Study: Intuitive introverts lead the most successful teams

Dec 5, 2024

2 min

Dustin J. Sleesman


An unwritten law of leadership states the loudest voices in the room are not always the wisest. Some of history’s most notable and successful leaders were known introverts who wrangled loads of information for sizable teams: Abraham Lincoln, Bill Gates and Oprah Winfrey, to name a few. New research from the University of Delaware found introverted leaders who rely on intuition to handle this large bundle of information lead the most successful teams.


The research, co-authored by professor Dustin Sleesman, explored the concept of intuition and when it's helpful for leaders who are in charge of large teams. Sleesman and his co-authors from Michigan State University studied more than 3,000 U.S. Air Force captains at a military base in Alabama. As part of their leadership training, the captains participated in a team-based battlefield simulation, which gave the researchers an opportunity to observe and analyze their behavior.


Sleesman and his co-authors accurately predicted that teams performed better when their leaders were armed with high amounts of information. But they made two interesting findings they didn't expect: 


• Introverted leaders led more successful teams when intuitively handling large amounts of information.

• Intuitive leaders, in general, led more successful teams when they had to handle a lot of information.


"Introverted people tend to be more reflective, more introspective, they tend to be more observational than extroverted leaders," Sleesman said. "So pairing intuition with introversion tended to be very effective for team performance."


Sleesman, an associate professor of management in UD's Lerner College of Business & Economics, studies the psychology of decision-making, negotiation and conflict resolution, as well as team effectiveness. To set up an interview, click on the link below.

Connect with:
Dustin J. Sleesman

Dustin J. Sleesman

Associate Professor, Management

Dr. Sleesman studies the psychology of decision-making, negotiation and conflict resolution, as well as team effectiveness.

MotivationTeamwork DynamicsNegotiationDecision-MakingConflict Resolution

You might also like...

Check out some other posts from University of Delaware

1 min

Spring break could compound West Texas measles outbreak

Most Texas schools go on spring break this week, which could be a major issue compounding the ongoing measles outbreak in West Texas, said Jennifer Horney, an epidemiologist at the University of Delaware. The outbreak, which has grown to more than 200 cases and claimed the life of a child last week, is likely to continue to grow as new cases are identified in both surrounding communities as well as other states, Horney said. Horney, founding director of UD's epidemiology program, can also comment on vaccination of measles, which is one of the most highly contagious infectious diseases. • Through maintenance of vaccination coverage of greater than 90%, the U.S. was able to gain eradication status in 2000. • Although there have been sporadic cases, and even outbreaks, since then, worsening vaccine hesitancy has led to vaccination rates in some communities of 80% or lower. • According to data, of 20 outbreaks involving three or more cases reported in the last five years, 40% were in 2024. With outbreaks currently in at least nine states in the U.S., 2025 looks to be a very bad year for measles infections. Visit Horney's profile below and click on "contact" to arrange an interview.

1 min

Empowering young minds: Digital platform providing educational resources for children impacted by Russo-Ukrainian War

Digital platforms have emerged as powerful tools for people impacted by the Russo-Ukrainian War. One professor at the University of Delaware has, for over two years, provided reading resources specifically for the children whose lives have been forever changed by this conflict.  Roberta Michnick Golinkoff, the Unidel H. Rodney Sharp Chair and Professor at UD's College of Education and Human Development, has developed a website with free interactive e-books, games and other resources to Ukrainian children. A nationally known expert in childhood literacy, Golinkoff worked together with developers to stock the site, Stories with Clever Hedgehog, with materials in both Ukrainian and English. The multilingual platforms allows displaced families all over the world to engage in shared reading with their children, facilitate early literacy development and promote well-being during a time of stress. In addition to enhancing learning experiences, digital platforms provide an essential sense of community and connectivity for students isolated by conflict. Golinkoff, who has appeared in numerous national outlets including NPR, ABC News and The Conversation, is available for interviews on the site as well as literacy in general. Just click her profile to get in touch.

1 min

Exploring the ripple effect: How teachers' emotions impact student engagement and learning outcomes

The classroom environment is a dynamic ecosystem where the emotional state of educators can significantly influence students' engagement and learning outcomes.  In a new article published in Contemporary Educational Psychology, University of Delaware Associate Research Professor Leigh McLean offers a new tool—the Teacher Affect Coding System—for measuring teachers’ emotional expressions and studying how these expressions affect their students’ attitudes toward learning. With co-author Nathan Jones of Boston University, McLean uses this tool to gather new data showing emotional transmission between teachers and their students in fourth-grade classrooms. In the study, McLean and Jones, found that teachers displayed far more positive emotions than negative ones. But they also found that some teachers—about 10%—displayed notable amounts of negative emotions, with some showing negativity during as much as 80% of their instructional time. The students of these teachers reported reduced enjoyment and engagement in their ELA classes and reduced engagement in their math classes. Given the findings of their study, McLean and Jones make several recommendations for teacher preparation and professional learning programs. As a first step, they recommend that teacher preparation and professional learning programs share information about how negative emotions and experiences are a normal part of the teaching experience. As McLean said, “It’s okay to be frustrated!” McLean is available for interviews on the study, the tool and how teachers can help mitigate this effect. Click on her profile to contact her. 

View all posts