‫"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﰲ ﺍﳌﺆﺳﺴﺎﺕ‬

‫ﻣﻘﺪﻣﺔ ﻭﺛﻼﺙ ﺩﺭﺍﺳﺎﺕ ﺣﺎﻻﺕ‬

‫© ﺩ‪ .‬ﻣﺎﻛﺲ ﺷﻮﺑﺎﻙ‬
‫‪2049 NW Hoyt Ste. #3‬‬
‫‪Portland, OR, 97209‬‬
‫ﺑﺮﻳﺪ ﺻﻮﺗﻲ‪/‬ﻓﺎﻛﺲ‪(٥٠٣)٢١٠-٠٣١٤ :‬‬
‫‪[email protected]‬‬
 ‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‬
‫ﻣﻘﺪﻣﺔ‪٣ .............................................................‬‬ ‫‪.I‬‬

‫"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" )‪ - (Worldwork‬ﺍﻟﺘﺤﻮﻝ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺍ‪‬ﺘﻤﻌﺎﺕ‪ ،‬ﻭﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺍﻟﻔﻀﺎﺀ ﺍﻟﻌﺎﻡ‪٣ ........‬‬ ‫‪.II‬‬

‫‪ .III‬ﻣﻔــــﺎﻫﻴﻢ ﺭﺋﻴــــﺴﻴﺔ ﰲ "ﻭﻭﺭﻟــــﺪﻭﻭﺭﻙ"‪...............................................‬‬

‫‪١٤‬‬

‫‪ .IV‬ﺃﻭﺭﻭﺑﺎ‪ ،‬ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ – ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﻌﻤﻴﻘﺔ‪ ،‬ﺍﻟﺘﻀﺎﻣﻦ ﻭﺍﻻﺳـﱰﺍﺗﻴﺠﻴﺔ ﰲ ﺷـﺮﻛﺔ ﻣـﻦ ﺷـﺮﻛﺎﺕ‬

‫ﻏﻠﻮﺑﺎﻝ ‪١٨ ..............................................(Global 500) ٥٠٠‬‬

‫ﺍﻟﺒﺎﻧﻜﺲ‪ ،‬ﺍﻟﻌﻤﺎﻝ‪ ،‬ﺍﻟﺸﺮﻃﺔ‪ ،‬ﺍﻟﺴﻜﺎﻥ ﻭﺍﳌﺪﻣﻨﻮﻥ ﰲ ﻧﺪﻭﺓ ﻣﻔﺘﻮﺣﺔ ﰲ ﺳﺘﺎﺩﳍﻮﻓﻦ‪ ،‬ﺯﻳﻮﺭﺥ‪٣٧ .................‬‬ ‫‪.V‬‬

‫‪ .VI‬ﻣﻦ ﺍﳌﺬﻧﺐ – ﺍﻟﺘﻄﻮﺭ ﺍﳌﺆﺳﺴﻲ ﰲ ﺳﺠﻦ‪٤٦ ..........................................‬‬

 ‫ﻣﻘﺪﻣﺔ‬

‫ﺗﻘﻮﻡ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﺑﺘﻘﺪﻳﻢ ﳕﻮﺫﺝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻭﺛﻼﺙ ﺩﺭﺍﺳﺎﺕ ﺣﺎﻻﺕ ﻟﺒﻌﺾ ﺗﻄﺒﻴﻘﺎﺗﻪ ﺍﶈﺘﻤﻠﺔ‪ .‬ﻳﻘﺪﻡ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬

‫ﻧﻈﺮﺓ ﺷﺎﻣﻠﺔ ﻋﻠﻰ ﺍﻟﻨﻤﻮﺫﺝ‪ ،‬ﻣﻊ ﻭﺻﻒ ﻣﻨﻬﺠﻪ‪ ،‬ﻭﻣﻨﻈﻮﺭﻩ‪ ،‬ﻭﻫﻴﻜﻠﻪ ﺍﳌﻔﻬﻮﻣﻲ‪ .‬ﻭﻳﻮﺿﺢ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﱄ ﺍﳌﻔـﺎﻫﻴﻢ ﺍﻟﻨﻈﺮﻳـﺔ‬

‫ﺍﻷﺳﺎﺳﻴﺔ ﻓﻴﻪ‪ ،‬ﻭﻳﺒﲔ ﺑﻌﺾ ﺍﳌﺼﻄﻠﺤﺎﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺩﺭﺍﺳﺎﺕ ﺍﳊﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻭﲤﺜﻞ ﺩﺭﺍﺳﺎﺕ ﺍﳊﺎﻻﺕ‬

‫ﺍﻟﺜﻼﺙ ﰲ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﺑﻌﻀﺎً ﻣـﻦ ﻛـﺜﲑ ﻣـﻦ ﺍﻟﺒﻴﺌـﺎﺕ ﺍﻟـﱵ ﳝﻜـﻦ ﺗﻄﺒﻴـﻖ ﳕـﻮﺫﺝ "ﻭﻭﺭﻟـﺪﻭﻭﺭﻙ" ﻓﻴﻬـﺎ‪ .‬ﳝﻜـﻨﻜﻢ ﻗـﺮﺍﺀﺓ‬

‫ﺍﻟﻔﺼﻠﲔ ﺍﻟﺘﻤﻬﻴﺪﻳﲔ ‪ ،‬ﻟﻼﻃﻼﻉ ﻋﻠﻰ ﻣﻘﺪﻣﺔ ﻟﻸﺳـﺎﻟﻴﺐ ﻭﺍﳌﻔـﺎﻫﻴﻢ ﺍﻟـﱵ ﻳـﺘﻢ ﺗﻄﺒﻴﻘﻬـﺎ ﰲ ﺍﳊـﺎﻻﺕ ﺍﳌﻮﺻـﻮﻓﺔ‪ .‬ﺃﻭ ﳝﻜـﻨﻜﻢ‬

‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﺒﺎﺷﺮﺓ ﺇﱃ ﺩﺭﺍﺳﺎﺕ ﺍﳊﺎﻻﺕ ﺍﻟﺜﻼﺙ‪ ،‬ﺍﻟﱵ ﺗﺒﺪﺃ ﰲ ﺍﻟﺼﻔﺤﺔ ‪ ،١٨‬ﻭﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺍﻟﻔﺼﻮﻝ ﺍﻷﻭﱃ ﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ‪.‬‬

‫"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" )‪ - (Worldwork‬ﺍﻟﺘﺤﻮﻝ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺍ‪‬ﺘﻤﻌﺎﺕ‪ ،‬ﻭﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺍﻟﻔﻀﺎﺀ ﺍﻟﻌﺎﻡ‪.‬‬

‫ﻣﺎ ﻫﻮ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" )‪(Worldwork‬؟‬

‫"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻫﻮ ﳕﻮﺫﺝ ﺟﺪﻳﺪ ﻟﻠﻌﻤﻞ ﻣﻊ ﺍﻟﺘﻐﲑ ﺿﻤﻦ ﺍﻟﻨﻄﺎﻕ ﺍﻟﻜﺎﻣﻞ ﻟﻠﺤﻴﺎﺓ ﺍﳌﺆﺳﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﺗﻘﺪﻡ ﺭﺅﻳﺘﻪ ﺍﻟﱵ‬

‫ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻓﺌﺎﺕ ﻋﺎﳌﻴﺔ ﺟﺪﻳﺪﺓ ﻟﻮﺻﻒ ﺍﻟﺘﻐﲑ ﻭﺍﻟﺘﺪﻓﻖ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳉﻤﺎﻋﺎﺕ ﻛﻜﻞ ﻭﺍﻟﻌﻤﻞ ﻣﻊ ﻫﺬﺍ ﺍﻟﺘﻐﲑ‬

‫ﻭﺍﻟﺘﺪﻓﻖ‪ .‬ﻳﻨﻈﺮ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺇﱃ ﻛﻞ ﺷﺨﺺ ﺃﻭ ﻛﻴﺎﻥ ﻋﻠﻰ ﺃﻧﻪ ﻣﺮﺍﻗﺐ‪ ،‬ﻭﻣﺸﺎﺭﻙ‪ ،‬ﻭﻣﺴﺎﻋﺪ‪ ،‬ﻭﺗﺎﺑﻊ ﻭﻗﺎﺋﺪ ﺑﺸﻜﻞ ﺗﻠﻘﺎﺋﻲ‪،‬‬

‫ﻣﻊ ﺃﻥ ﻛﻞ ﻛﻴﺎﻥ ﻳ‪‬ﻌ‪‬ﺮ‪‬ﻑ ﰲ ﻭﻗﺖ ﻣﺎ ﺑﻮﺍﺣﺪ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺭ ﻓﻘﻂ‪ .‬ﻳﺴﻤﺢ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﺑﺘﺤﻠﻴﻞ ﺍﳉﻤﺎﻋﺎﺕ‬

‫ﻭﺗﺴﻬﻴﻞ ﺃﻣﻮﺭﻫﺎ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻣﻦ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺎﳌﻲ ﺇﱃ ﺍﻷﺣﺪﺍﺙ ﺍﶈﻠﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﻔﻀﺎﺀ ﺍﻟﻌﺎﻡ ﻭﻛﺬﻟﻚ‬

‫ﰲ ﺍﻷﺷﻜﺎﻝ ﺍﳌﺆﺳﺴﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺜﻞ ﺷﺮﻛﺎﺕ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺍﳌﺆﺳﺴﺎﺕ ﻏﲑ ﺍﻟﺮﲝﻴﺔ‪ ،‬ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ‪ ،‬ﻭﺍ‪‬ﺘﻤﻌﺎﺕ‬

‫ﺍﻟﺪﻳﻨﻴﺔ‪ ،‬ﺇﱁ‪.‬‬

‫) ‪Deep‬‬ ‫ﻧﺮﺟﻮ‪ ،‬ﰲ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ‪ ،‬ﺃﻥ ﻧﺘﻤﻜﻦ ﻣﻦ ﺗﻮﺿﻴﺢ ﻛﻴﻒ ﺃﻥ ﺍﻟﺘﻨﻮﻉ‪ ،‬ﻭﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﻌﻤﻴﻘﺔ‬

‫‪ ، (Democracy‬ﻭﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﻘﺪ‪ ،‬ﻭﺍﻟﺘﻔﻜﲑ ﺍﻟﻜﻤﻲ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﻮﻋﻲ ﻛﻠﻬﺎ ﻣﺮﺗﺒﻄﺔ ﺫﺍﺗﻴﺎً‪ ،‬ﲝﻴﺚ ﺗﺸﻜﻞ ﳕﻮﺫﺟﺎً‬

‫ﺟﺪﻳﺪﺍً – ﳕﻮﺫﺟﺎً ﻟﻴﺲ ﻋﻘﻼﻧﻴﺎً ﻓﺤﺴﺐ‪ ،‬ﻭﺇﳕﺎ ﻫﻮ ﺷﺎﻋﺮﻱ ﺃﻳﻀﺎً‪ .‬ﺇﻥ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﳚﺴﺪ ﺍﻟﺪﻗﺔ ﻣﻦ ﺧﻼﻝ ﻧﻈﺮﻳﺘﻪ‬

‫ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻘﻠﺐ ﺍﻟﻨﺎﺑﺾ ﻟﺮﻭﺡ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻳﺘﻀﻤﻦ ﺍﺣﱰﺍﻣﺎً ﻋﻤﻴﻘﺎً ﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻮﻋﻲ ﺍﻟﺬﺍﺗﻲ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ‬

‫ﻭﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳉﻮﻫﺮﻳﺔ ﻟﺪﻯ ﺍﳌﺆﺳﺴﺎﺕ‪ .‬ﻭﻫﺬﺍ ﺍﳌﺰﻳﺞ ﻫﻮ ﺍﻟﺬﻱ ﻳﺘﻴﺢ ﺍﻟﻔﺮﺻﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻻﻧﺒﻌﺎﺙ ﺍﳌﺆﺳﺴﻲ ﺍﻹﺑﺪﺍﻋﻴﺔ‪،‬‬
‫ﻭﻏﲑ ﺍﳌﺘﻮﻗﻌﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﻜﻮﻥ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻋﻤﻠﻴﺔ ﺍﻧﻔﻌﺎﻟﻴﺔ ﻗﻮﻳﺔ – ﺍﺳﺘﺠﺎﺑﺔ ﻟﻺﻳﻘﺎﻉ ﺍﻟﺬﻱ ﺣﺪﺩﻩ ﻣﺎﻳﺴﱰﻭ ﺍﻟﺴﻴﻤﻔﻮﻧﻴﺔ‬

‫ﺍﻟﻜﻮﻧﻴﺔ‪.‬‬

‫ﺷﻜﺮﺍً ﻻﻫﺘﻤﺎﻣﻚ ﺑـ"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ .‬ﺃﺭﺟﻮ ﺃﻥ ﺗﺴﺘﻤﺘﻊ ﺑﺎﻹﲝﺎﺭ ﻋﱪ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﱵ ﺃﳋﺺ ﻓﻴﻬﺎ ﻓﻬﻤﻲ ﻟﻠﺠﺎﻧﺒﲔ‬

‫ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﻌﻤﻠﻲ ﻟـ"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ ،‬ﻭﺃﺣﺎﻭﻝ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﻣﺎﻫﻴﺔ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻭﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻪ ﻣﻦ ﺧﻼﻝ ﺑﻌﺾ ﺃﻣﺜﻠﺔ‬

‫ﻟﺒﻌﺾ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﱵ ﺃﺷﺎﺭﻙ ﻓﻴﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ‪.‬‬

‫ﺟﻮﺍﻧﺐ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻭﻏﲑ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ‬

‫ﺗُﻴ‪‬ﻤ‪‬ﻦ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ ،‬ﺍﻟﺬﻱ ﺃﻭﺟﺪﻩ ﺁﺭﻧﻮﻟﺪ ﻭﺇﳝﻲ ﻣﻨﺪﻝ ﻭﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻟﺪﻳﻬﻤﺎ‪ ،‬ﺟﻮﺍﻧﺐ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻭﻏﲑ ﺍﻟﻘﺎﺑﻠﺔ‬

‫ﻟﻠﻘﻴﺎﺱ ﻋﻠﻰ ﺣﺪ ﺳﻮﺍﺀ‪ ،‬ﳑﺎ ﻳﻌﻄﻲ ﺻﻮﺭﺓ ﻛﺎﻣﻠﺔ ﻭﺷﺎﻣﻠﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬

‫ﻭﺗﺘﻤﺪﺩ ﻭﺍﻗﻌﻴﺔ ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺬﻱ ﻳﺒﺪﻭ ﺑﺴﻴﻄﺎً ﻟﺘﺸﻤﻞ ﳎﻤﻮﻋﺔ ﻭﺍﺳﻌﺔ ﺟﺪﺍً ﻣﻦ ﺍﻷﻭﺿﺎﻉ‪ .‬ﻭﺗﺸﺒﻪ ﻓﺌﺘﺎ ﺍﻟﻘﺎﺑﻠﺔ‬

‫ﻟﻠﻘﻴﺎﺱ ﻭﻏﲑ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ‪ ،‬ﻓﺌﱵ ﺍﳌﺮﺋﻲ ﻭﻏﲑ ﺍﳌﺮﺋﻲ‪ ،‬ﺃﻭ ﺍﳌﻠﻤﻮﺱ ﻭﻏﲑ ﺍﳌﻠﻤﻮﺱ‪ .‬ﻓﻌﻨﺪﻣﺎ ﻧﺒﺤﺚ ﻗﻀﻴﺔ ﺍﻟﺘﻨﻮﻉ‬

‫ﻭﺍﻻﺧﺘﻼﻑ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻧُﺜَﻤ‪‬ﻦ ﺍﻟﻌﻨﺎﺻﺮ "ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ" ﻣﺜﻞ ﺍﳉﻨﺲ‪ ،‬ﺍﻷﺻﻞ ﺍﻟﻌﺮﻗﻲ‪ ،‬ﺍﻟﻌﻤﺮ‪ ،‬ﺍﻟﻄﺒﻘﺔ‪ ،‬ﺍﳌﻴﻮﻝ‬

‫ﺍﳉﻨﺴﻴﺔ‪ ،‬ﺇﱁ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻌﻨﺎﺻﺮ ﻏﲑ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻣﺜﻞ ﺍﻵﻣﺎﻝ‪ ،‬ﺍﻷﺣﻼﻡ‪ ،‬ﺍﳌﺸﺎﻋﺮ‪ ،‬ﺍﻷﻓﻜﺎﺭ‪ ،‬ﻭﺍﳌﻮﺍﻫﺐ‪ ،‬ﺇﱁ‪ .‬ﻭﻋﻠﻰ‬

‫ﻫﺬﺍ ﺍﻷﺳﺎﺱ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻜﺎﻧﺔ ﺍﳌﺮﺀ ﺍﶈﺪﺩﺓ ﰲ ﺍﳍﺮﻡ ﺍﻟﺘﺴﻠﺴﻠﻲ‪ ،‬ﺃﻭ ﲟﺮﺗﺒﺔ ﺍﳌﺮﺀ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻫﻲ ﻗﻮﺓ‬

‫ﻗﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺑﻴﻨﻤﺎ ﻻ ﳝﻜﻦ ﻗﻴﺎﺱ ﺟﻮﺍﻧﺐ ﺃﺧﺮﻯ ﻟﻠﻘﻮﺓ ﻣﺜﻞ "ﺣﻜﻤﺔ ﺍﻷﻛﱪ ﺳﻨﺎً"‪ ،‬ﺃﻭ "ﻗﻮﺓ ﺍﳌﻌﺘﻘﺪﺍﺕ‬

‫ﺍﻷﺧﻼﻗﻴﺔ"‪ ،‬ﺃﻭ "ﺳﻠﻄﺔ ﺍﻟﺮﺫﻳﻠﺔ" ﺑﻨﻔﺲ ﺍﻟﺪﺭﺟﺔ‪ ،‬ﻭﻟﻜﻦ ﺃﳘﻴﺘﻬﺎ ﻻ ﺗﻘﻞ ﻋﻦ ﺃﳘﻴﺔ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﰲ ﺣﺴﺎﺏ ﺗﻮﺍﺯﻥ‬

‫ﺍﻟﻘﻮﻯ‪ .‬ﺃﻣﺎ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻛﻤﺠﺎﻝ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻓﺈﻥ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻭﺍﳉﻮﺍﻧﺐ ﻏﲑ‬

‫ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﳝﻜﻦ ﺃﻥ ﻳﻌﲏ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﻓﺼﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻟﺴﻠﺴﻠﺔ ﺍﻟﻘﻴﻤﺔ ﻭﺍﳉﻮﺍﻧﺐ ﺍﻟﻌﺪﺩﻳﺔ ﻟﻺﺩﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ ﻋﻦ‬

‫ﺍﻵﻣﺎﻝ‪ ،‬ﻭﺍﳌﺨﺎﻭﻑ‪ ،‬ﻭﺍﳌﻮﺍﻗﻒ ﻭﺍﻟﺼﺮﺍﻋﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﻷﻗﺴﺎﻡ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺃﻧﻪ ﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﲨﻴﻊ‬

‫ﻫﺬﻩ ﺍﻟﻮﺟﻮﻩ ﻣﻌﺎً ﻋﻠﻰ ﺃﳖﺎ ﻭﺍﻗﻊ ﻛﻠﻲ ﻻ ﻳﺘﺠﺰﺃ‪ .‬ﺇﻥ ﺍﻧﺘﻘﺎﺀ ﻭﺇﺑﺮﺍﺯ ﺃﺟﺰﺍﺀ ﻣﻌﻴﻨﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﻮﺍﻗﻊ ﺑﻨﺎﺀ‪ ‬ﻋﻠﻰ ﺃﳖﺎ ﺃﻛﺜﺮ ﺃﳘﻴﺔ ﻣﻦ‬

‫ﺍﻷﺟﺰﺍﺀ ﺍﻷﺧﺮﻯ ﺳﻮﻑ ﻳﺆﺩﻱ ﺣﺘﻤﺎً ﺇﱃ ﲢﻮﻳﻞ ﺍﳉﻮﺍﻧﺐ ﺍﻟﱵ ﰎ ﲥﻤﻴﺸﻬﺎ ﺇﱃ ﻣﻨﺎﻃﻖ ﺇﺷﻜﺎﻟﻴﺔ‪ .‬ﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻳ‪‬ﻨﻈﺮ ﺇﱃ‬
‫ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﻭﺍﻟﺘﻨﻮﻉ ﻋﻠﻰ ﺃﳖﻤﺎ ﻣﺒﺪﺃﻳﻦ ﻳﺘﺠﺎﻭﺯﺍﻥ ﺍﻟﻌﺪﺍﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻻﺳﺘﻘﺎﻣﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺃﻭ ﺍﳌﺴﺎﻭﺍﺓ ﺍﻟﻌﺪﺩﻳﺔ؛ ﻣﺜﻞ‬

‫ﻭﺟﻮﺩ ﻋﺪﺩ ﻧﺴﺎﺀ ﻣﺴﺎﻭٍ ﻟﻌﺪﺩ ﺍﻟﺮﺟﺎﻝ ﺑﲔ ﳑﺜﻠﻲ ﳎﺘﻤﻊ ﻣﺎ‪ .‬ﺇﻧﻨﺎ ﻧﺸﺠﻊ ﺍﺣﱰﺍﻡ ﲨﻴﻊ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﳌﺆﺳﺴﻴﺔ‪،‬‬

‫ﻭﺍﻟﺘﺠﺎﺭﺏ‪ ،‬ﻭﺣﺎﻻﺕ ﺍﻟﻮﻋﻲ‪ .‬ﻭﻧﻨﻈﺮ ﺇﱃ ﺫﻟﻚ ﻋﻠﻰ ﺃﻧﻪ ﺃﻣﺮ ﻻ ﻏﻨﻰ ﻋﻨﻪ ﻟﻠﻌﺜﻮﺭ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺿﻤﻦ ﻧﻈﺎﻡ ﻣﻌﲔ ﻭﺍﺳﺘﺨﺪﺍﻡ‬

‫ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫ﲠﺬﺍ ﺍﳌﻌﻨﻰ‪ ،‬ﻳﻘﻮﻡ ﳕﻮﺫﺝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﺑﺎﻟﺘﺠﺴﲑ ﺑﲔ ﺍﻟﻌﻠﻢ ﻭﺍﻹﻧﺴﺎﻧﻴﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﻃﺮﺡ ﺇﻃﺎﺭ ﻳﻀﻢ ﻛﻠﻴﻬﻤﺎ ﻣﻌﺎً‪ .‬ﻭﰲ‬

‫ﻣﺮﻛﺰ ﺍﻹﻃﺎﺭ ﺍﻟﻔﻠﺴﻔﻲ ﻟـ"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻳﻘﻊ ﺍﻹﺩﺭﺍﻙ ﻭﺩﺭﺍﺳﺔ ﺍﻟﻮﻋﻲ‪ .‬ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﺮﻛﺰ‪ ،‬ﻳﺘﺒﻊ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﺃﺳﻠﻮﺑﺎً‬

‫ﺟﺪﻳﺪﺍً ﰲ ﺍﻻﺗﺼﺎﻝ ﺑﺜﻼﺛﺔ ﳎﺎﻻﺕ ﺭﺋﻴﺴﻴﺔ‪:‬‬

‫‪ ‬ﺗﺆﺳﺲ ﺍﺭﺗﺒﺎﻃﺎً ﻣﻊ ﻧﺘﺎﺋﺞ ﻣﻴﻜﺎﻧﻴﻜﺎ ﺍﻟﻜﻢ‪ ،‬ﻭﻧﻈﺮﻳﺔ ﺍﻟﻔﻮﺿﻰ‪ ،‬ﻭﻧﻈﺮﻳﺔ ﺍﻟﻌﻤﻞ ﺿﻤﻦ ﺷﺒﻜﺔ‪.‬‬

‫‪ ‬ﺗُﻮ‪‬ﺣ‪‬ﺪ ﺑﲔ ﻣﻔﺎﻫﻴﻢ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ‪ ،‬ﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﻨﻔﺲ‪ ،‬ﻭﻋﻠﻢ ﺍﻹﻧﺴﺎﻥ ﻭﺗﺴﺘﺨﺪﻣﻬﺎ ﻣﻌﺎً‪.‬‬

‫‪ ‬ﺗﻀﻢ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻣﻔﺎﻫﻴﻢ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﻔﻄﺮﻳﺔ ﻭﺍﻟﺸﺎﻣﺎﻧﻴﺔ ﻭﺣﻜﻤﺘﻬﺎ ﻭﻓﻬﻤﻬﺎ ﻷﳘﻴﺔ ﺍﳊﻴﺎﺓ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬

‫ﺗﺒﲔ ﻧﻈﺮﻳﺔ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻛﻴﻒ ﺃﻥ ﺩﺭﺍﺳﺔ ﺍﻟﻮﻋﻲ ﺗﻮﺣﺪ ﺑﲔ ﻫﺬﻩ ﺍﳌﻨﺎﻫﺞ‪.‬‬

‫ﳝﻜﻨﻚ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺣﻮﻝ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺑﻮﺍﺳﻄﺔ ﻓﺘﺢ ﻗﺎﺋﻤﺔ ﺍﻟﻨﻤﻮﺫﺝ ﰲ ﺃﻋﻠﻰ ﻫﺬﻩ‬

‫ﺍﻟﺼﻔﺤﺔ‪.‬‬

‫ﺃﻳﻦ ﺗُﺴﺘﺨﺪﻡ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" )‪(Worldwork‬؟‬

‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻳﻌﺮ‪‬ﻑ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺑﺴ‪‬ﻤ‪‬ﻮ‪‬ﻩ ﻓﻮﻕ ﻣﺴﺘﻮﻯ ﺍﻻﺳﺘﻘﺎﻣﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻣﻦ ﺧﻼﻝ ﻃﺮﺣﻪ‬

‫ﳌﻔﻬﻮﻡ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﻌﻤﻴﻘﺔ )‪ (Deep Democracy‬ﰲ ﺍﻟﻌﻤﻞ ﺍﳌﺘﻨﻮﻉ‪ ،‬ﺇﻻ ﺃﻥ ﳎﺎﻻﺕ ﺗﻄﺒﻴﻘﻪ ﻻ ﳏﺪﻭﺩﺓ‪.‬‬

‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﻳﻄﺒﻖ ﻓﻴﻬﺎ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ .‬ﻳﻘﻮﻡ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ ،‬ﰲ ﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﺑﻄﺮﺡ ﻣﻨﻬﺞ‬

‫ﺟﺪﻳﺪ ﲤﺎﻣﺎً‪ .‬ﻭﻟﻔﺘﺢ ﺷﻬﻴﺘﻚ‪ ،‬ﺳﻮﻑ ﺃﺫﻛﺮ ﰲ ﻛﻞ ﳎﺎﻝ ﻣﺜﺎﻻً ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ﺍﻟﺬﻱ ﻳﻄﺮﺣﻪ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ .‬ﻭﻋﻨﺪﻣﺎ‬

‫ﺗﺘﺼﻔﺢ ﺍﻟﺼﻔﺤﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺳﻮﻑ ﺗﺮﻯ ﺃﻥ ﻫﺬﻩ ﺍﻷﻣﺜﻠﺔ ﺍﳌﺨﺘﺎﺭﺓ ﻫﻲ ﺟﺰﺀ ﺻﻐﲑ ﺟﺪﺍً ﳌﺎ ﻳﻌﺪ ﺟﻮﻫﺮﻳﺎً ﻃﺮﻳﻘﺔ ﳐﺘﻠﻔﺔ ﰲ‬

‫ﺍﻟﻨﻈﺮ ﺇﱃ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﻌﻤﻞ ﻓﻴﻬﺎ‪.‬‬

‫‪ ‬ﺍﻟﺘﺤﻮﻝ ﺍﳌﺆﺳﺴﻲ ﺍﻟﺬﻱ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻌﻤﻞ )‪ :(Process-oriented‬ﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺆﺳﺴﻴﺔ ﻭﺑﺮﺍﻣﺞ ﺍﻟﺘﺤﻮﻝ‬

‫ﻟﻠﺠﻤﺎﻋﺎﺕ‪ ،‬ﻭﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﳌﺆﺳﺴﺎﺕ ﻏﲑ ﺍﻟﺮﲝﻴﺔ‪ ،‬ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﳌﺒﺎﺩﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬

‫ﺗﺴﺘﻄﻴﻊ‬ ‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﻧﺒﲔ ﻛﻴﻒ ﺃﻧﻪ ﺣﺘﻰ ﺃﻛﱪ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺗﺘﻀﻤﻦ ﺍﳊﻠﻮﻝ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳋﺎﺻﺔ ﲠﺎ‪ ،‬ﻭﺍﻟﱵ‬

‫ﺍﳉﻤﺎﻋﺔ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻐﲑ ﺍﻟﺪﺍﺋﻢ ﻣﻦ ﺍﻟﺪﺍﺧﻞ‪.‬‬

‫‪ ‬ﺗﺴﻬﻴﻞ ﻋﻘﺪ ﺍﳌﻨﺘﺪﻳﺎﺕ ﺍﳌﻔﺘﻮﺣﺔ ﻟﻠﺠﻤﺎﻋﺎﺕ ﺍﻟﱵ ﻳﺼﻞ ﻋﺪﺩ ﺃﻓﺮﺍﺩﻫﺎ ﺇﱃ ‪ ١٠٠٠‬ﺷﺨﺺ ﰲ ﺍﺟﺘﻤﺎﻋﺎﺕ ﳏﻠﻴﺔ‬

‫ﻟﺒﺤﺚ ﻗﻀﺎﻳﺎ ﳐﺘﻠﻔﺔ ﺗﺸﻜﻞ ﺃﳘﻴﺔ ﻋﺎﻣﺔ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳖﺘﻢ ﺑﺄﻛﺜﺮ ﺍﻟﻘﻀﺎﻳﺎ ﺗﻘﻠﺒﺎً ﻭﺍﻟﱵ ﻳﺘﻢ ﲡﻨﺒﻬﺎ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻭﻧﻜﺸﻒ ﻋﻦ ﻣﻜﻨﻮﻧﺎﲥﺎ ﻭﻧﻈﻬﺮ‬

‫ﻗﻴﻤﺘﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺍ‪‬ﺘﻤﻊ‪.‬‬

‫‪ ‬ﺗﺴﻬﻴﻞ ﻋﻘﺪ ﺍﳌﻨﺘﺪﻳﺎﺕ ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺍﻟﺒﻴﺌﺎﺕ ﺍﳌﺆﺳﺴﻴﺔ‪ ،‬ﻣﺜﻞ ﺗﻔﺎﻋﻞ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻔﺎﻋﻞ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ‬

‫ﺍﳌﺴﺎﳘﲔ ﻭﺍﻹﺩﺍﺭﺓ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳓﻦ ﻧﺴﻬﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﻋﻲ ﺑﺎﻟﻘﻮﺓ ﻭﺍﳌﻜﺎﻧﺔ ﻭﺇﺩﺭﺍﻛﻬﻤﺎ ﳑﺎ ﻳﻨﻬﻲ ﺍﻟﺘﺤﻔﻈﺎﺕ ﺍﳋﻔﻴﺔ ﺍﳌﺰﻣﻨﺔ‬

‫ﺍﻟﺸﺨﺼﻴﺔ ﻣﻨﻬﺎ ﻭﺍﻹﺩﺍﺭﻳﺔ‪.‬‬

‫‪ ‬ﻭﺿﻊ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻌﻤﻞ )‪ (Process-oriented‬ﻭﺗﻨﻔﻴﺬﻫﺎ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ‬

‫ﺍﳌﺆﺳﺴﻴﺔ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻨﻬﺞ ﻣﺘﻌﺪﺩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳕﺘﻠﻚ ﻋﻤﻠﻴﺔ ﺭﺅﻳﻮﻳﺔ ﺗﺸﻤﻞ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺆﺳﺴﻴﺔ‪ ،‬ﻭﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻛﺘﺸﺎﻑ ﺍﻷﺳﻄﻮﺭﺓ‬

‫ﺍﳌﺆﺳﺴﻴﺔ ﺍﳉﻮﻫﺮﻳﺔ‪ ،‬ﻭﺧﺎﺻﻴﺔ ﺍﳌﺆﺳﺴﻴﺔ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻷﺯﻟﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺸﻜﻞ ﺃﻛﱪ ﺇﻣﻜﺎﻧﻴﺎﲥﺎ ﻭﻣﺼﺪﺭ ﻗﻮﲥﺎ‪.‬‬

‫‪ ‬ﺑﺮﺍﻣﺞ ﺗﻄﻮﻳﺮ ﺍﻟﻘﻴﺎﺩﺓ ﺍﳉﻤﺎﻋﻴﺔ ﻭﺍﻟﻔﺮﺩﻳﺔ ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺓ ﰲ ﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺔ‪ ،‬ﻭﺍﳊﻜﻮﻣﺔ‪،‬‬

‫ﻭﺍﳌﺆﺳﺴﺎﺕ ﻏﲑ ﺍﻟﺮﲝﻴﺔ‪ ،‬ﻭﻣﺒﺎﺩﺭﺍﺕ ﺍﻹﺻﻼﺡ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﲨﺎﻋﺎﺕ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﺇﱁ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳓﻦ ﻧﺮﺑﻂ ﺑﲔ ﺍﻟﻮﻋﻲ ﻭﻣﻔﻬﻮﻡ ﺍﻟﻌﻮﺍﱂ ﺍﳌﺘﻮﺍﺯﻳﺔ ﻣﻦ ﻋﻠﻰ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻟﻠﺴﻤﺎﺡ ﻟﻠﻘﺎﺩﺓ ﺑﻔﻬﻢ ﺍﻷﻭﺿﺎﻉ ﺍﳌﻌﻘﺪﺓ‬

‫ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﺑﺴﻬﻮﻟﺔ‪.‬‬

‫‪ ‬ﺗﺄﻟﻴﻒ ﺍﻟﻔﺮﻕ ﻭﺗﺴﻬﻴﻞ ﻋﻤﻠﻬﺎ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﻟﺪﻳﻨﺎ ﻣﻨﻬﺞ ﻳﺴﻤﺢ ﻟﻸﻋﻀﺎﺀ ﺑﺘﺠﺮﺑﺔ ﺟﻮﺍﻧﺐ ﻣﻮﺍﺯﻧﺔ ﺍﻟﺬﺍﺕ ﰲ ﺍﻷﺯﻣﺎﺕ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺘﺤﻘﻴﻖ‬

‫ﻣﺴﺘﻮﻯ ﺟﺪﻳﺪ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ‪.‬‬

‫‪ ‬ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﺪﻧﻲ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﻧﺴﺘﺨﺪﻡ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻭﻏﲑ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﰲ ﺍﻟﻔﻀﺎﺀ ﺍﻟﻌﺎﻡ‪ ،‬ﻟﺘﺴﻬﻴﻞ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳉﺪﻳﺪﺓ‬

‫ﺑﲔ ﺇﺩﺍﺭﺍﺕ ﺍﳌﺪﻳﻨﺔ‪ ،‬ﻭﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻘﻮﻯ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﳎﺘﻤﻌﺎﲥﺎ ﺍﳌﻬﻤﺸﺔ‪ ،‬ﻣﺜﻞ ﻣﺸﺮﻭﻉ "ﺳﻴﺘﻴﻮﻭﺭﻙ‬

‫)‪-(Citywork‬ﻋﻼﺝ ﻟﻠﻤﺪﻳﻨﺔ"‪.‬‬

‫‪ ‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﻐﲑ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳓﻦ ﳒﻌﻞ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﻜﺎﻣﻨﺔ‪ ،‬ﺍﻟﱵ ﺗﻨﺒﻌﺚ ﺃﺛﻨﺎﺀ ﺍﻷﺯﻣﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻣﻮﺍﻫﺐ ﻣﺮﺋﻴﺔ‪،‬‬

‫ﻭﻧﺴﺘﺨﺪﻣﻬﺎ ﻛﻤﻔﻬﻮﻡ ﺭﺋﻴﺴﻲ ﰲ "ﻗﺎﺩﺓ ﺍﻟﻐﺪ"‪ ،‬ﻭﻫﻮ ﺑﺮﻧﺎﻣﺞ ﺗﻄﻮﻳﺮ ﻗﻴﺎﺩﻱ ﻟﻸﺷﺨﺎﺹ ﺍﻟﻌﺎﻃﻠﲔ ﻋﻦ ﺍﻟﻌﻤﻞ ﻭ‪/‬ﺃﻭ ﺍﳌﺸﺮﺩﻳﻦ‪.‬‬

‫‪ ‬ﺣﻞ ﺍﻟﺼﺮﺍﻋﺎﺕ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ ﰲ ﻣﻨﺎﻃﻖ ﺍﻟﺼﺮﺍﻉ ﻣﺜﻞ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‪ ،‬ﺍﻟﺒﻠﻘﺎﻥ‪ ،‬ﻭﺁﻳﺮﻟﻨﺪﺓ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳓﻦ ﻧﺪﺭﻙ ﺃﻥ ﺍﻟﺼﺮﺍﻉ‪ ،‬ﻭﺣﺘﻰ ﺍﳊﺮﺏ‪ ،‬ﻳﻜﻮﻧﺎﻥ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﺧﻄﻮﺓ ﺃﻭﱃ ﻹﳚﺎﺩ ﻋﻼﻗﺎﺕ‬

‫ﺟﺪﻳﺪﺓ ﺑﲔ ﺍﳉﻤﺎﻋﺎﺕ‪ ،‬ﻭﳝﻜﻨﻨﺎ ﺃﻥ ﻧﻠﺘﻘﻲ ﲜﻤﻴﻊ ﺍﻷﻃﺮﺍﻑ ﺍﳌﻌﻨﻴﺔ ﲟﻮﻗﻒ ﺃﻭﱄ ﻣﺴﺎﻧﺪ‪.‬‬

‫‪ ‬ﺣﻞ ﺍﻟﺼﺮﺍﻋﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﻗﻀﺎﻳﺎ ﺍﻧﺪﻣﺎﺝ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﺍﻟﺼﺮﺍﻋﺎﺕ ﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ‪،‬‬

‫ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ‪.‬‬
‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳓﻦ ﻧﺒﲔ ﻛﻴﻒ ﻳﺘﻢ ﺗﻨﻈﻴﻢ ﻫﺬﻩ ﺍﻟﺼﺮﺍﻋﺎﺕ ﺑﻮﺍﺳﻄﺔ "ﺍﻟﺮﻭﺡ" ﺍﳌﺆﺳﺴﻴﺔ‪ ،‬ﺃﻭ ﻣﻴﺪﺍﻥ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺬﺍﺗﻲ‪،‬‬

‫ﻭﻛﻴﻒ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺘﻮﺳﻴﻊ ﻣﺪﺍﺭﻙ ﺍﳌﺸﺎﺭﻛﲔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻘﻮﺓ ﻭﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫‪ ‬ﳕﺎﺫﺝ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳓﻦ ﻧﺒﲔ ﻛﻴﻒ ﳝﻜﻦ ﻓﻬﻢ ﺍﳉﻮﺍﻧﺐ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺜﻘﺎﻓﺎﺕ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﳌﺮﻳﺾ ﻭﻣﻘﺪﻡ ﺍﻟﺮﻋﺎﻳﺔ ﺃﻭ‬

‫ﺍﻟﺸﺨﺺ ﻭﻣﻘﺪﻡ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﺗﻨﻮﻉ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻄﺒﻴﺔ ﻋﻠﻰ ﺃﳖﺎ ﺟﺰﺀ ﻣﻦ ﻭﺍﻗﻊ ﻭﺍﺣﺪ‪ ،‬ﳛﺘﺎﺝ ﺇﱃ ﻣﺴﺎﳘﺔ ﻭﻣﺸﺎﺭﻛﺔ‬

‫ﲨﻴﻊ ﺍﳌﻨﺘﻔﻌﲔ ﻟﺘﺄﺳﻴﺲ ﻣﺴﺘﻘﺒﻞ ﳏﺘﻤﻞ‪.‬‬

‫‪ ‬ﳕﺎﺫﺝ ﺍﳌﺸﺎﺭﻛﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳﺔ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﻳﻌﺘﱪ ﺩﻭﺭ ﺍﳌﻌﻠﻢ‪ ،‬ﻭﺩﻭﺭ ﺍﳌﺘﻌﻠﻢ ﻭﺩﻭﺭ ﺍﳌﺴﺎﻋﺪ ﺃﺩﻭﺍﺭﺍً ﻣﺘﻌﺎﻗﺒﺔ‪ ،‬ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻹﻋﺪﺍﺩ ﺑﺮﻧﺎﻣﺞ‬

‫ﺗﺮﺑﻮﻱ‪ ،‬ﻳﺘﻢ ﻓﻴﻪ ﺗﺸﻜﻴﻞ ﺑﻨﺎﺀ ﺍ‪‬ﺘﻤﻌﺎﺕ‪ ،‬ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﶈﺘﻮﻯ ﻛﻮﺣﺪﺓ ﻭﺍﺣﺪﺓ‪.‬‬

‫‪ ‬ﺣﻞ ﺍﻟﺼﺮﺍﻋﺎﺕ ﰲ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳓﻦ ﻧﺒﲔ ﻛﻴﻒ ﺃﻥ ﺻﺮﺍﻋﺎﺕ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﰲ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﻫﻲ ﺻﺮﺍﻋﺎﺕ ﳏﻠﻴﺔ ﺑﲔ‬

‫ﺍﻷﺷﺨﺎﺹ ﻭﻏﲑ ﳏﻠﻴﺔ ﺿﻤﻦ ﺍﳌﺆﺳﺴﺔ‪ .‬ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﻹﺩﺭﺍﻙ ﺃﻭﻻً ﻟﻠﺘﺨﻔﻴﻒ ﻣﻦ ﺣﺪﺓ ﺍﻟﺘﻮﺗﺮ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻌﻨﻴﲔ‪،‬‬

‫ﻭﺛﺎﻧﻴﺎً ﻟﺪﻋﻢ ﺍﻟﺘﻄﻮﺭ ﺍﳌﺴﺘﻘﺒﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ ﻛﻜﻞ‪ .‬ﻭﺗﺴﺘﻄﻴﻊ ﺍﻷﻃﺮﺍﻑ ﺍﳌﺘﻨﺎﺯﻋﺔ ﺃﻥ ﺗﺸﺎﺭﻙ ﰲ ﻫﺬﺍ ﺑﻔﻌﺎﻟﻴﺔ ﻋﻠﻰ ﲨﻴﻊ‬

‫ﺍﳌﺴﺘﻮﻳﺎﺕ‪.‬‬

‫‪ ‬ﺃﻓﻜﺎﺭ ﺟﺪﻳﺪﺓ ﺣﻮﻝ ﺍﻟﺘﺴﻬﻴﻞ ﻋﱪ ﺍﻹﻧﱰﻧﺖ ﻭﺑﻨﺎﺀ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳓﻦ ﻧﺒﲔ ﻛﻴﻒ ﺗﺘﻮﺳﻊ ﻣﻔﺎﻫﻴﻢ ﻧﻈﺮﻳﺔ ﺍﻟﻌﻤﻞ ﺿﻤﻦ ﺷﺒﻜﺔ‪ ،‬ﻣﺜﻞ ﻇﺎﻫﺮﺓ ﺍﻟﻌﺎﱂ ﺍﻟﺼﻐﲑ ﺃﻭ ﺩﺭﺟﺎﺕ‬

‫ﺍﻻﻧﻔﺼﺎﻝ‪ ،‬ﻋﻨﺪﻣﺎ ﲡﻤﻌﻬﺎ ﻣﻊ ﺍﳌﻨﻬﺞ ﺛﻼﺛﻲ ﺍﳌﺴﺘﻮﻳﺎﺕ‪.‬‬

 ‫‪ ‬ﺍﻟﻮﺳﺎﻃﺔ ﺑﲔ ﺍ‪‬ﺮﻡ ﻭﺍﻟﻀﺤﻴﺔ‪.‬‬

‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ‪ ‬ﳓﻦ ﻧﻜﺸﻒ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺭﺍﺀ ﺍﻻﻧﺘﻘﺎﻡ ﻭﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﺬﻧﺐ ﲝﻴﺚ ﻧﺘﻤﻜﻦ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬

‫ﻛﻘﻮﻯ ﳏﺮﻛﺔ ﳋﻠﻖ ﺣﻞ ﻳﻌﻤﻞ ﻋﻠﻰ ﺇﺣﻘﺎﻕ ﺍﳊﻖ‪.‬‬

 ‫ﺃﻋﻤﺪﺓ ﳕﻮﺫﺝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" – ﻣﻨﻈﻮﺭ‪ ،‬ﻭﻣﻨﻬﺞ‪ ،‬ﻭﺳﺒﻴﻞ ﻟﻺﳍﺎﻡ ﺍﻟﺸﺨﺼﻲ‬

‫ﻣﻨﻈﻮﺭ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" )‪(Worldwork‬‬

‫ﻛﻞ ﺷﺨﺺ‪ ،‬ﲨﺎﻋﺔ‪ ،‬ﻭﺣﺪﺙ ﺗﺘﺴﺎﻭﻯ ﰲ ﺃﳘﻴﺘﻬﺎ ﰲ ﺍﻧﺒﻌﺎﺙ ﻣﺴﺘﻘﺒﻞ ﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﻌﺎﱂ‪ ،‬ﺣﺴﺐ ﻣﻨﻈﻮﺭ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪.‬‬

‫ﻭﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﳝﻴﺰ ﺑﲔ ﺛﻼﺛﺔ ﻣﺴﺘﻮﻳﺎﺕ‪ ،‬ﻧﺮﺍﻫﺎ ﻛﻌﻮﺍﱂ ﻣﺘﻮﺍﺯﻳﺔ‪.‬‬

‫ﻳﻌﺮﻑ ﺍﳌﺴﺘﻮﻳﺎﻥ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻧﻲ ﺑﺄﳖﻤﺎ ﻣﺴﺘﻮﻳﺎ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻭﺍﳉﻮﺍﻧﺐ ﻏﲑ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﰲ ﺍﳉﻤﺎﻋﺎﺕ‬

‫ﻭﺍﳌﺆﺳﺴﺎﺕ‪ .‬ﳜﻠﻖ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻘﺎﺑﻞ ﻟﻠﻘﻴﺎﺱ ﻭﺍﻗﻊ ﺇﲨﺎﻉ‪ ،‬ﳛﺘﻮﻱ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻋﻠﻰ ﻋﻨﺎﺻﺮ ﻣﺜﻞ ﺍﳊﻘﺎﺋﻖ ﺍﳌﺆﺳﺴﻴﺔ‪،‬‬

‫ﻭﻟﻜﻨﻪ ﳛﺘﻮﻱ ﺃﻳﻀﺎً ﻋﻠﻰ ﺑﻨﻰ ﻣﺆﺳﺴﻴﺔ‪ ،‬ﻭﺃﻫﺪﺍﻑ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ‪ ،‬ﻭﳑﺎﺭﺳﺎﺕ ﻣﻔﻀﻠﺔ ﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﺇﱁ‪ .‬ﺃﻣﺎ‬

‫ﺍﳉﻮﺍﻧﺐ ﻏﲑ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠ ﻘﻴﺎﺱ ﻓﺘﺘﻜﻮﻥ ﻣﻦ ﺍﻟﺪﻭﺍﻓﻊ ﻭﺍﻟﺘﻮﺗﺮﺍﺕ ﺍﳌﺒﺪﻋﺔ‪ ،‬ﻣﺜﻞ ﺍﻹﺛﺎﺭﺓ‪ ،‬ﺍﻟﻐﲑﺓ‪ ،‬ﻧﺰﺍﻋﺎﺕ ﺍﻟﺴﻠﻄﺔ‪ ،‬ﺇﱁ‪ .‬ﻭﻋﻠﻰ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻟﺚ‪ ،‬ﻳﺸﻤﻞ ﻣﻨﻈﻮﺭ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻭﻋﻴﺎً ﲝﺲ ﺍﻟﱰﺍﺑﻂ ﺑﲔ ﲨﻴﻊ ﺍﻟﻨﺎﺱ ﻭﲨﻴﻊ ﺍﻷﺷﻴﺎﺀ‪ ،‬ﺃﺭﺿﻴﺔ ﻣﺸﱰﻛﺔ ﻏﲑ‬

‫ﺛﻨﺎﺋﻴﺔ‪ ،‬ﺍﺧﺘﻔﺖ ﻣﻨﻬﺎ ﺍﻟﺘﻨﺎﻗﻀﺎﺕ ﺍﳌﺰﻋﺠﺔ‪.‬‬

‫ﻳ‪‬ﻨﻈﺮ ﺇﱃ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺜﻼﺛﺔ ﻋﻠﻰ ﺃﳖﺎ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﻣﺘﺴﺎﻭﻳﺔ ﻣﻦ ﺣﻴﺚ ﺍﻷﳘﻴﺔ‪ .‬ﻓﻬﻲ ﻋﻮﺍﱂ ﻣﺘﻮﺍﺯﻳﺔ ﺗﺒﺪﻭ ﰲ ﺣﺎﻟﺔ ﻧﺰﺍﻉ‬

‫ﺃﻭ ﻻﻋﻘﻼﻧﻴﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻧﻴﻮﺗﻨﻴﺔ ﻓﻘﻂ‪ .‬ﻳﺪﺭﻛﻬﺎ ﺍﻟﻌﻘﻞ ﺍﻟﻜﻤﻲ‪ ،‬ﺍﻟﻮﺍﻋﻲ ﻭﺍﳌﻨﻔﺘﺢ ﻟﻠﺘﻮﺟﻪ ﺍﻟﻜﻮﻧﻲ ﺍﳌﻨﻌﻜﺲ ﺫﺍﺗﻴﺎً‪ ،‬ﺑﺸﻜﻞ‬

‫ﺗﻠﻘﺎﺋﻲ‪ ،‬ﻣﻊ ﺍﻧﺘﻘﺎﻝ ﰲ ﳎﺎﻝ ﺍﻟﱰﻛﻴﺰ‪ ،‬ﻭﻳﻨﺴﺎﺏ ﺑﻴﻨﻬﺎ ﺑﺴﻬﻮﻟﺔ‪ .‬ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﻣﻊ ﺍﳌﻨﻬﺞ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪،‬‬

‫ﳊﻞ ﺍﻟﺼﺮﺍﻋﺎﺕ ﻭﺧﻠﻖ ﳎﺎﻝ ﻟﻠﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﺰﻣﺮﺓ ﺍﻟﻌﻘﻼﻧﻴﺔ ﺍﻟﱵ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﳊﻘﺎﺋﻖ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﳉﺰﺀ ﺍﻟﺬﻱ ﻳﺮﻛﺰ ﻋﻠﻰ‬

‫ﺍﳌﺸﺎﻋﺮ ﻭﺍﻟﻌﻼﻗﺎﺕ ﰲ ﺍﳉﻤﺎﻋﺔ‪.‬‬

‫ﻭﺗﺘﻔﺎﻋﻞ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺜﻼﺛﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﻟﺘﺨﻠﻖ ﺻﻮﺭﺓ ﺗﺒﲔ ﻋﻤﻠﻴﺔ ﺇﺑﺪﺍﻋﻴﺔ ﻣﻄﻠﻘﺔ ﻭﺫﺍﺕ ﻣﻌﻨﻰ‪ ،‬ﻳﻮﺟﻬﻬﺎ ﺍﳌﺴﺘﻘﺒﻞ ﺑﻘﺪﺭ‬

‫ﻣﺎ ﻳﺪﻓﻌﻬﺎ ﺍﳌﺎﺿﻲ‪ .‬ﻭﻳﺴﻤﺢ ﻟﻨﺎ ﺍﻟﻜﺸﻒ ﻋﻦ ﻫﺬﺍ ﺍﳌﻌﻨﻰ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻋﻠﻰ ﺇﳚﺎﺩ ﻣﺴﺘﻘﺒﻞ ﺟﺪﻳﺪ‪ ،‬ﻭﻣﺮﺍﻗﺒﺔ ﺍﻷﺣﺪﺍﺙ ﺍﻟﱵ‬
‫ﺗﺒﺪﻭ ﻏﲑ ﻣﱰﺍﺑﻄﺔ ﺃﻭ ﺣﺘﻰ ﻣﺰﻋﺠﺔ ﲢﺘﻞ ﻣﻜﺎﳖﺎ‪ ،‬ﳑﺎ ﳜﻠﻖ ﺻﻮﺭﺓ ﺃﻛﱪ ﻭﺃﴰﻞ‪ .‬ﻭﻣﻦ ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﻫﺬﻩ‪ ،‬ﳒﺪ ﺃﻥ ﻣﻌﻈﻢ‬

‫ﺍﳌﺸﺎﻛﻞ ﺗﺘﻀﻤﻦ ﺣﻠﻮﳍﺎ ﺍﳋﺎﺻﺔ ﲠﺎ‪.‬‬

‫ﻣﻨﻬﺞ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ"‬

‫ﻳﺸﻤﻞ ﻣﻨﻬﺞ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻣﻔﺎﻫﻴﻢ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﻭﻋﻤﻠﻴﺎﺕ ﺗﺪﺧﻞ ﻟﺘﺴﻬﻴﻞ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﻨﺒﻌﺜﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺜﻼﺛﺔ‪،‬‬

‫ﻭﳌﺴﺎﻋﺪﺓ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﺇﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﻮﺍﻋﻴﺔ ﻟﻠﺘﻌﺎﻭﻥ ﰲ ﺧﻠﻖ ﻣﺴﺘﻘﺒﻠﻬﺎ ﺍﳋﺎﺹ‪ .‬ﻭﺑﺪﻻً ﻣﻦ ﺍﻟﻌﻤﻞ ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ‬

‫ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﱵ ﺗﻘﻒ ﺑﻴﻨﻨﺎ ﻭﺑﲔ ﺃﻫﺪﺍﻓﻨﺎ‪ ،‬ﻧﻌﺜﺮ ﻋﻠﻰ ﻳﻨﺎﺑﻴﻊ ﺗﻨﻈﻴﻢ ﺍﻟﺬﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳉﻤﺎﻋﺎﺕ ﻭﻧﺘﺘﺒﻌﻬﺎ ﻭﻧﺴﺘﺨﺪﻣﻬﺎ ﻛﺒﻮﺍﺑﺎﺕ‬

‫ﻋﺒﻮﺭ ﺇﱃ ﺍﻷﻛﻮﺍﻥ ﺍﳌﻮﺍﺯﻳﺔ‪.‬‬

‫ﻭﻟﺒﻌﺾ ﻣﻔﺎﻫﻴﻢ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ ،‬ﻣﺜﻞ ﻓﻜﺮﺓ ﺍﳊﻘﻞ ﰲ ﳎﺎﻝ ﺍﻟﻔﻴﺰﻳﺎﺀ‪ ،‬ﺃﺻﻮﻝ ﰲ ﺍﻟﻌﻠﻢ ﺍﳊﺪﻳﺚ‪ .‬ﻓﻬﻲ ﺗﻜﻮ‪‬ﻥ ﻓﻜﺮﺓ ﻋﻦ ﻇﺎﻫﺮﺓ‬

‫ﻧﻠﺤﻆ ﻓﻴﻬﺎ ﺃﺛﺮ ﻗﻮﺓ ﺑﻨﺎﺋﻴﺔ ﻋﻠﻰ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺑﺪﻭﻥ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻮﺍﻗﻊ ﰲ ﺣﺎﻟﺔ ﲤﺎﺱ ﻣﺎﺩﻱ ﻣﻊ ﺍﳌﺼﺪﺭ‪ .‬ﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺫﻟﻚ‬

‫ﺍﳉﺎﺫﺑﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺣﻘﻞ ﺍﻟﻄﺎﻗﺔ ﺍﶈﻴﻂ ﲜﺴﻢ ﺫﻱ ﻛﺘﻠﺔ ﳏﺪﺩﺓ ﺑﺎﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺃﺟﺴﺎﻡ ﺃﺧﺮﻯ ﺑﺪﻭﻥ ﺃﻥ ﻳﻠﻤﺴﻬﺎ‪.‬ﻭﳝﻜﻦ‬

‫ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺼﻴﲏ ﺍﻟﻘﺪﻳﻢ ﻟﻠـ"ﺗﺎﻭ" ﻛﺸﻲﺀ ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺒﻴﻞ‪ .‬ﻭﺍﻟـ"ﺗﺎﻭ" ﺍﻟﺬﻱ ﻻ ﳝﻜﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻪ ﺑﺎﻟﻘﻮﻝ ﻫﻮ ﻣﺒﺪﺃ ﻣﻨﻈﱢﻢ‬

‫ﻟﻠﻮﺍﻗﻊ‪ .‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺭﺅﻳﺘﻪ ﺃﻭ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻪ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻳﺆﺛﺮ ﰲ ﻛﻞ ﺷﻲﺀ‪ .‬ﺗﻘﻮﻡ ﺍﳊﻘﻮﻝ ﺑﺘﻨﻈﻴﻢ ﺣﻴﺎﺓ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﳑﺎ‬

‫ﳚﻌﻠﻨﺎ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻧﺸﻌﺮ ﺑﻌﺠﺰﻧﺎ ﻋﻦ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﱵ ﻧﺸﻜﻞ ﺟﺰﺀﺍً ﻣﻨﻬﺎ ﺃﻭ ﺣﺘﻰ ﻧﻘﻮﺩﻫﺎ‪.‬‬

‫ﻭﻟﻘﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻔﺎﻫﻴﻢ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" )‪ (Worldwork‬ﺍﻷﺧﺮﻯ ﻵﻻﻑ ﺍﻟﺴﻨﲔ ﰲ ﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﺮﻭﺣﺎﻧﻴﺔ ﻭﺍﻟﻔﻄﺮﻳﺔ ﰲ‬

‫ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪ .‬ﻓﻨﺠﺪ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺃﻥ ﺃﺻﻮﻝ ﻣﻔﻬﻮﻡ ﺍﳊﻠﻢ )‪-(Dreaming‬ﻛﻤﺎ ﻧﺴﺘﺨﺪﻣﻪ ﰲ‬

‫"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪-‬ﺗﻌﻮﺩ ﺇﱃ ﺍﻟﺴﻜﺎﻥ ﺍﻷﺻﻠﻴﲔ ﻷﺳﱰﺍﻟﻴﺎ‪ .‬ﻭﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﻳﺸﲑ ﺇﱃ ﻋﻤﻠﻴﺔ ﻣﻦ ﺍﳋﻴﺎﻝ ﺍﳌﺒﺪﻉ ﺍﻟﱵ ﳒﺪ ﺃﻧﻔﺴﻨﺎ‬

‫ﺟﺰﺀﺍً ﻓﻴﻬﺎ‪ ،‬ﺑﻘﺼﺪ ﺃﻭ ﺑﺪﻭﻥ ﻗﺼﺪ‪ .‬ﺃﻭ‪ ،‬ﺑﻜﻠﻤﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﳚﻤﻊ ﺑﲔ ﻓﻜﺮﺓ ﻣﻴﻮﻝ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺬﺍﺗﻲ‪ ،‬ﰲ ﺍﻷﻧﻈﻤﺔ‪ ،‬ﳓﻮ ﺍﻟﺘﻮﺍﺯﻥ‪،‬‬

‫ﻭﺑﲔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﻘﻴﺎﺩﻳﺔ ﺍﻟﻮﺍﻋﻴﺔ ﺫﺍﺕ ﺍﳌﻌﻨﻰ‪.‬‬

‫ﻭﺗﻘﻮﻝ ﻓﻜﺮﺓ ﺃﻧﻨﺎ ﳝﻜﻦ ﺃﻥ ﻧﻨﻈﺮ ﺇﱃ "ﺣﻠﻢ" )‪ (Dreaming‬ﻣﺆﺳﺴﺔ ﻣﺎ ﺃﻧﻨﺎ ﻟﻮ ﻭﺟﺪﻧﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‬

‫ﺗﺘﺼﺮﻑ ﻛﻤﺎ ﻟﻮ ﻛﺎﻧﺖ ﻣﺴﺘﻘﻠﺔ ﺑﺬﺍﲥﺎ‪ ،‬ﻻ ﻳﻨﺒﻐﻲ ﻟﻨﺎ ﺃﻥ ﻧﻔﻜﺮ ﰲ ﺳﻴﺎﺭﺓ ﺑﺪﻭﻥ ﺳﺎﺋﻖ ﺧﺎﺭﺟﺔ ﻋﻦ ﺍﻟﺴﻴﻄﺮﺓ‪ ،‬ﺑﻞ ﺃﻥ ﻧﻔﻜﺮ‬

‫ﺑﻜﻴﺎﻥ ﻣﺴﺤﻮﺭ ﻳﺘﺒﻊ ﺩﻭﺍﻓﻌﻪ ﺍﻟﺬﻛﻴﺔ‪ ،‬ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻏﲑ ﺩﻗﻴﻘﺔ ﻭﻟﻜﻨﻬﺎ ﲢﻤﻞ ﻣﻌﻨﻰ ﻣﻌﻴﻨﺎً‪ --‬ﻭﻫﻮ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﻤﻴﻴﺰ ﻻ‬

‫ﻳﺘﻮﺻﻞ ﺇﻟﻴﻪ ﺍﳌﺸﺎﺭﻛﻮﻥ ﺩﺍﺋﻤﺎً ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻔﻜﲑ ﺍﻟﺪﻗﻴﻖ‪.‬‬

‫ﻭﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺧﺮﻯ ﻟـ"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ ،‬ﻣﻔﻬﻮﻡ "ﺩﻭﺭ ﺍﻟﺸﺒﺢ" )‪ ،(Ghostrole‬ﻭﻫﻮ ﳝﻴﺰ ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺗُﻌﺮ‪‬ﻑ ﲨﺎﻋﺔ‬

‫ﻣﺎ ﲟﺸﺎﺭﻛﺘﻬﺎ ﰲ ﺣﺪﺙ ﻣﻌﲔ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﳝﻜﻦ ﺃﻥ ﻳﻘﻮﻡ ﺑﻌﺾ ﺃﻋﻀﺎﺀ ﻣﺆﺳﺴﺔ ﻣﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻛﻠﻤﺔ "ﳓﻦ" ﻋﻨﺪﻣﺎ‬

‫ﻳﺸﲑﻭﻥ ﺇﱃ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﻳ‪‬ﻌﺮ‪‬ﻓﻮﻥ ﲠﺎ‪ ،‬ﻭﻛﻠﻤﺔ "ﺍﳌﺆﺳﺴﺔ" ﻋﻨﺪﻣﺎ ﻳﺸﲑﻭﻥ ﺇﱃ ﺷﻲﺀ ﻳﺸﻌﺮﻭﻥ ﺃﳖﻢ ﻻ ﳝﻠﻜﻮﻥ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ‬

‫ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻪ‪ .‬ﺇﻥ ﻋﺒﺎﺭﺓ "ﻛﻠﻨﺎ ﻋﻤﻠﻨﺎ ﲜﺪ‪ ،‬ﻭﻟﻜﻦ ﺍﳌﺆﺳﺴﺔ ﻻ ﺗﻘﺪﺭ ﺫﻟﻚ"‪ ،‬ﺗﺒﲔ ﻣﺜﺎﻻً ﺑﺴﻴﻄﺎً ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ‪ .‬ﻓﻔﻲ‬

‫ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪ ،‬ﺗُﻌ‪‬ﺮ‪‬ﺽ "ﺍﳌﺆﺳﺴﺔ" ﻋﻠﻰ ﺃﳖﺎ ﻧﻮﻉ ﻣﻦ ﺍﻟﻜﻴﺎﻥ ﺍﻟﺸﺒﺤﻲ ﺍﻟﺬﻱ ﻳﺒﺪﻭ ﺃﻧﻪ ﻻ ﻳﻘﺪ‪‬ﺭ ﻋﻤﻞ ﺍﳉﻤﻴﻊ‪--‬ﺣﻀﻮﺭ‪ ‬ﻏﲑ‬

‫ﳏﻠﻲ ﻳﺒﺪﻭ ﺃﻧﻪ ﻳﺴﺒﺐ ﺇﺯﻋﺎﺟﺎً ﻟﺒﻌﺾ ﺍﻷﻋﻀﺎﺀ‪ .‬ﻭﺇﺫﺍ ﺟﻌﻠﻨﺎ ﳍﺬﻩ "ﺍﻷﺷﺒﺎﺡ" ﺻﻮﺗﺎً‪ ،‬ﻓﻴﻤﻜﻦ ﻟﻠﺠﻤﺎﻋﺎﺕ ﺃﻥ ﺗﺮﻯ ﻣﻌﻨﺎﻫﺎ‬

‫ﻭﺇﻣﻜﺎﻧﻴﺎﲥﺎ ﺍﻟﻜﺎﻣﻨﺔ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻘﻮﻡ ﺍﻷﻋﻀﺎﺀ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺑﺎﳌﺒﺎﻟﻐﺔ ﰲ ﲤﺜﻴﻞ ﺩﻭﺭ ﺍﻟﺸﺒﺢ‬

‫)‪ (Ghostrole‬ﺍﻟﺬﻱ ﺗﻠﻌﺒﻪ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳﻜﺘﺸﻔﻮﻥ ﻋﱪ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺃﳖﻢ ﲝﺎﺟﺔ ﻟﺘﻐﻴﲑ ﺍﳌﺆﺳﺴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺗﻘﺪﻳﺮ‬

‫ﺃﺣﺪﻫﻢ ﻟﻶﺧﺮ‪.‬‬

‫ﲢﺪﺩ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﺍﻟﻨﻘﻄﺔ ﺍﻟﱵ ﻳﻜﻤﻦ ﻋﻨﺪﻫﺎ ﺍﻟﺘﺤﺪﻱ ﺍﻟﺬﻱ ﺗﻮﺍﺟﻬﻪ ﺍﳉﻤﺎﻋﺔ ﻭﻳﺸﻜﻠﻪ ﺗﻄﻮﺭﻫﺎ ﻟﺘُﻌ‪‬ﺮ‪‬ﻑ ﺑﻔﻜﺮﺓ ﺃﻭ ﲡﺮﺑﺔ‬

‫ﺟﺪﻳﺪﺓ ﻋﻠﻴﻬﺎ ﻣﺜﻞ ﺍﳊﺎﻓﺔ )‪ .(Edge‬ﰲ ﺍﳌﺜﺎﻝ ﺃﻋﻼﻩ‪ ،‬ﺍﳊﺎﻓﺔ ﺑﺎﻟﻨﺴﺒﺔ ﳍﺆﻻﺀ ﺍﳌﺸﺎﺭﻛﲔ ﻫﻲ ﺃﻥ ﻳﻌﺮﻓﻮﺍ ﺃﻧﻔﺴﻬﻢ ﺑﻜﻮﳖﻢ‬

‫ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﻌﺘﱪﻭﻥ ﺃﻧﻔﺴﻬﻢ ﺿﺤﺎﻳﺎ ﳍﺎ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻔﻌﻠﻮﻥ ﺫﻟﻚ‪ ،‬ﳝﻜﻦ ﺃﻥ ﳛﺪﺙ ﺍﻟﺘﻐﲑ ﺍﳌﺆﺳﺴﻲ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‬

‫ﻭﺍﳌﻜﺎﻥ ﻭﰲ ﺗﻠﻚ ﺍﳉﻠﺴﺔ ﺑﲔ ﺍﳊﺎﺿﺮﻳﻦ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﻳﺮ ﺃﺣﺪﻫﻢ ﻟﻶﺧﺮ‪.‬‬

‫ﻭﻷﻥ ﺍﳊﺎﻓﺔ )‪ (Edge‬ﻫﻲ ﺍﻟﻨﻘﻄﺔ ﺍﳌﺮﻛﺰﻳﺔ ﺍﻟﱵ ﲢﻤﻞ ﺃﻛﱪ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﻐﻴﲑ ﻭﻷﳖﺎ ﺃﻗﺮﺏ ﺇﱃ ﻣﻨﺒﻊ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺬﺍﺗﻲ ﰲ‬

‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﺈﻧﻪ ﻳ‪‬ﻨﻈَﺮ ﺇﻟﻴﻬﺎ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻋﻠﻰ ﺃﳖﺎ ﺍﻟﻨﻘﻄﺔ ﺍﻟﱵ ﺑﺪﺃﺕ ﺍﻷﻣﻮﺭ ﻓﻴﻬﺎ ﲣﺮﺝ ﻋﻦ ﺍﻟﺴﻴﻄﺮﺓ‪.‬‬
‫ﲢﺘﻮﻱ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺧﻞ ﺍﻟﱵ ﺗﺘﺒﻊ ﲡﺎﺭﺏ ﺍﳌﻨﺘﻔﻌﲔ ﻣﺘﻌﺪﺩﺓ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ .‬ﻭﻻ ﳚﺐ‬

‫ﻋﻠﻰ ﺃﻋﻀﺎﺀ ﺍﳉﻤﺎﻋﺔ ﺃﻥ ﳜﻀﻌﻮﺍ ﻟﻨﻤﻮﺫﺝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ ،‬ﻷﻥ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺧﻞ ﺗﻜﻮﻥ ﻣﺮﺗﺒﻄﺔ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﺑﺎﻟﺘﺠﺎﺭﺏ‬

‫ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﲔ‪ .‬ﻫﺬﻩ ﺍﻟﻔﻜﺮﺓ ﳍﺎ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﰲ ﳎﺎﻝ ﺣﻞ ﺍﻟﺼﺮﺍﻋﺎﺕ‪.‬‬

‫"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻛﺴﺒﻴﻞ ﻟﻺﳍﺎﻡ ﻭﺍﻟﺘﻄﻮﺭ ﺍﻟﺸﺨﺼﻲ‬

‫ﺇﻥ ﻗﺮﺍﺭ ﺷﺨﺺ ﻣﺎ ﺑﺘﻮﱄ ﺍﻟﻘﻴﺎﺩﺓ‪ ،‬ﻭﺗﻘﺪﻳﻢ ﺗﺴﻬﻴﻼﺕ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﺍ‪‬ﺘﻤﻊ ﻳﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﳍﺎﻡ‬

‫ﻋﻤﻴﻖ‪ .‬ﻭﺗﻘﻮﻡ ﺍﳊﺎﺟﺔ ﺍﻟﱵ ﺩﻋﺖ ﺇﱃ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﻈﺎﻫﺮﻱ ﺑﺎﻟﻌﻤﻞ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺑﺘﻨﻈﻴﻢ ﻭﺗﺴﻬﻴﻞ ﺍﻟﺴﺒﻴﻞ ﺍﻟﺬﻱ ﻳﺘﺒﻌﻪ‬

‫ﺍﻟﺸﺨﺺ ﰲ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺗﻮﺟ‪‬ﻪ ﺗﻄﻮﺭﻩ ﺍﻟﺸﺨﺼﻲ‪ .‬ﺇﻥ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻧﺎ‪ ،‬ﻳﻘﻮﻡ ﺑﺸﻜﻞ ﻛﺒﲑ ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﳚﺎﺩ ﺻﻠﺔ ﻣﻊ‬

‫ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺇﳚﺎﺩ ﺻﻠﺔ ﻣﻊ ﻣﺆﺳﺴﺔ ﻣﻌﻴﻨﺔ‪ .‬ﺃﻣﺎ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻬﻮ ﺗﺴﻬﻴﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻌﻠﻢ ﻭﺳﺒﻴﻞ‬

‫ﺍﳌﺘﻌﻠﻢ‪ .‬ﻭﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﺴﺒﻴﻞ ﺍﻹﳍﺎﻣﻲ ﺑﺮﺑﻂ ﺍﻟﻨﻤﻮﺫﺝ‪ ،‬ﻭﺍﳌﻨﻬﺞ‪ ،‬ﻭﺷﺨﺼﻴﺔ ﺍﳌﺴﺎﻋﺪ‪/‬ﺍﻟﻘﺎﺋﺪ‪/‬ﺍﻷﻛﱪ ﺳﻨﺎً ﻣﻌﺎً ﰲ ﻛﻴﺎﻥ ﻭﺍﺣﺪ‬

‫ﻣﻠﺘﺤﻢ‪ ،‬ﻭﻫﻮ ﻣﺼﺪﺭ ﺍﳌﻮﺍﻗﻒ ﻭﺍﳌﺸﺎﻋﺮ ﺍﻟﱵ ﳛﻀﺮﻫﺎ ﻛﻞ ﻣﻨﺎ ﻣﻌﻪ ﺇﱃ ﻋﻤﻠﻪ‪ .‬ﻭﺑﻮﺿﻊ ﺍﻟﻮﻋﻲ ﰲ ﻣﺮﻛﺰ ﻣﻼﺣﻈﺎﺗﻨﺎ‪،‬‬

‫ﻭﺃﲝﺎﺛﻨﺎ‪ ،‬ﻭﺗﻔﺎﻋﻼﺗﻨﺎ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻧﺘﻌﻠﻢ ﺃﻥ ﻧﺆﻣﻦ ﺑﺈﻣﻜﺎﻧﻴﺎﺗﻨﺎ ﺍﻟﻔﻄﺮﻳﺔ ﺍﻟﻔﻌﻠﻴﺔ‪ ،‬ﻭﳝﻜﻨﻨﺎ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺃﻥ ﻧﻄﻮﺭ ﺍﻷﺻﺎﻟﺔ‬

‫ﻭﺍﻟﺬﻛﺎﺀ ﺍﻟﻌﺎﻃﻔﻲ ﺍﻟﻠﺬﻳﻦ ﻳﺮﺑﻄﺎﻥ ﺍﳌﻨﻬﺞ ﻭﺍﳌﻨﻈﻮﺭ ﻣﻌﺎً ﻟﺘﻜﻮﻳﻦ ﲡﺮﺑﺔ ﺇﻧﺴﺎﻧﻴﺔ ﻣﻌﺎﺷﺔ ﻭﳏﺴﻮﺳﺔ‪ .‬ﻭﻻ ﳝﻜﻦ ﻓﺼﻞ ﺍﻟﻄﺮﻕ‬

‫ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﱵ ﻧﺘﺒﻌﻬﺎ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻟﺘﺴﻬﻴﻞ‪ ،‬ﻭﺍﻟﻘﻴﺎﺩﺓ ﻋﻦ ﻗﻴﻤﻨﺎ ﺍﳉﻮﻫﺮﻳﺔ ﺍﻟﻔﺮﺩﻳﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳊﻴﺎﺓ‪ ،‬ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺩﻭﺭﻧﺎ ﻓﻴﻪ‪ ،‬ﻭﺩﻭﺭﻧﺎ‬

‫ﰲ ﺍﻟﻌﺎﱂ ﻛﻜﻞ‪.‬‬

‫ﺗﺎﺭﻳﺦ ﺗﻄﻮﺭ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" )‪(Worldwork‬‬

‫"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻫﻮ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻻﺑﻦ ﻟـ"ﺑﺮﻭﺳﺴﻮﻭﺭﻙ" )‪ .(Processwork‬ﻭﻛﻼ ﺍﻟﻨﻤﻮﺫﺟﲔ ﻳﺘﻤﺮﻛﺰﺍﻥ ﺣﻮﻝ ﺩﻭﺭ‬

‫ﺍﻟﻮﻋﻲ ﰲ ﺗﻘﺪﻳﺮﻧﺎ ﳉﻮﺍﻧﺐ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻭﻏﲑ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ‪ .‬ﻃﻮ‪‬ﺭ "ﺑﺮﻭﺳﺴﻮﻭﺭﻙ" ﺁﺭﻧﻮﻟﺪ ﻭﺇﳝﻲ ﻣﻨﺪﻝ ﻭﺷﺮﻛﺎﺅﳘﺎ‬

‫ﻭﻗﺪ ﳕﺎ ﻋﻠﻰ ﻣﺪﻯ ﺍﻷﻋﻮﺍﻡ ﺍﻟﺜﻼﺛﲔ ﺍﳌﺎﺿﻴﺔ ﻟﻜﻲ ﻳﺼﺒﺢ ﳕﻮﺫﺟﺎً ﺷﺎﻣﻼ‪ ‬ﻳﻄﺮﺡ ﺃﲝﺎﺛﺎً ﺑﺎﺭﺯﺓ ﰲ ﳎﺎﻝ ﺍﻟﻮﻋﻲ ﰲ ﺍﻹﻃﺎﺭ‬

‫ﺍﳊﺪﻳﺚ‪ ،‬ﻣ‪‬ﺪﺧ‪‬ﻼ‪ ‬ﺩﻭﺍﻓﻊ ﺟﺪﻳﺪﺓ ﺇﱃ ﻋﻠﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ‪ ،‬ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﻭﺍﻟﻄﺐ‪ ،‬ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﺩﺭﺍﺳﺔ ﺍﻟﺴﻠﻮﻙ ﺍﳉﻤﻌﻲ‪.‬‬
‫ﻳ‪‬ﻌﺮﻑ "ﺑﺮﻭﺳﺴﻮﻭﺭﻙ" ﰲ ﺍﻟﻐﺎﻟﺐ ﻋﻠﻰ ﺃﻧﻪ ﳕﻮﺫﺝ ﻋﻼﺝ ﻧﻔﺴﻲ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻧﻪ ﻳﻄﺒﻖ ﻋﻠﻰ ﳎﻤﻮﻋﺔ‬

‫ﻣﺘﻨﻮﻋﺔ ﻣﻦ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺃﻋﺮﺍﺽ ﺍﳉﺴﺪ ﻭﺣﺎﻻﺕ ﺍﻟﻐﻴﺒﻮﺑﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺍﳌﺴﺮﺡ‪ ،‬ﻭﺻﻨﺎﻋﺔ ﺍﻷﻓﻼﻡ ﻭﺍﻷﺩﺍﺀ‬

‫ﺍﻹﺑﺪﺍﻋﻲ‪.‬‬

‫ﻭﻗﺪ ﺗﻔﺮﻉ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻋﻦ "ﺑﺮﻭﺳﺴﻮﻭﺭﻙ" ﻣﻨﺬ ﺣﻮﺍﱄ ‪ ١٥‬ﻋﺎﻣﺎً‪ ،‬ﻭﻣﻨﺬ ﺫﻟﻚ ﺍﳊﲔ ﺧﻀﻊ ﻷﲝﺎﺙ ﻛﺜﲑﺓ‪ ،‬ﻭﻛﺘﺐ ﻋﻨﻪ‬

‫ﺍﻟﻜﺜﲑ‪ ،‬ﻭﻃُﺒ‪‬ﻖ‪ ،‬ﻭﺍﺧﺘُﺒِﺮ‪ ،‬ﻭﻃُﻮ‪‬ﺭ ﻋﻠﻰ ﻳﺪﻱ ﺁﺭﻧﻮﻟﺪ ﻭﺇﳝﻲ ﻣﻨﺪﻝ ﻭﻓﺮﻳﻖ ﻋﻤﻞ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ"‪ .‬ﻭﻳﻌﺘﱪ ﻛﻞ ﻣﻦ ﳕﻮﺫﺝ‬

‫"ﺑﺮﻭﺳﺴﻮﻭﺭﻙ" ﻭﳕﻮﺫﺝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﳕﺎﺫﺝ ﺟﺪﻳﺪﺓ‪ ،‬ﺧﺎﺿﻌﺔ ﻟﻠﺠﺪﻝ ﻭﺍﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮﻳﻦ‪.‬‬

 ‫ﻣﻔﺎﻫﻴﻢ ﺭﺋﻴﺴﻴﺔ ﰲ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ"‬

‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺮﺋﻴﺴﻴﺔ ﰲ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﳌﻨﻬﺞ ﺍﳌﺬﻛﻮﺭﻳﻦ ﺳﺎﺑﻘﺎً‪ ،‬ﻭﺳﺘﻔﻴﺪ ﻫﺬﻩ ﰲ ﻓﻬﻢ ﻭﺻﻒ ﺍﳊﺎﻻﺕ ﺑﺸﻜﻞ‬

‫ﺃﻓﻀﻞ‪ .‬ﺗﻌﻤﻞ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻭﻓﻖ ﳕﻮﺫﺝ ﻭﻭﺭﻟﺪﻭﻭﺭﻙ‪ ،‬ﻋﻠﻰ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ‪ ،‬ﺗﻜﻮﻥ ﲟﺜﺎﺑﺔ ﻋﻮﺍﱂ ﻣﺘﻮﺍﺯﻳﺔ‪ .‬ﺃﺣﺪ‬

‫ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻴﻮﻣﻲ‪ ،‬ﺍﻟﺬﻱ ﻳﺘﻜﻮﻥ ﻣﻦ ﺣﻘﺎﺋﻖ ﻣﺆﺳﺴﻴﺔ‪ ،‬ﻭﺃﺷﺨﺎﺹ‪ ،‬ﻭﺑﻨﻰ‪ ،‬ﻭﺃﻫﺪﺍﻑ‪ ،‬ﻭﺍﺳﱰﺍﺗﻴﺠﻴﺎﺕ‪ ،‬ﻭﻣﺸﺎﻛﻞ‬

‫ﲢﺘﺎﺝ ﺇﱃ ﺣﻠﻮﻝ‪ .‬ﻭﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺁﺧﺮ‪ ،‬ﻭﻫﻮ ﺫﺍﺗﻲ ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﺗﺒﻨﻰ ﺍﳉﻤﺎﻋﺔ ﻋﻠﻰ ﻣﺒﺪﺃ ﺗﻨﻈﻴﻤﻲ‪ ،‬ﻭﻫﻮ ﺍﳊﻘﻞ‪ .‬ﻭﻳﻘﻮﻡ ﺍﳊﻘﻞ‬

‫ﺑﺘﻮﺯﻳﻊ ﺍﻷﻗﻄﺎﺏ‪ ،‬ﺃﻭ ﺍﳌﻮﺍﻗﻒ‪ ،‬ﺍﳌﺘﻨﻮﻋﺔ ﺿﻤﻦ ﺍﳉﻤﺎﻋﺔ‪ .‬ﻭﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺫﺍﺗﻲ ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﻻ ﺗﻜﻮﻥ ﺑﻌﺾ ﺍﳌﺴﺎﺋﻞ ﺍﻟﱵ ﺗﻌﺪ‬

‫"ﻣﺸﺎﻛﻞ" ﺇﻻ ﳏﺎﻭﻻﺕ ﻣﻦ ﺍﻟﻨﻈﺎﻡ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﰲ ﺍﻟﻮﺍﻗﻊ‪ .‬ﻭﻳﺮﺗﺒﻂ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﳏﺎﻭﻻﺕ ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺬﺍﺗﻲ ﺑﺎﻷﻗﻄﺎﺏ‪،‬‬

‫ﺣﻴﺚ ﻳﻜﻮﻥ ﺟﺎﻧﺐ ﻭﺍﺣﺪ ﻓﻘﻂ ﻫﻮ ﺍﳉﺎﻧﺐ ﺍﳌﺮﺋﻲ‪ ،‬ﻭﻳﺸﻜﻞ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ ﺣﻀﻮﺭﺍً ﻏﲑ ﳏﻠﻲ ﺩﺍﺧﻞ ﺍﳉﻤﺎﻋﺔ‪ .‬ﻋﻠﻰ‬

‫ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺇﺫﺍ ﺍﺳﺘﻤﻌﻨﺎ ﺇﱃ ﻗﺎﺋﺪ ﻳﻘﻮﻝ‪" :‬ﳓﻦ ﺃﻗﻮﻳﺎﺀ ﻭﻻ ﳔﺸﻰ ﺷﻴﺌﺎً‪ ،‬ﻭﺳﻮﻑ ﻧﺴﺘﻤﺮ ﻣﻬﻤﺎ ﺣﺪﺙ!"‪ ،‬ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﺸﻌﺮ‬

‫ﺑﺎﻟﻘﻄﺒﻴﺔ ﰲ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻣﺘﺸﻜﻜﻮﻥ ﻭﻣﺘﺸﺎﺋﻤﻮﻥ‪ ،‬ﻣﻘﺼﻮﺩﻭﻥ ﲠﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻭﺧﺼﻢ ﻣﺘﺨﻴﻞ ﻳﻌﺘﻘﺪ ﺃﻧﻨﺎ ﻳﺎﺋﺴﻮﻥ ﻭﺃﻧﻨﺎ ﻻ ﻧﺮﻳﺪ‬

‫ﺃﻥ ﻧﺴﺘﻤﺮ‪ .‬ﻛﻮﻧﻨﺎ ﻣﺴﺎﻋﺪﻳﻦ‪ ،‬ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﻮﺟﺪ ﺃﺩﻭﺍﺭﺍً ﻣﻦ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ ﳉﻌﻠﻬﺎ ﺃﻛﺜﺮ ﻭﺿﻮﺣﺎً‪ ،‬ﻭﻣﻨﺤﻬﺎ ﻓﺮﺻﺔ ﻟﻠﺘﻔﺎﻋﻞ‪.‬‬

‫ﻟﻨﺘﺨﻴﻞ ﺃﻥ ﺍﳉﻤﺎﻋﺔ ﺗﺘﺒﻊ ﺳﻴﻨﺎﺭﻳﻮ ﳌﺨﺮﺝ ﻏﲑ ﻣﺮﺋﻲ ‪ -‬ﺷﻲﺀ ﺃﺷﺒﻪ ﺑﻌﻘﻞ ﲨﺎﻋﻲ ﻏﺮﻳﺐ ﺃﻛﱪ ﺣﺠﻤﺎً ‪ -‬ﻟﺘﺄﺩﻳﺔ ﻣﺴﺮﺣﻴﺔ‬

‫ﻣﺎ‪ .‬ﻋﻨﺪﻣﺎ ﲢﺎﻭﻝ ﻗﻴﺎﺩﺓ ﲨﺎﻋﺔ‪ ،‬ﻗﺪ ﺗﺸﻌﺮ ﺑﻮﺟﻮﺩ ﻳﺪ ﺧﻔﻴﺔ ﺗﻌﻤﻞ ﺿﺪﻙ‪ ،‬ﺑﻴﻨﻤﺎ ﻫﻲ ﻟﻴﺴﺖ ﰲ ﺍﻟﻮﺍﻗﻊ ﺳﻮﻯ ﻫﺬﺍ ﺍﳌﻴﻞ ﳓﻮ‬

‫ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺬﺍﺗﻲ ﺍﻟﺬﻱ ﻳﺪﻓﻊ ﺑﺎﲡﺎﻩ ﻣﻌﺎﻛﺲ‪.‬‬

‫ﻭﳝﻜﻦ ﺗﻘﺴﻴﻢ ﺍﻷﺩﻭﺍﺭ ﺑﻌﺪ ﺫﻟﻚ ﺇﱃ ﺃﺩﻭﺍﺭ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ ﻭﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ‪ .‬ﺃﺩﻭﺍﺭ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ )ﺍﻟﱵ ﺗﺴﻤﻰ‬

‫ﺃﻳﻀﺎً "‪ ،"CR roles‬ﺃﻭ ﺃﺳﺘﺨﺪﻡ ﺃﺣﻴﺎﻧﺎً ﺍﳌﺼﻄﻠﺢ ﺍﻟﺒﺪﺋﻲ "ﺩﻭﺭ"( ﻫﻲ ﻣﻮﺍﻗﻒ ﺗﻨﺘﻤﻲ ﺇﱃ ﻧﻈﺎﻡ ﻣﻌﺘﻘﺪﺍﺕ ﻣﺮﻛﺰﻱ‬

‫ﻟﻠﺜﻘﺎﻓﺔ ﺃﻭ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﳖﺎ ﻣﻘﺒﻮﻟﺔ ﻋﻤﻮﻣﺎً ﺿﻤﻦ ﺗﻠﻚ ﺍﳉﻤﺎﻋﺔ‪ .‬ﳝﻜﻦ ﺍﳉﻬﺮ ﲠﺎ ﺩﻭﻥ ﺇﺛﺎﺭﺓ ﺭﺩ ﻓﻌﻞ ﲨﺎﻋﻲ ﻗﻮﻱ‪.‬‬

‫ﻭﰲ ﺍﳌﻘﺎﺑﻞ‪ ،‬ﺗﺸﻜﻞ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﱵ ﻻ ﻧﺴﺘﻄﻴﻊ ﺍﳉﻬﺮ ﲠﺎ‪ ،‬ﻷﳖﺎ ﻏﲑ "ﻣﻘﺒﻮﻟﺔ" ﺃﻭ "ﻋﻘﻼﻧﻴﺔ" ﺿﻤﻦ ﺛﻘﺎﻓﺔ‬

‫ﻣﺆﺳﺴﻴﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﺧﺎﺭﺝ ﻣﺎ ﺗﻌﺘﱪﻩ ﺗﻠﻚ ﺍﻟﺜﻘﺎﻓﺔ "ﻭﺍﻗﻌﺎً"‪ .‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﻏﲑ ﻭﺍﺿﺤﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳉﻤﻴﻊ‬

‫ﻳﺸﻌﺮﻭﻥ ﺑﻮﺟﻮﺩﻫﺎ ﻭﻳﻌﺎﻧﻮﻥ ﻣﻨﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺍﻛﺘﺸﺎﻑ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﺃﻳﻀﺎً ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻮﺍﺻﻞ ﻏﲑ ﺍﳌﻘﺼﻮﺩﺓ‪.‬‬
‫ﻭﺗﺆﺩﻱ ﺃﺩﻭﺍﺭ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ ﻭﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﻣﻌﺎً ﻧﻮﻋﺎً ﻣﻦ ﻣﺴﺮﺣﻴﺎﺕ ﺧﻴﺎﻝ ﺍﻟﻈﻞ‪ .‬ﺗﺼﻮﺭ ﻧﻔﺴﻚ ﰲ ﻣﺴﺮﺡ ﺩﻣﻰ ﻣﺘﺤﺮﻛﺔ‪،‬‬

‫ﺗﺸﺎﻫﺪ ﺩﻣﻴﺘﲔ ﺗﺘﺤﺎﻭﺭﺍﻥ‪ ،‬ﺑﻴﻨﻤﺎ ﳝﻜﻨﻚ ﺃﻥ ﺗﺮﻯ ﺧﻴﺎﻝ ﺩﻣﻴﺔ ﺛﺎﻟﺜﺔ ﻳﻈﻬﺮ ﻣﻦ ﺧﻠﻒ ﺍﻟﺴﺘﺎﺭ ﺍﻟﻘﻄﲏ ﺍﳌﻀﺎﺀ ﰲ ﺍﳌﺴﺮﺡ‪ .‬ﺗﻨﺨﺮﻁ‬

‫ﺍﻟﺪﻣﻴﺘﺎﻥ ﺍﻟﻈﺎﻫﺮﺗﺎﻥ ﰲ ﺍﳊﻮﺍﺭ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻘﻮﻡ ﺍﻟﺪﻣﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺑﲔ ﺍﳊﲔ ﻭﺍﻵﺧﺮ ﺑﺈﻟﻘﺎﺀ ﺗﻌﻠﻴﻖ ﻋﻠﻰ ﺍﳊﻮﺍﺭ‪ .‬ﺗﺒﺪﻭ ﺍﻟﺪﻣﻴﺘﺎﻥ ﺍﻟﻈﺎﻫﺮﺗﺎﻥ ﻏﲑ‬

‫ﻣﺪﺭﻛﺘﲔ ﻟﻮﺟﻮﺩ ﺍﻟﺪﻣﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺧﻠﻒ ﺍﻟﺴﺘﺎﺭﺓ‪ ،‬ﻭﻳﻌﺘﻘﺪ ﻛﻞ ﻣﻨﻬﻤﺎ ﺃﻥ ﺍﻵﺧﺮ ﻫﻮ ﺍﻟﺬﻱ ﻳﻠﻘﻲ ﺑﺎﻟﺘﻌﻠﻴﻘﺎﺕ‪ .‬ﻳﺆﺩﻱ ﻫﺬﺍ ﰲ ﺍﻟﻌﺎﺩﺓ ﰲ ﻣﺴﺮﺡ‬

‫ﺍﻟﺪ ﻣﻰ ﺍﳌﺘﺤﺮﻛﺔ ﺇﱃ ﺳﻮﺀ ﺗﻔﺎﻫﻢ ﻣﻀﺤﻚ؛ ﻣﻀﺤﻚ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺸﺎﻫﺪﻳﻦ ﻭﻟﻴﺲ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﻣﻰ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﺗﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺿﻴﻖ‪.‬‬

‫ﺗﻜﻮﻥ ﺍﻟﺪﻣﻰ ﺍﳌﺘﻀﺎﻳﻘﺔ ﺍﻟﱵ ﻻ ﳝﻜﻨﻬﺎ ﺭﺅﻳﺔ ﺍﻟﺪﻣﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﰲ ﻣﺴﺘﻮﻯ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ ﺑﻴﻨﻤﺎ ﻳﻜﻮﻥ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺬﻱ ﻳﺘﻀﻤﻦ ﺍﻟﺪﻣﻴﺔ‬

‫ﺍﻟﺜﺎﻟﺜﺔ ﻣﺴﺘﻮﻯ ﺗﻨﻈﻴﻢ ﺍﻟﺬﺍﺕ‪ ،‬ﺃﻭ ﻣﺎ ﻧﻄﻠﻖ ﻋﻠﻴﻪ ﺍﺳﻢ ﻣﺴﺘﻮﻯ ﺍﳊﻠﻢ‪.‬‬

‫ﻭﺑﺎﳌﻨﺎﺳﺒﺔ‪ ،‬ﻓﺈﻥ ﻣﺜﺎﻝ ﺍﳉﻤﻬﻮﺭ ﺍﳌﺴﺘﻤﺘﻊ ﺑﺎﳌﺴﺮﺣﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﺍﻟﺪﻣﻰ‪ ،‬ﺃﻋﻼﻩ ﻳﻨﻄﺒﻖ ﺃﻳﻀﺎً ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ‪ .‬ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ‬

‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻣﺆﳌﺔ ﺟﺪﺍً ﺇﺫﺍ ﻗﻴﺪﺕ ﺑﺎﺳﺘﻘﻄﺎﺑﻴﺔ ﺃﻭ ﺩﻭﺭ ﻣﻌﲔ‪ ،‬ﻭﻟﻜﻦ ﲟﺠﺮﺩ ﺃﻥ ﺗﻔﻬﻢ ﺑﻨﻴﺔ ﺍﻟﻮﺿﻊ ﻭﺗﻌﱪ ﻋﻦ ﺍﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ‪ ،‬ﳝﻜﻦ ﳍﺬﺍ‬

‫ﺍﻟﻮﺿﻊ‪ ،‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺍﻹﺭﺑﺎﻙ‪ ،‬ﺃﻥ ﻳﺮﺳﻢ ﺍﺑﺘﺴﺎﻣﺔ ﻋﻠﻰ ﻭﺟﻬﻚ‪.‬‬

‫ﻛﻠﻨﺎ ﻧﻌﺮﻑ ﻫﺬﻩ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺎﺕ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻧﺘﺤﺪﺙ ﻋﻤﺎ ﳚﺮﻱ "ﺣﻘﻴﻘﺔ" ﰲ ﳎﻤﻮﻋﺔ ﻣﺎ‪ ،‬ﰲ ﻣﻘﺎﺑﻞ ﻣﺎ ﻳﻘﺎﻝ ﻋﻠﻰ ﺍﻟﺴﻄﺢ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﺪﺧﻞ‬

‫ﰲ ﻧﻄﺎﻕ ﺃﺩﻭﺍﺭ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ ﻭﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ‪ .‬ﺗﻨﻄﻖ ﺃﺩﻭﺍﺭ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ ﺑﺎﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺗﺴﺘﺨﺪﻡ ﺃﳕﺎﻁ‬

‫ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺗﺆﻣﻦ ﺑﻮﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﻨﺎﺳﺒﺔ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻣﺎﻫﻴﺘﻬﺎ ﰲ ﺃﻳﺔ ﺛﻘﺎﻓﺔ ﻣﺆﺳﺴﻴﺔ‪ .‬ﻭﻟﻜﻨﻨﺎ ﻧﺴﻤﻊ‪ ،‬ﻣﻊ ﺫﻟﻚ‪،‬‬

‫ﳘﺴﺎﺕ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﰲ ﺍﻟﺘﻠﻤﻴﺤﺎﺕ‪ ،‬ﻭﺍﻟﺸﺎﺋﻌﺎﺕ‪ ،‬ﻭﻋﺪﻡ ﺍﻻﻛﱰﺍﺙ ﺑﺒﻌﺾ ﻣﺎ ﻳﻘﺎﻝ‪.‬‬

‫ﲤﻴﻞ ﺍﳉﻤﺎﻋﺎﺕ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﺇﱃ ﲡﻨﺐ ﺍﻻﺗﺼﺎﻻﺕ ﻏﲑ ﺍﳌﻘﺼﻮﺩﺓ‪ ،‬ﺃﻭ ﻣﻨﺢ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﺻﻮﺗﺎً‪ ،‬ﺧﻮﻓﺎً ﻣﻦ ﺃﻥ ﺗﻜﻮﻥ‬

‫ﺍﻟﺼﺮﺍﻋﺎﺕ ﺍﻟﻨﺎﲡﺔ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﺤﻞ‪ .‬ﻭﻫﺬﺍ ﻣﻨﻄﻘﻲ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ‪ ،‬ﺍﻟﻮﺍﻗﻊ ﺍﻟﺬﻱ ﺍﻋﺘﺪﻧﺎ ﻓﻴﻪ ﻋﻠﻰ ﻋﺪﻡ ﺣﻞ‬

‫ﺧﻼﻓﺎﺗﻨﺎ ﻭﻋﻠﻰ ﺇﻓﺴﺎﺩ ﻋﻼﻗﺎﺗﻨﺎ ﺇﱃ ﺍﻷﺑﺪ ﻷﻥ ﺃﺣﺪﻫﻢ ﻧﻄﻖ ﺑﺎﳊﻖ‪ .‬ﺃﻣﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻭﻭﺭﻟﺪﻭﻭﺭﻙ‪ ،‬ﻓﺈﻥ ﻫﺬﺍ ﻣﻨﻄﻘﻲ‪ ‬ﻣﻦ ﺯﺍﻭﻳﺔ‬

‫ﺃﺧﺮﻯ؛ ﺣﻴﺚ ﺗﻜﻮﻥ ﺃﺩﻭﺍﺭ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ ﻭﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﻏﲑ ﳏﻠﻴﺔ ﻣﻦ ﺣﻴﺚ ﺃﳖﺎ ﺗﻨﺘﻤﻲ ﰲ ﺍﳊﻘﻴﻘﺔ ﺇﱃ ﺍ‪‬ﻤﻮﻋﺔ ﻛﻜﻞ‪.‬‬

‫ﻭﻣﻦ ﻫﻨﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﳚﻌﻠﻚ ﺗﺪﺭﻙ ﺃﻧﻚ ﺗﺸﺒﻪ ﺫﻟﻚ ﺍﻟﺸﺨﺺ ﺃﻭ ﺍﻟﺪﻭﺭ ﺃﻭ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﱵ ﺍﻋﺘﻘﺪﺕ ﺃﳖﺎ‬

‫ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﻛﺎﻓﺔ ﺍﻟﺼﻌﻮﺑﺎﺕ‪ .‬ﻭﳍﺬﺍ ﺃﻳﻀﺎً ﺇﺫﺍ ﻗﺎﻡ ﺷﺨﺺ ﻳﺆﺩﻱ ﺩﻭﺭﺍً ﻏﲑ ﻣﺮﻏﻮﺏ ﰲ ﻣﺆﺳﺴﺔ ﻣﺎ ﺑﱰﻙ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﻓﺈﻥ ﺷﺨﺼﺎً‬

‫ﺁﺧﺮ ﺳﻴﺘﻮﱃ‪ ،‬ﰲ ﺍﻟﻐﺎﻟﺐ‪ ،‬ﺗﺄﺩﻳﺔ ﻫﺬﺍ ﺍﻟﺪﻭﺭ‪ ،‬ﺃﻭ ﺑﻌﺾ ﺟﻮﺍﻧﺒﻪ‪ ،‬ﺑﺪﻻً ﻣﻨﻪ‪ .‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻨﺎ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻧﺴﻘﻂ ﺍﻷﺩﻭﺍﺭ‬
‫ﺍﻟﺸﺒﺤﻴﺔ ﻋﻠﻰ ﲨﺎﻋﺎﺕ ﺃﺧﺮﻯ ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺭ ﻣﻮﺟﻮﺩﺓ ﰲ ﲨﺎﻋﺎﺗﻨﺎ ﺃﻳﻀﺎً‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﻈﻞ ﻣﻬﻤﺸﺔ‪ .‬ﺳﻮﻑ ﺗﺮﻯ ﰲ ﻭﺻﻒ ﺍﳊﺎﻟﺔ‬

‫ﺃﻥ ﻛﻠﺘﺎ ﺍﳉﻤﺎﻋﺘﲔ ﺍﻟﻔﺮﻋﻴﺘﲔ ﺍﻟﻠﺘﲔ ﻳﺘﻢ ﻭﺻﻔﻬﻤﺎ ﺗﻘﻮﻡ ﺑﺈﺳﻘﺎﻁ ﺃﺣﺪ ﺗﺼﺮﻓﺎﲥﺎ ﺍﳋﺎﺻﺔ ﻋﻠﻰ ﲨﺎﻋﺔ ﺃﺧﺮﻯ‪.‬‬

‫ﻭﻫﺬﺍ ﺃﺣﺪ ﺍﻷﺳﺒﺎﺏ ﻭﺭﺍﺀ ﺿﺮﻭﺭﺓ ﺣﺪﻭﺙ ﺗﻔﺎﻋﻞ ﻋﺎﻃﻔﻲ ﻣﺸﺤﻮﻥ ﻟﺘﺤﻘﻴﻖ ﻓﻬﻢ ﻛﺎﻣﻞ ﻟﻄﺒﻴﻌﺔ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺭ ﰲ ﲨﺎﻋﺎﺗﻨﺎ‬

‫ﺍﳋﺎﺻﺔ‪ .‬ﻻ ﳝﻜﻦ ﻟﻌﻤﻠﻴﺔ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻄﺒﻴﻌﺔ ﺷﺨﺺ ﻣﺎ ﺃﻥ ﺗﺘﻢ ﺑﺴﻬﻮﻟﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺧﻄﻲ ﺃﻭ ﻣﻨﻄﻘﻲ ﻓﻘﻂ‪ ،‬ﻷﻥ ﻫﺬﺍ‬

‫ﺍﳌﺴﺘﻮﻯ ﺑﺎﻟﺘﺤﺪﻳﺪ ﻫﻮ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﺃﻧﻈﻤﺔ ﺍﳌﻌﺘﻘﺪﺍﺕ ﺍﻟﱵ ﲥﻤﺶ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﳚﺐ ﻋﻠﻰ ﺍ‪‬ﻤﻮﻋﺔ ﺃﻥ ﲥﺘﻢ ﲠﺎ‪.‬‬

‫ﻭﺑﺴﺒ ﺐ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻻﻧﻌﻜﺎﺳﻴﺔ ﻳﻜﻮﻥ ﺍﳊﻞ ﺍﻟﻮﺣﻴﺪ ﻫﻮ ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺇﺩﺭﺍﻛﻨﺎ ﳊﻘﻴﻘﺔ ﺃﻧﻨﺎ ﻻ ﳔﺘﻠﻒ ﻋﻦ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺣﻘﻴﻘﺔ ﺃﻧﻨﺎ‬

‫ﺟﺰﺀ ﻣﻦ ﺃﻛﺜﺮ ﻣﺎ ﻳﺰﻋﺠﻨﺎ‪ ،‬ﺑﻞ ﻭﺇﻧﻨﺎ ﻧﺴﺎﻫﻢ ﻓﻴﻪ‪ .‬ﻭﻋﻠﻴﻪ ﻓﻼ ﻋﺠﺐ ﻣﻦ ﺃﻧﻨﺎ ﳖﺮﺏ ﻣﻦ ﺍﳌﻮﺍﺟﻬﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ‪.‬‬

‫ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺗﺮﺳﻴﺦ ﻫﺬﺍ ﺍﻟﻮﻋﻲ ﻫﻮ ﻣﺴﺄﻟﺔ ﻋﺎﻃﻔﻴﺔ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‪ ،‬ﲡﱪﻧﺎ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻋﻠﻰ ﺍﺟﺘﻴﺎﺯ ﻣﺮﺍﺣﻞ ﻣﻦ‬

‫ﺍﻟﺘﺼﻌﻴﺪ ﻭﺍﳌﻮﺍﺟﻬﺔ‪ .‬ﺇﺫﺍ ﺍﺳﺘﻄﻌﻨﺎ ﲢﻘﻴﻖ ﺫﻟﻚ‪ ،‬ﻣﻊ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺧﱪﺍﺗﻨﺎ ﺍﳌﻌﺮﻓﻴﺔ ﻓﺴﻮﻑ ﻧﺪﺭﻙ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺃﻥ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺭ‬

‫ﺣﺎﺿﺮﺓ ﰲ ﻛﺎﻓﺔ ﻧﻮﺍﺣﻲ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻭﻫﻨﺎ ﺗﺘﻜﺸﻒ ﲨﻴﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ ﺍﳌﺘﻀﻤﻨﺔ ﰲ ﺍﻷﺩﻭﺍﺭ ﲝﻴﺚ ﻳﺘﻤﻜﻦ ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﺍﳉﻤﺎﻋﺔ‬

‫ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺑﺼﻮﺭﺓ ﺧﻼﻗﺔ‪ .‬ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﻓﺈﻥ ﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﻭﺍﳌﺸﺎﻛﻞ ﻣﺎ ﻫﻲ ﺇﻻ ﺇﻣﻜﺎﻧﻴﺎﺕ ﻛﺎﻣﻨﺔ ﺗﺪﻋﻮﻧﺎ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ‬

‫ﺑﺈﳊﺎﺡ‪ .‬ﻓﻴﺼﺒﺢ ﺩﻭﺭ ﺍﳌﺴﺎﻋﺪ ﺗﻮﻓﲑ ﺇﻃﺎﺭ ﺁﻣﻦ ﻟﻠﻤﺸﺎﺭﻛﲔ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﻟﺘﻮﺻﻞ‪ ،‬ﰲ ﳖﺎﻳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳉﻤﺎﻋﻴﺔ‪ ،‬ﺇﱃ ﺣﻞ ﳉﻤﻴﻊ ﺍﳋﻼﻓﺎﺕ‪،‬‬

‫ﻭﻣﻦ ﺃﻥ ﲨﻴﻊ ﺍﳌﺸﺎﺭﻛﲔ ﻗﺪ ﻓﻬﻤﻮﺍ ﺍﻷﺑﻌﺎﺩ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻤﺸﺎﻛﻞ ﺍﻟﱵ ﻃﺮﺣﺖ‪ .‬ﳛﻖ ﻟﻠﻤﺸﺎﺭﻛﲔ ﻭﺍﻟﻌﻤﻼﺀ‪ ،‬ﺑﻞ ﺇﻧﻪ ﻣﻦ ﻭﺍﺟﺒﻬﻢ‪ ،‬ﺃﻥ‬

‫ﻳﺘﺸﻜﻜﻮﺍ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺃﻥ ﻳﻬﺘﻤﻮﺍ ﲠﺎ‪ .‬ﻭﻳﺼﺒﺢ ﻣﻦ ﻭﺍﺟﺐ ﺍﳌﺴﺎﻋﺪ ﺃﻥ ﻳﺮﺍﻗﺐ ﻭﻳﻀﺒﻂ ﻫﺬﻩ ﺍﳌﺨﺎﻭﻑ ﻟﺘﻮﻓﲑ ﺍﳊﻤﺎﻳﺔ ﻟﻠﺠﻤﻴﻊ‪.‬‬

‫ﻟﻜﻲ ﻧﻀﻤﻦ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳓﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﳌﺴﺎﻋﺪﺓ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻛﺘﺸﺎﻑ ﻭﺩﻋﻢ‬

‫ﻣﻴﻮﻝ ﻣﺴﺎﻋﺪﺓ ﺍﻟﺬﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺪﻯ ﺍﳉﻤﺎﻋﺔ‪ .‬ﺇﻥ ﺍﻷﺩﻭﺍﺭ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﺍﻟﻌﻤﻠﻴﺔ ﻛﻠﻬﺎ ﻣﻮﺟﻮﺩﺓ ﰲ ﺍﳊﻘﻴﻘﺔ ﰲ ﲨﻴﻊ ﺍﳉﻤﺎﻋﺎﺕ‪ ،‬ﻭﻣﻊ‬

‫ﺫﻟﻚ ﻓﺈﻥ ﺍﳉﻤﺎﻋﺔ ﻻ ﺗﻌﱰﻑ ﲠﺬﻩ ﺍﻷﺩﻭﺍﺭ ﺃﻭ ﺗﻌﱪ ﻋﻨﻬﺎ ﺩﺍﺋﻤﺎً‪ .‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺭ ﺩﻭﺭ ﺍﻟﺰﻋﺎﻣﺔ‪ .‬ﻳﻘﻮﻡ ﺩﻭﺭ ﺍﻟﺰﻋﺎﻣﺔ‬

‫ﻋﻠﻰ ﲡﺮﺩ ﺩﺍﻓﺊ ﻳﻨﻈﺮ ﺇﱃ ﺍﳊﻴﺎﺓ ﻭﺍﻟﻨﺎﺱ ﻋﻠﻰ ﺃﳖﻤﺎ ﻟﻐﺰ ﻣﺘﻄﻮﺭ ﻭﻣﺘﻜﺸﻒ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﺪﻭﺭ ﳛﱰﻡ ﻛﻞ ﺷﺨﺺ ﺃﻭ ﻣﻴﻞ‬

‫ﻭﻳﺪﻋﻤﻪ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻈﻞ ﻗﺎﺩﺭﺍً ﻋﻠﻰ ﺧﻠﻖ ﺣﻮﺍﺟﺰ ﺑﺸﻜﻞ ﻻ ﻳﺜﲑ ﺍﻟﻌﺪﺍﺀ‪ .‬ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺪﻭﺭ ﻣﺘﺠﺬﺭﺍً ﰲ ﺃﻋﻤﺎﻕ ﻣﻌﺘﻘﺪﺍﺕ ﺍﻟﺸﺨﺺ‬

‫ﺍﳌﻌﲏ ﺣﻮﻝ ﻣﻌﻨﻰ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻠﻌﺒﻪ ﺍﻟﺮﻭﺡ ﻭﺍﻟﻄﺒﻴﻌﺔ‪ .‬ﻭﻻ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﺿﺤﺔ ﺟﻠﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﺍ‬

‫ﺍﻟﺸﺨﺺ ﻳﺸﻌﺮ ﲠﺎ ﰲ ﺃﻋﻤﺎﻗﻪ‪ .‬ﻳﻈﻞ ﺗﻔﻜﲑ ﺍﻟﺰﻋﻴﻢ ﻣﺘﻤﺮﻛﺰﺍً ﰲ ﻣﻌﺘﻘﺪﺍﺗﻪ ﺣﻮﻝ ﺍﻟﻘﻴﻢ ﺍﳉﻮﻫﺮﻳﺔ ﺍﻟﱵ ﲡﻌﻞ ﻋﻴﺸﻨﺎ ﻣﻌﺎً ﻋﻠﻰ ﻫﺬﻩ‬
‫ﺍﻷﺭﺽ ﳑﻜﻨﺎً‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﺈ ﻧﻪ ﻻ ﻳﻔﺮﺽ ﻫﺬﻩ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﺑﻞ ﻳﻜﻮﻥ ﻣﻦ ﺧﻼﳍﺎ ﻗﺪﻭﺓ ﲡﻌﻞ ﺍﻵﺧﺮﻳﻦ ﻳﺘﺒﻌﻮﻧﻪ‪ .‬ﻻ‬

‫ﺗﺮﺗﺒﻂ ﺍﻟﺰﻋﺎﻣﺔ ﺑﺎﻟﻌﻤﺮ‪ ،‬ﻭﻳﻜﺜﺮ ﻭﺟﻮﺩﻫﺎ ﺑﲔ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻌﺎﺩﻳﲔ ﲤﺎﻣﺎً ﻛﻤﺎ ﻳﻜﺜﺮ ﻭﺟﻮﺩﻫﺎ ﺑﲔ ﺍﻟﻘﺎﺩﺓ ﻭﺍﳌﺴﺎﻋﺪﻳﻦ‪.‬‬
‫ﺃﻭﺭﻭﺑﺎ‪ ،‬ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ – ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﻌﻤﻴﻘﺔ‪ ،‬ﺍﻟﺘﻀﺎﻣﻦ ﻭﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﰲ ﺷﺮﻛﺔ ﻣﻦ‬

‫ﺷﺮﻛﺎﺕ ﻏﻠﻮﺑﺎﻝ ‪(Global 500) ٥٠٠‬‬

‫ﲤﻬﻴﺪ ﻭﻣﻼﺣﻈﺎﺕ ﺃﻭﻟﻴﺔ‬

‫ﳝﻜﻨﻚ ﰲ ﻭﺻﻒ ﺍﳊﺎﻟﺔ ﻫﺬﺍ ﺃﻥ ﺗﻘﺮﺃ ﺗﻘﺮﻳﺮﺍً ﺧﺎﺻﺎً ﺑﻌﻤﻠﻴﺔ ﻣﺮﺍﺟﻌﺔ ﺗﻄﻮﻳﺮ ﺍﺳﱰﺍﺗﻴﺠﻲ ﻗﻤﻨﺎ ﺑﺎﳌﺴﺎﻋﺪﺓ ﰲ ﺇﲤﺎﻣﻬﺎ ﻣﻊ ﻓﺮﻳﻖ ﻗﻴﺎﺩﺓ‬

‫ﺷﺮﻛﺔ ﻣﻦ ﺷﺮﻛﺎﺕ ﻏﻠﻮﺑﺎﻝ ‪) .(Global 500) ٥٠٠‬ﻏﻠﻮﺑﺎﻝ ‪ ٥٠٠‬ﻫﻲ ﻗﺎﺋﻤﺔ ﺗﻀﻢ ﺃﻛﱪ ‪ ٥٠٠‬ﺷﺮﻛﺔ ﰲ ﺍﻟﻌﺎﱂ(‪ .‬ﺗﺘﻤﺘﻊ ﻫﺬﻩ‬

‫ﺍ‪‬ﻤﻮﻋﺔ ﲝﻀﻮﺭ ﻋﺎﳌﻲ‪ ،‬ﻭﺗﻘﻊ ﻣﻜﺎﺗﺒﻬﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ .‬ﻭﺗﺸﻤﻞ ﺃﻧﺸﻄﺘﻬﺎ ﻗﻄﺎﻋﺎﺕ ﻋﻤﻞ ﳐﺘﻠﻔﺔ ﻭﻣﺘﻨﻮﻋﺔ‪ .‬ﳓﻦ‬

‫ﺍﺳﺘﺸﺎﺭﻳﺎﻥ ﺧﺎﺭﺟﻴﺎﻥ‪ ،‬ﻧﺴﺎﻋﺪ ﰲ ﻋﻤﻠﻴﺔ ﻣﺮﺍﺟﻌﺔ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺴﻨﻮﻳﺔ ﻣﻊ ﻓﺮﻉ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻷﺣﺪ ﺍﻟﻘﻄﺎﻋﺎﺕ‪ .‬ﺗﺘﻜﻮﻥ‬

