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A neurodiverse way to hire
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A neurodiverse way to hire
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Content
A Neurodiverse Way of Hiring
by
Nancy S. Morehouse
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2023
© Copyright by Nancy S. Morehouse 2023
All Rights Reserved
The Committee for Nancy S. Morehouse certifies the approval of this Dissertation
Eric A. Canny
Jennifer Phillips
Helena Seli, Committee Chair
Rossier School of Education
University of Southern California
2023
iv
Abstract
This study aimed to discover promising practices in emerging hiring programs for
neurodivergent individuals in Fortune 500 organizations. With the rising numbers of
neurodivergents identifying with autism, ADHD, PTSD, dyslexia, and other cognitive
challenges, new ways to help these applicants succeed in corporate hiring interviews are essential
in helping to solve the current United States economic and social issues. Based on the literature
review and the conceptual framework informed by the Burke-Litwin model of organizational
change, this study implemented a qualitative approach with semi-structured interviews of 14
Human Resource managers within eight organizations across broad industry segments of the
2022 Fortune 500 list. Based on the data analysis, this study found three themes concerning
disclosure risks, the need for accommodations in the interview process, and the use of expert
consultants. These themes informed the study's three recommendations. First, the executive
team's direct involvement in guiding the appropriate strategy, mission, and resources is critical
for the program’s success. Next, the organization's leaders must build a strong, inclusive culture
within their current workforce. Finally, the third recommendation is to ensure the neurodivergent
applicant's psychological safety throughout the hiring process by developing the necessary HR
policies and procedures. The study also found implications for equity in increased workplace
diversity and inclusion, reduced stigma and bias from the hiring teams, and increased awareness
of the intersectional marginalization faced by many neurodivergent applicants based on their
race, gender identity, or sexual orientation.
Keywords: neurodiversity, neurodivergent hiring, social model, medical model, neuro-
cosmopolitan, cognitive diversity, corporate hiring programs, disclosure, accommodations,
inclusive organizations, neurodivergent stigma
v
Dedication
To all the absent members, thank you for your encouragement on this life-long journey. It has
been one of my more complicated paths, but it was worth it all.
vi
Acknowledgments
I thank my committee chair, Dr. Helena Seli, for being a constant light of guidance and support
throughout this process. Each meeting, email, and conversation encouraged me to keep moving
on and to trust the process. Her timely feedback was on target and gave me the insights I needed
to consider the problem from alternative viewpoints. I would also like to acknowledge my other
committee members, Dr. Jennifer Phillips, and Dr. Eric Canny, for their thoughtful feedback and
active interest in this topic. A special thank you needs to go out to my participants for making the
existing literature and the data come alive. And finally, to my study group. The weekly calls and
the friendships we built were the most memorable part of this doctoral experience, and I
appreciate your help and sage advice along the way. Fight On!
vii
Table of Contents
Abstract...........................................................................................................................................iv
Dedication........................................................................................................................................v
Acknowledgments..........................................................................................................................vi
List of Tables.................................................................................................................................vii
List of Figures.................................................................................................................................ix
Chapter One: Introduction to the Problem of Practice.....................................................................1
Background of the Problem.................................................................................................1
Field Context and Mission...................................................................................................4
Purpose of the Study and the Research Questions...............................................................4
Importance of the Study.......................................................................................................5
Overview of the Theoretical Framework and Methodology................................................5
Definitions............................................................................................................................7
Organization of the Dissertation..........................................................................................8
Chapter Two: Review of the Literature...........................................................................................9
Historical Context of Employment Laws Affecting the Neurodiverse Population.............9
The Taxonomy of Neurodiversity......................................................................................14
Neurodiverse Applicants in the Corporate Hiring Process................................................19
Disclosure of Neurodiversity to Employers.......................................................................27
Identity Management of Disclosure for Neurodiverse Employees....................................29
Workplace Accommodations.............................................................................................31
Summary............................................................................................................................36
Burke-Litwin Model of Organizational Performance and Change....................................36
viii
Conceptual Framework......................................................................................................42
Conclusion.........................................................................................................................44
Chapter Three: Methodology.........................................................................................................46
Research Questions............................................................................................................46
Overview of Methodology.................................................................................................46
The Researcher...................................................................................................................47
Data Sources......................................................................................................................47
Data Analysis.....................................................................................................................50
Ethics..................................................................................................................................54
Chapter Four: Findings..................................................................................................................55
Participating Stakeholders.................................................................................................55
Research Question 1: How do the organization's mission, values, and leadership impact
the Human Resources (HR) department staff's ability to hire neurodiverse talent? .........60
Research Question 2: How do the HR department's culture and procedures impact the
staff's ability to hire neurodiverse talent?..........................................................................66
Research Question 3: What Additional Training and Knowledge Does the HR Staff
Report as Needing to Hire Neurodivergent Talent Successfully?.....................................75
Summary of Findings.........................................................................................................79
Chapter Five: Discussion and Recommendations..........................................................................81
Discussion of Findings.......................................................................................................81
Recommendations for Practice..........................................................................................85
Recommendation 1: Create Executive-Level Support to Guide the Strategy and
Mission...............................................................................................................................86
Recommendation 2: Build a High Level of Inclusivity in the Organization.....................87
Recommendation 3: Work Backwards Toward the Applicant Experience.......................90
ix
Limitations and Delimitations............................................................................................95
Recommendations for Future Research.............................................................................96
Implications for Equity ………………………….............................................................96
Recommendations for Practice..........................................................................................96
Conclusion.........................................................................................................................97
References......................................................................................................................................99
Appendix A: Interview Protocol..................................................................................................112
x
List of Tables
Table 1: Core Claims of Neurological Paradigm .......................................................................... 18
Table 2: Work-related Difficulties and Strengths Attributed to Some Neurominorities .............. 22
Table 3: Frequently Used Accommodations for Neurodiverse Employees .................................. 34
Table 4: Data Sources ................................................................................................................. 488
Table 5: Study Participants ........................................................................................................... 57
Table 6: Effective Senior Leadership Behaviors to Increase Belonging ...................................... 89
Table 7: Key Recommendations to Increase Neurodivergent Hiring Rates in US ....................... 94
xi
List of Figures
Figure 1: Neurotypical Versus Neurodivergent Cognitive Skills …………….…….…….….….20
Figure 2: The Employment Cycle and Employers' Concerns About People with Disabilities.….26
Figure 3: Burke-Litwin Model of Organizational Performance and Change ...............................38
Figure 4: A Model of Organizational Performance and Change: The Transformational Factors. 40
Figure 5: A Model of Organizational Performance and Change: The Transactional Factors.......42
Figure 6: Conceptual Framework Model for Neurodivergent Hiring
Programs...........................444
Figure 7: Data Analysis in Qualitative Research...........................................................................52
Figure 8: The Study Participants by Industry ............................................................................... 58
Figure 9: The Size of the Company Represented by Participants ................................................ 59
1
Chapter One: Introduction to the Problem of Practice
The problem addressed in this study was the low hiring rates of neurodivergent workers
in US corporations. Estimates suggest that up to 37% of American workers are considered
disabled (Krzeminska et al., 2019), with 15% of this number falling under the neurodivergent
category such as autism spectrum disorder (ASD), Asperger's, Tourette's syndrome, anxiety, or
depression (Doyle, 2020). In addition, there is a range of severity and frequency of symptoms in
the ASD community. For example, for workers with average intelligence or above, up to 80%
are either unemployed or underemployed (Patton, 2019). This problem was critical to address
because innovation and creativity for the world's economic and social issues will come from the
outliers in corporations, as their strengths are seeing and thinking differently about solutions than
their mainstream peers (Austin & Sonne, 2014).
Background of the Problem
This review covered the peer-reviewed literature on three broad neurodiverse-centered
topics that emerged from the review process. These topical areas included an employee's
disclosure of the neurodiversity, bias in the hiring cycle, and job satisfaction in the low to mid-
support neurodiverse worker. Although the literature presented can be applied to various issues,
this review focused primarily on the literature's application to the problem of practice, which is
the low prevalence of inclusion of neurodiverse workers.
The Historical Context of Laws Affecting the Neurodivergent Population
To better understand neurodiversity in today’s corporations, a brief look at the broader
historical context of laws protecting neurodiverse workers was essential. Several legal workplace
protections are available for neurodiverse workers, the most important of which is the Americans
with Disabilities Act of 1990 (ADA). This law enables disabled, and in this case, neurodivergent
2
workers to receive protection against discrimination in the hiring process and risk. Therefore, the
prevalence of neurodivergent workers in corporations is most likely underreported (Davies,
2019). This choice creates a dilemma for people whose neuro-difference would otherwise be
unknown to their coworkers (Clair et al., 2005). The number reported may be low because, like
religion or sexual orientation differences, neurodiversity is not usually a visible challenge in the
same way as that gender or race (Davies, 2019). Many mid to low-support neurodiverse workers
hide their needs for accommodations due to the fear of limiting their career opportunities and
subsequently choose to "pass" as a neuro-typical worker without any ADA accommodations
(Clair et al., 2005, p. 88).
There is controversy over the disclosure of neurodiversity to employers and its risks
versus benefits (Bonaccio et al., 2020). However, disclosure is solely a personal decision for the
worker. Therefore, the absolute risk is that it can create a negative stigma for the employee in the
workplace. For example, von Schrader et al. (2014) revealed that recrimination around disclosing
an invisible diversity to an employer could result in coworker bullying or not being offered
advancement and leadership roles. In addition, Krzeminska and Hawse (2020) commented on a
study performed by Rutgers and Syracuse Universities that found that for applicants who
disclosed their neurodiversity on their initial application, their acceptance rate was up to 25
percent lower than their neuro-typical counterparts.
Bias in the Hiring Cycle for Neurodiverse Workers
Bias in hiring neurodiverse candidates exists due to inherent barriers in the hiring cycle.
For example, in many corporate cultures, a worker's emotional intelligence quotient (EQ) has
more value than an intelligence quotient (IQ) (Jadhav & Gupta, 2014). Howard Gardner, a
Harvard theorist who created the Multiple Intelligences Theory, defined EQ as regulation,
3
empathy, social skills, and motivation (Jadhav & Gupta, 2014). Today's corporate culture values
these attributes and deems them highly desired in their teams while marginalizing or
disqualifying those who do not possess these specific strengths (Doyle, 2020).
The hiring bias can be seen early in the employment cycle at the initial screening. Like
other minority statuses (gender or race), the neurodiverse worker can experience negative
attitudes and stereotypes in the hiring process (Bonaccio et al., 2020). Some barriers that can be
challenging for these workers are the writing skills needed to produce a detailed resume, social
ability, verbal fluency, and other necessary communication skills to complete the interview
process (Krzeminska & Hawse, 2020).
Job Satisfaction for Neurodivergent Workers
There are social, emotional, and physical demands that all individuals must overcome to
succeed in any corporate position. However, these workplace challenges can be debilitating for
neurodivergent employees compared to their neuro-typical coworkers. Specifically, the physical
workplace, with its open seating, fluorescent lights, and ambient noise, can distract neurodiverse
workers due to overstimulation of their nervous system (Julian & Barron, 2020). Consequently,
many neurodiverse workers reported avoiding noisy lunchrooms to find quiet, alternative places
to relax (Julian & Barron, 2020).
The social demands of team collaboration, office politics, work events, and office
gatherings can be over-stimulating with sounds, people, smells, and crowded spaces and,
therefore, challenging for the neurodiverse to navigate (Varley, 2019). However, during these
team and office events, strategic networking occurs, and managers scout talent for future
promotions or staff new projects. This pressure further complicates the neurodiverse worker's
mental and emotional health, increasing anxiety and perceived discrimination (Krzeminska &
4
Hawse, 2020). In addition, the corporation may lack perspective and flexibility in hiring and
retaining neurodiverse colleagues. Developing neurodiverse hiring programs will highlight a
neurodivergent applicant's unique strengths in the market (Krzeminska & Hawse, 2020).
Furthermore, the programs will increase the company's diversity and inclusion, not just in gender
or race, but in "diversity of thought" (Powers, 2018, p. 4). Therefore, corporations must discover
new ways to modify their hiring practices, physical workplaces, and management procedures to
accommodate this essential contributing workforce.
Field Context and Mission
This study focused on the hiring practices of neurodivergent applicants in US
corporations. The companies selected were derived from Fortune magazine’s annual list of the
largest Fortune 500 corporations, ranked by their total revenues. The companies selected all
currently have neurodivergent hiring programs, and the study aimed to gain insight into their
promising neurodivergent hiring practices.
Purpose of the Study and Research Questions
The purpose of the study was to develop a promising practice study of hiring practices
within companies currently hiring neurodivergent talent to scale and pilot programs in other
corporate settings to increase neurodivergent applicant success. To better understand the
transformational, transactional, and individual effects on the HR department’s hiring practices of
neurodivergent colleagues, the following research questions guided this study:
1. How do the organization's mission, values, and leadership impact the Human Resources
(HR) department staff's ability to hire neurodivergent talent?
2. How do the HR department's procedures impact the staff's ability to hire neurodiverse talent?
5
3. What additional training and knowledge does the HR staff need to hire neurodivergent talent
successfully?
Importance of the Study
There is growing literature and studies concerning neurodiverse workers' unique
challenges. However, this demographic is growing at an accelerated rate in corporations.
Moreover, there is limited knowledge about the best practices, policies, and procedures to work
with this group through the hiring cycles. Many workers with neurological conditions such as
ADHD/ADD, Asperger's, dyslexia, or who are on the ASD spectrum have exceptional
intelligence, computing, pattern recognition abilities, and problem-solving skills that can boost
business processes and creative innovation to provide companies a competitive advantage to
increase market share and potential profitability for shareholders (Austin & Pisano, 2017; Sinha,
2022). In addition, there are benefits to the neurodivergent individuals by creating a path to a
career to support themselves and their families; and for society, potentially less burden for
government aid programs (Austin & Pisano, 2017).
While research sought to understand the neurodiverse employee, little research is
available to examine the methods of hiring these team members into large corporations.
Employee work-life balance and workplace conditions have been addressed in the literature, and
it is essential to understand how to effectively manage neurodiverse employees after completing
the interview process. Recognizing differences in how neurodiverse employees perceive and
solve problems will foster innovation and creativity in corporations to provide a competitive
edge in today's post-COVID hybrid markets.
6
Overview of Theoretical Framework and Methodology
The theoretical framework implemented in this study was the Burke-Litwin change
theory. The Burke-Litwin change theory and model design work as an "open system" (Burke,
2018) and are based on the ideas found in the organizational learning theory that an external
force creates the need for internal organizational change (Burke, 2018). This change filters
through the company through 12 separate but interlinked concepts grouped around three
significant factors, transformational, transactional, and individual, to address the organizational
problem (Pritchard, 2021). After the changes filter through the individual and organizational
performance factors, the model creates a feedback loop back to the external environment for
validation.
