CENTRAL EUROPE Project 1CE084P4 ReSOURCE

www.resource-ce.eu

Title:

Training seminar for tour guides in mining regions

Output No: 4.3.9.

Name: Address: Phone: Email: Website:

IBA Frst-Pckler- Land GmbH Seestrae 84-86, 01983 Grorschen, DE +49 35753 370 0 info@iba-see.de www.iba-see.de

Date and place: May 2010, Grorschen

This documentation reflects the author's views. The programme bodies are not liable for any use that may be made of the information contained therein. This project is implemented through the CENTRAL EUROPE Programme co-financed by the ERDF.

Documentation for the "Training seminars for tour guides in mining regions (using the example of Lusatia)"

Client
Internationale Bauausstellung (IBA) Frst-Pckler-Land GmbH a scheme within the framework of the ReSOURCE project

Contractor
Bergbautourismus-Verein Stadt Welzow e.V. Chairman: Horst Junge Author: Karsten Feucht Picture credits: Bergbautourismus-Verein Poststrae 8, 03119 Welzow Telephone: 035751 27 5050 www.bergbautourismus.de

Contents
1. Starting point 1.1. Background 1.2. ReSOURCE 1.3. Mining tourism 2. Philosophy 2.1. Conventional tourism <> Mining tourism 2.2. Specific requirements 2.3. Specific qualities 2.4. Respect and enthusiasm 2.5. An inspiring message 2.6. Respecting individual perceptions 2.7. Regional development 3. Training seminar 3.1. Scope 3.2. Participants 3.3. Training itineraries 4. Expectations 5. Methodology 5.1. Training 5.2. Sample tour 5.3. Awareness raising 5.4. Role plays 6. Communication model 6.1. Levels of communication 6.2. Art of successful communication 7. Planning a guided tour 7.1. Central concept 7.2. Message 7.3. Personal interest 7.4. Nature 7.5. Storyboard 7.6. Resources 7.7. Title 7.8. Marketing 8. Conducting a guided tour 8.1. Framework conditions 8.2. Direct preparation 8.3. Importance of the welcome 8.4. Components of the welcome 8.5. Welcome checklist 8.6. Stations 8.7. Techniques for giving talks 8.8. Relating to the visitors 8.9. Conclusion of guided visit 8.10. Follow-up 9. Dealing with disturbances and conflicts 9.1. Perception or reality? 9.2. The good in opponents 9.3. Possible courses of action 9.4. Complaints management 9.5. Discussion of complaints 10. Feedback 11. Press review 4 4 4 4 4 4 5 5 5 5 5 5 6 6 6 6 7 8 8 8 8 8 9 9 9 10 10 10 10 10 10 11 11 11 12 12 12 12 13 13 13 14 14 15 15 16 16 16 16 17 17 18 20

1. Starting point
1.1. Background In the interests of developing the cultural potential of mining, in 2010 the Bergbautourismus-Verein "Stadt Welzow" ["City of Welzow" Mine Tourism Association] was commissioned by the IBA to produce a training seminar for tour guides in mining regions using the example of Lusatia. Under the slogan "Train the trainer" the idea was for leaders and mine tour guides to experience and utilise the opportunities and requirements of mining tourism. 1.2. ReSOURCE Training took place within the framework of the European ReSOURCE project, a joint initiative run by seven mining regions from five central European countries that seeks to turn to their advantage a negative situation brought about by the end of mining. ReSOURCE is an established part of the European Territorial Cooperation funding programme (INTERREG IVB) and runs from January 2009 to March 2012. The aim of the project is to compile good practical examples and guidelines for three themes, "Development of innovatory capacity", "Utilisation of natural resources" and "Utilisation of cultural potential". 1.3. Mining tourism Mining covers a broad spectrum. This ranges from industrial culture to landscapes in flux, and from technical aspects to social and environmental ones. Mining tourism is new. The idea of it only came to the IBA recently in the course of its transformation of Lusatia and it is currently being pursued professionally by Bergbautourismus-Verein "Stadt Welzow" e.V. International expertise in the appreciation and revitalisation of unusual landscapes and industrial premises is pooled together and developed here.

