2006 ‫ ﺃﻓﺮﻳﻞ‬18‫ﻭ‬17 ‫ ﻳﻮﻣﻲ‬.‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‬
:‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‬
‫ﻣﺪﺧﻞ ﻟﺪﺭﺍﺳﺔ ﺗﻔﻜﲑ ﺍﻟﻨﻈﻢ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬
‫ﺑﺎﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‬
‫ ﺟﻼﻝ ﺣﺴﻦ ﺟﻼﻝ ﺍﻟﺪﻳﻦ‬/‫ﺍﻟﺪﻛﺘﻮﺭ‬
‫ﺭﺋﻴﺲ ﻗﺴﻢ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ – ﻛﻠﻴﺔ ﺍﳊﺎﺳﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ – ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‬
‫ ﻣﻬﺎ ﳏﻤﻮﺩ ﻃﻠﻌﺖ ﻣﺼﻄﻔﻰ‬/ ‫ﺍﻟﺪﻛﺘﻮﺭﺓ‬
‫ ﻣﺼﺮ‬-‫ ﺍﻟﻘﺎﻫﺮﺓ‬-‫ﺍﳌﺮﻛﺰ ﺍﻟﻘﻮﻣﻲ ﻟﻠﺒﺤﻮﺙ‬
Title: An approach to study systems thinking to manage knowledge in small size organizations
English abstract
This report aims at introducing a completed study about thinking systems studying to determine the
needs to several areas of knowledge that is needed to develop small size enterprises.
Small investors seek to improve their knowledge through trying to increase information sources in
order to be suitable to the change requirements in organizations, and to enhance enterprises
development.
Small size enterprises need to know the changes occurred in both production and service either local
or global or local areas.
In order to make them able to introduce services or products with high level of quality, so they can
develop researches methods to improve products or services, and setting promotion programs through
knowledge management and Internet Browsing to know every new trend in product fabrication, and
product development according to various levels of consumers needs.
Key words
Systems thinking, Knowledge Management, business information systems, Information Society.
Titre : Une approche pour étudier des systèmes pensant pour contrôler la connaissance dans de petits
organismes de taille
Résumé
Ce rapport vise à présenter une étude achevée au sujet des systèmes de pensée étudiant pour
déterminer les besoins plusieurs domaines de connaissance qui est nécessaire pour développer de
petites entreprises de taille. Les petits investisseurs cherchent à améliorer leur connaissance par l'essai
d'augmenter des émetteurs d'informations afin de convenir aux conditions de changement dans les
organismes, et augmenter le développement d'entreprises. Les petites entreprises de taille doivent
savoir que les changements se sont produits dans la production et service des secteurs locaux ou
globaux ou locaux. Afin de rendre elles capables présenter des services ou des produits avec le niveau
élevé de la qualité, ainsi elles peut se développer recherche des méthodes pour améliorer des produits
ou des services, et placer des programmes de promotion par la gestion et l'Internet de la connaissance
passant en revue pour savoir chaque nouvelle tendance dans la fabrication de produit, et le
développement de produit selon de divers niveaux des consommateurs a besoin.
Mots clés
Systèmes pensant, gestion de la connaissance, systèmes d'information d'affaires, société de
l'information.
‫ﻣﻘﺪﻣﺔ‬
‫ﳝﻜﻦ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻧﻔﺴﻬﺎ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﺍﻟﺘﻔﻜﲑ ﰱ ﺍﻟﻨﻈﻢ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳊﺎﺟـﺎﺕ ﺍﳌﺨﺘﻠﻔـﺔ ﻣـﻦ‬
‫ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻹﺳﺘﻌﺎﻧﺔ ﺑﺎﳋﱪﺍﺕ ﺍﻟﻔﻨﻴﺔ ﺍﳌﺘﺎﺣﺔ ﻟﺪﻯ ﺍﳋﱪﺍﺀ ﰱ ﺍﳉﻬـﺎﺕ‬،‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﺣﱴ ﳝﻜﻦ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻧﻔﺴﻬﺎ ﺑﺈﺳﺘﻤﺮﺍﺭ‬
‫ﺍﻟﺒﺤﺜﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﰱ ﻛﺎﻓﺔ ﺍﳌﺼﺎﺩﺭ ﰱ ﺃﻯ ﻣﻜﺎﻥ ﰱ ﺍﻟﻌﺎﱂ ﺣﱴ ﳝﻜﻦ ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﻟﺘﻠـﻚ ﺍﳌﺆﺳـﺴﺎﺕ ﻣـﻊ ﻣﺘﻄﻠﺒـﺎﺕ‬
‫ ﻭﻟﺬﻟﻚ ﳚﺐ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺴﻌﻰ ﻭﺭﺍﺀ ﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ‬،‫ﻭﺇﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﺍﳌﻄﻠﻮﺑﺔ ﰱ ﳎﺎﻝ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﺘﺼﻨﻴﻊ‬
.‫ﻢ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﻜﲑ ﰱ ﺍﻟﻨﻈﻢ ﻭﳏﺎﻭﻟﺔ ﺗﻮﻓﲑﻫﺎ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻦ ﺧﻼﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬‫ﺇﺣﺘﻴﺎﺟﺎ‬
‫ﺍﻷﻫﺪﺍﻑ‬
.‫ﲢﺪﻳﺪ ﺍﳊﺎﺟﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱴ ﳛﺘﺎﺟﻬﺎ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺼﻐﲑ ﰱ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﻄﻴﻂ‬
(1
.‫ﲢﺪﻳﺪ ﺃﻧﺸﻄﺔ ﺍﳌﺸﺮﻭﻉ ﻭﺍﻹﺣﺘﻴﺎﺟﺎﺕ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﺍﻟﱴ ﳚﺐ ﺍﻟﺘﺨﻄﻴﻂ ﳍﺎ ﰱ ﺑﺪﺍﻳﺔ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺼﻐﲑ‬
(2
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺍﳉﺰﺍﺋﺮ‬-‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‬
1004
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‪:‬‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﻮﻣﻲ ‪17‬ﻭ‪ 18‬ﺃﻓﺮﻳﻞ ‪2006‬‬
‫ﲢﺪﻳﺪ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻨﻄﻘﻴﺔ ﻭﺍﻷﺩﺍﺀ ﺍﳌﺘﻮﻗﻊ ﻟﻠﻤﺸﺮﻭﻉ ﺍﻟﺼﻐﲑ ﻃﺒﻘﹰﺎ ﻟﻠﺨﻄﻂ ﺍﻟﱴ ﻳﺘﻢ ﻋﻤﻠﻬﺎ ﻣﺴﺒﻘﹰﺎ ﻟﺘﺤﺪﻳـﺪ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﳌﻌﺮﻓـﺔ‬
‫‪(3‬‬
‫ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫ﻃﺒﻴﻌﺔ ﻭﻇﻮﺍﻫﺮ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‬
‫ﺗﺘﻤﺜﻞ ﻇﻮﺍﻫﺮ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﰱ ﻣﺸﻜﻠﺔ ﺗﻄﻮﻳﺮ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺼﻐﲑ ﻃﺒﻘﹰﺎ ﻟﻠﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮ ﰱ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻟﱴ ﲢﺘﺎﺝ ﻟﺰﻳـﺎﺩﺓ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﺑﻪ ﺣﱴ ﳝﻜﻦ ﺍﻟﺘﻮﺍﻓﻖ ﻣﻊ ﺗﻠﻚ ﺍﻟﺘﻐﻴﲑﺍﺕ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﳊﺎﺟﺔ ﻟﺒﺤﺚ ﺍﻟﻄﺮﻕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺘﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺩﺭﺍﺳﺔ ﺃﺩﻭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‬
‫ﺃﻭﺿﺤﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻹﺳﺘﻄﻼﻋﻴﺔ ﺍﻟﱴ ﻗﺎﻡ ‪‬ﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺃﻥ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﺗﻌﺎﱏ ﻣﻦ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﻋﻨﺪ ﻗﻴﺎﻣﻬﺎ ﲟﺤﺎﻭﻟﺔ ﺍﻟﺘﻔﺎﻋﻞ‬
‫ﻭﺍﻹﻧﺪﻣﺎﺝ ﻣﻊ ﻇﺮﻭﻑ ﺍﶈﻴﻄﺔ ﺑﺄﻯ ﻣﺸﺮﻭﻉ ﺻﻐﲑ ﻧﻈﺮﹰﺍ ﻟﻨﻘﺺ ﺍﳌﻌﺮﻓﺔ ‪‬ﺎ‪ ،‬ﳑﺎ ﻳﻌﻮﻗﻬﺎ ﻋﻦ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱴ ﺃﻧﺸﺄﺕ ﻣﻦ ﺃﺟﻠﻬﺎ‬
‫ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﺗﻠﻚ ﺍﳌﺸﻜﻼﺕ ﰱ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻭﺟﻮﺩ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﻭﺍﻟﺘﺤﺪﻳﺎﺕ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﻟﱴ ﺗﻌﺘﱪ ﻣﺸﻜﻼﺕ ﺿﺮﻭﺭﻳﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻤﺎﺫﺝ ﺍﻹﻧﺘﺎﺟﻴﺔ )ﺻﻨﺎﻋﻴﺔ‪ ،‬ﺃﻭ‬
‫‪-1‬‬
‫ﺯﺭﺍﻋﻴﺔ‪ ،‬ﺃﻭ ﺧﺪﻣﻴﺔ(‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺇﺩﺭﺍ‪‬ﺎ‪.‬‬
