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45 pages 1 hour read

John Wooden

Wooden On Leadership: How to Create a Winning Organization

Nonfiction | Reference/Text Book | Adult | Published in 2005

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Part 3-EpilogueChapter Summaries & Analyses

Part 3 Summary: “Lessons From My Notebook”

In the final section of the book, Wooden includes excerpts of pages from notebooks that he used throughout his career. In the introduction to “Lessons From My Notebook,” Wooden writes that the excerpts include “notes, observations, reminders, suggestions, and lists of relevant goals and how to achieve them” (235). He also explains that he selected material “that has application to leadership beyond just basketball or sports and to suggest how it might apply to your own organization” (235). He begins the section with an approximation of the speech he would deliver to his teams at UCLA at the beginning of each season. According to Wooden, “it’s important that everyone in an organization be on the same page” (238). He also includes a list of rules taken from his notebook and a shorter list of instructions for how his players should take criticism. Concerning these, he argues that “an effective leader achieves positive and productive results with criticism. The leader who is less effective uses criticism in a heavy-handed manner that only compounds the problem. Thus, a leader must both know how to deliver criticism and teach others how to receive criticism” (245-46).

Wooden also includes a list detailing eight steps to good relations, about which he writes that “the relationship between a leader and those in the organization determines in many ways whether success will occur” (255). One of Wooden’s excerpted notes to himself shows that it was originally titled “Handling of Players” but was later amended to read “Working With Players.” The anecdote detailing why and how that change came about involves Hall of Fame professional player Wilt Chamberlain, who was traded to the Los Angeles Lakers in 1968. At the press conference announcing Chamberlain’s signing in Los Angeles, he was asked by a reporter about his reputation for being “hard to handle.” Chamberlain responded, “[Y]ou handle farm animals. You work with people. I am a person. I can work with anyone” (259). Chamberlain’s words had a strong impact on Wooden, who immediately altered his notes to reflect that he was “working” with players rather than “handling” them.

In the latter part of “Lessons From My Notebook,” Wooden reiterates his opinion concerning awards. He includes a list of UCLA’s varsity team captains but acknowledges that when the team elects one, it “could be more of a popularity contest than having anything to do with a player’s leadership ability” (262). Wooden also discusses and includes lists of players who won various awards presented by UCLA alumni groups and booster clubs. He points out that he had no control over the players who were selected for these awards, but he “strongly encouraged them to honor personal qualities, characteristics, and contributions that were less prominent than scoring points” (266). Wooden also suggests to readers, in their own organizations, to “make every effort to ensure that individuals who contribute big things in little ways get the recognition they deserve” (267).

Wooden ends the section by discussing his final few seasons, from which he includes excerpts that include notes on things to consider and practice itineraries. He explains that during the 1972 season, he was hospitalized and missed two weeks with a heart problem. During that time, assistant coach Gary Cunningham served as head coach, and the team “didn’t miss a beat” (276). He argues that “a leader truly dedicated to the team’s welfare doesn’t make himself irreplaceable” (276). Concerning how practices changed, Wooden writes that over the years, he increased his ability to extract more improvement from each practice, “knowing exactly where work was needed, including not only the physical but also the emotional and mental” (280). He points out that a good leader should always seek improvement, so the excerpts he includes provide an example of the answers he came up with in 1974 when he asked himself the question, “How can we improve?” (282). In closing the section, Wooden shares another excerpt of notes he made to himself that includes thoughts, phrases, and poems about the qualities of giving and sharing.

Epilogue Summary: “Some Things Don’t Change”

In his Epilogue, Wooden argues that for any definition of success to be realized, “talent must be present within your organization” (289). However, he also adds that “many leaders don’t know how to win even when they have great talent in their organization” (289). The first goal of leadership, according to Wooden, is to “get the most out of the talent you have available” (289). Wooden refers again to his father’s advice to him and points out that he incorporated his father’s seven-point creed throughout the book. While he acknowledges that “leaders come in all shapes, sizes, and styles with a wide range of talents and temperaments” (290), Wooden states that his hope is that something from his own experience and conclusions can benefit the reader and their organization.

Part 3-Epilogue Analysis

Wooden’s combination of excerpted notes, observations, reminders, and lists from his career makes Part 3 a highly personal and idiosyncratic leadership lesson. Since all of the material naturally stems from Wooden’s specialism, he makes it explicit that the selected material “has application to leadership beyond just basketball or sports and […] might apply to your own organization” (235). In doing this, he sets out to continue what he has done throughout the book: to let the reader know that his leadership lessons are transferable to any setting that features people working together for a common goal under the guidance of a coach, boss, or manager. That said, Part 3 of the book might well be considered a treasure trove of interesting details and memorabilia for the basketball aficionado, adding a new layer of interest to the book. “Lessons From My Notebook” echoes the structures of Wooden’s pyramid of success in Part 1 of the book and his lessons in leadership in Part 2, consolidating the book’s messages and giving practical examples of how Wooden employed his own model in reality.

Wooden uses the selected primary source material to provide insights into his later coaching career. He also uses this section of the book and the many lists he includes as an example of how a leader in any area might approach their job by doing the same thing. This section also focuses on practical methods and details to help the reader apply the book’s lessons. Early in the section, for example, Wooden writes that he is “something of a list-maker” and that it perhaps “comes from the knowledge that when you have a goal, it makes sense to determine what will help you get there” (240). Making lists was a logical way for him to proceed. Later in the section, he points out that he had a good memory for the qualities he wanted his players to develop, but he still wrote things down because he “took no chances that something would be overlooked or forgotten” (257).

The themes of Ethical Leadership: Compassion and Reflective Practice and Inclusion and the Greater Good as Fostered by Collaborative Teamwork are referenced throughout the section, bringing these strands to their conclusion. Wooden stresses ethical leadership when he discusses criticism, writing that “an effective leader achieves positive and productive results with criticism. The leader who is less effective uses criticism in a heavy-handed manner that only compounds the problem. Thus, a leader must both know how to deliver criticism and teach others how to receive criticism” (245-46). Later in the section, Wooden discusses his thoughts on awards and stresses the theme of teamwork and collaboration. He argues that he has “always believed that glory belongs to the group rather than any single individual” (266). He also points out that although he had no real say in awards given to his players by UCLA alumni organizations and booster clubs, he “strongly encouraged them to honor personal qualities, characteristics, and contributions that were less prominent than scoring points” (266).

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