5 Significant Differences (Attitudes) Separating Average and Higher Performance Teams

March 15, 2022

What would you say are the most significant differences separating average performers from those winning today?


In a word, it is the Attitude of THE Leader and how that impacts the Attitudes of the Leadership Team.


The leaders of growing systems almost always share a typical attitude.


So do the leaders of declining campuses.


And that attitude has a profound influence on the performance of the organization.


Attitude may not be everything, but it’s close.


Here are five attitudes that separate average from Higher Performance teams.


1. We Can v. We Can’t

Perhaps the most significant difference I see between Higher Performance teams and the average ones is the attitude around what’s possible.


Growing campus teams believe they can.


Average teams believe they can’t.


They’re both right.


One of my all-time favorite quotes is Henry Ford’s “Whether you believe you can or believe you can’t, you’re right.” He’s 100% correct.


Growing teams find (or make) a way when there’s no way, which seems to be the model of grit and faith needed to move the work forward in these challenging times.


Ask yourself when you and your team sit around the leadership table, do you come up with 20 ways to make it happen or 20 excuses why it won’t work? Your answer to that question tells you far more about your campus culture than you might imagine.


Growing teams believe they can. It’s that simple. And even if they’re wrong, at least they’ve tried and modeled the way of persistence and the discipline of taking smart risks.


2. Them v. Us

Declining teams focus on themselves.


Growing teams focus on the people they’re trying to reach.


If your leadership team conversations are primarily all about the needs and wants of your staff and not your mission, it’s a sure sign that your campus is inward-focused.


Correct me if I am wrong. The mission of your campus is to impact the prosperity of your community (and beyond). Growing campus cultures know that, and they live it.


Nobody likes to fight for the greatest good of others alongside self-centered people.


If your impact is becoming smaller and smaller, you may want to ask yourself if you’re becoming more about those on your payroll vs. those they are called to serve.


3. Principles v. Preferences

Declining systems focus on their people’s preferences.


    Bill prefers to work from home.

    Michelle wants reserved parking.

    Fran wants to use the old LMS system.


And so, the leader swirls and scurries, trying to please everybody.


Declining systems bend to the preferences of their people.


Growing campuses take care of their people while bending to the needs of their mission.


In fact, they focus on the purpose-driven principles that will help them reach more people.


Is your leadership team principle or preference driven? There’s a world of difference between the two.


4. Proactive v. Reactive

This is a close cousin of points 2 and 3 above, but the difference is deadly or life-giving depending on where you land.


Growing campuses are proactive. They choose their agenda and immediately get on issues that can impact their future.


Declining campuses are reactive. They allow the preferences of the self-interested to determine the agenda and then react to those problems as they arise.


In fact, the educational systems in decline are so busy reacting to the noise on the inside that they literally can’t get around to charting a new course for the future.


Activating winning strategies are only available to the healthy.


If you cannot chart a course for the future, eventually, you will have no future.


Growing systems have a strong bias for setting their agendas based upon what the mission, vision, and values require.


Leaders serving growing campuses simply refuse to yield to the agenda of others that would take them off mission. As a result, they are far more effective and win more often.


But only if their measuring stick is outward-facing.


5. Now v. Eventually

Growing systems act. And they act now.


Declining systems don’t.


Declining campuses don’t actually say they won’t act. They just say they’ll get to it ‘eventually,’ or someday, or ‘when the time is right—which means never.


By contrast, great leaders and their teams banish the word ‘someday’ and other cowardly words from their vocabulary.

If you want to be effective, you act.


If you want to be ineffective, you don’t.


Talk without action has little value. And too many campus leaders specialize in talk.


In addition, too many campus teams meet for the sake of meeting.


To talk.


The world is moving fast.


If you can’t remember the last time you made a significant decision that altered the course of your system, your leadership culture is average and in need of a tune-up.


If you talk about the same issues meeting after meeting with no resolution, you’re spinning your wheels and at risk of losing your best talent.


Does that mean you have to act on everything? Well, yes and no.


If you’re not going to act, strike the item off the agenda and move on.


If you are going to act, act. Now.


Just make a decision and move on with it. Don’t get stuck in the no man’s land of believing the lie that talking about things solves things.


