Categorization of team leadership behaviors into three dimensions for each article separately .

Author	Transition processes	Action processes	Interpersonal skills
Fernandez 2020 (2)	Establishing the leadership role Sharing information and interpreting data Planning and prioritizing tasks Assigning roles Assessing team members’ skills Seeking input Identifying task barriers
MO 2019 (8)	Levels of Collaboration: -Actively involves input from team -Sometimes involves input from team -Dismissive of differing opinions Levels of Protocol: -Strict on protocols/standards -Deviates from protocols with team’s feedback -Deviates from protocols under own discretion Levels of Organization: - Delegates and prioritizes tasks; multiple tasks occur simultaneously -Capable of delegation; tasks occur sequentially -Does not clearly delegate or prioritize patient needs Levels of Decisiveness: -Capable of making decisions with expert guidance -Decisive, based on available information -Often indecisive		Levels of Communication: - Clear, closed-loop communication -Concise communication, at times closed-loop -Hesitant and unclear communication
Oza 2018 (22)	- Provides specific and constructive feedback, identifies areas for improvement - Provides positive feedback and encouragement - Gives feedback frequently - Creates an environment in which team members can discuss and learn from mistakes - Sets clear expectations and goals at the beginning -Frequently reminds others of goals/ expectations -Ensures that expectations and goals are achieved	- Checks in with team members frequently - Ensures collaboration with team members for shared decision-making - Promotes mutual goal-setting and shared decision-making -Distributes work appropriately and fairly based on skill level -Helps with any tasks, particularly at busy times - Incorporates individual learning needs when delegating tasks. -Faces challenges through application of problem-solving skills. - Places an emphasis on teaching and learning	- Shows appreciation to motivate team - Thanks team members for their work - Gives praise for work well done - Acknowledges/highlights successes and accomplishments - Does things for the team to show appreciation (e.g., brings food) - Listens carefully to others - Communicates directly and clearly with all team members - Is available and approachable - Is confident in other team members’ work - Has a positive attitude, even during difficult time -ability to be assertive -Stays calm in stressful situations - Models how to treat others (respectful to staff and patients, caring toward patients) - Models dedication to and passion for high- quality patient care
Stone 2017 (15)	-Elucidator (24%):4 positive behaviors (teaching, constructive criticism, explanation, and relevance giving) 2 negative behaviors (private criticism and negative criticism) - Safe space maker (15%): 3 positive behaviors (non-surgeon) initiated concern, questioning, and information sharing.	- Conductor (9%): 4 positive behaviors (returning the team members to focus, anticipating concerns, mapping steps, and closing loops for confirmation) 1 negative behavior (the need for non-surgeons to seek clarification) - Delegator (15%): help-seeking (positive) or requesting (neutral)	-Engagement facilitator (15%): 6 positive behaviors (collaboration, consultation, helping /supporting, apology, thanks, and inquiry) - Tone setter (20%): 4 positive behaviors (constructive humor, compliments, reassurance, and encouragement) 2 negative behaviors (frustration and destructive humor) 1 neutral behavior (conversation unrelated to the case)
Leenstra 2016 (23)	Briefing IC: Exchanging prehospital information (Information coordination) DM: Discussing strategy and tasks (Decision making) AC: Discussing preparations (Action coordination) CTD: Setting positive team climate (Coaching and team development) Debriefing IC: Exchanging perceptions and understanding AC: Organizing debriefing Presiding debriefing CTD: Evaluating performance Discussing team climate issues Providing/receiving feedback	patient handling IC: Collecting patient information Discussing findings/ assessment Communicating findings/ assessment DM: Considering options Selecting and communicating option Reviewing decisions AC: Planning and prioritizing care monitoring actions/protocol adherence Updating about progress Providing action/correction instructions Anticipating/responding members’ task needs CM: Handling communication environment Applying communication standards Structuring discussions CTD: Recognizing limits of own competence Supporting/coaching/ educating others Stimulating concern reporting/speaking up Stimulating positive cooperative atmosphere Managing workload Transfer to follow-up care IC: Presenting case assessment and rationale Highlighting concerns DM: Discussing admission to follow-up care AC: Coordinating continuity of care during handover Exchanging thoughts for care plan Handover IC: Collecting patient information as central contact Checking for differences in prehospital information and handover DM: Confirming initial plans at end of handover AC: Coordinating continuity of care during handover CM: Handling handover communication environment
