GROUP 6

MARIA ANGELA CALDERON

ZHAJILL CORONEL

HECTHOR CUARTERO

DARREN MALAYAS

JOHN PATRICK TESALONA

 MASLOW'S HIERARCHY OF NEEDS

Abraham Harold Maslow (April 1, 1908 – June 8, 1970)

 was an American psychologist who was best known for creating Maslow's hierarchy of needs, a
theory of psychological health predicated on fulfilling innate human needs in priority,
culminating in self-actualization.
 stressed the importance of focusing on the positive qualities in people, as opposed to treating
them as a "bag of symptoms."

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.

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.
 Growth needs do not stem from a lack of something, but rather from a desire to grow as a
person.

The original hierarchy of needs five-stage model includes:

 Physiological needs - these are biological requirements for human survival.

 Safety needs - protection from elements, security, order, law, stability, freedom from fear.
 Love and belongingness needs - the need for interpersonal relationships motivates behavior
 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).
 Self-actualization needs - realizing personal potential, self-fulfillment, seeking personal growth
and peak experiences.

The expanded hierarchy of needs

 Biological and physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.
 Safety needs - protection from elements, security, order, law, stability, etc.
  Love and belongingness needs - friendship, intimacy, trust, and acceptance, receiving and giving
affection and love. Affiliating, being part of a group (family, friends, work).
 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).
 Cognitive needs - knowledge and understanding, curiosity, exploration, need for meaning and
predictability.
 Aesthetic needs - appreciation and search for beauty, balance, form, etc.
 Self-actualization needs - realizing personal potential, self-fulfillment, seeking personal growth
and peak experiences.
 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.).

TWO FACTOR THEORY by FREDERICK HERZBERG

What is the Two Factor Theory?

This theory, also called the Motivation-Hygiene Theory or the dual-factor theory, was
penned by Frederick Herzberg in 1959. This American psychologist, who was very interested in
people’s motivation and job satisfaction, came up with the theory. He conducted his research by
asking a group of people about their good and bad experiences at work. He was surprised that
the group answered questions about their good experiences very differently from the ones
about their bad experiences.

Based on this, he developed the theory that people’s job satisfaction depends on two kinds
of factors. Factors for satisfaction (motivators/satisfiers) and factors for dissatisfaction (hygiene
factors/ dissatisfiers).

The two factors identified by Herzberg are motivators and hygiene factors.

1. Motivating Factors

The presence of motivators causes employees to work harder. They are found within the
actual job itself.
Motivating factors include:

 Achievement: A job must give an employee a sense of achievement. This will provide a
proud feeling of having done something difficult but worthwhile.
 Recognition: A job must provide an employee with praise and recognition of their
successes. This recognition should come from both their superiors and their peers.
 The work itself: The job itself must be interesting, varied, and provide enough of a
challenge to keep employees motivated.
 Responsibility: Employees should “own” their work. They should hold themselves
responsible for this completion and not feel as though they are being micromanaged.
 Advancement: Promotion opportunities should exist for the employee.
 Growth: The job should give employees the opportunity to learn new skills. This can
happen either on the job or through more formal training.

2. Hygiene Factors

The absence of hygiene factors will cause employees to work less hard. Hygiene factors are
not present in the actual job itself but surround the job.

Herzberg often referred to hygiene factors as "KITA" factors, which is an acronym for "kick
in the ass", the process of providing incentives or threat of punishment to make someone do
something.

Hygiene factors include:

 Company policies: These should be fair and clear to every employee. They must also be
equivalent to those of competitors.
 Supervision: Supervision must be fair and appropriate. The employee should be given as
much autonomy as is reasonable.
 Relationships: There should be no tolerance for bullying or cliques. A healthy, amiable,
and appropriate relationship should exist between peers, superiors, and subordinates.
 Work conditions: Equipment and the working environment should be safe, fit for
purpose, and hygienic.
 Salary: The pay structure should be fair and reasonable. It should also be competitive
with other organizations in the same industry.
 Status: The organization should maintain the status of all employees within the
organization. Performing meaningful work can provide a sense of status.
 Security: It is important that employees feel that their job is secure and they are not
under the constant threat of being laid-off.
In a general sense, there are four states an organization or team can find themselves in when
it comes to Two Factor Theory.

1: High hygiene and high motivation

This is the ideal situation. Employees are very motivated and barely have any complaints.

2: High hygiene and low motivation

Employees have few complaints, but they’re not really motivated, they see their work
simply as a pay check.

