Bachelor of Science in Tourism

Management
Curriculum Effective A.Y. 2024-2025 as per
CHED CMO 62, s.2017

General Education Curriculum

Outcomes-Based Education (OBE) Course Design/Syllabus

Vision

FAST CENTRAL College Inc. (Formerly known as First Academy of Skills and Technology
Inc.) aspires to become known as an institution that provides holistic, high quality, and
accessible education as well as to be recognized as one of the top schools in the region.

Mission

FAST CENTRAL College Inc. (Formerly known as First Academy of Skills and Technology
Inc.) is an educational institution which aims to provide quality yet accessible education to
all.

Institutional Outcomes/Institutional Graduate Attributes (IGA)

IGA 1 - Lifelong Learning and Leadership
IGA 2 - Professional Competence and Innovative
IGA 3 - Sustainable Practices
IGA 4 - Social Responsibility
IGA 5 - Global, National and Cultural Awareness

Bachelor of Science in Tourism Management Department Vision-Mission

Vision

To be recognized globally as a premier institution shaping future leaders in tourism

management, fostering innovation, sustainability, and excellence in preparing graduates to
navigate the dynamic landscape of the tourism industry.

Mission

Empower students with a holistic education in tourism management, emphasizing ethical

practices, sustainable approaches, industry partnerships, and experiential learning, to
cultivate future leaders committed to excellence, innovation, and societal impact in the
dynamic tourism sector.

Departmental Goals and Objectives

The FIRST Central College Bacolod, Bachelor of Science in Tourism Management

Education program is designed with clear objectives aimed at preparing students for success
in the dynamic tourism industry. We strive to equip students with comprehensive knowledge
and practical skills in areas such as destination management, sustainable practices, and
cultural awareness. Our program emphasizes ethical responsibility, environmental
stewardship, and social consciousness, fostering graduates committed to promoting
sustainable and responsible tourism practices. Additionally, we encourage entrepreneurial
thinking, innovation, and creativity, providing students with opportunities for professional
development through internships, industry partnerships, and networking events. By
achieving these goals, we aim to produce graduates who are well-rounded, highly skilled,
and prepared to excel as leaders, innovators, and advocates for sustainable and responsible
tourism practices in the global tourism landscape.

Program Objectives

By achieving these program objectives, the Bachelor of Science in Tourism Management

Education program aims to produce graduates who are well-rounded, highly skilled, ethically
responsible, and prepared to excel as leaders, innovators, and advocates for sustainable
and responsible tourism practices in the dynamic and ever-evolving tourism industry.
Specifically, its intentions to produce graduates who should be able to:

1. To provide students with a comprehensive understanding of the tourism industry,

including its history, trends, challenges, and opportunities, equipping them with the
foundational knowledge and skills necessary for success in various tourism-related
sectors.
2. To develop students' practical skills, competencies, and expertise in areas such as
destination management, tour operations, hospitality services, cultural heritage
preservation, sustainable tourism practices, and event management, ensuring
readiness for entry-level and managerial positions within the tourism industry.
3. To instill a strong sense of ethical responsibility, environmental stewardship, and
social consciousness within the tourism industry, emphasizing sustainable practices,
cultural sensitivity, community engagement, and responsible tourism management
principles.
4. To foster an appreciation for diverse cultures, traditions, and global perspectives
within the tourism industry, promoting intercultural competence, adaptability, and
inclusivity in multicultural settings and international environments.
5. To cultivate an entrepreneurial mindset among students, encouraging innovation,
creativity, and strategic thinking in identifying opportunities, addressing challenges,
and driving success within the competitive and evolving tourism landscape.
6. To facilitate opportunities for internships, industry partnerships, field experiences,
and networking events, enabling students to gain practical experience, build
professional networks, and establish a solid foundation for career advancement in
the tourism industry.
7. To develop students' leadership and management capabilities, emphasizing effective
communication, team collaboration, decision-making, and strategic planning skills
essential for leading teams, managing operations, and driving organizational success
within the tourism sector.

