Training Your Dog – It’s Not A Linear Process, Embrace The Journey

By Norma Jeanne Laurette ​

Introduction

​​Dog training is often imagined as a clear, linear, step-by-step path – you teach a few cues, reshape unwanted behaviours and eventually arrive at a perfectly trained dog. In reality, dog training is not a straight line, it’s a winding road filled with hills and valleys, progress and setbacks, insights and questions, successes and learning opportunities and every dog will be different throughout the process. Dog training is not a destination – instead it’s an inspiring and rewarding lifelong journey.

Not A Linear Journey

​​Many first-time dog guardians enter the training process with the idea that it has a clear destination, assuming that once their puppy learns to sit, lie down and come when called that training is done, but it doesn’t work that way. Dogs are sentient beings, not machines and like people they are always learning, changing and influenced by many factors, which continues for the life of our dogs just as it does for us R1.

Many are surprised to find that training is not linear. You may teach a new behaviour such as loose-leash walking and feel as though your dog has mastered it, only to find it pulling again the next day. It doesn’t mean you or your dog have failed, all it means is that training takes time, patience, consistency and reinforcement to become generalized to different environments and distractions. It’s normal for the process to mimic two steps forward and one step back.

It’s also realistic to aim for only 80-95% accuracy since everything with a brain is fallible, new distractions will arise that your dog hasn’t been proofed to and emotions, health and environment all affect behaviour. And you’ll have days as well where you’re not quite on the ball or your timing is slightly off. During those times, stop training and play with your dog until you’re centered and focussed again. Setbacks during training are never signs of failure, they are instead signs that you’re in the middle of a learning curve and need to be accepted as a normal part of the process. Like any new skill, behaviours only become habit through repetition and consistency, however we have to accept the fact that like humans, no dog will ever be 100% reliable R2.

Another common misconception is that puppies that pull on leash, bite, bark, or jump on people are bad dogs. The truth is that these are all normal and natural behaviours, especially in young puppies. What we call behaviour problems are normal canine behaviours that we won’t want in the adult dog, which is what dog training is all about. A puppy that jumps on people is a happy and friendly puppy that hasn’t been taught to sit. A puppy that chews the wrong items may be relieving stress or teething pain, or just having fun and hasn’t been taught what to chew on. And a puppy that has accidents in the house has no idea where you want it to eliminate or why R3. All of this and more needs to be taught.

Expecting perfection from a puppy is unfair and unrealistic as puppies are still learning about their world. They have short attention spans, tons of energy and no idea what we expect from them until we teach them. A dog that does things we don’t like is not a bad dog – it’s a normal dog. A dog that does what we want is a trained dog. 

Puppy training requires a shift in mindset, instead of expecting a puppy to behave like an adult dog, focus on helping it grow into one through patience, consistency, guidance and positive training. It’s not fair to stop dogs from being dogs or break their spirit when we can instead, teach them to thrive in our human-centric world. We do this through socialization, teaching new behaviours, reinforcing behaviours we like, ignoring behaviours we don’t and when the behaviour can’t be ignored we manage the environment to prevent the behaviour. 

When a dog struggles with problem behaviours, owners often blame themselves or the dog but there are many reasons a dog may have a problem with particular behaviours. For example, breed tendencies play a significant role. Herding breeds may chase children and nip at heels, scent hounds may follow their nose instead of coming when called and guardian breeds may be wary of strangers. These aren’t flaws, they’re part of the dog’s natural genetic makeup R5. Even innate behaviours can be changed as the dog learns to control it’s natural drives and make correct choices.

Motivation is another important factor. Some dogs are food-driven, while others are more motivated by other things such as toys, play or attention. Understanding and utilizing what your dog values will make training far more effective. Additionally, each dog has its own personality – some may be more confident or excitable, while others are sensitive or cautious. Training methods should always be positive and tailored to the individual dog rather than a one-size-fits-all approach and with the understanding that each adult dog will be unique R6.

Always remember that the early weeks and months are crucial. A thorough socialization during a puppy’s critical socialization period between 3 to 14 weeks of age helps shape a confident, well-adjusted and adaptable adult dog. Exposure to new people, other animals, environments, sights, sounds, smells and other stimuli in a positive and controlled manner lays the foundation for future behaviour. It helps prevent a myriad of behaviour problems and nurtures a happy and resilient dog R8. For more information on socialization see my article entitled Socialization or refer to our book Blueprint To A Happy Dog for a detailed breakdown R23. 

However, early training should not just focus on socialization, shaping behaviour, learning word cues and hand signals but also on building a solid relationship with your dog. Teaching your puppy to engage with you, to focus despite distractions and to trust that good things happen when it follows your lead are far more important than knowing a dozen tricks. It’s about learning each other’s language, understanding your dog’s needs and meeting them with understanding, empathy and compassion. This is what benevolent leadership is all about – because dominance has no place in dog training. It’s a process of growth and skill building for both dog and guardian and a journey that doesn’t end when your dog turns one or graduates puppy class.

