Hardworking or work addict? How to spot the signs of workaholism [with free downloadable questionnaire]

How can you tell if someone is a workaholic or just hardworking? What are the negative consequences of work addiction, and how can managers help employees who may be suffering with it? In this article, we take a deep dive into workaholism, exploring all these issues with a free downloadable questionnaire to help you support your team members.

5 mins read
Getty Images 1316264191   Jack

4 months ago

What is workaholism?

A term first coined by Psychologist Wayne Oates in 1971, workaholism refers to a compulsion and uncontrollable need to work incessantly.

It manifests as an inability to stop working or maintain reasonable hours, even when it’s detrimental to the person’s life. Prioritising work over family, friends, and hobbies, workaholics thrive on adrenaline - seeking the rush of last-minute deadlines, all-nighters, and juggling multiple projects.

It is often overlooked as a serious addiction when compared to alcoholism or drug addiction. But, left untreated, it can have severe consequences and even be fatal. Much like alcoholism or drug abuse, workaholism harms both the workaholic and those around them. Over time, it negatively impacts their mental and physical health, straining relationships, family life, rest, exercise, and nutrition. However, unlike drug and alcohol addictions, people cannot choose to completely avoid work forever, so recovery can be a challenging balancing act which requires patience and understanding from employers and those around them.

However, some employers are under the false impression that workaholics make great employees. After all, they are willing to put in long hours, work weekends and put work ahead of everything else. What employer would not want that in an employee? And to make matters worse, our culture of rewarding hard work and commending those who clock in extra hours can contribute to the problem and reinforce the addiction.

But workaholism is not the same as someone who is simply a hard worker and dedicated, and is definitely not a good thing for your business.

How does workaholism differ from simply being ‘hardworking’?

Part of what makes workaholism so difficult to spot is that it can often be mistaken for a hard worker. However, it involves a lot more than just working long hours or being highly ambitious.

What makes someone a work addict is evident in the psychological and physical impact it has on them, which is significant and damaging to their lives and health. Regardless of the number of hours worked, workaholics are unable to psychologically detach from work which can lead to chronic stress.

What are the negative consequences of workaholism?

Work addiction can have a whole host of negative consequences on the individual, as well as your team and wider business.

Workaholics experience high levels of stress, which can lead to sleep problems, depression, severe anxiety, poorer functioning outside of work, and more work-family conflicts. All of this has been linked to poor psychological wellbeing, reduced perceived health and happiness, and lower self-reported work performance.

Here are just some of the wider implications workaholism could have on the team and business:

Imbalance in team dynamics

Workaholics can upset team dynamics. Others may feel resentful of the workaholic for being seen as more dedicated than they are. It could also lead to them trying to ‘catch up’ and match their unrealistic workloads.

Higher staff turnover

A workaholic manager may drive away valuable employees by making unreasonable demands. This will also result in additional costs to the employer by needing to rehire and retrain new employees.

Lack of creativity and innovation

Someone who struggles to switch off, take breaks, and make time for personal hobbies and relaxation may be stifling their creative side. This can lead to a lack of creative thinking and innovation in their work.

Long-term sickness

Along with the physical symptoms of chronic stress that can cause sickness, the person with the addiction is very likely to experience burnout at some point, potentially resulting in long-term absence.

Reduced productivity

Believe it or not, workaholism doesn’t equate to higher productivity. Many work addicts may struggle to strike the balance between quantity and quality of work and may spend more time trying to stay busy rather than effectively organising their time. They may also spend long hours at their desk in a mental fog because they are too exhausted to function at full capacity.

How can you spot signs in your employees?

Spotting the signs of workaholism in others, and even yourself, can be challenging, but it’s not impossible if you actively look out for the red flags.

Firstly, you may notice your employee consistently works beyond their scheduled hours. But most importantly, it’s not just the number of hours worked, it’s if they do this even when it’s unnecessary. For example, it may be reasonable for someone to work overtime if there is a looming deadline, or an unusually busy period. But if they work late or come in early even when there is no real pressure to, this is a warning sign that they may be a workaholic.

Other signs to look out for:

  • They demand perfection and unreasonably high standards from themselves or others

  • Regularly work during holidays or not use their holiday allowance at all

  • They may hoard work by taking on many projects, often more than they can handle

  • Failure to delegate or share work

  • Often work through lunch

  • Put tremendous pressure on themselves to work quickly and meet unrealistic deadlines

While many of these aren’t signs on their own, when you notice a regular pattern of negative habits, it can signify a work addiction.

