Role Of Team Leader Research Articles

‘We listened and supported and depended on each other’: a qualitative study of how leadership influences implementation of QI interventions

BackgroundThere is growing recognition in the literature of the ‘Herculean’ efforts required to bring about change in healthcare processes and systems. Leadership is recognised as a critical lever for implementation...

Knowledge and Skills in Cardiopulmonary Resuscitation and Effect of Simulation Training on it among Healthcare Workers in a Tertiary Care Center in India.

High-quality cardiopulmonary resuscitation (CPR) is associated with improved patient outcomes, but healthcare workers (HCWs) may be frequently undertrained. This study aimed to assess baseline knowledge and skills among HCWs about basic and advanced life support and the effect of simulation-based training on it. It was a single-center prospective quasi-interventional study among resident doctors and nurses at a Tertiary Center in New Delhi, India. A questionnaire-based assessment was done to assess baseline knowledge. The participants then underwent simulation-based training followed by questionnaire-based knowledge assessment and skill assessment. A repeat questionnaire-based assessment was done 6 months post-training to assess knowledge retention. A total of 82 HCWs (54 doctors and 28 nurses) were enrolled. The participants scored 22.28 ± 6.06 out of 35 (63.65%) in the pre-training knowledge assessment, with low scores in post-cardiac arrest care, advanced life support, and defibrillation. After the training, there was a significant rise in scores to 28.32 ± 4.08 out of 35 (80.9%) (p < 0.01). The retention of knowledge at 6 months was 68.87% (p < 0.01). The participants scored 92.61 ± 4.75% marks in skill assessment with lower scores in chest compressions and team leadership roles. There was a positive correlation (r = 0.35) between knowledge and skills scores (p < 0.01). There is a progressive decrease in baseline knowledge of HCWs with the further steps in the adult chain of survival. The simulation training program had a positive impact on the knowledge of HCWs. The training programs should focus on defibrillation, advanced life support, post-cardiac arrest care, and leadership roles. Agarwal A, Baitha U, Ranjan P, Swarnkar NK, Singh GP, Baidya DK, et al. Knowledge and Skills in Cardiopulmonary Resuscitation and Effect of Simulation Training on it among Healthcare Workers in a Tertiary Care Center in India. Indian J Crit Care Med 2024;28(4):336-342.

Takeo Yoshikawa: Exploring the biological underpinnings of psychiatric disorders, such as schizophrenia, through genetics and metabolic insights

Dr. Yoshikawa currently serves as the Administrative Director of the RIKEN Center for Brain Science in Japan. His journey with the institution began in 1999 when he assumed the Principal Investigator (Team Leader) role and established the Laboratory of Molecular Psychiatry. Before this, he gained experience at various esteemed institutes, including the Department of Psychiatry at Tokyo Medical and Dental University, the National Institute of Physiology in Japan, and the National Institute of Mental Health (NIMH) in the USA. For 22 years, Dr Yoshikawa dedicated himself to unraveling the molecular intricacies of psychiatric diseases within his laboratory. Transitioning to his current position, he now lends his expertise to the operational endeavors of the Center. Beyond his administrative responsibilities, Dr. Yoshikawa actively engages with the academic communities, serving as a grant reviewer, scientific advisor, and editorial board member for scientific journals. Remarkably, he maintains his clinical practice, caring for patients as a psychiatrist. Dr Yoshikawa graciously participated in the Genomic Press interview, sharing insights into his life and career and providing valuable reflections for our readers.

Enhancing interprofessional collaboration in paediatric training: Insights from profession-specific experiences and implications for future education.

There is limited evidence on trainees' and instructors' needs and perspectives concerning interprofessional simulation-based trainings. We aimed to study task distribution among team members, profession-specific learning effects and enhancing collaboration and competencies within medical teams. This prospective study examined expectations and experiences of medical and nursing students during paediatric emergency training in a tertiary care centre with questionnaires before and after a training. Further, expert interviews were conducted to identify the needs for interprofessional training. Results were used to design a standardised checklist for structured preparation of interprofessional paediatric emergency management training. Of the nursing students, 82% initially intended to assume the role of the team leader, but only 5.8% did so during training. Both professions emphasised the significance of effective communication and transparent task distribution for successful collaboration. Experts highlighted the importance of proficiency in basic technical skills and identified non-technical skills such as closed-loop communication and the 10-4-10 principle as crucial for both professions. The study revealed profession-specific variations in the intention of acquiring the team leader or member role. Interprofessional training emerges as a potential strategy to dismantle these structures and promote shared responsibilities. The checklist aims to facilitate structured preparation of a training.

Personality and humor in groups: implications for collective emotional intelligence, psychological safety and satisfaction

PurposeThis study aims to explore the role of team personality and leader’s humor style on the use of humor in group communication and the extent to which group humor mediates the association between team personality on the one hand, psychological safety, collective emotional intelligence and group satisfaction on the other hand.Design/methodology/approachThe authors used a survey to collect data from 304 employees nested in 83 groups working in organizations from various sectors in Romania.FindingsThe study results show that extraversion is positively associated with group affiliative humor, while neuroticism has a positive association with group aggressive humor. The leader’s affiliative humor style had a significant positive effect on group affiliative humor, while the effect of leader’s aggressive humor style on the use of aggressive humor in groups was not significant. Furthermore, the authors examined the mediation role of group humor in the relationship between team personality and team emergent states and satisfaction. The authors found that group aggressive humor mediates the association between neuroticism and group emotional intelligence, psychological safety and satisfaction, while affiliative humor mediates the association between extraversion and emotional intelligence and team satisfaction.Originality/valueThe study reports one of the first attempts to explore the multilevel interplay of team personality and humor in groups as they relate to emergent states.

Relevance of Engineering Management Courses to Managerial Skills in the Industry

Digital technologies have radically influenced the modern workplace, which is exacerbated by the COVID-19 pandemic making it possible to work from home or remotely. Furthermore, these changes have been assimilated, so it is now necessary and difficult to separate ourselves from the flexible working environment. This article examines the various engineering management courses offered by Australian institutions to compare the skillsets taught and those deemed significant by engineering managers. The goal is to determine this connection in the current digital age, where reskilling, digital intelligence, and empathy are some of the themes identified in the literature review. The article is based on a review of 20 relevant research articles, interviews with 10 Australian engineering and technical managers transitioning from engineering to managerial and team leadership roles, and an analysis of 6 Australian university curriculums. The findings highlight the importance of digital and emotional intelligence for managers. The article shows that most of the skillsets offered by the Australian university curricula did not include key skills.

Creating a positive atmosphere in the team

This article discusses the essence of teamwork. The key role of team leaders in creating mood in the team is emphasized. Signs of problems such as conflict, mistrust, low productivity and staff turnover are described. Moreover, the most important actions are highlighted: defining team goals, selectively recruiting team members, encouraging open communication, recognizing achievements, accepting mistakes and investing in employee development. The author also recognizes exceptional cases, for example, crisis situations, when discipline and professional rigor prevail over creating a positive atmosphere.

Does Ethical Voice Matter? Examining How Peer Team Leader Ethical Voice and Role Modeling Relate to Ethical Leadership

Does Ethical Voice Matter? Examining How Peer Team Leader Ethical Voice and Role Modeling Relate to Ethical Leadership

All on Board, Take Off! An Example of Practitioner’s Research on Teachers’ Professional Well-being in Higher Education in Their Early Career Stages

Organisations compete on the labour market for highly educated staff and put a lot of effort in attracting new employees. However, high percentages of newly recruited employees leave the organisation within one year. Good onboarding practices and good practices in the stage after onboarding, the take-off stage, could increase retention rates in the early career stages of professionals.In this study an example of practitioner’s research is presented on newly hired teachers’ professional well-being in higher education in their early career stages. Two batches of newly hired teachers at NHL Stenden University of Applied Sciences in the Netherlands were studied in the context of improving HR practices.Research on newly hired teachers revealed the importance of good onboarding practices and the crucial role of team leaders in retaining and motivating newly hired teaching staff.

Effect of Deep-Level Workforce Diversity on Group Cohesion: The Moderating Role of Team Leadership

The purpose of this study is to examine the correlation between deep-level workforce diversity and social cohesion, with team leadership acting as a moderating variable. The functional theory of workplace diversity suggests that effective leadership and group cohesion helps organization leverage the benefits of diversity by ensuring that team members with diverse skills, experiences, and perspectives work together harmoniously towards a common goal, resulting in improved performance and innovation. The sample for this research consisted of 213 employees from public sector universities in Quetta, the capital of Balochistan. The data was collected through a self-administered structured questionnaire and analyzed using the Smart PLS software. The results show that deep-level diversity has a negative relationship with group cohesion, while team leadership has a positive relationship with group cohesion. Additionally, team leadership acts as a moderator in the model, positively moderating the relationship between deep-level diversity and group cohesion. This suggests that team leadership can strengthen the relationship between deep-level diversity and group cohesion among faculty members and administrative staff.

