Drucker in the Classroom*

William A. Cohen, PhD

PUBLISHED:

December 6, 2021

What was Peter Drucker like in the Classroom?

In class, Peter at times appeared to be occasionally boastful, but he was always accurate, approachable, friendly, and open to questions from students who he inevitably answered without hesitation. He knew wives, including mine, by their first names, and could identify them after once making their acquaintance. He truly cared for his students and their learning entrusted to him. As a result, his lectures occasionally could and did go on several hours over schedule to 11 or 12 o’clock at night if he felt that his students gained knowledge that he thought important for them to have.


In the first class that I took from him, I got the wrong impression when he began the class by an offer to sign our textbook which was always his book Management: Tasks, Responsibilities, Practices, the weighty 839 page tome which had been published one or two years earlier. Those Drucker students accepting his offer, in this class about twenty or thirty students, lined up to get the signature which had been offered. That was about half the class. I


think I was the only new Drucker student who remained in my seat. Many of my classmates had him in previous classes and already had the autograph in their books. However, his announcement struck me as egotistical, and I was determined to demonstrate that I was unmoved by his fame or position, so I remained seated. However, this was not a demonstration of his ego. He simply wanted to get this out of the way since there was a real demand for his autograph.


He told us that we would only be responsible for ten chapters during the course and that he thought the notion anyone could master an entire book of 61 chapters in one semester was unrealistic. He used the same textbook but different chapters, in all the classes that he taught.


Some months later, I think it was the third or fourth class that I took from him, I got in line with the others to get his autograph. When it was my turn he asked me if there was anything special that I wanted him to write. Without even stopping to think I blurted out “Just write ‘To Bill Cohen to whom I owe everything.’” Talk about nerve! However, by then as all his students, I considered myself his friend.


Only a real jerk would respond with a joke like mine to an individual who was one of the most famous and respected men in the world. However, being both immature and what was known as a smart aleck, I was a real jerk and that’s what I did. Peter said not a word but picked up his pen and began to write. As I returned to my seat I thought, “My gosh did he actually write what I asked?”


I still re-read the book and it is before me now almost fifty years later. He had written only: “To Bill Cohen with Best Regards, Peter F. Drucker.” I felt that I was lucky in not getting a severe reprimand for my insolence.


Years later when the university where I was teaching had nominated me for a major award he wrote on my behalf:


“Bill Cohen is a true inspiration for all of us in academe, and above all, for students who need a true role model, a true exemplar of the very best they could and should aspire to.” Peter did not hold grudges.


Typically in a doctoral program in the U.S., students are required to take a series of tests known as the comprehensives which they must pass after all course work is completed. We were sent a list of the professors grading each section along with their contact information so we could call them and get their opinions of how to prepare. All were our former instructors. I called my finance professor, and he gave me a list of five books that I should review. Other professors had similar recommendations for their areas, except for Peter. When I called, he told me that there was no need to review anything in his area. “I have prepared you sufficiently already and there is no need for you to review anything,” he said. That was Peter --- there was the “Drucker Difference”.


Several years after his death, his wife Doris told me that I was his favorite student. I had no indication of this when he was my professor. This probably was not because I demonstrated so much brilliance, but rather that he enjoyed my being unafraid of him. Also, Drucker respected the military and later regarding a book on Army leadership authored by Frances Hesselbein and General Eric Shinseki he had written, “The Army trains and develops more leaders than all other institutions altogether―and with a lower casualty rate.”


Drucker Demonstrated his own Brand of Brashness

Asked by a student in class how he managed to make accurate predictions of the future, Drucker responded that he listened... and then after several seconds added, “to myself.” Then he laughed to let us know he was joking.


His method of forecasting the future was simple. First, he said, it was easier to create the future than to predict it. Then said that he looked through the window and took note of what already had happened and was likely to occur as a result. In his personal life he had obtained a PhD from Goethe University in Frankfurt, Germany. His intent was to go to Cologne where he had an uncle at the University of Cologne. But in 1933, Hitler came to power in Germany. Drucker left almost at once and immigrated to England. He re-immigrated to the U.S. four years later in 1937. In 1936, he published “The Jewish Question in Germany” in German. It was recently translated and published on the Internet in English. In the second paragraph he identifies himself as a German citizen of Jewish origin.