Coolen 2015 (16)	- Actively rewards and compliments coworkers (Supporting style) - Is not open for ideas of coworkers (Delegating style) – Is goal oriented (Directive style)	Supporting style: – Is focused on coworkers, invests in relationships (Supporting style) – Wants coworkers to excel in their work (Supporting style) – Does not lean on hierarchical structures (Supporting style) - Creates possibilities for innovation and coworker initiative (Supporting style) – Actively coaches coworkers (Supporting style) – Simulates collaboration between coworkers (Supporting style) - Is not focused on task execution (Delegating style) – Transfers responsibilities to coworkers (Delegating style) - Monitors general procedures (Delegating style) – Does not focus on detail (Delegating style) - Keeps distant from coworkers (Delegating style) – Functions as a hatch for facts and figures (Delegating style) - Actively tries to diminish hierarchical differences between leader and coworkers (Coaching style) – Stimulates involvement of coworkers (Coaching style) – Invests in commitment of all coworkers (Coaching style) Actively tries to diminish hierarchical differences between leader and coworkers (Coaching style) – Stimulates involvement of coworkers (Coaching style) – Invests in commitment of all coworkers (Coaching style) –Sstimulates entire team to contribute to decision making (Coaching style) – Invites coworkers to participate in discussion (Coaching style) – Stimulates entire team to contribute to decision making (Coaching style) – Is focused on task execution (Directive style) – Is proactive, and controlling (Directive style) – Is engaged with the patient (Directive style)	– Is reluctant to take initiative (Supporting style) – Is passive and reactive rather than proactive (Supporting style) – Is not focused on relation with coworkers (Delegating style) – Is reluctant to change (Delegating style) – Is dominant with high level of confidence (Directive style) – Takes initiative (Directive style) - Is dynamic and ambitious (Directive style) – Is cost-conscious (Directive style) - Will not recede from conflicts (Coaching style) – Invests in two-way communication (Coaching style)
Parker 2012, 2013, 2014 (6,24,17)	Making decisions: -Seeking out appropriate information and generating alternative possibilities or courses of action - Synthesizing the information choosing a solution to a problem, and letting all relevant personnel know the chosen option - Making an informed prompt judgment on the basis of information, clinical situation, and risk and continually - Reviewing its suitability in light of changes in the patient’s condition Directing Appropriately to team members, and ensuring the team has what it needs to accomplish the task - Clearly stating expectations regarding accomplishment of task goals; giving clear instructions; using authority where required - Demonstrating confidence in both leadership and technical Maintaining standards: - Supporting safety and quality by adhering to acceptable principles of surgery - Following codes of good clinical practice, and enforcing theater procedures and protocols by consistently demonstrating appropriate behaviors (i.e. asking for help ability)	Supporting others: - Judging the capabilities of team members - Offering assistance where appropriate - Establishing a rapport with team members and actively encouraging them to speak up Training: - Instructing and coaching team members according to goals of the task - Modifying own behavior according to team’s educational needs -Identifying and maximizing educational opportunities Managing resources: - Assigning resources (people and equipment) depending on the situation or context - Delegating tasks appropriately to team members, and ensuring the team has what it needs to accomplish the task	Communicating: - Rapport with team members and actively encouraging them to speak up - Giving and receiving information in a timely manner to aid establishment of a shared understanding among team members - Speaking appropriately for the situation - Asking for input from team members
Grant 2012 (7)	- Clearly identifies he/she will lead the resuscitation - Verbalizes thoughts and summarizes progress periodically for benefit of the team - Shows anticipation of future events by asking for preparation of equipment or medication not yet needed - Asks for and acknowledges input from team - Reassesses and reevaluates situation frequently	- Obtains preliminary history quickly or designates other to do so - Obtains full set cardiorespiratory monitoring and full set of vitals promptly - Obtains assessment of airway patency and protection - Obtains assessment of breathing - Asks for initiation of appropriate initial breathing support and ensures effectiveness - Identifies need for and obtains appropriate airway intervention as required - Ensures adequacy of airway and breathing after each intervention - Asks for assessment of pulses and perfusion - Asks for initiation of chest compressions when appropriate and ensures adequacy of compressions ensures timely appropriate vascular access - Verbally identifies cardiac rhythm on monitor and reassesses rhythm and pulse appropriately after each intervention - Chooses interventions according to appropriate PALS algorithm - Orders appropriate investigations - Asks for assessment of neurological status or secondary survey once - Stabilization of ABC’s complete - Maintains control of leading the resuscitation - Manages team resources appropriately among team members - Avoids fixation errors - Refrains if possible, from active participation - Asks for appropriate help early and shows awareness of own limitations	- Uses effective closed loop communication
