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34
D. Koltho and S. Widder
Table 6.1 Leadership styles
Empowering Commanding Motivates and inspires
Coaching and mentoring Creates emotional bonds Reinforces participation and collaboration Reinforces communication Nourishes a learning environment
Top-down approach “Do what I tell you” “Do as I do now” Demands immediate compliance Minimal to no input from team Transactional (punish or reward)
characteristics of Lewin’s autocratic style with a top-down approach that is needed at times but should be used with caution.
During a trauma resuscitation, there is a time and place for the leader to use multiple styles, exercising situational awareness, social awareness, and emotional intelligence. In 2005, Yun, Faraj, and Sims studied leadership within trauma resuscitations and found the style of leadership was depen­dent on the trauma complexity. A commanding or dissonant style was more effective with high severities and an inexpe­rienced team. Dealing with lower severities and a highly experienced team, a resonant style was recommended. The authors also supported Goleman’s approach describing how an empowering and resonant leader provided greater learn­ing opportunities versus a commanding approach. The use of multiple leadership styles contingent on the situation was the greatest signicant nding within this study as described by the authors.
The leader in any group has been the one who others look for clarity and direction during chaos and uncertainty or appreciation when things are going well. The leader is the emotional guide or compass for the group. Guiding the emo­tions of a group can be eeting and open to interpretation but is vital in achieving outcomes within a highly emotionally charged team such as a trauma team.
Building theFoundation ofLeadership
The evolution of a great leader and building effective leadership skills is similar to learning any new technical or social skill, and a foundation needs to be rmly built and reinforced. An effective leader needs to rst lead themselves before they can lead others. This skill requires an abundance of self-reection and self-awareness. These attributes are also the foundation of emotional intelli­gence (EI). Daniel Goleman popularized EI in the mid­1990s where Goleman described EI as “how leaders handle themselves and their relationships.” [3] A leader who exercises self-awareness is then able to self-manage, create social awareness, and furthermore manage relation­ships based on empathy.
Fundamentals ofEmotional Intelligence
Self-Awareness
Self-awareness is the knowing of one’s emotions, values, strengths but also limitations [3]. They are typically honest with themselves and are neither self-critical nor naïve but demonstrate a state of realism. Self-awareness mandates continuous self-reection either planned or impromptu. Without effective self-awareness, we leave ourselves vulner­able to being sidetracked to other stimuli, emotions, and leading void of direction and purpose. Self-awareness is our rudder or emotional compass and enables the leader to guide the group to success.
Effective self-awareness enables the leader to know their strengths and limitations and avoid blind spots [6]. When things are going well, it is easy for leaders to default upon their strengths and collaborate, motivate others, and engage the team. Unfortunately, when leaders are not aware of their limits, they do not always realize opportunities for improve­ment, and more importantly, that they themselves may be leading the team astray. When the leader is uncomfortable, they may default to an autocratic/commanding leadership style that can deteriorate the condence and dynamics of the trauma team.
Resources to aid with reection and self-awareness could be the use of a diary, meditation, or just setting out quiet moments in your day to reect. Some of these skills are dis­cussed further in the chapter on Mindfulness. Even taking a pause during and reecting on the current situation as too what is going well and what could go better.
Self-Management
Once there is clarity surrounding your emotions and your purpose from reection and self-awareness, the next step in the process of EI is self-management. We need to know our emotions before we can manage our response to them. In many ways, this is self-control and is much easier when we are dealing with positive, happy emotions, but dealing with negative emotions such as frustration and anger with a lapse of self-management can be disastrous and lead to poor out­comes. As healthcare providers and front-line leaders, we are typically attuned to managing our emotional response to stimuli around us. This is especially true when dealing with patients and family members during difcult times, but at times we are subjected to an emotional hijack.
Emotional hijack, or amygdala hijack, is when we act upon our emotions without that subconscious pause. It’s bypassing the neuro-circuitry that links our emotions with intellect. The prefrontal area of the brain is the “command center” and col­lects and analyzes all information from different areas [8].
6 Introduction toLeadership: Self-Awareness andSelf-Management
35
