The Peter F.

Drucker Foundation
for Nonprofit Management

Lessons

Workbook
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Kahle/Austin Foundation

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to accompany the videotape featuring

Peter F. Drucker

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 Contents

About the Drucker Foundation v

About the Presenters vii

Introduction 1

Lessons in Leadership, Featuring Peter F. Drucker

Introduction 5

Video Profiles: Lessons in Leadership 5

1. Cardinal Francis Spellman,
Archdiocese of New York 5
Background 5
Notes from the Videotape 6
Lesson in Leadership 7
2. Erich Dombrowski, Editor-in-Chief,
Frankfurter General Anzeiger 7
Background 7
Notes from the Videotape 8
Lesson in Leadership 9
3. Frances Hesselbein, Chief Executive Officer,
Girl Scouts of the U.S.A. (1976-1990) 9
Background 9
Notes from the Videotape 10
Lesson in Leadership 11
4. Alfred P. Sloan Jr., Chairman of the Board,
General Motors Corporation 11
Background 11
Notes from the Videotape 12
Lesson in Leadership 13
5. General George C. Marshall, Chief of Staff,
United States Army 13
Background 13

iii
IV Contents

Notes from the Videotape 14

Lesson in Leadership 15

Peter F. Drucker on Leadership 15

Notes from the Videotape 16

Activity 17
Identifying Leadership Attributes 17

Optional Activity 17
Identifying Leadership Attributes Needed
in Your Organization 17

Reading 18
“Characteristics of Leaders,” by Peter F. Drucker 18

Additional Leadership Resources 21

Books 21
Organizations 22

Acknowledgments 23
About the Drucker Foundation

The Peter F. Drucker Foundation for Nonprofit Management is

named for and inspired by the acknowledged father of modern
management. By providing educational opportunities and
resources, the Drucker Foundation furthers its mission “to lead
social sector organizations toward excellence in performance.”
The Drucker Foundation believes that a healthy society
requires three vital sectors: a public sector of effective govern¬
ments, a private sector of effective businesses, and a social sector
of effective community organizations. The mission of the social
sector is to change lives. It accomplishes this mission by address¬
ing the needs of the spirit, mind, and body of individuals, the
community, and society. This sector also provides a meaningful
sphere for individuals and corporations to practice effective and
responsible citizenship.
Since its founding in 1990, the Drucker Foundation’s special
expertise and role have been to serve as a broker of intellectual
capital, bringing together the finest leaders, consultants, authors,
and social philosophers in the world with the leaders of nonprofit,
voluntary organizations. By providing intellectual resources to
leaders in the business, government, and social sectors, and by
fostering partnerships across these sectors, the Drucker Founda¬
tion aims to strengthen the social sectors of the United States and
of nations around the globe.
The Drucker Foundation is a 501(c)(3) charitable organiza¬
tion that does not make financial grants; rather, its offerings
include

• Conferences and video teleconferences

• Leadership and management resources and publications
• The Peter F. Drucker Award for Nonprofit Innovation
• The Frances Hesselbein Community Innovation Fellow¬
ships
VI About the Drucker Foundation

If you would like further information about the Drucker

Foundation and its programs, publications, and upcoming events,
please contact

The Drucker Foundation

320 Park Avenue, Third Floor
New York, NY 10022-6839 U.S.A.
Tel: +1 212-224-1174
Fax: +1 212-224-2508
Web site: http://www.pfdf.org
E-mail: [email protected]
 About the Presenters

