Understanding Leadership Theory: The documentary of Sir Ernest Shackleton Robin A. Cheramie Associate Professor Department of Management and Entrepreneurship Coles College of Business Kennesaw State University Kennesaw, Georgia ABSTRACT Leadership theory is one of the most complex groups of theories to teach management students; nevertheless, it is the one of the most interesting and often desired topics to learn from students. Many organizations are seeking soft skills that are commonly discussed in leadership theory such as building relationships with followers, taking initiative and having effective communication skills (Abraham & Karns, 2009; Graduate Management Admissions Council [GMAC], 2012; Loman, 2011). This paper describes the experiential exercise in which the documentary of a histori- cal figure, Sir Ernest Shackleton, is used to facilitate a discussion on the many aspects of leadership (Butler, 2000). Results from a student satisfaction survey of this exercise and pre-test/post-test data are provided to indicate learning in this exercise. INTRODUCTION focuses on a historical event in which the leader worked with his followers in an extreme situation and constantly A fundamental topic in management relates to under- changing environment. The exercise integrates the stu- standing effective leadership and developing leaders with- dents’ knowledge of leadership theory within the last cen- in an organization. In fact, the topic of leadership quite tury to understand the complexities of effective leadership often becomes a history lesson explaining the evolution in a dynamic environment. of multiple theories and the complexity related to under- standing how leadership works in our world. Leadership LEADERSHIP THEORIES could not be discussed without considering the political, societal and/or organizational implications of promi- Leadership theories are often grouped into multiple cat- nent leaders over time. Moreover, we can learn through egories in organizational behavior classes: trait theories, historical figures the art of leadership and how effective behavioral theories, contingency theories and contem- leadership can lead to positive outcomes. Many graduate porary theories of leadership (Bryman, 1996; Hay and students pursue a degree with the intent of becoming ef- Hodgkinson, 2006). Teaching leadership within an un- fective leaders in the workplace and expect to learn the art dergraduate or graduate organizational behavior course of leadership in our curriculum. can be challenging as there are so many different models, theories and perspectives due to the number of years it has One of the major challenges for MBA programs is to pro- been researched. Additionally, due to the complex nature vide knowledge and practical skills of leadership in the of leadership, it becomes almost necessary to provide a his- curriculum. Recently, some researchers have argued to torical perspective of the different approaches to under- redefine leadership and to focus more on process-related stand the evolution of leadership theory. Hence, in many behaviors related to leadership and to place less emphasis organizational behavior classes, leadership lectures always on a systems-perspective for leadership (Hay and Hodg- start with a historical overview of how we have progressed kinson, 2006). Meaning, leadership should include the in understanding the many different dynamics of leader- process as well as an understanding of the constantly ship theory. Once the evolution of leadership theory is ex- changing environment. The purpose of this paper is to plained, then exercises such as the Shackleton documen- provide an experiential exercise based the documentary tary (Butler, 2000) described in this experiential exercise of one historical figure, Sir Ernest Shackleton, and to and/or case studies can be used to reinforce the leadership describe how this exercise can be integrated into a MBA models discussed. level course teaching leadership. Specifically, this exercise Journal of Learning in Higher Education 69 Robin A. Cheramie Understanding Leadership Theory: The documentary of Sir Ernest Shackleton Trait theories are often discussed first in a leadership dis- MULTIPLE TECHNIQUES FOR The documentary is presented after a thorough lecture of or his crew members during this historic journey. The in- cussion as it addresses our interest in understanding the TEACHING LEADERSHIP leadership theory and discussion of the common catego- structor/facilitator could simply identify specific models/ personality traits relevant to highly effective leaders. Early ries of leadership theory. The documentary is shown in the theories in leadership and ask the students to provide ex- There have been numerous articles discussing the chal- management theorists questioned whether personality beginning of a 3-hour graduate-level class and then a dis- amples of these behaviors in which Shackleton or his crew lenges of teaching leadership and authors have provided traits, physical characteristics and abilities were predic- cussion begins relating Shackleton’s expedition with lead- exhibited. multiple techniques for teaching leadership (e.g., Bumpus, tive of highly effective leaders (Bryman, 1996). During ership theory. Butler’s documentary (2000) won awards 2005; Burns, 2000; Doh, 2003; Harrington & Griffin, this time period, researchers questioned whether leaders at the Sundance Film Festival and Telluride Film Festival. Leadership Exercise Evaluation 1990; Hay & Hodgkinson, 2006; Podolny, 2011). Specifi- are born and therefore distinguished among ineffective It is narrated by Liam Neeson and uses pictures and his- leaders. This discussion often leads to a lively interaction cally, authors have used motion pictures, poetry/classic lit- torical footage from the actual location. Additionally, the The leadership exercise has been successfully implemented in which students discuss the ‘nature