Gifted Personality as a Subject of Management Activity: Psychological Resources and Risks
DOI:
https://doi.org/10.63437/3083-6425-2026-2(101)-13Keywords:
giftedness, subject of management, managerial activity, psychological resources, psychological risks, emotional intelligence, cognitive perfectionism, professional deformation, intellectual leadershipAbstract
The article provides a comprehensive theoretical and methodological analysis of the phenomenon of giftedness within the framework of managerial activity. In the modern BANI-world, the demand for intellectual leadership has transformed giftedness from a purely pedagogical category into a crucial professional resource. The study identifies that a gifted individual as a subject of management possesses a unique configuration of cognitive and personality-based resources that enable the implementation of non-linear developmental strategies for organizations.
The author categorizes psychological resources into three main vectors. The cognitive-strategic vector includes strategic anticipation, high speed of information processing, and divergent thinking, allowing the leader to identify latent patterns in complex systems. The volitional vector is characterized by high intellectual autonomy and resistance to group pressure, which is vital for crisis management. The reflective vector ensures the leader's ability to monitor and adjust their own cognitive strategies according to environmental changes.
Simultaneously, the research highlights significant psychological risks inherent in gifted managers. A key finding is the identification of the «intellectual leader's trap» or «the curse of knowledge», where a significant gap in thinking speed and complexity between the leader and the team leads to communication barriers and social isolation. The study also analyzes cognitive perfectionism as a factor causing «analysis paralysis» and high sensitivity as a trigger for early emotional burnout.
The results of the study indicate that the effectiveness of a gifted subject in management is not determined solely by their IQ level but by the degree of integration between their intellectual potential and emotional intelligence (EQ). EQ acts as a «translator» of complex strategic visions into the language of operational tasks, ensuring organizational synergy. The article concludes with practical recommendations for the psychological support of gifted leaders, emphasizing the need for developing «soft skills» and «decentralization» abilities to prevent professional deformations and social alienation.
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References
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