Program Outcomes (CMO No. 62, s. of 2017)

A higher education student who completes a course in the Bachelor of Science in Tourism
Management Program is expected to:
PO1 Articulate and discuss the latest development in the specific field of practice
of one’s profession, with special consideration of its national and IGA
L
international trends.
PO2 Effectively communicate orally and in writing using both English and IGA
LPO
Filipino.
PO3 Work effectively, collaboratively or independently with multidisciplinary and
multi-cultural teams in solving business / academic/ theoretical and real-life IGA
LPO
problems.
PO4 Act in recognition of the professional, social, and ethical responsibilities of IGA
LP
the professions.
PO5 Preserve and promote Filipino historical and cultural heritage. IGA LPO
PO6 Perform the basic functions of management such as planning, organizing, IGA
LPO
leading and controlling.
PO7 Apply the basic concept that underlie each of the functional areas of the IGA
business (marketing,finance,human resources management, information
LP
technology, and strategic management) and employ these concepts in
various business situation.
PO8 Select the proper decision-making tools to critically, analytically and IGA
LPO
creatively solve problems and drive results.
PO9 Apply information and communication technology, ICT skills as required by IGA
LPO
the business environment.
PO10 Work effectively with other stakeholders and manage conflict in the IGA
LPO
workplace.
PO11 Plan and implementt business related activities. IGA LPO
PO12 Demonstrate corporate citizenship and social responsibility. IGA PO
PO13 Operate Global Distribution System IGA LPO
PO14 Converse in a foreign language aside from English. IGA LP
PO15 Develop and defend a tourism development plan that incorporates relevant IGA
inputs such as laws, market research and feasibility study, product LPO
development, among others
PO16 Prepare and sell tour packages that include itinerary, tour organization and IGA
LPO
profit-generating costing.
PO17 Stage an actual event using management, marketing and financial IGA
LPO
principles and theories
PO18 Plan and implement a risk management a risk management program to IGA
LPO
provide a safe and secure workplace.

Bachelor of Science in Tourism Management (BSTM)

OBE Syllabus Effective A.Y. 2024-2025

Academic program Tourism Management Program Course code PURCOM

Course title Purposive Communication Credit units 3

Pre/Co-requisite/s Components ☒ Lecture ☐
Laboratory

Course Description

The five skills of communication (listening, speaking, reading, writing, viewing) are
studied and simulated in advanced academic settings, such as conversing intelligently on a
subject of import, reporting on group work and/or assignments, writing and delivering a
formal speech, writing minutes of meetings and similar documents, preparing a research or
technical paper, and making an audio-visual or web-based presentation. In the process, the
criteria for effective communication are discussed and used as the basis of peer evaluation
of communication exercises in the class as well as for judging communication techniques
used by public officials, educators, industry leaders, churches, and private individuals. The
purpose of these combined activities is to enable students to practice strategies of
communication with a clear purpose and audience in mind, guided by the criteria of effective
communication and appropriate language.

Course Outcomes

Program Outcomes Addressed Course Outcome

By the end of the course the students
 should have

PO1 Read and analyze literary selections that CO1 Differentiate between moral and
exemplify the multivalent Filipino/ English non-moral problems
experiences and their multivocal articulations.
(Articulate and discuss the latest development
in the specific Field of practice (PQF level 6
descriptor)

Learning Evidences

Aside from major examinations, as proof of achievement of the foregoing outcomes, the
students of this course are expected to demonstrate the following evidences of learning.

