How To Create An Irresistible Culture That Your Toxic People Will Hate

July 12, 2022

What’s impacting your campus performance more than you think?


Your culture.


Specifically, the culture you’re creating as a leader.


If you have been in your leadership seat for three years or more and are not in love with your campus culture… Look in the mirror. 


Leaders create (and allow) culture. 


In weekly table conversations, I hear campus leaders grumble about the growing number of toxic people they have who are negatively impacting their system. 

If you can relate to this reality, let me ask you a question. Is your problem the people or your system? 


Here’s the truth about systems. They are built by teams, and systems drive the overall health of your culture. 


Healthy teams build healthy systems. 


Healthy systems build irresistible culture. 


Create an irresistibly healthy culture, and your toxic people will leave.


Let your culture go flat or get toxic, and your high-capacity and healthy people will depart.


Why? 


Because:

   ➜ A healthy culture spits out toxic people.

   ➜ A toxic culture spits out healthy people.


Here’s the surprise. No one gets kicked out. They just leave when they feel they no longer belong. 


If your value of inclusion includes toxic people, I don’t think your best days are ahead. 


This truth runs more profound than you realize.


A raft of research agrees that people who leave their jobs quit their boss more than they quit their organization.


But remember that underperforming bosses create bad cultures. 


People also quit culture. 


Healthy people quit unhealthy cultures. And unhealthy people quit healthy cultures.


As a result, the overall culture you create as a leader has an awful lot to do with your organization's long-term success or failure.


You either create a campus culture in which healthy people thrive, or you experience the inevitable slide into accidental leadership that brews average teams who fall victim to average performance.


That’s just how human nature works, and great leaders must resist that gravitational pull at all costs. 


I was asked recently by a school leader what I thought the difference is between an unhealthy person and a toxic person. While there are nuances, here’s the bottom line and my response to him: 


Unhealthy people want to grow. Toxic people don’t.


Your organization should always have room for unhealthy people on the road to recovery. You must contain them, care for them, and challenge them to become healthy. 


Toxic people who resist all efforts to help are a whole other thing. And as Henry Cloud argues, you don’t need to keep them around, unless you want them to destroy everything.


So, what do you do about all this?


If you want to create a stellar organizational culture that attracts and keeps healthy people, here are four keys:


1. Focus on Your Personal Health


I have been a senior leader for nearly three decades. As much as I don’t want to admit it, it’s still true: During those 28 years leading within the system, my organization was only as healthy as I was.


Full stop. 


Ditto for you. Fight it all you want, but your organization will only be as healthy as you are as the leader. 


Don’t be offended, but if your system is not healthy… Tag you are it. 


Even if you’re not the senior leader, that’s true of the team you lead, the department you run, or the crew you manage. The health of the leader tends to be the health of the team.

I think of the health of a leader in five categories:


✅ Spiritual

✅ Emotional

✅ Relational

✅ Physical

✅ Financial


While health in each category is nuanced, one thing is true: health in each category means margin.


A healthy leader has a spiritual, emotional, relational, and physical tank that is more full than empty. They have the benefit of not being exhausted all the time, not constantly irritable, or not so over-consumed with the needs of others. 


This is the gift of margin. 


You may wonder what being financially healthy looks like. It’s simple: Living within your means and using the leftovers for the benefit of others. 


I know leaders who make $40,000 a year who have a bit of money in the bank and leaders who make $140,000 who are always strapped and out of money. When your financial situation causes stress, that toxin leaks out all over the place.


Healthy leaders tend to lead healthy organizations because they have the reserves to help others get healthy and have a lower tolerance for toxicity.


Finally, healthy people are attracted to healthy leaders.


That👆🏼might be the solution to your talent recruitment challenge. 


2. Invest in People, Not Just Results


I’m naturally a results person.


But I’ve also come to realize this: Results-driven leaders focus on what they can get FROM their team. Healthy leaders obsess over what they can do FOR their team.


Strangely, if all you think about is what you can get from your team, you always end up with diminishing returns. People feel used and eventually lose heart, start going through the motions, and become underperformers. 


But if you focus on what you can do FOR your team, people lean in and give you much more than you imagined.


The longer I guide and coach others, the more I realize that if you have competent people, the best thing you can do is care about the team as humans.


I’ve observed a few practical strategies that help immensely that you can start today:


➜ Ask team members HOW they’re doing, not just WHAT they’re doing. People want to know that you care.

➜ Invest in your leader’s growth and development.

➜ Do off-sites together. Invest in team retreats, conferences, events, and seminars.

➜ Invest in courses, books, and resources that grow your people and their skill sets.

