Elisabeth Goodman, 9th May 2020
I’ve been doing a bit of reading and thinking about the impact of diversity in how we think and learn and how this might play out in our interactions with each other at work, or indeed at home.
A look at Neurodiversity
There is a lot that we can learn from people who are described as ‘neurodiverse’, given, as Nancy Doyle (2019) says, that:
It is estimated that just 59% of people can be considered “neurotypical”. With prevalence data like that, we have to assume that neurodiversity is a natural variation within the human species.
People who are ‘neurodiverse’ include those “with autism, Asperger’s, dyslexia, ADHD. They have a cognitive profile of extreme strengths and weaknesses and in how they think, and in how they interact with others. People who are ‘neurotypical’ tend to score about the same on all measures of their cognitive profiles.
According to Genius Within , the cognitive strengths of the ‘neurodiverse’ cover a plethora of intellectual and interpersonal skills (or intelligences) such as problem solving, holistic thinking, verbal skills, visual thinking, mechanical skills, creativity, attention to detail, hyperfocus, empathy, persistance etc.
The list represents all the different skills that we would want in the workplace the difference being, Doyle (2019) suggests, that individuals who are ‘neurodiverse’ will specialise in some of these, whilst those who are ‘neurotypical’ might be more generalist. Or would they?
Insights from personality tools and learning styles
We have a vast choice of personality tools available to us to help us understand our individual strengths and those of others.
What we can learn from personality tools is that we are all diverse in terms of which cognitive and interpersonal skills come to us most naturally, and which ones we have learnt to develop over time.
- experiential or activist
- reviewing or reflecting
- concluding or theorising
- planning or pragmatism
Are we simply talking about different types of intelligences?
In digging deeper on this whole subject, as part of carrying out my research for my PG Certificate in Business and Personal Coaching, I came across Watagodakumbura (2014). His focus is on the need to address all of these differences in terms of education.
He quotes, amongst other really useful things, a range of intelligences: linguistic, spatial, logical-mathematical, musical, bodily-kinesthetic, intrapersonal and interpersonal, naturalistic and existential.
Watagodakumbura also reminds us, as Grandin (2013) does, that a lot of the differences in our cognitive and interpersonal skills can be related to differences in brain development. This opens up further questions for me about what we are born with, and what we can develop over time. What role does neuroplasticity for instance play in all of this?
Conclusion: So what can we do with this understanding of diversity?
I personally find this whole area tremendously fascinating and exciting. There is so much we can learn about ourselves and the people around us.
We can use this knowledge in a way that is enriching for ourselves and to enhance our interactions with others. We can make conscious choices about how to develop ourselves, and how to take advantage of opportunities that make the best of our strengths.
There is so much more to learn about this area. I’m looking forward to finding out more.
Doyle, N (2019). Making the invisible visible – supporting neurodiversity in the workplace. Personnel Today, 1st Feb. https://www.personneltoday.com/hr/making-the-invisible-visible/ (Accessed 9th May 2020)
Genius Within – https://www.geniuswithin.co.uk/infographics-and-literature/neuro-diversity-venn-diagram/ (Accessed 9th May 2020)
Grandin, T. and Panek, R. (2013). The Autistic Brain. Rider Books.
Honey and Mumford – https://www.open.edu/openlearn/ocw/pluginfile.php/629607/mod_resource/content/1/t175_4_3.pdf (Accessed 9th May 2020)
Kolb – https://www.simplypsychology.org/learning-kolb.html (Accessed 9th May 2020)
Watagodakumbura, C. (2014). The need to address psychological and neurological characteristics of learners in the mainstream education system. Journal of Studies in Education, Vol 4(1), 94-108
About the author
Elisabeth Goodman is the Owner and Principal Consultant at RiverRhee Consulting., a consultancy that specialises in “creating exceptional managers and teams”, through courses, workshops and one-to-one coaching, and with a focus on the Life Sciences. RiverRhee is a member-to-member training provider for One Nucleus.
Elisabeth founded RiverRhee Consulting in 2009, and prior to that had 25+ years’ experience in the Pharmaceutical Industry in line management and internal training and consultancy roles supporting teams on a global basis. She is developing her coaching practice, with a focus on helping individuals to develop management, interpersonal and communication skills, and to deal with change.
Elisabeth is accredited in Change Management, in Lean Sigma, in Belbin Team Roles, MBTI (Myers Briggs Type Indicator) and is an NLP (NeuroLinguistic Programming) Practitioner. She is a member of the APM (Association for Project Management) in which she was a founding member of the Enabling Change SIG.
Elisabeth is also a member of the ICF (International Coaching Federation) and is working towards her PG Certification in Business and Personal Coaching with Barefoot Coaching and the University of Chester.