Proceedings of ASBBS

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Management Goes to the Movies

Steve Dunphy, Ph.D. Associate Professor of Management 3400 Broadway Gary, Indiana 46408 sdunphy@iun.edu (219)980-6901
Abstract Proposed herein is a framework for formulating and implementing an elective course: Management Goes to the Movies. For a typical fifteen week semester, 11 full length feature films are recommended for showing, a film critique form is provided, a structure for grading the course is suggested and links are given to relevant concepts of management and business administration for the purpose of fostering additional research. It is believed that such a course would enable faculty to utilize a non-traditional vehicle: Hollywood feature films, both to reify concepts of management and to foster a new way of understanding those concepts as depicted by film. Keywords: management, movies, business administration, feature films. Introduction Journals in the field of management education have for decades recommended both training films and more traditional, Hollywood fare for the purpose of explicating, illustrating and expanding upon various specific concepts associated with management and/or more general concepts associated with business administration (Dunphy & Koza, 2007; Dent, 2001; Harrington, 1990; Huczynski, 1994; Michaelson, & Schultheiss, 1988). However, structures for evaluating the films are rarely recommended, nor has it been suggested that a concatenation of films with implications for management and business administration might in fact constitute an entire course. The purpose of this paper is to recommend just such a concatenation as an entire course enabling faculty to utilize a nontraditional vehicle: Hollywood feature films, for the purpose of explicating then demonstrating concepts of management and business administration. In this paper, a structure is provided for critiquing each film in the Management Goes to the Movies Evaluation Form (please see appendix A). Links that are specific to the film and concept are provided for explicating and illustrating concepts of management or business administration. It is believed that the structure and the links can be used to foster meaningful class discussion about the films explication of various concepts of business administration. For example, Lawrence Roth in his article on Introducing Students to the Big Picture (2001) claims that using commercial movies can be effective and highly engaging for providing students with meaningful exposure to stakeholdersconflicting perspectives, interests and interactions in organizational settings (p. 22).
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Background Specific films which have been most prominently cited in the management education literature for their pedagogical impact include Twelve Angry Men (1959) (McCambridge, 2003); The Magnificent Seven (1960) (Huczynski, 1994); Aliens (1979) (Harrington, 1990) and Dead Poets Society (1989) (Serey, 1992). While all should be commended for these entertaining suggestions, the authors believe that some of the films are becoming too old, some too violent, some too bizarre and some too literate for showing to todays Internet weaned undergraduates. With the exception of the McCambridge piece, rarely do these articles suggest a framework for analyzing the movies or for connecting things up either to the relevant concepts of management or to the topic under discussion in the textbook. Roth (2001) suggests making the connection through guest speakers and movie modules. The three movie modules specified are Other Peoples Money ( 1991), The Efficiency Expert (1992) and Gung-Ho (1986). Bumpus (2005) likes the idea of teaching management by using motion pictures but prefers to focus the discussion on diversity rather than on the entire management rubric. In fairness it should be noted that connecting things up is never an easy task especially when it comes to the use of media. Even classic media application articles such as Huczynskis Teaching motivation and influencing strategies using The Magnificent Seven (1994) may have fallen short if the activities as depicted by the action packed, kill one every 7 minutes western preclude the student audience from later concentrating on the postulates, expositions and theoretical talking points as enumerated by the professors scintillating lecture. If nothing else, a 15 minute break between media and message is probably a necessity, because, despite Marshall McLuhans quip that The medium is the message (1964), it is not always an easy task to switch from one to the other and vice versa. Students might be left wondering what was the point of showing a group of gunslingers engaged in gratuitous violence? Is there really a strategy here, or is this mere action packed Hollywood (or, perhaps even worse, Bollywood) fluff? Course Objectives and Structure The objectives of the Management Goes to the Movies course include: 1. To develop an understanding and use of various film terms and topics for film analysis and writing especially as they relate to concepts of business. 2. To gain an understanding of the changing perspectives of diversity (including gender, sexual preference, ethnicity, etc.) in business today and its impact on the business climate. 3. To learn how to prepare, organize, and then write a film critique comparing and contrasting two or more films and linking them to concepts of business. For example the movies The Godfather parts 1 and 2 depict a family business as it progresses through a couple of generations. These movies should be compared and contrasted because among other things they point out the difficulties of succession planning, strategic planning, organizational development and control. 4. To analyze the many aspects of business functions associated with management and general business administration through their depictions by film and then to engage in the role of critical evaluator of these depictions.
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5. To place the film in a larger societal context. 6. To develop an ability to articulate the influence of political, social, legal and regulatory, environmental and technological issues on business decisions as depicted by the film. In light of the fact that most students spend a considerable amount of time exposing themselves to various media such as television, movies and now streaming Internet video, the authors believe that a strong case can be made for helping students ascertain the business dimensions, applicability and relevance of the films. The film evaluation form (appendix A) provides a start for determining these dimensions. The form was constructed based on suggestions from the American Film Institute. According to the American Film Institutes web site: (www.afi.edu/teachers/resources/), questions to consider include: Is the film adapted from fiction or drama or is it original? Are the characters credible? Are they appropriately cast? Comment on the theme of the film and its relevance to management or business administration. Is the theme supported by the plot, acting and other elements of the film? Is the setting/locale appropriate and effective and how does it or doesnt it support the concepts of business? For example, the film Wall Streets (1987) setting is in this countrys financial capital. What about some of the other films and their use of Main Street? Is Main Street also the setting for a mini-financial market? Certainly in the case of The Godfather Part 2, Las Vegas Boulevard seems to have served in just such a capacity. The casinos were mini-markets ripe for looting (or, in the words of the underworld: skimming) by any well organized, well capitalized coordinated collection of hoodlums as depicted by the Family Corleone. Finally, students should be asked to relate what they saw in the film to concepts of management and business administration. Students may do this by comparing and contrasting management themes that they noticed were common to two or more films as noted by their film critique forms. These should be filled out for each film. -Insert the film evaluation form (Appendix A) here.Additional questions for consideration include: What business lessons were learned? How effectively and convincingly did the actors and actresses play their roles? What suggestions might the student give to the role players to effectuate a different and perhaps more satisfying (or even prosperous) result? To facilitate students in their efforts to answer these questions and to assist them in filling out the film evaluation form, the book A Short Guide to Writing About Film (Corrigan, 2007) is suggested as a course textbook. This guide not only addresses most of the questions posed above, but also has a number of useful exercises intended to guide students through the craft of writing about film. These exercises can be combined or
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mixed to constitute the courses final term paper depending on the instructors preference. As an alternative to an actual textbook, instructors may wish to concatenate a series of Journal of Management Education articles on film, Business Week articles on the topics relevant to the films and Internet links. As a start, the author recommends that the McCambridge article (2003) be used in conjunction with the movie Twelve Angry Men (1957). In one class, the article should be assigned and the methodology as outlined by the 5 appendixes established. The process of transforming traditional conversation into a communication strategy for the purpose of overcoming barriers to communication is thoroughly learned and can be applied to other films. Additional readings include Roths The Big Picture (2001) wherein suggestions are provided for including guest speakers and using the movie module approach previously mentioned. Additional scholarly articles that may be of interest include Bumpus (2005), Dent (2001), Serey (1992) and Harris (1991) but use of some of these articles may necessitate a change in the list of recommended movies for showing. The Selections It is suggested that the film course be taught 1 night/week. This way ample time should be available to show the film, fill out the critique form and engage in pre and post film class discussion. This would allow for approximately 15 class sessions in a typical semester for a one night/week format. It should be noted, however, that it is also possible to show the films twice a week by playing half of the film and then explaining that a delayed intermission shall occur until the next class when the second half of the film may be shown. Of course the selections regarding which movies to show are somewhat subjective. However, where at all possible, an effort was made to adhere to AFIs updated 100 greatest movies of all time list which can be accessed at www.afi.com. Movies relevant to the subjects of management and business administration that are on this list may be especially appropriate because they have been selected by critics on the basis of a vigorous set of criteria. In fact, all movies except two are enumerated on AFIs list and most are contained among the top fifty selections. The only two not on AFIs list are Wall Street (1987) and The Devil Wears Prada (2006). These are included for their timeliness and for the fact that they directly address issues relevant to management and business administration. It should be noted that faculty may or may not wish to show these films in their entirety. Some may prefer to select certain scenes which they feel adequately illustrate the concept. This may be a matter of personal preference because, especially with classic films, the difficulty remains: what to leave in, what to leave out1 but the authors agree to disagree on this point. One suggests showing the film in its entirety. The other suggests selecting salient movie scenes. -Insert Appendix B Here-

