ﺍﻟﻔﻮﺍﺋﺪ ﻟﺼﺎﺣﺐ ﺍﻟﻌﻤﻞ‪ .‬ﳝﻜﻦ ﺍﻻﺣﺘﻔﺎﻅ ﺑﺘﻠﻚ ﺍﳌﺴﺎﺣﺎﺕ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻒ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ‬
‫‪252‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺃﻥ ﳚﺪ ﻣﻜﺘﺒﹰﺎ ﲟﻘ ‪‬ﺮ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺮﺋﻴﺴﻲ ﻣﱴ ﺍﺣﺘﺎﺝ ﻟﺬﻟﻚ‪ .‬ﻭﻣﻦ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻞ ﺯﻳﺎﺩﺓ ﺗﻜﺎﻟﻴﻒ ﻣﺴﺎﺣﺔ ﺍﳌﻜﺘـﺐ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘ ‪‬ﻢ ﺍﺳﺘﺮﺟﺎﻉ ﺍﻟﻨﻔﻘﺎﺕ ﺍﳌﱰﻟﻴﺔ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻒ‪.‬‬
‫ﺇﻥ ﺍﻟﺪﺍﻓﻊ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﻤﺆﺳﺴﺔ ﻫﻮ ﺇﳚﺎﺩ ﻃﺮﻳﻘ ٍﺔ ﺃﻛﺜﺮ ﻛﻔﺎﺀﺓ ﳌﻌﺎﳉﺔ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﺫﻱ ﺍﻟﺘﻘﻨﻴـﺔ‬
‫ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﺩﻭﻥ ﺗﻌﻄﻴﻞ ﺍﻧﺴﻴﺎﺏ ﺍﻟﻌﻤﻞ ﺃﻭ ﻋﺰﻝ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺍﻷﺳﺎﺳﻴﲔ‪ .‬ﻭﻳﺘﻌﻠﱠﻖ ﺍﻷﻣﺮ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺖ ﻃﻮﻳﻞ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺑﻄﺮﻳﻘ ٍﺔ ‪‬ﻣﺘ ﹶﻘﻨﺔ‪ ،‬ﻟﺘﺤﻘﻴﻖ ﺍﻹﻧﺘﺎﺝ ﻧﻔﺴﻪ‪ ،‬ﻣﻊ ﺗﻘﻠﻴﻞ ﺧﻄﺮ ﺍﻟﻔﺸﻞ‪ ،‬ﻭﺍﺳﺘﻐﺮﺍﻕ ﻭﻗ ٍ‬
‫ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﺿﺢ ﺍﳌﻮﺍﺭﺩ ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﱵ ﺗﻮﻓﱠﺮﺕ ﺑﺴﺒﺐ ﺍﻟﺘﻐﻴﲑ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ﺍﻟﻮﺣﻴﺪﺓ ﻟﺼﺎﺣﺐ ﺍﻟﻌﻤﻞ‬ ‫ﻭ‪‬ﺗﻮ ‪‬‬
‫ﻫﻲ ﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﻗﻮﺓ ﻋﻤﻞ ﺫﺍﺕ ﺩﺍﻓﻌﻴﺔ ﺃﻋﻠﻰ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﳒﺪ ﺃﻥ ‪ 40‬ﻣﻮﻇﻔﹰﺎ ﻳﻌﻤﻠﻮﻥ ﻣﻦ ﺍﳌﱰﻝ‬
‫ﺛﻼﺛﺔ ﺃﻳﺎﻡ ﰲ ﺍﻷﺳﺒﻮﻉ‪ ،‬ﻭﻳﻌﻤﻠﻮﻥ ﻭﻗﺘﹰﺎ ﺇﺿﺎﻓﻴﹰﺎ ﻳﺘﻜﱠﻠﻒ ﺭﺣﻠ ﹰﺔ ﺇﺿﺎﻓﻴﺔ ﻣﻦ ﻭﺇﱃ ﺍﳌﱰﻝ‪ .‬ﻳ‪‬ـﻮﻓﱢﺮﻭﻥ ‪11000‬‬
‫ﺳﺎﻋﺔ ﰲ ﺍﻟﺴﻨﺔ ﺗﻀﻴﻊ ﻋﺎﺩ ﹰﺓ ﻣﻦ ﺟﺮﺍﺀ ﺍﻟﺘﻨﻘﱡﻞ ﻭﺍﺯﺩﺣﺎﻡ ﺍﳌﺮﻭﺭ‪ .‬ﻭﳌﺎ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻗﺪ ﻗﺪﺭﺕ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳـﺔ‪،‬‬
‫ﺕ‬
‫ﺼﻠﻮﻥ ﻋﻠﻰ ﺳﺎﻋﺎ ٍ‬‫ﻓﺈﻥ ‪‬ﻣﱪ ِﻣﺠﻲ ﺍﳊﺎﺳﻮﺏ ﻭﻋﺪﺩﻫﻢ ‪ 12‬ﻣﻦ ﳎﻤﻮﻉ ‪ 40‬ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﺳﻴﺤ ‪‬‬
‫ﺻﻞ ‪‬ﻳﻨﺘﺠﻮﻥ ﺧﻼﳍﺎ ﻛﻤﻴ ﹰﺔ ﺃﻛﱪ ﻣﻦ ﺃﻧﻈﻤﺔ ﺍﳊﺎﺳﻮﺏ ﺫﺍﺕ ﺟـﻮﺩ ٍﺓ ﺃﻋﻠـﻰ‪ .‬ﻭﻭﻓﻘـﹰﺎ‬ ‫ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﺍ ﹸﳌﺘﻮﺍ ‪‬‬
‫ﻟﻠﺤﺴﺎﺑﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ؛ ﻓﺈ‪‬ﻢ ﺑﺎﻟﻌﻤﻞ ﺛﻼﺛﺔ ﺃﻳﺎﻡ ﰲ ﺍﻷﺳﺒﻮﻉ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﳝﻜﻦ ﺃﻥ ﻳ‪‬ﻮﻓﱢﺮﻭﺍ ‪ 2500‬ﺳﺎﻋﺔ ﺇﻧﺘﺎﺝ‬
‫ﺳﻨﻮﻳﹰﺎ ﻛﺎﻧﺖ ﺗﻀﻴﻊ ﻫﺪﺭﹰﺍ ﰲ ﺍﻟﻨﻘﺎﺵ ﺍﻟﺴﻴﺎﺳﻲ ﺑﺎﳌﻜﺘﺐ‪.‬‬
‫‪ -‬ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺎﻟﻴﺔ‪:‬‬
‫ﻭﻓﻘﹰﺎ ﳌﺘﻮﺳﻂ ﺍﻹﺳﻬﺎﻡ ﰲ ﺍﻟﻌﺎﺋﺪ ﺍﻹﲨﺎﱄ ﲟﻌﺪﻝ ‪ 60‬ﺩﻭﻻﺭﹰﺍ ﰲ ﺍﻟﺴﺎﻋﺔ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻔﲔ ﺍﶈﺘﺮﻓﲔ‪ ،‬ﳒـﺪ‬
‫ﺃﻥ ﻣﺎ ﳎﻤﻮﻋﻪ ‪ 13500‬ﺳﺎﻋﺔ ﺗﺴﺎﻭﻱ ‪ 810.000‬ﺩﻭﻻﺭ ﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﻘﺴﻢ ﻭﻷﺭﺑﺎﺡ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺇﻥ ﺍﺳﺘﺮﺟﺎﻉ‬
‫ﺟﺰ ٍﺀ ﻣﻦ ﺗﻠﻚ ﺍﻟﻔﺎﺋﺪﺓ ﻭﺗﺮﻙ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺃﺳﺮﻫﻢ ﻟﻼﺳﺘﻔﺎﺩﺓ ﺑﺼﻮﺭ ٍﺓ ﺷﺨﺼﻴﺔ ﻣﻦ ﺑﺎﻗﻲ ﺍﻟﻮﻗﺖ‪ ،‬ﻳﺒ‪‬ﻴﻦ ﳒﺎﺡ‬
‫ﺍﳌﺸﺮﻭﻉ ﺍﻟﺘﺠﺮﻳﱯ ﺍﶈﺪﻭﺩ‪.‬‬
‫‪253‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫‪‬ﺗﻌﺘﱪ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑﻌﺪ ﺑﻨﻮﻋﻴﻬﺎ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﺿﺮﻭﺭﺓ ﻣﻠﺤﺔ ﺑﺎﻟﻨـﺴﺒﺔ ﺇﱃ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﳌﻨﻔﺘﺤﺔ ﻋﻠﻰ ﳏﻴﻄﻬﺎ‪،‬ﻛﻤﺎ ﺃﻥ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﻨﺎﻓﺴﺔ ﻭﺍﻟﻴﻘﻈﺔ ﺑﺸﺘ‪‬ﻰ ﺃﻧﻮﺍﻋﻬﺎ ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ ﻭﻣﺮﺍﻗﺒﺘﻪ ﺑـﺼﻔ ٍﺔ‬
‫ﻣﺴﺘﻤﺮﺓ ﺗﺘﻄﱠﻠﺐ ﺗﻮﻓﲑ ﺷﺒﻜﺎﺕ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﻟﻼﺗﺼﺎﻝ ﻣﻊ ﺍﶈﻴﻂ ﺍﳋﺎﺭﺟﻲ ﻭﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ؛ ﺣﻴـﺚ‬
‫ﳝﻜﻨﻬﺎ ﻣﻦ ﺧﻼﻝ ﺫﻟﻚ ﺗﻮﻓﲑ ﺃﻋﺒﺎ ٍﺀ ﻣﺎﻟﻴﺔ ﻭﺍﻗﺘﺼﺎﺩﻳﺔ ﻣ‪‬ﺮﺗﺒِﻄﺔ ﺑﺘﻜﺎﻟﻴﻒ ﺍﻟﺘﻨﻘﱡﻼﺕ ﻭﺍﳊﻮﺍﺩﺙ ﻭﺍﳊـﻮﺍﺟﺰ‬
‫ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻴﺔ ﻭﻣﺸﺎﻛﻞ ﺍﻻﺗﺼﺎﻝ ﺍﻷﺧﺮﻯ‪ .‬ﺃﻣﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻓﻬﻲ ﺗﺰﻳﺪ ﻣﻦ ﺍﻧﻔﺘﺎﺡ ﻫﺬﻩ‬
‫ﺍﳌﻮﺍﺭﺩ ﻋﻠﻰ ﺍﻟﻌﺎﱂ ﺍﳋﺎﺭﺟﻲ ﻭﺍﻃﱢﻼﻋﻪ ﻋﻠﻰ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﻭﳏﺎﻭﻟﺘﻪ ﻣﻌﺎﻳﺮﺓ ﺃﺩﺍﺋﻪ ﻣﻊ ﺃﺩﺍﺀ ﻏﲑﻩ ﺑـﺼﻔ ٍﺔ‬
‫ﻣﺴﺘﻤﺮﺓ‪.‬‬
‫ﻼ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬ ‫ﺃﻣﺎ ﻣﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺂﻟﻴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﱵ ‪‬ﺗﻌﺘﱪ ﺷﻜ ﹰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻓﺈﻧﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻧﻪ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺮﺍﻏﺒﺔ ﰲ ﲣﻔﻴﺾ ﺗﻜﺎﻟﻴﻔﻬﺎ ﻭﲢـﺴﲔ ﺃﺩﺍﺀ‬
‫ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻋﺘﻤﺎﺩ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﺣﺴﺐ ﺣﺎﺟﺘﻬﺎ ﻟﺬﻟﻚ‪ ،‬ﺑﺸﺮﻁ ﺃﻻ ﻳﺘﻄﻠﱠﺐ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ‬
‫ﺍﻟﻌﻤﻞ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﻭﺃﻥ ﻳﺘﺤﻜﱡﻢ ﺍﳌﹸﻮﻇﱠﻒ ﻋﻦ ‪‬ﺑﻌﺪ ﰲ ﻭﻗﺖ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﺍ ﹸﳌﺨ ‪‬ﺮﺟﺎﺕ ﻗﺎﺑﻠـﺔ‬
‫ﻟﻠﻘﻴﺎﺱ ﺣﱴ ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻪ ﻣﺜﻠﻪ ﻣﺜﻞ ﺯﻣﻼﺋﻪ‪ ،‬ﻭﺃﻥ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﺮﻛﻴﺰ ﺃﻛﺜﺮ ﰲ ﺍﻟﻌﻤـﻞ‪ ،‬ﻭﺃﻥ ﻳﻜـﻮﻥ ﻫﻨـﺎﻙ‬
‫ﺗﻨﺴﻴ ‪‬ﻖ ﻣﻊ ﺑﻘﻴﺔ ﺍﻟﺰﻣﻼﺀ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟ ﹲﺔ ﻣﺘﺪ‪‬ﻧﻴﺔ ﻟﻼﺗﺼﺎﻝ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪.‬‬
‫ﻭﻟﻜﻲ ﺗﻨﺠﺢ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺘﻮﺧﺎﺓ ﻣﻨﻬﺎ‪ ،‬ﻓﺈﻧـﻪ‬
‫ﻳﻨﺒﻐﻲ ﺗﻮﻓﲑ ﺍﳊﻤﺎﻳﺔ ﻭﺍﻷﻣﻦ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻨﻘﱢﻠﺔ ﻋﱪ ﻗﻨﻮﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺨﺘﻠﻔـﺔ؛ ﻷﻥ ﻭﻇﻴﻔـﺔ ﺍﻷﻣـﻦ‬
‫ﺍﻻﻟﻜﺘﺮﻭﱐ ﻣﺴﺌﻮﻟ ﹲﺔ ﻋﻦ ﺗﻄﻮﻳﺮ ﻭﺗﻨﻔﻴﺬ ﻭﺻﻴﺎﻧﺔ ﺑﺮﺍﻣﺞ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﻌ ‪‬ﺪﺓ ﻟﻐﺮﺽ ﲪﺎﻳﺔ ﺗﻜﺎ ‪‬ﻣﻞ ﻭﺇﺗﺎﺣﺔ‬
‫ﺳﺮ‪‬ﻳﺔ ﻭﻣﺼﺪﺍﻗﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﻨﺘ ِﻘﻠﺔ ﻋﱪ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻛﻠﻤﺎ ﺯﺍﺩ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻵﻟﻴﺔ ﺯﺍﺩﺕ ﺍﳊﺎﺟﺔ ﺇﱃ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﺗ‪‬ﻮﻓﱢﺮ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‬
‫ﻓﹸﺮﺻﹰﺎ ‪‬ﺗﻘﱢﻠﻞ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻭﺗﺰﻳﺪ ﰲ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺑﺸﺮﻁ ﺗﻮﻓﲑ ﺍﻷﻣﻦ ﻭﺍﻟﺴﺮ‪‬ﻳﺔ‪.‬‬
‫ﺍﻟﻔﺼــﻞ ﺍﳋﺎﻣﺲ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬


‫‪255‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﺭﺃﻳﻨﺎ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳊﺎﱄ ﻳﻘﻮﻡ ﻋﻠﻰ ﺗﻮﻟﻴﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺎﲨﺔ ﻋـﻦ ﺍﻟﺘﺠﺪﻳـﺪ‬
‫ﺴﺐ ﻋﻦ‬ ‫ﻭﺍﻻﺑﺘﻜﺎﺭ ﺍﻟﻠﺬﻳﻦ ﺃﺳﺎﺳ‪‬ﻬﻤﺎ ﺍﳌﻌﺮﻓﺔ ﺑﻨﻮﻋﻴﻪ‪ :‬ﺍﻟﺼﺮﻳﺢ‪ ،‬ﺃﻱ ﺍﻟﻘﺎﺑﻞ ﻟﻠﺘﺮﻣﻴﺰ‪ ،‬ﻭﺍﻟﻀﻤﲏ‪ ،‬ﺃﻱ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﻃﺮﻳﻖ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﻤﺎﺭﺳﺔ‪ .‬ﻭﲢﻘﻴﻖ ﺫﻟﻚ ﻟﻴﺲ ﺑﺎﻷﻣﺮ ﺍﻟﻴﺴﲑ؛ ﻭﺇﳕﺎ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳍﻴﺎﻛﻞ‬
‫ﺍﻟﻀﺮﻭﺭﻳﺔ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ ﻫﻴﺎﻛﻞ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫ﻭﻣﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺍﻟﺘﻮﺳ‪‬ﻊ ﻓﻴﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ‪‬ﻧﻈﻢ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﻐـﻴﲑ ﻣﻔـﺎﻫﻴﻢ‬
‫ﻭﺃﺳﺎﻟﻴﺐ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﺇﺩﺧﺎﻝ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﳐﺘﻠﻒ ﺍﻟﻮﻇﺎﺋﻒ ﻭ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻣﻊ ﺍﺗ‪‬ﺴﺎﻉ ﺭ‪‬ﻗﻌﺔ ﺍﻷﻋﻤـﺎﻝ‬
‫ﺼﺼﺎﺕ‪ ،‬ﻭﺗﻌ ‪‬ﺪﺩ ﺍﳋﻴﺎﺭﺍﺕ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺣ ‪‬ﺪﺓ ﺍﳌﻨﺎﻓﺴﺔ‪ ،‬ﺗﺒﺪﻭ ﺍﻷﳘﻴﺔ ﺍﻟﻜﱪﻯ ﻟﻼﺳﺘﺜﻤﺎﺭ ﺍﻟﺼﺤﻴﺢ‬ ‫ﻭﺯﻳﺎﺩﺓ ﺍﻟﺘﺨ ‪‬‬
‫ﰲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻧﻈﺮﹰﺍ ﻷﻥ ﺃﺫﺭﻉ ﺍﻟﺜﻮﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻗﺪ ﻃﺎﻟﺖ ﻛﻞ ﳎﺎﻻﺕ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﲟﺎ‬
‫ﻓﻴﻬﺎ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺨﻠﱡﺺ ﻣﻦ ﻗﻴﻮﺩ ﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ ﺃﺻﺒﺤﺖ ﻣـﻦ ﺃﻫـﻢ ﻣ‪‬ﻤﻴ‪‬ـﺰﺍﺕ ﺍﻟﻌـﺼﺮ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺬﻱ ﺃﺣﺪﺙ ﻧﻘﻠ ﹰﺔ ﻧﻮﻋﻴﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﳛﺘﻞﱡ ﺭﻛﻨﹰﺎ ﺭﺋﻴﺴﻴﹰﺎ ﰲ ﻋﺎﱂ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺍ‪‬ﺗﺴﻊ ﻟﺪﻳﻬﺎ ﻣﻔﻬﻮﻡ ﺍﻟﺴﻮﻕ ﻟﻴﺸﻤﻞ ﺍﻟﻌﺎﱂ‬
‫ﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﻤﻼﻗﺔ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻣ‪‬ﻨﺘ‪‬ﺠﺎ‪‬ـﺎ‬‫ﻛﻠﻪ؛ ﻭﰲ ﺇﻃﺎﺭ ﺫﻟﻚ ﲢ ‪‬ﻮﻝ ﺍﻟﻜﺜﲑ ﻣﻦ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ ﺇﱃ ﻛﻴﺎﻧﺎ ٍ‬
‫ﻭﺧﺪﻣﺎ‪‬ﺎ ﰲ ﺷ‪‬ﺘﻰ ﺑﻘﺎﻉ ﺍﳌﻌﻤﻮﺭﺓ‪ ،‬ﻭﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ ﲤ ‪‬ﺪﺩﺕ ﺭﻗﻌﺔ ﺍﻧﺘﺸﺎﺭ ﻣ‪‬ﻮﻇﱢﻔﻲ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﻟ‪‬ﺘﻐ ﱢﻄﻲ‬
‫ﺍﻟﻌﺎﱂ ﺃﲨﻊ؛ ﳑﺎ ﺗﺒﻌﻪ ﺯﻳﺎﺩ ﹲﺓ ﻣﻄﺮﺩﺓ ﰲ ﺃﻋﺪﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺔ ﺍﻟـ‪‬ﻨﻈﻢ ﺍﻹﺩﺍﺭﻳـﺔ ﻭﺍﻟـﺴﻴﺎﺳﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ .‬ﻭﻫﻨﺎ ﺑﺮﺯﺕ ﻣﺸﻜﻠﺔ ﺗﻀﺨﻢ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻀﻤﺎﻥ ﺗﺄﻫﻴﻞ ﻣ‪‬ﻮﻇﱢﻔﻲ ﻭﻋﺎﻣﻠﻲ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﺑﻨﻔﺲ ﺍﳉﻮﺩﺓ ﰲ ﲨﻴﻊ ﺍﻟﻔﺮﻭﻉ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﱂ‪ .‬ﺃﺩ‪‬ﻯ ﻣﺎ ﺳﺒﻖ ﺇﱃ ﺍﻟﺒﺤﺚ ﻋﻦ ﺳﺒ ٍﻞ ﺃﺧﺮﻯ ‪‬ﻣﺒﺘﻜﹶـﺮﺓ‬
‫ﻂ ﻳﻜﻔﻞ ﺗﻮﺍﹸﻓﺮ ﺍﻟﻜﺜﲑ ﻣـﻦ‬ ‫ﻟﺘﻔﺎﺩﻱ ﻣﻌﻀﻠﺔ ﺗﺒﺎ ‪‬ﻋﺪ ﺍﳌﺴﺎﻓﺎﺕ‪ ،‬ﻭﻛﺎﻥ ﺍﳌﻼﺫ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﻮﺳﻴ ٍ‬
‫ﺍﳉﻮﺍﻧﺐ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﻳ‪‬ﻮﻓﱢﺮ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺑﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺑﺸﻜ ٍﻞ ﻛﺒﲑ‪.‬‬
‫ﻭﺳﻮﻑ ﻧﺘﻄﺮ‪‬ﻕ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﶈﺎﻭﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ؛‬
‫‪ -2‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﻧﻌﻜﺎﺳﺎﺗﻪ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ؛‬
‫‪ -3‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‪.‬‬
‫‪256‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﳛﺘﻞﱡ ﻣﻜﺎﻧ ﹰﺔ ﻣﻬﻤﺔ ﺑﲔ ﺍﻷﻧﺸﻄﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳍﺎﺩﻓﺔ ﻟﺮﻓﻊ ﺍﻟﻜﻔـﺎﺀﺓ ﻭﺯﻳـﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴـﺔ‪،‬‬
‫ﻭﲢﺴﲔ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﳏﺎﻭﻟﺔ ﺗﻐﻴﲑ ﻣﻬﺎﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻭﻗﹸﺪﺭﺍ‪‬ﻢ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﺗﻄـﻮﻳﺮ‬
‫ﺃﻧﻮﺍﻉ ﻭﺃﳕﺎﻁ ﺍﻟﺴﻠﻮﻙ ﺍﻟﱵ ﻳﺘ‪‬ﺒﻌﻮ‪‬ﺎ ﰲ ﺃﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ ﻭ ﺳﻨﺘﻄﺮﻕ ﰲ ﻫﺬﺍ ﺍﳌﺒﺤﺚ ﺑﻨﻮﻉ‬
‫ﻣﻦ ﺍﻹﺳﻬﺎﺏ ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬


‫ﺃﺻﺒﺢ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺃﻫﻢ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﺗﺮﺍﻫﻦ ﻋﻠﻴﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﺘﻔ ‪‬ﻮﻕ ﺍﻟﺘﻨﺎﻓﺴﻲ‪،‬‬
‫ﻭﻫﻮ ﻛﺬﻟﻚ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﻨﺠﺎﺡ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﲝﻴﺚ ﺗﻘﻮﻡ ﺍﳌﺆﺳﺴﺔ ﺑﺎﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺄﻫﻴﻞ‬
‫ﺼﺼﻪ‪.‬‬
‫ﻼ ﺣﺴﺐ ﲣ ‪‬‬ ‫ﻭﺗﺄﻣﲔ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳉﻤﻴﻊ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻛ ﹰ‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻧﺸﺄﺓ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬
‫ﺗﻀﻤ‪‬ﻨﺖ ﺣﺮﻛﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺗﻨﻤﻴﺔ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﳌﹸﺸﺮﻓﲔ ﻋﻠﻰ ﺍﻻﺳـﺘﺨﺪﺍﻡ ﺍﻟـﺴﻠﻴﻢ‬
‫ﻷﺩﻭﺍﺕ ﻭﻣﻌﺪﺍﺕ ﺍﻟﻌﻤﻞ‪ .‬ﻭﻗﺪ ﺻﺪﺭ ﺳﻨﺔ ‪ 1914‬ﻗﺎﻧﻮ ﹲﻥ ﻳﻬﺪﻑ ﺇﱃ ﺗﻘﺪﱘ ﺍﻟـﺪﻋﻢ ﺍﳌـﺎﱄ ﻟﻸﻧـﺸﻄﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ)‪.(1‬‬
‫ﻭﻧﻼﺣﻆ ﻣﺮ ﹰﺓ ﺃﺧﺮﻯ ﺗﺄﺛﲑ ﺍﳊﺮﺑﲔ ﺍﻟﻌﺎﳌﻴﺘﲔ ﰲ ﺯﻳﺎﺩﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﻬﻮﺩ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﻓﻘﺪ ﺃﺩ‪‬ﺕ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺐ ﺑﻮﺍﺳﻄﺔ ﹸﻗﺪﺍﻣﻰ ﺃﻭ ﻛﺒﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ‪،‬‬
‫ﻭﻇﻬﻮﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪ .‬ﺃﻣﺎ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻘﺪ ﺃﺗﺖ ﺑﺎﻟﱪﺍﻣﺞ ﺍﳍﺎﻣﺔ ﻟﻠﺘﺪﺭﻳﺐ ﰲ ﺍﻟﺼﻨﺎﻋﺎﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻗﺪ ﻭ‪‬ﺿﻌﺖ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﻐﺮﺽ ﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺔ ﺍﳌﹸـﺸﺮِﻓﲔ ﻋﻠـﻰ ﺃﺩﺍﺀ ﻭﻇـﺎﺋﻔﻬﻢ‪،‬‬
‫ﻭﺃﻇﻬﺮﺕ ﺍﳊﺎﺟﺔ ﺇﱃ ﻋﻤﺎ ٍﻝ ﻣ‪‬ﺪﺭ‪‬ﺑﲔ ﺃﳘﻴﺔ ﻭﺟﻮﺩ ﻣ‪‬ﺪﺭ‪‬ﺑﲔ ﻣ‪‬ﺆﻫ‪‬ﻠﲔ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺃﺩ‪‬ﻯ ﺇﱃ ﺇﻋﺪﺍﺩ ﻣ‪‬ﺸﺮِﻓﲔ‬
‫ﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﻤﺎﻝ ﻏﲑ ﺍﳌﻬﺮﺓ ﻟﻠﻌﻤﻞ ﰲ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﻌﺴﻜﺮﻳﺔ )ﳎﺎﻻﺕ ﺍﻟﺪﻓﺎﻉ(‪ .‬ﻛﻤﺎ ﺃﺩ‪‬ﺕ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻷﻓﻼﻡ ﺍﳌﹸﺼﻮ‪‬ﺭﺓ‪ ،‬ﻭﲝﻠﻘﺎﺕ ﺍﳌﻨﺎﻗﺸﺔ‪ ،‬ﻭﺑﺘﻤﺜﻴﻞ ﺍﻷﺩﻭﺍﺭ‪ ،‬ﻛﺄﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺷﻬﺪﺕ ﻭﻇﻴﻔﺔ ﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻫﺘﻤﺎﻣﹰﺎ ﻛﺒﲑﹰﺍ ﻭﻣ‪‬ﻜﺜﱠﻔﺎﹰ‪ ،‬ﺑﻌﺪ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﺒﺎﺷـﺮﺓ‪،‬‬
‫ﻭﻫﻮ ﺭ ‪‬ﺩ ﻓﻌ ٍﻞ ﻃﺒﻴﻌﻲ ﻧﺘﺞ ﻋﻦ ﺍﻟﺘﻨﺎﹸﻗﺾ ﺍﻟﺸﺪﻳﺪ ﰲ ﳐﺰﻭﻥ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﺬﻱ ﺍﺳﺘ‪‬ﻬﻠﻚ ﺧﻼﻝ ﺍﳊﺮﺏ؛‬
‫ﻓﻜﺎﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺈﻋﺎﺩﺓ ﺑﻨﺎﺀ ﻫﺬﺍ ﺍﳌﺨﺰﻭﻥ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺼﺎﱀ ﻟﻠﻌﻤﻞ‪.‬‬
‫ﳏﻤﺪ ﺳﻌﻴﺪ ﺃﻧﻮﺭ ﺳﻠﻄﺎﻥ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2003 ،‬ﺹ ‪.49‬‬ ‫)‪(1‬‬
‫‪257‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻗﺪ ﺻﺪﺭ ﰲ ﻋﺎﻡ ‪ 1962‬ﻗﺎﻧﻮﻥ ﺗﻨﻤﻴﺔ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﴰﻞ ﻋﻠﻰ ﺑﺮﻧﺎﻣﺞ ﻳ‪‬ﻨﻔﱠﺬ ﻋﻠـﻰ‬
‫ﻣﺪﻯ ﺛﻼﺙ ﺳﻨﻮﺍﺕ‪ ،‬ﻟﺘﺪﺭﻳﺐ ﻭﺇﻋﺎﺩﺓ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﻓﻘﺪﻭﺍ ﻭﻇﺎﺋﻔﻬﻢ‪ ،‬ﻭﺍﻟﻌـﺎﻣﻠﲔ ﺍﳌﹸﻬـﺪ‪‬ﺩﻳﻦ‬
‫ﺑﻔﻘﺪﻫﺎ ﻧﺘﻴﺠﺔ ﺍﻟﺘﻮﺳ‪‬ﻊ ﰲ ﺍﻷﻭﺗﻮﻣﺎﺗﻴﻜﻴﺔ ﻭﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫» ﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ ﻋﻤﻠﻴﺔ ﺗﻌﺪﻳ ٍﻞ ﺇﳚﺎﰊ ﻳﺘﻨﺎﻭﻝ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﳌﻬﻨﻴﺔ؛ ﻭﺫﻟﻚ ﻻﻛﺘـﺴﺎﺏ‬
‫ﺍﳌﻌﺎﺭﻑ ﻭﺍﳋﱪﺍﺕ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﲢﺼﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﻨ ﹸﻘﺼﻪ ﻭﺍﻻﺗ‪‬ﺠﺎﻫـﺎﺕ ﺍﻟـﺼﺎﳊﺔ‬
‫ﻟﻠﻌﻤﻞ ﻭﻟﻺﺩﺍﺭﺓ «)‪.(1‬‬
‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺄﻧﻪ‪ » :‬ﻋﻤﻠﻴ ﹲﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺗﻘﺪﱘ ﻓ ‪‬ﻦ ﺍﳋﱪﺓ )ﺍﳌﻬﺎﺭﺓ(؛ ‪‬ﺪﻑ ﺗﻘـﺪﱘ ﺍﳋﺪﻣـﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﳋﺪﻣﻴﺔ؛ ﻟﺘﺤﻘﻴﻖ ﺃﻋﻠﻰ ﻗﺪ ٍﺭ ﻣـﻦ ﺍﻷﺩﺍﺀ ﰲ‬
‫ﻣﻮﺍﺟﻬﺔ ﺍﳌﻌﻮﻗﺎﺕ ﻭﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻮﺍﺟﻪ ﻭﻇﺎﺋﻔﻬﻢ ﻭﻣﻬﻨﺘﻬﻢ‪ ،‬ﰲ ﺿﻮﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻠـﻚ ﺍﳌﺆﺳـﺴﺎﺕ‪.‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ‪‬ﺬﺍ ﺍﳌﻌﲎ ﻳ‪‬ﻌﻄﻲ ﺃﳘﻴ ﹰﺔ ﻟﺪﻭﺭ ﺍﳌﻬﺎﺭﺓ ﺍ ﹸﳌﻤﺘ ‪‬ﺰﺝ ﺑﺎﳋﱪﺓ ﻭﺍﳌﻌﺮﻓﺔ ﻟﺮﻓﻊ ﻛﻔﺎﺀﺓ ﺍﻟﻔﺮﺩ ﻭﺍﳌﺆﺳـﺴﺔ‪،‬‬
‫ﻭﺃﻳﻀﹰﺎ ﻳﻌﲏ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺒ‪‬ﻌﺪ ﺍﻟﻘﻴﻤﻲ ﻭﺍﻷﺧﻼﻗﻲ‪ ،‬ﰲ ﻇﻞ ﺍﻟﻮﺟﻮﺩ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﳉﻤﺎﻋﻲ ﺩﺍﺧﻞ ﺍﳌﺆﺳـﺴﺔ‬
‫ﻭﺣﺪﺓ ﺍﻟﻌﻤﻞ «)‪.(2‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ » ﳏﺎﻭﻟ ﹲﺔ ﻟﺘﻐﻴﲑ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﳚﻌﻠﻬﻢ ﻳﺴﺘﺨﺪِﻣﻮﻥ ﻃﺮﻗﹰﺎ ﻭﺃﺳﺎﻟﻴﺐ ﳐﺘﻠﻔـﺔ ﰲ ﺃﺩﺍﺀ‬
‫ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺃﻱ ﳚﻌﻠﻬﻢ ﻳﺴﻠﻜﻮﻥ ﺑﺸﻜ ٍﻞ ﺃﺣﺴﻦ ﺑﻌﺪ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻤﺎ ﻛﺎﻧﻮﺍ ﻳﺘ‪‬ﺒﻌﻮﻧﻪ ﻗﺒﻞ ﺍﻟﺘﺪﺭﻳﺐ «)‪.(3‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ » ﻋﻤﻠﻴ ﹲﺔ ﺗﺴﺘﻬﺪﻑ ﺇﺟﺮﺍﺀ ﺗﻐﻴ ٍﲑ ﺩﺍﺋﻢ ﻧﺴﺒﻴﹰﺎ ﰲ ﻗﹸﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ؛ ﳑﺎ ‪‬ﻳﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺃﺩﺍﺀ‬
‫ﺍﻟﻮﻇﻴﻔﺔ ﺑﻄﺮﻳﻘ ٍﺔ ﺃﻓﻀﻞ «)‪.(4‬‬
‫ﻭﻳ‪‬ﻌﺮ‪‬ﻓﻪ ﺍﻟﺒﻌﺾ ﺑﺄﻧﻪ » ﺇﺟﺮﺍ ٌﺀ ﻣ‪‬ﻨﻈﱠﻢ ﻳﺘﺰﻭ‪‬ﺩ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺧﻼﻟﻪ ﺑﺎﳌﻌﺮﻓﺔ ﻭﺍﳌﻬﺎﺭﺓ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺄﺩﺍﺀ ﻣﻬﻤ ٍﺔ‬
‫ﺃﻭ ﻣﻬﺎ ٍﻡ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ «)‪.(5‬‬
‫ﻭﺗ‪‬ﺮﻛﱢﺰ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲟﻌﺮﻓﺔ ﻧﺘﺎﺋﺞ ﺍﳌﹸـﺘﻌﻠﱢﻢ‬
‫ﻷﺩﺍﺋﻪ ﻭﲤﻨ‪‬ﻴﺎﺗﻪ ﺍﻟﱵ ﻳ‪‬ﺠﺮﻳﻬﺎ ﻋﻠﻰ ﺃﺑﻨﻴﺘﻪ ﺍﳌﻌﺮﻓﻴﺔ؛ ﻣﻦ ﺃﺟﻞ ﺩﻋﻢ ﻭﺗﻮﺟﻴﻪ ﺍﻟﺮﻭﺍﺑﻂ ﺍﻟﺬﻫﻨﻴﺔ ﻟﺪﻳﻪ)‪.(1‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.113‬‬ ‫)‪(1‬‬

‫ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪ ،2001 ،1‬ﺹ ‪.13‬‬ ‫)‪(2‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.113‬‬ ‫)‪(3‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.532‬‬ ‫)‪(4‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.532‬‬ ‫)‪(5‬‬
‫‪258‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺕ ﺃﺳﺎﺳﻴﺔ ﻟﻠﺘﺪﺭﻳﺐ ﻫﻲ)‪:(2‬‬ ‫ﻭﰲ ﺿﻮﺀ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﺴﺘﺨﻠﺺ ﺛﻼﺙ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﻁ ﻟﻨﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺃﺟﻞ ﺗﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﳕﺎﺫﺝ ﺍﻟﺘﻔﻜﲑ ﻭﺃﳕﺎﻁ ﺍﻻﺗﺼﺎﻝ ﻷﻓﺮﺍﺩ ﺍﻟﺘﻨﻈﻴﻢ؛‬ ‫‪ -‬ﺃﻧﻪ ﻧﺸﺎ ﹲ‬
‫‪ -‬ﺃﻧﻪ ﳏﺎﻭﻟ ﹲﺔ ﻟﺘﻐﻴﲑ ﺳﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ﻟﺴ ‪‬ﺪ ﺍﻟﺜﻐﺮﺓ ﺑﲔ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﳌﺮﺟ‪‬ﻮ؛‬
‫‪ -‬ﺃﻧﻪ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻔﺎﻋﻠﻴﺔ ﰲ ﺃﻋﻤﺎﻝ ﺍﻷﻓﺮﺍﺩ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
‫ﺗ‪‬ﻌﺘﱪ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻣ‪‬ﻜﻤ‪‬ﻠ ﹰﺔ ﻟﻮﻇﻴﻔﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ؛ ﻓﻼ ﻳﻜﻔﻲ ﺃﻥ ﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻌﻴﻴﻨﻬﻢ‪ ،‬ﻭﺇﳕﺎ ﻳﻨﺒﻐﻲ ﺇﻋﺪﺍﺩ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻭﺗﻨﻤﻴﺔ ﻗﹸﺪﺭﺍ‪‬ﻢ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺍﳌﹸﺴﻨ‪‬ﺪﺓ‬
‫ﺇﻟﻴﻬﻢ‪ ،‬ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﳉﺪﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ‪ ،‬ﻭﺗﺰﻭﻳﺪﻫﻢ ﺑﺎﻷﺳـﺎﻟﻴﺐ ﺍﳉﺪﻳـﺪﺓ‬
‫ﺕ ﻭﻣﺴﺆﻭﻟﻴﺎﺕ)‪.(3‬‬
‫ﻷﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺻﻘﻞ ﻣﻬﺎﺭﺍ‪‬ﻢ ﰲ ﺗﻨﻔﻴﺬ ﻣﺎ ﻳ‪‬ﻌﻬﺪ ﺇﻟﻴﻬﻢ ﻣﻦ ﻭﺍﺟﺒﺎ ٍ‬
‫ﻭﻣﻨﻪ ﻓﺎﻟﺘﺪﺭﻳﺐ‪ :‬ﻫﻮ ﺫﻟﻚ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺬﻱ ‪‬ﺗﻤﺎﺭﺳﻪ ﺍﳌﺆﺳﺴﺔ ﺑﻐﺮﺽ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﺍﳌﻮﺿﻮﻋﺔ ﲢﺖ ﺗﺼﺮ‪‬ﻓﻬﺎ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﻭﺯﻳﺎﺩﺓ ﻣﻌﺎﺭﻓﻬﻢ ﻭﻣﻬﺎﺭﺍ‪‬ﻢ‪ ،‬ﻭﺗﻮﺟﻴﻪ ﺍﺗ‪‬ﺠﺎﻫﺎ‪‬ﻢ ﳓﻮ ﺃﻧﺸﻄ ٍﺔ ﻣﻌﻴﻨﺔ ﻋﻦ‬
‫ﻃﺮﻳﻖ ﲢﺪﻳﺪ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺮﺅﻭﺳﲔ ﻟﻠﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﻕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺃﻥ ﺗﻘﻴﻢ‬
‫ﻓﻌﺎﻟﻴﺔ ﻫﺬﺍ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺼﻔ ٍﺔ ﻣﺴﺘﻤﺮﺓ‪ .‬ﻭﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻪ ﺑﺎﻋﺘﺒـﺎﺭﻩ ﺃﺩﺍ ﹰﺓ ﻹﺣـﺪﺍﺙ ﺍﻟﺘﻐـﻴﲑ ﰲ ﺍﳌﻌﺮﻓـﺔ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻻﺗ‪‬ﺠﺎﻫﺎﺕ ﺃﻭ ﺍﻟﺴﻠﻮﻙ‪ .‬ﻓﺎﻟﺘﺪﺭﻳﺐ ﻫﻮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﻋﻠﻰ ﺗﺰﻭﻳﺪ ﺍﻷﻓﺮﺍﺩ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻷﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﺑﻔﻌﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﺘﻌﻠﱡﻢ ‪.‬‬
‫)‪(4‬‬

‫ﻳﻌﺮﻑ ﺍﻟﺘﻌﻠﻢ ﺑﺄﻧﻪ ‪":‬ﺩﺭﺟﺔ ﺍﺳﺘﻔﺎﺩﺓ ﺍﳌﺘﺪﺭﺏ ﻣﻦ ﺍﻟﱪﻧـﺎﻣﺞ ﺍﻟﺘـﺪﺭﻳﱯ ﻣـﻦ ﺧـﻼﻝ ﺯﻳـﺎﺩﺓ‬
‫ﺍﳌﻌﺎﺭﻑ‪،‬ﺍﳌﻬﺎﺭﺍﺕ‪،‬ﺍﳋﱪﺍﺕ‪.‬ﺗﻌﺪﻳﻞ ﺍﻻﲡﺎﻫﺎﺕ ﺃﻭ ﺍﳌﺒﺎﺩﺉ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﻞ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻣﺪﻯ ﺇﻣﻜﺎﻧﻴﺔ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﻮﺍﺣﻲ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺃﻭ ﺑﺎﻟﺘﻄﺒﻴﻖ ﰲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ")‪.(5‬‬
‫ﻭﳝﻜﻦ ﺍﻟﻨﻈﺮ ﻟﻠﺘﻌﻠﱡﻢ ﻋﻠﻰ ﺃﻧﻪ ﺗﻐ‪‬ﻴ ‪‬ﺮ ﰲ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺘﻐﻴ‪‬ﺮ ﻧﺎﺑ ‪‬ﻊ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳋﱪﺓ‪ ،‬ﻭﻫﻮ ﰲ ﺫﻟﻚ‬
‫ﳜﺘﻠﻒ ﻋﻦ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻌﺐ‪،‬ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﺮﻯ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺍﻻﺳﺘﺪﻻﻝ ﻋﻠﻴﻪ ﻳﻜﻮﻥ ﻣﻦ ﺧﻼﻝ ﻗﻴﺎﺱ ﺍﻟﺘﻐﻴ‪‬ـﺮ ﰲ‬
‫ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺫﻟﻚ ﲢﺖ ﺷﺮﻭﻁ ﺍﻟﻔﻌﻞ ﻭﺍﳌﹸﻤﺎﺭ‪‬ﺳﺔ)‪.(1‬‬

‫ﺃﻣﲔ ﺍﻟﻀﺮﻏﺎﻣﻲ‪ » ،‬ﻣﺼﺮ ﻭﺍﻟﺘﺤﻮﻝ ﺇﱃ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ «‪ ،‬ﻣﺮﻛﺰ ﺍﻟﺒﺤﻮﺙ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﺤـﻮﺙ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﺃﻛﺎﺩﳝﻴـﺔ‬ ‫)‪(1‬‬

‫ﺍﻟﺴﺎﺩﺍﺕ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2‬ﺹ ‪.34‬‬


‫ﳏﻤﺪ ﺍﻟﺼﲑﰲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﳉﺎﻣﻌﻲ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2007 ،‬ﺹ ﺹ ‪.161-160‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.159‬‬ ‫)‪(3‬‬

‫‪.Learning‬‬ ‫)‪(4‬‬

‫‪ ،2005‬ﺹ ‪.373‬‬ ‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﻣﻬﺎﺭﺍﺕ ﺃﺧﺼﺎﺋﻲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ "ﲟﻴﻚ"‪ ،‬ﺍﳉﻴﺰﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪،1‬‬ ‫)‪(5‬‬
‫‪259‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺇﺫﺍ ﻧﻈﺮﻧﺎ ﺇﱃ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﻣﺪﺧﻞ ﺍﻟﻨﻈﻢ)‪ ،(2‬ﳒﺪ ﺃﻥ ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺗـﺸﻤﻞ‬
‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﱵ ﳝﻜﻦ ﺗﻠﺨﻴﺼﻬﺎ ﰲ ﺍﻟﺘﺎﱄ)‪:(3‬‬
‫‪ -‬ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺗﺘﻤﺜﱠﻞ ﰲ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﻘﺪﱘ ﺍﳋﺪﻣﺔ ﻭﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﻄﻠﻮﺑﺔ ﳌﺴﺎﻧﺪﺓ ﺗﻘﺪﱘ‬
‫ﺍﳋﺪﻣﺔ‪ ،‬ﻣﻦ ﺇﺩﺍﺭﻳﲔ ﻭﻋﻤﺎﻝ ﻭﻣﺎ ﺷﺎﺑﻪ ﺫﻟﻚ؛‬
‫‪ -‬ﻣﻌﺪﺍﺕ ﻭﺃﺩﻭﺍﺕ ﺗﺘﻤﺜﱠﻞ ﰲ ﻛﺎﻓﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﺗ‪‬ﺴﺘﺨﺪﻡ ﻟﺘﻨﻔﻴﺬ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ؛‬
‫‪ -‬ﺃﻧﻈﻤﺔ ﻭﻟﻮﺍﺋﺢ ﻭﺇﺟﺮﺍﺀﺍﺕ ﻋﻤﻞ ﺗﺘﻤﺜﱠﻞ ﰲ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺩﺍﺭﻳﺔ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﻹﺩﺍﺭﺓ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ؛‬
‫‪ -‬ﺧﻄﻂ ﻭﺑﺮﺍﻣﺞ ﻋﻤﻞ ﻭﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻤﻴﺔ؛‬
‫‪ -‬ﻣﻮﺍﺭﺩ ﻣﺎﻟﻴﺔ ﺗﺘﻤﺜﱠﻞ ﰲ ﺍﻟﻨﻔﻘﺎﺕ ﺍﻟﺒﺎﻫﻈﺔ ﺍﻟﱵ ﺗﺘﻜ‪‬ﺒﺪﻫﺎ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺳﺒﻴﻞ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺗﻮﻓﲑ‬
‫‪‬ﻣﺴﺘﻠ ‪‬ﺰﻣﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﺄﻣﲔ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻼﺯﻣﺔ‪.‬‬
‫ﺃﻣﺎ ﻣ‪‬ﺨﺮﺟ‪‬ﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻬﻲ ‪ -‬ﺑﺎﺧﺘﺼﺎ ٍﺭ ﺑﺴﻴﻂ‪ -‬ﺗﺘﻤﺜﱠﻞ ﰲ ﲡﻬﻴﺰ ﺃﻭ ﺇﻋﺪﺍﺩ ﺃﻓﺮﺍ ٍﺩ ﻳﺘﻤﺘ‪‬ﻌﻮﻥ ﺑﻘﺪ ٍﺭ‬
‫ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻬﺎﺭﺓ ﰲ ﻣﻮﺍﺿﻴﻊ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ‪ ،‬ﳝﺘﻠﻜﻮﻥ ﺑﻌﺾ ﺍﻟﺘﺄﻫﻴﻞ ﺍﳌﻨﺎﺳﺐ ﻟﺴﻮﻕ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﺤ ﱠﻘﻖ ﺍﻟﺘﻌﻠﱡﻢ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﻣﻌﲎ ﺫﻟﻚ ﺃﻧﻪ ﻗﺪ ﺣﺪﺙ ﻟﺪﻯ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺗﻐﻴ ‪‬ﲑ ﻣﻼﺋﻢ ﻭﻣﻄﻠﻮﺏ‬
‫ﰲ‪ :‬ﻣﻌﺮﻓﺘﻪ‪ ،‬ﻭﻣﻬﺎﺭﺍﺗﻪ‪ ،‬ﻭﺍﺗ‪‬ﺠﺎﻫﺎﺗﻪ‪ ،‬ﻭﺳﻠﻮﻛﻴﺎﺗﻪ‪ ،‬ﻭﺧﱪﺗﻪ‪.‬‬
‫ﻼ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ؛ ﻭﺫﻟﻚ ﻻﻧﻄﺒﺎﻕ ﺑﻌﺾ ﻣﺒﺎﺩﺉ ﺍﻟﺘﻌﻠـﻴﻢ ﻋﻠـﻰ‬ ‫ﺐ ﺷﻜ ﹰ‬ ‫ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﺒﻌﺾ ﺍﻟﺘﺪﺭﻳ ‪‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﱵ ﺗ‪‬ﻌﺘﱪ ﻣﻬﻤ ﹰﺔ ﰲ ﺗﺼﻤﻴﻢ ﻭﺇﻋﺪﺍﺩ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ ﺍﻟﺮﲰﻲ ﻭﻏﲑ ﺍﻟﺮﲰﻲ‪ ،‬ﻭﺗﺸﻤﻞ ﻋﻠﻰ‪:‬‬
‫‪ -1‬ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻌﻠﱡﻢ؛‬
‫‪ -2‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ؛‬
‫ﻕ ﺗ‪‬ﺸﺒﻊ ﺍﳊﺎﺟـﺎﺕ ﺍﻹﻧـﺴﺎﻧﻴﺔ‪،‬‬‫‪ -3‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻌﻠﻴﻢ ﻣﺪﻋﻮﻣﹰﺎ ﻭﻳ‪‬ﻜﺎﻓﺊ ﻋﻦ ﺍﻟﺴﻠﻮﻙ ﺍﳉﺪﻳﺪ ﺑﻄﺮ ٍ‬
‫ﻛﺎﻟﺪﻓﻊ‪ ،‬ﻭﺍﻟﺘﻤﻴﻴﺰ‪ ،‬ﻭﺍﻟﺘﺮﻗﻴﺔ؛‬
‫‪ -4‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻣﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﻫﺎﺩﻓ ﹰﺔ ﻭﺫﺍﺕ ﻣﻌﲎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﹸﺘﻌﻠﱢﻢ‪.‬‬

‫ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.46‬‬ ‫)‪(1‬‬

‫‪.System Approach‬‬ ‫)‪(2‬‬

‫ﺳـــﻌﺎﺩ ﺑﻨـــﺖ ﻓﻬـــﺪ ﺍﳊـــﺎﺭﺛﻲ‪ ،‬ﺍﳌﻨﻈﻮﻣـــﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـــﺔ ﺑـــﲔ ﺍﻟﺘﻘﻠﻴﺪﻳـــﺔ ﻭﺍﻹﻟﻜﺘﺮﻭﻧﻴـــﺔ‪،‬‬ ‫)‪(3‬‬

‫‪ ،publications.ksu.edu.sa/IT%20Papers/SmartSchools/2-5-saadharthe.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 1 :‬ﺩﻳـﺴﻤﱪ ‪،2007‬‬


‫ﺑﺘﺼﺮﻑ‪.‬‬
‫‪260‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺏ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻹﺩﺍﺭﻱ؛ ﺣﻴﺚ ﻳﺄﺧﺬ‬ ‫ﻣﻦ ﺑﲔ ﻃﺮﻕ ﺍﻟﺘﻌﻠﱡﻢ ﻫﻮ ﲤﺜﻴﻞ ﺍﻷﺩﻭﺍﺭ‪ ،‬ﻭﻫﻮ ﺃﺳﻠﻮ ‪‬‬
‫ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺃﺩﻭﺍﺭﹰﺍ ﺇﺩﺍﺭﻳﺔ‪ ،‬ﻭﳝﺎﺭﺳﻮﻥ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﻨﺸﺎﻁ ﺍﻹﺩﺍﺭﻱ ﻷﻏﺮﺍﺽ ﺍﻟﺘﻌﻠﱡﻢ)‪.(1‬‬
‫ﺇﻥ ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﻧﺎﺗﺞ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﻣﻦ ﰒ ﺗ‪‬ﺼﺒﺢ ﺟﺪﻭﻯ ﺍﻟﺘﻌﻠﱡﻢ ﺃﻓﻌﻞ ﺇﺫﺍ ﺗﻮﻓﱠﺮﺕ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗـﺴﻤﺢ‬
‫ﺑﺎﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺪﻳﺪﺓ ﻭﻭﺿﻌﻬﺎ ﻣﻮﺿﻊ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪.‬‬
‫)‪(2‬‬

‫ﺻﻠﺔ‪ -‬ﻭﺍﻟﱵ ﺷ ‪‬ﺪﺩ ﻋﻠﻴﻬﺎ ﺩﺭﺍﻛﺮ‪ -‬ﺍﻟ ‪‬‬


‫ﺸﻐ‪‬ﻞ‬ ‫ﻟﻘﺪ ﻇﱠﻠﺖ ﺍﳊﺎﺟﺔ ﺇﱃ ﺃﻥ ﺗﺘﻐﻴ‪‬ﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺼﻮﺭ ٍﺓ ‪‬ﻣﺘﻮﺍ ِ‬
‫ﺍﻟﺸﺎﻏﻞ ﳌﹸﻨﻈﱢﺮﻱ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ .‬ﻭﻳﺘﻜﻮ‪‬ﻥ ﺍﻟﺘﻌﻠﱡﻢ ﻣﻦ ﻧﻮﻋﲔ ﻟﻠﻨﺸﺎﻁ‪ :‬ﺍﻷﻭﻝ ﻫﻮ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓـﺔ‬
‫ﺕ ﻣﻨﻄﻘﻴﺔ ﻗﺎﺋﻤﺔ؛ ﺃﻣﺎ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﱐ ﻟﻠﺘﻌﻠﱡﻢ ﻓﻬﻮ ﺇﺭﺳـﺎﺀ‬ ‫ﺕ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻣ‪‬ﻘﺪ‪‬ﻣﺎ ٍ‬
‫ﻣﻦ ﺃﺟﻞ ﺣﻞ ﻣﺸﻜﻼ ٍ‬
‫ﺕ ﻣﻨﻄﻘﻴﺔ ﺟﺪﻳﺪﺓ )ﺃﻱ ﳕﺎﺫﺝ‪ ،‬ﺃﻭ ﻣﻨﺎﻫﺞ‪ ،‬ﺃﻭ ﳕﺎﺫﺝ ﻋﻘﻠﻴﺔ‪ ،‬ﺃﻭ ﻣﻨﻈـﻮﺭﺍﺕ( ﺗ‪‬ﻠﻐـﻲ ﺍﳌﹸﻘـﺪ‪‬ﻣﺎﺕ‬ ‫ﻣ‪‬ﻘﺪ‪‬ﻣﺎ ٍ‬
‫ﺍﳌﻨﻄﻘﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ‪ .‬ﻭﻗﺪ ﺍﺻﻄﹸﻠﺢ ﻋﻠﻰ ﺗﺴﻤﻴﺔ ﻧﻮﻋﻲ ﺍﻟﺘﻌﻠﱡﻢ ﻫﺬﻳﻦ "ﺗﻌﻠﱡﻢ )‪ "(1‬ﻭ "ﺗﻌﻠﱡﻢ )‪ ،"(2‬ﺃﻭ "ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻟﻔﺮﺩﻱ ﺍﳊﻠﻘﺔ" ﻭ"ﺍﻟﺘﻌﻠﱡﻢ ﺍﳌﺰﺩﻭﺝ ﺍﳊﻠﻘﺔ")‪.(3‬‬
‫ﻭﻗﺪ ﺳﻠﱠﻢ ﺳﻴﻨﺞ )‪ (4) (Senge‬ﺳﻨﺔ ‪ 1990‬ﺑﺄﻥ ﻫﻨﺎﻙ ﻣﺆﺳﺴﺎ ٍ‬
‫ﺕ ﻛﺜﲑﺓ ﺗ‪‬ﻌﺎﱐ ﺣﺎﻟﺔ ﻋﺠـ ٍﺰ ﻋـﻦ‬
‫ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﻟﻌﻼﺝ ﺍﳌﺮﺽ ﻭﺗﻌﻈﻴﻢ ﻗﹸﺪﺭﺓ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻃﺮﺡ ﻓﻜﺮﺓ "ﺍﳌﺆﺳﺴﺔ ﺍﳌﹸﻌﺘﻤِﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ"‬
‫ﺝ ﻋﻤﻠﻲ‪ ،‬ﻭﻗﺪ ﺫﻫﺐ ﺇﱃ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺍﳌﹸﻌﺘﻤِﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ ﻟﺪﻳﻬﺎ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﳑﺎﺭﺳـﺔ ﺍﻟـﺘﻌﻠﱡﻢ‬ ‫ﻛﻨﻤﻮﺫ ٍ‬
‫ﺍﻟﺘﻮﻟﻴﺪﻱ )ﺃﻱ ﺍﻟﻔﺎﻋﻞ(‪ ،‬ﻭﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺘﻜﻴ‪‬ﻔﻲ )ﺃﻱ ﺍﻟﺴﻠﱯ(‪ ،‬ﻛﻤﺼﺪﺭﻳﻦ ﻣ‪‬ﺴﺘﺪﺍﻣﲔ ﻟﻠﻤﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫ﻭﻭﻓﻘﹰﺎ ﻟـ ﺳﻴﻨﺞ‪ ،‬ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺪﺭﺍﺀ ﺍﻟﻘﻴﺎﻡ ﲟﺎ ﻳﺄﰐ ﻣﻦ ﺃﺟﻞ ﺑﻨﺎﺀ ﻣﺆﺳﺴ ٍﺔ ﻣ‪‬ﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ)‪:(5‬‬
‫ﺕ ﺑﺴﻴﻄﺔ ﻋﻠﻰ ﻗﻀﺎﻳﺎ ﻣ‪‬ﻌﻘﱠﺪﺓ(؛‬
‫‪ -‬ﺗﺒ‪‬ﻨﻲ "ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻈﻮﻣﻲ" )ﺍﻟﺴﻌﻲ ﻹﳚﺎﺩ ﺇﺟﺎﺑﺎ ٍ‬
‫‪ -‬ﺗﺸﺠﻴﻊ "ﺍﻟﺘﻤﻜﱡﻦ ﺍﻟﺸﺨﺼﻲ")‪ (6‬ﰲ ﺣﻴﺎ‪‬ﻢ ﺍﳋﺎﺻﺔ؛‬

‫)‪ (1‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.348‬‬


‫)‪ (2‬ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﺘﻨﻈﻴﻢ ﺑﺄﻧﻪ‪ » :‬ﺗﺮﺗﻴﺐ ﺍﻷﻧﺸﻄﺔ ﺑﻄﺮﻳﻘ ٍﺔ ﺗ‪‬ﺴﺎﻫﻢ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ «‪ .‬ﺍﻧﻈﺮ‪ :‬ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛـﺮﻩ‪،‬‬
‫ﺹ ‪.244‬‬
‫)‪ (3‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.113‬‬
‫)‪ (4‬ﺑﻴﺘﺮ ﻣﺎﻳﻜﻞ ﺳﻴﻨﺞ )‪) :(Senge‬ﻣﻮﺍﻟﻴﺪ ‪ (1947‬ﻫﻮ ﻋﺎ ﹲﱂ ﺃﻣﲑﻛﻲ ﻭﻣﺪﻳﺮ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻨﻈﻴﻤﻲ ﰲ ﻣﻌﻬﺪ ﻣﺎﺳﺎﺗﺸﻮﺳﺘﺲ ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﻣﺪﺭﺳﺔ ﺳﻠﻮﻥ ﻟﻺﺩﺍﺭﺓ‪ .‬ﻭﻫﻮ ﺃﺳﺘﺎﺫ ﳏﺎﺿﺮ ﰲ ﺩﻳﻨﺎﻣﻴﺎﺕ ﺍﻟﻨﻈﺎﻡ‪.‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.114‬‬ ‫)‪(5‬‬

‫‪.Personal Mastery‬‬ ‫)‪(6‬‬


‫‪261‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺇﺧﺮﺍﺝ "ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻌﻘﻠﻴﺔ" ﺍﻟﺴﺎﺋﺪﺓ ﺇﱃ ﺍﻟﺴﻄﺢ ﻭﺍﻟﺘﺸﻜﻴﻚ ﻓﻴﻬﺎ؛‬


‫‪ -‬ﺑﻨﺎﺀ "ﺭﺅﻳ ٍﺔ ﻣﺸﺘﺮﻛﺔ"؛‬
‫‪ -‬ﺗﺴﻬﻴﻞ "ﺍﻟﺘﻌﻠﱡﻢ ﺍﳉﻤﺎﻋﻲ"‪.‬‬
‫‪ -‬ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺩﺍﺭﻱ ﺍﳉﺪﻳﺪ ﺫﻭﻭ ﺃﻭﺟﻪ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﻭﻳﺘﻌﱠﻠﻤﻮﻥ ﺑﺎﺳﺘﻤﺮﺍﺭ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﳝﻜﻦ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺃﻥ ﺍﻷﺧﲑ ﻳ‪‬ﻌﺘﱪ ﺃﻭﺳ ‪‬ﻊ ﻧﻄﺎﻗﺎﹰ‪،‬‬
‫ﻭﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﻝ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﺍﳌﻌﺎﻫﺪ‪ ،‬ﻭﺍﻟﻜﻠﻴﺎﺕ‪ ،‬ﻭﻳـﺴﺘﻬﺪﻑ ﰲ ﺍﻟﻨﻬﺎﻳـﺔ‬
‫ﺗﻮﺳﻴﻊ ﻣﺪﺍﺭﻙ ﺍﻟﻔﺮﺩ ﻭﳎﺎﻻﺕ ﺍﳌﻌﺮﻓﺔ ﻟﺪﻳﻪ؛ ﰲ ﺣﲔ ﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﺪﺭﻳﺐ ﺿ‪‬ﻴﻘﹰﺎ ﻣﻦ ﺣﻴﺚ ﺍﻟﻨﻄﺎﻕ‪ ،‬ﻭﻳﺴﺘﻬﺪﻑ‬
‫ﺕ ‪‬ﻣﺤﺪ‪‬ﺩﺓ ﻟﻠﻌﻤﻞ‪ .‬ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﻳ‪‬ﻌﺘﱪ ﻋﺎﺋﺪ ﺍﻟﺘﺪﺭﻳﺐ ﻣﺒﺎﺷﺮﺍﹰ‪،‬‬
‫ﺗﻨﻤﻴﺔ ﻗﹸﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ ﰲ ﳎﺎ ٍﻝ ﺃﻭ ﳎﺎﻻ ٍ‬
‫ﺃﻱ ﻳﺘﺤﻘﱠﻖ ﰲ ﺍﻷﺟﻞ ﺍﻟﻘﺼﲑ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺘﺤﻘﱠﻖ ﻫﺪﻑ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﻷﺟﻞ ﺍﻟﻄﻮﻳﻞ)‪.(2‬‬
‫ﻭﻣﻦ ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﻋﺎﺩ ﹰﺓ ﻣﺎ ﻳﺘﺰﺍﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ؛ ﺣﻴﺚ ﻳﺘ ‪‬ﻢ ﺍﻟﺒﺪﺀ ﺑﺘﻌﺮﻳﻒ ﺍﻟﻔـﺮﺩ‬
‫ﲜﻮﺍﻧﺐ ﺍﻟﻮﻇﻴﻔﺔ ﻭﺃﺻﻮﻝ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﻷﺧﺮﻯ‪ ،‬ﰒ ﺑﻌﺪ ﺫﻟﻚ ﺗـﺘ ‪‬ﻢ ﺗﻨﻤﻴـﺔ‬
‫ﻣﻬﺎﺭﺍﺕ ﻭﻗﹸﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻀﻤﺎﻥ ﺣﺴﻦ ﺃﺩﺍﺋﻪ ﻟﻠﻌﻤﻞ‪ .‬ﻭﺗ‪‬ﺆﺩ‪‬ﻱ ﺻﻌﻮﺑﺔ ﺍﻟﻔﺼﻞ ﺑـﲔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺇﱃ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﻤﺎ ﻋﻠﻰ ﺃ‪‬ﻤﺎ ﻭﺟﻬﺎﻥ ﻟﻌﻤﻠ ٍﺔ ﻭﺍﺣـﺪﺓ‪ ،‬ﻭﻣ‪‬ﺘﻄﻠﱠﺒـﺎﻥ‬
‫ﺭﺋﻴﺴﻴﺎﻥ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻤﻴ‪‬ﺰ ﰲ ﺍﻟﻌﻤﻞ)‪.(3‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ‪.‬‬
‫ﻳﺘﻤﺜﻞ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺐ ﻭ ﺍﻟﺘﻨﻤﻴﺔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪: (4‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ‪ :‬ﻋﻤ ﹲﻞ ﻣ‪‬ﺨﻄﱠﻂ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﳌﹸﺼﻤ‪‬ﻤﺔ؛ ﻣﻦ ﺃﺟﻞ ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻯ ﻋﺎ ٍﻝ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ ﺃﺩﺍﺋﻬﻢ‪.‬‬
‫ﻛﻴﻒ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺃﻋﻤﺎﳍﺎ ﺍﳊﺎﻟﻴﺔ ﲟﺴﺘﻮ ً‬
‫ﺃﻣﺎ ﺍﻟﺘﻨﻤﻴﺔ‪ :‬ﻓﻬﻲ ﻋﻤﻠﻴ ﹲﺔ ﻣ‪‬ﺨﻄﱠﻄﺔ ﻭﻫﺎﺩﻓﺔ ﻗﺪ ﺗ‪‬ﻮﺟ‪‬ﻪ ﻋﻤﻠﻴﺔ ﺍﻟﻨﻤﻮ ﻭﺗ‪‬ﺴﺮ‪‬ﻋﻬﺎ‪ ،‬ﺃﻭ ﺗ‪‬ﺤﺴ‪‬ﻦ ﰲ ﻧﻮﻋﻴﺘﻬﺎ‬
‫ﺼﻞ‬
‫ﺃﻭ ﺗ‪‬ﻐﻴ‪‬ﺮ ﰲ ﺍﺗ‪‬ﺠﺎﻫﻬﺎ‪ ،‬ﻭﻗﺪ ﺗﻘﻊ ﺧﺎﺭﺟﻬﺎ ﻓﺘﺼﻄﻨﻊ ﻭﺗ‪‬ﺤﻠﻞ ﻭﺗ‪‬ﺮﻛﹼﺐ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﻭﺗﺒﺘﺪﻉ ﺍﳌﹸﺨﺮﺟ‪‬ﺎﺕ ﻟﺘﺤ ‪‬‬
‫ﻋﻠﻰ ﻣﺎ ﻫﻮ ﺃﺣﺴﻦ ﻭﺃﻓﻀﻞ‪ ،‬ﺃﻭ ﻣﺎ ﻫﻮ ﻣ‪‬ﺘﻔﺮ‪ ‬ﺩ ﻭﻣ‪‬ﺘﻤ‪‬ﻴ ‪‬ﺰ ﰲ ﺧﺼﺎﺋﺼﻪ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻳﺘﺤﻘﱠﻖ ﺇﻻ ﺑﺘﻮﻇﻴﻒ ﺍﳋﱪﺓ‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.20‬‬ ‫)‪(1‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.333‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.333‬‬ ‫)‪(3‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.438‬‬ ‫)‪(4‬‬