It’s important to approach training with an open mind. There will be challenges, surprises and even moments of doubt, but if you remain patient and committed, your dog will reward you with progress and a bond that’s built on mutual trust and respect.

As previously mentioned, anything with a brain is fallible and can be influenced by countless factors. The following is a partial list of variables that can impact our dog’s ability to perform learned cues and behaviour chains. It’s crucial to see the world through your dog’s eyes in order to set both of you up for success.

Internal State

​A dog’s internal state greatly affects its ability to learn, focus and respond to instructions. Factors such as being tired, fatigued, stressed, anxious, in pain, hungry or afraid can all lower a dog’s ability to respond and increase reactivity R9. Dogs experiencing separation anxiety or entering unfamiliar environments may become hyper-vigilant or withdrawn making them less likely to respond to cues. Similarly, older dogs may show signs of cognitive decline such as confusion or forgetfulness, affecting their reliability in training R10.

Sensory Impairment

​Sensory changes, especially in older dogs can affect its ability to process environmental or handler cues. Hearing loss, vision impairment, reduced cognitive function and sense of smell are all common in senior dogs and can lead to confusion or delayed responses R10. These impairments may not be obvious but can significantly affect a dog’s performance and behaviour during training or in daily life R11.

Environment

​Environmental conditions such as weather, wind, rain, snow, freezing rain, increased ozone scent before a storm, lighting, thunder and ground texture can disrupt a dog’s comfort and focus. Slippery surfaces like ice or gravel can cause uncertainty or reluctance to move while excessive heat or cold can cause discomfort or physical distress R12. Many people are unaware of how hot the pavement can get on a hot and sunny day, if the pavement is too hot for your bare feet it’s too hot for your dog. Bright sunlight, glare, darkness or shadows can impair vision making a dog more cautious or hesitant. Overcrowded areas can overwhelm sensitive or under-socialized dogs R13.

Distractions

​Dogs are highly sensitive to external stimuli and distractions can easily draw attention away from a handler. Other animals, loud noises, unusual or alluring scents or moving objects such as bikes, cars, other animals or people can all compete with training cues R14. New environments and unpredictable activity levels can increase cognitive overload making it difficult for dogs to stay focused and perform reliably R15.

Social Dynamics

​The social context of a training situation has a major influence on a dog’s behaviour. A dog’s reaction to other dogs, especially disrespectful dogs, bullies or reactive dogs can impact its focus and emotional state R16. And if a dog feels threatened by another dog while trapped on leash and is unable to remove itself, this can cause a dog to become overwhelmed and lash out in self-defence. Unpleasant emotional responses make it impossible for a dog to focus on the job at hand. Similarly, the handler’s mood whether happy, sad, excited, calm or frustrated can directly affect a dog’s performance as they are very in-tune with our energy and emotions R17. Dogs handled by unfamiliar people, people experiencing unpleasant emotions or using reprimands can cause distraction, stress, anxiety and fear. Strong bonds, secure relationships and calm, pleasant emotions improve attention and response reliability.

Behavioural Issues

​Certain behavioural challenges will interfere with a dog’s ability to learn or respond to instructions. Fear or fear-based aggression, prey drive and resource guarding are instinctive behaviours that can override learned responses R18. Some of these behaviours stem from underlying emotional issues and must be addressed before fair and effective training can occur. Working with a qualified, positive behaviour or aggression expert is recommended for cases where these behaviours interfere with training, safety or daily life.

Training Factors

​Inconsistent training techniques and unclear communication can lead to poor responses. Dogs rely heavily on repetition, timing and body language to associate cues with behaviours and choose to respond R19. If cues are given inconsistently, if reinforcement is poorly timed or if the handler fails to follow through with instructions it can lead to non-responsiveness, confusion, frustration and/or stress – all of which are counter-productive to the learning process R20.

Cue-Specific Issues

Sometimes the problem lies with the cue itself. A cue that is used often in everyday conversation, such as “okay” as a release cue can be lost on a dog and a cue that’s whispered or used only in training settings may lack significance to the dog in real-life situations R21. For a cue to be effective it must be distinct, clearly delivered and consistently paired with reinforcement in a variety of scenarios.
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Poisoned cues will also interfere with reliable responses. Poisoned cues can occur when a previously neutral or positive cue becomes associated with something unpleasant, causing the dog to develop negative emotions or confusion in association with the cue. This can happens when a trainer inconsistently pairs a cue like “come” with punishment or aversive outcomes such as reprimands when the dog finally comes but not quickly enough. As a result, the dog may begin to hesitate, avoid the cue altogether or display signs of stress, making training less effective and damaging the trust between the dog and handler. To avoid poisoned cues, trainers should consistently use positive training and ensure cues are always linked to desirable outcomes and reinforcement.

