1. A SYSTEMATIC APPROACH TO EFFECTIVE LEADING AND HORSE HANDLING
Charla Shurtleff Sandy Rafferty

2. Purpose of Presentation: Share Leader and Horse Handler Training Programs and Processes
Developed over many years
Field tested for over a year
Demonstrated effective results according to our program standards
Through sharing our training programs we hope that you identify some processes -- pick out the processes, learn about the processes, it is the processes that are important, we are teaching you some processes that are important that we went through. You need to do them for yourself.
This presentation is not about just the content of horse leading
It is about the processes – you need to do them yourself!
If you take the content of our training program and apply it in your organization it will likely fail.
If you use the processes we used with your staff to define your own program content and apply the same training principles, it will likely succeed.

3. Contributors
Tim Shurtleff - organizational development facilitator and technical advisor
Darla Green - longtime mentor, instructor, trainer and equine advocate
Karen Allhoff - developed prototype volunteer training courses using US Pony Club manual
Chris Donaghy and Dana Nallon - video models
Program volunteers, students and horses from Exceptional Equestrians of the Meramec Valley and TREE House of Greater St. Louis, formerly known as Therapeutic Horsemanship, Inc.

4. Training Philosophy
It is our belief that teaching volunteers effective and humane methods of handling horses is a key component of a safe and successful therapeutic horsemanship program.
Volunteers are motivated, committed and empowered to perform with excellence when they fully understand their responsibilities, are given the appropriate training to do their job and are offered opportunities for growth.
HOW we teach volunteers is just as important as WHAT we teach them.

5. Learning Steps/Stages
“Head learning”
Lecture, reading, discussion
Observational learning
Modeling, example, demonstration
Practice learning
Coached rehearsal
Physically doing it
Following steps
Performance learning
Do it in context
Creates automaticity
All steps are necessary to produce synergistic whole – if you cut these out, my experience is don’t get the results you are hoping for.
Stages happen while you are going through the steps, but they are not a direct fit with the steps.
Head learning: ideas, concepts and theory, without having tried it yourself.
Observation learning: Modeling => see it done right, visual picture of how to do it, something to copy,
Practice learning: is about following steps, Being coached to do it correctly, develop a “Feelage” a feeling memory, Following the checklist in my mind, not automatic yet.
Performance learning: is doing it after you can follow steps, refining it, making it automatic so you don’t have to think about it, becoming unconsciously competent, complex motor program, almost a “reflex” (but not really, a reflex happens in the spinal cord and doesn’t require cognition)
Concepts based in Bandura’s work on social learning theory. And is consistent with Fitts and Posners work on motor learning (cognitive, associative and autonomous stages), except I break the cognitive stage into some parts.
Need to know it in your muscles and bones, not just in your head, and you don’t get that in a couple of hours of lecture and demonstration.

6. Learning Steps/Stages
Unconscious incompetence
Don’t know I don’t know
Conscious incompetence
I know that I need to learn
Conscious competence
Can do it when I think about it
Use checklist, steps, instructions
Unconscious competence
Habit, automaticity, “reflex”
Perform without thinking about it
Steps
“Head learning”
Lecture, reading, discussion
Observational learning
Modeling, example, demonstration
Practice learning
Coached rehearsal
Physically doing it
Following steps
Performance learning
Do it in context
Creates automaticity
All steps are necessary to produce synergistic whole – if you cut these out, my experience is don’t get the results you are hoping for.
Stages happen while you are going through the steps, but they are not a direct fit with the steps.
Head learning: ideas, concepts and theory, without having tried it yourself.
Observation learning: Modeling => see it done right, visual picture of how to do it, something to copy,
Practice learning: is about following steps, Being coached to do it correctly, develop a “Feelage” a feeling memory, Following the checklist in my mind, not automatic yet.
Performance learning: is doing it after you can follow steps, refining it, making it automatic so you don’t have to think about it, becoming unconsciously competent, complex motor program, almost a “reflex” (but not really, a reflex happens in the spinal cord and doesn’t require cognition)
Concepts based in Bandura’s work on social learning theory. And is consistent with Fitts and Posners work on motor learning (cognitive, associative and autonomous stages), except I break the cognitive stage into some parts.
Need to know it in your muscles and bones, not just in your head, and you don’t get that in a couple of hours of lecture and demonstration.

