In our quest to create successful projects, we often focus on goals, schedules, budgets, and deliverables. But we rarely stop and ask ourselves: Where in the psychological needs of the project are we really at? How do resource shortages, lack of trust, or unclear roles affect the way we lead projects? And perhaps most importantly – when does the door to true creativity and system innovation actually open?
By mapping Maslow’s hierarchy of needs to project logic, we can gain new insights into what is required for a project to not just “get done,” but to grow, innovate, and change.
Maslow’s Hierarchy of Needs – A Quick Overview
The classic model of human needs was developed by Abraham Maslow in the 1940s. He described how people satisfy needs in a certain order, from the most basic to the most advanced:
- Physical needs (food, water, sleep)
- Safety needs (security, stability)
- Social needs (belonging, relationships)
- Esteem needs (status, recognition)
- Self-actualization (creativity, meaning, purpose)
As each level is satisfied, our ability to develop grows. In the same way, we can think about projects.
Level 1: Basic resources = The project’s food and water
This corresponds to the project having enough resources, time, information and conditions to be able to function. When this is lacking, project management often becomes defensive, reactive and characterized by a sense of survival. The project manager chases urgent solutions and acts short-term. Team members lose motivation and commitment. The focus is not on creating value, but on “getting through the week”.
Example: An innovation project with an ambitious purpose but where funding is uncertain and participants have not been released from their regular work tasks. The result is constant firefighting rather than innovative thinking.
Level 2: Security = Structure, roles and processes
When resources are secured, the need for structure and predictability becomes central. It is about clear roles, mandates, decision-making paths and that participants understand the purpose and direction of the project. Project managers who lack this often end up in micro-management or avoidance.
Example: A project with unclear anchoring in the organization, where different managers send conflicting signals. The project manager becomes uncertain, decisions are postponed and work comes to a halt.
Level 3: Belonging = Relationships and culture
When security is present, project members begin to seek context and belonging. A good project climate, inclusive collaboration and clear communication become crucial. The role of the project manager shifts to cultivating relationships, listening actively and creating community. This is where the team starts working as a “we”.
Example: A development team where the project manager makes sure everyone feels heard and seen, where conflicts are handled constructively and where small progress is celebrated together. Commitment grows.
Level 4: Self-esteem = Recognition and meaningful contribution
Here, team members need to feel that their competence is recognized and that they make a difference. The project manager acts as a coach, provides constructive feedback and highlights strengths. The work is characterized by self-confidence and internal pride. The goals become something to be proud of.
Example: A project manager who involves his employees in decisions and gives them the opportunity to take ownership of sub-projects. The participants grow and go beyond what is expected.
Level 5: Self-realization = Creativity and system change
When all other needs are satisfied, the door to true innovation opens. Here, projects are no longer just about delivering a product – but about creating meaning, change and transformation. The project manager is trusting, visionary and responsive. The project takes on complex societal challenges and creates solutions that affect entire systems.
Example: A sustainability project where participants are co-creators in a learning environment. The focus is not on what is “possible today” but on what is needed tomorrow. Prototypes are tested, systems are mapped, actors are involved – not because someone is forcing them, but because they want to.
When does a project become a system-changing initiative?
Only when all previous levels are met, resources, structure, culture and recognition, can the project manager and the project as a whole focus on real change. To succeed with innovation and sustainability projects, we must consciously create these conditions.
It is also when we reach the level where creativity is given space to flourish, not as a method exercise at the beginning, but as an ongoing mindset. Then leadership is about creating an environment where others dare to explore, fail and grow.
A Staircase to Project Maturity
We can therefore see Maslow’s Hierarchy of Needs as a map of project maturity:
- At the lower levels, project leadership is reactive, controlling and often stressed.
- At the higher levels, it is trusting, facilitating and transformative.
When we know where on the ladder a project is, we can also understand what is missing – and what is required for taking the next step.
We cannot access creativity, innovation and system change until we build a foundation of resources, security, community and recognition. Creating these conditions is not a “soft skill” – it is strategic project leadership. Because it is only when all needs are met that projects not only deliver – they change the world.