Of course, there are many more symptoms that can impact someone’s personal life which may not be visible to you as their manager, but if you have reason to believe they are suffering from work addiction, it’s important to sit down with them and discuss your concerns sensitively and confidentially. If you are unsure on how to broach the topic, always check with your HR team first.

As a manager, you are not expected to be an expert in this matter, nor should you attempt to diagnose someone with an addiction, but it’s important to highlight your concerns about the behaviours you have witnessed, and signpost where they can go for more help should they wish to.

To help you, we've recreated the Workaholics Anonymous official self-assessment questions as a pdf you can email to your employees. It lists 20 questions that will help gauge if someone may have a work addiction. You should encourage employees to complete this in their own time, and if they feel they may have a problem, you can signpost them to their general practitioner or local mental health team.

Download the questions here.

Remember, workaholism is a serious illness that can have a major impact on the individual as well as the team, and managers should be mindful of the signs and take care not to encourage workaholism by rewarding unhealthy work practices.

If you are seeking a talented professional to join your team, or seeking a new opportunity yourself, get in touch with one of our specialist consultants today.

You may also be interested in...

The importance of ADHD understanding in education
4 mins read

The importance of ADHD understanding in education

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects both children and adults. It is characterised by symptoms of inattention, hyperactivity, and impulsivity, which can significantly impact daily life and functioning.

As a well-recognised condition, October is the month focused on increasing awareness and support available for those affected. The exact cause of ADHD is not fully understood, but it is believed to be a combination of genetic and environmental factors.

It is a lifelong condition that you are born with, and is often diagnosed in childhood, however, as awareness increases, many adults now find themselves seeking diagnosis.

ADHD classifications

There are three clinically recognised types of ADHD, these are:

Inattentive type (ADHD-I)

Symptoms: Difficulty sustaining attention, easily distracted, forgetfulness, and trouble organising tasks. Individuals may appear daydreamy and slow to process information.

Common in: More frequently diagnosed in girls, who may not exhibit hyperactive behaviours.

Hyperactive-impulsive type (ADHD-HI)

Symptoms: Excessive fidgeting, difficulty staying seated, talking excessively, and acting without thinking. These individuals are often described as being “on the go” and may struggle with waiting their turn.

Common in: More commonly diagnosed in boys, who may display more hyperactive behaviours.

Combine type (ADHD-C)

Symptoms: A combination of inattentive and hyperactive-impulsive symptoms. This is the most common type of ADHD, where individuals exhibit a mix of both sets of symptoms.

Common in: Both boys and girls, as it encompasses a broader range of behaviours.

However, what you must remember is that though these are ‘typical’ definitions, each type presents differently in individuals. For example, a student might frequently lose their homework, forget to bring the necessary materials to class, and have difficulty following through on instructions. Or one of your teaching colleagues could find it challenging to manage their time effectively and miss important deadlines or forget they have meetings.

Whatever the symptoms, in my experience, if supported with the right understanding, tools and resources, those with ADHD can thrive, just as well, if not more, than those that don’t have it.

Why is raising awareness so important in education?

Raising awareness of ADHD in schools is crucial for fostering an environment where both staff and students can thrive. When educators have a deeper understanding of ADHD, they are better equipped to provide the necessary support for students who live with the condition. Too often, these students face challenges that, without proper awareness, go unrecognised or misunderstood.

Educators who are informed about ADHD can tailor their approach, offering strategies such as breaking down instructions, simplifying tasks, and providing more consistent feedback. These small yet impactful adjustments can make a significant difference in a student’s academic experience, ensuring they have the same opportunities for success as their peers.

Another benefit of increased awareness is the potential for early identification of ADHD. Many students go through their school years undiagnosed, struggling with focus, organisation, or impulsive behaviours that are misinterpreted as behavioural issues. When ADHD is identified early, schools can work in partnership with parents and specialists to intervene before these struggles manifest into more significant academic or social difficulties. Early intervention gives students the tools they need to manage their symptoms effectively, which can positively impact their long-term success and mental well-being.

