Description
The purpose of this editorial is to introduce eight training exercises developed for tourism
executive decision making
International Journal of Culture, Tourism and Hospitality Research
Moving beyond pedagogy to andragogy: experimental learning exercises for tourism/hospitality executive training
Drew Martin Arch G. Woodside
Article information:
To cite this document:
Drew Martin Arch G. Woodside, (2009),"Moving beyond pedagogy to andragogy: experimental learning exercises for tourism/hospitality
executive training", International J ournal of Culture, Tourism and Hospitality Research, Vol. 3 Iss 4 pp. 283 - 286
Permanent link to this document:http://dx.doi.org/10.1108/17506180910994497
Downloaded on: 24 January 2016, At: 22:08 (PT)
References: this document contains references to 13 other documents.
To copy this document: [email protected]
The fulltext of this document has been downloaded 1087 times since 2009*
Users who downloaded this article also downloaded:
Songshan (Sam) Huang, Cathy H.C. Hsu, (2009),"Travel motivation: linking theory to practice", International J ournal of Culture, Tourism
and Hospitality Research, Vol. 3 Iss 4 pp. 287-295http://dx.doi.org/10.1108/17506180910994505
Rhys Rowland-J ones, (2012),"Teaching to learn in the workplace: Moving from industrial pedagogy to andragogical gemba", International
J ournal of Quality and Service Sciences, Vol. 4 Iss 4 pp. 364-373http://dx.doi.org/10.1108/17566691211288340
Michael L. Birzer, (2003),"The theory of andragogy applied to police training", Policing: An International J ournal of Police Strategies
& Management, Vol. 26 Iss 1 pp. 29-42http://dx.doi.org/10.1108/13639510310460288
Access to this document was granted through an Emerald subscription provided by emerald-srm:115632 []
For Authors
If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service
information about how to choose which publication to write for and submission guidelines are available for all. Please visit
www.emeraldinsight.com/authors for more information.
About Emerald www.emeraldinsight.com
Emerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than
290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional
customer resources and services.
Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE)
and also works with Portico and the LOCKSS initiative for digital archive preservation.
*Related content and download information correct at time of download.
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
Guest editorial
Moving beyond pedagogy to andragogy:
experimental learning exercises for
tourism/hospitality executive training
Drew Martin and Arch G. Woodside
Abstract
Purpose – The purpose of this editorial is to introduce eight training exercises developed for tourism
executive decision making.
Design/methodology/approach – The paper introduces the papers in this special issue and discusses
the need for experiential learning techniques for adult learners.
Findings – It was found that applied learning exercises are more effective than cognitive learning
experiences in adult education.
Originality/value – The paper provides an introduction to experiential learning exercises for tourism
and hospitality training.
Keywords Experiential learning, Training, Tourism
Paper type General review
Introduction
What are useful learning methods to for tourism and hospitality executives to experience
about new theories and practices in their ?elds? The answer is that a good
cognitive-only teaching method for managers does not exist. The ineffectiveness of
telling-pedagogical learning is not a new discovery. Plato (351BC/1941, p. 258) argues
‘‘. . . professors of education must be wrong when they say that they can put knowledge
into the soul which was not there before . . . ’’ because ‘‘. . . the power and capacity of
learning exists in the soul already . . . ’’ According to Plato, cognitive learning just does
not work for adults. Adults’ life experiences (soul) are the foundation and motivation for
ongoing learning. Tough (1982) conservatively estimates 80 percent of learning is
accomplished through self-help, or among groups of peers. Since only 20 percent of
adult learning is a cognitive process delivered pedagogically, a different education
paradigm is needed.
Doing-andragogy allows individuals to use all sources of knowledge and insight, including
intuition, artistic experience, introspection, analytical case histories, action-research and
controlled experimentation (Knowles, 1973b, p. 40). Using andragogically training
materials, tourism and hospitality managers can engage in self discovery–a more
effective method of adult learning. Training exercise provide catalysts encourage
self-re?ection and self study – a jumpstart for tourism and hospitality managers’ souls.