When asked how he acquired his widespread knowledge and experience to consult in so many different companies he responded that he brought not his knowledge and experience, but his ignorance. He explained that rather than rely on his knowledge and experience, he asked questions of his clients. His clients, he said, provided the answers. They had much more knowledge and experience with the products, the industry, and the company than him. They were the real experts. He only had to access this information. From this basic philosophy, he developed his famous five questions which he suggested that all managers ask about their organizations themselves:

  1. What is your mission?
  2. Who is your customer?
  3. What does your customer value?
  4. What results are you trying to accomplish? How do you measure success with these results?
  5. What is your plan for reaching the results that you seek?


While other professors stressed the use of sophisticated methods of mathematical analysis, and even the selection of complex formulae to develop them, Drucker told us that after analyzing all the data, in the end managers usually made their decisions from the gut, and this was as it should be.


He denied “management guru” as a description of his activities. His own choice as to his profession was “social ecologist.” A social ecologist studies how societies interact and organize themselves. Social ecology is based on a theory developed by Murray Bookchin. Proving that the conservative Drucker harbored no prejudices, Bookchin was a socialist and Drucker disagreed with his politics. Drucker differed dramatically even from how he performed his consulting. His methods of analyzing issues, solving problems, and making recommendations were far different from contemporaries. These differences included the organization of his consulting practice, the services he provided, and what Drucker elicited from his clients. He didn’t have a group of associates working with him. He practiced his profession alone.


If you called his home telephone, students or consulting clients may have been surprised to hear his voice with his strong Viennese accent as he answered the phone. At school there was a department secretary who answered calls, but in his home office he didn’t have a secretary and answered all calls himself.


Drucker behaved in the classroom much as he behaved with his clients. What we saw is what we got, and as with all those he touched or studied his methods, we got quite a lot.

Reference

A Class with Drucker by William A. Cohen (AMACOM, 2008)

