Creating an Inclusive Living Environment for Residence Life
Developmental Instructional Model
Needs Assessment
The critical aspect is that the residence life team leader should assess the needs of residents and resident assistants (RAs) for changes and calculate their reaction to them. Accordingly, to assess the needs of residents in a particular area, a survey should be conducted. For this purpose, it is possible to use such tools as electronic surveys or conduct them on the street (Susanto et al., 2019). Moreover, the survey results may also reveal the problem of people being isolated and lacking sufficient knowledge about diversity and the importance of inclusion.
Objectives
The primary goal of the training should be to emphasize the importance of empowering RAs. It is also essential to find a way to disseminate information about creating an inclusive living environment among the population (Susanto et al., 2019). This is crucial not only to maintain positive relations between residents but also to prevent conflicts over issues of diversity and inclusion from arising in the future.
Development of the Training
Significantly, to achieve the goals, you need to create a training plan and format. These include visual presentations for participants that can provide basic information about inclusion. Additionally, interactive activities need to be created to engage participants in discussions (Susanto et al., 2019). It will help to demonstrate to the participants the importance of understanding inclusion in real life.
Implementation
To create practical training and engage participants, you need to capture the audience’s attention. Therefore, at the beginning of the training, it is possible to survey the participants to gather their opinions about an inclusive community. After the speaker has established a general understanding of the topic among the participants, it is necessary to provide them with a clear understanding of inclusiveness in communities (Susanto et al., 2019). It is crucial to create conditions that facilitate discussions and debates, allowing participants to engage in dialogue and share their experiences and opinions.
Evaluation
The team leader should evaluate the RAs as they work with residents to explain the importance of an inclusive environment. Furthermore, after the training has taken place, an evaluation of its effectiveness should be conducted, including whether the environment has become more welcoming (Susanto et al., 2019). Particular attention should be paid to compliance with inclusivity guidelines and their impact on people’s overall standard of living.
Maslow’s Hierarchy of Needs
Safety Needs
RAs who need to feel safe are interested in training (Hale et al., 2019). Moreover, they may become involved in conflicts and therefore need to develop inclusiveness in their place of residence.
Needs for Belonging
RAs who have no problems communicating and interacting with the outside world can also support discussions (Hale et al., 2019). This is because they are motivated to develop harmony between people regardless of their characteristics so that Meshepians can coexist peacefully and express their identity.
Needs for Respect
RAs who are actively involved in the implementation of inclusive environments are motivated to get results from their participation (Hale et al., 2019). Accordingly, they are interested in applying the knowledge they have gained during the training to the community.
Planning Events for Student Engagement and Inclusion
Developmental Instructional Model
Needs Assessment
The student activities team leader is responsible for identifying areas that need development within the student body. Accordingly, the leader should assess the needs and preferences of the students to determine their wishes. This can be done by surveying students to determine whether they have met their needs (Susanto et al., 2019). Furthermore, based on the feedback and recommendations, a plan should be developed to address areas that need improvement.
Objectives
The primary goal of the training is to provide information for organizing student activities. Thus, the training aims to provide practical strategies for planning and engaging students in activities (Susanto et al., 2019). Consequently, the goals of the training are to create an inclusive and diverse environment for students, where everyone can find activities that align with their interests and passions.
Development of the Training
It is essential to design the training in a way that allows each participant to express their questions and opinions. However, the training should be interactive, utilizing audio and visual aids to help attendees memorize and record information quickly (Susanto et al., 2019). Moreover, it is crucial to have a question-and-answer session at the end of the training to address any questions that participants may have.
Implementation
For a successful training, it is essential to introduce the topic and determine the audience’s preferences. It is also crucial to identify ways to engage students in activities that cater to their diverse social, economic, and national backgrounds (Susanto et al., 2019). Accordingly, brainstorming sessions, role-playing exercises, and discussions of strategies to engage students in identifying the most effective activity can be employed.
Evaluation
The team leader is responsible for evaluating the team’s plans for social engagement. In addition, the leader should evaluate not only the idea but also the action plans and future events in accordance with the initial criteria and preferences of the students (Susanto et al., 2019). Another condition is to conduct an inclusivity check to ensure that the social activity will be enjoyable for all students and will not create barriers for some of them.
