Political Leadership Class Notes

Two prominent political science theories that relate to leadership are now discussed. Presidential Character examines a leader's childhood, personality traits, and how active they are in the job and how much they like the job. Groupthink examines how leaders go about making important decisions, and how they can make mistakes.

PRESIDENTIAL CHARACTER book by James David Barber
Two dimensions used to classify Presidents: activity in the job--active versus passive; attitude toward the job--positive versus negative. Classification scheme yields four groups of Presidents:
Active-positive--most psychologically healthy type, high energy level due to healthy personality, openness to other points of view, self-confidence, high personal efficacy, positive childhood experiences that built that personality. Genuinely enjoys the job. Examples are: FDR and Kennedy.
Active-negative--most psychologically defective personality, has a high energy level and works hard as a way of filling psychological inadequacies. Negative childhood experiences caused lack of self-worth, seeks to build self-esteem through hard work. Compulsive character, does not enjoy the work, which is seen as a burden. Examples are: Wilson, Hoover, Johnson, Nixon.
Passive-positive-- enjoys the job, but doesn't work very hard. Often becomes a captive of the people around him. Harding, Reagan.
Passive-negative--doesn't enjoy the job, sees it is a duty to perform, doesn't work very hard. Example is Eisenhower.
Controversies: classifying Carter and Ford as active-positives, as well as Truman.
How would you classify Bush Sr., Bush Jr., Clinton, Obama, and Trump?

GROUPTHINK book by Irvin Janis.
American foreign policy disasters: Bay of Pigs; Korean War, and Chinese entry; Vietnam War escalation; Pearl Harbor. Why did they occur?
Causes of Groupthink. 1) Decisionmakers are a cohesive group; that group is insulated; group lacks impartial leadership; similar social background and ideology of group members. 2) Provocative Situation: high stress from external threat, with little hope of better solution than the leader's; low self-esteem caused by recent failures, hard current decision, moral dilemmas that violate ethical standards.
Symptoms of Groupthink, which is Concurrence-Seeking. 1) Overestimation of Group: Invulnerability illusions; Belief in group's inherent morality. 2) Closed mindedness: collective rationalizations; Stereotype Out-Groups. 3) Uniformity pressures: self-censorship, direct pressure on dissenters, illusion of unanimity.
Defective Decisionmaking Symptoms: 1) incomplete survey of alternatives; 2) incomplete survey of objectives; 3) failure to examine risks of preferred choice; 4) failure to reappraise initially rejected alternatives; 5) poor information search; 6) selective bias in processing information; 7) failure to work out contingency plans.
Result: Low Probability of Successful Outcome.
Avoiding Groupthink: Cuban Missile Crisis. Devil's advocate, leaderless groups.
Other examples of Groupthink: MSU Policies and Priorities process; Clinton sex scandal? Bush Iraqi war?

WEEK 2- World Leadership in a Non-American Context: Winston Churchill

Prime Minister of Great Britain during World War 2 was his highest position, replacing PM Chamberlain (a Nobel Peace Prize winner) whose policy of appeasement towards Nazi Germany had failed and resulted in Germany overrunning continental Europe. He won the Nobel Prize for literature for his 6 volume memoir of the war.

Some observations from that 6 volume Churchill memoir of World War 2:

• Blunt speaking honesty on his core values- he refers to reparations policies as "insane," and "idiocy." (p. 6) He described the democratic nations as lacking "those elements of persistence and conviction" to keep Germany disarmed and the World War 1 victors strong, as the victors merely "lived from hand to mouth and from day to day, and from one election to another." (p. 12-13) He described the British government as "sunk in lethargy and blindness," and the British nation as "loses all trace of sense or purpose, and appears to cower from the menace of foreign peril, frothing pious platitudes while foemen forge their arms." (p. 42-43) A paragraph condemning all of the political parties includes denunciation of their "refusal to face unpleasant facts, desire for popularity and electoral success irrespective of the vital interests of the State..." (p. 45) He partly excuses the politicians by noting the "passionate desire for peace which animated the uninformed, misinformed majority of the British people." (p. 57) Referring to the preceding PM Baldwin winning a vote of Parliamentary confidence after he failed to oppose Italian aggression in Africa: "Thus an administration more disastrous than any in our history saw all its errors and shortcomings acclaimed by the nation." (p. 81) He accused Baldwin of admitting that "he had not done his duty in regard to national security because he was afraid of losing the election..." in not pushing rearmament (p. 101). Austria and Czechoslovakia were conquered by Germany, and Britain and France finally declared war on Germany after Germany conquered Poland. Finland and Norway fell to Germany, and Holland and Belgium were invaded, and Chamberlain's government finally fell.
• Self-confidence- Upon becoming PM: "I was conscious of a profound sense of relief. At last I had the authority to give directions over the whole scene. I felt as if I were walking with destiny, and that all my past life had been but a preparation for this hour and for this trial. Ten years in the political wilderness had freed me from ordinary party antagonisms. My warnings over the last six years had been so numerous, so detailed, and were now so terribly vindicated, that no one could gainsay me." (p. 227) "Power, for the sake of lording it over fellow creatures or adding to personal pomp, is rightly judged base. But power in a national crisis, when a man believes he knows what orders should be given, is a blessing." (p. 238)
• Determination expressed by inspirational speech. Speech to Parliament upon becoming PM: "I have nothing to offer but blood, toil, tears, and sweat." "Our policy" is "to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime." "Our aim" is "victory- victory at all costs, victory in spite of all terror; victory, however long and hard the road may be; for without victory there is no survival." (p. 245) As France was falling to Germany and Britain was evacuating allied troops from the French port of Dunkirk, Churchill warned his cabinet members: "The House should prepare itself for hard and heavy tidings... nothing which may happen in this battle can in any way relieve us of our duty to defend the world cause to which we have vowed ourselves; nor should it destroy our confidence in our power to make our way, as on former occasions in our history, through disaster and through grief to the ultimate defeat of our enemies. Of course, whatever happens at Dunkirk, we shall fight on." Cabinet response- "Quite a number seemed to jump up from the table and come running to my chair, shouting and patting me on the back." (p. 274) Meeting with French leaders, Churchill said that "England did not fear invasion, and would resist it most fiercely in every village and hamlet... The British Government were prepared to wage war from the New World, if through some disaster England herself were laid waste." He feared Britain being "reduced to the status of vassals and slaves forever. It would be better far that the civilization of Western Europe with all its achievements should come to a tragic but splendid end..." (p. 281) After Dunkirk's success, Churchill addressed the Parliament: "we shall defend our Island, whatever the cost may be. We shall fight on the beaches, we shall fight on the landing- grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender..." In the event of an unlikely British defeat, the British colonies and the New World (U.S.) would step "forth to the rescue and the liberation of the Old." (p. 285) Addressing Parliament after France's complete collapse, Churchill referred to the upcoming Battle of Britain: "Upon this battle depends the survival of Christian civilization... If we fail, then the whole world... will sink into the abyss of a new Dark Age... Let us therefore brace ourselves to our duties, and so bear ourselves that, if the British Empire and its Commonwealth last for a thousand years, men will still say: 'This was their finest hour.'" (p. 326) British Parliament kept meeting despite the bombing (they repaired to an on-site air raid shelter), King stayed at Buckingham Palace, when one Parliamentary house was destroyed they met in the other House. After Britain survived the Germany air attack, Churchill praised their fighter pilots before Parliament: "Never in the field of human conflict was so much owed by so many to so few." (p. 366)
• Commitment to democratic principles. Referring to Parliament meeting during the Battle of Britain: "After all, a free sovereign Parliament, fairly chosen by universal suffrage, able to turn out the Government any day, but proud to uphold it in the darkest days, was one of the points which were in dispute with the enemy. Parliament won." Free speech and criticism of government was preserved throughout: "Yet at no time was the right of criticism impaired. Nearly always the critics respected the national interest. When on occasions they challenged us, the Houses voted them down ..." (P. 373).
• All info and quotes are from: Winston S. Churchill, Memoirs of The Second World War, an Abridgement of the 6 volumes; Bonanza Books, New York, 1959 copyright, 1978 printing.

Important points about Churchill, as indicated in the book Churchill on Leadership: Executive Success in the Face of Adversity, by Steven F. Hayward, New York, Three River Press, 1998. Each point constitutes a separate chapter in the book, a book which is relevant to business leaders and leaders of other organizations. Quotations and page numbers are from that book.

• His Character. 1) Candor and plain speaking. He was criticized in the 1930s for referring to Hitler in a simple minded way as "that Bad Man." He was so blunt that one critic said that he "degrades public life more than anyone of any position in politics." 2) Decisive in making decisions. Sometimes they were wrong decisions, but he wanted to "overcome the inertia typical of any collective organization." He did ponder and think before acting. (p. 8) 3) Historical Imagination. He read and wrote a lot about history, used history to argue by analogy. He tried to put himself into the place of the enemy and of other national leaders; other national leaders that some viewed as irrational were viewed by him as simply having passions that could be predicted if one learned what the leader's character was. 4) Balancing Overview and Attention to Details. Churchill had an "ability to comprehend the whole scene in strategic terms," and could hold "a variety of great purposes in mind all at once." (p. xix, xx) He viewed a leader as being "sure of what it is best to do, or at least to have made up his mind about it." (p. 1)
• The Executive Churchill. He served in numerous positions with mixed success before his World War 2 Prime Ministership. Most notable was Home Secretary in 1910-11 (prison and sentencing reforms), First Lord of the Admiralty in 1911-15 (many successes including tank development, but Dardanelles military failure hurt him), Colonial Secretary (1920-22, Palestine partition eventually led to Israel creation), and Chancellor of the Exchequer (1924-9). (p.24) His First Lord of the Admiralty in 1939-40 was marked by the failed defense of Norway, but given his unheeded warnings about Hitler he was a successful Prime Minister in 1940-45 during World War 2. Voters kicked him out of office in 1945, but returned him as PM in 1951-55, where he was not able to prevent the Cold War by holding a summit meeting between the USSR and the West. His executive philosophy- learn the job, but also define it in broad new ways. "Always look for opportunities to advance bold new initiatives." (p. 26)
• Learn from your Mistakes. He learned from World War 1 mistakes two major lessons: 1) Responsibility must be combined with authority. He did not have full authority in Dardanelles operation, so he served as both PM and Defense Minister. He felt that war failure was often due to "the total absence of one directing mind and commanding willpower." (p. 31) 2) "Decisiveness depends on the person at the top." Make clear-cut decisions. "You must continually drive the vast machine forward at its utmost speed. To lose momentum is not merely to stop, but to fall." (p. 42)
• Administration. Decisions should be "strictly, faithfully, and punctually obeyed." (p. 45) Some principles: 1) Take the Initiative; step forward, take charge. 2) Simplify the organization to enhance Responsibility. Military procurement was centralized into one Council with one chairman; he established a special Middle East Department in the Colonial Office; he served as his own Defense Minister. 3) Flexibility. He set up ad hoc committees do deal with problems, such as submarine attack losses in 1940. He replaced unsuccessful organizations or commands with new organizations or new commanders (Supply Board, Mideast commander).
• Personnel Selection. 1) Decide on your key policies or strategic decisions before selecting subordinates; thus, you can provide clear instructions to them. 2) Pick the best person for the job, and ignore seniority. 3) Pick people of force, intelligence, strong personalities, and original ideas. 4) Talk to candidates in a one-on-one personal interview, and assess them carefully. 5) Value honesty, candor, and direct plainspokenness.
• Personnel Management. 1) Establish sensible priorities, relentlessly focus on them, stick to them thru consistent discipline. 2) Order your day's work from highest to lowest priority items. 3) Keep fully informed with firsthand info. Churchill used statistics as a measure of what was going on. He read many newspapers, and newspaper items would often prompt his questions to subordinates. 4) Stand behind your subordinates, support them, back them up. Trust is a two way street.
• Decisionmaking. 1) Take the Broad View, and concentrate on the central point. He realized that modern warfare would be a "Steel War," and would be won as much by the factories at home as on the battlefield. 2) Be very Cautious and Deliberate in making decisions, but don't be too obsessed with risk. 3) Change your Mind in the presence of new facts. 4) Avoid Paralysis, inertia and delays in decisionmaking. Britain delayed the defense of Norway. Avoid a desire for excessive perfectionism. 5) Consult extensively with your advisors and obtain all of the facts before making a decision. But always drive your advisors towards a decision.
• Communication skills. He worked hard and was determined and deliberate in these skills. 1) Spend time on composing your message- its diction (clear, correct, effective word choice), rhythm, argument, and analogy. He liked short words. He used an accumulation of arguments. He sometimes led up to a dramatic climax, but also to a dramatic anticlimax, when he poked fun at a criticized government newspaper and a pompous general. 2) Conduct all important business in writing. 3) Concise messages are essential. His daily reports were kept to 1 page.
• Personal traits of leadership. 1) Be Optimistic, cheerful, and show humor to others. 2) Show Kindness, be magnanimous, show gratitude, be gracious. Forgive people. 3) Seek Criticism from subordinates, be self-critical. This can result in a chain of decisions that appear to be inconsistent, but actually conditions are changing. 4) Be a Team Player. Offer independent views even if they conflict with your peers, but then support the decision (or be publicly quiet) after it is made by your superior. 5) A Change of Pace, rest, relaxation is important to stimulate the mind. Churchill did take a nap. 6) Be Calm under Stress. He painted in the front trenches during World War 1, didn't duck when he heard shells. He was never in a hurry, as rushing under stress harmed decisionmaking process. 7) Personal Contact is important. He rallied morale by personally visiting the front lines and the factories at home. Such personal trips also provided him with firsthand information. 8) Give Bad News openly and honestly and directly to public and to political leaders. His speeches to Parliament show that. He went to Moscow to tell Stalin that the Allies could not open up a second front against the Germans in France in 1943.
• Other Important Attributes. 1) There is a Right and Wrong. Character and morality is more important than intellectual content. Public opinion should be listened to but not always followed. When Britain was at its darkest hour, Churchill showed that he was a "genuine leader" who would "simply exert his personal force and summon up his willfulness," and would "simply decide a question once and for all on his own terms while steamrolling any dissent." (p. 148, 149) 2) Historical vision. Churchill wrote in 1899-1900 that the individual was under attack by socialism and communism, and "I stand for Liberty." (p. 152) 3) Sense of his own Destiny. He was relieved when he became PM despite the disastrous world situation. 4) Always be Ready to become a leader, since a situation and circumstances may arise where your strengths are required by others. Britain called upon Churchill after Hitler's European conquests. 5) Be open to Innovation and be aware of existing organizations' resistance to change. He created the Naval War Staff, converted the fleet to oil, established the Royal Naval Air Service, and developed the Tank in the first world war.

A non-western perspective: Gandhi (quotes are from Burns' leadership book)

• Tolerance. Gandhi learned "mutual tolerance" by growing up in a large family, a "crowded setting" in "an elegantly seedy home." (p. 54) Gandhi also "learned toleration of all branches of Hinduism and its sister religions from listening to his father talk with his Moslem and Parsi friends." (p. 92)
• Patience. He learned from the strengths and weaknesses of his parents. He learned patience from his mother, who was deeply religious and would fast. His father could be "short-tempered" and give in to "carnal pleasures". (p. 54)
• Ambition spurred by environment. In South Africa, the lawyer Gandhi was discriminated against by whites in train and stagecoach travel. "He was turned away from hotels, knocked into the gutter by a policeman, and barely escaped a lynching at the hands of one racist mob." (p. 107) He learned the political strategy of uniting Indians, organizing them politically, raising money, but pursuing non-violent civil disobedience.

Another non-western perspective: Nelson Mandela (quotes are from website: https://www.nelsonmandela.org/). Mandela was the first President of the biracial, democratic nation of South Africa.

• He was committed to "freedom and equality for all." He was committed to "a just society that remembers its past, listens to all voices, and pursues social justice for all." (https://www.nelsonmandela.org/content/page/who-we-are) His Foundation promotes "justice and social cohesion," and seeks "sustainable solutions to these critical social issues."
• Peaceful civil disobedience. Pursuing his BA the first time, "he was expelled for joining in a student protest." In a 1963 trial for sabotage that resulted in his life sentence, he states: "I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die." Released from prison in 1990. (source: https://www.nelsonmandela.org/content/page/biography)
• He kept his promise to serve only one term as South Africa's first democratically elected President, stepping down in 1999 after 5 years.
• Mandela died in 2013 at the age of 95. The Foundation website concluded that: "Nelson Mandela never wavered in his devotion to democracy, equality and learning. Despite terrible provocation, he never answered racism with racism. His life is an inspiration to all who are oppressed and deprived; and to all who are opposed to oppression and deprivation." (source: https://www.nelsonmandela.org/content/page/biography)

Leadership Lessons from Nelson Mandela: (Quotes are from his autobiography, Long Walk to Freedom)

