Lesson 18 - "12 O'Clock High"

PART I Lesson 18: "Twelve Oclock High"-- A Study In Situational Leadership Instructor: Academic Instructor Teaching Method: Video/Guided Discussion Time Required: 4 hours Prerequisite Classes: Situational Leadership Interrelated Information: Effective Supervision Visual Aids: Video ? "12 O'clock High" Situational Leadership Model Chart Student Preparation: Bring study guide to class Date of Lesson Development/Last Major Revision: January 2000

PART IA Affective Lesson Objective: Respond to the concept of Blanchards Situational Leadership Model II, as it pertains to the movie 12 Oclock High. Affective Sample of Behavior: Orally participate in classroom discussion between segments of the film. Cognitive Lesson Objective: Apply the Blanchard Situational Leadership Model to a case study. Cognitive Sample of Behavior: Using the Blanchard Situational Leadership Model, identify the various leadership styles in the movie 12 O'clock High. PART IB Strategy: This is a 4 hour lesson, in which students are asked to relate the leadership skills they've learned to the leadership styles displayed in the movie "12 O'clock High." This class draws on much of the material previously taught, - particularly from the Situational Leadership Model lesson, where leadership styles are discussed (Directing, Coaching, Supporting and Delegating) to reinforce the principles of leadership presented so far in the curriculum. The Instructor may want to display a Situational Leadership Model chart in the classroom. The Instructor should tie the Air Force Core Values of Integrity First, Service Before Self, and Excellence in All We Do into the lesson where appropriate. Lesson Outline: A. Part I ? "12 Oclock High" (35 min) B. Discussion on Part I (25 min) - includes 10 min break C. Part II ? "12 Oclock High" (48 min) D. Discussion on Part II (25 min) - includes 10 min break
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Lesson 18 - "12 O'Clock High"

E. Part III ? "12 Oclock High" (48 min) F. Discussion on Part III (30 min) - includes 10 min break PART II INTRODUCTION NOTE: You don't have to remain in the classroom during the video portions of this class if you have seen the movie. We suggest you stay to watch the entire movie if it has been a while since you last saw it. If you finish the discussion questions provided, ask how characters displayed core values. ATTENTION (Suggested: Many aspects of the movie "12 Oclock 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 92nd Bombardment Group stationed at RAF Alconbury, England.) MOTIVATION (Suggested: As the future leaders of the Air Force, it is important you learn to select a leadership style appropriate to the situation. The movie will help you understand this concept.) OVERVIEW A. Watch the movie "12 Oclock High" in three parts. B. Analyze the movie from several different viewpoints, keying especially on leadership styles and the material covered in your lectures on situational leadership. NOTE: 1. Please have the students use their study guide while watching the movie. 2. Complete as many of the questions as discussion time permits. BODY PRESENTATION TRANSITION (Suggested: This is an excellent time to apply the Blanchard Situational Leadership Model to a real life situation. Sit back, relax, and enjoy the movie!) NOTE: Comprehend that the leaders use of an inappropriate style of leadership for followers' readiness results in poor mission performance. A. Movie ("12 Oclock High") Part 1of 3 35 Min

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Lesson 18 - "12 O'Clock High"

B. DISCUSSION ON PART I 15 Min TRANSITION (Suggested: Lets begin by analyzing the situation. What did you observe during this movie?)

LOQ: Why is the 918th Bomb Group having problems? AR: Colonel Davenport is over?identifying with his men. He defends them, (navigator) and takes responsibility for errors made by his men. FUQ: Using the Blanchard Situational Leadership Model, what is the development level of the men of the 918th? AR: The development level of the men of the 918th is D-2 (some competence, low commitment.) FUQ: What are some of the cues that indicate the men of the 918th are at the D-2 development level? AR: 1. Competence (some) a. Not staying in formation. b. Heavy losses. c. Navigation errors. 2. Commitment (low) a. Not secure in their ability to complete a mission. b. High sick-call rate. c. Always looking for someone to lean on. d. Col Davenport was not willing to push for more planes for a mission he accepted what was offered. FUQ: Using the Blanchard Situational Leadership Model, what is Colonel Davenports style of leadership and why is he failing or succeeding? AR: 1. His style is S?3, Supporting. He's failing because he is misreading the development level of his followers. He is using a leadership style that is mismatched for the development level of the followers. Col Davenport is using a supporting 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. 2. Col Davenport is also failing because he lays blame elsewhere and is always looking for excuses.