The impact of a three-tiered model of nursing redeployment during the COVID-19 pandemic: A cross-sectional study

ObjectiveThe COVID-19 pandemic resulted in extreme system pressures, requiring redeployment of nurses to intensive care units. We aimed to assess the impacts of a 3-tiered pandemic surge model on nurses working in intensive care units during the COVID-19 pandemic. MethodologyIn this cross-sectional study, 931 nurses (464 intensive care and 467 redeployed nurses) who worked within four adult units in Western Canada during pandemic surge(s) were invited via email to participate in a survey. The survey explored the impact of redeployment, rapid unit orientations, just-in-time training, and the 3-tiered model of nursing during pandemic surge. Burnout was measured utilizing the Copenhagen Burnout Inventory questionnaire. ResultsA total of 191 survey responses were retained (59 intensive care nurses and 132 redeployed). Survey results are reported by tier, with outcomes varying based on team leadership, intensive care unit, and redeployment nursing roles. Burnout in personal and workplace domains was present amongst all nursing tiers, while only team leadership roles experienced burnout in the patient domain. Overall, team leadership roles and permanent intensive care nurses experienced the highest rates of burnout. Redeployed nurses reported numerous aids to success including support from colleagues, prior experience, and educational supports. Skill-based orientation, ongoing education, optimized scheduling, role clarity, and mitigators of psychological impacts were identified by respondents as potential facilitators of redeployment and surge models. ConclusionNurses working within this tiered model experienced high degrees of burnout, with highest prevalence amongst team leads and intensive care nurses. Optimization of support for and interventions aimed at improving well-being are important considerations going forward. Implications for clinical practiceTargeted strategies are required to support education, role transition, and optimize competency and role clarity during nursing redeployment for overcapacity surge. Essential strategies to support redeployed nurses include individualized competency assessments pre-redeployment and prior to role transitions, pairing redeployed nurses with the same intensive care nurse consistently, and availability of a nurse educator or resource for additional just-in-time training supports. Contingency disaster strategies should also include interventions targeting staff wellness and prevention of burnout, as well as identify scenarios in which redeployment may increase risks of psychological harm. Debriefing and peer-to-peer support models may increase the efficiency of psychological support for nurses, though additional research is required. Lastly, given enaction of tiered models of nursing care is largely a novel occurrence in the intensive care unit, leadership training is required to support frontline nurses taking on supervisory roles within these team models.

Design management in ergonomics team leadership

Documentary research was used to gather and display the skills, approaches, and domains of expertise of the professionals working in Ergonomics field defined by their own professional associations. For such, one table of professional scopes and job descriptions in Ergonomics was assembled. The objective of this research was reached by using this table to correlate and to compare its elements to the characteristics of the designer and to the attributions of Design Management described in the literature review. Lastly, this comparison brought forth the analysis of how they fit in Ergonomics team leadership roles and the recognition of design managers as qualified and unique professionals for leading roles in Ergonomics multidisciplinary teams.

SELECTION OF TEAM LEADER USING AN INTEGRATED INTERVAL TYPE-2 FUZZY DEMATEL-ANP-TOPSIS METHOD

The selection of a team leader is a crucial process that significantly impacts the success of a business and its overall structure, particularly in the context of an increasingly competitive environment. Selecting a team leader from a group of individuals within an organization who consistently deliver superior outcomes, exhibit collaborative behavior, demonstrate cooperation, and share a commitment to a shared objective poses a challenging predicament for the enterprise to achieve. This issue can be approached as a Multiple Criteria Decision Making (MCDM) problem. The process of selecting a suitable candidate for the role of team leader and subsequently determining the duration of their promotion within the organization can have significant ramifications. The present study employed the integrated trapezoidal interval type-2 (IT2) fuzzy DEMATEL-ANP-TOPSIS technique to address the issue of team leader selection. This problem entails the consideration of four primary criteria, along with twenty sub-criteria and twenty alternatives. The IT2 fuzzy DEMATEL-ANP approach was employed to derive the weight degrees of the sub-criteria. Subsequently, the IT2 fuzzy TOPSIS method was incorporated into the model to assign weights to the alternatives. The final phase of the study involved the utilization of sensitivity analysis to evaluate the robustness of the constructed model.

