A SYSTEMATIC APPROACH TO EFFECTIVE LEADINGA SYSTEMATIC APPROACH TO EFFECTIVE LEADING AND HORSE HANDLINGAND HORSE HANDLING

Charla Shurtleff Sandy RaffertyCharla Shurtleff Sandy Rafferty

Purpose of Presentation: Purpose of Presentation: Share Leader and Horse Share Leader and Horse

Handler Training Programs and Handler Training Programs and ProcessesProcesses

Developed over many yearsDeveloped over many years Field tested for over a year Field tested for over a year Demonstrated effective results Demonstrated effective results

according to our program standardsaccording to our program standards

Contributors Contributors Tim ShurtleffTim Shurtleff - organizational development - organizational development

facilitator and technical advisorfacilitator and technical advisor Darla GreenDarla Green - longtime mentor, instructor, trainer - longtime mentor, instructor, trainer

and equine advocateand equine advocate Karen AllhoffKaren Allhoff - developed prototype volunteer - developed prototype volunteer

training courses using US Pony Club manual training courses using US Pony Club manual Chris DonaghyChris Donaghy and and Dana NallonDana Nallon - video models - video models Program volunteers, students and horses fromProgram volunteers, students and horses from

Exceptional Equestrians of the Meramec Valley Exceptional Equestrians of the Meramec Valley and TREE House of Greater St. Louis, formerly and TREE House of Greater St. Louis, formerly known as Therapeutic Horsemanship, Inc. known as Therapeutic Horsemanship, Inc.

Training PhilosophyTraining Philosophy

It is our belief that teaching volunteers It is our belief that teaching volunteers effective and humane methods of handling effective and humane methods of handling horses is a key component of a safe and horses is a key component of a safe and successful therapeutic horsemanship successful therapeutic horsemanship program. program.

Volunteers are motivated, committed and Volunteers are motivated, committed and empowered to perform with excellence when empowered to perform with excellence when they fully understand their responsibilities, they fully understand their responsibilities, are given the appropriate training to do their are given the appropriate training to do their job and are offered opportunities for growth. job and are offered opportunities for growth.

HOW we teach volunteers is just as important HOW we teach volunteers is just as important as WHAT we teach them.as WHAT we teach them.

Learning Steps/StagesLearning Steps/Stages

Steps Steps

““Head learning”Head learning” Lecture, reading, Lecture, reading,

discussiondiscussion Observational learningObservational learning

Modeling, example, Modeling, example, demonstrationdemonstration

PracticePractice learninglearning Coached rehearsalCoached rehearsal Physically doing itPhysically doing it Following stepsFollowing steps

PerformancePerformance learninglearning Do it in context Do it in context Creates automaticityCreates automaticity

Learning Steps/StagesLearning Steps/Stages

Steps Steps

““Head learning”Head learning” Lecture, reading, Lecture, reading,

discussiondiscussion Observational learningObservational learning

Modeling, example, Modeling, example, demonstrationdemonstration

PracticePractice learninglearning Coached rehearsalCoached rehearsal Physically doing itPhysically doing it Following stepsFollowing steps

PerformancePerformance learninglearning Do it in context Do it in context Creates automaticityCreates automaticity

StagesStages

Unconscious incompetenceUnconscious incompetence Don’t know I don’t knowDon’t know I don’t know

Conscious incompetenceConscious incompetence I know that I need to learnI know that I need to learn

Conscious competenceConscious competence Can do it when I think about itCan do it when I think about it Use checklist, steps, instructionsUse checklist, steps, instructions

Unconscious competenceUnconscious competence Habit, automaticity, “reflex”Habit, automaticity, “reflex” Perform without thinking about Perform without thinking about

itit

History of ProjectHistory of Project All staff participated in a problem solving All staff participated in a problem solving

meeting where each had a chance to submit meeting where each had a chance to submit their ideas/concerns, which were posted on the their ideas/concerns, which were posted on the wall on large sheets of paper.wall on large sheets of paper.

Ideas were clustered and categorized into Ideas were clustered and categorized into specific topics.specific topics.

The topics were prioritized by a group The topics were prioritized by a group consensus process.consensus process.

The above helped us to collectively identify The above helped us to collectively identify our problems, clarify our roles, formulate a our problems, clarify our roles, formulate a written philosophy and develop a roadmap to written philosophy and develop a roadmap to problem solve.problem solve.

