1. ‫ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ اﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮم اﻷﻣﻨﻴﺔ‬
‫آﻠﻴـــــﺔ اﻟﺪراﺳــــﺎت اﻟﻌﻠـــــﻴـــــــــﺎ‬
‫ﻗﺴـــﻢ اﻟﻌﻠــﻮم اﻹدارﻳـــﺔ‬
‫اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ وﻋﻼﻗﺘﻬﺎ ﺑﺎﻹﺑﺪاع‬
‫اﻹداري‬
‫" دراﺳﺔ ﻣﺴﺤﻴﺔ ﻋﻠﻰ اﻟﻌﺎﻣﻠﻴﻦ اﻟﻤﺪﻧﻴﻴﻦ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ "‬
‫دراﺳﺔ ﻣﻘﺪﻣﺔ اﺳﺘﻜﻤﺎﻻ ﻟﻤﺘﻄﻠﺒﺎت اﻟﺤﺼﻮل ﻋﻠﻰ درﺟﺔ اﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ اﻟﻌﻠﻮم‬
‫ً‬
‫اﻹدارﻳﺔ‬
‫إﻋــــــــــــــﺪاد‬
‫ﻣﺤﻤﺪ ﺑﺰﻳﻊ ﺣﺎﻣﺪ ﺑﻦ ﺗﻮﻳﻠﻲ اﻟﻌﺎزﻣﻲ‬
‫إﺷــــــــــﺮاف‬
‫د. ﻋﺒـﺪ اﻟﺸـﺎﻓـﻲ ﻣﺤﻤـﺪ أﺑـﻮ اﻟﻔﻀــﻞ‬
‫7241هـ/ 6002م‬

3. ‫آﻠﻴﺔ اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ‬
‫ﳕﻮﺫﺝ ﺭﻗﻢ )62(‬ ‫ﻗﺴـﻢ : ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ‬
‫ﻋﻠﻮم إدارﻳﺔ‬ ‫ﲣﺼﺺ :‬
‫ﺩﻛﺘﻮﺭﺍﻩ‬ ‫ﻣﺎﺟﺴﺘﲑ‬ ‫ﻣﻠﺨـﺺ ﺭﺳﺎﻟـﺔ‬
‫اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ وﻋﻼﻗﺘﻬﺎ ﺑﺎﻹﺑﺪاع اﻹداري )دراﺳﺔ ﻣﺴﺤﻴﺔ ﻋﻠﻰ دﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ (‬ ‫:‬ ‫ﻋﻨــﻮﺍﻥ ﺍﻟﺮﺳﺎﻟﺔ‬
‫ﻣﺤﻤﺪ ﺑﺰﻳﻊ ﺣﺎﻣﺪ ﺑﻦ ﺗﻮﻳﻠﻲ اﻟﻌﺎزﻣﻲ‬ ‫:‬ ‫ﺇﻋــﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‬
‫ﻋﺒـﺪ اﻟﺸـﺎﻓـﻲ ﻣﺤﻤـﺪ أﺑـﻮ اﻟﻔﻀــﻞ‬ ‫:‬ ‫ﺇﺷــــﺮﺍﻑ‬
‫ﻣﺸﺮﻓﺎ وﻣﻘﺮرا‬
‫ً‬ ‫ً‬ ‫1- د/ ﻋﺒﺪ اﻟﺸﺎﻓﻲ ﻣﺤﻤﺪ أﺑﻮ اﻟﻔﻀﻞ‬ ‫:‬ ‫ﳉﻨﺔ ﻣﻨﺎﻗﺸﺔ ﺍﻟﺮﺳﺎﻟﺔ‬
‫ﻋﻀﻮا‬
‫ً‬ ‫2- د/ ﺑﻨﺪر ﺑﻦ ﻣﺤﻤﺪ اﻟﻌﻴﺒﺎن‬
‫ﻋﻀﻮا‬
‫ً‬ ‫3- د/ وﺣﻴﺪ ﺑﻦ اﺣﻤﺪ اﻟﻬﻨﺪي‬
‫اﻟﻤﻮاﻓﻖ 21/6/6002م‬ ‫اﻷﺣـــــــﺪ 61/5/7241هـ‬ ‫:‬ ‫ﺗﺎﺭﻳﺦ ﺍﳌﻨﺎﻗﺸﺔ‬
‫ﺗﺘﻠﺨﺺ ﻣﺸﻜﻠﺔ اﻟﺒﺤﺚ ﻓﻲ اﻟﺘﺴﺎؤل اﻟﺘﺎﻟﻲ: ﻣﺎ ﻣﺪى اﻟﻌﻼﻗﺔ ﺑﻴﻦ اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ وﺗﻨﻤﻴﺔ اﻟﻘﺪرات اﻹﺑﺪاﻋﻴﺔ ﻟﺪى اﻟﻌﺎﻣﻠﻴﻦ‬ ‫:‬ ‫ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‬
‫اﻟﻤﺪﻧﻴﻴﻦ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ ؟‬
‫ﺗﻨﺒﺜﻖ أهﻤﻴﺔ اﻟﺒﺤﺚ ﻣﻦ اﻷﺗﻲ :‬ ‫:‬ ‫ﺃﳘﻴـﺔ ﺍﻟﺒﺤﺚ‬
‫1- ﺗﺴﺘﻤﺪ اﻷهﻤﻴﺔ اﻟﻌﻠﻤﻴﺔ ﻟﻬﺬﻩ اﻟﺪراﺳﺔ ﻣﻦ أهﻤﻴﺔ اﻟﻤﻮﺿﻮع اﻟﺬي ﺗﺘﻨﺎوﻟﻪ آﻮن ﻣﻮﺿﻮع اﻟﻘﻴﺎدة أﺣﺪ اﻟﻤﻮﺿﻮﻋﺎت اﻟﻤﻬﻤ ﺔ اﻟﺘ ﻲ‬
‫ﺣﻈﻴﺖ وﻻ ﺗﺰال ﺗﺤﻈﻰ ﺑﺎهﺘﻤﺎم ﺑﺎﻟﻎ ﻣﻦ ﻗﺒ ﻞ اﻟﻤﻬﺘﻤ ﻴﻦ ﺑﻬ ﺬا اﻟﻤﺠ ﺎل ﺣﻴ ﺚ أن ﺗﻘ ﺪم اﻟﻤﺠﺘﻤﻌ ﺎت وﺗﻄ ﻮر ﻣﻨﻈﻤﺎﺗﻬ ﺎ واﺳ ﺘﻤﺮارهﺎ‬
‫ﻳﻌﺘﻤﺪ ﺑﺸﻜﻞ رﺋﻴﺲ ﻋﻠﻰ اﻟﻘﻴﺎدات اﻟﺘﻲ ﺗﺤﺮآﻬﺎ وﺗﺮﺳﻢ ﺧﻄﻄﻬﺎ وﺳﻴﺎﺳﺎﺗﻬﺎ وﻣﺎ ﺗﻤﻠﻚ ﺗﻠﻚ اﻟﻘﻴﺎدات ﻣﻦ ﻗﺪرات اﺑﺘﻜﺎرﻳ ﻪ وﻣﻮاه ﺐ‬
‫إﺑﺪاﻋﻴﺔ.‬
‫2- ﺗﻨﺒﻊ أهﻤﻴﺔ اﻟﺪراﺳﺔ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻟﻌﻤﻠﻴﺔ ﻣﻦ أهﻤﻴﺔ اﻟﺪور اﻟﻘﻴﺎدي وﺗﺄﺛﻴﺮﻩ ﻋﻠﻰ أداء اﻟﻤﻨﻈﻤﺎت وﻣﺪى ﺑﻘﺎﺋﻬﺎ واﺳﺘﻤﺮارهﺎ ﺑﺸﻜﻞ‬
‫ﻋﺎم واﻟﺠﻬﺎز اﻷﻣﻨﻲ اﻟﺬي ﻧﺤﻦ ﺑﺼﺪدﻩ ﻋﻠﻰ وﺟﻪ اﻟﺨﺼﻮص. ﺣﻴ ﺚ أن ه ﺬا اﻟﺠﻬ ﺎز ﻳﺤﺘ ﺎج أآﺜ ﺮ ﻣ ﻦ ﻏﻴ ﺮﻩ إﻟ ﻰ ﻗ ﺎدة ﻣﺒ ﺎدرون‬
‫وﻣﺸﺠﻌﻮن ﻋﻠﻰ اﻻﺑﺘﻜ ﺎر واﻟﺘﺠﺪﻳ ﺪ واﻹﺑ ﺪاع ﻟﻜ ﻮن ﻃﺒﻴﻌ ﺔ ﻋﻤﻠ ﻪ اﻷﻣﻨﻴ ﺔ ﺗﻘﺘﻀ ﻲ ﺗﻨﻤﻴ ﺔ ﻗ ﺪرات إﺑﺪاﻋﻴ ﺔ وﻋﻘﻠﻴ ﺎت اﺑﺘﻜﺎرﻳ ﺔ ﻣ ﻦ‬
‫اﻟﻤ ﻮﻇﻔﻴﻦ ﻣ ﻦ أﺟ ﻞ ﻣﻮاآﺒ ﺔ ه ﺬﻩ اﻟﺘﺤ ﻮﻻت واﻟﺘﻄ ﻮرات اﻟﻤﺘﺴ ﺎرﻋﺔ اﻟﺘ ﻲ ﻓﺮﺿ ﺘﻬﺎ ﻃﺒﻴﻌ ﺔ اﻟﺤﻴ ﺎة واﻟﺘ ﻲ ﺗﺴ ﺘﻠﺰم وﺟ ﻮد ﻗﻴ ﺎدات‬
‫ﺗﺤﻮﻳﻠﻴﺔ ﻓﻲ ﻃﺒﻴﻌﺔ إدارﺗﻬﺎ ﻟﺘﺤﻘﻴﻖ اﻟﺘﻮاﻓﻖ واﻻﻧﺴﺠﺎم ﻣﻊ اﻟﺘﺤﺪﻳﺎت واﻟﺘﻐﻴﺮات ﻓ ﻲ اﻟﻌ ﺎﻟﻢ وﻃ ﺮق اﻟﺘﻌﺎﻣ ﻞ ﻣﻌﻬ ﺎ وﻣ ﻦ ﺛ ﻢ ﺗﺤﻘﻴ ﻖ‬
‫أهﺪاﻓﻬﺎ ﺑﻜﻔﺎءة وﻓﺎﻋﻠﻴﺔ‬
‫ﻳﺴﻌﻰ هﺬا اﻟﺒﺤﺚ إﻟﻲ ﺗﺤﻘﻴﻖ اﻷهﺪاف اﻟﺘﺎﻟﻴﺔ :‬ ‫:‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫1- اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺳﻤﺎت اﻟﻘﺎﺋﺪ اﻟﺘﺤﻮﻳﻠﻲ وﺗﻮاﻓﺮ اﻹﺑﺪاع اﻹداري ﻟﺪى اﻟﻌﺎﻣﻠﻴﻦ اﻟﻤﺪﻧﻴﻴﻦ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ،‬
‫2- اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺪى ﺗﻮاﻓﺮ ﺧﺼﺎﺋﺺ وﺳﻤﺎت اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ ﻟﺪى اﻟﻘﻴﺎدات اﻟﻤﺪﻧﻴﺔ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ،‬
‫3- اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺪى ﺗﻮاﻓﺮ اﻟﻘﺪرات اﻹﺑﺪاﻋﻴﺔ ﻟﺪى اﻟﻌﺎﻣﻠﻴﻦ اﻟﻤﺪﻧﻴﻴﻦ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ،‬
‫4- اﻟﺘﻌ ﺮف ﻋﻠ ﻰ ﻣ ﺪى ﺗﺒ ﺎﻳﻦ أراء اﻟﻌ ﺎﻣﻠﻴﻦ اﻟﻤ ﺪﻧﻴﻴﻦ ﺑ ﻮزارة اﻟﺪاﺧﻠﻴ ﺔ ﺗﺠ ﺎﻩ ﺧﺼ ﺎﺋﺺ وﺳ ﻤﺎت اﻟﻘﻴ ﺎدة اﻟﺘﺤﻮﻳﻠﻴ ﺔ ﺑﺘﺒ ﺎﻳﻦ‬
‫ﺧﺼﺎﺋﺼﻬﻢ اﻟﺸﺨﺼﻴﺔ واﻟﻮﻇﻴﻔﻴﺔ،‬
‫5- اﻟﺘﻌ ﺮف ﻋﻠ ﻰ ﻣ ﺪى ﺗﺒ ﺎﻳﻦ أراء اﻟﻌ ﺎﻣﻠﻴﻦ اﻟﻤ ﺪﻧﻴﻴﻦ ﺑ ﻮزارة اﻟﺪاﺧﻠﻴ ﺔ ﺗﺠ ﺎﻩ ﺗ ﻮاﻓﺮ اﻟﻘ ﺪرات اﻹﺑﺪاﻋﻴ ﺔ ﺑﺘﺒ ﺎﻳﻦ ﺧﺼﺎﺋﺼ ﻬﻢ‬
‫اﻟﺸﺨﺼﻴﺔ واﻟﻮﻇﻴﻔﻴﺔ.‬
‫ﺣﺎول اﻟﺒﺤﺚ اﻹﺟﺎﺑﺔ ﻋﻦ اﻟﺘﺴﺎؤﻻت اﻵﺗﻴﺔ :‬ ‫:‬ ‫ﺗﺴﺎﺅﻻﺕ ﺍﻟﺒﺤﺚ‬
‫1- ﻣﺎ اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺳﻤﺎت اﻟﻘﺎﺋﺪ اﻟﺘﺤﻮﻳﻠﻲ وﺗﻮاﻓﺮ اﻹﺑﺪاع اﻹداري ﻟﺪى اﻟﻌﺎﻣﻠﻴﻦ اﻟﻤﺪﻧﻴﻴﻦ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ؟‬
‫ﻣﺎ ﻣﺪى ﺗﻮاﻓﺮ ﺧﺼﺎﺋﺺ وﺳﻤﺎت اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ ﻟﺪى اﻟﻘﻴﺎدات اﻟﻤﺪﻧﻴﺔ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ؟‬
‫2- ﻣﺎ ﻣﺪى ﺗﻮاﻓﺮ اﻟﻘﺪرات اﻹﺑﺪاﻋﻴﺔ ﻟﺪى اﻟﻌﺎﻣﻠﻴﻦ اﻟﻤﺪﻧﻴﻴﻦ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ؟‬
‫4- ﻣﺎ ﻣﺪى ﺗﺒﺎﻳﻦ أراء اﻟﻌﺎﻣﻠﻴﻦ اﻟﻤﺪﻧﻴﻴﻦ ﺑﻮزارة اﻟﺪاﺧﻠﻴﺔ ﺗﺠﺎﻩ ﺧﺼﺎﺋﺺ وﺳﻤﺎت اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ ﺑﺘﺒﺎﻳﻦ ﺧﺼﺎﺋﺼ ﻬﻢ اﻟﺸﺨﺼ ﻴﺔ‬
‫واﻟﻮﻇﻴﻔﻴﺔ؟‬
‫5- ﻣﺎ ﻣﺪى ﺗﺒﺎﻳﻦ أراء اﻟﻌﺎﻣﻠﻴﻦ اﻟﻤﺪﻧﻴﻴﻦ ﺑﻮزارة اﻟﺪاﺧﻠﻴﺔ ﺗﺠﺎﻩ ﺗﻮاﻓﺮ اﻟﻘﺪرات اﻹﺑﺪاﻋﻴﺔ ﺑﺘﺒﺎﻳﻦ ﺧﺼﺎﺋﺼﻬﻢ اﻟﺸﺨﺼﻴﺔ‬
‫واﻟﻮﻇﻴﻔﻴﺔ؟‬
‫اﺳﺘﺨﺪم اﻟﺒﺎﺣﺚ ﻓﻲ هﺬﻩ اﻟﺪراﺳﺔ اﻟﻤﻨﻬﺞ اﻟﻮﺻﻔﻲ واﻟﺬي ﻳﻌﺘﻤﺪ ﻋﻠﻰ دراﺳﺔ اﻟﻈﺎهﺮة آﻤﺎ ﺗﻮﺟﺪ ﻓﻲ اﻟﻮاﻗ ﻊ وﻳﻬ ﺘﻢ ﺑﻮﺻ ﻔﻬﺎ وﺻ ﻔﺎ‬
‫ً‬ ‫:‬ ‫ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ‬

