Fakulti Pendidikan dan Pembangunan Manusia

Universiti Pendidikan Sultan Idris (UPSI)

KPP6044: Motivasi dan Efikasi Kendiri

Lecturer: Dr. Velayudhan A/L P.K. Veeran

Assignment 1: Motivation Theory

(McClelland’s Human Motivation Theory)

Nama: Rozana Binti Reduan

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CONTENTSTitle Page Page

1.1 Introduction of McClelland’s Human Motivation Theory

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2.1 Review of Literature 8

3.1 Strength and Weakness of McClellan’s Human Motivation Theory

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4.1 How the McClelland’s Human Motivation Theory Motivate Students?

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5.1 Suggestion 16

6.1 References 18

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1.1 Introduction of McClelland Human Motivation Theory

David McClelland was an American psychologist who created a

theory in year 1980s that attempts to explain how the needs

for achievement, power and affiliation affect the human

motivation and the actions of people. The McClelland Human

Motivation Theory also referred as “the three social motives”

or “Acquired Need Theory”. According to McClelland (1987),

everyone is more strongly motivated by some needs and less

strongly by other needs. He also stated that everyone has all

three of these motives but simply with a different relative

degree and the result of the needs is a unique mix that gives

one its personality. Besides that, he found that 80 percent of

daily mental activity or cognition process could be related to

these three social motives (McClelland, 1987).

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Figure 1.1 McClelland Human Motivation Theory (Hedberg et al., 2002)

The Three Social Motives (McClelland, 1987) are described as:

a) Need for Achievement

Daft (2008) stated the need of Achievement is the desire

to accomplish something difficult, master complex tasks,

attain a high standard of success and surpass others.

Therefore, the individual that seeks for the need of

achievement will known as the one who willing to

challenge goals and realistic. McClelland, Atkinson,

Clark and Lowell (1958) defined the need for Achievement

as success in any competition with some standard of

excellence. In this definition, the researchers describe

that the individual who willing to take the risk in order

to achieve the goals may fail in any situation, but the

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commitment and concentration on that will become

satisfaction to them. In order to be successful in terms

of competition with some standard of excellence, the goal

of some individual is the commitment on achieving the

goal. Besides that, the competition with a standard of

excellence was not notable when an individual was in

direct competition with someone else but that it can also

be evident in the concern for how well one individual

perform a task, regardless of how someone else doing

(McClelland et al., 1958).

b) Need for Power

Lussier and Achua (2007) defined the need for Power as

the unconscious concern for influencing others and

seeking positions of authority. It is described as the

desire to cause others to behave in they that would be

show by the individual. Daft (2008) defined the need for

Power as the desire to control or influence others, have

authority over others and be responsible for others. The

individual also tend to create an effective performance

in order to gain influence over others. Besides that,

McClelland (1961) defined the need for Power as a concern

with the control of the means of influencing a person. In

this situation, the individual would like to compete with

others in order to achieve the goal and make every

situation in the way of perfection.

c) .Need for Affiliation

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Daft (2008) defined the need for Affiliation as the

desire to form close personal relationships, avoid

conflict, and establish warm friendship. People with the

need of Affiliation seek social approval, companionship,

and satisfying interpersonal relationships. Besides that,

McClelland (1961) stated that affiliation is

establishing, maintaining or restoring a positive

affective relationship with another person. In this

aspect, the individual tend to make relationship to

others in order to get more companions in the society.

The individual interpersonal skills must be good in the

way they seek for companionship. Lussier and Achua (2007)

mentioned that the need for Affiliation as the desire to

form close personal relationships, avoid conflict and

establish warm friendship. The interaction between people

makes the enhancement of the need of Affiliation itself.

Table 1.1 Dominant Motivator (Boyatzis, 2000)

Dominant Motivator

Characteristics of This Person

Achievement Has a strong need to set and accomplish challenging goals.

Takes calculated risks to accomplish theirgoals.

Likes to receive regular feedback on theirprogress and achievements.

Often likes to work alone.Affiliation Wants to belong to the group.

