GSLK
GSLKThe club library

What you are learning from, and how

Every gslk tool rests on a specific piece of work — from Sun Tzu and Marcus Aurelius to Graičiūnas on span of control and Ostrom on shared resources. They are collected here not so that you read them, but so that you know what to do with each one this week.

By competency
Leadership · 6

Leadership and character

James M. Kouzes & Barry Z. Posner · 1987
Kouzes & Posner: the Five Practices

"Am I a leader?" is a question you will never answer honestly. "What did I do last month?" you can answer in a minute — and that is the kind of question the gslk conversations ask you.

What to do with it
Sun Tzu (Sunzi), traditionally 6th–5th c. BC; life dates uncertain · c. 500 BC
Sun Tzu: know yourself and the other

An event fails a week before the room — on the day nobody checked what else is on at the same time. By the time people arrive, almost everything is already decided.

What to do with it
Marcus Aurelius Antoninus (121–180) · c. 180
Marcus Aurelius: what is in your power

After a bad event the team spends an hour on the weather, the timetable and the other society. You will change none of those next time.

What to do with it
Epictetus (c. 50 – c. 135) · c. 125
Epictetus: the dichotomy of control

Three people did not reply, and within half an hour the team is sure they have lost interest. The fact and your version of the fact are two different things. Only one of them can be acted on.

What to do with it
Lucius Annaeus Seneca (c. 4 BC – AD 65) · c. 65
Seneca: time is the only real resource

A meeting looks free because nobody invoices you for it. Eight people for ninety minutes is twelve hours, and those hours went somewhere.

What to do with it
Plutarch (Lucius Mestrius Plutarchus, c. AD 46 – after AD 119) · c. 100
Plutarch: character is revealed by deeds

You describe yourself in adjectives — responsible, proactive. You judge other people by what they actually did. The second method works on you too.

What to do with it
Organisation · 11

How an organisation is built

Vytautas Andrius Graičiūnas (1898–1952) · 1933
Graičiūnas on span of control

The day ended and you did nothing but answer people — questions that arrived one at a time, each of them small on its own. It is not a character flaw. It is a number, and the number can be counted.

What to do with it
Vytautas Andrius Graičiūnas (1898–1952) · 1933
The Graičiūnas formula in practice

You have the number. What is left is what to do with it, and the answer is almost never "work faster" — it is "group them".

What to do with it
Richard F. Vancil · Yan Zhang & Nandini Rajagopalan · Rebecca Ann Kamer · 1987 · 2004 · 2018
Succession: a relay, not a horse race

Clubs rarely die from a mistake. They die because the outgoing president leaves with everything they knew and the new one starts from an empty drive. Beginning the handover in the last week is already too late.

What to do with it
Aristotle (384–322 BC) · c. 335 BC
Aristotle's Politics: community, the common good, and the limit money does not have

The board talks only about sponsors and numbers. Then somebody asks who the club is useful to besides its own members, and the table goes quiet.

What to do with it
Confucius (Kongzi, 551–479 BC) · c. 500 BC
Confucius' Analects: transmit rather than reinvent

A new board almost always starts by redoing things. Some of what it is redoing worked — nobody just said so out loud.

What to do with it
Polybius (c. 200 – c. 118 BC) · c. 150 BC
Polybius' mixed constitution: why good organisations decay with nobody to blame

Clubs decay with nobody to blame. Power simply accumulates in one pair of hands until there is no one left who can say no.

What to do with it
Henri Fayol (1841–1925) · 1916
Fayol on the functions and principles of management

The task did not get done because two people assigned it, or nobody did. Both look like laziness and neither is.

What to do with it
Max Weber (1864–1920) · 1922
Weber on legitimate authority and bureaucracy

One person has the social accounts, and when they go on Erasmus the club goes quiet. Trust has nothing to do with it. What is missing is an office.

What to do with it
Chester Irving Barnard (1886–1961) · 1938
Barnard: the authority a subordinate grants

You asked, it did not happen. Before drawing conclusions about the person, four things are worth checking, and only one of them is about willingness.

What to do with it
Henry Mintzberg (1939–) · 1973
Mintzberg: what managers actually do

The day ended and nothing in the big plan moved. That is what the job actually looks like — and once you see it written down you stop blaming yourself for it.

