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Maslow's Hierarchy of Needs

itten by: William G. Huitt st modified: February 2004

braham Maslow (1954) attempted to synthesize a large body of research related to human otivation . Prior to Maslow , researchers generally focused separately on such factors as biology,hievement, or power to explain what energizes, directs, and sustains human behavior. Maslowsited a hierarchy of human needs based on two groupings: deficiency needs and growth needs.ithin the deficiency needs, each lower need must be met before moving to the next higher level.nce each of these needs has been satisfied, if at some future time a deficiency is detected, thedividual will act to remove the deficiency. The first four levels are:

1) Physiological: hunger, thirst, bodily comforts, etc.;

2) Safety/security: out of danger;

3) Belongingness and Love: affiliate with others, be accepted; and

4) Esteem: to achieve, be competent, gain approval and recognition.

http://www.wynja.com/personality/theorists_maslow.htmlhttp://chiron.valdosta.edu/whuitt/col/motivation/motivate.htmlhttp://chiron.valdosta.edu/whuitt/col/motivation/motivate.htmlhttp://snycorva.cortland.edu/~ANDERSMD/MASLOW/HOMEPAGE.HTMLhttp://www.accel-team.com/maslow_/index.htmlhttp://www.accel-team.com/maslow_/index.htmlhttp://snycorva.cortland.edu/~ANDERSMD/MASLOW/HOMEPAGE.HTMLhttp://chiron.valdosta.edu/whuitt/col/motivation/motivate.htmlhttp://chiron.valdosta.edu/whuitt/col/motivation/motivate.htmlhttp://www.wynja.com/personality/theorists_maslow.html

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ccording to Maslow, an individual is ready to act upon the growth needs if and only if the deficiencyeds are met. Maslow's initial conceptualization included only one growth need--self-actualization.lf-actualized people are characterized by: 1) being problem-focused; 2) incorporating an ongoingshness of appreciation of life; 3) a concern about personal growth; and 4) the ability to have peak periences. Maslow later differentiated the growth need of self-actualization, specifically naming twower-level growth needs prior to general level of self-actualization (Maslow & Lowery, 1998) ande beyond that level (Maslow, 1971). They are:

5) Cognitive: to know, to understand, and explore;

6) Aesthetic: symmetry, order, and beauty;

7) Self-actualization : to find self-fulfilment and realize one's potential; and

8) Self-transcendence : to connect to something beyond the ego or to help others findself-fulfilment and realize their potential.

aslow's basic position is that as one becomes more self-actualized and self-transcendent , one

comes more wise (develops wisdom) and automatically knows what to do in a wide variety of uations. Daniels (2001) suggests that Maslow's ultimate conclusion that the highest levels of self-tualization are transcendent in their nature may be one of his most important contributions to the

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udy of human behavior and motivation.

orwood (1999) proposes that Maslow's hierarchy can be used to describe the kinds of informationat individual's seek at different levels. For example, individuals at the lowest level seek copingformation in order to meet their basic needs. Information that is not directly connected to helping arson meet his or her needs in a very short time span is simply left unattended. Individuals at thefety level need helping information . They seek to be assisted in seeing how they can be safe andcure. Enlightening information is sought by individuals seeking to meet their belongingness needs.uite often this can be found in books or other materials on relationship development. Empoweringformation is sought by people at the esteem level. They are looking for information on how theiro can be developed. Finally, people in the growth levels of cognitive, aesthetic, and self-tualization seek edifying information . While Norwood does not specifically address the level of nscendence, I believe it safe to say that individuals at this stage would seek information on how tonnect to something beyond themselves or to how others could be edified.

aslow published his first conceptualization of his theory over 50 years ago (Maslow, 1943) and it

s since become one of the most popular and often cited theories of human motivation. Aneresting phenomenon related to Maslow's work is that in spite of a lack of evidence to support hiserarchy, it enjoys wide acceptance (Wahba & Bridgewell, 1976; Soper, Milford & Rosenthal, 1995).

e few major studies that have been completed on the hierarchy seem to support the proposals of illiam James (1892/1962) and Mathes (1981) that there are three levels of human needs. Jamespothesized the levels of material (physiological, safety), social (belongingness, esteem), andiritual . Mathes proposed the three levels were physiological, belongingness, and self-actualization;considered security and self-esteem as unwarranted. Alderfer (1972) developed a comparable

erarchy with his ERG (existence, relatedness, and growth) theory. His approach modified Maslow'seory based on the work of Gordon Allport (1960, 1961) who incorporated concepts from systems eory into his work on personality .

Alderfer's Hierarchy of Motivational Needs

Level of Need Definition Properties

Growth

Impel a person to makecreative or productive effectson himself and hisenvironment

Satisfied through usingcapabilities in engagingproblems; creates a greatersense of wholeness andfullness as a human being

RelatednessInvolve relationships with

significant others

Satisfied by mutually sharingthoughts and feelings;acceptance, confirmation,under- standing, andinfluence are elements

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ExistenceIncludes all of the variousforms of material andpsychological desires

When divided among peopleone person's gain is another'sloss if resources are limited

aslow recognized that not all personalities followed his proposed hierarchy. While a variety of rsonality dimensions might be considered as related to motivational needs, one of the most often

ed is that of introversion and extroversion . Reorganizing Maslow's hierarchy based on the work of derfer and considering the introversion/extraversion dimension of personality results in three levels,ch with an introverted and extroverted component. This organization suggests there may be twopects of each level that differentiate how people relate to each set of needs. Different personalitiesght relate more to one dimension than the other. For example, an introvert at the level of her/Relatedness might be more concerned with his or her own perceptions of being included in aoup, whereas an extrovert at that same level would pay more attention to how others value thatembership.

A Reorganization of Maslow's and Alderfer's Hierarchies

Level Introversion Extroversion

Growth

Self-Actualization(development of competencies [knowledge, attitudes,and skills] and character )

Transcendence (assistingin the development of others' competencies andcharacter; relationships to

the unknown, unknowable )

Other(Relatedness)

Personal identificationwith group, significantothers (Belongingness)

Value of person by group(Esteem)

Self (Existence)

Physiological, biological(including basicemotional needs)

Connectedness, security

this point there is little agreement about the identification of basic human needs and how they aredered. For example, Deci and Ryan (1991) also suggest three needs, although they are notcessarily arranged hierarchically: the need for autonomy, the need for competence, and the need foratedness. Thompson, Grace and Cohen (2001) state the most important needs for children arennection, recognition, and power. Nohria, Lawrence, and Wilson (2001) provide evidence from aciobiology theory of motivation that humans have four basic needs: (1) acquire objects andperiences; (2) bond with others in long-term relationships of mutual care and commitment; (3) learnd make sense of the world and of ourselves; and (4) to defend ourselves, our loved ones, beliefs andsources from harm. The Institute for Management Excellence (2001) suggests there are nine basicman needs: (1) security, (2) adventure, (3) freedom, (4) exchange, (5) power, (6) expansion, (7)ceptance, (8) community, and (9) expression.

http://keirsey.com/pumII/ei.htmlhttp://chiron.valdosta.edu/whuitt/col/student/desout.htmlhttp://chiron.valdosta.edu/whuitt/col/morchr/morchr.htmlhttp://www.zip.com.au/~cee_gee/psych.htmlhttp://chiron.valdosta.edu/whuitt/col/summary/spirit.htmlhttp://chiron.valdosta.edu/whuitt/col/summary/spirit.htmlhttp://chiron.valdosta.edu/whuitt/col/summary/spirit.htmlhttp://www.itstime.com/jun97.htmhttp://www.itstime.com/jun97.htmhttp://chiron.valdosta.edu/whuitt/col/summary/spirit.htmlhttp://chiron.valdosta.edu/whuitt/col/summary/spirit.htmlhttp://chiron.valdosta.edu/whuitt/col/summary/spirit.htmlhttp://www.zip.com.au/~cee_gee/psych.htmlhttp://chiron.valdosta.edu/whuitt/col/morchr/morchr.htmlhttp://chiron.valdosta.edu/whuitt/col/student/desout.htmlhttp://keirsey.com/pumII/ei.html

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otice that bonding and relatedness are a component of every theory. However, there do not seem toany others that are mentioned by all theorists. Franken (2001) suggests this lack of accord may be a

sult of different philosophies of researchers rather than differences among human beings. Indition, he reviews research that shows a person's explanatory or attributional style will modify thet of basic needs. Therefore, it seems appropriate to ask people what they want and how their needsuld be met rather than relying on an unsupported theory. For example, Waitley (1996) advisesving a person imagine what life would be like if time and money were not an object in a person'se. That is, what would the person do this week, this month, next month, if you had all the moneyd time needed to engage in the activities and were secure that both would be available again nextar. With some follow-up questions to identify what is keeping the person from happening now, thisen-ended approach is likely to identify the most important needs of the individual.

ere is much work still to be done in this area before we can rely on a theory to be more informativean simply collecting and analyzing data. However, this body of research can be very important torents, educators, administrators and others concerned with developing and using human potential. It

ovides an outline of some important issues that must be addressed if human beings are to achievee levels of character and competencies necessary to be successful in the information age.

