التحفيز ودوره في تحقيق الرضاء الوظيفي

‫ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ اﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮم اﻷﻣﻨﻴﺔ‬

‫‪‬‬

‫‪ ‬‬

‫ﻛﻠﻴﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﻗﺴﻢ ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ‬

‫ﺑﺮﻧﺎﻣﺞ اﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ اﻟﻌﻠﻮم اﻹدارﻳﺔ‬

‫‪ ‬‬

‫‪ ‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪ ‬‬

‫اﻟﺘﺤﻔﻴﺰ ودورﻩ ﻓﻲ ﺗﺤﻘﻴﻖ اﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬
‫ﻟﺪى اﻟﻌﺎﻣﻠﻴﻦ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ اﻟﺠﻮف‬
‫) ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﻋﻠﻰ ﺿﺒﺎﻁ ﻭﺃﻓﺮﺍﺩ ﺷﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ (‬
‫رﺳﺎﻟﺔ ﻣﻘﺪﻣﺔ اﺳﺘﻜﻤﺎﻻ ﻟﻤﺘﻄﻠﺒﺎت اﻟﺤﺼﻮل ﻋﻠﻰ درﺟﺔ اﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ اﻟﻌﻠﻮ م‬
‫اﻹدارﻳﺔ‬
‫‪ ‬‬

‫‪ ‬‬

‫إﻋــــــــﺪاد‬

‫ﻋـــﺎرف ﺑﻦ ﻣﺎﻃـــــﻞ اﻟﺠــــﺮﻳـــــﺪ‬
‫‪٤٢٤٠٣٣٤‬‬
‫إﺷـــــــــــــــﺮاف اﻟﺪآﺘــــﻮر‬

‫ﻋﺒﺪ اﻟﺸﺎﻓﻲ أﺑﻮ اﻟﻔﻀﻞ‬
‫)‪١٤٢٨‬هـــ‪٢٠٠٧ /‬م(‬

‫اﻹهـــــــﺪاء‬

‫ﺇﱃ ﻛﻞ ﺭﺟﻞ ﺃﻣﻦ ﻳﺴﻬﺮ ﻋﻠﻰ ﺃﻣﻦ ﻭﲪﺎﻳﺔ ﻫﺬﺍ ﺍﻟﻮﻃﻦ ﺍﳊﺒﻴﺐ ‪....‬‬
‫ﺇﱃ ﻛﻞ ﺑﺎﺣﺚ ﻋﻦ ﺍﳌﻌﺮﻓﺔ ﰲ ﳎﺎﻝ ﺍﻟﻌﻠﻢ ‪...‬‬

‫أ‬

‫ﺷﻜﺮ وﺗﻘﺪﻳﺮ‬
‫ﻣﻦ ﺑﻌﺪ ﺍﳌﻮﱃ ﻋﺰ ﻭﺟﻞ ﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﻟﻜﻞ ﻣﻦ ﺳﺎﻫﻢ ﻣﻌﻲ ﺑﺎﻟﻨﺼﺢ ﻭﺍﳌﺸﻮﺭﺓ ﻭﺍﻟﺮﺃﻱ ‪.‬‬
‫ﻭﻋﻠﻰ ﺭﺃﺳﻬﻢ ﺃﺷﻜﺮ ﺍﻷﺳﺘﺎﺫ ﺍﳉﻠﻴﻞ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﻋﺒﺪ ﺍﻟﺸﺎﰲ ﺃﺑﻮ ﺍﻟﻔﻀﻞ ﺍﻟﺬﻱ ﺃﺷﺮﻑ ﻋﻠﻰ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﻣﻨﺬ ﺑﺪﺍﻳﺘﻪ ﺣﱴ ‪‬ﺎﻳﺘﻪ ﻭﱂ ﻳﺒﺨﻞ ﻋﻠ ‪‬ﻰ ﺑﻌﻠﻤﻪ ﻭﺟﻬﺪﻩ ﻭﻭﻗﺘﻪ ‪ ،‬ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﻷﺳﺎﺗﺬﰐ‬
‫ﺍﳌﻨﺎﻗﺸﲔ ﳍﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﻛﻞ ﻣﻦ ﺳﻌﺎﺩﺓ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﻋﺎﻣﺮ ﺍﻟﻜﺒﻴﺴﻲ ﻭﺳﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﻓﻴﺼﻞ‬
‫ﲪﻮﺩ ﺍﻟﻌﻤﺎﺝ ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﻟﻸﺳﺎﺗﺬﺓ ﺍﻟﻠﺬﻳﻦ ﻗﺎﻣﻮﺍ ﺑﺘﺤﻜﻴﻢ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺚ ‪ ،‬ﻛﻤﺎ ﺃﺷﻜﺮ ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻷﻣﻨﻴﺔ ﺍﻟﱵ ﻓﺘﺤﺖ ﱄ ﺃﺑﻮﺍ‪‬ﺎ ﻷ‪‬ﻞ ﻣﻦ ﻋﻠﻤﻬﺎ ﺍﻟﻜﺜﲑ ﻭﻋﻠﻰ ﺭﺃﺳﻬﻢ ﻣﻌﺎﱄ ﺍﻷﺳﺘﺎﺫ‬
‫ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺑﻦ ﺻﻘﺮ ﺍﻟﻐﺎﻣﺪﻱ ﺭﺋﻴﺲ ﺍﳉﺎﻣﻌﺔ ﺣﻔﻈﻪ ﺍﷲ ﻛﻤﺎ ﺃﺷﻜﺮ ﺃﺳﺮﺓ ﺷﺮﻃﺔ ﻣﻨﻄﻘﺔ‬
‫ﺍﳉﻮﻑ ﺿﺒﺎﻃﹰﺎ ﻭﺃﻓﺮﺍﺩﹰﺍ ﳑﺜﻠﺔ ﺑﺴﻌﺎﺩﺓ ﻣﺪﻳﺮ ﺍﻟﺸﺮﻃﺔ ﺍﻟﻠﻮﺍﺀ ‪ /‬ﻋﻮﺽ ﺑﻦ ﺳﻌﻴﺪ ﺍﻟﺴﺮﺣﺎﱐ ﻋﻠﻰ ﺗﻌﺎﻭ‪‬ﻢ‬
‫ﺍﻟﻜﺒﲑ ﻣﻌﻲ ﰲ ﺇﳒﺎﺯ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ‪.‬‬

‫اﻟﺒﺎﺣﺚ‬

‫ب‬

(٢٦) ‫ﳕﻮﺫﺝ ﺭﻗﻢ‬

‫… ﺩﻛﺘﻮﺭﺍﻩ‬

‫ ﻣﺎﺟﺴﺘﲑ‬5 ‫ﻣﻠﺨﺺ ﺭﺳﺎﻟﺔ‬

K‫א‬‫א‬‫ א‬: ‫ﻗﺴﻢ‬
K‫א‬ : ‫ﲣﺼﺺ‬

 ‫א‬‫א‬‫א‬‫א‬‫ א‬: ‫ﻋﻨﻮﺍﻥ ﺍﻟﺮﺳﺎﻟﺔ‬
‫א‬‫א‬‫א‬‫א‬‫א‬
.‫א‬‫א‬‫א‬

: ‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‬

‫ﺇﺷﺮﺍﻑ‬
: ‫ﳉﻨﺔ ﻣﻨﺎﻗﺸﺔ ﺍﻟﺮﺳﺎﻟﺔ‬

 K‫א‬‫א‬ :‫اﻟﺪآﺘﻮر‬
 ‫א‬



 ‫א‬‫א‬L‫ א‬K١

 ‫א‬‫א‬L‫א‬‫ א‬K٢
‫א‬‫א‬L‫ א‬K٣
‫م‬٢٠٠٧/٤/٢٥ ‫اﻟﻤﻮاﻓﻖ‬

‫هـ‬١٤٢٨/٤/٨

: ‫ﺗﺎﺭﻳﺦ ﺍﳌﻨﺎﻗﺸﺔ‬
: ‫ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‬

‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬
 K‫א‬‫א‬‫א‬‫א‬

: ‫ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ‬

 K‫א‬‫א‬‫א‬‫א‬ 
 K‫א‬‫א‬‫א‬‫א‬ 
 K‫א‬‫א‬‫א‬‫א‬‫ א‬
K‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫ א‬
E
 ‫א‬F ‫א‬‫א‬‫א‬‫א‬ 

KE‫א‬F‫א‬‫א‬

J١
J٢
J٣
J٤
J٥

: ‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
K‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫ א‬ J١

K‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫ א‬ J٢

K‫א‬‫א‬‫א‬‫א‬  J٣

‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬  J٤
 K‫א‬‫א‬‫א‬

: ‫ ﺗﺴﺎﺅﻻﺗﻪ‬/ ‫ﻓﺮﻭﺽ ﺍﻟﺒﺤﺚ‬

E‫א‬F‫א‬‫א‬‫א‬‫א‬‫א‬  J١
‫؟‬‫א‬

E ‫א‬F‫א‬‫א‬‫א‬‫א‬‫א‬  J٢
‫؟‬‫א‬

‫؟‬‫א‬‫א‬‫א‬‫א‬  J٣


 ‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬ -٤
‫ ؟‬‫א‬‫א‬‫א‬

: ‫ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ‬
 K‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬

: ‫ﺃﻫﻢ ﺍﻟﻨﺘﺎﺋﺞ‬

K‫א‬E‫א‬F‫א‬‫א‬‫א‬ -١

K‫א‬E‫א‬F‫א‬‫א‬‫א‬‫א‬ -٢

K‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬ -٣

‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬ -٤
K‫א‬‫א‬‫א‬

Department: Administration Sciences
Specialization: Administration Sciences

Thesis Abstract

; MA † PH.D

Thesis Title: Motivation and its role in achieving job satisfaction for employees at
Aljouf Area Police.
Prepared by: Arif Bin Matel Aljurayd Al-Sharari
Supervisor: Professor/ Abdulshafi Abu Alfadhel

Thesis Defence Committee:
1- Professor/ Abdulshafi Abu Alfadhel , a supervisor
2- Dr.: Amr Hadher Al-Kebesi
3- Dr.: Faisal Bin Hamoud Al-Amaj
Defence Date: 08/04/1428 H - 25/04/2007.

Member
Member

Research Problem:
Through the researcher living to the real situation of the work at Aljouf Area Police, he
noticed a number of indications that he get some findings that there is some defects at the
applied system and motivations for the employees whether financial or spiritual motivations
for individuals, or officers that will have negative effect on the employees' satisfaction. Thus
the idea of the research comes to search for the motivation role for achieving the job
satisfaction between the employees at Aljouf Area Police.

Research Importance:
The importance of the research derived from the following:
1- The importance of the job satisfaction for the employees at Aljouf Area Police.
2- The importance of the applied motivation systems at Aljouf Area Police.
3- The relation between the motivation systems and employees' satisfaction.
4- Researcher's recommendations the extent of their benefits at the practical side.
5- This research had been applied at one of the importance sectors (Aljouf Area Police) in
addition to applying it at a new geography area (Aljouf Area).

Research Objectives:
1- Recognizing the type of financial motivations introduced to the employees at Aljouf Area
Police.
2- Recognizing the type of spiritual motivation introduced to the employees at Aljouf Area
police.
3- Knowing the extent of the employees' satisfaction at Aljouf Area Police at the working
area.
4- Recognizing the relationship between applied motivation systems for the employees at
Aljouf Area Police and Job Satisfaction for those employees.

Research Hypotheses / Questions:
1- What are the types of financial motivation introduced to the employees (officers and
individuals) at Aljouf Area Police?
2- What are the types of spiritual motivation introduced to the employees (officers and
individuals) at Aljouf Area Police?
3- What is the extent of the employees' satisfaction at Aljouf Area Police at the working
area?
4- What is the relationship between applied motivation systems for the employees at Aljouf
Area Police and Job Satisfaction for those employees?

Research Methodology:
Through this study the researcher used the descriptive analytic method.

Main Results:
1- The financial motivation introduce in a little way to the employees (Officers and
Individuals) at Aljouf Area Police.
2- There are no spiritual motivation introduce to the employees (officers and individuals) at
Aljouf Area Police.
3- The research individuals satisfied with work environment at Aljouf Area Police.
4- There are a contrast relation with statistical evidences between applying financial and
spiritual motivation and job satisfaction at the working environment.

‫ﻓﻬﺮس اﻟﻤﻮﺿﻮﻋﺎت‬
‫اﻟﺼﻔﺤﺔ‬

‫اﻟﻤﻮﺿﻮﻋـــــﺎت‬
‫اﻹهﺪاء‬

‫أ‬

‫ﺷﻜﺮ وﺗﻘﺪﻳﺮ‬

‫ب‬

‫ﻓﻬﺮس اﻟﻤﻮﺿﻮﻋﺎت‬

‫ت‬

‫ﻗﺎﺋﻤﺔ اﻟﺠﺪاول واﻷﺷﻜﺎل‬

‫ح‬

‫اﻟﻔﺼﻞ اﻷول ‪ :‬ﻣﺪﺧﻞ اﻟﺒﺤﺚ‬

‫‪١‬‬

‫ﻻ ‪ :‬ﻣﻘـــــــــــﺪﻣـــــــــﺔ‬
‫أو ً‬

‫‪٢‬‬

‫ﺛﺎﻧﻴًﺎ ‪ :‬ﻣﺸﻜﻠــــﺔ اﻟﺒﺤـــــﺚ‬

‫‪٤‬‬

‫ﺛﺎﻟﺜًﺎ ‪ :‬ﺗﺴــــﺎؤﻻت اﻟﺒﺤــﺚ‬

‫‪٥‬‬

‫راﺑﻌـًﺎ ‪ :‬أهــــــﺪاف اﻟﺒﺤـﺚ‬

‫‪٥‬‬

‫ﺧﺎﻣﺴًﺎ ‪ :‬أهﻤﻴــــﺔ اﻟﺒﺤــــﺚ‬

‫‪٥‬‬

‫ﺳﺎدﺳًﺎ ‪ :‬ﻣﺼﻄﻠﺤﺎت اﻟﺒﺤﺚ‬

‫‪٦‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ ‪ :‬اﻹﻃﺎر اﻟﻨﻈﺮي واﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬

‫‪٧‬‬

‫اﻟﻤﺒﺤﺚ اﻷول ‪ :‬اﻟﺤﻮاﻓﺰ‬

‫‪٨‬‬

‫ﻻ ‪ :‬ﺗﻌﺮﻳﻒ اﻟﺤﻮاﻓﺰ‬
‫أو ً‬

‫‪٨‬‬

‫ﺛﺎﻧﻴًﺎ ‪ :‬أهﻤﻴﺔ اﻟﺤﻮاﻓﺰ‬

‫‪١٠‬‬

‫ﺛﺎﻟﺜــًﺎ‪ :‬اﻟﺘﻄﻮر اﻟﺘﺎرﻳﺨﻲ ﻟﻠﺤﻮاﻓﺰ‬

‫‪١١‬‬

‫راﺑﻌًﺎ ‪ :‬أﻧﻮاع اﻟﺤﻮاﻓﺰ‬

‫‪١٢‬‬

‫‪ ١‬ـ ﻣﻦ ﺣﻴﺚ ﻃﺒﻴﻌﺘﻬﺎ أو ﻗﻴﻤﺘﻬﺎ‬

‫‪١٢‬‬

‫‪ ٢‬ـ ﻣﻦ ﺣﻴﺚ أﺛﺮهﺎ أو ﻓﺎﻋﻠﻴﺘﻬﺎ‬

‫‪٢٠‬‬

‫‪ ٣‬ـ ﻣﻦ ﺣﻴﺚ اﻹﻃﺮاف ذات اﻟﻌﻼﻗﺔ أو اﻟﻤﺴﺘﻔﻴﺪون‬

‫‪٢٣‬‬

‫‪ ٤‬ـ ﻣﻦ ﺣﻴﺚ ارﺗﺒﺎﻃﻬﺎ‬

‫‪٢٦‬‬

‫ﺧﺎﻣﺴًﺎ ‪ :‬ﻧﻈﺮﻳﺎت اﻟﺤﻮاﻓﺰ‬

‫‪٢٨‬‬

‫ﺳﺎدﺳ ًﺎ ‪ :‬اﻟﺼﻌﻮﺑﺎت اﻟﺘﻲ ﺗﻌﺘﺮض ﻧﺠﺎح اﻟﺤﻮاﻓﺰ‬

‫‪٣٧‬‬

‫ﺳﺎﺑﻌًﺎ ‪ :‬ﺷﺮوط ﻧﺠﺎح اﻟﺤﻮاﻓﺰ‬

‫‪٣٨‬‬
‫ت‬

‫ﺍﳌﻮﺿــــــﻮﻉ‬
‫ﺛﺎﻣﻨًﺎ‪ :‬اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻰ أﻧﻈﻤﺔ اﻟﺤﻮاﻓﺰ‬

‫ﺍﻟﺼﻔﺤﺔ‬
‫‪٣٩‬‬
‫‪٤٤‬‬

‫اﻟﻤﺒﺤﺚ اﻟﺜﺎﻧﻲ ‪ :‬اﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬
‫ﻻ ‪ :‬ﻣﻔﻬﻮم اﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬
‫أو ً‬

‫‪٤٤‬‬

‫ﺛﺎﻧﻴًﺎ ‪ :‬أهﻤﻴﺔ اﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬

‫‪٤٦‬‬

‫ﺛﺎﻟﺜـًﺎ ‪ :‬ﺧﺼﺎﺋﺺ اﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬

‫‪٤٨‬‬

‫راﺑﻌًﺎ ‪ :‬ﻋﻮاﻣﻞ اﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬

‫‪٤٩‬‬

‫ﺧﺎﻣﺴًﺎ ‪ :‬اﻟﻌﻼﻗﺔ ﺑﻴﻦ اﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ واﻷداء‬

‫‪٥٤‬‬

‫اﻟﻤﺒﺤﺚ اﻟﺜﺎﻟﺚ ‪ :‬اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬

‫‪٥٦‬‬

‫ﻻ ‪ :‬اﻟﺪراﺳﺎت اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺤﻮاﻓﺰ‬
‫أو ً‬

‫‪٥٦‬‬

‫ﺛﺎﻧﻴًﺎ ‪ :‬اﻟﺪراﺳﺎت اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬

‫‪٥٩‬‬

‫ﺛﺎﻟﺜـًﺎ ‪ :‬اﻟﺪراﺳﺎت اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻼﻗﺔ ﺑﻴﻦ اﻟﺤﻮاﻓﺰ واﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬

‫‪٦٠‬‬

‫راﺑﻌًﺎ ‪ :‬اﻟﺘﻌﻘﻴﺐ ﻋﻠﻰ اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬

‫‪٦١‬‬
‫‪٦٣‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪ :‬ﻣﻨﻬﺠﻴﺔ اﻟﺒﺤﺚ وإﺟﺮاءاﺗﻪ‬
‫ﻻ ‪ :‬ﻣﻨﻬﺞ اﻟﺒﺤﺚ‬
‫أو ً‬

‫‪٦٤‬‬

‫ﺛﺎﻧﻴًﺎ ‪ :‬ﺣﺪود اﻟﺒﺤﺚ‬

‫‪٦٥‬‬

‫ﺛﺎﻟﺜـًﺎ ‪ :‬ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ‬

‫‪٦٥‬‬

‫راﺑﻌًﺎ ‪ :‬ﻋﻴﻨﺔ اﻟﺒﺤﺚ‬

‫‪٦٦‬‬

‫ﺧﺎﻣﺴﺎ ‪ :‬أداة اﻟﺒﺤﺚ‬

‫‪٦٦‬‬

‫ﺳﺎدﺳًﺎ ‪ :‬إﺟﺮاءات ﺗﻄﺒﻴﻖ اﻟﺒﺤﺚ‬

‫‪٧١‬‬

‫ﺳﺎﺑﻌ ًﺎ ‪ :‬أﺳﺎﻟﻴﺐ اﻟﻤﻌﺎﻟﺠﺔ اﻹﺣﺼﺎﺋﻴﺔ‬

‫‪٧٢‬‬
‫ث‬

‫‪٧٤‬‬

‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ‪ :‬ﻋﺮض وﺗﺤﻠﻴﻞ ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ‬
‫ﻻ ‪ :‬اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﻌﻠﻘﺔ ﺑﻮﺻﻒ أﻓﺮاد اﻟﺒﺤﺚ‬
‫أو ً‬

‫‪٧٦‬‬

‫ﺛﺎﻧﻴًﺎ ‪ :‬اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺘﺴﺎؤﻻت اﻟﺒﺤﺚ وﺗﻔﺴﻴﺮهﺎ‬

‫‪٨١‬‬

‫‪ ١‬ـ اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺄﻧﻮاع اﻟﺤﻮاﻓﺰ اﻟﻤﺎدﻳﺔ اﻟﻤﻘﺪﻣﺔ ﻟﻠﻌﺎﻣﻠﻴﻦ‬

‫‪٨١‬‬

‫‪ ٢‬ـ اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺄﻧﻮاع اﻟﺤﻮاﻓﺰ اﻟﻤﻌﻨﻮﻳﺔ اﻟﻤﻘﺪﻣﺔ ﻟﻠﻌﺎﻣﻠﻴﻦ‬

‫‪٨٦‬‬

‫‪ ٣‬ـ اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﺪى رﺿﺎ اﻟﻌﺎﻣﻠﻴﻦ ﻋﻦ ﺑﻴﺌﺔ اﻟﻌﻤﻞ اﻟﻮﻇﻴﻔﻲ‬

‫‪٩١‬‬

‫‪ ٤‬ـ اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺗﻄﺒﻴﻖ اﻟﺤﻮاﻓﺰ اﻟﻤﺎدﻳﺔ واﻟﻤﻌﻨﻮﻳﺔ واﻟﺮﺿﺎ ﻋﻦ ﺑﻴﺌﺔ‬
‫اﻟﻌﻤﻞ اﻟﻮﻇﻴﻔﻴﺔ‬

‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ ‪ :‬أهﻢ ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ و ﺗﻮﺻﻴﺎﺗﻪ ‪.‬‬

‫‪٩٥‬‬
‫‪٩٦‬‬

‫ﻻ ‪ :‬أهﻢ اﻟﻨﺘﺎﺋﺞ واﻟﺘﻮﺻﻴﺎت اﻟﺨﺎﺻﺔ اﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﺤﺎور اﻟﺒﺤﺚ‬
‫أو ً‬

‫‪٩٧‬‬

‫ﺛﺎﻧﻴًﺎ ‪ :‬اﻟﺘﻮﺻﻴﺎت اﻟﻌﺎﻣﺔ‬

‫‪١٠٠‬‬

‫اﻟﻤﺮاﺟــﻊ‬

‫‪١٠١‬‬

‫اﻟﻤﻼﺣـﻖ‬

‫‪١١١‬‬

‫ﻻ‪ :‬ﻗﺎﺋﻤﺔ ﺑﺄﺳﻤﺎء اﻟﻤﺤﻜﻤﻴﻦ‬
‫أو ً‬

‫‪١١٢‬‬

‫ﺛﺎﻧﻴًﺎ‪ :‬اﻻﺳﺘﺒﺎﻧﺔ‬

‫‪١١٣‬‬

‫ج‬

‫ﻗﺎﺋﻤﺔ ﺍﳉﺪﺍﻭﻝ‬
‫ﺍﻟﺮﻗﻢ‬

‫ﻋﻨﻮﺍﻥ ﺍﳉﺪﻭﻝ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫‪١‬‬

‫ﻣﻌﺎﻣﻼت ارﺗﺒﺎط ﺑﻴﺮﺳﻮن ﻟﻌﺒﺎرات اﻟﻤﺤﻮر اﻷول ﺑﺎﻟﺪرﺟﺔ اﻟﻜﻠﻴﺔ ﻟﻠﻤﺤﻮر‬

‫‪٦٩‬‬

‫‪٢‬‬

‫ﻣﻌﺎﻣﻼت ارﺗﺒﺎط ﺑﻴﺮﺳﻮن ﻟﻌﺒﺎرات اﻟﻤﺤﻮر اﻟﺜﺎﻧﻲ ﺑﺎﻟﺪرﺟﺔ اﻟﻜﻠﻴﺔ ﻟﻠﻤﺤﻮر‬

‫‪٦٩‬‬

‫‪٣‬‬

‫ﻣﻌﺎﻣﻼت ارﺗﺒﺎط ﺑﻴﺮﺳﻮن ﻟﻌﺒﺎرات اﻟﻤﺤﻮر اﻟﺜﺎﻟﺚ ﺑﺎﻟﺪرﺟﺔ اﻟﻜﻠﻴﺔ ﻟﻠﻤﺤﻮر‬

‫‪٧٠‬‬

‫‪٤‬‬

‫ﻣﻌﺎﻣﻞ أﻟﻔﺎ آﺮوﻧﺒﺎخ ﻟﻘﻴﺎس ﺛﺒﺎت ﻣﺤﺎور أداة اﻟﺪراﺳﺔ‬

‫‪٧١‬‬

‫‪٥‬‬

‫ﺗﻮزﻳﻊ أﻓﺮاد ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ وﻓﻖ ﻣﺘﻐﻴﺮ اﻟﺮﺗﺒﺔ اﻟﻌﺴﻜﺮﻳﺔ‬

‫‪٧٦‬‬

‫‪٦‬‬

‫ﺗﻮزﻳﻊ أﻓﺮاد ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ وﻓﻖ ﻣﺘﻐﻴﺮ اﻟﻌﻤﺮ‬

‫‪٧٧‬‬

‫‪٧‬‬

‫ﺗﻮزﻳﻊ أﻓﺮاد ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ وﻓﻖ ﻣﺘﻐﻴﺮ اﻟﻮﻇﻴﻔﺔ‬

‫‪٧٨‬‬

‫‪٨‬‬

‫ﺗﻮزﻳﻊ أﻓﺮاد ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ وﻓﻖ ﻣﺘﻐﻴﺮ اﻟﻤﺆهﻞ اﻟﻌﻠﻤﻲ‬

‫‪٧٨‬‬

‫‪٩‬‬

‫ﺗﻮزﻳﻊ أﻓﺮاد ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ وﻓﻖ ﻣﺘﻐﻴﺮ اﻟﺤﺎﻟﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫‪٧٩‬‬

‫‪١٠‬‬

‫ﺗﻮزﻳﻊ أﻓﺮاد ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ وﻓﻖ ﻣﺘﻐﻴﺮ ﻣﺪة اﻟﺨﺪﻣﺔ ﻓﻲ اﻟﻌﻤﻞ اﻟﺤﺎﻟﻲ‬

‫‪٨٠‬‬

‫‪١١‬‬

‫اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺄﻧﻮاع اﻟﺤﻮاﻓﺰ اﻟﻤﺎدﻳﺔ‬

‫‪٨١‬‬

‫‪١٢‬‬

‫اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺄﻧﻮاع اﻟﺤﻮاﻓﺰ اﻟﻤﻌﻨﻮﻳﺔ‬

‫‪٨٦‬‬

‫‪١٣‬‬

‫اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﺪى رﺿﺎ اﻟﻌﺎﻣﻠﻴﻦ ﻋﻦ ﺑﻴﺌﺔ اﻟﻌﻤﻞ اﻟﻮﻇﻴﻔﻲ‬

‫‪٩١‬‬

‫‪١٤‬‬

‫ﻧﺘ ﺎﺋﺞ اﻟﻌﻼﻗ ﺔ ﺑ ﻴﻦ ﺗﻄﺒﻴ ﻖ اﻟﺤ ﻮاﻓﺰ اﻟﻤﺎدﻳ ﺔ واﻟﻤﻌﻨﻮﻳ ﺔ واﻟﺮﺿ ﺎ ﻋ ﻦ ﺑﻴﺌ ﺔ‬
‫اﻟﻌﻤﻞ اﻟﻮﻇﻴﻔﻲ‬

‫‪٩٥‬‬

‫ﻗﺎﺋﻤﺔ ﺍﻷﺷﻜﺎﻝ‬
‫ﺍﻟﺮﻗﻢ‬
‫‪١‬‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﻋﻨﻮﺍﻥ ﺍﻟﺸﻜﻞ‬

‫‪٣١‬‬

‫اﻟﺘﺪرج اﻟﻬﺮﻣﻲ ﻟﻠﺤﺎﺟﺎت اﻹﻧﺴﺎﻧﻴﺔ‬

‫ح‬

‫@ @‬

‫اﻟﻔﺼﻞ اﻷول‬

‫ﻣﺪﺧـــﻞ اﻟﺒﺤﺚ‬

‫ﻻ ‪ :‬اﻟﻤﻘــــــﺪﻣـــــــــﺔ‬
‫أو ً‬
‫ﺛﺎﻧﻴــــًﺎ ‪ :‬ﻣﺸﻜﻠــــﺔ اﻟﺒﺤــﺚ‬
‫ﺛﺎﻟﺜــــًﺎ ‪ :‬ﺗﺴـــﺎؤﻻت اﻟﺒﺤﺚ‬
‫راﺑﻌــًﺎ ‪ :‬أهـــــــﺪاف اﻟﺒﺤﺚ‬
‫ﺧﺎﻣﺴًﺎ ‪ :‬أهﻤﻴـــــﺔ اﻟﺒﺤــــﺚ‬
‫ﺳﺎدﺳًﺎ ‪ :‬ﻣﺼﻄﻠﺤﺎت اﻟﺒﺤﺚ‬

‫‪١‬‬

‫ﺍﻟﻔﺼـﻞ ﺍﻷﻭﻝ‬
‫ﻣﺪﺧـﻞ ﺍﻟﺒﺤﺚ‬
‫ﺃﻭ ﹰﻻ ‪ :‬ﺍﳌﻘﺪﻣـﺔ‪:‬‬
‫ﻳﻌﺘﱪ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻣﻦ ﺃﻫﻢ ﻋﻨﺎﺻﺮ ﺍﻹﻧﺘﺎﺝ ‪ ،‬ﻭﻷﳘﻴﺔ ﺩﻭﺭﺓ ﰲ ﳒﺎﺡ ﺃﻱ ﻣﻨﻈﻤﺔ )ﺍﻗﺘﺼﺎﺩﻳﺔ ‪،‬‬
‫ﺻﺤﻴﺔ ‪ ،‬ﺃﻣﻨﻴﺔ ‪......،‬ﺇﱁ ( ‪ ،‬ﺗﻮﱄ ﺍﻟﻘﻴﺎﺩﺍﺕ ﻓﻴﻬﺎ ﻋﺎﺩﺓ ﺍﻫﺘﻤﺎﻣﹰﺎ ﺭﺋﻴﺴﻴﹰﺎ ﺑﻪ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺤﺚ ﻋﻦ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺇﻧﺘﺎﺟﻴﺔ ﻭﻛﻔﺎﺀﺓ ﺍﻟﻌﺎﻣﻠﲔ ﺳﻠﺒﺎ ﺃﻭ ﺇﳚﺎﺑﹰﺎ‪.‬‬
‫ﻭﻳﺴﻌﻰ ﺍﳌﺴﺌﻮﻟﻮﻥ ﻋﻦ ﺇﺩﺍﺭﺓ ﺷﺆﻭﻥ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺇﱃ ﺃﻥ ﻳﺼﻞ ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﺇﻧﺘﺎﺟﻴﺘﻬﻢ ﺇﱃ‬
‫ﺃﻗﺼﻰ ﻛﻔﺎﺀﺓ ﳑﻜﻨﻪ ‪ ،‬ﻭﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ ﺍﳍﺪﻑ ﺗﻌﻤﻞ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺍﺕ ﻋﻠﻰ ﺗﻮﻓﲑ ﺍﻟﻌﻤﺎﻟﺔ ﺍﳉﻴﺪﺓ ﺍﳌﺆﻫﻠﺔ‬
‫ﺳﻮﺍﺀ ﻋﻨﺪ ﺍﺧﺘﻴﺎﺭﻫﻢ ﻟﺸﻐﻞ ﺍﻟﻮﻇﺎﺋﻒ ﺃﻭ ﺍﳊﺮﺹ ﻋﻠﻰ ﺗﺪﺭﻳﺒﻬﻢ ﻭﺇﻛﺴﺎ‪‬ﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺑﻌﺪ‬
‫ﺗﻌﻴﻴﻨﻬﻢ ﻣﻦ ﺍﺟﻞ ﺭﻓﻊ ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻟﺪﻳﻬﻢ ‪ ،‬ﻭﻟﻜﻦ ﺍﳌﻘﺪﺭﺓ ﻭﺣﺪﻫﺎ ﻏﲑ ﻛﺎﻓﻴﻪ ﻟﻜﻲ ﻳﻌﻤﻞ‬
‫ﺍﳌﻮﻇﻒ )ﺍﻟﻌﺎﻣﻞ ( ﺑﺄﻗﺼﻰ ﻛﻔﺎﺀﺓ ﳑﻜﻨﻪ ﺇﺫﺍ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﺩﺍﻓﻊ ﻳﺪﻓﻌﻪ ﻟﻠﻌﻤﻞ ‪ ،‬ﺣﻴﺚ ﺃﻥ ﻛﻔﺎﺀﺓ ﺍﻟﻔﺮﺩ‬
‫ﺗﺘﻮﻗﻒ ﻋﻠﻰ ﻋﻨﺼﺮﻳﻦ ﺃﺳﺎﺳﻴﲔ ﳘﺎ‪ :‬ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺮﻏﺒﺔ ﻓﻴﻪ ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻓﻴﻤﺎ‬
‫ﳝﺘﻠﻜﻪ ﺍﻟﻔﺮﺩ ﻣﻦ ﻣﻬﺎﺭﺍﺕ ﻭﻣﻌﺎﺭﻑ ﻭﻗﺪﺭﺍﺕ ‪ ،‬ﻭﺍﻟﱵ ﻳﻜﺘﺴﺒﻬﺎ ﺍﻟﻔﺮﺩ ﺑﺎﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳋﱪﺓ‬
‫ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﺑﺎﻻﺿﺎﻓﻪ ﺇﱃ ﺍﻻﺳﺘﻌﺪﺍﺩ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻔﺮﺩ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﱵ ﻳﻨﻤﻴﻬﺎ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬
‫ﺃﻣﺎ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﻌﻤﻞ ﻓﺘﻤﺜﻠﻬﺎ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﺪﻓﻊ ﺳﻠﻮﻛﻪ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﳛﻘﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫)ﺭﺳﻼﻥ ‪١٩٧٨،‬ﻡ ‪ ،‬ﺹ‪( ٣‬‬

