Deadline: 18/11/2021 @ 23:59
Course Name: Organization Design & Development
Course Code: MGT404
Student’s ID Number:
Academic Year: 1443/1444 H
For Instructor’s Use only
Level of Marks:
Instructions – PLEASE READ THEM CAREFULLY
· The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
· Assignments submitted through email will not be accepted.
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· Submissions without this cover page will NOT be accepted.
Department of Business Administration
Organization Design and Development- MGT 404
Course Learning Outcomes:
· Describe the basic steps of the organizational development process.
· Analyze the human, structural and strategic dimensions of the organizational development.
Part 1 (2.5 marks):
Please read the case study entitled as “Job Design at Pepperdine University.” available in your textbook “Organization Development & Change”, p.115, in the 10th edition by Cummings, T and Worley, C and answer the following questions:
1. Describe the culture of Pepperdine University within which an individual job is enriched.
2. Explain why it is important for an individual job design to be congruent with the larger organization design. Support your answer using one example from the case.
Part 2 (2.5 marks):
Please refer to Figure 5.2 in your textbook (comprehensive model for diagnosing organizational system) and answer the following questions based on your understanding:
3. Choose an example of a hypothetical organization and explain the three key inputs (or environmental types) that affect the way such organization could be designed.
3 JOB DESIGN AT PEPPERDINE UNIVERSITY
he Graziadio School of Business and Man-
agement (GSBM) at Pepperdine University
is one of the largest business schools in the
country and has the third largest part-
time MBA program. The school also provides
graduate education aimed at different
markets including an executive MBA (EMBA),
a presidential/key executive MBA (PKE), and a
specialized master’s degree in organization
development (MSOD). The MSOD program’s
curriculum consists of 10 four-unit classes
over 22 months. Eight of the classes are con-
ducted off-site during eight-day sessions at
both domestic and international locations. The
MSOD program office consists of a faculty
director, a program administrator, and an
administrative assistant. In response to cost-
cutting initiatives at the university level, a pro-
posal was being considered to alter the job
designs of the MSOD program staff.
The MSOD Program Administrator, the
focus of this application, was responsible for
marketing and recruiting new students, man-
aging the delivery logistics of the off-site pro-
gram, managing the students’ registration and
financial relationships with the university, and
maintaining relationships with the MSOD
alumni. The marketing and recruiting duties
involved working with the Program Director
and the Director of Marketing for GSBM to
develop marketing tactics including advertise-
ments, brochures, conference marketing and
support, and other market development activi-
ties. The recruiting process involved explaining
the curriculum to prospective applicants, over-
seeing the application process for each appli-
cant, working with the faculty to have qualified
applicants interviewed, and managing the
admissions process. This too had to be coordi-
nated with the director and the administrative
assistant. Once a class was admitted, the Pro-
gram Administrator worked with various off-
site facilities to establish room and board
rates and catering services; managed the
faculty’s travel and teaching requirements;
managed various intersession activities includ-
ing the final exam; managed the students’
enrollment and graduation processes including
their interface with the university’s registrar
and finance office and the school’s financial
aid office; and coached students through the
program. After graduation, the Program Admin-
istrator served as an unofficial placement ser-
vice, hooking up eligible graduates with
prospective employers who called looking for
MSOD talent, provided career guidance, and
worked with the program’s alumni organization
to sponsor conferences and other alumni
Each of the above activities was some-
what programmable; they occurred at specific
times of the year and could be scheduled.
However, because each applicant, student,
class, or graduate was somewhat unique, the
specific tasks or actions could not always be
specified in advance and there were a number
of exceptions and unique situations that arose
during each day, month, or year.
