Maslow’s hierarchy of needs is just one of several motivational theories discussed in this unit. It is a foundational concept in the role of a criminal justice administrator, whether in law enforcemen
MCJ 5390, Critical Analysis of Criminal Justice Administration 1 Cou rse Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 1. Examine the core theories of criminal justice administration. 1.1 Summarize various leadership theories that can influence criminal justice administration. 1.2 Discuss motivational theories that a criminal justice administrator can utilize to engage employees. 3. Explain factors for organizational effectiveness in criminal justice. 3.1 Examine effective communication as a leader in criminal justice organizations. 3.2 Discuss the need for criminal justice administrators to be aware of employee rights. Course/Unit Learning Outcomes Learning Activity 1.1 Unit Lesson Chapter 2, pp. 31 –46 Unit II Essay 1.2 Unit Lesson Chapter 2, pp. 31 –46 Unit II Essay 3.1 Unit Lesson Chapter 3, pp. 54 –71 Unit II Essay 3.2 Unit Lesson Chapter 3, pp. 54 –71 Unit II Essay Required Unit Resources Chapter 2: Organization and Administration: Principles and Practices, pp. 31 –46 Chapter 3: Rights of Criminal Justice Employees, pp. 54 –71 Unit Lesson Welcome to Unit II. In Unit I, we discussed and reviewed three specific leadership ranks and job resp onsibilities of each role (administrator, manager, and supervisor). We further learned about the criminal justice model as well as how a criminal justice nonsystem compares to a criminal justice system. In this unit, we will turn our attention to Chapter 2 and Chapter 3 of our textbook, which cover organization administration and employee rights. As we dig deeper into the readings, we will explore and learn about Maslow’s hierarchy of needs in relation to criminal justice administration responsibilities. W e will also examine effective communication as a leader in criminal justice organizations. Finally, we will learn about various leadership and motivational theories that can influence the success of criminal justice administrators. As you have likely learne d throughout your educational journey, theories are often the underpinnings of how we understand specific aspects of the U.S. criminal justice system. Theories can help us better understand crime and criminal behavior as well as social and professional int eractions in the workplace. Let’s take a deeper dive into various theories that help us understand the dynamics of administration and leadership within criminal justice agencies. UNIT II STUDY GUIDE Theories in Criminal Justice Administration MCJ 5390, Critical Analysis of Criminal Justice Administration 2 UNIT x STUDY GUIDE Title Organizational Theory As a leader within the crim inal justice system, you will find that you are a part of an organizational structure, whether this is in corrections, courts, and/or law enforcement agencies. Organizations are comprised of “entities of two or more people who cooperate to achieve an objec tive(s)” (Peak & Giacomazzi, 2019, p. 22). Often, these organizations have a common goal. W ithin the criminal justice system, these goals are presented as mission and/or vision statements. All law enforcement agencies have a mission and/or vision statement available to the public. If you are a part of any type of organization, especially a criminal justice organization, you need to explore organizational theory in a bit more detail. Organizational theory is the study of organizational designs and structur es —including the behavior of administrators and managers within an organization (Peak & Giacomazzi, 2019). Before we move on, what are some administrative behaviors that you think are important for administrators, managers, and supervisors to possess in or der to have a successful and thriving organization? Consider this question in general, but also try to relate it to your own organization. In the Suggested Unit Resources section for this unit, you can further explore the four management styles discussed by the t extbook authors: scientific management, bureaucratic management, human relations management, and systems management (Peak & Giacomazzi, 2019). Input/output model: Review the figure below, which is a portion of Figure 2.2 on p. 2 7 in your textbook. Input/ output model (Peak & Giacomazzi, 2019) (Artistashmita, n.d.) MCJ 5390, Critical Analysis of Criminal Justice Administration 3 UNIT x STUDY GUIDE Title The excerpted portion of the figure shows how feedback relates to the law enforcement agency and the court system. (Note: Be sure to review the probation/parole agencies and the correctional institution portion s of the figure in your textbook). Feedback is derived from each of the inputs, processes, and outputs of an organization. As you have built on your knowledge of organizational theory, you should now be able to better correlate how it helps shape the input /output model. Effective Administration Requires Communication Let’s now turn our attention to communication within an organization. Before we go any further, let’s take a few minutes to think about some communication skill sets that are important in le adership within a criminal justice agency and organization. What skills do you think are valuable in order to be a successful leader in your future criminal justice professional career? Communication , according to Peak and Giacomazzi (2019), is “the use of words, sounds, signs, bodily cues, or other actions to convey or exchange information, or to express ideas, to another person or group” (p. 461). One aspect that should be noted that is not discussed in your textbook is the use of technology in communicat ion and how technological advancements have reshaped the criminal justice system. While there are positive attributes and outcomes of information that is easily and readily available, there are also challenges for many criminal justice organizations. Leadership