McClelland’s

Acquired Needs Theory

Presented by:
Cypruss P. Beo
MAED Educational Management
Management of Student Services
Overview
• Introduction
• Need for
Achievement
• Need for Affiliation
• Need for Power
• Applying the Theory
on Student Services
• Conclusion
 Introduction
Understanding McClelland’s
Theory
• In the early 1940s, Abraham Maslow created his
theory of needs. This identified the basic needs that human
beings have, in order of their importance: physiological
needs, safety needs, and the needs for belonging, self-
esteem and "self-actualization".
 Introduction
Understanding McClelland’s
Theory
• Later, David McClelland built on this work in his
1961 book, "The Achieving Society." He identified
three motivators that he believed we all have: a need
for achievement, a need for affiliation, and a need for
power. People will have different characteristics
depending on their dominant motivator.
 Introduction
Understanding McClelland’s
Theory
• McClelland says that, regardless of our gender,
culture, or age, we all have three motivating drivers,
and one of these will be our dominant motivating
driver. This dominant motivator is largely dependent
on our culture and life experiences.
 The Three Needs in McClelland’s
Theory

Need for Need for Need for Power

Achievement Affiliation
 Need for Achievement
Characteristics Workplace Implications

Individuals with a high need for
achievement are driven by a desire to
excel, accomplish challenging tasks, and .
attain personal goals.
They seek situations where they can take
on responsibilities, set and accomplish
challenging objectives, and receive
recognition for their accomplishments.
• Prefer tasks with a moderate level of
difficulty
• Like to receive feedback on their
performance.
• Tend to avoid extremely easy or
difficult tasks.
 Need for Affiliation
Characteristics
Individuals with a high need for affiliation
are motivated by a desire to build and
maintain positive relationships, be liked,
and work harmoniously with others.
They value collaboration, teamwork, and a
friendly work environment.
Workplace Implications
• Seek jobs that involve interpersonal
relationships.
• Prefer working in a cooperative and
supportive atmosphere.
• Value recognition and positive
feedback from peers and superiors.
 Need for Power
Characteristics
Individuals with a high need for power are
motivated by a desire to influence, lead,
and control others.
They enjoy taking charge, making
decisions, and being in positions of
authority.
Workplace Implications
• Are attracted to leadership roles and
opportunities to influence others.
• May be competitive and assertive in
their approach to work.
• Enjoy situations where they can impact
organizational outcomes.
 Applying the Theory on Student Services
Understanding Student Tailoring Academic
Support Services
Motivations
• Identify and assess the Recognize that students with a
dominant needs of students high need for achievement
in terms of achievement, may benefit from challenging
affiliation, and power. academic programs, honors
• Conduct surveys, interviews, courses, or opportunities for
or assessments to gain independent research projects.
insights into individual
students' motivations.
Recognition and
Rewards
Recognize outstanding
students through
awards, certificates, or
public
acknowledgments to
satisfy the need for
achievement.
Leadership Involvement
Opportunities
Provide leadership and
involvement opportunities for
students with a high need for
power. This could include student
government positions, leadership
roles in clubs or organizations, or
participation in decision-making
processes.
Peer Mentorship Programs
Establish peer mentorship
programs to fulfill the need for
affiliation. Connecting students
with mentors or peer support
groups can contribute to a sense of
belonging and a supportive
academic environment.
 Applying the Theory on Student Services
Creating Inclusive and
Diverse Communities
Personalized Career Collaborative Learning Foster an inclusive and diverse
Environments campus culture that appeals to
Guidance
Foster collaborative learning students with various motivational
Tailor career guidance services environments that appeal to needs. A supportive and diverse
based on individual students' students with a high need for environment can fulfill the need
motivational needs. For affiliation. Group projects, team- for affiliation and create
example, students with a high based activities, and collaborative opportunities for cross-cultural
need for power may be guided study spaces can enhance the understanding and collaboration.
towards leadership roles, while sense of community.
those with a high need for
achievement may be directed Skill Development
towards challenging career Programs Feedback and Recognition
paths. Offer skill development
programs that align with
Provide constructive feedback to
individual needs. This
students, emphasizing their
could include workshops,
strengths and achievements.
seminars, or courses that
Recognize and reward efforts in
cater to specific needs
various academic and
related to achievement,
extracurricular activities to satisfy
affiliation, or power.
the need for achievement.
 Conclusion

By applying McClelland's Acquired Needs

Theory to student services, educational
institutions can create a more personalized
and student-centered approach to support
the diverse motivations and goals of their
student body. This approach contributes to
a more fulfilling and successful educational
experience for students.
Thank You For
Listening!
 References

https://www.mindtools.com/aznjntj/mcclellands-human-motivation-theory

https://study.com/academy/lesson/acquired-needs-theory-need-for-acheivement-power-
affiliation.html