For this problem of practice, change at all layers of the organization, transformational,
transactional, and individual, is needed. Because of the inter-relationship of the model, when
change occurs at one point, it sends a ripple effect through the other factors. However, the
transactional layer can produce a significant shift for neurodivergent colleagues. First, recruiting
these colleagues must incorporate the unique ways these team members communicate and
perceive the world. Next, identification, assessment, and monitoring of reasonable work-life
balance and the pace of deliverables need to be addressed. Finally, a training program for mid-
level managers will develop the skills to recognize specific team member assets and adapt to the
preferred management style of the neurodiverse employee to produce more equity and job
opportunity. Authentic learning and change can occur when all three layers of the organization
work together to solve the problem. The methodological framework for this qualitative study was
through semi-structured interviews with the essential HR stakeholders responsible for developing
and running the processes and document and artifact analysis of corporation materials.
7
Definitions
Neurodiversity
This term refers to the natural diversity of human brains and the infinite patterns of
neurocognitive functioning within humans (Walker, 2022).
Neurodivergent (ND.)
Describes a person with a brain that functions uniquely from the dominant societal view of what
is considered standard (Walker, 2022).
Neurotypical (NT.)
Describes a person that does not have a neurological difference from the societal standard
(Barbour, 2021).
Neurominority
Underrepresented groups of neurodiverse people face challenges or societal bias (Barbour,
2021).
Neurodiverse Group
A group is considered neurodiverse when members have multiple neurocognitive thinking styles
(Walker, 2022).
Types of Neurodivergence
The following is a partial list of types of conditions, disabilities, or differences neurodivergent
people may have: autism, hyperlexia, ADHD/ADD, dyspraxia, dyslexia, dyscalculia, dysgraphia,
Tourette's syndrome, OCD, epilepsy, anxiety, depression, giftedness, and Parkinson's (Robson.
D., n.d.)
8
Organization of the Dissertation
This study consists of five chapters. Chapter One provides the reader with the context of
the problem and the stakeholder group under investigation. Chapter Two will discuss the themes,
gaps, and tensions in the scholarly literature on neurodiversity, the hiring and workplace
challenge presented for these colleagues, assumed influences, and the conceptual framework
guiding the study. The study methodology, including data and analysis, will be discussed in
Chapter Three, and the data will be presented and analyzed in Chapter Four. Finally, Chapter
Five concludes the study with recommendations for improvement and implications for future
policy and best practices.
9
Chapter Two: Review of the Literature
This chapter will review relevant literature to reveal gaps or opportunities to understand
the current hiring practices for neurodiverse applicants. Using the Burke-Litwin model of
organizational performance and change (2018) (BLMOPC) as a lens for the review, three topics
emerged: (1) the historical context and US Employment Laws affecting neurodiverse workers;
(2) the challenges neurodiverse applicants face in the general corporate hiring practice; and (3)
the job satisfaction of neurodiverse employees. In addition, the BLMOPC will be discussed,
focusing on the tensions produced by the dynamic relationships between the external
environment, leadership, management, and individual levels. Finally, the review will conclude
with a conceptual framework devised for the study. Although the literature presented has been
applied to several topics, this review will focus on its application to the problem of equity and
accessibility in neurodiverse hiring practices in US corporations. The BLMOPC guided the
collection of the literature, and the keywords neurodiverse, human capital, ADA, diversity,
equity, inclusion, employment cycle, disclosure, and accommodations were used in the literature
collection.
Historical Context of Employment Laws Affecting the Neurodiverse Population
Before discussing the literature concerning neurodiversity, it is necessary to understand
the history of employment law for people with disabilities in the United States. Since the scope
of this study is US corporate hiring, there will be no review of the literature for the Section 501
Rehabilitation Act of 1973 since that solely covers federal employees. In addition, while some
literature focuses on disability or a specific diagnosis, the review will be through the lens of
neurodiversity.
10
The Americans with Disabilities Act and Amendments- 2008 (ADAAA)
The ADAAA grew out of the Civil Rights legislation of the 1960s (Blanck, 2022). The
George H.W. Bush administration passed the ADA in 1990 with bi-partisan support; this
legislation was estimated to regulate over 600,000 businesses, five million public spaces, and
telecommunication services -- adding safeguards to approximately 15% of the US population
(Durlak, 2017). This rights model of legislation provided the disabled protections for equality
like any other minority intersectionality group, such as women, African Americans, gender, or
sexual orientations (Blanck, 2022). Before the Act's passage, many states had various laws to
cover disabled workers, and there was protection for federal employees and contract workers
from the Rehabilitation Act of 1973 (Blanck, 2022). However, in the last 30 years since the
initial passage of the Americans with Disabilities Act of 1990 and the subsequent Americans
with Disabilities Amendments Act of 2008 (ADAAA), disability antidiscrimination laws have
promoted two key elements. First, social institutions must remove social, physical, and other
discriminatory barriers preventing people with disabilities, including employment, from fully
participating in society.
Secondly, government and private employers must comply with the rule of reasonable
accommodations for workspaces and services to enable equal participation (Blanck, 2022).
Finally, the ADAAA and its Title I employment provision for employers with 15 or more
employees combined the best tenets of these previous regulations into one comprehensive Bill to
promote employee equality in hiring, firing, and compensation (Acemoglu & Angrist, 2001;
EEOC, n.d.). There is controversy concerning whom the ADAAA protects (Kruse & Shur,
2003). While Title VII of the Civil Rights Act of 1964 (Title VII) prohibits discrimination
against all people based on race, color, sex, religion, or national origin, the ADAAA's protection
11
is restricted to those that can verify or have a record of, the problem significantly limiting one or
more major life activities (Kruse & Shur, 2003; Lee, 2003). This narrow definition has been
litigated since its inception and restricts the number of individuals covered by the Act (Kruse &
Shur, 2003). In addition, because of this limited view of disability, employers have declared that
providing "reasonable accommodations" per the Act would create undue hardship, creating an
adverse hiring effect (Lee, 2003). This limited view has caused some to consider it the
"Goldilocks dilemma" (Areheart, 2008, p. 181) in that the individual is either too disabled or not
disabled enough to qualify for protection.
The Workforce Innovation and Opportunity Act (WIOA)
The WIOA was passed in 2014 by the Obama administration to focus on shortages of
workers with advanced degrees and the lack of participation by people with disabilities and
modernize the initial Act of 1998 (EARN, n.d.). The WIOA supports people with disabilities by
funding state vocational rehabilitation agencies that help to place workers in companies (EARN,
n.d.). This Act was reauthorized in 2022 to help American job seekers overcome barriers to
accessing meaningful work and aid employers in hiring and retaining skilled employees (EARN,
n.d.).
The United Nations Convention on the Rights of Persons with Disabilities
The Treaty was enacted in 2008 to transform how individuals with disabilities are
regarded in society — moving from an assumption of the need for charity, medical treatment, or
social protection towards empowerment capable of making decisions based on free will and
informed consent (UN, n.d.). This International Treaty was the first to recognize human rights
and freedoms for people with disabilities and identify where accommodations must be provided,
and the member nations must enforce rights to promote inherent dignity (UN, n.d.).
12
The UN Treaty was estimated to affect over 650 million people worldwide and has been
called “revolutionary” (Felakos, 2022) and "at the heart of the disability rights movement" (IDA,
CRPD, 2022). However, like the ADAAA, others are critical of its "medical-social welfare
model of inability versus the social-human rights model that focuses on capability and inclusion"
(Felakos, 2022). Despite these controversies, the US State Department established an
International Disability Rights team that works with foreign governments and other civil
organizations to promote the international implementation of the Treaty by linking USAID
missions to the adherence to the Treaty (US Dept of State, 2021).
Diversity, Equity, and Inclusion (DEI)
Recent global events such as the COVID-19 pandemic, the Me Too, and Black Lives
Matter social movements have forced corporations to reassess how they are viewed by their
shareholders, employees, and broader communities. During this post-Covid-19 moment,
corporations prioritize treating all employees equitably and creating company cultures
welcoming to all (Harvard Business Review, 2021). For purposes of this study, DEI will be
defined as Diversity: The presence of individual differences within a given work setting,
including but not limited to race, ethnicity, gender, gender identity, sexual orientation, age,
socioeconomic class, and physical or cognitive ability. Equity: Safeguarding processes and
programs to ensure they are impartial, fair, and provide equal outcomes for every individual.
Inclusion: Ensuring each employee feels comfortable and supported by the organization in
bringing their authentic selves to the workplace and creating a climate of value, respect, and
equal contribution (Harvard Business Review, 2021; Heinz, 2022). Although DEI awareness has
increased in the last decade, workplace diversity training has been part of corporate America
since the mid-1960s when equal employment and affirmative action laws were passed (Dong,
13
2021). DEI has evolved from checklists of workplace do's and don'ts, day-long seminars, and
surveys attempting to reveal racial or gender bias that rarely affected employee behaviors or
hiring trends (Dong, 2021). These workplace programs were, at the time, considered to be at the
forefront of inclusive and ethical hiring and employment practices despite being mandatory
programs rather than being integrated into the organization's culture as valuable business
practices (Dong, 2021).
Today, DEI initiatives have evolved and taken on a strategic priority, as seen in
corporations' hiring, human resources, and general business practices. (HBR, 2021). The most
successful programs involve senior leadership to create an organization-wide culture of
belonging and accountability and are data-driven to reveal benchmarks, progress, and
opportunities (HBR, 2021; Qualtrics, 2022). As of 2022, DEI programs are voluntary in the US,
and there are no consequences for effective implementation or standard measures of their success
(HBR, 2021). Rusty O'Kelly, Managing Director at Russell Reynolds Associates, stated that a
robust DEI program could be a competitive advantage in hiring talent as applicants look for
companies with equitable and inclusive workplaces (Qualtrics, 2022).
One goal of a comprehensive DEI program is that the organization “can do well by doing
good" (Miller, 2020, Triple Bottom Line section). Envisioning a sustainable business strategy
that measures the triple bottom line of not only standard profits but also looks at the commitment
of the business to society in its hiring practices and volunteerism as well as the environment
through reducing the carbon footprint will attract stakeholders and shareholders around a shared
challenge for positive change (Miller, 2020). Now that the historical and regulatory foundations
of ableism have been explored, a review of the strengths and limitations of support for the
neurodiverse in US corporate employment is essential.
14
The Taxonomy of Neurodiversity
In Sevres, France, the Bureau International des Poids et Mesures holds the world’s
standard for the kilogram to which all other measurements must be compared (Armstrong, 2015).
Interestingly, there is no similar measurement for the human brain (Armstrong, 2015). In
determining whether a brain is normal or abnormal, professionals have varied perspectives on
how to categorize neurologically based behaviors such as autism, attention deficit disorder,
dyslexia, dyspraxia, and Tourette's syndrome as a normal human variation or as a medical
condition that needs a cure (Armstrong, 2015).
Australian Sociologist Judy Singer is credited with developing neurodiversity in 1998 to
help defuse the debate about the human mind and its inherent strengths and weaknesses (Kapp,
2020; Milton, 2019; Walker & Raymaker, 2021). The movement's terminology clarifies that
individuals can be neurodivergent (Walker & Raymaker, 2021), and neurotypical people are
neurodiverse; therefore, to be grammatically correct, an individual cannot be neurodiverse
(Kapp, 2020). Culturally valued traits have been identified in people with cognitive differences
(Armstrong, 2015). For example, people with dyslexia are inclined toward three-dimensional
thinking and can design and create structures without a barrier to learning (Armstrong, 2015).
Today’s culture values a neurotypical brain as the only kind of neurological wiring that works
well in many of our current social conditions and corporations. However, according to
neurodiversity advocate Harvey Blume, "Neurodiversity may be every bit as crucial for the
human race as biodiversity is for life in general. Who can say what form of wiring will prove
best at any given moment?" (Blume, 1998, Technology section). Researchers are considering
neurological differences with two distinct views, creating a shift in the neurodiversity movement
and paradigm.
15
In her 2021 keynote address at Drexel University, Julia Bascom simplified how to
understand the different models for diversity that can be applied to neurodiversity. She used an
example of a person with a disability who did not walk, was in a wheelchair, and encountered a
flight of stairs. From the medical model's point of view, the cause is– that their legs do not work,
and they may need physical therapy, surgery, or a drug; all medical interventions to fix or cure
the problem (Bascom, 2020). However, the social model will look at the same situation and
wonder why no one built a ramp or installed an elevator, not locating the problem in the person's
body but in how society treats people with different brains or bodies (Bascom, 2020).
There is a debate in the literature that if the medical and social models should be
categorized as fundamental scientific paradigms or approaches (Dwyer, 2022). Paradigm shifts
require us to redefine basic assumptions, interpret the information from a new perspective, and
create different questions, data, and language – completely rethinking how we once viewed the
problem (Walker, 2013). For this study, the term paradigm will represent the shift from the
original medically- based foundational principles, frames, and lens by which neuro-differences
are currently viewed (Walker, 2013).
Pathology - Medical Paradigm
The medical paradigm has two fundamental assumptions: 1) the is only one correct or
healthy way for human brains and minds to be configured and function, which is called normal,
and 2) if the neurological function of a specific brain diverges from this idea of normal, there is
something wrong with it and is considered abnormal (Walker, 2013). Whether it is a
developmental, psychiatric disorder, or an environmental condition, the primary biological factor
or pathology in the neuro-movement is widely debated (Dwyer, 2022; Kapp, 2020; Walker &
Raymaker, 2021). Cognitive function research, as in the case of autism, starts from the position
16
that it is preferable to be non-autistic rather than autistic (Walker & Raymaker, 2021). This
model presents disability as an individual pathology or abnormality from the standard norm
(Olkin & Pledger, 2003). This deficit viewpoint of disablement and referring to neurodivergence
as a condition is oppressive rather than progressive to the individual and is "nothing more than
institutionalized bigotry" (Walker & Raymaker, 2021, p. 7). This view is in response to the
"oppressive care system" (p. 15) that separated people with significant impairments from
residential care and left them unemployable; a new social-based paradigm took hold (Thomas,
2008).
Tom Shakespeare, a disability advocate, asserts that there is a "lasting dichotomy" (p. 26)
between the pathology (disability caused entirely by impairment) and social (disability caused by
social and structural barriers) model of thinking (Shakespeare, 2014). Unfortunately, this medical
model has been perpetuated by the legal industry. Lawyers consider their clients to be either
disabled or not disabled and presume that a person's unique disability is a personal, medically
based problem that needs to be addressed on an individual level, not a societal level (Areheart,
2008).
