A Class with Drucker - Headway | Work on yourself

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C H A P T E R S E V E N Develop Expertise Outside Your Field to Be an Effective Manager W hen I traveled to Claremont from home, it was a straight shot east on Freeway 210. As I approached Claremont, the freeway ended, and I continued through Foothill Boulevard, one of the main streets in Claremont, for a couple miles. Then I turned right on College Street to arrive at Harper Hall, where Claremont Graduate School was and Peter <strong>Drucker</strong> taught. Time permitting, I would stop at a particular drug store in one of the shopping centers along the way. My purpose was to buy candy, one of my favorite vices. On this particular day, I had a full five minutes to luxuriate over my decision and still make Peter’s class <strong>with</strong>out being late. Suddenly I heard loud shouting from one of the entrances at the front end of the store. I caught the words, “Put that gun away!” and “I’ve called the cops.” That got my attention and, <strong>with</strong>out thinking, I rushed toward the front end of the store. Such is the impetuousness of youth. However, by my arrival on the scene, the confrontation appeared to be just about
70 ■ A CLASS WITH DRUCKER over. Two young women, one brandishing a rifle, were still arguing loudly, but both were in the process of leaving the store. I followed. Outside, I saw a police vehicle screech to a stop and an officer approach the women. The one <strong>with</strong> the rifle put the weapon down in the driveway. I watched only long enough to see another police vehicle arrive and the women were hustled off. It was all over. However, my distraction meant that now my time was short. I ran back in, grabbed a candy bar, paid for it, and left the store. I arrived in the classroom a little out of breath, <strong>with</strong>out a minute to spare, still munching on the candy. I was just enough on time to claim my preferred front row seat, next to a classmate, Giff Miller. Giff, then in his mid-fifties, was the oldest student in the executive doctoral program. In “real life,” Giff was the much respected City Manager of the City of Orange, California, a town of approximately 100,000 about thirty miles southeast of Los Angeles. I told Giff about the incident <strong>with</strong> the two women. “I thought Claremont was supposed to be a quiet, laid-back college town,” I said. “Well, Orange has a low crime rate like Claremont, but still these things happen. You really don’t want to get involved in confrontations like that,” he added. “You need to stay out of it and let the professionals do their job.” “Well, I might have been needed,” I said, unwilling to admit I had perhaps acted rashly, even stupidly, by rushing into something about which I knew nothing. Enter Peter <strong>Drucker</strong> At that point, Peter entered the room. Contrary to his usual procedure, he was carrying a large stack of papers. It wasn’t a test. Peter never gave tests. It was some kind of handout. Giff and I rushed over to help him. I guess he heard the tail end of our conversation. Because he said, “Bill, unless you have previously prepared yourself to handle situations which have the potential for danger, you should leave their resolution to the experts, except if there is absolutely no alternative.” I didn’t respond, but I wanted to say, “Hey, I’m a military guy, I’ve been in combat.” However, I knew that saying anything would demonstrate a further lack of judgment, so I wisely, and perhaps uncharacteristically, kept quiet. Peter, <strong>with</strong> help from Giff, myself, and a couple of other students, distributed his handouts. They were in packets of six. Each was titled “Case 1,”
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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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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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