Higher Performance Insights | LEADER INSIGHTS: SUMMER SEMESTER "HOW TO" SPECIAL EDITION

July 29, 2025
higher performance insights

Real HOW TO solutions from real educational leaders---and the research-backed answers that can transform how you navigate the complexities of modern leadership


When 62% of senior leadership teams report significant gaps in psychological safety---the very foundation they're supposed to create for others---we have a leadership crisis hiding in plain sight.


Every semester, I receive hundreds of questions from district and campus leaders through our executive coaching exchanges. These conversations occur in confidence — during leadership intensives, one-on-one coaching sessions, and late-night calls when the weight of responsibility feels overwhelming.


This summer semester, I decided to pull some of the most compelling questions and share my thoughts publicly, restructuring them using the innovative "HOW TO" approach pioneered by Bradley Fuster and San Francisco Bay University. Their brilliant transformation of traditional course titles—eliminating the yawn-inducing "English 101" or "Intro to Marketing" in favor of practical "HOW TO" titles—has revolutionized how students engage with learning.


We're applying that same energy to leadership challenges. These aren't hypothetical scenarios — they're real challenges from real leaders in districts and on campuses across the country. Names have been changed for confidentiality, but the struggles are authentic. If you find this format helpful, let me know. We plan to make this a special semester edition going forward.


HOW TO: Maintain Psychological Safety for Your Team When You Feel Like You're Drowning

Original question: "How do you maintain psychological safety for your team when you yourself feel like you're drowning? I'm supposed to be the calm, confident leader, but inside I'm struggling with imposter syndrome and the constant pressure to have all the answers." - Maria, University Vice President for Academic Affairs

Maria, you've hit on the central paradox of every modern leader of people and systems: You can't give what you don't have, yet your role systematically strips away the very conditions you need to create for others.


Recent research, tracking 769 K-12 staff members over four years, revealed predictable patterns in educational psychological safety. While 51% maintained stable-high levels and 44.8% remained at stable-medium, 4.2% experienced dynamic-low psychological safety. But here's what the research doesn't capture: Leaders often exist in a separate category entirely, experiencing what I call "psychological safety deficit disorder."


The stakes become even higher when we examine senior leadership dynamics specifically. Studies of nearly 300 leaders over 2.5 years found that teams with high degrees of psychological safety reported higher levels of performance and lower levels of interpersonal conflict. For senior leadership teams, where research found members reported the greatest differences in their perceived levels of psychological safety, 62% of senior teams demonstrated significant variability.


The Calibrated Vulnerability Solution


Maria, here's what you need to understand: Your imposter syndrome isn't a personal failing---it's an occupational hazard. When you're constantly in "performance mode," authentic connection becomes impossible. But psychological safety isn't built through perfection; it's built through what I call "calibrated vulnerability."


Start with one person — your most trusted team member — and practice transparent leadership. "I'm working through this challenge and here's my thinking..." This isn't weakness; it's modeling the very behavior you want to see in your organization.

The psychological safety you create for others begins with the psychological safety you create for yourself. When you demonstrate that uncertainty is acceptable, that thinking out loud is valuable, and that perfection isn't the standard, you give your team permission to do the same.


Understanding psychological safety challenges leads us naturally to the next critical area: recognizing when those challenges are pushing leaders and teams toward burnout.


HOW TO: Recognize Early Warning Signs of Burnout (That 90% of Leaders Miss) in Yourself and Your Team

Original question: "What early warning signs should I watch for in myself and my team to prevent burnout before it becomes a crisis? I've seen too many good people leave education because they reach their breaking point." - Robert, Superintendent of Schools

Robert, you're asking the right question at exactly the right time. A comprehensive meta-analysis of 348 studies involving over 3.6 million participants found that educational leadership impact on student achievement diminished significantly during exceptional circumstances like the COVID-19 pandemic---and burnout is often the culprit.


