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    Management Rev Ed
    Management Rev Ed
    Management Rev Ed
    Ebook959 pages16 hours

    Management Rev Ed

    By Peter F. Drucker

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    About this ebook

    The essential book on management from the man who invented the discipline.

    Now completely revised and updated for the first time.

    LanguageEnglish
    PublisherHarperCollins
    Release dateOct 13, 2009
    ISBN9780061851889
    Author

    Peter F. Drucker

    Peter F. Drucker is considered the most influential management thinker ever. The author of more than twenty-five books, his ideas have had an enormous impact on shaping the modern corporation. Drucker passed away in 2005.

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    4.5/5

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    • 5/5
      One of my favorite textbooks ever, very applicable to life, pleasant to read. If you are in any way a manager, you should read Drucker.
    • 5/5
      One of the most valuable books I have ever read. My only regret - I am 48 - I wish I had read it 20 years ago.
      Still - I can still use this as I map out the rest of my professional life and mentor others.
    • 4/5
      A very encouraging book. A long read, however extremely straight forward. Great from a job and organizational design standpoint. Great insight into "non-domain-specific know-how for management." Learn how to ask the right questions about your company. A must read for business.
    • 4/5
      Great Management Classic

    Book preview

    Management Rev Ed - Peter F. Drucker

    Introduction to the Revised Edition of Management: Tasks, Responsibilities, Practices

    The original edition of Management: Tasks, Responsibilities, Practices was published in 1973. Peter Drucker continued to write, teach, and act as a consultant to management for thirty-two years after the publication of the book. This revised edition updates the original edition by integrating it with the work published on this subject by Peter Drucker from 1974 to 2005. All of the sources used to revise this book, except for the content of this chapter, are from materials housed at The Drucker Institute, Claremont, California, and are copyrighted by Peter F. Drucker.

    My task was one of synthesizing this new material with the original material, always replacing the old with the new. In addition, I eliminated obsolescent material from the original edition and updated specific examples whenever possible.

    HOW TO USE THIS BOOK

    This book, like the original, is a comprehensive treatment of management. It describes in detail the three responsibilities of management: the performance of the institution for which managers work, making work productive and the worker achieving, and managing social impacts and social responsibilities. It goes on to describe the tasks and practices that a manager must acquire to fulfill his or her responsibilities.

    Parts 1 through 5 of the book are devoted both to the responsibilities of managers and to the responsibilities of the leadership group of an organization. Parts 6 through 9 are devoted to the numerous, interrelated tasks and practices managers must acquire to fulfill their responsibilities. Part 10 describes in detail the new demands placed on managers and management by the information revolution and by the advent of the knowledge society. These new demands were foreshadowed but not fully addressed in the original edition.

    The revised edition follows the original in that it addresses a number of audiences. Experienced executives and consultants may want to use this as a reference to consult when facing a specific problem or issue. The most effective way to use an insight from this book is to put it into practice. This is how one acquires maximum value from management principles.

    A new manager should try to relate each of the issues in this book to his or her position or organization. Here one must be careful. These principles have all been worked out over a period of sixty-five years in actual organizations. Therefore, a principle will make much more sense to you when you can relate it to actual practice. So, new managers should think through each chapter in light of their specific responsibilities. Parts 6 through 9 may be of immediate relevance for the new manager.

    Students of management and of the liberal arts can also use Peter Drucker’s companion book, Management Cases, to learn how to apply the principles in this book to actual management problems. When possible, they should also try to process the material in each of the chapters by relating principles to actual organizations with which they are familiar. Some material may be truly effective only once the reader has real-world experience with the issue.

    The systems perspective contained in figure 1 and described in the remainder of this introduction may be absorbed immediately by the experienced executive or consultant to integrate the entire contents of this book into a cohesive whole. Figure 1 and this introduction may also be used as a reference guide for relating each of Peter Drucker’s dozen or so major management concepts to one another.

    The material in this introduction has been successfully used as a reference guide for teaching this book to undergraduate and graduate students, and to executives. When used this way, it has been of greatest utility when used continuously from the beginning to the end of a course.

    MANAGEMENT AS A SYSTEM OF INTERRELATED ELEMENTS (FIGURE 1)

    Peter Drucker’s writings on management are extensive and varied. Yet through all of his work a definite vision of what management is and how leaders and managers should operate does emerge. Management is a discipline and a practice. It is polycentric—it has many centers and interrelated elements. It is, therefore, very difficult to master this subject by mastering individual chapters in a linear way. One must integrate the elements into a working framework, as the whole is greater and different than the sum of its parts. Each of the ten parts of this book is related to one or more other parts. Each chapter is a part of the whole—the words—but the music, if you will, comes from seeing management as an organic whole.

    Figure 1 Systems View: Management as a Whole

    This introduction describes these interrelated elements of management as a system. Figure 1 provides a road map that relates each element to the whole subject. Each element is the subject of one or more chapters in this book. Seek to understand and apply the subject of management as an organic whole and not merely as a set of isolated elements. This portrayal of management as an organic whole is consistent with the view expressed in the original text where Peter Drucker explains the nature of organizations and management:

    There is one fundamental insight underlying all management science. It is that the business enterprise is a system of the highest order: a system the parts of which are human beings contributing voluntarily of their knowledge, skill, and dedication to a joint venture. And one thing characterizes all genuine systems, whether they be mechanical, like the control of a missile, biological like a tree, or social like the business enterprise: it is interdependence. The whole of a system is not necessarily improved if one particular function or part is improved or made more efficient. In fact, the: system may well be damaged thereby, or even destroyed. In some cases the best way to strengthen the system may be to weaken a part—to make it less precise or less efficient. For what matters in any system is the performance of the whole; this is the result of growth and of dynamic balance, adjustment, and integration rather than of mere technical efficiency (p. 508, Management: Tasks, Responsibilities, Practices).

    Figure 1 provides a systems view of this revised edition. The diagram and the material in this chapter will help you navigate, absorb, and apply the material contained in this book. The elements and chapters in the book are most effectively viewed as an organic whole, an interrelated system of elements that encompass responsibilities, tasks, and practices. These elements taken together create the basis for the practice of management.

    THE SPIRIT OF PERFORMANCE (CHAPTER 27)

    The Spirit of Performance (lower left in figure 1) is at the core of Drucker’s work on leadership and management. Organizations that exhibit a high spirit of performance are led by managers who are committed to doing the right thing and to getting the right things done.

    Managers should focus on creating organizations that have a high spirit of performance. To attain such a spirit of performance, managers must

    Exhibit high levels of integrity in their moral and ethical conduct

    Focus on results

    Build on strengths—one’s own and others’

    Meet at least the minimum requirements of major stakeholders such as customers, employees, and stockholders

    Lead beyond borders by meeting certain additional social needs that contribute to the common good

    Managers committed to a high Spirit of Performance possess integrity of character, have a vision for the purpose of their organization, focus on opportunities and results, are change leaders, and follow the essential tasks, responsibilities, and practices of management.

    THE THEORY OF THE BUSINESS (CHAPTER 8)

    Leading a business begins by formulating a valid theory of the business.

    The theory of the business is the way an organization intends to create value for its customers, and the concept is therefore applicable to all organizations, not just business organizations. Formulating the theory requires answers to the following questions:

    What is our mission?

    What are our core competencies?

    Who are our customers and noncustomers?

    What do we consider results for the enterprise?

    What should our theory be? (This in turn requires managers to look for opportunities for innovation.)

    The theory of a business is often not obvious, nor can it be formulated without controversy. Formulating a theory of business requires that executives look beyond the walls of the organization to the external environment. The environment is not limited to where the enterprise is currently operating, but also includes other environments, such as those where noncustomers are being served and where future customers are likely to be served. Formulating a theory of the business must be a forward-looking exercise. It requires creating a mission, which in turn compels the organization to systematically evaluate emerging trends, future changes in its environments, and current or emerging social problems that may be turned into opportunities.

    In determining core competencies, an organization’s managers must ask, What are we really good at? And, What should we be doing?

    Assumptions about mission, core competencies, and customers must not only fit reality, but also be consistent with each other. It is for this reason that an organization’s theory must be constantly tested and updated, since, for example, one does not want to be selling only mainframe computers, as IBM once did, when one’s customers are shifting their preferences to personal computers.

    If the theory of the business is different from an organization’s current business, then the practices of abandonment and of innovation and change become necessary. Leaders must be able to recognize when to give up products, processes, and customers and reallocate resources toward more promising opportunities.

    In summary, the theory of the business sets direction; it should be used to communicate to the organization’s members where the organization is going, provide the rationale for why it is going down a given path, and align the activities of its members.

    IDENTIFYING ENVIRONMENTAL TRENDS AND THE FUTURE THAT HAS ALREADY HAPPENED (CHAPTERS 4–7, 10, PART 4)

    Current and soon-to-be-upon-us trends do not change the need for a theory of the business, for management practices, for skills and tasks, and for managing social impacts and the other elements in figure 1, but they do shift the opportunity set based on known and projected trends that are evident in the environment.

    Given the growing importance of knowledge work, for example, managers will have to focus much more attention on making knowledge-work productive and knowledge-workers achieving. This requires attention to building on strengths and to increasing the productivity of knowledge workers, but also to integrating these specialists into a performing whole. This integration of specialists is becoming the very essence of management in knowledge societies.

    Demographic changes in the developed world include a population that is getting older, accompanied by a birthrate in many developed countries that is below the level required to maintain the size of the population. Consequently, the traditional workforce in these places is shrinking. Such demographic changes mean that an enterprise’s marketing strategies and theory of the business may have to change. Split markets in which both the younger and older generations make up the population dictate very different value propositions and marketing strategies. What is value? to customers will have to be viewed through two different generational value systems (e.g., that of the millennium generation and that of the baby boom generation).

    SOCIAL IMPACTS AND SOCIAL RESPONSIBILITIES (CHAPTERS 20–21)

    The ethical rule that managers should live by when pursuing their organization’s mission is primum non nocere: above all, not knowingly to do harm. Organizations are public institutions, and their actions have impacts on society. Their codes of professional ethics must include to not knowingly do harm. Legal and ethical violations should be met with stiff penalties for those who break the law or otherwise knowingly do harm.

    There are two different types of social impact in this context (bottom center of figure 1):

    Those negative ones that an organization creates

    Social ills that may be converted to business opportunities

    Both types of impact are important and must be managed, since the first deals with what an organization does to harm society, and the second with what an organization can do to help society.

    An organization’s social impact is defined as activities or results of activities that derive from an organization’s pursuit of its mission. Each institution must be dedicated to a social impact or purpose. For example, a hospital should heal the sick, a business should satisfy economic wants, and a church, synagogue, or mosque should nourish people spiritually. Detrimental impacts to society created in this process must be minimized, because they are harmful to the common good and are also outside of the proper mission of an organization.

    There also needs to be a balance between cleaning up after one’s negative impacts and, in doing so, incurring costs that create a competitive disadvantage for the organization within its industry. In the latter case, it is in the interest of executives in an industry (e.g., the accounting profession) to agree on regulations (i.e., to avoid auditing scandals such as those involving Enron, WorldCom, and so on) that minimize negative impacts.

    Organizations must focus on their missions, minimize negative social impacts, and take proactive interest in the common good. Institutions are organs of society. As such, they are significantly dependent upon the welfare of society for their own welfare. To this end, when executive insiders know that substantial negative social impacts are present, management must work to obtain appropriate regulations so as to level the competitive playing field within its industry.