*Syndicated Internationally

A poster for asian american pacific islander heritage month
By Marketing Dept May 14, 2025
Asian American and Pacific Islander (AAPI) Heritage Month is celebrated each May to honor the histories, cultures, and contributions of individuals and communities with roots in the vast regions of Asia and the Pacific Islands. This includes people from East Asia, Southeast Asia, South Asia, and the Pacific Islands of Melanesia, Micronesia, and Polynesia. The month of May was chosen to commemorate two significant milestones: the arrival of the first Japanese immigrants to the United States on May 7, 1843, and the completion of the transcontinental railroad on May 10, 1869, a project made possible in large part by Chinese immigrant laborers. AAPI Heritage Month is a time to recognize the many ways in which AAPI individuals have shaped and strengthened the United States — from civil rights leadership and scientific innovation to artistic excellence and public service. It is also a moment to reflect on the challenges the community has faced, including exclusion, discrimination, and more recently, a rise in anti-Asian hate.  By celebrating AAPI Heritage Month, we uplift the diverse stories and voices within the AAPI community and affirm a shared commitment to equity, inclusion, and cultural appreciation.
A poster for jewish american heritage month with an american flag in the background
By Marketing Dept May 14, 2025
Jewish American Heritage Month, observed each May, is a time to celebrate the rich history, culture, and contributions of Jewish Americans to the United States. From the earliest days of American history to the present, Jewish Americans have played a vital role in shaping the nation’s social, political, cultural, and economic landscape. This month honors the perseverance, traditions, and values of the Jewish community, as well as its enduring commitment to justice, education, innovation, and civic engagement. It is also a time to reflect on the struggles Jewish Americans have faced, including antisemitism and discrimination, and to reaffirm the importance of combating hate in all its forms. Through educational programs, cultural events, and community celebrations, Jewish American Heritage Month promotes awareness and understanding, highlighting the diverse experiences and achievements of Jewish Americans. It serves as a reminder of the strength that comes from embracing diversity and the importance of remembering and honoring all who have helped shape our shared American story.
By Dr. Cindy Cheng April 14, 2025
When Agile Scrum Meets Peter Drucker: Aligning Modern Method with Timeless Strategy Agile Scrum (scrum) is the primary methodology teams use to create value through quick and continuous delivery. What are the connections between the modern scrum framework and Peter Drucker's Theory of Business? Both frameworks function on different levels at first sight. Scrum functions at a tactical level, whereas the Theory of Business operates at a strategic level. Yet, examining the two frameworks uncovers key intersections supporting organizational agility and stability. Agile Scrum Methodology Scrum employs an iterative approach to product development. Teams complete product segments in “sprints” that typically span two to four weeks. Collaboration and continuous feedback are at the forefront of Scrum methodology, emphasizing adaptive responses to change (Schwaber & Sutherland, 2020). Scrum teams operate cross-functionally as self-directed units with the managers to make decisions and solve problems efficiently. Scrum fundamentally focuses on achieving the correct tasks rapidly and efficiently through transparency and ongoing enhancement (Beck et al., 2001). Drucker’s Theory of Business Peter Drucker’s Theory of Business provides a strategic framework organizations can use to achieve success. The theory argues that every successful organization is built on three assumptions: its environment, mission, and primary competencies. The organization achieves success when its assumptions align with reality. Business becomes vulnerable to failure if its fundamental assumptions do not align with reality. According to the Theory of Business, organizations must evaluate their foundational assumptions continuously. Businesses must continually assess if their foundational beliefs align with the surrounding environment to ensure their theory remains valid (Drucker, 1994). Where Scrum and Drucker’s Theory Connect Scrum and the Theory of Business function at distinct levels but share foundations in feedback mechanisms, adaptability principles, and customer-centric operations: • Continuous Improvement: The Scrum methodology includes iterative refinement through sprint reviews and retrospectives. According to Drucker, organizations must review their strategic assumptions to maintain viability (Drucker 1994). • Customer Centricity: Scrum uses direct user feedback to determine immediate development requirements (Beck et al. 2001), while Drucker advises leaders to predict future customer demands (Drucker, 2006). • Adaptability: Scrum, together with the Theory of Business, promotes the principles of learning and remaining responsive while being agile. Scrum functions at the project level, whereas Drucker operates at the organizational level. Scrum functions as the operational "how," delivering products quickly, while Drucker’s Theory of Business explains the strategic "why" behind product development initiatives. Conclusion Numerous organizations implement Scrum processes yet have not evaluated their overarching strategies. These organizations will master executing incorrect strategies without Drucker’s Theory of Business. A great strategy loses its potential value when it lacks agile implementation (Rigby et al. 2018). Organizations that merge Scrum with Drucker's Theory of Business establish a winning position for success. Organizations need to move efficiently to survive constant change and understand the purpose behind their movements. Scrum enables organizations to respond swiftly to changes, while Drucker’s Theory of Business empowers organizations to move with intent. Combining these frameworks creates a strong harmony between practical execution and strategic vision. References Beck, K., Beedle, M., van Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., ... & Thomas, D. (2001). Manifesto for Agile Software Development. Agile Alliance. https://agilemanifesto.org/ Drucker, P. F. (1994). The theory of the business. Harvard Business Review, 72(5), 95–104. https://hbr.org/1994/09/the-theory-of-the-business Drucker, P. F. (2006). The effective executive: The definitive guide to getting the right things done. Harper Business. Rigby, D. K., Sutherland, J., & Noble, A. (2018). Agile at scale. Harvard Business Review, 96(3), 88–96. https://hbr.org/2018/05/agile-at-scale Schwaber, K., & Sutherland, J. (2020). The Scrum Guide™: The Definitive Guide to Scrum: The Rules of the Game. Scrum.org. https://scrumguides.org
Show More