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The use of Hollywood films to assist with teaching various theoretical concepts has been
integrated into the classroom for many years. However, business schools have been hesitant to
incorporate this teaching method. This article illustrates how the use of selected Hollywood
films can be incorporated into Human Resource Management (HRM) classes to provide students
with a better understanding of two key HRM concepts--job description and performance
evaluation.
Using Hollywood Films to Teach Human Resource Management
It used to be that a college student learned from reading an assigned textbook, attending
class, listening to the professor’s lecture, and occasionally through research for a term paper or
two. Today’s college students have a different style of learning. They grew up with computers
and television serving as a vital aspect of life, integrated into nearly every facet of living--
including education. Learning incorporated each of the senses, more than just words on a page
or someone orating at the front of a classroom. Visual stimuli, replete with action and living
characters, now has become one of the primary methods for learning. According to Harrington
and Griffin (1989), “Today’s students, the second generation of the age of television, are used to
engaging in visual image experiences” (p. 80).
We, as educators, have clearly seen the importance of the integration of computers into
the educational regime. Countless interactive computer games have been developed to assist
students with their language, math, history, and science skills. And at the college level,
computers are required for word and data processing, and accessing the internet for research
purposes. However, what about the role of television in feeding the hungering minds of the
young people?
Many of today’s college students learned about the alphabet and simple relationship skills
from watching Mr. Rogers’ Neighborhood and Sesame Street. They learned math skills while
watching 3-2-1 Contact; and science while watching Newton’s Apple. Moreover, the
development of videotape systems has made it easier and cheaper for educators to show films (or
excerpts of films or television shows) in the classroom. Giola and Brass (1985) assert that many
students cognitively engage television; that all of us--but particularly the younger generation--
use visual imagery to understand our world. Films and videos can also be powerful vehicles for
teaching students conceptual flexibility and the ability to shift perspectives (Gallos, 1993, p.
131).
Our elementary schools, middle schools, junior high schools, and some high schools
understand the benefit of this visual learning and have integrated it into the classroom with much
success. “Film provides a familiar attention-capturing visual medium to engage the student and
encourage retention” (Scherer & Baker, 1999, p. 143).
However, at the college level, we still seem to be stuck in the old lecture, read the
textbook, and insert an occasional case study style of student learning--especially in the business
schools (Bilimoria, 1998, p. 265). Although the humanities and social sciences have been
successful in incorporating film as a visual learning medium, the business departments have been
hesitant to pursue this important learning tool. This is disadvantageous for our students. “People
who have grown up with powerful television images may have a preferred observational learning
style that conflicts with standard classroom experiences” (Serey, 1992, p. 375).
This article will describe experiences with the use of Hollywood films to supplement
instruction in the area of human resources management (HRM)--in particular, the topics of job
description and job performance evaluation. Also provided is a table listing some of the films
used in classes which successfully assisted student learning in HRM areas.
Methodology
Most HRM textbooks adequately address the significance of employee job descriptions
as a component of job design and employee performance evaluations--why these are important.
However, the students are often left in the dark regarding how to develop and use these--a task
typically assigned to a new HRM graduate. Furthermore, the successful marriage of the two
concepts is all too often lacking.
At the beginning of the block of instruction on job design, students in the class are
randomly paired. Each paired group then draws from a hat a piece of paper which contains the
title of a well-known Hollywood film and the position for which they are to develop a job
description. Each pair of students is expected to view this film during non-class time, develop an
appropriate job description for the position, and present the job description to the rest of the
class. In addition to information contained in the textbook, class lectures include explanations on
how to use the Department of Labor’s Dictionary of Occupational Titles (DOT) and other useful
tools (e.g., various online resources), provide real-world examples for the students to see and use
as templates, and facilitate student discussions relating to questions and problems encountered.
At the conclusion of the job design block, each pair of students is then tasked to give a brief
presentation to the rest of the class, discussing its assigned job description--the format selected as
well as each component of the description.
At the beginning of the next block of instruction--performance evaluations--each pair of
students is given a piece of paper containing a different film and the name of the character which
will require a performance evaluation. Similar to the previous job description exercise, each pair
of students is expected to view their assigned film during non-class time, develop an appropriate
performance evaluation instrument, evaluate the assigned character based on observations of the
film and the job description previously prepared by a different pair of students, then present their
performance evaluation to the rest of the class. Again, in addition to material contained in the
textbook, class lectures include explanations of the various methods available to record job
performance and suggestions on how to match observed behavior to a performance rating,
provide real-world example evaluation forms for the students to see and use as ideas for
templates, and facilitate student discussions relating to questions and problems encountered. At
the conclusion of the block of instruction on performance evaluation, each pair of students is
then tasked to give a brief presentation to the rest of the class, discussing its assigned
evaluation--the format selected as well as the rationale for each evaluation rating. In addition to
a more complete comprehension of the performance evaluation process, students walk away with
a clearer understanding of the link between the job description and the performance evaluation,
having performed both in a non-threatening academic environment. Now, these students are not
as intimidated when tasked to prepare or update job descriptions for an organization (typical task
given to a new HRM graduate) and prepare performance evaluations on subordinates.
Summary
Table 1
Gallos, J. V. (1993). Teaching about reframing with films and videos. Journal of Management
Education, 17(1), 127-132.
Giola, D. A., & Brass, D. J. (1985). Teaching the TV generation: The case for observational
learning. Organizational Behavior Teaching Review, 10(2), 11-18.
Harrington, K. V., & Griffin, R. W. (1989). Ripley, Burke, Gorman and friends: Using the film
Aliens to teach leadership and power. Organizational Behavior Teaching Review, 14(3),
79-86.
Johnson, J., & Vargas, C. (1994). The smell of celluloid in the classroom: Five great movies
that teach. Social Education, 58(2), 109-113.
Linowes, R. G. (1992). Filling a gap in management education: Giving leadership talks in the
classroom. Journal of Management Education, 16(1), 6-24.
Scherer, R. F., & Baker, B. (1999). Exploring social institutions through the films of Frederick
Wiseman. Journal of Management Education, 23(2), 143-153.
Serey, T. T. (1992). Carpe diem: Lessons about life and management from Dead Poets Society.
Journal of Management Education, 16(3), 374-381.
Whipple, M. (1998). Let’s go to the movies: Rethinking the role of film in the elementary
classroom. Language Arts, 76(2), 144-150.