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Giftedness in the Workplace: Can the Bright Mind Thrive in Organizations? By
Mary-Elaine Jacobsen, PhD So Many
Interests Such distortions exacerbate gifted
people's inner pressure to make their mark in the world. Furthermore,
instead of the expected coming-of-age exhilaration, the transition from
full-time learner to full-time worker can be painfully disillusioning. Dreams fade quickly when gifted
employees begin to equate work with constraint and exploitation. Can
the bright mind thrive in organizations? Could the goals of work and gifted needs
be aligned? The key may be a systematic set of "street smarts" for the
gifted worker — a thorough understanding of gifted traits combined with
a strategic plan that balances self-support with judicious compromise. Exceptional intellectual and creative
abilities can lead to highly successful careers, sometimes in multiple
fields. Indeed, the gifted individual who is passionately involved in a
particular domain, who also has a channel for the ongoing expression of
talents, may achieve far beyond traditional definitions of success. From time to time relatively unfettered
bright minds alter the direction of their domain as a whole. Stories of
eminent figures fascinate and inspire us. At the same time glorified images of
illustriousness can imply that early in life those who are truly gifted
know exactly what they are to do with their lives and pursue their
rightful lifework unimpeded — all the way to the full realization of
their potential and the rewards of eminence. With the bulk of their formal education
behind them, novitiates in the world of work often enter with a full
head of steam, ready and willing to roll up their sleeves and make
their mark. Their exuberance also stems from their
gifted traits, particularly the powerful sense of drive and urgency —
an inner pressure to delve into something difficult that tests their
intellectual strengths, and to aim for something that might make a
constructive difference. In short, they have been learning,
accommodating, proving themselves, and waiting their turn, and now
yearn to live out the promises of high potential on their own terms. However, the transition from full-time
learner to full-time worker can be a bumpy road indeed, and can easily
engender deep disappointment instead of the anticipated coming-of-age
gratification. Many of my gifted adult clients recall
feelings of shock and dismay upon entering a career track. One
brilliant young economist described his feelings: I couldn't wait to
graduate; I was so excited. Finally I'd be able to stretch my wings
and move ahead at a pace that fit my natural energy and dedication. I couldn't have been more wrong! It was
like having the wind knocked out of me when I was told: ' take it easy'
and 'wait your turn'. Somehow I was supposed to just hunker down and be
invisible while I put in my so-called dirt years! SEEING THE GIFTED ADULT A survey of clinical and educational
literature reveals that the bulk of research and information about
giftedness focuses solely on child development and gifted education. Though a thorough investigation of
gifted children is understandable and necessary, to avoid pinhole
thinking it is essential that we view childhood giftedness within the
context of the emerging gifted adult: Interest in gifted young people is
fundamentally directed toward the future. The extensive literature on
identifying the gifted, on educational programs for the gifted, and on
advice to teachers and parents of gifted children represents visions of
these children's hoped-for future as creative adults. But giftedness in childhood is different
from creativity in adulthood... The clear implication is that
creativity develops. . . For the creative adult, his or her abilities
have become a means, an integrated, seasoned instrument, for organizing
and living a purposeful creative life. . . . If giftedness in childhood
is to lead to creativity in adulthood, then understanding more about
adult creativity will expand one's understanding of giftedness
(Wallace, pp. 361-363). The essential traits that stand as the
hallmarks of giftedness do not simply vanish upon graduation from
school. And yet, if a gifted adult was never identified as such in
childhood --- especially if he or she was considered an underachiever
--- the same gifted traits that can serve as the foundations of
excellence can be misunderstood and misused (Jacobsen, ). When that happens in the workplace,
being bright can quickly backfire if one is placed on the proverbial
misfit list and exceptional talents can be locked down in
organizational politics. Because the vast majority of gifted adults
have been told so little about their gifted characteristics and have
experienced an array of criticisms about their intense natures, they
often develop a distorted self-view. For adults, knowing what makes one tick
as a gifted person and how to manage their intensities successfully is
far more important and practical than numerical findings of achievement
or IQ tests. Rather than rank themselves, they need
to grasp the identifying characteristics of giftedness that fall more
in the realm of personality traits, habits, and/or needs. In general, the gifted exhibit sensory
and emotional sensitivity, difficulty in accepting criticism,
extraordinary empathy and compassion, passionate dedication to causes,
deep concern and worry, overwhelming feelings of responsibility for the
well-being of others and the advancement of humanity, and become easily
outraged by injustices and inhumane acts (Dabrowski, 1972; Lovecky,
1986, 1990; Piechowski, 1979, 1991; Post, 1988; Roeper, 1991;
Silverman, 1993b). Not unexpectedly, gifted adults are
prone to periods of existential depression. On the other hand, one of
the more glaring traits of giftedness is extraordinary goal orientation