Equally important is addressing the stigma that still surrounds ADHD - it’s getting better, but we are a long way off yet. Far too often, students with ADHD are labelled as ‘lazy’, ‘disruptive’ or ‘difficult’, when they’re grappling with neurological differences that affect their ability to concentrate and regulate their behaviour. Raising awareness helps dismantle these harmful stereotypes, replacing them with empathy and understanding.

As schools become more inclusive and accepting of diverse learning needs, students with ADHD will feel more supported and less isolated. This shift in perspective not only benefits the individuals with ADHD but also enriches the school culture, creating a more compassionate and collaborative community.

Beyond the classroom, raising awareness among students is just as vital. When pupils understand ADHD, particularly those who are diagnosed with it, they can better advocate for themselves. Self-awareness allows them to take charge of their learning, request the support they need, and develop coping strategies that can serve them throughout their educational journey and into adulthood. Empowering students in this way builds their confidence and fosters resilience.

Ideas to help raise awareness in your school

October is ADHD Awareness Month, a prime time for pupils and staff alike to focus on ADHD in your school or Trust.

Why not celebrate the achievements of those with ADHD in an assembly, get an expert to come into school and explain what ADHD is to staff and pupils, perhaps you could encourage children to create a short play on the topic, or even write an essay or short story.

Whatever you chose to do, remember that a school culture which embraces an understanding of ADHD ultimately becomes stronger, more compassionate, and better equipped to nurture every learner and staff member.

Watch our webinar 'Empowering workplaces: navigating ADHD'.

Business support senior CV template
2 mins read

Business support senior CV template

​[Full Name]
[Home address]
[Contact Number] • [Email Address]

Personal statement

This section is your chance to summarise the rest of the CV, and convince the recruiter to get in touch. It is important to keep it brief, between 50-200 words and outline who you are, the skills you have to offer, and your career aim.

I have [number of years] experience as a [job title], and am highly skilled in [technologies/systems/area of expertise] thanks to my roles with [previous employers].

During my time with [organisation], I was responsible for/organised [task], and increased [profit/other metric] by [£X/X%]. My other notable achievements include [awards/leading teams/implementing change].

I am looking for an opportunity within an [business type/industry] organisation, where I can bring significant value and continue to develop my skills further.

Education

This is your chance to talk about your qualifications, academic and vocational. You should give detail about what you studied, where and when, and list them in chronological order. If you have many of one qualification, such as GCSEs, you might find it useful to group them together.

[College/School Name]
[Date M/Y– Date M/Y]

A-levels:

  • [Subject] – [Grade]

  • [Subject] – [Grade]

  • [Subject] – [Grade]

[College/School Name]
[Date M/Y– Date M/Y]

GCSEs:

  • [Number] GCSEs, grades [range], including Maths and English.

Work experience

This should be brief and, as a general rule of thumb, focus on the last five years of your career, or last three roles, in chronological order, with most recent at the top. You should highlight your key achievements, and use bullet points rather than lengthy descriptions.

[Job Title], [Company Name], [Location]
[Date M/Y- Date M/Y]

Achievements and responsibilities:

  • Brief role overview

  • Work alongside [team] to produce [project]

  • Implemented [change] which resulted in [benefit]

  • Received an [award name] for [reason]

Hobbies and interests

This section is not essential to include, but you may wish to, depending on the role you are applying for. It can be a useful chance to show a little more of your personality. However, be warned this can be very subjective, ensure anything listed here reinforces your application, and the idea that you’ll be the right fit for the role. If you don’t have any real relatable hobbies, it is probably best to omit this section:

I organise a weekly [sport] game, manage bookings, transport and help to coach the team.

Undertook a [course] in order to improve my [skill].

References

References are available upon request.

Alex Partridge, Founder of UNILAD and LADbible, on ADHD at work
5 mins read
  1. Featured

Alex Partridge, Founder of UNILAD and LADbible, on ADHD at work

​When Alex was diagnosed with ADHD at 34, it was a moment that put the rest of his life – and career – in context. In our webinar, Alex reflected on that career, the challenges he faced, and how simple accommodations in the workplace can make a massive difference.

“I got diagnosed with ADHD about a year and a half ago at age 34,” Alex said, explaining how the condition impacted his entrepreneurial journey without him fully realising it.

“Looking back now, through the lens of ADHD, I can see why a lot of my early businesses failed.”