As my friend Dr. Ric Dressen says, "action produces traction." So act.


Break Through The Barriers That Prevent Your Campus From Growing.

It can be discouraging to put your heart into your system and team while still seeing it plateau or, worse, decline. But that’s the reality facing many campuses leaders today.


According to one study, 94% of our public institutions aren’t growing. That means more than 9 out of 10 schools, districts, and colleges are stuck or losing ground.


Sadly, people in your community are experiencing widespread polarization and hopelessness, and they need healthy campus leaders more than ever. So, why does keeping people in your schools (much less attracting new learners) feel like such an uphill battle?


It’s time to reverse that trend through pivotal decisions with your leadership team.


Leader and Team Health are significantly connected to the overall strength of your Organization’s Performance. Accelerating Team Performance will prepare you for growth by removing obstacles in your control.



Learn how to navigate the Six Lead Measures of Organizational Health that will inject clarity and direction into your mission and help remove the barriers that stand between you and advancing your mission.


Learn more about Accelerating Team Performance Here:

P.S. Whenever you are ready here are the 2 best ways I can help you:


1) Get your FREE guide: 5 Evidence-Based Practices to Reclaim More Team Engagement with Less Effort: www.higherperformancegroup.com/reclaim


2) Schedule a Call. Let’s talk about the obstacles (and opportunities) that you & your team are currently facing.  www.higherperformancegroup.com/schedule


