Professionals often wait until they feel fully qualified before stepping into new responsibilities. Yet in fast-moving organisations, opportunity frequently arrives before perfect readiness. The question is not whether you have done the exact task before. The real question is whether you possess the foundational capabilities to execute, learn, and deliver under pressure.
The discipline of saying “yes” is not about overconfidence. It is about recognising transferable skills and committing to structured execution.
Research on adaptive expertise suggests that high-performing professionals are not defined solely by depth within a single domain, but by their ability to apply knowledge across contexts (Hatano & Inagaki, 1986; Schwartz, Bransford & Sears, 2005). The most effective leaders understand when a stretch assignment is reckless and when it is developmental.
Many professionals operate within invisible boundaries. They accept tasks that extend existing skills incrementally but hesitate when confronted with unfamiliar territory.
This is often reinforced by corporate structures that reward narrow specialisation.
However, complex business challenges rarely fit neatly into one domain. Enterprise system development, market analysis, digital transformation, and operational redesign all require multi-disciplinary thinking.
The shift occurs when the internal question changes from:
to:
That reframing changes how opportunity is evaluated.
In stable environments, caution dominates decision-making. In uncertain environments, capability expands faster. When external constraints increase; market pressure, financial responsibility, business volatility, professionals are forced to examine their transferable skills more closely. This often reveals something important:
The underlying structures of thinking transfer more easily than many assume.
Cognitive science refers to this as “far transfer”, the application of learned principles to new contexts (Perkins & Salomon, 1992). It is difficult, but powerful when achieved.
Rather than viewing skills vertically as depth within a single discipline - it is more useful to visualise them as intersecting domains.
Consider five common leadership capabilities:
Individually, each has value. At the intersection, they create new capability. A professional who understands process design and financial modelling can approach market analysis differently from someone trained only in research methods. The integration produces differentiated insight. The decision to say “yes” becomes strategic when multiple relevant capabilities intersect at the challenge.
Not every opportunity warrant acceptance. Strategic commitment requires evaluation. We recommend the following:
This distinction protects both credibility and quality.
Vertical growth versus horizontal growth
Professional development is often described as vertical progression, becoming more specialised within a discipline. Yet many high-impact roles demand horizontal growth, applying core capabilities in adjacent fields. Vertical growth deepens expertise. Horizontal growth expands adaptability.
Modern organisations benefit from professionals who can connect operations to strategy, finance to execution, systems to customer impact. The capacity to operate across domains increases organisational resilience.
Stretch assignments often require:
Initial projects may take significantly more time than those completed by seasoned specialists. That investment, however, builds future efficiency. Capability compounds. What begins as effort-intensive becomes repeatable competence.
For leadership teams, this mindset has broader implications.
If organisations want adaptive teams, they must:
Without these structures, professionals default to comfort zones. With them, capability expands systematically.
Uncertainty often signals proximity to development. The most effective professionals do not wait for perfect readiness. They evaluate foundational strength, assess risk, and commit deliberately. Strategic yes decisions build layered capability over time. Each accepted challenge expands the surface area of competence.
Hatano, G. & Inagaki, K. (1986). Two courses of expertise. Child Development and Education in Japan.
Perkins, D.N. & Salomon, G. (1992). Transfer of learning. International Encyclopedia of Education.
Schwartz, D.L., Bransford, J.D. & Sears, D. (2005). Efficiency and innovation in transfer. Transfer of Learning from a Modern Multidisciplinary Perspective.