Improve Team Performance Research Articles

Exploring interprofessional collaboration in the intensive care unit

Background: Critical care units require an interprofessional management approach to optimise patients’ health. Clinical education and training delivered in remote healthcare settings are vital for fostering interprofessional collaboration (IPC) among health science students for future team functioning.Objectives: Our study explored the IPC among clinicians in the intensive care unit (ICU) setting at two South African decentralised clinical training facilities to understand the existing collaborative practices that students are exposed to during their clinical training.Method: A qualitative study design, utilising semi-structured interviews, was used to gather information on the experiences of 40 purposively selected participants working in the ICU settings at the two clinical sites. Data collected from the interviews were transcribed verbatim and thematically analysed.Results: Four major themes were identified from the data, namely, scope-of-practice dispute, teamwork disruption, organisational obstacles and future aspirations.Conclusion: Participants believed that a lack of professional regard by medical doctors and an inadequate understanding of the role of other professionals impeded appropriate referral practice and collaborative team functioning. Under-exposure to interprofessional education (IPE) at an undergraduate level and the pervasive medical hierarchy were perceived as a primary attributable cause of this phenomenon. Moreover, the coronavirus disease 2019 (COVID-19) pandemic and persistent staff shortages purportedly obstructed potential opportunities to collaborate in multidisciplinary meetings. Participants believed that improving undergraduate IPE and compulsory multidisciplinary meetings to promote communication would improve team functioning in these clinical settings.Clinical Implications: Undergraduate IPE is a feasible approach to improve collaborative care in ICUs to achieve better patient outcomes.

Use of insitu simulation to improve team performance and utilization of a rapid sequence intubation checklist.

Intubation checklists have emerged as tools to reduce adverse events and improve efficiency during rapid sequence intubation (RSI) in pediatric emergency departments (PEDs). This study aimed to use multidisciplinary simulation (SIM) training as an educational tool to improve PED team performance during RSI scenarios through utilization of an RSI checklist. We created a checklist modeled after previously published PED checklists. PED multidisciplinary teams participated in video-recorded SIM training sessions involving a scenario requiring intubation three times, first without interruption then while receiving our intervention of rapid-cycle deliberate practice (RCDP) debriefing focusing on checklist utilization and team dynamics. Learners went through the scenario once more uninterrupted to apply learned skills. Team performance was evaluated via video review using the Simulation Team Assessment Tool (STAT) focusing on airway management and human factors sections. Scores were compared before and after intervention along with pre- and postintervention surveys. A total of 483 learners participated in 64 SIM training sessions, 44 of whom met inclusion criteria and were included for data analysis. Scores increased postintervention for airway management, human factors and in total. Least-squares mean differences for total, airway, and human factors scores were 9.55 (95% confidence interval [CI] 7.24-11.85), 4.22 (95% CI 2.91-5.52), and 5.33 (95% CI 3.86-6.8), respectively, which was statistically significant with p-value of <0.001 across all categories. Surveys demonstrated improved role understanding and checklist utilization comfort postintervention. This study supports the benefit of multidisciplinary SIM training with RCDP-style methodology as an educational method for improving airway management, teamwork skills, and RSI checklist utilization for PED staff. Incorporation of additional maintenance SIM sessions for ongoing education is likely to be further beneficial and would allow evaluation of degradation of skills over time following initial training.

Bringing team science to the ambulatory diagnostic process: how do patients and clinicians develop shared mental models?

The ambulatory diagnostic process is potentially complex, resulting in faulty communication, lost information, and a lack of team coordination. Patients and families have a unique position in the ambulatory diagnostic team, holding privileged information about their clinical conditions and serving as the connecting thread across multiple healthcare encounters. While experts advocate for engaging patients as diagnostic team members, operationalizing patient engagement has been challenging. The team science literature links improved team performance with shared mental models, a concept reflecting the team's commonly held knowledge about the tasks to be done and the expertise of each team member. Despite their proven potential to improve team performance and outcomes in other settings, shared mental models remain underexplored in healthcare. In this manuscript, we review the literature on shared mental models, applying that knowledge to the ambulatory diagnostic process. We consider the role of patients in the diagnostic team and adapt the five-factor model of shared mental models to develop a framework for patient-clinician diagnostic shared mental models. We conclude with research priorities. Development, maintenance, and use of shared mental models of the diagnostic process amongst patients, families, and clinicians may increase patient/family engagement, improve diagnostic team performance, and promote diagnostic safety.

