Lost:A Survival Guide to Leadership Theory

Home , Follow the Leader (Lost), Kate Austen, Sayid Jarrah

Lost: A Survival Guide to Leadership Theory Billie Sudbrack Sarah Trombley

The problem and the solution. Perhaps some of the most reveal- ing aspects about leadership can be evidenced through the examina- tion of leaders facing extreme challenges. J. J. Abram’s television program, Lost, provides a compelling backdrop for the study of leadership during such times of trial. Each week millions of viewers tune in to watch the struggles of the passengers of the doomed Oceanic Air Flight 815.Confronted with the constant struggle for survival in the context of bizarre occurrences, the passengers begin to demonstrate and reveal their leadership qualities and skills.This article analyzes five different leadership theories (trait, skills, path-goal, leader- member exchange, and team) using eight different characters from the television series to demonstrate leadership theory in practice. The article concludes with different teaching activities for facilitators to use when teaching various leadership theories and practices.

Keywords: trait leadership theory; skills leadership theory; path-goal leadership theory; leader-member exchange theory; team leadership theory; television

Take a minute to imagine that you are an airline passenger flying from Australia to the United States. Crossing over the Pacific Ocean, it is doubtful that you would be analyzing the leadership abilities of your fellow passengers. Now, imagine your airplane snapping into thirds—the tail, wing, and nose sections crashing miles apart on an isolated, uncharted island. At this point, your fellow passengers’ leadership abilities may become more important to you. In the ABC television show Lost (Abrams, 2004), this scenario became a reality for over 48 plane crash survivors. Their leaders’ abilities were critical in providing guidance (Katz & Kahn, 1978) as they encountered the numerous day-to-day tasks and challenges of living on the island. According to Napoleon Bonaparte (Famous-Quotes-And-Quotations, 2006, np), “A leader is a dealer in hope.” All of the leaders in Lost are true dealers in hope—hope for survival

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and hope for rescue. To create this hope, they engage in supportive, goal-achieving processes by influencing the survivors based on the situations’ circumstances while in pursuit of their ultimate goals (survival and rescue). According to Northouse (2004), “Leadership is a process whereby an individual influences a group of individuals to achieve a common goal” (p. 3). This definition in combination with different leadership theories provides a leader with flexibility depending on the leader’s style, followers, and situation. This article analyzes five leadership theories (trait, skills, path-goal, leader- member exchange, and team) using eight characters (Jack, Locke, Sayid, Kate, Sun, Jin, Ana Lucia, and Eko) from Lost to demonstrate leadership theory in practice. The article concludes with a lesson plan for instructors to teach leadership theory using Lost episodes as the visual medium. Before discussing leadership theory in the television show Lost, it is necessary to introduce you to the show and its main characters.

Synopsis: Lost On a beautiful day in Australia, passengers board Oceanic Air Flight 815 for what should be an uneventful trip over the Pacific Ocean. But midway through the flight, the tail of the plane is ripped off and the plane crashes on a large, remote island in the Pacific. Chaos and fear ensue. Passengers are dead, injured, and trapped in both the plane and under debris from the crash. As the survivors regroup, they hear a deafening animal roar from the interior of the jungle—they begin to fear that they are not alone on the island. To uncover its secrets, the survivors explore a portion of the enormous island’s steep mountains, dense jungle, and miles of beaches. The 48 wing- section survivors encounter genetically altered polar bears, a mysterious black monster, a group of kidnappers known as The Others, and a hatch that leads to an experimental bunker. Unbeknownst to these survivors, 23 tail-section survivors are encountering the same challenges on the other side of the island at a far greater cost. When the two groups unite after 48 days, only four of the tail-section members remain. As viewers watch the survivors’ daily struggle for survival, they glimpse, through flashbacks, the characters’ lives before boarding Flight 815. The flashbacks provide insight to the survivors’ thought processes and actions. In addition, they show the survivors’ interwoven lives, leaving viewers with the realization that the survivors are all connected by “six degrees of separation” (Kleinfeld, 2002, p. 61). Ironically, the survivors are unaware of most of these connections; their concern lies in the present and the abilities of their leaders. Eight of Lost’s leaders include Jack Sheppard, John Locke, Sayid Jarrah, Kate Austen, Sun Kwon, and Jin-Soo Kwon from the wing section of the plane and Ana Lucia Cortez and Mr. Eko from the tail section. Dr. Jack Sheppard (Jack), a spinal surgeon, brings integrity, foresight, and strategic and medical skills to the survivors. He is torn by his altruistic instinct