‫ﺍ‪‬ﻤﻮﻋﺔ ﻣﻦ ‪ ٥٠‬ﺇﱃ ‪ ٦٠‬ﺷﺨﺼﺎً‪ .‬ﺃﻛﺜﺮ ﻣﻦ ﻧﺼﻔﻬﻢ ﻣﻦ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻭﻳﺘﻜﻮﻥ ﺍﻵﺧﺮﻭﻥ ﻣﻦ ﺧﱪﺍﺀ ﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﰲ‬

‫ﺍﳌﺆﺳﺴﺔ ﻭﻣﻦ ﺩﻭﻝ ﻣﻦ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪ ،‬ﲤﺖ ﺩﻋﻮﺓ ﻛﻞ ﻣﻨﻬﻢ ﳊﻀﻮﺭ ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﺴﻨﻮﻳﺔ ﻷﺳﺒﺎﺏ ﳐﺘﻠﻔﺔ‪.‬‬

‫ﻳﺘﻢ ﰲ ﺟﻠﺴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﻫﺬﻩ ﲝﺚ ﻗﻀﺎﻳﺎ ﻋﺪﺓ‪ ،‬ﻭﻳﻘﺼﺪ ﻣﻨﻬﺎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺭﺅﻳﺔ ﻣﺸﱰﻛﺔ ﻭﺑﺮﻧﺎﻣﺞ ﻣﻌﲔ ﻟﺘﺴﻴﲑ ﺷﺆﻭﻥ ﺍﳌﺆﺳﺴﺔ ﰲ‬

‫ﺍﻟﺴﻨﺔ ﺍﳌﻘﺒﻠﺔ‪ .‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﱰﻛﻴﺰ ﻳﻜﻮﻥ‪ ،‬ﺑﺸﻜﻞ ﺭﺋﻴﺴﻲ‪ ،‬ﻋﻠﻰ ﻭﺿﻊ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍ‪‬ﻤﻮﻋﺔ‬

‫ﻳﻬﺘﻤﻮﻥ ﺃﻳﻀﺎً ﲝﻞ ﻗﻀﺎﻳﺎ ﺃﺧﺮﻯ ﲥﻢ ﺍﳉﻤﺎﻋﺔ ﻋﻨﺪ ﺫﻛﺮﻫﺎ‪ ،‬ﺃﻭ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻼﻗﺎﺕ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺸﻜﻞ ﻋﻘﺒﺔ ﺃﻣﺎﻡ ﻋﻤﻞ‬

‫ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻳﺸﻤﻞ ﺟﺪﻭﻝ ﺍﻟﻌﻤﻞ ﻣﻨﺎﻗﺸﺔ ﻣﺸﺎﻛﻞ ﻣﺆﺳﺴﻴﺔ ﺃﺻﻐﺮ ﺣﺠﻤﺎً‪ ،‬ﺇﺫﺍ ﺍﻋﺘُﱪﺕ ﻣﺼﺪﺭ ﺗﻌﻠﱡﻢ ﳏﺘﻤﻞ‬

‫ﻟﺘﻄﻮﻳﺮ ﳉﻤﻴﻊ ﺃﻗﺴﺎﻡ ﺍﻟﺸﺮﻛﺔ‪ .‬ﻭﻧﻘﻮﻡ ﳓﻦ ﲟﺴﺎﻋﺪﺓ ﺍﳉﻤﺎﻋﺔ ﻋﻠﻰ ﻭﺿﻊ ﺟﺪﻭﻝ ﻋﻤﻞ‪ ،‬ﻭﻧﻮﺟﻬﻬﺎ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻭﻋﻨﺪ ﺍﻟﻮﺻﻮﻝ‬

‫ﺇﱃ "ﻧﻘﺎﻁ ﺳﺎﺧﻨﺔ" ) ﺃﻱ ﺍﻟﻠﺤﻈﺎﺕ ﺍﻟﱵ ﺗﻈﻬِﺮ ﺍﳉﻤﺎﻋﺔ ﻓﻴﻬﺎ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ ﺣﻮﻝ ﻗﻀﻴﺔ ﻣﻌﻴﻨﺔ( ﳓﺎﻭﻝ ﺃﻥ ﻧﻮﺟﺪ ﺇﲨﺎﻋﺎً ﻟﺼﺎﱀ‬

‫ﺍﳉﻤﺎﻋﺔ ﺃﻭ ﺿﺪﻫﺎ ﻣﺘﻌﻤﻘﲔ ﺃﻛﺜﺮ ﰲ ﳎﺎﻝ ﺍﳌﺸﻜﻠﺔ‪.‬‬

‫ﻭﺑﺎﻟﺘﺎﱄ‪ ،‬ﻓﺈﻥ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ ﺍﳋﻄﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻮﺿﻊ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﳌﻬﻤﺎﺕ‪ ،‬ﻭﲣ ﻄﻴﻂ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻤﺎﺛﻠﺔ‬

‫ﲤﺰﺝ ﺑﻌﻤﻠﻴﺎﺕ ﲨﺎﻋﻴﺔ ﻣﺸﺤﻮﻧﺔ ﺑﺎﻟﻌﻮﺍﻃﻒ ﺧﻼﻝ ﺟﻠﺴﺔ ﺍﳌﺮﺍﺟﻌﺔ‪ .‬ﻭﻋﻨﺪ ﺍﻻﻗﱰﺍﺏ ﻣﻦ ﳖﺎﻳﺔ ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ‪ ،‬ﻧﺴﺎﻋﺪ ﺍﳌﺆﺳﺴﺔ‬

‫ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺍﻛﺘﺸﺎﻑ ﺍﻷﺳﻄﻮﺭﺓ‪ ،‬ﻭﻳﺘﻢ ﻫﺬﺍ ﰲ ﺍﻟﻌﺎﺩﺓ ﰲ ﺟﻠﺴﺔ ﻣﺸﺤﻮﻧﺔ ﺑﺎﻟﻄﺎﻗﺔ‪ .‬ﲢﺘﻮﻱ ﺍﻷﺳﻄﻮﺭﺓ ﺍﳌﺆﺳﺴﻴﺔ ﻋﻠﻰ ﺟﻮﻫﺮ‬

‫ﺍ ﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﻔﺮﺩﻫﺎ‪ ،‬ﻭﺩﻭﺭﻫﺎ ﰲ ﺍﻟﻌﺎﱂ ﻛﻜﻞ‪ ،‬ﻭﻣﻌﻨﻰ ﺗﻄﻮﺭ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻓﻴﻬﺎ‪ .‬ﻟﻜﻞ ﻣﺆﺳﺴﺔ ﺃﺳﻄﻮﺭﺓ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ‪ ،‬ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ‬

‫ﺣﺠﻤﻬﺎ ﻭﻣﻬﻤﺘﻬﺎ‪ .‬ﻭﺍﻷﺳﻄﻮﺭﺓ ﻫﻲ ﳕﻂ ﳚﻤﻊ ﺑﲔ ﺃﺷﻜﺎﻝ ﲡﻠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻴﻬﺎ ﳐﺘﺒﺌﺔ ﰲ ﻣﺎ ﻳﻈﻬﺮ‪ ،‬ﰲ‬

‫ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻋﻠﻰ ﺷﻜﻞ ﺃﺧﻄﺎﺀ ﺻﺎﺭﺧﺔ ﺃﻭ ﻗﺼﻮﺭ ﰲ ﺍﳉﻤﺎﻋﺔ‪.‬‬

‫ﺗﻜﻮﻥ ﺭﺅﻯ ﺍﳌﺆﺳﺴﲔ‪ ،‬ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺟﻮﺍﻧﺐ ﺍﻷﺳﻄﻮﺭﺓ ﺍﳌﺆﺳﺴﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺻﻌﻮﺑﺎﺕ ﺍﻟﺒﺪﺍﻳﺎﺕ‪ ،‬ﺇﱁ‪ ،‬ﺍﻟﱵ ﻣﺎ ﺯﺍﻟﺖ ﺗﺬﻛﺮ ﰲ‬

‫ﺩﻫﺎﻟﻴﺰ ﺍﻷﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻷﺳﻄﻮﺭﺓ ﺍﳌﺆﺳﺴﻴﺔ ﺗﺘﺠﺎﻭﺯ ﺫﻟﻚ‪ .‬ﺃﺭﺟﻮ ﺃﻥ ﺗﻘﺮﺃ ﺍﳌﺰﻳﺪ ﻋﻦ ﻫﺬﺍ ﰲ ﺍﻟﻘﺴﻢ ﺍﳋﺎﺹ‬

‫ﺍﻟﺬﻱ ﻳﺘﺤﺪﺙ ﻋﻦ ﺍﻷﺳﻄﻮﺭﺓ ﺍﳌﺆﺳﺴﻴﺔ‪ .‬ﳚﺐ ﺍﻛﺘﺸﺎﻑ ﻫﺬﻩ ﺍﻷﺳﻄﻮﺭﺓ ﻭﺗﺬﻛﺮﻫﺎ ﺑﺸﻜﻞ ﻣﺘﻘﻄﻊ‪ ،‬ﺣﻴﺚ ﺃﳖﺎ ﺗﺒﻌﺚ ﺍﳊﻴﺎﺓ ﻣﻦ‬

‫ﺟﺪﻳﺪ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺮﻭﺗﻴﲏ‪ ،‬ﻭﺗﻮﺟﺪ ﺃﻧﻮﺍﻋﺎً ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﻹﺛﺎﺭﺓ ﰲ ﻋﻤﻠﻨﺎ ﻭﲡﻌﻞ ﺃﻧﺸﻄﺘﻨﺎ ﺫﺍﺕ ﻣﻌﻨﻰ‪ .‬ﻭﳓﻦ ﻧﺴﺘﺨﺪﻡ ﺍﳉﻠﺴﺔ ﺍﻷﺧﲑﺓ‬

‫ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺟﻮﻫﺮ ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ ﻛﻠﻬﺎ ﻭﻛﺸﻒ ﺍﻷﺳﻄﻮﺭﺓ ﺍﳌﺆﺳﺴﻴﺔ ﺍﶈﺘﻮﺍﺓ ﻓﻴﻪ‪ .‬ﻭﺃﺧﲑﺍً‪ ،‬ﻧﻘﻮﻡ ﺑﺎﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺗﺮﲨﺔ ﻫﺬﻩ‬

‫ﺍﻷﺳﻄﻮﺭﺓ ﺇﱃ ﺭﺅﻳﺔ ﳖﺎﺋﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺘﺄﻃﲑ ﺍﳌﻨﻬﺞ ﺍﻻﺳﱰﺍﺗﻴﺠﻲ ﺍﻟﻜﻠﻲ ﻋﻠﻰ ﺿﻮﺀ ﻣﻬﻤﺎﺕ ﺍﻟﺘﻄﻮﺭ ﺍﳌﺆﺳﺴﻲ ﻭﻣﻬﻤﺎﺕ ﺇﺩﺍﺭﺓ‬

‫ﺍﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ .‬ﻭﺗﺒﲔ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺃﻥ ﺍﻷﺳﻄﻮﺭﺓ ﺍﳌﺆﺳﺴﻴﺔ ﻣﺎ ﻫﻲ ﺇﻻ ﺧﺎﺻﻴﺔ ﻋﻀﻮﻳﺔ ﰲ ﲨﻴﻊ ﺍﳉﻤﺎﻋﺎﺕ‪ ،‬ﻭﺃﳖﺎ ﺗﻮﺣﻲ ﺑﺮﺅﻳﺔ‬

‫ﻣﻌﻴﻨﺔ ﻋﻨﺪ ﺍﻛﺘﺸﺎﻓﻬﺎ‪ .‬ﺇﻥ ﲡﺮﺑﺔ ﺍﻛﺘﺸﺎﻑ ﺍﻟﺮﻭﺡ ﺍﻟﱵ ﺃﻭﺻﻠﺖ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺳﻮﻑ ﲢﺪﺙ ﻭﻣﻦ ﺛﻢ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ‬

‫ﺷﻜﻞ ﻹﺣﺪﺍﺙ ﻫﺬﻩ ﺍﻟﺘﻐﲑﺍﺕ ﻣﻌﺎً ﻫﻲ ﲡﺮﺑﺔ ﻗﻮﻳﺔ ﺟﺪﺍً‪ .‬ﻭﻧﻘﻮﻡ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺑﺘﻮﻓﲑ ﺗﻘﻨﻴﺎﺕ ﺗﻮﻋﻴﺔ ﻟﺘﺘﺒﻊ ﺍﻟﺘﻐﲑﺍﺕ ﺧﻼﻝ ﻓﱰﺓ ﺍﻟﺘﻨﻔﻴﺬ ﰲ‬

‫ﺍﻷﺷﻬﺮ ﺍﻟﻘﺎﺩﻣﺔ‪.‬‬

‫ﻧﻘﻮﻡ ﰲ ﺣﺎﻟﺔ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻮﺻﻮﻓﺔ ﻫﻨﺎ ﺑﺎﳌﺴﺎﻋﺪﺓ ﰲ ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ ﻟﻠﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ‪ .‬ﻭﺑﻌﺪ ﺑﻌﺾ ﺍﻟﺸﻜﻮﻙ ﺍﻷﻭﻟﻴﺔ ﻣﻦ ﻗﺒﻞ‬

‫ﺑﻌﺾ ﺍﳌﺸﺎﺭﻛﲔ ﺣﻮﻝ ﻗﻴﻤﺔ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ) ﻭﺍﻟﱵ ﺃﺗﺎﺣﺖ ﻟﻨﺎ ﺍﻟﻔﺮﺻﺔ ﻟﺘﻮﺿﻴﺢ ﻗﻴﻤﺔ ﺃﺳﺎﻟﻴﺒﻨﺎ( ﺗﺸﻌﺮ ﺍﳉﻤﺎﻋﺔ ﺍﻵﻥ‬

‫ﺑﺎﻹﺛﺎﺭﺓ ﺣﻮﻝ ﺍﺳﺘﻜﺸﺎﻑ ﻣﻨﺎﻃﻖ ﺍﻹﺷﻜﺎﻻﺕ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻏﺎﻟﺒﻴﺔ ﺍﳉﻤﺎﻋﺔ ﺗﻌﺘﱪ ﻣﺸﻜﻠﺔ ﻣﺎ ﻏﲑ ﺟﺪﻳﺮﺓ ﺑﺎﳌﻨﺎﻗﺸﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﻻ ﻳﺘﻔﻖ‬

‫ﺍﻵﺧﺮﻭﻥ ﻣﻊ ﻫﺬﻩ ﺍﻷﻏﻠﺒﻴﺔ‪ ،‬ﻧﻘﻮﻡ ﺑﺘﻜﻮﻳﻦ ﳎﻤﻮﻋﺎﺕ ﻓﺮﻋﻴﺔ ﺃﻭ ﻧﻘﺪﻡ ﺣﻠﻮﻻً ﻓﺮﺩﻳﺔ ﺧﺎﺭﺝ ﺳﺎﻋﺎﺕ ﺍﻻﺟﺘﻤﺎﻉ ﺍﳌﻨﻈﻤﺔ‪.‬‬

‫ﺇﻋﺪﺍﺩ ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ‬

‫ﻧﻘﻀﻲ ﰲ ﺍﻟﻌﺎﺩﺓ ﺣﻮﺍﱄ ﺃﺳﺒﻮﻋﲔ ﰲ ﺍﻹﻋﺪﺍﺩ ﳍﺬﻩ ﺍﳉﻠﺴﺎﺕ‪ .‬ﻭﺗﺸﻤﻞ ﻋﻤﻠﻴﺔ ﺍﻹﻋﺪﺍﺩ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺗﺪﺭﻳﺐ ﺍﻟﺰﻣﻼﺀ ﻭﺇﻋﺪﺍﺩﻫﻢ‪:‬‬

‫ﻧﺸﻌﺮ ﻗﺒﻞ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺃﻳﺔ ﻣﺆﺳﺴﺔ‪ ،‬ﻭﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻥ ﺫﻟﻚ ﳛﺪﺙ ﻟﻠﻤﺮﺓ ﺍﻷﻭﱃ‪ ،‬ﺑﺎﳋﻮﻑ ﻭﺍﻟﻘﻠﻖ‪ .‬ﻭﺑﺪﻻً ﻣﻦ ﺃﻥ ﳓﺎﻭﻝ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ‬

‫ﳐﺎﻭﻓﻨﺎ‪ ،‬ﻧﻘﻮﻡ ﺑﺎﺳﺘﻜﺸﺎﻓﻬﺎ‪ ،‬ﺣﻴﺚ ﳝﻜﻨﻬﺎ ﺃﻥ ﲡﻌﻠ ﻨﺎ ﻧﻌﺮﻑ ﺃﻣﻮﺭﺍً ﻋﻦ ﺍﳌﺆﺳﺴﺔ ﻳﺘﺠﺎﻫﻠﻬﺎ ﻣﻨﻈﻮﺭﻧﺎ ﺍﻟﻌﻘﻼﻧﻲ ﺍﻟﻄﺒﻴﻌﻲ‪.‬‬

‫ﻭﺗﻌﺎﻣﻠﻨﺎ‪ ،‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪ ،‬ﻣﻊ ﺗﻮﺗﺮﻧﺎ ﻣﻦ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﻭﺟﻮﺩ ﺷﺨﺺ ﻣﻌﲔ ﰲ ﺍﳉﻤﺎﻋﺔ ﺍﳌﻮﺍﻟﻴﺔ ﻟﻠﻘﻴﺎﺩﺓ‪ .‬ﻟﻘﺪ ﻛﺎﻥ ﻫﺬﺍ ﻋﺎﻣﻪ ﺍﻷﻭﻝ ﰲ‬

‫ﺍﳌﺆﺳﺴﺔ ﻭﻛﺎﻥ ﺷﺪﻳﺪ ﺍﻻﻧﺘﻘﺎﺩ ﻟﻠﻤﺸﺮﻭﻉ ﻛﻠﻪ‪ ،‬ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﻌﺘﻘﺪ ﺃﻧﻪ ﻣﻀﻴﻌﺔ ﻟﻠﻮﻗﺖ ﻭﺍﳌﺎﻝ‪ .‬ﻭﻛﺎﻥ ﺭﺩ ﻓﻌﻠﻲ ﺍﻷﻭﱄ ﺍﻟﺘﻔﻜﲑ ﺑﺄﻧﻪ ﻏﲑ‬
‫ﻣﺜﻘﻒ ﻭﺃﻧﻪ ﻻ ﻳﻌﻠﻢ ﻣﺎ ﻳﻜﻔﻲ ﺣﻮﻝ ﻣﻨﻬﺞ ﺃﻱ ﻧﻈﺎﻡ ﻋﻤﻮﻣﺎً ﻭﺣﻮﻝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﺑﺎﻟﺘﺤﺪﻳﺪ‪ .‬ﻭﻗﺪ ﺃﻋﺎﻧﲏ ﺍﳌﺴﺎﻋﺪ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻣﻌﻲ‪،‬‬

‫ﰲ ﺟﻠﺴﺔ ﺗﺪﺭﻳﺐ ﺍﻟﺰﻣﻼﺀ‪ ،‬ﻋﻠﻰ ﲤﺜﻴﻞ ﺩﻭﺭ ﺗﻘﻤﺼﺖ ﻓﻴﻪ ﺷﺨﺼﻴﺔ ﻫﺬﺍ ﺍﻟﺸﺨﺺ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻘﻤﺼﺖ ﻫﺬﺍ ﺍﻟﺪﻭﺭ‪ ،‬ﻭﺟﺪﺕ ﻓﺠﺄﺓ‬

‫ﺃﻥ ﻋﻘﻠﻴﺔ ﺍﳌﺼﺮﰲ ﻭﺍﳌﺴﺘﺜﻤﺮ ﻭﲡﺮﺑﺘﻪ ﺍﻟﱵ ﺃﺩﺧﻠﻬﺎ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﺇﱃ ﺍﳉﻤﺎﻋﺔ ﱂ ﺗﺆﺧﺬ ﺑﺸﻜﻞ ﺟﺪﻱ ﺿﻤﻦ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺔ ﺍﻟﱵ ﺗﻀﻢ‬

‫ﻣﻔﻜﺮﻳﻦ ﺍﺳﱰﺍﺗﻴﺠﻴﲔ ﻭﺧﱪﺍﺀ ﻗﻴﺎﺩﻳﲔ‪ .‬ﻭﻗﺪ ﺳﺎﻋﺪﻧﻲ ﻫﺬﺍ ﻛﺜﲑﺍً‪ ،‬ﻷﻥ ﺃﺣﺪ ﻣﻮﺍﺿﻴﻊ ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻻ ﺗﺘﻢ ﻣﻨﺎﻗﺸﺘﻪ ﻫﻨﺎ‬

‫ﰲ ﻭﺻﻒ ﺍﳊﺎﻟﺔ‪ ،‬ﻛﺎﻥ ﻳﺪﻭﺭ ﺣﻮﻝ ﻣﻨﺎﻗ ﺸﺔ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﻧﺸﺎﻁ ﺻﻨﺎﻋﻲ ﻣﻌﲔ‪ ،‬ﳛﻤﻞ ﺑﲔ ﺛﻨﺎﻳﺎﻩ ﻗﻴﻤﺔ ﻋﺎﻃﻔﻴﺔ ﻟﺘﺎﺭﻳﺦ ﺍﻟﺸﺮﻛﺔ‬

‫ﻭﺗﻘﺎﻟﻴﺪﻫﺎ‪ ،‬ﻣﻊ ﺃﻧﻪ ﱂ ﻳﻌﺪ ﺫﺍ ﻗﻴﻤﺔ ﻣﻦ ﺣﻴﺚ ﺍﻷﺭﺑﺎﺡ ﺍﶈﻘﻘﺔ ﻣﻨﻪ‪ .‬ﻭﻟﻘﺪ ﻧﺎﻗﺸﺖ ﺍﻟﺸﺮﻛﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻟﺜﻼﺙ ﺳﻨﻮﺍﺕ ﻣﺘﺘﺎﻟﻴﺔ‪،‬‬

‫ﻭﺗﻮﺻﻠﺖ ﰲ ﻛﻞ ﺳﻨﺔ ﺇﱃ ﻗﺮﺍﺭ ﺑﺎﻻﺳﺘﻤﺮﺍﺭ ﰲ ﻫﺬﺍ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻛﺮﻣﺰ ﳉﺬﻭﺭﻫﺎ ﻭﺗﺎﺭﳜﻬﺎ ﻭﻛﻌﻼﻣﺔ ﺧﺎﺻﺔ ﳌﻬﻤﺘﻬﺎ‪ .‬ﻭﻗﺪ ﺗﺒﲔ ﺑﺎﻟﻨﺴﺒﺔ‬

‫ﳍﻢ ﺃﻥ ﻫﺬﺍ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻌﻤﻠﻲ ﺑﺎﻟﺘﺤﺪﻳﺪ ﻳﻌﺘﱪ ﻣﺜﺎﻻً ﻟﻌﻼﻗﺔ ﺍﻟﺸﺮﻛﺔ ﺑﺎﻟﺒﻴﺌﺔ ﻭﺍﻟﺘﻨﻮﻉ‪ ،‬ﺣﻴﺚ ﻳﻌﺘﱪ ﻛﻼﳘﺎ ﺟﺰﺀﺍً ﻣﻬﻤﺎً ﻣﻦ ﺍﻟﺮﺅﻳﺔ‬

‫ﺍﻷﺳﺎﺳﻴﺔ ﳍﺬﻩ ﺍﳉﻤﺎﻋﺔ ﺍﻟﱵ ﺗﻮﺩ ﺃﻥ ﺗُﺮﻯ ﻭﺗُﻌﺮﻑ ﲠﻤﺎ‪ .‬ﻭﻗﺪ ﺷﻌﺮﺕ‪ ،‬ﺑﺴﺒﺐ ﻋﻤﻠﻲ ﺍﻟﺪﺍﺧﻠﻲ‪ ،‬ﺑﻘﺪﺭﺓ ﺃﻛﱪ ﻋﻨﺪﻣﺎ ﻭﺻﻞ ﺍﻟﻨﻘﺎﺵ‬

‫ﺇﱃ ﻣﺴﺎﻧﺪﺓ ﺭﺃﻱ ﺍﻟﻌﻀﻮ ﺍﳉﺪﻳﺪ ﺍﻟﺬﻱ ﻳﺮﻯ ﻭﺟﻮﺏ ﺇﻳﻘﺎﻑ ﺍﻟﻨﺸﺎﻁ ﺍﳌﻌﲏ‪ ،‬ﻭﲤﻜﻨﺖ ﻣﻦ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺗﻘﺪﻳﻢ ﺑﺪﻳﻞ ﳉﻌﻞ ﻫﺬﺍ ﺍﻟﺘﻘﻠﻴﺪ‬

‫ﺃﻛﺜﺮ ﻭﺿﻮﺣﺎً‪ ،‬ﻭﺗﺄﻃﲑﻩ ﻛﺠﻮﻫﺮ‪ ،‬ﻭﺗﺒﻴﲔ ﻣﺪﻯ ﺣﻀﻮﺭﻩ ﰲ ﻣﻌﻈﻢ ﺃﻧﺸﻄﺔ ﺍﳉﻤﺎﻋﺔ ﻣﺆﺧﺮﺍً‪ .‬ﻭﻗﺪ ﻭﺻﻠﺖ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺇﱃ ﺫﺭﻭﲥﺎ‬

‫ﺃﺧﲑﺍً ﺑﺘﺼﺮﻳﺢ ﺟﺪﻳﺪ ﻣ ﻦ ﻗﺒﻞ ﺍﻟﺸﺮﻛﺔ ﻳﺘﻌﻠﻖ ﺑﻌﻼﻗﺘﻬﺎ ﺑﺎﻟﺘﻨﻮﻉ ﻭﺍﻟﺒﻴﺌﺔ‪ ،‬ﻣﻊ ﺗﺄﻃﲑ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺿﻤﻦ ﺍﻹﻃﺎﺭ ﺍﻟﺬﻱ ﻳﻀﻢ ﲨﻴﻊ ﺃﻧﺸﻄﺘﻬﺎ‬

‫ﺍﻟﻌﻤﻠﻴﺔ ﻭﺇﺩﺍﺭﲥﺎ‪ .‬ﻭﺃﻧﺎ ﺃﺫﻛﺮ ﻫﺬﺍ ﻟﺴﺒﺒﲔ‪ :‬ﺍﻷﻭﻝ ﺇﻇﻬﺎﺭ ﻛﻴﻒ ﺃﻥ ﳐﺎﻭﻑ ﺍﳌﺴﺎﻋﺪ ﻭﺭﺩﻭﺩ ﺃﻓﻌﺎﻟﻪ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺼﺪﺭﺍً ﳌﻌﻠﻮﻣﺎﺕ‬

‫ﻣﻔﻴﺪﺓ ﺣﻮﻝ ﺍ‪‬ﻤﻮﻋﺔ ﻛﻜﻞ‪ ،‬ﺇﺫﺍ ﰎ ﺍﻟﻜﺸﻒ ﻋﻦ ﻫ ﺬﻩ ﺍﳌﺨﺎﻭﻑ‪ ،‬ﺃﻣﺎ ﺍﻟﺜﺎﻧﻲ ﻓﻬﻮ ﺇﻇﻬﺎﺭ ﻛﻴﻒ ﻳﺘﻢ ﻟﻌﺐ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺭ ﰲ ﻭﺻﻒ ﺍﳊﺎﻟﺔ‬

‫ﺃﺩﻧﺎﻩ ﺣﻴﺚ ﻳﺮﻛﺰ ﺍﻟﻨﻘﺎﺵ ﻋﻠﻰ ﻣﻮﺿﻮﻉ ﺁﺧﺮ‪.‬‬

‫ﻭﳚﺐ ﻋﻠﻴﻨﺎ‪ ،‬ﻛﻤﺴﺎﻋﺪﻳﻦ‪ ،‬ﺃﻥ ﳔﻀﻊ ﻟﻌﻤﻠﻴﺔ ﺗﺪﺭﻳﺐ ﺯﻣﻼﺀ ﺧﻼﻝ ﻓﱰﺓ ﺍﻹﻋﺪﺍﺩ‪ ،‬ﺣﻴﺚ ﻧﻌﻤﻞ ﻣﻌﺎً ﻋﻠﻰ ﻓﻬﻢ ﺟﺪﻭﻝ ﺃﻋﻤﺎﻟﻨﺎ‪،‬‬

‫ﻭﺍﻟﺘﺴﺎﺅﻻﺕ‪ ،‬ﻭﺍﳌﺨﺎﻭﻑ‪ ،‬ﻭﺍﻟﺘﺤﻔﻈﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃ ﻥ ﺗﻜﻮﻥ ﻟﺪﻳﻨﺎ ﲡﺎﻩ ﺍﳊﺪﺙ ﺍﻵﺗﻲ ﺑﺸﻜﻞ ﺃﻛﱪ‪ .‬ﻭﻧﻘﻮﻡ ﺃﻳﻀﺎً ﲝﻞ ﺑﻌﺾ ﺍﳌﺸﺎﻛﻞ‬

‫ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﻨﺎﻓﺲ ﻭﺍﻟﻐﲑﺓ‪ .‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻧﻘﻮﻡ ﺑﺎﻻﺗﺼﺎﻝ ﻣﻊ ﺍﳉﻤﺎﻋﺔ ﺍﻟﻘﻴﺎﺩﻳﺔ ﺍﳌﻮﺍﻟﻴﺔ ﻟﻨﺎ ﻟﺘﻘﻴﻴﻢ ﺍﻟﻮﺿﻊ‬

‫ﺍﳊﺎﱄ‪ ،‬ﻭﺗﻮﺿﻴﺢ ﺃﻫﺪﺍﻓﻬﺎ ﻭﺟﺪﻭﻝ ﺃﻋﻤﺎﳍﺎ‪ ،‬ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺁﺧﺮ ﺍﳌﺴﺘﺠﺪﺍﺕ‪ .‬ﻭﻧﻘﻮﻡ ﻗﺒﻞ ﺍﻻﺟﺘﻤﺎﻉ ﺍﻟﻔﻌﻠﻲ ﺑﺄﺳﺒﻮﻉ‬

‫ﺑﺪﻋﻮﺓ ﲨﻴﻊ ﺍﳌﺸﺎﺭﻛﲔ ﻟﻼﻧﻀﻤﺎﻡ ﺇﻟﻴﻨﺎ ﰲ ﺷﺒﻜﺘﻨﺎ ﺍﳋﺎﺭﺟﻴﺔ‪ .‬ﻭﺍﻟﺸﺒﻜﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻫﻲ ﺑﻴﺌﺔ ﺁﻣﻨﺔ ﻋﻠﻰ ﺍﳋﻂ ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﻋﱪ‬

‫ﺍﻹﻧﱰﻧﺖ‪ ،‬ﻭﺗﺴﻤﺢ ﺑﺘﺒﺎﺩﻝ ﺍﻟﻮﺛﺎﺋﻖ‪ ،‬ﻭﺍﻻﻗﱰﺍﻉ‪ ،‬ﻭﺍﻟﻨﻘﺎﺷﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻮﺡ ﺍﻷﺑﻴﺾ ﻋﻠﻰ ﺍﳋﻂ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺣﺪﻭﺙ‬

‫ﺗﻔﺎﻋﻼﺕ ﺗﺪﺭﻳﺒﻴﺔ ﺳﺮﻳﺔ ﻋﻠﻰ ﺍﳋﻂ‪ .‬ﻭﻳﻮﻓﺮ ﻫﺬﺍ ﺍﳌﺮﻓﻖ ﻋﻠﻰ ﺍﳋﻂ ﻣﻜﺎﻧﺎً ﻟﺘﻌﺪﻳﻞ ﺟﺪﻭﻝ ﺍﻷﻋﻤﺎﻝ ﻭﻓﺮﺯ ﺍﳌﻮﺍﺿﻴﻊ ﻗﺒﻞ ﺍﻻﺟﺘﻤﺎﻉ‪،‬‬

‫ﻭﻳﻮﻓﺮ ﻧﻈﺮﺓ ﺷﺎﻣﻠﺔ ﻟﻠﻨﻘﺎﻁ ﺍﻟﺴﺎﺧﻨﺔ ﺍﶈﺘﻤﻠﺔ‪ .‬ﻭﻧﺴﺘﺨﺪﻡ ﺍﻟﺸﺒﻜﺔ ﺍﳋﺎﺭﺟﻴﺔ ﺃﻳﻀﺎً ﺑﻌﺪ ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ‪ ،‬ﻻﺳﺘﺨﻼﺹ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ‬

‫ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌ ﺘﺒﻘﻴﺔ ﺍﶈﺘﻤﻠﺔ ﺍﻟﱵ ﺗﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺴﻄﺢ ﺧﻼﻝ ﺍﻷﻳﺎﻡ ﺍﻟﱵ ﺗﻠﻲ ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ‪ ،‬ﻭﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺗﻨﻔﻴﺬ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫ﻭﻧﻘﻮﻡ‪ ،‬ﻛﺠﺰﺀ ﻣﻦ ﺍﻻﺳﺘﻌﺪﺍﺩ‪ ،‬ﺑﺎﻟﺒﺤﺚ ﰲ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺃﺳﺌﻠﺔ ﺍﶈﺘﻮﻯ ﺍﻟﱵ ﲤﺲ ﻣﻮﺿﻮﻉ ﻋﻤﻠﻴﺔ ﺍﳌﺴﺎﻋﺪﺓ ﺍﻟﱵ ﻳﺘﻢ ﺍﻹﻋﺪﺍﺩ ﳍﺎ‪.‬‬

‫ﻭﻗﺪ ﺃﺩﺭﻛﻨﺎ‪ ،‬ﺧﻼﻝ ﻣﺮﺣﻠﺔ ﺍﻹﻋﺪﺍﺩ ﻟ ﻠﺤﺎﻟﺔ ﺍﳌﻮﺻﻮﻓﺔ ﻫﻨﺎ‪ ،‬ﻭﺟﻮﺩ ﻣﻮﺿﻮﻉ ﺁﺧﺮ ﳏﺘﻤﻞ‪ ،‬ﻭﻫﻮ ﺍﻟﺘﻮﺳﻊ ﰲ ﻓﻀﺎﺀ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ ،‬ﳑﺎ‬

‫ﻗﺎﺩﻧﺎ ﺇﱃ ﺩﺭﺍﺳﺔ ﺍﳉﻮﺍﻧﺐ ﺍﶈﻴﻄﺔ ﺑﻪ‪ .‬ﻭﱂ ﻧﻜﺘﻒ ﺑﻘﺮﺍﺀﺓ ﺗﻘﺮﻳﺮ ﺍﻟﺸﺮﻛﺔ ﺍﻟﺴﻨﻮﻱ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﺟﻌﻠﻨﺎ ﺃﻳﻀﺎً ﺃﺣﺪ ﺯﻣﻼﺋﻨﺎ ﳚﺮﻱ ﲝﺜﺎً‬

‫ﻣﺴﺘﻘﻼ‪ ‬ﺣﻮﻝ ﻭﺿﻊ ﺍﻟﺴﻮﻕ ﺍﻟﻌﺎﳌﻲ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻘﻄﺎﻉ ﻋﻤﻞ ﻣﻌﲔ ﻳﺘﻌﻠﻖ ﺑ ﺎﻟﻘﺴﻢ ﺍﻟﺬﻱ ﻳﺴﻌﻰ ﻟﻠﺘﻮﺳﻊ ﰲ ﺍﻟﺸﺮﻛﺔ‪ ،‬ﻭﻭﺿﻌﻴﺔ ﺍﻟﺸﺮﻛﺔ‬

‫ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ ﺿﻤﻦ ﺍﻟﺴﻮﻕ ﺍﻟﻌﺎﳌﻲ‪ ،‬ﻭﻣﻨﻄﻖ ﺍﻹﺩﺍﺭﻳﲔ ﻓﻴﻤﺎ ﳜﺺ ﺗﻮﺳﻴﻊ ﺫﻟﻚ ﺍﻟﻘﻄﺎﻉ ﰲ ﻓﻀﺎﺀ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ .‬ﻭﻗﺪ‬

‫ﺩﺭﺳﻨﺎ ﺃﻳﻀﺎً ﺍﻟﻮﺿﻊ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻠﺪﻭﻟﺔ ﺍﳌﺨﺘﺎﺭﺓ‪ ،‬ﻭﺃﺟﺮﻯ ﺃﺣﺪ ﺯﻣﻼﺋﻨﺎ ﲝﺜﺎً ﻭﺃﻋﺪ ﻭﺻﻔﺎً ﺛﻘﺎﻓﻴﺎً ﻟﻠﺠﻤﺎﻋﺎﺕ ﺍﻟﺜﻼﺙ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ‬

‫ﺷﺎﺭﻛﺖ ﰲ ﺍﳌﺸﺮﻭﻉ‪ .‬ﳓﻦ ﻣﻦ ﺃﺷﺪ ﺍﳌﻌﺠﺒﲔ ﺑﺎﻻﺳﺘﻌﺪﺍﺩ ﺍﳌﻔﺮﻁ‪ ،‬ﺍﻟﺬﻱ ﻧﺆﻣﻦ ﺃﻧﻪ ﺷﺮﻁ ﻻ ﻏﻨﻰ ﻋﻨﻪ ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﻣﺴﺎﻋﺪﺓ‬

‫ﻭﺍﺳﺘﺸﺎﺭﺓ ﻧﺎﺟﺤﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻧﻪ ﻳﻌﺘﱪ ﺟﺰﺀﺍً ﻣﻦ ﻣﻨﻬﺠﻨﺎ ﺍﳋﺎﺹ ﺍﳌﺘﻌﻠﻖ ﲟﺠﻤﻞ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ )‪ .(TQM‬ﻭﻟﻘﺪ ﻭﺟﺪﻧﺎ ﺃﻥ‬

‫ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﺍﻹ ﺿﺎﻓﻴﺔ ﲤﻨﺤﻨﺎ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺜﻘﺔ ﻭﺍﳌﺼﺪﺍﻗﻴﺔ‪ ،‬ﻭﺗﺘﻴﺢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﺸﺎﺭﻛﲔ ﻟﻠﺤﺪﻳﺚ ﲝﺮﻳﺔ ﻭﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ‪ ،‬ﺑﻴﻨﻤﺎ‬

‫ﺗﺴﺎﻋﺪﻧﺎ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻋﻠﻰ ﺇﺿﺎﻓﺔ ﳏﺘﻮﻯ ﻟﻌﻤﻠﻴﺔ ﺍﻟﻨﻘﺎﺵ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﺗﻈﻞ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﻗﺎﺑﻌﺔ ﰲ ﺍﳋﻠﻔﻴﺔ ﺑﻌﺪ ﺃﻥ ﻧﺒﺪﺃ ﻋﻤﻠﻴﺔ‬

‫ﺍﳌﺴﺎﻋﺪﺓ‪ ،‬ﺑﻴﻨﻤﺎ ﻧﺘﺒﻊ ﺍﻻﻧﺒﺜﺎﻕ ﺍﻟﺘﻠﻘﺎﺋﻲ ﻟﻠﻌﻤﻠﻴﺔ ﺍﳉﻤﺎﻋﻴﺔ‪ ،‬ﻭﻻ ﻧﺴﺘﺨﺪﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺣﺼﻠﻨﺎ ﻋﻠﻴﻬﺎ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻻﺳﺘﻌﺪﺍﺩ ﺇﻻ ﺇﺫﺍ‬

‫ﺍﺣﺘﺠﻨﺎ ﺇﻟﻴﻬﺎ ﺿﻤﻦ ﺳﻴﺎﻕ ﻣﻌﲔ‪.‬‬

‫ﻭﺻﻒ ﺍﳊﺎﻟﺔ‬

‫ﻳﻘﺼﺪ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﺗﻮﺷﻚ ﻋﻠﻰ ﻗﺮﺍﺀﲥﺎ ﺃﻥ ﺗﻮﻓﺮ ﻟﻚ ﻧﻈﺮﺓ ﺷﺎﻣﻠﺔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﲨﺎﻋﺔ ﻣﺎ ﻋﻠﻰ ﺣﻞ ﻗﻀﻴﺔ ﻣﺎ ﻋﻦ ﻃﺮﻳﻖ‬

‫ﺗﻐﻴﲑ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ .‬ﻟﻘﺪ ﺃﻏﻔﻞ ﺍﻟﻮﺻ ﻒ ﺍﻟﻜﺜﲑ ﻣﻦ ﺗﻔﺎﺻﻴﻞ ﻋﻤﻠﻴﺔ ﺍﳌﺴﺎﻋﺪﺓ‪ ،‬ﺣﻴﺚ ﱂ ﻳﺮﻛﺰ ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺧﻞ ﻧﻔﺴﻬﺎ ﻭﻋﻠﻰ‬

‫ﺗﻌﻘﻴﺪ ﻋﻤﻠﻴﺔ ﺗﻐﻴﲑ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻧﻪ ﻳﺒﲔ ﻧﻮﻋﺎً ﻣﻦ ﺍﻟﺴﻬﻮﻟﺔ ﻭﺍﻟﺴﺮﻋﺔ ﰲ ﻣﺎ ﻳﻌﺪ ﺗﻔﺎﻋﻼ‪ ‬ﻣﺸﺤﻮﻧﺎً ﺟﺪﺍً‪ .‬ﻭﻛﺬﻟﻚ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ‬

‫ﺍﳌﺴﺎﻋﺪ ﳝﺘﻠﻚ ﺍﻟﻔﻬﻢ ﺍﻟﻼﺯﻡ ﻟﻸﺩﻭﺍﺭ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﻮﺟﻮﺩﺓ‪ ،‬ﻓﺈﻥ ﺍ ﻟﻌﻤﻠﻴﺔ ﺍﳉﻤﺎﻋﻴﺔ ﺳﻮﻑ ﺗﺘﺴﻢ ﺑﺎﻟﺴﻬﻮﻟﺔ ﻭﻗﻠﺔ ﺍﳉﻬﺪ‪ ،‬ﻭﺗﻮﺣﻲ ﺑﺄﻥ ﺍﻟﻌﻤﻠﻴﺔ‬

‫ﻛﻠﻬﺎ ﻛﺎﻧﺖ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺪﻓﻖ ﻋﻀﻮﻱ‪ .‬ﺇﺫﺍ ﻛﻨﺖ ﻣﻬﺘﻤﺎً ﲟﻌﺮﻓﺔ ﺍﳌﺰﻳﺪ ﺣﻮﻝ ﺍﻟﻘﻮﻯ ﺍﶈﺮﻛﺔ ﺍﳌﺼﻐﺮﺓ ﰲ ﳕﻮﺫﺝ ﺍﳌﺴﺎﻋﺪﺓ‬

‫"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ‪ ،‬ﺃﺭﺟﻮ ﺃﻥ ﺗﺬﻫﺐ ﺇﱃ ﺍﻟﻘﺴﻢ ﺍﻟﺬﻱ ﻳﺮﻛﺰ ﻋﻠﻰ ﻭﺍﺣﺪ ﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﻫﺬﺍ ﺍﳌﻮﻗﻊ ﻭﻳﻔﺴﺮ ﻛﻴﻔﻴﺔ‬

‫ﻋﻤﻠﻬﺎ ﺧﻄﻮﺓ ﲞﻄﻮﺓ‪ ،‬ﲝﻴﺚ ﺗﺘﻤﻜﻦ ﻣﻦ ﻓﻬﻢ ﺗﻌﻘﻴﺪ ﺍﻷﺳﺎﻟﻴﺐ ﻭﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺧﻞ ﺑﺼﻮﺭﺓ ﺃﻛﱪ‪.‬‬
‫ﻗﺪ ﺗﻔﺎﺟﺄ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻘﺮﺃ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ‪ ،‬ﻣﻦ ﺳﺮﻋﺔ ﺗﻄﻮﺭ ﺍﻷﺣﺪﺍﺙ‪ .‬ﻭﻳﻌﺰﻯ ﺟﺰﺀ ﻣﻦ ﻫﺬﺍ ﺇﱃ ﺃﻧﲏ ﻗﺪ ﻋﻤﺪﺕ ﰲ ﻛﺜﲑ ﻣﻦ‬

‫ﺍﻷﺣﻴﺎﻥ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻠﺨﺺ ﳌﺎ ﺣﺪﺙ ﺑﺎﻟﻔﻌﻞ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻟﻌﻤﻠﻴﺔ ﻛﻠﻬﺎ ﱂ ﺗﺴﺘﻐﺮﻕ ﺳﺎﻋﺔ ﻛﺎﻣﻠﺔ‪ .‬ﻭﻳﻌﻮﺩ ﺳﺒﺐ ﺍﻟﺴﺮﻋﺔ ﺇﱃ‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ ﻭﻣﻔﻬﻮﻡ ﺍﳊﻮﺍﻑ‪ ،‬ﳑﺎ ﻳﻘﻠﻞ ﻣﻦ ﺍﻟﺪﻭﺭﺍﺕ‪ ،‬ﻭﻫﻲ ﻇﺎﻫﺮﺓ ﺗﻜﺮﺍﺭ ﺍﳉﺎﻧﺒﲔ ﻟﻨﻘﺎﺷﺎﲥﻤﺎ‪.‬‬

‫ﻣﺸﻬﺪ ﺍﻻﻓﺘﺘﺎﺡ‪:‬‬

‫ﳓﻦ ﰲ ﺍﻟﻴﻮﻡ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﺍﻻﺟﺘﻤﺎﻉ‪ .‬ﺳﺘﻠﺘﻘﻲ ﺍ‪‬ﻤﻮﻋﺔ ﻛﻠﻬﺎ ﻫﺬﺍ ﺍﳌﺴﺎﺀ‪ .‬ﻧﺮﻛﺰ ﻫﺬﺍ ﺍﳌﺴﺎﺀ ﻋﻠﻰ ﺗﻄﻮﺭ ﻭﺗﻘﺪﻡ ﻓﺮﻉ ﺟﺪﻳﺪ ﻹﺣﺪﻯ‬

‫ﲨﺎﻋﺎﺕ ﺍﻹﻧﺘﺎﺝ ﻟﺪﻯ ﺍﻟﺸﺮﻛﺔ ﰲ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ ،‬ﻭﻫﻲ ﺍﻷﻭﱃ ﳍﺬﺍ ﺍﳋﻂ ﻣﻦ ﺍﻹﻧﺘﺎﺝ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻗﺪ ﺩﺍﺭﺕ ﺷﺎﺋﻌﺎﺕ‬

‫ﺧﻼﻝ ﻓﱰﺓ ﺍﻻﺳﱰﺍﺣﺔ ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺸﺎﻛﻞ‪ ،‬ﻭﺃﻥ ﺍﳌﻘﺼﻮﺩ ﻣﻦ ﺍﻻﺟﺘﻤﺎﻉ ﻫﻮ ﺩﻓﻦ ﺍﳌﺸﺮﻭﻉ‪.‬‬

‫ﻗﺎﻣﺖ ﺭﺋﻴﺴﺔ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﺍﻣﺮﺃﺓ ﺍﲰﻬﺎ ﺑﺮﳚﻴﺖ‪ ،‬ﺑﺎﻓﺘﺘﺎﺡ ﺍﳉﻠﺴﺔ ﺑﺘﻘﺮﻳﺮ‪ ،‬ﰎ ﺗﻠﺨﻴﺼﻪ ﻛﺎﻵﺗﻲ‪:‬‬

‫"ﻟﻘﺪ ﻣﺮﺭﻧﺎ ﺑﺒﻌﺾ ﺍﳌﺸﺎﻛﻞ ﺣﺘﻰ ﺍﻵﻥ‪ .‬ﻓﻘﺪ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻣﺸﺎﻛﻞ ﺿﻤﻦ ﺳﻠﺴﻠﺔ ﺍﻹﻣﺪﺍﺩﺍﺕ ﺍﳋﺎﺻﺔ‬

‫ﺑﺎﻟﺒﻨﺎﺋﲔ‪ .‬ﻓُﻘﺪﺕ ﺑﻌﺾ ﺍﳌﻮﺍﺩ‪ ،‬ﺍﺧﺘﻔﺖ‪ ،‬ﺃﻭ ﺃﳖﺎ ﻛﺎﻧﺖ ﻣﻦ ﻧﻮﻉ ﻏﲑ ﻣﻨﺎﺳﺐ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﻟﺬﻟﻚ‪ ،‬ﻛﺎﻧﺖ‬

‫ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﳌﺸﺎﻛﻞ ﺍﻟﺸﺨﺼﻴﺔ‪ .‬ﻓﺈﻣﺎ ﺃﻻ ﻳﻈﻬﺮ ﺍﻟﻌﻤﺎﻝ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺘﻮﺟﺐ ﻋﻠﻴﻬﻢ ﺍﻟﻈﻬﻮﺭ ﻓﻴﻪ‪ ،‬ﺃﻭ ﺃﳖﻢ‬

‫ﻳﱰﻛﻮﻥ ﻭﻇﺎﺋﻔﻬﻢ‪ .‬ﻭﻟﺬﻟﻚ ﺍﺿﻄﺮﺭﻧﺎ ﻟﺘﻮﻇﻴﻒ ﻋﻤﺎﻝ ﻏﲑ ﻣﺘﻤﺮﺳﲔ ﻟﻼﻟﺘﺰﺍﻡ ﺑﺎﳌﻮﺍﻋﻴﺪ ﺍﶈﺪﺩﺓ ﻟﻼﻧﺘﻬﺎﺀ ﻣﻦ‬

‫ﺍﳌﺸﺮﻭﻉ‪ ،‬ﳑﺎ ﺃﺩﻯ ﺇﱃ ﻣﺸﺎﻛﻞ ﺇﺿﺎﻓﻴﺔ‪ ،‬ﻣﺆﺩﻳﺔ ﺑﺪﻭﺭﻫﺎ ﺇﱃ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺄﺧﺮ ﰲ ﺍﻟﻌﻤﻞ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻥ‬

‫ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﺸﺮﻭﻉ ﰲ ﺍﻟﺸﺮﻛﺔ ﻭﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺍﶈﻠﻲ ﻳﻜﻮﻥ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﺃﻣﺮﺍً ﻣﻌﻘﺪﺍً‪ .‬ﻭﻟﻜﻨﻨﺎ‬

‫ﻧﻌﺘﻘﺪ ﺃﻧﻨﺎ ﻧﺴﺘﻄﻴﻊ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﺍﳌﺸﺎﻛﻞ ﺇﺫﺍ ﺑﺬﻟﻨﺎ ﺍﳉﻬﺪ ﺍﻟﻜﺎﰲ"‪.‬‬

‫ﻛﺎﻧﺖ ﺑﺮﳚﻴﺖ‪ ،‬ﺃﺛﻨﺎﺀ ﳏﺎﻭﻟﺘﻬﺎ ﻟﻠﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺯﻣﺎﻡ ﺍﻷﻣﻮﺭ‪ ،‬ﺗﺒﺪﻭ ﳏﺒﻄﺔ ﻭﻏﺎﺿﺒﺔ؛ ﺗﻨﻈﺮ ﺇﱃ ﺗﻘﺮﻳﺮﻫﺎ ﻭﺗﺘﺠﻨﺐ ﺍﻟﻨﻈﺮ ﰲ ﻋﻴﻮﻥ‬

‫ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫ﻳﺘﺤﺪﺙ ﺍﻵﻥ ﺃﻟﻮﻧﺰﻭ‪ ،‬ﺭﺋﻴﺲ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﰲ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ .‬ﻭﻣﺎ ﻳﻠﻲ ﻫﻮ ﻣﻠﺨﺺ ﳌﺎ ﻗﺎﻟﻪ‪:‬‬
 ‫"ﻧﻌﻢ‪ ،‬ﻟﻘﺪ ﻭﺍﺟﻬﻨﺎ ﺻﻌﻮﺑﺎﺕ‪ .‬ﻓﻨﺤﻦ ﻻ ﳕﺘﻠﻚ ﺑﻌﺪ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﻼﺯﻣﺔ‪ .‬ﻭﳒﺪ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺻﻌﻮﺑﺔ‬

‫ﰲ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﳓﺘﺎﺟﻬﺎ ‪ -‬ﺗﻜﻮﻥ ﻏﲑ ﻣﺘﻮﻓﺮﺓ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ .‬ﻭﻛﺬﻟﻚ‪ ،‬ﻓﻘﺪ ﺃﺧﺮﺗﻨﺎ‬

‫ﻇﺮﻭﻑ ﺍﻟﻄﻘﺲ ﺍﻟﻘﺎﺳﻴﺔ ﺟﺪﺍً‪ .‬ﻭﻟﻜﻨﻨﺎ ﻧﻘﺪﻡ ﺃﻓﻀﻞ ﻣﺎ ﻟﺪﻳﻨﺎ ﻭﺳﻮﻑ ﻧﻨﻬﻲ ﺍﳌﺸﺮﻭﻉ ﰲ ﺃﻗﺮﺏ ﻭﻗﺖ ﻣﻦ‬

‫ﺗﺎﺭﻳﺦ ﺍﻻﻧﺘﻬﺎﺀ ﺍﶈﺪﺩ ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ .‬ﺃﻧﺎ ﻣﺘﺄﻛﺪ ﻣﻦ ﺃﻧﻨﺎ ﻧﺴﺘﻄﻴﻊ ﺣﻞ ﺧﻼﻓﺎﺗﻨﺎ"‪.‬‬

‫ﻳﺒﺪﻭ ﺃﻟﻮﻧﺰﻭ ﺑﺎﺭﺩﺍً ﺟﺪﺍً ﻭﻣﻨﻌﺰﻻً‪ ،‬ﻛﺄﻧﻪ ﻛﺎﻥ ﻳﺘﺤﺪﺙ ﻋﻦ ﺷﺨﺺ ﺁﺧﺮ‪ .‬ﻭﻫﻮ ﺃﻳﻀﺎً ﻳﺘﺠﻨﺐ ﺍﻟﻨﻈﺮ ﰲ ﻭﺟﻪ ﺃﺣﺪ‪ .‬ﺍﳉﻮ ﻣﺘﻮﺗﺮ‪.‬‬

‫ﺗُﻄﺮ‪‬ﺡ‪ ‬ﺑﻌﺾ ﺍﻟﺘﺴﺎﺅﻻﺕ ﻫﻨﺎ ﻭﻫﻨﺎﻙ ﻣﻦ ﻗﺒﻞ ﻣﺪﺭﺍﺀ ﺁﺧﺮﻳﻦ؛ ﺑﺪﻻً ﻣﻦ ﺃﻥ ﻳﻘﺪﻣﻮﺍ ﺇﺟﺎﺑﺎﺕ‪ ،‬ﻭﰲ ﺗﻠﻚ ﺍﻷﺛﻨﺎﺀ ﻳﻜﺮﺭ ﺃﻟﻮﻧﺰﻭ ﻭﺑﺮﳚﻴﺖ‬

‫ﻣﻮﺍﻗﻔﻬﻤﺎ‪ .‬ﻳﻘﻮﻡ ﺍﻵﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻛﺒﺎﺭ ﺍﳌﺪﺭﺍﺀ ﲠﺰ ﺭﺅﻭﺳﻬﻢ‪ ،‬ﻣﺸﲑﻳﻦ ﺇﱃ ﺃﳖﻢ ﻳﻔﻬﻤﻮﻥ‪ ،‬ﻭﻟﻜﻦ ﺗﻌﺒﲑﺍﺕ ﻭﺟﻮﻫﻬﻢ ﺗﺒﺪﻭ ﻣﺘﺸﻜﻜﺔ‪،‬‬

‫ﺃﺣﺪﻫﻢ ﻳﻌﺒﺲ‪ ،‬ﻭﻳﺒﺪﻭ ﺣﺎﺟﺒﺎ ﺷﺨﺺ ﺁﺧﺮ ﻣﻌﻘﻮﺩﻳﻦ‪ ،‬ﻭﳝﻴﻞ ﺁﺧﺮ ﺑﻌﻴﺪﺍً ﻋﻦ ﺍﳌﺘﻜﻠﻢ‪ ،‬ﻭﻳﻌﻘﺪ ﺁﺧﺮ ﺫﺭﺍﻋﻴﻪ‪ .‬ﻳﻘﱰﺡ ﺃﺣﺪﻫﻢ‪ ،‬ﺑﺸﻜﻞ‬

‫ﺣﻴﺎﺩﻱ‪ ،‬ﺇﻣﻬﺎﻝ ﺍﳌﺸﺮﻭﻉ ﳌﺪﺓ ﺷﻬﺮ ﻭﺍﺣﺪ ﺁﺧﺮ‪ ،‬ﻳﻘﻮﻡ ﺑﻌﺪﻩ ﺍﳌﺴﺎﳘﻮﻥ ﺑﺎﲣﺎﺫ ﻗﺮﺍﺭ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻤﺮﺍﺭ‪ .‬ﻳﻮﺍﻓﻖ ﺍﻟﻜﺜﲑﻭﻥ ﻭﺗﺒﺪﻭ‬

‫ﺍﳉﻤﺎﻋﺔ ﻣﺴﺘﻌﺪﺓ ﻟﻼﻧﺘﻘﺎﻝ ﺇﱃ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺘﺎﱄ‪ .‬ﻳﺒﺪﻭ ﺟﻮ ﺍﳉﻤﺎﻋﺔ ﺧﺎﻣﻼ‪ ‬ﻭﺛﻘﻴﻼ؛ ﺗﺒﺪﻭ ﺑﺮﳚﻴﺖ ﻣﻨﺰﻋﺠﺔ‪ .‬ﻭﺗﻮﺍﻓﻖ ﺍﳉﻤﺎﻋﺔ ﻋﻠﻰ‬

