Psychological Needs
Human being is inherent to its proactive tendency that engages one’s own social and psychological surroundings, which eventually assimilates ambient cultural and valuable practices. It can be said that human being is predominantly interested to respond towards its values that surrounds them, which arises from innate curiosity. Also, intensity of proactiveness is often found to be slothful among several individuals and for them educators try to implement certain external controls, monitoring techniques, close supervisionassociated with reward and recognition programs that help in learning accomplishment (Seligman & Csikszentmihalyi, 2014).
This report will discuss the psychological needs by defining its importance and implications considering both childhood autonomy and competency needs at any workplace. One of the most important theories analyzing individual psychology, which is self-determination theory will be discussed to uplift and highlight the autonomy, competence and relatedness needs. This report will also present how one can easily satisfy the childhood autonomy needs and eventually end up with satisfying competency needs at the workplace. Therefore, in this report the basis of intrinsic motivation and behavior of an individual through the accomplishment of competency and autonomy needs will be discussed.
According to the viewpoint of Liu and Han, (2013), psychological needs can be defined as the typical condition where an individual is undergoing the requirement of something. This view can be supported by the famous Albert Maslow Theory of Motivation. On the other hand, Ryan and Deci, (2014) placed the view of psychological needs by defining three pillars of motivation, which are competence, autonomy and relatedness. Therefore, it can be said that psychological needs comprise of such basic needs that trigger one’s own sense of existence and based on which further activities are completed. However, in order to accurately define psychological needs, the explanation of self-determination theory is the most important. This theory will highlight the internal and external mode of motivation. One’s source of motivation is justified and resultant satisfaction helps in further competency. In this way, self-determination theory helps in understanding the type of motivation that is guiding an individual’s mode of activities.
According to Brown and Ryan, (2015), intrinsic autonomy of an individual is accomplished only when there is no external force or directions set up as a mode of guidance. An individual is expected to be self-motivated to act upon the interest aspects. Behavioral experience can be referred to volitional and even self-endorsed reflectively. Therefore, to be autonomous individuals must willingly devote time for expected activities. On the other hand, Olafsen et al., (2015) pointed out that autonomy is often subjected to lose its value with the course of time, and in such a situation, motivation is gained through extrinsic factors such as rewards and incentives. Such external regulatory styles are external regulation, identified regulation, introjected regulation and integrated regulation.
According to Gagne and Deci, (2014)competence is accomplished only after successful autonomy accomplishment, as competitive nature among individuals occur only after they have willingly acquired the knowledge of competitive aspects. Competence created through intrinsic motivation is more challenging as individuals willingly participate to justify their knowledge and learning. On the other hand, Nie et al., (2015)pointed out that often individuals are found to be less active and lose their motivation for which competition is designed through external factors of motivation such as rewards and awards after accomplishment. These factors restore motivation and sustain the learning and development process through a competitive environment.
Autonomy
According to the words of Csikszentmihalyi (2014), it can be interpreted that relatedness need satisfaction helps in facilitating the process of internalization. For an individual who tries to create a sense of belongings with specific person, and gets the expected response, it is found that intrinsic motivation is acting among them. This means such individuals are proactive and self-motivated only when they get positive response from the person they like. Such type of needs when get accomplished, adds up to the satisfaction, which gives rise to motivation. On the other hand, Olafsen et al., (2015) pointed out that individuals who are found to undergo such relatedness are more tended to internalization and those who are neglected gets beyond the scope of internalization. These individuals are found to respond to external control and contingencies.
Human beings often feel like they have enough control over themselves and their lives. No one can expect children to be fully independent, as they are very small and are incapable of handling many things by their own as adults do. However, McEown et al., (2014) opined that in the second level of psychological development, soon after the age of one year, the young children should resolve the conflict between the autonomy, doubt and shame. Children, who do not develop their autonomy power, are liable to maintain high level of dependency on the adults. Moreover, such children can also face high level of influence from the peers. Children can have feelings of hostility for the adults, who allow them little choice of freedom. According to Taylor et al., (2014), child autonomy defines the delegation of some responsibilities to the children towards managing their own work. Such autonomy makes the children much more independent. It also boosts the self-esteem of the children by creating a sense of achievements. Following are the ways of satisfying the autonomy needs of the children:
Autonomy means much more than just growing up of the children. It actually defines the self confidence among the children for doing certain things by their own, which makes them independent. Cerasoli and Ford, (2014) pointed out that autonomy is the ability of the children towards thinking and acting by themselves. Moreover, autonomy creates self-esteem within the children and rich their inner life through enhancing the confidence level. However, the parents should build enough trust on their children for developing their autonomy. On the other hand, Jang et al., (2016) opined that the parents should also be proud of the accomplishment of their children. Moreover, the parents should let their children to exercise their won freedom.
