A Class with Drucker - Headway | Work on yourself

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THE MANAGEMENT CONTROL PANEL ■ 199 “I can’t understand it. We had something like this in our industry just last year. We made exactly the same decision and allocated proportionally just about the same resources, but the results in this simulation came out entirely different.” We concluded that something must be wrong <strong>with</strong> the computer program. Something was “wrong” <strong>with</strong> it, and now I knew exactly what. <strong>Drucker</strong> had said that it didn’t take much deviation to create different results, and it didn’t. I realized that you couldn’t run a business <strong>with</strong> a machine or a computer program making the decisions and management simply implementing what the computer said to do. The use of computers to collect information and cross-tabulate relationships that did not vary <strong>with</strong> other inputs was absolutely needed. But these were guidelines for taking actions which only the manager, interpreting the computer’s results—and not the computer itself—must make. Our team didn’t necessarily make a mistake in our simulation game. However, assuming similar results <strong>with</strong> identical actions when there was a slight variance in environment is incorrect. This meant that past experience, too, is only a guide to present action. To me, this experience also confirmed that management was far more an art than a science. Some years later, both Harvard and my own alma mater for my MBA degree, the University of Chicago, modified their MBA programs extensively. Harvard had been known for its reliance on case studies. The University of Chicago was known as a “high quant” school, emphasizing the quantitative end of business and making decisions based mainly on an analysis of numbers. Both schools wisely introduced courses to round out their curricula. These courses recognized the fact that every situation is different, and that managers had to manage <strong>with</strong> their heads and guts as much as they did by relying mostly on computers or past experience. In combining these different approaches, I believe that due to Peter’s significant input and his judgment about combining these different approaches, Claremont was ahead of business educational theory at that time. <strong>Drucker</strong> Lesson Summary The Management Control Panel that <strong>Drucker</strong> introduced us to in his classroom sounded almost too good to be true. And it was! Technology can do wonderful things—whether giving a pilot valuable information needed to help fly his plane or providing sales projections based on
200 ■ A CLASS WITH DRUCKER different variables. But technology needs a human hand to guide it, to put it to use, to interpret results, and to make decisions based on the information output. Use of technology and automation to gain assistance in making decisions is important, but this cannot replace the manager in making the final analysis and determining the actions which any organization must follow to lead to success.
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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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DEVELOP EXPERTISE OUTSIDE YOUR FIEL
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OUTSTANDING PERFORMANCE IS INCONSIS
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THE OBJECTIVE OF MARKETING ■ 97 A
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THE OBJECTIVE OF MARKETING ■ 99 T
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THE OBJECTIVE OF MARKETING ■ 101
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The assembly line, especially the m
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ETHICS, HONOR, INTEGRITY, AND THE L
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C H A P T E R E L E V E N You Can
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YOU CAN’T PREDICT THE FUTURE ■
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experience, and know-how, financial
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C H A P T E R T W E L V E We’re A
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WE’RE ALL ACCOUNTABLE ■ 135 “
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WE’RE ALL ACCOUNTABLE ■ 137 wor
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WE’RE ALL ACCOUNTABLE ■ 139 The
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WE’RE ALL ACCOUNTABLE ■ 141 hap
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WE’RE ALL ACCOUNTABLE ■ 143 <st
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WE’RE ALL ACCOUNTABLE ■ 145 <st
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C H A P T E R T H I R T E E N You M
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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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