➜ Invest in personal coaching and consulting support for your leaders and divisional teams.

➜ Give your leaders what they need to do their job well. Everything from slow computers and lousy WiFi to a crappy work environment demotivates people and creates unnecessary barriers. 


Cheap is always more expensive in the long run, right?


Bottom line? Create the kind of environment where the people working for you become better PEOPLE, not just employees. Grow THEM, not just their skills.


When your team grows personally, your progress grows exponentially.


RECLAIM IT!

As we move into the midpoint of summer, you can almost hear that collective “what-the…” from campus leaders across the country. 


“Isn’t July supposed to be when things slow up?”


Most feel that. 


The challenges left in the wake of these past two years have many leaders taking extended leave, and others left to do most of the work. 


The question is, “is it sustainable?”


I know how much this summer break is needed, and I trust that your calendar has some dates marked off for you to truly get away. 


But don’t be fooled. 


I’m here to remind you that many of those same problems and issues will await you and your team when you return in the fall.   


Leaders hate when I say this (while they shake their heads in agreement), but managing crisis was challenging but leading OUT of crisis will be much more complex and demanding. 


Healthy leaders and teams will be in high demand to build (not rebuild) the plans and strategies to navigate the unchartered territory ahead. 


You need to take action and Reclaim Your Momentum!


You may be one of the hundreds who requested and downloaded my free guide on reclaiming your momentum in the past few weeks and months. The feedback I’ve received from so many of you continues to be overwhelming. 


Because of that, I’m going on tour. 


I’ve turned this essential topic into a 2-hour LIVE keynote that I’m delivering to campus leadership teams across the county this summer and fall. 


If you’re like most campus leaders, you’ve spent countless hours these past years putting out fires, dealing with negativity, drama, and just plain old burnout across the board. 


And, like so many others, you’re fed up with feeling stuck. 


It’s time to take action.


For a limited time, I’m offering an Early Bird Discount for campuses that book our new 2-hour live keynote before July 30th! 


Click here for the details.


What are you waiting for?


It would be an honor to be your guide and help you and your team regain lost ground and Reclaim Your Momentum.


Joe


Dr. Joe Hill 

Founder, Higher Performance Group


P.S. Be sure to share this article with a team member or fellow leaders across your network who could use a nudge of inspiration and challenge. Together we can help raise the waterline of hope, stability, trust, and compassion for those doing the most good across our learning communities. 


Click here to learn more.





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Higher Performance Insights | THE FIELD GUIDE TO BUILDING AN AVERAGE LEADERSHIP DEVELOPMENT PROGRAM

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. 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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. 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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.

