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Abstract: This article explores reasons why capable individuals hesitate to step into formal leadership roles, despite having the skills and abilities to lead effectively. Through a review and synthesis of relevant psychological and organizational behavior literature, common factors contributing to reluctance are identified. Key psychological reasons include concerns about work-life balance under increased demands, as well as fears of failure or criticism in leadership positions. Social barriers include a lack of encouragement from senior leaders, ambiguity about leadership expectations, and politicized organizational cultures. To overcome reluctance, the article recommends practical strategies for organizations, such as providing leaders with support structures, coaching, and role modeling. Communicating realistic expectations and definitions of leadership, as well as fostering collaborative cultures, are posited to help motivate capable individuals to accept leadership potential. An industry case study example from Aflac illustrates how addressing work-life concerns can successfully tap new leadership potential.
As an organizational consultant and researcher, I've had the privilege of working with many competent individuals over the years who have the skills and traits necessary to be effective leaders but who are reluctant to step into formal leadership roles. This phenomenon puzzles me, as leadership is so crucial for advancing important initiatives, developing talent, and driving positive organizational change. Through my work, I've sought to better understand the underlying reasons for this reluctance.
Today I aim to synthesize the key findings from my research and practice on this topic. I will explore some of the common psychological and social factors that contribute to capable people's hesitation to lead, grounded in scholarly literature. I will then discuss practical implications and provide industry examples of how organizations can help overcome this reluctance by creating an environment where leadership is both expected and supported.
Psychological Factors Contributing to Reluctance
The literature reveals several psychological reasons why capable individuals may hesitate to step into leadership roles. One primary factor is a concern about work-life balance and the increased demands of a leadership position. Research shows leadership requires long hours and heavy responsibilities that can negatively impact personal well-being and family life if not managed well (Gentry, Griggs, Deal, Mondore, & Cox, 2011; Snaith & Collinson, 2014). The prospect of these increased demands without proper support can understandably cause reluctance.
Relatedly, the risk of failure or criticism in a leadership role can trigger anxieties that hold some back (Humberd & Rouse, 2016). Leadership positions involve more visibility, scrutiny, and high-stakes decisions with outcomes out of one's full control. Some capable individuals who are otherwise accomplished may lack confidence in their ability to perform perfectly in an unpredictable leadership environment (DeRue & Wellman, 2009). The fear of appearing fallible or facing significant consequences from mistakes can deter even talented professionals.
Social Factors Contributing to Reluctance
On the social front, a common hurdle is a perceived lack of encouragement or mentoring support from senior leaders (Marques, 2013). Without explicit endorsement and guidance, capable individuals may feel unsure if they are "leader material" in the eyes of others. The ambiguity about fit and expectations in a leadership role can stall motivation.
Relatedly, politics and "office dynamics" within some organizations can breed reluctance. Observing cutthroat competition, sandbagging between colleagues, and constantly needing to prove oneself in some "up-or-out" cultures creates aversion to leadership roles that invite these unappealing relational challenges (Kram & Cherniss, 2001). Politicized environments make it less enticing to stick one's neck out.
Overcoming Reluctance in Practice
With an understanding of the psychological and social factors at play, some practical steps can help reduce reluctance and encourage capable individuals to step up to leadership roles:
Provide Support Structures. Create clear pathways (e.g. rotations, mentors) and back-up support (e.g. coaches) so new leaders don't feel isolated or without guidance. This instills confidence they will be set up for success (Day, Fleenor, Atwater, Sturm, & McKee, 2014).
Clearly Communicate Expectations. Honestly frame the demands but also opportunities of leadership roles. Make work-life integration a priority and provide flexibility. Case studies at Amazon show new managers appreciated clear "what to expect" discussions (Hartman, 2019).
Reward Progress, not just Outcomes. A performance management system focused on the ongoing effort, development and learning from setbacks - not just results - relieves pressure and lets risk-taking be part of the job.
Promote Collaborative Culture. Foster cooperation versus unhealthy competition. Leaders who see colleagues helping rather than hindering each other's success are more motivated to step up (Krackhardt & Hanson, 1993).
Provide Developmental Opportunities. Rotations, projects and stretch assignments allow individuals to experience leadership, build confidence and "try it on" without diving headfirst into an official role (McCall, 2004). This reduced-risk pathway can catalyze interest.
Tout Flexible Definition of Leadership. Emphasize that leadership comes in many styles and situations, not only formal roles or sole responsibility. Sharing small acts of informal, day-to-day team leadership helps it seem more approachable and less daunting (Hartnell et al., 2019).
Solicit and Acknowledge Contributions. When leaders notice individuals' existing invaluable contributions and encourage their growth, it inspires interest in expanding contribution through leadership roles. Recognition motivates stepping forward.
Industry Example: Overcoming Reluctance at Aflac
An illuminating case is life and health insurance firm Aflac, which recognized talented employees were hesitant to apply for open management roles due to work-life concerns. To address this, Aflac developed a formal Flexible Work Arrangements policy to provide schedule flexibility for all leadership positions and support caregivers. Since enacting it in 2005, applications from female employees, a traditionally reluctant group, doubled. The flexibility reliably frames leadership roles as viable despite personal responsibilities and achieves stronger representation (Harrington & Ladge, 2009). By addressing a core reluctance factor clearly and substantively, Aflac tapped new potential. Their experience demonstrates how practical changes centered on work-life integration can successfully encourage capable individuals to answer the call to lead.
