Abraham Maslow: Understanding and Meeting Human Needs

Abraham Maslow (1908-1970) was an American psychologist known for his theory about the relationship of motivation to the meeting of human needs. This theory was first described in his book Motivation and Personality (1954) and identified as his “Hierarchy of Needs Theory.”

Maslow’s credentials include Bachelor's, Master's, and Ph.D. degrees in psychology from the University of Wisconsin-Madison; President of the American Psychological Association; and professor at Brandeis University, Brooklyn College, and Columbia University.

The Hierarchy of Needs
Maslow organized needs into five levels. These are:
Physiological needs (food, water, and shelter),
Safety needs (security and stability),
Love and belongingness needs (social relationships),
Esteem needs (recognition and respect), and
Self-actualization needs (realization of one's full potential).

Maslow’s “Hierarchy of Needs Theory.” has influenced the development of person-centered approaches to teaching, learning, and communication. This presentation will describe the five levels of needs and make application to teaching in school and church contexts.

At the heart of the Theory is the concept that humans possess a hierarchically structured set of needs, ranging from the most basic physiological requirements for survival to the more advanced areas of self-actualization including creativity, sacrifice, and depth of thought. This hierarchy is often pictured as a pyramid, with basic needs forming the foundation and higher-order needs at the top.

Needs
Our understanding of the word “need” can be defined as “an inner drive that directs a person toward achieving a behavioral goal.” For example, if we feel hungry (inner drive), we become motivated to find something to eat (behavioral goal). If we feel lonely (inner drive), we look for friends or consider joining a group. These are “felt needs.”

The Hierarchy and its Application to Education
Physiological Needs
Physiological (or basic) needs are at the foundation of the Hierarchy. These are the most essential elements for survival. They include the necessities of life, such as air, water, food, sleep, and shelter. Without these fundamental requirements being met, it is difficult to focus on other life and learning activities.

Meeting Physiological Needs
Educators should be sensitive to whether or not students have access to adequate food, reside in a safe and clean environment, and are getting enough rest. In church education, leaders can be sensitive to the basic needs of their members and the surrounding community. This could include assistance with provisions for food, clothing, and shelter as a foundation for nurturing spiritual growth.

Safety Needs
Once physiological needs are satisfied, people start to focus on safety and security needs, such as shelter, protection from harm, emotional security, freedom from fear, and stability.

Meeting Safety Needs
Schools and churches can create a climate of safety and security by having clear rules (or policies or guidelines), procedures, and structures. These might include having an emergency response plan, security assessments and training, background checks, safety protocols, anti-bullying policies, accountability procedures for reporting and communication, and providing a welcoming and inclusive environment.

Love and Belonging Needs
When individuals feel safe and secure, they begin to crave connectedness, interpersonal relationships, love, intimacy, and identity with a group.

Meeting Love and Belonging Needs
Love and belonging needs can be met by providing opportunities for social interaction, teamwork, and community service activities. In schools, participatory learning activities, extracurricular clubs, and sports teams can help students develop a sense of mutual support and belonging. In churches, small groups, fellowship experiences, and ministry groups can foster connections between participants.

Esteem Needs
This level focuses on the need for self-respect, respect for others, achievement, dignity, and recognition. It can include developing feelings of competence, confidence, and freedom.

Meeting Esteem Needs
Schools and churches can support the development of self-esteem and confidence in individuals by recognizing and celebrating their achievements and contributions. This might involve acknowledging academic, music, and athletic accomplishments in schools and, in churches, highlighting acts of service, use of spiritual gifts, and examples of spiritual growth.

Self-actualization Needs
At the top of Maslow’s pyramid is the need for self-actualization, which refers to the desire for personal growth toward reaching one's full potential. It may include expressions of creativity, appreciating beauty, personal growth and wholeness, self-sacrifice, and supporting the needs of others.

Meeting Self-actualization Needs
In educational settings, this can involve providing opportunities for students to pursue their interests, talents, and passions through elective courses, creative projects, and experiential learning opportunities. Similarly, in church education, self-actualization can be supported by facilitating spiritual growth through courses and service, in helping individuals understand their spiritual gifts and abilities, and through encouraging biblical reflection and meditation.

