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Women are unequally represented in the highest positions in society. Beyond discrimination and bias, women are missing from the top because they are less likely to pursue high-ranking opportunities. We propose that experience is a critical moderator of gender differences in pursuing leadership opportunities, with low-experience women being particularly unlikely to seek higher level positions. We used field analyses of 96 years of U.S. senator and governor elections to examine male and female politicians' propensity to run for higher political offices. As predicted, among those with little political experience, women were less likely than men to run for higher office, but experience closed this gender gap. A preregistered experiment among U.S.-based adults replicated the field findings and revealed that it was the increased self-confidence of experienced women that reduced the gender gap. The findings suggest experience, and the self-confidence that comes with it, is one lever for closing the gender gap in seeking to climb professional hierarchies.

Although many virtuous leaders are guided by the ideal of prioritizing the needs and welfare of their subordinates, others advance their self-interest at the expense of the people they purport to serve. In this article, we discuss conspiracy theories as a tool that leaders use to advance their personal interests. We propose that leaders spread conspiracy theories in service of four primary goals: 1) to attack opponents; 2) to galvanize followers; 3) to shift blame and responsibility; and 4) to undermine institutions that threaten their power. We argue that authoritarian, populist, and conservative leaders are most likely to spread conspiracy theories during periods of instability., Competing Interests: Conflict of interest statement Nothing declared., (Copyright © 2022 Elsevier Ltd. All rights reserved.)

Summary: Historically, the traditional pathways into plastic surgery required board eligibility in a surgical specialty such as general surgery, orthopedics, urology, neurosurgery, otolaryngology, or ophthalmology. This requirement resulted in plastic surgery residents who had served as chief residents before plastic surgery training. Their maturity emotionally and surgically allowed them to immediately concentrate on the new language and principles of plastic surgery. They had led others and were capable of leading themselves in a new surgical discipline. Today, medical students typically match into surgical specialties directly out of medical school and need to spend their time learning basic surgical skills and patient care because of the contracted time afforded to them. Formal leadership training has historically been limited in surgical training. The authors set out to delineate the creation, implementation, and perceptions of a leadership program within a surgical residency and provide guideposts for the development of engaged, conscious, and dedicated leaders within the residencies they lead., (Copyright © 2022 by the American Society of Plastic Surgeons.)

Background: The importance of effective team leadership for achieving surgical excellence is widely accepted, but we understand less about the behaviors that achieve this goal. We studied cardiac surgical teams to identify leadership behaviors that best support surgical teamwork., Methods: We observed, surveyed, and interviewed cardiac surgical teams, including 7 surgeons and 116 team members, from September 2013 to April 2015. We documented 1,926 surgeon/team member interactions during 22 cases, coded them by behavior type and valence (ie, positive/negative/neutral), and characterized them by leadership function (conductor, elucidator, delegator, engagement facilitator, tone setter, being human, and safe space maker) to create a novel framework of surgical leadership derived from direct observation. We surveyed nonsurgeon team members about their perceptions of individual surgeon's leadership effectiveness on a 7-point Likert scale and correlated survey measures with individual surgeon profiles created by calculating percentage of behavior types, leader functions, and valence., Results: Surgeon leadership was rated by nonsurgeons from 4.2 to 6.2 (mean, 5.4). Among the 33 types of behaviors observed, most interactions constituted elucidating (24%) and tone setting (20%). Overall, 66% of interactions (range, 43%-84%) were positive and 11% (range, 1%-45%) were negative. The percentage of positive and negative behaviors correlated strongly (r = 0.85 for positive and r = 0.75 for negative, p < 0.05) with nonsurgeon evaluations of leadership. Facilitating engagement related most positively (r = 0.80; p = 0.03), and negative forms of elucidating, ie, criticism, related most negatively (r = -0.81; p = 0.03)., Conclusions: We identified 7 surgeon leadership functions and related behaviors that impact perceptions of leadership. These observations suggest actionable opportunities to improve team leadership behavior., (Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.)

Although researchers predominately test for linear relationships between variables, at times there may be theoretical and even empirical reasons for expecting nonlinear functions. We examined if the relation between intelligence (IQ) and perceived leadership might be more accurately described by a curvilinear single-peaked function. Following Simonton's (1985) theory, we tested a specific model, indicating that the optimal IQ for perceived leadership will appear at about 1.2 standard deviations above the mean IQ of the group membership. The sample consisted of midlevel leaders from multinational private-sector companies. We used the leaders' scores on the Wonderlic Personnel Test (WPT)-a measure of IQ-to predict how they would be perceived on prototypically effective leadership (i.e., transformational and instrumental leadership). Accounting for the effects of leader personality, gender, age, as well as company, country, and time fixed effects, analyses indicated that perceptions of leadership followed a curvilinear inverted-U function of intelligence. The peak of this function was at an IQ score of about 120, which did not depart significantly from the value predicted by the theory. As the first direct empirical test of a precise curvilinear model of the intelligence-leadership relation, the results have important implications for future research on how leaders are perceived in the workplace. (PsycINFO Database Record, ((c) 2017 APA, all rights reserved).)

