The document discusses Maslow's hierarchy of needs, which organizes human needs into five categories from basic physiological needs to more advanced needs for esteem and self-actualization. It provides examples of each need category including physiological needs for food and water, safety needs for security and stability, social needs for love and acceptance, esteem needs for confidence and respect, and self-actualization needs for reaching one's full potential. The document also notes some criticisms of Maslow's theory including that the needs may not always be present or follow a definite hierarchy and that need priorities can differ across cultures.
The document discusses key aspects of the humanistic approach in psychology, focusing on the works of Abraham Maslow and Carl Rogers. It describes Maslow's hierarchy of needs and theory of self-actualization, including his views on deficiency and growth motivation. It also summarizes Rogers' views on the development of self-concept and the fully functioning person, including the concepts of unconditional positive regard and incongruence. Overall, the humanistic approach emphasized free will, focusing on human potential and striving for self-actualization rather than determinism or psychopathology.
Maslow's hierarchy of needs is a theory of motivation that proposes humans have five basic needs in a hierarchy: physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs. The theory states lower level needs must be satisfied before higher level needs can be pursued. Physiological needs include food, water, shelter, and sleep. Safety needs include security and stability. Love and belonging needs involve relationships, friendships, and intimacy. Esteem needs encompass respect, status, and achievement. Self-actualization refers to achieving one's full potential and creativity. The hierarchy suggests motivation is dependent on unsatisfied needs, and management can apply this by addressing different needs levels.
Introduction of Motivation in psychology AqsaHayat3
Motivation is defined as the desire and action towards goal-directed behavior. There are various types of motivation including intrinsic motivation which involves naturally seeking out challenges and enjoying an activity for its own sake, and extrinsic motivation which involves doing something to attain an external reward or avoid punishment. Motivation is influenced by factors like curiosity, goal setting, social approval and comparison, and psychological needs related to survival, safety, belongingness, esteem and self-actualization. Motivations can be general drives like achievement, power, aggression or curiosity. Matching learning tasks to students' needs and developing their self-efficacy can also influence motivation levels.
Erik Erikson's theory of psychosocial development identifies eight stages through which people progress from infancy to late adulthood. During adolescence (ages 13-18), the central concern is identity development as teens search for who they are and their place in the world. Key tasks include distinguishing themselves from childhood, gaining peer acceptance, developing competence, and making commitments to beliefs and activities. Psychosocial development continues into young adulthood as people choose careers, pursue independence, form intimate relationships, and establish personal values and philosophies.
Maslow's hierarchy of needs is a theory that human motivation is based on a five-tier model of physiological needs, safety needs, love and belonging, esteem, and self-actualization. Lower needs must be satisfied before progressing to meet higher needs. The model has been applied to understand workplace motivation, where satisfying lower level needs around pay, security, and social belonging are important before employees seek fulfillment of esteem and growth needs through challenging work and development opportunities. Criticisms of the theory include that the hierarchy is not strictly followed and needs are more interdependent than presented.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/search?q=development
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Pinterest: drsnipes
https://www.youtube.com/user/allceuseducation
Nurses, addiction and mental health counselors, social workers and marriage and family therapists can earn continuing education credits (CEs) for this and other course at:
View the New Harbinger Catalog and get your 25% discount on their products by entering coupon code: 1168SNIPES at check out
AllCEUs is also approved as an education provider for NAADAC, the States of Florida and Texas Boards of Social Work and Mental Health/Professional Counseling, the California Consortium for Addiction Professionals and Professions. Our courses are accepted in most states through those approvals.
This document provides an overview of behavioral science and concepts related to self-knowledge. It discusses:
1) Behavioral science as the study of human habits, actions, and intentions using knowledge from sociology, psychology, and anthropology.
2) Key concepts in behavioral science like self-concept, self-esteem, identity, and role performance that influence human behavior.
3) Models for understanding self-knowledge like Erikson's psychosocial stages of development and the Johari Window model of self-awareness.
The document discusses Maslow's hierarchy of needs, which organizes human needs into five categories from basic physiological needs to more advanced needs for esteem and self-actualization. It provides examples of each need category including physiological needs for food and water, safety needs for security and stability, social needs for love and acceptance, esteem needs for confidence and respect, and self-actualization needs for reaching one's full potential. The document also notes some criticisms of Maslow's theory including that the needs may not always be present or follow a definite hierarchy and that need priorities can differ across cultures.
The document discusses key aspects of the humanistic approach in psychology, focusing on the works of Abraham Maslow and Carl Rogers. It describes Maslow's hierarchy of needs and theory of self-actualization, including his views on deficiency and growth motivation. It also summarizes Rogers' views on the development of self-concept and the fully functioning person, including the concepts of unconditional positive regard and incongruence. Overall, the humanistic approach emphasized free will, focusing on human potential and striving for self-actualization rather than determinism or psychopathology.
