Cross Cultural Application Of Maslows Hierarchy Of Needs Commerce Essay

Cross Cultural Application Of Maslows Hierarchy Of Needs Commerce Essay Studies have proposed that the effective use of human capital is likely the most important determinant of organisational performance (Adler, 1991 cited in Fey 2005). This has prompted organisations to seek for ways to motivate their employees to work to their full potential and to ensure optimal organisational performance. Once of the most cited and discussed theories of motivation is Abrahams Maslows Hierarchy of needs, which is same as with other popular motivation theories, Maslows model was based on research carried out on individuals from the United States (Fatehi, 1996, Gibson 1994). While it is reasonable to assume that this theory can help managers in America, the question arises as to its applicability to international management. The aim of this essay is to address that question using America and China as case studies. This essay is structured into three parts, the first part of this essay would consist of an overview of the various theories of motivation, the second part w ould look at Hofstedes cultural dimensions of individualism and collectivism while the final part would analyse the applicability and implications of using Maslows Theory of Motivation within individualistic and collectivistic cultures (America and China respectively). Motivation According to Bateman and Snell (2007) motivation refers to forces that energize, direct and sustain a persons efforts. Theories of Motivation There are two groups under which motivation theories are classified namely: content theories and process theories. Content theories, also known as the need theories are concerned with the internal factors that motivate an individual. These theories suggest that individual needs keeps changing and that to motivate individuals, it is important to take into consideration these needs and fulfil them. Notable among the content theories is Maslows Hierarchy of Needs Theory, Herzbergs Hygiene Theory and McClellands Learned Need Theory. On the other side, the process theories of motivation are concerned with the how people initiate, direct and maintain their motivations. These theories see motivation as a rational cognitive process. Examples include Adams equity theory (1963), which assumes that people expect a balance to exist between their contributions and their outcomes. They compare their circumstances with other similar people and if there is any inequity (if it is to their disadvantag e) they adapt their behaviour to lessen that inequity. Vrooms Expectancy Theory (1964) is also part of the process theories. Maslow Hierarchy of Need Theory: Maslows theory suggests that people will satisfy basic-level needs before adjusting behaviour to satisfy higher-level needs. Once a lower need is satisfied, it ceases to be a motivator and the individual progresses to the next need in hierarchical order. Source: Maslows Hieracy of Needs; www.learnmanagement2.com Such needs have been recognized by Maslow and in their hierarchical order, include physiological needs, safety needs, social needs, self-esteem, and self-actualization. In Maslows model, individuals at the outset desire to gratify physiological needs. Physiological needs are the fundamental human needs which are necessary to maintain life and consist of food, clothing and shelter. Other desires present slight motivation pending the satisfaction of these basic needs. As soon as physiological needs are satisfied, safety becomes the next need. Safety characterizes the need to be liberated of the fear of bodily harm, the want to experience freedom from lack of fundamental physiological needs and the desire for self-protection. Subsequently, the social need arises as the chief need to be satisfied. The social need represents striving for significant relationships with other people. Once the need for significant relationship is fulfilled, the individual begins to seek more personal recogni tion and desires esteem or recognition from other people. The satisfaction of this need produces feelings of self-confidence, prestige, power, and control. After satisfying the need for self-esteem, self-actualization becomes the principal need. Self-actualization represents the desire to take full advantage of ones abilities and be what one is able to be (Maslow, 1970, Hersey, 1996, Gambel and Cianci, 2003). Cultural Dimensions Culture can be defined as a system of values and norms that are shared among a group of people and that when taken together constitute a design for living (Hill, 2009 p. 89). According to Hofstede (1984), there are five dimensions of culture namely: power distance, uncertainty avoidance, individualism vs. Collectivism, Masculinity vs. Femininity. Power distance relates to the way a society deals with the fact that people are unequal in intellectual and physical capabilities. The uncertainty avoidance dimension relates to the extent to which different cultures socialised their members to accepting uncertainty and ambiguous situations; According to Hofstede, members of high uncertainty avoidance cultures place a premium of job security, benefits and demonstrate a strong resistance to change while the opposite applies to members of cultures with low uncertainty avoidance. Individualism and Collectivism refers to relationship between the individual and his fellows. In individualistic cultures, bonds between individuals are loose and freedom an individual achievement are valued while in cultures where collectivism is emphasized, bonds are tight and individuals are supposed to look out for the interest of others before his own. Hofstedes masculinity versus femininity dimension refers to the distribution of roles between genders in a particular culture. (Hofstede, 1984, Hill, 2009). Overview of Individualism and Collectivism Individualism Amongst individualistic societies, Hofstede (1984) suggests that individuals desire and gain a high quality of life as a result of success achieved by his or her efforts alone. Achievement, self-actualization, and