‫ﺍﻗﱰﺍﺣﻨﺎ ﺑﻘﻀﺎﺀ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻮﻗﺖ ﰲ ﺍﺳﺘﻜﺸﺎﻑ ﺍﻟﻘﻀﺎﻳﺎ ﺍﶈﻴﻄﺔ ﺑﺎﳌﺸﺮﻭﻉ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻋﱪ ﺍﳉﺎﻧﺒﺎﻥ ﻋﻦ ﻣﻮﻗﻔﻴﻬﻤﺎ ﺍﳌﺒﺪﺋﻴﲔ‪ ،‬ﻭﺑﺪﺍ ﻭﺍﺿﺤﺎً ﺃﻥ ﻛﻼ‪ ‬ﻣﻨﻬﻤﺎ ﻳﻌﺮﻑ ﻣﺎ ﺳﻴﻘﻮﻟﻪ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ‪ .‬ﻭﳑﺎ ﻻ ﺷﻚ ﻓﻴﻪ ﺃﻥ‬

‫ﻧﻘﺎﺷﺎً ﻗﺪ ﺩﺍﺭ ﺑﻴﻨﻬﻤﺎ ﻋﺪﺓ ﻣﺮﺍﺕ ﰲ ﺍﻟﺴﺎﺑﻖ‪ .‬ﻭﻗﺪ ﻗﺎﻡ ﻛﻞ ﻣﻨﻬﻤﺎ ﺑﻌﻤﻠﻴﺎﺕ ﺗﻮﺍﺻﻞ ﻣﻘﺼﻮﺩﺓ ﻭﻏﲑ ﻣﻘﺼﻮﺩﺓ‪ ،‬ﺃﻭ ﺇﺷﺎﺭﺍﺕ ﻣﺰﺩﻭﺟﺔ‬

‫ﻛﻤﺎ ﻧﺴﻤﻴﻬﺎ‪.‬‬

‫ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ "ﺍﻟﻘﺎﺑﻞ ﻟﻠﻘﻴﺎﺱ" ‪ ،‬ﺃﻭ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ‪ ،‬ﻳﻘﻊ ﳏﺘﻮﻯ ﻫﺬﺍ ﺍﻟﻨﻘﺎﺵ‪ ،‬ﳑﺎ ﻳﺪﻝ ﻋﻠﻰ ﻭﺟﻮﺩ ﻓﻬﻢ ﻣﺸﱰﻙ ﻟﻠﻤﺸﺎﻛﻞ‪ ،‬ﻭﺍﺗﻔﺎﻕ‬

‫ﻋﻠﻰ ﻣﺘﺎﺑﻌﺔ ﳏﺎﻭﻟﺔ ﺣﻠﻬﺎ‪ .‬ﻫﺬﺍ ﻫﻮ ﺍﻻﺗﺼﺎﻝ ﺍﳌﻘﺼﻮﺩ‪ .‬ﻳﻮﺟﺪ ﻟﺪﻯ ﻛﻞ ﻣﻦ ﺍﳉﺎﻧﺒﲔ ﺗﻔﻀﻴﻞ ﺧﻔﻲ ﻟﻠﺴﺮﺩ ﺍﳋﻄﻲ ﺍﻟﻌﻘﻼﻧﻲ‪ ،‬ﻛﻤﺎ ﻟﻮ‬

‫ﻛﺎﻧﺎ ﻳﺘﻠﻮﺍﻥ ﺑﻨﻮﺩ ﻗﺎﺋﻤﺔ ﺗﺴﻮﻕ‪ ،‬ﻛﺎﻥ ﺍﻟﻜﺒﺖ ﻟﻠﺼﺮﺍﻉ ﺍﳌﻔﺘﻮﺡ ﻣﻠﻤﻮﺳﺎً ﰲ ﺍﳉﻮ ﻭﻳﺘﻢ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻪ ﺑﻮﺍﺳﻄﺔ ﻧﱪﺓ ﺍﻟﺼﻮﺕ ﻭﻟﻐﺔ ﺍﳉﺴﺪ‪.‬‬

‫ﻭﺗﻌﺘﱪ ﻧﱪﺓ ﺍﻟﺼﻮﺕ ﻭﻟﻐﺔ ﺍﳉﺴﺪ ﻋﻤﻠﻴﺘﺎ ﺗﻮﺍﺻﻞ ﻏﲑ ﻣﻘﺼﻮﺩﺗﲔ‪ .‬ﻭﻫﻨﺎ ﳕﻴﺰ ﻣﺴﺘﻮﻯ ﺁﺧﺮ‪ ،‬ﻣﺴﺘﻮﻯ ﺗﻨﻈﻴﻢ ﺍﻟﺬﺍﺕ‪ ،‬ﻭﺍﻟﺬﻱ ﻧﺴﻤﻴﻪ‬

‫ﺃﻳﻀﺎً ﻣﺴﺘﻮﻯ ﺍﳊﻠﻢ‪ .‬ﻭﻫﻮ ﺗﻨﻈﻴﻢ ﺫﺍﺗﻲ ﻷﻧﻨﺎ ﻻ ﳕﻠﻚ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻢ ﻓﻴﻪ‪ ،‬ﻭﳓﻦ ﻻ ﻧُﻌ‪‬ﺮ‪‬ﻑ ﲟﺎ ﳛﺪﺙ "ﻟﻨﺎ"‪.‬‬
‫ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺗﻨﻈﻴﻢ ﺍﻟﺬﺍﺕ ﻫﺬﺍ ﳝﻜﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ "ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ" ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻮﺍﺻﻞ ﻏﲑ ﺍﳌﻘﺼﻮﺩﺓ ﻭﻏﲑ ﺍﳌﻠﻔﻮﻇﺔ ﰲ ﻛﺜﲑ ﻣﻦ‬

‫ﺍﻷﺣﻴﺎﻥ‪ .‬ﻭﺗﺘﻤﺜﻞ ﻫﻨﺎ ﰲ ﺍﻟﻐﻀﺐ ﺍﻟﺬﻱ ﳛﺲ ﰲ ﻧﱪﺓ ﺍﻟﺼﻮﺕ‪ ،‬ﻭﻋﺪﻡ ﺭﺿﺎ ﺍﻹﺩﺍﺭﻳﲔ ﺍﻟﺬﻳﻦ ﻳﺴﺘﻤﻌﻮﻥ ﺇﱃ ﺗﻘﺮﻳﺮ ﺍﻟﺘﻘﺪﻡ‪ ،‬ﻭﺍﳉﻮ ﺍﻟﻌﺎﻡ‬

‫ﻣﻦ ﺍﻟﻜﺂﺑﺔ ﻭﺍﻹﺣﺒﺎﻁ ﰲ ﺍﻟﻨﻬﺎﻳﺔ‪ .‬ﻭﻣﺎ ﻳﺘﻢ ﺗﺄﺟﻴﻠﻪ ﻟﻴﺲ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺑﻞ ﺗﺼﻌﻴﺪ ﺍﻟﺼﺮﺍﻉ ﺍﳌﻮﺟﻮﺩ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻮﺍﺻﻞ ﻏﲑ ﺍﻟﻠﻔﻈﻴﺔ‪.‬‬

‫ﻭﳓﻦ ﻧﻌﺘﻘﺪ ﺃﻥ ﺍﳉﻤﺎﻋﺔ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻔﻴﺪ ﻣﻦ ﺍﻟﺘﺼﻌﻴﺪ ﺍﻵﻥ‪.‬‬

‫ﺗﻮﺟﺪ ﰲ ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﱂ ﺍﳌﺘﻮﺍﺯﻳﺔ‪ .‬ﻓﻤﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻣﻌﻴﻨﺔ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺗﺴﻤﻰ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻭﺟﻬﺔ‬

‫ﺍﻟﻨﻈﺮ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‪-‬ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﳝﻜﻨﻚ ﺃﻥ ﺗﻘﻮﻝ ﺃ ﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺍﻟﱵ ﺗﺘﺒﻊ ﳕﻄﺎً ﺃﻭﺭﻭﺑﻴﺎً ﺃﻣﺮﻳﻜﻴﺎًَ ﰲ ﺍﻟﺘﻔﻜﲑ‪ ،‬ﲢﺘﺎﺝ ﺇﱃ ﺗﻔﻬﻢ ﻣﺴﺄﻟﺔ‬

‫ﺍﻟﺘﻨﻮﻉ ﻭﺗﻘﺒﻞ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻄﺎﻗﻢ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ ،‬ﻭﺗﺘﻌﻠﻢ ﻛﻴﻒ ﺗﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪ .‬ﻭﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺃﺧﺮﻯ‪ ،‬ﻭﺍﻟﱵ ﺗﺴﻤﻰ ﰲ‬

‫ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻄﺒﻴﻖ ﺍﳌﺆﺳﺴﻴﺔ‪ ،‬ﺃﻭ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻟﺸﺮﻛﺔ‪ ،‬ﳝﻜﻨﻚ ﺃﻥ ﺗﻘﻮﻝ ﺃﻥ ﺍﻟﻮﻗﺖ ﻗﺪ ﺣﺎﻥ ﻹﻟﻐﺎﺀ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻷﻥ‬

‫ﺗﻜﺎﻟﻴﻔﻪ ﺑﺎﻫﻈﺔ‪ ،‬ﻭﻳﻌﺮﺽ ﻟﻠﺨﻄﺮ ﻗﺪﺭﺓ ﺍﳌﺆﺳﺴﺔ ﻛﻠﻬﺎ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ‪.‬‬

‫ﺗُﻌ‪‬ﺪ‪ ‬ﻭﺟﻬﺘﺎ ﺍﻟﻨﻈﺮ ﻫﺎﺗﺎﻥ ﳎﺮﺩ ﻃﺮﻑ ﻣﻦ ﺃﻃﺮﺍﻑ ﺍﳉﺒﻞ ﺍﳉﻠﻴﺪﻱ ﺍﻟﻘﺎﺋﻢ ﻫﻨﺎ‪ .‬ﻭﺗﻜﻤﻦ ﺧﻠﻔﻬﻤﺎ ﻗﻀﺎﻳﺎ ﺗﺘﻌﻠﻖ ﺑﺘﻄﻮﺭ ﺍﻟﻌﻮﳌﺔ‪ ،‬ﻭﻳﺮﺗﺒﻂ ﺑﻪ‬

‫ﺟﺪﻝ ﺃﺳﺎﺳﻲ ﺣﻮﻝ ﻣﺎﻫﻴﺔ ﺍﻟﺘﻘﺪﻡ‪ ،‬ﻭﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‪ ،‬ﻭﺍﻟﻘﻴﻢ ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺍﻟﻨﻤﻮ ﻭﺍﻻﺯﺩﻫﺎﺭ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻜﻮﻛﺐ‪ .‬ﻭﻳﺘﻀﻤﻦ‬

‫ﻫﺬﺍ ﺍﳉﺪﻝ ﺍﻟﻨﻘﺎﺵ ﺣﻮﻝ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﻧﺸﻮﺀ ﺍ‪‬ﺘﻤﻌﺎﺕ‪ ،‬ﺍﻟﱵ ﺗﻈﻬﺮ ﻛﺮﻭﺡ ﻟﻠﻌﺼﺮ‪ ،‬ﻛﺄﻥ ﻧﺘﺤﺪﺙ ﰲ ﺍﻟﺴﻴﺎﻕ ﺍﶈﻠﻲ ﻋﻦ ﺛﻘﺎﻓﺔ‬

‫ﺍﻟﺸﺮﻛﺔ ﻭﺍﺳﱰﺍﺗﻴﺠﻴﺘﻬﺎ‪ .‬ﻭﺑﻴﻨﻤﺎ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍ ﻟﺴﻴﺎﻕ ﳏﻠﻴﺎً ﻭﺃﻥ ﻳﺘﻢ ﻟﻌﺐ ﺍﻷﺩﻭﺍﺭ ﻣﻦ ﻗﺒﻞ ﳑﺜﻠﲔ ﳏﻠﻴﲔ‪ ،‬ﺇﻻ ﺃﻧﻨﺎ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﳒﺪ‬

‫ﺍﻷﺩﻭﺍﺭ ﺍﻟﱵ ﻳﺘﻢ ﻟﻌﺒﻬﺎ ﻫﻨﺎ ﰲ ﺃﻱ ﻣﻜﺎﻥ ﰲ ﺍﻟﻌﺎﱂ‪ .‬ﻳﻌﺘﻤﺪ ﳒﺎﺡ ﺃﻭ ﻓﺸﻞ ﺍﻟﻌﻮﳌﺔ‪ ،‬ﻣﻦ ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‪-‬ﺍﳌﺆﺳﺴﻴﺔ ﻋﻠﻰ ﺳﺒﻴﻞ‬

‫ﺍﳌﺜﺎﻝ‪ ،‬ﻋﻠﻰ ﻗﺪﺭﺓ ﺍﻟﺬﻳﻦ ﳝﺘﻠﻜﻮﻥ ﻣﻮﺍﺭﺩ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺃﻛﱪ ﻋﻠﻰ ﺍﻟﺘ ﻮﺍﺻﻞ ﻣﻊ ﺃﳕﺎﻁ ﺛﻘﺎﻓﻴﺔ ﰲ ﺃﻣﺎﻛﻦ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ‬

‫ﳍﺬﻩ ﺍﻷﳕﺎﻁ ﻟﻠﺘﻔﺎﻋﻞ‪ .‬ﻭﳝﻜﻦ ﳍﺬﺍ ﺍﳌﻮﻗﻒ ﺃﻥ ﻳﻘﻮﻝ ﺃﻧﻪ ﻟﻦ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺣﻠﻮﻝ ﺩﺍﺋﻤﺔ‪ ،‬ﺑﻞ ﺛﻮﺭﺓ ﻭﲤﺮﺩ‪ ،‬ﺇﺫﺍ ﱂ ﻳﺘﻌﻠﻢ ﺍﻟﻨﺎﺱ ﺗﻘﺪﻳﺮ‬

‫ﺍﻷﳕﺎﻁ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻵﺧﺮﻳﻦ‪ .‬ﺃﻣﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻗﺪﺭﺓ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﻟﺒﻘﺎﺀ‪ ،‬ﻓﺈﻥ ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻄﺒﻴﻖ ﺍﳌﺆﺳﺴﻴﺔ ﺗﺘﻌﺮﺽ ﻟﻠﺘﻬﺪﻳﺪ‬

‫ﰲ ﻋﺎﱂ ﺍﻟﺘﻨﺎﻓﺲ‪ .‬ﻭﻳﻘﻮﻝ ﺍﻟﺒﻌﺾ ﺃﻧﻪ ﻟﻮ ﱂ ﺗﺘﻤﻜﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﻟﺒﻘﺎﺀ‪ ،‬ﻓﺈﻧﻪ ﻟﻦ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺃﻧﺲ ﻧﻨﺎﻗﺶ ﻣﻌﻬﻢ ﺍﻟﻘﻴﻢ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‪.‬‬

‫ﻭﻳﻨﻈﺮ ﳕﻮﺫﺝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﺇﱃ ﻭﺟﻬﱵ ﺍﻟﻨﻈﺮ ﻫﺎﺗﲔ ﻋﻠﻰ ﺃ‪،‬ﳘﺎ ﻭﺍﻗﻌﲔ ﺟﺰﺋﻴﲔ؛ ﺇﳖﻤﺎ ﻋﺎﳌﺎﻥ ﻣﺘﻮﺍﺯﻳﺎﻥ‪ .‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻛﻞ ﻣﻨﻬﻤﺎ‬

‫ﺻﺤﻴﺤﺎً ﻭﻣﻜﻤﻼ‪ ‬ﻟﻶﺧﺮ‪ ،‬ﻷﳖﻤﺎ ﺟﺰﺀ ﻣﻦ ﺣﻘﻞ ﻭﺍﺣﺪ‪ .‬ﻭﻋﻨﺪ ﺍﳉﻤﻊ ﺑﻴﻨﻬﻤﺎ ﻭﺑﲔ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﻭﻋﻮﺍﱂ ﻣﻮﺍﺯﻳﺔ ﺃﺧﺮﻯ ﻳﺘﻜﻮﻥ ﻟﺪﻳﻨﺎ‬

‫ﺍﻟﻮﺍﻗﻊ ﺍﻟﻜﻠﻲ‪ .‬ﻭﻧﺄﻣﻞ‪ ،‬ﻣﻊ ﺗﻘﺪﻳﻢ ﻣﻔﻬﻮﻡ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﻌﻤﻴﻘﺔ ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﱵ ﻳﺘﺒﻌﻬﺎ ﻟﻠﻌﻤﻞ ﻣﻊ ﻫﺬﻩ ﺍﻷﻗﻄﺎﺏ‪ ،‬ﺃﻥ ﻧﻌﻄﻲ ﺻﻮﺗﺎً ﻟﻌﻤﻠﻴﺎﺕ‬

‫ﺍﻟﺘﻮﺍﺻ ﻞ ﻏﲑ ﺍﳌﻘﺼﻮﺩﺓ ﻟﻜﻲ ﻧﻮﺻﻞ ﺃﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻛﻜﻞ‪ .‬ﻭﻻ ﺗﻌﺪ ﺍﻷﺯﻣﺔ ﺍﶈﺘﻤﻠﺔ ﻫﻨﺎ ﻣﺸﻜﻠﺔ‪ ،‬ﺑﻞ ﻣﺎ ﻳﻌﺪ‬

‫ﻣﺸﻜﻠﺔ ﻫﻮ ﳏﺎﻭﻟﺔ ﺍﻟﻨﻈﺎﻡ ﻣﻮﺍﺯﻧﺔ ﻧﻔﺴﻪ‪ .‬ﻭﻣﻦ ﻭﺍﺟﺐ ﺍﳌﺴﺎﻋﺪ ﺃ‪ ،‬ﳜﻠﻖ ﺍﻟﻈﺮﻭﻑ ﺍﶈﻴﻄﺔ ﺍﻟﱵ ﳝﻜﻦ ﺧﻼﻝ ﲢﻘﻴﻖ ﺫﻟﻚ ﺑﺄﻣﺎﻥ‪.‬‬
 ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺧﻞ‪:‬‬

‫ﻳﺘﻤﺜﻞ ﻫﺪﻓﻨﺎ ﰲ ﻣﺴﺎ ﻋﺪﺓ ﻛﻞﱟ ﻣﻦ ﺍﳉﺎﻧﺒﲔ ﻋﻠﻰ ﲡﺎﻭﺯ ﺍﳊﻮﺍﻑ ﻭﺇﻇﻬﺎﺭ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ‪ ،‬ﻭﻫﻲ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺍﳌﻮﺍﻗﻒ ﻏﲑ‬

‫ﺍﻟﺼﺤﻴﺤﺔ ﺳﻴﺎﺳﻴﺎً‪.‬‬

‫ﺍﳉﻬﺮ ﺑﺎﻟﺪﻭﺭ ﺍﻟﺸﺒﺢ‪ :‬ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﻌﻤﻴﻘﺔ ﺗﺘﺠﺎﻭﺯ ﺍﻻﺳﺘﻘﺎﻣﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ‬

‫ﺗﺒﺪﺃ ﺍﳌﺴﺎﻋﺪﺓ ﺑﺎﻟﻮﻗﻮﻑ ﰲ ﺻﻒ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻭﺗﻄﻠﺐ ﺍﻹﺫﻥ ﺑﺎﻹﻓﺼﺎﺡ ﻋﻦ ﺩﻭﺭ ﺷﺒﺤﻲ‪ ،‬ﺑﻌﺪ ﻃﻤﺄﻧﺔ ﺍﳉﺎﻧﺐ ﺍﻟﺜﺎﻧﻲ ﺑﺄﳖﺎ ﺳﺘﻜﻮﻥ‬

‫ﰲ ﺻﻔﻪ ﺑﻌﺪ ﻗﻠﻴﻞ‪ .‬ﺗﻘﻮﻝ ﺍﳌﺴﺎﻋﺪﺓ‪:‬‬

‫" ﻟﻮ ﻛﻨﺖ ﺟﺰﺀﺍً ﻣﻦ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺳﻮﻑ ﺃﻓﻜﺮ ﻛﺎﻟﺘﺎﱄ‪ :‬ﻫﺬﺍ ﺍﻷﻣﺮ ﻟﻦ ﻳﺼﻞ ﺇﱃ ﻧﺘﻴﺠﺔ‪ .‬ﻟﻘﺪ ﻛﺎﻥ ﺧﻄﺄً‬

‫ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ ‪ -‬ﺳﻮﻑ ﻧﻮﺍﺟﻪ ﺍﳌﺸﻜﻠﺔ ﻧﻔﺴﻬﺎ ﻣﻊ ﺍﳌﺼﻨﻊ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ‪ .‬ﻟﻨﻠﻎِ ﺍﻟﻌﻤﻠﻴﺔ ﻛﻠﻬﺎ‪ .‬ﺇﳖﻢ ﻏﲑ‬

‫ﻣﺘﻘﺪﻣ ﲔ ﻭﻣﺘﻌﻠﻤﲔ ﲟﺎ ﻓﻴﻪ ﺍﻟﻜﻔﺎﻳﺔ‪ ،‬ﻭﻫﻢ ﻛﺬﻟﻚ ﺳﻄﺤﻴﻮﻥ ﻭﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺗﻘﺪﻳﺮ ﺍﻟﻔﺮﺻﺔ ﺍﻟﱵ ﺃﲢﻨﺎﻫﺎ ﳍﻢ‪.‬‬

‫ﻟﻨﱭ‪ ‬ﰲ ﻣﻜﺎﻥ ﻻ ﻧﻮﺍﺟﻪ ﻓﻴﻪ ﻛﻞ ﻫﺬﻩ ﺍﳌﺸﺎﻛﻞ‪ .‬ﻻ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﻗﻮﻝ ﻫﺬﺍ ﻋﻠﻨﺎً‪ ،‬ﻓﻬﺬﺍ ﺳﻴﺆﺩﻱ ﺇﱃ ﺣﺪﻭﺙ‬

‫ﺷﺠﺎﺭ ﻛﺒﲑ ﻫﻨﺎ‪ ،‬ﻷﻥ ﺍﳉﻤﻴﻊ ﺳﻴﺸﻌﺮﻭﻥ ﺑﺎﻹﻫﺎﻧﺔ"‪.‬‬

‫ﻧﺮﻯ ﺑﻌﺾ ﺍﻷﺷﺨﺎﺹ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍ ﻟﻌﻠﻴﺎ ﻳﺒﺘﺴﻤﻮﻥ‪ ،‬ﻭﺃﺣﺪﻫﻢ ﻳﻬﺰ ﺭﺃﺳﻪ ﲝﺮﻛﺔ ﻻﻭﺍﻋﻴﺔ ﻋﻨﺪ ﲰﺎﻉ ﻫﺬﺍ ﺍﻟﺘﺼﺮﻳﺢ‪ .‬ﻭﻳﻌﱰﺽ ﺁﺧﺮﻭﻥ‪،‬‬

‫ﻻ‪ ،‬ﻓﻬﻢ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﻔﻜﺮﻭﺍ ﺑﺸﻲﺀ ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺒﻴﻞ‪ .‬ﻭﳑﺎ ﻳﺜﲑ ﺍﻻﻫﺘﻤﺎﻡ ﺃﻥ ﺳﻴﺪﺓ ﻣﻦ ﺃﻓﺮﺍﺩ ﻓﺮﻳﻖ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ ﺗﺒﺘﺴﻢ ﺃﻳﻀﺎً ﻭﺗﺒﺪﻭ‬

‫ﻣﺮﺗﺎﺣﺔ ﻟﻸﻣﺮ‪ .‬ﻭﻳﺒﺪﻭ ﺁﺧﺮ ﻣﻨﺰﻋﺠﺎً ﻭﻏﺎﺿﺒﺎً‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻟﻘﺪ ﲡﺎﻭﺯ ﺃﺣﺪ ﺍﳉﺎﻧﺒﲔ ﺍﳊﺎﻓﺔ‪ ،‬ﻭﻗﺎﻝ ﻋﺒﺎﺭﺓ "ﻏﲑ ﺻﺤﻴﺤﺔ ﺳﻴﺎﺳﻴﺎً"‪ .‬ﻭﺍﻵﻥ ﻳﺄﺗﻲ ﺩﻭﺭ ﻋﻤﻠﻴﺔ ﺗﺴﻬﻴﻞ ﺍﺳﺘﺠﺎﺑﺔ ﺍﳉﺎﻧﺐ‬

‫ﺍﻟﺜﺎﻧﻲ‪.‬‬

‫ﻳﻘﻮﻡ ﺭﺋﻴﺲ ﻓﺮﻳﻖ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ ﺃﻭﻻً ﺑﺎﻹﺟﺎﺑﺔ ﺑﻌﻘﻼﻧﻴﺔ‪ ،‬ﻣﻜﺮﺭﺍً ﺃﻥ ﺍﻟﻔﺮﻳﻖ ﻳﻘﺪﻡ ﺃﻓﻀﻞ ﻣﺎ ﻟﺪﻳﻪ‪ .‬ﻭﺗﺸﻜﻞ ﺍﻻﺑﺘﺴﺎﻣﺔ ﺇﱃ ﺟﺎﻧﺐ‬

‫ﺍﻻﻧﺰﻋﺎﺝ‪ ،‬ﺍﻟﻠﺬﻳﻦ ﳊﻈﻨﺎﳘﺎ ﺧﻼﻝ ﻟﻌﺐ ﺍﻟﺪﻭﺭ‪ ،‬ﺩﻭﺭﺍً ﺷﺒﺤﻴﺎً ﳚﺐ ﺍﻟﻜﺸﻒ ﻋﻨﻪ‪.‬‬
‫ﻳﺘﺴﺎﺀﻝ ﺍﳌﺴﺎﻋﺪ ﺃﻭﻻً ﻋﻦ ﺍﻻﺑﺘﺴﺎﻣﺔ‪ .‬ﻓﺘﻘﻮﻝ ﺍﻟﺴﻴﺪﺓ ﺍﻟﱵ ﺍﺑﺘﺴﻤﺖ ﺃﻥ ﺍﻻﺑﺘﺴﺎﻣﺔ ﻫﻨﺎ ﺗﻌﺒﲑ ﻋﻦ ﺭﺍﺣﺘﻬﺎ ﻟﺴﻤﺎﻉ ﺍﻟﺘﺼﺮﻳﺢ‪ .‬ﻭﺗﻘﻮﻝ‬

‫ﺃﳖﺎ ﺗﺸﻌﺮ ﲠﺬﺍ ﺩﺍﺋﻤﺎً ﻛﻠﻤﺎ ﺗﻌﺎﻣﻠﺖ ﻣﻊ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﱂ ﺗﺴﻤﻊ ﺗﺼﺮﳛﺎً ﺑﻪ ﻣﻦ ﻗﺒﻞ‪ .‬ﻳﻔﻬﻢ ﺍﳌﺴﺎﻋﺪ ﻫﺬﺍ ﻋﻠﻰ ﺃﻧﻪ ﺗﻐﺬﻳﺔ‬

‫ﺭﺍﺟﻌﺔ ﺟﻴﺪﺓ ﺗﺴﻤﺢ ﺑﺎﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺍﻟﺘﻌﺒﲑ ﺍﳌﺒﺎﺷﺮ‪ .‬ﻭﲠﺬﺍ ﻳﻄﻠﺐ ﺍﳌﺴﺎﻋﺪ ﺍﻹﺫﻥ ﺑﺎﻹﻓﺼﺎﺡ ﻋﻦ ﺍﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ ﻟﻔﺮﻳﻖ ﺟﺰﺭ‬

‫ﺍﻟﻜﺎﺭﻳﱯ‪ .‬ﻓﻴﻘﻮﻝ‪:‬‬

‫"ﻟﻮ ﻛﻨﺖ ﻣﻜﺎﻧﻚ‪ ،‬ﺳﻮﻑ ﺃﻓﻜﺮ ﻛﺎﻟﺘﺎﱄ‪ :‬ﺇﳖﻢ ﱂ ﻳﻔﻬﻤﻮﻧﺎ ﻗﻂ‪ .‬ﻓﻬﻢ ﻣﺘﻌﺠﺮﻓﻮﻥ‪ ،‬ﻭﺑﺪﻻً ﻣﻦ ﺃﻥ ﻳﻘﺪﻣﻮﺍ ﻟﻨﺎ‬

‫ﺍﳌﺴﺎﻋﺪﺓ ﻹﲤﺎﻡ ﻫﺬﺍ ﺍ ﻷﻣﺮ‪ ،‬ﻳﻨﺘﻘﺪﻭﻧﻨﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﻳﻨﻈﺮﻭﻥ ﺇﻟﻴﻨﺎ ﺑﺘﻌﺎﻝٍ‪ .‬ﻭﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﳖﻢ ﻻ ﻳﺪﺭﻛﻮﻥ ﻣﻦ‬

‫ﻧﻜﻮﻥ"‪.‬‬

‫ﻧﺴﻤﻊ ﻛﻠﻤﺔ "ﻧﻌﻢ!" ﺗﻨﻄﻠﻖ ﺑﺎﻧﻔﻌﺎﻝ ﻣﻦ ﻓﻢ ﺃﺣﺪ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻓﺮﻳﻖ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ .‬ﻭﻳﺘﺎﺑﻊ ﻗﺎﺋﻼ‪ " :‬ﺇﳖﻢ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻌﻨﺎ ﺩﺍﺋﻤﺎً ﻛﻤﺎ ﻟﻮ ﺃﻧﻨﺎ‬

‫ﺃﻏﺒﻴﺎﺀ ﻭﻛﺴﻮﻟﲔ"‪ .‬ﻭﻳﺴﺘﺪﻳﺮ ﺇﱃ ﺭﺋﻴﺴﺔ ﺍﻟﻔﺮﻳﻖ ﺍﻷﻣﺮﻳﻜﻲ ﻗﺎﺋﻼ‪:‬‬

‫" ﻳﺒﺪﻭ ﺃﻧﻜﻢ ﺗﻌﺘﻘﺪﻭﻥ ﺃﻧﻨﺎ ﻟﻮ ﱂ ﳔﻀﻊ ﳌﺮﺍﻗﺒﺔ ﺷﺪﻳﺪﺓ ﻣﺴﺘﻤﺮﺓ‪ ،‬ﻓﺈﻧﻨﺎ ﲨﻴﻌﺎً ﺳﻨﱰﻙ ﺍﻟﻌﻤﻞ ﻭﻧﺬﻫﺐ ﻟﻘﻀﺎﺀ‬

‫ﺍﻟﻴﻮﻡ ﻋﻠﻰ ﺍﻟﺸﺎﻃﺊ"‪.‬‬

‫ﻟﻘﺪ ﺗﻐﲑ ﺍﳉﻮ‪ .‬ﺇﻧﻪ ﺍﻵﻥ ﻣﺸﺤﻮﻥ ﻭﺍﳉﻤﻴﻊ ﻳﺒﺪﻭﻥ ﻣﺘﻴﻘﻈﲔ ﻭﺣﺎﺿﺮﻱ ﺍﻷﺫﻫﺎﻥ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻫﺬﺍ ﺗﺼﻌﻴﺪ ﻣﺘﻤﺜﻞ ﺑﺘﺒﺎﺩﻝ ﺍﻻﲥﺎﻣﺎﺕ ﻭﺍﻟﻠﻮﻡ‪ .‬ﻟﻘﺪ ﻗﺎﻡ ﻛ ﻼ ﺍﻟﻄﺮﻓﲔ ﺑﺘﺼﻌﻴﺪ ﺍﳌﻮﻗﻒ ﻭﻛﺴﺮﺍ ﳕﻂ ﺍﻟﺘﻮﺍﺻﻞ ﺍﳌﻌﺘﺎﺩ ﻭﺍﳊﺎﻟﺔ‬

‫ﺍﻟﺬﻫﻨﻴﺔ ﻟﻠﺠﻤﺎﻋﺔ‪ .‬ﻭﺗﺘﻤﺜﻞ ﻣﻬﻤﺔ ﺍﳌﺴﺎﻋﺪ ﺍﻵﻥ ﰲ ﺗﺄﻃﲑ ﻫﺬﺍ ﺍﳉﻮ ﻭﲢﻮﻳﻠﻪ ﺇﱃ ﺑﻴﺌﺔ ﺁﻣﻨﺔ ﳝﻜﻦ ﻓﻴﻬﺎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻧﺘﻴﺠﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺒﻘﺎﺀ‪.‬‬

‫ﺃﻭﻻً‪ ،‬ﲢﺘﺎﺝ ﺍ‪‬ﻤﻮﻋﺔ ﺇﱃ ﺍﻟﺪﻋﻢ ﰲ ﲡﺎﻭﺯﻫﺎ ﻟﻠﺤﻮﺍﻑ‪ ،‬ﺃﻭ ﲰﺎﺣﻬﺎ ﺑﺎﻟﺘﻐﻴﲑ‪.‬‬

‫ﺗﻘﻮﻡ ﺍﳌﺴﺎﻋﺪﺓ ﺑﺘﺄﻃﲑ ﺍﻟﺘﻐﲑ‪ .‬ﻓﺘﻘﻮﻝ‪:‬‬

 ‫"ﺃﻫﻨﺌﻜﻤﺎ! ﻛﻼﻛﻤﺎ ﻳﺜﲑ ﺍﻹﻋﺠﺎﺏ؛ ﻫﺬﻩ ﻫﻲ ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﳓﻮ ﺍﳊﻞ‪ .‬ﻻﺣﻈﺎ ﻛﻴﻒ ﺍﺯﺩﺍﺩﺕ ﻗﻮﺓ ﻛﻞ‬

‫ﻣﻨﻜﻤﺎ‪ .‬ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﻫﻲ ﺍﻟﱵ ﺳﻮﻑ ﲢﻞ ﺍﳌﺸﺎﻛﻞ‪ ،‬ﻭﻟﻴﺲ ﻓﻘﻂ ﺍﻟﺘﻬﺬﻳﺐ ﻭﺍﻟﻠﺒﺎﻗﺔ ﺍﻟﻠﺬﻳﻦ ﺃﺣﺴﺴﺖ ﲠﻤﺎ ﻣﻦ‬

‫ﻗﺒﻞ‪ .‬ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﺍﻟﱵ ﺗﻈﻬﺮﺍﳖﺎ ﺍﻵﻥ‪ ،‬ﻫﻲ ﺍﻟﱵ ﺳﻮﻑ ﺗﺆﺩﻱ ﺇﱃ ﺇﲤﺎﻡ ﺍﳌﺸﺮﻭﻉ"‪.‬‬

‫ﻳﺼﺒﺢ ﺗﻨﻔﺲ ﻛﻼ ﺍﳉﺎﻧﺒﲔ ﺃﻛﺜﺮ ﺳﻬﻮﻟﺔ‪.‬‬

‫ﺍﻟﺪﻭﺭﺍﻥ ﺍﻟﻠﺬﺍﻥ ﻳﺘﻌﺮﺿﺎﻥ ﻟﻼﻧﺘﻘﺎﺩ ﻛﻼﳘﺎ ﺩﻭﺭﺍﻥ ﺷﺒﺤﻴﺎﻥ‪ ،‬ﻣﻮﺍﻗﻒ ﻏﲑ ﻣﺮﻏﻮﺑﺔ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﺣﺪ ﺃﻥ ﻳﻌﱰﻑ ﲠﺎ‪ .‬ﻭﻷﻧﻪ ﻣﻦ ﻏﲑ‬

‫ﺍﳌﻤﻜﻦ ﻷﺣﺪ ﺃﻥ ﻳﻌﱰﻑ ﲠﺬﻩ ﺍﳌﻮﺍﻗﻒ‪ ،‬ﻓﺈﻧﻨﺎ ﻻ ﻧﺴﺘﻄﻴﻊ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻜ ﺎﻣﻨﺔ ﻭﺭﺍﺀﻫﺎ‪ ،‬ﻭﻻ ﻧﺴﺘﻄﻴﻊ ﺇﻻ ﺃﻥ ﻧﻨﻈﺮ ﺇﻟﻴﻬﺎ‬

‫ﺑﻄﺮﻳﻘﺔ ﺍﻓﱰﺍﺿﻴﺔ‪ .‬ﻭﻟﻜﻲ ﻧﺘﻤﻜﻦ ﻣﻦ ﺣﻞ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﳚﺐ ﻋﻠﻴﻨﺎ ﺃﻥ ﳒﺘﺎﺯ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻌﺎﻃﻔﻴﺔ ﻏﲑ ﺍﳋﻄﻴﺔ ﺍﻟﱵ ﳕﺮ ﲠﺎ ﺍﻵﻥ‪ ،‬ﻭﺃﻥ‬

‫ﻧﺼﻞ ﺇﱃ ﺍﳉﻮﻫﺮ ﺍﻟﻔﻌﻠﻲ ﳍﺬﻳﻦ ﺍﻟﺪﻭﺭﻳﻦ‪.‬‬

‫ﺟﺎﻧﺐ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ :‬ﻓﻜﺮ ﻏﺮﺑﻲ ﻣﺘﻌﺠﺮﻑ ﻭﻣﺘﻜﱪ‪ ،‬ﻳﻌﺘﻘﺪ ﺃﻧﻪ ﻳﺴﺘﻄ ﻴﻊ ﺃﻥ ﻳﺆﺩﻱ ﻛﻞ ﺷﻲﺀ ﺑﻄﺮﻳﻘﺔ ﺃﻓﻀﻞ‪ ،‬ﻭﺃﺳﺮﻉ‪ ،‬ﻭﺑﺬﻛﺎﺀ ﺃﻛﱪ‪،‬‬

‫ﻭﻫﺬﺍ ﻣﻮﻗﻒ ﺑﺎﺭﺩ‪ ،‬ﻭﻣﻴﻜﺎﻧﻴﻜﻲ‪ ،‬ﻭﻣﻨﻌﺰﻝ‪ ،‬ﻭﺟﺸﻊ ﻭﺟﺎﻫﻞ‪.‬‬

‫ﺟﺎﻧﺐ ﻓﺮﻳﻖ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ :‬ﺷﺨﺺ ﻛﺴﻮﻝ‪ ،‬ﳐﺮﺏ‪ ،‬ﺟﺎﻫﻞ ﻭﻏﲑ ﻣﺘﻄﻮﺭ‪ ،‬ﻳﻌﻴﺶ ﰲ ﻋﺎﱂ ﺧﻴﺎﱄ ﻭﻻ ﻳﻔﻬﻢ ﺃﻥ ﺍﳌﺸﺎﻛﻞ ﳚﺐ ﺃﻥ ﺗُﺤ‪‬ﻞّ‬

‫ﻓﻮﺭﺍً ﻭﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺎﺩﻱ‪.‬‬

‫ﺗﺘﻤﺜﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺧﻞ ﰲ ﻣﺴﺎﻋﺪﺓ ﻛﻞ ﻣﻦ ﺍﳉﺎﻧﺒﲔ ﻋﻠﻰ ﺍﻻﻋﱰﺍﻑ ﺑﺒﻌﺾ ﺟﻮﺍﻧﺐ ﺍﻻﲥﺎﻣﺎﺕ‪ ،‬ﲝﻴﺚ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﻌﻠﻴﺔ‬

‫ﺍﻟﻜﺎﻣﻨﺔ ﻭﺭﺍﺀ ﺍﻷﳕﺎﻁ ﺍﳌﺘﻜﺮﺭﺓ‪ .‬ﻭﻫﺬﺍ ﺃﻣﺮ ﻣﻌﻘﺪ‪ ،‬ﺗﺴﺘﻄﻴﻊ ﺍﳌﺴﺎﻋﺪﺓ ﻓﻴﻪ ﺃﻥ ﺗﺴﺘﺨﺪﻡ ﻣﻬﺎﺭﺍﲥﺎ ﺍﻟﻘﻴﺎﺩﻳﺔ ﺍﳋﺎﺻﺔ‪ .‬ﺍﻗﺮﺃ ﺍﻟﻨﺴﺨﺔ‬

‫ﺍﳌﺨﺘﺼﺮﺓ ﻣﻦ ﺑﻘﻴﺔ ﺍﻟﺘﺠﺮﺑﺔ‪:‬‬

‫ﺍﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ ﻭﲢﻮﻝ ﺍﻷﺩﻭﺍﺭ‪:‬‬

‫ﺗﻮﺿﺢ ﺍﳌﺴﺎﻋﺪﺓ ﺃﻥ ﰲ ﲨﻴﻊ ﺍﻻﲥﺎﻣﺎﺕ ﺷﻲﺀ ﻣﻦ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﻄﺮﻳﻖ ﺇﱃ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻧﺘﻴﺠﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺒﻘﺎﺀ ﻳﺘﻀﻤﻦ ﺃﻥ ﻳﻘﻮﻡ ﺃﺣﺪ‬

‫ﺍﳉﺎﻧﺒﲔ ﺑﺎﳊﺪﻳﺚ ﻋﻦ ﺍﻻﲥﺎﻣﺎﺕ ﺃﻭﻻً‪ .‬ﻳﻨﻈﺮ ﺃﻟﻮﻧﺰﻭ‪ ،‬ﺭﺋﻴﺲ ﻓﺮﻳﻖ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ ،‬ﺇﱃ ﺍﳌﺴﺎﻋﺪﺓ‪ ،‬ﻭﻫﻲ ﺇﺷﺎﺭﺓ ﺗﻨﻢ ﺇﻻ ﺃﻧﻪ ﻗﺪ ﻳﺮﻏﺐ‬

‫ﰲ ﺍﻟﻘﻴﺎﻡ ﺑﺎﶈﺎﻭﻟﺔ ﺍﻷﻭﱃ‪ .‬ﺗﻔﻬﻢ ﺍﳌﺴﺎﻋﺪﺓ ﺍﻟﺘﻠﻤﻴﺢ‪ ،‬ﻓﺘﻘﻮﻝ‪:‬‬

 ‫" ﺃﻟﻮﻧﺰﻭ‪ ،‬ﺭﲟﺎ ﺗﺮﻏﺐ ﰲ ﺍﶈﺎﻭﻟﺔ ﺃﻭﻻً‪ ،‬ﻭﺃﻧﺎ ﺳﺄﺳﺎﻋﺪﻙ‪ ،‬ﻭﺑﻌﺪ ﺫﻟﻚ ﺳﺄﺳﺎﻋﺪ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ"‪.‬‬

‫ﺃﻟﻮﻧﺰﻭ ﻳﺘﻜﻠﻢ ﻓﻮﺭﺍً ﻣﻊ ﺍﻟﻨﻈﺮ ﻣﺒﺎﺷﺮﺓ ﺇﱃ ﺍﳉﻤﺎﻋﺔ ﺍﻷﺧﺮﻯ‪:‬‬

‫"ﻫﺬﺍ ﺻﺤﻴﺢ؛ ﳓﻦ ﻧﻔﻜﺮ ﺑﺎﻟﻮﻗﺖ ﻭﺍﳊﻴﺎﺓ ﺑﺸﻜﻞ ﳐﺘﻠﻒ‪ .‬ﻓﺎﻟﻮﻗﺖ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﺎ ﻟﻴﺲ ﺷﻴﺌﺎً ﳝﻜﻦ ﺗﻀﻴﻴﻌﻪ‬

‫ﺃﻭ ﺍﺳﺘﺨﺪﺍﻣﻪ‪ .‬ﺍﻟﻮﻗﺖ ﻳﺘﻴﺢ ﻟﻨﺎ ﺍﻟﻔﺮﺻﺔ ﻟﻜﻲ ﻧﻜﻮﻥ ﻣﻮﺟﻮﺩﻳﻦ ﻭﺃﺣﻴﺎﺀ‪ ،‬ﻟﻜﻲ ﻧﻘﻴﻢ ﻋﻼﻗﺎﺕ ﻭﻧﺮﺍﻓﻖ‬

‫ﺍﻷﺻﺪﻗﺎﺀ‪ .‬ﺣﻴﺎﺗﻨﺎ ﻏﻨﻴﺔ ﺑﺴﺒﺐ ﲡﺎﺭﺑﻨﺎ ﻭﺭﻭﺍﺑﻄﻨﺎ‪ ،‬ﻭﺑﺴﺒﺐ ﺳﻌﺎﺩﺗﻨﺎ‪ ،‬ﻭﻟﻴﺲ ﺑﺴﺒﺐ ﺍﻷﺭﺑﺎﺡ ﺍﻟﱵ‬

‫ﳓﻘﻘﻬﺎ‪ .‬ﻭﳓﻦ ﻧﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻮﻗﺖ ﻭﺣﺮﻳﺔ ﻗﻀﺎﺋﻪ ﻛﻤﺎ ﻧﺸﺎﺀ ﺃﻓﻀﻞ ﻫﺒﺔ ﻣﻨﺤﺖ ﻟﻨﺎ"‪.‬‬

‫ﻭﺗﻼﺣﻆ‪ ،‬ﺃﺛﻨﺎﺀ ﻛﻼﻣﻪ‪ ،‬ﺑﺪﺍﻳﺔ ﲢﻮﻝ ﺍﳌﻮﺍﻗﻒ‪ .‬ﻳﺒﺪﻭ ﺍﳉﻤﻴﻊ ﻣﻨﺪﻫﺸﲔ ﻣﻦ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﻣﻮﺍﺟﻬﺔ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﻄﺮﻭﺣﺔ‪ ،‬ﻭﺍﻻﻋﱰﺍﻑ‬

‫ﺑﺪﻭﺭﻩ ﰲ ﺧﻠﻖ ﺍﳌﺸﻜﻠﺔ‪ .‬ﻭﺑﻴﻨﻤﺎ ﻳﻜﻤﻞ ﲨﻠﺘﻪ ﺍﻷﺧﲑﺓ ﺣﻮﻝ ﻛﻮﻥ ﺍﻟﻮﻗﺖ ﻭﺍﳊﺮﻳﺔ ﻫﺒﺔ‪ ،‬ﻳﻘﻮﻝ ﺃﺣﺪ ﺍﻹﺩﺍﺭﻳﲔ ﺍﻟﻜﺒﺎﺭ ﻣﻦ ﺍﻟﻔﺮﻳﻖ ﺍﻵﺧﺮ‪،‬‬

‫ﻭﻫﻮ ﺳﻮﻳﺪﻱ‪ ،‬ﺑﺸﻜﻞ ﻣﻔﺎﺟﺊ‪" :‬ﰲ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻫﺬﺍ ﻳﺒﺪﻭ ﻟﻄﻴﻔﺎً!"‬

‫ﻳﻨﻈﺮ ﺃﻓﺮﺍﺩ ﺁﺧﺮﻭﻥ ﻣﻦ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺔ ﺇﱃ ﺯﻣﻴﻠﻬﻢ‪.‬‬

‫ﻫﺬﻩ ﳊﻈﺔ ﻣﻬﻤﺔ‪ .‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺃﺣﺪ ﺍﳉﺎﻧﺒﲔ ﺍﻵﻥ ﺑﺎﻻﻋﱰﺍﻑ ﲟﺎ ﳜﺼﻪ ﻣﻦ ﺍﻻﲥﺎﻣﺎﺕ‪ ،‬ﻭﳓﻦ ﻧﺸﻬﺪ ﺑﺪﺍﻳﺔ ﲢﻮﻝ ﺍﻷﺩﻭﺍﺭ‪ .‬ﺇﻥ ﺣﻘﻴﻘﺔ‬

‫ﺃﻥ ﺃﺣﺪ ﺃﻓﺮﺍﺩ ﺍﳉﺎﻧﺐ ﺍﻷﻣﺮﻳﻜﻲ‪/‬ﺍﻷﻭﺭﻭﺑﻲ ﻳﺜﺒﺖ ﺑﺎﻟﻔﻌﻞ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻳﻠﻌﺒﻪ ﺍﳉﺎﻧﺐ ﺍﻟﻜﺎﺭﻳﱯ‪ ،‬ﺗﻌﺘﱪ ﺑﺪﺍﻳﺔ ﻛﻮﻥ ﺗﻠﻚ ﺍﳉﻤﺎﻋﺔ ﻗﺎﺩﺭﺓ‬

‫ﻋﻠﻰ ﺇﺛﺒﺎﺕ ﺫﻟﻚ ﺍﻟﺪﻭﺭ ﺃﻳﻀﺎً‪ .‬ﻭﻫﺬﺍ‪ ،‬ﺟﺰﺋﻴﺎً‪ ،‬ﺃﻣﺮ ﻣﺘﻮﻗﻊ‪ .‬ﻓﺎﳌﻮﺍﺯﻧﺔ ﺍﻟﺬﺍﺗﻴﺔ ﺗﺆﺩﻱ ﺇﱃ ﲢﻮﻝ ﺍﻷﺩﻭﺍﺭ ﰲ ﺟﺎﻧﺐ ﺇﺫﺍ ﻗﺎﻡ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ‬

‫ﺑﺎﳊﺪﻳﺚ ﻋﻦ ﺍﻻﲥﺎﻣﺎﺕ‪ .‬ﻻ ﳚﺐ ﺃﻥ ﺗﺘﻐﲑ ﺍﳉﻤﺎﻋﺔ ﻛﻜﻞ‪ .‬ﺇﻥ ﻣﻼﺣﻈﺔ ﻭﺟﻮﺩ ﺍﻟﺪﻭﺭ ﺑﻴﻨﻬﻢ ﺃﻛﺜﺮ ﺃﳘﻴﺔ ﻣﻦ ﻭﺣﺪﲥﻢ‪.‬‬

‫ﺗﻘﻮﻡ ﻣﺴﺎﻋﺪﺓ ﻓﻮﺭﺍً ﺑﺘﺄﻃﲑ ﻗﺪﺭﺓ ﺃﻟﻮﻧﺰﻭ ﻟﻄﺮﺡ ﺍﻟﻘﻀﻴﺔ ﺍﳉﻮﻫﺮﻳﺔ‪ .‬ﻭ ﻣﻦ ﺛﻢ ﺗﻠﺘﻘﻂ ﺍﳌﺴﺎﻋﺪﺓ ﲢﻮﻝ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺬﻱ ﺣﺪﺙ ﺑﺴﺮﻋﺔ ﻭﺗﺴﺄﻝ‬

‫ﺍﻟﺴﻮﻳﺪﻱ ﻣﺎ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﻔﻌﻠﻪ ﺇﺫﺍ ﺗﻮﻓﺮ ﻟﺪﻳﻪ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻮﻗﺖ‪ .‬ﻓﻴﺠﻴﺐ‪:‬‬
 ‫"ﺳﻮﻑ ﺃﺫﻫﺐ ﻟﻘﻀﺎﺀ ﺑﻌﺾ ﺍﻟ ﻮﻗﺖ ﻋﻠﻰ ﺷﺎﻃﺊ ﺍﶈﻴﻂ ﻭﺃﻋﻴﺪ ﺍﻟﺘﻔﻜﲑ ﲟﺸﺎﺭﻳﻌﻲ ﻭﺃﺣﺎﻭﻝ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ‬

‫ﻃﺮﻳﻘﺔ ﺃﻓﻀﻞ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪ .‬ﺭﲟﺎ ﻣﻊ ﺑﻌﺾ ﺍﳌﻮﺳﻴﻘﻰ"‪.‬‬

‫ﻭﻳﻀﻴﻒ ﺿﺎﺣﻜﺎً‪:‬‬

‫" ﺃﻧﺎ ﺃﻋﻤﻞ ﻣﻌﻈﻢ ﺍﻟﻮﻗﺖ ﲢﺖ ﺿﻐﻂ ﺯﻣﲏ ﻣﻦ ﺍﳋﺎﺭﺝ‪ ،‬ﺗﻄﺎﺭﺩﻧﻲ ﺍﳌﻮﺍﻋﻴﺪ ﺑﺎﺳﺘﻤﺮﺍﺭ‪ ،‬ﲝﻴﺚ ﻻ ﺃﺳﺘﻄﻴﻊ‬

‫ﻗﻀﺎﺀ ﻭﻗﺖ ﰲ ﺍﻟﺘﻔﻜﲑ ﺑﺎﺑﺘﻜﺎﺭ ﺃﺷﻴﺎﺀ ﺟﺪﻳﺪﺓ"‪.‬‬

‫ﻳﻌﺎﺭﺿﻪ ﺑﻌﺾ ﺍﻹﺩﺍﺭﻳﲔ ‪ ،‬ﻭﻟﻜﻦ ﻣﻌﻈﻤﻬﻢ ﻳﺘﻔﻖ ﻣﻌﻪ‪ .‬ﻭﻳﻘﻮﻝ ﺃﺣﺪﻫﻢ‪:‬‬

‫"ﻧﻌﻢ‪ ،‬ﻫﻞ ﺗﺬﻛﺮﻭﻥ ﻋﻨﺪﻣﺎ ﻛُﺴﺮﺕ ﺳﺎﻕ ﻫﻮﺭﺳﺖ )ﻭﻫﻮ ﺇﺩﺍﺭﻱ ﺁﺧﺮ(‪ ،‬ﻭﺍﻷﻓﻜﺎﺭ ﺍﳉﻴﺪﺓ ﺍﻟﱵ ﺭﺟﻊ ﲠﺎ‬

‫ﺑﻌﺪ ﻗﻀﺎﺀ ﺃﺳﺒﻮﻋﲔ ﰲ ﺍﳌﺴﺘﺸﻔﻰ"‪) .‬ﻳﻀﺤﻚ ﺍﳉﻤﻴﻊ(‪ .‬ﻭﻗﺪ ﺃﺻﺒﺢ ﺑﻌﺪ ﺫﻟﻚ ﺃﻛﺜﺮ ﻟﻄﻔﺎً ﺃﻳﻀﺎً!!‬

‫)ﻳﻀﺤﻚ ﺍﳉﻤﻴﻊ ﺑﺸﺪﺓ(‪.‬‬

‫ﻳﻘﻮﻝ ﻣﺪﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﺴﺘﻤﻊ ﺇﱃ ﺍﳊﻮﺍﺭ ﲠﺪﻭﺀ‪:‬‬

‫" ﰲ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻟﻮ ﺗﻮﻓﺮ ﻟﺪﻳﻨﺎ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻮﻗﺖ‪ ،‬ﺭﲟﺎ ﻧﺼﺒﺢ ﺃﻛﺜﺮ ﻛﻔﺎﺀﺓ ﻭﻟﻴﺲ ﺍﻟﻌﻜﺲ‪ .‬ﻫﺬﺍ ﻣﺎ ﺃﻓﻬﻤﻪ ﳑﺎ‬

‫ﻳﻘﺎﻝ"‪.‬‬

‫ﺗﺪﺧﻞ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺍﻷﻭﺭﻭﺑﻴﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻵﻥ ﰲ ﺣﻮﺍﺭ ﻧﺸﻂ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺿﻐﻂ ﺍﻟﻮﻗﺖ‪،‬‬

‫ﻭﻛﻴﻔﻴﺔ ﺇﳚﺎﺩ ﺑﻨﻰ ﺗﺴﻤﺢ ﺑﺎﻹﺑﺪﺍﻉ ﻭﺍﳋﻠﻖ‪ .‬ﻭﻳﺒﺪﻭﺍ ﺃﳖﻢ ﻗﺪ ﻧﺴﻮﺍ ﺃﻣﺮ ﺍﻟﻜﺎﺭﻳﺒﻴﲔ ﰲ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ‪ ،‬ﺍﻟﺬﻳﻦ ﻳﺮﺍﻗﺒﻮﻥ ﺍﳊﻮﺍﺭ ﺑﻮﺟﻮﻩ‬

‫ﻣﺸﺮﻗﺔ‪ .‬ﺗﻘﺮﺭ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺇﺿﺎﻓﺔ ﻣﻮﺿﻮﻉ ﺣﻮﻝ ﺿﻐﻂ ﺍﻟﻮﻗﺖ‪ ،‬ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺇﳚﺎﺩ ﺗﻮﺍﺯﻥ ﰲ ﺟﻠﺴﺔ ﺍ‪‬ﻤﻮﻋﺔ‬

‫ﺍﻟﻔﺮﻋﻴﺔ ﰲ ﺍﻟﻴﻮﻡ ﺍﻟﺘﺎﱄ‪ .‬ﺗﻘﱰﺡ ﺭﺋﻴﺴﺔ ﺍﳉﻤﺎﻋﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ /‬ﺍﻷﻭﺭﻭﺑﻴﺔ ﺍﻧﻀﻤﺎﻡ ﺑﻌﺾ ﺃﻓﺮﺍﺩ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻜﺎﺭﻳﱯ ﺇﱃ ﺍﺟﺘﻤﺎﻋﻬﻢ‪ ،‬ﺣﻴﺚ ﺃﻥ‬

‫ﻫﺬﺍ ﻗﺪ ﻳﺴﺎﻋﺪ ﰲ ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻳﺒﺘﺴﻢ ﺍﻟﻜﺎﺭﻳﺒﻴﻮﻥ ﺑﻔﺨﺮ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻳ‪‬ﻨﻈَﺮ ﺍﻵﻥ ﺇﱃ ﻣﺴﺄﻟﺔ ﺍﻟﻮﻗﺖ ﻭﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻛﻤﺴﺄﻟﺔ ﻋﺎﳌﻴﺔ‪ ،‬ﺣﺎﺿﺮﺓ ﰲ ﻛﻼ ﺍﳉﺎﻧﺒﲔ‪ .‬ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﺗﺸﲑ‬

‫ﺍﳉﻤﺎﻋﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ‪/‬ﺍﻷﻣﺮﻳﻜﻴﺔ ﺇﱃ ﺃﻥ ﺍﻟﺘﻔﺎﻋﻞ ﻗﺪ ﻋﻠﻤﻬﻢ ﺑﻌﺾ ﺍﻷﻣﻮﺭ‪ .‬ﱂ ﻳﻌﻮﺩﻭﺍ ﻳﻨﻈﺮﻭﻥ ﺇﱃ ﺿﻐﻂ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺴﻌﻲ ﺇﱃ ﺍﳋﻼﺹ ﻣﻨﻪ‬