‫ﻭﺍﳊﻮﺍﻓﺰ ﺗﺘﻤﺜﻞ ﰲ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﳌﺆﺛﺮﺍﺕ ﻭﺍﳌﻐﺮﻳﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺗﺸﺠﻊ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺯﻳﺎﺩﺓ‬
‫ﺃﺩﺍﺋﻪ‪،‬ﻭﺗﻘﺪﻡ ﻧﺘﻴﺠﺔ ﻵﺩﺍﺀﻩ ﺍﳌﺘﻔﻮﻕ ﻭﺍﳌﺘﻤﻴﺰ‪،‬ﻭﺗﺆﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﺭﺿﺎﺀﻩ ﻭﻭﻻﺀﻩ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﺇﱃ‬
‫ﺯﻳﺎﺩﺓ ﺃﺩﺍﺀﻩ ﻭﺇﻧﺘﺎﺟﻪ ﻣﺮﺓ ﺃﺧﺮﻯ‪) ،‬ﺃﺑﻮ ﺍﻟﻜﺸﻚ‪،٢٠٠٦ ،‬ﺹ‪ (١٣٣‬ﻭﺍﳊﻮﺍﻓﺰ ﻣﺘﻌﺪﺩﺓ ﻭﻣﺘﻨﻮﻋﺔ ﻓﻴﻤﻜﻦ ﺃﻥ‬

‫‪٢‬‬

‫ﺗﻜﻮﻥ ﺍﳚﺎﺑﻴﺔ ﺃﻭ ﺳﻠﺒﻴﺔ ﻭﳝﻜﻦ ﺃﻥ ﺗﻘﺪﻡ ﺑﺸﻜﻞ ﻓﺮﺩﻱ ﺃﻭ ﲨﺎﻋﻲ ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﰲ ﺷﻜﻞ ﲢﻔﻴﺰ‬
‫ﻣﺎﺩﻱ ﻣﻠﻤﻮﺱ ﺃﻭ ﻣﻌﻨﻮﻱ‪.‬‬
‫ﻭﺍﳊﻮﺍﻓﺰ ﻣﺮﺕ ﲟﺮﺍﺣﻞ ﺗﻄﻮﺭ ﻣﻦ ﺧﻼﳍﺎ ﺗﺒﻠﻮﺭﺕ ﺻـﻮﺭ‪‬ﺎ ﺍﻟـﱵ ﻧﺮﺍﻫـﺎ ‪‬ـﺎ ﺍﻵﻥ ﻓﺒـﺪﺃﺕ‬
‫ﺑﺎﳌﺮﺣﻠﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﻫﻲ ﲤﺜﻞ ﻧﻘﻄﺔ ﺍﻹﻧﻄﻼﻕ ﻭﰎ ﺍﻟﺘﺮﻛﻴﺰ ﻓﻴﻬـﺎ ﻓﻘـﻂ ﻋﻠـﻰ ﺍﳊـﻮﺍﻓﺰ ﺍﳌﺎﺩﻳـﺔ‪ ،‬ﰒ‬
‫ﺃﻋﻘﺒﺘﻬﺎ ﻣﺮﺣﻠﺔ ﻣﺪﺭﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﱵ ﺍﻫﺘﻤـﺖ ﺑـﺎﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳـﺔ ﲜﺎﻧـﺐ ﺍﳌﺎﺩﻳـﺔ ‪،‬ﰒ‬
‫ﺟﺎﺀﺕ ﺍﳌﺮﺣﻠﺔ ﺍﳊﺪﻳﺜﺔ ﻭﺍﻟﱵ ﺭﺑﻄﺖ ﺑﲔ ﺍﳊـﻮﺍﻓﺰ )ﻣﺎﺩﻳـﺔ ﻭﻣﻌﻨـﻮﻱ( ﻭﻣـﺪﻯ‬

‫ﺍﻷﺩﺍﺀ‪) ،‬ﺍﻟﻌﺎﺋـﺪﻱ‪،‬‬

‫‪١٩٩٦‬ﻡ‪ ،‬ﺹ‪ (٢٤-٢٣‬ﻭﻣﺎ ﺑﲔ ﻫﺬﻩ ﺍﻟﺮﺅﻯ ﻭﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﻼﺛﺔ ﺗﺘﺒﺎﻳﻦ ﻣﻮﺍﻗـﻒ ﻣـﻦ ﻳﺘﻌـﺎﻣﻠﻮﻥ ﻣـﻊ‬
‫ﻣﻮﺿﻮﻉ ﺍﳊﻮﺍﻓﺰ ﲝﺜﺎ ﻭﺩﺭﺍﺳﺔ ﻭﺗﻄﺒﻴﻘﹰﺎ‪.‬‬
‫ﻓﺎﳊﻮﺍﻓﺰ ﺗﻮﻗﻆ ﺍﳊﻤﺎﺱ ﻭﺍﻟﺪﺍﻓﻌﻴﺔ ﻭﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﻌﻤﻞ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻞ )ﺃﻱ ﻛﺎﻥ ﳎﺎﻝ ﻋﻤﻠﻪ( ﳑﺎ‬
‫ﻳﻨﻌﻜﺲ ﺇﳚﺎﺑﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻌﺎﻡ ﻭﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻛﻤﺎ ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻟﻔﺮﺩ‬
‫ﻭﺍﳌﻨﻈﻤﺔ ﻭﺗﺪﻓﻊ ﺍﻟﻌﺎﻣﻠﲔ ﺇﱃ ﺍﻟﻌﻤﻞ ﺑﻜﻞ ﻣﺎ ﳝﻠﻜﻮﺍ ﻣﻦ ﻗﻮﺓ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﺳﻮﻣﺔ ﻟﻠﻤﻨﻈﻤﺔ‪،‬ﻛﻤﺎ‬
‫ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺗﻌﻤﻞ ﻋﻠﻰ ﻣﻨﻊ ﺷﻌﻮﺭ ﺍﻟﻔﺮﺩ ﺑﺎﻹﺣﺒﺎﻁ ﻭﺗﺪﻓﻊ ﺍﻟﻌﺎﻣﻞ ﺇﱃ ﺍﳌﺜﺎﺑﺮﺓ ﰲ ﻋﻤﻠﻪ ﻭﲡﻌﻞ ﻛﻔﺎﺀﺗﻪ‬
‫ﻋﺎﻟﻴﺔ ‪) .‬ﻳﻮﻧﺲ ‪٢٠٠٠،‬ﻡ‪ ،‬ﺹ‪.(١٦‬‬
‫ﻭﻟﻘﺪ ﺗﺒﺎﻳﻨﺖ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﳎﺎﻝ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺴﺌﻮﻟﲔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﳓﻮ ﺍﳊﻮﺍﻓﺰ‬
‫ﻭﺩﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ ‪ ،‬ﻭﺗﺄﺛﲑﻫﺎ ﺍﳌﺒﺎﺷﺮ ﻭﻏﲑ ﺍﳌﺒﺎﺷﺮ ﰲ ﺩﻓﻊ ﺳﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ‪ ،‬ﻭﻋﻦ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻼﺋﻤﺔ ﳉﻤﻴﻊ‬
‫ﻓﺌﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ‪ ،‬ﻭﺍﻷﺳﺲ ﺍﻟﱵ ﻳﺘﻢ ﲟﻮﺟﺒﻬﺎ ﻭﺿﻊ ﻧﻈﻢ ﺍﳊﻮﺍﻓﺰ ﻭﺍﻟﺘﺨﻄﻴﻂ ﳍﺎ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ‬
‫ﻣﻌﻮﻗﺎﺕ ﺗﻨﻔﻴﺬ ﻧﻈﻢ ﺍﳊﻮﺍﻓﺰ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻣﺎﺩﻳﺔ ﺃﻭ ﻣﻌﻨﻮﻳﺔ ‪.‬‬
‫ﻭﻳﺘﻨﺎﻭﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺩﻭﺭﻫﺎ ﰲ ﲢﻘﻴﻖ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ‪ ،‬ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ‬
‫ﺍﳍﺎﻣﺔ‪،‬ﺣﻴﺚ ﻳﺸﲑ ﺇﱃ ﺷﻌﻮﺭ ﺍﻟﻔﺮﺩ ﺑﺎﻟﺴﻌﺎﺩﺓ ﻭﺍﻻﺭﺗﻴﺎﺡ ﺃﺛﻨﺎﺀ ﺃﺩﺍﺋﻪ ﻟﻌﻤﻠﻪ‪) ،‬ﺍﻟﻔﺎﱀ‪٢٠٠١.‬ﻡ‪،‬ﺹ‪. (٧١‬‬
‫ﻭﻳﺘﻨﺎﻭﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺩﻭﺭ ﺍﳊﻮﺍﻓﺰ ﰲ ﲢﻘﻴﻖ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﰲ ﳎﺎﻝ ﺫﻭ ﺧﺼﻮﺻﻴﺔ ﻣﺘﻤﻴﺰﺓ ﻭﻫﻮ‬
‫ﺍ‪‬ﺎﻝ ﺍﻷﻣﲏ ‪ ،‬ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﳍﺎﻣﺔ ﺟﺪﺍ ﻟﻜﻞ ﺃﻓﺮﺍﺩ ﺍ‪‬ﺘﻤﻊ ﻓﻼ ﻳﻮﺟﺪ ﳎﺘﻤﻊ ﺑﺪﻭﻥ ﺃﻣﻦ ﻭﻣﻦ‬
‫ﳛﻘﻖ ﺍﻷﻣﻦ ﺣﱴ ﻳﺆﺩﻱ ﺩﻭﺭﻩ ﺑﻔﺎﻋﻠﻴﺔ ﻭﻛﻔﺎﺀﺓ ﻭﳘﺔ ﻭﻧﺸﺎﻁ ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﻌﻘﻮﻟﺔ ﻣﻦ‬

‫‪٣‬‬

‫ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ‪،‬ﻭﺣﱴ ﻳﺘﺤﻘﻖ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﺮﺟﻞ ﺍﻷﻣﻦ ﻓﻼ ﺑﺪ ﺃﻥ ﻧﺪﺭﺱ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻓﻴﻪ‬
‫ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺆﺩﻱ ﺇﱃ ﺣﺪﻭﺛﻪ‪.‬‬

‫ﺛﺎﻧﻴﹰﺎ ‪ :‬ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻟﻘﺪ ﺃﻇﻬﺮﺕ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﳘﻴﺔ ﺍﳊﻮﺍﻓﺰ ﺑﺸﻜﻞ ﻋﺎﻡ )ﻣﺎﺩﻳﺔ ﺃﻭ ﻏﲑ ﻣﺎﺩﻳﺔ( ﰲ ﲢﻘﻴﻖ‬
‫ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻛﻤﺎ ﺃﻇﻬﺮﺕ ﳎﻤﻮﻋﺔ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﳘﻴﺔ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﰲ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﻨﺎﻣﻴﺔ ﺑﺼﻔﺔ ﺧﺎﺻﺔ‪) ،‬ﺍﻟﻌﺪﻳﻠﻲ ‪١٩٨٦،‬ﻡ ‪،‬‬

‫ﺹ‪.(٢٢٤‬‬

‫ﻭﻳﺘﻀﺢ ﺟﻠﻴﺎ ﺃﳘﻴﺔ ﺍﳊﻮﺍﻓﺰ ﰲ ﳎﺎﻝ ﺍﻟﻌﻤﻞ ﻭﺍﻧﻌﻜﺎﺳﺎ‪‬ﺎ ﺍﻹﳚﺎﺑﻴﺔ ﻋﻠﻰ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﻌﺎﻣﻠﲔ ﳑﺎ‬
‫ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﺇﻧﺘﺎﺟﻴﺘﻬﻢ ﻭﺍﻧﺘﻤﺎﺋﻬﻢ ﳌﻨﻈﻤﺎ‪‬ﻢ‪.‬‬
‫ﻭﻋﻠﻰ ﺿﻮﺀ ﺧﱪﺓ ﺍﻟﺒﺎﺣﺚ ﻭﻣﻌﺎﻳﺸﺘﻪ ﻟﻠﻌﺎﻣﻠﲔ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﻮﺟﻮﺩ ﻋﺪﺩ‬
‫ﻣﻦ ﺍﳌﺆﺷﺮﺍﺕ ﺍﻟﱵ ﻗﺪ ﻳﺴﺘﻨﺘﺞ ﻣﻨﻬﺎ ﻭﺟﻮﺩ ﺑﻌﺾ ﺃﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ ﰲ ﻧﻈﻢ ﻭﺃﺳﺎﻟﻴﺐ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ‪ ،‬ﺳﻮﺍﺀ ﻛﺎﻥ ﻣﺎﻳﺘﻌﻠﻖ ﺑﺎﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﺮﺍﺩ ﺃﻭ ﻟﻠﻀﺒﺎﻁ ﳑﺎ ﳝﻜﻦ ﺃﻥ‬
‫ﻳﻨﻌﻜﺲ ﺳﻠﺒﺎ ﻋﻠﻰ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬
‫ﻭﻳﺸﲑ ﺭﺳﻼﻥ )‪١٩٧٨‬ﻡ( ﺇﱃ ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺃﺷﺎﺭﻭﺍ ﺇﱃ ﺃﻥ ﻣﻮﺿﻊ ﺍﳊﻮﺍﻓﺰ ﻭﻣﺎ ﻳﺘﺮﺗﺐ‬
‫ﻋﻠﻴﺔ ﻣﻦ ﻧﺘﺎﺋﺞ ) ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ( ﻳﺘﻄﻠﺐ ﻣﺪﺍﻭﻣﺔ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﳊﻮﺍﻓﺰ‬
‫ﺍﳌﻼﺋﻤﺔ ﻭﻣﺘﺎﺑﻌﺔ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﱵ ﲢﺪﺙ ﰲ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻠﺰﻡ‬
‫ﲡﺪﻳﺪ ﺍﳊﻮﺍﻓﺰ ﻭﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﻓﻴﻬﺎ‪.‬‬
‫ﻭﻋﻠﻰ ﺿﻮﺀ ﺫﻟﻚ ﻓﺎﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﺴﻌﻰ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﻧﻈﻢ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻄﺒﻘﺔ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ‬
‫ﺍﳉﻮﻑ ﻭﻣﺪﻯ ﺗﺄﺛﲑﻫﺎ ﺇﳚﺎﺑﺎ ﺃﻭ ﺳﻠﺒﺎ ﻋﻠﻰ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﺿﺒﺎﻁ ﻭﺃﻓﺮﺍﺩ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﺗﻠﺨﻴﺺ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﻣﺎ ﻫﻮ ﺩﻭﺭ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺷﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ ﰲ ﲢﻘﻴﻖ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﺪﻯ‬
‫ﻫﺆﻻﺀ ﺍﻟﻌﺎﻣﻠﲔ؟‬

‫‪٤‬‬

‫ﺛﺎﻟﺜﹰﺎ ‪ :‬ﺗﺴﺎﺅﻻﺕ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﳛﺎﻭﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ -١‬ﻣﺎ ﻫﻲ ﺃﻧﻮﺍﻉ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻌﺎﻣﻠﲔ )ﺿﺒﺎﻁ ﻭﺃﻓﺮﺍﺩ (ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ؟‬
‫‪ -٢‬ﻣﺎ ﻫﻲ ﺃﻧﻮﺍﻉ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻌﺎﻣﻠﲔ )ﺿﺒﺎﻁ ﻭﺃﻓﺮﺍﺩ(ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ؟‬
‫‪ -٣‬ﻣﺎ ﻣﺪﻯ ﺭﺿﺎ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ ﻋﻦ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻮﻇﻴﻔﻴﺔ؟‬
‫‪ -٤‬ﻣﺎ ﻫﻲ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺃﻧﻮﺍﻉ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉـﻮﻑ ﻭﺑـﲔ ﺍﻟﺮﺿـﺎ‬
‫ﺍﻟﻮﻇﻴﻔﻲ ﳍﺆﻻﺀ ﺍﻟﻌﺎﻣﻠﲔ؟‬

‫ﺭﺍﺑﻌﹰﺎ ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﲢﻘﻴﻖ ﺍﻵﰐ‪:‬‬
‫‪ -١‬ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ‪.‬‬
‫‪ -٢‬ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ‪.‬‬
‫‪ -٣‬ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺭﺿﺎ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ ﻋﻦ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻮﻇﻴﻔﻴﺔ‪.‬‬
‫‪ -٤‬ﻣﻌﺮﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧﻈﻢ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ ﻭﺑﲔ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ‬
‫ﳍﺆﻻﺀ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬

‫ﺧﺎﻣﺴﹰﺎ ‪ :‬ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺗﻌﻮﺩ ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ ﺇﱃ ﺃﳘﻴﺔ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻷﺟﻬﺰﺓ ﺍﻷﻣﻨﻴﺔ ـ ﻭﻣﻦ ﺑﻴﻨﻬﺎ‬
‫ﺷﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ ـ ﻧﻈﺮﺍ ﳋﻄﻮﺭﺓ ﺩﻭﺭﻫﺎ ‪ ،‬ﻭﻣﻦ ﰒ ﺃﳘﻴﺔ ﻧﻈﻢ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻄﺒﻘﺔ ‪‬ﺬﻩ ﺍﻷﺟﻬﺰﺓ ‪،‬‬
‫ﻧﻈﺮﺍ ﻟﻌﻼﻗﺘﻬﺎ ﺍﳌﺒﺎﺷﺮﺓ ﺑﺎﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻟﺘﻨﻈﻴﻤﺎﺕ ﺍﻷﻣﻨﻴﺔ‪ ،‬ﻭﻟﻌﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺴﻬﻢ‬
‫ﰲ ﺗﻮﻓﲑ ﻋﺪﺩ ﻣﻦ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺍﳌﻘﺘﺮﺣﺎﺕ ﻟﺘﻔﻌﻴﻞ ﻧﻈﻢ ﺍﳊﻮﺍﻓﺰ ﻭﻣﻦ ﰒ ﺭﻓﻊ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ‬
‫ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺬﻩ ﺍﳌﻨﻈﻤﺔ ﳑﺎ ﳝﻜﻨﻬﺎ ﻣﻦ ﺍﻟﻘﻴﺎﻡ ﲟﻬﺎﻣﻬﺎ ﺑﻜﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ‪.‬‬
‫‪٥‬‬

‫ﺳﺎﺩﺳﹰﺎ ‪ :‬ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﺚ‪:‬‬
‫• ﺍﳊﻮﺍﻓﺰ ‪:‬‬
‫ﺗﻌﺮﻑ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ ﺍﳌﺘﺎﺣﺔ ﻹﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﻭﺍﻟﺮﻏﺒﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ‬
‫ﻟﻸﻓﺮﺍﺩ )ﺍﻟﻘﺮﻳﻮﰐ ‪٢٠٠٤ ،‬ﻡ‪ ،‬ﺹ‪. (٣٠١‬‬
‫ﻭﺇﺟﺮﺍﺋﻴﺎ ﻳﻘﺼﺪ ‪‬ﺎ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ ﻛﻞ ﻣﺎ ﺗﻘﺪﻣﻪ ﺷﺮﻃﺔ ﻣﻨﻄﻘﺔ ﺍﳉﻮﻑ ﻣﻦ ﻭﺳﺎﺋﻞ ﻣﺎﺩﻳﺔ‬
‫ﻭﻣﻌﻨﻮﻳﺔ ﻭﺗﺆﺩﻱ ﺇﱃ ﺭﻓﻊ ﺃﺩﺍﺀ ﺍﻟﻀﺒﺎﻁ ﻭﺍﻷﻓﺮﺍﺩ ﰲ ﺍﻟﻌﻤﻞ ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎ‪‬ﻢ ﻭﺿﻤﺎﻥ‬
‫ﻭﻻﺋﻬﻢ‪.‬‬

‫• ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ‪:‬‬
‫ﻳﻌﺮﻑ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﺑﺄﻧﻪ ﺷﻌﻮﺭ ﺍﻟﻔﺮﺩ ﺑﺎﻟﺴﻌﺎﺩﺓ ﻭﺍﻻﺭﺗﻴﺎﺡ ﺃﺛﻨﺎﺀ ﺃﺩﺍﺋﻪ ﻟﻌﻤﻠﻪ ﻭﻳﺘﺤﻘﻖ ﺫﻟﻚ‬
‫ﺑﺎﻟﺘﻮﺍﻓﻖ ﺑﲔ ﻣﺎ ﻳﺘﻮﻗﻌﻪ ﺍﻟﻔﺮﺩ ﻣﻦ ﻋﻤﻠﻪ ﻭﻣﻘﺪﺍﺭ ﻣﺎ ﳛﺼﻞ ﻋﻠﻴﻪ ﻓﻌﻼ ﰲ ﻫﺬﺍ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺃﻥ ﺍﻟﺮﺿﺎ‬
‫ﺍﻟﻮﻇﻴﻔﻲ ﻳﺘﻤﺜﻞ ﰲ ﺍﳌﻜﻮﻧﺎﺕ ﺍﻟﱵ ﺗﺪﻓﻊ ﺍﻟﻔﺮﺩ ﺇﱃ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ‪) ،‬ﺍﻟﻔﺎﱀ ‪٢٠٠١،‬ﻡ‪،‬ﺹ‪.(٧١‬‬

‫ﻭﺇﺟﺮﺍﺋﻴﺎ ﻳﻘﺼﺪ ﺑﺎﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺷﻌﻮﺭ ﺍﻟﻀﺒﺎﻁ ﻭﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺸﺮﻃﺔ ﻣﻨﻄﻘﺔ‬
‫ﺍﳉﻮﻑ ﺑﺎﻟﺴﻌﺎﺩﺓ ﻭﺍﻻﺭﺗﻴﺎﺡ ﺃﺛﻨﺎﺀ ﺃﺩﺍﺋﻬﻢ ﻟﻌﻤﻠﻬﻢ‪ ،‬ﻧﺘﻴﺠﺔ ﺍﻟﺘﻮﺍﻓﻖ ﺑﲔ ﻣﺎ ﻳﻘﺪﻣﻮﻥ ﻭﻣﺎ ﳛﺼﻠﻮﻥ ﻋﻠﻴﻪ‬
‫ﻓﻌﻼ ﻣﻦ ﻋﻤﻠﻬﻢ‪.‬‬

‫‪٦‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫اﻹﻃﺎر اﻟﻨﻈﺮي واﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬

‫اﻟﻤﺒﺤﺚ اﻷول ‪ :‬اﻟﺤــــﻮاﻓــــﺰ‬
‫اﻟﻤﺒﺤﺚ اﻟﺜﺎﻧﻲ ‪ :‬اﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬
‫اﻟﻤﺒﺤﺚ اﻟﺜﺎﻟﺚ ‪ :‬اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬

‫‪٧‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ )ﺍﳊﻮﺍﻓﺰ(‬
‫ﺃﻭ ﹰﻻ ‪ :‬ﺗﻌﺮﻳﻒ ﺍﳊﻮﺍﻓﺰ‪:‬‬
‫ﻣﻦ ﺣﻴﺚ ﺍﻟﻠﻐﺔ ﻳﺸﲑ ﻣﺼﻄﻠﺢ ﺍﳊﻮﺍﻓﺰ ﺇﱃ ) ﺣﻔﺰﻩ ‪ ،‬ﺩﻓﻌﻪ ﻣﻦ ﺍﳋﻠﻒ ‪ .‬ﻭﺍﻟﻠﻴﻞ ﳛﻔﺰ ﺍﻟﻨﻬﺎﺭ ﺃﻱ‬
‫ﻳﺴﻮﻗﻪ ﻭﺭﺃﻳﺘﻪ ﻣﺘﺤﻔﺰﹰﺍ ﺃﻱ ﻣﺴﺘﻔﺰﹰﺍ ﻣﺴﺘﻌﺠﻞ ﻻ ﳝﻜﻦ ﺟﻠﻮﺳﻪ ﰲ ﺍﻷﺭﺽ( ) ﺭﺿﺎ‪١٩٥٨،‬ﻡ‪ ،‬ﺹ‪.( ١٢٢‬‬
‫ﺃﻣﺎ ﻣﻦ ﺣﻴﺚ ﺍﻻﺻﻄﻼﺡ ﻓﻘﺪ ﺗﻌﺪﺩﺕ ﻭﺗﻨﻮﻋﺖ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﱵ ﺫﻛﺮﺕ ﻋﻦ ﺍﳊﻮﺍﻓﺰ ﰲ ﺍﻷﺩﺏ‬
‫ﺍﻟﻨﻈﺮﻱ ﺍﳌﻨﺸﻮﺭ ﻭﺫﻟﻚ ﺗﺒﻌﹰﺎ ﻻﺧﺘﻼﻑ ﻭﺗﺒﺎﻳﻦ ﻣﻨﻄﻠﻘﺎﺕ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﻟﺒﺎﺣﺜﲔ ‪.‬‬
‫ﺣﻴﺚ ﻋﺮﻓﺖ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﳎﻤﻮﻋﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﻌﻤﻞ ﻋﻠﻰ ﺇﺛﺎﺭﺓ ﺍﻟﻘﻮﻯ ﺍﳊﺮﻛﻴﺔ ﻭﺍﻟﺬﻫﻨﻴﺔ ﰲ ﺍﻹﻧﺴﺎﻥ‬
‫ﻭﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺳﻠﻮﻛﻪ ﻭﺗﺼﺮﻓﺎﺗﻪ )ﺍﻟﺴﻠﻤﻲ ‪١٩٧٦ ،‬ﻡ ‪ ،‬ﺹ ‪.( ٢١٤‬‬
‫ﻭﺗﺸﻤﻞ ﺍﳊﻮﺍﻓﺰ ﻛﻞ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳊﺚ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﳌﺜﻤﺮ‬
‫‪ ،‬ﻭﻳﻌﺮﻑ ﻛﻴﺚ) ‪١٩٩٠‬ﻡ ‪ ،‬ﺹ‪ (٦٣٨‬ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﻣﻦ‬
‫ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻣﻦ ﻗﺒﻞ ﺍﳌﻨﻈﻤﺔ ﰲ ﳏﺎﻭﻟﺔ ﻟﻠﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻟﺮﻏﺒﺎﺕ ﻭﺍﻻﺣﺘﻴﺎﺟﺎﺕ ‪.‬‬
‫) ﻣﻬﻨﺎ ‪١٩٧٦ ،‬ﻡ ‪ ،‬ﺹ‪(٢١٤‬‬

‫ﻛﻤﺎ ﺗﻌﺮﻑ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﻫﻲ ﺍﺳﺘﺨﺪﺍﻡ ﻛﻞ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻤﻜﻨﺔ ﳊﺚ ﺍﳌﻮﻇﻔﲔ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﳉﻴﺪ‬
‫‪١٩٩٣‬ﻡ ‪،‬ﺹ‪ ، ( ٥١٠‬ﻭﺗﻌﺮﻑ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﳎﻤﻮﻋﺔ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﳌﺰﺍﻳﺎ ﺍﻟﱵ ‪‬ﻴﺌﻬﺎ ﺍﻹﺩﺍﺭﺓ ﻟﻠﻌﺎﻣﻠﲔ ﻟﺘﺤﺮﻳﻚ‬
‫ﻗﺪﺭﺍ‪‬ﻢ ﺍﻹﻧﺴﺎﻧﻴﺔ ﲟﺎ ﻳﺰﻳﺪ ﻣﻦ ﻛﻔﺎﺀﺓ ﺃﺩﺍﺋﻬﻢ ﻷﻋﻤﺎﳍﻢ ﻋﻠﻰ ﳓﻮ ﺍﻛﱪ ﻭﺃﻓﻀﻞ ﻭﺫﻟﻚ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺬﻱ‬
‫ﳛﻘﻖ ﳍﻢ ﺣﺎﺟﺎ‪‬ﻢ ﻭﺃﻫﺪﺍﻓﻬﻢ ﻭﺭﻏﺒﺎ‪‬ﻢ ﻭﲟﺎ ﳛﻘﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﺃﻳﻀﹰﺎ‪) .‬ﺍﻟﻠﻮﺯﻱ‪١٩٩٥،‬ﻡ ‪ ،‬ﺹ‪. (٣٧٦‬‬
‫)ﻋﻼﻗﻲ‪،‬‬

‫ﻭﰲ ﺗﻌﺮﻳﻒ ﺁﺧﺮ ﻋﺮﻓﺖ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﻋﻤﻠﻴﺔ ﺗﻨﺸﻴﻂ ﻭﺍﻗﻊ ﺍﻷﻓﺮﺍﺩ ) ﺍﳌﻮﻇﻔﲔ ( ﺑﻄﺮﻕ ﺇﳚﺎﺑﻴﺔ ﺍﻭ ﺳﻠﺒﻴﺔ‬
‫‪‬ﺪﻑ ﺯﻳﺎﺩﺓ ﻣﻌﺪﻻﺕ ﺍﻹﻧﺘﺎﺝ ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ ) ﺍﻟﻄﺨﻴﺲ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ١٠٩‬‬

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‫ﻭﺗﻌﺮﻑ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﺍﻟﻮﺳﺎﺋﻞ ﺃﻭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺗﺸﺒﻊ ﺣﺎﺟﺎﺕ ﺍﻟﻌﺎﻣﻞ ﻭﺗﻮﺟﻪ ﺳﻠﻮﻛﻪ ﻋﻠﻰ‬
‫ﳓﻮ ﻣﻌﲔ ) ﺍ‪‬ﺪﻭﺏ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ٣٤٢‬‬
‫ﻭﰲ ﺭﺅﻳﺔ ﺃﺧﺮﻯ ﺗﻌﺮﻑ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﻣﺜﲑ ﺧﺎﺭﺟﻲ ﻳﻌﻤﻞ ﻋﻠﻰ ﺧﻠﻖ ﺃﻭ ﲢﺮﻳﻚ ﺍﻟﺪﺍﻓﻊ ) ﻣﺜﲑ ﺩﺍﺧﻠﻲ (‬
‫ﻭﻳﻮﺟﻪ ﺍﻟﻔﺮﺩ ﺇﳚﺎﺑﹰﺎ ﳓﻮ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳊﺎﻓﺰ ﲟﺎ ﻳﺆﺩﻱ ﻹﺷﺒﺎﻉ ﺍﻟﻔﺮﺩ ﻟﺴﻠﻮﻙ ﻣﻌﲔ ﻳﺘﻔﻖ ﻣﻊ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﺬﻱ ﺗﻄﻠﺒﻪ ﺍﻻﺩﺍﺭﻩ ) ﺣﺴﻦ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ ‪. (١٦١‬‬
‫ﻛﻤﺎ ﻋﺮﻓﺖ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﺃﺳﺎﻟﻴﺐ ﻭﻭﺳﺎﺋﻞ ﺗﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﻨﻈﻤﺔ ﳊﺚ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﺑﺮﻭﺡ‬
‫ﻣﻌﻨﻮﻳﺔ ﻋﺎﻟﻴﻪ‪.‬‬
‫ﻭﰲ ﺗﻌﺮﻳﻒ ﺁﺧﺮ ﻋﺮﻓﺖ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ ﺍﳌﺘﺎﺣﺔ ﻹﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﻭﺍﻟﺮﻏﺒﺎﺕ‬
‫ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ ﻟﻸﻓﺮﺍﺩ ) ﺍﻟﻘﺮﻳﻮﰐ ‪٢٠٠٤ ،‬ﻡ ‪ ،‬ﺹ‪. (٣٠١‬‬
‫ﻭﻳﻌﺮﻑ ﺃﺑﻮ ﺍﻟﻜﺸﻚ )‪٢٠٠٦‬ﻡ ‪ (١٣٣ ،‬ﺍﳊﻮﺍﻓﺰ ﺑﺄﻬﻧﺎ ﻫﻲ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﳌﺆﺛﺮﺍﺕ ﻭﺍﳌﻐﺮﻳﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ‬
‫ﺗﺸﺠﻊ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﺃﺩﺍﺀﻩ ‪ ،‬ﻭﺗﻘﺪﻡ ﻧﺘﻴﺠﺔ ﻷﺩﺍﺋﻪ ﺍﳌﺘﻔﻮﻕ ﻭﺍﳌﺘﻤﻴﺰ ‪ ،‬ﻭﺗﺆﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﺭﺿﺎﺋﻪ‬
‫ﻭﻭﻻﺀﻩ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﺇﱃ ﺯﻳﺎﺩﺓ ﺃﺩﺍﺀﻩ ﻭﺇﻧﺘﺎﺟﻪ ﻣﺮﻩ ﺃﺧﺮﻯ ‪.‬‬
‫ﳑﺎ ﺳﺒﻖ ﻧﻼﺣﻆ ﺃﻥ ﳎﻤﻮﻋﻪ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﱵ ﺫﻛﺮﻫﺎ ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﻟﺒﺎﺣﺜﻮﻥ ﻋﻦ ﺍﳊﻮﺍﻓﺰ ﺃﻬﻧﺎ ﻣﺘﻘﺎﺭﺑﺔ ﻣﻦ‬
‫ﺣﻴﺚ ﺩﻻﻟﺘﻬﺎ ﻭﰲ ﳎﻤﻠﻬﺎ ﺗﺸﲑ ﺇﱃ ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋﻪ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﳌﺆﺛﺮﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ‬
‫ﺍﻟﱵ ﺗﻌﺪﻫﺎ ﺍﻹﺩﺍﺭﺓ ‪‬ﺪﻑ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﻟﺪﻳﻬﺎ ﻣﻦ ﺃﺟﻞ ﺭﻓﻊ ﻛﻔﺎﺀ‪‬ﻢ ﻭﺇﻧﺘﺎﺟﻴﺘﻬﻢ‪.‬‬
‫ﻭﻭﻓﻘﹰﺎ ﳍﺬﺍ ﺍﳌﻔﻬﻮﻡ ﳚﺐ ﺃﻥ ﻧﻔﺮﻕ ﺑﲔ ﺍﳊﺎﻓﺰ ﻭﺍﻟﺪﺍﻓﻊ ‪ ،‬ﻓﺎﳊﺎﻓﺰ ﺧﺎﺭﺟﻲ ﺃﻣﺎ ﺍﻟﺪﺍﻓﻊ ﻓﻬﻮ ﺩﺍﺧﻠﻲ ﻳﻨﺒﻊ‬
‫ﻣﻦ ﺩﺍﺧﻞ ﺍﻹﻧﺴﺎﻥ ﻭﻟﻜﻦ ﺍﳊﻮﺍﻓﺰ ﳝﻜﻦ ﺃﻥ ﲢﺮﻙ ﻭﺗﻮﻗﻆ ﺍﻟﺪﻭﺍﻓﻊ ‪.‬‬