References

q Alderfer, C. (1972). Existence, relatedness, & growth . New York: Free Press.q Allport, G. (1960). Personality and social encounter: Selected essays . New York: Beacon

Press.q Allport, G. (1961). Pattern and growth in personality . New York: Holt, Rinehart and Winston.q Daniels, M. (2001). Maslow's concept of self-actualization . Retrieved February 2004, from

http://www.mdani.demon.co.uk/archive/MDMaslow.htm q Deci, E., & Ryan, R. (1991). A motivational approach to self: Integration in personality. In R.

Dienstbier (Ed.), Perspectives on motivation . Nebraska Symposium on Motivation. Lincoln:University of Nebraska Press.

q Franken, R. (2001). Human motivation (5th ed.) .. Pacific Grove, CA: Brooks/Cole.q Institute for Management Excellence. (2001). The nine basic human needs. Online Newsletter .

Retrieved February 2004, from http://www.itstime.com/print/jun97p.htm q

James, W. (1892/1962). Psychology: Briefer course . New York: Collier.q Maslow, A. (1943). A theory of human motivation. Psychological Review, 50 , 370-396.q Maslow, A. (1954). Motivation and personality . New York: Harper.q Maslow, A. (1971). The farther reaches of human nature . New York: The Viking Press.q Maslow, A., & Lowery, R. (Ed.). (1998). Toward a psychology of being (3rd ed.). New York:

Wiley & Sons.q Mathes, E. (1981, Fall). Maslow's hierarchy of needs as a guide for living. Journal of

Humanistic Psychology, 21 , 69-72.q Nohria, N., Lawrence, P., & Wilson, E. (2001). Driven: How human nature shapes our

choices . San Francisco: Jossey-Bass.q Norwood, G. (1999). Maslow's hierarchy of needs. The Truth Vectors (Part I). Retrieved May

2002, from http://www.deepermind.com/20maslow.htm

http://www.psych.upenn.edu/seligman/asq.htmhttp://www.mdani.demon.co.uk/archive/MDMaslow.htmhttp://www.itstime.com/print/jun97p.htmhttp://www.deepermind.com/20maslow.htmhttp://www.deepermind.com/20maslow.htmhttp://www.itstime.com/print/jun97p.htmhttp://www.mdani.demon.co.uk/archive/MDMaslow.htmhttp://www.psych.upenn.edu/seligman/asq.htm

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q Soper, B., Milford, G., & Rosenthal, G. (1995). Belief when evidence does not support theory.Psychology & Marketing, 12 (5), 415-422.

q Thompson, M., Grace, C., & Cohen, L. (2001). Best friends, worst enemies: Understanding thesocial lives of children . New York: Ballantine Books.http://www.amazon.com/exec/obidos/ASIN/0345438094/qid=1024322725/sr=2-1/ref=sr_2_1/103-0382559-6049463

q Wahba, A., & Bridgewell, L. (1976). Maslow reconsidered: A review of research on the needhierarchy theory. Organizational Behavior and Human Performance, 15 , 212-240.

q Waitley, D. (1996). The new dynamics of goal setting: Flextactics for a fast-changing world .New York: William Morrow.

braham Maslow's Hierarchy of Needs and Values - A Commentary

aslow's hierarchy is easy to understand and insightful.

aslow seemed to sense, that aside from the people with emotional limitations and problems, thereere times when a person was at his or her best. Although Maslow avoided the word "spiritual", hed introduce psychology to truth, goodness, beauty, unity, transcendence, aliveness, uniqueness,rfection, justice, order and simplicity. These values he called "B-values".

the late 1960's Abraham Maslow developed a hierarchical theory of human needs. Maslow was amanistic psychologist who believed that people are not controlled by mechanical forces (the stimulid reinforcement forces of behaviorism) or unconscious instinctual impulses of psychoanalysisone.

aslow focused on human potential, believing that humans strive to reach the highest levels of theirpabilities.

me people reach higher levels of creativity, of consciousness and wisdom. People at this level werebeled by other psychologists as "fully functioning" or possessing a "healthy personality". Maslowd a more appropriate term for these people "self-actualizing".