During a resuscitation when emotions are high, and the room is lled with multiple distracting stimuli, an emotional hijack is quite possible and could lead to suboptimal outcomes versus keeping those impulses in check. Emotional hijack could cause a leader to demonstrate unprofessional behaviours such as an emotional outburst, offensive language, or blatant non­verbal, and facial expressions. The emotional intelligent leader exercising effective self- management would pause and reect “the patient is hypotensive, we have two large bore IV’s infus­ing boluses now, the team is working well.” Furthermore, uti­lizing effective self- management and avoiding emotional hijack have a contagion effect. It is leading by example and modelling for others in the team. “Leading by example is much more effective than leading by command.” [9]
Social Awareness
Simply put, social awareness is the ability of an emotional intelligent leader to empathize. Being aware of the emotions of team members around you. Being aware of facial expres­sions, posture, and verbal tone allows more information to ne tune within the prefrontal command centre. Furthermore, an emotionally intelligent leader who exercises social aware­ness is much more effective at messaging to team members. Being attuned to the emotions of the team, the leader can effectively guide the team and potentially deescalate if needed. Messaging is much more clear and authentic due the leader being attuned to the emotions of the group.
Despite empathy being the core competence of social awareness, the emotionally intelligent, empathetic leader isn’t attempting to please everyone. Exercising empathy within the team isn’t sacricing your own emotions and adopting other’s emotions. Neither is it creating a kumbaya moment, but an empathic leader makes decisions by taking other’s emotions
into consideration. Empathetic leaders tap into the groups emotions and guide them through difcult times. They are seen as approachable and create a psychologically safe envi­ronment: ourishing learning, motivation, and teamwork.
Relationship Management
As we further build the foundation of an emotionally intelli­gent leader who is self-aware, which enables them to self­manage and express empathy, the leader can optimally manage relationships. Typically, the term leadership is described as motivating and inspiring others. This may be why management of relationships is the most perceptible trait in leadership. Relationship management enables the leader to guide emotions, manage conict, and collaborate effectively within the team based on being attuned and authentic with their emotions, and values. When the leader is dishonest and deceitful and attempts to manipulate, typically members’ social awareness picks up these dissonant cues and a mistrust for leader may evolve. If this were to happen, a team can be divided, and the dynamics signicantly altered. These relationships may be irreparable.
Trauma resuscitation is a time where emotions can run high, there is a sense of urgency in the form of (hopefully) controlled chaos with multiple moving parts of a system with the goal of patient survival. With a diverse range in experi­ence and skills, collaboration is key, and trust is ultimately the foundation of collaboration. The EI leader who effec­tively manages relationship among their team fosters coop­eration and communication and inuences the members to achieve high performance. A leader without the trust of his team will struggle with the relationships between themselves and the teammates and endure extreme difculties accom­plishing tasks (Table6.2).
Table 6.2 Fundamentals of emotional intelligence
EI component Denition Attributes Example Self- awareness Knowing of one’s emotions,
values, strengths, limitations, values, and goals
Self- management Controlling and self-regulating
one’s emotions and impulses
Social awareness The ability to empathize and be
aware of the team members emotions around you
Relationship management
Managing the relationships around to guide emotions, manage conict and enable collaboration within the team
Self- assessment Self- condence Realistic Honest about themselves Self-soothing Avoiding emotional hijack Clarity Optimistic Empathetic Aware of the emotions of team members Messaging is authentic and clear
Guides emotions, manages conict and collaboration within the team Fundamental in building trust in teams
The trauma team leader knows they over­stimulated during the onset of a trauma resuscitation but attempts to self-soothe and deescalate themselves During the resuscitation there is difculty with the team establishing IV access. The leader resists the urge to scream. Instead, the leader calmly asks for other solutions to the team The leader reads the room and emotions are high which is causing some issues with the dynamics of the team. The leader then takes a moment to pause and summarize with their team and ask for any suggestions to cultivate empathy and collaboration Subspecialist is attempting to give input regarding the case but feels reluctant. The leader encourages input and validates that input from other members of the trauma team and subspecialties included in that case
36
D. Koltho and S. Widder

