There are some commonalities, however. Most brains work similarly enough to have common ground and establish common working practices that fit most people, most of the time. But what about those of us who fall through the cracks? Those of us who process information differently? 

Ed Thompson, founder and CEO of Uptimize, is dedicated to increasing awareness and support for employees who think differently, including individuals with autism, ADHD and dyslexia. Humanity can be described as “neurodiverse,” while these individuals are “neurodivergent,” thinking differently from most. 

Thompson’s new book, “A Hidden Force: Unlocking the Potential of Neurodiversity at Work,” explores the rise of the neurodiversity movement, as well as the strengths that neurodivergent workers bring to the table. It also suggests some strategies that we can all adopt to make our companies more supportive and inclusive of diverse thinkers.

Looking Beyond “Hiring for Culture Fit” 

In this clip from our Expert Interview, Thompson discusses how the hiring process often unintentionally works against neurodivergent talent. (You can stream the audio clip below or read a transcript here.) 

I think back to the jobs I’ve been hired for. Often, the managers had common ground with me socially, and it felt more like I’d passed a "fit test" than an objective assessment of my capabilities. I was no less capable of doing other jobs where I’d been turned down… and usually, in those cases, I likely didn’t resemble the hiring managers’ ideal candidate or "click" with them in conversation. 

But not everyone finds it easy to “click” with an interviewer. Many neurodivergent individuals find it hard to read people and navigate what can look like an opaque and confusing social script. Interviews are a test of social competency, which might have nothing to do with the job that managers are hiring someone to perform! 

Neurodiversity Means Untapped Skills 

Since the 2010s, I’ve been involved with neurodivergent communities, including an adult autism support group and conferences on specific learning disabilities.  

And this past year, I was part of Mind Tools’ neurodiversity lived experience panel. This initiative brought together neurodivergent and a few neurotypical colleagues to share experiences of navigating the workplace. We also helped to shape the resources that Mind Tools created to educate customers about neurodiversity at work. 

It’s been a privilege to connect with these groups, and I’ve learned an immense amount from everyone’s perspectives and strengths. I’ve also seen how challenging it is for many people with atypically wired brains to navigate a world designed for the majority. 

Unintentional Exclusion 

There is so much power and brilliance in neurodivergent communities. So why has it been so hard for many of the people I've met to find and keep work?  

Well, to start, many job descriptions ask for generalists – when many talents come in specialist form. For example, do you really need “strong communication skills” to program a computer? Thompson argues that often, hiring managers lack knowledge and awareness of neurodiversity, and as a result will add a bunch of nice-to-have skills to their job descriptions when they’re not necessary to perform the work. Unfortunately, it's often these criteria that unintentionally excludes different types of minds. 

Second, employment history can look like another red flag to those doing the hiring. Many neurodivergent workers, especially older ones, may have found it difficult to follow a smooth employment trajectory, often for reasons outside of their control. This means that their talents may be obscured by a non-standard CV.  

Supporting Neurodiversity in Working Practices 

So how can we redesign workplaces to be more neuro-inclusive? 

Thompson says that education is a good first step. Most people have no training in neurodiversity and neuro-inclusion, but firms like Uptimize can fill that gap. Companies can tweak the dreaded hiring process – adding skills-based assessment, for example, and making sure the job description matches only what’s required for the job. 

It’s also important to build in flexibility. Thompson stresses the need for “universal design.” Creating work environments that support varying needs and preferences will make neurodivergent employees – and all of us – more comfortable and productive.  

Organizations can offer small adjustments for sensory needs, such as noise-canceling headphones, to any employee who wants them, along with flexible working options. And, on an individual basis, they can maintain proactive openness. Thompson’s book lists an example of one employee who requested and received a weighted blanket, for example. Individual needs vary, and neuro-inclusion involves respecting that. 

“In this idea of really embracing the neurodiverse team,” Thompson says, “good things happen.”  

The post Supporting Neurodiversity at Work: Our Expert Interview With Ed Thompson  appeared first on Mind Tools.

