**LEADERSHIP IN CINEMA**

# Miracle

(Based on a true story)

**Submitted by: John** Wood

**E-mail:** [John_wood@r1.fws.gov](mailto:Pam_McDonald@nifc.blm.gov)

**Phone:** 530.667.3115

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

> **Released:** 2004
>
> **Studio:** Walt Disney Pictures
>
> **Genre:** Drama
>
> **Runtime:** 136 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 *Miracle* and discuss leadership
lessons learned with group members or mentors.

**Basic** **Plot:** Coach Herb Brooks is tasked with coaching the 1980
USA Olympic Hockey Team. This movie, based on a true story, takes place
during the cold war. A time when the Soviets dominated in many
international sports and fields---the best hockey team in the world.
Coach Brooks departs from the standard U.S. approach to coaching hockey
and meets great resistance both from within the team and from the United
States Olympic Committee.

**Cast of Main Characters:**

> Kurt Russell Coach Herb Brooks
>
> Eddie Cahill Jim Craig
>
> Patrick O'Brien Demsey Mike Eruzione
>
> Michael Mantenuto Jack O'Callahan
>
> Nathan West Rob McClanahan
>
> Kenneth Mitchell Ralph Cox
>
> Eric Peter-Kaiser Mark Johnson
>
> Bobby Hanson Dave Silk
>
> Joseph Cure Mike Ramsey
>
> Billy Schneider Buzz Schneider
>
> Nate Miller John "Bah" Harrington
>
> Chris Koch Mark Pavelich
>
> Kris Wilson Phil Verchola
>
> Steve Kovalcik Dave Christian
>
> Sam Skoryna Steve Janaszak
>
> Pete Duffy Bob Suter
>
> Nick Postle Bill Baker
>
> Casey Burnette Ken Morrow
>
> Scott Johnson Steve Christoff
>
> Trevor Alto Neal Broten
>
> Robbie MacGregor Eric Strobel
>
> Joe Hemsworth Mark Wells
>
> Noah Emmerich Craig Patrick
>
> Kenneth Welsh Doc

**Facilitation Options:**

*Miracle* illustrates an abundance of leadership values and principles.
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 *Miracle*.
>
> 5\. Break. (Suggestion: After the Christmas scene)
>
> 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.

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

***Miracle***

**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.

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

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

***Miracle***

**Guided Discussion**

1\. At the beginning of the film, what does Coach Brooks do to establish
himself as the leader of the team?

2\. Past rivalry between the players on the U.S. Olympic team causes
conflict within the team. What conflicts do members of the wildland fire
community experience? How can those conflicts be mitigated?

3\. What two players are used to demonstrate this conflict? Why is there
conflict between them? Do they remain in conflict?

4\. What leadership style is Coach Brooks using throughout most of the
movie? What style does he use at the end of the movie?

5\. Is this the best style? Is it effective?

6\. What technique does Coach Brooks use to bring the team together? Is
this intended for the players only?

7\. What is the effect of adding a new player (Tim Harrer) three months
before the Olympics?

8\. What drives Herb Brooks so hard to make this team as good as they
can be? Does his determination get in the way of his ability to make
sound decisions?

9\. Coach Brooks keeps himself emotionally distant from the team. Does
this make him a better coach? Is this the best approach?

10\. What does this allow Brooks to do? Does this approach have
drawbacks?

11\. Why did Coach Brooks schedule a game with the Soviets three days
before the Olympics?

12\. Thirteen days later when the U.S. team plays the Soviets again,
what are some ways the U.S. team has changed?

***Miracle***

**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**

  -----------------------------------------------------------------------
  Brooks given the head coaches position. (Takes charge when in charge.)

  Brooks clearly sets expectations. (I can't promise that we will be the
  best team at Lake Placid next February, but we will be the best
  conditioned team.)

  Brooks sets expectations with the statement. (I won't be your friend,
  if you need one of those take it up with Craig or Doc.)

  When deciding to keep or cut Mike Eruzione (Rizzo). (Considers
  individual skill levels and developmental needs when assigning tasks.)

  Brooks delegates to Pattrick the responsibility of being close with the
  team and keeping him informed.
  -----------------------------------------------------------------------

**Respect**

  -----------------------------------------------------------------------
  Brooks has the team take a psychological test so he knows how far he
  can push them. (Put the safety of your subordinates above all other
  objectives.)

  Brooks helps resolve conflict on the team by having the team focus
  their anger at him.

  Through out the movie Brooks makes many decisions based on what the
  players have shown him. Putting the "Coneheads" on the same line or
  cutting Cox. (Consider team experience, fatigue and physical
  limitations when accepting assignments)

  Coach Pattrick questions Brooks when players are reaching their
  physical limits after the Oslo game. "Doc I mean this is madness,
  right?. . ." (Consider team experience, fatigue and physical
  limitations when accepting assignments.)