and Motivational Theories Next, we will explore more prominent theories that relate to criminal justice administration. W e will briefly discuss trait theory, style theory, situational leadership theory, and Maslow’s hierarchy of needs. It is your responsibility to read over these and other theories presented in the textbook. It will help you understand the underpinnings of each theory as they relate to criminal justice administration. Trait theory , as presented by Peak and Giacomazzi (2019), is a theory based on the notion that “good leaders possessed certain character traits that poor leaders did not” (p. 37). What would be some positive character traits that you believe are necessary to be an effective leader in criminal justice? Ca n you think of any traits that are unique to leadership in our profession? Going one step further, do you think it is possible to measure these character traits? Situational leadership theory proposes that leaders are most effective when they are adaptab le. Adaptability or the ability to adapt to various situations is a positive behavior trait of a successful leader in criminal justice agencies. Do you consider yourself an individual who can adapt to various work environment situations? If so, you have an important leadership behavior trait that could help you with success in your criminal justice professional career. Next, we will briefly examine style theory. Peak and Giacomazzi (2019) tell us that style theory focuses on what leaders do, and they argue that leaders engage in two distinct types of behaviors —those relating to tasks and those relating to relationships. Below are some factors that contribute to style theory that you should keep in mind.  It is important for leaders to clearly identify task objectives such as appropriate times for tasks. Good leaders will work closely with their employees to produce positive outcomes for the task objectives.  Effective leadership of employees requires a humble perspective. Administrators are only as good as their employees; therefore, they must invest quality time with their workforce. This builds trust and Mass media exposure and social media usage pose many challenges for law enforcement. What are these challenges? (Iqoncept, n.d.) MCJ 5390, Critical Analysis of Criminal Justice Administration 4 UNIT x STUDY GUIDE Title confidence with the criminal justice agency.  Leaders must set organizational goals that are directly related to the task objectives. In your opinion, what a re some positive attributes about style theory? Would you utilize some of these examples if you were in the position of a criminal justice leader? To wrap up our discussion on theories, we will explore Maslow’s hierarchy of needs. You may have read about this theory in your criminal justice theory course and may already be familiar with this theory as it relates to criminal behavior. However, this th eory also applies to criminal justice administration. The premise of Maslow’s hierarchy of needs encompasses human behavior in general and how people function in life. Maslow’s hierarchy of needs suggests that people’s basic and primary needs or drives are based on physiological (survival) needs, safety or security, social needs, ego – related needs (self -esteem), and self -realization or actualization (Peak & Giacomazzi, 2019). Consider the five levels in Maslow’s hierarchy of needs. Which of the needs is m ost important for leadership to understand and recognize as it relates to their employees? Physiological needs refer to air, food, water, and shelter. While many criminal justice professionals enjoy their career, there is a monetary value of their career t hat provides for financial stability for them and their families. Next in the hierarchy of needs chain is safety and security. This element is the protection against danger. Although law enforcement and criminal justice agencies are within our community to protect, they must also keep their own safety in mind. Third in the hierarchy of needs chain is belonging and love. This is an important aspect of criminal justice administrators to understand as it relates to their employees. A sense of brotherhood and b elonging is a key component found within many paramilitary organizations such as law enforcement agencies. Also needed is the ability to trust one’s partner and having a sense of belonging to something bigger than oneself. Fourth is esteem, and this would directly relate to job satisfaction. Job satisfaction is something that must be met for criminal justice employees. The stressors of criminal justice job responsibilities can be quite high; therefore, making sure employees are recognized and are happy/fulf illed in their line of work is imperative for a healthy work environment. Lastly, self -actualization is a high -ranking need. According to Peak and Giacomazzi (2019), self -actualization includes self -fulfillment and having room for creativity and to become all that one is capable of being. This will wrap up our Unit II discussion. Make sure you read over the required readings in Chapters 2 and 3 as the information in the chapters will help you with your unit assignments and discussions. You are encouraged to read the Suggested Readings for this unit to learn additional information on this unit’s concepts. Also, make sure to thoroughly review Maslow’s hierarchy of needs. In the following unit, we will explore how our law enforcement agencies evolved to their current state, which will help us better understand our role as criminal justice administrators. Maslow’s hierarchy of needs (Experimental, n.d.) MCJ 5390, Critical Analysis of Criminal Justice Administration 5 UNIT x STUDY GUIDE Title References Artistashmita. (n.d.). Organizational structure [Graphic]. Retrieved from https://www.dreamstime.com/stock – photo -organizational -structure -image26385670 Experimental. (n.d.). Hierarchy of needs of Maslow [Graphic]. Retrieved from