The Anatomy of Leadership: From Aspirational to Dark Side Leadership Traits
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
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 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 real-life situations; and have an in-depth dialog 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 the 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, and 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, and the ability to actively listen and engage in dialog before and during implementation of plan(s).(4)Volatile, uncertain, complex, and ambiguous dilemmas and challenges occur. Leaders and teams who can manage stress, mobilize necessary resources, and respond in a timely fashion to each volatile, uncertain, complex, and ambiguous situation are most effective.(5)Disruptive behaviors in our profession are more common than ideal. Responding to unprofessional acts, managing perceptions, and redirecting to acceptable behavior lessen safety risks for patients and improve team performance and professional well-being.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,000 | 0,003 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle