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Change leadership is essential for individuals, teams, and organizations. It focuses on leadership to initiate, support, and adapt to modifications, alterations, and new situations. Many perspectives, models, theories, and steps have been offered to optimize change. Some approaches emphasize organizational change, whereas others focus on responses of individuals to change. With regard to leading change in health care, it is important to enhance well-being among health-care professionals and patients and to improve organizational and system best practices. To achieve optimal health-care changes, this article draws from several business-focused approaches to change leadership, psychological models, and the authors' Leader-Follower Framework (LF2)., (Published by Elsevier Inc.)

Exertion-related illness (ERI), despite aggressive efforts with both prevention and emergency action planning, continues to be a considerable threat to both athletes and warfighters. Numerous case reports and series have served to elucidate risk factors, which have in turn become the focus of prevention strategies. While this approach has assisted in mitigating athlete risk, recent institutional guidance has identified the need for greater protection of athletes by accountability of training programs and the recognition of periods of distinct athlete vulnerability. These recommendations, in addition to observations from lessons learned from the aforementioned cluster reports of ERI, have a strong call-out for the role of leadership as both a culprit for injury and a potential mechanism for prevention. This commentary introduces a leader-follower framework and explores this model in the evolution of ERI and offers recommendations as to how we move forward toward making progress in prevention.

Introduction: Many medical schools in the United States are introducing leader and leadership curricula. However, there is a large gap regarding how to assess leader performance during undergraduate medical education. With the guidance of a conceptual framework, leadership assessment measures can be developed, learners can make expected improvements in performance over time, and assessment measures can be used in relevant, applied, medical teaching settings. Uniformed Services University (USU) medical students are educated to become healthcare leaders who can perform effectively in various settings. Medical students are assessed on multiple occasions for elements of leader performance during "Operation Bushmaster" - the capstone military medical field practicum event for fourth year medical students - by experienced faculty. A conceptual framework guides the assessment approach for leader performance during Bushmaster. The USU Leader and Leadership Education and Development program developed an assessment tool to measure student leader performance used in a military medical field practicum. The present paper examines whether: (1) leader performance can be measured at Bushmaster; (2) leader performance changed during Bushmaster; (3) leader performance elements are related to each other; and (4) overall leader performance is related to other medical academic performance., Materials and Methods: Trained faculty assessed students' leader performance. Data from three cohorts of USU medical students (N = 509) were collected. All data were collected, compiled, deidentified, and analyzed with approval from the USU Institutional Review Board (Protocol number: KM83XV). Descriptive statistics, repeated measures t-tests, trend analyses, and correlation analyses were performed., Results: Data were available from 483/509 [95%] students. Results revealed that: (1) average leader performance was satisfactory; (2) overall leader performance and performance on each of the major elements of leader performance significantly improved over the course of Bushmaster; (3) major elements of leader performance were significantly correlated with each other and with overall leader performance; (4) leader performance was not correlated with students' performance on the MCAT total score or USMLE Step exam scores., Conclusion: With the guidance of a conceptual framework, the assessment tool was used to assess leader performance in a relevant, applied, medical teaching setting. The findings of this study indicate that leader performance can be measured. Additionally, leader performance appears to be a separate skillset from medical academic performance and both types of performance can be taught and developed. This was a retrospective correlation study and was conducted during a military medical field practicum at a single institution. Gathering additional validity evidence of the assessment tool is needed. With additional validity evidence, the assessment tool could be applied to other medical exercises in different settings and help with the assessment of leader performance beyond medical school., (© Association of Military Surgeons of the United States 2019. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

Conceptual frameworks for Leader and Leadership Education and Development guide the curriculum and assessment of students, faculty, and programs. This commentary defines leader and leadership and presents a leadership conceptual framework that includes four 'C' elements (FourCe) -- Character, Competence, Context, and Communication -- across four levels of psychosocial interaction -- Personal, Interpersonal, Team, and Organizational (PITO). This FourCe-PITO framework delineates elements of leadership, considers interactions of these elements, guides curriculum content, and is the basis for assessments. The application of this framework is discussed for all levels of education.

Kurt Lewin's intellectual contributions mirror his Gestalt philosophy. That is, each of his individual theoretical and experimental contributions to action research and group dynamics had value; together they formed a whole greater than the sum of the parts. Remarkably, his work from almost a century ago regarding organization development and social psychological processes continues to be relevant today. This paper begins with Lewin's lessons that I learned from his mentees. Next, several of Lewin's contributions are discussed with regard to leadership. Then, the influence of this work on current concepts of leadership assessment and development, change leadership, and team performance is presented with regard to the Leader-Follower Framework (LF2) and the "AID" approach to optimize team performance--Adaptive, Innovative, Distributed Leadership and Followership. [ABSTRACT FROM AUTHOR]

Leadership development has long been a focus within businesses, governments and the military. During the past several decades, leadership development has expanded to all levels of schooling and personal growth. Many articles, books, blogs, and podcasts address poor leadership and followership and the associated characteristics and consequences. Yet, there currently is not a standard lexicon to describe and differentiate among the various types. The present paper offers a framework that can be applied to understand issues that contribute to poor leadership and followership, considering, Character, Competence, Context, Communication (Four C Elements). Additionally, poor leaders and followers can be categorized into three different groups - Bad, Ineffective, Toxic (BIT). Identifying the relevant BIT category and Four C Elements is the first step to address difficult individuals and situations. The next step is determining how to deal with these BIT leaders or followers. These specific classifications will help leaders and followers find the best way to handle BIT leaders and followers. [ABSTRACT FROM AUTHOR]

Healthcare providers must acquire extensive knowledge and skills to help promote physical health, behavioral health, and wellness; prevent and treat illnesses and injuries; encourage and guide rehabilitation; counsel and assist with decisions relevant to health, life, and death. In addition, 21st Century healthcare providers must develop leadership knowledge and skills to optimize their interactions and effectiveness with healthcare teams, patients, and patients’ significant others. Emotional intelligence is recognized as an essential component of leader education and development. It is important to optimally educate and develop healthcare providers with regard to components of emotional intelligence: self-awareness, self-regulation, social-awareness, and social regulation. Self-awareness focuses on understanding one’s own behaviors, cognitions, motivations, and emotions. Self-regulation emphasizes self-control and adaptability to various situations and settings. Social awareness includes understanding others’ behaviors, cognitions, motivations, and emotions. Social regulation draws upon the other components of emotional intelligence in order to optimize collaboration and cooperation and attainment of mutual goals with other people. The present paper presents four principles of Social Psychology that are relevant to developing emotionally intelligent healthcare leaders: Field Theory, Informal Social Communication, Social Comparison, and Cognitive Dissonance. Although these principles are well-established and have received extensive attention, analysis, and discussion in the academic social psychology literature, they are rarely mentioned in the emotional intelligence or leadership literatures. Therefore, each of these principles is briefly described in the present paper followed by an explanation of how each principle relates to the development of emotional intelligence in general and to emotionally intelligent healthcare leaders in particular. [ABSTRACT FROM AUTHOR]

Leader and follower education and development is essential, yet a challenging task. It is helpful to have a conceptual framework with specific elements to determine where to sustain and improve efforts. A leaderfollower conceptual framework was recently developed to include four "C" elements (Character, Competence, Context, Communication) across four psychosocial levels of interactions (Personal, Interpersonal, Team, Organizational). This framework guides the who, what, when, where, and how of effective and adaptive leadership and followership. The leader-follower conceptual framework can be used in any professional field as a guide to develop sessions, curriculum, programs, and assessments for individuals, teams, and organizations. [ABSTRACT FROM AUTHOR]