Module - Wk4 - Diagnosing Groups and Jobs

Diagnosing Groups and Jobs
Introduction
After the organization level, the next two levels of diagnosis are the group and
job. Small departments and groups, however, can behave differently from large
organizations; they need their own diagnostic models to reflect those differences. In
this module, diagnosis of work groups is presented. Such groups generally consist of a
relatively small number of people working face-to-face on a shared task. Work groups
are prevalent in all sizes of organizations. They can be relatively permanent and
perform an ongoing function, or they can be temporary and exist only to perform a
certain task or to make a specific decision.
Moreover, this module tackles the application of diagnostic model of an individual
job—the smallest unit of analysis in organizations. An individual job is constructed to
perform a specific task or set of tasks. How jobs are designed can affect individual and
organizational effectiveness.
Student Learning Objectives (SLO)

• Give the meaning of diagnosis
• Discuss the general framework for diagnosing organizations
• Explain how an organization is diagnosed
Content
GROUP-LEVEL DIAGNOSIS
It shows the inputs, design components, outputs, and relational fits for group-
level diagnosis. The model is similar to other popular group-level diagnostic models
such as Hackman and Morris’s task group design model, McCaskey’s framework for
analyzing groups, and Ledford, Lawler, and Mohrman’s participation group design
model.
Inputs
Three major inputs affect job design: organization design, group design, and the
personal characteristics of jobholders.
Organization design is concerned with the larger organization within which the
individual job is the smallest unit. Organization design is a key part of the larger context
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surrounding jobs. Technology, structure, measurement systems, human resources
systems, and culture can have a powerful impact on the way jobs are designed and on
people’s experiences in jobs. For example, company reward systems can orient
employees to particular job behaviors and influence whether people see job
performance as fairly rewarded. In general, technology characterized by relatively
uncertain tasks and low interdependency is likely to support job designs allowing
employees flexibility and discretion in performing tasks. Conversely, low-uncertainty
work systems are likely to promote standardized job designs requiring routinized task
behaviors.
Group design concerns the larger group or department containing the individual
job. Like organization design, group design is an essential part of the job context. Task
structure, goal clarity, group composition, performance norms, and team functioning
serve as inputs to job design. They typically have a more immediate impact on jobs
than do the larger, organization design components. For example, group task structure
can determine how individual jobs are grouped together—as in groups requiring
coordination among jobs or in ones comprising collections of independent jobs.
Personal characteristics of individuals occupying jobs include their age,

education, experience, and skills and abilities. All of these can affect job performance
as well as how people react to job designs. Individual needs and expectations can also
affect employee job responses. For example, individual differences in growth need—
the need for self-direction, learning, and personal accomplishment—can determine
how much people are motivated and satisfied by jobs with high levels of skill variety,
autonomy, and feedback about results. Similarly, work motivation can be influenced by
people’s expectations that they can perform a job well and that good job performance
will result in valued outcomes.
Design Components
It shows that individual jobs have five key dimensions: skill variety, task identity,
task significance, autonomy, and feedback about results.
Skill variety identifies the degree to which a job requires a range of activities and
abilities to perform the work. Assembly line jobs, for example, generally have limited
skill variety because employees perform a small number of repetitive activities. On the
other hand, most professional jobs, include a great deal of skill variety because people
engage in diverse activities and employ several different skills in performing their work.
Task identity measures the degree to which a job requires the completion of a
relatively whole, identifiable piece of work. Skilled craftspeople, such as tool -and-die
makers and carpenters, generally have jobs with high levels of task identity. They are
able to see a job through from beginning to end. Assembly line jobs involve only a
limited piece of work and score low on task identity.
Task significance identifies the degree to which a job has a significant impact
on other people’s lives. Custodial jobs in a hospital are likely to have more task
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significance than similar jobs in a toy factory because hospital custodians are likely to
see their jobs as affecting someone else’s health and welfare.
Autonomy indicates the degree to which a job provides freedom and discretion
in scheduling the work and determining work methods. Assembly line jobs generally
have little autonomy: The work pace is scheduled, and people perform preprogrammed
tasks. College teaching positions have more autonomy: Professors usually can
determine how a course is taught, even though they may have limited say over class
scheduling.
Feedback about results involves the degree to which a job provides employees
with direct and clear information about the effectiveness of task performance. Assembly
line jobs often provide high levels of feedback about results, whereas college
professors must often contend with indirect and ambiguous feedback about how they
are performing in the classroom.
Fits
Job design must fit job inputs to produce effective job outputs, such as high
quality and quantity of individual performance, low absenteeism, and high job
satisfaction. Research reveals the following fits between job inputs and job design:
1. Job design should be congruent with the larger organization and group designs
within which the job is embedded. Both the organization and the group serve as a
powerful context for individual jobs or positions. They tend to support and reinforce
particular job designs.
2. Job design should fit the personal characteristics of the jobholders if they are
to perform effectively and derive satisfaction from work. Generally, enriched jobs fit
people with strong growth needs. These people derive satisfaction and accomplishment
from performing jobs involving skill variety, autonomy, and feedback about results.
Analysis
Examination of the inputs and job design features and how the two fit can help to
make predictions about the advisability of the change.
Assessment and Evaluation

Additional Reading:
Read Application 5.1 Steinway’s Strategic Orientation, p100 of your reference
book.
References
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Cummings, T. & Worley, C. (2009). Organization Development & Change (9 th ed.).
Cengage Learning
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Diagnosing Groups and Jobs

Student Learning Objectives (SLO)

Personal characteristics of individuals occupying jobs include their age,

Assessment and Evaluation

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