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Case Study 2-1 Job Analysis
Case Study 2-1 Job Analysis
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
TASKS:
Attend graduate level lectures and seminars according to the school calendar
and curriculum (4,5)
Reads and studies reference materials to complete class work such as reports
and case analysis. (4,5)
Study and explore teaching materials, such as syllabi, visual aids, answer keys,
supplementary notes, or course Web sites. (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.
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.
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.
There are lots of ways in mitigating disagreements depending on how it started or how
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
understand and appreciate. It does not mean agreement; it just means that you’re more
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.