is a husband, father, and grandfather who has lived a full life and now spends his days in a nursing home. After years of heavy drinking, Larry's brain and behavior continue to reflect his pattern of alcohol abuse. At first, he seems like an average, rather happy, and carefree adult. He willingly engages in conversation about the weather or his plans for an upcoming holiday. He asks relevant questions, maintains eye contact, and can be humorous and charming. He is well groomed and neatly dressed.But as the conversation continues, it becomes obvious that something is not right. Larry repeats questions that he asked only a few minutes earlier. He can't find his way back to his room after walking a new path with a friend. He doesn't recognize people whom he met only a few minutes ago. He inserts details into conversation that are inconsistent and obviously not true. Sometimes he isn't able to tell visitors where he is or what day or time it is. He is aware of his deficits and attempts to compensate by filling in the missing details.
Despite understanding its impact on organizational effectiveness, practical guidance on how to train translational team (TT) leaders is lacking. Previously, we developed an evolutionary learning model of TT maturation consisting of three goal-directed phases: (1). team assembly (Formation); (2). conducting research (Knowledge Generation); and (3). dissemination and implementation (Translation). At each phase, the team acquires group-level knowledge, skills, and attitudes (KSAs) that enhance its performance. Noting that the majority of team-emergent KSAs are promoted by leadership behaviors, we examine the SciTS literature to identify the relevant behaviors for each phase. We propose that effective team leadership evolves from a hierarchical, transformational model early in team Formation to a shared, functional leadership model during Translation. We synthesized an integrated model of TT leadership, mapping a generic “functional leadership” taxonomy to relevant leadership behaviors linked to TT performance, creating an evidence-informed Leadership and Skills Enhancement for Research (LASER) training program. Empirical studies indicate that leadership behaviors are stable across time; to enhance leadership skills, ongoing reflection, evaluation, and practice are needed. We provide a comprehensive multi-level evaluation framework for tracking the growth of TT leadership skills. This work provides a framework for assessing and training relevant leadership behaviors for high-performance TTs.
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