2. Philosophy
2.1. Conventional tourism Mining tourism Whilst conventional tourism normally emanates from a stable base product with a positive image, mine tourism in contrast attempts to make tourist attractions out of mining landscapes and industrial sites that may have been left behind by past mining activities and often be the subject of public controversy. Abandonment, emptiness and change brought about by active excavations often with negative connotations play a far greater role than in 'normal' tourism. This necessitates special qualities on the part of the tourist product and specific training for tour guides. The training seminar caters for these demands.

2.2. Specific requirements Anyone really wishing to reach tourists must move them inwardly. This is especially important in mining tourism, where the (possibly dirty or desolate) object cannot do this by itself. The specific tourism qualities of the industry and of mining landscapes must therefore first be identified before mine tourism can be developed. Unique features must then be developed and brought to the notice of other people. 2.3. Specific qualities When it comes to mining tourism, the tour guide has a greater role and more responsibility but also more influence on the visitor than in conventional tourism. He needs good faculties of perception and powers of description to open and broaden the horizons of visitors. In this sense the training seminar raises the tour guide's awareness of his own role. Innovative methods of tour guiding and resources are applied here, which utilise stimuli from fields such as the science of perception, art and drama. 2.4. Respect and enthusiasm As demonstrated by the German neuroscientist Gerald Hther, it is primarily enthusiasm that inspires people to absorb new things and to learn. "Man needs enthusiasm, he needs curiosity and to take delight in experimenting, to have an appetite for trying new things and solving problems. And he needs a world that understands this, that respects human effort," says Hther (Natur und Medizin, 02/2010). This means that the successful tour guide enthuses his visitors. He also affords his visitors respect and leaves them space to form their own perceptions. So he must grab his visitors and yet let go of them at the same time. How does this work? 2.5. An inspiring message To enthuse other people, you yourself must be enthusiastic. It's about passing on that special spark. So, the question of how to enthuse guests must first be asked inwardly: - Who am I? - Why am I a tour guide with a group of visitors before me? - What is my motivation? - What is my theme / what do I hope to achieve? - What is my message? This short series of questions shows that looking inside yourself for the answers automatically brings you to the actual message. If this is clearly defined and formulated by in-depth self-reflection, then enthusiasm can grow. A message is not an opinion, however, it is more of an attitude. A statement of opinion would encroach on the space to respect the visitors who could then only be in the right or wrong. A clearly expressed attitude on the other hand opens up this space, precisely because it encourages visitors to develop their own perceptions. 2.6. Respecting individual perceptions If mining tourism is to take its visitors with it, then it must awaken "perceptions": in contrast to conventional "point out and explain" tourism, mine tourism is all about letting visitors see it like it is and perceive it afresh with all its attributes, problems and potential. Sentiments range all

the way from awe at monumental feats of engineering to horror at the monumental destruction of landscape - but emotions are always involved. These emotions must be given space. In allowing them, sustaining them, listening to them and communicating through them, an intense experience is created for everyone involved. And everyone learns something new along the way and broadens their horizons - without being lectured. 2.7. Regional development As this approach brings mining and landscape transformation to life, so a greater awareness of their potential emerges. The seminar explains the development of innovative, soft tourism in and around active and decommissioned mines. The aim is to enable local residents and visitors to have their own close encounter with mining and/or its conversion process. This kind of cultural exposure to landscape change is a direct contribution to regional identity and development.