https://www.dreamstime.com/stock -image -hierarchy -needs -maslow -image192686 31 Iqoncept. (n.d.). What do you think survey poll question [Illustration]. Retrieved from https://www.dreamstime.com/royalty -free -stock -photo -what -do -you -think -survey -poll -question – image20602105 Peak, K. J., & Giacomazzi, A. L. (2019). Justice administr ation: Police, courts, and corrections management (9th ed.). New York, NY: Pearson. Suggested Unit Resources You are strongly encouraged to read the following pages in your textbook for a deeper look into this unit’s concepts. Chapter 2: Organization and Administration: Principles and Practices, pp. 21 –30, 47 –50 Chapter 3: Rights of Criminal Justice Employees, pp. 72 –79 In order to access the following resource, click the link below. The following article reviews what the idea of leade rship means, how it relates to competing accounts of management in the public service, and what value it adds. Spicker, P. (2012). “Leadership”: A perniciously vague concept. The International Journal of Public Sector Management, 25 (1), 34 –47. Retrieved f rom https://search -proquest – com.libraryresources.columbiasouthern.edu/abicomplete/docview/9159733 06/fulltext/23AEF61D82C6 48DFPQ/11?accountid=33337 Learning Activities (Nong raded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. Your textbook offers opportunities to apply each chapter’s concepts to real -world scenarios. F or this unit, examine and answer the questions in the “Learn by Doing” section on p p. 78 -79 of the textbook.
Maslow’s hierarchy of needs is just one of several motivational theories discussed in this unit. It is a foundational concept in the role of a criminal justice administrator, whether in law enforcemen
MCJ 5390, Critical Analysis of Criminal Justice Administration 1 Cou rse Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 1. Examine the core theories of criminal justice administration. 1.1 Summarize various leadership theories that can influence criminal justice administration. 1.2 Discuss motivational theories that a criminal justice administrator can utilize to engage employees. 3. Explain factors for organizational effectiveness in criminal justice. 3.1 Examine effective communication as a leader in criminal justice organizations. 3.2 Discuss the need for criminal justice administrators to be aware of employee rights. Course/Unit Learning Outcomes Learning Activity 1.1 Unit Lesson Chapter 2, pp. 31 –46 Unit II Essay 1.2 Unit Lesson Chapter 2, pp. 31 –46 Unit II Essay 3.1 Unit Lesson Chapter 3, pp. 54 –71 Unit II Essay 3.2 Unit Lesson Chapter 3, pp. 54 –71 Unit II Essay Required Unit Resources Chapter 2: Organization and Administration: Principles and Practices, pp. 31 –46 Chapter 3: Rights of Criminal Justice Employees, pp. 54 –71 Unit Lesson Welcome to Unit II. In Unit I, we discussed and reviewed three specific leadership ranks and job resp onsibilities of each role (administrator, manager, and supervisor). We further learned about the criminal justice model as well as how a criminal justice nonsystem compares to a criminal justice system. In this unit, we will turn our attention to Chapter 2 and Chapter 3 of our textbook, which cover organization administration and employee rights. As we dig deeper into the readings, we will explore and learn about Maslow’s hierarchy of needs in relation to criminal justice administration responsibilities. W e will also examine effective communication as a leader in criminal justice organizations. Finally, we will learn about various leadership and motivational theories that can influence the success of criminal justice administrators. As you have likely learne d throughout your educational journey, theories are often the underpinnings of how we understand specific aspects of the U.S. criminal justice system. Theories can help us better understand crime and criminal behavior as well as social and professional int eractions in the workplace. Let’s take a deeper dive into various theories that help us understand the dynamics of administration and leadership within criminal justice agencies. UNIT II STUDY GUIDE Theories in Criminal Justice Administration MCJ 5390, Critical Analysis of Criminal Justice Administration 2 UNIT x STUDY GUIDE Title Organizational Theory As a leader within the crim inal justice system, you will find that you are a part of an organizational structure, whether this is in corrections, courts, and/or law enforcement agencies. Organizations are comprised of “entities of two or more people who cooperate to achieve an objec tive(s)” (Peak & Giacomazzi, 2019, p. 22). Often, these organizations have a common goal. W ithin the criminal justice system, these goals are presented as mission and/or vision statements. All law enforcement agencies have a mission and/or vision statement available to the public. If you are a part of any type of organization, especially a criminal justice organization, you need to explore organizational theory in a bit more detail. Organizational theory is the study of organizational designs and structur es —including the behavior of administrators and managers within an organization (Peak & Giacomazzi, 2019). Before we move on, what are some administrative behaviors that you think are important for administrators, managers, and supervisors to possess in or der to have a successful and thriving organization? Consider this question in general, but also try to relate it to your own organization. In the Suggested Unit Resources section for this unit, you can further explore the four management styles discussed by the t extbook authors: scientific management, bureaucratic management, human relations management, and systems management (Peak & Giacomazzi, 2019). Input/output model: Review the figure below, which is a portion of Figure 2.2 on p. 2 7 in your textbook. Input/ output model (Peak & Giacomazzi, 2019) (Artistashmita, n.d.) MCJ 5390, Critical Analysis of