A Class with Drucker - Headway | Work on yourself

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WHAT EVERYBODY KNOWS IS FREQUENTLY WRONG ■ 21 thought it egotistical. The rest of the students continued their conversations while the autographing took place for another ten minutes or so. Then Peter went to the front of the classroom and began to lecture <strong>with</strong>out reference to notes or his book. The Story of the Two Vice Presidents Peter began <strong>with</strong> a story about a company he had observed. As the president of the company grew older, he knew that he should begin thinking about succession. Fortunately, he had two vice presidents, both equally outstanding, and of the right age, and each <strong>with</strong> a record of outstanding prior accomplishments <strong>with</strong> this firm. He increased the responsibility of both subordinate executives and gave them each the new title of executive vice president. He called them in together and announced that he intended to retire in five years and that one of them would be named to succeed him as president. Both men thanked the president for the opportunity. The president had confidence that he had picked the right candidates. Although both were ambitious, he knew that both would put the company before themselves in whatever they undertook. He knew that either would make an excellent replacement. Over the five years of their apprenticeship a differing pattern began to emerge from each of the prospective presidents-to-be. Although both men did well in every task given them and were equally successful in accomplishing their assignments, the process each followed was quite different. One would be given a task by the president. He would request the information needed and would ask when the job was to be accomplished. He would go off, gather his subordinates together, and would invariably present the president <strong>with</strong> a completed job well done days, weeks, or months later. Unless he needed some specific information or permission to do something a little out of the usual process, he would do this <strong>with</strong>out ever bothering the old president. The other executive vice president took an entirely different approach. Given a project by the president, he too would organize his subordinates to complete it successfully. However, there was a big difference. The first candidate worked independently and didn’t bother the president <strong>with</strong> the details of what he was doing unless specific help was needed. However, the second candidate met periodically <strong>with</strong> the president to discuss the
22 ■ A CLASS WITH DRUCKER project and frequently requested additional meetings, continually seeking the president’s advice. “Now,” asked <strong>Drucker</strong>, “When the president retired, which candidate did he pick to succeed him, the executive who was always successful <strong>with</strong>out bothering him or taking his time, or the one who continually seemed to seek his help and approval?” Many hands shot up, including my own. <strong>Drucker</strong> called on several students. Each stated his opinion that the president picked the executive who was able to succeed on his own <strong>with</strong>out having to report back until the job was done unless there was a specific problem. This was my opinion too. Our thinking was that the new president would need to operate on his own and would not have the old president’s counsel to fall back on. Peter asked for a show of hands as to how many agreed that the president selected the executive who demonstrated that he was able to operate independently and <strong>with</strong>out the president’s ongoing approval. A large majority agreed <strong>with</strong> the students Peter had previously called on. Only a few thought that the second executive who constantly bothered the former president had been the one selected. Peter stated the results: “Most of you are wrong. The former president selected the candidate who continually consulted <strong>with</strong> him.” The class was in an uproar. This went against everything we knew about management and leadership. Everyone knew that the candidate who demonstrated that he could make decisions on his own should and would be selected. <strong>Drucker</strong>’s Lesson: Question Your Assumptions ”What everybody ‘knows’ is frequently wrong,” Peter responded. “We are dealing <strong>with</strong> human beings. Most top managers want to feel that their policies and legacies will be continued. The constant contact and interaction <strong>with</strong> the second manager gave the president that confidence. ”Both executives were outstanding, but while the president felt that he knew and understood the executive who maintained contact, he was less certain about the other executive and he was less invested in his success. After picking candidates based on accomplishment, he went <strong>with</strong> his gut instinct, a perfectly correct way in which to make such an important decision after considering all the facts. Unless the president’s preferred style was to let those who reported to him operate independently, the first executive should have tried to adapt his preferred method to what his
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 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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Page 26 and 27: C H A P T E R T W O Drucker
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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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