4. ‫دﻗﻴﻘﺎ وﻳﻌﺒﺮ ﻋﻨﻬﺎ ﺗﻌﺒﻴﺮا آﻴﻔﻴﺎ وآﻤﻴﺎ .‬
‫ً‬ ‫ً ً‬ ‫ً‬
‫:‬ ‫ﺃﻫﻢ ﺍﻟﻨﺘـﺎﺋـﺞ‬
‫ﻟﻘﺪ ﺗﻮﺻﻞ اﻟﺒﺤﺚ إﻟﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻨﺘﺎﺋﺞ أهﻤﻬﺎ ﻣﺎ ﻳﻠﻲ :‬
‫- ﻣﻔﺮدات ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ ﻳﺮون ﺑﺄن ﺧﺼﺎﺋﺺ وﺳﻤﺎت اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ ﻣﺘ ﻮﻓﺮة ﺑﺪرﺟ ﺔ آﺒﻴ ﺮة ﻟ ﺪى اﻟﻘﻴ ﺎدات اﻟﻤﺪﻧﻴ ﺔ ﻓ ﻲ وزارة‬
‫اﻟﺪاﺧﻠﻴﺔ.‬
‫- ﻣﻔﺮدات ﻣﺠﺘﻤﻊ اﻟﺒﺤ ﺚ ﻳ ﺮون ﺑ ﺄن ﺗﺴ ﻌﺔ وﻋﺸ ﺮون ﺳ ﻤﺔ وﺧﺎﺻ ﻴﺔ ﻣ ﻦ ﺳ ﻤﺎت وﺧﺼ ﺎﺋﺺ اﻟﻘﻴ ﺎدة اﻟﺘﺤﻮﻳﻠﻴ ﺔ ﻣﺘ ﻮﻓﺮة ﺑﺪرﺟ ﺔ‬
‫آﺒﻴﺮة ﻟﺪى اﻟﻘﻴﺎدات اﻟﻤﺪﻧﻴﺔ ﻓﻲ وزارة اﻟﺪاﺧﻠﻴﺔ وأﺑﺮز هﺬﻩ اﻟﺴﻤﺎت ﺗﺘﻤﺜﻞ ﻓﻲ اﻟﺴﻤﺎت اﻟﺘﺎﻟﻴﺔ :‬
‫))اﻟﻘﺎﺋﺪ اﻟﻤﺪﻧﻲ ﻳﺪرك ﻣﺪى اﻟﺤﺎﺟﺔ ﻟﻠﺘﻐﻴﻴﺮ ﻧﺤﻮ اﻷﻓﻀﻞ((.‬
‫))اﻟﻘﺎﺋﺪ اﻟﻤﺪﻧﻲ ﻳﺘﻤﺘﻊ ﺑﺜﻘﺔ ذاﺗﻴﺔ ﻋﺎﻟﻴﺔ((.‬
‫))اﻟﻘﺎﺋﺪ اﻟﻤﺪﻧﻲ ﻳﺤﻮز ﻋﻠﻰ اﺣﺘﺮام اﻵﺧﺮﻳﻦ وﺛﻘﺘﻬﻢ وإﻋﺠﺎﺑﻬﻢ ﺑﻪ((.‬
‫))اﻟﻘﺎﺋﺪ اﻟﻤﺪﻧﻲ ﻳﻠﺘﺰم ﺑﺎﻟﻘﻴﻢ اﻟﻤﺜﻠﻰ ﻓﻲ ﺳﻠﻮآﻪ((.‬
‫))اﻟﻘﺎﺋﺪ اﻟﻤﺪﻧﻲ ﻳﺜﻖ ﻓﻲ ﻗﺪرات ﻣﺮؤوﺳﻴﻪ ﺑﺸﻜﻞ آﺒﻴﺮ((.‬
‫- ﻣﻔﺮدات ﻣﺠﺘﻤﻊ اﻟﺒﺤ ﺚ ﻳ ﺮون ﺑ ﺄن ﺛﻼﺛ ﺔ ﺳ ﻤﺎت وﺧ ﻮاص ﻣ ﻦ ﺳ ﻤﺎت وﺧﺼ ﺎﺋﺺ اﻟﻘﻴ ﺎدة اﻟﺘﺤﻮﻳﻠﻴ ﺔ ﻣﺘ ﻮﻓﺮة إﻟ ﻰ ﺣ ﺪ ﻣ ﺎ ﻟ ﺪى‬
‫اﻟﻘﻴﺎدات اﻟﻤﺪﻧﻴﺔ ﻓﻲ وزارة اﻟﺪاﺧﻠﻴﺔ وهﺬﻩ اﻟﺴﻤﺎت ﺗﺘﻤﺜﻞ ﻓﻲ اﻟﺴﻤﺎت اﻟﺘﺎﻟﻴﺔ :‬
‫))اﻟﻘﺎﺋﺪ اﻟﻤﺪﻧﻲ ﻳﻌﺘﺮف ﺑﺎﻷﺧﻄﺎء ﻋﻨﺪ اآﺘﺸﺎﻓﻬﺎ((.‬
‫))اﻟﻘﺎﺋﺪ اﻟﻤﺪﻧﻲ ﻳﻄﻠﻊ اﻟﻌﺎﻣﻠﻴﻦ ﻣﻌﻪ ﻋﻠﻰ اﻷهﺪاف اﻟﻜﻠﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ((.‬
‫))اﻟﻘﺎﺋﺪ اﻟﻤﺪﻧﻲ ﻳﺸﺠﻊ ﻋﻠﻰ اﻟﺘﻌﺒﻴﺮ ﻋﻦ اﻷﻓﻜﺎر ﺣﺘﻰ ﻟﻮ ﺗﻌﺎرﺿﺖ ﻣﻊ أﻓﻜﺎرﻩ((.‬
‫- ﻣﻔﺮدات ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ ﻳﺮون ﺑﺄن اﻟﻘﺪرات اﻹﺑﺪاﻋﻴﺔ ﻣﺘﻮﻓﺮة ﺑﺪرﺟﺔ آﺒﻴﺮة ﻟﺪى اﻟﻌﺎﻣﻠﻴﻦ اﻟﻤﺪﻧﻴﻴﻦ ﺑﻮزارة اﻟﺪاﺧﻠﻴﺔ.‬
‫- ﻣﻔﺮدات ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ ﻳ ﺮون ﺑ ﺄن ﻗ ﺪرة إﺑﺪاﻋﻴ ﺔ واﺣ ﺪة ﻣﺘ ﻮﻓﺮة ﺑﺪرﺟ ﺔ آﺒﻴ ﺮة ﺟ ﺪا ﻟ ﺪى اﻟﻌ ﺎﻣﻠﻴﻦ اﻟﻤ ﺪﻧﻴﻴﻦ ﺑ ﻮزارة اﻟﺪاﺧﻠﻴ ﺔ‬
‫ً‬
‫وﺗﺘﻤﺜﻞ ﻓﻲ ))اﻟﻌﺎﻣﻞ ﻻ ﻳﺘﺮدد ﻓﻲ ﺗﻐﻴﺮ ﻣﻮﻗﻔﻪ ﻋﻨﺪﻣﺎ ﻳﻘﺘﻨﻊ ﺑﻌﺪم ﺻﺤﺘﻪ((.‬
‫- ﻣﻔﺮدات ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ ﻳ ﺮون ﺑ ﺄن ﺗﺴ ﻌﺔ ﻋﺸ ﺮ ﻗ ﺪرة إﺑﺪاﻋﻴ ﺔ ﺗﻔﺼ ﻴﻠﻴﺔ ﻣﺘ ﻮﻓﺮة ﺑﺪرﺟ ﺔ آﺒﻴ ﺮة ﻟ ﺪى اﻟﻌ ﺎﻣﻠﻴﻦ اﻟﻤ ﺪﻧﻴﻴﻦ ﺑ ﻮزارة‬
‫اﻟﺪاﺧﻠﻴﺔ وأﺑﺮزهﺎ ﺗﺘﻤﺜﻞ ﻓﻲ اﻟﻘﺪرات اﻟﺘﺎﻟﻴﺔ :‬
‫))اﻟﻌﺎﻣﻞ ﻳﺤﺮص ﻋﻠﻰ ﻣﻌﺮﻓﺔ اﻟﺮأي اﻟﻤﺨﺎﻟﻒ ﻟﺮأﻳﻪ ﻟﻼﺳﺘﻔﺎدة ﻣﻨﻪ((.‬
‫))اﻟﻌﺎﻣﻞ ﻳﺤﺮص ﻋﻠﻰ ﻣﻌﺮﻓﺔ أوﺟﻪ اﻟﻘﺼﻮر أو اﻟﻀﻌﻒ ﻓﻴﻤﺎ ﻳﻘﻮم ﺑﻪ ﻣﻦ ﻋﻤﻞ((.‬
‫))اﻟﻌﺎﻣﻞ ﻟﺪﻳﻪ اﻟﻘﺪرة ﻋﻠﻰ ﺗﺠﺰﺋﺔ ﻣﻬﺎم اﻟﻌﻤﻞ((.‬
‫))اﻟﻌﺎﻣﻞ ﻟﺪﻳﻪ اﻟﻘﺪرة ﻋﻠﻰ ﺗﻘﺪﻳﻢ أﻓﻜﺎر ﺟﺪﻳﺪة ﻷﺳﺎﻟﻴﺐ اﻟﻌﻤﻞ((.‬
‫))اﻟﻌﺎﻣﻞ ﻟﺪﻳﻪ اﻟﻘﺪرة ﻋﻠﻰ اﻧﺠﺎز ﻣﺎ ﻳﺴﻨﺪ إﻟﻴﻪ ﻣﻦ أﻋﻤﺎل ﺑﺄﺳﻠﻮب ﻣﺘﺠﺪد((.‬
‫- وﺟ ﻮد ﻋﻼﻗ ﺔ ﻃﺮدﻳ ﺔ ﻣﺘﻮﺳ ﻄﺔ داﻟ ﺔ إﺣﺼ ﺎﺋﻴﺎ ﻋﻨ ﺪ ﻣﺴ ﺘﻮى 10.0 ﺑ ﻴﻦ اﻣ ﺘﻼك اﻟﻘﻴ ﺎدات اﻹدارﻳ ﺔ ﻟﺴ ﻤﺎت وﺧﺼ ﺎﺋﺺ اﻟﻘﺎﺋ ﺪ‬
‫ً‬
‫اﻟﺘﺤﻮﻳﻠﻲ واﻣﺘﻼك ﻣﺮؤوﺳﻴﻬﺎ ﻟﻤﻬﺎرات وﻗﺪرات إﺑﺪاﻋﻴﺔ.‬
‫- وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮى 50.0 ﺣﻮل اﻣﺘﻼك اﻟﻘﻴﺎدات ﻟﺴﻤﺎت وﺧﺼﺎﺋﺺ اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ ﺑ ﻴﻦ أﺻ ﺤﺎب‬
‫اﻟﻤﺆهﻼت اﻟﻌﻠﻤﻴﺔ دون اﻟﺜﺎﻧﻮي وأﺻﺤﺎب اﻟﻤﺆهﻼت اﻟﻌﻠﻤﻴﺔ اﻷﻋﻠﻰ ﻣﻨﻬﻢ ﻟﺼﺎﻟﺢ أﺻﺤﺎب اﻟﻤﺆهﻼت اﻟﺪﻧﻴﺎ ) أﻗﻞ ﻣ ﻦ اﻟﺜ ﺎﻧﻮي (‬
‫اﻟﺬﻳﻦ ﻳﺮون ﺑﺄن اﻟﻘﻴﺎدات ﺗﻤﺘﻠﻚ ﺳﻤﺎت اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ ﺑﺼﻮرة أآﺒﺮ ﻣﻦ ﺑﻘﻴﺔ اﻷﻓﺮاد.‬
‫- وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮى 50.0 ﺣﻮل اﻣﺘﻼك اﻟﻌﺎﻣﻠﻴﻦ ﻟﻘ ﺪرات إﺑﺪاﻋﻴ ﺔ ﺑ ﻴﻦ أﺻ ﺤﺎب اﻟﻤ ﺆهﻼت اﻟﻌﻠﻤﻴ ﺔ‬
‫دون اﻟﺜﺎﻧﻮي وأﺻﺤﺎب اﻟﻤﺆهﻼت اﻟﻌﻠﻤﻴﺔ اﻷﻋﻠﻰ ﻣﻨﻬﻢ ﻟﺼﺎﻟﺢ أﺻﺤﺎب اﻟﻤﺆهﻼت اﻟﺪﻧﻴﺎ ) أﻗ ﻞ ﻣ ﻦ اﻟﺜ ﺎﻧﻮي ( اﻟ ﺬﻳﻦ ﻳ ﺮون ﺑ ﺄن‬
‫اﻟﻌﺎﻣﻠﻴﻦ ﻳﻤﻠﻜﻮن ﻣﻬﺎرات إﺑﺪاﻋﻴﺔ ﺑﺼﻮرة أآﺒﺮ ﻣﻦ ﺑﻘﻴﺔ اﻷﻓﺮاد.‬
‫- وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮى 50.0 ﺣﻮل اﻣﺘﻼك اﻟﻌﺎﻣﻠﻴﻦ ﻟﻘﺪرات إﺑﺪاﻋﻴﺔ ﺑﻴﻦ أﺻﺤﺎب اﻟﺨﺒﺮات اﻟ ﺪﻧﻴﺎ )ﻣ ﻦ‬
‫01 ﺳﻨﻮات ﻓﺄﻗﻞ ( وأﺻﺤﺎب اﻟﺨﺒﺮات اﻷﻋﻠﻰ )ﻣﻦ 12 ﺳﻨﺔ ﻓﺄآﺜﺮ ( ﻟﺼﺎﻟﺢ أﺻﺤﺎب اﻟﺨﺒﺮات اﻷﻋﻠﻰ.‬
‫- وﻓﻲ ﺧﺘﺎم دراﺳﺘﻪ أوﺻﻰ اﻟﺒﺎﺣﺚ ﺑﺎﻟﺘﻮﺻﻴﺎت اﻟﺘﺎﻟﻴﺔ:‬
‫1( ﻳﻮﺻﻲ اﻟﺒﺎﺣﺚ ﺑﺄن ﺗﻘﻮم اﻟﺠﻬﺎت اﻟﻤﺴﺌﻮﻟﺔ ﺑﻜﻞ ﻣﺎ هﻮ ﻣﻦ ﺷﺄﻧﻪ زﻳﺎدة وﺗﻔﻌﻴﻞ اﻣﺘﻼك اﻟﻘﻴﺎدات اﻟﻤﺪﻧﻴﺔ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ‬
‫ﻟﺴﻤﺎت وﺧﺼﺎﺋﺺ اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ.‬
‫2( ﻳﻮﺻ ﻲ اﻟﺒﺎﺣ ﺚ ﺑ ﺄن ﺗﻘ ﻮم اﻟﺠﻬ ﺎت اﻟﻤﺴ ﺌﻮﻟﺔ ﺑﻜ ﻞ ﻣ ﺎ ه ﻮ ﻣ ﻦ ﺷ ﺄﻧﻪ زﻳ ﺎدة وﺗﻔﻌﻴ ﻞ اﻣ ﺘﻼك اﻟﻌ ﺎﻣﻠﻴﻦ ﺑ ﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴ ﺔ‬
‫ﻟﻠﻘﺪرات اﻹﺑﺪاﻋﻴﺔ.‬
‫3( ﺗﻮﺣﻴﺪ اﻟﺠﻬﻮد وﺗﻨﺴﻴﻘﻬﺎ ﻟﺰﻳﺎدة ﻓﻌﺎﻟﻴﺔ ﻣﻤﺎرﺳﺔ اﻟﻘﻴﺎدات اﻟﻤﺪﻧﻴﺔ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ ﻟﻠﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ.‬
‫4( ﻳﻮﺻﻲ اﻟﺒﺎﺣﺚ ﺑﺈﺟﺮاء اﻟﻤﺰﻳﺪ ﻣﻦ اﻟﺒﺤﻮث ﻓﻲ ﻣﺠﺎل اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ وأﺛﺮهﺎ ﻋﻠﻰ أداء اﻟﻌﺎﻣﻠﻴﻦ.‬
‫ﺛﺎﻧﻴﺎ : اﻟﺘﻮﺻﻴﺎت اﻟﻤﺘﻌﻠﻘﺔ ﺑﻨﺘﺎﺋﺞ اﻟﺪراﺳﺔ :‬
‫ً‬
‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻤﺎ ﺗﻮﺻﻠﺖ إﻟﻴﻪ اﻟﺪراﺳﺔ ﻣﻦ ﻧﺘﺎﺋﺞ ﻓﺄن اﻟﺒﺎﺣﺚ ﻳﻮﺻﻲ ﺑﺎﻟﺘﺎﻟﻲ :‬
‫- وﺿﻊ اﻟﺴﺒﻞ اﻟﻜﻔﻴﻠﺔ ﺑﺰﻳﺎدة اﻣﺘﻼك اﻟﻘﻴﺎدات اﻟﻤﺪﻧﻴﺔ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ ﻟﺴﻤﺎت وﺧﺼﺎﺋﺺ اﻟﻘﺎﺋﺪ اﻟﺘﺤﻮﻳﻠﻲ.‬
‫- ﺗﺸﺠﻴﻊ وﺗﺪرﻳﺐ اﻟﻘﻴﺎدات اﻟﻤﺪﻧﻴﺔ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ ﻋﻠﻰ اﻻﻋﺘﺮاف ﺑﺎﻷﺧﻄﺎء ﻋﻨﺪ اآﺘﺸﺎﻓﻬﺎ.‬
‫- ﺗﺸﺠﻴﻊ وﺗﺪرﻳﺐ اﻟﻘﻴﺎدات اﻟﻤﺪﻧﻴﺔ ﺑﺪﻳﻮان وزارة اﻟﺪاﺧﻠﻴﺔ ﻋﻠﻰ اﻃﻼع اﻟﻌﺎﻣﻠﻴﻦ ﻣﻌﻪ ﻋﻠﻰ اﻷهﺪاف اﻟﻜﻠﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ.‬