3. Training seminar
3.1. Scope The training seminar was held over two consecutive days, once in February and once in March. A large training and seminar room, fully equipped for all essential seminar, projection and moderation situations, was available for focused individual and group work. Regular coffee breaks provided drinks and refreshments. 3.2. Participants The 13/14 participants came to Welzow from the mining regions of Lusatia, the Erz mountains and the Harz. The makeup of the groups was interdisciplinary, consisting of mine guides, project managers, novices and experienced tour guides, as well as younger and older participants. In total 10 projects were represented, including - the Mansfelder Bergwerksbahn e.V. [Mansfeld mine railway], - the Oelsnitz mining museum, - the F60 visitor mine in Lichterfeld, - Plessa power station, - the biotowers in Lauchhammer, - the Ilse-Seesportverein [Lake Ilse Sports Club] from Sedlitz, - Bothe Off-Roadtouren (Off-road tours) from Senftenberg, - the IBA Terraces and IBA GmbH in Grorschen, - KulturInterpretationDeutschland GbR Cottbus - as well as some independent mine tour guides. 3.3. Training itineraries: Excursions took place on both days. The Welzow-Sd open-cast mine and its recultivated landscape is the ideal environment for training in onsite situations in mining tourism. It is possible to provide an exemplary rundown of all the aspects of relevance to mining tourism in and around the active open-cast mine: from resettlement via the industrial culture of

the open-cast mine, which can be experienced at first hand, to recultivation - an example of a complete journey through several decades of mine development can be enjoyed by all. An authentic mode of transport is available for this in the form of the team minibus belonging to Bergbautourismus-Verein. The accompaniment of groups during bus trips can thus be practised at the same time.

4. Expectations
The expectations recorded at the beginning of the seminar show the great importance attached to issues concerning visitor contact, presentation and methodology. The seminar responds to these concerns by focusing on these areas. The following detailed expectations were expressed by the participants: Questions on communication and group dynamics - How do you "get" visitors? - How do you elicit a response in visitors? - How do you arouse enthusiasm and curiosity? - How can you gather together and involve visitors and be sensitive to their expectations? - How do you create an experience? - How do you respond to visitors especially mixed groups? - How can you steer the group like a "friendly sheepdog"? - What social aspects must be taken into account? - How do you deal with schoolchildren and know-it-alls? Presentation of the place - How do you enthuse people about the region? - How do you build suspense? - How do you make a lot out of a little? - How does one showcase a place? - How do you find the right balance between "technique" and "experience"? Self-portrayal - How do I come across? - What can be done about nerves? - How does a tour guide deal with being a solo practitioner? Questions on methodology - What are the tricks of the trade? - How do you structure the arrangement and the central theme of a guided tour? - How do you incorporate messages? Communication of information - How do you select visitor-appropriate information? - How can you simplify, explain or translate technical terms?

Dealing with disturbances - How do you deal with visitors in problem situations? Special themes - How do tours work in a different language? - How can we network better among ourselves within Lusatia? Requests for the nature of the seminar - Open, inspiring, fruitful atmosphere - Find out ways in which others commentate in order to improve oneself - Try oneself out and receive feedback - Become familiar with Welzow mine

5. Methodology
5.1. Training Building on the understanding that enthusiasm and respect are the key to successful mine tourism, the seminar is designed more as a training measure than a school for the impartation of knowledge. Because the art of tour guiding cannot be learned by sitting behind a desk. It is like dancing to learn it you have to practise on the dancefloor and, after one initial routine, do so with your dance partner. In this sense the seminar is conceived as a training course and is designed to 1. use individual exercises tied in with participants' own realm of experience to stimulate awareness, and 2. use group exercises for live role play situations and elicit insights through subsequent contemplation. As tour guiding is first and foremost a matter not of knowledge but of ability, the seminar is all about practising and experiencing those light bulb moments. And, last but not least, the training seminar must also respect and enthuse its participants as an example of best practice in a group situation! 5.2. Sample tour Experiencing an example of an event focused on perceptual awareness, the "Kohle Sand und Bergmannshand" (Coal, Sand and Miners Hand) tour in the Welzow-Sd active open-cast mine was the starting point for a detailed analysis of what makes a good guided visit. Reflection leads to the essential educational and informative aspects of mining tourism. 5.3. Awareness-raising The training seminar links in with the working environment and everyday lives of participants, and responds to cater specifically for the expectations and mix of participants. This helps each individual to grasp and understand the nature of the "ideal tour guide": each participant was asked to recall a person in their life who had "captivated" them. The collection of qualities displayed by these people automatically reflects the ideal qualities of a tour guide who wishes to inspire his visitors.

