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Summary of the Acquired-Needs Theory
The acquired-needs theory was postulated by David McClelland. The theory provides that the specific needs of each individual are acquired over a period of time and they are influenced by life experiences (Miner, 1994). McClelland proposed that human needs can be grouped into achievement, power, and affiliation needs. In accordance with the acquired-needs theory, the three categories of human needs influence an individuals motivation to learn and perform well in a job (Daft, Kendrick, & Vershinina, 2010).
Therefore, individuals are highly motivated when their needs for achievement, power, and affiliation are adequately met. Achievement needs refer to the desire to excel. Individuals who have an intense desire for achievement often engage in activities that are likely to lead to success and avoid situations that may limit their pursuit of success (Goleman, 2011). The acquired-needs theory also provides that regular feedback is important because it motivates the commitment of individuals towards the achievement of goals (Johnson, 2013).
Affiliation is the desire for meaningful relationships with other persons. People often need others to accept them and tend to conform to the norms and values of their work teams (Miner, 1994). The acquired-needs theory suggests that individuals who have a high desire for affiliation prefer to work in environments that support or encourage personal interaction (Daft et al., 2010).
The need for power can either be institutional or personal. Institutional power is associated with the need to organize and coordinate the work of others with a view of advancing organizational goals. Personal power is the desire to direct other individuals. Managers who have an intense desire for institutional power are considered effective because they focus their efforts towards the attainment of organizational objectives rather than personal ambitions (Stiehl, Felfe, Elprana, & Gatzka, 2015).
Acquired-Needs Theory and Training
The acquired-needs theory can be applied in implementing effective training programs within organizations. Employees who have a strong desire for achievement should be trained with a goal of equipping them with adequate skills and competencies that will allow them to implement challenging projects (James, 2014). Feedback is among the main element of the acquired-needs theory. When regular feedback on performance is provided to employees, they are more likely to consider participating in training programs in order to overcome the challenges that limit their ability to attain the desired level of achievement or performance (Goleman, 2011).
The design of training programs should be based on an understanding of the needs of each employee. Employees who have a strong need for affiliation should be engaged in training activities that involve interaction and cooperation, such as discussions and seminars. It is through this that such employees will become adequately motivated to participate actively in training programs (Daft et al., 2010).
Employees who have a strong need for power should be given management or leadership roles in training programs. For instance, training activities that involve work teams should be led by individuals with a strong need for power in order to motivate their commitment towards the achievement of the goals of training activities. The acquired-needs theory maintains that people who have an intense desire for power often seek to influence others.
Therefore, such individuals should be encouraged to influence other employees to participate in training programs. Recognition for participation in training activities and for the acquisition of the desired skills should be part of training programs in order to encourage individuals with a strong desire for power to apply the acquired skills in influencing positive change within the organization (Johnson, 2013).
References
Daft, R. L., Kendrick, M., & Vershinina, N. (2010). Management. Andover: South-Western/Cengage Learning.
Goleman, D. (2011). Motivation. Personal Excellence Essentials, 16(9), 6.
James, D. (2014). How training can help improve staff motivation. Farmers Weekly, 161(14), 21.
Johnson, K. (2013). Employee Motivation. Business People, 26(5), 52.
Miner, J. B. (1994). Role motivation theories. Psychology Press.
Stiehl, S. K., Felfe, J., Elprana, G., & Gatzka, M. B. (2015). The role of motivation to lead for leadership training effectiveness. International Journal of Training & Development, 19(2), 81-97. Web.
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