ProblemsProblems

Inconsistent handling of our horses by Inconsistent handling of our horses by both staff and volunteersboth staff and volunteers

Resulted in unhappy horses with Resulted in unhappy horses with behavioral, as well as physical problemsbehavioral, as well as physical problems

Directly affected the quality and safety Directly affected the quality and safety of the lessons for staff, students and of the lessons for staff, students and volunteersvolunteers

Program RolesProgram Roles

Therapists:Therapists: identify goals for the rider - identify goals for the rider - specify and apply the movement of the specify and apply the movement of the horsehorse

Instructors and Leaders:Instructors and Leaders: produce the produce the movement of the horsemovement of the horse

Equine Manager:Equine Manager: provides horses provides horses capable of performancecapable of performance

Equine PhilosophyEquine Philosophy

Our equine partners are the keystones of Our equine partners are the keystones of the success of our program.the success of our program.

Horses want to understand their jobs and Horses want to understand their jobs and feel secure. They learn through repetition feel secure. They learn through repetition and thrive on consistency.and thrive on consistency.

EVERY encounter with a horse either EVERY encounter with a horse either reinforces their training or affects it reinforces their training or affects it negatively.negatively.

Equine Philosophy, cont’dEquine Philosophy, cont’d

The encounter begins when a person comes in The encounter begins when a person comes in view of the horse and continues throughout the view of the horse and continues throughout the catching, grooming, tacking, untacking, lesson catching, grooming, tacking, untacking, lesson and turnout components of the contact.and turnout components of the contact.

Awareness and vigilance are key components Awareness and vigilance are key components in maintaining consistency.in maintaining consistency.

It is It is ALLALL of our responsibility to be a part of the of our responsibility to be a part of the solution that will positively and athletically solution that will positively and athletically affect the horse’s physique and mind.affect the horse’s physique and mind.

Welfare of the Horse is Welfare of the Horse is Maintained by Utilizing the Maintained by Utilizing the

Following Principles:Following Principles: ForwardForward BalanceBalance SymmetrySymmetry RhythmRhythm CalmnessCalmness Self-carriageSelf-carriage Responsiveness/Responsiveness/

Willingness/DesireWillingness/Desire Strengthen, develop and Strengthen, develop and

supple the body, primarily supple the body, primarily the backthe back

Action PlanAction Plan

Goal was to improve our staff and volunteer Goal was to improve our staff and volunteer training programs with the purpose of training programs with the purpose of maintaining the physical and mental maintaining the physical and mental soundness of our horses through consistency soundness of our horses through consistency and repetition.and repetition.

To be achieved by developing To be achieved by developing AWARENESS:AWARENESS: Gait analysisGait analysis Basic conformation +/-Basic conformation +/- Mental/behavioral +/-Mental/behavioral +/- Movement of the horse – hollow vs. Movement of the horse – hollow vs.

roundround Positively influence movement of the Positively influence movement of the

horsehorse

Action Plan cont’dAction Plan cont’dIncorporate the steps and stages of learning Incorporate the steps and stages of learning to develop training systems that allow us to:to develop training systems that allow us to:

Hear it and think about itHear it and think about it See it performed correctlySee it performed correctly Incorporate it into thinking process Incorporate it into thinking process Experience it with correct coached Experience it with correct coached

practicepractice Live itLive it Integrate it into behavior without having Integrate it into behavior without having

to think about itto think about it

ProcessProcess Chose a horse handling system to serve as Chose a horse handling system to serve as

a theoretical basea theoretical base Revise/refine pre-requisites, job description Revise/refine pre-requisites, job description

and responsibilities of leaders and horse and responsibilities of leaders and horse handlershandlers

Develop a curriculum to teach techniques Develop a curriculum to teach techniques to perform the jobs effectivelyto perform the jobs effectively

Develop a mentoring system with Develop a mentoring system with competency checklistcompetency checklist

Develop horse awareness curriculum for Develop horse awareness curriculum for continuing education for both staff and continuing education for both staff and volunteersvolunteers

United States Pony ClubUnited States Pony Club

Use of the USPC Manual of Use of the USPC Manual of Horsemanship – Basics for Beginners – Horsemanship – Basics for Beginners – D Level - by Susan E. HarrisD Level - by Susan E. Harris