This is a standard example of my life: finding mundane, everyday tasks difficult. Going to the opticians, for most, is a test of your eyesight. But, for me, it's a test of my brain. I struggle to tell the difference between some letters because I’m dyslexic – and now the owner of an unnecessary pair of glasses.

What Is Dyslexia?

Dyslexia was first named by German ophthalmologist Professor Rudolf Berlin in the 18th century. It's a condition that's hereditary and often random. We don’t yet fully understand the cause of the condition, but its effects can be broad and diverse.

There isn’t a fixed definition of dyslexia, and you'll get a different answer depending on the resource you consult. My favourite definition is the one from The Rose Report:

“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category... Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.”

I especially like this definition because it makes the point that the key components of dyslexia are words – spoken and written – while a caravan of bonus symptoms tag along, like coordination, mathematics and concentration.

For my part, I struggle with reading, writing, and especially short-term memory. Dates and figures disappear from my mind as quickly as the breeze passes over my forehead. One of my best friends suffers from dyslexia, too, and he is constantly falling over due to poor motor coordination. Whereas I can happily walk a high ropes course without peril.

Dyslexia is diverse, and the familiar trope of, “Well, I can’t spell so I’m dyslexic,” is reductive and unhelpful. Each person with dyslexia suffers a range of symptoms, which can change over time.

Discovering My Dyslexia

When I was in Year 1 at school, we weren’t allowed to go for lunch until we'd put our books away in little trays with our names on them. One of my earliest memories is of sitting and crying while the teacher willed me on to find my name. I couldn’t find my name because I couldn’t read my name.

I remember being set homework and my dad getting frustrated because I couldn’t complete it. It wasn’t until I moved schools in Year 4 that things changed. I met the wonderful Mr Bush and he immediately realised I had dyslexia. As soon as the penny dropped, I was put into specific classes and offered specialist help. My reading and writing quickly improved, and my dad came up with an ingenious way to make me practice reading: half an hour of reading meant half an hour of Gran Turismo 4 on the PlayStation.

But as my reading and writing improved, so did my self-awareness. I realised that dyslexia was going to be a real problem and something that might potentially hold me back in the workplace.

Keeping It a Secret

Dyslexia is conspicuous in its notoriety; everyone thinks they understand it, while most have little grasp of what it is or what it means for the individual with it. But because everyone has heard of it, peers think they’re qualified to give advice.

As I entered the workplace, I was warned not to bring it up. When I went for my first interview, I was told by a peer who meant well, “Don’t mention you have dyslexia. If it gets down to the final selection, and you’re both equally qualified and experienced, they’re going to pick the other person as they’ll be less of an inconvenience.”

At the time, this seemed like sensible advice (and advice I adhered to). It was only much later on that I realized that hiding your condition and being ashamed of it is not positive, not progress, and not helpful to anyone. I carried this shame with me for many years. I spent a long time trying my best to hide my condition, laughing off the spelling mistakes and the figures I kept forgetting. It took a long time to get over that shame.

Dyslexia at Work

Hiding a core aspect of yourself is tiring. Pretending you can disguise your struggles with something as fundamental as reading and writing can only go on so long, especially in a workplace where you do a lot of reading and writing.

I think Teams and Slack strike fear into a lot of dyslexics. Now, not only will your team see your writing, but the entire company can critique your grasp of "though, thought, tough, through, and thorough."

At some point in my career, I decided I wanted to make a change. I didn't want to hide my dyslexia anymore. And the stars aligned in several key areas:

1. I had matured as a person and in my seniority, so I was less afraid.
2. I had a boss I trusted and who supported my personal development.
3. Mind Tools (where I work) asked for anyone with a learning disability to come forward to contribute toward a project.

I offered myself to Mind Tools, and before I knew it I was speaking on webinars, writing blogs, featuring in videos, and being interviewed. I had the opportunity to talk and for people to listen.

How Can Managers Support Dyslexic Employees?

A common question I received was, “What can managers do to support dyslexics?” Here's my answer.

