Over the past few decades, as the number of extraordinary achievements by research teams and science and technology companies has increased, the power behind the justification of only individual-dimension giftedness theories has decreased. This conceptual paper reveals the organizational dimension of giftedness in the background of scientific and technological developments in the twenty-first century and shows how it has become a necessary result of today's world. In this paper, the emergence of the organizational model of giftedness (OMoG), its four foundational components (supportive and nurturing mentors, individuals with high performance, interdisciplinary collaboration, and innovative outcomes), its structure, and how it functions are explained, inspired by Eyre's (2016) high-performance learning pedagogy and Amabile and Pratt's (2016) dynamic componential model of creativity and innovation in organizations. By moving beyond the typical approaches in the field, this innovative model extends the boundaries of giftedness and shifts our giftedness understanding from the individual dimension to the organizational dimension. The model encourages empirical studies in the field to understand better and advance the organizational dimension of giftedness, intending to contribute to educational policy and practices.