7. History of Project
All staff participated in a problem solving meeting where each had a chance to submit their ideas/concerns, which were posted on the wall on large sheets of paper.
Ideas were clustered and categorized into specific topics.
The topics were prioritized by a group consensus process.
The above helped us to collectively identify our problems, clarify our roles, formulate a written philosophy and develop a roadmap to problem solve.
Multiple part time staff – program growth and increasing professionalism in the equine facilitated therapy industry
Variations in backgrounds, philosophies – each viewed horse handling slightly differently, which trickled down to the volunteers, which resulted in inconsistencies
Each had concerns others were not aware of
Took a process to sort it all out and give each a say and “See the whole elephant”
Allowed us to come to a consensus and formulate a written philosophy and roadmap to problem solve
“There is nothing as practical as a good theory” Kurt Lewin, pyschologist
Also applied this process to critique the training programs that were developed and adjustments were made, i.e. pre-requisites and mentoring process added after initial training programs developed

8. Problems
Inconsistent handling of our horses by both staff and volunteers
Resulted in unhappy horses with behavioral, as well as physical problems
Directly affected the quality and safety of the lessons for staff, students and volunteers
DNA BADLEADER TAPE

9. Program Roles
Therapists: identify goals for the rider - specify and apply the movement of the horse
Instructors and Leaders: produce the movement of the horse
Equine Manager: provides horses capable of performance

10. Equine Philosophy
Our equine partners are the keystones of the success of our program.
Horses want to understand their jobs and feel secure. They learn through repetition and thrive on consistency.
EVERY encounter with a horse either reinforces their training or affects it negatively.

11. Equine Philosophy, cont’d
The encounter begins when a person comes in view of the horse and continues throughout the catching, grooming, tacking, untacking, lesson and turnout components of the contact.
Awareness and vigilance are key components in maintaining consistency.
It is ALL of our responsibility to be a part of the solution that will positively and athletically affect the horse’s physique and mind.

12. Welfare of the Horse is Maintained by Utilizing the Following Principles:
Forward
Balance
Symmetry
Rhythm
Calmness
Self-carriage
Responsiveness/Willingness/Desire
Strengthen, develop and supple the body, primarily the back

13. Action Plan
Goal was to improve our staff and volunteer training programs with the purpose of maintaining the physical and mental soundness of our horses through consistency and repetition.
To be achieved by developing AWARENESS:
Gait analysis
Basic conformation +/-
Mental/behavioral +/-
Movement of the horse – hollow vs. round
Positively influence movement of the horse
How do we get people excited and committed? To buy into process and know they make a difference – process has to have value and esteem associated with it

14. Action Plan cont’d Incorporate the steps and stages of learning
to develop training systems that allow us to:
Hear it and think about it
See it performed correctly
Incorporate it into thinking process
Experience it with correct coached practice
Live it
Integrate it into behavior without having to think about it

15. Process Chose a horse handling system to serve as a theoretical base
Revise/refine pre-requisites, job description and responsibilities of leaders and horse handlers
Develop a curriculum to teach techniques to perform the jobs effectively
Develop a mentoring system with competency checklist
Develop horse awareness curriculum for continuing education for both staff and volunteers

16. United States Pony Club
Use of the USPC Manual of Horsemanship – Basics for Beginners – D Level - by Susan E. Harris
Written permission given to use material out of book for this presentation

17. An Illusion of Safety Building Effective Leadership
Article published in the Winter 2003/4, NARHA STRIDES magazine
Written by Priscilla Maden and Julie Robins
Excellent article that emphasizes safety, discusses leader faults and steps to create what they call an “Authentic Leader”
Set the stage for the leader training

18. Leader Training Agenda
Job description
Responsibilities
Lecture
Observation
Role Play
Hands-on
Mounted
Summary
Mentoring Process
Initial training takes about 8 hours – ideal class size is 8 to 10
Use of center training handbooks, pony club book and article refered to throughout training as a resource

19. Horse Leader Responsibilities
Must be a sidewalker for at least 25 hours
Safety before, during and after lesson – emergency procedures
Focus on horse
Follow instructor/aide/horse handler directions
Communicate effectively with team
Produce specified movement and school figures
Become familiar with unique habits of each horse being lead (use horse behavior chart)
Understand basic principles in order to make best decision under varying circumstances
Assist in mentoring “Leaders in Training”
Separate from general volunteer responsibilities

20. Job Description for Leader
Take assigned horse to and from the waiting area
Warm up – stretch horse’s muscles, create communication, create rhythm, observe horse’s behavior
Square and stand horse for mounting and dismounting
Negotiate arena, do school figures and trails
Cool down – loosen girth, allow horse to stretch
Assist in retrieving/returning horse - stall, paddock, pasture

21. In order to fulfill job description effectively, leaders need to…
Wear appropriate dress and safe footwear
Understand how a horse thinks
Know how to communicate with horse effectively
Recognize signs of stress in a horse
Understand how a horse moves
Understand basic terminology
Know how to safely secure horses cross ties/slip knot
Demonstrate how to safely catch/release horse
Understand basic principles of therapeutic riding and hippotherapy
Understand general guidelines for NARHA therapeutic riding centers

22. How A Horse Thinks
Horse has two blind spots – behind rump and in front of nose
Right and left sides of brain not connected
Horse’s personal space/zone is feet around his whole body
Fight/flight animals
Herd instinct
Equine sensory systems
A horse is paying attention to you if he has given you his ear

23. Observational Learning
Watch a real class in action
Horse
Leader
Rider
Team interaction
Class interaction
Begin to develop awareness
becoming consciously incompetent
Laura does video clips of EE as if in a leader class
Get an AHA! Experience

24. Role Play Exercises
Pair up and hold hands – one person plays the horse, the other the leader, then reverse roles.
At the walk, trot and transitions…
Stiff elbow, then light, swinging arm
Pull, body barge, bump into partner
Move slowly and drag feet, then upward, forward with open chest and energetic movement, looking forward
Look down, look at horse, aimlessly look around
Turn around and walk backwards
Pet nose
Sit and look up at horse

25. Correct Leading Position
Stand next to horse’s shoulder, approximately one arm’s length away.
Leading arm should be carried with elbow slightly bent and fingers forward with thumb on top or palm facing upward.
Excess lead should be in figure 8 in opposite hand.
Make sure you are in self carriage and looking up at all times.

26. Demonstration of Leading Principles
Correct position in relation to horse
Use of body language as natural aide
Use of whip as artificial aide
Model principles of forward, balance, symmetry, rhythm, calmness and self-carriage
Dynamic vs. static process – have a “conversation with horse”
We don’t hold as tightly as pony club recommends – find too much restriction of horse’s movement with a close lead. There is a reason for the difference. The pony club leader is only getting from here to there to get ready for work.
We are not just leading a horse to get from here to there, we are producing free forward movement to influence a rider. This IS the work.
Leaders change sides to the inside – halt horse
Clips of Chris Leading –

27. Hands On - How to Safely and Correctly Lead a Horse
Assume proper leading position
Say horse’s name, then give command
Look where you are going and where you want your horse to go
No sharp turns for the sake of the horse and rider – think forward movement
Be direct and consistent, move in rhythm with the horse
Maintain 2 horse’s length between horses in movement and at least one horse’s length at halt
Always pass to the inside and announce yourself
Stop in the middle of the arena
Ideal to have two trainers
Divide class – half in middle observing with one trainer, other half with horses with other trainer
Start with simpler movements at walk on the rail, then add increasingly more difficult movements
Allow opportunity to trade horses
As a check, have leaders release lead line from hand closes to horse
Don’t forget to add closure for horse when trading off leaders – pet and tell goodbye

28. Negotiate Arena/Terminology
Dressage arena
On the rail
Center line
Quarter line
Across the ring
Diagonal
Half circle reverse
Over ground poles
Weave cones
Line up
Squaring horse
Ramp

29. Catch Under supervision of staff/horse handler
Caution – a horse’s behavior may be different when he is turned out with other horses than when being handled individually.
Never walk up to a horse unannounced.
Approach shoulder or head, say horse’s name to announce yourself.
Be tactful – you are entering the horse’s personal zone.
Proper fit of halter
USPC D Level Manual - pages 133, 135

30. Release Under supervision of staff/horse handler
Lead the horse all of the way into the paddock or stall.
Turn horse around to face the entrance and you.
Horse should stand quietly and wait to be released – never let him pull away from you.
Refer to USPC D Level Manual – page 157 Turn out - 157

31. Securing Horse Safety Lecture Demonstration
Divide into groups of two or three to learn and practice quick release knot
Cross ties practice
Pony club pics 142, 143, 144, 145

32. Mounted Experience “Good leader/bad leader” experiential learning
Divide class into teams of leader, sidewalkers and rider.
Emphasize GOOD LEADER principles - allow only minimal ineffective leading to allow rider to feel the difference.
Put in slight video tape
Try not to do too much bad stuff to horses – have already been through a lot – also people rememeber what they do, so be sure not to inadvertently reinforce incorrect leading principles but can do things like look down, look at horse, tight turny

33. Mentoring
Leaders in training have a different colored name tag for easy I.D.
Collaborate with volunteer coordinator
No more than two scheduled per class
Use seasoned leaders as mentors
Competency checklist
Serves as documentation of training/ competency
Mentoring component came about as a result of committee work of 9 participants representing therapists, instructors, aides as well as volunteer coordinator
Same process as staff meeting mentioned earlier
Positive comments were:
lots of hands on provided
many different approaches for different learning styles
provides basics
Negative comments no process for leaders to progress
IMPORTANT!!!!!!!!!!!!!!!!!!!!!!
MENTORING IS NOT SUCCESSFUL PROCESS UNLESS BASIC TRAING PROVIDE ALL STEPS?STAGES OF LEARNING! Can’t be expected to provide basics in this mentoring process
Allows leaders in training to focus on areas that need improvement and provides positive feedback for what doing well
Same comments about the HH, which Sandy will address
LIT left hanging in space with no process to advance and improve

34. Leader Competency Checklist Form
Chart with place for instructor initials, mentoring date and comments, as well as numerical scores
0 - not performed
1 - awareness of skills needed
2 - working knowledge or skill building
3 – mastered
Must have a score of 2 or above in each area to demonstrate competency.
Must have a minimum of four mentoring sessions across two instructors.
Kept in easily accessible notebook

35. Leader Competency Check List
Influences horse in a positive, relaxed manner
Able to assess issues and use correct training methods/aids within scope of program policies and procedures
Holds excess lead rope at an appropriate length from the halter
Looks up and ahead in direction of travel with soft eyes for awareness of surroundings
Horse moves freely forward and relaxed with complete freedom of head and neck

36. Leader Competency Check List Cont’d
Walks with clearly balanced rhythm and arm swinging in harmony with horse’s movement while positioned at horse’s shoulder
Comfortable, safe and not disruptive of the team (horse, rider, sidewalkers)
Able to safely control/maneuver horse at halt/walk/trot including squaring horse at halt and maintaining safe distances between other teams
Able to secure horse safely, including tying a quick release knot in stall or hitching post and in cross ties
Expect will be adding catch/release and tightening girth – always a work in progress

37. Continuing Education
Leader awareness classes strongly encouraged for previously trained leaders/staff
Instructors required to take leader class and teach at least one leader class per year
Awareness classes included much of the same material as in leader classes, ie. role playing, mounted as well as quadrille, ground driving, advanced exercises i.e.***Chris walking backwards tape
IS this good place for DANA tape? Premise – horse that is handled well most of the time will attempt to do their job well and compensate, despite having to deal with beginners or the less effective leaders. Also much easier to refocus the horse if they have not been handled in an ideal manner.
Difficult for Dana to do incorrect leading - autaomaticity

38. Horse Handler Training
Leader training provides foundation for horse handler training
Provides pool of people who have demonstrated competence in basic horse handling principles
Serves as a “elimination” process – only those designated as “LEADERS” eligible to train as horse handlers
By invitation only

39. Horse Handler Training Agenda Day One
Job description
Responsibilities
Lecture
Demonstration
Hands on
Home study
Same learning process as leader training – steps of learning

40. Horse Handler Training Agenda Day Two
Written test
Practicum
Mentoring process - continuous

41. Horse Handler Job Description
Responsible for total care of horse before/after lesson
Retrieve horse from pasture/paddock
Groom and tack
Assist with warm-up prior to lesson
Untack and groom
Release horse in designated area
Return tack to designated area

42. Horse Handler Responsibilities
Safety
Recognize signs of stress/injury
Preparation of horse for lesson
Preparation of horse for turn out
Follow Aide/instructor directions
Care of tack/organization
Communicate effectively with team
Assist in mentoring “Horse Handlers in Training”

43. In order to fulfill horse handler job description, need to know…
Principles taught in leader training
Understand basic terminology, including horse markings, colors and body parts
How to groom and grooming tool identification
How to tack, including tack identification, proper fit and parts of tack
Lecture/hands on takes about a5-8 hours depending on group

44. Lecture
Review of all horse handling principles taught in Leader Training
Basic terminology – use test and USPC Level D Manual as study guides

45. Horse Handler “Hands On”
Demonstration:
catching
grooming
tacking
release
Practical application of all above under supervision

46. Practicum
Practicum 3 to 5 hours during actual lesson preparation under guidance of aide/horse handlers
Written test
Try to schedule withing week of Initial HH training

47. Horse Handler Written Test
Safety
Herd instinct
Fight/flight response
Horse sensory systems
Catch/release/securing
Health
Colors
Markings
Parts of horse, tack
Names of grooming tools/grooming sequence

48. Horse Handler Mentoring
Schedule with volunteer coordinator
Identified with name tag as “Horse Handler in Training”
Maximum of two HHIT per lesson
Same documentation format as Leader Competency Checklist

49. Horse Handler Competency Checklist
Able to catch, halter and lead horse to barn
Able to safely tie and work around horse
Able to groom horse
Able to identify and know general procedures for equine care
Able to tack up
Able to untack
Able to turn out

50. Competency Scoring
0 - not performed
1 - awareness of skills needed
2 - working knowledge or skill building
3 - mastered
Current efforts underway to develop levels within Horse Handling Competency systems i.e. “groom only”, “groom and tack only”
Purpose is to accommodate people who may not be able to safely fulfill all job responsibilities, i.e catch/release
Students may fall into this category

51. Summary
Volunteers are motivated, committed and empowered to perform with excellence:
when they fully understand their responsibilities
are provided with systematic and appropriate training to do their job
are offered opportunities for growth

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