‫‪262‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺑﺬﻝ ﺍﳉﻬﻮﺩ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺗﻮﻇﻴﻒ ﺍﻟﺪﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻔﺮﺿﻴﺎﺕ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ)‪ .(1‬ﻓﻬﻲ‬
‫ﻋﻤ ﹲﻞ ﻣ‪‬ﺨﻄﱠﻂ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﳌﹸﺼﻤ‪‬ﻤﺔ ﻣﻦ ﺃﺟﻞ ﺗﻌﻠﻴﻢ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻭﺇﻛـﺴﺎ‪‬ﺎ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﻣ‪‬ﺘﻮﻗﱠﻊ ﺃﻥ ﲢﺘﺎﺟﻬﺎ ﰲ ﺃﺩﺍﺀ ﻣﻬﺎ ٍﻡ ﺃﻭ ﻭﻇـﺎﺋﻒ ﺟﺪﻳـﺪﺓ ﰲ‬ ‫ﻣﻌﺎﺭﻑ‪ ،‬ﻭﺳﻠﻮﻛﻴﺎﺕٍ‪ ،‬ﻭﻣﻬﺎﺭﺍ ٍ‬
‫ﺕ ﲢﺪ‪‬ﺙ ﰲ ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻭﺗ‪‬ﺆﺛﱢﺮ ﰲ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ)‪.(2‬‬
‫ﺕ ﺃﻭ ﺗﻐﻴﲑﺍ ٍ‬
‫ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﺍﻟﺘﺄﻗﻠﹸﻢ ﻣﻊ ﺃﻳﺔ ‪‬ﻣﺴﺘﺠ ‪‬ﺪﺍ ٍ‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺗﺸﺎﺑ‪‬ﻪ ﺍﳌﻔﻬﻮﻣﲔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﹸﺴﺘﺨﺪ‪‬ﻣﺔ ﰲ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳌﺪﻯ ﺍﻟـﺰﻣﲏ‬
‫ﻟﻜﻞ ﻣﻨﻬﻤﺎ ﳜﺘﻠﻒ ﻋﻦ ﺍﻵﺧﺮ‪ .‬ﻓﺎﻟﺘﺪﺭﻳﺐ ﻣ‪‬ﻮ ‪‬ﺟ ‪‬ﻪ ﺑﺎﳊﺎﺟﺔ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﻳ‪‬ﺮﻛﱢﺰ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﺍﻟﻔـﺮﺩ ﺍﳊﺎﻟﻴـﺔ‪،‬‬
‫ﻭﻳﺴﺘﻬﺪﻑ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻫِﻢ ﺑﺸﻜ ٍﻞ ﻭﺍﺿﺢ ﰲ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺍﳊـﺎﱄ ﰲ ﺍﻟﻮﻇﻴﻔـﺔ‬
‫ﺍﳊﺎﻟﻴﺔ‪ .‬ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﻓﺈﻥ ﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺗ‪‬ﺮﻛﱢﺰ ﻋﻠﻰ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﰲ ﺍﻟﺘﻨﻈﻴﻢ‪ .‬ﻓﻤﻊ ﺗﻄـﻮ‪‬ﺭ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﲣﺘﻠﻒ ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ‬‫ﺕ ﻭﻗﹸﺪﺭﺍ ٍ‬
‫ﺍﳌﺴﺎﺭ ﺍﳌﻬﲏ ﻟﻠﻔﺮﺩ ﺗﱪ‪‬ﺯ ﺃﳘﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺍﳌﻬﺎﺭﻳﺔ ﻭﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﻮﻇﻴﻔﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﺘﻮﻇﻴﻒ ﻋﻠﻰ ﺗﻠﻚ ﺍﳌﻄﻠﻮﺑﺔ ﻷﺩﺍﺀ ﻭﻇﻴﻔﺔ ﻣـﺪﻳﺮ ﺇﺩﺍﺭﺓ‬
‫ﺕ ﺃﻋﻠﻰ‪ ،‬ﻓﺈﻥ ﺟﻬﻮﺩ ﺍﻟﺘﻄـﻮﻳﺮ‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻣﻊ ﺯﻳﺎﺩﺓ ﺍﺣﺘﻤﺎﻝ ﺗﻘﻠﱡﺪ ﺍﻟﻔﺮﺩ ﻟﻮﻇﺎﺋﻒ ﺫﺍﺕ ﻣﺴﺆﻭﻟﻴﺎ ٍ‬
‫ﺳﻮﻑ ﺗ‪‬ﻤﻜﱢﻦ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺘﺤﻤ‪‬ﻞ ﻫﺬﻩ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﺍﻟﻴﻮﻡ ﻭﻗﺒﻞ ﺃﻥ ﳝﺎﺭﺳﻬﺎ‪ ،‬ﻋﻨﺪﻣﺎ ﺗ‪‬ـﺴﻨﺪ‬
‫ﺇﻟﻴﻪ ﻣﺴﺘﻘﺒﻼﹰ‪ ،‬ﻭﺍﻟﻐﺮﺽ ﻣﻨﻬﻤﺎ ﻫﻮ ﺍﻟﺘﻌﻠﱡﻢ)‪.(3‬‬
‫ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻛﺈﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﻋﻤﻠﻴﺔ ﻣ‪‬ﻨﺘﻈﹶﻤﺔ ﻳﻌﺘﻤﺪﺍﻥ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﻳﻬـﺪﻓﺎﻥ ﺇﱃ ﺑﻨـﺎﺀ‬
‫ﺕ ﻟﺪﻯ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ ﺃﺩﺍﺋﻬﺎ ﺍﳊﺎﱄ‬ ‫ﺕ ﻭﺳﻠﻮﻛﻴﺎ ٍ‬ ‫ﺕ ﻭﺍﺗ‪‬ﺠﺎﻫﺎ ٍ‬‫ﻣﻌﺎﺭﻑ ﻭﻣﻬﺎﺭﺍ ٍ‬
‫ﻭﺍﳌﺴﺘﻘﺒﻠﻲ‪ ،‬ﻭﺍﻟﺘﻜﻴ‪‬ﻒ ﻣﻊ ﺗﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺒﻴﺌﺔ)‪.(4‬‬
‫ﺃﻣﺎ ﺍﻟﺘﺄﻫﻴﻞ‪ ،‬ﻓﻬﻮ ﳜﺘﻠﻒ ﻋﻦ ﺍﻟﺘﺪﺭﻳﺐ؛ ﻟﻜﻮﻥ ﺍﻷﻭﻝ ﻳ‪‬ﺮﻛﱢﺰ ﰲ ﺟﻮﻫﺮﻩ ﻋﻠﻰ ﻋﻤﻠﻴـﺎﺕ ﺍﻟﺘـﺄﻗﻠﻢ‬
‫ﻭﺍﻟﺘﻜﻴ‪‬ﻒ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﺜﺎﱐ ﻳ‪‬ﺮﻛﱢﺰ ﻋﻠﻰ ﺍﻷﺩﺍﺀ)‪.(5‬‬

‫ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺑﻦ ﺻﻘﺮ ﺍﻟﻐﺎﻣﺪﻱ‪ » ،‬ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ ﻟﻸﻣﻦ ﺍﻟﻌﺮﰊ‪ :‬ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ ﺍﻟﻌﺮﺑﻴـﺔ ﻟﻠﻌﻠـﻮﻡ‬ ‫)‪(1‬‬

‫ﺍﻷﻣﻨﻴﺔ ﳕﻮﺫﺟﹰﺎ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﻠﺘﻘﻰ ﺍﻟﻌﺮﰊ ﺍﻟﺜﺎﻟﺚ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺑﲑﻭﺕ‪ ،2006 ،‬ﺹ ‪.5‬‬
‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.438‬‬ ‫)‪(2‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.343 -333‬‬ ‫)‪(3‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.438‬‬ ‫)‪(4‬‬

‫ﺻﻼﺡ ﺣﻮﻃﺮ‪ ،‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﺻﻼﺣﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺮ ﺑﺎﳌﺮﻛﺰ ﺍﻟﻌﺮﰊ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻷﻣﻨﻴﺔ ﻭﺍﻟﺘـﺪﺭﻳﺐ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪،‬‬ ‫)‪(5‬‬

‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،1991 ،‬ﺹ ‪.182‬‬


‫‪263‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬


‫ﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺳﻴﻠ ﹰﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻻﺳﺘﺜﻤﺎﺭ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﺗ‪‬ﺤﻘﱢﻖ ﻣﻜﺴﺒًﺎ ﻣﺎﻟﻴًﺎ ﻳ‪‬ـﻀﺎﻑ ﻟﻘﺎﺋﻤـﺔ‬
‫ﺍﻷﺭﺑﺎﺡ‪ ،‬ﻭﻟﻴﺲ ﻋﺒﺌﹰﺎ ﻋﻠﻰ ﻣﻴﺰﺍﻧﻴﺔ ﺍﳌﺆﺳﺴﺔ؛ ﻟﻜﻮﻧﻪ ﺃﻛﺜ ‪‬ﺮ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﺗﺴﻌﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺇﱃ ﲢﺴﲔ ﻗﹸﺪﺭﺓ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻬﺎﻡ ﺍﳌﹸﻮﻛﹶﻠﺔ ﺇﻟﻴﻬﻢ‪ ،‬ﻋﻦ‬
‫ﻃﺮﻳﻖ ﺯﻳﺎﺩﺓ ﻣﻌﻠﻮﻣﺎ‪‬ﻢ ﻭﻃﺮﻳﻘﺔ ﺃﺩﺍﺋﻬﻢ ﻟﻠﻮﻇﺎﺋﻒ‪ ،‬ﻭﲢﺴﲔ ﺳﻠﻮﻛﻬﻢ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻌﻠ ٍﻢ ﻭﻓﻦ ﻭﻣﻬﻨﺔ‪.‬‬
‫ﻟﻴﺲ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻤﻠﻴﺔ ﺇﺩﺍﺭﻳﺔ ﳏﻀﺔ ﻓﻬﻮ ﻳﻌﺘﱪ ﻋﻠﻤﺎ ﻣﺒﻨﻴﺎ ﻋﻠﻰ ﻗﻮﺍﻋﺪ ﻭ ﺃﺳﺲ ﻋﻠﻤﻴﺔ ﻭ ﻓﻨﺎ ﳜﻀﻊ‬
‫ﻹﺑﺪﺍﻋﺎﺕ ﺍﳌﺪﺭﺑﲔ ﻭ ﺍﳌﺘﺪﺭﺑﲔ ﻭ ﻣﻬﻨﺔ ﲡﻌﻞ ﻣﻦ ﳏﺘﺮﻓﻬﺎ ﺷﺨﺼﺎ ﳏﺘﺮﻣﺎ ﰲ ﺍﳌﺆﺳﺴﺔ ‪،‬ﻭﻫﺬﺍ ﻣﺎ‬
‫ﺳﻨﻮﺿﺤﻪ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻌﻠﻢ‪ :‬ﺃﺻﺒﺢ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﳌﻬﻨﺔ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻧﺸﺎﻃﹰﺎ ﻣﻌﺘﺮﻓﹰﺎ ﺑﻪ ﺍﻵﻥ‬
‫ﰲ ﲨﻴﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﳋﺪﻣﻴﺔ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ ﻛﻌﻠ ٍﻢ ﺃﺻﺒﺢ ﻣﺒﺪﹰﺃ ﻣ‪‬ﺴﻠﱠﻤﹰﺎ ﺑﻪ‪ ،‬ﻭﺣﻘﻴﻘ ﹰﺔ ﻣ‪‬ﺘﻌﺎﺭﻓﹰﺎ‬
‫ﺕ ﺗﻔﺎ ‪‬ﻋﻠﻴﺔ‬
‫ﻋﻠﻴﻬﺎ؛ ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺇﱃ ﻣﻮﻟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳊﻘﺎﺋﻖ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﹸﺘﺮﺍﺻﺔ ﻭﺍﳌﹸﻨﺘﻈﹶﻤﺔ ﰲ ﺻﻮﺭﺓ ﻋﻼﻗﺎ ٍ‬
‫ﺃﺩ‪‬ﺕ ﺇﱃ ﺗﻄﻮ‪‬ﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻔﻦ‪ :‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻧﺴﺎﱐ ﻳﺘﻼﻗﻰ ﻣﻊ ﺟﻮﻫﺮ ﺍﻟﻔﻦ ﰲ ﺃﻧﻪ ﻛﻴﺎ ﹲﻥ ﻣﻬﺎﺭﻱ ﻳﻨﺪﺭﺝ ﲢﺖ ﺗﻠﻚ‬
‫ﺍﻟﻘﻴﻢ ﺫﺍﺕ ﺍﻟﻨﻮﻉ ﺍﻟﻮ‪‬ﺟﺪﺍﱐ ﺍﻟﻘﺎﺋﻢ ﺑﲔ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﰲ ﻋﻼﻗ ٍﺔ ﺟﺪﻟﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﻬﻨﺔ‪ :‬ﻳﻌﲏ ﻣﺎ ﻳﻘﻮﻡ ﺑﻪ ﺍﻷﺷﺨﺎﺹ ﻣﻦ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻬﻨ ﹰﺔ ﳍﻢ‪ ،‬ﻓﻴﻜﺴﺒﻮﻥ‬
‫ﻋﻴﺸﻬﻢ ﻣﻨﻪ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﻤﻼﺀ ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻟﺮﻓﻊ ﻗﹸﺪﺭﺍ‪‬ﻢ ﻭﻃﺎﻗﺎ‪‬ﻢ ﺍﻷﺩﺍﺋﻴﺔ‬
‫ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻛﺈﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻳﻬﺪﻑ ﺇﱃ ﺑﻨﺎﺀ ﻧﻈﺎ ٍﻡ ﻣﻌﺮﰲ ﺣﺪﻳﺚ ﻟﺪﻯ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﺎ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺇﻛﺴﺎ‪‬ﺎ ﺃﺧﺮﻯ ﺟﺪﻳﺪﺓ ﻭﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ‪ ،‬ﻭﺗﻌﺪﻳﻞ ﺍﺗ‪‬ﺠﺎﻫﺎ‪‬ﺎ ﺍﻟﺴﻠﻮﻛﻴﺔ‬
‫ﻟﻸﻓﻀﻞ؛ ‪‬ﺪﻑ ﺍﺳﺘﻴﻌﺎﺏ ﻭﺍﻟﺘﺄﻗﹸﻠُﻢ ﻣﻊ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﱵ ﲢﺪ‪‬ﺙ ﻭﺗﻔﺮﺽ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺗﺒﻨ‪‬ﻴﻬﺎ ﻭﺍﻟﺘﻜﻴ‪‬ﻒ‬
‫ﻣﻌﻬﺎ)‪.(2‬‬
‫ﺗ‪‬ﻨﻔﻖ ﺍﳌﺆﺳﺴﺎﺕ ﺗﻜﻠﻔ ﹰﺔ ﻋﺎﻟﻴﺔ ﻷﻏﺮﺍﺽ ﺗﺪﺭﻳﺐ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻭﺻﻘﻞ ﻣﻌﺎﺭﻓﻬﻢ ﻭﻣﻬﺎﺭﺍ‪‬ﻢ‬
‫ﺑﺎﺳﺘﻤﺮﺍﺭ‪ ،‬ﺑﺸﻜ ٍﻞ ﳚﻌﻠﻬﻢ ﻣ‪‬ﻮﺍﻛﺒﲔ ﻵﺧﺮ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﻌﺎﳌﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﻳﺰﻳﺪ ﻣﻦ ﻗﹸﺪﺭ‪‬ﻢ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ‬

‫ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.8‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.438-437‬‬ ‫)‪(2‬‬


‫‪264‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﻹﺑﺪﺍﻋﻴﺔ ﰲ ﺇﻧﺘﺎﺝ ﺍﻟﺸﻲﺀ ﺍﳉﺪﻳﺪ ﻟﺼﺎﱀ ﻣﺆﺳﺴﺎ‪‬ﻢ‪ ،‬ﻭﻳﺄﰐ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺇﺷﺮﺍﻛﻬﻢ ﰲ ﺍﻟﱪﺍﻣﺞ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺃﻭ ﺇﺭﺳﺎﳍﻢ ﺇﱃ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳉﺎﻣﻌﺎﺕ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ)‪.(1‬‬
‫ﺗ‪‬ﺮﻛﱢﺰ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻋﻠﻰ)‪:(2‬‬
‫‪ -1‬ﲢﺪﻳﺪ ﻭﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﺘﻄﻮﻳﺮ ﻭﺯﻳﺎﺩﺓ ﻭﲢﺴﲔ ﻗﹸﺪﺭﺍﺕ ﻭﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -2‬ﺗﻄﻮﻳﺮ ﻭﺗﻨﻔﻴﺬ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﻧﺸﻄﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺘﺤﺴﲔ ﺟﻬﻮﺩ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‬
‫ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﺇﻥ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳉﻴ‪‬ﺪ ﻟﻠﻤﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻭﻭﺿﻌﻪ ﰲ ﺍﳌﻜﺎﻥ ﺍﳌﻨﺎﺳـﺐ ﺣـﺴﺐ ﻣﻬﺎﺭﺍﺗـﻪ‬
‫ﻭﺭﻏﺒﺎﺗﻪ‪ ،‬ﻳ‪‬ﻌ ‪‬ﺪ ﺿﻤﺎﻧﹰﺎ ﻟﻸﺩﺍﺀ ﺍﳉ‪‬ﻴﺪ ﻭﺍﻟﻌﺎﱄ ﺩﻭﻥ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳌﺒﺎﺷﺮﺓ)‪ .(3‬ﻛﺬﻟﻚ ﻓﺈﻥ ﻟﻠﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻋـﺪﺓ‬
‫ﻣﺰﺍﻳﺎ‪ ،‬ﻣﻨﻬﺎ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﺭﻓﻊ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﺗﻘﻠﻴﻞ ﺍﳊﺎﺟﺔ ﻟﻺﺷﺮﺍﻑ ﻋﻦ ﻗﹸـﺮﺏ‪ ،‬ﻭﲣﻔـﻴﺾ‬
‫ﺣﻮﺍﺩﺙ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﻌﻤﻴﻖ ﺍﳌﻌﺮﻓﺔ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﺍﺳﺘﻘﺮﺍﺭ ﻭﻣﺮﻭﻧﺔ ﺍﻟﺘﻨﻈـﻴﻢ‪ .‬ﻭﺍﻟﺘـﺪﺭﻳﺐ ﻳ‪‬ـﺴﺎﻋِﺪ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻻﻛﺘﻔﺎﺀ ﺍﻟﺬﺍﰐ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﻘﻠﻴﻞ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﳋﺒﲑ ﺍﻷﺟﻨﱯ‪.‬‬
‫ﻭﻳﻬﺪﻑ ﺍﻟﺘﺪﺭﻳﺐ ﻛﺬﻟﻚ ﺇﱃ)‪:(4‬‬
‫‪ -‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗﺘﺠﻨ‪‬ﺐ ﺟﻮﺍﻧﺐ ﺍﻟﻀﻌﻒ ﰲ ﺃﺩﺍﺋﻬﺎ ﺍﳊﺎﱄ‪ ،‬ﻭﺗ‪‬ﺆﺩ‪‬ﻱ ﺍﳌﻄﻠﻮﺏ ﻣﻨﻬﺎ ﺑﺸﻜ ٍﻞ‬
‫ﺻﺤﻴﺢ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺳ ‪‬ﺪ ﺍﻟﺜﻐﺮﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻣﻬﺎﺭﺍ‪‬ﺎ ﻭﺳﻠﻮﻛﻴﺎ‪‬ﺎ ﺍﳊﺎﻟﻴﺔ‪.‬‬
‫‪ -‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗ‪‬ﻨﻤ‪‬ﻲ ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﰲ ﺃﺩﺍﺋﻬﺎ ﺍﳊﺎﱄ؛ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﺑﺸﻜ ٍﻞ ﺃﻛﺜﺮ‬
‫ﻣﺴﺘﻘﺒﻼﹰ‪ ،‬ﻭﺫﻟﻚ ﰲ ﻣﻌﺎﺭﻓﻬﺎ ﺃﻭ ﻣﻬﺎﺭﺍ‪‬ﺎ ﻭﺳﻠﻮﻛﻴﺎ‪‬ﺎ ﺍﳊﺎﻟﻴﺔ‪.‬‬
‫ﺕ ﺳﻠﻮﻛﻴﺔ ﺟﺪﻳﺪﺓ ﻭﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ‪ ،‬ﻟﺘﻤﻜﻴﻨﻬﺎ ﻣﻦ ﺃﺩﺍﺀ‬ ‫ﺕ ﻭﺍﺗ‪‬ﺠﺎﻫﺎ ٍ‬
‫‪ -‬ﺇﻛﺴﺎﺏ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻌﺎﺭﻑ ﻭﻣﻬﺎﺭﺍ ٍ‬
‫ﺃﻋﻤﺎ ٍﻝ ﺟﺪﻳﺪﺓ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﲢﺘﺎﺟﻬﺎ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﺗﻜﻴﻴﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻊ ﺗﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﺗﻀﻄ ‪‬ﺮ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﺇﺩﺧﺎﳍﺎ ﻋﻠﻰ ﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ ﻓﻴﻬﺎ‪.‬‬

‫ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﻋﻠﻲ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.128‬‬ ‫)‪(1‬‬

‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﺎﻳﱵ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.37‬‬ ‫)‪(2‬‬

‫ﳛﻀﻴﻪ ﲰﻼﱄ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.86‬‬ ‫)‪(3‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.439‬‬ ‫)‪(4‬‬


‫‪265‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺣﺴﺐ ﺩﺭﺍﺳ ٍﺔ ﺍﺳﺘﻜﺸﺎﻓﻴﺔ ﻋﺎﻡ ‪ 1995‬ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻧﻔﱠﺬ‪‬ﺎ ﲨﻌﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﰲ ﻋﺪ ٍﺩ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻓﺈﻥ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻓﻴﻬﺎ ﺣﻘﱠﻘﺖ ﻋﺪﺩﹰﺍ ﻣﻦ‬
‫ﺍﻟﻔﻮﺍﺋﺪ ﻳ‪‬ﻮﺿ‪‬ﺤﻬﺎ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(33‬‬
‫ﻓﻮﺍﺋﺪ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﻋﺪ ٍﺩ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﺎﻡ ‪1995‬‬

‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ﺯﻳﺎﺩﺓ ﺭﺿﺎ ﺍﻟﺰﺑﺎﺋﻦ‬ ‫ﲢﺴ‪‬ﻦ ﺟﻮﺩﺓ ﺍﳌﹸﻨﺘ‪‬ﺞ‬ ‫ﺯﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ‬


‫ﲟﻘﺪﺍﺭ ‪%63‬‬ ‫ﺑﻨﺴﺒﺔ ‪%72‬‬ ‫ﺑﻨﺴﺒﺔ ‪%77‬‬

‫‪5‬‬ ‫‪4‬‬
‫ﺍﳔﻔﺎﺽ ﺍﻟﻔﺎﻗﺪ‬ ‫ﲢﺴ‪‬ﻦ ﺧﺪﻣﺔ ﺍﻟﺰﺑﺎﺋﻦ‬
‫ﻭﺍﳍﺪﺭ ﺑﻨﺴﺒﺔ ‪%55‬‬ ‫ﺑﻨﺴﺒﺔ ‪%75‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪:‬‬


‫‪Lyle M.Spencer, Reengineering Human resource, Johne Weily, New York, 1995, P 237.‬‬

‫ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻳﻬﺘ ‪‬ﻢ ‪ -‬ﺑﺼﻔ ٍﺔ ﺭﺋﻴﺴﺔ‪ -‬ﺑﺘﻮﻓﲑ ﻭﺇﻋﺪﺍﺩ ﺍﻟﻜﻮﺍﺩﺭ ﺍﳌﹸﺆﻫ‪‬ﻠﺔ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻫِﻢ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻨﻔﺴﻴﺔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﺗﺘﻤﺜﱠﻞ ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬

‫ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪ 85‬ﺑﺘﺼﺮﻑ‪.‬‬ ‫)‪(1‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.114 -113‬‬ ‫)‪(2‬‬
‫‪266‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(34‬‬


‫ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻹﻧﺘﺎﺝ‬

‫ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﻟﻨﻔﻘﺎﺕ‬

‫ﻗﻠﺔ ﰲ ﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‬

‫ﺭﻓﻊ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‬


‫ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺗﻮﻓﲑ ﺍﻟﻘﻮﻯ ﺍﻻﺣﺘﻴﺎﻃﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‬

‫ﻗﻠﺔ ﰲ ﺍﻹﺷﺮﺍﻑ‬

‫ﻗﻠﺔ ﰲ ﺣﻮﺍﺩﺙ ﺍﻟﻌﻤﻞ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻣﻌﻨﺎﻩ ﲢﺴﲔ ﺃﺩﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﺫﺍ‪‬ﺎ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫‪ ،2003‬ﺹ ﺹ ‪.114 -113‬‬

‫‪ -1‬ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻹﻧﺘﺎﺝ‪ :‬ﻭﻫﻲ ﺯﻳﺎﺩ ﹲﺓ ﰲ ﻛﻤﻴﺔ ﻭﲢﺴﲔ ﻧﻮﻋﻪ؛ ﻓﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺍﻟﻘﻴﺎﻡ‬
‫ﺑﻮﺍﺟﺒﺎ‪‬ﻢ‪ ،‬ﻣﻌﻨﺎﻩ ﺩﺭﺟﺔ ﺇﺗﻘﺎ‪‬ﻢ ﻟﻠﻌﻤﻞ‪ ،‬ﻭﻣﻦ ﰒ ﺯﻳﺎﺩﺓ ﻗﺎﺑﻠﻴﺘﻬﻢ ﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫‪ -2‬ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﻟﻨﻔﻘﺎﺕ‪ :‬ﺇﺫ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﺮﺩﻭﺩﹰﺍ ﺃﻛﺜﺮ ﻣﻦ ﺗﻜﺎﻟﻴﻔﻬﺎ‪ .‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﻃﺒﻘﹰﺎ ﻷﺻﻮﳍﺎ‪ ،‬ﻭﻭﻓﻖ ﺍﻟﻄﺮﻕ ﺍﻟﺴﻠﻴﻤﺔ ﻓﻴﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﻟﻨﻔﻘﺎﺕ‪ ،‬ﻭﺳﻼﻣﺔ‬
‫ﺍﻵﻟﺔ‪ ،‬ﻭﺍﻗﺘﺼﺎ ‪‬ﺩ ﰲ ﺍﳌﻮﺍﺩ‪ ،‬ﻭﻗﻠ ﹲﺔ ﰲ ﺍﺳﺘﻬﻼﻛﻬﺎ‪.‬‬
‫‪ -3‬ﻗﻠﺔ ﰲ ﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‪ :‬ﻓﺎﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺗﻠﻘﻴﻨﻬﻢ ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﺗﺰﻳﺪ ﻣﻦ‬
‫ﻉ ﻣﻦ ﺍﻻﺳﺘﻘﺮﺍﺭ ﰲ ﺣﻴﺎﺓ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺍﺳﺘﻤﺮﺍﺭﻫﻢ ﰲ‬
‫ﻗﹸﺪﺭﺍ‪‬ﻢ ﰲ ﻣﺰﺍﻭﻟﺔ ﺃﻋﻤﺎﳍﻢ‪ ،‬ﻳﻌﲏ ﺇﳚﺎﺩ ﻧﻮ ٍ‬
‫‪267‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺧﺪﻣﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺭﻏﺒﺘﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ﻣﻌﻬﺎ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺫﻟﻚ ﻓﺈﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺗﻠﺰﻡ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺑﻌﻘﻮ ٍﺩ ﳋﺪﻣ ٍﺔ ﻣﻌﻴﻨﺔ ﺑﻌﺪ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻛﻞ ﺫﻟﻚ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﻗﻠ ٍﺔ ﰲ ﻣﻌﺪﻝ ﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -4‬ﺭﻓﻊ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‪ :‬ﺇﺫ ﻣﺎ ﻳﺸﻌﺮ ﺍﻟﻔﺮﺩ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺟﺎﺩﺓ ﰲ ﺗﻄﻮﻳﺮ ﻗﹸﺪﺭﺍﺗﻪ ﻭﺗﻘﺪﱘ ﺍﻟﻌﻮﻥ ﻟﻪ‬
‫ﰲ ﺍﻟﺘﻄﻮﻳﺮ ﻳﺰﺩﺍﺩ ﺇﺧﻼﺻﻪ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻳﻨﻌﻜﺲ ﺩﻟﻚ ﻋﻠﻰ ﻋﻼﻗﺘﻪ ﺍﳉﻴ‪‬ﺪﺓ ﰲ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻳ‪‬ﻘﺒﻞ ﻋﻠﻰ‬
‫ﻋﻤﻠﻪ ﺑﺎﺳﺘﻌﺪﺍ ٍﺩ ﻭ‪‬ﺟﺪﺍﱐ ﻭﻫﻮ ﻣﺼﺪ ‪‬ﺭ ﺭﻓﻊ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬
‫‪ -5‬ﺗﻮﻓﲑ ﺍﻟﻘﻮﻯ ﺍﻻﺣﺘﻴﺎﻃﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ :‬ﺇﺫ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻳ‪‬ﺸﻜﱢﻞ ﻣﺼﺪﺭﹰﺍ ﻫﺎﻣﹰﺎ ﻟﻠﻄﻠﺒﺎﺕ ﺍﳌﹸﻠﺤ‪‬ﺔ‬
‫ﻟﻸﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﺃﻳﺎﻡ ﺍﻟﺮﺧﺎﺀ ﺍﻟﺬﻱ ﻳﺘﻄﻠﱠﺐ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ‪.‬‬
‫‪ -6‬ﻗﻠﺔ ﰲ ﺍﻹﺷﺮﺍﻑ‪ :‬ﺇﺫ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻌﻨﺎﻩ ﻣﻌﺮﻓﺔ ﺍﻟﻔﺮﺩ ﰲ ﻋﻤﻠﻪ ﻭﻃﺮﻕ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻗﹸﺪﺭﺗﻪ ﻋﻠﻰ‬
‫ﺍﻟﻨﻘﺪ ﺍﻟﺬﺍﰐ؛ ﻭﳍﺬﺍ ﺳﻮﻑ ﻻ ﳛﺘﺎﺝ ﺇﱃ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻹﺷﺮﺍﻑ‪ ،‬ﺳﻮﺍ ًﺀ ﻹﺭﺷﺎﺩﻩ ﰲ ﺃﺩﺍﺀ ﻋﻤﻠﻪ ﺃﻭ‬
‫ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻪ‪.‬‬
‫‪ -7‬ﻗﻠﺔ ﰲ ﺣﻮﺍﺩﺙ ﺍﻟﻌﻤﻞ‪ :‬ﺇﺫ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻌﻨﺎﻩ ﺗﻌﺮﻳﻒ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻘﻴﺎﻡ ﺑﺄﺣﺴﻦ ﺍﻟﻄﺮﻕ ﻭﺃﺳﻠﻤﻬﺎ ﰲ‬
‫ﺗﺸﻐﻴﻞ ﺍﻵﻟﺔ ﻭﺍﳊﺮﻛﺔ؛ ﻓ‪‬ﻴﻘﱢﻠﻞ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﳐﺎﻃﺮ ﺍﻟﻌﻤﻞ ﻭﺇﺣﺪﺍﺛﻪ‪.‬‬
‫‪ -8‬ﺍﻟﺘﺪﺭﻳﺐ ﻣﻌﻨﺎﻩ ﲢﺴﲔ ﺃﺩﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﺫﺍ‪‬ﺎ‪ :‬ﺇﺫ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻺﺩﺍﺭﺍﺕ ﻭﺍﳌﹸﺨﻄﱢﻄﲔ‪ .‬ﻭﻣﺎ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﻹﺩﺍﺭﻱ ﻭﺗﻄﻮﻳﺮ ﺍﻹﺩﺍﺭﺓ ﺇﻻ ﻃﺮﻳ ‪‬ﻖ ﻟﺰﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﺍﻹﺩﺍﺭﺓ ﻭﻣﻌﺮﻓﺘﻬﻢ ﰲ ﻛﻴﻔﻴﺔ ﺣ ﱢﻞ ﻣﺸﺎﻛﻞ ﺍﻟﻌﻤﻞ‪،‬‬
‫ﻭﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﻜﺜﲑ ﻣﻦ ﺃﺧﻄﺎﺋﻬﺎ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﳎﺎﻻﺕ ﺗﺸﻤﻠﻬﺎ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻫﻲ)‪:(1‬‬
‫‪ -1‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳉﹸﺪﺩ؛‬
‫‪ -2‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﻘﺎﺋﻤﲔ ﺑﺎﻟﻌﻤﻞ؛‬
‫‪ -3‬ﺍﻟﺘﺪﺭﻳﺐ ﻟﻐﺮﺽ ﺍﻟﺘﺮﻗﻴﺔ؛‬
‫‪ -4‬ﺇﻋﺪﺍﺩ ﻃﺒﻘﺔ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺱ ﺳﻠﻴﻢ ﻣﻦ‬
‫ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺄﻧﻮﺍﻋﻪ ﺍﳌﺨﺘﻠﻔﺔ‪ :‬ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﺒﲎ ﻋﻠﻰ ﺃﺳﺎ ٍ‬
‫ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻔﻌﻠﻴﺔ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻼﺋﻢ ﻟﺴ ‪‬ﺪ ﻫﺬﻩ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻌﺎﻝ ﻟﻮﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.114 -113‬‬ ‫)‪(1‬‬
‫‪268‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺃﻳﺔ ﻣﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺃﳘﱢﻬﺎ ﻣﺎ ﻳ‪‬ﻮﺿ‪‬ﺤﻪ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬


‫ﺷﻜﻞ ﺭﻗﻢ )‪(35‬‬
‫ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬

‫ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬

‫ﻗﺒﻮﻝ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻛﺠﺰﺀٍ ﺃﺳﺎﺳﻲ ﻣﻦ ﻣﺴﺆﻭﻟﻴﺔ ﻛﺎﻓﺔ ﺍﳌﺪﺭﺍﺀ‪.‬‬ ‫‪1‬‬

‫ﺃﻥ ‪‬ﺗﺸﺘ ‪‬ﻖ ﺃﻫﺪﺍﻑ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﺒﺎﺷﺮ ﹰﺓ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪،‬‬
‫‪2‬‬
‫ﻭﲜﺐ ﺃﻥ ‪‬ﺗﺴ ِﻬﻢ ﻣﺒﺎﺷﺮ ﹰﺓ ﰲ ﲢﻘﻴﻖ ﺗﻠﻚ ﺍﻷﻫﺪﺍﻑ‪.‬‬

‫ﺃﻥ ﻳﺘ ‪‬ﻢ ﲣﻄﻴﻂ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻛﺠﺰ ٍﺀ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﰲ ﺍﳌﺆﺳﺴﺔ ﻛﻜﻞ‪ ،‬ﻭﻣﻦ ﰒ ﻻ ﳚﺐ‬
‫‪3‬‬
‫ﻋﺰﳍﺎ ﻋﻦ ﺃﻧﺸﻄﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﺃﻥ ﺗﺴﻌﻰ ﺳﻴﺎﺳﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻟﺘﺤﻘﻴﻖ ﺃﻗﺺ ﺍﺳﺘﻔﺎﺩﺓٍ ﳑﻜﻨﺔ ﻣﻦ ﺍﻟ ﹸﻘﺪﺭﺍﺕ ﻭﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﱵ ﻳﻨﺒﻐﻲ ﻋﻠﻴﻬﺎ ﻭﻫﻲ ﰲ ﺳﺒﻴﻠﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ ﺃﻥ ﻻ ﺗﻀﻊ ﰲ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻓﻘﻂ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻟﺘﻜ‪‬ﻴﻔﻴﺔ‬ ‫‪4‬‬
‫ﳋﻄﻂ‪.‬‬ ‫ﻟﻸﻓﺮﺍﺩ‪ ،‬ﺑﻞ ﻋﻠﻴﻬﺎ ﺃﻳﻀﹰﺎ ﺃﻥ ﺗﻀﻊ ‪‬ﺧﻄﻄﻬﺎ ﲟﺸﺎﺭﻛﺔ ﻭﺍﺳﺘﺸﺎﺭﺓ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺘﺄﺛﺮﻭﻥ ﺑﺘﻠﻚ ﺍ ﹸ‬

‫ﺗﻮﻓﲑ ﻟﻠﻤﺆﺳﺴﺔ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﳌﺘﺨﺼﺼﺔ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﰲ ﺃﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫‪5‬‬

‫ﺼﺼﺔ‬
‫ﺃﻥ ﻳﺘ ‪‬ﻢ ﺗﻨﻈﻴﻢ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﺼﻮﺭ ٍﺓ ﻋﻠﻤﻴﺔ ﺗ‪‬ﻮﻓﱢﺮ ﻭ‪‬ﺗﻘ ‪‬ﺪﻡ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫‪6‬‬
‫ﻭﺍﻟﻼﺯﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻛﻜﻞ ﻭﺑﺸﻜ ٍﻞ ﺍﻗﺘﺼﺎﺩﻱ‪.‬‬

‫ﺃﻥ ﻳﺘ ‪‬ﻢ ﺗﻨﻈﻴﻢ ﻭﺗﻨﻔﻴﺬ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﻜﻔﻞ ﺍﺷﺘﺮﺍﻙ ﻛﺎﻓﺔ ﺍﳌﺪﺭﺍﺀ ﻭﻏﲑﻫﻢ ‪ -‬ﰲ‬
‫‪7‬‬
‫ﻼ ﻷﻋﻤﺎﳍﻢ‪.‬‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻔﻌﱠﺎﻝ ﻟﻶﺧﺮﻳﻦ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ ﺫﻟﻚ ﺟﺰﺀﹰﺍ ﻋﺎﺩﻳﹰﺎ ﻭﻣﻜﻤ ﹰ‬

‫ﳚﺐ ﺗﻘﻴﻴﻢ ﻧﺘﺎﺋﺞ ﻧﺸﺎﻁ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﻄﺮﻳﻘ ٍﺔ ﻭﺍﻗﻌﻴﺔ ﻭﻣﻮﺿﻮﻋﻴﺔ ﺑﻘﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ .‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﺘ ‪‬ﻢ‬
‫‪8‬‬
‫ﺍ‪‬ﺗﺨﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺼﺤﻴﺤﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﺤﺴﲔ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻣﻬﺎﺭﺍﺕ ﺃﺧﺼﺎﺋﻲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ "ﲟﻴﻚ"‪ ،‬ﺍﳉﻴﺰﺓ‪ ،‬ﻣﺼﺮ‪،‬‬
‫‪ ،2005‬ﺹ ﺹ ‪.16 -15‬‬ ‫ﻁ‪،1‬‬
‫‪269‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻛﺬﻟﻚ ﺗﻌﺘﻤﺪ ﺍﳌﻨﻈﻮﻣﺔ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﻟﺘﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﻓﻬ ٍﻢ ﻭﺍﺿﺢ ﻭﺇﺩﺭﺍ ٍﻙ ﻣ‪‬ﺘﺠﺪ‪‬ﺩ‬
‫ﻟﺘﺮﻛﻴﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﻫﻴﻜﻞ ﺍﻟﻘﹸﺪﺭﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺘﺎﺣﺔ ﳍﺎ‪ ،‬ﻭﻣﺎ‬
‫ﺕ ﺳﻠﻮﻛﻴﺔ‪ ،‬ﺗﺘﻤﺎﺷﻰ ﺃﻭ ﺗﺘﻨﺎﻗﺾ ﻣﻊ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﻹﳒﺎﺯ ﻭﺗﻔﻌﻴﻞ‬
‫ﺗﺘﻤﺘ‪‬ﻊ ﺑﻪ ﻣﻦ ﺧﺼﺎﺋﺺ ﻓﻜﺮﻳﺔ ﻭﺗﻮﺟ‪‬ﻬﺎ ٍ‬
‫ﺍﻷﻧﺸﻄﺔ ﻭﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫ﻭﻳ‪‬ﻤﺜﱢﻞ ﳕﻮﺫﺝ "ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ" ﺍﻹﻃﺎﺭ ﺍﻟﻔﻜﺮﻱ ﻟﻌﻤﻠﻴﺎﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(36‬‬
‫ﳕﻮﺫﺝ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ‬

‫ﺍﳌﻨـــــــــﺎﺥ ﺍﶈﻴــــــﻂ‬

‫ﺍﳌﺨﺮﺟﺎﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﳌﺪﺧﻼﺕ‬

‫ﲢﻠﻴﻞ‬ ‫•‬
‫ﲣﻄﻴﻂ‬ ‫•‬
‫ﺃﻓﺮﺍﺩ‬ ‫•‬
‫ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﻓﻌﺎﻟﺔ‬ ‫•‬ ‫ﺗﺼﻤﻴﻢ‬ ‫•‬
‫ﺗﻘﻨﻴﺎﺕ‬ ‫•‬
‫ﺗﻨﻔﻴﺬ‬ ‫•‬
‫ﻣﻌﻠﻮﻣﺎﺕ‬ ‫•‬
‫ﻣﺘﺎﺑﻌﺔ‬ ‫•‬
‫ﻣﻮﺍﺭﺩ‬ ‫•‬
‫ﺗﻘﻴﻴﻢ‬ ‫•‬

‫ﺍﳌﺼﺪﺭ‪ » :‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ «‪ ،www.economics.kau.edu.sa/dean/tshareef/ ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ‬


‫‪.2007‬‬

‫ﻭﻳ‪‬ﺤﻘﱢﻖ ﺍﻟﻨﻈﺮ ﺇﱃ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺃ‪‬ﺎ "ﻧﻈﺎ ‪‬ﻡ ﻣﻔﺘﻮﺡ" ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﺍﻟﺘﺮﺍﺑ‪‬ﻂ ﺑﲔ ﻧﻈﺎﻡ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺑﲔ ﺑﺎﻗﻲ ﻋﻨﺎﺻﺮ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﺑﻴﻨﻪ ﻭﺑﲔ‬
‫ﺍﳌﻨﺎﺥ ﺍﳋﺎﺭﺟﻲ ﺍﳌﹸﺆﺛﱢﺮ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﻭﻓﻌﺎﻟﻴﺎ‪‬ﺎ ﲨﻴﻌﹰﺎ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪.‬‬
‫‪ -2‬ﺍﻟﺘﺮﺍﺑ‪‬ﻂ ﺑﲔ ﺃﺟﺰﺍﺀ ﻧﻈﺎﻡ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﺣﻴﺚ ﻳﻜﻮﻥ ﻟﻠﻤ‪‬ﺪﺧ‪‬ﻼﺕ ﺗﺄﺛ ‪‬ﲑﻫﺎ ﰲ ﻛﻔﺎﺀﺓ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻛﺬﺍ ﺗ‪‬ﺆﺛﱢﺮ ﻓﻌﺎﻟﻴﺔ ﻭﻛﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺎﺕ ﰲ ﻧﻮﻋﻴﺔ ﻭﻣﺪﻯ ﲤﻴ‪‬ﺰ ﺍﳌﹸﺨﺮﺟ‪‬ﺎﺕ‪.‬‬
‫‪ -3‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺄﺛﲑ ﰲ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﻧﻈﺎﻡ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻄﻮﻳﺮﻩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﻱ ﻣﻦ ﺍﳌﺪﺍﺧﻞ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪270‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﲢﺴﲔ ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﺍﻟﻨﻈﺎﻡ؛‬


‫‪ -‬ﲢﺴﲔ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻨﻈﺎﻡ؛‬
‫‪ -‬ﲢﺴﲔ ﻣﺴﺘﻮﻯ ﺍﳌﹸﺨﺮﺟ‪‬ﺎﺕ ﺍﳌﹸﺴﺘﻬﺪ‪‬ﻓﺔ‪ ،‬ﻭﺗﺄﻛﻴﺪ ﻣﻌﺎﻳﲑ ﺗﻘﻴﻴﻤﻬﺎ؛‬
‫‪ -‬ﺑﻴﺎﻥ ﺃﳘﻴﺔ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺬﺍﰐ ﺑﲔ ﻋﻨﺎﺻﺮ ﻛﻞ ﻣﻦ ﺍﳌﹸﺪﺧ‪‬ﻼﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﳌﹸﺨﺮﺟ‪‬ﺎﺕ‪.‬‬

‫ﻭﺗﺘﻤﺜﱠﻞ ﺃﻫﻢ ﻋﻤﻠﻴﺎﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬


‫ﺷﻜﻞ ﺭﻗﻢ )‪(37‬‬
‫ﺃﻫﻢ ﻋﻤﻠﻴﺎﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﲢﻠﻴﻞ ﺍﳌﻨﺎﺥ ﺍﳋﺎﺭﺟﻲ‬


‫ﻭﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ‬

‫ﲣﻄﻴﻂ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﻣﻜﻮﻧﺎﺕ ﻧﻈﺎﻡ ﺗﻨﻤﻴﺔ‬


‫ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻋﻤﻠﻴﺎﺕ‬
‫ﺍﻻﺳﺘﻘﻄﺎﺏ ﻭﺍﻻﺧﺘﻴﺎﺭ‬ ‫ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ‬
‫ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ‬
‫ﻟﻠﻌﻨﺎﺻﺮ ﺍﳌﻨﺎﺳﺒﺔ‬ ‫ﻣﺪﻯ ﺩﻭﺭﺓ ﺍﳋﺪﻣﺔ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻹﺷﺮﺍﻑ ﻭﺍﻟﺘﻮﺟﻴﻪ‬ ‫ﺍﻟﺘﻌﻮﻳﺾ ﺍﳌﺎﺩﻱ‬


‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‬ ‫ﻭﺍﳌﻌﻨﻮﻱ ﻭﺍﳊﻔﺰ‬

‫ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭﻗﻴﺎﺱ‬


‫ﻛﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ‪.‬‬


‫‪271‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬


‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ ﺑﺄﻧﻪ » ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺮﲰﻲ ﺍﳌﹸﻌ ّﺪ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺔ؛ ﻹﻛـﺴﺎﺏ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﹸﺮﺗﺒِﻄﺔ ﺑﻮﻇﺎﺋﻔﻬﻢ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﰲ ﺗﺼﺤﻴﺢ ﺟﻮﺍﻧﺐ ﺍﻟﻨﻘﺺ ﰲ ﺃﺩﺍﺋﻬﻢ«)‪.(1‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﻠﻌﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺩﻭﺭﹰﺍ ﺟﻮﻫﺮﻳﹰﺎ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺗﻮﺟﻴﻪ‬
‫ﺃﻧﺸﻄﺘﻪ ﻟﻠﺤﺎﺟﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺃﻓﺮﺍﺩﻫﺎ‪ .‬ﻭﻳﻨﻄﻮﻱ ﺫﻟﻚ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻋﻠﻰ ﻭﺟﻮﺏ ﲢﺪﻳﺪ ﻣﻬـﺎﻡ‬
‫ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﻬﺎﻣﹰﺎ ﺗﺼﺐ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﺃﻭﻟﻮﻳﺎ‪‬ﺎ‪ .‬ﻭﻫﻮ ﻣﺎ ﻳﻌﲏ ﺿـﻤﻨﻴﹰﺎ‬
‫ﺿﺮﻭﺭﺓ ﺣﺪﻭﺙ ﺍﻟﺘﻮﺍﺅ‪‬ﻡ ﺍﻟﻜﺎﻣﻞ ﺑﲔ ﻫﺬﻩ ﺍﳌﻬﺎﻡ ﻭﺃﻧﺸﻄﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﲟﺎ ﰲ ﺫﻟـﻚ ﺃﻭﻟﻮﻳﺎ‪‬ـﺎ‬
‫ﺍﳌﹸﺤﺪ‪‬ﺩﺓ‪.‬‬
‫ﻭﺗﺘﺸﻜﱠﻞ ﺧﻄﺔ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺗﻔﺎ ‪‬ﻋﻞ ﺛﻼﺛﺔ ﻋﻮﺍﻣﻞ ﻫﻲ)‪ :(2‬ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻤﺆﺳـﺴﺔ‪ ،‬ﻭﻋﻼﻗـﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﺑﺎ‪‬ﺘﻤﻊ ﻛﻜﻞ‪ ،‬ﻭﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ ﻭﻭﺿﻌﻬﺎ ﺍﻟﺮﺍﻫﻦ‪.‬ﻭﺗﺘﻤﺜﱠﻞ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻷﻭﱃ ﳌﺮﺍﺟﻌﺔ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﰲ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﻭﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻋﺎﻣﺔ ﻭﻣﻌﻘﻮﻟﺔ ﻭ ‪‬ﻣﻼِﺋﻤﺔ ﻟﻔﺘﺮﺓ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﻣﺎ ﱠﰎ ﻭﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﲟﺜﻞ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳ‪‬ﻤﻜﱢﻦ ﻣﻦ ﻭﺿـﻊ ﻭﲢﺪﻳـﺪ‬
‫ﻑ ﻭﺍﺿﺤﺔ ﻭﻛ ‪‬ﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻋﻨﺪ ﺻﻴﺎﻏﺔ ﻭﲢﺪﻳﺪ ﺗﻠﻚ ﺍﻷﻫﺪﺍﻑ ﺗﺘﻤﺜﱠﻞ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ)‪:(3‬‬ ‫ﺃﻫﺪﺍ ٍ‬
‫‪ -1‬ﲢﺪﻳﺪ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺓ ﺃﻭ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺃﻭ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺮﻏﻮﺑﺔ ﻭﺍﳌﺼﺎﺩﺭ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠـﺔ‬
‫ﳍﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺗﻌﻴﲔ ﺃﻓﺮﺍ ٍﺩ ﺟ‪‬ﺪﺩ‪ ،‬ﺃﻭ ﺗﻨﻤﻴﺔ ﺍﳉﻬـﺎﺯ ﺍﻹﺩﺍﺭﻱ ﺍﳊـﺎﱄ‪ .‬ﻭﻣـﻦ‬
‫ﺍﻟﻮﺍﺿﺢ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺗﻨﻔﻴﺬ ﺫﻟﻚ ﲟﻌﺰ ٍﻝ ﻋﻦ ﺑﻘﻴﺔ ﻭﻇﻴﻔﺔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺃﻭ ﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -2‬ﺗﻘﻴﻴﻢ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﻄﺮﻕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﻟﺘﺤﺪﻳﺪ ﺍﻟـﺪﻗﻴﻖ‬
‫ﻭﺍﳌﻘﺒﻮﻝ ﻟﻠﻨﺘﺎﺋﺞ ﺍﳌﺮﻏﻮﺑﺔ‪.‬‬
‫ﺕ ﺿﻤﻨﻴﺔ ﰲ ﺳﻴﺎﺳﺔ ﺍﻟﺘﺪﺭﻳﺐ ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺃﻥ)‪:(4‬‬ ‫‪ -3‬ﲢﺪﻳﺪ ﺃﻳﺔ ﺗﻐﻴﲑﺍ ٍ‬
‫‪ -‬ﺗﻀﻊ ﺧ‪‬ﻄﻄﹰﺎ ﺗﻔﺼﻴﻠﻴﺔ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺑﻘﻴﺔ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﺗﻨﻔﻴﺬ ﺍﳉﺰﺀ ﺍﳋﺎﺹ ‪‬ﺎ ﻣﻦ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻣ‪‬ﻌﺎﻭﻧﺔ ﺍﻵﺧﺮﻳﻦ ﰲ ﺃﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ؛‬
‫‪ -‬ﺗﻘﻴﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺸﻜ ٍﻞ ﻋﺎﻡ ﻭﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍ ﹸﳌﺘ‪‬ﺒﻌﺔ ﰲ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﻟﺸﻜﻞ ﺍﳌﻮﺍﱄ ﻛﻴﻔﻴﺔ ﺇﻋﺪﺍﺩ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.343‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.16‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.16‬‬ ‫)‪(3‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(4‬‬


‫‪272‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(38‬‬


‫ﺇﻋﺪﺍﺩ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫اﻟﺘﺰاﻡﺎت‬ ‫اﻟﻤﻮﻗﻒ‬
‫اﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻻﻗﺘﺼﺎدي‬
‫اﻟﻤﺼﺎﻟﺢ اﻟﻘﻮﻡﻴﺔ‬ ‫ﺕﻮﻗﻌﺎت اﻹدارة‬
‫أو اﻟﻤﺴﺎهﻤﻴﻦ‬ ‫اﻟﻘﻮاﻧﻴﻦ‬
‫واﻟﻠﻮاﺋﺢ‬

‫ﺕﻮﻗﻌﺎت‬ ‫ﺕﻮﻗﻌﺎت اﻟﻌﻤﻼء‬


‫اﻟﻌﺎﻡﻠﻴﻦ‬

‫اﻟﻐﺮض اﻷﺱﺎﺱﻲ ﻟﻠﻤﺆﺱﺴﺔ‬

‫اﻷداء اﻟﺴﺎﺑﻖ‬ ‫ﻧﻘﺎط ﻗﻮة وﺿﻌﻒ‬


‫ﻟﻠﻤﺆﺱﺴﺔ‬ ‫ﺑﻤﻮارد اﻟﻤﺆﺱﺴﺔ‬

‫اﻷهﺪاف واﻟﺨﻄﺔ‬

‫ﺕﺤﺪیﺪ اﺣﺘﻴﺎﺟﺎت اﻟﺘﺪریﺐ واﻟﺘﻨﻤﻴﺔ‬


‫ﺕﻘﻴﻴﻢ اﻟﻨﺘﺎﺋﺞ‬ ‫ﻓﻲ ﺿﻮء أهﺪاف اﻟﻤﺆﺱﺴﺔ‬

‫ﺕﻨﻔﻴﺬ اﻟﺒﺮﻧﺎﻡﺞ‬

‫ﺑﺮﻧﺎﻡﺞ اﻟﺘﺪریﺐ‬
‫واﻟﺘﻨﻤﻴﺔ‬ ‫وﺿﻊ أو ﺕﻌﺪیﻞ ﺱﻴﺎﺱﺔ وﺕﻨﻈﻴﻢ‬
‫اﻟﺘﺪریﺐ واﻟﺘﻨﻤﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﻣﻬﺎﺭﺍﺕ ﺃﺧﺼﺎﺋﻲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ "ﲟﻴﻚ"‪ ،‬ﺍﳉﻴﺰﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ‬
‫‪.17‬‬
‫‪273‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺮﺍﺣﻞ ﺑﻨﺎﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬


‫ﲤ ‪‬ﺮ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻌﺪﺓ ﻣﺮﺍﺣﻞ ﻣ‪‬ﻮﺿ‪‬ﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(39‬‬
‫ﻣﺮﺍﺣﻞ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫)‪(1‬‬
‫ﺹ ﻭﻣﺎ ‪‬ﺗﻬ ‪‬ﺪﺩﻩ‬
‫ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﳌﻨﺎﺥ ﺍﶈﻴﻂ ﺑﺎﳌﺆﺳﺴﺔ ﻭﻃﺒﻴﻌﺔ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻴﻪ ﻭﻣﺎ ‪‬ﺗﺘﻴﺤﻪ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻦ ﻓﺮ ٍ‬
‫‪‬ﺎ ﻣﻦ ﻣﻌﻮﻗﺎﺕ ﻭﺃﺧﻄﺎﺭ‪.‬‬

‫)‪(2‬‬
‫ﲢﻠﻴﻞ ﺍﳌﻨﺎﺥ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ ‪‬ﺎ‪ ،‬ﻭﲢﺪﻳﺪ ﻣﺼﺎﺩﺭ ﺍﻟﻀﻌﻒ ﺍﻟﱵ ‪‬ﺗﻌﺎﱐ ﻣﻨﻬﺎ‪.‬‬

‫)‪(3‬‬
‫ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﰲ ﳐﺘﻠﻒ ﳎﺎﻻﺕ ﺍﻟﻨﺸﺎﻁ‪.‬‬

‫)‪(4‬‬
‫ﲢﺪﻳﺪ ﻫﻴﻜﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻨﺎﺳﺐ ﹸﳌﺘﻄﱠﻠﺒﺎﺕ ﺗﻨﻔﻴﺬ ﻭﲢﻘﻴﻖ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﺇﻧﺘﺎﺝ ﺍﻟﻘﻴﻢ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻓﺔ‪.‬‬

‫)‪(5‬‬
‫ﻣﺮﺍﺟﻌﺔ ﻫﻴﻜﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺘﺎﺡ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﻟﻔﺠﻮﺍﺕ ﺍﻟﱵ ‪‬ﻳﻌﺎﱐ ﻣﻨﻬﺎ‪.‬‬

‫)‪(6‬‬
‫ﺭﺳﻢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺳ ‪‬ﺪ ﺍﻟﻔﺠﻮﺍﺕ‪.‬‬

‫)‪(7‬‬
‫ﺑﻨﺎﺀ ‪‬ﻧﻈﻢ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﺼﻤﻴﻢ ﻓﻌﺎﻟﻴﺎﺗﻪ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ‪‬ﻣﺘﻄﱠﻠﺒﺎﺕ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﺘﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪،‬‬
‫‪ 12‬ﻓﻴﻔﺮﻱ ‪.2008‬‬ ‫‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬
‫‪274‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺇﻥ ﺍﻷﻓﻜﺎﺭ ﺍﶈﻮﺭﻳﺔ ﰲ ﺗﻠﻚ ﺍﻟﻘﻀﺎﻳﺎ ﻫﻲ)‪:(1‬‬


‫ﻁ ﻫﺎﺩﻑ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺑﺸﺄﻧﻪ ﺑﺎﳉ ‪‬ﺪﻳﺔ ﺍ ﹸﳌﺘﻨﺎ ِﺳﺒﺔ ﻣﻊ ﺃﳘﻴﺘﻪ ﰲ ﺑﻨﺎﺀ ﻭﺗﻌﻈﻴﻢ‬ ‫‪ -1‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻧﺸﺎ ﹲ‬
‫ﻛﻔﺎﺀﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -2‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ ﺑﺎﻷﺳﺎﺱ ﺍﺳﺘﺜﻤﺎ ‪‬ﺭ ﻣﺴﺘﻘﺒﻠﻲ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳ‪‬ﺤﺎﻁ ﺑﻜﻞ ﺍﻟﻀﻤﺎﻧﺎﺕ‪ ،‬ﻭﺃﻥ ﺗ‪‬ﻮﻓﱢﺮ ﻟﻪ ﻛﻞ‬
‫ﺍﳌﹸﻘﻮ‪‬ﻣﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻌﺎﺋﺪ ﻣﻨﻪ؛‬
‫ﺕ ﻣ‪‬ﺘﻄﻮ‪‬ﺭﺓ؛‬
‫ﺲ ﻭﻣﻨﺎﻫﺞ ﻣ‪‬ﻘﻨ‪‬ﻨﺔ‪ ،‬ﻭﻳ‪‬ﺴﺘﺨﺪِﻡ ﺗﻘﻨﻴﺎ ٍ‬ ‫ﻁ ﻋﻠﻤﻲ ﻳﺴﺘﻨﺪ ﺇﱃ ﺃﹸﺳ ٍ‬ ‫‪ -3‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻧﺸﺎ ﹲ‬
‫‪ -4‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻬﻤ ﹲﺔ ﺇﺩﺍﺭﻳﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻨﻄﻠﻖ ﰲ ﺗﻜﺎﻣ ٍﻞ ﻣﻊ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ؛‬
‫ﺻﺮﺓ ﰲ ﺃﻓﻜﺎﺭ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺗﺘ‪‬ﻀﺢ ﺛﻼﺛﺔ‬ ‫ﻭﰲ ﺿﻮﺀ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍ ﹸﳌﻌﺎ ِ‬
‫ﺕ ﺭﺋﻴﺴﻴﺔ ﰲ ﺷﺄﻥ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬ ‫ﺍﺗ‪‬ﺠﺎﻫﺎ ٍ‬
‫‪ -1‬ﲢﺘﻞﱡ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺃﳘﻴ ﹰﺔ ‪‬ﻣﺘﺰﺍِﻳﺪﺓ ﰲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ؛‬
‫‪ -2‬ﲢﻮ‪‬ﻝ ﺍﻫﺘﻤﺎﻡ ﺍﻹﺩﺍﺭﺓ ﻟﺘﻘﻴﻴﻢ ﺁﺛﺎﺭ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻋﻠﻰ ‪‬ﻣﺠ ‪‬ﻤﻞ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ؛‬
‫‪ -3‬ﺗ‪‬ﺼﺒﺢ ﻣﺴﺎﳘﺎﺕ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳏ ﱠﻞ ﺗﻘﻴﻴ ٍﻢ ﺿﻤﻦ ﳏﺎﻭﺭ ﺁﻟﻴﺎﺕ ﺍﻟﺘﻘﻴﻴﻢ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻣﺜﻞ‬
‫"ﻗﺎﺋﻤﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍ ﹸﳌﺘﻮﺍ ِﺯﻧﺔ"‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻛﻴﻔﻴﺔ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﻳ‪‬ﻤﺜﱢﻞ ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻛﻴﺰﺓ ﺍﻟﱵ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺭﺳﻢ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳـﺴﺔ ﻟﺘـﺪﺭﻳﺐ‬
‫ﻑ ﺗﺴﻌﻰ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺇﱃ ﺗﻠﺒﻴﺘﻬﺎ ﺃﻭ ﺗﻐﻄﻴﺘﻬﺎ)‪.(2‬‬
‫ﻭﺗﻨﻤﻴﺔ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ؛ ﻷﻥ ﺍﳊﺎﺟﺎﺕ ﻫﻲ ﲟﺜﺎﺑﺔ ﺃﻫﺪﺍ ٍ‬
‫ﺗ‪‬ﻌﺮ‪‬ﻑ ﺣﺎﺟﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺸﻜ ٍﻞ ﻋﺎﻡ ﺑﺄ‪‬ﺎ ﻓﺠﻮ ﹲﺓ ﺑﲔ ﺍﻟﻮﺿﻊ ﺍﻟﺮﺍﻫﻦ ﳌﺴﺘﻮﻯ ﻛﻔﺎﺀﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻣﺴﺘﻮﻯ ﻛﻔﺎﺀﺓ ﺍﳌﻄﻠﻮﺏ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ‪ ،‬ﺳﻮﺍ ًﺀ ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﺃﻭ ﺍﳌﻌﺎﺭﻑ ﺃﻭ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ‬
‫ﻭﺍﻟﺘﺼﺮ‪‬ﻓﺎﺕ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ‪ .‬ﰲ ﺿﻮﺀ ﺫﻟﻚ‪ ،‬ﳝﻜﻨﻨﺎ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺣﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺣﻴﺚ ﺑ‪‬ﻌﺪﻫﺎ‬
‫ﺍﻟﺰﻣﲏ ﺫﺍﺕ ﺃﺑﻌﺎ ٍﺩ ﺯﻣﻨﻴﺔ ﺛﻼﺛﺔ ﻫﻲ ﻣ‪‬ﻮﺿ‪‬ﺤﺔ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬

