Collection Planning: Choosing the Right Candidate for the Job

Collection Planning: Choosing the Right Candidate for the Job
By Barbara Heidenreich
First presented at The International Association of Avian Trainers and Educators Conference 2005

Abstract
Successful training strategies are greatly improved by choosing the appropriate candidate for the desired behavior goal. Facilities often face challenges of limited funding and limited time, which can often result in a collection of animals unsuitable for education programming. The resulting collection is either participating in education programs yet showing signs of stress from the activity, or relegated to being housed as best as possible but no longer used in programs. (The latter situation leading to other challenges as space and funding are necessary to responsibly maintain these animals) Such situations can be avoided and remedied by focusing on developing structured collection plans. This paper will focus on providing guidelines, suggestions and criteria to develop a collection plan for facilities presenting conservation education programming.

Introduction
Conservation education is a noble goal and one worthy of admiration. However nothing detracts from a program more than the uncomfortable experience of watching an animal clearly not suited for the program display behaviors indicative of its discomfort. While the words may reflect an important message, the actions of a stressed animal tell another story, one that often over rides the conservation message. When an animal struggles in the arms of a presenter, or bates incessantly or bites in response to being forced out of a kennel it is giving us information. This information could be that training strategies need to be revisited. However it could also mean that the animal in question is not the right candidate for the job.

It is true that appropriate application of positive reinforcement training strategies can greatly improve the likelihood an individual animal will be a successful program animal. However in some cases the time available to devote to training will only bring the animal to a certain level. This level may not be sufficient for the animal to remain comfortable and calm when participating in an education program. Considering the time available to devote to training and choosing education animals that meet specified acquisition criteria can dramatically improve the chances of creating an excellent program animal.

Many facilities are often faced with challenges. Funds may be limited for purchasing ideal animal program candidates. Rehabilitation animals may be in need of placement or face unknown fates if not accepted into education programs, whether they are suitable for programs or not. Sometimes education shows or programs are considered the “dumping” grounds for animals that don’t succeed in exhibits, or are destined for surplus, or are facing health issues. Animals participating in education programs typically are required to cope with handling, kenneling, transport, audiences, multiple handlers and more. With the high expectations placed on education program animals it seems only natural to carefully identify appropriate animals, rather than accept an animal simply because it is available or in need of placement.

Developing a Species List
Prior to identifying criteria to use to evaluate potential program animal candidates it is important to look at the overall goal of the education program. This will drive the species desired for the program as well as the number of animals required and sustainable under the current facility conditions.

To determine the species and number of animals required for an education program answer the following questions:

What do you want to express with the show?
What species can facilitate that task?
What behaviors can facilitate that task?
Will the animals interact directly with the public or quite close to the public?
Is the staff experienced with the identified species or have access to resources to help them with the identified species? (ex. Lure flying falcons)
What housing is required for the identified species and can it be provided?
How many times per day will the animal be requested to present the desired behaviors?
Are more animals/back ups required to meet the number of times per day the animal would be asked to present the behaviors?
Can another animal or behavior be substituted for the same behavior/point you want to make?
Are there sufficient number of staff members to care for the animals at the level desired?
What are the liabilities concerns of the facility? What are the safety parameters for the facility in regard to certain species?
Based on these criteria, what is the maximum number of animals the facility will allow?

Developing Criteria for Each Species
Once species and numbers have been identified, it is recommended that criteria that pertain to each species are developed. This is when the advice of colleagues in the industry can be particularly helpful. On line groups such as the IAATE forum, zoo biology, the Association of Zoos and Aquariums training list and education list can be excellent resources for information.

While each and every potential candidate is an individual; there are some general trends that have been experienced in the animal training profession. For example in most situations owls imprinted on humans tend to appear more comfortable in education programs. This also seems to apply to corvids, such a ravens and crows.

In another example, if a parrot is being considered for flight in an education program, it is far easier to train a bird that has never had its flight feathers trimmed, was fully fledged during fledging and has lived in an enclosure since fledging that allows it the opportunity to fly regularly. When evaluating a potential flying parrot candidate it can easily be observed if the bird chooses to fly or climb to its desired destination. If the choice is to fly, it very well may be an appropriate candidate for training for flight.

However the reverse is the parrot that only flies when startled. While it is possible to train such a parrot to fly, it is considerably more difficult than the first example mentioned. In many cases the bird also never shows the skill and confidence in flight that the fully fledged, never clipped bird does. Species type can also influence the potential difficulty to train for flight, as a light bodied bird with large broad wings that were once clipped can usually be easier to train than a heavy bodied bird with no experience with flight. Even with this consideration, the parrot that has never been clipped and has flight experience will likely still be the preferred candidate.