Downloaded from adh.sagepub.com by guest on June 7, 2016 Sudbrack,Trombley / LOST 253 to help others and his difficult relationships with those he loves. However altruistic, Jack is willing to do whatever it takes to ensure the health and safety of his group, including manipulation, torture, and confronting The Others. John Locke (Locke), a collections supervisor for a box manufacturing com- pany, has strong survival, hunting, tracking, and strategic planning skills. He is very influential in his words and actions and is driven by a deep faith that fate controls the lives of the survivors and that the island chose them for a purpose. As a past victim of deception, manipulation, and control, he surrounds himself in privacy and mystery to protect him from being victimized ever again. Sayid Jarrah (Sayid) is an international military professional whose employers have included the Iraqi Republican Guard, U.S. Armed Forces, Australian Secret Intelligence Service, and U.S. Central Intelligence Agency. He is a very passionate man who listens to his heart and instincts, be it while torturing a traitor or in giving his heart and soul to a woman. Sayid’s military, interrogation, torture, electronic, and technological skills make him an ideal leader during critical situations on the island. Kate Austen (Kate) is a fugitive on the run for killing her abusive father. Independent, strong-minded, and not afraid of the unknown, Kate takes action while others are contemplating options. She is a master at adapting to quickly changing circumstances and influencing people. Kate’s mediation skills are critical in combating the survivors’ greatest weakness: the inability of three of their primary leaders (Jack, Locke, and Sayid) to agree upon anything. Sun Kwon (Sun), a housewife and member of the social elite from South Korea, appears to be a very passive, meek character; however, with time, her strong, persuasive, natural leadership style emerges. Sun is torn by a desire to live a life of independence and freedom and her love for her husband Jin-Soo Kwon. Sun’s ability to translate for her husband, her knowledge of herbal medicine, and her social skills are invaluable as the survivors encounter challenges on the island. Jin-Soo Kwon (Jin) is an enforcer for Sun’s father, a powerful South Korean businessman who engages in blackmail, extortion, and murder to attain his goals. Raised a fisherman’s son, Jin brings ocean navigation, fishing, and sailing skills to the island. At first glance, he is very domineering and demanding; however, Jin is also a very caring, loyal individual whose skills and work ethic make him a very effective leader when the situation arises. Ana Lucia Cortez (Ana Lucia), an ex-police officer, is the unquestioned leader of the group of survivors from the tail section of the plane. She is out- spoken and distrustful and leads in a very militant style, providing information on a need-to-know-only basis. Ana Lucia’s police officer training provides her with experience in investigation, interrogation, and strategic planning. Mr. Eko (Eko), a member of Ana Lucia’s group, is a powerful Nigerian warlord who disguises himself as a priest to escape authorities. As a teenager, he saved his brother Yemi’s life by killing a man; as an adult, he inadvertently causes Yemi’s death during a drug run. Eko’s sheer power, tracking skills, and

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deep faith that people are saved (spiritually, emotionally, and physically) in different ways lends to his strength as a leader. Instead of seeing evil in a person’s actions, he seeks to understand purpose for the action and asks if the person is able to forgive himself. These eight characters’ strong leadership abilities are the key to saving the survivors from themselves and the dangers that lurk on the island. Through their actions, this article analyzes five leadership theories. These include two leader- focused (traits and skills), one situation-focused (path-goal), and two social dynamic–focused (leader-member exchange and team) leadership theories.

Traits Approach to Leadership Theory Trait leadership theory explores the traits, qualities, and characteristics that an individual must have in order to be a great leader (Northouse, 2004). While researchers agree numerous traits are considered to be essential for an effective leader, Northouse (2004) identifies “intelligence, self-confidence, determination, integrity, and sociability” (p. 19) as key leadership traits. In Lost, Sun, Eko, and Jack engage in leadership situations in which these five traits are visible.

Intelligence Intellectual traits are a leader’s ability to use reason (Northouse, 2004). Jack’s intelligence was vital to the survivors’ health and safety. He moved the main camp away from the beach into a cave for shelter and protection (Episode 106), and he subtly challenged Sawyer, a con man, to a game of poker to regain control of valuable medical supplies Sawyer hid (Episode 217). Another example of Jack’s intelligence is when proper surgical supplies and medicine were not available; he determined the only option was to keep two of the survivors comfortable until their inevitable deaths (Episodes 119, 208). Jack also used extreme intelligence in his confrontations with The Others (Episodes 212, 306). When The Others held Jack, Kate, and Sawyer prisoner, Jack created a situation in which the life of The Others’ leader (Ben) literally lied in Jack’s hands (Episode 306). During surgery to remove a tumor from Ben’s spine, Jack intentionally cut into Ben’s kidney sack, leaving Ben with one hour to live. Jack offered a trade: if The Others’ would release Kate and Sawyer, he would repair Ben’s kidney sack and let him live. This move by Jack required not only intelligence but also a great deal of self-confidence.