Criminal Justice Administration 3 UNIT x STUDY GUIDE Title The excerpted portion of the figure shows how feedback relates to the law enforcement agency and the court system. (Note: Be sure to review the probation/parole agencies and the correctional institution portion s of the figure in your textbook). Feedback is derived from each of the inputs, processes, and outputs of an organization. As you have built on your knowledge of organizational theory, you should now be able to better correlate how it helps shape the input /output model. Effective Administration Requires Communication Let’s now turn our attention to communication within an organization. Before we go any further, let’s take a few minutes to think about some communication skill sets that are important in le adership within a criminal justice agency and organization. What skills do you think are valuable in order to be a successful leader in your future criminal justice professional career? Communication , according to Peak and Giacomazzi (2019), is “the use of words, sounds, signs, bodily cues, or other actions to convey or exchange information, or to express ideas, to another person or group” (p. 461). One aspect that should be noted that is not discussed in your textbook is the use of technology in communicat ion and how technological advancements have reshaped the criminal justice system. While there are positive attributes and outcomes of information that is easily and readily available, there are also challenges for many criminal justice organizations. Leadership and Motivational Theories Next, we will explore more prominent theories that relate to criminal justice administration. W e will briefly discuss trait theory, style theory, situational leadership theory, and Maslow’s hierarchy of needs. It is your responsibility to read over these and other theories presented in the textbook. It will help you understand the underpinnings of each theory as they relate to criminal justice administration. Trait theory , as presented by Peak and Giacomazzi (2019), is a theory based on the notion that “good leaders possessed certain character traits that poor leaders did not” (p. 37). What would be some positive character traits that you believe are necessary to be an effective leader in criminal justice? Ca n you think of any traits that are unique to leadership in our profession? Going one step further, do you think it is possible to measure these character traits? Situational leadership theory proposes that leaders are most effective when they are adaptab le. Adaptability or the ability to adapt to various situations is a positive behavior trait of a successful leader in criminal justice agencies. Do you consider yourself an individual who can adapt to various work environment situations? If so, you have an important leadership behavior trait that could help you with success in your criminal justice professional career. Next, we will briefly examine style theory. Peak and Giacomazzi (2019) tell us that style theory focuses on what leaders do, and they argue that leaders engage in two distinct types of behaviors —those relating to tasks and those relating to relationships. Below are some factors that contribute to style theory that you should keep in mind.  It is important for leaders to clearly identify task objectives such as appropriate times for tasks. Good leaders will work closely with their employees to produce positive outcomes for the task objectives.  Effective leadership of employees requires a humble perspective. Administrators are only as good as their employees; therefore, they must invest quality time with their workforce. This builds trust and Mass media exposure and social media usage pose many challenges for law enforcement. What are these challenges? (Iqoncept, n.d.) MCJ 5390, Critical Analysis of Criminal Justice Administration 4 UNIT x STUDY GUIDE Title confidence with the criminal justice agency.  Leaders must set organizational goals that are directly related to the task objectives. In your opinion, what a re some positive attributes about style theory? Would you utilize some of these examples if you were in the position of a criminal justice leader? To wrap up our discussion on theories, we will explore Maslow’s hierarchy of needs. You may have read about this theory in your criminal justice theory course and may already be familiar with this theory as it relates to criminal behavior. However, this th eory also applies to criminal justice administration. The premise of Maslow’s hierarchy of needs encompasses human behavior in general and how people function in life. Maslow’s hierarchy of needs suggests that people’s basic and primary needs or drives are based on physiological (survival) needs, safety or security, social needs, ego – related needs (self -esteem), and self -realization or actualization (Peak & Giacomazzi, 2019). Consider the five levels in Maslow’s hierarchy of needs. Which of the needs is m ost important for leadership to understand and recognize as it relates to their employees? Physiological needs refer to air, food, water, and shelter. While many criminal justice professionals enjoy their career, there is a monetary value of their career t hat provides for financial stability for them and their families. Next in the hierarchy of needs chain is safety and security. This element is the protection against danger. Although law enforcement and criminal justice agencies are within our community to protect, they must also keep their own safety in mind. Third in the hierarchy of needs chain is belonging and love. This is an important aspect of criminal justice administrators to understand as it relates to their employees. A sense of brotherhood and b elonging is a key component found within many paramilitary organizations such as law enforcement agencies. Also needed is the ability to trust one’s partner and having a sense of belonging to something bigger than