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‫ﺛﺎﻧﻴﹰﺎ ‪ :‬ﺃﳘﻴﺔ ﺍﳊﻮﺍﻓﺰ‪:‬‬
‫ﻇﻬﺮ ﺍﻻﻫﺘﻤﺎﻡ ﲟﻮﺿﻮﻉ ﺍﳊﻮﺍﻓﺰ ﻣﻨﺬ ﺍﻫﺘﻤﺎﻡ ﺭﺟﺎﻝ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ ﺑﺈﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ‬
‫ﻭ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺃﺳﻔﺮﺕ ﻋﻦ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺣﺚ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺑﻜﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻴﺔ ﻣﺎ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ‬
‫ﺣﺎﻓﺰ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻓﺎﳋﻄﻂ ﺍﳉﻴﺪﺓ ﻭﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺴﻠﻴﻢ ﻟﻸﻋﻤﺎﻝ ﻟﻴﺲ ﻣﻌﻨﺎﻩ ﺃﻥ ﻧﻔﺘﺮﺽ ﺃﻥ ﺍﻷﻓﺮﺍﺩ‬
‫ﺳﻴﻘﻮﻣﻮﻥ ﺗﻠﻘﺎﺋﻴﹰﺎ ﺑﺎﻷﻋﻤﺎﻝ ﻋﻠﻰ ﺧﲑ ﻭﺟﻪ ﻭﺑﻜﻔﺎﺀﺓ ‪ ،‬ﻓﺠﻌﻞ ﺍﻷﻓﺮﺍﺩ ﻳﻌﻤﻠﻮﻥ ﻋﻦ ﺭﻏﺒﺔ ﻭﲪﺎﺱ ﻫﻲ‬
‫ﻣﺸﻜﻠﺔ ﻛﺒﲑﺓ ﺗﻌﺎﰿ ﻓﻘﻂ ﻣﻦ ﺧﻼﻝ ﻣﺪﺧﻞ ﺍﻟﺘﺤﻔﻴﺰ )ﺍﳉﻬﲏ ‪١٩٩٨ ،‬ﻡ‪ ،‬ﺹ‪.(٨‬‬
‫ﺃﺷﺎﺭ ﻳﻮﻧﺲ ﺇﱃ ﺃﻥ ﺃﳘﻴﺔ ﺍﳊﻮﺍﻓﺰ ﺗﻜﻤﻦ ﰲ ﺃﻥ ﺍﻟﻌﺎﻣﻞ )ﺃﻳﹰﺎ ﻛﺎﻥ ﳎﺎﻟﻪ ﻋﻤﻠﻪ( ﻳﻠﺰﻣﻪ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﻣﺘﺤﻤﺴﹰﺎ ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﻭﺭﺍﻏﺒﹰﺎ ﻓﻴﻪ ﻭﻫﺬﺍ ﻻ ﻳﺘﺄﺗﻰ ﺇﻻ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﻓﺰ ﺣﻴﺚ ﺃﻬﻧﺎ ﳝﻜﻦ ﺃﻥ ﺗﻮﻗﻆ‬
‫ﺍﳊﻤﺎﺱ ﻭﺍﻟﺪﺍﻓﻌﻴﺔ ﻭﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﻌﻤﻞ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻞ ﳑﺎ ﻳﻨﻌﻜﺲ ﺇﳚﺎﺑﹰﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻌﺎﻡ ﻭﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ‬
‫ﻛﻤﺎ ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻟﻔﺮﺩ ﻭﺍﳌﻨﻈﻤﺔ ﻭﺗﺪﻓﻊ ﺍﻟﻌﺎﻣﻠﲔ ﺇﱃ ﺍﻟﻌﻤﻞ ﺑﻜﻞ ﻣﺎ‬
‫ﳝﻠﻚ ﻣﻦ ﻗﻮﺓ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﺳﻮﻣﺔ ﻟﻠﻤﻨﻈﻤﺔ ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺗﻌﻤﻞ ﻋﻠﻰ ﻣﻨﻊ ﺷﻌﻮﺭ ﺍﻹﻧﺴﺎﻥ‬
‫ﺑﺎﻹﺣﺒﺎﻁ ﺇﺫ ﺃﻥ ‪‬ﻴﺌﺔ ﺍﻷﺟﻮﺍﺀ ﺍﳌﻨﺎﺳﺒﺔ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻣﺎﺩﻳﺔ ﺃﻭ ﻣﻌﻨﻮﻳﺔ ﻓﺈﻬﻧﺎ ﻛﻔﻴﻠﺔ ﺑﺪﻓﻊ ﺍﻟﻌﺎﻣﻞ )ﺭﺟﻞ‬
‫ﺍﻷﻣﻦ ( ﺇﱃ ﺍﳌﺜﺎﺑﺮﺓ ﰲ ﻋﻤﻠﻪ ﻭﺑﻜﻔﺎﺀﺓ ﻋﺎﻟﻴﺔ‪ ،‬ﻭﻋﻤﻮﻣﹰﺎ ﺗﻌﺪ ﺍﳊﻮﺍﻓﺰ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﻬﻤﺔ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍﻓﺮﻫﺎ‬
‫ﻷﻱ ﺟﻬﺪ ﻣﻨﻈﻢ ﻳﻬﺪﻑ ﺇﱃ ﲢﻘﻴﻖ ﻣﺴﺘﻮﻯ ﻋﺎﱄ ﻣﻦ ﺍﻷﺩﺍﺀ ‪ ،‬ﻭﻟﻠﺤﻮﺍﻓﺰ ﺃﳘﻴﺔ ﻛﺒﲑﺓ ﰲ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ‬
‫ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻨﻈﻤﺔ ﺍﻷﻣﻨﻴﺔ ﺃﻭ ﻏﲑﻩ ‪ ) .‬ﻳﻮﻧﺲ‪٢٠٠٠،‬ﻡ‪ ،‬ﺹ‪.(١٦‬‬
‫ﻭﺑﻮﺟﻪ ﻋﺎﻡ ﻓﺈﻥ ﺃﳘﻴﺔ ﺍﳊﻮﺍﻓﺰ ﺗﻜﻤﻦ ﰲ ﺍﻵﰐ ‪:‬‬
‫‪ -١‬ﺍﳌﺴﺎﳘﺔ ﰲ ﺇﺷﺒﺎﻉ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺭﻓﻊ ﺭﻭﺣﻬﻢ ﺍﳌﻌﻨﻮﻳﺔ ‪.‬‬
‫‪ -٢‬ﺍﳌﺴﺎﳘﺔ ﰲ ﺇﻋﺎﺩﺓ ﺗﻨﻈﻴﻢ ﻣﻨﻈﻮﻣﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻨﺴﻴﻖ ﺃﻭﻟﻮﻳﺎ‪‬ﺎ ‪.‬‬
‫‪ -٣‬ﺍﳌﺴﺎﳘﺔ ﰲ ﺍﻟﺘﺤﻜﻢ ﰲ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﲟﺎ ﻳﻀﻤﻦ ﲢﺮﻳﻚ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻭﺗﻌﺰﻳﺰﻩ ﻭﺗﻮﺟﻴﻬﻪ‬
‫ﻭﺗﻌﺪﻳﻠﻪ ﺣﺴﺐ ﺍﳌﺼﻠﺤﺔ ﺍﳌﺸﺘﺮﻛﺔ ﺑﲔ ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬
‫‪ -٤‬ﺗﻨﻤﻴﺔ ﻋﺎﺩﺍﺕ ﻭﻗﻴﻢ ﺳﻠﻮﻛﻴﺔ ﺟﺪﻳﺪﺓ ﺗﺴﻌﻰ ﺍﳌﻨﻈﻤﺔ ﺇﱃ ﻭﺟﻮﺩﻫﺎ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ‬
‫‪ -٥‬ﺍﳌﺴﺎﳘﺔ ﰲ ﺗﻌﺰﻳﺰ ﺍﻟﻌﺎﻣﻠﲔ ﻷﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﺃﻭ ﺳﻴﺎﺳﺎ‪‬ﺎ ﻭﺗﻌﺰﻳﺰ ﻗﺪﺭﺍ‪‬ﻢ ﻭﻣﻴﻮﳍﻢ ‪.‬‬

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‫‪ -٦‬ﺗﻨﻤﻴﺔ ﺍﻟﻄﺎﻗﺎﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﲟﺎ ﻳﻀﻤﻦ ﺍﺯﺩﻫﺎﺭ ﺍﳌﻨﻈﻤﺔ ﻭﺗﻔﻮﻗﻬﺎ ‪.‬‬
‫‪ -٧‬ﺍﳌﺴﺎﳘﺔ ﰲ ﲢﻘﻴﻖ ﺃﻱ ﺃﻋﻤﺎﻝ ﺃﻭ ﺃﻧﺸﻄﺔ‬

‫ﺗﺴﻌﻰ ﺍﳌﻨﻈﻤﺔ ﺇﱃ ﺇﳒﺎﺯﻫﺎ‪) .‬ﻋﺴﺎﻑ‪ ، ١٩٩٩،‬ﺹ‪.(٨٦‬‬

‫ﺛﺎﻟﺜﹰﺎ ‪ :‬ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻟﻠﺤﻮﺍﻓﺰ‪:‬‬
‫ﺃﺷﺎﺭ ﺍﻟﻌﺎﺋﺪﻱ )‪١٩٩٦‬ﻡ‪ ،‬ﺹ‪ ( ٢٤-٢٣‬ﺇﱃ ﺃﻧﻪ ﻣﻊ ﺑﺪﺍﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﻣﻦ ﻋﺸﺮ ﻋﻨﺪ ﻣﺎ ﺑﺮﺯﺕ ﺣﺮﻛﺔ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺑﺪﺃ ﺍﻟﻌﻠﻤﺎﺀ ﻳﻬﺘﻤﻮﻥ ﰲ ﲝﻮﺛﻬﻢ ﻭﺩﺭﺍﺳﺎ‪‬ﻢ ﲟﻮﺿﻮﻉ ﺍﳊﻮﺍﻓﺰ ﻭﳝﻜﻦ ﺃﻥ ﳕﻴﺰ ﺑﲔ ﺛﻼﺙ‬
‫ﻣﺮﺍﺣﻞ ﻟﺘﻄﻮﻳﺮ ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ ﻓﻴﻤﺎ ﳜﺺ ﻣﻮﺿﻮﻉ ﺍﳊﻮﺍﻓﺰ‪.‬‬
‫‪ (١‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪:‬‬
‫ﲤﺜﻞ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺍﻹﺩﺍﺭﺓ ﺣﻴﺚ ﺗﻌﺘﱪ ﺍﳌﻨﻈﻤﺔ ﻭﺣﺪﺓ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻣﺜﺎﻟﻴﻪ ﻻ‬
‫ﻋﻼﻗﺔ ﳍﺎ ﺑﺎﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻭﰲ ﻭﺟﻬﻪ ﻧﻈﺮ ﻣﺎﻛﺲ ﻓﻴﱪ ﺭﺍﺋﺪ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻴﺔ ﺃﻥ ﺍﻟﻔﺮﺩ ﺑﻄﺒﻌﻪ ﻏﲑ‬
‫ﻃﻤﻮﺡ ﻭﻛﺴﻮﻝ ﻭﺩﺍﺋﻤﹰﺎ ﻳﺴﻌﻰ ﺇﱃ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺗﻪ ﺍﳌﺎﺩﻳﺔ ﻭﺑﺎﻟﺘﺎﱄ ﺭﻛﺰﺕ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻋﻠﻰ ﺍﳊﻮﺍﻓﺰ‬
‫ﺍﳌﺎﺩﻳﺔ ﻓﻘﻂ ‪ ،‬ﻭﻛﺬﻟﻚ ﺭﻛﺰﺕ ﻣﺪﺭﺳﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺑﻘﻴﺎﺩﺓ ﻓﺮﻳﺪﺭﻳﻚ ﺗﺎﻳﻠﻮﺭ ﰲ ﺳﻴﺎﺳﺘﻬﺎ ﺍﻟﺘﺤﻔﻴﺰﻳﺔ‬
‫ﻋﻠﻰ ﺍﻷﺳﺎﺱ ﺍﳌﺎﺩﻱ ‪.‬‬
‫‪ (٢‬ﻣﺪﺭﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪:‬‬
‫ﻣﻦ ﻭﺟﻬﻪ ﻧﻈﺮ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺃﻥ ﺍﳌﻨﻈﻤﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧﻈﺎﻡ ﻛﺒﲑ ﻭﻣﻌﻘﺪ ﺍﻟﺘﻜﻮﻳﻦ ﺣﻴﺚ ﻳﺘﻜﻮﻥ ﻣﻦ‬
‫ﺃﺟﺰﺍﺀ ﻣﺘﺒﺎﻳﻨﺔ ﰲ ﺍﻷﺩﺍﺀ ﺃﳘﻬﺎ ﺍﳉﺎﻧﺐ ﺍﻹﻧﺴﺎﱐ ﻭﺑﺎﻟﺘﺎﱄ ﺍﳌﻨﻈﻤﺔ ﻫﻲ ﻭﺣﺪﻩ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻓﻨﻴﻪ ﻳﺘﻢ ﰲ‬
‫ﺩﺍﺧﻠﻬﺎ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﳉﺎﻧﺐ ﺍﻹﻧﺴﺎﱐ ﻭﺍﻟﻔﲏ ﻭﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺗﻨﻈﺮ ﺇﱃ ﺍﻹﻧﺴﺎﻥ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﻟﻪ ﻣﺸﺎﻋﺮ‬
‫ﻭﺃﺣﺎﺳﻴﺲ ﻭﻳﻌﻤﻞ ﰲ ﺩﺍﺧﻞ ﲨﺎﻋﺎﺕ ‪.‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﻧﺮﻯ ﺑﻮﺿﻮﺡ ﺍﻟﺘﻄﻮﺭ ﰲ ﺍﻟﻨﻈﺮﺓ ﺇﱃ ﺍﻹﻧﺴﺎﻥ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻪ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺍﳌﻨﻈﻤﺔ‬
‫ﲜﺎﻧﺐ ﺃﻬﻧﺎ ﻭﺣﺪﺓ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻓﻬﻲ ﻭﺣﺪﺓ ﺍﺟﺘﻤﺎﻋﻴﺔ ‪ ،‬ﻟﺬﻟﻚ ﳒﺪ ﺗﻨﻮﻋﹰﺎ ﰲ ﻣﻨﺢ ﺍﳊﻮﺍﻓﺰ ﻣﺎ ﺑﲔ ﺍﳌﺎﺩﻳﺔ‬
‫ﻭﺍﳌﻌﻨﻮﻳﺔ ‪.‬‬

‫‪١١‬‬

‫‪ ( ٣‬ﺍﳌﺮﺣﻠﺔ ﺍﳊﺪﻳﺜﺔ‪:‬‬
‫ﻭﲤﺜﻠﻬﺎ ﻧﻈﺮﻳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ ﻣﺜﻞ ) ﻧﻈﺮﻳﺔ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﻭﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﻢ ( ﻭﺣﺎﻭﻟﺖ ﻫﺬﻩ‬
‫ﺍﳌﺮﺣﻠﺔ ﺃﻥ ﺗﺘﺠﻨﺐ ﺃﺧﻄﺎﺀ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﺍﳌﺮﺍﺣﻞ ﺍﻟﺴﺎﺑﻘﺔ ﻣﺴﺘﻔﻴﺪﺓ ﻣﻦ ﲡﺎﺭ‪‬ﺎ ﻭﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺗﻨﻈﺮ ﺇﱃ‬
‫ﺍﳉﻬﺎﺯ ﻋﻠﻰ ﺃﻧﻪ ﻧﻈﺎﻡ ﻣﻔﺘﻮﺡ ﻭﻟﻴﺲ ﻣﻐﻠﻘﹰﺎ ﻛﻤﺎ ﻛﺎﻧﺖ ﺗﺮﻯ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ‪.‬‬
‫ﻭﻗﺪ ﺃﺩﻋﺖ ﺍﳌﺪﺍﺭﺱ ﺍﳊﺪﻳﺜﺔ ﺇﱃ ﺭﺑﻂ ﺍﳊﻮﺍﻓﺰ ﺑﺎﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﺤﻘﻘﺔ ﻭﻧﺎﺩﺕ ﺑﻀﺮﻭﺭﺓ ﺍﺧﺘﻼﻑ ﻣﺎ‬
‫ﳛﺼﻞ ﻋﻠﻴﻪ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻣﻦ ﺣﻮﺍﻓﺰ ﺳﻮﻯ ﻛﺎﻧﺖ ﻣﺎﺩﻳﺔ ﺃﻭ ﻣﻌﻨﻮﻳﺔ ﻭﺫﻟﻚ ﺣﺴﺐ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ‬
‫ﻭﻛﺬﻟﻚ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺿﺮﻭﺭﺓ ﺇﺷﺘﺮﺍﻙ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻊ ﺍﻹﺩﺍﺭﺓ ﰲ ﻭﺿﻊ ﺧﻄﻂ ﺍﳊﻮﺍﻓﺰ ‪.‬‬

‫ﺭﺍﺑﻌﹰﺎ ‪ :‬ﺃﻧﻮﺍﻉ ﺍﳊﻮﺍﻓﺰ‪:‬‬
‫ﺗﻮﺟﺪ ﺗﺼﻨﻴﻔﺎﺕ ﻣﺘﻌﺪﺩﺓ ﻭﻣﺘﻨﻮﻋﺔ ﻟﻠﺤﻮﺍﻓﺰ ‪ ،‬ﻭﻣﺘﺪﺍﺧﻠﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ‪ ،‬ﺣﻴﺚ ﺗﻌﺪﺩﺕ ﺗﻘﺴﻴﻤﺎﺕ‬
‫ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﳎﺎﻝ ﺍﳊﻮﺍﻓﺰ ﻟﻮﺳﺎﺋﻞ ﻭﺃﺳﺎﻟﻴﺐ ﳝﻜﻦ ﻟﻺﺩﺍﺭﺓ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻗﺼﻰ ﻛﻔﺎﺀﺓ‬
‫ﳑﻜﻨﺔ ﻣﻦ ﺍﻷﺩﺍﺀ ﺍﻹﻧﺴﺎﱐ ﻟﻠﻌﺎﻣﻠﲔ ‪ ،‬ﻭﺃﳘﻬﺎ ﻫﺬﻩ ﺍﻟﺘﻘﺴﻴﻤﺎﺕ ‪:‬‬
‫‪ _١‬ﻗﺴﻤﺖ ﺍﳊﻮﺍﻓﺰ ﻣﻦ ﺣﻴﺚ ﻃﺒﻴﻌﺘﻬﺎ ﺃﻭ ﻗﻴﻤﺘﻬﺎ ﺇﱃ ‪:‬‬
‫ﺃ _ ﺣﻮﺍﻓﺰ ﻣﺎﺩﻳﺔ ‪:‬‬
‫ﻭﺍﳊﺎﻓﺰ ﺍﳌﺎﺩﻱ ﻫﻮ ﺍﳊﺎﻓﺰ ﺫﻭ ﺍﻟﻄﺎﺑﻊ ﺍﳌﺎﱄ ﺃﻭ ﺍﻟﻨﻘﺪﻱ ﺃﻭ ﺍﻻﻗﺘﺼﺎﺩﻱ ) ﻓﻬﻤﻲ ‪١٩٨٢ ،‬ﻡ ‪ ،‬ﺹ‪(٣٣٥‬‬

‫ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻫﻲ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺈﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻹﻧﺴﺎﻥ ﺍﻷﺳﺎﺳﻴﺔ ﻓﺘﺸﺠﻊ ﺍﻟﻌﻤﻠﲔ ﻋﻠﻰ ﺑﺬﻝ ﻗﺼﺎﺭﻯ‬
‫ﺟﻬﺪﻫﻢ ﰲ ﺍﻟﻌﻤﻞ ‪ ،‬ﻭﲡﻨﻴﺪ ﻣﺎ ﻟﺪﻳﻬﻢ ﻣﻦ ﻗﺪﺭﺍﺕ ‪ ،‬ﻭﺍﻻﺭﺗﻔﺎﻉ ﲟﺴﺘﻮﻯ ﻛﻔﺎﻳﺘﻬﻢ ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﳊﻮﺍﻓﺰ‬
‫ﺍﻟﺮﺍﺗﺐ ﻭﺍﳌﻜﺎﻓﺌﺎﺕ ﺍﻟﺘﺸﺠﻴﻌﻴﺔ ﻭﺍﻟﻌﻼﻭﺍﺕ ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻷﺭﺑﺎﺡ ‪ ،‬ﻭﺍﳌﻜﺎﻓﺌﺎﺕ ﻋﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬
‫)ﺍﻟﻠﻮﺯﻱ ‪١٩٩٥ ،‬ﻡ ‪ ،‬ﺹ‪ ، (٣٧٦‬ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﺗﺸﻤﻞ ﻛﻞ ﺍﻟﻄﺮﻕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺪﻓﻊ ﻣﻘﺎﺑﻞ ﻣﺎﺩﻱ ﻋﻠﻰ‬
‫ﺃﺳﺎﺱ ﺍﻹﻧﺘﺎﺝ ﻟﺰﻳﺎﺩﺗﻪ ﻣﻦ ﺣﻴﺚ ﺍﻟﻜﻢ ﺃﻭ ﲢﺴﻴﻨﻪ ﻣﻦ ﺣﻴﺚ ﺍﻟﻨﻮﻉ ‪ ،‬ﺍﺣﺪﳘﺎ ﺃﻭ ﻛﻼﳘﺎ ‪ ،‬ﻭﻋﻠﻰ ﺫﻟﻚ‬
‫ﻓﺈﻥ ﺍﻟﻌﺎﻣﻞ ﻛﻠﻤﺎ ﺃﻧﺘﺞ ﺃﻛﺜﺮ ﺃﻭ ﺃﻓﻀﻞ ﻛﻠﻤﺎ ﲢﺼﻞ ﻋﻠﻰ ﻛﺴﺐ ﺃﻛﱪ ‪ ،‬ﰲ ﺣﲔ ﺇﻥ ﺍﻟﺘﻘﺼﲑ ﰲ ﺍﻹﻧﺘﺎﺝ‬
‫ﻛﻤﺎ ﺃﻭ ﻛﻴﻔﺎ ﻳﺼﻴﺒﻪ ﺑﺎﳊﺮﻣﺎﻥ ﺍﳉﺰﺋﻲ ﺃﻭ ﺍﻟﻜﻠﻲ ) ﺟﺎﺩ ﺍﷲ ‪١٩٩٧ ،‬ﻡ ‪ ،‬ﺹ‪. (٥٦‬‬
‫ﻭﺑﺼﻔﺔ ﻋﺎﻣﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﺗﻌﺘﱪ ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺃﻛﺜﺮﻫﺎ ﺗﺄﺛﲑﺍ ﰲ ﺍﻧﺪﻓﺎﻉ ﺍﻟﻔﺮﺩ‬
‫ﺑﺮﻏﺒﺔ ﻭﺇﺧﻼﺹ ﻟﻠﻌﻤﻞ ‪ ،‬ﻣﱴ ﻛﺎﻧﺖ ﺗﻠﻚ ﺍﻷﺟﻮﺭ ﻣﻨﺎﺳﺒﺔ ﻭﻛﻔﻴﻠﻪ ﺑﺈﺷﺒﺎﻉ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻔﺮﺩ ‪ ،‬ﻭﻋﻠﻰ‬
‫‪١٢‬‬

‫ﺍﻟﻌﻜﺲ ﻣﻦ ﺫﻟﻚ ﻓﺈﻥ ﺍﻷﺟﺮ ﺍﳌﺘﺪﱐ ﻭﻏﲑ ﺍﳌﻜﺎﻓﺊ ﻟﻠﺠﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ﻟﻠﻌﻤﻞ ‪ ،‬ﺍﻟﺬﻱ ﻻﻳﻠﱯ ﻣﻄﺎﻟﺐ‬
‫ﺍﻟﻌﺎﻣﻞ ﻭﺣﺎﺟﺎﺗﻪ ﻋﺎﻣﻞ ﻫﺎﻡ ﰲ ﺇﳘﺎﻝ ﺍﻟﻌﺎﻣﻞ ﻟﻌﻤﻠﻪ ﻭﺗﺪﱐ ﻛﻔﺎﺀﺗﻪ ﺍﻻﻧﺘﺎﺟﻴﻪ ) ﺍﳊﺎﺭﺛﻲ ‪١٩٩٩ ،‬ﻡ ‪،‬‬

‫ﺹ‪. (٣٨-٣٧‬‬

‫ﻭﺗﻌﺪ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻣﻦ ﺃﻗﺪﻡ ﺃﻧﻮﺍﻉ ﺍﳊﻮﺍﻓﺰ ﻭﺗﺘﻤﻴﺰ ﺑﺎﻟﺴﺮﻋﺔ ﻭﺍﻟﻔﻮﺭﻳﺔ ﻭﺇﺣﺴﺎﺱ ﺍﻟﻔﺮﺩ ﺑﺎﻟﻨﺘﻴﺠﺔ ﺍﳌﺒﺎﺷﺮﺓ‬
‫‪‬ﻬﻮﺩﻩ ) ﻋﻘﻴﻠﻲ ‪١٩٩٦ ،‬ﻡ ‪ ،‬ﺹ ‪ ، ( ٣٠٩‬ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻗﺪ ﺗﻜﻮﻥ ﺇﳚﺎﺑﻴﻪ ﻛﻤﻨـﺢ ﺍﳌﻜﺎﻓﺌـﺎﺕ‬
‫ﻭﺍﳌﺴﺎﻋﺪﺍﺕ ﺃﻭ ﺇﻋﻄﺎﺀ ﺍﻟﻌﻼﻭﺍﺕ ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺳﻠﺒﻴﻪ ﻛﺎﳊﺮﻣﺎﻥ ﻣﻦ ﺍﳌﻜﺎﻓﺌﺎﺕ ﺃﻭ ﺍﻟﻌﻼﻭﺍﺕ ﺃﻭ ﲣﻔﻴﺾ‬
‫ﺍﻟﺮﺍﺗﺐ ) ﻳﺎ ﻏﻲ ‪١٩٨٦ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ٢٩‬‬
‫ﻭﻛﺬﻟﻚ ﳝﻜﻦ ﺇﻥ ﺗﻜﻮﻥ ﺣﻮﺍﻓﺰ ﻣﺎﺩﻳﺔ ﻣﺒﺎﺷﺮﻩ ﻣﺜﻞ ﺍﻷﺟﺮ ﺍﻹﺿﺎﰲ ‪ ،‬ﺍﻟﻌﻼﻭﺍﺕ ‪ ،‬ﺍﳌﻜﺎﻓﺌﺎﺕ ‪ ،‬ﺍﻟﺒﺪﻻﺕ‬
‫ﺍﻷﺭﺑﺎﺡ ‪ ،‬ﺃﻭ ﺣﻮﺍﻓﺰ ﻣﺎﺩﻳﻪ ﻏﲑ ﻣﺒﺎﺷﺮﻩ ﻣﺜﻞ ‪ ،‬ﺍﻟﺘﻐﺬﻳﺔ ‪ ،‬ﺍﻹﺳﻜﺎﻥ ‪ ،‬ﺍﳌﻮﺍﺻﻼﺕ ‪ ،‬ﺍﻟﻘﺮﻭﺽ ‪ ،‬ﺍﻹﻋﺎﻧﺎﺕ‬
‫ﺍﻟﺘﺴﻬﻴﻼﺕ ‪ ،‬ﺍﻟﻌﻼﺝ ‪ ،‬ﺍﻟﺘﺨﻔﻴﻀﺎﺕ )ﺣﺴﻦ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ ‪. (١٦٢‬‬
‫ﻭﻗﺪ ﺃﲨﻌﺖ ﺍﻟﺘﺠﺎﺭﺏ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﺣﺪﳘﺎ ﻟﻴﺴﺖ ﻛﺎﻓﻴﺔ ﻣﺎﱂ ﺗﺴﺎﻋﺪﻫﺎ‬
‫ﺃﻧﻮﺍﻉ ﺃﺧﺮﻯ ﻣﻦ ﺍﳊﻮﺍﻓﺰ ) ﺍﻟﺪﺑﻴﺨﻲ ‪١٤١٢ ،‬ﻫـ ‪ ،‬ﺹ‪.(٢٦-٢٥‬‬
‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﺗﻌﺘﱪ ﺍﳊﻮﺍﻓﺰ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺧﲑ ﺍﻟﻄﺮﻕ ﻟﺪﻓﻊ ﻋﻤﻠﻴﺔ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺝ ﻛﻤﹰﺎ ﻭﻧﻮﻋﺎ‬
‫)ﺟﺎﺩ ﺍﷲ ‪١٩٩٧ ،‬ﻡ ‪ ،‬ﺹ‪. (٥٦‬‬

‫وﺗﻜﻮن اﻟﺤﻮاﻓﺰ اﻟﻤﺎدﻳﺔ ﻋﻠﻰ أﺷﻜﺎل ﻣﺨﺘﻠﻔﺔ ﻣﻨﻬﺎ‪:‬‬
‫‪ -١‬ﺍﻷﺟﺮ‪ :‬ﻭﻳﻌﺪ ﻣﻦ ﺃﻫﻢ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﻛﻠﻤﺎ ﻛﺎﻥ ﻛﺒﲑﹰﺍ ﻛﺎﻥ ﻟﻪ ﺩﻭﺭ ﻛﺒﲑ ﰲ ﺇﺷﺒﺎﻉ ﺃﻛﱪ ﻗﺪﺭ‬
‫ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﳑﺎ ﻳﻌﻄﻲ ﺭﺿﺎ ﻭﻇﻴﻔﻲ ﺃﻛﱪ ‪.‬‬
‫‪ -٢‬ﺍﳌﻜﺎﻓﺂﺕ‪ :‬ﺍﻟﱵ ﻳﺘﻘﺎﺿﺎﻫﺎ ﺑﻌﺾ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻘﺎﺀ ﺃﻋﻤﺎﻝ ﻏﲑ ﻋﺎﺩﻳﺔ ﻳﻘﻮﻣﻮﻥ ‪‬ﺎ ‪.‬‬
‫‪ -٣‬ﻣﻜﺎﻓﺌﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻹﺿﺎﰲ‪ :‬ﺑﻌﺾ ﺍﻷﻋﻤﺎﻝ ﻓﻴﻬﺎ ﺃﻭﻗﺎﺕ ﺍﻟﻌﻤﻞ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺴﺎﻋﺎﺕ ﺍﳌﻌﺘﺎﺩﺓ ﳑﺎ‬
‫ﻳﺴﺘﺪﻋﻲ ﺇﻋﻄﺎﺀ ﺣﺎﻓﺰ ﻣﺎﺩﻱ ﻟﻠﻌﻤﻞ ﺍﻹﺿﺎﰲ ‪.‬‬
‫‪ -٤‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻷﺭﺑﺎﺡ‪ :‬ﺣﻴﺚ ﺗﻘﻮﻡ ﺑﻌﺾ ﺍﻹﺩﺍﺭﺍﺕ ﺑﺈﻋﻄﺎﺀ ﻋﺎﻣﻠﻴﻬﺎ ﺃﺳﻬﻤﹰﺎ ﰲ ﺷﺮﻛﺎ‪‬ﺎ ﻟﺘﺤﻔﻴﺰ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬
‫‪١٣‬‬

