Treat neurodivergent engineers and technicians as individuals
Recognise that different people have different needs even when they share the same neurotype and that the needs of an individual may change from one day to the next.
This means avoiding making generalisations or assumptions, but instead finding ways to ask about and respond to each person’s individual and specific needs.
Raise awareness and shift attitudes towards neurodiversity
- Learning and development. There is much to do here. According to the Institute for Leadership, only one in five organisations offer training to leaders, managers and employees to support neuroinclusion37
- Communications campaigns, and including neurodiversity as a specific focus in work on diversity and inclusion. One focus group participant described how an awareness campaign organised by their employer had led them to reflect on their own experience: “I only went for a diagnosis because of autism week at work, and then I realised that’s my experience too.”
- Normalising conversations about neurodiversity by offering one-to-one conversations and workplace discussions. This was mentioned several times by focus group participants as being key to shifting awareness.
- Identifying colleagues as advocates and allies on neuroinclusion, and building their own awareness and ability to take action.
Build the capacity of line managers to talk with, support and manage neurodivergent team members
- Being clear about outcomes.
- Allowing autonomy and freedom in the approach taken to achieving outcomes.
- Engaging directly with neurodivergent engineers and technicians about their needs, and specifically what they need from their line manager.
Integrate neurodiversity into working practices and culture of organisations
In practice, this means reviewing how we attract, assess, recruit and onboard new employees to accommodate the needs of neurodivergent engineers and technicians. There is already plenty of comprehensive guidance available from sources such as the Chartered Institute of Personnel and Development on accommodating neurodiversity in all aspects of the employment relationship38.
The people we spoke to provided specific examples:
- Ensuring that job descriptions are neuroinclusive, using “encouraging language and demonstrating an openness to how the job gets done.”
- Adapting graduate programme entry tests to be inclusive, so applicants are not disadvantaged by a focus on “arbitrary skills and grammar.” Ensuring performance-assessment tools are neuroinclusive, for example by avoiding the use of neurotypical tests.
- Tailoring jobs so that neurodivergent engineers and technicians have the opportunity to work in areas and ways that suit their neurotype. As one engineer said: ’We need to get better at saying we don’t all have to fit a certain role, so I can be open about it rather than me hiding that I don’t like collaboration, for instance.”
- Gathering and monitoring data on the extent and experience of neurodiversity in the workforce.
Make it easier for neurodivergent engineers and technicians to access workplace adaptations
- Raise line manager awareness of some of the basic adaptations often required to support different forms of neurodiversity.
- Provide a clear point of contact. Having someone at work who could ‘advocate or advise’ on adaptations.
- Providing adaptations, whether or not someone has a formal diagnosis of neurodiversity.
Offer targeted career support to neurodivergent engineers and technicians
This will help them better understand their own and others’ neurotypes, their strengths, challenges and needs. It’s important that such support is not seen as ‘fixing’ neurodivergent people, but rather as an addition to broader systemic change.
Enable neurodivergent engineers and technicians to access and build networks of support in the workplace and beyond
Many would value an employee network or resource group that brings together neurodivergent employees for networking, mutual support and information. As one participant said: “We have a mental health group, a Black and minority ethnic group, even a union – but no group for neurodiversity.”
Examples of routine adaptations suggested by focus group participants
Adjustments to the working environment such as “a dedicated quiet space where I can take a break,” reducing noise, acceptance of wearing headphones, and adapting lighting.
Provision of IT solutions such as voice-to-text technology and visual aids such as mind-mapping tools.
Memory aids such as using tape recorders in meetings.
Making written documents more accessible, for example, using fewer words, bullet points and headings, clear text and formatting such as no pictures behind text and use of easy-to-read fonts.
Adaptations in meetings such as a mix of ways to contribute (verbal and written), breaks, reduced agendas so meetings aren’t rushed, and inclusive facilitation to ensure everyone has a chance to contribute.
