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What makes an effective executive?

The measure of the executive, Peter F. Drucker reminds us, is the ability to "get the right things done." This usually involves doing what other people have overlooked as well as avoiding what is unproductive. Intelligence, imagination, and knowledge may all be wasted in an executive job without the acquired habits of mind that mold them into results.

Drucker identifies five practices essential to business effectiveness that can, and must, be learned: Managing time Choosing what to contribute to the organization Knowing where and how to mobilize strength for best effect Setting the right priorities Knitting all of them together with effective decision-making

Ranging widely through the annals of business and government, Peter F. Drucker demonstrates the distinctive skill of the executive and offers fresh insights into old and seemingly obvious business situations.

Tabla de contenidos provista por Syndetics

• Preface(p. xii)
• 1. Effectiveness Can Be Learned(p. 1)
• 2. Know Thy Time(p. 25)
• 3. What Can I Contribute?(p. 52)
• 4. Making Strength Productive(p. 71)
• 5. First Things First(p. 100)
• 6. The Elements of Decision-making(p. 113)
• 7. Effective Decisions(p. 143)
• Conclusion: Effectiveness Must Be Learned(p. 166)
• Index(p. 175)

Extracto provisto por Syndetics

The Effective Executive Chapter One Effectiveness Can Be Learned To be, effective is the job of the executive. "To effect" and "to execute" are, after all, near-synonyms. Whether he works in a business or in a hospital, in a government agency or in a labor union, in a university or in the army, the executive is, first of all, expected to get the right things done. And this is simply that he is expected to be effective. Yet men of high effectiveness are conspicuous by their absence in executive jobs. High intelligence is common enough among executives. Imagination is far from rare. The level of knowledge tends to be high. But there seems to be little correlation between a man's effectiveness and his intelligence, his imagination or his knowledge. Brilliant men are often strikingly ineffectual; they fail to realize that the brilliant insight is not by itself achievement. They never have learned that insights become effectiveness only through hard systematic work. Conversely, in every organization there are some highly effective plodders. While others rush around in the frenzy and busyness which very bright people so often confuse with "creativity," the plodder puts one foot in front of the other and gets there like the tortoise in the old fable. Intelligence, imagination, and knowledge are essential resources, but only effectiveness converts them into results. By themselves, they only set limits to what can be attained. Why We Need Effective Executives All this should be obvious. But why then has so little attention been paid to effectiveness, in an age in which there are mountains of books and articles on every other aspect of the executive's tasks? One reason for this neglect is that effectiveness is the specific technology of the knowledge worker within an organization. Until recently, there was no more than a handful of these around. For manual work, we need only efficiency; that is, the ability to do things right rather than the ability to get the right things done. The manual worker can always be judged in terms of the quantity and quality of a definable and discrete output, such as a pair of shoes. We have learned how to measure efficiency and how to define quality in manual work during the last hundred years-to the point where we have been able to multiply the output of the individual worker tremendously. Formerly, the manual worker-whether machine operator or front-line soldier-predominated in an organizations. Few people of effectiveness were needed: those at the top who gave the orders that others carried out. They were so small a fraction of the total work population that we could, rightly or wrongly, take their effectiveness for granted. We could depend on the supply of "naturals," the few people in any area of human endeavor who somehow know what the rest of us have to learn the hard way. This was true not only of business and the army. It is hard to realize today that "government" during the American Civil War a hundred years ago meant the merest handful of people. Lincoln's Secretary of War had fewer than fifty civilian subordinates, most of them not "executives' and policy-makers but telegraph clerks. The entire Washington establishment of the U.S. government in Theodore Roosevelt's time, around 1900, could be comfortably housed in any one of the government buildings along the Mall today. The hospital of yesterday did not know any of the "health-service professionals," the X-ray and lab technicians, the dieticians and therapists, the social workers, and so on, of whom it now employs as many as two hundred and fifty for every one hundred patients. Apart from a few nurses, there were only cleaning women, cooks and maids. The physician was the knowledge worker, with the nurse as his aide. In other words, up to recent times, the major problem o organization was efficiency in the performance of the manual worker who did what he had been told to do. Knowledge workers were not predominant in organization. In fact, only a small fraction of the knowledge workers of earlier days were part of an organization. Most of them worked by themselves as professionals, at best with a clerk. Their effectiveness or lack of effectiveness concerned only themselves and affected only themselves. Today, however, the large knowledge organization is the central reality. Modem society is a society of large organized institutions. In every one of them, including the armed services, the center of gravity has shifted to the knowledge worker, the man who puts to work what he has between his ears rather than the brawn of his muscles or the skill of his hands. Increasingly, the majority of people who have been schooled to use knowledge, theory, and concept rather than physical force or manual skill work in an organization and are effective insofar as they can make a contribution to the organization. Now effectiveness can no longer be taken for granted. Now it can no longer be neglected. The Effective Executive . Copyright © by Peter Drucker. Reprinted by permission of HarperCollins Publishers, Inc. All rights reserved. Available now wherever books are sold. Excerpted from The Effective Executive by Peter F. Drucker All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

Notas de autor provistas por Syndetics

Peter F. Drucker has been Clarke Professor of Social Science and Management at Claremont Graduate School in California since 1971.