Equine Facilitated Learning - the new frontier of...

ÅSA BJÖRNBERG

Equine Facilitated Learning - the new frontier of experiential leadership development

October 25, 2015

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Equine Facilitated Learning – the next frontier in experiential leadership development

Åsa Björnberg

For the past 8000 years, horses have been instrumental in the development of human beings. By ploughing our fields, fighting our wars and carrying us quickly and safely from place to place, they have enabled us to make a quantum leap in our achievements. In the modern world, equestrian activities make up a multi-billion dollar industry, suggesting that our relationship with horses has not waned. It is therefore not so strange to think that horses continue to play an important role in our development.

Today, we no longer require the muscle power of horses for our development. As business paradigms evolve from the information age to the age of human potential (Barrett, 2014) leaders face a different challenge. It is more subtle, and revolves around mastering so-called “soft” skills. This means coming to grips with how we are wired, because it affects how we relate to our human nature and natural resources, including human resources. To know our individual style of leadership enables us to lead from a place of authenticity. Knowing what makes us tick translates into knowing how to mindfully use our energy, manage boundaries and be finely tuned, credible communicators.

As recent neuroscientific findings point to, leaders who are unable to tap into and harness the full intuitive and innate intelligence of their body and brain (that is, head, heart and gut aligned together) are at a distinct disadvantage in the increasingly complex and volatile business environment (Cooper, 2000). Horses are exceptionally well suited to guide this learning process, because they do this naturally. And since horses have co-evolved and bonded with humans over so many years, they are both willing and able to include us into this space of learning. This article aims to describe the why and how of this learning process.

The method of equine facilitated learning

As early as 1969, the North American Riding for the Handicap Association (NARHA) identified the physical benefits of a therapeutic riding. It quickly became evident that the benefits extended beyond the physical realm, and horses have since become powerful learning partners for humans. Over the decades that followed, this approach has been shaped into a number of methods for how to promote learning and healing with horses. This article focuses on one such method, Equine Facilitated Learning (EFL)1.

Based on the Native American’s partner relationship with the horse, this method places the horses in a central position as a facilitator in his or her own right. They work alongside trained equine facilitated learning specialists, who are also experts in human psychology. The horse is regarded as a friend and teacher, rather than a “tool” used in the learning process. Horses come with their own character traits, personal history and experiences. Often, these are not dissimilar to those of humans, as horses too to some degree must conform to civilization, hierarchy and rules that dictate social acceptance in domesticated and herd life.

The method is highly experiential in that it relies on in-body memories that are formed in the field during interaction with the horses. Learning is done through experiential exercises with

1 There are several methods of EFL. In this article the main focus and inspiration comes from the LEAP model developed by Ella Bloomfield and Mike Delaney in the UK as a method for psychotherapy and learning.


the herd and individual horses on the ground in the field and in the arena. There is no riding involved, and no need for prior experience with horses.

The core concept in this method is learning to use our own body as a sensing device - like horses do - and engage in non-verbal communication and emotional/social intelligence – like horses do. The exposure to horses in the outdoors stimulates several senses, and enables learning to take place across multiple dimensions for sustainable impressions (see Exhibit 1).

Exhibit 1. Equine facilitated learning engages with several dimensions of learning

Why horses?

Horses are natural facilitators in leadership and followership in a number of ways.

Non-verbal communication

First, horses highlight the importance of non-verbal communication. Human to human non-verbal communication channels take on varying significance depending on the situation, but as much as 55% of communication can be posture, 38% tone of voice, and only 7% the actual words spoken (Mehrabian, 2009)2. Posture includes gestures, eye-contact, stance - and significantly - signals generated from the electromagnetic field emanating from our hearts. The Institute of Heart Math has conducted research suggesting that the heart’s magnetic field

2 This breakdown refers to when there is a mismatch between words and underlying intention, as demonstrated in a series of experiments conducted by Albert Mehrabian and colleagues: "When there are inconsistencies between attitudes communicated verbally and posturally, the postural component should dominate in determining the total attitude that is inferred." (page 108)


is a carrier of important information (McCraty, 2004) 34.This becomes obvious if we enter a field of horses with a high level of arousal. Typically, that causes movement in the herd – but the moment we consciously drop our arousal levels, the horses slow down and go back to grazing. Importantly, horses’ and humans’ breathing and heart rate are quite similar, which enables connection and synchronicity when they are in each others’ electromagnetic fields.

Head, heart and gut for social and emotional intelligence

Second, recent neuroscience findings have uncovered that we have complex and functional neural networks - or “brains”- in our heart and gut. The old belief was that all sensory input went directly to the brain, where a behavioral response was shaped. The new findings show that the gut brain and the heart brain are involved first (Cooper, 2000).