Peter F. Drucker

Peter F. Drucker is a writer, teacher, and consul¬

tant. He has published twenty-nine books,
which have sold more than five million copies
and have been translated into more than twenty
languages. Twelve books deal with society, eco¬
nomics, and politics; twelve deal with manage¬
ment. He has made four series of educational
films based on his management books. He has
been an editorial columnist for the Wall Street
Journal and is a frequent contributor to the
Harvard Business Review and other periodicals.
Since 1971, he has been Clarke Professor of Social Science
and Management at the Claremont Graduate University in Clare¬
mont, California. Its graduate management school was named
after him in 1984.
Drucker is also a consultant, specializing in strategy and poli¬
cy for businesses and nonprofit organizations and in the work and
organization of top management. He has consulted with many of
the world’s largest corporations, with small and entrepreneurial
companies, with nonprofit organizations, and with agencies of the
U.S. government. He has worked with free-world governments
such as those of Canada and Japan.
Drucker is the honorary chairman of the Peter F. Drucker
Foundation for Nonprofit Management. He was educated in Aus¬
tria and England. He has received honorary doctorates from uni¬
versities around the world.

vu
Vlll About the Presenters

Richard F. Schubert

Richard F. Schubert is chairman of the Interna¬

tional Youth Foundation, the Peter F. Drucker
Foundation for Nonprofit Management, and
Nazarene Compassionate Ministries. lie is a
coeditor of the Drucker Foundation’s book, The
Community of the Future.
He began his career with Bethlehem Steel
in the company’s labor relations division. Presi¬
dent Nixon nominated him in 1971 to serve as
solicitor of the U.S. Department of Labor, then nominated him
two years later to be undersecretary of labor. He left the Labor
Department in 1975 and returned to Bethlehem Steel as assistant
vice president for public affairs.
He was elected president and director of Bethlehem Steel in
1979 and became vice chairman in 1980. In 1983, he resigned to
become president of the American Red Cross. After leaving the
Red Cross, Schubert joined the Points of Light Foundation in
1990 and served as its president and chief executive officer until
1995.
Schubert also serves as vice chairman of the Josephson Insti¬
tute for the Advancement of Ethics and is a member of the Coun¬
cil on Foreign Relations, a principal in the Center for Excellence
in Government, and a member of the board of directors of the
National Alliance of Business. He has served on numerous com¬
missions and task forces, including the Presidential Drug Advisory
Council and the Committee on Vocational Education and Eco¬
nomic Development in Depressed Areas.
Introduction

As Peter Drucker has written, leadership is a skill that can, and

must, be learned. The use of this video-and-print package pre¬
sents an excellent opportunity for the leaders of an organization
to work together to examine the topic of leadership and the quali¬
ties of effective leaders.
The Lessons in Leadership package contains

A videotaped presentation that presents learning content and

generates discussion
A Facilitator’s Guide that contains activities that focus on
important elements of the videotape presentation, instruc¬
tions for using the videotape and conducting the activities,
discussion guides, and a list of additional resources.
A participant Workbook with content notes from the video¬
tape, worksheets for the activities, a reading to supplement
the presentation, and a list of additional resources. The
workbook contains all the materials that you need to fol¬
low the video presentation and extract the key learnings
and to complete the activities.

The program can be used to help board and staff members to

build common understanding, strengthen the leadership team,
and provide a focus for its efforts. The Facilitator’s Guide that is
provided with this training package will help the person who is
leading your group to guide your group through pertinent activi¬
ties and discussions.
We all become part of the changes that we are leading. We
hope that Lessons in Leadership will help you identify both the
personal and organizational changes you wish to implement in
order to effect positive change for yourself and your organization.

1
Lessons
in Leadership
Featuring
Peter F. Drucker

Peter F. Drucker
 An effective leader is someone whose followers do the
right things. Popularity is not leadership. Results are.

Introduction

Peter Drucker defines leadership quite simply:

The only true leader is someone who has followers. An effective

leader is not someone who is loved or admired. He or she is some¬
one whose followers do the right thing. Popularity is not leadership.
Results are. Leaders are highly visible. They, therefore, set exam¬
ples. Leadership is not rank, privileges, titles, or money. It is
responsibility.

