**LEADERSHIP IN CINEMA**

***Twelve O'clock High***

**Submitted by:** Pam McDonald

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

**Phone:** 208-387-5318

**Audience** **Rating:** Not rated

> **Released:** 1949
>
> **Studio:** Twentieth Century Fox
>
> **Genre:** Drama/War
>
> **Runtime:** 132 minutes

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

**Objectives:**

Students will identify Wildland Fire Leadership Values and Principles
illustrated within *Twelve O'clock High* and discuss leadership lessons
learned with group members or mentors.

**Basic** **Plot:**

"Dashing Gregory Peck stars as General Frank Savage, commander of the
8th Air Force during World War II. Loosely based on the true story of
Major General Frank A. Armstrong, *Twelve O\'clock High* begins with
Savage appearing to be a fearless fighter with almost no compassion for
his men. Told in flashback from the perspective of Major Harvey Stovall
(Dean Jagger), the story unfolds as Savage takes over Stovall's Bomb
Group in 1942. The company has suffered numerous losses, morale is at an
all-time low, and the tired pilots and their crews are immediately
antagonized by Savage's obsession with discipline, leaving Savage and
Stovall with the onerous task of rebuilding the pride of a fighting
force that despises its leader." (Synopsis from rottentomatoes.com)

**Cast of Main Characters:**

> Gregory Peck Brig. Gen. Frank Savage
>
> Gary Merrill Col. Keith Davenport
>
> Dean Jagger Maj. Harvey Stovall
>
> Millard Mitchell Maj. Gen. Ben Pritchard
>
> Hugh Marlowe Lt. Col. Ben R. Gately

**Facilitation Options:**

*Twelve O'clock High* illustrates an abundance of leadership values and
principles---especially an emphasis on leadership styles and turning
around a trouble organization. This lesson deals more with identifying
leadership styles than identifying specific Wildland Fire Leadership
Values and Principles. However, facilitator's are encouraged to tie the
Wildland Fire Leadership Values and Principles into the lesson where
appropriate. A form has been included to facilitate this type of
exercise.

This 4-hour lesson plan has been adapted from "Twelve O'clock High" -- A
Study in Situational Leadership with permission from The Citadel Air
Force ROTC (The Military College of South Carolina). Additional
cooperation was provided by the Civil Air Patrol.

Prior to showing the movie, facilitators should review
situational/situation-based leadership, leadership styles (see Student
Handout), and team building phases (Formation, Development, and
Performance) which are discussed throughout the Wildland Fire Leadership
Curriculum.

[LESSON OUTLINE:]{.underline}

Part I -- *Twelve O'clock High* (35 minutes)

Discussion on Part I -- (25 minutes -- includes 10-minute break)

Part II -- *Twelve O'clock High* (48 minutes)

Discussion on Part II -- (25 minutes -- includes 10-minute break)

Part III -- *Twelve O'clock High* (48 minutes)

Discussion on Part III (30 minutes -- includes 10-minute break)

[INTRODUCTION]{.underline}

ATTENTION:

(Suggested: Many aspects of the film *Twelve O'clock High* are real. In
fact, the Medal of Honor scene at the beginning of this movie depicts
the details of the citation of Lieutenant John C. Morgan's valor during
a mission over Europe in July 1943. Morgan was the co-pilot of a B-17 in
the 92^nd^ Bombardment Group stationed at RAF, Alconbury, England.)

MOTIVATION:

(Suggested: As the future leaders, it is important that you learn to
select a leadership style appropriate to the situation. The movie will
help you understand this concept.)

OVERVIEW:

A. Watch the movie *Twelve O'clock High* in three parts.

B. Analyze the movie from several different viewpoints, keying
especially on leadership style and the material covered in the
situational leadership discussion.

NOTE:

1\. Have the students use their handouts while watching the movie.

2\. Complete as many of the questions as discussion time permits.

[PART ONE]{.underline}

TRANSITION:

(Suggested: This is an excellent time to apply leadership styles to a
real life situation. Sit back, relax, and enjoy the movie!)

NOTE: Comprehend that the leader's use of an inappropriate leadership
style for followers' readiness results in poor mission performance.

**(SHOW THE FIRST 35 MINUTES OF THE MOVIE.)**

[DISCUSSION OF PART ONE -- 15 MINUTES]{.underline}

TRANSITION:

(Suggested: Let's begin by analyzing the situation. What did you observe
during the movie?)

**(REFER TO THE FACILITATOR'S GUIDED DISCUSSION.)**

**(SHOW THE NEXT 48 MINUTES OF THE MOVIE.)**

[DISCUSSION OF PART TWO -- 25 MINUTES]{.underline}

TRANSITION:

(Suggested: Let's go back to leadership styles and see what else we
learned from the movie.)

NOTE: Comprehend that correctly understanding subordinates' development
greatly enhances the possibility of using the right leadership style for
the situation.

