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SafeAssign Originality Report
CPSS/370: Intake, Assessment, And Classification • Wk 5 -
Best Practices in Community Corrections [due Mon]
%56Total Score: High riskIngrid Hernandez
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Best Practices in Community Correctional.docx
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Best Practices in Community Correctional
Best Practices in Community Correctional
Ingrid Hernandez
University of Phoenix
October 17, 2021
Introduction The law enforcement and criminal justice system
of the United States embraces community corrections. It is
because it helps incarcerated individu-
als get back to the community. The main objective of creating
these community corrections is to act as an alternative to
imprisonment to those individuals that are in
jail but has shown positive behaviors and have reformed. As
this approach occurs mainly outside the prison setting, the
authorities enforce strict measures that
restrict the ex-convicts from reoffending and oversee the
correctional process. More so, the departments of probation, do
supervisions and follow-ups to address the
need of the undergoing community program. Usually, court

systems make decisions and also enforces sanctions on the
report written by parole officers on if the of-
fenders should be allowed to return to the community. An
offender will have completed the process successfully if they
show signs of mental stability and
changes in behaviors. This paper will review and analyze the
case of Robert, who was incarcerated for drug abuse and armed
robbery, describing why commu-
nity correctional assessment is important for him. Additionally,
we will determine the needs of this person and describe the
evidence-based practices that will enable
him to re-enter society. “Analyzing the case of Robert” Robert
was convicted of drug abuse and armed robbery, and he is about
to complete his term in jail.
He is twenty-five years old, and he has a criminal history and
various past arrests associated with drug possession and
robbery. For him being arrested four times and
incarcerated five times, it is hard to know if he would get back
into society successfully as a fully reformed person. However,
during incarcerations, he has shown
1
2
1
3
4
5

1 3
1
BB300502SF160441/originalityReport?attemptId=a326da83-
b181-484d-8ee5-
3b393afcb4b0&course_id=_274375_1&download=true&include
Deleted=true&paperId=4841996457&print=true&force=true
Source Matches (27)
schoolworkhelper 74%
Student paper 100%
positive change in behaviors by refraining from alcohol and
drugs. Additionally, Robert has struggled with bipolar disorder
in the past and thus he attends regular
counseling sessions. More so, Robert underwent medications,
and he has not shown any signs of repeating past behaviors.
Therefore, community correction will
greatly help Robert during the period of transition. “Why
community correctional assessment is necessary for Robert” It
is important to do community correc-
tional assessment in Robert’s case to ascertain if his claims of

behavioral progress, abstinence from the use of heroin, and
mental issues are true. It is a compli-
cated and crucial process that involves investigations of needs
and comprehensive risk and data collection. The facility will
assist these tasks by supervising and moni-
toring the offender to show the risk of recidivism. In addition, it
helps to categorize the offender on the basis of the level of risk,
which is high, moderate, and low.
(Anderson, 2019) With the fact that Robert is serving a fifth
term in jail for various offenses, community correction
assessment is very important as it will prove
beyond reasonable doubt that he is not going to continue with
criminal activities. In addition, correction assessment assists in
changing the lives of offenders before
they get back into the community, and minimize criminal
offenses, and help to transforming the community. Therefore, in
Robert’s case, this procedure is
mandatory as it will help assess his behaviors and make a
decision whether he should be granted parole, incarcerated, or
whether he should serve the remaining
term under probation. It is also significant in the collection of
data and analyzing of the offender’s behaviors outside the
prison. It assists in the prediction of the
offender’s behaviors in the social environment. (Anderson,
2019) Robert says that he has abstained from alcohol and drug
use and promise to refrain from substance
abuse during his transition period. It is hard to establish this,
taking into account the nature of prison security. Therefore, he
may be giving an excuse to get another
corrections facility other than prison and assessment is very
important to know and determine his attitudes, mental issues, or

even behavioral change. (Anderson,
2019
Use of community correctional assessment to determine
Robert’s needs Correction assessment, which is done by the
help of psychiatric, tools for abuse screening,
and help of other professionals has an important role in
assessing the risk level of the offender and treatment methods
that should be applied. More so, it will help in
making decisions for those who should undergo community
corrections. (Anderson, 2019) From the assessment, he requires
support from the community and
his family and psychological needs such as therapy and
counseling. Robert suffered from bipolar disorder which could
be the result of drug abuse and stress.
He also needs medication, to treat his depressive issues which
are due to recidivism. He also requires compassion and support
from the community. That is,
they allow him to live as obedient person after the transition.
4
1
5
4
5
6
1

5
“Evidence-based practices” Evidence-based practices are
achieved through scientific research in the criminal justice
system. They are applicable or rather help in
the reduction of recidivism. In addition, the choice of evidence -
based practices relies on the needs and risks of the offender.
Therefore, given this
individual’s recidivism risk level and criminal history, the
community correction suggested evidence-based practices are
rehabilitation and stress management.
Rehabilitation prevents the person from using alcohol, drugs,
and all illegal substances. Many scientists recommend the
rehabilitation approach as it produces the de-
sired results. For example, individuals found to be addicted and
placed in a rehabilitation center, are mostly found to recover
from the addiction. Additionally, stress
management is recommended because it will help in reducing
depressive episodes and manic disorders. It will assist him in
forgetting his previous ordeal before re-
entering society. (Mitchell et al., 2016, p. 132) Conclusion This
paper has analyzed the case of Robert. It has established or
discussed the significance of commu-
nity correctional assessment, and the risk factors of recidivism.
Looking at Robert’s history, he is supposed to undergo the
correctional assessment to know his
needs and establish the possible and necessary solutions to his
problems. And therefore, the solutions suggested are scientific-
based and offer the best outcomes.
References, Cite this article as: William Anderson

(Schoolworkhelper Editorial Team), "Best Practices in
Community Correctional Assessment," in
SchoolWorkHelper, 2019, https://schoolworkhelper.net/best-
practices-in-community-correctional-assessment/. Mitchell, S.
G., Willet, J., Monico, L. B., James, A.,
Rudes, D. S., Viglioni, J.,... & Friedmann, P. D. (2016).
Community correctional agents' views of medication-assisted
treatment: Examining their influence
on treatment referrals and community supervision practices.
Substance abuse, 37(1), 127-133.
1
7 6
8
7
5
9
10 11 9
1
Student paper
Best Practices in Community Correctional Best Practices in
Community Correctional
Original source

Home Law & Politics Best Practices in Community Correctional
Home Law & Politics Best
Practices in Community Correctional
2
Student paper
University of Phoenix
Original source
University Of Phoenix
1
Student paper
Introduction The law enforcement and criminal justice system
of the United States em-
braces community corrections.
Original source
Introduction The criminal justice system and the United States
law enforcement, has em-
braced community corrections, because of its impact in assisting
the incarcerated per-
sons in their transition back to the society

Student paper 67%
Student paper 75%
Student paper 71%
Student paper 66%
Student paper 79%
3
Student paper
As this approach occurs mainly outside the prison setting, the
authorities enforce strict
measures that restrict the ex-convicts from reoffending and
oversee the correctional
process. More so, the departments of probation, do supervisions
and follow-ups to ad-
dress the need of the undergoing community program.
Original source
While the approach mainly happens outside the prisons setting,
there are strict measures
to oversee the correctional process, and to prevent ex-convicts

from reoffending The pro-
bation department conducts follow-ups and supervision to
address the needs of that un-
dergoing community program
4
Student paper
An offender will have completed the process successfully if
they show signs of mental sta-
bility and changes in behaviors.
Original source
The offender will have successfully completed the process if
they exhibit signs of behav-
ioral change, and mental stability
5
Student paper
This paper will review and analyze the case of Robert, who was
incarcerated for drug
abuse and armed robbery, describing why community
correctional assessment is impor-
tant for him.
Original source
In this paper, I will attempt to review and analyze the case of
Robert, an incarcerated for
burglary and drug abuse, with the goal of showing why the
correctional assessment is
necessary for him

1
Student paper
“Analyzing the case of Robert” Robert was convicted of drug
abuse and armed robbery,
and he is about to complete his term in jail.
Original source
Case Analysis Robert is about to complete his jail term having
convicted for armed
robbery
3
Student paper
He is twenty-five years old, and he has a criminal history and
various past arrests associ-
ated with drug possession and robbery.
Original source
The 26 years old has a previous criminal history and numerous
arrests associated with
burglary, and drug possession
1
Student paper
However, during incarcerations, he has shown positive change
in behaviors by refraining
from alcohol and drugs.

Original source
However, he has demonstrated positive behaviors during
incarcerations by abstaining
from drugs and alcohol
4
Student paper
“Why community correctional assessment is necessary for
Robert” It is important to do
community correctional assessment in Robert’s case to ascertain
if his claims of behav-
ioral progress, abstinence from the use of heroin, and mental
issues are true.
Original source
Importance of Community Correctional Assessment In Robert’s
case, it is imperative to
pursue community correctional assessment to ascertain his
claims of abstinence from
heroin abuse, mental issues, and behavioral progress
1
Student paper
It is a complicated and crucial process that involves
investigations of needs and compre-
hensive risk and data collection.
Original source

It is a complex and important process involving data collection,
and comprehensive risks
and needs investigations
Student paper 66%
Student paper 71%
Student paper 62%
Student paper 63%
Student paper 66%
Student paper 73%
5
Student paper
(Anderson, 2019) With the fact that Robert is serving a fifth
term in jail for various of-
fenses, community correction assessment is very important as it
will prove beyond rea-

sonable doubt that he is not going to continue with criminal
activities.
Original source
Considering that Robert is serving his fifth straight jail term for
different offenses, com-
munity correctional assessment is required to prove beyond
reasonable doubt that he
will not reoffend
4
Student paper
Therefore, in Robert’s case, this procedure is mandatory as it
will help assess his behav-
iors and make a decision whether he should be granted parole,
incarcerated, or whether
he should serve the remaining term under probation.
Original source
As such, the procedure, which is mandatory, is helpful in
Robert’s case, to assess his be-
haviors purposely for further decisions on whether he should be
incarcerated, granted
parole, or serve the remainder of his term under probation
5
Student paper
It is also significant in the collection of data and analyzing of
the offender’s behaviors out-
side the prison.

Original source
Lastly, community assessment is important in data collection
and analysis of the
offender’s behaviors outside prison facilities
6
Student paper
(Anderson, 2019) From the assessment, he requires support
from the community and his
family and psychological needs such as therapy and counseling.
Original source
From the assessment, Robert is in dire need of psychological
needs like professional
counseling and support from his family and the community
1
Student paper
Robert suffered from bipolar disorder which could be the result
of drug abuse and stress.
Original source
He suffers from bipolar disorder, which could be result of
stress, and previous drug
addiction
5

Student paper
He also needs medication, to treat his depressive issues which
are due to recidivism.
Original source
He also needs medical attention to eliminate depressive issues
due to recidivism
1
Student paper
“Evidence-based practices” Evidence-based practices are
achieved through scientific re-
search in the criminal justice system.
Original source
Evidence- Based Practices In the justice system, evidenced-
based practices, acquired
through scientific research, is applicable in reducing recidivism
7
Student paper
In addition, the choice of evidence-based practices relies on the
needs and risks of the
offender.
Original source
Even more importantly, the choice of evidence-based practices
depends on risks and

needs of the offender
Student paper 80%
Student paper 80%
Student paper 66%
Student paper 100%
Student paper 100%
Student paper 100%
Student paper 100%
Student paper 100%
6
Student paper
Therefore, given this individual’s recidivism risk level and
criminal history, the community
correction suggested evidence-based practices are rehabilitation
and stress
management.

Original source
In the case of Robert, given his recidivism risk level and
criminal history, some of the evi-
dence-based practices suggested for community correction
include rehabilitation and
stress management
8
Student paper
(Mitchell et al., 2016, p.
Original source
Shannon Gwin Mitchell, P., et al (2016)
7
Student paper
Looking at Robert’s history, he is supposed to undergo the
correctional assessment to
know his needs and establish the possible and necessary
solutions to his problems.
Original source
With Robert’s history, he should undergo correctional
assessment to establish the needs
and appropriate solutions
5
Student paper

William Anderson (Schoolworkhelper Editorial Team), "Best
Practices in Community
Correctional Assessment," in SchoolWorkHelper, 2019,
https://schoolworkhelper.net/best-practices-in-community-
correctional-assessment/.
Original source
William Anderson (Schoolworkhelper Editorial Team), "Best
Practices in Community
Correctional Assessment," in SchoolWorkHelper, 2019,
https://schoolworkhelper.net/best-practices-in-community-
correctional-assessment/
9
Student paper
G., Willet, J., Monico, L. B., James, A., Rudes, D.
Original source
G., Willet, J., Monico, L B., James, A., Rudes, D
10
Student paper
S., Viglioni, J.,...
Original source
S., Viglioni, J.,
11

Student paper
treatment:
Original source
treatment
9
Student paper
Examining their influence on treatment referrals and community
supervision practices.
Substance abuse, 37(1), 127-133.
Original source
Examining their influence on treatment referrals and community
supervision practices
Substance abuse, 37(1), 127-133
Week2 (PPT2A)
CHAPTER 1
The Exceptional Manager
What You Do,
How You Do It
©Olivier Renck/ Getty Images

©McGraw-Hill Education. All rights reserved. Authorized only
for instructor use in the classroom. No reproduction or further
distribution permitted without the prior written consent of
McGraw-Hill Education.
LEARNING OBJECTIVES ‫فادها‬ ‫ميلعتلا‬
©McGraw-Hill Education.
.1Identify the rewards of being an exceptional manager.
.‫ديدحت‬ ‫اا‬ ‫تآفاك‬ ‫دتلا‬ ‫ت‬ُ ‫ت‬ ‫ائ‬ ‫دتمت‬ ‫ائآ‬ ‫ُئفاف‬2.
.3List the four principle functions of a manager.
.‫درس‬ ‫تلااد‬ ‫أدبملا‬ ‫ةعبرلأا‬ ‫ريدملل‬4.
.5Describe the levels and areas of management.
.‫فصو‬ ‫تايوتسم‬ ‫ةرادلإا‬ ‫اهتلااجمو‬6.
.7Identify the roles an effective manager must play.
.‫ديدحت‬ ‫راودلأا‬ ‫يتلا‬ ‫بجي‬ ‫نأ‬ ‫موقي‬ ‫اهب‬ ‫ريدملا‬ ‫لاعفلا‬8.
.9Discuss the skills of an outstanding manager.
.‫ةشقانم‬ ‫تاراهم‬ ‫ريدم‬ ‫زيمتم‬10.
.11Identify the seven challenges faced by most managers.
.‫مظعم‬ ‫اوينيريدملا‬.21 ‫ت‬ ‫ائ‬ ‫عة‬ ‫ب‬ ‫س‬ ‫ائ‬ ‫دت‬ ‫ئفا‬ ‫ائ‬ ‫ف‬ ‫ئفا‬ ُ‫جههد‬
.13Define the knowledge, soft skills, attitudes, and other

characteristics needed
for career readiness and discuss how they can be developed.
‫ص‬ ‫صدح‬ ‫خ‬ ‫ائ‬ ‫من‬ ‫يكهد‬ ‫وغ‬ ‫ف‬ ‫آواق‬ ‫وائ‬ ‫ية‬ ‫ي‬ ‫ل‬ ‫ائ‬ ‫آهدرات‬ ‫وائ‬ ‫ة‬ ‫عكت‬ ‫آ‬ ‫ائ‬ ‫ف‬ ‫ئفا‬ ُ ‫ي‬
‫ع‬ ‫س‬ ‫الئ‬ ‫زمة‬ ‫االئ‬.41‫يف‬ ‫وظ‬ ‫ائ‬ ‫داد‬
‫كهد‬ ‫طوا‬ ُ ‫ية‬ ‫ف‬ ‫ي‬ ‫ت‬ ‫شة‬ ‫يدق‬ ‫وم‬
.15Describe the process for managing your career readiness.
.‫فصو‬ ‫ةيلمع‬ ‫ةرادإ‬ ‫كدادعتسا‬ ‫يفيظولا‬16.
The ART of MANAGEMENT DEFINED
ART ‫نم‬ ‫ةرادإ‬ ‫ةفرعملا‬
Organization
•A group of people who work together to achieve some
specific purpose.
•Managers operate within many types of organizations.
. ‫ةعومجم‬ ‫نم‬ ‫سانلا‬ ‫نيذلا‬ ‫نولمعي‬ ‫اعم‬ ‫قيقحتل‬ ‫ضعب‬ ‫ضرغلا‬
‫يظآه‬ ‫آ‬ ‫آئفدائ‬ ‫ائ‬
.‫لمعيو‬ ‫نوريدملا‬ ‫يف‬ ‫راطإ‬ ‫عاونأ‬ ‫ةديدع‬ ‫نم‬ ‫تامظنملا‬
The ART of MANAGEMENT
ART ‫نم‬ ‫ةرادلإا‬