The early warning signs aren't what most leaders think. It's not the obvious exhaustion or irritability. It's the subtle shifts that happen weeks before the crash:


Individual Level Warning Signs:


  • Decision fatigue masquerading as perfectionism
  • Emotional numbing disguised as "professional boundaries"
  • Innovation paralysis---when everything feels like a risk

Team Level Warning Signs:


  • Decreased psychological safety, which research shows is consistently associated with greater perceived supports and lower burnout
  • Communication becoming transactional rather than relational
  • Loss of collective problem-solving capacity


System Level Warning Signs:

  • Increased reliance on formal authority instead of influence
  • Policy creation as a substitute for leadership presence
  • Meeting multiplication- when committee work becomes the primary communication strategy


The Sustainability Audit Framework


The intervention framework I use with leaders: Implement what I call "sustainability audits" monthly. Ask your team: "What's one thing that's energizing you right now? What's one thing that's draining you?" Track patterns, not just individual responses.


When you catch burnout in its early stages — before the obvious symptoms appear — you can address the root causes rather than managing crisis symptoms.


Preventing burnout requires honest assessment, but it also demands the courage to have difficult conversations when performance issues arise. This brings us to one of leadership's most delicate challenges.


HOW TO: Have Tough Conversations with Star Faculty Who Aren't Performing Without Losing Their Institutional Knowledge

Original question: "How do you have tough conversations with long-term faculty members who aren't performing but have institutional knowledge you can't afford to lose? I feel stuck between accountability and preservation of relationships." - Jennifer, College President

Jennifer, you've identified what researchers call "the competence-commitment paradox"-when emotional investment in people conflicts with organizational performance needs. Recent research on school leadership during crises has found that democratic, humanistic, and participatory leadership styles are most effective in maintaining mental health and performance; however, these approaches require skilled navigation of exactly this tension.


The mistake most leaders make is treating this as an either/or choice: accountability OR relationship preservation. High-performing institutions understand it's a both/and challenge that requires what I've developed as the "fierce compassion framework" — a both/and approach that honors relationships while driving results.


The Fierce Compassion Framework:


Step 1 - Separate the person from the performance. Start the conversation with: "I value you and your contributions to this institution. That's exactly why we need to address this performance gap."


Step 2 - Make the institutional knowledge visible. "Your understanding of our campus culture and history is invaluable. I want to find ways to leverage that while also ensuring you're set up for success in your current role."


Step 3 - Create a growth pathway, not a correction plan. Research indicates that individuals respond more positively to development opportunities than to performance improvement plans. Focus on building capacity, not just addressing deficits.


Step 4 - Set clear timelines with support systems. "Here's what success looks like, here's how I'll support you, and here's our timeline for seeing progress."


Having the conversation IS preserving the relationship, not destroying it. Avoiding it destroys both the relationship and the performance.


Even when we master difficult one-on-one conversations, we still face the broader challenge of leading change across diverse groups with varying levels of experience and buy-in.


HOW TO: Lead Change When Your Most Experienced Faculty Resist While Your Newer Leaders Lack Credibility

Original question: "How do you lead change when your most experienced faculty resist new initiatives, but your newer department chairs lack the credibility to drive implementation? I feel caught between generational divides." - David, University Vice President for Strategic Initiatives

David, you're dealing with what recent leadership research identifies as the distributed leadership challenge — how to harness collective intelligence while managing natural resistance to change. This isn't actually about generational divides; it's about recognizing expertise and changing ownership.


Studies on distributed leadership show that transformative change happens when leadership becomes "a collective endeavor involving multiple stakeholders" rather than top-down mandate implementation. The key is creating what I call "expertise bridges."


The Expertise Bridge Strategy:


Phase 1 - Map the real expertise. Your experienced staff have implementation wisdom; your newer staff have innovation energy. Neither group has complete expertise — and that's your advantage.


Phase 2 - Create mixed-expertise teams. Pair your most experienced faculty with your most innovative department leaders. Give them shared ownership of both the problem definition and solution design.