Self-Confidence Self-confidence is a leader’s belief in himself and his abilities (Northouse, 2004). Jack demonstrated self-confidence immediately after the crash when he began organizing passengers, and it continues as he makes decisions throughout

Downloaded from adh.sagepub.com by guest on June 7, 2016 Sudbrack,Trombley / LOST 255 the series. He portrayed an image that nothing could shake his self-confidence, which provided strength, courage, and hope to his followers. Another example of self-confidence as a leadership trait can be seen in Eko. Confidence in himself and his abilities enabled him to overthrow a Nigerian warlord. Once Eko became the warlord, his self-confidence had to be absolute and unwavering lest he be murdered by his followers and his enemies. On the island, these traits saved his life several times. During The Others’ second attack upon his group of survivors, Eko killed one of his attackers in self-defense, a feat enabled by his confidence in his fighting abilities and his will to live (Episode 207). It was this same confidence in himself and his innocence that enabled a determined Eko to face the mysterious black monster without fear (Episode 305).

Determination In addition to being an example of self-confidence, Eko is a prime example of how a leader uses determination to meet a goal or finish a project at all costs (Northouse, 2004). When a bullet wound infection rendered Sawyer uncon- scious, Eko realized he had to take Sawyer to the doctor (Jack) as quickly as possible. Determined to save Sawyer’s life, Eko risked his own life by taking a shortcut through The Others’ territory (Episode 208). When Eko discovered that Charlie, a drug-addicted rock star, found a heroin- filled statue in a plane crash, he forced Charlie to take him to the crash site. Despite Charlie’s resistance, Eko’s determination was unavoidable and Charlie took him to the plane. Flashbacks revealed that this was Eko’s drug trafficking plane and that it contained his brother’s body. After burying Yemi’s body, Eko found resolution and a determined purpose to build a church as a place for hope and forgiveness for the survivors (Episode 219). Later, despite severe injuries from a polar bear attack, Eko’s determination ultimately drove him to confront the mysterious force known as the black monster (Episode 305).

Integrity Integrity refers to a leader’s ethical standards and abilities to be truthful (Nort- house, 2004). Before the crash of Flight 815, Jack made a difficult decision to report his own father to the medical board after he realized his father performed an operation while intoxicated, which resulted in the death of a patient (Episode 111). Once on the island, Jack provided medical care to individuals, regardless of his feelings toward them. When Sawyer was on the brink of death from a bullet would infection, Jack’s 24-hour medical attention saved Sawyer’s life. The fact that Sawyer was Jack’s nemesis in the group of survivors attests to Jack’s unwavering integrity to do what is just, regardless of personal issues or feelings. Jack continually did what he believed was ethical and best for the group, regardless of whether it required a personal sacrifice on his part. During the standoff with The Others, Jack knew that the survival of the remaining survivors

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was in part dependent upon Kate’s leadership and Sawyer’s skills (Episode 306). Jack also knew that by threatening Ben’s life, he would face severe consequences once Ben regained consciousness from his surgery. Yet Jack’s ethics and integrity forced him to sacrifice his own life for the well-being of the remaining survivors.

Sociability Sociability is the leader’s ability to create pleasant relationships with others (Northouse, 2004). Sun took the time to get to know the other survivors, an action that significantly impacted the lives of those she loved on more than one occasion. Her ability to mediate and communicate with others was key to dis- mantling an explosive situation when Jin was accused of burning an escape raft that was being built by several of the survivors. After Kate was exposed as a fugitive and ostracized by the survivors, Sun continued to be Kate’s friend and confidant (Episode 122). Sun’s sociability allowed her to become a cata- lyst in the re-creation of a trusting relationship between Kate and the other survivors. While Sun’s leadership traits were subtler than Jack’s or Eko’s, she was equally as important to the passengers that sought her out as a leader. All three leaders had very different lives before they met and yet, despite their differences, they shared similar leadership traits. Traits alone, however, do not necessarily make great leaders. Because the leaders of Flight 815 strug- gled for the survival of themselves and their followers, their skills also became apparent. Many of the characters demonstrated leadership abilities associated with the skills approach to leadership.

Skills Approach to Leadership Theory Another leader-focused theory is the skills leadership theory. This theoret- ical approach describes the tangible skills that a leader must have in order to be effective (Northouse, 2004). Three primary types of skill (technical, human, and conceptual) are necessary for leadership to occur and their level of impor- tance varies, depending on the situation (Katz, 1955; Northouse, 2004).

Technical Skills Many of the leaders in Lost demonstrated technical skills, which tend to be hands-on types of activities (Northouse, 2004). Sayid’s extensive technical skills allowed him to create a transistor radio and radar system with which he hoped to contact civilization. Locke’s technical skills included hunting wild boars for food, gathering edible plants and, like Eko, tracking skills. Jin’s technical skills provided food for the survivors and his sailing skills were used in a plot to attempt to overcome The Others.