‫ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺗﻄﺒﻴﻖ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺒﺪﺋﻴﺔ )ﻹﻧﺘﺎﺝ ﺍﳌﻨﺘﺠﺎﺕ ﺃﻭ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ( ﻣﻮﺍﺟﻬﻪ ﺑﺼﻌﻮﺑﺔ ﰱ ﺍﻷﺩﺍﺀ ﺍﳌـﺎﱃ ﻭﺍﻹﺩﺍﺭﻯ ﺳـﻮﺍﺀ‬
‫‪-2‬‬
‫ﻟﻠﻤﺆﺳﺴﺎﺕ ﺃﻭ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺃﻭ ﺍﳌﻌﺎﻫﺪ ﺃﻭ ﺍﳊﻜﻮﻣﺎﺕ‪.‬‬
‫ﻣﻮﺍﺟﻬﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺑﺮﺍﻣﺞ ﻧﻈﻢ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﻔﺸﻞ ﻋﻨﺪ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻌﻤﻠﻰ ﻧﺘﻴﺠﺔ ﻋﺪﻡ ﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﺍﻃﻨﲔ‪.‬‬
‫‪-3‬‬
‫ﺣﺎﺟﺔ ﺍﳌﻨﻈﻤﺎﺕ ﻷﻛﺜﺮ ﻣﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻟﻀﻤﺎﻥ ﺍﻹﺳﺘﻤﺮﺍﺭ ﺍﳌﺴﺘﺪﺍﻡ‪.‬‬
‫‪-4‬‬
‫ﻭﻋﻠﻰ ﺫﻟﻚ ﳝﻜﻦ ﺗﺮﻛﻴﺰ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﰱ‪:‬‬
‫"ﻭﺟﻮﺩ ﻋﺪﺓ ﻣﺸﻜﻼﺕ ﺗﻮﺍﺟﻪ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﲟﺼﺮ ﻧﺎﲡﺔ ﻋﻦ ﻋﺪﻡ ﻣﻼﺋﻤﺔ ﺧﻄﺔ ﺍﻟﻌﻤﻞ ﻹﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ‪‬ﺎ ﻣـﻊ‬
‫ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﻠﻚ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺧﻼﻝ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻷﻋﻤﺎﻝ ﺑﺘﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ‪".‬‬
‫ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ‬
‫ﺗﻨﺒﻊ ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﺍﻟﱴ ﳝﻠﻜﻬﺎ ﺭﺟﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺼﻐﺎﺭ ﰱ ﻣﺼﺮ ﻭﺫﻟﻚ ﻟﻶﺗﻰ ‪:‬‬
‫‪ -1‬ﻋﺪﻡ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﺣﺜﲔ ﺑﺎﻟﻜﺘﺎﺑﺔ ﺃﻭ ﺍﻟﺒﺤﺚ ﰱ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪.‬‬
‫‪ -2‬ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﻣﻦ ﺟﺎﻧﺐ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰱ ﺍﳌﻨﺸﺂﺕ ﺃﻭ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﺑﺎﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻹﻧـﺪﻣﺎﺝ ﻭﺍﻟﺘﻜﺎﻣـﻞ ﻣـﻊ‬
‫ﻣﺆﺳﺴﺎﺕ ﺍﻷﻋﻤﺎﻝ ﺍﻷﺧﺮﻯ ﻟﺘﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -3‬ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺇﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺟﺎﻧﺐ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪.‬‬
‫ﻭﳝﻜﻦ ﺗﻘﺴﻴﻢ ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ ﺇﱃ‪:‬‬
‫ﺃﻭ ﹰﻻ‪ :‬ﺍ‪‬ﺎﻝ ﺍﻟﻨﻈﺮﻯ‬
‫ﺗﻔﺘﻘﺮ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺇﺳﻬﺎﻣﺎﺕ ﺍﻟﺒﺎﺣﺜﲔ ﰱ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺑﺼﻔﺔ ﺧﺎﺻﺔ ﰱ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪.‬‬
‫ﺛﺎﻧﻴﹰﺎ‪ :‬ﺍ‪‬ﺎﻝ ﺍﻟﺘﻄﺒﻴﻘﻰ‬
‫ﺗﻌﺎﱏ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻣﻦ ﻋﺪﺓ ﻣﺸﻜﻼﺕ ‪ ،‬ﳑﺎ ﻳﺴﺘﻠﺰﻡ ﻣﻌﻪ ﺍﻟﺘﻔﻜﲑ ﰱ ﺗﻐﻴﲑ ﺧﻄﺔ ﺍﻟﻌﻤﻞ ‪‬ﺎ ﺣﱴ ﳝﻜﻦ ﺍﻟﺘﻔﻜﲑ ﰱ ﺇﺩﺍﺭﺓ ﺍﻟﻨﻈﻢ ‪‬ﺎ‬
‫ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻟﻠﻤﺴﺎﳘﺔ ﰱ ﺩﻋﻢ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺗﻄﻮﻳﺮﻫﺎ ﺳﻮﺍﺀ ﺑﻄﺮﻳﻘﺔ ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﻏﲑ ﻣﺒﺎﺷﺮﺓ ﻟﺰﻳﺎﺩﺓ ﻓﺮﺹ ﺍﻟﻨﺠﺎﺡ ‪‬ﺎ‪.‬‬
‫ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﻭﺃﳘﻴﺘﻪ ﳝﻜﻦ ﻭﺿﻊ ﺃﻫﺪﺍﻑ ﻭﻓﺮﻭﺽ ﺍﻟﺒﺤﺚ ﻛﻤﺎ ﻳﻠﻰ‪:‬‬
‫ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻰ ﻣﻦ ﺍﻟﺒﺤﺚ‬
‫ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻰ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻌﻮﻗﺎﺕ ﺍﻟﱴ ﺗﻌﻮﻕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﺣﱴ ﳝﻜﻨﻬﺎ ﺍﻹﻧـﺪﻣﺎﺝ‬
‫ﻭﺍﻟﺘﻜﺎﻣﻞ ﻣﻊ ﻣﺘﻄﻠﺒﺎﺕ ﻭﺇﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪‬ﺎ‪.‬‬
‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫ﺗﻮﺿﻴﺢ ﺃﻫـﻢ ﺍﳌﺸﻜـﻼﺕ ﺍﻟﱴ ﺗﻌﻮﻕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ‪.‬‬
‫‪.1‬‬
‫ﺗﺪﻋﻴﻢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺘﻔﻜﲑ ﺑﺎﻟﻨﻈﻢ‪.‬‬
‫‪.2‬‬
‫ﺑﻴﺎﻥ ﻣﺪﻯ ﻛﻔﺎﺀﺓ ﺧﻄﻂ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺼﻐﲑ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪.3‬‬
‫ﺗﻮﺿﻴﺢ ﺃﺩﻭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪.‬‬
‫‪.4‬‬
‫ﻓﺮﻭﺽ ﺍﻟﺒﺤﺚ‬
‫ﻻ ﺗﻮﺟـﺪ ﻋﻼﻗﺔ ﺟﻮﻫـﺮﻳـﺔ ﺑﲔ ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻭﺑﲔ ﻭﺳﺎﺋﻞ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪-1‬‬
‫ﻻ ﺗﻮﺟـﺪ ﻋﻼﻗﺔ ﺟﻮﻫﺮﻳـﺔ ﺑﲔ ﺇﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺑﲔ ﳒﺎﺡ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﰱ ﺍﻟﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﺘﻐـﻴﲑﺍﺕ‬
‫‪-2‬‬
‫ﰱ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ‬
‫ﲡﻤﻴﻊ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻯ ﻟﻠﺒﺤﺚ ﻣﻦ ﺧﻼﻝ ﻣﺮﺍﺟﻌﺔ ﺍﳌﺮﺍﺟﻊ ﻭﺍﻟﺪﻭﺭﻳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱴ ﻧﺎﻗﺸﺖ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪-1‬‬
‫‪1005‬‬
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‪-‬ﺍﳉﺰﺍﺋﺮ‬
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‪:‬‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﻮﻣﻲ ‪17‬ﻭ‪ 18‬ﺃﻓﺮﻳﻞ ‪2006‬‬
‫ﻋﻘﺪ ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﲔ ﺍﳌﺴﺌﻮﻟﲔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ ‪‬ﺎ‪ ،‬ﻭﺗﻨﻔﻴﺬ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱴ ﲣﻄﻂ‬
‫‪-2‬‬
‫ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ‪‬ﺎ‪.‬‬
‫ﺇﻋﺪﺍﺩ ﺇﺳﺘﻤﺎﺭﺓ ﺇﺳﺘﻘﺼﺎﺀ ﻭﺗﻮﺟﻴﻬﻬﺎ ﻟﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪ ،‬ﺣﻴﺚ ﰎ ﺇﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺃﺳﺎﺱ‬
‫‪-3‬‬
‫ﺍﻷﻓﺮﺍﺩ ﺍﻟﻘﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﻣﻌﻠﻮﻣﺎﺕ ﺻﺤﻴﺤﺔ ﰱ ﳎﺎﻝ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻀﻤﺎﻥ ﺳﻼﻣﺔ ﺇﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﻭﺽ‪.‬‬
‫ﺍﳊﺎﺟﺔ ﺇﱃ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ‬
‫‪1‬‬
‫ﻣﻦ ﻭﻗﺖ ﻵﺧﺮ ﺗﺴﺘﺤﻮﺫ ﺑﻌﺾ ﺍﻟﺘﻌﺒﲑﺍﺕ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﻣﺜﻘﻔﻰ ﳎﺘﻤﻊ ﻣﺎ‪ ،‬ﻭﺍ‪‬ﺘﻤﻊ ﺍﳌﺼﺮﻯ ﻟﻴﺲ ﺑﺈﺳﺘﺜﻨﺎﺀ ﻓﻔﻰ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱃ‬
‫ﺗﻈﻬﺮ ﺗﻌﺒﲑﺍﺕ ﻣﺜﻞ‪:‬‬
‫"ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ" ‪Information Society‬‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻰ ﺍﻟﺘﻌﺒﲑ‪ 2‬ﻋﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻯ ﻓﻴﻪ ﺇﻧﺘﺸﺎﺭ ﻭﺗﻮﺯﻳﻊ ﻭﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺣﻴﺚ ﺃﺻﺒﺤﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻫﻢ ﻧﺸﺎﻁ ﺇﻗﺘـﺼﺎﺩﻯ‬
‫ﻭﺛﻘﺎﰱ ﺍﻟﻴﻮﻡ‪.‬‬
‫"ﺍﳊﻜﻮﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ" ‪Electronic Government‬‬
‫ﻫﻰ ﺍﻷﻧﺸﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻟﱴ ﻳﺘﻢ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ ‪3‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﻧﺘﺮﻧﺖ ﻣﺎ ﺑﲔ ﺍﳊﻜﻮﻣﺔ ﻭﻣﻮﺍﻃﻨﻴﻬﺎ ﻭﺍﳌﺆﺳﺴﺎﺕ ‪‬ﺎ‪.‬‬
‫"ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱏ" ‪Electronic learning‬‬
‫ﻫﻮ ﻣﺼﻄﻠﺢ ﻋﺎﻡ ﻳﻌﲎ ﺗﺰﻭﻳﺪ ﺗﻌﻠﻴﻤﺎﺕ ﻋﻦ ﺍﻟﺪﺭﻭﺱ ﻻﺗﻌﻠﻴﻤﻴﺔ ﰱ ﺻﻔﺤﺔ ﺇﻧﺘﺮﻧﺖ ﻋﺎﻣﺔ‪ ،‬ﻣﻦ ﺃﺟﻞ ﺩﻋﻢ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑﻌﺪ‪.‬‬
‫"ﻋﺎﱂ ﺍﳌﻌﻠﻮﻣﺎﺕ" ‪Information world‬‬