Validation

Summarizing this brief journey into leadership theories and styles, it is important to mention validation and recognition within the team. This is especially true within the task and emotion-saturated environment of a trauma resuscitation. Recognition is an emotional currency, and your trauma team needs this to replenish their emotional bank. Otherwise, team members may feel taken for granted and ultimately a climate of depreciation which over time will reinforce a poor team culture and likely poor patient outcomes. Utilizing authentic, personalized recognition validates team members to strive for greatness and creates a culture of community, creativity, and learning.

Putting It All Together

Leadership as well as any skill demands ongoing educa­tion, practice, and reection to assess accomplishments, needs, and areas for improvement. There is an abundance of information available surrounding leadership, and within this chapter, we attempted to condense the content to either initiate a strong foundation or enhance the leader­ship skills already learned. The foundation to effective leadership is building and leading one’s self before you can lead others.
Reviewing the various leadership styles, there are empow­ering styles that resonate or create resonance within the group. This fosters collaboration, communication, creativity, and trust within the group. A culture of learning and commu­nity is also nurtured, enabling members to learn among them­selves but also mirror the attributes from the leader. On the other side of the leadership coin, we have the commanding and dissonant styles, which establish a top-down approach and inhibit input from members of the team. Finally, the pas­sive style which wasn’t described in great detail due to the fact it has little relevance within the trauma team. Every style of leadership despite being resonant or dissonant is effective and applicable but is contingent on the situation. A leader who is grounded within emotional intelligence can utilize these various styles dependent on the data they are receiving from the team. Social awareness yields data in form of verbal­izations and tone, facial expressions, and body posture. The leader can then interpret this data and dip into their “tool­box” of leadership styles to use the most appropriate approach to reap success. Therefore, leadership is not a “cookie cutter” approach because one style will not always work, and if the leader utilizes a linear approach to leadership and disregards the incoming data from the group, it will create mistrust and
dyssynchrony within the team. A high-delity team with mul­tiple working parts, such as a trauma team, needs trust to enhance collaboration and optimize processes and outcomes.
Key Points
• Leadership skills and training can lead to increased team coalition during times of chaos and potentially affect outcomes.
• Many leadership styles exist, but the two ends of the spectrum are empowering and commanding styles.
• Leadership styles can vary depending on the situa­tion, team members, and sense of urgency.
• Self awareness and management of self are key emotional intelligence pillars to become a great leader.

References

1. Hjortdahl M, Ringen A, Naess AC.Leadership is the essential non technical skill in the trauma team–results of a qualitative study. Scand J Trauma Rescue Emerg Med. 2009;17:49.
2. Cole E, Crichton N. The culture of trauma team in relation to human factors. J Clinical Nursing. 2006;15:1257–66. https://doi.
org/10.1111/j.1365- 2702.2006.01566.x.
3. Thomas EJ, Taggart B, Crandell S, Lasky RE, Williams AL, Love LJ, etal. Teaching teamwork during Neonatal Resuscitation Program: a randomized trial. J Perinatol. 2007;27:409–14.
4. Sakran JV, Finneman B, Maxwell C, Sonnad SS, Sarani B, Pascaul J, etal. Trauma leadership: does perception drive reality? J Surg Educ. 2012;69(2):236–40.
5. Driscoll P, Vincent C.Organizing an efcient trauma team. Injury. 1992;23:107–10.
6. Xiao Y, Seagull F, Mackenzie C, Klein K.Adaptive leadership in trauma resuscitation teams: a grounded theory approach to video analysis. Cognit Technol Work. 2004;6:6158–64.
7. ATLS Subcommittee, American College of Surgeons’ Committee on Trauma, International ATLS Working Group. Advanced trauma life support (ATLS(R)): the ninth edition. J Trauma Acute Care Surg. 2013;74(5):1363–6. [PubMed] [Google Scholar]
8. Goleman D, Boyatzis R, McKee A.Primal leadership: learning to lead with emotional intelligence. Boston, MA: HBR Review Press;
2004. p.6.
9. Kouzes JM, Posner BZ.The leadership challenge: how to make extraordinary things happen in organizations. 5th ed. San Francisco: Jossey-Bass; 2012. p.17. Ford K, Menchine M, Burner E, Arora S, Inaba K, Demetriades D, Yersin B.Leadership and teamwork in trauma and resuscitation. West J Emerg Med. 2016;17(5):549–56.
https://doi.org/10.5811/westjem.2016.7.29812. Epub 2016 Aug 22.
PMID: 27625718; PMCID: PMC5017838; Yun S, Faraj S, Sims HP Jr. Contingent leadership and effectiveness of trauma resus­citation teams. J Appl Psychol. 2005;90(6):1288–96. https://doi.
org/10.1037/0021- 9010.90.6.1288. PMID: 16316282; Goleman
D.Working with emotional intelligence. NewYork: Bantam Books. 1998

