Five Big Mistakes Leaders Make When Setting Team Goals

August 23, 2022

Like most leaders, you have frothy moments of frustration when your team underperforms.


It’s never been more critical for your team to crush performance goals. It’s also never been more challenging.


Many teams feel disoriented, making missing targets or objectives more likely. 


Speaking of targets and objectives, how do you even know what to aim for in a milieu as confusing as the environment you lead in right now?


These are great questions; fortunately, there are better answers than what you might be telling yourself.

tennis ball stuck in fence

The solution for many of these issues is a framework I outline in depth in my RECLAIM MOMENTUM {LIVE} KEYNOTE. 


Check it out here


After leading teams for nearly three decades, here are five big mistakes (I have personally made and suggest you avoid) - when setting goals with your team.


1. You don’t have a clearly owned core purpose, vision, and set of values


Your core purpose, vision, and values are the rudder of your system to decide how and in what direction your team runs when you are not around.


Most organizations have advanced to throw up a mission statement and set of values on the wall, but it usually doesn’t make it into the bones of their people. 


From my observations, what’s on the wall often isn’t owned down the hall.


The same with core values. So many leaders take time to define the core values they want, but often there’s a big gap between the values they want and those they have. In addition, many team members couldn’t name more than one core value on their campus web page.


So, how can you tell if your team owns your core purpose, vision, and cultural values?

Here’s a little test: During your next team meeting, ask your team if they can articulate them without cheating. 


You know there’s work to do if they can't, but don’t get discouraged. 95% of the time I conduct this exercise with campus executive teams, they can’t deliver a 100% accurate response either. 


When core purpose, vision, and values aren’t owned or shared, your team will spin in a myriad of directions.


If you would like to drill deeper here, I invite you to download the 5 Evidence-Based Practices to Reclaim More Team Engagement with Less Effort


You can find this valuable resource to help in this regard here


2. You lack a clear strategy to execute


Core purpose, vision, and values should have a long shelf-life, but without execution, they are more like fortune cookies. 


Strategy is how you plan to accomplish your vision.


For every campus, COVID threw a wrench (or nuclear bomb) into strategy. Unfortunately, a return to your old strategy likely won’t work.


As much as you can’t have certainty in this season, it’s essential to have clarity.


Part of my strategy before the pandemic was consulting and speaking in person. When COVID shut down travel, my team and I pivoted (literally overnight) to deliver all our workshops and coaching fully in a 100% digital environment. 


Our mission (To Optimize Higher Team Performance) stayed the same. 


Our strategy changed.


In fact, quick pivots on strategy preserve the mission in times of rapid change.


If you haven’t clarified your strategy recently (even if it’s a strategy for the next 30 days), I encourage you to pull your team together and refine it. 


No team can own what it doesn’t understand.


Change is inevitable. Irrelevance isn’t.


But the reality is that far too many campuses aren’t shifting quickly enough.


That’s why I’m on tour with the RECLAIM MOMENTUM {LIVE} Keynote. It’s a value-packed event where we’ll dissect the 6 Lead Measures of Building Irresistible Campus Culture and get equipped with a framework to lead successful change with less resistance.

Register Here

3. You lack a clear goal


Once you decide how to accomplish your vision, you must decide to what measure. 


Many leaders naturally answer that question by telling their teams that they want ‘more’—more enrollment, grants, outreach, technology, and campus visits.


Having more as a goal demotivates your team because you’ll never hit it.


You can’t hit more.


Eventually, your team feels like the kid who brings home a straight A report card, only to have the parent say, “Why not A+?” 


This type of environment is the perfect habitat for quitters. 


So, define it. What does more look like?


One person? 100 people? 2% growth? 20% growth? 200% growth?


And then when you hit it, celebrate it like a boss!


4. You’re focused on the lag, not lead measures


Many leaders I meet spend loads of time pouring over measures they have no control over. These are lag measures. 


Lag measures include last week’s enrollment, the previous month’s revenue, yesterday’s post impressions, and last year’s growth. 


Many leaders get the numbers on Monday, grimace that they’re not acceptable, and demand their teams to do better.

“Close the gap, or your job might disappear” was a heated declaration that I heard flung across the table during a strategic retreat last year by a campus CEO. 


The problem is that while lag measures are great for telling you how your organization has performed, you can’t change them. 


It’s historical data. 


A better option is to look at the things you CAN control that ultimately impact the lag measures. We call these your lead measure. 


Lead measures might include focusing on the number of first-time campus visits instead of enrollment or turning first-time visitors into second-time visitors.


Your team will never crush their goals if they’re focused on what they can’t change instead of what they can change.


5. You don’t treat your people as owners


Of all the characteristics of great leaders, this is the one that’s the hardest but also gives the most significant return if you learn to do it well. 


When a team member misses a goal, leaders utter two phrases that create a complete lack of ownership.


Repeat after me… “That’s okay.”


No, it’s not ok that they missed the deadline and the rest of the team didn’t. Stop acting like it is.


The other sounds like this _________ (silence)


Many leaders don’t say a thing when someone missed their objectives because they didn’t know, didn’t care, or were too afraid to confront.


All three are deadly to your performance. 


Ironically, holding people accountable in a healthy way motivates your high-capacity people. 