‫‪ -٥‬ﺍﻟﺘﺮﻗﻴﺔ‪ :‬ﺣﻴﺚ ﳍﺎ ﺩﻭﺭ ﻛﺒﲑ ﰲ ﺣﻔﺰ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻌﺪ ﺣﺎﻓﺰﹰﺍ ﻣﺎﺩﻳﹰﺎ ﻷﻬﻧﺎ ﻏﺎﻟﺒﹰﺎ ﻣﺎ ﺗﺘﻀﻤﻦ ﺯﻳﺎﺩﺓ‬
‫ﺍﻷﺟﺮ ﻛﻤﺎ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺣﺎﻓﺰ ﻣﻌﻨﻮﻱ ﺇﺫ ﻳﺘﺮﺗﺐ ﻋﻠﻴﻬﺎ ﻭﻇﻴﻔﺔ ﺫﺍﺕ ﻣﺴﺘﻮﻳﺎﺕ ﺃﻛﱪ ‪.‬‬
‫‪ -٦‬ﺍﻟﺘﺄﻣﲔ ﺍﻟﺼﺤﻲ ‪ :‬ﻳﻌﺘﱪ ﻣﻦ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ ﻟﻌﺎﻣﻠﻴﻬﺎ ﻭﺃﺳﺮﻫﻢ ﻭﻳﻌﺘﱪ‬
‫ﲣﻔﻴﻒ ﻟﻸﻋﺒﺎﺀ ﺍﳌﺎﻟﻴﺔ ‪.‬‬
‫‪ -٧‬ﺍﻟﻌﻼﻭﺍﺕ ﺍﻟﺪﻭﺭﻳﺔ ﻭﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ ‪ :‬ﻭﻫﻲ ﻣﻦ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﺍﳉﻴﺪﺓ ﺍﻟﱵ ﲢﻔﺰ ﺍﻟﻌﺎﻣﻠﲔ ﻷﺩﺍﺀ‬
‫ﺃﻓﻀﻞ ‪.‬‬
‫‪ -٨‬ﺍﻟﺴﻜﻦ ﻭﺍﳌﻮﺍﺻﻼﺕ ‪:‬ﺣﻴﺚ ﻳﻌﺘﱪ ﰲ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﲔ ﺣﺎﻓﺰﹰﺍ ﺟﻴﺪﹰﺍ ﳌﺎ ﻓﻴﻪ ﻣﻦ ﲣﻔﻴﻒ ﻟﻌﺒﺊ‬
‫ﺍﻟﻨﻔﻘﺎﺕ ‪.‬‬
‫‪ -٩‬ﺭﺑﻂ ﺍﻷﺟﺮ ﺑﺎﻹﻧﺘﺎﺝ ‪ :‬ﻭﺫﻟﻚ ﻹﳚﺎﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺑﲔ ﻛﻞ ﻣﻦ ﺍﻷﺟﺮ ﻭﺍﻹﻧﺘﺎﺝ ﻓﻜﻠﻤﺎ ﺯﺍﺩ‬
‫ﺍﻹﻧﺘﺎﺝ ﺯﺍﺩ ﺩﺧﻞ ﺍﻟﻌﺎﻣﻞ ‪.‬‬
‫‪ -١٠‬ﺍﻟﻀﻤﺎﻥ ﺍﻻﺟﺘﻤﺎﻋﻲ ‪ :‬ﻭﻫﻮ ﺿﻤﺎﻥ ﺍﳌﺴﺘﻘﺒﻞ ﺑﻌﺪ ﺑﻠﻮﻍ ﺳﻦ ﺍﻟﺘﻘﺎﻋﺪ ﺃﻭ ﻟﻠﻈﺮﻭﻑ ﺍﻟﺼﺤﻴﺔ‬
‫ﺍﻟﱵ ﻗﺪ ﺗﻮﻗﻔﻪ ﻋﻦ ﺍﻟﻌﻤﻞ ﻭﰲ ﺍﳊﺎﻟﺘﲔ ﻳﻮﻓﺮ ﺍﻟﻀﻤﺎﻥ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺿﻤﺎﻧﹰﺎ ﻣﺎﺩﻳﹰﺎ ﳊﻴﺎﺓ ﻛﺮﳝﺔ ‪.‬‬

‫)ﺗﺮﻛﻲ‪١٩٨٦ ،‬ﻡ‪،‬ﺹ‪.( ١١٨‬‬

‫ﻭﻟﻠﺤﺎﻓﺰ ﺍﳌﺎﺩﻱ ﻣﺰﺍﻳﺎ ﺭﺋﻴﺴﻴﺔ ﻫﻲ‪:‬‬
‫‪ -١‬ﺍﻟﺴﺮﻋﺔ ﻭﺍﻟﻔﻮﺭﻳﺔ ﻭﺍﻷﺛﺮ ﺍﳌﺒﺎﺷﺮ ﺍﻟﺬﻱ ﻳﻠﻤﺴﻪ ﺍﻟﻔﺮﺩ ﳉﻬﺪﻩ‪.‬‬
‫‪ -٢‬ﲢﺴﲔ ﺍﻷﺩﺍﺀ ﺑﺸﻜﻞ ﺩﻭﺭﻱ ﻭﻣﻨﺘﻈﻢ ‪.‬‬
‫‪ -٣‬ﺍﺷﺘﻤﺎﻟﻪ ﻋﻠﻰ ﻣﻌﺎﱐ ﻧﻔﺴﻴﻪ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‬

‫) ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ‪١٩٨٢،‬ﻡ‪،‬ﺹ‪.( ١٥١‬‬

‫ﻭﻟﻠﺤﺎﻓﺰ ﺍﳌﺎﺩﻱ ﺑﻌﺾ ﺍﻟﻌﻴﻮﺏ ﻫﻲ ‪:‬‬
‫‪-١‬‬

‫ﺍﻬﻧﺎ ﺗﺪﻓﻊ ﺍﻟﻌﻤﺎﻝ ﺇﱃ ﺍﻟﻌﻤﻞ ﺍﻟﺸﺎﻕ ﻭﺍﳌﻈﲏ ﺍﻟﺬﻱ ﻏﺎﻟﺒﹰﺎ ﻣﺎ ﻳﺆﺛﺮ ﻋﻠﻰ ﺻﺤﺘﻬﻢ ﺍﳉﺴﺪﻳﺔ ﺃﻭ‬
‫ﻼ‪.‬‬
‫ﺣﺎﻟﺘﻬﻢ ﺍﻟﻨﻔﺴﻴﺔ ﻣﺴﺘﻘﺒ ﹰ‬

‫‪-٢‬‬

‫ﺃﻥ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺍﳌﺎﺩﻱ ﰲ ﺗﻘﻴﻴﻢ ﺍﳊﻮﺍﻓﺰ ﻻ ﻳﺼﻠﺢ ﺃﺳﺎﺳﺎ ﻟﺘﺤﺪﻳﺪ ﺍﳌﻘﺎﺑﻞ ﺍﳌﺎﱄ ﻟﻜـﺜﲑ‬
‫ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﻻﳛﺪﺩ ﺍﻷﺟﺮ ﻓﻴﻬﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻹﻧﺘﺎﺝ ﻣﺜﻞ ﺃﻋﻤﺎﻝ ﺍﳋﺪﻣﺎﺕ‬
‫‪١٤‬‬

‫ﻭﺍﻹﺷﺮﺍﻑ ﻭﺍﻟﺸﺮﻃﺔ ﻭﺍﻟﻘﻀﺎﺀ ﻭﻛﺬﻟﻚ ﺃﻋﻤﺎﻝ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ) ﺍﻟﻌﻨﻘﺮﻱ‪١٩٩٩ ،‬ﻡ‪،‬ﺹ‪. (٣٥‬‬

‫ﻭﰲ ﺭﺅﻳﺎ ﺃﺧﺮﻯ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻫﻲ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﺘﺨﺬ ﺻﻮﺭﹰﺍ ﻣﺎﺩﻳﺔ ﻣﻠﻤﻮﺳﺔ ﺗﻘﺪﻡ ﺇﱃ ﺍﳌﺮﺅﻭﺳـﲔ ﺃﻭ‬
‫ﻟﻠﻤﺮﺅﻭﺱ ﻧﺘﻴﺠﺔ ﻷﺩﺍﺋﻪ ﺍﳌﺘﻤﻴﺰ ﻭﺍﳌﺘﻔﻮﻕ ‪ ،‬ﺃﻭ ﻧﺘﻴﺠﺔ ﻟﻔﻮﺯﻩ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ ﰲ ﺍﳌﺴﺎﺑﻘﺎﺕ ﻭﺗﺘﺨﺬ ﻫﺬﻩ‬
‫ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﺃﺷﻜﺎ ﹰ‬
‫ﻻ ﻣﺘﻌﺪﺩﺓ‪ ) .‬ﺃﺑﻮ ﺍﻟﻜﺸﻚ‪٢٠٠٦،‬ﻡ ‪،‬ﺹ‪.( ١٣٥‬‬
‫ﻭﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ‪:‬‬
‫‪ -١‬ﺍﻟﺘﺤﺴﲔ ﰲ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﺍﳌﺎﺩﻳﺔ‪.‬‬
‫‪ -٢‬ﲣﺼﻴﺺ ﻧﺴﺒﺔ ﻣﻦ ﺍﻟﻮﻓﻮﺭﺍﺕ ﺍﻟﻨﺎﲡﺔ ﻣﻦ ﺗﻘﻠﻴﻞ ﺗﻜﻠﻔﻪ ﺍﻹﻧﺘﺎﺝ ‪.‬‬
‫‪ -٣‬ﺃﺟﻮﺭ ﺇﺿﺎﻓﻴﺔ ‪.‬‬
‫‪ -٤‬ﻧﺴﺒﺔ ﻣﻦ ﺍﳌﺒﻴﻌﺎﺕ‪) .‬ﺍﻟﻘﺮﻳﻮﰐ ‪،١٩٩٣،‬ﺹ‪( ٤٨‬‬

‫‪ -٥‬ﺍﻷﺟﺮ ﺣﺴﺐ ﻋﺪﺩ ﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﻨﺘﺠﺔ‪.‬‬
‫‪ -٦‬ﺗﻘﺎﺳﻢ ﺍﻷﺭﺑﺎﺡ ﻧﺘﻴﺠﺔ ﻟﺰﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ‪.‬‬
‫‪ -٤‬ﺍﻟﺘﺄﻣﲔ ﺍﻟﺼﺤﻲ ‪.‬‬
‫‪ -٧‬ﺍﻟﺘﺄﻣﲔ ﻋﻠﻰ ﺍﳊﻮﺍﺩﺙ‬
‫‪ -٨‬ﺍﻹﺳﻜﺎﻥ ‪.‬‬
‫‪ -٩‬ﺍﻟﻘﺮﻭﺽ ﺍﻟﱵ ﺗﻌﻄﻲ ﻟﻠﻤﻮﻇﻒ ‪.‬‬
‫‪ -١٠‬ﺧﺼﻢ ﻋﻠﻰ ﻣﻨﺘﺠﺎﺕ ﺍﳌﺆﺳﺴﺔ‪ ) .‬ﺍﻟﻘﺮﻳﻮﰐ ‪،٢٠٠٤ ،‬ﺹ ‪( ٣٠٦-٣٠٤‬‬

‫‪ -١١‬ﺍﻟﺮﺍﺗﺐ ‪.‬‬
‫‪ -١٢‬ﺍﻟﻌﻼﻭﺓ ﻷﻬﻧﺎ ﺍﻟﻐﺎﻟﺐ ﻋﻠﻴﻬﺎ ﺯﻳﺎﺩﺓ ﰲ ﺍﻟﺮﺍﺗﺐ‪) .‬ﻋﻼﻗﻲ ‪ ، ١٩٩٦ ،‬ﺹ‪( ٣٦٣‬‬

‫‪١٥‬‬

‫ﻭﳝﻜﻦ ﺃﻥ ﻧﻀﻴﻒ ﺣﻮﺍﻓﺰ ﻣﺎﺩﻳﺔ ﻣﺜﻞ‪:‬‬
‫‪ -١٤‬ﺍﳌﻜﺎﻓﺄﺓ ﺍﳌﺎﻟﻴﺔ ﺍﻟﱵ ﺗﻌﻄﻲ ﻟﻠﻄﻼﺏ ﺍﳌﻠﺘﺤﻘﲔ ﰲ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱ ﰲ ﻛﻠﻴـﺎﺕ ﺍﳌﻌﻠﻤـﲔ ﰲ‬
‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺃﻭ ﻷﻱ ﻣﻮﻇﻒ ﺃﻭ ﺇﺩﺍﺭﻱ‪.‬‬
‫‪ -١٥‬ﺍﻟﻌﻼﻭﺓ ﺍﻟﺘﺸﺠﻴﻌﻴﺔ ﻧﺘﻴﺠﺔ ﻟﻜﻔﺎﺀﺓ ﺍﳌﻮﻇﻒ ‪.‬‬
‫‪ -١٦‬ﺍﳉﻮﺍﺋﺰ ﺍﳌﺎﺩﻳﺔ ﺍﻟﻌﻴﻨﻴﺔ ‪.‬‬
‫‪ -١٧‬ﺍﳌﺒﺎﻟﻎ ﺍﻟﻨﻘﺪﻳﺔ‬
‫‪ -١٨‬ﺍﳍﺪﺍﻳﺎ ﺍﻟﻌﻴﻨﻴﺔ ﻭﺍﻟﻨﻘﺪﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﲤﻨﺢ ﻟﻠﻤﺘﻔﻮﻗﲔ ‪.‬‬
‫‪ -١٩‬ﺑﺪﻝ ﺗﻨﻘﻼﺕ‬
‫‪ -٢٠‬ﺑﺪﻝ ﺃﺛﺎﺙ‬
‫‪ -٢١‬ﺑﺪﻝ ﺗﺬﺍﻛﺮ ﺳﻔﺮ ‪.‬‬
‫‪ -٢٢‬ﺗﻮﻓﲑ ﻭﺳﺎﺋﻂ ﻧﻘﻞ ﻣﻮﺍﺻﻼﺕ ﻟﻠﻤﻮﻇﻔﲔ ﻟﻨﻘﻠﻬﻢ ﻣﻦ ﺍﻟﻌﻤﻞ ﺇﱃ ﺍﻟﺒﻴﺖ ‪.‬‬
‫‪ -٢٣‬ﻋﻼﻭﺓ ﻣﺎﻟﻴﺔ ﺗﺴﻤﻰ )ﻋﻼﻭﺓ ﺻﻌﻮﺑﺔ ﻋﻤﻞ(‪.‬‬
‫‪ -٢٤‬ﻋﻼﻭﺓ ﻣﺎﻟﻴﺔ ﺗﺴﻤﻰ ﺃﻭ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ )ﻋﻼﻭﺓ ﻧﺪﺭﻩ ﲣﺼﺺ(‪.‬‬
‫‪ -٢٥‬ﻋﻼﻭﺓ ﻣﺎﻟﻴﺔ ﺗﻄﻠﻖ ﻋﻠﻴﻬﺎ )ﻋﻼﻭﺓ ﻣﻨﺎﻃﻖ ﻧﺎﺋﻴﺔ( ‪ ) .‬ﺃﺑﻮ ﺍﻟﻜﺸﻚ‪٢٠٠٦،‬ﻡ‪،‬ﺹ‪.(١٣٧-١٣٥‬‬

‫ﺏ ـ ﺣﻮﺍﻓﺰ ﻣﻌﻨﻮﻳﺔ ‪:‬‬
‫ﺇﻥ ﺣﺎﺟﺎﺕ ﺍﻹﻧﺴﺎﻥ ﻣﺘﻌﺪﺩﺓ ﻭﺑﺎﻟﺘﺎﱄ ﲢﺘﺎﺝ ﺇﱃ ﻣﺼﺎﺩﺭ ﺇﺷﺒﺎﻉ ﻣﺘﻌﺪﺩﺓ ﻓﻬﻨﺎﻙ ﺑﻌﺾ ﺍﳊﺎﺟـﺎﺕ‬
‫ﳝﻜﻦ ﺃﻥ ﺗﺸﺒﻊ ﻣﺎﺩﻳﹰﺎ ﻭﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻳﺸﺒﻊ ﻣﻌﻨﻮﻳﹰﺎ ﺇﺫﹰﺍ ﻫﻨﺎﻟﻚ ﺣﺎﺟﺎﺕ ﻟﺪﻯ ﺍﻹﻧﺴﺎﻥ ﻻ ﳝﻜﻦ ﺇﺷﺒﺎﻋﻬﺎ‬
‫ﺇﻻ ﺑﺎﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ )ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‪١٩٨٢ ،‬ﻫـ‪ ،‬ﺹ‪.(٤٥-٣٦‬‬

‫ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﻫﻲ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﺍﻹﻧﺴﺎﻥ ﻭﲢﻘﻖ ﻟﻪ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺗﻪ ﺍﻷﺧـﺮﻯ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪ ،‬ﻓﺘﺰﻳﺪ ﻣﻦ ﺷﻌﻮﺭ ﺍﻟﻌﺎﻣﻞ ﺑﺎﻟﺮﻗﻴﺎ ﰲ ﻋﻤﻠﻪ ﻭﻭﻻﺋﻪ ﻟﻪ ‪،‬ﻭﲢﻘﻴﻖ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺯﻣﻼﺋـﻪ‬
‫‪١٦‬‬

‫)ﺍﻟﻠﻮﺯﻱ ‪١٩٩٥ ،‬ﻡ ‪ ،‬ﺹ‪ (٣٧٧‬ﻭﺗﻘﻠﺺ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﲟﺎ ﻳﺴﻤﻰ ﺑﺎﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ ﻟﻠﻌـﺎﻣﻠﲔ ‪،‬‬
‫ﻭﺫﻟﻚ ﻣﺜﻞ ﺗﻮﺟﻴﻪ ﺧﻄﺎﺏ ﺷﻜﺮ ‪ ،‬ﺃ‪ ،‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻞ ﺍﳌﻌﲎ ﻛﻤﻮﻇﻒ ﻣﺜﺎﱄ ﰲ ﺍﳌﻨﻈﻤﺔ ﺃﻭ ﻏﲑ ﺫﻟﻚ‬

‫)ﻋﺴﺎﻑ ‪١٩٩٩ ،‬ﻡ ‪ ،‬ﺹ‪. (٩٠‬‬

‫ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﻻ ﺗﻘﻞ ﺃﳘﻴﻪ ﻋﻦ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﺑﻞ ﺃﻥ ﺍﳌﺎﺩﻱ ﻣﻨﻬﺎ ﻻ ﻳﺘﺤﻘﻖ ﻣﺎﱂ ﻳﻘﺘﺮﻥ ﲝـﻮﺍﻓﺰ‬
‫ﻣﻌﻨﻮﻳﺔ ‪ ،‬ﻭﲣﺘﻠﻒ ﺃﳘﻴﺔ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﻭﻓﻘﹰﺎ ﻟﻠﻈﺮﻭﻑ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﺍﳌﻨﻈﻤﺔ ‪ ،‬ﳍﺬﺍ ﻓﺈﻥ ﳍﺎ ﺃﻥ ﲣﺘـﺎﺭ‬
‫ﻣﺎ ﺑﲔ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﻣﺎ ﻳﻼﺀﻡ ﻇﺮﻭﻓﻬﺎ ‪ ،‬ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﻫﻲ ﺍﻟﱵ ﺗﺸﺒﻊ ﺣﺎﺟﺔ ﺃ‪ ،‬ﺃﻛﺜـﺮ ﻣـﻦ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻠﻔﺮﺩ ﺍﻟﻌﺎﻣﻞ ﻛﺎﳊﺎﺟﺔ ﻟﻠﺘﻘﺪﻳﺮ ﺃ‪ ،‬ﲢﻘﻴﻖ ﺍﻟﺬﺍﺕ ﺃﻭ ﺍﻻﺣﺘـﺮﺍﻡ ﺃﻭ‬
‫ﺍﻟﻘﺒﻮﻝ ﺍﻻﺟﺘﻤﺎﻋﻲ )ﺍﳊﺎﺭﺛﻲ ‪١٩٩٩ ،‬ﻡ ‪ ،‬ﺹ‪. (٣٨‬‬
‫ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺣﻮﺍﻓﺰ ﻣﻌﻨﻮﻳﺔ ﺗﺘﻌﻠﻖ ﻧﻔﺴﻪ ﻣﺜﻞ ﺧﺼﺎﺋﺺ ﺍﻟﻌﻤـﻞ ﻣـﻦ ﺗﻨﻔﻴـﺬ‬
‫ﻭﺗﻜﺮﺍﺭ ﻭﺗﻨﻮﻉ ﻭﺍﺳﺘﻘﻼﻟﻴﺔ ﻭﺣﺠﻢ ﺍﻟﺴﻠﻄﺔ ﻭ ﺍﳌﺴﺌﻮﻟﻴﺔ ﻭﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﳌﺘﺎﺣـﺔ ‪ ،‬ﺃﻭ‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﻌﻤﻞ ﻣﻦ ﺗﺒﺴﻴﻂ ﻭﺗﻨﺎﻭﻱ ‪ ،‬ﻭﺇﺛﺮﺍﺀ ﻭﻧﺘﺎﺋﺞ ‪ ،‬ﺃﻭ ﺣﻮﺍﻓﺰ ﻣﻌﻨﻮﻳﺔ ﺗﺘﻌﻠﻖ ﺑﺒﻴﺌﺔ ﺍﻟﻌﻤـﻞ ﻣﺜـﻞ‬
‫‪،‬ﺍﻹﺷﺮﺍﻑ ‪ ،‬ﺍﻟﻘﻴﺎﺩﺓ ‪ ،‬ﺍﻟﺰﻣﺎﻟﺔ ‪ ،‬ﺍﳌﺸﺎﺭﻛﺔ ‪ ،‬ﻭﺍﻟﻠﻮﺍﺋﺢ ﻭ ﺍﻟﻨﻈﻢ ﺍﳌﻮﺟـﻮﺩﺓ ) ﺣـﺴﻦ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ‬
‫‪. (١٦٢‬‬

‫ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﳝﻜﻦ ﺃﻥ ‪ ،‬ﺗﻜﻮﻥ ﺣﻮﺍﻓﺰ ﻣﻌﻨﻮﻳﺔ ﺇﳚﺎﺑﻴﺔ ﻭﻳﻘﺼﺪ ‪‬ﺎ ﻛﻞ ﻣﺎ ﺗﺮﺗﺐ ﻋﻠﻴﺔ ﻣﻦ ﻭﻗـﻊ‬
‫ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ﻣﺜﻞ ﺍﻹﺟﺎﺯﺍﺕ ‪ ،‬ﺍﻟﻮﻇﻴﻔﺔ ﺍﳌﻨﺎﺳﺒﺔ ‪ ،‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘـﺮﺍﺭﺍﺕ ‪،‬‬
‫ﺍﻟﺘﺮﻗﻴﺔ ‪ ،‬ﺍﻹﻋﻼﻡ ﰲ ﻟﻮﺣﺔ ﺍﻟﺸﺮﻑ ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺣﻮﺍﻓﺰ ﻣﻌﻨﻮﻳﺔ ﺳﻠﺒﻴﺔ ‪ ،‬ﻭﻫﻲ ﻛﻞ ﻣﺎ ﻳﺘﺮﺗﺐ‬
‫ﻋﻠﻴﻪ ﻣﻦ ﺭﻭﻉ ﺍﳌﻬﻤﻞ ﺃ‪ ،‬ﺍﳌﻘﺼﺮ ﻣﺜﻞ ﺍﻟﻠﻮﻡ ﻭﺍﻟﺘﻮﺑﻴﺦ ﻭﻏﲑ ﺫﻟﻚ ‪ .‬ﻭﻻﺑﺪ ﺃﻥ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻮﻋﲔ‬
‫ﻣﻌﹰﺎ ﺑﺸﻜﻞ ﻣﺘﻮﺍﺯﻥ ) ﻳﺎﻏﻲ‪ ١٩٨٧ ،‬ﻡ ‪ ،‬ﺹ ‪. (٢٨‬‬
‫ﻭﻳﺸﲑ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ )‪١٩٨٢‬ﻡ ‪ ،‬ﺹ‪ (٤٥-٣٦‬ﺇﱃ ﺃﻧﻮﺍﻉ ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﻣﺜﻞ‪:‬‬
‫‪ (١‬ﺍﻟﻮﻇﻴﻔﺔ ﺍﳌﻨﺎﺳﺒﺔ‪ :‬ﺣﻴﺚ ﺗﻨﺒﻊ ﺃﳘﻴﺘﻬﺎ ﻣﻦ ﺃﻬﻧﺎ ﲡﻌﻞ ﺍﻟﻄﺮﻳﻖ ﳑﻬﺪﺍ ﻟﻠﻤﻮﻇﻒ ﻟﻜﻲ ﻳﱪﺯ ﻃﺎﻗﺎﺗـﻪ‬
‫ﻭﺇﻣﻜﺎﻧﺎﺗﻪ ‪.‬‬
‫‪ (٢‬ﺍﻹﺛﺮﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ‪ :‬ﻭﺃﺳﻠﻮﺏ ﺍﻹﺛﺮﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻳﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻮﻳﻊ ﻭﺍﺟﺒﺎﺕ ﺍﻟﻮﻇﻴﻔﺔ ﻭﻣﺴﺌﻮﻟﻴﺎ‪‬ﺎ‬
‫ﻭﺍﻟﺘﺠﺪﻳﺪ ﰲ ﺃﻋﺒﺎﺋﻬﺎ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺬﻱ ﻳﻬﻴﺊ ﻟﺸﺎﻏﻠﻬﺎ ﺃﻥ ﳚﺪﺩ ﻗﺪﺭﺍﺗﻪ ﻭﻳﻄﻮﺭ ﻣﻬﺎﺭﺗﻪ ﲟﻘﺎﺑﻠﻪ ﻫﺬﻩ‬
‫ﺍﻷﻋﺒﺎﺀ ﻭﺍﳌﺴﺌﻮﻟﻴﺎﺕ ‪.‬‬
‫‪١٧‬‬

‫‪ (٣‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ :‬ﻭﻳﻌﲏ ﺫﻟﻚ ﺇﺷﺮﺍﻙ ﺍﳌﻮﻇﻔﲔ ﺃﻭ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﺍﻟﱵ ﳍﺎ ﻋﻼﻗﺔ ﺑﺄﻋﻤﺎﻝ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫‪ (٤‬ﺍﻟﺘﺮﻗﻴﺔ ‪ :‬ﺣﻴﺚ ﺗﻌﺘﱪ ﺣﺎﻓﺰ ﻣﻌﻨﻮﻱ ﺇﱃ ﺟﺎﻧﺐ ﻛﻮﻬﻧﺎ ﺣﺎﻓﺰ ﻣﺎﺩﻱ ‪ ،‬ﺇﺫ ﺃﻬﻧﺎ ﲢﻤﻞ ﻣﻌﻬﺎ ﺯﻳﺎﺩﺓ‬
‫ﰲ ﺍﻷﻋﺒﺎﺀ ﻭﺍﳌﺴﺌﻮﻟﻴﺔ ﻭﺗﺄﻛﻴﺪ ﺍﻟﺬﺍﺕ ‪.‬‬
‫‪ (٥‬ﺍﻟﺒﺎﺏ ﺍﳌﻔﺘﻮﺡ‪ :‬ﻭﻳﺪﺧﻞ ﺿﻤﻦ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻟﱵ ﺗﻘﺪﻡ ﻹﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺗﺄﻛﻴـﺪ ﺍﻟـﺬﺍﺕ‬
‫ﻭﺍﺣﺘﺮﺍﻡ ﺍﻵﺧﺮﻳﻦ ﻭﻳﻌﲏ ﺍﻟﺒﺎﺏ ﺍﳌﻔﺘﻮﺡ ﺍﻟﺴﻤﺎﺡ ﻟﻠﻌﺎﻣﻠﲔ ﺑﺘﻘﺪﱘ ﺍﳌﻘﺘﺮﺣﺎﺕ ﻭﺍﻵﺭﺍﺀ ﺍﻟﱵ ﻳﺮﻭﻬﻧﺎ‬
‫ﻣﺒﺎﺷﺮﻩ ﺇﱃ ﺭﺅﺳﺎﺋﻬﻢ ‪.‬‬
‫‪ (٦‬ﻟﻮﺣﺎﺕ ﺍﻟﺸﺮﻑ‪ :‬ﻭﻳﻌﲏ ﺫﻟﻚ ﺇﺩﺭﺍﺝ ﺃﲰﺎﺀ ﺍﳌﺘﻤﻴﺰﻳﻦ ﰲ ﺍﻟﻌﻤﻞ ﰲ ﻟﻮﺣﺎﺕ ﺍﻟـﺸﺮﻑ ﺩﺍﺧـﻞ‬
‫ﺍﳌﻨﻈﻤﺔ ﳑﺎ ﻳﺰﻳﺪ ﻭﻻﺋﻬﻢ ﻭﻳﺪﻓﻌﻬﻢ ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﳉﻬﺪ‪.‬‬
‫‪ (٧‬ﺃﻧﻮﺍﻁ ﺍﳉﺪﺍﺭﺓ ‪ :‬ﻭﻳﻌﲏ ﺫﻟﻚ ﺗﻘﺪﱘ ﺃﻧﻮﺍﻃﹰﺎ ﻟﻼﻧﺘﺎﺟﻴﻪ ﺍﻟﻌﺎﻟﻴﺔ ﻛﺘﻘﺪﻳﺮ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﳛﻘﻘـﻮﻥ‬
‫ﺍﺑﺘﻜﺎﺭﺍﺕ ﺩﺍﺧﻞ ﺍﻟﻌﻤﻞ )ﺍﻟﻨﺠﺎﺭ ‪١٩٩٢ ،‬ﻡ ‪ ،‬ﺹ‪. (٤٥٤‬‬

‫‪ (٨‬ﺍﳌﺮﻛﺰ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ :‬ﻓﺎﻟﻮﻇﻴﻔﺔ ﺍﻟﱵ ﲢﻘﻖ ﻟﻺﻧﺴﺎﻥ ﻣﺮﻛﺰﹰﺍ ﺍﺟﺘﻤﺎﻋﻴﺎ ﻣﺮﻣﻮﻗﹰﺎ ﺗﻌﺪ ﺣﺎﻓﺰﹰﺍ ﺍﳚﺎﺑﻴـﹰﺎ‬
‫ﻭﲤﺜﻞ ﺇﺷﺒﺎﻋﹰﺎ ﳊﺎﺟﺎﺕ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳌﺮﻛﺰ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﱵ ﻳﺴﻌﻰ ﺍﻟﻔﺮﺩ ﺇﱃ ﺍﻛﺘﺴﺎ‪‬ﺎ‬
‫ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ ‪.‬‬
‫‪ (٩‬ﺗﺴﻠﻢ ﺍﻷﻭﲰﺔ ‪ :‬ﻭﻫﺬﺍ ﺍﳊﺎﻓﺰ ﺍﻹﳚﺎﰊ ﻳﻌﻄﻲ ﳌﻦ ﻛﺎﻧﺖ ﺧﺪﻣﺎﺗﻪ ﻛﺒﲑﻩ ﺃﻭ ﺟﻠﻴﻠﺔ ﻭﻳﻌﺪ ﻫـﺬﺍ‬
‫ﺍﳊﺎﻓﺰ ﺩﺍﻓﻌﹰﺎ ﻟﻠﻌﺎﻣﻠﲔ ﻹﺑﺮﺍﺯ ﻗﺪﺭﺍ‪‬ﻢ ﻭﺃﺣﻘﻴﺘﻬﻢ ﺑﺎﻟﺘﻘﺪﻳﺮ ﻭﺍﻻﺣﺘﺮﺍﻡ )ﺍﻟﻘﺮﻳﻮﰐ‪١٩٨٩،‬ﻡ‪،‬ﺹ‪. (٥٠‬‬
‫ﻛﻤﺎ ﻗﺴﻢ ﺍﻟﺒﻌﺾ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﺇﱃ ﺍﻷﻗﺴﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ‪) :‬ﺃﺑﻮ ﺍﻟﻜﺸﻚ ‪٢٠٠٦ ،‬ﻡ ‪،‬ﺹ‪( ١٤٠-١٣٧‬‬

‫‪ -١‬ﺷﻬﺎﺩﺍﺕ ﺍﻟﺘﻘﺪﻳﺮ‬
‫‪ -٢‬ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﻟﻜﻔﺎﺀﺓ ﻭﲜﻬﻮﺩ ﺍﳌﺮﺅﻭﺳﲔ ‪.‬‬
‫‪ -٣‬ﺍﻷﻭﲰﺔ ‪.‬‬
‫‪ -٤‬ﻋﻤﻞ ﺣﻔﻞ ﻋﻠﻰ ﺷﺮﻑ ﺍﳌﺮﺅﻭﺱ‪.‬‬