Delegating some responsibilities would enhance the confidence level of the children on their own task. Moreover, delegation of authority will boost their confidence towards controlling their own work by their own way. According to Seligman and Csikszentmihalyi (2014), the parents should allow the children towards making their own routine as per their choice for completing their own tasks. Such routines can act as the intrinsic motivation for the children towards controlling their own work. Moreover, the parents should give the child little task of accomplishing every morning task like brushing teeth, making beds, getting dressed and others. The parents should also remind their children regarding such tasks, if they forget. However, they should let their children to do their own work by themselves.
Competence
According to Taylor et al., (2014), children can develop their full autonomy power, when they get enough encouragement from their children towards completing their own work by their own. Moreover, the parents should try to use little phrase rather than doing everything for their children. Moreover, Brown and Ryan, (2015) stated that the parents should develop a feeling of self-confidence among their children. They should make the children realize that they can do their work by themselves without much help of others. However, the parents should be close around the children for giving their encouragement at every step of their activity.
Participation in the household core will act as training session for the children towards controlling and learning their works. Moreover, Chemolli and Gagne (2014) participation will provide them hands on experience on some activities related to their home. Therefore, allowing such participation will act as the extrinsic motivation for the children for completing and gaining some experience regarding some activities. In this way, participation will enhance their autonomous power of the children. For example, the parents can arrange their homes in such way that their children can give them their hands in the household core.
According to Silva et al., (2014), enough freedom and relax at the work allows the children towards enjoying their own work and gradually exploring new ideas in their work. Moreover, the parents should allow their children enough freedom and relaxation during performing their task by their own way. The children should never be stressed with strict time boundaries. Furthermore, the parents should not also be worried about the spills and messes of the tasks done by their children. The parents should stay calm and allow the children with more time and freedom towards enjoying their experience with their own work. It will boost the autonomy power of the children through exploring new ideas from the work done by their own.
According toJang et al., (2016), children can enhance their confidence towards facing complex situation through doing some challenging tasks at frequent interval. The parents should try to provide some small challenging tasks to their children. It will stimulate the children towards exploring new ideas for facing the changing areas of the task by their own. Moreover, Deci and Ryan, (2016) opined that the parents should also be proud of the accomplishment of their children and appreciate their new ideas towards completing the challenging tasks. In this way, the children will be able to develop their autonomy power and learn to face the real challenges of their life.
According to Deci and Ryan, (2014), appreciation from the parent can act like an extrinsic motivation for regulating challenges associated with the tasks. Moreover, the parents should always encourage the creative and innovative ideas of the children. The parent should never interrupt the creative power of their children; rather they should systematically put their innovative ideas down towards completing the tasks by their own way. Such appreciation drives the children towards taking small challenging tasks and find innovative ideas towards exploring new ideas and concept for achieving those tasks. In this way, the children will learn to be autonomous and independent towards handing their own jobs.
Relatedness
As per McEown et al., (2014), emotional triggers define intrinsic motivation of the children, which encourage them towards handling their own work. Moreover, the parents should properly understand the interesting areas of their children. Such interesting areas will act as the emotional triggers for the children. Furthermore, the parents should provide tasks to their children based on their emotional triggers. It would encourage them towards taking the responsibilities of their own work. In this way, the parents can satisfy the autonomy needs of their children.
According to the words of Csikszentmihalyi, (2014), satisfaction in workplace autonomy gives rise to competence. This is because once the employees are motivated to perform either intrinsically or extrinsically, they move on to show their competence against others. On the other hand, Leeet al., (2015) contradicted that employees are often found to be reluctant to compete against others due to some dissatisfaction factors. Employees might be motivated to work but they are found to get restricted in self-autonomy. Therefore, in such a situation, a healthy workplace is found to get hampered. This is because Gatling et al., (2016) highlighted the viewpoint of such a healthy workplace that triggers the sense of competition among employees, which ultimately turns out in booming the quarterly productivity above proposed level. Such high level of productivity is only achieved when employees are satisfied through their competency needs.Plenty of scholars discussed the ways of satisfying the competency needs of employees and those can be done by both intrinsic and extrinsic motivational factors.
According to Brown and Ryan, (2015), employees are often found to be controlled by the organization through several workplace policies and rules so as to adhere to uniform flow of work. This helps is achieving unbiased flow of outcome from each employee. However, Gatling et al., (2016) contradicted that if the behaviors of employees are controlled and subjected to work in specific ways, then their autonomy gets violated. Eventually, their sense of freedom gets hampered and their satisfaction gets impacted. Therefore, it can be said that if the employees are given the opportunity to work according to their flexible behavior, then they will outperform and their satisfaction will rise.