Maslow's hierarchy of needs is a theory of motivation that proposes humans have five basic needs in a hierarchy: physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs. The theory states lower level needs must be satisfied before higher level needs can be pursued. Physiological needs include food, water, shelter, and sleep. Safety needs include security and stability. Love and belonging needs involve relationships, friendships, and intimacy. Esteem needs encompass respect, status, and achievement. Self-actualization refers to achieving one's full potential and creativity. The hierarchy suggests motivation is dependent on unsatisfied needs, and management can apply this by addressing different needs levels.
Introduction of Motivation in psychology AqsaHayat3
Motivation is defined as the desire and action towards goal-directed behavior. There are various types of motivation including intrinsic motivation which involves naturally seeking out challenges and enjoying an activity for its own sake, and extrinsic motivation which involves doing something to attain an external reward or avoid punishment. Motivation is influenced by factors like curiosity, goal setting, social approval and comparison, and psychological needs related to survival, safety, belongingness, esteem and self-actualization. Motivations can be general drives like achievement, power, aggression or curiosity. Matching learning tasks to students' needs and developing their self-efficacy can also influence motivation levels.
Erik Erikson's theory of psychosocial development identifies eight stages through which people progress from infancy to late adulthood. During adolescence (ages 13-18), the central concern is identity development as teens search for who they are and their place in the world. Key tasks include distinguishing themselves from childhood, gaining peer acceptance, developing competence, and making commitments to beliefs and activities. Psychosocial development continues into young adulthood as people choose careers, pursue independence, form intimate relationships, and establish personal values and philosophies.
Maslow's hierarchy of needs is a theory that human motivation is based on a five-tier model of physiological needs, safety needs, love and belonging, esteem, and self-actualization. Lower needs must be satisfied before progressing to meet higher needs. The model has been applied to understand workplace motivation, where satisfying lower level needs around pay, security, and social belonging are important before employees seek fulfillment of esteem and growth needs through challenging work and development opportunities. Criticisms of the theory include that the hierarchy is not strictly followed and needs are more interdependent than presented.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/search?q=development
Unlimited Counseling CEUs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
Patreon: https://www.patreon.com/CounselorToolbox Help us keep the videos free for everyone to learn by becoming a patron.
Pinterest: drsnipes
https://www.youtube.com/user/allceuseducation
Nurses, addiction and mental health counselors, social workers and marriage and family therapists can earn continuing education credits (CEs) for this and other course at:
View the New Harbinger Catalog and get your 25% discount on their products by entering coupon code: 1168SNIPES at check out
AllCEUs is also approved as an education provider for NAADAC, the States of Florida and Texas Boards of Social Work and Mental Health/Professional Counseling, the California Consortium for Addiction Professionals and Professions. Our courses are accepted in most states through those approvals.
This document provides an overview of behavioral science and concepts related to self-knowledge. It discusses:
1) Behavioral science as the study of human habits, actions, and intentions using knowledge from sociology, psychology, and anthropology.
2) Key concepts in behavioral science like self-concept, self-esteem, identity, and role performance that influence human behavior.
3) Models for understanding self-knowledge like Erikson's psychosocial stages of development and the Johari Window model of self-awareness.
This document outlines a life skills training program module on building self-confidence and self-esteem. The module aims to help participants understand the importance of self-esteem, identify barriers to its development, and apply therapies to increase self-confidence. It discusses how self-image affects one's behavior and provides indicators of positive and negative self-image. The module also identifies underlying factors in developing self-esteem, and presents various activities and therapies to help participants explore their self-image and build a more positive self-concept.
Maslow's hierarchy of needs theory proposes that human motivation is based on five levels of needs: physiological, safety, love and belonging, esteem, and self-actualization. The theory states that lower level needs must be satisfied before higher level needs can be fulfilled. The needs range from basic biological needs at the bottom to achieving one's full potential at the top. The theory provides a framework for understanding human behavior and motivation in areas like education and management.
The document discusses personality from several perspectives. It begins by defining personality and listing the group members. It then discusses both biological and environmental determinants of personality, including genes, hormones, culture, and social roles. It profiles both Type A and Type B personalities. Later, it summarizes Adlerian, psychoanalytic, and Jungian theories of personality. Characteristics of healthy personalities are outlined as strong ego, high self-esteem, independence, adaptability, self-control, freedom, learning ability, and capacity for love.
The document summarizes research on poverty and language barriers faced by those in poverty. It discusses four areas of research: individual behaviors, human and social capital, exploitation, and political/economic structures. It also outlines ways to build resiliency, such as enhancing problem-solving skills, building relationships between teachers/students/home, and promoting autonomy, self-determination and academic efficacy. The document provides tools and strategies to help understand challenges faced by those in poverty and how to support resilience.