Written permission given to use Written permission given to use material out of book for this material out of book for this presentationpresentation

www.ponyclub.orgwww.ponyclub.org

An Illusion of Safety An Illusion of Safety Building Effective LeadershipBuilding Effective Leadership

Article published in the Winter 2003/4, Article published in the Winter 2003/4, NARHA STRIDES magazineNARHA STRIDES magazine

Written by Priscilla Maden and Julie RobinsWritten by Priscilla Maden and Julie Robins

Leader Training AgendaLeader Training Agenda

Job descriptionJob description ResponsibilitiesResponsibilities LectureLecture ObservationObservation Role PlayRole Play Hands-onHands-on Mounted Mounted SummarySummary

Mentoring ProcessMentoring Process

Horse Horse LeaderLeader ResponsibilitiesResponsibilities

Must be a sidewalker for at least 25 hours Must be a sidewalker for at least 25 hours Safety before, during and after lesson – emergency Safety before, during and after lesson – emergency

proceduresprocedures Focus on horseFocus on horse Follow instructor/aide/horse handler directionsFollow instructor/aide/horse handler directions Communicate effectively with teamCommunicate effectively with team Produce specified movement and school figuresProduce specified movement and school figures Become familiar with unique habits of each horse Become familiar with unique habits of each horse

being lead (use horse behavior chart)being lead (use horse behavior chart) Understand basic principles in order to make best Understand basic principles in order to make best

decision under varying circumstancesdecision under varying circumstances Assist in mentoring “Leaders in Training”Assist in mentoring “Leaders in Training”

Job Job Description for LeaderDescription for Leader

Take assigned horse to and from the waiting Take assigned horse to and from the waiting areaarea

Warm up – stretch horse’s muscles, create Warm up – stretch horse’s muscles, create communication, create rhythm, observe communication, create rhythm, observe horse’s behaviorhorse’s behavior

Square and stand horse for mounting and Square and stand horse for mounting and dismountingdismounting

Negotiate arena, do school figures and trailsNegotiate arena, do school figures and trails Cool down – loosen girth, allow horse to stretchCool down – loosen girth, allow horse to stretch Assist in retrieving/returning horse - stall, Assist in retrieving/returning horse - stall,

paddock, pasturepaddock, pasture

In order to fulfill job description In order to fulfill job description effectively, leaders need to…effectively, leaders need to…

Wear appropriate dress and safe footwearWear appropriate dress and safe footwear Understand how a horse thinksUnderstand how a horse thinks Know how to communicate with horse effectivelyKnow how to communicate with horse effectively Recognize signs of stress in a horseRecognize signs of stress in a horse Understand how a horse movesUnderstand how a horse moves Understand basic terminologyUnderstand basic terminology Know how to safely secure horses cross ties/slip Know how to safely secure horses cross ties/slip

knotknot Demonstrate how to safely catch/release horseDemonstrate how to safely catch/release horse Understand basic principles of therapeutic riding Understand basic principles of therapeutic riding

and hippotherapyand hippotherapy Understand general guidelines for NARHA Understand general guidelines for NARHA

therapeutic riding centerstherapeutic riding centers

How A Horse ThinksHow A Horse Thinks

Horse has two blind spots – behind rump and Horse has two blind spots – behind rump and in front of nosein front of nose

Right and left sides of brain not connectedRight and left sides of brain not connected Horse’s personal space/zone is 10-15 feet Horse’s personal space/zone is 10-15 feet

around his whole bodyaround his whole body Fight/flight animalsFight/flight animals Herd instinctHerd instinct Equine sensory systemsEquine sensory systems A horse is paying attention to you if he has A horse is paying attention to you if he has

given you his eargiven you his ear

Observational LearningObservational Learning

Watch a real class in action Watch a real class in action HorseHorse LeaderLeader RiderRider Team interactionTeam interaction Class interaction Class interaction

Begin to develop awareness Begin to develop awareness becoming consciously incompetentbecoming consciously incompetent

Role Play ExercisesRole Play Exercises

Pair up and hold hands – one person plays the Pair up and hold hands – one person plays the horse, the other the leader, then reverse horse, the other the leader, then reverse roles.roles.