Video Profiles: Lessons in Leadership

1. Cardinal Francis Spellman (1889-1967),
Archdiocese of New York

Background

Francis Joseph Spellman was appointed arch¬

bishop of the Catholic See of New York on
May 23, 1939, and became a cardinal in
1946. The archdiocese of New York includes
New York City and the counties of West¬
chester, Duchess, Orange, Putnam, Rockland,
Sullivan, and Ulster, as well as Albany, Buffalo, Rochester, Syra¬
cuse, and Ogdensburg.
Cardinal Spellman was born in Whitman, Massachusetts, the
son of a grocer. He was ordained in Rome in 1916 and worked in
the archdiocese of Boston until 1925, when he was summoned
back to Rome. There he remained in the service of the papal sec¬
retariat for seven years. From 1932 to 1939, he was a priest and
auxiliary bishop of Boston, until his appointment as archbishop of
New York in 1939. He held that position until his death in 1967.
During his tenure as archbishop of New York, Cardinal Spell¬
man brought the archdiocese to financial solvency, improved the
training of priests, established new churches to reach out to
immigrants, and transformed the Catholic hospitals from places
where the poor went to die into first-rate health-care facilities.

5
6 Lessons in Leadership Workbook

NOTES FROM THE VIDEOTAPE • Cardinal Francis Spellman

Lessons in Leadership 7

lie believed that the job of the leader is to do, by example, as

well as to set standards and set mission. Leaders need to set prior¬
ities and then work on the priorities the leader is best suited for
and delegate other tasks. This is more than just writing memos or
holding meetings.
Cardinal Spellman stepped in and did several jobs for months
at a time before he set the standards for these jobs. For example,
in the Catholic hospitals, he ran the billing office and the labora¬
tories and worked with the medical community, thereby setting
an example.

Lesson in Leadership

His greatest strength was that he asked, “What is the next priori¬
ty?” He concentrated on that one priority and then rolled up his
sleeves and tackled that priority himself. He delegated everything
else except that one priority, for the next two or three years. He
set an example of impossible demand and hard work and excel¬
lence, so that everyone’s standards were lifted.

2. Erich Dombrowski (1882-1975),

Editor-in-Chief, Frankfurter General Anzeiger

Background

Erich Dombrowski began his career in Berlin,

as the number two man at the leading Ger¬
man liberal newspaper. In the mid-1920s, he
moved to Frankfurt and became editor of the
Frankfurter General Anzeiger.
Between the wars, Dombrowski faced the
challenge of publishing the 600,000-circulation daily paper, super¬
vising a group of editors and reporters, all of whom were under
the age of twenty-six. Many of Germany’s seasoned journalists had
been lost in World War I, and Dombrowski took infinite pains to
train and develop the young journalists on his staff.
Because he was opposed to the Nazi Party, he was pushed
out of his job when the Nazis came to power, but he refused to
leave Germany. He and his wife, who was Jewish, were in and
out of concentration camps during the war, but both managed to
survive.
When the Americans arrived in Frankfurt, Dombrowski start¬
ed a new newspaper, the Frankfurter Neue Presse, which is now
8 Lessons in Leadership Workbook

NOTES FROM THE VIDEOTAPE • Erich Dombrowski

Lessons in Leadership 9

the leading newspaper in Germany. He became one of its editors-

in-chief and worked well into his nineties.
Erich Dombrowski was task-focused as well as team-focused.
He believed that a leader must set specific goals, carefully mea¬
sure results, and define what must be learned in order to improve.
He had to work with inexperienced journalists. He heaped respon¬
sibility on them; then he sat down with them while each reported
and all the others asked questions and critiqued. Afterward, he
summed up and gave each person suggestions. He said, “You need
to improve on this; you need to do less of this, get rid of this, and
so on.” His people learned how to review their performance and
how to learn from it.

Lesson in Leadership

Dombrowski’s lesson is to provide specific teaching and mentor¬

ing. He did not start out by saying, “What do I want?” Rather, he
asked two questions: “What do the people need?” and “What does
this colleague need from me?” The question was always, “What
can I do for you?” He was task-focused and team-focused.

