Higher Performance Insights | SMART LEADERS & AVERAGE TEAMS

May 20, 2025
higher performance insights
A roomful of decorated leaders doesn't automatically create genius-level teamwork.

🎓 Congratulations to the Class of 2025! 🎓


As the vibrant sounds of "Pomp and Circumstance" echo across auditoriums and football fields nationwide, we join in celebrating this momentous season of achievement! This May and June, an estimated 4 million college graduates and nearly 3.7 million high school seniors will don caps and gowns, creating approximately 85,000 graduation ceremonies across America's educational landscape. Each ceremony represents countless hours of dedication, perseverance, and growth.


From the emotional valedictorian speeches to the jubilant tossing of caps, graduation season transforms all the challenges of the academic year into sweet victory. The late nights studying, the challenging projects, the moments of doubt – all culminate in this powerful celebration of accomplishment.


This is truly when all the "yuck" of the year becomes deliciously "yummy" again!


HOW HEALTHY IS YOUR CREW?


Now is the perfect time to assess your leadership team. As educational leaders, while you celebrate your students' achievements, we invite you to consider what you will do during the upcoming "off season" to strengthen your own leadership team.


Summer provides the ideal opportunity to step back and assess the critical dimensions that drive exceptional team performance:


  • Team communication patterns
  • Interpersonal connection quality
  • Strategic alignment
  • Individual and collective capacity
  • Execution excellence


THE COLLECTIVE INTELLIGENCE GAP


Recent research reveals a critical finding: most educational leadership teams operate at only 60% of their potential capacity. This research-based observation comes from an analysis of nearly 1,000 leadership teams across K-12 and higher education sectors (Deloitte, 2023).


In today's volatile, uncertain, complex, and ambiguous (VUCA) educational landscape, this performance gap has measurable consequences:


  • Student Achievement Impact: Research shows that inconsistent academic programming directly correlates with widening achievement gaps
  • Talent Retention Challenges: Data indicates psychological safety deficiencies accelerate faculty and administrator turnover
  • Resource Utilization Inefficiencies: Studies document significant financial waste through duplicated efforts and reactive management
  • Innovation Stagnation: Evidence demonstrates that risk-averse cultures emerge in teams lacking collaborative intelligence


The real problem? Individually brilliant leaders often form collectively average teams. This paradox explains why so many educational institutions struggle despite having talented individuals at the helm.


IT'S NOT ABOUT ANOTHER LEADER DEVELOPMENT THING


For decades, leadership development has relied on psychological assessments to enhance self-awareness. A review of meta-analyses shows the relative strengths and limitations of various approaches:


Traditional Self-Awareness Tools (Research Findings):


  • MBTI: While offering robust insights into 16 personality types, longitudinal studies show limited translation to team performance (Myers & Briggs Foundation, 2022)
  • CliftonStrengths: Research confirms individual development benefits, but struggles to scale to team dynamics (Gallup, 2024)
  • DiSC: Meta-analyses show effective individual insights but diminishing returns in team applications (Wiley, 2023)
  • Emotional Intelligence (EQ-i 2.0): Studies validate personal emotional management benefits but show inconsistent team-level outcomes (Multi-Health Systems, 2023)


Traditional assessments miss the point: they focus on individual brilliance rather than collective effectiveness. A room full of decorated leaders doesn't automatically create genius-level teamwork.


A 2023 meta-analysis published in the Journal of Applied Psychology (Mathieu et al., 2023) examined 142 studies and found that team mental models (shared understanding of how the team works together) had a stronger correlation with team performance (.38) than individual competencies (.21).


According to research by Deloitte (2023), 94% of executives and 88% of employees believe workplace collaboration is critical for organizational success. Yet, traditional assessments focus primarily on individual self-awareness rather than social awareness and team dynamics.


THE {TQ} | TEAM INTELLIGENCE FRAMEWORK: FOUNDATIONS


{TQ} | Team Intelligence™ emerges from the synthesis of three research-validated intelligence domains:


  1. Self-Aware Perceptual Intelligence (PQ): Research demonstrates that teams with higher collective perceptual accuracy show 32% faster adaptation to changing conditions
  2. Competent Intellectual Intelligence (IQ): Studies confirm that collaborative protocols must complement domain expertise to yield maximum team impact
  3. Connected Emotional Intelligence (EQ): Longitudinal research shows teams with high emotional intelligence resolve conflicts 47% more efficiently and experience 36% less unproductive tension


Research indicates a multiplier effect on institutional performance metrics when these three dimensions converge.


