**LEADERSHIP IN CINEMA**

***Radio***

***(Based on a true story)***

**Submitted by:** Pam McDonald

**E-mail:** <Pam_McDonald@nifc.blm.gov>

**Phone:** 208-387-5318

**Audience** **Rating:** PG

> **Released:** 2003
>
> **Studio:** Columbia Pictures
>
> **Genre:** Drama
>
> **Runtime:** 109 minutes

**Materials:** VCR or DVD, television or projection system, Wildland
Fire Leadership Values and Principles handouts (single-sided), notepad,
writing utensil

**Objective:** Students will identify Wildland Fire Leadership Values
and Principles illustrated within *Radio* and discuss leadership lessons
learned with group members or mentors.

**Basic** **Plot:** Radio is a dramatic and uplifting tale inspired by
true events that focus on the mentoring relationship between a high
school football coach (Ed Harris) and Radio (Cuba Gooding, Jr.) \-- who
his mother describes as \"the same as everybody else, just a little
slower than most\" \-- and how their unique friendship ultimately
transforms the entrenched attitudes of a small South Carolina town. . .
.(Synopsis from rottentomatoes.com)

**Cast of Main Characters:**

> Cuba Gooding, Jr. Radio, James Robert Kennedy
>
> Ed Harris Coach Harold Jones
>
> Alfre Woodard Principal Daniels
>
> S. Epatha Merkerson Maggie, Radio's Mother
>
> Brent Sexton Coach Honeycutt
>
> Chris Mulkey Frank Clay
>
> Sarah Drew Mary Helen Jones
>
> Riley Smith Johnny Clay
>
> Debra Winger Linda Jones

**Facilitation Options:**

*Radio* illustrates an abundance of good and bad examples of leadership
values and principles. Special emphasis exists on mentoring and setting
the example. This film does not stress a racial issue but addresses the
impact that people can have on one another. Students should have few
problems identifying those that correspond to the Wildland Fire
Leadership Values and Principles. The objective is not to identify every
leadership principle but to promote thought and discussion. Students
should be less concerned with how many principles they view within the
film and more concerned with how the principles they do recognize can be
used to develop themselves as a leader.

The film can be viewed in its entirety or by clip selection, depending
on facilitator intent and time schedules. Another method is to have the
employee(s) view the film on his/her own and then hold the discussion
session.

> **[Full-film Facilitation Suggestion]{.underline}:**
>
> When opting for the full-film method, the facilitator should determine
> a good breaking point near the middle of the film.
>
> 1\. Review the Wildland Fire Leadership Values and Principles with
> students.
>
> 2\. Advise students to document instances within the film that
> illustrate/violate the Wildland Fire Leadership Values and Principles
> on the handout provided.
>
> 3\. Break students into small discussion groups.
>
> 4\. Show students *Radio*.
>
> 5\. Break. (Suggestion: After the football season concludes.)
>
> 6\. Begin the guided discussion.
>
> 7\. Provide a short synopsis with some "ticklers" to pay attention
> before beginning the rest of the film.
>
> 8\. Resume the film.
>
> 9\. Have students discuss their findings and how they will apply
> leadership lessons learned to their role in wildland fire suppression.
> Facilitate discussion in groups that have difficulty.
>
> 10\. Wrap up the session and encourage students to apply leadership
> lessons learned in their personal and work lives.
>
> **[Clip Facilitation Suggestion]{.underline}:**
>
> 1\. Review the Wildland Fire Leadership Value or Principle targeted
> for discussion. (May be given or ask students to identify the value or
> principle being illustrated after viewing the clip.)
>
> 2\. Show the clip.
>
> 3\. Facilitate discussion regarding the selected clip and
> corresponding value and/or principle.
>
> 4\. Break students into small discussion groups.
>
> 5\. Have students discuss their findings and how they will apply
> leadership lessons learned to their role in wildland fire suppression.
> Facilitate discussion in groups that may have difficulty.
>
> 6\. Wrap up the session and encourage students to apply leadership
> lessons learned in their personal and work lives.
>
> **[Mentor Suggestion]{.underline}:**
>
> Use either method presented above. The mentor should be available to
> the student to discuss lessons learned from the film as well as
> incorporating them to the student's leadership self-development plan.
>
> Encouraging individuals to keep a leadership journal is an excellent
> way to document leadership values and principles that are practiced.
>
> Suggest other wildland fire leadership toolbox items that will
> contribute to the overall leadership development of the student.