• Observing an African regent (tribal King), he learned to always: "listen to what each and every person in a discussion had to say before venturing my own opinion." (p. 22) People can be "directed from behind."
• A reverend at his mission school was a role model, as he was "unselfishly devoted to a good cause," which was the education of young African men. (p. 35)
• Exercise was always very important to Mandela. As a student he was a long-distance runner, which taught him the importance of "training", "diligence and discipline" and "patience." In jail for 27 years, he would daily run-in-place and do finger pushups and situps. (p. 46, p. 491) As a freedom fighter, they would take turns leading exercise training sessions, which helped develop "leadership, initiative, and self-confidence." (p. 193)
• A great leader, like the African regent, "kept his people united... all remained loyal to him, not because they always agreed with him, but because the regent listened to and respected all different opinions." (p. 84)
• As a clerk for a lawyer in Johannesburg, he learned that "common sense and practical experience were more important than high academic qualifications." (p. 89)
• As a freedom fighter talking with a tribal leader, he learned that "in discussions it never helps to take a morally superior tone to one's opponent." (p. 184)
• As a freedom fighter opposing a more militant organization, Mandela points out the importance of "compromise," and how "it is always dangerous for an organization to make promises it cannot keep." (p. 229) Mandela urged fellow prisoners to work harder when a more reasonable prison commander was appointed: "by compromising a bit now, we would be making our conditions better in the long run." (p. 463)
• Mandela ended up rejecting Gandhi's non-violent approach because under apartheid, "the state had given us no alternative to violence." (p. 272) He came to lead an underground organization, MK, in which "homemade bombs were exploded at electric power stations and government offices" in three major cities (p. 284). As a Christian himself, he pointed out that even Christ, when "left with no alternative, used force to expel the moneylenders from the temple." (p. 521)
• Self-sacrifice. Mandela fought for "a democratic and free society in which all persons live together in harmony and with equal opportunities... it is an ideal for which I am prepared to die." (p. 368) He ended up being imprisoned for 27 years for supporting sabotage (conspiracy). His decision to put "the people's welfare even before that of my own family," resulted in two divorces (p. 445). At his daughter's wedding, his children accepted that even after being released from prison, "he left us alone because he has now become the father of the nation." (p. 600)
• He fought apartheid within the prison system while he was in prison, even though nobody outside of the prison knew of his continued fight. "As a leader, one must sometimes take actions that are unpopular, or whose results will not be known for years to come." (p. 390)
• Best way to influence prison officials to improve conditions was "to attempt to influence officials privately rather than publicly," even if your fellow prisoners think you are being too accommodating to them. (p. 417)
• Always raising a clenched fist (the ANC, African National Congress, salute), Mandela nevertheless denounced black-on-black crime and pointed out that Africans should not make excuses and "blame all of our troubles on the white man... we must also look within ourselves and become responsible for our actions." (p. 454)
• Mandela believed in "ethnic pride and racial self-confidence," he talked about African kings (such as historic Egypt), but he opposed a more exclusive "concentration on blackness" as being too "exclusionary." (p. 486)
• Reading a Greek play while in prison, Mandela criticized one character: "His inflexibility and blindness ill becomes a leader, for a leader must temper justice with mercy." (p. 456)
• Reading War and Peace in prison, he was reminded that "to truly lead one's people one must also truly know them." (p. 492)
• Mediation role. When a prisoner aggressively protested prison officials' interception of his letter, Mandela calmed the prisoner down, and was therefore: "mediating between my own people and the men I had so long fought against."
• His role in prison was to be a "promoter of unity, an honest broker, a peacemaker" among the prisoners. He sought to bring about "reconciliation" among the different groups, which included more young militant prisoners in later years. (p. 488)
• Leadership is like being a gardener, as he started a small garden in prison. "A leader must also tend his garden; he, too, plants seeds, and then watches, cultivates, and harvests the result." (p. 490)
• Mandela believed in the "importance of face-to-face meetings" as he had confidence in his own abilities "to persuade men to change their views." (p. 508)
• Beginning to meet with white government leaders to plan the transition to the new South African government, initially without other ANC participation, Mandela points out that: "There are times when a leader must move out ahead of the flock, go off in a new direction, confident that he is leading his people the right way." (p. 526) If he makes a mistake, his organization can disavow his actions.
• Find common ground, unity. Mandela accepted whites as South Africans, "brothers who happen to be different colors." (p. 551)
• Humility is important. Freed from prison, Mandela went to live in his old small four-room house. "I wanted not only to live among my people, but like them." (p. 571) The current ANC President showed "humility and selflessness" in offering to resign in Mandela's favor.
• "Talks themselves" can be "a significant milestone" because they show both sides that "the other did not have horns." (p. 579)
• Mandela respected President George Herbert Walker Bush, who was "the first world leader to telephone me" with congratulations when released from prison (p. 583). "He was a man with whom one could disagree and then shake hands." (p. 584)
• Winning a Nobel Peace Prize with the white political leader de Klerk, Mandela wrote how he "never sought to undermine" de Klerk politically, because "To make peace with an enemy one must work with that enemy, and that enemy becomes one's partner." (p. 612)
• In the first multi-racial elections in 1994, Mandel held town meetings like President Clinton, called People's Forums, when people could voice their opinions. Mandela accepted compromises to get all groups to participate in the election. At a debate with de Klerk, he stressed unity because the different racial groups "have a common loyalty, a common love, to their common country," and turned to his opponent and said, "sir, you are one of those I rely upon. We are going to face the problem of this country together." (p. 617) The ANC then won 63% of the vote and 252 of the 400 national assembly seats. At inauguration as President, Mandela saw Coretta Scott King in audience, his speech included promise that "I am your servant." (p. 619) He saw the need to preach "reconciliation" and to engender "trust and confidence." (p. 619) He told the crowd that "all South Africans must now unite and join hands and say we are one country, one nation, one people, marching together into the future." (p. 620) Inauguration day saw a new South African flag and "the playing of our two national anthems," one for whites and one for blacks. (p. 621)
• Graciousness of Mandela. He gave credit to predecessors: "I was simply the sum of all those African patriots who had gone before me." (p. 622) He recognized importance of overcoming challenges: "Perhaps it requires such depth of oppression to create such heights of character." (p. 622) Recognizing common humanity: "deep down in every human heart, there is mercy and generosity... Even in the grimmest times in prison... I would see a glimmer of humanity in one of the guards..." (p. 622) Mandela knew that "the oppressor must be liberated just as surely as the oppressed" as he is a "prisoner of hatred, he is locked behind the bars of prejudice and narrow-mindedness." (p. 624)

WEEKS 3-4: Historic American Presidential Leadership

Presidential Roles: great leaders typically excel in one or more of the following roles.

• 1. Chief Executive
  
• 2. Commander in Chief
  
• 3. Head of State--foreign policy leader
  
• 4. Party Leader
  
• 5. Chief Legislator
  
• 6. Public Leader

GREATEST PRESIDENTS (rated by historians)

Read about the legacies of the presidencies of Washington, Jefferson, Lincoln, Ted Roosevelt, and Wilson by clicking on their names and visiting their websites. Read about the entire presidency of George Washington. Browse through the other president's websites.

	CHIEF EXECUTIVE	WAR LEADER	FOREIGN POLICY LEADER	PARTY LEADER	CHIEF LEGISLATOR	PUBLIC LEADER
Washington	Nat'l Unity	Revolutionary War Ldr.
Jefferson			Louisiana Purchase	Dem-Rep
Jackson				Spoils System	Veto Use	Jacksonian Democracy
Polk		Mexican- American War
Lincoln		Civil War		First Republican Pres.
Ted Roosevelt			World Power		First Progressive
Wilson		World War 1	League of Nations		Second Progressive
Franklin D. Roosevelt	Executive Office	World War 2		Democrat Majority	New Deal	Four Terms
Truman			Containment Prog.
Eisenhower						Tranquil Era
Reagan	Conservative Appointments		Wins Cold War	Party ID Parity	Conservative Leader

Some of the notable accomplishments and leadership traits of each of the first eight most historically notable presidencies:

George Washington- (Some sources drawn from Heidler and Heidler book Washington's Circle)

• Commitment to duty and service- other begged him to be President, he would have preferred staying at his farm at Mount Vernon.
• Commitment to democracy rather than monarchy forms- asked to be addressed as merely Mr. President.
• United all factions around the new government- had Federalists and Republicans in his government.
• Chose good subordinates, delegated authority- chose Alexander Hamilton as Secretary of Treasury, balancing Washington's weakness in finances. Hamilton was so knowledgeable and hard working that House let him draft legislation. Jefferson was very knowledgeable of France, important due to French Revolution. Washington also looked for geographic balance, and gave veterans preference.
• Cabinet. He sought cabinet's advice individually rather than having group meetings in his first term. He sought advice from many people. He also liked written opinions, as it forced subordinates to think more carefully and not posture in public. He did meet with cabinet in second term to ask their advice on Jay's Treaty, but then made his own decision to sign it.
• Chief executive power asserted, as fired Secretary of State Edmund Randolph for allegedly opposing Jay's Treaty with Britain, without consent of Senate.
• Asserted the pardon power. Pardoned Whiskey Rebellion rebels.
• Executive Privilege power asserted- Washington refused to turn over to the House documents relevant to controversial Jay's Treaty, asserting that treaty ratification power was constitutionally confined to Senate, and secrecy in such foreign negotiations was important; House's only relevant power was impeachment of President, he noted.
• Established two-term tradition, orderly transfer of power, rejected lifetime self-rule.
• Farewell Address warns against the rise of factions and political parties, which divide our country and permit foreign nations to gain influence.

Thomas Jefferson (quotes are from Jon Meacham's book, Thomas Jefferson, the Art of Power)

• Renaissance man- learned in classical languages, science, mathematics, rhetoric, philosophy, and literature. One professor at William and Mary was crucial in this. Jefferson studied 15 hours a day.
• Exercise was important. Jefferson believed that "a vigorous body helped create a vigorous mind" with a minimum of two hours a day of exercise regardless of weather. (p. 19)
• Political Philosophy scholar- authored Declaration of Independence, championed human rights, life, liberty.
• Republican Party Leader, who opposed Federalist Party, favored states rights' over strong federal government. Clashed with Federalist controlled federal judiciary, but his party did not convict of impeachment any Supreme Court justices (like John Marshall).
• Opposed elitist aura. He didn't wear the ceremonial sword to inauguration, and sold President Adams's silver harnesses and coaches. He would greet guests at home in "slovenly clothes and without the least formality... he is dressed and looks extremely like a very plain farmer." (p. 363) There were no name plates at his dinner parties, as guests took whatever places they wished.
• Appointments power used. He fired nearly half of federal officeholders, most of whom were Federalists. (p. 377)
• Used pardon power, especially for "printers convicted under the Sedition Act passed by previous Federalist administration and Congress (p. 357).
• He entertained a lot. He believed that "sociability was essential to republicanism... Men who liked and respected and enjoyed one another were more likely to cultivate the virtuous habits... An affectionate man living in harmony with his neighbors was more likely to understand the mutual sacrifice of opinion ..." (p. 394)
• Pragmatic, despite his philosophy of limited central government power, Jefferson negotiated Louisiana Purchase, Senate ratified this treaty, Congress appropriated money for it.
• Jefferson also signed congressional Embargo Act on Britain and France, as they were at war with each other and would seize American trading ships. The embargo delayed war and bought the U.S. time. (p. 432)
• Founded the University of Virginia, after leaving the presidency.

Andrew Jackson (quotes are from American Lion, by Jon Meacham)

• Childhood adversity strengthened him. As a 14 year old, he refused to polish a British officer's boots, claiming to be a prisoner of war. The officer left a sword blade cut on his head. "Andrew was strengthened by the blows, for he would spend the rest of his life standing up to enemies, enduring pain, and holding fast until, after much trial, victory came." (p. 12)
• He "inspired great loyalty" by risking "his own life to protect others". (p. 26) He escorted settlers thru the forest. "By projecting personal strength, Jackson created a persona of power... that propelled him forward throughout his life." (p. 26)
• Military hero- hero of Battle of New Orleans in War of 1812.
• Leave no man behind. When told to move from Natchez back to Tennessee, he faced full wagons and 150 sick men, he had officers including himself give up their horses to the sick. "Not a man, sir, must be left behind." (p. 29)
• Stood up for what he believed in. Killed a man, who slandered Jackson's wife as a bigamist, in a duel (Jackson was shot first).
• Public trusted him and elected him President. The public "might not always agree with him, they might cringe at his excesses and shortcomings, but at bottom they believed he was a man of strength who would set a course and follow it, who would fight their battles and crush their enemies." (p. 60)
• Common man, political philosophy. Great expansion in American democracy in practice during his term (presidential electors popularly elected, presidential nominating conventions).
• Stands for national unity, opposes South Carolina's nullification of federal tariff, threatens to use U.S. military forces, Congress adopts a tariff compromise.
• Established presidential veto power for reasons other than constitutionality of a congressional law. Vetoes extension of Bank of U.S., withdraws federal funds from it, Jackson views Bank as corrupt and buying influence over Congress members, favoring the rich, refusing to lend funds for western expansion. So controversial that Whig-controlled Senate requested documents pertaining to Jackson's veto. Jackson refused to turn them over. The Senate censured the President. The next Democratic controlled Senate expunged the censure.
• Human rights violator reduces his stature today. Waged war against Indian tribes. Ignored Supreme Court ruling in favor of Indian nations being sovereign and state of Georgia not being able to enforce its state laws in their territory; military expulsion of Cherokee nation, Trail of Tears. Slave owner himself, as were other Presidents.

James K. Polk-

• Manifest Destiny. Mexican-American War. After Texas won its independence over Mexico, it became an American state. Texas and Mexico had a border dispute, Polk ordered our military into disputed territory (to the Rio Grande river and beyond the Nueces River), they were attacked by Mexican troops, Polk declared war, Congress approved it. After winning Mexico City, U.S. signed a treaty with Mexico gaining the southwest territory for $15 million (present day California, Nevada, Utah, Arizona, etc.).

Abraham Lincoln-

• Born poor, log cabin, self-educated.
• Humble, attracted and kept strong-willed, well qualified cabinet members. Secretary of State Seward, Treasury Secretary Chase, Attorney General Bates.
• First modern day Republican Party President- anti-slavery and pro-industry using federal governmental power.
• Asserted federal authority, forced other side to fire first to start the Civil War. When Confederates surrounded federal Fort Sumpter in South Carolina, Lincoln sent unarmed supply ships, which were fired on by Confederates.
• Emancipation Proclamation- frees slaves in Confederate areas.
• Constitutional Dictatorship- declared martial law, suspended Habeas Corpus. Yet Congress retained impeachment power right, and the 1864 presidential election was held.
• Preserved the Union, opposed secession of states.

Lincoln's Leadership Lessons (quotes are from Goodwin book, Leadership in Turbulent Times)

• Empathy. He could place himself in others' shoes. He had great patience, kindliness, and empathy, and showed "no superiority over anyone." (p. 108)
• He read a lot as a kid.
• He was a great storyteller. He said that "plain people... are more easily influenced through the medium of a broad and humorous illustration than any other way." (p. 15) He had a great "power of mimicry." (p. 108) He had a great knowledge of human nature.
• He "expanded his contacts throughout the country," got elected to state legislature after previous defeat.
• Ambition. He had a great "desire to engrave his name in history." (p. 101)
• He had a mentor- "the leading lawyer in the county" (p. 101)
• Plain speaking. "His language was composed of plain Anglo-Saxon words" that were "easy to follow." (p. 107)
• Hard working. The key to success. Be proactive and do things ahead of time. Seeking the GOP presidential nomination in 1860, "no team in Chicago worked harder than Lincoln's team." (p. 121)
• Passion. His anti-slavery speeches "came from the heart," with "sincerity, clarity, conviction, and passion." (p. 115)
• Overcoming challenges, lost senate races twice. Overcame this setback by "long period of work, creative introspection, research, and grinding thought." (p. 116)
• Preparation great. He "labored daily, researching and deepening his speeches." He knew "the attitudes toward slavery of each of the thirty-nine original signers of the Constitution." (p. 120) A journalist said that "his knowledge of the subject is profound, his logic unanswerable." (p. 118)
• Moderation. He avoided the extremes, including by not denouncing the South, but just opposing slavery's extension into the western territories.
• Be gracious and magnanimous toward political rivals and foes. Unlike Seward and Chase, who made enemies "in their climb to power." (p. 121) He attracted to his campaign team two men who had cost Lincoln his first senate election. After winning nomination, "he wrote a personal letter to Chase humbly asking for his 'especial assistance' in the campaign." (p. 122) He "found exclusive time for each individual team member" when President (p. 223). Chase stayed in cabinet because "the President has always treated me with such personal kindness and has always manifested such fairness and integrity of purpose..." (p. 224)
• He had a "quiet sense of responsibility" after his presidential election (p. 123).
• He controlled his anger by writing an angry letter and then never sending it. Similarly, he would "forgive intemperate public attacks on himself." (p. 226)
• Attract the "strongest and most able men" for your cabinet. Team of Rivals book.
• He would protect his subordinates and shield them from blame.
• Gather information firsthand. Lincoln visited the troops, realized that slaves assisted the Confederate war effort.
• Encourage expression of all points of view in cabinet. Lincoln talked individually with his cabinet members. But he assumed "full responsibility" for the Emancipation Proclamation. (p. 221)
• Cope with pressure with hobbies. Lincoln had the theater, would laugh at tales.
• He always kept his word, so kept to the delay in issuing Proclamation.
• Great sense of timing, he had "a correct reading of the temper of the times." (p. 234)
• He was accessible and "easy to approach," as shown when visiting troops.
• The collective interest is more important than one's self-interest. He preferred electoral defeat to renouncing Emancipation Proclamation.
• Use transactional tools to implement transformational policies. So he saw the practical benefits of the black troops, nearly 200,000 joined the Union war effort. Two votes short of congressional ratification of the 13th amendment, Lincoln reminded congress of his ability to provide perks, such as "government jobs for relatives and friends, pardons, ministries abroad, and campaign contributions." (p. 240)

Theodore Roosevelt-

• Sickly as a child, used great physical fitness to overcome. Hunted in Africa, led the Rough Riders volunteers in military action in Cuba during Spanish-American War.
• President was Steward of the People, could take any action unless expressly forbidden by law or the constitution.
• Progressive era leader, Trust Buster- broke up railroad combination in northwest. Anti-trust lawsuits under the Sherman Act.
• Speak softly, and carry a big stick. Built the Panama Canal, after helping Panama become independent nation. Dollar diplomacy- intervened in Latin American nations forcing them to pay debts to American companies. Won the Nobel Peace Prize for mediating end of Russo-Japanese War. Sent U.S. naval fleet around the world.
• Great conservationist, added 230 million acres of protected public land. He lamented species losses such as bison and elk.

Theodore Roosevelt's Leadership Lessons (quotes are from Goodwin book, Leadership in Turbulent Times)

• He read a lot, family library.
• "Rigorous exercise regime," home gym, cured chronic asthma, mother's sickly presence.
• Networked- he became "a member of the local Republican Association." (p. 22)
• Mingle with people not like you. "'Wherever he went, he got right in with the people,' connecting with them, talking with them, enjoying them." (p. 32) Wilderness camp visit. In legislature, he "expanded his understanding of other people's points of view by going to places" very different from his upper class background. (p. 38)
• Independence, opposed machine politicians and corruption. "He brought the two parties together to pass civil service reform," bills helping New York City, when he served in state legislature.
• Learn from mistakes, change course. He became too arrogant, self-righteous, and talkative in state legislature. He now met with a labor leader, visited a tenement.
• Overcoming challenges of dead mother, wife, political setback, he bought ranch out west and lived there for two years. Environmental interest started.
• In appointive positions like Civil Service Commissioner, New York City Police Department board, and Navy Department Assistant Secretary, Roosevelt would "hit the ground running," "ask questions of everyone," "manage by wandering around," and "determine the basic problems." When attacked, he would counterattack, and he would stick to his guns. (p. 133)
• Be industrious as a subordinate, do the work of the boss. Navy example.
• Roosevelt had "the self-awareness to soberly analyze his own strengths and compensate for his weaknesses." (p. 149) He declined top Colonel position as leader of volunteer regiment in Spanish American War, and top number 2 position.
• Share your subordinates' hardships. As Rough Rider, he shared "his life with the men," was always willing "to do anything he asked them to do," and never asked "them to suffer anything he wouldn't suffer first." (p. 151)
• Honesty is important. As governor, Roosevelt preferred legislators to honestly tell him they would not do what he wanted, rather than for them to promise to do something and then not to do it. (p. 157)
• Be uncommitted at first, get all of the facts when dealing with a crisis- Coal Strike example.
• Remind two opposing sides (miners, owners) of the public interest, such as northeastern homes during a cold winter.
• Hit hard if you have to hit. Roosevelt threatened to use troops to run the mines, as he was Commander in Chief.
• Let adversaries save face. Roosevelt set up a 5 member commission to resolve the strike, but business refused to allow any of the slots to go to labor, so President appointed a labor leader to the "sociologist" slot (p. 269).
• Share credit for success. Roosevelt praised businessman J.P. Morgan and 7 members of his executive branch team.