**(REFER TO THE FACILITATOR'S GUIDED DISCUSSION.)**

**(SHOW THE LAST 48 MINUTES OF THE MOVIE.)**

[DISCUSSION OF PART THREE AND SYNOPSIS -- 30 MINUTES]{.underline}

TRANSITION:

(Suggested: Again let's discuss the movie and analyze the leadership you
observed.)

[CONCLUSION:]{.underline}

SUMMARY

1\. The application of the appropriate leadership style may yield the
best results. We must assess the situation and choose the most
appropriate style.

2\. Inappropriate styles can lead to poor performance.

REMOTIVATION/CLOSURE

(Suggested: You've seen situational leadership in action. Think about
the situations you encounter here and how the leadership style you use
can make a difference.)

> **[Other References]{.underline}:**
>
> Consider any of the following resources to facilitate discussion of
> the film.
>
> Lesson Plans for Purchase:
>
> Management Goes to the Movies. Team Pride, Leadership and the Quest
> for "Maximum Effort."
>
> <http://www.moviesforbusiness.com/title.asp>
>
> Teach with Movies. Educate and Entertain with *Twelve O'clock High.*
>
> <http://www.teachwithmovies.org/guides/twelve-oclock-high.html>
>
> Magazine Article:
>
> Bognar, Attila (Major). *Tales from Twelve O'Clock High: Leadership
> Lessons for the 21^st^ Century*. *Military Review*. January --
> February, 1998.
>
> Available for download at <http://www.leavenworth.army.mil/milrev/>
>
> Reference book suggested for implementing the Leadership in Cinema
> program:
>
> Clemens, John and Wolff, Melora. *Movies to Manage By---Lessons in
> Leadership from Great Films.* Chapter 7 -- *Turning Around a Troubled
> Organization*. 1999.

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

**Leadership Styles**

**(This list of considerations is not all-inclusive)**

**[DIRECTING]{.underline}:**

Task Considerations:

-   Life, safety, or property threats.

-   Time critical decisions.

Team Considerations:

-   Team members are inexperienced.

-   Team members expect immediate guidance.

Leader Considerations:

-   High level of experience.

-   Must have more than position power.

**[DELEGATING]{.underline}:**

Task Considerations:

-   Normal standard operations.

-   Many tasks require simultaneous action.

Team Considerations:

-   Team members are experienced.

-   Team members support leader's goals.

Leader Considerations:

-   High level of trust in the team.

-   Must clearly define expectations and limits.

**[PARTICIPATING]{.underline}:**

Task Considerations:

-   Unusual situation or problem.

-   Time is available for team input.

Team Considerations:

-   Team members are experienced.

-   Team members have a stake in the solution.

Leader Considerations:

-   Willing to accept input from team members.

-   Must frame the problem for all to understand.

***Twelve O'clock High***

**1. Document film clips illustrating/violating 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.

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

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

***Twelve O'clock High***

**Guided Discussion**

**[PART ONE]{.underline}:**

1\. Why is the 918^th^ Bomb Group having problems?

2\. At what team building phase are the men of the 918^th^?

3\. What are some of the cues that indicate the men of the 918th are at
the Formation/Development phase?

4\. What is Colonel Davenport's leadership style and why is he failing
or succeeding?

5\. What is General Savage's leadership style at Pinetree and why is it
successful or unsuccessful?

**[PART TWO]{.underline}:**

1\. When did General Savage change leadership styles?

2\. What leadership style did General Savage initially assume when he
took command of the 918^th^ Bomb Group and why?

3\. Savage came in with a Directing leadership style, but his men were
actually at the Development phase, so why did this leadership style work
for him?

4\. Explain why General Savage treats Major Stovall differently from the
aircrew.

5\. What is the purpose of the practice missions?

6\. When does General Savage introduce a more participating leadership
style? Is it appropriate?

7\. What is the significance of General Savage taking the 918^th^ to the
target when everyone else returned with the recall?

8\. How do we know General Savage is becoming successful at this point
in the story?

9\. Why did General Savage change lead pilots?

10\. What's the difference between Colonel Davenport and General Savage?

**[PART THREE]{.underline}:**

1\. What are some additional indicators that General Savage is
successful with his leadership style?

2\. Why did General Savage break?

3\. What is Colonel Davenport's primary leadership style?

4\. Why was General Savage able to turn the 918^th^ around? (Explain
using the different leadership styles he employed.)

5\. What is General Pritchard's primary leadership style?

6\. What lesson is Ben Gately teaching us all?

***Twelve O'clock High***

**Guided Discussion**

**[PART ONE]{.underline}:**

1\. Why is the 918^th^ Bomb Group having problems?

-   **Colonel Davenport is over-identifying with his men. He defends
    them, (navigator) and takes responsibility for errors made by his
    men.**

2\. At what team building phase are the men of the 918^th^?

