Book Critique for Leadership is an Art by Max De Pree

Critique written by Curt Bradshaw

Educational Administration 779, Section 01
Internship: Superintendency I
Dr. Mike Stabile
Xavier University
Fall 2014

Curt Bradshaw
EDAD 779
Fall 2014

Internship: Superintendency I
Dr. Mike Stabile, Professor
Xavier University

Book Critique for Leadership is an Art by Max De Pree

In 2-5 pages, provide a brief synopsis and devote the bulk of the critique to a discussion of the
ramifications of the book to the superintendency and/or educational administration.
For this book critique, I intend to discuss the concepts and ideas Max De Pree discusses
in his book Leadership is an Art. Through making connections between the content of De
Prees book and my responsibilities within my district and my insight into our school
organization, I intend to also discuss how the material in his book could impact the
superintendency and educational administration, particularly in areas of trust, respect, an
invitation for growth, building human capital, communication, and servant leadership.
As I begin this critique, I must admit that I found this book to be very enjoyable to
digest. The book is certainly easy to read, and yet almost overwhelming at the same time,
because it seems that each new sentence is a big idea, a-ha statement. De Pree, in my opinion,
could quite possible write a book on each chapter of Leadership is an Art.
To provide some historical background and context, the author, Max De Pree is the wellknown chairman and CEO of Herman Miller, Inc. De Prees father, D. J., founded the company
in 1923. Under De Prees leadership and stewardship, this company has developed an
impressive organization. Herman Miller, Inc. was named one of the ten best innovative and
managed companies in 1989 by Fortune magazine. According to the text, Herman Miller, Inc. is
ranked seventh *out of 500 companies+ in terms of total return to investors over ten years.
(De Pree, xvi). Evidence presented throughout the book suggests that Herman Miller, Inc. is
one of the best companies to work for in America.
While reflecting on De Prees thoughts, I sought to figure out what sets this company
apart from hundreds of other less successful companies throughout the country. De Pree and
his executives share a common approach to leadership that seems to nurture the high
performance of the organization. As explained in the Foreword of the book, De Pree and his
leadership team had the strength to abandon themselves to the wild ideas of others (De Pree,
xvii). This management style is built upon the foundation of trusting the talents and strengths
of those who are hired to work in the company (De Pree, xix). As I connect this material to the
concepts we have discussed in class this semester, I can see a clear principle idea evolve:
Developing a true sense of trust within and between members of the organization (school

district and greater community) is going to allow the district to move forward and improve
upon meeting the needs of its students. As a district superintendent or Central Office
administrator, we must be able to place trust in both our administrative team and our staff,
both certified and classified. It is impossible for one person to accomplish all of the needs of a
district. The superintendent, therefore, must be able to genuinely place trust in the ability of
his/her team.
Realizing that all team members have value and must be held accountable, De Pree
ensures that the skills of others are used to make Herman Miller, Inc. maximize its success. De
Pree notes in the book that employees who come forward with new ideas to increase
productivity are rewarded with financial gains realized from their innovative influences. School
leaders must be able to share a trust with the stakeholders of a school, and this shared trust
breeds respect between and among administrators, teachers, and classified staff. Trust and
respect, two of the common themes discussed in class this semester, are essential to the
growth of a school organization. As respect among employees is cultivated, staff members
develop a sense of ownership within the organization, which then helps to improve the
accountability and performance of all stakeholders. As ownership permeates throughout the
organization, De Pree suggests there will be an increase in respect and appreciation within the
individuals throughout the organization.
On occasion, as with chapter titled Whiter Capitalism, De Pree used Bible scripture to
introduce the chapter. De Pree begins the chapter with a verse from I Corinthians, 9:7-9.
Followed by this scripture, De Pree writes, God has given people a great diversity of gifts.
Understanding the diversity of our gifts enable us to begin taking the crucial step of trusting
each other (De Pree, 63). A superintendent, in order to be a successful leader of a school
district, must first acknowledge the gifts and talents of each individual within the organization,
but then he/she must consciously commit to celebrating and recognizing the value in each
individuals gifts. As the team players begin to develop trust in their coach, there will likely
be an exchange of respect and increased/renewed investment within the organization on
behalf of the players (the teachers). This investment will lead to increased performance and,
ultimately, greater good for our students.
As this idea of trust is embraced within an organization, De Pree notes that the goal is to
liberate people to do what is required of them in the most effective and humane way
possible (De Pree, xx). As I have heard school administrators say in past conversations, as a
[building-level or district-level administrator], I seek to point people in the right direction, and
then get out of their way. As a school superintendent, it is important to be able to let people
do their jobs and get out of their way. In order for us to do this, though, we need to make sure

