The Most Common Early-Leadership Derailers (Backed by Organizational Psychology)

The Most Common First-Time Leadership (FTL) Mistakes (Backed by Research)

Many early leadership struggles are not about intelligence or effort, they’re predictable, research-backed mistakes that occur when someone transitions from individual contributor to leader.

Research in Industrial-Organizational Psychology consistently shows that approximately 50% of leaders will fail at some point in their careers due to personal factors, situational factors, or a combination of both. Personal derailers often include certain personality traits, difficulty maintaining relationships, limited leadership competencies, and a lack of self-awareness. Situational derailers include inadequate organizational support, misaligned culture, and external pressures such as economic or political change.

The consequences are significant. Poor first-time leadership contributes to increased turnover, measurable productivity loss, and lower team engagement. SHRM estimates the cost of turnover ranges from 50% to 200% of an employee’s annual salary, depending on the role. In STEM professions, this becomes especially costly. For example, replacing a Data Scientist supervisor earning $124,000 annually could cost between $62,000 and $248,000. And because first-line supervisors often manage a substantial portion of the workforce, the ripple effects of ineffective leadership extend far beyond a single leader or a single team.

The good news is that leadership failure is not inevitable. With preparation, increased self-awareness, and evidence-based guidance, first-time leaders (FTLs) can dramatically improve their likelihood of success.

Before examining the most common derailers, it helps to understand how leaders typically arrive in their first formal role.

Two Types of First-Time Leaders (FTL)

The Intentional FTL

The Intentional FTL often fits the image of a typical emerging leader. They may have led committees, volunteer organizations, or informal teams. They are motivated to grow and may have taken leadership courses, read books, or listened to podcasts.

However, when they step into their first formal leadership position, prior learning may have decayed or may not fully translate. What worked in a volunteer setting may not work in a high-stakes organizational environment. Leadership becomes less conceptual and more situational. The expectations are greater (and not always clearly communicated), the consequences more visible, and the dynamics more complex.

The Accidental FTL

The Accidental FTL did not necessarily pursue leadership. They were often promoted because of business growth, restructuring, or as the most technically capable person on the team.

Suddenly, they are responsible for managing peers, setting direction, and ensuring team performance. Often, they have had little preparation. In the absence of formal training, they may rely on instinct, emulate past managers, or model well-known public leaders whose styles may not fit their context. For these individuals, learning leadership skills and strategies becomes critical as they step into their new role. 

Despite their different paths, both Intentional and Accidental leaders face similar challenges. Most are leaving a highly technical role and must now shift from doing the work to leading the people who do. Tailored coaching, assessments, and support are essential to their (and their organization’s) success.

Four Common Derailers for FTLs

1. Over-Reliance on Technical Expertise

Most FTLs were promoted for their excellence in technical work. In STEM and highly credentialed professions, technical expertise often defines professional identity. Being the “go-to” expert is reinforcing and familiar.

Leadership requires a shift.

Instead of performing the work themselves, leaders must:

• Delegate effectively
• Master the 5 C’s of Communication
• Develop others
• Trust team members to execute

This shift can feel uncomfortable. Delegation often requires letting go not only of tasks, but of a piece of one’s professional identity. But it’s important for FTLs to recognize that leadership is no longer about demonstrating personal expertise; it’s about enabling collective performance.

When  FTLs struggle here, I often ask them to consider:

• What is one responsibility I can intentionally delegate?
• Who on my team is capable of performing (or growing into) this work?
• How can I support them as they develop?
• How does delegation benefit me? And my team?

2. Unchallenged Assumptions and Beliefs

Effective leadership requires questioning your own thinking as much as evaluating others’ performance. First-time leaders can often bring assumptions about motivation, performance, and accountability, and, without awareness, these assumptions can quietly shape behavior. For example, when a team member underperforms, a leader may assume the individual lacks motivation or skill and step in to correct the work, monitor more closely, or take over entirely.

The result?

• The team member does not grow.
• The leader becomes overextended.
• Frustration increases on both sides.

In research conducted by a broad range of psychologists, including cognitive and clinical psychologists, I-O psychologists, and more, these patterns often reflect cognitive biases or predictable “thinking errors” that influence how we interpret events.

When you feel certain about why someone is underperforming, pause and ask:

• What are the objective facts?
• What alternative explanations might exist?
• What is my role in this situation?
• How can I support growth rather than react to assumptions?

3. Avoiding Difficult Conversations

High-performing teams require clarity. Difficult conversations, when handled well, strengthen trust rather than diminish it, and leading people means addressing both strong and weak performance. Yet many FTLs avoid difficult conversations in an effort to preserve harmony or because they lack confidence in how to approach them. This is especially challenging when leading former peers.

Avoiding feedback does not maintain trust and, over time, can erode it. Contrary to how it may feel when unpracticed, demonstrating authority does not mean being authoritarian. It means:

• Clarifying roles and expectations
• Listening actively
• Being fair and consistent
• Moving toward resolution

Preparation is critical. Before a difficult conversation, consider:

• What specific behavior needs to change?
• What outcome am I aiming for?
• What happens if I say nothing?
• What might improve if I address this directly and respectfully?

4. Lack of Feedback from Others

As Organizational Psychologist Adam Grant has stated,

“withholding feedback is choosing comfort over growth.” 

FTLs must not only deliver feedback; they must receive it. A perspective shift must be made: feedback is not a threat, it’s data that enables growth. Without feedback, leaders lack insight into:

• How their behaviors are perceived
• Which behaviors build trust and engagement
• Where their intent differs from their impact

Structured, evidence-based assessments, such as a Leadership 360 multi-rater assessment, provide insight into observable leadership behaviors directly tied to performance. Direct reports, peers, and supervisors provide confidential input, and leaders also rate themselves.

One pattern I have seen repeatedly: high performers with a growth mindset tend to underrate themselves because they see room for improvement. Lower performers often overrate themselves. Without structured feedback, leaders may not know which category they fall into and focus on behaviors that may or may not need enhanced.

Before deciding how to grow, ask:

• What feedback am I currently receiving?
• From whom?
• What do I need to know to determine whether my leadership is effective?
• How do I want to grow over time?

The Mindset Shift That Matters

The transition from individual contributor to leader requires a fundamental shift:

• From personal achievement to collective performance
• From technical mastery to people development
• From individual output to organizational impact

FTLs must look inward, examining assumptions, identity, and habits, while also looking outward to develop others, hold conversations, and seek structured feedback.

Leadership is a learned capability. With experience, reflection, and science-backed guidance grounded in Industrial-Organizational Psychology, FTLs can strengthen their effectiveness and build resilient, engaged teams.

Build a Stronger Leadership Pipeline with More Effective FTLs

We help STEM and highly credentialed professionals, from emerging leaders to senior executives, gain clarity, strengthen leadership capability, and make informed decisions that align with their goals in a rapidly changing environment. Led by Dr. Heather Prather, a deeply tenured Organizational Psychologist, career-leadership-executive coach, and leader with over 20 years of experience, WiseUp is an evidence-based coaching practice grounded in Organizational Psychology, recognized among the top 10% of ICF-credentialed coaches and board-certified. Schedule your complimentary consultation to find the right solution.