Followership

JacquelineBeaumont andLawrenceMarshall Gillman
7

Intro

In many ways, great followership is harder than leadership. It has more dangers and fewer rewards, and it must routinely be exercised with much more subtlety. But great followership has never been more important. —Warren Bennis
Followership has only recently become a more common topic of literature as it relates to teamwork and functioning in complex systems. Most research has historically focused on the leadership role, particularly as it relates to a more hierar­chical teamwork design [1]. As the emphasis decreases regarding hierarchical leadership, it has become increasingly important to understand the role of followership, especially within the health system, where group interaction and par­ticipation are vital [2].
Followership can be difcult to dene, but as described by Leung etal., it is the processes by which people follow, who they follow, and how much engagement and inuence they exert [3]. Robert Kelley in his writing of the “Art of Followership” described the most well-known theory of fol­lowership [4]. He described ve basic styles: passive, con­formist, alienated, pragmatist, and effective [4]. He placed these styles on two continuums: participation, which can range from passive to active; and thinking, which runs from dependent to independent. He used a 2×2 table to describe this phenomenon where pragmatic style is at the center and the other styles are arranged according to where they fall on the continuum [5]. These styles are described in more detail later in the chapter.
Followership is beginning to become recognized as an important skill for healthcare teams and one that should be taught and discussed with just as much vigor as leadership [6]. Many of the qualities of good followership reect those of good leadership; as a result, individuals who develop strong
J. Beaumont (*) · L. Marshall Gillman Department of Surgery, University of Manitoba, Winnipeg, MB, Canada e-mail: umbeaum2@myumanitoba.ca
followership skills are more likely to translate into better lead­ers [7]. Certain followership styles in healthcare may also lead to improved job satisfaction and patient satisfaction [8]. The purpose of this chapter is to familiarize the reader with the concept of followership, why it is important, and what may dene a good or bad follower. As you progress through this chapter, we encourage the reader to reect on one’s own expe­rience with these roles, and how we can understand and improve these dynamics in our own environment.
The History ofFollowership
In the early and mid-twentieth century, there was an attempt to distinguish between the leader and follower in such a way to make them two “different species.” [9] There was a change of view when Edwin Hollander, in the late-twentieth century, spoke to the critical role of the follower for the leader. He stated “… leadership is a process that involves followership. Followers are crucial because they either give leaders their support or withhold it.” [9] In 1975, George Graen formu­lated the Vertical Dyad Linkage hypothesis [9]. This hypoth­esis described the relationship between a leader and followers as “links” including an “in-group” and an “out-group” of fol­lowers that are connected to the leader in a single direction [9]. This idea turned into the Leader-Member Exchange theory that described a multi-directional relationship between leaders and followers. This relationship yielded mutual sup­port, respect, loyalty, and greater autonomy within a team, allowing improved performance and job satisfaction [8, 10]. Full-range leadership model then followed which identied both transactional and transformational behaviors. Briey transactional leadership utilizes punishments and rewards to motivate followers and works well to ensure that basic tasks are done reliably, while transformational leadership focuses on inspiring followers by obtaining buy-in, focusing on vision and modelling expected behaviors. This mode encour­aged the empowerment and inuence of followers, inspiring
© Springer Nature Switzerland AG 2025 L. Marshall Gillman, S. Widder (eds.), Trauma Team Dynamics, https://doi.org/10.1007/978-3-031-86312-7_7
37
38
Crical thinking
Engagement
J. Beaumont and L. Marshall Gillman
them to perform beyond their perceived capabilities [11]. This cooperation, empowerment, and mutual support between followers and leaders is still encouraged in present day team environments [8].

What Is Followership

Three independent ideas on followership styles have been published in the last few decades and will be discussed in this section. It was Robert Kelley, in 1988, who rst devel­oped a theory that focused exclusively on followers [10]. He described ve basic styles of followership based on a 2×2 matrix that compared the follower’s engagement, and their independent/critical thinking [12]. This is visualized in Fig. 7.1. These followership styles can be applied to any team work environment including healthcare. The following were described:
1. Passive followers are those that do not take initiative or
think critically and are sometimes thought of as “sheep.” They look to the leader for directions and motivation.
2. Conformists are also sometimes referred to as “yes peo-
ple.” They are often engaged and motivated and fulll their tasks with energy, but rely on the leader to direct the next steps.
3. Alienated followers are those that think independently
but have a negative energy and low motivation to accomplish tasks. These individuals are smart but do not put their energy toward constructive solutions for the team.
4. Pragmatic followers think and act independently but are
reluctant to cause conict. They tend to “sit on the fence” to see which way something is headed before determin­ing whether to get on board.
5. The effective/“star” followers think for themselves, are
motivated, and have the capacity to recognize errors and speak up when necessary. These individuals often move uidly between roles of follower and leader and are the most effective type of follower style.
alienated pragmac
star
passive conformist
A second model by Ira Chaleff, in 2008, focused on fol­lowership in the workplace and a framework to developing these skills [13]. He described the power that followers exhibit and distinguished that power as courage, therefore calling his model “Courageous Follower model,” with ve dimensions, as listed as follows:
1. The courage to support the leader
2. The courage to assume responsibility for a common goal
3. The courage to constructively challenge the leader’s
behaviors and opinions
4. The courage to participate in any transformation needed
5. The courage to take a moral stand when warranted to pre-
vent abuse
With these dimensions, Chaleff differentiated four styles of followership based on the degree of courage the follower displayed to support or challenge the leader [13].
1. The resource style of followership exhibits low support
and low challenge toward the leader. This follower may
not support the leader but also doesn’t openly challenge
them.
2. The individualist style represents low support and high
challenge. This follower will speak up but often takes an
opposing position to the leader.
3. The implementer style demonstrates high support and
low challenge. These followers will typically follow the
leader blindly, without questions.
4. The partner style is characterized by high support and
high challenge, assuming full responsibility for their
actions and acting accordingly.
Chaleff’s model emphasizes courage in limiting toxic leaders, and encouraging followers to be more effective.
A third model published in 2008 by Barbara Kellerman described ve followership styles based on a continuum of low engagement to the committed follower [13].
1. Isolates are completely detached and do not know or care
about their leaders.
2. The bystanders observe and do not participate.
3. Participant followers are more engaged, and they either
favor their leaders and organizations or are clearly
opposed.
4. Activists feel strongly and act accordingly.
5. Diehards are deeply devoted to their leaders, and their
followership denes who they are and determines what
they do.
Kellerman’s model focuses on the level of engagement a follower has; the more engaged they are the more inuence
Fig. 7.1 Robert Kelley’s followership styles matrix
they have on the system.
7 Followership
39
Despite Kelley’s model being the most well-known, it is important to note that each author agrees that there are differ­ent styles of followership, and there is a difference between effective and ineffective followership. As well, followers can and should inuence their leaders [13]. Since these models were published, followership literature has continued to explore how followers contribute to leadership and organiza­tional performance. The concept of shared-leadership has been highlighted, with increasing attention given to follow­ers and the importance of follower-leader communication and cooperation [8, 14, 15].

Why Is Followership Important?