Phase 3 - Use resistance as data. When experienced faculty resist, they're often identifying implementation challenges that enthusiastic newcomers miss. Reframe resistance: "What implementation challenges is this concern highlighting?"


Phase 4 - Build credibility through collaboration. Let your newer department chairs gain credibility by successfully partnering with respected faculty veterans, not by challenging them.



The breakthrough happens when both groups realize they need each other to succeed. Your job isn't to choose sides — it's to orchestrate that realization.



The Hidden Factor Behind Breakthrough Teams


Here's what I've learned from working with hundreds of educational leadership teams: The difference between leaders who thrive despite challenges and those who get overwhelmed isn't individual resilience — it's about Team Intelligence (TQ).


When teams develop high Team Intelligence, they naturally create the psychological safety cues that prevent burnout and amplify collective problem-solving. They learn to respond to the isolation of leadership, just as the most effective educational systems do—by building sustainable support networks rather than relying on heroic individual effort.


The TQ Advantage for Educational Leaders:

  • 48% faster recovery from leadership challenges
  • 42% higher staff retention and engagement
  • 39% more innovative solutions to complex educational problems


The breakthrough teams I work with understand that educational leadership doesn't have to be a solo endeavor. When teams develop Team Intelligence, mutual support becomes their natural response to pressure.


These four leadership challenges — psychological safety deficits, burnout prevention, difficult performance conversations, and change resistance — represent the core struggles that every educational leader faces. However, they also represent the greatest opportunities for building Team Intelligence, which transforms individual challenges into a collective problem-solving capacity.


Ready to Transform Leadership Challenges into Team Strength?


Stop trying to handle the complexity of educational leadership on your own. Start building the Team Intelligence that transforms individual challenges into collective problem-solving capacity.


The first step is understanding your team's current Team Intelligence. In just 5 minutes per team member, you can discover:



  • Where leadership isolation is most likely to impact your team's performance
  • Which team dynamics naturally create psychological safety for leaders
  • How to transform the toughest leadership challenges into team development opportunities


https://www.higherperformancegroup.com/team-intelligence-assessment




Discover Your Team Intelligence → https://www.higherperformancegroup.com/team-intelligence-assessment


Because when you can't create sustainability among leaders, you can't create results for students. But when you develop Team Intelligence, the challenges that overwhelm individual leaders become the problems that strengthen entire teams.


Just as educational leaders have learned to leverage collective intelligence, you can too, starting today.


Special thanks to San Francisco Bay University for modeling the transformative "HOW TO" approach to course titles and learning engagement. Their innovation in eliminating traditional academic jargon in favor of practical, action-oriented titles has inspired educational institutions nationwide to rethink how they present learning opportunities.


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References


  • Dickson, E., Lardier, D. T., Verdezoto, C. S., & Hackett, J. M. (2024). Reducing isolation for educators through ECHO virtual communities of practice. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1409721
  • Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.
  • Ertem, H. Y. (2024). School leadership fostering mental health in the times of crisis: synthesis of school principals' views and PISA 2022. BMC Psychology, 12(1), 695.
  • Fleming, C. B., et al. (2024). Psychological safety among K‐12 educators: Patterns over time, and associations with staff well‐being and organizational context. Psychology in the Schools, 61(2), 476-495.
  • Karadağ, E., & Sertel, G. (2025). The effect of educational leadership on students' achievement: A cross-cultural meta-analysis research on studies between 2006 and 2024. Educational Management Administration & Leadership, 53(1), 142-167.
  • Peng, T., Wang, C., Xu, J., Dai, J., & Yu, T. (2024). Evolution and current research status of educational leadership theory: A content analysis-based study. SAGE Open, 14(3).
  • Zhang, H., et al. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences & Humanities Open, 9, 100835.