oneself. Fourth is esteem, and this would directly relate to job satisfaction. Job satisfaction is something that must be met for criminal justice employees. The stressors of criminal justice job responsibilities can be quite high; therefore, making sure employees are recognized and are happy/fulf illed in their line of work is imperative for a healthy work environment. Lastly, self -actualization is a high -ranking need. According to Peak and Giacomazzi (2019), self -actualization includes self -fulfillment and having room for creativity and to become all that one is capable of being. This will wrap up our Unit II discussion. Make sure you read over the required readings in Chapters 2 and 3 as the information in the chapters will help you with your unit assignments and discussions. You are encouraged to read the Suggested Readings for this unit to learn additional information on this unit’s concepts. Also, make sure to thoroughly review Maslow’s hierarchy of needs. In the following unit, we will explore how our law enforcement agencies evolved to their current state, which will help us better understand our role as criminal justice administrators. Maslow’s hierarchy of needs (Experimental, n.d.) MCJ 5390, Critical Analysis of Criminal Justice Administration 5 UNIT x STUDY GUIDE Title References Artistashmita. (n.d.). Organizational structure [Graphic]. Retrieved from https://www.dreamstime.com/stock – photo -organizational -structure -image26385670 Experimental. (n.d.). Hierarchy of needs of Maslow [Graphic]. Retrieved from https://www.dreamstime.com/stock -image -hierarchy -needs -maslow -image192686 31 Iqoncept. (n.d.). What do you think survey poll question [Illustration]. Retrieved from https://www.dreamstime.com/royalty -free -stock -photo -what -do -you -think -survey -poll -question – image20602105 Peak, K. J., & Giacomazzi, A. L. (2019). Justice administr ation: Police, courts, and corrections management (9th ed.). New York, NY: Pearson. Suggested Unit Resources You are strongly encouraged to read the following pages in your textbook for a deeper look into this unit’s concepts. Chapter 2: Organization and Administration: Principles and Practices, pp. 21 –30, 47 –50 Chapter 3: Rights of Criminal Justice Employees, pp. 72 –79 In order to access the following resource, click the link below. The following article reviews what the idea of leade rship means, how it relates to competing accounts of management in the public service, and what value it adds. Spicker, P. (2012). “Leadership”: A perniciously vague concept. The International Journal of Public Sector Management, 25 (1), 34 –47. Retrieved f rom https://search -proquest – com.libraryresources.columbiasouthern.edu/abicomplete/docview/9159733 06/fulltext/23AEF61D82C6 48DFPQ/11?accountid=33337 Learning Activities (Nong raded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. Your textbook offers opportunities to apply each chapter’s concepts to real -world scenarios. F or this unit, examine and answer the questions in the “Learn by Doing” section on p p. 78 -79 of the textbook.
Maslow’s hierarchy of needs is just one of several motivational theories discussed in this unit. It is a foundational concept in the role of a criminal justice administrator, whether in law enforcemen
4/8/2019 Maslow’s Hierarchy of Needs | Simply Psychology https://www.simplypsychology .org/maslow.html 1/10 Maslow’s Hierarchy of Needs By Saul McLeod , updated 2018 Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid. Needs lower down in the hierarchy must be satisfied before individuals can attend to needs higher up. From the bottom of the hierarchy upwards, the needs are: physiological, safety, love and belonging, esteem and self-actualization. maslow’s hierarchy of needs five stage pyramid Defic ie n cy n eed s vs. g ro w th n eed s This five-stage model can be divided into deficiency needs and growth needs. The first four levels are often referred to as deficiency needs ( D-needs ), and the top level is known as growth or being needs ( B-needs ). Deficiency needs arise due to deprivation and are said to motivate people when they are unmet. Also, the motivation to fulfill such needs will become stronger the longer the duration they are denied. For example, the longer a person goes without food, the more hungry they will become. Maslow (1943) initially stated that individuals must satisfy lower level deficit needs before progressing on to meet higher level growth needs. However, he later clarified that satisfaction of a needs is not an “all-or-none” phenomenon, admitting that his earlier statements may have given “the false impression that a need must be satisfied 100 percent before the next need emerges” (1987, p. 69). When a deficit need has been ‘more or less’ satisfied it will go away, and our activities become habitually directed towards meeting the next set of needs that we have yet to satisfy. These then become our salient needs. However, growth needs continue to be felt and may even become stronger once they have been engaged. Personality T est Case Study ychology Degree ld ‘S Psychologist sychologist T est EARCHES 4/8/2019 Maslow’s Hierarchy of Needs | Simply Psychology https://www.simplypsychology .org/maslow.html 2/10 maslow’s hierarchy of needs five stage pyramid showing deficiency needs and growth needs Growth needs do not stem from a lack of something, but rather from a desire to grow as a person. Once these growth needs have been reasonably satisfied, one may be able to reach the highest level called self-actualization. Every person is capable and has the desire to move up the hierarchy toward a level of self- actualization. Unfortunately, progress is often disrupted by a failure to meet lower level needs. Life experiences, including divorce and loss of a job, may cause an individual to fluctuate between levels of the hierarchy. Therefore, not everyone will move through the hierarchy in a uni-directional