LE1: Case Analyses CO1, CO2, CO3, CO4, CO5,

LE2: Accomplished Quizzes and Exams CO1, CO2, CO3, CO4, CO5, CO6, CO7,
C08

LE3: Project Presentation and CO1, CO2, CO3, CO4, CO6, CO7, CO8
Library Works Reporting

Grading System

The students will be graded according to the following:

Class Standing, Assessment Types and Weight

Quizzes, and Written Term Exams Percentage
Examinations (Equivalent to
100%)
Assignment (Including Research 5%
Class Standing Output)
Oral Examination 20%
Output (projects, portfolio, and 15%
others)
Quizzes Prelim/Midterm/Pre-Final/ 20%
Final Quizzes
Prelim Exam 40%
Written Examination Midterm Exam
Pre-final and Final Exams
 Non-Laboratory Subjects
Class Standing, Quizzes, and Weight Percentage
Academic Term
Written Examinations (Equivalent to 100%)
Assignment 5%
Oral Examination 20%
Output 15%
Prelim
Quizzes 20%
Term Examination 40%
Total: 100 %
Assignment 5%
Oral Examination 20%
Output 15%
Midterm
Quizzes 20%
Term Examination 40%
Total: 100 %
Assignment 5%
Oral Examination 20%
Output 15%
Pre-final & Finals
Quizzes 20%
Term Examination 40%
Total: 100 %
Final Grade = (Prelim Grade +Midterm Grade + Final Grade) / 3

Laboratory Subjects
Class Standing, Quizzes, and Weight Percentage
Academic Term
Written Examinations (Equivalent to 100%)
Assignment 5%
Oral Examination 5%
Output 5%
Quizzes 10%
Prelim Laboratory
- Scientific (25%) 50%
- Demonstration (25%)
Term Examination 25%
Total: 100 %
Assignment 5%
Oral Examination 5%
Output 5%
Quizzes 10%
Midterm Laboratory
- Scientific (25%) 50%
- Demonstration (25%)
Term Examination 25%
Total: 100 %
Assignment 5%
Oral Examination 5%
Output 5%
Quizzes 10%
Pre-final & Finals Laboratory
- Scientific (25%) 50%
- Demonstration (25%)
Term Examination 25%
Total: 100 %
Final Grade = (Prelim Grade +Midterm Grade + Final Grade) / 3

Attendance Policy - Students will be removed from the official class roster upon reaching the
permitted number of absences. For classes scheduled on Mondays,
 Wednesdays, and Fridays, students are allowed up to nine (9) absences. For
classes held on Tuesdays and Thursdays, the allowable number of absences is
seven (7), while for Saturday classes and those meeting weekly, it is limited to
three (3) absences. Additionally, arriving late by more than 15 minutes will count
as an absence. (FCC College Student Handbook, Effective Academic Year 2024-
2025)

Academic Misconduct – Any form of academic misconduct, including but not limited to bribery,
plagiarism, cheating, theft, and falsification of documents, will lead to a failing
grade for the specific academic task involved. Established instances of academic
dishonesty may also result in a failing grade for the entire course. Depending on
the severity of the misconduct, it is advised that the Department Head reassesses
the student's eligibility for continuation in the program. (FCC College Student
Handbook, Effective Academic Year 2024-2025).

Learning Plan

Week Prog Performance Course Course Teachin Assessm Hours

ram Indicators Outcomes Topics g ent
Outc (with Learnin Methods
ome references) g
s Activitie
s
(TLAs)
Week Design a tour Discuss the The Psychology Group Oral 6
1-2 that would factors that of Tourism Work Recitation
appeal to young motivate
singles. people to Role Written
travel playing Test
(Identificat
Elucidate ion and
the Enumerati
relationship on)
of needs,
wants and
motives to
tourist
motivation
Create a graphic Describe Push/Pull Model Self Oral Test
organizer that the reflection
shows the pull/push Maslow’s Written
relationship of model Theory of Individua test
Maslow’s Motivation and l
hierarchy of Explain the Travel Concept
needs and travel relation Motivations mapping
motivations between
Maslow’s
hierarchy of
needs and
the travel
motivations
listed in
 travel
literature
Choose a Identify the Classification of Writing Oral Test,
destination with characterist Travelers based exercise Written
an image that ics of on purpose of test,
matches your travelers travel Think Output-
personality type based on Pair and based
and explain how purpose of Share Evaluation
this image pulls travel
you to go to the
destination
Pleasure travel Analyze the Travel Reading Oral Test,
motivation is travel Constraints exercise Written
often added to a constraints s test,
business trip Output-
such as based
attending a Evaluation
convention. How
would you sell
this idea to the
convention
planning
committee?
References:
Chon, Kye-
Sung (Kaye)
and Raymond
T. Sparrows.
Welcome to
Hospitality - An
Introduction. 2nd
ed. Albany,
New York:
Delmar
Thomson
Learning, 2000