Foster a Supportive Environment

The most important thing anyone can do is to help foster a supportive environment. If you create the right company culture, your employees will feel empowered to come to you with what they need. And that goes far beyond dyslexia.

Talk to Your Team

If you’re aware you have dyslexic individuals in your team, talk to them about what they need. Do they feel excluded from team workshops that involve a lot of writing? Are they struggling with the dreaded “timed Miro board”? If so, how can you modify these activities to be more inclusive? Ask them what they need – they'll know best.

Use Technology

We’re currently blessed with some astounding AI tools, from autocorrects that actually work to incredibly accurate transcription tools. Think about how you can leverage these tools to support your team. And make it clear where these tools are available – they shouldn't be something employees need to ask for.

I've recently stopped writing instructions for tasks. Now I use free screen-recording software (the Screencastify Chrome browser plugin) to record myself doing the task while narrating my actions. It's been a game changer.

Conduct a Review of Tasks and Responsibilities

Can roles be shifted around? Or can tasks that were traditionally written instead be recorded, like I now do? Take this as an opportunity to review your legacy tasks and harness the opportunity to renew and improve.

All these changes will not only make your team members more efficient and productive, they will also be happier. Morale is infectious, and it will spread across the team. It'll be a more energized team, working even better together. And when everyone can perform at their best, they’re going to race through the team bonding stages of forming, storming, norming, and performing.

“The World Is Not a Wish-Granting Factory”

The author John Green wrote, “The world is not a wish-granting factory.” I’m not going to wake up tomorrow and be cured. I will always have dyslexia and there's nothing I can do about it. But there is something that you can do about it.

You can make the workplace more inclusive, make the world less judgmental and open, and support equal opportunities for all. When this happens, we all benefit. My one wish you have the power to grant is that you level the playing field as best you can.

I'll still own a pair of glasses that I don’t need and get frustrated trying to reason with an inanimate parking meter, but I’ll be happier doing it. And wouldn’t that be nice?

Useful Resources on Dyslexia in the Workplace

For more information and useful tips, try these Mind Tools resources. (Some of these will only be available to Mind Tools members.)

Dyslexia in the Workplace (Article)
Neurodiversity in the Workplace (Article)
Diversity at Work (Animated Video)
Autism in the Workplace (Article)
ADHD in the Workplace (Article)
Improving Group Dynamics (Article)
Training Needs Assessment (Article)

About the Author:

Jaye is an experienced Customer Service Manager. After studying motorsport engineering at university, he went into a career centred on problem-solving and helping people, jumping from engineering to customer support. Jaye joined Mind Tools in 2016 and has worked in several roles, always focusing on a customer-first mentality. A published poet and keen hiker, in his spare time Jaye enjoys mountain climbing.

The post Dyslexia at Work: How I Learned to Live With My Dyslexia appeared first on Mind Tools.

But then confusion struck. The presenter decided to say this: "So to get our SEO up higher, we really need some strong CTAs. Otherwise, our BR is going to stay high. What we need is some good CRO. So if we could all go back and add some really great CTAs by EOP today that would be great."

I looked around at my fellow colleagues. They were all nodding along.

"Why?" I thought to myself. "Why are they nodding, when what's been said is clearly some form of alien language? Do they understand it? Because I certainly don't. But I don't want to look stupid. Best to just keep quiet and nod along like I understand it all. No one will notice."

And they all lived utterly confused every after. The end.

(Not really. Let's continue... )

Acronyms and Abbreviations: Why Do We Use Them? Why?!

I cannot fully express just how much I hate abbreviations. When I'm reading a sentence and one appears suddenly, without warning (and with no explanation), I'll be honest, I just want to throw my computer out the window.

But, in reality – and because I'd then have to have a very complicated and uncomfortable discussion with my boss – I basically just ignore the sentence. I gloss over it and make up some phrase that I think the letters probably stand for. CTA? "Clever Thing Alright"?