5. College of Graduate Studies
(27) ‫ﳕﻮﺫﺝ ﺭﻗﻢ‬
Department: Administrative Science
Specialization: Administrative Science
THESIS ABSTRACT MA PH.D
Thesis Title:
Transference leadership and its relation with managerial creative( surveying study on civil
employees department ministry of interior )
Prepared by: MOHAMMED BOZAE HAMED BIN TOILI AL-AZMI
Supervisor : Dr/ ABDULSHAFI M. ABOU ALFADL
Thesis Defense Committee:
1- Dr / Bandar Bin Mohammed AL-Aeiban Member of Shoran council.
2- Dr/ Waheed Bin Ahmed AL-Hindi Dean of scientific research King Saud University
&Prof of Public Management Faculty of Managerial Sciences King Saud University.
Defense Date: Monday 16/5/1427 H
Research Problem:
problem of the research briefs in the following question: what is the range of the relationship
between transference leadership and developing of creativity abilities for the civil staff in
ministry of interior.
Research Importance:
Importance of research emanates from following:
Scientific importance of this research derives from importance of subject because Subject of
leadership is one of important subjects which is had and still having much interesting from
interested researchers in this field, whereas progress of societies and developing and
continuation of its organizations depends mainly on leaders whom activate and draw plans
and politics for these societies and creative abilities and innovative talents those leaders
have.
3- Importance of this research springs practically from the importance of leadership
role and its effect on organizations performance and its remaining and continuation
specially the security field. initiatives and encouragers leaders for innovated and
creative and updating because nature of their security job which requires developing
of creative abilities and innovative minds from employees for escorting these
changes and quick developments which nature of life imposed requires exist of
transference leadership in its management nature to achieve harmony with
challenges and changes in the world and ways to deal with, and achieving objectives
qualify and efficiency.

6. Research 0bjectives:
Research seeks for realization the following objectives:
1- Acquaintance with available of characteristics of transference leadership in
ministry of interior.
2- Acquaintance with available of creative abilities of civil employees in ministry of
interior.
3- Acquaintance with relationship between transference leader characteristics and
available of managerial creative for the civil employees in ministry of interior.
4- Acquaintance with difference opinions of civil employees in ministry of interior
towards characteristics of transference leadership in their deference special and
functional characteristics.
5- Acquaintance with difference opinions of civil employees towards available of
innovation abilities with difference of their special and functional characraistics.
Research Questions:
Research tried to answer the following questions:
1- To how range characteristics of civil transference leadership available in ministry
of interior?
2- To how range creative abilities available for civil employees in ministry of
interior?
3- What is the relationship between characteristics of transference leader and
available of managerial creative for the civil employees of ministry of interior?
4- What range civil employees opinions in ministry of interior deference towards
deference of their especial and functional characteristics?
5- To what range opinions of civil employees in ministry of interior deference
towards available of creative abilities with their personal and functional
characteristics deference?
Research Methodology
The researcher used in thesis the descriptive method and practice study tool (application
form)
Main Result :
the researcher attains that samples in thesis think characteristics and features of
transference leadership are available with great degree at civil leadership in ministry
of interior.
Researcher recommendations :
1- the researcher recommends that authorities had to increase and effective civil
leaders in ministry of interior to have specifics and characters of transference
leadership.
2- Researcher recommends that authorities had to increase and effective employees
of ministry of interior to have creative abilities.
3- Unification and coordination efforts to increase effectiveness of civil leadership
practicing .
4- The researcher recommends for more researches in field of transference leadership
recognizing and its effect on employees performance.
.

7. ‫اﻟﺤﻤﺪ ﷲ رب اﻟﻌﺎﻟﻤﻴﻦ واﻟﺼﻼة واﻟﺴﻼم ﻋﻠﻰ اﺷﺮف اﻷﻧﺒﻴﺎء واﻟﻤﺮﺳﻠﻴﻦ‬
‫وﺑﻌﺪ‬
L‫א‬‫א‬‫א‬‫א‬ 
‫א‬‫א‬‫א‬‫א‬‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬

L‫א‬‫א‬‫א‬،‫א‬‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬
‫א‬،‫א‬‫א‬‫א‬‫א‬‫א‬
‫א‬‫א‬‫א‬L‫א‬‫א‬
L‫א‬‫א‬‫א‬‫א‬ ،‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬
 ‫א‬‫א‬‫א‬
 K‫א‬‫א‬‫א‬‫א‬
‫א‬‫א‬‫א‬‫א‬ 

L‫א‬K‫א‬‫א‬L‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬
 K‫א‬
‫א‬L‫א‬‫א‬‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬
 K‫א‬‫א‬‫א‬‫א‬
‫א‬‫א‬L‫א‬‫א‬‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬

 K‫א‬‫א‬‫א‬‫א‬
‫ﺃ‬

8.  W‫א‬‫א‬‫א‬
 K‫א‬‫א‬L‫א‬
‫א‬‫א‬‫א‬‫א‬L‫א‬
 K‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬
‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬ 
،‫א‬‫א‬‫א‬‫א‬
 K‫א‬‫א‬‫א‬‫א‬
‫ﺳﺎﺋﻼ اﻟﻤﻮﻟﻰ اﻟﻌﻠﻰ اﻟﻘﺪﻳﺮ أن ﻳﻨﻔﻊ ﺑﻬﺬا اﻟﺠﻬﺪ وأن ﻳﻮﻓﻖ‬
ً
،،، ‫اﻟﺠﻤﻴﻊ ﺑﻤﺎ ﻳﺤﺒﻪ وﻳﺮﺿﺎﻩ‬
 
‫اﻟﺒـﺎﺣﺚ‬
‫ﺏ‬

9. ‫ﻗﺎﺋﻤـــﺔ اﻟﻤﺤﺘــــﻮﻳﺎت‬
‫ﺭﻗﻡ ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟـــﻤــﻭﻀـــﻭﻉ‬
‫ﺃ‬ ‫ﺸﻜﺭ ﻭﺘﻘﺩﻴﺭ‬
‫ﺝ‬ ‫ﻓﻬﺭﺱ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬
‫ﺯ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻟﺠﺩﺍﻭل ﻭﺍﻷﺸﻜﺎل‬
‫1‬ ‫اﻟﻔﺼﻞ اﻷول : ﻣﺪﺧﻞ اﻟﺒﺤﺚ‬
‫2‬ ‫1-1 : ﺍﻟﻤﻘﺩﻤﺔ‬
‫4‬ ‫1-2 : ﻤﺸﻜﻠﺔ ﺍﻟﺒﺤﺙ‬
‫5‬ ‫: ﺘﺴﺎﺅﻻﺕ ﺍﻟﺒﺤﺙ‬ ‫1-3‬
‫6‬ ‫: ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‬ ‫1-4‬
‫7‬ ‫: ﺃﻫﻤﻴﺔ ﺍﻟﺒﺤﺙ‬ ‫1-5‬
‫8‬ ‫1-6 : ﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﺒﺤﺙ‬
‫9‬ ‫1-7 : ﺤﺩﻭﺩ ﺍﻟﺒﺤﺙ‬
‫01‬ ‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ :اﻹﻃﺎر اﻟﻨﻈﺮي واﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬
‫11‬ ‫: ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ‬ ‫2-1‬
‫21‬ ‫2-1-1 : ﻤﻔﻬﻭﻡ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ‬
‫31‬ ‫2-1-2 : ﻋﻨﺎﺼﺭ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ‬

10. ‫ﺗﺎﺑﻊ ﻗﺎﺋﻤﺔ اﻟﻤﺤﺘــــــــﻮﻳﺎت‬
‫ﺭﻗﻡ ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟـــﻤــﻭﻀـــﻭﻉ‬
‫51‬ ‫2-1-3 : ﺨﺼﺎﺌﺹ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ‬
‫91‬ ‫2-1-4 : ﻭﻅﺎﺌﻑ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ‬
‫12‬ ‫2-1-5 : ﻤﺘﻁﻠﺒﺎﺕ ﻭﻤﻬﺎﺭﺍﺕ ﺒﻨﺎﺀ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ‬
‫42‬ ‫2-1-6 : ﺍﻟﺘﺤﺩﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ‬
‫72‬ ‫2-1-7 : ﻤﻭﻗﻑ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ ﻤﻥ ﺍﻟﺘﺤﺩﻴﺎﺕ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬
‫82‬ ‫2-1-8 : ﺩﻭﺭ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻷﻤﻨﻴﺔ‬
‫23‬ ‫2-2 : ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬
‫23‬ ‫2-2-1 : ﻤﻔﻬﻭﻡ ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬
‫73‬ ‫2-2-2 : ﻋﻨﺎﺼﺭ ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬
‫44‬ ‫2-2-3 : ﺨﺼﺎﺌﺹ ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬
‫74‬ ‫2-2-4 : ﻤﺭﺍﺤل ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﺒﺩﺍﻋﻴﺔ‬
‫15‬ ‫2-2-5 : ﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻤﺒﺩﻋﺔ‬
‫35‬ ‫2-2-6 : ﻤﻌﻭﻗﺎﺕ ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬
‫2-2-7 : ﺩﻭﺭ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻓﻲ ﺘﻨﻤﻴﺔ ﻭﺘﺸﺠﻴﻊ ﺍﻹﺒـﺩﺍﻉ ﻭﺍﻷﺴـﺎﻟﻴﺏ‬
‫65‬
‫ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺫﻟﻙ‬
‫ﺩ‬

11. ‫ﺗﺎﺑﻊ ﻗﺎﺋﻤﺔ اﻟﻤﺤﺘــــــــﻮﻳﺎت‬
‫ﺭﻗﻡ ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟـــﻤــﻭﻀـــﻭﻉ‬
‫46‬ ‫: ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻭﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬ ‫2-3‬
‫96‬ ‫: ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬ ‫2-4‬
‫96‬ ‫2-4-1 : ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ‬
‫47‬ ‫2-4-2 : ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬
‫77‬ ‫2-4-3 : ﺍﻟﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫87‬ ‫: ﻨﺒﺫﺓ ﻋﻥ ﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ‬ ‫2-5‬
‫48‬ ‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ : ﻣﻨﻬﺠﻴﺔ اﻟﺒﺤﺚ وإﺟﺮاءاﺗﻪ‬
‫58‬ ‫3-1 : ﻤﻨﻬﺞ ﺍﻟﺒﺤﺙ‬
‫58‬ ‫3-2 : ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ‬
‫58‬ ‫3-3 : ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ‬
‫19‬ ‫3-4 : ﺇﺠﺭﺍﺀﺍﺕ ﺘﻁﺒﻴﻕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ‬
‫29‬ ‫3-5 : ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬
‫39‬ ‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ : ﺑﻴﺎن وﺗﺤﻠﻴﻞ ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ‬
‫4-1 : ﺒﻴﺎﻥ ﻭﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴـﺔ‬
‫49‬
‫ﻟﻤﻔﺭﺩﺍﺕ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ‬
‫89‬ ‫4-2 : ﺒﻴﺎﻥ ﻭﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺒﻴﺎﻨﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ‬
‫4-2-1 : ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺴﻤﺎﺕ ﺍﻟﻘﻴـﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴـﺔ ﻟـﺩﻯ‬
‫99‬ ‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﻤﺩﻨﻴﺔ ﻭﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴـﺔ ﻟـﺩﻯ ﺍﻟﻌـﺎﻤﻠﻴﻥ‬
‫ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﺩﻴﻭﺍﻥ ﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ‬
‫4-2-2 : ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﻭﺍﻓﺭ ﺨﺼﺎﺌﺹ ﻭﺴﻤﺎﺕ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻟﺩﻯ‬
‫001‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﻤﺩﻨﻴﺔ ﺒﺩﻴﻭﺍﻥ ﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ‬
‫ﺗﺎﺑﻊ ﻗﺎﺋﻤﺔ اﻟﻤﺤﺘــــــــﻮﻳﺎت‬

12. ‫ﺭﻗﻡ‬
‫ﺍﻟـــﻤــﻭﻀــﻭﻉ‬
‫ﺍﻟﺼﻔﺤﺔ‬
‫4-2-3 : ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﻭﺍﻓﺭ ﺍﻟﻘـﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴـﺔ ﻟـﺩﻯ ﺍﻟﻌـﺎﻤﻠﻴﻥ‬
‫701‬
‫ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﺩﻴﻭﺍﻥ ﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ‬
‫4-2-4 : ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﺒﺎﻴﻥ ﺁﺭﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒـﺩﻴﻭﺍﻥ ﻭﺯﺍﺭﺓ‬
‫111‬ ‫ﺍﻟﺩﺍﺨﻠﻴﺔ ﺘﺠﺎﻩ ﺨﺼﺎﺌﺹ ﻭﺴﻤﺎﺕ ﺍﻟﻘﻴـﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴـﺔ ﺒﺘﺒـﺎﻴﻥ‬
‫ﺨﺼﺎﺌﺼﻬﻡ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ‬
‫4-2-5 : ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﺒﺎﻴﻥ ﺁﺭﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒـﺩﻴﻭﺍﻥ ﻭﺯﺍﺭﺓ‬
‫611‬ ‫ﺍﻟﺩﺍﺨﻠﻴﺔ ﺘﺠﺎﻩ ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴـﺔ ﺒﺘﺒـﺎﻴﻥ ﺨﺼﺎﺌﺼـﻬﻡ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ .‬
‫221‬ ‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ : أهﻢ ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ واﻟﺘﻮﺻﻴﺎت‬
‫821‬ ‫اﻟﻤـــــــــﺮاﺟــــــــﻊ :‬
‫821‬ ‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ‬
‫531‬ ‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻷﺠﻨﺒﻴﺔ‬
‫631‬ ‫اﻟﻤــــــــــﻼﺣــﻖ :‬
‫731‬ ‫ﻗﺎﺌﻤﺔ ﺍﻟﻤﺤﻜﻤﻴﻥ‬
‫831‬ ‫ﺍﻹﺴﺘﺒﺎﻨﺔ‬
‫ﻭ‬

