A Class with Drucker - Headway | Work on yourself

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DEVELOP EXPERTISE OUTSIDE YOUR FIELD ■ 81 author mentally. All you need to do now is to organize these thoughts and write them down. Years ago I was taught a very simple way of doing this. State the premise, question, or assertion in your introductory paragraph. Now, write three to five elements which support what you say in the introduction. Each one of these supporting arguments becomes a paragraph. In each paragraph, write three to five proofs of each supporting point. Now, write a concluding paragraph which restates your premise, questions, or assertion, and sums up your supporting arguments. That’s it, you are done. You can also find items from your daily newspaper. As problems and crises arise, think them through, integrating the many different aspects of the issue <strong>with</strong> which the article may or may not deal <strong>with</strong>. Take the time to do a mini-analysis and write out your conclusions and recommendations. You may even get them published if you send a letter to the editor in charge of such responses. If you have never thought of yourself as much of a writer, this may be challenging at first. However, the more you write the better you’ll get at it. If you carry this a step further to actually publish what you write, that’s even better. This can net a number of additional benefits, including boosting your credibility in whatever discipline you write. It will certainly develop your ability as strategic thinker and help prepare you for the strategic tasks and actions required of a top manager. And one final thought. There is an old saying that until you write something down, you really don’t understand it, so this will improve your understanding of the subject matter as well. <strong>Drucker</strong> Lesson Summary Peter felt strongly that there were other important elements in becoming an effective manager than the traditional tracks to the top. He specifically mentioned past proven success and personal readiness for the job. He also emphasized that any manager’s preparation for a top job was primarily the responsibility of the individual executive. <strong>Drucker</strong> clearly saw that certain abilities were needed by executives at the strategic level which were not developed through challenges at the tactical level, and he hit on a unique way for an executive to develop these abilities. He encouraged us to become experts in at least one field outside of our professions.
C H A P T E R E I G H T Outstanding Performance Is Inconsistent <strong>with</strong> Fear of Failure O f all Peter’s lessons, this particular one had perhaps the most significant effects on my future professional life. That’s probably because the basic concept represented such a departure from the world I had known for so many years. Most of my background previously had been in the military, except for three years working in the civilian aviation industry in Israel. My military background was probably one of the reasons I had been hired for my first job back in the U.S., as the company developed items partly for the military. Knowing this is important in understanding my interpretation and development of <strong>Drucker</strong>’s wisdom of this lesson and its impact on me. One aspect of career military service is its lengthy tenure of employment. Most career military people can depend on serving at least twenty years. Those reaching the top grades as either an officer or a non-commissioned officer may serve even longer. Those reaching the very top, generals and admirals,
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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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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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