One of the more interesting differences between human and equine neurophysiology is the proportionate size of the head, heart and gut “brains”. The human head brain is very large compared to that of the horse, and humans do indeed spend a great deal of time thinking. By contrast, the horse’s heart is ten times bigger than the human’s. This means that they are able to pick up signals from other hearts’ electromagnetic fields much further away – for example, read the intention of a lion in the bush several meters away, to know if she is just resting or about to strike. Equally, a horse’s guts are very large, and horses use intuition or “gut feel” to a much greater degree than humans.

In this way, horses use their whole body as “sensing devices”. This is an emotional intelligence skill that is vital for their survival. When humans join a group of horses, they become part of the herd. Upon approach, the horses’ movements and behaviours begin to illustrate the moods and emotions of the humans. Their ability to express emotion without masking it make them exceptional radars for incongruence. They can spot hidden emotions or “fakery” with acute clarity, and give immediate, honest feedback (Kohanov, 2013). What’s more, they don’t read business cards and could not care less if you are the CEO or the janitor – they discerningly respond to leadership styles regardless of position or status.

Most of us are not aware of what we radiate, but horses perfectly mirror and make visible our unconscious moods and vibes. Learners quickly pick up on the non-verbal cues present in the field, and learn how to use their heart-brain and gut brain in response to the horses. In essence, they learn how to use the whole body when interacting, not just the head brain. This helps increase congruence of body and mind, which is a crucial aspect of authenticity.

Sensitivity, awareness and mindfulness

As prey animals, horses have heightened sensitivity and awareness, allowing them to scan the environment for predators. Horse eyes are located on either side of their heads, with a vision that covers 340 of 360 degrees – unlike human predator eyes facing forward to allow for hunting focus. Even though horses are highly vigilant, they spend most of their time in a relaxed, “grazing” mode. After having made sure there is no lion in the bush, the adrenaline drops much faster in a horse’s body compared to a human. This is partly because humans tend to stay with the idea of the proverbial “lion” or threat in their heads long after the

3 https://www.heartmath.org/about-us/

4 McCraty’s and IHM’s research demonstrates that the electrical field of the heart is about 60 times greater than that of the brain. The magnetic field produced by the heart is more than 100 greater in strength than the field generated by the brain, and can be detected several feet away from the body, in all directions.


incident has passed. By contrast, horses are zen-like in that they are fully in the now, and do not distort reality via wishful thinking or worry – essentially, they do not stay awake at night thinking about how unfair it was of God to create lions (ibid.). Horses’ ability to adapt constantly to their environment without resisting or over-analysing role models to learners an expanded view of managing risk with minimal effort, and teaches a method for stress reduction through mindfulness and energy management.

Boundaries and stress

As herd animals, horses are experts on relationships. They rely on unity for protection against predators, and must therefore uphold harmony. In maintaining this harmony, herd members are very clear about boundaries. When herd members get too close for comfort, they are promptly told to back off. Yet horses readily forgive even the most annoying herd members after tiffs in the field. Working with them teaches humans to take immediate, corrective action on mistakes without (self) judgment, because horses do not judge; they simply respond and adapt.

If you are able to keep a 600kg, highly food-motivated animal away from a bucket of apples with just your body language, you will be much more prepared and confident when protecting the team, guarding your own time and workload in the office world. On the other side of boundary management, you will also be better able to discern how and when to invite new individuals, ideas and demands. If you can send the same animal to sleep by just rhythmically touching her and breathing calmly, you will have an in-body memory for how to create intimacy and calm with your co-workers. For executives who exist in constant movement and stress, the ability to de-stress and enter restorative practice is more than just leadership effectiveness, it is a matter of personal sustainability and health. This embodied knowledge, when applied consistently and with practice, translates into a gentle, non-predatory approach to leadership.


Exhibit 2. Benefits from working with horses

Impact on leaders in development

It is estimated that in the US alone, there is an annual spend of 10bn USD for leadership development (O’Leonard, 2010), yet little research has been conducted into the field of leadership development. However, we do know that the recall rate of learning after three months is 65% when participants learn when doing, as opposed to only 10% when seeing, and 32% when hearing (Whitmore, 2002.) We also know that adults learn best when they are in charge, when they work from a place of personal strengths, when they are stretched in a new and adequately pressured environment, and when given timely support from experienced coaches (ibid.).

Because learning with horses literally takes place “in the field” in an unfamiliar environment, participants quickly reach a level of vulnerability which is needed for deep personal development learning. Exposed to the elements and unpredictable, a field with horses is a far cry from the office and its air-conditioned meeting rooms. Consistently being in shelter has lulled our bodies into a false sense of security, and has removed us from our connection with and dependence on nature.

Experiential learning with horses is characterized by “high impact and slow release”, meaning that learnings settle in the body long after sessions have taken place, thereby contributing to sustained results as neural pathways are created and reinforced (see Exhibit 3 for illustrative case examples).

*

* Physical, calm touch of the horse releases oxytocin, the “tend and befriend” hormone, which decreases blood pressure and stimulates release of dopamine, the “feel good” neurotransmitter.