The document summarizes research on poverty and language barriers faced by those in poverty. It discusses four areas of research: individual behaviors, human and social capital, exploitation, and political/economic structures. It emphasizes that strong relationships are important for learning and outlines specific teacher behaviors that can help build relationships with students in poverty. The document also discusses differences in language registers between middle-class and poverty environments and how this impacts school performance.
The learning objectives are for students to: understand self-concept and express their own ideas about it; identify their needs to discover more about themselves; and assess if they possess traits of self-actualized individuals. The document then defines self-concept and discusses several theorists' views on it, including the importance of unconditional positive self-regard. It outlines characteristics of self-actualized people and how to develop traits to become self-actualized through understanding one's self-concept, self-esteem, and self-monitoring abilities.
Abraham Maslow was an influential American psychologist who developed the theory of a hierarchy of needs consisting of physiological needs, safety needs, love and belongingness needs, esteem needs, and self-actualization needs. Maslow's hierarchy proposes that people are motivated to fulfill basic needs before moving on to other needs, and that unsatisfied lower level needs will dominate their behavior. The hierarchy of needs theory suggests that human needs are arranged in a hierarchy and that lower level needs must be satisfied before higher level needs can be fulfilled.
Leadership requires understanding human behavior and motivating people. [1] Human needs are important for motivation and include basic needs like food, water, shelter as well as psychological needs.[2] Maslow's hierarchy of needs organizes human needs from basic physiological needs to safety, love, esteem, and self-actualization needs.[3] Herzberg identified motivators like recognition and growth that satisfy employees' higher-level needs as well as hygiene factors like working conditions and pay that prevent dissatisfaction.
Abraham Maslow's holistic-dynamic theory proposes a hierarchy of needs that motivates human behavior. It assumes people have an innate potential for psychological growth towards self-actualization. The hierarchy consists of physiological needs, safety needs, love and belongingness needs, esteem needs, and self-actualization needs. Lower needs must be satisfied before higher needs can motivate behavior. Maslow studied self-actualized individuals to identify qualities like embracing personal growth, creativity, and living according to humanistic values rather than deficiency needs. His theory views people as inherently motivated towards fulfillment and psychological health.
Erik Erikson's psychosocial theory proposes that personality develops through eight stages of psychosocial crises from infancy to late adulthood. In each stage, the person experiences a crisis which can result in a healthy outcome through resolving that crisis or an unhealthy outcome by failing to achieve that resolution. The stages involve developing competencies in the areas of trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. Erikson believed that how we navigate these stages influences our development and interactions throughout our lives.
The document discusses personality from several perspectives. It defines personality and describes its physical, mental, emotional, social, spiritual, and moral aspects. Factors like heredity and environment that influence personality are examined. Differences in personality types like extroverts and introverts are outlined. The role of personality in business and job performance is covered. Filipino values and cultural influences on personality are also summarized. Mature personality traits are listed. Suggestions for improving one's own personality are provided.
The document discusses various topics related to motivation, including what motivation is, theories of motivation, and the importance of motivation. It covers concepts like Maslow's hierarchy of needs, Herzberg's motivation-hygiene theory, intrinsic and extrinsic motivation, and the role of emotions in motivation. Motivation is presented as a complex topic that is important to understand human behavior and guide people towards desired goals and outcomes.
The document discusses different theories and categorizations of human needs. It outlines Maslow's hierarchy of needs which includes physiological needs, safety needs, social needs, esteem needs, and self-actualization needs. It also discusses McClelland's need theory of achievement, affiliation, and power. Further, it describes Doyal and Gough's categories of needs for physical health and personal autonomy and Max-Neef's classification of fundamental human needs. Lastly, it discusses the application of needs theories in organizations and Bradshaw's categories of normative, comparative, felt, and expressed needs.
This document discusses several challenges faced by Filipino adolescents including attitudes toward sexuality, academic pressures, group belongingness, health issues, navigating various roles, material poverty, impacts of parents working abroad, career choice, and relationship challenges. It provides advice on developing healthy attitudes in each area such as taking responsibility for one's actions, prioritizing education, choosing supportive social circles, practicing self-care, balancing multiple roles, embracing challenges positively, exploring career options proactively, and learning to manage conflicts.
Developmental Tasks and Challenges of AdolescenceJomar Narvas
The document discusses developmental tasks and challenges faced by adolescents. It describes two situations - John faces rumors about his sexual orientation due to his good looks and involvement in school activities, while Erica develops an eating disorder after failing to meet academic standards to impress her crush. Common challenges adolescents face are discussed, including biological changes, cognitive development, mental health issues like depression and anxiety, and social problems. Ways to cope with stress and promote mental well-being are also outlined.