Effective Management of Multi-Cultural Construction Project Teams Issues and Strategies for Improving Team Performance

Effective Management of Multi-Cultural Construction Project Teams Issues and Strategies for Improving Team Performance

A Composite Score Reflecting an Initiative to Reduce Harm, Protect Patients, and Promote Safety.

Since 2011, hospitals in the United States have used the Total Harm Rate as a metric to address and enhance patient safety by mitigating harmful events. However, upon evaluation, it was concluded that this tool had lost its validity and was not widely used as an effective measure to prevent harm to patients. There are no similar comparative data in the literature to which we can compare our results with others. The Quality Management Performance Improvement team began to develop a composite safety score that would be used to reflect the environment of patient safety and promote improvement opportunities.

Development and testing of a resuscitation-specific measure of organizational culture for resuscitation teams

BackgroundThe organizational culture (shared beliefs, perceptions, and values) of teams informs their behaviours and practices. Little is known about organizational culture for resuscitation teams. Our objective was to develop a reliable and valid resuscitation-specific organizational culture instrument (ROCI) with the goal of improving team performance. MethodsUsing Neonatal Resuscitation Program principles, literature review, and discussion of existing culture measures with experts, we identified organizational culture components for resuscitation and adapted existing measures to resuscitation. We developed a ROCI with five subscales (role clarity, shared-mental models, closed-loop communication, team adaptability, and psychological safety) and administered it to neonatal resuscitation team members across a hospital network. Survey psychometric assessment included reliability analyses (Cronbach’s α, Pearson correlation coefficients) and validity testing (confirmatory factor analysis [CFA] and regression models examining the association of culture with implementation outcomes: climate and perceived success). ResultsAcross 11 hospitals there were 318 complete responses (41 % response rate). Of the 22-items tested, 18 were retained after iterative psychometric assessment. The ROCI had excellent overall reliability (Cronbach’s α = 0.994) and very good subscale reliability (Cronbach’s α = 0.789–0.867). The CFA goodness-of-fit statistics confirmed five constructs (subscales). At the individual-level, the ROCI and all subscales were associated with both implementation outcomes. At the hospital-level, the ROCI overall and three subscales were associated with perceived success. ConclusionThe ROCI is a reliable and valid measure of the organizational culture of resuscitation teams. Future ROCI assessments may provide a foundation to inform culture change initiatives to improve resuscitation quality and outcomes across populations and contexts.

Who benefits from virtual collaboration? The interplay of team member expertness and Big Five personality traits

This research applies and integrates transactive memory systems (TMS) theory and the Big Five personality traits model to investigate the performance dynamics of dyadic teams engaged in virtual collaborative problem-solving (CPS). Specifically, this study examines how the personal attributes of team members, including their expertness and Big Five personality traits (extraversion, agreeableness, openness, conscientiousness, and neuroticism), as well as the resultant diversity in expertness and Big Five personality traits within teams, influence both team-level and individual-level performance gain from virtual collaboration. Studying 377 dyadic teams composed of 754 individuals working on an online collaborative intellective task, this research found that dyads with high expertness diversity had greater performance gain from virtual collaboration than dyads with low expertness diversity. Further, dyads, where both members scored low on agreeableness, showed the most significant improvement in team performance. At the individual level, a team member who had a low expertness level but was paired with a high-expertness teammate demonstrated the greatest performance gain from virtual collaboration. The integration of TMS theory and the Big Five personality traits model provides a richer and more nuanced understanding of how individual attributes and team dynamics contribute to successful virtual CPS outcomes.

EI &amp; AI In Leadership and How It Can Affect Future Leaders

Purpose: The aim of this study is to examine how the integration of Emotional Intelligence (EI) and Artificial Intelligence (AI) in leadership can enhance leadership effectiveness and influence the development of future leaders. Design / Method / Approach: The research employs a mixed-methods approach, combining qualitative and quantitative analyses. The study utilizes secondary data sources, including scholarly articles, industry reports, and empirical studies, to analyze the interaction between EI and AI in leadership settings. Findings: The findings reveal that the integration of EI and AI significantly improves decision-making, strategic planning, talent management, and communication within organizations. Leaders who leverage both EI and AI experience higher employee satisfaction, improved team performance, and enhanced organizational outcomes. Theoretical Implications: This study contributes to leadership theory by introducing a novel framework that demonstrates the complementary roles of EI and AI in leadership. Practical Implications: The research offers practical guidelines for leadership development, emphasizing the need for future leaders to integrate EI and AI skills in order to navigate complex business environments successfully. Originality / Value: The paper provides an original framework for the integration of EI and AI in leadership, offering new insights into how these two elements can work together to improve leadership effectiveness. Research Limitations / Future Research: Future research should further explore the empirical impact of EI and AI integration in various industries and leadership levels to generalize findings across broader contexts. Paper Type: Conceptual JEL Classification: D83, M12, M15, L21, O33