Conclusion
While competent professionals have much to contribute in leadership roles, common psychological and social factors too often give them pause. However, through understanding the roots of this reluctance and making intentional adjustments to define leadership broadly, back new leaders, promote healthy culture and integrate personal responsibilities into work life, organizations can successfully inspire capable folks to accept their leadership potential and help advance important initiatives. When capable people are set up for success through coaching, role modeling and flexibility, they become energized contributors at all levels - including as leaders. Overcoming reluctance requires effort but pays dividends in fully developing all available talents.
References
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. https://doi.org/10.1016/j.leaqua.2013.11.004
DeRue, D. S., & Wellman, N. (2009). Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability. Journal of Applied Psychology, 94(4), 859–875. https://doi.org/10.1037/a0015317
Gentry, W. A., Griggs, T. L., Deal, J. J., Mondore, S. P., & Cox, B. D. (2011). A comparison of generational differences in endorsement of leadership practices with actual leadership skill level. Consulting Psychology Journal: Practice and Research, 63(1), 39–49. https://doi.org/10.1037/a0023163
Hartmann, N. N. (2019, September 17). Clear communication helps manage work-life balance when leading teams at Amazon. Harvard Business Review. https://hbr.org/2019/09/clear-communication-helps-manage-work-life-balance-when-leading-teams-at-amazon
Hartnell, C. A., Kinicki, A. J., Lambert, L. S., Fugate, M., & Doyle Corner, P. (2019). Do similarities or differences between CEO leadership and organizational culture have a more positive effect on firm performance? A test of competing predictions. Journal of Applied Psychology. https://doi.org/10.1037/apl0000410
Harrington, B., & Ladge, J. J. (2009). Present dynamics and future directions for organizations. Organizational Dynamics, 38(2), 148–157. https://doi.org/10.1016/j.orgdyn.2009.01.003
Humberd, B. K., & Rouse, E. D. (2016). Seeing you in me and me in you: Personal identification in the phases of mentoring relationships. Academy of Management Review, 41(3), 435–455. https://doi.org/10.5465/amr.2013.0203
Kram, K. E., & Cherniss, C. (2001). Developing emotional competence through relationships at work. In C. Cherniss & D. Goleman (Eds.), The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations (pp. 254–285). Jossey-Bass.
Krackhardt, D., & Hanson, J. R. (1993). Informal networks: The company behind the chart. Harvard Business Review, 71(4), 104–111.
Marques, J. (2013). Understanding the strength of gentleness: Soft-skilled leadership on the rise. Journal of Business Ethics, 116(1), 163–171. https://doi.org/10.1007/s10551-012-1471-7
McCall, M. W., Jr. (2004). Leadership development through experience. Academy of Management Executive, 18(3), 127–130. https://doi.org/10.5465/AME.2004.14776183
Snaith, B., & Collinson, D. (2014). Everyday leadership: Connecting work and life. Career Development International, 19(5), 608–624. https://doi.org/10.1108/CDI-10-2013-0123
Additional Reading
Westover, J. H. (2024). Optimizing Organizations: Reinvention through People, Adapted Mindsets, and the Dynamics of Change. HCI Academic Press. doi.org/10.70175/hclpress.2024.3
Westover, J. H. (2024). Reinventing Leadership: People-Centered Strategies for Empowering Organizational Change. HCI Academic Press. doi.org/10.70175/hclpress.2024.4
Westover, J. H. (2024). Cultivating Engagement: Mastering Inclusive Leadership, Culture Change, and Data-Informed Decision Making. HCI Academic Press. doi.org/10.70175/hclpress.2024.5
Westover, J. H. (2024). Energizing Innovation: Inspiring Peak Performance through Talent, Culture, and Growth. HCI Academic Press. doi.org/10.70175/hclpress.2024.6
Westover, J. H. (2024). Championing Performance: Aligning Organizational and Employee Trust, Purpose, and Well-Being. HCI Academic Press. doi.org/10.70175/hclpress.2024.7
Citation: Westover, J. H. (2024). Workforce Evolution: Strategies for Adapting to Changing Human Capital Needs. HCI Academic Press. doi.org/10.70175/hclpress.2024.8
Westover, J. H. (2024). Navigating Change: Keys to Organizational Agility, Innovation, and Impact. HCI Academic Press. doi.org/10.70175/hclpress.2024.11
Westover, J. H. (2024). Inspiring Purpose: Leading People and Unlocking Human Capacity in the Workplace. HCI Academic Press. doi.org/10.70175/hclpress.2024.12
Jonathan H. Westover, PhD is Chief Academic & Learning Officer (HCI Academy); Chair/Professor, Organizational Leadership (UVU); OD Consultant (Human Capital Innovations). Read Jonathan Westover's executive profile here.
Suggested Citation: Westover, J. H. (2024). Why Capable People Are Reluctant to Lead. Human Capital Leadership Review, 14(4). doi.org/10.70175/hclreview.2020.14.4.6
