A leadership model supporting maturation of high-performance translational teams

Abstract

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.

Is team science valued in the academic promotions process? A mixed-methods case study

“…Furthermore, within the criteria of what constitutes team science, building in sufficient time flexibility that acknowledges and takes into account that some types of team science may take longer to conduct and generate the types of scientific results or products that are traditionally recognized in the promotion process, may also be necessary. Greater consensus about the pathways toward achieving excellence in team science may be achieved by the development of trainings for junior faculty and their mentors, supported by new and evolving models such as those recently published by Brasier, et al, and by formal adoption or endorsement of resources developed by NIH [18][19][20][21]. Junior faculty who engage in team science may require guidance on ways to ensure the team has welldefined roles that can be described and evaluated, and that their unique contributions can be clearly recognized in ways that enhance their career development.…”