World Tourism
Organization.
Best Practice
Manual on
Traveler Safety
and Security.
Madrid: WTO,
1995
Week Make a research Discuss the The social Graphic Oral Test, 3
3 on how social nature of travel analysis Written
governments nature of test,
can encourage travel Output-
and support based
social tourism Explain the Evaluation
 socioecono
mic
variables.
Explain
how each
variable
affects
travel
Conduct a study Enumerate Socioeconomic Group Oral Test,
on the kinds of the Variables and work Written
travel products socioecono their effect on test,
that a travel mic Travel Output-
counselor would variables. based
recommend to Explain Evaluation
retirees who how each
have the time variable
and money to affects
take extensive travel
trips
References:
Borocz, J.
Leisure
Migration: A
Sociological
Study on
Tourism.
Oxford:
Pergamon
Press, 1996.

Burns, Peter M.
and Andrew
Holden.
Tourism: A New
Perspective.
Upper SAddle
River, New
Jersey:
Prentice-Hall,
Hall
Week Resarch on the Describe The effects of Essay Oral Test, 3
4 feasibility of the effects culture on travel Review Written
promoting a of culture test,
local festival in on travel Case Output-
your community study based
Explain discussi Evaluation
how ons
cultural
patterns
are
changed by
internal and
 external
forces
Make a Discuss the The importance Poster Oral Test,
presentation on importance of cultural making Written
how cultural of cultural tourism test,
relations and tourism Output-
international based
cooperation can Enumerate Evaluation
be enhanced by the cultural
tourism factors with
tourist
appeal.
Explain
how each
factor
contributes
to cultural
tourism
References:
Butler, R. and
T. Hinch eds.
Tourism and
Indigenous
Peoples.
London: ITPB,
1996.

Center for
Travel and
Tourism.
Tourism and
Culture towards
the 21st
Century.
Sunderland,
England:
Business
Education
Publishers Ltd.,
1996.
Week Create a graphic Describe Transportation Graphic Oral Test, 6
5-6 organizer about the Sector analysisWritten
the importance evolution of test,
safety and transportati Argumen Output-
security in all on and tation based
forms of travel travel Evaluation
Deliver a speech Discuss the Travel by air Speech Oral Test,
about the history of delivery Written
programs you air travel test,
would undertake Output-
as vice president Enumerate based
 for marketing the eight Evaluation
airlines freedoms of
the air

Explain the
meaning of
airline
deregulatio
n
Conduct a Explain the Travel by ship Debate Oral Test,
research on the history of and Written
significant ship travel argumen test,
appeals of tation Output-
cruising Clarify the based
principal Evaluation
effects of
cruising
References:
Dickinson, R. A.
V. Selling the
Sea. New York:
Wiley, 1996.

Graham, B.
Geography and
Air Transport.
London: Wiley,
1995.