At the walk, trot and transitions…At the walk, trot and transitions…

Stiff elbow, then light, swinging armStiff elbow, then light, swinging arm Pull, body barge, bump into partnerPull, body barge, bump into partner Move slowly and drag feet, then upward, forward Move slowly and drag feet, then upward, forward

with open chest and energetic movement, with open chest and energetic movement, looking forwardlooking forward

Look down, look at horse, aimlessly look aroundLook down, look at horse, aimlessly look around Turn around and walk backwardsTurn around and walk backwards Pet nosePet nose Sit and look up at horseSit and look up at horse

Correct Leading PositionCorrect Leading Position

Stand next to horse’s shoulder, Stand next to horse’s shoulder, approximately one arm’s length away.approximately one arm’s length away.

Leading arm should be carried with Leading arm should be carried with elbow slightly bent and fingers forward elbow slightly bent and fingers forward with thumb on top or palm facing with thumb on top or palm facing upward.upward.

Excess lead should be in figure 8 in Excess lead should be in figure 8 in opposite hand.opposite hand.

Make sure you are in self carriage and Make sure you are in self carriage and looking up at all times.looking up at all times.

Demonstration of Leading Demonstration of Leading Principles Principles

Correct position in relation to horseCorrect position in relation to horse Use of body language as natural aideUse of body language as natural aide Use of whip as artificial aideUse of whip as artificial aide Model principles of forward, balance, Model principles of forward, balance,

symmetry, rhythm, calmness and self-symmetry, rhythm, calmness and self-carriage carriage

Dynamic vs. static process – have a Dynamic vs. static process – have a “conversation with horse”“conversation with horse”

Hands On - How to Safely and Hands On - How to Safely and Correctly Lead a HorseCorrectly Lead a Horse

Assume proper leading positionAssume proper leading position Say horse’s name, then give commandSay horse’s name, then give command Look where you are going and where you want Look where you are going and where you want

your horse to goyour horse to go No sharp turns for the sake of the horse and No sharp turns for the sake of the horse and

rider – think forward movementrider – think forward movement Be direct and consistent, move in rhythm with Be direct and consistent, move in rhythm with

the horsethe horse Maintain 2 horse’s length between horses in Maintain 2 horse’s length between horses in

movement and at least one horse’s length at movement and at least one horse’s length at halthalt

Always pass to the inside and announce Always pass to the inside and announce yourselfyourself

Stop in the middle of the arenaStop in the middle of the arena

Negotiate Negotiate Arena/TerminologyArena/Terminology

Dressage arenaDressage arena On the railOn the rail Center lineCenter line Quarter lineQuarter line Across the ringAcross the ring DiagonalDiagonal

Half circle reverseHalf circle reverse Over ground polesOver ground poles Weave conesWeave cones Line up Line up Squaring horseSquaring horse RampRamp

CatchCatch

Under supervision of staff/horse Under supervision of staff/horse handlerhandler

Caution – a horse’s behavior may be Caution – a horse’s behavior may be different when he is turned out with different when he is turned out with other horses than when being handled other horses than when being handled individually.individually.

Never walk up to a horse unannounced.Never walk up to a horse unannounced. Approach shoulder or head, say horse’s Approach shoulder or head, say horse’s

name to announce yourself.name to announce yourself. Be tactful – you are entering the Be tactful – you are entering the

horse’s personal zone.horse’s personal zone. Proper fit of halter Proper fit of halter

ReleaseRelease

Under supervision of staff/horse handlerUnder supervision of staff/horse handler Lead the horse all of the way into the Lead the horse all of the way into the

paddock or stall.paddock or stall. Turn horse around to face the entrance and Turn horse around to face the entrance and

you.you. Horse should stand quietly and wait to be Horse should stand quietly and wait to be

released – never let him pull away from you.released – never let him pull away from you.

Securing HorseSecuring Horse

Safety LectureSafety Lecture DemonstrationDemonstration Divide into groups of two or three Divide into groups of two or three

to learn and practice quick release to learn and practice quick release knotknot

Cross ties practiceCross ties practice

Mounted ExperienceMounted Experience

““Good leader/bad leader” experiential Good leader/bad leader” experiential learninglearning

Divide class into teams of leader, Divide class into teams of leader, sidewalkers and rider.sidewalkers and rider.