Being authentic by sharing team vision: mediating role of strengths use within a team

PurposeAuthenticity, or the extent to which individuals act in accordance with their values, beliefs and characteristics, is recognized as a key component of a fulfilled life. However, little is known about its antecedents in an organizational context. Drawing on goal-setting theory and the broaden-and-build theory, the current study examined the role of team leaders' perceived shared vision in promoting their work authenticity, mediated through strengths use support (SUS) for members as well as leaders' strengths use.Design/methodology/approachA two-wave questionnaire survey was conducted to test the hypotheses using a sample of 325 middle managers of a manufacturing firm.FindingsThe results of structural equation modeling show that perceived shared vision promoted work authenticity, mediated through SUS and strengths use.Originality/valueThis study is the first to identify that shared goals can trigger authenticity at work by directing the leader to use their strengths, alongside their team members.

“Maybe I’m not that approachable”: using simulation to elicit team leaders’ perceptions of their role in facilitating speaking up behaviors

BackgroundSimulation research that seeks to solve the problem of silence among interprofessional teams has focused almost exclusively on training subordinate team members to be more courageous and to speak up to team leaders using direct challenge scripts despite the great interpersonal cost. Consequently, the existing literature overemphasizes the responsibility of subordinate team members for speaking up and fails to consider the role and responsibilities of team leaders in sustaining silence. The purpose of this study is to identify and describe the subtle behaviors and actions of team leaders that both promote and discourage speaking up.MethodsThis study used a simulation-primed qualitative inquiry approach. Obstetricians (OB) at one academic center participated in an interprofessional simulation as an embedded participant. Five challenge moments (CM) were scripted for the OB involving deliberate clinical judgment errors or professionalism infractions. Other participants were unaware of the OB embedded participant role. Thirteen iterations were completed with 39 participants. Twelve faculty members completed a subsequent semi-structured interview. Scenarios were videotaped; debriefs and interviews were audio-recorded and transcribed verbatim. Data were analyzed using an inductive thematic approach.ResultsAfter participating in an interprofessional simulation, faculty participants reflected that being an approachable team leader requires more than simply avoiding disruptive behaviors. We found that approachability necessitates that team leaders actively create the conditions in which team members perceive that speaking up is welcomed, rather than an act of bravery. In practice, this conceptualization of approachability involves the tangible actions of signaling availability through presence, uncertainty through thinking aloud, and vulnerability through debriefing.ConclusionsBy using faculty as embedded participants with scripted errors, our simulation design provided an ideal learning opportunity to prompt discussion of the subtle behaviors and actions of team leaders that both promote and discourage speaking up. Faculty participants gained a new appreciation that their actions create the conditions for speaking up to occur before critical incidents through their verbal and non-verbal communication.

Multi-disciplinary, simulation-based, standardised trauma team training within the Victorian State Trauma System.

Inconsistency in the structure and function of team-based major trauma reception and resuscitation is common. A standardised trauma team training programme was initiated to improve quality and consistency among trauma teams across a large, mature trauma system. The aim of this manuscript is to outline the programme and report on the initial perception of participants. The Alfred Trauma Team Reception and Resuscitation Training (TTRRT) programme commenced in March 2019. Participants included critical care and surgical craft group members commonly involved in trauma teams. Training was site-specific and included rural, urban and tertiary referral centres. The programme consisted of prescribed pre-learning, didactic lectures, skill stations and simulated team-based scenarios. Participant perceptions of the programme were collected before and after the programme for analysis. The TTRRT was delivered to 252 participants and 120 responses were received. Significant improvement in participant-reported confidence was identified across all key topic areas. There was also a significant increase in both confidence and clinical exposure to trauma team leadership roles after participation in the programme (from 53 [44.2%] to 74 [61.7%; P=0.007]). This finding was independent of clinician experience. A team-based trauma reception and resuscitation education programme, introduced in a large, mature trauma system led to positive participant-reported outcomes in clinical confidence and real-life team leadership participation. Wider implementation combined with longitudinal data collection will facilitate correlation with patient and staff-centred outcomes.

Evaluation of Pediatric Cardiac Intensive Care Advanced Practice Provider's Leadership Education and Experience During Emergencies.

The number of advanced practice providers (APPs) in pediatric critical care has increased dramatically over recent years, leading to increased opportunities to lead resuscitation teams during pediatric emergent events. The aim of this study was to better understand the emergency leadership experience, training, and education that pediatric cardiac intensive care unit APPs receive. This study was a cross-sectional descriptive studying using survey responses. The self-administered survey was administered to APP and attending physician members of the Pediatric Cardiac Intensive Care Society. Survey results were analyzed. One hundred seven pediatric cardiac intensive care unit APPs (n = 53) and attending physicians (n = 54) responded to the survey. Half of APPs felt that attendings allowed APPs to lead emergent events, and 50.9% had never functioned in the team leader role. Most respondents (77.5%) rated their comfort functioning in the role during emergent situations as moderate or lower. Increased APP experience level was associated with a higher number of codes led, increased comfort leading codes, and improved mental model sharing (all Ps < .0001). The number of codes an APP had previously led was associated with increased comfort leading codes (P < .0001) and mental model sharing (P = .0002). One-third of attendings said they allow APPs to lead codes in their unit. Half of attendings who do not allow APPs to function as the team leader would follow formal training. Opportunities for APPs to function as team leaders during emergent events continue to increase. A leadership educational program would be beneficial to pediatric critical care APPs. It may also have the additional benefit of improving physician comfort with APPs leading code events and patient outcomes.