Woodrow Wilson

• Second Progressive President. Federal Reserve Act established, Federal Trade Commission created, Clayton Antitrust Act exempts labor and farmers. Department of Labor created. He also supported 8 hour work day for railroad workers, and enacted workman's comp for federal employees, and prohibition of the sale of goods manufactured by kids in interstate commerce (Berg book, Wilson, p. 399).
• World War 1 leader- domestic civil liberties suffer. We entered war because "the peace of the world is involved and the freedom of its peoples," which was threatened by "the existence of autocratic government backed by organized force" (Berg, p. 436). "Germany had become an international menace... The world must be made safe for democracy." (Berg, p. 437)
• Wilson's 14 points included: "freedom of navigation upon the seas," "equality of trade conditions," "a reduction of national armaments," and national self-determination of European peoples. (Berg, p. 470)
• League of Nations supported, killed by Senate as Wilson refused to compromise, opponents feared loss of American sovereignty. Wilson won Nobel Peace Prize for his effort, though, as 41 nations did join the League.

Woodrow Wilson leadership insights:

• His childhood setting damaged his self-esteem. His father ridiculed his intellectual ability, he "did badly both in studies and in sports," and in college he had "some sort of physical or emotional collapse." (Burns, p. 102)
• He thus had a need to "compensate for damaged self-esteem" which led to a "moralistic, messianic dogmatism and his quest for personal power..." (Burns, p. 102). He became Princeton University president, repudiated Democratic leaders in New Jersey, outmaneuvered party bosses and put his own reform program through as New Jersey Governor. He was unyielding on his League of Nations program.
• As a professor, he was a "compelling lecturer," who would make his major points at the start, "weaving anecdotes with opinions," and provide "vivid descriptions of relevant historical events." His students would be "spell-bound" and at lecture conclusion "would often cheer him." (A. Scott Berg, Wilson book, p. 117).
• Hard working, disciplinarian as university President. He maintained his teaching load, had a class with 376 students, expelled students for cheating, and fired professors who let classes go early or whose lectures were "disorganized ramblings." (Berg, p. 141)
• Wilson believed in a responsible party government with "vigorous presidential leadership" and united parties which would "present clear alternatives to the voters." His own "hubris" and "the very forces of fragmentation and mutual frustration that he had attacked" defeated him. (Burns, p. 166)
• He ran for governor as "an amateur politician," who had pledges "only to the people" as he had made no "promises to any bosses." (Berg, p. 200)
• Wilson "called for leaders who, by boldly interpreting the nation's conscience, could lift a people out of their everyday selves." He wanted to lift people "into their better selves." (Burns, p. 462)
• To enact progressive legislation, he "kept appearing unannounced in the President's Room in the Capitol to lobby Democratic leaders." (Berg, p. 399)
• Leadership failure. Wilson did not include a respected Republican on the 4 person U.S. Peace Commission. One nominal Republican was blasted by Lodge as "cosmetic... a Republican in name only." (Berg, p. 518) Senate Foreign Relations chair Republican Lodge tore into the treaty in a floor speech, and already had 37 senators opposed to it (Berg, p. 549-50). The Committee called 60 witnesses, delaying the deliberations so that opposition could mount. The Secretary of State complained that he had "been marginalized during the Peace Conference," (Berg, p. 616) and Irish Americans complained that their self-determination desires had been ignored. Wilson had become the first President to personally deliver a treaty to the Senate, and he testified for it before the committee in the White House. Wilson rejected a "minor rewrite" suggested by Lodge for Article 10, "the guarantee against external aggression through collective security." (Berg, p. 653) The Senate nevertheless accepted Lodge's language by a 49-35 vote, but that lacked the two-thirds requirement for a treaty so it died (Berg, p. 677).

Franklin D. Roosevelt- FDR

• Inspirational speaker. In depths of Great Depression, his inaugural address line: "So, first of all, let me assert my firm belief that the only thing we have to fear is...fear itself — nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and of vigor has met with that understanding and support of the people themselves which is essential to victory. And I am convinced that you will again give that support to leadership in these critical days." Declaration of war speech to Congress: "Yesterday, December 7, 1941 a date which will live in infamy the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan."
• Made Democratic Party majority party, New Deal domestic economic issue key.
• New Deal was relief, recovery, reform. Social Security, Wagner Act protected organized labor, minimum wage, public jobs. FDIC established.
• Established Executive Office of the President (White House staff)
• World War 2 leader.
• Public leader- only president to serve more than 2 terms (elected to 4).

Franklin D. Roosevelt's leadership insights:

• FDR fought for an "economic bill of rights," because "necessitous men are not free men." Specifics included "jobs, food, clothing, homes, medical care, education, social security..." (Burns, p. 167) Some of these programs were enacted by later Democratic presidents such as LBJ.
• Persuasion. He had a "personal charm" and a "flair for persuading." (Burns, p. 281) He would first simply "listen sympathetically to those who poured out their woes and frustrations..." (Burns, p. 374). He would persuade people by using argument, charm, self-confidence, flattery, or his great knowledge (Burns, p. 375).
• Great communication ability- fireside chats.
• "he made news in a never-ending stream of innovations... legislative proposals... travels around the country and abroad." (Burns, p. 281)
• "he studied public opinion" in all of its forms. He had a great sense of timing, and recognized when the public had grown weary of reform. (Burns, p. 281)

More FDR Leadership Lessons (quotes are from Goodwin book, Leadership in Turbulent Times)

• Seeking votes for New York state legislature, he wouldn't immediately talk politics, but would get "people to talk about their work, their families, their lives," and he would "listen intently." (p. 42) He "out-worked, out-traveled" his GOP opponent, and simply listened "to the hopes and needs of whomever crossed his path." (p. 58)
• He had an "optimistic spirit," and "self-confidence." (p. 45)
• His anti-Democratic party machine work caught eye of President Wilson, who named him assistant navy secretary. He broke rules to ensure nation was prepared for conflict. Chosen as VP candidate in 1920, which built him some goodwill for future office.
• Never give up. After being paralyzed from polio, he would daily spend hours strengthening his upper body, and even crawling on the floor. He sought every possible treatment, a "trial and error" method presaging New Deal.
• He gave Al Smith nominating speech at 1924 national Democratic convention despite his disability. At Warm Springs disability resort he completely lost his elite background, gained a "powerful new empathy" and "humility" as he connected "emotionally with all manner of people." (p. 173)
• Governor of New York in 1928. Enacted a state comprehensive relief program, sought "stories that enlivened statistics with the flesh and blood of a shared humanity". (p. 179)
• Presidential campaign focus- instead of trickle down, focused on "the forgotten man at the bottom" (p. 179). Unlike Hoover, he pledged that the federal government would experiment- "But above all, try something." (p. 181)
• Able to assess an individual for a job in a short conversation. "I get to know people quickly and I have a pretty good instinct about them." (p. 176)
• Inspirational inauguration speech: "the only thing we have to fear is fear itself." (p. 277) Great Depression was due to failed leadership, leaving people hurt by the "unscrupulous money changers." He urged Americans to move forward "'as a trained and loyal army willing to sacrifice' for the common good." (p. 278)
• Project confidence. FDR had an "uplifted tilt of his head, the sparkle of his eye, his dazzling smile, and his assured, calm voice..." (p. 281)
• Bipartisan appointments. Republican businessman William Woodin as Treasury Secretary; progressive Republicans Harold Ickes as Interior and Henry Wallace as Agriculture Secretary. After his first 100 days, he praised the teamwork which had "transcended party lines." (p. 304)
• Build consensus among stakeholders. Before announcing bank holiday, FDR consulted with "congressional leaders, leading bankers, and state governors." (p. 284). His team "worked around the clock." (p. 285)
• Used "simple, plain language" in his radio chats with public. His great "gift of communication" built a "reciprocal connection between Roosevelt and the people." (p. 305)
• Ambitious policy demands. Told leader of CCC to hire one quarter million men in their forest camps by mid-July: "Do it now and I won't take any excuses." (p. 295)
• Competition among cabinet members increases creativity- PWA and WPA example.
• Rely on a spousal partner. Eleanor Roosevelt was a social worker, active in improving working conditions. She had her own press conferences- with only female reporters. She got "around a lot", provided reports to FDR leading to improving programs. (p. 301)
• Willing to compromise. SEC, FDIC examples.

WEEKS 5-6: Modern American Presidential Leadership

Reviewing the modern Presidency after World War 2 provides insight into how the modern American President asserts leadership in his domestic and foreign policy programs. While professors view only a few of these presidents to be Great Presidents who made a tremendous impact on their nation and world, you may have your own opinions after studying them.

PRESIDENTIAL PROGRAMS

Remember to browse through the websites depicting the legacies of these presidents by clicking on their names.

	DOMESTIC POLICIES	FOREIGN AFFAIRS PROGRAM
TRUMAN	Fair Deal Rejected Civil Rights Bills Rejected Corruption-Communism Problems	Containment NATO Greece, Turkey Aid Marshall Plan Korean War China lost to communists
EISENHOWER	Tranquil Era Economic Growth- low inflation Unemployment- 3 recessions Anti-McCarthyism New Deal preserved	Peace- ended Korean War Kept U.S. out of Vietnam Pro-right-wing dictators-Dulles State Secretary Massive Retaliation Anti-Colonialism-1956 Mideast War
KENNEDY	Camelot-Charisma Pro-Civil Rights-Attorney General Bobby Kennedy leads Pushed Federal Health Care Pro-Space Race	Peace Corps Foreign Aid for 3rd World-liberal Berlin Wall Built Bay of Pigs Cuban Missile Crisis
JOHNSON	Great Society--liberal Anti-poverty programs-CAP, Model Cities, Medicare, Medicaid, Student Grants/Loans 1964 Civil Rights Act, 1965 Voting Rights Act, Open Housing Crime, Riots, Inflation	Vietnam War Involvement
NIXON	States Rights, Southern Strategy- CETA, Revenue Sharing, Anti- Busing, Southerners on Supreme Court Some liberalism-unbalanced budgets, wage and price control, EPA, CPSC, OSHA	Detente, Tripolar World Russia Visit, SALT 1 Treaty Opening and Visit to China Vietnam Peace Treaty Improved Arab relations
FORD	Caretaker Nixon Pardon Veto against Domestic Spending of Democratic Congress	Indo-China becomes communist Angola-Mozambique now communist Mayaguez incident
CARTER	Deregulation Energy program Minority Appointments Department of Education Inflation-unemployment	Peacemaker China Relations Camp David-Mideast Peace Treaty Panama Canal Treaty Human Rights Policy SALT 2 Iran-Afghanistan Crises
REAGAN	Conservative Ideology Cut Domestic Programs Tax Cut High Deficit	Increase Defense Spending Anti-Communist Policy Grenada Invasion
BUSH 1	Domestic Spending Rises Taxes Increased Deficit Swells Recessions hurts	New World Order Communism Falls in East Europe Soviet Union disintegrates Panama Invasion Gulf War with Iraq
CLINTON	New Democrat--moderate Gays in military, socialized medicine hurts politically Welfare reform, more police Sex scandal	Iraqi attacks Somalia, Haiti, Bosnia
BUSH 2	Compassionate conservative No Child Left Behind education policy Elderly prescription drugs Conservative judicial appointments Economic disaster- financial sector	9-11, 2001 terrorist attack Afghanistan war Iraqi war Anti-AIDS in Africa
OBAMA	ObamaCare, National health care Stimulus prevents Depression Gays in military legal Minority appointments in government	Osama Bin Laden killed Continues anti-terrorist policy worldwide Ends Iraqi war, ISIS rise Nobel Peace Prize won

Truman's leadership insights (all quotes are from McCullough's Truman book):

• Bipartisanship. The day after he took the oath of office, he drove to the Hill to "be with his friends" and had lunch with 17 congressmembers from "both parties and both houses, but mostly from the Senate" (he had been Missouri U.S. senator for 10 years before Vice President). "He wanted to tell them in person... that he needed their help in a 'terrible job'." (p. 353) That also shows humility. In his first week in office he received "a delegation of Republican senators who had seldom ever set foot in the Executive Office in the Roosevelt years." (p. 368) He invited Hoover to White House to talk about European famine relief, first time Hoover had been there since he left office (p. 389). By choosing Army Chief of Staff soldier George C. Marshall in 1947 as Secretary of State, he got the support of Republican Foreign Relations Committee chair Arthur Vanderburg, who "pushed the nomination through... without a hearing or opposition" and who called "for a suspension of the rules" to run it through the Senate floor "for unanimous approval the same day." (p. 532) "Marshall stood high with Republicans on the Hill" and he was known for duty, selflessness, and honesty. (p. 534) 66 years old, Marshall was the first career soldier to become State Secretary.
• Common good stress. Truman's approach to being President was to not follow the polls, but to just do what was right. "What would Jesus Christ have preached if he'd taken a poll in Israel?" (p. 915) He hated the "rampantly selfish" labor strikes for catch-up pay, after the end of the war's strike moratorium. Truman thus worked harder than ever to set a good example (p. 470). "Always moved by the sight of wounded veterans..." he was struck "by the contrast between these respectful young men who had made such sacrifices for their country... and the two contentious old union bosses inside." (p. 498) He actually went before a joint session of Congress to call for emergency drafting of all striking railway workers into the armed forces, which passed the House but died in the senate (p. 505-6). He supported mandatory one-year training for all 18-20 year old men for a training reserve for emergencies. He favored Eisenhower for Democratic presidential nominee in 1948 instead of himself, and even offered to be VP on an Eisenhower ticket (p. 584).
• Containment foreign policy accomplishment. He first met with congressional leaders in their office, had respected state secretary Marshall speak and warn about Soviet domination increasing in Europe, Middle East, Asia. Announced Truman Doctrine in 1947 before joint congressional session, got Greece and Turkey funding support. Truman gave credit to others, calling the Marshall Plan the Acheson-Clifford-Marshall Plan. Dean Acheson was Under Secretary of State, and Clark Clifford was White House Counsel. Truman quote: "it was remarkable how much could be accomplished if you didn't care who received the credit." (p. 564) The cost stunned congressional leaders Rayburn and Vandenberg, so Marshall made "a cross-country speaking tour, to convince business and civic groups." (p. 565) NATO treaty was ratified by the Senate in July 1949 by an 82-13 vote. After North Korean invasion of South Korea, Truman met with congressional leaders, who gave him "their undivided support," told him to "proceed on the basis of presidential authority alone" without any need for a congressional war resolution, to provide U.S. air and naval support for South Korea (p. 780).
• Fight for what you believe in. The underdog in 1948 election, Truman called the GOP controlled Congress back into special session to enact their own platform that sought to "halt rising prices... meet the housing crisis," provide "aid to education" and enact "civil rights legislation," "which they say they are for." (p. 643) Campaigning, he called Republicans "gluttons of privilege...cold men...cunning men." He said "the Democratic party represents the people... puts human rights and human welfare first." (p. 658) He said that Republicans only listened to "selfish" and greedy men with offices in Wall Street, big business, special interests. (p. 661) He said Republicans only cared about the National Association of Manufacturers, real estate trusts, "the selfish interests." He claimed GOP congressmen were united in "giving tax relief to the rich... letting prices go sky high... whittling away all the benefits of the New Deal." Speaking to racially integrated crowds and shaking hands with a black woman, Truman said that his concern was for "the little fellow" whom he wanted to see get "a square deal." (p. 677)

President Eisenhower's leadership style. Info and quotes are taken from: Three Days in January, by Bret Baier. William Morris, an Imprint of HarperCollins Publishers; 2017.