    The difficulty and expense that executives are now incurring as they comply with the requirements of the Sarbanes-Oxley Act of 2002 (enacted as a result of the public outcry over numerous accounting scandals of the 1990s) were preventable. All that was needed was self-regulation by members of the accounting profession as represented by the American Institute of Certified Public Accountants and the Financial Accounting Standards Board. Such self-regulation would have led to far more effective legislation for preventing accounting abuses, because it would have been developed by the professional groups best informed to propose the regulation to Congress and to later enforce the regulation among their members.

    The second type of social impact, social ills or dysfunctions, should be thought of as challenges and treated as potential business opportunities. Organizations should aggressively pursue activities that turn the elimination of social dysfunctions into business opportunities (e.g., Branch Rickey, general manager of the Brooklyn Dodgers, breaking the color line by bringing Jackie Robinson into major league baseball).

    Another example of turning social ills into business opportunities is the recent emphasis by General Electric on 17 clean-technology businesses and its expectation that the new emphasis will expand sales of products supported by these green technologies from $10 billion in sales in 2004 to $20 billion by 2010, with more ambitious targets thereafter, which is indicative of the potential opportunities created by the global increase in greenhouse gases (GHG). In addition, GE has established for each business unit different targets for reducing emissions of carbon dioxide and overall GHG.*

    Finally, management must also support the common good by helping community organizations financially and personally, through corporate donations and by encouraging employees to donate money and to volunteer their time. Management should also lend their executive expertise to help community groups address major social problems (in one example, the revitalization of downtown Cleveland, Ohio, was aided by the executive expertise of local CEOs). Executives should remember that a business cannot prosper in a dying society. Yet, in the process of seeking to promote the common good, executives should never lose sight of their principal mission, for if they lose sight of their principal mission, they will be of little use to society.

    CREATIVE DESTRUCTION AND INNOVATION AND ENTREPRENEURSHIP (PART 8)

    The Internet provides everyone with equal access to information and eliminates distance in the world economy. Globalization and outsourcing have intensified competition in labor, product, and capital markets. The rate of change is becoming torrid, and one can react to it, adapt to it, or become proactive and lead it—thus influencing future environmental trends. A highly spirited organization consists of executives who are proactive in leading change by discerning the future that has already happened.

    By taking advantage of these emerging trends, these executives embrace the ongoing process of creative destruction that is characteristic of free and global markets and, by doing so, these executives become change leaders. They recognize that an organization that seeks to maintain the status quo is already in decline.*

    Change leaders formulate entrepreneurial strategies and look for opportunities to apply these strategies. They also create an internal culture and set of management systems that encourage and reward innovation and entrepreneurship.

    The most effective way to seize opportunities to manage the future that has already happened is to be proactive, take advantage of emerging trends, embrace change, and become a change leader. Management practices must change to fit these new realities of the global, knowledge-based information society.

    MANAGERIAL SKILLS, MANAGERIAL TASKS, AND PERSONAL SKILLS

    The corporation of tomorrow will be far more complex than that of today. It will constitute a web of partnerships, joint ventures, alliances, outsourcing contractors, and various other kinds of associates or affiliates that is unprecedented in the current breadth and intricacy. Each aspect of the corporation may have its own management, but the relationships among entities will certainly have to be coordinated and made to perform. This complexity requires of the manager advanced skills and practices, both in his or her role as manager and as individual professional.

    Management effectiveness requires three interconnected skills and practices, as shown in figure 1.

    Specific skills managers must acquire to be effective as leaders

    Particular tasks that managers must perform to lead their organizations to effectiveness

    Personal skills and practices that make individuals effective both in life and in managerial practice

    MANAGERIAL SKILLS (CHAPTERS 28–33)

    To be effective, managers must acquire skills in six areas:

    Decision making

    People decisions

    Communications

    Budgeting

    Measurement and controls

    Information literacy

    Effective managers make effective decisions. There are six steps of effective decision making and five characteristics of effective decisions. First, and by far the most important step, effective decision makers define and classify the problem. It is much easier to fix a wrong solution to a problem if the problem has been defined correctly than it is to fix a correct solution to a problem that has been defined incorrectly. If a problem has been defined incorrectly, no solution to that problem can be found. Conversely, if a problem is defined correctly, then an incorrect solution will provide useful feedback information, leading the executive closer to the right solution. The remaining five steps of effective decision making are

    Ask, Is this problem generic or unique? Decisions that are generic ought to be solved by finding and applying a rule that someone else has used to solve the problem. For problems that are unique, the decision maker must next determine the boundary conditions that must be satisfied in order for the decision to be effective.

    Establishing boundary conditions requires an answer to the question, What does the decision have to accomplish to be effective in solving the problem?

    Next, the decision maker asks, What is the right solution, given these conditions?

    Then—and this is where a great many decisions fail—the decision maker must convert the decision into action by assigning to one or more persons the responsibility for carrying out the decision and by eliminating any barriers faced by those who must act.

    Finally, the effective decision maker follows up on the decision, obtains feedback on what actually happened as a result of the decision, and compares this with the intended or desired results.

    As for the characteristics of an effective decision-making process, decision makers first ask, Is a decision necessary at all? If it is, they explore alternatives by soliciting opinions from those closest to the problem. Next, they ask the proponents of decisions to test their hypothesis against the facts to determine if the facts support their opinions (in other words, What would the facts have to be for a specific opinion to be correct?).

    Effective decision makers encourage dissent on alternatives and then act on the chosen alternative if the potential benefits of doing so outweigh the costs and risks. Dissent, properly carried out, taps the imaginations of the parties involved in the search for an appropriate decision and leads to a more complete understanding of what the problem is all about. And if a decision fails to meet the boundary conditions after vigorous debate, the decision maker will now have a better understanding of the possible causes of failure, having considered other alternatives.