or nurture’ debate erature, and many other experiential techniques to teach documentary includes interviews with surviving relatives in a graduate level Organizational Behavior course and a in effective leaders but also addresses whether leadership the complex leadership theories. Increasingly, educators as well as archived audio interviews with members of the graduate level Leadership course in a large, public uni- behaviors can be developed over time. have incorporated more visual learning techniques such crew. The documentary is 97 minutes in length which is versity located in the southeast United States. All of the as television and movies clips into the classroom because suitable for a graduate level class that typically meets for 3 students taking this course are pursuing a Master’s degree There is a natural transition to our discussion of behav- it provides an effective stimulus to learning by engaging hours once a week. in Business Administration. Most students in the course ioral theories after our trait theory discussion as students students and illustrating course concepts (Bumpus, 2005; have a minimum of five years of industry experience prior quickly realize the importance of how leaders behave in Smith, 2009). Discussing Leadership theory without An advantage to using movies/documentaries as a meth- to pursuing an advanced degree. Additionally, only 14% understanding effective leadership. More specifically, the demonstrating these behaviors could be a challenge and od for reinforcing learning is that it provides a visual im- of the students have supervisory experience; nevertheless, behavioral theories, based in the Ohio Studies research prevent an optimal learning experience for our students. age for transferring the knowledge learned in lectures most students expressed a desire to move into leadership lead by Stogdill, identified two prominent behavioral In other words, lectures related to these topics can be to an example (Bumpus, 2005; Harrington & Griffin, positions within their own organization. dimensions: consideration and initiating structure (Bry- confusing and tedious as they are often explained from 1990). Students are encouraged to take notes during the man, 1992). The consideration behavior focuses on build- a historical perspective. Therefore, finding different ways documentary and look for examples of the various leader- Data was collected to determine if the leadership exercise ing relationships with followers in order to attain goals; to present the numerous models in leadership assists stu- ship theories/models we discuss in our lecture. They are improved learning in the traditional leadership theories whereas, the initiating structure behavioral style focuses dents in their overall learning (Anderson, 2007; Marck- informed of the discussion in advance of the viewing in taught in the course. Prior to our class lecture/discussion on tasks. By understanding these early research models, etti & Kadolph, 2010). which they will be required to participate and provide on leadership, students were asked to complete a 20-ques- students can quickly identify with the concept of exhib- examples from the documentary. After viewing the docu- tion pretest to determine a base-level of knowledge for un- iting either task-oriented or people-oriented behaviors in mentary, the instructor facilitates a thorough discussion derstanding general leadership concepts. A posttest was Leadership Exercise relation to effective leadership. Moreover, these models of each of the leadership categories and illustrates how distributed in the class following the viewing of the docu- emphasize the importance of how leaders interact with Sir Ernest Shackleton (1874-1922) was a British explorer each of the models may apply to Shackleton and his crew. mentary and class discussion related to the documentary. their followers in order to meet specific goals. most famous for his Endurance expedition to Antarctica An alternative would be to break the class into small Additional survey items were included in the posttest and (Larson, 2011). Shackleton joined the merchant navy at groups and to instruct each group to focus on a leader- related to student satisfaction with the video exercise. The Next, our discussion continues with the contingency an early age and become obsessed with reaching Antarc- ship category (i.e., trait theory, behavioral theories, etc.). additional questions were related to the relevance of the models in which context and moderators become pivotal tica after he was forced to return home due to an illness Within each group, students would be required to provide video technique for teaching leadership and less emphasis components in understanding effective leadership. The lecture builds upon previous models but also discusses the on his way to Antarctica. In 1914, his ship, Endurance, examples of Shackleton and/or his crew as they relate to was placed on understanding concepts which were more sailed for his third trip to the South Pole. This famous each of the leadership models/theories in their respective likely to be tested in class exams for leadership. inefficiencies and inconsistencies of the trait and behav- ioral models. Many textbooks emphasize the Situational trip is discussed in the documentary, “The Endurance: categories. Once the groups have completed this initial Forty-five students completed both the pretest and post- Shackleton’s legendary Antarctic Expedition” (Butler, assignment, then the groups could facilitate and lead the Leadership Model or Life Cycle theory of Leadership de- test for the leadership exercise. The average score for the veloped by Hersey and Blanchard (1969) as a prominent 2000). The Endurance became trapped in ice and the crew discussion with the remaining students. pretest is 11.2 out of 20 questions and the average score for members were stuck on ice for 635 days. This incredible contingency model. This model