Some aspects of Eisenhower's leadership before becoming President:

• He had "a style of leadership that was not top-down... to build up the members of the team so they could shine." He would "listen to them." (p. 10)
• His leadership style based on his rural life was "a rare frankness... what you see is what you get." (p. 20)
• He had a "calm strength under pressure." (p. 22) He handled rage by having an "anger drawer" where he dropped names of people who angered him, and then he stopped thinking about it.
• He would study, listen, and reflect.
• He would have conversations with others that demanded mutual respect. He was "naturally respectful of those with whom he worked and a synergistic collaborator." (p. 47)
• Leadership is "the art of getting someone else to do something you want done because he wants to do it." (p. 36)
• During 25 years in the Army, he was known for "dutifully taking on every task assigned to him." (p. 41) D-Day leader.
• His "leadership involved portraying an attitude of optimism and confidence in victory, even in the darkest circumstances." (p. 45)
• He was "capable of changing a fixed position if a better option was presented to him." (p. 47)
• Great "human qualities...He merely has to smile at you and you trust him at once." (p. 48)
• He "had a talent for seeing the big picture and for moving the pieces on a complex chessboard to his advantage." (p. 48)
• Personal visits to military units before D-Day were important. Visits let him "keep a close eye on preparations and to lift morale." They showed "the commander's concern for them." (p. 51)
• He had great humility. He would wander among the troops, he had "informality and friendliness with troopers... All were put at ease." (p. 54)
• He took responsibility. Just before D-Day, he wrote a note for if the invasion failed, saying he made his decision "based upon the best information available... If any blame or fault attaches to the attempt it is mine alone." (p. 54)
• He felt that the Presidential "office should seek the man, not the man the office." (p. 68)
• Be gracious to those you defeat. After defeating Taft for the GOP presidential nomination in 1952, his "first act was to embrace his chief rival- rushing across the street as soon as he was nominated to speak to Taft." (p. 71)
• A leader should serve everyone. He refused his advisors' recommendation to write off the South and not campaign there: "I'm running for president of all the country, aren't I?" (p. 73)
• When campaigning, "he tried to meet the public as fellow citizens, using words of personal meaning and endearment. He also enjoyed using props..." (p. 75)

Aspects of Eisenhower's leadership as President:

• "Is it good for America?" is the "one question aides said Ike always asked." (p. 293)
• "Gently in manner, strong in deed," was on his desk paperweight.
• "Surround yourself with the best people and you'll be better for it." He liked "practical tacticians... people who could do things." (p. 91)
• Convince people that you are "above politics." Find "surrogates to do the dirty work." (p. 96)
• "he never attacked people personally..." (p. 96) He told one staff member: "don't ever again, in any document submitted to me, include a word which questions a man's motives." (p. 147)
• "he always tried to put himself in the other person's shoes." (p. 96)
• Ignore demagogues like Joe McCarthy to starve them of publicity. Work behind the scenes to eliminate them (such as with senators to censure him).
• "partisan political effect was not only at the bottom of the list ... it did not exist as a motivation at all." (p. 110) Eisenhower faced a Democratic controlled Congress for 6 of his 8 years.
• He had a "plainspoken manner" but he had a problem "speaking extemporaneously" and ending up talking about two unrelated things in the same sentence. (p. 121)
• Have a hobby to reduce stress. "golf energized him" and to "grease the political wheels" by playing with another politician. He also was a painter. (p. 128)
• He respected congressmen of both parties. They "were at heart public servants... their dedication to the cause of America was usually honorable." He sought "common ground" and was quick to "offer praise" to others (p. 135). "the worst resistance from Congress too often came from his own party." (p. 135)
• "blindness to party ideology was the key to leadership." (p. 139) "Every Tuesday at 8:30 A.M, he officiated a bipartisan meeting of congressional leadership." (p. 138) One House and one senate leader would have breakfast with him an hour before that meeting. He stressed foreign policy concerns, which he thought should be bipartisan. He had a congressional liaison and engaged in "cat herding" activities for congressmen, "the care and feeding of members." (p. 138) He also had bipartisan luncheons. He reached across the aisle.
• He let others take the credit. He would let "others take the stage- and even outshine him." Rather than saying he directed someone to do something, he would say, "I approved the secretary's proposal." (p. 151)
• He was willing to "change his position on issues in leadership meetings once the other side was fully aired." (p. 151)
• His group meetings like NSC were "vigorous give-and-take" meetings "with each person at the table presenting his position, followed by debate," so that President could fully understand "all the consequences." (p. 263)
• Moral clarity, used strong words. On campaign trail, called the Soviet Union communists "barbarians," and worried about the "monstrous advance of communist tyranny." (p. 156) His Farewell Address warned: "We face a hostile ideology global in scope, atheistic in character, ruthless in purpose, and insidious in method." (p. 298-9)
• Recognize the press' orientation. "He didn't care for the press's obsession with personalities and gossip, feeling it played to the lowest nature of mankind." (p. 230) He felt that "the press is too subjective, and too opinionated (at the expense of reporting facts)." (p. 231)

Lyndon Johnson Leadership Lessons (quotes are from Goodwin book, Leadership in Turbulent Times), relevant to his presidency:

• Even as a college senior he showed "youthful enthusiasm and sincerity of purpose," and gave a speech for railroad commissioner candidate that was a ten minute "stem-winding, arm-swinging talk." (p. 69)
• He always found a mentor. Example- the university President, acting like an appointments secretary.
• Encountered poverty by teaching Mexican-American kids. He showed "empathy and generosity." (p. 76)
• Great storyteller. Backed 1964 Civil Rights Act with story of his black staff member when senator unable to take his dog on drive back to Texas due to segregated facilities.
• Initiative took. He ran the show for Congressman as a staff member. His constituency work showed his "instinctive ability to locate the gears and levers of power in any institution." (p. 81)
• Tremendous work ethic. He also would "simply out-campaign his rivals." (p. 88) As U.S. House member, he got one of three first in nation slum clearance and public housing grants (for Austin); he "was up and down our corridors all the time. It was his go-getterness..." (p. 93) said Housing Authority official.
• Learn about your colleagues. As Senator, he had "a composite mental portrait of every Democratic senator." He did favors for them so that they "incurred debts" to him. (p. 197) He realized that as age slowed down senior senators, "they feared humiliation, they craved attention." (p. 196)
• Compromise is important. Got the 1957 Civil Rights Act passed, limited it to voting rights, required jury trial, got public western dam. After becoming president, got tax cut through by courting conservative Senator Harry Byrd, inviting him to White House, pledging to cut federal budget and doing so.
• Retaining subordinates- kept Kennedy appointees on after becoming President. He showed them "a deep humility, sharing his doubts, continuously requesting patience, advice, and assistance." (p. 307)
• Simple, focused agenda. Civil rights and tax cut were first two issues.
• Used outside interest groups to pressure congress members. He got civil rights leader, liberal ADA founder, a union leader to contact U.S. House members to back discharge petition to get House Rules Committee to grant a rule to the 1964 Civil Rights bill. Bill then passed House.
• Seek bipartisan, national unity bill. Urged civil rights leader to work with Senate GOP leader Everett Dirksen, to make this "an American bill and not just a Democratic bill." (p. 323). Johnson "appealed to Dirksen's hunger to be remembered." (p. 324) When bill became law, in a big signing ceremony, he gave the first of 75 signing pens to Dirksen.
• Work with Congress members. Johnson set up 14 task forces on issues such as Medicare and federal aid to education (K-12), put congress members on them, and even had "secret sessions with key members." (p. 330) In his first ten months in office, "Johnson invited every member of Congress to the White House." (p. 331)
• Seek inclusive message. Backing 1965 Voting Rights Act at joint congressional session, Johnson said "we are met here tonight as Americans- not as Democrats or Republicans." "What happened in Selma" is not states rights but "the issue of human rights." "And we... shall... overcome." (p. 334)
• Give credit to others- he went to Truman's hometown of Independence, Missouri to sign Medicare bill, as Truman had first backed that program.

Ronald Reagan's Leadership Lessons:

• Have vision. Reagan's conservatism, America as a "shining city, on the hill," speaking of Soviet Union as an "evil empire."
• Be optimistic- Morning in America reelection campaign.
• Be flexible, compromise- picked liberal Schweiker in 1976 as running mate. Half a loaf is better than none.
• Great communicator. Actor, radio broadcaster, television editorials. Debater.
• Decency, likeable. Irish jokes because he was Irish. Iran-contra scandal, let investigators access his diaries. Granted interviews to critical media.

George Herbert Walker Bush's Leadership Lessons (info and quotes from Jon Meacham's Destiny and Power book:

• Higher income family, navy pilot in World War 2, his motivation was always "duty, honor, country." (p. xvi) Family biblical motivation: "For unto whomsoever much is given, of him shall be much required." (p. 27)
• Good of country more important than political self survival. More centrist in a conservative party. While U.S. House member from Texas, voted for 1968 Fair Housing Act. He privately urged Nixon to resign during Watergate. Favored making marijuana possession a misdemeanor. Favored ERA Amendment for women, opposed pro-life constitutional amendment in 1980. Raised taxes in face of recession and growing budget deficit. His wife wrote in diary: "George is doing what is responsible and right for the country and to heck with politics." (p. 418)
• Showed loyalty and calmness during Reagan assassination attempt. Refuses as VP to land on White House grounds: "only the President lands on the South Lawn." (p. 277) Contrast with visibly rattled State Secretary Al Haig.
• Acted bipartisan, with some GOP lawmakers complaining that he had "the Democrats down to the White House too much." (p. 363)
• Defeated in 1992 reelection bid by one-sided media coverage, as 96% of media coverage "focused on economic weakness and shortcomings." (p. 512)
• Iran-contra pardons made.

Bill Clinton's Leadership Lessons:

• Bright, as college student was a Phi Beta Kappa and a Rhodes Scholar.
• Very personable, met many people, built great networking.
• Learned from arrogance of first term Arkansas governor, apologized to voters, showed humility, won constant gubernatorial elections.
• Campaign style was people oriented, going to every possible political and church event, shaking every hand, talking to everyone.
• Gubernatorial policies focused on education reform and taking on teachers' union.
• New Democrat as presidential candidate, pro-death penalty, anti-crime, anti-welfare, abortions should be "safe, legal, but rare."
• Weakness- not taking sexual harassment seriously enough, ignoring power imbalance between boss and subordinate. Also, arrogance ("I did not have sex with that woman"), lying in grand jury, covering up affair.

George Walker Bush's Leadership Lessons:

• Bipartisan actions as Texas governor, invited both parties' legislators to governor's mansion, had nicknames for legislators to promote intimacy.
• Failed to disclose DUI arrest years earlier, nearly cost him presidential election.
• Attracted some good cabinet members, Colin Powell and Condi Rice as Secretaries of State, first two African Americans to top cabinet position.
• Unified country after 9-11. Visited mosque three days after attack, said "we are not at war with Islam."
• Failed to completely verify intelligence claims of Iraq having WMDs, long war in Iraq cost his party control of Congress in 2006.

Barack Obama's Leadership Lessons (especially relevant for students):

• Work hard, be the "real deal." President of Harvard Law Review. Showed character of a good unselfish team player when playing basketball with Michelle's NBA star brother.
• Do your homework. Obama outcompeted Hillary Clinton to win the 2008 Democratic presidential nomination by fully organizing delegates in western caucus states after Super Tuesday. He outcompeted Republican presidential nominee McCain by keeping in touch with Treasury Secretary regarding the financial crisis bailout proposal.
• Think before you speak. Obama is articulate, bright, charismatic.
• Learn about other kinds of people, other countries. Obama grew up in Hawaii, lived in Indonesia, visited his father's family in Kenya, was a community organizer in Chicago. Obama won the Nobel Peace Prize in his first year as President.
• Hire good people, be gracious to opponents. Recruited Hillary Clinton as Secretary of State.

WEEK 7- Review and Midterm Exam

WEEK 8: The Federal Bureaucratic Leadership

The following lecture notes are based on the book True Green: Executive Effectiveness in the U.S. Environmental Protection Agency, edited by Gerald Andrews Emison and John Charles Morris. Published by Lexington Books, Lanham Maryland, 2012. The book is highly regarded by top political scientists, providing "lessons of executive effectiveness in the principal government institution essential to national environmental progress," with Keith Gaddie concluding that it "needs to rest on the desk of every senior executive in the public service." (quotes are from the book's back cover) Each topic below is taken from a chapter of the book. Each chapter is written by an SES (Senior Executive Service) federal employee at EPA.

Preface and Introduction. The Preface is written by Lee Thomas, the Head of the EPA for five years during the conservative Reagan administration. He indicated that he "relied heavily" on SES members and "promoted a team-based approach with both political and career professionals." (p. xi) "I found the extensive experience of the career managers essential to the development of sound policy recommendations." After having worked in the private sector, he says he continues to see "environmental managers developing and implementing practical solutions to environmental problems." He concludes: "Whether working with the professional managers at EPA or those in the private sector, I have seen true progress toward 'green solutions.'" (P. xii) The Introduction by the editors points out that "the private sector is deeply affected by the level of standards EPA sets and how state governments implement the standards." (p. xviii) A new approach that EPA has used is "voluntary action by pollution sources" (p. xix). They point out that their chapters illustrate "successful executive leadership" with policy accomplishments that reflect "years of learning and experience, coupled with a remarkable dedication to public service and the achievement of their nation's environmental goals." (p. xx)

Chapter 1: Call and Response, the Senior Executive Service, by Thomas E. Kelly. Kelly holds a BA in English and an MA in sociology, and he had a 42 year federal career, 32 of which were in EPA. Some important points:

• Civil Service stresses qualifications and performance, unlike the Spoils System of Andrew Jackson. The Civil Service Reform Act of 1978 established the SES, which placed even more emphasis on performance. The SES provides for a uniform executive personnel system that covers nearly all federal agencies, so it emphasizes "management skills" of workers and money. Political appointments (versus career appointments) were limited to 10% of all positions.
• SES strengths for our society and SES government workers. The SES is "a great place to be if you happen to love the satisfaction of leading change and growing people, if you're results-driven, can develop and exercise business acumen, and enjoy building coalitions that turn good ideas into action- and you want to do all of that to deliver essential public service." (p. 24) SES government employees came to government not just for salaries but for "the chance to test our talents and grow our skills to improve the lives of our fellow citizens." (p. 23)
• Some challenges for the SES: promotions within agency ranks hindered movement to other agencies; morale has been hurt by annual performance reviews, though rewards include the President Rank Awards of Distinction or Merit; "government workers are simultaneously envied and demeaned by their neighbors" (p. 23); SES members must be very aware of the different needs of who they are dealing with, such as Congressional committee staff members, who admit that: "We care about the chairman and his constituents." (p. 13); watch out for rookie mistakes, such as when the author himself as an intern sent a job ad out and admitted in writing that political affiliation was an important consideration (Nixon administration)- "It might easily have been the end of my bright new federal career had not my high boss, a Nixon employee himself, vouched internally for both the innocence of my intent and the accuracy of my observations." (p. 4)

Chapter 2: Managing a Conventional Path, Lessons from Air Quality Planning and Management, by Gerald Andrews Emison. Emison holds a Bachelor's degree in civil engineering from Vanderbilt and a PhD in city and regional planning from UNC, Chapel Hill. In the SES at EPA, his positions included director of the Office of Air Quality Planning and Standards, and he was an architect of the Clean Air Act of 1990. As a full Professor at MSU, Emison authored three books, was voted Outstanding Professor of the year on 5 occasions, and served as President of the MSU Faculty Senate. Some important points from his chapter:

• Air quality public management never has a simple answer, as answers "depend on responses that recognize the complexity of diverse control methods exposures and responses, employed in an interactive manner that actually changes over time." (p. 30)
• The politics of air quality fell into three broad categories: partisan, bureaucratic, and intergovernmental.
• There are no permanent solutions.
• A manager must be open to new ideas.
• A manager must understand his/her own strengths and weaknesses. Thus, Emison delegated the "selling responsibilities" to one of his staff members "who was gifted in the tasks of explanation and persuasion." (p. 34)
• Stress management and stamina was essential, as Emison worked about 66 hours per 6 day week. Emison is a triathlete.
• Self-improvement is important, thru reading and reflection.
• "Live to fight another day... I could not exert influence if I took myself out of the picture through an extreme position. Moderation in response allowed adaptation to the constantly dancing landscape of air quality management." (p. 36)
• Interpersonal skills are important- "jerks don't get ahead." (p. 36)

Chapter 3: The Challenges of Pesticide Regulation- Reconciling Past Decisions While Forging a Better Future, by Susan Wayland. Wayland had a 31 year career at EPA, especially working on national pesticide policy. The pesticide program of the U.S. Agriculture Department was transferred to the EPA in 1970 when EPA was created. A 1972 federal law amended the current law to require that EPA consider pesticides from a "human health and environmental" focus and not merely a farmer-protection focus, so FDA required that companies reregister all pesticides on the market (p. 41). Some management lessons she provides:

• "Involve your staff, and treat them with respect. I relished large meetings where the staff could interact with me directly." (p. 63)
• Objectivity, political neutrality. "Follow the science and do what is right under the law... behave at all times with integrity and respect for the facts." (p. 64) The science regarding specfic pesticides was subject to a peer review panel.
• The public is your boss, treat them with respect. "... show the way by demonstrating respect in tone and demeanor, and counseling employees who take an arrogant attitude with the public." (p. 64) Working with the Congress is essential to produce effective public policy (p. 55). Use a website to provide information to the public.
• Be positive. Your co-workers "want to be around a positive colleague who exudes confidence, listens well, and is not afraid to laugh at appropriate times." (p. 64)
• She set priorities and resources to focus on the worst first. Focused on pesticides that affected the greatest population, thus those used on food crops. Fees were instituted for the pesticide industry.
• Involve critical stakeholders, such as the interest groups, and "get out of the office to understand your constituencies." (p. 48) Indeed, bad publicity resulted in industry being "more willing to take steps to protect its image ahead of government action." (p. 54) Provided market incentives to businesses, such as a "fast track for registration decisions." (p. 58). "Voluntary partnerships with other agencies and the private sector..." were created, so the "power of persuasion" was important. (p. 60)
• Be aware of scientific advances. The "technology for detecting pesticide residues ... has advanced exponentially." (p. 49) New research has focused on likelihood of children being more at risk than adults.
• Work for international as well as domestic results. "Work with international bodies to harmonize requirements." (p. 58) Used PIC (Prior Informed Consent) to inform other nations that a permitted export pesticide was banned in the U.S. Make treaties to "control substances of particular concern." (p. 59)

Chapter 4: Leading at the Intergovernmental Boundary- EPA's Regional Offices, by A. Stanley Meiburg. He holds an MA and PhD in political science from Johns Hopkins. Lessons learned:

• Federalism has a natural tension between the needs for national consistency and local flexibility. Having regional offices helps cope with this tension. EPA has ten regional offices, with about 47% of its staff in regional offices, and 70% of its enforcement actions in water, hazardous waste, and Superfund staff there. State governments have a central role in implementing national environmental protection programs.
• One challenge is regional leadership turnover, as regional administrators are political appointees, who often serve only three years.
• There is often a science versus politics conflict, and there are "uncertainties and ambiguities in the science" so one must be "honest about the gray areas." (p. 77)
• Personnel movement from or to the EPA and other entities (state government, interest groups) can be a positive, as "associations formed among attorneys facilitate the resolution of enforcement cases and litigation over statutory deadlines, almost all of which are resolved by settlements rather than trials." (p. 79)
• "Strong personal networks and mutual respect matter, especially with state environmental commissioners." (p. 80)
• "... diversity in the makeup of regional office staff" is important, as there is more networking with non-EPA people and it reduces states' "latent distrust of federal authority in general or EPA in particular." (p. 81).
• Regional staff should "understand the places they live in and have a more concrete understanding of the impacts of EPA's regulatory activities on regulated entities and communities." (p. 82)
• Avoid challenges of: states not implementing federal laws at all; don't micromanage states; don't be impatient "with the time it takes to achieve environmental results." (p. 82)

Chapter 5: The Tortuous Road to "No Net Loss" of Wetlands, by Robert Wayland. His 28 years at EPA included 12 years as director of the Office of Wetlands, Oceans, and Watersheds. Lessons learned:

• Presidential leadership is important. George H.W. Bush campaigned as the environmental President, and appointed an EPA administrator who had worked for an environmental group. President Clinton appointed Carol Browner, a former staff of environmentalist Al Gore who then headed Florida's Department of Environmental Protection (and headed a "strong wetland protection program")(p. 95). President George W. Bush appointed two top EPA administrators (including N. J. Governor Christine Todd Whitman and former Michigan water official G. Tracy Mehan) from states with strong wetlands programs; both had personal experience with this issue and were supportive of protecting wetlands. Wetlands losses were evident from 1950-1985, but a plateau of no net loss was achieved in 1986 (see p. 104 chart).
• Affected interest groups, Congress, and the federal courts can be a barrier to environmental protection and must be handled. A national movement to protect property rights and highlight EPA and Corps of Engineer abuses arose in the George H.W. Bush Administration. To counter alleged horror stories of regulatory excesses, the "EPA developed one-page 'rumor and reality' facts sheets" in rebuttal (p. 96). Republicans took control of both congressional chambers in 1995. In one case an Alaska Republican congressman complained about permit delays, and the author read survey results to him that showed that most permit applicants were satisfied with how they were handled. Recent Supreme Court decisions have reduced the scope of waters protected under federal law.
• Other means of coping with opposing interest groups. Ensure that regulatory programs are "efficient, fair, flexible, and predictable" and administered to avoid "unnecessary impacts upon private property and the regulated public." (p. 97) Provide an "administrative appeals process for permit denials" and exclude "prior converted croplands" from jurisdiction (p. 98).
• Other important management lessons: a clear, measurable goal is important; use non-regulatory approaches when possible, such as paying farmers for restoring and protecting wetlands; inter-agency collaboration introduces teamwork and new ideas and experiences.