5.4. Role plays This makes participants aware of their own role as a tour guide and does so by tying in with their own experiences. By introducing their "captivators", the participants "enthuse" the other seminar participants and thus learn in reality which of their own resources they can tap into (recollection of the captivator), in order to "pass on the spark". In the meantime the other seminar participants slip into the role of the audience and tourists, thus experiencing the other side of tour guiding. Seminar participants reflect on both role-playing situations, which become valuable learning experiences of practical use.

6. Communication model
6.1. Levels of communication Building on this a communication model is developed, which forms the basis for further work. An essential distinction is made between two levels: Doing - Being Behaviour - Attitude Speaking - Thinking Visible - Invisible The audible voice - The tangible mood "The blue" in the sketch - "The red" in the sketch

6.2. Art of successful communication The art of successful communication is to be aware of these levels and to be able to perceive the difference between them and consciously apply it. - In this way one can become aware of one's own attitude and meet visitors with clear motivation and a clear message. - When communicating with others this model helps us to "hear", understand and connect with the concerns of the visitor hidden behind his actions and statements and his actual mindset. - And when it comes to communicating with groups it is important that one's own attitude should consciously create a (best case scenario) "good mood" in the group.

7. Planning a guided tour

7.1. Central concept The basis of successful mining tourism is to identify the unique features of the place to be shown. To do this it is important: - To find out about the specific character and potential of the place - To be clear about the aim of the tour (theme, concept) - To define the main theme of the tour. 7.2. Message The formulation of the intended message is of key significance. Almost everything that makes a good guided tour derives from the message: - One's own manner and confidence - The central thread and the dramaturgy - The nature of the tour, its name and lastly the marketing - The announced themes - The itinerary and the places shown - The correlation of the places with the themes and vice versa. The message can make a case or usually better pose a question, which takes the form of a slogan for the whole tour. It expresses the motivation for the whole tourist endeavour: Why am I showing other people around the mine? What is the reason for opening an industrial monument? 7.3. Personal interest Being aware of your personal interest and expressing it at the start of the tour lays the foundation for successful communication during the tour. Only when this is expressed do the visitors see the tour guide as a person rather than a walking encyclopedia. In this way the foundation for personal contact is laid and this alone facilitates the desired enthusiasm accompanied by respect and freedom. It is helpful to answer the following question for this purpose: - What cause is closest to my heart? What excites me? - What is my personal input to the tour? What is my motivation? - Why am I doing the tour? What do I want to tell people? 7.4. Nature of the tour The nature of the tour derives from the central idea, the message and personal interest. It can take very different forms: - Theatrical with tour guide in costume - Serious and informative - Imaginatively captivating - Action-focused - Sensory - etc. 7.5. Storyboard of itinerary, stations and themes The storyboard determines the timescale and dynamics of the whole visit. It includes the dramaturgy of the itinerary, the careful selection of the stations and appropriate correlation with the required themes. The central idea should run through the tour like a constant thread at the same time.