Abbreviations are like hiccups in an article that otherwise would have been enjoyable to read. Really annoying hiccups that I wish would just go away. And, while most people use abbreviations to communicate things quickly, I'd argue that what they're actually doing is distorting meaning and alienating others. In fact, they often leave me feeling pretty stupid and excluded from the “aren't-we-so-clever" abbreviation club.

The History of Abbreviations

While writing this blog, I thought I'd try to understand what exactly lies at the heart of our apparent dependency on business acronyms and abbreviations. Interestingly, I discovered that they actually stretch back to ancient Rome. But abbreviations really took hold when publishers used them to try to save precious space on printed pages.

Spies have often used acronyms or abbreviated words to code their messages. (Trying to understand them is often like trying to decode some secret language!)

And abbreviations have become particularly popular for shortening lengthy technical or scientific terms. In fact, research published by elifesciences found that over one million acronyms and abbreviations have been introduced since 1950. Interestingly, many of these are exactly the same, but have different meanings. The abbreviation UA, for example, has 18 different meanings in medicine alone.

The research also revealed that our increasing use of acronyms and abbreviations, particularly in scientific papers, has led to a "knowledge-ignorance paradox." Essentially, the number of scientific papers being published has increased, but the knowledge being imparted has reduced. Because scientific papers are often written in an overly complex way that leaves the reader scratching their head.

And while it's true that some abbreviations are so well-known they could be considered words in themselves – DNA, for example, or CIA, FBI, LOL – these are rare. And new abbreviations (many of which I suspect people have just made up because they couldn't be bothered to type out a full phrase or are trying to sound clever) are way too common.

Acronyms and Abbreviations Vs. Accessibility

Accessibility is now a big buzzword for many organizations and content creators. And acronyms and abbreviations, while they do often have their uses, aren't particularly accessible. Screen readers can't read them – or read them incorrectly. And, for people who have neurodivergences that make reading challenging, they can be annoying at best, inscrutable at worst.

I've recently had the wonderful privilege of running a neurodiversity panel at work to learn more about neurodivergence and the challenges that people who are neurodivergent experience in the workplace. Among the panel are people with a range of neurodivergent conditions, including autism, dyslexia, and Attention Deficit Hyperactivity Disorder (or ADHD – sorry about the abbreviation there).

One comment that came from all of the participants on the panel – and I mean every single one – was this: STOP USING ACRONYMS AND ABBREVIATIONS!

So, I asked the panel to explain further. Why are abbreviations so annoying for people who are neurodivergent? Unsurprisingly, they had a lot to say...

Melanie Bell, Content Editor and Writer at Mind Tools

"Acronyms and abbreviations are part of office jargon that many organizations use more than they need to! It can be hard to figure out or remember what acronyms stand for. I think most employees would benefit if they were used a lot less – and were clearly explained if they absolutely needed to be used.

"I used to work for a think tank that used a ton of acronyms in papers. They had a few that were general knowledge in the field, so not spelled out. But most of them were explained in an abbreviation key, and also spelled out upon first use. I think sometimes abbreviations are useful for conveying complex information, especially when we're using the same long one(s) repeatedly. But we need to check for understanding. It's part of being clear and kind. It barely takes any extra time to say what an abbreviation stands for when you use it in a meeting or talk. Communication should be about making sure people understand what we're saying. Don't make it the listener's responsibility to say, 'I don't know – explain, please.'"

Jason Richardson, Talent Development Lead at Emerald Group

"I find them overwhelming and overused. Most of the time, they don't add to the conversation, and there are so many with the same letters... it's just unnecessary! Say the total words once so everyone knows the context, then crack on.

"I've found that I need to ignore them if I understand the context. Or if I'm lost, I ask what it means, which wastes time – which is ironic as they were meant to save time.

"Having an acronym or abbreviation key wouldn't work for me either, especially in publishing, as there are loads. For example, everything in my business starts with an E, as all the products begin with an E. They really need to ditch them, or at least do a one-month amnesty where we all see what happens when we don't use them. If they're missed, then bring them back, and I'll embrace them as much as I can."