Summary
The "Hierarchy of Needs Theory," developed by Abraham Maslow, categorizes human needs into five levels: physiological, safety, love and belongingness, esteem, and self-actualization. These needs progress hierarchically, with basic survival needs forming the foundation and higher-order needs at the apex. By understanding Maslow's theory, educators can go beyond just delivering content and focus on creating an environment where participants feel safe, supported, and empowered to reach their unique potential as persons who are created in the image of God and possess unlimited possibilities for life and service.

Resources
Maslow, Abraham H. Motivation and Personality. https://amzn.to/3xcxqEZ
Maslow, Abraham H. Motivation and Personality. (Kindle edition) https://amzn.to/3ITyPmf
Smith, Landon T. Meet Maslow. https://amzn.to/3xfjSbS
Simply Psychology website. https://www.simplypsychology.org/maslow.html

End Notes
There are qualifying factors for understanding and using Maslow’s Hierarchy. In particular, keep the following in mind.

Moving through the levels of the hierarchy does not necessarily follow a linear, bottom-to-top progression. For some individuals, the importance of filling higher-level needs may precede the filling of lower-level needs, while some levels may be met simultaneously. Understanding needs and how they may be met requires openness and flexibility.

Limitations of the Hierarchy have been noted by Christian theologians. These include the criticism that the Hierarchy does not recognize spiritual needs, is individualistic and person or self-centered, does not deal with human brokenness or sinfulness, and reflects a Western cultural context.

Despite the above limitations (and others), Maslow’s Hierarchy can be a useful tool for education and church ministry. It is important to remember that a “theory” can be understood as a proposed, plausible explanation for phenomena and is not the same as a universal principle, doctrine, or truth.

Available as a YouTube video at https://youtu.be/yI-Baz_eJ3I

Supplementary online resources that may have been consulted include ChatGPT, Google Search, Google Bard, Bing, and Wikipedia Church and School Education (CASE) Resources is a participant in the Amazon Services LLC Associates Program, affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com.

Jean Piaget: Understanding Cognitive Development

Jean Piaget (1896–1980) was a Swiss psychologist and pioneer in the areas of cognitive theory and child development, even though his doctorate was in zoology. He is most well known for his “stage theory on human development” described in his book, The Psychology of Intelligence, (1947, French; 1948 English). This presentation will give an overview of the four stages of cognitive
development and selected key concepts that are related to the stages

Stages of Cognitive Development

Children progress through distinct stages of cognitive (or intellectual) development. These are organized hierarchically and completing a lower-level stage is necessary for progression to the next stage. The stages are sensorimotor, preoperational, concrete operational, and formal operational. In this blog, each stage is briefly described. Keywords are also identified as they relate to the stages. These keywords are defined after the stages are summarized. Words related to all the stages include schema, assimilation and accommodation, equilibration, and constructivism. Terms uniquely associated with specific stages include object permanence, conservation and reversibility, and egocentrism

Sensorimotor Stage: Birth to around 2 years old. Infants learn by exploring the world through their senses and motor activities. Infants begin to realize that objects exist, even if they are not directly perceived. This is referred to as “object permanence.”

Preoperational Stage: Ages 2 to 7. Children develop symbolic thinking, language skills, and begin to demonstrate pretend play and imagination. Logical thinking remains limited and it is difficult for the child to see reality from the perspective of others.

Concrete Operational Stage: Ages 7 to 11. Logical reasoning emerges, and children can understand conservation and reversibility (see below). They begin being able to grasp complex cognitive concepts.

Formal Operational Stage: Ages 11 years and beyond. Abstract thinking and hypothetical reasoning develop. Children can understand complex concepts, think logically, and participate in deductive and inductive reasoning. During this stage, a transition is made into developing adult cognitive abilities.

Terms Related to the Stages of Cognitive Development
Following are selected terms related to the Stages of Cognitive Development. There are many others. The terms described here are among the ones most frequently used in or about Piaget’s writings.

Schema (plural is schemata or schemas): This is a term popularized by Piaget to describe the mental structures (or categories of knowledge) that shape, organize, and interpret thoughts and interactions. For example, a young child may have a schema for “cat” that includes furry, four legs, and a tail. The schema is constantly being revised as the child assimilates and accommodates new information about cats.

Assimilation and Accommodation: Piaget pointed out how children adapt to new information. Assimilation involves taking new experiences into existing mental structures. Accommodation, then, is the modification of these structures to reconstruct the schema so that it includes the newly acquired knowledge. For example, a child without exposure to dogs but living in a house with cats may refer to dogs as cats until enough information is assimilated to create a schema for dogs.

