The Effect of Animal Welfare Training on the Knowledge and Attitudes of Abattoir Stakeholders in China

Abstract

Simple SummaryChina is one of the world’s largest producers and exporters of meat, but the welfare of livestock is only now emerging as an important issue. This study looked at whether a “train the trainer” program could be useful in improving the knowledge of employees within Chinese abattoirs about animal welfare during slaughter and transport. Trainers were either taught as a group in a classroom or mailed the training material. They subsequently held training sessions within their own workplace and the participants were surveyed before or after training. The post-training participants were more knowledgeable about animal welfare and were more confident that they could improve welfare for the animals in their care only when they were initially taught in the classroom setting. Participants without a high school education had lower knowledge scores than other participants, and women had more positive attitudes towards animals than men. These results suggest that “train the trainer” initiatives can be successful, but that consideration needs to be given to the mode of training, the level of participant education, and the content in order to ensure that all participants gain equally from the training.AbstractGlobally, China is one of the largest producers and exporters of meat, and animal welfare is an emerging focal issue for Chinese society and for primary producers. We assessed the effectiveness of a “train the trainer” program to increase awareness of animal welfare issues in stakeholders in the livestock industries of China. Chinese abattoir employees were trained in slaughter and transportation standards in either a classroom setting or using posted materials. They subsequently held training sessions within their own workplace and the participants were surveyed either before (n = 161) or after (n = 147) their training. The post-training group had more confidence to improve the welfare of animals in their care than the pre-training group (p = 0.03), and also scored better on the knowledge section of the survey (p = 0.006) only when the facilitator was trained in the classroom setting. The participants’ knowledge of animal welfare was also affected by living area (p = 0.005) and education (p = 0.005). Participants with the least formal education (to middle school only) scored lower than all other participants. Female respondents reported more positive attitudes towards animal welfare than males (p = 0.009). These results indicate that training can effectively improve stakeholder knowledge on animal welfare during slaughter and transport, however, the mode of delivery has an important influence on learning success, and participant demographics, such as gender and education level, need to be considered when preparing training material.

Human Behaviour Change Interventions in Animal Care and Interactive Settings: A Review and Framework for Design and Evaluation

“…One key area in which humans use and care for animals that no behaviour change interventions were found is the use of animals for entertainment. Interventions in the animal production setting mainly involved pig and cattle farming, with two papers on working donkeys [ 34 , 35 ], and single papers on sheep [ 36 ], mink [ 37 ], and abattoir handling [ 38 ]. Two studies focused on the use of animals in research, associated animal care, and the 3 Rs (Replacement, Reduction, Refinement) [ 39 , 40 ].…”

“…Particularly, the use of cognitive and motivational techniques could be improved. For example, social norms are an important motivator for many behaviours and yet only one study utilised change techniques that facilitate social comparison and reflection on norms [ 38 ]. Other examples of cognitive techniques that were not identified at all include motivational interviewing, reflection on one’s values and self-identity and how they align with the behaviour, or self-persuasion.…”

“…This approach is likely to improve acceptance and community ownership of the intervention, particularly among communities or target audiences that may be resistant to outside instruction. Several other studies utilised this approach of indirect dissemination; Descovich et al [ 38 ] used a ‘train the trainer’ approach whereby they delivered training (and paid for the associated enrolment and travel costs) to abattoir staff at managerial levels who were then expected to train at least 20 other staff within their facilities; Machila et al [ 53 ] educated school children (in addition to village elders, animal health centres, and Agrovet shops) about bovine trypanosomiasis and associated drug use with the intention that they would take the message home to their households; and Karimuribo et al [ 83 ] delivered training to extension officers, animal health officers, and key community individuals, while their primary target was farmers. This method of indirect dissemination is likely to be an effective strategy to maximise reach and may also assist with acceptability.…”

“…Lectures/information sessions on animal behaviour [48,52] and nutrition [44] Information on animal needs [52,66,69,70], animal husbandry [34,35,41,54,69] and animal disease [43,44,53,54,83] Information on animal welfare issues [38,51], Five Freedoms, and definitions of cruelty [69,84] Leaflet on common animal diseases and prevention measures [43] Increasing knowledge and changing beliefs (TPB, SCogT, IMB)…”

“…Presented local industry examples of successful implementation of behaviour (stunning standards) [38] Provide examples of others' successful performance allowing vicarious learning and prompting changes in normative beliefs (SComT, TPB, SCogT) AM19 Provide opportunities for social comparison AM3 Provide information about others' approval (also K38) Advice to spend at least 30 min a day engaged in physical activity with their dog [43] Develop a class charter as guidance for students 'to help their animals be healthy and happy [84] Intention formation and goal setting (CT, TPB, SCogT) AM4 Prompt Intention formation AM4 Prompt specific goal setting (also K5) K13 Public commitment AM16 Agree on behavioural contract (also K14) Table 2. Cont.…”