    Finally, effective decision making takes courage, since, as with many effective medicines, effective decisions can sometimes have side effects or unintended outcomes.

    People decisions are a special case of decision making requiring their own rules. These decisions are among the most important decisions made by managers, because they have the greatest impact on the performance of the organization. And many of these decisions turn out to be ineffective.

    There are five steps in making effective people decisions:

    Carefully think through the assignment.

    Look at three to five qualified people.

    Consider each candidate’s strengths.

    Discuss each candidate with his or her colleagues and bosses.

    Make sure the appointee understands the job and what it requires, and reports back on what it requires once he or she is in the job.

    In addition to the five steps, there are other considerations for the decision maker. Accept responsibility for any people decision you make, such as placement or promotion that fails. Accept also that people who do not perform must be removed. However, just because a person does not perform in the job does not mean that the person is a bad worker whom the organization should let go.

    Newcomers are best put in an established position where the expectations are known and help is available. Finally and most fundamentally, it is the manager’s responsibility to try to make the right people decision every time.

    Next we turn to a discussion of the remaining four areas of managerial skills that executives must acquire to carry out their tasks.

    First, managers must learn to be good communicators. Effective executives must engage in upward communication, a two-way process in which communication is initiated by the recipient as well as received. This helps ensure that the recipient understands what is being communicated—because unless the recipient hears, communication has not taken place. Information and communication are different. Communication has not taken place unless the emitter is sure that the receiver understands what action is to be taken as a result of, say, a conversation or a memo. The most effective way to ensure that real communication has taken place is to ask the receiver to describe what he or she has heard from the conversation, including the demands for required action, and to make sure it is what the emitter wanted to convey.

    Budgeting is the most widely used tool of management. Budgets are revenue-and-expenditure plans developed for each unit to help management decide where to apply the financial and human resources of an organization. In estimating revenues and expenses, executives are able to establish communication with each part of the organization and integrate each part’s objectives, plans, and expenditures with the whole of the organization. Budgets, correctly understood and used, are thus major tools for integrating the plans and performance of the organization—upward, downward, and sideways. By holding each unit responsible for the plans and expenditures in the budget, the budgeting process provides a framework for achieving accountability for performance for each unit and person in the organization. Budgeting is thus crucial to the process of managing an organization.

          The budget process provides a forum for evaluating existing markets, products, processes, and programs for continuation. Activities that would not be supported if not already in place are prime candidates for abandonment. So as not to cause chaos each period, a periodic review (sometimes called a zero-based review) of the activities for each unit should be established well in advance. This helps to institutionalize a systematic process of abandonment within the organization.

    Creating appropriate measurements and maintaining control are other skills that effective executives must acquire. An organization’s choice of controls indicates to people what is valued and what is desired. Controls are therefore not neutral. They reflect the values of the organization, and they direct behavior. Consequently, controls must focus on results. They should be easy to understand and be considered a resource for the person who is responsible for the work that is being controlled. Controls must also be timely and congruent with goals.

    Organizing information for decision making is a skill that managers must acquire. Managers and organizations increasingly must rely on technology to support and guide their organization (e.g., the creation of performance dashboards, or comprehensive metrics, for each position is now not uncommon). The blizzard of data will have to be converted into information that is pertinent for each knowledge worker and executive. This will enhance the ability of managers to expand output per hour for both service and knowledge workers.

          Most important, management, to be effective, must obtain information external to the enterprise. Many, if not most, changes that have transformed enterprises have originated outside the specific industry of the enterprise. This information is not contained in the computers of organizations in a specific industry.

          Creating data networks and knowledge management systems will also be important in order to link databases and create direct access to relevant information across global supply chains.

          Information has to be organized to challenge a company’s strategy. It has to test the company’s assumptions, its theory of the business. This includes testing the company’s assumptions about the environment: society and its structure, the market, the customer, and technology. And information on the environment, where the major threats and opportunities are likely to arise, has become increasingly urgent.

    MANAGEMENT TASKS (CHAPTERS 9–11, 24–26, PART 9, CHAPTER 45)

    The five tasks of the manager are aimed at implementing the Theory of the Business. The effectiveness with which these tasks are carried out depends on the acquisition of managerial and personal skills.

    1. The theory of the business (THOB) is the starting point for setting objectives. Management by objectives (MBO) is a well-defined method of setting objectives to achieve the mission of the organization, as defined in the THOB. MBO involves setting goals and objectives to balance short-range and long-range objectives. These objectives become the basis for organizing the human and capital resources of the firm and for making work assignments.

    The MBO process brings together aspects of the management process. For example, to determine mission and objectives, an executive must determine an organization’s theory of the business. And to make sure that an organization is properly implementing its THOB, managers must engage in a communication process, make decisions, use measurements, and use tools of information technology. But management by objectives is not only a technique that executives should learn; it is a genuine philosophy of management.

    MBO embodies a process that supports and facilitates teamwork. Communication—upward, downward, and sideways—is essential to setting and accomplishing objectives. Upward communication must be used to ensure that each executive has a clear picture of where the organization is going and how his or her objectives fit into the whole. Most important, when properly employed, MBO relies on a process of self-control and seeks to achieve alignment between individual needs and the goals of the organization. MBO thus seeks to meld individual freedom and responsibility with organizational performance and results. It rests on a high concept of human motivation and behavior. It is the underpinning for a highly-spirited organization.

    2. An executive’s responsibility to organize would appear simple on its surface; however, organizing requires analytical skill in order to understand the activities, decisions, and relationships required if the organization is to achieve its mission. Organizing requires that managers classify activities and place them in the organization’s structure according to their contribution to results. Organizing should result in minimizing the number of relationships required for each position to achieve desired performance.