Motivation And Reinforcement

​Without appropriate motivation, even well trained dogs may not respond. Are you going to continue to go to work if they stop paying you? If a dog is not interested in the reward offered, if the reward is delivered too late to create the desired association or if rewards stop altogether, learning will be compromised R22.

Reinforcers must be relevant to the dog and adjusted for individual preferences and emotional states. Low-value reinforcement leads to poor performance and reduced engagement in training. Inconsistent rewards are counter-productive in the early stages of training, but valuable once you reach the stage where intermittent reinforcement through reinforcement schedules is required to strengthen a desired behaviour while fading training treats.

As with everything in life, there will be good days and not as good days. There will be moments when your dog surprises you with how much its learned and other times when you feel as though you’re back to square one, but it’s all part of the process. The key is to meet each challenge with an open mind, patience and a proactive plan in order to embrace every step of the journey.

In the end, what matters most is not how quickly or how much your dog learns, or how perfectly it behaves in public, what matters is the bond you build, the mutual trust and respect you nurture and the shared experience of learning and growing together. Every step forward or back should be embraced as part of the process to a deeper and more rewarding relationship with your canine companion.

References

R1: Yin, S. (2009). Perfect Puppy in 7 Days. CattleDog Publishing. A guide emphasizing early and ongoing learning in dogs.
R2: Donaldson, J. (1996). The Culture Clash. Dogwise Publishing. Highlights the ups and downs of the training journey.
R3: Horwitz, D. F., & Mills, D. S. (2009). BSAVA Manual of Canine and Feline Behavioural Medicine. BSAVA. Discusses normal versus problematic behaviours.
R4: Pryor, K. (2002). Don’t Shoot the Dog: The New Art of Teaching and Training. Bantam. Advocates for positive reinforcement in behaviour change.
R5: Serpell, J. (Ed.). (2016). The Domestic Dog: Its Evolution, Behavior and Interactions with People (2nd ed.). Cambridge University Press. A comprehensive look at breed traits and genetics.
R6: McConnell, P. B. (2002). The Other End of the Leash. Ballantine Books. Focuses on individual differences in dogs and tailoring training.
R8: Freedman, D. G., King, J. A., & Elliot, O. (1961). Critical periods in the social development of dogs. Science, 133(3457), 1016–1017. Classic study on the importance of early socialization.
R9: Lindsay, S. R. (2000). Handbook of applied dog behavior and training: Vol. 1: Adaptation and learning. Iowa State University Press. Explores how emotional and physiological states affect canine learning and responsiveness.
R10: Landsberg, G. M., Hunthausen, W., & Ackerman, L. (2012). Behavior problems of the dog and cat (3rd ed.). Saunders. Discusses cognitive dysfunction and sensory decline in aging dogs.
R11: Overall, K. L. (2013). Manual of clinical behavioral medicine for dogs and cats. Elsevier. Offers clinical insights into behavioral effects of sensory loss.
R12: Horwitz, D., & Mills, D. (2009). BSAVA manual of canine and feline behavioural medicine (2nd ed.). BSAVA. Covers environmental and situational stressors affecting behavior.
R13: Yin, S. (2009). Low stress handling, restraint and behavior modification of dogs and cats. CattleDog Publishing. Addresses stress caused by environmental conditions and over-stimulation.
R14: Hiby, E. F., Rooney, N. J., & Bradshaw, J. W. (2004). Dog training methods: Their use, effectiveness and interaction with behaviour and welfare. Animal Welfare, 13(1), 63–69.
R15: McConnell, P. (2002). The other end of the leash: Why we do what we do around dogs. Ballantine Books. Discusses distraction, handler communication, and bond dynamics.
R16: Serpell, J. (Ed.). (2016). The domestic dog: Its evolution, behavior and interactions with people (2nd ed.). Cambridge University Press. Explores canine social interactions and behavioral triggers.
R17: Hall, N. J., & Wynne, C. D. (2012). The canid genome: Behavioral genetics of the dog. Journal of Veterinary Behavior, 7(6), 325–330.
R18: Blackwell, E. J., & Casey, R. A. (2006). The use of positive reinforcement training in animals. In: Animal behaviour training. University of Bristol.
R19: Donaldson, J. (1996). The culture clash. James & Kenneth Publishers. A foundational text on communication and inconsistency in dog training.
R20: Pryor, K. (2002). Don’t shoot the dog: The new art of teaching and training (Rev. ed.). Bantam. Discusses timing, consistency, and clear reinforcement techniques.
R21: Reid, P. J. (1996). Excel-erated learning: Explaining how dogs learn and how best to teach them. James & Kenneth Publishers.
R22: Burch, M. R., & Bailey, J. S. (1999). How dogs learn. Wiley. Offers insights into learning theory and motivation in canine behavior.
R23: Laurette, N. J., & Ceci, G., 2025. Blueprint To A Happy Dog. Canine Correspondence Studies.

​Photo By Sandra Monaco Photography