Gabi Hart, Product Manager at Emerald Group

"I have dyslexia and I find acronyms and abbreviations are always a hurdle for me to overcome and I need time to decode them. Even if I've used them before, it can sometimes be hard to remember the actual meaning behind them rather than just seeing them as a string of letters.

"Using acronyms or abbreviations with no 'key' can make me feel that I don't understand something that someone else feels is so obvious it needs no explanation, which is disheartening. It makes the assumption everyone knows what you're talking about, which can be dividing to other staff, especially neurodivergent and newer staff.

"The first time an acronym or abbreviation is used in a piece of text, ensuring that the full phrase is used is useful. That way I can check what it stands for within that text, without having to google it or find an internal document to explain."

Emily Vaz, Business Partner at Mind Tools

"I have a mixed relationship with acronyms and abbreviations – sometimes they're great, and sometimes they're really challenging. I can often mistake one I'm not familiar with for an actual word which has, on occasion, made me look a little silly. I've found that I've become very accustomed to not being familiar with a word or a word looking odd, so sometimes an abbreviation doesn't obviously stand out as being an abbreviation.

"I also struggle with abbreviations where the letters don't reflect the full name. For example, LWOP (leave without pay). The extra O throws me off. And in ETA (estimated time of arrival) not having the O also throws me off. That being said, abbreviations I use regularly and am very familiar with, I prefer to use – such as FTE (full-time equivalent). I use that one a lot, and would struggle to spell 'equivalent' – so it definitely helps me out.

"They can be tricky, especially if it's a particularly niche abbreviation that can't be easily googled. I'm never usually afraid to ask, but I do worry that I'm asking what a word means rather than an abbreviation. As I mentioned, I sometimes struggle to know whether an abbreviation is an actual word or not. If I don't feel comfortable asking, I tend to ignore it or just try and guess what it might mean. I appreciate if people put what it means in brackets at least once, so that, if it's referred to again, I can go back and check what it means.

"An acronym or abbreviation key is great, or having acronyms in a separate color or underlined, so I can identify that it's not a word."

Jaye O'Farrell-Stevens, Customer Support Manager at Mind Tools

"I hate acronyms and abbreviations with a passion, and I hate them despite my dyslexia, although my dyslexia certainly makes it worse. When I started my engineering studies, if we used an abbreviation, we would be 'hit over the head,' and it was drilled into us that they are the reserve of people who wish to sound intelligent without being intelligent. They are exclusionary and presumptive and, by forcing you to say, "Sorry, what does that stand for?" or just having to pretend you know, make you feel silly, and the other person mighty.

"When I first joined Mind Tools, I think every second utterance was an abbreviation, and I felt completely 'at sea' – but didn't want to make a fool of myself by asking what it stood for. Because presumably, if everyone knows, surely I should. I felt so stupid and a complete impostor. I genuinely came to fear one-on-one meetings when I couldn't discreetly look up what SEO stood for!

"I think the use of acronyms and abbreviations is a way to show you're 'in the club,' part of the team – that you really get it. It's a way for people to express themselves and assert their knowledge or position in a team. I think they're really exclusionary and I try and avoid using them as much as possible."

How to Use Acronyms and Abbreviations the Right Way

As much as I'd like to say, "Acronyms: please bogoff forever" (and I don't mean buy-one-get-one-free), unfortunately they're here, and here to stay, at least in some cases. I mean, I'm hardly going to say deoxyribonucleic acid in full every time I talk about DNA (not that I talk about DNA a lot, but you get the picture). Nonetheless, there are some simple things that we can all do to use acronyms and abbreviations appropriately and in a way that isn't exclusionary or presumptive:

1. Know your audience. Don't make assumptions about what acronyms and abbreviations people know and don't know, especially if you're giving a presentation or are in a team meeting.

2. Spell it out. It's polite to say or spell out the phrase in its entirety, at least in the first instance. That way people can refer back to it as they read through the text.

3. Avoid making up acronyms or abbreviations. There are already too many, so avoid making more up! It's fine to use common acronyms or abbreviations that are widely used in society or in your particular industry. But even then, try to limit yourself to three or fewer per document.

