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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
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