Management
.1The pursuit of organizational goals efficiently and
effectively.
.2Integrating the work of people.
.3Planning, organizing, leading, and controlling the
organization’s
resources.
.‫هرادا‬ ‫يعسلا‬ ‫قيقحتل‬ ‫فادهلأا‬ ‫يةلا‬ ‫عدئ‬ ‫وت‬ ‫فدءة‬ ‫ب‬ ‫ية‬ ‫يآ‬ ‫يظ‬ ُ
.‫جمد‬ ‫لمع‬ ‫سانلا‬
.‫طيطخت‬ ‫ميظنتو‬ ‫ةدايقو‬ ‫مكحتو‬ ‫دراوم‬ ‫ةمظنملا‬
‫ش‬ ‫د‬‫وم‬ ، ‫خدم‬ ‫ائ‬ ‫لواد‬ ‫وام‬ ‫الل‬ ‫وام‬ ‫يدس‬ ‫ائ‬ ‫ا‬ ‫ذئ‬ ‫ه‬ ‫اب‬-- ‫ة‬ ‫عدئ‬ ‫ت‬ ‫لة‬ ‫ي‬ ‫ا‬ ‫و‬ ‫ون‬ ُ ‫أن‬
‫لوارد‬ ‫ام‬ ‫خفام‬ ‫س‬ ‫ائ‬
. ‫ةمكحب‬ ‫ةيلاعفو‬ ‫نم‬ ‫ثيح‬ ‫ةفلكتلا‬--
.‫نأ‬ ‫نوكت‬ ‫ةلاعف‬ ‫ينعي‬ ‫مادختسا‬ ‫جهن‬ ‫يذلا‬ ‫رفوي‬ ‫تقولا‬ ‫لالماو‬
‫يئة‬ ‫صئ‬ ‫ائ‬ ‫يدء‬ ‫ش‬ ‫دأئ‬ ‫ب‬ ‫يدم‬ ‫ق‬ ‫ائ‬
‫خدذ‬ ُ‫وا‬ ‫ج‬ ‫دح‬ ‫ي‬ ‫ائ‬ ‫يق‬ ‫ق‬ ‫ئ‬ ‫ئ‬ ‫ة‬ ‫عدئ‬ ‫ت‬ ‫لة‬ ‫ي‬ ‫ا‬ ‫و‬ ‫ون‬ ُ ‫أن‬ ‫يجدح‬ ‫ب‬ ‫ذهد‬ ‫ا‬
‫يف‬ ُ‫و‬ ‫يئة‬ ‫صئ‬ ‫ائ‬ ‫قكارات‬ ‫ائ‬
‫يظآة‬ ‫ل‬ ‫ام‬ ‫أهفاف‬ ‫قق‬ ‫ئ‬ ُ ‫ى‬ ‫ح‬ .‫يئة‬ ‫صئ‬ ‫ائ‬ ‫يدء‬ ‫ش‬ ‫دأئ‬ ‫ب‬ ‫يدم‬ ‫ق‬ ‫ائ‬
•To be efficient means to use resources—people, money,
raw materials, and the like— wisely and cost-effectively.
•To be efficient means using an approach which saves time
and money.

•Doing the things right
•To be effective means to achieve results, to make the right
decisions and to successfully carry them out so that they
achieve the organization’s goals. Doing the right things.
QUESTION #1
Burger King decided to add breakfast to its hours of
operation in order to increase its customers. This was
an attempt to improve the organization’s
.Aeffectiveness.
.Bplanning.
.Cleading strategy.
.Defficiency.
‫عآل‬ ‫ادعدت‬ ‫ى‬ ‫إئ‬ ‫فطدر‬ ‫اإئ‬ ‫بة‬ ‫وج‬ ‫ة‬ ‫ضدت‬ ‫إ‬ ‫يج‬ ‫ي‬ ‫ت‬ ‫ك‬‫كج‬ ‫ب‬ ‫كرت‬ ‫ق‬ ‫هد‬
‫لهد‬ ‫عآدئ‬ ‫ددة‬ ‫زا‬ ‫ل‬ ‫أج‬ ‫من‬ .‫يظآة‬ ‫آ‬ ‫ائ‬ ‫ين‬ ‫س‬ ‫ئ‬ ‫ئ‬ ‫ة‬ ‫مئدوئ‬ ‫هذه‬ ‫ت‬ ‫دن‬ ‫وت‬
. ‫هيلاعف‬
. ‫طيطختلا‬
‫ية‬ ‫يج‬ ُ‫كا‬ ‫ا‬ ‫ا‬

. ‫ةدئار‬
‫ه‬‫فدء‬ ‫ائ‬
REWARDS of STUDYING MANAGEMENT
•You will understand how to deal with organizations
from the outside.
•You will understand how to relate to your supervisors.
•You will understand how to interact with co- workers.
•You will understand how to manage yourself in the workplace.
.‫فوس‬ ‫مهفت‬ ‫ةيفيك‬ ‫لماعتلا‬ ‫عم‬ ‫تامظنملا‬ ‫نم‬ ‫جراخلا‬
. ‫فوس‬ ‫مهفت‬ ‫ةيفيك‬ ‫لصاوتلا‬ ‫عم‬ ‫نيفرشملا‬
. ‫فوس‬ ‫مهفت‬ ‫ةيفيك‬ ‫لعافتلا‬ ‫عم‬ ‫ءلامز‬ ‫لمعلا‬
.‫فوس‬ ‫مهفت‬ ‫ةيفيك‬ ‫ةرادإ‬ ‫كسفن‬ ‫يف‬ ‫ناكم‬ ‫لمعلا‬
‫اة‬ ‫فرا‬ ‫ائ‬ ‫إدارة‬ ‫مت‬ ‫دت‬ ‫م‬
REWARDS of PRACTICING MANAGEMENT
•You and your employees can experience a sense of

accomplishment.
•You can stretch your abilities and magnify your range.
•You can build a catalog of successful products or services.
•You can become a mentor and help others.
©stockbroker/123RF
‫مت‬ ‫دت‬ ‫آآدراةم‬‫ت‬‫ئ‬‫ا‬ ‫اإئفارة‬
.‫كنكمي‬ ‫تنأ‬ ‫كيفظومو‬ ‫ةبرجت‬ ‫روعشلا‬ ‫زاجنلإاب‬
. ‫كنكمي‬ ‫ديدمت‬ ‫كتاردق‬ ‫ريبكتو‬ ‫قاطن‬ ‫صاخلا‬ ‫كب‬
.‫كنكمي‬ ‫ءاشنإ‬ ‫جولاتك‬ ‫تاجتنم‬ ‫وأ‬ ‫تامدخ‬ ‫ةحجان‬
.‫كنكمي‬ ‫نأ‬ ‫حبصت‬ ‫ادشرم‬ ‫ةدعاسمو‬ ‫نيرخلآا‬
The MANAGEMENT PROCESS
Figure 1.1: The Management Process
Access the text alternative for these images.
Copyright ©McGraw-Hill Education. Permission required for
reproduction or display.
1 :‫فارة‬ ‫اإئ‬ ‫ية‬ ‫ل‬ ‫عآ‬-1‫ةيلمع‬ ‫ةرادلإا‬ ‫لكشلا‬

QUESTION #2
Laura runs a sales and expense report at the end of
each work day. Which management function is she
performing?
.Aleading
.Borganizing
.Ccontrolling
.Dplanning
‫ف‬ ‫دت‬ ‫صكوت‬ ‫آ‬ ‫وائ‬ ‫عدت‬ ‫ي‬ ‫ب‬ ‫آ‬ ‫ائ‬ ‫ك‬ ‫قكا‬ ُ ‫يل‬ ‫غ‬ ‫ش‬ ‫ب‬ ‫ورا‬ ‫ئ‬ ‫قوم‬ ُ ‫ل‬ ‫ت‬ ‫ة‬ ‫هدا‬ ‫ن‬ ‫ي‬
‫عآل‬ ‫وم‬ ‫ا‬ .‫هد؟‬ ‫ؤدا‬ ُ ‫ت‬ ‫ائ‬ ‫فارة‬ ‫اإئ‬ ‫فة‬ ‫ي‬ ‫وظ‬ ‫هت‬ ‫مد‬
‫فه‬ ‫كاح‬ ‫ائ‬
‫يم‬ ‫يظ‬ ُ
‫مال‬ ‫ئ‬ ُ
‫يط‬ ‫خط‬ ‫ائ‬
LEVELS and AREAS of MANAGEMENT
Figure 1.2

FOUR LEVELS of MANAGEMENT
(1Top managers
•Make long-term decisions about the overall direction of the
organization and
establish the objectives, policies, and strategies for it
‫عدم‬ ‫ائ‬ ‫جده‬ ‫اائ‬ ‫ول‬‫ح‬ ‫جل‬ ‫اأئ‬ ‫لة‬ ‫وا‬‫ط‬ ‫كارات‬ ‫ق‬ ‫خدذ‬ ُ‫ا‬ ‫ن‬ ‫كا‬ ‫آفا‬ ‫ائ‬ ‫بدر‬ ‫ت‬
‫ه‬ ُ‫اد‬ ‫يد‬ ‫ا‬ ‫و‬ ‫هد‬ ‫أهفات‬ ‫ع‬‫ض‬ ‫وو‬ ‫يظآة‬ ‫لآ‬ ‫•ئ‬ ‫ا‬
.‫هتايجيتارتساو‬‫ا‬
(2Middle managers
•Implement the policies and plans of the top managers above
them and
supervise and coordinate the activities of the first-line managers
below them
.‫نوريدملا‬ ‫نوطسوتملا‬ ‫ذيفنت‬ ‫تاسايس‬ ‫ططخو‬ ‫رابك‬ ‫نيريدملا‬
‫شكا‬ ‫واإئ‬ ‫هم‬ ‫وق‬ ‫•ت‬ ‫شطة‬ ‫أن‬ ‫ى‬‫ل‬ ‫ع‬ ‫ف‬
(3First-line managers
•Make short-term operating decisions, directing the daily tasks
of
nonmanagerial personnel

‫خط‬ ‫ائ‬ ‫كي‬ ‫مفا‬ .‫ج‬ ‫اأئ‬ ‫يكة‬ ‫ص‬ ‫ق‬ ‫ية‬ ‫ل‬ ‫ي‬ ‫غ‬ ‫ش‬ ُ ‫كارات‬ ‫ق‬ ‫خدذ‬ ُ‫ا‬ ‫أول‬ ‫ط‬‫خ‬ ‫مفراء‬ ،‫ل‬
•‫قهد‬ ‫ي‬ ‫س‬ ‫ي‬ ُ‫و‬ ‫هم‬ ‫ئ‬ ُ ‫ول‬ ‫اأئ‬
.‫هيجوتو‬ ‫ماهملا‬ ‫ةيمويلا‬ ‫نيفظوملل‬ ‫ريغ‬ ‫عآليلماعلا‬ ‫ائ‬ ‫إدارة‬ ‫ت‬ ‫ت‬ ‫ن‬
(4Team leader
•Responsible for facilitating team activities toward achieving
key results
..‫دئاق‬ ‫قيرفلا‬ ‫لوؤسم‬ ‫نع‬ ‫ليهست‬ ‫ةطشنأ‬ ‫قيرفلا‬ ‫وحن‬ ‫قيقحت‬
‫ية‬ ‫س‬ ‫ي‬ ‫كح‬ ‫ائ‬ ‫ج‬ ‫دح‬ ‫ي‬ ‫ائ‬
‫ة‬ ‫فار‬ ‫إلئ‬ ‫دت‬ ‫وا‬ ‫س‬ ‫م‬ ‫عة‬ ‫أرب‬
QUESTION #3
Donielle supervises the food assembly line workers.
What type of manager is she?
.Atop manager
.Bmiddle manager
.Cfirst-line manager
.Dgeneral manager
‫يل‬ ‫غ‬ ‫ةدون‬ ‫غذا‬ ‫اأئ‬ ‫ع‬ ‫ي‬ ‫جآ‬ ُ ‫ط‬‫خ‬ ‫عآدل‬ ‫ى‬‫ل‬ ‫ع‬ ‫شكف‬ ُ .‫من‬ ‫وع‬ ‫ن‬ ‫أي‬
‫هت؟‬ ‫ن‬ ‫كا‬ ‫آفا‬ ‫ائ‬
‫ى‬‫ل‬ ‫أع‬ ‫ك‬ ‫مفا‬

‫اط‬ ‫و‬ ‫اأئ‬ ‫ك‬ ‫مفا‬
‫ول‬ ‫اأئ‬ ‫خط‬ ‫ائ‬ ‫ك‬ ‫مفا‬
‫عد‬ ‫ك‬ ‫ممفا‬
FUNCTIONAL VERSUS GENERAL MANAGERS
Functional manager
•Responsible for just one organizational activity.
•For example, director of finance, vice president of
production.
General manager
•Responsible for several organiza tional activities.
•For example, executive vice president, an executive director
for a nonprofit.
‫عدمون‬ ‫ائ‬ ‫كون‬ ‫آفا‬ ‫ائ‬ ‫ل‬ ‫قدب‬ ‫م‬ ‫يون‬ ‫ي‬ ‫ف‬ ‫ائ‬ ‫آفراء‬ ‫ائ‬
‫قط‬ ‫ت‬ ‫ف‬ ‫واح‬ ‫ت‬‫يآ‬ ‫يظ‬ ُ ‫شدط‬ ‫ن‬ ‫ن‬‫ع‬ ‫سؤول‬ ‫م‬ ‫ت‬‫ف‬ ‫ي‬ ‫وظ‬ ‫ك‬ ‫مفا‬ .‫ى‬‫ل‬ ‫ع‬ ‫يل‬ ‫ب‬ ‫ا‬
‫دج‬ ‫ي‬ ‫إلئ‬ ‫يس‬ ‫كح‬ ‫ائ‬ ‫ب‬ ‫دح‬ ‫ن‬ ،‫ية‬ ‫آدئ‬ ‫ائ‬ ‫ك‬ ‫مفا‬ ،‫ددل‬ ‫آ‬ ‫ائ‬ .‫م‬ ‫عدم‬ ‫ك‬ ‫مفا‬ ‫اؤول‬
‫ئ‬‫يةا‬ ‫يآ‬ ‫يظ‬ ‫ائ‬ ‫شطة‬ ‫ي‬ ‫اأئ‬ ‫من‬ ‫ف‬ ‫عفا‬ ‫ائ‬ ‫ن‬‫ع‬ .‫ن‬ ،‫ددل‬ ‫آ‬ ‫ائ‬ ‫يل‬ ‫ب‬ ‫ا‬ ‫ى‬‫ل‬ ‫ع‬ ‫ب‬
.‫سيئرلاةيح‬ ‫يذيفنتلا‬، ‫وهو‬ ‫ريدم‬ ‫يذيفنت‬ ‫ةمظنمل‬ ‫ريغ‬ ‫بر‬