Chapter 6: Taking the Franchising Route to Solve an Environmental Problem, by Ronald Brand. He has a BA degree in public administration from New York University and served as director of the Office of Underground Storage Tanks at EPA for six years. The EPA was the franchiser, and state agencies and private vendors were the franchisees. Some lessons:

• Regional EPA representatives would visit each state once a month to maintain close relations with franchisees. "All results occur in the field." (p. 131) "Have contact with the real workers." (p. 122)
• Realistic goals. They started with each state's existing situation as a base, and then sought improvements from the base. Competition between states and between regions caused innovative ideas and improvements.
• Solve your own problems without asking advice of higher ups- they often will give you answers that you don't like. Try to avoid asking for permission or approval for innovative approaches.
• Burn your bridges behind you- don't have a Plan B, if you want Plan A to succeed.
• Avoid unnecessary bureaucratic forms. Write regulations in plain English. Eliminate unnecessary reports (such as weekly status report) that are not read or responded to, and that detract from getting work done. Remove "complexity, wasted time and effort, and rework." (p. 122)
• Develop tools that help the state agencies and vendors, such as How To publications.

Chapter 7: Protection in a Non-Regulatory World- the Indoor Air Program, by Thomas E. Kelly. See chapter 1 bio. He directed EPA's Indoor Environments Division. Some pointers:

• Have a slogan: "Indoor Air: it's as big as all outdoors." (p. 138) Estimated $175 billion economic loss from premature death and health expenses due to tobacco smoke, radon, asthma.
• Highlight the priority on the organizational chart. He pulled radon out from being embedded in the Center for Healthy Buildings and created a Center for Radon and Air Toxics so it would be highlighted on the official organizational chart.
• Work with other organizations. Relied on a National Academy of Sciences report on radon risks. He worked with the University of Michigan School of Public Health on the Asthma Health Outcomes Project which assessed community asthma outreach programs. Also collaborated with CDC on asthma.
• Establish public outreach and advertising campaigns. Parents were warned about asthma effects.

Chapter 8: Formal Systems for Planning and Management, by David Ziegele. He has a BA in Anthropology and music from the University of Iowa, an MPA from USC, and was a Peace Corps volunteer in Togo in West Africa, and worked at EPA for 24 years. Seven and a half years were spent at EPA as Director of the Office of Planning, Analysis, and Accountability. Some ideas:

• Identify the core mission of the agency, measure success, provide incentives for workers to perform. Meaningful performance is more important than mere bean counting. Don't try to track too many elements, as this provides too much detail to senior managers.
• Provide flexibility to states and regions, but hold them accountable for their results.
• Inertia is king in organizations, so leaders must verify that their decisions are indeed being carried out.

Chapter 9: Lessons for Leadership in Environmental Management, by John Morris and Jerry Emison. Some lessons:

• Simple solutions help workers and stakeholders, despite the complex subject.
• Practicality and pragmatism are better than purity.
• Civil service must be competent and neutral, but it also needs diversity to produce empathy between government workers and citizens. It also works within the Constitution, the desires of elected officials, and the citizens who are the customers.
• Experience is important, as it provides years of practice and application.
• Seek multiple sources of information, rather than just info that upholds your preexisting opinions.
• Recognize anomalies, slow down and change direction if necessary.
• "Preplan as much as possible." (p. 197)
• "Pay attention to detail." (p. 195) Have accurate measurements.
• Follow checklists. Helps reduce stress, minimizes errors.
• Use the "skills and abilities of other team members" to "compensate for limitations of the executive." (p. 198)

The following is taken from former FBI Director James Comey's book, A Higher Loyalty, Flatiron Books, 2018. The U.S. has 94 federal districts, each headed by a U.S. Attorney. Comey served as Assistant Attorney General, "a nonpolitical career lawyer position" representing the U.S. in civil or criminal cases in two districts (p. 18), and then as a U.S. Attorney in Manhattan. Finally, Deputy Attorney General and then FBI Director. Some suggestions regarding leadership:

• Your organization's integrity, credibility, trust, independence, fairness, and impartiality is essential, especially in the FBI. (p. 71) When Obama nominated Comey for FBI Director, he told him that he needed "competence and independence", an organization "well run" to protect the American people (p. 119). Comey said that the "FBI should be independent and totally divorced from politics." (p. 120) Comey regretted being in the middle of the divisive presidential election and just sighed: "I'm just trying to do the right thing." (p. 210). Comey found that his FBI employees had a "palpable sense of mission" and that they knew they existed to "protect the American people and uphold the Constitutional of the United States." (P. 128) Even when Comey was criticized by Democrats for announcing the reopening of the Clinton e-mail case right before the election, in a later two-person meeting with President Obama, Obama stated: "I picked you to be FBI director because of your integrity and your ability... I want you to know that nothing-nothing-has happened in the last year to change my view." (p. 210)
• Keep your head, be calm, especially when everyone else is losing theirs. Comey successfully got President Bush to reign in the NSA surveillance program Stellar Wind (by executive order), which was exceeding congressional authorization. When he heard that two top White House aides were visiting Attorney General Ashcroft in the hospital to try to get him to approve the program, Comey showed up and got FBI Director Mueller to order his FBI agents guarding Ashcroft to prevent the White House aides from having their Secret Service agents remove Comey from the room. Ashcroft said he had been misled about the program, that he had serious concerns about it, and then pointed to Comey and said, "There is the attorney general." (acting AG; p. 90) On another occasion Comey had a 2-person dispute with President Bush with Bush saying, "But I say what the law is for the executive branch," and Comey replying, "You do, sir. But only I can say what the Justice Department can certify as lawful. And we can't here." (p. 96) "FBI Director Mueller stood waiting for me in the West Wing lower level." (p. 97) The terrorist interrogation program accused of being torture was another conflict, but Comey was resigning by this time and he lost on that issue under the new Attorney General Gonzales.
• Comey showed only limited loyalty to his boss, President Trump. Some loyalty is important, but so is honesty. When President Trump in a two-person meeting said to FBI Director Comey, "I need loyalty," he responded, "You will always get honesty from me," so Trump concluded, "That's what I want, honest loyalty." (p. 243) Such honest loyalty may eventually cost a subordinate their job. In another 2-person meeting when Trump was going on a monologue, Comey disagreed with Trump's TV interview statement that the U.S. had a lot of killers when asked about Putin being a killer, and Trump immediately ended the meeting.
• Show some compassion, understanding, and mercy when good workers under you make mistakes. Two examples of a shop owner where Comey worked as a kid.
• Give credit to your subordinates' achievements, since your job is important and you should work as a team. Don't just care about yourself.
• Do not lie. The more you lie, the easier it is. About two thousand people are indicted for lying to federal investigators each year. (p. 61) Examples are Martha Stewart, V.P. Cheney's chief of staff Scooter Libby.
• Stand up to powerful people and do not be cowed, in order to do the right thing. Examples of Comey's pledge to stand up to Bush's Attorney General Ashcroft, him standing up to the White House over surveillance issue.
• Learn the job. Shadow your predecessor before they quit, meet all of your agency heads. Comey visited all 56 FBI offices in the U.S. and over a dozen overseas to "listen and learn." (p. 128)
• Don't yell, speak softly. Guilt and affection motivated people; they like and respect the coach, and don't want to let him or her down.
• Being humble shows your self-confidence. You can then ask the hard question, "What am I missing?" (p. 219) It helps you make better decisions.
• Back up your workers. Comey stood up to President Obama when Obama showed a greater emphasis on African American mistreatment by police, as Comey expressed greater concern for the police and crime victims. Both listened to each other, and at least came to understand both sides of the issue.
• Be transparent.
• Work hard, but also seek a balance in your life.
• Document your interactions with important people by sending an e-mail to yourself. Comey would write up memos to himself. Don't send them to anyone. Just keep them for possible future legal cases.
• Diversity in the workforce is important. Comey worried that 83% of the special agents were white. He had FBI workers learn from Martin Luther King and how he had been unfairly investigated by the FBI. Ironically, he learned of his firing by Trump when attending a Diversity Agent Recruiting event in Los Angeles.

Leadership lessons from Colin Powell, Bush's first Secretary of State, and first African American to hold that position. Previously, National Security Advisor under Reagan, and Chairman of the Joint Chiefs of Staff under Bush1. Grew up in New York City, troubled school district. Quotes are drawn from Colin Powell, a biography, by Howard Means.

• Powell's "very close family" and their "expectations for the children" helped him avoid early life failure, as did his "desire to get off the block." (p. 47)
• Work hard, even at menial jobs. At summer plant job, as an African American Powell was given a mop, while white kids worked the equipment. He was determined "to be the best mop wielder there ever was" because "whatever you do, someone is always watching." (p. 48) As such, he rose to deputy foreman two summers later over all workers.
• ROTC gave him discipline and meaning in his average school and college work. It was a melting pot. In ROTC he had "stamina," was "very stern, very disciplined" and rose to company commander. (p. 72) He helped other students stay in school.
• Had a military career. At that time and for socially disadvantaged people today, the military "was a route out, a route up." (p. 79)
• Had mentors, usually Republicans. Served a White House Fellowship under Nixon, was Defense Secretary Weinberger's military aide in mid-1980s. Then, Deputy National Security Advisor and then National Security Advisor under Reagan's last years. Chairman of the Joint Chiefs of Staff and first African American under Bush 1.
• As a presidential advisor, he was "an honest broker" and made sure decisionmakers "have all the information on which to make a good decision..." (p. 237).
• Well prepared. "God is in the details and in planning." (p. 253) Powell described the successful Gulf War plan against the Iraqi army as: 'First we are going to cut if off, and then we are going to kill it." (p. 253)
• Be cautious going to war, but if you have to, go to win. He learned from his Vietnam service and the Panama invasion. "war is a terrible thing" so if you have to go to war, "make sure you go in with your eyes open" and "play to win." (p. 265)
• As Bush 2's Secretary of State, Powell is most known for warning the President about going to war in Iraq using "the Pottery Barn rule: You break it, you own it." "The Iraqis have never had a democracy... this is not going to be a walk in the woods... You are going to be the proud owner of 25 million people... You will own all their hopes, aspirations, and problems. You'll own it all." (quotes as Secretary of State are from book Plan of Attack, by Bob Woodward, p. 150.)
• Presidential potential. Mentioned as presidential timber in 1996 and 2000, but he declined to run citing a lack of passion for the job. In 2016 electoral college vote, 3 faithless electors in Washington state voted for him instead of Clinton.

Leadership lessons from Condi Rice, Bush's second Secretary of State, and first African American female in that top post. Quotes are from book, Condi, The Life of a Steel Magnolia, by Mary Beth Brown.

• Learned self-confidence, assertiveness without rudeness when facing discrimination growing up in Birmingham. Mother demanded her daughter use dressing room in segregated store.
• Source of Republican Party allegiance. Republicans but not Democrats let her father register to vote. For Second Amendment due to her father "patrolling and guarding their neighborhood armed with shotguns" during civil rights era (p. 71). Disliked President Carter's naivete about Soviet communism.
• Be positive, taught by parents. See glass as half full, be grateful for what you have compared to others. Her church bombing friends rested "with God" and were remembered for "what they did for each and every one of us" as the bombing ushured in the Civil Rights Act (p. 77).
• Overcome challenges rather than be defeated by them. Use setbacks to make you stronger. Discrimination example- appeal to Founders principles so that America would be true to itself by eliminating discrimination. Just be twice as good as a white. (p. 50)
• Assimilation to dominant culture. Rice was Renaissance gal, learned arts, music, piano lessons.
• Remember your heritage. Experienced bomb threats at segregated school. Birmingham church bombing killed 4 kids, including her neighborhood friend; she "heard the bomb,... and she felt the vibration of the floor" at her church. (p. 75) Her heroes are Rosa Parks and the sole woman major civil rights leader (Dr. Dorothy Height). She met Fannie Lou Hamer.
• Read a lot as child. Book club member. Vacations were visits to colleges.
• Be an individual, not a tribe member. Height said: "People need to see each other as people, not as races." (p. 80)
• Individual action matters. Heroes are made, not born. Hamer meeting shows that "a single, determined individual" can "bring profound change." (p. 91)
• Professors made a difference. A lecture by Sovietologist caused her to major in political science at University of Denver (p. 95). She was a Phi Beta Kappa. A professor at Notre Dame led her to the Realism school, and she got a master's in international relations and economics. A professor urged her to become one herself, and she got a PhD in International Studies at the University of Denver.
• Take the initiative in college of making opportunities for yourself. Condi learned Russian, did summer internships as PhD student at State Department and at RAND (think tank work on military issues), wrote a dissertation on Czechoslovakia-Soviet military force.
• As college student, she was smart, quick, energetic (p. 105). She was independent and worked hard. She had "a sense of presentation... was very well-prepared, well-dressed" (p. 108).
• As a college professor at Stanford, she published two books, was a "national fellow at the Hoover Institute," and won a teaching award. (p. 121)
• Assertive-confident. She met soon to be Bush 1 National Security Advisor Brent Scowcroft at a seminar dinner and "She dared to challenge him on something he had said." (p. 138) He visited her class the next day and was impressed with her absolute mastery of the MX missile topic. She was named Bush1's special assistant for national security affairs and senior director for Soviet Affairs.
• Preparation-hard work-personable-firm. In NSA position, she got "along with people", could make "a strong point without being disagreeable to those who differed," and "she knows what she is talking about." (p. 152)
• Making hard decisions. As Stanford Provost, she balanced the budget partly by "firing people", but didn't brood. "Get over it, and move on," was her motto (p. 164).
• Be prepared for long work days. As Bush 2's National Security Advisor, she exercised at 4:30 AM, was in the office at 6:30 reading six newspapers. She worked and had meetings until 7 PM. She became Bush 2's Secretary of State for his second term. Her 766 page memoirs are entitled: No Higher Honor: A Memoir of My Years in Washington.

Leadership lessons from Hillary Clinton, Secretary of State under Obama.

• Assertive as a law student, even socially. Took the initiative to introduce herself to Bill Clinton in the law library.
• Well prepared. Chaired Arkansas governor Bill Clinton's education task force, was so impressive in testifying before a legislative committee that a Republican lawmaker quipped: "We elected the wrong Clinton."
• Loyalty. Stood by her man during Monicagate scandal.
• Good listener- empathy. Had town meetings across New York in her successful U.S. senate race.
• Workhorse, not a showhorse in U.S. senate. Impressed senators of both parties by actually doing her homework, learning about issues affecting New York; didn't seek publicity.
• Gracious loser, country comes first. Accepted Secretary of State position from winner Obama.
• Pursued bipartisanship. Got New START Treaty ratified, 71-26 vote. Spoke with 18 senators, nearly all Republicans. Worked with ranking GOP committee member Lugar. Worked the phones, visited Capital Hill. (p. 235 of Memoir, Hard Choices)
• Competent, gutsy. Benghazi everts detailed in her memoir were accurate, she weathered long hours of grilling by GOP congressional committees. When asked why failed State Department workers weren't fired, she rebutted that federal law did not permit such quick action, and pointed out that she had proposed changing that federal law but that congress had not acted. Her memoir is 635 pages.
• Overconfidence- failure of leadership. She lost the 2008 Democratic presidential nomination because she thought she'd have the nomination wrapped up after Super Tuesday and failed to fully staff delegate positions in western caucus states.
• Arrogance- failure of leadership. Confidently, casually referred to Trump's rally supporters as "basket of deplorables- racists, sexists, homophobic, Islamaphobic". Showed her elitism, unable to connect with more common people.

Leadership lessons from Michelle Obama, FLOTUS, First Lady of the United States (quotes are from Becoming book, by Michelle Obama):

• Ignore negative peer pressure. In school, she used "proper diction" as her parents had bought her a dictionary and encyclopedia, and ignored an accusation from a classmate that: "you talk like a white girl." (p. 40)
• Overcome those trying to tear you down. When a high school counselor told Obama that "I'm not sure ... that you're Princeton material," Obama's only thought was "I'll show you," she wrote her college essay, and got in (p. 67)
• Don't let the past hold you down. She said, "We didn't talk about our ancestry. Why should we? We were young, focused only on the future." (p. 87)
• Honestly analyze potential spouses. Michelle depended on her brother's ability to "read people," and after his basketball game with Barack, her brother reported that Barack "knew when to make the right pass," was not a "ball hog," and "he's got guts." (p. 131)
• Admit mistakes, immediately adjust your life. In her "blinding desire to excel," Michelle found herself working in a big Chicago law firm. She wanted to help people and make a difference, so she admitted that she had "taken the wrong road" and needed to find "a new profession." (p. 132) She then worked for the city and for non-profits.
• When seeking a job, do your homework, learn about the company, and then "reverse the standard interview process" and grill the interviewer (in a nice respectful way). (p. 150) That's how Ms. Obama got her Chicago city job.
• Physical fitness gave her energy and health. She had a 5 AM workout.
• Be yourself. That's how Michelle campaigned for Barack for President.
• Focus on what unites everyone. Campaigning in overwhelmingly white Iowa, Michelle found that the people "reminded me of my family." (p. 237) Basically, blue collar workers.
• Be aware of your body language and facial expressions. Obama's campaign team filmed her speeches, and she found that she came across as too intense, "too serious, too severe." (p. 267) Michelle then received more campaign staff and funds, and she played to her strengths and talked about her family, "my connection with working moms, and my proud Chicago roots." (p. 269)
• Find causes based on your personal experience. Michelle's White House vegetable garden and advocacy of fresh foods in schools and stores grew out of her young daughter Malia's being overweight (p. 240). She also started a Let's Move program, and promoted a 60 Minutes of Play a Day campaign (p. 338). Her meetings with military spouses, a subject she knew nothing about, made clear that "Their sacrifices were far greater than mine," so Michelle championed their cause (p. 270). As an injured soldier in a hospital struggled to stand on his feet to salute her, Michelle observed that, "I'd never encountered the kind of fortitude and loyalty that I found in those rooms." (p. 345) Her campaign was called Joining Forces (p. 348). Another initiative was Reach Higher, with the theme "you matter," reflecting the message she repeatedly got from parents, teachers, mentors (p. 383). Yet another initiative was Let Girls Learn, encouraging world-wide female education (p. 401).
• Be understanding about people's stereotypes. Commenting on Reverend Wright's fiery sermons, Michelle wrote about how she had "lived for years with the narrow-mindedness of some of our elders, having accepted that no one is perfect..." She also admitted that "our country's distortions about race could be two-sided- that the suspicion and stereotyping ran both ways." (p. 263)
• Mentoring is important. As you benefit from it, "pay it forward." (p. 356)
• Only possible mistake- lacking an understanding of Trump supporters. In her book, she refers to Trump as "a bully", who used "hateful language," and who bragged "about sexually assaulting women..." (p. 407)

A general ethical statement for government employees. This is ASPA's Code of Ethics from its website.