Reason, J. Man
in Motion: The
Psychology of
Travel. London:
George
Weidefield and
Nicholson LTD.,
1996.
Week Evaluate a Describe History of the Problem Oral Test, 6
7-8 particular the different accommodation Solving Written
restaurant. List types of s or Lodging test,
down its accommod Industry Output-
weaknesses. ations based
Decide what Evaluation
actions you
would take to
overcome its
weaknesses.
Conduct a study Explain Hotel Free Oral Test,
on why Las how hotel Profitability writing Written
Vegas has a profitability test,
high hotel is Output-
 occupancy determined based
Evaluation
Research on the Explain the Organization of Debate Oral Test,
impact of time- meaning the Lodging Written
sharing on the and Industry Interview test,
tourism industry advantages Output-
of time- based
sharing Evaluation

References:
Collins, G. R.
Hospitality
Information
Technology.
Learning how to
use it.
Dubuque, IA:
Kendall/Hunt,
1994.

Coltman, M. M.
Introduction to
Travel and
Tourism: An
International
Approach. New
York: Van
Nostrand
Reinhold, 1996.
Week Create a Discuss the History of Food Graphic Oral Test, 6
9-10 Restaurant history of and Beverage analysis Written
concept and food and Service test,
discuss its main beverage Output-
elements. industry based
Evaluation
Describe
the different
types of
restaurants
Research on the Explain the Franchising, Role Oral Test,
tactics used by advantages Restaurant playing Written
restaurant of Profitability test,
owners to franchising Output-
increase in the based
profitability. restaurant Evaluation
industry

Clarify the
importance
of a
restaurant’s
 food cost
percentage
References:
Jones, R., and
Pizam, A. The
International
Hospitability
Industry. New
York: John
Wiley and Sons,
1996.

Olsen, M.
ChingYick Tse,
E., and West, J.
Strategic
Management in
the Hospitality
Industry. New
York: Wiley,
1998.
Week Conduct a study Differentiat Meaning of Project Oral Test, 6
11-12 more frequent e recreation Recreation and proposal Written
but shorter from leisure Leisure, Varied writing test,
vacations affect Views of Output-
recreation and Explain the Recreation and based
leisure varied Leisure Evaluation
views of
recreation
and leisure
Evaluate the Explain the Types of Report Oral Test,
national forests different Organized writing Written
as recreational types of Recreation, test,
resources organized Theme Parks Output-
recreation based
Evaluation
Describe
theme
parks,
water
parks, fun
centers,
and sports
tourism

References:
Austin, D.
Therapeutic
Recreation:
Process and
Techniques.
Illinois:
 Sagamore
Publishing,
2002.

Kraus, J., and

Frysinger, V.
21st Century
Leisure: Current
Issues.
Michigan: Allyn
and Bacon,
2003.
Week Conduct a study Clarify The nature and Speech Oral Test, 6
13-14 on the main tourist scope of Tourist delivery Written
reasons why attractions Attractions, test,
attractions are Definition of Output-
growing in Discuss the attractions based
popluarity main issues Evaluation
in the
manageme
nt of tourist
attractions
Deliver a Differentiat Amusement Interactiv Oral Test,
presentation on e theme Parks and e Written
the principal parks from Theme Parks Demonst test,
appeals of amusement ration Output-
theme parks. parks based
Evaluation
Conduct a Understand The MICE Essay Output
reporting about the industry: writing based
the meaning and difference Meaning and evaluation
importance of of Importance
the MICE meetings,
industry incentives,
convention
s, and
exhibitions
Create a vlog Explain the Writing to Vloging/ Output
aboiut the MICE employmen describe and Content based
inustry t narrate making evaluation
opportunitie
s in the
MICE
industry
References:
Conlin, J.
Successful
Meetings. New
York: Bill
Communication
Inc., 2000
 Rutherford D.
G. Introduction
to the
conventions,
Expositions and
Meeting
industry. New
York: Van
Nostrand
Reinhold, 2000
Week Create a Differentiat Definition of Minute Output 6
15-16 vacation e tourism Marketing, paper based
package that marketing Uniqueness of evaluation
might be from the Tourism
marketed in your marketing Marketing
area of
manufactur
ed goods