manner but may move back and forth between the different types of needs. The original hierarchy of needs five-stage model includes: Maslow (1943, 1954) stated that people are motivated to achieve certain needs and that some needs take precedence over others. Our most basic need is for physical survival, and this will be the first thing that motivates our behavior. Once that level is fulfilled the next level up is what motivates us, and so on. 1. Physiological needs – these are biological requirements for human survival, e.g. air, food, drink, shelter, clothing, warmth, sex, sleep. If these needs are not satisfied the human body cannot function optimally. Maslow considered physiological needs the most important as all the other needs become secondary until these needs are met. 2. Safety needs – protection from elements, security, order, law, stability, freedom from fear. 3. Love and belongingness needs – after physiological and safety needs have been fulfilled, the third level of human needs is social and involves feelings of belongingness. The need for interpersonal relationships motivates behavior Examples include friendship, intimacy, trust, and acceptance, receiving and giving affection and love. Affiliating, being part of a group (family, friends, work). 4. Esteem needs – which Maslow classified into two categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect from others (e.g., status, prestige). Maslow indicated that the need for respect or reputation is most important for children and adolescents and precedes real self-esteem or dignity. 5. Self-actualization needs – realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. A desire “to become everything one is capable of becoming”(Maslow, 1987, p. 64). rarchy of needs five stage pyramid Maslow posited that human needs are arranged in a hierarchy: 4/8/2019 Maslow’s Hierarchy of Needs | Simply Psychology https://www.simplypsychology .org/maslow.html 3/10 “It is quite true that man lives by bread alone — when there is no bread. But what happens to man’s desires when there is plenty of bread and when his belly is chronically filled? At once other (and “higher”) needs emerge and these, rather than physiological hungers, dominate the organism. And when these in turn are satisfied, again new (and still “higher”) needs emerge and so on. This is what we mean by saying that the basic human needs are organized into a hierarchy of relative prepotency” (Maslow, 1943, p. 375) . Maslow continued to refine his theory based on the concept of a hierarchy of needs over several decades (Maslow, 1943, 1962, 1987). Regarding the structure of his hierarchy, Maslow (1987) proposed that the order in the hierarchy “is not nearly as rigid” (p. 68) as he may have implied in his earlier description. Maslow noted that the order of needs might be flexible based on external circumstances or individual differences. For example, he notes that for some individuals, the need for self-esteem is more important than the need for love. For others, the need for creative fulfillment may supersede even the most basic needs. Maslow (1987) also pointed out that most behavior is multi-motivated and noted that “any behavior tends to be determined by several or all of the basic needs simultaneously rather than by only one of them” (p. 71). Hierarchy of needs summary (a) human beings are motivated by a hierarchy of needs. (b) needs are organized in a hierarchy of prepotency in which more basic needs must be more or less met (rather than all or none) prior to higher needs. (c) the order of needs is not rigid but instead may be flexible based on external circumstances or individual differences. (d) most behavior is multi-motivated, that is, simultaneously determined by more than one basic need. The expanded hierarchy of needs It is important to note that Maslow’s (1943, 1954) five-stage model has been expanded to include cognitive and aesthetic needs (Maslow, 1970a) and later transcendence needs (Maslow, 1970b). Changes to the original five-stage model are highlighted and include a seven-stage model and an eight-stage model; both developed during the 1960’s and 1970s. Expanded Maslow’ s HierarExpanded Maslow’ s Hierar …… 4/8/2019 Maslow’s Hierarchy of Needs | Simply Psychology https://www.simplypsychology .org/maslow.html 4/10 1. Biological and physiological needs – air, food, drink, shelter, warmth, sex, sleep, etc. 2. Safety needs – protection from elements, security, order, law, stability, etc. 3. Love and belongingness needs – friendship, intimacy, trust, and acceptance, receiving and giving affection and love. Affiliating, being part of a group (family, friends, work). 4. Esteem needs – which Maslow classified into two categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect from others (e.g., status, prestige). 5. Cognitive needs – knowledge and understanding, curiosity, exploration, need for meaning and predictability. 6. Aesthetic needs – appreciation and search for beauty, balance, form, etc. 7. Self-actualization needs – realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. 