Hyperlinks have been included to facilitate the use of the Wildland Fire
Leadership Development Program website. Encourage students of leadership
to visit the website at

**[http://www.fireleadership.gov](http://www.fireleadership.gov/).**

+-----------+----------------------------------------------------------+
| *         |                                                          |
| *Wildland |                                                          |
| Fire      |                                                          |
| L         |                                                          |
| eadership |                                                          |
| Values    |                                                          |
| and       |                                                          |
| Pri       |                                                          |
| nciples** |                                                          |
+-----------+----------------------------------------------------------+
| **Duty**  | Be proficient in your job, both technically and as a     |
|           | leader.                                                  |
|           |                                                          |
|           | -   Take charge when in charge.                          |
|           |                                                          |
|           | -   Adhere to professional standard operating            |
|           |     procedures.                                          |
|           |                                                          |
|           | -   Develop a plan to accomplish given objectives.       |
+-----------+----------------------------------------------------------+
|           | Make sound and timely decisions.                         |
|           |                                                          |
|           | -   Maintain situation awareness in order to anticipate  |
|           |     needed actions.                                      |
|           |                                                          |
|           | -   Develop contingencies and consider consequences.     |
|           |                                                          |
|           | -   Improvise within the commander's intent to handle a  |
|           |     rapidly changing environment.                        |
+-----------+----------------------------------------------------------+
|           | Ensure that tasks are understood, supervised and         |
|           | accomplished.                                            |
|           |                                                          |
|           | -   Issue clear instructions.                            |
|           |                                                          |
|           | -   Observe and assess actions in progress without       |
|           |     micro-managing.                                      |
|           |                                                          |
|           | -   Use positive feedback to modify duties, tasks and    |
|           |     assignments when appropriate.                        |
+-----------+----------------------------------------------------------+
|           | Develop your subordinates for the future.                |
|           |                                                          |
|           | -   Clearly state expectations.                          |
|           |                                                          |
|           | -   Delegate those tasks that you are not required to do |
|           |     personally.                                          |
|           |                                                          |
|           | -   Consider individual skill levels and development     |
|           |     needs when assigning tasks.                          |
+-----------+----------------------------------------------------------+
| **        | Know your subordinates and look out for their well       |
| Respect** | being.                                                   |
|           |                                                          |
|           | -   Put the safety of your subordinates above all other  |
|           |     objectives.                                          |
|           |                                                          |
|           | -   Take care of your subordinate's needs.               |
|           |                                                          |
|           | -   Resolve conflicts between individuals on the team.   |
+-----------+----------------------------------------------------------+
|           | Keep your subordinates informed.                         |
|           |                                                          |
|           | -   Provide accurate and timely briefings.               |
|           |                                                          |
|           | -   Give the reason (intent) for assignments and tasks.  |
|           |                                                          |
|           | -   Make yourself available to answer questions at       |
|           |     appropriate times.                                   |
+-----------+----------------------------------------------------------+
|           | Build the team.                                          |
|           |                                                          |
|           | -   Conduct frequent debriefings with the team to        |
|           |     identify lessons learned.                            |
|           |                                                          |
|           | -   Recognize individual and team accomplishments and    |
|           |     reward them appropriately.                           |
|           |                                                          |
|           | -   Apply disciplinary measures equally.                 |
+-----------+----------------------------------------------------------+
|           | Employ your subordinates in accordance with their        |
|           | capabilities.                                            |
|           |                                                          |
|           | -   Observe human behavior as well as fire behavior.     |
|           |                                                          |
|           | -   Provide early warning to subordinates of tasks they  |
|           |     will be responsible for.                             |
|           |                                                          |
|           | -   Consider team experience, fatigue and physical       |
|           |     limitations when accepting assignments.              |
+-----------+----------------------------------------------------------+
| **In      | Know yourself and seek improvement.                      |
| tegrity** |                                                          |
|           | -   Know the strengths/weaknesses in your character and  |
|           |     skill level.                                         |
|           |                                                          |
|           | -   Ask questions of peers and superiors.                |
|           |                                                          |
|           | -   Actively listen to feedback from subordinates.       |
+-----------+----------------------------------------------------------+
|           | Seek responsibility and accept responsibility for your   |
|           | actions.                                                 |
|           |                                                          |
|           | -   Accept full responsibility for and correct poor team |
|           |     performance.                                         |
|           |                                                          |
|           | -   Credit subordinates for good performance.            |
|           |                                                          |
|           | -   Keep your superiors informed of your actions.        |
+-----------+----------------------------------------------------------+
|           | Set the example.                                         |
|           |                                                          |
|           | -   Share the hazards and hardships with your            |
|           |     subordinates.                                        |
|           |                                                          |
|           | -   Don't show discouragement when facing set backs.     |
|           |                                                          |
|           | -   Choose the difficult right over the easy wrong.      |
+-----------+----------------------------------------------------------+