‫ﻋﻠﻰ ﺃﻧﻪ ﺷﻲﺀ ﻣﻮﺟﻮﺩ ﰲ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ .‬ﺑﻞ ﺇﻧﻪ ﻣﻮﺟﻮﺩ ﰲ ﻛﻞ ﻣﻜﺎﻥ‪ .‬ﺑﺪﺃ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻜﺎﺭﻳﱯ ﻋﻜﺲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺼﻌﻴﺪ ﻋﻦ ﻃﺮﻳﻖ‬

‫ﺍﻻﻋﱰﺍﻑ ﺑﺒﻌﺾ ﺟﻮﺍﻧﺐ ﺍﻻﲥﺎﻣﺎﺕ ﺍﳌﻮﺟﻬﺔ ﺇﻟﻴﻪ‪ .‬ﻭﻫﺬﻩ ﻭﺣﺪﻫﺎ ﲡﺮﺑﺔ ﺷﺪﻳﺪﺓ ﺍﻟﺘﺄﺛﲑ‪ ،‬ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻣﺴﺌﻮﻟﺔ ﻋﻦ ﺍﻟﺘﻐﲑ ﺍﳊﺎﺻﻞ‬

‫ﰲ ﺍﳉﻤﺎﻋﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪/‬ﺍﻟﻐﺮﺑﻴﺔ ﺍﻟﻔﺮﻋﻴﺔ‪.‬‬

‫ﺗﺘﻤﺘﻊ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﺬﺍﺗﻴﺔ‪ .‬ﳚﺐ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ ﺃﻳﻀﺎً ﺃﻥ ﻳﺘﺤﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺟﺰﺀ ﻣﻦ ﺍﻻﲥﺎﻣﺎﺕ‪ .‬ﻭﳚﺐ‬

‫ﻋﻠﻴﻨﺎ ﺍﻵﻥ ﺃﻥ ﻧﺴﺎﻋﺪ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ ﻋﻠﻰ ﲡﺎﻭﺯ ﺍﳊﺎﻓﺔ‪.‬‬

‫ﺗﻄﻠﺐ ﺍﳌﺴﺎﻋﺪﺓ ﺍﻵﻥ ﻣﻦ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ ﺍﻻﻋﱰﺍﻑ ﺑﺎﻻﲥﺎﻣﺎﺕ ﺍﳌﻮﺟﻬﺔ ﺇﻟﻴﻪ‪ .‬ﻭﻣﻊ ﺑﻌﺾ ﺍﻟﺘﺸﺠﻴﻊ‪ ،‬ﺗﻌﱰﻑ ﺑﺮﳚﻴﺖ ﻗﺎﺋﻠﺔ‪:‬‬

‫" ﻧﻌﻢ‪ ،‬ﻫﺬﺍ ﺻﺤﻴﺢ؛ ﺃﻧﺎ ﺃﻧﻈﺮ ﺑﺘﻌﺎﻝٍ ﺇﱃ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻨﺎﺱ‪ ،‬ﻷﳖﻢ ﻟﻴﺴﻮﺍ ﲟﺴﺘﻮﻯ ﻛﻔﺎﺀﺗﻲ ﻭﺫﻛﺎﺋﻲ‪ ،‬ﻭﻻ‬

‫ﻳﺴﺘﻄﻴﻌﻮﻥ ﺩﺍﺋﻤﺎً ﺃﻥ ﻳﺮﻭﺍ ﺃﻳﻦ ﺗﻜﻤﻦ ﺍﻟﻔﺎﺋﺪﺓ ﺍﶈﺘﻤﻠﺔ ﺃﻭ ﺍﻟﺮﺑﺢ"‪.‬‬

‫ﻧﺴﻤﻊ ﺗﻨﻬﻴﺪﺓ ﺍﺭﺗﻴﺎﺡ ﻣﻦ ﺟﺎﻧﺐ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻜﺎﺭﻳﱯ ﻭﺑﻌﺾ ﺍﻻﻋﱰﺍﺿﺎﺕ ﰲ ﻛﻞ ﻣﻜﺎﻥ ﻣﻦ ﺍﻟﻐﺮﻓﺔ‪.‬‬

‫ﲢﻠﻴﻞ‪ :‬ﻣﻦ ﻏﲑ ﺍﻟﺼﺤﻴﺢ ﺳﻴﺎﺳﻴﺎً ﺃﻥ ﺗﻌﱰﻑ ﺑﺄﻧﻚ ﺗﺸﻌﺮ ﺑﺎﻟﺘﻤﻴﺰ ﻭﺑﺄﻧﻚ ﺃﻓﻀﻞ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻟﻘﺪ ﺗﻘﻤﺼﺖ ﺑﺮﳚﻴﺖ ﺩﻭﺭﺍً‬

‫ﺷﺒﺤﻴﺎً‪ .‬ﲤﺎﻣﺎً ﻛﻤﺎ ﺗﻮﺟ ﺐ ﺍﻟﻜﺸﻒ ﻋﻦ ﺩﻭﺭ ﺍﻟﻜﺴﻮﻝ ﻭﺩﻭﺭ ﺍﻹﺣﺴﺎﺱ ﺍﳌﺨﺘﻠﻒ ﺑﺎﻟﻮﻗﺖ ﰲ ﺍﳉﻤﺎﻋﺘﲔ‪ ،‬ﻛﺬﻟﻚ ﳚﺐ ﺍﻟﻜﺸﻒ‬

‫ﻋﻦ ﺍﻟﻌﺠﺮﻓﺔ‪ .‬ﺇﻥ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻌﺠﺮﻓﺔ ﳚﺐ ﺃﻥ ﻳﺆﺩﻱ ﺇﱃ ﻋﻤﻠﻴﺔ ﺇﻋﺎﺩﺓ ﺗﺄﻃﲑ ﺗﺼﻌﻴﺪﻳﺔ ﻣﺸﺎﲠﺔ‪ .‬ﺇﻥ ﺍﻻﺭﺗﻴﺎﺡ ﻣﻦ ﻗﺒﻞ ﺍﻟﻔﺮﻳﻖ‬

‫ﺍﻟﻜﺎﺭﻳﱯ ﲡﺎﻩ ﺍﻻﻋﱰﺍﻑ ﺑﺎﻟﻌﺠﺮﻓﺔ ﱂ ﻳﻜﻦ ﻣﻔﺎﺟﺌﺎً ﳌﻦ ﻳﻌﻤﻞ ﻭﻓﻖ ﳕﻮﺫﺝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ"‪ .‬ﻭﻋﻠﻰ ﺍﻟﻌﻜﺲ ﻣﻦ ﺍﻻﻋﺘﻘﺎﺩ ﺍﻟﺴﺎﺋﺪ‬

‫ﺍﻟﺬﻱ ﻳﻘﻮﻝ ﺃﻥ ﺍﻻﻋﱰﺍﻑ ﻳﺴﺒﺐ ﺍﻹﻫﺎﻧﺔ ﻭﺍﻹﺳﺎﺀﺓ‪ ،‬ﻓﺈﻥ ﻣﺎ ﳛﺪﺙ ﺑﺎﻟﻔﻌﻞ ﻫﻮ ﺍﻟﻌﻜﺲ ﲤﺎﻣﺎً‪ .‬ﻛﺎﻥ ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ‬

‫ﻣﻮﺟﻮﺩﺍً ﺩﺍﺋﻤﺎً؛ ﻭﺍﻵﻥ ﻋﻨﺪﻣﺎ ﺃﺻﺒﺢ ﻣﻨﻄﻮﻗﺎً ﻧﻌﺮﻑ ﺃﻧﻨﺎ ﻧﺴﺘﻄﻴﻊ ﻣﻌﺎﳉﺘﻪ‪.‬‬

‫ﺗﺴﺄﳍﺎ ﺍﳌﺴﺎﻋﺪﺓ ﻛﻴﻒ ﺗﻌﺮﻑ ﺫﻟﻚ‪ .‬ﺗﺒﺪﻭ ﻣﺮﺗﺒﻜﺔ ﺑﻌﺾ ﺍﻟﺸﻲﺀ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻭﻣﻦ ﺛﻢ ﺗﻘﻮﻝ‪:‬‬
 ‫"ﺃﺷﻌﺮ ﺑﺬﻟﻚ ﻋﻨﺪﻣﺎ ﺃﲢﺪﺙ ﺇﱃ ﺍﻟﻨﺎﺱ"‪.‬‬

‫ﺃﻃﻠﺐ ﻣﻨﻬﺎ ﺃﻥ ﺗﺴﺘﺤﻀﺮ ﺍﻟﺸﻌﻮﺭ ﺍﻵﻥ‪ ،‬ﻭﺃﻥ ﺗﺼﻔﻪ‪ .‬ﻭﰲ ﺃﺛﻨﺎﺀ ﻗﻴﺎﻣﻬﺎ ﺑﺬﻟﻚ‪ ،‬ﺗﻈﻬﺮ ﺍﺑﺘﺴﺎﻣﺔ ﻋﻠﻰ ﻭﺟﻬﻬﺎ‪ ،‬ﻭﺗﻘﻮﻝ ﻣﻨﺪﻫﺸﺔً‪:‬‬

‫"ﺇﻧﻪ ﺷﻌﻮﺭ ﺟﻴﺪ‪ .‬ﻳﺸﺒﻪ ﺍﻟﺸﻌﻮﺭ ﺍﻟﺬﻱ ﳝﻨﺤﲏ ﺇﻳﺎﻩ ﺍﻟﻜﺮﻳﻢ ﺑﺮﻭﻟﻴﻪ‪ ،‬ﻃﺒﻖ ﺍﳊﻠﻮﻯ ﺍﳌﻔﻀﻞ ﻟﺪﻱ‪ .‬ﻃﺮﻱ‬

‫ﻭﺣﻠﻮ‪ ،‬ﻭﺫﻭ ﻧﻜﻬﺔ ﺣﺎﺩﺓ ﺑﻌﺾ ﺍﻟﺸﻲﺀ"‪.‬‬

‫ﻭﻋﻨﺪﻣﺎ ﻧﻄﻠﺐ ﻣﻨﻬﺎ ﺍﳌﺰﻳﺪ‪ ،‬ﺗﺸﺮﺡ ﻗﺎﺋﻠﺔً‪:‬‬

‫" ﺃﻧﺎ ﺃﻣﺘﻠﻚ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳋﱪﺓ‪ ،‬ﺧﻠﻘﺖ ﻣﺸﺎﺭﻳﻊ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻘﺎﺭﺍﺕ‪ ،‬ﺃﻧﺎ ﺑﺎﺭﻋﺔ ﻭﻣﻨﻈﻤﺔ‪ ،‬ﻭﺃﻓﻬﻢ ﺍﻵﻥ‬

‫ﻣﻌﻈﻢ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﺃﻣﺮ ﲠﺎ‪ .‬ﻭﺃﺷﻌﺮ ﺑﺎﻟﻔﺨﺮ ﺑﺴﺒﺐ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﺃﻣﺘﻠﻜﻬﺎ"‪.‬‬

‫ﺗﺒﺪﻭ ﳏﺮﺟﺔ ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻧﺴﺄﳍﺎ ﻋﻦ ﺳﺒﺐ ﻫﺬﺍ ﺍﳋﺠﻞ‪ ،‬ﲡﻴﺐ ﺑﺄﻧﻪ ﻟﻴﺲ ﻣﻦ ﺍﳌﻔﺮﻭﺽ ﺃﻥ ﻳﺸﻌﺮ ﺍﻹﻧﺴﺎﻥ ﺑﺬﻟﻚ ﲡﺎﻩ ﻧﻔﺴﻪ‪ .‬ﻳﺸﺮﻕ‬

‫ﻭﺟﻬﻬﺎ‪ ،‬ﻭﳜﻴﻢ ﺍﻟﺴﻜﻮﻥ ﻋﻠﻰ ﺍﻟﻐﺮﻓﺔ‪ .‬ﻳﺒﺪﻭ ﻣﻌﻈﻢ ﺍﳊﺎﺿﺮﻳﻦ ﻣﺘﺄﺛﺮﻳﻦ ﲟﺎ ﳛﺪﺙ‪ ،‬ﻭﻳﻘﻮﻝ ﺭﺋﻴﺲ ﻓﺮﻳﻖ ﺍﻟﻜﺎﺭﻳﱯ ﻓﺠﺄﺓ‪:‬‬

‫" ﻟﻘﺪ ﻣﺮﺭﺕ ﲟﺜﻞ ﻫﺬﺍ‪ ،‬ﺩﺭﺟﺔ ﺍﳋﱪﺓ ﺍﻟﱵ ﺗﺘﻤﺘﻌﲔ ﲠﺎ‪ ،‬ﻭﻣﻦ ﺍﳉﻤﻴﻞ ﺃﻥ ﻧﺴﻤﻌﻚ ﺗﺘﺤﺪﺛﲔ ﻋﻦ ﺍﻷﻣﺮ ﲠﺬﻩ‬

‫ﺍﻟﺼﺮﺍﺣﺔ"‪.‬‬

‫ﺗﺒﺪﻭ ﻣﻨﺪﻫﺸﺔ ﺃﻧﻪ ﻻ ﻳﻨﺘﻘﺪﻫﺎ‪ ،‬ﺑﻞ ﰲ ﺍﳊﻘﻴﻘﺔ ﻳﻌﱪ ﻋﻦ ﺇﻋﺠﺎﺑﻪ ﲠﺎ‪ .‬ﻭﺗﺴﺄﻝ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻗﻮﳍﺎ ﻳﺴﻲﺀ ﺇﱃ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻓﻴﺠﻴﺐ ﺃﻟﻮﻧﺰﻭ‪:‬‬

‫"ﻻ‪ ،‬ﺑﻞ ﻋﻠﻰ ﺍﻟﻌﻜﺲ ﲤﺎﻣﺎً‪ .‬ﺃﻧﺖ ﺗﺘﻴﺤﲔ ﱄ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻔﺨﺮ ﺑﻌﻤﻠﻲ ﺃﻳﻀﺎً‪ .‬ﻟﻘﺪ ﻭﺍﺟﻬﻨﺎ ﺍﻟﻜﺜﲑ ﻣﻦ‬

‫ﺍﻟﺼﻌﻮﺑﺎﺕ‪ ،‬ﻭﻟﻜﻨﻨﺎ ﺗﻐﻠﺒﻨﺎ ﻋﻠﻰ ﺍﻟﻜﺜﲑ ﻣﻨﻬﺎ‪) ،‬ﻭﻳﺬﻛﺮ ﺑﻌﻀﻬﺎ( ﻭﻟﻮ ﱂ ﻧﺒﺪﺃ ﳓﻦ ﲠﺬﺍ ﺍﳊﻮﺍﺭ‪ ،‬ﳌﺎ ﺍﺳﺘﻄﻌﻨﺎ‬

‫ﺗﻘﺪﻳﺮ ﻗﻴﻤﺘﻪ"‪.‬‬

‫ﲥﺰ ﺑﺮﳚﻴﺖ ﺭﺃﺳﻬﺎ ﻣﻮﺍﻓﻘﺔً‪ ،‬ﻭﺗﻨﻈﺮ ﺇﻟﻴﻪ ﺑﺎﺭﺗﻴﺎﺡ ﻭﺩﻫﺸﺔ‪ .‬ﻭﺗﻘﻮﻝ‪:‬‬

 ‫" ﻟﻮ ﻛﻨﺖ ﺃﺩﺭﻙ ﻫﺬﺍ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻹﳒﺎﺯ‪ ،‬ﺭﲟﺎ ﻛﻨﺖ ﺗﺪﺧﻠﺖ ﺃﻛﺜﺮ ﰲ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﻭﲢﺪﺛﺖ ﺃﻛﺜﺮ ﻋﻦ ﻛﻴﻔﻴﺔ‬

‫ﺗﺄﺩﻳﺔ ﺑﻌﺾ ﺍﻷﻋﻤﺎﻝ"‪.‬‬

‫ﻓﺠﺄﺓ ﻳﺒﺪﺃ ﺃﺣﺪﻫﻢ ﺑﺎﻟﺘﺼﻔﻴﻖ‪ .‬ﳜﻴﻢ ﺟﻮ ﺭﺍﺋﻊ ﻋﻠﻰ ﺍﻟﻐﺮﻓﺔ‪ .‬ﻭﻳﺸﻌﺮ ﺍﳉﻤﻴﻊ ﺑﺎﻻﺭﺗﻴﺎﺡ ﺑﺴﺒﺐ ﺗﻐﲑ ﺍﳉﻮ‪ .‬ﻭﻳﺘﻔﻖ ﺍﳉﺎﻧﺒﺎﻥ ﻋﻠﻰ ﺣﺪﻭﺙ‬

‫ﺍﻧﻘﻼﺏ ﰲ ﺍﳊﺎﻟﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﻳﻘﺪﺭﺍﻥ ﺍﻧﻔﺘﺎﺡ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﺍﺻﻞ ﺑﻴﻨﻬﻤﺎ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻳ‪‬ﻨﻈَﺮ ﺇﱃ ﻣﺴﺄﻟﺔ ﺍﻟﻌﺠﺮﻓﺔ ﺍﻵﻥ ﻋﻠﻰ ﺃﳖﺎ ﻣﺴﺄﻟﺔ ﻋﺎﳌﻴﺔ ﺃﻳﻀﺎً‪ .‬ﺍﻟﻌﺠﺮﻓﺔ ﻫﻲ ﺗﻌﺒﲑ ﻣﻨﺤﺮﻑ ﻋﻦ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻭﺗﻘﺪﻳﺮ‬

‫ﺍﻟﻨﻔﺲ‪ .‬ﻭﲟﺠﺮﺩ ﺃﻥ ﺗﺘﻤﻠﻚ ﻣﻦ ﺃﻱ ﺷﺨﺺ ﺗﻔﺘﺢ ﺍﻷﺑﻮﺍﺏ ﻟﻠﻔﺨﺮ ﻭﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻟﺰﻋﺎﻣﺔ‪ .‬ﻟﻘﺪ ﺑﺪﺃ ﻛﻼ ﺍﳉﺎﻧﺒﲔ ﻳﺪﺭﻛﺎﻥ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺎﺕ‬

‫ﻭﻳﺮﻳﺎﻥ ﻣﺎ ﳝﻜﻦ ﺗﻌﻠﻤﻪ ﻣﻦ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬

‫ﺍﳊﻞ‬

‫ﻳﺴﺄﻝ ﺃﺣﺪ ﺍﻹﺩﺍﺭﻳﲔ ﺍﻵﻥ ﻋﻦ ﻛﻴﻔﻴﺔ ﺗﺄﺛﲑ ﻫﺬﺍ ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻭﻣﺎ ﻫﻲ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﺑﻌﺪ ﺃﻥ ﻋﺜﺮﻧﺎ ﺍﻵﻥ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻛﺎﻧﺖ ﳐﺒﺄﺓ ﻭﺭﺍﺀ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ‪ ،‬ﻭﺑﻌﺪ ﺃﻥ ﺣﺪﺙ ﺗﻐﲑ ﰲ ﺍﳊﺎﻟﺔ ﺍﻟﺬﻫﻨﻴﺔ ﺍﻟﱵ‬

‫ﻛﺎﻧﺖ ﺳﺎﺋﺪﺓ ﺳﺎﺑﻘﺎً ﻟﺪﻯ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻳﻌﻮﺩ ﺍﻟﻮﺍﻗﻊ ﺍ‪‬ﻤﻊ ﻋﻠﻴﻪ ﻟﻠﻈﻬﻮﺭ‪ .‬ﻟﻘﺪ ﰎ ﺍﻵﻥ ﺍﻟﻜﺸﻒ ﻋﻦ ﺣﺎﻻﺕ ﺗﻮﺗﺮ ﻛﺎﻣﻨﺔ ﻭﺍﻛﺘﺸﺎﻓﻬﺎ‬

‫ﻭﺍﻋﺘﺒﺎﺭﻫﺎ ﻣﻔﺎﺗﻴﺢ ﻟﺘﻌﺰﻳﺰ ﺍﻟﺘﻌﺎﻭﻥ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﺑﲔ ﺍﳉﻤﺎﻋﺎﺕ ﻭﺍﳌﻮﺍﻫﺐ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺑﻨﺎﺀ ﻋﻼﻗﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﻦ ﺍﻟﺜﻘﺔ ﺑﲔ ﺍﳉﻤﺎﻋﺘﲔ‪.‬‬

‫ﳚﺐ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻵﻥ ﺃﻥ ﺗﻄﺮﺡ ﺣﻠﻮﻻً ﻋﻤﻠﻴﺔ ﻟﻠﻤﺸﻜﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‪.‬‬

‫ﻳﺒﺪﺃ ﺍﻟﻜﺎﺭﻳﺒﻴﻮﻥ ﺑﻘﻮﳍﻢ ﺃﳖﻢ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺗﻘﺪﻳﻢ ﺃﺩﺍﺀ ﺃﻓﻀﻞ‪ .‬ﻭﻳﻌﱰﻑ ﺃﺣﺪ ﺍﻷﻋﻀﺎﺀ ﻟﻠﻤﺮﺓ ﺍﻷﻭﱃ ﺃﻧﻪ ﺭﲟﺎ ﻛﺎﻥ ﻣﻦ ﺍﳌﻤﻜﻦ ﲡﻨﺐ‬

‫ﺑﻌﺾ ﺣﺎﻻﺕ ﺍﻟﺘﺄﺧﲑ‪ .‬ﻭﻳﻘﻮﻝ ﺃﺣﺪ ﺍﻟﻌﻤﺎﻝ ﺍﳌﻄﻠﻌﲔ ﻣﺎﺯﺣﺎً ﺭﲟﺎ ﻳﻜﻮﻧﻮﻥ ﰲ ﺣﺎﻟﺔ ﻣﻘﺎﻭﻣﺔ‪ .‬ﻓﻬﻢ ﻳﺼﺮﺣﻮﻥ ﺍﻵﻥ ﺑﺄﳖﻢ ﻳﺮﻏﺒﻮﻥ ﰲ‬

‫ﺍﶈﺎﻭﻟﺔ ﲜﺪ ﺃﻛﱪ‪ ،‬ﻷﳖﻢ ﻳﺮﻳﺪﻭﻥ ﺍﻻﺣﺘﻔﺎﻅ ﺑﻮﻇﺎﺋﻔﻬﻢ ﻭﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻬﺎ‪:‬‬

 ‫"ﻧﺮﻳﺪ ﺃﻥ ﻧ ﺘﻌﻠﻢ ﺍﻟﻌﻤﻞ ﺑﻜﻔﺎﺀﺓ ﺃﻛﺜﺮ ﻭﺳﻮﻑ ﻳﺴﺘﻔﻴﺪ ﺍﳌﺼﻨﻊ ﻣﻨﺎ ﲨﻴﻌﺎً‪ .‬ﻧﺮﻳﺪ ﺃﻥ ﻧﺘﻌﻠﻢ ﻛﻴﻒ ﻧﺆﺩﻱ ﻋﻤﻠﻨﺎ‬

‫ﺑﻄﺮﻳﻘﺔ ﺃﻓﻀﻞ‪ ،‬ﻭﻧﺘﻄﻠﻊ ﻟﺘﻠﻘﻲ ﺗﺪﺭﻳﺐ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ .‬ﺇﺫﺍ ﺗﻜﻠﻤﻨﺎ ﲠﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻣﻊ ﺑﻌﻀﻨﺎ ﺍﻟﺒﻌﺾ‪ ،‬ﻓﺈﻧﻨﺎ‬

‫ﳝﻜﻦ ﺃﻥ ﻧﻌﻤﻞ ﻋﻠﻰ ﻣﺪﺍﺭ ‪ ٢٤‬ﺳﺎﻋﺔ‪ ،‬ﺇﻥ ﻫﺬﺍ ﺃﻛﺜﺮ ﻣﺘﻌﺔ ﻣﻦ ﺍﻟﺬﻫﺎﺏ ﺇﱃ ﺍﻟﺸﺎﻃﺊ!"‪.‬‬

‫ﺣﻴﺚ ﻳﻀﻴﻒ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻷﺧﲑﺓ ﺑﻨﱪﺓ ﲥﻜﻤﻴﺔ‪ ،‬ﻣﺸﲑﺍً ﺇﱃ ﺗﻌﻠﻴﻘﻪ ﺍﻟﺴﺎﺑﻖ‪.‬‬

‫ﺗﻘﺮﺭ ﺍﳉﻤﺎﻋﺔ ﻗﻀﺎﺀ ﺍﻟﻴﻮﻡ ﺍﻟﺘﺎﱄ ﰲ ﻣﻨﺎﻗﺸﺔ ﻣﺎ ﳝﻜﻦ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﻟﺘﺤﺴﲔ ﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﻭﺗﺪﻋﻮ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﺍﻵﺧﺮ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻨﻘﺎﺵ‪.‬‬

‫ﻭﻳﺸﻜﻠﻮﻥ ﻓﺮﻳﻘﺎً ﻣﺸﱰﻛﺎً ﻳﻀﻢ ﻋﻀﻮﻳﻦ ﻣﻦ ﻛﻞ ﲨﺎﻋﺔ ﻟﻮﺿﻊ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﻟﻠﺘﺨﻄﻴﻂ ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﺒﻌﻴﺪ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻘﻀﺎﻳﺎ ﺳﻠﺴﻠﺔ‬

‫ﺍﻟﺘﻮﺭﻳﺪ‪ ،‬ﻭﳊﻞ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺸﺨﺼﻴﺔ‪ ) .‬ﻭﻗﺪ ﺍﻛﺘﺸﻔﺖ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺎﺕ ﰲ ﺍﻟﻴﻮﻡ ﺍﻟﺘﺎﱄ ﺃﻥ ﻫﻨﺎﻙ ﺍﺭﺗﺒﺎﻁ ﻋﻤﻴﻖ ﺑﲔ ﻗﻀﺎﻳﺎ ﺍﻟﺘﻨﻮﻉ‬

‫ﻭﻣﺸﺎﻛﻞ ﺳﻠﺴﻠﺔ ﺍﻟﺘﻮﺭﻳﺪ‪ ،‬ﻭﻭﺿﻌﺖ ﻃﺮﻗﺎً ﺟﺪﻳﺪﺓ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪ (.‬ﺗﺒﺪﻭ ﺭﺋﻴﺴﺔ ﺍﳌﺸﺮﻭﻉ ﺷﺪﻳﺪﺓ ﺍﻟﺴﺮﻭﺭ‪ .‬ﻭﺗﻜﺸﻒ ﻋﻦ‬

‫ﺷﺨﺼﻴﺘﻬﺎ ﺍﻟﻘﻴﺎﺩﻳﺔ ﺑﻘﻮﳍﺎ ﺑﻘﻮﺓ ﻭﺍﺗﺰﺍﻥ‪:‬‬

‫"ﻟﻘﺪ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﳉﻠﺴﺔ ﺟﻠﺴﺔ ﺗﻌﻠﻢ ﻣﺪﻫﺸﺔ‪ .‬ﻭﺃﻧﺎ ﳑﺘﻨﺔ ﻹﻇﻬﺎﺭ ﺍﻟﻔﺮﻳﻖ ﻷﳘﻴﺔ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‬

‫ﻭﺍﻟﻌﻼﻗﺎﺕ"‬

‫ﻭﻧﻈﺮﺕ ﺇﱃ ﺃﻟﻮﻧﺰﻭ ﻭﺯﻣﻴﻠﻪ ﻗﺎﺋﻠﺔ‪:‬‬

‫" ﻟﻘﺪ ﻻﺣﻈﺖ ﺃﻧﻜﻤﺎ ﻛﻨﺘﻤﺎ ﺃﻭﻝ ﻣﻦ ﲢﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﺣﺪﺛﺖ‪ ،‬ﻭﺃﻭﻝ ﻣﻦ ﺳﺎﻧﺪﻧﻲ‪ ،‬ﻭﺃﻭﻝ ﻣﻦ‬

‫ﲨﻌﻨﺎ ﻣﻌﺎً"‪.‬‬

‫ﻳﻮﻣﺊ ﺃﻟﻮﻧﺰﻭ ﺑﺮﺃﺳﻪ ﻣﻊ ﺍﺑﺘﺴﺎﻣﺔ ﺟﺬﺍﺑﺔ ﻋﻠﻰ ﻭﺟﻬﻪ ﻭﻫﻮ ﻳﻘﻮﻝ ﺑﻔﺨﺮ‪" :‬ﻟﻘﺪ ﻻﺣﻈﺖ ﻫﺬﺍ ﺃﻳﻀﺎً"‪.‬‬

‫ﻓﺘﻘﻮﻝ ﺭﺋﻴﺴﺔ ﺍﻟﻔﺮﻳﻖ‪ " :‬ﺃﻋﺮﻑ ﺃﻥ ﻫﺬﺍ ﺍﻟﻔﺮﻉ ﺳﻴﻜﻮﻥ ﻓﺮﻋﺎً ﻋﻈﻴﻤﺎً‪ ،‬ﻭﺃﻋﺮﻑ ﺃﻧﻨﺎ ﺳﻨﺘﻤﻜﻦ ﻣﻦ ﺇﲤﺎﻡ ﺍﳌﺸﺮﻭﻉ ﰲ ﺍﻟﻮﻗﺖ ﺍﶈﺪﺩ!"‪.‬‬

‫ﻳﺴﻮﺩ ﺟﻮ ﻣﻦ ﺍﻻﺭﺗﻴﺎﺡ‪ ،‬ﻭﺷﻌﻮﺭ ﺟﺪﻳﺪ ﺑﺎﻟﱰﺍﺑﻂ ﰲ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻭﺍﻷﻣﻞ ﰲ ﺍﳉﻮ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﺗﺘﻤﺜﻞ ﻣﻬﻤﺔ ﺍﳌﺴﺎﻋﺪ ﺍﻵﻥ ﰲ ﺗﺄﻃﲑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﻣﺮﺕ ﲠﺎ ﺍﳉﻤﺎﻋﺔ ﻗﺒﻞ ﻗﻠﻴﻞ ﻋﻦ ﻃﺮﻳﻖ ﺗﺬﻛﲑ ﺍﳉﻤﻴﻊ ﲟﺎ ﰎ ﲢﻘﻴﻘﻪ‬

‫ﻭﺑﺎﳋﻄﻮﺍﺕ ﺍﻟﱵ ﳚﺐ ﺍﺗﺒﺎﻋﻬﺎ ﺑﻌﺪ ﺫﻟﻚ‪ ،‬ﻭﻋﻦ ﻃﺮﻳﻖ ﺍﳊﺪﻳﺚ ﻋﻦ ﻛﻴﻒ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻗﺪ ﺃﺿﺎﻓﺖ ﻗﻴﻤﺔ ﻟﻠﻤﺸﺮﻭﻉ ﻛﻜﻞ‪ .‬ﻳﻈﻬﺮ‪،‬‬

‫ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺍﻟﻌﺪ ﻳﺪ ﻣﻦ ﺍﻟﺼﺮﺍﻋﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺴﻠﻄﺔ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ ،‬ﻭﻗﻀﺎﻳﺎ ﺍﻟﺘﻨﻮﻉ‪ ،‬ﺇﱁ‪ ،‬ﰲ ﺟﻠﺴﺎﺕ‬

‫ﻭﺿﻊ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻷﻛﺜﺮ ﺗﻘﻠﻴﺪﻳﺔ ﻣﻦ ﻫﺬﻩ ﺍﳉﻠﺴﺔ؛ ﺣﻴﺚ ﺗﺘﻜﺸﻒ ﻋﻠﻰ ﺷﻜﻞ ﻣﻨﺎﻇﺮﺍﺕ ﺳﺎﺧﻨﺔ ﺣﻮﻝ ﺃﻓﻀﻞ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ‬

‫ﻭﺃﻓﻀﻞ ﺍﳌﻤﺎﺭﺳﺎﺕ‪ .‬ﻭﲤﻴﻞ ﻫﺬﻩ ﺍﻟﻨﻘﺎﺷﺎﺕ ﺇﱃ ﺍﻟﺪﻭﺭﺍﻥ ﰲ ﺣﻠﻘﺎﺕ ﺃﻭ ﺇﱃ ﺃﻥ ﺗﻠﻘﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻣﻘﺎﻭﻣﺔ ﺳﻠﺒﻴﺔ‪،‬‬

‫ﻭﺫﻟﻚ ﻳﻌﻮﺩ ﺇﱃ ﻧﺪﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﺃﻭ ﺣﻞ ﻣﺸﺎﻛﻠﻬﺎ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ ،‬ﺇﺫﺍ ﰎ ﺑﺎﻟﻔﻌﻞ ﺍﻻﻫﺘﻤﺎﻡ‬

‫ﺑﺎﻟﻘﻀﺎﻳﺎ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺣﻞ ﻣﺸﺎﻛﻠﻬﺎ ﺑﻨﺠﺎﺡ‪ ،‬ﻓﺈﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳉﻤﺎﻋﺎﺕ ﺗﻄﺮﺏ ﻭﺗﺸﻌﺮ ﺑﺎﺭﺗﻴﺎﺡ ﺷﺪﻳﺪ ﳍﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﲝﻴﺚ ﺗﺘﻮﻩ ﰲ ﺟﻮ‬

‫ﺍﻟﺸﻌﻮﺭ ﺍﳉﻴﺪ ﻭﲥﻤﻞ ﻧﻘﻞ ﺍﳊﻞ ﺇﱃ ﻣﺴﺘﻮﻯ ﻋﻤﻠﻲ‪ .‬ﻭﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﺗﺘﻤﺜﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺍﳌﺴﺎﻋﺪ ﰲ ﺇﻋﺎﺩﺓ ﺍﳉﻤﺎﻋﺔ ﺇﱃ ﺍﻻﻧﺘﺒﺎﻩ‬

‫ﻟﻠﻤﻬﻤﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺗﻠﺨﻴﺺ ﺍﳋﻄﻮﺍﺕ ﻭﻭﺿﻊ ﺟﺪﻭﻝ ﻟﺘﻨﻔﻴﺬ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﱵ ﻗﺮﺭﲥﺎ ﺍﳉﻤﺎﻋﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﳛﺪﺙ ﻫﺬﺍ ﰲ‬

‫ﺳﻴﺎﻕ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻟﺘﺒﻴﲔ ﺣﻘﻴﻘﺔ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﻣﻘﺎﻳﻴﺲ ﻗﻴﻢ ﺍﳌﻨﺘﻔﻌﲔ‪ ،‬ﻭﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻘﻴ‪‬ﻤﺔ ﻻ ﺗﻨﻔﺼﻞ ﻋﻦ ﻗﻀﺎﻳﺎ‬

‫ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻭﺃﻥ ﻛﻼ‪ ‬ﻣﻨﻬﻤﺎ‪ ،‬ﰲ ﺍﳊﻘﻴﻘﺔ ﻳﻌﺰﺯ ﺃﳘﻴﺔ ﺍﻵﺧﺮ‪ .‬ﻭﻳﺘﻢ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﻣﻬﺎﲨﺔ ﳎﻤﻮﻋﺎﺕ ﺍﻟﺸﺮﻛﺎﺕ ﰲ ﺑﻌﺾ‬

‫ﺍﻷﺣﻴﺎﻥ ﻟﻜﻮﳖﺎ ﻣﺎﺩﻳﺔ ﺟﺪﺍً‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓ ﺈﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﻔﻄﺮﻳﺔ ﺗﻔﻬﻢ ﺃﳘﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﻓﻬﻢ ﺣﻞ ﺍﻟﺼﺮﺍﻋﺎﺕ‪ ،‬ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬

‫ﺍﳉﻤﺎﻋﻴﺔ‪ ،‬ﻭﺑﻨﺎﺀ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻭﺣﺘﻰ ﺍﻟﺮﻭﺣﺎﻧﻴﺔ ﺿﻤﻦ ﺳﻴﺎﻕ ﺧﻠﻖ ﺣﻠﻮﻝ ﻋﻤﻠﻴﺔ ﺃﻓﻀﻞ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻳﻘﻮﻝ ﺍﳍﻮﺑﻴﻮﻥ‪" :‬ﻫﻞ ﻳﻨﺒﺖ ﻫﺬﺍ‬

‫ﺍﻟﻜﻼﻡ ﺫﺭﺓ؟" ﻫﻞ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻋﻤﻠﻨﺎ ﺑﺸﻜﻞ ﻋﻤﻠﻲ ﻣﻔﻴﺪ ﻟﻮﺍﻗﻊ ﻣﺆﺳﺴﺘﻨﺎ ﺍﻟﻴﻮﻣﻲ؟‬

‫ﺍﻟﺘﺄﻃﲑ ﻭﺍﻟﻨﺘﺎﺋﺞ‬

‫ﻟﻘﺪ ﺃﻃﺮﻧﺎ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﺠﻤﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﻛﺎﻥ ﺟﺎﻧﺐ ﺇﺩﺍﺭﺓ ﺍﻟﺸﺮﻛﺔ ﻳﻌﺘﻘﺪ ﺃﻥ ﺟﺎﻧﺐ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺗﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻼﺯﻣﺔ ﻹﲤﺎﻡ ﺍﳌﺼﻨﻊ‪ .‬ﻭﻛﺎﻥ‬

‫ﺟﺎﻧﺐ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ ﻳﻌﺘﻘﺪ ﺃﻥ ﺟﺎﻧﺐ ﺇﺩﺍﺭﺓ ﺍﻟﺸﺮﻛﺔ ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺗﻠﱯ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻌﺎﻭﻥ‪ .‬ﻭﻗﺪ ﺷﻬﺪﻧﺎ‪،‬‬

‫ﺧﻼﻝ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﲡﺮﺑﺔ ﺗﻌﺰﻳﺰ ﺗﻌﻠﻤﺖ ﻓﻴﻬﺎ ﺍﻟﺸﺮﻛﺔ‪ ،‬ﻭﻫﻲ ﺍﳉﺎﻧﺐ ﺍﻷﻣﺮﻳﻜﻲ‪ /‬ﺍﻷﻭﺭﻭﺑﻲ ﻛﻤﺎ ﻳﺒﺪﻭ‪ ،‬ﺃﻥ ﺍﻻﻋﱰﺍﻑ ﺑﺎﻟﺘﻤﻴﺰ ﻳﺴﻤﺢ ﺑﺘﻨﻔﻴﺬﻩ‬

‫ﻭﺗﻌﻠﻴﻤﻪ ﺑﺸﻜﻞ ﺃﻛﺜﺮ ﺗﻌﺎﻭﻧﺎً ﻭﲪﻴﻤﻴﺔ‪ .‬ﻭﻗﺪ ﺗﻌﺮﻑ ﺟﺎﻧﺐ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ ﻋﻠﻰ ﻗﺪﺭﺍﺕ ﻗﻴﺎﺩﺗﻪ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﻭﻋﻠﻰ ﺗﺸﻜﻴﻞ‬

‫ﻓﺮﻕ ﺍﻟﻌﻤﻞ‪ .‬ﻭﺑﺎﺗﺒﺎﻉ ﺭﺅﻳﺘﻪ ﺍﳋﺎﺻﺔ ﻟﻠﻌﻼﻗﺎﺕ ﻭﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻓﻘﺪ ﺍﲣﺬ ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﰲ ﻛﻞ ﻣﺮﺣﻠﺔ ﻣﻦ ﻣﺮﺍﺣﻞ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﳉﻤﺎﻋﻴﺔ‪ .‬ﻭﻗﺪ ﺗﻌﻠﻢ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﺃﻧﻪ ﻳﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺓ ﺑﻮﻋﻲ ﻟﻜﻲ ﻳﺼﺒﺢ ﺃﻛﺜﺮ ﻛﻔﺎﺀﺓ ﰲ ﺣﻞ ﻣﺸﺎﻛﻠﻪ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ‬

‫ﺍﳉﻤﺎﻋﻲ‪ .‬ﻭﻗﺪ ﺃﻇﻬﺮﺕ ﺍ ﻟﻌﻤﻠﻴﺔ ﺃﻥ ﺍﳌﻮﺍﻫﺐ ﺍﳌﺨﺘﻠﻔﺔ ﳚﺐ ﺃﻥ ﺗﺘﺼﺎﺩﻡ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻮﺍﺟﺪ ﻣﻌﺎً ﺇﺫﺍ ﺗﻌﺎﻭﻧﺖ‪.‬‬

‫ﻭﻣﻦ ﺛﻢ ﻃﻠﺒﻨﺎ ﻣﻦ ﺍﳉﻤﻴﻊ ﺃﻥ ﻳﻘﺴﻤﻮﺍ ﺃﻧﻔﺴﻬﻢ ﺇﱃ ﳎﻤﻮﻋﺎﺕ ﺻﻐﲑﺓ ﻭﻳﻨﺎﻗﺸﻮﺍ ﻛﻴﻒ ﳝﻜﻦ ﳍﺬﺍ ﺍﻟﻮﻋﻲ ﺍﻵﻥ ﺃﻥ ﳛﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻌﻤﻠﻴﺔ‬

‫ﺍﳌﺘﺒﻘﻴﺔ‪.‬‬

‫ﻭﺑﻌﺪ ‪ ٤٥‬ﺩﻗﻴﻘﺔ ﺃﺧﱪﺗﻨﺎ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺑﺄﳖﺎ ﺗﻮﺻﻠﺖ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ ‬ﺍﻻﺷﱰﺍﻙ ﰲ ﺇﻋﺪﺍﺩ ﺩﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ ﻟﻠﻔﺮﻳﻖ ﺍﶈﻠﻲ ﺣﻮﻝ ﺗﻘﻨﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﻊ ﺍﻟﱰﻛﻴﺰ ﺑﺸﻜﻞ ﺧﺎﺹ‬

‫ﻋﻠﻰ ﻗﻀﺎﻳﺎ ﺍﻟﺘﻨﻮﻉ ﻭﺍﳉﻬﻮﺩ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‪.‬‬

‫‪ ‬ﻭﺿﻊ ﺧﻄﻮﺍﺕ ﲣﻄﻴﻂ ﺍﺳﱰﺍﺗﻴﺠﻲ ﺟﺪﻳﺪﺓ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻗﻀﺎﻳﺎ ﺳﻠﺴﻠﺔ ﺍﻟﺘﻮﺭﻳﺪ )ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﳌﻮﺍﺩ ﺃﻭ‬

‫ﺍﻻﺿﻄﺮﺍﺭ ﻻﻧﺘﻈﺎﺭ ﻭﺻﻮﳍﺎ( ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﺒﻌﻴﺪ ﻭﺍﻟﻘﺮﻳﺐ‪ ،‬ﻭﺗﺸﻜﻴﻞ ﻓﺮﻳﻖ ﻣﺸﱰﻙ ﺧﺎﺹ ﻳﺘﻜﻮﻥ ﻣﻦ ﺃﻋﻀﺎﺀ ﻣﻦ‬

‫ﺍﳉﻤﺎﻋﺘﲔ ﳊﻞ ﻣﺸﺎﻛﻞ ﺳﻠﺴﻠﺔ ﺍﻟﺘﻮﺭﻳﺪ‪ ،‬ﻭﺍﳌﺸﺎﻛﻞ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻣﺸﺎﻛﻞ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﻣﻊ ﺍﻟﱰﻛﻴﺰ ﺑﺸﻜﻞ ﺧﺎﺹ‬

‫ﻋﻠﻰ ﻗﻀﺎﻳﺎ ﺍﻟﺘﻨﻮﻉ ﻭﺍﳉﻬﻮﺩ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ﰲ ﲨﻴﻊ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ‪.‬‬

‫‪ ‬ﺟﺪﻭ ﻟﺔ ﻟﻘﺎﺀ ﻣﻊ ﺍﳌﻮﺭﺩﻳﻦ ﺍﻟﺮﺋﻴﺴﻴﲔ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﻋﻤﻠﻴﺔ ﲨﺎﻋﻴﺔ ﺣﻮﻝ ﺍﳌﺸﺎﻛﻞ ﺍﳌﻮﺟﻮﺩﺓ ﻭﻛﻴﻔﻴﺔ ﺣﻠﻬﺎ‪.‬‬

‫ﺣﺎﺷﻴﺔ‪:‬‬

‫ﺍﺳﺘﻤﺮ ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﳉﻤﺎﻋﺔ ﻷﻗﻞ ﻣﻦ ﺳﺎﻋﺔ ﺑﻘﻠﻴﻞ‪ .‬ﻭﻗﺪ ﺃﺧﱪﻧﺎ ﺍﳌﺸﺎﺭﻛﻮﻥ ﻓﻴﻤﺎ ﺑﻌﺪ ﺃﳖﻢ ﺍﻋﺘﱪﻭﺍ ﺍﻻﺟﺘﻤﺎﻉ ﺍﺟﺘﻤﺎﻋﺎً ﻧﺎﺟﺤﺎً ﺟﺪﺍً‪.‬‬

‫ﻭﺃﺧﱪﻭﻧﺎ ﺑﻌﺪ ﺫﻟﻚ ﺃﻥ ﺍﳌﺼﻨﻊ ﻗﺪ ﰎ ﰲ ﺍﻟﻮﻗﺖ ﺍﶈﺪﺩ ﻹﲤﺎﻣﻪ‪ .‬ﻭﺑﻌﺪ ﻋﺎﻣﲔ ﺃﻋﻠﻨﺖ ﺍﻟﺸﺮﻛﺔ ﻋﻦ ﺗﺴﺠﻴﻞ ﺭﻗﻢ ﻗﻴﺎﺳﻲ ﰲ ﺍﻹﻧﺘﺎﺝ ﰲ‬

‫ﻓﺮﻋﻬﺎ ﰲ ﺟﺰﺭ ﺍﻟﻜﺎﺭﻳﱯ‪ ،‬ﻭﺍﺣﺘﻔﻠﺖ ﲠﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ‪ .‬ﻭﻣﻊ ﺃﻧﻨﺎ ﱂ ﻧﻌﺘﻘﺪ ﺃﻥ ﻫﻨﺎﻙ ﺍﺭﺗﺒﺎﻃﺎً ﺑﲔ ﻣﺎ ﺣﺪﺙ ﰲ ﺍﻻﺟﺘﻤﺎﻉ ﻭﺑﲔ ﺍﻟﻨﺠﺎﺡ‬

‫ﺍﻟﺬﻱ ﲢﻘﻖ‪ ،‬ﺇﻻ ﺃﻧﻨﺎ ﺭﺃﻳﻨﺎ ﺃﻥ ﻧﺬﻛﺮﻩ ﻫﻨﺎ ﻛﺠﺰﺀ ﻣﻦ ﺍﻟﻘﺼﺔ‪.‬‬

‫ﻣﻼﺣﻈﺎﺕ ﺧﺘﺎﻣﻴﺔ‪:‬‬

‫ﻳﻘﺼﺪ ﻣﻦ ﻫﺬﺍ ﺍﻟﻮﺻﻒ ﺍﳌﺨﺘﺼﺮ ﳍﺬﻩ ﺍﳊﺎﻟﺔ ﺇﻋﻄﺎﺅﻙ ﻓﻜﺮﺓ ﻋﺎﻣﺔ ﻋﻦ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻨﻤﻮﺫﺝ ﻣﻊ ﺍﳉﻤﺎﻋﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻟﻜﻲ ﻳﻨﺠﺢ‬

‫ﺍﻟﺘﺪﺧﻞ ﰲ ﺃﻱ ﻋﻤﻞ ﲨﺎﻋﻲ ﻛﺎﻟﻌﻤﻞ ﺍﳌﺬﻛﻮﺭ ﺃﻋﻼﻩ‪ ،‬ﳛﺘﺎﺝ ﺇﱃ ﺛﻘﺎﻓﺔ ﻣﺴﺘﻤﺮﺓ ﺣﻮﻟﻪ‪ .‬ﻭﻗﺪ ﺧﻼ ﺍﻟﻮﺻﻒ ﻣﻦ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺘﻔﺎﺻﻴﻞ‬
‫ﻭﱂ ﻳﺸﻤﻞ ﻋﻤﻞ ﺍﻟﻮﻋﻲ ﻟﺪﻯ ﺍﳌﺴﺎﻋﺪ‪ .‬ﻭﻗﺪ ﺃﻏﻔﻞ ﺃﻳﻀﺎً ﻋﻤﻠﻴﺔ ﺍﻹﻋﺪﺍﺩ ﻭﻋﻤﻠﻴﺔ ﺍﺳﺘﺨﻼﺹ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻌﺪ ﺇﲤﺎﻡ ﺍﻟﻌﻤﻞ‪ .‬ﻟﻘﺪ ﰎ‬

‫ﺗﺪﺭﻳﺐ ﻛﻼ ﺍﻟﻔﺮﻳﻘﲔ ﻋﻠﻰ ﺍﳋﻂ ﰲ ﺷﺒﻜﺘﻨﺎ ﺍﳋﺎﺭﺟﻴﺔ ﳌﺪﺓ ﺷﻬﺮﻳﻦ ﺑﻌﺪ ﻋﻤﻠﻴﺔ ﺍﳌﺮﺍﺟﻌﺔ‪ .‬ﻭﺗﻠﺖ ﻫﺬﻩ ﺍﳉﻠﺴﺎﺕ ﻋﻠﻰ ﺍﳋﻂ ﰲ ﺑﻌﺾ‬

‫ﺍﻷﺣﻴﺎﻥ ﻣﻜﺎﳌﺎﺕ ﻫﺎﺗﻔﻴﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻟﻘﺎﺀ ﺃﻭ ﻟﻘﺎﺀﻳﻦ ﺷﺨﺼﻴﲔ‪ ،‬ﻟﱰﺳﻴﺦ ﺍﻟﺘﻐﲑﺍﺕ ﺍﳊﺎﺻﻠﺔ‪ .‬ﻭﺍﺳﺘﺠﺎﺑﺔ ﻟﻄﻠﺐ ﺛﻼﺛﺔ ﺃﺷﺨﺎﺹ‪،‬‬

‫ﻗﻤﻨﺎ ﺑﺘﺪﺭﻳﺒﻬﻢ ﻃﻮﺍﻝ ﺍﻟﺴﻨﺔ ﺍﻟﺘﺎﻟﻴﺔ ﳍﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﺑﻌﺪ ﻧﻘﻄﺔ ﺇﲤﺎﻡ ﺍﳌﺼﻨﻊ‪ .‬ﺃﺭﺟﻮ ﺃﻥ ﺗﺮﺟﻊ ﺇﱃ ﺻﻔﺤﺎﺕ ﺃﺧﺮﻯ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﻮﻗﻊ ﺃﻭ‬

‫ﺇﱃ ﺭﺍﺑﻄﺔ ﺍﳌﻜﺘﺒﺔ ﻟﻘﺮﺍﺀﺓ ﻭﺻﻒ ﺃﻛﺜﺮ ﺗﻔﺼﻴﻼ‪ ‬ﳊﺎﻻﺕ ﺃﺧﺮﻯ‪.‬‬

 ‫ﺍﻟﺒﺎﻧﻜﺲ‪ ،‬ﺍﻟﻌﻤﺎﻝ‪ ،‬ﺍﻟﺸﺮﻃﺔ‪ ،‬ﺍﻟﺴﻜﺎﻥ ﻭﺍﳌﺪﻣﻨﻮﻥ ﰲ ﻧﺪﻭﺓ ﻣﻔﺘﻮﺣﺔ ﰲ ﺳﺘﺎﺩﳍﻮﻓﻦ‪ ،‬ﺯﻳﻮﺭﺥ‬

‫ﲤﻬﻴﺪ‪:‬‬

‫ﻳﻌﺪ ﻣﻴﺪﺍﻥ ﺳﺘﺎﺩﳍﻮﻓﲔ ﻣﻨﻄﻘﺔ ﺗﺴﻮﻕ ﺷﻌﺒﻴﺔ ﰲ ﻣﺮﻛﺰ ﻣﺪﻳﻨﺔ ﺯﻳﻮﺭﺥ ﰲ ﺳﻮﻳﺴﺮﺍ‪ .‬ﻭﻫﻮ ﻣﺘﻨﺰﻩ ﻳﻌﺞ ﺑﺎﳊﺮﻛﺔ‪ ،‬ﻣﺮﺻﻮﻑ‬

‫ﺑﺎﳌﻄﺎﻋﻢ ﻭﺍﶈﻼﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﻄﻌﻢ ﺧﺎﺭﺟﻲ ﻳﻔﺘﺢ ﺃﺑﻮﺍﺑﻪ ﰲ ﺍﻟﺼﻴﻒ‪ ،‬ﺣﻴﺚ ﳚﻠﺲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻨﺎﺱ ﻋﻠﻰ‬

‫ﺍﳌﻘﺎﻋﺪ‪ ،‬ﻳﺮﺗﺎﺟﻮﻥ ﻣﻦ ﺟﻮﻻﺕ ﺍﻟﺘﺴﻮﻕ‪ .‬ﻭﰲ ﻣﻨﺘﺼﻔﻪ ﻣﻨﻄﻘﺔ ﻣﺰﺭﻭﻋﺔ ﺑﺎﻷﺯﻫﺎﺭ ﻭﰲ ﻭﺳﻄﻬﺎ ﻧﺎﻓﻮﺭﺓ‪ .‬ﺗﻘﻊ ﺑﻘﺮﺑﻪ ﳏﻄﺔ‬

‫ﻗﻄﺎﺭﺍﺕ‪ ،‬ﺗﺴﺒﺐ ﺗﺪﻓﻘﺎً ﻛﺒﲑﺍً ﳊﺮﻛﺔ ﻣﺮﻭﺭ ﺍﳊﺎﻓﻼﺕ ﻭﺍﳌﺸﺎﺓ‪.‬‬

‫ﻭﻗﺪ ﲢﻮﻝ ﻣﻴﺪﺍﻥ ﺳﺘﺎﺩﳍﻮﻓﻦ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﺇﱃ ﻭﺍﺣﺪ ﻣﻦ ﺃﻛﱪ ﺃﻣﺎﻛﻦ ﲡﻤﻊ ﺍﻟﺒﺎﻧﻜﺲ‪ ١‬ﻣﻦ ﲨﻴﻊ ﺃﳓﺎﺀ ﺃﻭﺭﻭﺑﺎ‪.‬‬

‫ﺣﻴﺚ ﳜﺘﻠﻄﻮﻥ ﻣﻊ ﺍﳉﻤﺎﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﳌﺪﻣﻨﲔ ﺍﳌﺘﺸﺮﺩﻳﻦ‪ ،‬ﺍﻟﺬﻳﻦ ﻳﺘﺴﻜﻌﻮﻥ ﰲ ﺍﳌﻴﺪﺍﻥ‪ .‬ﻭﳒﺪ ﻫﻨﺎﻙ ﺃﻳﻀﺎً ﺍﻟﻌﺪﻳﺪ‬

‫ﻣﻦ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺍﻟﺒﻮﻟﻴﺘﻮﻛﺴﻴﻜﻮﻣﺎﻧﻴﺎ‪ ،‬ﻭﻫﻲ ﻛﻠﻤﺔ ﻻﺗﻴﻨﻴﺔ ﺗﺼﻒ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﺪﻣﻨﻮﻥ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ‬

‫ﺍﳌﺨﺪﺭﺍﺕ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻌﻘﻞ ﻣﺜﻞ ﺍﳍﲑﻭﻳﻦ‪ ،‬ﻭﺍﻟﻜﻮﻛﺎﺋﲔ ﻭﺍﻷﻣﻔﻴﺘﺎﻣﲔ‪ .‬ﻗﺪ ﻳﺼﺒﺢ ﺍﳌﺸﻬﺪ ﻭﺣﺸﻴﺎً ﺟﺪﺍً‪ .‬ﻭﻳﺪﺧﻞ‬

‫ﺃﻋﻀﺎﺀ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﰲ ﺻﺮﺍﻉ‪ ،‬ﻳﺘﻀﻤﻦ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﺷﻴﺌﺎً ﻣﻦ ﺍﻟﻌﻨﻒ‪ ،‬ﺃﻭ ﻳﺸﻐﻠﻮﻥ‬

‫ﻣﺴﺠﻼﲥﻢ ﺑﺄﻋﻠﻰ ﺩﺭﺟﺔ ﺻﻮﺕ‪ .‬ﻭﻳﻘﻮﻡ ﺍﻟﺒﺎﻧﻜﺲ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺑﺎﻟﺘﺴﻮﻝ ﺑﻌﻨﻒ‪ ،‬ﳑﺎ ﺟﻌﻞ ﳐﺘﻠﻒ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﻨﺘﻤﻮﻥ‬

‫ﺇﱃ ﲨﺎﻋﺎﺕ ﺗﺘﺒﻊ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ ﰲ ﺍﳌﻨﻄﻘﺔ ﺃﻭ ﳝﺮﻭﻥ ﻓﻴﻬﺎ‪ ،‬ﻳﺸﺘﻜﻮﻥ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻣﻌﺮﺑﲔ ﻋﻦ ﺷﻌﻮﺭﻫﻢ‬

‫ﺑﺎﳋﻮﻑ ﻣﻦ ﳕﻂ ﺍﻟﺘﺴﻮﻝ ﺍﻟﻌﻨﻴﻒ‪ ،‬ﻭﺍﻟﺒﺎﻧﻜﺲ ﺫﻭﻱ ﺍﳌﻈﺎﻫﺮ ﺍﳌﺮﻋﺒﺔ ﻭﻛﻼﲠﻢ ﺍﻟﻀﺨﻤﺔ ﺍﻟﱵ ﻻ ﺗﻘﻞ ﻋﻨﻬﻢ ﺇﺛﺎﺭﺓ‪ ‬ﻟﻠﺨﻮﻑ‪ ،‬ﻭﺍﻟﱵ‬