These followership models can be a useful framework when considering what makes an effective team, whether one is in a leadership or a followership role. The hospital is a highly complex organization, and each role in the system involves both leadership and followership components. At times, individuals may be followers, and other times, they may lead [8]. Follower and leader cooperation is crucial in order to deliver accurate, efcient, and safe patient care [8]. Since followers hold great importance within healthcare, studies have examined the relationship between followership style and job satisfaction. One study identied that followers who are actively engaged have much higher job satisfaction than those who are not [16]. Other studies have suggested that ineffective leader-follower exchange among other high stressors in healthcare environments increases burnout [17]. They also demonstrated that some followership styles, such as “exemplary” and “pragmatist” styles, were associated with less burnout [17]. In the business industry where these concepts have been most studied, it appears the most suc­cessful organizations have high numbers of “star followers” or “effective” followers who are able to think and act inde­pendently and have the courage to speak up when necessary [12]. In the medical community this concept is much less studied, however, “star followers” are likely to thrive in this environment as well. In the end, these styles are likely dynamic, and the ideal mix of followership styles that make up an organization depend on the leader and the task to be accomplished, but each style plays an important role within the organization [12].
When considering the importance of followers to speak up when required, a few strategies have been described that can help guide how one can advocate for patients in a respect­ful and assertive manner [18]. These strategies are discussed below and include: The effective followership algorithm, the two challenge rule, “CUS,” and the “CHAT” pneumonic [18,
19]. These strategies are important in healthcare as the pres-
ence of hierarchy between team members has contributed to signicant communication breakdowns and adverse patient
outcomes [18]. When hierarchies are present, team members may fail to challenge decisions made by leaders despite con­cerns about patient outcomes [18].
The effective followership algorithm model begins with the “3W’s”: “what I see,” “what I’m concerned about,” and “what I want.” [18] This allows the follower a structure to providing their concerns and expectations to the leader. If this fails to engage the team leader, the next level in the model is the 4-Step Assertive Tool [18]. This tool starts with capturing the leader’s attention, followed by stating that the follower is concerned for patient safety, then offering a proposed solution or course of action, and closing the interaction with a question allowing the leader to engage. The next level in the algorithm if the previous two methods have not been effective, is to engage the team and allow other followers to advocate for patient safety [18]. The next step would be to involve the chain of command, and offer concerns to higher levels of authority [18]. Finally, effective followers should be prepared to take action when verbal tools fail and threats to safety are imminent [18].
The two challenge rule may be utilized within other frameworks and suggests that the concern be stated at least two times to ensure that it has been heard [19].
The “CUS” model to voice one’s concerns uses words similar to the 4-Step Assertive Tool to advocate concerns regarding patient safety [19]. For example:
C: “I’m concerned” U: “I’m uncomfortable” or “this is Unsafe” S: “this is a safety issue” or “I am scared”
Finally, the CHAT pneumonic is a communication tool for team members to model their concerns [19], it goes as follows:
C: Context of the concern H: History/background A: Assessment of problem T: Tentative plan of action
Table 7.1 provides examples of how to apply each of these strategies to a clinical scenario that requires a follower to speak up to the team leader about a patient safety concern.
All these models give the follower language that make it clear the concerns are patient or safety focused and do not challenge the decision making of the leader. In the healthcare environment, focusing on the patient well-being is an excel­lent way to unite the team towards a common goal and hope­fully are not seen as challenges to one’s ego. Having this language readily available and practiced allows the follower a toolbox of techniques that they can pull from in a crisis situation.
40
Table 7.1 Clinical example: The physician has restarted a patient’s anti-hypertensive medication despite the patient having low blood pressure in the hospital; the bedside nurse is concerned about causing hypotension with this medication
Strategy Application The effective followership
algorithm
The two challenge rule 1.“I am concerned that giving patient X his BP medication will cause signicant hypotension”
The CUS model 1. “I am Concerned that giving patient X his BP medication will cause signicant hypotension”
The CHAT model 1. Context: “We restarted patient X’s home BP medication today.”
a
BP blood pressure
1. 3 W’s: “I see that you have restarted patient X’s blood pressure medication. I am concerned that this will cause signicant hypotension in this patient. I want you to re-evaluate holding this medication.”
2. 4 step assertive tool: “Dr. Y, I am concerned for patient X’s safety, I think we should hold his BPa medication as his BP has been low, what do you think?”
3. Engage the team
4. Engage the chain of command
5. Take action: do not give the medication
2. “I am concerned that giving patient X his BP medication will cause signicant hypotension, I think we should
hold it”
2. “It is Unsafe to restart patient X’s BP medication at this time”
3. “I am Scared that the patient will have signicant hypotension if we give them their BP medication”
2. History/background: “The patient has been having low BP for the last couple of days.”
3. Assessment of problem: “I am concerned we will cause hypotension if we give this medication.”
4. Tentative plan: “I think we should continue to hold this medication.”
J. Beaumont and L. Marshall Gillman
Unfortunately, there appears to be a level of discourse in knowledge of the role of followership within medicine [20]. A study in the UK by Gordon etal. found that medical train­ees understanding of leadership and followership was of individualistic behaviors and hierarchy, often inuenced by the structures they work in.20 These attitudes are likely estab­lished early in training, and as a result, there should be dedi­cated education on this topic. Fortunately, training in crisis resource management principles and regular simulation exercises have emphasized the importance of multidisci­plinary training, team cooperation, open communication, and effective leader-follower dynamics.7 This type of train­ing should be encouraged among all centers, to improve young trainees understanding of effective team dynamics including leadership and followership.

Summary

It is becoming increasingly obvious that good followership is just as important as good leadership. Engaged and open dia­logue between team members allows for improved perfor­mance outcomes, feelings of job satisfaction, and less burnout among the team [16, 17]. Until more development in our knowledge and understanding of followership, the best approach may be to identify, reect, and promote the ideas of modern follower and leader dynamics. This may allow young trainees to analyze their own behavior and those around them to hopefully improve the way we engage with each other and the system.
Key Points
• Followership is just as important as leadership.
• Understanding followership can improve team dynamics, job satisfaction, and decrease burnout.
• Followership can teach us advocacy techniques and improve patient safety.