Flexibility in working arrangements. Working from home or a hybrid mix was positive for most of those we spoke with; the environment at home is often quieter than in the workplace, there are fewer distractions, less pressure to socialise, and performance improves because “I can be practical and work more efficiently. Something that will take me eight hours in the office takes me two at home.”
Managers and teams taking a more inclusive approach to social activities, recognising that neurotypical socialising (often in large groups, in noisy environments) may not appeal to neurodivergent colleagues.
Case study
How employers and employees benefit from a neuroinclusive environment
I’ve been in environments which were not supportive
One where I had a manager who thought he was being kind, was giving me space but he was also an echo chamber of my own low self-confidence. Instead of checking in on me and giving me feedback he left me alone and I didn’t progress. He was a kind person with good intentions but didn’t know how to support me in my neurodiversity so made things worse.
In another job, my ideas were put down, dismissed or ridiculed to the point I didn’t offer them anymore. There was little trust and I was constantly worried about stepping on people’s toes. I wasn’t able to read anything without thinking it was a criticism.
In my current job the environment really helps me succeed
I now have a boss who gives me lots of encouragement, regular feedback, and allows me to brain dump and talk through my ideas.
I’m trusted to do my job and my knowledge is recognised.
When I suggest things, my manager works out the impact and priorities and helps me decide if the idea is appropriate at the time.
She also understands when I’m going to be a bit vague (if I’ve lost sleep because of my ADHD) and gives me space, because she knows I’m really productive and work hard at other times.
It’s also a real collaboration with my team who trust me to teach them and they share their knowledge with me. I’m no longer stressing about KPIs and if I’m doing the right work and I don’t have to waste energy masking.
As a result
I can look at the big picture stuff and bring my knowledge from elsewhere. For the first time, I can spread my wings.
One example of this is how I got the weights team involved in checking supply chain and contract documents. All of a sudden we have more visibility for weights management which means if we get problems, we know where they are likely to be and can compensate for them.
My involvement means that unlike our sister project that found out they were overweight when it was too late to do anything about it, our multi-million-pound project has reduced the risk of this happening as well as saved money.
Insights from the project team
The project team learned a number of things about creating an environment in which neurodivergent engineers and technicians would feel safe and enabled to speak up about their experiences.
- Small is safer. We had a maximum of eight people in each focus group, and often many fewer. Within that we worked with two cofacilitators in two breakouts, so in many cases the conversations were happening between one facilitator and two or three participants.
- People contribute through different means. All of the project team meetings and focus groups were virtual, and we arranged them so that people could contribute verbally, or in writing via chat or the Mural collaboration platform. Most often people chose to contribute verbally, but we held one entirely non-verbal focus group.
- Cameras can be confronting and uncomfortable for some people. Most chose to put their cameras on, but many didn’t, and were still able to fully contribute.
- Breaks are needed. We built a break into every project team meeting and focus group. Everybody appreciated the breaks irrespective
of their neurotype. - Clarity is important. We learned about the importance of wording questions clearly, sometimes asking named participants directly for their perspective, or inviting contributions in an agreed order, rather than asking a more ambiguous ‘what does anyone think?’
- Allow time to contribute. We learned that some neurodivergent people may need additional time to
participate fully, so kept meeting agendas short. - Take a flexible approach to facilitation. Some neurodivergent people contribute best where there
are clear structures and plans whilst others have thoughts that diverge and meander, reflecting the interconnectedness of many discussion topics. - Sharing the agenda and questions in advance was a unanimous hit. This helped participants prepare before focus groups and meetings, feel safer and contribute more fully.
- Having neurodivergent facilitators who were open about their neurodiversity helped build safety and trust.
References
37 ‘Workplace Neurodiversity: The Power of Difference’, The Institute of Leadership, October 2020, https://leadership.global/resourceLibrary/workplace-neurodiversity-the-power-of-difference.html
38 ‘Neurodiversity at Work’, Chartered Institute of Personnel and Development, 2018 https://www.cipd.co.uk/Images/neurodiversity-at-work_2018_tcm18-37852.pdf