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Born a fisherman’s son, Jin’s fishing and sailing skills were invaluable to the survivors. Jin’s fishing provided seafood for the survivors and in time, he taught others how to fish, including Hurley, the uncoordinated lottery winner of the group (Episode 113). Jin’s sailing abilities were requisitioned by Sayid to assist in a plot against The Others (Episode 223). Because Sayid did not know how to sail and the sailboat’s owner, Desmond, was unwilling to help, the success of the mission was directly dependent upon Jin’s sailing and navigation skills. In addition to technical skills, Jin and the other leaders possessed invaluable human skills.

Human Skills All of the Lost leaders demonstrated exceptional human skills. These skills involved being able to communicate and work effectively with the other survivors and The Others (Northouse, 2004). On numerous occasions, Kate’s communication and negotiation skills settled arguments between Jack, Sawyer, Sayid, and Locke. Locke’s skills empowered Charlie to face and conquer his heroin addiction, not by forcing Charlie to quit but by giving Charlie the heroin and allowing him to choose his own path (Episode 107). Jin’s human skills were remarkable. He was the only person on the island that did not speak English, yet he taught others how to fish (Episode 119) and assisted in constructing two escape rafts (Episodes 114–119). He also led a search party for his friend, Michael, who was in the jungle looking for his son, Walt, who had been kidnapped by The Others (Episode 205). Sayid used his human skills to win the trust of Danielle, a woman who had lived in hiding from The Others for decades on the island (Episode 109). From her, Sayid learned invaluable information about The Others and the island, which proved to be life-saving information when combined with conceptual skills.

Conceptual Skills Though many of the leaders demonstrated conceptual skills, which involve developing and understanding abstract concepts and ideas (Northouse, 2004), Sayid’s were the most notable. His skills ranged from developing a transistor radio and antennae receivers (technical skills) to creating effective strategic plans (conceptual skills). In the show’s second season, Sayid was involved in several critical strategic plans that affected the lives of the entire group, whether they knew it or not. After capturing a man in one of her traps that she set across the island in order to protect herself from capture, Danielle turned the captured man over to Sayid. Sayid covertly interrogated the captured man, who called himself Henry Gale (Henry), to determine if he was an innocent man or one of The Others (Episodes 214–218). At face value, Henry appeared to be a helpless

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victim, yet Sayid’s experience, gut instinct, and abstract skills told him the man was lying. To prove the man’s guilt or innocence, Sayid went to find the crash site where Henry indicated that he had buried his wife. Unfortunately for the man who called himself Henry Gale, Sayid had the foresight to dig up the wife’s body. Instead of finding a woman’s body, he found the body of the real Henry Gale, exposing the captured man (Ben) as one of The Others. Sayid used the conceptual skills he developed over the years to be an effective leader to prevent Ben from infiltrating the survivors. Whether the leader uses learned skills or inherent traits, these leader- focused theories help provide insight about the leader. However, these theories do not take into account how situations influence leadership. Situational theories, such as the path-goal leadership theory, suggest that circumstances have a significant impact on what the leader does and how effective the leader is in any given situation.

Path-Goal Leadership Theory Path-goal leadership theory, which focuses on the leader-follower relationship, examines how a leader motivates a follower in order to accomplish a goal (Northouse, 2004; Schriesheim & Schriesheim, 1980). Path-goal theory is dependent on the leader’s ability to use directive-path, goal-clarifying, supportive, participative, achievement-orientated tasks, and relationship-related behaviors (Ayman, 2004; House, 1971; House, 1996). Ana Lucia, Locke, and Kate provide excellent examples of how leaders use these behaviors to clarify goals, remove obstacles, and support their followers (Northouse, 2004).

Clarifying Goals Ana Lucia is a prime example of a leader that clarified goals and kept her followers focused when pursuing their goal (Northouse, 2004). She was instru- mental in leading the tail-section survivors. After finding a list of names and descriptions of the survivors that were kidnapped by The Others, Ana Lucia clearly defined two goals that were essential to the remaining group member’s survival: staying on the move and uncovering the traitor (one of The Others) among them (Episode 207). The first goal was to move their camp on a continual basis to avoid being ambushed by The Others. Second, because there was a traitor among them, it was imperative to discover who the traitor was before The Others captured their remaining members. As they grew weary and tired of constantly living on the move, the survivors began to question Ana Lucia. She quickly reminded them of the children and adults that were kidnapped by The Others. She clarified the goal, explaining that, until the traitor was exposed, they had no choice but to be on the constant move. Ana Lucia was ever vigilant in clarifying their goals to ensure the survival of the four survivors.