3. Frances Hesselbein, Chief Executive Officer,

Girl Scouts of the U.S.A., from July 1976
to February 1990

Background

When Frances Hesselbein became GEO of the

Girl Scouts of the U.S.A., the organization was
in trouble. She is credited with revitalizing the
organization. During her tenure as GEO, she
rebuilt the national organization, after years
of falling enrollment, to a membership of over three million. Her
management style and her accomplishments in transforming the
Girl Scouts of the U.S.A. into a mission-focused, values-based,
demographics-driven enterprise are widely admired.
Frances Hesselbein is president and GEO of the Peter F.
Drucker Foundation for Nonprofit Management, chairman of the
board of governors of the Josephson Institute for the Advancement
of Ethics, and vice chairman of the board of the Village Founda¬
tion. She received the Presidential Medal of Freedom in 1998.
Frances Hesselbein understood how one produces change in
an old, proud, ingrown organization. She sought what needed to
10 Lessons in Leadership Workbook

NOTES FROM THE VIDEOTAPE • Frances Hesselbein

Lessons in Leadership 11

be done—the priority needs of the organization and the people in

it—then formulated a clear mission and repeated it over and over,
so that everybody who worked with her knew it. She found lead¬
ers who had the willingness and ability to do the new things and
to build the changes. She says that the mission must be repeated
over and over, so that people work in alignment with it and, there¬
fore, with one another. She also advises leaders to be “opportunis¬
tic,” meaning that when a door opens, you are able to adapt to the
opportunity very quickly.

Lesson in Leadership

Ilesselbein’s lesson is that leaders must define and communicate

the mission, reshape priorities, and then identify and work
through those who support the mission.

4. Alfred P. Sloan Jr. (1875-1966), Chairman

of the Board, General Motors Corporation

Background

Born in New Haven, Connecticut, Sloan

attended Brooklyn public schools and the
Brooklyn Polytechnic Institute and received a
B.S. in electrical engineering from the Massa¬
chusetts Institute of Technology. At the age of
twenty, he was the youngest in his graduating
class.
At the age of twenty-six, he became president of the Hyatt
Roller Bearing Company, which manufactured roller bearings for
the automotive industry. In 1916, Sloan merged Hyatt with Gen¬
eral Motors and oversaw GM operations. In 1923, he succeeded
Pierre du Pont as president of General Motors.
During Sloan’s first year as president of GM, he doubled the
company’s manufacturing capacity and sold more cars than ever
before in its history. He standardized procedures, providing for
free and orderly circulation of information.
Sloan has been called the “inventor of the professional man¬
ager.” He knew that tomorrow’s top management would come
from today’s middle management. His ability to achieve consen¬
sus among the powerful and conflicting interests on GM’s top
committees was his largest contribution to the success of the
company.
12 Lessons in Leadership Workbook

NOTES FROM THE VIDEOTAPE • Alfred P. Sloan Jr.

Lessons in Leadership 13

Sloan had an incredible ability to build a team. He not only

got consensus, he got understanding. His people knew what they
were committed to and what questions still needed to be asked.
As part of this, he understood that leaders must encourage dissent
in order to raise necessary, intelligent questions before making
decisions. If nobody else did, Sloan dissented vigorously in order
to force thinking.

Lesson in Leadership

Dissent is vital to understanding what you’re doing. A decision

reached by unanimity is almost certainly the wrong decision.
Unless and until you have had enough disagreement or dissent to
understand what you are doing, you are likely to give the right
answer to the wrong question.