    The organization’s structure should allow decisions to be made at the lowest level possible, consistent with minimizing the number of people that must be consulted to make each decision. Managers should seek clarity, simplicity, and economy in their structures, and they should keep to a minimum the number of layers required, because each layer in an organization is a communication link that adds complexity and noise to the decision process.

    3. A manager must also motivate and communicate. This requires social skills, trust, a focus on results, and other conditions for a highly spirited organization, which includes providing equitable rewards that balance the merits of the individual with the needs and stability of the group. Motivation comes from thoughtful people decisions, job design, high expectations for performance, and sound decisions on compensation and rewards.

    4. To ensure that efforts in the organization are directed toward objectives, a manager must establish yardsticks of performance. Performance in each position is measured in relation to the objectives of the person and those of the organization. Establishing controls and appropriate reporting mechanisms facilitate the process of self-control as well as the processes of developing oneself and others.

    5. Managing oneself and one’s career and developing others are becoming more important with the advent of knowledge work, the knowledge economy, and competition brought about by the forces of globalization. Managing oneself requires the individual to establish a process for determining what one is good at (in other words, one’s strengths) and for determining where one’s efforts in one’s work will be the most fruitful, that is, will make the greatest contribution.

    Managers must also take responsibility for developing the abilities of subordinates and coworkers around them. This is a key result area for the manager. This process is crucial for cultivating future leaders of an enterprise and for helping employees acquire personal skills that will prepare them for the future. Development is, however, a double-edged process. One cannot develop oneself unless one is actively engaged in the development of others.

    PERSONAL SKILLS (PART 10)

    Managing oneself requires that the knowledge worker take responsibility for managing his or her career. This requires self-knowledge and self-development.

    Knowledge workers face significant new demands.

    They have to ask, Who am I? What are my strengths? How do I work?

    They have to ask, Where do I belong?

    They have to ask, What is my contribution?

    They have to take responsibility for their relationships, up and down and sideways.

    If one were to take a poll, it is likely that few people would identify themselves as ever having considered topics such as: Am I a listener or reader? How do I learn most effectively? Is my job aligned with my values? What is my plan for continuous learning and self-revitalization? What is my plan for the second half of my life? What do I want to be remembered for?

    But these are important issues to settle in order to set the direction of one’s career and one’s life. One must determine where one belongs—in a large or small organization; as a freelancer; in a corporation, government, or a social-sector institution; or perhaps as an executive or a technologist.

    People and communication skills are going to be increasingly important for managers of the future as they navigate and negotiate their way through their organizations’ complex system, network, and cellular structures.*

    The increased use of technology will have an impact on the productivity of managers and professionals, thus requiring an expansion of personal skills—including the ability to take full advantage of technology tools such as the Internet, mobile electronic devices, and videoconferencing. These skills can enhance one’s ability to collaborate among colleagues and to network across the globe.

    SUMMARY

    Figure 1 presents a systems view of Drucker on management. It summarizes Drucker’s teachings on management as an organic whole. Managerial skills, personal skills, and managerial tasks must be combined into principles of managerial effectiveness to implement an enterprise’s theory of the business. These principles include the discipline of innovation and entrepreneurship. Management principles must be directed toward developing and maintaining a high spirit of performance, achieving organizational results, and managing social impacts to serve the common good.

    Each element of figure 1 is described in this book. Unless otherwise indicated, all chapters in this book are adapted from the works of Peter Drucker and are contained in his numerous books and articles. This book draws upon his entire body of knowledge, which is housed at The Drucker Institute (http://www.thedruckerinstitute.com).

    Preface

    What will future historians consider the most important event of the twentieth century: The two World Wars? The atomic bomb? The rise of Japan to be the first non-Western great economic power? The information revolution? The demographic revolutions that occurred in the twentieth century—revolutions that have profoundly changed the world’s human landscape and that have no precedents. And I mean not only the quantitative change: the explosive growth of population in the twentieth century and the equally explosive extension of life spans resulting in an aging population in all developed and in most emerging countries. Equally important, indeed perhaps more important, was the qualitative change: the unprecedented transformation of the workforce in all developed countries, from one doing largely unskilled, manual work, to one doing knowledge work.

    At the beginning of the twentieth century, ninety out of every hundred people in the working population in every country were manual workers, farmers and their hired hands, domestic servants, factory workers, miners, or construction workers. And life expectancies, especially work-life expectancies, were so low that a majority of working people were disabled well before they reached what was then the threshold of old age, that is, age fifty.

    But while the life expectancy of the individual and especially the individual knowledge worker has risen beyond anything anybody could have foretold at the beginning of the twentieth century, the life expectancy of the employing institution has been going down, and is likely to keep going down. Or rather, the number of years has been shrinking during which an employing institution—and especially a business enterprise—can expect to stay successful. This period was never very long. Historically, very few businesses were successful for as long as thirty years in a row. To be sure, not all businesses ceased to exist when they ceased to do well. But the ones that survived beyond thirty years usually entered into a long period of stagnation—and only rarely did they turn around again and once more become successful growth businesses.

    Thus, while the life expectancies and especially the working-life expectancies of the individual and especially of the knowledge worker have been expanding very rapidly, the life expectancy of the employing organizations has actually been going down. And—in a period of very rapid technological change, of increasing competition because of globalization, of tremendous innovation—the successful life-expectancies of employing institutions are almost certain to continue to go down. More and more people, and especially knowledge workers, can therefore expect to outlive their employing organizations and to have to be prepared to develop new careers, new skills, new social identities, new relationships, for the second half of their lives.

    And now the largest single group in the workforce in all developed countries is knowledge workers rather than manual workers. At the beginning of the twentieth century, knowledge workers in any country, even the most highly developed ones, were very scarce. I doubt that there was any country in which they exceeded 2 or 3 percent of the working population. Now, in the United States, they account for around 33 percent of the working population. By the year 2020, they will account for about the same proportion in Japan and in Western Europe. They are something we have never seen before. These knowledge workers own their means of production, for they own their knowledge. And their knowledge is portable; it is between their ears.