Higher Performance Insights | DECISION MAKING REIMAGINED

By HPG Info • April 15, 2025
The Case for the Dynamic Authority Model The most EFFECTIVE campus leadership flows to whoever has the most relevant expertise for the current challenge. Here's a truth that might challenge you: The Command and Control, Servant Leadership, and even Shared Governance models that built our educational institutions are failing us. Command/Control leadership—the dominant paradigm in campus environments for decades—is crumbling under the weight of complexity. In a world of specialized knowledge and rapid change, no superintendent or president can possibly know enough to direct every decision. Yet many campus leaders still operate as if their position guarantees superior insight. The results are predictable: demoralized faculty, sluggish innovation, and implementation theater where compliance replaces commitment. Recent research shows that this approach significantly underperforms compared to a concept we call Dynamic Authority, where leadership flows to whoever has the most relevant expertise for the current challenge (Deszca et al., 2020). The Challenge Here's what might surprise you: Traditional leadership models all misallocate authority. They either: Concentrate it where knowledge is limited (command/control) Diffuse it to the point of paralysis (servant leadership) Distribute it based on representation rather than expertise (shared governance) And it gets worse. Servant Leadership emerged as a well-intentioned correction. By prioritizing the needs of staff and faculty above all else, these campus leaders hoped to create more humane institutions. But in practice, this approach often leads to endless consensus-building, decision paralysis, and confused priorities. 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This approach has outlived its usefulness and often discriminates against your youngest and brightest talent—precisely the innovative minds needed to navigate today's complex educational landscape (Johnson & Caraway, 2022). Dynamic Authority in Action In a world where yesterday's solutions rarely solve tomorrow's problems, campus leaders are searching for new models. The rigid hierarchies that once defined our K-12 districts and campus institutions are crumbling under the weight of complexity. Here's the truth: expertise no longer follows the organizational chart. Navy SEALs discovered this decades ago. Their response? A system they coined, Dynamic Subordination. This leadership approach flips traditional models on their head. Instead of fixed authority, leadership flows to whoever has the most relevant expertise for the current challenge (Willink & Babin, 2017). The commander becomes the follower. The specialist becomes the leader. Then they switch again. 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Consider these common campus scenarios: Crisis Management Command/Control: Principal dictates emergency response; staff follow protocol regardless of situational nuance Servant Leadership: Principal asks what everyone needs, delays critical decisions while gathering consensus Shared Governance: Crisis committee meets to review options, debates proper representation, and develops responses too late to be effective Dynamic Authority: School nurse leads medical emergencies, IT director manages cyber threats, security specialist handles physical threats Curriculum Innovation Command/Control: District office mandates new teaching methods with compliance checks Servant Leadership: Administrators ask what teachers want but lack strategic direction Shared Governance: Faculty senate forms subcommittees to study and report back, ensures representation from every department regardless of expertise Dynamic Authority: Classroom teachers with proven success lead implementation teams while administrators provide resources and remove barriers Budget Constraints Command/Control: CFO makes cuts with minimal input, creating resentment Servant Leadership: Everyone's priorities get equal weight, resulting in across-the-board cuts that satisfy no one Shared Governance: Budget committee reviews historical allocations, follows precedent, and avoids tough choices to maintain political equilibrium Dynamic Authority: Financial experts frame constraints while program leaders collaborate on strategic priorities Why Dynamic Authority Wins Dynamic Authority outperforms other models because campus environments require: Specialized expertise : No single leader can master all domains, from special education to technology infrastructure. Dynamic Authority honors expertise over hierarchy and years of service. Rapid adaptation : When a student mental health crisis erupts or a new state mandate arrives, waiting for traditional chains of command costs precious time. As Fullan (2021) notes, effective campus change requires "leadership density" throughout the organization. Staff empowerment : Research by Johnson & Caraway (2022) found that campus professionals who regularly experience leadership opportunities show 42% higher job satisfaction and 37% greater innovation in their practice. Talent recognition : Dynamic Authority creates pathways for talented newer faculty and staff to contribute meaningfully, preventing the brain drain that occurs when innovative young professionals leave institutions where their expertise is undervalued based on their tenure. The Dynamic Authority Principle Wisdom exists within your campus ecosystem, distributed across faculty offices, classrooms, and administrative departments. Dynamic Authority simply acknowledges this reality. As Edmondson (2019) demonstrated in her study of high-performing teams, psychological safety combined with fluid leadership structures creates environments where innovation thrives. Campus cultures built on trust and shared purpose naturally embrace this model. Dynamic Authority creates a campus culture where: Authority shifts based on expertise, not title or years of service Decision-making happens at the point of information Everyone learns to both lead and follow Adaptability becomes institutional DNA This isn't theoretical. Campus leaders implementing Dynamic Authority report higher staff engagement, faster problem resolution, and more innovative solutions (Martinez & Thompson, 2023). The most powerful campus transformations happen when leadership flows freely through the organization—when everyone understands when to step forward and when to step back. What leadership transition will you begin first? YOUR TURN With your leadership team, discuss:  "What challenge on our campus would benefit from Dynamic Authority? Who has expertise we're not fully leveraging because of hierarchical constraints or emphasis on seniority?" "Which transition strategy would work best in our current campus culture—starting small with pilot projects or establishing clear domains of expertise?" "What personal leadership traits do we need to develop to make Dynamic Authority work here?" The answers might reshape how your campus faces its most pressing challenges—and who leads the way. REFERENCES: Bahls, S. C. (2019). Shared governance in times of change: A practical guide for universities and colleges. AGB Press. Deszca, G., Ingols, C., & Cawsey, T. F. (2020). Organizational change: An action-oriented toolkit. SAGE Publications. Edmondson, A. C. (2019). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. John Wiley & Sons. Fullan, M. (2021). The right drivers for whole system success. Center for Strategic Education. Heifetz, R. A., & Linsky, M. (2017). Leadership on the line: Staying alive through the dangers of change. Harvard Business Press. Johnson, R., & Caraway, S. (2022). Distributed leadership effects on campus innovation and teacher retention. Educational Administration Quarterly, 58(3), 412-438. Martinez, K., & Thompson, J. (2023). Adaptive leadership structures in higher education. Journal of Campus Leadership, 45(2), 118-134. Raelin, J. A. (2018). Creating leaderful organizations: How to bring out leadership in everyone. Berrett-Koehler Publishers. Willink, J., & Babin, L. (2017). Extreme ownership: How U.S. Navy SEALs lead and win. St. Martin's Press.
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