Telling-pedagogy and doing-andragogy represent end-points of a spectrum (see Knowles,
1973a, pp. 43-44). Trainers need to adjust the learning experiences based on the
DOI 10.1108/17506180910994497 VOL. 3 NO. 4 2009, pp. 283-286, Q Emerald Group Publishing Limited, ISSN 1750-6182
j
INTERNATIONAL JOURNAL OF CULTURE, TOURISM AND HOSPITALITY RESEARCH
j
PAGE 283
Drew Martin is Assistant
Professor based at the
College of Business and
Economics, University of
Hawaii, Hilo, Hawaii, USA.
Arch G. Woodside is a
Professor based at the
Carroll School of
Management, Boston
College, Chestnut Hill,
Massachusetts, USA.
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
characteristics of the learners. According to Knowles (1973b, pp. 45-46) an andragogical
approach works best when individuals:
B move from being dependent to self-directed;
B accumulate experiences that serve as learning resource;
B orient learning to social role development;
B change their motivation to apply knowledge from subject-centered to
performance-centered.
Since these conditions do not exist in every training situation, the following exercises provide
background information, examples, and sample answers so that trainers have the latitude to
customize the experience. Sample answers often represent only one possible answer when
several are equally applicable. Trainers and learners should consider developing alternative
solutions.
The twentieth century started with horse-drawn wagons and ended with space stations and
trips to the moon. Assuming the same change trajectory continues, tourism and hospitality
trainers should sense the urgency to develop organizational cultures that encourages
self-motivated, continuous learning (see Deming, 1986, p. 23; Kolb, 1984). Educators need
to develop a society that is more comfortable with change than encourages ?exibility and
individual growth rather than with rigidity (Rogers, 1969). The goal should not be teaching
but self-directed learning. Adult learners have the power and capacity to embrace
self-enrichment. The charge is to design training exercises to encourage continuous
learning – a jump start for employees’ souls.
This second special edition of training exercises complements Martin and Woodside’s
(2007) ?rst special issue in the ?rst volume of the IJCTHR. Both issues deliver experimental
training exercises that advance beyond cognitive learning. Adult learner’s life experiences
bene?t substantially from doing-andragogical learning – a behavioral process model. The
trainer’s role is to provide structure so students can plan their own learning. This transitional
approach is consistent with Shank’s (2005) contention that people learn by doing – self
discovery serves as a catalyst for people to continue growing intellectually. Trainers (i.e.
educators) must share responsibility and authority with learners. For tourism and hospitality
executives the result of such sharing includes increasing learner skills in keeping knowledge
and skills up with the pace of change.
Travel motivation: linking theory to practice
Songshan Huang and Cathy Hsu link Maslow’s hierarchy of needs theory with Plog’s
allocentrism/psychocentrism model to explain travel motivations. Using training scenarios,
the author’s article bridges the gap between the two major travel motivation theories and
industry training practices. The examples do not suggest applying a carbon copy approach
because each situation is affected by the external environment. Understanding that travelers
have different internal psychological need is important for designing travel services and
products.
Guiding tourists to their ancestral homes
What motivates travelers to return to their ancestral roots? Ray and McCain explore
measures of heritage tourism motivation. Their ?ndings suggest difference segments of
ancestral tourists build from genealogical motivations and some universal values. These
motivations provide practitioners a starting point for developing promotional strategies and
product attributes to appeal to these motivations. This article includes exercises for
managers to assess how to market destinations to heritage tourists.
Deconstructing tourist typologies: the case of backpacking
Uriely asks the question whether or not all backpackers have the same motivations.
Following previous research on tourism’s experience diversity within typological categories
(e.g. Uriely et al., 2002), Uriely deconstructs backpacking tourists based on types and forms
PAGE 284
j
INTERNATIONAL JOURNAL OF CULTURE, TOURISM AND HOSPITALITY RESEARCH
j
VOL. 3 NO. 4 2009
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
of travel. The training exercises stress the importance of developing sensitive tourist
typologies to ensure capturing the existing variety within the activities.