‫ﺗﺘﺠﻮﻝ ﰲ ﺍﳌﺘﻨﺰﻩ ﲝﺮﻳﺔ‪ .‬ﻭﻳﺸﺘﻜﻲ ﺍﻟﺒﺎﻧﻜﺲ ﺑﺪﻭﺭﻫﻢ ﻣﻦ ﺗﻌﺎﱄ ﺍﳌﺎﺭﺓ ﻋﻠﻴﻬﻢ ﺑﺸﺘﻰ ﺍﻟﻄﺮﻕ‪.‬‬

‫ﻭﻣﻦ ﻣﻨﻈﻮﺭ ﺛﻘﺎﰲ ﺃﻭﺳﻊ‪ ،‬ﺗﻌﺘﱪ ﺯﻳﻮﺭﺥ ﺑﻠﺪﺓ ﲢﻮﻟﺖ ﺇﱃ ﻣﺪﻳﻨﺔ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺑﲔ ﻟﻴﻠﺔ ﻭﺿﺤﺎﻫﺎ‪ .‬ﻓﺒﻴﻨﻤﺎ ﻛﺎﻥ ﺍﻟﺘﻨﻮﻉ‬

‫ﺍﳌﻮﺟﻮﺩ ﻓﻴﻬﺎ ﻗﺒﻞ ‪ ١٠‬ﺳﻨﻮﺍﺕ ﻣﻘﺘﺼﺮﺍً ﻋﻠﻰ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﱵ ﺗﻨﺘﻤﻲ ﺇﱃ ﺍﻟﺪﻭﻝ ﺍﻷﻭﺭﻭﺑﻴﺔ ﺍ‪‬ﺎﻭﺭﺓ )ﺍﻟﻴﻮﻧﺎﻥ‪ ،‬ﻭﺇﺳﺒﺎﻧﻴﺎ‪،‬‬

‫ﺍﻟﺒﺎﻧﻜﺲ )ﻭﻭﺍﺣﺪﻫﻢ ﺍﻟﺒﺎﻧﻚ( ﻫﻢ ﺃﻋﻀﺎﺀ ﺣﺮﻛﺔ ﺛﻘﺎﻓﺔ ﺷﺎﺭﻋﻴﺔ ﻧﺸﺄﺕ ﰲ ﻟﻨﺪﻥ ﰲ ﻣﻨﺘﺼﻒ ﺍﻟﺴﺒﻌﻴﻨﻴﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﲡﺪﻫﺎ ﺍﻵﻥ ﰲ ﺍﻟﻴﺎﺑﺎﻥ‪ ،‬ﻭﺃﻭﺭﻭﺑﺎ‪ ،‬ﻭﺍﻟﻮﻻﻳﺎﺕ‬
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‫ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﺃﻣﺮﻳﻜﺎ ﺍﳉﻨﻮﺑﻴﺔ‪ ،‬ﻭﺃﺳﱰﺍﻟﻴﺎ‪ ،‬ﻭﺟﻨﻮﺏ ﺷﺮﻕ ﺁﺳﻴﺎ ﻭﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻣﺎﻛﻦ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻗﺪ ﺗﺒﻨﺖ ﰲ ﺑﺪﺍﻳﺘﻬﺎ ﺍﻟﻔﻦ‪ ،‬ﻭﺍﳌﻮﺳﻴﻘﻰ ﻭﺍﳌﻮﺿﺔ‪ .‬ﳝﻜﻨﻚ ﺍﻟﺘﻌﺮﻑ‬

‫ﻋﻠﻰ ﺃﺗﺒﺎﻉ ﺍﻟﺒﺎﻧﻜﺲ ﻣﻦ ﺧﻼﻝ ﻣﻈﻬﺮﻫﻢ ﺍﳋﺎﺭﺟﻲ ﺍﻟﻌﺪﻭﺍﻧﻲ )ﺍﻧﻈﺮ ﺍﻟﺼﻮﺭﺓ ﰲ ﳖﺎﻳﺔ ﺍﳌﻘﺎﻟﺔ( ﻭﺳﻠﻮﻛﻬﻢ ﺍﻟﻔﻮﺿﻮﻱ‪ ،‬ﺍﻟﺬﻱ ﻳﻘﺼﺪ ﻣﻨﻪ ﺍﻻﺣﺘﺠﺎﺝ ﻋﻠﻰ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻀﺨﻢ ﺍﻟﺬﻱ ﺗﺘﺴﻢ‬

‫ﺑﻪ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﻴﺔ ﻭﺣﺎﻟﺔ ﺍﻟﻴﺄﺱ ﺍﻟﱵ ﺳﺎﺩﺕ ﻋﻘﺪ ﺍﻟﺴﺒﻌﻴﻨﻴﺎﺕ‪.‬‬

‫ﻭﺇﻳﻄﺎﻟﻴﺎ‪ ،‬ﻭﺗﺮﻛﻴﺎ( ‪ ،‬ﳒﺪ ﺃﻥ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﻌﺮﻗﻴﺔ ﻣﻦ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ ﻗﺪ ﺃﺻﺒﺤﺖ ﺍﻵﻥ ﺟﺰﺀﺍً ﻣﻦ ﺍﳊﻴﺎﺓ ﰲ ﺯﻳﻮﺭﺥ‪ .‬ﻭﻟﻘﺪ‬

‫ﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺘﻐﲑ ﺻﻌﺒﺎً ﺟﺪﺍً ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺴﻮﻳﺴﺮﻳﲔ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ ،‬ﻳﻌﺎﻧﻲ ﻋﺪﺩ ﻻ ﳛﺼﻰ ﻣﻦ ﺍﳌﻬﺎﺟﺮﻳﻦ ﻣﻦ ﻣﺎ‬

‫ﻳﺼﻔﻮﻧﻪ ﺑﺄﻧﻪ ﻋﻨﺼﺮﻳﺔ ﻋﺮﻗﻴﺔ ﻭﻋﺰﻟﺔ‪ .‬ﻭﺑﻴﻨﻤﺎ ﻳﻄﺎﻟﺐ ﺍﻟﺒﻌﺾ ﺑﻘﺪﺭ ﺃﻛﱪ ﻣﻦ ﺍﻟﺘﻌﺎﻳﺶ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ‬

‫ﻭﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﻳﺮﻳﺪ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺃﻥ ﺗﻘﻮﻡ ﺍﳊﻜﻮﻣﺔ ﻭﺍﻟﺸﺮﻃﺔ ﺑﺎﻟﺘﺼﺮﻑ‪ ،‬ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ "ﺍﻟﻨﻈﺎﻡ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ‬

‫ﺍﻟﺴﻮﻳﺴﺮﻳﺔ"‪.‬‬

‫ﻋﻠﻰ ﺃﺳﺎﺱ ﻫﺬﻩ ﺍﳋﻠﻔﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﳌﺸﻬﺪ ﰲ ﻣﻴﺪﺍﻥ ﺳﺘﺎﺩﳍﻮﻓﻦ ﻳﻌﺘﱪ ﻗﻨﺒﻠﺔ ﻣﻮﻗﻮﺗﺔ‪ .‬ﻭﻗﺪ ﺃﺭﺳﻠﺖ ﺑﻠﺪﻳﺔ ﻣﺪﻳﻨﺔ ﺯﻳﻮﺭﺥ ﺭﺟﺎﻝ‬

‫ﺍﻟﺸﺮﻃﺔ ﻟﻠﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﺍ ﲝﺪ ﺫﺍﺗﻪ ﻣﺸﻜﻠﺔ‪ .‬ﻓﻌﻠﻰ ﺍﻟﻌﻤﻮﻡ‪ ،‬ﳒﺪ ﺃﻥ ﺍﻟﺸﺮﻃﺔ ﺗﻨﺠﺢ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬

‫ﺍﳉﺮﺍﺋﻢ ﺍﻟﱵ ﺗﺮﺗﻜﺐ ﺃﻭ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺮﺗﻜﺐ‪ ،‬ﺃﻭ ﻣﻊ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﺮﻏﺒﻮﻥ ﰲ ﺍﻟﻌﻴﺶ ﺑﻄﺮﻳﻘﺔ ﻋﺎﺩﻳﺔ ﻭﻻ ﳛﺒﻮﻥ ﺍﳌﺸﺎﻛﻞ‪.‬‬

‫ﻭﻟﻜﻦ‪ ،‬ﺍﻟﺒﺎﻧﻜﺲ ﻭﺍﳉﻤﺎﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ ﺍﻷﺧﺮﻯ ﻻ ﺗﻨﺘﻤﻲ ﺇﱃ ﺃﻱ ﻣﻦ ﻫﺎﺗﲔ ﺍﻟﻔﺌﺘﲔ‪ .‬ﻓﻬﻢ ﰲ ﺍﻟﻌﺎﺩﺓ ﻻ ﻳﺪﻓﻌﻮﻥ ﺃﺩﻧﻰ ﺣﺪ ﻣﻦ‬

‫ﺍﻟﻐﺮﺍﻣﺎﺕ ﻷﳖﻢ ﻻ ﳝﻠﻜﻮﻥ ﺍﳌﺎﻝ‪ ،‬ﺑﻞ ﺇﳖﻢ ﻻ ﳝﺘﻠﻜﻮﻥ ﺃﻱ ﺷﻲﺀ ﳝﻜﻦ ﺃﻥ ﻳﺆﺧﺬ ﻣﻨﻬﻢ‪ .‬ﻭﺣﺘﻰ ﺇﺑﻌﺎﺩﻫﻢ ﻋﻦ ﺍﳌﻨﻄﻘﺔ ﻻ ﻳﻌﺘﱪ‬

‫ﺣﻼ‪ ‬ﻗﺎﺑﻼ‪ ‬ﻟﻼﺳﺘﻤﺮﺍﺭ‪ ،‬ﺣﻴﺚ ﺃﳖﻢ ﻻ ﻳﻠﺒﺜﻮﺍ ﺃﻥ ﻳﻌﻮﺩﻭﺍ‪.‬‬

‫ﺍﺟﺘﻤﺎﻉ ﺍﻟﺒﻠﺪﺓ‪:‬‬

‫ﻣﻊ ﺃﺧﺬ ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﺍﳌﺘﺄﺯﻡ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ‪ ،‬ﻗﻤﺖ ﺃﻧﺎ ﻭﻟﻮﻛﺎﺱ ﻫﻮﻟﺮ ﻣﻦ ﻓﺮﻳﻖ "ﺍﻷﻣﻦ‪-‬ﺍﻟﺘﺪﺧﻞ‪-‬ﺍﻟﻮﻗﺎﻳﺔ" ﰲ ﺯﻳﻮﺭﺥ‪ ،‬ﻭﻫﻮ‬

‫ﳎﻤﻮﻋﺔ ﻋﻤﻞ ﺧﺎﺻﺔ ﺗﺘﺒﻊ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﻣﺪﻳﻨﺔ ﺯﻳﻮﺭﺥ‪ ،‬ﺑﺘﻨﻈﻴﻢ ﻧﺪﻭﺓ ﰲ ﺍﻟﺒﻠﺪﺓ ﳌﺴﺎﻋﺪﺓ ﺍﳉﻤﺎﻋﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻰ‬

‫ﺣﻞ ﺍﳋﻼﻓﺎﺕ ﺑﻴﻨﻬﺎ‪ .‬ﻭﻗﺪ ﻗﺎﻡ ﻟﻮﻛﺎﺱ ﺑﺈﻗﻨﺎﻉ ﳑﺜﻠﲔ ﻋﻦ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﻭﻫﻲ ﻧﻘﺎﺑﺔ ﺍﻟﻌﻤﺎﻝ ﺍﶈﻠﻴﺔ‪ ،‬ﻭﺭﺋﻴﺲ ﺍﻟﺸﺮﻃﺔ‪،‬‬

‫ﻭﺇﺩﺍﺭﺓ ﺍﳌﺪﻳﻨﺔ ﻭﺍﻟﺒﺎﻧﻜﺲ‪ ،‬ﺑﺎﳌﺨﺎﻃﺮﺓ ﻭﺍﳊﻀﻮﺭ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻌﻤﻞ ﻣﻌﺎً ﺿﻤﻦ ﻧﺪﻭﺓ ﻣﻔﺘﻮﺣﺔ ﳊﻞ ﻣﺸﺎﻛﻠﻬﻢ‪ .‬ﻭﻗﺒﻞ ﺍﻟﻨﺪﻭﺓ‬

‫ﺑﻴﻮﻣﲔ‪ ،‬ﻗﻤﺖ ﺃﻧﺎ ﻭﻟﻮﻛﺎﺱ ﺑﻌﻘﺪ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﻨﻔﺼﻠﺔ ﻣﻊ ﲨﻴﻊ ﺍﳌﻌﻨﻴﲔ‪ ،‬ﺣﻴﺚ ﺍﺳﺘﻤﻌﻨﺎ ﺇﱃ ﻭﺟﻬﺎﺕ ﻧﻈﺮﻫﻢ‪ ،‬ﻭﺃﺳﺒﺎﺏ‬

‫ﺗﺮﺩﺩﻫﻢ ﰲ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻠﻘﺎﺀ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﺍﳉﻤﻴﻊ ﻳﺸﻌﺮﻭﻥ ﺑﺘﺸﺎﺅﻡ ﻛﺒﲑ ﺣﻴﺎﻝ ﺍﻟﻨﺘﻴﺠﺔ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﻘﺪ ﺷﻌﺮﻧﺎ ﺑﺎﻟﺴﺮﻭﺭ‬

‫ﺑﺴﺒﺐ ﻧﺘﻴﺠﺔ ﺟﻬﻮﺩﻧﺎ ﻋﻨﺪﻣﺎ ﺭﺃﻳﻨﺎ ﺍﳊﻀﻮﺭ ﰲ ﺍﳋﻴﻤﺔ ﺍﻟﱵ ﺍﺗﺴﻌﺖ ﳌﺎ ﻳﻘﺎﺭﺏ ﻣﺎﺋﺔ ﺷﺨﺺ‪ .‬ﻛﺎﻥ ﻫﻨﺎﻙ ﺭﺋﻴﺲ ﺍﻟﺸﺮﻃﺔ‬

‫ﻭ ﻣﺴﺎﻋﺪﻩ‪ ،‬ﻭﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻨﻄﻘﺔ‪ ،‬ﻭﻋﺪﺩ ﻣﻦ ﺃﻋﻀﺎﺀ ﳎﻠﺲ ﺍﳌﺪﻳﻨﺔ ﺍﻟﺴﺒﻌﺔ )ﺍﻟﺬﻳﻦ ﻳﺆﺩﻭﻥ ﻣﻬﻤﺔ ﺍﶈﺎﻓﻆ ﰲ‬
‫ﺯﻳﻮﺭﺥ( ‪ ،‬ﻭﺑﻌﺾ ﺍﳌﺘﺸﺮﺩﻳﻦ ﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ ﰲ ﺍﳌﺘﻨﺰﻩ‪ ،‬ﻭﺍﳌﺪﻣﻨﲔ ﺍﻟﺬﻳﻦ ﻳﺴﻜﻨﻮﻥ ﺍﳌﺘﻨﺰﻩ‪ ،‬ﻭﺍﻟﺒﺎﻧﻜﺲ ﻭﻛﻼﲠﻢ‪ ،‬ﻭﻃﻼﺏ ﻣﻦ‬

‫ﺍﳌﺪﺍﺭﺱ ﺍ‪‬ﺎﻭﺭﺓ‪ ،‬ﻭﺍﻟﺴﻜﺎﻥ ﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ ﰲ ﺍﻟﺸﻘﻖ ﺍ‪‬ﺎﻭﺭﺓ‪ ،‬ﻭﻏﲑﻫﻢ ﻣﻦ ﺍﳌﻬﺘﻤﲔ‪.‬‬

‫ﰲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻋﱪ ﳐﺘﻠﻒ ﺍﻷﻋﻀﺎﺀ ﻋﻦ ﺁﺭﺍﺋﻬﻢ ﰲ ﻋﺮﺽ ﳌﺪﺓ ‪ ٣‬ﺩﻗﺎﺋﻖ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺍﻟﻌﻤﺎﻝ‪ ،‬ﻭﺍﻟﺒﺎﻧﻜﺲ‪ ،‬ﻭﺭﺟﺎﻝ ﺍﻟﺸﺮﻃﺔ‬

‫ﻭﻃﺎﻟﺐ ﻣﻦ ﺇﺣﺪﻯ ﺃﻛﱪ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺯﻳﻮﺭﺥ‪ ،‬ﻭﺍﻟﱵ ﳝﺮ ﻃﻼﲠﺎ ﺑﺎﳌﺘﻨﺰﻩ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ‪ .‬ﻭﻗﺪ ﰎ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻋﺪﺩ ﻣﻦ‬

‫ﺍﻵﺭﺍﺀ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺃﺻﺤﺎﺏ ﺍﻷﻋﻤﺎﻝ‪ :‬ﺍﳉﻤﺎﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ ﳍﺎ ﺗﺄﺛﲑ ﺳﻲﺀ ﻋﻠﻰ ﺍﻟﻌﻤﻞ‪ ،‬ﻓﻬﻢ ﳜﻴﻔﻮﻥ ﺍﻟﻨﺎﺱ‪ ،‬ﻭﻗﺪ ﺍﳔﻔﻀﺖ ﻋﺎﺋﺪﺍﺗﻨﺎ‪ ،‬ﻭﻧﺸﻌﺮ‬

‫ﺑﺄﻧﻪ ﻣﻦ ﺍﳋﻄﺄ ﺍﻹﺳﺎﺀﺓ ﻟﻠﻨﺎﺱ ﻭﻫﻢ ﳛﺎﻭﻟﻮﻥ ﺍﻟﺘﺴﻮﻕ ﰲ ﻫﺬﻩ ﺍﳌﻨﻄﻘﺔ‪ .‬ﻭﳓﻦ ﻧﻜﺮﻩ ﺃﻥ ﻧﺴﻤﻊ ﺃﻟﻔﺎﻇﺎً ﺳﻴﺌﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻥ‬

‫ﻣﻮﻇﻔﻴﻨﺎ ﳜﺸﻮﻥ ﺍﳊﻀﻮﺭ ﺇﱃ ﺃﻋﻤﺎﳍﻢ‪.‬‬

‫ﺍﻟﺸﺮﻃﺔ‪ :‬ﺍﳉﻤﻴﻊ ﻳﻨﺘﻘﺪﻭﻧﻨﺎ؛ ﳎﺘﻤﻊ ﺍﻟﻌﻤﻞ ﻳﻘﻮﻝ ﺃﻧﻨﺎ ﻣﺘﺴﺎﻫﻠﻮﻥ ﺟﺪﺍً‪ ،‬ﻭﺍﳉﻤﺎﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ ﺗﻨﻌﺘﻨﺎ ﺑﺎﻟﻔﺎﺷﻴﲔ‪ ،‬ﻭﺗﻌﻤﺪ‬

‫ﺍﻟﺼﺤﺎﻓﺔ ﺇﱃ ﺍﲥﺎﻡ ﺍﻟﺸﺮﻃﺔ ﺑﻔﻘﺪ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻟﻮﺿﻊ ﺇﺫﺍ ﺣﺪﺙ ﺷﻲﺀ‪ ،‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻳﺘﻬﻤﻮﻧﻨﺎ ﺑﺎﻟﻘﺴﻮﺓ ﻭﺍﻟﻌﻨﻒ ﺇﺫﺍ‬

‫ﺗﺪﺧﻠﻨﺎ‪.‬‬

‫ﺍﻟﺒﺎﻧﻜﺲ‪ :‬ﻻ ﺃﺣﺪ ﻳﺮﻳﺪﻧﺎ ﻭﺍﳉﻤﻴﻊ ﳛﺎﻭﻟﻮﻥ ﺗﺸﻮﻳﻪ ﲰﻌﺘﻨﺎ‪ .‬ﻟﺪﻳﻨﺎ ﳕﻂ ﺣﻴﺎﺓ ﳐﺘﻠﻒ ﻭﻗﻴﻢ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﻣﻦ ﺣﻘﻨﺎ ﺃﻥ ﻧﻌﻴﺸﻬﺎ‬

‫ﻛﻤﺎ ﻧﺮﻳﺪ ﰲ ﳎﺘﻤﻊ ﺣﺮ‪ .‬ﺃﻧﺘﻢ ﺗﻘﻮﻟﻮﻥ ﺃﻧﻨﺎ ﻋﺪﻭﺍﻧﻴﻮﻥ؛ ﻭﳓﻦ ﻧﺮﻯ ﺃﻥ ﺇﻋﻼﻧﺎﺕ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﻭﺇﺻﺮﺍﺭﻩ ﻋﻠﻰ ﳕﻂ ﺍﳊﻴﺎﺓ ﺍﻟﺬﻱ‬

‫ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺮﺑﺢ ﻻ ﻳﻘﻞ ﻋﺪﻭﺍﻧﻴﺔ ﻋﻨﺎ‪.‬‬

‫ﺭﺃﻱ ﻃﺎﻟﺐ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ :‬ﺃﲤﻨﻰ ﻟﻮ ﺃﻥ ﺍﳉﻤﻴﻊ ﻳﺘﻌﺎﻳﺸﻮﻥ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﻣﻌﺎً‪ .‬ﻭﳓﻦ ﺃﻳﻀﺎً ﳒﺪ ﻛﺒﺎﺭ ﺍﻟﺴﻦ ﻳﻄﻠﻘﻮﻥ ﻋﻠﻴﻨﺎ‬

‫ﺃﺣﻴﺎﻧﺎً ﺃﲰﺎﺀ ﺍﻟﺸﺒﺎﺏ‪.‬‬

‫ﰲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﺑﺪﺃﺕ ﺁﺳﻲ‪ ،‬ﻭﻫﻲ ﻣﻦ ﺍﻟﺒﺎﻧﻜﺲ‪ ،‬ﺑﺎﳊﺪﻳﺚ‪ ،‬ﻭﻗﺎﻃﻌﻬﺎ ﺷﺨﺺ ﺁﺧﺮ ﻣﻦ ﺍﻟﺒﺎﻧﻜﺲ ﺍﻧﺪﻓﻊ ﺇﱃ ﺩﺍﺧﻞ ﻏﺮﻓﺔ‬

‫ﺍﻻﺟﺘﻤﺎﻉ‪ ،‬ﻭﺻﺮﺥ ﻗﺎﺋﻼ‪ ‬ﺃﳖﺎ ﺧﺎﺋﻨﺔ‪ ،‬ﻭﻣﺘﻬﻤﺎً ﺇﻳﺎﻫﺎ ﻭﲨﻴﻊ ﺍﻟﺒﺎﻧﻜﺲ ﺍﳌﻮﺟﻮﺩﻳﻦ ﰲ ﺍﳋﻴﻤﺔ ﺑﺎﳋﻴﺎﻧﺔ ﻷﳖﻢ ﳚﺎﻟﺴﻮﻥ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﰲ‬

‫ﳏﺎﻭﻟﺔ ﳊﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻘﺎﺋﻤﺔ‪" .‬ﺍﻟﺒﺎﻧﻜﺲ ﻻ ﻳﻔﺎﻭﺿﻮﻥ!" ﻗﺎﻝ ﻫﺬﻩ ﺍﳉﻤﻠﺔ ﻭﺍﻧﺪﻓﻊ ﺧﺎﺭﺟﺎً‪ .‬ﺃﺻﺎﺑﺖ ﺍﳉﻤﺎﻋﺔ ﺻﺪﻣﺔ‪ .‬ﻭﻻ‬

‫ﺑﺪ ﺃﻥ ﺑﻌﺾ ﺍﻟﻌﺎﻣﻠﲔ ﻗﺪ ﺷﻌﺮﻭﺍ ﺑﺎﻟﺘﻌﺎﻃﻒ ﻣﻊ ﺍﳌﺸﻜﻠﺔ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﺎ ﻫﺬﻩ ﺍﳌﺮﺃﺓ ﻣﻦ ﺍﻟﺒﺎﻧﻜﺲ‪ ،‬ﻭﻟﻜﻦ ﻛﺎﻥ ﻫﻨﺎﻙ ﺃﻳﻀﺎً‬

‫ﺿﻤﻦ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﺑﻌﺾ ﺍﻷﺷﺨﺎﺹ ﺍﳌﻨﺎﻫﻀﲔ ﻟﻔﻜﺮﺓ ﺍﻟﻨﺪﻭﺓ‪ ،‬ﻷﳖﻢ ﺍﻋﺘﻘﺪﻭﺍ ﺃﳖﺎ ﺳﻮﻑ ﺗﻀﻔﻲ ﻋﻠﻰ ﺍﳌﺪﻣﻨﲔ ﻭﺍﻟﺒﺎﻧﻜﺲ‬

‫ﺻﻔﺔ ﻗﺎﻧﻮﻧﻴﺔ ﻣﺸﺮﻭﻋﺔ‪ .‬ﻭﻗﺪ ﻗﺎﻣﻮﺍ ﺑﺎﻟﻔﻌﻞ ﺑﺮﻓﻊ ﺧﻄﺎﺑﺎﺕ ﺇﱃ ﺍﻟﺸﺮﻃﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﲔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻋﺪﻡ ﻋﻘﺪ ﺍﻟﻨﺪﻭﺓ‪ .‬ﻭﻣﻊ‬

‫ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﳎﻠﺲ ﻣﺪﻳﻨﺔ ﺯﻳﻮﺭﺥ ﻗﺪ ﺍﺧﺘﺎﺭﺕ ﺍﳊﻮﺍﺭ‪ ،‬ﻭﻭﺿﺤﺖ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺣﻞ ﻭﺍﺣﺪ ﰲ ﻫﺬﻩ ﺍﻷﻳﺎﻡ‪ .‬ﺑﻞ‬

‫ﳚﺐ ﻭﺿﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻛﺎﻥ ﺍﻟﺮﺃﻱ ﺍﻟﺘﺎﱄ ﻫﻮ ﺭﺃﻱ ﳎﻠﺲ ﻣﺪﻳﻨﺔ ﺯﻳﻮﺭﺥ‪ ،‬ﺍﻟﺬﻱ ﺻﺮﺡ‬

‫ﺑﺄﻧﻪ ﳚﺐ ﻋﻠﻴﻨﺎ ﲨﻴﻌﺎً ﺃﻥ ﻧﺘﻌﻠﻢ ﺍﻟﺘﻌﺎﻳﺶ ﻣﻌﺎً‪ .‬ﻭﺃﻥ ﺍﳊﻠﻮﻝ ﺍﻟﱵ ﺗﻘﻮﻡ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﻟﻦ ﺗﻨﺠﺢ ﺇﺫﺍ ﱂ ﻳﻘﻢ ﺍ‪‬ﺘﻤﻊ ﺃﻳﻀﺎً‬

‫ﺑﺎﻟﻌﻤﻞ ﳊﻞ ﺍﳋﻼﻓﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻓﻴﻪ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻫﻨﺎﻟﻚ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺩﻭﺍﺭ ﻭﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﻫﻨﺎ‪ .‬ﺃﻗﺮﺏ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺭ ﺇﱃ ﺍﻟﺴﻄﺢ ﰲ ﺍﳉﺎﻧﺒﲔ ﻫﻮ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ‬

‫ﻳﻘﻮﻝ "ﻻ ﲤﻨﺢ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﺷﺮﻑ ﺍﻟﻜﻼﻡ ﻣﻌﻪ‪ ،‬ﻷﻥ ﻫﺬﺍ ﻳﻌﲏ ﺃﻧﻪ ﺳﻴﻨﺒﻐﻲ ﻋﻠﻴﻚ ﺍﻟﺘﺨﻠﻲ ﻋﻦ ﻣﻮﻗﻔﻚ"‪ .‬ﻭﻳﻘﻮﻡ ﳎﻠﺲ‬

‫ﻣﺪﻳﻨﺔ ﺯﻳﻮﺭﺥ ﺑﺪﻭﺭ ﺍﻟﻘﻴﺎﺩﺓ‪ ،‬ﺍﻟﺬﻱ ﻳﺘﺤﻤﻞ ﻋﺐﺀ ﺍﻟﻌﻤﻠﻴﺔ ﻛﻠﻬﺎ‪.‬‬

‫ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﻭﻝ‪:‬‬

‫ﺗﺒﻊ ﻫﺬﺍ ﻧﻘﺎﺵ ﺣﺎﺩ ﺣﻮﻝ ﺍﻟﺘﺴﻮﻝ؛ ﻛﻢ ﻳﺼﻌﺐ ﻋﻠﻰ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻨﺘﻤﻮﻥ ﺇﱃ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﺃﻥ ﻳﻘﻮﻟﻮﺍ ﻻ‪ ،‬ﻭﻛﻢ ﻳﺼﻌﺐ‬

‫ﻋﻠﻰ ﺍﳌﺘﺴﻮﻟﲔ ﲨﻊ ﺍﻟﻨﻘﻮﺩ‪ .‬ﻭﺑﲔ ﻫﺬﺍ ﻭﺫﺍﻙ‪ ،‬ﺃﺷﺎﺭ ﺯﻣﻴﻠﻲ ﺍﳌﺴﺎﻋﺪ ﺃﻥ ﺍﻟﻄﺮﻓﲔ ﻳﻘﻔﺎﻥ ﻋﻠﻰ ﺃﺭﺿﻴﺔ ﻣﺸﱰﻛﺔ‪ .‬ﻓﻜﻼﳘﺎ‬

‫ﻳﺸﻜﻮ ﻣﻦ ﺻﻌﻮﺑﺔ ﺍﻟﻌﻴﺶ ﻭﻳﻠﻮﻡ ﺍﻵﺧﺮ ﻋﻠﻰ ﺫﻟﻚ‪ .‬ﻭﳑﺎ ﺃﺩﻫﺶ ﺍﳉﻤﻴﻊ ﺃﻥ ﻛﻼ ﺍﻟﻄﺮﻓﲔ ﻭﺍﻓﻘﺎ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺮﺃﻱ‪ .‬ﲢﺪﺙ‬

‫ﺭﺟﺎﻝ ﺍﻷﻋﻤﺎﻝ ﻋﻦ ﺍﻷﺟﻮﺭ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻟﻨﻔﻘﺎﺕ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ‪ ،‬ﻭﲢﺪﺙ ﺭﺟﺎﻝ ﺍﻟﺸﺮﻃﺔ ﻋﻦ ﺻﻌﻮﺑﺔ ﺍﻟﺘﻌﺮﺽ ﻟﻼﻧﺘﻘﺎﺩ ﺑﺎﺳﺘﻤﺮﺍﺭ‬

‫ﻭﺗﺮﻛﻬﻢ ﻳﻮﺍﺟﻬﻮﻥ ﺍﻟﻮﺿﻊ ﻭﺣﺪﻫﻢ‪ ،‬ﻭﲢﺪﺙ ﺍﻟﺒﺎﻧﻜﺲ ﻋﻦ ﻛﺮﺍﻫﻴﺔ ﺍﳉﻤﻴﻊ ﳍﻢ ﻭﺗﻌﺎﻟﻴﻬﻢ ﻋﻠﻴﻬﻢ‪.‬‬
‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﺍﻟﺪﻭﺭ ﺍﳌﻔﻘﻮﺩ ﻫﻮ ﺩﻭﺭ ﺍﻟﺰﻋﻴﻢ‪ ،‬ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻤﻊ ﺇﱃ ﲨﻴﻊ ﺍﻟﺸﻜﺎﻭﻯ‪ .‬ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﺍﳉﻤﺎﻋﺎﺕ ﻳﺸﻌﺮﻭﻥ‬

‫ﺑﺄﳖﻢ ﻳ‪‬ﺴﺘﻐَﻠّﻮﻥ‪ ،‬ﻭﺑﺄﻥ ﻻ ﺃﺣﺪ ﻳﻬﺘﻢ ﲟﺸﺎﻛﻠﻬﻢ ﺃﻭ ﻳﺴﺘﻤﻊ ﺇﱃ ﻣﺸﺎﻛﻠﻬﻢ‪ .‬ﻭﳍﺬﺍ ﻭﺍﺟﻬﻨﺎ ﻛﻞ ﻫﺬﻩ ﺍﻟﺴﻠﺒﻴﺔ ﺣﻴﺎﻝ ﺣﻀﻮﺭ‬

‫ﺍﻟﻨﺪﻭﺓ؛ ﻟﻘﺪ ﻛﺎﻥ ﺍﳉﻤﻴﻊ ﻳﺎﺋﺴﲔ ﻣﻦ ﺍﺣﺘﻤﺎﻝ ﺃﻥ ﻳﺴﺘﻤﻊ ﺃﺣﺪ ﺇﱃ ﻣﺸﺎﻛﻠﻬﻢ‪.‬‬

‫ﻭﻗﺪ ﻣﺮﺕ ﻋﺪﺓ ﳊﻈﺎﺕ ﻣﺪﻫﺸﺔ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﻨﻘﺎﺵ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﲢﻮﻻﺕ ﺗﻠﻘﺎﺋﻴﺔ ﻋﺪﻳﺪ ﻣﻦ ﺍﻷﺩﻭﺍﺭ‪ .‬ﻓﻘﺪ ﻗﺎﻡ ﺑﻌﺾ‬

‫ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻣﺜﻼ‪ ،‬ﺑﺎﻟﺘﻌﺒﲑ ﻋﻦ ﺃﳖﻢ ﻳﻜﺮﻫﻮﻥ ﻛﻮﻥ ﺍﻟﺒﺎﻧﻜﺲ ﻳﻘﻀﻮﻥ ﺣﺎﺟﺎﲥﻢ ﰲ ﻛﻞ ﻣﻜﺎﻥ‪ .‬ﻭﻗﺪ ﻭﺍﻓﻖ ﺑﻌﺾ ﺍﻟﺒﺎﻧﻜﺲ ﻋﻠﻰ‬

‫ﺫﻟﻚ ﻭﺍﻋﺘﺬﺭﻭﺍ ﻋﻦ ﺗﺼﺮﻓﻬﻢ‪ ،‬ﻣﺼﺮﺣﲔ ﺑﺎﳖﻢ ﺳﻴﻘﻮﻣﻮﻥ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﲟﺮﺍﻗﺒﺔ ﻣﻦ ﻳﻘﻮﻣﻮﻥ ﺑﺬﻟﻚ‪ .‬ﺑﻞ ﺇﻥ ﻭﺍﺣﺪﺍً ﻣﻦ‬

‫ﺍﻟﺒﺎﻧﻜﺲ ﻭﻗﻒ ﻭﺷﻜﺮ ﳎﻠﺲ ﺍﳌﺪﻳﻨﺔ ﻋﻠﻰ ﻭﺿﻊ ﲪﺎﻡ ﻣﺘﺤﺮﻙ ﰲ ﺍﳌﺘﻨﺰﻩ‪ .‬ﻭﻟﻜﻨﻪ ﺍﻗﱰﺡ ﺃﻳﻀﺎً ﺃﻥ ﳚﺪﻭﺍ ﻣﻦ ﻳﻨﻈﻔﻪ ﺑﺎﻧﺘﻈﺎﻡ‪،‬‬

‫ﻣ ﻨﺘﻘﺪﺍً ﳎﻠﺲ ﺍﳌﺪﻳﻨﺔ ﻋﻠﻰ ﻋﺪﻡ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻧﻈﺎﻓﺔ ﺍﳊﻤﺎﻣﺎﺕ ﺑﺸﻜﻞ ﻛﺎﻑ‪ ،‬ﻭﳍﺬﺍ ﻓﺈﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﺎﻧﻜﺲ ﻳﻀﻄﺮﻭﻥ‬

‫ﺇﱃ ﻗﻀﺎﺀ ﺣﺎﺟﺎﲥﻢ ﰲ ﺍﳋﺎﺭﺝ ﻷﻧﻪ ﺃﻧﻈﻒ‪ .‬ﻋﻠﻘﺖ ﻗﺎﺋﻼ‪ ‬ﺃﻥ ﲨﻴﻊ ﺍﻟﺴﻮﻳﺴﺮﻳﲔ ﻳﻘﻔﻮﻥ ﻋﻠﻰ ﺃﺭﺽ ﻣﺸﱰﻛﺔ ﻣﻦ ﺣﻴﺚ‬

‫ﺭﻏﺒﺘﻬﻢ ﰲ ﺍﻟﻨﻈﺎﻓﺔ‪ ،‬ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺩﺭﺟﺔ ﺍﳌﺮﻛﺰﻳﺔ ﺃﻭ ﺍﳍﺎﻣﺸﻴﺔ ﺍﻟﱵ ﲢﺘﻠﻬﺎ ﲨﺎﻋﺘﻬﻢ‪ ،‬ﻭﻗﺪ ﻓﻬﻢ ﺍﳉﻤﻴﻊ ﻫﺬﺍ ﺍﻟﺘﻌﻠﻴﻖ ﻭﺃﺩﻯ‬

‫ﺇﱃ ﺿﺤﻜﻬﻢ ﲨﻴﻌﺎً ﻣﻌﺎً‪.‬‬

‫ﻭﺑﻴﻨﻤﺎ ﺍﺳﺘﻤﺮ ﺍﻟﻨﻘﺎﺵ ﺣﻮﻝ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﺘﻨﻮﻋﺔ‪ ،‬ﻋﻠﻖ ﺃﻋﻀﺎﺀ ﻣﻦ ﺍﳉﺎﻧﺒﲔ ﻋﻦ ﺭﺍﺣﺘﻬﻢ ﻟﻠﻨﻘﺎﺵ ﻣﻊ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ .‬ﺛﻢ‬

‫ﺳﺄﻝ ﺃﺣﺪ ﺃﺻﺤﺎﺏ ﺍﶈﻼﺕ ﺍﻟﺒﺎﻧﻜﺲ ﺍﳌﻮﺟﻮﺩﻳﻦ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﺳﻴﺘﺪﺧﻠﻮﻥ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﺇﺫﺍ ﺭﺃﻭﺍ ﺁﺧﺮﻳﻦ ﻣﻦ ﺍﻟﺒﺎﻧﻜﺲ‬

‫ﻳﻀﺎﻳﻘﻮﻥ ﺑﻌﺾ ﺍﻟﻌﻤﺎﻝ ﺃﻭ ﺍﳌﻮﻇﻔﲔ‪ .‬ﻓﺄﺟﺎﺏ ﻭﺍﺣﺪ ﻣﻨﻬﻢ ﺑﻌﺪ ﺃﻥ ﻛﺎﻥ ﻳﺴﺘﻤﻊ ﲠﺪﻭﺀ "ﻧﻌﻢ‪ ،‬ﺳﺄﻓﻌﻞ ﺫﻟﻚ‪ .‬ﲟﺎ ﺃﻧﻨﺎ ﺍﻵﻥ‬

‫ﻧﺘﺤﺪﺙ ﻣﻌﺎً ﻭﻧﺘﻌﺎﻣﻞ ﻛﺒﺸﺮ‪ ،‬ﻓﺈﻥ ﻣﺸﺎﻋﺮﻱ ﻗﺪ ﺍﺧﺘﻠﻔﺖ"‪ .‬ﻳﺒﺪﻭ ﺑﻌﺾ ﺃﻋﻀﺎﺀ ﲨﺎﻋﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻣﺘﺄﺛﺮﻳﻦ ﲟﺎ ﻳﻘﺎﻝ‪ .‬ﻭﺑﻌﺪ‬

‫ﺫﻟﻚ‪ ،‬ﻭﻣﻊ ﺑﻌﺾ ﺍﳌﺴﺎﻋﺪﺓ ﻣﻦ ﻗﺒﻠﻨﺎ‪ ،‬ﻃﺮﺡ ﺍﻟﺒﺎﻧﻜﺲ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺘﺎﱄ‪" :‬ﻭﻣﺎﺫﺍ ﺇﺫﺍ ﺭﺃﻳﺘﻢ ﺃﺣﺪ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻨﺘﻤﻮﻥ ﺇﱃ‬

‫ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﻳﻌﺘﺪﻱ ﻋﻠﻰ ﻭﺍﺣﺪ ﻣﻨﺎ‪ ،‬ﻫﻞ ﳝﻜﻦ ﺃﻥ ﺗﺘﺪﺧﻠﻮﺍ ﺃﻳﻀﺎً؟"‪ .‬ﻭﺻﻠﺖ ﲨﺎﻋﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺇﱃ ﺣﺎﻓﺔ ﺍﳌﻮﻗﻒ‪ .‬ﻓﻬﻢ‬

‫ﻻ ﻳﺮﻳﺪﻭﻥ ﺃﻥ ﻳﻘﻮﻟﻮﺍ ﻧﻌﻢ ﻋﻠﻨﺎً‪ .‬ﻭﻗﺪ ﺗﺄﺫﻯ ﺍﻟﺒﺎﻧﻜﺲ ﲠﺬﺍ ﺍﻟﱰﺩﺩ‪ .‬ﻭﺑﺪﺃﻭﺍ ﺑﺘﺼﻌﻴﺪ ﺍﳌﻮﻗﻒ ﻭﻫﺪﺩ ﺃﺣﺪﻫﻢ ﺑﺄﳖﻢ‬

‫ﺳﻴﻌﻮﺩﻭﻥ ﺃﻳﻀﺎً ﺇﱃ ﺇﻟﻘﺎﺀ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺒﺬﻳﺌﺔ ﻋﻠﻰ ﺍﳉﻤﻴﻊ‪ .‬ﺃﻣﺎ ﳓﻦ‪ ،‬ﺍﳌﺴﺎﻋﺪﻭﻥ‪ ،‬ﻓﻘﺪ ﺃﻃﱠﺮﻧﺎ ﻣﺎ ﳛﺪﺙ ﺑﻮﺍﺳﻄﺔ ﺍﻹﺷﺎﺭﺓ‬

‫ﺇﱃ ﺃﻥ ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ ﻣﻬﻤﺔ ﺟﺪﺍً‪ .‬ﳚﺐ ﻋﻠﻰ ﻛﻞ ﺟﺎﻧﺐ ﺃﻥ ﻳﺪﺭﻙ ﺃﻧﻪ ﻗﺎﺩﺭ ﻋﻠﻰ ﺗﻌﻘﻴﺪ ﺣﻴﺎﺓ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ .‬ﻫﺬﻩ‬
‫ﺍﻟﻠﺤﻈﺔ ﳊﻈﺔ ﺍﳌﻮﺍﺟﻬﺔ ﻣﻊ ﳎﻤﻮﻉ ﺍﻟﻘﻮﺓ ﰲ ﻛﻼ ﺍﳉﺎﻧﺒﲔ‪ .‬ﺇﻥ ﺍﻟﺘﻌﺎﻳﺶ ﻣﻌﺎً ﻟﻦ ﻳﺘﺤﻘﻖ ﺑﺴﺒﺐ ﺍﻟﻀﻌﻒ ﺃﻭ ﺍﳋﻮﻑ‪ ،‬ﺑﻞ ﺑﺴﺒﺐ‬

‫ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺣﻞ ﻭﺇﱃ ﺇﳚﺎﺩ ﻋﻼﻗﺎﺕ ﺃﻓﻀﻞ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﺍﻟﺘﺄﻃﲑ‪ -‬ﻗﻤﻨﺎ ﺑﺘﺄﻃﲑ ﺍﻟﻘﻮﺓ ﻭﺍﻟﺴﻠﻄﺔ ﰲ ﻛﻼ ﺍﳉﺎﻧﺒﲔ‪ .‬ﻫﺬﻩ ﳊﻈﺔ ﻣﻬﻤﺔ‪ .‬ﺣﺎﻓﺔ ﺍﻟﺒﺪﺍﻳﺔ ﻫﻲ ﺗﻮﺗﺮ ﺍﳊﻮﺍﺭ ﺑﺴﺒﺐ‬

‫ﺍﳋﻮﻑ ﻣﻦ ﺍﳍﺰﳝﺔ ﺃﻭ ﺍﻻﺳﺘﻐﻼﻝ‪ .‬ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺪﻭﺭ ﺣﻮﺍﺭ ﺣﻘﻴﻘﻲ ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﲨﻴﻊ ﺍﻷﻃﺮﺍﻑ ﻳﺪﺭﻛﻮﻥ ﻗﺪﺭﲥﻢ ﻋﻠﻰ ﺟﻌﻞ‬

‫ﺍﳊﻴﺎﺓ ﻣﺴﺘﺤﻴﻠﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻃﺮﺍﻑ ﺍﻷﺧﺮﻯ‪ .‬ﺃﻥ ﻳﺮﻏﺒﻮﺍ ﰲ ﺍﻟﺘﻌﺎﻳﺶ ﻣﻌﺎً ﻣﻦ ﻣﻨﻄﻠﻖ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻭﺍﻟﺮﻏﺒﺔ ﰲ ﺃﻥ ﻳﻜﻮﻧﻮﺍ‬

‫ﲨﻴﻌﺎً ﻣﻮﺿﻊ ﺍﺣﱰﺍﻡ ﳌﺎ ﻫﻢ ﻋﻠﻴﻪ‪ .‬ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ﳝﻜﻦ ﻟﻜﻞ ﻃﺮﻑ ﺃﻥ ﻳﺴﺘﻤﻊ ﻟﻠﻄﺮﻑ ﺍﻵﺧﺮ ﻭﻳﻔﻬﻤﻪ ﻭﻳﺘﻌﺎﻃﻒ ﻣﻌﻪ‪.‬‬

‫ﻋﻨﺪﻣﺎ ﻗﺎﻡ ﺍﳌﺴﺎﻋﺪﻭﻥ ﺑﺘﺄﻃﲑ ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﲢﻮﻝ ﺍﳌﺸﻬﺪ‪ .‬ﺗﻘﺪﻣﺖ ﻭﺍﺣﺪﺓ ﻣﻦ ﺃﺻﺤﺎﺏ ﺃﻛﱪ ﺍﶈﻼﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﰲ ﺍﳌﻨﻄﻘﺔ‬

‫ﻭﻗﺎﻟﺖ ﺃﳖﺎ ﺳﻮﻑ ﺗﺘﺪﺧﻞ ﻟﻠﺪﻓﺎﻉ ﻋﻠﻰ ﺍﻟﺒﺎﻧﻜﺲ‪ .‬ﺳﺎﺩ ﺍﻟﺼﻤﺖ ﻭﺍﻟﺴﻜﻮﻥ ﰲ ﺍﳌﻜﺎﻥ‪ .‬ﺛﻢ ﻗﺎﻝ ﺃﺣﺪ ﺍﻟﺒﺎﻧﻜﺲ "ﺣﻘﺎً‪،‬‬

‫ﺳﺘﻔﻌﻠﲔ ﺫﻟﻚ؟" ﻭﻫﻮ ﻳﺒﺪﻭ ﻣﺘﺄﺛﺮﺍً ﲠﺬﺍ ﺍﻟﺘﻔﺎﻋﻞ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻋﻨﺪﻣﺎ ﻗﺎﻝ ﺍﳊﺎﺿﺮﻭﻥ ﳑﻦ ﻳﻨﺘﻤﻮﻥ ﺇﱃ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﺃﳖﻢ ﺳﻮﻑ ﻳﺪﺍﻓﻌﻮﻥ ﻋﻦ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻷﺧﺮﻯ ﺇﺫﺍ ﺗﻌﺮﺿﺖ‬

‫ﻟﻸﺫﻯ ﻣﻦ ﻗﺒﻞ ﺃﺷﺨﺎﺹ ﻣﻦ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ‪ ،‬ﻓﺈﳖﻢ ﲠﺬﺍ ﻗﺪ ﺃﺻﺒﺤﻮﺍ ﳎﺘﻤﻌﺎً ﳏﻠﻴﺎً‪ .‬ﱂ ﻳﻌﻮﺩﻭﺍ ﺟﺰﺀﺍً ﻣﻦ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ‪،‬‬

‫ﻷﳖﻢ ﺍﻵﻥ ﳐﺘﻠﻔﻮﻥ‪ ،‬ﻳﻨﺘﻤﻮﻥ ﺇﱃ ﺛﻘﺎﻓﺔ "ﺍﻟﺘﻌﺎﻳﺶ ﻣﻌﺎً"‪ .‬ﻭﻫﺬﺍ ﻋﻜﺲ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻋﻠﻰ ﺇﺳﻘﺎﻁ ﺁﺭﺍﺋﻪ‬

‫ﺍﳋﺎﺻﺔ ﻋﻠﻰ "ﺍﻵﺧﺮﻳﻦ"‪ .‬ﻫﻨﺎ ﺣﺎﻧﺖ ﺍﻟﻠﺤﻈﺔ ﺍﻟﱵ ﺃﻭﺟﺪﺕ ﺃﺳﺎﺳﺎً ﳊﻮﺍﺭ ﻣﺴﺘﻤﺮ ﺳﻮﻑ ﳛﺪﺙ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ .‬ﻋﻠﻰ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺒﻨﻴﻮﻱ‪ ،‬ﻳ‪‬ﻌﺘﱪ ﺍﻟﺪﺧﻴﻞ ﺍﻟﺬﻱ ﻳﺘﻢ ﺍﻟﺪﻓﺎﻉ ﻋﻦ "ﺍﻵﺧﺮ" ﺿﺪﻩ ﺩﻭﺭﺍً ﺷﺒﺤﻴﺎً ﺃﻳﻀﺎً ﰲ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺔ‪ .‬ﻭﻣﻦ ﻫﺬﺍ‬

‫ﺍﳌﻨﻈﻮﺭ‪ ،‬ﳝﻜﻦ ﺗﻔﺴﲑ ﻭﻋﺪ ﻛﻞ ﻃﺮﻑ ﺑﺎﻟﺪﻓﺎﻉ ﻋﻦ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﻋﻠﻰ ﺃﻧﻪ ﺍﻟﺘﺰﺍﻡ ﺑﺎﳊﻮﺍﺭ ﺍﳌﺴﺘﻘﺒﻠﻲ ﺿﻤﻦ ﺍ‪‬ﻤﻮﻋﺔ‪.‬‬

‫ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﻗﺎﻝ ﺃﺣﺪ ﺃﻋﻀﺎﺀ ﳎﺘﻤﻊ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺍﻟﺬﻱ ﻇﻞ ﺻﺎﻣﺘﺎً ﺣﺘﻰ ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ‪ ،‬ﺃﻥ ﺍﻟﻮﻗﺖ ﻗﺪ ﺣﺎﻥ ﻟﻜﻲ‬

‫ﻳﺘﻮﻗﻒ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﻨﺪﻭﺓ ﻋﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺼﻄﻠﺢ "ﻫﻢ"‪ ،‬ﻭﻳﺴﺘﺨﺪﻣﻮﺍ ﺑﺪﻻً ﻣﻨﻪ ﻣﺼﻄﻠﺢ "ﳓﻦ"‪ ،‬ﺣﻴﺚ ﺃﳖﻢ ﲨﻴﻌﺎً‬

‫ﻳﺸﱰﻛﻮﻥ ﰲ ﺍﳌﻜﺎﻥ ﻧﻔﺴﻪ‪ .‬ﻫﺬﺍ ﺍﻟﻘﻮﻝ ﺩﻓﻊ ﺍﳉﻤﻴﻊ ﺇﱃ ﺍﻟﺘﺼﻔﻴﻖ ﲝﺮﺍﺭﺓ‪ .‬ﻭﺗﺎﺑﻊ ﺃﺣﺪ ﺃﻋﻀﺎﺀ ﺍﻟﺒﺎﻧﻜﺲ ﺍﻟﺴﲑ ﰲ ﺍﻻﲡﺎﻩ‬

‫ﻧﻔﺴﻪ‪ ،‬ﻭﻗﺪﻡ ﺍﻗﱰﺍﺣﺎً‪ .‬ﻣﺎ ﻳﻠﻲ ﻫﻮ ﻣﺎ ﺃﺫﻛﺮﻩ ﳑﺎ ﻗﺎﻝ‪" :‬ﻟﻘﺪ ﻛﻨﺎ ﲨﻴﻌﺎً ﻣﻌﺘﻘﺪﻳﻦ ﺃﻥ ﻫﺬﺍ ﺍﻻﺟﺘﻤﺎﻉ ﻟﻦ ﻳﺼﻞ ﺇﱃ ﻧﺘﻴﺠﺔ‪ .‬ﺃﻣﺎ‬
‫ﺍﻵﻥ ﻓﺈﻧﻨﺎ ﻧﺪﺭﻙ ﺃﻥ ﻣﻮﺍﻗﻒ ﻛﻼ ﺍﳉﺎﻧﱯ ﻗﺪ ﻻﻧﺖ ﻭﺃﻧﻨﺎ ﲨﻴﻌﺎً ﺃﻛﺜﺮ ﺗﻘﺎﺭﺑﺎً ﺍﻵﻥ‪ .‬ﻭﻫﺬﺍ ﺃﻛﺜﺮ ﺑﻜﺜﲑ ﳑﺎ ﺗﻮﻗﻌﻪ ﺃﻱ ﻭﺍﺣﺪ ﻣﻨﺎ‪.‬‬

‫ﺭﲟﺎ ﻳﻜﻮﻥ ﺍﻟﻮﻗﺖ ﻗﺪ ﺣﺎﻥ ﻟﻌﻘﺪ ﻫﺪﻧﺔ‪ ،‬ﻭﺃﻥ ﳛﺎﻭﻝ ﺍﳉﻤﻴﻊ ﺃﻥ ﻳﻘﺪﻣﻮﺍ ﺃﻓﻀﻞ ﻣﺎ ﻟﺪﻳﻬﻢ ﳌﺪﺓ ﺛﻼﺛﺔ ﺃﺷﻬﺮ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺳﻨﺮﻯ ﺇﺫﺍ‬

‫ﻛﺎﻥ ﻫﺬﺍ ﺳﻴﻨﺠﺢ‪ .‬ﻭﺇﺫﺍ ﻗﺎﻡ ﺃﻱ ﺷﺨﺺ‪ ،‬ﻣﻦ ﺃﻱ ﻣﻦ ﺍﳉﺎﻧﺒﲔ‪ ،‬ﲞﺮﻕ ﺍﻻﺗﻔﺎﻕ‪ ،‬ﻓﻼ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ ﺃﻥ ﻳﻌﺘﱪ ﻫﺬﺍ‬

‫ﻋﺬﺭﺍً ﻟﻠﺮﺟﻮﻉ ﺇﱃ ﻣﺎ ﻛﻨﺎ ﻋﻠﻴﻪ‪ ،‬ﺑﻞ ﳚﺐ ﺃﻥ ﻧﺬﻛﺮ ﺩﺍﺋﻤﺎً ﻣﺎ ﺷﻌﺮﻧﺎ ﺑﻪ ﻫﺬﻩ ﺍﻟﻠﻴﻠﺔ‪ .‬ﻭﺑﻌﺪ ﺛﻼﺛﺔ ﺃﺷﻬﺮ‪ ،‬ﳚﺐ ﻋﻠﻴﻨﺎ ﲨﻴﻌﺎً‬

‫ﺃﻥ ﳒﺘﻤﻊ ﻣﺮﺓ ﺃﺧﺮﻯ ﻭﻧﻨﺎﻗﺶ ﻣﺎ ﺣﺪﺙ"‪ .‬ﻭﺳﺄﻝ ﺃﺣﺪ ﺍﳌﺴﺎﻋﺪﻳﻦ ﻣﻦ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﺬﻛّﺮ ﺍﻵﺧﺮ ﲠﺬﺍ ﺍﻟﺸﻌﻮﺭ ﺇﺫﺍ‬

‫ﻧﺴﻴﻪ‪ .‬ﻭﺍﺭﺗﻔﻌﺖ ﺃﻳﺪ‪ ‬ﻛﺜﲑﺓ‪.‬‬

‫ﺍﻧﺘﻬﺖ ﺍﻟﻨﺪﻭﺓ‪ .‬ﺷﻜﺮ ﻛﻞ ﻃﺮﻑ ﺍﻵﺧﺮ ﻋﻠﻰ ﻣﺸﺎﺭﻛﺘﻪ‪ ،‬ﻭﺻﻔﻘﻮﺍ ﲨﻴﻌﺎً‪ .‬ﺃﺻﺒﺢ ﺍﳉﻮ ﰲ ﺍﳋﻴﻤﺔ ﺃﺷﺒﻪ ﺑﺎﳉﻮ ﺍﻻﺣﺘﻔﺎﱄ‪.‬‬

‫ﺣﺘﻰ ﺭﺟﺎﻝ ﺍﻟﺸﺮﻃﺔ ﺍﻟﺬﻳﻦ ﺍﲥﻤﻮﺍ ﺑﺎﻟﻌﻨﻒ ﻭﺍﻟﻘﺴﻮﺓ ﺗﻠﻘﻮﺍ ﻗﺪﺭﺍً ﻛﺒﲑﺍً ﻣﻦ ﺍﻟﺘﺼﻔﻴﻖ ﻋﻠﻰ ﻣﺸﺎﺭﻛﺘﻬﻢ‪ .‬ﰲ ﺣﲔ ﺃﻧﻪ ﻗﺒﻞ ﻭﻗﺖ‬

‫ﻗﻠﻴﻞ ﻗﺎﻡ ﺃﺣﺪ ﺃﻋﻀﺎﺀ ﲨﺎﻋﺔ ﻣﻦ ﺍﻟﻨﺸﻄﺎﺀ ﺍﺟﺘﻤﺎﻋﻴﺎً ﺑﻨﻌﺘﻬﻢ ﺑﺎﻟﻔﺎﺷﻴﲔ‪ ،‬ﻭﻗﺎﻝ ﺃﳖﻢ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻌﻨﻒ ﺑﺸﺪﺓ‪.‬‬

‫ﻭﺃﺫﻛﺮ ﺃﻥ ﺭﺋﻴﺲ ﺍﻟﺸﺮﻃﺔ ﺃﺟﺎﺏ ﺑﺄﳖﻢ ﻳﻘﺪﻣﻮﻥ ﺃﻓﻀﻞ ﻣﺎ ﻟﺪﻳﻬﻢ‪ ،‬ﻣﻊ ﺃﳖﻢ ﻻ ﻳﺘﺼﻔﻮﻥ ﺑﺎﻟﻜﻤﺎﻝ ﺩﺍﺋﻤﺎً‪ .‬ﻭﺃﺿﺎﻑ ﻗﺎﺋﻼ‪ ‬ﺃﻥ ﻋﻤﻞ‬

