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Theory of Human Motivation

 Abraham H. Maslow

Objectives:

 ± The cadet will be expected to demonstrate anunderstanding of the NJROTC program,

 ± group dynamics,

 ± human motivation,

 ± and their place in unit and platoon management.

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 Maslow¶s Hierarchy of Needs

Theory of Human Motivation

 ± An understanding of basic human motivationaltheory is vital to effective leadership.

 ± According to Maslow, human motivation is

 based on a hierarchical system of needs. In

ascending order, there are physiological needs,safety needs, love and belonging needs, status

and esteem needs, and the need for self-

actualization and self-fulfillment.

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The Physiological Needs

Basic needs such as hunger, thirst, warmth,

air, and so on.

They may include various sensory pleasures

as touch, hearing, tasting, smelling, under 

certain circumstances.

If these needs are unsatisfied, all other 

needs may become nonexistent or be

 pushed into the background.

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The Safety Needs

These include such things as shelter from

the elements, feeling secure from attack,

freedom from disorder, fear and anxiety.

Individuals being motivated at this level

often seek out a protector, or stronger 

 people on whom they depend.

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The Love Needs

These needs concern the desire to affiliate

with others, be accepted, and to belong.

The lack of fulfillment of these needs is the

most core cause of cases of maladjustment

and many other psychological problems.

Love needs involve both giving and

receiving. Feeling accepted and wanted.

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The Esteem & Respect Needs

These include such things as the need to

achieve, feel competent, and gain approval

and recognition. Recognition by others of 

competence and accomplishments.

Satisfaction of these needs leads to feelings

of self-confidence, worth, strength, andcapability.

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 Esteem & Respect Needs cont..

Thwarting these needs produces feelings of 

inferiority, weakness, and helplessness.

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Self-actualization & Cognitive

Understanding 

These refer to the need to find self-

fulfillment and realize one¶s unique

 potential.

 ± This stage usually not accomplished during

adolescence.

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Self-actualization & Cognitive

Understanding 

One becomes more wise and automatically

knows what to do in a wide variety of 

situations.

 ± We test ourselves for its own sake, to prove our 

worth to ourselves and to show we can ³still do

it´. Taking risks is another phrase for that.

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Self-actualization

The only reason that people would not

move through the needs to self-actualization

is because of the hindrances placed in their 

way by society. Example:

 ± Education is often a hindrance with imposed

ideas of the culture. ± On the other hand respectful teaching promotes

 personal growth.

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Transcendence

To help others find self-fulfillment and

realize their potential.

Maslow¶s basic position is that as one

 becomes more self-actualized and

transcendent, one becomes more wise

(develops wisdom) and automaticallyknows what to do in a wide variety of 

situations.

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 Personal Growth

Teach to be authentic; to be aware of their 

inner selves and to hear inner feeling voices

Teach to transcend their own cultural

conditioning, and become world citizens

Help discover their vocation in life, their 

calling, fate or destiny.

 ± This is especially focused on finding the right

career and the right mate.

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 Personal Growth cont..

Life is precious, that there is joy to be

experienced in life«

 ± if you are open to seeing the good in all

situations, it makes life worth living.

Accept the person and help them learn their 

inner nature« ± from real knowledge of aptitudes and

limitations we can know what to build upon.

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 Personal Growth cont..

Satisfy basic needs« this includes safety,

 belongingness and esteem needs.

We should refresh consciousness, teaching

to appreciate beauty and the other good

things in nature and in living.

We should teach people that controls are

good, and complete abandon is bad«

 ± It takes control to improve the quality of life in

all areas

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 Personal Growth cont..

We should teach to transcend the trifling

 problems and grapple with the serious

 problems in life.

 ± These include the problems of injustice, of 

 pain, suffering and death.

We must teach to be good choosers. ± Give practice in making choices

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Typical Issues

11-14 year olds

 ± Fear of unknown concerning sexuality.

 ± Fear of being unpopular.

 ± Fear of being selected first (having to lead a

team or group).

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Typical Issues 11-14 yr. olds ± Fear of being selected last (implying being

disliked or unpopular).

 ± Fear of not being able to complete homework,

schoolwork, project.

 ± Extreme concern over emotional

happiness/unhappiness.

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Typical Issues

15-18 year olds

 ± Fear of sexuality (based on lack of information

concerning sex).

 ± Fear that another peer will vie for the person

they are dating.

 ± Fear of being ridiculed in class when asked tospeak or demonstrate.

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Typical Issues 15-18 yr. old  ± Fear that adults will interpret roles for them

(they seek to define themselves in relation to

 peers and their own values and goals).

 ± Fear of inadequate vocational or academic

training.

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 Manifestation of typical concerns

Alcoholism & Drug abuse

Depression, anxiety, anorexia, suicide Lack of self control, irresponsibility,

absenteeism, violence

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 D

evelopmental Goals

Gaining self awareness

Developing positive attitudes Making healthy choices and effective

decisions.

Respect others

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Created by

LCDR Cook, NSI

Curtis Senior High SchoolUniversity Place, WA