When asked to nominate their four main weaknesses from the list in Table 1, 90% of participating guides cited at least one of the items categorised as ‘use of interpretation techniques’ (see Table 2). The items most commonly mentioned were ‘encouraging visitors to interact with each other’ (cited as a weakness by 40%); ‘involving visitors through the use of questions’ (cited by 23%); and ‘using models and diagrams’ (cited by 23%). These functions relate to attracting and maintaining visitor interest, and are generally regarded as essential elements of effective interpretation.
The fact that they were cited as weaknesses by practising guides suggests that these skills should be emphasised in guide training programs.
Surprisingly, however, when participants were specifically asked to nominate their training needs, none of these were mentioned.
Rather, they tended to focus on improving their product knowledge, with 42% stating that they required further training in the technical aspects of fauna and flora or in researching specific commentary content.
This again reflects the importance tour guides place on their role as informers rather than environmental interpreters or motivators of environmentally responsible behaviours.
Other training needs mentioned by guides included public speaking and communication skills (18%), developing themes (9%), using props and technology (6%) and interacting with visitors from other cultures (6%).
Overall, the greatest disparity between ‘best practice’ guiding (as defined in the literature) and ecotour guides’ perceptions regarding their guiding practice and skills related to the use of interpretation and minimal impact techniques. Accordingly, when providing ecotour guide training programs, it is suggested that trainers place particular emphasis on the use of interpretation techniques and the importance of modeling, explaining and encouraging environmentally responsible behaviour.
However, this disparity also suggests that aspects regarded as essential by tour guides may better reflect conditions in the field, and that academics may also need to examine their assumptions regarding ‘essential’ elements of tour guiding.
When asked to nominate their four main weaknesses from the list in Table 1, 90% of participating guides cited at least one of the items categorised as ‘use of interpretation techniques’ (see Table 2). The items most commonly mentioned were ‘encouraging visitors to interact with each other’ (cited as a weakness by 40%); ‘involving visitors through the use of questions’ (cited by 23%); and ‘using models and diagrams’ (cited by 23%). These functions relate to attracting and maintaining visitor interest, and are generally regarded as essential elements of effective interpretation.The fact that they were cited as weaknesses by practising guides suggests that these skills should be emphasised in guide training programs.Surprisingly, however, when participants were specifically asked to nominate their training needs, none of these were mentioned. Rather, they tended to focus on improving their product knowledge, with 42% stating that they required further training in the technical aspects of fauna and flora or in researching specific commentary content. This again reflects the importance tour guides place on their role as informers rather than environmental interpreters or motivators of environmentally responsible behaviours. Other training needs mentioned by guides included public speaking and communication skills (18%), developing themes (9%), using props and technology (6%) and interacting with visitors from other cultures (6%).Overall, the greatest disparity between ‘best practice’ guiding (as defined in the literature) and ecotour guides’ perceptions regarding their guiding practice and skills related to the use of interpretation and minimal impact techniques. Accordingly, when providing ecotour guide training programs, it is suggested that trainers place particular emphasis on the use of interpretation techniques and the importance of modeling, explaining and encouraging environmentally responsible behaviour.However, this disparity also suggests that aspects regarded as essential by tour guides may better reflect conditions in the field, and that academics may also need to examine their assumptions regarding ‘essential’ elements of tour guiding.
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