The AFI list specifies Citizen Kane as #1 on the 100 greatest movies of all time. In short, critics love this movie. Todays undergraduate may feel differently.

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A selection of management concepts for consideration is included as a last column of appendix B. The selections were made based on the fact that these concepts were addressed at certain points in the movie. Students can either evaluate the suggested concepts in point 8 of the film critique form, or come up with concepts of their own. In any case, references are given enabling the students to embark upon further research and follow-up. Conclusion This paper has suggested the use of film as a vehicle to illustrate, elucidate and ultimately teach various concepts of management. A variety of factors are converging to support the development of a course based entirely on film. These include the fact that todays Internet savvy student may or may not have the time, patience or desire to sit through lecture after lecture in the chalk and talk format. Further, regardless of how entertaining, scholarly and impressive the instructor is, he or she will have difficulty upstaging the stars of Hollywood. Finally, real learning can take place because famous scenes from Hollywoods greatest movies tend to stay locked in the subconscious mind of the viewer, rather than recycled in a bookstores textbook discount rack. For all these reasons and for the fact that the movies cited have been carefully selected to reify and expound upon various concepts presented in management and business administration textbooks, the author recommends that the course Management Goes to the Movies be included in the catalogue for offering during an upcoming semester. This way an assessment can be made of student interest and anticipation by following the same tried and true procedures of film studio touts who claim that the latest thriller will be coming soon to a theatre near you.