Wants to be liked, and will often go along

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with whatever the rest of the group wants to do.

Favours collaboration over competition. Doesn't like high risk or uncertainty.

Power Wants to control and influence others. Likes to win arguments. Enjoys competition and winning. Enjoys status and recognition.

In the dominant motivator of Achievement, the

characteristic of the individual who seek for achievement is

the one who has strong need to set and accomplish challenging

goals. The individual has the inner motivation which enhances

the strength of physical in terms of stamina. Within this

motivation, it would become a factor that leads someone to do

anything that beyond their belief. Besides that, the

satisfaction to achieve the goal would make them better and

stronger though the goal is fail to attain. It becomes some

inspirations and a way that guide them to achieve another goal

in their life. In other way, the individual also tend to take

risks to accomplish their goals. In this aspect, they are

willing to create strategies and energy in order to make the

goals success. They also like to receive regular feedback on

their progress and achievements. The mindset of the dominant

motivator of Achievement is openness to some critics or

comments. That would become their guide way to enhance the

quality of their work to achieve the goals. In some cases,

they can create a good performance in any situation because of

the multitasking personality that they have in themselves.

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Furthermore, the dominant motivator in this need would like

work alone rather that in team. It is because they tend to

believe in their own way and strategies rather that receive

any suggestion from other people (Komaki, 2003).

Otherwise, the dominant motivator for Affiliation is the

individual who would not like to take high risk or

uncertainty. In this matter, they are only work in the

situation that has sharp mission and vision. The goal must

have strategies that lead the dominant motivator to work hard

to get the better result. Besides that, the characteristic of

the individual is preferred to make collaboration over

competitive. The collaboration within each other will come out

with different ideas and better strategies rather than work

alone with the limit ideas. In this way, they would perform in

a better way because of a better collaboration itself.

Moreover, they wants to be liked, and will go often go along

with whatever the teammates wants to do. Each of the members

would like to receive any suggestion to be match in the

current ideas so that it becomes intellectual ideas to solve

the problem regarding goal matters. Work in a group is a good

choice for the dominant motivator of Affiliation because they

tend to create the awesome ideas when they collaborate within

the teammates as exchange ideas or some suggestion

(Greenberg,1993).

Despite of this, the characteristic for dominant

motivator of Power tends to control and influence others. The

performance of the dominant motivator is in the perfect way to

persuade others. Within this, the ideas would become easy to

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receive by other people and make them to follow in a way they

would not. Besides that, they are like competition and

winning. The cause and effect for this work will enhance the

performance because the motivation will get higher when they

compete to others (Kanfer, 1990). The dominant motivator of

Power also enjoys status and recognition. In this concept, the

status and recognition shows their work and achievement. Due

to some cases, the characteristic of this is like to win any

arguments. The satisfaction comes in the way they firm their

own ideas because they believe with the strength and

reliability of the outcomes.

Figure 1.2 Distribution of Need Behaviors, Typical behaviors associated with motivational type. (Adapted from Swenson, 2000)

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The most essential part of McClelland’s theory is that

different people have different personalities and therefore

different motivation. The role of each individual will change

due to some situation. Besides that, everyone has strengths

and weaknesses in different situations and the tendency is

that one guides itself toward situations in which the

individual can do the best and better performance in their

life.

2.1 Review of literature of McClelland’s Human Motivation Theory

Harrel et al., (1981) carried out a research associated with a

new approach for measuring D.C. McClelland’s trichotomy of

needs. The method is based on behavioural decision theory and

involves modelling an individual’s decision-making behaviour

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to determine how the person weights his/her need for

affiliation need for power (nPow), and need for achievement

(nAch) in arriving at decisions. This research involved 161

scientists and engineers, 149 US Air Force officer graduate

students, and 94 management executives. The results found that

the dominant motive for scientist, engineers and graduate

students was nAch, whereas nPow was dominant for management

executives. Furthermore, Steers (1976) carried out the

investigation represents an attempt to develop and validate a

research instrument (Manifest Needs Questionnaire) capable of

measuring the four needs of achievement, affiliation, autonomy

dominance using behaviourally- based scales. The instrument is

designed to measure such needs with specific reference to work

setting and with minimal time requirements for completion.