8. Transcendence needs – A person is motivated by values which transcend beyond the personal self (e.g., mystical experiences and certain experiences with nature, aesthetic experiences, sexual experiences, service to others, the pursuit of science, religious faith, etc.). Maslow’s hierarchy of needs eight stage pyramid Self-actualization Instead of focusing on psychopathology and what goes wrong with people, Maslow (1943) formulated a more positive account of human behavior which focused on what goes right. He was interested in human potential, and how we fulfill that potential. Psychologist Abraham Maslow (1943, 1954) stated that human motivation is based on people seeking fulfillment and change through personal growth. Self-actualized people are those who were fulfilled and doing all they were capable of. The growth of self-actualization (Maslow, 1962) refers to the need for personal growth and discovery that is present throughout a person’s life. For Maslow, a person is always ‘becoming’ and never remains static in these terms. In self- actualization, a person comes to find a meaning to life that is important to them. As each individual is unique, the motivation for self-actualization leads people in different directions (Kenrick et al., 2010). For some people self-actualization can be achieved through creating works of art or literature, for others through sport, in the classroom, or within a corporate setting. Maslow (1962) believed self-actualization could be measured through the concept of peak experiences. This occurs when a person experiences the world totally for what it is, and there are feelings of euphoria, joy, and wonder. It is important to note that self-actualization is a continual process of becoming rather than a perfect state one reaches of a ‘happy ever after’ (Hoffman, 1988). Maslow offers the following description of self-actualization: 4/8/2019 Maslow’s Hierarchy of Needs | Simply Psychology https://www.simplypsychology .org/maslow.html 5/10 ‘It refers to the person’s desire for self-fulfillment, namely, to the tendency for him to become actualized in what he is potentially. The specific form that these needs will take will of course vary greatly from person to person. In one individual it may take the form of the desire to be an ideal mother, in another it may be expressed athletically, and in still another it may be expressed in painting pictures or in inventions’ (Maslow, 1943, p. 382–383). Characteristics of self-actualized people Although we are all, theoretically, capable of self-actualizing, most of us will not do so, or only to a limited degree. Maslow (1970) estimated that only two percent of people would reach the state of self-actualization. He was especially interested in the characteristics of people whom he considered to have achieved their potential as individuals. By studying 18 people he considered to be self-actualized (including Abraham Lincoln and Albert Einstein) Maslow (1970) identified 15 characteristics of a self-actualized person. Characteristics of self-actualizers: 1. They perceive reality efficiently and can tolerate uncertainty; 2. Accept themselves and others for what they are; 3. Spontaneous in thought and action; 4. Problem-centered (not self-centered); 5. Unusual sense of humor; 6. Able to look at life objectively; 7. Highly creative; 8. Resistant to enculturation, but not purposely unconventional; 9. Concerned for the welfare of humanity; 10. Capable of deep appreciation of basic life-experience; 11. Establish deep satisfying interpersonal relationships with a few people; 12. Peak experiences; 13. Need for privacy; 14. Democratic attitudes; 15. Strong moral/ethical standards. Behavior leading to self-actualization: 4/8/2019 Maslow’s Hierarchy of Needs | Simply Psychology https://www.simplypsychology .org/maslow.html 6/10 (a) Experiencing life like a child, with full absorption and concentration; (b) Trying new things instead of sticking to safe paths; (c) Listening to your own feelings in evaluating experiences instead of the voice of tradition, authority or the majority; (d) Avoiding pretense (‘game playing’) and being honest; (e) Being prepared to be unpopular if your views do not coincide with those of the majority; (f) Taking responsibility and working hard; (g) Trying to identify your defenses and having the courage to give them up. The characteristics of self-actualizers and the behaviors leading to self-actualization are shown in the list above. Although people achieve self-actualization in their own unique way, they tend to share certain characteristics. However, self-actualization is a matter of degree, ‘There are no perfect human beings’ (Maslow, 1970a, p. 176 ). It is not necessary to display all 15 characteristics to become self-actualized, and not only self-actualized people will display them. Maslow did not equate self-actualization with perfection. Self-actualization merely involves achieving one’s potential. Thus, someone can be silly, wasteful, vain and impolite, and still self-actualize. Less than two percent of the population achieve self-actualization. Educational applications Maslow’s (1962) hierarchy of needs theory has made a major contribution to teaching and classroom management in schools. Rather than reducing behavior to a response in the environment , Maslow (1970a) adopts a holistic approach to education and learning. Maslow looks at the complete physical, emotional, social, and intellectual qualities of an individual and how they impact on learning. Applications of Maslow’s hierarchy theory to the work of the classroom teacher are obvious. Before a student’s cognitive needs can be met, they must first fulfill their basic physiological needs. For example, a tired and hungry student will find it difficult to focus on learning. Students need to feel emotionally and physically safe and accepted within the classroom to progress and reach their full potential. Maslow suggests students must be shown that they are valued and respected in the classroom, and the teacher should create a supportive environment. Students with a low self-esteem will not progress academically at an optimum rate until their self-esteem is strengthened. Maslow (1971, p. 195) argued that a humanistic educational approach would develop people who are “stronger, healthier, and would take their own lives into their hands to a greater extent. With increased 4/8/2019 Maslow’s Hierarchy of Needs | Simply Psychology https://www.simplypsychology .org/maslow.html 7/10 personal responsibility for one’s personal life, and witha rational set of values to guide one’s choosing, people would begin to actively change the society in which they lived”. Critical evaluation The most significant limitation of Maslow’s theory concerns his methodology. Maslow formulated the