Buchanan, David, and Andrzej Huczynski. “Images of influence: 12 angry men and thirteen days.” Journal of Management Inquiry 13.4 (2004): 312-323. Retrieved from https://doi.org/10.1177/1056492604270796
This article emphasizes how the 12 angry men film can be used as inspirational material within the education realm. The author argues that while films are frequently utilized as teaching materials, their uses are often confined to presenting topics and inspiring pupils. To establish an approach to the critical interrogation of cinema as a thesis, the author draws up a narrative theory, organizational representation, and processual theory. The film, 12 Angry Men, is based on the film selection criteria. These videos promote a point of view on interpersonal impact and decision-making; Decontextualized, dyadic, episodic, apolitical, and practical characteristics of research-based views of impact. Interpersonal influence is depicted in these films as a multi-layered phenomenon influenced by environmental, chronological, processual, social, political, and emotional elements. Rather than presenting a trivialized, sensationalized, glamorous account, these films illustrate the implementation of the correct issues normally covered discretely by popular media texts. In a nutshell, twelve men are charged with determining whether or not an 18-year-old Hispanic child is guilty of the first-degree murder…of his father (Buchanan et al., 315). The movie begins in a courtroom, with the judge instructing the jurors to “sit down and distinguish the realities from the fancy.” The jury adjourns to consider the ostensibly unanimous guilty judgement—all but one vote convicted after the first ballot.
McCambridge, J. (2003). 12 Angry Men: A study in dialogue. Journal of Management Education, 27(3), 384-401.
This article’s goal is to introduce management instructors and executive educators to the notion of dialogue, which is defined as “a discipline of collaborative thinking and inquiry, a method for improving the quality of discussion, and in particular, the thinking that lies underlying it” (McCambridge 386). The author starts by addressing two crucial parts of information exchange: talking and listening. Then I separate dialogue from ordinary talk, agreement, argument, and negotiation. Finally, I show how to use footage from the film 12 Angry Men to develop an activity that educates students and executive education participants about conversation concepts. The two-part exercise familiarizes all respondents with conversation principles, give appropriate, structured opportunities to analyze the occurrence of dialogue in the film, and provides a unique opportunity for more advanced participants to practice dialogue skills on such a topic that is specifically relevant to the audience for more advanced participants. The activity is both mentally and emotionally stimulating. “Despite the fact that talking is the most common activity of managers… there is a sensation that anything is wrong with the way people interact with one another at work—something is fake, deceptive, or at the very least unsatisfactory most of the time” (p. 1). She claims that people in organizations are too frequently more prone to speak what is required of them than they truly think. Individuals are extremely cautious about what they say and to whom they say it. Such speaking prevents free discussion and frequently looks to be motivated by a desire to convince rather than a desire to understand and learn. Most types of organizational discourse devolve into an argument, especially when dealing with difficult, complex, or difficult subjects. One side wins, and the other loses; both parties retain their certainty and resist further investigation. Juror #8 notes how the accused youngster has been subjected to physical abuse throughout his life, saying, “The boy had been beaten so many times in his life that violence has turned a normal condition of affairs for him.”
Sunstein, C. R. (2007). Group polarization and 12 angry men. Negotiation Journal, 23(4), 443-447. Retrieved from; https://doi.org/10.1111/j.1571-9979.2007.00155.x
The article focuses on jurisdiction and its association with prejudice. The author demonstrates several instances whereby judgment was premeditated in either way of jurisdiction and turned out to dispute sentencing. In keeping with their pre-deliberation inclinations, deliberating groups, such as juries, usually end up in a somewhat more extreme stance. A jury whose membership is inclined to find a defendant not guilty before deliberation will almost certainly return a not guilty judgement; a panel whose members desire to award punitive damages will almost certainly return an amount larger than that of the median juror. In many disciplines, the phenomenon of group polarization is caused by a combination combining information aggregation and peer pressure (Sunstein 445). The actions depicted in the film 12 Angry Men appear to contradict group polarization theory, yet the film still demonstrates a keen psychological awareness. The use of chosen vignettes from the revised version of the film 12 Angry Men in a guided conversation to teach the concepts of dialogue is described in this article. Traditional conversation, which is characterized by protective routines, agendas, and inefficient listening techniques, is transformed into a communication approach that may aid individuals and companies through dialogue. The exercise may be customized for undergraduate and graduate students, as well as working managers and executives, to highlight impediments to effective communication and decision-making and to develop methods to overcome such hurdles. We cut to Juror #7, a present advocate for the guilty side, just after the metaphor. “Hey, what is up with this fan here?” he says, pointing to the fan behind him. He turns around and tries to switch it on, succeeding and congratulating himself.