Emphasize Emphasize GOOD LEADER principlesGOOD LEADER principles - - allow only allow only minimalminimal ineffective leading to ineffective leading to allow rider to feel the difference. allow rider to feel the difference.

MentoringMentoring

Leaders in training have a different Leaders in training have a different colored name tag for easy I.D.colored name tag for easy I.D.

Collaborate with volunteer coordinator Collaborate with volunteer coordinator No more than two scheduled per classNo more than two scheduled per class Use seasoned leaders as mentorsUse seasoned leaders as mentors Competency checklist Competency checklist Serves as documentation of training/ Serves as documentation of training/

competencycompetency

Leader Competency Checklist Leader Competency Checklist FormForm

Chart with place for instructor initials, Chart with place for instructor initials, mentoring date and comments, as well as mentoring date and comments, as well as numerical scoresnumerical scores

0 - not performed0 - not performed 1 - awareness of skills needed1 - awareness of skills needed 2 - working knowledge or skill building2 - working knowledge or skill building 3 – mastered3 – mastered

Must have a score of 2 or above in each area Must have a score of 2 or above in each area to demonstrate competency.to demonstrate competency.

Must have a minimum of four mentoring Must have a minimum of four mentoring sessions across two instructors.sessions across two instructors.

Kept in easily accessible notebookKept in easily accessible notebook

Leader Competency Check ListLeader Competency Check List

Influences horse in a positive, relaxed Influences horse in a positive, relaxed mannermanner

Able to assess issues and use correct Able to assess issues and use correct training methods/aids within scope of training methods/aids within scope of program policies and proceduresprogram policies and procedures

Holds excess lead rope at an appropriate Holds excess lead rope at an appropriate length from the halterlength from the halter

Looks up and ahead in direction of travel Looks up and ahead in direction of travel with soft eyes for awareness of surroundingswith soft eyes for awareness of surroundings

Horse moves freely forward and relaxed with Horse moves freely forward and relaxed with complete freedom of head and neckcomplete freedom of head and neck

Leader Competency Check ListLeader Competency Check List Cont’dCont’d

Walks with clearly balanced rhythm and Walks with clearly balanced rhythm and arm swinging in harmony with horse’s arm swinging in harmony with horse’s movement while positioned at horse’s movement while positioned at horse’s shouldershoulder

Comfortable, safe and not disruptive of the Comfortable, safe and not disruptive of the team (horse, rider, sidewalkers)team (horse, rider, sidewalkers)

Able to safely control/maneuver horse at Able to safely control/maneuver horse at halt/walk/trot including squaring horse at halt/walk/trot including squaring horse at halt and maintaining safe distances halt and maintaining safe distances between other teamsbetween other teams

Able to secure horse safely, including tying Able to secure horse safely, including tying a quick release knot in stall or hitching post a quick release knot in stall or hitching post and in cross tiesand in cross ties

Continuing EducationContinuing Education

Leader awareness classes strongly encouraged Leader awareness classes strongly encouraged for previously trained leaders/stafffor previously trained leaders/staff

Instructors required to take leader class and Instructors required to take leader class and teach at least one leader class per yearteach at least one leader class per year

Horse Handler Training Horse Handler Training

Leader training provides foundation for Leader training provides foundation for horse handler traininghorse handler training

Provides pool of people who have Provides pool of people who have demonstrated competence in basic horse demonstrated competence in basic horse handling principles handling principles

Serves as a “elimination” process – only Serves as a “elimination” process – only those designated as “LEADERS” eligible to those designated as “LEADERS” eligible to train as horse handlerstrain as horse handlers

By invitation onlyBy invitation only

Horse Handler Training AgendaHorse Handler Training Agenda Day One Day One

Job descriptionJob description ResponsibilitiesResponsibilities LectureLecture DemonstrationDemonstration Hands onHands on Home studyHome study

Horse Handler Training Horse Handler Training Agenda Day TwoAgenda Day Two

Written testWritten test PracticumPracticum

Mentoring process - continuousMentoring process - continuous

Horse Handler JobHorse Handler Job Description Description

Responsible for total care of horse Responsible for total care of horse before/after lessonbefore/after lesson