Results of both laboratory and field studies among 640

subjects indicate that the instrument exhibit acceptable

levels of convergent, discriminant and predictive validity, as

well as reasonably high test-retest reliability and internal

consistency.

Apart from that, Covington (2000) reviewed documents

regarding the goal theory, motivation and school achievement

in order to understand motivational dynamics of school

achievement. He concluded that the quality of student learning

as well as the will to continue learning depends closely on an

interaction between the kinds of social and academic goals

students bring to the classroom, the motivating properties of

these goals and prevailing classroom reward structures.

Besides that, Davidson (1989) also carried out research to

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identify and estimate the relative impact of some factors that

enhance and reduce the willingness of small business managers

to pursue growth. This is done using interview data from a

random sample of more than 400 Swedish small business owner-

managers. The results suggest a positive relation between

achievement motivation and growth willingness. This relation

appears to be contingent on an expectation of financial gains

from growth. Thus, in the absence of financial reward,

achievement motivation does not enhance growth willingness.

Raeisi et al., (2012) made a survey of motivational needs

the physical education (P.E) teachers based on McClelland’s

theory in west Azarbaijan. Data were collected by research

designed 11-item Junker’s questionnaire which measures

motivational needs based on McClelland’s trichtomy of needs

(need for achievement, power and affiliation). 241 subjects

(165 males and 76 females) were randomly selected as sample.

The results proposed that the administrative authorities and

organizations in responsible should implement appropriate

strategies to support P.E teachers’ needs according to their

motivators, exclusively for their need for achievement to

create conditions to increase advantages their satisfaction

and motivation. Moore, Grabsch and Rotter (2010) carried out a

study to examine student motives for participating in a

residential leadership learning community for incoming

freshmen using McClelland’s Achievement Motivation Theory

(McClelland, 1958, 1961). Eighty-nine students were selected

as sample in this study. Results demonstrated that while all12

three needs were found within the responses, the need for

Achievement and the need for Affiliation were more common

motives for joining the voluntary, residential leadership

learning community.

Deci & Ryan (2014) reviewed the documents regarding

autonomy and need satisfaction in close relationships using

Relationship Motivation Theory. This review concluded that

need supports predict better functioning, more trust and

greater wellness and mutuality of need supports yields the

most positive relationship outcomes. Bipp & Dam (2014)

investigated the role of three basic motivational needs (need

for power, affiliation, achievement) in the title of research

extending hierarchical achievement motivation models in the

role of motivational needs for achievement goals and academic

performance. This research involved 120 university students as

sample. The results showed that integrate basic motivational

needs with the achievement goals literature and extend

therefore hierarchical achievement motivation models, by

showing how basic human motives of achievement, affiliation

and power are related to goal striving motivation and

performance outcomes in academic setting. Besides that,

Schuler, Sheldon and Frohlich (2010) carried out research

regarding implicit need for achievement moderates the

relationship between competence need satisfaction and

subsequent motivation. They integrated Self-Determination

Theory (SDT) which defines psychological needs as universally

essential experiences and motive disposition theories, which

define psychological needs as individually varying non-

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conscious motives. The results showed that felt competence

more strongly influences subsequent academic goal motivation

for those high in the need for achievement.

Pekrun et al., (2007) carried out the research regarding

emotions using the Control-Value Theory of Achievement

Emotions. The Control-Value Theory implies that shaping

educational environments in adequate ways can help to change

achievement emotions other than anxiety as well. This research

suggest that future research should systematically explore

measures to help both students and teachers to develop

adaptive achievement emotions, prevent maladaptive emotions,

and use their emotions in productive and healthy ways (Pekrun

& Schutz, 2007). Steinmayr and Spinath (2009) examined to

which extent different motivational concepts contribute to the

prediction of school achievement among adolescent students

independently from intelligence. This study involved 342 which

from 11th and 12th graders as sample. This study concluded that

even when prior achievement was controlled, some motivational

concepts still proved to contribute to the prediction of

subsequent performance. Besides that, Hill (1987) has studied

about the Interpersonal Orientation Scale was developed to

focus on four dimensions assumed to underlie affiliation

motivation such as social comparison, emotional support,

positive stimulation and attention. Evidence for the validity

of the four dimensions was provided by their correlations with

measures of constructs conceptually related to affiliation

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motivation and their lack of correlation with measures

conceptually unrelated to affiliation motivation.