Reader 2011 (20)	Information gathering )Unit Assessment): -Status/condition of new patients is assessed on arrival at the intensive care unit -Expected changes in status of existing patients are confirmed -Patients for potential discharge from intensive care unit are identified -Patient information sources (e.g., charts, x-rays, blood tests, drug charts) are reviewed in-depth with multidisciplinary team - Information on patient progression is gleaned from nursing/medical staff (e.g., drugs, feeding, sedation, discussions with family) - Future information (e.g., computed tomography scan) or resource (materials, expertise) requirements/ gaps are identified with team and tasked accordingly Managing Team Members (Unit Assessment) - Staff rotation is checked and new trainee doctors are met during initial tour - The skills, knowledge, and experience levels of new trainee doctors are considered (e.g., through informal discussion, stage of training) - Contributions to the patient care plans are invited from team members, and questions are invited on previously unseen illnesses/treatments - Dependent on workload/team, junior trainees are asked to present cases, nurses are asked to discuss patient care, and senior trainees are asked to lead on care plans - Tasks and responsibilities are delegated with instructions tailored to trainee physician skills, knowledge, experience, and training needs - Team members are asked to verbally confirm their specific duties and responsibilities for each patient before next patient is reviewed - Team satisfaction with patient care plan is checked Developing a Shared Perspective with the ICU Team: -A unified message on the unit’s goals and expectations of staff is reached between senior physicians - Protocols and guidelines are kept up to-date, are evidence-based, reflect operational realities, and are shared with all team members - Inconsistencies with other senior physicians on patient management strategies are avoided - Specific goals for the ICU are developed (e.g., on patient safety, sedation, feeding) Broader targets for the ICU are developed (e.g., lowest standard ICU mortality rates in regional area) - Unit successes are promoted in terms of patient care quality, safety data, goal attainment, and research - Trainees are provided with a broader vision on the purpose of intensive care beyond the performance of technical tasks and medical training Planning and decision- making (unit assessment) - Ad hoc patient management plans generated during initial walk- around Procedures or tasks that require immediate activation by team members (e.g., extubation) because of patient developments are initiated - In-depth patient care plans are developed with medical/nursing teams - Team member concerns are invited and discussed, and key patient treatments/ investigations are outlined and prioritized - Potential developments in patient progression are discussed and contingency plans are outlined - When appropriate, major decisions are postponed until further information/second opinion has been received - Patient management plans, key decisions, and main information points are recapped with the nursing and medical staff Planning and decision making (unit monitoring) patient management plans are evaluated and adapted (e.g., changing treatments, conducting further tests) with senior trainee as patient conditions change - Factors impeding progression of patient management plans are identified and remedial steps taken (e.g., re-establishing team priorities) - Contingency plans (e.g., re- allocating team duties) are utilized in response to unexpected events/data (e.g., rapid patient deterioration) - Patients are admitted and discharged according to current and likely future demands within the unit (e.g., occupancy and staffing levels) - Management plans are recapped on leaving the unit Building Expectations for Teamwork: - Patient safety is explicitly made key to ICU, with team members being asked and expected to work effectively and courteously together regardless of personal issues Team structures and hierarchical systems through which tasks are allocated and information communicated are clearly explained to trainees and nursing staff - Trainee staff are taught to expect challenges on their decision-making by either medical or nursing staff - Coordination and communication on task work (e.g., data sharing, resource planning) is emphasized to team members so that functions are synchronized (e.g., multiple treatments, procedures or tests)	Information gathering) Unit Monitoring) - Status/progress of priority patient treatments are monitored through visual inspections and discussions with medical and nursing staff - Information sources (charts, x-rays) are periodically reviewed - Patient plans with inadequate progress are identified/highlighted and discussed further with team members - Problems or unexpected changes to patient conditions are detected through dialogue with medical and nursing staff - Awareness for potential incoming/outgoing patients is maintained through communication with senior trainees/other units - Completion of routine housekeeping/care tasks (e.g., paperwork, patient nourishment) is checked Information gathering (Crisis Management) - A concise analysis of the situation from the trainee doctors/senior nurse is requested - When situation is managed by