‫ﻫﻰ ﺍﳋﻄﺔ ﺍﻟﱴ ﺗﺸﻤﻞ ﻛﺎﻓﺔ ﺍﳊﻠﻮﻝ‪ 4‬ﻭﺍﳌﻨﺘﺠﺎﺕ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪.‬‬
‫"ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ" ‪Information Era‬‬
‫ﻫﻮ ﺍﻟﻌﺼﺮ ﺍﳌﺘﺼﻒ ﺑﺎﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮ ﻭﺍﳌﺘﻮﻗﻊ‪ 5‬ﻃﺒﻘﹰﺎ ﻟﻠﺘﻐﻴﲑﺍﺕ ﰱ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‪.‬‬
‫"ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ" ‪Knowledge Society‬‬
‫ﻫﻮ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻯ ﻳﻨﺸﺊ ﻭﻳﺸﺎﺭﻙ‪ 6‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺃﺟﻞ ﻣﺼﻠﺤﺔ ﺃﻓﺮﺍﺩﻩ‪.‬‬
‫"ﺇﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ" ‪Knowledge economy‬‬
‫ﻫﻮ ﺍﻟﻮﺿﻊ ﺍﻟﺬﻯ ﻳﺘﻢ ﻭﺿﻊ ﺍﻟﻘﻴﻤﺔ‪ 7‬ﰱ ﺻﻮﺭﺓ ﺃﻓﻜﺎﺭ ﺃﻭ ﺑﺮﳎﻴﺎﺕ ﺃﻭ ﺧﺪﻣﺎﺕ ﻭﻋﻼﻗﺎﺕ ﺟﺪﻳﺪﺓ‪.‬‬
‫ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺗﻐﻠﺐ ﻋﻠﻰ ﻧﺴﺒﺔ ﻻ ﻳﺴﺘﻬﺎﻥ ‪‬ﺎ ﻣﻦ ﺍﻷﲝﺎﺙ ﺍﻟﺴﺎﺋﺪﺓ ﺣﺎﻟﻴﺎﹰ‪ ،‬ﻭﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻮﺀ ﻋﻠـﻰ ﺩﻭﺭ‬
‫ﻣﻔﻬﻮﻡ "ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ" ﰱ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺘﻘﲎ ﻭﺍﳌﻌﻠﻮﻣﺎﺗﻰ ﺍﻟﺬﻯ ﺑﻼ ﺷﻚ ﻧﺼﺒﻮ ﺇﻟﻴﻪ ﲨﻴﻌﹰﺎ ﻭﺍﶈﺮﻙ ﰱ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﻫﻮ ﺇﺻﻼﺡ ﺃﺣﻮﺍﻝ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ – ﻭﻣﻦ ﺿﻤﻨﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪ -‬ﻋﻠﻰ ﻛﺎﻓﺔ ﻣﺴﻤﻴﺎ‪‬ﺎ ﻭﺍﻹﻧﺘﻘﺎﻝ ﺇﱃ ﺣﺎﻝ ﻣﻦ ﺍﻟﻨﻤﻮ ﻳﺘﻨﺎﺳﺐ ﻭﺇﻣﻜﺎﻧﻴﺎﺗﻨﺎ ﰱ ﻫﺬﺍ ﺍﻟﻌﺎﱂ‪.‬‬
‫ﺍﻟﺘﻮﺛﻴﻖ ﰱ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
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‫ﺍﻟﻌﻼﻗﺔ ﻣﺎ ﺑﲔ ﺍﻟﺘﻘﺪﻣﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ ﻹﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ ‪ ،‬ﻭﺍﻟﺪﻭﺭ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻳﻌﺘﱪ ﻇﺎﻫﺮ ﺟﺪﻳﺪﺓ ﻧﺴﺒﻴﺎﹰ‪ ،‬ﺑﺪﺃﺕ ﻣﻨﺬ ﺍﻹﻧﺘﺸﺎﺭ‬
‫ﺍﻟﻮﺍﺳﻊ ﻟﻠﺤﺎﺳﺒﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ ﺑﺪﺍﻳﺔ ﻣﻦ ﺍﻟﺴﺘﻴﻨﺎﺕ‪ ،‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺫﻟﻚ ﻳﺒﺪﻭ ﺭﺍﺟﻌﹰﺎ ﺇﱃ ﺭﺅﻳﺔ ﺍﻟﻜﺜﲑ ﺃﻥ ﺇﺯﺩﻫﺎﺭ ﻭﺳﺎﺋﻞ ﺍﻹﺗﺼﺎﻻﺕ ﺍﳊﺪﻳﺜﺔ ﺑﺪﺃ‬
‫ﻣﻨﺬ ﺇﻧﺘﺸﺎﺭ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻹﻧﺘﺮﻧﺖ ﰱ ‪‬ﺎﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻭﺍﻟﱴ ﺃﺩﺕ ﻟﺘﺴﻬﻴﻞ ﻧﺸﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ .‬ﻭﻟﻜﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﱃ ﻳﺘﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻔﺤﺎﺕ ﺍﳌﻨﺘﺸﺮﺓ ﰱ ﺍﻹﻧﺘﺮﻧﺖ ﻻﺑﺪ ﺃﻥ ﺗﻜﻮﻥ ﻣﻮﺛﻘﺔ ﻗﺒﻞ ﺍﻟﺘﻔﻜﲑ ﰱ ﺇﺳﺘﺨﺪﺍﻣﻬﺎ ﰱ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺔ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪.‬‬
‫ﻓﺈﺫﺍ ﲢﺪﺛﻨﺎ ﻋﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳒﺪ ﺃﻧﻪ ﻣﺮﺗﺒﻂ ﺑﺎﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻟﻸﻣﻮﺭ ﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻭﺍﻟﱴ ﰎ ﺇﻋﺘﻤﺎﺩﻫﺎ ﰱ ﺍﳌﻨﻈﻤـﺔ ﺍﻟﻌﺎﳌﻴـﺔ ‪‬ﺘﻤـﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫)‪(World Summit on the Information Society‬‬
‫ﻭﺍﻟﱴ ﺃﻗﻴﻤﺖ ﰱ ﻗﻤﱴ ﺟﻨﻴﻒ ‪ 2003‬ﻭﺗﻮﻧﺲ ‪ 2005‬ﰱ ﻣﺮﺣﻠﺘﲔ ﻛﻤﺎ ﻳﻠﻰ‪:‬‬
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‫ﻣﺮﺣﻠﺔ ﺟﻨﻴﻒ ‪ 12-10‬ﺩﻳﺴﻤﱪ ‪ :2003‬ﻭﻗﺪ ﻛﺎﻥ ﺍﳍﺪﻑ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻫﻮ ﺗﻄﻮﻳﺮ ﻣﻔﻬـﻮﻡ ﻭﺍﺿـﺢ ﻟﻠـﺴﻴﺎﺳﺎﺕ‬
‫‪-1‬‬
‫ﻭﺍﳋﻄﻮﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻹﻧﺸﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﻜﻞ‪ ،‬ﻣﺘﺨﻄﻴﹰﺎ ﻛﻞ ﺍﻟﻌﻘﺒﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻗﺪ ﺣﻀﺮ ﻫﺬﻩ ﺍﻟﻘﻤﺔ ﳑﺜﻠﻮﻥ ﻣﻦ ‪ 175‬ﺩﻭﻟﺔ ﻣﻦ ﺿﻤﻨﻬﺎ‬
‫ﻣﺼﺮ‪ ،‬ﻭﻛﺬﻟﻚ ﻣﻨﻈﻤﺎﺕ ﺩﻭﻟﻴﺔ ﻭﻗﻄﺎﻋﺎﺕ ﺧﺎﺻﺔ‪ ،‬ﻭﳎﺘﻤﻌﺎﺕ ﻣﺪﻧﻴﺔ ﻣﻜﻮﻧﲔ ﺃﻛﺜﺮ ﻣﻦ ‪ 11000‬ﻣﺸﺎﺭﻙ‪.‬‬
‫‪10‬‬
‫ﻣﺮﺣﻠﺔ ﺗﻮﻧﺲ ﻣﻦ ‪ 18 -16‬ﻧﻮﻓﻤﱪ ‪ :2005‬ﻭﻛﺎﻥ ﺍﳍﺪﻑ ﻣﻦ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻫﻮ ﻭﺿﻊ ﺍﳋﻄﺔ ﺍﻟﱴ ﰎ ﻭﺿﻌﻬﺎ ﰱ ﺟﻨﻴـﻒ‬
‫‪-2‬‬
‫ﻟﻠﺘﺤﺮﻙ ﻹﳚﺎﺩ ﺣﻠﻮﻝ ﻭﺍﻟﻮﺻﻮﻝ ﻹﺗﻔﺎﻗﻴﺎﺕ ﰱ ﳎﺎﻻﺕ ﺣﻮﻛﻤﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻵﻟﻴﺎﺕ ﺍﳌﺎﻟﻴﺔ ﺍﳌﺼﺎﺣﺒﺔ ﳍﺎ‪ ،‬ﻭﻧﺘﺞ ﻋﻦ ﺫﻟﻚ ﺗﻨﻔﻴﺬ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﱴ ﰎ‬
‫ﻋﻤﻠﻬﺎ ﰱ ﺟﻨﻴﻒ ﻭﺗﻮﻧﺲ ﻭﻗﺪ ﺣﻀﺮ ﺍﻟﻘﻤﺔ ﺍﳌﻨﻌﻘﺪﺓ ﻟﺘﻨﻔﻴﺬ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺃﻛﺜﺮ ﻣﻦ ‪ 19000‬ﻣﺸﺎﺭﻙ ﻣﻦ ‪ 174‬ﺩﻭﻟﺔ ﻣﻦ ﺿﻤﻨﻬﺎ ﻣﺼﺮ‪ ،‬ﻭﻗﺪ‬
‫ﰎ ﺇﻋﻼﺕ ﺍﳌﺒﺎﺩﺉ ﻟﺒﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﱴ ﺗﻌﺘﱪ ﲢﺪﻳﹰﺎ ﻋﺎﳌﻴﹰﺄ ﰱ ﺍﻷﻟﻔﻴﺔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﻣﻨﻬﺎ‪:‬‬
‫ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﺪﻓﻪ ﺍﻹﻧﺴﺎﻥ‪.‬‬
‫‬‫ﺗﺴﺨﲑ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﺗﺼﺎﻻﺕ ﻟﻠﻨﻬﻮﺽ ﺑﺄﻫﺪﺍﻑ ﺍﻟﺘﺒﻌﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰱ ﺍﻷﻟﻔﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬
‫‬‫ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺣﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﺮﻳﺎﺕ ﻭﺍﻟﺘﺮﺍﺑﻂ ﺑﻴﻨﻬﺎ‪.‬‬
‫‬‫ﺣﻖ ﻛﻞ ﻓﺮﺩ ﰱ ﺣﺮﻳﺔ ﺍﻟﺘﻌﺒﲑ ﻭﺍﻟﺮﺃﻯ‪.‬‬
‫‬‫ﺇﻟﺘﺰﺍﻡ ﻛﻞ ﻓﺮﺩ ﺑﻮﺍﺟﺒﺎﺕ ﳓﻮ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‬‫‪1006‬‬
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‪-‬ﺍﳉﺰﺍﺋﺮ‬
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‪:‬‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﻮﻣﻲ ‪17‬ﻭ‪ 18‬ﺃﻓﺮﻳﻞ ‪2006‬‬
‫ﺗﻄﻮﻳﺮ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻠﻮﻡ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‬‫ﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﺗﺼﺎﻻﺕ‪.‬‬
‫‬‫ﺍﻟﻨﻤﻮ ﰱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﺗﺼﺎﻻﺕ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﻤﻴﺔ‪.‬‬
‫‬‫ﻭﻗﺪ ﺃﻭﺿﺤﺖ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻣﻦ ﻫﺬﻩ ﺍﻟﻘﻤﺔ ﺃﳘﻴﺔ ﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺧﻼﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﺗﺼﺎﻻﺕ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠـﻰ‬
‫ﺃﳘﻴﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻋﺎﻣﺔ ﺃﻭ ﻗﺎﻓﻴﺔ ﰱ ﺗﺰﻭﻳﺪ ﻣﺼﺪﺭ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺇﻟﻜﺘﺮﻭﻧﻴﹰﺎ‪.‬‬
‫ﻭﺑﺬﻟﻚ ﻓﺈﻥ ﻗﻄﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻜﺘﺒﺎﺕ ﻳﻌﺘﱪ ﺃﺳﺎﺳﻴﹰﺎ ﰱ ﺗﻄﻮﻳﺮ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺐ ﻗﺪ ﻻ ﻳﻌﺘﱪ ﻣﻔﻬﻮﻣﺎﹰ‪ ،‬ﻭﻏﺎﻟﺒﹰﺎ‬
‫ﻃﺒﻘﹰﺎ ﳍﺬﺍ ﺍﻟﺘﻘﺮﻳﺐ ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻦ ﺟﺎﻧﺐ ﻏﲑ ﺍﳌﺘﺨﺼﺼﲔ‪ ،‬ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱴ ﻳﺘﻢ ﲨﻌﻬـﺎ ﳝﻜـﻦ ﺃﻥ‬
‫ﺗﺸﻜﻞ ﺳﻴﺎﺳﺔ ﺍﻟﻌﻤﻞ ﰱ ﺍﳌﺆﺳﺴﺔ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﺳﻴﺎﺳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﻀﻊ ﺍﻷﺳﺎﺳﻴﺎﺕ ﰱ ﺗﻄﻮﻳﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰱ‬
‫ﺍﳌﺆﺳﺴﺔ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪.‬‬
‫ﺩﻭﺭ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰱ ﺗﻔﻌﻴﻞ ﻛﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‬
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‫ﺃﺻﺒﺤﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻴﻮﻡ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﻨﺸﺂﺕ‪ ،‬ﻓﻤﻦ ﺍﳌﻌﺮﻭﻑ ﰱ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺃﻥ ﺍﻷﺭﻛﺎﻥ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﻫﻰ‪:‬‬