Using group comparisons in AMOS to explore shopping as a travel driver
Rosenbaum and Spears compare Japanese and American motivations for travel decisions.
The authors propose that shopping is a primary motivation for some tourists’ destination
choices. The revise Fodness’s (1994) motivation scale to include a three-item shopping
dimension. Con?rmatory factor analysis is employed to validate the measurements. Analysis
results con?rm that shopping serves to motivate some travels to visit speci?c destinations.
The training exercises provide guidance to managers for interpreting and using the revised
motivational scale. Data are available from the authors to allow applied application of the
research. Tourism managers can use this tool for determining whether or not shopping
opportunities are important motivations for speci?c destinations.
In-depth tourism’s in?uences on service innovation
Yiche Chen, Zi-Hui Chen, Jonathan Ho, and Chung-Shing Lee identify an opportunity for
tourism and hospitality service providers. In-depth tourists combine leisure and learning
experiences. The authors’ training exercise shows how to apply an integrated framework
they introduce to create suitable products for in-depth tourists. Keys to serving this segment
include providing added value by increasing the customer’s emotional and learning
experience, integrating regional resources and leveraging organizational competencies to
deliver high quality service, and adopting technology to better empower tourists to obtain
knowledge and information.
Executive training exercises in small hotel marketing
Small, independent hotels can provide customers a personalized lodging experience.
Unlike large hotel chains, most independent operators do not employ sophisticated
marketing strategies; instead, they make decisions based on past experience and intuition.
Moriarty, Jones, Rowley, and Kupiec-Teahan employ the levels of marketing activity model to
assess different levels of marketing expertise in North Wales’ small hotels (see Moriarty et al.,
2008). The authors show how this model is useful for identifying a hotel’s level of marketing
sophistication and creating strategies for small hotels.
Using the ratings grid in tourism/event management
How do tourists interpret their travel experiences? Personal construct theory proposes
individuals tend to ?t their travel experience within their existing system of constructs or
ideas about the world (Kelly, 1955). Wooten and Norman introduce ratings grids building
from personal construct theory to evaluate visitors’ perceptions of tourist attractions or
special events. The authors demonstrate how to create ratings grids. Training exercises
encourage application of this method for developing scales to measure visitors’ perceptions
of special events and festivals.
Writing a credible form letter: implications for hospitality and tourism service
recovery strategy
How should a hospitality or service provider respond to a customer complaint? Tom DeWitt
and Drew Martin offer a training exercise writing effective form letters to help organizations
with their service recovery efforts. Customer complaints are not uncommon in the service
industry perceptions of acceptable service vary and unforeseeable circumstances
occasionally affect perceived quality. Credible responses to customers’ complaints are
necessary; otherwise, customer loyalty erodes. The authors use distributive, procedural,
and interactive justice to develop a framework to analyze service provider response
credibility.
Conclusion
This special edition’s theme is to encourage readers to development training exercises that
expound doing-andragogical methods. Future special issues of IJCTHR will emphasize
VOL. 3 NO. 4 2009
j
INTERNATIONAL JOURNAL OF CULTURE, TOURISM AND HOSPITALITY RESEARCH
j
PAGE 285
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
training exercises for tourism and hospitality managers. Both practitioner and academic
readers should submit experiential learning exercises for consideration in future special
issues of the IJCTHR.
References
Deming, W.E. (1986), Out of the Crisis, MIT Press, Cambridge, MA.
Fodness, D. (1994), ‘‘Measuring tourist motivation’’, Annals of Tourism Research, Vol. 21 No. 3,
pp. 555-81.
Kelly, G.A. (1955), The Psychology of Personal Constructs: Vol. 1, W.W. Norton and Company, New York,
NY.
Knowles, M.S. (1973a), The Modern Practice of Adult Education, from Pedagogy to Andragogy,
Prentice-Hall, Englewood Cliffs, NJ.