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By HPG Info April 29, 2025
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Students are leaving at alarming rates, and institutional leaders would rather invest in another expensive CRM system than confront the uncomfortable truth about why. Each 1% improvement in retention translates to approximately $300,000 to $500,000 in preserved revenue for a mid-sized institution. The Data Behind the Dropout Crisis The numbers tell a devastating story that translates directly to institutional financial health: According to the American Institutes for Research, on average, 23% of students don't return for their sophomore year, and an additional 10% leave before their junior year, resulting in a staggering 33% dropout rate over the first three years. The U.S. News data reveals that "in many cases, 1 in 3 first-year students or more won't make it back for their second year" with reasons ranging "from family problems and loneliness to academic struggles and a lack of money." Even at community colleges, which have seen improvements, retention rates hover around 55%, meaning nearly half of students drop out after their first year. For institutional advancement professionals, this represents not just lost tuition but also diminished lifetime giving potential, as non-completers are 76% less likely to become donors. The Uber Education: Real-World Impact on Institutional Reputation Let me share something that happens with alarming regularity. In my work, I travel to dozens of campuses each week to serve their leaders and teams. During these travels, I spend considerable time in the back of Uber and Lyft rides. I've developed a habit of asking drivers if they know much about the campus I'm visiting. Consistently—and disturbingly—drivers tell me they used to attend that very institution. When I ask why they left, about half cite straightforward economic reasons: "I couldn't afford it." But the other half? Their responses represent walking negative advertisements for your institution: "I felt invisible there." "I was just a number." "The faculty didn't treat me with respect." "Nobody seemed to care if I showed up or not." What's most telling? These former students are literally driving others to the very campuses they abandoned. In marketing terms, this represents thousands of negative brand impressions that no social media campaign can overcome. The Structural Challenge: Institutional Inertia Why do institutions continue pouring resources into enrollment while neglecting retention? The answer lies in structural challenges and institutional inertia that affect even the most well-intentioned campus leaders. The enrollment-fixated culture persists because it aligns with traditional budget cycles and reporting structures. Enrollment creates immediate revenue and impressive statistics for board meetings. It doesn't require the cross-departmental coordination and long-term metrics that effective engagement strategies demand. When retention initiatives require fundamental reassessment of how institutions operate—from teaching methods to student support systems—organizational inertia often redirects focus back to the familiar territory of enrollment metrics. The emotional and financial investment in "round-the-clock caffeine-infused enrollment hustlers" represents a deeply ingrained institutional tradition that, while understandable, is increasingly at odds with financial sustainability in today's competitive landscape. The Empathetic Reality Check for Campus Professionals Let's acknowledge a brutal truth: the structural challenges that create this situation are deeply entrenched and not easily dismantled. Decades of institutional history, financial models, and academic traditions have developed systems that naturally resist transformation. This isn't about assigning blame to campus leaders. Those I serve genuinely care about student success but find themselves constrained by systems that measure and reward the wrong things. The enrollment-obsessed culture didn't develop overnight, and it won't be overturned with a single initiative or program. What's encouraging, however, is that professionals who successfully lead engagement transformations report accelerated career advancement and professional recognition, as their institutions outperform peers on key metrics that boards and accreditors increasingly prioritize. A Practical 3-Step Path Forward: Proven Approaches for Immediate Implementation 90-Day Quick Start Timeline Days 1-30: Audit existing engagement data sources and establish baseline metrics Days 31-60: Implement pilot engagement initiatives in the highest-attrition departments Days 61-90: Present initial findings to leadership with ROI projections 1. Establish Engagement as a Core Metric with Proven ROI Real-world proof it works: Georgia State University transformed its retention rates by analyzing over 800 student data points to identify engagement risks early, helping more than 2,000 students stay on track annually. This initiative generated an additional $3 million in tuition revenue and significantly enhanced the institution's rankings. 5 Engagement KPIs That Predict Retention with 90% Accuracy: Learning management system activity (frequency and duration) Assignment completion rates Faculty interaction frequency Student service utilization Co-curricular participation When restaurant chains receive poor customer satisfaction scores, they often overhaul their menus and retrain their staff. When airlines receive low Net Promoter Scores, executives face increased scrutiny from the board. Yet when students express disengagement through course evaluations or by leaving, we rarely see comparable institutional accountability. Implementing these metrics has provided advancement opportunities for forward-thinking professionals across institutions. 2. Realign Resources and Rewards for Career Advancement Real-world proof it works: Purdue University's "Back a Boiler" income share agreement program directly aligns institutional financial incentives with student success—the university only succeeds when graduates succeed. Meanwhile, Arizona State University ties executive compensation partly to student progression rates, and leaders who implemented these approaches have seen significant professional advancement. The evidence shows that professionals who champion engagement-centered initiatives are 40% more likely to advance to senior leadership positions within five years, as these initiatives deliver measurable institutional improvements that boards recognize and reward. Executives who have implemented retention-based compensation models report that these approaches not only improve student outcomes but also enhance departmental collaboration and innovation, key skills that accelerate professional development. 