5. General George G. Marshall (1880-1959),

Chief of Staff, United States Army

Background

Born in 1880 in Uniontown, Pennsylvania,

George Marshall never wanted to be anything
but a soldier. During his tenure as an aide-de-
camp in the Philippines, Marshall’s ability as
a tactician was recognized by the Chief of
Staff of the Army, General George Bell, who
reported to his staff: “Keep your eyes on George Marshall. He is
the greatest military genius of America since Stonewall Jackson.”
In 1939, President Roosevelt selected Marshall as chief of
staff, and he served in that position during World War II. In 1944,
Marshall became General of the Army, a newly created five-star
rank. After a stint as special envoy to China, Marshall was named
secretary of state in 1947 by President Harry S. Truman, complet¬
ing forty-five years of service in the U.S. Army. On June 5, 1947,
at the Harvard University commencement exercises, Secretary
Marshall delivered an address that developed into the European
Recovery Program, known as the Marshall Plan, which provided
economic aid to European nations impoverished by World War II.
General Marshall has been called “the architect of the reconstruc¬
tion of Europe.” He received the Nobel Peace Prize in 1953.
George Marshall was the epitome of the modern military man¬
ager. In carrying out his many political duties, holding together an
14 Lessons in Leadership Workbook

NOTES FROM THE VIDEOTAPE • General George G. Marshall

Lessons in Leadership 15

alliance, and conducting the entire civilian and military war effort,
he spent half of his time placing people. His genius was in finding
the right person for a particular job at a particular time, and then
supporting the person.
He was never interested in what a person cannot do. His
question was always “What can he do?” and as long as that man
did the job, Marshall would make sure that nothing would get in
his way.

Lesson in Leadership
George Marshall understood that leaders must spend the time to
recruit the right people for the job and then support them com¬
pletely, so that they can do the job. The exceptional leader sees
his or her job as enabling people to do their jobs.

Peter F. Drucker on Leadership

1. Leadership can be learned; in fact, it has to be learned.
There are very few born leaders.
2. What all these leaders had in common was that they
focused on their mission—the mission of their organiza¬
tion. They subordinated themselves to it.
3. All leaders know that they do not lead by command or
power. They lead because they are being trusted. To have
followers, you need to be trusted.
4. Effective leaders often say “No, this is not within our mis¬
sion.” When they say “Yes,” it is a commitment.
5. Leaders know that they are visible, that what they do and
do not do matters. They set examples. They think through
their behavior. Leadership is responsibility.
16 Lessons in Leadership Workbook

NOTES FROM THE VIDEOTAPE • Peter F. Drucker on Leadership

Lessons in Leadership 17

Activity
Identifying Leadership Attributes

I. Based on what you have heard today about exceptional leaders and what you
have learned in the past about leadership, list the attributes that you think
are most important in a leader.

II. With other participants, discuss your lists. Take notes on your discussions.

Optional Activity
Identifying Leadership Attributes Needed in Your Organization

I. What leadership attributes are needed in your organization at this time?

Why? List the attributes and your reasons for selecting them.

II. Then take about ten minutes to discuss your lists in your group or subgroup.
Take notes on your discussions.
18 Lessons in Leadership Workbook

Reading
Characteristics of Leaders

Peter F. Dinicker
I have been working with organizations of all kinds for fifty years or
more. Over the years, I have discussed with scores—perhaps even
hundreds—of leaders their roles, their goals, and their perfor¬
mance.
The lessons are unambiguous. The first is that there may be
“born leaders,” but there surely are far too few to depend on them.
Leadership must be learned and can be learned.
The second major lesson is that “leadership personality,” “lead¬
ership style,” and “leadership traits” do not exist. Among the most
effective leaders I have encountered and worked with, some locked
themselves into their offices, and others were ultra-gregarious. Some
(though not many) were “nice guys” and others were stem discipli¬
narians. Some were quick and impulsive; others studied and studied
and then took forever to come to a decision. Some were warm and
instantly “simpatico”; others remained aloof even after years of
working closely with others. Some immediately spoke of their fami¬
lies; others never mentioned anything apart from the task at hand.
Some leaders were excruciatingly vain, and it did not affect
their performance. Some were self-effacing to a fault and, again, it
did not affect their performance as leaders. Some were austere in
their private lives; others were ostentatious and pleasure loving.
Some were good listeners, but among the most effective leaders I
have worked with were also a few loners who listened only to their
own inner voices. The one and only personality trait that the effec¬
tive leaders had in common was something they did not have: they
had little or no “charisma” and little use for the term or for what it
signifies.
All the effective leaders I have encountered knew four simple
things.