In-Depth Assessment of the Influence of Leadership Styles on Team Performance through the Lens of Wisdom Leadership

Examining team efficacy with the lens of leadership styles' effects on team performance of Wisdom Leadership (WL) highlights how different leadership styles impact team performance and highlights the part that WL plays in directing and improving team results through careful, well-considered decision-making. WL can be difficult to assess and use consistently in a variety of circumstances due to its subjective character, and it can ignore environmental considerations and practical limits that impact team effectiveness. There are 195 participants’ data are collected in leadership styles’ impact on team performance through the WL lens was gathered at random. Some questionnaires are also randomly gathered. Decision-making effectiveness (DME), conflict resolution skills (CRS), emotional intelligence (EI), visionary thinking (VT), team cohesion (TC), and employee satisfaction (ES) these factors are used to determine with the lens of WL, how leadership styles affect team performance. The statistical of PLS-SEM, Cronbach's Alpha, discriminate validity tests, Average Variance Extracted (AVE), and Exploratory Factor Analysis (EFA) to evaluate leadership styles' impact on team performance, ensuring reliability and theoretical alignment. The results validate all of the hypotheses and demonstrate that variables such as DME, CRS, EI, VT, TC, and ES significantly positively correlate with WL.When examining how team performance is affected by leadership styles through the perspective of WL. The WL approaches provides a supportive and moral atmosphere that greatly improves team performance. The significance of incorporating wisdom into leadership techniques is underscored by the way that type of leadership fosters trust, efficient communication, and sustained success.

Interprofessional education in cardiothoracic surgery: a narrative review.

Interprofessional education, an approach where healthcare professionals from various disciplines learn with, from, and about each other, is widely recognized as an important strategy for improving collaborative practice and patient outcomes. This narrative review explores the current state and future directions of interprofessional education in cardiothoracic surgery. We conducted a literature search using the PubMed, Scopus, and Web of Science databases, focusing on English-language articles published after 2000. Our qualitative synthesis identified key themes related to interprofessional education interventions, outcomes, and challenges. The integration of interprofessional education in cardiothoracic surgery training programs varies across regions, with a common focus on teamwork and interpersonal communication. Simulation-based training has emerged as a leading modality for cultivating these skills in multidisciplinary settings, with studies showing improvements in team performance, crisis management, and patient safety. However, significant hurdles remain, including professional socialization, hierarchies, stereotypes, resistance to role expansion, and logistical constraints. Future efforts in this field should prioritize deeper curricular integration, continuous faculty development, strong leadership support, robust outcome evaluation, and sustained political and financial commitment. The integration of interprofessional education in cardiothoracic surgery offers considerable potential for enhancing patient care quality, but realizing this vision requires a multifaceted approach. This approach must address individual, organizational, and systemic factors to build an evidence-based framework for implementation.

Effects of High Intensity Interval Training Program on Individual Movement during Competition in Field Hockey Players

PURPOSE: This study aimed to develop a field hockey-specific training program based on high-intensity interval training (HIIT) and to verify its effectiveness by observing changes in individual movements during international competitions for female field hockey players.METHODS: The field hockey-specific training program was developed based on HIIT (≥95%HRmax, work:rest ratio=1:1) through meetings with experts’ and the participation of 13 female field hockey players who were enrolled in the Korean national team. Participants were trained for nine weeks (27 sessions) using this training program. Their individual movements were collected using GPS units during the Four Nations competitions and the 2022 Asian Games before and after applying the training program. Individual movements were defined as total distance covered, meters per minute (MpM), maximal velocity (MV), absolute distance, proportion of total distance covered at low-intensity (LI), moderate-intensity (MI), and high-intensity (HI), and number of accelerations, decelerations, and sprint efforts (SE).RESULTS: After applying the training program, the MpM (9.6 m/min), MV (0.69 km/hr), and SE (3.47 bouts) improved compared to before applying the program. Further, after applying the training program, the absolute distance (633.94 m) and the proportion (14.83%) at LI decreased, while those of MI (553.40 m and 9.78%) and HI (273.07 m and 5.05%) increased compared to before applying the program.CONCLUSIONS: The field hockey-specific training program developed in this study resulted in positive changes in individual movements during competitions, leading to improvements in team and individual performance.