He recounted a story from his university days when he impulsively started a late-night pizza delivery service: “A week later, my interest in the idea evaporated and disappeared. That was one of 10 or 15 businesses that I started and subsequently abandoned before landing on the ones that did sustain my interest.”

This impulsivity and rollercoaster of interest are common traits of ADHD. It’s a condition that’s misunderstood by many, and Alex is on a mission to change that perception -especially in the workplace.

The challenges of ADHD in the workplace

One of the key issues Alex emphasised as part of the webinar with Reed was the disconnect between traditional office environments and the way ADHD brains function.

“When you're forced into an office that's not suited to your brain, it can lead to overstimulation and almost a shutdown,” he said.

“I remember working in a marketing agency in a busy office. The noise, the ping pong table, the constant chatter - it completely paralysed my ability to work. Yet, when I asked to work in a quieter space and be judged on my outcomes rather than my processes, my productivity skyrocketed.

“In just six weeks, I grew the company’s social media following from zero to eight million.”

This experience highlights how simple accommodations, such as offering quiet spaces or allowing flexibility in how tasks are completed, can transform an employee’s productivity.

Common misconceptions about ADHD

One of the biggest obstacles for neurodivergent individuals in the workplace is the stigma attached to ADHD.

Alex said many people still have outdated views: “A common misconception is that ADHD means you’re physically hyperactive and constantly moving around the office. But for many people, particularly women, ADHD is internalised - it's a racing mind rather than fidgety behaviour.”

He added that employers often assume people with ADHD can’t focus, which couldn’t be further from the truth: “People with ADHD don’t have a deficit of attention - they have an abundance of it.

“When we’re interested in something, we can laser in and focus better than most. The challenge is accommodating for those things that capture our attention.”

Another myth Alex addressed is that people with ADHD can’t handle leadership roles.

He said: “In reality, people with ADHD can thrive in leadership positions. The fast pace, high pressure, and need for constant novelty are perfect for us.”

Accommodations that make a difference

So, what can employers do to help their ADHD employees thrive?

“The most important thing employers can do is show they understand,” Alex said. “Create a safe space where employees feel comfortable asking for help without fear of discrimination.

“Something as simple as putting a policy notice on your website or bringing in neurodivergent speakers can make a huge difference.”

On a practical level, Alex suggested allowing flexibility in how and when work is completed.

“Not everyone works well in a nine-to-five structure,” he said, “some people might do 40 hours of work in just four hours if you let them work on their terms. Judge employees by their outcomes, not their processes.”

Other accommodations Alex suggested included offering quiet spaces, providing written instructions rather than verbal ones, and breaking down large projects into smaller tasks with mini-deadlines: “For people with ADHD, having smaller, achievable goals can reduce overwhelm and improve task initiation.

He also encouraged the use of tools like noise-cancelling headphones and fidget toys in the office.

“I always have a thumb stone with me when I’m working, it helps channel some of the physical hyperactivity,” he added. “Normalising these tools can help employees manage their ADHD in a productive way.”

Recognising the signs of ADHD in your employees

Alex said managers who are unsure of how to spot employees who might be struggling with ADHD should look out for signs of anxiety or be aware if someone is withdrawing from meetings or experiences sudden changes in their behaviour.

Employers who suspect someone has ADHD or another neurodivergent condition should approach the situation with care.

“Send a private email or have a private conversation,” Alex said. “Ask if there’s anything you can do to help and work with the employee to create a plan moving forward.

“It’s important to have regular check-ins to ensure that the support remains consistent and effective.”

A call for more awareness and action

Alex’s message is clear: accommodating neurodiverse employees isn’t just the right thing to do - it’s smart business.

“People with ADHD bring incredible creativity, problem-solving skills, and entrepreneurial thinking to the table. With just a few adjustments, they can be a massive asset to any company.”

Alex Partridge, Founder of UNILAD and LADbible

For employers, creating an inclusive environment where neurodivergent employees can succeed is not just about ticking boxes, it’s about recognising and celebrating different ways of thinking.

As Alex said: “The best ideas often come from the quietest minds in the room. You just need to give them the space and time to be heard.”

Through his podcast, ADHD Chatter, Alex continues to raise awareness, share stories, and advocate for change in how society and workplaces understand ADHD.

This article highlights only a small number of recommendations from Alex. If you didn’t get a chance to watch our fireside chat with him, you can watch the recording of the event below: