Like many other gifted individuals, my greatest challenge was figuring out what my professional direction was going to be. The next greatest challenge was to determine what kind of post graduate education I would pursue. Gifted individuals are likely to be multipotential, meaning they can be successful in numerous areas due to having multiple interests and strengths (Rinn & Bishop, 2015). I had a strong foundation in STEM, and I was attracted to English and even anthropology. In the end I elected to study law, which at the time seemed like a somewhat arbitrary choice, though it did have the potential to combine many disciplines. At least that was the theory, but I wondered how it would actually work out in practice.

A 2006 study conducted by Siekanska and Sekowski in Poland examined the job satisfaction of gifted versus non-gifted adults aged 26 to 35 (2006). They found that gifted adults were more likely to be satisfied with their job than their non-gifted peers though they are more likely to struggle when their work environment is intolerant of their needs (Nauta and Corten, 2002). The researchers noted that there were key factors that led to such satisfaction and, though they are similar to general career advice, there were some notable differences.

Factors, such as finding a job that connects with core interests, work that is a source of pleasure, and having a supportive team atmosphere, are crucial to anyone’s career choice. For gifted individuals, career satisfaction means extra consideration to finding a career where they can take advantage of their special skills and predispositions (Siekanska and Sekowski, 2006). Gifted individuals are more likely to have highly focused interests while completely ignoring other matters, they may exhibit black and white thinking, and may employ what appears to be circuitous reasoning even though they arrive at the same conclusions (Daniels & Piechowski, 2009). They thrive when given the space to utilize these modes of thinking, where they are able to utilize their creative thinking and be “independent in their thinking” (Siekanska and Sekowski, 2006).

As my first semester draws to a close I have never been more confident that I made the right career choice. The moment this awareness came together remains illusive, but things have unquestionably clicked. Sure, the weight of half-day exams rests heavily on my shoulders and switching from MLA to IRAC is challenging, but wherever I turn I find that I love what I am pursuing. The core characteristics of law, research, writing, creative argumentation, and facilitating the work of a team while being able to work solo, directly reflect my core predispositions.

None of this would have been possible if I hadn’t been allowed to explore the many options I encountered and encouraged to self-reflect on my strengths. The average person changes careers five to seven times in their life so it is never too late to reflect on your choices and redirect your life (US Department of Labor).

• Daniels, S., & Piechowski, M. M. (2009). Living with intensity: Emotional development of gifted children, adolescents, and adults. Great Potential Press.
• Nauta, N., & Corten, F. (2002). Gifted adults in work. (K. Jamdagni, Trans.). Tijdschrift voor Bedrijfs- en Verzekeringsgeneeskunde [Journal for Occupational and Insurance Physicians], 10, 332-335.
• Rinn, A. N., & Bishop, J. (2015). Gifted adults. Gifted Child Quarterly, 59(4), 213–235.
• SiekaĹ„ska, M., & SÄ™kowski, A. (2006). Job satisfaction and temperament structure of gifted people. High Ability Studies, 17, 75-85.

As the head of the HR department, I am usually one of the first gatekeepers in receiving applications for employment.

At ÓĹĂŰĘÓƵ, because we work with highly intelligent children and families, we insist on high quality employees.  This means that a successful candidate for ANY position can spell, understands grammar, pays attention to detail, edits their work, and pretty much accepts nothing short of excellence from themselves.

So when we post a job description, we always ask for a cover letter and résumé to be sent to the hiring staff member’s attention.

Here are some “pointers” (aka requirements) for when you are submitting résumés to a workplace, regardless of field.

