George W. Bush: Glorified or Vilified
A simple
sixty second ad, presented by EveryAppleAd (2012) and featuring a collection of
crazies, misfits, rebels, and trouble-makers such as: Einstein, Dylan, Branson,
Lennon, Ono, Edison, Ali, Gandhi, Earhart, Hitchcock, Henson, Picasso, Frank
Lloyd Wright, and Martin Luther King, Jr. asks viewers to consider how those
who would not accept the status quo brought about change and “pushed the human
race forward”. According to Yukl (2013), “In a turbulent environment in which
organizations must continually adapt, innovate, and reinvent themselves,
leaders must be flexible enough to learn from mistakes, change their
assumptions and beliefs, and refine their mental models” (p. 153). Curiously
absent from the short commercial are images of U.S. Presidents.
While
reflecting on the task at hand, memories of the 2000 Presidential campaign came
to mind. Both auditory and visual images came rushing back while considering competencies
leaders must adopt once they have reached the height of their career. Certainly
in the political world, the achievement of being twice elected as Governor of
Texas followed by two terms as President of the United States would qualify as
reaching the height of one’s political career. The campaign of 2000 was all
about the economy. Television and radio ads presented the U.S. economy as analogous
to that of a red engine light on a car’s dashboard; and, absent an overhaul,
followed by continued maintenance, the economy, just as a car engine, would
fail. George W. Bush ran an effective campaign and planned to be an economic
President, not a war-time President. September 11, 2001 forever changed those
plans.
Yukl (2013)
describes a “three-factor taxonomy” of certain skills: technical,
interpersonal, and conceptual identified as necessary for “effective leadership”
(p. 148). Many considered if George W. Bush could even spell or pronounce
interpersonal much less communicate in a clear and concise manner; yet, as he
stood atop smoldering rubble that was once the World Trade Center and lifted that
infamous bull-horn to his lips, he demonstrated capabilities few had
anticipated and a leadership style that has historians scratching their
collective heads to this day. In an interview with Peter Robinson of the Hoover
Institute, presented by Fahri Guner (2013), insight from the former President
provides an understanding as to how he acquired added skills in order to
achieve that which many considered impossible at the time; he helped a nation
begin to heal. As former President Bush explains to Robinson, a part of his
core belief embraces the notion that “people want to be free”, the road to
democracy is often times bumpy, free societies will yield to peace, and that
our nation’s previous view of foreign policy, stability in the region is acceptable,
was no longer applicable in a post 9-11 world (Fahri Guner, 2013). Bush’s core
principles demonstrate, and he is able to clearly articulate, why the decisions
he made after 9-11 were founded with “good judgement, foresight, intuition,
creativity, and the ability to find meaning and order in ambiguous, uncertain
events” (Yukl, 2013, p. 149). When human life is defended, we become a better
nation.
This way of
thinking was seen with his African AIDS relief initiative known as the “President’s
Emergency Plan For AIDS Relief” (PEPFAR) (Fahri Guner, 2013). He viewed a child
who had lost his or her parents to AIDS ripe for the picking of any terrorist
organization seeking to recruit those who believe their life is hopeless (Fahri
Guner, 2013). Yukl (2013) describes conceptual skills as those that incorporate
analytical, logical, conceptual, inductive, and deductive reasoning skills.
Bush reasoned that a nation “to whom much is given” could wisely invest $15
billion to stem the pandemic spread of AIDS, while measuring results, and
providing for a democratic method whereby Africa would develop its own methods
of addressing AIDS (Fahri Guner, 2013). By most accounts, his vision was a
success. Another program did not receive good historical views; yet, its
concept has had far reaching implications.
“No Child
Left Behind” has been hailed and denounced since Bush left the White House.
Returning to a central question, “Does the human condition matter?” offers an
understanding of the both interpersonal and emotional intelligence skills the
former Commander in Chief attained while serving (Fahri Guner, 2013). When a
Texas Geography teacher expressed his dismay with his students and explained to
then Governor Bush the students could not read, Bush understood that in order
to become a reformer and reform the school system, accountability is the
gateway to any organizational change. In Texas, the simple measurable goal
became to have children reading on their grade level by the time they reached
the fourth grade. Measuring became a critical component before awarding seven
percent of state school funding. This had a trigger effect felt in states like
Florida, Indiana, and Louisiana while innovations such as online schooling and
school voucher programs offered parents a way to provide the standard of
education they wanted for their child. Today, the Bush Institute offers a way
for parents to compare their school district with other districts across the
state, the country, and the world (Fahri Guner, 2013). Of the many skills Bush
demonstrated throughout his eight years, it is his emotional intelligence, “the
ability to recognize moods and emotions in others” and to “channel emotions
into behavior that is appropriate for the situation, rather than responding
with impulsive behavior” that is, in this observer’s mind, his greatest and
most lasting achievement (Yukl, 2013, p. 151).
Listen to
any speech from the former President about our nation’s Veterans and see if
your own emotions are not touched. Returning to the smoldering pile at the base
of Ground Zero, those words are just as clear as they were nearly fifteen years
ago, “I can hear you, the rest of the world can hear you, and the people who
knocked these buildings down will hear all of us soon”. He got it then and
still gets it today. He realized the danger and sacrifice he would ask of our
military. One of the missions of the Bush Institute is “serving and honoring
those who risked their lives to extend freedom to others” (Fahri Guner, 2013).
Bush hosts an annual mountain biking event for our country’s wounded warriors.
He and former First Lady Laura Bush have often shared stories of visiting with
young men and women who had returned to Walter Reed. That same heightened sense
of empathy is still audible in his voice as he tells the story of Major Gay, a
professor from West Pointe, a wounded Veteran who rode 62 miles with only one
leg as there was not any prosthetic device that would work with a bike
available to him (Fahri Guner, 2013). Bush, not only adopted many of the skills
outlined in Yukl’s (2013) taxonomy, in many respects he embraced them. For many
who doubted this man’s intelligence and capabilities during the 2000
Presidential campaign, it is hard to imagine any other person leading us after
that clear blue sky day in early September. Whether glorified or vilified, Bush realizes how his genius is interpreted must wait for the annals of history to determine; but for those who watched, he achieved what few believed he could; he wept with us, prayed with us, cared with us, and above all else, he led us.
References
EveryAppleAd. (2012, Oct. 18).
Apple Think Different ad (1997). [Video file]. Retrieved from
https://youtu.be/nmwXdGm89Tk
Fahri Guner. (2013, Nov.). Uncommon Knowledge President George W. Bush On His Presidency and Life After the White
House. [Video file]. Retrieved from
https://youtu.be/9M1N4Ji-GHI
Yukl, G. (2013). Leadership in Organizations. (8th
ed.). Boston, MA: Pearson Education, Inc.
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