• 1. Advance the Public Interest. Promote the interests of the public and put service to the public above service to oneself.
• 2. Uphold the Constitution and the Law. Respect and support government constitutions and laws, while seeking to improve laws and policies to promote the public good.
• 3. Promote democratic participation. Inform the public and encourage active engagement in governance. Be open, transparent and responsive, and respect and assist all persons in their dealings with public organizations.
• 4. Strengthen social equity. Treat all persons with fairness, justice, and equality and respect individual differences, rights, and freedoms. Promote affirmative action and other initiatives to reduce unfairness, injustice, and inequality in society.
• 5. Fully Inform and Advise. Provide accurate, honest, comprehensive, and timely information and advice to elected and appointed officials and governing board members, and to staff members in your organization.
• 6. Demonstrate personal integrity. Adhere to the highest standards of conduct to inspire public confidence and trust in public service.
• 7. Promote Ethical Organizations: Strive to attain the highest standards of ethics, stewardship, and public service in organizations that serve the public.
• 8. Advance Professional Excellence: Strengthen personal capabilities to act competently and ethically and encourage the professional development of others.

WEEKS 9-10- Congressional Leadership

ORGANIZING CONGRESS: choosing committee assignments and institutional leaders is a three-stage process

• 1. There is a special committee for each party in each chamber of Congress. It is usually called the Steering Committee (except for Senate Republicans, who call theirs the Committee on Committees). The House committees are chaired by the Speaker or Minority Leader. This special committee will make committee assignments, as well as recommends the committee chairs. Members (especially freshmen) make their committee requests, and assignments are made from those requests, expertise, geography, seniority, and support from state party members on the special committee. The special committee selects committee chairmen usually based on seniority system--whoever has served the longest on that committee.
• 2. The party conference (House Democrats call it a caucus) ratifies committee assignments, committee chairs, and elects institutional leaders. The conference consists of all members of the party from that chamber.
• 3. A party-line floor vote legally finalizes all committee assignment, committee chairs, and institutional leaders. Both parties propose candidates as committee chairs and institutional leaders, but party-line votes result in the majority party winning all of those key positions. The losing party members become "ranking minority members" rather than "chairmen" of the committees.

INSTITUTIONAL LEADERS--2018

Be sure to browse the websites of these congressional leaders!

U.S. HOUSE OF REPRESENTATIVES, REPUBLICANS (majority party)

Speaker of the House-- presides over debate, party leader, institutional spokesman
Paul Ryan, Wisconsin, 94% conservative historically (doesn't vote as Speaker)- elected to U.S. House in 1998. Served on Budget Committee, chaired it in 2011; Romney's Vice Presidential running mate in 2012; chaired Ways and Means committee in 2015; became Speaker in October 2015 after previous Speaker Boehner resigned.

Majority Leader-- official party leader, works with Speaker
Kevin McCarthy, California, 94% conservative- state legislator for four years, minority leader the last 2 years in state legislature; Congressman since 2007, named Chief Deputy Whip in 2009, elected Whip after 2010 election, named Majority Leader in August 2014 after previous majority leader lost his primary to an even more conservative Republican.

Majority Whip-- counts the upcoming votes of party members
Steve Scalise, Louisiana, 99% conservative- state legislator for 12 years, congressman since 2008, became chairman of Republican Study Committee (a caucus of conservative GOP congressmen) in 2012. Became Whip in August 2014.

U.S. HOUSE OF REPRESENTATIVES, DEMOCRATS (minority party)

Democratic (Minority) Leader- party leader
Nancy Pelosi, California, 88% liberal, chaired California Democratic Party, elected to U.S. House in 1987, elected party whip in 2001, then minority leader after 2002 election, elected Speaker after 2006 elections, now Democratic (minority) Leader after 2010 elections.

Democratic (Minority) Whip- counts the upcoming votes of party members
Steny Hoyer, Maryland, 91% liberal, state senator for 12 years, elected to U.S. house in 1981; elected Whip in 2002, he was unopposed for reelection in his district in 2006, and he traveled around the country campaigning for Democratic house candidates, was then elected Democratic Majority leader; relegated to Democratic Whip after 2010 elections.

Assistant Democratic Leader- fairly new position, maintains websites of party special interest caucuses
James Clyburn, South Carolina, African American, 95% liberal, state Human Affairs Commissioner, elected to U.S. House in 1992 from new black majority district, elected Democratic Caucus Chairman in 2005, elected Majority Whip after 2006 elections; relegated to Assistant Democratic Leader after 2010 elections.

Each party also has conference/caucus chairs, vice chairs, and a complex whip organization.

In House, each party also has a campaign committee and a policy committee (Democrats combine their policy and steering committees).

Note: Ideology scores are based on roll call votes, rated by liberal ADA and conservative ACU in recent years.

Information about all of these party leaders in the House is available here.

U.S. SENATE--(both parties)

Vice President (President's party)--Constitutional Presiding Officer
In reality, presides only during very important issues, especially those important to President, or to break a tie vote
Mike Pence, Republican, former governor of Indiana, previously U.S. House member for 12 years. He was rated by ACU 99% conservative when a Congressman, and was rated a 5 by the liberal ADA group (97% conservative therefore when averaging both groups' scores).

President Pro Tempore-- majority party Senator with longest service--ceremonial post--presides over Senate when he has nothing more important to do
Orrin Hatch, Republican, Utah, born in 1934, elected to Senate in 1976. He is conservative 90% of time. Hatch is a Mormon and was a lawyer before being elected to the senate. He also chairs the powerful Finance committee and is on the Judiciary committee.

Majority Leader-- schedules floor debate working with minority leader and committee chairs; is also institutional spokesman; also, leader of majority party, backs President when same party, opposes President when opposite party
Mitch McConnell, Republican, Kentucky, 88% conservative; elected to senate in 1984; chaired the National Republican Senatorial Committee, a campaign committee, in 1998 and 2000; elected Majority Whip for 4 years, then elected Republican (Minority) Leader after 2006 election; became Majority Leader after GOP regained senate control in 2014 elections.

Majority Whip--assists majority leader, counts upcoming votes
John Cornyn, Republican, Texas, 90% conservative; served in state level positions for 17 years, including district court judge, state supreme court, and state attorney general before election to U.S. Senate in 2002. He was selected as chairman of the National Republican Senatorial Committee, the fundraising committee, in 2009. He became Minority Whip after 2012 elections, Majority Whip in 2014 after GOP gained senate control.

Democratic (Minority) Leader-- schedules floor debate with majority leader and committee chairs; is also party leader and institutional spokesman
Charles Schumer, Democrat, New York, 95% liberal; state legislator for 6 years, Congressman for 18 years. Senator since 1999; has chaired both campaign and policy committees, been vice chair of senate Democratic caucus for 10 years; elected majority leader in January 2017 after Harry Reid retired from Senate.

Democratic (Minority) Whip)--assists majority leader, counts upcoming votes
Richard Durbin, Democrat, Illinois, 98% liberal; U.S. house for 14 years, elected to senate in 1996; elected Whip in 2004.

Assistant Democratic Leader- new position, 3rd in importance on Democratic side.
Patty Murray, Democrat, Washington, 95% liberal; state senate for 4 years; U.S. senator since 1993; senate Democratic conference secretary for 10 years, chaired senate Budget committee in 2013-14; this new leadership position was established in January 2017 (avoiding a contest for Whip by splitting its title and responsibilities into two positions).

Each Senate party also has conference/caucus chairs and secretary/vice chair, and a whip organization.

Each party also has a campaign committee and policy committee.

Information about all of these party leaders of the Senate is available here.

Note: Ideology scores are based on roll call votes, rated by liberal ADA and conservative ACU in recent years.

NORMS OF CONGRESS:

• 1) Be a Workhorse, not a Showhorse (read about Clinton's senate style)
  
• 2) Specialization on issues affecting one's committee or constituents
  
• 3) Interpersonal Courtesy is important (read Cruz's norm violation)
  
• 4) Reciprocity- help colleagues, defer to their strong opinions on self-interest measures (vote trade previous norm)
  
• 5) Institutional patriotism- love thy chamber, be suspicious of executive branch
  
• 6) Apprenticeship- learn the rules, but still be active
  
• 7) Re-election, constituency work- a newer norm

Ideas from Crisis Point book by Trent Lott and Tom Daschle, Bloomsbury Press, 2016.

Types of Leaders:

• Leader as Facilitator: Mike Mansfield (D)- by 1961 after Lyndon Johnson, Senators had become more independent. Mansfield "let the Senate have its own head and led by making others feel empowered." (p. 104) He led by "quiet persuasion and inclusion, which sometimes meant letting others lead," such as letting Republican Everett Dirksen lead the civil rights debate. (p. 104) His style- "A leader is best when people barely knows he exists." His followers believe they did it themselves. Mansfield led by "accommodation," "mutual restraint," and showed "respect for one another." (p. 105) He had a "genuine humility" (p. 106).
• Leader as Conciliator: Howard Baker (R)- leader 1977-85. Baker realized that "We are doing the business of the American people... We have to do it with the same people every day." (p. 109) Public service was in his blood, he had "a very laid-back Southern style" and "his easy demeanor had a way of relaxing you." (p. 109) He realized that the Senate "business was too central to allow them the luxury of petulance." (p. 108) After a bitter debate he "would usually walk to the desk of my most recent antagonist, extend a hand of friendship, and solicit his report on the next issue for the following day." (p. 108) He would listen to and talk with Senators, especially the other party; he let "both sides work through him"; he was accessible; he was "friendly and unfailingly courteous" (p. 107) He said that a leader must understand human nature, the hearts and minds, the frailties and the strengths of one's colleagues. He "was known to lock competing sides in an office... until a compromise was reached." (p. 108)
• Tip O'Neill, House Speaker (D)- he would make sure that his colleagues felt "that they'd been heard before making his decisions," and would give "the toughest grilling to the one he knew he was going to side with, just so the loser felt he'd been heard." (p. 101) Though Democrats had a House majority during Reagan's presidency, O'Neill permitted Reagan's bills to at least come to the floor to be voted on.
• Lyndon Johnson, Senate Leader (D), 1950s- The Johnson Treatment- a "virtual athlete of persuasion," he would in one-on-one talks with Senators engage in "cajoling, carousing, threatening, whatever it took" to influence them (p. 101)
• Lott and Daschle were senate party leaders during the Clinton impeachment, the disputed 2000 election, 9-11, and the War on Terror. They said the simple things matter in leadership: "communication, trust, and relationships... Leaders need a working relationship that is based on trust and a level of confidence in each other, which is nearly impossible to have if things are too political." (p. 115) Leaders need optimism and pragmatism. "To get something done, you have to be prepared to seek consensus. It requires both inclusion and inspiration." (p. 119) Both leaders think it is important to learn about their senate colleagues and what matters to them. Daschle said it is important to genuinely like your colleagues. Lott felt that leadership was getting something done regardless of the challenges. He engaged in Preparation- reading books about senate leaders, and observing them in action. He liked Mansfield's style of leading by "quiet persuasion" and "letting others take charge on occasion." (p. 123) These two senate leaders kept a phone at their desks to directly link with the other, and they found that talking one-on-one became natural the more they did it.
• Senator as Institution: Robert C. Byrd. Party leader and senate president pro tem. He had "gravitas and dignity, in look, in speech, and in action... his immaculately styled silver-white hair, his dark blue three-piece suit framing a carefully chosen silk necktie, and his dignified bearing..." (p. 193). Always had a copy of the U.S. Constitution in his pocket. He respected congress' glacial pace, as Senate's purpose was "to examine, consider, protect, and to be a totally independent source of wisdom and judgment." (p. 195) His great reading and knowledge of history showed a "reverence for the past and the wisdom of our ancestors, pride in our country's story, a connection to the accomplishments of men and women long gone." (p. 196)
• Senator as Survivor: John McCain. He was seen as a "man of principle and passion" who stressed courage (p. 196). He worked with senators in both parties. He was persistent and "just worked to wear you down." (p. 199)

Why Leadership is Lacking in Today's Congress:

• American people bear some responsibility- they give Congress low ratings, but they overwhelmingly reelect incumbents.
• The perpetual (or permanent) campaign. Senators are told to spend four hours a day on the phone raising campaign money. Their workweek is only Tuesdays thru Thursdays in Washington, then they catch a plane to go back to their home states. Senators in Washington D.C. are a transient culture, where their kids (of different parties) no longer live on the same block, go to the same schools, and play together; therefore, community bonding no longer exists. One solution is to institute a 5-day workweek requiring congressmembers to work in D.C. all work week.
• Polarized electorate, as Democratic and Republican party identifiers become more ideologically cohesive. Average citizens tend to live in areas with other people having similar views to themselves. Such people tend to seek out cable channels that uphold their ideological views, so they don't get different points of view. Americans live in two different worlds. Congress members fear being moderate, as they will be primaried (defeated for party nomination by a more ideologically pure person).
• The media is now round-the-clock, it seeks to catch any slip-up by a politician.
• Need to require and encourage public service. Consider a required one year of public service of young adults, such as the military or community service. Have college scholarships focused on service, forgive college student loan debt for service activities and careers.
• Need to reform congressional rules that hinder actions, such as letting senators put a filibuster hold on legislation without actually physically holding the senate floor.
• Absence of presidential leadership. President Reagan met with the congressional leadership almost every week. Clinton would invite congressional leaders to the White House and Camp David; he called them on the telephone a lot and at all hours; he respected congress members (saw them as pretty smart, loving their country, and having something to say); he was charming and humorous, and could turn around tense situations). George W. Bush actually visited the leadership offices after his election and asked for advice; he had breakfast meetings with both parties' congressional leadership a few times a month, gave them a world report, invited questions; meeting and talking built a relationship. Obama "just doesn't seem to be much of an engager. He comes off as more aloof ..." (p. 148)
• Negative congressional leadership. When Obama was President, Republican congressional leaders were "hostile and partisan," with McConnell pledging to make Obama a one-term President; GOP leaders would struggle with the need to "cater to the far right wing" of their party. (p. 149)

Ideas from Robert A. Caro's book on The Years of Lyndon Johnson: Master of the Senate. All quotes are from this biography.

The pre-Eisenhower years and some general principles:

• Have passion, intensity, energy. "You've got to believe in what you are selling." To win an argument, you have to "'fill yourself up' with the arguments in its favor." (p. 120)
• Be hard working. Johnson and his senate staff worked six days a week, usually starting at 8 and working into the evening. (p. 128)
• Civility and courtesy is important. Be a good listener, be deferential especially to more senior people (p. 148, 208). This helps you to be a "reader of men." You must be patient. (p. 153)
• Find a mentor. Johnson had Senator Richard Russell, southern leader. (p. 208, 212)
• Johnson was a great storyteller. Chaired Senate Preparedness Subcommittee during Korean War, he got publicity with terms like, "darkest days," "business as usual," and "too little and too late." (p. 316)
• He sought unanimity on subcommittee reports (p. 334).
• Take the initiative in seeking leadership opportunities. Johnson sought and got Russell's support for the senate whip position. (p. 365)
• Do favors for colleagues. Johnson as whip could tell senators when bills and amendments would be discussed, who would speak on them, and what the vote would be on them (p. 389, 394). He could tell them how to get their bill moved forward (p. 396).
• Win the trust of political opponents. Johnson reached out to liberal Minnesota Senator Hubert Humphrey by: saying he was an FDR man; stressing that pragmatism and compromise was the only way to get a bill passed; rewarded Humphrey's willingness to make Johnson's win as Majority Leader unanimous by putting liberals on Policy Committee and substantive committees, but Johnson said he'd only deal with Humphrey (p. 484).
• Be prepared to neutralize peers who harm the organization. Johnson put senators who weren't up for re-election for six years on the Government Operations committee chaired by GOP senator Joe McCarthy, so that they would be better able to stand up to this demagogue (p. 501).
• Johnson picked people he could dominate on Policy Committee, including a liberal who was old and dependent on Johnson, plus a dependent alcoholic.
• Reorganization to enhance the leader's power. Johnson as Party Leader chaired the Policy Committee, so he required all committee chairs (and later just their staff) to report to him on the status of bills in their committees.

The Eisenhower Years before the Civil Rights Act (Johnson in 1955 at age of 46 became the youngest Senate Majority Leader in history):

• Johnson pursued bipartisanship to put America first. Eisenhower had called for a foreign policy of "true bipartisanship," and Johnson responded by calling on Democrats to support "a program geared NOT just to opposing the majority but to serving America." (p. 523) Thus, Johnson helped Eisenhower to defeat the isolationist GOP Old Guard.
• Johnson worked to get demagogue McCarthy censured. He ensured that the Army-McCarthy hearings were televised, and McCarthy's badgering of a witness hurt him. He ensured that there was a bipartisan select committee that was very respected to consider McCarthy's censure. He included "gentle" John Stennis who proceeded to "mop up the floor with" McCarthy. Also, he got Sam Ervin who had been a N.C. state supreme court judge. Nearly all were members of the senate's "inner club", which "respected its rules and traditions." (p. 554)
• Reorganization innovations. Johnson as Majority Leader "managed major pieces of legislation on the floor," instead of the committee chairs (p. 560). He also used unanimous consent agreement to reduce senate floor debate. Efficiency and speed increased as Johnson permitted roll call votes only if one-fifth of those present requested them under constitution, so a divisive trade bill passed in 3 days.
• Loyalty stressed. He expected senators to "want to be on my team" and act like they "wanted me to be the captain." (p. 564)
• Being gracious and congratulating someone can increase your power. Johnson called Stennis' wife and said he was proud of her husband's accomplishment being elected by the Senate to such a powerful committee (Appropriations). This phone call put the senator in his debt.
• Reach out to ideological opponents. Johnson and the southern caucus wanted Johnson to become President of U.S. Humphrey even thanked Johnson for supporting a "progressive and decent housing bill," and Johnson supported a minimum wage increase higher President Eisenhower desired (p. 608). Johnson got a Social Security disability amendment passed (expanding the program's scope) by getting the support of a Nevada senator who accepted Johnson's backing for his federal purchase of Nevada tungsten bill (Johnson got liberals to back that bill by just asking them to "support the leadership".)(p. 680).