that our system is collaborative in nature and that we have established an administrative team
that befits our shared vision and mission.
In addition to establishing trust and nurturing respect among employees, De Pree also
explains that a true leader is also a good listener. When we truly listen to those around us, we
can learn that we need to be abandoned to the strength of others. When we think, De Pree
suggests, about leaders and the variety of gifts people bring to corporations and institutions,
we see that the art of leadership lies in polishing and liberating and enabling those gifts (De
Pree, 10). Embracing our own strengths, while acknowledging the strengths of those around us
(our administrative team and others), we can build trust and gain respect for the organization
as a whole.
In reflecting on the significance of building human capital within a school organization, I
believe that we need to invest our greatest resources into our people. As De Pree points out,
structures do not have anything to do with trust. People build trust (De Pree, 29). While
people build trust, it is, arguably, nearly as important to encourage innovation within a school
organization. Innovation usually involves change. Anything truly creative, the author
explains, results in change, and if there is one thing a well-run bureaucracy or institution or
major corporation finds difficult to handle, it is change (De Pree, 33). As we experience
perhaps an unprecedented degree in change and uncertainty in the field of K-12 education in
this era of accountability, we must be reassured that there is a direct linkage between change
and innovation and creativity. Though sometimes difficult to manage, there is merit in
changing systems to raise levels of creative innovation. I found the following quote from
Leadership is an Art to be very relevant to that of the role of a superintendent We cannot
become what we need by remaining what we are (De Pree, 100). As a superintendent, we,
ourselves, need to be open to the ideas of change and growth in an effort to enhance the
purpose, quality, and performance of the school district.
Throughout Leadership is an Art, De Pree describes his approach to a management style.
As discussed in the book, he proposes that a management style should include two key
components: participative management and covenantal relationships. Look for the good
goods of quality relationships that prevail in a corporation as you seek to serve (De Pree, 61).
This leads me to the conclusion that successful leaders, especially those of a school
organization, must have an inherent sense of indebtedness, an indebtedness to those they
serve. To be most successful, superintendents ought to naturally possess the attitudes and
philosophies of servant leaders. As an administrator at any level, it is our duty to serve those
within our collaborative reach. Rather than upholding a quest for power or authority, the

innate sense of service to the organization will, overtime, grow the system and promote higher
performance among all involved stakeholders.
In addition to fostering an environment that encourages trust, respect, and an invitation
for growth, De Pree proposes that communication is equally important for the endurance of an
organization. We see this in the book when he notes that only through good communication,
can we convey and preserve a common corporate vision. Communication can sharpen,
embody, and help enact that vision. (De Pree, 107). De Pree suggests that, similar to the many
other traits of a successful organization, there is an art to good communication. In
understanding how to effectively command the art of good communication, we can learn how
to inspire, lead, grow, and challenge one another within the organization. Through
communication, leaders can either empower or cripple the purpose, mission, and vision of the
organization. As a school superintendent, Central Office administrator, or building principal, we
want to strive for embracing the art of communication.
Near the conclusion of the book, De Pree highlights factors that can help leaders
recognize signals of impending deterioration within an organization. As listed on pages 111
to 112, those factors include the following:
a tendency toward superficiality
a dark tension among key people
no longer having time for celebration and ritual
a growing feeling that rewards and goals are the same thing
when people stop telling tribal stories or cannot understand them
a recurring effort by some to convince others that business is, after all, quite simple
when people begin to have different understandings of words like responsibility or
service or trust
when problem-makers outnumber problem-solvers
when folks confuse heroes and celebrities
leaders who seek to control rather than liberate
when the pressures of day-to-day operations push aside our concern for vision and risk
an orientation toward the dry rules of business school rather than a value orientation
that takes into account such things contribution, spirit, excellence, beauty, and joy
when people speak of customers as impositions on their time rather than as
opportunities to serve
manuals
a growing urge to quantify both history and ones thoughts about the future
the urge to establish ratios
leaders who rely on structures instead of people

a loss of confidence in judgment, experience, and wisdom

a loss of grace and style and civility
a loss of respect for the English language

While depressing to note that these factors, to some degree, may be present in our
schools, this list serves as a good reminder to school administrators that we must remain
cognizant of the climate and direction of our systems and, more importantly, our people.
In thinking about positively impacting the direction of our school organizations, I have
also included a list of criteria that De Pree suggests we should consider as we create and
nurture our environment. After identifying the signs that may be deteriorating our
organization, we can use the following to grow our school systems. On pages 125 to 126, De
Pree proposes that we should make it a goal to create an environment that:
o
o
o
o
o
o
o
o
o
o
o
o
o

encourages an open community and fortuitous encounters

welcomes all
is kind to the user
changes with grace
is person-scaled
is subservient to human activity
forgives mistakes in planning
enables this community (in the sense that an environment can) to reach continually
towards its potential
is a contribution to the landscape as an aesthetic and human value
meets the needs we can perceive
is open to surprise
is comfortable with conflict
has flexibility, is nonprecious and non-monumental

Though a rather tall order, we must, as present and future administrators and
superintendents commit to advocating for these opportunistic and positive characteristics of
our school environments, for, if not, we are failing our communities, and we are failing our
children. And, as a superintendent or other school administrator, we are, and should be,
servants to the stakeholders in our communities, indebted to the children we serve.

Bibliography
De Pree, M. (2004). Leadership is an art. New York: Doubleday Books.