-   **Somewhere between Formation and Development.**

3\. What are some of the cues that indicate the men of the 918th are at
the Formation/Development phase?

-   **Not staying in formation.**

-   **Heavy losses.**

-   **Navigation errors.**

-   **Not secure in their ability to complete a mission.**

-   **High sick-call rate.**

-   **Always looking for someone to lean on.**

-   **Col. Davenport was not willing to push for more planes for a
    mission---he accepted what was offered.**

4\. What is Colonel Davenport's leadership style and why is he failing
or succeeding?

-   **Delegating. He's failing because he is misreading the team
    building phase of his followers. Col. Davenport is using a
    delegating style on a group, which is asking to be told what to do.
    This style has created an atmosphere of anxiety and confusion. The
    result---the mission is no longer being accomplished, even though
    his men are loyal to him.**

-   **Col. Davenport is also failing because he lays blame elsewhere and
    is always looking for excuses.**

5\. What is General Savage's leadership style at Pinetree and why is it
successful or unsuccessful?

-   **Directing. He is still making the decisions and providing the
    structure; he also says why a decision is made.**

**[PART TWO]{.underline}:**

1\. When did General Savage change leadership styles?

-   **Just before he entered the base to assume command, he got out of
    his staff car on the right, and called his driver by his first name.
    He reentered the car on the left and called his driver "Sergeant,"
    hence, the metamorphosis.**

2\. What leadership style did General Savage initially assume when he
took command of the 918^th^ Bomb Group and why?

-   **Directing.**

-   **He makes all decisions and tells people exactly what to do.**

3\. Savage came in with a Directing leadership style, but his men were
actually at the Development phase, so why did this leadership style work
for him?

-   **It worked when he first arrived because Savage was focusing on the
    men's need to improve their competence. If he had stayed Directing
    much longer, their morale wouldn't have improved and the mismatch
    could have backfired.**

4\. Explain why General Savage treats Major Stovall differently from the
aircrew.

-   **General Savage uses a mix of participating and delegating with
    Major Stovall. General Savage must still provide the basic structure
    in some instances, but in other instances, like the delaying of
    transfer requests, General Savage gets Major Stovall to participate
    in the decision.**

5\. What is the purpose of the practice missions?

-   **To tell them how to fly (i.e., develop ability and increase
    competence).**

6\. When does General Savage introduce a more participating leadership
style? Is it appropriate?

-   **After the group's second successful mission. Yes, this is the
    appropriate time because security (willingness to fly) is
    increasing. They know they can fly a mission with a reasonable
    chance of returning.**

-   **General Savage tells Bishop why they went to Germany.**

-   **The overall changes in competence and commitment justify the
    change.**

7\. What is the significance of General Savage taking the 918^th^ to the
target when everyone else returned with the recall?

-   **Build pride and unity.**

-   **Show they could do the job when others couldn't (commitment and
    security).**

-   **It was a risk of the magnitude leaders must occasionally take to
    pull a unit together**.

8\. How do we know General Savage is becoming successful at this point
in the story?

-   **Bishop removed his request for transfer in front of the IG.**

9\. Why did General Savage change lead pilots?

-   **He needed more able commanders and what better way than by having
    them fly lead on some missions. He was building responsibility and
    leadership so he could then support and participate with his
    people.**

-   **Competence was growing, however commitment varied. The way to
    develop more able commanders was to instill confidence and
    motivation.**

-   **Participating was appropriate for the situation. General Savage's
    comment: "Don't count on any one man."**

10\. What's the difference between Colonel Davenport and General Savage?

-   **Their outward behavior or style of leadership.**

**[PART THREE]{.underline}:**

1\. What are some additional indicators that General Savage is
successful with his leadership style?

-   **Even the ground crews were stowing away to fly on missions
    (Pride).**

-   **Gately flew until he passed out (Dedication to duty).**

2\. Why did General Savage break?

-   **Maximum effort. His is actually delegating by default. Remember
    when Colonel Davenport said to General Savage, "You are riding in
    every crew station and cockpit?" You are truly delegating when the
    job gets done the way you want and you don't have to be there to
    influence the job.**

3\. What is Colonel Davenport's primary leadership style?

-   **Delegating. He tries to identify and be with the men he
    commands.**

4\. Why was General Savage able to turn the 918^th^ around? (Explain
using the different leadership styles he employed.)

-   **He successfully met the needs of his followers, whether the
    followers recognized it or not. By matching his leadership style to
    the follower's team building phase, he was able to turn the unit
    into a productive and effective fighting machine.**

5\. What is General Pritchard's primary leadership style?

-   **Delegation.**

6\. What lesson is Ben Gately teaching us all?

-   **To be a leader you must take risks and command. He avoided the
    risks of flying in the beginning but later showed that he had the
    talent to train his men and lead.**