MANAGERS for THREE TYPES of ORGANIZATIONS
For-profit organizations
•Making money (profits) by offering products or services.
Nonprofit organizations
•Offering services to some clients, not to make a profit
(for example, hospitals, colleges, social-welfare
agencies).
Mutual-benefit organizations
•Aiding members in order to advance their interests (for
example,political parties, farm cooperatives, labor
unions, trade associations, clubs).
‫يظآدت‬ ‫آ‬ ‫ائ‬ ‫من‬ ‫واع‬ ‫أن‬ ‫دة‬ ‫ددئ‬ ‫ئ‬ ‫كون‬ ‫آفا‬ ‫ائ‬
‫آدل‬ ‫ائ‬ ‫سب‬ ‫ت‬ ‫ح‬ ‫لكب‬ ‫ئ‬ ‫ة‬ ‫هددت‬ ‫ائ‬ ‫يظآدت‬ ‫آ‬ ‫دح(ائ‬ ‫كب‬ ‫اأئ‬ )‫ت‬ ‫ل‬ ‫خدئ‬ ‫من‬ ‫م‬ ‫فا‬ ‫ق‬
‫خفمدت‬ ‫ائ‬ ‫أو‬ ‫جدت‬ ‫ي‬ ‫آ‬ ‫ائ‬ .‫خ‬ ‫ائ‬ ‫م‬ ‫قفا‬ ُ ‫ية‬ ‫ئ‬ ‫كب‬ ‫ائ‬ ‫يك‬ ‫غ‬ ‫يظآدت‬ ‫آ‬ ‫ائ‬ ‫دمدت‬
‫عض‬ ‫ب‬ ‫ال(ئ‬ ‫يل‬ ‫ب‬ ‫ا‬ ‫ى‬‫ل‬ ‫ع‬ ،‫ددل‬ ‫م‬ ‫ح‬ ‫كب‬ ‫ائ‬ ‫يق‬ ‫ق‬ ‫ئ‬ ‫ئ‬ ‫يس‬ ‫وئ‬ ،‫عآدلء‬ ‫ائ‬
‫ية‬ ‫آدع‬ ‫ج‬ ‫اائ‬ ‫ة‬ ‫كعدا‬ ‫ائ‬ ‫ت‬ ‫دائ‬ ‫ووت‬ ‫يدت‬ ‫ل‬ ‫وائ‬ ‫يدت‬ ‫ف‬ ‫ش‬ ‫س‬ ‫آ‬ ‫ائ‬ .)‫م‬ ‫ظآدت‬ ‫ن‬

‫صدل‬ ‫م‬ ‫يق‬ ‫ق‬ ‫ئ‬ ُ ‫ل‬ ‫أج‬ ‫من‬ ‫ضدء‬ ‫ع‬ ‫اأئ‬ ‫فة‬‫سدع‬ ‫م‬ ‫ة‬ ‫بددئ‬ ‫آ‬ ‫ائ‬ ‫عة‬ ‫ف‬ ‫ي‬ ‫آ‬ ‫ائ‬ ‫حهم‬
(‫ال‬ ‫يدت‬ ‫عدون‬ ‫ائ‬ ،‫ية‬ ‫ا‬ ‫يد‬ ‫س‬ ‫ائ‬ ‫ئزاب‬ ‫اأئ‬ ،‫ددل‬ ‫آ‬ ‫ائ‬ ‫يل‬ ‫ب‬ ‫ا‬ ‫ى‬‫ل‬ ‫ع‬ ،‫ية‬ ‫زراع‬
(.‫تاباقنلا‬ ‫ةيلامعلا‬، ‫تاباقنلا‬، ‫ةيدنلأا‬
THREE TYPES of MANAGERIAL ROLES
Interpersonal roles
•Interact with people inside and outside their work units.
•Figurehead, leader, liaison.
Informational roles
•Receive and communicate information.
•Monitor, disseminator, spokesperson.
Decisional roles
•Use information to make decisions to solve problems or take
advantage of opportunities.
•Entrepreneur, disturbance handler, resource allocator,
negotiator.
‫ة‬ ‫فارا‬ ‫اإئ‬ ‫فوار‬ ‫اأئ‬ ‫من‬ ‫واع‬ ‫أن‬ ‫دة‬ ‫دئ‬ ‫ث‬

‫درج‬ ‫وخ‬ ‫ل‬ ‫داخ‬ ‫يدس‬ ‫ائ‬ ‫ع‬ ‫م‬ ‫ل‬‫فدع‬ ‫ائ‬ ‫ية‬ ‫ص‬ ‫شخ‬ ‫ائ‬ ‫فوار‬ ‫اأئ‬ ‫فات‬ ‫وح‬
‫عآلهم‬ . ‫مةرأس‬‫ا‬‫ز‬‫م‬‫ئ‬‫صدال‬ ‫اائ‬ ،‫ائقدحف‬ ، .‫ت‬ ‫ائآعلومدت‬ ‫أدوار‬ ‫ئقت‬
. ‫دصر‬، ‫رشن‬، ‫ثدحتملا‬ ‫يمسرلا‬. ‫تامولعملا‬ ‫اهليصوتو‬
‫فوار‬ ‫يةاأئ‬ ُ‫قكارا‬ ‫ئدئ‬ ‫ئ‬ ‫كارات‬ ‫ق‬ ‫خدذ‬ ‫ائ‬ ‫لومدت‬ ‫ع‬ ‫آ‬ ‫ائ‬ ‫خفام‬ ‫ا‬ ‫ا‬ ‫ل‬
‫فكص‬ ‫ائ‬ ‫من‬ ‫فددة‬ ‫س‬ ‫اائ‬ ‫خدذهد‬ ُ‫ا‬ ‫أو‬ ‫ل‬ ‫شدت‬ ‫آ‬ ‫ائ‬ . ‫ج‬ ‫عدئ‬ ‫م‬ ،‫يظم‬ ‫م‬
.‫بارطضا‬، ‫صصخم‬ ‫دراوملا‬، ‫ضوافم‬
QUESTION #4
CEO Gary Kelly sets the direction and strategy for
Southwest Airlines. What type of managerial role is he
performing?
.Ainterpersonal
.Binformational
.Cdecisional
.Dconclusive
‫ت‬ ‫ت‬ ‫غدري‬ ‫يذي‬ ‫ف‬ ‫ي‬ ‫ائ‬ ‫يس‬ ‫كح‬ ‫ائ‬ ‫ية‬ ‫يج‬ ُ‫كا‬ ‫س‬ ‫واائ‬ ‫جده‬ ‫اائ‬ ‫ئفد‬ ‫ا‬ ‫ت‬ ‫ئ‬
‫ادوث‬ ‫ة‬ ‫شكت‬ ‫ل‬ ‫س‬ ‫يزوا‬ ‫ي‬ ‫كائ‬ ‫اا‬ . ‫فاري‬ ‫اإئ‬ ‫فور‬ ‫ائ‬ ‫وع‬ ‫ن‬ ‫هو‬ ‫مد‬
‫ه؟‬ ‫ؤدا‬ ‫ا‬ ‫ذي‬ ‫يهدئ‬ ‫ص‬ ‫شخ‬ ‫عهدئ‬ ‫دط‬ ‫ق‬ ‫كارات‬ ‫ق‬ ‫يه‬ ‫آ‬ ‫دئ‬‫اع‬

ROLES MANAGERS MUST PLAY SUCCESSFULLY
The manager’s roles: Mintzberg’s useful findings
.1A manager relies more on verbal
than on written communication.
.2A manager works long hours at an intense pace.
.3A manager’s work is characterized by fragmentation,
brevity, and variety.
‫يجدح‬ ‫ب‬ ‫فوار‬ ‫اأئ‬ ‫كو‬ ‫مفا‬ ‫قوم‬ ‫ا‬ ‫أن‬ ‫جب‬ ‫ا‬
‫ر‬ ‫أدوا‬ : ‫يهد‬ ‫إئ‬ ‫صل‬ ‫و‬ ُ ‫ت‬ ‫ائ‬ ‫يفة‬ ‫ف‬ ‫آ‬ ‫ائ‬ ‫ج‬ ‫دح‬ ‫ي‬ ‫دئ‬ ‫ي‬ ‫ي‬ ‫كغآ‬ ‫زب‬ ‫ك‬ ‫آفا‬ ‫ائ‬
. ‫ريدملاةبوتكمل‬ ‫دمتعي‬ ‫رثكأ‬ ‫ىلع‬ ‫ةيظفللا‬ ‫نم‬ ‫ىلع‬ ‫تلااصتلاا‬ ‫ا‬
‫فة‬ ‫د‬ ‫م‬ ‫يكة‬ ُ‫و‬ ‫ب‬ ‫لة‬ ‫وا‬‫ط‬ ‫ادعدت‬ ‫عآل‬ ‫ا‬ ‫ك‬ ‫مفا‬ .‫ا‬ ‫عآل‬ ‫يز‬ ‫آ‬ ‫ا‬ ‫ك‬ ‫آفا‬ ‫ئ‬
.‫ؤزجتلاب‬ ‫زاجيلإاو‬ ‫عونتلاو‬
The SKILLS EXCEPTIONAL MANAGERS NEED
Technical skills
•The job-specific knowledge needed to perform well in a

specialized field.
Conceptual skills
•The ability to think analytically, to visualize an
organization as a whole and understand how the parts
work together.
Human skills (soft skills)
•The ability to work well in cooperation with other people
to get things done; the ability to motivate, to inspire
trust, to communicate with others.
‫يون‬ ‫يدح‬ ‫د‬ ‫س‬ ‫اائ‬ ‫كون‬ ‫آفا‬ ‫ائ‬ ‫دجهد‬ ‫ئ‬ ‫ا‬ ‫ت‬ ‫ائ‬ ‫آهدرات‬ ‫ائ‬
‫أل‬ ‫زمة‬ ‫االئ‬ ‫ف‬ ‫وظدح‬ ‫دئ‬ ‫ب‬ ‫صة‬ ‫خد‬ ‫ائ‬ ‫عدرف‬ ‫آ‬ ‫وائ‬ ‫ية‬ ‫ي‬ ‫ق‬ ‫ائ‬ ‫آهدرات‬ ‫ائ‬ ‫داء‬
‫ق‬ ‫ائ‬ ‫ية‬ ‫يآ‬ ‫فده‬ ‫آ‬ ‫ائ‬ ‫آهدرات‬ ‫صصائ‬ ‫خ‬ ‫م‬ ‫مجدل‬ ‫ت‬ ‫ت‬ ‫يف‬ ‫ج‬ .‫ى‬‫ل‬ ‫ع‬ ‫درة‬
‫ع‬ ‫ية‬ ‫ف‬ ‫ي‬ ‫ت‬ ‫هم‬ ‫وت‬ ‫ل‬ ‫ت‬ ‫يظآة‬ ‫م‬ ‫صور‬ ُ ،‫ت‬‫ل‬ ‫ي‬ ‫ل‬ ‫ئ‬ ‫ائ‬ ‫يك‬ ‫ف‬ ‫ائ‬ ‫زاء‬ ‫أج‬ ‫مل‬
‫عد‬ ‫م‬ . ‫ة‬ ‫شكا‬ ‫ب‬ ‫ائ‬ ‫آهدرات‬ ‫ية(ائ‬ ‫ي‬ ‫ل‬ ‫ائ‬ ‫آهدرات‬ ‫ائ‬ )‫عم‬ ‫ائ‬ ‫ى‬‫ل‬ ‫ع‬ ‫قفرة‬ ‫ائ‬ ‫ل‬
‫ع‬ ‫قفرة‬ ‫ائ‬ ‫آور؛‬ ‫اأئ‬ ‫يجدز‬ ‫إئ‬ ‫ن‬ ‫خكا‬ ‫اآئ‬ ‫ع‬ ‫م‬ ‫عدون‬ ‫دئ‬ ‫ب‬ ‫يف‬ ‫ج‬ ‫ل‬ ‫ش‬ ‫ب‬ ‫ى‬ ‫ئ‬
.‫زيفحت‬، ‫ماهللإ‬ ‫ةقثلا‬، ‫ىلع‬ ‫لصاوتلا‬ ‫عم‬ ‫نيرخلآا‬
CHALLENGES to BEING an EXCEPTIONAL MANAGER

.1Managing for competitive advantage.
.2Managing for information technology.
.3Managing for diversity.
.4Managing for globalization.
.5Managing for ethical standards.
.6Managing for sustainability.
.7Managing for happiness and
meaningfulness.
‫ديدئ‬ ‫اا‬ ‫كا‬‫ت‬‫ا‬‫مف‬ ‫ون‬ ُ ‫أن‬ ‫تت‬ ‫ُواجها‬ ‫ت‬ ‫ائ‬ ‫ئفادت‬ ‫دائ‬‫ت‬‫ا‬
. ‫ةرادإتامولع‬ ‫ايجولونكت‬ ‫ملا‬. ‫ةرادإ‬ ‫ةزيملل‬ ‫ةيسفانتلا‬
‫ل‬ ‫أج‬ ‫من‬ ‫فارة‬ ‫اإئ‬-10. ‫ةرادلإا‬ ‫نم‬ ‫لجأ‬ ‫عونتلا‬
‫آة‬ ‫عوئ‬ ‫ائ‬ .‫ية‬ ‫ق‬ ‫خدئ‬ ‫اأئ‬ ‫يك‬ ‫عدا‬ ‫آ‬ ‫ائ‬ ‫إدارة‬ .‫ل‬ ‫أج‬ ‫من‬ ‫فارة‬ ‫اإئ‬
.‫فامةإ‬ ‫س‬ ‫اائ‬ .‫غزى‬ ‫آ‬ ‫وائ‬ ‫عددة‬ ‫س‬ ‫ائ‬ ‫دارة‬
QUESTION #5
John wants his salespeople to use Salesforce.com to
improve their sales. Which challenge is he trying to

manage?
.Adiversity
.Binformation technology
.Ccompetitive advantage
.Dglobalization
Salesforce.com‫نوج‬ ‫ديري‬ ‫يبودنم‬ ‫هتاعيبم‬ ‫مادختسلا‬
‫هد‬ ُ‫عد‬ ‫ي‬ ‫ب‬ ‫م‬ ‫ين‬ ‫س‬ ‫ئ‬ ‫ئ‬ .‫ت‬ ‫ائ‬ ‫ه؟‬ ُ‫إدار‬ ‫ئدول‬ ‫ا‬ ‫ذي‬ ‫ائ‬ ‫ئفي‬ ‫ائ‬ ‫هو‬ ‫مد‬ ‫وع‬ ‫ن‬
‫ية‬ ‫س‬ ‫يدت‬ ُ ‫يزة‬ ‫م‬ ‫لومدت‬ ‫ع‬ ‫آ‬ ‫ائ‬ ‫يد‬ ‫وج‬ ‫يوئ‬ ‫آه‬ ‫عوئ‬ ‫ائ‬
MANAGING for COMPETITIVE ADVANTAGE
Competitive advantage
•The ability of an organization to produce goods or
services more effectively than competitors do, thereby
outperforming them.
Having a competitive advantage means:
.1Being responsive to customers.
.2Innovation: finding ways to deliver better goods or services.
.3Quality: making improvements in quality so that consumers
choose
your product.