Flexing the emotional muscle: Investigating how team reflexibility shapes performance via emotional intelligence

In team settings, the development of reflexibility and emotional intelligence significantly influences performance outcomes. Identifying these relationships is crucial for optimizing team dynamics and achieving superior results. Present research investigates the relationship between team reflexivity and team performance through the mediating role of Emotional Intelligence. Team reflexibility affects team performance positively and developing emotional intelligence skills improves team performance. SPSS and AMOS software was used to analyze the data and the hypothesis was tested using structural equation modeling (SEM) and data obtained from 317 IT company employees in Coimbatore, India. The outcomes of the study provide both practical and theoretical insights for IT company employees to increase team performance through flexible and emotional intelligence skills. Employees with a high level of Intelligence Quotient (IQ) are insufficient for today's business. To be successful, workers must have a certain level of Emotional Intelligence (EI). Employees with a high EI tend to have better relationships and connections, higher performance due to collaboration, and a more positive and peaceful workplace. This research gives managers and leaders an in-depth understanding of highly reflective teams, which will allow them to be more inventive while also altering their emotional abilities to perform better and retain the organization in the long run.

Authentic Leadership and Team Performance: Exploring the Mediating Role of Dynamic Adaptive Capability

Introduction/Main Objectives: This research explores Dynamic Adaptive Capability to achieve Team Performance in higher education institutions, focusing on the challenges posed by a rapidly changing global environment. The study emphasizes the importance of dynamic adaptability as a mediating variable, connecting Authentic Leadership and Justice Climate as key elements influencing Team Performance. Background Problems: The main question of this research is whether Authentic Leadership improves Team Performance through Dynamic Adaptive Capability. The urgency of this research in Indonesia's higher education context is critical, considering that the ever-changing global environment demands rapid and effective adaptation to remain competitive and relevant. Novelty: Empirical evidence explaining how Authentic Leadership can improve Team Performance in Indonesian higher education still needs to be explored. Therefore, research that finds this mechanism is still required and adds Dynamic Adaptive Capability as a mediator. Research Methods: This research collected a survey of the Head of the Study Program as a team representative, used purposive sampling, and utilized AMOS SEM analysis to test the hypothesis. Finding/Results: The research shows that Authentic Leadership positively impacts Dynamic Adaptive Capability and Team Performance. Meanwhile, Justice Climate has no relationship with Team Performance but positively impacts Dynamic Adaptive Capability. Dynamic Adaptive Capability positively mediates Authentic Leadership and Team Performance while negatively mediating Justice Climate and Team Performance. Conclusion: In addition to supporting several hypotheses, this research also highlights the complex and diverse nature of these relationships, prompting recommendations for strategic planning and further investigation to deepen our understanding of the dynamics in organizational environments.

Prevalence, Best Practice Use, and Member Engagement on School Mental Health Teams.

School mental health (SMH) teams have been widely recommended to support multi-tiered mental health program implementation in schools. Available research suggests emerging best practices that promote effective SMH teaming and indicates the importance of having team members who are highly engaged (e.g., actively involved, retained on the team). Despite evidence that these factors improve team functioning, there is limited knowledge of SMH team prevalence, best practice use, and factors impacting member engagement among a diverse sample of elementary schools. This study surveyed a cross-sectional sample of elementary principals (n = 314) across the United States whose schools implement multi-tiered SMH programs. Most principals (89%, n = 280) reported using teams to organize these programs. Schools in urban/suburban communities, with 300 or more students, or with specific school funding for SMH activities were more likely to have SMH teams. Only one-third of principals reported that their team members participated in related training. Other SMH team best practices were commonly reported (by two-thirds or more teams). Results of a linear regression model indicate that larger teams (six or more members) and teams with access to resources had significantly higher member engagement scores. The study's findings provide recommendations for practice and future research directions.