Equilibration: This refers to the urge to achieve a balance between schemas and experiences through assimilation and accommodation. A child who only knows cats will become “disequilibrated” upon discovering dogs. The differences and similarities drive the child to distinguish between the two, thereby creating a revised understanding of cats and a new schema for dogs.

Object Permanence: Infants in the sensorimotor stage grow to understand that objects continue to exist even when out of sight. This concept can be seen when playing “peek-a-boo” with a young child. By hiding our faces behind our hands, the infant thinks that we are no longer present and is surprised when we take away our hands and reappear.

Egocentrism: Young children have difficulty seeing things from the perspectives of others. They understand the world in terms of themselves and their own needs. A favorite quote illustrating egocentrism from Winnie the Pooh is, “Where there is honey, it must be for me.” This is characteristic of children in the preoperational stage, ages 2-7.

Conservation and Reversibility: Children in the concrete operational stage learn that certain properties (like number, volume, or mass) remain constant despite changes in appearance. A classic experiment that is used to illustrate this is to have two groups of marbles side by side with one group tightly organized and one loosely grouped. A child in the early concrete operational stage will say that there are more marbles in the loosely organized grouping. However, when, at the age of 7 or 8, the child can reason that both groups are of the same volume; the child has achieved reversibility.

Constructivism: This is the idea that individuals are active in creating their own understanding of the world through their experiences and interactions. Piaget emphasized the importance of hands-on, experiential learning because it allows children to engage with and build upon their existing knowledge. Examples of constructivist teaching methods that are consistent with Piaget's theories are typically related to play and discovery learning. These include problem-solving activities, simulation games and role playing, and cooperative learning activities.

Summary
We have briefly surveyed the educational contributions of Swiss psychologist Jean Piaget. This has included his proposed four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. These stages highlight how children's thinking develops as they experience the world. Key concepts include schema, assimilation and accommodation. Children strive for equilibrium between these processes. Object permanence, conservation and reversibility, and egocentrism are terms associated with specific stages. Constructivism aligns with Piaget's ideas and is a valuable framework for planning participatory, discovery learning activities.

Resources
Piaget, Jean. The Psychology of Intelligence (1947 French, 1948 English). https://amzn.to/3UWgWug

Piaget, Jean. The Origins of Intelligence in Children (1936 French, 1952 English). https://amzn.to/3IcGHzb

Singer, Dorothy. A Piaget Primer. https://amzn.to/3OYGcMK

YouTube video of this blog. https://youtu.beYkG/ohEGCJdc

Supplementary online resources that may have been consulted include ChatGPT, Google Search, Google Bard, Bing, and Wikipedia

Church and School Education (CASE) Resources is a participant in the Amazon Services LLC Associates Program, affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com.

Benjamin Bloom and Planning Cognitive Objectives

One of the first steps in planning to teach is thinking about the desired outcome(s) of a learning experience. Whether shaping behaviors, attitudes, experiences, or knowledge; defining clear goals or objectives is basic to the process. Defining objectives answers the question, “What are the intended results of a teaching-learning experience?” This article describes a valuable resource specifically developed for planning knowledge outcomes.

Delving into the cognitive domain, we explore the work of Benjamin Bloom in understanding and planning cognitive outcomes. Benjamin Bloom is one of the legends in the landscape of learning luminaries. An educator at the University of Chicago in the 1950s, he is best known for what is popularly referred to as “Bloom’s Taxonomy.” The name comes from the title of his 1956 publication, "Taxonomy of Educational Objectives: The Classification of Educational Goals" (co-authored with Max D. Engelhart, Edward J. Furst, Walter H. Hill, and David R. Krathwohl, with minor modifications made in 2001).

The Taxonomy is a hierarchically structured classification system of learning goals in the cognitive domain. The Taxonomy continues to be a foundational reference for helping teachers and curriculum developers plan, implement, and evaluate learning at different levels of thinking. This article will define key words, describe the different levels of the Taxonomy, identify common terms for writing cognitive objectives, provide an example for each level, and suggest questions that can be asked by teachers for each of the levels. Finally, applicational assumptions and advice are given for applying Bloom’s work to church and school education.

Key Words for Getting Started
Three key words are worth noting. These are taxonomy, hierarchy, and cognition.
Taxonomy is a term used in the sciences to name and organize things into groups that have similar characteristics.
Hierarchy, as used in Bloom’s taxonomy, refers to levels of thinking being built upon one another, with mastery of one level normally necessary before being able to fully function at the next level. To visualize this, the structure of a pyramid is used in Bloom’s design.
Cognition refers to intellectual and mental processes that are used in acquiring knowledge of facts as well as reasoning, reflection, and critical thinking skills.

Levels of the Taxonomy and Related Resources
The following descriptions summarize the six levels of the taxonomy. In the original work, The levels are knowledge, comprehension, application, analysis, synthesis, and evaluation (see End Note for the updated list of these terms). Each level is defined and supplemented with an example of an outcome statement, outcome-related words, and questions representative of that level. These can be used by teachers in planning cognitive results.

Knowledge defined: Recalling specific factual information. This level is the foundation for future levels
Outcome example: Name three moral values.
Outcome words: Define, list, recognize, state, tell, what, who, and write
Questions: What is …? Where is …? How did ___________ happen? How would you describe …? Can you recall …? Can you list three …?
 

Comprehension defined: Understanding the meaning of information.
Outcome example: Summarize what it means to forgive someone.
Outcome words: Compare, discuss, explain, locate, paraphrase, show, summarize, and tell.
Questions: How would you compare …? Contrast? How would you rephrase the meaning …? What is the main idea of …? How would you summarize …? What can you say about …? Can you explain what is happening …? What is meant by…?

Application defined: Using knowledge in a new but similar form about a particular situation.
Outcome example: Talk about words and behaviors that show an understanding of forgiveness in a real-life situation.
Outcome words: Choose, develop, demonstrate, use, model, illustrate, predict, solve, plan, select, and organize.
Questions: How would you use …? How would you show your understanding of …? What approach would you use to …? What would result if …? What facts would you select to show …? What questions would you ask in an interview with …?

Analysis defined: Taking knowledge apart and breaking it into its primary segments.
Outcome example: Compare and contrast the different ways of dealing with forgiveness.
Outcome words: Categorize, classify, compare, diagram, distinguish, examine, outline, separate, simplify, and survey.
Questions: What are the parts or features of …? Why do you think…? Can you list the parts …? What is the relationship between …? What is the function of …? How would you categorize …?

Synthesis defined: Putting together the parts of information to create something new.
Outcome example: Summarize what you would like a person to say to you in asking forgiveness regarding an issue that has created tension between you.
Outcome words: Arrange, compile, compose, construct, create, design, formulate, modify, summarize, and theorize.
Questions: How would you improve …? What would happen if …? What way would you design …?
What would you adapt _______ to create a different …? Can you predict the outcome if …? Can you think of an original way for …?

Evaluation defined: Making judgments about the value of information and ideas.
Outcome example: Describe your opinion about a person who refuses to forgive and tell why you feel this way.
Outcome words: Appraise, award, conclude, contrast, criticize, measure, judge, justify, evaluate, value, estimate, and give an opinion.
Questions: Do you agree with …? What is your opinion of …? What would you recommend …? How would you evaluate …? How would you compare …? Why was it better that …?

Applicational Assumptions for Church and School Education
Several qualifiers should be noted for the use of the Taxonomy. These include the following.
--Learners may function within more than one of the domain levels during an educational activity.
--Cognition is a dynamic process requiring flexibility in a learning experience.
--Some levels of the Taxonomy may be more relevant than others in a specific teaching-learning situation. It is not necessary to move consecutively through all the levels in every situation. Learners bring their prior knowledge and learning styles.
--Humans, as image bears of God, reflect a divine complexity that frequently does not comply with even the best lesson plans and curriculum designs.
--The Taxonomy is a resource and not a formula or prescription. When planning, teachers should give priority to the needs of students and the learning environment.

Applicational Advice for Church and School Education
--Normal learning, in most cases, progresses from simple to complex. The natural progression of thought development requires competence in lower levels of the taxonomy as a basis for more complex mental structures. Start simple, activate prior knowledge, and teach in ways that meet needs, including those that are moral, ethical, spiritual, social, psychological, and relational.
--Instructional design involves planning learning activities that are based on assessments made by teachers. These assessments may be made by using formal or informal tools, but the interpretation of these tools is a teacher’s responsibility. Teachers, (not books or media) have the privilege of cultivating higher-level thinking skills.
--To the degree that they are able, it is the role of teachers to challenge students to higher, deeper, and more complex levels of thinking, to awaken thought processes in learners that reflect their God-given dignity, worth, and capacity for productive, righteous, loving, joyful, peaceable, and hopeful living.