.4Efficiency: overstaffing and overuse of raw materials can
make you
less competitive.
‫ية‬ ‫س‬ ‫يدت‬ ُ ‫يزة‬ ‫آ‬ ‫ئ‬ ‫إدارة‬
‫خفم‬ ‫ائ‬ ‫أو‬ ‫ع‬‫ل‬ ‫س‬ ‫ائ‬ ‫دج‬ ‫إن‬ ‫ى‬‫ل‬ ‫ع‬ ‫يظآة‬ ‫آ‬ ‫ائ‬ ‫فرة‬ ‫ق‬ ‫ية‬ ‫س‬ ‫يدت‬ ُ ‫يزة‬ ‫م‬ ‫ات‬
. ‫ةيلاعفباهقوف‬ ‫ربكأ‬ ‫نم‬ ‫ةردق‬ ‫تاكرشلا‬ ‫ةسفانملا‬، ‫يلاتلابو‬ ‫ت‬
‫ت‬‫ي‬ ‫ع‬ ‫ا‬ ‫ية‬ ‫س‬ ‫يدت‬ ُ ‫يزة‬ ‫م‬ ‫ود‬ ‫وج‬ :‫عآدلء‬ ‫ل‬ ‫ئ‬ ‫ة‬ ‫جدب‬ ‫س‬ ‫اائ‬ .‫بت‬ ‫دراائ‬ ‫ت‬ : ‫جدد‬ ‫إا‬
‫ضل‬ ‫أت‬ ‫فمدت‬‫خ‬ ‫أو‬ ‫ع‬‫ل‬ ‫ا‬ ‫م‬ ‫قفا‬ ‫ئ‬ ‫كق‬‫ط‬ .‫جودة‬ ‫ائ‬ :‫ت‬‫س‬ ‫ئ‬ ُ ‫كاء‬ ‫إج‬ ‫دت‬ ‫ن‬
. ‫يفك‬ ‫ةدوجلا‬ ‫ثيحب‬ ‫راتخي‬ ‫نوكلهتسملا‬ ‫جتنملا‬ ‫صاخلا‬ ‫ب‬
‫خ‬ ‫ائ‬ ‫آواد‬ ‫ائ‬ ‫خفام‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ت‬ ‫فكاط‬ ‫ةاإئ‬‫فدء‬ ‫ائ‬ : ‫ت‬ ‫ت‬ ‫فكاط‬ ‫واإئ‬ ‫ام‬
.‫اهمادختسا‬ ‫نكمي‬ ‫نأ‬ ‫كلعجت‬ ‫لقأ‬ ‫ةردق‬ ‫ىلع‬ ‫ةسفانملا‬
MANAGING for INFORMATION TECHNOLOGY
•By 2019, consumers worldwide are projected to
spend $3.55 trillion online, double that of 2015.
•Information technology has led to the growth of
e-business, using the Internet to facilitate every
aspect of running a business.

‫لومدت‬ ‫ع‬ ‫آ‬ ‫ائ‬ ‫يد‬ ‫وج‬ ‫يوئ‬ ُ ‫إدارة‬
3.55، ‫نم‬ ‫عقوتملا‬ ‫نأ‬ ‫قفني‬ ‫نوكلهتسملا‬ ‫يف‬ ‫عيمج‬ ‫ءاحنأ‬ ‫ملاعلا‬
2019‫لولحبو‬ ‫ماع‬
.2015‫نويليرت‬ ‫رلاود‬ ‫ربع‬ ‫تنرتنلإا‬، ‫يأ‬ ‫فعض‬ ‫ام‬ ‫ت‬ ‫ت‬ ‫يه‬ ‫ل‬ ‫ع‬ ‫دن‬ ‫ت‬
‫عدم‬
‫ة‬ ‫جدرا‬ ‫ائ‬ ‫عآدل‬ ‫اأئ‬ ‫آو‬ ‫ن‬ ‫ى‬ ‫إئ‬ ‫لومدت‬ ‫ع‬ ‫آ‬ ‫ائ‬ ‫يد‬ ‫وج‬ ‫يوئ‬ ُ ‫أدت‬ ‫ف‬ ‫وق‬ ‫دام‬
‫خ‬ ‫ا‬ ‫د‬ ‫ب‬ ،‫ية‬ ‫كون‬ ‫ل‬ ‫اإئ‬
.‫تنرتنلإا‬ ‫ليهستل‬ ‫لك‬ ‫بناج‬ ‫نم‬ ‫بناوج‬ ‫ةرادإ‬ ‫لامعلأا‬ ‫ةيراجتلا‬
MANAGING for DIVERSITY
The future won’t resemble the past. Consider:
•Non-Hispanic whites are projected to decrease from 62% of the
population in 2014, to 43% in 2060.
•In 2030, nearly one in five U.S. residents is expected to be
65 and older.
•In the coming years there will be a different mix of women,
immigrants, and older people in the general population, as well
as in
the workforce.
:‫ت‬‫ي‬ ‫ي‬ ‫االئ‬ ‫يك‬ ‫غ‬ ‫يض‬ ‫ب‬ ‫ائ‬ ‫فض‬ ‫يخ‬ ‫ا‬ ‫أن‬ ‫ع‬ ‫وق‬ ‫آ‬ ‫ائ‬ ‫ن‬ ‫وم‬ ‫من‬ ‫ن‬ ‫ا‬26 % ‫من‬
‫يظك‬ ‫ائ‬ ‫ت‬‫ض‬ ‫آد‬ ‫ائ‬ ‫به‬ ‫ش‬ ‫ا‬ ‫ن‬ ‫ئ‬ ‫بل‬ ‫ق‬ ‫س‬ ‫آ‬ ‫ائ‬

، 2030‫ف‬ ‫ا‬ ‫مدع‬ . 2060‫ف‬ ‫ا‬ ‫مدع‬ % 43‫لإ‬ ‫ى‬ 2014‫ال‬ ‫س‬ ‫دت‬ ‫ن‬ ‫اف‬ ‫مدع‬
‫مد‬‫ت‬‫د‬‫ع‬65‫عقوتملا‬ ‫نأ‬ ‫نوكي‬ ‫دحاو‬ ‫نم‬ ‫لك‬ ‫ةسمخ‬ ‫نيميقم‬ ‫يدت‬ ‫وائ‬ ‫ائ‬ ‫ت‬ ‫ت‬
‫من‬ ‫عآك‬ ‫ائ‬ ‫من‬ ‫غ‬ ‫ل‬ ‫ب‬ ‫ا‬ ‫ئفة‬ ‫آ‬ ‫ائ‬
.‫امف‬ ‫قوف‬
‫من‬ ‫لف‬ ‫مخ‬ ‫ج‬ ‫مزا‬ ‫يدك‬ ‫ه‬ ‫ون‬ ‫ي‬ ‫ا‬ ،‫لة‬ ‫ب‬ ‫ق‬ ‫آ‬ ‫ائ‬ ‫يوات‬ ‫س‬ ‫ائ‬ ‫ت‬ ‫وت‬ ‫عدمة‬ ‫ين‬ ‫ب‬
‫سن‬ ‫ائ‬ ‫بدر‬ ‫وت‬ ‫ن‬ ‫كا‬‫آهدج‬ ‫وائ‬ ‫سدء‬ ‫ي‬ ‫ائ‬
.‫ناكسلا‬، ‫كلذكو‬ ‫يف‬ ‫ىوقلا‬ ‫ةلماعلا‬
‫يوع‬ ‫ل‬ ‫ئ‬ ‫إدارة‬
MANAGING for GLOBALIZATION
Do you agree with this statement from the book?
American firms have been going out into the world in a
major way, even as the world has been coming to us.
‫آة‬ ‫عوئ‬ ‫ائ‬ ‫ل‬ ‫أج‬ ‫من‬ ‫فارة‬ ‫اإئ‬
‫دت‬ ‫شكت‬ ‫ائ‬ ‫ت‬ ‫دن‬ ‫ت‬ ‫قف‬ ‫ئ‬ ‫دب؟‬ ‫ائ‬ ‫من‬ ‫يدن‬ ‫ب‬ ‫ائ‬ ‫هذا‬ ‫ى‬‫ل‬ ‫ع‬ ‫ق‬ ‫وات‬ ُ ‫هل‬ ‫ية‬ ‫ت‬
‫يك‬ ‫آ‬ ‫اأئ‬
.‫جرخت‬ ‫ىلإ‬ ‫ملاعلا‬ ‫لكشب‬ ‫يسيئر‬، ‫يد‬ ‫ي‬ ‫إئ‬ ‫م‬ ‫عدئ‬ ‫ائ‬ ‫فوم‬ ‫ق‬ ‫ع‬ ‫م‬ ‫ى‬ ‫ح‬
MANAGING for ETHICAL STANDARDS

Ethical behavior is not just a nicety.
•In 2008, Bernie Madoff confessed to a $50 billion Ponzi
scheme, and
sentenced to 150 years in prison.
•Former Tyco International CEO Dennis Kozlowski served
prison time
for grand larceny, securities fraud, and tax evasion.
•WorldCom head Bernard Ebbers is serving 25 years for fraud.
‫ية‬ ‫ق‬ ‫خدئ‬ ‫اأئ‬ ‫يك‬ ‫عدا‬ ‫آ‬ ‫ائ‬ ‫إدارة‬
‫ت‬‫ق‬ ‫خدئ‬ ‫اأئ‬ ‫لوك‬ ‫س‬ ‫ائ‬ . ‫عدم‬ ‫ت‬ ‫وت‬8002 ‫كف‬ ‫اع‬ ،‫ت‬ ‫يكن‬ ‫ب‬ ‫مددوت‬ ‫آخطط‬ ‫ب‬
‫طف‬ ‫ئ‬ ‫مجكد‬ ‫يس‬ ‫ئ‬
. ‫ت‬‫د‬‫عدم‬150‫رايلم‬ ‫رلاود‬، ‫مكحو‬ ‫هيلع‬ ‫نجسلاب‬ ‫ةدمل‬ 50‫ةميقب‬ ‫يزنوب‬
‫يس‬ ‫كح‬ ‫وائ‬ ‫دا‬ ُ ‫يس‬ ‫ي‬ ‫دا‬ ‫ية‬ ‫فوئ‬ ‫يدئ‬ ‫س‬ ‫وت‬ ‫وزئ‬ ‫ع‬ ‫هآة‬ ‫ب‬ ‫سجن‬ ‫ائ‬ ‫ة‬ ‫وب‬ ‫ق‬
‫ى‬‫ض‬ ‫ق‬ ‫ة‬ ‫شكت‬ ‫ئ‬ ‫ق‬ ‫سدب‬ ‫ائ‬ ‫يذي‬ ‫ف‬ ‫ي‬ ‫ائ‬
. ‫ةقرسلا‬ ‫ىربكلا‬، ‫لايتحلااو‬ ‫يف‬ ‫قارولأا‬ ‫ةيلاملا‬، ‫برهتلاو‬
‫ت‬‫ب‬ ‫ضكا‬ ‫ائ‬
.‫اماع‬ ‫ةمهتب‬ ‫لايتحلاا‬25‫يضقي‬ ‫درانربزربيا‬ WorldCom‫يئر‬‫س‬
MANAGING for SUSTAINABILITY
Sustainability

•It is the economic development that meets the needs of the
present
without compromising the ability of future generations to meet
their own
needs.
•An apparently changing climate has brought the issue of being
“green” to
increased prominence.
•A number of companies—from PepsiCo to Walmart to UPS—
have
recognized that corporations have a responsibility to address
the causes
of climate change.
‫فامة‬ ‫س‬ ‫اائ‬ ‫ل‬ ‫أج‬ ‫من‬ ‫إدارة‬
‫فامه‬ ‫س‬ ‫اائ‬
‫سدس‬ ‫آ‬ ‫ائ‬ ‫دون‬ ‫ضك‬ ‫ئد‬ ‫ائ‬ ‫يدجدت‬ ‫اح‬ ‫ت‬‫ب‬ ‫ل‬ ‫ا‬ ‫ذي‬ ‫ائ‬ ‫هو‬ ‫صددي‬ ‫ق‬ ‫اائ‬ ‫دل‬ ‫ا‬
‫طور‬ ‫فدئ‬ ‫ج‬ ‫اأئ‬ ‫قفرة‬ ‫ب‬
. ‫ةلبقملا‬ ‫ىلع‬ ‫ةيبلت‬ ‫اهتاجايتحا‬
". ‫ىدأ"رضخلأا‬ ‫خانملا‬ ‫ريغتملا‬ ‫ىلع‬ ‫ام‬ ‫ودبي‬ ‫ىلإ‬ ‫ةدايز‬ ‫ةيمهأ‬ ‫ةلأسم‬
‫ف‬ ‫وق‬
‫أن‬ ‫ب‬- UPS‫نم‬ ‫وكيسبيب‬ ‫ىلإ‬ ‫لوو‬ ‫ترام‬ ‫ىلإ‬ - ‫من‬ ‫فد‬‫ع‬ ‫كف‬ ‫اع‬
‫ف‬ ‫وق‬ ‫دت‬ ‫شكت‬ ‫ائ‬
.‫يدخا‬ ‫آ‬ ‫ائ‬ ‫يك‬ ‫غ‬ ُ ‫بدب‬ ‫س‬ ‫أئ‬ ‫صفي‬ ‫ائ‬ ‫ية‬ ‫سؤوئ‬ ‫م‬ ‫ئآل‬ ُ ‫دت‬ ‫شكت‬ ‫ئ‬

MANAGING for HAPPINESS and MEANINGFULNESS ‫ةرادإ‬
‫غزى‬ ‫آ‬ ‫وائ‬ ‫عددة‬ ‫س‬ ‫ائ‬
Many people agree that being a manager doesn’t make them
happy. Why
do you think that is?
Research shows that a sense of meaningfulness in your life is
associated with
better health, work and life satisfaction, and performance.
Build meaning into your life by:
•Identify activities you love doing.
•Find a way to build your natural strengths into your personal
and work life.
•Go out and help someone.
. ‫اجعل‬ ‫ال‬ ‫كا‬‫ت‬‫ا‬‫مف‬ ‫تونا‬ ‫أن‬ ‫على‬ ‫ائيدس‬ ‫من‬ ‫ديك‬ ‫ائ‬ ‫فق‬ ‫اعفاءا‬ ‫هم‬
‫هو؟‬ ‫هذا‬ ‫أن‬ ‫قف‬ ‫ع‬ ُ ‫آدذا‬ ‫ئ‬
‫ظهك‬ ‫بط‬ ُ‫ك‬ ‫ا‬ ‫ا‬ ُ‫يد‬ ‫ح‬ ‫ت‬ ‫ت‬ ‫غزى‬ ‫آ‬ ‫دئ‬ ‫ب‬ ‫عور‬ ‫ش‬ ‫ائ‬ ‫أن‬ ‫بئدث‬ ‫اأئ‬ ‫صئة‬ ‫ب‬
.‫لضفأ‬ ، ‫اضرو‬ ‫لضفأ‬ ‫نع‬ ‫لمعلا‬ ‫ةايحلاو‬ ، ‫ءادلأاو‬
‫ى‬‫ي‬ ‫ع‬ ‫م‬ ‫يدء‬ ‫ب‬ :‫ئب‬ ُ ‫ت‬ ‫ائ‬ ‫شطة‬ ‫ي‬ ‫اأئ‬ ‫فد‬‫ح‬ ‫ل‬ ‫خدئ‬ ‫من‬ ‫ا‬ ُ‫يد‬ ‫ح‬ ‫ت‬ ‫ت‬
‫يدم‬ ‫ق‬ ‫ائ‬ .‫طب‬ ‫ائ‬ ‫قوة‬ ‫ائ‬ ‫قدط‬ ‫ن‬ ‫يدء‬ ‫ب‬ ‫ئ‬ ‫لة‬ ‫ي‬ ‫ا‬ ‫و‬ ‫ى‬‫ل‬ ‫ع‬ ‫دور‬ ‫ع‬ ‫ائ‬ ‫صة‬ ‫خد‬ ‫ائ‬ ‫ية‬ ‫ع‬ ‫ا‬
‫هد‬ ‫ب‬