By viewing disability through a medical lens, the individual needs physiological help to
cure the effects of the disability and is considered incapacitated or dependent (Areheart, 2008).
This view leaves the person with the only option of overcoming the impairment with a
intervention, cure, or drug (Areheart, 2008). In addition, “this model places people with
disabilities into two stereotyped groups, an object of pity (e.g., the Jerry Lewis Telethon) or an
inspirational hero (e.g., Christopher Reeve and Franklin Delano Roosevelt)” (Areheart, 2008,
p.187). Neither of these groups is enviable or tells the individual's whole story. Furthermore, at
17
this time in the Post COVID-19 US culture, it is interesting that discrimination against the
disabled is not viewed as society views racial, gender, or sexual orientation (Areheart, 2008).
Neurodiversity- Social- Neuro-Cosmopolitan Paradigm
Neurodiversity and its variations of types of thinking challenge the medical paradigm of
deficit, emphasis on the individual, and narrow perspective of the broader social context
(Pellicano & Housing, 2022). The Neurodiversity movement has evolved from its early days to
now being considered a range of neurocognitive functioning that includes all humans – both the
neurodivergent (those with functions that are outside what is considered normal) and the
neurotypical (socially accepted range) (Kapp, 2020). In addition, ableism advocates contend that
neurodivergents are an oppressed minority group like other intersectional identities, such as race
or sexual orientation (Walker & Raymaker, 2021). One of the drawbacks of the neurodiversity
paradigm has been a desire for people to associate with neurotype categories. For example, some
may feel that neurotypical is different from autistic or ADHD and is restrictive to the person, just
as binary genders (Walker & Raymaker, 2021). One of the goals of this movement is to advocate
for rights for this minority group so they can live meaningful lives in society (Shields &
Beversdorf, 2021).
The social model is born from Marxist philosophy and challenges the mainstream's
progressivism (Shakespeare, 2014). In contrast, the medical model looks backward and is
reactionary. This gap leaves room for a new model that does not deny the health conditions,
environment, social, and economic factors but shifts from these ideas to a new, transformative
model and a change in thinking (Dwyer, 2022; Shakespeare, 2014, Walker, 2013).
As neurodiversity evolves, Ralph Savarese and Nick Walker have further defined the
concept and developed the term Neuro-cosmopolitan, which refers to an open-minded
18
acceptance and appreciation of the neurocognitive differences among humans (Dwyer, 2022;
Walker & Raymaker, 2021). Walker believes that neuro-fluidity, as seen in queer theory for
gender and sexual orientations, will become a common trait, just as the same-gender attraction
has in the past decades (Walker & Raymaker, 2021). This new paradigm is in response to the
limitations of the neurodiversity paradigm in that disability is not caused by an impairment but
by the arbitrary structure and attitudes that society imposes (Thomas, 2008). Table 1 defines the
core characteristics of the popular approaches to describe neurodiversity.
Table 1
Core Claims of Neurological Paradigm
Note. From “The Neurodiversity Approach(es): What are They, and What do They Mean for
Researchers?” by P. Dwyer, 2022, Human Development, 66, p. 77.
(https://doi:10.1159/000523723). CC BY-NC.
19
Neurodiverse Applicants in the Corporate Hiring Process
Why is there a gap between the number of jobs available in corporate America and
talent? This study will examine how corporate human resource (HR) departments recruit and hire
employees. The HR department is tasked with recruiting applicants across the company's vast
needs, and the process is usually not scalable or agile enough to capture the unique needs of the
neurodiverse applicant base (Austin & Pisano, 2017). Neurodiverse applicants think and interact
with the world differently and include people with low-needs autism, ADHD, Tourette's
syndrome, dyslexia, acquired brain injury, anxiety, PTSD, or depression (Genius Within, (n.d.).
Both social and non-social struggles make searching for a job challenging for neurodivergents
who find some skills simple and others complex, thus creating challenges in most corporations'
application and hiring phases (Austin & Pisano, 2017; Bublitz et al., 2016). Maintaining eye
contact, communication, or processing skills would enable them to pass the initial screenings and
interviews (Austin & Pisano 2017). These diverse ways of thinking and solving business
problems can help an organization grow and compete in today's global markets (EARN, n.d.).
Based on multiple studies, 15 – 20% of the population is neurodiverse; of that percentage,
approximately 90% have invisible conditions or symptoms that are not consistent (Genius
within, n.d.).
In neurodivergent individuals, there are prominent peaks and valleys between their
cognitive abilities, which Nancy Doyle (2020) has termed "spiky profiles" (p. 110), with scores
falling over more than two standard deviations above or below the "normal range” (p. 110).
Figure 1 illustrates a sample of a neurotypical versus neurodivergent cognitive profile (Doyle,
2020).
20
Figure 1
Neurotypical Versus Neurodivergent Cognitive Skills
Note. From “Neurodiversity at Work: A Biopsychosocial Model and the Impact on Working
Adults” by N. Doyle, 2020, British Medical Bulletin, 135(1), p. 110
(https://doi.org/10.1093/bmb/ldaa021). CC BY-NC.
21
These cognitive attributes can be analyzed from an employer's point of view. Either this
applicant is whom they need for the job and, with the correct management and support, can bring
innovative ideas and ways of thinking to the group, or the applicant is not a good fit for the
company and will need too much support from what is available on a functional level.
Unfortunately, standard recruitment practices are not created with neurodiverse applicants in
mind. Even though many applicants are qualified for the position with education and industry
knowledge, many cannot make it through the basic communication assessments and into
employment (AMBA, 2022). Table X below describes the work-related difficulties and strengths
that several neurominorities possess (Doyle, 2020). Furthermore, each condition does not include
all challenges or strengths as the brain compensates over time to develop new cognitive
pathways; therefore, everyone will encounter unique challenges, but there are some
commonalities (Doyle, 2020). Table 2 defines frequent challenges and strengths some neuro-
minorities may face in the workplace.
22
Table 2
Work-related Difficulties and Strengths Attributed to Some Neurominorities
Condition
Difficulty
Strength
ADHD Time management
Concentration, attention, and self-regulation
difficulties
Insomnia, depression, injury, and absence
Maintaining employment
Difficulty with teamwork
Creative thinking
Visual-spatial reasoning
ability
Hyper-focus, passion, and
courage
Autism Time management
Concentration and coping with more than one
task
Social and communication difficulties
Need for routine
Memory ability and other
'specialist individual skills'
including reading, drawing,
music, and computation
Innovative thinking and
detailed observation
Dyspraxia Difficulties with driving, self-care, organization,
communication, and self-esteem
Processing speed and working memory
Persistence of motor difficulties in operating
equipment
High verbal comprehension
ability
Dyslexia Literacy, memory, organization, communication,
and skills, self-esteem, time management, stress
management, literacy
Workplace participation in terms of mental
functions and social interactions
Cognitive functioning and social self-esteem
Higher incidence of worklessness and
incarceration
Entrepreneurialism
Creativity and cognitive
control
Visual reasoning
Practical skills, visual-spatial
skills, and story-telling
ability
Note. From “Neurodiversity at Work: A Biopsychosocial Model and the Impact on Working
Adults” by N. Doyle, 2020, British Medical Bulletin, 135(1), p. 116
(https://doi.org/10.1093/bmb/ldaa021). CC BY-NC.
23
The Employment Cycle
US corporations are managed by how neurotypical people experience the world (Volpone
et al., 2022). These same companies have employed neurodivergents for decades; however,
many Human Resource managers (HRM) may not have had the specific knowledge to recognize
it, or it may not have been disclosed. One explanation is that neurodivergence is a spectrum
disorder meaning that each person has unique challenges, which may be visible or invisible
during the interaction (Sizer, 2019). Avinash Rajagopal, the editor-in-chief of Metropolis, states
that "at least one in five people identify as neurodiverse and adds that the term includes a variety
of conditions as stated above, including PTSD, depression, anxiety, and obsessive-compulsive
disorders" (McCown, 2021, para. 3).
Recruitment
Neurodivergent corporate inclusion begins with recruitment (Volpone et al., 2022).
Recruiting neurodivergents is most effective when the senior management team is entirely on
board to support the initiative, enhancing the company's culture to attract a more diverse
applicant pool (Volpone et al., 2022). When drafting the job description, the language must be
inclusive and ensure that all applicants are encouraged to apply and detail what qualifications are
required, preferred, or additional skills for the position (Bonaccio et al., 2020; EARN, 2022).
Many applicants could be easily overwhelmed with an extensive list of vague requirements, such
as "strong communication skills" that may not directly apply to the job, thus deterring the
neurodivergent from applying (EARN, 2022). A recent disturbing trend is for employers to
exploit the "otherwise qualified" ADAAA provision that applicants must prove their ability to
perform all essential functions of the job. Some employers purposefully use vague terms such as
standing or lifting – even if these tasks are occasional to eliminate otherwise qualified applicants
24
(Bogart & Dunn, 2019). Contrast this to other protected classes such as race, gender, and
religion, which are impossible to exclude from the job description. Thus, by wordsmithing the
job description with these vague or seldom-used requirements, employers could create an
appearance of disability as being a non-preferred attribute that reinforces stigma and stereotypes
of diminished ability (Bogart & Dunn, 2019).
Interviewing
Despite the virtual and hybrid work environments, the most common interview method is
a face-to-face or group interview (Willis et al., 2021). Traditional hiring processes rely on eye-
contact and fast cognitive processing of interview questions and conversation (Volpone et al.,
2022). However, even for many neurotypical applicants, the interview process can be
problematic (Sizer, 2019). Applicants on the autism spectrum (ASD) may have trouble timing
their verbal responses in interviews, leading to awkward silence between the questions and
answers and oversharing information (Bublitz et al., 2016). Austin and Pisano (2017) stated that
the HRM should focus on the applicant's strengths and not try to expose weaknesses that may not
be important to the position would be a more ethical way to recruit and interview.
Moreover, many interview questions ask the applicant to speculate or imagine a scenario
that may or may not be pertinent to the position. These questions could disadvantage a
neurodivergent applicant with "inadvertent discrimination" (Breward, 2019). It will be a positive
inclusionary signal to the applicant if, when scheduling the interview, the employer asks them if
they need any accommodations, as the applicant may want to have a support person or animal
with them during the interview (Brewer, 2019; Sizer, 2019). In addition, the HRM needs
additional training in interpreting verbal and non-verbal queues that can promote bias and put the
neurodivergent applicant at a disadvantage (EARN, 2022).
25
Skill Assessments
Many companies still attempt to assess skill levels in math computation or
comprehension; however, this may not be an accurate view of the applicant's fundamental skills
because many of these assessments convolute speed with an ability to perform on the job
(Volpone et al., 2022). Alternatively, companies can be more inclusive and assess applicants by
not requiring formal interviews but by providing actual technical work-related tasks, asking them
to bring in a portfolio of work, or allowing them to review the questions ahead to be better
prepared for the conversation (Austin & Pisano, 2017; EARN, 2022; Sizer, 2019; Volpone et al.,
2022; Willis et al. 2021).
Gamification is a new way to access cognitive and team-building abilities. This technique
relieves anxiety and provides instant feedback through progression, wins and losses, and timers
(Willis et al., 2021). In addition, a 2003 study by von Karolyi et al. found that people with
dyslexia can possess heightened visual-spatial strengths, allowing for increased speed of
recognizing figures and patterns in these game assessments and leading to success in many job-
related tasks.
Many types of software and artificial intelligence can aid corporations in processing the
data to evaluate and rate the likelihood of success for the applicant. For example, resume
scanners scan for keywords and chatbots that can perform screening interviews to assess job fit
(EEOC, n.d.). These computer-based screening tools and gamification assessments have the
potential to increase objectivity and reduce bias. However, depending on the software, algorithm
programming, and artificial intelligence methods, some modalities may provide barriers to
neurodivergents and violate the ADAAA with insufficient accommodations (EEOC, n.d.). Figure
26
2 shows the employment cycle, potential barriers, and employers' concerns about hiring
neurodivergents.
Figure 2
The Employment Cycle and Employers' Concerns About People with Disabilities
Note. From “The Participation of People with Disabilities in the Workplace Across the
Employment Cycle: Employer Concerns and Research Evidence.” By S. Bonaccio, C. E.
Connelly, I.R. Gellatly, A. Jetha, and K. A. Martin Ginis, 2020, Journal of Business and
Psychology, 35(2), p. 137 (https://doi.org/10.1007/s10869-018-9602-5). Copyright 2019 The
Authors.
27
Disclosure of Neurodiversity to Employers
Disclosure of a neurodivergent condition is a personal choice for the employee due to the
consequences for both parties (von Schrader et al., 2014). One option is to conceal or pass for a
neurotypical. For many with an invisible condition such as Asperger’s, dyslexia, ADHD, or other
neurological condition mentioned previously, this technique may seem like a benefit for the
worker to avoid stigma or prejudice in the interview or on the job (Davidson & Henderson, 2010;
Santuzzi & Keating, 2022). However, appropriate disclosure can ensure that the employee is
eligible for accommodations. In addition, employers can realize more accurate diversity and
inclusion hiring and employment metrics and potentially higher stock price reactions to inclusion
and diversity initiatives at the societal, market, and community levels of the external business
environment (Aracelli & Gonzalez, 2021; Santuzzi et al., 2015; von Schrader et al., 2014). In
contrast, disclosure may result in lower work expectations and advancement opportunities,
isolation from the workgroup, and an increased chance of termination (von Schrader et al.,
2014). Therefore, the corporation's ethical and inclusionary environment is significant if an
applicant considers disclosing a neurodivergence (Volpone et al., 2022).
Employees need to feel that the corporate culture supports neurodivergent. If the culture
is supportive, many more employees will disclose, thus building a stronger, more inclusive
company and attracting more diverse employees (Bonaccio et al., 2020; Volpone et al., 2022).
Interestingly, since disclosure is associated with the medical paradigm of symptoms and
conditions, many neurodivergents that support the social and neuro-cosmopolitan paradigms will
not choose to disclose (Brown & Leigh, 2018).
Other factors influencing the decision to disclose are the "age at which the employee was
diagnosed, the social demands of the position, and other workplace policies" (Lindsay et al.,
28
2018, p. 605). For example, Baldridge and Swift (2013) found that disability disclosure in the
form of accommodation requests was not as frequent for younger workers or those recently
diagnosed. This phenomenon may be due to a stigma that affects younger workers. If the
disability is not visible, others may view it as suspicious or seeking special privileges (Bonaccio
et al., 2020; Santuzzi et al., 2015). Lindsay et al. (2018) confirmed these findings in their
research involving 18-25-year-olds. They found that younger workers are not as self-aware of
their strengths and weaknesses or how to negotiate the workplace and do not realize they must go
through a process to obtain accommodations (Lindsay et al., 2018). Despite many of these young
employees having accommodations in school, most (68%) did not receive workplace
accommodations because of a lack of disclosure or an unknown process (Lindsay et al., 2018;
Scholl & Mooney, 2004).