‫ﺍﻟﺸﺮﻃﺔ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺷﺎﻗﺎً ﺟﺪﺍً‪ ،‬ﻣﺸﲑﺍً ﺇﱃ ﻣﺜﺎﻝ ﻟﺬﻟﻚ ﻳﺘﻀﻤﻦ ﳏﺎﻭﻟﺔ ﺍﻟﺸﺮﻃﺔ ﺍﻋﺘﻘﺎﻝ ﺷﺨﺺ ﻣﺎ ﺑﺴﺒﺐ ﺍﺳﺘﻔﺰﺍﺯ‬

‫ﺍﳌﺎﺭﺓ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺘﺒﲔ ﺑﻌﺪ ﺫﻟﻚ ﺃﻥ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﻣﻼﻛﻢ ﳏﱰﻑ ﻳﻮﺳﻊ ﺭﺟﺎﻝ ﺍﻟﺸﺮﻃﺔ ﺿﺮﺑﺎً‪ .‬ﻭﻗﺪ ﺍﻋﱰﻑ ﻛﻼ ﺿﺎﺑﻄﻲ‬

‫ﺍﻟﺸﺮﻃﺔ ﺍﳊﺎﺿﺮﻳﻦ ﺃﻧﻪ ﻣﻦ ﺍﳌﺆﱂ ﺑﺎﻟﻨﺴﺒﺔ ﳍﻢ ﺃﻥ ﻳﻨﻌﺘﻬﻢ ﺍﻵﺧﺮﻭﻥ ﺑﺄﳖﻢ ﻓﺎﺷﻴﻮﻥ‪ .‬ﺻﻤﺖ ﺍﻟﺒﺎﻧﻜﺲ ﻭﺟﻠﺴﻮﺍ ﻳﺴﺘﻤﻌﻮﻥ‪.‬‬

‫ﺗﻌﻠﻴﻘﺎﺕ ﺧﺘﺎﻣﻴﺔ‪:‬‬

‫ﺃﺷﻜﺮ ﻟﻮﻛﺎﺱ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺗﻪ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﻭﻗﺪﺭﺗﻪ ﺍﻟﻌﻈﻴﻤﺔ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﻭﻣﺰﺍﺟﻪ ﺍﳉﻴﺪ ﺧﻼﻝ ﻓﱰﺓ ﺍﻟﻌﻤﻞ ﻛﻠﻬﺎ‪،‬‬

‫ﻭﺃﺷﻜﺮ ﻓﺮﻳﻖ "ﺍﻷﻣﻦ‪-‬ﺍﻟﺘﺪﺧﻞ‪-‬ﺍﻟﻮﻗﺎﻳﺔ" ﻭﻫﻮ ﻓﺮﻳﻖ ﻣﻬﻤﺘﻪ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﰲ ﻣﺪﻳﻨﺔ ﺯﻳﻮﺭﺥ‪ ،‬ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻗﺎﻡ ﺑﻪ‪ .‬ﻭﻗﺪ‬

‫ﺃﺷﺎﺩﺕ ﺍﻟﺼﺤﺎﻓﺔ ﰲ ﻣﺪﻳﻨﺔ ﺯﻳﻮﺭﺥ ﺑﺎﳊﺪﺙ ﻭﺍﻋﺘﱪﺗﻪ ﳒﺎﺣﺎً ﻛﺒﲑﺍً‪ .‬ﺗﺎﺑﻊ ﻟﻮﻛﺎﺱ ﻋﻤﻠﻪ ﻣﻊ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﱵ ﺍﺗﻔﻘﺖ ﻋﻠﻰ ﻋﻘﺪ‬

‫ﺍﺟﺘﻤﺎﻋﺎﺕ ﺷﻬﺮﻳﺔ ﺗﺪﻭﺭ ﻓﻴﻬﺎ ﻧﻘﺎﺷﺎﺕ ﻣﺎﺋﺪﺓ ﻣﺴﺘﺪﻳﺮﺓ‪ .‬ﻭﻗﺪ ﺍﺳﺘﻤﺮﺕ ﻧﻘﺎﺷﺎﺕ ﺍﳌﺎﺋﺪﺓ ﺍﳌﺴﺘﺪﻳﺮﺓ ﻫﺬﻩ ﻣﻨﺬ ﺻﻴﻒ ﻋﺎﻡ‬

‫‪ ٢٠٠٣‬ﻭﺃﻭﺟﺪﺕ ﳕﻮﺫﺟﺎً ﺟﺪﻳﺪﺍً ﻟﻠﺤﻴﺎﺓ ﺍﳌﺪﻧﻴﺔ‪ .‬ﻭﻫﻲ ﺗﻔﺘﺢ ﺃﺑﻮﺍﲠﺎ ﻟﻠﺠﻤﻴﻊ‪ ،‬ﻭﳒﺪ ﰲ ﻛﻞ ﺍﺟﺘﻤﺎﻉ ﺃﻥ ﻛﻞ ﲨﺎﻋﺔ ﺗﺮﺳﻞ‬

‫ﻣﺎ ﻻ ﻳﻘﻞ ﻋﻦ ﳑﺜﻞ ﻭﺍﺣﺪ ﻋﻨﻬﺎ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺍﻟﺸﺮﻃﺔ‪ ،‬ﻭﺍﻟﺴﻠﻄﺎﺕ ﺍﶈﻠﻴﺔ ﻭﳎﺘﻤﻊ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳉﻤﺎﻋﺎﺕ‬
‫ﺍﳍﺎﻣﺸﻴﺔ‪ .‬ﻭﻗﺪ ﲢﺴﻦ ﺍﳉﻮ ﺍﻟﻌﺎﻡ ﻭﻣﺴﺘﻮﻯ ﺍﳌﺸﺎﻛﻞ ﰲ ﻣﻴﺪﺍﻥ ﺳﺘﺎﺩﳍﻮﻓﻦ ﺑﺸﻜﻞ ﻛﺒﲑ‪ .‬ﺃﺷﻜﺮ ﺃﻳﻀﺎً ﺍﻹﺩﺍﺭﺓ ﺍﳌﺘﻘﺪﻣﺔ‬

‫ﳌﺪﻳﻨﺔ ﺯﻳﻮﺭﺥ‪ ،‬ﻭﺧﺎﺻﺔ ﻣﻮﻧﻴﻜﺎ ﺳﺘﻮﻛﺮ‪ ،‬ﻋﻠﻰ ﻛﻞ ﺩﻋﻤﻬﺎ ﻭﺗﻔﻬﻤﻬﺎ ﻟﻠﻤﺸﺮﻭﻉ‪.‬‬

‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ ﺍﻟﻠﻘﻄﺎﺕ‪ ،‬ﻭﻗﺼﺎﺻﺎﺕ ﺍﻟﺼﺤﻒ ﻹﻋﻄﺎﺋﻚ ﻓﻜﺮﺓ ﻋﻤﺎ ﺟﺮﻯ‪.‬‬

‫ﺍﻟﻨﺪﻭﺓ ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺯﻳﻮﺭﺥ ﻣﻊ ﳎﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ‬

‫ﺁﺳﻲ ﻭﻣﺎﻛﺲ ﺑﻌﺪ ﻧﺪﻭﺓ ﺍﳌﺪﻳﻨﺔ‪ :‬ﻗﺎﻣﺖ ﺁﺳﻲ ﺑﺪﻭﺭ ﺍﳌﺘﺤﺪﺛﺔ ﺍﳌﺮﻛﺰﻳﺔ ﺍﻟﺒﻠﻴﻐﺔ ﺑﺎﺳﻢ ﺍﻟﺒﺎﻧﻜﺲ ﺧﻼﻝ ﺍﻟﻨﺪﻭﺓ‬
 ‫!‬‫‪E‬‬
‫‪ro‬‬
‫ﻓﺮﻳﻖ "ﺍﻷﻣﻦ‪-‬ﺍﻟﺘﺪﺧﻞ‪-‬ﺍﻟﻮﻗﺎﻳﺔ" ‪ ،‬ﺍﻟﺬﻱ ﻛﺎﻥ ﻣﺴﺆﻭﻻً ﻋﻦ ﺇﻗﺎﻣﺔ ﺍﻟﻨﺪﻭﺓ‪ ،‬ﺧﻼﻝ ﺍﺳﺘﺨﻼﺹ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺸﺮﺏ ﺍﶈﻠﻲ ﺑﻌﺪ‬

‫ﺍﻟﻨﺪﻭﺓ )ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﱃ ﺍﻟﻴﻤﲔ ﺑﻴﻔﻮﻟﺰﻳﻚ ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﻏﺎﺑﺮﻳﻴﻼ ﻣﲑﻟﻴﲏ ﺩﻭ ﺳﺎﻧﺘﻮﺱ‪ ،‬ﻟﻮﻛﺎﺱ ﻫﻮﻟﺮ‪ ،‬ﻣﻴﺸﻴﻞ ﻫﲑﺗﺰﻳﻎ‪ ،‬ﻛﺮﻳﺴﺘﻴﺎﻥ‬

‫ﻓﻴﺸﺮ‪ ،‬ﻭﻣﺎﻛﺲ ﺷﻮﺑﺎﻙ(‪.‬‬

‫ﻗﺼﺎﺻﺔ ﻣﻦ ﺻﺤﻴﻔﺔ‪ ،20 Minuten :‬ﺻﺤﻴﻔﺔ ﺳﻮﻳﺴﺮﻳﺔ‪.‬‬

 ‫ﻣﻦ ﺍﳌﺬﻧﺐ – ﺍﻟﺘﻄﻮﺭ ﺍﳌﺆﺳﺴﻲ ﰲ ﺳﺠﻦ‬

‫ﻣﻘﺪﻣﺔ‪ :‬ﺗﺸﺎﺑﻚ ﻛﻤﻲ – ﺍﳌﻨﻈﻤﺎﺕ ﻛﻤﻮﺍﺩ ﻃﻴﻔﻴﺔ‬

‫ﺗﻔﱰﺽ ﺍﻟﺮﺅﻳﺔ ﺍﻟﻜﻤﻴﺔ ﻟﻨﻤﻮﺫﺝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻣﺒﺪﺃ ﺗﻨﻈﻴﻤﻲ ﺷﺒﻴﻪ ﺑﺎﳊﻘﻞ ﻟﻪ ﺃﺛﺮ ﺑﻨﺎﺋﻲ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺫﻟﻚ ﻳﺸﺒﻪ ﺍﳊﻘﻞ‬

‫ﺍﳌﻐﻨﺎﻃﻴﺴﻲ‪ ،‬ﺣﻴﺚ ﻻ ﻳﻮﺟﺪ ﺭﺍﺑﻂ ﻣﺒﺎﺷﺮ ﺑﲔ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻭﺑﺮﺍﺩﺓ ﺍﳊﺪﻳﺪ‪ .‬ﳝﻜﻦ ﺗﻨﻈﻴﻢ ﺁﺛﺎﺭ ﺍﳊﻘﻞ ﻭﻣﻼﺣﻈﺘﻬﺎ ﻋﻠﻰ‬

‫ﻛﺎﻓﺔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻋﺪﻡ ﻇﻬﻮﺭ ﺃﻱ ﺍﺭﺗﺒﺎﻁ ﲟﺴﺒﺒﺎﺕ ﺗﻠﻚ ﺍﻵﺛﺎﺭ‪ .‬ﻭﳝﻜﻨﻨﺎ‪ ،‬ﻋﻠﻰ ﻛﻞ ﻣﺴﺘﻮﻯ‬

‫ﺗ ﻨﻈﻴﻤﻲ‪ ،‬ﺃﻭ ﺿﻤﻦ ﻗﺴﻢ‪ ،‬ﺃﻭ ﲨﺎﻋﺔ ﻓﺮﻋﻴﺔ ﺃﻭ ﲨﺎﻋﺔ ﻗﻴﺎﺩﻳﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺃﻥ ﻧﺸﻬﺪ ﺍﻟﺘﻌﺒﲑ ﺍﶈﻠﻲ ﺍﻟﻮﺍﺿﺢ‪ .‬ﳝﻜﻦ ﻟﻠﻜﺜﲑ ﻣﻦ‬

‫ﺍﳌﺆﺳﺴﺎﺕ ﺃﻥ ﺗﻌﺰﺯ ﺟﻬﻮﺩﻫﺎ ﰲ ﺗﻐﻴﲑ ﺍﻹﺩﺍﺭﺓ ﻋﻦ ﻃﺮﻳﻖ ﺇﺩﺭﺍﻛﻬﺎ ﻷﺛﺮ ﺍﻟﻄﻴﻒ ﻫﺬﺍ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻛﻴﻒ ﺃﻥ ﻣﺸﺎﻛﻞ ﺃﻱ ﻗﺴﻢ ﺃﻭ‬

‫ﺩﺍﺋﺮﺓ ﺗﻌﻜﺲ ﻋﻤﻠﻴﺔ ﺗﻨﺘﻤﻲ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻛﻜﻞ‪.‬‬

‫ﻭﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﳝﻜﻦ ﺭﺅﻳﺔ ﻫﺬﻩ ﺍﻷﻣﻮﺭ ﰲ ﺍ‪‬ﺘﻤﻊ ﻛﻜﻞ‪ .‬ﺣﻴﺚ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺃﻥ ﻳﻔﻬﻢ‬

‫ﺍﻟﻘﻀﻴﺔ ﺍﻟﱵ ﺗﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳﺘﺒﲔ ﻓﻴﻤﺎ ﺑﻌﺪ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻣﺎ ﻫﻲ ﺇﻻ ﻋﺎﻣﻞ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ‪ ،‬ﻳﺼﻮﻍ ﳖﺠﺎً‬

‫ﻟﻨﺘﺒﻌﻪ ﻛﻠﻨﺎ‪ .‬ﺇﺫﺍ ﺃﺩﺭﻛﺖ ﻣﺆﺳﺴﺔ ﻣﺎ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﻣﻦ ﺗﻄﻮﺭﻫﺎ‪ ،‬ﳝﻜﻨﻬﺎ ﺃﻥ ﲣﻠﻖ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻼﺋﻤﺔ ﻟﻪ ﻟﻜﻲ ﻳﻜﻮﻥ‬

‫ﺃﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ ﻋﻠﻰ ﺫﻟﻚ ﺍﳌﺴﺘﻮﻯ‪ .‬ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ ﺳﻮﻑ ﻳﻜﻮﻥ ﻟﻪ ﺃﺛﺮ ﺇﻧﺘﺎﺟﻲ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﻃﺮﺡ ﻣﺒﺎﺩﺭﺍﺕ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﻭﻓﻬﻢ‬

‫ﻧﺰﺍﻋﺎﲥﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺑﺸﻜﻞ ﺃﻓﻀﻞ‪.‬‬

‫ﻭﻣﻦ ﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﻗﻤﻨﺎ ﻓﻴﻬﺎ ﺑﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻐﻴﲑ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻣﺆﺳﺴﺎﺕ ﺗﻄﺒﻴﻖ ﻗﺎﻧﻮﻥ ﻭﺃﻧﻈﻤﺔ‬

‫ﺳﺠﻮﻥ‪ .‬ﻭﻗﺪ ﺃﺟﺮﻳﻨﺎ ﺃﲝﺎﺛﺎً ﺣﻮﻝ ﻣﺆﺳﺴﺎﺕ ﺇﺻﻼﺡ ﻭﻋﻤﻠﻨﺎ ﻣﻌﻬﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺍﻟﻴﺎﺑﺎﻥ‪ ،‬ﻭﺃﺳﱰﺍﻟﻴﺎ‪،‬‬

‫ﻭﺑﻌﺾ ﺍﻟﺪﻭﻝ ﺍﻷﻭﺭﻭﺑﻴﺔ‪ .‬ﺗﻠﻘﻲ ﺍﻟﻘﻄﻌﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﺍﻟﻄﻴﻒ ﻫﺬﻩ ﰲ ﻋﻤﻠﻨﺎ ﰲ ﺇﺣﺪﻯ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ‬

‫ﺍﻹﺻﻼﺣﻴﺔ‪ .‬ﻭﻫﻲ ﺗﻮﺿﺢ ﻛﻴﻒ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺪﺍﺧﻠﻲ ﻻ ﺗﺆﺩﻱ ﺇﱃ ﲢﺴﲔ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻓﺤﺴﺐ ﺩﺍﺧﻞ ﻣﺆﺳﺴﺔ‬

‫ﺍﻟﺴﺠﻦ‪ ،‬ﺑﻞ ﺇﳖﺎ ﺃﻳﻀﺎً ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺳﺲ ﺇﺟﺮﺍﺀ ﲪﻠﺔ ﺗﺴﻮﻳﻘﻴﺔ ﻟﺘﻐﻴﲑ ﺍﻟﻮﻋﻲ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ .‬ﻭﻛﺬﻟﻚ‪ ،‬ﻓﺈﳖﺎ ﳝﻜﻦ ﺃﻥ ﺗﺆﺩﻱ‬

‫ﺇﱃ ﺇﳚﺎﺩ ﺍﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺃﻓﻀﻞ ﻟﻠﺘﻮﺍﺻﻞ ﻣﻊ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻤﻮﻳﻞ ﻭﺍﳍﻴﺌﺎﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺍﻟﱵ ﺗﺘﺤﻜﻢ ﰲ ﻧﻈﺎﻡ ﺍﻟﺴﺠﻦ‪.‬‬
 ‫ﺍﻟﺘﺼﻌﻴﺪ ﻭﲣﻔﻴﻒ ﺣﺪﺓ ﺍﻟﺘﻮﺗﺮ‪ :‬ﺍﳌﺴﺎﻋﺪﻭﻥ ﻛﻤﺸﺎﺭﻛﲔ‪ ،‬ﻭﻗﺎﺩﺓ ﻭﺗﺎﺑﻌﲔ‪.‬‬

‫ﻣﻦ ﺍﳉﻮﺍﻧﺐ ﺍﳌﻬﻤﺔ ﺃﻳﻀﺎً ﰲ ﺃﻳﺔ ﻋﻤﻠﻴﺔ ﺗﺴﻬﻴﻞ ﺍﻟﻜﺸﻒ ﻋﻦ ﻋﻤﻠﻴﱵ ﺍﻟﺘﺼﻌﻴﺪ ﻭﺍﻟﺘﺨﻔﻴﻒ‪ .‬ﺗﻘﻮﻡ ﲨﻴﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺼﻌﻴﺪ‬

‫ﻋﻠﻰ ﻣﻌﺎﳉﺔ ﺷﺨﺺ‪ ،‬ﺃﻭ ﲨﺎﻋﺔ‪ ،‬ﺗﺸﻌﺮ ﺑﺄﳖﺎ ﻋﺮﺿﺔ ﻟﻠﺨﻄﺮ‪ ،‬ﺃﻭ ﻟﻠﺘﺠﺎﻫﻞ ﺃﻭ ﻟﻌﺪﻡ ﺍﻻﺣﱰﺍﻡ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻧﺘﻌﺎﻣﻞ ﻣﻊ‬

‫ﺍﻟﻨﺰﺍﻋﺎﺕ ﺍﳌﻔﺘﻮﺣﺔ ﳓﺘﺎﺝ ﺑﺎﻟﺘﺎﱄ ﺇﱃ ﺃﺳﺎﻟﻴﺐ ﻣﺴﺎﻋﺪﺓ ﺗﺴﻤﺢ ﻟﻨﺎ ﺑﺎﻟﻌﻤﻞ ﻣﻊ ﺗﺼﺎﻋﺪ ﺍﻟﺼﺮﺍﻉ ﺑﻄﺮﻳﻘﺔ ﺗﻘﻮﻱ ﺍﻟﺸﺨﺺ ﺍﳌﻌﲏ‬

‫ﻭﺗﺸﻌﺮﻩ ﺑﺎﻟﻜﺮﺍﻣﺔ ﻭﻋﺰﺓ ﺍﻟﻨﻔﺲ‪ ،‬ﺑﻴﻨﻤﺎ ﲣﻠﻖ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﺣﻮﺍﺟﺰ ﲢﺘﻮﻱ ﺍﻟﺼﺮﺍﻉ ﻭﲤﻨﻌﻪ ﻣﻦ ﺍﻟﺘﺼﺎﻋﺪ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻼﺯﻡ‪.‬‬

‫ﻭﻳﺆﻣﻦ ﳕﻮﺫﺝ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﺑﺄﻥ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺼﻌﻴﺪ ﻧﻔﺴﻬﺎ ﻣﻔﻴﺪﺓ‪ ،‬ﺣﻴﺚ ﺃﳖﺎ ﲢﺘﻮﻱ ﰲ ﺩﺍﺧﻠﻬﺎ ﻋﻠﻰ ﺍﻟﻘﻮﺓ ﺍﻟﱵ ﺳﻮﻑ ﺗﺆﺩﻱ‬

‫ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺇﱃ ﺗﻌﺎﻭﻥ ﺍﳉﺎﻧﺒﲔ ﻛﻄﺮﻓﲔ ﻣﺘﺴﺎﻭﻳﲔ‪ ،‬ﻭﻉ ﺇﱃ ﲤﻜﻨﻴﻬﻤﺎ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﻼﻓﺎﲥﻤﺎ ﺑﻄﺮﻳﻘﺔ ﺟﺪﻳﺪﺓ ﻭﺧﻼﻗﺔ‪.‬‬

‫ﻭﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻬﻤﺔ ﰲ ﺃﻳﺔ ﻋﻤﻠﻴﺔ ﻣﺴﺎﻋﺪﺓ ﻭﺗﺴﻬﻴﻞ ﻛﻴﻔﻴﺔ ﻓﻬﻤﻨﺎ ﻭﺩﻋﻤﻨﺎ ﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺼﻌﻴﺪ ﺑﲔ ﺟﺎﻧﺒﲔ ﺃﻭ ﺃﻛﺜﺮ ﻋﻨﺪﻣﺎ‬

‫ﻧﺆﺩﻱ ﺩﻭﺭ ﺍﳌﺴﺎﻋﺪﻳﻦ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻳﺸﻤﻞ ﻫﺬﺍ ﺍﻟﻌﻨﺼﺮ ﺃﻳﻀﺎً ﻛﻴﻒ ﻧﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺘﺼﻌﻴﺪ ﺇﺫﺍ ﰎ ﺗﻮﺟﻴﻪ ﺍﻻﻧﺘﺒﺎﻩ ﺇﻟﻴﻨﺎ‪.‬‬

‫ﺗﻘﻮﻡ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳌﺆﺳﺴﻴﺔ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ ﺑﺘﺄﺳﻴﺲ ﻋﻘﻴﺪﲥﺎ ﺍﳋﺎﺻﺔ ﻭﻗﻮﺍﻋﺪﻫﺎ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺼﻌﻴﺪ‪.‬‬

‫ﻭﳝﻜﻦ ﳍﺬﻩ ﺍﻟﱪﺍﻣﺞ ﺃﻥ ﺗﻨﺠﺢ ﺇﱃ ﺣﺪ ﻣﻌﲔ‪ ،‬ﻣﺜﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﻘﻄﺔ ﺣﻴﺚ ﻳﺆﺩﻱ ﻛﺴﺮ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﺇﱃ ﻓﻘﺪ ﻭﻇﻴﻔﺔ ﻣﺎ ﺃﻭ‬

‫ﲢﻤﻞ ﻋﻮﺍﻗﺐ ﻣﻦ ﻧﻮﻉ ﺁﺧﺮ‪ .‬ﺃﻣﺎ "ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻓﻘﺪ ﰎ ﻭﺿﻌﻪ ﻣﻊ ﻭﺿﻊ ﺍﳉﻤﺎﻋﺎﺕ ﺍﳌﺘﺼﺎﺭﻋﺔ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ‪ ،‬ﺣﻴﺚ ﻻ‬

‫ﻳﺘﻢ ﺍﺗﺒﺎﻉ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻭﺣﻴﺚ ﻻ ﺗﻮﺟﺪ ﻭﺳﻴﻠﺔ ﻟﻔﺮﺽ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﻭﻗﺪ ﺗﺒﲔ ﺃﻥ ﻫﺬﻩ ﺍﳋﺎﺻﻴﺔ ﲦﻴﻨﺔ‬

‫ﺟﺪﺍً‪ ،‬ﺣﻴﺚ ﺃﻧﻨﺎ ﻭﺟﺪﻧﺎ ﺃﻥ ﺍﺣﱰﺍﻡ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺃﻱ ﺻﺮﺍﻉ ﻻ ﻳﺘﻢ ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﻮﺍﺯﻥ ﰲ ﺍﻟﻘﻮﻯ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ‬

‫ﺍﳋﱪﺍﺀ ﺍﻟﻌﺴﻜﺮﻳﲔ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻳﺪﺭﻛﻮﻥ ﺟﻴﺪﺍً ﺃﻧﻪ ﻟﻦ ﻳﺘﻢ ﺍﺣﱰﺍﻡ ﺃﻭ ﺗﻄﺒﻴﻖ ﺍﺗﻔﺎﻗﻴﺔ ﺟﻨﻴﻒ‪ ،‬ﺣﺘﻰ ﻣﻦ ﻗﺒﻞ‬

‫ﺍﳉﻤﺎﻋﺎﺕ ﺫﺍﺕ ﺍﳌﻮﺍﻗﻒ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﺇﺫﺍ ﻭﺻﻞ ﺍﻟﺼﺮﺍﻉ ﺇﱃ ﻣﺮﺣﻠﺔ ﻳﺸﻌﺮ ﻓﻴﻬﺎ ﺃﺣﺪ ﺍﳉﺎﻧﺒﲔ ﺑﺄﻧﻪ ﻳﻘﺎﺗﻞ ﺣﻔﺎﻇﺎً ﻋﻠﻰ ﺣﻴﺎﺗﻪ‪.‬‬

‫ﻭﻗﺪ ﻭﺟﺪﻧﺎ ﺃﻥ ﻫﺬﺍ ﻳﻨﻄﺒﻖ ﺃﻳﻀﺎً ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ ﰲ ﻭﺻﻒ ﺍﳊﺎﻟﺔ ﺍﻟﺘﺎﱄ‪.‬‬

‫ﲤﻬﻴﺪ‬

‫ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻧﻘﺪﻣﻬﺎ ﻟﻜﻢ ﺍﻵﻥ ﻫﻲ ﺳﺠﻦ‪ ،‬ﰎ ﺍﺳﺘﺪﻋﺎﺅﻧﺎ ﻟﻠﻌﻤﻞ ﻓﻴﻪ ﻋﻠﻰ ﻣﺪﻯ ﺑﻀﻌﺔ ﺃﻳﺎﻡ‪ .‬ﻭﻗﺪ ﴰﻞ ﺟﺪﻭﻟﻨﺎ‪ ،‬ﺍﻟﺬﻱ‬

‫ﺻﻤﻤﻨﺎﻩ ﻣﻊ ﺍﻟﺸﺨﺺ ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﺗﻐﻴﲑ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻣﺴﺎﻋﺪﺓ ﲨﺎﻋﺔ ﻣﻦ ﺍﻟﻨﺰﻻﺀ ﰲ ﺟﻨﺎﺣﻬﻢ ﺍﻟﺬﻱ ﻭﺿﻊ ﲢﺖ ﺃﻗﺼﻰ ﺣﺪ‬
‫ﻣﻦ ﺍﻷﻣﻦ‪ ،‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻋﻤﻠﻨﺎ ﻣﻊ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﺎﻧﺖ ﺗﺘﻜﻮﻥ ﻣﻦ ﺣﺮﺍﺱ‪ ،‬ﻭﳑﺮﺿﲔ‪ ،‬ﻭﻣﺴﺘﺸﺎﺭﻳﻦ‬

‫ﻭﺇﺩﺍﺭﻳﲔ‪ .‬ﻭﺃﺧﲑﺍً ﺍﻟﺘﻘﻴﻨﺎ ﺑﻌﺾ ﺃﻋﻀﺎﺀ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ‪ .‬ﻭﱂ ﻳﺘﻮﻗﻒ ﻣﻨﻬﺠﻨﺎ ﰲ ﺗﻐﻴﲑ ﺍﻹﺩﺍﺭﺓ ﻋﻨﺪ ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ‬

‫ﻓﻘﻂ‪ ،‬ﺑﻞ ﻗﻤﻨﺎ ﺃﻳﻀﺎً ﺑﺎﺗﺒﺎﻉ ﻣﻨﻬﺞ ﺍﺳﺘﺸﺎﺭﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻭﺍﳌﻌﺎﳉﺔ ﻣﻊ ﺍﻟﻨﺰﻻﺀ ﻭﳕﻮﺫﺝ ﺗﺪﺭﻳﺐ ﺍﺣﱰﺍﰲ ﻳﻌﺘﻤﺪ ﻋﻠﻰ‬

‫ﺍﻟﻌﻤﻞ ﻭﺍﳌﻌﺎﳉﺔ ﻣﻊ ﺍﳊﺮﺍﺱ‪ .‬ﻭﻛﺠﺰﺀ ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻬﺞ‪ ،‬ﺣﺎﻭﻟﻨﺎ ﺃﻥ ﳒﻌﻞ ﺃﺛﺮ ﺍﻟﻄﻴﻒ ﻣﺮﺋﻴﺎً ﺑﺎﻟﻨﺴﺒﺔ ﳉﻤﻴﻊ ﺍﳌﻌﻨﻴﲔ‪ ،‬ﲝﻴﺚ‬

‫ﺗﺘﻤﻜﻦ ﺍﳉﻤﺎﻋﺔ ﻣﻦ ﻓﻬﻢ ﺻﺮﺍﻋﺎﲥﺎ‪ ،‬ﻭﲝﻴﺚ ﻧﻘﺪﻡ ﳍﺬﻩ ﺍﳉﻤﺎﻋﺔ ﻣﺪﺧﻼ‪ ‬ﺇﱃ ﺍﻟﻌﺎﱂ ﺍﳌﻮﺍﺯﻱ‪ ،‬ﺣﻴﺚ ﻳﺮﻯ ﺍﳉﻤﻴﻊ ﻛﻴﻒ ﻳﻠﻌﺒﻮﻥ‬

‫ﺃﺩﻭﺍﺭﺍً ﻣﻬﻤﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﻛﻜﻞ‪ .‬ﻭﻗﺪ ﺳﺎﻋﺪﻫﻢ ﻫﺬﺍ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻣﻌﺎً ﻹﺣﺪﺍﺙ ﺗﻐﻴﲑ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻈﻠﻮﻥ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﰲ ﻋﺎﱂ‬

‫ﳜﻀﻊ ﻟﻘﻴﻮﺩ ﻭﻗﻮﺍﻋﺪ ﺻﺎﺭﻣﺔ ﻳﻔﺮﺿﻬﺎ ﻃﺮﻑ ﻭﺍﺣﺪ‪ .‬ﻓﻴﻤﺎ ﻳﻠﻲ ﻣﻠﺨﺺ ﻷﺣﺪ ﺍﻷﻳﺎﻡ‪.‬‬

‫ﻭﺿﻊ ﺍﻻﻓﺘﺘﺎﺡ‪ :‬ﻛﺎﻧﺖ ﺍﳉﻤﺎﻋﺔ ﺍﻷﻭﱃ ﺍﻟﱵ ﻋﻤﻠﻨﺎ ﻣﻌﻬﺎ ﻣﺰﳚﺎً ﻣﻦ ﺍﻟﺴﺠﻨﺎﺀ‪ ،‬ﻭﺑﻌﺾ ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﺍﻹﺻﻼﺡ ﻭﳓﻦ‪،‬‬

‫ﺍﳌﺴﺎﻋﺪﻳﻦ ﺍﻟﺜﻼﺛﺔ‪ .‬ﻭﺑﻴﻨﻤﺎ ﻛﻨﺎ ﻧﻔﺘﺘﺢ ﺍﳉﻠﺴﺔ‪ ،‬ﻭﺍﺟﻬﲏ ﺃﺣﺪ ﺍﻟﺴﺠﻨﺎﺀ‪ ،‬ﻛﻮﻧﻲ ﺍﳌﺴﺎﻋﺪ ﺍﻟﺮﺋﻴﺴﻲ‪ ،‬ﻣﺘﺤﺪﻳﺎً ﺇﻳﺎﻱ ﻣﺒﺎﺷﺮﺓ‪.‬‬

‫ﻭﺟﻬﺔ ﻧﻈﺮﻩ ﺍﻷﺳﺎﺳﻴﺔ‪" :‬ﺃﻋﺮﻑ ﺃﳖﻢ ﻗﺪ ﺟﻠﺒﻮﻛﻢ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻷﳖﻢ )ﺇﺩﺍﺭﺓ‬

‫ﺍﻟﺴﺠﻦ( ﺧﺎﺋﻔﻮﻥ ﻣﻦ ﺣﺪﻭﺙ ﺷﻐﺐ ﻭﺍﺿﻄﺮﺍﺏ ﰲ ﺍﻟﺴﺠﻦ‪ ،‬ﻭﻷﻧﻨﺎ ﻛﻠﻨﺎ ﻗﺪ ﺿﺠﺮﻧﺎ ﳑﺎ ﳛﺪﺙ‬

‫ﻫﻨﺎ‪ .‬ﻭﳚﺐ ﻋﻠﻴﻜﻢ ﺍﻵﻥ ﺃﻥ ﲤﻨﻌﻮﺍ ﺣﺪﻭﺙ ﻫﺬﺍ‪ ،‬ﺃﻟﻴﺲ ﻛﺬﻟﻚ؟ ﻟﻴﻜﻦ ﰲ ﻣﻌﻠﻮﻣﻚ ﻳﺎ‬

‫ﺻﺎﺣﱯ ﺃﻥ ﻫﺬﺍ ﻟﻦ ﳛﺪﺙ!!"‬

‫ﺣﺎﻭﻟﺖ ﻏﺮﻳﺰﻳﺎً ﺃﻥ ﺃﺧﻔﻒ ﺣﺪﺓ ﺍﻟﻮﺿﻊ ﻭﺃﻥ ﺃﺟﻴﺐ ﺑﺼﺪﻕ ﻣﻮﺿﺤﺎً ﺃﻥ ﺍﻷﻣﺮ ﻟﻴﺲ ﻛﺬﻟﻚ‪ ،‬ﻭﺃﻧﻨﺎ ﱂ ﻧﻜﻦ ﻧﻌﺮﻑ ﻣﺴﺒﻘﺎً‬

‫ﺑﻮﺟﻮﺩ ﺍﺿﻄﺮﺍﺏ‪.‬‬

‫ﺍﻟﺴﺠﲔ‪ " :‬ﺣﻘﺎ! )ﺑﺘﻬﻜﻢ( ﺇﻣﺎ ﺃﳖﻢ ﻣﻨﻌﻮﻛﻢ ﻣﻦ ﺇﺧﺒﺎﺭﻧﺎ ﺑﺎﳊﻘﻴﻘﺔ‪ ،‬ﺃﻭ ﺃﻧﻚ ﺟﺒﺎﻥ ﺟﺪﺍً ﲝﻴﺚ ﻻ‬

‫ﺗﻘﺪﺭ ﻋﻠﻰ ﺍﻻﻋﱰﺍﻑ ﺑﺬﻟﻚ ﺣﺘﻰ ﻟﻮ ﲰﺢ ﻟﻚ‪".‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻫﺬﻩ ﻣﻮﺍﺟﻬﺔ ﻭﺗﺼﻌﻴﺪ ﻣﺒﺎﺷﺮﻳﻦ ﻻ ﳝﻜﻦ ﲡﻨﺒﻬﻤﺎ‪ ،‬ﲟﺎ ﺃﻥ ﻋﺮﺽ ﲣﻔﻴﻒ ﺍﳊﺪﺓ ﺍﻟﺬﻱ ﻗﺪﻣﺘﻪ ﱂ ﻳ‪‬ﻘﺒﻞ‪ .‬ﻭﳚﺐ ﺃﻥ‬

‫ﺃﻋﱰﻑ ﺃﻥ ﺍﻟﻮﺿﻊ ﻛﺎﻥ ﳐﻴﻔﺎً ﺑﻌﺾ ﺍﻟﺸﻲﺀ‪ .‬ﳛﺘﻮﻱ ﻋﺎﱂ ﺍﻟﺴﺠﻮﻥ ﻋﻠﻰ ﺗﻔﺎﻋﻼﺕ ﺗﻘﻮﻡ ﻓﻴﻬﺎ ﺑﺎﻟﺘﻔﺎﻭﺽ ﻣﻦ ﻣﻮﻗﻊ ﻗﻮﺓ ﻻ ﻣﻦ‬

‫ﻣﻮﻗﻊ ﺿﻌﻒ‪ .‬ﻭﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﻟﺬﻟﻚ‪ .‬ﻭﻣﻦ ﺃﺣﺪ ﻫﺬﻩ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﻳﺘﻢ ﲡﺎﻫﻠﻬﺎ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻓﻘﺪ‬

‫ﺍﻟﻜﺮﺍﻣﺔ ﻭﺍﻻﺣﱰﺍﻡ ﺍﻟﺬﻱ ﻳﺘﺒﻊ ﺍﻻﻋﺘﻘﺎﻝ‪ ،‬ﺣﻴﺚ ﳜﻠﻖ ﺛﻘﺎﻓﺔ ﺛﺎﻧﻮﻳﺔ ﺃﻭ ﻋﺎﱂ ﺛﺎﻧﻮﻱ ﳚﻴﺰ ﺍﻟﻘﺘﺎﻝ ﺍﻟﺸﺮﺱ ﻻﺳﱰﺩﺍﺩ ﺍﻟﻜﺮﺍﻣﺔ‬

‫ﻭﺍﺣﱰﺍﻡ ﺍﻟﻨﻔﺲ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻮﺟﺪ ﺧﻠﻒ ﺍﳌﺴﺘﺄﺳﺪ ﺍﻟﺬﻱ ﻳﺪﻭﺱ ﻋﻠﻰ ﺍﳉﻤﻴﻊ ﻭﻻ ﻳﺘﻌﺎﻃﻒ ﻣﻊ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ ،‬ﺩﻭﺭﺍً‬

‫ﺷﺒﺤﻴﺎً ﳝﻜﻦ ﺃﻥ ﻧﺼﻔﻪ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫"ﺃﻧﺎ ﰲ ﺍﻟﺴﺠﻦ ﻣﺄﺳﻮﺭ‪ .‬ﻻ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﻓﻌﻞ ﻣﺎ ﺃﺭﻳﺪ ﺃﻭ ﺃﺭﺗﺐ ﻳﻮﻣﻲ ﻛﻤﺎ ﺃﺣﺐ‪ ،‬ﻭﻟﻜﲏ ﻣﺎ‬

‫ﺯﻟﺖ ﺃﲤﺘﻊ ﺑﻌﺰﺓ ﺍﻟﻨﻔﺲ‪ ،‬ﻭﻣﺎ ﺯﻟﺖ ﺃﲤﺘﻊ ﺑﺎﻟﺴﻠﻄﺔ‪ .‬ﺃﻓﻀﻞ ﺃﻥ ﺃﺧﺎﻃﺮ ﻭﺃﺩﻓﻊ ﲦﻦ ﳐﺎﻃﺮﺗﻲ ﺑﺪﻻً ﻣﻦ‬

‫ﺃﻥ ﺃﲣﻠﻰ ﻋﻦ ﻫﺬﺍ ﺍﻹﳝﺎﻥ ﺑﻨﻔﺴﻲ"‪.‬‬

‫ﻭﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻵﺧﺮ‪ ،‬ﻳﻠﻌﺐ ﻧﺰﻻﺀ ﺍﻟﺴﺠﻦ ﻭﺍﳊﺮﺍﺱ ﺩﺭﺍﻣﺎ ﺍﻟﻐﺮﻳﺰﺓ ﻭﺍﻟﺘﺪﺟﲔ‪ ،‬ﺩﺭﺍﻣﺎ ﺍﻟﺴﻠﻄﺔ ﻭﺍﳊﻮﺍﺟﺰ"‪.‬‬

‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺧﻞ‪ :‬ﳚﺐ ﺍﻟﺘﻼﻗﻲ ﻣﻊ ﺍﻟﺴﺠﲔ ﺿﻤﻦ ﺍﻟﻌﺎﳌﲔ‪.‬‬

‫ﺃﺟﻴﺒﻪ ﻗﺎﺋﻼ‪:‬‬

‫"ﺃﻧﺖ ﲣﻴﻔﲏ ﺣﻘﺎً‪ .‬ﻻ ﺑﺪ ﺃﻧﻚ ﻣﻌﺘﺎﺩ ﻋﻠﻰ ﺍﻻﺳﺘﺌﺴﺎﺩ ﻋﻠﻰ ﺍﳉﻤﻴﻊ ﰲ ﻫﺬﺍ ﺍﳌﻜﺎﻥ ﻭﲢﺪﻳﻬﻢ‬

‫ﻭﺍﻹﻓﻼﺕ ﺑﻔﻌﻠﺘﻚ ﺑﺪﻭﻥ ﲢﻤﻞ ﻋﻮﺍﻗﺐ‪ .‬ﺃﻣﺎ ﺃﻥ ﻓﺄﻗﻮﻝ "ﻻ" ﻟﺬﻟﻚ‪ .‬ﺗﻌﺠﺒﲏ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻔﺨﺮ‬

‫ﺍﻟﻠﺬﻳﻦ ﺃﺣﺲ ﲠﻤﺎ ﻭﺭﺍﺀ ﻛﻠﻤﺎﺗﻚ ‪ -‬ﻣﻦ ﺍﳌﺪﻫﺶ ﺃﻥ ﻳﺸﻌﺮ ﺍﳌﺮﺀ ﺑﺬﻟﻚ ﰲ ﻣﻜﺎﻥ ﻛﻬﺬﺍ‪ ،‬ﻭﺃﻥ ﺃﺭﻯ‬

‫ﺭﻭﺣﻚ ﺗﱰﻓﻊ ﳏﻠﻘﺔ ﺑﲔ ﻛﻞ ﻫﺬﻩ ﺍﳌﺸﺎﻛﻞ ‪ -‬ﻭﻟﻜﲏ ﻻ ﺃﺣﺐ ﺃﻥ ﻳﺆﺩﻱ ﻫﺬﺍ ﺇﱃ ﻫﺠﻮﻣﻚ ﻋﻠﻲ‪.‬‬

‫ﻭﺃﻧﺎ ﻣﺼﺮ ﻋﻠﻰ ﺃﻥ ﻧﻠﺘﻘﻲ ﻛﺸﺨﺼﲔ ﻣﺘﺴﺎﻭﻳﲔ ﳛﱰﻡ ﺃﺣﺪﻧﺎ ﺍﻵﺧﺮ‪ ،‬ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻤﺎ ﺗﻔﻌﻠﻪ‪ ،‬ﻷﻧﲏ‬

‫ﺃﻋﺮﻑ ﺃﻧﻚ ﺃﻧﺖ ﺃﻳﻀﺎً ﺗﺒﺤﺚ ﻋﻦ ﺫﻟﻚ‪ .‬ﻭﺇﻻ ﻓﻤﺎ ﺳﺒﺐ ﺇﻇﻬﺎﺭﻙ ﻟﻜﻞ ﻫﺬﻩ ﺍﻟﻘﻮﺓ"‪.‬‬
‫ﺗﺒﺎﺩﻟﻨﺎ ﺍﻟﻨﻈﺮﺍﺕ ﺑﺼﻤﺖ ﻟﻔﱰﺓ ﻃﻮﻳﻠﺔ‪ ،‬ﳏﺪﻗﲔ ﺑﻼ ﺣﺮﻛﺔ‪ .‬ﺛﻢ ﻛﺴﺮ ﻫﻮ ﺍﻟﺼﻤﺖ ﺑﺎﺑﺘﺴﺎﻣﺔ ﻋﺮﻳﻀﺔ ﻭﻗﺎﻝ‪" :‬ﺃﻧﺖ ﺷﺨﺺ‬

‫ﺟﻴﺪ"‪ .‬ﻓﺘﻨﻔﺲ ﺍﳉﻤﻴﻊ ﺍﻟﺼﻌﺪﺍﺀ!‬

‫ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﻌﻠﻴﻘﺎﺕ‪ :‬ﻣﻦ ﺗﻔﺴﲑﺍﺕ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻋﻞ ﺃﻥ ﻣﺼﺪﺍﻗﻴﺔ ﺍﳌﺴﺎﻋﺪ ﻭﺍﺣﱰﺍﻡ ﺍﻟﺴﺠﲔ ﻛﻼﳘﺎ ﻭﺟﺪ ﻣﻜﺎﻧﺎً ﻟﻪ ﰲ‬

‫ﺍﳉﻠﺴﺔ‪ ،‬ﲝﻴﺚ ﱂ ﻳﺘﻮﺟﺐ ﻋﻠﻰ ﺃﻱ ﻃﺮﻑ ﻣﻦ ﺍﻟﻄﺮﻓﲔ ﺃﻥ ﻳﺘﻨﺎﺯﻝ‪ .‬ﻭﻗﺪ ﺷﻌﺮ ﺍﳉﻤﻴﻊ ﻭﻛﺄﻧﻨﺎ ﰲ ﺧﻀﻢ ﻃﻘﺲ ﺷﻌﺎﺋﺮ ﻣﻦ ﻧﻮﻉ‬

‫ﻣﺎ ﻭﺍﺧﺘﺒﺎﺭ ﻟﻠﻤﺪﻯ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﺗﺼﻞ ﺇﻟﻴﻪ ﻣﺼﺪﺍﻗﻴﺔ ﻋﻼﻗﺔ ﻣﺎ ﰲ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺔ ﺑﺎﻟﺬﺍﺕ‪ .‬ﻭﰲ ﻣﺮﻛﺰ ﻫﺬﺍ ﺗﻘﻊ ﻣﺼﺪﺍﻗﻴﺔ‬

‫ﻣﺸﺎﻋﺮ ﺍﳌﺴﺎﻋﺪ ﻭﺣﻘﻴﻘﺘﻬﺎ‪ ،‬ﻣﺜﻞ ﺍﻋﱰﺍﻓﻪ ﺑﺎﳋﻮﻑ ﺃﻭ ﺍﻋﱰﺍﻓﻪ ﺑﺎﺭﺗﻜﺎﺏ ﺃﺧﻄﺎﺀ‪ .‬ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺼﺮﺍﺣﺔ ﻭﺍﻟﺼﺪﻕ ﻳﺪﻋﻤﺎﻥ‬

‫ﺍﻟﺘﻮﺟﻪ ﳓﻮ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺣﻞ ﻗﺎﺑﻞ ﻟﻠﺒﻘﺎﺀ ﻭﺍﻻﺳﺘﻤﺮﺍﺭ‪.‬‬

‫ﻳﺘﻤﺜﻞ ﺍﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ ﰲ ﲢﻠﻴﻠﻨﺎ ﺑـ"ﺛﻮﺭﺓ ﺍﻟﺴﺠﻦ"‪ .‬ﻭﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺘﺼﻌﻴﺪ ﺍﻟﺬﻱ ﺣﺪﺙ ﻗﺒﻞ ﻗﻠﻴﻞ ﻋﻠﻰ ﺃﻧﻪ "ﺛﻮﺭﺓ‬

‫ﺍﻟﺴﺠﻦ" ﻭﲟﺎ ﺃﻧﻪ ﻗﺪ ﺣ‪‬ﻞﱠ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻓﻘﺪ ﺍﺯﺩﺍﺩﺕ ﺍﻵﻥ ﺇﻣﻜﺎﻧﻴﺔ ﺣﻠﻪ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳉﻤﺎﻋﺔ ﺃﻳﻀﺎً‪.‬‬

‫ﺑﺪﺍﻳﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺧﻞ‪ :‬ﺇﻇﻬﺎﺭ ﺍﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ ﻟﻠﻄﺮﻑ ﺍﻟﺜﺎﺋﺮ ﻭﺍﻟﻄﺮﻑ ﺍﻟﺬﻱ ﻗﺎﻣﺖ ﺍﻟﺜﻮﺭﺓ ﺿﺪﻩ‪ .‬ﺗﺸﻤﻞ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬

‫ﻫﻨﺎ ﻣﺎ ﺍﻟﺬﻱ ﺗﺮﻳﺪ ﺃﻥ ﺗﺜﻮﺭ ﻣﻦ ﺍﺟﻠﻪ؟ ﻣﺎ ﻫﻮ ﺍﻟﺬﻱ ﺃﺻﺒﺢ ﻓﻮﻕ ﻃﺎﻗﺘﻚ ﻋﻠﻰ ﺍﻻﺣﺘﻤﺎﻝ؟ ﻓﻴﻤﺎ ﻳﻠﻲ ﺗﻠﺨﻴﺺ ﳌﺎ ﺣﺪﺙ‬

‫ﺃﺛﻨﺎﺀ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻋﻞ‪.‬‬

‫ﺍﳌﺴﺎﻋﺪﻭﻥ‪" :‬ﻣﺎ ﺍﻟﺬﻱ ﺩﻋﺎ ﺇﱃ ﺍﳊﺪﻳﺚ ﻋﻦ ﺛﻮﺭﺓ ﰲ ﺍﻟﺴﺠﻦ‪ .‬ﻣﻦ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻘﺪﻡ ﻟﻨﺎ ﺃﻓﻀﻞ‬

‫ﺗﻔﺴﲑ"‪.‬‬

‫ﺍﻟﻨﺰﻻﺀ‪) :‬ﺑﺜﻘﺔ(‪" :‬ﺍﳊﺮﺍﺱ ﻳﻜﺮﻫﻮﻧﻨﺎ‪ ،‬ﻭﳛﺎﻭﻟﻮﻥ ﺃﻥ ﳚﻌﻠﻮﺍ ﺣﻴﺎﺗﻨﺎ ﺻﻌﺒﺔ ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ .‬ﺇﳖﻢ‬

‫ﻳﻈﻨﻮﻥ ﺃﻧﻨﺎ ﺣﺜﺎﻟﺔ ﺍ‪‬ﺘﻤﻊ ﻭﻳﻠﻘﻮﻥ ﺑﻘﺎﺫﻭﺭﺍﲥﻢ ﻋﻠﻴﻨﺎ ﻛﻠﻤﺎ ﺳﻨﺤﺖ ﳍﻢ ﺍﻟﻔﺮﺻﺔ ﻟﺬﻟﻚ"‪.‬‬
 ‫ﻳﻘﻮﻡ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳊﺮﺍﺱ ﺑﺎﻻﺣﺘﺠﺎﺝ‪" :‬ﻫﺬﺍ ﻏﲑ ﺻﺤﻴﺢ؛ ﳓﻦ ﻧﺘﺒﻊ ﺍﻷﻭﺍﻣﺮ ﻟﻴﺲ ﺇﻻ‪ .‬ﳓﻦ ﻧﻌﺮﻑ‬

‫ﻛﻢ ﻫﻮ ﺻﻌﺐ ﺍﻟﻌﻴﺶ ﻫﻨﺎ‪ ،‬ﻭﻟﻜﻨﻨﺎ ﳓﱰﻣﻜﻢ ﻛﺒﺸﺮ‪ ،‬ﻭﻧﺮﻳﺪ ﺃﻥ ﻧﺴﺎﻧﺪ ﻋﻤﻠﻴﺔ ﺇﺻﻼﺣﻜﻢ ﻭﺇﻋﺎﺩﺓ‬

‫ﺗﺄﻫﻴﻠﻜﻢ"‪.‬‬

‫ﺃﺣﺪ ﺍﻟﺴﺠﻨﺎﺀ‪" :‬ﻻ‪ ،‬ﺃﻧﺘﻢ ﻻ ﺗﺮﻳﺪﻭﻥ ﺫﻟﻚ‪ .‬ﻟﻘﺪ ﺃﺭﺩﺕ ﺃﻥ ﺃﺗﺼﻞ ﺑﺄﺳﺮﺗﻲ ﺃﻣﺲ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ‬

‫ﺍﳌﺜﺎﻝ‪ ،‬ﻟﺘﻬﻨﺌﺔ ﺍﺑﻨﱵ ﺑﻌﻴﺪ ﻣﻴﻼﺩﻫﺎ‪ ،‬ﻭﱂ ﺗﺴﻤﺤﻮﺍ ﱄ ﺑﺬﻟﻚ‪ .‬ﻛﻴﻒ ﻳﺴﺎﻋﺪﻧﻲ ﻫﺬﺍ ﰲ ﻋﻤﻠﻴﺔ ﺇﻋﺎﺩﺓ‬

‫ﺗﺄﻫﻴﻠﻲ؟"‬

‫ﺃﺣﺪ ﺍﳊﺮﺍﺱ‪" :‬ﺃﻧﺘﻢ ﺗﺮﻳﺪﻭﻥ ﺇﺟﺮﺍﺀ ﻣﻜﺎﳌﺎﺕ ﺑﺎﺳﺘﻤﺮﺍﺭ‪ ،‬ﻭﻟﻜﻨﻜﻢ ﺗﻌﺮﻓﻮﻥ ﺟﻴﺪﺍً ﺃﻥ ﻋﺪﺩ‬

‫ﺍﳌﻜﺎﳌﺎﺕ ﺍﻟﱵ ﻳﺴﻤﺢ ﻟﻜﻢ ﺑﺈﺟﺮﺍﺋﻬﺎ ﻫﻮ ﻛﺬﺍ ﻭﻛﺬﺍ‪ .‬ﳚﺐ ﻋﻠﻴﻜﻢ ﺃﻥ ﺗﻮﺯﻋﻮﻫﺎ ﺑﺸﻜﻞ ﺃﻓﻀﻞ"‪.‬‬

‫ﻣﺎ ﺯﺍﻝ ﺍﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ ﺍﻟﺬﻱ ﻳﻜﻤﻦ ﰲ ﻧﻔﻮﺱ ﺍﳊﺮﺍﺱ ﻭﻳﻌﺘﻘﺪ ﺃﻥ ﺍﻟﺴﺠﻨﺎﺀ "ﺣﺜﺎﻟﺔ ﺍ‪‬ﺘﻤﻊ" ﻳﻌﻮﻡ ﰲ ﺍﳊﻘﻞ‪ .‬ﻭﻫﻮ ﺍﻵﻥ ﰲ‬

‫ﺣﺎﻟﺔ ﺗﺮﺩﺩ‪ .‬ﻭﻛﻞ ﺍﲥﺎﻡ ﻳﻮﺟﻬﻪ ﺍﻟﺴﺠﻨﺎﺀ ﻳﺪﻭﺭ ﺣﻮﻝ ﺇﻇﻬﺎﺭ ﻛﺮﺍﻫﻴﺔ ﺍﳊﺮﺍﺱ ﳍﻢ ﻭﺃﻥ ﺍﳊﺮﺍﺱ ﻳﻌﻤﻠﻮﻥ ﻧﻜﺎﻳﺔ ﲠﻢ‪ .‬ﻭﻛﻞ‬

‫ﺇﺟﺎﺑﺔ ﻳﻘﺪﻣﻬﺎ ﺍﳊﺮﺍﺱ ﺗﺪﻭﺭ ﺣﻮﻝ ﺇﺛﺒﺎﺕ ﻋﺪﻡ ﺻﺤﺔ ﺍﻻﲥﺎﻣﺎﺕ‪ .‬ﻭﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺑﻌﺪﺓ ﻃﺮﻕ‪ .‬ﺃﺣﺪﻫﺎ‬

‫ﻓﻜﺮﺓ ﺃﻥ ﻧﺰﻻﺀ ﺍﻟﺴﺠﻦ‪ ،‬ﻛﻮﳖﻢ ﳛﺘﻠﻮﻥ ﺍﳌﺮﺗﺒﺔ ﺍﻷﺩﻧﻰ‪ ،‬ﻳﺪﻓﻌﻮﻥ ﺑﺎﻷﻣﻮﺭ ﺑﺎﲡﺎﻩ ﻣﻀﺎﺩ ﻷﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﳛﺘﻠﻮﻥ ﺍﳌﺮﺗﺒﺔ ﺍﻷﻋﻠﻰ‪،‬‬

‫ﻭﺃﻥ ﻣﻴﻞ ﺍﻟﻨﻈﺎﻡ ﺇﱃ ﺇﻇﻬﺎﺭ ﺫﺍﺗﻪ ﳛﺎﻭﻝ ﺃﻥ ﻳﻮﺟﺪ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻮﻋﻲ ﻭﺍﻹﺩﺭﺍﻙ ﰲ ﻭﺿﻊ ﺍﻷﳘﻴﺔ‪ ،‬ﲝﻴﺚ ﳝﻜﻦ ﺍﺳﺘﻐﻼﻟﻪ ﺑﺸﻜﻞ‬

‫ﺃﻓﻀﻞ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﱵ ﻗﺎﻡ ﻋﻠﻴﻬﺎ ﻋﻤﻠﻨﺎ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﻭﺑﺪﺃﻧﺎ ﺑﺎﻟﻜﺸﻒ ﻋﻦ ﻭﺿﻊ ﺍﻷﳘﻴﺔ ﻋﻦ ﻃﺮﻳﻖ‬

‫ﻣﺴﺎﻋﺪﺓ ﺍﳊﺮﺍﺱ ﻋﻠﻰ ﺇﻇﻬﺎﺭ ﺃﳘﻴﺘﻬﻢ‪.‬‬

‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺧﻞ‪ :‬ﻣﻦ ﻳﺴﺘﻄﻴﻊ‪ ،‬ﻣﻦ ﺟﺎﻧﺐ ﺍﳊﺮﺍﺱ‪ ،‬ﺃﻥ ﻳﻌﱰﻑ ﺑﺸﻲﺀ ﺃﻥ ﺍﻻﲥﺎﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺻﺤﻴﺤﺔ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪،‬‬

