Tourism Development Essay -- Social Issues, Community Capacity Buildin

The purpose of the study is to assess the importance of leaders’ characteristics and their economic interest in community capacity building for tourism development. The information for this study was derived from survey questionnaires. The respondents were community leaders from Shiraz, Iran. The findings through multiple regression analysis indicate that approximately 74 percent (R ²=.737) of the variance CCB for tourism development was predicted by the leaders’ income, income from tourism, extra activities, length of residency, educational level, and family engaged in tourism industry. According to the results, the largest beta coefficient is the leaders’ income through tourism (ß=.350). It is expected that the findings could be utilized by community developers for future reassessment in tourism planning. KEY WORDS Community leaders, community capacity, tourism development, leadership INTRODUCTION The term community capacity building (CCB) is widely used among those who are concerned about community development or involved in social work and social service delivery. CCB is a central concern of both policymakers and community residents (Marrà © & Weber, 2010). It is an essential condition for development, implementation and maintenance of effective community development (Goodman et al., 1998). Many in the policy community have expressed interest in understanding why some communities are more successful in achieving positive social, economic and environmental outcomes and how to increase the capacity of communities to achieve these outcomes (Marrà © & Weber, 2010). The important role of community leaders in building community capacity for tourism development includes facilitating encouraging participation and developing leadersh... ...this study CCB is a composite variable, consisting of eight domains, namely, participation (7 items), leadership (6 items), community structure (5 items), skill and knowledge (5 items), community power (5 items), sense of community (7 items), resource mobilization (5 items) and external support (5 items). The respondents answered to each statement based on five scales that most described the current situation in their community. The value of each response for these items on the questionnaire is as follows: 0= never 1=seldom 2= sometimes 3= often 4= always. Indicators for CCB were tested for their reliability using Cronbach’s alpha. The results indicated the sufficiency and factorability of statements. It also showed satisfactory internal consistency of the manifest items measuring CCB. For this study, multiple regression analysis was conducted using SPSS program.

3 Common Problems with Internship Programs

3 Common Problems with Internship Programs & Suggested Solutions Many internships programs are plagued with problems. From not planning correctly to sometimes leaving an intern in the dark, a lot of companies do not take proactive measures to ensure the intern has a meaningful experience. However, this not only makes the internship unfulfilling, it may also leave a bad taste in the intern’s mouth, which could lead to company bashing or deterring others from applying in the future.The good news is that many failing internship programs can be salvaged. Here are three common problems and how to fix them: The internship is one-sided. Many interns commit to an internship with the promise of creating relationships with the members of the organization, as well as establishing contacts through networking. However, some interns find that programs are very one-sided and benefits like having a mentor are almost non-existent. However, the whole point of an internship is to learn from more experienced professionals.So, you may want to think about spending more time mentoring your intern by asking them what you can do to assist them with their goals and helping them grow from intern to young professional. Think about creating an internship plan, meeting with your intern on a regular basis, and keeping them informed on company news. The more feedback you give them, the more your intern learns. Tasks are unrelated or irrelevant. We’ve all heard the internship stereotypes, like coffee runner, cabinet filer, or document copier.While these tasks obviously need to be done by someone, it probably shouldn’t be the highlight of an internship program. For example, if you work in an architecture firm and need an intern, their tasks could include things like assisting in creating blueprints, suggesting additions to site planning, or helping to manage a client deal. These are real experiences. After all, you’re only discrediting your image and the image of you r company if you continue to dish out menial tasks. If you’re not going have a meaningful internship program, what’s the point of even having one?The â€Å"just an intern† syndrome. Many of us have had the â€Å"just an intern† syndrome. It happens when the intern doesn’t feel like a real part of the team or a real asset, so they glide through the program with little to no experience. However, this is not just a waste of time for the intern (and frankly, for your company). It could lower your rate of production and the quality of work since there may not be an incentive, either through pay or appreciation. So, what can you do to flip the â€Å"just an intern† mentality?How about giving your intern real responsibilities that will contribute to the well-being of your team and the organization? It’s not as crazy as it sounds. By giving someone an actual reason to perform at their highest level, you could make them feel important, thus in creasing the chances of efficiency and putting their work to a higher standard. Ultimately it comes down to appreciation. We all want to feel like we positively contributed to a job and were credited for it. Make sure your internship program reflects this as well. Sources: www. internadvocate. com

The Concepts Of Personal Motives And Incentives - 1590 Words

When I first began this class, I had little idea of what I wanted to improve or motivate myself towards. The concepts of the class were graspable in theory, but in everyday application, I struggled to find the drive to apply these theories to personal motives and incentives. I decided, instead to begin forcing myself into traditionally uncomfortable interactions with strangers by asking what they perceived their motives and incentives as for achieving normal life goals, such as completing a degree and getting a good job. As I went on doing this, however, I eventually realized this was an area of myself I wanted to improve upon: I was motivated to learn why others were driven to do things that I often thought were mundane and,†¦show more content†¦Applying this project to a set of criteria for accomplishment/goals was where it began to get truly difficult. After all, even speaking to two people proved that finding a generalized understanding that could be universally appl ied was impossible. Instead, I needed to set attainable short-term, which I could reach on a daily, weekly, and monthly basis. At first, I set miniscule goals, such as simply asking one person a day why they are in college. I quickly realized, however, this was not effective because most people were reluctant to talk to strangers about their true intentions and motives. The final goal I set, which I plan to continue doing, is to first begin with small talk until I feel the person is comfortable, then ask what is truly important to them (because I also found that, for many, school is just something they feel they need to do), and finally, at a later time, record these answers in a journal. Because of the ongoing nature of my goal, it can only be completed if it is either displaced by one I feel is superior, or it is abandoned because of a loss of drive to continue. Applying a psychological model unto myself for this goal seemed easy at first (I had a motivation for understanding my needs as a means of personal happiness), so applying psychological models to other people’s answers was what I had