USING DHIA RECORDS IN THE VOCATIONAL AGRICULTURE PROGRAM
DAIRY HERD IMPROVEMENT
1987
LEE, J.S., & CHEATHAM, D.L.
VOLUME: NCDHIP HANDBOOK
Becoming Familiar With DHIA
The Dairy Herd Improvement Association (DHIA) program is just one
part of a total vocational agriculture (vo-ag) educational program
conducted by teachers. It is important to note that most vo-ag
instructors are generalists in agriculture, but specialists in
program development and delivery. Therefore, in order to develop a
DHIA educational program for students, the teacher must have a good
understanding of the DHIA program. The first step for teachers is
to become familiar with the DHIA records and the uses made of them.
This may involve several activities.
The instructor first should contact the county Extension agent and
the state Extension dairy specialist to learn more about the DHIA
program. This is also a good time to learn about key individuals
who can be helpful in providing DHIA information. By contacting
local dairy producers who are DHIA participants and learning what
they are doing and how they are using DHIA records in dairy
management, instructors may obtain onsite learning. The contact can
be used as a part of the needs-assessment process in educational
programming.
Instructors can benefit by participating in short courses and
workshops on DHIA records and programs. The state Extension dairy
specialist or county Extension agent can provide information about
educational programs. Also, activities may be offered by the state
Extension service, the state or local dairy herd improvement
association, and others involved in the dairy industry.
Accompanying DHIA supervisors in their work is an excellent way to
get a complete understanding of the DHIA records and program. The
state Extension specialist, state DHIA manager, or a local
participating dairy producer will be able to provide information on
contacting the local DHIA supervisor.
Visiting a local, regional, or state DHIA testing laboratory to
learn methods in determining milk components and visiting a state
or regional DHIA records processing center (DRPC) are additional
activities to consider. There are nine DRPC's in the United States
and the state Extension dairy specialist can provide information on
these centers.
The above activities are for teachers who may not know a lot about
the DHIA process. Those who do still can gain a great deal that
will benefit their vo- ag programs. Knowing the farmers in their
school district and the situations that exist for helping students
develop supervised experience programs will be helpful.
Records in the Classroom
Emphasis on DHIA records in the vo-ag classroom must be based on
the dairy farm situation existing in the school district.
Furthermore, what is taught depends on the needs and interests of
students. Beginning vo-ag students may be offered one level of
instruction, advanced students another, and young and adult
students still another, depending on their needs.
Beginning students with little knowledge of DHIA records and
programs would need to know: * the meaning and importance of DHIA
records; * how DHIA records help the dairy producer; * individuals
involved in the DHIA program (for example, a supervisor in the DHIA
process); and * the technology used to keep records and how to use
DHIA data bases.
Advanced students with some knowledge of DHIA records could be
taught:
- how to interpret DHIA records;
- how to use DHIA records to improve dairy farm profitability;
- how to use DHIA records in developing feeding programs;
- how to use DHIA records in culling and selecting herd
replacements;
- how to use DHIA records in sire selection;
- how to use DHIA records in controlling mastitis;
- how to access DHIA data base using computers, and
- how to work with the DHIA supervisor.
Instruction of young and adult farmers depends on their knowledge
and use of DHIA records. Some new farmers may need instruction
similar to that of beginning high school students. Others may be
advanced in their understanding of the DHIA program. Differences in
student needs must be recognized in the planning and delivery of
instruction. With certain dairy producers, the problems using DHIA
records to manage the herd may be more attitudinal than anything
else.
Several techniques are available to help in changing attitudes.
First, have dairy farmers participate in workshops and seminars on
DHIA programs both from a herd and from a financial perspective.
Second, have successful dairy farmers enrolled in DHIA work
one-on-one with dairy farmers who are not in DHIA. Third, involve
children of dairy farmers who are not in DHIA, in seminars and
contests in addition to their school work. When group sessions are
held, it is particularly important to provide a followup on the
farms of the participants. This will require the teacher to travel
in the community, provide individual instruction to farmers, and
assist in other educational ways.
Instructional Strategies
DHIA instruction must be based on the needs of the individuals
served by the vo-ag program. Furthermore, a school district in
which dairy production is carried out has many resources available
to the teacher. Five instructional strategies that may prove
meaningful follow. Dairy farms enrolled in the DHIA program may
serve as valuable instructional laboratories for field trips and
case study situations. Decisionmaking and dairy management skills
may be taught using actual records and real-life problems.
Progressive dairy farmers, DHIA supervisors, and others involved
with the program may make good resource persons for classroom
teaching. Skills in using microcomputers may be taught in a
realistic manner using DHIA records. DHIA records may be used in
the classroom to teach records analysis. This involves obtaining
sample records from dairy producers and providing copies to
students. Management skills regarding feeding, breeding, selection
and culling programs are best taught using DHIA records.
Records in Supervised Experiential Programs
Students involved in experiential programs in dairy farming and
closely related occupations can benefit considerably from their
experiences with the DHIA program. Educational programs should
include developing the appropriate occupational competencies
related to DHIA. The nature of the competencies to be developed
depends on the occupational objectives of the students.
Students who are working on dairy farms or who may be involved in
dairy farm ownership should develop competencies from a producer's
perspective. These include:
- analyzing DHIA records and reports;
- using records in important management decisions;
- explaining important DHIA regulations;
- communicating with DHIA supervisors;
- following test-day procedures;
- recording appropriate information on forms and records; and
- using computers to access DHIA data bases.
A student whose occupational objective is to become a DHIA
supervisor, DHIA lab assistant or manager, or state DHIA manager,
should have training plans that include the essential competencies.
The student should be able to do the following:
- explain DHIA procedures to producers;
- properly collect and handle milk samples;
- interpret DHIA records to producers;
- follow proper laboratory procedures;
- use computers to make correct record entries, if applicable;
- be able to work with people;
- relate to various segments of the public involved with DHIA;
and
- develop good communication skills, both in speaking and
writing.
Records in Student Organizations
For students involved in dairy farming, DHIA records should be a
part of the competition for awards and recognition. Proficiency
award applications in dairy farming should describe DHIA
participation. Advancement in level of membership should include
progress in using and understanding DHIA programs.
Meetings of student organizations can have speakers on the program
to discuss the DHIA process. The organization can sponsor a
community awareness educational program to better inform the
citizens. Publicity can be given to members who excel in dairy
farming and the use of DHIA records. During June (dairy month),
promoting dairy farms enrolled in the DHIA program and are
successful in using the records to manage the herd, is another
possible activity.
Summary
Vo-ag teachers need to integrate information on DHIA into their
instructional programs if dairy production is a viable part of the
agricultural industry in the school district. This will require
inservice education for the teacher, needs assessment of the
community, and using creativity in incorporating DHIA materials
into the classroom. It also will require ensuring that experiential
programs of students in dairy farming include competencies in DHIA
procedures and using student organization activities to recognize
individuals who have made achievements in the use of DHIA.
תתתתתתתתתתתתתתתתתתתתThe National Dairy Database (1992)תתתתתתתתתתתתתתתתתתתת
תתתתתתתתתתתתתתתתתתתתתתת\NDB\DAIRY\TEXT\DA108900.TXTתתתתתתתתתתתתתתתתתתתתתתת
%f TITLE;USING DHIA RECORDS IN THE VOCATIONAL AGRICULTURE PROGRAM
%f COLLECTION;DAIRY HERD IMPROVEMENT
%f ORIGIN;MS NOT FOUND
%f DATE_INCLUDED;June 1992