. ‫كب‬ ‫يف‬ ‫كتايح‬ ‫ةيصخشلا‬ ‫لمعلاو‬
‫مداخكج‬ ‫ت‬‫د‬‫خص‬ ‫وادعف‬
CAREER READINESS
Career readiness represents the extent to which you possess
the knowledge, skills, and attributes desired by employers.
According to employers, the three largest gaps are:
.1Critical/analytical thinking.
.2Written communication.
.3Locating, organizing, and evaluating information.
‫ت‬‫ف‬ ‫ي‬ ‫وظ‬ ‫ائ‬ ‫عفاد‬ ‫س‬ ‫اائ‬
‫مف‬ ‫ت‬‫ف‬ ‫ي‬ ‫وظ‬ ‫ائ‬ ‫عفاد‬ ‫س‬ ‫اائ‬ ‫دل‬ ‫آ‬ ‫ا‬ ‫آهدرات‬ ‫وائ‬ ‫ة‬ ‫عكت‬ ‫لآ‬ ‫ئ‬ ‫ا‬ ‫دئ‬ ‫ام‬ ‫ى‬
. ‫تافصلاو‬ ‫يتلا‬ ‫بغري‬ ‫اهيف‬ ‫باحصأ‬ ‫لمعلا‬
:‫ت‬‫د‬‫هيووتق‬ ‫ثغكات‬ ‫ثدئن‬ ‫أتبك‬ ‫ن‬ ‫ت‬ ،‫ائعآل‬ ‫أئصئدب‬
‫يك‬ ‫ف‬ ‫ائ‬
.‫يليلحتلا‬/‫يدقنلا‬
‫ية‬ ‫خط‬ ‫ائ‬ ‫غدت‬ ‫بدئ‬ ‫ائ‬ . ‫يآهد‬ ‫يظ‬ ُ‫و‬ ‫لومدت‬ ‫ع‬ ‫آ‬ ‫ائ‬ ‫ع‬ ‫موق‬ ‫ف‬ ‫ئفا‬ ُ-

.‫اهمييقتو‬
CAREER
CORNER MODEL of CAREER READINESS (1 of 3)
Figure 1.3. Employers
and college graduates
disagree about levels
of career readiness.
Source: Hart Research
Associates, “Employers
Give College Graduates
Low Scores for
Preparedness Across
Learning Outcomes;
Students Think They are
Better Prepared”
Falling Short? College
Learning and Career
Success, 2015, 12.
Copyright © 2015
Association of
American Colleges &
Universities. All rights

reserved. Used with
permission.
CAREER
CORNER MODEL of CAREER READINESS (2 of 3)
Figure 1.4. Model of career readiness.
©2018 Kinicki and Associates, Inc.
CAREER
CORNER
MODEL of CAREER READINESS
(1 of 42)
KSAO COMPETENCY DESCRIPTION
Knowledge Task-Based/Functional Demonstrated ability to
apply academic and practical knowledge in pursuit of
organizational and individual goals/assignments.

Knowledge Information Technology
Application
Effective use of IT and learning new applications as needed.
Knowledge Cross-Cultural
Competency
Awareness of cross-cultural differences; respect for diverse
cultures, races,
ages, genders, and religions; and demonstrated openness,
inclusiveness,
and ability to interact with diverse people.
Knowledge Computational Thinking Ability to use numbers to
distill abstract concepts and conduct data-
based reasoning. Ability to work with and interpret Big Data.
Knowledge Understanding the
Business
Understanding of the company’s business and strategies and the
needs of stakeholders, and ability to see how your work fits into
the
larger organizational puzzle.
Knowledge New Media Literacy Ability to develop, evaluate,
and use new media forms, and to apply
these media for persuasive communication. Ability to stay up-

to-date
with the latest media trends and leverage them in the interest of
the
organization.
Table 1.2. Description of KSAO Skills Needed for Career
Readiness. Source: based on material in NACE Staff,
“Employers Rate Career Competencies,
New Hire Proficiency,” December 11, 2017, www.naceweb.org;
Matthew Tarpey, “The Skills You Need for the Jobs of the
Future,” February 16,
2017, www.careerbuilder.com; Alex Gray, “The 10 Skills You
Need to Thrive in the Fourth Industrial Revolution,” January 19,
2016,
https://www.weforum.org; and Kevin Lowden, Stuart Hall. Dely
Elliot, and Jon Lewin, “Employers’ Perceptions of the
Employability Skills of New
Graduates,” 2011, www.gla.ac.uk. Copyright ©McGraw-Hill
Education. Permission required for reproduction or display.
http://www.naceweb.org/
http://www.careerbuilder.com/
https://www.weforum.org/
http://www.gla.ac.uk/
CAREER
CORNER
MODEL of CAREER READINESS (2 of 4)

Soft Skills Critical Thinking/Problem
Solving
Sound reasoning to analyze situations, make decisions, and
solve problems.
Ability to obtain, interpret, and analyze both qualitative and
quantitative
information while creatively solving problems.
Soft Skills Oral/Written
Communication
Ability to effectively express your thoughts, ideas, and
messages to diverse
people in oral and written form. Public speaking skills and
ability to write/edit
emails, letters and technical reports.
Soft Skills Teamwork/Collaboration Ability to work effectively
with and build collaborative relationships with
diverse people, work within a team structure, and manage
interpersonal
conflict.
Soft Skills Leadership Skill at influencing a group of people to
achieve common goals. Ability to

motivate, coach, and develop others.
Soft Skills Decision Making Ability to collect, process, and
analyze information in order to identify and
choose from alternative solutions that lead to optimal outcomes.
Soft Skills Social Intelligence Ability to connect with others in
a meaningful way, to recognize and
understand another person’s feelings and thoughts and to use
this
information to stimulate positive relationships and beneficial
interactions.
Soft Skills Networking Ability to build and maintain a strong,
broad professional network of
relationships.
Soft Skills Emotional Intelligence Ability to monitor your
emotions and those of others, to discriminate among
them, and to use this information to guide your thinking and
behavior.
CAREER
CORNER
Attitudes Ownership/Accepting

Responsibility
Willingness to accept responsibility for your actions.
Attitudes Self-Motivation Ability to work productively without
constant direction, instruction, and praise.
Ability to establish and maintain good work habits and
consistent focus on
organizational goals and personal development.
Attitudes Proactive Learning
Orientation
Desire to learn and improve your knowledge, soft skills, and
other
characteristics in pursuit of personal development.
Attitudes Showing Commitment Willingness to support others
and positively work toward achieving
individual and company goals.
Attitudes Positive Approach Willingness to accept
developmental feedback, to try and suggest new
ideas, and to maintain a positive attitude at work.
Attitudes Career Management Ability to proactively manage
your career and identify opportunities for
professional development.
CAREER
CORNER

Other
Characteristics
Professionalism/Work
Ethic
Accountability and positive work habits such as punctuality,
time
management, appropriate dress and appearance, and willingness
to go
beyond a job description or ask for help when needed.
Demonstrated
integrity, ethical behavior, and concern for the greater good.
Other
Characteristics
Resilience Ability to bounce back from adversity and to remain
motivated when
confronted with challenges.
Other

Characteristics
Personal Adaptability Ability and willingness to adapt to
changing situations.
Other
Characteristics
Self-Awareness A realistic view of your strengths and
weaknesses relative to a specific
job and context, and the ability to create and implement a
personal
development plan.
Other
Characteristics
Service/Others Orientation Willingness to put the needs of
others over self-interests.
Other
Characteristics
Openness to Change Flexibility when confronted with change,
ability to see change as a
challenge, and willingness to apply new ideas, processes, or
directives.
Other

Characteristics
Generalized Self-Efficacy Confidence in your ability to perform
across a variety of situations.
CAREER
CORNER
BUILDING YOUR CAREER
READINESS
Six ways to develop career readiness:
.1Build self-awareness.
.2Learn from educational activities.
.3Model others possessing the targeted
competencies.
.4Learn from on-the-job activities.
.5Seek experience from student groups and
organizations.
.6Experiment.
CAREER
CORNER MANAGING YOUR CAREER
READINESS

Figure 1.5 Process for
Managing Your Career
Readiness.
©2018 Kinicki and Associates,
Inc.
Week 3 (PPT3A)
CHAPTER 2
MANAGEMENT THEORY
Essential Background for
the Successful Manager
©Olivier Renck/ Getty Images
©McGraw-Hill Education. All rights reserved. Authorized only
for instructor use in the classroom. No reproduction or further
distribution permitted without the prior written consent of
McGraw-Hill Education.
l iame[‫ة‬ ‫ةرادإال‬ protected[‫نظ‬
‫ال‬ ‫لخ‬ ‫ت‬L‫ة‬ ‫اأال‬ ‫اد‬ L‫ة‬ ‫لل‬ ‫فم‬ ‫را‬
‫ال‬ ‫جدن‬‫ح‬

LEARNING OBJECTIVES
1. Describe the development of current perspectives on
management.
2. Discuss the insights of the classical view of management.
3. Describe the principles of the behavioral view of
management.
4. Discuss the two quantitative approaches to solving problems.
5. Identify takeaways from the systems view of management.
6. Explain why there is no one best way to manage in all
situations.
7. Discuss the contributions of the quality-management view.
8. Define how managers foster a learning objective.
9. Describe how to develop the career readiness competency of
understanding the business.
‫ددهأ‬ ‫ت‬ ‫ال‬ ‫ع‬ ‫ل‬ ‫م‬
.‫للإدارة‬ ‫الحالية‬ ‫المنظورات‬ ‫تطور‬ ‫وصف‬1.
.‫للإدارة‬ ‫الكلاسيكية‬ ‫النظرة‬ ‫رؤى‬ ‫مناقشة‬2.
.‫للإدارة‬ ‫السلوكية‬ ‫النظرة‬ ‫مبادئ‬ ‫وصف‬3.
.‫المشاكل‬ ‫لحل‬ ‫الكميين‬ .4‫م‬ ‫قدن‬ ‫ة‬ ‫ال‬ ‫ي‬ ‫يجه‬ ‫ن‬
.‫للإدارة‬ ‫الأنظمة‬ ‫رؤية‬ ‫من‬ ‫الجاهزة‬ ‫الوجبات‬ ‫تحديد‬5.
.‫الحالات‬ ‫جميع‬ ‫في‬ ‫أفضل‬ ‫لإدارة‬ ‫واحدة‬ ‫طريقة‬ ‫توجد‬ ‫لا‬ ‫لماذا‬ ‫اشرح‬6.

.‫الجودة‬ ‫إدارة‬ ‫عرض‬ ‫طريقة‬ ‫مساهمات‬ ‫مناقشة‬7.
.‫التعلم‬ ‫لهدف‬ ‫المديرين‬ ‫تعزيز‬ ‫كيفية‬ ‫تحديد‬8.
.‫الأعمال‬ ‫لفهم‬ ‫الاستعداد‬ ‫مجال‬ ‫في‬ ‫المهنية‬ ‫يا‬ ‫ف‬ ‫ةا‬ ‫ت‬‫وط‬ ‫را‬ ‫ال‬ ‫ةءات‬
.9‫صو‬ ‫ت‬
SIX PRACTICAL REASONS for STUDYING THIS CHAPTER
1. Understanding of the
present.
2. Guide to action.
3. Source of new ideas.
4. Clues to the meaning of
your managers’ decisions.
5. Clues to the meaning of
outside events.
6. Producing positive results.
‫س‬ ُ‫ة‬ ‫سأ‬ ‫دب‬ ‫ب‬ ‫ع‬ ‫لآ‬ ‫ةا‬ ‫ادردل‬ ‫ة‬ ‫اذه‬ ‫ال‬ ‫ف‬ ‫ص‬ ‫ئ‬
.‫الحاضر‬ ‫فهم‬1.
.‫العمل‬ ‫دليل‬2.
.‫الجديدة‬ ‫الأفكار‬ ‫مصدر‬3.

.4‫فأ‬ ‫ةئ‬ ‫ع‬‫ل‬ ‫ى‬ ‫عم‬ ‫ي‬ ‫ى‬ ‫درارق‬ ُ ‫ال‬ ‫فم‬ ‫يكا‬ ‫ن‬
.‫بك‬ ‫الخاص‬
.‫الخارجية‬ ‫الأحداث‬ ‫معنى‬ ‫على‬ ‫أدلة‬5.
.‫إيجابية‬ ‫نتائج‬ ‫تحقيق‬6.
The TWO OVERARCHING PERSPECTIVES:
HISTORICAL and CONTEMPORARY
Figure 2.1
reproduction or display.©McGraw-Hill Education.
The HISTORICAL PERSPECTIVE: THREE VIEWPOINTS
Figure 2.2
CLASSICAL VIEWPOINT: SCIENTIFIC
MANAGEMENT

Pioneered by Frederick W. Taylor and the Gilbreths in
the early 1900s, scientific management
• Emphasized the scientific study of work methods to improve
the productivity of individual workers
Taylor’s principles of scientific management
1. Scientifically study each part of the task.
2. Carefully select workers with the right abilities.
3. Give workers the training and incentives to do the task
properly.
4. Use scientific principles to plan the work methods.
‫يل‬ ‫رظ‬ ‫ال‬ ‫سدئ‬ ‫ي‬ ‫ةا‬: ‫ةرادإال‬ ‫ال‬ ‫ع‬ ‫ل‬ ‫آ‬ ‫ةهجوةا‬ ‫ا‬
W. ‫يدت‬ ‫روئ‬ ‫يجو‬ ‫ل‬ ‫يكب‬ ‫د‬ ‫ف‬ ‫ا‬ ‫ف‬ ‫ا‬ ‫لدوأ‬ ‫ئ‬ s0091 ،‫ةرادإالو‬ ‫ال‬ ‫ع‬ ‫ل‬ ‫آ‬ ‫ةا‬
‫در‬ ‫ةدح‬ ‫م‬ ‫ن‬ ‫بق‬ ‫ئ‬ ‫كف‬ ‫يكدا‬ ‫ت‬
‫ال‬ ‫ع‬ ‫ل‬ ‫آ‬ ‫ةا‬ ‫األ‬ ‫ال‬ ‫ي‬ ‫ب‬ ‫ال‬ ‫ع‬ ‫آ‬ ‫ئ‬ ‫ل‬ ‫سئ‬ ‫ي‬ ‫ن‬ ‫ي‬ ُ‫جد‬ ‫ةا‬ ‫ال‬ ‫لآدع‬ ‫ي‬ ‫ن‬ ‫أال‬ ‫دارت‬
‫أ‬ ‫دت‬ ‫ع‬‫ل‬ ‫ى‬ ‫ادردال‬ ‫ة‬
‫م‬ ‫فاب‬ ‫ح‬ ‫يدت‬ ‫روئ‬ ‫ل‬ ‫ةرادإئ‬ ‫ال‬ ‫ع‬ ‫ل‬ ‫آ‬ ‫ةا‬
.‫المهمة‬ ‫من‬ ‫جزء‬ ‫كل‬ ‫علمية‬ ‫دراسة‬1.
.‫الصحيحة‬ ‫درات‬. 2‫ددح‬ ‫عب‬ ‫دن‬ ‫ةا‬ ‫ال‬ ‫ع‬ ‫الم‬ ‫وذ‬ ‫ا‬ ‫ال‬ ‫ق‬