According to Spangler (1992), McClelland used a unique

method called the Thematic Apperception Test (TAT) to test the

dominant need. Those who have high need for achievement have a

strong need to accomplish the goals. As children, they may be

praised for their hard work, which forms the foundations of

their persistence (Mueller & Dweck, 1998). As they mentioned,

praise for intelligence can enhance children’s performance and

motivation. As adults, they are tried to do better than what

they did in the past and these individuals are constantly

striving to improve their performance. Campbell (1982) stated

that they relentlessly focus on goals, particularly stretch

goals that are challenging in nature.

In conclusion, even there are many research regarding the

McClelland’s Human Motivation Theory and working situation,

the theory also have a lot of benefits on education as well.

It is proved by recent research that implied the need theory

to conduct activities in the class and achieve better learning

process. It also has benefits to teachers because the theory

provides guidelines in order to motivate students by

instructional guidelines.

3.1 Strength and weaknesses of McClelland’s Human Motivation Theory.

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McClelland proposed that an individual’s particular needs are

obtained over time as a result of life experiences (Woot el

al. 1976). There are three categories in McClelland’s acquired

need theory which can be described as need for achievement,

need for power and need for affiliation. The strengths of the

McClelland’s acquired need theory is that it can make the

organization more successful due to division of work in

proficient way. This can be showed that teachers will

recognize personality and types of students and give task to

them according their personality. Hence, the theory provides a

clear picture for the school for example because teachers know

which type of task is suitable for the students. According to

the article, the authors stated that leaders who have strong

power of needs are more successful than those with lower power

of needs (Wagner & Swanson, 1979). In other hand, McClelland

and Burnham identify two types of power leaders are those who

seek personal power and those who seek institutional power

(Lyden, 1976). However, leader who seek for institutional

power are more successful as they can create favourable

condition at any task. Wagner and Swanson (1979) attributes

the success of higher power needs people to their ability to

create a greater sense of responsibility and team spirit in

their group. Therefore, school organization should provide

people with high need for power the opportunity to lead other.

Furthermore, this will give the leader a guideline on how to

become a good leader as stated that leader who seek

institutional power are more successful and can work in

efficient way.

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Apart from that, the strength of McClelland’s acquired

need theory is that it gives an understanding for the leaders

on how to deal with different types of members in group. There

are three general categories in the McClelland’s acquired need

theory which are need for power, need for achievement and need

for affiliation. The leader can actually put the members to

different types of task according to these categories. The

theory suggested that people with high level of achievement

are suitable to become salesperson as they prefer challenging

task, whereas people with high need for affiliation are

suitable to hold a position of customer service representative

as they are good in maintaining companionship or interpersonal

relationship and people with high need of power are suitable

to hold formal supervisory position as they have influence

over other people in the organization (Woot et al. 1976). In

this matter, teachers have a significance to recognize the

ability of each student and divide the task according their

ability to work on that task.

The weakness of the theory can be described as the leader

with high need of affiliation will always look at fairness

when judging because different situation require different

types of decision. A major problem with the leader with high

need of affiliation is that due to the concern of the well

being of the members, he is willing to make exceptions to the

organization’s rule in responding to his member’s need in

which this action violate one of the bureaucracy’s first

principles which is fairness (Lyden, 1976). In this matter,

the leader should judge wisely in any situation before gives

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the decision because it is important to seek the cause and

think about the effect. Besides that, the weaknesses of the

McClelland’s acquired needs theory is that it gives little

purpose in the public sector. As stated by Jurkiewicz , Massey

and Brown (1998), public sector employees are being motivated

by job security and stability, teamwork and worthwhile service

to society, while eschewing monetary rewards, prestige and the

desire for challenge and autonomy. In this matter, public

sector employees are only high in the need of affiliation and

low in the need of achievement and power. The employees do not

like challenging task because they are very high in the need

of affiliation. This will make difficulty in the organization

to create competitive environment at work.