Team personality characteristics and performance in a simulated largeaircraft instrument control task

We investigated the relationship between personality characteristics and performance on a simulated large-aircraft instrument control task. The sample comprised 155 undergraduates in China, who completed the Cattell Sixteen Personality Factor Questionnaire to assess personality characteristics, and were randomly allocated to one of 31 teams of five people. We used multiple regression analysis to establish a predictive model of team performance based on team personality elevation and team personality diversity integration models. The results showed that when the team personality elevation integration was used as the independent variable, an increase in rule consciousness led to improvement in team performance, whereas an increase in vigilance, dominance, and social boldness led to a deterioration in team performance. When team personality diversity integration was used as the independent variable, an increase in warmth and openness to change led to improvement in team performance, and an increase in sensitivity led to deterioration in team performance. The simulation task designed in this study provides a specific tool for research involving flight crews on large aircraft. The findings provide a theoretical reference for optimum allocation of flight crews.

Influence of team emotional intelligence on the performance of construction design teams

Emotional Intelligence (EI) is an important competence in teamwork settings. Predominantly, previous EI studies on teams have focused on individual-level EI, neglecting the synergy of team members in a team. Therefore, this study aimed to assess the influence of team EI on the performance of construction design teams. A mixed method approach was used to collect data by means of a questionnaire survey and focus group interviews. The questionnaire was used to collect data on team EI and team performance, while the focus group interview was conducted to give insights on team activities based on the results from the questionnaire survey. A total of 50 projects were selected, constituting eight (8) teams through convenience and purposive sampling techniques. The 8 teams consisted of 38 individuals. Thus, the questionnaire was administered to 38 respondents, of whom 17 valid responses were received, while the focus group interview was conducted with members of one team. Means, percentages and correlational analysis were utilised in the analysis of the quantitative data, while content analysis was used to analyse the qualitative data. The results obtained for team EI and performance were used for correlational analysis, which revealed that team EI has a significant positive association with the team’s self-direction and average (overall) performance, as indicated by the correlation results (τb= .432, p=.046) and (τb= .401, p=.042) respectively. The content analysis revealed that team norms improved with participation in multiple projects. This suggests that TEI contributes significantly to the performance of the construction design teams. This study holds significant practical implications for the training of construction professionals, with the potential to foster the development of high emotional intelligence (EI). Furthermore, it extends its relevance to client organizations seeking to hire design team consultants who possess emotional intelligence. To achieve improved team performance, it is suggested that client organisations consider incorporating a team-based EI assessment alongside the evaluation of technical expertise during the hiring process.

Does participation in sports competitions enhance interprofessional teamwork among medical students? Evidence from a medical school curriculum experiment

BackgroundEffective interprofessional teamwork is essential for the efficiency, safety and quality of healthcare system services and requires interprofessional education for medical students. Physical education is a simple and easy way to teach teamwork, which translates into team performance in the work environment. This study was conducted to examine the effectiveness of the physical education competition model, instead of the exams model, for improving teamwork skills among medical students.MethodsA quasiexperimental intervention design was used to measure the effect of a 16-week cheerleading programme on subjects' teamwork skills by completing a teamwork scale comprising four subdimensions, namely, personal characteristics, teamwork, leadership, and conflict management, before the start and at the end of the programme, and by comparing nonwinning to winning students to measure the effect of teamwork skills on team performance.ResultsA total of 179 students completed the valid baseline and posttest (effective rate = 95.21%). The teamwork scale scores (B M = 4.81, R M = 5.05, p < 0.001) and 4 subdimension scores (personal characteristics p = 0.002, teamwork p = 0.028, leadership p < 0.001, conflict management p < 0.001) were statistically significant. Twenty-two of the 44 items in the scale improved significantly. The differences between students who won the competition and those who did not (N M=4.86, W M=5.14, p<0.01) were statistically significant, with no significant differences in personal characteristics p = 0.183; significant differences in the 3 subdimensions of teamwork p < 0.01, leadership p = 0.024, and conflict management p = 0.037; and a significant increase in 13 out of 44 self-efficacy items on the scale.ConclusionsThe "race for exams" physical education programme improved teamwork among medical students, and increased teamwork improved team performance. The "competition instead of examination" physical education programme provides a quantifiable method for improving interprofessional teamwork among medical students.

