**12 Angry Men**

**Submitted by:** Pam McDonald

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

**Phone:** 208-387-5318

**Audience** **Rating:** Not Rated

> **Released:** 1957
>
> **Studio:** United Artists/MGM
>
> **Genre:** Drama
>
> **Runtime:** 95 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 *12 Angry Men* and discuss leadership
lessons learned with group members or mentors.

**Basic** **Plot:** The jury of twelve \'angry men,\' entrusted with the
power to send an uneducated, teenaged Puerto Rican, tenement-dwelling
boy to the electric chair for killing his father with a switchblade
knife, are literally locked into a small, claustrophobic rectangular
room on a stifling hot summer day until they come up with a unanimous
decision - either guilty or not guilty. The compelling, provocative film
examines the twelve men\'s deep-seated personal prejudices, perceptual
biases and weaknesses, indifference, anger, personalities, unreliable
judgments, cultural differences, ignorance and fears, that threaten to
taint their decision-making abilities, cause them to ignore the real
issues in the case, and potentially lead them to a miscarriage of
justice. (<http://www.filmsite.org/twelve.html>)

**Cast of Main Characters:**

> Martin Balsam Juror 1 (Foreman; coach)
>
> John Fiedler Juror 2 (Bank clerk; inexperienced juror)
>
> Lee J. Cobb Juror 3 (Angry gentleman with photo of son)
>
> E. G. Marshall Juror 4 (Stock Broker)
>
> Jack Klugman Juror 5 (Grew up in the slums)
>
> Edward Binns Juror 6 (Painter)
>
> Jack Warden Juror 7 (Sports fan)
>
> Henry Fonda Juror 8 (Architect; Man who doesn't know)
>
> Joseph Sweeney Juror 9 (Nice older gentleman)
>
> Ed Begley Juror 10 (Prejudiced older gentleman with cold)
>
> George Voskovec Juror 11 (Foreign watchmaker)
>
> Robert Webber Juror 12 (Advertising Executive; doodler)

**Facilitation Options:**

*12 Angry Men* illustrates an abundance of leadership values and
principles---especially an emphasis on teamwork, the decision making
process, and Socratic leadership. 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.

Obtain copies of the Crew Cohesion Assessment Tool, developed by
Mission-Centered Solutions, from the Wildland Fire Leadership
Development website
(<http://www.fireleadership.gov/toolbox/documents/Crew_Cohesion_Assessment.pdf>)
for use with Guided Discussion, #1. If you have not used this tool, this
might be an excellent opportunity to do so.

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 *12 Angry Men*.
>
> 5\. Break. (Suggestion: When the jury takes their break.)
>
> 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.
>
> **[Other References]{.underline}:**
>
> Advanced Knowledge. *Twelve Angry Men: Teams That Don't Quit.*
> Facilitator Guide. 1998. (Goes with the Targeted Learning Corporation
> reference below.)
>
> <http://advancedknowledge.com/twelve.pdf>
>
> Clemens, John K. and Wolff, Melora. *Movies to Manage By.* Chapter 6
> -- "Socratic Leadership---12 Angry Men," pp. 117-137. 1999.
>
> Kouzes, James and Posner, Barry. *The Leadership Challenge*. Third
> Edition. 2002.
>
> [www.theleadershipchallenge.com](http://www.theleadershipchallenge.com/)
>
> Patnode, Major Norman H (USAF). Program Management and Leadership.
> *The Socratic Method -- Leveraging Questions to Increase Performance*.
> November-December 2002.
>
> Targeted Learning Corporation. Twelve Angry Men -- Teams That Don't
> Quit
>
> <http://www.targetlearn.com/documentation/TWEL000.pdf>
>
> University of Chicago Graduate School of Business, Managerial
> Psychology. *Summary of Class Discussion on "Twelve Angry Men," with
> connections to"Six Principles of Group Decision Making."* 2005.
> [http://gsbwww.uchicago.edu/fac/joshua.klayman/teaching/ManagerialPsych-05B/3-12%20angry%20handout-2005B.doc](http://gsbwww.uchicago.edu/fac/joshua.klayman/teaching/ManagerialPsych-05B/3-12 angry handout-2005B.doc).