***Radio***

**1. Document film clips illustrating the Wildland Fire Leadership
Values and Principles.**

**2. Discuss leadership lessons learned from the film with group members
or mentor.**

**Duty**

-   Be proficient in your job, both technically and as a leader.

-   Make sound and timely decisions.

-   Ensure that tasks are understood, supervised and accomplished.

-   Develop your subordinates for the future.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

**Respect**

-   Know your subordinates and look out for their well being.

-   Keep your subordinates informed.

-   Build the team.

-   Employ your subordinates in accordance with their capabilities.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

**Integrity**

-   Know yourself and seek improvement.

-   Seek responsibility and accept responsibility for your actions.

-   Set the example.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

***Radio***

**Guided Discussion**

1\. How does Coach Jones' dual role as head football coach and Athletic
Director affect his ability to make objective decisions where Radio is
concerned?

2\. During the first practice Coach Jones says, "We do things as a team,
Gentlemen. If one player doesn't execute, it's the difference between
six yards and six points." How does this statement relate to actions on
the fireline?

3\. Leaders must discipline subordinates on occasion. How well did Coach
Jones handle the two disciplinary situations---abuse of Radio and girls'
locker room incident? How would you have handled the situations
differently?

4\. Is Principal Daniels an effective leader? Identify strengths and
weaknesses in her leadership.

5\. Coach Jones gives a speech to his team prior to the first game. How
effective is this briefing? How effective are the briefings that you
receive on the fireline? What tool exists to aid a fireline leader in
giving a briefing?

6\. Coach Jones attends after-game reviews with members of the community
at the local barbershop. Is this type of review worthwhile or
professional? What review process does the wildland fire leader have
available to conclude an incident?

7\. Frank Clay claims that Radio is a distraction to the team; asks if
Coach Jones has a football team or a social club. Principal Daniels
wonders if Radio is just a glorified mascot. Is teamwork all about
winning or accomplishing the objective, or has more been learned in this
situation?

8\. When Coach Jones is called to Mrs. Daniels' office to meet with Mr.
Tucker, school board representative, he leaves Radio in charge of the
classroom. Is this appropriate? Have you been in a similar situation on
the fireline where your supervisor left you under the direction of
someone without experience? How did you handle the situation?

9\. Mrs. Kennedy asks Coach Jones why he is doing what he is doing with
Radio. He responds, "I figure it's the right thing to do." Mrs. Kennedy
replies, "There's a lot out there that's right; don't mean we always do
it." How does this statement apply to the wildland firefighter?

10\. Coach Jones confronts Frank Clay concerning his maneuvers to remove
Radio from the classroom and the football team. Are Mr. Clay's concerns
warranted? As Coach Jones, how would you have handled this situation
differently?