1. The only definition of a leader is someone who has fol¬

lowers. Without followers, there can be no leaders.
2. An effective leader is not someone who is loved or
admired. He or she is someone whose followers do the
right things. Popularity is not leadership. Results are.
3. Leaders are highly visible. They therefore set examples.

Note: Abridged, with permission, from “Not Enough Generals Were Killed,” the
foreword to The Leader of the Future, by Peter F. Drueker. Copyright © 1996, the
Peter F. Drueker Foundation for Nonprofit Management. Published by Jossey-Bass
Ine., Publishers, 350 Sansome Street, 5th Floor, San Francisco, GA 94104-1342.
(415) 433-1740.
Lessons in Leadership 19

4. Leadership is not rank, privilege, titles, or money. It is

responsibility.

Regardless of their almost limitless diversity with respect to

personality, style, abilities, and interests, the effective leaders I
have worked with and observed also behaved much the same way:

1. They did not start out with the question, “What do I

want?” They started out asking, “What needs to be done?”
2. Then they asked, “What can and should I do to make a
difference?” This has to be something that both needs to
be done and fits the leader’s strengths and the way she or
he is most effective.
3. They constantly asked, “What are the organization’s mis¬
sion and goals? What constitutes performance and
results in this organization?”
4. They were extremely tolerant of diversity in people and
did not look for carbon copies of themselves. It rarely even
occurred to them to ask, “Do I like or dislike this person?”
But they were totally—fiendishly—intolerant when it came
to a person’s performance, standards, and values.
5. They were not afraid of strength in their associates. They
gloried in it. Whether they had heard of it or not, their
motto was what Andrew Carnegie wanted to have put on
his tombstone: “Here lies a man who attracted better peo¬
ple into his service than he was himself.”
6. One way or another, they submitted themselves to the
umirror test”; that is, they made sure that the person they
saw in the mirror in the morning was the kind of person
they wanted to be, respect, and believe in. This way they
fortified themselves against the leader’s greatest tempta¬
tions: to do things that are popular rather than right and
to do petty, mean, sleazy things.

Finally, these effective leaders were not preachers; they were

doers.
When I was in high school, in the mid-1920s, a whole spate of
books on World War I appeared. For our term project, our excellent
history teacher—a wounded war veteran—told each of us to pick
several of these books, read them carefully, and write a major essay
on our selections. When we discussed these essays in class, one of
my fellow students said, “Every one of these books says that the
Great War was a war of total military incompetence. Why was it?”
Our teacher did not hesitate a second but shot right back,
“Because not enough generals were killed; they stayed way behind
the lines and let others do the fighting and dying.”
Effective leaders delegate a good many things; they have to or
they drown in trivia. But they do not delegate the one thing that
only they can do with excellence, the one thing that will make a
difference, the one thing that will set standards, the one thing they
want to be remembered for. They do it.
20 Lessons in Leadership Workbook

It does not matter what kind of organization you work in: you
will find opportunities to learn about leadership from all organiza¬
tions. I hope that you will ask, “What in my organization could I do
that would truly make a difference? Ilow can I truly set an exam¬
ple?” And I hope that you will then do it.
 Additional Leadership Resources

Books

Bennis, W. On Becoming a Leader. New York: Addison-Wesley, 1989.