Davidson and Henderson (2010) studied participants on the autism spectrum alone and
found four distinct scenarios of how employees would reveal or conceal their diversity. They
compared these circumstances to queer theory and "being out of the closet" (Davidson &
Henderson, 2010, p. 156). These clusters are "keeping safe," which is a protective measure;
"qualified deception," which involves complicated stories told to other workers; a "like or as
resistance," which aligns with other marginalized groups such as LGBTQ; and "education"
position which builds into a community in which to align (Davidson & Henderson, 2010, p.158).
Von Schrader et al. (2014) completed a study of 780 self-identified disabled participants.
They found that when asked about barriers to disclosure, the responses were ranked as the risk of
being fired or not hired (73%), followed by the impression that the employer may focus on
disability (62%), loss of healthcare or job advancement (61%), and a desire for privacy at less
than (30%). In contrast, when respondents were asked why they disclosed, they were ranked as
29
needing accommodation (68.2%), having a supportive supervisor relationship (63.5%), knowing
that the employer was actively recruiting and creating an inclusive workplace, and that others
had disclosed successfully ( ≈50%). Moreover, (26.1%) felt it was important that the employer
had a disability-focused employee resource group (Bonaccio et al., 2020; von Schrader et al.,
2014).
Identity Management of Disclosure for Neurodiverse Employees
Disclosure increases personal risk and vulnerability in the workplace (Bonaccio et al.,
2020; Lindsay et al., 2018; Santuzzi et al., 2019). Therefore, employees who self-identify as
neurodivergent communicate that they trust their coworkers and employers and provide the
needed social cues, establishing a safe environment of confidence for others to disclose or
support as an ally (Bonaccio et al., 2019). Conversely, disclosure of a disability at work can risk
negative treatment by coworkers and employers (Santuzzi et al., 2019). Bogart and Dunn (2019)
found these negative stereotypes embedded in ableism, which they define as "stereotyping,
prejudice, discrimination and social oppression toward people with disabilities." (p. 650).
Based on social identity, stigma, and self-verification theories, individuals want to be part
of social groups and emotionally balance how others perceive them and their sense of self in the
workplace (Kulkarni, 2020). Furthermore, many mental health conditions are now considered to
be on the neurodivergent spectrum, such as depression, anxiety, and PTSD. (Kulkarni, 2020;
Lindsay, 2018) In his 2020 study, Kulkarni found three dilemmas professionals face when hiding
mental health conditions. The first was a professional versus authentic disconnect; the
respondent felt they could only bring their partial self to work as the condition prevented them
from transparency (Kulkarni, 2020). The second finding was to maintain the secrecy of the
mental health challenge; the respondent withdrew versus participating in social and other
30
workplace relationships (Kulkarni, 2020). Finally, the third was categorized as desiring personal
privacy versus general advocacy, meaning that the workplace was not inclusive, nor did they
have the human resource support mechanisms for open dialogue, awareness, or empathy
(Kulkarni, 2020).
Santuzzi et al. (2019) found in their study of adults with concealable impairments that the
internal (disability salience) and social experiences (disability stigma) contributed to their
identity management decisions. In addition, the significance of internal experiences and
awareness of a disability depends on its relevance to the situation. For example, an employee
with an auditory challenge may think an office lobby is noisy rather than consider a physical
impairment the problem (Santuzzi et al., 2019). The research produced ten disability identity
management strategies. The common concealment strategies, aligned with Kulkarni's findings,
were to avoid disability-relevant situations (39%) and symptom management (32%). In
comparison, the decision to disclose was based on the quality of the relationship (75%)
(Kulkarni, 2020; Santuzzi et al., 2019).
These factors are predicated on the self-awareness that the individual can link the
symptom and challenges they face to a disability to accept the label of disabled (Santuzzi et al.,
2015). Identity management may take several forms beyond avoiding situations, and most
participants reported an internal process before deciding to conceal or disclose (Santuzzi et al.,
2019). If the person chooses to conceal, an additional amount of internal effort is required to
camouflage or mask their conditions to maintain a neurotypical profile creating added negative
psychological (e.g., depression, low self-esteem, or anxiety), behavioral and physical challenges
can occur (Dwyer, 2022; Quinn & Earnshaw, 2011; Santuzzi et al., 2019). However, disclosure
can reduce the stress of hiding identity and feelings of isolation, balanced with the risks of
31
prejudice and discrimination even with legislation (Acemoglu & Angrist, 2001; Santuzzi et al.,
2015).
Workplace Accommodations
Employment is essential to a society's social and economic health, and for the
neurodivergent, there is no difference (Lindsay et al., 2018). Common barriers in the
employment cycle for neurodivergents are the same as for other disabilities, such as stigma and
discrimination from employers and coworkers, inaccessible workspaces, and obstacles in training
and ongoing support (Lindsay et al., 2018). Therefore, the primary purpose of a workplace
accommodation is to mitigate the struggle of the neurodivergent, as seen in the "spiky profile"
(Doyle, 2020 graphic above), which typically occurs after the employee discloses their condition
to the employer (Doyle, 2020; Santuzzi et al., 2015).
The Duty to Reasonably Accommodate
Some neurodivergents need reasonable accommodations to perform their job effectively
(EARN, n.d.). The US Department of Labor defines a work accommodation as:
Any modification or adjustment to a job or work environment enables a qualified person
with a disability, including a mental health condition, to apply for or perform essential
job functions. With no legal requirement for the employee to "fit in." the burden for the
accommodation lies solely on the organization. (Job Accommodations section).
One of the challenges in the ADAAA regulation is that it is challenging for the
neurodivergent, whose challenges may be invisible, to obtain a medical diagnosis to qualify for
the accommodation (Doyle, 2020, Santuzzi et al., 2015). These factors are ambiguous detection,
the ability to be self-aware to know that there is a problem and not just a normal variation which
can lead to delayed diagnosis. Ambiguous diagnosis, in which the practitioner may not see a
32
problem or understand how it affects any activities of daily living; and personal denial of
disability, when even if there is a known condition, the individual may reject the label of
disabled and use denial as a coping technique (Santuzzi et al., 2015).
Reasonable accommodations are modifications that enable people with disabilities to
apply, interview, or perform the essential functions of the jobs efficiently (EARN, n.d.). For
example, reasonable accommodations may include job restructuring or schedule modification. In
addition, they could be the modification of furniture or technology, providing training materials
in alternate formats, or an assistive technology (EARN, n.d.). The architectural design theory of
Universal Design provides companies with flexible environments, communications, and other
tools to accommodate the most extensive range of human abilities (The Center for Universal
Design, 1997).
Undue Hardship
According to the EEOC, "an employer does not have to provide a reasonable
accommodation that would cause an undue hardship" (EEOC, 2002, Accommodation section).
Moreover, the hardship must show on an individual assessment that a specific accommodation
would create "significant difficulty or expense" to the business (EEOC, 2002). The nature and
cost could decide the determination, the financial resources of the company, or the impact the
accommodation would create on the facility's operation (Breward, 2019; EEOC, 2002).
A study performed by the Job Accommodation Network (JAN), a free consulting service
provided by the Office of Disability Employment Policy of the US Department of Labor, found
that over 50% of all workplace accommodations have little or no cost to the employer, with most
saving $40 for every $1 invested, due to tax credits, reduced insurance costs and increased
productivity (Bonaccio et al., 2020; JAN, n.d.). In addition, many employees request
33
accommodations without disabilities. For example, an employee asking to move to a flexible
work schedule to accommodate young families, athletes, or a disabled family member needing
help could be like a neurodivergent’s accommodation request (Bonaccio et al., 2020).
Reasonable Workplace Accommodations
An employer does not have to provide reasonable accommodations unless a person with a
disability has requested one (EARN, n.d.). However, once a disability is disclosed, the company
must interact with the employee to provide reasonable accommodations (EARN, n.d.). Because
of this caveat in the ADAAA, low rates of requesting and receiving accommodations (50% to
85.7%) were found, and the requested workplace accommodations ranged from the initial
interview to the work environment and social skill mentoring and communications (Lindsay et
al., 2021). Table 3 details the frequently used accommodations for neurodiverse employees.
34
Table 3
Frequently Used Accommodations for Neurodiverse Employees
Phase
Adjustment type
Example modification
Interview Job restructuring Altering, reallocating, or eliminating how an essential
job function is performed that an employee is unable to
perform because of a disability
Assistance Support animals
Logistics Preview of interview questions and timelines
Modifying training
materials
Provide materials in alternate formats, such as braille,
CD, or large print, and adjustments to training
provisions, including sending materials in advance or
providing additional induction training.
Work
environment
flexibility
Flexible
workspaces
Offering options for telecommuting or working from
home
Reducing sensory distractions by allowing flexible
hours
Use of private meeting rooms, Noise-canceling
headphones
Redesign of shared working space
Schedule
flexibility
Scheduling Offering part-time work hours, job sharing, adjustments
in the start or end of work hours, comp time or
"makeup" of missed time; avoiding rush hour travel to
prevent sensory overload; Remote working
Flexible PTO/
leave
Allowing sick leave for mental health reasons, flexible
use of vacation time, additional unpaid or
administrative leave for treatment or recovery, leaves of
absence, or the use of intermittent FMLA leave for
therapy and other related appointments
Breaks Allowing frequent breaks and flexibility, providing
backup coverage during breaks
Supervisor or
coworker
support
Additional feedback time with the supervisor
Differences in instructions - more clarity or
concreteness given, directions are given by text or
email
35
Phase
Adjustment type
Example modification
Support from
different
stakeholders
Peer mentoring networks within the company
Allowing support activities via employee assistance,
mental health, or family support throughout the day
Allowing access to stakeholder groups and charities
throughout the working day
Workstation
adjustments
Equipment &
devices
Adjustments to the desk height and other office
furniture as needed. Use of dual screens to improve
concentration, whiteboards, and other aides, standing
desks, or other fixtures to improve access to movement
throughout the day
Assistive
technology and
tools
Assistive
technology
Computer screen readers or specific telephone
equipment compatible with an employee's medical
equipment
Speech-to-text, text-to-speech software, mind mapping
software, specialized spell checkers designed for
dyslexia;
Planning and memory software
Other policies Food/drink Allowing beverages and food at workstations, as
necessary, to mitigate the side effects of medications
Executive
functions
coaching
Job coach Coaching that focuses on planning, prioritization, and
organizational skills using workplace coaching
psychology
Literacy
coaching
Targeted coaching based on the literacy requirements of
the role rather than teaching basic skills,
Note. Adapted from “Neurodiversity at Work: A Biopsychosocial Model and the Impact on
Working Adults” by N. Doyle, 2020, British Medical Bulletin, 135(1), p. 117
(ht0tps://doi.org/10.1093/bmb/ldaa021). CC BY-NC.
36
Summary
The literature review on the laws and accommodations thoroughly examined the existing
research, legislation, and best practices supporting neurodivergent applicants in US corporate
America. The review highlighted the importance of the legal framework that protects the rights
of neurodivergent applicants and promotes inclusive workplace practices that address their
specific needs, such as flexible schedules, sensory adjustments, and clear communication
channels. By incorporating the insights from the literature review into the Burke-Litwin Model
framework, organizations can develop a comprehensive approach to address the needs of
neurodivergent applicants in the workplace. This integration will help organizations build an
inclusive community that promotes equity, maximizes individual potential, and improves overall
performance in the market.
Burke-Litwin Model of Organizational Performance and Change (BLMOPC)
The conceptual framework for this study was developed from the Burke-Litwin model of
organizational performance and change (BLMOPC). Burke and Litwin developed this model in
practice to solve complex changes needed to bring organizational change to an airline (Burke,
2018). Burke (2018) describes the system as an "open system," meaning each element is
interconnected to show that one change will eventually flow through each area to affect the
entire organization (Burke, 2018, p. 226). The specific components of the organization are
shown in descending order of importance, with the external environment as the initial trigger of
change flowing through the transformational, transactional, and individual levels (Burke, 2018).
Figure 3 displays the Burke-Litwin model of organizational performance and change. Research
question one establishes the transformational factors present in the company to develop a
neurodivergent hiring-specific program. Research question two will probe the HR department's
37
culture and protocols on a transactional level to create and execute hiring programs. Finally,
research question three examines the factors necessary for the HR staff's development of skills
and knowledge. According to Burke (2018), the key to understanding the model is to see it as
two distinct levels of change, the transformational, which involves senior leadership, and the
transactional, which are the managers of the day-to-day work.
38
Figure 3
Burke-Litwin Model of Organizational Performance and Change (BLMOPC)
Note. Adapted from Organizational Change Theory & Practice (5
th
ed.) (p. 227), by W.W.
Burke, 2018, Sage Publications. Copyright 2018 by Sage Publications.
39
The Transformational Factors
The transformational level has four factors: external environment, leadership, mission
and strategy, and organizational culture (Burke, 2018). First, the external environment is the
source of the need for organizational change; this demand for change can be seen in shifts in
customer buying behaviors, such as factors due to equity and inclusion, competitive products and
services, or new regulations (Burke, 2018). These external forces directly affect the senior
leadership's vision instead of management practices included at the transactional level (Burke,
2018). In addition, the leaders must recognize the change needed to determine the mission and
strategy and be receptive to the dynamic organizational culture influenced by society's norms and
values (Burke, 2018). Finally, the feedback loop is complete with the individual and
organizational performance output factors. In the open-system model, the performance can be
seen in productivity, customer satisfaction, product and service quality, profitability, and
earnings per share (Burke, 2018). Finally, transformational-level changes can be sudden and
revolutionary that could be considered a large and sweeping change affecting the entire
organization and its systems and culture (Burke, 2018). Figure 4 shows the transformational
factors of the BLMOPC.
40
Figure 4
Transformational Factors of the Burke-Litwin Model of Organizational Performance and
Change
Note. Adapted from Organizational Change Theory & Practice (5
th
ed.) (p. 230), by W.W.
Burke, 2018, Sage Publications. Copyright 2018 by Sage Publications.
41
The Transactional Factors
These categories reflect the day-to-day activities of the organization. Transactional
leaders maintain the status quo, preferring to experience gradual and organic change (Burke,
2018). In this model section, it is essential to differentiate the work unit climate factor from the
organizational culture represented at the transformational level. The work climate refers to
smaller entities than the organization; these entities could be work teams or sectors concerned
with direct management and effectiveness of task-related issues (Burke, 2018). As mentioned
before, the model separates management practices from leadership. Transactional managers see
their job as focusing on the overall improvement and increasing quality outputs from their
reports rather than changing the entire vision of the organization (Burke, 2018). Figure 5 shows
the transactional factors of the BLMOPC.
