Page 181 - Zoo Animal Learning and Training

8.4 Staff Training 153

When I first started training, one of the first
VetBooks.ir tion for future needs that may arise. For assignments I received was to train a particu­
example, training behaviours that require
animals to move from one point to another,
rosmarus). I was able to work with my atten­
stationing, or the concept of targeting, can lar behaviour to an Atlantic walrus (Odobenus
be useful first steps to many other behaviours tion focused on one walrus and this particular
you may want later. animal picked up behaviours very quickly.
When developing behaviour training Now compare this experience to another,
goals at an institution‐wide level for hus­ during which I worked with a group of five
bandry, particularly those that require vet­ dolphins at once and managed all of the com­
erinary involvement, it may be most efficient plex social nuances that occurred simultane­
to start with a prioritisation process, asking ously. Training the walrus was like learning to
questions like: drive on the neighbourhood road. Training
the more complex social group of dolphins
What are the animals that we do not want
● was akin to eventually becoming skilled
to immobilise or restrain?
What behaviours would be most valuable enough to drive in the blizzard.
● Like any skill set one might master, animal
to train our collection animals?
trainers must practice, then practice more,
Questions like these can provide some much‐ and then practice even more. Your job as
needed focus to a new training programme. team leader is to find or create multiple
Remember that even on a large‐scale insti­ opportunities for the initial phase of learning
tution level, integrating training into every about animal training; as in the analogy
animal’s husbandry plan is of top conse­ above, create those ‘neighbourhood streets’
quence and a prioritised plan should be and then find or create additional opportuni­
established for all animals in the collection. ties within more challenging scenarios until
the team feels confident navigating the
‘expressway during the blizzard’.
8.4 Staff Training

Years ago, I attended an animal training 8.4.1 Knowledge/Language
presentation by Bob Bailey, CEO of Eclectic Having an extensive knowledge of the natural
Science Productions. One of the things he history of a species and the individual history
said was a very profound and truthful state­ of the animal that you’ll be training is a criti­
ment: ‘Training is simple, but not easy.’ I cal first step to a zoo professional’s training
have pondered that statement many times journey. Providing staff with access to all of
over, from a multitude of perspectives, and the resources that they need to gain this
have found that it can especially ring true knowledge, so that they become comfortable
when contemplating designing a plan for with their role and expectations, will be piv­
training your staff. If you think about learn­ otal in their future success. In addition to
ing to drive a car, you generally learn the reading information, it is important to take
fundamentals and gather confidence by the time to observe the animal’s behaviours
starting on the familiar, less‐travelled neigh­ in a variety of different situations and set­
bourhood roads. This experience feels noth­ tings. These observations will help provide a
ing like being on an unfamiliar, busy, city broader view of the animal’s behaviour and
expressway during a blizzard, but both physical abilities.
activities are called driving. Driving can be A grounding in the fundamental principles
simple, but it is not easy. How do you pre­ of animal learning theory will help your team
pare zoo professionals with skills that cover grasp the concepts of what they are or will
the broad range of situations that they may be doing with their animals. You may select
encounter? readings for them to do on their own or present