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  • College of Business Management: Nabua, Camarines Sur

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    Sharmine Nuñez
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    The document provides a scoring rubric for students to conduct an interview as part of a class assignment on multicultural diversity in the workplace for the tourism industry. The rubric evaluates students based on four criteria: relevance of questions, quality of questions, follow-up/preparation, and style. For each criterion, students can receive scores of excellent, good, fair, or poor. The rubric also provides descriptions of the level of performance required to receive each score for each criterion. The interview is meant to capture the experience of an industry practitioner on the importance of learning multicultural diversity in the workplace in the tourism industry.

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    THC 119-Midterm Rubrics

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    The document provides a scoring rubric for students to conduct an interview as part of a class assignment on multicultural diversity in the workplace for the tourism industry. The rubric evaluates students based on four criteria: relevance of questions, quality of questions, follow-up/preparation, and style. For each criterion, students can receive scores of excellent, good, fair, or poor. The rubric also provides descriptions of the level of performance required to receive each score for each criterion. The interview is meant to capture the experience of an industry practitioner on the importance of learning multicultural diversity in the workplace in the tourism industry.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    5 views2 pages

    College of Business Management: Nabua, Camarines Sur

    Uploaded by

    Sharmine Nuñez
    The document provides a scoring rubric for students to conduct an interview as part of a class assignment on multicultural diversity in the workplace for the tourism industry. The rubric evaluates students based on four criteria: relevance of questions, quality of questions, follow-up/preparation, and style. For each criterion, students can receive scores of excellent, good, fair, or poor. The rubric also provides descriptions of the level of performance required to receive each score for each criterion. The interview is meant to capture the experience of an industry practitioner on the importance of learning multicultural diversity in the workplace in the tourism industry.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    Republic of the Philippines

    CAMARINES SUR POLYTECHNIC COLLEGES


    Nabua, Camarines Sur
    CSPC-F-COL-16B

      College of Business Management


    SCORING RUBRIC FOR CONDUCTING INTERVIEW

    Program & Year : Bachelor of Science in Tourism Management (BSTM), 3rd year Units: 3 Lecture: _____ Lab.:_____
    Subject Description: MULTICULTURAL DIVERSITY IN WORKPLACE FOR THE TOURISM PROFESSIONAL Subject Code: THC 119
    Examination Period: Midterm Examination Date of Exam: April 7-10, 2021

    Task Description:
    The students will look for at least 1 industry practitioner that could share his/her experience in the industry via video recording on how important it is to learn
    multicultural diversity in the workplace in the tourism industry.
    The following should be answered:
    1. What are the highlights in working in a multicultural diverse environment?
    2. Can you name a specific incident and share how it was resolved?
    3. What do you think are the advantages and disadvantages of working in a multicultural diverse environment?
    EXCELLENT GOOD FAIR POOR
    Relevance Relevant questions are asked. relevant and connected. Some of the questions are the place, does not seem
    30 % Manager stays on topic and Manager stays mostly on topic. relevant and connected. relevant to interviewer or
    does not wander from question. identifies at least two skills Manager stays mostly on topic interviewee. OR the interview
    Recognizes key words in from resume or introduction. but may stray occasionally. is not conducted.
    resume and candidates
    answers regarding interviewee
    skills by mentioning them in
    introduction.
    Quality Questions The interviewer asks at 5 or The interviewer asks 2-3 The interviewer asks 1-2 The interviewer asks questions
    30 % more insightful, in-depth mostly insightful, in-depth insightful, in-depth questions. that are answered in one word.
    questions that may not be questions that may not be There is little sequence to the There is no sequence to the
    answered in one word. There is answered in one word. There questions. questions.
    a sequence to the questions. is some sequence to the
    questions.
    Follow-up/preparation Interviewer communicates well It is obvious, most of the time, It is not quite obvious the It is obvious the interviewer
    30 % and knows what s/he is going that interviewer practiced. S/he interviewer practiced. S/he has not practiced. S/he did not

    1
    Effectivity Date: January 2020 Rev. 0 Page: of 2
    Republic of the Philippines
    CAMARINES SUR POLYTECHNIC COLLEGES
    Nabua, Camarines Sur
    CSPC-F-COL-16B

      College of Business Management


    to say. Asks 2 or more communicates well and ask at communicates but may need communicate well or know
    clarifying questions that may least one clarifying question. support. Does not ask any what to say.
    not be answered in one word. clarifying questions.
    There is a sequence to the
    questions.
    Style Interviewer is poised. Does not Interviewer is mostly poised. Interviewer is nervous. Does Interviewer is nervous,
    10 % fidget, speaks clearly, and loud Does not fidget much, speaks fidget, does not speak clearly, unprepared. S/he fidgets, does
    enough for audience. clearly, and can be heard by nor loud enough for audience, not speak clearly, or loud
    the audience. can still be heard but slightly. enough for audience. Eye
    contact is lacking and/or
    audience is never addressed.

    Prepared by: Verified by: Noted:

    SHARMINE O. NUÑEZ, LPT MARIA LUISA O. SOTERO, MBM NOREL PETER M. ILLO, PhD
    Program Chair Dean, CBM

    SHERLYN A. SALCEDO, LPT


    Instructors

    2
    Effectivity Date: January 2020 Rev. 0 Page: of 2

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