Research on self and evaluation of humanistic approach by mili aggarwalMili Aggarwal
The document summarizes research on self-concept and self-esteem. It discusses two main topics studied: the development of self-esteem and the role of self-verification and self-enhancement motives. Self-esteem refers to how positively or negatively we feel about ourselves. Several studies found that levels of self-esteem are generally stable over the lifespan, though it declines temporarily during adolescence for girls. High self-esteem is associated with positive outcomes while low self-esteem can lead to psychological and physical health issues. The drive for self-verification and self-enhancement also impact self-concept.
Adolescence characteristics and problemsAnil Yadav
The document discusses adolescence and the role of teachers in helping adolescents through this developmental period. It covers three main stages of adolescence (early, mid, late) and characteristics of physical, cognitive, emotional, social, moral and spiritual development in young adolescents. Common problems of adolescence are also outlined such as excessive energy, misunderstandings about sex, aggressiveness/withdrawal, rebellious attitudes, physical awkwardness, and excessive daydreaming. The role of teachers is to support proper physical, mental, emotional and social development through activities, guidance, responsibility, and addressing issues like sex education and emotional challenges.
This document provides an overview of Alfred Adler's theory of individual psychology and personality disorders. It discusses Adler's background and key concepts such as inferiority complex, striving for superiority, birth order influences, and the three neurotic styles of life. The document also examines Adler's techniques in individual psychology therapy including establishing relationships, exploring dynamics, encouraging insight, and helping with reorientation. Finally, it discusses applications of Adler's approach and his contributions to understanding social interest, life goals, family influences, and cultural factors in personality development.
The document discusses several theories of work motivation:
- Maslow's hierarchy of needs proposes that people are motivated to fulfill basic physiological needs, safety needs, belongingness needs, esteem needs, and self-actualization needs in that order.
- Herzberg's two-factor theory distinguishes between motivator factors like achievement and recognition that motivate employees intrinsically, and hygiene factors like salary and working conditions that prevent dissatisfaction.
- Vroom's expectancy theory states that motivation depends on how much an employee expects effort will lead to good performance, and that performance will lead to desired rewards.
The document analyzes these and other theories like ERG theory, McClelland's learned needs theory,
Top 11 HR Trends for 2024 That Will Change Future of WorkVantage Circle
As an HR, it is critical to keep yourself updated with the newer developments to make a smooth transition in the workplace. So, here is a list of top HR trends that will impact the workplace in 2024.
This document outlines a life skills training program module on building self-confidence and self-esteem. The module aims to help participants understand the importance of self-esteem, identify barriers to its development, and apply therapies to increase self-confidence. It discusses how self-image affects one's behavior and provides indicators of positive and negative self-image. The module also identifies underlying factors in developing self-esteem, and presents various activities and therapies to help participants explore their self-image and build a more positive self-concept.
Maslow's hierarchy of needs theory proposes that human motivation is based on five levels of needs: physiological, safety, love and belonging, esteem, and self-actualization. The theory states that lower level needs must be satisfied before higher level needs can be fulfilled. The needs range from basic biological needs at the bottom to achieving one's full potential at the top. The theory provides a framework for understanding human behavior and motivation in areas like education and management.
The document discusses personality from several perspectives. It begins by defining personality and listing the group members. It then discusses both biological and environmental determinants of personality, including genes, hormones, culture, and social roles. It profiles both Type A and Type B personalities. Later, it summarizes Adlerian, psychoanalytic, and Jungian theories of personality. Characteristics of healthy personalities are outlined as strong ego, high self-esteem, independence, adaptability, self-control, freedom, learning ability, and capacity for love.
The document summarizes research on poverty and language barriers faced by those in poverty. It discusses four areas of research: individual behaviors, human and social capital, exploitation, and political/economic structures. It also outlines ways to build resiliency, such as enhancing problem-solving skills, building relationships between teachers/students/home, and promoting autonomy, self-determination and academic efficacy. The document provides tools and strategies to help understand challenges faced by those in poverty and how to support resilience.
The document summarizes research on poverty and language barriers faced by those in poverty. It discusses four areas of research: individual behaviors, human and social capital, exploitation, and political/economic structures. It emphasizes that strong relationships are important for learning and outlines specific teacher behaviors that can help build relationships with students in poverty. The document also discusses differences in language registers between middle-class and poverty environments and how this impacts school performance.
The learning objectives are for students to: understand self-concept and express their own ideas about it; identify their needs to discover more about themselves; and assess if they possess traits of self-actualized individuals. The document then defines self-concept and discusses several theorists' views on it, including the importance of unconditional positive self-regard. It outlines characteristics of self-actualized people and how to develop traits to become self-actualized through understanding one's self-concept, self-esteem, and self-monitoring abilities.
Abraham Maslow was an influential American psychologist who developed the theory of a hierarchy of needs consisting of physiological needs, safety needs, love and belongingness needs, esteem needs, and self-actualization needs. Maslow's hierarchy proposes that people are motivated to fulfill basic needs before moving on to other needs, and that unsatisfied lower level needs will dominate their behavior. The hierarchy of needs theory suggests that human needs are arranged in a hierarchy and that lower level needs must be satisfied before higher level needs can be fulfilled.
