**LEADERSHIP IN CINEMA**

***Norma Rae***

(Based on a true story)

**Submitted by:** Pam McDonald

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

**Phone:** 208-387-5318

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

> **Released:** 1979
>
> **Studio:** 20^th^ Century Fox
>
> **Genre:** Drama
>
> **Runtime:** 118 minutes

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

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

**Basic** **Plot:** Set in the industrial South and based on a true
story, Martin Ritt's *Norma Rae* is a moving portrait of a woman's fight
to improve both her own life and the deplorable conditions that exist in
the mill where she works. Norma Rae (Sally Field) has worked at the
textile mill for years, but when a union organizer from New York comes
to town, Norma takes on the hostility of the mill's management and the
apathy of her coworkers to try to unionize the mill. Field plays Norma
Rae as a passionate woman who realizes her own potential and her need to
rebel against the status quo. She is also infuriated by the conditions
at the mill. When Norma, uneducated and poor, finally expresses her
disgust with life at the mill, it is an electrifying moment, and Field
radiates this energy for the rest of the film, providing an emotional
core and drive that gives the picture its power. (Synopsis from
rottentomatoes.com)

**Cast of Main Characters:**

> Sally Field Norma Rae
>
> Ron Liebman Reuben Warshawsky
>
> Beau Bridges Sonny Webster

**Facilitation Options:**

*Norma Rae* is an excellent film to show the relationship between mentor
and protégé. While presenting this relationship, students can identify
the Wildland Fire Leadership Values and Principles that are illustrated
in the film. 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 in their self development as a leader.

Clemens and Wolff's *Movies To Manage By* devotes Chapter 5, [Mentors
and Protégés]{.underline}, to *Norma Rae*. Additional discussion points
can be obtained in this reference.

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.

The DVD version of the film includes a 20-minute section called
"Backstory: *Norma Rae*." This documentary concerning the real-life
character, Crystal Lee Jordan, and the making of the film illustrate as
much about leadership as the film itself. The mentoring behind the
scenes between Director Martin Ritt and Sally Field parallels that shown
in the film. Sally Field presents her personal challenge regarding her
innocent reputation as an actress in *The Flying Nun*. Sally's fight to
show her worth as an actress in the film industry after her portrayal of
*Sybil* is compelling.

> **[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 *Norma Rae*.
>
> 5\. Break. (Suggestion: After Norma Rae joins the union)
>
> 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.
>
> Review the book clip with the student and work with him/her to select
> books from the [Professional Reading
> Program](http://www.fireleadership.gov/toolbox/documents/pro_reading_room.htm)
> as part of his/her self-development.

+-----------+----------------------------------------------------------+
| *         |                                                          |
| *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.      |
+-----------+----------------------------------------------------------+

***Norma Rae***

**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.

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

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

***Norma Rae***

**Guided Discussion**

1\. Norma Rae communicates her doubts that Rueben's union flyer will be
understood by workers. What is his response or action to the comment?

2\. Why do the bosses in the mill give Norma Rae a promotion? Is this an
appropriate and effective technique?

3\. Rueben tells a story about his grandfather and unions. What is he
saying and how does that relate to the wildland fire community?

4\. Rueben shows up at the factory to inspect the bulletin boards. What
does his presence in the factory accomplish?

5\. Rueben makes the following statement, "Somewhere between logic and
charity maybe there lies a little shadow." If you came upon a blind man
with a cup selling pencils and you put in a dollar, would you take the
pencil? What values and principles relate to this statement?

6\. How does Norma Rae deal with rejection from her pastor? Have you
dealt with rejection in your job? If so, how did you handle with the
situation?

7\. Do protégés teach mentors lessons? Give an example of where Norma
Rae mentors Rueben.

8\. Norma Rae asks Rueben why his lady friend is so smart. What is his
response? How important is his response in leadership self development?
What tool exists on the Wildland Fire Leadership website
([www.fireleadership.gov](http://www.fireleadership.gov/)) to aide the
wildland firefighter with this process?

9\. What is the event that begins the workers catalyst for change? Does
this type of event happen in the wildland fire community? What can be
done to prevent this from occurring?