a trainee physician, indicators showing need for senior physician intervention are monitored (e.g., trainee indecision, severity of illness, management plan quality) - When performing tasks requiring high levels of attention (e.g., line insertion), team members are instructed to verbally update on new information (e.g., physiologic measures) - Information is considered “aloud” to share and confirm (i.e., identify inconsistencies) team member perspectives - Future situational/system information requirements are identified (e.g., availability of surgical support) Managing team member (Unit Monitoring) - status/problems in enacting the care plan are discussed with team members and guidance is given on technical/organizational issues - Medical trainees and nursing staff are made aware of new information on their unit or patient responsibilities (e.g., admissions, test results) - Trainee doctors are observed performing difficult procedures to detect indicators (e.g., stress, distraction, nurse unease) of a need to intervene Tasks that trainees have not previously performed or those that they are struggling to perform are supervised or performed by the senior physician for demonstration and skill retention purposes - Team members coordination is assessed (e.g., task duplication, information sharing) and instructions are given when necessary (e.g., re-confirming tasks, priorities, and inter- dependencies) Managing materials Demonstrating Clinical Excellence - Protocols and guidelines are followed, and if not, an explanation is given responsibility for medical decisions is taken, with trainees expected to take responsibility for their work - Interest is shown in clinical work and also development of trainee physicians and nursing staff - Low-level tasks are performed (e.g., notes, answering telephone) to demonstrate their importance - Clinical competence is displayed through concisely reaching and explaining decisions on patient management - Procedures are always performed to the highest of clinical standards - The successful management of difficult cases are used as ad hoc teaching points for trainees Planning and decision making (crisis Management) - A crisis management plan is quickly developed/adapted with the support of team members and situational overview is communicated - As required, team members opinions are sought on the management plan and alternative ideas considered if appropriate - Task priorities and contingency plans are quickly communicated to the team - Team members are verbally updated on changes to the management plan as the situation progresses - Team members not needed to provide support are asked to focus on normal patient care duties outlined within unit management plan Management team members (crisis Management) - Decision-making authority assumed if trainee is not coping or if patient safety may be at risk (e.g., time constraints, illness complexity) - Decision-making authority is asserted through clearly and appropriately delegating tasks (e.g., by seniority) and by giving precise instructions - Calmness is shown in decision- making and team members are encouraged to contribute information to the decision- making process - Difficulties in team members performing technical tasks are anticipated, with the senior physician - being prepared to supervise or dynamically swap functions with trainees as necessary - Should another team member or specialist be better suited to performing a task than the senior physician, help is requested - Team members are coordinated through them confirming their task duties and providing constant updates on task progression - As control is gained of the situation, decision-making is distributed back to senior trainee and nursing staff	Team Member Interactions with the Senior Physician: - All team members are asked and expected to perform menial or administrative tasks Formalities are clearly established to new team members (e.g., calling the senior physician by title) - Trainee doctors are supported in contacting the senior physician when they have significant patient care concerns and are not criticized for raising false alarms Contributions and novel ideas from team members on unit and patient management are encouraged - Team members are encouraged to approach the senior physician if they experience professional/personal difficulties - When unintentional mistakes are made by medical or nursing staff, the senior physician remains calm - to establish a learning culture Empathy and compassion are shown to the trainees, with feedback being structured into learning points
Künzle 2010 (18)	Information collection Content-oriented leadership) Information transfer Content-oriented leadership) Distribution of roles and assigning tasks (Structuring leadership) assigning tasks (Structuring leadership	Problem solving (Content-oriented leadership) Decision about procedures (Structuring leadership) Initiate an action (Structuring leadership) Structuring work process (Structuring leadership) Resource management (Structuring leadership)
Edmondsn 2003 (21)	- Emphasizing change and innovation as a way of life - Explaining need for others’ input - Direct invitation for others’ input		- Communicating rationale for change - Communicating others’ importance through word/action - Acknowledge fallibility, under-react to others’ error - Motivating input - Minimizing power differences - Motivating effort -Psychological safety