A Class with Drucker - Headway | Work on yourself

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C H A P T E R T H R E E What Everybody Knows Is Frequently Wrong M y first class <strong>with</strong> Peter <strong>Drucker</strong> met in the fall of 1975. I didn’t know what to expect. <strong>Drucker</strong> was a world-famous celebrity. I was a young man <strong>with</strong> limited business experience. Needless to say, I was more than a little intimidated <strong>with</strong> the thought of dealing <strong>with</strong> this prominent professor face-to-face. I was actually taking two courses <strong>with</strong> Peter that first term. The other class had yet to meet. It was to meet Wednesday night in the faculty club, and Peter and the dean, Paul Albrecht, were teamed as instructors. It was open only to the ten students in the new doctoral program for practicing executives. However, this was Monday night, and the class was entitled “Module 300: The Management Process.” This particular course, and even the course numbering system then used, no longer exists. Peter taught it by himself. There were no other professors, and no graduate students assisting
20 ■ A CLASS WITH DRUCKER him. The class was open to both master’s students and the ten doctoral students and was taught over a seven-week period. In the Claremont system, there were three semesters a year <strong>with</strong> two seven-week modules in every semester. This allowed students to take a variety of courses. In later years, <strong>Drucker</strong> classes met in Albrecht Auditorium, and other ultramodern complexes built long after my own graduation. However, since the larger and more modern facilities didn’t exist then, Module 300 met in probably the largest room available on campus in Harper Hall. It held fifty or sixty of the old-style seats for students <strong>with</strong> a table top that folded over your lap to allow notetaking. I arrived early. About half of the class was already there. I didn’t know anyone. We were all working professionals, and there were no orientation programs for new graduate students in those days. However, I discovered that many of these students weren’t new to Claremont, and had taken classes <strong>with</strong> <strong>Drucker</strong> previously. “What’s he like?” I asked. “Oh, Peter’s fine, you’ll like him” seemed to be the most common reply. I noticed that just about everyone called him “Peter” not “<strong>Drucker</strong>” or “Professor <strong>Drucker</strong>.” I discovered that this was his preferred form of address. He seemed to dislike any form of honorific or deferential treatment. I don’t want to describe him as modest, but rather I would say that he considered himself beyond any special behavior and thought that this sort of thing was a waste of time. This does not mean to imply that he was timid in any way or encouraged disrespect. I never saw anyone ever treat Peter <strong>with</strong> disrespect, and he absolutely was not bashful about correcting any student. After several minutes Peter strode confidently into the classroom. He was in good humor and engaged several students in conversation who apparently had been his students previously. He was of medium height, wore glasses, and was balding. He was energetic and appeared to be in excellent health. He had a copy of a thick book under one arm. As the time for the class to begin approached, he removed his jacket and held a copy of Management: Tasks, Responsibilities, and Practices aloft <strong>with</strong> one hand. “This is your textbook,” he said <strong>with</strong> a heavy Viennese accent. “Anyone wanting me to autograph it, please line up over here to the right side of the classroom near the window.” There was a scrambling as maybe fifteen or sixteen students formed a line to get the coveted autograph. I did not. I didn’t know what to make of this action at the time. Somehow it rubbed me the wrong way. I guess I
Page 2 and 3: A C L A S S W I T H D R U C K E R
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Page 6 and 7: C O N T E N T S Acknowledgments and
Page 8 and 9: A C K N O W L E D G M E N T S A N D
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
Page 14 and 15: I N T R O D U C T I O N Peter <stro
Page 16 and 17: C H A P T E R O N E How I Became th
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Page 26 and 27: C H A P T E R T W O Drucker
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Page 46 and 47: SELF-CONFIDENCE MUST BE BUILT STEP-
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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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