David McClelland’s theory is known as better and useful

than those of Alderfer and Maslow (McClelland, 1965). This is

because there is much stable evidence to support McClelland’s

Acquired Need Theory than Alderfer’s or Maslow’s. McClelland

theory offers a better description which enabling

organizations to proactively encourage behaviour through both

matching motivational and training programs with task

situations. However, critics of McClelland’s theory state that

there are issues with the validity concerning the TAT

projection used to determine the level of individual needs

(Redmond, 2009). In this matter, McClelland theory gives

better individual understanding because everyone has their own

ability. It is also helped to divide the task according the

individual ability so that the task will completely smooth in

progress. According to Kapp, Smith-Hunter and Yonkers (2003),

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the decision to own or manage a business is not directly

correlated with the need for achievement as there are many

factors that drive people to become entrepreneurs. In this

matter, McClelland’s theory is criticized for its lack of

predictive power as it relates to entrepreneurship. Besides

that, different in cultures play a significant role in how

achievement is viewed. Some cultures view failures as

something that embarrasses for while other cultures view

failure as an experience in life that allows people to become

stronger and grow to take the next challenges.

On the other hand, McClelland’s Acquired Need Theory

suggests that understanding these needs will accurately

placing the right people in the right positions should enhance

greater level of motivation which in turn will increase

productivity and reduce turnover. As for the strength of

McClelland’s Need Theory in education, the need for

achievement will assign achievable tasks based on a student’s

ability. In this way, the achiever seeks to reach goals and

excel and they do this by taking more difficult task. The

student will feel motivated to perform at a higher level than

other students because teachers have an instruction to give

student of high ability more challenging tasks than those of

low-ability students (Patton, 2002). Besides that, the theory

provide feedback regularly that a student who wants to achieve

must get feedback so they know where their strength and

weaknesses in order to be in high proficiency. The theory also

suggests that don’t show them failure as a lack of ability and

give feedback at the end of a project or essay would be

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effective ways of studying. The theory also suggests

acknowledge achievement with praise. This is because achievers

seek frequent recognition that they are doing well. Teachers

also have to praise students and encourage them to continue

improve in better ways. In order to recognize students’

achievement, teachers should provide a reward such as extra

computer time or read comic (Navahandi, 2006).

In the need of affiliation, it helped to set academic

group work. An affiliation seeker wants to create good

relationships with other people. Furthermore, teachers should

set fun group activities so they can interact with other

students confidently. The need of affiliation is about

creating meaningful social contact. In this matter, the theory

helps to give idea to teachers to encourage students to

interact outside of studying such as play team sports during

physical education classes and during lunch so that the

students can learn to have friendships. Moreover, affiliation

students sometimes use group work to be more confident in

themselves. The theory suggests teachers encouraging them to

interact in class activities will show them that teachers

approve of their interaction. In the need of power, a power

student wants to control other people so that they can reach

their goals. The theory suggests that teachers put students in

charge of others within a group so they can learn how to

develop leadership skills such as assign team leaders in group

work. Besides that, the theory gives the idea by letting

students make collaboration in the classroom rules in order to

create a good learning environment. The theory also suggests

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maintaining authority of the classroom by follow and

explaining through for students who break rules (Zhao & Kuh,

2004).