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Removing Obstacles According to path-goal theory, as followers pursue goals it is the leader’s responsibility to remove obstacles that would prevent the follower from attain- ing the goals (Northouse, 2004). When the leader cannot remove obstacles, it is the leaders’ responsibility to guide the followers on a path around the obstacles or to introduce skills and knowledge so the followers can overcome the obstacles. These are skills at which Locke excelled; he recognized the need for everyone to live off the land in order to survive, but he also recognized one major obstacle that stood in the way. Most of the survivors did not know how to live off the land; therefore, Locke taught them the required knowledge and skills to do so. Locke included people in his decision-making processes, thus removing the barriers created when people felt they had no control. To remove self- doubt, Locke encouraged high performance in everyone. Whether it was constructing a baby crib, ending a drug habit, or recovering from the loss of a loved one, Locke encouraged people to face their fears and he challenged them find the best solution to accomplish their goals. Locke’s actions in removing obstacles involved supporting his followers; however, Kate was also a key sup- porter and motivator for the survivors.

Supporting Followers To be an effective path-goal leader, one must support and motivate followers and demonstrate the expected behaviors and attitudes that are appropriate to achieve established goals (Northouse, 2004). The leader must find a way to motivate and connect with followers to help them complete a task. Kate sup- ported her followers in a variety of ways, depending on the individual follower. Interestingly, Kate’s greatest impact was in supporting another leader, Jack. At one point, Jack gave up hope of rescue and in his abilities as the group’s primary leader. It was through Kate’s support that he regained belief in himself. Instead of giving Jack a pep talk, she took Jack to play a game of golf with other survivors (Episode 109). In doing this, she rejuvenated a connection within Jack between himself and his followers. Jack realized how much they looked to him for support and guidance; he realized that if he gave up hope, they would all give up hope. In this manner, Kate did not force Jack to con- tinue being a leader for the sake of the other survivors; instead she found a way to connect with Jack and help him rediscover his own belief in both himself and their goals of rescue and survival. The survivors held Kate, Locke, and Ana Lucia in high regard, because they enabled success in their followers by focusing on the individual followers and their circumstances (Elkins & Keller, 2003). Although the situation-focused path-goal leadership theory is more inclusive than the leader-focused theories,

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it still does not take into account the influence and responsibilities of the followers. Theories that focus on the social dynamics between the leader, follower, and situation include leader-member exchange and team leadership theories.

Leader-Member Exchange Theory Leader-member exchange (LMX) theory suggests that effective leadership occurs when leaders and followers develop strong relationships with social exchanges or transactions in which each party benefits (Burns & Otte, 1999; Graen & Uhl-Bien, 1995). Cooperation and communication are crucial because the leader has limited time and resources and must decide how to share that with followers (Lee, 1997). This lack of time leads to the creation of in- and out-groups. According to LMX, there are three stages of leadership: the stranger, acquaintance, and partnership phases (Graen & Uhl-Bien, 1995; Northouse, 2004).

Phase 1: Stranger The stranger phase is characterized by low-quality exchanges, contractual relationships, leader-down exchanges, and self-interest motives by the group members (Northouse, 2004). In this phase the followers do not necessarily trust the leader, but they are willing to follow the leader. This phase is exem- plified by Kate’s non-negotiable actions during her initial encounters with three of her in-group members, Jack, Sayid, and Sawyer. When Sawyer pulled out a gun to shoot a polar bear that was chasing them, Kate seized the gun as soon as the threat of the polar bear was gone (Episode 102). Due to her past as a fugitive, Kate refused to give the gun to any of the men. Kate was unrelenting and would not negotiate in this instance, despite their attempts to win her confidence and gain possession of the gun. Refusing to give possession of the gun to any one person, she dismantled it and gave them each a piece of the firearm. Kate took charge and defined their relationships; she was the leader and they were her followers. With time, Kate began to offer resources and share personal information with each of the in- group members, leading to the development of a phase two relationship.

Phase 2:Acquaintance The acquaintance phase is characterized by medium-quality exchanges, the testing of relationships, mixed influences and exchanges, and a developing focus on the overall good of the group (Northouse, 2004). In this stage, members begin to trust one another, while at the same time they test their relationship boundaries to determine if they can depend on one another.

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During the acquaintance stage, Kate traded personal information with Jack and Sawyer, including the situation that led to her flight as a fugitive. A strong emotional bond began to form between Kate and the two men; a bond so strong that at times each man was willing to give his life to save Kate. As is characteristic of phase two, this was not an entirely smooth process due to the testing of roles and relationships. When Jack, Locke, and Sawyer excluded Kate on a mission to confront The Others, Kate followed and was captured by The Others (Episode 211). Over time, Kate, Sawyer, Sayid, and Jack learned that they could trust and depend on each other and that leaving any one of them out of the loop was disadvantageous to the lives of all of the survivors. As they became more highly regarded by one another, they moved to the third phase, partnership.