self-respect describe an individualistic society and furthermore typify self-esteem and self-actualization in Maslows hierarchy of needs. One conserves self-respect and separates work and private life in an individualistic society. In the work organization, completing the job task will come before developing relationships. Collectivism Hofstede (1980) suggests that collectivism can be described by a tight social framework where differences exist between in-groups and out-groups. Individuals expect to be cared for by their fellows, which can consist of relatives, clans, or organizations in exchange for absolute allegiance. Hofstede (1982) also points out that individual are born into a collective society. Consequently, Hofstede (1984) suggests that in a collectivist society, a high quality of life is defined more in terms of the family and close relatives than the individual. In terms of the work environment, individuals from collectivist cultures do not separate their private lives from their jobs, relationships take precedence over job tasks and importance is placed on the development of relationships as a requirement to work together effectively. American and Chinese Culture To better understand the extent to which various factors motivates individuals from different cultures, it important to look at their national culture. The national culture of America and China shall be discussed briefly using Hofstedes (1984) model. Despite the short coming of this model, it is still widely used because it provides data on characteristics of culture based on a large number of respondents from variety of countries. Dimension America China Power Distance 40 80 Individualism 91 20 Uncertainty Avoidance 46 40 Masculinity 62 66 Source: Hofstede, G (1983), The Culture Relativity of Organisational Practices and Theories, Journal of International Business Studies, Vol.14 (4) pp.75-89 American Culture Hofstede argues that, the ordering of needs in Maslows hierarchy represents a value choice Maslows value choice. This choice was based on his mid-twentieth century U.S. middle class values (1984, p. 396). Maslows hierarchy was developed during an era when the American culture stressed individual achievement. The rapid growth of this country, which was facilitated by strong emphasis on education, lifestyle and career opportunities, influenced the formulation the needs demonstrated on Maslows model (Gambel and Cianci, 2003). Hamden, Turner and Trompenaar (1993) argue that the American culture places a lot of emphasis on making the individual self reliant as against being influenced by his or her external environment or others. Nevis (1983) also states that the American culture over the years has developed from assumptions that stress the independence of the individual. It can be confirmed from the research done the Maslows Theory was based on individualism that was prevalent in the Ame rican society. The question therefore arises as to whether this theory can be applied to cultures that are high on the collectivism dimension. Chinese culture Lit et al (2002) state that research on cultural studies identify family oriented collectivism as a key Chinese cultural characteristics. According to Triandis (1996), the Chinese are collectivist individuals. Similarly, Smith and Bond(1993) points out that a lot of research have discovered that the Chinese place a lot of emphasis and importance on family values and hierarchy. This characteristic is also noticed in the work environment; Chinese business practices are influenced by family-oriented collectivism and the structure of their organisations supports the collectivist nature (Nevis 1983, Li et al, 2000). These factors suggest that a Chinese hierarchy of needs would differ significantly from Maslows original model. The main issue concerning Maslows Theory and its ability to apply to Chinese cultures is the aspects of self actualisation and the need for social belonging. Other needs such as physiological and safety needs are basic needs that are present in any culture, although it may not be sought after in the sequence proposed by Maslow. However, his hierarchy of needs places the need for social belonging as being desired after physiological and safety needs are met. While self actualisation is the ultimate need. While these may be applicable in the American society, such cannot be said concerning the Chinese. Being a collectivist culture, one of the main focuses of individuals in such societies is to look out for the well being of their immediate family and relations. Such characteristics are acquired from young as the individuals watch the way their fellows interact. It is therefore not a need that they aspire to or desire but rather one that is already embedded in their environment. This ne ed therefore, cannot be used as a motivator for individuals from collectivist cultures especially China. Another problem with the application of this theory in collectivist cultures is the importance Maslow places of self actualisation. Self actualisation is seen as the chief desire of individuals. While this is possible in cultures that are highly individualistic, the same doesnt apply to collectivist cultures. As demonstrated in the literature on collectivist cultures, the aspect of self is not emphasized while communal thinking is promoted in place of individualistic behaviours. In cultures such as China, the need for Self-actualisation as proposed by Maslow may not exist at all. The implication of this is especially important for managers who are working in cross cultural environment. When using Maslows theory of motivation, it should be clear as to who such motivations are targeted to. Generalising this theory as being applicable to individuals from diverse cultures may not be in the best interest of management as they may not achieve their aim of motivating their employees to full potential. Although Maslows Hierarchy of Need theory is an important contribution that can help managers in motivating their employees, it should be handled carefully when dealing with individuals from diverse backgrounds.

