Social change isn’t always in technicolor: teaching group values in leadership with <i>12 Angry Men</i>

Purpose The purpose of this paper is to illustrate the usage of the film 12 Angry Men as a way to teach group values in leadership education. In this process, the paper showcases student voices based on a qualitative thematic analysis of existing course data to provide evidence for the film’s usefulness in this context. Design/methodology/approach We used a basic qualitative approach within a single case study design. The “case” was an online introductory leadership course at a large, land-grant university. Using existing data ( n = 83 responses) from a discussion post assignment, we conducted a thematic analysis, developed codes based on the in vivo technique, which led to larger, emergent themes. The data were initially arranged based on three areas: initial reactions to the film, identified Social Change Model (SCM) group values and observed leadership behaviors. Findings Findings show that most students were engaged while watching despite the slower-paced, black-and-white format and that it depicted all three of the group values of the SCM: collaboration, common purpose and controversy with (and without) civility. Students also observed key leadership behaviors based on the actions of juror #8, who turned the tide of the film through his courage, influence and congruence of values throughout the jury deliberation process. Originality/value 12 Angry Men highlights the benefits of using film to teach hard-to-grasp leadership concepts involving group dynamics, standing up for your beliefs and the notion of “change” having a snowball effect. Despite being a film shot in an entirely different time period in American society, students nonetheless were captivated by the film’s powerful depiction of the nuances of group dynamics, which makes 12 Angry Men both original and valuable to use in leadership education.