‫‪١٨‬‬

‫‪ -٥‬ﲢﺴﲔ ﻟﻘﺐ ﺍﳌﺮﺅﻭﺱ ﺃﻭ ﺍﻹﺩﺍﺭﻱ ‪.‬‬
‫‪ -٦‬ﺍﻟﺘﺮﻗﻴﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺷﺮﻳﻄﻪ ﺃﻥ ﻻ ﻳﺮﺍﻓﻘﻬﺎ ﺯﻳﺎﺩﺓ ﰲ ﺍﻟﺮﺍﺗﺐ‪.‬‬
‫‪ -٧‬ﺇﺷﺮﺍﻙ ﺍﳌﺮﺅﻭﺳﲔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ‪.‬‬
‫‪ -٨‬ﺍﻣﺘﻴﺎﺯﺍﺕ ﻧﻘﻞ ﺍﳌﻮﻇﻒ ‪.‬‬
‫‪ -٩‬ﺍﻣﺘﻴﺎﺯﺍﺕ ﺍﻹﻋﺎﺭﺍﺕ ‪.‬‬
‫‪ -١٠‬ﻣﻨﺢ ﺍﳌﺮﺅﻭﺱ ﺍﻷﻗﺪﻣﻴﺔ ‪.‬‬
‫‪ -١١‬ﺗﺴﻤﻴﺔ ﺍﳌﻮﻇﻒ ﺍﳌﺜﺎﱄ‪.‬‬
‫‪ -١٢‬ﺇﻋﻄﺎﺀ ﺇﺟﺎﺯﺓ ﺍﺳﺘﺠﻤﺎﻡ‪.‬‬
‫‪ -١٣‬ﺧﻄﺎﺏ ﺷﻜﺮ‪.‬‬
‫‪ -١٤‬ﺇﺷﺮﺍﻙ ﳑﺜﻠﲔ ﻋﻦ ﺍﳌﺮﺅﻭﺳﲔ ﰲ ﳎﻠﺲ ﺍﻹﺩﺍﺭﺓ ‪.‬‬
‫‪ -١٥‬ﺇﺗﺒﺎﻉ ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺸﺎﺭﻛﻴﻪ ‪.‬‬
‫‪ -١٦‬ﻛﻠﻤﺎﺕ ﺍﻟﺸﻜﺮ ﻭﺍﳌﺪﻳﺢ ﻭﺍﻟﺜﻨﺎﺀﺍﺕ ﺍﻟﺸﻔﻮﻳﺔ ‪.‬‬
‫‪ -١٧‬ﻛﻠﻤﺎﺕ ﺍﻟﺸﻜﺮ ﻭﺍﳌﺪﻳﺢ ﺍﳌﻜﺘﻮﺑﺔ‪.‬‬
‫‪ -١٨‬ﺍﻟﺪﺭﻭﻉ‪.‬‬
‫‪ -١٩‬ﺍﻟﻜﺆﻭﺱ‪.‬‬
‫‪ -٢٠‬ﺍﳌﻴﺪﺍﻟﻴﺎﺕ‪.‬‬
‫‪ -٢١‬ﺍﻟﺜﻘﺔ ﺑﺎﳌﺮﺅﻭﺳﲔ ﻭﺗﻔﻮﻳﺾ ﺍﳌﺪﻳﺮ ﺟﺰﺀﹰﺍ ﻣﻦ ﻣﻬﻤﺎﺗﻪ ﳌﺮﺅﻭﺳﻴﻪ ‪.‬‬
‫‪ -٢٢‬ﲣﺼﻴﺺ ﻳﻮﻡ ﺍﺣﺘﻔﺎﻝ ﺑﺎﳌﻮﻇﻒ ﺃﻭ ﺍﳌﺮﺅﻭﺱ ‪.‬‬
‫‪ -٢٣‬ﻭﺿﻊ ﺃﲰﺎﺀ ﺍﳌﺘﻔﻮﻗﲔ ﰲ ﻟﻮﺣﺔ ﺷﺮﻑ ﻋﻠﻰ ﺍﳊﺎﺋﻂ ﺃﻭ ﻣﻄﻮﻳﺔ ﺃﻭ ﻧﺸﺮﻫﺎ ﰲ ﳎﻠﺔ‪.‬‬
‫‪١٩‬‬

‫‪ -٢٤‬ﺗﺮﺷﻴﺢ ﺍﳌﻮﻇﻒ ﺍﳌﺘﻤﻴﺰ ﻟﺪﻭﺭﺓ ﻓﻴﻬﺎ ﲤﻴﺰ ‪.‬‬
‫‪ -٢٥‬ﺗﺮﺷﻴﺢ ﺍﳌﻮﻇﻒ ﻟﺪﺭﺍﺳﺎﺕ ﻋﻠﻴﺎ ‪.‬‬
‫‪ -٢٦‬ﺗﻜﻠﻴﻒ ﺍﳌﻮﻇﻒ ﺑﻌﻤﻞ ﻗﻴﺎﺩﻱ ‪.‬‬
‫‪ -٢٧‬ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻭﺍﻟﺜﻘﺔ ﺑﺎﳌﺮﺅﻭﺳﲔ ﻭﺗﻨﻤﻴﺔ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﺬﺍﺗﻴﺔ ‪.‬‬
‫ﻭﺗﻌﺘﻤﺪ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﺇﺛﺎﺭﺓ ﻭﲢﻔﻴﺰ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﻭﺳﺎﺋﻞ ﺃﺳﺎﺳﻬﺎ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‬
‫ﺍﻟﺬﻱ ﻟﺪﻳﻪ ﺃﺣﺎﺳﻴﺲ ﻭﺁﻣﺎﻝ ﻭﺗﻄﻠﻌﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻳﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻬﺎ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻪ ﰲ ﺍﳌﻨﺸﺄﺓ‬

‫)ﻋﻘﻴﻠﻲ‪١٩٩٦ ،‬ﻡ‪ ،‬ﺹ‪.( ٣٠٩‬‬

‫ﻭﻳﺸﲑ ﺍﳌﺴﻠﻢ )‪٢٠٠٣‬ﻡ ‪ ،‬ﺹ‪ ( ٨١‬ﺇﱃ ﺃﻥ ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ )ﺍﳌﻌﻨﻮﻳﺔ( ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﺘﺠﺪﺩﹰﺍ‬
‫ﻭﻣﺴﺘﻤﺮﹰﺍ ﻭﺫﻟﻚ ﻷﻥ ﺍﳊﺎﻓﺰ ﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻪ ﻭﺃﳘﻴﺘﻪ ﻟﻠﻔﺮﺩ ﲟﺮﻭﺭ ﺍﻟﺰﻣﻦ ﻳﻔﻘﺪ ﻗﻴﻤﺘﻪ ‪ ،‬ﻭﺑﺘﻄﻮﺭ ﺣﺎﺟﺔ‬
‫ﺍﻟﻔﺮﺩ ﻛﺬﻟﻚ ﺗﻘﻞ ﻗﻴﻤﺘﻪ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ‪.‬‬
‫‪ ٢‬ـ ﻗﺴﻤﺖ ﺍﳊﻮﺍﻓﺰ ﻣﻦ ﺣﻴﺚ ﺃﺛﺮﻫﺎ ﺃﻭ ﻓﺎﻋﻠﻴﺘﻬﺎ ﺇﱃ‪:‬‬
‫ﺃ‪ -‬ﺣﻮﺍﻓﺰ ﺇﳚﺎﺑﻴﺔ ‪:‬‬
‫ﻭﻫﻲ ﲤﺜﻞ ﺗﻠﻚ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﲢﻤﻞ ﻣﺒﺪﺃ ﺍﻟﺜﻮﺍﺏ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺍﻟﱵ ﺗﻠﱯ ﺣﺎﺟﺎ‪‬ﻢ ﻭﺩﻭﺍﻓﻌﻬﻢ ﻟﺰﻳﺎﺩﺓ‬
‫ﺍﻹﻧﺘﺎﺝ ﻭﲢﺴﲔ ﻧﻮﻋﻴﺘﻪ ﻭﺗﻘﺪﱘ ﺍﳌﻘﺘﺮﺣﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﺒﻨﺎﺀﺓ ‪ ،‬ﻭ‪‬ﺪﻑ ﺍﳊﻮﺍﻓﺰ ﺍﻹﳚﺎﺑﻴﺔ ﺇﱃ ﲢﺴﲔ‬
‫ﺍﻷﺩﺍﺀ ﰲ ﺍﻟﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺸﺠﻴﻊ ﺑﺴﻠﻮﻙ ﻣﺎ ﻳﺆﺩﻱ ﺇﱃ ﺫﻟﻚ ‪) .‬ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﻭﺁﺧﺮﻭﻥ‪١٩٨٧ ،‬ﻡ ‪،‬‬

‫ﺹ‪.( ٢١٥‬‬

‫ﻭﻫﺬﻩ ﺍﳊﻮﺍﻓﺰ ﻳﺪﺧﻞ ﻓﻴﻬﺎ ﻛﺎﻓﺔ ﺍﳌﻐﺮﻳﺎﺕ ﻭﺗﻌﺘﱪ ﻣﻦ ﺃﻓﻀﻞ ﺍﻷﺳﺎﻟﻴﺐ ﰲ ﲢﺮﻳﻚ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﰲ ﻣﻌﻈﻢ ﺍﳊﺎﻻﺕ ﻷﻬﻧﺎ ﺗﺸﻴﻊ ﻣﻨﺎﺧﹰﺎ ﺻﺤﻴﹰﺎ ﻣﻨﺎﺳﺒﺎ ﰲ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﺍﶈﻴﻄﺔ )ﺟﺎﺩ ﺍﷲ‪١٩٩٧ ،‬ﻡ‪ ،‬ﺹ‪.(٥٥‬‬
‫ﻭﺍﳍﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳊﻮﺍﻓﺰ ﻫﻮ ﺗﺸﺠﻴﻊ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻌﺎﻣﻠﲔ ﻭﺣﺜﻬﻢ ﻋﻠﻰ ﺇﺣﺪﺍﺙ‬
‫ﺍﻟﺴﻠﻮﻙ ﺍﳌﺮﻏﻮﺏ ﻓﻴﻪ ﻭﺧﲑ ﻣﺜﺎﻝ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳊﻮﺍﻓﺰ ﻫﻮ‪:‬‬
‫ƒ ﻋﺪﺍﻟﺔ ﺍﻷﺟﻮﺭ ﺍﻷﺳﺎﺳﻴﺔ ‪.‬‬
‫ƒ ﻣﻨﺢ ﺍﻷﻛﻔﺎﺀ ﻋﻼﻭﺍﺕ ﺍﺳﺘﺜﻨﺎﺋﻴﺔ ‪.‬‬
‫‪٢٠‬‬

‫ƒ ﺛﺒﺎﺕ ﺍﻟﻌﻤﻞ ﻭﺍﺳﺘﻘﺮﺍﺭ ﺍﻟﻔﺮﺩ ﰲ ﻋﻤﻠﻪ‪.‬‬

‫) ﻳﺎﻏﻲ ‪١٩٨٦،‬ﻡ‪،‬ﺹ‪.(٢٧‬‬

‫ﻭﺍﳊﻮﺍﻓﺰ ﺍﻹﳚﺎﺑﻴﺔ ﺗﻨﻤﻲ ﺭﻭﺡ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﺠﺪﻳﺪ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﻷﻬﻧﺎ ﺗﺘﻼﺀﻡ ﻭﺭﻏﺒﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﲝﻴﺚ ﺗﺘﺮﻙ ﺑﻌﺾ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻹﳚﺎﺑﻴﺔ ﻋﻠﻰ ﳎﺮﻳﺎﺕ ﺍﻟﻌﻤﻞ ﻣﺜﻞ ﺣﺎﻓﺰ ﺍﳌﻜﺎﻓﺄﺓ ﺍﻟﻨﻘﺪﻳﺔ ﺍﻟﱵ ﲤﻨﺢ ﻟﻠﻌﺎﻣﻞ‬
‫ﻣﻘﺎﺑﻞ ﻗﻴﺎﻣﻪ ﺑﻌﻤﻞ ﻳﺴﺘﺪﻋﻲ ﺍﻟﺘﻘﺪﻳﺮ‪ ) .‬ﺍ‪‬ﺪﻭﺏ‪٢٠٠٢،‬ﻡ‪،‬ﺹ‪. (٣٤٣‬‬
‫ﻓﺎﳊﻮﺍﻓﺰ ﺍﻹﳚﺎﺑﻴﺔ ﳍﺎ ﺃﺛﺮﻫﺎ ﺍﳌﻠﻤﻮﺱ ﰲ ﺗﻘﻮﻳﺔ ﺍﻟﺮﺍﺑﻂ ﺑﲔ ﺍﳊﺎﻓﺰ ﻭﺍﻷﺩﺍﺀ ﻓﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﻓﺰ ﻋﻨﺪﻣﺎ‬
‫ﳛﻘﻖ ﺍﻟﻌﺎﻣﻞ ﺇﳒﺎﺯﹰﺍ ﻣﺘﻤﻴﺰﹰﺍ ﻭﺟﻴﺪﹰﺍ ﻳﺆﺩﻱ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺇﱃ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﲢﻘﻴﻖ ﻣﺰﻳﺪ ﻣﻦ ﺍﻻﳒﺎﺯ ﰲ ﺍﻷﺩﺍﺀ‬
‫ﻭﻫﺬﻩ ﺍﳊﻮﺍﻓﺰ ﺗﻜﻮﻥ ﻓﻌﺎﻟﺔ ﻭﻣﺆﺛﺮﺓ ﻋﻨﺪﻣﺎ ﺗﺴﺘﺨﺪﻡ ﻓﻮﺭ ﻗﻴﺎﻡ ﺍﻟﻌﺎﻣﻞ ﺑﺎﻟﺘﺼﺮﻑ ﺍﳌﻄﻠﻮﺏ ‪ ،‬ﻓﺎﳌﻜﺎﻓﺄﺓ‬
‫ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻻ ﺗﻜﻮﻥ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺄﺛﲑ ﺍﻹﳚﺎﰊ ﰲ ﺍﻟﺴﻠﻮﻙ ﻣﺎ ﱂ ﻳﺘﻮﻓﺮ ﺷﺮﻃﺎﻥ ﳘﺎ‪:‬‬
‫ƒ ﺃﻥ ﺗﻜﻮﻥ ﺍﳊﻮﺍﻓﺰ ﻣﺸﺮﻭﻃﺔ ﻭﻣﺘﻮﻗﻔﺔ ﻋﻠﻰ ﻣﻌﺪﻝ ﺍﻷﺩﺍﺀ ﺍﻟﻜﻤﻲ ﻭﻣﺴﺘﻮﺍﻩ ﺍﻟﻨﻮﻋﻲ‪ ،‬ﻓﻜﻠﻤﺎ ﻛﺎﻥ‬
‫ﺍﻹﻧﺘﺎﺝ ﻋﺎﻟﻴﹰﺎ ﻭﺟﻴﺪﹰﺍ ﻳﺰﺩﺍﺩ ﺗﺒﻌﹰﺎ ﻟﺬﻟﻚ ﺣﺠﻢ ﺍﳊﺎﻓﺰ‪.‬‬
‫ƒ ﺃﻥ ﺗﺆﺩﻱ ﺍﳊﻮﺍﻓﺰ ﺇﱃ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺔ ﻣﻌﻴﻨﺔ ﻳﺸﻌﺮ ﺍﻟﻌﺎﻣﻞ ﺑﻀﺮﻭﺭﺓ ﺇﺷﺒﺎﻋﻬﺎ ‪ ،‬ﻓﺈﺫﺍ ﱂ ﻳﺴﺘﻄﻊ ﺍﳊﺎﻓﺰ‬
‫ﺇﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﻭﺍﻟﺮﻏﺒﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﻓﺈﻧﻪ ﻳﻔﻘﺪ ﻗﺪﺭﺗﻪ ﺍﻟﺘﺤﻔﻴﺰﻳﺔ ﻭﺗﻜﻮﻥ ﺍﻟﻔﺎﺋﺪﺓ ﺷﺒﻪ ﻣﻨﻌﺪﻣﺔ‪.‬‬
‫)ﺍﻟﻌﻨﻘﺮﻱ‪١٩٩٩ ،‬ﻡ‪ ،‬ﺹ‪.( ٣٨‬‬

‫ﻭ‪‬ﺪﻑ ﺍﳊﻮﺍﻓﺰ ﺍﻹﳚﺎﺑﻴﺔ ﺇﱃ ﺭﻓﻊ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﻫﻲ ﺗﺮﻛﺰ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﺍﻟﺴﻠﻮﻙ ﺍﳌﺮﻏﻮﺏ ﻓﻴﻪ‬
‫ﻭﺗﺘﻤﺜﻞ ﺍﳊﻮﺍﻓﺰ ﺍﻹﳚﺎﺑﻴﺔ ﰲ ) ﻫﺎﺷﻢ ‪: ( ٢٨٧ ، ١٩٨٠ ،‬‬
‫ƒ ﺃﻥ ﻳﻜﻮﻥ ﺍﻷﺟﺮ ﻣﻨﺎﺳﺒﹰﺎ ﻭﻋﺎﺩ ﹰﻻ ‪.‬‬
‫ƒ ﺃﻥ ﻳﻜﻮﻥ ﺍﻷﺟﺮ ﺣﺎﻓﺰﹰﺍ ﻟﺮﻓﻊ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ‪.‬‬
‫ƒ ﺷﻌﺎﺭ ﺍﻟﻔﺮﺩ ﺑﺈﳒﺎﺯﻩ ‪.‬‬
‫ƒ ﻟﻌﺪﺍﻟﺔ ﻭﺍﳌﻮﺿﻮﻋﻴﺔ ﰲ ﻣﻌﺎﻣﻠﺔ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬
‫ƒ ﻭﺿﻊ ﺑﺪﻻﺕ ﺧﺎﺻﺔ ﻣﺮﺗﺒﻄﺔ ﺑﻄﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ‪.‬‬
‫ƒ ﺷﻜﺮ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﻣﺎ ﺣﻘﻘﻮﻩ ﻣﻦ ﳒﺎﺣﺎﺕ ﰲ ﻋﻤﻠﻬﻢ ‪.‬‬
‫ƒ ﺍﺳﺘﻘﺮﺍﺭ ﺍﻟﻌﺎﻣﻞ ﰲ ﻋﻤﻠﻪ ‪.‬‬
‫‪٢١‬‬

‫ƒ ﺗﻮﻓﲑ ﻓﺮﺹ ﺍﻟﺘﺮﻗﻴﺔ ﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ ﺃﻣﺎﻡ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬
‫ƒ ﺍﻻﻋﺘﺮﺍﻑ ﺑﻜﻔﺎﺀﺓ ﺍﻟﻔﺮﺩ ﰲ ﻋﻤﻠﻪ ‪.‬‬
‫ƒ ﺇﳚﺎﺩ ﺩﻭﺭﺍﺕ ﻭﺑﻌﺜﺎﺕ ﺗﺪﺭﻳﺒﻴﺔ ﺩﺍﺧﻠﻴﺔ ﺃﻭ ﺧﺎﺭﺟﻴﺔ ‪.‬‬
‫ƒ ﺇﺷﻌﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺄﳘﻴﺔ ﺁﺭﺍﺋﻬﻢ ﻭﻣﻘﺘﺮﺣﺎ‪‬ﻢ ‪.‬‬
‫ƒ‬

‫ﺗﻮﻓﲑ ﺍﻷﺟﻮﺍﺀ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻌﻤﻞ ﻣﺜﻞ ﺍﻹﺿﺎﺀﺓ ﺍﳉﻴﺪﺓ ﻭﺍﻟﺘﻬﻮﻳﺔ ﻭﺗﻮﻓﲑ ﺍﳌﻌﺎﻣﻠﺔ ﺍﳌﻨﺎﺳﺒﺔ ‪.‬‬

‫ﺏ‪ -‬ﺣﻮﺍﻓﺰ ﺳﻠﺒﻴﺔ ‪:‬‬
‫ﻫﻲ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳌﻨﻊ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺴﻠﱯ ﻣﻦ ﺍﳊﺪﻭﺙ ﺃﻭ ﺍﻟﺘﻜﺮﺍﺭ ﻭﺗﻘﻮﳝﻪ ﻭﺍﳊﺪ ﻣﻨﻪ ﻭﻣﻦ‬
‫ﺃﻣﺜﻠﺔ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺴﻠﱯ ﺍﻟﺘﻜﺎﺳﻞ ﻭﺍﻟﺘﺴﺎﻫﻞ ﻭﺍﻹﳘﺎﻝ ﻭﻋﺪﻡ ﺍﻟﺸﻌﻮﺭ ﺑﺎﳌﺴﺌﻮﻟﻴﺔ ﻭﻋﺪﻡ ﺍﻷﻧﺼﻴﺎﻉ‬
‫ﻟﻠﺘﻮﺟﻴﻬﺎﺕ ﻭﺍﻷﻭﺍﻣﺮ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ‪ ،‬ﳑﺎ ﻳﺪﻓﻊ ﺍﻹﺩﺍﺭﺓ ﺇﱃ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻄﺒﻴﻖ ﺍﳊﻮﺍﻓﺰ ﺍﻟﺴﻠﺒﻴﺔ ‪ ،‬ﻭﺍﳊﻮﺍﻓﺰ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﺗﺴﺘﺨﺪﻡ ﺍﻟﻌﻘﺎﺏ ﻛﻤﺪﺧﻞ ﻟﺘﻐﻴﲑ ﺳﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ﳓﻮ ﲢﺴﲔ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻮﺻﻮﻝ ﺑﻪ ﺇﱃ ﺍﳍﺪﻑ‬
‫ﺍﳌﻨﺸﻮﺩ ﻭﺍﳌﺮﻏﻮﺏ ﺑﻪ )ﻫﺎﺷﻢ‪١٩٨٠ ،‬ﻡ‪ ،‬ﺹ‪.( ٢٨٧‬‬
‫ﻓﺎﳊﺎﻓﺰ ﺍﻟﺴﻠﱯ ﻳﺘﻀﻤﻦ ﻧﻮﻋﹰﺎ ﻣﻦ ﺍﻟﻌﻘﺎﺏ ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻌﻘﺎﺏ ﳚﻌﻞ ﺍﻟﺸﺨﺺ ﳜﺸﻰ ﺗﻜﺮﺍﺭ ﺍﳋﻄﺄ‬
‫ﺣﱴ ﻳﺘﺠﻨﺐ ﺍﻟﻌﻘﻮﺑﺔ ﺣﺎﻓﺰﹰﺍ ﻟﻌﺪﻡ ﺍﻟﻮﻗﻮﻉ ﰲ ﺍﳋﻄﺄ ﻭﺍﳌﺨﺎﻟﻔﺔ ‪ ،‬ﻭﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻓﺈﻥ ﺍﳊﺎﻓﺰ ﺍﻟﺴﻠﱯ‬
‫ﻻ ﳛﻔﺰ ﺍﻟﻌﺎﻣﻞ ﺇﱃ ﺍﻟﻌﻤﻞ ﻭﺇﳕﺎ ﻫﻮ ﳛﺬﺭ ﻭﻻ ﻳﺪﻓﻊ ﻟﻠﺘﻌﺎﻭﻥ ﻭﻻ ﻳﻌﻠﻢ ﺍﻷﺩﺍﺀ ﻭﺇﳕﺎ ﻳﻌﻠﻢ ﻛﻴﻒ ﻳﺘﺠﻨﺐ‬
‫ﺍﻟﻌﻘﺎﺏ‪ ،‬ﻭﻛﻴﻒ ﻳﺘﺤﺎﺷﻰ ﺍﻟﻌﺎﻣﻞ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﺗﻮﻗﻊ ﰲ ﺍﻟﻌﻘﺎﺏ ﺩﻭﻥ ﺍﻻﻣﺘﻨﺎﻉ ﻋﻦ ﺍﻟﻌﻤﻞ ‪ ،‬ﻓﺎﳋﻮﻑ‬
‫ﻼ ﻭﺳﻴﻠﺔ ﺭﻗﺎﺑﺔ ﻭﲢﻜﻢ ﻏﲑ ﺳﻠﺒﻴﺔ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﻭﻻ ﺗﺆﺩﻱ ﺇﱃ ﺃﻗﺼﻰ‬
‫ﻣﻦ ﺍﻟﻔﺼﻞ ﻣﺜ ﹰ‬
‫ﺍﻟﻄﺎﻗﺎﺕ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﺍﻟﺬﻱ ﻋﺎﺩ ﹰﺓ ﻣﺎ ﻳﺆﺩﻱ ﺍﻟﻌﻤﻞ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻟﱵ ﻻﺗﻌﺮﺿﻪ ﻟﻠﻔﺼﻞ ) ﺍﻟﺪﺑﻴﺨﻲ ‪١٤١٢ ،‬ﻫـ ‪،‬‬
‫ﺹ ‪.(٣١-٣٠‬‬

‫ﻭﺍﳊﻮﺍﻓﺰ ﺍﻟﺴﻠﺒﻴﺔ ﲢﺪﺙ ﺗﻮﺍﺯﻧﹰﺎ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻔﻴﺰ ﻓﻬﻲ ﺗﺬﻛﺮ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺄﻬﻧﻢ ﻣﺜﻠﻤﺎ ﻳﺜﺎﺑﻮﻥ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‬
‫ﺍﳌﻤﺘﺎﺯ ‪ ،‬ﻓﺈﻬﻧﻢ ﻳﻌﺎﻗﺒﻮﻥ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻀﻌﻴﻒ ﻓﺘﺤﻔﻆ ﺍﻻﺩﺍﺭﻩ ﺑﺬﻟﻚ ﺭﻫﺒﺘﻬﺎ ﻭﺗﻀﻤﻦ ﺟﺪﻳﺔ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬

‫‪٢٢‬‬

‫ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﳊﻮﺍﻓﺰ ﺍﻟﺴﻠﺒﻴﺔ ‪ ) :‬ﻫﺎﺷﻢ ‪ ، ١٩٧٥ ،‬ﺹ ‪: ( ٢٧٥ – ٢٧٤‬‬
‫ƒ ﺍﻹﻧﺬﺍﺭ ﻭﺍﻟﺮﺩﻉ ‪.‬‬
‫ƒ ﺍﳋﺼﻢ ﻣﻦ ﺍﻟﺮﺍﺗﺐ ‪.‬‬
‫ƒ‬

‫ﺍﳊﺮﻣﺎﻥ ﻣﻦ ﺍﻟﻌﻼﻭﺓ ‪.‬‬

‫ƒ‬

‫ﺍﳊﺮﻣﺎﻥ ﻣﻦ ﺍﻟﺘﺮﻗﻴﺔ ‪.‬‬

‫ﻭﻳﺮﻯ ﻛﺜﲑ ﻣﻦ ﺍﻹﺩﺍﺭﻳﲔ ﺑﺄﻥ ﺍﻟﻌﻘﺎﺏ ﺃﻭ ﺍﻟﺘﻬﺪﻳﺪ ﺑﻪ ﺃﺩﺍﻩ ﻓﻌﺎﻟﻪ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻄﺎﻋﺔ ﻭﺍﻟﻮﻻﺀ ﻣﻦ ﻗﺒﻞ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﺬﺍ ﻣﻔﻴﺪﹰﺍ ﺃﻛﺜﺮ ﻣﻦ ﻏﲑﻩ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺣﺎﻓﺰﹰﺍ ﻗﻮﻳﹰﺎ ﻟﺘﻘﻮﱘ ﺍﻟﻔﺮﺩ ﻟﺴﻠﻮﻛﻪ ‪ ،‬ﻭﻟﻜﻦ‬
‫ﻗﺪ ﻳﻜﻮﻥ ﺍﻟﻌﻘﺎﺏ ﺃﻭ ﺍﻟﺘﻬﺪﻳﺪ ﺳﺒﺒﹰﺎ ﳋﻮﻑ ﺍﻟﻔﺮﺩ ﺑﺪﺭﺟﺔ ﻻ ﳝﻜﻨﻪ ﻟﻼﺳﺘﺠﺎﺑﺔ ﻟﻄﺮﻳﻘﺔ ﺇﳚﺎﺑﻴﺔ ﻟﻠﺘﻌﻠﻴﻤﺎﺕ‬
‫ﻭﺍﳌﻘﺘﺮﺣﺎﺕ ﻭﺗﻨﻤﻮ ﻟﺪﻳﻪ ﺍﲡﺎﻫﺎﺕ ﻏﲑ ﻣﻼﺋﻤﺔ ﻋﻦ ﺍﻟﻌﻤﻞ )ﺣﻨﻔﻲ ‪٢٠٠٢،‬ﻡ ‪ ،‬ﺹ‪. ( ٤٥٦‬‬
‫ﻭﻫﻨﺎﻙ ﺁﺛﺎﺭ ﺿﺎﺭﻩ ﻟﻠﺘﺨﻮﻳﻒ ﻭﺍﻟﻌﻘﺎﺏ ﻣﻨﻬﺎ‪:‬‬
‫ƒ ﺇﻥ ﻓﺮﺽ ﺍﻟﻌﻘﺎﺏ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ﺩﻭﻥ ﺗﻮﺿﻴﺢ ﺃﺳﺒﺎﺑﻪ ﻗﺪ ﻳﻮﻟﺪ ﻟﺪﻳﻬﻢ ﺍﳋﻮﻑ ﳑﺎ ﻳـﻀﻊ ﺷـﺒﺢ‬
‫ﺍﻟﻌﻘﺎﺏ ﺃﻣﺎﻣﻬﻢ ﺩﺍﺋﻤﹰﺎ ‪.‬‬
‫ƒ ﺇﻥ ﺍﻟﻌﻘﺎﺏ ﻗﺪ ﻳﺆﺩﻱ ﺇﱃ ﻋﺪﻡ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻗﺪ ﳚﻌﻠﻬﻢ ﳜﺎﻓﻮﻥ ﻣﻦ ﺍﻟﻮﻗﻮﻉ ﰲ ﺍﳋﻄﺄ ‪.‬‬
‫ƒ ﺇﻥ ﺇﻧﺰﺍﻝ ﺍﻟﻌﻘﺎﺏ ﻋﻠﻰ ﺍﻟﻔﺮﺩ ﳚﻌﻠﻪ ﺩﺍﺋﻤﹰﺎ ﻣﺘﺮﺩﺩ ﺃﻭ ﻳﺸﻌﺮ ﺑﺎﳋﻮﻑ ﻭﻋﺪﻡ ﲢﻤـﻞ ﺍﳌـﺴﺌﻮﻟﻴﺔ ﰲ‬
‫ﺍﻟﻌﻤﻞ ﳐﺎﻓﺔ ﻣﻦ ﺍﻟﻮﻗﻮﻉ ﰲ ﺍﳋﻄﺄ) ﺍﳊﺎﺭﺛﻲ ‪١٩٩٩ ،‬ﻡ ‪،‬ﺹ‪. ( ٣٩‬‬
‫‪ ٣‬ـ ﻗﺴﻤﺖ ﺍﳊﻮﺍﻓﺰ ﻣﻦ ﺣﻴﺚ ﺍﻷﻃﺮﺍﻑ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺃﻭ ﺍﳌﺴﺘﻔﻴﺪﻭﻥ ﺇﱃ ‪:‬‬
‫ﺃ‪ -‬ﺣﻮﺍﻓﺰ ﻓﺮﺩﻳﺔ ‪:‬‬
‫ﻭﻫﻲ ﺗﺘﻤﺜﻞ ﰲ ﻛﺎﻓﺔ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﺃﻭ ﺍﳌﻌﻨﻮﻳﺔ ﻭﺍﻻﳚﺎﺑﻴﺔ ﺃﻭ ﺍﻟﺴﻠﺒﻴﺔ ﺍﳌﻮﺟﻬﺔ ﳌﻮﻇﻒ ﻣﻌﲔ ﺩﻭﻥ‬
‫ﻏﲑﻩ ﻭﺫﻟﻚ ﻟﺘﺼﺮﻑ ﺃﻭ ﺳﻠﻮﻙ ﻣﻌﲔ ﻛﺎﻹﻧﺬﺍﺭ ﻭﺍﳌﻜﺎﻓﺌﺔ ﻭﺍﳊﺴﻢ ﻭﻏﲑ ﺫﻟﻚ ‪ ،‬ﻭﲣﺘﺺ ﻫﺬﻩ ﺍﳊﻮﺍﻓﺰ‬
‫ﺑﺎ‪‬ﻬﻮﺩ ﺍﻟﻔﺮﺩﻱ ﻟﻸﻓﺮﺍﺩ ﺃﻱ ﻻ ﺗﺸﻤﻞ ﺍﳉﻤﺎﻋﺎﺕ ﻣﺜ ﹰ‬
‫ﻼ ﺃﻥ ﲤﻨﺢ ﻣﻜﺎﻓﺌﺔ ﻣﺎﻟﻴﺔ ﻷﻓﻀﻞ ﻣﻮﻇﻒ )ﺿﺒﺎﻁ ‪،‬‬
‫ﺃﻓﺮﺍﺩ ( ﺃﻭ ﺑﺘﻮﺟﻴﻪ ﺧﻄﺎﺏ ﺷﻜﺮ ﻟﻜﻞ ﻓﺮﺩ ﺣﻘﻖ ﻗﺪﺭﹰﺍ ﻋﺎﻟﻴﹰﺎ ﻣﻦ ﺍﻹﻧﺘﺎﺝ ﺃﻭ ﺍﻷﺩﺍﺀ ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ‬
‫‪٢٣‬‬

‫ﺍﳊﻮﺍﻓﺰ ﳜﻠﻖ ﺟﻮﹰﺍ ﻣﻦ ﺍﻟﺘﻨﺎﻓﺲ ﺩﺍﺧﻞ ﺃﻓﺮﺍﺩ ﺍ‪‬ﻤﻮﻋﺔ ﳑﺎ ﻳﺪﻓﻌﻬﻢ ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﻷﺩﺍﺀ ﺍﳉﻴﺪ‬

‫)ﺍﳌﺴﻠﻢ‪،‬‬

‫‪٢٠٠٣‬ﻡ‪ ،‬ﺹ‪.( ٧٥-٧٤‬‬

‫ﻓﺎﳊﻮﺍﻓﺰ ﺍﻟﻔﺮﺩﻳﺔ ﻫﻲ ﻣﺎ ﳛﺼﻞ ﻋﻠﻴﻪ ﺍﻟﻔﺮﺩ ﻭﺣﺪﻩ ﻧﺘﻴﺠﺔ ﺇﳒﺎﺯ ﻋﻤﻞ ﻣﻌﲔ ﻭﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ‪:‬‬
‫ƒ ﺍﻟﺘﺮﻗﻴﺎﺕ‬
‫ƒ ﺍﳌﻜﺎﻓﺂﺕ‬