42
Figure 5
Transactional Factors of the Burke-Litwin Model of Organizational Performance and Change
Note. Adapted from Organizational Change Theory & Practice (5
th
ed.) (p. 231), by W.W.
Burke, 2018, Sage Publications. Copyright 2018 by Sage Publications.
43
Conceptual Framework
The Burke-Litwin Model (2018) influenced the conceptual model, which explored how
the external environment can impact organizational change. This study examined how the
Human Resource Department was affected by external demand, transformational leadership
factors, transactional changes, and individual skills and values to improve the hiring experience
for neurodiverse applicants. The concept map includes the transformational factors necessary for
the HR department to design a new hiring protocol for neurodiverse applicants successfully.
First, Burke (2018) described the leadership, mission, and organizational values as directly
affected by external pressures. In this study, the external force that created the need for change
was increased market demand for equity and inclusion. Therefore, the transformational factors
explored were leadership, mission, and organizational cultural values. Next, the transactional
influences examined the need for the HR department to create and execute a hiring program that
provides equity, inclusion, and accessibility for neurodiverse applicants. Finally, the individual
factors of employee skill development, factual, conceptual, procedural knowledge, and personal
recognition of the value of a more inclusive program were studied as to the effect it had on a
successful hiring process. Figure 6 depicts the study's conceptual framework based on the Burke-
Litwin organizational performance and change model.
44
Figure 6
Study’s Conceptual Framework
Note. This model shows the factors affecting the US Corporate hiring practices as a system
centered on the unique combination of internal and external factors. The Burke-Litwin model of
organizational performance and change supports this structure.
45
Conclusion
The current US corporate hiring practices are problematic for neurodiverse applicants. The
literature review presented current theories and opinions on this problem related to the Burke-
Litwin model's transformational, transactional, and individual levels. The research found that
while there is a growing acceptance of the neurodiverse employee in corporate America, much
more can be done to identify and support these workers adequately. Further research needs to be
completed to understand the corporation's hiring philosophy to provide recommendations for
establishing more accessible neurodiverse hiring programs in our organizations.
46
Chapter Three: Methodology
This qualitative study examined the hiring practices for neurodivergent applicants in US
corporations, identifying the organizational influences on the HR Department’s staff. In addition,
the study assessed the HR Department’s staff's ability to improve the program's effectiveness and
focus on the best practices. This chapter discusses the overview of the study's methodology, the
participants, the recruitment survey, the interview, and the data collection process and addresses
the credibility and trustworthiness of the data. Finally, the chapter ends with a discussion of the
researcher and ethical considerations regarding the study.
Research Questions
The research questions that guided this study were::
1. How do the organization's mission, values, and leadership impact the Human Resources
(HR) department staff's ability to hire neurodivergent talent?
2. How do the HR department's procedures impact the staff's ability to hire neurodivergent
talent?
3. What additional training and knowledge does the HR staff need to hire neurodivergent talent
successfully?
Overview of Methodology
This study implemented a qualitative research method using semi-structured interviews.
Merriam and Tisdell (2016) assert that basic qualitative research is based on the participant's
ongoing increase in knowledge as they make meaning out of activities or experiences. This new
knowledge leads the researcher to understand the meaning of an activity or event for those
involved (Merriam & Tisdell, 2016), thus revealing how the HR Department interprets their
experiences, worldview, and the importance of the activity. First, in-depth interviews were
47
conducted with 14 human resource leaders to collect more detailed information and anecdotes
about their experience with neurodiverse hiring practices and the impact of the internal and
external factors as depicted in the conceptual framework.
The Researcher
As the researcher, I naturally brought in implicit biases during the study. However, while
I did not work for any organizations where the research was conducted, there was an inherent
trust in me to portray the company and participants accurately and positively. At the time of the
study, I worked as a Learning and Development Consultant for a major corporation that did not
have a neurodivergent hiring program. Still, I have previously worked as an HR manager.
Therefore, I worked to leave out personal assumptions from that experience and let the
participants recount their perceptions of the role in post-COVID-19 workplaces. In addition, I
used pilot testing strategies and peer reviews to address potential issues of power and
positionality and to check for bias in the data results (Cresswell & Creswell, 2018; Merriam &
Tisdell, 2016).
Data Source: Interviews
This study used a qualitative semi-structured interview as the primary data collection and
analysis source. Qualitative research encourages data collection and analysis simultaneously as
additional context can be revealed and incorporated into further analysis (Merriam & Tisdell,
2016). Therefore, as the primary method, data was collected by conducting semi-structured
interviews with HR staff of organizations that currently have a neurodiverse hiring program or
are building one. The following sections detail the participants, instrumentation, and data
collection procedures. Finally, this section will discuss the data analysis procedure. Table 4
provides a breakdown of data sources for each research question.
48
Table 4
Data Sources
Research question Interviews
How do the organization's mission, values, and leadership impact the
Human Resources (HR) department staff's ability to hire
neurodiverse talent?
X
How do the HR department's culture and procedures impact the
staff's ability to hire neurodiverse talent?
X
What additional training and knowledge does the HR staff report
need to hire neurodiverse talent successfully?
X
Participants
The qualitative aspect of the study was semi-structured interviews with a purposeful
sample of 14 participants. These participants were recruited via a brief survey administered
through LinkedIn. Upon receipt of the survey results, I reviewed and confirmed their eligibility
for further consideration in the study. Using the purposeful sampling method, I discovered,
gained insight, and sought to understand how the research questions are applied to the
participant's worldview (Merriam & Tisdell, 2016). The participants were current HR managers
and leaders selected from those that indicated interest. Online interviews were set up as
indications of interest were received at a convenient time for the participant. Maxwell (2013)
adds that qualitative research captures not only the words and thoughts of the participant but the
setting, events, and processes are also included as influences. Each corporation has its unique
internal culture, and each participant has a unique background and worldview.
49
Burkholder et al. (2020) recommend that the interviewer consult the site contact to
understand the company's unique culture and suggest overcoming potential power, perceived
bias, or identity considerations. Accommodations such as presenting the introduction and
informed consent process can be slowed down to ensure understanding; eye contact and a calm
tone are used or used as easy demographic or low-risk questions at the beginning to build trust
and momentum (Burkholder et al., 2020). Finally, an impartial third party can cross-check the
interview to confirm the questions are balanced and free of leading phrases or bias (Burkholder
et al., 2020).
Instrumentation
This study was a semi-structured interview administered via Zoom or Microsoft Teams
technology as available to the participant. The semi-structured format provided more flexibility
than the structured one. Still, it was guided by a specific list of open-ended questions to increase
consistency in data collection and reduce bias (Merriam & Tisdell, 2016, Patton, 2002). In
addition, this format allowed for the flexibility to follow the respondent's unique worldview and
potentially uncover innovative ideas on the topics (Merriam & Tisdell, 2016). Appendix A
shows that the interview had 20 questions, focusing on the participants’ experience and behavior,
opinion and values, knowledge, background, and demographics (Merriam & Tisdell, 2016). All
the interview questions were designed to address the three research questions and conceptual
framework relationships. They were phrased to prompt both information and the respondents'
opinion, revealing both their program's pros and cons. The focus of the interview was to
accurately record the participant's unique perspectives and verbatim responses to make sense of
what they said and track patterns across the interviews (Patton, 2002). Follow-up on specific
50
questions was needed to ensure a complete understanding of the answer (Merriam & Tisdell,
2016).
Data Collection Procedures
Each interview lasted approximately 45 minutes, and two were extended to 60 minutes,
depending on the participant's questions and answers. The time required for the data collection
phase spanned over four weeks, allowing the most flexibility in scheduling for the participants.
Interviews were conducted via Zoom or Microsoft Teams as the participant desired. Audio and
video were only recorded with the explicit permission of the interviewee, and I destroyed the
recording once transcribed and was no longer needed for this study. Therefore, the recording
feature was turned off until permission to start the recording was obtained. The recorded
interviews and corresponding transcripts were stored on a private computer, and a backup USB
drive was secured in a separate location. Due to miscommunication or language differences and
meanings, some cross-cultural participants required additional time to analyze the transcripts
(Patton, 2002). Once the interview was complete, checking the recording and transcript and
reflecting upon the answers was essential to complete a post-interview review (Patton, 2002).
Data Analysis
One of the benefits of using the Zoom conferencing platform is that close to verbatim
transcripts were exported from the platform into a word processing program. This feature
allowed for a fast and reliable transcript of the participant’s words for the analysis and hand-
written notes. According to Merriam and Tisdell (2016), data collection and corresponding
analysis can coincide in qualitative research. Therefore, after downloading and cleaning up the
transcripts for any misspellings or abnormalities, I read the transcript twice to understand the
data better holistically and develop pertinent themes. To generate accurate descriptions and
51
themes, a coding process was used for settings and emergent themes and categories that
developed (Creswell & Creswell, 2018). Most codes fell into expected, surprising, not
anticipated, and unusual ideas of conceptual interest (Creswell & Creswell, 2018). Using the
conceptual framework as a reference, the codes were a mixture of predetermined (expected) and
emerging codes as new themes and information were revealed. In addition, a key for these codes
was stored in an Excel spreadsheet for easy reference and sorting during the analysis phase
(Creswell & Creswell, 2018). Figure 7 shows the process of analyzing the raw data through
coding to create the themes and interpret the narratives.
52
Figure 7
Data Analysis in Qualitative Research
Note. From Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5
th
ed.)
(194), by J.W. Creswell and J.D. Creswell, 2018, Sage Publications. Copyright 2018 by Sage
Publications.
53
Credibility and Trustworthiness
Merriam and Tisdell (2016) developed three techniques to ensure data credibility and
trustworthiness. First, triangulating the data using organizations in multiple industries built
coherent and justifiable themes with data from various perspectives and views (Merriam &
Tisdell, 2016). Next, a cross-check for consistency with qualitative reliability techniques was
performed for any challenged interview or analysis expectations. For example, the interview
questions were beta tested in the Summer of 2022, which allowed the questions to be modified
with the initial findings by three individuals. Finally, the interview transcripts were sent to the
participants for verification to determine if the responses aligned with their intent, ensure that the
transcript captured their intent, and allow them to make corrections to clarify. Overall, this
descriptive technique provided a base of mutual understanding that provided transferability to
determine the data's usefulness to the unique organizational environment (Merriam & Tisdell,
2016). In the interview process, an unstated imbalance of power in the conversation can occur if
the participant does not understand the purpose of the study, the interviewer's role, or how the
data may be used (Burkholder et al., 2020). In addition, this power imbalance may also be due to
an insider-outsider perception on behalf of the participant (Burkholder et al., 2020). If there are
clues to an imbalance in the cadence, the brevity of answers or the lack of a report may indicate
that they may feel uncomfortable (Burkholder et al., 2020).
54
Ethics
Many ethical issues can arise when conducting research. Creswell and Creswell (2018)
discuss five areas in research where ethical issues may occur. These areas include pre-study
approvals, disclosure, data collection, analysis and reporting, and sharing and data storage. I did
not collect data to address these issues before IRB approval. Once approval was received, the
interviews were scheduled at the participant's convenience. They were provided informed
consent via a USC IRB-approved Information Sheet for Exempt Studies (Appendix B). In
addition, a pseudonym was established for all specific companies and participants' identifying
information to protect the organizations, individuals, or other colleagues from potential
reputational harm. Finally, all the audio recordings were deleted from the recording device and
stored in a password-protected file.
Furthermore, at no time were representatives from the organizations allowed access to the
raw data from the research. The research study served the interests of the study organization, as
well as the personal academic pursuits of the researcher, resulting in mutual benefit. No harm to
the participant was anticipated from their participation or the research outcome. No
compensation was offered for the study, making it voluntary for the participants. Upon
publication, all stakeholders will have access to the complete published study.
55
Chapter Four: Findings
This qualitative study explored the necessary support from internal and external
stakeholders for the Human Resources department (HR) to conduct successful interviews with
neurodivergent applicants. In addition, the study intended to understand how HR modified their
existing hiring models to accommodate and include the rapidly growing demographic of
neurodivergent applicants in Fortune 500 corporations. Because the new hiring processes
facilitated organizational structure changes, the Burke-Litwin Organizational Performance and
Change Model (BLMOPC) was an appropriate conceptual framework to support the study and
inform its research questions. As a result, three research questions were used to design the
interview protocol:
1. How do the organization's mission, values, and leadership impact the Human Resources
(HR) Department staff's ability to hire neurodivergent talent?
2. How do the HR Department's procedures impact the staff's ability to hire neurodivergent
talent?
3. What additional training and knowledge does the HR staff need to hire neurodivergent talent
successfully?
Participating Stakeholders
The 14 participants interviewed for this study were derived from a funnel of 100 contacts
to HR leaders in 10 industries. Twenty-nine replies were received and were further qualified with
the Recruitment Questionnaire Protocol, which resulted in 23 qualified participants, and 14
interviews were scheduled and completed. The study represented a diverse group of experienced
HR professionals across ages, with an average age of 36 years old (range = 28 – 56) and self-
disclosed neurodivergence status (n = 7). In addition, the participants had an average of 5.5 years
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(M = 7.78) of tenure with their current companies and 1.5 years (M = 2.25) in their current
position involving neurodivergent hiring. The participants' employers ranged over five industries
with seven unique corporations (Figure 8). In addition, 12 (86%) held titles of Director (n = 7) or
Program Manager (n = 5).
At the time of this study, all the organizations that employed the participants were
included in the Fortune 500 List. They included an established worldwide informational
technology business, a multi-national software development company, an international consumer
discretionary retailer, a global biopharmaceutical company, a coast-to-coast healthcare provider,
a transnational online technology company, and a global technology vendor. While the range of
the number of employees in each corporation was 19,000 to over 1,000,000, the median number
per company was 221,000 (Figure 9). Finally, the average reported formal start date of the
neurodivergent hiring programs was early 2020 (range = 2015 – 2022). This date was just before
the Covid-19 lockdown (March 2020), so the companies that reported beginning their programs
before the average 2020 date reported the need to revise the program to be entirely virtual. Nine
participants (64%) reported having a grassroots start in their Business Resource Groups (BRG)
several years before the formalized program. At the time of this study, all the programs were
reported to be entirely virtual. To preserve the participants' and their corporation's anonymity,
alias' were used for their names, and the primary industry sector was used as a pseudonym to
represent the companies. Table 5 represents the alias' and industry sectors for the participants.
