Case Study 2-1 Job Analysis

Ateneo de Davao University
School of Business and Governance

Summer Elective 2020
Case Study 2-1
Job Analysis Exercise
In partial fulfillment of the requirement for
BA 937 - Performance Evaluation and Appraisal
Submitted to:
Dr. Felicitas D. Cruz
Professor
Submitted by:
Michael Jhon A. del Sol
May 9, 2020
POSITION TITLE: Graduate Student enrolled in a Master’s Program
in the General Field of Business
ORGANIZATIONAL RELATIONSHIP:
Reports to: Professors, Program Faculty and Staffs
Supervises: None
Coordinates with: Faculty, Staffs and Students
GENERAL JOB DEFINITION:

The Graduate Student of MBA is responsible for achieving a high level of learning
on business-related courses by conscientiously attending classes, studying and
participating on projects, and ensure that it meets the school criteria to complete
the course.
TASKS:
 Attend graduate level lectures and seminars according to the school calendar
and curriculum (4,5)
 Demonstrates listening and participation in class discussions by volunteering and

sharing ideas (4,5)
 Participate or lead discussion sections, tutorials, or laboratory sections. (4,5)
 Reads and studies reference materials to complete class work such as reports
and case analysis. (4,5)
 Take and submit examinations, assignments, or papers (individual or group) on

time to the professor or teacher. (3,5)
 Study and explore teaching materials, such as syllabi, visual aids, answer keys,
supplementary notes, or course Web sites. (2,5)
 Provides assistance to classmates with difficulty coping with subjects (2,5)
 Participate in the organization activities such as but not limited to non-

academic/socialization activities and settle obligations within the department,
program and school. (2,5)
KNOWLEDGE:
 Administration and Management - Knowledge of business and management
principles involved in strategic planning, resource allocation, human resources
modeling, leadership technique, production methods, and coordination of people
and resources.
 Economics and Accounting - Knowledge of economic and accounting

principles and practices, the financial markets, banking and the analysis and
reporting of financial data.
 Personnel and Human Resources - Knowledge of principles and procedures

for personnel recruitment, selection, training, compensation and benefits, labor
relations and negotiation, and personnel information systems.
 Mathematics - Knowledge of arithmetic, algebra, geometry, calculus, statistics,

and their applications.
SKILLS:
 Critical Thinking - using logic and reasoning to identify the strengths and
weaknesses of alternative solutions, conclusions or approaches to problems.
 Active Listening - giving full attention to what other people are saying, taking
time to understand the points being made, asking questions as appropriate, and
not interrupting at inappropriate times.
 Learning Strategies - selecting and using training/instructional methods and

procedures appropriate for the situation when learning or teaching new things.
ABILITIES:
 Fluency of Ideas - The ability to come up with a number of ideas about a topic
(the number of ideas is important, not their quality, correctness, or creativity).
 Information Ordering - The ability to arrange things or actions in a certain order
or pattern according to a specific rule or set of rules (e.g., patterns of numbers,
letters, words, pictures, mathematical operations).
 Oral and Written Comprehension - The ability to listen to and understand
information and ideas presented through spoken words and sentences. The
ability to read and understand information and ideas presented in writing.
 Oral and Written Expression - The ability to communicate information and
ideas in speaking so others will understand. The ability to communicate
information and ideas in writing so others will understand.
1. Are there any disagreements between or among the resulting orderings? If so,
why do you think that is the case?
The tasks are rated similar for its critical level because all of the tasks are rated with
equal importance. On the other hand, tasks are rated differently for its frequency
depending on how often the tasks needs to be done or to be accomplished.
With people who are currently a part of a Master’s Degree Program in the general field
of business their perception of the rankings varies from one group to another. If you
tried to ask a graduate student about their own ranking most of them answered almost
similar which form part a consensus for graduate students that I have surveyed.
However, for faculty and staffs they ranked the tasks interchangeable but not to the
extent of a total disagreement. All of them agreed that deciding to take a Master’s
Degree Program will definitely require time, effort and resources to be able to continue
and finish the course.
2. What can be done to mitigate any observed disagreement between or among

the resulting orderings? After discussing some possible techniques to reducing
disagreement, if there were indeed any disagreements, apply some of those
techniques until 100% agreement is reached.
There are lots of ways in mitigating disagreements depending on how it started or how
far the disagreements are. When it comes to mitigating disagreements it is important to

know the main disagreement. Know what is the underlying differences. One’s you have
identified differences, try to address this by also looking for similarities. Try to look for
their common ground. When you concentrate on differences the space grows wider, but
when you seek out what you have in common it helps bridge the gap .is Then seek to
understand. People tend to disagree when there is misunderstanding. When you reach
to an understanding that most of us are similar then we are different, then we will start
to tolerate and accommodate or even appreciate different perspective. So seek to
understand and appreciate. It does not mean agreement; it just means that you’re more
open for a new perspective.
3. Recall that tasks listed in a job description can largely be divided into
behaviors (i.e. how to perform) and results (i.e. what outcomes should result from
performance). In the job description you created, which of the tasks are behaviors
and which tasks are outcomes? Are there more behaviors or more outcomes? Or,
is there a strong balance between the two types of tasks? Whether there is such
an imbalance or balance, do you think the observed (im)balance is justified?
Explain.
In the list of tasks listed in the job description, most, if not all of the tasks can largely be
results based that has to be done also with balance behavior. A graduate student must
possess these type of balance between results and behavior because it goes hand in
hand. In everything that a graduate students do they must also incorporate it with proper
behavior to achieve their goals. It is more than just finishing what is the tasks on hand to
achieve results but it must be done in a way with an acceptable behavior.

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Ateneo de Davao University

School of Business and Governance

Case Study 2-1

Job Analysis Exercise

In partial fulfillment of the requirement for

BA 937 - Performance Evaluation and Appraisal

GENERAL JOB DEFINITION:

 Demonstrates listening and participation in class discussions by volunteering and

 Participate or lead discussion sections, tutorials, or laboratory sections. (4,5)

 Take and submit examinations, assignments, or papers (individual or group) on

 Provides assistance to classmates with difficulty coping with subjects (2,5)

 Participate in the organization activities such as but not limited to non-

 Economics and Accounting - Knowledge of economic and accounting

 Personnel and Human Resources - Knowledge of principles and procedures

 Mathematics - Knowledge of arithmetic, algebra, geometry, calculus, statistics,

 Learning Strategies - selecting and using training/instructional methods and

2. What can be done to mitigate any observed disagreement between or among

far the disagreements are. When it comes to mitigating disagreements it is important to

to tolerate and accommodate or even appreciate different perspective. So seek to

open for a new perspective.

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