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Appendix A Management Goes to the Movies Evaluation Form Film Title:______________ Year (_____) Student:___________________ # Item Description Comments The premise is the supposition implied in 1 Premise the story. Students should also note is this supposition has implications for the management or business administration concepts noted below (see items 7 and 8). Examines the depth of the personalitys 2 Characterization beliefs, motivations, desires, etc. Students should also note how this characterization may or may not impact the business issues (for example some characters seem unconcerned with business ethics and act accordingly). Comment on how the film is put together 3 Structure & Plot and how the events are rendered in some sort of structure or order. Again, does this have implications for the business concepts noted below? Conversation between two or more 4 Dialogue people. How is the use of dialogue, slang, jargon and or language peculiarities supportive of the characterizations noted in #2 above? An unexpected turning point that attracts 5 Originality attention. Does the originality of these turning points support the structure and plot of the film? If so, how? A self contained episode within a larger 6 Scenes work. How does the scene accommodate the business activity as depicted in that particular episode of the film? Select a concept from management that 7 Management was illustrated in the film and explain Concept how it was illustrated and why this illustration was or was not meaningful. Management refers to the process of coordinating, controlling, leading and directing. Select a concept from the entire field of 8 Business business and explain how the concept was Administration depicted by the film and why the Concept depiction was or was not meaningful. Business refers to the more general activities associated with commerce.
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Appendix B Films Linked to Management Concepts SesActivity Homework sion Explanation of the course Read the handout, On 1. structure, PowerPoint writing a film critique. presentation on critiquing a Hollywood movie. Wall Street (1987) Complete the 2. Management Goes to the Movies evaluation form (5%) 3. The Godfather Part 1 (1972) The Godfather Part 2 (1974) is suggested for additional viewing as homework. Complete the Management Goes to the Movies evaluation form (5%)

Management Concept(s)

4.

North (1959)

by

the Northwest Complete Management Goes to the Movies evaluation form (5%)

5.

the The Bridge On the River Complete Kwai (1957) Management Goes to the Movies evaluation form (5%)

6.

the The French Connection Complete (1971) Management Goes to the Movies evaluation form (5%) Twelve Angry Men class Study in class Appendixes A, B, C, D, E of the dialogue study session. McCambridge article. Set (1959) or (1997)

7.

Finance (Brigham & Houston, 2007) Capital Markets (Choudery, Joannas, Pereira, & Pienaar 2001) Negotiation (Cronin-Harris. 2004) (Heifetz, Ella Segev. 2004) (Buelens & Van Poucke, 2004) Power and Politics (Beeman, & Sharkey, 1987) (Reuter, 1995) Coercion and Corruption (Kerkvliet, 2002) Succession Planning (Brun, 2007) Strategic typologies. (Miles and Snow, 1978); (Conant, 1990) Environmental Scanning (Albright, 2004) (Saxby, 2002) Strategic planning. (Porter, 1980); (Christensen, 1997) Evaluation & control (Hitt, 1996); (Banker, Chang and Pizzini, 2004) Logical incrementalism (Quinn, 1980); (Butel and Watkins, 2000) The Underground Economy (Pozo, 2006) Distributive Justice (Lambert, 2007) Procedural Justice (Wells, 2007) Studies of dialogue (McCambridge, 2003)
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8.

9.

10.

11.

12.

13.

up dialogue practice sessions. Twelve Angry Men Follow the directions of the Team explorations of video appendixes. segments of dialogue. (showing of the film). (1997) shown in incremental vignettes. (20%) Short answer and essay questions Midterm Examination about the films illustration of business concepts, the use of dialogue to achieve organizational objectives, what the motion pictures seen to date have taught about management, etc. Complete the Career transitions The Graduate (1967) (Or, skip the film on this Management Goes to the (Yang, 2007); date and schedule a Movies evaluation form (Mayrhofer, 2005) midterm examination (5%) Worker alienation (Cooper, 1983) based on the business (Kanungo, 1992) concepts illustrated in the prior films comparing and contrasting those films and applying the concepts depicted therein to current, business situations.) Patton (1970) Complete the Leadership Management Goes to the (Danby, 2007) Movies evaluation form (Bulls, 2007) (5%) Developing a Vision (Leap, 2008) (Dreier, 2007) the Workplace bullying The Devil Wears Prada Complete (2006) Management Goes to the (Lutgen-Sandvik, 2007) Movies evaluation form (Seigne, 2007) (5%) Harassment (Vaez, 2004) Use and Abuse of Power (Hodson, 2006) Taxi Driver (1976) Complete the The Communication feedback Management Goes to the loop Movies evaluation form (McCambridge, 2003) (Booher, 2007) (5%) Egodigwe, 2007) Organizational communication (Madlock, 2008)
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14.

Vertigo (1954)

Complete the Management Goes to the Movies evaluation form (5%)

Workplace performance monitoring (Hansen, 2006) Judgment and Decision Making under conditions of uncertainty (Kerstholt, 2007) (Sinclair, 2005)

15.

Presentations and/or final Final 25%. examination. Hand in Film Paper.

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Youssef, C. & Luthans, F. (2007). Positive organizational behavior in the workplace. Journal of Management. Vol. 33, Iss. 5; p. 774.

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