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Which itinerary is suitable for the site, how does the group move around the area? - Which stations should be used and in what order? - Which themes should be addressed on the tour? - How do I relate themes and places? Which theme goes with which station? If, for example, the working conditions in a power station are to be presented as the central theme, this would mean that: - The logical sequence is coal -> steam -> electricity - The appropriate itinerary leads to the stations bunker -> boiler -> generator - Information about conditions in the relevant job is given at each station 7.6. Resources Depending on the nature of the tour, a variety of resources can be used. They add something to the reality as seen on the ground. They may include - Showing illustrated material - Telling a story - Playing an original recording - A performance - etc. The use of resources should be carefully structured. Firstly, they may require research or special preparation. Secondly, there is a danger that they may divert attention from the theme, instead of helping to convey the intended message. - Comparisons, metaphors and pictures help to vividly portray a pragmatic technical engineering setting. - Productions or performances can be effective ways of showcasing a place. - Giving visitors enough time for internalisation and awakening perceptions arouses their attention, interest and openness to new things. - If you let visitors become actively involved, then you create an experience. 7.7. Title of the tour The tour should have a name which, ideally, arouses curiosity AND informs. These two functions often take the form of title and subtitle. For example: - Canyons, Desert and Oasis Walking tour through bizarre mining landscape including refreshments

7.8. Marketing Planning the comprehensive marketing of a guided tour also includes target group identification, pricing, and sales and marketing, which were not dealt with directly by this training seminar.

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8. Conducting a guided tour

8.1. Framework conditions It is largely possible to plan a successful tour. By being well prepared you can control certain factors that put visitors at ease: - Ensure meeting point is easy to find by providing adequate signposting / sending map with directions - Enough clean toilet facilities, sufficient time scheduled to use them - Good and plentiful refreshments - Find out what kind of group it is beforehand to best cater for its requirements - Take account of weather, building works etc. during outdoor visits - Corporate design, name badges for tour guides, etc. - Two days before get in touch with visitors again (is everything as agreed? final clarification if necessary) 8.2. Direct preparation Be there 10 minutes in advance Check the outside area (signs, location of entrance, cloakroom, drinks, seating, ...) As a manager "conquer" the area (where do people come from where is the best place to welcome them?) It can be helpful to have the first five sentences already worked out to ensure the crucial first few seconds of the meeting go well Get yourself into a positive mood by remembering your "captivator" (see Methodology) or bringng to mind your own motivation for the tour

8.3. Importance of the welcome During the welcome the foundation is laid for the relationship between the tour guide and the visitors. The welcome sets the tone for the whole event. As in any meeting, the first few seconds can be crucial for a whole day. It is true that a clumsy welcome does not necessarily mean that the visit will not be a success but if the first few seconds go well there is a very good chance that the event will also go well. This is why it is so important to be well prepared! It is helpful to pay attention to the following beforehand: - Be inwardly open for the welcome situation. Appreciation of guests (they are coming a long way just for my event!). Remember your own "captivator". Be aware of personal motivation and interest - A smile works wonders! - Handshake makes a big difference! - Individual snippets of conversation to "tease out" where the visitors come from (can be a casual remark about a number plate, for example, or a direct question)! Then listen and respond to visitors. You can also ask what particularly interests them

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8.4. Components of the welcome Welcome address for the whole group and start of the guided tour: - 1. Introduce yourself - 2. Welcome the group o Be clear about in whose name the welcome is/who is welcoming (who is the organiser, who is responsible) o Be clear as to the order in which the guests are to be welcomed, if VIPs are among the visitors - 3. Communicate the theme, the central idea, the "fixture" of the event (this can mean the central thread running through the tour, the incorporation of the tour within an overarching programme, how what is shown links in with its surroundings or how it is integrated into a larger overall context) - 4. Say what the message of the tour is - 5. Mention your own personal input in the theme / situation / project - 6. A few words of introduction, give visitors a preview of what to expect (a rundown of the day, themes, sequence of events, ...) and tell them when an overview (display board with layout, overall understanding and so on) of the project will be given (this can build up the suspense from beginning to end) - 7. Clarify general formalities (conditions for attendance, toilets, meals, cloakroom, ...) 8.5. Welcome checklist If a welcome address/presentation covers the following points, it sets a clear framework and lays the foundation for an individual relationship with the visitors: - 1. I am ...[name] - 2. I would like to welcome you on behalf of [organiser] to ...[name of tour] - 3. The theme of the tour is [central idea] - 4. My concern is ... [message] - 5. My interest is [personal interest] - 6. Today we can look forward to [overview of the tour] - 7. Information [toilets, refreshments, finishing point of the tour, ] 8.6. Stations - Find good spots for stations o Can people see/hear what the station is about? o Is there enough room for everyone? Watch out for steps / barriers! - Organisation of stations: - What can people see? - Link to the world of the participants - Come to the theme of the station - Incorporate message - Incorporate factual information - Use resources and methods of communication intentionally - Watch where you stand! As leader stand with your back (at the most with your side) to the object (like the teacher with his back to the whiteboard) - Be aware of group's position!