‫ﺍﻷﺭﺽ‪.‬‬
‫‪(1‬‬
‫ﺍﻟﻌﻤﺎﻟﺔ‪.‬‬
‫‪(2‬‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ‪.‬‬
‫‪(3‬‬
‫ﻭﻟﻜﻦ ﳝﻜﻦ ﺃﻥ ﻧﻀﻴﻒ ﺍﻟﻴﻮﻡ ﻋﻨﺼﺮ ﺇﻗﺘﺼﺎﺩﻯ ﺭﺍﺑﻊ ﻭﻫﻮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻃﺎﳌﺎ ﻧﺘﻄﻮﺭ ﻣﻦ ﺍﻟﻌﺼﺮ ﺍﻟﺼﻨﺎﻋﻰ ﺇﱃ ﺍ‪‬ﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺗﻰ‪ ،‬ﻓﺈﻥ ﻣﻬﺎﻣﻨـﺎ‬
‫ﻫﻰ ﺍﻟﺘﻐﻴﲑ ﻣﻦ ﺍﻟﻌﻤﺎﻟﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺇﱃ ﺍﻟﻌﻤﺎﻟﺔ ﺍﻟﻌﻘﻠﻴﺔ‪ .‬ﻛﻤﺎ ﻳﺘﺤﺮﻙ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻴﻮﻡ ﻣﻦ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻀﻠﻴﺔ ﺇﱃ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻘﻠﻴﺔ ﰱ ﺍ‪‬ﺘﻤﻊ ﺍﳉﺪﻳﺪ ﺍﳌﺒﲎ‬
‫ﻋﻠﻰ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ .‬ﻭﻟﺬﻟﻚ ﻻﺑﺪ ﻣﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻷﺻﻮﻝ ﺍﳉﺪﻳﺪﺓ ﳋﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻭﺭﻫﺎ ﰱ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﻈﺮﺓ ﺃﻛﺜﺮ‬
‫ﻋﻤﻘﹰﺎ ﻭﺍﻟﱴ ﺗﻌﲎ ﺍﻟﺪﺧﻮﻝ ﻟﻠﻤﺠﺘﻤﻌﺎﺕ ﺍﳌﻔﺘﻮﺣﺔ ﻣﻦ ﻭﻓﺮﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﱴ ﺳﺘﻌﺘﱪ ﺷﺊ ﻣﺆﺛﺮ ﻋﻠﻰ ﺳﲑ ﺍﻟﻌﻤﻞ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺑﻜﺎﻓﺔ ﺃﻧﻮﺍﻋﻬﺎ‪.‬‬
‫ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﳝﻜﻦ ﺍﻟﺒﺪﺀ ﺑﺎﻟﻘﻮﻝ ﺃﻥ ﺯﺭﻉ‪ 12‬ﺑﻌﺾ ﻋﻨﺎﺻﺮ ﺍﻟﺒﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻣﺜﻞ ﺃﺟﻬﺰﺓ ﺍﳊﻮﺍﺳﺐ ﻭﺍﻟـﺸﺒﻜﺎﺕ ﻭﺧﻼﻓـﻪ‪ ،‬ﰒ‬
‫ﺗﺮﻛﻴﺐ ﺑﻌﺾ ﺍﻷﻧﻈﻤﺔ ﺍﻟﱪﳎﻴﺔ ﻋﻠﻴﻬﺎ ﻟﻠﻘﻴﺎﻡ ﺑﻮﻇﺎﺋﻒ ﺑﻌﻴﻨﻬﺎ ﻻ ﻳﻜﻔﻰ ﰱ ﺣﺪ ﺫﺍﺗﻪ ﰱ ﺃﻯ ﳎﺘﻤﻊ ﺃﻭ ﻣﺆﺳﺴﺔ ﻟﺘﻔﻌﻴﻞ ﻛﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ ﺍﳌﻨـﺸﻮﺩﺓ‪،‬‬
‫ﺣﻴﺚ ﺃﻥ ﺫﻟﻚ ﺭﻫﻦ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺒﺸﺮﻯ ﻭﺍ‪‬ﺘﻤﻌﻰ ﺍﻟﺬﻯ ﻳﺘﻮﱃ ﺇﺳﺘﺨﺪﺍﻡ ﻭﺻﻴﺎﻧﺔ ﻭﺗﻔﻌﻴﻞ ﺗﻠﻚ ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﻭﺑﺎﻟﺘﺎﱃ ﻻﺑﺪ ﻣﻦ ﺩﺭﺍﺳﺔ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺑﺪﻗﺔ ﻭﺗﻔﺎﻋﻼ‪‬ﺎ ﺍﶈﺘﻤﻠﺔ ﻟﻮﺿﻊ ﻋﻨﺎﺻﺮ ﰱ ﺍﳌﻨﻈﻮﻣﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺗﺘﻜﻔﻞ ﺑﺈﺯﺍﻟﺔ ﺍﻟﻌﻘﺒﺎﺕ ﺍﳌﺘﻮﻗﻌﺔ‪.‬‬
‫ﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺇﻣﻜﺎﻧﻴﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﻘﻮﻳﺔ ﻟﻺﻋﺘﻘﺎﺩ ﺃﻥ ﻧﻈﺮﻳﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﻗﺎﻣﺖ ﺑﻌﻤﻞ ﺍﻟﻜﺜﲑ ﻣـﻦ ﺍﻟﺘﻐـﻴﲑﺍﺕ ﰱ ﺍ‪‬ـﺎﻻﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﻨﻤﻮ ﺍﳌﺘﺰﺍﻳﺪ ﰱ ﺍﻹﺗﺼﺎﻻﺕ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﱴ ﺇﺯﺩﻫﺮﺕ ﺑﺪﺍﻳﺔ ﻣﻦ ﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﱏ ﻣﻦ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ‪.‬‬
‫ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻣﻦ ﺧﻼﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬
‫ﺗﻌﺘﱪ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻫﻰ ﳕﻮﺫﺝ ﺟﺪﻳﺪ ﺑﺎﺯﻍ ﻹﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻟﺴﺆﺍﻝ ﺍﻵﻥ ﻣﺎ ﻫﻮ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺬﻯ ﳝﻜﻦ ﺃﻥ‬
‫ﻧﻄﻠﻖ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ؟ ﻭﳌﺎﺫﺍ ﻫﻰ ﺗﻌﺘﱪ ﻣﻬﻤﺔ ﺟﺪﹰﺍ ﻟﻜﻞ ﻣﺆﺳﺴﺔ ﺍﻵﻥ؟‬
‫ﻗﺒﻞ ﺍﻟﺸﺮﻭﻉ ﰱ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ﺍﳋﺎﺹ ﺑﺘﺤﺪﻳﺪ ﻣﺎ ﻫﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﻦ ﺍﶈﺘﻤﻞ ﺗﻄﻮﻳﺮ ﺑﻌﺾ ﺍﻟﺮﺅﻯ ﺍﳌﺘﻌﻠﻘﺔ ‪‬ﺬﺍ ﺍﻷﺭ ﻭﺍﻟﱴ ﻳﻄﻠـﻖ‬
‫ﻋﻠﻴﻬﺎ ﻣﻌﺮﻓﺔ‪ ،‬ﻭﺍﻟﱴ ﺗﺒﺪﻭ ﺃﻥ ﺗﻜﻮﻥ ﻣﺜﻞ ﺍﻟﺮﻏﺒﺔ ﰱ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻣﻊ ﺇﻋﺘﺒﺎﺭ ﻫﺬﻩ ﺍﳌﻼﺣﻈﺔ ﻓﺈﻥ ﺍﻟﻘﺎﻋﺪﺓ ﺃﻥ ﺗﻄﻮﺭ ﺍﳌﻌﺮﻓﺔ ﻛﻤﺎ ﻳﻠﻰ‪:‬‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﻟﻴﺴﺖ ﻣﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪-1‬‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻴﺴﺖ ﻣﻌﺮﻓﺔ‪.‬‬
‫‪-2‬‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻟﻴﺴﺖ ﺣﻜﻤﺔ‪.‬‬
‫‪-3‬‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳊﻜﻤﺔ ﻟﻴﺴﺖ ﺣﻘﻴﻘﺔ‪.‬‬
‫‪-4‬‬
‫ﻭﳝﻜﻦ ﺗﻮﺿﻴﺢ ﺗﻄﻮﺭ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱃ‪:‬‬
‫‪1007‬‬
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‪-‬ﺍﳉﺰﺍﺋﺮ‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﻮﻣﻲ ‪17‬ﻭ‪ 18‬ﺃﻓﺮﻳﻞ ‪2006‬‬
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪ (1‬ﻳﻮﺿﺢ ﺗﻄﻮﺭ ﺍﳌﻌﺮﻓﺔ‬
‫ﺣﻜﻤﺔ‬
‫إﺳﺘﻘﻼﻟﻴﺔ‬
‫اﻟﻤﺤﺘﻮى‬
‫ﺗﻔﻬﻢ ﻣﺒﺎدئ‬
‫ﻣﻌﺮﻓﺔ‬
‫ﺗﻔﻬﻢ أﻧﻤﺎط‬
‫ﻣﻌﻠﻮﻣﺎت‬
‫ﺗﻔﻬﻢ ﻋﻼﻗﺎت‬
‫اﻟﺒﻴﺎﻧﺎت‬
‫اﻟﺘﻔﻬﻢ‬
‫ﻼ ﻋﻦ ﺫﻟﻚ ﻳﻘﺪﻡ ﺍﻟﻜـﻞ‬
‫ﻭﳝﻜﻦ ﺗﻮﺿﻴﺢ ﺍﻟﻔﻜﺮﺓ ﻣﻦ ﺍﻟﺮﺳﻢ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺍﳊﻜﻤﺔ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺘﺠﻤﻴﻊ ﺍﻟﺒﺴﻴﻂ‪ ،‬ﻭﻓﻀ ﹰ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺘﺠﻤﻴﻊ ﻷﺟﺰﺍﺋﻬﺎ‪.‬‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻻﺑﺪ ﺃﻥ ﻧﺒﺪﺃ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺍﻟﱴ ﺗﻌﺘﱪ ﻧﻘﻄﺔ ﺑﻼ ﻣﻌﲎ ﰱ ﻓﺮﺍﻍ ﻭﻭﻗﺖ ﺑﺪﻭﻥ ﻣﺮﺟﻊ ﰱ ﻓﺮﺍﻍ ﺃﻭ ﻭﻗﺖ‪ .‬ﺇ‪‬ﺎ ﻣﺜﻞ ﺍﳊﺪﺙ ﺍﳋﺎﺭﺝ‬
‫ﻣﻦ ﺍﻟﺴﻴﺎﻕ ﻭﻃﺎﳌﺎ ﻫﻮ ﺧﺎﺭﺝ ﻣﻦ ﺍﻟﺴﻴﺎﻕ ﻓﻬﻮ ﺑﺪﻭﻥ ﻋﻼﻗﺔ ﺫﺍﺕ ﻋﻼﻗﺔ ﺫﺍﺕ ﻣﻐﺰﻯ ﻷﻯ ﺷﺊ ﺁﺧﺮ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻧﺘﻠﻘﻰ ﺟﺰﺀ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻭﺣﻈﻴﺖ ﻋﻠﻰ ﺍﻹﻫﺘﻤﺎﻡ ﻟﺪﻳﻨﺎ‪ ،‬ﺇﻥ ﺭﺩ ﺍﻟﻔﻌﻞ ﺍﳌﺒﺪﺋﻰ ﻫﻮ ﻋﺎﺩﺓ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﳚﺎﺩ ﻃﺮﻳﻘﺔ ﻟﺘﺨﺼﻴﺺ ﻣﻌﲎ ﳍﺎ‪ .‬ﻧﻘﻮﻡ ﺑﻌﻤﻞ ﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﻼ ﻫﻮ ﺃﻛﱪ ﻣﻦ ‪ 4‬ﻭﺃﻗﻞ ﻣﻦ ‪ ،6‬ﻭﻃﺎﳌـﺎ‬
‫ﺍﻹﺷﺘﺮﺍﻙ ﻣﻊ ﺃﺷﻴﺎﺀ ﺃﺧﺮﻯ‪ .‬ﻓﺈﺫﺍ ﺭﺃﻳﺖ ﺭﻗﻢ ‪ 5‬ﻓﻴﻤﻜﻦ ﻋﻠﻰ ﺍﻟﻔﻮﺭ ﺭﺑﻄﻪ ﺑﺎﻷﺭﻗﺎﻡ ﺍﻷﺧﺮﻯ ﻣﺜ ﹰ‬
‫ﻫﺬﺍ ﻛﺎﻥ ﻣﺘﻀﻤﻨﹰﺎ ﻣﺜﺎﻝ ﻋﻤﻠﻰ ﺃﻡ ﻻ؟ ﻭﺇﺫﺍ ﺭﺃﻳﺖ ﻛﻠﻤﺔ ﻭﺣﻴﺪﺓ ﻣﺜﻞ ﺍﻟﺰﻣﻦ ﻓﻬﻨﺎﻙ ﻣﻴﻞ ﻟﻠﺘﺸﻜﻴﻞ ﺍﻟﻔﻮﺭﻯ ﻹﺭﺗﺒﺎﻃﺎﺕ ﻣـﻊ ﺍﻟﻨـﺼﻮﺹ‬
‫ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﱴ ﳝﻜﻦ ﺇﳚﺎﺩ ﺍﻟﺰﻣﻦ ﻓﻴﻬﺎ ﻟﺘﻜﻮﻥ ﺫﺍﺕ ﻣﻐﺰﻯ‪ ،‬ﻓﻬﺬﺍ ﺭﲟﺎ ﻳﻜﻮﻥ "ﻛﻮﻧﻚ ﰱ ﺍﻟﺰﻣﻦ" ﺃﻭ "ﺍﻟﺰﻣﻦ ﻻ ﻳﺘﻮﻗﻒ" ﺃﻭ "ﺛﻐﺮﺓ ﰱ ﺍﻟﺰﻣﻦ‬
‫ﺗﻮﻓﺮ ﺍﻟﻜﺜﲑ" ﻭﺍﳌﻀﻤﻮﻧﺎﺕ ﻫﻨﺎ ﻫﻰ ﺃﻧﻪ ﻃﺎﳌﺎ ﻟﻴﺲ ﻫﻨﺎﻙ ﺳﻴﺎﻕ‪ ،‬ﻓﻬﻨﺎﻙ ﺍﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻟﻔﻬﻢ ﺃﻭ ﺍﳌﻮﺿﻮﻉ ﺑﺪﻭﻥ ﻣﻌﲎ‪ ،‬ﻟﺬﻟﻚ ﳓﻦ ﻧﻨـﺸﺊ‬
‫ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻭﻟﻜﻦ ﻋﺎﺩﺓ ﺃﻛﺜﺮ ﻣﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﻗﺮﻳﺐ ﺟﺪﹰﺍ ﻟﻠﺤﺪﺱ ﻭﺭﻏﻢ ﺫﻟﻚ ﻓﻬﻮ ﻳﺼﻨﻊ ﻣﻌﲎ‪.‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﻌﻨﺪ ﺍﻟﺘﺠﻤﻴﻊ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﻟﻴﺲ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻻﺑﺪ ﻣﻦ ﺍﻟﺮﺑﻂ ﺑﲔ ﺃﺟﺰﺍﺋﻬﺎ ﺑﻌﻼﻗﺔ ﻭﻃﺎﳌﺎ ﻟﻴﺲ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻣـﺎ ﺑـﲔ ﺃﺟـﺰﺍﺀ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺭﲟﺎ ﻻ ﻳﻘﺪﻡ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻵﻥ ﻃﺎﳌﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻔﻬﻢ ﺍﻟﺸﺨﺼﻰ ﳌﺘﻠﻘﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻓﻬﻰ ﺗﻌﺘﻤـﺪ ﻋﻠـﻰ ﺍﳌﻌﺮﻓـﺔ‬
‫ﻟﻠﻤﻔﺴﺮ‪ ،‬ﻓﺎﳌﻌﺮﻓﺔ ﻫﻨﺎ ﻫﻰ ﻣﺪﻯ ﺍﻟﺘﻔﻬﻢ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﻟﺘﺠﻤﻌﺎﺕ ﺍﻟﱴ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺘﻠﻘﻰ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺭﺅﻳﺘـﻬﺎ‬
‫ﺿﻤﻦ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﺍﻟﱴ ﺗﻨﺒﲎ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺎﺕ ﺍﻟﱴ ﰎ ﲡﻤﻴﻌﻬﺎ ﰱ ﺍﳌﺎﺿﻰ‪ ،‬ﻭﺑﺬﻟﻚ ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﻫﻰ ﺗﻔﻬﻢ ﻟﻠﻌﻼﻗﺎﺕ ﺑﲔ ﺃﺟﺰﺍﺀ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﻫﻰ ﲤﻴﻞ ﻷﻥ ﺗﺘﻐﲑ ﻋﱪ ﺍﻟﺰﻣﻦ ﻭﻟﺬﻟﻚ ﻓﻬﻰ ﲢﺘﺎﺝ ﻟﺘﺤﺪﻳﺜﻪ ﺑﺼﻔﺔ ﻣﺴﺘﻤﺮﺓ‪.‬‬