that coexists with a relentless curiosity. Challenge seems to be more of a need
than a want, and feelings of being driven or pressured to understand
and excel are the companions of achievement. Entelechy (from the Greek
entelekheia meaning full realization, a vital force urging one toward
self-actualization) is the sum and substance of their remarkable
self-motivation and perseverance (Lovecky, 1986, 1990; Piechowski,
1991; Roeper, 1991; Rocamora, 1992). We can see evidence of adult giftedness
in a broad knowledge base that is woven together over time and easily
linked to new information (Coleman & Shore, 1991; Larkin,
McDermott, Simon & Simon, 1980; Resnick, 1989; Shore &
Kanevsky, 1993). They also display a habit of
self-monitoring and self-guidance, personal insight and metacognition
--- often in the form of harsh self-scrutiny (Flavell, 1976;
Meichenbaum, 1980; Shore & Kanevsky, 1993; Coleman & Shore,
1991). Gifted adults generally rely on their
pliable thinking and unusual perceptivity. They share an ability to see
through the veneer, to quickly ascertain problems (adept
problem-finders) and reinterpret things beyond traditional views. They can cut through complex issues to
the heart of the matter and move directly toward creative solutions by
combining intellectual strengths (e.g. verbalizing internal images)
(Clark, 1992; Davidson, 1986; Dover & Shore, 1991; Getzels &
Csikszentmihalyi, 1976; Kay, 1991; Lewis, Kitano, & Lynch, 1992;
Lovecky, 1986; McCrae, 1987; Piechowski,1986). The astute observer will detect signs of
adult giftedness in their love of puzzles and preference for
complexity, their penchant for original responses, and fondness of
novelty. These characteristics become all the more obvious when they
stay the course and tolerate ambiguity long after others have bowed out
of the investigation (Bowen, Shore, & Cartwright, 1992;
Piechowski,1991; Roeper, 1991). The gifted adult often displays a
tendency to be excitable, especially when something new tweaks
challenges their imaginations. They may appear to have unusually high
levels of energy (not hyperactivity), shifting from one area of
interest to another without loss of zeal. Sometimes excitability is evidenced by
overt expressiveness, love of intense discussion and debate, the
ability to concentrate for long periods of time, multiple interests
that reflect their multipotentiality, and by complaints of being easily
bored (Clark, 1992; Freed, 1990; Gallagher, 1985; Lewis, Kitano, &
Lynch, 1992; Lovecky, 1986; Meckstroth, 1991; Piechowski, 1979, 1986,
1991; Schiever, 1985; Silverman, 1983a; Whitmore, 1980). Frequently gifted adults in counseling
report a history indicative of uneven or asynchronous intellectual,
emotional, psychomotor, language, and/or social development (e.g.
reasoning ahead of language skills; complex ideas ahead of ability to
sufficiently express; emotional maturity lagging reasoning) (Jacobsen,
1999). They may be proud of their exceptional
intelligence and high academic achievement or self-conscious and
baffled about experiences of underachievement despite their recognized
exceptional ability (Kerr, 1991; Page, 1983; Piechowski, 1991; Roedell,
1980; Silverman, 1991; Terrassier, 1985; Tolan, 1994; Webb &
Kleine, 1993; Webb, Meckstroth & Tolan, 1982). When gifted adults feel free to reveal
information about their inner lives they often admit to being
perfectionists and complain that they have find mundane tasks
intolerable. Many report feeling driven by, and often
suffering from, exceedingly high standards for themselves and others;
pulled toward high achievement by their profound idealism while
simultaneously engaging in devitalizing self-criticism (Clark, 1992;
Frost, Marten, Lahart & Rosenblate, 1990; Hamachek, 1978;
Hollingworth, 1926; Kaiser & Berndt, 1985; Parker, 1995; Powell
& Haden, 1984; Rocamora, 1992; Roeper, 1988; Silverman &
Conarton, 1993; Webb, Meckstroth & Tolan, 1982). Particularly for the gifted female, it
is not uncommon to find a self-perception distorted by accompanying
feelings of being a failure, a fraud or impostor, or a belief that it
is others who are truly gifted (Bell, 1990; Bell & Young, 1986;
Clance, 1985; Clance & Imes, 1978; Dweck, Davidson, Nelson &
Enna, 1978). Contrary to popular opinion and faulty
expectations of nerdism, the gifted adult commonly shows unusual
psychosocial maturity, popularity, charisma, trustworthiness, social
adjustment and relationship competence. For many of them, leadership is a
natural role that is upheld by self-assuredness and an excellent sense
of humor (Hollingworth, 1931; Mönks & Ferguson, 1983;
Olszewski-Kubilius, Kulieke, & Krasney, 1988; Robinson & Noble,
1991; Silverman, 1993b, 1993c; Terman, 1925). Despite their abilities, the gifted
experience recurring feelings of isolation and being largely
misunderstood. Most have been aware since early childhood that they are
inherently different, though they may not know in what ways, and
typically believe their differences are disreputable. Likewise they may eventually admit to
chronic experiences of deep loneliness in spite of a preference for
working alone. In addition, many have been berated for being picky,
perfectionistic, or overly-committed to orderliness because neither
therapist nor client realize it is normal for the gifted to seek
security by systematizing. Gifted adults may fail to respect their
own need for solitude, reflection, and time to daydream or play with
concepts and ideas. They may shame themselves when their strong bids
for autonomy result in a pattern of butting heads with authority
figures when most have never been told that they challenge tradition
because of their deep personal values and a reverence for truth and
authenticity (Clark, 1992; Dabrowski, 1972; Gallagher, 1985; Krueger,
1988; Lewis, Kitano, & Lynch, 1992; Piechowski, 1979, 1986;
Silverman, 1983). Overall, the gifted adult is almost