.‫صحيح‬ ‫بشكل‬ ‫المهمة‬ ‫بهذه‬ ‫للقيام‬ ‫والحوافز‬ ‫التدريب‬ ‫العمال‬
.3 ‫ع‬ ‫ءاط‬
.‫العمل‬ ‫أساليب‬ ‫لتخطيط‬ ‫العلمية‬ ‫المبادئ‬ ‫استخدام‬4.
The GILBRETHS and MOTION
STUDIES
Lillian and Frank Gilbreth
1. Applied some ideas for improving efficiency to raising
their 12 children.
2. Identified 17 basic motions and applied them to work
processes (bricklaying, for example) to determine
whether the tasks could be done more efficiently.
3. Demonstrated they could eliminate motions while
reducing fatigue for some workers.
‫يج‬ ‫ل‬ ‫يكب‬ ‫ادردالوث‬ ‫د‬ ُ ‫ال‬ ‫كح‬ ‫ةت‬
‫يل‬ ‫ل‬ ‫دا‬ ‫ن‬ ‫و‬ ‫يدرت‬ ‫ت‬ ‫غ‬ ‫ي‬ ‫ل‬ ‫يكب‬ ‫ث‬

.12 ‫أطفالهم‬ ‫لتربية‬ ‫الكفاءة‬ ‫لتحسين‬ ‫الأفكار‬ ‫بعض‬ ‫تطبيق‬1.
71‫قد‬ ُ‫حدر‬ ‫اأ‬ ‫سد‬ ‫ا‬ ‫بطو‬ ‫ق‬ ‫اه‬ ‫ع‬‫ل‬ ‫ى‬ ‫ع‬‫لآ‬ ‫دا‬ ُ ‫ال‬ ‫ع‬ ‫آ‬ ‫ئ‬ )‫ب‬ ‫ءان‬ ‫ال‬ ‫ب‬ ‫ءان‬، ‫ع‬‫ل‬ ‫ى‬
. 2‫ددح‬
.‫أكبر‬ ‫فاءة‬ ‫ال‬ ‫آ‬ ‫(الث‬ ‫ل‬ ‫فح‬ ‫دا‬ ‫ام‬ ‫اذإ‬ ‫دك‬ ‫ن‬ ‫م‬ ‫ن‬ ‫ال‬ ‫آآ‬ ‫ن‬ ‫ي‬ ‫زاج‬ ‫ال‬ ‫مدهآ‬ ‫ب‬ ‫ت‬
‫بس‬ ‫ي‬ ‫ئ‬
‫يأ‬ ‫اه‬ ‫ت‬‫آ‬ ‫ن‬ ‫أ‬ ‫ن‬ ‫ال‬ ‫ق‬ ‫ض‬ ‫ءا‬ ‫ع‬ ‫ل‬ ‫ى‬ ‫قدال‬ ُ‫دحدر‬ ُ ‫ف‬ ‫ا‬ ‫يح‬ ‫ن‬ ‫ال‬ ‫دح‬ ‫م‬ ‫ن‬ ‫ال‬ ‫ع‬ ‫ب‬
.3‫كهظأ‬ ُ
.‫العمال‬ ‫لبعض‬
ADMINISTRATIVE MANAGEMENT – CHARLES
CLINTON SPAULDING
Administrative management
• Proposed “Fundamental Necessities” of Management.
Charles Clinton Spaulding (1874 to 1952)
• Recognized as the “Father of African-American
Management.”
• Proposed eight “necessities” of management.
• Suggested considerations such as:
• The need for authority.
• Division of labor.

• Adequate capital.
• Proper budgeting.
• Cooperation.
• Teamwork.
‫ت‬ ‫كا‬ ‫زئ‬ ‫لا‬ ‫ي‬ ‫ي‬ ُ‫و‬ ‫ن‬ ‫س‬ ‫وب‬ ‫يفئ‬ ‫ي‬ ‫–غ‬ ‫ال‬ ‫ةرادإ‬ ‫كادإال‬ ‫ةا‬
‫ال‬ ‫ي‬ ‫يظ‬ ‫م‬ ‫كادإال‬ ‫ا‬
.‫للإدارة‬ ‫المقترحة‬ "‫الأساسية‬ ‫•"الضرورات‬
)1952-1874(‫سبولدينغ‬ ‫كلينتون‬ ‫تلز‬ ‫را‬
."‫الأمريكية‬ ‫الأفريقية‬ ‫للإدارة‬ ‫"الأب‬ ‫أنها‬ ‫على‬ ‫بها‬ ‫•معترف‬
.‫للإدارة‬ "‫"ضرورات‬ ‫ثمانية‬ ‫•المقترحة‬
:‫مثل‬ ‫مقترحة‬ ‫•اعتبارات‬
Ø‫السلطة‬ ‫إلى‬ ‫الحاجة‬.
Ø‫العمل‬ ‫تقسيم‬.
Ø‫الكافي‬ ‫المال‬ ‫رأس‬.
Ø‫الميزنةالمناسبة‬.
Ø‫التعاون‬.

Ø‫الجماعي‬ ‫العمل‬.
ADMINISTRATIVE MANAGEMENT – HENRI FAYOL
Administrative management
• Concerned with managing the total
organization.
Henri Fayol (1841 to 1925)
• French engineer and industrialist.
• First to identify the major functions of
management.
1. Planning.
2. Organizing.
3. Leading.
4. Controlling.
5. Coordinating.
‫ه‬ ‫كن‬ ‫ا‬ ‫دف‬ ‫وا‬ ‫ئ‬- ‫ال‬ ‫ةرادإ‬ ‫كادإال‬ ‫ةا‬
‫ال‬ ‫ي‬ ‫يظ‬ ‫م‬ ‫كادإال‬ ‫ا‬
.‫الكلية‬ ‫المنظمة‬ ‫بإدارة‬ ‫•المعنية‬
)1925 ‫إلى‬1841(‫فايول‬ ‫هنري‬

.‫فرنسي‬ ‫وصناعي‬ ‫•مهندس‬
.‫ائوأ‬ ‫ت‬‫ت‬‫دافح‬ ‫تلدظوال‬ ‫ةاسيلكال‬ ‫ةرادإئل‬•
.‫التخطيط‬1.
.‫تنظيم‬2.
.‫لرائده‬.3‫ا‬
.‫التحكم‬4.
.‫تنسيق‬5.
ADMINISTRATIVE MANAGEMENT – MAX WEBER
Max Weber (1864-1920)
• German sociologist and philosopher.
Believed that a bureaucracy was a
rational, efficient, ideal organization
based on the principles of logic.
1. A well-defined hierarchy of authority.
2. Formal rules and procedures.
3. A clear division of labor.
4. Impersonality.

5. Careers based on merit.
‫دم‬ ‫ا‬ ‫يف‬ ‫–رب‬ ‫ال‬ ‫ةرادإ‬ ‫كادإال‬ ‫ةا‬
)1920-1864( ‫ويبر‬ ‫ماكس‬
.‫ألماني‬ ‫وفيلسوف‬ ‫اجتماع‬ ‫عالم‬
‫هة‬ ‫ا‬ ‫يم‬ ‫ظ‬‫تةم‬‫ع‬ ‫دق‬ ‫أ‬ ‫ن‬ ‫ال‬ ‫ب‬ ‫ورا‬ ‫طدرق‬ ‫ا‬
‫ع‬‫ق‬ ‫يدئ‬ ‫ةا‬ ‫فو‬ ‫ةالع‬ ‫آو‬ ‫الث‬ ‫ةا‬ ‫ت‬ ‫موق‬ ‫ع‬‫ل‬ ‫ى‬ ‫م‬ ‫فاب‬ ‫ح‬
.‫المنطق‬
.1‫ست‬ ‫ل‬ ‫س‬ ‫ئ‬ ‫آكه‬ ‫ا‬ ‫ضدو‬ ‫ح‬ ‫ال‬ ‫العآ‬ ‫م‬
.‫للسلطة‬
.‫الرسمية‬ ‫والإجراءات‬ ‫القواعد‬2.
.‫للعمل‬ ‫واضح‬ ‫تقسيم‬3.
.‫الشخصية‬ ‫عدم‬4.
.‫الجدارة‬ ‫على‬ ‫مبنية‬ ‫وظائف‬5.
WHY the CLASSICAL VIEWPOINT IS IMPORTANT
•Work activity was amenable
to a rational approach.

•Through the application of scientific
methods, time and motion studies,
and job specialization it was possible
to boost productivity.
•It led to later innovations such as
management by objectives, and goal
setting.
‫ل‬ ‫اذام‬ ‫ةهجو‬ ‫ال‬ ‫ي‬ ‫رظ‬ ‫ال‬ ‫سدئ‬ ‫ي‬ ‫ةا‬ ‫وه‬ ‫ال‬ ‫مهآ‬
.‫ندتو‬ ‫ن‬ ‫طد‬ ‫ئآعال‬ ‫ائبدق‬ ‫ت‬‫ل‬‫جهي‬ ‫•ايدئقع‬
،‫ية‬ ‫لآ‬ ‫ع‬ ‫ائ‬ ‫يب‬ ‫دئ‬ ‫ا‬ ‫الأ‬ ‫يق‬ ‫ب‬ ‫ُط‬ ‫الل‬ ‫خ‬ ‫•ومن‬
‫و‬ ‫ادرد‬ ‫د‬ ُ ‫قوال‬ ُ‫الو‬ ‫كح‬ ‫ةت‬، ‫الو‬ ‫صخ‬ ‫ص‬
.‫الإنتاجية‬ ‫زيادة‬ ‫أمكن‬ ،‫الوظيفي‬
• ‫فأو‬ ‫ى‬ ‫لذ‬ ‫ت‬ ‫لإ‬ ‫ى‬ ‫بد‬ ‫درات‬ ‫ئدئ‬ ‫ةق‬ ‫دم‬ ‫ئ‬
‫ال‬ ‫ةرادإ‬ ‫سح‬ ‫ب‬ ‫ددهأال‬ ‫ت‬، ‫و‬ ‫فح‬ ‫دا‬
.‫الأهداف‬
The PROBLEM with the CLASSICAL VIEWPOINT
Too mechanistic
• Tends to view humans as cogs within a machine, not

taking into account the importance of human needs.
Copyright RainerPlendl/iStock/Getty Images RF©McGraw-Hill
Education.
‫ال‬ ‫شآ‬ ‫ةئ‬ ‫م‬‫ع‬ ‫ةهجو‬ ‫ال‬ ‫ي‬ ‫رظ‬ ‫ال‬ ‫سدئ‬ ‫ي‬ ‫ةا‬
‫يم‬ ‫يدت‬ ‫ي‬ ‫ةا‬ ‫ادج‬
‫ال‬ ‫ي‬ ‫رظ‬ ‫لإ‬ ‫ى‬ ‫ال‬ ‫ب‬ ‫ر‬ ‫ع‬ ‫ل‬ ‫ى‬ ‫يأ‬ ‫اه‬ ‫زاوت‬ ‫خدد‬ ‫ئ‬ ‫ةآل‬، ‫ال‬ ‫أت‬ ‫ذخ‬ ‫ف‬ ‫ا‬ ‫عدال‬ ‫راب‬
‫ت‬‫يآ‬ ‫ئ‬ ‫لإ‬ ‫ى‬
.‫البشرية‬ ‫الاحتياجات‬ ‫أهمية‬
QUESTION #1
Which viewpoint emphasized the
scientific study of work methods to
improve the productivity of
individual workers?
A. scientific management
B. administrative management
C. behavioral science
D. TQM

‫م‬‫ا‬ ‫ه‬ ‫ا‬ ‫ةهجو‬ ‫ال‬ ‫ي‬ ‫رظ‬ ‫ال‬ ‫ا‬ ‫ؤت‬ ‫دت‬ ‫ع‬‫ل‬ ‫ى‬
‫ال‬ ‫ادرد‬ ‫ة‬ ‫ال‬ ‫ع‬ ‫ل‬ ‫آ‬ ‫ةا‬ ‫األ‬ ‫ال‬ ‫ي‬ ‫ب‬ ‫ال‬ ‫ع‬ ‫آ‬ ‫ئ‬
‫سئت‬ ‫ي‬ ‫ن‬ ‫ي‬ ُ‫جد‬ ‫ةا‬ ‫ال‬ ‫لآدع‬ ‫ي‬ ‫ن‬ ‫أال‬ ‫ل؟دارت‬
.A‫العلمية‬ ‫الإدارة‬
.B‫الإدارية‬ ‫الإدارة‬
.C‫السلوك‬ ‫علم‬
.DTQM
BEHAVIORAL VIEWPOINT: BEHAVIORISM, HUMAN
RELATIONS, and BEHAVIORAL SCIENCE
Behavioral viewpoint
• Emphasized the importance of
understanding human behavior
and motivating employees
toward achievement.
• Developed over three phases:
1. Early behaviorism.
2. The human relations
movement.

3. Behavioral science.
،‫ية‬ ‫دن‬ ‫س‬ ‫اإلن‬ ‫القدت‬ ‫ع‬ ‫وائ‬ ،‫ية‬ ‫وت‬ ‫ل‬ ‫س‬ ‫ائ‬ :‫ية‬ ‫وت‬ ‫ل‬ ‫ا‬ ‫نظك‬ ‫وجهة‬
‫الو‬ ‫ع‬ ‫موئ‬ ‫ال‬ ‫س‬ ‫وئ‬ ‫ةا‬
‫ةهجو‬ ‫ن‬ ‫رظ‬ ‫س‬ ‫وئ‬ ‫ةا‬
‫مهف‬ ‫ال‬ ‫س‬ ‫وئ‬ ‫أ•ت‬ ‫دت‬ ‫ع‬‫ل‬ ‫ى‬ ‫آهأ‬ ‫ةا‬
‫ال‬ ‫ب‬ ‫ك‬ ‫ا‬ ‫و‬ ‫فئ‬ ‫زا‬ ‫ال‬ ‫فظوم‬ ‫ي‬ ‫ن‬ ‫ن‬ ‫وح‬
.‫الإنجاز‬
:‫مراحل‬ ‫ثلاث‬ ‫على‬ ‫تطويره‬ ‫•تم‬
.‫المبكرة‬ ‫السلوكية‬1.
.‫الإنسانية‬ ‫العلاقات‬ ‫حركة‬2.
.‫السلوك‬ ‫علم‬3.
EARLY BEHAVIORISM – HUGO MUNSTERBERG
Hugo Munsterberg
(1863 to 1916)
Known as the Father of Industrial
Psychology.
1. Study jobs and determine which people

are best suited to specific jobs.
2. Identify the psychological conditions
under which employees do their best
work.
3. Devise management strategies to
influence employees to follow
management’s interests.
‫وه‬ ‫وغ‬ ‫يوم‬ ‫س‬ ُ‫ك‬ ‫كب‬‫غ‬
)1863-1916(
‫ال‬ ‫آ‬‫ورع‬ ‫ت‬ ‫سدب‬ ‫م‬ ‫أال‬ ‫ب‬ ‫م‬ ‫ن‬ ‫ع‬‫ل‬ ‫م‬ ‫ال‬ ‫ي‬ ‫ف‬ ‫ا‬
.‫الصناعي‬
. 1‫ادرد‬ ‫ة‬ ‫وال‬‫لدظ‬ ‫ت‬ ‫و‬ ‫فح‬ ‫دا‬ ‫شأال‬ ‫صدخ‬
.‫محددة‬ ‫لوظائف‬ ‫الأنسب‬ ‫هم‬ ‫الذين‬
.2‫ت‬‫فح‬ ‫دا‬ ‫ال‬ ‫ورظ‬ ‫ت‬ ‫ال‬ ‫ي‬ ‫ف‬ ‫س‬ ‫ةا‬ ‫ال‬ ‫ي‬ ‫ي‬ ‫موق‬
.‫يقومونبه‬ ‫ما‬ ‫بأفضل‬ ‫الموظفون‬ ‫فيها‬
‫لل‬ ُ‫دأ‬ ‫را‬ .3‫ضو‬ ‫ع‬ ‫سد‬ ُ‫در‬ ‫ي‬ ‫ج‬ ‫دا‬ ُ ‫كادإ‬ ‫ةا‬
.‫الإدارة‬ ‫مصالح‬ ‫لمتابعة‬ ‫الموظفين‬ ‫على‬
‫وه‬ ‫وغ‬ ‫يوم‬ ‫س‬ ُ‫ك‬ ‫كب‬‫–غ‬ ‫ال‬ ‫س‬ ‫وئ‬ ‫ةا‬ ‫ال‬ ‫بآ‬ ‫ةرت‬

