Maslow's Hierarchy of Needs

Maslow’s Hierarchy of Needs and the Small Group Communication Concept Student Name Institution Course Professor Name Date Maslow’s Hierarchy of Needs and the Small Group Communication Concept Annotated Bibliography Vangrieken, K., Dochy, F., & Raes, E. (2016). Team learning in teacher teams: Team entitativity as a bridge between teams-in-theory and teams-in-practice. European Journal of Psychology of Education, 31(3). http://www.jstor.org/stable/24763390 Vangrieken et al. (2016) experimented with the learning process of teacher teams. They focused on team unity. The researchers refer to unity team entitativity, which implies that members perceive a team as real; not loose and not temporary. There were numerous teacher teams in schools that were used. The researchers gathered the data through quantifiable team learning measures. They discovered that, when there is high level of unity, there is better communication among teams. Knowledge is exchanged and in a more structured manner by teams. Members feel free to talk since they are a part of a real system. The needs that are not met within the teams, such as fear of rejection or not feeling safe with others decrease idea-sharing. The entitativity is high as it assists the members to establish periodic feedback loops. It also assists groups in transforming theory to practice. The article’s results revealed why small groups require distinct identity identifiers, guidelines, position of leaders, and reciprocating instructional discourse at the onset. The methods were quantitative, academic and peer reviewed. Taormina, R. J., & Gao, J. H. (2013). Maslow and the motivation hierarchy: Measuring satisfaction of the needs. The American Journal of Psychology, 126(2). https://doi.org/10.5406/amerjpsyc.126.2.0155 Taormina and Gao (2013) constructed a scientific scale that was used to gauge human motivation using Maslow’s needs’ hierarchy. There were various cultures represented in the study that were put to test physiological needs, safety, belonging and esteem. They confirmed that motivation is determined by lower needs. In the event of failure to communicate because of safety or belonging, disruption of communication increases and conflict intensifies. Their measure revealed a high level of reliability. It makes groups realize why motivation issues are not emotional guess work. They are psychological predictors that are measurable. At the time of protection of safety and recognition, teams work better when the leaders pressurize growth. The results of the study are in favor of team communication design. The approaches were quantitative, international, peer reviewed, and suitable scholarly rules. Introduction If a team fails to share needs early, it collapses into silence, conflict, or slow cooperation.The lack of interaction is caused by unmet needs that obstruct a team. Small group interaction is enhanced when learners relate motivation to voice timing, learning cycles and role fairness. The hierarchy of needs as explained by Maslow outlines five levels of needs that help in the conduct of human beings in teams. There is a quantitative scale developed by Taormina and Gao (2013) and tested on the adults of any culture to measure the need satisfaction and motivation. Vangrieken et al. (2016) followed the teacher teams within European schools and experimented on how unity enhances communication practice and team learning. The researchers described unity as team entitativity, which is increased with the experience that the team members perceive their team to be real and related. Taormina and Gao (2013) demonstrated that physiological comfort, safety, belonging, and esteem are predictors of motivation to work in a team, more reliably measured ...