Leadership requires understanding human behavior and motivating people. [1] Human needs are important for motivation and include basic needs like food, water, shelter as well as psychological needs.[2] Maslow's hierarchy of needs organizes human needs from basic physiological needs to safety, love, esteem, and self-actualization needs.[3] Herzberg identified motivators like recognition and growth that satisfy employees' higher-level needs as well as hygiene factors like working conditions and pay that prevent dissatisfaction.
Abraham Maslow's holistic-dynamic theory proposes a hierarchy of needs that motivates human behavior. It assumes people have an innate potential for psychological growth towards self-actualization. The hierarchy consists of physiological needs, safety needs, love and belongingness needs, esteem needs, and self-actualization needs. Lower needs must be satisfied before higher needs can motivate behavior. Maslow studied self-actualized individuals to identify qualities like embracing personal growth, creativity, and living according to humanistic values rather than deficiency needs. His theory views people as inherently motivated towards fulfillment and psychological health.
Erik Erikson's psychosocial theory proposes that personality develops through eight stages of psychosocial crises from infancy to late adulthood. In each stage, the person experiences a crisis which can result in a healthy outcome through resolving that crisis or an unhealthy outcome by failing to achieve that resolution. The stages involve developing competencies in the areas of trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. Erikson believed that how we navigate these stages influences our development and interactions throughout our lives.
The document discusses personality from several perspectives. It defines personality and describes its physical, mental, emotional, social, spiritual, and moral aspects. Factors like heredity and environment that influence personality are examined. Differences in personality types like extroverts and introverts are outlined. The role of personality in business and job performance is covered. Filipino values and cultural influences on personality are also summarized. Mature personality traits are listed. Suggestions for improving one's own personality are provided.
The document discusses various topics related to motivation, including what motivation is, theories of motivation, and the importance of motivation. It covers concepts like Maslow's hierarchy of needs, Herzberg's motivation-hygiene theory, intrinsic and extrinsic motivation, and the role of emotions in motivation. Motivation is presented as a complex topic that is important to understand human behavior and guide people towards desired goals and outcomes.
The document discusses different theories and categorizations of human needs. It outlines Maslow's hierarchy of needs which includes physiological needs, safety needs, social needs, esteem needs, and self-actualization needs. It also discusses McClelland's need theory of achievement, affiliation, and power. Further, it describes Doyal and Gough's categories of needs for physical health and personal autonomy and Max-Neef's classification of fundamental human needs. Lastly, it discusses the application of needs theories in organizations and Bradshaw's categories of normative, comparative, felt, and expressed needs.
This document discusses several challenges faced by Filipino adolescents including attitudes toward sexuality, academic pressures, group belongingness, health issues, navigating various roles, material poverty, impacts of parents working abroad, career choice, and relationship challenges. It provides advice on developing healthy attitudes in each area such as taking responsibility for one's actions, prioritizing education, choosing supportive social circles, practicing self-care, balancing multiple roles, embracing challenges positively, exploring career options proactively, and learning to manage conflicts.
Developmental Tasks and Challenges of AdolescenceJomar Narvas
The document discusses developmental tasks and challenges faced by adolescents. It describes two situations - John faces rumors about his sexual orientation due to his good looks and involvement in school activities, while Erica develops an eating disorder after failing to meet academic standards to impress her crush. Common challenges adolescents face are discussed, including biological changes, cognitive development, mental health issues like depression and anxiety, and social problems. Ways to cope with stress and promote mental well-being are also outlined.
Research on self and evaluation of humanistic approach by mili aggarwalMili Aggarwal
The document summarizes research on self-concept and self-esteem. It discusses two main topics studied: the development of self-esteem and the role of self-verification and self-enhancement motives. Self-esteem refers to how positively or negatively we feel about ourselves. Several studies found that levels of self-esteem are generally stable over the lifespan, though it declines temporarily during adolescence for girls. High self-esteem is associated with positive outcomes while low self-esteem can lead to psychological and physical health issues. The drive for self-verification and self-enhancement also impact self-concept.
Adolescence characteristics and problemsAnil Yadav
The document discusses adolescence and the role of teachers in helping adolescents through this developmental period. It covers three main stages of adolescence (early, mid, late) and characteristics of physical, cognitive, emotional, social, moral and spiritual development in young adolescents. Common problems of adolescence are also outlined such as excessive energy, misunderstandings about sex, aggressiveness/withdrawal, rebellious attitudes, physical awkwardness, and excessive daydreaming. The role of teachers is to support proper physical, mental, emotional and social development through activities, guidance, responsibility, and addressing issues like sex education and emotional challenges.