Armstrong, Stephen A., and Robert C. Berg. “Demonstrating group process using 12 Angry Men.” The Journal for Specialists in Group Work 30.2 (2005): 135-144. Retrieved from https://doi.org/10.1080/01933920590925986
The feature film 12 Angry Men depicts the dynamics of a working group by focusing on an organizational task group. The movie is considered a useful tool for illuminating group dynamics. The writers discuss their experiences utilizing the film as a teaching tool, including how it may be used to illustrate crucial occurrences, group process recognition and comprehension, and interpersonal development. This study also explains how group instructors can employ a feature film to provide group counseling trainees with a more in-depth experience. It captures the immediacy of in-the-moment feedback and conflict, providing learners with an experience that cannot be replicated by training videos or role-playing. Although there are several underlying themes in this film that deal with a wide range of complicated subjects, one of the most important messages is that everything is possible. Juror #8 remarks, “It is possible, is not it?” near the opening of the film when discussing the likelihood of the accused being found not guilty (Armstrong 138). All it takes is one guy’s rational skepticism, one man who stands alone in a room full of men sure that this youngster is guilty. It seemed impossible for one guy, standing alone in front of 11 jurors who were all sure that the defendant was guilty, to persuade them all to listen to his side of the story and finally vote not guilty. “There is no way this person is going to win,” you might think.
Waller, Mary J., Golchehreh Sohrab, and Bernard W. Ma. “Beyond 12 angry men: Thin-slicing film to illustrate group dynamics.” Small-Group Research 44.4 (2013): 446-465. Retrieved from https://doi.org/10.1177/1046496413487409
The capacity of group members to shape group behaviors has a significant impact on collective results; nevertheless, abilities for accurately identifying behaviors in situ and responding appropriately in real-time are seldom stressed in group dynamics courses. We offer a pedagogical strategy that employs video clips and a thin-slicing methodology to assist students in building such abilities in this paper. We find many example video segments that demonstrate a variety of group behaviors—behaviors that current research reveals might impact group effectiveness in various circumstances. Finally, the author analyses which types of group phenomena may or may not be well-suited to this method. After re-watching 12 Angry Men, everyone engaging with communities and organizations to alter behavior for the better should consider how motivating the film is (Waller et al. 452). The screenplay and acting do a fantastic job of underlining and exaggerating several key elements when it comes to behavior modification, crammed into a tight and claustrophobic 96 minutes. It is more like a mini-experiment in which social norms, nudging, and the force of emotion are all combined together and operate together. In the murder trial, the film also portrays a jury striving to reach a unanimous decision. The decision-making process exemplifies a circumstance in which a minority successfully persuades a majority by employing persuasive methods and exhibiting strong leadership. The form and operation of jury groups, as well as the many sorts of roles that each participant plays, are all aspects of group dynamics. The film 12 Angry Men is centered on the dynamics of collective decision-making. From the beginning of the film, the situational and behavioral characteristics of majority group dynamics were obvious. This particular jury was predisposed to conformity due to a number of factors: verdict, guilty, innocent, jury, deliberation, unanimous, reasonable doubt, and group behavior.
Works Cited
Armstrong, Stephen A., and Robert C. Berg. “Demonstrating group process using 12 Angry Men.” The Journal for Specialists in Group Work 30.2 (2005): 135-144. Retrieved from https://doi.org/10.1080/01933920590925986
Buchanan, David, and Andrzej Huczynski. “Images of influence: 12 angry men and thirteen days.” Journal of Management Inquiry 13.4 (2004): 312-323. Retrieved from https://doi.org/10.1177/1056492604270796
McCambridge, J. (2003). 12 Angry Men: A study in dialogue. Journal of Management Education, 27(3), 384-401. McCambridge, J. (2003). 12 Angry Men: A study in dialogue. Journal of Management Education, 27(3), 384-401.
Sunstein, C. R. (2007). Group polarization and 12 angry men. Negotiation Journal, 23(4), 443-447. Retrieved from; https://doi.org/10.1111/j.1571-9979.2007.00155.x
Waller, Mary J., Golchehreh Sohrab, and Bernard W. Ma. “Beyond 12 angry men: Thin-slicing film to illustrate group dynamics.” Small Group Research 44.4 (2013): 446-465. Retrieved from https://doi.org/10.1177/1046496413487409
