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Using Grey's Anatomy to Simplify Situational Leadership

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Journal of Leadership Education Volume 7, Issue 2 – Fall 2008: Special Issue Bringing the Emergency Room to the Classroom: Using Grey’s Anatomy to Simplify Situational Leadership Jodi L. Torock Graduate Assistant Department of Agricultural Leadership, Education, and Communication Texas A&M University College Station, Texas [email protected] Abstract Situational leadership has been noted as one of the most recognizable leadership concepts (Northouse, 2007). Teaching the model to a college student audience may become more of monotony than a learning experience. Using popular media technology to teach situational leadership can appeal to more learning styles than the typical lecture, and make the study of leadership more exciting. Grey’s Anatomy (2007) is a popular drama television series that shows the directing, coaching, supporting, and delegating styles of situational leadership. Using media clips from this series, students can relate to the dramatic relationships and daily demands of the student intern characters. They also learn more about situational leadership through living in the “leadership moment” of the scenes. Introduction Leadership education has become commonplace in traditional classrooms, workplaces, and social and professional organizations. College students sometimes receive this training through all three avenues. Leadership education can soon become an overwhelming chore, rather than an effective opportunity to learn or gain experience. However, employing new and innovative ways to study leadership can make the continuous learning process fun and interesting. Using media clips from the Grey’s Anatomy (2007) series, leadership education can be a fun learning experience for all. The purpose of this paper is to describe situational leadership and explain how clips from Grey’s Anatomy can help students bring leadership moments to life. Leadership and Leadership Education College students are often the target audience for leadership education. With the acquired knowledge and skills, they take on leadership roles beyond the classroom. Students further apply this knowledge in future careers and serve as productive members of their communities. 69 Journal of Leadership Education Volume 7, Issue 2 – Fall 2008: Special Issue Leadership can be complex. Northouse (2007) explains that leadership has about as many definitions as the number of people who have tried to define it. Everyone interprets leadership differently. But what is leadership? Northouse defines it as a process of influencing a group to achieve a common goal. Why should college students be studying leadership? Cacioppe (1997) suggests, “There are many muddy paths that people must cross in today’s organizations and leadership needs to be clear, decisive and appropriate to the situation” (p. 335). College students use leadership in the classroom leading group discussions, in their clubs and organizations as officers, and in their current or will lead in future jobs. They influence others to consider alternate points of view, vote on a service learning activity, or offer only the best in customer service. Students learn leadership theories and models to better understand situations they are presented with now and in the future, and how to manage them effectively. Not all situations are created equally; therefore, the more leadership knowledge students have the better prepared they will be to manage each case as it presents itself. Although leadership theory prepares students to take on leadership roles, this does not necessarily make them leaders. While knowledge of leadership theories and models does not make leaders, this knowledge can increase the understanding of leadership and why things happen the way they do (Rosser, 2007). This concept is similar to that of learning other skills. For instance, students can learn about the tango. They may learn its origin, the steps of the tango, where it is danced, and the music used for tango dancing, but unless the student practices the steps of the tango they probably will not be able to tango or at least not well. The same goes for leadership. Students may learn all of the leadership theories and models, but unless they have the opportunity to apply those concepts, leadership will merely be knowledge and not a skill. Leadership Education and Popular Media Leadership education easily becomes monotonous, especially to the college student audience. Most often leadership education is the transfer of knowledge about leadership theories and models in the form of a lecture. Therefore, leadership educators must think outside of the box when teaching to bring the leadership moment alive in the classroom. Cummins (2007) acknowledges, “Leadership educators face an instructional challenge not unique to other disciplines – giving life to theories and realistic examples of representative models in practice” (p. 143). What better way to bring leadership learning into the classroom than through popular media? Hofman (2002) found that movies serve as a refresher course in the teaching of leadership. Williams (2006) suggests that “because leadership educators realize principles of andragogy and experiential education work well with leadership 70 Journal of Leadership Education Volume 7, Issue 2 – Fall 2008: Special Issue theories, instructors find movies are a great way to infuse leadership theory with novel teaching methodology” (p. 1). Although movies are a great way to help students make connections, popular media, in general, may serve in that capacity. Beyond the teacher leading the students in learning or students leading other students in group discussions, leadership cannot be enacted in the classroom. Therefore, creative leadership educators must find alternative ways to bring leadership to life. Through popular media students are able to learn leadership at its best through the captured leadership moment. Using popular media to teach does not simply involve popping a movie into the DVD player and telling students, “Take note of any leadership in this film” and calling it a day. There is more. Clips from popular media must be viewed for a purpose: to identify a leadership theory or to drive home a leadership concept. The clip must be organized in order for the lesson to continue running smoothly. Clips need to be followed by thorough discussion so that each student is able to identify the concept presented. Callahan and Rosser (2007) note that, “By linking the theory (leadership education) and practice (leadership development) together as a process completes the education, and thus a person is more prepared to apply the knowledge and become an effective leader” (p. 271). Through the discussion, another leadership concept may be introduced that the educator may not have originally identified, so a learning opportunity for the instructor may unfold as well. Leadership concepts may be best understood if the student is able to make a personal relationship with the topic. Callahan, Whitener, and Sandlin (2007) suggest “If individuals can apply theory to (popular culture), they will be able to apply and use those theories in the everyday contexts…thus fostering theory-to- practice thinking” (p. 147). When a student is able to process the information and apply it to something familiar, like a movie or their personal life, they are more likely to remember the concept. Thus, popular media is an effective teaching tool when used appropriately. Grey’s Anatomy and Situational Leadership: Making the Connection The situational leadership model is used universally by many organizations training others in leadership (Northouse, 2007). It is easy to understand and can be applied in most leadership moments. The model stresses adapting to the needs of followers. Why should students study situational leadership? Aside from being one of the most popular leadership models, it is especially applicable to college students who are just beginning to enter positions of leadership. Leaders within organizations, 71 Journal of Leadership Education Volume 7, Issue 2 – Fall 2008: Special Issue such as a club or class officer team, need to remain flexible in their personal leadership style. This allows them to match their styles with the learning styles of their fellow group members (Kivlighan, 1997). Leaders must be able to adapt to change in order to meet the needs and skill levels of their group. Each group is only as strong as its weakest link; therefore, all must work together to lead, understand each other, and work toward accomplishing the group’s goals. Hersey and Blanchard (1972) developed the Situational Leadership Model. It is a systematic explanation for leadership styles based upon the motivation and development of the follower. They describe four styles of leadership: directing, supporting, coaching, and delegating. During the directing phase leaders are autocratic in nature and tell their followers everything they must do, leaving little room for creativity or imagination. At this level followers are typically new to the situation, and therefore highly motivated, but lack the experience to know what they should be doing or how they should be acting. Supportive leaders are less directing and offer more encouragement to their followers. The followers have gained some experience in the situation, but they lack motivation because they now realize how little they truly know or understand the task at hand. Coaching leaders allow their followers more freedom because they possess the experience necessary and are more motivated and know
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