13. ‫ﻗﺎﺋــﻤـﺔ اﻟــﺠــﺪاول‬
‫اﻟــﺼﻔــﺤـــﺔ‬ ‫اﻟﻌﻨــــــــــــــــــــــــــــــﻮان‬ ‫رﻗﻢ اﻟﺠﺪول‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺤﻭﺭ ﺍﻷﻭل ﺒﺎﻟﺩﺭﺠـﺔ ﺍﻟﻜﻠﻴـﺔ‬
‫88‬ ‫1‬
‫ﻟﻠﻤﺤﻭﺭ ﺍﻷﻭل ﻭﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻷﺩﺍﺓ ﺍﻟﺒﺤﺙ .‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺤﻭﺭ ﺍﻟﺜﺎﻨﻲ ﺒﺎﻟﺩﺭﺠـﺔ ﺍﻟﻜﻠﻴـﺔ‬
‫98‬ ‫2‬
‫ﻟﻠﻤﺤﻭﺭ ﺍﻟﺜﺎﻨﻲ ﻭﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻷﺩﺍﺓ ﺍﻟﺒﺤﺙ .‬
‫98‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻟﻠﻤﺤﺎﻭﺭ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻷﺩﺍﺓ ﺍﻟﺒﺤﺙ‬ ‫3‬
‫09‬ ‫ﻤﻌﺎﻤل ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻟﻘﻴﺎﺱ ﺜﺒﺎﺕ ﻤﺤﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ .‬ ‫4‬
‫49‬ ‫ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﺤﺙ ﻭﻓﻕ ﻤﺘﻐﻴﺭ ﺍﻟﻌﻤﺭ.‬ ‫5‬
‫59‬ ‫ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﺤﺙ ﻭﻓﻕ ﻤﺘﻐﻴﺭ ﺍﻟﻤﺭﺘﺒﺔ ﺍﻟﻭﻅﻴﻔﻴﺔ .‬ ‫6‬
‫69‬ ‫ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﺤﺙ ﻭﻓﻕ ﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ .‬ ‫7‬
‫ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﺤﺙ ﻭﻓﻕ ﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤـﺔ ﻓـﻲ‬
‫79‬ ‫8‬
‫ﺍﻟﻌﻤل ﺍﻟﺤﺎﻟﻲ .‬
‫79‬ ‫ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﺤﺙ ﻭﻓﻕ ﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ .‬ ‫9‬
‫89‬ ‫ﺘﻭﺯﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻋﻠﻰ ﻤﺤﺎﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ .‬ ‫01‬
‫ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺇﺠﺎﺒﺎﺕ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﺍﻟﻤﺤـﻭﺭ‬
‫001‬ ‫11‬
‫ﺍﻷﻭل ﻭﺍﻟﺜﺎﻨﻲ .‬
‫ﺘﻭﺯﻴﻊ ﺍﻟﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻭﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ‬
‫101‬ ‫21‬
‫ﻹﺠﺎﺒﺎﺕ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﺍﻟﻤﺤﻭﺭ ﺍﻷﻭل .‬
‫ﺘﻭﺯﻴﻊ ﺍﻟﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻭﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ‬
‫701‬ ‫31‬
‫ﻹﺠﺎﺒﺎﺕ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﺍﻟﻤﺤﻭﺭ ﺍﻟﺜﺎﻨﻲ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘﺎﺌﺞ ﺇﺠﺎﺒﺎﺕ ﻓﺌﺎﺕ ﺍﻟﻌﻤﺭ‬
‫111‬ ‫41‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺴﻤﺎﺕ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ .‬
‫ﺯ‬

14. ‫ﺗــﺎﺑــﻊ ﻗﺎﺋــﻤـﺔ اﻟــﺠــﺪاول‬
‫اﻟــﺼﻔــﺤـــﺔ‬ ‫اﻟﻌﻨـــــــــــــــــــــــــــﻮان‬ ‫رﻗﻢ‬
‫اﻟﺠﺪول‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘـﺎﺌﺞ ﺇﺠﺎﺒـﺎﺕ ﻓﺌـﺎﺕ ﺍﻟﻤﺭﺘﺒـﺔ‬
‫211‬ ‫51‬
‫ﺍﻟﻭﻅﻴﻔﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺴﻤﺎﺕ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘـﺎﺌﺞ ﺇﺠﺎﺒـﺎﺕ ﻓﺌـﺎﺕ ﺍﻟﻤﺅﻫـل‬
‫311‬ ‫61‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺴﻤﺎﺕ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺸﻴﻔﻴﻪ ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﻜل ﻓﺌﺘﻴﻥ ﻤﻥ ﻓﺌﺎﺕ ﺍﻟﻤﺅﻫـل ﺍﻟﻌﻠﻤـﻲ‬
‫311‬ ‫71‬
‫ﺤﻭل ﺍﻤﺘﻼﻙ ﺍﻟﻘﻴﺎﺩﺍﺕ ﻟﺴﻤﺎﺕ ﻭﺨﺼﺎﺌﺹ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘـﺎﺌﺞ ﺇﺠﺎﺒـﺎﺕ ﻓﺌـﺎﺕ ﺍﻟﺨﺩﻤـﺔ‬
‫411‬ ‫81‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺴﻤﺎﺕ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘـﺎﺌﺞ ﺇﺠﺎﺒـﺎﺕ ﻓﺌـﺎﺕ ﺍﻟﺨﺒـﺭﺓ‬
‫511‬ ‫91‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺴﻤﺎﺕ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘﺎﺌﺞ ﺇﺠﺎﺒﺎﺕ ﻓﺌﺎﺕ ﺍﻟﻌﻤﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫611‬ ‫02‬
‫ﺤﻭل ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘﺎﺌﺞ ﺇﺠﺎﺒـﺎﺕ ﻓﺌـﺎﺕ ﺍﻟﻤﺭﺍﺘـﺏ‬
‫711‬ ‫12‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘـﺎﺌﺞ ﺇﺠﺎﺒـﺎﺕ ﻓﺌـﺎﺕ ﺍﻟﻤﺅﻫـل‬
‫711‬ ‫22‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺸﻴﻔﻴﻪ ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﻜل ﻓﺌﺘﻴﻥ ﻤﻥ ﻓﺌﺎﺕ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﺤﻭل‬
‫811‬ ‫32‬
‫ﺍﻤﺘﻼﻙ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻘﺩﺭﺍﺕ ﺇﺒﺩﺍﻋﻴﺔ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘـﺎﺌﺞ ﺇﺠﺎﺒـﺎﺕ ﻓﺌـﺎﺕ ﺍﻟﺨﺩﻤـﺔ‬
‫911‬ ‫42‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ .‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﻨﺘـﺎﺌﺞ ﺇﺠﺎﺒـﺎﺕ ﻓﺌـﺎﺕ ﺍﻟﺨﺒـﺭﺓ‬
‫021‬ ‫52‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻭل ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ .‬

15. ‫اﻟﻔﺼـﻞ اﻷول‬
‫ﻣــﺪﺧــــﻞ اﻟــﺒﺤــﺚ‬
‫ـﺔ‬‫ﺍﻟﻤﻘﺩﻤــــــــ‬ ‫:‬ ‫1-1‬
‫ﻤﺸـــﻜﻠﺔ ﺍﻟﺒﺤـــﺙ‬ ‫:‬ ‫1-2‬
‫ـﺙ‬
‫ـﺎﺅﻻﺕ ﺍﻟﺒﺤــ‬
‫ﺘﺴــ‬ ‫:‬ ‫1-3‬
‫ﺃﻫـــﺩﺍﻑ ﺍﻟﺒﺤـــﺙ‬ ‫:‬ ‫1-4‬
‫ﺃﻫﻤﻴـــﺔ ﺍﻟﺒﺤـــﺙ‬ ‫:‬ ‫1-5‬
‫ﻤﺼــﻁﻠﺤﺎﺕ ﺍﻟﺒﺤــﺙ‬ ‫:‬ ‫1-6‬
‫ﺤــ ـﺩﻭﺩ ﺍﻟﺒﺤــ ـﺙ‬
‫ـ‬ ‫ـ‬ ‫:‬ ‫1-7‬

16. ‫1-1 : اﻟـﻤــﻘــﺪﻣــﺔ‬
‫ﻴﺸﻬﺩ ﺍﻟﻌﺼﺭ ﺍﻟﺤﺎﻟﻲ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﻤﺘﺴﺎﺭﻋﺔ ﻭﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺘﻼﺤﻘـﺔ‬
‫ﻨﺘﻴﺠﺔ ﺍﻻﻨﻔﺠﺎﺭ ﺍﻟﻤﻌﺭﻓﻲ ﻭﺜﻭﺭﺓ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ. ﻤﻤﺎ ﺠﻌل ﺍﻟﻤﻨﻅﻤﺎﺕ ﺘﻭﺍﺠﻪ‬
‫ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺘﺤﺩﻴﺎﺕ ﻭﺍﻟﺼﻌﻭﺒﺎﺕ ﻓﻲ ﻜﻴﻔﻴﺔ ﻤﻭﺍﻜﺒﺘﻬﺎ ﻭﻁﺭﻴﻘﺔ ﺍﻟﺘﻜﻴﻑ ﻤﻌﻬﺎ.‬
‫ﻫﺫﺍ ﻓﺭﺽ ﻋﻠﻰ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺇﻴﺠﺎﺩ ﻁـﺭﻕ ﺤﺩﻴﺜـﺔ ﺇﺒﺩﺍﻋﻴـﺔ ﻭﻨﺒـﺫ ﺍﻟﻁـﺭﻕ‬
‫ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﺇﻴﺠﺎﺩ ﺃﺸﺨﺎﺹ ﻤﺒﺩﻋﻴﻥ ﻭﺘﻭﻓﻴﺭ ﺍﻟﻭﺴﺎﺌل ﺍﻟﻤﻨﺎﺴـﺒﺔ‬
‫ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﺒﺘﻜﺎﺭ ﻁﺭﻕ ﺠﺩﻴﺩﺓ ﻭﺤﻠﻭل ﺇﺩﺍﺭﻴﺔ ﺴﺭﻴﻌﺔ.‬
‫ﻭﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﻫﻨﺎﻙ ﻋﻭﺍﻤل ﻜﺜﻴﺭﺓ ﺩﺍﺨل ﺍﻟﻤﻨﻅﻤﺔ ﻭﺨﺎﺭﺠﻬﺎ ﺘﺅﺜﺭ ﻋﻠﻰ‬
‫ﻤﺴﺘﻭﻯ ﺍﻹﺒﺩﺍﻉ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻬﺎ. ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻲ ﺘﺸﻴﺭ ﺇﻟـﻰ‬
‫ﺃﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻴﺔ ﺩﺍﺨل ﺍﻟﻤﻨﻅﻤﺔ ﺘﺅﺩﻱ ﺩﻭﺭﺍ ﻫﺎﻤﺎ ﻓﻲ ﺨﻠﻕ ﺍﻟﺒﻴﺌﺔ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﻤﻼﺌﻤﺔ‬
‫ﹰ ﹰ‬
‫ﺍﻟﺘﻲ ﺘﻤﻜﻥ ﻤﻥ ﺍﺴﺘﺜﺎﺭﺓ ﺍﻹﺒﺩﺍﻉ ﻭﺘﺄﺼﻴﻠﻪ ) ﺍﻟﻁﻴﺏ، 8891ﻡ:82(.‬
‫ﻭﻤﻥ ﺍﻷﻨﻤﺎﻁ ﺍﻟﻘﻴﺎﺩﻴﺔ ﺍﻟﺘﻲ ﺃﻓﺭﺯﻫﺎ ﺍﻟﺘﻘﺩﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻁﻭﺭ ﺍﻟﺘﻘﻨﻲ ﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﺓ‬
‫ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻭﺍﻟﺫﻱ ﻤﻥ ﺃﻫﻡ ﻤﺎ ﻴﻤﻴﺯﻩ ﻗﺩﺭﺘﻪ ﺍﻟﻌﺎﻟﻴﺔ ﻋﻠﻰ ﻗﻴﺎﺩﺓ ﺍﻟﻤﻨﻅﻤﺔ ﻓـﻲ ﻤﻭﺍﺠﻬـﺔ‬
‫ﺍﻟﺘﺤﺩﻴﺎﺕ ﻭﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻤﻥ ﺨﻼل ﺍﻟﺘﺄﺜﻴﺭ ﻓﻲ ﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻤﺭﺅﻭﺴـﻴﻥ ﻭﺘﻨﻤﻴـﺔ‬
‫ﻗﺩﺭﺍﺘﻬﻡ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﻓﺘﺢ ﺍﻟﻤﺠﺎل ﻟﻬﻡ ﻭﺘﺸﺠﻴﻌﻬﻡ ﻋﻠﻰ ﻤﻭﺍﺠﻬـﺔ ﺍﻟﻤﺸـﺎﻜل‬
‫ﻭﺍﻟﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﻤﻨﻅﻤﺎﺘﻬﻡ.‬
‫ﻭﺤﻴﺙ ﺃﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻷﻤﻨﻴﺔ ﺇﺤﺩﻯ ﺘﻠﻙ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﺘﻲ ﺘﺤﺘﺎﺝ ﺃﻜﺜـﺭ ﻤـﻥ‬
‫ﻏﻴﺭﻫﺎ ﺇﻟﻰ ﺫﻟﻙ ﺍﻟﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺫﻱ ﻴﺴـﺘﻁﻴﻊ ﺘﻔﺠﻴـﺭ ﺍﻟﻁﺎﻗـﺎﺕ ﺍﻟﻜﺎﻤﻨـﺔ ﺩﺍﺨـل‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻬﺎ ، ﻭﺇﺘﺎﺤﺔ ﺍﻟﻔﺭﺼﺔ ﻟﻬﻡ ﻓﻲ ﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﺠﺩﻴﺩ ﻓﻲ ﻤﺠﺎل ﺍﻟﻌﻤل‬
‫ﻭﺍﻟﺘﺤﺩﻴﺙ ﺍﻟﻤﺴﺘﻤﺭ ﻷﻨﻅﻤﺔ ﺍﻟﻌﻤل ﺒﻤﺎ ﻴﺘﻔﻕ ﻭﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺤﻴﻁﺔ .‬
‫ﻓﺘﻠﻙ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻷﻤﻨﻴﺔ ﺘﺘﺴﻡ ﺒﺴﻤﺎﺕ ﺘﻤﻴﺯﻫﺎ ﻋﻥ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﻌﺎﻤﺔ‬
‫ﺃﻭ ﺍﻟﺨﺎﺼﺔ ، ﺴﻭﺍﺀﺍ ﻤﻥ ﺤﻴﺙ ﻨﻭﻋﻴﺔ ﺍﻟﻤﻬﻤﺔ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻬـﺎ ، ﺃﻭ ﻤـﻥ‬
‫ﹰ‬
‫ﺤﻴﺙ ﺍﻟﻭﺴﺎﺌل ﻭﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺘﻠﻙ ﺍﻷﻫـﺩﺍﻑ ، ﻓﻬـﻲ ﺘﻬـﺩﻑ ﺇﻟـﻰ‬
‫ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻷﻤﻥ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ ﻟﻜﺎﻓﺔ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ . ﻭﺘﺤﻘﻴﻕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺸﺎﻤﻠﺔ ﻓﻲ‬
‫ﻜﺎﻓﺔ ﺍﻟﻤﺠﺎﻻﺕ ﻤﻥ ﺨﻼل ﻗﻴﺎﻤﻬﺎ ﺒﺤﻔﻅ ﺍﻷﻤﻥ ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺍﺴﺘﺘﺒﺎﺏ ﺍﻟﻨﻅﺎﻡ ﻭﺤﻤﺎﻴـﺔ‬