provides a good example There are numerous situations within the documentary the posttest is 14.7 out of 20 questions. A paired sample journey illustrates the stressful excursion and survival of of how specific behaviors need to match a particular con- in which students could relate the historical events to t-test was used to analyze the difference in scores between all 28 members in his crew. More specifically, the crew text in order to maximize performance among followers. leadership concepts. For instance, the documentary dis- the pretest and posttest. A statistically significant increase Students quickly recognize the importance of adapting was forced to abandon the Endurance after it was trapped cusses the ‘job wanted’ ad posted when Shackleton was occurred in learning from the pretest to the posttest (t = in ice. Shackleton and his crew used three small boats to leadership behaviors to a specific context. searching for crew members. The ad stated, “Notice: Men -5.425, p = .001). travel to Elephant Island, an uninhabited island off the wanted for hazardous journey. Small wages. Bitter cold. The last category of leadership models is often called the coast of Antarctica. Although the crew was on land, there Students were also asked a series of questions related to Long months of complete darkness. Constant danger. contemporary models in which we often discuss transac- was little chance of being rescued from this remote is- their general satisfaction with the assignment and useful- Safe return doubtful. Honour and recognition in case of tional, charismatic and transformational leadership. In land. Therefore, Shackleton and five members of his crew ness of the video exercise. Seven questions were added to success.” Part of our leadership lecture focuses on the fol- the classroom, we spend a considerable amount of time continued their trek to reach another island sixteen days the posttest that addressed whether the video exercise was lower characteristics and some of the contingency models discussing the similarities and differences in these models later. On foot, Shackleton reached a whaling station after a useful tool for learning leadership theories. The items include followers as part of leader effectiveness. The job as well as how leadership has progressed to this point in thirty-six hours and was able to organize a rescue mission were evaluated using a 1 to 7 scale from strongly disagree wanted posting by Shackleton provides a unique opportu- time. Additionally, students often provide personal and for the remaining men on Elephant Island. Amazingly, all to strongly agree. The means for each of these additional nity to integrate many of these leadership topics from the public examples of these types of leaders. Teaching lead- twenty-eight crew members survived this miraculous ex- survey questions are provided in Table 1. Overall, the class followers’ perspective as well as tie concepts to the Situ- ership from a historical viewpoint allows students to see pedition in the Antarctic. appeared highly satisfied with the expectations and objec- ational leadership Model (Hersey & Blanchard, 1969). multiple perspectives and complexities in evaluating effec- tives of the leadership video exercise. Within this documentary, there are several examples of tive leadership. leadership models/theories exhibited by either Shackleton 70 Fall 2015 (Volume 11 Issue 2) Journal of Learning in Higher Education 71 Robin A. Cheramie Understanding Leadership Theory: The documentary of Sir Ernest Shackleton Table 1 However, engaging students to learn leadership from a a useful tool in learning leadership theory. Additionally, Burke, L. A. & Moore, J. E. (2003). A perennial dilemma Project evaluation questions and averages historical perspective as well as how it can be applied in many graduate students are interested in pursuing man- in OB education: Engaging the traditional student. Survey questions Mean their everyday work life is an incredible challenge (Burke agement positions during their careers; therefore, students Academy of Management Learning and Education, 2 & Moore, 2003). Corporations are concerned about the are motivated to learn the concepts of leadership and how (1), 37-52. 1 This exercise was relevant to learning 5.23 lack of ‘people skills’ within recent graduates and there is a to apply them in their everyday work life. leadership theory. Burns, J. S. (2000). A river runs through it: A metaphor higher awareness in students to develop these managerial Despite these limitations, this experiential exercise pro- for teaching leadership theory. The Journal of Leader- 2 This exercise was interesting. 5.05 skills which will make them successful in the workforce. vides another method for instructors to teach leadership ship Studies, 7 (3), 41-55. 3 This activity reinforced and 5.12 Employers want employees who are capable of utilizing theory. As educators, we often look for varying methods complemented what I learned about many leadership skills that highlight understanding hu- Butler, G. (Director). (2000). The Endurance: Shackleton’s to reinforce learning and provide variety in the classroom. leadership theory. man behavior and getting the job done (e.g., Association Legendary Antarctic Expedition. United States: Dis- Students appreciate the multiple methods for teaching of American Colleges & Universities [AACU], 2015; covery Channel Pictures. 4 Watching a video about a real-life 5.52 and expect more integration and a higher level of learning GMAC, 2012; Selingo, 2015). Leadership theory and the leadership situation was very helpful in than traditional lectures (Bumpus, 2005; Burns, 2000; Bryman, A. (1996). Leadership in organizations. In Clegg, ability to influence others are tied so closely to building re- learning leadership. Hay & Hodgkinson, 2006). S., Hardy, C., and Nord, W.R., (Eds.), Handbook of Or- lationships and people skills that corporations seek in new ganizational Studies, Sage: London, 276-292. 