Exploring the role of judgement and shared situation awareness when working with AI recommender systems

AbstractAI-advised Decision Making is a form of human-autonomy teaming in which an AI recommender system suggests a solution to a human operator, who is responsible for the final decision. This work seeks to examine the importance of judgement and shared situation awareness between humans and automated agents when interacting together in the form of a recommender systems. We propose manipulating both human judgement and shared situation awareness by providing the human decision maker with relevant information that the automated agent (AI), in the form of a recommender system, uses to generate possible courses of action. This paper presents the results of a two-phase between-subjects study in which participants and a recommender system jointly make a high-stakes decision. We varied the amount of relevant information the participant had, the assessment technique of the proposed solution, and the reliability of the recommender system. Findings indicate that this technique of supporting the human’s judgement and establishing a shared situation awareness is effective in (1) boosting the human decision maker’s situation awareness and task performance, (2) calibrating their trust in AI teammates, and (3) reducing overreliance on an AI partner. Additionally, participants were able to pinpoint the limitations and boundaries of the AI partner’s capabilities. They were able to discern situations where the AI’s recommendations could be trusted versus instances when they should not rely on the AI’s advice. This work proposes and validates a way to provide model-agnostic transparency into recommender systems that can support the human decision maker and lead to improved team performance.

The mediating effect of team trust on shared leadership and team performance

PurposeAs team members temporarily assume the role of leader, a system of shared leadership emerges. This study had three purposes: (a) to test the underlying three dimensions of shared leadership behaviors, (b) to examine the relationship between shared leadership behaviors and team performance, and (c) to examine the mediating effect of trust between team members’ perceptions of shared leadership and performance.Design/methodology/approachWe used the sub-dimensions of shared leadership: relation-oriented shared leadership (ROSL), task-oriented shared leadership (TOSL), and creativity-oriented shared leadership (COSL). We collected survey data from college student teams at two different time points.FindingsThis study’s factor analysis results supported a second-order factor model that explains shared leadership with TOSL, ROSL, and a new COSL construct. Additionally, we discovered that shared leadership behaviors predicted team performance both directly and indirectly through team trust.Originality/valueThis study confirms the role of the new sub-dimension of COSL originally discovered by video analysis of project teams (Leight et al., 2018), thereby adding value to shared leadership research. This quantitative study supports the COSL with TOSL and ROSL in a second-order model where each component contributes unique input into the team dynamics. Our findings underscore the significance of shared leadership in elevating team trust, ultimately resulting in improved team performance. This insight holds particular relevance for educational management and leadership, offering a framework for understanding how shared leadership practices can positively influence team dynamics within academic contexts.

The Anatomy of Leadership: From Aspirational to Dark Side Leadership Traits

Leadership is all about others on your team and in your organization. Surgical professionals are most likely to follow leaders they trust to care about their professional and personal well-being, and are aligned with their values, while setting and implementing organizational strategy. Ironically, in order to lead others well, it is best and most effective if leaders are humble, vulnerable, and willing to learn more about themselves: specifically their behavioral tendencies when they both are at their best and when they are under duress. For us as leaders, this includes understanding our own predominant leadership style(s); and learning how to expand our leadership preferred tendencies to other styles that may be more effective in certain situations. The POSNA leadership program (PLP) enables participants and faculty to study effective leadership principles and theories; evaluate published examples of exceptional and disastrous leadership in volatile, uncertain, complex, and ambiguous (VUCA) real life situations; and have in-depth dialogue on how pediatric orthopaedic surgery leaders can learn from and positively model exemplary leadership characteristics and behaviors. Although our operating rooms, clinics, research and administrative areas are not battlefields, and we are healers not warriors, we and the teams we lead do face uncertain, ambiguous, complex and even volatile situations often enough to require implementation of those refined, high-level skills. Key Concepts(1)Like all leaders, surgeons have preferred leadership styles. Learning about, expanding, and adapting leadership style(s) to specific situations is important and impactful.(2)The most effective leaders are humble, have high integrity, think strategically, are decisive decision makers after input from their trusted professional teams.(3)Trust is the essential ingredient of leading successful teams and organizations. Building trust requires empathy, high task competency, the ability to actively listen and engage in dialogue before and during implementation of plan(s).(4)Volatile, Uncertain, Complex, and Ambiguous (VUCA) dilemmas and challenges occur. Leaders and teams who can manage stress, mobilize necessary resources, and respond in a timely fashion to each VUCA situation are most effective.(5)Disruptive behaviors in our profession are more common than ideal. Responding to unprofessional acts, managing perceptions, and redirection to acceptable behavior lessens safety risk for patients and improves team performance and professional well-being.