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Facing the group encourages listening (can be achieved if tour guide turns 180 ), o Semi-circular formation encourages favourable group dynamics (can be achieved by walking in an arc just before the station) o Circular formation encourages communication within the group (can be achieved if the tour guide gradually slows his pace so that some of the group walk past him and end up standing in a circle around him) Leave enough time for everyone to reach the stations, catch their breath, then begin Be prepared to leave something out in case you are running late for any reason. Less is more! In case of doubt it is better to finish on time (visitors usually have a follow-up programme) than to have told them "everything". Keeping to a practical framework and adapting flexibly to the situation or to the group is more important than keeping to a theoretical principle of completeness. o

8.7. Techniques for giving talks - Only talk about what people can see (hear, smell, ...) and what all the visitors can see (hear, smell, ) - Take an inductive approach, which means starting with what is, explain the subject (from the concrete to the general) thus in direct contrast to deductive instruction, as is the case in school, where teaching and learning goes from the general to the concrete - Incorporate real stories if they illustrate what you want to convey - Interpretations can appear patronising or schoolteacherish statements of opinion can bring a refreshing personal note and build relationships, as the leader is seen as a person. Tip: use the first person to lead in (" I'm of the opinion that...", "For me that's ...") - Use analogies rather than statistics - Technical details can overload and confuse visitors. It is more import to communicate systems. Details make sense when they are a good example of the whole, the mode of operation, a basic technical principle, an important historical or social event - If technical terms are used, do so carefully and give explanations Note: Professionals often use technical terms without realising that they are technical terms (It's best to check by doing a trial run with complete non-specialists!) - If possible, appeal to all the senses: hearing, sight, touch, smell, taste, ... 8.8. Relating to the visitors - Look visitors in the eye - Listen when speaking: Talk is only of any use if people listen, i.e. listen when you yourself are speaking (joint understanding of how what is said comes across) - Speak to all visitors at all times (keep "backbenchers" in your sights) - Be aware of how you use voice, posture and gestures - If individual participants ask questions: if necessary repeat question out loud and answer to all participants - Rather than say what people are not doing / making / seeing, better only to say what people are doing / making or seeing - Laughter relaxes and relaxation improves receptivity BUT: fun is more likely to catch on if you yourself laugh or at least smile

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With 2 guides: Teamwork and passing on the ball by listening to each other and mutual respect Colleagues who are not speaking should actively listen, as they are part of the leadership team and by concentrating they encourage more concentration as a whole. A willingness to learn from the visitors fosters respect and relationships, and is enriching and enjoyable Link information with experience: By doing something yourself you take in approx. 10 times more than if you are told about it Wow factor: give time for the wow factor to sink in! Moral/ethical obligation towards the object of the guided tour ("I owe this to the F60") and towards the visitors produces a respectful attitude... Problem with mass processing: keep adapting to new people short break for brief reflection helpful

8.9. Conclusion of the tour - Should finish at the scheduled / announced time a good-quality tour and satisfied visitors mean staying within the announced timeframe (i.e. consider in advance options for shortening it if running late - see above) - The tour should finish where it starts unless a different finishing point is announced and agreed at the beginning (if necessary return to car is arranged) - Enquire as to whether any pressing questions remain unanswered - Thank the visitors - The applause usually comes here a brief pause helps visitors to sense the right moment. Accept and enjoy the applause - Now: Give out documentation on the event, related information, dates, tips for the time after the event, own promotional literature etc. - Farewell - Wish people a good journey home