‫ﻼ ﻣﻦ ﺍﻹﺗﺴﺎﻕ ﻭﺍﻟﻜﻤﺎﻝ ﻟﻠﻌﻼﻗﺎﺕ ﳑﺎ ﻳﻨﺸﺊ ﺳﻴﺎﻗﻪ ﺍﳋﺎﺹ ﺍﻟـﺬﻯ ﻳـﺆﺩﻯ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﺧﻠﻒ ﺍﻟﻌﻼﻗﺔ ﻫﻨﺎﻙ ﺍﻟﻨﻤﻂ ﻭﻫﻮ ﺍﻟﺬﻯ ﳚﺴﺪ ﻛ ﹰ‬
‫ﻼ ﻣﻦ ﺍﻟﺘﻜﺮﺍﺭﻳﺔ ﻭﺍﻟﺘﻮﻗﻌﻴﺔ ﺍﻟﻀﻤﻨﻴﺔ‪ .‬ﻓﻌﻨﺪﻣﺎ ﺗﺘﻮﺍﺟﺪ ﻋﻼﻗﺔ ﺍﻟﻨﻤﻂ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻟﻠﻤﻌﺮﻓﻪ‪ ،‬ﻭﳜﺪﻡ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻷﺻﻠﻰ ﻟﻜ ﹰ‬
‫ﻳﻜﻮﻥ ﻟﻪ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﻟﺘﻘﺪﱘ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺳﺘﺼﺒﺢ ﻓﻘﻂ ﻣﻌﺮﻓﺔ‪ ،‬ﻃﻠﻢ ﻳﻜﻮﻥ ﺍﳌﺮﺀ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﻣﻼﺣﻈﺔ ﻭﺗﻔﻬﻢ ﺍﻷﳕﺎﻁ ﻭﻣﻀﻤﻮﻧﺎ‪‬ﺎ ﳝﻜـﻦ‬
‫ﻼ ﻋﻦ ﻛﻮ‪‬ﺎ ﺳـﻴﺎﻕ ﺗـﺎﺑﻊ ﳌـﺎ ﺗﻜﻮﻧـﻪ‬
‫ﺗﻘﺪﱘ ﺍﳌﻌﺮﻓﺔ ﰱ ﺃﻛﺜﺮ ﻣﻦ ﻭﺿﻊ ﰱ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺬﺍﺗﻰ‪ ،‬ﻭﺍﻟﻨﻤﻂ ﳝﻴﻞ ﻹﻧﺸﺎﺀ ﺳﻴﺎﻗﻪ ﺍﳋﺎﺹ ﻓﻀ ﹰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻟﻨﻤﻂ ﺍﻟﺬﻯ ﻳﻘﺪﻡ ﻣﻌﺮﻓﺔ ﻳﻘﺪﻡ ﺃﻳﻀﹰﺎ ﻋﻨﺪﻣﺎ ﻳﻔﻬﻢ ﺍﻟﻨﻤﻂ‪.‬‬
‫ﺍﳊﻜﻤﺔ ﺗﻈﻬﺮ ﻋﻨﺪﻣﺎ ﻳﺘﻔﻬﻢ ﺷﺨﺼﹰﺎ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﺴﺌﻮﻟﺔ ﻋﻦ ﻫﺬﻩ ﺍﻷﳕﺎﻁ ﺍﻟﱴ ﺗﻘﺪﻡ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳊﻜﻤﺔ ﺗﻌﺘﱪ ﺃﻛﺜﺮ ﻣﻦ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﲤﻴـﻞ‬
‫ﻹﻧﺸﺎﺀ ﺳﻴﺎﻗﻬﺎ ﺍﳋﺎﺹ‪ ،‬ﻭﻫﻨﺎﻙ ﺇﲡﺎﻩ ﻟﻠﺮﺟﻮﻉ ﳍﺬﻩ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺳﺎﺳﻴﺔ ﻛﺤﻘﺎﺋﻖ ﺃﺑﺪﻳﺔ‪.‬‬
‫ﻟﺬﻟﻚ ﳝﻜﻦ ﻟﻠﺘﺠﻤﻴﻌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺃﻥ ﻳﺘﻢ ﻋﻤﻠﻬﺎ ﲟﻌﻘﻮﻟﻴﺔ ﻛﻤﺎ ﻳﻠﻰ‪:‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺮﺗﺒﻂ ﺑﺎﻟﻮﺻﻒ‪ ،‬ﻭﺍﻟﺘﻌﺮﻳﻒ‪ ،‬ﻭﺍﳌﻨﻈﻮﺭ )ﲟﻌﲎ ﻣﺎﺫﺍ؟ ﺃﻳﻦ؟ ﻣﱴ؟ ﻣﻦ؟(‪.‬‬
‫‪-1‬‬
‫ﺍﳌﻌﺮﻓﺔ ﺗﺸﻤﻞ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﳌﻤﺎﺭﺳﺔ ﻭﺍﻟﻄﺮﻳﻘﺔ ﻭﺍﳌﻔﻬﻮﻡ )ﻛﻴﻒ؟(‪.‬‬
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‫ﺍﳊﻜﻤﺔ ﲢﺘﻮﻯ ﻋﻠﻰ ﺍﳌﺒﺎﺩﺉ ﻭﺍﻟﺒﺼﲑﺓ ﻭﺍﳌﻐﺰﻯ ﻭﺍﻟﻨﻤﻮﺫﺝ ﺍﻷﺻﻠﻰ )ﳌﺎﺫﺍ؟(‪.‬‬
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‫ﺗﻄﻮﻳﺮ ﺍﻟﺴﻴﺎﻕ ﻟﻠﻨﺼﻮﺹ‬
‫‪1008‬‬
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‪-‬ﺍﳉﺰﺍﺋﺮ‬
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‪:‬‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﻮﻣﻲ ‪17‬ﻭ‪ 18‬ﺃﻓﺮﻳﻞ ‪2006‬‬
‫ﻣﺜﻞ ﺍﳌﺎﺀ ﻓﺈﻥ ﺍﻹﺭﺗﻔﺎﻉ ﰱ ﺍﳌﺪ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﳝﻜﻦ ﺃﻥ ﻳﺘﻢ ﻣﺸﺎﻫﺪﺗﻪ ﻛﻤﻮﺭﺩ ﺿﺮﻭﺭﻯ ‪ 13‬ﻭﺣﻴﻮﻯ ﻷﻯ ﻣﺆﺳﺴﺔ‪ ،‬ﻭﻣﻊ ﺍﻟﺘﺤﻀﲑ ﺍﻟﻔﻌﺎﻝ ﳍـﺬﻩ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﳚﺐ ﺃﻥ ﻧﻜﻮﻥ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺃﻥ ﻧﺪﺧﻞ ﺇﱃ ﻫﺬﺍ ﺍﳋﺰﺍﻥ ﻭﻧﺮﻛﺐ ﺍﳌﻮﺟﻪ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﻧﺘﻔﺎﻉ ﺑﻄﺮﻕ ﺟﺪﻳﺪﺓ ﻟﺘﺤﻮﻳـﻞ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﺍﳌﻌﻄﺎﺓ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﻣﻐﺰﻯ‪ ،‬ﻭﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰱ ﺍﳌﻘﺎﺑﻞ ﳝﻜﻦ ﺃﻥ ﺗﺼﺒﺢ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱴ ﺗﻘﻮﺩ ﺇﱃ ﺍﳊﻜﻤﺔ‪.‬‬
‫ﻭﺿﻊ ﺇﻃﺎﺭ ﺗﻘﺮﻳﱮ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﺍﺗﻰ ﻭﺍﳌﺴﺘﻤﺮ ﻹﻧﺸﺎﺀ ﺍﳌﻌﺮﻓﺔ‬
‫ﰱ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻘﺮﻳﺒﺔ ﺍﳌﺎﺿﻴﺔ ﺇﺗﻀﺤﺖ ﺃﳘﻴﺔ ﺍﳌﻌﺮﻓﺔ‪ 14‬ﻛﻤﺼﺪﺭ ﺃﺳﺎﺳﻰ ﻟﻠﻤﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ ﰎ ﻣﻨﺎﻗﺸﺘﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﻟﻔﲔ‪،‬‬
‫ﻓﺎﳌﻌﺮﻓﺔ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ﻏﲑ ﻣﻨﺘﻬﻴﺔ ﻭﻣﺼﺪﺭ ﺃﺳﺎﺳﻰ ﻹﻧﺸﺎﺀ ﻗﻴﻤﺔ ﻟﻠﺠﻴﻞ ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﺼﻨﺎﻋﺎﺕ ﻭﺍﻟﺸﺮﻛﺎﺕ‪.‬‬
‫ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺩﺍﺭﺕ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﻘﻠﻴﻞ ﻣﻨﻬﺎ ﺍﻟﺬﻯ ﺇﻫﺘﻢ ﺑﻌﻤﻠﻴﺔ ﺇﻧﺸﺎﺀ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪،‬‬
‫ﻓﺎﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺸﺮﻛﺎﺕ ﺳﺘﺠﺪ ﳎﺎﻝ ﰱ ﻣﺮﺣﻠﺔ ﺑﻨﺎﺀ ﺍﻟﺒﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻄﺮﻳﻘﺔ ﻛﻒﺀ ﻭﻓﻌﺎﻟﺔ ﺣﱴ ﳝﻜﻨﻬﻢ ﺍﻟﻮﺻﻮﻝ ﻟﻠﻤﺮﺣﻠﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﻭﻫﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﳌﺼﻄﻠﺤﲔ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﺮﻓﺔ ﻗﺪ ﻳﺴﺘﺨﺪﻣﺎﻥ ﺑﻄﺮﻳﻘﺔ ﻣﺘﺒﺎﺩﻟﺔ ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺗﻔﺮﻗﺔ ﻭﺍﺿﺤﺔ ﺑﻴﻨﻬﻤﺎ‬
‫ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﻫﻰ ﺍﻟﺘﺪﻓﻖ ﻟﻠﺮﺳﺎﺋﻞ ﺃﻭ ﺍﻷﺟﺰﺍﺀ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺃﻣﺎ ﺍﳌﻌﺮﻓﺔ ﻫﻰ ﺍﻟﺘﺪﻓﻖ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺪ ﺗﻌﺪﻳﻼﺕ ﻭﺍﺿﺤﺔ ﳍﺎ ﻃﺒﻘﹰﺎ ﻟﻠﻤﻌﺘﻘﺪﺍﺕ‬
‫ﻭﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻟﻨﻈﺮ ﻣﻦ ﺟﺎﻧﺐ ﺍﳌﻬﺘﻤﲔ ﺑﻨﻮﻉ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﱴ ﻳﺘﻢ ﲡﻤﻴﻌﻬﺎ‪.‬‬
‫ﻭﻋﻠﻰ ﺫﻟﻚ ﳝﻜﻦ ﲢﺪﻳﺪ ﺍﻷﺑﻌﺎﺩ ﺍﻷﺭﺑﻌﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰱ ﺍﻟﺮﺳﻢ ﺍﻟﺘﺎﱃ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪ (2‬ﻳﻮﺿﺢ ﺍﻷﺑﻌﺎﺩ ﺍﻷﺭﺑﻌﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬
‫اﻷﺑﻌﺎد اﻟﺮﺋﻴﺴﻴﺔ اﻷرﺑﻌﺔ ﻹدارة اﻟﻤﻌﺮﻓﺔ‬
‫ﻣﺼﺎدر اﻟﻤﻌﻠﻮﻣﺎت‬
‫ﻣﺎ اﻟﺬى ﻧﻌﺮﻓﻪ وﻣﻦ أﻳﻦ ﻧﺤﺼﻞ ﻋﻠﻴﻪ؟‬
‫اﻟﺜﻘﺎﻓﺔ واﻟﺘﻌﻠﻢ‬
‫اﻟﻤﻤﺎرﺳﺎت‬
‫آﻴﻒ ﻳﻤﻜﻦ اﻟﻤﺸﺎرآﺔ‬
‫ﻓﻰ ﻃﺮﻳﻘﺔ اﻟﻌﻤﻞ ﺗﻠﻚ‬
‫ﻣﺎ هﻰ اﻟﻌﻤﻠﻴﺎت اﻟﺘﻰ‬
‫ﺗﻮﺟﻪ هﺬﻩ اﻟﻤﻌﺮﻓﺔ‬
‫اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ اﻟﻤﺸﺎرآﺔ‬
‫آﻴﻒ ﻳﻤﻜﻦ أن ﻧﺪﻋﻢ ﻃﺮﻳﻘﺔ اﻟﻤﻌﺮﻓﺔ؟‪know-how‬‬
‫ﺗﻘﻴﻴﻢ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‬
‫ﳝﻜﻦ ﺗﻘﻴﻴﻢ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻣﻦ ﺧﻼﻝ ﲢﺪﻳﺪ "ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳊﺲ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﻈﺎﻫﺮﺓ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻈﺮﻭﻑ ﺍﳌﺘﻐﲑﺓ‬
‫ﺍﻟﱴ ﳝﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻭ ﻏﲑ ﻣﺒﺎﺷﺮ‪ ".‬ﻭﺗﺴﺘﺨﺪﻡ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻘﻴﻴﻢ ﺍﻟﻨﺠﺎﺡ "ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺭﺑﻂ‬
‫ﺍﻟﺜﺮﻭﺓ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ".‬ﻭﻋﻠﻰ ﺫﻟﻚ ﻓﺈﻥ ﻛﻞ ﺍﻟﻨﻤﺎﺫﺝ ﺃﻭ ﺍﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰱ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻻﺑﺪ ﻣﻦ ﺗﻐﻴﲑﻫﺎ ﻃﺒﻘﹰﺎ‬
‫ﻟﻠﻌﺎﱂ ﺍﳌﺘﻐﲑ‪.‬‬
‫ﺃﺳﺌﻠﺔ ﻳﺘﻢ ﺳﺆﺍﳍﺎ ﻟﻠﻤﺴﺆﻝ ﻋﻦ ﺍﳌﺆﺳﺴﺔ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻟﺘﻘﻴﻴﻢ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻟﺪﻳﻪ‬
‫ﻫﻞ ﰎ ﺇﺳﺘﻐﻼﻝ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﰱ ﺍﳌﺎﺿﻰ؟ ) ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ﳌﻔﺘﻮﺡ ﺭﻗﻢ )‪ (1‬ﰱ ﺇﺳﺘﻤﺎﺭﺓ ﺍﻹﺳﺘﻘﺼﺎﺀ‬
‫‪-1‬‬
‫‪15‬‬
‫ﻭﺍﻓﻖ ﻋﻠﻴﻪ ‪(%65‬‬
‫‪1009‬‬
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‪-‬ﺍﳉﺰﺍﺋﺮ‬
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‪:‬‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﻮﻣﻲ ‪17‬ﻭ‪ 18‬ﺃﻓﺮﻳﻞ ‪2006‬‬
‫ﻫﻞ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺃﺧﻄﺎﺀ ﻧﺎﲡﺔ ﻋﻦ ﺇﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻘﺪﳝﺔ ﰱ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺔ ﻟﺪﻳﻜﻢ؟ )ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ‬
‫‪-2‬‬
‫‪16‬‬
‫ﳌﻔﺘﻮﺡ ﺭﻗﻢ )‪ (2‬ﰱ ﺇﺳﺘﻤﺎﺭﺓ ﺍﻹﺳﺘﻘﺼﺎﺀ ﻭﺍﻓﻖ ﻋﻠﻴﻪ ‪(%47‬‬