‫ƒ‬

‫ﺍﻟﻌﻼﻭﺍﺕ ﺍﻟﺘﺸﺠﻴﻌﻴﺔ‪) .‬ﺟﺎﺩ ﺍﷲ ‪١٩٩٧ ،‬ﻡ ‪،‬ﺹ‪.( ٥٥‬‬

‫ﻭﰲ ﺭﺅﻳﺎ ﺃﺧﺮﻯ ﺍﳊﻮﺍﻓﺰ ﺍﻟﻔﺮﺩﻳﺔ ﻫﻲ ﺍﻟﱵ ﺗﻮﺟﻪ ﺇﱃ ﻓﺮﺩ ﻭﺍﺣﺪ ﺗﺸﺠﻌﻪ ﻭﺗﻐﺮﻳﻪ ﻟﺰﻳﺎﺩﺓ ﺃﺩﺍﺀﻩ‬
‫ﻭﺇﻧﺘﺎﺟﻪ ﻭﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ ) ﺍﻟﻘﺮﻳﻮﰐ‪،٢٠٠٤،‬ﺹ‪: (٣٠١‬‬
‫ƒ ﲣﺼﻴﺺ ﻣﻜﺎﻓﺌﺔ ﻟﻠﻤﻮﻇﻒ ﺍﻟﺬﻱ ﻳﻨﺘﺞ ﺃﻓﻀﻞ ﺇﻧﺘﺎﺝ‪.‬‬
‫ƒ ﲣﺼﻴﺺ ﺟﺎﺋﺰﺓ ﻷﻓﻀﻞ ﻣﻮﻇﻒ ﰲ ﺍﳌﻨﻈﻤﺔ ‪.‬‬
‫ƒ ﺇﻋﻄﺎﺀ ﻫﺪﻳﺔ ﻷﻓﻀﻞ ﻣﻮﻇﻒ ﰲ ﺍﻟﻘﺴﻢ‪.‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﳔﻠﺺ ﺇﱃ ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺍﻟﻔﺮﺩﻳﺔ ﻫﻲ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺘﻨﻮﻋﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻹﳚﺎﺑﻴﺔ ﺃﻭ ﺍﻟﺴﻠﺒﻴﺔ ﺍﳌﺎﺩﻳﺔ‬
‫ﺃﻭ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻟﱵ ﻗﺪ ﺗﻮﺟﻪ ﻟﻔﺮﺩ ﻭﺍﺣﺪ ﺑﺴﺒﺐ ﺃﺩﺍﺀﻩ ﺍﳌﻨﺨﻔﺾ ﺃﻭ ﺇﳘﺎﻟﻪ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﳊﺎﻓﺰ ﺳﻠﺒﻴﹰﺎ )ﺃﺑﻮ‬
‫ﺍﻟﻜﺸﻚ‪٢٠٠٦ ،‬ﻡ ‪ ،‬ﺹ‪. (١٤٤‬‬

‫ﻭﻳﺮﻯ ﺍﻟﻘﺮﻳﻮﰐ )‪٢٠٠٤‬ﻡ‪ ،‬ﺹ‪ (٣٠١‬ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺍﻟﻔﺮﺩﻳﺔ ﻗﺪ ﺗﺆﺛﺮ ﺳﻠﺒﻴﹰﺎ ﰲ ﺗﻘﻠﻴﻠﻬﺎ ﻟﻠﻌﻤﻞ ﺍﻟﺘﻌﺎﻭﱐ‬
‫ﺃﻭ ﻟﻠﻌﻤﻞ ﺑﺮﻭﺡ ﺍﻟﻔﺮﻳﻖ ﳑﺎ ﻳﻨﺒﻪ ﺇﱃ ﺿﺮﻭﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﻓﺰ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﳉﻤﺎﻋﻴﺔ ﻣﻌﹰﺎ‪.‬‬
‫ﻭﺍﳊﻮﺍﻓﺰ ﺍﻟﻔﺮﺩﻳﺔ ﻗﺪ ﺗﻜﻮﻥ ﺇﳚﺎﺑﻴﺔ ﺃﻭ ﺳﻠﺒﻴﺔ ﻣﺎﺩﻳﺔ ﺃﻭ ﻣﻌﻨﻮﻳﺔ ﻓﻴﺄﺧﺬ ﺍﻟﻌﺎﻣﻞ )ﺿﺎﺑﻂ‪ ،‬ﻓﺮﺩ( ﻣﻜﺎﻓﺌﺔ‬
‫ﺗﺸﺠﻴﻌﻴﺔ ﻧﻈﲑ ﻋﻤﻠﻪ ﺍﳌﻤﺘﺎﺯ ‪ ،‬ﻭﳛﺼﻞ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﺭﺋﻴﺴﻴﺔ ﰲ ﺻﻮﺭﻩ ﺛﻨﺎﺀ ﺃﻭ ﺧﻄﺎﺏ ﺷﻜﺮ ﺃﻭ ﺍﺷﺘﺮﺍﻙ‬
‫ﰲ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺃﻭ ﺣﻞ ﻣﺸﻜﻠﻪ ﻣﻌﻴﻨﺔ ‪ ،‬ﻭﺗﻮﺟﺪ ﺍﳊﻮﺍﻓﺰ ﺍﻟﻔﺮﺩﻳﺔ ﻷﺷﺒﺎﻉ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﻋﻨﺪ‬
‫ﺍﻟﻔﺮﺩ ﺳﻮﻯ ﻛﺎﻧﺖ ﻧﻔﺴﻴﻪ ﺃﻭ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺃﻭ ﻣﺎﺩﻳﻪ ) ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ‪١٩٨٢ ،‬ﻡ ‪ ،‬ﺹ‪.( ٤٨-٤٧‬‬

‫‪٢٤‬‬

‫ﺏ‪ -‬ﺣﻮﺍﻓﺰ ﲨﺎﻋﻴﺔ‪:‬‬
‫ﻫﺬﻩ ﺍﳊﻮﺍﻓﺰ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ‪ ،‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ ﺍﳌﺰﺍﻳﺎ ﺍﻟﻌﻴﻨﻴﺔ ‪،‬‬
‫ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ‪ ،‬ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﻗﺪ ﺗﻮﺟﻪ ﺇﱃ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻭﺣﺪﺓ‬
‫ﺇﺩﺍﺭﻳﺔ ‪ ،‬ﺃﻭ ﻗﺴﻢ ﻭﺍﺣﺪ ‪ ،‬ﺃﻭ ﺇﺩﺍﺭﺓ ﻭﺍﺣﺪﺓ ﳊﻔﺰﻫﻢ ﻋﻠﻰ ﲢﺴﲔ ﻭﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ ‪ ،‬ﻭﻗﺪ‬
‫ﺗﻜﻮﻥ ﺍﳊﻮﺍﻓﺰ ﺍﳉﻤﺎﻋﻴﺔ ﺇﳚﺎﺑﻴﺔ ﺃﻭ ﺳﻠﺒﻴﺔ ‪ ،‬ﻣﺎﺩﻳﺔ ﺃﻭ ﻣﻌﻨﻮﻳﺔ )ﻳﺎﻏﻲ ‪ ، ١٩٨٦ ،‬ﺹ‪.(٢٩‬‬
‫ﻓﻘﺪ ﺗﺼﺮﻑ ﺍﳌﻜﺎﻓﺌﺔ ﺍﻟﺘﺸﺠﻴﻌﻴﺔ ﻟﻔﺮﻳﻖ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻘﺎﺑﻞ ﻗﻴﺎﻣﻬﻢ ﲨﻴﻌﹰﺎ ﺑﻌﻤﻞ ﻣﺸﺘﺮﻙ‪ ،‬ﻭﻫﻨﺎ‬
‫ﺗﻮﺯﻉ ﺍﳌﻜﺎﻓﺌﺔ ﻋﻠﻴﻬﻢ ﺑﻨﺴﺐ ﻣﻌﻴﻨﻪ ﻃﺒﻘﹰﺎ ﻟﺪﺭﺟﻪ ﻣﺴﺎﳘﻪ ﻛﻞ ﻣﻨﻬﻢ ﰲ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ‪.‬‬

‫ﻭﺍﳊﻮﺍﻓﺰ ﺍﳉﻤﺎﻋﻴﺔ ﲢﻘﻖ ﺃﻫﺪﺍﻓﹰﺎ ﻫﺎﻣﻪ )ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ‪١٩٨٢ ،‬ﻡ ‪ ،‬ﺹ‪:( ٤٨-٤٧‬‬
‫ƒ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺔ ﺍﻻﻧﺘﻤﺎﺀ ﻭﺍﻟﻮﻻﺀ ‪.‬‬
‫ƒ ﺯﻳﺎﺩﺓ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ‪.‬‬
‫ƒ ﺗﻘﻮﻳﺔ ﺍﻟﺮﻭﺍﺑﻂ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﳉﻤﺎﻋﺔ ﺍﻟﻮﺍﺣﺪﺓ ‪.‬‬
‫ƒ ﺇﺛﺎﺭﺓ ﺍﳌﻨﺎﻓﺴﺔ ﻭﺍﻟﺮﻏﺒﺔ ﰲ ﲢﻘﻴﻖ ﺍﳌﺼﻠﺤﺔ ﺍﻟﻌﺎﻣﺔ ‪.‬‬
‫ƒ ﺗﻘﺮﻳﺐ ﺍﻟﺘﻨﻈﻴﻢ ﻏﲑ ﺍﻟﺮﲰﻲ ﻣﻦ ﺍﻹﺩﺍﺭﺓ ‪.‬‬
‫ﻭﻳﺆﻛﺪ ) ﺍﻟﻘﺮﻳﻮﰐ ‪٢٠٠٤ ،‬ﻡ ‪،‬ﺹ‪ ( ٣٠٢‬ﺑﺄﻥ ﺍﳊﻮﺍﻓﺰ ﺍﳉﻤﺎﻋﻴﺔ ﺗﺸﺠﻊ ﻭﺗﻨﻤﻲ ﺭﻭﺡ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﻌﻤﻞ‬
‫ﺑﺮﻭﺡ ﺍﻟﻔﺮﻳﻖ ‪ ،‬ﺇﺫ ﳛﺮﺹ ﻛﻞ ﻣﺮﺅﻭﺱ ﻋﻠﻰ ﺃﻥ ﻻ ﻳﺘﻌﺎﺭﺽ ﻋﻤﻠﻪ ﻣﻊ ﻋﻤﻞ ﺯﻣﻼﺀﻩ ﺑﻞ ﻳﺘﻜﺎﻣﻞ ﻣﻌﻪ‬
‫ﻭﻳﻌﺮﺽ ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺍﳊﻮﺍﻓﺰ ﺍﳉﻤﺎﻋﻴﺔ ﻣﺜﻞ ﲣﺼﻴﺺ ﺟﺎﺋﺰﺓ ﻷﺣﺴﻦ ﺇﺩﺍﺭﺓ ﰲ ﻭﺯﺍﺭﺓ ﻣﺎ ﺃﻭ ﺃﺣﺴﻦ ﻓﺮﻉ‬
‫ﰲ ﺷﺮﻛﺔ ﺃﻭ ﺑﻨﻚ ﺃﻭ ﺃﻱ ﻣﺆﺳﺴﺔ ﺃﻭ ﻣﻨﻈﻤﺔ ﻣﺎ ‪.‬‬

‫‪٢٥‬‬

‫‪ ٤‬ـ ﻗﺴﻤﺖ ﺍﳊﻮﺍﻓﺰ ﻣﻦ ﺣﻴﺚ ﺍﺭﺗﺒﺎﻃﻬﺎ ﺇﱃ‪:‬‬
‫ﺃ‪ -‬ﺣﻮﺍﻓﺰ ﺩﺍﺧﻠﻴﺔ ‪:‬‬
‫ﻭﻫﻲ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﺑﺎﻟﻌﻤﻞ ﻧﻔﺴﻪ ‪ ،‬ﻭﺗﺸﻤﻞ ﺍﻹﺣﺴﺎﺱ ﲟﺴﺌﻮﻟﻴﺔ ﺍﻟﻔﺮﺩ ﲡﺎﻩ ﺟﺰﺀ ﺫﻱ ﻣﻐﺰﻯ‬
‫ﻣﻦ ﺍﻟﻌﻤﻞ ﻭﻧﺘﺎﺋﺠﻪ ﻭﺗﺘﻴﺢ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﻟﻠﻔﺮﺩ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻬﺎﺭﺍﺗﻪ ﻭﻗﺪﺭﺍﺗﻪ ﰲ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ ﻛﻤﺎ ﺗﻮﻓﺮ‬
‫ﻟﻪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺮﺗﺪﺓ ﻋﻦ ﺃﺩﺍﺀﻩ )ﻋﺎﺷﻮﺭ ‪١٩٩٦ ،‬ﻡ ‪ ،‬ﺹ‪.( ٧٩-٧٥‬‬
‫ﻭﰲ ﺭﺅﻳﺔ ﺃﺧﺮﻯ ﻓﺈﻥ ﺍﳊﻮﺍﻓﺰ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻫﻲ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﺘﺤﻘﻖ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻤﻞ ﺫﺍﺗﻪ ﻭﻣﻨﻬﺎ‪:‬‬
‫‪ -١‬ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﰲ ﺍﻟﻌﻤﻞ ‪.‬‬
‫‪ -٢‬ﺍﺳﺘﺨﺪﺍﻡ ﻣﻬﺎﺭﺍﺕ ﻣﺘﻨﻮﻋﺔ‪.‬‬
‫‪ -٣‬ﺍﻟﻘﻴﺎﻡ ﺑﺄﺩﺍﺀ ﻋﻤﻞ ﻣﻬﻢ ‪.‬‬
‫‪ -٤‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺪﺓ ﻣﻦ ﺍﻟﻌﻤﻞ ﺫﺍﺗﻪ‪.‬‬
‫ﻫﺬﺍ ﻭﺗﺘﻔﺎﻭﺕ ﺍﳊﻮﺍﻓﺰ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻣﻦ ﻭﻇﻴﻔﺔ ﻷﺧﺮﻯ ﻭﻳﻜﻮﻥ ﺗﺄﺛﲑﻫﺎ ﻏﺎﻟﺒﹰﺎ ﰲ ﺍﻷﺩﺍﺀ ﻭﰲ ﺍﻟﺮﺿﺎ‬
‫ﺍﻟﻮﻇﻴﻔﻲ ﻭﲢﺪﺩﻫﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﻤﺴﺔ ﺍﻟﺘﺎﻟﻴﺔ) ﺍﻟﺴﻴﺪ ‪١٩٩٧ ،‬ﻡ ‪،‬ﺹ‪:( ٥٤-٥٠‬‬
‫ƒ ﺗﻨﻮﻉ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻞ ‪.‬‬
‫ƒ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ‪.‬‬
‫ƒ ﺃﳘﻴﺔ ﺍﻟﻌﻤﻞ ‪.‬‬
‫ƒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺮﺗﺪﺓ ﻣﻦ ﺍﻟﻌﻤﻞ ‪.‬‬
‫ƒ ﺍﻻﺳﺘﻐﻼﻟﻴﺔ ﺑﺎﻟﻌﻤﻞ‪.‬‬

‫‪٢٦‬‬

‫ﺏ‪ -‬ﺣﻮﺍﻓﺰ ﺧﺎﺭﺟﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﻻ ﺗﺮﺗﺒﻂ ﺑﺎﻟﻌﻤﻞ ﻧﻔﺴﻪ ﺑﻞ ﺗﻌﻮﺩ ﻋﻠﻰ ﺍﻟﻔﺮﺩ ﻣﻦ ﻣﺼﺎﺩﺭ ﺃﺧﺮﻯ ﰲ ﺍﳌﻨﻈﻤﺔ ﻭﺗﺘﻤﺜﻞ ﺍﳊﻮﺍﻓﺰ‬
‫ﺍﳋﺎﺭﺟﻴﺔ ﰲ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﺰﺍﻳﺎ ﺍﻹﺿﺎﻓﻴﺔ ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻷﺭﺑﺎﺡ ﻭﺍﳊﻮﺍﻓﺰ ﺍﻟﺘﺸﺠﻴﻌﻴﺔ ﻭﺗﻘﺪﻳﺮ ﺯﻣﻼﺀ‬
‫ﺍﻟﻌﻤﻞ ﻭﺍﳌﻬﻨﺔ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻭﺍﻟﺘﻌﻮﻳﻀﺎﺕ ﺍﳌﺆﺟﻠﺔ )ﻫﺎﺷﻢ ‪١٩٧٥ ،‬ﻡ‪ ،‬ﺹ‪.( ٣١٨-٣١٧‬‬
‫ﻭﻳﺮﻯ ﺍﻟﺴﻴﺪ )‪١٩٩٧‬ﻡ( ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺍﳋﺎﺭﺟﻴﺔ ﻫﻲ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺔ ﻭﺗﻘﻊ‬
‫ﺧﺎﺭﺝ ﻧﻄﺎﻕ ﺍﻟﻌﻤﻞ ﺫﺍﺗﻪ ﻭﻣﻨﻬﺎ ‪:‬‬
‫‪ -١‬ﺍﻷﺟﺮ ﺍﻟﻨﻘﺪﻱ ‪.‬‬
‫‪ -٢‬ﺍﻷﺟﺎﺯﺍﺕ ‪.‬‬
‫‪ -٣‬ﺍﻟﺘﺄﻣﲔ ‪.‬‬
‫‪ -٤‬ﺍﻟﻮﺟﺒﺎﺕ ﺍ‪‬ﺎﻧﻴﺔ ‪.‬‬
‫‪ -٥‬ﺍﻟﻌﻼﺝ ‪.‬‬
‫‪ -٦‬ﺍﳋﺼﻮﻣﺎﺕ ﺍﳌﻤﻨﻮﺣﺔ ﻋﻠﻰ ﻣﻨﺘﺠﺎﺕ ﺍﻟﺸﺮﻛﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ﻳﻜﻮﻥ ﺗﺄﺛﲑﻫﺎ ﺃﻗﻞ ﻣﻦ ﺗﺄﺛﲑ ﺍﳊﻮﺍﻓﺰ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺗﻮﺟﺪ ﺛﻼﺛﺔ ﺃﳕﺎﻁ ﺭﺋﻴﺴﻴﺔ ﻟﻠﺤﻮﺍﻓﺰ‬
‫ﺍﳋﺎﺭﺟﻴﺔ ﺍﳌﺘﺎﺣﺔ ﺃﻣﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺔ ﻫﻲ) ﺍﻟﺴﻴﺪ ‪١٩٩٧ ،‬ﻡ ‪،‬ﺹ‪: (٥٤-٥٠‬‬
‫ƒ ﺍﻷﺟﺮ ﻭﺍﳌﻜﺎﻓﺌﺎﺕ ﺍﳌﺎﻟﻴﺔ ﺍﻷﺧﺮﻯ ‪.‬‬
‫ƒ ﺍﻟﺘﺮﻗﻴﺔ ‪.‬‬
‫ƒ ﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻟﺜﻨﺎﺀ ﻣﻦ ﺟﺎﻧﺐ ﺍﳌﺸﺮﻓﲔ ﻭﺍﻟﺰﻣﻼﺀ‪.‬‬
‫ﻭﻳﺸﲑ ﻛﻞ ﻣﻦ ﺳﻴﺰﻻﻗﻲ ﻭ ﻭﺍﻻﺱ )‪١٩٩١‬ﻡ‪ ،‬ﺹ‪ (٤١٨‬ﺇﱃ ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻫﻲ ﺗﻠﻚ ﺍﳊﻮﺍﻓﺰ‬
‫ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻮﻇﻴﻔﺔ ﻧﻔﺴﻬﺎ ﺑﻴﻨﻤﺎ ﺍﳊﻮﺍﻓﺰ ﺍﳋﺎﺭﺟﻴﺔ ﻻ ﺗﺮﺗﺒﻂ ﺑﺎﻟﻌﻤﻞ ﻧﻔﺴﻪ ﺑﻞ ﺗﻌﻮﺩ ﻟﻸﻓﺮﺍﺩ ﻣﻦ ﻣﺼﺎﺩﺭ‬
‫ﺃﺧﺮﻯ ﰲ ﺍﳌﻨﻈﻤﺔ ﻭﺗﺸﻤﻞ ﺯﻣﻼﺀ ﺍﻟﻌﻤﻞ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺮﲰﻲ‪.‬‬

‫‪٢٧‬‬

‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺗﻮﻓﲑ ﺍﳊﻮﺍﻓﺰ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻟﺘﺤﻜﻢ ﻓﻴﻬﺎ ﺃﺻﻌﺐ ﺑﻜﺜﲑ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻘﺎﺩﺓ ﻣﻦ ﺗﻮﻓﲑ‬
‫ﺍﳊﻮﺍﻓﺰ ﺍﳋﺎﺭﺟﻴﺔ ﺑﻴﻨﻤﺎ ﺃﺷﺎﺭ ﻋﻠﻤﺎﺀ ﻛﺜﲑﻭﻥ ﺇﱃ ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺃﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ ﻣﻦ ﺍﳊﻮﺍﻓﺰ ﺍﳋﺎﺭﺟﻴﺔ‬
‫ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﻭﺍﻷﺩﺍﺀ ‪ ،‬ﻭﻗﺪ ﻧﺸﺄ ﻫﺬﺍ ﺍﻻﻋﺘﻘﺎﺩ ﺟﺪﻝ ﻛﺒﲑ ﰲ ﳎﺎﻝ ﲝﻮﺙ ﺍﻟﺴﻠﻮﻙ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻲ ﻓﻴﻤﺎ ﻳﺘﺠﻪ ﺍﻟﻔﻜﺮ ﺍﳌﻌﺎﺻﺮ ﺇﱃ ﺃﻥ ﺍﳊﻮﺍﻓﺰ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﺗﺘﻔﺎﻋﻞ ﻣﻊ ﺑﻌﻀﻬﺎ ﺑﺼﻮﺭﺓ‬
‫ﻣﻌﻘﺪﻩ ﰲ ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‪) .‬ﻋﺎﺷﻮﺭ‪١٩٩٦،‬ﻡ‪،‬ﺹ‪.(٨٨‬‬
‫ﻭﳎﻤﻞ ﺍﻟﻘﻮﻝ ﺃﻥ ﲨﻴﻊ ﺍﳊﻮﺍﻓﺰ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺜﲑﺍﺕ ﺧﺎﺭﺟﻴﺔ ﻟﻮ ﺃﺣﻜﻢ ﲣﻄﻴﻄﻬﺎ ﻭﺇﺩﺍﺭ‪‬ﺎ ﻓﺈﻬﻧﺎ‬
‫ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ﻣﻬﻤﹰﺎ ﰲ ﺇﺛﺎﺭﺓ ﻭﺇﻳﻘﺎﻅ ﺩﻭﺍﻓﻊ ﺍﻟﻔﺮﺩ ﻛﻤﺎ ﺃﻬﻧﺎ ﲢﺮﻙ ﻭﺗﻮﻗﻆ ﺷﻌﻮﺭ ﻭﻭﺟﺪﺍﻥ ﺍﻟﻀﺒﺎﻁ‬
‫ﻭﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻷﺟﻬﺰﺓ ﺍﻷﻣﻨﻴﺔ ﻋﺎﻣﺔ ﻭﺗﻮﺟﻪ ﺳﻠﻮﻛﻬﻢ ﻭﺗﻌﺰﻳﻬﻢ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻘﺪﺭﺍ‪‬ﻢ‬
‫ﻭﻃﺎﻗﺎ‪‬ﻢ ‪ ،‬ﻛﻤﺎ ﺃﻬﻧﺎ ﺗﺪﻋﻢ ﺍﻟﺼﻠﺔ ﺑﲔ ﺍﻟﻔﺮﺩ ﻭﻋﻤﻠﻪ ﻭﺑﻴﻨﻪ ﻭﺑﲔ ﺇﺩﺍﺭﺗﻪ ﺍﻟﱵ ﻳﻌﻤﻞ ﻓﻴﻬﺎ ﻭﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺃﻥ ﻳﻜﻮﻥ ﺃﺩﺍﺋﻬﻢ ﻟﻠﻌﻤﻞ ﲟﺴﺘﻮﻯ ﻋﺎﱄ ﺍﻻﻧﺘﺎﺟﻴﻪ ﺩﺍﺧﻞ ﺇﺩﺍﺭ‪‬ﻢ ﻭﺧﺎﺭﺟﻬﺎ‪ ) .‬ﺍﻟﻐﺎﻣﺪﻱ‪،‬‬
‫‪٢٠٠٠‬ﻡ‪ ،‬ﺹ‪. ( ٨٥‬‬

‫ﺧﺎﻣﺴﹰﺎ‪ :‬ﻧﻈﺮﻳﺎﺕ ﺍﳊﻮﺍﻓﺰ‪:‬‬
‫ﺷﻐﻞ ﻣﻮﺿﻮﻉ ﺣﻔﺰ ﺍﻷﻓﺮﺍﺩ ﻭﺃﺛﺮﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺑﺄﻥ ﺍﻟﻜﺜﲑﻳﻦ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻣﻨﺬ ﺑﺪﺀ ﺍﻟﻌﻤﻞ‬
‫ﺍﳌﻨﺘﻈﻢ ﰲ ﺍﳊﻴﺎﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪ ،‬ﺣﻴﺚ ﻛﺎﻧﺖ ﺃﻫﻢ ﺍﳉﻬﻮﺩ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺧﻼﻝ ﺍﻟﻌﻘﻮﺩ ﺍﳌﺎﺿﻴﺔ ﻣﺒﻨﻴﺔ ﻋﻠﻰ‬
‫ﻧﻈﺮﻳﺎﺕ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﰲ ﺍﻟﻐﺮﺍﺋﺰ ﻭﺍﻟﺪﻭﺍﻓﻊ ‪ ،‬ﻭﺧﻼﻝ ﺗﻠﻚ ﺍﻟﻔﺘﺮﺓ ﺗﻄﻮﺭﺍﺕ ﳎﺎﻻﺕ ﺍﻟﺒﺤﺚ ﻭﺗﻌﺪﺩﺕ‬
‫ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﱵ ﲢﺎﻭﻝ ﺍﻟﺘﻔﺴﲑ ﺃﺳﺒﺎﺏ ﺣﻔﺰ ﺍﻷﻓﺮﺍﺩ ‪ ،‬ﻓﻘﻀﻰ ﻣﻨﺘﺼﻒ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﺑﺪﺃﺕ‬
‫ﺍﻷﻓﻜﺎﺭ ﻋﻦ ﺗﺮﻏﻴﺐ ﻋﻦ ﺗﺮﻏﻴﺐ ﺍﻹﻧﺴﺎﻥ ﰲ ﺍﻟﻌﻤﻞ ﻭﺣﺜﻪ ﻋﻠﻰ ﺍﻻﺭﺗﻔﺎﻉ ﲟﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ ‪ ،‬ﻭﰲ ﺑﺪﺍﻳﺔ‬
‫ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺑﺪﺃﺕ ﺗﺘﺒﻠﻮﺭ ﺷﻜﻞ ﺍﻷﻓﻜﺎﺭ ﺑﺼﻮﺭﺓ ﺃﻛﺜﺮ ﲢﺪﻳﺪﹰﺍ ﺃﻭ ﻭﺿﻮﺣﹰﺎ ﰲ ﺻﻮﺭﺓ ﻧﻈﺮﻳﺎﺕ‬
‫ﻟﻠﺤﻮﺍﻓﺰ‪.‬‬
‫ﻭﳑﺎ ﻻﺷﻚ ﻓﻴﻪ ﺃﻥ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻗﺪ ﺃﺭﺳﺖ ﻣﺒﺎﺩﺉ ﻫﺎﻣﻪ ﻭﺃﺳﺎﻟﻴﺐ ﻓﻨﻴﺔ ﻭﺃﻓﻜﺎﺭﹰﺍ ﺗﺮﺗﻜﺰ ﻋﻠﻰ‬
‫ﺗﺄﻣﻼﺕ ﻓﻜﺮﻳﺔ ﺭﺍﺳﺨﺔ ﻭﻓﺮﻭﺽ ﻋﻠﻤﻴﺔ ‪ ،‬ﻭﻧﺘﺎﺋﺞ ﻗﺪ ﳒﺤﺖ ﺣﻴﻨﻤﺎ ﻭﺿﻌﺖ ﰲ ﳎﺎﻝ ﺍﻟﺘﺠﺮﺑﺔ ‪ ،‬ﻭﻧﻈﺮﹰﺍ‬
‫ﻷﳘﻴﺔ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﻓﺎﺋﺪ‪‬ﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻨﻘﺪﻡ ﺑﺎﺳﺘﻌﺮﺍﺽ ﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ ‪:‬‬
‫)ﺍﻟﻮﺍﺑﻞ ‪٢٠٠٥ ،‬ﻡ ‪ ،‬ﺹ ‪(١٧‬‬
‫‪٢٨‬‬

‫ﺃ ( ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻜﻼﺳﻴﻜﻴﺔ‪:‬‬
‫ﻧﺒﻌﺖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺃﺳﺎﺳﺎ ﻣﻦ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻄﺒﻴﻌﻲ ﳌﺒﺎﺩﺉ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ﻧﺎﺩﻱ ‪‬ﺎ "ﻓﺮﻳﺪﺭﻳﻚ‬
‫ﺗﺎﻳﻠﻮﺭ" ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﻣﺆﺳﺲ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺗﺮﺗﻜﺰ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺃﺳﺎﺳﺎ ﰲ ﳎﺎﻝ ﺍﳊﻮﺍﻓﺰ ﻋﻠﻰ ﺃﻥ ﺍﻟﻨﻘﻮﺩ ﻫﻲ‬
‫ﺧﲑ ﺩﺍﻓﻊ ﻟﻠﻌﻤﻞ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﻭﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺑﻄﺒﻴﻌﺘﻪ ﻳﺴﻌﻰ ﺩﺍﺋﻤﺎ ﻟﺰﻳﺎﺩﺓ ﺃﺟﺮﻩ ﻭﺗﻄﺒﻴﻘﺎ ﳍﺬﺍ ﺍﻻﲡﺎﻩ ﻓﺈﻧﻪ ﳚﺐ‬
‫ﺭﺑﻂ ﺍﻷﺟﺮ ﺑﺈﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﻞ ﲟﻌﲎ ﺃﻧﻪ ﻛﻠﻤﺎ ﺯﺍﺩ ﺍﻹﻧﺴﺎﻥ ﰲ ﺇﻧﺘﺎﺟﻴﺘﻪ ﺯﺍﺩ ﺃﺟﺮﺓ )ﺍﳊﺎﺭﺛﻲ‪١٩٩٩ ،‬ﻡ‪ ،‬ﺹ‪. (٢٢‬‬

‫ﻭﺗﻌﺘﱪ ﻧﻈﺮﻳﺔ " ﺗﺎﻳﻠﻮﺭ " ﺑﺪﺍﻳﺔ ﻟﺘﻄﻮﺭ ﻣﻔﺎﻫﻴﻢ ﻭﺃﺳﺲ ﺍﻹﺩﺍﺭﺓ ﻭﻛﺎﻧﺖ ﻣﺴﺎﳘﺎ‪‬ﺎ ﺛﻮﺭﺓ ﻋﻠﻰ ﺑﻌﺾ‬
‫ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺴﺎﺋﺪﺓ ﻭﺍﻧﻄﻼﻗﺔ ﳓﻮ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺪﻓﻊ ﻟﻠﺤﺮﻛﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‬

‫)ﺍﻟﻨﻤﺮ‪ ،‬ﻭﺁﺧﺮﻭﻥ‪،‬‬

‫‪ ١٩٩١‬ﻡ ‪ ،‬ﺹ‪. (٤٦‬‬

‫ﻭﻗﺪ ﺑﲎ ﻓﺮﻳﺪﺭﻳﻚ ﺗﺎﻳﻠﻮﺭ ﻧﻈﺮﻳﺘﻪ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻋﻠﻰ ﻓﺮﺿﲔ ﺃﺳﺎﺳﻴﲔ ﳘﺎ‪:‬‬
‫‪ -١‬ﺃﻥ ﺗﻄﺒﻴﻖ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻟﻌﻤﻞ ﻳﺆﺩﻱ ﺇﱃ ﺍﻟﻜﻔﺎﻳﺔ ﰲ ﺍﻹﻧﺘﺎﺝ ‪.‬‬
‫‪ -٢‬ﺃﻥ ﺗﻄﺒﻴﻖ ﺍﳊﻮﺍﻓﺰ ﺍﻟﻨﻘﺪﻳﺔ ﻳﺆﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺝ )ﻓﻬﻤﻲ‪١٩٨٢ ،‬ﻡ‪ ،‬ﺹ ‪. (٣٢٦‬‬

‫ﻳﻌﺘﻘﺪ ﺍﻟﺒﻌﺾ ﺃﻥ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻜﻼﺳﻴﻜﻴﺔ ﻧﻈﺮﻳﺔ ﻣﺘﺸﺎﺋﻤﺔ ﺗﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻌﺎﻣﻠﲔ ﻛﺴﺎﱄ ﺑﻄﺒﻌﻬﻢ ﻻ‬
‫ﻳﺮﻏﺒﻮﻥ ﰲ ﺍﻟﻌﻤﻞ ﻭﻳﺘﻤﻴﺰﻭﻥ ﺑﺎﻷﻧﺎﻧﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ﻭﻃﻤﻮﺣﺎ‪‬ﻢ ﺿﺌﻴﻠﺔ ﻭﻳﻔﻀﻠﻮﻥ ﺍﻻﻧﻘﻴﺎﺩ ﻭﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ‬
‫ﺗﻘﺪﻣﻬﺎ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻻ ﲣﺮﺝ ﻋﻦ ﻛﻮﻬﻧﺎ ﺣﻮﺍﻓﺰ ﻣﺎﺩﻳﻪ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﳐﻠﻮﻕ ﺍﻗﺘﺼﺎﺩﻱ ﺗﻨﺤﺼﺮ‬
‫ﺣﺎﺟﺘﻪ ﰲ ﺍﻷﺷﻴﺎﺀ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻷﻣﺎﻥ ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻣﻦ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﻮﺟﻪ ﳍﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﲡﺎﻫﻠﻬﺎ ﻵﺩﻣﻴﺔ ﺍﻹﻧﺴﺎﻥ ﻭﻣﻌﺎﻣﻠﺘﻪ‬
‫ﻛﺎﻵﻟﺔ ﻣﻦ ﺧﻼﻝ ﺗﺮﻛﻴﺰﻫﺎ ﻋﻠﻰ ﺍﳊﺎﻓﺰ ﺍﳌﺎﺩﻱ ﺣﻴﺚ ﺗﺮﻯ ﺃﻥ ﺑﺰﻳﺎﺩﺗﻪ ﺗﺰﻳﺪ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﺘﺠﺎﻫﻠﻪ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﳌﻌﻨﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ )ﺍﻟﻌﻨﻘﺮﻱ‪١٩٩٩ ،‬ﻡ‪ ،‬ﺹ‪.( ١٦‬‬