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More Blog Articles

By HPG Info July 22, 2025
The Reason Your Star-Studded Cabinet Isn't Moving The Performance Needle Last Monday at 8:00 AM, you sat down with your dream team, boasting a combined experience of over 150 years in education. Advanced degrees from prestigious universities. Proven individual track records. By Friday, you were staring at the same reality faced three years ago: brilliant people, endless meetings, and problems that seemed to multiply faster than solutions. You probably caught yourself thinking: "If we're this smart and experienced, why does it feel like we're spinning our wheels while our system falls further behind our competition?" Here's the uncomfortable truth that research reveals: You've assembled individual experts but haven't built collective intelligence. And it's costing your students everything. THE RESEARCH MIT's Dr. Anita Woolley published groundbreaking research in Science that should revolutionize how you think about your leadership team. The shocking finding: Teams with higher collective intelligence outperform teams of individually brilliant people by 40-60%. There's little correlation between a group's collective intelligence and the IQs of its individual members. Translation for education: Your hiring strategy—recruiting the smartest individuals—might be fundamentally limiting your potential. The brutal reality: 75% of cross-functional teams are dysfunctional, not because people lack competence, but because competent individuals can't think together effectively. While you've been building cabinets of experts, breakthrough TEAMS have been developing something entirely different: the ability to think collectively. WHY INITIATIVES FAIL Recent research from the Center for Business Practices found that 60% of project failures stem from poor collective leadership—expectations that were too high, unrealistic, not managed, or poorly communicated. Sound familiar? In education, this translates to: Curriculum implementations that never reach full adoption Technology initiatives that teachers resist Strategic plans that gather dust Reform efforts that create more problems than they solve The hidden pattern: These aren't implementation problems—they're collective intelligence problems. Your team has the expertise. What they lack is the process that transforms individual brilliance into a collective breakthrough. THE FOUR DYSFUNCTIONS 1. The Isolation Analysis Trap The Problem: Each department head analyzes their piece of the system challenge separately, then tries to negotiate solutions during meetings. Why It Fails: Collective intelligence emerges from real-time collaboration, not individual analysis followed by group discussion. Example: When addressing chronic absenteeism, the student services director focuses on home visits, the curriculum director examines engagement strategies, and the transportation director reviews route efficiency—but they never collectively examine the interconnected nature of the problem. 2. The Expertise Silo Disease The Problem: You know exactly how each person will respond before they speak. Your CFO sees everything through a budget lens. Your VP of Academics defaults to instructional solutions. Why It Fails: Teams with diverse expertise only show amplification effects when they work collectively, not in isolation. Example: During budget cuts, each department advocates for its programs individually, rather than collectively redesigning how the institution delivers comprehensive, in-demand programming. 3. The Meeting Theater Syndrome The Problem: You mistake presentations and reports for collective thinking. Why It Fails: Critical thinking and problem-solving emerge through real-time collaboration, not through individual preparation followed by information sharing. Example: Monthly cabinet meetings where each administrator reports on their division/site rather than collectively solving system-wide challenges. 4. The Consensus Compromise The Problem: Teams avoid productive conflict about student outcomes, instead seeking artificial harmony. Why It Fails: Breakthrough solutions require teams to have difficult conversations about what's really happening across campus metrics. Example: Avoiding tough discussions about underperforming divisions or ineffective programs because "we don't want conflict." THE BREAKTHROUGH FRAMEWORK Modern research confirms what ancient wisdom communities have long known: breakthrough understanding occurs in community, not isolation. The Truth → Experience → Action Model TRUTH: What's the real challenge our students and community are facing? EXPERIENCE: How do we encounter this challenge together as a leadership team, not through separate departmental reports? ACTION: What coordinated response emerges from our collective understanding? The Critical Difference: Research shows that teams must experience problems together in real-time rather than analyzing them separately. The Transformation That Actually Works ❌ The Typical Approach (Actually Destructive): Hope individual experts will eventually coordinate