On MEASURING GOALS by Peter F. Drucker

“Quite a few years later, around 1945, I picked for my three-year study subject early modern European history, especially the 15th and 16th centuries. I found that two European institutions had become dominant forces in Europe: the Jesuit Order in the Catholic South and the Calvinist Church in the Protestant North.

Both were founded independently in 1536. Both adopted the same learning discipline.

Whenever a Jesuit priest or a Calvinist pastor does anything of significance – making a key decision, for instance – he is expected to write down what results he anticipates. Nine months later he traces back from the actual results to those anticipations.

That very soon shows him what he did well and what his strengths are. It also shows him what he has to learn and what habits he has to change.

Finally, it shows him what he has no gift for and cannot do well. I have followed that method for myself now for 50 years. It brings out what one’s strengths are – and that is the most important thing an individual can know about himself or herself.

It brings out areas where improvement is needed and suggests what kind of improvement is needed. Finally, it brings out things an individual cannot do and therefore should not even try to do.

To know one’s strengths, to know how to improve them, and to know what one cannot do – they are the keys to continuous learning."Quite a few years later, around 1945, I picked for my three-year study subject early modern European history, especially the 15th and 16th centuries. I found that two European institutions had become dominant forces in Europe: the Jesuit Order in the Catholic South and the Calvinist Church in the Protestant North.

Both were founded independently in 1536. Both adopted the same learning discipline.

Whenever a Jesuit priest or a Calvinist pastor does anything of significance – making a key decision, for instance – he is expected to write down what results he anticipates. Nine months later he traces back from the actual results to those anticipations.

That very soon shows him what he did well and what his strengths are. It also shows him what he has to learn and what habits he has to change.

Finally, it shows him what he has no gift for and cannot do well. I have followed that method for myself now for 50 years. It brings out what one’s strengths are – and that is the most important thing an individual can know about himself or herself.

It brings out areas where improvement is needed and suggests what kind of improvement is needed. Finally, it brings out things an individual cannot do and therefore should not even try to do.

To know one’s strengths, to know how to improve them, and to know what one cannot do – they are the keys to continuous learning."Quite a few years later, around 1945, I picked for my three-year study subject early modern European history, especially the 15th and 16th centuries. I found that two European institutions had become dominant forces in Europe: the Jesuit Order in the Catholic South and the Calvinist Church in the Protestant North.

Both were founded independently in 1536. Both adopted the same learning discipline.

Whenever a Jesuit priest or a Calvinist pastor does anything of significance – making a key decision, for instance – he is expected to write down what results he anticipates. Nine months later he traces back from the actual results to those anticipations.

That very soon shows him what he did well and what his strengths are. It also shows him what he has to learn and what habits he has to change.

Finally, it shows him what he has no gift for and cannot do well. I have followed that method for myself now for 50 years. It brings out what one’s strengths are – and that is the most important thing an individual can know about himself or herself.

It brings out areas where improvement is needed and suggests what kind of improvement is needed. Finally, it brings out things an individual cannot do and therefore should not even try to do.

To know one’s strengths, to know how to improve them, and to know what one cannot do – they are the keys to continuous learning.”