Exhibit 3. Case examples of relevant client issues addressed using the EFL method

The creation of such powerful in-body memories is a consequence of learning happening through emotion before engaging the brain in rational thought5. Or as one senior executive said:

“I’ve been to many trainings, but what I have learned with the

horses has helped me come forward in a sustainable way.

Sustainable because it is a deep experience – a certain feeling

that I attach to the horses. Compared to X programme which was

a great training, I made many friends, but don’t remember the

content. But this is different, I remember because there is an

emotion.”

Concluding remarks

A new dimension of leadership development is emerging with inter-species relationships at its core. It provides leaders with practical methods for aligning and integrating their head, heart and gut brains for increased levels of emergent wisdom in their decision-making, and for developing an expanded core identity as an authentic leader.

5 Experiential learning with horses is particularly effective since the intake of information literally by-passes the neo-frontal cortex in the head brain (where high level conceptual and rational processing occurs) and goes straight to the limbic system (where emotions are generated, among other functions. Part of the limbic system is the hippocampus, where memories are formed. Co-incidentally, the hippocampus is named after its striking similarity in human physiology to the seahorse (“hippo” means “horse” and “kampos” means “sea-monster” in ancient Greek).

Example issue 1

COO, family-owned business

Client challenge: managing upwards to set and maintain boundaries. Tendency to ”people please”

Learning process: Working through a series of exercises designed to protect resources (food) from the horse.

Insight and learning: client learned how to recognise the emotions that precede a boundary being challenged, and thus learned how to be prepared. She developed the ability to not be over aggressive, but fine tune her response. The insight was finding the place and energy level in her body to create a boundary without rejecting. This skill was brought to the workplace, enabling her to say no in a gentle way, and more discerningly select work tasks.

Example issue 2

Head of department, professional services firm

Client challenge: ability to slow down and recognise signals from others to stop

Learning process: Engaging in exercises of starting and stopping the horse using body language and energy only.

Insight and learning: Despite an excellent ability to lead, build relationships and energise, the client was less able to stop and slow down. For this challenge, he worked to modulate own energy levels to stop and slow the horse. He also worked in close body contact with the horse (touch and grooming) to learn how to monitor and recognise subtle non-verbal cues from the horse that signal “stop” or “slow down”. This way, he was able to create an in-body memory of how to stop, recognising when the point of ”enough” is reached. This skill is highly useful in mastering his leadership style, and better manage the energy of his team and co-workers.

Example issue 3

Senior executive, manufacturing company

Client challenge: ability to buildrelationships and relate to others authentically

Learning process: Exercise to approach and build a relationship with a horse.

Insight and learning: despite being able to ”go through the motions” of emotional intelligence, this business leader did not feel it ”came from the heart”. When the client approached, the horse kept moving away. This continued evasive response led the client to the realisation that it was his (unconsciously held) anger which caused this response. This enabled the client to reframe to a new mindsetwhich immediately created a change of reponse in the horse. This opened up for a more authentic way of relating with co-workers.


With equine facilitated learning, horses have taken the step from the battle and oat fields into our meeting and board rooms. As noted by Sheldon Kopp in his classic novel: “All of the

truly important battles are waged within the self.” (Kopp, 1972, p.7). Who better than the horse to be our trusted steed in this battle?

REFERENCES

Barrett, R. (2014). The values-driven organization. Unleashing human potential for performance and profit. NY: Routledge.

Cooper, R. K. (2000) "A new neuroscience of leadership: bringing out more of the best in people", Strategy & Leadership, Vol. 28 Iss: 6, pp.11 – 15.

Kohanov, L. (2013). The Power of the Herd. A Nonpredatory Approach to Social Intelligence, Leadership and Innovation. Novato: New World Library.

Kopp, S. B. (1972). If you meet the Buddha on the road, kill him! The pilgrimage of

psychotherapy patients. Toronto: Bantam Books.

McCraty, R. (2004). The Energetic Heart: Bioelectomagnetic Communication Within and Between People. In: Clinical Applications of Bioelectromagnetic Medicine, edited by P. J. Rosch and M. S. Markov. New York: Marcel Dekker, 2004: 541-562.Markov. New York: Marcel Dekker, 2004: 541-562.

Mehrabian, A. (2009). Non-Verbal Communication. London: Aldine Transaction.

O’Leonard, K. (2010). The corporate learning factbook 2009: Benchmarks, trends and

anlaysis of the US training market. Oaklands, CA. Bersin & Associates.

Soosalu, G. & Oka, M. (2012). Neuroscience and the Three Brains of Leadership. mBIT International. http://www.leader-values.com/FCKfiles/Media/mBIT%20and%20Leadership%20article.pdf


Whitmore, J. (2002). Coaching for Performance: GROWing Human Potential and Purpose -

the Principles and Practice of Coaching and Leadership. London: Nicholas Brealey.

Author contact details:

Åsa Björnberg | Senior Expert McKinsey & Company | No. 1 Jermyn Street | London SW1Y 4UH | UK Phone +44-207-961-5332 | Mob +4477 8545 1985 alt +447736349381

[email protected]; [email protected]

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