Knowles, M.S. (1973b), The Adult Learner: A Neglected Species, Gulf Publishing, Houston, TX.
Kolb, D.A. (1984), Experimental Learning: Experience as the Source of Learning and Development,
Prentice-Hall, Englewood Cliffs, NJ.
Martin, D. and Woodside, A.G. (2007), ‘‘Experimental learning exercises for tourism and hospitality
executive training: introduction to a special issue on tourism management’’, International Journal of
Culture, Tourism and Hospitality Research, Vol. 1 No. 4, pp. 269-72.
Moriarty, J., Jones, R., Rowley, J. and Kupiec-Teahan, B. (2008), ‘‘Marketing in small hotels: a qualitative
study’’, Marketing Intelligence & Planning, Vol. 26 No. 3, pp. 293-315.
Plato (351BC/1941), The Republic, Random House, New York, NY (M.A. Jowett, Trans.).
Rogers, C.A. (1969), Freedom to Learn, Charles Merrill Publishing, Columbus, OH.
Shank, R.C. (2005), Lessons in Learning, Pfeiffer, San Francisco, CA.
Tough, A. (1982), ‘‘The other 80 percent of learning’’, in Gross, R. (Ed.), Invitation to Lifelong Learning,
Follett Publishing, Chicago, IL.
Uriely, N., Yonay, Y. and Simchai, D. (2002), ‘‘Backpacking experiences: a type and form analysis’’,
Annals of Tourism Research, Vol. 29 No. 3, pp. 519-37.
Corresponding author
Drew Martin can be contacted at: [email protected]
PAGE 286
j
INTERNATIONAL JOURNAL OF CULTURE, TOURISM AND HOSPITALITY RESEARCH
j
VOL. 3 NO. 4 2009
To purchase reprints of this article please e-mail: [email protected]
Or visit our web site for further details: www.emeraldinsight.com/reprints
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
doc_216145934.pdf
The purpose of this editorial is to introduce eight training exercises developed for tourism
executive decision making
International Journal of Culture, Tourism and Hospitality Research
Moving beyond pedagogy to andragogy: experimental learning exercises for tourism/hospitality executive training
Drew Martin Arch G. Woodside
Article information:
To cite this document:
Drew Martin Arch G. Woodside, (2009),"Moving beyond pedagogy to andragogy: experimental learning exercises for tourism/hospitality
executive training", International J ournal of Culture, Tourism and Hospitality Research, Vol. 3 Iss 4 pp. 283 - 286
Permanent link to this document:http://dx.doi.org/10.1108/17506180910994497
Downloaded on: 24 January 2016, At: 22:08 (PT)
References: this document contains references to 13 other documents.
To copy this document: [email protected]
The fulltext of this document has been downloaded 1087 times since 2009*
Users who downloaded this article also downloaded:
Songshan (Sam) Huang, Cathy H.C. Hsu, (2009),"Travel motivation: linking theory to practice", International J ournal of Culture, Tourism
and Hospitality Research, Vol. 3 Iss 4 pp. 287-295http://dx.doi.org/10.1108/17506180910994505
Rhys Rowland-J ones, (2012),"Teaching to learn in the workplace: Moving from industrial pedagogy to andragogical gemba", International
J ournal of Quality and Service Sciences, Vol. 4 Iss 4 pp. 364-373http://dx.doi.org/10.1108/17566691211288340
Michael L. Birzer, (2003),"The theory of andragogy applied to police training", Policing: An International J ournal of Police Strategies
& Management, Vol. 26 Iss 1 pp. 29-42http://dx.doi.org/10.1108/13639510310460288
Access to this document was granted through an Emerald subscription provided by emerald-srm:115632 []
For Authors
If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service
information about how to choose which publication to write for and submission guidelines are available for all. Please visit
www.emeraldinsight.com/authors for more information.
About Emerald www.emeraldinsight.com
Emerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than
290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional
customer resources and services.
Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE)
and also works with Portico and the LOCKSS initiative for digital archive preservation.
*Related content and download information correct at time of download.
