Himanshu JainHimanshu Jain913003913003

McClelland earned his:McClelland earned his:

BA in 1938 at Wesleyan UniversityBA in 1938 at Wesleyan UniversityMA in 1939 at the University of Missouri MA in 1939 at the University of Missouri Ph.D. in experimental psychology at Yale University in 1941Ph.D. in experimental psychology at Yale University in 1941McClelland taught at the Connecticut College and Wesleyan McClelland taught at the Connecticut College and Wesleyan

University before accepting, in 1956, a position at Harvard University before accepting, in 1956, a position at Harvard University University

After his 30-year tenure at Harvard he moved, in 1987, to After his 30-year tenure at Harvard he moved, in 1987, to Boston University, where he was a Distinguished Research Boston University, where he was a Distinguished Research Professor of Psychology until his death at the age of 80. Professor of Psychology until his death at the age of 80.

David McClelland proposed that an individual’s specific needs are acquired over time and are shaped by one’s life experience

Theory states three basic needs that are :

Need for achievement

Need for power

Need for affiliation

Personal effort Feedback

Moderate Risk

In Summary: The drive to excel, to achieve in relation to a set of standards, and to strive for success.

Influence Competitive

In Summary: The need to make others behave in a way that they would not have behaved otherwise.

Acceptance and friendship

Cooperative

In Summary: The desire for friendly and close interpersonal relationships.

It is a tool to measure the individual needs of different people.

It is used to suggest the types of jobs for which the person might be well suited

They seek personal responsibility for finding solutions to problems.

They need rapid feedback on their performance; they are usually very frustrated by not receiving feedback, and the quicker the better.

They are not gamblers but instead set appropriately challenging goals.

They want to stretch themselves, so they set goals that are challenging, but ones that they receive, they at least have a 50% chance of attaining.

People who need personal power want to direct others, and this need often is perceived as undesirable.

People who need institutional power (also known as social power) want to organize the efforts of others to further the goals of the organization.

Managers with a high need for institutional power

tend to be more effective than those with a high need for personal power.

They make social relationships with other people and need to feel accepted by others.

They tend to conform to the norms of their work group.

High Affiliation individuals prefer work that provides

significant personal interaction; they perform well in customer service and client interaction situations.

Designed to explain the effects of external consequences on internal motivation.

Focus on competence and autonomy while examining how intrinsic motivation is affected by external forces.

External events will impact intrinsic motivation for optimally challenging activities.

Events relevant to the initiation and regulation of behaviour have three potential aspects, each with a significant function.

1) The informational aspect facilitates an internal perceived locus of causality and perceived competence

2)The controlling aspect facilitates an external perceived locus of causality.

3) The motivating aspect facilitates perceived incompetence.

Personal events differ in their qualitative aspects and, like external events, can have differing functional significances

Vallerand and Reid (1984) found that college students' perceived competence and intrinsic motivation were increased by positive feedback and decreased by negative feedback.

Kruglanski, Alon, and Lewis (1972) found that tangible rewards decreased fifth grade children's intrinsic motivation for playing various games.

Goudas, Biddle, Fox, and Underwood (1995) tested this hypothesis with the use of different teaching styles in a physical education class.

Many studies have found changes in intrinsic motivation without changes in perceived locus of causality or competence.

Phillips and Lord (1980) found changes in perceived competence following the receipt of rewards, but no changes in intrinsic motivation.

Salancik (1975) found that college students rewarded with money reported internal attributions of control.

The consequences of a reward will be a decreased level of intrinsic motivation and satisfaction

Rewards that are not dependent upon the task and are given freely are not detrimental to motivation and satisfaction.

Under conditions involving interesting tasks positive feedback is generally a positive force on intrinsic motivation and that tangible and expected rewards are a negative force.

The implications of this theory have been noted in the field of economics due to its implications for incentives and in educational settings.

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