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Lesson 18 - "12 O'Clock High"

FUQ: Using the Blanchard Situational Leadership Model, what is General Savages leadership style at Pinetree and why is it successful or unsuccessful? AR: His style at Pinetree is S-2, Coaching. He is still making the decisions and providing the structure; he also says why a decision is made.

C. MOVIE ("12 Oclock High") Part 2 of 3 48 Min D. DISCUSSION ON PART 2 25 Min TRANSITION (Suggested: Lets go back to the Blanchard Model and see what else we picked-up from the movie.) NOTE: Comprehend that correctly understanding subordinates development greatly enhances the possibility of using the right leadership style for the situation. LOQ: When did General Savage change leadership styles? AR: 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. FUQ: Using the Blanchard Situational Leadership Model, what leadership style did General Savage initially assume when he took command of the 918th Bomb Group and why? AR: 1. His style is S-1, Directing. 2. He makes all decisions and tells people exactly what to do. FUQ: Savage came in as S-1, but his men were actually D-2 (some competence, LOW commitment), so why did this mismatch of leadership style work for him? AR: It worked when he first arrived because savage was focusing on the mens need to improve their competence. If he had stayed S-1 much longer, their morale wouldnt have improved and the mismatch could have backfired. LOQ: Using the Blanchard Situational Leadership Model, explain why General Savage treats Major Stovall differently from the aircrew. AR: General Savage uses a mix of coaching and supporting with Major Stovall. Unlike the aircrew,
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Major Stovall has a higher D-2 to D-3 development level. 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. FUQ: What is the purpose of the practice missions? AR: The purpose is to TELL THEM HOW TO FLY (i.e., develop ability and increase competence)

FUQ: When does General Savage introduce the coaching style of leadership? Is it appropriate? AR: 1. He starts explaining WHY they are flying missions after the roups 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. 2. General Savage tells Bishop why they went to Germany. 3. The overall changes in competence and commitment justify the change. FUQ: What is the significance of General Savage taking the 918th to the target when everyone else returned with the recall? AR: 1. Build pride and unity. 2. Show they could do the job when others couldnt (commitment and security.) 3. It was a risk of the magnitude leaders must occasionally take to pull a unit together. FUQ: How do we know General Savage is becoming successful at this point in the story? AR: Bishop removed his request for transfer in front of the IG. FUQ: Why did General Savage change lead pilots? AR: 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 from moderate to high, however commitment remained variable. The way to develop more able commanders was to instill confidence and motivation. S-3 Supporting, low directive behavior and high supportive behavior was appropriate for the situation. General Savages comment: Dont count on any one man.

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Lesson 18 - "12 O'Clock High"

FUQ: Whats the difference between Colonel Davenport and General Savage? AR: The only difference is their outward behavior or style of leadership. E. MOVIE ("12 Oclock High") Part 3 of 3 48 Min F. DISCUSSION OF PART 3 AND SYNOPSIS 30 Min TRANSITION (Suggested: Again, lets discuss the movie and analyze the leadership you observed.)

LOQ: What are some additional indicators that General Savage is successful with his leadership style? AR: 1. Even the ground crews were stowing away to fly on missions (Pride). 2. Gately flew until he passed out (Dedication to duty). LOQ: Why did General Savage break? AR: Maximum effort. He 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. FUQ: Using the Blanchard Situational Leadership Model, what are Colonel Davenport's primary and secondary leadership styles? AR: Primary S-3 (support) he tries to identify and be with the men he commands. Secondary S-2 (coaching) he feels he owes a reason to his men. FUQ: Why was General Savage able to turn the 918th around? (Explain using the different leadership styles he employed.) AR: He successfully met the needs of his followers, whether the followers recognized it or not. By matching his leadership style to the follower's development level, he was able to turn the unit into a productive and effective fighting machine. FUQ: Using the Blanchard Situational Leadership Model, what are General Pritchard's primary and secondary leadership styles?

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Lesson 18 - "12 O'Clock High"

AR: Primary ? S?4 (Delegation) Secondary ? S?2 (Coaching) He appears to use directing as a secondary style, except that he will usually tell his staff why? This makes his secondary leadership style coaching. FUQ: What lesson is Ben Gately teaching us all? AR: 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. NOTE: This is an opportunity to emphasize the AF Core Value of Service Before Self. In the beginning Gately was only concerned with self-preservation. Later he learns to put the needs of the unit ahead of his own desires. FUQ: Throughout the movie which Air Force Core Value played an important role? Why? AR: There is evidence of all of the Air Force Core Values.

CONCLUSION 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: Youve seen situational leadership in action. Think about the situations you encounter here and how the leadership style you use can make a difference.)

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