    For untold millennia, there were no choices for the overwhelming majority of people in any country. A farmer’s son became a farmer. A craftsman’s son became a craftsman, and a craftsman’s daughter married a craftsman; a factory worker’s son or daughter went to work in a factory. Whatever mobility there was was downward mobility. In the 250 years of Tokugawa rule in Japan, for instance, very few people advanced from being commoners to being samurai—that is, privileged warriors. An enormous number of samurai, however, lost their status and became commoners, that is, moved down. The same was true all over the world. Even in the most mobile of countries, the early twentieth-century United States, upward mobility was still the exception. We have figures from the early 1900s until 1950 or 1955. They show conclusively that at least nine out of every ten executives and professionals were themselves the sons of executives and professionals. Only one out of every ten executives or professionals came from the lower orders (as they were then called).

    The business enterprise, as it was invented around 1860 or 1870—and it was an invention that had little precedent in history—was such a radical innovation precisely because there was upward mobility within it for a few people. This was the reason why the business enterprise ruptured the old communities—the rural village, the small town, or the craft guild.

    But even the business enterprise, as it was first developed, tried to become a traditional community. It is commonly believed—in Japan as well as in the West—that the large Japanese company with its lifetime employment is something that exists only in Japan and expresses specific Japanese values. Apart from the fact that this is historical nonsense—lifetime employment in Japan even for white collar, salaried employees was a twentieth-century invention and did not exist before the end of Meiji (that is, before the twentieth century)—the large business enterprise in the West was not very different. Anyone who worked as a salaried employee for a large company in Germany, Great Britain, the United States, Switzerland, and so on had, in effect, lifetime employment. And even a salaried employee above the entry level in such a company considered himself a company man and identified himself with the company. He—and of course in those days they were all men—was a Siemens Man in Germany or a General Electric Man in the United States. Most of the big companies all over the West, just like the Japanese companies, hired people for only the entrance positions, and they expected them to stay until they died or retired. In fact, the Germans, with their passion for codifying everything, even created a category for such people. They were called private civil servants (Privatbeamte). Socially, they ranked below civil servants. But legally, they had the same job security and, in effect, lifetime employment—with the implicit assumption that they, in turn, would be committed to their employer for their entire working life and career. The Japanese company as it was finally formulated in the 1950s or early 1960s was, in other words, simply the most highly structured and most visible expression of the large business enterprise as it had been first developed in the late nineteenth-century and then reached full maturity in the first half of the twentieth century.

    The early nineteenth-century business—and even the mid-nineteenth-century business—derived success from low costs. Successfully managing a business meant being able to produce the same commodities everybody else produced but at lower cost. In the twentieth century this then changed to what we now call strategy or analysis for the purpose of creating competitive advantage. I may claim to have been the first one to point this out, in a 1964 book called Managing for Results. But by that time a shift was already underway to another basic foundation: knowledge. [I had realized that in 1959—and the first result of this realization was my book The Effective Executive (1966). It was in that book that the shift to the knowledge worker was foreshadowed and its implication for the business first analyzed.]

    The knowledge worker, to repeat, differs from any earlier worker in two major aspects. First, the knowledge worker owns the means of production and they are portable. Second, he or she is likely to outlive any employing organization. Add to this that knowledge work is very different in character from earlier forms of work. It is effective only if highly specialized. What makes a brain surgeon effective is that he is a specialist in brain surgery. By the same token, however, he probably could not repair a damaged knee. And he certainly would be helpless if confronted with a tropical parasite in the blood.

    This is true for all knowledge work. Generalists—and this is what the traditional business enterprise, including the Japanese companies, tried to develop—are of limited use in a knowledge economy. In fact, they are productive only if they themselves become specialists in managing knowledge and knowledge workers. This, however, also means that knowledge workers, no matter how much we talk about loyalty, will increasingly and of necessity see their knowledge area—that is, their specialization rather than the employing organization—as what identifies and characterizes them. Their community will increasingly be people who share the same highly specialized knowledge, no matter where they work or for whom.

    In the United States, as late as the 1950s or 1960s, when meeting somebody at a party and asking him what he did, one would get the answer, I work for General Electric or for Citibank—or for some other employing organization. In other words, one would get exactly the same kind of answer in Germany, in Great Britain, in France, and in any other developed country. Today, in the United States, if one asks someone whom one meets at a party, What do you do? the answer is likely to be, I am a metallurgist or I am a tax specialist or I am a software designer. In other words, in the United States, at least, knowledge workers no longer identify themselves with an employer. They identify themselves with a knowledge area. The same is increasingly true in Japan, certainly among the younger people.

    This is more likely to change the organization of the future, and especially the business enterprise, than technology, information, or e-commerce.

    Since 1959, when I first realized that this change was about to happen, I consciously worked at thinking through the meaning of this tremendous change, and especially the meaning for individuals. For not only is it individuals who will have to convert this change into opportunity for themselves, for their careers, for their achievement, for their identification and fulfillment. It is the individual knowledge worker who, in large measure, will determine what the organization of the future will look like and which kind of organization of the future will be successful.

    There is as a consequence only one satisfactory definition of management, whether we talk of a business, a government agency, or a nonprofit organization: to make human resources productive. It will increasingly be the only way to gain competitive advantage. Of the traditional resources of the economist—land, labor, and capital—none anymore truly confers a competitive advantage. To be sure, not to be able to use these resources as well as anyone else is a tremendous competitive disadvantage. But every business has access to the same raw materials at the same price. Access to money is worldwide. And manual labor, the traditional third resource, has become a relatively unimportant factor in most enterprises. Even in traditional manufacturing industries, labor costs are no more than 12 or 13 percent of total costs, so that even a very substantial advantage in labor costs (say a 5 percent advantage) results in a negligible competitive advantage except in a very small and shrinking number of highly labor-intensive industries (e.g., knitting woolen sweaters). The only meaningful competitive advantage is the productivity of the knowledge worker. And that is very largely in the hands of the knowledge worker rather than in the hands of management. Knowledge workers will increasingly determine the shape of the successful employing organizations.