8.10. Follow-up - Attention to, and acknowledgement of, complaints (customers who are satisfied after a well-handled complaint are more loyal than those who were satisfied anyway) - Possibly send out more material or further offers

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9. Dealing with disturbances and conflicts

9.1. Perception or reality? The first thing to understand is that disturbances are perceived to take place. If someone disturbs the tour guide or a situation is going wrong, then the tour guide perceives that this is happening. The reality is that there are no disruptive influences "out there". It may be that someone is only disturbing the guide (and nobody else) because he is doing something or has something about him that makes the guide react in a certain way. Or something is not going to plan but nobody, apart from the tour guide, has noticed this. This way of looking at things helps you not to fall into the trap of responding to your own interpretation. 9.2. The good in opponents Studies on group dynamics have shown that a good team develops when its members "play" different roles within a balanced relationship. The following four typical roles are identified as basic types of group activity: - Key player: moves and leads - Team player: follows and supports - Opponent: opposes and criticises - Observer: watches from the outside The tour guide usually takes the role of the key player. He duly finds the opponent to be a burden or disruptive. In reality, however, the group dynamic "needs" the opponent for checking and correction. Because each role plays a part in the group dynamic: - Key player: brings initiative and direction - Team player: puts into action and completes - Opponent: corrects and improves - Observer: gives feedback and overall view The visitor perceived as a "disruptive influence" often puts forward important suggestions or requests that enrich the visit if they are properly understood and incorporated. As explained in the communication model, it is important to pick up on the actual request that remains unspoken (= the "red area") behind the words (the "blue area"). This can be a great challenge. Taking the view that the alleged disruptive influence makes a positive contribution in the end helps to overcome this challenge. 9.3. Possible courses of action: The situation is complex during the guided tour. It is important to cater for all visitors at the same time, keep an eye on the time and keep the suspense building throughout the event. There are visitors who make this job hard. Here are some tips whilst on the move: - Remain calm and businesslike in the situation - "Count to ten" or let it go then intervene discreetly and in due proportion - Give the problem / the "difficult" visitor attention, a small platform - Acknowledge the visitor o Repeat (reproduce) verbatim what the visitor said o Name his expectations by mirroring them and voice understanding by doing so - Gain time o "That's an interesting question..." - Pick up the "disturbance" like a ball and pass it on (to other visitors)

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Do not take everything upon yourself, but use the group as well o "Would anyone in the group like to comment on that?" Admit that you do not know any more o "I don't know at the moment I'll get hold of the information..." Replace negative sentences with positive statements Refer politely to the time factor or another place o "Please bear with me, I would be happy to get back to you on this later..." Change of rank in which it is stated what the matter is o "I get the impression you would like to take over the tour..." Trust yourself to speak through gestures and body language (backslapping) Interruptions can be appropriate: o Suggest a new theme o Presence through speaking out loud o Requests, recommendations o W questions

9.4. Complaints management Professional complaints management underpins successful tourism. As became clear in the matter of the alleged "disruptive influence", it is crucial not to see a complaint as a "gripe", but as an important contribution to the improvement of tourist provision. Statistics actually show that good complaints management can produce regular customers: a customer whose complaint has been well handled is far more likely to return than a customer who was satisfied all along. This means taking every complaint seriously and with gratitude. The key thing here is to take an appropriate attitude towards the visitor: - I take your problem seriously! - I understand what you want and need! - I would like to help you! - Quickly! - Efficiently! - At your convenience - To your complete satisfaction - I see myself as responsible for you! 9.5. Discussion of complaints The following approach will help to discuss complaints effectively: - A positive attitude from the tour guide (stay relaxed). - Active listening (eye contact, nodding, express understanding, repeat what has been said). - First allow the customer to finish speaking (he needs to get everything out first). - If necessary use follow-up questions to let him speak again (everything?). - Do not maintain eye contact for too long (causes slight aggression). - If necessary take the customer to a quiet spot (isolate). - Longer pause before you answer (have considered). - State your responsibility for the complaint (right place). - Thank for valuable information (customer as helper). - Apologise if necessary (feels taken seriously).