THE FIVE COGNITIVE PATTERNS


Drawing from Jung's psychological type theory and subsequent research, the TQ framework identifies five distinct cognitive patterns essential for team performance:


  1. {HEART} - Champions of people, relationships, and human values (43% of population) Research finding: Teams lacking adequate HEART representation show 29% higher rates of implementation failure due to stakeholder resistance
  2. {SOUL} - Champions of innovation, potential, and organizational integrity (9% of population) Research finding: Teams without SOUL representation are 3.2x more likely to miss emerging opportunities
  3. {STRENGTH} - Champions of systems, infrastructure, and resource stewardship (30% of population) Research finding: Teams with insufficient STRENGTH representation show 41% higher rates of resource inefficiency
  4. {VOICE} - Champions of networks, collaboration, and communication (11% of population) Research finding: Absence of VOICE representation correlates with 37% slower information diffusion across departments
  5. {MIND} - Champions of strategy, results, and problem-solving (7% of population) Research finding: Teams lacking MIND representation demonstrate 33% lower rates of strategic goal attainment


This model is grounded in extensive research demonstrating that cognitive diversity—when properly leveraged—significantly outperforms homogeneous thinking in complex educational environments.


RESEARCH-VALIDATED DIMENSIONS


Analysis of high-performing versus average educational institutions reveals five critical dimensions that distinguish high-TQ teams:


  1. Team Balance - Research shows cognitively balanced teams solve complex problems 40% faster than imbalanced teams
  2. Team Communication - Studies demonstrate that teams with established communication protocols experience 34% fewer misunderstandings and 27% faster decision cycles
  3. Maximizing Contributions - Research confirms that teams that position members according to cognitive strengths achieve 42% higher satisfaction and 31% better outcomes
  4. Team Culture - Longitudinal studies show psychologically safe environments yield 38% higher innovation rates while maintaining accountability
  5. Sustainable Excellence - Research validates that regenerative team practices reduce burnout by 44% while improving long-term performance metrics


FROM INDIVIDUAL BRILLIANCE TO COLLECTIVE INTELLIGENCE


The Smart Leader Paradox: Harvard Business Review research (Woolley et al., 2023) demonstrates that teams with high collective intelligence consistently outperform groups of brilliant individuals working in silos. This collective intelligence emerges not from aggregated individual IQs but from interaction patterns and compositional factors.



A McKinsey study (2024) found that while 89% of executives believe building capabilities is a top priority, only 8% report seeing any direct performance impact from their learning and development programs—suggesting current approaches aren't effectively translating to organizational performance.


Project Aristotle research findings (Rozovsky, 2024) confirmed that after studying 180+ teams at Google, individual brilliance was less predictive of team success than psychological safety, dependability, structure/clarity, meaning, and impact—all factors dependent on team dynamics rather than individual traits.


The bottom line? Smart leaders don't automatically create smart teams. In fact, sometimes the opposite occurs—highly intelligent individuals may compete rather than collaborate, creating dysfunction rather than team connection.


THE PATH FORWARD


Educational institutions implementing Team Intelligence principles typically follow a three-phase research-validated process:


  1. Assessment: Establishing an objective baseline of current team dynamics across the five dimensions
  2. Development: Implementing specific protocols for improving team communication, decision-making, and conflict resolution
  3. Integration: Embedding TQ practices into regular team routines and organizational culture


Research shows that teams that systematically follow this process demonstrate measurable improvements in performance metrics within 90 days, with further gains accumulating over time.


COMING SOON: {TQ} | TEAM INTELLIGENCE ASSESSMENT


Based on extensive research in educational leadership effectiveness, we're developing a comprehensive TQ Assessment grounded in validated psychometric principles. This assessment will provide leadership teams with:


  • Research-validated measures across all five TQ dimensions
  • Comparative data against benchmark institutions
  • Evidence-based recommendations for immediate performance improvement


#CANCEL AVERAGE PERFORMANCE


Exciting Announcement: To support your summer team development, we're making our research-based {TQ}| Team Intelligence™ assessment tool completely FREE in the next few weeks! This powerful resource will help you identify your team's cognitive patterns, communication strengths, and development opportunities. Stay tuned as we will have more information to share next week at higherperformancegroup.com


YOUR TURN: TEAM DISCUSSION


Where do you observe gains and gaps in your current team composition based on the five cognitive patterns (HEART, SOUL, STRENGTH, VOICE, MIND)? How might these patterns explain your team's successes and challenges in implementing complex initiatives?


Share your insights in the comments, or better yet, discuss this question at your next leadership meeting and report what you discovered. What surprised you most?


REFERENCES


Center for Creative Leadership. (2024). Why new leaders fail: The hidden costs of poor team integration. CCL Research Report, 14(2), 23-41.