This document provides an overview of Alfred Adler's theory of individual psychology and personality disorders. It discusses Adler's background and key concepts such as inferiority complex, striving for superiority, birth order influences, and the three neurotic styles of life. The document also examines Adler's techniques in individual psychology therapy including establishing relationships, exploring dynamics, encouraging insight, and helping with reorientation. Finally, it discusses applications of Adler's approach and his contributions to understanding social interest, life goals, family influences, and cultural factors in personality development.
The document discusses several theories of work motivation:
- Maslow's hierarchy of needs proposes that people are motivated to fulfill basic physiological needs, safety needs, belongingness needs, esteem needs, and self-actualization needs in that order.
- Herzberg's two-factor theory distinguishes between motivator factors like achievement and recognition that motivate employees intrinsically, and hygiene factors like salary and working conditions that prevent dissatisfaction.
- Vroom's expectancy theory states that motivation depends on how much an employee expects effort will lead to good performance, and that performance will lead to desired rewards.
The document analyzes these and other theories like ERG theory, McClelland's learned needs theory,
Top 11 HR Trends for 2024 That Will Change Future of WorkVantage Circle
As an HR, it is critical to keep yourself updated with the newer developments to make a smooth transition in the workplace. So, here is a list of top HR trends that will impact the workplace in 2024.
HRMantra is a cutting-edge HR technology solution that harnesses artificial intelligence for digital transformation of HR operations. It streamlines processes like attendance management, performance evaluations, project progress tracking, employee database management, and payroll processing with automated income tax & benefit plans calculations. Unlock productivity, compliance automation, and data-driven insights with this innovative HR cloud platform for the future of work.
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Team Building Activities for Introverts.pdfConfetti
Plan events that cater to all personality types! Activities that allow for quieter interaction and personal space can create a more inclusive and supportive atmosphere for all team members and help introverts feel more valued and understood.
Check out our blog for the full list 👉 https://share.withconfetti.com/4aV7kEz
2. Process of Motivation
Realizing a
deficiency
Need
Giving a
direction to
the
deficiency
Drive
Reduction
of drives
and fulfilling
deficiencies
Goals
3. “Degree of an Unsatisfied need”
“Result of a need or desire”
“Readiness to pursue a goal”
“Physiological or Psychological deficiency
“Initiating action leading to satisfaction”
“MOTIVE
”
4. Motives can be
O Primary motives: They are unlearned and
Physiological in nature.
Hunger, sleep, protecting self from pain, sexual
satisfaction, excretion, physical protection/shelter
O General Motives: These are also unlearned, but
are not physiological in nature.
Love, affection, curiosity
O Secondary Motives: They are learned concepts
Achievement, affiliation, power, security, status,
feedback, validation
5. And hence Motivation is…
O Internal and external factors that
stimulate desire and energy in people to
be continually interested in and committed
to a job, role, or subject, and to exert
persistent effort in attaining a goal
O Performance= f(Motivation X Ability)
6. How does motivation happen?
How do different companies
and manager motivate people?
9. Content Theories
(what people need in their lives)
Maslow’s Need
Hierarchy theory
Hertzberg’s 2
factor theory
Alderfer’s ERG’s
Theory
McClelland’s
Achievement
Motivation Theory
10. Process Theories
(psychological and
behavioral processes
that affect and
individual's motivation)
Vrooms
Expectancy
Theory
Adam’s
Equity
Theory
Skinner’s
Reinforcem
ent Theory
Locke’s
Goal
Setting
Theory
13. Primary and General Motives of Abraham
Maslow’s Theory of Hierarchy of Needs
O Physiological: Needs without which you
cannot physically function/survive
O Safety: Needs which enable people to
stay away from any kind of harm on self
and loved ones
O Social Needs: Acceptance, appreciation,
love, recognition, validation, emotional
support
14. OFurther up the pyramid, the need for
personal esteem and feelings of
accomplishment take priority
Being Needs
Deficit Needs
15. Self Esteem Self Actualization
O Reflection of a person’s
own evaluation of his or
her worth
O Self Regard,
confidence, respect of
others, respect by
others, self-respect,
achievement, etc. are
included in esteem tier
O Realizing your own
worth
O Self actualization is the
realization or fulfillment of
one’s talents and potential
O Self actualization includes
morality, creativity,
spontaneity, problem
solving, lack of prejudice
and acceptance of facts.
O Realizing your full potential
16. High Self Esteem
O Flexible
O Creative
O Independent
O Able to manage change
O Seeks challenges
O Quicker to healing
O Higher tolerance to
stress
O High regard for Self and
Self-care
Low Self Esteem
O Rigid
O Fearful of new and
unfamiliar
O Can be fearful/hostile; but
depends on company
O Difficult to leave comfort
zone
O Lingers on failures
O Does not look after
themselves
19. His background
O Project Manager at NASA, Lives in the US
O Feels guilty about leaving his foster mom
O Plans to return to India
20. His experience
O People living in a small Village called
Charanpur have less facilities
O Meets Kaveri amma, his foster mom and
Gita who is a school teacher and trying to
improve the Education condition in the
village
O He behaves like most foreigners, drinking
only bottled water, sleeping in his caravan
21. Turning point
O He is asked to visit a village called Kodi to
collect money from Haridas
O Haridas shared how he is unable to feed
his children and that he was banished
from the village for changing professions
and don’t supply him water for irrigation
O Mohan has a heavy heart
22. O Mohan decides to fix inconsistent
Electricity problems
O With his heart getting closer to his
motherland, he drinks un-bottled, non
purified water for the first time when he
sees a child selling it.
O He returns back to USA to complete the
NASA Project
O His past in India starts haunting him and
he decides to come back to India
24. O Mohan Bhargava, after acquiring all physiological and safety needs,
progressed to social needs
O On being an orphan, he was raised by his foster mother.
O He developed a good sense of self esteem, was a valued employee of
NASA
O When it came to Self- Actualization, the satisfaction one gets from
maximizing his own potential. He actually regressed down to the level
of social needs.
O On realizing his feeling of belonging to his motherland, he maximized
his potential by doing tasks such as, generating electricity for his
village.
O What we understand here as an exception to Maslow’s Hierarchy is
that some people may be in denial/ or superficially claim that an area of
their needs are met. However on progressing further to self-
Actualization, he went back to Social needs and found his fulfillment.
O This lead him to reach Self Actualization.
26. Different Lifestyles affecting different motivation
processes
Child 1: has grown up looking at his family struggling
for food, shelter, education etc.
Child 2: has grown up with all needs satisfied and
now looks forward for esteem.
And now due to Similar Meritorious results, they have
sought admission in the same Grad School. Eg. IIT
What can be the challenges for child 1 and 2 to reach
the stage of Self-Esteem?
27. O Child 1:
Since the child has spent most time understanding
the struggle to acquire physiological needs. He is
satisfied with the attainment of the same. And for
a longer duration of time, the child will think that
these are the maximum motivators, that he is able
to feed, clothe, and keep himself Safe.
O Child 2:
Since this child has not seen struggle for the
physiological needs, he may have a superficial
progression to self esteem which can be damaged
easily on understanding any kind of deficiency
faced in life. Also, higher expectations for
achievement can stress them easily.
28. 2 Attributes of Self Esteem in 1
person
O A person may have low self-esteem
regarding physical attractiveness and high
self-esteem about ability to do a job well
29. Hierarchy of needs at the workplace
O Physiological needs:
O Security or safety needs:
O Affiliation or Social needs:
O Self-Esteem needs:
O Self actualization needs:
30. Hierarchy of needs at the workplace
O Physiological needs: Salary, sustainable work environment, restroom,
breaks, food availability/facility, ergonomic setup
O Security or safety needs: job security, safe work environment, fair
practices
O Affiliation or Social needs: Friends at work, not being yelled at, not
being spoken to rudely, good relationships with leaders and
subordinates, camaraderie
O Self-Esteem needs : Self Respect, achievement, recognition, rewards,
growth
O Self actualization needs: Roles Identification of talents, to maximize
potential, feeling professionally fulfilled, being valued.
31. Arguments
O Do needs actually follow a hierarchy?
O Depending on the conditions spent in
ones lifetime, one may be satisfied
throughout their lives by just having food
clothing shelter
O Motivation is not everlasting. It can be
influenced by other conditions
32. Herzberg’s two factor theory
Hygiene factors and Motivating factors
O Hygiene factors or Dissatisfiers
O Motivation factors or Satisfiers
33. Hygiene factors or Dissatisfiers
Presence of these, does not yield any satisfaction or motivation
but absence of these causes dissatisfaction, also called
maintenance factor.
O Company Policies
O Administration
O Supervision
O Suitable working conditions
O Salary
O Job Security
34. Motivational factors or Satisfiers
Presence of these causes Motivation/Satisfaction,
absence of which causes no Satisfaction, but not
dissatisfaction.
O Achievement
O Recognition
O Advancement
O Possibility of growth
O Responsibility
36. Comparison of Maslow and
Herzberg
Herzberg Maslow
Motivating
Self-Actualization
Self-Esteem
Hygiene
Love & Belonging
Safety Needs
Physiological Needs
37. Alderfer’s ERG Theory
This theory classifies needs in 3 orders
OExistence - Survival and Physical Well-
being
ORelatedness - Interpersonal and Social
OGrowth – Self development
This theory is similar to Maslow and Herzberg,
however it does not claim to have previous
orders fulfilled to reach to the next one.
38. Relationships between the
theory’s concepts
O Satisfaction-progression: move up the
hierarchy as needs are satisfied
O Frustration-regression: If a higher level
need remains unfulfilled, a person may
regress to lower level needs that appear
easier to satisfy.
39. Herzberg Maslow Alderfer's ERG
Motivating
Self-Actualization
Growth
Self-Esteem
Hygiene
Love & Belonging Relatedness
Safety Needs
Existence
Physiological Needs
40. David McClelland's
achievement theory
All the needs can be harnessed and channeled for the benefit of the
Organisation , provided managers can identify employees with these
needs and tap them for the individual’s satisfaction and
organisation’s benefit
41. Believes each person has a need for all 3 but that people differ
in their degree to which the various needs motivate their
behaviour
Need for
Achievement
( n Ach)
Need for Power
(n Pow)
Need for
Affiliation (n
Aff)
42. Dominant Motivator Characteristics of This Person
Achievement
Has a strong need to set and accomplish challenging goals.
Takes calculated risks to accomplish their goals.
Likes to receive regular feedback on their progress and
achievements.
Often likes to work alone.
Affiliation
Wants to belong to the group.
Wants to be liked, and will often go along with whatever the
rest of the group wants to do.
Favors collaboration over competition.
Doesn't like high risk or uncertainty.
Power
Wants to control and influence others.
Likes to win arguments.
Enjoys competition and winning.
Enjoys status and recognition.
43. Need for
Achievement
O Moderate
Challenging
O Responsibility
O Autonomy
O Feedback
seeking- major
drive
Need for
Affiliation
O Social and
interpersonal
O Friendship
seeking
O People over
competence/wo
rk
Need for
Power
O Wants to control
and influence
others.
O Likes to win
arguments.
O Enjoys
competition and
winning.
O Enjoys status
and recognition
45. Vroom’s Expectancy Theory
O The pull or desire of an employee to do a
certain task, depends on the strength of the
expectation that the act will have a specific
outcome, and on how attractive that outcome
is to that individual
There are 3 Variables included in this theory:
O Valance
O Instrumentality
O Expectancy
The more the efforts, the better the outcome
46. O Valance: the strength of an individual’s
preference toward an outcome, Eg. The
pull one has towards one’s promotion, is
the valance.
Positive
Negative Zero
Prefers not
Attaining
Prefers
Attaining
Indifferent
One’s Love for the goal. Eg . Promotion
47. In Example
O If a person desperately wants a promotion
and is highly driven to achieve it, his
valence is positive.
O If a person is indifferent, i.e. he has no
effect on himself of gaining or losing the
promotion, the valance is zero
O If a person does not want to be promoted
at all and is refraining from any
activity/chances of promotion, he has
negative valance for the promotion
48. O Expectancy: is the belief that one’s effort
will result in the attainment of the desired
goal
O Effort drives Performance
E P
And therefore, the Motivational Factor (MF) is calculated as:
MF= Expectancy x Instrumentality x Valance
E.g. – to perform efficiently in order to get that
promotion, there has to be a certain level of efforts which
will result into the expected performance.
49. O Instrumentality: It is the belief that the
person will receive a reward if a certain
performance expectation is met.
O Performance Drives Outcome
P O
E.g. - A person who has positive valance (Highly
motivated) to get the promotion, will believe that
he has to deliver a certain level of
performance in order to get to that promotion
50. Variable Objective(Motivate) Applications (how to?)
Valence of
outcomes
(are the outcomes
desirable? )
Increase the expected value
of outcomes resulting from
desired performance
•Distribute rewards that employees
value
•Individual rewards
•Minimize the presence of counter-
valent outcomes
Expectancy
(will efforts lead to
high performance)
Increase belief that
employees are capable
•Recognizing
•Learning
•Capability building
•Role enrichment
Increase belief that
employee efforts will lead to
high performance
Instrumentality
( will performance
lead to
outcomes?)
Increase the belief that good
performance will result in
valued outcomes
Measure job performance accurately
Explain the outcomes that will result
from successful performance
Describe how the employee’s rewards
were based on past performances
51. Adam’s Equity Theory
O Based on the assumption that individuals
are motivated by their desire to be
equitably treated in their work
relationships
O In a fair and impartial manner
52. 4 Important Elements
O Person
O Inputs
O Comparison
O Outcomes (Rewards, punishment, etc.)
O Driven by a sense of fairness
O Mental ledger of Input and Output
O If the ratio is not equitable they may be
demotivated
53. Goal Setting Theory
O The willingness to work towards attainment of goal is
main source of job motivation. Clear, particular and
difficult goals are greater motivating factors than easy,
general and vague goals.
O Specific and Clear
O Measurable
O Achievable
O Realistic and Challenging
O Timely
56. Various other strategies of
Motivation
O Empowering the employees
O Creativity and Innovation
O Job Enrichment
O Learning
O Quality of Work-Life Balance
O Monetary and Other Incentives
Various strategies for motivation-
Assignment