‫‪.2008‬‬ ‫‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.458‬‬ ‫)‪(2‬‬


‫‪275‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(16‬‬


‫ﺃﺑﻌﺎﺩ ﺣﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﻟﻮﺻﻒ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻷﺑﻌﺎﺩ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﺏ‬
‫ﻭﺗ‪‬ﻤﺜﱢﻞ ﻓﺠﻮ ﹰﺓ ﺑﲔ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ ﺑﻮﺿﻌﻪ ﺍﻟﺮﺍﻫﻦ‪ ،‬ﻭﺑﲔ ﻣﺎ ﻫﻮ ﻣﻄﻠﻮ ‪‬‬
‫ﺍﳊﺎﺟﺔ ﻣـﻦ ﻣﻨﻈـﻮﺭ ﺗﻄـﻮﻳﺮ ﻣﻦ ﻫﺬﺍ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻓﻖ ﺍﳌﻌﺎﻳﲑ ﺍﳌﹸﺤﺪ‪‬ﺩﺓ ﺍﳋﺎﻟﻴﺔ‪ .‬ﻓﺤﺪﻭﺙ ﺍﻟﻔﺠﻮﺓ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪،‬‬
‫‪-1‬‬
‫ﻳﻜﻮﻥ ﺑﺴﺒﺐ ﺃﻥ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ ﺃﻗﻞ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺍﳌﻄﻠﻮﺏ ﲢﻘﻴﻘﻬﺎ ﻣـﻦ ﻫـﺬﻩ‬ ‫ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ‪.‬‬
‫ﺍﻷﺩﺍﺀ‪.‬‬
‫ﺍﳊﺎﺟﺔ ﻣﻦ ﻣﻨﻈﺎﺭ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ‬
‫ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ ﻣﻦ ﺃﺟـﻞ ﺭﻓـﻊ ﺗﺘﻤﺜﱠﻞ ﺍﻟﻔﺠﻮﺓ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺑﺎﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻮﺿﻊ ﺍﳊـﺎﱄ ﻟـﻸﺩﺍﺀ ﻭﺍﻟﻮﺿـﻊ‬
‫‪-2‬‬
‫ﻣﺴﺘﻮﺍﻩ ﺇﱃ ﺣﺪ ﻣﻌﲔ ﻣﺴﺘﻘﺒﻼ ﺃﻭ ﺍﳌﺴﺘﻘﺒﻠﻲ ﺍﻟﺬﻱ ‪‬ﻳﺮﺍﺩ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ‪.‬‬
‫ﺭﻓﻌﻪ ﺇﱃ ﺃﻋﻠﻰ ﻣﺴﺘﻮﻯ ﳑﻜﻦ‪.‬‬
‫ﺍﻟﻔﺠﻮﺓ ﻣﻦ ﻣﻨﻈـﺎﺭ ﺣﺎﺟـﺎﺕ‬
‫ﺍﻟﻌﻤﻞ ﺍﳉﺪﻳﺪﺓ ﻣـﻦ ﺍﳌﻬـﺎﺭﺍﺕ ﺍﳊﺎﺟﺔ ﻫﻨﺎ ﺗ‪‬ﻤﺜﱢﻞ ﲨﻴﻊ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺎﺭﻑ‪ ...‬ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻌﱠﻠﻤﻬﺎ‬
‫ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﻟـﺴﻠﻮﻛﻴﺎﺕ ﺍﻟـﱵ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭ‪‬ﺗﺘ ِﻘﻦ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻘﻬﺎ؛ ﻣﻦ ﺃﺟﻞ ﺗﻠﺒﻴـﺔ ﺣﺎﺟـﺎﺕ ﺍﻟﻌﻤـﻞ‬ ‫‪-3‬‬
‫ﺗﺘﻄﱠﻠﺒﻬﺎ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍ ﹸﳌﺘﻮﱠﻗﻌـﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ‪.‬‬
‫ﻭﺍﳌﻨﻮﻱ ﺗﺒ‪‬ﻨﻴﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ :‬ﺑﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ‬
‫ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.458‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺗﻄ ‪‬ﻮﺭ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬


‫ﺠﺮ ﺍﳌﻌﺮﰲ ﻭﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﱵ ﺃﱠﺛﺮﺕ ﻋﻠﻰ ﲨﻴﻊ ﻣﻨﺎﺣﻲ ﺍﳊﻴـﺎﺓ؛‬ ‫ﻳﺘﻤ‪‬ﻴﺰ ﺍﻟﻌﺼﺮ ﺍﳊﺎﱄ ﺑﺎﻟﺘﻔ ‪‬‬
‫ﺕ ﻭﻇﻴﻔﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﳝﻜﻦ ﻋﺮﺿﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬ ‫ﺕ ﺗﻨﻈﻴﻤﻴﺔ ﻭﲢﻮ‪‬ﻻ ٍ‬ ‫ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺃﺩ‪‬ﻯ ﺇﱃ ﺣﺼﻮﻝ ﲢﻮ‪‬ﻻ ٍ‬
‫ﺍﻟﺘﺎﱄ)‪:(1‬‬
‫‪ -1‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﺑﻄﺮﻳﻘﺔ ﺍﻻﺳﺘﻘﺒﺎﻝ ﺍﻟﺴﻠﱯ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺬﺍﰐ؛‬
‫‪ -2‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺍﳌﱰﻝ ﺃﻭ ﺍﻟﻌﻤﻞ ﺑﺪﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻧﺘﻘﺎﻝ ﳌﻜﺎﻥ ﺍﻟﺘﺪﺭﻳﺐ؛ ﺍﻷﻣﺮ ﺍﻟـﺬﻱ‬
‫‪‬ﻳﺰﻳﻞ ﺍﻟﻌﻮﺍﺋﻖ ﺍﳌﻜﺎﻧﻴﺔ ﺍﻟﱵ ﻗﺪ ‪‬ﺗﺼﺎ ِﺩﻑ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪ ،‬ﻭ ﹸﲢﻮﻝ ﺩﻭﻥ ﺍﻟﺘﺤﺎﻗﻬﻢ ﺑﺎﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -3‬ﲢ ‪‬ﻮﻝ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻣﻦ ﺍ ﹸﳌﺮﺍِﻗﺐ ﻭﺍ ﹸﳌﺸ ِﺮﻑ ﺇﱃ ﺍ ﹸﳌﻮ ‪‬ﺟﻪ ﻭﺍﻟﻘﺎﺋﺪ؛‬

‫)‪ (1‬ﻫﻨـــﺎﺀ ﻋﺒـــﺪ ﺍﻟـــﺮﺣﻴﻢ ﳝـــﺎﱐ‪ » ،‬ﺍﻟﺘـــﺪﺭﻳﺐ ﺍﻹﻟﻜﺘـــﺮﻭﱐ ﻭﲢـــﺪﻳﺎﺕ ﺍﻟﻌـــﺼﺮ ﺍﻟﺮﻗﻤـــﻲ «‪،‬‬
‫‪ ،www.ksu.edu.sa/sites/Colleges/Arabic%20Colleges/AdministrativeSciences‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 15 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪276‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺕ‬
‫‪ -4‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﻣﻨﻬ ٍﺞ ﺟﺎﻣﺪ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺇﱃ ﻣﻨﻬ ٍﺞ ﻣﺮﻥ ﻳﺴﻤﺢ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺑﲔ ﺑﺄﻥ ﻳﺘﻘـ ‪‬ﺪﻣﻮﺍ ﺑـﺴﺮﻋﺎ ٍ‬
‫ﳐﺘﻠﻔﺔ ﻛ ﱞﻞ ﺣﺴﺐ ﹸﻗﺪﺭﺗﻪ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪‬ﻳﺮﺍﻋﻲ ﻣﺒﺪﺃ ﺍﻟﻔـﺮﻭﻕ ﺍﻟﻔﺮﺩﻳـﺔ ﺑـﲔ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ؛‬
‫‪ -5‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺗﻘﺪﱘ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺇﱃ ﺃﺳﺎﻟﻴﺐ ﺍ ﹸﳌﺸﺎ ‪‬ﺭﻛﺔ ﺍﻟﻔﻌﺎﻟﺔ ﻭﺍﻷﻧﺸﻄﺔ‬
‫ﺍﳋﻼﱠﻗﺔ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﺘﺪﺭﻳﺐ؛‬
‫‪ -6‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻟﺘﺨ ‪‬ﻮﻑ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺇﱃ ﺍﳌﺰﻳﺪ ﻣﻦ ﺩﻣـﺞ ﺍﻟﺘﻘﻨﻴـﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﰲ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﻭﻳ‪‬ﻮﺛﱢﺮ ﺇﺩﺧﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﰲ ﻣﻴﺪﺍﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻋﻠﻰ ﻭﻇﻴﻔﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ؛ ﺣﻴﺚ ‪‬ﺗﺼﺒﺢ ﺑﻌﺾ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﺍﳋﱪﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺃﺳﺎﺳﻴ ﹰﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳﺘﻄﻠﱠﺐ‬
‫ﲢﻠﻴﻞ ﻭﺍﺳﺘﻐﻼﻝ ﺍﻟﻔﹸﺮﺹ ﺍﻵﺗﻴﺔ ﻣﻦ ﺗﻐﻴ‪‬ﺮ ﻭﺗﻄﻮ‪‬ﺭ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺍﳌﹸﻜﻮ‪‬ﻥ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻪ ﺍﻟﻘﹸـﺪﺭﺍﺕ‬
‫ﺍﻟﻼﺯﻣﺔ ﻟﺘﺘﺒ‪‬ﻊ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻭﺇﺩﻣﺎﺟﻬﺎ ﰲ ﳑﺎﺭﺳﺎﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ)‪.(1‬‬
‫ﻭﲣﺘﻠﻒ ﺍﻟﻘﹸﺪﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻠﻤ‪‬ﻜﻮ‪‬ﻧﲔ ﰲ ﺍﳌﻨﻈﻮﻣﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻨﻬﺎ ﰲ ﺍﳌﻨﻈﻮﻣﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ؛ ﻻﺧﺘﻼﻑ ﺃﻏﺮﺍﺽ ﺍﻟﺘﺪﺭﻳﺐ )ﻋﺎﻣﺔ ﺃﻭ ﺧﺎﺻﺔ ﲟﻬﻨ ٍﺔ ﻣﻌﻴﻨﺔ( ﻭﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﹸﺘﻜﻮ‪‬ﻧﲔ‪.‬‬
‫ﻕ ﻭﺃﺳﺎﻟﻴﺐ ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ ﺣﺴﺐ ﻃﺒﻴﻌﺔ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻭﺩﺭﺟﺔ‬ ‫ﻭﺗﺘﻄﻠﱠﺐ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﺳﺘﻌﻤﺎﻝ ﻃﺮ ٍ‬
‫ﺍﻟﺘﺨﺼ‪‬ﺺ ﰲ ﺍﳌﻬﻨﺔ‪.‬‬
‫ﺇﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ‪ -‬ﻛﺎﻹﻋﻼﻡ ﺍﻵﱄ‪ ،‬ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺍﻹﻧﺘﺮﻧﺖ‪،‬‬
‫‪...‬ﱁ ‪ -‬ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻐﻴﲑ ﻃﺒﻴﻌﺔ ﻋﻤﻞ ﺍﳌﹸﻜﻮ‪‬ﻧﲔ‪ ،‬ﻭﺇﱃ ﺭﺑﺢ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻨﻮ‪‬ﻋﺔ ﺍﶈﻠﱢﻴﺔ ﻣﻨﻬﺎ ﻭﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻻﻃﱢﻼﻉ ﻣﺒﺎﺷﺮ ﹰﺓ ﻋﻠﻰ‬
‫ﺍﻟﻜﺘﺐ ﻭﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ ﰲ ﳐﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﺃﻭ ﺑﻮﺍﺳﻄﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻟﻪ ﺃﳘﻴﺘﻪ ﰲ ﺗﻨﻤﻴﺔ‬
‫ﺍﳌﻌﺎﺭﻑ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ‪ .‬ﻭﺗﺘ ‪‬ﻢ ﻋﻤﻠﻴﺔ ﲨﻊ ﻭﲢﻠﻴﻞ ﺍﳌﻌﺎﺭﻑ ﻋﱪ ﺍﻟﺸﺨﺺ ﺍﳌﹸﺴﺘﻘﺒِﻞ ﳍﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫)ﺍﳌﹸﻜﻮ‪‬ﻥ(‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻮﻓﱠﺮ ﻟﺪﻳﻪ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻔﻬﻢ ﻭﺗﻔﺴﲑ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﲢﻮﻳﻠﻬﺎ ﺇﱃ‬
‫ﻣﻌﺎﺭﻑ‪ ،‬ﰒ ﻧﻘﻠﻬﺎ ﺇﱃ ﺍﳌﹸﺘﻜﻮ‪‬ﻧﲔ ﺑﺼﻮﺭ ٍﺓ ﻓﻌﺎﻟﺔ‪.‬‬
‫ﻭﺗﺮﺗﺒﻂ ﻓﻌﺎﻟﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﲟﺴﺘﻮﻯ ﺗﺪﺭﻳﺐ ﺍﳌﹸﻜﻮ‪‬ﻧﲔ ﻭﻛﻔﺎﺀﺍ‪‬ﻢ ﻭﺧﱪﺍ‪‬ﻢ ﰲ ﺍﳌﻴﺪﺍﻥ‪ ،‬ﻭﻫﺬﻩ‬
‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﻧﺎﲡﺔ ﻋﻦ ﺗﺮﺍ ﹸﻛﻢ ﻋﺪﺓ ﻗﹸﺪﺭﺍﺕ)‪:(2‬‬

‫ﻭﺳﻴﻠﺔ ﲪﺪﺍﻭﻱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺪﻳﺮﻳﺔ ﺍﻟﻨﺸﺮ ﳉﺎﻣﻌﺔ ﻗﺎﳌﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،2004 ،‬ﺹ ‪.170‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.171‬‬ ‫)‪(2‬‬


‫‪277‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﻗﹸﺪﺭﺍﺕ ﲢﻠﻴﻠﻴﺔ ﻭﰲ ﺍﻟﺘﺄﻟﻴﻒ‪ :‬ﻣﻌﲎ ﺇﻣﻜﺎﻧﻴﺔ ﲢﻠﻴﻞ ﺍﳌﻮﺍﻗﻒ ﻭﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺄﻟﻴﻒ؛‬
‫‪ -‬ﻗﹸﺪﺭﺍﺕ ﰲ ﺍﻻﺗﺼﺎﻝ‪ :‬ﺍﻻﺳﺘﻤﺎﻉ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ؛‬
‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻟﻠﻐﺎﺕ‪ :‬ﻷ‪‬ﺎ ﺍﻟﺒﻮﺍﺑﺔ ﺍﳊﻘﻴﻘﻴﺔ ﳌﻌﺮﻓﺔ ﺍﳊﻀﺎﺭﺍﺕ ﺍﻷﺧﺮﻯ؛‬
‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ‪ :‬ﺧﺎﺻ ﹰﺔ ﺗﻠﻚ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲟﻮﺿﻮﻉ ﺍﻟﺘﺪﺭﻳﺐ؛‬
‫‪ -‬ﻗﹸﺪﺭﺍﺕ ﺑﻴﺪﺍﻏﻮﺟﻴﺔ‪ :‬ﺧﺎﺻ ﹰﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺄﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻌﺎﺻﺮﺓ؛‬
‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺗﻘﻨﻴﺎﺕ ﺗﺴﻴﲑ ﺍﳌﻨﺎﻗﺸﺔ‪ :‬ﺣﱴ ﻳﺘﻤﻜﱠﻦ ﺍﳌﹸﻜﻮ‪‬ﻥ ﻣﻦ ﲢﻔﻴﺰ ﻛﻞ ﺍﳊﺎﺿﺮﻳﻦ ﻋﻠﻰ ﺍﳌﻨﺎﻗﺸﺔ؛‬
‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﻣﻬﻨﺔ ﺍﻟﺘﺪﺭﻳﺐ‪ :‬ﺍﻟﱵ ﺗﺘﻄﻠﱠﺐ ﻗﹸﺪﺭﺍ ٍ‬
‫ﺕ ﻛﺒﲑﺓ ﰲ ﳐﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺬﻛﻮﺭﺓ‪.‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﲔ ﺍﻟﺘﻮﺟ‪‬ﻬﲔ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺍﳊﺪﻳﺚ ﻟﻮﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(17‬‬
‫ﻣﻘﺎﺭﻧﺔ ﻣﺎ ﺑﲔ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺍﻟﺘﻮﺟﻪ ﺍﳌﻌﺎﺻﺮ ﻟﻠﺘﺪﺭﻳﺐ‬
‫ﺍﻟﺘﻮﺟﻪ ﺍﳊﺪﻳﺚ‬ ‫ﺍﻟﺘﻮﺟﻪ ﺍﻟﺘﻘﻠﻴﺪﻱ‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻦ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺳﻴﺎﺳ ﹲﺔ ﻣﻦ ﺳﻴﺎﺳﺎﺕ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻤﻠﻴ ﹲﺔ ‪‬ﻣﺴﺘﻤ َ‪‬ﺮﺓ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻟﻠﺤﺎﺿﺮ ﻭﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻟﺘﻐﻄﻴﺔ ﺣﺎﺟﺎﺕ ﺍﳊﺎﺿﺮ‪.‬‬
‫‪ -‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻨ‪‬ﺒﺆ‪.‬‬ ‫‪ -‬ﺳﻴﺎﺳﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻻ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻨ‪‬ﺒﺆ‪.‬‬
‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺗﺪﺭﻳﺐ ﺍﳋﻂ ﺍﻷﻭﻝ ﻭﺍﻹﺩﺍﺭﺓ ﺍﳌﺒﺎﺷﺮﺓ‪ - .‬ﺍﻟﺘﺪﺭﻳﺐ ﻳ‪‬ﺮﻛﱢﺰﺍﻥ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻳﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻣﺴﺆﻭﻟﻴ ﹲﺔ ‪‬ﻣﺸﺘ ‪‬ﺮﻛﺔ ﺑﲔ ﺍﳉﻤﻴﻊ‪.‬‬ ‫‪ -‬ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﳏﺪﻭﺩﺓ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﺳﺘﺜﻤﺎ ‪‬ﺭ ﺑﺸﺮﻱ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺗﻜﻠﻔﺔ‪.‬‬
‫‪ -‬ﴰﻮﻟﻴﺔ ﺍﳍﺪﻑ ﳌﻌﺎﳉﺔ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺗﻘﻮﻳﺔ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ‪.‬‬ ‫‪ -‬ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻣﻌﺎﳉﺔ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﰲ ﺍﻷﺩﺍﺀ‪.‬‬
‫‪ -‬ﺗﻌﻠﱡﻢ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ ﻫﻮ ﺃﺳﺎﺱ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ ﻭ ‪‬ﻣﺴﺘﻠ ‪‬ﺰﻣﺎﺗﻪ‪.‬‬
‫‪ -‬ﺗﻘﻨﻴﺎﺕ ﺗﺪﺭﻳﺐ ﻭﺗﻌﻠﱡﻢ ﻋﺎﻟﻴﺔ ﺍﳌﺴﺘﻮﻯ‪.‬‬ ‫ﺕ ﺗﺪﺭﻳﺒﻴﺔ ﺑﺴﻴﻄﺔ‪.‬‬
‫ﺕ ﻭﻣﺴﺎﻋﺪﺍ ‪‬‬
‫‪ -‬ﺃﺩﻭﺍ ‪‬‬
‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﻭﻛﻴﻒ ﺗﻔﻌﻞ ﺍﻷﺷﻴﺎﺀ ﺑـﺸﻜﻠﻬﺎ‬
‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺘﺪﺭﻳﺴﻲ‪.‬‬
‫ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ ﺑﺸﻜ ٍﻞ ﻛﺒﲑ‪.‬‬ ‫‪ -‬ﻻ ﺗﺄﺧﺬ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ ﺣ‪‬ﻴﺰﹰﺍ ﻛﺒﲑﹰﺍ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻠﻴﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.446‬‬
‫‪278‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺍﻧﻌﻜﺎﺳﺎﺗﻪ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‬
‫ﺑﻌﺪ ﺃﻥ ﺑﻴﻨﺎ ﺍﻷﳘﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ ﻟﻠﺘﺪﺭﻳﺐ ﻭ ﰲ ﻇﻞ ﺍﺯﺩﻳﺎﺩ ﺍﻧﺘﻘﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻘ ‪‬ﺪﻡ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﺻﺒﺢ ﻟﺰﺍﻣﹰﺎ‬
‫ﻁ‬
‫ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺃﻥ ﺗ‪‬ﻄﻮ‪‬ﺭ ﻧ‪‬ﻈﻤﻬﺎ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﺃﻥ ﺗﺒﺘﻌﺪ ﻋﻦ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﳌﻜﻠﻔﺔ‪ ،‬ﻭﺃﻥ ‪‬ﺗﻔ ﱢﻜﺮ ﺑﺄﳕﺎ ٍ‬
‫ﺟﺪﻳﺪﺓ ﻭﺃﺳﺎﻟﻴﺐ ﺣﺪﻳﺜﺔ ﺗﻨﺴﺠﻢ ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻤﻴﺔ؛ ﻟﺘﻜﻮﻥ ﲟﺜﺎﺑﺔ ﺍﺳﺘﺠﺎﺑ ٍﺔ ﻟﻠﻤﺘﻐﻴ‪‬ﺮﺍﺕ ﺍ ﹸﳌﺘﺴﺎ ِﺭﻋﺔ‪ ،‬ﻭﻣﻮﺍﻛﺒ ﹰﺔ‬
‫ﻟﻠﺘﻄﻮ‪‬ﺭ ﻭﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﺬﻱ ﻳﻌﺸﻴﻪ ﺍﻟﻌﺎﱂ‪ ،‬ﰲ ﺿﻮﺀ ﺍﻟﻄﻠﺐ ﺍﻟﻜﺒﲑ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ‬
‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗ‪‬ﺘﺼﻒ ﺑﺎﳌﺮﻭﻧﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﳉ‪‬ﻴﺪ‪ .‬ﻋﻠﻰ ﻫﺬﺍ ﺍﻷﺳﺎﺱ‪ ،‬ﻇﻬﺮ‬
‫ﻂ ﺟﺪﻳﺪ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻳ‪‬ﻄﻠﹶﻖ ﻋﻠﻴﻪ ﳕﻂ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺬﻱ ﻳ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ‬ ‫ﳕﹲ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺍﻧﻌﻜﺎﺱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬


‫ﺃﱠﺛﺮﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ‪ ،‬ﺇﻻ ﺃﻥ ﳎﺎﻝ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻗﺪ ﺣ ِﻈﻲ ﺑﺎﻟﻨﺼﻴﺐ ﺍﻷﻛﱪ؛ ﻧﻈﺮﹰﺍ ﻷﳘﻴﺘﻪ ﻭﺧﻄﻮﺭﺗﻪ ﰲ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻗﻮﺓ ﺍﻧﺪﻓﺎﻉ ﻫـﺬﻩ‬
‫ﺍﻟﺜﻮﺭﺓ)‪ .(1‬ﻭﻗﺪ ﴰﻞ ﺗﺄﺛﲑ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﺩﻭﺍ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ ﻛﺎﻓﺔ ﻣﺮﺍﺣﻞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺐ؛‬
‫‪ -‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﻗﻴﺎﺱ ﻛﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲣﻄﻴﻂ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﻟﻘﺪ ﺃﱠﺛﺮﺕ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺣﻴﺚ)‪:(2‬‬
‫‪ -1‬ﻗﻴﺎﺱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪:‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺃﻫﺪﺍﻑ ﻭﺗﻮ ‪‬ﺟﻬﺎﺕ ﻭﺳﻴﺎﺳﺎﺕ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﲢﻠﻴ ﹸﻞ ﻋﻨﺎﺻﺮ ﺍﻟﻘﻮﺓ ﻭﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ ﻓﻴﻬﺎ ﻫﻮ ﺃﺣ ‪‬ﺪ‬
‫ﺍﳌﺪﺍﺧﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻷﻳﺔ ﻣﺆﺳﺴﺔ؛‬

‫ﻳﻮﻧﺲ ﻋﺮﺏ‪ » ،‬ﻗﺎﻧﻮﻥ ﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ «‪ ،www.arablaw.org ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﻧﻮﻓﻤﱪ ‪.2007‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻻﺳﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.442 – 441‬‬ ‫)‪(2‬‬
‫‪279‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺃﺗﺎﺣﺖ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﻴﺖ()‪ (1‬ﺇﻣﻜﺎﻧﻴﺔ ﻣﻌﺮﻓﺔ ‪‬ﻣﺪﻳﺮﻱ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻜﺎﻓـﺔ ﻋﻨﺎﺻـﺮ‬
‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﺑﺼﻮﺭ ٍﺓ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴـﺔ ﻟﺰﻳـﺎﺩﺓ‬
‫ﻋﻨﺎﺻﺮ ﺍﻟﻘﻮﺓ‪ ،‬ﻭﻣﻮﺍﺟﻬﺔ ﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ‪ ،‬ﻭﺗﻠﺒﻴﺔ ﺍﻟﺘﻮ ‪‬ﺟﻬﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺃﺗﺎﺣﺖ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ( ﺇﻣﻜﺎﻧﻴﺔ ﺗﺘ‪‬ﺒﻊ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻤﻞ ﺍﳌﺨﺘﻠﻔـﺔ)‪ ،(2‬ﻭﲢﺪﻳـﺪ‬
‫ﺺ ﰲ ﺍﳌﻌﺮﻓـﺔ ﺃﻭ ﺍﳌﻬـﺎﺭﺓ ﺃﻭ‬ ‫ﻧﻄﺎﻕ ﺍﻻﺧﺘﻨﺎﻕ‪ ،‬ﻭﺃﺳﺒﺎﺏ ﺗﻠﻚ ﺍﻻﺧﺘﻨﺎﻗﺎﺕ‪ ،‬ﻭﻫﻞ ﻫﻲ ﻧﺎﲡ ﹲﺔ ﻋﻦ ﻧﻘ ٍ‬
‫ﺍﳋﱪﺓ؛ ﲟﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﻣﺪﻳﺮﻱ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﲢﺪﻳﺪ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ‪.‬‬
‫‪ -‬ﺃﺗﺎﺣﺖ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ )ﺍﻹﻛﺴﺘﺮﺍﻧﺖ( )‪ (3‬ﺇﻣﻜﺎﻧﻴﺔ ﲢﺪﻳﺪ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﻋﻠﻰ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻟ ﹸﻔﺮﺹ ﻭﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍﻟﱵ ﺗﺘﻌ ‪‬ﺮﺽ ﳍﺎ ﻭﺑﺼﻮﺭ ٍﺓ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍـﺎ ﲢﺪﻳـﺪ‬
‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻻﻗﺘﻨﺎﺹ ﺍﻟ ﹸﻔﺮﺹ ﺍ ﹸﳌﺘﺎﺣﺔ ﻭﻣﻮﺍﺟﻬﺔ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ‪.‬‬
‫‪ -2‬ﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ)‪:(4‬‬
‫‪ -‬ﻳ ‪‬ﱪﺯ ﻣﺮ ﹰﺓ ﺃﺧﺮﻯ ﺩﻭ ‪‬ﺭ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ( ﰲ ﺗﻌﺮﻳـﻒ ﻣﺪﻳﺮﻱ ﺍﻟﺘﺪﺭﻳﺐ ﺑﱪﺍﻣﺞ‬
‫ﻭ ‪‬ﺧﻄﻂ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ ﻟﻜﺎﻓﺔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺍﻟﺘﻮﻗﻴﺘﺎﺕ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‬
‫ﳋﻄﻂ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻧﻪ ﳝﻜﻦ ﺃﻥ ﻳﻀﻊ ﺧﻄﻄﹰﺎ ﻭﺍﻗﻌﻴﺔ ﻟﺘﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪.‬‬‫ﻭﺍ ﹸ‬
‫ﺕ ﻟﻮﺿﻊ ﺧﻄﻂ ﻟﻠﺘﺪﺭﻳﺐ؛‬ ‫‪ -‬ﺗﺘﻴﺢ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺇﻣﻜﺎﻧﺎ ٍ‬
‫‪ -‬ﺗ‪‬ﺘﻴﺢ ﺇﻣﻜﺎﻧﺎﺕ ﺍﻟﻮﺳﻴﻂ ﺍﻟﺬﻛﻲ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻟﻠﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﺼﻮﺭ ٍﺓ ﺗﺘﻨﺎﺳﺐ ﻣـﻊ‬
‫ﺍﻟﻮﺍﻗﻊ ﺍﳊﻘﻴﻘﻲ‪.‬‬
‫‪ -3‬ﲢﺪﻳﺪ ﺃﺳﻠﻮﺏ ﻭﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻨﻔﻴﺬ‪:‬‬
‫‪‬ﺗﺘﻴﺢ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ )ﺍﻹﻧﺘﺮﻧﺖ( ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺘﺎﺣﺔ ﻋﺎﳌﻴﹰﺎ‪ ،‬ﻭ ‪‬ﺧﻄﻂ‬
‫ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﺃﺳﻠﻮﺏ ﺗﻨﻔﻴﺬﻫﺎ ﻭﺗﻜﻠﻔﺘﻬﺎ؛ ﲝﻴﺚ ﻳﺘﻤ ﱠﻜﻦ ﻣﺪﻳﺮ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﲢﺪﻳـﺪ ﺍﻷﺳـﻠﻮﺏ‬
‫ﺍﻷﻣﺜﻞ ﻟﻠﺘﻨﻔﻴﺬ )ﺩﺍﺧﻠﻲ ﺃﻡ ﺧﺎﺭﺟﻲ(‪ ،‬ﻭﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪.‬‬
‫‪ -4‬ﺇﻋﺪﺍﺩ ﺍﶈﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﱯ‪:‬‬
‫‪ -‬ﺗﺘﻴﺢ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ )ﺍﻹﻧﺘﺮﻧﺖ( ﺇﻣﻜﺎﻧﻴﺔ ﺇﻋﺪﺍﺩ ﺍﶈﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﱯ ﺑﺎﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻨﻤـﺎﺫﺝ‬
‫ﺍ ﹸﳌﺘﺎﺣﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫)‪:Intranet (1‬ﺷﺒﻜﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺩﺍﺧﻠﻴﺔ‪.‬‬
‫)‪.Work Flow (2‬‬
‫)‪ :Extranet (3‬ﻫﻲ ﺍﻣﺘﺪﺍ ‪‬ﺩ ﻟﺸﺒﻜﺔ ﺍﻹﻧﺘﺮﺍﻧﺖ ﺍﳋﺎﺻﺔ ﲟﺆﺳﺴ ٍﺔ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻷﺷﺨﺎﺹ ﺍ ﹸﳌﺨ ‪‬ﻮﻟﻮﻥ‪ ،‬ﻣﺜﻞ ‪‬ﻣﻮ ﱢﻇﻔﻲ‬
‫ﺍﳌﺆﺳﺴﺔ ﺍ ﹸﳌﺘﻨ ﱢﻘﻠﲔ‪ ،‬ﻭﺑﻌﺾ ﺍﻟﺰﺑﺎﺋﻦ ﻭﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ‪ ،‬ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻹﻧﺘﺮﺍﻧﺖ‪ ،‬ﻋﱪ ﺷﺒﻜﺔ ﺍﻟﻮﻳﺐ‪.‬‬
‫)‪ (4‬ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻻﺳﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.442‬‬
‫‪280‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﻛﻤﺎ ﺗﺘﻜﺎﻣﻞ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ( ﰲ ﺇﺗﺎﺣﺔ ﻛﻞ ﺍﶈﺘﻮﻳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﱠﰎ ﺗﻨﻔﻴﺬﻫﺎ‬
‫ﺴﺐ ﺧﻼﻝ ﻓﺘﺮﺓ ﻋﻤﻞ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﻛﺬﺍ ﻓﻜﺮ ﻋﻨﺎﺻﺮ ﺍﳋﱪﺓ ﻭ ‪‬ﻣﺆ ‪‬ﻫﻼ‪‬ﻢ ﲟﺎ ‪‬ﻳﺤ ﱢﻘﻖ‬ ‫ﻭﻓﻜﺮ ﺍﳌﺆﺳﺴﺔ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﺳﺮﻋﺔ ﺑﻨﺎﺀ ﺍﶈﺘﻮﻯ‪.‬‬
‫‪ -5‬ﺗﻮﻓﲑ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪:‬‬
‫‪‬ﺗﺘﻴﺢ ﺍ ﹸﳌﻘﱢﻠﺪﺍﺕ ﻭﺍ ﹸﳌﺤﺎﻛﻴﺎﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺇﺗﺎﺣﺔ ﻭﺳﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ ﺭﺧﻴﺼﺔ ﺍﻟﺜﻤﻦ ﻭﻣﻨﺎﺳﺒﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ ﰲ ﺍﻟﻌﺪﻳﺪ‬
‫ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﺍﻹﺩﺍﺭﻱ ﻣﻨﻬﺎ ﺃﻭ ﺍﻟﻔﲏ‪.‬‬
‫ﻛﻤﺎ ﺃﺗﺎﺣﺖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻗﹸﺪﺭﺍ ٍ‬
‫ﺕ ﺇﺿﺎﻓﻴﺔ؛ ﺣﻴﺚ ﳝﻜﻦ ﻟﻜﻞ ﻣﺆﺳﺴ ٍﺔ ﺗﺪﺭﻳﺒﻴﺔ ﺃﻥ‬
‫ﺐ ﻛﺒﺪﻳ ٍﻞ ﻋﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍ ﹸﳌﻘﱢﻠﺪﺍﺕ‬
‫‪‬ﺗﻄ ‪‬ﻮﺭ ﻭﺳﺎﺋﻂ ﺧﺎﺻﺔ ‪‬ﺎ‪ ،‬ﺃﻭ ‪‬ﺗﺴﺘﺨﺪﻡ ﻭﺳﺎﺋﻂ ﺳﻌ ‪‬ﺮﻫﺎ ﻣﻨﺎﺳ ‪‬‬
‫ﻭﺍ ﹸﳌﺤﺎﻛﻴﺎﺕ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﺫﺍﺕ ﺍﻷﺳﻌﺎﺭ ﺍﻟﻜﺒﲑﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫‪‬ﺗﺆﱢﺛﺮ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻦ ﻃﺮﻳﻖ)‪:(1‬‬
‫‪ -1‬ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫ﺗ‪‬ﻤﺜﱢﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺨ‪‬ﻴﻠﻴﺔ )ﺍﻟﺘﻘﺪﻳﺮﻳﺔ‪/‬ﺍﻻﻓﺘﺮﺍﺿﻴﺔ( )‪ (2‬ﺃﺣﺪ ﺃﻭ ‪‬ﺟﻪ ﺍﻟﻨﺠﺎﺡ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﳎﺎﻝ ﺗﻨﻔﻴـﺬ‬
‫ﻼ ﺇﺗﺎﺣﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﲔ ﻣﻦ ﺧـﻼﻝ ﺷـﺒﻜﺔ‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﻔﲏ؛ ﺣﻴﺚ ﳝﻜﻦ ﻓﻌ ﹰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ )ﺍﻹﻧﺘﺮﻧﺖ(‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ(‪.‬‬
‫‪ -2‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﱰﱄ‪:‬‬
‫ﺣﻴﺚ ‪‬ﻳﺘﺎﺡ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺏ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺇﻣﻜﺎﻧﻴﺔ ﺇﺗﺎﺣﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌـﱰﻝ‪،‬‬
‫ﺕ ﺩﺍﺧﻠﻴﺔ ﺃﻭ ﺧﺎﺭﺟﻴﺔ‪ .‬ﻭﻧﻈﺮﹰﺍ ﳌﺎ ‪‬ﺗﺘﻴﺤﻪ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻣﻦ‬
‫ﺣﱴ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﻟﻼﺗﺼﺎﻝ ﺑﺸﺒﻜﺔ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺑﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﺇﻋﺎﺩﺓ ﺗﺪﺭﻳﺒﻪ‪ ،‬ﻓﺈ‪‬ﺎ ﳝﻜﻦ ﺃﻥ ﺗ‪‬ﻤﺜﱢﻞ ﻃﻔﺮ ﹰﺓ ﰲ ﺃﺳﺎﻟﻴﺐ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫‪ -3‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ )ﺍﻟﺘﺪﺭﻳﺐ ﻫﻮﺍﻳﺔ(‪:‬‬
‫ﺣﻴﺚ ‪‬ﻳﺘﺎﺡ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻜﺎﻓﺔ ﺍﻟﺮﺍﻏﺒﲔ )ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻄﻠﻮﺏ ﺗﺪﺭﻳﺒﻬﺎ( ﰲ ﲨﻴﻊ ﺍﻷﻭﻗﺎﺕ؛ ﺣﻴﺚ‬
‫ﻼ ﺗﺪﺭﻳﺒﻴﹰﺎ ﻣﻔﺘﻮﺣﹰﺎ ﳌﺪﺓ ‪ 24‬ﺳـﺎﻋﺔ‬
‫ﻳ‪‬ﻤﺜﱢﻞ ﺇﺗﺎﺣﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺎﺕ )ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﺪﺍﺧﻠﻴﺔ( ﻓﺼ ﹰ‬
‫ﻱ ﻭﻗﺖ(‪.‬‬ ‫ﰲ ﺍﻟﻴﻮﻡ ﲨﻴﻊ ﺍﻷﻳﺎﻡ ﻭﺑﻼ ‪‬ﻋﻄﻼﺕ )ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﻛﻞ ﻭﻗﺖ‪ ،‬ﻭﰱ ﺃ ‪‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻻﺳﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.444 -443‬‬ ‫)‪(1‬‬

‫‪.Virtual Organization‬‬ ‫)‪(2‬‬


‫‪281‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -4‬ﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪:‬‬


‫‪‬ﺗﺘﻴﺢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻨﻔﻴﺬ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﺩﺍﺭﻱ ﺑﺎﻟﺘﻮﺍﺯﻱ ﻣﻊ ﺍﻟﻌﻤـﻞ ﻭﺩﻭﻥ‬
‫ﻼ ﻟﻠﻮﻇﻴﻔﺔ ﻭﻣﺎ ﻳﻘﻮﻡ ﺑﺘﻨﻔﻴﺬﻩ ﻟﻠﺘﺪﺭﻳﺐ؛ ﺣﻴـﺚ ﻳـﺘ ‪‬ﻢ‬ ‫ﺷﻌﻮﺭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺑﺎﻟﻔﺎﺭﻕ ﺑﲔ ﻣﺎ ﻳﻘﻮﻡ ﺑﺘﻨﻔﻴﺬﻩ ﻓﻌ ﹰ‬
‫ﺕ ﻫﻴﻜﻠﻴﺔ‬
‫ﺕ ﺣﻘﻴﻘﻴﺔ ﰲ ﺣﺎﻟﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺑﲔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎ ٍ‬ ‫ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺑﲔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻋﻨﺪ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ -5‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺼﻤﻤﺔ ﻃﺒﻘﹰﺎ ﳌﺴﺘﻮﻯ ﺍﳌﺴﺘﺨﺪﻡ)‪:(1‬‬
‫ﻭ‪‬ﻳﺘﻴﺢ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻘﺪﱘ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﺑﺄﻛﺜﺮ ﻣﻦ ﻣﺴﺘﻮﻯ‪،‬‬
‫ﻃﺒﻘﹰﺎ ﻟﻄﺒﻴﻌﺔ ﻭﻗﹸﺪﺭﺍﺕ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺘﺤﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ‪،‬‬
‫ﻭﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﻄﺮﻳﻘ ٍﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻣﺴﺘﻮﺍﻩ ﺍﻟﻔﻌﻠﻲ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺗﻘﻴﻴﻢ ﻛﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫‪ -1‬ﺗﺘﻴﺢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺍﳌﺴﺘﻤﺮ ﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺑﲔ‬
‫ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ ﺑﺼﻮﺭ ٍﺓ ﻛﺎﻣﻠﺔ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﲢﺪﻳﺪ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ‪.‬‬
‫‪ -2‬ﻳﺘﻴﺢ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ ﺍﻟﺬﻛﻲ ﺗ‪‬ﺘﺒﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﰲ ﲨﻴﻊ ﺣﺎﻻﺕ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﺘﺠﻤﻴﻊ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﳎﺮﺩ ﺃﺛﻨﺎﺀ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫‪ -3‬ﺗﺘﻴﺢ ﺷﺒﻜﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ( ﻭﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﺎﻟﻴﺐ ﺗﺪﻓﱡﻖ ﺍﻟﻌﻤﻞ ﻋﻠﻴﻬﺎ ﺇﻣﻜﺎﻧﻴـﺔ ﻗﻴـﺎﺱ‬
‫ﺗﺪﻓﱡﻖ ﺍﻟﻌﻤﻞ ﻗﺒﻞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺑﻌﺪﻫﺎ؛ ﳌﻌﺮﻓﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﻟـﻴﺲ ﺍﻟﻘﻴﻤـﺔ‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﳍﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺗﺄﺛﲑﺍﺕ‪ ‬ﺃﺧﺮﻯ ﻟﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ -1‬ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻐﲑ)‪:(2‬‬
‫‪ -‬ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ )ﳕﻂ ﻣﻌﺮﰲ ﺟﺪﻳﺪ(؛‬
‫‪ -‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ )ﺃﺳﺎﻟﻴﺐ ﻏﲑ ﳕﻄﻴﺔ(؛‬
‫‪ -‬ﺷﻜﻞ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ )ﻣﺆﺳﺴﺎﺕ ﺑﻼ ﺣﺪﻭﺩ ﻭﻻ ﻣﻘ ‪‬ﺮﺍﺕ(‪.‬‬
‫‪ -2‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻣﺮﺍﻛﺰ ﺍﻟﺘﺪﺭﻳﺐ ﻓﺈﻥ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲤﻨﺤﻬﺎ ﻓﺮﺻﺔ ﺑﺄﻥ‪:‬‬
‫‪ -‬ﺗﺘﻴﺢ ﳍﺎ ﺃﻥ ﺗﺘﻮ ‪‬ﺳﻊ ﻭﺗﺘﻘ ‪‬ﺪﻡ ﰲ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﺮﺍ ﹸﻛﻢ ﺍﳌﻌﺮﰲ؛‬

‫‪.Customized Training Programs‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻻﺳﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.452‬‬ ‫)‪(2‬‬
‫‪282‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻼ ﻣﺴﺘﻤﺮﹰﺍ؛‬
‫ﺻﹰ‬‫‪ -‬ﺗﺘﻴﺢ ﺍﺭﺗﺒﺎﻃﹰﺎ ﻭﺛﻴﻘﹰﺎ ﺑﲔ ﺟﻬﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭ‪‬ﺗﺤ ﱢﻘﻖ ﺗﻮﺍ ‪‬‬
‫ﻉ ﰲ ﻧﻄﺎﻗﻪ‪.‬‬‫ﺝ ‪‬ﻣﺘﺰﺍِﻳ ‪‬ﺪ ﻟﻠﺘﺪﺭﻳﺐ ﻭﺍﺗ‪‬ﺴﺎ ‪‬‬
‫‪ -‬ﺍﺣﺘﻴﺎ ‪‬‬
‫‪‬ﺪﻳـــﺪ‪:‬‬
‫ﻉ ﻧﻄﺎﻕ ﺍﳌﻨﺎﻓﺴﺔ ﻭﲢ ‪‬ﻮﳍﺎ ﻣﻦ ﺍﶈﱢﻠﻴﺔ ﺇﱃ ﺍﻟﻌﺎﳌﻴﺔ؛‬‫‪ -‬ﺍﺗ‪‬ﺴﺎ ‪‬‬
‫‪ -‬ﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ؛‬
‫‪ -‬ﻣﻦ ﳝﻠﻚ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ‪‬ﻣﺘﻄ ‪‬ﻮﺭﺓ ﳝﻠﻚ ﻓﺮﺻ ﹰﺔ ﺃﻛﱪ؛‬
‫‪ -‬ﻣﻌﺪ ﹲﻝ ﺳﺮﻳﻊ ﻟﺘﻐ‪‬ﻴﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺗﻄ ‪‬ﻮﺭﻫﺎ‪.‬‬
‫‪ -3‬ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ ﲢﺘﺎﺝ ﺇﱃ‪:‬‬
‫‪ -‬ﹸﺃﻃﺮ ﻣﺆﺳﺴﻴﺔ ﻋﻠﻰ ﻛﻔﺎﺀﺓ؛‬
‫‪ -‬ﹸﺃﻃﺮ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ‪‬ﻣﺘﻄ ‪‬ﻮﺭﺓ ﻟﺘﻠﺒﻴﺔ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ؛‬
‫‪ -‬ﹸﺃﻃﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻨﺎﹸﻓﺲ؛‬
‫‪ -‬ﺇﺩﺍﺭ ﹲﺓ ‪‬ﻣﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﻋﻴﺔ ‪‬ﺗﺆ ‪‬ﻫﻞ ﻧﻔﺴﻬﺎ ﻟﻠﻤﺴﺘﻘﺒﻞ ﻭﻻ ﺗﻨﺘﻈﺮ ﹸﻗﺪﻭﻣﻪ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬


‫ﺠﺮ ﺍﳌﻌﺮﰲ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﻭﺍﻧﺘﺸﺎﺭ ‪‬ﻧﻈﻢ ﺍﻻﺗـﺼﺎﻻﺕ‪ ،‬ﻭﺍﻻﺳـﺘﻌﻤﺎﻝ‬ ‫ﻳﺘﻤﻴ‪‬ﺰ ﺍﻟﻌﺼﺮ ﺍﳊﺎﱄ ﺑﺎﻟﺘﻔ ‪‬‬
‫ﺍ ﹸﳌﺘﺰﺍِﻳﺪ ﻟﻠﺤﺎﺳﻮﺏ‪ ،‬ﻭﺍﻟﺘﻮﺳ‪‬ﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺟﻌﻞ ﺍﻟﻌﺎﱂ ﻗﺮﻳ ﹰﺔ ﻛﻮﻧﻴﺔ ﺇﻟﻜﺘﺮﻭﻧﻴـﺔ‪.‬‬
‫ﻭﻳ‪‬ﻌﺘﱪ ﺗﻮﻇﻴﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺃﻫـﻢ ﻣ‪‬ﺆﺷ‪‬ـﺮﺍﺕ‬
‫ﲢ ‪‬ﻮﻝ ﺍ‪‬ﺘﻤﻊ ﺇﱃ ﳎﺘﻤ ٍﻊ ﻣﻌﻠﻮﻣﺎﰐ؛ ﻷﻥ ﺫﻟﻚ ‪‬ﻳﺴﻬﻢ ﰲ ﺯﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ‪‬ﻧﻈﻢ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﰲ‬
‫ﻧﺸﺮ ﺍﻟﻮﻋﻲ ﺍﳌﻌﻠﻮﻣﺎﰐ؛ ﻭﺑﺎﻟﺘﺎﱄ ‪‬ﻳﺴﻬﻢ ﰲ ﺑﻨﺎﺀ ﺍﻟﻜﻮﺍﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﱵ ﲢﺘﺎﺟﻬﺎ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺗﺸﺘﻤﻞ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳝﻜﻦ ﺗﻮﺿﻴﺤﻬﺎ ﻣﻦ ﺧـﻼﻝ‬
‫ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪283‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(18‬‬


‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬
‫ﺍﻟﻮﺻﻒ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻷﺳﻠﻮﺏ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﻣﻦ ﺧﻼﻟﻪ ﺗﺘ ‪‬ﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ ﰲ ﻣﻮﺿﻊ ﺍﻟﻌﻤﻞ ﻧﻔﺴﻪ ﻭﺃﺛﻨﺎﺀ ﻣﺰﺍﻭﻟﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻟﻌﻤﻠـﻪ ﺃﻱ‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ‬
‫ﺕ‬
‫ﺧﻼﻝ ﻭﻗﺖ ﺍﻟﻌﻤﻞ ﺍﻟﺮﲰﻲ؛ ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻋﺒـﺎﺭﺓ ﻋـﻦ ﺗﻌﻠﻴﻤـﺎ ٍ‬ ‫ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ‬ ‫‪-1‬‬
‫ﺕ ﺇﺭﺷﺎﺩﻳﺔ ‪‬ﻳﻘ ‪‬ﺪﻣﻬﺎ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺏ‪.‬‬
‫ﻭﺗﻮﺟﻴﻬﺎ ٍ‬ ‫)‪(ON-THE-JOB‬‬

‫ﺗﺘ ‪‬ﻢ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﲟﻮﺟﺐ ﻫﺬﻩ ﺍﻷﺳﻠﻮﺏ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﻜﺎﻥ ﻣﺰﺍﻭﻟﺔ ﺍﻟﻌﻤﻞ ﻟﻜـﻦ ﰲ‬
‫ﻑ ‪‬ﺗﻤﺎﺛﻞ ﻣﺎ ﻫﻮ ﻣﻮﺟـﻮ ‪‬ﺩ ﰲ ﺑﻴﺌـﺔ ﺍﻟﻌﻤـﻞ‬ ‫ﺕ ﻭﻇﺮﻭ ٍ‬‫ﳐﺎﺑﺮ ‪‬ﻣﺠ ‪‬ﻬﺰﺓ ﻭ ‪‬ﻣﻬﻴﺄﺓ ﺑﺘﺠﻬﻴﺰﺍ ٍ‬ ‫ﺍﻷﺳﻠﻮﺏ ﺍﻟﺘﻄﺒﻴﻘﻲ‬
‫ﺍﻷﺻﻠﻴﺔ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﳌﹸﺪﺭ‪‬ﺏ ﺑﺸﺮﺡ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭ‪‬ﻳﻄ‪‬ﺒﻘﻬﺎ ﻋﻠﻰ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳌﺨﱪﻳﺔ‬ ‫ﺍﳌﺨﱪﻱ‬ ‫‪-2‬‬
‫ﺏ ﺃﻥ ‪‬ﻳﻄًﺒﻖ ﻣﺎ ﺗﻌﱠﻠﻤـﻪ‬
‫ﻭﻋﻠﻰ ﻣﺮﺃﻯ ﻣﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪ ،‬ﰒ ﺑﻌﺪ ﺫﻟﻚ ﻳﻄﹸﻠﺐ ﻣﻦ ﻛﻞ ‪‬ﻣﺘﺪ ‪‬ﺭ ٍ‬ ‫)‪(Vestibule‬‬

‫ﺃﻣﺎﻣﻪ ﻭﻋﻠﻰ ﻧﻔﺲ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ‪.‬‬


‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ‬
‫ﺕ‬
‫ﺗﺮﺗﺒﻂ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺑﺘﻠﻘﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻣﻌﺎﺭﻑ ﻭﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ﺍﻟﻘﺎﻋﺎﺕ‬
‫‪-3‬‬
‫ﺕ ﺧﺎﺻﺔ‪.‬‬
‫ﻉ ﻣ‪‬ﺤﺪ‪‬ﺩ ﰲ ﻗﺎﻋﺎ ٍ‬
‫ﻣﻌﻴﻨﺔ ﺫﺍﺕ ﻋﻼﻗﺔ ﲟﻮﺿﻮ ٍ‬ ‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
‫‪(BEHAVIOR‬‬
‫)‪MODELING‬‬
‫ﻳ‪‬ﻌ ‪‬ﺪ ﺃﺣﺪ ﺍﻷﺳﺎﻟﻴﺐ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﳎﺎﻝ ﺗﻌﺪﻳﻞ ﺍﻟﺴﻠﻮﻙ‪ ،‬ﻭﻳﻬﺪﻑ ﺇﻣﺎ ﺇﱃ ﺇﻛـﺴﺎﺏ‬ ‫ﺃﺳﻠﻮﺏ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ﺕ ﺳﻠﻮﻛﻴﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺗﺼﺤﻴﺢ ﺍﻟﻨﻤﻂ ﺍﻟـﺴﻠﻮﻛﻲ ﺍﳊـﺎﱄ‬ ‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺃﳕﺎﻃﹰﺎ ﻭﻣﻬﺎﺭﺍ ٍ‬ ‫ﺍﻟﺴﻠﻮﻛﻲ‬ ‫‪-4‬‬
‫‪(BEHAVIOR‬‬
‫ﻭﲢﺴﻴﻨﻪ ﻭﺯﻳﺎﺩﺓ ﻓﺎﻋﻠﻴﺘﻪ‪.‬‬ ‫)‪MODELING‬‬
‫ﺣﻴﺚ ﻳﺴﺘﺨﺪﻡ ﺍﳌﹸﺪﺭ‪‬ﺏ ﲟﻮﺟﺒﻪ ﺗﻘﻨﻴﺎﺕ ﺍﳊﺎﺳﻮﺏ ﰲ ﺷﺮﺡ ﻭﺗﻮﺿﻴﺢ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻟﱵ ﻳ‪‬ﻌﺪ‪‬ﻫﺎ ﻋﺎﺩ ﹰﺓ ﻋﻠﻰ )‪ (CD‬ﻟﻴﺴﺘﺨﺪﻣﻬﺎ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﺍﳌﻮﺟﻮﺩ ﺃﻣﺎﻣـﻪ ﰲ ﻗﺎﻋـﺔ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬ ‫‪-5‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﻟﱵ ﺗﻜﻮﻥ ‪‬ﻣﺠ ‪‬ﻬﺰ ﹰﺓ ﺧﺼﻴﺼﹰﺎ ﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺍﻟﺬﻱ ﻳﻨﻘﹸـﻞ ﳏﺘـﻮﻯ‬ ‫‪(Computer-based‬‬
‫‪Training and‬‬
‫)‪ (CD‬ﺇﱃ ﺷﺎﺷﺔ ﻣﻮﺟﻮﺩﺓ ﺃﻣﺎﻡ ﻛﻞ ‪‬ﻣﺘﺪ ‪‬ﺭﺏ ﺩﺍﺧﻞ ﺍﻟﻘﺎﻋﺔ‪.‬‬ ‫)‪Development‬‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﻮﺍﺳﻄﺔ ﻟﻘﺪ ﻃ ‪‬ﻮﺭﺕ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺍﳊﺎﺳﻮﺏ ﺑﺮﺍﻣﺞ ﻟﺘﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺩﻭﻥ ﻣ‪‬ﺪﺭ‪‬ﺑﲔ؛ﺣﻴﺚ ﻳﻘﻮﻡ ﺍ ﹸﳌﱪ ِﻣﺞ ﺍﳌﺨﺘﺺ ﺑﱪﳎﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﺑﺮﻧـﺎﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﳌﱪﳎﺔ‬ ‫‪-6‬‬
‫ﺴﻤ ﹰﺔ ﺇﱃ ﺃﺟﺰﺍ ٍﺀ ‪‬ﻣﺘﺮﺍٍﺑﻄﺔ ﺑﺒﻌﻀﻬﺎ ﻭﻣﺘﺘﺎﻟﻴـﺔ‪ ،‬ﻭﻳﻘـﻮﻡ‬
‫‪ (Programed Training‬ﻳﺘﻀ ‪‬ﻤﻦ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ‪‬ﻣﻘ ‪‬‬
‫‪and development‬‬
‫ﺍﳊﺎﺳﻮﺏ ﺑﻄﺮﺡ ﺃﺳﺌﻠﺔ ﻛﻞ ﺟﺰ ٍﺀ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻟﻴﺠﻴﺐ ﻋﻨﻬﺎ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪.‬‬ ‫)‪instructions‬‬

‫ﺗ‪‬ﻤﺜﱢﻞ ﺍﶈﺎﻛﺎﺓ ‪‬ﺠﹰﺎ ﻋﺎﻣﹰﺎ ﻟﻌﺪ ٍﺩ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛ ﺣﻴﺚ ﺗﻌﻤﻞ ﻋﻠﻰ ‪‬ﻴﺌﺔ ﻇﺮﻭﻑ‬
‫ﻭﻣﻮﺍﻗﻒ ﳑﺎﺛﻠﺔ ﳌﺎ ﳝﻜﻦ ﺃﻥ ﻳﺘﻌ ‪‬ﺮﺽ ﻟﻪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺧﻼﻝ ﳑﺎﺭﺳـﺘﻪ ﻟﻌﻤﻠـﻪ ﰲ ﺍﻟﻮﺍﻗـﻊ‬
‫ﺍﶈﺎﻛﺎﺓ‬
‫ﺍﻟﻔﻌﻠﻲ‪ ،‬ﻭ‪‬ﺗﻄﹶﻠﺐ ﻣﻨﻪ ﺍ‪‬ﺗﺨﺎﺫ ﺍﻟﺘﺼ ‪‬ﺮﻑ ﺃﻭ ﺍﻹﺟﺮﺍﺀ ﺃﻭ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ ﺣﻴﺎﳍﺎ‪ ،‬ﻓﻔﻲ ﺿﻮﺀ‬ ‫‪-7‬‬
‫)‪(Simulation‬‬
‫ﺍﻟﺘﺼ ‪‬ﺮﻑ ﺃﻭ ﺍﻹﺟﺮﺍﺀ ﺍﻟﺬﻱ ﻗﺎﻡ ﺑﻪ ﺃﻭ ﺍ‪‬ﺗﺨﺬﻩ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻳ‪‬ﻮﺿ‪‬ﺢ ﻟﻪ ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﺗـﺼ ‪‬ﺮﻓﻪ‪،‬‬
‫ﺤﺢ ﻟﻪ ﺍﻷﺧﻄﺎﺀ ﰲ ﺣﺎﻟﺔ ﺣﺪﻭﺛﻬﺎ‪.‬‬ ‫ﻭ‪‬ﺗﺼ ‪‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.365-363‬‬
‫‪284‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪:(1‬‬


‫ﻳﻌﺮﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺄﻧﻪ‪ » :‬ﺗﻘﺪﱘ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﱪ ﻭﺳـﺎﺋﻂ ﺇﻟﻜﺘﺮﻭﻧﻴـﺔ‬
‫ﺏ ‪‬ﻣﺘﺰﺍ ِﻣ ٍﻦ ﺃﻭ ﻏﲑ ‪‬ﻣﺘﺰﺍ ِﻣﻦ‪ ،‬ﻭﺑﺎﻋﺘﻤﺎﺩ ﻣﺒـﺪﺃ‬
‫ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ‪ ،‬ﺗﺸﻤﻞ ﺍﻷﻗﺮﺍﺹ ﺍ ﹸﳌﺪ ‪‬ﻣﺠﺔ ﻭﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺄﺳﻠﻮ ٍ‬
‫ﺍﻟﺘﺪ ‪‬ﺭﺏ ﺍﻟﺬﺍﰐ ﺃﻭ ﺍﻟﺘﺪ ‪‬ﺭﺏ ﲟﺴﺎﻋﺪﺓ ﻣ‪‬ﺪﺭ‪‬ﺏ «)‪.(2‬‬
‫ﻭﻳﻌﺮﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﺬﻟﻚ ﺑﺄﻧﻪ‪ » :‬ﻋﻤﻠﻴ ﹲﺔ ﺗﺪﺭﻳﺒﻴﺔ ‪‬ﺪﻑ ﺇﱃ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ ﺍﻟﺘـﺪﺭﻳﱯ‪،‬‬
‫ﺏ ﻭﺇﻧﺘﺮﻧﺖ؛ ﻟﺘﺨﻄﱢـﻲ ﺍﳌـﺴﺎﻓﺔ‬‫ﻂ ﻣﻦ ﺁﻟﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻣﻦ ﺃﺟﻬﺰﺓ ﺣﺎﺳﻮ ٍ‬ ‫ﻣﻦ ﺧﻼﻝ ﺃﻱ ﻭﺳﻴ ٍ‬
‫ﺍﳉﻐﺮﺍﻓﻴﺔ ﺑﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺪﺭ‪‬ﺏ‪ .‬ﻓﻬﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧﻈﺎ ٍﻡ ﺗﺪﺭﻳﱯ ﺑﲔ ‪‬ﻣﺘﺪ ‪‬ﺭﺑﲔ ﻭﻣ‪‬ﺪﺭ‪‬ﺑﲔ ﻳﻔﺼﻠﻬﻢ ﺍﳌﻜـﺎﻥ‬
‫ﻭﺍﻟﺰﻣﺎﻥ؛ ﻣﻦ ﺃﺟﻞ ﲤﻜﲔ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻐﻠﱡﺐ ﻋﻠﻰ ﻇﺮﻭﻑ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻜﺎﻥ‪ .‬ﻓﻬﻮ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﺍﻟﺬﻱ ﳜﺘﺎﺭ ﻓﻴﻪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣﱴ ﻳﺘﺪ ‪‬ﺭﺏ ؟ ﻭﻛﻴﻒ ﻳﺘﺪ ‪‬ﺭﺏ ؟ ﻭﺃﻳﻦ ﻳﺘﺪ ‪‬ﺭﺏ ؟ ﻭﻣﺎﺫﺍ ﻳﺘﺪ ‪‬ﺭﺏ ؟ ﺿﻤﻦ ﺍﳊﺪﻭﺩ‬
‫ﺍ ﹸﳌﻤ ِﻜﻨﺔ«)‪.(3‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻋﱪ ﺍﻟﺸﺒﻜﺎﺕ ﺃﻭ ﻣﺎ ‪‬ﻳﺴ ‪‬ﻤﻰ ﺑﺎﻟﺘﻌﻠﱡﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ » :‬ﻭﻫﻮ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺳﻴﺐ‬
‫ﺕ ‪‬ﻣﺸﺘ ‪‬ﺮﻛﺔ ﺃﻭ ﺷﺒﻜ ٍﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ .‬ﻭﻫﻮ ﺗﻌﻠﱡ ‪‬ﻢ ﻣﺮﻥ‬
‫ﻭﺑﺮﳎﻴﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻋﻠﻰ ﺷﺒﻜ ٍﺔ ‪‬ﻣﻐﹶﻠﻘﺔ ﺃﻭ ﺷﺒﻜﺎ ٍ‬
‫ﺽ ﺃﺧﺮﻯ ﻛﺜﲑﺓ‪ ،‬ﻣﺜﻞ ﺇﺩﺍﺭﺓ‬ ‫ﻣﻔﺘﻮﺡ‪ ،‬ﻭﻟﻴﺲ ﳎﺮﺩ ﻭﺳﻴﻠ ٍﺔ ﻟﻠﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺇﳕﺎ ‪‬ﻳﺴﺘﺨ ‪‬ﺪﻡ ﻷﻏﺮﺍ ٍ‬
‫ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺇﻗﺎﻣﺔ ﺍﳌﻜﺎﺗﺐ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﻧﺸﻄﺔ‪ .‬ﻭﻫﻮ ﻻ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻘﻂ‪ ،‬ﺑﻞ‬
‫ﻋﻠﻰ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻘﻴﺎﺩﺓ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﲑ ﺃﻳﻀﹰﺎ‪ .‬ﻭﺗﻮﺟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﰲ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻣﻨﻬﺎ ﺃﺳﻄﻮﺍﻧﺎﺕ ﺍﻟﻠﻴﺰﺭ ﺍ ﹸﳌﺪ ‪‬ﻣﺠﺔ )‪ ،(CDs‬ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ)‪ (4‬ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ِﺪﻡ ﺍﻟﺼﻮﺕ‪،‬‬
‫ﻭﺃﻓﻼﻡ ﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﳊﺎﺳﻮﺏ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻋﻦ ﺑ‪‬ﻌﺪ «)‪.(5‬‬

‫‪.E-Training‬‬ ‫)‪(1‬‬

‫‪ ،http://www.elearning.edu.sa/training/cmain.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬ ‫)‪(2‬‬

‫ﻫﻨﺎﺀ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﳝﺎﱐ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(3‬‬

‫‪.Multimedia‬‬ ‫)‪(4‬‬

‫‪ ،http://www.publications.ksu.edu.sa/Conferences/eGovernment%20Conference/Article025.doc‬ﺗـــﺎﺭﻳﺦ‬ ‫)‪(5‬‬