The 1957 Civil Rights Act leadership role:

• Political environment becomes supportive. The Emmett Till trial got the attention and sympathy of the world. (p. 706) Montgomery bus boycott, and U.S. Supreme Court uphold federal court declaring Alabama segregated buses unconstitutional. A major barrier was Mississippi Senator Eastland, who had denounced attempts at "the mongrelization of the white race," and who had just become chairman of the Senate Judiciary Committee (p. 767).
• Johnson's youth made him aware of poor people. He worked on a highway "road gang," he had taught at a Mexican-American school and personally helped them (p. 721). As state director of the New Deal National Youth Administration, he made sure poor people were helped with jobs to stay in school (p. 725). When senator Johnson learned that a Texas Mexican-American was denied service at a white funeral parlor, he roared, "By God, we'll bury him at Arlington!" (p. 754) He provided patronage and constituency service to Mexican American leaders. As a Senator, he became sensitized to effects of segregation by his black staff member who couldn't drive Johnson's dog back to Texas due to inability to get access to restaurants, motels, and gas station restrooms (p. 888).
• Persuading the bill's opponents, the southerners, not to use a filibuster. Johnson argued that "the times were changing," and that the "Republicans were making civil rights a party issue," and "It's hurting us." (p. 863) He warned them that a filibuster might lose and get a two-thirds vote for cloture. He told them to "count on him to weaken a civil rights bill as much as possible" (p. 868). He told them that this might help Johnson get elected to become "a President attuned to the southern culture." (p. 869) He told a Texas congressman that "the world is trying to turn to the left... You can either get out in front and try to give some guidance," or "continue to fight upstream, and be overwhelmed or be miserable." (p. 887)
• Dumping a divisive section of the bill. Eliminate Part 3 which deals with public accommodation. Keep Part 4 of bill, which deals with voting rights. Southern Senators were constitutionalists, so they felt guilty about allegations of voting rights violations. Convince the liberals that the weaker bill could always be amended, and that: "Pass one civil rights bill, no matter how weak, and others would follow." (p. 893)
• Water down the remaining Part 4 by requiring a jury trial, not just a federal judge's decision; that got southern support.
• To uphold the South's position on a watered down civil rights bill, get some western support; support public power in Hells Canyon in Oregon and Idaho Snake River area. So South did not filibuster move to put the civil rights bill on the calendar, though they did vote against it.
• A watered down Johnson civil rights bill also got some midwest conservative senate support, as they feared federal power and a second Reconstruction (p. 918).
• Johnson got a Republican with impeccable liberal credentials, George Aiken of Vermont, to offer an amendment to eliminate Part 3. Part 3 was eliminated by a 52-38 vote with 34 Democrats (all except 13 most liberal) and 18 Republicans (every midwest conservative and some northeast liberals).
• Got some liberal support by: have jury trial in civil rights criminal contempt proceedings, but have it preceded by a civil contempt proceeding where a judge alone could detain violator; strike at all white juries by Frank Church amendment that permitted any citizen 21 or older (including those not on voter registration rolls) to serve on federal juries. (p. 974)
• Get West Virginia senators support by attracting organized labor to jury trial requirement. Remind coal mine union that United Mine Workers President John Lewis had been found in contempt by a federal judge during Truman's seizure of the coal mines. (p. 969)
• Attract senate support in strong labor union states by pointing out that three committees were chaired by southerners, and those committees were considering bills for brotherhood retirement benefits increases, a generous tax exemption of brotherhood retirement contributions, and a pay raise to postal workers (p. 977).
• Vote on the jury trial amendment was 51-42. The now revised 1957 civil rights bill was passed 72-18. Senator Russell warned fellow southerners not to filibuster the conference committee version of the bill, fearing a cloture vote; only Strom Thurmond filibusters- for 24 hours and 18 minutes. The revised bill now passed the senate 60-15. (p. 998)

WEEK 11- Federal Courts and Supreme Court Leadership

Appointments. President nominates federal judges, U.S. Senate confirms them by a majority vote.
Senatorial Courtesy--federal district judges. Senators from the state can try to block confirmation in Senate, especially if from President's party.

Ideological Effects. Presidents nominate judges from their party over 90% of the time. Democratic-nominated judges tend to be more liberal than Republicans, while Republicans tend to be more conservative. But neutrality dictated by constitution and previous court decisions often overrides personal ideology.

An interesting commentary on senatorial courtesy, ideology, and judicial independence (given life terms). President Obama in 2010 nominated an African American, Carlton Reeves, to a federal district judgeship for the Southern District of Mississippi. Republican Senators Cochran and Wicker spoke on his behalf at a Senate Judiciary Committee, and the committee and the Senate confirmed him unanimously. In November 2014, Judge Reeves issued an order overturning the state of Mississippi's ban on same-sex marriage. Read an interesting story about Judge Reeves.

A Federal District Judge- William Alsup

Leadership insights are taken from his autobiography, Won Over: Reflections of a Federal Judge on His Journey from Jim Crow Mississippi:

• Childhood focus on good character habits- he was "boring," did not "smoke, drink, or use substances" (p. 13). Father's death resulted in financial problems, so it reminded kids that they had "very little to fall back on and reminded us that we ought to study like hell, and work like hell, to get somewhere in life" (p. 33). College at MSU during exam time was "to study all alone... my lonely drill" (p. 95).
• His passion was human rights and civil rights for African Americans. As high school senior in 1963, he published a letter to the editor in anti-civil rights major state newspaper that favored voting rights for blacks, and "compared white supremacy to the Nazi creed of a master race" (p. 73). The Declaration of Independence creed of all men being created equal, plus the World War 2 war of democracy against tyranny influenced him.
• Interpersonal courtesy in pre-party polarization days. Working on a power line crew, he felt that "this is our home and we shouldn't get crosswise with our neighbors because we disagree over an issue... Differences over politics gave way to the team" (p. 83).
• College non-class activities were important. Debate team showed him the importance of "one solid well-developed point," which helped him as a trial lawyer. A compliment from a lady African American judge who coached a black college at a Mississippi Youth Congress was a "long-remembered inspiration for me" (p. 98). One debate contest was at Harvard, whose atmosphere inspired him to attend Harvard Law School. Also elected Vice President and then President of student YMCA cabinet. Attended a Tougaloo rally for March Against Fear, and elected secretary of new group, MSU Young Democrats. Attended a Chicago workshop on urban poverty, attended speech by Martin Luther King.
• Switched college majors, explored his strengths and interests. Started in civil engineering, then switched to aerospace engineering, finally ended up in mathematics to benefit from more liberal arts classes. (p. 123)
• Mentors included a reverend who was the new faculty advisor for the student YMCA program, a United Methodist minister who interpreted the Bible as saying "we should be doers of the word and not just hearers," which thus inspired Alsup to "address some of the wrongs on our own campus" (p. 127). He also attended an Alabama pro-civil rights speech by Senator Robert Kennedy, which inspired him to invite similar "controversial" speakers to MSU campus in an effort to "help find common ground" (p. 136).
• Won one fight against a Board of Trustees rule against "controversial" outside speakers, enforced by college Presidents. Young Democrats wanted to invite state NAACP President Aaron Henry to speak on campus. He and four other proposed speakers were banned, so Alsup and his group wrote a letter to the editor of school newspaper protesting and supporting academic freedom, which they first delivered to the university president. Young Democrats lined up a pro bono lawyer, and Danny Cupit the Young Democrats President plus Alsup met with university president. The MSU President informed the board of trustees of the proposed lawsuit and on his advice the board reversed itself and Aaron Henry did speak on campus. A state columnist of the major newspaper attacked the YMCA, and Alsup in a letter to the campus newspaper blasted the columnist for teaching "hate," dividing Mississippians, and keeping the state at the bottom (p. 173). The MSU administration then downgraded the YMCA as an organization (p. 176), and two investigators of the State Sovereignty Commission asked neighbors about Alsup.
• Initiative shown again. Graduated from Harvard's joint law-public policy program. Thus, Supreme Court justice William O. Douglas hired him as a law clerk. Financial problems practicing in Mississippi led him to become a trial lawyer in San Francisco. He also served in federal executive branch as assistant to U.S. Solicitor General, and then as special trial counsel for a federal case involving the merger of two major defense contractors. Desiring a federal judgeship during Democratic President Clinton's administration and with Democratic Senators from California, he got Republican Senator Leader Trent Lott's support (as well as a California Democratic Senator's) after he told Lott that he (Alsup) was born in Mississippi.

EARL WARREN COURT

The Warren court was a liberal activist court.

Key Warren Court decisions on non-crime issues:

• 1) Brown vs. Board of Education- This 1954 decision held separate but equal public schools violated the 14^thamendment equal protection clause of constitution. Self-esteem hurt. Desegregation with "all deliberate speed."
• 2) Reapportionment ordered. Equal protection clause requires "one man, one vote" and population equality of districts. Applies to U.S. House, both chambers of state legislature, other government bodies.
• 3) Teacher, principal, or school district ordered school prayer in public schools outlawed. The 1^stamendment establishment clause was used.

Key Warren Court decisions on Rights of the Accused issues of early-mid 1960s:

• 1) Mapp v. Ohio enforced 4^th amendment search and seizure clause on states thru exclusionary rule. Mapp's house searched for pornography without warrant.
• 2) Gideon v. Wainwright provided right to counsel at trial for serious criminal offenses, enforced on states. Later extended to any conviction for which imprisonment could result. 6^th amendment case. Reverses Betts v. Brady doctrine, which required states provide public defenders in special circumstances, such as capital cases or illiterate defendant. Retroactiveness has major impact on states.
• 3) Escobedo v. Illinois involving murder confession and denial of counsel held that 6^th amendment right of counsel must be afforded to suspect very early (stationhouse), when officers' attention shifted from mere investigation to accusation.
• 4) Miranda v. Arizona involving rape confession of suspect who didn't ask for counsel held that police must read suspect their rights. Right to remain silent, right to attorney being present, if poor the court will appoint one, right to discontinue interrogation at any time.

Many conservatives were angered over these decisions. Republican Congressional opposition torpedoed Abe Fortas' Chief Justice nomination in 1968, and President Nixon pledged a law and order court.

Earl Warren as a Leader. The following information is derived from the book, Justice for All: Earl Warren and the Nation he Made, by Jim Newton. Riverhead books, New York. Quotes are from that book.

Biography- 13 years as prosecutor of Alameda County in California. No case that he tried was ever reversed. As Attorney General of California, he advocated the internment of Japanese-Americans after Pearl Harbor. Served as Governor of California. Was a Republican. "Was a veteran, married his whole life to one woman... appalled by pornography." (p. 518)

Some suggestions from Earl Warren's pre-court political life:

• Get over mistakes. "Mistakes are not uncommon to human nature... The test of character is whether one has done everything in his power to rectify them. If that has been done, and the lesson from it is firmly embedded in one's mind, it should become part of the dead past." (p. 142)
• Grow personally over time and with new experiences. Before being governor, Earl Warren was a prosecutor who stressed public safety, who supported civil service and business methods in government. In the 1942 gubernatorial campaign, he "began to express a more liberal vision- protective of schools and the elderly" focusing more on the needs of society and "working people." (p. 156)
• Act in a nonpartisan way to promote the needs of the common good. The "common good" focus resulted in Warren liking the Progressive label (p. 216). In 1942 Warren not only swept the GOP gubernatorial primary, but came in a close second in the Democratic primary behind the Democratic governor, and then easily won the general election. He ignored partisanship in appointments, asking experts in each field who their most accomplished peer was, so he appointed some Democrats to office. His first budget increased spending for public education at all levels, social welfare, state workers, and for prisons and juvenile correction facilities. He instituted a state compulsory health insurance program. Warren also was prudent with government spending (urging a balanced budget), extolled free enterprise, enacted a tax cut, and backed an anti-communist loyalty oath for state employees. In 1946 he not only won the GOP primary by a landslide, but narrowly won the Democratic primary for governor. He won reelection to a 3rd term in 1950.
• Philosophy of never blaming, and always assuming "the good will of his adversaries" unless proven otherwise. (p. 311)

Leadership as Supreme Court Chief Justice:

• Personal persuasion, exerted thru socializing with other court members. To get unanimous court backing for Brown decision, he would lunch with some members (including a duck feast with all members), have private meetings with members, walk with them around the block, and a nature walk. He was gracious. He "listened to his colleagues' reservations and coaxed them into become comfortable with the ruling's inevitability." (p. 313)
• Make concessions and be gracious to opponents. The Brown decision was limited to striking down segregation in the public schools. To cope with local officials who felt that they had been following previous court school decisions, Warren made it clear that "they had done nothing wrong... It was just that times had changed." (p. 318)
• An active and effective coalition builder. In Baker v. Carr reapportionment decision, he assigned the opinion to his closest judicial philosophical ally, Brennan, whom he thought could hold his own against the two dissenting judges. In Gideon v. Wainwright, Warren actually got Gideon an effective lawyer (Abe Fortas) to argue his appeal.
• He was passionate and stubborn on the principle of fairness. When the court initially refused to hear a case of a Florida inmate, Bennie Brooks, being convicted of a prison riot, Warren wrote a stinging dissent that related how the inmate had confessed after being placed in "tiny sweat boxes for two weeks, naked on a starvation diet with just a hole in the floor to defecate in." (p. 485) The court reversed itself and unanimously reversed Brooks' conviction.
• Hard and relentless worker. Chairing the Warren Commission investigating President Kennedy's assassination, he was the only commission member to attend every committee session. He was "equally demanding of his staff. His temper could flare, and he was unyielding in his insistence that the staff work as hard as necessary in order to finish by his proposed deadline of June 1." (p. 436) When one staff member got married on a Saturday but was back at work on Monday, Warren's edgy response to the groom's mother was "Why wasn't he here Sunday?" (p. 436)

WEEK 12- Governors of American States

Gubernatorial powers include: proposing legislation; calling special sessions; proposing a budget; veto power; making appointments; bringing public pressure to bear; recognizing and flattering legislators. A bad economy can be dealt with by blaming one's predecessor, and doing things that do not require funds. This section is based on the book, The Best Job in Politics: Exploring how Governors Succeed as Policy Leaders, by Alan Rosenthal. Sage, CQ Press; 2013. Quotes are from that book.

Sources of gubernatorial success:

• Self-confidence (sometimes exaggerated), nourished by actual accomplishment. Also, be optimistic.
• Prior political experience is important. State legislature, lieutenant governor are positions where one already has dealt with state issues. Knowing legislators personally is very helpful, as one can walk in their shoes. Ned McWherter, the former Tennessee state house Speaker, had "empathy for individual legislators and what they needed for themselves and their constituencies." (p. 66) Law enforcement or mayor experience is not helpful. Business background often results in someone being used to getting his own way, such as Fordice of Mississippi, so it is not very helpful.
• Be respectful of the legislature. "... the legislature wants to be informed and consulted, and it wants to participate," was McWherter's orientation. (p. 75) Bill Clinton of Arkansas "was all over the place, testifying before committees and rounding up votes..." (p. 77) Michael Dukakis of Massachusetts was cocky and arrogant towards the legislature in his first term, so he changed and listened to them and partnered with legislative leaders in his second term.
• Don't be divisive and don't be too personal. Do not "dramatize the situation or exacerbate differences." (p. 78) Do not let fights with legislators become personal. Be pragmatic, be adaptable, and learn on the job.
• Focus on a few important issues. William Winter of Mississippi got the Education Reform Act passed. Promoting the state economy is another important issue.
• Give legislators "leeway to work out the details." (p. 110) Aim high but settle for less, like Reagan of California did. Incrementalism is often pursued. "Plan carefully but adjust constantly... Persistence is necessary." (p. 116)
• Wooing legislators techniques: invite them to bill signings to share the credit; visit legislator places, such as walking the halls, the cafeteria, their offices, committee meetings; invite legislators to the governor's mansion for cocktails, dinners, luncheons; find administration bills that legislators can co-sponsor; have them share the platform when the governor visits their district.
• Show respect for legislative leaders: Weld of Massachusetts rotated offices where they met; Bush of Texas had Wednesday morning breakfasts and occasional drop-bys at legislative leaders' (all Democrats) offices; Bush won both over by "presenting himself as an eager and respectful pupil" (p. 138); Snelling of Vermont would wait outside the house Speaker's office until he was invited in, so the Speaker respected his humility; get back to legislators as quickly as possible when they have a question or want a favor; both Reagan and Bush shared a lot of credit with legislators.
• Mobilize public support by: postelection campaigning, "getting around the state listening, learning, and communicating" (p. 156); appoint a task force or council, such as North Carolina Hunt's business council and Bill Clinton's education standards committee.
• Strategize carefully: watch your timing; might call a special session; be a mediator; compromise, which got Romney's Massachusetts health care plan enacted; veto and line-item veto can be used.
• Public approval ratings of the governor, and the governor's party margin in the state legislature are important components of success.