What to do with it
Robert L. Katz (1926–2024) · 1955
Katz: the three skills of an administrator

You are excellent at what you can do and you avoid what you cannot — until the post requires it. The gap between what the post demands and what you do can be learned shut; it has nothing to do with character.

What to do with it
Strategy · 5

Strategy and choice

Brand · 5

Brand and value

Economics · 9

The economics of an organisation

Xenophon (c. 430 – c. 354 BC) · c. 362 BC
Xenophon's Oeconomicus — the text the word "economics" comes from

"Where is our projector?" has no answer because the projector belongs to everyone. Anything that belongs to everyone belongs, in practice, to nobody.

What to do with it
Ronald H. Coase (1910–2013) · 1937
Coase: why organisations exist at all

Every time you ask for something from outside, you pay not only in money but in the time it takes to agree: how many messages, how many days, how many reminders. Sometimes it is cheaper to hold the job inside.

What to do with it
Elinor Ostrom (1933–2012) · 1990
Ostrom: shared resources a community governs itself

A shared room and a shared budget break with no bad people involved. It is enough that nobody wrote the rules down and nobody voted on them. A rule the group never voted on is a request.

What to do with it
Oliver E. Williamson (1932–2020) · 1975
Williamson: which governance fits which transaction

One outside relationship — a printer, a café, a sponsor — holds up more of what the club does than anyone would like to admit. The question is simple: what happens tomorrow if they are gone.

What to do with it
Peter F. Drucker (1909–2005) · 1954
Drucker: management by objectives, and what an organisation is for

You can be extremely busy in a club and produce nothing anyone outside it would notice. The difference between activity and result is one sentence beside each item.

What to do with it
Alexander Osterwalder (1974–) & Yves Pigneur (1954–) · 2010
Osterwalder and Pigneur: the Business Model Canvas

A club has a business model too — an unwritten one, so half of it is wishes dressed up as facts. That difference decides everything.

What to do with it
2026 rugpjūtis
Club money, legally: who may sign, and whose money is it

A sponsor wants to transfer money and it suddenly turns out the club has no account, and possibly no legal existence. That is worth establishing before the conversation, not after.

What to do with it
2026 rugpjūtis
A club budget with no legal entity: planning, records, reporting, handover

A club with no legal entity still has a budget. It is simply written down nowhere, so every term starts from scratch and every term something is missing.

What to do with it
2026 rugpjūtis
Finding sponsors: parama (charitable support), paid sponsorship, and reporting back afterwards

You start looking for a sponsor when the money is already needed — which means too late, and with no numbers. The first job is one page about yourselves; the letter comes after it.

What to do with it
Impact · 5

Impact and responsibility

Rhetoric · 5

Speaking, writing, negotiating

Learning · 6

Learning and teams

Mozilla Foundation → 1EdTech Consortium (formerly IMS Global) · 2011
Open Badges — portable, verifiable credentials

You led a hundred people for two years and it fits on your CV as one line nobody can check. The badge you get here can be checked: an employer opens it and sees who issued it, to whom, and what for.

What to do with it
David A. Kolb · 1984
Kolb's experiential learning cycle

A project with no debrief stays an anecdote you will tell in a bar a year from now. Four questions at the end turn it into something you will do better next time.

What to do with it
Bruce W. Tuckman · 1965
Tuckman's stages of team development

A new board spends its first term arguing and concludes the team is wrong. Usually the team is fine — it simply has not got past a stage that has a name.

What to do with it
Albert Bandura (1925–2021) · 1977
Bandura's self-efficacy

Encouragement lasts a few hours. One genuinely difficult thing you got through lasts a year — which is why gslk asks questions instead of handing you answers.

What to do with it
Edward L. Deci (1942–2026) and Richard M. Ryan (b. 1953) · 1985
Deci and Ryan’s self-determination theory

You promised a certificate for attending, and people started coming for the certificate. Sometimes an incentive buys what you already had for free, and spoils it on the way.

What to do with it
Amy C. Edmondson · 1999
Edmondson on psychological safety

Bad news arrives late not because people hide things but because your first sentence on hearing it is usually "why didn't you say so earlier".

What to do with it
The public version
The public version

The same work written at length: what it claims and what its evidence is worth.