Background: Given the persistent disparity in the advancement of women compared with men faculty in academic medicine, it is critical to develop effective interventions to enhance women's careers. We carried out a cluster-randomized, multifaceted intervention to improve the success of women assistant professors at a research-intensive medical school., Materials and Methods: Twenty-seven departments/divisions were randomly assigned to intervention or control groups. The three-tiered intervention included components that were aimed at (1) the professional development of women assistant professors, (2) changes at the department/division level through faculty-led task forces, and (3) engagement of institutional leaders. Generalized linear models were used to test associations between assignment and outcomes, adjusting for correlations induced by the clustered design., Results: Academic productivity and work self-efficacy improved significantly over the 3-year trial in both intervention and control groups, but the improvements did not differ between the groups. Average hours worked per week declined significantly more for faculty in the intervention group as compared with the control group (-3.82 vs. -1.39 hours, respectively, p = 0.006). The PhD faculty in the intervention group published significantly more than PhD controls; however, no differences were observed between MDs in the intervention group and MDs in the control group., Conclusions: Significant improvements in academic productivity and work self-efficacy occurred in both intervention and control groups, potentially due to school-wide intervention effects. A greater decline in work hours in the intervention group despite similar increases in academic productivity may reflect learning to "work smarter" or reveal efficiencies brought about as a result of the multifaceted intervention. The intervention appeared to benefit the academic productivity of faculty with PhDs, but not MDs, suggesting that interventions should be more intense or tailored to specific faculty groups.

Don’t start stupid fights, and don't make enemies (except on purpose!). Fight for a reason or a goal. Have a plan for ending the conflict that includes the details when, where,why, how, and who. Within the fight, see it as a complex negotiation. Although you may get emotional, try to stay cerebral and understand what you and your opponent are doing and when it is time to stop. When the fighting stops, repair the damage and start preparing for the next conflict.

Professionals can and should lead, regardless of where they are in an organization. Formal approaches to leadership activities can improve outcomes for leadership at all levels in an organization. In the types of organizations most radiologists practice within, leadership is simply too important to be left just to one person.

The armed services have been in the business of leadership development much longer than the corporate world has. Today's military leaders need tools and techniques to face a fast-changing and unpredictable type of enemy--so the armed services train their officers in ways that build a culture of readiness and commitment. Business leaders need to foster an adaptive culture to survive and succeed, given that they, too, face unprecedented uncertainty--and new types of competitors. Michael Useem and his colleagues at the Wharton School incorporate exposure to military leadership into MBA and executive MBA programs. Highlights include direct contact in the classroom with leaders in the U.S. Army, the U.S. Marine Corps, and the Department of Defense, along with field-training exercises and battlefield visits. The programs are designed to help students connect viscerally to essential leadership lessons. Four are featured in the article: Meet the troops. Creating a personal link is crucial to leading people in challenging times. Make decisions. Making good and timely calls is the crux of leadership. Mission first. Focus on common purpose and eschew personal gain. Convey strategic intent. Make the objectives clear, but give people the freedom to execute on them in their own way.

Leadership is not just a set of activities; it is also about vision and character. Principles matter: for you, for your coworkers, and for the group or institution you serve. Individuals and groups can succeed only through a climate of commitment and trust. Your integrity and principled leadership are the cornerstones for building an effective team. Following principles doesn't mean that you will win every time, but having a plan and sticking to it even in tough times is a strong element of long-term success.

Change leadership is a core function of your leadership role. Learning to do it better will help you in many of the other tasks you face in your position. Change and adapting to it are not optional; change is simply a fact in the environment. Ignoring it in your job is no less critical than trying to ignore an oncoming truck in the wrong lane. Change leadership will be easier for you and your organization if it is embedded in policies and smart practices rather than done in an ad hoc fashion.

Work fills most executives' lives to the brim, leaving insufficient time for their families, their communities, and themselves. But Wharton professor Friedman suggests that, rather than view the problem as a set of trade-offs, executives use their leadership talents to benefit all four domains at once. The idea is to design experiments--small, short-term adjustments to their daily routines--that incorporate and mutually benefit the various aspects of their lives. If an experiment works out, everyone wins--employer, employee, family, and community; if it doesn't, it simply becomes a low-cost learning opportunity. Over time, the combination of small gains and lessons learned can lead to larger-scale transformation. The "Total Leadership" process involves identifying what's important to you, identifying what's important to everyone in your life, using those insights to creatively explore possibilities for experiments, and then selecting and implementing a few at a time. Drawing on decades of experience, Friedman has distilled nine categories of experiments that offer a manageable, systematic approach to the daunting task of conceiving projects with four-way benefits. In one such experiment, an executive might raise money for a charity her company sponsors by running a marathon with her son, thus simultaneously gaining greater visibility at work, spending more time with her family, giving back to the community, and improving her health. To move toward the goal of becoming a CEO, another executive might join the board of a nonprofit agency in his neighborhood together with his wife. Friedman suspects that there are far more opportunities for simultaneous benefits than people realize. They are there for the taking. You just have to know how to look for them and then find the support and courage to pursue them.