better Cabinet scenario: Your achievement gap persists despite individual departments working harder. Each team member has solutions, but they're not aligned. You schedule more meetings to "coordinate efforts." Result: Frustration increases. Solutions compete rather than complement. Problems persist despite good intentions. ✅ The Breakthrough Approach (Game-Changing): Create collective intelligence that generates solutions none of you could develop alone Same scenario, different response: You clear half a day. The entire team visits classrooms together, talks to students experiencing the achievement gap, and observes the challenge firsthand. Then you think together in real-time about what you're all seeing. Result: Breakthrough insights emerge that transform your approach to the entire challenge. Solutions integrate naturally because they're developed collectively. IMMEDIATE ACTIONS 1. Replace "Report Out" with "Think Together" No presentations about departmental updates Choose one real system challenge Think through it collectively in the room 2. Implement the "Fresh Eyes" Rotation Let your newest team member lead the discussion on your oldest problem Ask your operations director to examine curriculum challenges Rotate who brings the initial perspective to familiar issues 3. Create Real-Time Discovery Sessions Schedule quarterly sessions where you encounter problems together No pre-work. No slides. Just collective thinking. Research shows that collective intelligence emerges from shared real-time experience 4. Measure Your Team Intelligence (TQ) Track how often breakthroughs emerge from team discussions vs. individual contributions Monitor whether your team generates solutions that none of you developed alone Assessment of group performance must account for underlying collective intelligence THE CONVINCING EVIDENCE Recent studies on collective leadership in education show significant positive effects on both student achievement and faculty retention. Educational research confirms that distributed leadership—where multiple people exercise leadership collectively—creates conditions that directly impact school climate and student outcomes. As AI transforms education, developing collective intelligence becomes even more critical. These are capabilities that technology cannot replace: the ability to think together, discover together, and create breakthrough solutions through human collaboration. THE EXPERIMENT Challenge: Pick your system’s most persistent problem—the one your leadership team has "solved" multiple times but keeps returning. The Collective Intelligence Approach: Clear half a day from everyone's calendar Experience the problem together as a team —visit classrooms, talk to students, and observe the challenge firsthand No prep. No presentations. No predetermined solutions. Think together in real-time about what you're all seeing See what emerges that none of you discovered working alone Warning: This will expose the extent to which your team relies on individual expertise rather than collective intelligence. It will be uncomfortable. It's also the path to breakthrough results. THE RUMBLE Your Team Intelligence Audit Questions: When did your leadership team last generate a solution that surprised all of you? How often do breakthrough insights emerge from your meetings vs. individual work? Do your collaborative sessions produce ideas that exceed what any individual member could develop alone? Are you solving problems or just coordinating individual solutions? The brutal truth: Individual brilliance is the ceiling. Collective intelligence is the breakthrough that transforms educational outcomes. READY TO TRANSFORM? Stop hoping individual experts will eventually coordinate better. Start building the collective intelligence that creates breakthrough results for students.  The first step is understanding your team's current intelligence quotient. In just 5 minutes per team member, you can discover: Where your team defaults to individual rather than collective thinking Which cognitive perspectives naturally enhance group intelligence How to transform your most challenging dynamics into breakthrough collaboration
By HPG Info July 15, 2025
How one leader can transform funky team dynamics (without saying a word) Last week, I shared research about how one negative leader can destroy team performance by 30-40%. This month, a campus president I work with experienced the flip side firsthand. During a contentious budget meeting, her executive team was fracturing. One VP was openly dismissive. Another had checked out completely. The CFO was getting defensive about every question. Then something remarkable happened. Her newest VP—quiet, unassuming, no formal authority over the others—leaned forward when the dismissive leader made a cutting remark. He smiled (not sarcastically), made eye contact, and said, "That's a really important concern. Help me understand what you're seeing that we might be missing." The room shifted. Within minutes, the defensive CFO was listening. The checked-out VP re-engaged. Even the dismissive leader found himself