The Cover Letter

• If asked for a cover letter and rĂ©sumĂ©, it’s best to include a COVER LETTER, not a three sentence email message.
• Be sure to address the letter to the appropriate person. I have received letters addressed to Zadra Ibañez at ÓĹĂŰĘÓƵ, only to have the opening line read, “Dear Sally.”
• In today’s world, unless you KNOW you are writing to men, it is not going to endear you to the hiring committee to write “Dear Sirs.”
• Be sure the name and mission of the organization you are applying to are what you indicate in your cover letter. For example, ÓĹĂŰĘÓƵ is NOT an insurance firm.
• Likewise, be sure you are applying for the correct job. “Director of Development” at a non-profit is not a software designer’s position.
• A cover letter should show me three things:
  • You can write and spell and have a command of the English language.
  • You are a real person with personality and experience – I can see if you’re a good fit for the office culture and my organization.
  • Tell me something that doesn’t appear in your rĂ©sumĂ©, or explain WHY something isn’t in your rĂ©sumĂ©. For example, use this as an opportunity to address the 3-year gap in your work history.
• It’s a really small thing, but ask a friend to proofread your cover letter and rĂ©sumĂ©. Typos, grammar errors, etc., will get your rĂ©sumĂ© flagged to the “no” pile immediately.

The Résumé

• RĂ©sumĂ©s should be one to two pages long. They should be a snapshot of your professional career, allowing the hiring committee to find pertinent sections to ask you about in an interview.  Like a teaser for a television show.
• If you list an objective, it should not be, “to get a position at your company.” Instead, tell me what securing this position will do for your professional career or what you can accomplish with this position.  Great examples are:
  • “To utilize previous office experience in a non-profit setting.”
  • “To provide support services to the gifted community through coordination of specialized programs.”
  • “To attain on-the-job training in a leadership role that will allow me to develop management skills to grow within the company.”
• Please don’t spell “detail-oriented” wrong. Please don’t say, “I have great attention detail.”  (Oh! The irony.)
• If your previous title was Systems Analyst, please don’t tell me you analyzed systems. I most likely figured that out.  Instead, use the space to list accomplishments, achievements or specific responsibilities you had in that role.
• Likewise, if you told me in your cover letter that you successfully saved a company thousands of dollars, or created an entire system for organization, you don’t need to tell me again in the description of the job.
• Unless I am hiring a high school student, I don’t care about your GPA. There’s no need to list it on your rĂ©sumĂ©.  I will assume that you have a 4.0 unless you prove otherwise.
• Hobbies are nice; they’re a friendly touch at the bottom of your rĂ©sumĂ© that makes you look like a real person. They should not be the bulk of your rĂ©sumĂ©.

Extras

• “Pictures of You” – I prefer that you not include them. If you include a picture, it puts me in the position of having to discount the image and try not to let my thoughts of your appearance, dress, choice of pose, setting, etc., interfere with my judgement of your ability and fit.  It just muddies the waters.
• “M-O-N-E-Y” – Do not include salary history unless it is requested. You are seeking a new position, not a lateral move.  I may think you are worth more than you think you are.  I may see your previous rate and think you are out of my price range, without offering you a chance to meet me and show me how valuable you may be to our organization.  Either way, you have limited your negotiation power.
• “People You Know” – It is a good idea to bring a list of professional and personal references to the interview. However, it is not necessary to include them with the rĂ©sumĂ©.

Whether it is for a non-profit, for-profit or government agency, anyone hiring for a position is on your side.  We are rooting for you to succeed, because, the sooner we find the right candidate, the sooner we can all focus on serving our constituents.  If you are able to demonstrate that you have the qualifications needed and are a good fit for our organization, you will be able to provide much needed support for our team and ultimately our mission.  By following the pointers above, you can help bring our search and yours to a fruitful conclusion, and begin a great relationship that could last for years.

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Mark Erlandson, the parent of a gifted student who presently attends a boarding school out East, is a former lawyer and public high school English teacher from Wisconsin starting a new business as a legal writing consultant.

“You can be anything you want to be” is a cliche we all will probably tell, or have already told, our children at some time in their lives. For the gifted child, this statement may be closer to the truth. But having too many skills and abilities and multiple interests can be overwhelming, and what exactly does “anything” mean? How do we help the gifted student to understand what the “anything” is and to find the right career match?

To begin, two caveats: technological innovation and economic globalization have brought about swift change to the practice and outlook of many occupations and will continue to do so. Therefore, the goal of much early career planning should be to explore and understand the nature and variety of work available, not to choose a specific career. At most, paint in broad strokes and identify career areas that a child may want to enter.

Second, children’s interests often change as they mature. What once lit that flame of enthusiasm in 8th grade may have diminished by junior year of high school. That is natural. Expect your child’s passions to ebb and flow as he or she ages, becoming exposed to and participating in life’s experiences and learning more about themselves.