‫ﻭﺃﳖﻢ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺳﻠﻄﺘﻬﻢ ﺑﻄﺮﻕ ﻋﺪﻳﺪﺓ؟‬

‫ﺑﻌﺪ ﺭﺣﻠﺔ ﻃﻮﻳﻠﺔ ﻭﺗﻔﺎﻭﺽ ﻣﻄﻮﻝ ﺗﻀﻤﻦ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳊﻮﺍﻑ‪ ،‬ﺍﻋﱰﻑ ﺃﺣﺪ ﺍﳊﺮﺍﺱ ﺑﺎﻻﲥﺎﻡ ﺍﳌﻮﺟﻪ ﺇﻟﻴﻬﻢ‪ .‬ﻟﻘﺪ ﻗﺎﻡ ﻫﺬﺍ‬

‫ﺍﻟﺮﺟﻞ ﺍﻟﺸﺠﺎﻉ‪ ،‬ﺍﻟﺬﻱ ﲢﺪﺙ ﻗﺒﻞ ﺫﻟﻚ ﻣﺮﺍﺕ ﻋﺪﻳﺪ ﻋﻦ ﺗﻌﺎﻃﻒ ﺍﳊﺮﺍﺱ ﻣﻊ ﺍﻟﺴﺠﻨﺎﺀ‪ ،‬ﺑﺎﻻﻋﱰﺍﻑ ﺑﺄﻧﻪ ﺟﺰﺀ ﻣﻦ ﺍﻟﺪﻭﺭ‬

‫ﺍﻟﺸﺒﺤﻲ‪.‬‬
 ‫ﺍﳊﺎﺭﺱ‪" :‬ﻧﻌﻢ‪ ،‬ﺃﺷﻌﺮ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﺑﺎﻟﻜﺮﺍﻫﻴﺔ ﲡﺎﻩ ﻫﺬﺍ ﺍﳌﻜﺎﻥ‪ ،‬ﻭﰲ ﺑﻌﺾ ﺍﻷﻳﺎﻡ ﺃﺣﺘﻘﺮﻛﻢ‪.‬‬

‫ﻭﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﻳﺎﻡ‪ ،‬ﺃﻋﺘﻘﺪ ﻓﻌﻼ‪ ‬ﺃﻧﻜﻢ ﺣﺜﺎﻟﺔ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﺃﺭﻏﺐ ﰲ ﺍﳉﻠﻮﺱ ﰲ ﻣﻜﺘﱯ ﻭﻻ ﺃﺭﻯ‬

‫ﺃﺣﺪﺍً ﻣﻨﻜﻢ ﺃﻭ ﺃﺿﻄﺮ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻌﻪ‪ .‬ﻭﲟﺠﺮﺩ ﺩﺧﻮﱄ ﺇﱃ ﻫﺬﺍ ﺍﳌﻜﺎﻥ ﻻ ﺃﺳﺘﻄﻴﻊ ﺍﻻﻧﺘﻈﺎﺭ ﺣﺘﻰ‬

‫ﺃﺩﺧﻞ ﻣﻬﺠﻌﻲ ﺍﻟﺼﻐﲑ ﻭﺃﺷﻐﻞ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‪ ،‬ﲝﻴﺚ ﻻ ﺃﺿﻄﺮ ﻟﻠﺘﻔﺎﻋﻞ ﻣﻊ ﺃﻱ ﻭﺍﺣﺪ ﻣﻨﻜﻢ‪.‬‬

‫ﺳﺎﺩ ﺍﻟﺼﻤﺖ ﻣﻊ ﺗﻐﲑ ﰲ ﺟﻮ ﺍﳌﻜﺎﻥ‪ ،‬ﻭﺃﺩﺭﻛﻨﺎ ﺃﻳﻀﺎً ﺍﻧﺘﺸﺎﺭ ﺷﻌﻮﺭ ﺑﺎﻻﺭﺗﻴﺎﺡ‪ .‬ﺛﻢ ﻗﺎﻡ ﺃﺣﺪ ﺍﻟﻨﺰﻻﺀ ﺑﺮﺩﺓ ﻓﻌﻞ‪ .‬ﻓﻘﺎﻝ‬

‫ﲠﺪﻭﺀ‪:‬‬

‫ﺍﻟﻨﺰﻳﻞ‪ :‬ﺃﻧﺖ‪ ،‬ﻋﻠﻰ ﺍﻷﻗﻞ ﺻﺎﺩﻕ ﻭﺻﺮﻳﺢ ﰲ ﺣﺪﻳﺜﻚ ﻋﻦ ﻣﺸﺎﻋﺮﻙ"‪ .‬ﻭﻳﺘﻮﺟﻪ ﺇﱃ ﺍﻟﺴﺠﻨﺎﺀ‬

‫ﺍﻵﺧﺮﻳﻦ ﻗﺎﺋﻼ‪" :‬ﻫﻞ ﺗﺮﻭﻥ‪ ،‬ﻟﻘﺪ ﻗﻠﺖ ﻟﻜﻢ ﺫﻟﻚ‪".‬‬

‫ﻳﻬﺰ ﺍﻵﺧﺮﻭﻥ ﺭﺅﻭﺳﻬﻢ‪ ،‬ﻭﻳﻀﻴﻒ ﺳﺠﲔ ﺁﺧﺮ ﺃﻧﻪ ﻛﺎﻥ ﻳﻌﺮﻑ ﻫﺬﻩ ﺍﳊﻘﻴﻘﺔ ﻃﻮﺍﻝ ﺍﻟﻮﻗﺖ‪ .‬ﱂ ﺗﻌﺪ ﺍﻷﺻﻮﺍﺕ ﺗﺮﺗﻔﻊ ﻛﻤﺎ ﻛﺎﻥ‬

‫ﺍﳊﺎﻝ ﻣﻦ ﻗﺒﻞ‪ .‬ﺇﳖﺎ ﺇﺷﺎﺭﺓ ﲣﻔﻴﻒ ﺣﺪﺓ ﻳﻠﺘﻘﻄﻬﺎ ﺍﳌﺴﺎﻋﺪ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻣﺮﺓ ﺑﻌﺪ ﻣﺮﺓ‪ ،‬ﻧﺸﻌﺮ ﺑﺎﻟﺪﻫﺸﺔ ﻣﻦ ﺣﻘﻴﻘﺔ ﺃﻥ ﺍﻻﻋﱰﺍﻑ ﺑﺎﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ ﳛﺪﺙ ﺃﺛﺮﺍً ﳜﻔﻒ ﺣﺪﺓ ﺍﳌﻮﺍﻗﻒ‪.‬‬

‫ﻭﺧﺎﺻﺔ ﰲ ﻫﺬﺍ ﺍﳌﻜﺎﻥ‪ ،‬ﺣﻴﺚ ﳝﻜﻨﻚ ﺃﻥ ﺗﺘﻮﻗﻊ ﺛﻮﺭﺓ‪ ،‬ﺃﺻﺒﺢ ﺍﳉﻮ ﺃﻗﻞ ﺗﻮﺗﺮﺍً ﰲ ﺍﻟﻮﺍﻗﻊ‪ .‬ﻭﻳﻌﺘﱪ ﺍﻟﻜﺸﻒ ﻋﻦ ﺗﻐﲑ ﺍﻷﺟﻮﺍﺀ‬

‫ﺟﺰﺀﺍً ﻣﺮﻛﺰﻳﺎً ﻣﻦ ﳕﻮﺫﺝ ﺍﳌﺴﺎﻋﺪﺓ ﺍﻟﺬﻱ ﻧﻄﺒﻘﻪ‪ .‬ﻳﻘﻮﻡ ﺃﺣﺪ ﺍﳌﺴﺎﻋﺪﻳﻦ ﺑﺘﺄﻃﲑ ﺍﻟﻮﺿﻊ ﻭﻳﻄﻠﺐ ﺗﻮﺿﻴﺤﺎً ﳌﺎ ﺣﺪﺙ‪.‬‬

‫ﺍﳌﺴﺎﻋﺪ‪" :‬ﻳﺒﺪﻭ ﺃﻥ ﻫﺬﺍ ﺃﺭﺍﺣﻜﻢ‪ .‬ﻫﻞ ﳝﻜﻨﻜﻢ ﺗﻔﺴﲑ ﺫﻟﻚ؟"‬

‫ﺃﺣﺪ ﺍﻟﺴﺠﻨﺎﺀ‪" :‬ﺃﺧﲑﺍً‪ ،‬ﲢﻠﻰ ﺃﺣﺪﻫﻢ ﺑﺎﻟﺸﺠﺎﻋﺔ ﻟﻼﻋﱰﺍﻑ ﺑﺬﻟﻚ ﺃﻣﺎﻣﻨﺎ‪ .‬ﺳﻮﻑ ﺃﺣﱰﻡ ﻫﺬﺍ‬

‫ﺍﻟﺮﺟﻞ ﻣﻦ ﺍﻵﻥ ﻓﺼﺎﻋﺪﺍً‪ .‬ﻟﻮ ﻛﺎﻥ ﻟﺪﻳﻨﺎ ﺑﻀﻌﺔ ﺃﺷﺨﺎﺹ ﻣﺜﻠﻪ ﻫﻨﺎ ﻟﻦ ﺗﻌﻢ ﺍﻟﻔﻮﺿﻰ ﻫﺬﺍ‬

‫ﺍﳌﻜﺎﻥ‪ .‬ﺇﻧﻨﺎ ﻓﻘﻂ ﱂ ﻧﻌﺪ ﻧﻄﻴﻖ ﻋﺪﻡ ﻗﺪﺭﺓ ﺃﺣﺪ ﻋﻠﻰ ﺍﻻﻋﱰﺍﻑ ﺑﺸﻲﺀ‪ ،‬ﻭﱂ ﻧﻌﺪ ﻧﻄﻴﻖ‬
 ‫ﺍﺩﻋﺎﺀﻫﻢ ﺑﺄﳖﻢ ﻳﻘﻮﻣﻮﻥ ﺑﻜﻞ ﺷﻲﺀ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺼﺤﻴﺢ‪ .‬ﺇﻧﻚ ﺗﺸﻌﺮ ﺑﺎﻻﴰﺌﺰﺍﺯ ﺇﺫﺍ ﻋﻮﻣﻠﺖ ﻃﻮﺍﻝ‬

‫ﻳﻮﻣﻚ ﻛﺄﻧﻚ ﻛﻮﻣﺔ ﻗﺎﺫﻭﺭﺍﺕ‪ ،‬ﻭﺗﺸﻌﺮ ﺑﺎﴰﺌﺰﺍﺯ ﺃﻛﱪ ﺇﺫﺍ ﱂ ﻳﻘﻞ ﺃﺣﺪﻫﻢ ﺫﻟﻚ ﰲ ﻭﺟﻬﻚ ﺻﺮﺍﺣﺔ‪،‬‬

‫ﺑﻞ ﺍﻛﺘﻔﻰ ﺑﺘﺠﺎﻫﻠﻚ"‪.‬‬

‫ﻳﻬﺰ ﺃﺣﺪ ﺍﳊﺮﺍﺱ ﺭﺃﺳﻪ ﻻﺷﻌﻮﺭﻳﺎً‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻣﺜﻠﻤﺎ ﻛﺎﻥ ﺍﳊﺎﻝ ﰲ ﺃﻣﺜﻠﺔ ﺍﳊﺎﻻﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﳝﻜﻨﻚ ﺃﻥ ﺗﺮﻯ ﺣﺪﻭﺙ ﲢﻮﻝ ﰲ ﺩﻭﺭ ﻋﻀﻮﻱ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺃﺣﺪ‬

‫ﺃﻋﻀﺎﺀ ﺟﺎﻧﺐ ﺑﺎﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺃﻗﻮﺍﻝ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ‪ .‬ﺍﻟﺮﺟﺎﺀ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺴﻢ ﺍﻟﻨﻈﺮﻱ ﻟﺘﻌﺮﻑ ﻛﻴﻒ ﺗﺮﻯ ﺍﻟﻨﻈﺮﺓ ﺍﻟﻜﻤﻴﺔ ﰲ‬

‫"ﻭﻭﺭﻟﺪﻭﻭﺭﻙ" ﻫﺬﺍ ﺍﻟﺘﺤﻮﻝ ﰲ ﺍﻷﺩﻭﺍﺭ ﻛﺠﺰﺀ ﻣﻦ ﺍﳌﻴﻞ ﺍﻟﺪﺍﺧﻠﻲ ﳓﻮ ﺍﻟﺘﻨﻈﻴﻢ ﻹﻇﻬﺎﺭ ﺍﻟﺬﺍﺕ‪ .‬ﻭﳝﻜﻨﻨﺎ ﺍﻵﻥ‪ ،‬ﰲ ﻫﺬﺍ‬

‫ﺍﻟﻮﺿﻊ‪ ،‬ﺃﻥ ﻧﺘﺒﻊ ﲢﻮﻝ ﺍﻷﺩﻭﺍﺭ ﻭﻧﻜﺸﻒ ﻋﻨﻪ ﺃﻛﺜﺮ‪.‬‬

‫ﺍﳌﺴﺎﻋﺪ‪ ،‬ﻭﻫﻮ ﻳﻠﺘﻔﺖ ﺇﱃ ﺍﳊﺎﺭﺱ ﺍﻟﺬﻱ ﻫﺰ ﺭﺃﺳﻪ‪" :‬ﻫﻞ ﺗﻌﺮﻑ ﺷﻴﺌﺎً ﻋﻦ ﻫﺬﺍ؟"‬

‫ﺍﳊﺎﺭﺱ‪" :‬ﻧﻌﻢ‪ ،‬ﺃﻧﺎ ﺃﻳﻀﺎً ﺃﻣﺮ ﲟﺜﻞ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ‪ ،‬ﺣﻴﺚ ﻳﺒﺘﻌﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻨﺎﺱ ﻋﲏ ﻋﻨﺪﻣﺎ‬

‫ﻳﻌﺮﻓﻮﻥ ﺃﻧﲏ ﺃﻋﻤﻞ ﰲ ﺳﺠﻦ‪ .‬ﻳﺘﺠﻨﺒﲏ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺟﲑﺍﻧﻲ‪ .‬ﻭﺇﺫﺍ ﺩﺧﻠﺖ ﰲ ﻋﻼﻗﺔ ﺻﺪﺍﻗﺔ ﻣﻊ‬

‫ﺷﺨﺺ ﻣﺎ‪ ،‬ﻳﻘﻮﻝ ﱄ ﺑﺪﻫﺸﺔ ﺍﻧﻪ ﱂ ﻳﻜﻦ ﻳﻈﻦ ﻣﻦ ﻗﺒﻞ ﺃﻥ ﺣﺎﺭﺱ ﺍﻟﺴﺠﻦ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺇﻧﺴﺎﻧﺎً‬

‫ﻟﻄﻴﻔﺎً‪ .‬ﺣﺘﻰ ﺍﻟﺴﺠﻨﺎﺀ ﻳﻘﻮﻟﻮﻥ ﺃﻧﻚ ﻻ ﺑﺪ ﻏﱯ ﺇﺫ ﱂ ﺗﺴﺘﻄﻊ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﰲ ﻣﻜﺎﻥ‬

‫ﺁﺧﺮ‪ .‬ﺇﳖﻢ ﳛﺘﻘﺮﻭﻧﻨﺎ ﻷﻧﻨﺎ ﻧﻌﻤﻞ ﻫﻨﺎ"‪.‬‬

‫ﻳﻬﺰ ﺳﺠﻴﻨﺎﻥ ﺭﺃﺳﻴﻬﻤﺎ ﻣﻮﺍﻓﻘﺔً‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﻟﻘﺪ ﺍﻣﺘﻸ ﺍﻟﺪﻭﺭ ﺍﻟﺸﺒﺤﻲ ﺍﳌﺘﻤﺜﻞ ﰲ ﺷﻌﻮﺭ ﺍﳌﺮﺀ ﺑﺄﻧﻪ ﺣﺜﺎﻟﺔ ﺍ‪‬ﺘﻤﻊ ﺣﻴﺚ ﺃﻥ ﻛﻼ ﺍﻟﻄﺮﻓﲔ ﻓﻴﻪ ﺍﻵﻥ‪ .‬ﺇﳖﻤﺎ‬

‫ﻳ ﺪﺭﻛﺎﻥ ﺃﻥ ﻛﻼ‪ ‬ﻣﻨﻬﻢ ﻳﺘﺼﺮﻑ ﲡﺎﻩ ﺍﻵﺧﺮ ﺑﻨﺎﺀ‪ ‬ﻋﻠﻰ ﻫﺬﺍ ﺍﻻﻋﺘﻘﺎﺩ‪ ،‬ﻭﻟﻜﻨﻬﻤﺎ ﺃﻳﻀﺎً ﻳﺪﺭﻛﺎﻥ ﺃﳖﻤﺎ ﳚﺘﻤﻌﺎﻥ ﻣﻌﺎً ﰲ ﺟﺎﻧﺐ‬

‫ﺍﳌﺘﻠﻘﻲ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻌﺎﻣﻠﺔ ﻣﻦ ﻗﺒﻞ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﰲ ﺍ‪‬ﺘﻤﻊ‪ .‬ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﺟﻴﻪ ﺇﱃ ﺍﻟﺪﺍﺧﻞ ﻫﺬﻩ ﻣﻌﺮﻭﻓﺔ ﺟﻴﺪﺍً ﻣﻦ‬
‫ﺩﺭﺍﺳﺎﺕ ﺍﳉﻤﺎﻋﺎﺕ ﺍﳍﺎﻣﺸﻴﺔ‪ .‬ﺣﻴﺚ ﺗﻘﻮﻡ ﺍﳉﻤﺎﻋﺔ ﺍﳍﺎﻣﺸﻴﺔ ﺑﺘﺤﻮﻳﻞ ﻧﻈﺮﺓ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﺇﱃ ﺍﻟﺪﺍﺧﻞ‪ .‬ﻭﻫﻢ ﻳﻘﻮﻣﻮﻥ‬

‫ﺑﺘﺤﻮﻳﻞ ﺍﻷﺩﻭﺍﺭ ﻻﺷﻌﻮﺭﻳﺎً ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻈﺮ ﺇﱃ ﺃﻧﻔﺴﻬﻢ ﻭﺇﱃ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﻳﻨﻈﺮ ﲠﺎ ﺇﻟﻴﻬﻢ ﺍﻻﲡﺎﻩ‬

‫ﺍﻟﺴﺎﺋﺪ‪ .‬ﻟﻘﺪ ﻇﻬﺮ ﺍﻵﻥ ﺩﻭﺭ ﺷﺒﺤﻲ ﺟﺪﻳﺪ ﻳﺘﻤﺜﻞ ﺑﺎﻟﺸﺨﺺ ﺍﳌﺘﻔﺮﺝ ﻣﻦ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ‪ ،‬ﻭﺍﻟﺬﻱ ﻻ ﻳﺮﻳﺪ ﺃﻥ ﺗﻜﻮﻥ ﻟﻪ ﻋﻼﻗﺔ‬

‫ﺑﺎﻟﺴﺠﻮﻥ‪ ،‬ﻭﻳﻨﻈﺮ ﺇﱃ ﻋﺎﱂ ﺍﳉﺮﳝﺔ‪ ،‬ﻭﺍﻟﺴﺠﻦ ﻭﻓﺮﺽ ﺍﻟﻘﺎﻧﻮﻥ ﺑﺘﻌﺎﻝٍ‪ .‬ﳝﻜﻨﻚ ﺃﻥ ﺗﺮﻯ ﻫﻨﺎ ﲢﻮﻻً ﰲ ﺍﻷﺩﻭﺍﺭ ﻭﺷﺒﻜﺔ ﻛﻤﻴﺔ‪.‬‬

‫ﻓﺎﳊﺮﺍﺱ‪ ،‬ﻛﺒﺪﺍﻳﺔ‪ ،‬ﻳﺮﻭﻥ ﺃﻥ ﺍﻟﺴﺠﲔ ﺣﺜﺎﻟﺔ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﺛﻢ ﳒﺪ ﺍﻟﺴﺠﲔ ﻳﺮﻯ ﺍﳊﺎﺭﺱ ﺣﺜﺎﻟﺔ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻧﻌﺮﻑ ﺃﻥ‬

‫ﺍﳌﺘﻔﺮﺝ ﻣﻦ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﻳﺮﻯ ﺍﻟﻨﻈﺎﻡ ﻛﻠﻪ ﺣﺜﺎﻟﺔ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻳﺘﺼﺮﻑ ﺍﳊﺮﺍﺱ‪ ،‬ﻭﺍﻟﺴﺠﻨﺎﺀ ﻭﺍﳌﺘﻔﺮﺟﻮﻥ ﻣﻦ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ‬

‫ﻛﺄﺟﺴﺎﻡ ﻛﻤﻴﺔ ﻣﺘﺸﺎﺑﻜﺔ‪ ،‬ﺣﻴﺚ ﱂ ﻳﻌﺪ ﺑﺈﻣﻜﺎﻧﻚ ﺃﻥ ﺗﻘﻮﻝ ﺇﻥ ﺇﺷﺎﺭﺓ ﻣﺎ ﺗﻨﺘﻤﻲ ﺇﱃ ﲨﺎﻋﺔ ﻣﻌﻴﻨﺔ‪ .‬ﻓﺠﻤﻴﻊ ﺍﻹﺷﺎﺭﺍﺕ ﺗﻨﺘﻤﻲ‬

‫ﺇﱃ ﲨﻴﻊ ﺍﳉﻤﺎﻋﺎﺕ‪.‬‬

‫ﻳﺒﺪﺃ ﺍﳌﺴﺎﻋﺪ ﺑﺘﺤﺮﻳﻚ ﺍﻷﺩﻭﺍﺭ‪ ،‬ﻭﻳﻨﻀﻢ ﺇﻟﻴﻪ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺍﳊﺮﺍﺱ ﻭﺍﻟﻨﺰﻻﺀ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﻣﻠﺨﺺ ﳌﺎ ﻗﺎﻟﻪ ﺍﻟﺪﻭﺭ‪.‬‬

‫ﺍﳌﺘﻔﺮﺝ ﺍﻟﺬﻱ ﻳﻨﺘﻤﻲ ﺇﱃ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ‪) :‬ﻳﻠﻌﺒﻪ ﺍﳊﺮﺍﺱ ﻭﺍﻟﻨﺰﻻﺀ ﻣﻌﺎً‪ ،‬ﻛﻤﺎ ﻳﻔﻬﻤﻮﻥ ﺍﻟﺪﻭﺭ(‪ :‬ﺃﻧﺎ‬

‫ﺃﺅﻣﻦ ﺑﺄﻥ ﺍ‪‬ﺮﻣﲔ ﻗﺎﺫﻭﺭﺍﺕ‪ ،‬ﻭﺍﻟﺴﺠﻮﻥ ﻗﺎﺫﻭﺭﺍﺕ ﻭﻻ ﺃﺭﻳﺪ ﺃﻥ ﺃﺗﻌﺎﻣﻞ ﻣﻌﻬﻢ‪ .‬ﺇﻥ ﺭﺟﺎﻝ‬

‫ﺍﻟﺸﺮﻃﺔ ﻭﺣﺮﺍﺱ ﺍﻟﺴﺠﻮﻥ ﻗﺴﺎﺓ ﻭﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﺘﻌﺬﻳﺐ ﺍﻵﺧﺮﻳﻦ ﻭﺣﺒﺴﻬﻢ‪ .‬ﺇﻧﻪ ﻋﺎﱂ ﻣﻦ‬

‫ﺍﳌﻨﺤﺮﻓﲔ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﱵ ﺗﻨﻈﺮ ﻣﻨﻬﺎ ﺇﻟﻴﻪ‪ .‬ﻻ ﺃﺭﻳﺪ ﺃﻥ ﺗﻜﻮﻥ ﱄ ﻋﻼﻗﺔ ﲠﺬﺍ ﺍﻟﻌﺎﱂ‪،‬‬

‫ﻻ ﺃﺭﻳﺪ ﺃﻥ ﺃﺭﺍﻩ‪ ،‬ﺃﻭ ﺃﻗﺮﺃ ﻋﻨﻪ‪ ،‬ﺃﻭ ﺃﺩﻓﻊ ﻧﻘﻮﺩﻱ ﻣﻦ ﺃﺟﻠﻪ‪ .‬ﺇﻧﻪ ﻳﺸﺒﻪ ﻣﻜﺐ ﺍﻟﻨﻔﺎﻳﺎﺕ‪ .‬ﺃﺑﻌﺪﻩ‬

‫ﻋﲏ‪.‬‬

‫ﻳﻘﻮﻡ ﺍﻵﻥ ﻣﻦ ﻳﺘﺤﺪﺛﻮﻥ ﺑﺎﺳﻢ ﺍﳊﺮﺍﺱ ﻭﺍﻟﻨﺰﻻﺀ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻣﻦ ﻳﻨﺘﻤﻮﻥ ﺇﱃ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ‪:‬‬

‫ﺍﻟﻨﺰﻻﺀ ﻭﺍﳊﺮﺍﺱ‪) :‬ﻳﻠﻌﺒﻮﻥ ﺩﻭﺭﺍً ﳚﻴﺒﻮﻥ ﻓﻴﻪ ﻋﻠﻰ ﺩﻭﺭ ﺍﳌﺘﻔﺮﺝ( "ﺃﻧﺖ ﺃﻳﻀﺎً ﳎﺮﻡ‪ .‬ﺃﻧﺖ ﺗﻐﺶ‬

‫ﻗﻠﻴﻼ‪ ‬ﻫﻨﺎ‪ ،‬ﻭﺗﻜﺬﺏ ﻗﻠﻴﻼ‪ ‬ﻫﻨﺎﻙ‪ ،‬ﺗﺘﻌﺎﻃﻰ ﺍﳌﺨﺪﺭﺍﺕ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺑﻞ ﺭﲟﺎ ﻏﲑ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺃﻳﻀﺎً‪ .‬ﺗﻘﺘﻞ‬

‫ﺃﺻﺪﻗﺎﺀﻙ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﺫﻟﻚ ﺳﻴﺠﻌﻠﻚ ﺗﺘﻔﻮﻕ ﻋﻠﻴﻬﻢ‪ ،‬ﲣﻮﻥ ﺃﻃﻔﺎﻟﻚ ﺇﺫﺍ ﻛﻨﺖ ﺳﺘﺴﺘﻔﻴﺪ ﻣﻦ‬
 ‫ﺫﻟﻚ‪ .‬ﺃﻧﺖ ﻟﺴﺖ ﺃﻓﻀﻞ ﻣﻨﺎ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺇﻧﻚ ﻓﻘﻂ ﺃﻛﺜﺮ ﺣﻈﺎً ﺃﻭ ﺃﻛﺜﺮ ﻗﺪﺭﺓ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺑﺔ‬

‫ﻭﺍﳋﺪﺍﻉ"‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ‪ :‬ﺗﻜﺘﺸﻒ ﺍﳉﻤﺎﻋﺔ ﺍﳍﺎﻣﺸﻴﺔ ﻧﻔﺴﻬﺎ ﰲ ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻮﻣﺾ ﻣﻦ ﺟﺎﻧﺐ ﺍﳉﻤﺎﻋﺔ ﺍﻟﱵ ﻗﺎﻣﺖ ﺑﺘﻬﻤﻴﺸﻬﺎ‪ .‬ﻳﻌﺘﱪ‬

‫ﺍﳌﺘﻔ ﺮﺝ ﳎﺮﻣﺎً ﺃﻳﻀﺎً ﻷﻧﻪ ﻳﺘﺠﺎﻫﻞ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻷﻧﻪ ﻻ ﻳﻌﺎﰿ ﺍﻟﻌﻨﻒ‪ ،‬ﻭﻷﻧﻪ ﻳﺪﻋﻲ ﺍﻧﻪ ﻟﻴﺲ ﺟﺰﺀﺍً ﻣﻦ ﺍﻟﻨﻈﺎﻡ‪.‬‬

‫ﻭﻳﻌﺘﱪ ﳎﺘﻤﻊ ﺍﻟﺴﺠﻦ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺍﳊﺮﺍﺱ ﻭ "ﺍﳌﺬﻧﺒﲔ"‪ ،‬ﺩﻭﺭﺍً ﺷﺒﺤﻴﺎً ﻳﻠﻌﺒﻪ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﻻ ﻳﻌﺎﰿ ﻋﺪﻭﺍﻧﻴﺘﻪ‪ .‬ﻳﻘﻮﻡ‬

‫ﺍﻟﺴﺠﻨﺎﺀ ﻭﺍﳊﺮﺍﺱ ﺑﺘﻤﺜﻴﻞ‪ ،‬ﺇﺫﺍ ﺟﺎﺯ ﺍﻟﺘﻌﺒﲑ‪ ،‬ﺍﻟﺪﺭﺍﻣﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳋﺎﺻﺔ ﺑﻨﺎ ﺃﻣﺎﻡ ﺃﻋﻴﻨﻨﺎ‪ ،‬ﳑﺎ ﻳﺒﻘﻴﻨﺎ ﻣﻠﺘﺰﻣﲔ‬

‫ﺑﺎﻟﻘﺎﻧﻮﻥ‪.‬‬

‫ﻭﻣﻦ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ‪ ،‬ﺟﺎﻧﺐ ﺍﳌﺘﻔﺮﺝ‪ ،‬ﺗﻮﺟﺪ ﺇﺟﺎﺑﺔ‪:‬‬

‫ﺩﻭﺭ ﺍﳌﺘﻔﺮﺝ ﺍﻟﺬﻱ ﻳﻨﺘﻤﻲ ﺇﱃ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ )ﻳﻠﻌﺒﻪ ﺍﳊﺮﺍﺱ ﻭﺍﻟﺴﺠﻨﺎﺀ(‪" :‬ﻧﻌﻢ‪ ،‬ﻣﺎ ﺗﻘﻮﻟﻮﻧﻪ‬

‫ﺻﺤﻴﺢ‪ .‬ﻭﻟﻜﻨﻨﺎ ﻻ ﻧﻜﻦ ﻟﻜﻢ ﺍﻻﺣﺘﻘﺎﺭ ﻓﻘﻂ‪ .‬ﻓﻔﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻧﻨﻈﺮ ﺇﱃ ﺍﻟﺴﺠﻨﺎﺀ‬

‫ﻭﳓﺴﺪﻫﻢ ﻋﻠﻰ ﺷﺠﺎﻋﺘﻬﻢ ﰲ ﳐﺎﻟﻔﺔ ﻗﻮﺍﻋﺪ ﺍ‪‬ﺘﻤﻊ ﻭﺍﺗﺒﺎﻋﻬﻢ ﻟﻘﻮﺍﻋﺪﻫﻢ ﺍﳋﺎﺻﺔ‪ .‬ﰲ ﻣﺜﻞ‬

‫ﻫﺬﻩ ﺍﻟﻠﺤﻈﺎﺕ ﺗﺒﺪﻭﻥ ﻟﻨﺎ ﺃﺣﺮﺍﺭﺍً ﻭﻧﺸﻌﺮ ﺑﺄﻧﻨﺎ ﳓﻦ ﺍﻟﺴﺠﻨﺎﺀ"‪.‬‬

‫ﻳﺴﻮﺩ ﺻﻤﺖ ﻣﺪﻫﺶ‪ ،‬ﺛﻢ ﻳﻘﻮﻝ ﺃﺣﺪ ﺍﻟﺴﺠﻨﺎﺀ ﻭﺍﻟﺪﻣﻮﻉ ﰲ ﻋﻴﻨﻴﻪ‪:‬‬

‫"ﺷﻜﺮﺍً ﻟﻜﻢ!! ﻭﺃﻧﺎ ﺃﺣﺴﺪﻛﻢ ﻋﻠﻰ ﺷﺠﺎﻋﺘﻜﻢ ﰲ ﻣﻘﺎﻭﻣﺔ ﻏﺮﺍﺋﺰﻛﻢ ﲝﻴﺚ ﺗﻌﻴﺸﻮﻥ ﺣﻴﺎﺓ‬

‫ﺗﺴﺘﻄﻴﻌﻮﻥ ﻓﻴﻬﺎ ﻣﺴﺎﻋﺪﺓ ﺃﺳﺮﻛﻢ‪ ،‬ﻭﺇﻗﺎﻣﺔ ﻋﻼﻗﺎﺕ ﻭﺍﻟﺴﲑ ﰲ ﺍﻟﻄﺒﻴﻌﺔ‪ .‬ﺃﻧﺎ ﺃﻓﺘﻘﺪ ﻛﻞ ﻫﺬﺍ‬

‫ﻫﻨﺎ"‪.‬‬
‫ﳜﻴﻢ ﺳﻜﻮﻥ‪ .‬ﺍﳉﻤﻴﻊ ﺻﺎﻣﺘﻮﻥ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺒﺪﻭ ﺍﻟﻌﺪﻳﺪﻭﻥ ﻣﺘﺄﺛﺮﻳﻦ ﻭﺣﺰﻳﻨﲔ‪ .‬ﻳﺴﺄﻝ ﺃﺣﺪ ﺍﳌﺴﺎﻋﺪﻳﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺑﺈﻣﻜﺎﻥ‬

‫ﺃﺣﺪﻫﻢ ﺃﻥ ﻳﺘﺤﺪﺙ ﻋﻦ ﺍﳉﻮ‪ .‬ﻓﻴﻘﻮﻝ ﺳﺠﲔ ﺁﺧﺮ ﺃﻧﻪ ﻣﻦ ﺍﳉﻴﺪ ﺃﻥ ﻳﻌﺮﻑ‪ ،‬ﻭﻟﻮ ﺣﺘﻰ ﻟﻠﺤﻈﺔ ﻗﺼﲑﺓ‪ ،‬ﺃﻧﻪ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ‬

‫ﻣﺪﻯ ﺍﺧﺘﻼﻓﻨﺎ‪ ،‬ﺇﻻ ﺃﻧﻨﺎ ﰲ ﺍﻟﺪﺍﺧﻞ ﻣﱰﺍﺑﻄﲔ ﻭﻣﺘﻤﺎﺛﻠﲔ‪ .‬ﻭﻳﻬﺰ ﺑﻌﺾ ﺍﳊﺮﺍﺱ ﺭﺅﻭﺳﻬﻢ‪.‬‬

‫ﺛﻢ ﻳﻘﻮﻝ ﺃﺣﺪ ﺍﻟﻨﺰﻻﺀ‪ ،‬ﺑﺎﺑﺘﺴﺎﻣﺔ ﻋﺮﻳﻀﺔ ﻋﻠﻰ ﻭﺟﻬﻪ‪:‬‬

‫"ﺇﻥ ﻫﺬﺍ ﺣﻘﺎً ﺷﻲﺀ ﺟﻴﺪ ﻣﺎ ﺗﻔﻌﻠﻮﻥ‪ ،‬ﺃﻳﻦ ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﺘﻌﻠﻢ ﺫﻟﻚ"‪.‬‬

‫ﻗﻴﻞ ﻟﻨﺎ ﰲ ﻣﻨﺎﻗﺸﺔ ﻻﺣﻘﺔ ﻣﻊ ﺍﳉﻤﻴﻊ‪ ،‬ﺃﻥ ﺃﻛﱪ ﻣﺸﻜﻠﺔ ﺗﻮﺍﺟﻬﻬﺎ ﺍﳉﻤﺎﻋﺔ ﻫﻲ ﺍﳌﻠﻞ‪ ،‬ﻭﺃﻥ ﻛﺜﲑﻭﻥ ﻣﻨﻬﻢ ﺃﺩﺭﻛﻮﺍ ﺃﳖﻢ ﻳﺮﻳﺪﻭﻥ‬

‫ﺗﻌﻠﻢ ﺍﻟﻜﺜﲑ‪ .‬ﻗﻀﻴﻨﺎ ﺍﳉﻠﺴﺎﺕ ﺍﻟﺒﺎﻗﻴﺔ ﻣﻊ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺔ ﻧﻌﻠﻤﻬﻢ ﻣﻬﺎﺭﺍﺕ ﺣﻞ ﺍﻟﻨﺰﺍﻋﺎﺕ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺗﺪﺭﻳﺐ ﺍﻟﺰﻣﻼﺀ‪ .‬ﻓﻘﺪ‬

‫ﻛﺎﻧﺖ ﻫﺬﻩ ﳎﺎﻻﺕ ﺧﱪﺍﺗﻨﺎ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺃﻥ ﻧﻌﻠ ﻤﻬﻢ ﺃﻱ ﺷﻲﺀ ﺁﺧﺮ‪ ،‬ﻣﻦ ﻋﻠﻢ ﺍﻟﻔﻠﻚ ﺃﻭ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺎﳊﺪﺍﺋﻖ‪ ،‬ﻟﻘﺪ ﻛﺎﻧﻮﺍ‬

‫ﻣﺘﻠﻬﻔﲔ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ‪.‬‬

‫ﺣﺎﺷﻴﺔ‬

‫ﻇﻬﺮﺕ ﺍﻷﺩﻭﺍﺭ ﺍﻟﺸﺒﺤﻴﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﰲ ﻟﻘﺎﺀ ﺑﲔ ﺃﻓﺮﺍﺩ ﺍﻟﻄﺎﻗﻢ ﰲ ﻭﻗﺖ ﻻﺣﻖ ﻣﻦ ﺫﻟﻚ ﺍﻟﻴﻮﻡ‪ ،‬ﻭﺑﻄﺮﻳﻘﺔ ﻣﺆﺛﺮﺓ ﺟﺪﺍً‪ ،‬ﺣﻴﺚ ﺃﻥ‬

‫ﺍﳊﺮﺍﺱ‪ ،‬ﻭﺍﳌﻤﺮﺿﲔ‪ ،‬ﻭﺍﳌﺴﺘﺸﺎﺭﻳﻦ ﻭﺍﻹﺩﺍﺭﻳﲔ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﻋﺪﻡ ﺍﺣﱰﺍﻡ ﺍﻵﺧﺮﻳﻦ ﳍﻢ ﺑﺴﺒﺐ ﻭﻇﺎﺋﻔﻬﻢ‪ ،‬ﻭﻣﻦ ﻋﺪﻡ ﺷﻜﺮ‬

‫ﺍﻟﻌﺎﻣﺔ ﳍﻢ‪ .‬ﻭﻗﺪ ﺷﻜﺮﻧﺎ ﺍﳉﻤﻴﻊ ﻷﳖﻢ ﺟﻌﻠﻮﺍ ﺷﻮﺍﺭﻋﻨﺎ ﺃﻛﺜﺮ ﺃﻣﻨﺎً‪ ،‬ﻭﻷﳖﻢ ﺟﻌﻠﻮﻧﺎ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﻋﺪﻡ ﺍﻟﻘﻠﻖ ﻣﻦ ﺍﳉﺮﺍﺋﻢ‬

‫ﻛﺜﲑﺍً‪ ،‬ﻭﻷﳖﻢ ﻳﺴﺎﳘﻮﻥ ﰲ ﺧﻠﻖ ﺣﻴﺎﺓ ﺃﺳﻬﻞ ﻷﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ ﰲ ﺍﳋﺎﺭﺝ‪ .‬ﻭﻗﺪ ﻗﺎﻝ ﻟﻨﺎ ﺃﺣﺪ ﺍﳊﺮﺍﺱ‪ ،‬ﻭﺍﻟﺪﻣﻮﻉ ﰲ‬

‫ﻋﻴﻨﻴﻪ‪ ،‬ﺃﻥ ﺃﺣﺪﺍً ﱂ ﻳﺸﻜﺮﻩ ﺃﻭ ﻋﻠﻰ ﻋﻤﻠﻪ ﺃﻭ ﻳﻌﱰﻑ ﺑﻘﻴﻤﺘﻪ ﻃﻮﺍﻝ ﻓﱰﺓ ﻋﻤﻠﻪ ﻫﻨﺎ ﻭﺍﻟﱵ ﺑﺪﺃﺕ ﻣﻨﺬ ‪ ٢٦‬ﻋﺎﻣﺎً‪ .‬ﻭﻗﺎﻝ ﻟﻨﺎ ﺃﻥ‬

‫ﺭﺩﻭﺩ ﺃﻓﻌﺎﻝ ﺍﻟﻨﺎﺱ ﺗﱰﺍﻭﺡ ﺑﲔ ﺍﻟﺼﻤﺖ‪ ،‬ﻭﺍﻟﻌﺪﻭﺍﻧﻴﺔ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﻌﺮﻓﻮﻥ ﺃﻧﻪ ﻳﻌﻤﻞ ﰲ ﺳﺠﻦ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻨﺘﺎﺏ ﺁﺧﺮﻳﻦ ﺍﻟﻔﻀﻮﻝ‬

‫ﻭﻳﺮﻏﺒﻮﻥ ﰲ ﲰﺎﻉ ﻗﺼﺺ ﻣﺸﻮﻗﺔ‪ .‬ﻭﻳﻘﻮﻝ ﺍﻟﻌﺪﻳﺪﻭﻥ ﺃﳖﻢ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺗﺄﺩﻳﺔ ﻋﻤﻞ ﻛﻬﺬﺍ‪ .‬ﻭﻫﻜﺬﺍ ﺃﻏﻠﻘﺖ ﺍﳉﻠﺴﺔ ﺑﺮﺅﻯ‬

‫ﺟﺪﻳﺪﺓ ﺣﻮﻝ ﺃﳘﻴﺔ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻠﻌﺒﻪ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﻛﻜﻞ ﻭﺑﺎﺣﱰﺍﻡ ﻣﺘﻨﺎﻡٍ ﻟﻠﻨﻔﺲ ﻷﳖﺎ ﲢﺪﺙ ﻓﺮﻗﺎً ﰲ ﺍ‪‬ﺘﻤﻊ‪.‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻋﻠﻤﻨﺎ ﺃﻓﺮﺍﺩ ﻃﺎﻗﻢ ﺍﻟﻌﻤﻞ ﻛﻴﻒ ﻳﻘﻮﻣﻮﻥ ﺑﻌﻤﻠﻴﺎﺕ ﺗﺪﺧﻞ ﻟﻠﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻷﻭﺿﺎﻉ ﺍﻟﺬﻳﻦ ﻳﺸﻌﺮﻭﻥ ﻓﻴﻬﺎ ﺑﺎﻥ‬

‫ﺃﺻﺪﻗﺎﺀﻫﻢ ﻣﻦ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﻳﻬﻤﺸﻮﳖﻢ‪ ،‬ﻭﺑﺪﺃﻧﺎ ﺑﺘﺸﻜﻴﻞ ﺍﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻟﻜﻴﻔﻴﺔ ﺗﻮﻋﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺣﻮﻝ ﺍﳉﺎﻧﺐ ﺍﻟﻌﻤﻴﻖ ﻣﻦ‬

‫ﻋﻤﻞ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺔ‪ .‬ﻭﻗﺪ ﰎ ﺍﻋﺘﺒﺎﺭ ﻫﺬﺍ ﻛﺠﺰﺀ ﻣﻦ ﺍﺳﱰﺍﺗﻴﺠﻴﺔ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ ﻳﺮﺗﺒﻂ ﻓﻴﻬﺎ ﺍﺣﱰﺍﻡ ﺍﻟﻨﻔﺲ‪ ،‬ﻭﺗﺴﻮﻳﻖ ﺍﻷﻓﻜﺎﺭ‬

‫ﻭﺍﻟﻮﻋﻲ ﰲ ﺍ‪‬ﺘﻤﻊ ﺑﺘﺤﺴﲔ ﺍﻟﺘﻤﻮﻳﻞ ﻭﺭﻭﺍﺗﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺃﻧﻪ ﳚﺐ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﻛﻜﻞ ﺃﻥ ﺗﺪﻋﻢ ﺫﻟﻚ‪.‬‬

‫ﺍﺳﺘﻨﺘﺎﺟﺎﺕ‬

‫ﺷﻜﺮﺕ ﺁﻣﺮ ﺍﻟﺴﺠﻦ‪ ،‬ﰲ ﻟﻘﺎﺀ ﻣﻌﻪ‪ ،‬ﻭﻃﻠﺒﺖ ﻣﻨﻪ ﺃﻥ ﻳﺪﻋﻢ ﻫﺬﻩ ﺍﳌﺸﺎﺭﻳﻊ ﺍﳌﺴﺘﻤﺮﺓ‪ .‬ﻭﻗﺪ ﺗﻮﺍﺯﺕ ﺍﻫﺘﻤﺎﻣﺎﺗﻪ‪ ،‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ‬

‫ﻛﻮﳖﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‪ ‬ﳐﺘﻠﻒ‪ ،‬ﻣﻊ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﻣﺮ ﲠﺎ ﺍﳊﺮﺍﺱ‪ ،‬ﻭﺍﻟﻨﺰﻻﺀ‪ ،‬ﻭﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ‪ ،‬ﻭﺍﻹﺩﺍﺭﻳﻮﻥ ﻭﺃﻓﺮﺍﺩ ﺍﻟﻄﺎﻗﻢ‪ .‬ﻭﻗﺪ‬

‫ﺍﺷﺘﻜﻰ ﺧﻼﻝ ﺍﳊﻮﺍﺭ ﻣﻦ ﻗﻠﺔ ﺍﻟﺪﻋﻢ ﺍﻟﺬﻱ ﻳﺘﻠﻘﺎﻩ ﻣﻦ ﺍﻟﺴﻴﺎﺳﻴﲔ ﻭﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﻟﻌﻤﻠﻪ‪ .‬ﻭﲟﺮﺍﺭﺓ ﺍﻧﺘﻘﺪ ﺍﻟﺴﻴﺎﺳﻴﲔ ﺍﻟﺬﻳﻦ ﻻ‬

‫ﻳﺮﻳﺪﻭﻥ ﺃﻥ ﺗﻈﻬﺮ ﺃﲰﺎﺀﻫﻢ ﺇﱃ ﻣﺼﺤﻮﺑﺔ ﺑﺎﳉﺮﳝﺔ ﻭﺍﻟﺴﺠﻦ ﻷﻥ ﺫﻟﻚ ﻳﺸﻮﻩ ﺻﻮﺭﲥﻢ‪ ،‬ﺧﺎﺻﺔ ﰲ ﺍﻷﻭﻗﺎﺕ ﺍﻟﱵ ﺗﻜﻮﻥ ﻓﻴﻬﺎ‬

‫ﺍﻟﺴﻼﻣﺔ ﺍﻟﻌﺎﻣﺔ ﺧﻠﻒ ﺍﻟﻜﻮﺍﻟﻴﺲ‪ .‬ﻭﻛﺬﻟﻚ‪ ،‬ﺍﺷﺘﻜﻰ ﻣﻦ ﺃﻥ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺗﺘﺤﺪﺙ ﻋﻦ ﻗﻀﺎﻳﺎ ﺍﻟﺴﺠﻦ ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺘﻀﻤﻦ‬

‫ﻓﻀﻴﺤﺔ ﻣﺎ ﻓﻘﻂ‪ .‬ﻭﺗﻜﻠﻤﻨﺎ ﺧﻼﻝ ﺍﻟﻨﻘﺎﺵ ﺣﻮﻝ ﻛﻮﻥ ﺍﻟﺴﻴﺎﺳﻴﲔ ﻭﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺃﻧﻔﺴﻬﻢ ﺟﺰﺀ ﻣﻦ ﺍﻟﻘﻄﺒﻴﺔ ﻧﻔﺴﻬﺎ ﺍﻟﱵ‬

‫ﺷﻬﺪﻧﺎﻫﺎ ﺧﻼﻝ ﺍﻷﻳﺎﻡ ﺍﻟﱵ ﻗﻀﻴﻨﺎﻫﺎ ﰲ ﻫﺬﺍ ﺍﻟﺴﺠﻦ‪ .‬ﻟﻘﺪ ﺳﺎﻋﺪﻧﺎ ﺁﻣﺮ ﺍﻟﺴﺠﻦ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺃﻧﻪ ﱂ ﻳﻜﻦ ﻓﻘﻂ ﻳﻘﻮﺩ ﺳﺠﻨﺎً‪،‬‬

‫ﺑﻞ ﺃﻧﻪ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻳﺸﻜﻞ ﻋﺎﻣﻼ‪ ‬ﰲ ﺗﻮﻋﻴﺔ ﺍ‪‬ﺘﻤﻊ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲠﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ‪ .‬ﻭﻗﺪ ﻭﺻﻒ ﺁﻣﺮ ﺍﻟﺴﺠﻦ ﻫﺬﺍ ﺍﳊﻮﺍﺭ‬

‫ﻋﻠﻰ ﺃﻧﻪ ﻛﺒﲑ ﺍﻟﻔﺎﺋﺪﺓ‪ ،‬ﻭﲢﺪﺙ ﻛﺬﻟﻚ ﻋﻦ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﻤﺠﺘﻤﻊ ﻭﻗﻠﺔ ﺍﻟﺘﻘﺪﻳﺮ ﻟﻌﻤﻠﻪ‪ ،‬ﲝﻴﺚ ﺃﻥ‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻝ‪" :‬ﻫﺬﻩ‬

‫ﺍﳌﻮﺍﻗﻒ ﺗﺘﻤﻜﻦ ﻣﻨﻚ ﻭﺗﺒﺪﺃ ﺃﻧﺖ ﻧﻔﺴﻚ ﺑﺎﻻﻋﺘﻘﺎﺩ ﺑﺄﻥ ﻣﺎ ﺗﻘﻮﻡ ﺑﻪ ﻟﻴﺲ ﺃﻣﺮﺍً ﻣﻬﻤﺎً"‪ .‬ﻗﺪ ﺻﺪﻣﺘﻨﺎ‪ ،‬ﻭﻟﻜﻦ ﱂ ﺗﺪﻫﺸﻨﺎ‪،‬‬

‫ﺣﻘﻴﻘﺔ ﺃﻧﻪ ﻫﻮ ﺃﻳﻀﺎً ﻻ ﻳﺬﻛﺮ ﺁﺧﺮ ﻣﺮﺓ ﺷﻜﺮﻩ ﺃﺣﺪﻫﻢ ﺳﺮﺍً ﺃﻭ ﻋﻠﻨﺎً ﻋﻠﻰ ﻣﺎ ﻳﻘﻮﻝ ﺑﻪ‪.‬‬

‫ﻭﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺍﳊﺎﻻﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﺧﻠﻘﺖ ﻫﺬﻩ ﺍﻷﻳﺎﻡ ﺃﺳﺎﺳﺎً ﻟﻌﻤﻠﻴﺔ ﺗﺼﻮﺭ ﻣﺆﺳﺴﻲ ﺟﺪﻳﺪﺓ‪ .‬ﻭﻗﺪ ﺣﺪﺙ ﰲ ﺑﻌﺾ‬

‫ﺍﻟﺪﻭﻝ ﺍﻟﱵ ﻋﻤﻠﻨﺎ ﻓﻴﻬﺎ‪ ،‬ﺃﻥ ﻗﺎﻡ ﺍﳌﺴﺆﻭﻟﻮﻥ ﺑﺘﺼﻮﻳﺮ ﻋﻤﻠﻨﺎ ﻋﻠﻰ ﺃﺷﺮﻃﺔ ﻓﻴﺪﻳﻮ ﻭﺗﻮﺯﻳﻌﻬﺎ ﻋﻠﻰ ﺍﻟﺴﺠﻮﻥ ﺍﻷﺧﺮﻯ‪ ،‬ﰲ ﳏﺎﻭﻟﺔ‬

‫ﻟﻠﺘﻌﺮﻳﻒ ﺑﺘﺠﺮﺑﺘﻬﻢ ﻭﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮﺻﻠﻮﺍ ﺇﻟﻴﻬﺎ ﰲ ﺍﻟﻨﻈﺎﻡ ﻛﻜﻞ‪.‬‬

‫ﻭﻗﺪ ﺗﺄﺛﺮﻧﺎ ﺟﺪﺍً ﳓﻦ ﺃﻳﻀﺎً ﻭﳓﺎﻭﻝ ﻣﻨﺬ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﺃﻥ ﻧﻌﻤﻞ ﻋﻠﻰ ﺗﻮﻋﻴﺔ ﺍﻟﻨﺎﺱ ﲠﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ‪ ،‬ﻛﻠﻤﺎ ﺃﺗﻴﺤﺖ ﻟﻨﺎ ﺍﻟﻔﺮﺻﺔ‬

‫ﻟﺬﻟﻚ‪ ،‬ﻛﻤﺎ ﳛﺪﺙ ﻫﻨﺎ ﰲ ﻣﻮﻗﻌﻨﺎ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪.‬‬

‫ﻳﻌﻜﺲ ﻧﻈﺎﻡ ﺍﻟﺴﺠﻦ ﻣﺸﻜﻠﺔ ﺃﻛﱪ ﺩﺍﺧﻞ ﺍ‪‬ﺘﻤﻊ ﻛﻜﻞ‪ ،‬ﻭﻳﺒﲔ ﺃﻳﻀﺎً ﺃﻥ ﺍﳌﺸﻜﻠﺔ ﳍﺎ ﺣﻞ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻛﻴﻔﻴﺔ ﺣﻠﻬﺎ‪.‬‬

‫ﻭﻻ ﺗﻌﺘﱪ ﺍﳌﺸﻜﻠﺔ ﺧﺎﺻﻴﺔ ﻣﻌﻴﻨﺔ ﻷﺣﺪ ﺍﻷﺩﻭﺍﺭ‪ ،‬ﺑﻞ ﺇﳖﺎ ﻧﻘﺺ ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺭ‪ .‬ﺇﻥ ﺍﻟﻌﺰﻟﺔ ﺍﻟﱵ ﳝﺮ ﲠﺎ ﺍﻟﻨﺰﻻﺀ ﰲ‬

‫ﺍﻟﺴﺠﻦ‪ ،‬ﺗﺆﺩﻱ ﺇﱃ ﺭﺩﻭﺩ ﺃﻓﻌﺎﻝ ﻣﻌﻘﺪﺓ ﺗﺰﻳﺪ ﻣﻦ ﺍﻟﺴﻠﻮﻙ ﺍﳌﻌﺎﺩﻱ ﻟﻠﻤﺠﺘﻤﻊ ﻭﺗﻌﻴﻖ ﺃﻭ ﺗﻮﻗﻒ ﳏﺎﻭﻻﺕ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺄﻫﻴﻞ‪.‬‬

‫ﻭﻳﻌﺘﱪ ﻫﺬﺍ ﺍﻟﻌﺰﻝ ﻗﻀﻴﺔ ﺃﻛﱪ‪ ،‬ﻛﻤﺎ ﳝﻜﻨﻚ ﺃﻥ ﺗﺮﻯ ﺃﻋﻼﻩ‪ ،‬ﻷﻥ ﺍﻟﻌﺰﻝ ﻻ ﻳﻄﺒﻖ ﻋﻠﻰ ﺍﻟﺴﺠﲔ ﻭﺣﺪﻩ ﺑﻞ ﻋﻠﻰ ﺍﻟﻨﻈﺎﻡ ﻛﻠﻪ‪.‬‬

‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻟ ﻌﻤﻞ ﲟﻨﻬﺞ ﺍﺳﺘﺸﺎﺭﻱ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﳌﻌﺎﳉﺔ ﻭﺍﻟﻌﻤﻞ‪ ،‬ﲢﺪﺙ ﺑﻌﺾ ﺍﻟﺘﻐﻴﲑﺍﺕ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﺤﻮﻝ ﰲ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ‬

‫ﺍﻷﺟﺰﺍﺀ ﺍﳌﺆﺳﺴﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﲣﻠﻖ ﺍﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺟﺪﻳﺪﺓ ﳋﺮﻕ ﺍﻟﻌﺰﻟﺔ‪ .‬ﻭﻫﺬﺍ ﻳﺘﻌﻠﻖ ﺑﺸﻜﻞ ﻏﲑ ﻣﺒﺎﺷﺮ ﺑﻘﻀﺎﻳﺎ ﺁﻣﺮ‬

‫ﺍﻟﺴﺠﻦ‪ ،‬ﻭﺍﻓﺘﻘﺎﺭ ﻣﺆﺳﺴﺘﻪ ﻟﻠﺪﻋﻢ ﺍﳌﺎﱄ ﻭﺍﻟﺴﻴﺎﺳﻲ‪ .‬ﻭﻣﻊ ﺍﻟﺘﻐﲑ ﺍﻟﺪﺍﺧﻠﻲ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺗﺼﺒﺢ ﺃﺳﻄﻮﺭﲥﻢ ﻭﺭﺅﻳﺘﻬﻢ ﺃﻛﺜﺮ‬

‫ﻭﺿﻮﺣﺎً‪ ،‬ﲝﻴﺚ ﳝﻜﻦ ﰲ ﺟﻠﺴﺎﺕ ﻻﺣﻘﺔ ﺍﻻﻫﺘﻤﺎﻡ ﲠﻤﺎ ﻭﺗﺸﻜﻴﻠﻬﻤﺎ ﳋﻠﻖ ﺍﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻋﻼﻗﺎﺕ ﻋﺎﻣﺔ ﻭﺍﺳﱰﺍﺗﻴﺠﻴﺎﺕ‬

‫ﺳﻴﺎﺳﻴﺔ ﻣﻼﺋﻤﺔ‪ .‬ﻭﺃﺧﲑﺍً‪ ،‬ﻓﺈﻥ ﻫﺬﺍ ﻳﻠﻘﻲ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻘﺪﻳﻢ ﺍﳋﺪﻣﺎﺕ ﺍﻻﺳﺘﺸﺎﺭﻳﺔ ﻟﻠﻨﺰﻻﺀ‪،‬‬

‫ﳑﺎ ﳜﻠﻖ ﺃﺳﺲ ﺗﻐﻴﲑ ﺍﻹﺩﺍﺭﺓ ﺑﻄﺮﻳﻘﺔ ﻋﻀﻮﻳﺔ‪.‬‬