Summary
This presentation has provided an overview of Bloom’s Taxonomy and its application to church and school education. Definitions and key words were given to understand the Taxonomy and examples were provided for planning educational outcomes. Assumptions and advice were also provided regarding the limitations, as well as the potential benefits of goals and objectives for educational planning. Teachers have the privilege of challenging learners to develop their minds and thought processes to achieve greater depth and complexity through the use of the Taxonomy as a planning tool.

Resources
Bloom, Benjamin. Taxonomy of Educational Objectives: The Classification of Educational Goals.
https://ia803005.us.archive.org/15/items/bloometaltaxonomyofeducationalobjectives/Bloom%20et%20al%20-Taxonomy%20of%20Educational%20Objectives.pdf

Bilon, Edmund. Using Bloom’s Taxonomy to Write Effective Learning Objectives.
https://amzn.to/42oAIR5

SimplyPsychology web site page. Bloom’s Taxonomy of Learning | Domain Levels Explained (simplypsychology.org)

YouTube video of this blog. https://youtu.be/X6wmHvV-99Y

Supplementary online resources that may have been consulted include ChatGPT, Google Search, Google Bard, Bing, and Wikipedia

Church and School Education (CASE) Resources is a participant in the Amazon Services LLC Associates Program, affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com.

How to Write a Project Proposal

Proposals come in all kinds of sizes and shapes. This presentation is built on what I have learned about proposal writing as an administrator, from working with both the well-thought-out and tightly organized to the unrealistic or incomplete. As a result of the information that follows, you should be able to develop a convincing program proposal for your business, church, or school.

Clark is a floor supervisor at a company that manufactures fabric materials for the automobile industry. It is called “Eagle Wings Group,” or EWG for short. Crew members are highly competent at running industrial-level, heavy-duty sewing machines. Many are immigrants from Asian countries. They are hard-working employees but are new to West Michigan culture and often in need of support for navigating through basic life and employment responsibilities.

Clark’s company is led by individuals with a strong work ethic and commitment to moral and religious values. They care about their workers, even to the extent that the company’s mission statement includes the desire to “make a difference in one another’s lives.”

Clark has come up with the idea of starting a “coaching” program for his crew, and maybe even throughout the company. Clark, himself, has had coaches and mentors and would love to see others benefiting as he has.

However, Clark has never developed a proposal and is wondering what to include before bringing the idea of coaching to his boss. So, he shares the idea with his friend and mentor, Kent. Approaching Kent with the idea, Clark says, “I’ve been thinking about suggesting that we develop a coaching program for my crew. They are great at their jobs, but I think that their lives could be so much better if they could get some coaching in areas like communication and life skil
ls.” Kent offers to help.

Kent says, “Thanks for bringing up this topic. As you know, I have had a lot of experience with proposals. Let me share with you the things that I look for in a proposal.” At their next meeting, Kent brings a list of questions that he has used when writing or helping others to write program proposals.

Kent says, “I suggest that the following questions be answered about any proposed program. Some proposals may not include all of these, but at some point in the planning, they should all be addressed.

Need, Purpose, and Description
1. Why do we need to do it? (statement of need and purpose)
2. What are we going to do? (description of the program)
3. Who is it for? (target audience)
4. Does it fit? (ways in which the program contributes to the character or values of our organization)

Personnel
5. Who is responsible for doing it? (leadership roles and functions)
6. Who else is on the team? (number and roles of other personnel)
7. To whom will the leader report? (organizational accountability)

Operations
8. When do we plan to begin and end? (start and stop dates)
9. Can it be approved? (potential for authorization)
10. How much will it cost? (budget: income and expenses)
11. How many people will it affect? (number of actual participants and those impacted indirectly)

Effectiveness
12. What kind of results should we expect? (outcomes)
13. How will we know if we are doing it correctly? (evaluation)
14. What is it that we will not be doing (or doing as well) because we are doing this? (priorities)

Sample Proposal
Following is an example of a “starter proposal” that could be presented to selected individuals whose advice is respected. The text of this starter proposal is also in the description section of this video.

The phrase, “starter proposal” is used here because, in many cases, a first submission opens the door to the need for proposal revisions. Think of this first draft of the proposal as an introduction of the project idea to one or more of the gatekeepers of your organization.

