The document discusses using the 1957 Hindi film "Do Aankhein Barah Haath" to teach leadership theories and skills to MBA students. Scenes from the film were shown and discussed in class to illustrate concepts like transformational leadership, the path-goal theory, and Fiedler's contingency theory. Students found the film an effective learning tool that highlighted qualities like ethical leadership, compassion, and commitment. The film also effectively communicated humanistic values and could be used cross-culturally to teach positive organizational behaviors.

1. Learning Leadership Theories and Skills
through a Popular Old Hindi Film
“Do Aankhein Barah Haath”
ELLTA Conference, Penang
Nov 17-19, 2014
Dr. Satish Pandey
Associate Professor (OB & HRM)
School of Petroleum Management
Pandit Deendayal Petroleum
University
Gandhinagar (India)

2. Using Films as Classroom Learning Tool
• Movies expose students to powerful and unique
experiences that:
• could not be simulated in a classroom,
• provoke strong emotional reactions,
• stimulate animated discussions,
• could lead to re-assessment of one’s values and self-image
if the scenes in the movies have strong
emotional content (Champoux, 1999).
• Films can be valuable in developing cultural
sensitivity and ability to “decipher” other cultures

3. Popular Films in Leadership Training
• The following popular films have been researched
in context of leadership training.
– 12 Angry Men (McCambridge, 2003; Buchanan and
Huczynski, 2004),
– Thirteen Days (Buchanan and Huczynski, 2004;
Huczynski and Buchanan, 2004),
– The Lion King (Comer, 2001),
– Remember The Titans (Holbrook, 2009),
– Harry Potter and The Goblet of Fire (Rosser, 2007;
Callahan and Rosser, 2007; Callahan, Whitener and
Sandlin, 2007).

4. Popular Films in Leadership Training
• Many scholars have strongly advocated usage
of popular films and artifacts (paintings,
music, television shows, fiction/non-fiction
books, classical short stories, fairy tales and
theatrical plays) for effective learning of
leadership theories/concepts (Harrison and
Aknic, 2000; Callhan, Whitener and Sandlin,
2007; Stillman II, 2006; ) .

5. Five Methods of Using Movies in the Classroom
Source: Pandey (2012). Using popular movies
in teaching cross-cultural management.
European Journal of Training and
Development, 36(2), 329 – 350

6. Method 1
Show selected scenes
in class
Discuss specific
theories, concepts,
models, referring
to shown scenes

7. Method 2
Show the entire movie in
one session
Discuss theories
and assigned
readings in later
sessions; show
select scenes
again, if needed

8. Method 3
Show selected
scenes in class
Discuss specific
theories, concepts,
models, referring
to shown scenes
Give an
introductory
lecture on
theories; assign
readings

9. Method 4
• Use several movies as cases to discuss the
same concept or to illustrate different
concepts or theories

10. Method 5
• Assign selected movies to groups of students
as project assignment and ask to do film
analysis using relevant theories (cultural,
social, psychological, political etc.).

11. The Film: Do Aankhein Barah Haath
• Director/Producer: V. Shantaram
• Production Company: Rajkamal Kala
Mandir
• Release : 1957
• Lead Cast:
– V. Shantaram as Jailor Adinath
– Sandhya as Champa
• Awards Won:
– National Awards India (1957, Best
Film)
– Berlin International Film Festival
(1957, OCIC Award and Silver Bear
Extraordinary Prize of Jury)
– Golden Globe Awards (1958,
Samuel Goldwyn Award )

12. The Study
• The present study has been designed to achieve the
following objectives by using an old Hindi classic film
“Do Aankhein Barah Haath” (V. Shantaram, 1957)
– How do students perceive popular movies as an effective
learning tool in context of the courses Organizational
Behavior and Leadership Skills?
– How do popular movies influence students’ cognitive
learning in context of the courses on Organizational
Behavior and Leadership Skills?
– How do students perceive relevance of popular movies in
achieving learning objectives of the courses Organizational
Behavior and Leadership Skills?

13. Method
Course Organizational Behavior Leadership Skills
Sample Two small groups of MBA
2011-13 (N1= 4) and MBA
2013-15 (N2= 5)
Total 9 students (8 males and 1
female) of Executive MBA 2011-
12
Age Group 21-25 years 25-34 years
Cultural context Indian Indian
Usage of film As Group Case Study Project.
Students watched film at
their convenience and
analyzed it. (Mehtod-5)
Different scenes of the film
were shown in consequent
sessions by the instructor and
discussed in context of relevant
theories. (Method-3)
Assignment Group project report and
presentation before the class
Individually written reflection
notes on film analysis based on
leadership theories

14. Data Analysis
• Instructor analyzed students’ individually written
reflection notes and group project reports by
using qualitative data extracted from reflection
notes and group project reports.
• Qualitative content analysis and thematic analysis
• Students’ reactions with specific reference to
movies were separated from statements related
to general theoretical learning; then classified
and coded on the basis of indications of
leadership concepts mentioned in those
statements.

