Principles and Ethics for a College professor
Content
Summery 1 Chapter Summary Rubric You will write a summary of the most important points of Chapter 1 (Drucker) including ample and relevant details (5 points). You should express your thoughts and feelings toward the most important points (5 points). Your summary should be well organized, doubled-spaced, and use a standard font (2 points). The summary should be approximately 500 words or 2 full pages (3 points). If you incorporate outside texts, make sure to reference them in APA style (1 point). Also, make sure to observe proper sentence structure, grammar, spelling, and punctuation (1 point). As with all professional work, the assignment should be turned in on time (3 points). This assignment must be completed no later than 11:59 p.m. (ET) on Sunday and is worth 20 points. Criteria Important points of Chapter 1 of Drucker Thoughts and feelings about important points Well organized, double spaced, and standard font 500 words in length If you incorporate outside texts, make sure to reference them in APA style Observe proper sentence structure, grammar, spelling, and punctuation Assignment turned in on time Total points and comments Possible Points 5 Your Points 5
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Running head: DRUCKER: CHAPTER 1 SUMMARY
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Drucker: Chapter 1 Summary Alfonse Javed Liberty University EDUC 745 Dr. Carolyn McCreight March 21, 2008
Summary In this chapter Drucker addresses everyone who, as a knowledge worker, is responsible for actions and decisions which are meant to contribute to the performance capacity of his or her organization. According to him, whether a chief executive or beginner, he or she needs to be effective. The title of this chapter “Effectiveness can be learned” itself summarizes the purpose of this chapter. However, he calls executives, knowledge workers, managers, or individual professionals who are expected by virtue of their position or their knowledge to make decisions
Summery 1
in the normal course of their work that have a significant impact on the performance and results of the whole. The key words in the process of learning effectiveness are “knowledge worker,” “quality,” “decision making,” “results,” and “responsibility for his or her contribution.” The knowledge workers can not be supervised or helped but they must direct themselves and they must direct themselves toward performance and a contribution toward effectiveness. They think but the thinking part is not as significant as the doing part toward effectiveness. Their motivation depends on their being effective, and on being able to achieve. As the writer mentions, “Intelligence, imagination, and knowledge are essential resources, but only effectiveness converts them into results,” it is essential for an executive to be an effective worker. There are lots of managers in organizations who are not executives. They are simply superiors of other people, and often of fairly large numbers of other people; yet they do not contribute any effectiveness toward the organization’s performance. They work as overseers and manage the work of others. It is inevitable that the people under a manager can be executives, regardless of their limited resources and authorities, they do not depend on whether they manage people or not. They are focused on their ability to change, and contribute towards the progress of an organization through their effective work and decisions. A manager over them whether they take responsibility for his or her contribution or not, still should “be measured and appraised very largely in terms of efficiency and quality.” In the process of learning effectiveness it is very crucial to understand what it means by “knowledge work.” Knowledge work is not defined by quantity or costs, but by its results. An individual market researcher with knowledge and vision can be equally productive without staff compared to a manager who has many people working in
Summery 1
market research. Such a manager may be so busy managing as to not have time for market research and for fundamental decisions. Executives can be defined as a captive of the organizations. They are forced to keep on operating “unless they take positive action to change the reality in which they live and work.” An executive is a changing agent, and if an executive is hesitant to change then most likely he or she will be driven by the circumstances. In other words the reality around him or her, and the flow of events will determine what he or she is concerned with and what they do. By doing so, “he will fritter himself away ‘operating’ he may be an excellent man, but he is certain to waste his knowledge and ability and to throw away what little effectiveness he might have achieved.” Therefore, an executive is required by his or her position to be focused on contributions and results toward effective work for the organization he or she is responsible for; even though the criteria are not found in the flow of events. Nevertheless, executives are expected to acquire the ability to get the right things done. (Don’t leave an extra space here.)
(Isn’t it right way ? For other class I always put the references on separate page just as it is.)
Summery 1
Reference Drucker, P.F. (2006). The effective executive: The definitive guide to getting the right things done. New York, NY: Harper Collins Publishers Inc.
5
5
2
2
3 1
3 1
1
1
3 20
3 19.5
Running head: DRUCKER: CHAPTER 1 SUMMARY
Summary 1
Summery 1
Drucker: Chapter 1 Summary Alfonse Javed Liberty University EDUC 745 Dr. Carolyn McCreight March 21, 2008
Summary In this chapter Drucker addresses everyone who, as a knowledge worker, is responsible for actions and decisions which are meant to contribute to the performance capacity of his or her organization. According to him, whether a chief executive or beginner, he or she needs to be effective. The title of this chapter “Effectiveness can be learned” itself summarizes the purpose of this chapter. However, he calls executives, knowledge workers, managers, or individual professionals who are expected by virtue of their position or their knowledge to make decisions
Summery 1
in the normal course of their work that have a significant impact on the performance and results of the whole. The key words in the process of learning effectiveness are “knowledge worker,” “quality,” “decision making,” “results,” and “responsibility for his or her contribution.” The knowledge workers can not be supervised or helped but they must direct themselves and they must direct themselves toward performance and a contribution toward effectiveness. They think but the thinking part is not as significant as the doing part toward effectiveness. Their motivation depends on their being effective, and on being able to achieve. As the writer mentions, “Intelligence, imagination, and knowledge are essential resources, but only effectiveness converts them into results,” it is essential for an executive to be an effective worker. There are lots of managers in organizations who are not executives. They are simply superiors of other people, and often of fairly large numbers of other people; yet they do not contribute any effectiveness toward the organization’s performance. They work as overseers and manage the work of others. It is inevitable that the people under a manager can be executives, regardless of their limited resources and authorities, they do not depend on whether they manage people or not. They are focused on their ability to change, and contribute towards the progress of an organization through their effective work and decisions. A manager over them whether they take responsibility for his or her contribution or not, still should “be measured and appraised very largely in terms of efficiency and quality.” In the process of learning effectiveness it is very crucial to understand what it means by “knowledge work.” Knowledge work is not defined by quantity or costs, but by its results. An individual market researcher with knowledge and vision can be equally productive without staff compared to a manager who has many people working in
Summery 1
market research. Such a manager may be so busy managing as to not have time for market research and for fundamental decisions. Executives can be defined as a captive of the organizations. They are forced to keep on operating “unless they take positive action to change the reality in which they live and work.” An executive is a changing agent, and if an executive is hesitant to change then most likely he or she will be driven by the circumstances. In other words the reality around him or her, and the flow of events will determine what he or she is concerned with and what they do. By doing so, “he will fritter himself away ‘operating’ he may be an excellent man, but he is certain to waste his knowledge and ability and to throw away what little effectiveness he might have achieved.” Therefore, an executive is required by his or her position to be focused on contributions and results toward effective work for the organization he or she is responsible for; even though the criteria are not found in the flow of events. Nevertheless, executives are expected to acquire the ability to get the right things done. (Don’t leave an extra space here.)
(Isn’t it right way ? For other class I always put the references on separate page just as it is.)
Summery 1
Reference Drucker, P.F. (2006). The effective executive: The definitive guide to getting the right things done. New York, NY: Harper Collins Publishers Inc.