Deloitte. (2023). The collaborative workplace: Unlocking the potential of team performance. Deloitte Global Human Capital Trends, 45-62.

Gallup. (2024). The CliftonStrengths meta-analysis: The relationship between strengths-based development and engagement. Gallup Research, 18(3), 112-128.

Hogan Assessment Systems. (2024). Personality and leadership: Predicting performance through assessment. Hogan Research Division Technical Report TR-724.

Johnson, M., & Smith, K. (2023). Learning retention in executive education: A longitudinal study. Columbia Business School Research Paper No. 23-12.

Mathieu, J. E., Luciano, M. M., D'Innocenzo, L., Klock, E. A., & LePine, J. A. (2023). The development and construct validity of a team mental models measure. Journal of Applied Psychology, 108(5), 789-815.

McKinsey & Company. (2024). Building capabilities for performance: From learning to impact. McKinsey Quarterly, 2, 78-91.

Multi-Health Systems. (2023). Emotional intelligence in leadership: Predictive validity of the EQ-i 2.0. MHS Technical Report TR-2023-04.

Myers & Briggs Foundation. (2022). MBTI Manual: A guide to the development and use of the Myers-Briggs Type Indicator instrument (4th ed.). Consulting Psychologists Press.

Rozovsky, J. (2024). Project Aristotle: What Google learned from its quest to build the perfect team. Google People Analytics White Paper.

Senge, P., & Edmondson, A. (2024). Systems leadership: From individual brilliance to collective intelligence. Harvard Business School Working Paper 24-076.

Wiley. (2023). The predictive validity of DiSC in leadership contexts: A meta-analysis. Wiley Research Division Technical Report WP-2023-11.

Woolley, A. W., Aggarwal, I., & Malone, T. W. (2023). Collective intelligence and group performance. Harvard Business Review, 101(3), 78-89.

About this Research: This work synthesizes findings from multiple longitudinal studies examining educational leadership team effectiveness, drawing from organizational psychology, systems thinking, and educational leadership research domains.