References

1. Rost JC.Followership: an outmoded concept. In: Riggio R, Chaleff I, Lipman-Blumen J, editors. The art of followership: how great followers create great leaders and organizations. San Francisco: Jossey-Bass; 2008. p.53–64.
2. Morgan SC.Followers make the differences: hospital performance and job satisfaction in relation to followership style. Minneapolis: Capella University; 2014.
3. Leung C, etal. Followership: a review of the literature in healthcare and beyond. J Crit Care. 2018;46:99–104. https://doi.org/10.1016/j.
jcrc.2018.05.001.
4. Miller L.Followership. J Perinat Neonatal Nurs. 2007;23:38.
5. Kelley RE.The power of followership: how to create leaders peo­ple want to follow, and followers who lead themselves. NewYork: Doubleday/Currency; 1992.
6. Phelps G, Loh E, Dickinson H, Bismark M.Followership: a criti­cal shortfall in health leadership. Royal Australasian College of Physicians; 2016. https://doi.org/10.1111/imj.12990.
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Situational Awareness andHuman Performance inTrauma
PeterG.Brindley andJocelynM.Slemko
8

Introduction

From error to error, one discovers the entire truth. (Sigmund Freud)
The issue is not that you screwed up, Peter- it’s how you’re gonna make sure it doesn’t happen again. (The author’s Mum on several weary occasions)
The factors that determine outcome in a crisis are more non-technical (or social) than technological (or procedural). In other words, trauma outcome and performance have more to do with human behavior than with just factual-recall or manual-dexterity [110]. How we act in a crisis is complex, but it is often predictable. Our responses are more ancient than many people assume. Our behavior is more inuenced by psychology than simple rationality, meaning that we are more psycho-logical than logical [2]. In other words, once you understand the psychological and social forces at work, the responses make more sense. This in no way excuses high error rates, it is merely the rst step in implementing a solution.
The human brain is one of the most complex structures in the known universe, and humans are capable of compassion, ingenuity, and hard work. However, we still rely upon the same “brain hardware” as our hominid ancestors. In health­care, we also still have to manage overstretched teams. We too-often work within inexible institutions and alongside
eye-watering complexes. We need to look for each marginal gain, especially as these can add up over time.
Under stress, we tend to resort to behaviors that served us evolutionarily. This means we should get to know our “oldest personalities” [2] and our typical habits during crisis, rather than the manicured ones “on show” during controlled daily life. It is also why we steer away from overly simplistic questions such as “why did you do that?” and strive to understand “why at the time did that seem like the right thing to do?”
If an engineer wants to know if something is “up to the job,” he or she pressure tests each part of the system [2]. The same should apply to trauma practitioners, trauma teams and organizations. Our brains have evolved to do many remark­able things, but resuscitation is not one of them. Competence cannot be assumed, and situational awareness is not innate. Fortunately, both can be taught and honed and maintained, but it takes work.
As should become clear, our brains (and our teams) can also be “rewired,” meaning that we can be nudged toward doing better or worse. This means that, our job, as traumatolo­gists, includes not just treating one patient at a time but also affecting culture change at the team and system level. To bor­row from high performance sports, “we also play how we practice.” This is because preparation and practice inuence how we react and perform under stress, and long well after the exercise. This chapter provides applicable insights. After all, as both opening quotes illustrate, errors may be inevitable and predictable, but the outcome is not, and nor is the future [2].
P. G. Brindley (*) Department of Critical Care Medicine, University of Alberta, Edmonton, AB, Canada
Dossetor Ethics Centre, University of Alberta, Edmonton, AB, Canada e-mail: peter.brindley@albertahealthservices.ca
J. M. Slemko Department of Critical Care Medicine, University of Alberta, Edmonton, AB, Canada
University of Alberta Hospital, Edmonton, AB, Canada e-mail: Jocelyn.slemko@ahs.ca
© Springer Nature Switzerland AG 2025 L. Marshall Gillman, S. Widder (eds.), Trauma Team Dynamics, https://doi.org/10.1007/978-3-031-86312-7_8