57
Table 5
Study Participants
Company
(Pseudonym)
Participants
(Alias)
Time working
in ND Hiring
Self-disclosed
neurodivergent
National Health
Louise 1 X
Information Technology Olivia 1.5 X
Abagail 7
Pharmaceutical Mia 2 X
Software Liam 3 X
Margaret 1 X
Consumer Discretionary Amelia 1 X
Donald 3
Harper 6 X
Avery 0.5
Liza 1
Online Technology Jennifer 1.5
Eleanor 1.5
Technology Vendor Isabella 1.5
58
Figure 8
Participants by Industry (n = 14)
59
Figure 9
Size of the Company Represented by Participants
The following sections address the study's findings and how they map to the research
questions derived from the Conceptual Framework, as shown in Chapter 2. The data presented in
this Chapter will address all three research questions, and the practice recommendations will be
discussed in Chapter 5. Interview data were a priori coded to the research questions, and
frequencies were identified by the number of participants who mentioned a specific factor rather
than the number of times a specific participant mentioned the factor. This approach identified the
importance of the factor to the research question and not solely to the participants.
In their interviews, the participants shared numerous narratives about their company's
evolution towards identifying and overcoming struggles and their path to establishing their
neurodivergent hiring programs. Their comments revealed that a significant percentage of their
existing workforce could identify as neurodivergent. Therefore, the company's internal personnel
60
influenced the initial interest in the organizational changes through Business Resource Groups
(BRGs). All the participants (n = 14) stated that once the need for an inclusive hiring practice
was identified, the BLMOPC Transformational factors of executive leadership, aligning to a
revised mission, and building an internal culture of inclusion were essential to establishing the
programs. After the executive leadership aligned with the vision, the BLMOPC Transactional
changes in the company's sourcing and interviewing procedures and enhanced management
training were credited for successful programs. Finally, each participant was individually
motivated to work towards the program's success. Their motivations came from a combination of
several factors, self-identification of neurodivergence, valuing equity practices, and the insight of
seeing a talented pool of applicants to move the company forward. In addition, several
participants discussed external markets, social change, and community factors as influences for
their company to investigate the viability of a program.
Research Question 1: How Do the Organization's Mission, Values, and Leadership Impact
the Human Resources Department Staff's Ability to Hire Neurodivergent Talent?
This research question investigated how the company decided to start the neurodivergent
hiring program and how the executive leadership teams supported the initiative through
awareness and training for the company to increase inclusion. Also, I asked the participants
about the markets, community, and other stakeholders' reactions to the neurodivergent hiring
initiative. Each participant mentioned that leading from the top was a reason for the success of
their company's program. In addition, the executive leadership's visibility and vulnerability in
disclosing their neurodivergence, if applicable, demonstrated to the rest of the company that this
hiring initiative was the right thing to do for the business, the employees, and the families and
communities. The themes that emerged from the interviews are explained in detail below.
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Shifting the Mindset of the Executive Leadership to the Benefits of a Neurodivergent
Hiring Program
The executive leadership of an organization focuses on managing the company for the
benefit of the shareholders and consistently watching their profitability. Several participants
stated that they felt their executives were unfamiliar with neurodivergence. For example, the
Information Technology's Executive Leadership Team (ELT) inquired, "Why can't they just
come through the mainstream process? Why can't you hire them then and there?" (Olivia).
Therefore, because of this knowledge gap regarding the unique needs of neurodivergents, it was
important for the participants to explain that the current mainstream hiring process was not
responsive to the needs of this group as "it is a privacy concern that people with disabilities,
including neurodivergents, who can but do not have to, self-identify" (Olivia). In addition,
Harper at Consumer Discretionary added that the "consideration of the mindfulness of the
current hiring program was not there for neurodivergents. Therefore getting support came
through the affinity group [BRG] because that was the voice of the customer being heard."
Support for these hiring adaptations was initiated through the company's BRGs and the
increasing awareness of neurodiversity in our culture and society.
For many ELTs, creating a unique hiring program was not addressed in most of the
participant's corporate strategies or mission statements. However, with the recent COVID-19
pandemic and mental health crisis, "we had to transition everything to virtual, which actually
benefited these candidates because, you know, they feel more comfortable in their own setting"
(Isabella). In addition, with the talent shortage resulting from the Pandemic, more attention was
required to hire the best talent, and as a byproduct, this policy created a "culture of inclusion"
(Liam) within the organizations. With the help of Liam's BRG, they "helped show the business
62
that not only can this be a beneficial augment to our standard processes, but it's also essentially
just a new client or prospect base that we can tap into once we do it right." With these hiring
adjustments, neurodivergents are quickly becoming a reliable source of skilled talent that can
think differently to create a competitive edge and enhance market share.
Building an Awareness for Neurodiversity Across the Business
The participants offered meaningful examples when asked how their companies increased
awareness for neurodivergent and company-wide training for all employees in Diversity, Equity,
Inclusion, Belonging (DEIB), and unconscious bias. For example, 12 out of the 14 participants
(80%) spoke about using in-person or virtual lunch and learns, which were held to increase
awareness about neurodiversity. In addition, three participants (20%) noted that SharePoint/
Slack chat rooms were established for employees to have a forum to discuss neurodivergence
and other disabilities openly. Donald from Consumer Discretionary summarized the issue best.
"When neurodivergents have problems in their work, it is not usually a performance issue; it is
an accommodations issue; educating the company as a whole about neurodivergence is important
to create a better environment for everyone." Many participants commented that the open
discussion of neurodivergence and the unconscious bias training for all the organization’s
employees was critical to the success of the new team members knowing they could be more
readily understood and accepted. However, a balance needs to be met between "bringing up the
issue of neurodivergence in an organic manner and putting too much emphasis on advertising to
specific groups, making people feel like they aren't normal" (Jennifer). She continued to state
that her company has updated its corporate accommodations policy to eliminate additional
questions or barriers and has realized an increased corporate culture of deep inclusion and
belonging for its team members.
63
Olivia used the slogan "Nothing about us without us," which she went on to explain that
this slogan conveys that "no one should decide public policy without the full and direct
participation of the group members that the policy affects." Her company, Information
Technology, has a mentorship program in which all employees, not just neurodivergents, can
participate. Olivia described that the People with Disabilities BRG Executive Council has a
"Senior Vice-President as the executive sponsor, and two co-chairs are Global Executives and
one HR executive." She added, "Many on the council have shared with the company that they are
neurodivergent." In addition, she added that the executive leadership team gets its message out to
the company by holding "lunch and learns and all-hands meetings to give us time to share this
information with the teams that support us with the funding requests and support the hiring
program." It is important to develop an awareness of neurodiversity across the business because
when employees feel understood and valued for who they are, they are more likely to feel a sense
of belonging and have increased job satisfaction, ultimately building a culture of innovation and
competitive advantage.
Creating Partnerships with Consultants and Other Experts in Neurodiversity
To establish the neurodivergent hiring programs, 10 participants (71%) reported that their
companies used the advice and knowledge of specialized consultants and other experts in the
field. While neurodivergents have always been a part of corporate workforces as an unidentified
disability group, Information Technology was an early adopter and began taking an interest in
diversity and inclusion hiring programs focused on applicants on the autism spectrum. "We did a
small pilot in 2003 or so, but started our current neurodivergent hiring program in 2020"
(Abagail). This 2020 period confirms the data that showed the average time a study participant
had been in their current role was 2.5 years (M = 1.5 years), and the average start date of the
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neurodivergent hiring programs for all seven organizations were in the first quarter of 2020
(range = 2015 – 2022).
Four of the seven companies (57%) reported using a specific firm (pseudonym:
Neurodivergent Global Consulting (NGC)) that specializes in full-service neurodiversity
consulting for the initial set-up of their hiring programs. In addition, this firm ran a "boot camp-
style program for potential applicants that took them through social and emotional skills and
created an opportunity to hone their computer skills that may have declined since their last
position" (Abagail). This business model of mentoring and partnership with corporations was
reported to be successful as Abagail discussed the role that NGC performed for her company:
"Once we had engaged NGC, they took over from there, getting the right applicants and correctly
setting up the hiring program. But down the line, we took over once we had everything set up."
Nine of the 14 participants (64%) reported using third parties to build company-wide
training modules for their manager and employee training. For example, "We have a wonderful
online course called Neurodiversity 101. It was customized in December 2019, and we've had
just over 10,000 of our Information Technology employees take that training across 65
countries" (Olivia). Company-wide training can help to create a more inclusive and diverse
workplace to help all team members improve performance and feel valued and supported as part
of the team with an increased understanding of neurodivergence.
Liam, from Software, expressed that establishing partnerships with well-known
universities and State agencies is not a new way to recruit in the neurodivergent space. However,
it can be a way to "do it correctly, with intention, augmenting our standard hiring process to
provide psychological safety. This is one thing we've been trying to move the needle on as a
whole company, so people feel comfortable identifying and finding a community." While all
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seven corporations reported establishing partnerships with universities and State agencies for
applicant referral and pre-application technical skill building, Consumer Discretionary was the
only corporation that reported a potential joint venture with a large private university to promote
further research on neurodivergent hiring. This study "simulates a virtual interview to track eye
movement and measure vocal stress. They are developing a training tool to help applicants to be
better in a live interview" (Harper). This research and the tools being developed can help
neurodivergents improve their interview performance and the chances of a successful hiring
experience and increase diversity and innovation for the company.
Increasing Environmental, Social, and Governance (ESG) Through Societal Impact and
Corporate Responsibility
In addition to providing neurodivergent-specific interview accommodations and
processes, each participant (n = 14) mentioned other wins for the corporation. They reported that
by prompt communication with their neurodivergent applicants, they convey that they are
welcomed and highly valued, resulting in an increased culture of inclusion and goodwill
throughout each company. Amelia stressed that "removing as many barriers as possible is an
effective way to increase inclusion." Furthermore, she stated she "has such hope for the future to
take away those barriers because inclusion with these barriers still in place is inorganic." When
organizations value inclusion, they are better positioned to attract and retain top talent, promote
innovation and creativity, and build stronger customer and community relationships.
The participants told that these policies were a positive signal to customers, shareholders,
and external markets that corporate goodwill and social responsibility were valued by the
organization. For example, Harper maintained, "We see the injustice in a way that we haven't
seen it as clearly as it is captured now. Thus, it has heightened the awareness of our consumers
66
and the customers we care about and want to engage." When she presented her new
neurodivergent hiring accommodations policy to the ELT, she positioned the policy as a move to
"eliminate injustice and increase access for these applicants" by stating, "The customers you're
seeking to engage are very aware and are looking for equally aware or responsible companies."
By increasing inclusion, organizations can move to reduce disparities related to race, gender,
age, and disability to promote social justice.
At National Health, Louise reported working on added programming for "advanced
mental health parity in this space" to continue her efforts to increase the corporation's social
responsibility by protecting mental and overall health trauma. "So many neurodivergents also
experience mental health trauma," and Louise felt it was a necessary conversation to include in
her company's program. From an investor's perspective, mental health is important because it can
affect a company's long-term performance and value. Moreover, improving access to mental
health care can "promote awareness and reduce the stigma associated with mental health in
communities" (Louise).
Research Question 2: How do the HR Department's Procedures Impact the Staff's Ability
to Hire Neurodivergent Talent?
This second research question addressed the transactional factors of the BLMOPC, and
the structure of the interviews centered around the systems, procedures, and management
practices that needed to be revised or created to run the neurodivergent hiring programs
successfully. In the BLMOPC, all the factors are interrelated and provide tension to each other,
and as one change is implemented, other factors in the multiple levels may be affected. So as the
interview topics delved into the pre-recruitment, interview approach, and metrics tracked within
67
the new hiring system, these policies may create needed adjustments at other levels. The
participant's specific feedback informed the themes for Research Question 2.
Each participant spoke about examining their internal systems and procedures while
incorporating the neurodivergent lens into their recruitment. In addition, all aspects of the talent
acquisition funnel were analyzed, from pre-recruitment and interviews to final metrics. However,
most participants noted no need for a "total overhaul of the existing program or the establishment
of a second parallel track" (Liam). Instead, they spoke to the issues concerning disclosure,
reducing bias, and providing accommodations as solutions, not only for neurodivergent
applicants but to build more equity, access, and organic flow into the process for all applicants.
The Risks and Rewards of Disclosure
All the participants discussed the personal risk of disclosure to a potential employer.
However, they referenced the choice to disclose neurodivergence as still solely a choice for the
applicant. Donald commented: "We know that disclosure is an issue. One of the topics we
usually talk about is disclosure and how to navigate that. We've seen people go from "I was
really worried about disclosing, to okay." He continued detailing that while Consumer
Discretionary has always hired neurodivergent individuals, some who disclose and others who
do not, "they have not made it a mission" (Donald). Adding, that for the last three years, "they
tried to begin providing resources and support for individuals who are neurodivergent and when
they started paying attention" (Donald). Nevertheless, the risks of disclosing are real for the
applicant and can lead to discrimination in reduced opportunities, loss of privacy, or other forms
of bias.
The potential stigma attached to disclosure was discussed by eight of the participants
(57%). Interestingly, both Liam and Isabella used the term taboo when discussing disclosure.
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Isabella's company, Technology Vendor, notifies the applicants in an email that they have
accommodations available. However, she feels that this system "is like the elephant in the room.
There's a lot of taboo, not knowing what they can or should request because it's going to get in
the way of their process, and they're going to be disconsidered." Liam, from Software, provided a
global perspective on how disclosure may affect applicants in different regions and countries, as
he discussed, "Having an evolving, diverse culture is key to progress. We see efforts towards all
these types of things globally, especially in cultures and countries where it's, you know, fairly
taboo to disclose, being neurodiverse in any fashion." He further describes his company's
response as a move from "a culture of siloed activities and volunteers to a high-level culture of
acceptance and engagement. I would love to think of it as a culture of curiosity."
Another concept that emerged concerned the disclosure risks for applicants and was
expressed by both Harper and Liam. They described the need to protect the psychological safety
of neurodivergent applicants during all phases of the hiring process. According to Harper, the
corporate hiring process needs to "create that psychological safety that if at any time you feel
comfortable, you can say, hey, by the way, I could benefit from some support in an area." This
concept of psychological safety is demonstrated in statistics that Harper provided that showed
"while self-identification might be up to 7%, there's 40% of your organization that might identify
with some disability and is struggling through because they don't want to disclose or want to be
thought of as less than others."
However, when an applicant chooses to disclose their need for accommodation, all 14
participants reported they have several options available to step in and support the applicant
throughout the hiring process. Harper expressed:
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It is important, not so much for us to be asking, but for us to be offering and making that
environment right for applicants to feel comfortable enough to say, "this would help me,"
and to let them know, hey, we've got support, and we're here for you.