4.1 How the McClelland’s Human Motivation Theory motivate students?

i. Students who are highly motivated and make use of

learning strategies are most likely to achieve. Different

strategies of learning can make the students to enhance

their proficiency skills in any subjects. It is depend on

how the students perceive the new material and use

strategies to solve the problem. The students also have

the ability to make the combination between the upcoming

ideas within the knowledge in long term memory to make

the better outcome results. Therefore, teachers should

emphasize the specific strategies when introducing new

material.

ii. Students are motivated to achieve and learn when they see

that their teachers care about them. Teachers, who were

demonstrating interaction styles, modelling a responsible

attitude toward their own work, expect high for student

behaviour and providing constructive feedback will

enhance motivation in students. The theory gives many

example of suitable instructional based on the need of

power, need of achievement and need of affiliation.

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iii. The theory suggests involving students in deciding what

kind of homework to get is the good step to develop a

sense of power. Therefore, by giving the opportunity to

students, they will more care in their learning because

they have experience in the challenges of think why

learning to read and write is important in their lives.

iv. The theory also described that in order to receive

information on a sensory and knowledge level, student

attaches a strong positive value to the experience

because what he/she perceives closely matches what their

wants at that moment. In this matter, the theory

developed some confident level for student to achieve the

goals and grab the knowledge.

v. When students find learning and school to be a need-

satisfying experience, they will put working hard on

learning. Therefore, the level of motivation on academic

will get higher because students take the responsibility

in learning.

In other words, the theory will helped to motivate students in

the way that related to personal achievements (Spence &

Helmreich, 1983).

i. Mastery of needs which and individual prefers jobs that

are challenging, intellectually, demanding and thought-

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oriented. He or she enjoys playing a leadership role in

groups and is able to complete tasks already started.

ii. Work orientation is an individual takes a proactive

attitude toward work and loves what he or she does. He or

she obtains sense of satisfaction from work and pursues

self-realization and growth.

iii. Competition is an individual hopes for victory and has

the desire to win over others.

iv. Personal unconcern is an individual does not consider

success or performance to be the cause of being rejected

by others. In other words, there is no fear of success.

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5.1 Suggestion for model motivation.

Suggestion model for McClelland’s Human motivation theory

In the recent model of McClelland’s Human Motivation theory,

there are three categories described as need for power, need

for achievement and need for affiliation. The need has its own24

characteristics which involved certain individual personality.

Therefore, the idea of adding the need for neutralization is

thought better way to enhance the strength of McClelland’s

Human Motivation Theory. It is also helped to balance the

aspects that propose by the theory in the recent studies. The

need for neutralization is a concept which grabs a little idea

from the need of power, achievement and affiliation so that

the students will work and learn in a flexible way. Moreover,

challenging time make the need of neutralization useful

because people can balance the emotion due the problem. Hence,

better outcome will provide in a way of moderate thinking.

Suggestion Characteristics of Dominant Motivator for Need ofNeutralization

Dominant Motivator

Characteristics of This Person

Achievement Has a strong need to set and accomplish challenging goals.

Takes calculated risks to accomplish theirgoals.

Likes to receive regular feedback on theirprogress and achievements.

Often likes to work alone.Affiliation Wants to belong to the group.

Wants to be liked, and will often go alongwith whatever the rest of the group wants to do.

Favours collaboration over competition. Doesn't like high risk or uncertainty.

Power Wants to control and influence others. Likes to win arguments. Enjoys competition and winning.

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Enjoys status and recognition.Neutralization

Has strong confident level and accomplish challenging goals.

Moderate in collaboration in group. Gain attention and give better performance

and suggestion

6.1 References

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Covington, M.V. (2000). Goal Theory, Motivation and SchoolAchievement: An Integrative Review. Journal of Psychology, 51,171-200.

Daft, R.L. (2008). The leadershipexperience (4th Ed.) Mason, OH: South-Western, Cengage Learning.

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Davidson, P. (1989). Entrepreneurship – And after? A study ofgrowth willingness in small firms. Journal of Business Venturing,4(3), 211-226.

Deci, E.L., & Ryan, R.M. (2014). Autonomy and need satisfaction inclose relationships: relationships motivation theory. London: Springer.

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Pascarella, E.T., & Terenzini, P.T. (2005). How college affectsstudents: A third decade of research, Volume 2. San Francisco: Jossey-Bass Publishers.

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