  Brooks knows that Jim Craig (the goalie) is not performing up to his
  ability. (Observe human behavior as well as ...)
  -----------------------------------------------------------------------

**Integrity**

  -----------------------------------------------------------------------
  Brooks asks "Where are you from and who do you play for". Brooks knows
  that old rivalries are hindering cohesion. (Know yourself and seek
  improvement.)

  Brooks takes time to listen to concerns form some of his players after
  the IHL All-star game. (Actively listen to feedback from subordinates.)

  Walter confronts Brooks about the shortened tryouts " This puts me in a
  hell of a bind...I sure as hell hope you know what you are doing"

  Brooks shares the hazards and hardships. The players can not be at home
  with their families so Brooks chooses to spend Christmas eve with the
  players instead of his family.

  At the start of the third period of the 2^nd^ game with the Soviets,
  Brooks says "We have come from behind in every game of this tournament
  and we can do it again. We can beat these guys!" (Don't show
  discouragement when facing set backs)
  -----------------------------------------------------------------------

***Miracle***

**Guided Discussion -- Possible Answers**

1\. At the beginning of the film, what does Coach Brooks do to establish
himself as the leader of the team?

-   **He knows who the players on the team will be before the tryouts.
    He has done all of the scouting work and reviews of player
    performance to determine which players will be successful with his
    new system.**

-   **Brooks does not let the Olympic Committee have any influence on
    his team selection.**

2\. Past rivalry between the players on the U.S. Olympic team causes
conflict within the team. What conflicts do members of the wildland fire
community experience? How can those conflicts be mitigated?

-   **Race, culture, egos, management, Agency, resource type etc.**

-   **Answers will vary.**

3\. What two players are used to demonstrate this conflict? Why is there
conflict between them? Do they remain in conflict?

-   **Jack O'Callahan (OC) and Rob McClanahan (Mac).**

-   **OC and Mac played against each other in the 1976 college final; OC
    was taken out of the game by Mac and OC feels that if that did not
    happen his team would have won.**

-   **No, they do not remain in conflict. Even though they play the same
    position on different lines they show great cohesion after Tim
    Harrer is brought back on the team. ( the scene after the IHL
    All-stars game)**

4\. What leadership style is Coach Brooks using throughout most of the
movie? What style does he use at the end of the movie?

-   **Directing.**

-   **Delegating.**

5\. Is this the best style? Is it effective?

-   **Answers will vary. Should be dependant on the situation.**

-   **It is very effective in the way he uses it to help him shape the
    team and set the tone for his interaction with the team.**

6\. What technique does Coach Brooks use to bring the team together? Is
this intended for the players only?

-   **Brooks knows that the players have brought past rivalry to the
    team with them (OC and Mac) and this is the biggest barrier to
    building team cohesion. Brooks uses himself as a focus point for the
    players' aggression so they will forget their past differences.**

-   **No, Coach Pattrick and Doc need to be convinced that Brooks is
    making sound decisions. (The scene after the Oslo game.)**

7\. What is the effect of adding a new player (Tim Harrer) three months
before the Olympics?

-   **It lets the players know that they need to continue to perform to
    stay on the team.**

-   **It continues to help cement the teams' cohesion.**

-   **It demonstrates that Coach Brooks is dedicated to accomplishing
    the mission.**

8\. What drives Herb Brooks so hard to make this team as good as they
can be? Does his determination get in the way of his ability to make
sound decisions?

-   **Herb Brooks was cut from the 1960 Olympic hockey team. That team
    won the Gold medal and the Soviets have dominated the sport since
    then.**

-   **Answers will vary.**

9\. Coach Brooks keeps himself emotionally distant from the team. Does
this make him a better coach? Is this the best approach?

-   **Answer will vary.**

-   **Answer will vary.**

10\. What does this allow Brooks to do? Does this approach have
drawbacks?

-   **Brooks can interject emotion when he wants to get the team fired
    up and because of the distance he has established the team reaction
    is intensified. (The locker room scene during the Sweden game)**

-   **Answers will vary.**

11\. Why did Coach Brooks schedule a game with the Soviets three days
before the Olympics?

-   **Brooks wanted the U.S. team to know that they could play hockey
    with the Soviets, regardless of what they had heard about how good
    the Soviets were. Brooks wanted to [give them a reason]{.underline}
    to play hard during the Olympic tournament.**

12\. Thirteen days later when the U.S. team plays the Soviets again,
what are some ways the U.S. team has changed?

-   **They have experienced success as a team.**

-   **Because of their conditioning and team work they have been able to
    fight back from behind and win games.**

-   **They are playing as a team to win, for their teammates and their
    country**

-   **Many other answers.**