We can't escape mistakes, but we can avoid compounding them. Owing to the variable nature of dogs -- concerning their talent, quickness to learn, ability to retain, tractability, and drive -- mistakes in our training are bound to happen. Methodical, step-by-step procedures help to reduce big problems but are not proof against the stumbling blocks we will encounter along the way. When these misjudgments occur, we need to find ways to ameliorate their effects, as well as figure out how to turn information derived from the event into a productive training tool.

Introducing lessons prematurely is one of the surest ways to cause slip-ups, and this applies to nearly every step of training. Of course, we would all love to work with prospects that do everything on schedule and retain each lesson more or less permanently, but this is rarely the case. Without trying to list more than a tiny fraction of the problems that can arise from "starting too early," let me mention a few.

Consider the puppy that is somewhat shy but active and interested in retrieving, and a little soft. We throw some puppy dummies, a rolled-up washcloth, or whatever for the pup, it goes out enthusiastically, but will not come back with the object. In our frustration we put a cord on the pup and give it a harsh lesson in coming while retrieving. Next, the little guy is afraid to retrieve. A mistake has been made.

We know the puppy has to come to us while learning to retrieve, but we've already set him back in achieving this goal. The mistake, which is common in training, has been to combine two separate issues simultaneously: going on the retrieve, and coming back when called. Almost all training issues combine these ingredients. Each behavior (such as coming when called) conflicts with another (to go on the retrieve). The answer is separation. Address the problem of coming in a lenient and rewarding fashion, perhaps with the use of treats. In conjunction, keep retrieves short and in a setting where there is nothing to do but come back, such as a long hallway open only at the end you occupy. As the puppy absorbs these lessons, you can move out to the yard and check your progress, repeating this process as needed.

With the not-so-tough puppy that still shows a lot of interest, you may have learned that compartmentalization and gradualism are important to his progress. In the case of the thick-skinned, extra-hard-going individual this might not be so true, but the principle applies to most dogs.

The opposite side of this coin concerns the trainer who is overly committed to a step-by-step process. Trainers like these are apt to lack boldness themselves and are likely to overlook signs that a prospect is ready to step up to the next level even though his age and a "by the book" progression may not seem to warrant it.

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