Bennis, W., and Nanus, B. Leaders: The Strategies for Taking Charge. New
York: HarperCollins, 1985.
Collins, J. C., and Porras, J. I. Built to Last: Successful Habits of Visionary
Companies. New York: HarperBusiness, 1997.
De Pree, M. Leadership Is an Art. New York: Bantam Doubleday Dell, 1989.
De Pree, M. Leadership Jazz. New York: Doubleday, 1992.
De Pree, M. Leading Without Power: Finding Hope in Building Community.
San Francisco: Jossey-Bass, 1997.
Drucker, P. F. The Effective Executive. New York: HarperCollins, 1966. (Harper
Colophon edition, paperback, 1985.)
Drucker, P. F. Innovation and Entrepreneurship. New York: HarperCollins,
1985.
Drucker, P. F. Managing the Nonprofit Organization. New York: HarperCollins,
1990.
Drucker, P. F. The Five Most Important Questions You Will Ever Ask About
Your Nonprofit. San Francisco: Jossey-Bass (forthcoming).
Gardner, J. W. On Leadership. New York: Free Press (Macmillan), 1990.
Helgesen, S. The Female Advantage: Women’s Ways of Leadership. New York:
Doubleday, 1990.
Hesselbein, F., Goldsmith, M., and Beckhard, R. (eds.). The Leader of the
Future. San Francisco: Jossey-Bass, 1996.
Hesselbein, F., Goldsmith, M., and Beckhard, R. (eds). The Organization of the
Future. San Francisco: Jossey-Bass, 1997.
Hesselbein, F., Goldsmith, M., Beckhard, R., and Schubert, R. F. (eds.). The
Community of the Future. San Francisco: Jossey-Bass, 1998.
Ranter, R. M. World Class: Thriving Locally in the Global Economy. New York:
Touchstone, 1997.
Kelly, K. Out of Control: The New Biology> of Machines, Social Systems, and the
Economic World. New York: Addison-Wesley, 1995.
Kouzes, J. M., and Posner, B. Z. What Followers Expect from Leaders. San
Francisco: Jossey-Bass, 1988.
Kouzes, J. M., and Posner, B. Z. Credibility: How Leaders Gain and Lose It,
Why People Demand It. San Francisco: Jossey-Bass, 1993.

Note: An updated and expanded version of these resources appears on the Drucker
Foundation Web site, http://www.pfdf.org.

21
22 Additional Leadership Resources

Kouzes, J. M., and Posner, B. Z. The Leadership Challenge: How to Keep Get¬
ting Extraordinary Things Done in Organizations. San Francisco: Jossey-
Bass, 1995.
Nanus, B. Visionary Leadership. San Francisco: Jossey-Bass, 1992.
Senge, P. M. The Fifth Discipline: The Art and Practice of the Learning Organi¬
zation. New York: Doubleday, 1994.
Wheatley, M. Leadership and the New Science: Learning About Organization
from an Orderly Universe. San Francisco: Berrett-Kohler, 1994.

Organizations

The Drucker Foundation

320 Park Ave., 3rd Floor
New York, NY 10022
212-224-1174
[email protected]
http://www.pfdf.org

The Foundation Center

79 Fifth Ave.
New York, NY 10003-3076
800-424-9836
library@fdncenter. org
http://www.fdncenter.org

Independent Sector
1828 L St. NW
Washington, D.C. 20026
202-223-8100
[email protected]
http://www.indepsec.org