The participants spoke of the applicant's decision to disclose during the interview process as
complex. Their anecdotes told of risks of discrimination, stigma, and loss of privacy that, at
times, could outweigh the benefits of accommodations, legal protection under disability laws, or
transparency. Therefore, disclosing should be carefully weighed on individual circumstances, the
company's culture and policies, and the potential risks and benefits.
Removing Barriers to Access Through Accommodations
Communicating the availability of accommodations through job postings, websites, and
screening interviews were reported by 13 (92%) of the participants. Providing access to needed
accommodations without extensive paperwork in the pre-application process is the "right thing to
do" (Jennifer) for neurodivergent-based interviews. This no-paperwork policy has been so
successful that six of the eight (75%) organizations have migrated it into their traditional hiring
programs. Olivia asserted, "We used to require the applicant to provide proof of the reason for
the accommodation. We dropped doing that about a year ago. So we no longer require them to
prove it." The primary benefit reported was a "more relaxed and better-prepared applicant"
(Abagail). All participants added that the recommended accommodations were routine and
would be offered if the applicant were hired. For example, many of the accommodations
requested were "specialized communication technology" (Louise), "additional breaks in between
long days of multiple interviews" (Liza), and "providing the interview questions in advance or as
closed captions on the video calls" (Avery). Each participant also spoke of a general invitation
for accommodations on their external websites and applications, and five (36%) participants had
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scripted verbiage in their interviews about accommodations being available if needed. This type
of promotion can demonstrate to a broader audience the company's commitment to accessibility
and inclusivity, improving its reputation and brand image. They commented that the market for
talent is still competitive, and offering reasonable accommodations throughout the hiring cycle
removes a barrier to access for the neurodivergent group and can encourage them to apply.
However, they note that despite this more open policy, it may not be enough to ensure equal
access for all individuals.
All five participants from Consumer Discretionary detailed a specialized team developed
for applicants needing accommodations. Donald recounted, "These applicants are immediately
connected to the Applicant Accommodations Team, which provides the tools and support needed
to succeed in the interview." This proactive policy to information is vital to Consumer
Discretionary as it helps ensure that accommodations are effectively implemented and
maintained to support inclusivity and accessibility for all applicants. Moreover, as these
programs grow and are standardized throughout more corporations, there will be a "natural
culture shift in understanding, normalizing conversations around people with disabilities, to see
them as valued individuals" (Harper). Isabella added that "companies need to talk more openly
about the accommodations process and the support they offer so that people feel more
comfortable requesting accommodations and talking more about their disabilities if they choose
to do so."
Liam's company, Software, uses a "user-friendly interview accommodations policy and
an accessibility toolkit if anyone is concerned about accommodations. I have enabled our talent
acquisition team to understand how to offer some of those accommodations." In addition to the
toolkits, Software has "some automated materials to prep candidates for the interview process
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sent in advance. Beyond that, the accommodations and other things I mentioned were rolled out
intentionally for neurodivergents but are now available to all applicants." Providing advice and
toolkits can be a valuable way to connect applicants to an understanding community and aid their
success by providing practical strategies, resources, and support.
By offering accommodations during the hiring process, corporations can attract diverse
talent. Isabella contributed that it was important to have a "well-structured interview
accommodations process where candidates can request a reasonable accommodation, from
screening to interview to offer and onboarding." Some of the accommodations she mentioned
encountering were "anything from an ASL interpreter, having their video cameras off, receiving
the questions ahead of time, closed captioning, or requesting extra breaks and additional time, or
fewer interviews per day." Organizations should offer accommodations to "deliver better results,
more loyalty, better productivity, and then that spills over into your customer base because when
they see an organization that's socially conscious or responsible, customers want to support that
organization. So the benefits are still there" (Harper). When this transformation for more access
to accommodations develops, neurodiversity can claim a space next to race, gender, age, and
religion as an interesting personal dimension, but not a reason to exclude an applicant from the
hiring funnel.
Reducing Bias Throughout the Interview Process
There are many types of bias, and all the participants (n = 14) spoke of how they could
reduce unconscious bias in all of their company's hiring streams by becoming more aware of the
bias problems. The most significant of their remedies are reported below.
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Eliminating Names and Other Identifying Information
Three of the 14 (21%) participants discussed that eliminating names and other identifying
information on resumes and applications was a technique that was effective in reducing
unconscious bias and promoting diversity and inclusivity in the hiring process. Technology
Vendor employee, Isabella, spoke of her company's initial screening process reducing bias, "We
don't have any automated software or screening process. Instead, our dedicated Talent Sourcing
group receives training from our team, in partnership with the accessibility team, on removing
those biases when reviewing and screening talent."
Providing Credit for Skills in Non-Linear Work
When asked what types of non-linear work experience she sees on neurodivergent
resumes, Isabella explained, "If their only experience is working at a grocery store, you want to
ensure that you assess their skill sets because they might have the qualifications. They just might
not have had or been given the opportunity." In addition, giving credit for skills in non-linear
work can help identify candidates with valuable transferable skills, such as problem-solving,
communication, and leadership, which can be applied to various job roles (Eleanor). When asked
if accepting non-linear work experience can help to broaden the talent pool, Amelia added that
this policy will "ensure that candidates are evaluated based on their skills and potential rather
than solely on their previous job titles or industry experience."
Employing Neutral Monitors to Avoid Potential Bias
When asked how potential bias can be eliminated from the hiring debriefs, six of the 14
(47%) participants mentioned using neutral third-party monitors. Amelia stated that Consumer
Discretionary has an in-house program staffed with neutral third parties "who undergo a rigorous
training program" (Amelia). She went on to describe their role in the hiring process was that
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"they are in the interview loop, from the pre-brief to the debrief, and have the responsibility to
equalize things in the hiring process and make sure that biases and especially unconscious bias,
are kept out of the interview loop." When asked how the neutral party would react if there were a
statement of bias in the debrief, Amelia gave an example that they may "tell the group, "Hey, we
can't use a certain characteristic as a consideration." Unconscious bias can significantly impact
hiring decisions regarding race, ethnicity, gender, age, and disability. By using neutral monitors
in the hiring debriefs, employers can help to ensure that all candidates are evaluated fairly and
without bias.
The data from the participants revealed that senior HR leaders could play a key role in
setting the tone and direction of the organization, and their commitment to promoting anti-bias
hiring practices can help to create a culture of inclusivity and diversity. For example, Liam's
team has created a "bias-blocking checklist," His company's DEIB officer has "done a great job
of globalizing some of these progressive efforts towards the underserved communities like
neurodiversity." He further reflected that the "high-level support and awareness helps build our
culture of inclusion." Likewise, Abagail's Regional Director for Talent Management participates
by asking insightful questions such as "What do you mean that he does not have good
communication skills? What stood out? Or, what made you feel that he won't be successful? So it
really makes us think about our biases." When senior leaders actively promote and model anti-
bias behaviors, it sends a strong message to the rest of the organization that inclusivity and
diversity are valued and prioritized. Also, senior leaders have the power and influence to
implement policies and procedures that promote anti-bias hiring practices, ensuring hiring teams
are trained and held accountable for unconscious bias and implementing blind hiring practices.
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Incorporating Portfolio Review and Skills-Based Questions
Twelve of the 14 participants (86%) reported feeling that the neurodivergent applicants
they interviewed had unique skills and strengths that were not traditionally recognized or
undervalued in the current hiring processes. Additionally, they spoke of the challenges in the
traditional interview setting, such as difficulty with social cues or communication for these
applicants. Abagail's Information Technology company performs two interviews for each
applicant, "one for technical ability and another for behavioral attributes." Portfolio reviews
allow candidates to showcase their previous work and technical skills. In addition, these skills-
based questions can provide a more accurate assessment of a candidate's ability to perform in the
role. The second interview's "behavioral focus will be more around communication skills and
what that person's expectations are from the company" (Abagail). She added that there was a
chance for applicants to "relax and understand what the company was expecting from them."
With the longest-reported program in the study, started in 2015, Isabella described how
Technology Vendor had incorporated skills-based projects in their hiring process. In these
technology-based sessions, applicants could choose their preferred coding platform to perform
skill exercises based on actual problems. If it was a technical role they were applying to, this
format allowed the "candidate to think out loud about their problem-solving, thought process,
how they would solve that coding problem, or ask even ask them questions to really guide them
through the coding problem" (Isabella). She added that the program provided "enough flexibility
for the applicants to use the coding platform they were most familiar with to solve the problem"
(Isabella). This policy "provides equity in that if a candidate is asked to use an unfamiliar coding
language, this can unfairly disadvantage candidates who are less familiar with the specific
language or framework" (Eleanor). By allowing the use of a familiar coding language, candidates
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can display their skills and abilities more naturally and comfortably. Updating the interview
procedures to include portfolio reviews and skills-based questions can be an important adaptation
for neurodivergent applicants because "they can accurately represent their abilities and potential
for innovation and company growth" (Olivia).
Research Question 3: What Additional Training and Knowledge Does the HR Staff Need to
Hire Neurodivergent Talent Successfully?
All the participants spoke of the need for analysis and additional training for the
program's team members to maintain the new policies and procedures. Five out of the seven
organizations (71%) had a self-disclosed neurodivergent as the hiring initiative's primary
Director or Program Manager. All the participants attributed this inclusionary approach to being
a positive factor in the success of the programs, "as who better to develop a program for
neurodivergents than people with similar daily challenges?" (Olivia).
Training Needed to Understand Neurodivergence and How to Conduct Interviews
Successfully
Each participant (n = 14) spoke about additional individual training to understand and
build best practices for recruiting and interviewing neurodivergents. All the companies (n = 7)
initially relied on third-party consultants and their internal BRGs for start-up support. These
experts were uniquely qualified to develop training for HR teams because they have specialized
knowledge and experience working with neurodivergent individuals. Abagail agreed that training
was necessary for her and the team as "even though we have come a long way in being more
aware, many in our team are still not sensitive to these differences and can come across as
entitled." Abagail from Information Technology said, "We continue to do more neurodivergent
awareness and training programs even though the interviewers know how to work with all
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different types of people." When asked for an example of the training, she added, "We don't
declare outright in the interview that we are an Equal Opportunity Employer or ask if this person
is neurodivergent." This type of training can help to reduce bias and promote inclusivity in the
hiring process, allowing more qualified and talented individuals to be considered for roles.
Without this specialized training, team members may unknowingly exhibit bias or discrimination
or fail to recognize the potential and abilities of these applicants.
Six participants (43%) spoke of how additional training the third-party experts provided
helped them ask better questions and assess candidates more accurately. For example, "We have
a lot of mandatory video recordings, training, and roleplays before anybody can do an interview"
(Eleanor). The benefits of the training strategies that the participants experienced were that they
helped reduce the applicant's anxiety and improve their performance, allowing them to
demonstrate their full potential in the interview process. Each quarter, Jennifer's nationwide team
attends training seminars "to discuss new strategies and tools." She also provided that the last
seminar included "training by an external partner on how to interact with neurodivergent
candidates in this uncertain technology market, and we were provided tools and ways to reach
out to this pool of talent" (Jennifer).
Three participants (21%) revealed that using experts to develop training for the HR team
for neurodivergent hiring was a way to ensure that the training was tailored to their specific
needs, as their organization has different requirements and works with various levels of
neurodivergent individuals. Olivia reported that in the past year, "our vendor came out with three
more neuro-inclusion training modules geared toward three specific roles; HR managers, talent
acquisition, and team managers." This ongoing work by the consultants to develop customized
training materials "provided the guidance and support we needed to maintain the program
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(Olivia). Also, Jennifer mentioned a bespoke platform at Online Technology where "all of our
training is specific. We are required to have DEIB training and learn how to work with
candidates that need extra care." Jennifer also noted, "You have to pass this training to move up
in your career," Not every HR manager or colleague feels that they are set up for success with
this new approach to interviewing holistically, giving time when needed, and overlooking
personal differences that don't follow the usual behavioral interviewing techniques they are used
to employing. However, by providing high-quality training, organizations can create a more
diverse and talented workforce and ensure that all candidates are evaluated fairly and equitably.
Personal Motivation and Values Drove the Need for Change
In this study, participants (n = 14) told of a specific reason, personal value, or motivation
that attracted them to the neurodivergent hiring program. Seven participants (50%) are self-
disclosed neurodivergents and echoed, "Who better to develop programs to help up to 40% of the
workforce than themselves? (Olivia). Eight participants (57%) told of relatives, coworkers, and
other colleagues who identify as neurodivergents and felt powerful reasons to do what they can
to help by contributing to their company's BRG program to create more inclusive hiring practices
in their corporate cultures.
With almost two years of experience (M = 2.25 years) with neurodivergent hiring at
Technolgy Vendor, Isabella was "amazed by how many people I can now identify as
neurodivergent; I am amazed that they are how talented they are." She spoke about how she
worked to "evangelize the program by saying that we see neurodiversity as a strength, not a
disability or weakness, because some applicants have very important skills that we need in the
organization." Neurodivergent talent can possess unique skill sets and approach problem-solving
differently, leading to more diverse and creative ideas. With suitable accommodations and
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support, neurodivergents can be highly productive at work as "many of our neurodivergent
colleagues tend to be about 30% more productive than our neurotypical team members"
(Amelia). However, despite this productivity and skill set, "up to 80% of neurodivergents are
unemployed, and these people could be helping companies be more effective, productive,
generate more revenue, and represent this group in the company" (Eleanor). These
neurodivergent traits and skills can improve customer satisfaction and bring a unique perspective
to help organizations better understand and meet the needs of a diverse client base.
The participants reported that embracing neurodiversity within their organizations led to
a more inclusive workplace culture, improving employee morale and job satisfaction. Liam
summed up his interview with an ethical stance: "Neurodivergent hiring doesn't have to be
painful, break systems, or forced upon hiring managers. It needs to be done with genuine effort
and intention. Furthermore, it can be seamlessly integrated as long as it's done right to create a
culture of inclusion." This increased inclusion can help to attract and retain a more diverse range
of employees, Harper added, "but what I hope is that individuals find belonging, find career
growth, and development." A sense of ethical practices in hiring is emerging with the
neurodivergent hiring programs by reducing the stigma and discrimination against these
applicants and shifting attitudes towards neurological differences in corporations.
Many participants spoke of their interest in neurodivergence hiring as a way "to do the right
thing" (Olivia) for all applicants. However, Harper framed her work as a social justice issue. She
felt that neurodivergents face consistent societal discrimination and marginalization. Harper
voiced her thoughts:
I don't think there's ever been a time before now that it has been as vital as it is now. To
preserve the population largest minority group on the planet, 1.3 billion people, more
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significant than the current size of China, this is not a customer base you would ignore.
