A Class with Drucker - Headway | Work on yourself

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C H A P T E R T W O <strong>Drucker</strong> in the <strong>Class</strong>room A t the time I was Peter’s student, Albrecht Auditorium and the newer modern teaching facilities at Claremont did not exist. <strong>Drucker</strong>’s classes were all in Harper Hall. Even then it was old, and used not only for business and management studies, but also for other subjects, such as for classes in religion and ancient languages. Peter’s classes were always conducted in the largest room available because most classes were taught to both masters and doctoral students simultaneously. The classroom usually held 50–60 table-student chairs, the kind used by students in classrooms all over the world. <strong>Drucker</strong> would arrive early and engage whichever students were interested in conversation before the formal class began. There were few women in any of these classes in those days, perhaps three or four in each class. Nevertheless, they have made their presence felt, and today these women are at the head of universities and companies or are successful entrepreneurs.
12 ■ A CLASS WITH DRUCKER In all of the classes I took from Peter, he always used a single textbook. This was Management: Tasks, Responsibilities, Practices, an 839-page tome which he had written several years earlier, the one in which he had written the material about deciding what “business” you were in. I heard that in some classes he required no textbooks, only recommended a couple of books that he had written. That’s right, recommended. He did not require them, or any textbooks, in these classes. Anyway, in the courses I took his Management: Tasks, Responsibilities, Practices was required. It is still in print and selling well today. It’s an outstanding book. Moreover, this is a regular book, not a textbook in the usual sense of the word, a fact that was much appreciated by <strong>Drucker</strong>’s students. I think the book sold for about $20 in those days. This was expensive for a book, but regular textbooks thirty years ago were priced at more than twice that. So my one-time cost of $20 or so meant a savings of more and more money in every course I took <strong>with</strong> him. Saving money on books, however, was definitely not the reason he had such a large following. You took the first couple of courses from him because of his reputation and maybe because it was required. Thereafter, you signed up for <strong>Drucker</strong> because there was great value in what he had to say. But, back to his “textbook.” Most professors tend to try to cram an entire textbook into whatever time period over which the course is conducted. <strong>Drucker</strong>’s syllabus always covered reasonable amounts of the book, to digest. He felt that books needed to be “mastered,” not simply skimmed <strong>with</strong> a host of facts and a few techniques committed to memory. So, he did not try to assign the entire eight-hundred-plus pages over one seven-week “module.” The idea was to focus on one section and to master that. Frankly, my own experience is that few actual textbooks are ever completely read by students, and certainly not “mastered.” I don’t exclude the several textbooks of which I am the author. There is simply too much material for the ten-to-sixteen weeks over which a course is usually taught at most universities. Moreover, the classes in the executive program at Claremont were taught in seven-week modules because we had to take more courses than the regular doctoral students. If an author attempted to write a textbook which could be read and understood in the time available, it probably would fail in the marketplace. This is because it is the professors who make the decision as to which textbook is adopted. Students might like it, but most professors would view a 200- or even a 300-page textbook as lacking substance.
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Page 6 and 7: C O N T E N T S Acknowledgments and
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Page 10 and 11: F O R E W O R D Bill Cohen was the
Page 12 and 13: core competencies, and we also chal
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Page 16 and 17: C H A P T E R O N E How I Became th
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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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YOU MUST KNOW YOUR PEOPLE TO LEAD T
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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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