The MSOD Program Administrator has
worked with the MSOD program for over 15
years and was a fixture in both the MSOD
and the general OD communities. Year over
year, the Program Administrator delivered qual-
ified applicants in excess of available space
although that task had become increasingly dif-
ficult in the face of tuition increases, increas-
ingly restrictive corporate policies on tuition
reimbursement, and the ups and downs of
the economy. He handled both routine and
nonroutine administrative details profes-
sionally, displays and reports a high level of
job satisfaction and commitment to the pro-
gram, and has been complimented formally
and informally by the students in the program.
In fact, each cohort develops its own relation-
ship with the administrator and he becomes a
de facto member of almost every class. The
alumni considered the Program Administrator
a key and integral part of the MSOD program.
The set of duties described above has evolved
considerably over the Program Administrator’s
tenure. In particular, he has become more
involved and responsible for marketing and
recruiting activities, and the alumni relations
CHAPTER 5 DIAGNOSING 115
Diagnosis of individual-level inputs answers the following questions:
1. What are the design and culture of the organization within which the individual
job is embedded? Although the example says little about the organization’s design
and culture, a number of inferences are possible. The business school’s administra-
tion was attempting to reward the Program Administrator with a more enriched job.
This suggests that the culture of the organization was supportive of employee
involvement. However, the proposed change also was being considered as part of
an efficiency drive. The school is large, hosting the third largest part-time MBA pro-
gram in the United States. This helps to explain why a specialized master’s degree in
OD has been paired with two EMBA programs and differentiated from the large,
part-time MBA program. To the extent that the MSOD program has different stu-
dents or different marketing, delivery, and alumni relations processes than the
EMBA programs, there may be difficult points of integration between the two
types of programs.
2. What is the design of the group containing the individual job? Three individual
jobs were grouped together according to the type of program. In this case, a faculty
director, program administrator, and administrative assistant comprise the program
office. The office is clearly dependent on other university and school functions, such
as the registrar’s office, financial aid, and the teaching faculty. Each of the three jobs
has specific duties, but there is a clear sense that all three jobs are highly interdepen-
dent. The Program Administrator must coordinate with the faculty director on mar-
keting, admissions, and curriculum decisions and with the administrative assistant
on recruiting, program delivery, and routine administrative processes. Interaction
during task performance is thus intense, and although partly scheduled, the work
involves a high number of exceptions.
3. What are the personal characteristics of the jobholder? The application provides
some clues about the Program Administrator’s personal characteristics. First, he
has stayed in the position for more than 15 years; this speaks to a loyalty or com-
mitment to the OD program. Second, his job has evolved considerably and suggests
at least a moderate amount of growth needs strength.
duties have been added in response to alumni
requests that cannot be filled by traditional univer-
In an effort to improve efficiencies, and in
recognition of the MSOD Program Administrator’s
outstanding productivity, a proposal was being con-
sidered by GSBM administration to change the
design of his job. The proposal suggested that the
MSOD Program Administrator continue to perform
all of the current duties of the position and, in addi-
tion, provide administrative support to two PKE clas-
ses from their initial class to graduation. The duties
of administrating the PKE program would be similar
in nature to the delivery aspects of the MSOD
program, including working with faculty to support
their teaching efforts, managing textbook ordering
processes, and providing different facilities logistics
activities. It would not include marketing, recruiting,
and alumni development activities. The Program
Administrator would receive additional compensa-
tion for the increased responsibilities and a title
change. The new position would include joint super-
vision, with the EMBA program administrator, of an
assistant program administrator, who would in turn
manage a pool of administrative assistants. In addi-
tion, the new program administrator job would
report to both the MSOD program director and the
director of EMBA/PKE programs.
116 PART 2 THE PROCESS OF ORGANIZATION DEVELOPMENT
The environment is the key input to organization design decisions. Organization design is
an input to group design, which in turn serves as an input to job design. These cross-level
relationships emphasize that organizational levels must fit with each other if the organization
is to operate effectively. For example, organization structure must fit with and support group
task design, which in turn must fit with individual-job design.
Comprehensive Model for Diagnosing Organizational Systems
CHAPTER 5 DIAGNOSING 95