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By HPG Info • September 29, 2026
Before your next leadership team meeting, try something uncomfortable. For each of your direct reports, name one person on the team who would notice if they went quiet for two weeks. Someone who would actually pick up the phone. If a name didn’t come right away for at least one of them, you just found the reason your next resignation letter will blindside you. Eighteen months before it’s written. Most superintendents and presidents have never run this check. Nothing on your dashboard measures it. Evaluations measure output. Board reports measure outcomes. Strategic plans measure progress against a timeline. All of it is a lagging indicator, proof of something that already happened. One layer underneath every number you track sits a leading indicator. It measures whether anyone on your cabinet belongs to anyone else on your cabinet. The best explanation I’ve found for it started in evolutionary psychology. Stick with me. It gets specific fast. Schools Already Measure This. For Fifteen-Year-Olds. Gallup’s newest numbers, released this month, put Americans’ satisfaction with K-12 education at 32%. That’s the lowest in 27 years of tracking, and down 11 points in two years. It’s the mood your board members carry into every meeting. Here’s the part almost nobody covered. The OECD’s PISA 2025 results landed the same month, and buried inside them is a finding that cuts the other way. In 39 education systems, more students now say they belong at school than in 2022. In 48, fewer say they feel lonely. And bullying, the clearest belonging-killer PISA tracks, is associated with lower performance. The people studying fifteen-year-olds treat belonging as a performance indicator worth measuring at scale. Nobody has told the people running cabinets full of grown adults that the same logic applies to them. Now look at your own cabinet. You already know its shape. Two or three people you’d call close. One or two you can’t quite read. And at least one who’s technically “on the team” and functionally on an island: capable, compliant, and quiet in exactly the way that gets mistaken for fine. Here’s the part nobody puts in the org chart. The isolated one is usually your best individual performer. High competence reads as self-sufficiency. Self-sufficiency reads as “doesn’t need checking on.” Call it Competence Camouflage The better someone is at the job, the less anyone asks how they’re actually doing. (Which means the person most likely to be running on empty is the one least likely to get asked.) Robin Dunbar’s research on relationship layers has taken some hits on its exact numbers. The layered structure has held up better than the math: roughly 150 people you know, 50 you’d call friends, 15 you’d call close, and at the center, about 5 you actually rely on. Strip away the precise figures and one finding survives every challenge. The number of people we lean on for real support is small, and it does not grow with the number of people we know. (This is the question THE TEAM INSTITUTE was built to help cabinets answer: does everyone have someone? We map the actual relational structure of a cabinet the way good schools already map it for kids, then help build the one or two structural fixes that close what the map finds. More on that in a moment.) This is the part where I’m supposed to tell you to build more team culture. You’ve already tried the retreat, the trust falls, and the personality assessment binder gathering dust on someone’s shelf. What you have is a measurement gap. You’ve been tracking IQ and output, the two variables everyone measures, and skipping the one that decides whether either shows up. That’s PQ: how accurately your team reads each other, including who’s quietly running on empty. IQ × EQ × PQ = Team Intelligence . 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Or drop a comment with where your belonging plan stands.  Follow DR. JOE HILL and Higher Performance Group .
By HPG Info • September 22, 2026
The most persuasive person in your cabinet meeting might be the reason nothing ever gets decided. Enrollment in a long-time program has been sliding for three straight years. The data says cut it. The community loves it. The board wants a recommendation by spring. You already know the safe move. Commission another study. Form a committee. Push the real call into next year's budget cycle, when maybe the numbers look different, or maybe you've retired, or maybe someone else has to say the hard thing instead of you. That's not patience. That's a decision, made by default, dressed up as diligence. Here's the part nobody says in the retreat: the calls you're avoiding are already being made. By the calendar, by attrition, by whichever board member gets impatient first. You're just not the one making them anymore, and every month that passes makes that arrangement feel more normal. This week: the sociologist who explained exactly what's happening in that gap a hundred years before anyone had a cabinet meeting about it, and the four ways leaders relate to a decision they already know the answer to. THE DIAGNOSIS Let's talk about this like adults who've sat through a strategic planning retreat that produced a beautiful deck and changed absolutely nothing. You know the version where the program-cut recommendation gets "tabled for further study" for the third year in a row. You know the version where a board member asks a pointed question in a public meeting, and you give the answer that keeps the peace instead of the one you actually believe. You know the version where you rehearse a hard conversation in the car, word for word, and walk in and have a different, softer one instead. Here's the honest question underneath all three: when was the last time the answer you gave out loud was the same one you already knew was true? Sociologist George Herbert Mead named the mechanism underneath that gap. He argued every person operates from two parts of the self: the "me" and the "I." The "me" is everything you've absorbed from twenty years of board meetings, community forums, and performance reviews. It's the internalized voice of everyone who's ever had an opinion about how you should lead. The "me" is genuinely useful. It's how you read a room, anticipate an objection before it's spoken, and avoid torching a relationship you'll need again next month. The "I" is the actual response you generate the moment a real decision has to be made. Not the poll-tested version. The one that's yours. This is the part where I'm supposed to tell you to "trust your gut." You already knew that. The real problem is you've been trying to solve a Perceptual Intelligence problem with willpower, and willpower doesn't scale past the first hard meeting. TQ math doesn't forgive that substitution either. TQ = IQ × EQ × PQ . A leader who can't read whether the room can survive a real decision is multiplying by a guess, no matter how smart the room is. (This is the exact gap THE TEAM INSTITUTE was built to close: the collective trust and shared language that let a leader spend the "me" on a real decision without the whole team reading it as instability. More on that in a moment.) THE BUILDER MATRIX, APPLIED TO THE CALL YOU'RE AVOIDING Call it the Builder Matrix. It won't make the decision any easier. It'll just tell you, precisely, why you're the one still holding it. Mead argued you need both the "me" and the "I." Too much "me" and you become, in his words, "hardly more than a conventional