entirely unaware that the so-called excesses of their nature are the
very same traits that underpin excellence. With help, as gifted adults
discover their true identities, they can rewrite their histories in
terms of assets rather than liabilities. They may come to understand a gifted
child’s tears and rage over playground unfairness or pointing out
politically incorrect truths were early signs of moral leadership. They many finally realize that badgering
teachers and parents with questions and getting into all kinds of
investigative mischief often foreshadows entrepreneurism and
innovation. They may also discover that when the
gifted child’s touchiness seems excessive, it may be a harbinger of
profound empathy, the kind revered in social reformers and servants of
the poor and needy. Thus, a corrected personal history is
fundamental for self-support, a prerequisite for confidently embarking
on new ventures in a world that is still stuck on stereotyped notions
about the gifted. Can a gifted employee, whether in a
small business or as one amongst thousands in a mega-conglomerate,
develop and make good on giftedness without being unduly exploited or
feeling smothered by constraints? Since few young adults have the power to
significantly change the organizations in which they work --- no matter
how bright and talented they may be --- the answer I suggest is a
combination of psychoeducation about gifted traits and a strategic plan
that balances self-support with judicious compromise — a systematic set
of "street smarts" the gifted need to adapt and even thrive at work
instead of hunkering down and betraying themselves and their
exceptional gifts. Exceptional intellectual and creative
abilities can lead to highly successful careers, sometimes in multiple
fields. Indeed, the gifted individual who is passionately involved in a
particular domain, who also has a channel for the ongoing expression of
talents, may achieve far beyond traditional definitions of success. From time to time relatively unfettered
bright minds alter the direction of their domain as a whole. These
stories of eminent figures fascinate and inspire us. At the same time
such images covertly imply that early on those who are truly gifted
know exactly what they want to do with their lives and subsequently
pursue their rightful lifework unimpeded — all the way to the full
realization of their potential. Against such a backdrop of
illustriousness, gifted individuals enter the world of work looking
forward to an increasingly good match between one's own talents, needs,
style, and personal goals, with the workplace atmosphere, peers,
supervisors, and bottom-line agenda. In addition, gifted people often
experience a powerful sense of urgency — an inner pressure to delve
into something difficult that tests their intellectual strengths, and
to aim for something that is likely to make a constructive difference. They yearn to live out the promise of
high potential. However, the transition from full-time learner to
full-time worker can engender deep disappointment instead of the
anticipated coming-of-age exhilaration. Many of my gifted adult clients recall
feelings of shock and dismay upon entering a career track. One
brilliant young economist described his feelings: I couldn't wait to
graduate; I was so excited. Finally I'd be able to stretch my wings and
move ahead at a pace that fit my natural energy and dedication. I
couldn't have been more wrong! It was like having the wind knocked out
of me when I was told: ' take it easy' and 'wait your turn'. Somehow I
was supposed to just hunker down and be invisible while I put in my
so-called dirt years! Can a gifted employee, whether in a
small business or as one amongst thousands in a mega-conglomerate,
develop and make good on giftedness without being unduly exploited or
constrained? Since few have the power to
significantly change the organizations in which they work, the answer
may be a combination of psychoeducation about gifted traits and a
strategic plan that balances self-support with judicious compromise — a
systematic set of "street smarts" the gifted need to adapt and even
thrive at work rather than betraying themselves or their gifts. PREMISE: Creative productivity for the
gifted adult must be understood within a context as far-reaching as
evolution itself and as narrow and more personal as the daily tasks of
the everyday genius at work. Investigators in giftedness and creativity
have discovered that creative excellence is the result of a particular
blend of internal and external factors, a process that requires special
understanding, proper atmosphere, and self-management. Giftedness is more than intellectual
prowess. It impacts and underlies everything because giftedness is a
quantitatively, qualitatively, and motivationally different way of
being. This means living and experiencing the
world and responding to stimuli in ways that stand out from the crowd,
differences that are often criticized by others as "off track" or
excessive. Yet these differences are the very
traits that are fundamental building blocks of innovation and
extraordinary achievement. The best of both worlds occurs when "my
way/ my view" gifted strengths are integrated with the creative powers
of others in a goal-directed team. This is only possible for those gifted
employees and leaders who fully understand what makes gifted
individuals tick and how to successfully merge their talents, opinions
and distinctly different styles. This calls for advanced development
education suited to this special population and the organizations in
which they work.  Contact Dr. Mary-Elaine Jacobsen about individualized phone consultations on being gifted at: mjacobsen@isgaa.org ~ ~ ~ Related pages : GT Adults blog - gifted/talented/high ability Intensity
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sensitivity GT
Adults giftedness ~ ~ ~
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