Pay it Forward Movie and the Shared Leadership Theory - Assignment Example

Pay it forward movie and the shared leadership theory Introduction The movie revolves around ethics and the roles that different characters can engage into practice in order to improve the value perceptions and redirect knowledgeable benefits to social welfare. The movie focuses on the welfare of Trevor, a 12 year old boy who undergoes psychological trauma due to the antisocial and unethical issues that his most influential people undergo (Miller, 2009:65). Mainly, the trauma affects him rather than nurturing his wellbeing, for example, his family endures in tussles and social unrest thus; he anticipates of the adaptive procedures that he would initiate to ensure positive changes in the society (Hamblin, 2009:80). The movie establishes different characters, playing different social roles and it is upon their intrinsic roles, that the movie presents the theory of social leadership. Trevor McKinney Trevor McKinney, being the main character denotes a social person, who was ready to mingle with anybody in the society as long as he perceived the need to solve a given problem in the person. Trevor lives a disturbed life as his mother is a drunkard while the father is always away, but insinuates psychological torture whenever he goes back to his family. Despite all the mayhem surrounding Trevor’s life, he engaged in a plan to give the society the best of his help following Mr. Simonet’s intervention to help him remit help to the society. In his quest to people in the society, Trevor embarks on shared leadership strategies, whereby he ensures that his subjects derive an environment to portray their initiatives (Graen, & Graen, 2006:45). Trevor portrays the concept of shared purpose by targeting to help the affected individuals who he happens to meet during his life. For instance, he perceives the plight of the homeless man, Jerry as overwhelming and requiring immediate redress. Trevor’s obsession to help the affected individuals emanates from the desire of accountability in rendering long-lasting solutions after having been a victim of antisocial circumstances. Trevor establishes a concept of internal definition of the antisocial effects that the subjects undergo before redemption. He is a victim of similar circumstances and seeks to alleviate them from their current situations. However, Trevor’s devotion aims at ensuring a continuous rate of repossession of the ideas upon his subjects, who will further deliver the attributes other needy people in the society (Crosby, 2005:87). Such an aspect shall ensure continuity in delivering fruitful leadership policies to alleviate the problems of the entire society. Eugene Simonet In the movie, Eugene Simonet’s role inspires his social studies student, Trevor to perceive the need to overcome his social fears, and seek to provide the society with the best alternative solutions to their problems. At such a point, the teacher represented the characteristics of fear and the need to ensure that the society derives earlier resolutions into alleviating prevailing problems before prolonged and imminent scars control their livelihoods (Miller, 2009:69). Arguably, the movie portrays the teacher with possessing facial and neck scars that the people are unable to withstand. However, Simonet reacts positively to the stigma and ensures that he devices knowledgeable approaches that would serve to rescue other individual from being victimized into the same situation (Chrispeels, 2004:58). Simonet expresses the concepts of accountability, partnership, and ownership by expressing his views to Trevor and the need for him to devise an appropriate approach that would serve as remedies to the affected individuals. He solely derives the importance of acquainting individuals with present advantages that would service the prevailing social problems. Therefore, he intrigues into the people’s future lives and understands their mishaps. Therefore, he ascertains that the best correctional approach to alleviate the social discontent would be through empowering the subjects to deliver the intended value to others in the society (Graen, & Graen, 2006:48). In this case, he mentors Trevor through social support who eventually establishes a basis for approaching challenged individuals and helping them accordingly. Arlene McKinney Being Trevor’s mother, Arlene McKinney lacks most of the desired leadership traits. For example, the movie portrays the mother as a drunkard who could not nurture an appropriate livelihood for her son as she lacks humor despite her strive to recover from the antisocial behavior. She reacts to Trevor’s resolution to cohabiting with Jerry, the homeless man in their home. According to the stipulations of social studies and shared leadership theory concepts, equity prevails as the best alternative to address such a problem and in that case, Arlene should have realized Jerry’s plight of being homeless and partner with her son in enhancing social welfare (Chrispeels, 2004:56). Arguably, the movie portrays her fanatical behavior as contradicting to the ideology that after becoming a victim of similar circumstances, she would evaluate the best resolution as sharing her purpose in life and extending support to the affected individuals (Wehner, 2003:60). Seemingly, with Arlene’s approach and confrontation to Eugene on the act committed by her son, Trevor derives an understanding that she does not value accountability. On the contrary, Arlene sorts to redefine her relationship with her husband rather than targeting to establish new relationships. Eventually, she successfully reconciled with her ex-husband but extended her support to her daughter, a fact that defines her value for ownership and responsibility to ensure that the son acquires the best benefits (Graen, & Graen, 2006:49). Arguably, resolutions can be made such that Arlene portrays a self conscious character, as it is also a norm in the shared theory approach that each human being has sole characteristics that can not be reflected exactly as those of other people, but may rather lead to enhancing social correlations amongst people in the society. Chris Chandler and the “Pay it forward” phenomenon As a reporter, Chris represents the attribute of curiosity while seeking to monitor the social lives and correlations between the related characters (Murphy, 2009:89). Chris intrigued into the “Pay it forward,” after acquiring a brand new car from a well wisher following an accident. The fascination repossessed Chris to evaluate the beginning of the “Pay it Forward” as the phenomenon and analyzes various contributions from the well-wisher as born from a criminal’s contribution who happens to have learned of the system from Arlene’s mother Grace. Obviously, Arlene learned the phenomenon from her son. Jerry further extends his help to a woman seeking to commit suicide (Pearce, 2003:97). Conclusions The final redress of the “Pay it Forward” phenomena establishes a state of shared leadership as each of the characters seeks to extend help to other individuals in the society who face different problems and need different resolutions. All the characters seem to share a common purpose in life; thus, they seek to solve problems that they establish in other victimized individuals (Meindl, & Shamir, 2007:58). Therefore, the correlations between the character’s contributions and their emotional attractions to empower other people in the society establish the readiness to share common responsibilities to nurturing social wellbeing. Bibliography Chrispeels, J. H. 2004. Learning To Lead Together: The Promise And Challenge Of Sharing Leadership. London, Sage. Crosby, B. C. 2005. Leadership For The Common Good Tackling Public Problems In A Shared-Power World. Hoboken, John Wiley & Sons. Graen, G. B., & Graen, J. A. 2006. Sharing Network Leadership. Greenwich, Conn,Information Age Pub. Hamblin, C. 2009. Serket's Movies: Commentary And Trivia On 444 Movies. Pittsburgh, Penn, Rosedog Books. Hirsch, A. 2006. The Forgotten Ways: Reactivating The Missional Church. Grand Rapids, Mich, Brazos Press. Meindl, J. R., & Shamir, B. 2007. Follower-Centered Perspectives On Leadership: A Tribute To The Memory Of James R. Meindl. Charlotte, Iap. Miller, N. 2009. The Butterfly Effect: Transforming One Person At A Time. Volume 1 Volume 1. Pittsburgh, Pa, Rosedog Books. Murphy, T. 2009. Shared Leadership How To Create Shared Leadership Within A Rural School. Ottawa, Library And Archives Canada Bibliothe?que Et Archives Canada. Pearce, C. L. 2003. Shared Leadership: Reframing The Hows And Whys Of Leadership. Thousand Oaks, Calif: Sage Publications. Wehner, C. 2003. Who Wrote That Movie?: Screenwriting In Review: 2000-2002. New York, Writers Club Press. Read More