Other trends observed in successful program animals include the following. Typically parent raised hawks and eagles that are socialized with humans within their first year tend to do well in education programs. As mentioned human imprinted owls and corvids show higher levels of comfort than parent raised birds. In some cases head traumatized owls also succeed in education programs. Some other species that tend to appear more comfortable with less time investment in training in education programs if imprinted on humans include parrots, poultry, and ibis.

Imprinting in many cases can allow for a more comfortable animal. However this in turn can also create different problems. Owls may view handlers as potential mates and present courtship displays, create brood patches and nests, and in general show more interest in breeding behaviors during certain times of the year. These behaviors can be reduced by removing potential nest sites and materials, avoiding reinforcing courtship behaviors, considering the use of tethering and a solid positive reinforcement training program.

For other species such as cranes, storks, hornbills, parrots and vultures, aggressive behavior in relation to territory may be more likely if imprinted. An awareness of what circumstances create aggressive behavior for each individual, avoiding those circumstances and teaching cooperation with positive reinforcement can help address aggressive behavior and still maintain a successful program animal.

In general full wing or leg amputees face challenges as program birds. For full wing amputees these challenges include not being able to bring their bodies into an upright position should they bate. A leap from a perch onto the ground may result in the bird lying on its side spinning in circles and also unable to right itself. Leg amputees may face bumblefoot issues.

Developing criteria will be driven by the species identified for your collection, and information that can be gathered on successful examples of this species in other education program collections. For a sample collection plan, including species criteria, used by an actual facility see the example at the end of this paper.

What Does a “Good” Program Bird Look Like?
Behaviors indicative of comfort in the situation are what are desired in a program bird. For example the bird on the fist ideally would sit with its weight distributed low and contour feathers loose. The bird may be observed preening, stretching out a wing, and/ or shaking tail feathers. Comfortable well trained birds enter and exit transport containers with ease and without force by the handler.

Some undesired responses include fear and/or aggressive behavior. A bird showing fear responses may present darting looks, have its feathers slicked tight to its body, have its eyes open wide and present a springing motion in the legs as if preparing to fly away. Bating incessantly is also a sign that a bird is not comfortable. Aggressive behavior may include the fluffing of specific feathers, usually over the nape of the neck and shoulders. Other behaviors indicative of aggression will vary with species, but may include lunging, biting, footing, vocalizations, eye pinning, etc. Whether it is fear or aggressive behavior, the smallest behavioral response should be avoided to facilitate creating a comfortable bird.

Other Benefits to Maintaining a Collection Plan
A collection plan provides protection. One facility was inspired to create a collection plan when forced to accept an unsuitable animal into their collection. An adult great horned owl was brought to a wildlife rehabilitation facility with a broken wing. The bird died during surgery and was resuscitated. Ultimately its wing was amputated. The veterinarian had invested a great deal of work into saving the birds life and was understandably invested in the bird’s survival. The veterinarian wanted the bird placed in education programs. However the bird’s behavior indicated an extreme fear of people and discomfort with handling. The staff members were forced for a period of time to attempt to use the bird in programs. The staff members were torn between their obligation to accept the animal into the program and the observable fact that the animal was clearly stressed by the circumstance. By identifying in advance criteria for suitable candidates such situations can be avoided.

Conclusion
Collection planning may seem to be a luxury for some facilities. However by utilizing a collection plan facilities are able to create a team of animals duly suited for education programs and most capable of delivering the desired conservation message, as well as demonstrate a high standard of support for avian welfare. By choosing the right candidates for the job education professionals can share a conservation message that also includes the utmost respect for the animal designated to carry the message.

Sample Collection Plan

Maximum collection number: 40 animals (based on 4 outreach teams of 7 animals, plus one team as back up and possible in house show)

Regarding recruitment of program animals, any potential program animal must:

Be non-releasable
Be able to achieve and maintain a high quality of life in captivity
Not pose a risk to staff, audience or other animals
Not be purchased (except in “rescue” situation)
Meet the criteria listed below

“A” List Animals (Animals Most Desired for Program)

Birds
Acquisition Criteria:

No full wing amputees. Partial wing amputees must be able to right themselves, have some flight
No leg amputees. Any foot problems must not pose excessive risk to future bumble foot issues
No complete blindness
For non imprinted birds, first or second year birds are preferred
Head traumas will be evaluated on a case by case basis. However the ideal head trauma candidate is one that exhibits species specific behaviors that indicate comfort around people, post recovery. Usually these behaviors include preening themselves, tucking one foot up, tail shakes, bathing, eating in the close proximity of people, etc.
Other physical/medical conditions will be evaluated on a case by case basis for suitability to maintain high quality of life in captivity
Do not exhibit aggressive behaviors towards humans unless provoked, such as biting, lunging, screaming, puffing up feathers on shoulders, etc.
Do not exhibit excessive fear behaviors towards humans unless provoked, such as running/flying away, defense postures (swaying, foot dusting), eliminating in a fear response, darting looks, beak clacking, etc.