Using the above 14 questions, Clark got to work and with the help of Kent developed the following proposal.

Sample Proposal
Coaching and Eagle Wings Group (EWG)
A Proposal for a Pilot Program
Submitted by Clark Kalel after review by Human Resources Director Lois Cane

Need and Purpose
This proposal introduces a strategy for coaching that will enhance the mission and productivity of Eagle Wings Group (EWG). The approach to coaching that is described here may also empower individuals to better define their own goals within their work, home, faith, relationships, health, and financial settings.

Coaching has the potential to increase job satisfaction, work quality, and retention. In addition, coaching can improve how individuals understand and participate in the values and mission of Eagle Wings Group (EWG); in particular, the mission statement characteristics of “live with faith… do things right… make a difference in one another’s lives.” These characteristics are of particular importance to EWG because of its multi-cultural and multi-lingual workforce, where miscommunication is a frequent issue.

Coaching Defined
The term coaching (as used in this proposal) is a participatory process of supportive communication that has mutual benefits for employees and employer. While focused on the individual employee (person being coached), it will be facilitated by in-house trained coaches and conducted in consultation with each employee’s supervisor.

Coaches come alongside individuals to help them correctly interpret their work and life environments and determine what is needed for productivity and growth. A coach is a listener, sounding board, awareness-raiser, and resource person who, by asking the right questions and providing helpful information; helps participants identify and accomplish their growth goals.

The EWG Coaching Process
A coach meets weekly with a selected employee. The meeting is voluntary and takes place before or after work or during a lunch break. The coach’s meeting with the employee includes topics such as company mission, work relationships, performance strengths and limitations, job satisfaction, and current work and life challenges.

Coaching meetings include three phases over three months. These are:
1. Discovery - emphasis on identifying employee strengths, challenges, and goals;
2. Exploration and information giving - attention to available resources for the exploration of a preferred future;
3. Recommendation – coach provides written notes to a participant that give suggestions for growth.

Training, worksheets, and other resource materials are provided to guide coaches. Recommendations may include programs for training and certification, such as MTech, MichiganWorks, community college or vocational courses; personal or family counseling; and other steps.

Number of Participants
Based on an approximate number of 200 available employees, a pilot program is proposed that includes five assembly line level volunteer employees and five coaches who are mid-level or executive-level volunteers meeting once a week for three months. The writer of this proposal will be one of these coaches and coordinator of the program in conjunction with the Human Resources Department.

Accountability and Training
The coaching program would come under the Human Resources Department. The first five coaches will be trained by the consulting firm Growth Group Associates at one of their regional seminars. Additional information can be provided about this company.

Terms and Conditions
The proposed program is for three months, with an option for renewal with a larger group if judged to be successful. The requested budget is $5,000 for attending a Growth Group Resources training seminar. Participants and coaches are volunteers. The HR Department is asked for a time commitment of three hours per week to assist with this three-month pilot program.

Proposal Summary

The proposed coaching program provides a unique opportunity for EWG to increase the visibility of its values, particularly that of “making a difference in people’s lives.” This proposal requests an initial three-month commitment. At the end of the three-month pilot program, participants and coaches will be interviewed to identify program results in the areas of productivity, job satisfaction, work quality, communication, and retention. A summary report about program effectiveness, follow-up interviews, and recommendations will be submitted to the HR department.

Presentation Overview and Summary
This presentation has provided an overview of proposal writing. It has focused on identifying needs, program purpose and description, personnel, operations, effectiveness, and results. A sample proposal was provided as an example. Those writing proposals are encouraged to communicate in ways that are relevant to their context and begin with brief documents that are shared with organizational leaders whose feedback they respect.

Resources
Devereaux-Nelson, Robin. How to Write a Non-profit Grant Proposal. https://amzn.to/3vI0ymI
Jamal, Margaret. Faith Legacies: Program And Development Guide For Faith-Based Nonprofits. https://amzn.to/47Gy7mu
Sample Proposals. https://www.communityservices.org/resources/acs-grants-program/acs-grant-applications/samples-of-proposals/

YouTube link to narrated PowerPoint video: https://youtu.be/nnYlolcdNpk

As an Amazon affiliate, I may receive compensation for purchases from their site.
Supplementary online resources may be included from ChatGPT, Google Search, Google Bard, Bing, Claude, and Wikipedia