High-performing teams: Is collective intelligence the answer?

Background/objectives: The concept of a general factor of collective intelligence, proposed by Woolley et al. (2010), has spurred interest in understanding collective intelligence within small groups. This study examines the validity of a general collective intelligence factor, assesses its underlying factor structure, and evaluates its utility in predicting performance on future group problem-solving tasks and academic outcomes. Methods: Using a correlational design, 85 university students completed a series of complex cognitive tasks across individual, group, and predictive phases. Results: Contrary to a single-factor model, findings favored a two-factor model influenced by Cattell’s theory of crystallized and fluid intelligence. These factors accounted for substantial variance in group performance and challenged the single-factor view. Predictive validity for academic outcomes was statistically significant: both individual and collective intelligence measures correlated moderately with group assignment scores (rs = .40 to .47, p < .05). Conclusions: Collective intelligence in small groups appears multidimensional, reflecting established theories of individual intelligence rather than a single factor. This understanding has implications for improving group performance in educational and organizational settings. Future research should explore these dimensions and their independent contributions to group dynamics and outcomes.

Luke I. Rowe, John Hattie, John Munro