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
Guest editorial
Moving beyond pedagogy to andragogy:
experimental learning exercises for
tourism/hospitality executive training
Drew Martin and Arch G. Woodside
Abstract
Purpose – The purpose of this editorial is to introduce eight training exercises developed for tourism
executive decision making.
Design/methodology/approach – The paper introduces the papers in this special issue and discusses
the need for experiential learning techniques for adult learners.
Findings – It was found that applied learning exercises are more effective than cognitive learning
experiences in adult education.
Originality/value – The paper provides an introduction to experiential learning exercises for tourism
and hospitality training.
Keywords Experiential learning, Training, Tourism
Paper type General review
Introduction
What are useful learning methods to for tourism and hospitality executives to experience
about new theories and practices in their ?elds? The answer is that a good
cognitive-only teaching method for managers does not exist. The ineffectiveness of
telling-pedagogical learning is not a new discovery. Plato (351BC/1941, p. 258) argues
‘‘. . . professors of education must be wrong when they say that they can put knowledge
into the soul which was not there before . . . ’’ because ‘‘. . . the power and capacity of
learning exists in the soul already . . . ’’ According to Plato, cognitive learning just does
not work for adults. Adults’ life experiences (soul) are the foundation and motivation for
ongoing learning. Tough (1982) conservatively estimates 80 percent of learning is
accomplished through self-help, or among groups of peers. Since only 20 percent of
adult learning is a cognitive process delivered pedagogically, a different education
paradigm is needed.
Doing-andragogy allows individuals to use all sources of knowledge and insight, including
intuition, artistic experience, introspection, analytical case histories, action-research and
controlled experimentation (Knowles, 1973b, p. 40). Using andragogically training
materials, tourism and hospitality managers can engage in self discovery–a more
effective method of adult learning. Training exercise provide catalysts encourage
self-re?ection and self study – a jumpstart for tourism and hospitality managers’ souls.
Telling-pedagogy and doing-andragogy represent end-points of a spectrum (see Knowles,
1973a, pp. 43-44). Trainers need to adjust the learning experiences based on the
DOI 10.1108/17506180910994497 VOL. 3 NO. 4 2009, pp. 283-286, Q Emerald Group Publishing Limited, ISSN 1750-6182
j
INTERNATIONAL JOURNAL OF CULTURE, TOURISM AND HOSPITALITY RESEARCH
j
PAGE 283
Drew Martin is Assistant
Professor based at the
College of Business and
Economics, University of
Hawaii, Hilo, Hawaii, USA.
Arch G. Woodside is a
Professor based at the
Carroll School of
Management, Boston
College, Chestnut Hill,
Massachusetts, USA.
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
characteristics of the learners. According to Knowles (1973b, pp. 45-46) an andragogical
approach works best when individuals:
B move from being dependent to self-directed;
B accumulate experiences that serve as learning resource;
B orient learning to social role development;
B change their motivation to apply knowledge from subject-centered to
performance-centered.
Since these conditions do not exist in every training situation, the following exercises provide
background information, examples, and sample answers so that trainers have the latitude to
customize the experience. Sample answers often represent only one possible answer when
several are equally applicable. Trainers and learners should consider developing alternative
solutions.
The twentieth century started with horse-drawn wagons and ended with space stations and
trips to the moon. Assuming the same change trajectory continues, tourism and hospitality
trainers should sense the urgency to develop organizational cultures that encourages
self-motivated, continuous learning (see Deming, 1986, p. 23; Kolb, 1984). Educators need
to develop a society that is more comfortable with change than encourages ?exibility and
individual growth rather than with rigidity (Rogers, 1969). The goal should not be teaching
but self-directed learning. Adult learners have the power and capacity to embrace
self-enrichment. The charge is to design training exercises to encourage continuous
learning – a jump start for employees’ souls.