4. Use periods or spaces between letters if creating content for the web. This is best practice for accessibility because screen readers will read the letters individually, rather than as one word. It also signals to readers that this is an acronym or abbreviation that you're using, not a word.

5. Provide an acronym and abbreviation "key" or set up an acronym expander. If you use acronyms and abbreviations regularly, consider providing a glossary that your audience can refer back to, if necessary. If you have time on your hands, you can even set up your own acronym expander using autocorrect.

6. Underline acronyms and abbreviations in the text so people can identify them. This can help people to identify which words are acronyms or abbreviations and which aren't, as the distinction isn't always clear. This can be particularly helpful to people who have dyslexia and struggle to read some words.

About the Author:

Senior editor Lucy has over 10 years' experience writing, editing and commissioning content. She regularly contributes to the Mind Tools blog, heads up Mind Tools' video learning series, hosts our Neurodiversity Panel, and particularly enjoys exploring and experimenting with new video formats. When she's not producing fantastic new learning content, she can be found enjoying nature with her two kids and delving into the latest book on her very long reading list!

The post Acronyms and Abbreviations: a Shortcut to Suffering If You're Neurodivergent appeared first on Mind Tools.

He was brilliant at math and his memory was like an encyclopedia, yet he had difficulty remembering his way home from downtown, which was only a 10-minute drive. He lived, worked and had a family long before the word "neurodiversity" was coined, and in those days people simply thought he was odd, a perception reinforced by the infamous Rain Man stereotype.

The term "neurodiversity" made its first appearance more than 20 years ago. It was coined by Judy Singer in her honors thesis, published in 1999. But having a name doesn't make something less complex, or easier to identify.

Different Wiring, Different Language

Understanding the fact that different people have different "wiring" can help us all, neurotypical and neurodivergent alike, to embrace those who see things differently from ourselves. This is crucial for our comprehension of real inclusion and accessibility, where we see human potential instead of a ticked box.

Alongside my work as a Mind Tools coach, I'm a workshop facilitator and coach for inclusive and innovative teaching in schools, educational organizations, and non-profit organizations in Slovenia and across Europe. And one of the main things I've learned from collaborating throughout my career is that each person experiences neurodiversity differently – and has their own language for it.

That's why it's important that organizations create an inclusive culture that talks about and encompasses neurodiversity in all its forms – be it traits that are present from birth (and develop later in childhood and adolescence) or acquired through, for example, brain trauma.

Working With Neurodiversity

I still vividly remember working with one of my students – let's call him Jimmy. He came to me because he was neurodivergent and needed individual help and support with his studies.

Jimmy had immense knowledge of specific topics and subjects, but he struggled with language. In particular, he wasn't great with idioms – they were "alien" to him, he often said.

On one occasion he couldn't stop thinking about the phrase "Are you pulling my leg?" because it felt nonsensical to him. He kept asking why somebody would pull his leg if they were teasing or joking. It was hard for him because he took things at face value, and the figurative nature of everyday language is something that still bothers him today.

In one of our early lessons, we'd been working for an hour and he'd been doing his exercises diligently. At the end of the lesson, I asked Jimmy what he thought of it, and he said that it was OK, but my writing was terrible. It was illegible, he said, and I really needed to work on it.

I paused for a moment (in reality, I wanted to laugh), but because I knew him, I understood what he meant. Jimmy couldn't focus on the content of our lesson because I hadn't accommodated what he needed. So he got distracted and couldn't engage with me as he usually did. It made me more aware of what I needed to be mindful of when collaborating with him.

Embracing Neurodiversity

Not everyone can, or should have to try, to fit seamlessly into the traditional classroom or workplace.

Most schools still require students to sit, listen, pay constant attention, and go at the same pace as the rest of the class. If a student can't do this, it can become a stressful and humiliating game of "cat and mouse," with the teacher trying to mold the student to fit the "norm."