‫ﻫﻞ ﻛﺎﻥ ﺍﻟﻄﻠﺐ ﺍﳌﺘﺪﺭﺝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺍﳊﻜﻤﺔ ﺧﺎﻃﺌﺎﹰ؟ ) ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ﳌﻔﺘﻮﺡ ﺭﻗﻢ‬
‫‪-3‬‬
‫‪17‬‬
‫)‪ (3‬ﰱ ﺇﺳﺘﻤﺎﺭﺓ ﺍﻹﺳﺘﻘﺼﺎﺀ ﻭﺍﻓﻖ ﻋﻠﻴﻪ ‪(%52‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﺑﺴﺆﺍﻝ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺴﺌﻮﻟﲔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﺇﺗﻀﺢ ﺃﻥ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﳌﻌﺮﻓﺔ ﺃﺩﻯ‬
‫ﻟﺘﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺎﺕ ﰱ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺷﻜﺎﻝ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱴ ﻛﺎﻥ ﻳﺘﻢ ‪‬ﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﲣﺘﻠﻒ ﻣﻦ ﻣﺆﺳﺴﺔ ﻷﺧﺮﻯ ﻭﺍﻵﻥ ﺗﺴﻌﻰ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻮﺻﻮﻝ ﻟﻄﺮﻕ ﳝﻜﻦ ﻋﻦ ﻃﺮﻳﻘﻬﺎ ﺑﻨﺎﺀ ﺍﳌﻌﺮﻓﺔ ﻟﺪﻯ ﻣﺆﺳﺴﺎ‪‬ﻢ‪.‬‬
‫ﻭﻣﻦ ﺃﺣﺪ ﺍﻷﻣﺜﻠﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺃﻥ ﺃﺣﺪ ﺍﳌﺆﺳﺴﺎﺕ ﰱ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺗﻨﺘﺞ ﺍﳊﻠﻮﻯ ﻭﺍﻟﺸﻴﻜﻮﻻﺗﻪ ﺯﺍﺩﺕ ﻣﻦ ﻣﺒﻴﻌﺎ‪‬ﺎ ‪ %20‬ﻋﻨﺪﻣﺎ ﺣﺼﻠﺖ‬
‫ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﺴﻌﺮﺍﺕ ﺍﳊﺮﺍﺭﻳﺔ ﺍﳌﺼﺎﺣﺒﺔ ﻟﺘﻨﺎﻭﻝ ﻛﻞ ﻭﺣﺪﺓ ﻭﻭﺿﻌﺘﻬﺎ ﻋﻠﻰ ﻏﻼﻑ ﺍﻟﻌﺒﻮﺓ ﻟﻠﻤﻨﺘﺞ ﺍﻟﺬﻯ ﺗﺒﻴﻌﻪ‪ ،‬ﺣﻴﺚ ﻗﺎﻣﺖ‬
‫ﺑﺎﻹﺳﺘﻌﺎﻧﺔ ﺑﺄﺣﺪ ﺍﳋﱪﺍﺀ ﰱ ﻋﻠﻢ ﺍﻟﺘﻐﺬﻳﺔ ﻟﺘﺤﺪﻳﺪ ﻛﻤﻴﺔ ﺍﻟﺴﻌﺮﺍﺕ ﺍﳊﺮﺍﺭﻳﺔ ﻟﻜﻞ ﻭﺣﺪﺓ ﻣﻦ ﻭﺣﺪﺍﺕ ﺍﳌﻨﺘﺞ‪ ،‬ﳑﺎ ﺃﻋﻄﻰ ﻓﻜﺮﺓ ﻟﺪﻯ ﺍﳌﺴﺘﻬﻠﻚ‬
‫ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺮﺍﻋﻰ ﻣﻮﺍﺻﻔﺎﺕ ﺍﳉﻮﺩﺓ ﻋﻨﺪ ﻗﻴﺎﻣﻬﺎ ﺑﺈﻧﺘﺎﺝ ﺍﳌﻨﺘﺠﺎﺕ ﻟﺪﻳﻬﺎ‪.‬‬
‫ﺍﻟﺘﻔﻜﲑ ﰱ ﺍﻟﻨﻈﻢ‬
‫ﻳﻌﲎ ﺍﻟﺘﻔﻜﲑ ﰱ ﺍﻟﻨﻈﻢ ‪ Systems Thinking‬ﺍﻟﻨﻈﺮ ﻟﻠﻨﻈﺎﻡ ﻛﻜﻞ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻛﺎﻓﺔ ﺃﻧﻮﺍﻉ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺃﺟﺰﺀ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺑﻌﻤﲎ‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﻜﻞ ﰱ ﺳﺒﻴﻞ ﺗﻔﻬﻢ ﺍﻷﺟﺰﺍﺀ ‪ ،‬ﻭﺍﻟﻔﻜﺮﺓ ﻫﻨﺎ ﻫﻰ ﺃﻥ ﺷﻴﺌﹰﺎ ﺑﺒﺴﺎﻃﺔ ﻳﻌﺘﱪ ﲡﻤﻴﻊ ﻟﻸﺷﻴﺎﺀ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺘﺠﻤﻴﻊ ﻟﻸﺷﻴﺎﺀ ﺍﻟﱴ ﻻ ﻳﻮﺟﺪ ﺑﻴﻨﻬﺎ‬
‫ﻋﻼﻗﺔ ﻻ ﻳﻌﺘﱪ ﻧﻈﺎﻡ ﻭﻟﻜﻨﻪ ﻛﻮﻣﺔ ﻣﻦ ﺍﻷﺷﻴﺎﺀ‪.‬‬
‫ﻓﻌﻨﺪﻣﺎ ﻧﻨﻈﺮ ﻟﻠﻨﻤﻮﺫﺝ ﺍﻟﺬﻯ ﻳﺼﻞ ﺍﻷﺟﺰﺍﺀ ﺑﺎﻹﺿﻔﺔ ﺇﱃ ﺑﺴﺎﻃﺔ ﺍﻷﺟﺰﺍﺀ ﻧﻔﺴﻬﺎ‪ ،‬ﺗﻈﻬﺮ ﺣﻘﻴﻘﺔ ﻣﻠﺤﻮﻇﺔ ﻭﻫﻰ ﺃﻥ ﺍﻟﻨﻈﻢ ﻣﻜﻮﻧﺔ ﻣﻦ ﺍﺟﺰﺍﺀ‬
‫ﻼ ﻋﻦ ﻣﺎ ﻫﻰ‬
‫ﳐﺘﻠﻔﺔ ﲤﺎﻣﺎﹰ‪ ،‬ﳍﺎ ﻭﻇﺎﺋﻒ ﳐﺘﻠﻔﺔ ﲤﺎﻣﹰﺎ ﺗﺘﺒﻊ ﻧﻔﺲ ﺍﻷﺩﻭﺍﺭ ﺍﻟﻌﺎﻣﺔ ﰱ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﺳﻠﻮﻛﻬﺎ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺗﻮﺻﻴﻞ ﺍﻷﺟﺰﺍﺀ‪ ،‬ﻓﻀ ﹰ‬
‫ﺗﻠﻚ ﺍﻷﺟﺰﺍﺀ‪ ،‬ﻭﻋﻠﻰ ﺫﻟﻚ ﳝﻜﻦ ﺍﻟﺘﻨﺒﻮﺀ ﺑﺴﻠﻮﻛﻬﺎ ﺑﺪﻭﻥ ﻣﻌﺮﻓﺔ ﺍﻷﺟﺰﺍﺀ ﺑﺎﻟﺘﻔﺼﻴﻞ‪ ،‬ﻭﳝﻜﻦ ﺗﻌﻠﻢ ﻭﺗﻔﻬﻢ ﻧﻈﻢ ﳐﺘﻠﻔﺔ ﲤﺎﻣﹰﺎ ﻣﺜﻞ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‬
‫ﻭﻣﺆﺳﺴﺎﺕ ﺍﻷﻋﻤﺎﻝ ﻭﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺎﺕ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺃﺟﺰﺍﺋﻬﺎ ﺑﺈﺳﺘﺨﺪﺍﻡ ﻧﻔﺲ ﺍﳌﺒﺎﺩﺉ‪ ،‬ﻭﰱ ﺍﳌﻘﺎﺑﻞ ﺭﺅﻳﺔ ﳎﺎﻻﺕ ﻣﻨﻔﺼﻠﺔ ﻣﻦ ﺍﳌﻌﺮﻓﺔ‬
‫ﻟﻜﻞ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻟﻠﺪﺭﺍﺳﺔ ﻭﺍﻟﱴ ﳝﻜﻦ ﺗﻔﻬﻤﻬﺎ‪ ،‬ﻭﺍﻟﺘﻔﻜﲑ ﺑﺎﻟﻨﻈﻢ ﻳﺪﻉ ﺍﳌﺨﻄﻂ ﰱ ﺍﳌﺆﺳﺴﺔ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻳﺮﻯ ﺍﻹﺗﺼﺎﻻﺕ ﻣﺎ ﺑﲔ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻹﻧﻀﺒﺎﻃﺎﺕ‪ ،‬ﻓﻬﻰ ﺗﺘﻴﺢ ﻟﻚ ﺃﻥ ﺗﺘﻨﺒﺄ ﺑﺎﻟﺴﻠﻮﻙ ﺍﳌﻨﻈﻢ‪ ،‬ﻭﺇﺫ ﻛﺎﻥ ﺍﻟﻨﻈﺎﻡ ﺷﺒﻜﺔ ﻋﻤﻞ ﺃﻭ ﻧﻈﺎﻡ ﻣﻌﻘﺪ ﺃﻭ ﻓﺮﻳﻖ ﻋﻤﻞ ﺃﻭ ﳎﻤﻮﻋﺔ‬
‫ﺗﺴﻮﻳﻘﻴﺔ ﻓﺎﻟﺘﻔﻜﲑ ﺑﺎﻟﻨﻈﻢ ﻟﺪﻳﻬﺎ ﻳﻜﻮﻥ ﻣﻬﻢ ﺟﺪﺍﹰ‪ ،‬ﻷﻧﻪ ﻛﻤﺎ ﺫﻛﺮﻥ ﻣﻦ ﻗﺒﻞ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻳﻌﻴﺶ ﰱ ﻋﺎﱂ ﻣﻦ ﺍﻟﻨﻈﻢ ﺃﻭ ﻧﻈﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ‪ ،‬ﻭﻛﻞ ﻭﺍﺣﺪ ﰱ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻻﺑﺪ ﻣﻦ ﺃﻥ ﻳﻌﺮﻑ ﻣﻬﺎﻡ ﺍﻟﻌﻤﻞ ﻟﺪﻳﻪ ﻭﻛﻴﻒ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﺆﺛﺮ ﺍﳌﻬﺎﻡ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻟﱴ ﻳﻘﻮﻡ ‪‬ﺎ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﻣﻦ ﺣﻮﻟﻪ ﻭﻛﺬﻟﻚ ﻋﻠﻰ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﺑﺄﻛﻤﻠﻪ‪ .‬ﻓﺎﻟﻘﻴﺎﻡ ﺑﻮﻇﻴﻔﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻫﻰ ﻋﺒﺎﺭﺓ ﻋﻦ ﲡﻤﻴﻊ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺃﻷﺟﺰﺍﺀ ﺍﳌﻨﻔﺼﻠﺔ ﺍﻟﱴ ﳝﻜﻦ ﺗﻮﻇﻴﻔﻬﺎ‬
‫ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪.‬‬
‫ﻭﺍﳌﻄﻠﻮﺏ ﺍﻵﻥ ﻧﻈﺮﺓ ﺃﻭﺳﻊ ﻭﺃﴰﻞ ﳌﻔﻬﻮﻡ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﱴ ﺗﺘﺠﺎﻭﺯ ﺍﻟﻨﻈﺮﺓ ﺍﻟﻀﻴﻘﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﻟﱪﳎﻴـﺎﺕ ﺇﱃ ﻣﻔﻬـﻮﻡ‬
‫ﺍﳌﻨﻈﻮﻣﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ )ﺃﻭ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ( ﻭﺍﻟﱴ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻟﻨﻈﻢ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﻈﺎﻡ ﺍﻟﺬﻯ ﻳﻘﻊ ﰱ ﺑﺆﺭﺓ ﺍﻹﻫﺘﻤﺎﻡ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍ‪‬ﺘﻤﻌﻴﺔ‪،‬‬
‫ﻭﺍﻟﱴ ﺗﺸﻜﻞ ﺍﻟﺴﻴﺎﻕ ﺍﶈﻴﻂ ﺑﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‬
‫ﺃﻭﺿﺤﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺃﻥ ﺇﻧﺘﺸﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﰱ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺰﻳﺎﺩﺓ ﺍﳌﻌﺮﻓـﺔ ﰱ ﺍﳌﻨـﺸﺄﺓ‬
‫ﺃﺻﺒﺢ ﺷﻴﺌﹰﺎ ﺃﺳﺎﺳﻴﹰﺎ ﰱ ﻣﻌﻈﻢ ﺍﳌﻨﺸﺂﺕ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻻﺗﻌﺘﱪ ﻛﺎﻓﻴﺎﹰ‪ ،‬ﻓﻬﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻏﲑ ﺍﳌﺘﻮﺍﻓﺮﺓ ﺑﺎﻹﻧﺘﺮﻧﺖ ﺑﺼﻔﺔ ﳎﺎﻧﻴـﺔ‪ ،‬ﻭﻟﻜـﻦ‬
‫ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ ﻣﺜﻞ ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻛﻤﺎ ﺃﺗﻀﺢ ﺃﻥ ﻫﻨﺎﻙ ﺯﻳﺎﺩﺓ ﰱ ﻣﻌـﺪﻻﺕ ﺍﳌﺒﻴﻌـﺎﺕ‬
‫ﻟﻠﻤﻨﺘﺠﺎﺕ ﻧﺘﻴﺠﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺘﺞ ﺑﺈﺳﺘﻤﺮﺍﺭ ﻃﺒﻘﹰﺎ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﱴ ﻳﺘﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻦ ﺍﳌﻨﻈﻤﺔ ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻧﺘﻴﺠﺔ‬
‫ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺒﻜﺔ ﺃﻣﻜﻦ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﳉﻬﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱴ ﱂ ﻳﻜﻦ ﻣﻦ ﺍﳌﺘﺎﺡ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﺳﺎﺑﻘﹰﺎ‪.‬‬
‫ﻭﻣﻦ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ ﺗﺒﲔ ﺃﻥ ﺯﻳﺎﺩﺓ ﺍﳌﻌﺮﻓﺔ ﰱ ﺍﳌﻨﻈﻤﺔ ﻟﻪ ﺗﺄﺛﲑ ﺟﻴﺪ ﻋﻠﻰ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﱴ‬
‫ﺗﺴﺘﺨﺪﻣﻬﺎ‪ ،‬ﻭﻟﻜﻦ ﲢﺪﻳﺪ ﻣﺎ ﻫﻮ ﻣﻄﻠﻮﺏ ﻟﻠﻤﻨﻈﻤﺔ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺬﻯ ﳝﻜﻦ ﺗﻮﻇﻴﻔﻪ ﳋﺪﻣﻪ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﺗﺼﻤﻴﻢ ﺍﺳﺘﻤﺎﺭﺍﺕ ﺍﻻﺳﺘﻘﺼﺎﺀ‬
‫ﰎ ﺗﺼﻤﻴﻢ ﺍﺳﺘﻤﺎﺭﺓ ﺍﻻﺳﺘﻘﺼﺎﺀ ﻻﺧﺘﺒﺎﺭ ﻓﺮﻭﺽ ﺍﻟﺒﺤﺚ ﰒ ﰎ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪ ،‬ﰎ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﻤﺎﺭﺍﺕ ﻋﻠﻰ ﺑﻌﺾ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﺣﻴﺚ ﰎ ﺍﺧﺘﻴﺎﺭ ﻫﻢ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‪ ،‬ﻭﰎ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﻤﺎﺭﺍﺕ ﻋﻠﻴﻬﻢ ﻭﻗﺪ ﰎ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﺍﻟﺬﻳﻦ ﺇﺟﺎﺑﻮﺍ ﻋﻠﻰ ﺇﺳﺘﻤﺎﺭﺍﺕ ﺍﻹﺳﺘﻘﺼﺎﺀ‪ ،‬ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱃ ﻧﻮﻉ ﺍﻟﺼﻨﺎﻋﺔ ﰱ ﺍﳌﺼﺎﻧﻊ ﺍﻟﱴ ﰎ ﺗﻮﺯﻳﻊ‬
‫ﺍﻻﺳﺘﻤﺎﺭﺍﺕ ﻋﻠﻴﻬﺎ‪:‬‬
‫‪1010‬‬
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‪-‬ﺍﳉﺰﺍﺋﺮ‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﻮﻣﻲ ‪17‬ﻭ‪ 18‬ﺃﻓﺮﻳﻞ ‪2006‬‬
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‪:‬‬
‫ﻡ‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪ (1‬ﻳﻮﺿﺢ ﺃﻧﻮﺍﻉ ﺍﻟﺼﻨﺎﻋﺎﺕ ﰱ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ‬
‫ﻧﻮﻉ ﺍﻟﺼﻨﺎﻋﺔ‬
‫ﺻﻨﺎﻋﺎﺕ ﻏﺬﺍﺋﻴﺔ‬
‫ﺻﻨﺎﻋﺔ ﻣﺴﺘﺤﻀﺮﺍﺕ ﲡﻤﻴﻞ‬
‫ﺻﻨﺎﻋﺎﺕ ﻣﻌﺪﻧﻴﺔ‬
‫ﺻﻨﺎﻋﺎﺕ ﻧﺴﻴﺠﻴﺔ‬
‫ﺻﻨﺎﻋﺔ ﻣﻜﻤﻼﺕ ﻏﺬﺍﺋﻴﺔ‬
‫ﺻﻨﺎﻋﺎﺕ ﺑﻮﻟﻴﻤﺮﺍﺕ‬
‫ﺻﻨﺎﻋﺎﺕ ﻧﺴﻴﺠﻴﺔ‬
‫ﺻﻨﺎﻋﺎﺕ ﺣﺮﺍﺭﻳﺔ‬
‫ﺻﻨﺎﻋﺎﺕ ﻛﻴﻤﻴﺎﻭﻳﺔ‬
‫ﺻﻨﺎﻋﺔ ﺃﺛﺎﺙ‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﻭﺽ‬
‫ﻭﻻﺧﺘﺒﺎﺭ ﻓﺮﻭﺽ ﺍﻟﺒﺤﺚ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺫﻯ ﺍﻻﲡﺎﻩ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﺣﻴﺚ ﰎ ﺃﺧﺬ ﻣﺘﻮﺳﻂ ﻹﺟﺎﺑﺎﺕ ﻛﻞ ﻋﻴﻨﺔ ﻣﻦ ﻋﻴﻨﺔ ﺍﳌﺆﺳﺴﺔ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﰱ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﺗﻘﺮﻳﺐ ﻫﺬﺍ ﺍﳌﺘﻮﺳﻂ ﻷﻗﺮﺏ ﺭﻗﻢ ﺻﺤﻴﺢ ﰒ ﰎ ﺗﻔﺮﻳﻎ ﺍﺳﺘﻤﺎﺭﺓ ﺍﺳﺘﻘﺼﺎﺀ ﳑﺜﻠﺔ ﻟﻜﻞ ﻣﺆﺳﺴﺔ‪ ،‬ﲝﻴﺚ ﲤﺜﻞ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ‪ ،levels‬ﻛﻤﺎ ﻛﺎﻧﺖ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻤﺜﻠﺔ ﳍﺬﺍ ﺍﻟﻔﺮﺽ ﻫﻰ ﲟﺜﺎﺑﺔ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﳉﺪﻭﻝ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﻗﺒﻞ ﺃﻥ ﻳﺘﻢ ﲢﻠﻴﻠﻬﺎ ﺇﺣﺼﺎﺋﻴﹰﺎ‬
‫‪ ، replicates‬ﻭﰎ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰱ ﺍﳉﺪﻭﻝ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﺣﺼﺎﺋﻰ ‪ ،SPSS/PC 11.5‬ﻭﺑﺪﺭﺟﺔ ﻣﻌﻨﻮﻳﺔ ‪،%5‬‬
‫ﻭﻛﺎﻧﺖ ﻧﺘﻴﺠﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻌﻨﻮﻳﺔ‪ ،‬ﲟﻌﲎ ﺭﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﻌﺪﻡ ﻭﻗﺒﻮﻝ ﺍﻟﻔﺮﺽ ﺍﻟﺒﺪﻳﻞ ﻟﻜﻼ ﺍﻟﻔﺮﺿﲔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻷﻭﻝ‬
‫ﻻ ﺗﻮﺟـﺪ ﻋﻼﻗﺔ ﺟﻮﻫـﺮﻳـﺔ ﺑﲔ ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻭﺑﲔ ﻭﺳﺎﺋﻞ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻟﻌﺪﻡ‬
‫ﻻ ﺗﻮﺟـﺪ ﻋﻼﻗﺔ ﺟﻮﻫـﺮﻳـﺔ ﺑﲔ ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻭﺑﲔ ﻭﺳﺎﺋﻞ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻟﺒﺪﻳﻞ‬
‫ﺗﻮﺟـﺪ ﻋﻼﻗﺔ ﺟﻮﻫـﺮﻳـﺔ ﺑﲔ ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻭﺑﲔ ﻭﺳﺎﺋﻞ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﻭﻛﺎﻥ ﺟﺪﻭﻝ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ‪ ANOVA‬ﻟﻠﻔﺮﺽ ﺍﻷﻭﻝ ﻛﻤﺎ ﻳﻠﻰ‪:‬‬
‫ﺟﺪﻭﻝ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﻟﻠﻔﺮﺽ ﺍﻷﻭﻝ‬
‫ﺍﳌﻌﻨﻮﻳﺔ‬
‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ ﻗﻴﻤﺔ )ﻑ(‬
‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬
‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬
‫ﻣﺼﺪﺭ ﺍﻟﺘﺒﺎﻳﻦ‬
‫‪0.018‬‬
‫‪2.502‬‬
‫‪3.725‬‬
‫‪8‬‬
‫ﻣﺎ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ‪29.8‬‬
‫‪1.489‬‬
‫‪81‬‬
‫ﺧﻼﻝ ﺍ‪‬ﻤﻮﻋﺎﺕ ‪120.60‬‬
‫‪89‬‬
‫‪150.40‬‬
‫ﺍﻹﲨﺎﱃ‬
‫ﺍﻟﻔﺮﺽ ﺍﻟﺜﺎﱏ‪ :‬ﻻ ﺗﻮﺟـﺪ ﻋﻼﻗﺔ ﺟﻮﻫﺮﻳـﺔ ﺑﲔ ﺇﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺑﲔ ﳒﺎﺡ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﰱ ﺍﻟﺘﻮﺍﻓـﻖ ﻣـﻊ‬
‫ﺍﻟﺘﻐﻴﲑﺍﺕ ﰱ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻟﻌﺪﻡ‪ :‬ﻻ ﺗﻮﺟـﺪ ﻋﻼﻗﺔ ﺟﻮﻫﺮﻳـﺔ ﺑﲔ ﺇﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺑﲔ ﳒﺎﺡ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠـﻢ ﰱ ﺍﻟﺘﻮﺍﻓـﻖ ﻣـﻊ‬
‫ﺍﻟﺘﻐﻴﲑﺍﺕ ﰱ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻟﺒﺪﻳﻞ‪ :‬ﺗﻮﺟـﺪ ﻋﻼﻗﺔ ﺟﻮﻫﺮﻳـﺔ ﺑﲔ ﺇﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺑﲔ ﳒﺎﺡ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﰱ ﺍﻟﺘﻮﺍﻓﻖ ﻣﻊ‬
‫ﺍﻟﺘﻐﻴﲑﺍﺕ ﰱ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫ﻭﻛﺎﻥ ﺟﺪﻭﻝ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ‪ ANOVA‬ﻟﻠﻔﺮﺽ ﺍﻟﺜﺎﱏ ﻛﻤﺎ ﻳﻠﻰ‪:‬‬
‫ﺟﺪﻭﻝ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﻟﻠﻔﺮﺽ ﺍﻟﺜﺎﱏ‬
‫ﺍﳌﻌﻨﻮﻳﺔ‬
‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ ﻗﻴﻤﺔ )ﻑ(‬
‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬
‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬
‫ﻣﺼﺪﺭ ﺍﻟﺘﺒﺎﻳﻦ‬
‫‪0.035‬‬
‫‪2.140‬‬
‫‪3.062‬‬
‫‪9‬‬
‫ﻣﺎ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ‪27.556‬‬
‫‪1.430‬‬
‫‪80‬‬
‫ﺧﻼﻝ ﺍ‪‬ﻤﻮﻋﺎﺕ ‪114.444‬‬
‫‪89‬‬
‫‪142.000‬‬
‫ﺍﻹﲨﺎﱃ‬
‫ﺍﻟﻨﺘﺎﺋﺞ‬
‫‪1011‬‬
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‪-‬ﺍﳉﺰﺍﺋﺮ‬
2006 ‫ ﺃﻓﺮﻳﻞ‬18‫ﻭ‬17 ‫ ﻳﻮﻣﻲ‬.‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‬
:‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‬
‫ ﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﲢﺪﻳﺪ ﺳﺒﻞ ﺗﺴﻬﻴﻞ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺗﻄﺒﻴﻖ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺗﻄﺒﻴﻘﹰﺎ ﻋﻤﻠﻴﹰﺎ ﺍﻟﱴ ﺗـﺸﻜﻞ ﻭﺗﻮﺍﺻـﻞ‬-1
.‫ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺟﻬﺎﺕ ﺍﻹﻧﺘﺎﺝ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻜﻞ ﺟﺰﺀ ﺃﻭ ﻣﻨﻄﻘﺔ ﰱ ﺍﻟﺒﻼﺩ‬،‫ﺗﺸﻜﻴﻞ ﺳﻴﺎﺳﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‬
. ‫ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‬،‫ﺎ‬ ‫ ﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺗﺼﻮﺭ ﻟﺘﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﺑﺪﻋﻢ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬-2
‫ ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻓﻀﻞ ﺍﻟﻄﺮﻕ ﺍﳌﻤﻜﻦ ﺇﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻺﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﻔﻜﲑ ﺑﺎﻟﻨﻈﻢ ﻟﺪﺭﺍﺳﺔ ﺇﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﳌﻌﺮﻓـﺔ‬-3
.‫ﺑﺎﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‬
‫ﺍﻟﺘﻮﺻﻴﺎﺕ‬
:‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺴﺘﺨﻠﺼﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻴﺔ ﲟﺎ ﻳﻠﻰ‬
.‫ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺸﺠﻴﻊ ﺃﺻﺤﺎﺏ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺼﻐﲑﺓ ﻋﻠﻰ ﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﺘﺎﺣﺔ ﰱ ﺍﻹﻧﺘﺮﻧﺖ‬-1
.‫ ﳏﺎﻭﻟﺔ ﲝﺚ ﺍﻟﺴﺒﻞ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺪﻋﻢ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‬-2
.‫ ﺍﳉﺪﻭﻟﺔ ﻟﻸﻋﻤﻞ ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ ﻣﺸﻜﻼﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺰﺍﺋﺪﺓ ﻋﻦ ﺍﳊﺪ‬-3
.‫ ﻭﻫﻜﺬﺍ‬html ‫ ﺃﻭ ﺗﻨﺴﻴﻖ‬PDF ‫ ﺣﻔﻆ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺘﻨﺴﻴﻘﺎﺕ ﳐﺘﻠﻔﺔ ﻟﻠﻤﺤﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ ﻣﻦ ﺍﻟﻀﻴﺎﻉ ﻣﺜﻞ ﺗﻨﺴﻴﻖ‬-4
‫ﺍﳌﺮﺍﺟﻊ‬
‫ ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ‬:‫ﺃﻭ ﹰﻻ‬
2004 ‫ ﺁﻓﺎﻕ ﺍﻷﺯﻣﺔ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ – ﺩﺍﺭ ﺍﻟﻔﺎﺭﺍﰉ – ﻟﺒﻨﺎﻥ‬-‫ ﺑﺸﲑ ﺍﻟﻌﻤﺮﻯ‬.1
.1997 ‫ ﻣﻜﺘﺒﺔ ﻋﲔ ﴰﺲ‬-‫ ﻋﺒﺪ ﺍﳌﻨﻌﻢ ﺭﺍﺿﻰ – ﻧﻘﻮﺩ ﻭﺑﻨﻮﻙ ﻭﺃﺳﻮﺍﻕ ﻣﺎﻟﻴﺔ‬.2
‫ ﺟﺎﻣﻌـﺔ ﺣﻠـﻮﺍﻥ‬-‫ ﻣﺮﻛﺰ ﻧﺸﺮ ﻭﺗﻮﺯﻳﻊ ﺍﻟﻜﺘﺎﺏ ﺍﳉﺎﻣﻌﻰ‬- ‫ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﺇﻃﺎﺭ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻌﺎﳌﻴﺔ ﺍﳉﺪﻳﺪ‬- ‫ ﻓﺆﺍﺩ ﺣﺴﻦ ﺣﺴﲔ‬، ‫ ﻃﻠﻌﺖ ﻣﺼﻄﻔﻰ ﺍﻟﺴﺮﻭﺟﻰ‬.3
.2002
Foreign references
Books
‫ﺍﻟﺪﻭﺭﻳﺎﺕ‬
2004 ‫ ﺳﺒﺘﻤﱪ‬-‫ﺟﻼﻝ ﺣﺴﻦ ﺟﻼﻝ ﺍﻟﺪﻳﻦ – ﺍﳊﻜﻮﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻡ ﺣﻜﻮﻣﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ؟‬-4
‫ ﺍﳌﺮﺍﺟﻊ ﺍﻷﺟﻨﺒﻴﺔ‬:‫ﺛﺎﻧﻴﹰﺎ‬
5.