3: Low hygiene and high motivation

Employees are motivated, their job is challenging, but they have complaints about salary or
work conditions.

4: Low hygiene and low motivation

This is the worst possible situation, employees are not motivated and have a lot of
complaints.

Two-step process to use the Two Factor Theory model to increase the motivation of your
team.

 Eliminate Job Hygiene Stressors

The first step to enhancing the motivation of your team is to ensure that the hygiene factors
are not causing dissatisfaction.

Each person will examine hygiene factors through their own unique frame of reference.
Because of this, it’s important to work with each member of your team to understand their
specific perspective.
  Boost Job Satisfaction

Once you have removed hygiene stressors, the next step is to boost the job satisfaction of
each team member. We can do this by improving the actual content of the job itself. Again, a
unique approach for each employee will be required.

Three techniques which can be used to achieve this are:

 Job Enrichment

Job enrichment means enriching a team member’s job by giving them more challenging or
complex tasks to perform. These more complex tasks should make the job more interesting.

 Job Enlargement

Job enlargement means giving a team member a greater variety of tasks to perform. This variety
can also make a job more interesting.

Note that with job enlargement the variety of tasks is increased, but not the difficulty of those
tasks. If difficulty increased then that would be job enrichment.

 Employee Empowerment

Employee empowerment means delegating increasing responsibility to each team member. This
can be done by slowly increasing the amount of responsibility you delegate to an employee.

ERG MOTIVATION THEORY by ALDERFER

Clayton P. Alderfer's ERG theory from 1969 condenses Maslow's five human needs into three categories:

 Existence Needs

Include all material and physiological desires (e.g., food, water, air, clothing, safety, physical love and
affection). Maslow's first two levels.

 Relatedness Needs

Encompass social and external esteem; relationships with significant others like family, friends, co-
workers and employers . This also means to be recognized and feel secure as part of a group or family.
Maslow's third and fourth levels.
  Growth Needs

Internal esteem and self actualization; these impel a person to make creative or productive effects on
himself and the environment (e.g., to progress toward one's ideal self). Maslow's fourth and fifth levels.
This includes desires to be creative and productive, and to complete meaningful tasks.

Even though the priority of these needs differ from person to person, Alberger's ERG theory prioritises in
terms of the categories' concreteness. Existence needs are the most concrete, and easiest to verify.
Relatedness needs are less concrete than existence needs, which depend on a relationship between two
or more people. Finally, growth needs are the least concrete in that their specific objectives depend on
the uniqueness of each person.

Relationships between Alderfer's ERG theory concepts

There are three relationships among the different categories in Alderfer's ERG theory:

 Satisfaction-progression

Moving up to higher-level needs based on satisfied needs.

With Maslow, satisfaction-progression plays an important part. Individuals move up the need hierarchy
as a result of satisfying lower order needs. In Alderfer's ERG theory, this isn't necessarily so. The
progression upward from relatedness satisfaction to growth desires does not presume the satisfaction of
a person's existence needs.

Frustration-regression
If a higher level need remains unfulfilled, a person may regress to lower level needs that appear easier to
satisfy.
Frustration-regression suggests that an already satisfied need can become active when a higher need
cannot be satisfied. Thus, if a person is continually frustrated in his/her attempts to satisfy growth,
relatedness needs can resurface as key motivators.

 Satisfaction-strengthening

Iteratively strengthening a current level of satisfied needs.

Satisfaction-strengthening indicates that an already satisfied need can maintain satisfaction or

strengthen lower level needs iteratively when it fails to gratify high-level needs.

Differences between ERG theory and Maslow's model

Alderfer's ERG motivation theory differs from Maslow's theory in three ways:

 A lower level need does not have to be gratified (i.e., a person may satisfy a need at hand,
whether or not a previous need has been satisfied);
 If a relatively more significant need is not gratified, the desire to gratify a lesser need will be
increased (i.e., the frustration in meeting high-order needs might lead a person to regress to a
more concrete need category);
 Alderfer's ERG theory allows the order of the needs to differ for different people (e.g., it
accounts for the "starving artist" who may place growth needs above existence ones).

The ERG motivation theory work situations

On a work level, this means that managers must recognize his employees' multiple simultaneous needs.
In Alderfer's ERG model, focusing exclusively on one need at a time will not motivate your people. The
frustration-regression principle impacts workplace motivation. For example, if growth opportunities are
not provided to employees, they may regress to relatedness needs, and socialize more with co-workers.
If you can recognize these conditions early, steps can be taken to satisfy the frustrated needs until the
employee is able to pursue growth again.