11\. Coach Jones begins to feel that helping Radio is a mistake. Leaders
will make mistakes. Do you feel that Coach Jones made a mistake? Have
you made a mistake as a leader? How did you handle the situation?

12\. Coach Jones attempts to get Radio to graduate. Radio is content to
be an 11^th^ grader. Many subordinates will work within their comfort
level. As a leader, how can you motivate subordinates to break the
comfort barrier?

13\. Coach Jones mentors Radio; his efforts and those of other coaches
along the way continue to make James Robert Kennedy a valuable member of
the Anderson, South Carolina, society. Is there a mentor that helped you
become the leader you are today? How do you intend to "pay it forward"?

14\. In the parent meeting at the barbershop, Coach Jones says, "We're
not the ones who've been teaching Radio. Radio's been teaching us. Cuz
the way he treats us all the time is the way we wish we treated each
other even part of the time." As a leader, what does this statement say
to you about leadership and teamwork?

15\. How effective was Coach Jones as a leader? What are his strengths
and weaknesses? What will you do differently as a leader after viewing
this film?

***Radio***

**The following clips illustrate/violate the Wildland Leadership Values
and Principles. These are only guidelines and may be interpreted
differently by other views; they are presented as a guide for
facilitation.**

**Duty**

  -----------------------------------------------------------------------
  Coach Jones shows the utmost in professional character throughout the
  entire movie. (Adhere to professional standard operating procedures.)

  Mrs. Daniels and Mrs. Kennedy ask Coach Jones why he is doing what he's
  doing. He really doesn't know. (Clearly state expectations.)

  Coach Jones gives Radio a job on the football team. (Consider
  individual skill levels and development needs when assigning tasks.)

  Radio blurts out the football play to the opposing team. Coach Jones
  mentors Radio on what is acceptable throughout the film. (Issue clear
  instructions. Use positive feedback to modify duties, tasks and
  assignments when appropriate.)

  When Radio is left unsupervised, Johnny convinces Radio that the female
  coach needs to see him. Principal Daniels questions whether having
  Radio in the classroom is a good idea. Coach Jones has no clear plan.
  (Develop contingencies and consider consequences.)
  -----------------------------------------------------------------------

**Respect**

  -----------------------------------------------------------------------
  Coach Jones disciplines nine football players for abusing Radio after
  the team finishes practice. (Apply disciplinary measures equally.)

  Coach Jones gives the team a pre-game motivational speech. (Give the
  reason \[intent\] for assignments and tasks.)

  Coach Jones debriefs with the men---extended team---in the barbershop
  after the home games. (Conduct frequent debriefings with the team to
  identify lessons learned.)

  After the last football game, Coaches Jones and Honeycutt talk about
  Radio's future. Honeycutt tells Jones to make the call as the Athletic
  Director. (Provide early warning to subordinates of tasks they will be
  responsible for.)

  Coach Jones nearly sacrifices his relationship with Mary Helen to help
  Radio. (Take care of our subordinate's needs.)
  -----------------------------------------------------------------------

**Integrity**

  -----------------------------------------------------------------------
  Coach Jones tells Radio that he cannot ride on the bus to the
  out-of-town game. Makes it up to Radio the next game. (Don't show
  discouragement when facing set backs.)

  Coach Jones has not told Principal Daniels that Radio is visiting his
  classroom. (Keep your superiors informed of your actions.)

  Coach Jones tells Radio that giving the community his Christmas
  presents was a good thing. (Credit subordinates for good performance.)

  Coach Jones tells Mary Helen the reason why he is helping Radio. (Know
  the strengths/weaknesses in your character and skill level. Share the
  hazards and hardships with your subordinates.)

  Coach Jones resigns as head football coach. (Accept full responsibility
  for and correct poor team performance. Choose the difficult right over
  the easy wrong.)
  -----------------------------------------------------------------------

***Radio***

**Guided Discussion -- Possible Answers**

1\. How does Coach Jones' dual role as head football coach and Athletic
Director affect his ability to make objective decisions where Radio is
concerned?