This second special edition of training exercises complements Martin and Woodside’s
(2007) ?rst special issue in the ?rst volume of the IJCTHR. Both issues deliver experimental
training exercises that advance beyond cognitive learning. Adult learner’s life experiences
bene?t substantially from doing-andragogical learning – a behavioral process model. The
trainer’s role is to provide structure so students can plan their own learning. This transitional
approach is consistent with Shank’s (2005) contention that people learn by doing – self
discovery serves as a catalyst for people to continue growing intellectually. Trainers (i.e.
educators) must share responsibility and authority with learners. For tourism and hospitality
executives the result of such sharing includes increasing learner skills in keeping knowledge
and skills up with the pace of change.
Travel motivation: linking theory to practice
Songshan Huang and Cathy Hsu link Maslow’s hierarchy of needs theory with Plog’s
allocentrism/psychocentrism model to explain travel motivations. Using training scenarios,
the author’s article bridges the gap between the two major travel motivation theories and
industry training practices. The examples do not suggest applying a carbon copy approach
because each situation is affected by the external environment. Understanding that travelers
have different internal psychological need is important for designing travel services and
products.
Guiding tourists to their ancestral homes
What motivates travelers to return to their ancestral roots? Ray and McCain explore
measures of heritage tourism motivation. Their ?ndings suggest difference segments of
ancestral tourists build from genealogical motivations and some universal values. These
motivations provide practitioners a starting point for developing promotional strategies and
product attributes to appeal to these motivations. This article includes exercises for
managers to assess how to market destinations to heritage tourists.
Deconstructing tourist typologies: the case of backpacking
Uriely asks the question whether or not all backpackers have the same motivations.
Following previous research on tourism’s experience diversity within typological categories
(e.g. Uriely et al., 2002), Uriely deconstructs backpacking tourists based on types and forms
PAGE 284
j
INTERNATIONAL JOURNAL OF CULTURE, TOURISM AND HOSPITALITY RESEARCH
j
VOL. 3 NO. 4 2009
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
of travel. The training exercises stress the importance of developing sensitive tourist
typologies to ensure capturing the existing variety within the activities.
Using group comparisons in AMOS to explore shopping as a travel driver
Rosenbaum and Spears compare Japanese and American motivations for travel decisions.
The authors propose that shopping is a primary motivation for some tourists’ destination
choices. The revise Fodness’s (1994) motivation scale to include a three-item shopping
dimension. Con?rmatory factor analysis is employed to validate the measurements. Analysis
results con?rm that shopping serves to motivate some travels to visit speci?c destinations.
The training exercises provide guidance to managers for interpreting and using the revised
motivational scale. Data are available from the authors to allow applied application of the
research. Tourism managers can use this tool for determining whether or not shopping
opportunities are important motivations for speci?c destinations.
In-depth tourism’s in?uences on service innovation
Yiche Chen, Zi-Hui Chen, Jonathan Ho, and Chung-Shing Lee identify an opportunity for
tourism and hospitality service providers. In-depth tourists combine leisure and learning
experiences. The authors’ training exercise shows how to apply an integrated framework
they introduce to create suitable products for in-depth tourists. Keys to serving this segment
include providing added value by increasing the customer’s emotional and learning
experience, integrating regional resources and leveraging organizational competencies to
deliver high quality service, and adopting technology to better empower tourists to obtain
knowledge and information.
Executive training exercises in small hotel marketing
Small, independent hotels can provide customers a personalized lodging experience.
Unlike large hotel chains, most independent operators do not employ sophisticated
marketing strategies; instead, they make decisions based on past experience and intuition.
Moriarty, Jones, Rowley, and Kupiec-Teahan employ the levels of marketing activity model to
assess different levels of marketing expertise in North Wales’ small hotels (see Moriarty et al.,
2008). The authors show how this model is useful for identifying a hotel’s level of marketing
sophistication and creating strategies for small hotels.
Using the ratings grid in tourism/event management
How do tourists interpret their travel experiences? Personal construct theory proposes
individuals tend to ?t their travel experience within their existing system of constructs or
ideas about the world (Kelly, 1955). Wooten and Norman introduce ratings grids building
from personal construct theory to evaluate visitors’ perceptions of tourist attractions or
special events. The authors demonstrate how to create ratings grids. Training exercises
encourage application of this method for developing scales to measure visitors’ perceptions
of special events and festivals.
