A Class with Drucker - Headway | Work on yourself

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C H A P T E R E L E V E N You Can’t Predict the Future, But You Can Create It Some of <strong>Drucker</strong>’s lessons were repeated by him again and again at different times and in different courses. His admonition that you cannot predict the future is a good example. I don’t remember the first time Peter spoke about creating the future. However, my recollection was that he did so in just about every course. I heard this message not long after beginning my classes at Claremont. Clearly, this was something that he believed in strongly. The first time he spoke of this, however, I missed it completely. I heard about it only secondhand. This was because I walked out of Peter’s class. I Walk Out of Peter’s <strong>Class</strong> Peter didn’t always pay attention to the clock, <strong>with</strong> the possible exception of the mid-course break in the evening. He was constrained then because there were so many students in the various classes that break times were
122 ■ A CLASS WITH DRUCKER staggered for the purpose of dinner and socialization at the faculty club. Also, he realized that he could easily pick up on the subject matter wherever he left off after the evening meal. After class, this was a little more difficult, since the class met only once a week. Therefore, at what was supposed to be the end of class, he did not always stop when the clock said that the class was over. He stopped when he felt his lecture was complete and not before. Usually he managed to complete on time, but not always. The first time this occurred, I was aghast. At ten o’clock in the evening when the class was scheduled to end, he was still in the middle of a lecture. At first, I was not too disturbed. I thought that he would tie things together and quickly wrap things up. All of his students were rabid <strong>Drucker</strong> fans. However, on this particular evening at 10:15, he was still at it. And he didn’t stop at 10:30. I was tired. I had worked all day and was I eager to get home to my family. Pasadena was still a 30–40 minute drive away. In the morning, I had to get up early to go to work. Fortunately, at the time I was still working as Director of Research and Development for a company only a few miles away from my home. As I noted in a previous chapter, I was to leave this job several months later. As the boss of my research and development domain, I was the first to arrive in the morning. I had an important meeting scheduled <strong>with</strong> my immediate superior, the company president, for shortly after 8:00 AM But Peter lectured on. I was sitting right up front in the first row. Were it any other professor, I would have left as quietly and inconspicuously as I could, first row, or not. But how could I possibly get up and walk out on Peter <strong>Drucker</strong>? Not one of the other fifty or sixty students got up and left either. Finally, a little after 11:00 PM, Peter concluded his lecture. He finalized his points and the class was over. I arrived home about 11:45. I suffered a mild chiding from my wife and vowed never to sit quietly past the time for the end of course again, regardless of whether or not it was <strong>Drucker</strong> lecturing and regardless of what he or anyone else thought about my getting up and leaving. A few weeks later, the same thing occurred. Peter continued to lecture past the end of the class. I gave him until 10:05. Then I arose from my front row seat as quietly as I could; I gathered together my notebook and other class materials, and stuffed them in my briefcase. I nodded good-bye to Peter. He nodded back and I left. Seeing me leaving, a number of other students followed my example.
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A C L A S S W I T H D R U C K E R
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A Class wi
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C O N T E N T S Acknowledgments and
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A C K N O W L E D G M E N T S A N D
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F O R E W O R D Bill Cohen was the
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core competencies, and we also chal
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I N T R O D U C T I O N Peter <stro
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C H A P T E R O N E How I Became th
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HOW I BECAME THE STUDENT ■ 3 retu
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HOW I BECAME THE STUDENT ■ 5 doct
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HOW I BECAME THE STUDENT ■ 7 “I
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HOW I BECAME THE STUDENT ■ 9 Duri
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C H A P T E R T W O Drucker
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DRUCKER IN THE CLASSROOM ■ 13 Mos
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DRUCKER IN THE CLASSROOM ■ 15 <st
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DRUCKER IN THE CLASSROOM ■ 17 ant
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C H A P T E R T H R E E What Everyb
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WHAT EVERYBODY KNOWS IS FREQUENTLY
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SELF-CONFIDENCE MUST BE BUILT STEP-
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IF YOU KEEP DOING WHAT WORKED IN TH
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C H A P T E R S I X Approach Proble
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APPROACH PROBLEMS WITH YOUR IGNORAN
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C H A P T E R S E V E N Develop Exp
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PEOPLE HAVE NO LIMITS, EVEN AFTER F
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C H A P T E R F I F T E E N A Model
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A MODEL ORGANIZATION ■ 175 In cla
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A MODEL ORGANIZATION ■ 177 marsha
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A MODEL ORGANIZATION ■ 179 Squadr
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A MODEL ORGANIZATION ■ 181 Promot
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A MODEL ORGANIZATION ■ 183 and th
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A MODEL ORGANIZATION ■ 185 Howeve
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A MODEL ORGANIZATION ■ 187 The St
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I t C H A P T E R S I X T E E N The
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THE MANAGEMENT CONTROL PANEL ■ 19
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C H A P T E R S E V E N T E E N Bas
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BASE YOUR STRATEGY ON THE SITUATION
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C H A P T E R E I G H T E E N How t
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HOW TO MOTIVATE THE KNOWLEDGE WORKE
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What Do You Think Motivates <strong
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everyone gets them for the good of
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C H A P T E R N I N E T E E N <stro
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DRUCKER’S PRINCIPLES OF SELF-DEVE
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As I mentioned in an earlier chapte
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AFTERWORD ■ 247 articulate truths
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N O T E S CHAPTER 2 1. Simon London
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NOTES ■ 251 4. David A. Kaplan,
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Aburdene, Patricia, 221 accountabil
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Grant, Ulysses S., 166 growth, 229
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professional journals, 158 professi
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