Neurodiversity can be accompanied by other physical or mental challenges that make everyday tasks harder still, but society's beliefs and attitudes play a major role, too. As I think about accommodating my students with neurodiversity, I'm reminded that they are working hard to accommodate their peers – and me – every day!

"The only disability is when people can not see human potential"

Debra Ruh, Founder of TecAccess

Increasingly, workplaces are recognizing that neurodiversity can bring new and valuable strengths and skills that teams would otherwise lack. And we can all create the building blocks for a better environment.

The main one is to be more open, understanding, and accepting of difference. Consider how each difference can contribute to the overall success, unity and uniqueness of a team.

These are skills that you don't learn as a part of the curriculum, but you need them every day in a classroom, learning group – or workplace.

Pieces of a Puzzle?

As I learn about neurodiversity, it's helped me to think of myself and the students or colleagues I work with as puzzle pieces. We're irregularly shaped but complete human beings, getting on with our lives and work – all of us an integral part of the full picture.

I've seen students thrive when given opportunities tailored to their needs, when we're accommodating of uniqueness, and when we put our energy into building the self-esteem of students, rather than labeling their difference.

(The term "neurodivergent" has become contentious exactly because it highlights difference and can imply "othering" or condemnation. But for some of the people it refers to, it is simply a statement of objective fact, while for others it is a proud badge of identity.)

As educators and employers, we have a choice – we can see people with ADHD, autism, dyslexia or dyspraxia as different or, worse, difficult. Or, we can see their potential, and their neurodiversity, as an advantage, and ensure they have the opportunity to thrive.

Neurodiversity and the Workplace

Workplaces that embrace neurodiversity allow employees to work and achieve goals in their own way.

All structures and processes in the organization need adjusting to embrace neurodiversity. Recruitment, retention and training all require the championing of neurodiversity.

The recruitment process often screens out neurodiverse people. The traditional traits of a "good hire," such as presentation and writing skills, emotional intelligence, persuasiveness, teamwork, and the ability to network easily can be the very things that neurodiverse people struggle with.

Those who think differently might get overlooked by hiring managers. We need to mitigate against this.

This starts with facilitating workplace adjustments, such as allowing more time for tasks, reorganizing workspaces (setting up quiet areas, for example, or providing noise-canceling headphones), and offering assistive technology.

Next comes communication in a suitable format, regular one-on-one conversations, and a focus on digital inclusion in the workplace.

Let's Talk About Neurodiversity 

During Friday's #MTtalk Twitter chat, we asked neurodivergent and neurotypical people to share from their lived experience. Here are all the questions we asked, and some of the best responses: 

Q1. What does "neurodiversity" mean to you?

@NWarind Respecting each other's opinions; all are intelligent. 

@ZalaB_MT Neurodiversity to me means we're expanding the norms and expectations of "normalcy". We see, perceive and accept neurodivergent people with their whole skillset (where they excel and where they struggle) and help them thrive with what they can bring to the table.

Q2. Why is it important to talk about neurodiversity in the workplace?

@DrSupriya_MT Gone are the days when we believed not to talk about different and difficult topics. Talking is important, as it will help to clear myths and bring clarity. 

@SoniaH_MT It's important to talk about neurodiversity in the workplace because some people have grown up applying stigmas or stereotypes. Better practices and acceptance in the workplace can help combat those stigmas or stereotypes. 

Q3. What's the most important thing you've learned about neurodiversity at work, and how did you learn it/who from?

@DreaVilleneuve I have three neurodivergent young folks, two still at home. What I have learned is that every one of them is different, to meet them where they are. Different thought processing is eye-opening and insightful when you listen. 

@MikeB_MT Being open, aware, understanding. By being open to the diverse ways people experience work and the world, I'm learning. Taking the approach of empathy and active listening truly builds understanding and relationships. 

Q4. In what ways might a workplace impact its neurodiverse employees, negatively or positively?

@DrSupriya_MT It's still a long way as we are obsessed with normal and being same. The investment of time and effort to create space for such employees is not common. 