Phase 3: Partnership The partnership phase is characterized by high-quality exchanges, negotiations, reciprocating influences, and group-interested motives (Northouse, 2004). On the island, Jack and Sayid entered this LMX relational phase and developed a valuable partnership. As partners, Jack and Sayid developed a strategic plan to attempt to overcome The Others. Their plan was highly dependent on trust and reliance in each other as well as the other followers and leaders involved in the attempt. Jack, Kate, and Sawyer began a journey across the island to rescue another survivor who had been captured by The Others. In this journey, they realized one of their fellow survivors accompanying them on the rescuer mission could not be trusted and was leading them into a trap. Ultimately they made the decision, under Jack’s leadership, to not abort the journey and be lead into the trap. As a result, The Others captured the three and their initial rescue attempt failed (Episodes 223–306). This instance is strong evidence that the three, along with Sayid, entered into the LMX partnership phase. Their willingness to trust in each other and put their own fears and needs aside for the greater good of the group is strongly seen through their willingness to knowingly be lead into captivity. While in captivity, Kate and Sawyer were held in adjacent outdoor zoo enclosures and Jack was held in an isolated underground cavern. Despite their isolation while imprisoned, the three remained loyal to one another and ultimately to the larger group of survivors in their actions and the ways in which they communicated and dealt with the actions of their captors, The Others (Episode 306). In every instance that Jack, Sawyer, and Sayid complete a task that improves Kate’s and the other passengers’ chance of survival, the leader- follower relationship grows stronger. This supports Elkins and Keller’s (2003) idea that the followers’ reactions to the requests of the leader influences the leader’s perceptions of follower trust and loyalty. The more the followers act according to the leader’s request, the more highly the team leader regards them.

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Team Leadership Theory Team leadership theory explains how a team leader understands and creates a team, while guiding and maintaining team cohesiveness, that is effective in reaching an organization’s goal (Hill, 2004; Northouse, 2004). By monitoring internal and external forces and taking action when necessary, the leader creates a balance that enables teams to function at the highest possible level (McGrath, 1962). The leader and the group members do this by diagnosing group problems, repairing or remedying the problems, foreseeing environmental changes that would affect the group, and preventing negative changes (Northouse, 2004).

Diagnosing Group Problems The team monitors how the internal group is functioning through information searches. They organize, analyze, and interpret that information to diagnose problems within the group (Northouse, 2004). As team leaders, Jack, Kate, Sayid, and Locke continuously monitor each other and the survivors. They use the gathered information to diagnose group problems. A key problem facing the entire group of survivors is not only their physical well-being but also their mental health. When the survivors became restless and panicked, the team leaders monitored and interacted with the group to determine the root cause of the panic. After discovering the group’s problem was created out of fear of their own safety, the team analyzed their options to determine how to repair the problem and reinstated a feeling of security on the island (Episode 200).

Repairing the Problems Once a problem is identified, the team must take the proper actions to repair or remedy the problem. They do this through facilitation, decision processes, interpersonal relationship management, and task accomplishment (Northouse, 2004). After determining the problem was fear for their lives from the threat of The Others and the mysterious black monster, Jack delivered a motivational speech in an attempt to repair the problem. He promised the survivors that they would all be safe and that they would all be alive to see the morning sunrise (Episode 201).

Forecasting Environmental Changes In this stage, the team engages in networking, forming alliances, and developing resource negotiations with others outside of their team (Nort- house, 2004). Through these actions, the team members are able to gain awareness of their surroundings and predict environmental changes. Sayid’s alliance with Danielle provided insight to the mysterious black monster and

Downloaded from adh.sagepub.com by guest on June 7, 2016 Sudbrack,Trombley / LOST 263 led to the capture and exposure The Others’ leader. Danielle explained that the mysterious black monster was the island’s security system (its way of pro- tecting its secrets) and that there were consequences if the monster was crossed (Episode 109); she also explained the presence of The Others on the island. Later, she contacted Sayid after capturing one of The Others in one of her traps that she had set across the island in order to protect herself from capture (Episode 214). Through the networks formed with the survivors and alliances with outside individuals, such as Danielle, the team was able to fore- cast pending dangers and take action to prevent the negative changes from occurring.

Preventing Negative Changes As the team predicts environmental changes, they are better prepared to adapt to upcoming changes. This preparation and adaptation allows the team to prevent, or at least minimize, negative changes to the group. Danielle warned Sayid that Henry Gale, the man Danielle had captured in one of her traps, would deny his association with The Others, and it was this tip that pushed Sayid to dig up the grave of Henry Gale’s “wife” and expose the captured man as Ben, one of The Others (Episodes 218). If the team had released Ben and taken him in as another survivor, the negative consequences to the survivors could have been devastating. Whether analyzing through team, leader-member exchange, path-goal, skills, or trait leadership theory, there are an abundant number of examples that illustrate leadership in the television series Lost. Jack, Locke, Sayid, Kate, Sun, Jin, Ana Lucia, and Eko all played key roles in the safety and health of the crash survivors from Flight 815. The combination of theory and a visual medium, such as Lost, can be used to effectively teach leadership development.

