Giftedness

During the themed meeting ‘Giftedness in the Workplace’ (March 2026), we explored what giftedness means in the workplace. Prof. Anouke Bakx, Professor by Special Appointment of Giftedness (Tilburg University), shared her insights and research in a presentation.

In a panel discussion held beforehand, two staff members with characteristics of giftedness and two managers shared clear practical examples from our organisations. Due to the high level of interest in this topic, we have decided to share information on this page. Do you have anything to add? Let us know. 

Giftedness consists of a combination of: (1) high intelligence, (2) rapid, creative and associative thinking, and (3) a high level of motivation, drive and interest. Together, these three elements create gifted potential. This means that the environment influences whether (innate) giftedness can be developed to its full potential (Renzulli and Mönks’ Triadic Interdependence Model). Giftedness is not a diagnosis.

 

The Delphi Model is a widely accepted perspective on giftedness and describes it as follows: “A gifted person is a quick and astute thinker who can handle complex matters. They are autonomous, curious and driven by nature. A sensitive and emotional person. They live life intensely and derive pleasure from creating.” The Delphi Model posits that three elements of the inner world – autonomy, high intelligence and a rich emotional life – interact with the environment, giving rise to high sensitivity, a creative orientation and curiosity/drive.

 

We prefer to say ‘employees with characteristics of giftedness’ rather than ‘gifted employees’, as this refers to a range of characteristics that can vary greatly from person to person. Giftedness is often abbreviated to GB. For the sake of clarity, on this page we usually refer to ‘GB employees’, by which we mean employees with characteristics of giftedness.

Giftedness is therefore more than just a high IQ. Employees with characteristics of giftedness can, for example, easily make connections, are creative thinkers, enjoy seeking out challenges and quickly identify solutions. These employees are of great value to science and innovation within our (educational) organisations.

 

Staff members with characteristics of giftedness can be relatively sensitive to the atmosphere or tension in the workplace, be extremely driven, and require autonomy in their work. It may happen, for example, that ways of thinking differ and a staff member is several steps ahead of the rest of the team or is misunderstood. There is also a risk of ‘bore-out’ if the gifted employee’s work does not sufficiently match their intellectual capacities and their desire for complexity. It is therefore crucial that the role is a good fit for the gifted employee; this is also known as a ‘PE-fit’ (Person-Environment). When the PE-fit is good, there is scope for development. The working environment must be inclusive and psychologically safe. Only then can gifted talent add significant value to the organisation.

Managers who understand what giftedness entails are better able to respond to their employees’ needs and thus contribute to better working relationships and performance. For many managers, this does not come naturally. If you find yourself with questions about how best to support a highly gifted employee, seek specific information or advice from specialist literature, experts with practical experience or specialist coaches. Do you suspect that an employee is gifted, but they themselves are not yet aware of this? If so, discuss this suspicion openly and consider specialist coaching if this is appropriate for the work situation and the employee’s needs. Coaching can help, for example, to gain insight and/or improve collaboration and communication. In this way, greater use can be made of the gifted individual’s potential, and it contributes to the employee’s long-term employability. Bear in mind that the characteristics of giftedness are permanent, and an employee cannot be expected to conform to the norm of the team or the organisation. The aim is to find a way of working together.

 

Set aside time regularly to discuss what support or approach suits the individual best and what you expect from one another. Highly gifted employees thrive on autonomy, but tend to take on too much because virtually everything appeals to them. A clear objective, a well-defined division of roles (responsibilities and decision-making authority), combined with prospects for development or broadening their horizons, helps them to focus. Provide guidance and help them prioritise where necessary; how you do this is determined by the way you give feedback. Specify exactly what behaviour you are observing, what the consequences are for the work, and what you would like to see instead, regardless of who the employee is as a person. Give the employee the opportunity to work on tasks that are intellectually challenging or wide-ranging. In practice, the added value of this is often considerable. Without the prospect of further development and new opportunities, the gifted employee may become frustrated or develop ‘bore-out’. Gifted employees are often driven by idealism and provide critical input based on a genuine commitment to the organisation. A manager who is open to diversity in thinking and working actually makes that commitment possible. In short: managing a gifted employee is challenging, but usually results in an employee who performs to a high standard and with great commitment.

As well as the manager’s role, the employee themselves also plays an active part in ensuring effective collaboration. Self-awareness and knowledge about giftedness help employees with characteristics of giftedness to recognise that they may experience situations differently from colleagues or managers, and that this requires mutual understanding. It is also important to be able to communicate what you, as an employee, need in order to carry out your work sustainably. Gifted potential is realised when the support provided is tailored to the employee’s individual needs, such as targeted coaching or suitable working conditions. Do you need coaching? If so, it is advisable to find a coach who specialises in giftedness and/or is gifted themselves.

Interacting with like-minded people is important, as staff with characteristics of giftedness can sometimes feel misunderstood, isolated or lonely. Do you work at UU, HU or UMC Utrecht, recognise these characteristics of giftedness in yourself, and want to share experiences? Then join the giftedness community.

 

This private channel in our Teams environment is a space for exchanging tips and ideas, finding support, and having meaningful conversations with other staff members who identify with characteristics of giftedness. You can tick the relevant community box whilst registering for U-AccessAbility – or, if you’re already a member, you can send an email to info@u-accessability.nl stating that you’d like to be added to the ‘Giftedness’ channel. If you do not have characteristics of giftedness but would still like to ask a question or share thoughts, you can do so in the ‘Neurodiversity’ Teams channel. This is an accessible way to start a conversation about giftedness. U-AccessAbility has one set of cards available for loan. You can borrow it by contacting info@u-accessability.nl.

Do you mentor, coach or manage an employee who displays characteristics of giftedness? Or do you yourself display characteristics of giftedness? If so, the coaching cards or the prejudice game (NL) from the Institute for Adult Giftedness might be of interest to you. The coaching cards contain statements with which people with characteristics of giftedness can readily identify in various areas of life, including work. They offer a playful and accessible way to start a conversation about giftedness. U-AccessAbility has one set of cards available for loan. You can borrow it by contacting info@u-accessability.nl.

Utrecht University conducted research into the work experience of gifted employees. You can read the two reports (2013/2014) on the website of the Instituut Hoogbegaafdheid Volwassenen. In addition, the Instituut Hoogbegaafdheid Volwassenen offers a diverse collection of leaflets on giftedness, including:

Almost all the books on our list are Dutch books; please see the Dutch page for the book list.

Almost all the articles in our list are in Dutch; please see the Dutch page for the full list.