Page 176 - Zoo Animal Learning and Training

148 8 Integrating Training into Animal Husbandry

VetBooks.ir rently doing, but not labelled as training, may uation took some time, given the number
of different keepers who walked through the
help them embrace a more structured
approach. They may then see that a more
able to get their desired outcome (food for
structured programme is not such a big yard and how consistently the turkeys were
change to current practices. pecking). In this case, the keepers trained the
turkeys to peck and the turkeys trained the
keepers to dance. After the problem‐solving
8.2.5 Awareness Is Key
exercise, the keepers were able to remedy the
If successful in overcoming resistance, team situation by training the turkeys an incom­
members might begin to see how the training patible behaviour (stationing at a feeder
can be a tool that could help to achieve device that the turkeys could peck for pellets)
desired behaviours and address undesirable when they entered the yard and they solved
animal behaviour they may be experiencing the problem. Eventually, the keepers were
within their collection. Animals are always able to enter the yard without incident. This
learning at times their learning opportunities turkey example appears obvious to those of
are directed by those that care for them how­ us with the advantage of hindsight provided
ever, animals are also able to learn through after a problem‐solving exercise and when it
other interfaces in their environment, such is presented clearly in written form. There
as food supply, social groupings, guests, etc. are, however, numerous examples of unde­
For example, a flock of wild turkeys sirable behaviours that are inadvertently
(Meleagris gallopavo) had become ‘attack’ shaped. Typically, when the behaviours are
turkeys when keepers entered the exhibit undesirable, the animals are given some sort
yard to fill enrichment devices with food for of label and consequently dealt with as ani­
other animals sharing the exhibit. After a mals with a ‘behaviour problem’. Animals are
problem‐solving session and a complete always learning and both desirable and unde­
review of animal training records, the keep­ sirable behaviours are constantly shaped by
ers were able to decipher that they had inad­ the husbandry practices we currently use.
vertently trained this ‘attack’ behaviour. When you have the responsibility to care for
Their problem‐solving revealed that the food an animal, you need to take personal respon­
canisters the keepers initially used for enrich­ sibility for the animal’s behaviour and know
ment had leaked small amounts of pellets that you are training behaviours, whether
when they walked across the yard housing you call yourself a trainer or not.
the turkeys. The turkeys ate the pellets, asso­ On the subject of problem‐solving, it is
ciated the pellets with keepers, and then important to mention that in a programme
started to follow the keepers. The canisters where training is integrated into husbandry
were changed to ones that did not leak pel­ practices, that training is one tool of many.
lets, but the turkeys continued to follow the When problem‐solving sessions occur,
keepers, still expecting a snack. When no training may or may not be a useful part of a
snack appeared, slower keepers were pecked solution. Teams should always approach
on the legs, causing them to jump, and pellets their problem solving with a very wide scope
were eventually released from jostled canis­ and be open to multifaceted solutions for a
ters, feeding (and, therefore, rewarding) the best result.
turkeys for pecking the keepers’ legs in the
first place. Eventually, the turkeys would 8.2.6 Welfare Questions
hunt down keepers who entered their yard
and viciously peck their legs without mercy, When discussions regarding the animals’
resulting in the keepers perceiving them welfare arise due to issues with food quanti­
to be ‘attack’ turkeys. Understanding this sit­ ties offered or training methods employed,