Headstart Teacher: The Challenges and opportunities Essay

â€Å"Headstart is usually a 40+-year-old program that has assisted children from lower income families to cope academically as well as socially with their counterparts.†(Blake) As someone who just got an appointment as a headstart teacher, I expect several challenges and open doors of opportunities which I will explore in this essay. Challenges The challenge of Societal Discrimination Once an individual takes up an appointment as a headstart teacher, the level of respect that society accord to them is usually low. The society believe that taking up work with low income families and single parents implies that the headstart teacher is also poor, being in the same category. Take for instance if I tell another fellow that I just took up head start job, the fellow is likely to ask me why? Family challenge The job involves at-home visits that will enable to explore siblings and homelife.The family may think that picking up their children at home is a special request and not a responsibility or compulsion. As these families are usually low income earners, as a headstart teacher, I cannot punish them for late fees. Some parents may also see the time spent with their children as a token of friendship or free hour child care rather than as a job. Difficulties may also arise from uncooperative families especially single parents or divorced families as teachers and parents are both very important for a headstart program to succeed (Sitemaker).Such siblings of uncooperative parents have been shown to lag behind in terms of cognitive development in most cases (Sitemaker). There is also the possibility of having to face court charges from parents of siblings. For example, a teacher in Miami was reported in the past and was charged with hitting 3 kids in his care and was also accused of kicking one of them in the face. The parents testified in court that their kids were treated as such and the headstart teacher was charged with battery and child abuse (Mabin&Lebovick). The challenge of Low compensation Headstart teachers’ salaries are generally low especially when compared with that of the K-12 teachers. They earn half of what public school teachers earn.   The challenge of physical needs Younger head start teachers (18-30) are better able to cope with physical requirement, that this, job demands. As an older head start teacher, I may not be able to move up and down or expend as much energy as younger ones will do. The opportunities ahead Possibility of better compensation with time If the wages of headstart teachers is increased with time as proposed, this will afford me as headstart teacher, scholarship opportunities for furtherance in my study to obtain a college degree. Possibility of gaining international recognition As a headstart teacher, I have made up my mind to put in my best to my work as behind every challenge, there is a promotion. For instance, Kansas Headstart association gave an award to a headstart teacher, Teri Aldrich for the Helene Marks award in 2007 and this is the foundation top honor. The total amount of the award was $2000. He was given this following a project design titled: â€Å"MARVEL with moment,† a program designed to help children with special needs meet higher academic achievement. He received a standing ovation which according to him was the first time in his entire life. In conclusion, indeed the gift of a man makes way for him and I see myself achieving these kinds of feat also one day in the course of my headstart career. I am not afraid of challenges for behind every cloud, there is a silver lining.