    What this implies is basically the topic of this book. These are very new demands. To satisfy them will increasingly be the key to success and survival for the individual and enterprise alike. To enable its readers to be among the successes—as executives in their organization, in managing themselves and others—is the primary aim of the revised edition of this book.

    I suggest you read one chapter at a time—it is a long book. And then first ask, What do these issues, these challenges, mean for our organization and for me as a knowledge worker, a professional, an executive? Once you have thought this through, ask, What action should our organization and I, the individual knowledge worker and/or executive, take to make the challenges of this chapter into opportunities for our organization and me?

    1

    Introduction: Management and Managers Defined

    Management may be the most important innovation of the twentieth century—and the one most directly affecting the young, educated people in colleges and universities who will be tomorrow’s knowledge workers in managed institutions, and their managers the day after tomorrow. But what is management? Why management? How do you define managers? What are their tasks, their responsibilities? And how has the study and discipline of management developed to its present state?

    When the first business schools in the United States opened around the turn of the twentieth century, they did not offer a single course in management. At about that same time, the word management was first popularized by Frederick Winslow Taylor to describe what he had formerly (and more accurately) called work study or task study; we call it industrial engineering today. But when Taylor talked about what we now call management and managers, he said the owners and their representatives.

    The roots of the discipline of management go back approximately 200 years (see Note: The Roots and History of Management, later in this chapter). But management as a function, management as a distinct work, management as a discipline and area of study—these are all products of the twentieth century. And most people became aware of management only after World War II.

    Within the life span of today’s old-timers, our society has become a knowledge society, a society of organizations, and a networked society. In the twentieth century, the major social tasks came to be performed in and through organized institutions—business enterprises, large and small; school systems; colleges and universities; hospitals; research laboratories; governments and government agencies of all kinds and sizes; and many others. And each of them in turn is entrusted to managers who practice management.

    WHAT IS MANAGEMENT?

    Management and managers are the specific need of all institutions, from the smallest to the largest. They are the specific organ of every institution. They are what holds it together and makes it work. None of our institutions could function without managers. And managers do their own job—they do not do it by delegation from the owner. The need for management does not arise just because the job has become too big for any one person to do alone. Managing a business enterprise or a public-service institution is inherently different from managing one’s own property or from running a practice of medicine or a solo law or consulting practice.

    Of course, many a large and complex enterprise started from a one-man shop. But beyond the first steps, growth soon entails more than a change in size. At some point (and long before the organization becomes even fair-sized), size turns into complexity. At this point owners no longer run their own businesses even if they are the sole proprietors. They are then in charge of a business enterprise—and if they do not rapidly become managers, they will soon cease to be owners and be replaced, or the business will go under and disappear. For at this point, the business turns into an organization and requires for its survival different structure, different principles, different behavior, and different work. It requires managers and management.

    Legally, management in the business enterprise is still seen as a delegation of ownership. But the doctrine that already determines practice, even though it is still only evolving in law, is that management precedes and even outranks ownership. The owner has to subordinate himself to the enterprise’s need for management and managers. There are, of course, many owners who successfully combine both roles, that of owner-investor and that of top management. But if the enterprise does not have the management it needs, ownership itself is worthless. And in enterprises that are big or that play such a crucial role as to make their survival and performance matters of national concern, public pressure or governmental action will take control away from an owner who stands in the way of management. Thus the late Howard Hughes was forced by the United States government in the 1950s to give up control of his wholly owned Hughes Aircraft Company, which produced electronics crucial to U.S. defense. Managers were brought in because he insisted on running the company as owner. Similarly the German government in the 1960s put the faltering Krupp company under autonomous management, even though the Krupp family owned 100 percent of the stock.

    The change from a business that the owner-entrepreneur can run with helpers to a business that requires management is a sweeping change. It requires the application of basic concepts, basic principles, and individual vision to the enterprise.

    One can compare the two kinds of business to two different kinds of organism: the insect, which is held together by a tough, hard skin, and the vertebrate animal, which has a skeleton. Land animals that are supported by a hard skin cannot grow beyond a few inches in size. To be larger, animals must have a skeleton. Yet the skeleton has not evolved out of the hard skin of the insect; for it is a different organ with different antecedents. Similarly, management becomes necessary when an organization reaches a certain size and complexity. But management, while it replaces the hard-skin structure of the owner-entrepreneur, is not its successor. It is, rather, its replacement.

    When does a business reach the stage at which it has to shift from hard skin to skeleton? The line lies somewhere between 300 and 1,000 employees in size. More important, perhaps, is the increase in complexity. When a variety of tasks all have to be performed in cooperation, synchronization, and communication, an organization needs managers and management. One example would be a small research lab in which twenty to twenty-five scientists from a number of disciplines work together. Without management, things go out of control. Plans fail to turn into action. Or worse, different parts of the plans get going at different speeds, different times, and with different objectives and goals. The favor of the boss becomes more important than performance. At this point the product may be excellent, the people able and dedicated. The boss may be—and often is—a person of great ability and personal power. But the enterprise will begin to flounder, stagnate, and soon go downhill unless it shifts to the skeleton of managers and management structure.

    The word management is centuries old. Its application to the governing organ of an institution and particularly to a business enterprise is American in origin. Management denotes both a function and the people who discharge it. It denotes a social position and authority, but also a discipline and a field of study.

