Based on your understanding of the individual-level diagnosing of job designs, discuss and evaluate each of the following components for the MSOD program’s administrator as proposed by Pepperdine University3 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 this case studyCollege of Administrative and Financial Sciences
Deadline: 15/11/2020 @ 23:59
Course Name: Organization Design &
Course Code: MGT404
Student’s ID Number:
Academic Year: 1441/1442 H
For Instructor’s Use only
Level of Marks:
Instructions – PLEASE READ THEM CAREFULLY
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reduced for poor presentation. This includes filling your information on the cover page.
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Department of Business Administration
Organization Design and Development- MGT 404
Course Learning Outcomes:
• Identify and apply the basic steps of the organizational development process (Lo 2.5)
• Define the human, structural and strategic dimensions of the organizational
development (Lo 1.5 & 3.1)
• Be sure to use at least one scholarly, peer-reviewed references in support of each
answer and also incorporate the key concepts from the course.
• This Assignment comprises a Case study.
• Assignment is to be submitted by each student individually.
• Please read the case study entitled as “Job Design at Pepperdine University.” available
in your textbook “Organization Development & Change” 10th edition by Cummings, T
and Worley, C and answer the following questions:
• Q.1 Describe the culture of Pepperdine University within which an individual job is
enriched. Support your answer using two examples from the case study (1.25 mark)
(Lo 1.5 & 3.1)
• Q.2 Based on your understanding of the individual-level diagnosing of job designs,
discuss and evaluate each of the following components for the MSOD program’s
administrator as proposed by Pepperdine University:
-Skill variety (0.5 mark) (Lo 2.5)
-Task identity (0.5 mark) (Lo 2.5)
-Task significance (0.5 mark) (Lo 2.5)
-Autonomy (0.5 mark) (Lo 2.5)
-Feedback (0.5 mark) (Lo 2.5)
• Q.3 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 this case
study (1.25 marks) (Lo 1.5 & 3.1)
Job Design at Pepperdine University
The Graziadio School of Business and Management
(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 conducted 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 proposal
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, managing the delivery
logistics of the off-site program, 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 advertisements, brochures, conference marketing and support, and
other market development activities. The recruiting process involved explaining the curriculum to
prospective applicants, overseeing the application
process for each applicant, working with the faculty to have qualified applicants interviewed, and
managing the admissions process. This too had to
be coordinated with the director and the administrative assistant. Once a class was admitted, the
Program Administrator worked with various offsite facilities to establish room and board rates and
catering services; managed the faculty’s travel and
teaching requirements; managed various intersession activities including 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 Administrator
served as an unofficial placement service, 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 activities.
Each of the above activities was somewhat programmable in that 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 qualified applicants in
excess of available space although that task had
become increasingly difficult in the face of tuition increases, increasingly restrictive corporate
policies on tuition reimbursement, and the ups
and downs of the economy. He has handled both
routine and nonroutine administrative details
professionally, displays and reports a high level of
job satisfaction and commitment to the program,
and has been complimented formally and informally by the students in the program. In fact, each
cohort develops its own relationship 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 duties have been added in response to
alumni requests that cannot be filled by traditional university departments.
In an effort to improve efficiencies, and in
recognition of the MSOD Program Administrator’s
outstanding productivity, a proposal was being
considered 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
Diagnosing Groups and Jobs
and, in addition, provide administrative support to
two PKE classes 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. He would receive additional
compensation for the increased responsibilities and
a title change. The new position would share, with
the EMBA program administrator, the supervision
of an assistant program administrator, who would
in turn supervise a pool of administrative assistants. The assistant program administrator would
also report to the EMBA Program Administrator.
The MSOD/PKE program administrator would be
shared between the MSOD program director and a
director of EMBA/PKE programs.
Diagnosis of individual-level inputs answers the following questions:
1. What is the design of the larger organization within which the individual
jobs are embedded? Although the example says little about the organization’s
design, a number of inferences are possible. The school’s administration 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. The proposed change was also being considered, however, as part of an
efficiency drive. The school is large in size, hosting the third largest part-time MBA
program. This helps to explain, at the organization level, why a specialized master’s
degree has been paired with two executive MBA programs and differentiated from
the large part-time MBA program. To the extent the OD program has different students or different marketing, delivery, and alumni relations processes, there may
be difficult points of integration.
2. What is the design of the group containing the individual jobs? 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, but the office is clearly dependent on other university and school
functions, such as the registrar’s office and financial aid, as well as with the teaching faculty. Each of the three roles has specific duties, but there is a clear sense
that all three roles are highly interdependent. The Program Administrator must
coordinate with the director on marketing, 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 also must deal with a high number of exceptions.
3. What are the personal characteristics of jobholders? 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 commitment trait. Second, his role has evolved considerably and suggests at least a
moderate amount of growth need strength.
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