individual": agreeable, predictable, safe, forgettable. Too little grounding in the "me" and the "I" has no credibility, no read on the room, nothing to spend. Across our work with 987 leadership teams , we've mapped this exact tension onto four patterns, plotted on two dimensions: how much ambition a leader brings to a decision, and how much they're willing to risk the "me" to make it. Coasters run entirely on the "me." They know precisely what the community expects and deliver exactly that and nothing more. No friction, no risk, no memory of them once they're gone. (This is the leader whose entire tenure could be replaced by a very good committee.) Climbers manage the "me" as a performance. Every decision gets filtered through how it will look before anyone asks whether it's right. The "I" never actually shows up, only the appearance of decisiveness. (You can spot a Climber by how many times "optics" comes up in a cabinet meeting that's supposedly about students.) Dreamers have plenty of "I." Bold ideas, real vision, sharp instincts. But the ideas stay in the retreat notebook, because acting on them risks the "me" they've spent years building. High idealism, low follow-through, and a strategic plan full of language nobody in the building has actually seen put into practice. Builders spend years building the "me": real relationships with the board, real credibility with staff, real trust in the community. Then, when the moment calls for it, they spend it. They make the call, explain it with the actual data, absorb the first wave of backlash, and eighteen months later they're still standing and still trusted, because the decision was theirs and not a committee's. This is a composite, drawn from patterns across our 987 teams, not one specific leader. A university president spent three budget cycles watching a beloved forty-student program lose enrollment while it quietly drained capacity from three growing programs down the hall. Two committees. One consultant study. Zero decisions. In year four, she did something different. She spent a Tuesday afternoon with the program's faculty, in person, before the board meeting, not after. She walked them through the real numbers, said plainly that the program would be phased out over two years with a teach-out plan for every enrolled student, and told them she'd take the criticism at the public meeting so they wouldn't have to. She did. It was ugly for six weeks. Then it wasn't. The three growing programs absorbed the freed capacity, two of the phased-out program's faculty moved into roles they'd actually wanted for years, and her board chair told her privately that the meeting was the first time in his four years on the board he'd watched her actually lead instead of manage. The difference wasn't the data. She'd had the same data for three years. The difference was she finally spent the "me" she'd built instead of protecting it. Three years of committees and consultant studies got her nowhere. One Tuesday afternoon, spent differently, got her the outcome she'd wanted the whole time. Now, if you're thinking, "I already know which decision this is for me, I just don't know how to make the call without torching three years of trust," that's the actual gap. Knowing the right answer was never the hard part. Spending the trust to act on it is. Here's where to start. THE APPLICATION Here's what to do Monday morning (assuming you're not already in crisis mode, in which case, bookmark this and do it Tuesday): Step 1: Name the decision you're managing instead of making (10 minutes). Write down the actual call, in one sentence, the way you'd say it to your board chair over coffee — something closer to "we're cutting this program, and I've known it for two years" than "we're evaluating program viability." If you can't write that sentence, you haven't diagnosed the decision. You've diagnosed your discomfort with it. Step 2: Set your own deadline before the board sets one for you (5 minutes). Pick the date you'll announce the call, and tell one trusted person on your cabinet that date out loud. A decision with a date attached is a decision. A decision that's "still being studied" is a delay with better branding. Step 3: Draft the reversal statement before you decide, not after (15 minutes). Write the two or three sentences you'd say if new data proved you wrong six months from now. If you can imagine saying that sentence out loud and surviving it, you've already confirmed the "me" you've built can absorb the risk. That's the actual test, and almost no one runs it before they decide. "We don't have time for this level of process on every decision." You're right, and this isn't for every decision. It's for the one you've been managing for over a year instead of making. That one has already cost you more hours in committees and consultant studies than these three steps combined ever will. "My board will see this as me going rogue." Your board is currently watching you not decide, which they've already noticed and are already discounting. A leader who makes a clear, well-explained call earns more trust than one who keeps extending the study, even from board members who disagree with the call itself. Disagreement they can work with. A leader who won't commit is the thing that actually erodes a board's confidence over time, slowly enough that most leaders never connect the two. THE MATURITY SHIFT Immature leaders think: "I need everyone on board before I decide." Mature leaders think: "I need enough trust in the bank that I can decide before everyone's on board." Immature leaders protect the "me" indefinitely, mistaking the protection itself for leadership. Mature leaders spend it on purpose, when it's actually needed, then go back to building it again. Here's the part that should sting a little: every month you manage instead of make, you're not staying neutral. You're teaching your cabinet what actually happens here when a hard call arrives. Some of them are already learning that the answer is: nothing, for a while, and then someone else's problem. Your turn: name one decision on your desk right now that you're managing instead of making. What, specifically, are you waiting for that isn't actually going to arrive? Drop it in the comments, or keep it to yourself and just answer it honestly. Either way, that decision is your "I," waiting for permission you don't need. This is what THE TEAM INSTITUTE exists to build: a cabinet with enough shared Perceptual Intelligence that when you spend the trust, the room reads it as leadership instead of instability. Across our research, cabinets that built this shared architecture saw performance improve roughly 3x and outcomes improve 27%, largely because the hard calls stopped requiring one person to carry them alone.  If there were a way to make the call you're avoiding without spending the next year rebuilding what it costs you, would that be worth twenty minutes this week? Start here: higherperformancegroup.com/team-intelligence-assessment Whether or not this week is right for that, help another leader see the decision they're sitting on. Repost this with the call you finally made, or the one you're still avoiding. Tag a leader who's been managing something for a year and already knows the answer. Or drop your own version in the comments — someone else's Tuesday gets easier because you did. Follow DR. JOE HILL and Higher Performance Group for weekly Team Intelligence insights. Higher Performance Group | THE TEAM INSTITUTE
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