-   **Answers will vary. Coach Jones tends to be too closely attached to
    Radio. He may be doing the right thing, but at what costs? What is
    his motivation?**

2\. During the first practice Coach Jones says, "We do things as a team,
Gentlemen. If one player doesn't execute, it's the difference between
six yards and six points." How does this statement relate to actions on
the fireline?

-   **Answers will vary. Wildland firefighting requires a coordinated
    team effort. When violations occur within the Standard Firefighting
    Orders or the Watch Out Situations, the difference could be lives.
    Team effort not only accomplishes the mission but also provides for
    the safety of all involved.**

3\. Leaders must discipline subordinates on occasion. How well did Coach
Jones handle the two disciplinary situations---abuse of Radio and girls'
locker room incident? How would you have handled the situations
differently?

-   **Answers will vary. Coach Jones addressed the situations
    immediately but held off with the punishment. He had time to assess
    the implications of the situation and obtain as much information as
    possible. His disciplinary actions in the abuse situation addressed
    all nine individuals and not the entire team---appropriate action.
    Should criminal charges have been considered? In the case of the
    girls' locker room incident, nothing was done to the two team
    members who witnessed the action along with Johnny.**

4\. Is Principal Daniels an effective leader? Identify strengths and
weaknesses in her leadership.

-   **Principal Daniels is a very supportive of Coach Jones---including
    putting her job on the line when a member of the school board visits
    to discuss Radio. She seems to be on top of situations and backs
    Coach Jones' disciplinary decisions. However, Coach Jones identifies
    her lapse of authority when Mr. Clay begins to call the shots. Her
    handling of Frank Clay and the parent meeting were not professional
    and above the board. Although her intentions were good, her approach
    was questionable.**

5\. Coach Jones gives a speech to his team prior to the first game. How
effective is this briefing? How effective are the briefings that you
receive on the fireline? What tool exists to aid a fireline leader in
giving a briefing?

-   **Answers will vary. Coach Jones gives a very powerful speech. His
    use of visualization allows the team to feel success prior to
    entering the stadium. He asks that each player do what needs done to
    the benefit of the team. "You win your battles and we'll win our
    war."**

-   **Answers will vary.**

-   **The [Incident Response Pocket
    Guide](http://www.nwcg.gov/pms/pubs/IRPG_Jan2004.pdf) provides
    leaders of all levels with a Briefing Checklist (located on the
    inside back cover). The [Leadership
    Toolbox](http://www.fireleadership.gov/toolbox/toolbox.html) also
    has a section on Briefing and Intent at
    <http://www.fireleadership.gov/toolbox/briefing_intent/index.html>.**

6\. Coach Jones attends after-game reviews with members of the community
at the local barbershop. Is this type of review worthwhile or
professional? What review process does the wildland fire leader have
available to conclude an incident?

-   **Answers will vary. Some students may question the professionalism
    of talking about the game with the community. Coach Jones excuses
    himself at one point when Radio is identified as a "distraction that
    needs dealing with." Although we don't see them, a more professional
    review would occur between the coaches and players.**

-   **After Action Reviews are available to the wildland fire leader.
    The [Incident Response Pocket
    Guide](http://www.nwcg.gov/pms/pubs/IRPG_Jan2004.pdf) provides
    leaders of all levels with a process (located on page 17).
    Additional information can be found in the [Leadership
    Toolbox](http://www.fireleadership.gov/toolbox/toolbox.html) at
    <http://www.fireleadership.gov/toolbox/after_action_review/index.html>
    and on the Wildland Fire Lessons Learned website at
    <http://www.wildfirelessons.net/AftrIncdntRpt.htm>.**

7\. Frank Clay claims that Radio is a distraction to the team; asks if
Coach Jones has a football team or a social club. Principal Daniels
wonders if Radio is just a glorified mascot. Is teamwork all about
winning or accomplishing the objective, or has more been learned in this
situation?