Writing a credible form letter: implications for hospitality and tourism service
recovery strategy
How should a hospitality or service provider respond to a customer complaint? Tom DeWitt
and Drew Martin offer a training exercise writing effective form letters to help organizations
with their service recovery efforts. Customer complaints are not uncommon in the service
industry perceptions of acceptable service vary and unforeseeable circumstances
occasionally affect perceived quality. Credible responses to customers’ complaints are
necessary; otherwise, customer loyalty erodes. The authors use distributive, procedural,
and interactive justice to develop a framework to analyze service provider response
credibility.
Conclusion
This special edition’s theme is to encourage readers to development training exercises that
expound doing-andragogical methods. Future special issues of IJCTHR will emphasize
VOL. 3 NO. 4 2009
j
INTERNATIONAL JOURNAL OF CULTURE, TOURISM AND HOSPITALITY RESEARCH
j
PAGE 285
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
training exercises for tourism and hospitality managers. Both practitioner and academic
readers should submit experiential learning exercises for consideration in future special
issues of the IJCTHR.
References
Deming, W.E. (1986), Out of the Crisis, MIT Press, Cambridge, MA.
Fodness, D. (1994), ‘‘Measuring tourist motivation’’, Annals of Tourism Research, Vol. 21 No. 3,
pp. 555-81.
Kelly, G.A. (1955), The Psychology of Personal Constructs: Vol. 1, W.W. Norton and Company, New York,
NY.
Knowles, M.S. (1973a), The Modern Practice of Adult Education, from Pedagogy to Andragogy,
Prentice-Hall, Englewood Cliffs, NJ.
Knowles, M.S. (1973b), The Adult Learner: A Neglected Species, Gulf Publishing, Houston, TX.
Kolb, D.A. (1984), Experimental Learning: Experience as the Source of Learning and Development,
Prentice-Hall, Englewood Cliffs, NJ.
Martin, D. and Woodside, A.G. (2007), ‘‘Experimental learning exercises for tourism and hospitality
executive training: introduction to a special issue on tourism management’’, International Journal of
Culture, Tourism and Hospitality Research, Vol. 1 No. 4, pp. 269-72.
Moriarty, J., Jones, R., Rowley, J. and Kupiec-Teahan, B. (2008), ‘‘Marketing in small hotels: a qualitative
study’’, Marketing Intelligence & Planning, Vol. 26 No. 3, pp. 293-315.
Plato (351BC/1941), The Republic, Random House, New York, NY (M.A. Jowett, Trans.).
Rogers, C.A. (1969), Freedom to Learn, Charles Merrill Publishing, Columbus, OH.
Shank, R.C. (2005), Lessons in Learning, Pfeiffer, San Francisco, CA.
Tough, A. (1982), ‘‘The other 80 percent of learning’’, in Gross, R. (Ed.), Invitation to Lifelong Learning,
Follett Publishing, Chicago, IL.
Uriely, N., Yonay, Y. and Simchai, D. (2002), ‘‘Backpacking experiences: a type and form analysis’’,
Annals of Tourism Research, Vol. 29 No. 3, pp. 519-37.
Corresponding author
Drew Martin can be contacted at: [email protected]
PAGE 286
j
INTERNATIONAL JOURNAL OF CULTURE, TOURISM AND HOSPITALITY RESEARCH
j
VOL. 3 NO. 4 2009
To purchase reprints of this article please e-mail: [email protected]
Or visit our web site for further details: www.emeraldinsight.com/reprints
D
o
w
n
l
o
a
d
e
d
b
y
P
O
N
D
I
C
H
E
R
R
Y
U
N
I
V
E
R
S
I
T
Y
A
t
2
2
:
0
8
2
4
J
a
n
u
a
r
y
2
0
1
6
(
P
T
)
doc_216145934.pdf