contributing constructively. One person changed everything. And research shows exactly why. The Outlier Group That Defied Everything In Will Felps' "bad apple" experiment that I shared last week, there was one group that thrived despite having a planted saboteur trying to destroy their performance. Nick, the saboteur, was baffled: "This group felt really different to me," he reported. "It was mostly because of one guy." That person was Jonathan—a thin, curly-haired young man with a quiet voice and an easy smile. While Nick systematically tried to derail the group with negativity, Jonathan's team remained attentive, energetic, and produced high-quality results. Here's what made this extraordinary: Jonathan didn't seem to be doing anything at all. "A lot of his really simple stuff is almost invisible at first," Felps observed. When Nick would start being aggressive, Jonathan would lean forward, use open body language, laugh and smile—never in a contemptuous way, but in a way that "takes the danger out of the room." Then came the pivot: Jonathan would ask a simple question that drew others out: "Hey, what do you think of this?" Sometimes he'd even ask Nick directly: "How would you do that?" The result? Even Nick, almost against his will, found himself being helpful. The Invisible Leadership That Changes Everything MIT's Human Dynamics Lab discovered why Jonathan's approach was so powerful. Using devices called "sociometers," they tracked the micro-interactions of hundreds of teams and found something revolutionary: You can predict team performance by focusing on how people interact, rather than what they say. Jonathan was unconsciously mastering what researchers call "belonging cues"—micro-signals that answer the ancient questions always glowing in our brains: Are we safe here? What's our future with these people? Are there dangers lurking? Jonathan's belonging cues had three qualities: Energy : He invested fully in each exchange Individualization : He treated each person as unique and valued Future orientation : He signaled the relationship would continue These cues sent one powerful message: "You are safe here." The Neuroscience Behind the Magic When someone receives belonging cues, a remarkable phenomenon occurs in the brain. The amygdala—our primeval danger-detection system—literally switches roles. Instead of scanning for threats, it transforms into what NYU neuroscientist Jay Van Bavel calls "an energetic guide dog" focused on building social connections. Brain scans reveal the moment: "The whole thing flips," Van Bavel says. "It's a big top-down change, a total reconfiguration of the entire motivational and decision-making system." Translation for leaders: Simple safety behaviors unlock the cognitive capacity your team needs for breakthrough thinking. When Belonging Beats Billions: The Google Story In the early 2000s, the smartest money in Silicon Valley was betting on Overture to dominate the internet advertising market. They had the brilliant founder, the resources, and a $1 billion IPO. Google was the underdog. The turning point came on May 24, 2002, when Google founder Larry Page pinned a note in the company kitchen. Three words: "These ads suck." Jeff Dean, a quiet engineer from Minnesota, saw the note while making a cappuccino. He had no reason to care—he worked in search, not advertising. However, something about the culture compelled him to dive in anyway. What happened next was extraordinary: Dean worked through the weekend, sent a fix at 5:05 AM Monday, and single-handedly unlocked the problem that made Google's AdWords engine dominant. The breakthrough: Dean's fix boosted accuracy by double digits. Google's profits went from $6 million to $99 million the following year. By 2014, AdWords was generating $160 million per day. But here's the strangest part: Dean barely remembered it happening. "It didn't feel special or different," he said. "It was normal. That kind of thing happened all the time." Why Google Won and Overture Lost Google didn't win because it was smarter. It won because it was safer. While Overture was "hamstrung by infighting and bureaucracy" with "innumerable meetings and discussions," Google was what researchers call "a hothouse of belonging cues." Google's belonging signals: Larry Page's technique of igniting whole-group debates around tough problems No-holds-barred hockey games where no one held back fighting founders for the puck Wide-open Friday forums where anyone could challenge leadership Small building with high proximity and face-to-face interaction The pattern mirrors exactly what MIT found drives team performance: Everyone talks and listens in roughly equal measure High levels of eye contact and energetic gestures Direct communication between all members, not just with the leader Back-channel conversations and side discussions Members who explore outside and bring information back The Hidden Cost of Hoping Culture Will Fix Itself Every day you wait for someone else to create belonging cues costs you: Faculty who disengage because they sense leadership division Students who suffer when initiatives fail due to leadership dysfunction Community trust that erodes when leadership appears fractured The brutal reality: Just as one bad apple can destroy performance in 30 seconds, one person creating belonging cues can transform the entire dynamic just as quickly. The question isn't whether your team needs a Jonathan. The question is: Will you become one? From Toxic to Transformative: The Belonging Framework ❌ The Typical Approach (Actually Destructive): Hope the negative dynamics burn themselves out Cabinet scenario: Your resistant executive team member makes dismissive comments during strategic planning. Other leaders start disengaging. You address it privately, but the group dynamic doesn't change. Result: Good initiatives die. High-performing leaders start looking elsewhere. Strategic momentum stalls. ✅ The Breakthrough Approach (Game-Changing): Create belonging cues that transform resistance Same scenario, different response: When the resistant leader makes a dismissive comment, you lean forward, make eye contact, and say, "You're raising something important—what am I not seeing here?" Then pivot to the group: "How do the rest of you see this?" Result: Resistance becomes strategic information. The team stays engaged. Opposition transforms into collaborative problem-solving. The Simple Signals That Change Everything Research shows belonging cues work through tiny, consistent signals. Here are the ones that matter most: Physical proximity and positioning: Sit in circles when possible Lean forward during difficult conversations Make frequent eye contact Communication patterns: Keep contributions short and energetic Ask questions that draw others out Listen intently and respond to what you hear Energy and attention signals: Give people your full presence Thank individuals by name for contributions Use humor (not sarcasm) to defuse tension The key insight: These aren't "soft skills"—they're performance drivers that literally rewire team dynamics. Transform Any Team Dynamic Starting Today The Belonging Cue Assessment: Step 1: Record your next team meeting (audio only) Step 2: Count how many times you create vs. destroy belonging cues Step 3: Notice the team's energy level during each type of interaction Three Daily Practices: Lean in when others lean back from conflict Respond to resistance with curiosity: "What am I missing here?" Create micro-connections before tackling difficult topics The Jonathan Protocol for Your Next Team Meeting: When someone becomes defensive, physically lean toward them Respond with genuine curiosity instead of defensiveness Pivot to include the whole group: "What do others think?" Remember: Your body language and tone matter more than your words Ask the resistant person directly: "How would you approach this?" The Choice That Defines Breakthrough Leadership You can wait for culture to improve, or you can become the person who creates it. You can hope toxic dynamics will resolve themselves, or you can master the belonging cues that prevent them. You can manage resistance, or you can mine the wisdom hidden inside it. You cannot do both. The most effective leaders I work with understand that being "the good apple" isn't about being nice—it's about being strategic. They've discovered that belonging cues aren't touchy-feely—they're the foundation of cognitive performance. Because here's what the research proves: Belonging is not "emotional weather"—it's the foundation on which strong culture is built. And one person really can save everything. But only if they understand that transformation happens through steady signals of safety, not grand gestures of authority. The Hidden Factor Behind Breakthrough Teams Here's what I've learned from studying hundreds of leadership teams: The difference between leaders who create belonging and those who spread toxicity isn't just individual awareness—it's about Team Intelligence (TQ) . When teams develop high TQ, they naturally create the belonging cues that prevent toxic dynamics and amplify positive energy. They learn to respond to resistance like Jonathan did—with curiosity that transforms opposition into contribution. The TQ Advantage: 45% faster recovery from team conflicts 38% higher team member engagement and retention 42% more breakthrough solutions achieved collaboratively The breakthrough teams I work with understand that you don't need everyone to be a Jonathan. When teams develop TQ, belonging cues become their default mode of interaction. Ready to Become the Good Apple Your Team Needs? Stop waiting for someone else to create the culture you want. Start building the Team Intelligence that makes belonging cues your team's natural language. The first step is understanding your team's current TQ. In just 5 minutes per team member, you can discover: Where toxic dynamics are most likely to emerge Which cognitive perspectives naturally create belonging cues How to transform your most challenging team members into contributors Discover Your Team Intelligence → https://www.higherperformancegroup.com/team-intelligence-assessment
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