-   **Answers will vary. Teamwork is more than completing the objective.
    Coach Jones does an excellent job of creating citizens of his
    players. The lessons learned will make the players well-rounded
    individuals. Players learned the meaning of values and principles in
    their organization.**

8\. When Coach Jones is called to Mrs. Daniels' office to meet with Mr.
Tucker, school board representative, he leaves Radio in charge of the
classroom. Is this appropriate? Have you been in a similar situation on
the fireline where your supervisor left you under the direction of
someone without experience? How did you handle the situation?

-   **Answers will vary.**

9\. Mrs. Kennedy asks Coach Jones why he is doing what he is doing with
Radio. He responds, "I figure it's the right thing to do." Mrs. Kennedy
replies, "There's a lot out there that's right; don't mean we always do
it." How does this statement apply to the wildland firefighter?

-   **Answers will vary. Humans don't always do the right thing. Ethics
    are an important part of the wildland firefighter's job. Use this
    opportunity to talk about ethics. The Bureau of Land Management
    created *"Do What's Right: EEO, Conduct and the Wildland Fire
    Community"* in April 2004. Contact a BLM Human Resources or EEO
    Manager in your area for additional information about this
    product.**

10\. Coach Jones confronts Frank Clay concerning his maneuvers to remove
Radio from the classroom and the football team. Are Mr. Clay's concerns
warranted? As Coach Jones, how would you have handled this situation
differently?

-   **Answers will vary. Mr. Clay is warranted in his concerns. The
    school has little experience with a severely handicapped individual.
    However, his concerns seem to be more about his son's being a member
    of a winning team than about Radio, students, or the other
    players.**

-   **Coach Jones handles the situation very professionally. He
    expresses to Mr. Clay, "At least I know where you stand."**

11\. Coach Jones begins to feel that helping Radio is a mistake. Leaders
will make mistakes. Do you feel that Coach Jones made a mistake? Have
you made a mistake as a leader? How did you handle the situation?

-   **Answers will vary. Mrs. Jones says it best, "It's never a mistake
    to care for someone." Although Radio was not Coach Jones
    responsibility, he felt it necessary to help him. Coaches after him
    did the same thing. The principal, school board, community, and
    nation embraced Radio.**

-   **Answers will vary.**

12\. Coach Jones attempts to get Radio to graduate. Radio is content to
be an 11^th^ grader. Many subordinates will work within their comfort
level. As a leader, how can you motivate subordinates to break the
comfort barrier?

-   **Answers will vary. Developing subordinate employees is a critical
    function leaders must perform. Without proper opportunities to learn
    new job skills, face new challenges, or grow within an organization
    many employees will never reach their full potential. As a leader
    you have a responsibility to your followers and to your organization
    to pass your knowledge on...to pay back your mentors by paying
    forward. Tips are available in the [Leadership
    Toolbox](http://www.fireleadership.gov/toolbox/toolbox.html) at
    <http://www.fireleadership.gov/toolbox/pay_it_forward/pay_it_forward.html>**

13\. Coach Jones mentors Radio; his efforts and those of other coaches
along the way continue to make James Robert Kennedy a valuable member of
the Anderson, South Carolina, society. Is there a mentor that helped you
become the leader you are today? How do you intend to "pay it forward"?

-   **Answers will vary.**

14\. In the parent meeting at the barbershop, Coach Jones says, "We're
not the ones who've been teaching Radio. Radio's been teaching us. Cuz
the way he treats us all the time is the way we wish we treated each
other even part of the time." As a leader, what does this statement say
to you about leadership and teamwork?

-   **Answers will vary. This scenario ties into the Golden Rule (Treat
    others as you want to be treated.) and Mrs. Kennedy's comment:
    "There's a whole lot out there that's right; don't mean we always do
    it." Radio was unselfish in his treatment of others. Many can learn
    from his example.**

15\. How effective was Coach Jones as a leader? What are his strengths
and weaknesses? What will you do differently as a leader after viewing
this film?

-   **Answers will vary.**