10\. Norma Rae becomes impassioned after the death of her father and
takes her leadership to an explosive level. What does Rueben do when she
verbally attacks a union volunteer (Peter)?

11\. How does Norma Rae's reputation affect her credibility as a leader?
What actions create bad images for the wildland firefighter?

12\. How does management attempt to thwart the advancements that Norma
Rae has made within the mill? What technique does Rueben use to build
Norma Rae to another leadership level? What is the result of her
actions?

13\. How effective is Norma Rae's last stand in the mill?

14\. Mill workers had difficulty in voicing their concerns regarding
management and mill conditions. As a leader, how do you handle the
silent subordinate?

15\. Norma Rae owns up to her faults and imperfections with her
children. What does this accomplish? How can you deal with faults and
imperfections?

***Norma Rae***

**The following clips illustrate the Wildland Leadership Values and
Principles (a support or violation of). These are only guidelines and
may be interpreted differently by other views; they are presented as a
guide for facilitation.**

**Duty**

  -----------------------------------------------------------------------
  Norma Rae notices that her mother cannot hear during lunch. (Maintain
  situation awareness in order to anticipate needed actions.)

  Rueben always shows the mill workers the utmost in professional
  courtesy---"Good morning." (Adhere to professional standard operating
  procedures.)

  Rueben identifies Norma Rae as the person he needs to bring the union
  into the mill. (Develop your subordinates for the future.)

  Norma Rae takes charge when Rueben feels that his point is not getting
  across. (Develop a plan to accomplish given objectives.)

  Norma Rae stands up to management when they want her removed for
  copying the letter. She becomes a leader and must think on her feet.
  (Improvise within the commander's intent to handle a rapidly changing
  environment.)
  -----------------------------------------------------------------------

**Respect**

  -----------------------------------------------------------------------
  Norma Rae joins the union to bring about changes in deplorable working
  conditions. (Put the safety of your subordinates above all other
  objectives.)

  Rueben and Norma Rae hold union meetings. (Provide accurate and timely
  briefings.)

  Rueben gives his hotel room number out to the employees. (Make yourself
  available to answer questions at appropriate times.)

  Rueben mentors Norma Rae regarding her diplomacy with a union volunteer
  (Peter). (Observe human behavior as well as fire behavior.)

  Management fails to address safety and physical issues within the mill;
  workers don't use sick leave for fear of retribution. (Consider team
  experience, fatigue and physical limitations when accepting
  assignments.)
  -----------------------------------------------------------------------

**Integrity**

  -----------------------------------------------------------------------
  Norma Rae asks Reuben what the consequences will be if she joins the
  union. Rueben tells her what she is allowed to do. (Ask questions of
  peers and superiors. Provide early warning to subordinates of tasks
  they will be responsible for.)

  Sonny supports and accepts Norma Rae's convictions even though he may
  not agree with them. (Choose the difficult right over the easy wrong.)

  Norma Rae is fired and could raise a commotion in front of the mill
  workers. Her silent show of defiance is empowering. (Don't show
  discouragement when facing setbacks.)

  After he posts bail, Rueben tells Norma Rae about situations other
  union organizers have experienced. He tells her she just "got her feet
  wet with this one." (Share the hazards and hardships with your
  subordinates.)

  Norma Rae "comes clean" to her children about her past and recent
  arrest. (Know the strengths/weaknesses in your character and skill
  level. Accept full responsibility for and correct poor team
  performance.)
  -----------------------------------------------------------------------

***Norma Rae***

**Guided Discussion -- Possible Answer**

1\. Norma Rae communicates her doubts that Rueben's union flyer will be
understood by workers. What is his response or action to the comment?

-   **Rueben listens to the advice of the protégé and decreases words
    used in the flyer to two syllables; Norma Rae wants it reduced to
    one. Later in the film you see Norma Rae handing out the flyers; did
    she create these?**

2\. Why do the bosses in the mill give Norma Rae a promotion? Is this an
appropriate and effective technique?

-   **They realize her effect on the workers and want her silenced.**

-   **Answers will vary.**

3\. Rueben tells a story about his grandfather and unions. What is he
saying? How does that relate to the wildland fire community?

