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Leadership

Five Myths That Will Destroy Your Leadership Potential

Harboring these beliefs inhibits personal growth and promotion.

Key points

  • Scientific evidence often contradicts conventional leadership wisdom. Leaders can be effective despite intrinsic motivation gaps and lapses.
  • Organizational influence is not necessarily power based.
  • Diversity is more than demographic heterogeny. It includes consideration of numerous intellectual perspectives.
Andrea Piacquadio/Pexels
Source: Andrea Piacquadio/Pexels

You aspire to do more and are prepared for the leadership journey, but you haven’t been promoted and may even have gone unnoticed. Wonder why? It could be that you are embracing false beliefs concerning what it takes to be a leader.

Unjustified beliefs, or beliefs explicitly contradicted by scientific evidence, are often termed “misconceptions” (McAfee & Hoffman, 2021) and can easily be detrimental to your career. These distorted perceptions differ from lack of knowledge and insufficient exposure. Instead, misconceptions develop when experience-based knowledge must be ‘unlearned’ to create an evidence-based understanding of a worldly phenomenon.

The impact of misconceptions is profound. Misconceptions and embracing false knowledge among the general public leads to poor decision-making contrary to the best interests of society and the individuals within it. This poor decision-making results in compromised judgment, irrational thinking, and the inability to learn new and accurate information (Chinn & Malhotra, 2002). Thus, it is illogical to expect a promotion or an offer of a leadership position when your beliefs may clash with a scientific and rational understanding of what it takes to be an effective leader.

There are at least five assumptions that potentially conflict with accurate, evidence-based interpretations of leadership success, as indicated below:

1. The most effective leaders are intrinsically motivated.

Many motivational speakers tout the benefits of having passion and purpose, otherwise known as being intrinsically motivated. What these advocates miss is that motivation is not binary, and why people choose and pursue a task varies between and during tasks. The intrinsic motivation myth contends that a person must have a deep and enduring interest in being a leader to be successful, above and beyond any other goals and desires.

In reality, leaders embrace a spectrum of motives, and at times intrinsic motivation is subordinate to reaching interim and professional goals (Welch, 2005). Many people choose to be in leadership roles to maximize earning potential, have authority, and be regarded as influential. While an overemphasis on ego-boosting motives can shift emphasis from the task to the reward, leaders with extrinsic motives (money, recognition, influence) can often radically propel optimal performance.

2. Some leadership beliefs and strategies work better than others.

Many popular conceptions of effective leadership espouse using specific strategies to accomplish leadership goals. Leading by example, one “expert” proclaims, “You have more power than you think,” while another dictates, “Be mindful of how you use your strengths as a leader” (MacLeod, 2018). So, which is it?

While some leadership approaches have evidence to support the strategy choice, the reality of leadership is that the organizational culture must be the primary consideration when making a leadership decision. Decisions without consideration of culture usually mean vulnerability to personal bias. Dispelling the “best strategy” myth entails a deep understanding that diversity is more than demographic heterogeny and includes consideration of numerous intellectual perspectives. For a leadership intervention to be successful, the savvy leader must incorporate cultural diversity and realize that leadership interventions are almost always situationally effective (Welch, 2005).

3. Organizational change can only be accomplished by those in power.

The myth that absolute power is necessary to instill change is based on 19th-century autocratic leadership. In practice, organizational hierarchies have little to do with the ability to orchestrate measurable change. Hoffman (2022) outlined four principles that support organizational influence absent of formal power; establishing organization-wide lateral relationships, helping others feel empowered, demonstrating empathy by using invitational language, and being realistic about timetables for personal development.

These same strategies are crucial for both formal and informal leaders. Effective informal leaders are so powerful that they may shift influence away from designated leaders. When colleagues perceive an individual as genuine and trustworthy, they will support the person, regardless of where they stand on the organization chart.

4. Personal development is primarily an organizational responsibility.

Data supports the notion that workers stay in organizations that foster personal development. Surveys reveal that companies that provide training and development are more profitable and appear more desirable to employees (Naim & Lenka, 2018). However, skill development is not exclusively an organizational responsibility.

The most successful leaders realize that competency growth is limited when relying on a singular organization. In reality, leadership success is enhanced by integrating life-long learning into one’s personal identity. Based on the theoretical tenants of self-determination theory (Ryan & Deci, 2020), knowledge and personal well-being are enhanced by elevated competency perceptions. Increasing skills should be a personal goal and not a responsibility shifted to an external organization.

5. Organizational strategy and personal beliefs must be aligned.

We often hear the mantra, “get with the program or get out.” Similarly, many companies advocate diversity of thought and experience. So, which philosophy prevails? While supporting organizational goals is a critical leadership requirement, in actuality, the most profitable and desirable organizations demonstrate diversity and inclusion by creating a trusting culture that rewards divergent thought perspectives (Jankelová et al., 2021).

Demographic diversity alone is only one step toward creating a culture of inclusion and opportunity. Cultivating thought diversity means encouraging employees to take “intellectual risks” by stating diverse opinions and pursuing creative ways to resolve organizational challenges. The best organizations do not chastise employees for failed proposals. Instead, they provide financial incentives for those who are able and willing to demonstrate diversity in all aspects of their thinking and behavior.

Ultimately, recognizing your bias and beliefs is the first step toward repressing misconceptions and becoming a more effective and inclusive leader.

References

Chinn, C. A., & Malhotra, B. A. (2002). Children's responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 94(2), 327-343.

Hoffman, B. (2022). How to be an amazing leader when you lack formal authority. PsychologyToday.com, https://www.psychologytoday.com/intl/blog/motivate/202208/how-to-be-an-amazing-leader-when-you-lack-formal-authority

Jankelová, N., Joniaková, Z., & Mišún, J. (2021). Innovative work behavior—a key factor in business performance? The role of team cognitive diversity and teamwork climate in this relationship. Journal of Risk and Financial Management, 14(4), 185.

McAfee, M., & Hoffman, B. (2021). The Morass of misconceptions: How unjustified beliefs influence teaching, learning, and motivation. International Journal for the Scholarship of Teaching and Learning, 15(1), article 4.

Macleod, N. (2018). Leadership experts share their top 19 leadership competencies & behaviors for success. https://www.linkedin.com/pulse/29-leadership-experts-share-top-19-competencies-plus-nance/

Naim, M. F., & Lenka, U. (2018). Development and retention of Generation Y employees: A conceptual framework. Employee Relations. 40(2), 433-455.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.

Welch, J. (2005). Winning. Jossey-Bass.

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