    Even in American usage, management is not an easy term, for institutions other than business do not always speak of management or managers. Universities or government agencies have administrators, as have hospitals. Armed services have commanders. Other institutions speak of executives, and so on.

    Yet all these institutions have in common the management function, the management task, and the management work. All of them require management. And in all of them, management is the effective, the active organ.

    Without the institution, there would be no management. But without management, there would be only a mob rather than an institution. The institution is itself an organ of society and exists only to contribute a needed result to society, the economy, and the individual. Organs, however, are never defined by what they do, let alone by how they do it. They are defined by their contribution. And it is management that enables the institution to contribute.

    Management is tasks. Management is a discipline. But management is also people. Every achievement of management is the achievement of a manager. Every failure is a failure of a manager. People manage rather than forces or facts. The vision, dedication, and integrity of managers determine whether there is management or mismanagement.

    WHO ARE THE MANAGERS?

    Most people when asked what they mean by manager will reply, a boss. But when the sign over the shoeshine stand in an airport reads John Smith, Manager, everybody knows that this means that Mr. Smith is not the boss, but a hired hand with a minimum of authority and a salary just above that of the workers who shine the shoes.

    Early in the history of management a manager was defined as someone who is "responsible for the work of other people." This definition distinguished the manager’s function from that of the owner. It made clear that managing was a specific kind of work that could be analyzed, studied, and improved systematically. The definition focused on the essentially new, large, and permanent organization emerging to perform the economic tasks of society.

    Yet, the definition is not at all satisfactory. In fact, it never was. From the beginning, there were people in the enterprise, often in responsible positions, who were clearly management and yet did not manage, that is, were not responsible for the work of other people. The treasurer of a company, the person responsible for the supply and use of money in the business, may have subordinates and in that sense be a manager in terms of the traditional definition. But clearly, the treasurer alone does most of the treasurer’s job—working with the company’s underwriters, with the financial community, and so on. The treasurer is an individual contributor rather than a manager. But treasurers are executives in that they contribute directly to the results of the enterprise and they are members of top management. Also, the definition focuses on the tools for a task rather than on the task itself. The person in charge of market research in a company may have a large number of subordinates and is thus a manager in the traditional sense. But it really makes no difference to his or her function and contribution whether there is a large staff, a small staff, or no staff at all. The same contribution, in terms of market research and market analysis, can well be made by a person to whom no one reports.

    In fact, the market researcher may even make a greater contribution when not forced to spend a great deal of time with subordinates and on their work. He or she may thus make market research more effective in the business, better understood by management associates, and more firmly built into the company’s basic business decisions.

    The most rapidly growing group in today’s organizations is composed of people who are management in the sense of being responsible for contribution to and results of the enterprise but who are not responsible for the work of other people. They are individual professional contributors of all kinds who work by themselves (perhaps with an assistant and a secretary) and yet have an impact on the company’s wealth-producing capacity, the direction of its business, and its performance. They are executives, because they bear executive responsibility, yet they are not responsible for the work of other people.

    Such people are not to be found only in technical research work, though it was here that they first emerged as a distinct group. The senior chemist in the laboratory has major responsibility and makes major decisions, many of them irreversible in their impact. But so does the person who works out and thinks through the company’s organizational structure and designs managerial jobs. Here also belongs the senior cost accountant who determines the definition and allocation of costs. By defining the measurements for management, he or she, in effect, largely decides whether a certain product will be kept or will be abandoned. Other people in this same category are the people charged with the development and maintenance of quality standards for a company’s products, the woman working on the distributive system through which the company’s products are being brought to the market, and the advertising director, who may be responsible for the basic promotion policy of a company, its advertising message, the media it uses, and the measurements of advertising effectiveness.

    The traditional definition of management is responsible for the fact that the individual professional contributor presents a problem within the structure and a problem to himself. His or her title, pay, function, and career opportunities are confused, ambiguous, and a cause of dissatisfaction and friction. Yet the number of these career professionals is increasing fast.

    THE NEW DEFINITION OF A MANAGER

    What really defines a manager? Who should be considered management? The first attempt at answering these questions, made in the early 1950s, merely supplemented the old definition of the manager by recognizing the individual professional contributor and calling for parallel paths of opportunity for both. This made it possible to pay properly for advanced professional work rather than have higher pay dependent on promotion into a position of responsibility for the work of others.

    Yet this formula has not fully solved the problem. The organizations that have adopted it report that individual professional contributors are only slightly less dissatisfied than they were before. They remain convinced that true opportunities for advancement still exist primarily within the administrative structure, and that one has to become a boss to get ahead. Above all, the separation of the managerial world into two groups serves to emphasize the inferiority of those who do their own work as compared with those responsible for the work of others. The emphasis is still on power and authority rather than on responsibility and contribution.

    Any analysis that does not start out from the traditional definition but instead looks at the work itself will come to the conclusion that the traditional definition of a manager as one responsible for the work of others emphasizes a secondary, rather than a primary, characteristic.

    As we will see a little later, one can divide the work of a manager into planning, organizing, integrating, measuring, and developing people. Career professionals, knowledge workers—for example, a market researcher who works alone or a senior cost accountant—also have to plan, to organize, and to measure results against objectives and expectations. What they do and how they do it has a considerable impact on how people develop, especially if they also act as teachers to others in the organization. Career professionals also have to integrate their work with the work of other people in the organization. Above all, if they are to have results, they have to integrate sideways, that is, with people in other areas and functions who have to put their work to use.

    The traditional definition of the manager focuses on integrating downward, that is, on integrating the work of subordinates. But even for managers who have subordinates, sideways relationships with people over whom they have no supervisory authority are usually at least as important in the work and are usually more important in terms of decision and information. The district sales manager has to work closely with the operations scheduler, sales analyst, and cost accountant—and they, in turn, have to work closely with the district sales manager. Most of the day-to-day decisions these people have to make are decisions that affect their

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