Situational Awareness

Situational awareness encompasses three steps: identify, synthesize, and predict. Each step builds upon the previous one [3, 7]. Accordingly, this discussion sequentially outlines how humans (especially those under stress) perceive (or fail to perceive) relevant cues, how we connect and amalgamate these cues into mental models, and how we anticipate what is likely to happen next [3, 4].
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P. G. Brindley and J. M. Slemko
Table 8.1 Human factors associated with situational awareness and performance
Benets Risks
Perception
Scanning attention
Focused attention
Synthesis
Cognitive modeling
Projection
Anticipation Predict future events Incorrect assumptions Sharing Increased resources
Stress
Sample many stimuli Avoid xing on one stimulus Prioritize Eliminate “unimportant” cues
Recognize patterns (heuristics) Reduce workload Predictable response
(cognitive/physical)
Increased vigilance Enhanced physical performance
Stimulus overload Lack of prioritization
Fixation error Miss “important” cues
See patterns where they do not exist Premature closure/ conrmation bias Resistant to new ideas
Need to coordinate a team
Exhaustion/overload Impaired complex thinking
Step-one in improving situational awareness—even before heading to the bedside or simulator—is to commit to “metacognition.” In other words, we need to “think about thinking.” More specically, we need to examine how we problem-solve, under normal circumstances, under stress, and over the course of lengthy careers. This helps identify our relative cognitive strengths and weaknesses, and how we might improve individual and team performance (See Table8.1) [5, 6]. It means a career-long commitment to itera- tive improvement. Without doing so, healthcare providers are more vulnerable, the team is less resilient, the system fails to evergreen, and the patient is more at risk [36]. In the face of the information overload, and given the high-stakes of acute care medicine, our ability to maintain situational awareness can be quite literally life-saving.
Situational Awareness: Level One
The rst level of situational awareness involves the percep­tion of stimuli: otherwise known as “cues” [3]. Importantly, this requires the individual to focus their attention [5]. However, we must also realize that by focusing “here” we risk missing “there.” In other words, we have nite attention or “cognitive bandwidth.”
Because of the avalanche of stimuli, we must make con­scious and unconscious decisions about where to prioritize and what to ignore (or postpone). This can lead to xation errors: where we focus our attention inappropriately and where we miss relevant cues. This is especially true during stress—when we tend to develop cognitive tunnel vision.
In moderation, tunnel vision is important. It lets us focus on what really matters (i.e., airway, breathing, and circula­tion) and eliminate what can wait (i.e., mildly abnormal blood work). In excess, we xate inappropriately and miss what really matters (i.e., we commit a xation error). Examples abound but could include the cardiologist who only looks for cues of myocardial ischemia and therefore misses sepsis or pulmonary embolus. It could be the internist who misses post-operative bleeding because he looks every­where but under the dressing.
Other examples of xation errors are outlined below, but readers are encouraged to think of their own examples. This should be easy as xation errors appear to happen to practi­tioners of all specialties and levels. The difference appears to be that seasoned practitioners know (hopefully) where the most-deadly xations usually occur and how to mitigate them quicker [5]. Additionally, seasoned practitioners have previously experienced xation errors and have therefore adapted, both consciously and subconsciously. This should include ensuring appropriate checks, balances, fail-safes, and standard operating procedures. As well as having pre­dictable standardized approaches, the true expert stays open to other’s opinions and has reached the “awkward realiza­tion” that we humans are not omnipotent.
For those still unconvinced about our cognitive fallibility, an excellent book by Christopher Chabris and Daniel Simons reviews their famous psychological experiment (aka “the invisible gorilla”) [8]. In brief, Simons produced a video where viewers are asked to simply count basketball passes between actors wearing white and black shirts. Given the complex things that most professions do in their daily jobs, this may seem elementary. However, regardless of seniority, typically only half are correct. This is because the others are distracted by an actor who walks into the video frame mid­way through. He is wearing a gorilla suit and spends 8sec­onds pounding his chest.
Typically, viewers see either the gorilla or get the number of passes correct, but rarely both. What is equally insightful is when the video is replayed many viewers refuse to believe that there was ever a gorilla on the original (they assume the video must has been monkeyed with…groan).
In short, our attention is imperfect, but so is our insight. The excellent video demonstrates how we have blind spots in our vision (and in our judgment) such that we only see what we are primed to see. Our brains are prone to looking with­out seeing, but also to hearing without listening and to acting without truly thinking [8].
Situational Awareness: Level Two
The second level of situational awareness is synthesis, which in turn facilitates comprehension [3, 9]. In other words, we