Your best people want to make weighty progress. 


I’ll have more to say about that in my next post.


Leaders who fail to create cultures of ownership end up with underperforming teams and a sad resentment for losing their best talent. 


Change is inevitable. Irrelevance Isn't.


What’s your strategy to RECLAIM YOUR MOMENTUM?


I’m hosting virtual coffee sessions with campus, district, and building leaders this fall to discuss the challenges of leading beyond crisis, where I will share the tips and tools to Reclaim Your Advantage. 


It’s time to build (not rebuild) capacity to lead the uncharted territory ahead. 


You get pushback, opposition, confusion, and anger without a proven strategy.


With better practice, you’ll be equipped to lead something more significant and more impactful than you might ask or imagine. 


Claim your Virtual Coffee here.


Remember, average performance is a choice. 


Trade up for Higher Performance here.


More Blog Articles

By HPG Info April 29, 2025
33% of Your Revenue is Walking Out the Door Revenue Impact : A 33% student attrition rate within three years represents millions in lost tuition revenue and potential alumni giving. Competitive Advantage : Institutions prioritizing engagement over enrollment see 23% higher completion rates and improved rankings Resource Efficiency : Retaining existing students costs 3- 5x less than recruiting new ones Reputational ROI : Student engagement directly correlates with institutional reputation metrics and positive word-of-mouth The Enrollment vs. Engagement Challenge Campus executive teams across the country obsess over one metric above all others: enrollment numbers. They celebrate when headcounts rise and panic when they fall. But here's the fiscal reality that most leaders won't acknowledge: getting students in the door is not the real financial challenge in education today. The actual crisis? 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. Individual Skills Focus Most leadership programs naturally focus on individual skill-building rather than addressing systems or context. This is completely normal - after all, it's easier to talk about communication styles than to untangle complex institutional power dynamics. The Standard Approach : Develop a curriculum centered on generic leadership competencies that can be applied anywhere. Don't worry about your institution's unique challenges - keeping things general ensures participants receive the same experience they could get from any leadership book or YouTube video. 2. Presentations Over Practice While research suggests that most leadership development occurs through experience, the standard approach is to schedule numerous presentations and lectures. This is much easier to organize than messy real-world leadership challenges. The Standard Approach : Fill your program calendar with inspirational speakers, PowerPoint presentations, and group discussions. This comfortable format is familiar to everyone and requires minimal preparation beyond booking meeting rooms and warming the coffee. 3. Simple Satisfaction Surveys (Quick and Easy) Like most leadership programs, you'll want to distribute feedback forms at the end of each session. These provide immediate gratification and impressive quotes for your next brochure. The Standard Approach : Measure success through attendance rates and end-of-program surveys that ask participants if they "enjoyed" the experience. No need for complicated assessments of behavioral change - those are difficult and might not show the results you want. 4. Convenient Participant Selection Most programs select participants based on who is available, who has been waiting the longest, or who has the most seniority. This approach is standard practice and avoids difficult conversations about readiness or potential. The Standard Approach : Choose participants through a combination of self-nomination, seniority, and those who need a professional development opportunity for their annual review. This approach requires minimal effort and ensures a smooth workflow. 5. Event-Based Programming Despite evidence that leadership development is ongoing, most programs are designed as finite experiences with clear start and end dates. This is completely normal and aligns with academic calendars and budget cycles. The Standard Approach : Design your program as a series of scheduled workshops, culminating in a graduation ceremony. Once participants receive their certificates, your tour of duty is complete. 6. Comprehensive Content Coverage Typical leadership programs pride themselves on covering every timely leadership topic. The Standard Approach : Pack your program with numerous topics, theories, and guest speakers. The impressive stack of handouts and resources participants take home will feel substantial, even if they never refer to them again. 7. Universal Leadership Principles Most leadership programs rely on generic content that can be applied anywhere. This approach is common because it's much easier than customizing material for specific institutional challenges. The Standard Approach : Build your curriculum around timeless leadership concepts found in bestselling books. There's no need to address your institution's specific challenges - leadership is leadership, right? 8. Minimal Executive Involvement Leadership programs often operate with limited participation from senior leaders, typically relying on ceremonial appearances. This is normal - executives have many demands on their time. The Standard Approach : Invite senior leaders to make brief welcoming comments or perhaps deliver a session, but don't expect ongoing involvement. 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. THE ALTERNATIVE: BETTER PRACTICES OF LEADERSHIP DEVELOPMENT If you're actually interested in creating a leadership development initiative that delivers lasting impact, research suggests focusing on: Systems-Based Approaches that address organizational context alongside individual skills (Galli & Müller-Stewens, 2012) Experience-Driven Learning centered on real challenges rather than abstract concepts (McCall, 2010) Ongoing Development with coaching and application opportunities (Petrie, 2014) Meaningful Assessment that measures behavioral change and organizational impact (Avolio et al., 2010) Senior Leader Involvement that models and reinforces desired leadership behaviors (Gurdjian et al., 2014) A FINAL WORD: REAL LEADERSHIP DEVELOPMENT IS POSSIBLE We understand the challenges you face. Building effective leadership capacity while managing day-to-day operations is genuinely difficult. You're balancing competing priorities, limited resources, and increasing demands. 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.
Show More