Majority of the organizations try to evaluate the competency of employees through several tests. Trepanier et al., (2013) pointed out that tests help in understanding the level of competency and differences among peers. However, Spence and Deci, (2013) argued that if employees are tested directly, then it creates certain negative impact and their satisfaction in workplace gets hampered. On the other side, if the employees are given the opportunity to teach other new candidates or peers, then they are found to be more motivated and a sense of responsibility for guidance is established. In this way, intrinsically employees get motivated and satisfaction raise.
According to the viewpoint of Massenberg et al., (2015), non-performing or inactive employees in an organization need to be motivated externally, which can be done by creating a reward system. On the other hand, Evans and Kersh, (2017) argued that certain percentage of employees will continue to remain inactive even if reward policies are declared by the organization. Therefore, extrinsic motivation through external regulation must be also designed in such a way so that employees perform in order to avoid punishment. Furthermore, it can be said that both rewards and punishment avoidance factors create a sense non-biasness among the employees through a balanced satisfaction. Therefore, from the viewpoints, it can be said that competency needs at the workplace can be satisfied trough rewards and recognition factors. This creates a sense of competition among the employees and they outperform in order to achieve something, which is called reward. Getting rewarded, creates a sense of achievement and thus satisfaction is restored.
Satisfaction of Child Autonomy Needs
According to Vanthournout et al., (2014), behaviors of employees are often guided by their self-aggrandizement and self-derogation. This means employees try to work either for pride or for not feeling guilty of non-performance. Therefore, organizations need to develop the self-esteem factors of the employees in such a way where they will feel pride while performing. This can be only done by segregating the performing behaviors of the employees and assigning roles where one fits the most. This will eventually create a feeling of achievement guided by satisfaction. While considering the viewpoint of Gerhart and Fang, (2015), it can be said that introjected regulation is mostly guided through ego involvement, which means if the employees are externally assigned some roles, beyond their daily tasks, then they feel proud that they have been recognized by the management and therefore more decisive responsibility is being assigned to them. In this way, satisfaction will help in better performance.
While considering the higher autonomy, according to the words of Seligman and Csikszentmihalyi, (2014), it can be pointed out that certain behaviors are ratified because those are considered as valuable and essential for an individual. Such behaviors are considered to exemplify identified regulation. On the other hand, Gerhart and Fang (2015) highlighted that the most important type of extrinsic motivation can be delivered through integrated regulation, though which employees are able to justify and synthesize their self-aspects. Therefore, it can be said that satisfaction through competence can be originated by observing the behaviors of employees. The management needs to segregate and identify the performance level, behavior, activities, interest areas and working pattern of the employees. Based on this the employees need to be provided such tasks where they feel interested. On the other hand, from management perspective it must be made confirm that associated roles from identified employees are worthy for business objectives. When both the stakeholders, such as identified employees and employers able to understand the roles that are to be assigned, it can be said as integrated regulation through identified regulation. Employees feel motivated that they have been assigned roles as per their necessities and therefore satisfaction raise.
While considering the viewpoint of Liu and Han, (2013), the most common type of extrinsic motivation that satisfies employees and increases competency is through allowing the requests raised by employees. Also, Vanthournout et al., (2014) pointed out that competency in a workplace arise when employees are allowed to have what they request. Therefore, some of the allowances such as flexible workplace, comfortable working environment, work from preferred location, medical allowance and adjustable leave policy help in increasing the satisfaction among employees. In this way, employees are able to increase their competency as satisfaction guides them to perform better and more than what is proposed or expected. On the other hand, from the management perspective, it becomes easy to identify the employees who keep on bargaining for new allowance irrespective of poor performance. Allowances for such employees are ignored completely, which justifies that sense of competency among self-esteem employees and they keep on performing even better.
Trust on Children
Conclusion:
While summarizing, it can be said that satisfaction of psychological needs helps an individual to express the maximum potentiality. It has been found that psychological needs are comprised of three aspects, which are autonomy, competence and relatedness. Each of the three aspects are either accomplished through intrinsic motivation or through extrinsic motivation. When an individual fails to act according to self-autonomy, external motivation boosts the behavior, while on the contrary active self-autonomy is negatively impacted through power of restriction and rules. Therefore, it has been analyzed that autonomy is the factor that helps in giving rise to competency among both a child and an employee. Some factors such as restriction, filtration, rules and regulations are found to hamper the behavior and satisfaction of both child and an employee. On the other hand, child autonomy needs are found to be satisfied through trust, encouragement, freedom, appreciation, participation and allowance. Workplace competency needs are found to be satisfied through external regulation, introjected regulation, identified regulation and integrated regulation.
Reference:
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