3. Create Institutional Accountability for Engagement Excellence Real-world proof it works: Amarillo College restructured its leadership around a "No Excuses" poverty initiative, making student success the primary institutional accountability metric. This resulted in a tripling of graduation rates within five years. This initiative earned the college the prestigious Aspen Rising Star award, garnering national recognition for the leadership team. Valencia College's similar approach helped them win the Aspen Prize for Community College Excellence, significantly enhancing the professional profiles of key administrators. Institutions that implement engagement accountability frameworks see an average 12% improvement in key performance indicators within two years, creating tangible success metrics for professionals who champion these approaches. The Transformative Opportunity for Institutional Advancement The institutions consistently gaining market share in today's competitive higher education landscape share one characteristic: they've shifted from an enrollment-fixated culture to one that values engagement equally, unlocking substantial revenue preservation and enhancement. This isn't just about boosting retention rates; it's also about enhancing overall customer experience. It's about strengthening institutional financial sustainability while fulfilling the core mission of higher education: transforming students' lives through meaningful learning experiences. The most successful campus professionals of the next decade will be those who recognize that engagement metrics aren't just nice-to-have supplements to enrollment data—they're essential predictors of institutional viability. It's not just good educational practice—it's a sound business strategy for the increasingly competitive education industry. Implementation Resources 5 Key Engagement Metrics to Start Tracking Tomorrow:  Student-faculty interaction frequency Learning management system engagement Participation in high-impact practices Sense of belonging indicators Academic performance progression What will you do differently next quarter? References: American Institutes for Research. (2023). The Overlooked Challenge of Second- to Third-Year Retention. Assunção, H., et al. (2020). University Student Engagement Inventory (USEI): Transcultural validity evidence across four continents. Frontiers in Psychology, 10, 1–12. Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. National Student Clearinghouse Research Center. (2024). Persistence and Retention. U.S. News & World Report. (2025). University Rankings by First-Year Retention Rate.
By HPG Info April 23, 2025
Nine Standard Practices To Get You Started FOREWORD: THE LEADERSHIP DEVELOPMENT REALITY Let's face it: leadership development is a staple in every educational institution. While research suggests most programs produce minimal lasting impact despite their popularity, we continue to create them because, well, that's what everyone does. Organizations spend billions of dollars annually on leadership development with minimal return, yet the tradition persists. Every year, universities, colleges, and school districts introduce new leadership academies that appear well in promotional materials and annual reports. If you're looking to join this well-established tradition, this field guide provides a straightforward overview of the standard practices that will ensure your leadership program aligns comfortably within the realm of the average. THE AVERAGE LEADERSHIP ACADEMY EXPERIENCE: 9 STANDARD PRACTICES 1. 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A quick photo opportunity at the graduation ceremony is the standard level of engagement. 9. Aspirational Standards It's perfectly normal to teach leadership approaches that don't align with how things actually work at your institution. Most programs promote idealized leadership that bears little resemblance to the messy reality of organizational life. The Standard Approach : Build your curriculum around leadership ideals that sound great in theory, even if they contradict how decisions are actually made at your institution. This gap between theory and practice is a familiar feature of most leadership development programs. 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Creating leadership development that produces lasting change requires thought, care, and expertise. The truth is that developing transformative leadership capacity is possible, but it doesn't happen through shortcuts or by following popular yet ineffective formulas. After working with hundreds of campus and district leaders across the country, we've developed a proven framework that transforms not just individual leaders but entire institutional cultures. JOIN THE LEADERSHIP & CULTURE {INSTITUTE} Develop the foundation and framework necessary to Become, Build, Lead, and MULTIPLY modern campus leadership development that works to scale and sustain across your entire organization. The Difference: Your people become YOUR GUIDES. Our 12-Month Leadership Experience includes: 1:1 Discovery and Natural Leadership Profile sessions for each leader Monthly world-class workshops (on-site or virtual) Comprehensive digital resource library Executive performance coaching Lead Team 360™ assessment Teams consistently achieve: Enhanced communication and trust Better team collaboration Stronger organizational alignment Restored team capacity Improved decision-making Reduced operational friction Intended results Don't settle for leadership development that merely checks a box when you can build genuine leadership capacity that transforms your institution. Ready to elevate your team's performance? Visit https://www.higherperformancegroup.com/lci to learn more about the LEADERSHIP & CULTURE {INSTITUTE}. The path to extraordinary leadership begins with understanding what really works. REFERENCES  Avolio, B. J., Avey, J. B., & Quisenberry, D. (2010). Estimating return on leadership development investment. The Leadership Quarterly, 21(4), 633-644. Beer, M., Finnström, M., & Schrader, D. (2016). Why leadership training fails—and what to do about it. Harvard Business Review, 94(10), 50-57. Conger, J. A., & Benjamin, B. (1999). Building leaders: How successful companies develop the next generation. Jossey-Bass. Day, D. V. (2000). Leadership development: A review in context. The Leadership Quarterly, 11(4), 581-613. Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25(1), 63-82. DeRue, D. S., & Myers, C. G. (2014). Leadership development: A review and agenda for future research. In D. V. Day (Ed.), The Oxford handbook of leadership and organizations (pp. 832-855). Oxford University Press. Galli, E. B., & Müller-Stewens, G. (2012). How to build social capital with leadership development: Lessons from an explorative case study of a multibusiness firm. The Leadership Quarterly, 23(1), 176-201. Gurdjian, P., Halbeisen, T., & Lane, K. (2014). Why leadership-development programs fail. McKinsey Quarterly, 1(1), 121-126. Hess, E. D., & Ludwig, K. (2017). Humility is the new smart: Rethinking human excellence in the smart machine age. Berrett-Koehler Publishers. Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). Wiley. McCall, M. W. (2010). Recasting leadership development. Industrial and Organizational Psychology, 3(1), 3-19. Petrie, N. (2014). Future trends in leadership development. Center for Creative Leadership.
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