‫ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻧﻮﻓﻤﱪ ‪.2007‬‬


‫‪285‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻛﻤﺎ ﻳ‪‬ﻌﺮ‪‬ﻑ ﻋﻠﻰ ﺃﻧﻪ » ﺃﻱ ﻋﻤﻠﻴ ٍﺔ ﺗﺪﺭﻳﺒﻴﺔ ‪‬ﺗﺴﺘﺨﺪﻡ ﺍﻹﻧﺘﺮﻧﺖ )ﺷﺒﻜﺔ ﳏﻠﻴﺔ‪ ،‬ﺍﻟـﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴـﺔ(‬
‫ﻟﻌﺮﺽ ﻭﺗﻘﺪﱘ ﺍﳊﻘﺎﺋﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻭ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﺑـﺸﻜ ٍﻞ ‪‬ﻣﺘـﺰﺍ ِﻣﻦ‪ ،‬ﺃﻭ ﻏـﲑ‬
‫‪‬ﻣﺘﺰﺍ ِﻣﻦ‪ ،‬ﺃﻭ ﺑﻘﻴﺎﺩﺓ ﺍﳌﹸﺪﺭ‪‬ﺏ‪ ،‬ﺃﻭ ﺑﺪﻭﻥ ﻣ‪‬ﺪﺭ‪‬ﺏ‪ ،‬ﺃﻭ ﻣﺰﻳ ٍﺞ ﺑﲔ ﺫﻟﻚ ﻛﱢﻠﻪ «)‪.(1‬‬
‫ﺏ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺇﻳﺼﺎﻝ ﺍﳌﻌﻠﻮﻣﺔ ﻟﻠ ‪‬ﻤﺘـﺪ ‪‬ﺭﺏ‪،‬‬‫ﻭﻋﻠﻴﻪ‪ ،‬ﻓﺎﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻫﻮ ﺃﺳﻠﻮ ‪‬‬
‫ﺕ‬
‫ﺏ ﻭﺷﺒﻜﺎﺗﻪ ﻭﻭﺳﺎﺋﻄﻪ ﺍﳌﹸﺘﻌـﺪ‪‬ﺩﺓ‪ ،‬ﻣـﻦ ﺻـﻮ ٍ‬ ‫ﻭﻳﺘ ‪‬ﻢ ﻓﻴﻪ ﺍﺳﺘﺨﺪﺍﻡ ﺁﻟﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﺣﺎﺳﻮ ٍ‬
‫ﺕ‪ ،‬ﻭﺁﻟﻴﺎﺕ ﲝﺚ‪ ،‬ﻭﻣﻜﺘﺒﺎﺕ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺑﻮﺍﺑﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﻭﺻﻮﺭﺓ‪ ،‬ﻭﺭﺳﻮﻣﺎ ٍ‬
‫ﺕ ﺃﺧﺮﻯ ﻟﻠﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻛﺎﻟﺘﺪﺭﻳﺐ ﺍﳌﺒﺎﺷﺮ)‪ ،(2‬ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﱪ ﺍﻹﻧﺘﺮﻧـﺖ‪،‬‬ ‫ﻭﻫﻨﺎﻙ ‪‬ﻣﺴ ‪‬ﻤﻴﺎ ‪‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﱪ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﺍ ﹸﳌﺸﺘ ‪‬ﺮﻙ ﺑﲔ ﻫﺬﻩ ﺍ ﹸﳌﺴ ‪‬ﻤﻴﺎﺕ ﲨﻴﻌﹰﺎ ﻫـﻮ ﺍﺳـﺘﺨﺪﺍ ‪‬ﻡ ﺗﻘﻨﻴـﺎﺕ ﺍﻟﺘﻮﺍﺻ‪‬ـﻞ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﺪ ّﺭ‪‬ﻳﺐ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﺣﺪ ﺃﻧﻮﺍﻉ ﺍﻟﺘﺪ ‪‬ﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ‬
‫ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺍ ﹸﳌﺘﺪﺭ‪‬ﺏ ﻣﻔﺼﻮ ﹰﻻ ﺃﻭ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﳌﹸﺪﺭ‪‬ﺏ ﲟﺴﺎﻓ ٍﺔ ﺟﻐﺮﺍﻓﻴﺔ ﻳﺘ ‪‬ﻢ ﻋﺎﺩ ﹰﺓ ﺳ ‪‬ﺪﻫﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻭﺳـﺎﺋﻞ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ‪ .‬ﻛﻤﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣﻦ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﻜﺎﻓـﺔ‬
‫ﺟﻮﺍﻧﺒﻬﺎ ﺩﻭﻥ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﻣﻮﻗﻊ ﺍﻟﺘﺪ ‪‬ﺭﺏ‪ ،‬ﻭ‪‬ﻳﻤ ﱢﻜﻦ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﻣﻦ ﺇﻳﺼﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﻣﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‬
‫ﺩﻭﻥ ﺍﻻﻧﺘﻘﺎﻝ ﺇﻟﻴﻬﻢ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﻳﺴﻤﺢ ﻟﻠﻤ‪‬ﺘﺪﺭ‪‬ﺏ ﺃﻥ ﳜﺘﺎﺭ ﺑﺮﻧﺎﳎﻪ ﺍﻟﺘﺪﺭﻳﱯ ﲟﺎ ﻳ‪‬ﺘﻔﻖ ﻣﻊ ﻇﺮﻭﻑ ﻋﻤﻠـﻪ‪،‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻨﺎﺳﺐ ﻭﺍﳌﺘﺎﺡ ﻟﺪﻳﻪ ﻟﻠﺘﺪﺭﻳﺐ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻧﻘﻄﺎﻉ ﻋﻦ ﺍﻟﻌﻤـﻞ ﺃﻭ ﺍﻟﺘﺨﻠﱢـﻲ ﻋـﻦ‬
‫ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ)‪.(3‬‬
‫ﺃﻣﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍ ﹸﳌﺪ ‪‬ﻣﺞ‪ :‬ﻓﻬﻮ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺬﻱ ﺗ‪‬ﺴﺘﺨﺪﻡ ﻓﻴﻪ ﻭﺳﺎﺋﻞ ﺇﻳﺼﺎ ٍﻝ ﳐﺘﻠﻔﺔ ﻣﻌﹰﺎ ﻟﺘﻌﻠـﻴﻢ ﻣـﺎﺩ ٍﺓ‬
‫ﻣﻌﻴﻨﺔ‪ .‬ﻭﻗﺪ ﺗﺘﻀﻤ‪‬ﻦ ﻫﺬﻩ ﺍﻟﻮﺳﺎﺋﻞ ﻣﺰﳚﹰﺎ ﻣﻦ ﺍﻹﻟﻘﺎﺀ ﺍﳌﺒﺎﺷﺮ ﰲ ﻗﺎﻋـﺔ ﺍﶈﺎﺿـﺮﺍﺕ‪ ،‬ﻭﺍﻟﺘﻮﺍﺻ‪‬ـﻞ ﻋـﱪ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﺍﰐ)‪.(4‬‬
‫ﻭ‪‬ﻳﻘ ‪‬ﺪﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻮﺭ ﺍﳌﺮﺋﻴﺔ ﻭﺍﻟﻨﺺ ﻭﺍﳌـﺎﺩﺓ ﺍﳌـﺴﻤﻮﻋﺔ‬
‫ﻭﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻭﻗﺪ ﻳﺘﻄﻠﱠﺐ ﻣﺸﺎﺭﻛﺔ ﺍﳌﺘﺪﺭﺏ ﻋﱪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻫﺬﺍ ﳝﻜﹼﻦ‬

‫‪.2007‬‬ ‫‪ ،http://www.elearning.edu.sa/training/cmain.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﺳﺒﺘﻤﱪ‬ ‫)‪(1‬‬

‫‪.Online‬‬ ‫)‪(2‬‬

‫‪.2007‬‬ ‫‪ ،http://www.elearning.edu.sa/training/cmain.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﺳﺒﺘﻤﱪ‬ ‫)‪(3‬‬

‫‪ ،http://arabic.etqm.ae/elearning/blended.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺃﻓﺮﻳﻞ ‪.2008‬‬ ‫)‪(4‬‬


‫‪286‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﺘﺪﺭﺏ ﻣﻦ ﺍﻟﺴﻤﻊ ﻭﺍﻟﺮﺅﻳﺔ ﻭﺍ ﹸﳌﻤﺎ ‪‬ﺭﺳﺔ ﻭﺣﱴ ﺍﻟﺘﺤ ‪‬ﺪﺙ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﺰﻳﺪ ﻣﻦ ﻧﺴﺒﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺒﻘﻰ ﰲ‬
‫ﺕ ﻋﺪﺓ ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺣﻔﻈﻬﺎ ﺑﺸﻜ ٍﻞ ﺃﻓﻀﻞ)‪.(1‬‬ ‫ﺍﻟﺬﺍﻛﺮﺓ‪ ،‬ﻛﻤﺎ ‪‬ﺗﺘﺎﺡ ﻟﻪ ﻓﺮﺻﺔ ﺗﻜﺮﺍﺭ ﻣﻀﻤﻮﻥ ﺍﳌﺎﺩﺓ ﻣﺮﺍ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺗ ‪‬ﱪﺯ ﺃﳘﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻦ ‪‬ﻣﻨﻄﹶﻠﻖ ﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻘﲏ ﻟﻄﺒﻴﻌﺔ ﺍﻟﻌﺼﺮ ﺍﳊـﺎﱄ‪ ،‬ﻭﻣـﻦ‬
‫ﺍﻷﳘﻴﺔ ﺍﻟﱵ ‪‬ﺗﻤ‪‬ﻴﺰ ‪‬ﺎ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻹﻧﺘﺮﻧﺖ ﻣﻦ ﺧﻼﻝ ﻧﺸﺮ ﺍﻟـﻮﻋﻲ ﺍﳌﻌﻠﻮﻣـﺎﰐ ﻭﺗﻌﺰﻳـﺰ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﻟﻠﺤ ‪‬ﺪ ﻣﻦ ﻧﺴﺒﺔ ﺍﻷﻣﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ .‬ﻭﻳﻬﺪﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺇﱃ ﲢﻘﻴﻖ ﻣـﺎ‬
‫ﻳﻠﻲ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(40‬‬
‫ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‬

‫ﲢﻘﻴﻖ ﺗﻔﺎﻋﻞ‬
‫ﻛﺎﻣﻞ‬
‫ﺇﺗﺎﺣﺔ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻟﺘﻌﺎﻭﱐ‬
‫ﲢﻘﻴﻖ‬ ‫ﺗﻮﻓﲑ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻧﺘﻘﺎﻝ ﺃﺛﺮ‬
‫ﺃﻫﺪﺍﻑ‬ ‫ﺍﻟﺬﺍﰐ‬
‫ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻟﺘﺪﺭﻳﺐ‬ ‫ﺗﻨﻮ‪‬ﻉ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬ ‫ﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ‬
‫ﺇﺗﺎﺣﺔ ﺍﶈﺘﻮﻯ‬
‫ﺍﻟﺒﺤﺚ‬
‫ﺷﺪﻳﺪ ﺍﻟﺘﻐﲑ‬
‫ﲢﻘﻴﻖ ﺗﻜﺎﻓﺆ‬
‫ﺍﻟﻔﺮﺹ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ‪.‬‬

‫‪ -1‬ﲢﻘﻴﻖ ﺗﻔﺎﻋ ٍﻞ ﻛﺎﻣﻞ)‪:(2‬‬


‫ﺣﻴﺚ ‪‬ﻳﺘﻴﺢ ﻧﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺍﻟﻜﺎﻣﻞ ﺍﳊﻲ ﻭﺍﳌﺒﺎﺷﺮ ﺑﲔ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣﻦ ﻧﺎﺣﻴﺔ‪،‬‬
‫ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪.‬‬

‫‪ ،http://arabic.etqm.ae/elearning/skills.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺃﻓﺮﻳﻞ ‪.2008‬‬ ‫)‪(1‬‬

‫‪.Per to per interactive‬‬ ‫)‪(2‬‬


‫‪287‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺗﻮﻓﲑ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ)‪ :(1‬ﺣﻴﺚ ‪‬ﻳﺘﺎﺡ ﻟﻠﻤﺘﺪﺭﺑﲔ ﺃﻥ ﻳﺘﻌﱠﻠﻤﻮﺍ ﺫﺍﺗﻴﹰﺎ ﺩﻭﻥ ﻋﻮﺍﺋﻖ ﺯﻣﺎﻧﻴﺔ ﺃﻭ ﻣﻜﺎﻧﻴﺔ ﻭﺑﻼ‬
‫ﺃﻳﺔ ﻗﻴﻮ ٍﺩ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻈﺎﻡ ﻭﺑﻼ ﺃﻳﺔ ﺃﻋﺒﺎ ٍﺀ ﻣﺎﻟﻴﺔ‪.‬‬
‫ﻛﺬﻟﻚ ‪‬ﻳﺘﺎﺡ ﻟﻪ ﺇﻣﻜﺎﻧﻴﺔ ﲢﺪﻳﺪ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﻳﺒﺪﺃ ﺑﻪ‪ ،‬ﻛﻤﺎ ‪‬ﻳﺘﺎﺡ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺏ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻘﻴﻴﻢ ﻧﻔﺴﻪ ﺫﺍﺗﻴﹰﺎ)‪،(2‬‬
‫ﺕ ‪‬ﻣﺘﺪ ‪‬ﺭﺟﺔ ﻣﻦ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫ﻭﻓﻖ ﻣﺴﺘﻮﻳﺎ ٍ‬
‫‪ -3‬ﺇﺗﺎﺣﺔ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺘﻌﺎﻭﱐ)‪:(3‬‬
‫ﺣﻴﺚ ‪‬ﻳﺘﺎﺡ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺑﲔ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻼﻗﻲ ﻭﺗﺪﺭﻳﺐ ﳎﻤﻮﻋﺎﺕ ﺗﻌﻠﱡ ٍﻢ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪:‬‬
‫‪ -‬ﺗﺰﺍﻣﻨﻴﹰﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻭ ﺍﳌﻮﺍﻗﻊ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -‬ﻻ ﺗﺰﺍﻣﻨﻴﹰﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ ﻣﻦ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺃﻭ ﺣﱴ ﻣﻦ ﺍﳌﱰﻝ ﺩﻭﻥ ﺍﻟﺘﻘ‪‬ﻴﺪ ﺑﺎﻟﻮﻗﺖ ﺃﻭ ﺍﳌﻜﺎﻥ‪.‬‬
‫‪ -4‬ﺍﻧﺘﻘﺎﻝ ﺃﺛﺮ ﺍﻟﺘﻌﻠﱡﻢ‪:‬‬
‫ﺣﻴﺚ ‪‬ﻳﺴﺎﻋﺪ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻋﻠﻰ ﺍﻹﺗﻘﺎﻥ ﺍﻟﺬﺍﰐ ﻟﻠﻤﻌﻠﻮﻣﺔ ﻣﻊ ﺿﻤﺎﻥ ﺑﻘﺎﺋﻬﺎ ﻣـﺪ ﹰﺓ‬
‫ﺃﻃﻮﻝ‪ ،‬ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﻣﻮﺍﻗﻒ ﺃﺧﺮﻯ‪.‬‬
‫‪ -5‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺣﻴﺚ ‪‬ﻳﺘﻴﺢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳉﺪﻳﺪ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺏ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻮﺍﺻ‪‬ﻞ ﻣﻊ‬
‫ﺍﻷﻗﺮﺍﻥ‪ ،‬ﺃﻭ ﺍﻹﲝﺎﺭ ﰲ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪ -6‬ﺗﻨ ‪‬ﻮﻉ ﺍﻷﺩﻭﺍﺕ‪:‬‬
‫ﺣﻴﺚ ﻳﻔﺘﺮﺽ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳉﺪﻳﺪ ﺍﺧﺘﻼﻑ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﰲ ﺍﳌﻴـﻮﻝ ﻭﺍﻻﺗ‪‬ﺠﺎﻫـﺎﺕ ﻭﺍﻻﺳـﺘﻌﺪﺍﺩﺍﺕ‬
‫ﺕ ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ ﻟﻠﻤـﺴﺎﻋﺪﺓ ﰲ ﺫﻟـﻚ‬
‫ﻭﺍﻟﺮﻏﺒﺎﺕ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻮ ﻳ‪‬ﻮﻓﱢﺮ ﻃﺮﻗﹰﺎ ﳐﺘﻠﻔﺔ ﻟﻠﻮﺻﻮﻝ ﻟﻠﻤﻌﻠﻮﻣﺔ‪ ،‬ﻭﺃﺩﻭﺍ ٍ‬
‫‪‬ﺗﻨﺎ ِﺳﺐ ﺫﻟﻚ ﺍﻻﺧﺘﻼﻑ ﰲ ﻧﻮﻋﻴﺎﺕ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪.‬‬
‫‪ -7‬ﺇﺗﺎﺣﺔ ﺍﶈﺘﻮﻯ ﺷﺪﻳﺪ ﺍﻟﺘﻐﲑ‪:‬‬
‫ﻯ‬
‫ﻭﺫﻟﻚ ﳌﺴﺎﻳﺮﺓ ﺍﻻﻧﻔﺠﺎﺭ ﺍﳌﻌﺮﰲ ﺍﻟﺴﺎﺋﺪ ﰲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ؛ ﺣﻴﺚ ﻳﻌﺘﻤﺪ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳉﺪﻳﺪ ﻋﻠﻰ ﳏﺘﻮ ً‬
‫ﺗﺪﺭﻳﱯ ﺷﺪﻳﺪ ﺍﻟﺘﻐ‪‬ﻴﺮ ‪‬ﻳﻨﺎﺳﺐ ﺫﻟﻚ ﺍﻻﻧﻔﺠﺎﺭ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﰱ ﻇﻞ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳉﺪﻳﺪ ﻟﻦ ﻳﻮﺍﺟﻪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ‬
‫ﻣﺸﻜﻠﺔ؛ ﻷﻥ ﻣﺼﺪﺭ ﺍﳌﻌﻠﻮﻣﺔ ﺳﻴﻜﻮﻥ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬
‫‪ -8‬ﲢﻘﻴﻖ ﺗﻜﺎﻓﺆ ﺍﻟﻔﺮﺹ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ :‬ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺃﻥ ﻳﺘﻐﱠﻠﺐ ﻋﻠﻰ ﻋﻮﺍﺋﻖ ﺍﻟﻮﻗﺖ ﻭﺍﳌﺴﺎﻓﺔ ﺇﺫﺍ‬
‫ﻣﺎ ﺍﻋﺘﻤﺪ ﰲ ﺗﻌﻠﱡﻤﻪ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬

‫‪.Self-paced learning‬‬ ‫)‪(1‬‬

‫‪.Self assessment‬‬ ‫)‪(2‬‬

‫‪.Collaborative learning‬‬ ‫)‪(3‬‬


‫‪288‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺇﳚﺎﺑﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬


‫ﻣﻊ ﺗﻌﺎ ﹸﻇﻢ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺰﺍ‪‬ﻳﺪ ﻛﻤﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﻧﺘﺸﺎﺭ ﺍﻟـﺴﺮﻳﻊ ﻟـﺸﺒﻜﺎﺕ ﺍﳊﺎﺳـﻮﺏ‬
‫ﻭﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻧﺸﺄﺕ ﻓﻜﺮﺓ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳍﺎﺋﻠـﺔ‬
‫ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﺎﺻﺮﺓ؛ ﳑﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﻟﺘﺠﺪﻳﺪ ﰲ ‪‬ﻧﻈﻢ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ‪.‬‬
‫ﻭﺗﺄﺳﻴﺴﹰﺎ ﻋﻠﻰ ﻣﺎ ﺳﺒﻖ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍ ﹸﳌﻌﺘ ‪‬ﻤﺪ ﻋﻠـﻰ ﺍﻟـﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴـﺔ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬
‫)ﺍﻹﻧﺘﺮﻧﺖ( ﻳﺘﻤ‪‬ﻴﺰ ﺑﻌﺪ ٍﺩ ﻣﻦ ﺍﳌﺰﺍﻳﺎ ﳝﻜﻦ ﺇﲨﺎﳍﺎ ﰲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫‪ -1‬ﺍﻟﺘﺤ ‪‬ﺮﺭ ﻣﻦ ﻗﻴﻮﺩ ﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ‪ :‬ﻓﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳝﻜﻦ ﺃﻥ ﺗﺘ ‪‬ﻢ ﰲ ﺃﻱ ﻭﻗ ٍ‬
‫ﺖ ﻭﻣﻜﺎ ٍﻥ ﻳﻮﺟﺪ ﻓﻴﻪ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﻮﻥ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻂ ﺗﻌﻠﻴﻤﻴﺔ ‪‬ﻣﺘﻌﺪﺩﺓ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﳌﺎﺩﺓ ﺍﳌﻄﺒﻮﻋﺔ‪ ،‬ﻭﺍﻷﺷﺮﻃﺔ ﺍﻟـﺴﻤﻌﻴﺔ‪،‬‬
‫ﻭﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻭﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺍﳍﺎﺗﻒ‪ ،‬ﻭﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ ﻭﺍﳌﺮﺋﻴﺔ‪ ،‬ﻭﻏـﲑ‬
‫ﺫﻟﻚ‪ ،‬ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﺼﺪ ٍﺭ ﻭﺍﺣﺪ‪ ،‬ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻱ‪.‬‬
‫‪ -2‬ﺍﺧﺘﺼﺎﺭ ﻭﻗﺖ ﺍﻟﺘﺪﺭﻳﺐ‪ :‬ﻭ‪‬ﻳﻘ ‪‬ﺪﺭ ﺍﻟﺘﻮﻓﲑ ﰲ ﺍﻟﻮﻗﺖ ﺑﺄﻧﻪ ﻳﺘﺮﺍﻭﺡ ﺑﲔ ‪ %20‬ﻭ ‪ ،%80‬ﻭ‪‬ﻳﻔ ‪‬‬
‫ﺴﺮ ﺫﻟﻚ‬
‫ﺑﺄﻥ ﺍ ﹸﳌﺘﺪﺭ‪‬ﺏ ﻳﺘﺤ ﱠﻜﻢ ﰲ ﺗﺪﻓﱡﻖ ﺍﳌﺎﺩﺓ؛ ﺣﻴﺚ ﳝﻜﻨﻪ ﲣ ﱢﻄﻲ ﺍﻷﺟﺰﺍﺀ ﻏﲑ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻭﺍﻟﺘﺮﻛﻴـﺰ ﻋﻠـﻰ‬
‫ﺍﻷﻗﺴﺎﻡ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ‪.‬‬
‫‪ -3‬ﻣﺮﺍﻋﺎﺓ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﲔ ﺍﳌﹸﺘﻌﻠﱢﻤﲔ ﻭﺍﻟﺴﻤﺎﺡ ﻟﻠﻤﺘﻌﻠﻢ ﺑﺎﳋﻄﻮ ﺍﻟﺬﺍﰐ‪ ،‬ﻛﻤﺎ ‪‬ﻳﺘﻴﺢ ﻟـﻪ ﺍﺧﺘﻴـﺎﺭ‬
‫ﺍ ﹸﳌﻘ ‪‬ﺮﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ ﳍﺎ ﻋﻼﻗﺔ ﺑﻌﻤﻠﻪ‪ ،‬ﺃﻭ ﺍﻫﺘﻤﺎﻣﺎﺗﻪ‪ ،‬ﺃﻭ ﺃﻭﺿﺎﻉ ﺣﻴﺎﺗﻪ ﺍﳋﺎﺻﺔ‪.‬‬
‫‪ -4‬ﺗﻘ ‪‬ﺪﻡ ﺗﻘﻨﻴﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﻛﻼ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍ ﹸﳌﺘﺰﺍ ِﻣﻨﺔ ﻭﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠـﻴﻢ ﻏـﲑ ﺍ ﹸﳌﺘﺰﺍ ِﻣﻨـﺔ ﰲ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ‪ .‬ﻓﺄﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻏﲑ ﺍ ﹸﳌﺘﺰﺍ ِﻣﻨﺔ ‪ -‬ﻣﺜﻞ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺳـﺎﺣﺎﺕ ﺍﳊـﻮﺍﺭ ‪-‬‬
‫ﺗﺴﻤﺢ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺑﲔ ﺑﺈﺩﺍﺭﺓ ﺃﻭﻗﺎ‪‬ﻢ ﺑﻜﻔﺎﺀﺓ؛ ﺑﻴﻨﻤﺎ ﺍ ﹸﳌﺘﺰﺍﻣِﻨﺔ‪ -‬ﻣﺜﻞ ﺣﺠﺮﺍﺕ ﺍﻟﺜﺮﺛﺮﺓ ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ‬
‫ﻭﺍﳌﺮﺋﻴﺔ‪ -‬ﺗﻌﻄﻲ ﺍﻹﺣﺴﺎﺱ ﺑﺎﳌﺸﺎﺭﻛﺔ ﺍﳊﻴﺔ‪ ،‬ﻭ‪‬ﺗﺤﺎِﻓﻆ ﻋﻠﻰ ﻳﻘﻈﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪ ،‬ﻭ‪‬ﺗﺪ ‪‬ﺭﺑﻪ ﻋﻠﻰ ﺍﻻﻟﺘـﺰﺍﻡ‬
‫ﺑﺎﳌﻮﺍﻋﻴﺪ ﻭﺍ ﹸﳌﺸﺎ ‪‬ﺭﻛﺔ ﺍﳌﺒﺎﺷﺮﺓ‪.‬‬
‫‪ -5‬ﻣﻦ ﻣﺰﺍﻳﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﻧﻪ ﻳﺘ ‪‬ﻢ ﲟﻌﺰ ٍﻝ ﻋﻦ ﺍﻵﺧﺮﻳﻦ؛ ﲝﻴﺚ ﳝﻨﺢ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻟ ﹸﻔﺮﺻﺔ ﻟﻠﺘﺠﺮﺑـﺔ‬
‫ﻭﺍﳋﻄﺄ ﰲ ﺟ ﱟﻮ ﻣﻦ ﺍﳋﺼﻮﺻﻴﺔ ﺩﻭﻥ ﺃﻱ ﺷﻌﻮ ٍﺭ ﺑﺎﳊﺮﺝ‪.‬‬
‫‪ -6‬ﺗﻮﻓﲑ ﺃﺳﺎﻟﻴﺐ ﻭﻭﺳﺎﺋﻂ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻐﺎﻳﺮﺓ ﻟﺘﻠﻚ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪.‬‬

‫‪(1) Ali Sharaf Al-Musawi, and Abdel-Raheem Ahmed Yousif, « E-learning at Sultan Qaboos University:‬‬
‫‪status and future », British Journal of Educational Technology, Vol 35, N° 3, 2004, pp 363-367.‬‬
‫‪289‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -7‬ﻳﺴﺎ ِﻋﺪ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻋﻠﻰ ﻧﻘﻞ ﺍﳉ ‪‬ﻮ ﻭﺍﻟﺒﻴﺌﺔ ﻣﻦ ﺩﺍﺧﻞ ﺃﺳﻮﺍﺭ ﺍﳌﺆﺳـﺴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴـﺔ ﺇﱃ‬
‫ﺍﳌﱰﻝ‪ ،‬ﳑﺎ ‪‬ﻳﺠ‪‬ﻨﺐ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﳋﺠﻞ ﻋﻨﺪ ﺇﻟﻘﺎﺀ ﺃﺳﺌﻠﺘﻬﻢ ﺃﻭ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺁﺭﺍﺋﻬﻢ‪.‬‬
‫‪ -8‬ﺗﻄﻮﻳﺮ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻟﻠﺘﻜ‪‬ﻴﻒ ﻣﻊ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺇﻃﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳌـﺴﺘﻤﺮ ﺍﻟـﱵ‬
‫‪‬ﺗﻌ ‪‬ﺰﺯ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻸﻓﺮﺍﺩ؛ ﻟﻠﺘﻜ‪‬ﻴﻒ ﻣﻊ ﺍ ﹸﳌﺴﺘﺠ ‪‬ﺪﺍﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺄﻫﻴـﻞ‪ ،‬ﳌﻮﺍﺟﻬـﺔ‬
‫ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -9‬ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍ ﹸﳌﻮ ﱠﻇﻒ ﺍﻟﺬﻱ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺘﻔ ‪‬ﺮﻍ ﻟﻠﺪﺭﺍﺳﺔ ﻭﻫﻮ ﻋﻠﻰ ﺭﺃﺱ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -10‬ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﺮﺃﺓ ﻟﺘﻮﺳﻴﻊ ﻣﺪﺍﺭﻛﻬﺎ ﻭﺗﻨﻤﻴﺔ ﻣﻬﺎﺭ‪‬ﺎ ﺗﻘﺪﻳﺮﹰﺍ ﻟﻈﺮﻭﻑ ﻣﺴﻜﻨﻬﺎ ﻭﺍﻟﺘﻨﻘﱡﻞ‪.‬‬
‫‪ -11‬ﺳﻬﻮﻟﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺣﱴ ﺧﺎﺭﺝ ﺃﻭﻗﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﲰﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺳﻠﺒﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‬
‫ﻻ ﺷﻚ ﺃﻥ ﺃﻱ ﻧﻈﺎﻡ ﻻ ﳜﻠﻮ ﻣﻦ ﺍﻟﺴﻠﺒﻴﺎﺕ‪ ،‬ﻭﻣﻦ ﺳﻠﺒﻴﺎﺕ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -1‬ﺍﻓﺘﻘﺎﺭ ﻣﺸﺎﺭﻛﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺇﳚﺎﺑﻴﹰﺎ ﰲ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ ﻣﻊ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻣـﻊ ﳎﻤﻮﻋـﺔ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ؛‬
‫‪ -1‬ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﱵ ﻳﺸ ‪‬ﻌﺮ ‪‬ﺎ ﺑﻌﺾ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻨﺪ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻮﺍﺻ‪‬ﻞ ﺍﳌﺒﺎﺷﺮ ﻣﻊ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ‪ ،‬ﻭﺗﻈﻬﺮ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﻮﺍﺻ‪‬ﻞ ﻭﺍﻟﺘﺨﺎ ﹸﻃﺐ ﻋﻨﺪﻣﺎ ﻳﻘﻮﻡ ﺍﳌﹸﺪﺭ‪‬ﺑﻮﻥ ﺑﺘﺤﺪﻳﺪ ﺍﻟﻮﺍﺟﺒﺎﺕ ﻭﺍﳌﻬﺎﻡ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺑﲔ‪.‬‬
‫‪ -2‬ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﱵ ‪‬ﺗﻮﺍ ِﺟﻪ ﺑﻌﺾ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﰲ ﺇﻳﺼﺎﻝ ﺃﻓﻜﺎﺭﻫﻢ ﰲ ﺍ ﹸﳌﻘ ‪‬ﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ .‬ﺑﺎﻹﺿـﺎﻓﺔ‬
‫ﺇﱃ ﺃﻥ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻟﻦ ﻳﺘﻤ ﱠﻜﻦ ﻣﻦ ﻣﺘﺎﺑﻌﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻟﻨﺸﻴﻂ ﺃﻭ ﺍﻟﻨﺎﺋﻢ ﺃﻭ ﺍﻟﺸﺎﺭﺩ ﺃﻭ ﺍ ﹸﳌﺘﻀﺎِﻳﻖ ﺃﻭ ﺍ ﹸﳌﻜﺘِﺌﺐ‬
‫ﺃﻭ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﻋﻠﻴﻪ ﺍﳌﻠﻞ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺎﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪‬ﻳﻔﻘﺪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺪﺭ‪‬ﺏ ﺍﻟـﺮﺍﺑﻂ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪ -3‬ﺗﻼﺷﻲ ﻭﺇﺿﻌﺎﻑ ﺩﻭﺭ ﺍﳌﹸﺪﺭ‪‬ﺏ )ﺍﻹﻧﺴﺎﻥ( ﻛ ‪‬ﻤﺆﱢﺛ ٍﺮ ﺗﺮﺑﻮﻱ ﻭﺗﻌﻠﻴﻤﻲ ﻣﻬﻢ‪.‬‬
‫‪ -4‬ﻗﺪ ﺗ‪‬ﺆﺩ‪‬ﻱ ﻛﺜﺮﺓ ﺗﻮﻇﻴﻒ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺍﳌﱰﻝ ﻭﰲ ﺍﳊﻴﺎﺓ ﺇﱃ ﻣﻠﻞ ﺍﳌﹸﺘﻌﻠﱢﻢ ﺃﻭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣـﻦ ﻫـﺬﻩ‬
‫ﳉ ‪‬ﺪﻳﺔ ﰲ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻌﻬﺎ‪.‬‬
‫ﺍﻟﻮﺳﺎﺋﻂ ﻭﻋﺪﻡ ﺍ ِ‬
‫‪ -5‬ﻋﺪﻡ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ؛ ﻟﺼﻌﻮﺑﺔ ﺍﺳﺘﺮﺟﺎﻉ ﺍﻟﺪﺭﻭﺱ ﻣـﻊ ﺍﳌﹸﺘـﺪﺭ‪‬ﺑﲔ ﳌﻌﺮﻓـﺔ ﻣـﺪﻯ‬
‫ﺍﺳﺘﻴﻌﺎ‪‬ﻢ؛ ﻭﺫﻟﻚ ﻟﺼﻌﻮﺑﺔ ﻭ‪‬ﻧﺪﺭﺓ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺒﺎﺷﺮ ﺑﲔ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪.‬‬

‫‪(1), Tony Tricker and Margaret Rangecroft and Peter Gilroy, « Evaluation distance education course: the‬‬
‫‪student perception », Assessment & evaluation in higher education, Vol 26, N° 2, 2001, pp 160 – 177.‬‬
‫‪290‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺿﻌﻒ ﺍﻟﺼﻠﺔ ﺑﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻧﺘﻴﺠ ﹰﺔ ﻻﻧﻌﺰﺍﻝ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻋﻦ ﻏﲑﻩ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻟﻠﺤﺎﺳﻮﺏ؛‬ ‫‪ -6‬‬
‫ﳑﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﻓﺘﻘﺎﺭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺇﱃ ﺍﻟﺘﻌﺰﻳﺰ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺬﻱ ﻳﻠﻘﺎﻩ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻋﺎﺩ ﹰﺓ ﰲ ﺑﻴﺌـﺔ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻱ؛ ﳑﺎ ‪‬ﻳﺼﻴﺐ ﺑﻌﺾ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺑﺎﻹﺣﺒﺎﻁ ﻭ‪‬ﻳﻘﱢﻠﻞ ﻣﻦ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ -7‬ﻻ ‪‬ﻳﻌﱢﻠﻢ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻹﺣﺴﺎﺱ ﺑﺸﻌﻮﺭ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺍﻟﻠﻄﻒ ﻭﺍﻟﺒﺸﺎﺷﺔ‪ ،‬ﻭﺣ‪‬ـﺴﻦ‬
‫ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻻ ‪‬ﻳﻌﱢﻠﻢ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻹﺣﺴﺎﺱ ﺑﺎﳌﺴﺌﻮﻟﻴﺔ‪.‬‬
‫‪ -8‬ﺻﻌﻮﺑﺔ ﺗﻄﺒﻴﻖ ﺑﻌﺾ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺮﻏﻮﺏ ﺗﻌﻠﱡﻤﻬﺎ ﰲ ﺑﻌﺾ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛ ﻭﺑﺎﻟﺘـﺎﱄ‬
‫ﻓﺈﻥ ﺍﻟﱪﺍﻣﺞ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﲢﺘﺎﺝ ﺃﺣﻴﺎﻧﹰﺎ ﺇﱃ ﺃﻥ ‪‬ﻳﻐﺎ ِﺩﺭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺳﻜﻨﻪ ﺃﻭ ﻣﻘ ‪‬ﺮ ﻋﻤﻠﻪ ﻭﻳﺘﻮﺟ‪‬ـﻪ ﺇﱃ‬
‫ﻣﺮﻛﺰ ﺍﳌﺆﺳﺴﺔ ﺣﱴ ‪‬ﻳﺴ ‪‬ﻬﻞ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺗﻌﻠﱡﻢ ﺍﳌﻬﺎﺭﺓ ﺍﳌﺮﻏﻮﺏ ﺗﻌﻠﱡﻤﻬﺎ‪.‬‬
‫‪ -9‬ﺻﻌﻮﺑﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺇﺟﺮﺍﺀﺍﺕ ﺇﺩﺍﺭﺓ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﻣـﺼﺪﺍﻗﻴﺘﻬﺎ‪ ،‬ﻭﺻـﻌﻮﺑﺔ ﺗﻘﻴـﻴﻢ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪.‬‬
‫ﻣﻦ ﺧﻼﻝ ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺕ ﻃﺮﻕ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻔﺎ ‪‬ﻋﻠﻲ‪ ،‬ﻭﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﺣﺘﻴﺎﺟﺎﺕ‬
‫ﻭﻗﹸﺪﺭﺓ ﺍﳌﹸﺘﻌﻠﱢﻢ ﺃﻭ ﻣﺆﺳﺴﺘﻪ‪ ،‬ﳝﻜﻦ ﲢﺪﻳﺪ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ ﺃﻭ ﺍﺳﺘﺒﻌﺎﺩﻫﺎ‬
‫ﺑﺎﻟﻜﻠﻴﺔ‪ ،‬ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺒﺎﺷﺮ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺍﻟﻔﺌﺎﺕ ﺍﻟﱵ ﳜﺪﻣﻬﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺕ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﰲ ﺍ‪‬ﺘﻤﻊ‬
‫ﺭﻏﻢ ﺍﻟﻨﻤﻮ ﺍﻟﻜﺒﲑ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻗﺼﻮﺭﹰﺍ ﰲ ﺗﻮﻓﲑ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻔﺌﺎ ٍ‬
‫ﺭﺍﻏﺒﺔ ﰲ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﺎ‪ ،‬ﻭﺗﻘﻒ ﺃﻣﺎﻣﻬﺎ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﺋﻖ ﻭﺍﻟﱵ ﹸﲢﻮﻝ ﺩﻭﻥ ﺫﻟﻚ‪ .‬ﻭﺑﺎﻟﺘـﺎﱄ ﻳﻬـﺪﻑ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺇﱃ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﺘﻠﻚ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻐﻔﲑﺓ‪ ،‬ﻭﻣﻦ ﺍﻟﻔﺌﺎﺕ ﺍﻟـﱵ‬
‫ﳜﺪﻣﻬﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪:‬‬
‫ﻀﻠﻮﻥ ﺍﻟﺘﺪﺭﻳﺐ ﲟﻔﺮﺩﻫﻢ ﰲ ﻣﻨﺎﺯﳍﻢ ﻭﻓﻘﹰﺎ ﻟﻘﹸﺪﺭﺍ‪‬ﻢ ﺍﻟﺬﺍﺗﻴﺔ؛‬ ‫½ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﻮﻥ ﺍﻟﺬﻳﻦ ‪‬ﻳﻔ ‪‬‬
‫½ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﻮﻥ ﺍﻻﻧﻄﻮﺍﺋﻴﻮﻥ ﻏﲑ ﺍﻻﺟﺘﻤﺎﻋﻴﲔ ﺃﻭ ﻏﲑ ﺍ ﹸﳌﻨﻔِﺘﺤﲔ؛‬
‫½ ﺍﻷﺟﻴﺎﻝ ﺍﻷﻛﱪ ﺳﻨﹰﺎ ﺍﻟﺬﻳﻦ ﻓﺎ‪‬ﻢ ﻗﻄﺎﺭ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻳﺘﻄﱠﻠﻌﻮﻥ ﺇﱃ ﲢﻘﻴـﻖ ﻃﻤﻮﺣـﺎ‪‬ﻢ ﺩﻭﻥ‬
‫ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ؛‬
‫½ ﺍﻟﻔﺌﺎﺕ ﺍﻟﱵ ﺗﻌﻴﺶ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﻓﻴﻬـﺎ ﺍﻟﺘـﺪﺭﻳﺐ ﺑﺎﻻﺗـﺼﺎﻝ‬
‫ﺍﳌﺒﺎﺷﺮ؛‬
‫½ ﺍﻟﻔﺌﺎﺕ ﺍﻟﱵ ﹸﲢﻮﻝ ﻭﺍﺟﺒﺎ‪‬ﻢ ﺍﻟﻌﺎﺋﻠﻴﺔ ﻭﺃﻋﻤﺎﳍﻢ ﻣﻦ ﺍﻻﻟﺘﺤﺎﻕ ﲟﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ؛‬
‫‪291‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺺ ﻣﺎ ﺃﻭ ﺍﻟﺘﺄﻫﻴﻞ ﺃﻭ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻌﻤ ٍﻞ ﻣﻌﲔ؛ ﻣﻦ ﺃﺟﻞ ﻣﻮﺍﻛﺒـﺔ‬ ‫ﺼ ٍ‬‫ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺗﻐﻴﲑ ﲣ ‪‬‬ ‫½‬

‫ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻭﻣﻘﺘﻀﻴﺎﺕ ﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ؛‬


‫ﺧﺮﳚﻮ ﺍﳉﺎﻣﻌﺎﺕ ‪‬ﳑﻦ ﻳﺮﻏﺒﻮﻥ ﰲ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﻢ ﲟﺎ ﻳ‪‬ﺘﻔﻖ ﻭﺳﻮﻕ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﻌﻮ ﹶﳌﺔ؛‬ ‫½‬

‫ﺍﻟﻨﺴﺎﺀ ﻭﺭ‪‬ﺑﺎﺕ ﺍﻟﺒﻴﻮﺕ ﺍﻟﻠﻮﺍﰐ ﻻ ﻳﺴﺘﻄﻌﻦ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ ﺗﺘﻄﻠﱠـﺐ ﺍﳌﻮﺍﺟﻬـﺔ‬ ‫½‬

‫ﺍﳌﺒﺎﺷﺮﺓ ﻧﻈﺮﹰﺍ ﻟﻼﻟﺘﺰﺍﻣﺎﺕ ﺍﻟﻌﺎﺋﻠﻴﺔ؛‬


‫ﺫﻭﻭ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ؛‬ ‫½‬

‫ﺍﳌﺴﺎﺟﲔ ﺍﻟﺬﻳﻦ ﻟﻴﺲ ﲟﻘﺪﻭﺭﻫﻢ ﻣﻐﺎﺩﺭﺓ ﺍﻟﺴﺠﻦ ﻟﻠﺘﺪﺭﻳﺐ ﺧﺎﺭﺝ ﺃﺳﻮﺍﺭﻩ‪ ،‬ﺣﱴ ﳝﻜـﻦ ﺇﻋـﺪﺍﺩﻫﻢ‬ ‫½‬

‫ﺇﻋﺪﺍﺩﹰﺍ ﻣﻬﻨﻴﹰﺎ ﻭﻓﻜﺮﻳﹰﺎ ﳑﺎ ﻳﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺍﻻﻧﺪﻣﺎﺝ ﺑﺴﺮﻋ ٍﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﺣﺎﳌﺎ ‪‬ﻳﻄﹶﻠﻖ ﺳﺮﺍ ‪‬ﺣﻬﻢ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺇﺳﻬﺎﻣﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫ﻟﻘﺪ ﺭﺃﻳﻨﺎ ﺳﺎﺑﻘﹰﺎ ﺃﻥ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﺎﻥ ﺑﺪﺍﻓﻊ ﺯﻳﺎﺩﺓ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻻﲡﺎﻩ‬
‫ﳓﻮ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﳏﺎﻭﻟﺔ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻳﺪ ‪‬ﻋﻨﺎ ‪‬ﻧﻨﻜﺮ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻳﻠﻌﺒﻪ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﰲ‬
‫ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﱪﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﺘﺪﺭﻳﱯ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣ ‪‬‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ‪‬ﺗﺆ ﱢﻛﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﻨﻬﺎ)‪:(1‬‬
‫‪ -1‬ﺍﻹﻧﺘﺮﻧﺖ ﻣﺜﺎ ﹲﻝ ﻭﺍﻗﻌﻲ ﻟﻠﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﳐﺘﻠﻒ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ؛‬
‫ﺖ ﺑﺪﻭﻥ ﻋﻨﺎ ٍﺀ ﻭﺇﺿﺎﻋﺔ ﺍﻟﻮﻗﺖ؛‬‫ﺕ ﺣﺪﻳﺜﺔ ﰲ ﻛﺎﻓﺔ ﺍ‪‬ﺎﻻﺕ ﺑﺪﻗ ٍﺔ ﻋﺎﻟﻴﺔ ﻭﰲ ﺃﻗﻞ ﻭﻗ ٍ‬ ‫‪ -2‬ﺍﻟﺘﺰﻭﻳﺪ ﲟﻌﻠﻮﻣﺎ ٍ‬
‫‪ -3‬ﲢﺴﲔ ﹸﻓﺮﺹ ﺍﻟﻌﻤﻞ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﺑﺘﻬﻴﺌﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻟﻌﺎ ٍﱂ ﻳﺘﻤﺤﻮﺭ ﺣﻮﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ؛‬
‫ﺖ ﻭﺑﺄﻗ ﱢﻞ ﺗﻜﻠﻔﺔ؛‬
‫‪ -4‬ﺗﺴﺎﻋﺪ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﻌﺎﱂ ﺑﺄﺳﺮﻉ ﻭﻗ ٍ‬
‫‪ -5‬ﺍﳌﺮﻭﻧﺔ ﰲ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻜﺎﻥ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻋﺪ ٍﺩ ﺃﻛﱪ ﻣﻦ ﺍ ﹸﳌﺘﺎﺑﻌﲔ ﰲ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ؛‬
‫‪ -6‬ﺳﺮﻋﺔ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﻣﻮﺍﺯﻧ ﹰﺔ ﺑﺄﻧﻈﻤﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻷﻗﺮﺍﺹ ﺍ ﹸﳌﺪ ‪‬ﻣﺠﺔ )‪(CD-ROM‬؛‬
‫‪ -7‬ﺇﻋﻄﺎﺀ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺼﺒﻐﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﺍﳋﺮﻭﺝ ﻣﻦ ﺍﻹﻃﺎﺭ ﺍﶈﱢﻠﻲ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻋﻮﺍﺋﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﺘﺪﺭﻳﱯ‪.‬‬
‫ﻣﻦ ﻋﻮﺍﺋﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬

‫ﳏﻤﺪ ﺧﻠﻴﻔﺔ ﳏﻤﺪ ﺍﻟﻌﻤﺮﻱ‪ » ،‬ﻭﺍﻗﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻟﺪﻯ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻃﻠﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻷﺭﺩﻧﻴﺔ «‪،‬‬ ‫)‪(1‬‬

‫ﳎﻠﺔ ﺍﲢﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2003 ،40‬ﺹ ﺹ ‪.70-35‬‬
‫‪292‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﺎﺩﻳﺔ‪ :‬ﺗﻌ ‪‬ﺪ ﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﺎﺩﻳﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﻮﻓﲑ ﺧﺪﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺃﺣﺪ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺮﺋﻴﺴﺔ ﰲ ﻋﺪﻡ‬
‫ﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﺍ ﹸﳌﺘﺘ‪‬ﺒﻊ‬
‫ﻒ ﲟﻮﺍﺻﻔﺎ ٍ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺫﻟﻚ ﺃﻥ ﺗﺄﺳﻴﺲ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﳛﺘﺎﺝ ﳋﻄﻮﻁ ﻫﺎﺗ ٍ‬
‫ﻟﻮﺍﻗﻊ ﺍﻹﻧﺘﺮﻧﺖ ﳚﺪ ﺃﻥ ﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﺎﺩﻳﺔ ﺗﻘﻞﱡ ﻳﻮﻣﹰﺎ ﺑﻌﺪ ﻳﻮﻡ‪ ،‬ﻭﻟﻌﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺒﺎﺷـﺮ ﻋـﱪ ﺍﻷﻗﻤـﺎﺭ‬
‫ﺍﻟﺼﻨﺎﻋﻴﺔ ﻳﻜﻮﻥ ﺃﺣﺪ ﺍﳊﻠﻮﻝ ﳍﺬﻩ ﺍﳌﺸﻜﻠﺔ‪.‬‬
‫‪ -2‬ﺍﳌﺸﻜﻼﺕ ﺍﻟﻔﻨﻴﺔ‪ :‬ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ‪‬ﺗﻮﺍ ِﺟﻪ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻟﺸﺒﻜﺔ ﻛﺜﺮﺓ ﺍﻻﻧﻘﻄﺎﻉ ﺃﺛﻨـﺎﺀ ﺍﻟﺒﺤـﺚ‬
‫ﺴﺒﺔ ﺗﻜﻮﻥ‬
‫ﺐ ﻓﲏ ﺃﻭ ﻏﲑﻩ‪ .‬ﻭﻟﻌﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺒﺎﺷﺮ ﻋﱪ ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﳋﱪﺓ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﻭﺍﻟﺘﺼﻔﱡﺢ ﻟﺴﺒ ٍ‬
‫ﺳﺒﺒﹰﺎ ﰲ ﺣ ﱢﻞ ﺫﻟﻚ‪.‬‬
‫‪ -3‬ﺍﺗ‪‬ﺠﺎﻫﺎﺕ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﳓﻮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ :‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻹﻧﺘﺮﻧـﺖ ﰲ ﺍﳌـﺼﺎﻧﻊ‬
‫ﻭﺍﻟﻐﺮﻑ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻹﺩﺍﺭﻳﺔ ﻳﺰﺩﺍﺩ ﺗﻮ ‪‬ﺳﻌﹰﺎ ﺇﻻ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺃﻗﻞ ﻣﻦ‬
‫ﺍ ﹸﳌﺘﻮﱠﻗﻊ ﻭﻳﺴﲑ ﺑﺒﻂ ٍﺀ ﺷﺪﻳﺪ ﻋﻨﺪ ﺍﳌﻘﺎﺭﻧﺔ ﲟﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ‪.‬‬
‫‪ -4‬ﺍﻟﻮﻗﺖ‪ :‬ﻣﻦ ﺍﳌﻌﻠﻮﻡ ﺃﻥ ﺍﻟﻮﻗﺖ ﺍﳌﻄﻠﻮﺏ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺼﻮﺕ ﺃﻭ ﺍﻟﺼﻮﺭﺓ ﺃﻭ ﺍﳌﻠﻔﺎﺕ ﺍﻟﻜﺒﲑﺓ ﻫﻮ‬
‫ﺻﻞ‬
‫ﺺ ﻛﺘﺎﰊ؛ ﺫﻟﻚ ﺃﻥ ﻣﻌﻈﻢ ﺍﳊﻮﺍﺳﻴﺐ ﺗﺴﺘﺨﺪﻡ ﺍ ﹸﳌﻮ ِ‬
‫)‪(2‬‬
‫ﺃﺿﻌﺎﻑ ﺍﻟﻮﻗﺖ ﺍﳌﻄﻠﻮﺏ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧ ﱟ‬
‫ﺫﺍ ﺍﻟﺴﺮﻋﺔ ‪ ،Byte 56‬ﻭﻫﺬﻩ ﺍﻟﺴﺮﻋﺔ ﻻ ﺗﻨﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺑﺴﺮﻋ ٍﺔ ﻓﺎﺋﻘﺔ؛ ﻭﻫﺬﺍ ﻗﺪ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﺗ‪‬ﺠﺎ ٍﻩ ﺳﻠﱯ‬
‫ﺕ ﻋﱪ ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺳﻮﻑ ‪‬ﻳﺴﺎﻋﺪ ﰲ ﲣﻄﱢـﻲ‬ ‫ﳓﻮ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻟﻜﻦ ﻇﻬﻮﺭ ﻣﻮﺻﻼﺕ ﻭﻣﺴﺘﻘﺒﻼ ٍ‬
‫ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ‪.‬‬
‫‪ -5‬ﻋﺪﻡ ﺍﳌﺼﺪﺍﻗﻴﺔ ﰲ ﺗﻘﻴﻴﻢ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﱪﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣ ‪‬‬
‫ﺇﻥ ﻣﻦ ﺃﻫﻢ ‪‬ﻣ ‪‬ﱪﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺠﺮ ﺍﳌﻌﺮﰲ ﻭﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ :‬ﻳﺘﻤ‪‬ﻴﺰ ﺍﻟﻌﺼﺮ ﺍﳊﺎﱄ ﺑﻮﻓﺮﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺮﺍ ﹸﻛﻤﻬـﺎ ﺑـﺸﻜ ٍﻞ‬
‫‪ -1‬ﺍﻟﺘﻔ ‪‬‬
‫‪5‬‬ ‫ﺳﺮﻳﻊ‪ ،‬ﻭﻫﻨﺎﻙ ﻣﻦ ‪‬ﻳﺆ ﱢﻛﺪ ﻋﻠﻰ ﺃﻥ ﺣﺠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﻳﺘﻀﺎﻋﻒ ﻛﻞ ‪ 4‬ﺳـﻨﻮﺍﺕ ﺃﻭ‬
‫ﺳﻨﻮﺍﺕ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺣﺠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻋﺎﻡ ‪1992‬ﻡ ﻋﺒﺎﺭﺓ ﻋﻦ ‪ %25‬ﻣﻦ ﺣﺠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻴﻮﻡ)‪.(3‬‬

‫‪(1) Neil C Rowe, « Cheating in Online Student Assessment: Beyond Plagiarism », Online Journal of Distance‬‬
‫‪Learning Administration, Vol 7, N° 2, 2004, available from:<http://distance.westga.edu >.‬‬

‫‪.Modem‬‬ ‫)‪(2‬‬

‫ﺧﻀﲑ ﺑﻦ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺑﲔ ﺍﻟﻄﻤﻮﺡ ﻭﺍﻹﳒﺎﺯ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻟﻌﺒﻴﻜﺎﻥ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟـﺴﻌﻮﺩﻳﺔ‪ ،‬ﻁ‪،1‬‬ ‫)‪(3‬‬

‫‪ ،1999‬ﺹ ‪.361‬‬
‫‪293‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺛﻮﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺳﺮﻋﺔ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ :‬ﺇﻥ ﻣﻦ ﺑﲔ ﺍﻟﺘﺤ ‪‬ﺪﻳﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﺳﺘﻤﺮﺍﺭ ﺛﻮﺭﺓ‬
‫ﺨﺾ ﻋﻨﻬﺎ ﻣﻦ ﺗﻄ ‪‬ﻮ ٍﺭ ﻫﺎﺋﻞ ﻭ ‪‬ﻣﺘ‪‬ـﺼﻞ ﰲ ﺇﻣﻜﺎﻧـﺎﺕ‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﳎﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻣﺎ ﻳﺘﻤ ‪‬‬
‫ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﲣﺰﻳﻨﻬﺎ‪ ،‬ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ ،‬ﻭﻧﻘﻠﻬﺎ‪ ،‬ﻭﺗﺪﻓﱡﻘﻬﺎ ﳏﻠﻴﹰﺎ ﻭﻋﺎﳌﻴﹰﺎ ﺑـﺴﺮﻋ ٍﺔ ﻓﺎﺋﻘـﺔ‬
‫ﻭﺗﻜﻠﻔ ٍﺔ ﻣﻌﻘﻮﻟﺔ‪.‬‬
‫‪ -3‬ﺍﻟﻘﺼﻮﺭ ﰲ ﺗﻮﻓﲑ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﺔ‪ :‬ﻳ‪‬ﻌﺘﱪ ﺗﻄﻮﻳﺮ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﺘـﺪﺭﻳﱯ ﻭﺇﻋـﺪﺍﺩﻫﺎ ﺃﺣـﺪ‬
‫ﺍ ﹸﳌﺮﺗ ﹶﻜﺰﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻻﺑﺪ ﺃﻥ ﺗﺸﻬﺪ ﺍﳌﺮﺣﻠﺔ ﺍﻟﻘﺎﺩﻣﺔ ﻃﻔﺮ ﹰﺓ ﻣﻦ ﺣﻴﺚ ﺇﻋﺪﺍﺩ ﺍﻟﻜﻮﺍﺩﺭ‬
‫ﺼﺼﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻭﻓﻖ ﺧﻄ ٍﺔ ‪‬ﻣﺴ‪‬ﺒﻘﺔ ﳌﻘﺎﺑﻠﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻣﻦ ﺧـﻼﻝ‬ ‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﺨ ‪‬‬
‫ﻀﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺃﺳﻠﻮﺏ ﺍﳌﹸﺪﺭ‪‬ﺏ ﺍﻟﺰﺍﺋﺮ‪ ،‬ﺃﻭ‬‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻋﻦ ﺑ‪‬ﻌﺪ ﳝﻜﻦ ﺍﻟﺘﻐﻠﱡﺐ ﻋﻠﻰ ﺍ ﹸﳌﻌ ِ‬
‫ﺃﺳﻠﻮﺏ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻟﺰﺍﺋﺮ‪.‬‬
‫ﺕ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍ‪‬ﺘﻤﻊ‪ :‬ﺭﻏـﻢ‬
‫‪ -4‬ﻋﺠﺰ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻋﻦ ﺗﻘﺪﱘ ﹸﻓﺮﺹ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻔﺌﺎ ٍ‬
‫ﺍﻟﻨﻤﻮ ﺍﻟﻜﺒﲑ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺎ ﺗﺰﺍﻝ ﺍ‪‬ﺘﻤﻌﺎﺕ ‪‬ﺗﻌﺎﱐ ﻣﻦ ﻋﺪﻡ ﺗﻮﻓﲑ ﹸﻓﺮﺹ ﺍﻟﺘﻌﻠـﻴﻢ ﻭﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﺏ ﻋﺎﺋﻠﻴـﺔ ﺃﻭ‬‫ﺏ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺃﻭ ﺃﺳﺒﺎ ٍ‬
‫ﺕ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺒﺎﺏ‪ .‬ﻭﻫﺬﻩ ﺍﻷﺳﺒﺎﺏ ﻗﺪ ﺗﻌﻮﺩ ﻷﺳﺒﺎ ٍ‬ ‫ﻟﻔﺌﺎ ٍ‬
‫ﺏ ﻣﻬﻨﻴﺔ ﻛﺤﺐ ﺍﻻﳔﺮﺍﻁ ﰲ ﺍﻟﻌﻤﻞ ﰲ ﺳـ ﱟﻦ‬ ‫ﺏ ﺻﺤﻴﺔ ﻛﺎﻹﻋﺎﻗﺎﺕ ﺍﳉﺴﻤﻴﺔ ﻭﺍﻻﻧﻔﻌﺎﻟﻴﺔ‪ ،‬ﺃﻭ ﺃﺳﺒﺎ ٍ‬ ‫ﺃﺳﺒﺎ ٍ‬
‫ﺏ ﺍﺟﺘﻤﺎﻋﻴـﺔ‬‫ﺏ ﺟﻐﺮﺍﻓﻴﺔ ﻛ‪‬ﺒﻌﺪ ﺍﳉﺎﻣﻌﺔ ﻋﻦ ﺳﻜﻦ ﺍﻟﻄﺎﻟﺐ ﺃﻭ ﻣﻜﺎﻥ ﻋﻤﻠﻪ‪ ،‬ﺃﻭ ﺃﺳـﺒﺎ ٍ‬ ‫‪‬ﻣﺒ ﱢﻜﺮﺓ‪ ،‬ﺃﻭ ﺃﺳﺒﺎ ٍ‬
‫ﺕ ﻣﻬﻨﻴﺔ ﳐﺘﻠﻔـﺔ‪ ،‬ﺃﻭ ﳊﺎﺟـﺔ‬ ‫ﻛﺘﻄ ‪‬ﻮﺭ ﺍ‪‬ﺘﻤﻊ ﻭﺗﻐ‪‬ﻴﺮﻩ ﻭﺣﺎﺟﺔ ﺍﻟﺴﻮﻕ ﻟﻠﻤﻬﻨﻴﲔ ﻭﺍ ﹸﳌﺘﺨﺼ‪‬ﺼﲔ ﰲ ﳎﺎﻻ ٍ‬
‫ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ ﺇﱃ ﻣﻬﺎﺭ ٍﺓ ﻓ‪‬ﻨﻴﺔ ﻣﻌﻴﻨﺔ ﳌﻮﺍﻛﺒﺔ ﻣﺎ ﻳﻄﺮﺃ ﻣﻦ ﺗﻄ ‪‬ﻮ ٍﺭ ﻭﺗﻘ ‪‬ﺪ ٍﻡ ﻋﻠﻤﻲ ﻭﺗﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﺃﻭ ﳊﺎﺟـ ٍﺔ‬
‫ﺼﺼﺎﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻬﻨﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺃﻭ ﻟﻠﺮﻏﺒـﺔ ﰲ‬ ‫ﺗﺮﺑﻮﻳﺔ ﻛﻌﺪﻡ ﺍﻹﻳﻔﺎﺀ ﲝﺎﺟﺔ ﺍﻷﻓﺮﺍﺩ ﻭﺍ‪‬ﺘﻤﻊ ﻣﻦ ﺍﻟﺘﺨ ‪‬‬
‫ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺗﻄﻮﻳﺮ ﺍﻟﺬﺍﺕ ﻭﺗﻨﻮﻳﺮﻫﺎ ﰲ ﺣﻘﻮﻝ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻬـﺎﺭﺍﺕ ﺍﳌﺨﺘﻠﻔـﺔ ﻣـﺪﻯ‬
‫ﺍﳊﻴﺎﺓ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﺛﺎﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻳﻌﺘﻤﺪ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺃﺳﺎﺳﹰﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓـﺔ ﺇﱃ ﺍﻷﻓـﺮﺍﺩ‬
‫ﺍﳌﹸﺘﻌﻠﱢﻤﲔ ﺃﻭ ﺍﳌﺘﺪﺭﺑﲔ‪ .‬ﻭﺗ‪‬ﻮﻓﱢﺮ ﺍﻟﻴﻮﻡ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍ ﹸﳌﺘﺨﺼ‪‬ﺼﺔ‬
‫ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ‪‬ﺗﺘﻴﺢ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻭﺍﻷﻓﺮﺍﺩ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﻓﻖ ﺍﺧﺘﻴـﺎﺭﺍﺗﻬﻡ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺣﺴﺐ ﺍﳉﺪﻭﻝ ﺍﻟﺰﻣﲏ ﺍﻟﺬﻱ ‪‬ﻳﻨﺎﺳﺒﻬﻢ‪ .‬ﻭﻭﺟﺪﺕ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﻫﺬﻩ ﺍﳊﻠـﻮﻝ‬

‫ﺃﻓﻨﺎﻥ ﻧﻈﲑ ﺩﺭﻭﺯﺓ‪ » ،‬ﻭﺍﻗﻊ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ ﻛﻤﺎ ﻳﺮﺍﻩ ﻛﻞ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ﻭﺍﳌﺸﺮﻑ ﺍﻷﻛﺎﺩﳝﻲ ﻭﺍﳌﻮﻇﻒ ﺍﻹﺩﺍﺭﻱ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻘـﺪﺱ‬ ‫)‪(1‬‬

‫ﺍﳌﻔﺘﻮﺣﺔ «‪ ،‬ﳎﻠﺔ ﺍﲢﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2001 ،38‬ﺹ ‪.121‬‬
‫‪294‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﹸﻓﺮﺻﹰﺎ ﻛﺒﲑﺓ ﻟﻀﻤﺎﻥ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ ﳌﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺧﺎﺻ ﹰﺔ ﻣﻊ ﺍﻻﳔﻔـﺎﺽ ﺍﳌـﺴﺘﻤﺮ ﰲ‬
‫ﺗﻜﺎﻟﻴﻒ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﻌﻘﻮﻟﺔ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺘﻜﺎﻟﻴﻒ‬
‫ﻃﺮﻕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﻧﺸﺮ ﻭﺗﻌﻤﻴﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺮﻫﻮ ﹲﻥ‬
‫ﺑﺘﻮﻓﱡﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﺔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻭﻣﻦ ﰒ ﻳ‪‬ﻌﺘﱪ ﺍﺳﺘﺤﺪﺍﺙ ﻭﺗﻄـﻮﻳﺮ ‪‬ﻧﻈـ ٍﻢ‬
‫ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺗ‪‬ﺘﺼﻒ ﺑﺎﻟﺴﺮﻋﺔ ﻭﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ‪ ،‬ﻭﺗﻮﻓﲑ ﹸﻓﺮﺹ ﺍﻟﺘﺰﻭﻳﺪ ﺍ ﹸﳌﺘﺠ ‪‬ﺪﺩ ﻭﺍﳌﺴﺘﻤﺮ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ‪،‬ﻣﻦ ﺃﻫﻢ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ‪‬ﺗﺜﲑ ﺍﻻﻫﺘﻤﺎﻡ ﰲ ﳎﺎﻝ ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﻼﺯﻣﺔ ﻟﻨـﺸﺮ‬
‫ﻭﺗﻌﻤﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﳐﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ)‪.(1‬‬
‫ﺕ ﻛﺒﲑﺓ ﻟﺘﺄﻫﻴﻞ ﻭﺗﻄﻮﻳﺮ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﲝﻴـﺚ‬
‫ﻭﻳ‪‬ﻮﻓﱢﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﻤﺆﺳﺴﺔ ﺇﻣﻜﺎﻧﻴﺎ ٍ‬
‫ﺃﻧﻪ)‪:(2‬‬
‫‪ -‬ﳝﻨﺤﻬﺎ ﻣﺮﻭﻧ ﹰﺔ ﻛﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﻤﺎﻝ؛‬
‫‪ -‬ﻳ‪‬ﻮﻓﱢﺮ ﹸﻓﺮﺻﹰﺎ ﻛﺒﲑﺓ ﻟﺘﻨﻤﻴﺔ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺧﻼﻝ ﺇﺗﺎﺣﺔ ﹸﻓﺮﺹ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳉ‪‬ﻴﺪ ﻣﻊ ﺭﺑﺢ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﻜﻠﻔﺔ؛‬
‫‪ -‬ﺗﺸﺠﻴﻊ ﺍ ﹸﳌﻮﻇﱢﻔﲔ ﻋﻠﻰ ﲢ ‪‬ﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﰲ ﻣﻴﺪﺍﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﻨﻈﻴﻢ ﺃﻭﻗﺎﺕ‬
‫ﺗﻌﻠﱡﻤﻬﻢ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺬﻱ ‪‬ﻳﻨﺎﺳﺒﻬﻢ‪ ،‬ﳑﺎ ﳚﻌﻠﻬﻢ ﺃﻛﺜﺮ ﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﱡﻢ؛‬
‫‪ -‬ﺗﻠﺒﻴﺔ ﻛﻞ ﻣﻦ ﺣﺎﺟﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻢ )ﺍﻟﻌﺎﻣﻞ( ﻭﺍﻟﻌﻤﻞ )ﺍﳌﺆﺳﺴﺔ(‪ ،‬ﻭﺫﻟﻚ ﺑﻔﻀﻞ ﺍﳊﺮﻳﺔ ﺍﻟﻜﺒﲑﺓ ﰲ ﺍﺧﺘﻴﺎﺭ‬
‫ﺃﻭﻗﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﳑﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﺳﺘﻐﻼﻝ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﺩﻭﻥ ﺍﻧﻘﻄﺎﻉ؛‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﻐﻼﻝ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻷﻭﱃ ﻟﻠﺘﺪﺭﻳﺐ ﺃﻭ ﰲ ﺑﺮﺍﻣﺞ ﺍﻟﺘـﺪﺭﻳﺐ ﺍﳌـﺴﺘﻤﺮ‬
‫ﻟﻠﻌﻤﺎﻝ‪.‬‬
‫ﻭﻣﻨﻪ ﻓﺈﻥ ﺍﻹﻧﻔﺎﻕ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﻭﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻳﻬﺪﻑ ﺇﱃ ﺭﻓـﻊ ﻛﻔـﺎﺀﺗﻬﺍ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﻫﺬﺍ ﺍﻹﺟﺮﺍﺀ ﺳﻴ‪‬ﺆﺩ‪‬ﻱ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻹﻳﺮﺍﺩﺍﺕ ﻟﻠﻤﺆﺳﺴﺔ‪ .‬ﺃﻱ ﺃﻥ ﺍﻹﻧﻔﺎﻕ‬
‫ﺼﺺ ﺟﺰﺀﹰﺍ ﻣﻦ‬‫ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ ﺟﺰ ٌﺀ ﻣﻦ ﺍﻹﻧﻔﺎﻕ ﺍﻻﺳﺘﺜﻤﺎﺭﻱ ﻟﻠﻤﺆﺳﺴﺔ؛ ﻣﻦ ﺣﻴﺚ ﺃﻧﻪ ‪‬ﻳﺨ ‪‬‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﳊﺎﻟﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ‪‬ﺑﻐﻴﺔ ﲢﻘﻴﻖ ﻋﻮﺍﺋﺪ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬

‫)‪ (1‬ﻧﺴﻲ ﳏﻤﺪ ﻧﺼﲑ‪ » ،‬ﺍﻟﺘﺠﺮﺑﺔ ﺍﳌﺼﺮﻳﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟـﺪﻭﻝ ﺍﻟﻌﺮﺑﻴـﺔ ﰲ ﳎـﺎﻝ ﺍﻻﺗـﺼﺎﻻﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ«‪ ،www.ituarabic.org/11thhrmeeting/doc8.doc ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬
‫‪(2) Mohammad Suleiman Mohammad Jaradat and Houari Maaradj, « Integration of e-Learning and‬‬
‫‪Knowledge Management », Congrès scientifique international sur la performance des organisations et‬‬
‫‪gouvernements, Université de Ouargla, Algeria, 08-09 Mars 2005.‬‬
‫‪295‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭ‪‬ﻳﺴﺎﻫﻢ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﲣﻔﻴﺾ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻟﻠﻤـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻋﻠـﻰ‬
‫ﻣﺴﺘﻮﻳﲔ‪:‬‬
‫• ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ‪ :‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻨﺨﻔﻀ ﹲﺔ ﻛﺜﲑﹰﺍ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺘﻜﺎﻟﻴﻒ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺍﻟﱵ ﻋﺎﺩ ﹰﺓ ﻣﺎ ‪‬ﻳﻀﺎﻑ ﺇﻟﻴﻬﺎ ﻣﺼﺎﺭﻳﻒ ﺍﻟﺘﻨﻘﱡﻞ‪ ،‬ﺍﻹﻃﻌﺎﻡ‪ ،‬ﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪... ،‬ﺍﱁ؛‬
‫• ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ‪ :‬ﺿﻤﺎﻥ ﺍﻻﺣﺘﻔﺎﻅ ﺑﻨﻔﺲ ﺣﺠﻢ ﺍﻟﻌﻤﺎﻟﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﲡ‪‬ﻨﺐ ﺍﳋﺴﺎﺭﺓ ﺍﻟﱵ‬
‫ﻛﺎﻧﺖ ﺗﻨ‪‬ﺘﺞ ﻋﻦ ﻏﻴﺎﺏ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺮﺍﺩ ﺗﺪﺭﻳﺒﻬﻢ ﻋﻦ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻭ‪‬ﻳﻀﺎﻑ ﺇﱃ ﻫﺬﻩ ﺍﳌﺰﺍﻳﺎ‪ ،‬ﺃﻥ ﺍﺳﺘﻐﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻦ ﺷﺄﻧﻪ ﻧﺸﺮ‬
‫ﺛﻘﺎﻓﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺳﻂ ﺍﻟﻌﻤﺎﻝ ﻭﺍ ﹸﳌﻮﻇﱢﻔﲔ‪ ،‬ﻭﺩﳎﻬﻢ ﻣﺒﺎﺷﺮ ﹰﺓ ﰲ ﻓﻀﺎﺀ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﳑﺎ ﻳﺴﺎﻋﺪﻫﻢ‬
‫ﻋﻠﻰ ﺍﻟﺘﻜﻴ‪‬ﻒ ﺍﻟﺴﺮﻳﻊ ﻣﻊ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﳛﺘﻢ ﻋﻠﻴﻬﻢ ﺑﺬﻝ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳉﻬﺪ ﻟﻜﺴﺐ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﳌﻄﻠﻮﺑﺔ ﻭﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫ﻭ‪‬ﺗﺘﻴﺢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻸﻓﺮﺍﺩ ﺍ ﹸﳌﺮﺍﺩ ﺗﺪﺭﻳﺒﻬﻢ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ ﻣـﻦ‬
‫ﻣﻨﺎﺯﳍﻢ ﰲ ﺃﻭﻗﺎﺕ ﺍﻟﻔﺮﺍﻍ‪ .‬ﻭﻳﺘﻮ ‪‬ﺟﺐ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻝ ﺗﺴﻬﻴﻞ ﺣﺼﻮﻝ ﺍﻟﻌﻤﺎﻝ ﻭﺍﳌﹸـﻮﻇﱢﻔﲔ‬
‫ﻋﻠﻰ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻣﺴﺎﻋﺪﺗﻬﻡ ﰲ ﺳﺪﺍﺩ ﻣﺼﺎﺭﻳﻒ ﺍﻟﺮﺑﻂ ﻭﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﻣﺘﻄﻠﺒﺎﺕ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﺰﺍﻳﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ ﺇﱃ ﺃﻥ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﻜﺒﲑ ﺍﻟﺬﻱ ﻋﺮﻓﺘﻪ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﻣﻴـﺪﺍﻥ ﺍﻷﻋﻤـﺎﻝ‬
‫ﻼ ﺧﺎﺻﹰﺎ ﳌﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ؛ ﻣﻦ ﺃﺟﻞ ﺿﻤﺎﻥ ﻣﻮﺍﻛﺒﺔ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺃﺩﺍﺀ‬ ‫ﻳﻔﺮﺽ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺗﻜﻮﻳﻨﹰﺎ ﻭﺗﺄﻫﻴ ﹰ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ؛ ﻓﺤﺠﻢ ﻫﺬﻩ ﺍﻷﻋﻤﺎﻝ ﻳﺘﺰﺍﻳﺪ ﺑﺎﺳﺘﻤﺮﺍ ٍﺭ ﻣﻊ ﺍﻟﺘﺰﺍ‪‬ﻳﺪ ﺍﻟﻜﺒﲑ ﻭﺍﳌﺴﺘﻤﺮ‬
‫ﹸﳌﺴﺘﺨ ِﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ؛ ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻷﻣﻮﺭ ﺍﻟﺘﺎﻟﻴﺔ ﻟﺘﺄﻫﻴﻞ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ)‪:(1‬‬
‫‪ -1‬ﺗﻌﻠﻴﻢ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻠﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﱵ ﺗﺘﻌﱠﻠﻖ ﺑﺄﻋﻤﺎﳍﻢ؛‬
‫‪ -2‬ﺗﻮﻓﲑ ﺍﳌﺼﺎﺩﺭ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ‪‬ﺗﺘﻴﺢ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺍ ﹸﳌﻮﻇﱢﻔﲔ ﺗﻄﻮﻳﺮ ﹸﻗﺪﺭﺍﺗﻬﻡ ﺍﳌﻬﻨﻴـﺔ ﰲ ﳎـﺎﻝ ﺍﻷﻋﻤـﺎﻝ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛‬

‫ﻳﻮﺳﻒ ﺃﲪﺪ ﺃﺑﻮ ﻓﺎﺭﺓ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،2004 ،‬ﺹ ﺹ ‪.43-42‬‬ ‫)‪(1‬‬
‫‪296‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -3‬ﺗﻨﻔﻴﺬ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻛﻴﻔﻴﺔ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﻫﺬﻩ‬
‫ﺍﻟﱪﺍﻣﺞ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ؛‬
‫‪ -4‬ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻟﻌﺎﻣﻠﲔ ﻣﺒﺎﺷﺮ ﹰﺓ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ؛‬
‫ﺕ ﺩﺍﺧﻠﻲ ﻓﺎﻋﻞ ﺑﲔ ﺍ ﹸﳌﻮﻇﱢﻔﲔ‪ ،‬ﻳﺘﻴﺢ ﳍﻢ ﺍﻻﺗﺼﺎﻝ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻭﺗﺒﺎﺩﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ -5‬ﺗﺄﺳﻴﺲ ﻧﻈﺎﻡ ﺍﺗﺼﺎﻻ ٍ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺼﻮﺭ ٍﺓ ﺳﺮﻳﻌﺔ؛‬
‫‪ -6‬ﺗﻮﻓﲑ ﺍﻹﺳﻨﺎﺩ ﺍﻟﻔﲏ ﻭﺍﻟﺪﻋﻢ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍﻟﻼﺯﻡ ﻟﻠﻌﺎﻣﻠﲔ ﺩﺍﺧﻞ ﻭﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ؛ ﻣﻦ ﺃﺟﻞ ﲤﻜﻴﻨﻬﻢ‬
‫ﻣﻦ ﺃﺩﺍﺀ ﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ؛‬
‫‪ -7‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺭﺑﻂ ﲨﻴﻊ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪297‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻤﺴﺘﻤﺮ‬
‫ﻳﻨ‪‬ﺒﻊ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﻭ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﳌﺘﺴﺎﺭﻋﺔ ﺍﻟﱵ ﲢﺪﺙ ﰲ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﶈﻴﻄﺔ ﺑﺎﳌﺆﺳﺴﺔ ﻭﻣﺎ ﻳﺘﺮﺗﺐ ﻋﻦ ﺫﻟﻚ ﻣﻦ ﺣﺎﺟﺎﺕ ﺗﻨﻈﻴﻤﻴﺔ ﻭﻓﺮﺩﻳﺔ ﺗﻼﺀﻡ ﻫﺬﻩ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ‪ ،‬ﺍﻷﻣﺮ ﺍﻟـﺬﻱ‬
‫ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺆﺳﺴﺔ ﳍﺬﻩ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺫﻟﻚ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻷﺩﻭﺍﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗ‪‬ﻮﻓﱢﺮﻫﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‪.‬‬


‫ﺇﻥ ﺍﻟﺮﻛﻴﺰﺓ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ)‪ (1‬ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺇﳕﺎ ﺗﻘﻮﻡ ﻋﻠﻰ‬
‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ ﺍﳌﺴﺘﻤﺮ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺃﺭﻛﺎﻥ ﺍﻟﺘﻌﻠﱡﻢ ﺍﳌﻌﺎﺻﺮ‪.‬‬
‫ﻟﻴﻜﻮﻥ ﺍﻟﺘﻌﻠﱡﻢ ﻧﺎﺟﺤﺎ ﻭﳛﻘﻖ ﻣﺎ ﻳﺒﺘﻐﻰ ﻣﻨﻪ ﻭﻫﻮ ﲢﻘﻴﻖ ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﻓﻌﺎﻟﺔ‪ ،‬ﻻ ﺑﺪ ﻣﻦ ﻗﻴﺎﻣﻪ ﻋﻠﻰ‬
‫ﺃﺭﻛﺎﻥ ﺃﺳﺎﺳﻴﺔ ﻫﻲ ﻣﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -1‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻧﻈﺎﻡ ﺍﻟﺘﻔﻜﲑ)‪ :(4‬ﲟﻮﺟﺐ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻳﺘﻌﻠﻢ ﺍﻟﻔﺮﺩ ﻛﻴـﻒ ﻳﻔﻜـﺮ ﰲ ﺍﻷﻣـﻮﺭ‬
‫ﻭﺍﳌﺴﺎﺋﻞ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ‪‬ﻣﻜﻮ‪‬ﻧﺎ‪‬ﺎ‪ ،‬ﻭﺇﳚﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻴﻨـﻬﺎ‬
‫ﻭﻓﻬﻤﻬﺎ ﺑﺸﻜﻠﻬﺎ ﺍﻟﺼﺤﻴﺢ ﻟﻴﺼﻞ ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺣﻮﳍﺎ؛‬
‫‪ -2‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗﺴﺘﺨﺪﻡ ﻗﹸﺪﺭﺍ‪‬ﺎ)‪ :(5‬ﰲ ﻋﻤﻠﻴﺔ ﺍﻹﺑﺪﺍﻉ ﻭﺧﻠﻖ ﺃﺷﻴﺎﺀ ﺟﺪﻳﺪﺓ؛‬
‫‪ -3‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺬﻫﲏ ﺍﻟﺼﺤﻴﺢ)‪ :(6‬ﺍﻟﺬﻱ ﲟﻮﺟﺒﻪ ﻳﺘﻌﻠﻢ ﺍﻟﻔﺮﺩ ﻛﻴﻒ ﻳـﻨﻈﻢ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﺨﻴﻞ ﻭﺍﻟﺘﺼﻮﺭ ﰲ ﺫﻫﻨﻪ‪ ،‬ﻟﺘﻤﻜﻴﻨﻪ ﻣﻦ ﺍﻟﺘﻨﺒﺆ ﺑﺎﻷﻣﻮﺭ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﺎ ﺳﻮﻑ ﺗﺆﻭﻝ ﺇﻟﻴﻪ‪،‬‬
‫ﻭﺗﺸﻜﻴﻞ ﺗﺼﻮﺭ ﺣﻮﳍﺎ؛‬
‫‪ -4‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺮﺅﻳﺔ ﺍﳌﺸﺘﺮﻛﺔ ﻟﻸﻣﻮﺭ)‪ :(1‬ﺃﻱ ﻓﻬﻢ ﺍﻷﻣﻮﺭ ﺍﻟﻌﺎﻣﺔ ﺍﳌﺸﺘﺮﻛﺔ ﻣﻊ ﺍﻵﺧﺮﻳﻦ؛‬

‫ﱠﰎ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻬﺎ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺴﺎﺑﻖ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.347‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ﺹ ‪.449-448‬‬ ‫)‪(3‬‬

‫‪.System of Thinking‬‬ ‫)‪(4‬‬

‫‪.How use Abilities‬‬ ‫)‪(5‬‬

‫‪.Mental Model‬‬ ‫)‪(6‬‬


‫‪298‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -5‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻕ ﺍﻟﻌﻤﻞ)‪ :(2‬ﻓﻴﺘﻌﻠﻢ ﺍﻟﻔﺮﺩ ﻛﻴﻒ ﻳﻔﻜﺮ ﻣـﻊ ﺍﻵﺧـﺮﻳﻦ‪،‬‬
‫ﻭﻛﻴﻒ ﻳﻔﻬﻤﻬﻢ‪ ،‬ﻭﻛﻴﻒ ﻳﺘﺼﻞ ‪‬ﻢ‪ ،‬ﻭﻛﻴﻒ ﻳﺘﻌﺎﻭﻥ ﻭﻳﺘﻨﺎﻗﺶ ﻭﻳﺼﻞ ﺇﱃ ﺣﻠﻮﻝ ﻭﺃﺷﻴﺎﺀ ﺟﺪﻳـﺪﺓ‬
‫ﻣﺒﺘﻜﺮﺓ ﻣﻌﻬﻢ‪ ،‬ﻭﻛﻴﻒ ﻳﺘﻢ ﺍﻟﺘﻨﺴﻴﻖ ﺍﳉﻤﺎﻋﻲ؛‬
‫‪ -6‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗﻔﻬﻢ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ ﻭﺗﺪﺭﻙ ﳏﺘﻮﺍﻫﺎ‪ ،‬ﻭﻋﺪﻡ ﺍﳋﻮﻑ ﻣﻨـﻬﺎ‪ ،‬ﻭﻋـﺪﻡ‬
‫ﻣﻘﺎﻭﻣﺘﻬﺎ ﺑﻞ ﺍﻟﻌﻜﺲ ﲢﺪﻳﻬﺎ؛‬
‫‪ -7‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﺍﻗﻒ ﺣﺴﺐ ﺍﻟﻈﺮﻭﻑ ﺍﶈﻴﻄﺔ‪ ،‬ﻓﻴﻌﻠﻢ ﺍﻟﻔﺮﺩ ﻛﻴﻒ ﻳﻨﻘـﻞ‬
‫ﺍﳌﻮﻗﻒ ﻭﻇﺮﻭﻓﻪ ﺍﶈﻴﻄﺔ ﺑﻪ ﻭﺃﺳﺒﺎﺏ ﺣﺪﻭﺛﻪ ﺇﱃ ﻋﻘﻠﻪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﻭﻳﺄﻣﺮ ﺗﻔﻜﲑﻩ ﺃﻥ ﻳﺘﺨﺬ ﻣﺎ ﻫﻮ‬
‫ﻣﻨﺎﺳﺐ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻌﻪ ﺑﺸﻜﻞ ﺍﳚﺎﰊ؛‬
‫‪ -8‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻞ ﺟﺪﻳﺪ ﻭﻣ‪‬ﺘﻄﻮّﺭ ﳛﺘﺎﺟﻮﻧﻪ ﰲ ﺃﻋﻤﺎﳍﻢ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﺍﻻﺑﺘﻌﺎﺩ ﻋـﻦ‬
‫ﺗﻌﻠﻴﻤﻬﻢ ﺍﻷﺷﻴﺎﺀ ﺍﳌﺘﻘﺎﺩﻣﺔ‪ ،‬ﺃﻭ ﺍﻟﱵ ﻟﻴﺴﻮ ﲝﺎﺟﺔ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻷﻣﻮﺭ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺍﳌﺒﺎﺷـﺮﺓ‬
‫ﲟﺠﺎﻻﺕ ﺃﻋﻤﺎﳍﻢ؛‬
‫‪ -9‬ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻬﻴﺄﺓ ﻧﻔﺴﻴﹰﺎ ﻭﻣﻌﻨﻮﻳﺎﹰ‪ ،‬ﻭﻟﺪﻳﻬﺎ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﺘﻌﻠﻢ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳـﺪﺓ‬
‫ﻭﺍﳊﺪﻳﺜﺔ؛‬
‫‪ -10‬ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻄﺒﻴﻖ ﰲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ‪ ،‬ﺃﻱ ﻻ ﺗﻜﻮﻥ ﳎﺮﺩ ﻧﻈﺮﻳﺎﺕ ﻭﻓﺮﺿـﻴﺎﺕ‬
‫ﻻ ﳝﻜﻦ ﻟﻠﻤﺘﻌﻠﻢ ﺃﻥ ﻳﻨﻘﻠﻬﺎ ﻭﻳﻄﺒﻘﻬﺎ ﰲ ﺍﻟﻮﺍﻗﻊ؛‬
‫‪ -11‬ﺇﻋﻄﺎﺀ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﻤﺘﻌﻠﻢ ﻟﻜﻲ ﻳﻄﺒﻖ ﻣﺎ ﺗﻌﻠﻤﻪ ﻭﻳﻠﻤﺲ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﺃﺣﺪﺛﻪ ﺗﻌﻠﻴﻤـﻪ ﰲ ﺭﻓـﻊ‬
‫ﻣﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ‪ ،‬ﻭﺍﻟﺘﺄﻛﺪ ﺑﻌﺪ ﺫﻟﻚ ﻣﻦ ﻓﺎﻋﻠﻴﺔ ﺗﻄﺒﻴﻖ ﻣﺎ ﺗﻌﻠﻤﻪ‪ ،‬ﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻔﻌﺎﻝ ﺍﻟﻌﻤﻠﻲ ﻧﻀﻤﻦ‬
‫ﺃﻥ ﺍﳌﹸﺘﻌﻠﱢﻢ ﻟﻦ ﻳﻨﺴﻰ ﻣﺎ ﺗﻌﻠﻤﻪ‪ ،‬ﻓﺘﻌﻠﻢ ﺍﻷﺷﻴﺎﺀ ﻋﻤﻠﻴﺎ ﻳﺜﺒﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﺬﻫﻦ؛‬
‫‪ -12‬ﻟﻜﻲ ﻳﺆﰐ ﺍﻟﺘﻌﻠﱡﻢ ﲦﺎﺭﻩ ﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﺑﺘﺤﻘﻴﻖ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﳉﺪﻳﺔ ﻣﻨﻪ ﻟﺪﻯ ﺍﳌﹸﺘﻌﻠﱢﻢ‪ ،‬ﻳﺘﻮﺟﺐ ﺣﻠﻖ ﺍﻟﺪﺍﻓﻌﻴـﺔ‬
‫ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﻟﻴﺴﺘﻔﻴﺪ ﳑﺎ ﻳﻘﺪﻡ ﻟﻪ ﻣﻦ ﻣﻮﺍﺩ ﺗﺪﺭﻳﺒﻴﺔ ﻭﻫﺬﺍ ﻳﻜﻮﻥ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺤﻔﻴﺰ ﺍﳌﻨﺎﺳﺐ؛‬
‫‪ -13‬ﻳﺘﻮﺟ‪‬ﺐ ﳒﺎﺡ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺇﱃ ﺣ ﱟﺪ ﻛﺒﲑ ﻋﻠﻰ ﻣﺎ ﺗ‪‬ﻮﻓﱢﺮﻩ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺩﻋﻢ ﻣـﺎﺩﻱ‬
‫ﻭﻣﻌﻨﻮﻱ‪ ،‬ﻓﻌﻠﻴﻬﺎ ‪‬ﻴﺌﺔ ﺍﳌﻨﺎﺥ ﺍﳌﻨﺎﺳﺐ ﻭﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﻣﺎ ﺗﻌﻠﻤﻮﻩ‪.‬‬
‫ﻳﺘ‪‬ﻀﺢ ﳑﺎ ﺗﻘﺪ‪‬ﻡ ﺃﻥ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻔﻌﺎﻝ ﻳﻘﻮﻡ ﻋﻠﻰ ﺃﺭﻛﺎ ٍﻥ ﻣﺘﻌﺪﺩﺓ ﺇﺫﺍ ﺗ‪‬ﻮﻓﱢﺮﺕ ﻓﻴﻪ ﺣﺼﻠﻨﺎ ﻋﻠﻰ ﻓﺎﻋﻠﻴـﺔ‬
‫ﻭﳒﺎﺡ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻳ‪‬ﻮﺿ‪‬ﺢ ﺫﻟﻚ‪:‬‬

‫‪.Shared Vision‬‬ ‫)‪(1‬‬

‫‪.Team Learning‬‬ ‫)‪(2‬‬


‫‪299‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(41‬‬


‫ﺃﺭﻛﺎﻥ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻔﻌﺎﻝ ﻭﺃﺛﺮﻩ‬

‫ﺇﳒﺎﺯ ﺃﻫﺪﺍﻑ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬ ‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬ ‫ﺗﻌﻠﱡﻢ‬ ‫ﺃﺭﻛﺎﻥ‬


‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻓﻌﺎﻝ‬ ‫ﺍﻟﺘﻌﻠﱡﻢ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.449‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺪﺍﺧﻞ ﺍﻟﺘﻌﻠﱡﻢ ﺍﳌﺴﺘﻤﺮ‪.‬‬


‫ﻫﻨﺎﻙ ﻋﺪﺓ ﻣﺪﺍﺧﻞ ﳝﻜﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ ‪‬ﺎ ﰲ ﺗﺼﻤﻴﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﺳﻨﺄﰐ ﻋﻠﻰ ﺷﺮﺡ ﺛﻼﺛـﺔ ﻣﻨـﻬﺎ‬
‫ﻭﻫﻲ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﹰﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﹰﺎ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -1‬ﻣﺪﺧﻞ ﺍﻟﺘﻌﻠﱡﻢ ﺑﺎﳌﻤﺎﺭﺳﺔ‪ :‬ﻭﻳﺴﻤﻰ ﻛﺬﻟﻚ ﲟﺪﺧﻞ ﺍﻟﺘﻌﻠﱡﻢ ﺑﻮﺍﺳﻄﺔ ﻓﻌﻞ ﺍﻷﺷﻴﺎﺀ)‪ (2‬ﻭﲟﻮﺟﺒﻪ ﻳﺘﻢ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﻋﻠﻰ ﳕﺎﺫﺝ ﻭﻇﺮﻭﻑ ﻋﻤﻞ ﻣﺼﻄﻨﻌﺔ ﳑﺎﺛﻠﺔ ﲤﺎﻣﺎ ﻟﻈﺮﻭﻑ ﻭﻭﺍﻗﻊ ﺍﻟﻌﻤﻞ ﺍﻷﺻﻠﻲ؛ﺣﻴﺚ ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣـﻦ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ ﻳﻄﻠﺐ ﻣﻦ ﺍﳌﹸﺘﻌﻠﱢﻢ ﺃﻥ ﻳﻄﺒﻖ ﻣﺎ ﺗﻌﻠﻤﻪ ﻋﻠﻰ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﺼﻄﻨﻌﺔ ﰲ ﻭﺍﻗﻊ ﻭﺑﻴﺌﺔ ﻋﻤﻠﻪ ﺍﻷﺻﻠﻴﺔ‪.‬‬
‫‪ -2‬ﻣﺪﺧﻞ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻔﻌﻠﻲ ﺍﻟﻮﺍﻗﻌﻲ)‪ :(3‬ﲟﻮﺟﺒﻪ ﳛﺪﺩ ﻣﻀﻤﻮﻥ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳑﺎ ﳛﺪﺙ ﰲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ‬
‫ﺍﻟﻔﻌﻠﻲ‪ ،‬ﺃﻱ ﺃﻥ ﺍﳌﺎﺩﺓ ﺍﳊﻘﻴﻘﺔ ﻭﺣﺪﺛﺖ ﺃﻭ ﲢﺪﺙ ﰲ ﺍﻟﻮﺍﻗﻊ؛ﺣﻴﺚ ﻳﻘﺪﻡ ﻟﻠﻤﺘﻌﻠﻤﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺣـﺎﻻﺕ‪،‬‬
‫ﻭﻣﻮﺍﻗﻒ‪ ،‬ﻭﻗﻀﺎﻳﺎ ﻣﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻭﻳﻄﻠﺐ ﻣﻨﻬﻢ ﺩﺭﺍﺳﺘﻬﺎ ﻭﺇﺑﺪﺍﺀ ﺍﻟﺮﺃﻱ ﺣﻮﳍﺎ؛ ﺣﻴﺚ ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ‬
‫ﻣﻦ ﺫﻟﻚ ﺗﻘﻴﻢ ﺍﻵﺭﺍﺀ ﺃﻭ ﺍﳊﻠﻮﻝ ﺍﳌﻘﺪﻣﺔ ﻣﻦ ﻗﺒﻞ ﺍﳌﹸﺘﻌﻠﱢﻤﲔ ﻟﺘﺤﺪﻳﺪ ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺜﻐﺮﺍﺕ ﺍﳌﻮﺟـﻮﺩﺓ ﻓﻴﻬـﺎ‬
‫ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻭﲡﻨﺒﻬﺎ ﰲ ﺍﻟﻮﺍﻗﻊ ﺇﺫﺍ ﻣﺎ ﺗﻌﺮﺿﻮﺍ ﳌﺜﻠﻬﺎ ﺃﻭ ﻣﺎ ﻳﺸﺒﻬﻬﺎ ﻋﻨﺪ ﳑﺎﺭﺳﺘﻬﻢ ﻷﻋﻤﺎﳍﻢ ﻋﻠﻰ ﺃﺭﺽ‬
‫ﺍﻟﻮﺍﻗﻊ‪.‬‬
‫‪ -3‬ﻣﺪﺧﻞ ﺳﻠﻮﻙ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻨﻤﻮﺫﺟﻲ)‪ :(4‬ﻳﻄﻠﻖ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﻣﺼﻄﻠﺢ ﻭﻳﻘﻮﻡ ﻋﻠﻰ ﻓﻜﺮﺓ ﺃﺳﺎﺳـﻴﺔ‬
‫ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﺑﺈﻣﻜﺎﻥ ﺍﻟﺒﺸﺮ ﻭﻣﻦ ﺧﻼﻝ ﻣﺎ ﳝﻠﻜﻮﻧﻪ ﻣﻦ ﺫﻛﺎﺀ ﻭﻗﹸﺪﺭﺓ ﻋﻠﻰ ﺗﻘﻠﺪ ﺍﻷﺷﻴﺎﺀ‪ ،‬ﺃﻥ ﻳﺸﻜﻠﻮﺍ ﺃﳕﺎﻃﺎ‬
‫ﺃﻭ ﳕﺎﺫﺝ ﺳﻠﻮﻛﻴﺔ ﻣﻼﺋﻤﺔ ﻟﻮﺍﻗﻊ ﻋﻤﻠﻬﻢ‪ .‬ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻔﻜﺮﺓ ﻳﻬﺪﻑ ﻫﺬﻩ ﺍﳌﺪﺧﻞ ﺇﱃ ﺗﻌﻠﻴﻢ ﺍﻟﻔـﺮﺩ‬
‫ﻭﺇﻛﺴﺎﺑﻪ ﺃﳕﺎﻃﺎ ﻭﳕﺎﺫﺝ ﺳﻠﻮﻛﻴﺔ)ﳑﺎﺭﺳﺎﺕ ﻭﺗﺼﺮﻓﺎﺕ( ﺍﳚﺎﺑﻴﺔ ﺻﺤﻴﺤﺔ ﻭﻧﺎﺟﺤﺔ ﳝﻜﻦ ﺍﻻﻗﺘﺪﺍﺀ ‪‬ﺎ ﻋﻠﻰ‬
‫ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪.‬‬

‫‪.Behavior Modeling Learning‬‬ ‫)‪(1‬‬


‫‪.Learning by doing‬‬ ‫)‪(2‬‬

‫‪.Action learning‬‬ ‫)‪(3‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.450‬‬ ‫)‪(4‬‬


‫‪300‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬


‫ﻭﻫﻮ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺑﺮﳎﻴﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ ﺳﻮﺍﺀ ﻋﻠﻰ ﺷﺒﻜﺔ ﻣﻐﻠﻘـﺔ ﺃﻭ ﺷـﺒﻜﺎﺕ‬
‫ﻣﺸﺘﺮﻛﺔ ﺃﻭ ﺍﻟﺸﺒﻜﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﻫﻮ ﺗﻌﻠﻢ ﻣﺮﻥ ﻣﻔﺘﻮﺡ ﻭﻟﻴﺲ ﳎﺮﺩ ﻭﺳﻴﻠﺔ ﻟﻠﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺇﳕـﺎ‬
‫ﻳﺴﺘﺨﺪﻡ ﻷﻏﺮﺍﺽ ﺃﺧﺮﻯ ﻛﺜﲑﺓ ﻣﺜﻞ ﺇﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ ﻭﺇﻗﺎﻣﺔ ﺍﳌﻜﺎﺗﺐ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﻭﻫﻮ‬
‫ﻻ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻘﻂ ﺑﻞ ﻋﻠﻰ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻘﻴﺎﺩﺓ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﲑ ﺃﻳﻀﹰﺎ ﻭﺗﻮﺟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻨﻬﺎ ﺍﺳﻄﻮﺍﻧﺎﺕ ﺍﻟﻠﻴـﺰﺭ ﺍﳌﺪﳎـﺔ )‪ (CDs‬ﻭﺍﻟﻮﺳـﺎﺋﻂ‬
‫ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ)‪ (1‬ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﺍﻟﺼﻮﺕ ﻭﺃﻓﻼﻡ ﺍﻟﻔﻴﺪﻳﻮ ﻣﻦ ﺧﻼﻝ ﺍﳊﺎﺳﻮﺏ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﺨﺘﻠﻔـﺔ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻋﻦ ﺑ‪‬ﻌﺪ‪...‬ﺍﱁ‪.‬‬
‫ﻭﻣﻦ ﲰﺎﺗﻪ ﺃﻧﻪ ﻳﺘﻢ ﺑﺼﻮﺭ ٍﺓ ﻣﺘﺰﺍﻣﻨﺔ)‪(2‬؛ ﻓﺘﺘﻮﺍﺻﻞ ﺍﻷﻃﺮﺍﻑ ﺍﳌﺨﺘﻠﻔـﺔ ﻣـﻦ ﻣ‪‬ـﺪﺭ‪‬ﺏ ﻭﻣﺘـﺪﺭﺑﲔ‬
‫ﻣﺒﺎﺷﺮﺓ)‪(3‬؛ ﳑﺎ ﳚﻌﻞ ﺟﻮ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻗﺮﺏ ﺇﱃ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺃﻭ ﻳﺘﻢ ﺑﺼﻮﺭ ٍﺓ ﻏﲑ ﻣﺘﺰﺍﻣﻨﺔ؛ ﺣﻴﺚ ﺗﻜـﻮﻥ‬
‫ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﻟﻜﻞ ﺷﺨﺺ ﻛﻲ ﻳﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻭﻓﻘﹰﺎ ﻟﻮﻗﺘﻪ ﻭﺳﺮﻋﺘﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻳ‪‬ﻮﻓﱢﺮ‬
‫ﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﻜﻠﻔﺔ ﻭ‪‬ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻫﻮ ﻳﻌﺘﻤﺪ ﻋﻠـﻰ ﺍﻟـﺘﻌﻠﱡﻢ ﺑﺎﳌﻤﺎﺭﺳـﺔ‬
‫ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﳌﺮﺗﺪﺓ ﻭﺭﻏﺒﺔ ﺍﳌﹸﺘﻌﻠﱢﻢ ﰲ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺗﺼﻤﻴﻢ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﻳﺴﺎﻋﺪ ﺍﳌﹸﺘﻌﻠﱢﻢ ﻋﻠﻰ ﺍﻟﺴﲑ ﻭﻓﻘﹰﺎ ﳋﻄـﺎﻩ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﰲ ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻳﻨﺎﺳﺒﻪ)‪ (4‬ﻭﺗﻮﺟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺻﻔﺤﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻭﺍﻟﱵ ﲣﺘﱪ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳌﺆﺳﺴﺎﺕ ﻟﻠﺘﻌﻠﻢ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻫﻲ ﺗﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﲢﻠﻴﻞ ﺍﻟﻌﻮﺍﺋﻖ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻭﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﱵ ﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻰ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻟﺘﻌﻠﱡﻢ)‪ (5‬ﻭﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﱵ ﺗﻌﻮﺩ ﻋﻠﻰ ﺍﳌﹸﺘﻌﻠﱢﻢ ﺃﻭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪:‬‬
‫‪ -1‬ﻳﺘﻌﻠﻢ ﻣﺎ ﻳﺮﻳﺪ ﺃﻥ ﻳﺘﻌﻠﻤﻪ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﳜﺘﺎﺭﻩ ﻭﺑﺎﻟﺴﺮﻋﺔ ﺍﻟﱵ ﺗﻨﺎﺳﺒﻪ؛‬
‫‪ -2‬ﻳﺘﻌﻠﻢ ﻭﳜﻄﺊ ﰲ ﺟﻮ ﻣﻦ ﺍﳋﺼﻮﺻﻴﺔ؛‬
‫‪ -3‬ﳝﻜﻨﻪ ﲣﻄﻲ ﺑﻌﺾ ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﻳﺮﺍﻫﺎ ﺳﻬﻠﺔ ﺃﻭ ﻏﲑ ﻣﻨﺎﺳﺒﺔ؛‬
‫ﻼ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻣﺘﻨﺎﻭﻝ ﻳﺪﻩ‪.‬‬ ‫‪ -4‬ﳚﻌﻞ ﻛﻤﹰﺎ ﻫﺎﺋ ﹰ‬

‫‪.Multimédia‬‬ ‫)‪(1‬‬

‫‪.Synchronous‬‬ ‫)‪(2‬‬

‫‪.ONLINE‬‬ ‫)‪(3‬‬

‫ﺇﳝﺎﻥ ﳏﻤﺪ ﺍﻟﻐﺮﺍﺏ‪ ،‬ﺍﻟﺘﻌﻠﱡﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﺪﺧﻞ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﻏﲑ ﺍﻟﺘﻘﻠﻴﺪﻱ‪ ،‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪،2003 ،‬‬ ‫)‪(4‬‬

‫ﺹ ‪.27‬‬
‫ﻣﻦ ﻫﺬﺍ ﺍﳌﻮﻗﻊ‪ ،www. @com/learning network/virtual academy/success :‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ ‪.2006‬‬ ‫)‪(5‬‬
‫‪301‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬


‫ﺟﺎﺀﺕ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻛﺘﻄﺒﻴﻖ ﻋﻤﻠﻲ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﻭﻣﺴﺘﺤﺪﺛﺎ‪‬ﺎ؛ ﺣﻴﺚ ﺗﺘﻌﺪ‪‬ﺩ ﻓﻮﺍﺋﺪﻫﺎ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻓﻴﺘﻢ ﻣﻦ ﺧﻼﳍﺎ ﺗﻨﻔﻴﺬ ﺍﻻﺗـﺼﺎﻻﺕ ﺍﳌـﺴﻤﻮﻋﺔ‬
‫ﻭﺍﳌﺮﺋﻴﺔ ﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﰲ ﺃﻣﺎﻛﻦ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﻓﻴﻤﻜﻦ ﻟﻠﻤ‪‬ﺪﺭ‪‬ﺏ ﺃﻥ ﻳﻘﺪﻡ ﻣﺎﺩﺗﻪ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻄﻼﺑﻪ‬
‫ﺻﻮﺕ ﻭﺻﻮﺭﺓ ﻭﻳﻨﺎﻗﺸﻬﻢ ﻭﻛﻞ ﻣﻨﻬﻢ ﰲ ﻣﻨﺎﺯﳍﻢ ﳝﻜﻦ ﻟﻺﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺃﻥ ﲡﺘﻤﻊ ﻣـﻊ ﺭﻭﺍﺩ ﺍﻟﺘﺮﺑﻴـﺔ‬
‫ﻭﺍﳋﱪﺍﺀ ﳌﻨﺎﻗﺸﺘﻬﻢ ﰲ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﻳﺘﻢ ﻛﻞ ﻣﺎ ﺳﺒﻖ ﰲ ﺟﻮ ﺗﻔﺎﻋﻠﻲ ﺟـﺬﺍﺏ ﺃﻭﺟﺪﺗـﻪ ﻫـﺬﻩ‬
‫ﺍﳌﺆﲤﺮﺍﺕ ﻟﻼﺗﺼﺎﻝ ﺍﳌﺴﻤﻮﻉ ﻭﺍﳌﺮﺋﻲ ﺑﲔ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺸﺎﺭﻛﲔ ﻓﻴﻬﺎ ﻭﻛﻞ ﻣﻨﻬﻢ ﰲ ﻣﻜﺎﻧﻪ‪ ،‬ﺩﻭﻥ ﲢﻤﻞ‬
‫ﳌﺸﺎﻕ ﺍﻟﺴﻔﺮ ﻭﺍﻻﻧﺘﻘﺎﻝ ﻭﺗﻜﺎﻟﻴﻔﻪ‪ ،‬ﻓﻀﻼ ﻋﻦ ﺗﻮﻓﲑ ﺍﻟﻮﻗﺖ ﻟﻜﻞ ﻣﻨﻬﻢ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺃﻧﻮﺍﻋﻬﺎ‪.‬‬
‫ﺇﻥ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﺪﺭﺱ ﺍﺳﺘﻌﻤﺎﻝ ﺑﻴﺌﺔ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻘﻴﻢ ﺣﺎﺟﺘـﻬﺎ ﺇﱃ ﻣـﺆﲤﺮ‬
‫ﺍﻟﻜﺘﺮﻭﱐ‪ ،‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺍﳌﺴﺎﻓﺔ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﻋﺪﺩ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻭﺗﻜﺮﺍﺭﻫﺎ ﻭﻧـﻮﻉ‬
‫ﻫﻴﻜﻞ ﺍﳌﺆﺳﺴﺔ ﻓﺎﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺮﲰﻴﺔ ﺍﻟﻜﺒﲑﺓ ﺗﻌﺘﱪ ﻣﺜﺎﻟﻴﺔ ﻟﻠﻨﺪﻭﺍﺕ ﺑﺎﻟﻔﻴـﺪﻳﻮ؛ﺣﻴﺚ ﺗ‪‬ـﻮﻓﱢﺮ ﺍﻟﺘﻔﺎﻋـﻞ‬
‫ﺑﺎﻷﺳﺌﻠﺔ ﻭﺍﻷﺟﻮﺑﺔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﳌﺆﲤﺮﺍﺕ ﻟﻐﺮﺽ ﻣﻌﲔ؛ﺣﻴﺚ ﻳﺮﻏـﺐ ﺷﺨـﺼﺎﻥ ﺃﻭ ﺃﻛﺜـﺮ ﰲ‬
‫ﺍﺟﺘﻤﺎﻉ ﻓﻮﺭﻱ)‪.(2‬‬
‫ﻉ ﺭﺋﻴﺴﻴﺔ ﻣﻦ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ)‪:(3‬‬
‫ﻭﻫﻨﺎﻙ ﺛﻼﺛﺔ ﺃﻧﻮﺍ ٍ‬
‫‪ -1‬ﺍﳌﺆﲤﺮﺍﺕ ﺑﺎﻟﻔﻴﺪﻳﻮ‪ :‬ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻘﻬﺎ ﺗﻨﻔﻴﺬ ﺍﳌﺆﲤﺮﺍﺕ ﻭﺟﻬﺎ ﻟﻮﺟﻪ ﻣﻊ ﻓﻴـﺪﻳﻮ ﺑﺎﳊﺮﻛـﺔ ﺍﻟﻜﺎﻣﻠـﺔ‬
‫ﺑﺎﻻﺗ‪‬ﺠﺎﻫﲔ ﺑﺎﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ؛ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺸﺎﺭﻛﻮﻥ ﺭﺅﻳﺔ ﺑﻌﻀﻬﻢ ﺑﻌﺾ ﺃﺛﻨﺎﺀ ﺍﳌﺆﲤﺮ‪ .‬ﻣﻦ ﺧﻼﻝ‬
‫ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﳝﻜﻦ ﺍﻻﺗﺼﺎﻝ ﺑﺎﳋﱪﺍﺀ ﻭﺍﳌﹸﺘﺨﺼ‪‬ﺼﲔ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻌـﺮﺽ‬
‫ﺧﱪﺍ‪‬ﻢ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﻌﻠﻮﻣﺎ‪‬ﻢ‪ ،‬ﳑﺎ ﳛﻔﺰ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻭﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﻌﻠﻴﻢ ﻭﲢﺴﲔ ﺍﻟﺘﻔـﺎﻫﻢ‬
‫ﺑﻴﻨﻬﻢ)‪.(4‬‬
‫‪ -2‬ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪ :‬ﲡﻤﻊ ﺻﻮﺭﺓ ﺑﺎﺗ‪‬ﺠﺎﻩ ﻭﺍﺣﺪ ﻣﻊ ﺻﻮﺕ ﺑﺎﺗ‪‬ﺠـﺎﻫﲔ‪ ،‬ﻭﻫـﺬﺍ ﺍﻟﻨـﻮﻉ ﺟﻴـﺪ ﰲ‬
‫ﺍﻹﻋﻼﻧﺎﺕ ﻋﻦ ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ ﺟﺪﻳﺪﺓ ﺃﻭ ﳐﺎﻃﺒﺔ ﲨﻬﻮﺭ ﻛﺒﲑ؛ ﺣﻴﺚ ﳚﺘﻤﻊ ﲨﻬﻮﺭ ﺍﳌـﺸﺎﻫﺪﻳﻦ ﰲ ﺃﻋـﺪﺍﺩ‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺚ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ ﻟﻠﻨﺸﺮ‪ ،‬ﺩ‪.‬ﻡ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ‪) 213‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(1‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.37‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.37‬‬ ‫)‪(3‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.240‬‬ ‫)‪(4‬‬


‫‪302‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻛﺒﲑﺓ ﰲ ﺍﳌﺪﻥ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻳﺸﺎﻫﺪﻭﻥ ﻋﻠﻰ ﺷﺎﺷﺎﺕ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ؛ ﻓﺎﳍﺎﺗﻒ ﺑﺎﻻﺗ‪‬ﺠﺎﻫﲔ ﳝﻜﻦ ﺍﳌﺸﺎﻫﺪﻳﻦ ﺃﻭ‬
‫ﺍﳊﺎﺿﺮﻳﻦ ﻣﻦ ﺗﻮﺟﻴﻪ ﺃﺳﺌﻠﺔ ﺗﺴﻤﺢ ﻣﻦ ﻗﺒﻞ ﻛﻞ ﺍﳊﺎﺿﺮﻳﻦ‪.‬‬
‫‪ -3‬ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ‪ :‬ﻭﻫﻲ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺆﲤﺮ ﻳﺘﻢ ﻋﱪ ﺍﳍﺎﺗﻒ ﺑﲔ ﺛﻼﺛﺔ ﺃﺷـﺨﺎﺹ ﺃﻭ‬
‫ﺃﻛﺜﺮ ﰲ ﺃﻣﺎﻛﻦ ﺟﻐﺮﺍﻓﻴﺔ ﻣﺘﺒﺎﻋﺪﺓ؛ﺣﻴﺚ ﳚﻠﺲ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﻏﺮﻓﺔ ﻣﺆﲤﺮﺍﺕ ﺧﺼﻴـﺼﺎ ‪‬ﻮﺍﺗـﻒ ﺫﺍﺕ‬
‫ﻣﻴﻜﺮﻭﻓﻮﻧﺎﺕ ﺧﺎﺻﺔ ﻟﻌﻘﺪ ﺍﻻﺟﺘﻤﺎﻉ ﲞﻼﻑ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﻟﻐـﺮﺽ ﻣﻌـﲔ ﻓـﺎﻥ‬
‫ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻭﻧﺪﻭﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﲢﺘﺎﺝ ﺇﱃ ﻣﺮﺍﻓﻖ ﺧﺎﺻﺔ ﻭﲣﻄﻴﻂ ﺧﺎﺹ ﳉﺪﻭﻟﺔ ﻭﻗﺖ ﺍﳌـﺸﺎﺭﻛﲔ‬
‫ﻭﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺮﺍﻓﻖ‪ .‬ﻓﺎﳌﺆﲤﺮﺍﺕ ﺑﺎﻟﻔﻴﺪﻳﻮ ﻫﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻮﺣﻴﺪ ﻣﻦ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﺬﻱ ﻳﻠﱯ ﺍﳊﺎﺟﺔ ﺇﱃ‬
‫ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻜﺎﻣﻞ؛ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺸﺎﺭﻛﻮﻥ ﺃﻥ ﻳﺸﺎﻫﺪﻭﺍ ﺭﺩﻭﺩ ﺍﻟﻔﻌﻞ ﻋﻠﻰ ﺃﻓﻜـﺎﺭﻫﻢ ﻭﺭﺩﻭﺩ ﺍﻟﻔﻌـﻞ‬
‫ﺍﳍﺎﻣﺔ ﺟﺪﺍ‪ ،‬ﻭﺗﺒﺪﻭ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﺴﻤﻌﻴﺔ ﻃﺒﻴﻌﻴﺔ ﺃﻛﺜﺮ ﻣﻦ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻷ‪‬ﺎ ﺗﺒﺪﻭ ﻣﺒﺴﻄﺔ‪.‬‬
‫ﺇﻥ ﺍﳌﺆﲤﺮ ﺍﻟﺼﻮﰐ ﻣﻨﺎﺳﺐ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻓﺮﻕ ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺗﻐﺬﻳـﺔ ﻋﻜـﺴﻴﺔ‬
‫ﻣﻨﻈﻮﺭﺓ ﻭﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺗﺒﺎﻋﺪ ﺍﳌﺸﺎﺭﻛﲔ ﻓﻦ ﺍﳌﺆﲤﺮ ﺑﺎﻟﻔﻴﺪﻳﻮ ﻫﻮ ﺃﻓﻀﻞ ﺍﺧﺘﻴﺎﺭ)‪.(1‬‬
‫ﺇﻥ ﻫﺬﻩ ﺍﻻﺗﺼﺎﻻﺕ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ؛ﺣﻴﺚ ﺗﻨﻘـﻞ ﺍﻷﻟﻴـﺎﻑ‬
‫ﺍﻟﺰﺟﺎﺟﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺷﻌﲑﺍﺕ ﺯﺟﺎﺟﻴﺔ )ﺳﻴﻠﻴﻜﺎ( ﻋﻠﻰ ﺷﻜﻞ ﻣﻮﺟﺎﺕ ﺿﻮﺋﻴﺔ ﻭﺗﺼﻨﻊ ﺍﻷﻟﻴﺎﻑ‬
‫ﻣﻦ ﺛﻼﺙ ﻃﺒﻘﺎﺕ‪ .‬ﺍﻟﻄﺒﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﻏﻼﻑ ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴﻚ ﻟﻠﺤﻤﺎﻳﺔ ﻣﻦ ﺍﻷﻭﺳﺎﺥ‪ ،‬ﻭﺍﻟﻄﺒﻘـﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﺗﺴﻤﻰ ﺍﻻﺭﺗﺪﺍﺩ ﺗﻌﻜﺲ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻀﻮﺋﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺒﻘﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺍﻟﻘﻠﺐ ﻣﻘﺎﺭﻧﺔ ﺑﺄﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻓﺈﻥ ﺍﻷﻟﻴﺎﻑ ﺍﻟﺒﺼﺮﻳﺔ ﺗ‪‬ﻮﻓﱢﺮ ﻋﺪﺓ ﻣﺰﺍﻳﺎ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻣﺎﻫﺎ ﰲ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻫﻲ)‪:(2‬‬
‫‪ -1‬ﺳﻌﺔ ﻋﺎﻟﻴﺔ ﰲ ﺍﻟﻨﻘﻞ‪ :‬ﲝﻴﺚ ﺗﺴﻤﺢ ﻟﻠﻤﺴﺘﻌﻤﻞ ﺃﻥ ﻳﻮﺳﻊ ﺍﻟﻨﻈﺎﻡ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﻛﺎﺑـﻞ ﺇﺿـﺎﰲ‪،‬‬
‫ﻓﻜﻴﺒﻞ ﺍﻷﻟﻴﺎﻑ ﻳﻨﻘﻞ ﺃﻛﺜﺮ ﻣﻦ ‪ 60000‬ﻣﻜﺎﳌﺔ ﻫﺎﺗﻔﻴﺔ ﰲ ﺫﺍﺕ ﺍﻟﻮﻗﺖ‪.‬‬
‫‪ -2‬ﻋﺪﻡ ﺍﻟﺘﺪﺍﺧﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ :‬ﻷﻥ ﺍﻷﻟﻴﺎﻑ ﺍﻟﺸﻌﺮﻳﺔ ﻏﲑ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻓﺎﻥ ﺍﻟﻨﺘﻴﺠﺔ ﻫﻲ ﻣﻮﺛﻮﻗﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪ -3‬ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻷﻣﻦ ﻟﻌﻤﻠﻴﺔ ﺍﻟﻨﻘﻞ‪ :‬ﺣﻴﺚ ﻻ ﳝﻜﻦ ﺍﻟﺘﺼﻨﺖ ﻋﻠﻰ ﺍﳌﻜﺎﳌﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟـﺪﺧﻮﻝ‬
‫ﻋﻠﻰ ﺍﻷﻟﻴﺎﻑ ﺍﻟﺸﻌﺮﻳﺔ ﻣﺒﺎﺷﺮﺓ‪.‬‬
‫‪ -4‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﻳﺔ ﺃﻋﻄﺎﻝ‪ :‬ﺣﻴﺚ ﺃﻥ ﻭﻗﺖ ﺍﻟﻌﻄﻞ ﻻ ﻳﺘﺠﺎﻭﺯ ‪ 30‬ﺛﺎﻧﻴﺔ ﰲ ﺍﻟﺴﻨﺔ‪.‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.38‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.38‬‬ ‫)‪(2‬‬


‫‪303‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻏﺮﺍﺽ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬


‫‪‬ﻳﺴﺘﺨ ‪‬ﺪﻡ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻋﻨﺪﻣﺎ ﻳﺘﻮﺍﺟﺪ ﺍﻷﻋﻀﺎﺀ ﰲ ﺃﻣﺎﻛﻦ ﺑﻌﻴﺪﺓ ﺑﻌﻀﻬﻢ ﻋﻦ ﺑﻌﺾ ﻭﻻ ﻳﻮﺟﺪ ﻣﱪﺭ‬
‫ﻻﺟﺘﻤﺎﻋﻬﻢ ﻣﻌﹰﺎ ﰲ ﻣﻜﺎ ٍﻥ ﻭﺍﺣﺪ)‪ ،(1‬ﻭ‪‬ﺗﺴﺘﻌ ‪‬ﻤﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﺛﻼﺛﺔ ﺃﻏﺮﺍﺽ)‪:(2‬‬
‫‪ -1‬ﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺒﻴﻌﺎﺕ ﻭﺍﻟﺘﻨﺒﺆ ﺑﺎﻟﺴﻴﺎﺳﺔ‪ ،‬ﻭﺗﻘﺪﻳﺮﺍﺕ ﺍﳌﻴﺰﺍﻧﻴﺔ؛‬
‫‪ -2‬ﺗﻨﺴﻴﻖ ﺍﳌﻬﺎﻡ ﺑﲔ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺘﺒﺎﻋﺪﻳﻦ ﺟﻐﺮﺍﻓﻴﺎ؛‬
‫‪ -3‬ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺧﺼﻮﺻﹰﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳉﻤﺎﻋﻴﺔ ﺃﻭ ﺍﺳﺘﻄﻼﻉ ﺍﻵﺭﺍﺀ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﻣﻨﺎﻓﻊ ﻟﻠﻤﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﳝﻜﻦ ﺗﻮﺿﻴﺤﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.302‬‬ ‫)‪(1‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.36‬‬ ‫)‪(2‬‬
‫‪304‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(42‬‬


‫ﻣﻨﺎﻓﻊ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑﻌﺪ‬

‫ﳛﺴﻦ ﻧﻮﻋﻴﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ‬


‫ﻟﻠﺴﻤﺎﺡ ﺑﺎﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﻟﻘﻀﺎﻳﺎ ﻋﻨﺪ ﻇﻬﻮﺭﻫﺎ‬

‫ﻻ ﺗﻮﺟﺪ ﻗﻴﻮ ‪‬ﺩ ﻋﻠﻰ ﺍﻟﻮﻗﺖ ﺣﻴﺚ‬ ‫‪‬ﺗﻘﱢﻠﻞ ﺍﻟﺴﻔﺮ ﻏﲑ ﺍﻟﻀﺮﻭﺭﻱ ﻭﺗ‪‬ﻮﻓﱢﺮ‬
‫ﻟﻦ ﻳﺘﺄ ‪‬ﺧﺮ ﻋﻦ ﺍﻻﺟﺘﻤﺎﻉ‬ ‫ﺍﻟﻮﻗﺖ ﻭﺍﻟﻨﻔﻘﺎﺕ ﻭﻋﺪﻡ ﺍﻻﻧﺘﻈﺎﺭ‬

‫ﻣﻨﺎﻓﻊ‬
‫ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑﻌﺪ‬

‫ﺍﻟﻨﻈﺎﻡ ﻣﻮﺟﻮ ‪‬ﺩ ﺩﺍﺋﻤﹰﺎ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ‬


‫ﺕ ﺧﺎﺻﺔ‬
‫ﻻ ﺣﺎﺟﺔ ﳌﻬﺎﺭﺍ ٍ‬
‫ﻗﻴﻮ ‪‬ﺩ ﺟﻐﺮﺍﻓﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،2005 ،‬ﺹ ‪.36‬‬
‫)‪(1‬ﻭﻷﻥ ﺍﻟﻮﻗﺖ ﳏﺪﻭﺩ ﺑﻘﻴﻮﺩ‬
‫ﺍﻟﻔﻴﺪﻳﻮ ‪.‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻔﻬﻮﻡ ﻣﺆﲤﺮﺍﺕ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻳﺄﰐ ﺍﳌﺸﺎﺭﻛﻮﻥ‬
‫ﻣﺴﺘﻌﺪﻭﻥ ﲤﺎﻣﹰﺎ ﻣﻊ ﻣﺮﺍﻋﺎﺓ‬
‫ﻇﺮﻭﻑ ﺑﻌﻀﻬﻢ ﺑﻌﻀﹰﺎ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،2005 ،‬ﺹ ‪.36‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻔﻬﻮﻡ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ‪.‬‬


‫)‪(2‬‬

‫ﺍﻟﺸﺒﻜﺔ ﺍﻟﺮﻗﻤﻴﺔ ﻟﻠﺨﺪﻣﺎﺕ ﺍﳌﺘﻜﺎﻣﻠﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﺷﺒﻜﺔ ﺍﳍﺎﺗﻒ ﺍﻟﺮﻗﻤﻴﺔ ﺍﻟﱵ ﺗﺴﻤﺢ ﺑﻨﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﰲ ﺁﻥ ﻭﺍﺣﺪ ﻋﱪ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻣﻦ ﻣﺰﺍﻳﺎ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﺃ‪‬ﺎ ﲤﻜﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﻋﻠﻰ ﺧﻂ ﻫﺎﺗﻔﻲ ﻭﺍﺣﺪ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﺸﻐﻴﻞ ﻗﻨﻮﺍﺕ ﺭﻗﻤﻴـﺔ ﻣﺜـﻞ ﺍﻟـﺼﻮﺕ‬

‫‪.VIDEO CONFRENCING‬‬ ‫)‪(2‬‬


‫‪305‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﻟﺼﻮﺭﺓ ﰲ ﺁﻥ ﻭﺍﺣﺪ ﻋﱪ ﺍﻟﻌﺎﱂ‪ .‬ﻛﻤﺎ ﲤﻜﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔـﺎﻛﺲ ﻭﺍﻹﻧﺘﺮﻧـﺖ ﻭﺇﺟـﺮﺍﺀ‬
‫ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﳌﻜﺎﳌﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ ﰲ ﺁﻥ ﻭﺍﺣﺪ‪.‬‬
‫‪ -1‬ﺗﻌﺮﻳﻒ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪:‬‬
‫ﺗﻌﻤﻞ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺴﻤﻮﻉ ﻭﺍﳌﺮﺋﻲ ﺑﲔ ﻋﺪﺩ ﻣﻦ ﺍﻷﺷـﺨﺎﺹ ﻭﻛـﻞ‬
‫ﻣﻨﻬﻢ ﰲ ﻣﻜﺎﻧﻪ‪ ،‬ﻭﻓﻴﻬﺎ ﻳﺘﻢ ﺗﺒﺎﺩﻝ ﺍﳌﻠﻔﺎﺕ ﻭﺍﻟﻮﺛﺎﺋﻖ ﻭﻋﻨﺎﺻﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻣﻊ ﺍﻟﺘﺤﺪﺙ ﺍﳌﺒﺎﺷـﺮ‬
‫ﻭﻣﺸﺎﻫﺪﺓ ﺍﻵﺧﺮﻳﻦ ﺃﺛﻨﺎﺀ ﻣﻨﺎﻗﺸﺘﻬﻢ ﻟﺒﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ)‪.(1‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﺍﺗﺼﺎﻝ ﻣﺴﻤﻮﻉ ﻣﺮﺋﻲ ﺑﲔ ﻋﺪﺓ ﺃﺷﺨﺎﺹ ﻳﺘﻮﺍﺟـﺪﻭﻥ ﰲ ﺃﻣـﺎﻛﻦ‬
‫ﺟﻐﺮﺍﻓﻴﺔ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﻳﺘﻢ ﻓﻴﻪ ﻣﻨﺎﻗﺸﺔ ﻭﺗﺒﺎﺩﻝ ﺍﻷﻓﻜﺎﺭ ﻭﺍﳋﱪﺍﺕ ﻭﻋﻨﺎﺻﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﰲ ﺟﻮ ﺗﻔﺎﻋﻠﻲ ﻳﻬﺪﻑ‬
‫ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻔﺎﻫﻢ ﺍﳌﺸﺘﺮﻙ«)‪.(2‬‬
‫ﻓﻬﻲ ﺗﻘﻨﻴﺔ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑﻌﺪ ﺑﻮﺍﺳﻄﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻭ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻹﺟﺮﺍﺀ‬
‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ ﺑﺎﻟﺼﻮﺭﺓ ﺍﳊﻴﺔ ﺃﻭ ﻟﻌﻘﺪ ﺍﻟﻠﻘﺎﺀﺍﺕ ﺍﳌﺒﺎﺷﺮﺓ‪.‬‬
‫‪ -2‬ﺃﻧﻮﺍﻉ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪:‬‬
‫ﺗﺘﻨ ‪‬ﻮﻉ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﰲ ﺿﻮﺀ ﺍﺧﺘﻼﻑ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸﺴﺘﺨﺪ‪‬ﻣﺔ ﻓﻴﻬﺎ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺟﻮﺩ‪‬ﺎ ﻟﺘﻨﻔﻴﺬ‬
‫ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺫﺍﺕ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﺗﻜﻠﻔﺘﻬﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺗﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸﺴﺘﺨﺪ‪‬ﻣﺔ ﻓﻴﻬﺎ ﳝﻜﻦ‬
‫ﺗﻮﺿﻴﺤﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.214‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.215‬‬ ‫)‪(2‬‬


‫‪306‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(19‬‬


‫ﺃﻧﻮﺍﻉ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﻟﻮﺻﻒ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻨﻮﻉ‬
‫ﻳﺴﺘﺨﺪﻡ ﻓﻴﻪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻷﺩﻭﺍﺕ ﻹﻋﺪﺍﺩ ﺣﺠـﺮﺓ ﺍﳌﺆﲤﺮ؛ﲝﻴـﺚ‬
‫ﳝﻜﻨﻬﺎ ﺍﺳﺘﻴﻌﺎﺏ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﳎﻤﻮﻋﺔ ﻭﺍﺣﺪﺓ‬
‫ﺃﻭ ﻋﺪﺓ ﳎﻤﻮﻋﺎﺕ ﰲ ﺃﻣﺎﻛﻦ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﻭﺗﺘﺸﻜﻞ ﺃﺟﻬﺰﺓ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻣﻦ‬
‫‪ -1‬ﻧﻈﺎﻡ ‪ Dedicated‬ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺷﺒﻜﺎﺕ ﺣﺎﺳﻮﺏ ﻛﺒﲑﺓ ﺑﻌﺪﺩ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳌـﺆﲤﺮ‪ ،‬ﻛـﺎﻣﲑﺍﺕ‬
‫ﺍﻧﺘﺮﻧﻴﺖ ﺭﻗﻤﻴﺔ ﺫﺍﺕ ﺩﻗﺔ ﻋﺎﻟﻴﺔ ﻭﻫﻲ ﺗﺜﺒﺖ ﻭﺗﺪﺍﺭ ﺃﻭﺗﻮﻣﺎﺗﻴﻜﻴـﺎ‪ ،‬ﲰﺎﻋـﺎﺕ‪،‬‬
‫ﺳﺒﻮﺭﺓ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﺘﻘﺴﻴﻢ ﺍﳌﺴﺘﻨﺪﺍﺕ ﻭﺍﻟﺼﻮﺭ‪.‬‬
‫ﺗﺴﺘﺨﺪﻡ ﺑﺮﺍﻣﺞ ﻭﲡﻬﻴﺰﺍﺕ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻟﺘﻨﻔﻴﺬ ﻣﺆﲤﺮ ﺍﻟﻔﻴﺪﻳﻮ ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﻣﺎ ﻳﻠﻲ‪- :‬‬
‫ﺟﻬﺎﺯ ﺣﺎﺳﻮﺏ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪) :‬ﻛﺎﺭﺕ ﺻـﻮﺕ‪ ،‬ﻛـﺎﺭﺕ‬
‫ﺻﻮﺕ ﻭﻣﻴﻜﺮﻭﻓﻮﻥ‪ ،‬ﺷﺎﺷﺔ ﻟﻼﺳﺘﺠﺎﺑﺔ ﻭﻣﺸﺎﻫﺪﺓ ﺍﻟﺼﻮﺭ ﺍﳌﺮﺳﻠﺔ‪ ،‬ﻭﺣـﺪﺍﺕ‬
‫‪ -2‬ﻧﻈﺎﻡ ‪ Desktop‬ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﻻﺗﺼﺎﻝ ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﻛﺎﺭﺕ ‪ ،ISDN‬ﻭ‪ ،Modem‬ﺑﺮﺍﻣﺞ ﺗـﺸﻐﻴﻞ ﻣـﺆﲤﺮﺍﺕ‬
‫ﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻛﺎﻣﲑﺍ ﺍﻧﺘﺮﻧﻴﺖ ﺭﻗﻤﻴﺔ‪ ،‬ﻣﻴﻜﺮﻭﻓﻮﻥ ﻹﺭﺳﺎﻝ ﺍﻟﺼﻮﺕ‪ ،‬ﺃﺩﻭﺍﺕ ﺗﻘﺴﻴﻢ‬
‫ﺍﳌﺴﺘﻨﺪﺍﺕ ﻭﺍﻟﺼﻮﺭ‪ ،‬ﲡﻬﻴﺰﺍﺕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ(‪.‬‬
‫ﻭﻫﻮ ﻧﻈﺎ ‪‬ﻡ ﻳﺘﻤﺘﻊ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺭﻗﻤﻴﺔ ﻣ‪‬ﺘﻄﻮ‪‬ﺭﺓ‪ ،‬ﻭﻓﻴﻪ ﺗـﺮﺗﺒﻂ ﲨﻴـﻊ ﺃﻃـﺮﺍﻑ‬
‫ﺍﻻﺗﺼﺎﻝ –ﺍﳌﺸﺘﺮﻛﲔ ﰲ ﻣﺆﲤﺮ ﺍﻟﻔﻴﺪﻳﻮ‪ -‬ﺑﺸﺒﻜﺔ ﳒﻤﻴﺔ‪ ،‬ﻭﻳﺴﺘﺨﺪﻡ ﺧﻄـﻮﻁ‬
‫‪ ISDN‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﻂ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﻴﺔ ‪ LAN‬ﻭﺍﻟﻮﺍﺳﻌﺔ ﺍﻟﻨﻄﺎﻕ‪-‬‬
‫ﺍﻟﻌﺎﳌﻴﺔ ‪ -WAN‬ﻭﻳﻘﺪﻡ ﻫﺬﻩ ﺍﻟﻨﻈﺎﻡ ﺧﺪﻣﺔ ﻣـﺆﲤﺮﺍﺕ ﺍﻟﻔﻴـﺪﻳﻮ ﻟﻠﻄـﻼﺏ‬ ‫‪ -3‬ﻧﻈﺎﻡ ‪ NIC NET‬ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﳌﺘﻮﺍﺟﺪﻳﻦ ﲟﻨﺎﺯﳍﻢ ﲜﻮﺩﺓ ﻋﺎﻟﻴﺔ ﻣ‪‬ﺘﻤﺜﱢﻠﺔ ﰲ ﻭﺿﻮﺡ ﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﻜﻢ ﺍﳌﺒﺎﺷﺮ ﻣﻦ ﻗﺒﻞ ﺍﻟﺸﺨﺺ ﺍﻟﺮﺋﻴﺴﻲ ﻭﻫﻮ ﻣﺪﻳﺮ ﺍﻟﻠﻘﺎﺀ ﺍﻟﺬﻱ‬
‫ﻗﺪ ﻳﻜﻮﻥ ﻋﻀﻮ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺃﻭ ﻣﺪﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﻭﻳﻮﺟﺪ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴـﺪﻳﻮ ﻧـﻮﻋﲔ ﳘـﺎ‪ MAIMA384 :‬ﻭ‬
‫‪ Aethra‬ﳌــﺆﲤﺮﺍﺕ‬ ‫‪MAIMA‬‬ ‫‪ -4‬ﻧﻈــﺎﻡ‬
‫‪ .MAIMA-s‬ﻭﳝﺘﺎﺯ ﻛﻼ ﺍﻟﻨﻮﻋﲔ ﺑﺎﳉﻮﺩﺓ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﻳﺴﺘﺨﺪﻣﺎﻥ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﳍﺎﺗﻒ ﺍﳌﺮﺋﻲ‪ ،‬ﻭﻻ ﻳﺴﺘﺨﺪﻣﺎ ﺧﻄﻮﻁ ‪.ISDN‬‬
‫ﻳﺘﻤﻴﺰ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﲜﻮﺩﺗﻪ ﻟﻼﺳﺘﺨﺪﺍﻡ؛ ﺣﻴﺚ ﻳﺴﻬﻞ ﺗﺒﺎﺩﻝ ﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﻟـﺼﻮﺕ‬ ‫‪(Office of Media Services) OMS‬‬ ‫‪ -5‬ﻧﻈﺎﻡ‬
‫ﻭﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﻋﻨﺎﺻﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﺸﺎﺭﻛﲔ‪.‬‬ ‫ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺚ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ ﻟﻠﻨﺸﺮ‪،‬‬
‫ﺩ‪.‬ﻥ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ﺹ ‪.217 -215‬‬
‫‪307‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪.‬‬


‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍﻓﹸﺮﻫﺎ‪ ،‬ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(43‬‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬

‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬

‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﻈﺎﻡ ‪‬ﺪﻭﺀ ﻭﺭﺍﺣﺔ ﻧﻔﺴﻴﺔ ﻭﻛﺎﻣﻞ ﺍﺳﺘﺮﺧﺎﺀ‪ ،‬ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﻟﺘﻮﺗﺮ ﻭﺍﻟﻌﺼﺒﻴﺔ‪ ،‬ﳑﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﻟﺘﺮﻛﻴﺰ ﻓﻴﻤﺎ ﻳﺮﺳﻞ‬
‫‪1‬‬
‫ﻭﻳﺴﺘﻘﺒﻞ ﻣﻦ ﺧﻼﻝ ﺍﳌﺆﲤﺮ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﺆﲤﺮ ﺍﻟﻔﻴﺪﻳﻮ ﲟﺜﺎﺑﺔ ﺍﺗﺼﺎﻝ ﺣﻲ ﻣﺒﺎﺷﺮ ﻣﻦ ﺧﻼﻝ ﻛﺎﻣﲑﺍ ﺍﻻﻧﺘﺮﻧﻴﺖ‪ ،‬ﳑﺎ ﻳﺘﻄﻠﱠﺐ ﻣﻦ ﻛﻞ ﻓﺮﺩ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‬
‫‪2‬‬
‫ﺑﻔﺎﻋﻠﻴﺔ ﻷﻥ ﺍﻵﺧﺮﻳﻦ ﻳﺮﺍﻗﺒﻮﻥ ﺳﻠﻮﻛﻪ ﻋﻦ ﻗﺮﺏ‪.‬‬

‫ﺇﺑﺪﺍﺀ ﺍﻻﻫﺘﻤﺎﻡ ﲜﻤﻴﻊ ﺍﳌﺸﺎﺭﻛﲔ ﺑﺪﻭﻥ ﺍﺳﺘﺜﻨﺎﺀ‪ ،‬ﻭﺍﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﳌﺸﺎﺭﻙ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻘﻴﻤﺔ ﻭﺍﻷﺳﺌﻠﺔ ﺍﳍﺎﻣﺔ ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ‬
‫‪3‬‬
‫ﻟﻠﻤﺸﺎﺭﻛﲔ ﺣﱴ ﺗﻌﻮﺩ ﺍﻟﻔﺎﺋﺪﺓ ﻋﻠﻴﻪ ﻭﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫ﻳﻔﻀﻞ ﺍﺭﺗﺪﺍﺀ ﻣﻼﺑﺲ ﺫﺍﺕ ﺃﻟﻮﺍﻥ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﺑﺪﻻ ﻣﻦ ﺃﳕﺎﻁ ﺍﻷﻟﻮﺍﻥ ﺍﳌﺘﺪﺍﺧﻠﺔ ﻭﺍﳌﻌﻘﺪﺓ‪ ،‬ﻻﻥ ﺫﻟﻚ ﻳﺴﺒﺐ ﻋﺪﻡ ﺗﺮﻛﻴﺰ ﺍﻟﻜﺎﻣﲑﺍ‪.‬‬ ‫‪4‬‬

‫ﺃﻥ ﺗﻜﻮﻥ ﺣﺮﻛﺔ ﻣﺴﺘﺨﺪﻡ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻫﺎﺩﺋﺔ ﻭﺑﻄﻴﺌﺔ‪ ،‬ﻻﻥ ﻧﻈﺎﻡ ﻟﻘﻄﺎﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻣﻀﻐﻮﻃﺔ‪ ،‬ﻭﻻ ﺗﺮﺳﻞ ﺍﻟﻜﺎﻣﲑﺍ‬
‫‪5‬‬
‫ﺣﺮﻛﺔ ﺳﺮﻳﻌﺔ‪.‬‬

‫ﺃﻥ ﺗﻮﺿﻊ ﺍﻟﻜﺎﻣﲑﺍ ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ ﺃﻣﺎﻡ ﻣﺴﺘﺨﺪﻣﻬﺎ‪.‬‬ ‫‪6‬‬

‫‪‬ﺪﺋﺔ ﺍﳊﻤﺎﺱ ﻣﻦ ﺣﻴﺚ ﺍﻻﻧﺪﻓﺎﻉ ﳓﻮ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺳﻬﻠﺔ ﻭﺑﺴﻴﻄﺔ‪.‬‬ ‫‪7‬‬

‫ﺍﻟﺘﺤ ‪‬ﺪﺙ ﺑﺼﻮﺕٍ ﻗﻮﻱ ﻭﻣﺴﻤﻮﻉ ﺣﱴ ﻳﺘﻤ ﱠﻜﻦ ﺍﻵﺧﺮﻭﻥ ﻣﻦ ﲰﺎﻋﻪ ﺑﻮﺿﻮﺡ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻌﻪ‪ ،‬ﻛﻤﺎ ﳚﺐ ﻋﺪﻡ ﻣﻘﺎﻃﻌﺔ ﺍﳌﺘﺤ ‪‬ﺪﺙ‬ ‫‪8‬‬

‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﳌﻄﺒﻮﻋﺎﺕ ﻗﺒﻞ ﻋﺮﺿﻬﺎ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﲔ ﻭﺍﻟﻄﻼﺏ ﻣﻦ ﺧﻼﻝ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ؛ ﲝﻴﺚ ﺑﺘﻢ ﻋﺮﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪9‬‬
‫ﺍﻟﺮﺋﻴﺴﻴﺔ ﻓﻘﻂ‪ ،‬ﻭﰲ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺴﻤﻮﺡ ‪‬ﺎ ﻣﻦ ﺍﻟﺸﺎﺷﺔ‪.‬‬

‫ﺍﻟﻜﺘﺎﺑﺔ ﺑﺒﻂﺀ ﺣﻴﺖ ﻳﺘﻤﻜﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣﻦ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻔﻬﻢ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻌﻬﺎ‪.‬‬ ‫‪10‬‬

‫ﺗﻌﺘﻤﺪ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻋﻠﻰ ﺃﻧﻪ ﻳﻮﺟﺪ ﺷﺨﺺ ﻣﺮﺳﻞ ﻭﺁﺧﺮ ﻣﺴﺘﻘﺒﻞ ﻳﺘ ‪‬ﻢ ﺭﺑﻄﻬﻢ ﺑﺸﺒﻜﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳉﻬﺎﺯ‬
‫‪11‬‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﻭﻭﺣﺪﺓ ‪ MCU‬ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﻋﺪﺓ ﻣﻮﺍﻗﻊ ﺗﺼﻞ ﺇﱃ ‪ 6‬ﺃﻭ ‪ 7‬ﻣﻮﺍﻗﻊ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺍﳌﺼﺪﺭ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ‪.223‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.223‬‬ ‫)‪(1‬‬


‫‪308‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺃﻥ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺷﺮﻳﻄﺔ ﺃﻥ‬
‫ﻳﺘﻢ ﺗﻮﻓﲑ ﻛﺎﻓﺔ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺘﻘﻨﻴﺔ ﻭ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻨﺠﺎﺡ ﻋﻤﻠﻴﺔ ﺍﻟﻨﻘﻞ ﺍﳊﻲ ﻭ ﺍﳌﺒﺎﺷﺮ ﻟﻠﻤﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﻓﻮﺍﺋﺪ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬


‫ﺗ‪‬ﺘﻀﺢ ﻓﻮﺍﺋﺪ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻦ ﻛﻮ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﺗﺼﺎﻝ ﻣﺮﺋﻲ ﻭﻣﺴﻤﻮﻉ ﻳﺘﻢ ﺑﲔ ﻋـﺪﺓ‬
‫ﺃﻃﺮﺍﻑ ﰲ ﺃﻣﺎﻛﻦ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﺪﻑ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻌﻬﺎ ﺑﺴﻬﻮﻟﺔ ﻭﺳﺮﻋﺔ ﳊﻈﻴﺔ‪ ،‬ﳑﺎ‬
‫ﳛﻘﻖ ﺃﻫﺪﺍﻑ ﺍﻻﺗﺼﺎﻝ ﻣﻦ ﺗﻌﺎﻭﻥ ﻭﺗﻔﺎﻫﻢ ﻣﺸﺘﺮﻙ‪ ،‬ﻭﻣﻦ ﻓﻮﺍﺋﺪ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -1‬ﺳﺮﻋﺔ ﻋﻘﺪ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -2‬ﺍﺳﺘﻀﺎﻓﺔ ﺍﳋﱪﺍﺀ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﲔ ﰲ ﲨﻴﻊ ﺍ‪‬ﺎﻻﺕ ﳌﻨﺎﻗﺸﺘﻬﻢ ﰲ ﺧﱪﺍ‪‬ﻢ ﻭﺃﻓﻜﺎﺭﻫﻢ ﻭﺃﲝﺎﺛﻬﻢ؛‬
‫‪ -3‬ﺗﻮﻓﲑ ﺍﻟﻮﻗﺖ ﺍﻟﻼﺯﻡ ﻟﻨﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ؛‬
‫‪ -4‬ﺗﻄﻮﻳﺮ ﻣﻔﺎﻫﻴﻢ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﲡﺎﻩ ﺍﳌﺴﺘﺤﺪﺛﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﳍﺎ ﻟﺘﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﻢ؛‬
‫‪ -5‬ﺗﻄﻮﻳﺮ ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑ‪‬ﻌﺪ ﺛﻨﺎﺋﻲ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺮﺋﻲ ﺍﳌﺴﻤﻮﻉ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‬
‫ﻭﺇﻥ ﺗﻌﺪﺩﺕ ﺃﻣﺎﻛﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ؛‬
‫‪ -6‬ﺗﻘﺪﱘ ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺐ ﺟﺪﻳﺪﺓ ﻟﻌﺮﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﺷﻜﺎﻝ ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ؛‬
‫‪ -7‬ﺍﻟﺘﺨﻔﻴﺾ ﻣﻦ ﺣﺴﺎﺳﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻭﺟﻬﺎ ﻟﻮﺟﻪ ﻟﺪﻯ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺑﻌﺾ ﺍﳌـﺸﻜﻼﺕ‬
‫ﺍﻟﻨﻔﺴﻴﺔ؛‬
‫‪ -8‬ﺗﺸﺠﻴﻊ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﳊﻮﺍﺭ ﺍﳌﺒﺎﺷﺮ ﺑﺼﻔﺔ ﻣﺴﺘﻤﺮﺓ ﻭﰲ ﺃﻱ ﻭﻗﺖ ﳌﻨﺎﻗﺸﺔ ﺍﻟـﺼﻌﻮﺑﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﻢ؛‬
‫‪ -9‬ﺍﳔﻔﺎﺽ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻘﺎﺭﻧﺔ ﲝﻀﻮﺭ ﺍﳋـﱪﺍﺀ ﻭﺍﳌﹸﺘﺨﺼ‪‬ـﺼﲔ ﺇﱃ ﺃﻣـﺎﻛﻦ ﺍﻻﺟﺘﻤﺎﻋـﺎﺕ‬
‫ﻭﺍﳌﺆﲤﺮﺍﺕ‪.‬‬
‫ﺻﻞ ﺇﻟﻴﻪ ﰲ ﻣﻴﺪﺍﻥ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺁﺧﺮ ﻣﺎ ﰎ ﺍﻟﺘﻮ ‪‬‬
‫ﺃﻋﻠﻨﺖ " ﺃﻟﻜﺎﺗﻴﻞ ﻟﻮﺳﻨﺖ" ﺣﻼ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺟﺪﻳﺪﺍ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺑﺮﻧـﺎﻣﺞ ﻣﻌﻠﻮﻣـﺎﰐ ﻹﺟـﺮﺍﺀ‬
‫ﺍﻟﻨﺪﻭﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ)‪(2‬؛ ﺣﻴﺚ ﺃ‪‬ﺎ ﺃﻋﺪﺕ ﺑﺎﻋﺘﻤﺎﺩ ﳏﻮﻝ ﺍﻟﱪﺍﻣﺞ ﺍ ﹸﳌﺘﻄ ّﻮﺭ ﺍﻟﺬﻱ ﻳﺴﻤﺢ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺑﺈﺟﺮﺍﺀ‬
‫ﻧﺪﻭﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺍﺗﺼﺎﻻﺕ ﻫﺎﺗﻔﻴﺔ ﺑﺘﻜﺎﻟﻴﻒ ﺃﻗﻞ ﻭﺑﺘﻮﻓﲑ ﺭﺑﺢ ﰲ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﳋﺪﻣﺎﺕ ﺍﻟـﱵ‬
‫ﻳ‪‬ﻮﻓﱢﺮﻫﺎ ﺍﳌﺘﻌﺎﻣﻠﻮﻥ ﺍﻵﺧﺮﻭﻥ‪ .‬ﻭ‪‬ﺬﺍ ﻓﺈ‪‬ﺎ ﺗ‪‬ﻮﻓﱢﺮ ﻗﹸﺪﺭﺍﺕ ﻋﺎﻟﻴﺔ ﻹﺟﺮﺍﺀ ﺍﻟﻨﺪﻭﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺘﺼﻔﺢ‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.223‬‬ ‫)‪(1‬‬

‫‪.Téléconférences‬‬ ‫)‪(2‬‬
‫‪309‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﻣﻦ ﻛﻞ ﻣﻜﺎﻥ ﺇﱃ ﺟﺎﻧﺐ ﻣﺘﺼﻔﺢ ﻟﻼﻧﺘﺮﻧﻴﺖ ﻟﺪﻋﻢ ﺃﺟﻬﺰﺓ ﺍﳍﺎﺗﻒ؛ ﺣﻴﺚ ﺗﻜﻔـﻲ‬
‫ﻧﻘﺮﺓ ﻭﺍﺣﺪﺓ ﻹﺟﺮﺍﺀ ﳏﺎﺩﺛﺎﺕ ﻭﻣﻜﺎﳌﺎﺕ ﻭﺗﺴﻴﲑ ﺍﻟﻮﺛﺎﺋﻖ ﻗﺼﺪ ﺗﺴﻴﲑ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﻌﺎﻣـﻞ ﻋـﻦ ﺑ‪‬ﻌـﺪ‬
‫ﻭﺍﳌﺆﺳﺴﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﳝﻜﻦ ﺃﻥ ﺗﺘﻜﻴﻒ ﻣﻊ ﺷﱴ ﺃﺣﺠﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ ﻧﺎﻫﻴﻚ ﻋﻦ ﺗﻮﻓﲑ ﺃﺩﻭﺍﺕ‬
‫ﺗﻌﺎﻭﻥ ﻭﺳﺎﺋﻞ ﺍﺗﺼﺎﻝ ﻋﻘﻼﻧﻴﺔ ﰲ ﺣﲔ ﺇ‪‬ﺎ ﺗﺸﺠﻊ ﺍﻟﻨﻤﻮ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﻮﻳﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺗﻘﻠﺺ ﻣﻦ ﻭﺗﲑﺓ‬
‫ﺍﻷﺳﻔﺎﺭ ﺍﳌﻜﻠﻔﺔ ﳑﺎ ﳝﻜﻦ ﻣﻦ ﺭﺑﺢ ﺍﻟﻮﻗﺖ ﻭﺍﳌﺎﻝ‪ .‬ﻭ‪‬ﺬﺍ ﻓﺈﻥ ﺍﳊـﻞ ﺍﻟﺘﻜﻨﻮﻟـﻮﺟﻲ ) ‪my team work‬‬
‫‪ (office edition‬ﺟﺰ ٌﺀ ﻣﻦ ﺣﻠﻮﻝ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻜﺘﺒﻴﺔ ﺍﳌﹸﺘﻄﻮ‪‬ﺭﺓ ﻣﻦ ﻃﺮﻑ " ﺍﻟﻜﺎﻧﻴﻞ ﻟﻮﺳﺖ " ﺍﻟـﺬﻱ‬
‫ﻳﻌﲎ ﳌﺴﺘﺨﺪﻣﻪ ﺣﻠﻮﻝ ﺧﺪﻣﺎﺕ ﺑﺴﻴﻄﺔ ﻭﻣﺮﻧﻪ ﻭﺑﺴﻌﺮ ﰲ ﻣﺘﻨﺎﻭﳍﺎ)‪.(1‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻷﺧﺮﻯ‪.‬‬


‫ﺯﻳﺎﺩﺓ ﻋﻠﻰ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺗﻮﺟﺪ ﺃﺩﻭﺍﺕ ﺃﺧﺮﻯ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺗﺘﻤﺜﻞ‬
‫ﻓﻴﻤﺎ ﻳﻠﻲ ‪:‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺟﺎﺀ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻗﻮﺓ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺗﻨﻤﻮ ﺑﺜﺒـﺎﺕ ﻭﺳـﺮﻋﺔ‬
‫ﻣﺘﻼﺣﻘﺔ ﻟﺘﺸﺠﻴﻊ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻛﺘﺸﺎﻑ ﺃﻓﻜﺎﺭ ﻭﺛﻘﺎﻓﺔ ﺍﻵﺧﺮﻳﻦ ﻭﺍﻻﻃﻼﻉ ﻋﻠﻰ ﻛﻞ ﺟﺪﻳﺪ ﻭﻗﺖ‬
‫ﺣﺪﻭﺛﻪ‪ .‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﺈﺣﺪﻯ ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﻟﺘﺤﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﻷﻣـﺎﻛﻦ‬
‫ﺍﳌﺨﺼﺼﺔ ﻟﺬﻟﻚ ﻣﻬﻤﺔ ﻟﻴﺴﺖ ﺑﺎﻟﺴﻬﻠﺔ ﻓﻬﻲ ﲢﺘﺎﺝ ﺇﱃ ﳎﻬﻮﺩ ﻛﺒﲑ ﻣﻦ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻟﻠﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﺴﻴﻖ ﻣﻊ‬
‫ﺍﳌﺼﺎﺩﺭ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﳌﺮﻧﺔ ﻟﺪﻯ ﻛﻞ ﻣﻦ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪.‬‬
‫‪ -1‬ﺃﳘﻴﺔ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪:‬‬
‫ﺗﺘﻤﺜﱠﻞ ﺃﳘﻴﺔ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺇﳚﺎﺩ ﻋﻼﻗﺎﺕ ﺇﳚﺎﺑﻴﺔ ﻭﺩﺍﺋﻤﺔ ﺑﲔ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﻭﺍﻟﻄﻼﺏ؛‬
‫‪ -2‬ﺇﻋﺎﺩﺓ ﺗﺸﻜﻴﻞ ﺃﺳﺎﻟﻴﺐ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﻔﻬﻢ ﺑﲔ ﺃﻃﺮﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -3‬ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﻭﳐﺘﻠﻒ ﻫﻴﺌﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻷﺧﺮﻯ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣـﺎﺕ ﻭﺗﺒـﺎﺩﻝ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -4‬ﺗﻮﻓﲑ ﺣﻮﺍﺭ ﻣﻔﺘﻮﺡ ﺑﲔ ﺍﳌﹸﺘﻌﻠﱢﻤﲔ ﻭﻣ‪‬ﺪﺭ‪‬ﺑﻴﻬﻢ ﳌﻨﺎﻗﺸﺔ ﺍﻟﺪﺭﻭﺱ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﻌﻴﺪﺍ ﻋـﻦ ﺟـﻮ ﻗﺎﻋـﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺘﻘﻠﻴﺪﻱ؛‬

‫‪ ،www.elchoroukonline.com‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 27 :‬ﻣﺎﺭﺱ ‪.2008‬‬ ‫)‪(1‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.267‬‬ ‫)‪(2‬‬


‫‪310‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -5‬ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﲤﺪﻳﺪ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼﺺ ﻟﻠﻤﻨﺎﻗﺸﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ ﺗﺘﻤﻚ ﰲ ﻗﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ؛‬
‫‪ -6‬ﻣﺒﺎﺩﺭﺓ ﺍﻟﻄﻼﺏ ﺑﺎﻻﺗﺼﺎﻝ ﲟ‪‬ﺪﺭ‪‬ﺑﻴﻬﻢ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳌﻨﺎﻗﺸﺘﻬﻢ ﰲ ﻗﻀﺎﻳﺎ ﺗﺪﺭﻳﺒﻴﺔ ﻫﺎﻣﺔ ﻭﻫﺎﺩﻓـﺔ‬
‫ﺗﻌﻠﻴﻤﻴﺎ‪.‬‬
‫‪ -2‬ﺩﻭﺭ ﺍﳌﹸﺪﺭ‪‬ﺏ ﰲ ﺗﻮﻇﻴﻒ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﺘﺤﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬
‫ﻳ‪‬ﻌ ‪‬ﺪ ﺗﻮﻇﻴﻒ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ ﲢﺪﻳﺎ ﻗﻮﻳﺎ ﻟﻘﹸﺪﺭﺍﺕ ﻭﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﹸﺪﺭ‪‬ﺏ؛ ﺣﻴﺚ‬
‫ﻳﻨﺒﻐﻲ ﺩﳎﻪ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﺼﺪﺭ ﺗﺪﺭﻳﺐ ﺇﺿﺎﰲ‪.‬‬
‫ﻭﻫﺬﺍ ﻳﺘﻄﻠﱠﺐ ﺗﻮﻓﲑ ﲡﻬﻴﺰﺍﺕ ﻭﺑﺮﺍﻣﺞ ﺣﺎﺳﻮﺏ ﺣﺪﻳﺜﺔ ﻟﻜﻲ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﲜﻮﺩﺓ ﻭﻛﻔﺎﺀﺓ‪ ،‬ﻛﻤﺎ‬
‫ﻳﻨﺒﻐﻲ ﺗﻮﻓﲑ ﺍﻟﺼﻴﺎﻧﺔ ﻭﺍﻟﺪﻋﻢ ﺍﻟﻔﲏ ﻟﺘﻄﻮﻳﺮ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﱪﺍﻣﺞ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺇﳌﺎﻡ ﺍﳌﹸﺪﺭ‪‬ﺏ ﺑﻨﻈﻢ ﺍﳊﺎﺳﻮﺏ‬
‫ﻭﺑﺮﺍﳎﻪ ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﻣﺜﻞ ﺷﺒﻜﺔ ﺗﻮﺻﻴﻞ ﺍﻹﻧﺘﺮﻧﺖ ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﻭﺍﳋـﺎﺩﻡ ﻭﺇﻣﻜﺎﻧﻴﺎﺗـﻪ‪،‬‬
‫ﻭﺍﻟﺼﻴﺎﻧﺔ ﻭﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺎ‪ ...‬ﻭﻏﲑﻫﺎ‪.‬‬
‫‪ -3‬ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬
‫ﻳﺘﻢ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻦ ﺧﻼﻝ ﻣﺴﺎﻋﺪﺓ ﺍﳌﹸـﺪﺭ‪‬ﺏ ﻟﻠﻤﺘـﺪﺭﺑﲔ ﰲ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﻟﻪ ﺑﻌﻤﻠﻴﱵ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﱡﻢ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪311‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(44‬‬


‫ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺗﻮﺯﻳﻊ ﺍﻹﺟﺎﺑﺎﺕ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﺍﻟﱵ ﻳﺘﻠﻘﺎﻫﺎ ﺍﻟﺸﺨﺺ ﺍﳌﻜﻠﻒ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪7‬‬
‫ﻋﻠﻰ ﺑﺎﻗﻲ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺗﺸﺠﻴﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻣﺮﺍﺳﻠﺔ ﺍﳌﹸﺪ ‪‬ﺭﺏ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﺼﻔ ٍﺔ ﻣﺴﺘﻤﺮﺓ ﻭﺍﻟﺮﺩ ﻋﻠﻰ ﺭﺳﺎﺋﻠﻬﻢ‬
‫‪6‬‬
‫ﺑﺎﻧﺘﻈﺎﻡ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﻭﺿﻊ ﺍﳌﻼﺣﻈﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﲟﻜﺎﻥ ﺑﺎﺭﺯ ﺑﻘﺎﻋـﺔ ﺍﻟﺪﺭﺍﺳـﺔ‬
‫‪5‬‬
‫ﻻﻃﻼﻉ ﲨﻴﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻴﻬﺎ‪.‬‬

‫ﺗﻮﺳﻴﻊ ﺟﻠﺴﺎﺕ ﺍﳌﺴﺎﻋﺪﺓ ﺍﳋﺎﺻﺔ ﺑﺎﳌﹸﺘﺪﺭ‪‬ﺑﲔ؛ ﲝﻴﺚ ﺗﺘ‪‬ﺴﻊ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺑﺎﻗﻲ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﳛﺘـﺎﺟﻮﻥ‬
‫‪4‬‬
‫ﻟﺒﻌﺾ ﺍﳉﻬﺪ ﻟﺮﻓﻊ ﻣﺴﺘﻮﺍﻫﻢ ﺣﱴ ﻻ ﳛﺪﺙ ﺇﺣﺒﺎﻁ ﻟﺪﻳﻬﻢ‪.‬‬

‫ﺗﻘﺪﱘ ﺍﳌﺪﺭﺏ ﻟﻠﻤﺴﺎﻋﺪﺓ ﺍﻟﻨﻔﺴﻴﺔ ﺇﱃ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻟﺬﻳﻦ ﻳﻔﻘﺪﻭﻥ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫‪3‬‬
‫ﻭﺍﻟﺜﻘﺔ ﺑﺄﻧﻔﺴﻬﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺗﻘﺪﱘ ﺍﳌﺪﺭﺏ ﻟﻺﺭﺷﺎﺩﺍﺕ ﺍﻟﺴﺮﻳﻌﺔ ﻭﺗﻮﺟﻴﻪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻟﻄﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺧـﻼﻝ‬
‫‪2‬‬
‫ﺟﻠﺴﺎﺕ ﺗﺪﺭﻳﺐٍ ﻗﺼﲑﺓ ﻟﺘﻌﺮﻳﻔﻬﻢ ﲟﻔﻬﻮﻡ ﺍﻟﺘﺮﺍﺳﻞ ﺑﺎﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﻭﺿﻊ ﻛﻞ ‪‬ﻣﺘﺪ ‪‬ﺭﺏ ﻗﺪﱘ ﺫﻱ ﺧﱪ ٍﺓ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻵﺧﺮ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ‬
‫‪1‬‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.269 -268‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﳏﺎﻛﺎﺓ ﺍﳊﺎﺳﻮﺏ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪.‬‬


‫ﺗﻌﺘﱪ ﻧﻈﻢ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ)‪ (1‬ﺃﺣﺪ ﻋﻠﻮﻡ ﺍﳊﺎﺳﻮﺏ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ‪‬ﺘﻢ ﺑﺈﻧﺸﺎﺀ ﺑﺮﺍﻣﺞ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ‬
‫ﻣﺎﺩﻳﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﳏﺎﻛﺎﺓ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻭﻳﻬﺪﻑ ﻋﻠﻢ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ ﺇﱃ ﳏﺎﻛﺎﺓ ﺑﻌﺾ ﻋﻤﻠﻴﺎﺕ‬
‫ﺍﻹﺩﺭﺍﻙ ﻭﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﳌﻨﻄﻘﻲ ﺍﻟﱵ ﳚﻴﺪﻫﺎ ﺍﻹﻧﺴﺎﻥ ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴـﺎﺕ ﺍﳉﺪﻳـﺪﺓ ﲟـﺎ ﳛﻘـﻖ‬
‫ﻟﻠﺤﺎﺳﻮﺏ ﺇﳒﺎﺯ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻬﺎﻡ ﺍﻟﺼﻌﺒﺔ ﻭﺍﳌﻌﻘﺪﺓ ﻭﺍﻟﱵ ﻛﺎﻥ ﻳﻘﺘﺼﺮ ﺃﺩﺍﺅﻫﺎ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ)‪.(2‬‬

‫‪.Artificial Intelligence‬‬ ‫)‪(1‬‬

‫‪ ،www.tanmiah-adarb.com/vb/archive/index.php/t-105.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ ‪.2007‬‬ ‫)‪(2‬‬


‫‪312‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﺗﻌﺮﻳﻒ ﺍﶈﺎﻛﺎﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪:‬‬


‫ﺗﻌﺮﻑ ﺍﶈﺎﻛﺎﺓ ﺑﺄ‪‬ﺎ‪ » :‬ﺗﻘﻨﻴﺔ ﺗﺴﻤﺢ ﺑﺈﺩﺍﺭﺓ ﺍﻟﺘﺠﺎﺭﺏ ﺣﻮﻝ ﳕﻮﺫﺝ ﻧﻈﺮﻱ ﺍﻟﻨﺘﺎﺋﺞ )ﺍ ﹸﳌﺨﺮﺟ‪‬ـﺎﺕ(‬
‫ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﻣﻌﺎﳉﺔ ﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﻨﺸﺎﻁ )ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ( «)‪.(1‬‬
‫ﻟﻘﺪ ﺗﻨﺎﻭﻟﺖ ﻛﺘﺎﺑﺎﺕ ﻣﺘﻌﺪﺩﺓ ﺗﻌﺮﻳﻒ ﺍﶈﺎﻛﺎﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻭﺗﻌﺮﻳﻒ ﺍﶈﺎﻛـﺎﺓ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬
‫ﺍﳊﺎﺳﻮﺑﻴﺔ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻣﻨﻬﺎ‪ » :‬ﺗﻌﲎ ﺍﶈﺎﻛﺎﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻴﺎﻥ ﺍﳌﻮﻗﻒ ﺍﻷﺻﻠﻲ ﰲ ﺻﻮﺭﺓ ﺷﺒﻪ ﺣﻘﻴﻘﻴـﺔ‪،‬‬
‫ﻓﺒﺪﻻ ﻣﻦ ﺍﻟﺘﺤﺪﺙ ﻋﻦ ﺃﺷﻴﺎﺀ ﻗﺪ ﺗﻜﻮﻥ ﻏﲑ ﻭﺍﺿﺤﺔ ﰲ ﺃﺫﻫﺎﻥ ﺍﻟﻄﻼﺏ‪ ،‬ﻳﺴﺎﻋﺪ ﺍﳊﺎﺳﻮﺏ ﺑﺈﻣﻜﺎﻧﻴﺎﺗـﻪ‬
‫ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﺃﻟﻮﺍﻥ ﻭﺭﺳﻮﻣﺎﺕ ﺛﺎﺑﺘﺔ ﻭﻣﺘﺤﺮﻛﺔ ﻭﺻﻮﺭ ﻭﻣﻮﺳﻴﻘﻰ ﻭﻏﲑﻫﺎ ﰲ ﲤﺜﻴﻞ ﺗﻠﻚ ﺍﻷﺷﻴﺎﺀ‬
‫ﻭﲡﺴﻴﺪﻫﺎ ﻭﺗﻘﻠﻴﺪ ﺍﻟﻮﻗﻊ «)‪.(2‬‬
‫ﺍﶈﺎﻛﺎﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻫﻲ » ﺗﻘﻨﻴﺔ ﺗﻨﺒﺆﻳﺔ ﻭﻟﻴﺴﺖ ﻗﻴﺎﺳﻴﺔ‪ ،‬ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ ﲣﻤﲔ ﻣﺎ ﺳﺘﻜﻮﻥ ﻋﻠﻴﻪ ﻧﺘﺎﺋﺞ‬
‫ﺍﻟﻘﻴﺎﺳﺎﺕ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺘﻨﺒﺆﻳﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺭﺅﻳﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﺃﻭ ﳕﻮﺫﺝ ﻟﻨﻈﺎﻡ ﺣﻘﻴﻘﻲ ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﶈﺎﻛﻲ ﻣﻮﺟﻮﺩﺍ ﻓﺎﻥ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﺗﺴﺘﺨﺪﻡ ﻹﺛﺒﺎﺕ ﻛﻔﺎﺀﺓ ﳕﺎﺫﺝ ﺍﶈﺎﻛﺎﺓ ﻭﻧﺘﺎﺋﺠﻬﺎ «)‪.(3‬‬
‫ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﺑﺪﺃﺕ ﺑﺮﺍﻣﺞ ﺍﶈﺎﻛﺎﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﺍﻟﻈﻬﻮﺭ ﲟﺠﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻗـﺪ‬
‫ﺟﺎﺀﺕ ﻛﺎﻣﺘﺪﺍﺩ ﻟﻨﻤﺎﺫﺝ ﺍﶈﺎﻛﺎﺓ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﻣﻨﺬ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻘﺪﳝﺔ ﻛﺈﺣـﺪﻯ ﺍﻟﻮﺳـﺎﺋﻞ‬
‫ﻟﺘﻌﻠﻴﻢ ﺍﻷﻓﺮﺍﺩ ﻃﺮﻕ ﻛﺴﺐ ﺍﻟﻌﻴﺶ‪ ،‬ﰒ ﺗﻄﻮ‪‬ﺭﺕ ﺃﺳﺎﻟﻴﺐ ﺗﻨﻔﻴﺬﻫﺎ ﻣﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﻭﻛﻐﲑﻫﺎ ﻣﻦ‬
‫ﻭﺳﺎﺋﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺃﺻﺒﺢ ﺍﳊﺎﺳﻮﺏ ﺟﺰﺀ ﺭﺋﻴﺴﻲ ﰲ ﺗﻨﻔﻴﺬﻫﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺑﺎﳌﻮﺍﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ)‪.(4‬‬
‫ﻭﺍﶈﺎﻛﺎﺓ ﺑﺎﳊﺎﺳﻮﺏ ﻫﻲ ﺑﺮﺍﻣﺞ ﺣﺎﺳﻮﺑﻴﺔ ﺗﺘﺼﻒ ﺑﺎﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ ﻭﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻣﻊ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ؛ﺣﻴﺚ‬
‫ﻳﺘﻢ ﺗﺼﻤﻴﻤﻬﺎ ﻛﻨﻤﻮﺫﺝ ﳑﺎﺛﻞ ﻷﺻﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻟﻴﺪﺭﺳﻬﺎ ﺍﻟﻄﻼﺏ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﳌﺸﺎﺭﻛﺔ ﻭﺍﻛﺘﺸﺎﻑ ﺟﻮﺍﻧﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﰲ ﺑﺮﺍﻣﺞ ﺍﶈﺎﻛﺎﺓ ﺑﺎﳊﺎﺳﻮﺏ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﺘﻢ ﲤﺜﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻭﻳﻨﻔﺬﻫﺎ ﺍﻟﻄـﻼﺏ ﺃﺛﻨـﺎﺀ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻛﺄ‪‬ﻢ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻷﺻﻞ ﺍﳊﻘﻴﻘﻲ ﻟﺘﻠﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻳﻌﻠﻤﻮﻥ ﺍﻟﻄﻼﺏ ﺃﺛﻨﺎﺀ ﺍﺳـﺘﺨﺪﺍﻣﻬﺎ‬
‫ﻛﺄ‪‬ﻢ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻷﺻﻞ ﺍﳊﻘﻴﻘﻲ ﻟﺘﻠﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻳﻌﻠﻤﻮﻥ ﲤﺎﻣﺎ ﺑﺄ‪‬ﻢ ﻳﺴﺘﺨﺪﻣﻮﻥ ﳏﺎﻛﺎﺓ ﺍﻷﺻﻞ‪.‬‬

‫‪(1) Henri Mahé de Boislandelle, op.cit, p 407.‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.205‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ﺹ ‪.206 -205‬‬ ‫)‪(3‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.271‬‬ ‫)‪(4‬‬


‫‪313‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺍﻷﳘﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﻤﺤﺎﻛﺎﺓ ﺑﺎﳊﺎﺳﻮﺏ‪:‬‬


‫ﻳﺘﻤﻴﺰ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﰲ ﻗﺪﺭﺗﻪ ﺍﻟﻌﺎﻟﻴﺔ ﰲ ﻧﻘﻞ ﻣﺎ ﺗﻌﻠﻤﻪ ﺍﳌﹸﺘـﺪﺭ‪‬ﺏ ﰲ ﺍﻟـﻀﺮ ﻭﻑ ﻭﺍﻟﻨﻤـﺎﺫﺝ‬
‫ﺍﳌﺼﻄﻨﻌﺔ ﺇﱃ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ ﺍﻟﻔﻌﻠﻲ‪ ،‬ﻛﻤﺎ ﻳﺘﻤﻴﺰ ﺑﻘﺪﺭﺗﻪ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ)‪.(1‬‬
‫ﻭﺗﺘﻤﺜﱠﻞ ﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﶈﺎﻛﺎﺓ ﺑﺎﳊﺎﺳﻮﺏ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺗﺴﺎﻋﺪ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻤﺜﱢﻞ ﺧﻄﻮﺭﺓ ﻋﻠﻴﻬﻢ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﺎ ﻭﺍﻗﻌﻴﺎ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻷﺻﻞ )ﻣﺜﻞ ﺍﻟﺘﺪﺭﺏ ﻋﻠﻰ ﻗﻴﺎﺩﺓ ﺍﻟﻄﺎﺋﺮﺓ(؛‬
‫‪ -2‬ﺗﻴﺲ ﻟﻠﻤﺘﺪﺭﺏ ﻓﻬﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ‪‬ﺮﺩﺓ ﻣﻦ ﺧﻼﻝ ﲤﺜﻴﻞ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﳍﺎ؛‬
‫‪ -3‬ﺗﺴﺎﻋﺪ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﺳﺘﻜﺸﺎﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺗﻔﺎﻋﻠﻴﺔ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ؛‬
‫‪ -4‬ﲤﻜﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻣﻦ ﺍﻛﺘﺴﺎﺏ ﻣﺎﻫﺮﺍﺕ ﺍﳌﺸﻜﻼﺕ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻗﹸﺪﺭﺍﺕ ﺗﻔﻜﲑﻳﺔ ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ؛‬
‫‪ -5‬ﺗﻮﺟﺪ ﺟﻮ ﻣﻦ ﺍﻟﺘﺸﻮﻳﻖ ﻭﺍﻹﺛﺎﺭﺓ ﺑﺎﳌﻮﻗﻒ ﺍﻟﺘﺪﺭﻳﱯ ﻋﻨﺪ ﺩﺭﺍﺳﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳉﺎﻓﺔ؛‬
‫‪ -6‬ﺗﻴﺴﺮ ﻟﻠﻤﺘﺪﺭﺑﲔ ﺩﺭﺍﺳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻭﻳﺼﻌﺐ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﺻﻞ ﻣﻨﻬﺎ ﻧﺘﻴﺠﺔ ﺍﻟﺒﻌﺪ ﺍﳌﻜﺎﱐ‬
‫ﺃﻭ ﺍﻟﺰﻣﺎﱐ ﳊﺪﻭﺛﻬﺎ؛‬
‫‪ -7‬ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﺪﺭﻳﺲ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﻋﻨﺎﺻﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﺟﺰﺍﺀ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻟﻐﲑ ﻇﺎﻫﺮﺓ ﻣﻦ ﺍﻷﺟﻬﺰﺓ‬
‫ﻭﺍ‪‬ﺴﻤﺎﺕ‪ ،‬ﳑﺎ ﻳﻴﺴﺮ ﻟﻠﻤﺘﺪﺭﺏ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻭﻇﺎﺋﻔﻬﺎ ﻭﻃﺮﻕ ﻋﻤﻠﻬﺎ؛‬
‫‪ -8‬ﺗﺴﺎﻋﺪ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﻟﺘﻨﺒﺆ ﺑﻨﺘﺎﺋﺞ ﺗﻨﻔﻴﺬ ﺍﻟﺘﺠﺎﺭﺏ ﻭﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -9‬ﺇﳌﺎﻡ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺑﻜﻴﻔﻴﺔ ﻭﻗﻮﻉ ﺍﻷﺣﺪﺍﺙ ﺑﻮﺿﻌﻬﺎ ﲢﺖ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺪﺭﺍﺳﺔ؛‬
‫‪ -10‬ﺗﻨﺸﻴﻂ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺑﺘﻜﺎﺭﻱ ﻟﺪﻯ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺑﺘﻘﺪﱘ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ ﺳﻨﻮﻳﺎ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﺘـﺪﺭﻳﺐ‬ ‫‪200‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ ﺁﻱ‪.‬ﰊ‪.‬ﺇﻡ‪ ).‬ﺗﻮﻓﱪ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ(‪:‬‬
‫ﺑﺪﺃﺕ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻈﻤﻰ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﻜﻴﺎﻧﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻀﺨﻤﺔ – ﺇﻥ ﱂ ﺗﻜﻦ ﻛﻠﻬﺎ ‪ -‬ﰲ‬
‫ﻭﺿﻊ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻴﻜﺘﺮﻭﱐ ﻋﻠﻰ ﺟﺪﺍﻭﻝ ﺃﻋﻤﺎﳍﺎ ﻛﻤﻼﺫ ﻭﺣﻞ ﺑﺪﻳﻞ ﻟﻠﻮﺳـﺎﺋﻞ ﺍﻟﺘﺪﺭﻳﺒﻴـﺔ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﳌﹸﻮﻇﱢﻔﻴﻬﺎ ﺍﳌﺘﺰﺍﻳﺪﻳﻦ ﻭﺍﳌﻮﺯﻋﲔ ﻋﻠﻰ ﺃﺭﺟﺎﺀ ﺍﳌﻌﻤﻮﺭﺓ‪" ،‬ﻓﻘﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﺩﻳﺔ ﻫﻲ ﺃﻧﺘﻴﻜﺔ ﻣﻦ‬
‫ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ" ﻛﻤﺎ ﻳﻘﻮﻝ ﺭﻭﺑﺮﺕ ﺭﻳﺘﺶ)‪ » :(3‬ﻫﺬﺍ ﺇﻥ ﱂ ﻳﻜﻦ ﺃﻧﺘﻴﻜﺔ ﻣﻦ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻮﺳﻄﻰ! «‪.‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.470‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.470‬‬ ‫)‪(2‬‬

‫ﻭﻫﻮ ﺍﻟﺴﻜﺮﺗﲑ ﺍﻟﻌﺎﻡ ﺍﻟﺴﺎﺑﻖ ﻹﺩﺍﺭﺓ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪.‬‬ ‫)‪(3‬‬
‫‪314‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺗﺒﺸﺮ ﻧﺘﺎﺋﺞ ﺃﲝﺎﺙ ﻣﺮﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﱄ ﺁﻱ ﺩﻱ ﺳﻲ ﺑﺄﻥ ﺻﻨﺎﻋﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻴﻜﺘﺮﻭﱐ ﺍﻟﱵ‬
‫ﺳﺠﻠﺖ ﺭﻗﻢ ﺇﺣﺪﻯ ﻋﺸﺮ ﺑﻠﻴﻮﻥ ﺩﻭﻻﺭ ﻛﺘﺪﻓﻘﺎﺕ ﻣﺎﻟﻴﺔ ﰲ ﻋﺎﻡ ‪ 2003‬ﻓﻘﻂ ﻟﻦ ﺗﺘﻮﻗﻒ ﻋﻨﺪ ﻫﺬﺍ ﺍﳊﺪ‬
‫ﻛﺜﲑﹰﺍ ﺑﻞ ﺳﺘﺘﻀﺨﻢ ﻧﺘﻴﺠﺔ ﻟﻠﻄﻠﺐ ﺍﳌﺘﺰﺍﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺫﺍﺕ ﺍﳊﺎﺟﺔ ﺍﳌﻠﺤﺔ ﺇﱃ ﺗﻄﻮﻳﺮ ﻫـﺬﺍ ﺍ‪‬ـﺎﻝ‬
‫ﻭﺗﺪﻋﻴﻤﻪ ﺣﱴ ﻳﺴﻤﺢ ﳍﺎ ﺑﺘﻘﻠﻴﺺ ﺩﻭﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺑﺎﻟﺘﺎﱄ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﺴﻨﻮﻳﺔ ﺍﳍﺎﺋﻠﺔ ﺍﻟﱵ‬
‫ﺗﻨﻔﻖ ﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﳑﺎ ﺳﻴﻨﻄﺒﻊ ﺑﺪﻭﺭﻩ ﻋﻠﻰ ﺍﻟﻜﻴﺎﻧﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻷﺻﻐﺮ ﺍﻟﱵ ﻟﻦ ﲡﺪ ﺑﺪﻳﻼ ﻣـﻦ‬
‫ﺇﺗﺒﺎﻉ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﰲ ﺗﺪﺭﻳﺐ ﻣ‪‬ﻮﻇﱢﻔﻴﻬﺎ ﻷﻧﻪ ﺳﻴﻜﻮﻥ ﺍﻷﻛﺜﺮ ﺗﻮﻓﱡﺮﹰﺍ ﻭﺳﻬﻮﻟﺔ)‪.(1‬‬
‫ﻓﻤﺜﻼ ﺗﺘﺒﻊ ﻣﺆﺳﺴﺔ ﻋﺎﳌﻴﺔ ﻛﱪﻯ ﻣﺜﻞ ﺁﻱ ﰊ ﺇﻡ ﺳﻴﺎﺳـﺔ ﺇﳚﺎﺑﻴـﺔ ﻭﺍﺿـﺤﺔ ﲡـﺎﻩ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﺍﻹﻟﻴﻜﺘﺮﻭﱐ‪ ،‬ﲝﻴﺚ ﳒﺪ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻗﺪ ﻧﻘﻠﺖ ﺃﻭﻝ ﺛﻼﺙ ﻣﺮﺍﺣﻞ ﺗﺪﺭﻳﺐ ﻣﺪﻳﺮﻳﻬﺎ ﺑﺄﻛﻤﻠﻬﺎ ﺇﱃ ﺍﻟﻮﺳﻴﻂ‬
‫ﺍﻹﻟﻴﻜﺘﺮﻭﱐ ﳑﺎ ﺿﻐﻂ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺪﺭﻳﱯ ﺍﻟﻘﺪﱘ ﺑﺈﺳﻘﺎﻁ ﺳﺘﺔ ﺷﻬﻮﺭ ﻛﺎﻣﻠﺔ ﻣﻦ ﻣﺪﺗﻪ ﺍﻟﺰﻣﻨﻴﺔ‪ .‬ﻭﺑـﺸﻜﻞ‬
‫ﺇﲨﺎﱄ ﺗﺸﲑ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺇﱃ ﺃﻥ ﺁﻱ ﰊ ﺇﻡ ﺃﺻﺒﺤﺖ ﺗﻘﺪﻡ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺧ‪‬ﻤﺲ ﺃﺿﻌﺎﻑ‬
‫ﺍﶈﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳌﻌﺘﺎﺩ ﳌﹸﻮﻇﱢﻔﻴﻬﺎ ﻭﲞ‪‬ﻤﺲ ﺍﻟﺘﻜﻠﻔﺔ!ﻭﻣﻦ ﺟﺎﻧﺐ ﺁﺧﺮ ﳒﺎﻩ ﻣﺎ ﺃﳒﺰﺗﻪ ﻣﺆﺳﺴﺔ ﺩﻝ ﺍﻟﻌﻤﻼﻗﺔ‬
‫ﻟﺼﻨﺎﻋﺔ ﺃﺟﻬﺰﺓ ﻭﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﳊﺎﺳﻮﺏ ﺑﺘﻮﻓﲑ ﻧﺼﻒ ﺍﻟـﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴـﺔ ﳌﹸﻮﻇﱢﻔﻴﻬـﺎ ﻋﻠـﻰ ﺍﻟﺒـﺪﺍﺋﻞ‬
‫ﺍﻹﻟﻴﻜﺘﺮﻭﻧﻴﺔ ﺑﺪﻻ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻳﺬﻛﺮ ﻣﺎ ﺗﻘﻮﻡ ﺑﻪ ﻣﺆﺳﺴﺔ ﺇﻧﺘﻞ ﺍﻟـﺸﻬﲑﺓ ﺑـﺼﻨﺎﻋﺔ‬
‫ﻣﻌﺎﳉﺎﺕ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳊﺎﺳﻮﺏ؛ ﺣﻴﺚ ‪‬ﺪﻑ ﺇﱃ ﲢﻮﻳﻞ ‪ %80‬ﻣﻦ ﺑﺮﺍﳎﻬﺎ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﲜﻤﻴﻊ ﺍﻷﻗﺴﺎﻡ ﺇﱃ‬
‫ﺍﻟﻮﺳﺎﺋﻂ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺧﻼﻝ ﺛﻼﺙ ﺳﻨﻮﺍﺕ؛ ﻓﻬﻲ ‪‬ﺪﻑ ﺇﱃ ﻧﻘﻞ "ﻛﻞ ﻣﺎ ﻗﺘﻞ ﺇﻋﺎﺩﺓ ﻭﺗﻜـﺮﺍﺭﺍ‬
‫ﰲ ﻗﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﺩﻳﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻴﻜﺘﺮﻭﱐ" ﻋﻠﻰ ﺣﺪ ﻗﻮﻝ ﺭﻭﻥ ﺩﻳﻜـﺴﻮﻥ‪ ،‬ﺭﺋـﻴﺲ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﳌﺆﺳﺴﺔ)‪.(2‬‬

‫‪ ،http://elearnarab.blogspot.com/2006/12/blog-post_27.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪.‬‬ ‫)‪(2‬‬


‫‪315‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻄﺮﻗﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﻣﺎﻫﻴﺔ ﻭ ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﺳﺘﻨﺘﺠﻨﺎ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫ﺗ‪‬ﻌﺘﱪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻋﻨﺪ ﺍﳊﻜﻢ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺫﻟﻚ‬
‫ﻷ‪‬ﺎ ﺗﻌﲏ ﺑﺘﺤﺴﲔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺑﺎﻟﺘﺎﱄ ﺯﻳﺎﺩﺓ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻸﻓﺮﺍﺩ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ‪،‬ﳑﺎ ﻳﻨﻌﻜﺲ ﺇﳚﺎﺑﺎ ﻋﻠـﻰ ﺃﺩﺍﺀ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳﺼﺒﺢ ﺍﻟﺘﺪﺭﻳﺐ ﺃﻛﺜﺮ ﺟﺪﻭﻯ ﻭﻓﻌﺎﻟﻴﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﺒﻨﻴًﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﺘﺎﺑﻊ ﻭﺍﻻﺳـﺘﻤﺮﺍﺭﻳﺔ‬
‫ﻣﻦ ﺧﻼﻝ ﺗﺒﻨ‪‬ﻲ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﺘﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﻗﹸﺪﺭﺍﺕ ﺍﻟﻌﺎﻣﻠﲔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺇﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﺘﻘـﻮﱘ‬
‫ﺃﻱ ﺍﻋﻮﺟﺎﺝ ﰲ ﺍﻷﺩﺍﺀ‪ .‬ﻭﻧﻈﺮﺍ ﻻﻥ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﻬﻨﺔ ﺗﺘﻐﲑ ﺑﺎﺳﺘﻤﺮﺍﺭ ﺑﺴﺒﺐ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪ ،‬ﻓـﺈﻥ‬
‫ﺍﳊﺎﺟﺔ ﻣﻠﺤﺔ ﻟﺘﺨﻄﻴﻂ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ ﺍﻟﱵ ﺗﺰﻭﺩ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗـﺴﺘﺠﺪ ﰲ‬
‫ﳎﺎﻻﺕ ﲣﺼﺼﻬﻢ ﻭﺗﺘﻄﻠﺒﻬﺎ ﻣﻬﻨﻬﻢ‪.‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻫﻮ ﲟﺜﺎﺑﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﻣﻮﺍﻧﻊ ﺃﻳﻦ‪ ،‬ﻣﱴ‪ ،‬ﻭﻛﻴﻒ ﻧﺘﻌﻠﻢ ﺑﺴﺮﻋ ٍﺔ‪.‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ‪ ،‬ﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﺳﻠﻮﺑﺎ ﺟﺪﻳﺪﺍ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑ‪‬ﻌـﺪ ﻭﺍﻟـﺬﻱ ﻳـﺴﺨﺮ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺁﻟﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻹﻧﺘﺮﻧﺖ ﺍﻟـﱵ ﺗﻌـﺪ‬
‫ﻭﺳﻴﻠﺔ ﻧﺸﻄﺔ ﻭﺗﻔﺎﻋﻠﻴﺔ ﻭﻋﺎﳌﻴﺔ ﻟﺘﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺸﻜﻞ ﻣﺘﺰﺍﻳﺪ ‪.‬‬
‫ﻭ‪‬ﻳﺘﻴﺢ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻓﺮﺻﹰﺎ ﻛﺒﲑﺓ ﻟﺘﺄﻫﻴﻞ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺯﻳﺎﺩﺓ ﻛﻔـﺎﺀﺗﻬﺍ‪،‬‬
‫ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻳ‪‬ﻮﻓﱢﺮﻩ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﻣﺰﺍﻳﺎ ﻋﺪﻳﺪﺓ ﻟﻌﻞ ﺃﺑﺮﺯﻫﺎ ﻣﻴﺰﺓ ﺍﳌﺮﻭﻧﺔ ﻭﺍﻟﺘﻜﻠﻔﺔ ﺍﻷﻗﻞ‪.‬ﻛﻤـﺎ ﻳﺘـﻴﺢ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﳌﺆﺳﺴﺔ ﻓﺮﺻﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻮﺳ‪‬ﻊ ﻭﺍﻟﺘﻘﺪ‪‬ﻡ ﰲ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﺮﺍﻛﻢ ﺍﳌﻌﺮﰲ‪ ،‬ﺗﺘﻴﺢ ﺍﺭﺗﺒﺎﻁ ﻭﺛﻴﻖ ﺑﲔ ﺟﻬﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﲢﻘﻖ ﺗﻮﺍﺻﻼ ﻣﺴﺘﻤﺮﹰﺍ‪،‬‬
‫ﺍﺣﺘﻴﺎﺝ ﻣﺘﺰﺍﻳﺪ ﻟﻠﺘﺪﺭﻳﺐ ﻭﺍﺗ‪‬ﺴﺎﻉ ﰲ ﻧﻄﺎﻗﻪ‪.‬ﻛﻤﺎ ﺗﻘﺪﻡ ﻟﻪ ‪‬ﺪﻳﺪﺍ ﻣﻦ ﺧﻼﻝ ﺍﺗ‪‬ﺴﺎﻉ ﻧﻄﺎﻕ ﺍﳌﻨﺎﻓﺴﺔ ﻭﲢﻮﳍﺎ‬
‫ﻣﻦ ﺍﶈﻠﻴﺔ ﺇﱃ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ‪ ،‬ﻣﻦ ﳝﻠﻚ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻣ‪‬ﺘﻄﻮ‪‬ﺭﺓ ﳝﻠﻚ ﻓﺮﺻﺔ‬
‫ﺃﻛﱪ‪ ،‬ﻣﻌﺪﻝ ﺳﺮﻳﻊ ﻟﺘﻐﲑ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺗﻄﻮ‪‬ﺭﻫﺎ‪.‬‬
‫ﻏﲑ ﺃﻥ ﳒﺎﺡ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻳﺘﻄﻠﱠﺐ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺃﻣﻦ ﻭﺳﺮﻳﺔ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﺍﻟﺘﻌﺎﻣﻼﺕ‪ ،‬ﺍﻣﺘﻼﻙ ﺍﻟﻜﺎﺩﺭ ﺍﻟﺒﺸﺮﻱ ﺃﻭﻻ ﻭﺗﺄﻫﻴﻠﻪ ﺑﺎﺳﺘﻤﺮﺍﺭ ﺛﺎﻧﻴﺎ‪ ،‬ﺗﻮﻓﲑ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﻜـﺎﰲ‪ ،‬ﺗﻮﻇﻴـﻒ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺎﻫﺮﺓ ﻭﺇﺷﺎﻋﺔ ﺛﻘﺎﻓﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﻻﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺘﺠﺎﺭﺏ ﻭﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﺧﺎﲤـــﺔ‬
‫‪317‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺗﻨﻈﻴﻤﻴﺔ ﻧﺎﲡﺔ ﻋـﻦ ﺍﻟﺘﻄـ ﱡﻮﺭ ﺍﻟﺘﻜﻨﻮﻟـﻮﺟﻲ‬ ‫ﲤ ﱡﺮ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﻴﻮﻡ ‪‬ﲟﺘﻐ‪‬ﻴﺮﺍ ٍ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﰐ ﺍﻟﱵ ﺃﺣﺪﺛﺖ ﺁﺛﺎﺭﹰﺍ ﻋﻤﻴﻘﺔ ﰲ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻭﺃﳕﺎﻃﻪ‪ ،‬ﻫﺬﻩ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺗﺴﻌﻰ ﻹﻋﺎﺩﺓ ﺍﻟﺘـﻮﺍﺯﻥ‬
‫ﻷﻋﻤﺎﳍﺎ ﻭﺍﻗﺘﺼﺎﺩﻫﺎ ﻭﻣﻮﻗﻌﻬﺎ ﻭﺣﱴ ﻧﺸﺎﻃﻬﺎ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺛﻘﺎﻓﺘﻬﺎ‪ ،‬ﻭﻫﻨﺎ ﻳ ‪‬ﱪﺯ ﺩﻭﺭ ﺍﻟﺘﻐﻴﲑ ﺍﳊﺎﺻﻞ ﻋﺎﳌﻴﹰﺎ‬
‫ﺼﺼﹰﺎ ﻭﺟﻮﺩﺓ ﰲ ﺍﻹﻧﺘـﺎﺝ‬ ‫ﺍﻟﺬﻱ ﻏ‪‬ﻴﺮ ﰲ ﹸﺃﺳﺲ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻟﺘﺠﺎﺭﺓ ﻭﺟﻌﻠﻬﺎ ﺃﻛﺜﺮ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﻭﻣﺮﻭﻧﺔ ﻭﲣ ﱡ‬
‫ﻭﻗﻮ ﹰﺓ ﰲ ﺍﻹﻋﻼﻥ ﻭﺗﻄﻠﺒﹰﺎ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﺍﺭﺗﺒﺎﻃﹰﺎ ﺑﺎﻟﻌﻠﻮﻡ ﻭﺍﳌﻌﺎﺭﻑ‪.‬‬

‫ﻟﻘﺪ ﻓﺮﺿﺖ ﻫﺬﻩ ﺍﻟﺘﻐﻴﱡﺮﺍﺕ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻀﻐﻮﻁ‪ ،‬ﻭﺑﺎﺕ ﻟﺰﺍﻣﹰﺎ ﻋﻠﻴﻬﺎ ﺃﻥ ﺗ‪‬ﺤﺪِﺙ ﺍﻟﻌﺪﻳﺪ‬
‫ﻣﻦ ﺍﻟﺘﻐﻴﲑﺍﺕ ﰲ ﳏﻴﻂ ﻋﻤﻠﻬﺎ ﺍﻟﺪﺍﺧﻠﻲ ﻭﺍﳋﺎﺭﺟﻲ؛ ﻟﺘﻀﻤﻦ ﻗﺪﺭﹰﺍ ﻣﻦ ﺍﻟـﺴﻼﻣﺔ‪ ،‬ﻭﻟﺘـﺴﺘﻤﺮ ﰲ ﺗﺄﺩﻳـﺔ‬
‫ﺩﻭﺭﻫﺎ‪ ،‬ﻭﺗﻜﻮﻥ ﻗﺎﺩﺭ ﹰﺓ ﻋﻠﻰ ﺍﻟﺒﻘﺎﺀ ﰲ ﳎﺎﻝ ﻋﻤﻠﻬﺎ‪ .‬ﻭﺗﺘﻌﺪ‪‬ﺩ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺗﻠﻚ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﻓﻴﻬﺎ ﻭﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺘﻬﺎ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻭﻇﺮﻭﻑ ﺍﳌﺮﺣﻠﺔ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﺣـﺪ ﹲﺓ ﻣـﻦ‬
‫ﺗﻠﻚ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﳍﺎ ﻗﺪ ‪‬ﺭ ﻛﺒﲑ ﻣﻦ ﺍﻷﳘﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻷﻧﻪ ﻣﻬﻤﺎ ﺗﻐﲑﺕ ﻣﺆﺳﺴﺔ ﺍﳌﺴﺘﻘﺒﻞ‬
‫ﻓﺈﻥ ﺍﻟﺒﺸﺮ ﺃﻭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺳﻮﻑ ﻳﻌﺘﱪﻭﻥ ﺩﺍﺋﻤﺎ ﺍﳌﻮﺭﺩ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ .‬ﺃﻣﺎ ﺍﳌـﻮﺍﺭﺩ ﺍﻷﺧـﺮﻯ‬
‫ﻛﺮﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﺗﺴﻬﻴﻼﺕ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.. ،‬ﺍﱁ ﻓﺈ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﳘﻴﺘﻬﺎ ﻓﻼ ﻣﻌﲎ‬
‫ﳍﺎ ﺑﺪﻭﻥ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺗﺘﺴﻢ ﺑﺎﳌﻬﺎﺭﺓ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﺘﺠﺪﻳﺪ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ‪.‬‬