Explain the
importance
of market
orientation,
market
segmentati
on, and
product life
cycle
Prepare a Differentiat Meaning of Essay Output
complete ea Tourism writing based
incentive travel wholesale Distribution evaluation
package travel agent Channel, Travel
from a retail Intermediaries
travel agent

Define
tourism
distribution
channel
Create a Describe Distribution Case Output
presentation on the Channels, study based
a newly formed distribution Relation of analysis evaluation
tour company channels Distribution to
Marketing
Explain the
relation of
distribution
to
marketing
 References:
Briggs, S.
Successful
Tourism
Marketing.
London: Kogan
Page, 1997

Buhalis, D. A.
M. Tjoa., and
Jafari,J. eds.
Information and
Communication
Technologies in
Tourism.
Vienna:
Springer-
Verlag, 1998

Wahab, S.,
Crampon, LJ.,
and Rothfield,
L.N. Tourism
Marketing.
London:
Tourism
International
Press, 1996.
Week Do a Research Discuss the Tourism Essay Output 6
17-18 on the results of reasons for Planning writing based
good planning in tourism evaluation
a specific area planning

Explain the
consequen
ces of
inadequate
or poor
planning
process
Conduct a study Differentiat Tourism Essay Output
on how to e tourism Development writing based
rejuvenate planning evaluation
declining from
destinations tourism
developme
nt

Explain the
characterist
ics of
individual
tourism
 developme
nt projects
Select the jobs Explain the Employment Essay Output
from those job Opportunities writing based
described in this opportunitie and evaluation
chapter which s in the Qualifications in
you think you different the Tourism and
would like to be areas Hospitality
employed after Industry
completing the
tourism course
References:
Conlin, M.V.
and Baun, T.,
eds. Island
Tourism:
Management
Principle
Practice. New
York: Wiley,
1995

Anderson, D.,
and J. R. Brent
Ritchie. Eds.
Mega Events
and Tourism
Destination
Development:
The Challenge
of International
Expositions in
the Third
Millenium.
Calgary: The
Canada 2005
Exposition
Corporation.,
1997.

Harrsel, Ian V.
Tourism in An
Exploration.
New York:
National
Publishers of
the Black Hills
Inc., 1997
36

Scoring Rubrics to Evaluate Course Outputs

LE1: Case Analysis Description Teaching Rating Weight Points
(Excellent-4, Superior Earned
3, Satisfactory-2 , Poor-
1
Logic & Analysis, perfect coherence and
Consistency consistency between objectives
x 10
and alternatives, conclusion &
recommendations
Organization Organization and points are
logically ordered; sharp sense of x 10
beginning and end
Writing Clarity, conciseness and
Mechanics and correctness; formatting is x5
Formatting appropriate and writing is free of
Guidelines grammar and spelling errors.

LE3: Project Description Teaching Rating Weight Points

Presentation and (Excellent-4, Superior 3, Earned
Library Works Satisfactory-2 , Poor-1
Reporting
Subject knowledge is evident
throughout the presentation. All
Content x7
information is clear, appropriate,
and correct.
Organization; points are logically
Organization x6
ordered; sharp sense of beginning
and end
The presentation shows significant
evidence of originality and
Originality inventiveness. The majority of the x5
content and many of the ideas are
fresh, original, and inventive.
Presentation runs perfectly with no
technical problems. For example, x3
Technical there are no error messages, all
sound, video, or other files are
found.
Citing Sources All sources are properly cited. x2

-Promote environmental protection in a variety of school, community and field study experiences
where one engages in.
-Demonstrate gender-sensitivity in various types of educational and learning activities
- Display integration of economic, cultural, political, historical or social elements of “ASEAN 2015
Integration” in a range of educational activities and products of learning.
- Recognize and engage fellow students with special needs to afford them with equal learning
opportunities and employment.

Curriculum Map

The curriculum map is a tool to validate if a match exists between core program outcomes
(competencies) and the content of a curricular program (on a per course or subject basis). The
following letter symbols have been used.