17. ‫ﺍﻟﻤﺠﺘﻤﻊ ﻤﻥ ﻤﺨﺘﻠﻑ ﺍﻵﻓﺎﺕ ﻭﺍﻟﻤﺨﺎﻁﺭ . ﻤﻤﺎ ﻴﺘﻁﻠﺏ ﻤﻥ ﺘﻠﻙ ﺍﻷﺠﻬﺯﺓ ﺍﻷﻤﻨﻴـﺔ ﺃﻥ‬
‫ﺘﻌﻴﺩ ﺍﻟﻨﻅﺭ ﻓﻲ ﺃﺴﺎﻟﻴﺒﻬﺎ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺃﺩﺍﺌﻬﺎ ﻷﻋﻤﺎﻟﻬﺎ ، ﻭﺘﺒﻨﻲ ﺃﺴﺎﻟﻴﺏ ﺇﺒﺩﺍﻋﻴﺔ‬
‫ﺠﺩﻴﺩﺓ ، ﻓﻲ ﻀﻭﺀ ﺘﻠﻙ ﺍﻟﻤﺴﺘﺠﺩﺍﺕ ﻭﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﻤﺤﻴﻁﺔ ، ﻭﺍﻟﻌﻤـل ﻋﻠـﻰ ﺤﺴـﻥ‬
‫ﺍﺴﺘﻐﻼل ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺍﻟﻤﺅﻫﻠﺔ ﻭﻓﺘﺢ ﺍﻟﻤﺠﺎل ﻟﻬﺎ ﻟﻠﻤﺒﺎﺩﺃﺓ ﻭﺍﻻﺒﺘﻜﺎﺭ ،ﻟﻬـﺫﺍ ﻜـﺎﻥ‬
‫ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻨﻤﻁ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤـﻭﻴﻠﻲ ﻭﻤـﺩﻯ ﺘـﻭﺍﻓﺭ ﺍﻟﻘـﺩﺭﺍﺕ‬
‫ﺍﻹﺒﺩﺍﻋﻴﺔ ﻭﺘﻨﻤﻴﺘﻬﺎ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻷﻤﻨﻴﺔ .‬

18. ‫1-2 : ﻣـﺸﻜﻠـﺔ اﻟـﺒـﺤـﺚ‬
‫ﻨﺘﻴﺠﺔ ﻟﻠﺘﻁﻭﺭ ﺍﻟﺴﺭﻴﻊ ﻭﺍﻟﺘﻐﻴﻴﺭ ﺍﻟﻤﺴﺘﻤﺭ ﻓﻲ ﻜﺎﻓﺔ ﺍﻟﻤﺠﺎﻻﺕ ﻅﻬﺭﺕ ﺍﻟﺤﺎﺠـﺔ‬
‫ﻟﺩﻯ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻹﻋﺎﺩﺓ ﺍﻟﻨﻅﺭ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺨﺩﻤﺎﺕ ﺍﻟﺘﻲ ﺘﻘﺩﻤﻬﺎ ﻟﻤﻭﺍﻜﺒـﺔ ﻤﺘﻁﻠﺒـﺎﺕ‬
‫ﻭﺤﺎﺠﺎﺕ ﻫﺫﺍ ﺍﻟﺘﻐﻴﻴﺭ.‬
‫ﻓﺎﻟﻤﻨﻅﻤﺎﺕ ﻋﺎﻤﺔ ﺘﻭﺍﺠﻪ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﻤﻬﺎﻤﻬﺎ ﻭﺃﻨﻭﺍﻋﻬﺎ ﻭﺃﺤﺠﺎﻤﻬﺎ ﺍﻟﻌﺩﻴﺩ ﻤﻥ‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺘﺘﻁﻠﺏ ﻤﻥ ﻗﻴﺎﺩﺍﺘﻬﺎ ﻭﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻴﻬﺎ ﻀﺭﻭﺭﺓ ﺍﻟﺘﻔﻜﻴﺭ ﻓﻲ ﺍﻟﺘﻘﻠﻴل ﻤـﻥ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﻘﻠﻴﺩﻱ ﺍﻟﻘﺎﺌﻡ ﻋﻠﻰ ﺍﻟﻤﺤﺎﻭﻟﺔ ﻭﺍﻟﺨﻁﺄ ﻓـﻲ ﺤـل ﺍﻟﻤﺸـﻜﻼﺕ‬
‫ﻭﻤﺤﺎﻭﻟﺔ ﺘﻭﻅﻴﻑ ﺍﻟﻤﻨﻬﺞ ﺍﻹﺒﺩﺍﻋﻲ ﻓﻲ ﻫﺫﺍ ﺍﻟﺸﺄﻥ ) ﻫﻴﺠﺎﻥ ، 0241ﻫـ:1(.‬
‫ﻭﺤﻴﺙ ﺃﻥ ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ ﻴﻌﺩ ﻋﺎﻤﻼ ﺃﺴﺎﺴـﻴﺎ ﻟﻠﺘﺠـﺎﻭﺏ ﻤـﻊ ﺍﻟﺘﻐﻴﻴـﺭﺍﺕ‬
‫ﹰ‬ ‫ﹰ‬
‫ﺍﻟﻤﺘﻼﺤﻘﺔ ﻭﺍﻟﺫﻱ ﻴﺘﻁﻠﺏ ﺘﻭﺍﻓﺭ ﺒﻴﺌﺔ ﺇﺩﺍﺭﻴﺔ ﺘﺸﺠﻌﻪ ﻭﺘﺠﻌل ﻤﻨـﻪ ﻅـﺎﻫﺭﺓ ﻤﺘﺄﺼـﻠﺔ‬
‫ﻤﺘﺠﺩﺩﺓ. ﻓﻘﺩ ﺃﺠﻤﻊ ﻜﺘﺎﺏ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻤﺩﻴﺭﻭﻥ ﺍﻟﻴﻭﻡ ﻋﻠﻰ ﺃﻥ ﺤﺎﺠﺔ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻟﻺﺒﺩﺍﻉ‬
‫ﺍﻹﺩﺍﺭﻱ ﺤﺎﺠﺔ ﻤﻠﺤﺔ ﺘﻔﺭﻀﻬﺎ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺴﻴﺎﺴﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‬
‫ﻭﻏﻴﺭﻫﺎ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﺘﻐﻴـﺭﺓ ﻭﺍﻟﻤﻌﻘـﺩﺓ ﺍﻟﺘـﻲ ﺘﻌﻴﺸـﻬﺎ‬
‫ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﻤﻌﺎﺼﺭﺓ )ﺍﻟﺩﻫﺎﻥ، 2991ﻡ: 78(.‬
‫ﻭﻴﺅﻜﺩ ﺒﺭﺍﻭﻥ ﻭﺘﺭﻭﻨﺠﻭﺭﻭ ﻋﻠﻰ ﺃﻥ ﺍﻟﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﻱ ﻓﻲ ﺒﻴﺌـﺔ ﺍﻟﻌﻤـل ﻴﻔـﺭﺯ‬
‫ﺃﻨﻭﺍﻋﺎ ﻤﻤﻔﺭﺩﺍﺕ ﻤﻥ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻭﻟﺫﻟﻙ ﻓﺈﻥ ﺍﻟﻤﻭﻅﻑ ﺍﻟﺫﻱ ﻴﻤﻠﻙ ﻗﺩﺭﺍ ﻤﻥ ﺍﻹﺒـﺩﺍﻉ‬
‫ﹰ‬ ‫ﹰ‬
‫ﻴﻜﻭﻥ ﻨﺘﻴﺠﺔ ﻁﺒﻴﻌﻴﺔ ﻟﺨﺼﺎﺌﺹ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻲ ﻴﻌﻤل ﺒﻬﺎ ﻭﻓﻲ ﻤﻘﺩﻤﺘﻬﺎ ﺍﻟﻨﻤﻁ ﺍﻟﻘﻴـﺎﺩﻱ.‬
‫) ﺁل ﺨﻠﻴﻔﺔ ﻭﺍﻟﺭﺒﻴﻌﺎﻥ، 0002ﻡ: 13(.‬
‫ﻭﺒﺨﺎﺼﺔ ﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻲ ﺍﻟﺫﻱ ﻴﺘﺴﻡ ﺒﺎﻟﻘﺩﺭﺓ ﺍﻟﻌﺎﻟﻴـﺔ ﻋﻠـﻰ ﻤﻭﺍﺠﻬـﺔ‬
‫ﺍﻟﺘﺤﺩﻴﺎﺕ ﻭﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻭﻓﺘﺢ ﺍﻟﻤﺠﺎل ﻟﻼﺒﺘﻜﺎﺭ ﻭﺍﻹﺒﺩﺍﻉ ﻤﻥ ﺨﻼل ﻓﺘﺢ ﻗﻨﻭﺍﺕ‬
‫ﺍﻟﺘﻁﻭﻴﺭ ﻭﺍﻟﺘﺠﺩﻴﺩ ﻟﻤﻭﺍﻜﺒﺔ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺤﻴﻁﺔ ﻭﺍﻟﺘﺤﻭﻻﺕ ﺍﻟﻤﺘﺴﺎﺭﻋﺔ.‬
‫ﻭﻤﺎ ﻻﺸﻙ ﻓﻴﻪ ﻓﺈﻥ ﺍﻟﺤﺎﺠﺔ ﻟﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﺸﻜﻼﺕ ﻭﺘﻭﻅﻴﻑ ﺍﻟﻤﻨﻬﺞ ﺍﻹﺒـﺩﺍﻋﻲ‬
‫ﻭﺘﻭﻓﻴﺭ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﺘﺸﺠﻴﻌﻪ ﻭﺇﻴﺠﺎﺩ ﺍﻷﺸﺨﺎﺹ ﺍﻟﻤﺒـﺩﻋﻴﻥ ﻭﺍﻟﻭﺴـﺎﺌل ﺍﻟﻼﺯﻤـﺔ‬
‫ﻟﺘﻨﻤﻴﻪ ﻭﺘﻁﻭﻴﺭﻩ ﻤﻁﻠﺏ ﻀﺭﻭﺭﻱ ﻟﻜﺎﻓﺔ ﺍﻟﻤﻨﻅﻤﺎﺕ )ﻫﻴﺠﺎﻥ ، 0241ﻫـ: 84 (‬
‫ﺇﻻ ﺃﻥ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺫﻟﻙ ﺘﻜﻭﻥ ﺃﻜﺒﺭ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻷﻤﻨﻴﺔ ﻟﺨﻁﻭﺭﺓ ﻤﻬﺎﻤﻬـﺎ‬
‫ﻭﻜﺜﺭﺓ ﺍﻟﺘﺤﺩﻴﺎﺕ ﻭﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻬﻬﺎ.‬

19. ‫ﻭﻤﻥ ﺘﻠﻙ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ ﺍﻟﺘﻲ ﺘﻌﺩ ﻤﻨﻅﻤﺔ ﻋﺴـﻜﺭﻴﺔ ﺤﻀـﺎﺭﻴﺔ‬
‫ﺘﺤﻤل ﻓﻲ ﻁﻴﺎﺘﻬﺎ ﺃﺴﻤﻰ ﺍﻟﻐﺎﻴﺎﺕ ﺍﻟﺘﻲ ﺘﺴﻌﻰ ﺠﺎﻫﺩﺓ ﻟﺘﺤﻘﻴﻘﻬﺎ ﻭﻫـﻲ ﺘـﻭﻓﻴﺭ ﺍﻷﻤـﻥ‬
‫ﻭﺍﺴﺘﺘﺒﺎﺒﻪ ﻭﺤﻔﻅ ﻤﻤﺘﻠﻜﺎﺕ ﻭﻤﻘﺩﺭﺍﺕ ﺍﻟﻭﻁﻥ.‬
‫ﻭﻋﻠﻰ ﻀﻭﺀ ﺫﻟﻙ ﻜﺎﻥ ﺤﺭﺹ ﺍﻟﺒﺎﺤﺙ ﻟﺩﺭﺍﺴﺔ ﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻲ ﺍﻟـﺫﻱ ﻴﺴـﻌﻰ‬
‫ﻟﻔﺘﺢ ﺍﻵﻓﺎﻕ ﻭﺘﻬﻴﺌﺔ ﺍﻷﺭﺽ ﺍﻟﺨﺼﺒﺔ ﻭﺍﻟﻤﻨﺎﺥ ﺍﻟﻤﻼﺌﻡ ﻟﺘﻘﺩﻴﻡ ﻤﺎ ﻟﺩﻯ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻤﻥ‬
‫ﻗﺩﺭﺍﺕ ﻭﺇﺒﺩﺍﻋﺎﺕ ﻓﻲ ﻤﺠﺎل ﺍﻟﻘﻴﺎﻡ ﺒﻭﺍﺠﺒﺎﺘﻬﻡ ﻭﺍﻷﻋﻤﺎل ﺍﻟﻤﻨﺎﻁﺔ ﺒﻬﻡ .‬
‫ﻭﻤﻤﺎ ﺴﺒﻕ ﻴﻤﻜﻥ ﺼﻴﺎﻏﺔ ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺘﺎﻟﻲ:‬
‫ﻤﺎ ﻤﺩﻯ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻭﺘﻨﻤﻴﺔ ﺍﻟﻘـﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴـﺔ ﻟـﺩﻯ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ؟‬
‫1-3 : ﺗﺴﺎؤﻻت اﻟـﺒـﺤــﺚ :‬
‫ﺍﻟﺘﺴﺎﺅل ﺍﻟﺭﺌﻴﺴﻲ : ﻤﺎ ﻤﺩﻯ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻭﺘﻨﻤﻴﺔ ﺍﻟﻘﺩﺭﺍﺕ‬
‫ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ؟‬
‫ﻭﻴﻨﺒﺜﻕ ﻤﻥ ﻫﺫﺍ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :‬
‫1- 3-1 : ﻤﺎ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺴﻤﺎﺕ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ ﻭﺘﻭﺍﻓﺭ ﺍﻹﺒـﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ ﻟـﺩﻯ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ ؟‬
‫1-3-2 : ﻤﺎ ﻤﺩﻯ ﺘﻭﺍﻓﺭ ﺨﺼﺎﺌﺹ ﻭﺴﻤﺎﺕ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻟﺩﻯ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﻤﺩﻨﻴـﺔ‬
‫ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ ؟‬
‫1-3-3 : ﻤﺎ ﻤﺩﻯ ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ؟‬
‫1-3-4 : ﻤﺎ ﻤﺩﻯ ﺘﺒﺎﻴﻥ ﺃﺭﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ ﺘﺠـﺎﻩ ﺨﺼـﺎﺌﺹ‬
‫ﻭﺴﻤﺎﺕ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﺒﺘﺒﺎﻴﻥ ﺨﺼﺎﺌﺼﻬﻡ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ؟‬
‫1-3-5 : ﻤﺎ ﻤﺩﻯ ﺘﺒﺎﻴﻥ ﺃﺭﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒـﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴـﺔ ﺘﺠـﺎﻩ ﺘـﻭﺍﻓﺭ‬
‫ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﺒﺘﺒﺎﻴﻥ ﺨﺼﺎﺌﺼﻬﻡ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ؟‬

20. ‫1-4 : أهــﺪاف اﻟــﺒﺤــﺚ‬
‫1-4-1 : ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺴﻤﺎﺕ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ ﻭﺘﻭﺍﻓﺭ ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬
‫ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ.‬
‫1-4-2 : ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺘﻭﺍﻓﺭ ﺨﺼﺎﺌﺹ ﻭﺴﻤﺎﺕ ﺍﻟﻘﻴـﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴـﺔ ﻟـﺩﻯ‬
‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﻤﺩﻨﻴﺔ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ .‬
‫1-4-3 : ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟـﺩﻯ ﺍﻟﻌـﺎﻤﻠﻴﻥ ﺍﻟﻤـﺩﻨﻴﻴﻥ‬
‫ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ .‬
‫1-4-4 : ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺘﺒﺎﻴﻥ ﺃﺭﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴـﺔ ﺘﺠـﺎﻩ‬
‫ﺨﺼﺎﺌﺹ ﻭﺴﻤﺎﺕ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴـﺔ ﺒﺘﺒـﺎﻴﻥ ﺨﺼﺎﺌﺼـﻬﻡ ﺍﻟﺸﺨﺼـﻴﺔ‬
‫ﻭﺍﻟﻭﻅﻴﻔﻴﺔ.‬
‫1-4-5 : ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺘﺒﺎﻴﻥ ﺃﺭﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴـﺔ ﺘﺠـﺎﻩ‬
‫ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﺒﺘﺒﺎﻴﻥ ﺨﺼﺎﺌﺼﻬﻡ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ.‬