‫‪٢٩‬‬

‫ﺏ ( ﻧﻈﺮﻳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪:‬‬
‫ﺟﺎﺀﺕ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻛﺮﺩ ﻓﻌﻞ ﻟﻠﻨﻈﺮﻳﺔ ﺍﻟﻜﻼﺳﻴﻜﻴﺔ ﺣﻴﺚ ﻭﺟﻬﺖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻫﺘﻤﺎﻣﻬﺎ ﻟﻠﻌﻨﺼﺮ‬
‫ﺍﻟﺒﺸﺮﻱ ﻭﻋﻼﻗﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻣﻊ ﺭﺅﺳﺎﺋﻬﻢ ﻭﲨﺎﻋﺔ ﺍﻟﻌﻤﻞ ﰲ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﻭﺗﺮﻯ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﻟﻪ ﺣﺎﺟﺎﺕ ﻭﺩﻭﺍﻓﻊ ﻻ ﺗﻨﺤﺼﺮ ﻓﻘﻂ ﰲ ﺍﳊﺎﺟﺎﺕ ﺍﳉﺴﻤﻴﺔ ﻭﺣﺎﺟﺎﺕ‬
‫ﺍﻷﻣﺎﻥ ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺣﺎﺟﺎﺕ ﻧﻔﺴﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ ﺍﻟﻌﺎﻣﻠﲔ ﺃﳘﻬﺎ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻨﻔﺲ ﻭﺗﺄﻛﻴﺪ ﺍﻟﺬﺍﺕ‬
‫ﻭﺍﺣﺘﺮﺍﻡ ﺍﻵﺧﺮﻳﻦ ﻟﺬﺍ ﻓﺈﻥ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺍﻹﺩﺍﺭﺓ ﳚﺐ ﺃﻻ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻓﺤﺴﺐ ﺑﻞ‬
‫ﺗﺘﻌﺪﻯ ﺇﱃ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ ‪).‬ﺍﳉﻬﲏ ‪١٩٩٨ ،‬ﻡ ‪ ،‬ﺹ‪. (١٦‬‬

‫ﺳﺎﻫﻢ ﰲ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻋﺪﺩ ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﻹﺩﺍﺭﺓ ﺑﻘﻴﺎﺩﺓ " ﺍﻟﺘﻮﻥ ﻣﺎﻳﻮ " ﻭﲤﻴﺰﺕ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺑﻌﺪﺩ ﻣﻦ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﺃﻋﺪﺕ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﻳﺮﻳﻦ ﰲ ﺩﻓﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻭﲢﻔﻴﺰﻫﻢ ﻭﺗﺮﻛﺰ ﳎﻤﻮﻋﺔ ﺍﻷﺳﺎﻟﻴﺐ‬
‫ﻫﺬﻩ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻧﺸﻄﺔ ﺇﺩﺍﺭﻳﺔ ﺭﺋﻴﺴﻴﺔ ﻫﻲ )ﺍﻟﺪﺍﻟﻪ‪٢٠٠٣ ،‬ﻡ ‪ ،‬ﺹ‪:(٢٤-٢٣‬‬
‫ƒ ﺗﺸﺠﻴﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‬
‫ƒ ﺇﻋﺎﺩﺓ ﺗﺼﻤﻴﻢ ﺍﻟﻮﻇﺎﺋﻒ ﺑﻄﺮﻳﻘﺔ ﺗﻮﻓﺮ ﻗﺪﺭﺍ ﺃﻛﱪ ﻣﻦ ﺍﻟﺘﺤﺪﻱ ﻟﻘﺪﺭﺍﺕ ﺍﻟﻌـﺎﻣﻠﲔ ﻭﻣـﻦ‬
‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻧﺸﺎﻃﺎﺕ ﺍﳌﻨﻈﻤﺔ‬
‫ƒ ﲢﺴﲔ ﺗﺪﻓﻖ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﺮﺋﻴﺲ ﻭﺍﳌﺮﺅﻭﺳﲔ‬

‫‪.‬‬

‫ﺝ ( ﻧﻈﺮﻳﺎﺕ ﺍﳊﺎﺟﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪:‬‬
‫ﻳﻌﺘﱪ ﻣﺆﺳﺲ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻫﻮ " ﺃﺑﺮﺍﻫﺎﻡ ﻣﺎﺳﻠﻮ " ﻭﻫﻲ ﻣﻦ ﺃﻛﺜﺮ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺷﻴﻮﻋﺎ ﻭﻗﺪﺭﻩ ﻋﻠـﻰ‬
‫ﺗﻔﺴﲑ ﺍﻟﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﱐ ﰲ ﺳﻌﻴﻪ ﻹﺷﺒﺎﻉ ﺣﺎﺟﺎﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺗﺮﻛﺰ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﳊﺎﺟﺎﺕ ﻭﺍﻟﺪﻭﺍﻓﻊ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﻜﺎﻣﻨﺔ ﰲ ﺫﺍﺕ ﺍﻟﻔﺮﺩ ﺣﻴﺚ ﺃﻥ ﺍﻟﺘﻌﺮﻑ ﺍﻟﺪﻗﻴﻖ ﳍﺬﻩ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻭﺍﻟﺪﻭﺍﻓﻊ‬
‫ﻫﻮ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻹﺩﺍﺭﺓ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﻭﺿﻊ ﻭﺗﻄﺒﻴﻖ ﻧﻈﻢ ﺍﳊﻔﺰ ﻟﺪﻯ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﳌﻨﻈﻤﺔ ‪.‬‬
‫‪٣٠‬‬

‫ﻭﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻋﻠﻲ ﻣﺒﺪﺃﻳﻦ ﺃﺳﺎﺳﻴﲔ ﳘﺎ‪:‬‬
‫ﺃ ( ﺃﻥ ﺣﺎﺟﺎﺕ ﺍﻟﻔﺮﺩ ﻣﺮﺗﺒﻪ ﺗﺮﺗﻴﺒﺎ ﺗﺼﺎﻋﺪﻳﺎ ﻋﻠﻰ ﺷﻜﻞ ﺳﻠﻢ ﲝﺴﺐ ﺃﻭﻟﻮﻳﺎ‪‬ﺎ ﻟﻠﻔﺮﺩ ﻭﻓﻘﺎ ﳍﺮﻡ "ﻣﺎﺳﻠﻮ‬
‫" ﻛﻤﺎ ﰲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‬
‫ﺍﳊﺎﺟﺔ ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﺬﺍﺕ‬

‫ﺍﳊــﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻘﺪﻳﺮ‬

‫ﺍﳊﺎﺟﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺣﺎﺟﺎﺕ ﺍﻷﻣﻦ ﻭﺍﻟﺴـﻼﻣﺔ‬
‫ﺍﳊــﺎﺟـﺎﺕ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ‬
‫ﺷﻜﻞ ﺭﻗﻢ ) ‪ ( ١‬ﻳﻮﺿﺢ ﺍﻟﺘﺪﺭﺝ ﺍﳍﺮﻣﻲ ﻟﻠﺤﺎﺟﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻛﻤﺎ ﻳﺮﺍﻫﺎ ﻣﺎﺳﻠﻮ‬

‫ﺏ ( ﺇﻥ ﺍﳊﺎﺟﺎﺕ ﻏﲑ ﺍﳌﺸﺒﻌﺔ ﻫﻲ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﻭﺑﺎﻟﺘﺎﱄ ﻳﻨﺘﻬﻲ ﺩﻭﺭﻫﺎ ﰲ ﻋﻤﻠﻴﺔ ﺍﳊﻔﺰ‪.‬‬
‫ﻭﻳﻼﺣﻆ ﺃﻥ " ﻣﺎﺳﻠﻮ " ﺭﺗﺐ ﺍﳊﺎﺟﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﻫﺮﻡ ﲤﺜﻞ ﻗﺎﻋﺪﺗﻪ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺗﺘﺪﺭﺝ ﺗﻠﻚ ﺍﳊﺎﺟﺎﺕ ﺍﺭﺗﻔﺎﻋﺎ ﺣﱴ ﺗﺼﻞ ﺇﱄ ﻗﻤﺔ ﺍﳍﺮﻡ ﺣﻴﺚ ﺣﺎﺟﺎﺕ ﲢﻘﻴﻖ‬
‫ﺍﻟﺬﺍﺕ ‪ ،‬ﻓﺎﳊﺎﺟﺎﺕ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﳊﺎﺟﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺒﻘﺎﺀ ﺣﻴﺎﻩ ﺍﻹﻧﺴﺎﻥ ﺇﺫ ﺗﺘﻮﻗﻒ‬
‫ﻧﺸﺎﻃﺎﺗﻪ ﻭﺣﻴﻮﻳﺘﻪ ﻋﻠﻴﻬﺎ ﻛﻤﺎ ﺗﻌﺘﱪ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺇﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﺍﻷﺧﺮﻯ ‪،‬‬
‫ﻭﺍﳊﺎﺟﺎﺕ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻣﺜﻞ ) ﺍﻟﻄﻌﺎﻡ ﻭ ﺍﻟﺸﺮﺍﺏ ﻭ ﺍﻟﻨﻮﻡ ( ﻓﺈﻥ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﳜﺪﻡ ﲢﻘﻴﻖ ﻫﺬﻩ‬
‫ﺍﳊﺎﺟﺎﺕ ﺇﱃ ﻗﺪﺭ ﻣﻌﲔ ﺳﻴﻜﻮﻥ ﻣﻮﺿﻊ ﻗﺒﻮﻝ ﻭﺭﺿﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﺎﻣﻠﲔ‪ ،‬ﺃﻣﺎ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻷﻣﻦ ﺗﺄﰐ ﰲ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﻌﺪ ﲢﻘﻴﻖ ﺍﻹﺷﺒﺎﻉ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻭﺇﻥ ﻭﺻﻮﻝ ﺍﻹﻧﺴﺎﻥ ﺇﱃ ﻫﺬﻩ ﺍﳊﺎﺟﺔ‬
‫ﻫﻮ ﻣﻄﻠﺐ ﻳﺴﻌﻰ ﺇﻟﻴﻪ ﻛﻞ ﻓﺮﺩ ﻓﺎﻹﻧﺴﺎﻥ ﻳﺮﻳﺪ ﲢﻘﻴﻖ ﻧﻮﻉ ﻣﻦ ﺍﻷﻣﻦ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻓﻴﻪ ﺳﻮﻱ ﻣﻦ ﻧﺎﺣﻴﺔ‬
‫ﺗﺄﻣﲔ ﺍﻟﺪﺧﻞ ﺍﳌﺴﺘﻤﺮ ﺍﻟﺬﻱ ﳛﺼﻞ ﻋﻠﻴﻪ ﻟﺘﺄﻣﲔ ﺣﻴﺎﺓ ﻣﻌﻴﺸﻴﺔ ﻣﻼﺋﻤﺔ ﻟﻪ ﻭﻷﺳﺮﺗﻪ ﺃﻭ ﰲ ﲪﺎﻳﺘﻪ ﻣﻦ‬
‫ﺍﻷﺧﻄﺎﺭ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺪﺙ ﻟﻪ ﻧﺘﻴﺠﺔ ﻟﻠﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺰﺍﻭﻟﻪ ﻓﺈﻥ ﻋﺪﻡ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﺳﻴﺨﻠﻖ ﻧﻮﻋﺎ‬
‫ﻣﻦ ﺍﻻﺿﻄﺮﺍﺏ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻌﺎﻣﻞ ﳑﺎ ﻳﻨﻌﻜﺲ ﺳﻠﺒﺎ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﻪ ‪ ،‬ﺃﻣﺎ ﺍﳊﺎﺟﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻓﻬﻲ ﺗﻈﻬﺮ ﻣﻦ ﻃﺒﻴﻌﺔ ﺍﻟﺘﻜﻮﻳﻦ ﺍﻟﺒﺸﺮﻱ ﻓﺎﻹﻧﺴﺎﻥ ﳐﻠﻮﻕ ﺍﺟﺘﻤﺎﻋﻲ ﻳﺮﻏﺐ ﰲ ﺃﻥ ﻳﻜﻮﻥ ﳏﺒﻮﺑﺎ ﻭﳛﻈﻰ‬
‫‪٣١‬‬

‫ﺑﺎﻟﺘﻘﺪﻳﺮ ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺍﻧﺘﻤﺎﺋﻪ ﻟﻶﺧﺮﻳﻦ ﻭﲢﻘﻴﻖ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﻌﺎﻳﺶ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﶈﺒﺔ‬
‫ﻭﺍﻷﻟﻔﺔ ‪.‬‬
‫ﻭﻟﻘﺪ ﺃﻭﺿﺤﺖ ﻛﺜﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﻥ ﺟﻮ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻻ ﻳﺸﺒﻊ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻳﺆﺩﻱ ﺇﱃ ﺍﺧﺘﻼﻝ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﻨﻔﺴﻲ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻞ ﻭﺑﺎﻟﺘﺎﱄ ﻳﺆﺩﻱ ﺇﱃ ﻣﺸﻜﻼﺕ ﻣﻦ ﺷﺄﻬﻧﺎ ﺃﻥ ﺗﺆﺩﻱ ﺇﱃ‬
‫ﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻻﺕ ﺍﻟﻐﻴﺎﺏ ﻭﻧﻘﺺ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺗﺮﻙ ﺍﻟﻌﻤﻞ ‪ ،‬ﺃﻣﺎ ﺣﺎﺟﺎﺕ ﺍﻟﺘﻘﺪﻳﺮ ﻓﺎﻹﻧﺴﺎﻥ ﺑﻌﺪ ﲢﻘﻴﻘﻪ‬
‫ﳊﺎﺟﺎﺗﻪ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻳﺒﺤﺚ ﻋﻦ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﺜﻘﺔ ﻭﺍﳉﺪﺍﺭﺓ ﻭﺃﻧﻪ‬
‫ﺟﺰﺀ ﻣﻔﻴﺪ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﻳﻌﻴﺶ ﻓﻴﻪ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻻﺣﺘﺮﺍﻡ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‬
‫ﻭﺇﺣﺴﺎﺳﻪ ﲟﻜﺎﻧﺘﻪ ﻭﻫﻴﺒﺘﻪ ‪ ،‬ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﺇﺷﻌﺎﺭ ﺍﻟﻔﺮﺩ ﺑﺄﳘﻴﺔ ﻭﻗﻴﻤﺔ ﻣﺎ ﻟﺪﻳﺔ ﻣﻦ‬
‫ﺇﻣﻜﺎﻧﺎﺕ ﻭﻗﺪﺭﺍﺕ ‪ ،‬ﺃﻣﺎ ﺍﳊﺎﺟﺔ ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﺬﺍﺕ ﻓﻬﻲ ﺗﻌﲏ ﺍﳊﺎﺟﺔ ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﻄﻤﻮﺣﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻟﻠﻔﺮﺩ‬
‫ﰲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻹﻧﺴﺎﻥ ﻣﺎ ﻳﺮﻳﺪ ﺃﻥ ﻳﺼﻞ ﺇﻟﻴﻪ ﻭﻫﻲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﱵ ﻳﺼﻞ ﻓﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﺇﱃ ﺩﺭﺟﺔ ﳑﻴﺰﺓ ﻋﻦ‬
‫ﻏﲑﺓ ﻭﻳﺼﺒﺢ ﻟﻪ ﻛﻴﺎﻥ ﻣﺴﺘﻘﻞ ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﺳﺘﻘﻼﻝ ﻣﻦ ﺃﻫﻢ ﻣﻜﻮﻧﺎﺕ ﺍﳊﺎﺟﺔ ﺇﱃ ﲢﻘﻴﻖ‬
‫ﺍﻟﺬﺍﺕ ‪ ،‬ﻭﻋﻠﻰ ﺍﻹﺩﺍﺭﺓ ﺃﻥ ﲢﻘﻖ ﺫﻟﻚ ﺑﺘﻌﻮﻳﺾ ﺍﻟﺴﻠﻄﺎﺕ ﻭﺍﻟﺼﻼﺣﻴﺎﺕ ﻭﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﰲ ﺍﳌﺸﺎﺭﻛﺔ‬
‫ﰲ ﻭﺿﻊ ﻭﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ‪.‬‬
‫ﻻﺷﻚ ﺃﻥ ﻧﻈﺮﻳﺔ ﺍﳊﺎﺟﺎﺕ ﺗﻌﺪ ﻣﺮﺗﻜﺰ ﺃﺳﺎﺳﻲ ﰲ ﻓﻬﻢ ﺩﺍﻓﻌﻴﺔ ﺍﻹﻧﺴﺎﻥ ﰲ ﺍﻟﻌﻤﻞ ﻭﺳﻌﻴﻪ ﻹﺷﺒﺎﻉ‬
‫ﺣﺎﺟﺎﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻟﻘﺪ ﻭﺿﺢ ﻣﺎﺳﻠﻮ ﰲ ﻧﻈﺮﻳﺘﻪ ﺃﻥ ﺩﺭﺟﺎﺕ ﺍﳊﺎﺟﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺃﻭﻟﻮﻳﺔ ﺇﺷﺒﺎﻋﻬﺎ ﺗﺘﺴﻢ‬
‫ﺑﻄﺎﺑﻊ ﺍﻟﻌﻤﻮﻣﻴﺔ ﻭﺍﻟﺸﻤﻮﻝ ﺣﻴﺚ ﺍﻓﺘﺮﺽ ﻭﺟﻮﺩﻫﺎ ﻟﺪﻯ ﺃﻱ ﻓﺮﺩ ﻛﻤﺎ ﺃﻥ ﻋﺪﻡ ﺇﺷﺒﺎﻉ ﺍﳊﺎﺟﺔ ﻳﻠﻌﺐ‬
‫ﺩﻭﺭﺍ ﰲ ﲢﺪﻳﺪ ﻣﺪﻯ ﺃﳘﻴﺘﻬﺎ ﻭﺳﻴﻄﺮ‪‬ﺎ ﻭﺇﳊﺎﺣﻬﺎ ﻋﻠﻰ ﺍﻟﻔﺮﺩ )ﺍﳊﺮﻓﻪ ‪١٩٨٥ ،‬ﻡ ‪ ،‬ﺹ ‪. (١٧-١٥‬‬

‫ﺩ( ﻧﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫ﺍﻟﻔﻀﻞ ﰲ ﺗﺄﺳﻴﺲ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻳﺮﺟﻊ ﺇﱄ " ﻓﺮﻳﺪﺭﻳﻚ ﻫﲑﺯﺑﲑﺝ " ﻭﺯﻣﻼﺀﻩ ﺣﻴﺚ ﺗﻮﺻﻼ ﺇﱃ ﺃﻥ‬
‫ﻟﻜﻞ ﺇﻧﺴﺎﻥ ﳎﻤﻮﻋﺘﲔ ﳐﺘﻠﻔﺘﲔ ﻣﻦ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺃﻬﻧﻤﺎ ﻳﺆﺛﺮﺍﻥ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﺑﻄﺮﻕ‬
‫ﻣﺘﺒﺎﻳﻨﺔ ﻭﻗﺪ ﻭﺟﺪﻭﺍ ﺃﻥ ﺍﺳﺘﻴﺎﺀ ﺍﻟﻔﺮﺩ ﻳﻨﺘﺞ ﻋﻦ ﻋﺪﻡ ﺗﻮﻓﺮ ﺑﻴﺌﺔ ﺻﺎﳊﻪ ﻭﻣﻨﺎﺳﺒﺔ ﻟﻠﻌﻤﻞ ﻛﻤﺎ ﺗﻮﺻﻼ ﺇﱃ‬
‫ﺃﻥ ﺭﺿﺎ ﺍﻟﻔﺮﺩ ﻋﻦ ﻋﻤﻞ ﻣﺎ ﺇﳕﺎ ﻳﻌﻮﺩ ﺇﱃ ﺍﻟﻌﻤﻞ ﻭﻳﺮﻱ " ﻓﺮﻳﺪﺭﻳﻚ " ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻟﻦ ﻳﺸﻌﺮ ﺑﺎﻟﺮﺿﺎ ﺇﻻ‬
‫‪٣٢‬‬

‫ﺇﺫﺍ ﲢﻘﻘﺖ ﻟﻪ ﲨﻴﻊ ﻭﺳﺎﺋﻞ ﺍﻹﺷﺒﺎﻉ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﻋﻮﺍﻣﻞ ﺻﺤﻴﺔ ﻭﺑﻴﺌﻴﺔ ﻭﻣﺎﺩﻳﺔ ﻭﻫﺬﺍ ﺍﻹﺷﺒﺎﻉ ﳝﻨﻊ‬
‫ﺍﻻﺳﺘﻴﺎﺀ ﻭﺷﻌﻮﺭ ﺍﻟﻌﺎﻣﻞ ﺑﺎﻟﺘﻌﺎﺳﺔ ‪ ،‬ﻭﳏﺪﺩﺍﺕ ﺍﻟﺮﺿﺎ ﺍﻟﱵ ﺍﺻﻄﻠﺢ ﻋﻠﻰ ﺗﺴﻤﻴﺘﻬﺎ )ﺍﻟﻌﻮﺍﻣﻞ ﺍﳊﺎﻓﺰﺓ( ﻫﻲ‬
‫ﺍﻻﳒﺎﺯ ﻭﺍﻻﻋﺘﺮﺍﻑ ﻭﺍﻟﺘﻘﺪﻳﺮ ﻭﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﳌﺴﺌﻮﻟﻴﺎﺕ ﻭﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳊﺎﻓﺰﺓ ﺗﻌﻤﻞ‬
‫ﻋﻠﻰ ﲢﺮﻳﻚ ﺟﻬﻮﺩ ﺍﻷﻓﺮﺍﺩ ﻭﺯﻳﺎﺩﺓ ﻧﺸﺎﻃﻬﻢ ﻭﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ﳑﺎ ﻳﻨﻌﻜﺲ ﺇﳚﺎﺑﻴﺎ ﻋﻠﻰ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ‬
‫ﺍﳌﻨﻈﻤﺔ‪ ،‬ﺃﻣﺎ ﳏﺪﺩﺍﺕ ﻋﺪﻡ ﺍﻟﺮﺿﺎ ﺍﺻﻄﻠﺢ ﻋﻠﻰ ﺗﺴﻤﻴﺘﻬﺎ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﻗﺎﺋﻴﺔ ﻭﻫﻲ ﺳﻴﺎﺳﺔ ﺍﻹﺩﺍﺭﺓ‬
‫ﻭﺍﻹﺷﺮﺍﻑ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﺮﺍﺗﺐ ﺃﻭ ﺍﻷﺟﺮ ﻭﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻭﺍﻷﻣﻦ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺍﳌﺴﺘﻮﻯ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺗﻌﻤﻞ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﻗﺎﺋﻴﺔ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﻻﻧﺘﻤﺎﺀ ﻟﻌﻤﻠﻪ ﻭﺇﻥ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺴﻲ ﺍﻟﺴﻮﻱ ﺍﻟﺬﻱ ﻳﺴﺎﻫﻢ ﺑﺪﻭﺭﻩ ﰲ ﲢﻘﻴﻖ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ‪.‬‬
‫ﻭﻳﺘﻀﺢ ﻟﻨﺎ ﻣﻦ ﻫﺎﺗﲔ ﺍ‪‬ﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺃﻥ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﻭﱃ ﻭﺟﻮﺩﻫﺎ ﻳﺰﻳﺪ ﻣﻦ ﺭﺿﺎ ﺍﻟﻔﺮﺩ‬
‫ﻟﻜﻦ ﺍﻧﻌﺪﺍﻣﻬﺎ ﻻ ﻳﺆﺛﺮ ﺳﻠﺒﻴﺎ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﻔﺮﺩ ﻭﲰﻴﺖ ﻫﺬﻩ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﻓﻌﺔ ‪ ،‬ﺃﻣﺎ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﳝﻨﻊ ﻭﺟﻮﺩﻫﺎ ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻟﺮﺿﺎ ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﺰﻳﺪ ﻣﻦ ﺭﺿﺎ ﺍﻟﻔﺮﺩ ﻭﺇﺫﺍ ﻭﺟﺪﺕ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﲰﻴﺖ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﻗﺎﺋﻴﺔ ﺃﻱ ﺃﻥ ﳎﻤﻮﻋﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﻓﻌﺔ )ﺍﻷﻭﱃ( ﻣﺮﺗﺒﻄﺔ ﺑﻄﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﻧﻔﺴﻪ ﺃﻣﺎ‬
‫ﳎﻤﻮﻋﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﻗﺎﺋﻴﺔ ) ﺍﻟﺜﺎﻧﻴﺔ ( ﻣﺮﺗﺒﻄﺔ ﺑﺒﻴﺌﺔ ﺍﻟﻌﻤﻞ ‪ ،‬ﻓﻄﺒﻴﻌﺔ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺘﲔ ﻣﻦ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﲤﺜﻞ ﺟﻮﻫﺮ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻭﻟﺬﻟﻚ ﲰﻴﺖ ﺑﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬

‫ﻭﻫﻨﺎﻟﻚ ﺑﻌﺾ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ ﺍﻟﱵ ﻭﺟﻬﺖ ﳍﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻣﺜﻞ‪:‬‬
‫‪ -١‬ﺃﻬﻧﺎ ﺃﺩﺕ ﺇﱃ ﺗﻔﺮﻗﺔ ﻣﺼﻄﻨﻌﺔ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻹﻧﺴﺎﱐ ﻟﻸﻓـﺮﺍﺩ‬
‫ﻭﺣﻮﺍﻓﺰﻫﻢ ‪.‬‬
‫‪ -٢‬ﺃﻥ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻋﻜﺲ ﻋﺪﻡ ﺍﻟﺮﺿﺎ ﻷﻥ ﺇﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻔﺮﺩﻳـﺔ ﺳـﻮﺍﺀ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﻓﻌﺔ ﺃﻭ ﺍﻟﻮﻗﺎﺋﻴﺔ ﻳﺆﺩﻱ ﺇﱃ ﺍﻟﺮﺿﺎ ﺇﻻ ﺃﻥ ﻋﺪﻡ ﺇﺷﺒﺎﻋﻬﺎ ﻳﺆﺩﻱ ﺇﱄ ﻋﺪﻡ ﺍﻟﺮﺿﺎ‬
‫)ﺍﻟﻄﺠﻢ ﻭﺍﻟﺴﻮﺍﻁ ‪ ١٤١٥ ،‬ﻫـ ‪ ،‬ﺹ‪.( ١٠٢‬‬

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‫ﻫـ ( ﻧﻈﺮﻳﺔ ﺍﻟﺘﻮﻗﻊ‪:‬‬
‫ﻣﺆﺳﺴﻬﺎ ﻫﻮ " ﻓﻴﻜﺘﻮﺭ ﻓﺮﻭﻡ " ﻭﺗﺮﻛﺰ ﻧﻈﺮﻳﺘﻪ ﻋﻠﻰ ﻋﺎﻣﻞ ﺍﻟﺘﻮﻗﻊ ﻛﺄﺳﺎﺱ ﰲ ﺣﺎﺟﺎﺕ ﻭﺩﻭﺍﻓﻊ‬
‫ﺍﻹﻧﺴﺎﻥ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻛﻤﺤﺮﻙ ﻟﻠﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﱐ ﻟﺬﺍ ﻓﺈﻥ ﻋﻨﺼﺮ ﺍﻟﺘﺮﻗﺐ‬
‫ﻭﺍﻟﺘﻮﻗﻊ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﻋﻠﻴﺔ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻳﻌﺘﱪ ﻋﺎﻣﻼ ﻗﻮﻳﺎ ﰲ ﺩﻓﻊ ﺍﻹﻧﺴﺎﻥ ﺇﱃ ﺍﲣﺎﺫ ﺳﻠﻮﻙ ﻣﻌﲔ ﺃﻭ‬
‫ﺍﻻﻣﺘﻨﺎﻉ ﻋﻨﻪ ﻓﺈﺫﺍ ﺗﻮﻗﻊ ﺍﻹﻧﺴﺎﻥ ﺃﻧﻪ ﺳﻴﺤﺼﻞ ﻋﻠﻰ ﺇﺷﺒﺎﻉ ﻣﻌﲔ ﺧﻼﻝ ﻓﺘﺮﺓ ﻣﺴﺘﻘﺒﻠﻴﺔ ﻓﺈﻧﻪ ﺳﻴﻈﻞ ﻳﻌﻤﻞ‬
‫ﺣﱴ ﳛﻘﻖ ﻫﺬﻩ ﺍﻟﺮﻏﺒﺔ ﺃﻣﺎ ﺇﺫﺍ ﱂ ﻳﺘﻮﻗﻊ ﺍﻹﺷﺒﺎﻉ ﺍﳌﻄﻠﻮﺏ ﻣﻦ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻟﻈﺮﻭﻑ ﻣﻌﻴﻨﻪ ﻓﺈﻥ ﺫﻟﻚ ﻗﺪ‬
‫ﻳﺆﺩﻱ ﺑﻪ ﺇﱃ ﺇﻟﻐﺎﺀ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻭﺍﻟﺘﻮﻗﻒ ﻋﻨﻪ ‪.‬‬
‫ﻭﺗﻘﻮﻡ ﻧﻈﺮﻳﺔ ﺍﻟﺘﻮﻗﻊ ﻋﻠﻰ ﺍﻓﺘﺮﺍﺽ ﻣﻔﺎﺩﻩ ﺃﻥ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﻳﻌﺘﱪ ﻣﺆﺷﺮﺍ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﻳﺘﻮﻗﻊ‬
‫ﻓﻴﻬﺎ ﺃﻥ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﺳﻴﻮﺻﻠﻪ ﺇﱃ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﻓﻬﻲ ﻋﻤﻠﻴﺔ ﺗﻮﻗﻌﻴﺔ ﺑﺄﻥ ﺍﻟﺴﻠﻮﻙ‬
‫ﺍﳊﺎﱄ ﺳﻴﺆﺩﻱ ﺑﻪ ﺇﱄ ﻧﺘﻴﺠﺔ ﻣﻌﻴﻨﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﻓﺎﻟﺪﺍﻓﻊ ﻫﻨﺎﻙ ﻟﻴﺲ ﻧﺎﺑﻌﺎ ﻣﻦ ﺩﺍﺧﻞ ﺍﻟﻔﺮﺩ ﺃﻭ ﻣﻦ ﺑﻴﺌﺔ‬
‫ﺍﻟﻌﻤﻞ ﺍﶈﻴﻄﺔ ﺑﻪ ﺑﻞ ﺇﻧﻪ ﻳﻜﻤﻦ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻮﻗﻌﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ‪.‬‬
‫ﻭﻟﻘﺪ ﻭﺍﺟﻬﺖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻋﺪﻩ ﺍﻧﺘﻘﺎﺩﺍﺕ ﺣﻴﺚ ﺧﻀﻌﺖ ﺍﻓﺘﺮﺍﺿﺎﺕ " ﻓﺮﻭﻡ " ﻟﻌﺪﻩ ﳏﺎﻭﻻﺕ‬
‫ﻟﻔﺤﺼﻬﺎ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺛﺒﻮﺕ ﺻﺤﺘﻬﺎ ﻭﻗﺪ ﺃﻭﺿﺤﺖ ﺗﻠﻚ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﻥ ﺍﻟﻨﻈﺮﻳﺔ ﻻﺯﺍﻟﺖ‬
‫ﺗﻮﺍﺟﻪ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﺗﺘﻤﺜﻞ ﰲ ﺻﻌﻮﺑﺔ ﻗﻴﺎﺱ ﺍﻟﺘﻮﻗﻊ ﻭﺍﳌﻨﻔﻌﺔ ﺍﻟﻌﺎﺋﺪﺓ ﻣﻦ ﺍﻟﺴﻠﻮﻙ ﻛﻤﺎ ﺃﻥ ﺗﻌﺪﺩ‬
‫ﻭﺗﻌﻘﺪ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻬﺎ ﺍﻟﻨﻈﺮﻳﺔ ﳚﻌﻞ ﻣﻦ ﺍﻟﺼﻌﺐ ﺩﺭﺍﺳﺘﻬﺎ ﻭﺍﻟﺘﺤﻜﻢ ﻓﻴﻬﺎ ﻭﻣﻌﺮﻓﺔ ﻣﺪﻯ‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ﻭﺗﺪﺍﺧﻠﻬﺎ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﳑﺎ ﻳﻀﻊ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺣﻮﻝ ﺗﻔﺴﲑ ﺍﻟﺪﻭﺍﻓﻊ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑﻄﺮﻳﻘﺔ ﻭﺍﺿﺤﺔ ﻭﳏﺪﺩﻩ )ﺍﻟﻨﺠﺎﺭ ﻭﺭﺍﻏﺐ ‪١٩٩٢ ،‬ﻡ ‪ ،‬ﺹ ‪.(٤٩‬‬
‫ﻭ ( ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻴﺎﺑﺎﻧﻴﺔ‪:‬‬
‫ﻗﺎﻡ ﻭﻟﻴﻢ ﺃﻭﺷﻲ ﺑﺘﻄﻮﻳﺮ ﻣﻨﻈﻮﺭ ﺁﺧﺮ ﻟﻠﺘﺤﻔﻴﺰ ‪ ،‬ﻭﺗﻔﺘﺮﺽ ﺍﻟﻨﻈﺮﻳﺔ )‪ ، (Z‬ﺍﻻﺩﺍﺭﻩ ﺍﳉﻴﺪﺓ ﻫﻲ ﺍﻟﱵ‬
‫ﲢﺘﻮﻱ ﻭﲢﺘﻀﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻛﻞ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺗﺘﻌﺎﻣﻞ ﻣﻌﻬﻢ ‪ ،‬ﻛﻤﺎ ﻟﻮ ﻛﺎﻧﻮﺍ ﺃﺳﺮﺓ ﻭﺍﺣﺪﺓ ‪.‬‬
‫ﻭﺗﺪﻋﻮ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺇﱃ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺩﱏ ﰲ ﻫﺮﻡ ﻣﺎﺳﻠﻮ ﻣﻦ ﺧﻼﻝ ﺍﻻﻫﺘﻤـﺎﻡ‬
‫ﺑﺮﻓﺎﻫﻴﺔ ﺍﻟﻌﺎﻣﻞ ‪ ،‬ﻛﻤﺎ ﺃﻬﻧﺎ ﻻ ﺗﺆﺩﻱ ﺇﱃ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﺳﻂ ﻣﻦ ﺧﻼﻝ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠـﻰ‬
‫ﻣﺸﺎﺭﻛﺔ ﺍﳉﻤﺎﻋﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪ ،‬ﻭﻫﺬﺍ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻋﻠﻰ ﻣﻦ ﺧـﻼﻝ‬
‫ﺗﻮﺟﻴﻪ ﺍﻟﺪﻋﻮﺓ ﻟﻠﻌﺎﻣﻠﲔ ﻟﺘﺤﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻟﻔﺮﺩﻳﺔ ‪ ،‬ﻭﻳﻌﺘﻘﺪ ﺍﳌﺪﻳﺮﻭﻥ ﺍﻟﺬﻳﻦ ﻳﺘﺒﻨﻮﻥ ﺍﻟﻨﻈﺮﻳـﺔ )‪ (Z‬ﺃﻥ‬
‫‪٣٤‬‬