Maslow’s Hierarchy of Needs
Respect Needs
One category of team members is people who seek recognition for their achievements. If they receive enough respect, they will be able to increase their motivation in organizing student activities and increase their planning and implementation (Frei-Landau & Levin, 2023). It is worth noting that their need for respect increases with each project, which is why they require other team members to provide feedback.
Self-Actualization Needs
Another category of team members involved in developing activities for students needs to continue their own learning. Accordingly, it is essential for them not only to identify themselves as members of the team implementing activities for students, but also to develop their skills in their studies or work (Frei-Landau & Levin, 2023). Thus, these team members should be allocated a portion of the work that does not require a significant amount of time and contributes to their self-identification.
Need for Belonging
The last category of team members has a strong sense of cohesion and a desire to work to achieve results. Accordingly, they are actively involved in organizing events for students and do not expect respect or gratitude from participants (Frei-Landau & Levin, 2023). Instead, this category of involved students enjoys the process of working together and the results created.
Building a Positive and Inclusive Orientation Experience
Developmental Instructional Model
Needs Assessment
The group leader has the primary task of creating a favorable climate to orient students for development. To do this, it is necessary to conduct a survey and collect information about new students. This will help determine their needs and how they can be adapted to the courses (Susanto et al., 2019). Accordingly, the collected information will satisfy the needs of new students and set the right milestones for them.
Objectives
Learning managers have significant goals for students, such as creating a positive atmosphere for them (Susanto et al., 2019). It is also important to establish friendly relationships to support and help students in their adaptation to the institution.
Development of Training
The training focuses on communication methods and strategies for addressing challenging situations. Visual presentations and hands-on activities will be used to guide new students to the appropriate activities depending on their preferences.
Implementation
It is crucial to start the training by explaining the importance of diversity and inclusion in the team. Then, it is necessary to instruct participants to work in a team and focus on a typical result (Susanto et al., 2019). As a result, after the training, you can conduct a practical session to assess how well the participants have grasped the theoretical knowledge.
Evaluation
To determine the success of the training, it is necessary to evaluate the results that students achieved during the orientation. For this purpose, it is possible to collect feedback from new students on how group leaders influenced their socialization in the new environment and determine their position on inclusiveness.
Maslow’s Hierarchy of Needs
Safety Needs
Orientation leaders who do not have positive results in their work feel insecure. Consequently, they lack sufficient confidence to address complex issues and assist students who require support (Altymurat et al., 2021). Therefore, they need to create an environment that will encourage them to receive proper training.
Needs for Belonging
Orientation leaders who have high communication skills are more likely to be involved in the orientation of new students (Altymurat et al., 2021). They are interested in creating an inclusive environment and finding their own place in it to be part of a unified community.
Needs for Respect
Orientation leaders who invest a significant amount of effort in assisting new students and facilitating a successful orientation for them should be recognized (Altymurat et al., 2021). When students recognize the success of their work, they feel motivated and continue to contribute.
Conclusion
Therefore, the educational scenarios described above are presented to the departments of residence life, student activities, and orientation, illustrating the application of the developmental instruction model for learners with varying levels of experience and training needs. The incorporation of Maslow’s Hierarchy of Needs further ensures that individual participants’ motivations and concerns inform the educational experience. By providing inclusive and participatory instruction, these offices can enhance the learning experiences of their workforce, resulting in more impactful services and resources for learners in their respective areas.
References
Altymurat, A., Muhai, M., & Saparow, T. (2021). Human behavior in organizations related to Abraham Maslow’s hierarchy of needs theory. Interdisciplinary Journal Papier Human Review, 2(1), 12-16.
Frei-Landau, R., & Levin, O. (2023). Simulation-based learning in teacher education: Using Maslow’s hierarchy of needs to conceptualize instructors’ needs. Frontiers in Psychology, 14, 1-14.
Hale, A. J., Ricotta, D. N., Freed, J., Smith, C. C., & Huang, G. C. (2019). Adapting Maslow’s hierarchy of needs as a framework for resident wellness. Teaching and Learning in Medicine, 31(1), 109-118.
Susanto, R., Rozali, Y. A., & Agustina, N. (2019). Development of pedagogical competency models for elementary school teachers: Pedagogical knowledge, reflective ability, emotional intelligence and instructional communication pattern. Universal Journal of Educational Research, 7(10), 2124-2132.