@DreaVilleneuve From the physical – open spaces, flickering lights, to communication, which is not one size, fits all, to work styles that need specific accommodations, employers should always work with the employee to assess optimum environments. A small change can impact all. 

Q5. What's the potential impact of more neurodiverse people in the workplace? Why?

@MikeB_MT Creativity and productivity blossom. Each member of the team grows in their knowledge and understanding. Team spirit improves. Teams, live, breathe, evolve. Neurodiverse team members will only help this.

@J_Stephens_CPA It was amazing seeing this in the young Cub Scouts I had the privilege of leading when my youngest son was involved. That was well before the term neurodiversity was around, but they came up with so many creative ideas over the past 15 years.

@greatergoodgeek The more diverse a workplace is – the richer the experiences and outcomes can be. Everyone has unique gifts and talents to share. 

Q6. What has helped you and your colleagues to understand one another better and bridge any neurotypical/neurodivergent divide?

@ZalaB_MT It's OK to say, "I don't know" or "I haven't experienced 'xyz' before." Let's find a way to learn more about it, let's find resources and people who can help us, lead the way, and offer assistance. A lot of discomfort still stems from NOT KNOWING. 

@DrSupriya_MT I read somewhere that etiquette is care and common sense! Create safe spaces to talk and ask questions.

Q7. What's the best way for someone without lived experience of neurodiversity to find out the needs of their neurodiverse colleagues? 

@greatergoodgeek Hmm – I don't know what the best way is... but I imagine that someone without lived experiences might try to learn as much as possible first. (reading, workshops...) After that – if appropriate – some guided conversations might happen later. 

@Yolande_MT Simply ask, "How would you prefer ______ " or "What would be comfortable to you when we _______?" 

Q8. How could hiring practices be changed to recruit and retain more neurodiverse people?

@DreaVilleneuve I could write a book (or look up my TEDx talk). Expectations around eye contact, dress, and how answers are formulated. Interviews from walking to informal to working. Understanding accommodations. Drop stereotypes. 

@SarahH_MT Involving neurodiverse people on the recruitment panel would be a great start. This should include being involved with interview questions, tests, etc. Consider neurodiversity in the induction process, too.

Q9. What else can organizations do to be more inclusive of neurodiversity?

@SarahH_MT I'd want to create an inclusive, safe culture where it is OK to openly discuss neurodiversity and would ask staff who are neurodiverse what they need from the organization. I am keen to hear what other people suggest on this though; I honestly am not sure what else. 

@Yolande_MT Customize your onboarding processes: create a buddy system that gives a neurodivergent person a trusted support person. Have decompression spaces where people can go when they feel overwhelmed or overstimulated. Make the physical environment as comfortable and inclusive as possible. Give people spaces where they can think, work and create in a way that will benefit them and the organization. 

Q10. What does great advocacy for neurodiversity involve and how will you put this into practice in your workplace?

@Dwyka_Consult Don't just include people – you run the risk of token-inclusion / window-dressing. Let people BELONG. 

@SoniaH_MT Great advocacy for neurodiversity involves first educating yourself, then understanding what you've learned, applying what you've learned, and correcting previous practices moving forward. 

To read all the tweets, have a look at the Wakelet collection.

Coming Up

We'd be remiss to talk about neurodiversity and not follow it up with a conversation about inclusivity.

During our next chat, we're going to talk about more than inclusivity though – we'll be discussing "inclusive inclusivity." In our Twitter poll this week, we'd like to know what you think inclusivity is.

Blog Resource Links

Note that you will need to be a Mind Tools Club or Corporate member to see all of the resources in full. 

Managing a Person With ADHD 

Empathy at Work 

Overwhelmed at Work 

How to Manage a Person With Dyslexia 

Managing Highly Sensitive People 

Neurodiversity at Work 

Managing People With Autistic Spectrum Disorder 

Managing Perfectionists 

Managing Unsociable People 

Managing Gifted People 

How to Juggle Caregiving Responsibilities and Work 

The post Let's Talk About Neurodiversity – #MTtalk Roundup appeared first on Mind Tools.