Comparing the Stress, Anxiety, and Learning Effects of Leaders and Team Members in High Fidelity Nursing Simulation

BackgroundThere has been a gradual increase in team-based simulation training in nursing education. Yet, there is a lack of evidence regarding stress and learning effects between team leaders and team members. This study aimed to compare the stress and learning effects of team leaders and team members in team-based simulation training. MethodNinety-five nursing students in 24 teams were assigned a role of team leader or team member, and then participated in high fidelity simulation. Their pulse rate, anxiety, and nursing competency were measured at baseline and after the simulation. The students rated their perceived stress, self-confidence, and learning satisfaction after the simulation. ResultsThe participants’ pulse rate, anxiety, and nursing competency increased significantly after the simulation, compared with baseline. There were no significant differences in pulse rate, perceived stress, anxiety, nursing competency, or self-confidence between team leaders and members. The learning satisfaction of team leaders was significantly greater than that of team members. ConclusionsPsychophysiological stress and learning did not differ by role in team-based simulation. These findings suggest that a hands-on participation as a team member could lead to experiences similar to that of a leader's role in a team-based simulation.

First year residency in Emergency Medicine in Denmark

Background: Emergency Medicine is the youngest Danish medical specialty, finally adopted in 2017 with the first residents enrolled in 2018. The residency consists of 1 year introduction employment with a primary residency spanning 5 years after the introduction year. The 1-year program consists of different setups of time in certain specialty areas, encompassing the primary specialties internal medicine, abdominal surgery and orthopedic surgery. The education programs can be differently structured, but with the same end qualifications for the resident. We aimed to investigate the different structures of the education programs for the 1st year residency in Emergency Medicine in Denmark. Methods: All education programs were extracted from the three different medical educational regions in Denmark in March 2020. We reviewed all programs and the following data was extracted: Time in each primary specialty, medical courses, possibility to practice the role of team leader in critical ill patients and education in point-of-care ultrasound.Results: 20 of 21 emergency departments in Denmark employs residents in Emergency Medicine for their 1-year introductory residency. 13 of 20 programs assess patients in internal medicine and abdominal surgery in the same time period. 7 out of 20 has pre-specified time for patients in abdominal surgery. 10 of 20 programs does not have specified time in orthopedic surgery. This is part of the internal medicine period or not specified further. Only programs in The Region of Southern Denmark have pre-specified periods for all three main specialties. 14 of 20 programs present opportunity to participate in medical courses such as Advanced Life Support. Only 3 of 20 programs present opportunity for further education in point of care ultrasound, other than the obligatory focused lung ultrasound and ultrasound guided peripheral access. 7 of 20 programs present opportunity to participate in primary assessment of critical ill patients as team leader or observer, for critical care calls. Conclusion: The education programs in Denmark for Emergency Medicines 1st year residency varies greatly in both time in major specialties, medical courses, point-of-care ultrasound and training in the role as team leader.

Team Leadership and Diversity Management in Information Systems Development Project Teams

Background: The interplay of diversity and leadership produces mixed findings in the literature. Based on the categorization-elaboration model (CEM) and diversity management (DM) literature, this study investigates the role of team leadership in a diverse ISD team. Further, this study examines the moderating roles of DM practices in the relationships between group diversity, team leadership, and project performance. Method: This study selected a paired survey method to test the hypotheses. Eighty-two valid paired questionnaires were received from project managers and team members in ISD projects. In addition, this study used partial least squares (PLS) with a bootstrapping technique to examine the proposed model. Results: The results show that group diversity has mixed impacts on team leadership. Furthermore, DM practices positively moderate the effect of value diversity on team leadership, as value diversity is positively related to team leadership when DM practices are more robust. At last, DM practices negatively moderate the relationship between team leadership and project performance as the effect of team leadership has weaker effects on project performance when DM practices are strong than when the practices are weak. Conclusion: This study adds to the literature by examining team leadership in a heterogenous ISD team and providing empirical evidence for the moderating roles of DM practices in team leadership processes.