21. ‫1-5 : أهـﻤـﻴﺔ اﻟـﺒـﺤـﺚ‬
‫ﺘﺒﺭﺯ ﺃﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺠﺎﻨﺒﻴﻥ ﻫﻤﺎ :‬
‫1-5-1 : اﻷهﻤﻴﺔ اﻟﻌـﻠﻤﻴﺔ:‬
‫ﺘﺴﺘﻤﺩ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﺫﻱ ﺘﺘﻨﺎﻭﻟﻪ ﻜﻭﻥ‬
‫ﻤﻭﻀﻭﻉ ﺍﻟﻘﻴﺎﺩﺓ ﺃﺤﺩ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﺤﻅﻴﺕ ﻭﻻ ﺘﺯﺍل ﺘﺤﻅﻰ ﺒﺎﻫﺘﻤﺎﻡ ﺒﺎﻟﻎ‬
‫ﻤﻥ ﻗﺒل ﺍﻟﻤﻬﺘﻤﻴﻥ ﺒﻬﺫﺍ ﺍﻟﻤﺠﺎل ﺤﻴـﺙ ﺃﻥ ﺘﻘـﺩﻡ ﺍﻟﻤﺠﺘﻤﻌـﺎﺕ ﻭﺘﻁـﻭﺭ ﻤﻨﻅﻤﺎﺘﻬـﺎ‬
‫ﻭﺍﺴﺘﻤﺭﺍﺭﻫﺎ ﻴﻌﺘﻤﺩ ﺒﺸﻜل ﺭﺌﻴﺱ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻟﺘـﻲ ﺘﺤﺭﻜﻬـﺎ ﻭﺘﺭﺴـﻡ ﺨﻁﻁﻬـﺎ‬
‫ﻭﺴﻴﺎﺴﺎﺘﻬﺎ ﻭﻤﺎ ﺘﻤﻠﻙ ﺘﻠﻙ ﺍﻟﻘﻴﺎﺩﺍﺕ ﻤﻥ ﻗﺩﺭﺍﺕ ﺇﺒﺘﻜﺎﺭﻴﺔ ﻭﻤﻭﺍﻫﺏ ﺇﺒﺩﺍﻋﻴﺔ.‬
‫ﻭﺒﺨﺎﺼﺔ ﻨﻤﻁ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ ﺍﻟﺫﻱ ﻟﻡ ﻴﺄﺨﺫ ﻨﺼﻴﺒﻪ ﻤﻥ ﺍﻟﺒﺤﺙ ﻭﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ‬
‫ﺍﻟﻔﻜﺭ ﺍﻹﺩﺍﺭﻱ ﺍﻟﻌﺭﺒﻲ .‬
‫ﻭﻤﻤﺎ ﻴﺯﻴﺩ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻫﻤﻴﺔ ﻫﻭ ﺍﺭﺘﺒﺎﻁ ﻫﺫﺍ ﺍﻟﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺤﺩﻴﺙ ﺒﺄﺤـﺩ‬
‫ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﺘﺴﻌﻰ ﻜﺎﻓﺔ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻟﺘﻬﻴﺌﺔ ﺍﻟﻤﻨﺎﺥ ﺍﻟﻤﻼﺌـﻡ ﻟﺘﻭﻓﺭﻫـﺎ ﻟـﺩﻯ‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﺃﻻ ﻭﻫﻭ ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ ، ﺍﻟﺫﻱ ﻴﻌﺩ ﻤﻥ ﺃﻫﻡ ﻤﻘﺎﻴﻴﺱ ﺘﻘـﺩﻡ ﺍﻟﻤﻨﻅﻤـﺎﺕ‬
‫ﻭﺘﻁﻭﺭﻫﺎ ﺤﻴﺙ ﺃﻥ ﺫﻟﻙ ﻗﺎﺌﻡ ﻋﻠﻰ ﻤﺎ ﻴﺘﻭﺍﻓﺭ ﻟﻠﻌﺎﻤﻠﻴﻥ ﺒﻬﺎ ﻤـﻥ ﻗـﺩﺭﺍﺕ ﻭﺇﻤﻜﺎﻨـﺎﺕ‬
‫ﺇﺒﺩﺍﻋﻴﺔ. ﻜﻤﺎ ﺃﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻗﺩ ﺘﻌﺩ ﻤﻥ ﺃﻭﺍﺌل ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟـﺕ ﻤﻭﻀـﻭﻉ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺍﻷﺠﻬﺯﺓ ﺍﻷﻤﻨﻴﺔ .‬
‫1-5-2 : اﻷهﻤﻴﺔ اﻟﻌـﻤﻠﻴﺔ :‬
‫ﺘﻨﺒﻊ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﺩﻭﺭ ﺍﻟﻘﻴﺎﺩﻱ ﻭﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ‬
‫ﺃﺩﺍﺀ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻭﻤﺩﻯ ﺒﻘﺎﺌﻬﺎ ﻭﺍﺴﺘﻤﺭﺍﺭﻫﺎ ﺒﺸﻜل ﻋﺎﻡ ﻭﺍﻟﺠﻬﺎﺯ ﺍﻷﻤﻨﻲ ﺍﻟـﺫﻱ ﻨﺤـﻥ‬
‫ﺒﺼﺩﺩﻩ ﻋﻠﻰ ﻭﺠﻪ ﺍﻟﺨﺼﻭﺹ. ﺤﻴﺙ ﺃﻥ ﻫﺫﺍ ﺍﻟﺠﻬﺎﺯ ﻴﺤﺘﺎﺝ ﺃﻜﺜﺭ ﻤﻥ ﻏﻴﺭﻩ ﺇﻟﻰ ﻗﺎﺩﺓ‬
‫ﻤﺒﺎﺩﺭﻭﻥ ﻭﻤﺸﺠﻌﻭﻥ ﻋﻠﻰ ﺍﻻﺒﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺩﻴﺩ ﻭﺍﻹﺒﺩﺍﻉ ﻟﻜﻭﻥ ﻁﺒﻴﻌﺔ ﻋﻤﻠـﻪ ﺍﻷﻤﻨﻴـﺔ‬
‫ﺘﻘﺘﻀﻲ ﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺕ ﺇﺒﺩﺍﻋﻴﺔ ﻭﻋﻘﻠﻴﺎﺕ ﺍﺒﺘﻜﺎﺭﻴﻪ ﻤﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺃﺠل ﻤﻭﺍﻜﺒﺔ ﻫﺫﻩ‬
‫ﺍﻟﺘﺤﻭﻻﺕ ﻭﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﻤﺘﺴﺎﺭﻋﺔ ﺍﻟﺘﻲ ﻓﺭﻀﺘﻬﺎ ﻁﺒﻴﻌﺔ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﺘﻲ ﺘﺴﺘﻠﺯﻡ ﻭﺠـﻭﺩ‬
‫ﻗﻴﺎﺩﺍﺕ ﺘﺤﻭﻴﻠﻴﺔ ﻓﻲ ﻁﺒﻴﻌﺔ ﺇﺩﺍﺭﺘﻬﺎ ﻟﺘﺤﻘﻴـﻕ ﺍﻟﺘﻭﺍﻓـﻕ ﻭﺍﻻﻨﺴـﺠﺎﻡ ﻤـﻊ ﺍﻟﺘﺤـﺩﻴﺎﺕ‬
‫ﻭﺍﻟﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﻭﻁﺭﻕ ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻭﻤﻥ ﺜﻡ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﺎ ﺒﻜﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻴﺔ .‬

22. ‫1-6 : ﻣﺼﻄﻠﺤﺎت اﻟــﺒـﺤــﺚ‬
‫1-6-1 : اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ :‬
‫" ﻫﻲ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﻲ ﺘﺭﻜﺯ ﻋﻠﻰ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺒﻌﻴﺩﺓ ﺍﻟﻤﺩﻯ ﻤﻊ ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺒﻨﺎﺀ ﺭﺅﻴﺔ‬
‫ﻭﺍﻀﺤﺔ ﻭﺤﻔﺯ ﻭﺘﺸﺠﻴﻊ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻋﻠﻰ ﺘﻨﻔﻴﺫ ﺘﻠﻙ ﺍﻟﺭﺅﻴﺔ ﻭﺍﻟﻌﻤل ﻓﻲ ﻨﻔﺱ ﺍﻟﻭﻗﺕ‬
‫ﻋﻠﻰ ﺘﻐﻴﻴﺭ ﻭﺘﻌﺩﻴل ﺍﻷﻨﻅﻤﺔ ﺍﻟﻘﺎﺌﻤﺔ ﻟﺘﻼﺌﻡ ﻫﺫﻩ ﺍﻟﺭﺅﻴﺔ" )ﺍﻟﻌﺎﻤﺭﻱ، 1002ﻡ :7 ( .‬
‫ﻭﻴﻌﺭﻑ ﺍﻟﺒﻌﺽ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﺒﺄﻨﻬﺎ :‬
‫" ﻤﺩﻯ ﺴﻌﻲ ﺍﻟﻘﺎﺌﺩ ﺍﻹﺩﺍﺭﻱ ﺇﻟﻰ ﺍﻻﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﻤﺭﺅﻭﺴﻴﻪ ﻤﻥ ﺃﺠل ﺍﻹﻨﺠﺎﺯ‬
‫ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺫﺍﺘﻲ ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺠﻤﺎﻋﺎﺕ ﻭﺍﻟﻤﻨﻅﻤﺔ ﻜﻜل )ﺍﻟﻬﻭﺍﺭﻱ ،‬
‫6991ﻡ: 13(.‬
‫ﻭﻴﻘﺼﺩ ﺒﺎﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺒﺤﺙ : ﻗﺩﺭﺓ ﺍﻟﻘﺎﺌﺩ ﺍﻟﻤﺩﻨﻲ ﺒﻭﺯﺍﺭﺓ‬
‫ﺍﻟﺩﺍﺨﻠﻴﺔ ﺇﻟﻰ ﺍﻻﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﻤﺭﺅﻭﺴﻴﻪ ﻭﺨﻠﻕ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﻼﺌﻤﺔ ﻟﻺﺒﺩﺍﻉ ﻭﺍﻟﺘﻁﻭﻴﺭ‬
‫ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﻭﺘﺸﺠﻴﻊ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻭﺘﻁﻭﻴﺭﻫﺎ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ.‬
‫1-6-2 : اﻹﺑﺪاع اﻹداري :‬
‫» ﻫﻭﻋﻤﻠﻴﺔ ﺫﺍﺕ ﻤﺭﺍﺤل ﻤﺘﻌﺩﺩﺓ ﻴﻨﺘﺞ ﻋﻨﻬﺎ ﻓﻜﺭﺓ ﺃﻭ ﻋﻤل ﺠﺩﻴﺩ ﻴﺘﻤﻴﺯ ﺒﺄﻜﺒﺭ‬
‫ﻗﺩﺭ ﻤﻥ ﺍﻟﻁﻼﻗﺔ ﻭﺍﻟﻤﺭﻭﻨﺔ ﻭﺍﻷﺼﺎﻟﺔ ﻭﺍﻟﺤﺴﺎﺴﻴﺔ ﻟﻠﻤﺸﻜﻼﺕ ﻭﻫﺫﻩ ﺍﻟﻘﺩﺭﺓ ﺍﻹﺒﺩﺍﻋﻴـﺔ‬
‫ﻤﻥ ﺍﻟﻤﻤﻜﻥ ﺘﻨﻤﻴﺘﻬﺎ ﻭﺘﻁﻭﻴﺭﻫﺎ ﺤﺴﺏ ﻗـﺩﺭﺍﺕ ﻭﺇﻤﻜﺎﻨـﺎﺕ ﺍﻷﻓـﺭﺍﺩ ﻭﺍﻟﺠﻤﺎﻋـﺎﺕ‬
‫ﻭﺍﻟﻤﻨﻅﻤﺎﺕ « )ﻫﻴﺠﺎﻥ، 9991ﻡ : 8 (.‬
‫ﻭﻫﻨﺎﻙ ﻤﻥ ﻴﻌﺭﻑ ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ ﺒﺄﻨﻪ :‬
‫" ﻤﺤﺎﻭﻟﺔ ﺇﻨﺴﺎﻨﻴﺔ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺫﺍﺘﻲ ﻟﻠﻔﺭﺩ ﺃﻭ ﺍﻟﺠﻤﺎﻋﺔ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻔﻜﻴـﺭ‬
‫ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﺫﻫﻨﻴﺔ ﻭﻤﺎ ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ ﻤﺅﺜﺭﺍﺕ ﻭﻤﺘﻐﻴﺭﺍﺕ ﺒﻴﺌﻴﺔ ﻤـﻥ ﺍﻟﻘﻴـﺎﻡ‬
‫ﺒﺈﻨﺘﺎﺝ ﺴﻠﻌﺎ ﺃﻭ ﺘﻘﺩﻴﻡ ﺨﺩﻤﺎﺕ ﺠﺩﻴﺩﺓ ﻟﻡ ﻴﺴﺒﻕ ﻭﺍﻥ ﺃﻨﺘﺠﺕ ﻭﺍﻥ ﺘﺘﺴﻡ ﺒﺘﺤﻘﻴﻕ ﺍﻟﻤﻨﻔﻌـﺔ‬
‫ﹰ‬
‫ﻟﻠﻤﺠﺘﻤﻊ ) ﺤﻤﻭﺩ ، 2002ﻡ:402( .‬

23. ‫ﻭﻴﻘﺼﺩ ﺒﺎﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﻫﺫﺍ ﺍﻟﺒﺤﺙ :‬
‫ﻗﺩﺭﺓ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻔﻜﻴﺭ‬
‫ﺍﻟﺤﺩﻴﺜﺔ ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﺫﻫﻨﻴﺔ ﻭﺍﺒﺘﻜﺎﺭ ﻭﺇﻴﺠﺎﺩ ﻁﺭﻕ ﻭﺃﺴﺎﻟﻴﺏ ﺠﺩﻴﺩﺓ ﻟﻡ ﻴﺴـﺒﻕ‬
‫ﻭﺍﻥ ﺍﺴﺘﺨﺩﻤﺕ ﻭﺍﻥ ﺘﺘﺴﻡ ﺒﺘﺤﻘﻴﻕ ﺍﻟﻤﻨﻔﻌﺔ ﺍﻟﻌﺎﻤﺔ .‬
‫1-7 : ﺣــﺪود اﻟـﺒـﺤـﺚ‬
‫1-7-1 : ﺍﻟﺤﺩﻭﺩ ﺍﻟﻤﻜﺎﻨﻴﺔ :‬
‫ﺍﻗﺘﺼﺭﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻟﻤﻭﻅﻔﻴﻥ ﺍﻟﻤﺩﻨﻴﻴﻥ ﻤﻥ ﺍﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻤﻨﺔ ﺇﻟﻰ ﺍﻟﻤﺭﺘﺒﺔ‬
‫ﺍﻟﺜﺎﻨﻴﺔ ﻋﺸﺭ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺩﻴﻭﺍﻥ ﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻟﺭﻴﺎﺽ.‬
‫1-7-2 : ﺍﻟﺤﺩﻭﺩ ﺍﻟﻤﻭﻀﻭﻋﻴﺔ :‬
‫ﺭﻜﺯﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺠﺎﻨﺒﻬﺎ ﺍﻟﻤﻭﻀﻭﻋﻲ ﻋﻠﻰ ﺒﻴﺎﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻨﻤـﻁ ﺍﻟﻘﻴـﺎﺩﺓ‬
‫ﺍﻟﺘﺤﻭﻴﻠﻲ ﻭﻤﺩﻯ ﺘﻭﺍﻓﺭ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻟﻠﻤﺩﻨﻴﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ.‬
‫1-7-3 : ﺍﻟﺤﺩﻭﺩ ﺍﻟﺯﻤﺎﻨﻴﺔ:‬
‫ﻁﺒﻘﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ﻓﻲ ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴﻲ ﺍﻟﺜﺎﻨﻲ ﻤﻥ ﺍﻟﻌﺎﻡ ﺍﻟﺠـﺎﻤﻌﻲ‬
‫6241ﻫـ - 7241ﻫـ.‬

24. ‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬
‫اﻹﻃﺎر اﻟﻨﻈﺮي واﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ‬ ‫:‬ ‫2-1‬
‫ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬ ‫:‬ ‫2-2‬
‫ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻭﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ‬ ‫:‬ ‫2-3‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬ ‫:‬ ‫2-4‬
‫ﻨﺒﺫﺓ ﻋﻥ ) ﻭﺯﺍﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ (‬ ‫:‬ ‫2-5‬

25. ‫2-1 :اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ‬
‫ﺗﻤﻬﻴـﺪ :‬
‫ﻴﻌﺩ ﻤﻔﻬﻭﻡ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻤﻥ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻟﻔﻜﺭ ﺍﻹﺩﺍﺭﻱ ﺤﻴﺙ ﻅﻬﺭ‬
‫ﻓﻲ ﺃﻭﺍﺨﺭ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﻤﻥ ﺍﻟﻘﺭﻥ ﺍﻟﻤﺎﻀﻲ ﻋﻠﻰ ﻴﺩ ﺒﻴﺭﻨﺯ ﻓﻲ ﻜﺘﺎﺒﻪ "ﺍﻟﻘﻴﺎﺩﺓ"، ﻭﺍﻟـﺫﻱ‬
‫ﺃﻜﺩ ﻓﻴﻪ ﺒﻴﺭﻨﺯ ﻋﻠﻰ ﺃﻥ ﺃﺤﺩ ﺍﻟﺭﻏﺒﺎﺕ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺍﻟﻤﻠﺤﺔ ﻓﻲ ﺍﻟﻌﺼﺭ ﺍﻟﺤﺎﻟﻲ ﺘﺘﻤﺜل ﻓـﻲ‬
‫ﺍﻟﺤﺎﺠﺔ ﺍﻟﺸﺩﻴﺩﺓ ﺇﻟﻰ ﻗﻴﺎﺩﺓ ﺍﺒﺘﻜﺎﺭﻴﻪ ﻤﺅﺜﺭﺓ ﺘﺤل ﻤﺤل ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﻭﺍﻟﺘـﻲ ﺘﻌﺘﻤـﺩ‬
‫ﻋﻠﻰ ﺘﺒﺎﺩل ﺍﻟﻤﻨﻔﻌﺔ، ﻭﻤﻥ ﺜﻡ ﻓﻬﻲ ﻋﻼﻗﺔ ﻏﻴﺭ ﺜﺎﺒﺘـﺔ ﻭﻏﺎﻟﺒـﺎ ﻻ ﺘﺴـﺘﻤﺭ ﻁـﻭﻴﻼ‬
‫ﹰ‬ ‫ﹰ‬
‫)ﺍﻟﻌﻤﺭﻱ، 4002ﻡ :72( .‬
‫ﻟﺫﻟﻙ ﻓﻘﺩ ﺭﻜﺯ ﺒﻴﺭﻨﺯ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﺍﻟﺘﻲ ﻴﺴﻌﻰ ﺍﻟﻘﺎﺌﺩ ﻤﻥ ﺨﻼﻟﻬﺎ ﺇﻟـﻰ‬
‫ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺍﻟﺩﻭﺍﻓﻊ ﺍﻟﻜﺎﻤﻨﺔ ﻭﺍﻟﻅﺎﻫﺭﺓ ﻟﺩﻯ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﺍﻟﺘﺎﺒﻌﻴﻥ ﻟﻪ.‬
‫ﻭﻗﺩ ﺸﻬﺩﺕ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﺘﻁﻭﺭﺍ ﻤﻠﺤﻭﻅﺎ ﻤﻥ ﺨﻼل ﺇﺴﻬﺎﻤﺎﺕ ﺒﺎﺱ ﻋﻨﺩﻤﺎ‬
‫ﹸ‬ ‫ﹰ‬
‫ﻭﻀﻊ ﻨﻅﺭﻴﺔ ﻤﻨﻬﺠﻴﺔ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ، ﻭﻭﻀﻊ ﻟﻬﺎ ﻨﻤﺎﺫﺝ ﻭﻤﻘﺎﻴﻴﺱ ﻟﻘﻴﺎﺱ ﻋﻭﺍﻤـل‬
‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﻘﻴﺎﺩﻱ ﻭﻫﻭ ﻤﺎ ﻴﻌﺭﻑ ﺒﻤﻘﻴﺎﺱ )‪ (MLQ‬ﺍﻟﺫﻱ ﺘﻀﻤﻥ ﺜﻼﺜﺔ ﻋﻨﺎﺼﺭ ﻟﻠﻘﻴﺎﺩﺓ‬
‫ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻫﻲ ﺍﻟﻜﺎﺭﻴﺯﻤﺎ ﻭﺍﻟﺘﺸﺠﻴﻊ ﺍﻹﺒﺩﺍﻋﻲ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻔﺭﺩ.‬
‫ﺜﻡ ﺃﻀﺎﻑ ﺒﺎﺱ ﻓﻲ ﻋﺎﻡ 0991ﻡ ﻤﻜﻭﻨﺎ ﺭﺍﺒﻌﺎ ﺃﻁﻠﻕ ﻋﻠﻴﻪ ﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﻤﺴﺘﻭﺤﺎﺓ‬
‫ﹰ‬ ‫ﹰ‬
‫‪ Inspirational Motivation‬ﻭﻓﻲ ﻋﺎﻡ 3991 ﻗﺩﻡ ﻜل ﻤﻥ ﺒﺎﺱ ﻭﺃﻓﻭﻟﻴﻭ ﻨﻤﻭﺫﺠﺎ‬
‫ﹰ‬
‫ﺃﻜﺜﺭ ﺤﺩﺍﺜﺔ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﺒﺔ ﻭﺍﻹﺠﺭﺍﺌﻴﺔ، ﻴﺘﻀﻤﻥ ﺴﺒﻌﺔ ﻋﻨﺎﺼﺭ: ﺜﻼﺜﺔ ﻤﻨﻬﺎ ﺘﺤـﺩﺩ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺠﺭﺍﺌﻴﺔ، ﻭﺍﻷﺭﺒﻌﺔ ﺍﻷﺨﺭﻯ ﺘﺤﺩﺩ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ )ﺍﻟﻬﻼﻟﻲ، 1002ﻡ: 91(.‬

26. ‫2-1-1 : ﻣﻔﻬﻮم اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ‬
‫ﻻﺯﺍل ﻤﻔﻬﻭﻡ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻴﻜﺘﻨﻔﻪ ﺒﻌﺽ ﺍﻟﻐﻤﻭﺽ، ﻭﻗﺩ ﺤﺎﻭﻟﺕ ﺒﻌـﺽ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺘﺤﺩﻴﺩ ﻤﻔﻬﻭﻡ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺒﻌﻀﺎ ﻤﻨﻬﺎ :‬
‫ﹰ‬
‫ﻴﺭﺘﻜﺯ ﺠﻭﻫﺭ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻋﻠﻰ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﻤﻭﺍﺀﻤﺔ ﺍﻟﻭﺴﺎﺌل ﻤﻊ ﺍﻟﻐﺎﻴـﺎﺕ‬
‫ﻭﺘﺸﻜﻴل ﻭﺇﻋﺎﺩﺓ ﺘﺸﻜﻴل ﺍﻟﻤﺅﺴﺴﺎﺕ ﻟﺘﺤﻘﻴﻕ ﺃﻏﺭﺍﺽ ﺇﻨﺴـﺎﻨﻴﺔ ﻋﻅﻴﻤـﺔ ﻭﺘﻁﻠﻌـﺎﺕ‬
‫ﺃﺨﻼﻗﻴﺔ. ﻭﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻟﻨﻤﻁ ﺍﻟﻘﻴـﺎﺩﻱ ﻋﻠـﻰ ﺇﺩﺭﺍﻙ ﺍﻟﺤﺎﺠـﺎﺕ ﺍﻟﻅـﺎﻫﺭﺓ ﻭﺍﻟﻜﺎﻤﻨـﺔ‬
‫ﻟﻠﻤﺭﺅﻭﺴﻴﻥ ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺇﺸﺒﺎﻉ ﺘﻠﻙ ﺍﻟﺤﺎﺠﺎﺕ ﻭﺍﺴﺘﺜﻤﺎﺭ ﺃﻗﺼﻰ ﻁﺎﻗﺎﺕ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ‬
‫ﺒﻬﺩﻑ ﺘﺤﻘﻴﻕ ﺘﻐﻴﻴﺭ ﻤﻘﺼﻭﺩ ) ﺍﻟﻐﺎﻤﺩﻱ ، 1241ﻫـ :27( .‬
‫ﻭﻤﻥ ﻫﺫﺍ ﺍﻟﻤﻨﻁﻠﻕ ﻓﺈﻥ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ ﻴﺴﻌﻰ ﺇﻟﻰ ﺯﻴـﺎﺩﺓ ﻭﻋـﻲ ﻤﺭﺅﻭﺴـﻴﻪ‬
‫ﺒﺎﺤﺘﻴﺎﺠﺎﺘﻬﻡ، ﻭﺘﺤﻭﻴل ﻫﺫﺍ ﺍﻟﻭﻋﻲ ﺒﺎﻻﺤﺘﻴﺎﺠﺎﺕ ﺇﻟﻰ ﺁﻤﺎل ﻭﺘﻭﻗﻌﺎﺕ، ﻭﻤﻥ ﺜﻡ ﺘﺘﻭﻟـﺩ‬
‫ﻟﺩﻴﻬﻡ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻹﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻬﻡ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺈﺩﺭﺍﻙ ﻭﺘﺤﻘﻴﻕ ﺍﻟﺫﺍﺕ ﻓﻲ ﺤﻴﺎﺘﻬﻡ ﺍﻟﻌﻤﻠﻴﺔ‬
‫)781 :0991 ,‪.(Tichy & Devanna‬‬
‫ﻭﻴﺭﻯ ﺍﻟﻬﻭﺍﺭﻱ )6991( ﺃﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﺘﻌﻨﻲ ﻤﺩﻯ ﺴﻌﻲ ﺍﻟﻘﺎﺌﺩ ﺍﻹﺩﺍﺭﻱ‬
‫ﺇﻟﻰ ﺍﻻﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﻤﺭﺅﻭﺴﻴﻪ ﻤﻥ ﺃﺠل ﺍﻹﻨﺠﺎﺯ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺫﺍﺘﻲ ﻭﺍﻟﻌﻤـل ﻋﻠـﻰ‬
‫ﺘﻨﻤﻴﺔ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺠﻤﺎﻋﺎﺕ ﻭﺍﻟﻤﻨﻅﻤﺔ ﻜﻜل )ﺍﻟﻬﻭﺍﺭﻱ، 6991ﻡ: 13(.‬
‫ﻴﻌﺭﻑ ﺒﻴﺭﻨﺯ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﺒﺄﻨﻬﺎ ﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﻘﺎﺩﺓ ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻴﺅﺩﻱ ﺇﻟـﻰ‬
‫ﺭﻓﻊ ﺍﻟﺘﺤﻔﻴﺯ ﻭﺍﻟﻨﻀﺞ ﺇﻟﻰ ﺃﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﻭﺘﺠـﺎﻭﺯ ﺍﻟﻤﺼـﺎﻟﺢ ﺍﻟﺸﺨﺼـﻴﺔ ﺇﻟـﻰ‬
‫ﺍﻟﻤﺼﻠﺤﺔ ﺍﻟﻌﺎﻤﺔ )ﺍﻟﻐﺎﻤﺩﻱ ، 1241ﻫـ :51( .‬
‫ﻭﻴﻨﻅﺭ ﻜﻭﻟﻔﻥ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﺘﺭﻜﺯ ﻋﻠـﻰ ﺍﻟﻘـﻴﻡ ﺍﻟﻤﺸـﺘﺭﻜﺔ .‬
‫ﻭﺘﻁﻭﻴﺭ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻭﺘﺤﻘﻴﻕ ﺍﻟﻌﺎﻴﺎﺕ ﺍﻟﻜﺒﻴﺭﺓ ، ﻭﻴﺭﻯ ﺃﻥ ﻫﺫﻩ ﺍﻟﻘﻴﺎﺩﺓ ﻫﻲ ﺍﻟﺘﻲ ﺘﻌﻤل‬
‫ﻟﺨﺩﻤﺔ ﺍﻟﺘﻐﻴﻴﺭ) 1:9991, ‪. ( Colvin‬‬
‫ﻭﺘﻌﻨﻲ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ - ﺤﺴﺏ ﺘﻌﺭﻴﻑ " ﺒﻴﻠﺒﻴﻨـﻲ " – ﺍﺴـﺘﺨﺩﺍﻡ ﺍﻟﻘﺎﺌـﺩ‬
‫ﻟﻌﻨﺼﺭ ﺍﻟﺠﺎﺫﺒﻴﺔ ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ، ﻟﻴﺭﻓﻊ ﻤﻥ ﺍﻟﺘﻁﻠﻌﺎﺕ ﻭﻴﺤـﻭل‬
‫ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﻨﻅﻡ ﻷﻨﻤﺎﻁ ﻤﻥ ﺍﻷﺩﺍﺀ ﺫﺍﺕ ﻤﺴﺘﻭﻯ ﻋﺎل . ﻓﺎﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻫﻲ ﻗﻴـﺎﺩﺓ‬
‫ﺇﻴﺤﺎﺌﻴﺔ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﻷﻓﺭﺍﺩ ﻟﻴﻘﺩﻤﻭﺍ ﻋﻁﺎﺀ ﻴﻔﻭﻕ ﺍﻟﺘﻭﻗﻌﺎﺕ ﻭﺍﻟﺫﻱ ﻏﺎﻟﺒﺎ ﻤﺎ ﻴـﺘﻡ ﻓـﻲ‬
‫ﹰ‬
‫ﺤﺎﻻﺕ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﺍﻟﻜﺒﻴﺭﺓ . ﻭﺘﻘﻭﻡ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴـﺔ ﻋﻠـﻰ ﻤﻔـﺎﻫﻴﻡ ﺫﺍﺕ‬