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

***12 Angry Men***

**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.

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

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

***12 Angry Men***

**Guided Discussion**

1\. Using the Mission-Centered Solutions Crew Cohesion Assessment that
your facilitator has provided, identify scenes in the movie that relate
to the behaviors listed on the assessment.

2\. Identify at least three positive behaviors or actions that you saw
in the movie that can make your team more effective?

3\. Which of the characters in the movie appear to be leaders? How
effective are they?

4\. One of the promotional posters for the movie stated "Life is in
their hands -- Death is on their minds. It explodes like 12 sticks of
dynamite!" What does this statement imply about the situation and how
does this relate to life on the fireline?

5\. How does the decision-making environment of the movie parallel that
of the wildland fire service? What lessons will you take from the movie
to make your team stronger?

6\. Juror #3 has sat on many cases and has a negative view of lawyers.
He seemed to have determined guilt even prior to hearing the case. How
does complacency affect decision-making and team effectiveness within
the wildland fire community? Discuss instances of complacency that you
have experienced. How did you handle those situations?

7\. Juror #10 questions the Foreman's ability to lead stating the
Foreman is a "kid." This in turn leads to the Foreman questioning his
leadership skills. Discuss instances when you witnessed a supervisor
disregarding suggestions from a subordinate because the supervisor felt
the subordinate lacked the knowledge/experience to make such a
suggestion. Was the supervisor's concern warranted? How did you handle
the situation?

8\. Juror #7 changes his vote from guilty to not guilty in order to
bring about consensus even though he believes the defendant is guilty.
What Wildland Fire Leadership Values and Principles does the character
compromise?

9\. Individual jurors allowed personal feelings (age, ethnicity, class,
prior relationships, etc.) to play a major role in determining their
verdict of the defendant. How would you handle a crew/team member who
allowed his/her personal feelings to compromise the group's mission?

***12 Angry Men***

**The following clips illustrate 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**

  -----------------------------------------------------------------------
  **The judge gives the jury final instructions. (Issue clear
  instructions and clearly state expectations.)**

  **Juror #4 explains that is customary to take a preliminary vote.
  (Adhere to professional operating procedures.)**

  **Juror #8 does not intend to change anyone's verdict; he just wants to
  talk. (Clearly state expectations.)**

  **A time limit is set on how long the jury will deliberate before
  declaring themselves a hung jury. (Develop a plan to accomplish
  objectives.)**

  **The Foreman of the jury had a responsibility to lead the group; he
  gives up. (Be proficient in your jub, both technically and as a
  leader.)**
  -----------------------------------------------------------------------

**Respect**

  -----------------------------------------------------------------------
  **Juror #8 asks the right questions to invoke responses and action from
  Juror #3. (Observe human behavior as well as fire behavior.)**

  **Juror #6 defends Juror #9 when Juror #3 attacks the older gentleman.
  (Put the safety of your subordinates above all other objectives.)**

  **Each juror gives his reasoning for verdict. (Give the reason for
  assignments and tasks.)**

  **The Foreman gets Juror #8 the exhibits he wants even though he pretty
  much gives up his leadership role. (Take care of your subordinate's
  needs.)**

  **Juror #8 agrees to give his reasoning although the goal of the group
  was to change his verdict. (Make yourself available to answer questions
  at appropriate times.)**
  -----------------------------------------------------------------------

**Integrity**

  -----------------------------------------------------------------------
  **Juror #8 declares a non-guilty verdict. (Choose the difficult right
  over the easy wrong.)**

  **Juror #8 doesn't know if the defendant is guilty or innocent; just
  wants to talk. (Ask questions of peers and superiors.)**

  **The foreman loses his composure as a leader. (Don't show
  discouragement when facing set backs.)**

  **Jurors change their verdicts after listening to others. (Actively
  listen to feedback from superiors.)**

  **Jurors #3 and 10 realize personal issues have clouded their judgment.
  (Accept full responsibility for and correct poor team performance)**
  -----------------------------------------------------------------------

***12 Angry Men***

**Guided Discussion -- Possible Answers**

1\. Using the Mission-Centered Solutions Crew Cohesion Assessment that
your facilitator has provided, identify scenes in the movie that relate
to the behaviors listed on the assessment.