characteristics of self-actualized individuals from undertaking a qualitative method called biographical analysis. He looked at the biographies and writings of 18 people he identified as being self-actualized. From these sources, he developed a list of qualities that seemed characteristic of this specific group of people, as opposed to humanity in general. From a scientific perspective , there are numerous problems with this particular approach. First, it could be argued that biographical analysis as a method is extremely subjective as it is based entirely on the opinion of the researcher. Personal opinion is always prone to bias, which reduces the validity of any data obtained. Therefore Maslow’s operational definition of self-actualization must not be blindly accepted as scientific fact. Furthermore, Maslow’s biographical analysis focused on a biased sample of self-actualized individuals, prominently limited to highly educated white males (such as Thomas Jefferson, Abraham Lincoln, Albert Einstein, William James, Aldous Huxley, Beethoven). Although Maslow (1970) did study self-actualized females, such as Eleanor Roosevelt and Mother Teresa, they comprised a small proportion of his sample . This makes it difficult to generalize his theory to females and individuals from lower social classes or different ethnicity. Thus questioning the population validity of Maslow’s findings. Furthermore, it is extremely difficult to empirically test Maslow’s concept of self-actualization in a way that causal relationships can be established. Another criticism concerns Maslow’s assumption that the lower needs must be satisfied before a person can achieve their potential and self-actualize. This is not always the case, and therefore Maslow’s hierarchy of needs in some aspects has been falsified. Through examining cultures in which large numbers of people live in poverty (such as India), it is clear that people are still capable of higher order needs such as love and belongingness. However, this should not occur, as according to Maslow, people who have difficulty achieving very basic physiological needs (such as food, shelter, etc.) are not capable of meeting higher growth needs. Also, many creative people, such as authors and artists (e.g., Rembrandt and Van Gogh) lived in poverty throughout their lifetime, yet it could be argued that they achieved self-actualization. Psychologists now conceptualize motivation as a pluralistic behavior, whereby needs can operate on many levels simultaneously. A person may be motivated by higher growth needs at the same time as lower level deficiency needs. Contemporary research by Tay and Diener (2011) has tested Maslow’s theory by analyzing the data of 60,865 participants from 123 countries, representing every major region of the world. The survey was conducted from 2005 to 2010. 4/8/2019 Maslow’s Hierarchy of Needs | Simply Psychology https://www.simplypsychology .org/maslow.html 8/10 Respondents answered questions about six needs that closely resemble those in Maslow’s model: basic needs (food, shelter); safety; social needs (love, support); respect; mastery; and autonomy. They also rated their well-being across three discrete measures: life evaluation (a person’s view of his or her life as a whole), positive feelings (day-to-day instances of joy or pleasure), and negative feelings (everyday experiences of sorrow, anger, or stress). The results of the study support the view that universal human needs appear to exist regardless of cultural differences. However, the ordering of the needs within the hierarchy was not correct. “Although the most basic needs might get the most attention when you don’t have them,” Diener explains, “you don’t need to fulfill them in order to get benefits [from the others].” Even when we are hungry, for instance, we can be happy with our friends. “They’re like vitamins,” Diener says about how the needs work independently. “We need them all.” Download this article as a PDF APA Style References Hoffman, E. (1988). The right to be human: A biography of Abraham Maslow . Jeremy P. Tarcher, Inc. Kenrick, D. T., Neuberg, S. L., Griskevicius, V., Becker, D. V., & Schaller, M. (2010). Goal-Driven Cognition and Functional Behavior The Fundamental-Motives Framework. Current Directions in Psychological Science, 19(1) , 63- 67. Maslow, A. H. (1943). A Theory of Human Motivation . Psychological Review, 50(4) , 370-96. Maslow, A. H. (1954). Motivation and personality . New York: Harper and Row. Maslow, A. H. (1962). Toward a Psychology of being . Princeton: D. Van Nostrand Company. Maslow, A. H. (1970a). Motivation and personality . New York: Harper & Row. Maslow, A. H. (1970b). Religions, values, and peak experiences. New York: Penguin. (Original work published 1966) Maslow, A. H. (1987). Motivation and personality (3rd ed.) . Delhi, India: Pearson Education. Tay, L., & Diener, E. (2011). Needs and subjective well-being around the world . Journal of Personality and Social Psychology, 101(2) , 354-356. doi:10.1037/a00 Wulff, D. M., & Maslow, A. H. (1965). Religions, Values, and Peak-Experiences. The Journal of Higher Education, 36(4) , 235. Keep Learning Maslow Notes Maslow’s Theories Maslow Hierarchy of Needs Infographic Poster 4/8/2019 Maslow’s Hierarchy of Needs | Simply Psychology https://www.simplypsychology .org/maslow.html 9/10 Application of the Maslow’s Hierarchy of Need Theory Related Articles Download this article as a PDF How to reference this article: McLeod, S. A. (2018, May 21). Maslow’s hierarchy of needs . Retrieved from https://www.simplypsychology.org/maslow.html Sponsored Content Hierarchy of Needs Rediscovering the Later Version of Maslow’s Hierarchy of Needs: Self-Transcendence and Opportunities for Theory, Research, and Unification BBC Radio 4 Programme: Maslow and the Hierarchy of Needs Hierarchy of Needs Quiz Questionnaire: Are you self-actualized? 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