12 Angry Men: Leadership

Topics: Duodecimal, 6, 3 Pages: 5 (1927 words) Published: April 5, 2012
In the movie 12 Angry Men there were two primary examples of leadership. The first was in the beginning of the movie, when the foreman gets everyone together in the room and has them sit down, assigning them each a number. He then proceeds to go over the process and rules they will proceed with, and sets up the initial voting. After the initial voting, he has them go around in a circle one by one to discuss the reasons why they voted the way they did. As the film progresses, the leadership shifts towards man number 8, the one who initially voted not guilty. He demonstrates behavioral leadership as he begins to give information and supporting arguments of why there could be reasonable doubt to accuse the boy of murder, while staying calm and collected and involving the team members input in the discussion. He begins standing up and persuasively presenting his arguments, winning the team over one by one. Roles:

The two men demonstrating leadership within the group were the two who most demonstrated task roles. The foreman performed task roles when he set up the initial voting and numbering process, and how they would each present one at a time around the circle. Man number 8 played the role of information seeker as he dug deeper into the alleged witness information, questioning the testimony and setting up scenarios to demonstrate that the testimony could have been misleading. He proved over and over again that there was reasonable doubt to the testimony given, as demonstrated when he set up the model of the hallway and walked it like the old man. He also proved reasonable doubt when he brought up the fact that the woman who had allegedly seen the murder through the el-train had worn glasses, and that she most likely was not wearing glasses in bed when she allegedly looked up and saw the murder occur through the window. There were many social roles performed within the group as well. The foreman acted in the role of keeping everyone in line and in turn when things got a little out of hand. Men 3 and 10 were both opinion givers, stating strong preferences against the boy, saying things about how boys who grow up in slums are born criminals. Man number 7 was a compromiser when he opted to change his vote to not guilty because he thought it would get them out of the room quicker, as his only concern was getting to his baseball game. Man number 8 played the role of convincer, as he went through each piece of evidence one by one and breaking down the evidence to prove that there could have been reasonable doubt to whether the boy was the murderer or not. He did this in several ways, such as the presentation of the hallway model and glasses theory discussed in the leadership section, as well as the testimony about the knife that was found, by pulling an identical one out of his pocket and saying he purchased it cheaply two blocks from where the murder took place at a pawn shop. As far as boundary spanning roles, the only boundary spanning that occurred within this group was when man number 8 asked the man outside the room for the evidence of the knife that was used and the model of the apartment that the old man lived in. There were many participation problems within this group as well. There was constant interruption of one another by just about every man in the room. This interrupted the rules that had been set of each man taking a turn in circle presenting their opinions and the support for their opinions. The group did not foster a safe environment for each member to discuss their opinion either. Whenever one man would raise a question about the possibility of reasonable doubt or change their vote to not guilty there would be an uproar, mostly from men numbers 3 and 10. Perhaps another reason the group performed so poorly was because there was no relational development within the group. They were there strictly to perform a task, leading to poor team cohesion and lack of trust among one another. Men number 3 and...
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