EARLY BEHAVIORISM – MARY PARKER FOLLETT
1. Organizations should be
operated as communities.
2. Conflicts should be resolved by
managers and workers talking
over differences and finding
solutions that would satisfy
both parties.
3. The work process should be
controlled by workers with
relevant knowledge; managers
are facilitators.
Mary Parker Follett
(1868 to 1933)
A social worker and social
philosopher, she made very
important contributions to the

fields of civics and sociology.
‫م‬‫كا‬ ‫ا‬ ‫كاب‬ ‫رت‬ ‫لوف‬ ‫ي‬ ُ– ‫ال‬ ‫س‬ ‫وئ‬ ‫ةا‬ ‫ال‬ ‫بآ‬ ‫ةرت‬
.1‫يو‬ ‫ي‬ ‫ب‬ ‫غ‬ ‫ا‬ ‫أ‬ ‫ن‬ ‫عت‬ ‫آ‬ ‫ئ‬ ‫ال‬ ‫يآ‬ ‫دمظ‬ ُ
.‫محلية‬ ‫كجماعات‬
‫ال‬ ‫ءاردم‬ ‫الو‬ ‫ع‬ ‫الم‬.2‫يو‬ ‫ي‬ ‫ب‬ ‫غ‬ ‫ا‬ ‫أ‬ ‫ن‬ ‫ت‬‫ئ‬ ‫ئ‬
‫ال‬ ‫ص‬ ‫دعدر‬ ُ ‫يو‬ ‫فح‬ ‫وث‬ ‫ن‬ ‫ع‬ ‫ن‬ ‫ال‬ ‫خ‬ ‫دئ‬ ‫دت‬ ُ
.‫الطرفين‬ ‫ترضي‬ ‫حلولا‬ ‫ويجدون‬
‫اغبييو‬ ‫نأ‬ ‫نوتت‬ ‫ئآعال‬ ‫اعضدخ‬ ‫وت‬3.
‫ل‬‫قدرم‬ ‫ةب‬ ‫ال‬ ‫ع‬ ‫الم‬ ‫وذ‬ ‫ا‬ ‫ال‬ ‫آ‬‫كاع‬ ‫ت‬ ‫دذ‬ ُ
.‫الميسرين‬ ‫هم‬ ‫المديرين‬ ‫الصلة؛‬
‫م‬‫كا‬ ‫ا‬ ‫كاب‬ ‫رت‬ ‫لوف‬ ‫ي‬ ُ
)1933 ‫إلى‬1868(
‫هو‬ ‫ا‬ ‫صخأ‬ ‫لد‬ ‫ةا‬ ‫جد‬ ‫عدم‬ ‫ةا‬ ‫فو‬ ‫ي‬ ‫ل‬ ‫ا‬ ‫و‬ ‫ةت‬
‫دمهدس‬ ُ ‫ةمهم‬ ‫ادج‬ ‫ف‬ ‫جدا‬ ‫عدم‬ ‫ةا‬، ‫آفق‬ ُ ‫م‬
.‫الاجتماع‬ ‫وعلم‬ ‫المدنية‬ ‫التربية‬ ‫مجالات‬

EARLY BEHAVIORISM – ELTON MAYO
Elton Mayo (1880 to 1949)
• In the late 1920s, Mayo led a Harvard research group
to conduct worker productivity studies at Western
Electric’s Hawthorne (Chicago) plant.
Hawthorne effect
• Employees worked harder if they received added
attention, and thought that managers cared about
their welfare and that supervisors paid special
attention to them.
‫لإ‬ ُ‫و‬ ‫ن‬ ‫دم‬ ‫–وا‬ ‫ال‬ ‫س‬ ‫وئ‬ ‫ا‬ ‫ال‬ ‫بآ‬ ‫رت‬
)1949 ‫إلى‬1880( ‫إلتونمايو‬
‫ف‬ ‫ا‬ ‫دوأ‬ ‫رخ‬ ‫ال‬ ‫ع‬ ‫يك‬ ‫ي‬ ‫دا‬ ُ ‫م‬ ‫ن‬ ‫ال‬ ‫كق‬ ‫ن‬ ‫ال‬ ‫ع‬ ‫يك‬ ‫ن‬، ‫فاق‬ ُ oyaM ‫ومجم‬ ‫ةع‬
‫بأ‬ ‫دح‬ ‫ث‬ ‫ف‬ ‫ا‬ ‫آدج‬‫ةع‬ ‫كاه‬ ‫درات‬ ‫ل‬ ‫ءارج‬ ‫ادرد‬ ‫د‬ ُ ‫ي‬ ُ‫جد‬ ‫ةا‬ ‫ال‬ ‫ع‬ ‫الم‬ ‫ف‬ ‫ا‬ ‫صم‬ ‫ي‬ ‫ع‬
.)‫هاوثورن(شيكاغو‬ ‫في‬ ‫إلكتريك‬ ‫ويسترن‬
‫دأت‬ ‫را‬ ‫واه‬ ‫كوث‬ ‫ن‬

‫ل‬ ‫اوق‬ ‫هد‬ ‫امدم‬ ‫ض‬ ‫فد‬ ‫اا‬، ‫عدو‬ ‫اودق‬ ‫أ‬ ‫ن‬ ‫ال‬ ‫ظوم‬ ‫وت‬ ‫ن‬ ‫ب‬ ‫دج‬ ‫أ‬ ‫رب‬ ‫اذإ‬ ‫ام‬ ‫ت‬
‫يو‬ ‫ع‬ ‫آ‬ ‫ئ‬
‫ال‬ ‫فم‬ ‫يكا‬ ‫ن‬ ‫ت‬‫ه‬ ‫وم‬ ‫ن‬ ‫كب‬ ‫يهدت‬ ‫مه‬ ‫أو‬ ‫ن‬ ‫ال‬ ‫آ‬ ‫فك‬ ‫ي‬ ‫ن‬ ‫وي‬ ‫وئ‬ ‫ن‬ ‫مهل‬ ‫هد‬ ‫امدم‬
.‫خاصا‬
The HUMAN RELATIONS MOVEMENT
• Proposed that better human relations could increase worker
productivity.
• Pioneered by Abraham Maslow (1908 to 1970) and Douglas
McGregor (1906 to 1964).
.‫العمال‬ ‫إنتاجية‬ ‫يزيد‬ ‫أن‬ ‫يمكن‬ ‫الإنسانية‬ ‫العلاقات‬ ‫تحسين‬ ‫أن‬
•‫قد‬ ُ‫ك‬‫ح‬
0 791( ‫غودو‬ ‫ادئ‬ ‫دم‬ ‫يكغ‬ ‫روغ‬-1908(‫ماسلو‬ ‫ابراهام‬ ‫قبل‬ ‫من‬ ‫•رائدة‬
)1906-1964(.
‫كح‬ ‫ةت‬ ‫ال‬ ‫ع‬ ‫دئ‬ ‫دق‬ ُ ‫ال‬ ‫ي‬ ‫ا‬ ‫يد‬ ‫ةا‬
DOUGLAS MCGREGOR – THEORY X VERSUS
THEORY Y

Theory X
• Represents a pessimistic, negative view of workers.
• Workers are irresponsible, resistant to change, lack
ambition, hate work, and want to be led.
Theory Y
• Represents an optimistic, positive view of workers.
• Workers are considered capable of accepting responsibility,
self-direction, self-control, and being creative.
‫ن‬‫كظ‬ ‫ةا‬ ‫د‬ ‫ا‬ ‫م‬ ‫بدق‬ ‫ئ‬ ‫دو‬ ‫غود–ا‬ ‫ادئ‬ ‫دم‬ ‫يكج‬ ‫روج‬
X ‫نظرية‬
.‫للعمال‬ ‫وسلبية‬ ‫متشائمة‬ ‫نظرة‬ ‫يمثل‬
‫ومطل‬ ‫ح‬، ‫يو‬ ‫وهكت‬ ‫ن‬ ‫ام‬ ‫لوؤ‬ ‫ي‬ ‫ن‬، ‫ت‬ ‫ومواق‬ ‫ن‬ ‫ال‬ ‫غ‬ ‫ي‬ ‫را‬، ‫ت‬‫ف‬ ‫ورق‬ ‫ن‬ ‫لإ‬ ‫ى‬ ‫ا‬
‫ال‬ ‫ع‬ ‫الم‬ ‫غ‬ ‫را‬
.‫يقادوا‬ ‫أن‬ ‫ويريدون‬ ،‫العمل‬
Y ‫نظرية‬
.‫للعمال‬ ‫وإيجابية‬ ‫متفائلة‬ ‫نظرة‬ ‫يمثل‬
،‫فس‬ ‫ي‬ ‫ائ‬ ‫بط‬ ‫ض‬ ‫و‬ ،‫ت‬ُ‫ذا‬ ‫ائ‬ ‫يه‬ ‫وج‬ ‫وائ‬ ،‫ية‬ ‫ؤوئ‬ ‫س‬ ‫ائآ‬ ‫ول‬‫ب‬ ‫ق‬ ‫ى‬‫ل‬ ‫ع‬ ‫ددران‬ ‫ق‬
‫ت‬‫ع‬ ‫رب‬ ‫ال‬ ‫ع‬ ‫الم‬
.‫والإبداع‬

The BEHAVIORAL SCIENCE APPROACH
Behavioral science
• Relies on scientific research for developing theories about
human behavior
that can be used to provide practical tools for managers.
• The disciplines of behavioral science include psychology,
sociology, anthropology,
and economics.
‫ع‬‫ل‬ ‫م‬ ‫ال‬ ‫س‬ ‫وئ‬ ‫ت‬
‫ن‬‫كظ‬ ‫دا‬ ُ ‫وح‬ ‫ئ‬ ‫ال‬ ‫س‬ ‫وئ‬ ‫ت‬ ‫ال‬ ‫ب‬ ‫ك‬ ‫ا‬ ‫ال‬ ‫ا‬ ‫ت‬‫آ‬ ‫ن‬ ‫سد‬ ‫اهآددخ‬ ‫ل‬ ُ‫فو‬ ‫را‬
‫عت‬ ‫دم‬ ‫ع‬‫ل‬ ‫ى‬ ‫ال‬ ‫ب‬ ‫ئ‬ ‫ث‬ ‫ال‬ ‫ع‬ ‫ل‬ ‫آ‬ ‫ا‬ ‫ل‬ ‫وط‬ ‫را‬
.‫للمديرين‬ ‫العملية‬ ‫الأدوات‬
.‫والاقتصاد‬ ‫والأنثروبولوجيا‬ ‫الاجتماع‬ ‫وعلم‬ ‫النفس‬ ‫علم‬
‫شت‬ ‫آ‬ ‫ئ‬ ‫صخت‬ ‫ص‬ ‫د‬ ُ ‫ال‬ ‫ع‬ ‫موئ‬ ‫ال‬ ‫س‬ ‫وئ‬ ‫ةا‬
‫جهن‬ ‫ال‬ ‫ع‬ ‫موئ‬ ‫ال‬ ‫س‬ ‫وئ‬ ‫ةا‬
QUESTION #2

Which viewpoint emphasized the
importance of understanding
human behavior and of motivating
employees toward achievement?
1. scientific management
2. administrative management
3. behavioral
4. TQM
‫ال‬ ‫ي‬ ‫رظ‬ ‫ال‬ ‫ا‬ ‫أ‬ ‫فت‬ ُ ‫ع‬‫ل‬ ‫مى‬‫ا‬ ‫ه‬ ‫ا‬ ‫ةهجو‬
‫آهأ‬ ‫ةا‬ ‫مهف‬ ‫ال‬ ‫س‬ ‫وئ‬ ‫ت‬ ‫ال‬ ‫ب‬ ‫ك‬ ‫ا‬ ‫و‬ ‫فئ‬ ‫زا‬
‫ال‬ ‫فظوم‬ ‫ي‬ ‫ن‬ ‫ن‬ ‫وح‬ ‫ال‬ ‫ي‬ ‫؟زاج‬
. 1‫ةرادإال‬ ‫ال‬ ‫ع‬ ‫ل‬ ‫آ‬ ‫ةا‬
. 2‫ةرادإال‬ ‫كادإال‬ ‫ةا‬
.3‫ال‬ ‫س‬ ‫وئ‬ ‫ي‬ ‫ه‬
.4TQM
QUANTITATIVE VIEWPOINTS

• Application to management
of quantitative techniques,
such as statistics and
computer simulations.
• Includes:
1. Management science.
2. Operations management.
•‫بطت‬ ‫ي‬ ‫ق‬ ‫اه‬ ‫ع‬ ‫ل‬ ‫ى‬ ‫ةرادإ‬ ‫ال‬ ‫ق‬ ‫ي‬ ‫دا‬ ُ
‫ال‬ ‫آ‬ ‫ةا‬، ‫دم‬ ‫ئ‬ ‫ال‬ ‫صئ‬ ‫دءا‬ ُ
.‫الحاسوبية‬ ‫والمحاكاة‬
:‫•يتضمن‬
.‫الإدارة‬ ‫علم‬1.
. 2‫ةرادإ‬ ‫ال‬ ‫ع‬ ‫لآ‬ ‫دا‬ ُ
‫دهجو‬ ُ ‫ال‬ ‫ي‬ ‫رظ‬ ‫ال‬ ‫آ‬ ‫ةا‬
MANAGEMENT SCIENCE & OPERATIONS
MANAGEMENT

Management Science:
Focuses on using mathematics to aid in problem solving and
decision making.
Operations Management:
• Focuses on managing the production and delivery of an
organization’s products or services more effectively.
• Concerned with work scheduling, production planning,
facilities location and design, and optimum inventory levels.
‫إ‬ ‫ةراد‬ ‫ال‬ ‫ع‬ ‫موئ‬ ‫ةرادإو‬ ‫ال‬ ‫ع‬ ‫لآ‬ ‫دا‬ ُ
:‫الإدارة‬ ‫علم‬
.‫واتخاذالقرارات‬ ‫المشاكل‬ ‫حل‬ ‫سد‬ ‫مددخ‬ ‫كال‬ ‫ضدا‬ ‫دا‬ ُ ‫لل‬ ‫اآ‬ ‫د‬ ‫ةدع‬ ‫ف‬ ‫ا‬
‫كي‬ ‫زت‬ ‫ع‬ ‫ل‬ ‫ى‬
:‫العمليات‬ ‫إدارة‬
‫ع‬‫ل‬ ‫ى‬ ‫ةرادإ‬ ‫ي‬ ُ‫جد‬ ‫و‬ ‫س‬ ‫ل‬ ‫ي‬ ‫م‬ ‫يم‬ ‫دج‬ ُ ‫وأ‬ ‫دمفخ‬ ُ ‫ال‬ ‫يآ‬ ‫ظ‬‫ةم‬ ‫شب‬ ‫ئ‬ ‫أ‬ ‫رث‬
‫كي‬ ‫زت‬
.‫فعالية‬
،‫يم‬ ‫صآ‬ ‫وائ‬ ‫كاتق‬ ‫ائآ‬ ‫ع‬ ‫وق‬ ‫وم‬ ،‫دج‬ ‫اإلن‬ ‫يط‬ ‫وُخط‬ ،‫عآل‬ ‫ائ‬ ‫فوئة‬ ‫ج‬ ‫ع‬‫م‬
‫ال‬ ‫عآ‬ ‫ي‬ ‫ةا‬