-   **Rueben is talking about the value of working as a team and how
    team cohesion creates a family.**

-   **Answers will vary.**

4\. Rueben shows up at the factory to inspect the bulletin boards. What
does his presence in the factory accomplish?

-   **Although Rueben uses the bulletin boards as the premise for his
    visit, his actions have a larger impact on the mill workers. Before
    workers saw him as an outsider looking in, his presence inside the
    mill showed that he possessed authority---added to his credibility.
    His action after the second bulletin board of standing sided by side
    with the black mill worker presented a united front and reckoning
    force to management as well.**

5\. Rueben makes the following statement, "Somewhere between logic and
charity maybe there lies a little shadow." If you came upon a blind man
with a cup selling pencils and you put in a dollar, would you take the
pencil? What values and principles relate to this scenario?

-   **Answers will vary. This discussion can be used as an ethical
    springboard.**

6\. How does Norma Rae deal with rejection from her pastor? Have you
dealt with rejection in your job? If so, how did you handle with the
situation?

-   **Norma Rae seems empowered by the rejection from the pastor. She
    tells him she will raise her voice up somewhere else. She holds the
    meeting in her home even when confronted by Sonny that blacks will
    be in his home.**

-   **Answers will vary.**

7\. Do protégés teach mentors lessons? Give an example of where Norma
Rae mentors Rueben.

-   **A good mentor will learn from their protégés. At some point the
    mentor/protégé relationship will be replaced by a peer
    relationship.**

-   **Commenting that the flyer was too complicated. Taking the reins by
    going to the mill worker's homes to spread the word with Norma Rae
    making the first contact.**

8\. Norma Rae asks Rueben why his lady friend is so smart. What is his
response? How important is his response in leadership self development?
What tool exists on the Wildland Fire Leadership website
([www.fireleadership.gov](http://www.fireleadership.gov/)) to aide the
wildland firefighter with this process?

-   **Books.**

-   **Answers will vary.**

-   **[Professional Reading
    Program](http://www.fireleadership.gov/toolbox/documents/pro_reading_room.htm).**

9\. What is the event that begins the workers catalyst for change? Does
this type of event happen in the wildland fire community? What can be
done to prevent this from occurring?

-   **Norma Rae's father dies of a heart attack.**

-   **Answers will vary**

-   **Deal with issues of safety. Communicate unsafe working conditions
    and health problems to supervisors.**

10\. Norma Rae becomes impassioned after the death of her father and
takes her leadership to an explosive level. What does Rueben do when she
verbally attacks a union volunteer (Peter)?

-   **Rueben tells Norma Rae to leave and allows the volunteer to take
    over the project she is working on. He then counsels her on being
    diplomatic.**

11\. How does Norma Rae's reputation affect her credibility as a leader?
What actions create bad images for the wildland firefighter?

-   **When union management learns of her indiscretions, they want her
    removed as the union voice. With power comes exposure of
    character.**

-   **Inappropriate behavior, illegal actions, etc.**

12\. How does management attempt to thwart advancements that Norma Rae
has made within the mill? What technique does Rueben use to build Norma
Rae to another leadership level? What is the result of her actions?

-   **Management posts a letter igniting issues between the black and
    white workers.**

-   **Rueben requires that Norma Rae copy the letter. He sends her back
    when she fails the first time.**

-   **Norma Rae puts her job on the line by standing up to management.
    She stands up for her convictions.**

13\. How effective is Norma Rae's last stand in the mill?

-   **Norma Rae's last stand is powerful. She doesn't lose control but
    uses the moment to capture the mill workers.**

14\. Mill workers had difficulty in voicing their concerns regarding
management and mill conditions. As a leader, how do you handle the
silent subordinate?

-   **Answers will vary. Subordinates may not be communicative in large
    groups; consider one-on-one communication. Observe
    actions---"Actions speak louder than words."**

15\. Norma Rae owns up to her faults and imperfections with her
children. What does this accomplish? How can you deal with faults and
imperfections?

-   **Norma Rae gains respect from her children and acceptance of self.
    She gains conviction in her pursuit to unionization of the mill.**

-   **"Honesty is the best policy." Accepting one's faults and
    imperfections can provide a catalyst for change. Seek help and
    assistance from a mentor or peer.**