7 minute read
Neuro-diversity: The Human Resources Team – both the problem and the solution?
Firstly, a question for you all.
How often have you dismissed a CV out of hand because of a spelling mistake – or a typo?
Well, we all have to – don’t we? How else do we reduce a big pile of CVs to a small pile?
Sadly, we could be excluding the most productive and creative job applicants, and inadvertently penalising some very capable people. Yes, certainly every employer wants staff who pay attention to detail and who proofread key documents to ensure they are perfect. But consider a couple of points. Firstly, William Shakespeare is reputed to have spelled his own name 27 different ways. Secondly there is a significant number of capable people who could proofread their CV ten times and not pick up a mistake that would be obvious to you and me. I am referring to the ten percent of the population who have learning differences like Dyslexia.
So – just what is dyslexia
Dyslexia is a condition whereby those who have it struggle with text (reading, writing and spelling), but who are otherwise as intelligent as the rest of the workforce. Dyslexia affects both males and females equally and lasts a lifetime. A child with dyslexia grows up to be an adult with dyslexia. The great majority of people with dyslexia will have been short-changed by the education system, many are unemployed or underemployed in the workplace. Many people with dyslexia will not know they are dyslexic, and those that do know will be making every endeavour to hide their dyslexia. Many adults with dyslexia also have a related condition called Irlen’s Syndrome, sometimes called Visual Stress. (See later.)
The family of learning differences
“Dyslexia rarely visits alone”.
The current term to describe learning differences is “Neurodiversity”. Often people have a combination of neurodiverse conditions together. The common cause is a difference in the way the brain is wired.
• The most common one is Dyslexia – loosely translated as difficulty with text. (10 percent)
• Dyscalculia is the equivalent condition – but for numbers as opposed to text. (3–5 percent)
• ADHD or ADD. Describes people who struggle to concentrate and are often hyperactive. (2–4 percent)
• Irlen’s Syndrome. This is sometimes called Visual Stress. Those who have it often struggle to read black text on a white background and find highly contrasting colours difficult to manage. (Up to 50 percent of those who are dyslexic also have Irlen’s)
• Developmental Co-ordination Disorder. Formerly called Dyspraxia. Shows up as poor motor coordination, balance and spatial awareness.
• Dysgraphia. Poor control of writing and fine motor skills.
“The pathology of superiority”
Learning differences like dyslexia are the ultimate paradox. Along with the challenges that go with their difficulties with text, dyslexic people are known to have some very strong compensating characteristics. It is well known that people with dyslexia have superior visual, spatial and 3-D skills. (Hence many are artists of one sort or another.) People with dyslexia are known to be innovative, alternative thinkers who come up with creative solutions to problems. Many dyslexic people can see patterns, relationships and connections that others cannot see. They are known to be very empathic and many are entrepreneurial. There is research that reports that 60 percent of selfmade millionaires are dyslexic.
“I failed in some subjects in the exams. My friend passed them all. Now he is an engineer at Microsoft, and I own Microsoft.” A quote from Bill Gates – a billionaire with dyslexia.
The tell-tale signs
Many adults with dyslexia will not know they are dyslexic. Most will know they struggle with many things that other people find very straight forward. Most adults with dyslexia will make every effort to hide their circumstances, for fear of ridicule or discrimination. They will have suffered with low achievement during their education and the low selfesteem that inevitably follows.
Central to supporting any staff that may be dyslexic is an identification of their dyslexia and reassurance that their workplace will support them to achieve their potential.
There are some tell-tale signs that can give Human Resource staff, or team leaders, a place to start to address learning differences in your workplace:
• Staff who are very reluctant to fill in forms or carry out any reading, writing or spelling tasks at work. Will say things like “I left my glasses at home”, or “I will do it at home where it is quiet.”
• Staff who have very poor spelling.
• Staff who are so much more able doing a job than they are on paper. Strong at job, poor on paper.
• Will have difficulties in remembering verbal instructions, or directions.
• Often reluctant to attend training courses – or to accept promotions. They do not want their difficulties with text to show up if they need to send emails.
• They may mispronounce, or misuse words.
• Many adults with dyslexia struggle with time management and organisation skills.
• Staff who resist answering the phone – because they would need to take down a message.
• Many adults with dyslexia still confuse left and right and many are ambidextrous.
What can the Human Resources team do to support staff with learning differences?
The good news is that it is possible to improve the lot of staff with dyslexia and other learning differences for not very much money. And in supporting staff with learning differences there is a very good chance that you will improve the performance of the whole company. The impact of empowering ten percent of your workforce is an exciting thought.
There is international research that reports the best way to support employees with learning differences is to educate team leaders, supervisors and Human Resource Departments. As the Human Resources Department, you could lead your company’s journey to become a dyslexia-friendly workplace. There are some things you could do, and other things you could arrange for people leaders in your organisation to do.
Every workplace is different – but here are some actions that could be taken to support those staff who have learning differences:
• Arrange a discussion about learning differences at Senior Leadership level. There is definitely a role for strong leadership.
• Provide information for all staff about learning differences. There are a lot of myths, half-truths and downright lies circulating about dyslexia.
• Declare your workplace to be a dyslexia-friendly workplace and let all staff know it is okay to be dyslexic at your place of work.
• Consider having a policy that discourages discriminatory comments about those staff who have the challenges of neurodiversity.
• Examine your recruitment, interview and induction processes – to ensure they are not unnecessary barriers to the employment of neurodiverse staff members. Things like application websites that time-out, multiple questions in interviews and psychometric tests are especially challenging for neurodiverse people.
• For those staff known to be dyslexic link them up with a buddy in the workplace.
• Make identification of dyslexia easier. Some workplaces offer a free screening service. It will take time for many dyslexic people to come out of the woodwork. Many will have gone for many years making a major effort to hide this thing they find shameful.
• Encourage team leaders and supervisors to give team members instructions in two ways. (People with dyslexia are known to have poor short-term memories.)
• Encourage staff to use the very smart technology available now to assist adults with dyslexia, including Reading Pens, Dragon Naturally Speaking and Read Write Plus.
• Most importantly have a personalised conversation with each person who identifies as dyslexic, or as having a different neuro-diverse condition to find out the particular things they find challenging. It would be worthwhile finding out what combination of special talents and skills they have as well.
Preparing for the workplace of the future
Many futurists have listed the workplace skills likely to be most in demand for the next decade. The list includes:
1. Creativity*
2. Emotional intelligence*
3. Complex problem solving*
4. Judgement and decision making*
5. Cognitive flexibility
6. Critical thinking*
7. People management skills*
8. Co-ordination with others*
9. Negotiation skills
10. Service Orientation
The asterisks denote the skills most often shown by people with dyslexia.
There is a productivity dividend and a value proposition provided by meeting the needs of those staff with learning differences like dyslexia. As human resource specialists you are in a perfect place to make a big difference in your workplace.
Mike Styles is the National Specialist – Literacy and Numeracy for the Primary Industry Organisation. For the past six years he has led the Primary ITO’s support programme for trainees with dyslexia. He has also led a number of research projects into how best to support adults with dyslexia in tertiary education and in the workplace.
Mike has his own Dyslexia consultancy practice and has worked on major projects with the Department of Corrections and the Ministry of Social Development. Email: mike.styles@primaryito.ac.nz