Amrit Tiwana – The knowledge management toolkit orchestrating IT, Strategy, and knowledge
platforms – Prentice Hall 2002.
6. Crai Terrill, Arthur Middle Brooks – Market Leadership Strategies for service Companies:
Creating Growth, Profits, and Customer loyalty- Mc Graw – Hill Contemporary Books – October
1999
7. Elias .M. Awad, Hassan M. Chaziri- Knowledge Management – Prentice Hall 2003.
8. Ikujino Nonaka, Toshiiro Nichiquci – Knowledge Emergence: Social, Technical, and Evolutionary
Dimensions og knowledge creation – Oxford University press 2001
9. Joseph M. Firestone, Mark W. MC Elory- Key issues in the new knowledge management - (KMC)
press Butter works Heinemann 2003.
10. Leonard L. Berry- Discovering the Soul of service: The Nine Drivers of sustainable Business
Success- Free press- 1st edition 1999.
11. Melssie Clemuons Rumizen _ Complete idiot Guide to knowledge management – Alpha press 2001.
Periodical
12. David Bawden – Documentation in an information society- Journal of Documentation Vol. 60 No. 2
Year 200 Pages 101-108
13. H. L. Capron, J.A. Johnson – Computers: Tools for an Information Age – Prentice Hall 2004 page 4
14. Les Alberthl – Remarks to the financial executive Institute – 23rd October 1995Dallas, TX.
Documents & Reports
15. WSIS (2003) World Summit on the information Society Documents Geneva (2003).
www.itu.it/wsis/geneva/documents/
16. WSIS (2005)
World Summit on the information Society Documents
(2005).www.itu.it/wsis/tunis/documents/
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺍﳉﺰﺍﺋﺮ‬-‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‬
1012
Tunis
‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﻮﻣﻲ ‪17‬ﻭ‪ 18‬ﺃﻓﺮﻳﻞ ‪2006‬‬
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‪:‬‬
‫ﺍﳌﻼﺣﻖ‬
‫ﻣﻠﺤﻖ ﺭﻗﻢ )‪(1‬‬
‫ﺍﺳﺘﻤﺎﺭﺓ ﺍﺳﺘﻘﺼﺎﺀ ﻣﻮﺟﻬﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‬
‫ﺍﺳﺘﻤﺎﺭﺓ ﺍﺳﺘﻘﺼﺎﺀ ﻣﻮﺟﻬﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ‬
‫ﻣﻠﺤﻮﻇﺔ‪ :‬ﺑﻴﺎﻧﺎﺕ ﻫﺬﻩ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺳﺮﻳﺔ ﻭﻻ ﺗﺴﺘﺨﺪﻡ ﺇﻻ ﰱ ﺃﻏﺮﺍﺽ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻰ‬
‫ﺍﻟﻨﻮﻉ‪:‬‬
‫ﺫﻛﺮ] [‬
‫ﺃﻧﺜﻰ ] [‬
‫ﺍﻟﺴﻦ‪ 50 [ ] 50-40 [ ] 40-30 [ ] 30- 20 :‬ﻓﺄﻛﺜﺮ ] [‬
‫ﺃﺧﺮﻯ ] [‬
‫ﳎﺎﻝ ﺍﻟﻌﻤﻞ‪ :‬ﺗﻘﲎ] [ ﺇﺩﺍﺭﻯ ] [‬
‫ﺍﻟﺮﺟﺎ ﺭﺳﻢ ﺩﺍﺋﺮﺓ ﻋﻠﻰ ﺍﻟﺮﻗﻢ ﺍﳌﺨﺘﺎﺭ ﻋﻠﻤﹰﺎ ﺑﺄﻥ ﻛﻞ ﺭﻗﻢ ﻳﻮﺍﺯﻯ ﺍﻟﺒﻨﺪ ﺍﳌﻨﺎﻇﺮ ﻟﻪ ﰱ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱃ‬
‫ﻏﲑ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﺍﻹﻃﻼﻕ‬
‫ﻏﲑ ﻣﻮﺍﻓﻖ‬
‫ﻻ ﺃﺩﺭﻯ‬
‫ﻣﻮﺍﻓﻖ‬
‫ﻣﻮﺍﻓﻖ ﺟﺪﹰﺍ‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ ﰱ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻭﺑﲔ ﻭﺳﺎﺋﻞ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪-1‬ﳛﺘﺎﺝ ﺍﻟﻌﻤﻞ ﺑﺎﳌﺆﺳﺴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪ -2‬ﺗﺘﻮﺍﻓﺮ ﻟﺪﻯ ﺍﳌﺆﺳﺴﺔ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺮﻓﻊ ﻛﻔﺎﺀﺓ ﺇﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪‬ﺎ‪.‬‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪ -3‬ﳝﻜﻦ ﺩﻋﻢ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ ﰱ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻮﻓﲑ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪ -4‬ﺍﻟﺘﺨﻄﻴﻂ ﺍﳉﻴﺪ ﻷﺩﻭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻳﺪﻋﻢ ﻣﻦ ﻃﺮﻕ ﺍﻟﻌﻤﻞ ﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
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‫‪2‬‬
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‫‪ -5‬ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻄﻮﻳﺮ ﺍﳌﻌﺮﻓﺔ ﻳﺆﺩﻯ ﻟﺼﻌﻮﺑﺎﺕ ﰱ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﻌﻤﻞ‪.‬‬
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‫‪-6‬ﳛﺎﻭﻝ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺯﻳﺎﺩﺓ ﻣﻬﺎﺭﺍ‪‬ﻢ ﰱ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﺯﻳﺎﺩﺓ ﺍﳌﻌﺮﻓﺔ ﻟﺪﻳﻬﻢ‪.‬‬
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‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺇﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺑﲔ ﳒﺎﺡ ﺍﳌﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﰱ ﺍﻟﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﺘﻐﻴﲑﺍﺕ ﰱ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
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‫‪-1‬ﻳﺘﻢ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻘﻴﻤﺔ ﻟﻠﻌﻤﻞ ﳌﺘﺎﺑﻌﺔ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫‪-2‬ﺗﺴﻌﻰ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺗﺘﺒﻊ ﺍﻟﺘﻐﻴﲑﺍﺕ ﰱ ﺍﻷﺳﻮﺍﻕ ﻭﺗﻮﻓﻴﻖ ﺍﳌﻨﺘﺠﺎﺕ ﺍﳋﺎﺻﺔ ‪‬ـﺎ ‪1‬‬
‫ﻃﺒﻘﹰﺎ ﻟﺬﻟﻚ‪.‬‬
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‫‪-3‬ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻬﺎﻡ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﻟﻔﺮﻋﻴﺔ ﺩﺍﺧﻞ ﺍﻟﻌﻤﻞ ﲢﺘﺎﺝ ﻟﺘﺤﺪﻳﺜﻬﺎ ﻣـﻦ ﺧـﻼﻝ ﺇﺩﺍﺭﺓ ‪1‬‬
‫ﺍﳌﻌﺮﻓﺔ‪.‬‬
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‫‪-4‬ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﳌﻨﺸﺄﺓ ﳝﻜﻨﻬﺎ ﺗﻘﺪﱘ ﺍﳊﻠﻮﻝ ﺍﳌﻤﻜﻨﺔ ﳌﺸﻜﻼﺕ ﺍﻟﻌﻤﻞ‪.‬‬
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‫‪-5‬ﺗﺴﺎﻫﻢ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺍﳌﻨﻈﻤﺔ ﰱ ﻭﺻﻮﻝ ﺍﳌﺆﺳﺴﺔ ﻟﻮﺿﻊ ﺗﻨﺎﻓﺴﻰ ﻣﻨﺎﺳﺐ‪.‬‬
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‫‪-6‬ﺗﺴﻌﻰ ﺍﳌﻨﻈﻤﺔ ﺩﺍﺋﻤﹰﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﻭﺱ ﻣﺴﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ ﻣـﻦ ﺧـﻼﻝ ‪1‬‬
‫ﺍﻹﺗﺼﺎﻝ ﺑﺎﻵﺧﺮﻳﻦ ﺑﺎﻹﻧﺘﺮﻧﺖ‪.‬‬
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‫‪ -‬ﻧﻌﻢ‬
‫ﻫﻞ ﰎ ﺇﺳﺘﻐﻼﻝ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﰱ ﺍﳌﺎﺿﻰ؟‬
‫‪-‬ﻻ‬
‫‪-5‬‬
‫ﻫﻞ ﺣﺪﺛﺖ ﺃﺧﻄﺎﺀ ﻧﺎﲡﺔ ﻋﻦ ﺇﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻘﺪﳝﺔ ﰱ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺔ ﻟﺪﻳﻜﻢ؟‬
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‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‪-‬ﺍﳉﺰﺍﺋﺮ‬
2006 ‫ ﺃﻓﺮﻳﻞ‬18‫ﻭ‬17 ‫ ﻳﻮﻣﻲ‬.‫ﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭ ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻻ‬‫ﻫﻞ ﻛﺎﻥ ﺍﻟﻄﻠﺐ ﺍﳌﺘﺪﺭﺝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺍﳊﻜﻤﺔ ﺧﺎﻃﺌﺎﹰ؟‬
‫ﻻ‬-
:‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‬
‫ ﻧﻌﻢ‬-6
‫ ﻧﻌﻢ‬-
Footnotes
2
2004 ‫ ﺳﺒﺘﻤﱪ‬-‫ﺟﻼﻝ ﺣﺴﻦ ﺟﻼﻝ ﺍﻟﺪﻳﻦ – ﺍﳊﻜﻮﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻡ ﺣﻜﻮﻣﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ؟‬
1
Whatis.techtarget.com/definition/
www.dir.state.tx.us/
4
www.cia.gov
5
www.print.com
6
www.dgitalstrategy.govt.nz
7
www.scottish-enterprise.com
8
David Bawden – Documentation in an information society- Journal Of Documentation Vol. 60 No. 2 Year
200 Pages 101-108
9
WSIS (2003) World Summit on the information Society Documents Geneva (2003).
www.itu.it/wsis/geneva/documents/
10
WSIS (2005) World Summit on the information Society Documents Tunis
(2005).www.itu.it/wsis/tunis/documents/
11
H.L.Capron, J.A. Johnson – Computers: Tools for an Information Age – Prentice Hall 2004 page 4
.‫ ﺟﻼﻝ ﺣﺴﻦ ﺟﻼﻝ ﺍﻟﺪﻳﻦ – ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‬12
13
rd
Les Alberthl – Remarks to the financial executive Institute – 23 October 1995Dallas, TX.
14
Ikujino Nonaka, Toshiiro Nichiquci – Knowledge Emergence: Social, Technical, and Evolutionary
Dimensions og knowledge creation – Oxford University press 2001 pages 124-146.
‫ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ ﰱ ﺃﺳﺌﻠﺔ ﺇﺳﺘﻤﺎﺭﺓ ﺍﻹﺳﺘﻘﺼﺎﺀ ﺍﻹﺧﺘﻴﺎﺭﻳﺔ‬15
‫ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﱏ ﰱ ﺃﺳﺌﻠﺔ ﺇﺳﺘﻤﺎﺭﺓ ﺍﻹﺳﺘﻘﺼﺎﺀ ﺍﻹﺧﺘﻴﺎﺭﻳﺔ‬16
‫ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ ﰱ ﺃﺳﺌﻠﺔ ﺇﺳﺘﻤﺎﺭﺓ ﺍﻹﺳﺘﻘﺼﺎﺀ ﺍﻹﺧﺘﻴﺎﺭﻳﺔ‬17
3
‫ﺍﺷﺮﺍﻑ ﳐﱪ ﺍﻟﻌﻮﳌﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﴰﺎﻝ ﺍﻓﺮﻳﻘﻴﺎ‬
‫ﺍﳉﺰﺍﺋﺮ‬-‫ﺟﺎﻣﻌﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ ﺑﺎﻟﺸﻠﻒ‬
1014