aslow set up a hierarchical theory of needs in which all the basic needs are at the bottom, and theeds concerned with man's highest potential are at the top. The hierarchic theory is often representeda pyramid, with the larger, lower levels representing the lower needs, and the upper point

presenting the need for self-actualization. Each level of the pyramid is dependent on the previousvel. For example, a person does not feel the second need until the demands of the first have beentisfied.

e hierarchy of needs is as follows:

Biological / Physiological Needs. These needs are biological and consists of the needs for oxygen,od, water, and a relatively constant body temperature. These needs are the strongest because if

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prived, the person would die.Security / Safety Needs. Adults have different security needs to children. Adults have a desire formfort and social safety. Children often display signs of insecurity and their need to be safe.Social (Love, Affection and Belongingness) Needs. People have needs to escape feelings of

neliness and alienation and give (and receive) love, affection and the sense of belonging.Ego / Esteem Needs. People need a stable, firmly based, high level of self-respect, and respect from

hers in order to feel satisfied, self confident and valuable. If these needs are not met, the person feelsferior, weak, helpless and worthless.Self-actualization Fulfilment. Maslow describes self-actualization as an ongoing process. Self-tualizing people are, with one single exception, involved in a cause outside their own skin. The arevoted, work at something, something very precious to them - some calling or vocation, in the oldnse, the priestly sense. When you select out for careful study very fine and healthy people, strongople, creative people, saintly people, sagacious people ... you get a different view of mankind. Youk, what can a human being become?

e people at each level in the hierarchy of needs seeks information on dealing with what is important

them. The sort of information sought is:

Coping - seeking information when lost, out of food, or sick.Helping - seeking information on how to be safe such as food, shelter, emergency supplies.Enlightening - seeking information on how to have a happier marriage, more friends.Empowering - seeking information to help the ego.Edifying - seeking moral and spiritual upliftment such is found with scriptures, spiritual music, andintings.

nce a person is self actualized, one is in a position to find their calling. A musician must makeusic, an artist must paint, and a poet must write. If these needs are not met, the person feelsstlessness, on edge, tense, and lacking something. Lower needs may also produce a restless feeling,t here is it much easier to find the cause. If a person is hungry, unsafe, not loved or accepted, or

cking self-esteem the cause is apparent. It is not always clear what a person wants when there is aed for self-actualization.

aslow believed that the only reason that people would not move through the needs to self-tualization is because of the hindrances placed in their way by society. For example, education cana hindrance, or can promote personal growth. Maslow indicated that educational processes could

ke some of the steps listed below to promote personal growth:

We should teach people to be authentic; to be aware of their inner selves and to hear their inner-eling voices.We should teach people to accept others and help him or her learn their inner nature - from realowledge of aptitudes and limitations we can know what to build upon, what potentials are reallyere.We should help people discover their vocation in life, their calling, fate or destiny.We must teach people to be good choosers - people need practice in making choices.We should teach people that life is precious, that there is joy to be experienced in life, and if people

e open to seeing the good and joyous in all kinds of situations, it makes life worth living.

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We should refreshen consciousness, teaching the person to appreciate beauty and the other goodngs in nature and in living.We should teach people to transcend their own cultural conditioning, and become world citizens.We should teach people to transcend the trifling problems and grapple with the serious problems ine - including the problems of injustice, of pain, suffering and death.We should teach people that habits and controls are useful and good, and complete abandon istrimental - it takes control to improve the quality of life in all areas.

cknowledgments

H. Maslowe Farther Reaches of Human Naturealen Books, Viking Press, 1971BN 670-30853-6 hardboundBN 670-00360-3 softbound

braham H. Maslowward a Psychology of BeingVan Nostrand Company, 1968

brary of Congress Catalog Card Number 68-30757

dnote

n June 8, 1970, A.H. Maslow passed away due to a fatal heart attack.

aslow's hierarchy was popular in the mid-70s. Based on the way the corporate work place (inmerica) is structured, for the most part, Maslow is ignored and employees are treated as disposablepenses (costs), easier (cheaper) to turnover and replace with new employees (especially, with thevent of ever-changing technologies and the lack of vested value for longer-term employees) than toep happy and self-actualized. Basically, corporate values stop at level 2 these days (in all businesseser-changing technology, pressure to meet quarters and investor expectations, and lack of pro-humanrporate values makes for disposable, stressed-out, and nowhere-near self-actualized employees).