27. ‫ﺃﺼﻭل ﺭﺍﺴﺨﺔ ﻤﺜل : ﺍﻷﻤﺎﻨﺔ ، ﻭﺍﻻﺴﺘﻘﺎﻤﺔ ﺍﻟﺸﺨﺼـﻴﺔ ، ﻭﻀـﻊ ﺍﻋﺘﺒـﺎﺭ ﻟﻠﻘـﻴﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻤﻬﻨﻴﺔ ﻭﺍﻻﻟﺘﺯﺍﻡ ﺍﻟﺤﻘﻴﻘﻲ ﺒﻬﺎ ، ﻭﺍﺤﺘﺭﺍﻡ ﺍﻟﻔﺭﺩ ﻭﺍﻟﺘﻔﺎﻋل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ؛‬
‫ﻓﺎﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ ﻴﻤﻠﻙ ﺍﻟﺭﺅﻴﺔ ، ﺍﻟﺠﺎﺫﺒﻴﺔ ، ﺍﻟﻘﺩﻭﺓ ، ﺍﻟﺘﻤﻜﻴﻥ ، ﺍﻟﺘﺤﻔﻴﺯ ، ﻭﺍﻻﺴـﺘﻘﺎﻤﺔ‬
‫)ﻀﺭﺍﺭ ،5991ﻡ :682( .‬
‫ﻭﻴﻨﻅﺭ ﻟﻬﺎ ﻜﻭﻨﺠﺭ ﻋﻠﻰ ﺃﻨﻬﺎ ﺘﻠﻙ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﻲ ﺘﺘﺠﺎﻭﺯ ﺘﻘـﺩﻴﻡ ﺍﻟﺤـﻭﺍﻓﺯ ﻤﻘﺎﺒـل‬
‫ﺍﻷﺩﺍﺀ ﺍﻟﻤﺭﻏﻭﺏ ﺇﻟﻰ ﺘﻁﻭﻴﺭ ﻭﺘﺸـﺠﻴﻊ ﺍﻟﻤﺭﺅﻭﺴـﻴﻥ ﻓﻜﺭﻴـﺎ ﻭﺇﺒـﺩﺍﻋﻴﺎ ﻭﺘﺤﻭﻴـل‬
‫ﹰ‬ ‫ﹰ‬
‫ﺍﻫﺘﻤﺎﻤــﺎﺘﻬﻡ ﺍﻟﺫﺍﺘﻴــﺔ ﻟﺘﻜــﻭﻥ ﺠــﺯﺀﺍ ﺃﺴﺎﺴــﻴﺎ ﻤــﻥ ﺍﻟﺭﺴــﺎﻟﺔ ﺍﻟﻌﻠﻴــﺎ‬
‫ﹰ‬ ‫ﹰ‬
‫ﻟﻠﻤﻨﻅﻤﺔ)74:2002,‪.(Conger‬‬
‫ﻭﺃﺸﺎﺭ ﻓﻴﺭﻫﻭﻟﻡ ﺇﻟﻰ ﺃﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﺘﺴﺘﺨﺩﻡ ﺍﻹﻟﻬﺎﻡ، ﻭﺍﻟﺭﺅﻯ ﺍﻟﻤﺸﺘﺭﻜﺔ،‬
‫ﻭﺍﻟﻘﻴﻡ، ﻟﺭﻓﻊ ﺍﻟﻘﺎﺌﺩ ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﺇﻟﻰ ﺃﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺘﻔﻜﻴﺭ، ﻭﺍﻟﺘﺤﻔﻴﺯ، ﻭﺭﻓﻊ‬
‫ﺍﻟﺭﻭﺡ ﺍﻟﻤﻌﻨﻭﻴﺔ؛ ﻓﺎﻟﻘﻴﺎﺩﺓ ﻫﻨﺎ ﺘﺩﻓﻊ ﺍﻷﻓﺭﺍﺩ ﺇﻟﻰ ﻤﻀﺎﻋﻔﺔ ﺠﻬﻭﺩﻫﻡ ﺍﻟﻤﻼﺌﻤﺔ ﻟﺘﺤﻘﻴﻕ‬
‫ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺸﺘﺭﻜﺔ) 56:5991,‪. (Fairholm‬‬
‫2-1-2 : ﻋﻨﺎﺻﺮ اﻟﻘﻴﺎدة اﻟﺘﺤﻮﻳﻠﻴﺔ‬
‫ﺘﺸﺘﻤل ﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻋﻨﺩ ﺒﺎﺱ ﻋﻠﻰ ﺃﺭﺒﻌﺔ ﻋﻨﺎﺼﺭ ﺃﻁﻠﻕ ﻋﻠﻴﻬﺎ‬
‫)‪ (Four I's‬ﺤﻴﺙ ﻴﺒﺩﺃ ﻜل ﺤﺭﻑ ﻤﻨﻬﺎ ﺒﺎﻟﺤﺭﻑ ﺍﻟﻼﺘﻴﻨﻲ ) ‪ ( I‬ﻭﻫﻲ:‬
‫1- ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﻜﺭﺯﻤﺎﺘﻴﻜﻲ ﺃﻭ ﺍﻟﺠﺎﺫﺒﻴﺔ ﺍﻟﻘﻴﺎﺩﻴﺔ )‪: (Idealized Influence‬‬
‫ﻴﺴﻠﻙ ﺍﻟﻘﺎﺩﺓ ﻭﻓﻘﺎ ﻟﻬﺫﻩ ﺍﻟﺨﺎﺼﻴﺔ ﻁﺭﻴﻘﺔ ﺘﺠﻌل ﻤﻨﻬﻡ ﻨﻤﻭﺫﺠﺎ ﻴﺤﺎﻜﻴﻪ ﺍﻵﺨﺭﻭﻥ‬
‫ﹰ‬ ‫ﹰ‬
‫ﻤﻊ ﻤﺭﻭﺭ ﺍﻟﻭﻗﺕ . ﻓﻴﺼﺒﺤﻭﺍ ﺃﻫﻼ ﻟﻺﻋﺠﺎﺏ ﻭﺍﻻﺤﺘﺭﺍﻡ ﻭﺍﻟﺜﻘﺔ . ﻭﻤﻥ ﺍﻷﺸﻴﺎﺀ ﺍﻟﺘﻲ‬
‫ﹰ‬
‫ﻴﻔﻌﻠﻬﺎ ﺍﻟﻘﺎﺩﺓ ﺤﺘﻰ ﻴﺘﺼﻔﻭﺍ ﺒﺎﻟﻤﺜﺎﻟﻴﺔ ﺃﻥ ﻴﺄﺨﺫﻭﺍ ﻓﻲ ﺍﻋﺘﺒﺎﺭﺍﺘﻬﻡ ﺤﺎﺠﺎﺕ ﺍﻵﺨﺭﻴﻥ‬
‫ﻭﺇﻴﺜﺎﺭﻫﺎ ﻋﻠﻰ ﺤﺎﺠﺎﺘﻬﻡ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺃﻥ ﻴﻜﻭﻨﻭﺍ ﻋﻠﻰ ﺍﺴﺘﻌﺩﺍﺩ ﻟﻠﺘﻀﺤﻴﺔ ﺒﺎﻟﻤﻜﺎﺴﺏ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻵﺨﺭﻴﻥ ﻭﺃﻥ ﻴﺸﺎﺭﻙ ﺍﻟﻘﺎﺩﺓ ﻓﻲ ﺍﻷﺨﻁﺎﺭ ﺍﻟﺘﻲ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﺍﻷﺘﺒﺎﻉ‬
‫ﻭﺃﻥ ﻴﻜﻭﻨﻭﺍ ﻤﺘﻭﺍﻓﻘﻴﻥ ﻭﻟﻴﺴﻭﺍ ﻤﺘﺴﻠﻁﻴﻥ ﻓﻲ ﺘﺼﺭﻓﺎﺘﻬﻡ ﻭﻴﺘﻤﺴﻜﻭﺍ ﺒﺎﻟﻤﻌﺎﻴﻴﺭ ﺍﻷﺨﻼﻗﻴﺔ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻤﻌﻨﻭﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ .ﻭﺃﻥ ﻴﺘﻔﺎﺩﻭﺍ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻘﻭﺓ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﻤﺼﺎﻟﺢ‬
‫ﺸﺨﺼﻴﺔ ، ﺒل ﻴﺴﺘﺨﺩﻤﻭﺍ ﺍﻟﻘﻭﺓ ﺍﻟﺘﻲ ﺒﺤﻭﺯﺘﻬﻡ ﻟﺘﺤﺭﻴﻙ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﺠﻤﺎﻋﺎﺕ ﻟﺘﺤﻘﻴﻕ‬
‫ﺭﺴﺎﻟﺘﻬﻡ ﻭﺭﺅﻴﺘﻬﻡ ﻭﻤﺘﻰ ﻤﺎ ﺘﻭﻓﺭﺕ ﻫﺫﻩ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻤﺜﺎﻟﻴﺔ ﻭﻤﻊ ﻤﺭﻭﺭ ﺍﻟﻭﻗﺕ ﻴﻌﻤل‬

28. ‫ﺍﻟﺘﺎﺒﻌﻴﻥ ﻋﻠﻰ ﻤﺤﺎﻜﺎﺘﻬﻡ . ﻭﺘﺼﺒﺢ ﺃﻫﺩﺍﻑ ﻫﺅﻻﺀ ﺍﻟﺘﺎﺒﻌﻴﻥ ﺫﺍﺕ ﻤﻌﻨﻰ ﺃﻜﺒﺭ ﻓﻴﻌﻤﻠﻭﻥ‬
‫ﺒﺄﻗﺼﻰ ﻁﺎﻗﺎﺘﻬﻡ )ﺃﻓﻭﻟﻴﻭ ، 3002 : 37(.‬
‫2- ﺍﻟﺩﻓﻊ ﻭﺍﻹﻟﻬﺎﻡ ﺃﻭ ﺍﻟﺘﺤﻔﻴﺯ ﺍﻟﻤﻠﻬﻡ )‪:(Inspirational Motivation‬‬
‫ﻴﺘﺼﺭﻑ ﺍﻟﻘﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﻴﻥ ﻭﻓﻕ ﻫﺫﻩ ﺍﻟﺨﺎﺼﻴﺔ ﺒﻁﺭﻕ ﺘﻌﻤل ﻋﻠﻰ ﺘﺤﻔﻴﺯ‬
‫ﻭﺇﻟﻬﺎﻡ ﺃﻭﻟﺌﻙ ﺍﻟﻤﺤﻴﻁﻴﻥ ﺒﻬﻡ ﻭﺫﻟﻙ ﺒﺈﻋﻁﺎﺀ ﺍﻟﻤﻌﻨﻰ ﻭﺍﻟﺘﺤﺩﻱ ﻟﻤﺎ ﻴﻘﻭﻡ ﺒﻪ ﻤﺭﺅﻭﺴﻴﻡ‬
‫ﻭﺘﻐﻠﻴﺏ ﺭﻭﺡ ﺍﻟﺠﻤﺎﻋﺔ،ﻭﺇﻅﻬﺎﺭ ﺍﻟﺤﻤﺎﺱ ﻭﺍﻟﺘﻔﺎﺅل ﻭﺠﻌل ﺍﻟﺘﺎﺒﻌﻴﻥ ﻴﺭﻜﺯﻭﻥ ﻭﻴﻔﻜﺭﻭﻥ‬
‫ﻓﻲ ﺤﺎﻻﺕ ﻤﺴﺘﻘﺒﻠﻴﺔ ﺠﺫﺍﺒﺔ ﻭﻤﺘﻌﺩﺩﺓ . ﻭﺘﺤﻔﻴﺯﻫﻡ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺒﺩﺍﺌل ﻤﺨﺘﻠﻔﺔ ﺠﺩﺍ‬
‫ﹰ‬
‫ﻭﻤﺭﻏﻭﺒﺔ .ﻜﺫﻟﻙ ﺇﺘﺎﺤﺔ ﺍﻟﻔﺭﺼﺔ ﻟﻬﻡ ﻓﻲ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺸﺘﺭﻜﺔ‬
‫ﻭﻓﻲ ﺴﺒﻴل ﺫﻟﻙ ﻓﻬﻭ ﻴﺴﺘﺨﺩﻡ ﺍﻟﺭﻤﻭﺯ ﻭﺍﻟﺸﻌﺎﺭﺍﺕ ﻟﺘﻭﺠﻴﻪ ﺍﻟﺠﻬﻭﺩ ، ﻭﻴﻭﻀﺢ ﺘﻭﻗﻌﺎﺘﻪ‬
‫ﺍﻟﻌﺎﻟﻴﺔ ﻤﻥ ﺘﺎﺒﻌﻴﺔ )ﺍﻟﻌﺎﻤﺭﻱ ، 1241 : 8(.‬
‫3- ﺍﻟﺘﺸﺠﻴﻊ ﺍﻹﺒﺩﺍﻋﻲ )‪:(Intellectual Simulation‬‬
‫ﻴﺘﺼﺭﻑ ﺍﻟﻘﺎﺩﺓ ﺒﻁﺭﻴﻘﺔ ﺘﺠﻌﻠﻬﻡ ﻴﺤﺭﻜﻭﻥ ﺠﻬﻭﺩ ﺃﺘﺒﺎﻋﻬﻡ ﻟﻜﻲ ﻴﻜﻭﻨﻭﺍ ﻤﺠﺩﺩﻴﻥ‬
‫ﻭﻤﺒﺘﻜﺭﻴﻥ ﻭﺫﻟﻙ ﺒﺯﻴﺎﺩﺓ ﻭﻋﻲ ﺍﻟﺘﺎﺒﻌﻴﻥ ﺒﺤﺠﻡ ﺍﻟﺘﺤﺩﻴﺎﺕ ﻭﺘﺸﺠﻴﻌﻬﻡ ﻋﻠﻰ ﺘﺒﻨﻲ ﻭﺨﻠﻕ‬
‫ﻤﺩﺍﺨل ﻭﻁﺭﻕ ﺠﺩﻴﺩﺓ ﻟﺤل ﺍﻟﻤﺸﺎﻜل ، ﻭﺘﻨﺎﻭل ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻘﺩﻴﻤﺔ ﺒﻁﺭﻕ ﻭﻭﺠﻬﺎﺕ ﻨﻅﺭ‬
‫ﺠﺩﻴﺩﺓ . ﻭﻭﻓﻘﺎ ﻟﻬﺫﻩ ﺍﻟﺨﺎﺼﻴﺔ ﻓﺈﻥ ﺍﻟﻘﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﻴﻥ ﻴﺘﺠﻨﺒﻭﻥ ﺍﻟﻨﻘﺩ ﺍﻟﻌﺎﻡ ﻷﻱ ﻋﻀﻭ‬
‫ﹰ‬
‫ﻓﻲ ﺍﻟﻤﺠﻤﻭﻋﺔ ﻓﻲ ﺤﺎﻟﺔ ﺤﺩﻭﺙ ﺨﻁﺄ . ﻭﻴﺴﺘﺤﺜﻭﻥ ﺍﻷﻋﻀﺎﺀ ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﺃﻓﻜﺎﺭ ﺠﺩﻴﺩﺓ‬
‫ﻭﺘﺠﺭﻴﺏ ﻤﻨﺎﻫﺞ ﺠﺩﻴﺩﺓ ﻭﻻ ‪‬ﻌ ‪‬ﻀﻭﻥ ﺃﻓﻜﺎﺭﻫﻡ ﻟﻠﻨﻘﺩ ﺃﺒﺩﺍ. ﻭﻓﻲ ﺍﻟﻤﻘﺎﺒل ﻴﺴﺘﺤﺙ‬
‫ﹰ‬ ‫ﻴﺭ‬
‫ﺍﻟﺘﺎﺒﻌﻴﻥ ﺍﻟﻘﺎﺌﺩ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻔﻜﻴﺭ ﺤﻭل ﺁﺭﺍﺌﻪ ﻭﺍﻓﺘﺭﺍﻀﺎﺘﻪ ﻭﻤﺒﺎﺩﺭﺍﺘﻪ ، ﻓﻼ ﻴﻭﺠﺩ ﺸﻲ‬
‫ﺜﺎﺒﺕ ﻭﺼﺤﻴﺢ ﺩﺍﺌﻤﺎ ﻻ ﻴﻤﻜﻥ ﺘﺤﺩﻴﻪ ﻭﺘﻐﻴﻴﺭﻩ ﻭﺍﻻﺴﺘﻐﻨﺎﺀ ﻋﻨﻪ ﺃﻭ ﺤﺘﻰ ﺇﺯﺍﻟﺘﻪ )ﺃﻓﻭﻟﻴﻭ،‬
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‫3002 : 47(..‬
‫‪(Individualized‬‬ ‫4- ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻔﺭﺩﻱ ﺃﻭ ﻤﺭﺍﻋﺎﺓ ﻤﺸﺎﻋﺭ ﺍﻷﻓﺭﺍﺩ‬
‫)‪: Consideration‬‬
‫ﻭﻓﻘﺎ ﻟﻬﺫﻩ ﺍﻟﺴﻤﺔ ﻴﻌﻁﻲ ﺍﻟﻘﺎﺌﺩ ﺍﻟﺘﺤﻭﻴﻠﻲ ﺍﻫﺘﻤﺎﻤﺎ ﺨﺎﺼﺎ ﺒﺤﺎﺠﺎﺕ ﻜل ﻓﺭﺩ‬
‫ﹰ‬ ‫ﹰ‬
‫ﻟﺘﻁﻭﻴﺭﻩ ﻭﺍﻻﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﺃﺩﺍﺀﻩ ﻭﻨﻤﻭﻩ . ﻓﻴﻌﻤل ﻜﻤﺩﺭﺏ ﻭﻨﺎﺼﺢ ﻭﺼﺩﻴﻕ ﻭﻤﻭﺠﻪ‬
‫ﻭﻴﻬﺘﻡ ﺒﺎﻟﻨﻭﺍﺤﻲ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻜل ﻤﻨﻬﻡ .ﻭﺨﻠﻕ ﻓﺭﺹ ﺠﺩﻴﺩﺓ ﻟﺘﻌﻠﻴﻤﻬﻡ ﻤﻊ ﺍﻷﺨﺫ ﻓﻲ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﺒﺎﻟﻨﺴﺒﺔ ﻟﺤﺎﺠﺎﺘﻬﻡ ﻭﺭﻏﺒﺎﺘﻬﻡ . ﻭﺍﻟﻨﻅﺭ ﺇﻟﻴﻬﻡ‬