Nazism as an Extension of Nationalism Essay - 870 Words

Nazism as an Extension of Nationalism Nazi Germany was the creation of Adolf Hitler, and Nazism was his movement. It began as a union, known as the National Sozialistische Deustches Arbeiten Partei. It grew to be a powerful political party under the ruling of Hitler, paving his way to German Chancellor and President, the undisputed leader of the entire German state. The concept of Nazism was developed during this course in history. It is a concept based loosely on an abstract theme of nationalism, interpreted by Hitler to proclaim his Ayran race as the Master Race. It was taken to an extreme, however, by Hitlers sadistic genocide of minority groups within the country, particularly the Jews.†¦show more content†¦Nationalism was a major starting force of World War I, with the Austro - Hungarian, Ottoman and Russian Empires. The very idea of empires is nationalistic - a pride in your nation means you want to expand and expose others to your rule. And previously in Germany, nationalism had contributed to the unif ication of the German state. Hitler took nationalism to a new level. By comparing the basic points of nationalism and Nazism, the connection between the two is clear, but the development of Nazism from nationalism is incomprehensible. Nationalism is being proud of your country. Nazism was a fantastical interpretation of this, and pride morphed into the thought of being superior. This superiority led to the belief in the Aryan race, All the human culture, all the results of art, science and technology that we see before us today, are almost exclusively the creative product of the Aryan. This very fact admits of the not unfounded inference that he alone was the founder of all higher humanity. Therefore representing the prototype of all that we understand by the word manà ¢Ã¢â€š ¬Ã‚ ¦If we were to divide mankind into three groups, the founders of culture, the bearers of culture, the destroyers of culture, only the Aryan could be considered as the representative of the first group. From him originates the founda tions and walls of all human creations.Show MoreRelatedFascist Italy, Nazi Germany and Imperial Japan1741 Words   |  7 Pages Fascist Italy, Nazi Germany, and Imperial Japan all shared a global concept of fascism where the willingness to create a collective conscious of nationhood was justified through imperialism. Indeed, the importance of nationalism within Fascist culture would greatly affect the foreign policies of Italy, Germany, and Japan during the 1930s and 1940s. 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French Food Idioms

Food is a very important subject in France. We always discuss food, especially when we are eating! The French also commonly use some hilarious food-based idioms which would be quite difficult to guess if you didnt know them.   1 - French Food Idiom: Avoir un Coeur dArtichaut To Have an Artichoke Heart   To be Very Sensitive This means to be very sensitive. To cry easily. Maybe because when cooked, the artichoke heart becomes soft, although the artichoke itself has pricks. So the heart is well hidden under prickly leaves, just like someone hiding his sensitive side. This idiom goes well with another one: à ªtre un dur à   cuir - to be hard to cook to be a tough guy. Pierre a lair dà ªtre un dur à   cuir, mais en fait, il a un vrai coeur dartichaut.Pierre looks like a tough guy, but in reality he is really sensitive. 2 - French Food Idiom: Raconter des Salades To Tell Salads   To tell long tales, lies Arrà ªte de dire nimporte quoi : je sais bien que tu racontes des salades !Stop speaking nonsense: I know you are lying! 3 - French Food Idiom: Ramener sa Fraise To Bring Back Your Strawberry   To Impose When Not Wanted La fraise - strawberry is a long time synonym for face. So ramener sa fraise means to show up, to impose yourself when not expected / invited. Regarde ! Voilà   Jean ! Celui-là  , il ramà ¨ne toujours sa fraise au moment du dà ®ner. Comme cest bizarre.Look! Here comes Jean! This guy, he always shows up at dinner time. How Strange... 4 - Avoir La frite / la pche / la banane / la patate To have the French-fry / the peach / the banana / the potato   To Feel Great We have many idioms to say to feel great. These four words are interchangeable and very commonly used in French. Je ne sais pas comment tu fais pour avoir la pà ªche le matin. Moi, je suis toujours creuvà ©e.I dont know how to do to be full of energy in the morning. Myself, Im always exhausted. 5 - En Faire Tout un Fromage To Make a Whole Cheese Out of It.   To Make a Mountain Out of a Molehill Ça suffit ! Je me suis dà ©jà   excusà ©e : arrà ªte den faire tout un fromage !Enough! I already said I was sorry: stop making a mountain out of a molehill! 6 - Les Carottes sont Cuites = Cest la fin des Haricots The carrots are cooked/its the end of the beans.   There is no More hope. This must be one of the most obscure French idioms. Even so that it is said that les carottes sont cuites was used as a code during the war. In any case, both these idioms may be explained by the fact that the food they refer to carrots and beans are cheap, and are the last resort food. If there is none left, its starvation. Thats why they are linked to lost hope. Cest fini, la France a perdu. Les carottes sont cuites.Its the end, France lost. There is no more hope. 7 - Mle-toi de Tes Oignons ! Mix with Your Own Onions   Mind Your Own Business Apparently, â€Å"les oignons† is a familiar term for â€Å"les fesses† (buttocks) due to their round shape. The expression â€Å"occupe-toi de tes fesses† being a bit vulgar, but very used as well. We also say mà ªle-toi / occupe-toi de tes affaires which is an exact translation of mind your own business. Alors, c’est vrai ce que j’ai entendu ? Tu sors avec Bà ©atrice maintenant ?Is it true what I’ve heard? You’re going out with Beatrice now? Mà ªle-toi de tes oignons !  Mind your own business! ​More About the French onion