L - Facilitate LEARNING of the competencies (input is provided and competency is evaluated)

P - Allow students to PRACTICE competencies (No input is provided but competency is evaluated)
 O - Provide OPPORTUNITY to development (no input or evaluation, but there is opportunity to
practice the competencies).

Output Rubrics

Academic Papers: Teacher’s Rating Points

Reflection and/or Description Advanced (4); Proficient (3); Weight
Basic (2); Minimal (1) Earned
Reaction
There is one clear, well-focused topic.
Main ideas are clear and are well
Focus and Details x7
supported by detailed and accurate
information.
The introduction is inviting, states the
main topic, and provides an overview of
the paper. Information is relevant and
Organization x7
presented in a logical order. The
conclusion is strong.

The author’s purpose of writing is very

clear, and there is strong evidence of
Voice attention to audience. The author’s x5
extensive knowledge and/or experience
with the topic is/are evident.
The author uses vivid words and phrases.
The choice and placement of words
Word Choice x3
seems accurate, natural, and not forced.

Sentence Structure, All sentences are well-constructed and

Grammar, Mechanics, & have varied structure and length. The
x3
Spelling author makes no errors in grammar,
mechanics, and/or spelling.
Teacher’s Rating Points
Case Reviews Description Advanced (4); Proficient (3); Weight
Basic (2); Minimal (1) Earned
The student identified the historical
Details significance of the material for x10
presentation
References used for the presentation of
Fair Use x10
the subject are well-sourced and cited.
Case Reviews Teacher’s Rating Points
Description Advanced (4); Proficient (3); Weight
(continuation) Basic (2); Minimal (1) Earned
The learner draws insights, new learning
from the context of past significant events
Synthesis and proposes recommendations of x10
actions (policies, procedures, systems) to
be implemented.
Vivid, summarized details in the
presentation with the use of AV materials;
Presentation x10
Engaged other learners in drawing similar
or contrasting insights from the case.
Marketing Plan Description Teacher’s Rating Weight Points
Advanced (4); Proficient (3);
Basic (2); Minimal (1) Earned
Document Preparation for Data Gathering x5
Preparation. (FGD/Interview) to subjects
(companies/organizations); Documented
Response for Consent
Cohesive presentation of study that x5
Materials
explicitly provides veracity to the subjects
Comprehensive details complying the x20
Comprehensiveness outline of marketing plan and its content
requirement.
Synthesis The learner draws insights, new learning x20
from the context of past significant events
and proposes recommendations of
 actions.

Learning Plan

Learning Assessme
CO being Week Learning Content or Topic Materials /
Activities/ nt of Hrs.
Addressed Outcomes (with References) Resources
Tasks Learning

CO addressed Learning Evidences

CO1 Evaluate business operations and give
recommendations LE1: Case Analysis
CO2 Formulate organizational design and LE1: Case Analysis
arrangements which effectively and LE2: Accomplished Quizzes and Exams
efficiently achieve company’s goals and
objectives at the same ensuring humane
working conditions
CO3 Perform cost-benefit analysis for proper LE1: Case Analysis
assessment and apply the right LE2: Accomplished Quizzes and Exams
decision-making style to measure
organizational performance.

CO4 Interview managers of two different LE1: Case Analysis

business entities and compare their
challenges and rewards in managing
their business successfully considering
the business environment.
CO5 Develop organizational policies that LE1: Case Analysis
focus on protecting employees,
promoting social responsibility and
incorporate environment-protection
considerations in planned business
operations.

Designed and prepared by: Recommended by:

RONIE JOHN V. CASI CHP, MSHM RONIE JOHN V. CASI CHP, MSHM
BSTM Instructor BSTM Program Head

Approved by:

CHRISTOPHER BERNARD M. DORMIDO, RMT, LPT, MAELM

Vice President for Academic Affairs