Retrieve horse from pasture/paddockRetrieve horse from pasture/paddock Groom and tackGroom and tack Assist with warm-up prior to lessonAssist with warm-up prior to lesson Untack and groomUntack and groom Release horse in designated areaRelease horse in designated area Return tack to designated areaReturn tack to designated area

Horse Handler ResponsibilitiesHorse Handler Responsibilities

Safety Safety Recognize signs of stress/injuryRecognize signs of stress/injury Preparation of horse for lessonPreparation of horse for lesson Preparation of horse for turn outPreparation of horse for turn out Follow Aide/instructor directionsFollow Aide/instructor directions Care of tack/organizationCare of tack/organization Communicate effectively with teamCommunicate effectively with team Assist in mentoring “Horse Handlers in Assist in mentoring “Horse Handlers in

Training”Training”

In order to fulfill horse handler In order to fulfill horse handler job description, need to know…job description, need to know…

Principles taught in leader trainingPrinciples taught in leader training Understand basic terminology, including Understand basic terminology, including

horse markings, colors and body partshorse markings, colors and body parts How to groom and grooming tool How to groom and grooming tool

identificationidentification How to tack, including tack identification, How to tack, including tack identification,

proper fit and parts of tackproper fit and parts of tack

LectureLecture

Review of all horse handling Review of all horse handling principles taught in Leader Trainingprinciples taught in Leader Training

Basic terminology – use test and Basic terminology – use test and USPC Level D Manual as study guidesUSPC Level D Manual as study guides

Horse Handler “Hands On”Horse Handler “Hands On”

Demonstration:Demonstration: catchingcatching groominggrooming tackingtacking releaserelease

Practical application of all Practical application of all above under supervisionabove under supervision

PracticumPracticum

Practicum 3 to 5 hours Practicum 3 to 5 hours during actual lesson during actual lesson preparation under preparation under guidance of aide/horse guidance of aide/horse handlershandlers

Written testWritten test

Horse Handler Written TestHorse Handler Written Test

SafetySafety Herd instinctHerd instinct Fight/flight responseFight/flight response Horse sensory systemsHorse sensory systems Catch/release/securingCatch/release/securing HealthHealth ColorsColors MarkingsMarkings Parts of horse, tackParts of horse, tack Names of grooming tools/grooming sequenceNames of grooming tools/grooming sequence

Horse Handler MentoringHorse Handler Mentoring

Schedule with volunteer Schedule with volunteer coordinatorcoordinator

Identified with name tag as “Horse Identified with name tag as “Horse Handler in Training”Handler in Training”

Maximum of two HHIT per lessonMaximum of two HHIT per lesson Same documentation format as Same documentation format as

Leader Competency ChecklistLeader Competency Checklist

Horse Handler Competency Horse Handler Competency ChecklistChecklist

Able to catch, halter and lead horse to Able to catch, halter and lead horse to barnbarn

Able to safely tie and work around Able to safely tie and work around horsehorse

Able to groom horseAble to groom horse Able to identify and know general Able to identify and know general

procedures for equine careprocedures for equine care Able to tack upAble to tack up Able to untackAble to untack Able to turn outAble to turn out

Competency ScoringCompetency Scoring 0 - not performed0 - not performed 1 - awareness of skills needed1 - awareness of skills needed 2 - working knowledge or skill building2 - working knowledge or skill building 3 - mastered3 - mastered

Current efforts underway to develop levels Current efforts underway to develop levels within Horse Handling Competency systems within Horse Handling Competency systems i.e. “groom only”, “groom and tack only”i.e. “groom only”, “groom and tack only”

Purpose is to accommodate people who may Purpose is to accommodate people who may not be able to safely fulfill all job not be able to safely fulfill all job responsibilities, i.e catch/release responsibilities, i.e catch/release

Students may fall into this categoryStudents may fall into this category

SummarySummary

Volunteers are motivated, committed Volunteers are motivated, committed and empowered to perform with and empowered to perform with excellence: excellence:

when they fully understand their when they fully understand their responsibilitiesresponsibilities

are provided with systematic and are provided with systematic and appropriate training to do their job appropriate training to do their job

are offered opportunities for growth are offered opportunities for growth

It is our hope others may use It is our hope others may use components of our processes to components of our processes to enhance their own training enhance their own training programs as appropriate for programs as appropriate for their organization’s unique their organization’s unique

needsneeds..