This section is from Haley Barbour's book, America's Great Storm: Leading through Hurricane Katrina. Quotes are from that book. Some lessons learned:

• Everyone makes important contributions in a successfully resolved crisis: Ingalls shipyard and many closed coast hotels and casinos kept paying their employees for 90 days; the governor's office ensured that Mississippians would get "regular doses of good news, news to give hope and confidence that their communities would come back" (p. 82); the daily Sun Herald kept publishing, calling for "recovery, rebuilding, and renewal," speaking for "the strong, resilient, self-reliant people of South Mississippi," who would overcome a disaster "and build their communities back bigger and better than before" (p. 83); nearly one million volunteers were involved, most from faith-based groups such as churches; business leader Jim Barksdale donated $1 million for the Barksdale Commission on recovery, everyone on it served for free, and when told about a cost delay in rebuilding the Biloxi-Ocean Springs bridge responded, "I will either give $9 million or I'll get others to help me raise it" (p. 124); committed and dedicated state employees had "no time off, no vacations," and "worked every day for months on end" (p. 196).
• The cooperation of other political leaders is essential: Democratic House Speaker Billy McCoy, though "personally opposed to gaming," supported permitting casinos to rebuild on land even though "support for the bill was not in his political best interest," but he cared more about what "was in the best interest of Mississippi" (p. 97); Florida governor Jeb Bush legally adopted three Mississippi Gulf Coast counties so they could get first response support immediately (FEMA bureaucracy); state's congressional leadership got federal funds that replaced the economic loss to state's economy, with key leaders being Senator Appropriations Chairman Thad Cochran (and his chief of staff Mark Keenum), and congressmen Roger Wicker and Chip Pickering; liberal Democrat Congressman Barney Frank of Massachusetts told governor Barbour in a chance D.C. meeting that he would support Mississippi's Katrina recovery plan: "I want to help. Get me your plan, and I'll write a letter to every Democratic Member of the House and ask them to support it." (p. 148)

Other lessons from recent Mississippi governors:

• William Winter- Education Reform Act- spoke to civic and education groups across the state; Boat Rocking Time speech to legislature; supporting evidence included Mississippi Poll and education reports; special legislative session called; Jackson Clarion-Ledger won the Pulitzer Prize for its coverage of state's education problems, an editorial had pictures of legislators in its Hall of Shame for not supporting education program.
• Bill Allain- business group AHEAD, Advocating Highways for Economic Advancement mobilized support for 1987 Highway Bill four-landing state's highways; state legislature exercised leadership and overrode governor's veto by a two-thirds vote in each chamber.
• Ray Mabus- failed leadership, stalemate between the governor and each legislative chamber resulted in a dead education plan, and big budget cuts including of education at all levels during a recession.
• Kirk Fordice- Legislative leadership, as legislature increases taxes to restore cuts in education at all levels with two-thirds veto override vote. Legislature also overrides governor's veto of new university library buildings.
• Ronnie Musgrove- as lieutenant governor, got Adequate Education Bill passed, and appointed most African American committee chairs in history. Couldn't get state flag changes. Raised teachers' salaries, but IHL cut. Lost reelection.
• Haley Barbour- won Governing Magazine's Profile in Courage for Hurricane Katrina leadership. Tort reform. Restored IHL cuts, as he saw universities as "engines of economic development."
• Phil Bryant- known for economic development, attracting businesses and jobs to Mississippi. Also, articulate defender of conservative ideology.

WEEK 13- Mayors of American Cities

Ranking of best mayors of big cities (top 15 in population) from 1820-1993, by "urban historians and social scientists who had published work related to cities and mayors" (p. 3). All info and quotes are from: The American Mayor: The Best and Worst Big-City Leaders, by Melvin G. Holli, Pennsylvania State University Press, 1999.

Top 10 mayors historically follow:

• Fiorello La Guardia- New York, 1934-45- a reformer, Republican fusionist. "A stouthearted fireplug of a man who built modern New York, La Guardia also fought 'Murder Incorporated,' read the comics to children over the air during a newspaper strike, and was a symbol of ethnic probity and honesty." (p. 4) Fought corruption by "cutting off kickbacks and patronage." (p. 87) Pursued "merit employment" and fired city workers for "graft or loafing, the latter being from the mayor's point of view stealing from the taxpayers." (p. 91) Symbolism was important- appearing all over town, marching into a marketplace accompanied by "bugles and reading a proclamation against the racketeers." (p. 92). Got federal money from FDR by telling a sad story to him, so that "tears run down my cheeks and tears run down his cheeks..." (p. 89) Got FDR to create Fair Employment Practices Commission (defense contractors) after black job discrimination protests. Locked "both sides of a labor- management conflict in city hall overnight until they settled their dispute." (p. 93). However, he was accused of having a "volatile personality and lone- ranger political style" and "emotional instability." (p. 95) Also called an "abrasive personality" who was a "combative, fiery, strong-willed bulldog" with a "hectic administration." But he was "perfect for the time" in order to take on the corrupt Tammany Hall machine and to provide "compassion for the poor" and a "pugnacious defense of the 'little guy's' interests" (p. 165). He was a "one-man walking 'league of nations'" with "an Italian surname, a Jewish mother, a German Lutheran wife, and was once a practicing Episcopalian." (P. 165-6) He had regular radio broadcasts from city hall. "The stubby crusader had the inner stuff to pick himself up after pratfalls, reverses, and defeats, to face the enemy..." (p. 167)
• Tom L. Johnson- Cleveland, 1901-9- a businessman who was a Progressive Era reformer, who fought for "good city government," and fought for "low utility and streetcar rates, just taxation, and home rule..." (p. 4-5) Independently wealthy, he "used his own money in politics." Instead of fighting the Democratic machine, he "took it over, controlled, directed it and measurably kept it clean." (p. 57) He "brought in privately owned but quasi-publicly controlled low-fare" streetcar line to compete with GOP Boss Mark Hanna's company, and fought a local court injunction by "ordering the new company's section crews to work at night, and under cover of darkness..." (p. 53, 57). He was a "public educator" who reduced the unfairly high tax burden on small homeowners compared to businesses. (p. 58) He was accused of being "greedy for affection and greedy for accomplishment." (p. 55)
• David Lawrence- Pittsburgh, 1946-59- He "helped bring about the 'Pittsburgh Renaissance,'" and was a "Democratic Party boss who reduced smoke pollution and rebuilt Downtown Pittsburgh..." with a "'growth coalition' of capital, labor..." (p. 5, 102) He stressed the "common good" required that individual workers' homes be demolished, and pledged that urban renewal was "a Pittsburgh project, not a Democratic or Republican project." (p. 105,106) Yet he maintained a political machine and refused to clean up graft in two departments, since they provided his political machine foot soldiers.
• Hazen S. Pingree- Detroit, 1890-97- A pre-Progressive reform mayor who supported "a novel work-relief program for the poor" and fought for "municipal ownership and for low utility and tax rates for the urban masses." (p. 5,7) Got 2 corrupt school board members jailed for accepting kickbacks from suppliers, by personally hiring "several private detectives" and working with a school furniture salesman (p. 37). "Attempted to force public employees to put in a full day's work." (p. 38) He "invited a privately owned company to build a low-fare system" for the street railway, and had a parade celebrating it, showing his "pyrotechnical skills" by being "ebullient, confident, waving his hat, gesticulating and shouting to the crowd." (p. 40) He led a Republican machine that stressed Loyalty to himself, or they would lose their city jobs.
• Samuel M. Jones- Toledo, 1897-1904- as a businessman, provided higher pay and more leisure time for his workers. As mayor, he "tried to humanize the city's treatment of the poor and unemployed, took nightsticks away from the police" and fought for "municipal ownership of the utilities, public ownership of national trusts, fair pay for labor, and a better social order for all." (p. 8) "He refused to fire good people who were already on the job simply because of party disloyalty," and when denied party renomination he won reelection as an Independent. (p. 48) He mobilized public support, a "petition in boots" of citizens who showed up at a city council meeting to successfully oppose a franchise extension for the street railway company (p. 46). He developed Toledo's park system, instituted a public playground for kids, stressed criminal rehabilitation, and instituted an "officer friendly" system (p. 51).
• Richard J. Daley- Chicago, 1955-76- an Irish-American, big city Democratic boss, he headed "off downtown blight," encouraged "an unprecedented building boom in the Chicago Loop while keeping the city solvent and the books balanced..." (p. 10) Born in a "working-class neighborhood ... worked in the stockyards." (p. 107) Established tradition of walking rather than riding in the St. Patrick's Day Parade. Gave rise to the slogan of Chicago, "The City That Works," Daley helped businesses with "liberal tax laws, workable zoning ordinances, and good services and bureaucratic cooperation on big projects," so long as "the larger benefits were public." (p. 110) Socially conservative after 1968, his law and order and anti-quota position was popular among white voters. A confused public speaker, his press secretary told reporters "not to print what the 'mayor says but what the mayor means'" (p. 113-4).
• Frank Murphy- Detroit, 1930-33- known for fairness. As a judge, his instructions to a jury helped get an African American exercising self-defense off of a murder charge. He used merit appointments, so despite being a Democrat he did appoint some Republican businessmen. Sought to get people to help themselves by planting their own gardens including "vacant-lot" gardens (p. 79). He "established emergency lodges in old factory buildings to house and feed homeless and unemployed men." (p. 78) Sought middle ground of fiscal austerity and got many businessmen to support his budget cuts and oppose land speculators who wanted a more drastic budget cut. Established and was the first president of the U.S. Conference of Mayors, beginning a new era of federal funding support for cities during the Great Depression.
• Daniel Hoan- Milwaukee, 1916-40- A Socialist known for "honesty, efficiency, and delivery of services." (p. 11) Used merit system, while savings from a more efficient and honest system went into social welfare programs. Reduced crime by taking on the Black Hand Sicilian Italian American gangs by going "directly to Italian American citizens, telling them they would get no favors from gang leaders but would get his ear if they came directly to his office with their problems, pleas, and petitions." (p. 67-8) Successful programs included public health, safety, and fire prevention measures, first city public housing project, and "modern playgrounds and wholesome play activity" to reduce juvenile crime (p. 69).
• Tom Bradley- Los Angeles, 1973-93- an African American "elected five times by a predominantly white and Hispanic electorate," he "possessed diplomatic and conciliatory political skills," and was "a calm and moderate voice of reason" in a turbulent time. (p. 11) From an impoverished childhood "when I could not afford to buy socks and my shoes often had holes in them." (p. 116). Was a policeman for 21 years. He preferred to be known as "the mayor of all Los Angeles," rather than as the "black mayor." (p. 116) He made government more personal by having "open house days, where citizens could meet their mayor in branch offices in various parts of the city." (p. 119) He projected a "soft, low-key, and in-control image to the public," and in labor relations he "had the reputation of being a soft-spoken conciliator who got things done." (p. 119,121). He created 95,000 new jobs by using "$38 million in federal funds to leverage out more than $100 million in private building and expansion." (p. 120) He brought in the 1984 Olympics. He "established contract set-asides and preferential hiring for blacks and minorities." (p. 120) The Rodney King police beating and riots hurt him.
• Josiah Quincy- Boston, 1823-28- known for "strong executive leadership," "an early version of city planning and renewal," "improving sewage, sanitation, and pure water supplies," "enforcement of the vice and gaming laws," separating the 'worthy' from the 'unworthy' poor, and juveniles from hardened criminals," and "encouraging business development." (p. 11) He rode horseback at 5AM conducting "tours of inspection" to check out "the city's orderliness and cleanliness," so sanitation and street sweeping increased. (p. 30) He "rebuilt the city's commercial and market sector" (p. 29) by creating new land so that this urban renewal paid for itself.

The following material and quotes are from the book, Leadership, by Rudolph W. Giuliani, Miramax books, New York, 2002. He believes that leadership matters... who is chosen to lead and how he or she does so..." (p. 378). Also, he says "there's no substitute for personal experience when it comes to dealing with problems." (p. xiv) He also favors "politicians who have accomplished something substantial outside the political realm." (p. 171) After 9-11 addressing the U.N., he pointed out that "Americans emerge from all your nations. We are defined as Americans by our beliefs- not by our ethnic origins, our race, or our religion." (p. 185) Some leadership ideas with each based on a different chapter:

• Start Small, and focus on the small things first. Broken Windows, reducing crime started with removing graffiti and targeting the 180 squeegee men (car windshield washers in the streets) for jaywalking.
• Prepare Relentlessly. After election, set up a Mayor School of seminars given by experts (a job skills program for welfare recipients was one resulting idea). Huge transition of 800 people. State of the City speech established agenda. "Read the entire city charter." (p. 62) Prepare for disasters.
• I'm Responsible was a sign on his desk. A Compstat system of crime reporting by area resulting in more police accountability. A similar system was used in Corrections. Finally, CAP applied to most city agencies- Citywide Accountability Program.
• Hire Great People. "Find the person best suited for the job." (p. 99) "Balance your weaknesses with the strengths of others..." (p. 101) Look at what someone has accomplished, not just their resumes. A one-on-one interview with a job prospect might suggest that someone "really wanted to prove himself," and such a person might end up working on weekends and until 11 at night on weekdays (p. 116).
• Motivate your workers. Be willing to do the tougher job yourself. Try to continually challenge good people. He went "to scenes of fires and building collapses" to show support for city workers (p. 122). Publicly, tell "the positive stories about those who work for city government." (p. 121)
• Reflect, Then Decide. Only after "enough information had been presented and all sides had been heard" did he make a decision (p. 125). You need to "surround yourself with strong, independent people" to get contradictory views, and a leader "must be self-confident enough to solicit opinions and change his mind without worrying that he'll appear weak" (p. 151-3). Statistics are important, but you must also "apply your own intuition, gathered from your own experience." (p. 154).
• Underpromise and Overdeliver. Announce results rather than intentions. Don't promise unless you are sure you can deliver. Overly high promises and expectations can turn "a positive development into a disappointment." (p. 167)
• Develop and Communicate Strong Beliefs. He developed a strong belief that delivering quality education and healthcare to residents was the city's mission, "not to provide jobs and job protection" to city workers (p. 177). He also was Republican on foreign policy and law and order, but disliked the party being "only for rich people." (p. 181) He also disliked how Democrats would "water down the quality of the people that they brought into government" with symbolic appointments and including "every special interest group" (p. 183). Communicating "your true message directly" and connecting "with people first" included holding 96 official town hall meetings equally distributed across the town's boroughs, speaking without notes so people would pay attention (p. 189,191). Keep Things Simple, like a newspaper article's first paragraph. Word Choice is important (he used job center instead of welfare office), Stick to your Word (Reagan's firing of air traffic controllers), Give Credit to Other People.
• Be Your Own Man. Trust your own "judgment, character, and intelligence," don't just listen to the polls (p. 207). His independence of party was shown by support for a woman's right to choose, and backing same sex couples. Work harder than anyone else, and perform "some of the tasks that you ask others to execute." (p. 212)
• Loyalty is important. Embrace "those who are attacked" unfairly (p. 237). Don't let others abuse you or your subordinates. At town hall meetings, angry questioners were asked to listen to the mayor's response, but then warned and then thrown out if they were disruptive. There were occasions when commissioners walked out of city council meetings "because of abusive conduct." (p. 248)
• Show Concern for Subordinates. He attended a lot of funerals after 9-11. He rushed to the hospital after a sanitation worker was shot.
• Stand Up to Bullies. "Do it early and resolutely... so you don't have to do it more than you should." (p. 284) Examples of the Legal Aid Society and the Transport Workers Union, plus the Mafia and U.N. diplomats ignoring parking fines. "Standing up to people who don't think they have to play by the rules..." (p. 269)
• Learn Independently by Studying and Reading. Having your own substantive knowledge base keeps you from being conned by others.
• Organize Around a Purpose. Organizationally he: elevated the importance of the Department Commissioner of Investigation by adding him to the morning meetings; he created a new position of Senior Advisor to the Mayor to keep initiatives moving; created an overarching Office of Emergency Management encompassing five other offices; he "merged all the construction divisions of the various agencies into a single Department of Design and Construction." (p. 317)
• Live Up to Your End of the Deal. Though Republican, he worked well with Democratic leaders, such as a city council speaker, and he hired many Democrats. Ignore those who can't deliver, such as PLO President Yasser Arafat.

WEEK 14- Non-Governmental Actors

Some lessons from civil rights leaders:

• Hard work and family support are important- Medgar Evers, Douglas Conner both had supportive hard-working parents, who instilled those values into them.
• Religious values can inspire people- Christianity turned Medgar Evers from an angry young man into a non-violent activist; Martin Luther King espoused the non-violence of a Gandhi; Charleston church goers forgave the racist shooter, inspired Governor Nikki Haley to get rid of the state's visible display of the Confederate flag; non-violent marchers victims of police violence in Alabama inspired Kennedy to back Civil Rights bill.
• Never give up motto- K.C. Morrison's book showed that African American Mississippians had to take the lead to mobilize and fight to finally obtain their voting rights in the 1960s. Medgar Evers was assassinated, but he ended up honored by burial in Arlington National Cemetery (he was a veteran) while his asssassin eventually was convicted and died in prison. Doug Conner's adopted son Richard Holmes was the first African American student at MSU. It took Mississippi African American civil rights lawyers over 15 years to cause fairly-drawn state legislative districts.

American public universities today receive so little money from state governments that they are like non-profits. One example of a transformational leader who led MSU into being a world-class university is Dr. Mark Keenum. Some leadership lessons he provides:

• Having deep roots in a state can increase concern for and commitment to the people of that state. Dr. Keenum graduated from Corinth High School, earned three degrees from MSU, and married an MSU graduate Rhonda. With a PhD in Agricultural Economics, he served as an Assistant Professor in the MSU Department of Agricultural Economics, was a Legislative Assistant for Senator Thad Cochran for 7 years and then the Senator's Chief of Staff for ten years. He helped lead the effort to ensure federal support for Mississippi's recovery from the devastating Hurricane Katrina.
• A substantive area of expertise enhances a university president's academic and public leadership roles. As a global food security expert, Dr. Keenum chairs the Board for International Food and Agricultural Development, a U.S. presidential appointment, as well as chairs the Board of Directors of the Foundation for Food and Agriculture Research. This helps lead the university's international research reputation, and enhances student opportunities for Washington D.C. internships and international study abroad.
• It is important to have a high quality leadership support team. MSU Vice Presidents include (among others): a Provost and Vice President for Academic Affairs, who is a Distinguished Professor and is a high energy person who has spearheaded MSU and Starkville's technical research and economic development efforts; a Vice President for Student Affairs who spearheads a very extensive and successful student involvement and leadership operation thru student organizations and community engagement projects; a Vice President for Development and Alumni who has led an ambitious fund-raising effort that enhances the academic environment thru student scholarships; a Vice President for Budget and Planning who is able to keep the university's ambitious and comprehensive programs funded despite a decade of a level budget provided by lawmakers; and a Vice President for Agriculture, Forestry, and Veterinary Medicine whose Extension programs serve the state's agricultural industry and whose 4-H programs provide leadership opportunities for high school students of diverse majors.
• Expanding one's job description can enhance the organization's mission success. Dr. Keenum's leadership class provides undergrads a chance to meet with other accomplished public leaders; his mentoring of the Presidential Scholars and other undergrads helps students, such as Truman Scholar and political scientist Jamie Aron; impressive undergrad students often mention a high school event that he hosted in the President's Mansion or his personal visit to their high school as decisive in their decision to come to MSU; his one-on-one talking with potential donors attracts many donations such as student scholarships.
• One's subordinates (faculty, students, staff) can retain Confidence In and respect for leaders with such attributes. (Example of an unofficial faculty "leader" successfully urging an opinionated Faculty Senate President to be supportive of such an institutional leader.)
• Recent institutional successes that he spearheaded include: housing a U.S. Presidential Library; establishing a Phi Beta Kappa chapter.

WEEK 15- Review for Final Exam