5 This activity helped bring to life what 5.34 applicants. However, the complexity of understanding Lastly, by viewing the documentary in its entirety, stu- happens between leaders and followers. effective leadership also reinforces the need for meeting dents can become emotionally connected to the expe- Cardon, P. W. (2010). Using films to learn about the na- 6 Please comment on what you liked about goals in a timely manner. Employers are more attracted rience and engage more strongly in understanding the ture of cross-cultural stereotypes in intercultural busi- this exercise. to students who can demonstrate these leadership skills situation with leadership theory. Additionally, numer- ness communication courses. Business Communication outside of the classroom and, recently, employers have ous advantages have been identified when using film to Quarterly, 73(2), 150-165. 7 Please comment on what you disliked emphasized the ability to learn as one of the most attrac- teach complex management concepts such as the ability about this exercise. Champoux, J. E. (1999). Film as a teaching resource. Jour- tive qualities in a job candidate (Selingo, 2015). Therefore, to engage students, to provide a visual example of concepts nal of Management Inquiry, 8(2), 206-217. using visual exercises to demonstrate leadership concepts and to bridge the gap between leadership concepts with Many students provided additional comments regarding becomes a priority in helping students learn and make real examples in practice (Ambrosini, Billsberry, & Col- Doh, J. P. (2003). Can leadership be taught? Perspectives what they liked or disliked about the video exercise. Stu- connections with theoretical course concepts. lier, 2009; Liles, 2007; Rajendran & Andrew, 2014). This from management educators. Academy of Management dents commented about the ability to apply multiple lead- documentary provides an additional method for empha- Learning and Education, 2 (1), 54-67. ership concepts within the story of Shackleton. Also, stu- Movies and/or documentaries provide an additional sizing leadership theory in practice. Moreover, students dents appreciated the real-life example of a leader in dire method for reinforcing learning concepts in the class- Graduate Management Admissions Council (2012). 2012 can learn how to recognize effective leadership behaviors situations often commenting about the context in which room. This medium has the opportunity to bridge the Corporate recruiters’ survey. Retrieved from http:// which may be used in their own personal development as these leadership theories were demonstrated. Lastly, many gap between a student’s learning environment and a re- www.gmac.com/market-intelligence-and-research/re- they progress in new careers. students commented about the value of observing these al-world situation through film (Rajendran & Andrew, search-library/employment-outlook/2012-corporate- leadership theories in practice and not just learning the 2014). Films engage students more intensely and have a recruiters-survey-survey-report.aspx ideas/concepts related to these theories. Overall, students higher probability of leaving a lasting impression (Car- REFERENCES Harringon, K. V. & Griffin, R. W. (1990). Ripley, Burke, enjoyed learning more about this historic expedition in don, 2010). Meaning, films can provide an alternative Abraham, S. E. & Karns, L. A. (2009). Do business Gorman, and friends: Using the film “Aliens” to teach which most students were unfamiliar with this particular method to understand complex theories and models to schools value the competencies that businesses value? leadership and power. Journal of Management Educa- journey to Antarctica. improve learning. Specifically, films can improve learning Journal of Education for Business, 84(6), 350-356. tion, 14(3), 79-86. by being more memorable and entertaining to students in A few students also provided comments about what they a classroom (Champoux, 1999). 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Life cycle theory of current example of leadership in practice. Nevertheless, As with all research, there are limitations to consider. A classroom exercise to help students appreciate the leadership. Training and Development Journal, 23(5), most students were more favorable than negative with the First, this experiential exercise is a time commitment need for multiple theories of a management domain. 26-34. comments and the overall video experience. to the overall class in that the video takes a substantial Journal of Management Education, 31 (6), 757-776. Larson, E. J. (2011). An empire of ice: Scott, Shackleton, amount of time to view the documentary plus time to fa- Association of American Colleges & Universities. (2015). and the heroic age of Antarctic science. New Haven: Yale cilitate the discussion. This exercise is most suitable for a CONCLUSION Falling short? College learning and career success. Wash- University Press. three-hour class in which you have ample time to discuss ington, D.C.: Hart Research Associates. Although some researchers argue we need to redefine the documentary and leadership theories with students. Liles, R. E. (2007). The use of feature films as teaching how we teach leadership (e.g., Bumpus, 2005; Burns, Even though this exercise has been implemented in mul- Bumpus, M. A. (2005). Using motion pictures to teach tools in social work education. Journal of Teaching in 2000; Harrington & Griffin, 1990; Hay & Hodgkinson, tiple graduate courses for years and there is a significant management: Refocusing the camera lens through the Social Work 27(3/4), 45-60. 2006), there are multiple techniques and strategies that difference in the pre-test and post-test data indicating infusion approach to diversity. Journal of Management Marcketti, S. B., & Kadolph, S. J. (2010). 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