15. Findings
• The film “Do Aankehin Barah Haath” was appreciated by both the
groups of students in context of two different courses
Organizational Behavior and Leadership Skills as effective classroom
aid to learn leadership theories and skills.
• Students appreciated that the film helped them in collaborative
learning of leadership theories and skills thru classroom discussions
as well as group case study project.
• Students also found content of the film very relevant even in
modern context of corporate leadership training though the film
depicts social environment of India in 1950s.
• Students also identified strong social messages on humanistic
values, ethical leadership in dialogues, scenes and characters of the
film. Students also appreciated relevance of these messages even in
modern corporate life.

16. Leadership Theories and Concepts Identified by Ex-MBA students with the
film in context of course ‘Leadership Skills’
Most cited theoretical concepts with
specific reference to the movie (N=9)
(Frequency of Recall)
Less cited theoretical concept with specific
reference to the movie (N=9)
(Frequency of Recall)
Fiedler’s Contingency Theory (8) LMX Theory (3)
Transformational Leadership (7) Managerial Grid (3)
Task-Oriented Leadership (7) Authoritative Leadership (3)
Path-Goal Theory (5) Directive Leadership (3)
Charismatic Leadership (4) Situational Leadership (3)
Ohio State Theory (4) Participative Leadership (2)
Supportive Leadership (2)
Relationship-Oriented Leadership (2)

17. Leadership Theories and Concepts Identified by Ex-MBA students with the
film in context of course ‘Leadership Skills’
Leadership Characteristics Perceived in Jailer Adinath’s behavior
Trust and faith on followers
Focused Vision, ambitious, winning attitude
Strong belief and conviction about goal
Innovative, change agent, confidence
Commitment, dedication, Integrity, Sincerity
Respect to followers, compassion, loving, caring, sensitive, humble, generous, supportive
Passion, motivation, proactive, enthusiastic
Adaptability,
Positive communication, bonding with team
Task-oriented, delegation of power
Good judgement of followers’ abilities
Good coach, practices what preaches, keeps promise

18. Leadership Theories and Concepts Identified by MBA students
with the film in context of course ‘Organizational Behaviour’
Theoretical concepts/themes identified
by Group A (N=4), (MBA 2011-13)
Theoretical concepts/themes identified
by Group B (N=5), (MBA 2013-15)
Adinath’s leadership characteristics
(emotional stability & composure,
humble in accepting mistakes, good
interpersonal skills, visionary, rational,
ready to take up any task when needed,
cooperation, conflict management)
Values, trust and motivation in
leadership
(A-1)
Role efficacy in leadership roles (A1, A3)
Ethical leadership (A-3)
Path-Goal theory
Adinath’s leadership style (directive,
supportive, participative and
achievement-oriented)
Transformational leadership in Jailer
Adinath (B-3)
Autocratic leadership in Jail
Superintendent’s behaviour (Boss of
Jailer Adinath) (B-4)
Emotional intelligence in leadership
(B1,B-5)

19. Limitations
• The study is limited to MBA students of an
Indian university in context of learning of
leadership theories, concepts and skills.
• The original film is Hindi language. Effective
usage of the film (even with subtitles in other
foreign languages) in other cultural contexts,
yet to be tested.

20. Implications for International HRD
• The film “Do Aankhein Barah Haath” has been effectively used by
me in MBA courses and executive training programmes in Indian
cultural context. The content of the film communicates humanistic
values very clearly thru its characters, dialogues, non-verbal
behavior patterns in different scenes.
• This film can also be used effectively (with support of subtitles in
English/other languages) in other cultural contexts (especially South
Asian countries) to teach concepts like ethical leadership, servant
leadership (Greenleaf, 1977;Sendjaya and Sarros, 2002), authentic
leadership (Luthans and Avolio, 2003), organizational citizenship
behaviors (Smith, Organ and Near, 1983), positive organizational
scholarship (Cameron, Dutton and Quinn, 2003) and Positive OB
(hope, optimism, self-efficacy and emotional intelligence).

21. If you are using movies in your classes and can share
your experiences, we would love to hear from you.
Contact:
Satish Pandey: E-mail: satish.pandey@spm.pdpu.ac.in
satishpandey_99@yahoo.com
Also available on facebook and Linkedin.
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Twitter: https://twitter.com/SatishPan2013
http://ipmg.academia.edu/satishpandey
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