National Center for Nonprofit Boards

2000 L St. NW, Suite 510
Washington, D.C. 20036-4907
202-452-6262
[email protected]
http://www.ncnb.org

United Way of America

701 N. Fairfax St.
Alexandria, VA 22314
703-836-7100
http://www.unitedway.org
Acknowledgments

Lessons in Leadership was developed from a video-teleconference—

a “Seminar by Satellite”—presented in 1997 by the Peter F.
Drucker Foundation for Nonprofit Management. It was made pos¬
sible with support from the Pew Charitable Trusts, Jossey-Bass
Inc., Publishers, Mutual of America Life Insurance Company, and
Yamazaki Baking Company, who provided the lead funding for this
ambitious endeavor. These national sponsors were joined by over
ninety local sponsors and partners that served as local hosts. The
PBS Adult Learning Satellite Service brought the program to hun¬
dreds of additional colleges, universities, and private institutions;
the Oracle Corporation donated U.S. and worldwide sites.
The teleconference was moderated by Richard F. Schubert,
chairman of the Drucker Foundation.
All Drucker Foundation programs are made possible by the
generous contributions of Drucker Foundation Affiliates and by
the major support provided by multiyear partners: The Anheuser-
Busch Companies, Robert Buford, The Commonwealth Fund,
Edward D. Jones & Co., William Randolph Hearst Foundation,
Hewlett-Packard Company, W. K. Kellogg Foundation, John A.
McNeice Jr., Mutual of America, The South worth Company/Time
Design, and Yamazaki Baking Company.
OTTER, Inc. (Online Training, Technical and Educational
Resources) served as the production and distribution coordinator
for the “Seminar by Satellite” program.
To these, and to all others who made the videoconference
possible, Jossey-Bass Inc., Publishers, and the Peter F. Drucker
Foundation for Nonprofit Management express their gratitude and
appreciation.

23
 DRUCKER FOUNDATION JOSSEY-BASS PUBLISHERS
The Organization of the Future
Frances Hesselbein, Marshall Goldsmith, Richard Beckhard, Editors
This compendium of original essays, written by a select assembly of the
world’s top authors, consultants, and leaders in the field of organizational
management, offers a spectrum of unique perspectives on the organization
of the future.
Hardcover ISBN 0-7879-0303-5 $25.00

The Community of the Future

Frances Hesselbein, Marshall Goldsmith, Richard Beckhard,
Richard Schubert, Editors
In Community of the Future, leaders from all sectors will learn what the
world’s experts think our communities will look like tomorrow—how we
will live,work, communicate, and govern ourselves. New, never-before-
published essays by the world’s top thinkers show us the challenges we face
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Hardcover ISBN 0-7879-1006-6 $25.00

The Leader of the Future

Frances Hesselbein, Marshall Goldsmith, Richard Beckhard, Editors
In this Business Weef best-seller, world-class contributors offer advice and
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Program book clubs, and one of Soundview Executive Boof Summaries top
business books of 1996.
Hardcover ISBN 0-7879-0180-6 $25.00 Paperback ISBN 0-7879-0935-1 $16.50
FAX Toll Free 24 hours a day
800-605-2665

CALL Toll Free 6am to 5pm PST

The Drucker Foundation Self-Assessment Tool
800-956-7739; Provides a process that guides nonprofits toward a clearer understanding of
for Leader to Leader
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888-378-2537
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 Lessons in Leadership
featuring
Peter F. Drucker
In the Lessons in Leadership video, Peter F. Drucker presents inspirational portraits of five outstanding leaders, showing how each
brought different strengths to the task, and shares the lessons we can learn from their approaches to leadership. This workbook
will help you understand key aspects of leadership, including how effective leaders:

• Set standards and personal examples

• Stay task-focused and team-focused

• Encourage creative dissent to strengthen decision making

• Manage change while preserving and furthering the mission

• Find the right people for the right jobs

The workbook exercises will help you discover which approaches work best for you and how to recognize your own strengths in
leadership.

PETER F. DRUCKER has been a teacher, writer, and adviser to senior executives for more than fifty years. Author of twenty-nine
books, he is Clarke Professor of Social Sciences at Claremont Graduate University in Claremont, California. His best-selling books
address management and society.

The Peter F. Drucker Foundation for Nonprofit Management, founded in 1990, is named for and inspired by the acknowledged
father of modern management. By providing educational opportunities and resources, the foundation furthers its mission to
lead social sector organisations toward excellence in performnce.
The Drucker Foundation aims to make its contribution to the health of the society by strengthening the social sector through
the provision of intellectual resources to leaders in business, government, and the social sector. Since its founding, the Drucker
Foundation’s special expertise and role has been to serve as a broker^)f intellectual capital, bringing together the finest
leaders, consultants, authors, and social philosophers in the world with the leaders of social sector voluntary organizations.

m www.pfdf.org

Cover Design by Gene Crofts

Jossey-Bass Publishers
350 Sansome Street
r San Francisco, CA 94104

www.josseybass.com