‫ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﻳﺘﺤﻠﻮﻥ ﺑﺎﻟﺸﻌﻮﺭ ﺑﺎﻟﺬﺍﺕ ﻭﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ﳛﺘﻤﻞ ﺃﻥ ﻳﺮﺍﻋﻮﺍ ﺿﻤﺎﺋﺮﻫﻢ ﺃﺛﻨﺎﺀ ﺃﺩﺍﺀ ﻣﻬﺎﻡ‬
‫ﻭﻇﺎﺋﻔﻬﻢ ‪،‬ﻛﻤﺎ ﺃﻬﻧﻢ ﺳﻴﺤﺎﻭﻟﻮﻥ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﲝﻤﺎﺱ ﺃﻛﺜﺮ )ﺭﺍﺗـﺸﻤﺎﻥ ‪ ،‬ﻭﺁﺧـﺮﻭﻥ ‪٢٠٠١ ،‬ﻡ‪،‬‬

‫ﺹ‪.(٢٦٢-٢٦١‬‬

‫ﺯ ( ﻧﻈﺮﻳﺔ ﺍﻹﳒﺎﺯ‪:‬‬
‫ﺃﺷﺎﺭ ﻋﻘﻴﻠﻲ )‪ ١٩٩٣‬ﻡ ‪ ،‬ﺹ‪ (٢٩٤‬ﺑﺄﻧﻪ ﻳﺮﺟﻊ ﺍﻟﻔﻀﻞ ﰲ ﺗﺄﺳﻴﺴﻬﺎ ﺇﱃ "ﺩﻳﻔﻴﺪ ﻣﺎﻛﻠﻴﻼﻧﺪ" ﺣﻴﺚ‬
‫ﺗﺸﲑ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﳍﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺇﱃ ﺃﻥ ﺍﳊﺎﺟﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑﻄﺒﻌﻬﺎ ﻧﺴﺒﻴﺔ ﺍﻻﺳـﺘﻘﺮﺍﺭ ‪ ،‬ﻓﻄﺎﻗـﺔ‬
‫ﺍﻹﻧﺴﺎﻥ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﻟﻜﺎﻣﻨﺔ ﺗﺒﻘﻲ ﺳﺎﻛﻨﺔ ﺣﱴ ﻳﺄﰐ ﻣﺜﲑ ﺃﻭ ﻋﺎﻣﻞ ﻣﺎ ﳛﺮﻛﻬﺎ ﺃﻭ ﻳﺜﲑﻫﺎ ﻭﻳﻌﱪ ﻋﻦ ﻫـﺬﺍ‬
‫ﺍﻟﻌﺎﻣﻞ ﺃﻭ ﺍﳌﺜﲑ ﻋﺎﺩﺓ ﺑﺎﳊﺎﻓﺰ ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﺗﺮﲨﺔ ﳍﺪﻑ ﻣﻌﲔ ‪ ،‬ﲢﻘﻴﻘﻪ ﻣﻦ ﻗﺒﻞ ﺍﻟﻔﺮﺩ ﻳﺆﺩﻱ ﺇﱄ ﺇﺷـﺒﺎﻉ‬
‫ﺍﳊﺎﺟﺔ ﺍﻟﱵ ﺃﺛﺎﺭ‪‬ﺎ ﻟﺪﻳﺔ ﻭﺷﻜﻠﺖ ﺑﺎﻟﺘﺎﱄ ﺩﺍﻓﻌﻴﺘﻪ ‪.‬‬
‫ﻭﺗﺮﻯ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺃﻥ ﺍﻟﻔﺮﺩ ﻟﺪﻳﺔ ﺃﺭﺑﻌﺔ ﺣﺎﺟﺎﺕ ﺭﺋﻴﺴﻴﺔ ﻭﻫﻲ‪:‬‬
‫ƒ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻘﻮﺓ‪:‬‬
‫ﻭﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﳒﺪﻫﻢ ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﻓﺮﺹ ﻛﺴﺐ ﺍﳌﺮﻛﺰ ﻭﺍﻟﺴﻠﻄﺔ ﻭﻫﻢ ﻳﻨﺪﻓﻌﻮﻥ‬
‫ﻭﺭﺍﺀ ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﺗﻮﻓﺮ ﳍﻢ ﻓﺮﺹ ﻛﺴﺐ ﺍﻟﻘﻮﺓ‪.‬‬
‫ƒ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻹﳒﺎﺯ‪:‬‬
‫ﻭﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﳒﺪﻫﻢ ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﻓﺮﺹ ﺣﻞ ﻣﺸﻜﻼﺕ ﺍﻟﺘﺤﺪﻱ ﻭﺍﻟﺘﻔﻮﻕ‪.‬‬
‫ƒ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻧﺘﻤﺎﺀ‪:‬‬
‫ﻭﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﳒﺪﻫﻢ ﳚﺪﻭﻥ ﰲ ﺍﳌﻨﻈﻤﺔ ﻓﺮﺻﺔ ﻟﺘﻜﻮﻳﻦ ﻋﻼﻗﺎﺕ ﺻﺪﺍﻗﺔ ﺟﺪﻳﺪﺓ‬
‫ﻭﻫﺆﻻﺀ ﻳﻨﺪﻓﻌﻮﻥ ﻭﺭﺍﺀ ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺍﻟﺘﻔﺎﻋﻞ ﺍﳌﺘﻜﺮﺭ ﻣﻊ ﺯﻣﻼﺀ ﺍﻟﻌﻤﻞ‪.‬‬
‫ƒ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﺳﺘﻘﻼﻝ‪:‬‬
‫ﻭﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﻳﻌﻄﻮﻥ ﻗﻴﻤﺔ ﻭﺃﳘﻴﺔ ﻛﺒﲑﺓ ﻟﻠﺤﺮﻳﺔ ﻭﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﰲ ﺍﻟﻌﻤﻞ‬
‫ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﻟﺘﺤﻜﻢ ﲟﺼﲑﻫﻢ ﺍﻟﺸﺨﺼﻲ ﻭﺑﺎﻟﺘﺎﱄ ﻫﻢ ﻳﻔﻀﻠﻮﻥ ﺃﻥ ﻳﻌﻤﻠﻮﺍ ﰲ ﻭﻇﺎﺋﻒ ﲢﻘﻖ ﳍﻢ ﺫﻟﻚ ‪.‬‬
‫‪٣٥‬‬

‫ﺡ ( ﻧﻈﺮﻳﺔ ‪: Y ، X‬‬
‫ﺃﺷﺎﺭ ﻗﺎﻗﻴﺶ )‪١٩٩٤‬ﻡ ‪ ،‬ﺹ‪ (١٧‬ﺇﱃ ﺗﻔﺎﺻﻴﻞ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ ﻧﻠﺨﺼﻬﺎ ﰲ ﺍﻵﰐ ‪:‬‬
‫ﺗﻨﻄﻠﻖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﰲ ﺟﻮﻫﺮﻫﺎ ﻣﻦ ﻧﻈﺮﺓ ﺍﳌﺪﻳﺮﻳﻦ ﻟﻸﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺣﻴﺚ ﻳﻨﻈﺮ ﺑﻌﺾ ﺍﳌﺪﻳﺮﻳﻦ‬
‫ﺇﱃ ﺍﻟﻌﺎﻣﻞ ﻋﻠﻰ ﺃﻧﻪ ﻛﺴﻮﻝ ﻣﺘﺮﺍﺧﻲ ﻳﻜﺮﻩ ﺍﳌﺴﺌﻮﻟﻴﺔ ﺑﻄﺒﻌﺔ ﻭﻏﲑ ﻣﺒﺎﺩﺭ ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻨﻈﺮ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻣﻦ‬
‫ﺍﳌﺪﻳﺮﻳﻦ ﺇﱃ ﺍﻟﻌﺎﻣﻞ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻧﻪ ﻛﻒﺀ ﻭﻗﺎﺩﺭ ﻋﻠﻲ ﺍﻟﻌﻤﻞ ﻭﺭﺍﻏﺒﺎ ﻓﻴﺔ ﻭﻻ ﻳﻜﺮﻩ ﺍﳌﺴﺌﻮﻟﻴﺔ ﺑﻞ‬
‫ﻳﺘﺤﻤﺲ ﻟﻠﻘﻴﺎﺩﺓ ‪.‬‬
‫ﻭﻳﺮﻯ " ﺩﻭﺟﻼﺱ ﻣﺎﻛﺮ ﳚﻮﺭ " ﻣﺆﺳﺲ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺃﻥ ﺍﻟﻔﺌﺔ ﺍﻷﻭﱄ ﻣﻦ ﺍﳌﺪﻳﺮﻳﻦ )‪(X‬ﺗﻨﻈﺮ ﺇﱃ‬
‫ﺍﻟﻌﺎﻣﻞ ﻧﻈﺮﺓ ﻣﺘﺸﺎﺋﻤﺔ ﺳﻮﺩﺍﻭﻳﺔ ﻭﻏﲑ ﺇﻧﺴﺎﻧﻴﺔ ﺣﻴﺚ ﻳﺮﻭﻥ ﰲ ﺍﻷﺟﻮﺭ ﻭﺍﳌﺮﺗﺒﺎﺕ ﻭﺍﳊﻮﺍﻓﺰ ﺇﻬﻧﺎ ﻻ ﲣﺮﺝ‬
‫ﻣﻦ ﻛﻮﻬﻧﺎ ) ﺍﳉﺰﺭﺓ ﺍﻟﱵ ﻳﺴﻌﻰ ﺍﻟﻌﺎﻣﻞ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻴﻬﺎ ﰲ ﻣﻘﺎﺑﻞ ﺃﺩﺍﺀﻩ( ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺍﻟﺘﻮﺍﱐ ﰲ ﺍﻟﻌﻤﻞ‬
‫ﳛﻮﻝ ﻫﺬﻩ ﺍﻟﻮﺳﺎﺋﻞ ﺇﱃ ) ﺍﻟﻌﺼﺎ ( ﺍﻟﱵ ﳝﻜﻦ ﻟﻺﺩﺍﺭﺓ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ‪،‬ﻭﻋﻠﻴﺔ ﻟﻜﻲ‬
‫ﺗﺘﻤﻜﻦ ﺍﻹﺩﺍﺭﺓ ﻣﻦ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻋﻤﺎﳍﺎ ﳚﺐ ﻋﻠﻴﻬﺎ ﺃﻥ ﺗﺘﺨﺬ ﻭﺳﺎﺋﻞ ﺍﻟﻌﻨﻒ ﻭﺍﻟﺘﻬﺪﻳﺪ ﺍﳌﺴﺘﻤﺮ ﻭﺍﻹﺷﺮﺍﻑ‬
‫ﻭﺍﻟﺮﻗﺎﺑﺔ ﺍﶈﻜﻤﺔ ﻭﻫﺬﻩ ﻫﻲ ﻓﻠﺴﻔﺔ ﺍﻟﻀﻐﻂ ﺃﻭ ﻣﺎ ﻳﺴﻤﻲ ﺑﻨﻈﺮﻳﺔ )‪. (X‬‬
‫ﺃﻣﺎ ﺍﳌﺪﻳﺮﻳﻦ )‪ (Y‬ﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﺍﻟﻔﺌﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﺘﻨﻈﺮ ﺇﱃ ﺍﻟﻌﺎﻣﻞ ﻧﻈﺮﺓ ﻣﺘﻔﺎﺋﻠﺔ ﻭﺇﻧﺴﺎﻧﻴﺔ ﺣﻴﺚ ﻳﺮﻭﻥ‬
‫ﺿﺮﻭﺭﺓ ﲢﺮﻳﺮ ﺍﻟﻔﺮﺩ ﺍﻟﻌﺎﻣﻞ ﻣﻦ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻭﺇﻋﻄﺎﺀﻩ ﺍﳊﺮﻳﺔ ﻟﺘﻮﺟﻴﻪ ﺃﻧﺸﻄﺘﻪ ﻭﲢﻤﻞ ﺍﳌﺴﺌﻮﻟﻴﺔ ﻓﻴﻤﺎ‬
‫ﻳﺘﻄﻠﺐ ﺍﻷﺧﺬ ﲟﺒﺪﺃ ﺍﻟﻼﻣﺮﻛﺰﻳﺔ ﻭﺗﻔﻮﻳﺾ ﺍﻟﺴﻠﻄﺎﺕ ﻟﻠﻤﺮﺅﻭﺳﲔ ﻭﻣﺸﺎﺭﻛﺔ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﻭﻫﺬﺍ ﻫﻮ ﺟﻮﻫﺮ ﻓﻠﺴﻔﺔ ﻧﻈﺮﻳﺔ )‪. (Y‬‬
‫ﻭﻣﻦ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ ﺍﻟﱵ ﻭﺟﻬﺖ ﳍﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺃﻬﻧﺎ ﲡﺎﻫﻠﺖ ﻭﺟﻮﺩ ﻣﻨﻄﻘﺔ ﻭﺳﻄﻰ ﻣﺎ ﺑﲔ ) ‪( Y،X‬‬
‫ﺣﻴﺚ ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﻳﻨﺘﻤﻲ ﲨﻴﻊ ﺍﻷﻓﺮﺍﺩ ﺇﻣﺎ ﻟـ )‪ (X‬ﺃﻭ ﻟـ )‪ (Y‬ﻛﻤﺎ ﲡﺎﻫﻠﺖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﺔ ﺇﺫ ﺃﻥ ﺍﻟﻘﺎﺋﺪ ﺍﻟﻔﻌﺎﻝ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻐﲑ ﺃﺳﻠﻮﺑﻪ ﺍﻟﻘﻴﺎﺩﻱ ﲟﺎ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﻃﺒﻴﻌﺔ‬
‫ﺍﳌﺸﻜﻠﺔ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ‪.‬‬

‫‪٣٦‬‬

‫ﺳﺎﺩﺳﹰﺎ‪ :‬ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻌﺘﺮﺽ ﳒﺎﺡ ﺍﳊﻮﺍﻓﺰ‪:‬‬
‫ﻫﻨﺎﻟﻚ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺸﻜﻞ ﻋﻮﺍﺋﻖ ﻭﻋﻘﺒﺎﺕ ﺃﻣﺎﻡ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﳌﻨﺸﻮﺩ‬
‫ﻣﻦ ﺍﳊﻮﺍﻓﺰ ﻭﻣﻨﻬﺎ ) ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ‪١٩٨٢،‬ﻡ ‪ ،‬ﺹ‪: (٣٦٤-٣٦٢‬‬
‫• ﻋﺪﻡ ﻭﺿﻮﺡ ﺍﳍﺪﻑ ﻣﻦ ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ ‪.‬‬
‫• ﺗﻄﺒﻴﻖ ﻧﻈﻢ ﻭﺍﺣﺪﻩ ﻭﳕﻄﻴﺔ ﰲ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﳌﻨﻈﻤﺎﺕ ‪.‬‬
‫• ﻏﻴﺎﺏ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺪﻭﺍﻓﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﲡﺎﻫﺎ‪‬ﻢ ‪.‬‬
‫• ﻋﺪﻡ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﳌﻌﺪﻻﺕ ﺍﻷﺩﺍﺀ ﺍﻟﱵ ﲤﻨﺢ ﺍﳊﻮﺍﻓﺰ ﰲ ﺿﻮﺋﻬﺎ ‪.‬‬
‫• ﻋﺪﻡ ﺩﻗﺔ ﺗﻘﻮﱘ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ‪.‬‬
‫• ﻏﻤﻮﺽ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺎﳊﻮﺍﻓﺰ ‪.‬‬
‫• ﺳﻮﺀ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﻓﺰ ﻣﻦ ﻗﺒﻞ ﺑﻌﺾ ﺍﳌﺪﻳﺮﻳﻦ ‪.‬‬
‫• ﺍﺭﺗﻔﺎﻉ ﺗﻜﺎﻟﻴﻒ ﺍﳊﻮﺍﻓﺰ ‪.‬‬
‫• ﻋﺪﻡ ﻭﺟﻮﺩ ﻣﻘﻴﺎﺱ ﺩﻗﻴﻖ ﻟﻠﺘﻜﻠﻔﺔ ﻭﺍﻟﻌﺎﺋﺪ ﻣﻦ ﺍﳊﻮﺍﻓﺰ ‪.‬‬
‫• ﻗﺼﻮﺭ ﺍﳌﺘﺎﺑﻌﺔ ﻭﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻲ ﺍﳊﻮﺍﻓﺰ ﻣﻦ ﺣﻴﺚ ﻓﺎﻋﻠﻴﺘﻬﺎ ‪.‬‬
‫• ﻓﻘﺪﺍﻥ ﻣﻔﻬﻮﻡ ﺍﻷﺧﺬ ﻭ ﺍﻟﻌﻄﺎﺀ ﰲ ﺍﳊﻮﺍﻓﺰ ‪.‬‬
‫• ﻧﻘﺺ ﺍﳌﻬﺎﺭﺓ ﻟﺪﻱ ﺍﳌﺪﻳﺮﻳﻦ ﰲ ﺗﻄﺒﻴﻖ ﺍﳊﻮﺍﻓﺰ‪.‬‬

‫‪٣٧‬‬

‫ﺳﺎﺑﻌﹰﺎ‪ :‬ﺷﺮﻭﻁ ﳒﺎﺡ ﺍﳊﻮﺍﻓﺰ‪:‬‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﻻ ﺑﺪ ﻟﻺﺩﺍﺭﺓ ﺃﻥ ﺗﺄﺧﺬﻫﺎ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺇﺫﺍ ﺃﺭﺍﺩﺕ ﺃﻥ‬
‫ﲢﻘﻖ ﻣﻦ ﻭﺭﺍﺀ ﺍﳊﻮﺍﻓﺰ ﻓﻮﺍﺋﺪ ﺗﺮﺗﺒﻂ ﺑﺎﳒﺎﺯ ﻭﳒﺎﺡ ﺍﻟﻌﻤﻞ ﻭﻣﻨﻬﺎ ‪:‬‬
‫‪ -١‬ﺃﻥ ﺗﺮﺗﺒﻂ ﺍﳊﻮﺍﻓﺰ ﺑﺄﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻹﺩﺍﺭﺓ ﻣﻌﺎ‪.‬‬
‫‪-٢‬‬

‫ﺃﻥ ﲣﻠﻖ ﺻﻠﺔ ﻭﺛﻴﻘﺔ ﺑﲔ ﺍﳊﻮﺍﻓﺰ ﻭﺍﳍﺪﻑ‪ ) .‬ﺯﻭﻳﻠﻒ‪١٩٨٤،‬ﻡ‪،‬ﺹ‪( ١٨٨‬‬

‫‪-٣‬‬

‫ﻻﺑﺪ ﻟﻠﻤﻨﻈﻤﺔ ﺃﻥ ﲢﺪﺩ ﺍﻟﻮﻗﺖ ﺍﳌﻼﺋﻢ ﺍﻟﺬﻱ ﺳﺘﻨﻔﺬ ﻓﻴﻪ ﺍﳊﻮﺍﻓﺰ‪) .‬ﺍﻟﻠﻮﺯﻱ‪١٩٩٥،‬ﻡ‪،‬ﺹ‪.(١٨٨‬‬

‫‪-٤‬‬

‫ﺿﻤﺎﻥ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﳊﻮﺍﻓﺰ ‪ ) .‬ﺍﻟﻄﻮﻳﻞ ‪١٩٩٩،‬ﻡ‪،‬ﺹ‪.( ٣٠٦‬‬

‫‪ -٥‬ﻣﻨﺤﻬﺎ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﻣﻮﺍﻋﻴﺪ ﳏﺪﺩﺓ ﻭﻣﺘﻘﺎﺭﺑﺔ ﻭﻣﺘﻨﺎﺳﺒﺔ ﺯﻣﻨﻴﺎ ﻣﻊ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ‬

‫)ﻋﺰﺕ‪١٩٩١ ،‬ﻡ‪،‬‬

‫ﺹ‪.( ٣١٧‬‬

‫‪-٦‬‬

‫ﺿﻤﺎﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻮﻓﺎﺀ ﺑﺎﻟﺘﺰﺍﻣﺎ‪‬ﺎ ﺍﻟﱵ ﺗﻘﺮﺭﻫﺎ ﺍﳊﻮﺍﻓﺰ‪) .‬ﺩﺭﻩ‪١٩٨٢،‬ﻡ‪ ،‬ﺹ‪.(٩١‬‬

‫‪-٧‬‬

‫ﺃﻥ ﻳﺘﺼﻒ ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ ﺑﺎﻟﻌﺪﻝ ﻭﺍﳌﺴﺎﻭﺍﺓ ﻭﺍﻟﻜﻔﺎﺀﺓ‪) .‬ﻋﻼﻗﻲ‪١٩٩٦،‬ﻡ ‪ ،‬ﺹ‪.(٣٦٣‬‬

‫‪ -٨‬ﺃﻥ ﻳﺪﺭﻙ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ ﻭﻗﻮﺍﻋﺪﻩ ﻭﺷﺮﻭﻃﻪ ﻭﺃﻥ ﻳﺘﺼﻒ ﺑﺎﻟﻮﺿـﻮﺡ ﻭﺍﻟﺒـﺴﺎﻃﺔ ‪.‬‬
‫)ﻫﻮﺍﻧﻪ‪١٩٩٤،‬ﻡ‪،‬ﺹ‪.(١٧٧‬‬

‫‪ -٩‬ﺃﻥ ﺗﺮﺗﺒﻂ ﺍﳊﻮﺍﻓﺰ ﺍﺭﺗﺒﺎﻃﺎ ﻗﻮﻳﺎ ﻣﻊ ﺍﳉﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ﻟﺘﺆﺩﻱ ﺩﻭﺭﻫﺎ ﰲ ﲢﻔﻴﺰ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫‪ -١٠‬ﺃﻥ ﺗﻨﻤﻲ ﰲ ﺫﻫﻦ ﺍﻟﻔﺮﺩ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻀﻮﻳﺔ ﺑﲔ ﺍﻷﺩﺍﺀ ﺍﳉﻴﺪ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻲ ﺍﳌﻜﺎﻓﺌﺔ‪.‬‬
‫‪ -١١‬ﺃﻥ ﻳﻜﻮﻥ ﺍﳊﺎﻓﺰ ﻣﺘﻨﺎﺳﺒﺎ ﻣﻊ ﺩﻭﺍﻓﻊ ﺍﻟﻔﺮﺩ‪) .‬ﺍﻟﺴﻠﻤﻰ‪١٩٨٤ ،‬ﻡ‪،‬ﺹ‪.(٢٩‬‬

‫‪ -١٢‬ﺃﻥ ﺗﻮﺍﻛﺐ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﱵ ﳝﺮ ‪‬ﺎ ﺍﻟﺒﻠﺪ ﻭﺍﻟﱵ ﻗﺪ ﺗﺆﺛﺮ ﰲ ﺣﺎﺟـﺎﺕ‬
‫ﺍﻷﻓﺮﺍﺩ ﻭﺩﻭﺍﻓﻌﻬﻢ ﻭﺗﻮﻗﻌﺎ‪‬ﻢ‪) .‬ﺍﻟﻌﺪﻳﻠﻲ ‪١٩٨٣ ،‬ﻡ‪،‬ﺹ‪.( ٤٣‬‬

‫‪٣٨‬‬

‫ﻛﻤﺎ ﳝﻜﻦ ﺃﻥ ﻧﻀﻴﻒ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺘﺎﻟﻴﺔ ﻭﺍﻟﱵ ﻣﻦ ﺷﺄﻬﻧﺎ ﺃﻥ ﺗﻴﺴﺮ ﳒﺎﺡ ﺍﳊﻮﺍﻓﺰ‪:‬‬
‫‪ -١‬ﳚﺐ ﺗﻌﺮﻳﻒ ﺍﳌﺮﺅﻭﺳﲔ ﺑﺎﻟﺴﻴﺎﺳﺔ ﺍﻟﱵ ﻳﺘﻢ ﲟﻮﺟﺒﻬﺎ ﺗﻨﻈﻴﻢ ﺍﳊﻮﺍﻓﺰ‪.‬‬
‫‪ -٢‬ﳚﺐ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﳌﻨﻈﻤﺔ ﺍﻹﻳﻔﺎﺀ ﺑﺎﻟﺘﺰﺍﻣﺎ‪‬ﺎ ﺍﻟﱵ ﺗﻘﺮﻫﺎ ﻧﻈﻢ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﺘﻤـﺪﺓ ﻟـﺪﻳﻬﺎ ‪.‬‬
‫)ﺍﻟﻄﻮﻳﻞ‪١٩٩٩ ،‬ﻡ‪ ،‬ﺹ‪.(٣٠٦‬‬

‫‪ -٣‬ﺣﺠﻢ ﺍﳊﺎﻓﺰ ﺇﺫ ﺃﻥ ﺍﳊﺎﻓﺰ ﺍﻟﻜﺒﲑ ﺍﳊﺠﻢ ﻳﻜﻮﻥ ﻟﻪ ﺃﺛﺮ ﺃﻛﱪ ﻣﻦ ﺍﳊﺎﻓﺰ ﺍﻟﺼﻐﲑ‪.‬‬
‫‪ -٤‬ﺍﻟﺘﻨﻮﻳﻊ ﰲ ﺍﳊﻮﺍﻓﺰ ﺃﻱ ﺇﻋﻄﺎﺀ ﺣﻮﺍﻓﺰ ﻣﺎﺩﻳﺔ ﻭﻣﻌﻨﻮﻳﺔ‪ ) .‬ﻫﻮﺍﻧﻪ‪١٩٩٤،‬ﻡ‪ ،‬ﺹ‪.(١٧٧‬‬

‫‪ -٥‬ﻣﻨﺎﺳﺒﺔ ﺣﺠﻢ ﺍﳊﺎﻓﺰ ﻣﻊ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﻭﺍﻹﻧﺘﺎﺝ ﻓﻴﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳊﺎﻓﺰ ﻛـﺒﲑ ﻭﻣﻠﻤـﻮﺱ‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺮﺍﺗﺐ ﺃﻭ ﺍﻷﺟﺮ‪) .‬ﻋﻼﻗﻲ‪١٩٩٦،‬ﻡ‪،‬ﺹ‪. (٣٦٤‬‬
‫‪ -٦‬ﳚﺐ ﺃﻥ ﻳﺘﻨﺎﺳﺐ ﺍﳊﺎﻓﺰ ﻣﻊ ﻃﺒﻴﻌﺔ ﺷﺨﺼﻴﺔ ﺍﻟﻔﺮﺩ ﻭﺛﻘﺎﻓﺘﻪ ﺣﻴﺚ ﻫﻨﺎﻟﻚ ﺃﻓﺮﺍﺩ ﻳﻬﻤﻬﻢ ﺍﳉﺎﻧﺐ‬
‫ﺍﳌﺎﺩﻱ ﻭﺁﺧﺮﻳﻦ ﻳﻬﻤﻬﻢ ﺍﳉﺎﻧﺐ ﺍﳌﻌﻨﻮﻱ ‪.‬‬
‫‪ -٧‬ﳚﺐ ﺃﻥ ﻳﺘﻨﺎﺳﺐ ﺍﳊﺎﻓﺰ ﻣﻊ ﺍﳌﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﻱ ﰲ ﺍﻟﺘﻨﻈﻴﻢ ﻭﻣﻊ ﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤـﺎﻋﻲ ﻟﻠﻔـﺮﺩ‬
‫ﻓﻐﺎﻟﺒﹰﺎ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺫﺍﺕ ﺍﻟﺮﻭﺍﺗﺐ ﺍﳌﻨﺨﻔﻀﺔ ‪‬ﻤﻬﻢ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ‪.‬‬
‫‪ -٨‬ﻳﻔﻀﻞ ﲢﻀﲑ ﺍﳌﺮﺅﻭﺱ ﺑﺼﻮﺭﺓ ﻣﻌﻠﻨﺔ ﻟﻠﺰﻣﻼﺀ ﺗﺸﺠﻴﻌﹰﺎ ﻟﻸﺩﺍﺀ‬
‫ﺹ‪.(١٤٧‬‬

‫ﺍﳌﺘﻤﻴﺰ‪) .‬ﺃﺑـﻮ ﺍﻟﻜـﺸﻚ‪٢٠٠٦،‬ﻡ‪،‬‬

‫ﺛﺎﻣﻨﹰﺎ‪ :‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺃﻧﻈﻤﺔ ﺍﳊﻮﺍﻓﺰ‪:‬‬
‫ﻧﻈﺎﻡ ﻭﺿﻊ ﺍﳊﻮﺍﻓﺰ ﰲ ﺃﻱ ﻣﻨﻈﻤﺔ ﻣﻦ ﺍﳌﻨﻈﻤﺎﺕ ﺣﻜﻮﻣﻴﺔ ﻛﺎﻧﺖ ﺃﻭ ﻣﺆﺳﺴﺔ ﺧﺎﺻﺔ ﻳﺘﺄﺛﺮ‬
‫ﺑﻌﺪﺩ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﳚﺐ ﻣﺮﺍﻋﺎ‪‬ﺎ ﻗﺒﻞ ﻭ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺨﻄﻴﻂ ﻷﻧﻈﻤﺔ ﺍﳊﻮﺍﻓﺰ ﻭﻫﻲ‪:‬‬
‫ﺃ – ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻭﻟﺔ ﺗﺘﺄﺛﺮ ﺃﻧﻈﻤﺔ ﺍﳊﻮﺍﻓﺰ ﺑﻌﺎﻣﻠﲔ ﺃﻭﳍﻤﺎ ﺳﻴﺎﺳﺔ ﺍﻟﺪﻭﻟﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻟﱵ ﲤﺜﻠﻬﺎ ﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﱵ ﺗﻄﺒﻘﻬﺎ ﺇﺩﺍﺭﺍﺕ ﺍﳌﻨﺸﺂﺕ ﺃﻭ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺛﺎﻧﻴﻬﻤﺎ ﺍﻟﻘﻴﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻟﻨﻈﺎﻡ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺴﺎﺋﺪ ﻭﺍﻟﺬﻱ ﻳﺘﺄﺛﺮ ﺑﻪ ﺃﻓﺮﺍﺩ ﺍ‪‬ﺘﻤﻊ ﻭﳛﺪﺩ ﺭﻏﺒﺎ‪‬ﻢ ﻭﺣﺎﺟﺎ‪‬ﻢ ﻭﺃﻭﻟﻮﻳﺎ‪‬ﻢ ‪.‬‬
‫ﺏ – ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻨﻈﻤﺔ ﻳﺘﺄﺛﺮ ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ ﺑﺜﻼﺛﺔ ﻋﻮﺍﻣﻞ ﺃﻭﳍﻤﺎ ﻧﻮﻉ ﺍﳉﻬﺎﺯ ﺍﻹﺩﺍﺭﻱ ﻭﺇﻣﻜﺎﻧﺎﺗﻪ‬
‫ﻭﺗﻨﻈﻴﻤﻪ ﻭﺛﺎﻧﻴﻬﻤﺎ ﻧﻮﻉ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﳌﻨﻈﻤﺔ ﻭﻣﺪﻯ ﺗﺄﻫﻴﻠﻬﻢ ﻭﻣﻬﺎﺭﺍ‪‬ﻢ ﻭﺗﺮﻛﻴﺒﻬﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺜﻘﺎﰲ‬
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