-   **Answers will vary, but may include:**

    -   **Judge debriefs the jury and provides final
        instructions---commander's intent. (Learning and
        Communication)**

    -   **Conflict occurs many times between jury members---some are
        addressed. (Conflict)**

    -   **Jury members begin to feel the environment change and trust is
        built. (Trust)**

    -   **Juror #8 discusses the need to uphold the U.S.
        Constitution---historic implications. (Teamwork)**

    -   **The jury is able to transition between high-stress and
        low-stress conditions. (Effectiveness)**

    -   **The jury comes to consensus. (Leadership)**

2\. **Identify at least three positive behaviors or actions that you saw
in the movie that can make your team more effective?**

-   **Answers will vary, but may include:**

    -   **Not rushing to conclusions. Taking time to discuss a situation
        or topic.**

    -   **Talk openly and honestly.**

    -   **Promote team member equality.**

    -   **Learn more about one another---address diversity.**

3\. Which of the characters in the movie appear to be leaders? How
effective are they?

-   **Answers will vary. Students should identify two prominent
    leaders---Jurors #1 and #8. Many instances exist when individuals
    assume a leadership role.**

4\. One of the promotional posters for the movie stated "Life is in
their hands -- Death is on their minds. It explodes like 12 sticks of
dynamite!" What does this statement imply about the situation and how
does this relate to life on the fireline?

-   **Viewers notice a very explosive environment---hot and humid day,
    lock down, diversity and age differences---even before deliberations
    begin. A control for leadership is waged at the beginning when
    members attack and overrule the foreman's idea of a secret ballot.
    Once the vote is taken, an all-out war is waged against the one
    dissenter. These same situations are found in the wildland fire
    community. Firefighters are faced with explosive situations daily.
    Being able to handle decision-making under stress is critical to
    completing the mission in a safe and efficient manner.**

5\. How does the decision-making environment of the movie parallel that
of the wildland fire service? What lessons will you take from the movie
to make your team stronger?

-   **Answers will vary, but may include:**

    -   **Wildland firefighters must make decisions that can ultimately
        affect the lives of others. Rushes to judgment/action can result
        in the loss of life. Individuals may not let their concerns be
        known for various reasons---not tough enough, administrative
        concerns, politics. Wildland firefighters owe a duty to one
        another to talk about questions and concerns they have.**

6\. Juror #3 has sat on many juries and has a negative view of lawyers.
He seemed to have determined guilt even prior to hearing the case. How
does complacency affect decision-making and team effectiveness within
the wildland fire community? Discuss instances of complacency that you
have experienced. How did you handle those situations?

-   **Answers will vary, but may include:**

    -   **A rush to judgment.**

    -   **Increased safety risks.**

    -   **Breakdown in crew cohesion.**

7\. Juror #10 questions the Foreman's ability to lead stating the
Foreman is a "kid." This in turn leads to the Foreman questioning his
leadership skills. Discuss instances when you witnessed a supervisor
disregarding suggestions because he/she felt a subordinate lacked the
knowledge/experience to make such a suggestion. Was the supervisor's
concern warranted? How did you handle the situation?

-   **Answers will vary.**

8\. Juror #7 changes his vote from guilty to not guilty in order to
bring about consensus even though he believes the defendant is guilty.
What Wildland Fire Leadership Values and Principles does the character
compromise?

-   **Answers will vary, but may include:**

    -   **All three values are compromised in some manner. He has a duty
        to the defendant to obtain a fair trial and to address
        reasonable doubt issues. The other jurors deserve respect from
        him. He should be putting the needs of the defendant and the
        other jurors in front of his own needs to see the baseball game.
        He lacks the integrity to accept the responsibility of being a
        juror and upholding the structure of the U.S. Constitution and
        the legal process.**

    -   **Numerous principles with the values are also compromised.**

9\. Individual jurors allowed personal feelings (age, ethnicity, class,
prior relationships, etc.) to play a major role in determining their
verdict of the defendant. How would you handle a crew/team member who
allowed his/her personal feelings to compromise the group's mission?

-   **Answers will vary.**