Leadership Development and Lost Popular culture artifacts, such as this television series, can be powerful instructional tools that provide visual examples of various leadership theories. Lost provides leadership course participants with numerous opportunities to view leadership theory in action. There are a variety of approaches that could be used to demonstrate trait, skills, path-goal, leader-member exchange, and team leadership theories through this series. Table 1 (Leadership Development Activities Using Lost) provides examples of instructional activities that could be used in conjunction with Lost. Viewing certain episodes or clips from the series can provide an understanding of how various leadership theories could be applied. In addition, reflection questions based on the clips enable participants to gain a richer understanding of the nature of these theories in practice. These questions should not only focus on the different theories and Lost characters but also encourage the learners to

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TABLE 1: Leadership Development Activities Using Lost

Activity Leadership Lost Activity Type Activity Description Concept Reference(s) Objective

Watch Students view episodes LMX Episode 101: Jack;Trait theory Facilitators assist and episodes that of Lost that spotlight main Path-goal theory Episode 107: Locke;Trait theory assess participants’ Downloaded from highlight each characters’ leadership Team leadership Episode 102: Kate; LMX theory learning. leader abilities. Utilizing these Trait theory Episode 218: Sayid;Team leadership theory episodes, facilitate a Skills theory Episode 119: Jin; Skills theory discussion using the Episode 122: Sun;Trait theory adh.sagepub.com discussion questions Episode 208: Eko;Trait theory provided in Table 2. Episode 207:Ana Lucia; Path goal theory Watch scenes Students view clips from LMX Episode 306: Jack having control over the Facilitators assist and

byguestonJune 7,2016 that highlight the show allowing for Path-goal theory survival of the Others’ leader;Trait theory assess participants’ the five numerous leadership Team leadership Episode 223: Jin’s ability to sail a boat; learning. leadership theories to be covered in Trait theory Skill theory theories a relatively short period Skills theory Episode 207:Ana Lucia defined two key featured in of time. Discussion strategies in order to survive; Path-goal theory this lesson questions listed in Episode 211: Kate is captured by The Others and Table 2 can be used Jack and Sawyer are willing to risk their to facilitate lives to save her; LMX theory discussion. Episode 218: Sayid discovers the false grave of Henry Gale and exposes Ben as traitor;Team leadership theory Reflection Students view clips from LMX Episode 111: Jack reports Reports his Students have the father to the medical board for opportunity to journal various Lost episodes Path-goal theory conducting a surgery while intoxicated reflect on their highlighting each leader. Team leadership own leadership Then students reflect Trait theory Episode 306: Eko confronts Confronts the black monster through writing exercises Skills theory Episode 205: Jin leads Leads search party for characteristics and which leader and friend Michael relate them back to leadership style they Episode 102: Kate dismantles Dismantles experiences they emulate and the positive gun to prevent future problems associated may encounter in the and negative aspects of with having a deadly weapon future or have their own leadership Episode 122: Remains friends with Kate following encountered in the style. Kate’s exposure as a fugitive; Sun theory past. Downloaded from Episode 109: Sayid’s alliance with Danielle that allows for more information regarding the Others Episode 104: Locke instructs Instructs the other

adh.sagepub.com passengers how to live off of the land; Locke theory Episode 207: Ana Lucia provides Provides mouth-to-mouth resuscitation to save a

byguestonJune 7,2016 young passenger Stranded on a Students simulate the LMX This could be a useful icebreaker to begin Students begin to Desert Island actions necessary to Path-goal theory discussions regarding leadership or in familiarize Simulation survive on a deserted Team leadership conjunction with another activity to themselves with Game island.They are provided Trait theory reinforce the difficulties of leadership in struggles associated with specifications about Skills theory harsh conditions and challenging situations. with leading the island and objects individuals they have at their in difficult situations. disposal. Students must create shelter, find food and water, and devise a rescue plan. 265 266 Advances in Developing Human Resources May 2007

TABLE 2: Questions for Discussion

Leadership Outcomes of Discussion Concept Discussion Questions (Bloom’s Taxonomy)

LMX Which character provides Comprehension of key Path-goal theory the best example of each leadership theories Team leadership of the leadership theories Trait theory covered in this lesson? Skills theory Support your choice with examples from the series. LMX Motivation plays a critical Comprehension of motivation Path-goal theory role in LMX, path-goal, and and appropriate motivation Team leadership team leadership theory. techniques as they relate to theory In the scenes viewed, what key leadership theories tactics, skills, or phrases did the leaders utilize to motivate other passengers? LMX What are the similarities and Analysis of leadership Path-goal theory differences in LMX, path-goal, theories Team leadership team leadership, trait, Trait theory skills theory? How Skills theory do the leaders in Lost demonstrate the theories’ similarities and differences? LMX What are your personal Application of leadership Path-goal theory leadership characteristics? characteristics Team leadership Which Lost leader do you Trait theory relate best to in regards to Skills theory leadership characteristics? Why? LMX What could each Lost character Evaluation of leadership Path-goal theory do to change or improve to characteristics Team leadership become a better leader? Trait theory What can you change or Skills theory improve to become a better leader?

reflect on which leadership theory best describes them. Table 2 (Questions for Discussion) provides suggested discussion questions to use in conjunction with teaching leadership theories through examples as seen in Lost.

