The Paradoxically Gifted

The Paradoxically Gifted
by Harold D. Stolovitch, Ph.D.

One might assume those with remarkable talents, once secured and well remunerated, would require minimal support and direction to perform compared to others with less lofty abilities. Dangerous assumption!

While research on those identified as gifted contains abundant contradictions, several relatively stable findings provide us with useful information to help them perform in ways they and their organizations value. Foremost, gifted individuals often require more careful guidance and support - especially upon entry to a job - than their colleagues. That's because, while they have the same basic needs as the rest, gifted employees can sometimes be vulnerable in ways that decrease accomplishments. For example, their ability to perceive a vast array of possibilities in novel circumstances can lead to distraction. Confusion and anxiety about which path to follow can result. Findings from a number of studies on the gifted include:

1. Uneven development. While strong in talent areas, they may be underdeveloped in social skills or time management.

2. Self-criticism. They create idealistic, inflated images of what their jobs require and then internally punish themselves for not meeting self-imposed expectations.

3. Perfectionism. They set such high standards of performance they may expend enormous energy to achieve perfection, neglecting other important tasks, taking too much time to perform or becoming discouraged or paralyzed by imperfect results.

4. Risk avoidance. Foreseeing many potential obstacles, they might hesitate to take on initiatives for fear of underachievement or failure.

5. Multi-potentiality. If they possess several powerful talents, they may wrestle with competing alternatives on where to focus and how to coordinate diverse visions and actions.

One study synthesized the paradox of the gifted as follows:

a) Quick learner: Impatient with others, bored by explanations.
b) Highly inquisitive: Endlessly probing, can divert attention or embarrass authority.
c) Internally motivated and
d) Driven: Strong-willed, resists external directions.
e) Creative problem solver: Resists grounded precedents.
f) Strong conceptualizer: Rejects or is intolerant of unclear, illogical situations that nevertheless exist.
g) High self expectations: Intolerant of self and/or others.
h) Focus on successful accomplishment: Neglectful of people and feelings.
i) Independent: Rejects authority.

Drawing gifted talent into an organization is a desirable action; it's also a challenge to prepare both the gifted individuals and their environment to obtain hoped-for performance. 

In 1985, Pauline Clance came out with an insightful book: The Imposter Phenomenon: Overcoming the Fear That Haunts Your Success. In it she documented how highly successful academics, businesspeople and even those in not necessarily exalted positions were often unable to internalize their successful accomplishments, despite the fact they were truly merited. The greater the ability and success, the more they suffered from an incapacity to accept their achievements were not "fraudulent. " She and others found this to be particularly prevalent among the most talented and successful.

Additionally, in 2003, Dr. Martin Voracek from the University of Vienna Medical School released a study of 85 countries in which he demonstrated a significant, positive correlation between high intelligence and suicide rates. This aligns with the Terman study of genius that tracked more than 1,500 gifted Californian children born between 1920-21 to find their suicide rate is three times higher than the U.S. national average.

Giftedness, as defined by the U.S. Department of Education, is the possession of outstanding abilities and great potential for high performance. In the world of work, the capacity for innovation and superior performance is a strongly sought-after commodity. Yet the buyer should beware. Once acquired, the talents of the gifted must be carefully supported and managed. Only by monitoring and attending to the vulnerabilities and paradoxes of these extraordinary individuals can organizations transform what might be great potential into remarkable performance.


[About the Author: Harold D. Stolovitch, Ph.D., CPT is a principal of HSA Learning & Performance Solutions LLC and is emeritus professor of instructional and performance technology at the Universite de Montreal.]