Motivation theory and its applications

Both observation and experiment provided the underpinning for Abraham Maslow’s theory of human motivation. Maslow (1943) posits, “man is a perpetually wanting animal,” leading to the constant striving to fulfill goals (p. 370). If and when anything prevents the fulfillment of a goal—whether the obstacle is internal or external—discomfort or psychopathy can occur (Maslow, 1943). Although Maslow’s original research was conducted decades ago, recent research on motivation and human behavior continues to substantiate Maslow’s core claims. Researchers continue to operationalize Maslow’s definitions of needs and motivation, leading to a strengthening of the original theory and expanded applications in the social sciences. Maslow himself wrote extensively to develop and mature a comprehensive theory of human motivation based on the hierarchy of needs model. The original needs hierarchy consists of five fundamental needs: for physiological comfort and fulfillment, for safety and security, for belongingness, for esteem, and for self-actualization. Although definitions of terms have shifted somewhat, the fundamental tenets of Maslow’s needs hierarchy and the underlying assumptions of Maslow’s theory of human motivation remain consistent and relevant.

For example, Taormina & Gao (2013) prove Maslow’s original assumption that the needs hierarchy is linear; “the more each lower-level need was satisfied, the more the next higher-level need was satisfied,” (p. 156). Maslow (1943) similarly stated, “when the most prepotent goal is realized, the next higher need emerges,” (p. 370). In application, a person needs to fulfill lower order needs thoroughly before progressing towards the fulfillment of higher needs. The staged process does not preclude cyclical growth and development, but when dysfunction or neurosis has become manifest in an individual, it usually points to the lack of fulfillment of a more fundamental need on the hierarchy. Understanding Maslow’s hierarchy of needs within a general motivation theory framework can be of tremendous benefit to human resources managers in both the public and private sectors. In a study on American correctional officers, Udechukwu (2009) found that lack of fulfillment of lower order needs on the hierarchy precipitated low motivation, leading to increased rates of officer turnover. Human resources managers can implement Maslow’s needs hierarchy into employee development strategies and policies for improving the workplace environment and organizational culture.

Both Udechukwu (2009) and Gawel (1997) link Maslow’s theory of motivation and hierarchy of needs with the work of Frederick Herzberg. Herzberg’s theory of motivation focused squarely on “job factors that motivate employees,” (Gawel, 1997, p. 1). Herzberg originally capitalized on Maslow’s needs hierarchy to show how specific factors in the workplace environment or company policy can lead to increased or decreased motivation, satisfaction levels, and measurable performance outcomes. Specific factors involved in meeting many of the main motivational needs include policy consistency and fairness, type and level of supervision, interpersonal relations, working conditions, and salary (Gawel, 1997). Both higher and lower level needs are implicated in determining job satisfaction and attitudes towards work, which is why Maslow’s theory of motivation connects well with that of Herzberg to provide a comprehensive and evidence-based framework for organizational culture and human resources practices.

Although spirituality and self-actualization rarely factor into workplace environments and organizational policy, Koltko-Rivera (2006) shows how Maslow eventually amended his original hierarchy of needs to include self-transcendence as a “motivational step beyond self-actualization,” (p. 302). Self-transcendence implies having a higher purpose, or a purpose greater than oneself. Therefore, considering the importance of altruism, servant-leadership, and ethical goals can help managers and leaders to cultivate a workplace ethic and organizational culture that inspire employees to envision their role as being more meaningful than just a means to achieve capitalistic goals. The concept of self-transcendence might not be applicable to all workplace environments or company cultures, but for organizations dedicated to social and human services, or to companies with strong policies of social or environmental responsibility, the highest needs on hierarchy need to be included in practices for stimulating employee motivation. Employees in the human services sector or in companies that purport to be socially conscious need to be motivated by a higher purpose that fulfills the need for self-transcendence in their daily work. The concept of self-transcendence can be incorporated into almost any professional or academic setting to increase motivation.

For instance, research on applying Maslow’s needs hierarchy in the educational environment shows that students whose lower needs are not being fulfilled do not achieve higher order needs, resulting in a “declining quality of teaching and learning,” as well as “unethical” teaching practices (Adiele & Abraham, 2013, p. 1). Lower order needs need to be fulfilled first, in keeping with Maslow’s original concept of a linear progression from the bottom of the pyramid-shaped needs hierarchy to the top. Moreover, students will first be highly motivated to fulfill lower order needs like hunger, security, and friendship. Only when these lower order needs are being met can teachers effectively focus on the fulfillment of higher order needs. Higher order needs will not be articulated, acknowledged or realized until the lower order needs are met first. As Adiele & Abraham (2013) imply, Maslow’s needs hierarchy and corresponding theory of motivation can in part explain achievement gaps between advantaged versus disadvantaged children. Disadvantaged children have fewer opportunities than their advantaged counterparts to fulfill lower order needs or are in some ways dissatisfied or unhappy with their basic food, shelter, clothing, or sense of belongingness. The Adiele & Abraham (2013) research on students parallels the work by Gawel (1997) on stimulating employee satisfaction in order to increase motivation and measurable performance outcomes.

Finally, recent research connects self-determination theory with Maslow’s theory of human motivation. Low motivation and dissatisfaction in any area of life are empirically linked to precipitating factors such as lack of autonomy, lack of competency, and lack of meaningful relationships with others (Deci & Ryan, 2014). Recognition of the efficacy of Maslow’s hierarchy of needs can be used to stimulate motivation among any human cohort. Changes to the workplace environment, towards one that encourages interaction, collaboration, and engagement with others, can have a huge impact on employee performance and satisfaction (Deci & Ryan, 2014). Moreover, Maslow’s work helps to explain the importance of intrinsic motivation. Intrinsic motivation stems from autonomy, and the critical need to personally master skills (Deci & Ryan, 2014). When autonomy is thwarted, as with meaningless work, drudgery, or work that lacks a higher sense of purpose, employees will remain dissatisfied, disconnected from both their tasks and from their organizations, and will consequentially perform poorer or be more inclined to exhibit health or psychological problems.

Maslow’s hierarchy of needs concept and corresponding theory of human motivation has permeated all fields in the social sciences. The needs hierarchy shows how individuals, regardless of race, class, gender, or social status, are motivated to fulfill physiological, safety, love, esteem, and self-actualization needs. Those needs also need to be fulfilled in order, making it difficult to focus on higher levels when lower level needs are not being met. Research on Maslow’s hierarchy of needs substantiates the theoretical claims and assumptions, providing ample opportunities for practical application in business, education, and healthcare.







References

Adiele, E.E., Abraham, N.M. (2013). Achievement of Abraham Maslow’s needs hierarchy theory among teachers. Journal of Curriculum and Teaching 2(1).
Deci, E.L. & Ryan, R.M. (2014). The importance of universal psychological needs for understanding motivation in the workplace. In The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory. Oxford University Press.
Gawel, J.E. (1997). Herzberg’s theory of motivation and Maslow’s hierarchy of needs. Practical Assessment, Research and Evaluation 5(11): Retrieved online: http://pareonline.net/getvn.asp?v=5&n=11&iforg_highlight=Computer
Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow\\'s hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of General Psychology, 10(4), 302-317.
Maslow, A.H. (1943). A theory of human motivation. Psychological Review 50(4): 370-396.
Taormina, R.J. & Gao, J.H. (2013). Maslow and the motivation hierarchy: measuring satisfaction of the needs. The American Journal of Psychology 126(2): 156-177.
Udechukwu, I.I. (2009). Correctional officer turnover. Public Personnel Management 38(2): 69-82.