.‫الأمثل‬ ‫المخزون‬ ‫ومستويات‬
QUESTION #3
Which viewpoint stresses the use of
rational, science- based techniques
and mathematical models to improve
decision making and strategic
planning?
.Ascientific management
.Boperations management
.Cproduction management
.Dmanagement science
‫م‬‫ا‬ ‫ه‬ ‫ا‬ ‫ةهجو‬ ‫ال‬ ‫ي‬ ‫رظ‬ ‫ال‬ ‫ا‬ ‫ؤت‬ ‫دت‬ ‫ع‬‫ل‬ ‫ى‬
‫سد‬ ‫مددخ‬ ‫ال‬ ‫ق‬ ‫ي‬ ‫دا‬ ُ ‫ال‬ ‫ع‬ ‫ق‬ ‫يدئ‬ ‫ةا‬ ‫ال‬ ‫لدق‬ ‫ةم‬
‫ع‬‫ل‬ ‫ى‬ ‫ال‬ ‫ع‬ ‫ل‬ ‫م‬ ‫الو‬ ‫ي‬ ‫ذام‬‫ج‬ ‫كال‬ ‫ضدا‬ ‫ةا‬
‫ل‬ ‫سئ‬ ‫ي‬ ‫ن‬ ‫يص‬ ‫ع‬ ‫ال‬ ‫رارق‬ ‫الو‬ ‫يطخ‬ ‫ط‬
‫ال‬ ‫سد‬ ُ‫در‬ ‫ي‬ ‫ج‬ ‫؟ا‬

.A‫العلمية‬ ‫الإدارة‬
.B‫العمليات‬ ‫إدارة‬
.C‫الإنتاج‬ ‫إدارة‬
.D‫الإدارة‬ ‫علم‬
The CONTEMPORARY PERSPECTIVE
Figure 2.3
SYSTEMS VIEWPOINT
Figure 2.4: The Four Parts of a System
CLOSED VERSUS OPEN SYSTEMS

Closed systems
• Organizations that have little interaction with their
environment.
Open systems
• Organizations that continually interact with their
environment;
have the potential to produce synergy.
Complexity theory – the ultimate open system
• Recognizes that all complex systems are networks of many
interdependent parts that interact with each other according to
certain
simple rules.
‫يأ‬ ‫ظ‬‫ةم‬ ‫غم‬ ‫ل‬ ‫ةق‬ ‫م‬ ‫بدق‬ ‫ئ‬ ‫يأ‬ ‫ظ‬‫ةم‬ ‫فم‬ ُ‫و‬ ‫ةح‬
‫يأ‬ ‫ظ‬‫ةم‬ ‫غم‬ ‫ل‬ ‫ةق‬
.‫بيئتها‬ ‫مع‬ ‫تفاعل‬ ‫لها‬ ‫ليس‬ ‫التي‬ ‫المنظمات‬
‫يأ‬ ‫ظ‬‫ةم‬ ‫فم‬ ُ‫و‬ ‫ةح‬
.‫التآزر‬ ‫إنتاج‬ ‫على‬ ‫القدرة‬ ‫لديهم‬ ‫بيئتها؛‬ ‫مع‬ ‫باستمرار‬ ‫تتفاعل‬

‫ل‬ ‫الا‬ ‫يآ‬ ‫دمظ‬ ُ ‫ا‬
‫ال‬ ‫ي‬ ‫مدظ‬ ‫ال‬ ‫فآ‬ ُ‫و‬‫ح‬ ‫ف‬ ‫ا‬ ‫دهن‬ ‫ةا‬ ‫ال‬ ‫دطآ‬ ‫–ت‬ ‫ن‬‫كظ‬ ‫ةا‬ ‫ال‬ ‫ع‬ ‫ق‬ ‫دا‬
‫ال‬ ‫ي‬ ‫مظ‬ ‫ال‬ ‫عآ‬ ‫ةدق‬ ‫ه‬ ‫ا‬ ‫بش‬ ‫دت‬ ُ ‫م‬ ‫ن‬ ‫أ‬ ‫ءازج‬ ‫م‬ ُ‫بدر‬ ‫ةط‬ ‫فع‬ ‫ةدا‬ ‫ت‬ ‫عدت‬ ‫ئ‬ ‫يف‬ ‫ام‬
‫ست‬ ‫ل‬ ‫م‬ ‫أب‬ ‫ن‬ ‫يآج‬ ‫ع‬-1
.‫معينة‬ ‫بسيطة‬ ‫لقواعد‬ ‫وفقا‬ ‫بينها‬
CONTINGENCY VIEWPOINT
• Emphasizes that a manager’s approach should vary
according to – that is, be contingent on – the individual
and the environmental situation.
• Most practical because it addresses problems on a case-
by-case basis.
- ‫اأ‬ ‫نأ‬ ‫نوتت‬ ‫اتقوُم‬ ‫ت‬‫ع‬‫ىل‬-‫دتؤي‬ ‫ىلع‬ ‫نأ‬ ‫جهن‬ ‫رافمال‬ ‫بجت‬ ‫نأ‬ ‫خت‬ ‫تل‬ ‫اقفو‬ ‫وت‬•
.‫ال‬ ‫درت‬ ‫الو‬ ‫ةالح‬ ‫ال‬ ‫ب‬ ‫ي‬ ‫ل‬ ‫ةا‬
.‫حدة‬ ‫على‬ ‫حالة‬ ‫كل‬ ‫أساس‬ ‫على‬ ‫المشاكل‬ ‫يعالج‬ ‫لأنه‬ ‫عملية‬ ‫•أكثر‬
‫ةهجو‬ ‫ن‬ ‫رظ‬ ‫ال‬ ‫كاوط‬ ‫ح‬
EVIDENCE-BASED MANAGEMENT

• Translating principles based on best evidence into
organizational practice, and bringing rationality to the
decision-making process.
• Research should follow the scientific method.
Ø Observe events and gather facts.
Ø Pose a possible solution or explanation based on those facts.
Ø Make a prediction of future events.
Ø Test the prediction under systematic conditions.
‫ال‬ ‫ةرادإ‬ ‫ال‬ ‫لدق‬ ‫ةم‬ ‫ع‬ ‫ل‬ ‫ى‬ ‫فأال‬ ‫ةئ‬
،‫ية‬ ‫يآ‬ ‫يظ‬ ُ ‫اة‬ ‫مآدر‬ ‫ى‬‫إئ‬ ‫الأدئة‬ ‫ضل‬ ‫أت‬ ‫ى‬‫ل‬ ‫ع‬ ‫دحآة‬ ‫ق‬ ‫ائ‬ ‫ددئ‬‫ب‬ ‫ائآ‬ ‫كجآة‬ُ•
.‫القرار‬ ‫صنع‬ ‫لعملية‬ ‫العقلانية‬ ‫وجلب‬
.‫العلمية‬ ‫الطريقة‬ ‫البحوث‬ ‫تتبع‬ ‫أن‬ ‫•وينبغي‬
Ø‫الحقائق‬ ‫وجمع‬ ‫الأحداث‬ ‫مراقبة‬.
Ø‫الحقائق‬ .‫ضو‬ ‫ع‬ ‫ح‬ ‫ئ‬ ‫وأ‬ ‫فت‬ ‫س‬ ‫را‬ ‫آم‬ ‫ن‬ ‫ب‬ ‫ءان‬ ‫ع‬‫ل‬ ‫ى‬ ‫لت‬ ‫ت‬
Ø‫المستقبلية‬ ‫بالأحداث‬ ‫التنبؤ‬ ‫جعل‬.

Ø‫منهجية‬ ‫ظروف‬ ‫ظل‬ ‫في‬ ‫التنبؤ‬ ‫اختبار‬.
QUALITY-MANAGEMENT VIEWPOINT
Quality
• Total ability of a product or service to meet customer needs.
Quality control
• The strategy for minimizing errors by managing each stage of
production.
Quality assurance
• Focuses on the performance of workers, urging employees to
strive
for “zero defects.”
‫ةهجو‬ ‫ن‬ ‫رظ‬ ‫ةرادإ‬ ‫ال‬ ‫ةدوج‬
‫عون‬ ‫ي‬ ‫ه‬
.‫العملاء‬ ‫الاجات‬ ‫ةردق‬ ‫ال‬ ‫المج‬ ‫ةا‬ ‫يآل‬ ‫ج‬ ‫وأ‬ ‫فخ‬‫ةم‬ ‫ل‬ ‫ل‬ ‫ب‬ ‫ةا‬ ‫ئد‬ ‫ا‬
‫م‬‫قدر‬ ‫ةب‬ ‫ال‬ ‫ةدوج‬

.‫الإنتاج‬ ‫مراحل‬ ‫من‬ ‫مرحلة‬ ‫كل‬ ‫إدارة‬ ‫خلال‬ ‫من‬ ‫الأخطاء‬ ‫لتقليل‬
‫سد‬ ُ‫در‬ ‫ي‬ ‫ج‬ ‫ةا‬
‫دمض‬ ‫ن‬ ‫ال‬ ‫ةدوج‬
."‫عيوب‬ ‫"صفر‬ ‫لتحقيق‬ ‫جاهدين‬ ‫السعي‬ ‫على‬ ‫الموظفين‬ ‫ويحث‬
،‫عآدل‬ ‫ائ‬ ‫أداء‬ ‫ى‬‫ل‬ ‫ع‬ ‫كتز‬ ‫ا‬
TOTAL QUALITY MANAGEMENT (TQM)
A comprehensive approach dedicated to continuous quality
improvement, training, and customer satisfaction.
1. Make continuous improvement a priority.
2. Get every employee involved.
3. Listen to and learn from customers and employees.
4. Use accurate standards to identify and eliminate
problems.
TQM ‫الشاملة‬ ‫الجودة‬ ‫إدارة‬
.‫العملاء‬ ‫ورضا‬ ‫والتدريب‬ ‫المستمرة‬ ‫الجودة‬ ‫لتحسين‬ ‫مخصص‬ ‫شامل‬

‫جهن‬
.‫أولوية‬ ‫المستمر‬ ‫التحسين‬ ‫جعل‬
.‫المشاركة‬ ‫كلموظف‬ ‫على‬ ‫الحصول‬
.‫المعلومات‬ ‫هذه‬ ‫سدمن‬ ‫لإعآ‬ ‫ى‬ ‫ال‬ ‫ع‬ ‫آ‬ ‫ءائ‬ ‫الو‬ ‫فظوم‬ ‫ي‬ ‫ن‬ ‫و‬ ‫ع‬ ‫ل‬ ‫اوم‬
‫سد‬ ‫مددخ‬ ‫م‬‫يدع‬ ‫را‬ ‫قف‬ ‫ي‬ ‫ةق‬ ‫ل‬ ‫فح‬ ‫ةالزإودا‬
.‫المشاكل‬
SIX SIGMA and ISO 9000
DMAIC
•Series of steps called Define, Measure, Analyze, Improve,
and Control.
DFSS (Design for Six Sigma)
•Managers can employ to create new products or processes.
Variation on the original approach that focuses on problem
solving and process improvement.
9000‫سيغما‬ ‫ستة‬ ISO

Dmaic
.‫ومراقبة‬ ‫وتحسين‬ ‫وتحليل‬ ‫وقياس‬ ‫تعريف‬ ‫تسمى‬ ‫الخطوات‬ ‫من‬
‫لس‬ ‫س‬ ‫ةئ‬
DFSS
‫سد‬ ‫مددخ‬ ‫ل‬ ‫ي‬ ‫ءا‬ ‫يم‬ ‫دج‬ ُ ‫وأ‬ ‫ع‬‫لآ‬ ‫دا‬ ُ ‫فج‬ ‫ةدا‬. ‫خدال‬ ‫دئ‬ ‫ت‬ ‫ع‬‫ل‬ ‫ى‬ ‫ال‬ ‫ي‬ ‫جه‬
‫ت‬‫آ‬ ‫ن‬ ‫لل‬ ‫فم‬ ‫يكا‬ ‫ن‬
.‫العملية‬ ‫وتحسين‬ ‫المشاكل‬ ‫حل‬ ‫على‬ ‫يركز‬ ‫الذي‬ ‫الأصلي‬
The Learning Organization & How to Build it
• Organization that actively creates, acquires, and transfers
knowledge within itself and is able to modify its behavior to
reflect new knowledge.
To create a learning organization, managers must
perform three key functions or roles:
1. Build a commitment to learning.
2. Work to generate ideas with impact.
3. Work to generalize ideas with impact.
Copyright Sam Edwards/Getty Images RF©McGraw-Hill
Education.

‫يم‬ ‫ظ‬‫ةم‬ ‫ال‬ ‫ع‬ ‫ل‬ ‫م‬ ‫و‬ ‫ي‬ ‫ف‬ ‫ةا‬ ‫ب‬ ‫لدن‬ ‫ه‬
‫ال‬ ‫ا‬ ‫عت‬ ‫آ‬ ‫ئ‬ ‫يب‬ ‫طد‬ ‫ع‬‫ل‬ ‫ى‬ ‫ي‬ ‫ءا‬ ‫ال‬ ‫كعآ‬ ‫ةت‬ ‫دو‬ ‫ا‬ ‫بد‬ ‫اه‬ ‫يو‬ ‫ق‬ ‫ل‬ ‫اه‬ ‫خدد‬ ‫ئ‬
•‫ال‬ ‫يآ‬ ‫ظ‬‫ةم‬
.‫الجديدة‬ ‫المعرفة‬ ‫لتعكس‬ ‫سلوكها‬ ‫تعديل‬ ‫على‬ ‫وقادرة‬ ،‫نفسها‬
‫و‬‫لدظ‬ ‫ت‬ ‫وأ‬ ‫راودأ‬ ‫سؤم‬ ‫ا‬ ‫ة‬ ‫عت‬ ‫ل‬ ‫ي‬ ‫آ‬ ‫ةا‬، ‫ت‬‫ج‬ ‫ب‬ ‫ع‬‫ل‬ ‫ى‬ ‫ال‬ ‫فم‬ ‫يكا‬ ‫ن‬ ‫ءادأ‬ ‫ن‬ ‫دئ‬ ‫ث‬
•‫ل‬ ‫ي‬ ‫ءا‬
:‫رئيسية‬
.‫بالتعلم‬ ‫التزام‬ ‫•بناء‬
.‫التأثير‬ ‫ذات‬ ‫الأفكار‬ ‫توليد‬ ‫على‬ ‫•العمل‬
.‫التأثير‬ ‫ذات‬ ‫الأفكار‬ ‫تعميم‬ ‫على‬ ‫•العمل‬
Copyright Sam Edwards/Getty Images RF©McGraw-Hill
Education.
MODEL of CAREER READINESS
CAREER
CORNER
Figure 2.5
©2018 Kinicki and Associates, Inc.

MANAGING YOUR CAREER
READINESS
CAREER
CORNER
To demonstrate that you understand a business, you
should learn the following 7 things about a company
before showing up for an interview:
1. The company’s missions and vision statements.
2. The company’s core values and culture.
3. The history of the company.
4. Key organizational players.
5. The company’s products, service, and clients.
6. Current events and accomplishments.
7. Comments from current or previous employers.
CAREER‫الوظيفي‬ ‫استعدادك‬ ‫إدارة‬
CORNER
‫يأب‬ ‫ع‬ ‫ل‬ ‫شأالم‬ ‫الءاا‬ ‫س‬ ‫ب‬ ‫الةع‬ ُ‫ال‬ ‫لةا‬ ‫يأُدبد‬ ‫آهف‬‫ي‬ ‫طد‬‫ت‬‫د‬ ‫كاج‬‫ا‬‫ت‬‫ا‬،‫ت‬‫ج‬
:‫ةقبلالظهورلإجراءمقابلة‬‫عنالشرك‬
.‫مهامالشركةوبياناتالرؤية‬
.‫قيمالأساسيةللشركةوالثقافة‬‫ال‬

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