Conclusion Jack, Locke, Sayid, Kate, Sun, Jin, Ana Lucia, and Eko are all crash survivors who were struggling with personal issues after surviving a harrowing

Downloaded from adh.sagepub.com by guest on June 7, 2016 Sudbrack,Trombley / LOST 267 ordeal in addition to being responsible for the survival of the remaining passengers. Though each leader personified a variety of leadership theories, this article focused on specific examples of traits, skills, path-goal, LMX, and team leadership theories. In this work, trait leadership was demonstrated through the actions of Jack, Sun, and Eko. Skills leadership was demonstrated using Jin’s, Locke’s, and Sayid’s abilities. Ana Lucia, Locke, and Kate were used to demonstrate path-goal leadership in action. Jack, Sayid, Sawyer, and Kate were used as examples in both the LMX and team leadership theories. Each demonstrated a variety of leadership theories, but no leadership style can be considered better or stronger than another. With multiple leaders demonstrating different leadership theories, the survivors were able to work with a leader that best complemented them and their needs. By understanding each of these characters, leadership theories can be taught using creative and engaging methods. Through the combined use of lecture, popular culture artifacts, and reflection questions, students are provided with multiple learning opportunities. They have an opportunity to not only learn about leadership theories and see them in action but also determine what leadership theory they, themselves, might be able to utilize.

References

Abrams, J. J. (Producer). (2004). Lost [Television series]. New York: ABC. Ayman, R. (2004). Situational and contingency approaches to leadership. In J. Antonakis, A. T. Cianciolo, & R. J. Sternberg (Eds.), The nature of leadership (pp. 148–170). Thousand Oaks, CA: Sage. Burns, J. Z., & Otte, F. L. (1999). Implications of leader member exchange theory and research for human resource development research. Human Resource Development Quarterly, 10(3), 225–247. Elkins, T., & Keller, R. T. (2003). Leadership in research and development organizations: A literature review and conceptual framework. The Leadership Quarterly, 14, 587–606. Famous-Quotes-And-Quotations. (2006). Napoleon Bonaparte’s quote. Retrieved November 24, 2006, from: http://www.famous-quotes-and-quotations.com/leadership- quotes.html. Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. Leadership Quarterly, 6(2), 219–247. Hill, S. E. K. (2004). Team leadership. In P. G. Northouse (Ed.), Leadership theory and practice. (pp. 203–234). Thousand Oaks, CA: Sage. House, R. J. (1971). A path-goal theory of leader effectiveness. Administrative Science Quarterly, 16, 321–338. House, R. J. (1996). Path-goal theory of leadership: Lesson, legacy, and a reformulated theory. Leadership Quarterly, 7(3) 323–353.

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Katz, D., & Kahn, R. L. (1978). The social psychology of organizations (2nd ed.). New York: John Wiley. Katz, R. L. (1955). Skills of an effective administrator. Harvard Business Review, 33(1), 33–42. Kleinfeld, J. S. (2002). The small world problem. Society, 39(2), 61–67. Lee, J. (1997). Leader member exchange: The “Pelz Effect” and cooperative communication between group members. Management Communication Quarterly, 11(2), 266–287. McGrath, J. E. (1962). Leadership behavior: Some requirements for leadership training. Washington, DC: U.S. Civil Service Commission. Northouse, P. G. (2004). Leadership theory and practice. Thousand Oaks, CA: Sage. Schriesheim, J. F., & Schriesheim, C. A. (1980). A test of the path-goal theory of leadership and some suggested directions for future leadership. Personnel Psychology 33, 349–370.

Billie Sudbrack is the technical trainer for Crossroads Systems, Inc., in Austin, Texas. Her business functions have included trainer, technical writer, business analyst, project manager, and quality control/assurance analyst. Her training classes have included human resource policies and benefits, OSHA safety, storage routers, and software applications. She graduated with a Bachelor of Science from University of Northern Colorado. She is currently working on her master’s degree in educational human resource development at Texas A&M University.

Sarah Trombley is a PhD student at Texas A&M University in the Human Resource Development program and full-time admissions counselor at Texas A&M University at Galveston. She holds a Bachelor of History from Texas A&M University. Her research interests focus on individual motivation and individual and organizational responses to change.

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