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Make first-person statements: "I am surprised and concerned." Avoid negative sentences and the word "no" (replace with positive statements) Promise to address the problem immediately and to submit actual suggestions (things are changing already). If possible: quick response (customer sees change for himself). Ask for more information to help resolve the problem (appear open and interested). Check customer satisfaction (fine-tuning possible). Promise nothing you cannot deliver (credibility).

10. Feedback
On the whole, the training seminar in February / March 2010 was given a positive evaluation by the participants. The feedback shows that it succeeded in catering for the expectations expressed at the start: How were the food and catering during the seminar? Score: 1.5 How do you assess the overall organisation of the seminar programme? Score: 1.0 - Was enjoyable and entertaining; was worth it; super seminar, was very enriching and helped with this year's guided tours at the Lauchhammer biotowers - Good group: generational exchange - Very interesting it was my first time down a pit; open-cast mine trip was very good, experiencing F60 "close-up" did not happen unfortunately - It's great to receive documentation as soon as the seminar ends How was the leadership of the seminar? Score: 1.3 - Nice performance by leadership duo; duo effect very useful; the interaction between the seminar leaders showed that they make a good team and it was highly motivating - Good learning environment created; there was a lot of trust in the seminar group; atmosphere of mutual acceptance; sensitive and friendly atmosphere was conducive to getting involved - It was very interesting and it was totally relevant; keep it up and keep spreading friendship; thank you How do you assess the educational structure / dramaturgy of the seminar? Score: 1.3 - Structure was logical and it worked; the training was strikingly effective - Successful alternation of theory and practice, both in the seminar room and on-site outdoors; good to travel to the site; shorter minibus journey would be better - The outdoor trips were also demanding - Both days intensive and informative; good that it was two days to take in and absorb what was taught; keep it up, I found the 2-day package super, it made it more intensive than 1 day and certainly more effective; a 3rd day would have been even more useful to

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deepen the learning process To what extent did the seminar meet your expectations? Score: 1.4 - Good workload; effective seminar; clear explanations - Pleased to have gained an idea of what tour guiding means - The seminar was a help in deciding on a career path - Even more exchange of experience required - A "study block" is still missing; more input required from the leaders; it would be good if tutors gave progress reports; give out assistance / checklist How far did the seminar tie in with your concerns? Score: 1.3 - Role plays illuminating, exercises and trying out was great - Learning via feedback; you could compare yourselves; good: practical exercises, with instant assessment; "cut" in role play and instant feedback helps the understanding to "click" How much did the seminar motivate you? Score: 1.4 - Received a lot of feedback; good: to feel affirmed, affirmation of my work - Learned a lot, I was motivated every second - Good to take a look outside the box; got ideas for my own tours (close eyes, ); gathered new ideas for a guided tour - Looking forward to my own tours in the future; found out that idealism can be catching - Realisation that there are many skilled people already in Lusatia How great was your own personal learning? Score: 1.6 - Learned a lot - Learned the art of tour guiding; gained access to tools and methods; took away lots of practical ideas, lots of information - Gained sensitivity to / awareness of procedures and variations of a guided tour - Learned something new about myself - It is not important to come from around here but to be able to identify with it - "Captivator" helpful for conflict situation; practical learning: such as trying out "defuse situation", e.g. "address situation directly" - Learned laws of communication, "psychological" background - Doing things differently; cut down on content; factual knowledge not as important - Awareness of importance of good preparation and planning, importance of preparing a good start and a good finish to the visit - Speak more slowly - Learned how group / location of group can be managed

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11. Press review

Spree-Neie-Kurrier, 5. Mai 2010: Lausitzer Rundschau, 8. April 2010:

Wochenkurrier, 7. April 2010:

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