# of animals	Species
3	Red Tail Hawk –no imprints
2	Great Horned Owl and/or Great Grey Owl-imprinted on humans only accepted
2	Turkey Vulture
2	Peregrine Falcon
2	Golden Eagle and/or Bald Eagle – no imprints
2	Raven and/or Crow-imprinted on humans only accepted
4	Rock Pigeon -imprinted

Mammals
Acquisition Criteria:

Immature animals preferred and/or animals habituated to humans
Head traumas will be evaluated on a case by case basis. However the ideal head trauma candidate is one that exhibits species specific behaviors that indicate comfort around people, post recovery. Usually these behaviors include grooming, bathing, eating in the close proximity of people, play behaviors, may seek out tactile stimulation and/or human interaction, etc.
Other physical/medical conditions will be evaluated on a case by case basis for suitability to maintain high quality of life in captivity
Do not exhibit aggressive behaviors towards humans unless provoked, such as biting, lunging, screaming, growling, stamping, etc.
Do not exhibit excessive fear behaviors towards humans unless provoked, such as running away, defense postures, eliminating in a fear response, etc.

# of animals	Species
3	Striped Skunk –neutered before 6months of age
4	North American Opossum
3	North American Porcupine

Reptiles
Acquisition Criteria:

Physical conditions will be evaluated on a case by case basis for suitability to maintain high quality of life in captivity (i.e. excessive shell damage)
Do not exhibit aggressive behaviors towards humans unless provoked, such as biting, lunging, hissing, etc.
Do not exhibit excessive fear behaviors towards humans unless provoked, such as running away, defense postures, eliminating in a fear response, etc.

# of animals	Species
3	Black Rat Snake
2	Blue Racer
2	Fox Snake and/or Hog Snake
2	Snapping Turtle
2	Painted Turtle
2	Box Turtle

“B” List Animals
These animals are less desired, less likely to be acquired, or more information is required to decide suitability. The following animals will not be excluded from future consideration but will not be considered for education programming at this time.

# of animals	Species
2	Kestrel
2	Screech Owl
1	Gull
2	Beaver
2	Flying Squirrel
1	Mink
2	River Otter

General Disclaimer: This document represents guidelines for collection planning for the education program. However it is understood that exceptions to these guidelines may occur and will be considered on a case by case basis.

Criteria for Removal from Program: Possible conditions that may lead to an animal’s removal from education program:

Illness/injury/suffering- serious mental or physical suffering
Old age-retirement
Change in behavior due to hormones or recovery that does not respond to operant conditioning
More suitable situation available elsewhere

Placement of Animals: Animals deemed not suitable for the education program will be removed from the education program and considered for placement, retirement, or euthanasia as is appropriate for the animal’s condition. Euthanasia will not be used for education collection population control. It will only be considered when quality of life of the animal is in question.

Grandfather Clause: Animals currently in the education program prior to the implementation of this document may not meet all the criteria listed. These animals may remain in the collection, but are subject to removal based on the placement of animal criteria listed above (health issues, retirement, etc.) Their appropriateness for the education program will be evaluated on an individual basis and collection needs at the time.

Barbara Heidenreich has been a professional in the field of animal training since 1990.
She owns and operates a company, Good Bird® Inc., (www.GoodBirdInc.com) that provides behavior and training products to the companion parrot community. These products include Good Bird® Magazine, books, videos, consulting services and training/behavior workshops. She is the author of “Good Bird! A Guide to Solving Behavior Problems in Companion Parrots” by Avian Publications and also “The Parrot Problem Solver. Finding Solutions to Aggressive Behavior” by TFH Publications and the Publisher/Editor of Good Bird® Magazine. She is the president of the International Association of Avian Trainers and Educators (www.IAATE.org).

Barbara’s experience also includes consulting on animal training in zoos and other animal related facilities. Her specialty is free flight bird training. She has been a part of the development and production of more than 15 different free flight education programs. Barbara continues to provide consulting services to zoos, nature centers and other animal facilities through her other company Animal Training and Consulting Services (www.ATandCS.com). In her career she has trained animals, trained staff, and/or presented shows at facilities around the world.