‫ﺕ ﻟﺪﻳﻬﺎ ﹸﺃﻃ ‪‬ﺮ ﻭﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ‬


‫ﳓﻦ ﺍﻟﻴﻮﻡ ﺃﻣﺎﻡ ﲢﺪ‪‬ﻳﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﱵ ﺗﺘﻄﱠﻠﺐ ﻭﺟﻮﺩ ﻣﺆﺳﺴﺎ ٍ‬
‫ﺍﺧﺘﺼﺎﺻﻴﺔ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻫﺬﻩ ﺍﻟﺘﻨﻤﻴﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺛﻘﺎﻓﺔ ﻋﻤ ٍﻞ ﻻ ﺗﺮﻓﺾ ﺍﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮ ﻭﺍﻟﺘﻄ ﱡﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‬
‫ﺍﻟﺪﺍﺋﻢ ﻻﺳﻴﻤﺎ ﻣﺎ ﺗﻌﻠﻖ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪ .‬ﻓﺎﳊﺘﻤﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻋﻮﳌﺔ ﺍﳌﻌﺮﻓـﺔ ﺑﺎﺗـﺖ‬
‫ﺗﻔﺮﺽ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺿﺮﻭﺭﺓ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻔﻜﲑ ﰲ ﺁﻟﻴﺔ ﺗﻌﺎ ‪‬ﻣﻠﻬﺎ ﻣﻊ ﺍﻟﺘﺪﻓﱡﻖ ﺍﳌﻌﻠﻮﻣﺎﰐ ﻭﺍﳌﻌﺮﰲ ﺍﻟﺬﻱ ﺑﺎﺕ‬
‫‪‬ﻳﺤﻴﻂ ‪‬ﺎ ﻣﻦ ﻛﻞ ﺟﺎﻧﺐ؛ ﲝﻴﺚ ﺃﻥ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﲪﻠﺘﻪ ﻣﻌﻬﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻳﻘﺘﻀﻲ‬
‫ﳉ ﱢﻞ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ‪‬ﺗﻘـ ‪‬ﺪﻣﻬﺎ ﻫـﺬﻩ ﺍﳌﺆﺳـﺴﺎﺕ‬ ‫ﻣﻦ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﺍﳍﻴﻜﻠﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﹸ‬
‫ﻟﻠﻤﺠﺘﻤﻊ ﻭﺍﻟﺪﻭﻟﺔ‪.‬‬
‫ﻟﻘﺪ ﺃﺩ‪‬ﻯ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺍﺳﻊ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ ﻭﺩﺧﻮﳍـﺎ ﳎـﺎﻝ ﺍﻹﺩﺍﺭﺓ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺇﱃ ﲢﺴﲔ ﺃﺩﺍﺋﻬﺎ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﲨﻴﻊ ﻋﻨﺎﺻﺮﻫﺎ‪ :‬ﻣﻦ ﻫﻴﺎﻛﻞ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ‪ ،‬ﻭﺃﻓﺮﺍﺩ‪ ،‬ﻭﺗﻘﻨﻴﺎﺕ ﺇﺩﺍﺭﻳﺔ؛‬
‫ﻭﻫﺬﺍ ﻣﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﻇﻬﻮﺭ ﻋﺪﺓ ﻣﺼﻄﻠﺤﺎﺕٍ‪ ،‬ﻣﻨﻬﺎ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﺼﻄﻠﺢ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟـﺬﻱ‬
‫ﻳﻌﲏ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﻮﺭﻗﻴﺔ ﻭﺇﺣﻼﻝ ﺍﳌﻜﺘﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﳏ ﱠﻞ ﺍﳌﻜﺘﺐ ﺍﻟﻌﺎﺩﻱ‪ ،‬ﻭﺫﻟـﻚ ﻋـﻦ‬
‫‪318‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﻃﺮﻳﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺍﺳﻊ ﳍﺬﻩ ﺍﻟﺘﻘﻨﻴﺎﺕ‪ .‬ﺃﻣﺎ ﻓﻴﻤﺎ ﳜﺺ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻓﻘﺪ ﻇﻬﺮ ﻣﺼﻄﻠﺢ ﺇﺩﺍﺭﺓ‬
‫ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ﺣﻴﺚ ﺃﺻﺒﺢ ﺑﺎﻹﻣﻜـﺎﻥ ﲢﻮﻳـﻞ‬
‫ﺕ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻳـﺘ ﱡﻢ ﻣﻌﺎﳉﺘـﻬﺎ ﺣـﺴﺐ‬ ‫ﻣﻌﻈﻢ ﺍﳋﺪﻣﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﺇﱃ ﺇﺟﺮﺍﺀﺍ ٍ‬
‫ﺕ ﻣ‪‬ﺘﺴﻠﺴِﻠﺔ ﻭﻣ‪‬ﻘﻨ‪‬ﻨﺔ ﻣﺴﺒﻘﺎﹰ؛ ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺮﻓﺔ ﻗﺪ ﺧﻠﻘﺎ ﻓﹸﺮﺹ‬
‫ﺧﻄﻮﺍ ٍ‬
‫ﻋﻤ ٍﻞ ﺟﺪﻳﺪﺓ ﳌﺆﺳﺴ ٍﺔ ﺇﳚﺎﺑﻴﺎ‪‬ﺎ ﺗﻔﻮﻕ ﺳﻠﺒﻴﺎ‪‬ﺎ ‪.‬‬
‫ﺝ ‪‬ﻣﺘﻤ‪‬ﻴﺰ ﻹﺩﺍﺭﺓ ﺍﻟﺒﺸﺮ ﺍﻟﺬﻱ‬
‫ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﳕﻮﺫ ٍ‬
‫ﻳﺴﻌﻰ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺗﺘﻤ‪‬ﻴﺰ ﺑﺎﻟﻜﻔﺎﺀﺓ‬
‫ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﻮﻻﺀ؛ ﻟﺬﺍ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﻋﺪﺓ ﻣﺒﺎﺩﺉ ﻫـﻲ ﺃﻥ‬
‫ﺍﻟﺒﺸﺮ ‪‬ﻳﺸ ﱢﻜﻠﻮﻥ ﺃﻫﻢ ﺍﻷﺻﻮﻝ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲤﺘﻠﻜﻬﺎ ﺃﻱ ﻣﺆﺳﺴﺔ‪ .‬ﻭﳝﻜﻦ ﻟﻠﻤﺆﺳﺴﺔ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﺍﻟﻨﺠـﺎﺡ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘ ﱡﻢ ﺭﺑﻂ ﺳﻴﺎﺳﺎﺕ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻣﻊ ﺃﻫﺪﺍﻓﻬﺎ ﻭﺍﺳﺘﺮﺍﲡﻴﺎ‪‬ﺎ‪ ،‬ﻭﳝﻜﻦ ﻟﻠﺜﻘﺎﻓـﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ ﺃﻥ‬
‫ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ‪‬ﻣﺆﱢﺛﺮﹰﺍ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﻤﱡﻴﺰ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻗﻴﺎﻡ ﻗﻴﺎﺩﺍ‪‬ﺎ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﺇﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺗﻔﺮﺽ ﺍﳊﺎﺟـﺔ ﻟﻼﺳـﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺒـﺸﺮ ﺃﻛﺜـﺮ ﻣﻨـﻪ ﰲ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪،‬‬ ‫ﺴﺪ ﺫﻟﻚ ﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻔ ‪‬ﻌﺎﻟﺔ ﻻﺟﺘﺬﺍﺏ ﻣﻬﺎﺭﺍ ٍ‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﻳﺘﺠ ‪‬‬
‫ﻭﲢﻘﻴﻖ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺼﻔ ٍﺔ ﺩﺍﺋﻤﺔ ﻭﻣﺴﺘﻤﺮﺓ‪ ،‬ﻭﻳﻨ‪‬ﺘﺞ ﻋﻦ ﺫﻟﻚ ﻭﺟﻮﺩ‬
‫ﻂ ﺟﺪﻳﺪ ﻣﻦ ﺍﻟﻔﻜﺮ ﻭﺍ ﹸﳌﻤﺎ ‪‬ﺭﺳﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻳﺘﺒ‪‬ﻨﻰ ﻣﻌﻄﻴﺎﺕ ﻋﺼﺮ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﺴﺮﻳﻌﺔ‪ ،‬ﻭﻳﺴﺘﻮﻋﺐ ﺗﻘﻨﻴﺎﺗـﻪ‪،‬‬‫ﳕٍ‬
‫ﻭ‪‬ﻳﻄ‪‬ﺒﻖ ﺁﻟﻴﺎﺗﻪ ﺍﻟﻔﺎﻋﻠﺔ‪ ،‬ﻭﻫﻮ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﲝﻴﺚ ﺃﻥ ﺃﲤﺘﺔ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻤﻞ ﻭﺍﺣﺪ ﹲﺓ ﻣﻦ‬
‫ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺤ ﱡﻮﻝ ﳓﻮ ﻣﻔﻬﻮﻡ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺮﻗﻤﻴﺔ ﻭ ﻣﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻟـﱵ ﻻ ﺗﺘﻮﻗـﻒ ﻋـﻦ ﺍﻟـﺘﻌﻠﻢ‬
‫ﺃﺑﺪﺍ‪،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺗﻄ ﱡﻮﺭ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻧﻔﺴﻬﺎ ﻣﻦ ﻧﺎﺣﻴﺔ ﻭ ﺑﻨﺎﺀ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ ﻣﻦ ﻧﺎﺣﻴـﺔ‬
‫ﺃﺧﺮﻯ ﻛﻞ ﻫﺬﺍ ﰲ ﻇﻞ ﺛﻮﺭﺓ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻓﺎﻧﻪ ﻻ ﺗﺘﻮﱠﻗﻒ ﻋﻤﻠﻴﺔ ﺇﺩﺧﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻓﻘﻂ ﻋﻠـﻰ‬
‫ﺗﻮﻓﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ ،‬ﺑﻞ ﺗﺘﺠﺎﻭﺯ ﺫﻟﻚ ﺇﱃ ‪‬ﻴﺌﺔ ﻋﻨﺼﺮ ﺇﻗﺎﻣﺔ ﺍﳍﻴﺎﻛﻞ ﺍﻟﻼﺯﻣـﺔ‪ ،‬ﻴﺌـﺔ ﺍﻟﺜﻘﺎﻓـﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﻭﲢﺴﻴﻨﻪ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﹸﺴﺒ‪‬ﻖ ﺍ ﹸﶈﻜﹶـﻢ‪ .‬ﻟﻘـﺪ‬
‫ﺃﺻﺒﺢ ﳒﺎﺡ ﺍﳌﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻣﺮﻫﻮﻧﺎﹰ‪ ،‬ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ‪ ،‬ﺑﺎﻧﺪﻣﺎﺟﻬﺎ ﻭﺗﻜﻴﱡﻔﻬﺎ ﻣﻊ ﺍﶈﻴﻂ ﺍﳋﺎﺭﺟﻲ ﻣﻦ‬
‫ﻧﺎﺣﻴﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﺴﻴﲑﻫﺎ ﻟﻠﺘﻐﻴﱡﺮ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﻭﺇﺩﺭﺍﻙ ﺍﻟﻔﺠـﻮﺓ ﺑـﲔ ﺍﻹﻣﻜﺎﻧﻴـﺎﺕ‬
‫ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﺍﻛﺘﺸﺎﻑ ﺍﻟﻔﹸﺮﺹ ﺍﳌﻮﺍﺗﻴﺔ ﰲ ﺍﶈﻴﻂ ﺍﳋﺎﺭﺟﻲ؛ ﳑﺎ ﻳ‪‬ﻮﺟ‪‬ﻬﻬﺎ ﰲ ﺍﺧﺘﻴﺎﺭﺍ‪‬ﺎ‬
‫ﻭﰲ ﺗﺼﻤﻴﻢ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺘﻬﺎ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
‫‪319‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﺴﻦ ﺍﻹﻧﺘﺎﺟﻴﺔ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﻟﻘﺎﺋﻤﺔ‪ ،‬ﻓﺈ‪‬ﺎ‬ ‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ‪‬ﺗﺤ ‪‬‬
‫‪‬ﺗﺘﻴﺢ ﺃﻳﻀﹰﺎ ﻇﻬﻮﺭ ﺃﻧﺸﻄﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﻏﲑﻫﺎ ﺟﺪﻳﺪﺓ‪ ،‬ﻣﺜﻞ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻣﺒﺎﺷﺮ ﹰﺓ ﻋـﻦ ﻣـﺼﺎﺩﺭ‬
‫ﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬ ‫ﺧﺪﻣﺎﺕ ﰲ ﺍﳋﺎﺭﺝ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﺃﻧﻮﺍ ٍ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﹸﲤ ﱢﻜﻦ ﺍﻟﺪﻭﻝ ﺍ ﹸﳌﺘﻘ ‪‬ﺪﻣﺔ ﻭﺍﻟﻨﺎﻣﻴﺔ ﻣﻦ ﺗﻨﻮﻳﻊ ﺍﻗﺘﺼﺎﺩﻳﺎ‪‬ﺎ‪،‬‬
‫ﺕ ﻭﺳﻠﻊ ﺫﺍﺕ ﻗﻴﻤ ٍﺔ ﻣﻀﺎﻓﺔ ﻋﺎﻟﻴﺔ ‪‬ﺗﺴﺎﻫﻢ ﺑـﺪﻭﺭﻫﺎ‬ ‫ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺯﻳﺎﺩﺓ ﹸﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﺧﺪﻣﺎ ٍ‬
‫ﰲ ﺩﻋﻢ ﺍﻻﻗﺘﺼﺎﺩ ﺍﶈﱢﻠﻲ‪ .‬ﻛﻤﺎ ﺗﻠﻌﺐ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺩﻭﺭﹰﺍ ﺇﳚﺎﺑﻴﹰﺎ‬
‫ﰲ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺪﻭﻝ‪.‬‬
‫ﻻ ﳝﻜﻦ ﻷﻱ ﻣﺆﺳﺴ ٍﺔ ﺍﻵﻥ ﺃﻥ ﺗﺘﺠﺎﻫﻞ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻣﺎ ﺃ ﹾﻓ ‪‬‬
‫ﻀﺖ ﺇﻟﻴﻪ ﻣـﻦ ﺗﻌﺰﻳـﺰ‬
‫ﺍﻟﻌﻤﻞ ﻭﺗﺴﺮﻳﻌﻪ‪ ،‬ﻭﺩﻋﻢ ﺍﻟﺸﻔﺎﻓﻴﺔ ﻭﺍﻟﱰﺍﻫﺔ ﻭﺍﶈﺎﺳﺒﺔ‪ ،‬ﻭﺗﺴﻬﻴﻞ ﻭﺗﺒﺴﻴﻂ ﺍﻹﺟﺮﺍﺀﺍﺕ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﻣﺴﺎﺣﺔ‬
‫ﺍﻟﻌﻤﻞ ﺑﺸﻜ ٍﻞ ﺃﻓﻀﻞ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ .‬ﻭﻋﻠﻴﻪ ﻳﺘﻮﻗﱠﻒ ﳒﺎﺡ ﺍﻟﺘﻐﻴﲑ ﰲ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ‬
‫ﻛﻴﻔﻴﺔ ﲣﻄﻴﻄﻪ ﻭﺗﻨﻔﻴﺬﻩ ﻋﱪ ﲢﻀﲑ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻣﺜﻞ ﺍﳍﻴﺎﻛﻞ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ؛ ﲝﻴﺚ ﻳﻨﺒﻐـﻲ‬
‫ﺐ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﳋﻄﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸـﺴﺘﻌﻤ‪‬ﻠﺔ ﻭﺍﻟـﻨﻈﻢ ﺍﳌـﺴﺎﻋﺪﺓ‬ ‫ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻨﺎﺳ ‪‬‬
‫ﻭﺍﺧﺘﻴﺎﺭ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻼﺋﻤﺔ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﻬﻢ ﺇﺩﺭﺍﻙ ﺃﻥ ﳒﺎﺡ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺃﻭ ﺍﳉﻤﺎﻋﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻳﺘﻮﱠﻗﻒ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﻛﺎﻓـﺔ‬
‫ﺍﳌﻌﻨﻴﲔ ﰲ ﺍﻹﺩﺍﺭﺓ )ﲟﻬﺎﻣﻬﻢ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ( ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺧﻄﺔ ﻭﻭﺍﺟﺒﺎﺕ ﺃﻣـﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻟﺘﺰﺍﻡ ﺍﳌﺆﺳﺴﺔ؛ ﺑﺎﻋﺘﺒﺎﺭ ﻣﺴﺎﺋﻞ ﺍﻷﻣﻦ ﻭﺍﺣﺪﹰﺍ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟـﱵ ﻳ‪‬ـﺪﺭﻛﻬﺎ ﺍﻟﻜﺎﻓـﺔ‪،‬‬
‫ﺺ ﻭﺍﺟﺒﺎ‪‬ﻢ ﺍﻷﻣﻨﻴﺔ‪.‬‬
‫ﻭﻳﺘﻤ ﱠﻜﻦ ﺍﻟﻜﻞ ﻣﻦ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﻣﺎ ﳜ ﱡ‬
‫ﻭﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺸﺨﺼﻲ ﺃﻭ ﻣﺴﺘﻮﻯ ﺍﳌﹸﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﺈﻥ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺗﻀﻊ ﺍﻟﺘﻮﺟﻴﻬـﺎﺕ‬
‫ﺍﻟﻜﺎﻓﻴﺔ ﻟﻀﻤﺎﻥ ﻭﻋ ٍﻲ ﻋﺎﻡ ﻭﺩﻗﻴﻖ ﲟﺴﺎﺋﻞ ﺍﻷﻣﻦ‪ ،‬ﺑﻞ ﺍﳌﻄﻠﻮﺏ ﺑﻨﺎﺀ ﺛﻘﺎﻓﺔ ﺍﻷﻣﻦ ﻟﺪﻯ ﺍﻟﻌـﺎﻣﻠﲔ ﻭﺍﻟـﱵ‬
‫ﺗﺘﻮ ‪‬ﺯﻉ ﺑﲔ ﻭﺟﻮﺏ ﻣﺮﺍﻋﺎﺓ ﺃﺧﻼﻗﻴﺎﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺑﲔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌﺘﻄﱠﻠﺒﺔ ﻣﻦ ﺍﻟﻜﻞ ﻟـﺪﻯ‬
‫ﻣﻼﺣﻈﺔ ﺃﻱ ﺧﻠﻞ‪ ،‬ﻭﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ‪‬ﺗﺤ ‪‬ﺪﺩ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ ﻣﺎ ﻳﺘﻌﻴ‪‬ﻦ ﻋﻠﻴﻬﻢ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﻭﺍﻷﻫﻢ ﻣﺎ ﳛﻈـﺮ‬
‫ﻋﻠﻴﻬﻢ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﰲ ﻣﻌﺮﺽ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﻟﻠﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻨﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺇﻥ ﻣﻦ ﺑﲔ ﻓﻮﺍﺋﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺎ‬
‫ﻳﻠﻲ‪:‬‬
‫‪320‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫‪ -1‬ﺇﻣﻜﺎﻧﻴﺔ ﲡﻤﻴﻊ ﻭﲣﺰﻳﻦ ﻭﻣﻌﺎﳉﺔ ﻛﻤﻴ ٍﺔ ﻫﺎﺋﻠﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ؛‬


‫ﺺ ﺍﻟـﺪﻭﺍﺋﺮ‬ ‫‪ -2‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺭﺑﻂ ﻋﺪﺓ ﻣﻮﺍﺿﻴﻊ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﻌﺪﻝ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺒﲔ ﻓﻴﻤﺎ ﳜ ﱡ‬
‫ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -3‬ﺗﻮﻓﲑ ﺩﺭﺟ ٍﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺪﻗﺔ ﻻ ﳝﻜﻦ ﺗﻮﻓﲑﻫﺎ ﺑﺎﻟﻄﺮﻕ ﺍﻟﻴﺪﻭﻳﺔ‪ ،‬ﻣﺜﻞ ﻋﻤﻠﻴﺔ ﺗﺪﻗﻴﻖ ﺍﻷﺧﻄﺎﺀ؛‬
‫‪ -4‬ﺇﻟﻐﺎﺀ ﺍﻟﺴﺠﻼﺕ ﺍﳌﹸﻜﺮ‪‬ﺭﺓ؛ ﳑﺎ ﻳﺴﻤﺢ ﺑﺮﺑﺢ ﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲟﺴﺎﺣﺎﺕ ﺍﻟﺘﺨﺰﻳﻦ؛‬
‫‪ -5‬ﲢﺴﲔ ﺍﻷﺩﺍﺀ ﰲ ﺍﻹﺩﺍﺭﺓ ﻭﻗﺮﺍﺭﺍ‪‬ﺎ ﻭﻧﺘﺎﺋﺠﻬﺎ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻣﺎ ﻳﺘﻮﻓﱠﺮ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ‪ ،‬ﺧﺎﺻ ﹰﺔ ﻓﻴﻤﺎ‬
‫ﻳﺘﻌﻠﱠﻖ ﺑﺎﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻬﻢ؛‬
‫‪ -6‬ﺗﺴﻬﻴﻞ ﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ ﺩﺍﺧﻞ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ؛‬
‫‪ -7‬ﻣﺴﺎﻋﺪﺓ ﺍﻹﺩﺍﺭﺓ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻼﺯﻣﺔ ﻭﺗﻘﺪﳝﻬﺎ ﻟﻠﺠﻬﺎﺕ ﺍﳌﺨﺘﺼﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﺇﱃ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﺃﻭ ﺍﳉﻬﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫‪ -8‬ﺇﻇﻬﺎﺭ ﺍﻟﺘﻐﻴﱡﺮﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺪ‪‬ﺙ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ؛ ﳑﺎ ﻳ‪‬ـﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﻋﻠـﻰ‬
‫ﻣﻮﺍﺟﻬﺔ ﺗﻠﻚ ﺍﻟﺘﻐﻴﱡﺮﺍﺕ ﺑﻜﻔﺎﺀﺓ‪.‬‬
‫ﻋﻠﻰ ﺃﻥ ﻣﻦ ﺑﲔ ﺍ ﹸﳌﺘﻄﱠﻠﺒﺎﺕ ﺍﻟﱵ ﻧﺮﺍﻫﺎ ﺿﺮﻭﺭﻳ ﹰﺔ ﻟﻨﺠﺎﺡ ﺃﻱ ﻧﻈﺎﻡ ﺣﺎﺳﻮﺏ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻫﻲ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺏ ﺗﻌﻤﻞ ﻋﻠﻴﻪ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -1‬ﺇﳝﺎﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭﺩﻋﻤﻬﺎ ﻟﻮﺟﻮﺩ ﻧﻈﺎﻡ ﺣﺎﺳﻮ ٍ‬
‫‪ -2‬ﺗﻮﻓﲑ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻻﻗﺘﻨﺎﺀ ﻭﺗﺸﻐﻴﻞ ﻫﺬﻩ ﺍﻟﻨﻈﻢ؛‬
‫‪ -3‬ﺣﺠﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻣﺪﻯ ﺍﺗ‪‬ﺴﺎﻉ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺬﻱ ﺗ‪‬ﻤﺎﺭِﺳﻪ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ ؛ ﻓﻜﻠﻤﺎ ﻛﺒ‪‬ﺮ‬
‫ﺏ ﻓﻌ‪‬ﺎﻝ ﻭﺣـﺪﻳﺚ‬ ‫ﺣﺠﻢ ﺍﳌﺆﺳﺴﺔ ﻭﺗﻮﺳ‪‬ﻌﺖ ﻋﻤﻠﻴﺎ‪‬ﺎ ﻭﺗﻌﻘﱠﺪﺕ‪ ،‬ﺗﻄﻠﱠﺐ ﺫﻟﻚ ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﺣﺎﺳﻮ ٍ‬
‫ﻳﻠﱯ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﻮﺳﱡﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴـﺔ ﺑﺄﻧﻮﺍﻋﻬـﺎ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -4‬ﻣﺪﻯ ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻷﺟﻬﺰﺓ ﻭﺍﳌﻌﺪﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭ ﻛﺬﺍ ﻃﺮﻕ ﻭﻛﻴﻔﻴﺎﺕ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ؛‬
‫‪ -5‬ﻧﻮﻋﻴﺔ ﻭﻛﻤﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﻣﺪﻯ ﺃﳘﻴﺘﻬﺎ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺎﻟـﺴﺮﻋﺔ ﺍﳌﹸﻤﻜِﻨـﺔ‬
‫ﳌﻮﺍﺟﻬﺔ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻨﺎﻓﺴﺔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ؛‬
‫ﺖ ﳑﻜﻦ‪ ،‬ﻭﺑﺄﻗ ﱢﻞ ﺗﻜﻠﻔ ٍﺔ‬‫‪ -6‬ﺇﻣﻜﺎﻧﻴﺔ ﺻﻴﺎﻧﺔ ﻭﺇﺻﻼﺡ ﻫﺬﻩ ﺍﻟﻨﻈﺎﻡ ﰲ ﺣﺎﻟﺔ ﻋﻄﻠﻪ ﺃﻭ ﺗﻮﻗﱡﻔﻪ‪ ،‬ﻭﰲ ﺃﻗﺼﺮ ﻭﻗ ٍ‬
‫ﺃﻳﻀﹰﺎ‪.‬‬
‫‪321‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﺃﻭ ﹰﻻ‪ -‬ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺎﺕ‪:‬‬


‫ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﻭﺿﻌﻨﺎ ﺑﻌﺾ ﺍﻟﻔﺮﺿﻴﺎﺕ ﲢﺖ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻓﻜﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﻛﺎﻵﰐ‪:‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ‪ :‬ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺘﻐﱡﻴﺮﺍﺕ ﻭﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﻣﺎ ﺗﻌﱠﻠﻖ ﻣﻨﻬﺎ‬
‫ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺍﻻﲡﺎﻫﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﺻﺒﺤﺖ ﺍﻹﺩﺍﺭﺓ ﺑﺼﻔ ٍﺔ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻣﻮﺍﻛﺒﺔ ﻭﻣﺴﺎﻳﺮﺓ ﻟﺘﻠﻚ‬ ‫ﺕ ﻭﺗﻄ ﱡﻮﺭﺍ ٍ‬
‫ﻋﺎﻣﺔ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪ ،‬ﺗﻌﺮﻑ ﺍﲡﺎﻫﺎ ٍ‬
‫ﺍﻟﺘﻐﱡﻴﺮﺍﺕ ﻭﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺇﱃ ﺍﳊ ‪‬ﺪ ﺍﻟﺬﻱ ﺃﻇﻬﺮ ﳕﻂ ﺇﺩﺍﺭ ٍﺓ ﺟﺪﻳﺪ ﻳﺮﺗﻜﺰ ﺑﺎﻷﺳﺎﺱ ﻋﻠﻰ‬
‫ﺗﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ ﻟﺪﻯ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﺍﻟﱵ ﺃﺻﺒﺤﺖ ﺑﻔﻀﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻁ ﺟﺪﻳﺪﺓ ﻏﲑ ﺗﻘﻠﻴﺪﻳﺔ؛ ﳑﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﺯﻳﺎﺩﺓ ﻭﻛﻔﺎﺀﺓ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ‪ .‬ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻫﻮ‬ ‫ﻭﺍﻻﺗﺼﺎﻝ ﺗ‪‬ﺪﺍﺭ ﺑﺄﳕﺎ ٍ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﺍﻗﺘﺮﻧﺖ ﺑﺪﻭﺭﻫﺎ ﺑﺎﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺍﺳﻊ ﻭﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺜﻴﻒ‬
‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ﺍﳌﹸﺘﻌﻠﱢﻖ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﻘﺪ ﺍﻛﺘﺴﺤﺖ ﻫﺬﻩ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻛﺎﻓﺔ ﺍﻷﻋﻤﺎﻝ ﺍﻹﺩﺍﺭﻳﺔ ﻣﻦ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻟﺮﻗﺎﺑﺔ‪ ،‬ﻛﻤﺎ ﴰﻠﺖ ﳐﺘﻠﻒ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﻮﺳﻄﻰ ﻭﺍﻟﺪﻧﻴﺎ‪ ،‬ﻓﻤﺎ ﻣﻦ ﻋﻤ ٍﻞ ﺇﺩﺍﺭﻱ ﺇﻻ ﻭﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺃﺣﺪ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻛﺎﳊﺎﺳﻮﺏ ﻭﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﻭﻣﻨﻪ ﻓﺈﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺗﺆﺛﺮ ﺑﺼﻔﺔ ﺃﺳﺎﺳﻴﺔ ﻭ ﺍﳚﺎﺑﻴﺔ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﳉﺰﺋﻴﺔ ﻓﻘﺪ ﺃﺛﺒﺘﻨﺎ ﺻﺤﺘﻬﺎ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ‪ :‬ﺃﺻﺒﺢ ﺗﺄﺛﲑ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻋﻤﻮﻣﹰﺎ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﺧﺼﻮﺻﹰﺎ ﻣﻦ ﺍﳌﹸﺴﻠﱠﻤﺎﺕ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻹﺣﺪﺍﺙ ﻣﺎ ﺃﺻﺒﺢ ﻳ‪‬ﺼﻄﻠﺢ ﻋﻠﻰ ﺗﺴﻤﻴﺘﻪ‬
‫ﲟﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺃﺻﺒﺢ ﺍﻣﺘﻼﻙ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺍﳍﺎﻣﺔ ﺍﻟﱵ‬
‫ﻳ‪‬ﻘﺎﺱ ﻋﻠﻰ ﺃﺳﺎﺳﻬﺎ ﺗﻄ ﱡﻮﺭ ﺍﻟﺒﻠﺪﺍﻥ ﻭﺯﻳﺎﺩﺓ ﻗﹸﺪﺭ‪‬ﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ .‬ﻓﻬﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗ‪‬ﺴﺎﻋِﺪ ﰲ ﺗﻮﻟﻴﺪ ﻓﹸﺮﺹ‬
‫ﻋﻤ ٍﻞ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺗ‪‬ﺴﺎﻫِﻢ ﰲ ﻣﻜﺎﻓﺤﺔ ﺍﻟﺒﻄﺎﻟﺔ ﻭﺗﻘﻠﻴﺺ ﺍﻟﻔﻘﺮ‪ ،‬ﻛﻤﺎ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻐﻴﲑ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﺕ ﺧﺎﺻﺔ‪ .‬ﻭﻣﻨﻪ ﻓﺈﻧﻨﺎ ﻧ‪‬ﺜﺒﺖ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ‬ ‫ﻭﺑﺎﳌﻘﺎﺑﻞ‪ ،‬ﺃﺻﺒﺤﺖ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺘﻄﻠﱠﺐ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺕ ﺧﺎﺻﺔ‪ ،‬ﻛﻤﺎ ﻳﻔﺘﺤﺎﻥ ﻓﹸﺮﺻﹰﺎ ﺟﺪﻳﺪﺓ‬ ‫ﺑﺄﻥ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻳﺘﻄﻠﱠﺒﺎﻥ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺫﺍﺕ ﻣﻬﺎﺭﺍ ٍ‬
‫ﻟﻠﺘﺸﻐﻴﻞ‪.‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﻟﻘﺪ ﺍﻧﺪﳎﺖ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ ﻣﻊ ﺃﻧﺸﻄﺔ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻣﻨﺬ ﻇﻬﻮﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺗﻄﻮﱡﺭ ﺗﻘﻨﻴﺎﺕ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺍﺳﻊ‬
‫ﻭﺍﻟﺴﺮﻳﻊ ﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻷﻋﻤﺎﻝ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﱵ ﺭﺍﻓﻘﻬﺎ ﺍﻧﺒﺜﺎﻕ ﳕﺎﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﻟﺘﺠﺎﺭﺓ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﳊﻜﻮﻣﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﳌﺼﺎﺭﻑ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪،‬‬
‫‪322‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﺕ ﺗﺴﺘﺨﺪﻣﻬﺎ ﺍﻹﺩﺍﺭﺍﺕ‬ ‫ﺕ ﻭﺗﻘﻨﻴﺎ ٍ‬‫‪...‬ﺇﱁ‪ .‬ﻭﺑﺎﻟﻨﺘﻴﺠﺔ‪ ،‬ﻓﺈﻥ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﱂ ﺗ ‪‬ﻌ ‪‬ﺪ ﳎﺮﺩ ﺃﺩﻭﺍ ٍ‬
‫ﺕ ﻻ ﻏﲎ ﻋﻨﻬﺎ ﻟﻠﺘﺤﻮﱡﻝ ﻣﻦ‬ ‫ﻟﺘﻘﺪﱘ ﺍﻟﺪﻋﻢ ﺍﻟﻔﺎﻋﻞ ﻟﻌﻤﻠﻴﺎﺕ ﻭﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺇﳕﺎ ﻫﻲ ﺍﻟﻴﻮﻡ ﻣﻨﻈﻮﻣﺎ ٍ‬
‫ﳕﻮﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺇﱃ ﳕﺎﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫ﻭﻣﻨﻪ ﺗﻠﻌﺐ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﺇﻃﺎﺭ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﻢ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﺑﻨﺎﺀ ﻭﺗﻄﻮﻳﺮ‬
‫ﻭﲢﺴﲔ ﺃﺩﺍﺀ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺗﻘﻮﻡ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪ -‬ﻻ ﺳ‪‬ﻴﻤﺎ ﺍﳌﺆﲤﺘﺔ ﻣﻨﻬﺎ ‪ -‬ﺑﺘﻘﺪﱘ ﺧﺪﻣﺎ ٍ‬
‫ﺕ‬
‫ﺃﻓﻀﻞ ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ‪ ،‬ﻣﻊ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻔﺎﻋﻠﻴﺔ ﺑﺎﺳﺘﺜﻤﺎﺭ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﶈﻠﱢﻴﺔ‬
‫ﻭﺍﳉﺎﻫﺰﺓ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﻨﻴﺔ؛ ﻣﻦ ﺃﺟﻞ ﲢﺴﲔ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﻧﻮﻋﻴﺔ ﺍﻟﻌﻤﻞ ﺑﲔ‬
‫ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ‪ ،‬ﻭﺧﺼﻮﺻﹰﺎ ﻣﺎ ﻳﺮﺗﺒﻂ ﺑﺎﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪ .‬ﻭﺃﻳﺎ ﻛﺎﻧﺖ ﺃﺑﻌﺎﺩ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺗﺒﻘﻰ ﺃﻫﺪﺍﻓﻪ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
‫ﺧﺪﻣﺔ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ ،‬ﻭﻫﻮ ﺃﻫﻢ ﺍﻷﻫﺪﺍﻑ ﻭﺃﴰﻠﻬﺎ ﺑﺎﻟﺮﻏﻢ ﻣﻦ‬
‫ﻑ ﺃﺧﺮﻯ‪.‬‬ ‫ﻭﺟﻮﺩ ﺃﻫﺪﺍ ٍ‬
‫ﺕ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﻣﻬ ‪‬ﻢ ﺟﺪﹰﺍ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﲢﺴﲔ ﻭﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ‬ ‫ﻭﻣﻨﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺑﻨﺎﺀ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺮﺍﺑﻌﺔ‪ :‬ﺗﻠﻌﺐ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﻵﻥ ﺍﻟﺪﻭﺭ ﺍﻷﺳﺎﺳﻲ ﰲ ﺇﻋﺎﺩﺓ ﺗﺸﻜﻴﻞ‬
‫ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﲝﻴﺚ ﺗﻔﺮﺽ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺿﺮﻭﺭﺍﺕ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪،‬‬
‫ﺝ ﺇﺩﺍﺭﻱ ﻳﺘﻤ‪‬ﻴﺰ ﺑﺎﻻﻧﻔﺘﺎﺡ ﻭﺍﳌﺮﻭﻧﺔ ﻭﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜﱡﻴﻒ ﻣﻊ ﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻛﻤﺎ‬
‫ﺃﳘﻴﺔ ﺗﻄﻮﻳﺮ ﳕﻮﺫ ٍ‬
‫ﺕ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﻳﺴﻤﺢ ﺑﺎﺧﺘﻔﺎﺀ ﺍﳍﻴﺎﻛﻞ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺗﻘﺴﻴﻤﺎ‪‬ﺎ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﺗﻈﻬﺮ ﳏﱠﻠﻬﺎ ﺷﺒﻜﺎ ‪‬‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳊﻮﺍﺳﻴﺐ ﰲ ﺷﻜﻞ ﺁﻟﻴ ٍﺔ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫ﻭﻣﻨﻪ ﺗﻠﻌﺐ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻭﲢﺴﲔ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ ﺑﺸﺮﻁ‬
‫ﺍﻗﺘﺮﺍ‪‬ﺎ ﺑﺄﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﳋﺎﻣﺴﺔ‪ :‬ﻳﻌ ﱡﺪ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺃﻭ ﻣﺎ ‪‬ﻳﺴ ‪‬ﻤﻰ‬
‫ﺑﺎﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﳕﻄﹰﺎ ﺟﺪﻳﺪﹰﺍ ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻓﺮﺿﺘﻪ ﺍﻟﺘﻐﱡﻴﺮﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﱵ ﺷﻬﺪﻫﺎ‬
‫ﻭﻻ ﻳﺰﺍﻝ ﻳﺸﻬﺪﻫﺎ ﺍﻟﻌﺎﱂ ﺍﳌﻌﺎﺻﺮ؛ ﺇﺫ ﻧﻌﻴﺶ ﺍﻟﻴﻮﻡ ﻋﺼﺮﹰﺍ ﻳﺘﺠ ‪‬ﺪﺩ ﻭﻳﺘﻐ‪‬ﻴﺮ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﻭﺣﻴﺜﻤﺎ ﻧﻈﺮﻧﺎ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻭ ‪‬ﻣﺘﺠ ‪‬ﺪﺩﺓ ﰲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ‪ ،‬ﻭﻗﺪ ﺻﺎﺣﺒﺖ ﻫﺬﻩ‬ ‫ﰲ ﻣﻴﺎﺩﻳﻦ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ‪‬ﺗﻄﺎﻟﻌﻨﺎ ﺃﲰﺎﺀ ﻭ ‪‬ﻣﺴ ‪‬ﻤﻴﺎ ‪‬‬
‫ﺍﻟﺘﻐﱡﻴﺮﺍﺕ ﺛﻮﺭ ﹲﺓ ﻋﻠﻤﻴﺔ ﻭﻣﻌﺮﻓﻴﺔ ﱂ ﺗ ‪‬ﻌ ‪‬ﺪ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﱡﻢ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ ‪‬ﺗﺤ ﱢﻘﻖ ﺃﻫﺪﺍﻓﻬﺎ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﺃﺻﺒﺢ ﳍﺎ ﺗﺄﺛ ‪‬ﲑ ﻛﺒﲑ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪ ،‬ﻭﻋﻠﻰ‬
‫‪323‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ؛ ﻭﳍﺬﺍ ﻭﺫﺍﻙ‪ ،‬ﺃﺻﺒﺤﺖ ﺍﳊﺎﺟﺔ ﻣﺎﺳﺔ ﻻ‪‬ﺗﺒﺎﻉ ﻧﻈﺎ ٍﻡ ﺁﺧﺮ ﻫﻮ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺬﺍﰐ ﺃﻭ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ‪‬ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﻭﻋﻠﻴﻪ ‪‬ﻧﺜِﺒﺖ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳋﺎﻣﺴﺔ ﺑﺄﻥ ﻳﻠﻌﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﳒـﺎﺡ ﻭﻇﻴﻔـﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﳌﺆﺳﺴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﲢﺴﲔ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺛﺎﻧﻴﹰﺎ‪ -‬ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻟﻘﺪ ﻗﺎﺩﻧﺎ ﻫﺬﻩ ﺍﻟﻌﻤﻞ ﺇﱃ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺃﳘﻬﺎ‪:‬‬
‫‪ -1‬ﻫﻨﺎﻙ ﺃﺛ ‪‬ﺮ ﻭﺍﺿﺢ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﰲ ﲢﻘﻴﻖ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠـﻰ‬
‫ﺧﻠﻖ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ‪ ،‬ﻭﺗﻮﻃﲔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺭﺃﺱ ﺍﳌـﺎﻝ ﺍﻟﺒـﺸﺮﻱ ﻭﺍﻟﺒﻨﻴـﺔ ﺍﻟﺘﺤﺘﻴـﺔ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪.‬‬
‫‪ -2‬ﺪﻑ ﺗﻌﺰﻳﺰ ﻓﺮﺹ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻄﺒﻴﻘﺎﺕ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻀﺮﻭﺭﺓ ﺗﻘﺘﻀﻲ ﺇﻋـﺎﺩﺓ‬
‫ﺍﻟﻨﻈﺮ ﰲ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﻟﻴﺔ ﻟ‪‬ﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺗﺒﻨ‪‬ﻲ ﺭﺅﻳ ٍﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﺿﺤﺔ ﰲ ﺗـﺼﻤﻴﻢ‬
‫‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺑﻨﺎﺋﻬﺎ ﻭﺗﻄﺒﻴﻘﻬﺎ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫‪ -3‬ﺇﻥ ﺳﻌﻲ ﺍﳌﺆﺳﺴﺎﺕ ﺇﱃ ﻣﻮﺍﻛﺒﺔ ﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﺴﺮﻳﻌﺔ ﻭﺍ ﹸﳌﺘﻼ ِﺣﻘﺔ ﺑﺸ‪‬ﺘﻰ ﺍﻟﻄﺮﻕ ﻭﺍﻷﺳـﺎﻟﻴﺐ‪ ،‬ﻣـﻦ‬
‫ﺧﻼﻝ ﻣﺎ ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻪ ﺑﺈﺩﺍﺭﺓ "ﺍﻷﺩﺍﺀ" ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻄ ﱡﻮﺭ ﺍﳌﻨﺸﻮﺩ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻟﺴﻠﻊ ﻭﺍﳋـﺪﻣﺎﺕ ﺑﺄﻓـﻀﻞ‬
‫ﺍﻷﺳﺎﻟﻴﺐ‪ ،‬ﻭﳌﻮﺍﺟﻬﺔ ﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﻌ ﱡﺪﺩ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﺗﺰﺍ‪‬ﻳﺪ ﺣﺎﺟﺎﺕ ﺍ‪‬ﺘﻤﻊ ﻭﺗﻨ ﱡﻮﻋﻬﺎ ﰲ ﺇﻃﺎﺭ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ ﻭﺍﻟﺘﺤ ﱡﻮﻻﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﱂ ﻳﻘﺘﺮﻥ ﺑﺎﻟﻮﻋﻲ ﺍﻟﻜﺎﻣﻞ ﻷﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺼﻔﺘﻬﺎ‬
‫ﻣﻮﺭﺩﹰﺍ ﺣﻴﻮﻳﹰﺎ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﹰﺎ‪ .‬ﻭﻋﻠﻴﻪ ﻓﻤﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻻﻧﺘﺒﺎﻩ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻭﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﻥ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﺗ‪‬ﻌ ﱡﺪ ﻣﻦ ﺃﻫﻢ ﺍﳌﻮﺍﺭﺩ ﰲ ﻋﺼﺮ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻔﻮﻕ ﰲ ﺃﳘﻴﺘﻬﺎ ﺃﳘﻴـﺔ ﲨﻴـﻊ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻷﺧﺮﻯ‪ ،‬ﺑﻞ ﺇﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻷﺧﺮﻯ ﺗﻜﺎﺩ ﺗﻜﻮﻥ ﻋﺪﳝﺔ ﺍﻟﻘﻴﻤﺔ ﺇﻻ ﰲ ﻇﻞ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻟﺴﻠﻴﻢ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺍ ﹸﳌﻘﺘ ِﺮﻧﺔ ‪‬ﺎ‪.‬‬
‫‪ -4‬ﺇﻥ ﺗﻌﺰﻳﺰ ﻋﻤﻠﻴﺔ ﺍﺳﺘﻴﻌﺎﺏ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺇﺗﺎﺣﺘﻬﺎ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﻟﺬﻱ ﻳـﺴﺘﻬﺪﻑ‬
‫ﺍﻟﺘﻤﻴﱡﺰ ﰲ ﺍﻷﺩﺍﺀ ﻭﻣﻮﺍﻛﺒﺔ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺤﺪﻳﺚ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻳﻘﺘﻀﻲ ﺍﻟﺘﺤ ﱡﻮﻝ ﳓـﻮ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴـﺔ ﺃﻭ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﺒ‪‬ﻨﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺤ ﱡﻮﻝ ﻭﺁﻟﻴﺎﺕ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﻭﺻﻴﺎﻏﺔ ﺍﻟﺮﺅﻯ ﺍﻟﱵ ﻣﻦ ﺷـﺄ‪‬ﺎ ﺃﻥ‬
‫ﺗﻌﻜﺲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻹﻋﺪﺍﺩ ﳍﺬﺍ ﺍﻟﺘﺤ ﱡﻮﻝ ﻭﻣﺴﺘﻠﺰﻣﺎﺕ ﺗﻨﻔﻴﺬﻩ‪ ،‬ﻭﺗﻮﻓﱡﺮ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﻟﻨﻤﺎﺫﺝ‬
‫ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﻟﱵ ‪‬ﺗﺮﺷﺪ ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﲣﻄﻴﻂ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺤ ﱡﻮﻝ ﻭﺗﻨﻔﻴﺬﻫﺎ ﻭﺍﺳﺘﻨﺒﺎﻁ ﻣﻌﺎﻳﲑ ﺗﻘـﻮﱘ‬
‫ﺍﻟﺘﺤﻮﱡﻝ‪.‬‬
‫‪324‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫‪ -5‬ﺍﻟﺘﺤ ﱡﻮﻝ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﰲ ﺍﻟﻮﻗـﺖ ﻧﻔـﺴﻪ‬
‫‪‬ﻳﺴ ِﻬﻢ ﰲ ﺗﻌﺰﻳﺰ ﳒﺎﺡ ﺍﻟﺘﺠﺮﺑﺔ ﻭﺍﺳﺘﻤﺮﺍﺭﻫﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻮﺍﻋﻲ ﻭﺍﻟﻔﺎﻋﻞ ﰲ ﺍﻟﺘﻘﱡﻴﺪ ﺑﺘﺸﺮﻳﻌﺎﺕ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﻭﻗﻮﺍﻧﻴﻨﻬﺎ‪ ،‬ﺑﺸﻜ ٍﻞ ﻳﻨﺴﺠﻢ ﻣﻊ ﺍﳌﻌﺎﻳﲑ ﺍﳊﻀﺎﺭﻳﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺮﻗﻤﻲ‪ ،‬ﰲ ﺇﻃﺎﺭ ﻋﻼﻗـ ٍﺔ‬
‫ﺟﺪﻳﺪﺓ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻟﱰﺍﻫﺔ ﻭﺍﻟﺸﻔﺎﻓﻴﺔ‪ ،‬ﲢ ﹸﻜﻢ ﻋﻼﻗﺔ ﺍﻟﻔﺮﺩ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﺪﻭﻟﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪.‬‬
‫‪ -6‬ﻷﺟﻞ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺧﺼﻮﺻﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲡﱡﻨﺐ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﻷﻣﻦ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘـﺔ‬
‫ﻕ ﻏﲑ ﻣﺸﺮﻭﻋﺔ‪،‬‬ ‫ﺑﺎﳌﺆﺳﺴﺎﺕ؛ ﺑﺴﺒﺐ ﳏﺎﻭﻟﺔ ﺍﺧﺘﺮﺍﻕ ﺳ ‪‬ﺮﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺃﻣﻨﻬﺎ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﺑﻄﺮ ٍ‬
‫ﻭﺣﱴ ﻻ ﺗﺼﺒﺢ‪ ،‬ﻭﻛﻤﺎ ﺃﺷﺎﺭ ﺇﱃ ﺫﻟﻚ ﺁﺭﺛﺮ ﻣﻴﻠﺮ‪ » :‬ﺑﻴﻮﺗﻨﺎ ﻋﺎﺭﻳﺔ ﻭﻣﻌﺎﻣﻼﺗﻨﺎ ﺍﳌﺎﻟﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﺎﺗﻨـﺎ‬
‫ﺕ‬
‫ﺕ ﻭﺗـﺸﺮﻳﻌﺎ ٍ‬
‫ﻭﺣﺎﻟﺘﻨﺎ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﳉﺴﻤﺎﻧﻴﺔ ﻣﺘﺎﺣﺔ ﻷﻱ ﻣﺸﺎﻫﺪ ﻋﺎﺑﺮ «‪ ،‬ﻓﻼ ﺑﺪ ﻣﻦ ﻭﺟﻮﺩ ﺇﺟﺮﺍﺀﺍ ٍ‬
‫ﺗﻨﻈﻴﻤﻴﺔ ﻣﻦ ﺧﻼﻝ ﺇﺻﺪﺍﺭ ﺍﻟﻘﻮﺍﻧﲔ‪ ،‬ﻭﺍﻟﺘﺸﺮﻳﻌﺎﺕ ﺍﻟﱵ ﺗﻀﻤﻦ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﺳـﺮ‪‬ﻳﺘﻬﺎ‬
‫ﻭﳏﺎﺭﺑﺔ ﺍﻟﻘﺮﺻﻨﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫‪ -7‬ﻳﻘﺘﻀﻲ ﺗﻌﺰﻳﺰ ﺍﻟﺪﻭﺭ ﺍﻟﺘﻨﻤﻮﻱ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺆ ‪‬ﺩﻳﻪ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺍﻟﺴﻌﻲ ﺇﱃ‬
‫ﺕ ﻣﻬﻤﺘﻬﺎ ﻣﺴﺎﻧﺪﺓ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺗﻄﻮﻳﺮ ﺗﻄﺒﻴﻘﺎ‪‬ـﺎ ﺑﺎﺳـﺘﻤﺮﺍﺭ‪ ،‬ﻟـﻀﻤﺎﻥ‬ ‫ﺍﻣﺘﻼﻙ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﻭﳕﻮﻫﺎ ﻭﺗﺄﻫﻴﻠﻬﺎ ﻟﻠﻤﻨﺎﻓﺴﺔ ﻣﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ .‬ﻭﻣﻦ ﺧﻼﻝ ﺍﺧﺘﻴﺎﺭ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﱪﺍﺕ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧـﺮﻯ‬
‫ﻭﺧﺎﺻ ﹰﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍ ﹸﳌﺘﻘ ‪‬ﺪﻣﺔ‪.‬‬
‫ﺛﺎﻟﺜﹰﺎ‪ -‬ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪:‬‬
‫‪ -1‬ﺍﻟﺘﻮﺻﻴﺎﺕ‪:‬‬
‫ﺻﻞ ﺇﻟﻴﻬﺎ ﲞﺼﻮﺹ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﺮﻯ ﺃﻥ ‪‬ﻧﻘ ‪‬ﺪﻡ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍ ﹸﳌﺘﻮ ‪‬‬
‫‪ -1‬ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﺮ ﱢﻛﺰ ﺍﳌﺴﺘﻌﻤﻞ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺩﻭﻣﹰُﺎ ﻋﻠﻰ ﺍﳍﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺬﻱ‬
‫ﺍﺳﺘﺨ ‪‬ﺪﻡ ﻣﻦ ﺃﺟﻠﻪ ﺗﻄﺒﻴﻘﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬ﻓﻤﻦ ﺍﳋﻄﺄ ﺃﻥ ﻧﻌﺘﱪ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻫﻮ ﺍﻟﻐﺎﻳﺔ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﺑﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻧﻌﺘﱪ ﺃﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺃﺩﺍ ﹰﺓ ﳑﻜﻨﺔ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﺤﺴﲔ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻻ‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻘﺘﺼﺮ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺤ ﱡﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻳﻨﺒﻐﻲ ﺍﻋﺘﺒﺎﺭﻫﺎ‬
‫ﺕ ﻣﺘﻜﺎﻣﻠﺔ ﻟﺘﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺍﳌﺆﺳﺴﺔ ﺑﻜﺎﻓﺔ ﺟﻮﺍﻧﺒﻬﺎ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎ‪‬ﺎ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻣﻨﻈﻮﻣﺎ ٍ‬
‫‪ -2‬ﰲ ﺩﺭﺍﺳﺘﻨﺎ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺘﺄﺛﲑ ﺍﳌﺒﺎﺷﺮ ﻭﻏﲑ ﺍﳌﺒﺎﺷﺮ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻄﺒﻴﻘﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺃﺩﺍﺀ ﳐﺘﻠﻒ‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ؛ ﻷ‪‬ﺎ ﺳﺘ‪‬ﺆﺛﱢﺮ ﻻ ﳏﺎﻟﺔ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺑﺸﻜ ٍﻞ ﺃﻭ ﺑﺂﺧﺮ‪.‬‬
‫‪325‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﺕ‬
‫‪ -3‬ﻋﻨﺪ ﺗﺄﺩﻳﺔ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺨﻄﻴﻂ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺨﻄﻂ ﺃﻥ ﻳﺄﺧﺬ ﰲ ﺍﻋﺘﺒﺎﺭﻩ ﻭﺟﻮﺩ ﻛﻴﺎﻧﺎ ٍ‬
‫ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ‪‬ﻳﺮ ﱢﻛﺰ ﻛﻞ ﻣﻦ ﺍ ﹸﳌﺨ ﱢﻄﻄﻮﻥ ﻭﺍﻟﻘﺎﺋﻤﻮﻥ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‬
‫ﻋﻠﻰ ﺍﻟﺒﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺭﺑﻄﻬﺎ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﳌﹸﺨ ﱠﻄﻄﺎﺕ‬
‫ﺍﻟﺸﺎﻣﻠﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫‪ -4‬ﻗﺒﻞ ﺃﻥ ‪‬ﺘ ‪‬ﻢ ﺑﺘﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻳﻠﺰﻡ ﺃﻭ ﹰﻻ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻮﻓﲑ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺗﺼﺎﻝ‬
‫‪‬ﺬﻩ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﻻ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻘﺘﺼﺮ ﺁﻟﻴﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻓﻘﻂ‪ ،‬ﺑﻞ‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗ‪‬ﺘﺴﻊ ﻟﺘﺸﻤﻞ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -5‬ﻣﻦ ﺍﳌﻬﻢ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﻗﺎﻣﺔ ﺃﻧﺸﻄ ٍﺔ ﺗﺪﺭﻳﺒﻴﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﻣﺆﲤﺮﺍﺕ ﺑﻌﺪﻳﺔ ﺇﱃ ﺣﻮﺍﺭﺍﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ﻣﺒﺎﺷﺮﺓ ﻭﻏﲑ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﺇﱃ ﺧﺪﻣﺔ‬
‫ﺍﻟﱪﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﱐ‪... ،‬ﺇﱁ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪.‬‬
‫‪ -6‬ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﺗﺼﻴﻎ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﺘﺸﺮﻳﻌﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ‬
‫ﻣﻦ ﺧﻼﳍﺎ ﺿﺒﻂ ﻭﺇﺩﺍﺭﺓ ﺍﳊﻴﺎﺓ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻻ ﺳﻴ‪‬ﻤﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺆﺳﺴﺎﺕ؛‬
‫ﲝﻴﺚ ﺃﻥ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻗﺪ ﻓﺮﺽ ﺑﻌﺾ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﻟﱵ ﺗﺴﺘﻮﺟﺐ ﺳ ‪‬ﻦ‬
‫ﺕ ﻟﺘﻨﻈﻴﻤﻬﺎ ﻭﺗﻜﻴﻴﻔﻬﺎ ﻣﻊ ﺍﻟﻮﺍﻗﻊ ﺍﳉﺪﻳﺪ‪ ،‬ﻣﺜﻞ ﺣﺠ‪‬ﻴﺔ ﺍﻹﺛﺒﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﹸﺴﺘﺨﺮ‪‬ﺟﺎﺕ‬ ‫ﺗﺸﺮﻳﻌﺎ ٍ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﻟﺘﻮﻗﻴﻊ ﺍﻻﻟﻜﺘﺮﻭﱐ‪ ،‬ﺍﳌﻌﺎﻣﻼﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪... ،‬ﺍﱁ‪.‬‬
‫‪ -7‬ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻬﲏ‪ ،‬ﺳﻴﻜﻮﻥ ﻣﻦ ﺍﻟﺘﻨﺎﻗﺾ ﳌﺪﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺪﻡ ﻣﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ‬
‫ﺃﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪ ،‬ﻭﺍﻟﻮﻟﻮﺝ ﺇﱃ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﻷﻓﺮﺍﺩ‪ ،‬ﺃﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ‬
‫ﺍﻟﻄﺒﺎﻋﺔ‪ ،‬ﺃﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺇﻣﻜﺎﻧﻴﺎﺕ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪ ،‬ﺃﻱ ﺗﻠﻚ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻜﺘﺐ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‪ .‬ﻭﺃﻳﻀﹰﺎ ﻻ ﳝﻜﻦ ﺗﺼﻮﱡﺭ ﻣﺪﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺪﻭﻥ ﻓﻬﻢ ﻟﻠﻤﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻳﻌﻤﻞ ﰲ ﻣﺆﺳﺴ ٍﺔ‬
‫ﻋﻠﻰ ﺩﺭﺟ ٍﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﳊﻮﺳﺒﺔ )ﻭﻫﺬﺍ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﻛﺎﻓﺔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ(‪.‬‬
‫‪ -8‬ﳛﺘﺎﺝ ﳕﻂ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺘﻄﺒﻴﻘﻪ ﺇﱃ ﺗﻄﻮﻳﺮ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻟﻔﻜﺮ ﺍﳊﺎﻛﻢ ﻟﻌﻤﻞ‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺍ ُﻷﻃﺮ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻷﺳﺎﻟﻴﺐ‬
‫ﰲ ﳑﺎﺭﺳﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫‪ -2‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪:‬‬
‫ﳑﺎ ﺳﺒﻖ ﺫﻛﺮﻩ ﰲ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﰲ ﺣﺎﻝ ﺭﻏﺒﺔ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻔﺎﻋﻞ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻨﺒﻐﻲ ﻋﻠﻴﻬﺎ ﺃﻥ ﺗﻘﻮﻡ ﲟﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺇﻋﺎﺩﺓ ﻫﻨﺪﺳﺔ ﺇﺩﺍﺭﺍﺕ ﺷﺌﻮﻥ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻭﺗﻄﻮﻳﺮﻫﺎ ﺟﺬﺭﻳﹰﺎ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﺿﻊ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺍﻟﺘﻮ ﱡﺟﻬـﺎﺕ‬
‫‪326‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﻭﺍﳌﻬﺎﻡ ﻭﺍﻷﺳﺎﻟﻴﺐ؛‬
‫ﺸﻐﻞ ﺍﻟﻮﻇـﺎﺋﻒ ﻭﺗﻮﺻـﻴﻔﻬﺎ‬ ‫‪ -2‬ﺇﻋﺪﺍﺩ ‪‬ﺧﻄﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ‪‬ﺗﺤ ‪‬ﺪﺩ ﺍﳋﱪﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟ ‪‬‬
‫ﻭﲢﺪﻳﺪ ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ ﳍﺎ؛‬
‫‪ -3‬ﲣﻄﻴﻂ ‪‬ﻧﻈﻢ ﻭﺑﺮﺍﻣﺞ ﺍﳊﻮﺍﻓﺰ ﻭﺭﺑﻄﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻑ ﻭﻧﺘﺎﺋﺞ ﻗﻴﺎﺱ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠـﻲ‪ ،‬ﻭﺗـﺼﻤﻴﻢ‬
‫ﻭﺗﻨﻔﻴﺬ ﻧﻈﺎ ٍﻡ ﻟﻘﻴﺎﺱ ﻛﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ ﻭﺍﻗﺘﺮﺍﺡ ‪‬ﺳﺒﻞ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ‪.‬‬
‫‪ -4‬ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﻓﻖ ﺃﺳﺎﻟﻴﺐ ﻓ ‪‬ﻌﺎﻟﺔ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟﺸﺮﻭﻁ ﻭﺍﻟﻈﺮﻭﻑ ﺍﻟﻜﻔﻴﻠﺔ ﺑﻀﻤﺎﻥ ﻓﻌﺎﻟﻴﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﲢﻘﻴﻘﻪ ﻟﻸﻫﺪﺍﻑ ﺍﳌﺮﺟ ‪‬ﻮﺓ‪.‬‬
‫‪ -5‬ﺯﻳﺎﺩﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﻳﻮﱢﻓﺮﻫﺎ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺣﻮﻝ ﺣـ ﱢﻞ ﺍﳌـﺸﻜﻼﺕ‪،‬‬
‫ﻭﺗﺮﺷﻴﺪ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﺍﻟ ﹸﻔﺮﺹ ﺍﳌﺘﺎﺣﺔ‪ ،‬ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻨﺎﻓـﺴﺔ‬
‫ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫‪ -6‬ﺍﻟﺘﻮ ﱡﺳﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﰲ ﳎﺎﻝ ﳏﺎﺳﺒﺔ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﳌﻮﺍﻛﺒـﺔ‬
‫ﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺍﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺘﺤﺴﲔ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪ -7‬ﺍﻟﺘﻮ ﱡﺳﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ‪‬ﻧﻈﻢ ﺍﻟﻴﻘﻈﺔ ﻟﻔﺎﺋﺪ‪‬ﺎ ﰲ ﺭﺳﻢ ﳐﺘﻠﻒ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‪.‬‬
‫‪ -8‬ﺿﺮﻭﺭﺓ ﺗﻌﺪﻳﻞ ﳏﺘﻮﻯ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳌﻌﺎﻫﺪ‪ِ ،‬ﻟﺘ‪ ‬ﺆ ‪‬ﺧ ﹶﺬ ﺑﺎﻻﻋﺘﺒﺎﺭ‬
‫‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﺆﲤﺘﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﰲ ﺟﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﲟﺎ ﻳﻨﺴﺠﻢ ﻣـﻊ‬
‫ﻣﻌﺎﻳﲑ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬
‫‪ -9‬ﺿﺮﻭﺭﺓ ﻣﺸﺎﺭﻛﺔ ﺃﻋﻀﺎﺀ ﺍﳍﻴﺌﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺎﺕ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﰲ ﻛﻠﻴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺑﺎﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺭﺑﻄﻬﺎ‬
‫ﳋﻄﻂ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬‫ﺑﺎ ﹸ‬
‫ﺼﺼﺔ ﺍﻟﱵ ﺗﺴﺘﻬﺪﻑ ﻧﻮﻋﻴـﺔ ﺍﻟﻌـﺎﻣﻠﲔ‬ ‫‪ -10‬ﺿﺮﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺈﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﳋﻄﻂ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬ ‫ﺑ ﹸﻘﺪﺭﺍﺕ ﺍﳊﺎﺳﻮﺏ ﻭ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺭﺑﻄﻬﺎ ﰲ ﺍ ﹸ‬
‫‪ -11‬ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻨﺪﻭﺍﺕ ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﻷﲝﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‪ ،‬ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺗﻌﺰﻳﺰ‬
‫ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻟ‪‬ﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﻣﻊ ﺇﻳﻼﺀ ﻧﺘﺎﺋﺠﻬﺎ ﻭﺗﻮﺻﻴﺎ‪‬ﺎ ﺍﻷﳘﻴـﺔ ﺍﻟـﱵ‬
‫ﺗﺴﺘﺤﻘﱡﻬﺎ‪.‬‬
‫‪ -12‬ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺘﻔﻜﲑ ﺍﻻﺑﺘﻜﺎﺭﻱ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﲟﺮﺍﺣﻠﻪ ﺍﳌﺨﺘﻠﻔﺔ ﻹﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻋﺎﻣ ٍﻞ ﻟﺪﻳﻪ ﻣﻬـﺎﺭﺍﺕ‬
‫ﻭﹸﻗﺪﺭﺍﺕ ﺇﺑﺪﺍﻋﻴﺔ ﻣﻌﺮﻓﻴﺔ ‪‬ﻣﺘﺮﺍ ِﻛﻤﺔ‪ ،‬ﻭﻳﻬﺘ ﱡﻢ ﺑﺎﻟﺮﻏﺒﺔ ﰲ ﺍﻹﳒﺎﺯ ﻭﺍﻟﺴﻌﻲ ﻟﻠﺘﻤﱡﻴﺰ‪ ،‬ﻭﲢﻤﱡـﻞ ﺍﳌﺨـﺎﻃﺮﺓ‬
‫ﻭﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺪﻳﺪ‪ ،‬ﻭﺗﻘﺒﻞ ﻭﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫‪327‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫‪ -13‬ﺩﻋﻢ ﺃﺳﺎﻟﻴﺐ ﻭﺑﺮﺍﻣﺞ ﺗﻔﻌﻴﻞ ﻣﺸﺎﺭﻛﺎﺕ ﺍﻷﻓﺮﺍﺩ ﰲ ﲝﺚ ﻣﺸﺎﻛﻞ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺣﻔﺰﻫﻢ ﻋﻠﻰ ﺍﳌﺒـﺎﺩﺭﺓ‬
‫ﻭﺍﳌﺒﺎﺩﺃﺓ ﺑﺎﻻﻗﺘﺮﺍﺡ ﻭﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﻟﺘﻄﻮﻳﺮ ‪‬ﻧﻈﻢ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺣﻠﻘﺎﺕ ﺍﻟﻌﺼﻒ ﺍﻟﺬﻫﲏ ﻭﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ‬
‫ﺍﳌﻜﺸﻮﻑ ﻭﺍﳉﻤﺎﻋﺎﺕ ﺍﳊﻤﺎﺳﻴﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﺪﺍﺧﻞ ﺍﻻﺑﺘﻜﺎﺭ ﺍﳊﺪﻳﺚ ﺍﻟﱵ ‪‬ﺗﻔﻴﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺭﻓـﻊ‬
‫ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﻣﻨﻈﻤﺎﺗﻨﺎ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻇﻞ ﺗﻄﺒﻴﻖ ﺍﳊﻜﻮﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫ﺭﺍﺑﻌﹰﺎ‪ -‬ﺁﻓﺎﻕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻻﺣﻈﻨﺎ ﺃﻧﻪ ﻣﺎﺯﺍﻟﺖ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﻨﻘﺎﻁ ﱂ ﻧﺴﺘﻄﻊ ﺍﻟﺘﻄ ﱡﺮﻕ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﳝﻜﻦ‬
‫ﺙ ﻣﺴﺘﻘﺒﻠﻴﺔ‪:‬‬
‫ﺕ ﳌﻮﺿﻮﻋﺎﺕ ﲝﻮ ٍ‬ ‫ﺃﻥ ﺗﻄﺮﺡ ﻛﺈﺷﻜﺎﻟﻴﺎ ٍ‬
‫‪ -‬ﺩﻭﺭ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﲣﻔﻴﺾ ﺣ ‪‬ﺪﺓ ﺍﻟﺒﻄﺎﻟﺔ ﰲ ﺍﳉﺰﺍﺋﺮ؛‬
‫‪ -‬ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺒﻨﺎﺀ ﻧﻈﺎﻡ ﻟﻠﺤﻜﻮﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ؛‬
‫‪ -‬ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﻟﻮﺣﺔ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻛﺄﺩﺍ ٍﺓ ﻟﺘﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﳌـﺮﺍﺟـــﻊ‬
‫‪329‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫ﺃﻭ ﹰﻻ‪ -‬ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬


‫ﺃ‪ -‬ﺍﻟﻜﺘﺐ‪:‬‬
‫‪ -1‬ﺇﺑﺮﺍﻫﻴﻢ ﺃﲪﺪ ﺍﻟﺼﻌﻴﺪﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺩ‪.‬ﻥ‪.1998 ،‬‬
‫‪ -2‬ﺃﲪﺪ ﺣﺲ‪ ،‬ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﺍﺑﺘﻜﺎﺭﺍﺕ ﻣﺴﺘﻤﺮﺓ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻷﻓﻖ‪ ،‬ﻟﺒﻨﺎﻥ‪.2006 ،‬‬
‫‪ -3‬ﺃﲪﺪ ﻣﺎﻫﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -4‬ﺃ‪ .‬ﺱ‪ .‬ﻓﻮﺳﻜﺖ‪ ،‬ﺗﺮﲨﺔ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺃﺑﻮ ﺍﻟﻨﻮﺭ‪ ،‬ﺍﻟﺘﻨﻈﻴﻢ ﺍﳌﻮﺿﻮﻋﻲ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻋﺎﱂ‬
‫ﺍﻟﻜﺘﺐ‪ ،‬ﻣﺼﺮ‪.2001 ،‬‬
‫‪ -5‬ﺇﲰﺎﻋﻴﻞ ﳏﻤﺪ ﺍﻟﺴﻴﺪ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﺍﳌﻜﺘـﺐ ﺍﻟﻌـﺮﰊ ﺍﳊـﺪﻳﺚ‪،‬‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.‬‬
‫‪ -6‬ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪ ،‬ﻋﻤـﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2004 ،1‬‬
‫‪ -7‬ﺇﳝﺎﻥ ﳏﻤﺪ ﺍﻟﻐﺮﺍﺏ‪ ،‬ﺍﻟﺘﻌﻠﱡﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﺪﺧﻞ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﻏﲑ ﺍﻟﺘﻘﻠﻴﺪﻱ‪ ،‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴـﺔ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.‬‬
‫‪ -8‬ﺑﺎﺳﻞ ﻋﺒﺪ ﺍﶈﺴﻦ ﺍﻟﻘﺎﺿﻲ‪ ،‬ﺗﺪﺍﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﱪ ﺍﻻﻧﺘﺮﻧﺖ ﻭﺃﺛﺮﻩ ﰲ ﺗﺸﻜﻴﻞ ﺍﻟـﻮﻋﻲ ﰲ ﻋـﺼﺮ‬
‫ﺍﻟﻌﻮﳌﺔ‪ ،‬ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺍﻟﺪﳕﺮﻙ‪.2007 ،‬‬
‫‪ -9‬ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ :‬ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪ ،‬ﻣﺮﻛﺰ ﺍﻹﻣﺎﺭﺍﺕ ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺃﺑﻮ ﻇﱯ‪ ،‬ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -10‬ﺑﻴﻞ ﺟﻴﺘﺲ ﻭ ﻧﺎﺛﺎﻥ ﻣﺎﻳﺮﻓﻮﻟﺪ ﻭ ﺑﻴﺘﺮ ﺭﻳﻨﺮﺳﻮﻥ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﻌﺪ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﻃﺮﻳﻖ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﺗﺮﲨﺔ‬
‫ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺭﺿﻮﺍﻥ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓـﺔ ﻭﺍﻟﻔﻨـﻮﻥ ﻭﺍﻵﺩﺍﺏ‪،‬‬
‫ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ ‪.1998 ،231‬‬
‫‪ -11‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺜﻠﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﻟﺒﻨﺎﻥ ﻧﺎﺷﺮﻭﻥ‪ ،‬ﻁ‪.2002 ،1‬‬
‫‪ -12‬ﺗﻮﻣﺎﺱ ﺃ‪.‬ﺳﺘﻴﻮﺍﺭﺕ‪ ،‬ﺛﻮﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻭﻣﺆﺳﺴﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﺗﺮﲨﺔ‬
‫ﻋﻼ ﺃﲪﺪ ﺇﺻﻼﺡ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻼﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -13‬ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻌﺎﺻـﺮﺓ‪ ،‬ﺍﻟـﺪﺍﺭ ﺍﳉﺎﻣﻌﻴـﺔ‪،‬‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2005 ،‬‬
‫‪ -14‬ﺟﺎﺭﻱ ﺩﻳﺴﻠﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺗﺮﲨﺔ ﳏﻤﺪ ﺳﻴﺪ ﺃﲪﺪ ﻋﺒﺪ ﺍﳌﺘﻌﺎﻝ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪،‬‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪.2003 ،‬‬
‫‪330‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -15‬ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺍﳌﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓـﺴﻴﺔ‬
‫ﳌﺆﺳﺴﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2006 ،‬‬
‫‪ -16‬ﲨﻴﻞ ﺃﲪﺪ ﻭﻓﻴﻖ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻣﺪﺧﻞ ﻭﻇﻴﻔﻲ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﻣﺼﺮ‪.2000 ،‬‬
‫‪ -17‬ﺣﺴﻦ ﻋﻠﻲ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -18‬ﺣﻨﺎﻥ ﻳﻮﺳﻒ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ ﻭﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺃﻃﻠﺲ ﻟﻠﻨـﺸﺮ ﻭﺍﻹﻧﺘـﺎﺝ ﺍﻹﻋﻼﻣـﻲ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪.2006 ،2‬‬
‫‪ -19‬ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪،‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2003 ،1‬‬
‫‪ -20‬ﺧﻀﲑ ﺑﻦ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺑﲔ ﺍﻟﻄﻤـﻮﺡ ﻭﺍﻹﳒـﺎﺯ‪ ،‬ﻣﻜﺘﺒـﺔ‬
‫ﺍﻟﻌﺒﻴﻜﺎﻥ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﻁ‪.1999 ،1‬‬
‫‪ -21‬ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌـﺮﰊ‪ ،‬ﺍﻟﻘـﺎﻫﺮﺓ‪،‬‬
‫ﻣﺼﺮ‪ ،‬ﻁ‪.2001 ،1‬‬
‫‪ -22‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﻘﺪﻣﺔ ﰲ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪.2004 ،‬‬
‫‪ -23‬ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧـﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌـﺔ‬
‫ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.1999 ،‬‬
‫‪ -24‬ﺳﻌﻴﺪ ﻳﺲ ﻋﺎﻣﺮ‪ ،‬ﺍﻻﺗﺼﺎﻻﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺪﺧﻞ ﺍﻟﺴﻠﻮﻛﻲ ﳍﺎ‪ ،‬ﻣﺮﻛﺰ ﻭﺍﻳﺪ ﺳﲑﻗﻴﺲ ﻟﻼﺳﺘﺸﺎﺭﺍﺕ‬
‫ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻣﺼﺮ‪.2000 ،‬‬
‫‪ -25‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻁ‪.2003 ،1‬‬
‫‪ -26‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ ﻭ ﺇﺑﺮﺍﻫﻴﻢ ﺳﻠﻄﺎﻥ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫‪.2001‬‬
‫‪ -27‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -28‬ﺷﺮﻳﻒ ﳏﻤﺪ ﺳﻌﻴﺪ‪ ،‬ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﻟﱪﺍﺀ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2005 ،‬‬
‫‪331‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -29‬ﺻﻼﺡ ﺣﻮﻃﺮ‪ ،‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﺻﻼﺣﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺮ ﺑﺎﳌﺮﻛﺰ ﺍﻟﻌﺮﰊ ﻟﻠﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻷﻣﻨﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪.1991 ،‬‬
‫‪ -30‬ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ‪ ،‬ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪،‬‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2002 ،‬‬
‫‪ -31‬ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.1999 ،‬‬
‫‪ -32‬ﻃﺎﺭﻕ ﺃﲪﺪ ﻧﻮﻳﺮ‪ ،‬ﺣﻮﻝ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﻣﺮﻛﺰ ﺩﻋﻢ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﲟﺠﻠﺲ ﺍﻟـﻮﺯﺭﺍﺀ ﺍﳌـﺼﺮﻱ‪،‬‬
‫‪.2003‬‬
‫‪ -33‬ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﺻﺎﱀ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺳﻪ ﻭﺃﺳﺎﻟﻴﺐ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ ،‬ﺍﳌﺆﺳﺴﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2003 ،‬‬
‫‪ -34‬ﻋﺎﺋﺪﺓ ﺳﻴﺪ ﺧﻄﺎﺏ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﺇﻋﺎﺩﺓ ﺍﳍﻴﻜﻠـﺔ‪ :‬ﺍﻻﻧـﺪﻣﺎﺝ‪-‬‬
‫ﻣﺸﺎﺭﻛﺔ ﺍﳌﺨﺎﻃﺮ‪ ،‬ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻜﱪﻯ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻁ‪.1990 ،2‬‬
‫‪ -35‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺑﺴﻴﻮﱐ‪ ،‬ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺮ ﻟﻠﺠﺎﻣﻌﺎﺕ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -36‬ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﻘﺴﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬‬
‫ﺩﻣﺸﻖ‪ ،‬ﺳﻮﺭﻳﺎ‪.1998 ،‬‬
‫‪ -37‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -38‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﻣﻬﺎﺭﺍﺕ ﺃﺧﺼﺎﺋﻲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ "ﲟﻴﻚ"‪ ،‬ﺍﳉﻴـﺰﺓ‪،‬‬
‫ﻣﺼﺮ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -39‬ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﻗﺎﺳﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫‪.1998‬‬
‫‪ -40‬ﻋﺒﺪ ﺍﻟﻐﻔﺎﺭ ﺣﻨﻔﻲ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻟﻌﺮﰊ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.1995 ،‬‬
‫‪ -41‬ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﺍﻟﺮﻓﺎﻋﻲ‪ ،‬ﺍﻟﻌﺮﺏ ﺃﻣﺎﻡ ﻣﻔﺘﺮﻗﺎﺕ ﺍﻟﺰﻣﻦ ﻭﺍﻹﻳﺪﻭﻟﻮﺟﻴﺎ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜـﺮ‪ ،‬ﺩﻣـﺸﻖ‪،‬‬
‫ﺳﻮﺭﻳﺎ‪.2002 ،‬‬
‫‪ -42‬ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﺷﺒﻜﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻁ‪.2005 ،1‬‬
‫‪ -43‬ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﻏﺮﻳﺐ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.1998 ،‬‬
‫‪ -44‬ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺩﺍﺭ ﻏﺮﻳﺐ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣـﺼﺮ‪،‬‬
‫‪.2001‬‬
‫‪332‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -45‬ﻋﻠﻲ ﻋﺒﺎﺱ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻋﻠﻢ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﳌﺴﲑﺓ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2004 ،1‬‬
‫‪ -46‬ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻷﻧﻈﻤﺔ ﺍﻟﺬﻛﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻘـﺎﻫﺮﺓ‪،‬‬
‫ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -47‬ﻋﻠﻲ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻭ ﺳﻌﻴﺪ ﻳﺎﺳﲔ ﻋﺎﻣﺮ‪ ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳌـﺮﻳﺦ ﻟﻠﻨـﺸﺮ‪،‬‬
‫ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪.1984 ،‬‬
‫‪ -48‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ :‬ﺑﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤـﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -49‬ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺚ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ ﻟﻠﻨﺸﺮ‪ ،‬ﺩ‪.‬ﻡ‪ ،‬ﺩ‪.‬ﺕ‪.‬‬
‫‪ -50‬ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫‪.2005‬‬
‫‪ -51‬ﻓﺮﻳﺪ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣـﺼﺮ‪،‬‬
‫‪.2007‬‬
‫‪ -52‬ﻟﻄﻴﻔﺔ ﻋﺒﺪ ﺍﻟﻌﺎﻃﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﻥ‪.‬‬
‫‪ -53‬ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺩﻟﻴﻞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﺗﺮﲨﺔ ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻌﻴﺴﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﳌﻠـﻚ‬
‫ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪.2001 ،‬‬
‫‪ -54‬ﳎﺪﻱ ﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻌﻄﺎ‪ ،‬ﺍﳌﺮﺟﻊ ﺍﻷﺳﺎﺳﻲ ﳌﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻌﻠﻮﻡ ﺍﳊﺎﺳـﺐ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪.2000 ،1‬‬
‫‪ -55‬ﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻨﻮﺭ‪ ،‬ﲢﻠﻴﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻮﻣﺒﻴﻮﺗﺮ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﺮﻗﺎﻥ ﻟﻠﻨـﺸﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪،‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.1999 ،5‬‬
‫‪ -56‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2002 ،‬‬
‫‪ -57‬ﳏﻤﺪ ‪‬ﺠﺖ ﻛﺸﻚ‪ ،‬ﺍﳌﺆﺳﺴﺎﺕ ﻭﺃﺳﺲ ﺇﺩﺍﺭ‪‬ﺎ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﳉﺎﻣﻌﻲ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪،‬‬
‫‪.1999‬‬
‫‪ -58‬ﳏﻤﺪ ﺟﻼﻝ ﺳﻴﺪ ﻏﻨﺪﻭﺭ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﲔ ﻟﻺﻧﺘﺮﻧﺖ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻼﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﰲ‬
‫ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.1999 ،‬‬
‫‪ -59‬ﳏﻤﺪ ﺳﻌﻴﺪ ﺃﻧﻮﺭ ﺳﻠﻄﺎﻥ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨـﺸﺮ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪.2003 ،‬‬
‫‪333‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -60‬ﳏﻤﺪ ﺷﻮﻗﻲ ﺑﺸﺎﺩﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﻣﺮﻛﺰ ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ ﻟﻠﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ‪ ،‬ﺍﻟﻘـﺎﻫﺮﺓ‪،‬‬
‫ﻣﺼﺮ‪.2002 ،‬‬
‫‪ -61‬ﳏﻤﺪ ﺍﻟﺼﲑﰲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﳉﺎﻣﻌﻲ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2007 ،‬‬
‫‪ -62‬ﳏﻤﺪ ﻃﺎﻫﺮ ﻧﺼﲑ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2005 ،‬‬
‫‪ -63‬ﳏﻤﺪ ﻋﺒﺪ ﺣﺴﲔ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -64‬ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2004 ،‬‬
‫‪ -65‬ﳏﻤﺪ ﺍﻟﻔﻴﻮﻣﻲ ﻭ ﺃﲪﺪ ﺣﺴﲔ‪ ،‬ﺗﺼﻤﻴﻢ ﻭﺗﺸﻐﻴﻞ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﺕ‪.‬‬
‫‪ -66‬ﳏﻤﻮﺩ ﺟﺎﺳﻢ ﺍﻟﺼﻤﻴﺪﻋﻲ ﻭ ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﻣﺒﺎﺩﺉ ﺍﻟﺘﺴﻮﻳﻖ‪ ،‬ﺩﺍﺭ ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪،‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2006 ،1‬‬
‫‪ -67‬ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺸﺮﻭﻕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2005 ،3‬‬
‫‪ -68‬ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪.2002 ،‬‬
‫‪ -69‬ﻣﲎ ﳏﻤﺪ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺒﻄﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﺩ‪.‬ﻥ‪ ،‬ﺩ‪.‬ﺕ‪.‬‬
‫‪ -70‬ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2003 ،‬‬
‫‪ -71‬ﻣﻬﻨﺪ ﺳﻬﺎﻭﻧﺔ‪ ،‬ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻠﻜﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫‪.2005‬‬
‫‪ -72‬ﻧﺎﺻﺮ ﺩﺍﺩﻱ ﻋﺪﻭﻥ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﺩﺍﺭ ﺍﶈﻤﺪﻳﺔ ﺍﻟﻌﺎﻣـﺔ‪ ،‬ﺍﳉﺰﺍﺋـﺮ‪،‬‬
‫‪.2004‬‬
‫‪ -73‬ﻧﺒﻴﻞ ﻋﻠﻲ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ‬
‫ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2001 ،265‬‬
‫‪ -74‬ﻧﺒﻴﻞ ﻋﻠﻲ ﻭ ﻧﺎﺩﻳﺔ ﺣﺠﺎﺯﻱ‪ ،‬ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ‬
‫ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ‪.2005 ،‬‬
‫‪ -75‬ﻧﺒﻴﻞ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣـﺼﺮ‪،‬‬
‫‪.2005‬‬
‫‪334‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -76‬ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻣﺆﺳـﺴﺔ ﺍﻟـﻮﺭﺍﻕ ﻟﻠﻨـﺸﺮ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2004 ،‬‬
‫‪ -77‬ﻫﺎﺷﻢ ﺃﲪﺪ ﻋﻄﻴﺔ‪ ،‬ﻣﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨـﺸﺮ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪.2000 ،‬‬
‫‪ -78‬ﻫﺎﻟﺔ ﳏﻤﺪ ﻟﺒﻴﺐ ﻋﻨﺒﻪ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﺸﺮﻭﻋﺎﺕ ﺍﻟﺼﻐﲑﺓ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪ :‬ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻟﻜﻴﻔﻴـﺔ ﺍﻟﺒـﺪﺀ‬
‫ﲟﺸﺮﻭﻉ ﺻﻐﲑ ﻭﺇﺩﺍﺭﺗﻪ ﰲ ﻇﻞ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺳﻠﺴﻠﺔ ﲝﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍﳌﻨﻈﻤﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،359‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -79‬ﻫﻼﻝ ﻋﺒﻮﺩ ﺍﻟﺒﻴﺎﰐ‪ ،‬ﺍﳌﺪﺧﻞ ﻟﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﺪﻳﺮﻳﺔ ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﺍﳌﻮﺻﻞ‪ ،‬ﺍﻟﻌﺮﺍﻕ‪.1992 ،‬‬
‫‪ -80‬ﻭﺳﻴﻠﺔ ﲪﺪﺍﻭﻱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺪﻳﺮﻳﺔ ﺍﻟﻨﺸﺮ ﳉﺎﻣﻌﺔ ﻗﺎﳌﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪.2004 ،‬‬
‫‪ -81‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻁ‪.2006 ،1‬‬
‫‪ -82‬ﻳﺎﺳﲔ ﺳﻌﺪ ﻏﺎﻟﺐ‪ ،‬ﲢﻠﻴﻞ ﻭﺗﺼﻤﻴﻢ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﻁ‪،1‬‬
‫‪.2000‬‬
‫‪ -83‬ﻳﻮﺳﻒ ﺃﲪﺪ ﺃﺑﻮ ﻓﺎﺭﺓ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪.2004 ،‬‬
‫ﺏ‪ -‬ﺃﻃﺮﻭﺣﺎﺕ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻭﺭﺳﺎﺋﻞ ﺍﳌﺎﺟﺴﺘﲑ‪:‬‬
‫ƒ ﺃﻃﺮﻭﺣﺎﺕ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪:‬‬
‫‪ -84‬ﺣـﺴﲔ ﻳﺮﻗـﻲ‪ ،‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‪ :‬ﺣﺎﻟـﺔ ﻣﺆﺳـﺴﺔ‬
‫ﺳﻮﻧﺎﻃﺮﺍﻙ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﺩﻭﻟﺔ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪.2007 ،‬‬
‫‪ -85‬ﻇﺎﻫﺮ ﺷﺎﻫﺮ ﻳﻮﺳﻒ ﺍﻟﻘﺸﻲ‪ ،‬ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺘﻮﻛﻴﺪﻳـﺔ‬
‫ﻭﺍﳌﻮﺛﻮﻗﻴﺔ ﰲ ﻇﻞ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﻤـﺎﻥ ﺍﻟﻌﺮﺑﻴـﺔ‬
‫ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2003 ،‬‬
‫‪ -86‬ﳛﻀﻴﻪ ﲰﻼﱄ‪ ،‬ﺃﺛﺮ ﺍﻟﺘﺴﻴﲑ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻋﻠﻰ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﳉﻮﺩﺓ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻛﻠﻴـﺔ ﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪.2004 ،‬‬
‫‪335‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫ƒ ﺭﺳﺎﺋﻞ ﺍﳌﺎﺟﺴﺘﲑ‪:‬‬
‫‪ -87‬ﺳﻌﻴﺪﺓ ﺣﻨﻚ‪ ،‬ﳏﺎﻭﻟﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻨﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﻇﻴﻒ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏـﲑ ﻣﻨـﺸﻮﺭﺓ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪.1998 ،‬‬
‫‪ -88‬ﻓﺎﺭﺱ ﺣﺴﻦ ﺷﻜﺮ ﺍﳌﻬﺪﺍﻭﻱ‪ ،‬ﺻﺤﺎﻓﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻠﺼﺤﻒ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺮﺗﺒﻄـﺔ‬
‫ﺑﺎﻟﻔﻀﺎﺋﻴﺎﺕ ﺍﻹﺧﺒﺎﺭﻳﺔ ﻧﺖ ﳕﻮﺫﺟﹰﺎ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣـﺔ‪،‬‬
‫ﺍﻟﺪﳕﺮﻙ‪.2007 ،‬‬
‫‪ -89‬ﻓﺆﺍﺩ ﻓﺎﻳﺪ ﻓﺆﺍﺩ ﺍﻟﺮﺷﻴﺪﻱ‪ ،‬ﺃﺛﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺑﺎﻟﺘﻄﺒﻴﻖ‬
‫ﻋﻠﻰ ﺑﻴﺖ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﻜﻮﻳﱵ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﰲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2006 ،‬‬
‫ﺝ‪ -‬ﺍ‪‬ﻼﺕ‪:‬‬
‫‪ -90‬ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻳﺐ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﺮﺑﻴـﺔ‪ ،‬ﺍﻟﻌـﺪﺩ ‪،1‬‬
‫‪ ،2000‬ﺍﻟﻨﺎﺩﻱ ﺍﻟﻌﺮﰊ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﳌﻮﻗﻊ‪ ،www.arabcin.net :‬ﺗـﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪12 :‬‬
‫ﺩﻳﺴﻤﱪ‪.2007‬‬
‫‪ -91‬ﺃﺳﺎﻣﺔ ﻋﻠﻲ ﻋﺒﺪ ﺍﳋﺎﻟﻖ‪ » ،‬ﺗﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺒﻘـﺎﺀ ﰲ ﻇـﻞ‬
‫ﺍﳌﺘﻐﲑﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳉﺪﻳﺪﺓ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﺆﺳﺴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪.1995 ،60‬‬
‫‪ -92‬ﺃﻓﻨﺎﻥ ﻧﻈﲑ ﺩﺭﻭﺯﺓ‪ » ،‬ﻭﺍﻗﻊ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ ﻛﻤﺎ ﻳﺮﺍﻩ ﻛﻞ ﻣﻦ ﺍﻟﻄﺎﻟـﺐ ﻭﺍﳌـﺸﺮﻑ ﺍﻷﻛـﺎﺩﳝﻲ‬
‫ﻭﺍﳌﻮﻇﻒ ﺍﻹﺩﺍﺭﻱ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻘﺪﺱ ﺍﳌﻔﺘﻮﺣﺔ «‪ ،‬ﳎﻠﺔ ﺍﲢﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣـﺼﺮ‪،‬‬
‫ﺍﻟﻌﺪﺩ ‪.2001 ،38‬‬
‫‪ -93‬ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻐﺮﺏ ﺁﺳﻴﺎ ) ﺍﻹﺳـﻜﻮﺍ(‪ ،‬ﻧـﺸﺮﺓ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺍﻟﻌﺪﺩ ‪.www.escwa.org.lb ،2005 ،4‬‬
‫‪ -94‬ﺃﻣﲔ ﺍﻟﻀﺮﻏﺎﻣﻲ‪ » ،‬ﻣﺼﺮ ﻭﺍﻟﺘﺤﻮﻝ ﺇﱃ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ «‪ ،‬ﻣﺮﻛﺰ ﺍﻟﺒﺤـﻮﺙ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺃﻛﺎﺩﳝﻴﺔ ﺍﻟﺴﺎﺩﺍﺕ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2‬‬
‫‪ -95‬ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯّﻭ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﻣﻌﺎﳉﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ «‪ ،‬ﳎﻠﺔ ﻋﻠﻮﻡ‬
‫ﺇﻧﺴﺎﻧﻴﺔ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺍﻟﻌﺪﺩ ‪ ،28‬ﻣﺎﻳﻮ ‪.2006‬‬
‫‪ -96‬ﺭﲝﻲ ﻣﺼﻄﻔﻰ ﻋﻠﻴﺎﻥ ﻭ ﻣﻨﺎﻝ ﺍﻟﻘﻴﺴﻲ‪ » ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﳌﻜﺘﺒـﺎﺕ ﺍﳉﺎﻣﻌﻴــﺔ‪:‬‬
‫ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﳌﻜﺘﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻟﺒﺤﺮﻳﻦ «‪ ،‬ﺭﺳﺎﻟﺔ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،34‬ﺍﻟﻌﺪﺩ ‪.1999 ،4‬‬
‫‪336‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -97‬ﲰﻴﺔ ﺃﻣﲔ ﻋﻠﻲ‪ » ،‬ﺍﶈﺎﺳﺒﺔ ﻋﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌـﺎﻝ‬
‫ﺍﻟﺒﺸﺮﻱ «‪ ،‬ﳎﻠﺔ ﺍﶈﺎﺳﺒﺔ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺘﺄﻣﲔ‪ ،‬ﺟﻬﺎﺯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺤﻮﺙ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠـﺎﺭﺓ ‪-‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2003 ،60‬‬
‫‪ -98‬ﻋﺮﻳﻦ‪ » ،‬ﻣﺎ ﻫﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ؟‪ ،‬ﺍﻓﺘﺘﺎﺣﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ )ﺩﻭﻥ ﺗﻮﻗﻴﻊ( «‪ ،‬ﳎـﻠﺔ ﻋـﺮﻳﻦ‪ ،‬ﺍﻟﻨـﺎﺩﻱ‬
‫ﺍﻟﻌﺮﰊ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،28‬ﺷﺒﺎﻁ ‪.www.arabcin.net ،2003‬‬
‫‪ -99‬ﳌﲔ ﻋﻠﻮﻃﻲ‪ » ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،‬ﳎﻠﺔ ﲝﻮﺙ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﺮﺑﻴـﺔ‪ ،‬ﺍﳉﻤﻌﻴـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ، 42‬ﺭﺑﻴﻊ ‪.2008‬‬
‫‪ -100‬ﳌﲔ ﻋﻠﻮﻃﻲ‪ » ،‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳـﺴﺔ‪،‬‬
‫ﳎﻠﺔ ﻋﻠﻮﻡ ﺇﻧﺴﺎﻧﻴﺔ‪ ،WWW.ULUM.NL ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺩﺳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،38‬ﺻﻴﻒ ‪.2008‬‬
‫‪ -101‬ﳏﻤﺪ ﺧﻠﻴﻔﺔ ﳏﻤﺪ ﺍﻟﻌﻤﺮﻱ‪ » ،‬ﻭﺍﻗﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻟﺪﻯ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘـﺪﺭﻳﺲ ﻭﻃﻠﺒـﺔ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻷﺭﺩﻧﻴﺔ «‪ ،‬ﳎﻠﺔ ﺍﲢﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2003 ،40‬‬
‫‪ -102‬ﳏﻤﺪ ﻣﺮﺍﺭﻳﺎﰐ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ – ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻳﺐ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ‬
‫ـﺪﺩ ‪،2000 ،1‬‬ ‫ـﺎﺕ‪ ،‬ﺍﻟﻌـــــــــــــ‬ ‫ﰲ ﺍﳌﻌﻠﻮﻣـــــــــــــ‬
‫‪ ،http://www.arabcin.net/al_arabia_mag/modules.php‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 18 :‬ﻓﻴﻔـﺮﻱ‬
‫‪.2007‬‬
‫‪ -103‬ﳏﻴﻲ ﺍﻟﺪﻳﻦ ﺣﺴﺎﻧﺔ‪ » ،‬ﺍﻟﺘﺤﻮﻝ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ «‪ ،‬ﳎﻠﺔ ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ‬
‫ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،12‬ﺍﻟﻌﺪﺩ ‪ ،2‬ﺟﺎﻧﻔﻲ ‪.2007‬‬
‫‪ -104‬ﻧﻌﻤﺔ ﻋﺒﺎﺱ ﺧﻀﲑ ﻭﺁﺧﺮﻭﻥ‪ » ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻌﻤﻞ ﻭﻗﻴﻢ ﺍﳌﺪﺭﺍﺀ‪ :‬ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﰲ ﻣﻨﻈﻤـﺎﺕ‬
‫ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،14‬ﺑﻐﺪﺍﺩ‪.1998 ،‬‬
‫‪ -105‬ﻭﻓﻴﻖ ﺣﻠﻤﻲ ﺍﻷﻏﺎ‪ » ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﺩﺍﺭﺓ «‪ ،‬ﳎﻠﺔ ﻛﻠﻴﺔ ﺍﻟﺮﺍﻓﺪﻳﻦ ﺍﳉﺎﻣﻌﺔ ﻟﻠﻌﻠﻮﻡ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﺮﺍﻓﺪﻳﻦ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﺑﻐﺪﺍﺩ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2001 ،6‬‬
‫‪ -106‬ﻳﺎﺳﲔ ﺳﻌﺪ ﻏﺎﻟﺐ‪ » ،‬ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺭﺅﻳﺎ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻋﺮﺑﻴﺔ «‪ ،‬ﳎﻠـﺔ ﺍﳌـﺴﺘﻘﺒﻞ‬
‫ﺍﻟﻌﺮﰊ‪ ،‬ﻣﺮﻛﺰ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻮﺣﺪﺓ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،260‬ﺗـﺸﺮﻳﻦ‬
‫ﺃﻭﻝ ‪.2000‬‬
‫ﺩ‪ -‬ﺍﳌﺆﲤﺮﺍﺕ ﻭﺍﻟﻨﺪﻭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‪:‬‬
‫‪ » -107‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﻣﺆﲤﺮ » ﺍﻟﻌﻤﻞ ﺍﻟﻌـﺮﰊ «‪ ،‬ﺍﻟـﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌـﺔ‬
‫ﻭﺍﻟﺜﻼﺛﻮﻥ ﺍﻟﺬﻱ ‪‬ﻧﻈﱢﻢ ﰲ ﺷﺮﻡ ﺍﻟﺸﻴﺦ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻳﺎﻡ ‪ 17-10‬ﻣﺎﺭﺱ ‪.2007‬‬
‫‪337‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -108‬ﺑﺴﺎﻡ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﳊﻤﺎﺩﻱ ﻭ ﻭﻟﻴﺪ ﺳﻠﻴﻤﺎﻥ ﺍﳊﻤﻴـﻀﻲ‪ » ،‬ﺍﳊﻜﻮﻣـﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ‪ :‬ﺍﻟﻮﺍﻗـﻊ‬
‫ﻭﺍﳌﻌﻮﻗﺎﺕ ﻭﺳﺒﻞ ﺍﻟﺘﻄﺒﻴﻖ ﺑﺪﻭﻝ ﳎﻠﺲ ﺍﻟﺘﻌﺎﻭﻥ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﺑﻴﺔ «‪ ،‬ﲝـﺚ ﻣﻘـﺪﻡ ﻟﻠﻨـﺪﻭﺓ‬
‫ﺍﻟﺪﻭﺭﻳﺔ ﺍﻟﻌﺎﺷﺮﺓ ﺍﳌﻨﻌﻘﺪﺓ ﲟﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،2004 ،‬ﺹ ‪.3‬‬
‫‪ -109‬ﺣﺴﲔ ﻣﺼﻄﻔﻰ ﺍﳍﻼﱄ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﲔ ﺍﻹﺑﺪﺍﻉ ﺍﶈﺎﺳﱯ ﻭﺇﺑﺪﺍﻉ ﺍﶈﺎﺳﺒﲔ «‪ ،‬ﲝﺚ ﻣﻘـﺪﻡ‬
‫ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﻟﺪﻭﱄ ﺍﻟﺮﺍﺑﻊ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌـﺔ‬
‫ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 28-26‬ﺃﺑﺮﻳﻞ‪.2004 ،‬‬
‫‪ -110‬ﺯﻳﺎﺩ ﻫﺎﺷﻢ ﳛﲕ ﻭ ﻧﺎﻇﻢ ﺣﺴﻦ ﺭﺷﻴﺪ‪ » ،‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﺗﻄﻮﻳﺮ ﻧﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﻇﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺪﻳﺜﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟـﺴﻨﻮﻱ‬
‫ﺍﳋﺎﻣﺲ ﺣﻮﻝ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌـﺔ ﺍﻟﺰﻳﺘﻮﻧـﺔ‬
‫ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 25-23‬ﺃﻓﺮﻳﻞ ‪.2005‬‬
‫‪ -111‬ﺷﻮﻗﻲ ﺍﻟﺴﻴﺪ ﻓﻮﺩﻩ‪ » ،‬ﻣﺪﺧﻞ ﳓﻮ ﺗﻄﻮﻳﺮ ﺍﻹﻃﺎﺭ ﺍﻟﻔﻜﺮﻱ ﻟﻠﻤﺤﺎﺳﺒﺔ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺑﻴﺌﺔ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﳌﺼﺮﻳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﺒﺎﺩﺉ ﻭﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤـﻲ‬
‫ﺍﻟﺴﻨﻮﻱ ﺍﻟﺜﺎﻟﺚ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﲟﺼﺮ ﰲ ﻇﻞ ﺍﻟﺘﺤﻮﻻﺕ ﺍﻟﻌﺎﳌﻴﺔ «‪ ،‬ﺍﻟﺰﻗـﺎﺯﻳﻖ‪ 8-7 ،‬ﻧـﻮﻓﻤﱪ‬
‫‪.1999‬‬
‫‪ -112‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺃﻋﺮﺍﺏ‪ » ،‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺮﺍﺋﺪﺓ «‪ ،‬ﲝـﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺮﰊ ﺍﳋﺎﻣﺲ ﻋﺸﺮ » ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻓﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺩﻭﺭﻫﺎ ﰲ ﺇﺭﺳﺎﺀ ﳎﺘﻤـﻊ‬
‫ﺍﳌﻌﺮﻓﺔ « ﺍﻟﺬﻱ ﻧﻈﻤﻪ ﺍﻻﲢﺎﺩ ﺍﻟﻌﺮﰊ ﻟﻠﻤﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺘﻮﻧﺲ ﺃﻳﺎﻡ ‪ 5 -2‬ﻣﺎﺭﺱ ‪.2005‬‬
‫‪ -113‬ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺑﺸﲑ ﺍﻟﺪﻭﻳﱯ‪ » ،‬ﻣﺘﻄﻠﺒﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻨﻬﻮﺽ ﺑﺘﺸﻐﻴﻞ ﺍﻟﺸﺒﺎﺏ ﰲ ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎﺕ‬
‫ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﺍﳌﺘﻐﲑﺓ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﻟﻠﻨﺪﻭﺓ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻋﻦ » ﺩﻭﺭ ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﻮﺟﻴـﻪ ﺍﳌﻬـﲏ ﰲ‬
‫ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﺎﺏ «‪ ،‬ﻃﺮﺍﺑﻠﺲ‪ 13 – 11 ،‬ﺟﻮﻳﻠﻴﺔ ‪.2005‬‬
‫‪ -114‬ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺑﻦ ﺻﻘﺮ ﺍﻟﻐﺎﻣﺪﻱ‪ » ،‬ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﳌـﺴﺘﺪﺍﻣﺔ ﻟﻸﻣـﻦ‬
‫ﺍﻟﻌﺮﰊ‪ :‬ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻷﻣﻨﻴﺔ ﳕﻮﺫﺟﹰﺎ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﻠﺘﻘﻰ ﺍﻟﻌـﺮﰊ ﺍﻟﺜﺎﻟـﺚ‬
‫ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺑﲑﻭﺕ‪.2006 ،‬‬
‫‪ -115‬ﻓﺮﻳﺪ ﻛﻮﺭﺗﻞ‪ » ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻔﻌﺎﻟﺔ ﻟﻠﻤﻌﺮﻓﺔ‪ :‬ﻣﺼﺪﺭ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴـﺰﺓ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ ﰲ ﻇـﻞ ﺍﶈـﻴﻂ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳉﺪﻳﺪ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﳋﺎﻣﺲ ﺣﻮﻝ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ‬
‫ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 25-23‬ﺃﻓﺮﻳﻞ ‪.2005‬‬
‫‪338‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -116‬ﳏﻤﺪ ﻗﺎﺳﻢ ﺃﲪﺪ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻻﺳـﺘﺮﺍﺗﻴﺠﻴﺎﺕ «‪ ،‬ﲝـﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺮﺍﺑﻊ ﺣﻮﻝ ﺍﻟﺮﻳﺎﺩﺓ ﻭﺍﻹﺑﺪﺍﻉ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ‪ ،http://www.philadelphia.edu.jo ،2005 ،‬ﺗـﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪12 :‬‬
‫ﻓﻴﻔﺮﻱ ‪.2007‬‬
‫‪ » -117‬ﻣﺸﺮﻭﻉ ﻭﺛﻴﻘﺔ ﳓﻮ ﳎﺘﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻋﺮﰊ ﺇﻃﺎﺭ ﺧﻄﺔ ﺍﻟﻌﻤﻞ ﺍﳌﺸﺘﺮﻙ «‪ ،‬ﲝـﺚ ﻣﻘـﺪﻡ ﺇﱃ‬
‫ﺍﳌﺆﲤﺮ ﺍﻟﻌﺮﰊ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ ﻟﻠﺘﺤﻀﲑ ﻟﻠﻘﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪‬ﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴـﺔ –‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ 18-16 ،‬ﻳﻮﻧﻴﻮ ‪.2003‬‬
‫‪ -118‬ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ » ،‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﻣﺆﲤﺮ ﺍﻟﻌﻤﻞ ﺍﻟﻌـﺮﰊ ﺍﻟـﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌـﺔ‬
‫ﻭﺍﻟﺜﻼﺛﻮﻥ‪ ،‬ﺷﺮﻡ ﺍﻟﺸﻴﺦ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ‪ 17-10 ،‬ﻣﺎﺭﺱ ‪.2007‬‬
‫‪ -119‬ﻧﻮﺍﻝ ﺑﻦ ﻋﻤﺎﺭﺓ ﻭ ﻣﺴﻌﻮﺩ ﺻﺪﻳﻘﻲ‪ » ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‬
‫»ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻓﺮﺹ ﺍﻻﻧﺪﻣﺎﺝ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﺒﺸﺮﻳﺔ « ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴـﺔ‬
‫ﺍﳊﻘﻮﻕ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﳉﺎﻣﻌﺔ ﻭﺭﻗﻠﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻳﻮﻣﻲ ‪ 9-8‬ﻣﺎﺭﺱ ‪.2004‬‬
‫‪ -120‬ﻫﺎﻟﺔ ﺃﲪﺪ ﺻﱪﻱ‪ » ،‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺴﺎﺋﺪﺓ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﺤﻮﻝ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺩﺭﺍﺳـﺔ‬
‫ﻣﻴﺪﺍﻧﻴﺔ ﳌﺆﺳﺴﺎﺕ ﺍﻷﻋﻤﺎﻝ ﺍﻷﺭﺩﻧﻴﺔ «‪ ،‬ﻗﺴﻢ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺍﳋﺎﺻﺔ‪.‬‬
‫ﺍﻟﺘﻘﺎﺭﻳﺮ ﻭﺍﻟﻮﺛﺎﺋﻖ‪:‬‬
‫‪ -121‬ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻐﺮﺏ ﺁﺳﻴﺎ )ﺍﻹﺳـﻜﻮﺍ(‪ ،‬ﺗﻨﻤﻴـﺔ ﺍﻟﻘـﺪﺭﺍﺕ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ‪ :‬ﺩﻭﺭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺎﻟﻴﺔ ﺍﳌﺘﺨﺼﺼﺔ‪.1992 ،‬‬
‫‪ -122‬ﺍﻟﺘﻘﺮﻳﺮ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﺍﻟﻌﺮﰊ‪ » :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﻤﺪﺧـﻞ ﻟﻠﺘﻨﻤـﻴﺔ ﻭﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻌـﺮﰊ‪،‬‬
‫ﻣﺮﻛﺰ ﺍﻷﻫـﺮﺍﻡ ﻟﻠﺪﺭﺍﺳـﺎﺕ ﺍﻟـﺴﻴﺎﺳـﻴﺔ ﻭﺍﻹﺳـﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫــﺮﺓ‪ ،‬ﻣـﺼﺮ‪،2001 ،‬‬
‫‪.www.w3.org‬‬
‫‪ -123‬ﺟﺎﻣﻌﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻷﻣﺎﻧﺔ ﺍﻟﻔﻨﻴﺔ ‪‬ﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ﺍﻟﻌـﺮﺏ ﻟﻼﺗـﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ » ،‬ﳓﻮ ﺗﻔﻌﻴﻞ ﺧﻄﺔ ﻋﻤﻞ ﺟﻨﻴﻒ‪ :‬ﺭﺅﻳﺔ ﺇﻗﻠﻴﻤﻴﺔ ﻟﺪﻓﻊ ﻭﺗﻄﻮﻳﺮ‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﻌﺮﺑﻴﺔ «‪.‬‬
‫‪ -124‬ﻣﺮﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺩﻋﻢ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪ -‬ﳎﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ‪ ،‬ﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ :‬ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‬
‫ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻄﺒﻴﻖ ﰲ ﻣﺼﺮ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ‪.2003 ،‬‬
‫‪ -125‬ﻣﻜﺘﺐ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﱄ‪ ،‬ﺗﻐﲑ ﺍﻷﳕﺎﻁ ﰲ ﻋﺎﱂ ﺍﻟﻌﻤﻞ‪ ،‬ﻣﻜﺘﺐ ﺍﻟﻌﻤﻞ ﺍﻟـﺪﻭﱄ‪ ،‬ﻣﻨﻈﻤـﺔ ﺍﻟﻌﻤـﻞ‬
‫ﺍﻟﺪﻭﻟﻴﺔ‪.2006 ،‬‬
‫‪339‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫ﺍﻟﻘﻮﺍﻣﻴﺲ‪:‬‬
‫‪ -126‬ﻣﻨﲑ ﺑﻌﻠﺒﻜﻲ‪ ،‬ﻗﺎﻣﻮﺱ ﺍﳌﻮﺭﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﻁ‪.1998 ،32‬‬
‫‪ -127‬ﻣﺼﻄﻔﻰ ﺇﺑﺮﺍﻫﻴﻢ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺍﳌﻌﺠﻢ ﺍﻟﻮﺳﻴﻂ‪ ،‬ﺇﺳﻄﻨﺒﻮﻝ‪ ،‬ﺗﺮﻛﻴﺎ‪.1960 ،‬‬
‫‪ -128‬ﻣﻔﺘﺎﺡ ﳏﻤﺪ ﺩﻳﺎﺏ‪ ،‬ﻣﻌﺠﻢ ﻣﺼﻄﻠﺤﺎﺕ ﻧﻈﻢ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻻﺕ‪ ،‬ﺍﻟـﺪﺍﺭ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.1995 ،‬‬
‫ﺍﻷﻧﺘﺮﻧﺖ‪:‬‬
‫‪ -129‬ﺇﺑﺮﺍﻫﻴﻢ ﻏﺮﺍﻳﺒﺔ‪ » ،‬ﺗﺄﺛﲑ ﺛـﻮﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺎﺕ ﺍﻟﺪﻗﻴﻘـﺔ‪ :‬ﺍﻟﻌـﺮﺏ ﻭﺛـﻮﺭﺓ ﺍﳌﻌﻠﻮﻣـﺎﺕ «‪،‬‬
‫‪ ،www.aljazeera.net‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﺎﻧﻔﻲ ‪.2006‬‬
‫‪ » -130‬ﺇﺩﺍﺭﺓ ﺍﳌــــــــﻮﺍﺭﺩ ﺍﻟﺒــــــــﺸﺮﻳﺔ ﺍﻻﺳــــــــﺘﺮﺍﺗﻴﺠﻴﺔ «‪،‬‬
‫‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985‬ﺗــــﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬
‫‪ » -131‬ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪-2007‬‬
‫‪،« 2012‬‬
‫‪http:/www.aticm.org.eg/admin/Farek_pal/Arab%20ICT%20Strategy-11-2-‬‬
‫‪ ،2007.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 9 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬
‫‪ » -132‬ﺍﻟﺘﻮﻗﻴﻊ ﺍﻻﻟﻜﺘﺮﻭﱐ «‪ ،www.egovs.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ -133‬ﺣـــﺎﺝ ﻗﻮﻳـــﺪﺭ ﻗـــﻮﺭﻳﻦ‪ » ،‬ﻣﻔﻬـــﻮﻡ ﳏﺎﺳـــﺒﺔ ﺍﳌـــﻮﺍﺭﺩ ﺍﻟﺒـــﺸﺮﻳﺔ «‪،‬‬
‫‪ ،http://infotechaccountants.com/forums/showthread.php‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪5 :‬‬
‫ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ -134‬ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯّﻭ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﻣﻌﺎﳉﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ «‪ ،‬ﳎﻠـﺔ‬
‫ﻋﻠﻮﻡ ﺇﻧﺴﺎﻧﻴﺔ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،28‬ﻣـﺎﻳﻮ ‪ ،www.uluminsania.net ،2006‬ﺗـﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺠﻤﻴﻞ‪.2008/04/11 :‬‬
‫ـﺎﺕ ﺍﳊﺪﻳﺜ ـﺔ «‪،‬‬‫ـﻮﻳﺮ ﺧ ـﺪﻣﺎﺕ ﺍﳌﻜﺘﺒـ‬ ‫ـﺮﻭﱐ ﰲ ﺗﻄـ‬ ‫ـﺸﺮ ﺍﻹﻟﻜﺘـ‬ ‫ـﺖ ﻭﺍﻟﻨـ‬ ‫‪ » -135‬ﺩﻭﺭ ﺍﻹﻧﺘﺮﻧـ‬
‫‪ ،www.arabcin.net/arabiaall/studies/faselwaheone.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪11 :‬‬
‫ﺃﻛﺘﻮﺑﺮ‪.2007‬‬
‫‪ -136‬ﺯﻛﺮﻳﺎ ﺍﻟﺸﻴﺦ ﳏﻤﻮﺩ‪ ،‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻷﺭﺍﺿـﻲ ﻭﺍﻟﺘـﺼﻤﻴﻢ ﺍﳊـﻀﺮﻱ ﰲ ﻣـﺪﻥ ﺍﳌـﺴﺘﻘﺒﻞ‪،‬‬
‫‪ ،publications.ksu.edu.sa‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 15 :‬ﺟﻮﺍﻥ ‪.2007‬‬
‫‪340‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -137‬ﺯﻛﻲ ﺣﺴﲔ ﺍﻟﻮﺭﺩﻱ‪ » ،‬ﺧﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻭﻣﺮﺩﻭﺩﺍ‪‬ﺎ ﻋﻠﻰ ﺍﳌﻜﺘﺒﺎﺕ ﻋـﺮﺽ‬
‫ﻭﲢﻠﻴـــــــــــــــــــــــــــــــــــﻞ«‪،‬‬
‫‪http://www.kfnl.gov.sa/idarat/KFNL_JOURNAL/KFNL_JOURNAL/Ma‬‬
‫‪ ،gPages/194.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻓﻴﻔﺮﻱ ‪.2007‬‬
‫ـﺔ‪،‬‬
‫ـﺔ ﻭﺍﻹﻟﻜﺘﺮﻭﻧﻴـ‬
‫ـﲔ ﺍﻟﺘﻘﻠﻴﺪﻳـ‬
‫ـﺔ ﺑـ‬
‫ـﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـ‬
‫ـﺎﺭﺛﻲ‪ ،‬ﺍﳌﻨﻈﻮﻣـ‬
‫ـﺪ ﺍﳊـ‬
‫ـﺖ ﻓﻬـ‬
‫ـﻌﺎﺩ ﺑﻨـ‬
‫‪ -138‬ﺳـ‬
‫‪،publications.ksu.edu.sa/IT%20Papers/SmartSchools/2-5-saadharthe.doc‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 1 :‬ﺩﻳﺴﻤﱪ ‪.2007‬‬
‫‪ -139‬ﺳﻌﻴﺪ ﺷﻌﺒﺎﻥ ﺣﺎﻣﺪ‪ ،‬ﲝﺚ ﻣﺮﺟﻌﻲ ﻋﻦ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‬
‫‪ -‬ﺟﺎﻣﻌﺔ ﺍﻷﺯﻫﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،www.rss.gov.jo ،2006 ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺟﺎﻧﻔﻲ ‪.2007‬‬
‫‪ -140‬ﺻﺎﱀ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻨﺼﺎﺭ‪ » ،‬ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻹﻧـﺴﺎﻥ ﻭﺍﻟﺘﻨﻤﻴـﺔ «‪ ،‬ﺟﺎﻣﻌـﺔ ﺍﳌﻠـﻚ ﺳـﻌﻮﺩ‪،‬‬
‫‪ ،[email protected]‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2007‬‬
‫‪ -141‬ﻋﺒﺪ ﺍﻟﻠﻄـﻴﻒ ﺯﺭﻧﻪ ﺟﻲ‪ » ،‬ﻛﻴﻒ ﻧﻄﻮﺭ ﺃﻧﻔﺴﻨﺎ ﻋﻠﻤﻴﹰﺎ «‪،WWW.ASCSSF.ORG.SY ،‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 3 :‬ﻓﻴﻔﺮﻱ ‪.2006‬‬
‫‪ -142‬ﻋﺒﺪ ﺍﷲ ﺗﺮﻛﻤﺎﱐ‪ » ،‬ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻭﺃﺑﻌﺎﺩﻩ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ «‪ ،‬ﺗﻮﻧﺲ ﰲ ‪ 4‬ﻓﻴﻔـﺮﻱ ‪،2004‬‬
‫‪ ،http://hem.bredband.net/dccls2/s142.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺟﻮﺍﻥ ‪.2006‬‬
‫‪ -143‬ﻋﺒﺪ ﺍﷲ ﻗﻠﺶ‪ » ،‬ﺍﲡﺎﻫﺎﺕ ﺣﺪﻳﺜﺔ ﰲ ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ «‪ ،www.uluminsania.com ،‬ﺗﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺃﻓﺮﻳﻞ ‪.2008‬‬
‫‪ -144‬ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ » ،‬ﺗﺼﻤﻴﻢ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ «‪،‬‬
‫ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺍﻟﺪﳕﺮﻙ‪ ،‬ﻣﻨﺸﻮﺭ ﻋﻠﻰ ﻣﻮﻗﻊ ﺍﻷﻛﺎﺩﳝﻴﺔ‪.2007 ،‬‬
‫‪ ،3rgob.org/af/uploads/11-07/d8c963fe24.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 9 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬
‫‪ -145‬ﻏﺎﺩﺓ ﺳﻌﻴﺪ ﲰﲑ‪ » ،‬ﻣﺒﺎﺩﺉ ﺃﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ «‪ ،www.arabcin.net ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪11 :‬‬
‫ﺃﻛﺘﻮﺑﺮ‪.2007‬‬
‫‪ -146‬ﳏﻤﺪ ﺩﻳﺎﺏ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ..‬ﺃﻳﻦ ﳓﻦ ﻣﻨﻪ «‪ ،www.balagh.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪15 :‬‬
‫ﻓﻴﻔﺮﻱ ‪.2008‬‬
‫‪ -147‬ﳏﻤـــﺪ ﳏﻤـــﺪ ﺍﳍـــﺎﺩﻱ‪ » ،‬ﺍﳌﻨﻈﻤـــﺔ ﺍﻟﺮﻗﻤﻴـــﺔ ﰲ ﻋـــﺎﱂ ﻣـــﺘﻐﲑ «‪،‬‬
‫‪publications.ksu.edu.sa/IT%20Papers/e-GOV-‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻣـﺎﺭﺱ‬ ‫‪،Articles/egovPapers/Drmohamed%20Elhady.doc‬‬
‫‪.2007‬‬
‫‪341‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -148‬ﳏﻤﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ «‪ ،www.escwa.org.lb ،‬ﺗﺎﺭﻳﺦ‬


‫ﺍﻟﺘﺤﻤﻴﻞ‪ 7 :‬ﻣﺎﻱ ‪.2007‬‬
‫‪ -149‬ﻣﻌﻬﺪ ﺍﻹﻣﺎﻡ ﺍﻟﺸﲑﺍﺯﻱ ﺍﻟﺪﻭﱄ ﻟﻠﺪﺭﺍﺳـﺎﺕ‪ -‬ﻭﺍﺷـﻨﻄﻦ‪،http: //www.siironline.org ،‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ ‪.2007‬‬
‫‪ » -150‬ﻣﻘﺪﻣﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،faculty.ksu.edu.sa/72075/Documents ،‬ﺗﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ -151‬ﻧﺴﻲ ﳏﻤﺪ ﻧﺼﲑ‪ » ،‬ﺍﻟﺘﺠﺮﺑﺔ ﺍﳌﺼﺮﻳﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﳎﺎﻝ‬
‫ـﺎﺕ «‪،‬‬‫ـﺎ ﺍﳌﻌﻠﻮﻣــــــ‬ ‫ﻭﺗﻜﻨﻮﻟﻮﺟﻴــــــ‬ ‫ـﺼﺎﻻﺕ‬‫ﺍﻻﺗــــــ‬
‫‪ ،www.ituarabic.org/11thhrmeeting/doc8.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬
‫‪ -152‬ﻫﻨﺎﺀ ﻋﺒـﺪ ﺍﻟـﺮﺣﻴﻢ ﳝـﺎﱐ‪ » ،‬ﺍﻟﺘـﺪﺭﻳﺐ ﺍﻹﻟﻜﺘـﺮﻭﱐ ﻭﲢـﺪﻳﺎﺕ ﺍﻟﻌـﺼﺮ ﺍﻟﺮﻗﻤـﻲ «‪،‬‬
‫‪www.ksu.edu.sa/sites/Colleges/Arabic%20Colleges/AdministrativeScien‬‬
‫‪ ،ces‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 15 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ -153‬ﻳﻮﻧﺲ ﻋﺮﺏ‪ » ،‬ﻗﺎﻧﻮﻥ ﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ «‪،www.arablaw.org ،‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﻧﻮﻓﻤﱪ ‪.2007‬‬
‫‪،www.suhuf.net.sa/2001jaz/jul/15/ev4.htm -154‬‬
‫‪ ،http://www.bab.com/articles/full_article.cfm?id=2263 -155‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪10 :‬‬
‫ﻣﺎﻱ ‪./2008‬‬
‫‪ ،http://vb.arabsgate.com/showthread.php. -156‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪15 :‬ﺟﺎﻧﻔﻲ ‪.2007‬‬
‫‪ ،http://vb.arabsgate.com/showthread.php -157‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2007‬‬
‫‪ ،www.wikepedia.com -158‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 13 :‬ﻣﺎﺭﺱ ‪.2008‬‬
‫‪ ،http://ar.wikipedia.org/wiki/ -159‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 6 :‬ﺟﻮﺍﻥ ‪.2006‬‬
‫ـﺎﺭﺱ‬‫ـﻞ‪ 12 :‬ﻣـ‬
‫ـﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـ‬ ‫‪ ،http://faculty.ksu.edu.sa/salotaibi/DocLib/% -160‬ﺗـ‬
‫‪.2008‬‬
‫‪http://fr.wikipedia.org/wiki/Syst%C3%A8me d%27information de‬‬ ‫‪-161‬‬
‫‪ ،gestion des ressources humaines‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬
‫ـﻞ‬
‫ـﻞ‪ 12 :‬ﺃﻓﺮﻳـ‬‫ـﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـ‬
‫‪ ،http://arabic.etqm.ae/elearning/blended.html -162‬ﺗـ‬
‫‪.2008‬‬
342 ‫ﺍﻟﻤﺮﺍﺟﻊ‬

.2004 ‫ ﻓﻴﻔﺮﻱ‬10 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،www .yusuf -abufara.net -163


.2008 ‫ ﺟﺎﻧﻔﻲ‬18 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،http://ar.wikipedia.org/wiki/ -164
‫ ﺳﺒﺘﻤﱪ‬14 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،http://www.elearning.edu.sa/training/cmain.html -165
.2007
-166
publications.ksu.edu.sa/IT%20Papers/Information%20Security/IT%20Se
.2008 ‫ ﻣﺎﺭﺱ‬5 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،c.doc
-167
http://www.publications.ksu.edu.sa/Conferences/eGovernment%20Conf
.2007 ‫ ﻧﻮﻓﻤﱪ‬14 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،erence/Article025.doc
‫ ﺗـﺎﺭﻳﺦ‬،www. ITEP.CO.AE/it portal/Arabic /content / news full. Asp. -168
.2008 ‫ ﻓﻴﻔﺮﻱ‬12 :‫ﺍﻟﺘﺤﻤﻴﻞ‬
.2007 ‫ ﺩﻳﺴﻤﱪ‬،www .Al-Jazirah.com -169
11 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،www. @com/learning network/virtual academy/success -170
.2006 ‫ﺟﻮﺍﻥ‬
.2008 ‫ ﻣﺎﺭﺱ‬27 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،www.elchoroukonline.com -171
:‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،www.tanmiah-adarb.com/vb/archive/index.php/t-105.html -172
.2007 ‫ ﺟﻮﺍﻥ‬11
:‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،http://elearnarab.blogspot.com/2006/12/blog-post_27.html -173
.2007 ‫ ﺳﺒﺘﻤﱪ‬12
:‫ ﺍﳌﺮﺍﺟﻊ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‬-‫ﺛﺎﻧﻴﹰﺎ‬
a- ouvrages:
168- Aubert Benoît, Les technologies de l'information et l'organisation,
Gaétan Morin éditions, France, 1997.
169- Emmanuel Pateyrom, La veille stratégique, Économica éditions, Paris,
France.
169- Geneviève Lacono, Gestion des ressources humaines, Casbah éditions,
Algérie, 2004.
343 ‫ﺍﻟﻤﺮﺍﺟﻊ‬

170- George Braziller, Théorie générale des systèmes, Traduction, Bordas -


Dunod, Paris, 1973.
171- Henri Farreny, Les système experts, Cepadues édition, France, 1989.
172- Herbert A. Simon, Sciences des systèmes Sciences de l'artificiel, Traduit
par Jean-Louis Le Moigne, Bordas - Dunod, Paris, 1991.
173- Jacqueline Barraud et autres, La Fonction Ressources Humaines, Dunod
éditions, Paris, 2004.
174- Jean Brilman, les meilleures pratiques du management, Les éditions
d'organisation, Paris, France, 2001.
175- J. M-Auriac et autres, Économie d'entreprise, Casteilla Editions, France,
1995.
176- Lakhdar Lallem, Les systèmes d’information pour la gestion, ISGP,
Algérie.
177- Norbert Wiener, Cybernétique et société: L'usage humain des êtres
humains, Traduction, Collection 10/18, Paris, 1950.
178- Patrick Dumas, Informatique industrielle, Dunod édition, Paris, France,
2001.
179- Patrick Gilbert, La gestion des ressources humaines, éditions
d'organisation, France, 1999.
180- Patrick Romagni, L'intelligence économique au service de l'entreprise,
Les presses du management LPM, France, 1998.
181- Pierre Carrier et autres, Bases de données dans le développement de
système, Gaetan Morin édition, Canada, 1991.
182- Steve Sleight, Internet et l'entreprise, MANGO Pratique édition, France,
2001.
b- dictionnaires:
183- Henri Mahé de Boislandelle, Dictionnaire de gestion, Economica
édition, Paris, 1998.
344 ‫ﺍﻟﻤﺮﺍﺟﻊ‬

184- Encyclopédie de la gestion et du management, DALLOZ édition,


France.
c- Magazines:
185- Bruno, Herniet, Nouvelles technologies et formation dans l’entreprise
pour une démarche participative, Revue Française de gestion, N° 15,
Mars 1985.-
186- Paula De Mazi, Marcello Estevao et Laura Kodres, Une nouvelle
économie ? , in Finance & Développement, Juin 2001, Volume 38, N° 2,
2001.-
187- Micro Hebdo, revue hebdomadaire d'informatique, France, N° 266.

:‫ ﺍﳌﺮﺍﺟﻊ ﺑﺎﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‬-‫ﺛﺎﻟﺜﹰﺎ‬


a-Books:
188- Alter Steven, Information Systems: The Foundation of e-Business,
Prentice-Hall, 4th ed.
189- Bocij, P.Chaffy, D. Greasley, A. Hiickie, S., Business information
System, 2nd ed, Prentice Hall, USA, 2003.
190- Carl Shapro and Hab Varian, Information rules: Astrategic guide to the
network economy, MIT press, 2000, New York, USA.
191- Daugeliene, R, Peculiarities Of Knowledge-Based Economy
Assessment: Theoretical Approach, Kaunas University of Technology,
Institute of - Gupa ,U, Information systems: success in the 21 st Century,
Prentice-Hall, Upper Saddle river, New jersey, U.S.A.
192- Efraim Turban, Information technology for management, John Wily and
sons, INC, New york, 2002.
193- John Wily and sons, Efraim Turban, information technology for
management, INC, New York, 2002.
194- Kennth C. Laudon, Essentials of Management Information System,
Prentice Hall, New Jerzey, 2003.
345 ‫ﺍﻟﻤﺮﺍﺟﻊ‬

195- L. Hitt, and E. Bryhjolfsson, Digital organization: preliminary results


from an MIT study of Internet, Organization culture and productivity
Executive summary, Wharton school university of Pennsylvania, 2002.
196- Lyle M.Spencer, Reengineering Human resource, Johne Weily, New
York, 1995.
197- Morris W. Firebaugh, Artificial Intelligence: A Knowledge Base
Approach, PWS-Kent, Boston, 1988.-
198- P.Chaffy Bocij and D. Greasley and A. S.Hiickie, Business information
System, Prentice Hall, USA, 2nd ed, 2003.
199- Robert Mockler and J Dologite, Knowledge Base System: An
Introduction to Expert System, N.Y. Macmillan Pub, 1992.
200- Turban, E. and others, Information Technology for Management
Transforming Business in the Digital Economy, 3rd ed, John Wiley and
Sons, Inc, 2002.
b-Revues:
201- Ali Sharaf Al-Musawi, and Abdel-Raheem Ahmed Yousif, « E-learning
at Sultan Qaboos University: status and future », British Journal of
Educational Technology, Vol 35, N° 3, 2004.
202- Fox . Stephon, The Production and Distribution of Knowledge Through
Open and Distance Learning, ETTI, Vol 26, N°3, 1989.
203- James, T., « Internal Returns to Scale as a Source of Comparative
Advantage: The Evidence », American Economic Review, Vol 83, Nº2,
May 1993.
204- Lisa Lai : « Beyond technology: What does dt take to build and manage a
collaborative value chaine », E.Marketect , N° 8, 2002.
205- Neil C Rowe, « Cheating in Online Student Assessment: Beyond Plagiarism »,
Online Journal of Distance Learning Administration, Vol 7, N° 2, 2004, available
from:<http://distance.westga.edu >.
346 ‫ﺍﻟﻤﺮﺍﺟﻊ‬

206- Tony Tricker and Margaret Rangecroft and Peter Gilroy, « Evaluation
distance education course: the student perception », Assessment &
evaluation in higher education, Vol 26, N° 2, 2001.
207- Micro Hebdo,revue hebdomadaire d'informatique, hebdo madère,
France, N° 266.
c- Theses:
208- Mohamed Gamaleldin and Mohamed Atwany, A Grid-Based Multi-
Agent System for Realizing Adaptive Service Organizations, PhD
Research Proposal, Institut of statistical studies and research, Cairo,
Univesity, 2005.
c- Congrès:
209- Mohammad Suleiman Mohammad Jaradat and Houari Maaradj,
«Integration of e-Learning and Knowledge Management », Congrès
scientifique international sur la performance des organisations et
gouvernements, Université de Ouargla, Algeria, 08-09 Mars 2005.
d- Reports:
210- E-commerce and Development Report, 2003.
e- dictionnaires:
211- Hornby , A.S., Oxford Advanced Learn s, Dictionary of English, 5th Ed.,
Oxford University Press, London,1974.
f- Internet:
212- www.aitnews.com.
213- Swanstrom, Edward(2002). Economics-based Knowledge Management.[Available
at:www.gkec.org/knowledgeeconomics/econkmframework/kmeconomics1.7.pdf
214- LRLWEB, UNIV-bpclement. FR/ membres/ cleder/ defanet. Ntm
215- www.commentcamarche.net/initiation/topologie.PHP3

You might also like