At the elementary school age, children need to just learn about the world of work in general. Begin by explaining your own job, both the advantages and disadvantages. It is called work and not play for a reason. Then have other relatives and friends explain their jobs and what they like or dislike about them. Ask your child to picture himself or herself in that job and what he or she would like or dislike about it. Try to stay away from the salary as a motivating factor. (The need for financial literacy is a topic for another day.) When you are out in public, point out the people working. Speculate with your child about that occupation’s advantages and disadvantages and how he or she would enjoy it. In all these situations, ask how the job contributes to society and what needs of people it meets.

Another way to begin discussion about possible employment is to connect current events with the world of work. Discuss, for instance, what occupations might have been affected by the drought in California or the political instability of the Middle East and how.

As children enter middle school and high school, research becomes important. An excellent resource is the . Another place for extensive information on careers is . Both sites break the work world into fields like Architecture and Engineering, Computer and Information Technology, and Business and Financial. They then provide information on the tasks involved in the career, the working conditions, the size of the occupation, the expected rate of growth and future prospects, the training involved or expected, the earnings, and the career ladder among other things. Other useful websites include , , and .

(A career in the military should not be ignored, though this is another topic best left for another day. Perhaps surprisingly, Forbes lists the three service academies among the top 30 on its “America’s Top Colleges List.”)

Don’t forget to use your library’s resources. Some helpful sources include the Encyclopedia of Careers and Vocational Guidance (R331.7 ENC); The Dictionary of Occupational Titles (R371.42); and Career Discovery Encyclopedia (R331.7 CAR). There are also many books on specific careers or career fields. For instance, there are books about nursing and books on careers in health care.

Of course, job shadowing provides some of the most realistic evidence of what a job is really like. This is as close as you can come to actually practicing the occupation. It can also dispel common misconceptions formed through such sources as television. For example, many children are surprised that the career of a forensic scientist is nothing like that seen on the CSI programs. Many companies now have formal job shadowing programs. Be sure to check their websites. But don’t be afraid to just call a business informally, as most companies will be happy to allow someone to job shadow. Contacting the human resource department is often a great place to start as is using relatives and acquaintances to network. Prepare for the experience by researching the occupation as outlined above and preparing a list of questions to ask. Don’t forget to send a thank-you note afterwards.

As the ancient Delphic maxim states, “Know thyself.” Once a child matures and can accurately identify and understand his or her personality, interests, skills and values, self-assessment becomes a critical part of the career exploration process.

Personality tests help students to understand themselves. One of the most common, the Myers-Briggs Type Indicator (MBTI), divides people into four dichotomies: Extroversion/Introversion, Sensing/Intuition, Thinking/Feeling, and Judging/Perceiving. These results are then used to place people into 16 personality types, e.g., INTP or ESFJ. Personality types can be matched with occupations that fit them. While the actual MBTI requires a certified professional to both administer and interpret (See for more information), a similar Jungian personality test may be taken for free at .

Interest inventories like the Strong Interest Inventory can provide additional information about self. Social scientists have found that interests in activities related to the world of work can be divided into six categories: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Combinations of these interests can be matched with various careers. For example, scientists tend to have strong interests in the areas of Realistic and Investigative while architects tend to be interested in the areas Artistic, Investigative and Realistic.

Of course, it is not enough to just be interested in a career; you must also have the necessary skills and abilities. The U.S. Department of Labor to identify a child’s skills that it then matches with careers that require that skill set. You can also start by identifying an occupation and then take a shorter assessment focusing only on the skills required by that occupation.

One final area, which is often ignored in the career exploration process, is work values. Satisfaction with one’s job is not just that it suits one’s personality and that he or she is good at it, but that it is similar to one’s values. For example, how important is it that the job provides recognition in the form of promotions or praise or that the job contributes to the betterment of society. Ultimately, this area might be the most crucial one leading to a long and satisfying career.

Picking the wrong career can lead to lifelong dissatisfaction, even burn-out, and waste the potential of the gifted child. To conclude with another cliche, “knowledge is power,” the power to avoid just such a situation.

Do you know a gifted high school student interested in learning more about a potential career field through hands-on experience? Check out !

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