Gundog Trainer

The Gundog Trainer has acquired on the job vocational training in training dogs on a one to one basis, whether this is as a full or part-time professional dog trainer.

The emphasis on the Gundog Trainer is one of training the dog rather than training the dog owner, hence the possible lack of specific experience in people skills, people training skills, people psychology skills or people body language awareness.

The Gundog Trainer needs to have in-depth knowledge of how dogs develop from birth to old age, how dogs communicate with other dogs and other species, how the pack hierarchy is established within a dog pack and a mixed-species pack and how that effects the dog’s behaviour when it meets with others of its own species.  An expert in weighing up each dog’s natural talent or innate instinct for the task required, be that retrieving, flushing or scenting ability. Once this has been established an individual training programme can be designed for that dog.

The Gundog Trainer needs to have an appreciation of the importance of breeding lines, especially if working to pair up dogs with owners. Knowledge of the different types of gundog breed types is essential, (that is HPR, Retrievers and Hunting Retrievers) as is the knowledge and ability of how to motivate the different types as well as the individual. The Gundog Trainer will have experience in kennel management and care, using his expertise to harness the kennel environment to enhance the training success of individual breeds and dogs.

Having experience of owning a dog, although not essential, is highly desirable so that experience is gained first hand of the joys as well as the trials and tribulations of dog ownership. It is essential however, that they have worked a gundog at a shoot in any capacity and that they have knowledge of shooting etiquette as well as the various tests, trials and scurries available in the gundog world.

Overview of minimum skills and experience required

Accomplishments and Qualifications

The Kennel Club (KC) standards are some of the best in the world and to compete and win is an acknowledgement comparable with other high standards of training knowledge as in the horse world and international competitive events.

Reflective Learning

As a Dog Trainer, of any kind whether that’s club or professional, adult dogs or puppies, we are constantly evaluating what we are doing when we are doing it.

We start training an exercise and modify what we are doing depending upon the response we get from the dog we are training. Sometimes we change our position, the dog’s position, the motivating force (us, toy, food etc.,) or the equipment we use. As a dog trainer we just call that dog training, however, in the work based learning arena it’s called being a “reflective practitioner”.

It is imperative that Dog Trainers realise that they are reflecting back; not only with the dog they have in front of them but of past cases and dogs they’ve worked with. A Dog Trainer cannot progress without this aspect of experiential learning, it would be impossible as no two dogs are the same and no two will react in the same manner.

Although we do it automatically, the importance of reflection in learning at work and awareness of the process, needs to be acknowledged for an individual to be able to carry out any kind of self-accreditation via the work based learning scheme.

Technical and textbook knowledge, though important, is insufficient to prepare individuals to be practising professionals. Knowing how or “knowing-in-action” must also be recognised as important. Knowing-in-action is referred to tacit and intuitive, rather than explicit knowledge, learned through doing rather than in the classroom. It is the kind of knowledge that underpins much everyday activity, whether at work or not.

Knowing-in-action is vital for Dog Trainers, as, as we all know, ‘real’ world problems tend to be “messy” rather than well formed. Problems with dogs tend to come along in rapid succession depending upon our reaction rather than nicely organised “first solve this problem, then solve that” as is often written in dog training books. Also some problems may well be unique to that situation, in the sense that they do not fit theoretical categories and therefore do not lend themselves to the applications of rules from the profession’s theoretical knowledge base.

When something untoward does happen it is likely to reflect on what’s going on in the midst of the activity itself. It is a consequence of this process that is known as “reflection-in-action” i.e., thinking about what we’re doing while we’re doing it and changing the process as we go along.

To be able to put into practice these reflective skills, both during and after the action, is what makes you a truly reflective practitioner.
Donald Schon (1983, 1987)

Comparative Assessment elements:
In general an Animal Behaviour Degree will average 1800 hrs study time on wild animals and some domestic species. Dog specific theory is generally taught at less than 5% of the entire degree and rarely by a dog expert but by a teacher who has no practical experience. Animal behaviour degrees are not an expertise level in dog behaviour, training, theory or otherwise.

All vocational learning in canine work-based roles should be taught by highly skilled people with extensive hands-on experience. Degrees obtained, therefore, provide targeted theory learning in canine behaviour and training as well as extensive hands-on work to prepare the student for their chosen vocation.