When we talk about a company that prides itself on innovation as Consumer
Discretionary does, there's no other identity that is having to innovate every doggone day
of their lives. Furthermore, if the company thinks beyond just that person with a disability
to a universal design, they will see that innovation and success exist in these applicants to
accomplish this goal.
Whether for themselves or others, each participant voiced a firm conviction for social
justice and equity in their interviews. The discrimination they described was exclusion from
opportunities, social stigmatization, and lack of access. By recognizing the systemic factors
contributing to this discrimination, all the participants act by contributing to these hiring
programs to address these issues.
Summary
This study examined Fortune 500 companies that currently have neurodivergent hiring
programs using the lens of the Burke-Litwin model of organizational performance (BLMOPC).
The study asked three research questions to discover how the executive leadership team
supported the various HR departments by establishing or refining policies and specific training
or other motivational and cultural factors needed to be in place for these programs to flourish.
The first research question examined the executive leadership team's leadership to define,
develop strategy, and communicate the program to the company, shareholders, and other
community partners. The central theme that emerged from the qualitative research was that
neurodiversity is still an unknown or misunderstood characteristic in the corporate employee
workforce. Once the ELT understood this problem of hiring practices, they could move to build
vision and mission into the company foundations relying on third-party consultants as well as
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their internal BRG experts for the strategy to increase the overall effectiveness and inclusion of
the hiring process for all applicants. The ELT also was at the forefront of communicating the
program's benefits, many times with significant vulnerability, to the rest of the company.
Connecting in this manner increased the overall sense of inclusion and belongingness among the
workforce and improved employee morale.
The second research question examined the HR Department and how its processes and
policies needed to be shifted to accommodate this newly identified talent pool. The qualitative
findings confirmed the significant risk and stigma towards disclosure, with two participants
using the term taboo concerning asking for accommodations due to neurodivergence. In addition,
manual or artificial intelligence techniques were employed to reduce resume submission bias.
Finally, several participants recounted the barriers present in current hiring platforms for
neurodivergents and the benefits of incorporating these changes for all applicants.
The third research question looked at the HR employee themselves to discover their
internal motivation and value structure to want to work in this area of corporate hiring. The data
revealed that most participants were either neurodivergent themselves or knew someone who
was neurodivergent. Overall, each category wanted to effect change, and several spoke to a need
for social justice and building a fair playing field for these applicants in corporate America.
Chapter 5 will discuss and interpret these findings from the data and offer recommendations for
other companies looking for techniques to accommodate better neurodivergents and their unique
needs in the hiring cycle.
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Chapter 5: Discussion and Recommendations
This qualitative study examined current neurodivergent hiring programs in Fortune 500
US corporations, identifying emerging and promising practices to encourage similar programs in
organizations. Chapter Five discusses the key findings of the research and presents
recommendations for increasing the hiring rate of neurodivergent workers in US corporations,
and an integrated table of the essential findings and recommendations is also presented. The
discussion of findings has been delimited to focus on the a priori codes that formed the research
questions and are based on the Burke-Litwin model of change (BLMOPC) and include a
discussion of how they connect to the current literature. The practice recommendations are based
on the findings that align with the conceptual framework. Finally, the chapter also includes the
limitations and delimitations of the study, future areas of research, and the study's conclusions.
Discussion of Findings
This research's three findings align with the conceptual framework and the research
questions that served as a focusing lens. The conceptual framework was based on the 1992
version of the Burke-Litwin model of organizational change and explored how the external
market and societal factors demanding change in diversity, equity, and inclusion for
neurodivergent hiring affected the organization at the transformational, transactional, and
individual levels of the HR department. When focused on the new advances from establishing
the neurodivergent hiring program, the participant's responses were positive overall, and they
recounted the increased organization-wide culture of understanding and equity. However, each
participant spoke of the need to do more individually through activism and increased awareness
to support neurodivergents in the company and society. The findings have addressed the study's
problem of practice by developing a deeper understanding of the expectations in the hiring
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process and the company's responsibility towards neurodivergents to provide a level playing
field.
Disclosure of Neurodiversity to Employers as a Personal Choice
Based on the study's participants, disclosing their neurodiversity to the company during
the interview was a personal choice. However, all the study's participants described the decision
as complex, dependent on how the company portrayed its inclusivity and diversity throughout its
hiring materials, websites, and job descriptions. In addition, they spoke of the benefits of
psychological safety versus a siloed environment of taboo and disqualification. Finally, the
participants recounted that the difference between safety and taboo resulted from the executive
leadership's ability to transform the company culture to increase inclusivity and acceptance.
These findings link to the conceptual framework in the interrelationships found in the external
market and cultural factors and the individual motivations of the employees to produce tension
for the need to evolve to meet these demands on the leadership.
The concept of developing a neurodivergent hiring experience is consistent with the
literature. For example, Volpone et al. (2022) found that neurodivergent hiring was the most
effective when senior leadership was fully engaged and had spent time developing an inclusive
company culture welcoming and excited to have these new team members. In addition, when
applicants perceive that an organization's culture actively promotes diversity, evident through its
materials and conversations, they are more inclined to feel comfortable and confident in
disclosing (Bonaccio et al., 2020; Volpone et al., 2022).
Another finding echoed by many participants was that despite the diverse company
culture, inclusivity, and other markers, many applicants still choose not to disclose their
neurodiversity for personal reasons. The participants stated that since neurodiversity is often
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considered an "invisible condition," many applicants undergo the hiring process without
accommodations. This subset of applicants may not consider themselves disabled or have
calculated the options and do not wish the perceived stigma or bias that disclosure could produce
with the interviewer. This "identity management" technique towards disclosure is found in the
literature to mitigate the risk of stigma and potential discrimination in the workplace (Bonaccio
et al., 2020; Lindsay et al., 2018; Santuzzi et al., 2019). Bogart and Dunn (2019) found that
existing ableism, still prevalent in many organizational cultures, could promote prejudice,
stereotyping, and other persecution, leading to a decreased sense of self and increased mental
health trauma. The decision to disclose is personal and can vary, not only with the individual but
also with the unique situation, the workplace environment, and the level of trust and commitment
towards a culture of diversity in the organization that the interviewer has established with the
applicant.
Importance of Providing Reasonable Accommodations for Neurodivergent Applicants
Ninety-two percent of the study's participants stated that granting the neurodivergent
applicants access to the company's accommodation team without requiring a medically based
diagnosis or other proof through the hiring process was "the right thing to do" (Jennifer). In
addition, the response the corporations have received from the applicants and the hiring teams
for this policy has been so successful that six of the eight organizations have migrated this
strategy into all their hiring streams, increasing the quality of the applicant experience. This
interconnectivity and responsiveness from the hiring teams, through the applicants, leadership,
external markets, and other community partners demonstrates the strength of the BLMOPC
framework. As demonstrated in the BLMOPC, when a change is initiated in one factor, all the
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remaining factors are influenced, and the feedback is circular as it brings additional levels of
change to the entire network.
The literature supports the need for accommodations and considers them essential to
supporting society and economic growth (Lindsay et al., 2018). Furthermore, Doyle (2020)
found that providing accommodations can help to alleviate the struggle that many
neurodivergents experience due to their cognitive profiles, being very advanced in several areas
and exceptionally low in other areas. In addition, eliminating the need for a medical diagnosis
removes the access barrier for many neurodivergents that have not been formally assessed or
have invisible limitations that may appear intermittently (Doyle, 2020; Santuzzi et al., 2015).
Finally, the corporations in the study found that providing accommodations to neurodivergent
applicants has been a successful strategy. This strategy was reported to provide access, equity,
and opportunity to a talent pool that often possesses unique skills that have been shown to
increase innovation and creativity throughout the business. For the organization, these strengths
can translate into increased market share, higher ESG scores, and increased inclusion in the work
culture (Austin & Pisano, 2017; Sinha, 2022).
The Benefits of Utilizing Outside Consulting Firms to Develop the Initial Hiring Programs
Ten of the 14 participants (71%) reported that their companies hired an outside
consulting firm to establish their neurodivergent hiring program, monitoring the program's
progress until the organization was confident in sustaining it. Another service offered to the
companies was for the consultants to aid in reskilling the applicants before the interviews. This
scaffolded support provided by the consultants allowed the neurodivergent applicant to hone
their competencies in coding or other skills that were needed for hiring success. Employing
external stakeholders such as consulting firms supports the study's conceptual framework as the
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factor inputs to instigate the change needed in an organization can come from internal or external
influences. It was reported from several participants that though the initial need for the
neurodivergent hiring program came from the company's grassroots BRGs, they quickly
recognized the need for experts in the field to build the program in a correct and timely approach.
Corporate diversity and inclusion programs that do not include neurodiversity are quickly
becoming obsolete (Rivera, 2022). Consulting firms specializing in neurodiversity can support
organizations through updates to policies and procedures and human resource guides to help
create an open and inclusive corporate culture. The services that can be employed are audits to
measure neuro-inclusion and analysis of the resulting data to improve the inclusion factors of the
company. Several firms offer these specialized services and will provide expertise in intangible
services such as an objective insight into workplace culture, reasonable accommodations, and in-
depth knowledge of neurodivergent experiences (Donnelly, 2010).
From a cost-benefit viewpoint, the benefits of hiring an outside consulting firm,
especially when starting an embedded neurodivergent hiring program, as opposed to hiring and
developing a resource within the company, outweigh the costs. Considering the time-to-
maximum-productivity metric, a company can hire and retain a consultant in approximately
seven days compared to hiring a full-time employee with specific skills, which can take over 28
days (Gabbert, 2022).
Recommendations for Practice
This section makes three recommendations using the themes of executive leadership
support, increasing inclusion in the organization, and creating hiring policies and procedures
found in the study to address the challenge of increasing the hiring experience and rates of
neurodivergents in US corporations. These recommendations are grounded in the Burke-Litwin
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model as the basis for the conceptual framework that highlighted the intersectionality of the
organization's transformative, transactional, and individual factors to create a new hiring
paradigm. Since the findings of the interviews largely agreed with the current literature, these
recommendations reinforce best practices in corporate neurodivergent hiring programs rather
than remediating any situation discovered. The first is creating executive-level support to guide
the new strategy and mission. The second is to build a high level of inclusion in the organization,
and the third is to identify opportunities for alignment throughout the company to work towards
welcoming neurodivergents into the corporation. Additionally, a summary of key areas of
findings and recommended actions for practice are summarized in Table 7.
Recommendation 1: Create Executive-Level Support to Guide the Strategy and Mission of
the Organization
The interviews revealed that each participant felt that their neurodivergent hiring
initiative was successful because they moved away from the grassroots effort and worked with
the executive leadership to align a new corporate mission and purpose for the program. At this
point, the participants recalled that the leadership could budget for and communicate to the
external markets, stakeholders, and community partners the inclusive hiring approach that led to
new creativity and innovation for the company.
The external environment is a key source of the need for organizational change; this
demand for change can be seen in shifts in customer buying behaviors, such as factors due to
equity and inclusion, competitive products and services, or new regulations (Burke, 2018). These
external forces directly affect the senior leadership's vision instead of the management practices
included at the transactional level (Burke, 2018). In addition, the leaders must recognize and
understand the change needed before determining the correct mission and strategy and be
87
receptive to the dynamic organizational culture influenced by society's norms and values (Burke,
2018).
The following three recommendations for practice are provided to create executive-level
backing for the program that will guide the strategy and mission of the neurodivergent hiring
program.
1. Identify key executive leadership partners with broad support from the internal and external
stakeholders and enlist their sponsorship for the mission and strategy.
2. Provide data and any other necessary information for the benefits of the neurodivergent
hiring initiative to be presented to leadership funding and sponsorship.
3. Ensure that the funding for the initiative is prioritized against competing programs with faster
ROI, as well as for the necessary neurodivergent hiring training and upskilling programs for
the company.
The executive leadership is pivotal in providing leadership and direction for the
organization, and their assistance is necessary to communicate the vision, goals, and objectives
of the new strategy and mission to the entire organization. This endorsement by the executive
leadership sends a strong signal to the employees, stakeholders, and external partners that the
initiative is essential and should be taken seriously. In addition, the executive leadership has the
authority to allocate resources and the financial investment, personnel, and infrastructure to
support the new program. This support will ensure the successful implementation of the mission
and strategy.
Recommendation 2: Build a High Level of Inclusivity in the Organization
From the research, the participants (80%) spoke of the organization's leadership
sponsoring and directly participating in awareness and company-wide training sessions. During
88
these sessions, the leadership connected with the workforce, recalled personal stories and
demonstrated a sincere vulnerability, which increased the employees valuing the initiative and
desire to create a more inclusive workplace. Managing workforce diversity is only the first step
toward an inclusive corporate climate. Companies starting on the DEIB journey frequently treat
diversity and inclusion (D&I) as a joint goal because they do not understand that these two ideas
are related but are quite different. Diversity focuses on organizational demographics that are
either visible (race, gender) or invisible (neurodiversity, education level), while inclusion is the
extent that an employee perceives that they are a valued member of the workgroup (Shore et al.,
2011). Inclusiveness is not a "one-and-done" event, as many leaders would think; instead, it is a
set of emotions and feelings derived from a sense of belonging on a continuing level (Canlas &
Williams, 2022; Kennedy, 2021).
As corporations continue to diversify, inclusion and belonging are becoming more
significant factors in work life (Cenkci et al., 2019). In answer to this problem, most Fortune 500
corporations offer voluntary Employee or Business Resource Groups to their staff as a way for
them to participate in a small common interest group (Cenkci et al., 2019). In their 2019 study,
Cenki et al. found that the BRG positively affected employee work engagement and feelings of
connectedness, inclusion, and belonging. In addition, in her 2019 study, Kennedy found that the
day-to-day actions of the senior leaders had the most significant effect on the workforce's sense
of belongingness, support, and connectedness to the corporation. Table 6 lists the study's data on
the five behaviors that leaders can employ to raise employee engagement.
89
Table 6
Effective Senior Leadership Behaviors to Increase Belonging
Senior leader
behavior
Data as a percentage
of respondents
Example
Quartile
4 (high)
Quartile
1 (low)
Embody the
organization's
values
64 14
Consistent demonstration of integrity, passion, respect,
and inclusion to show consistency and intentional
leadership
Model inclusive
leadership
53 9
Listening to all voices through workshops, immersions
for managers, chats with senior leaders about the leader's
individual experiences with belonging and inclusion
Openly speak
about their values
52 10
Transparency about personal and alignment with
corporate values to provide insight and common ground
Forge personal
and authentic
connections with
employees across
the organizations
56 15
Employees reported value and connection when a senior
leader went out of their way to interact with them.
Tell personal
stories
54 18
Conduct small sessions to relate personal experience
stories about microaggressions, psychological safety, and
other inclusionary ideas.
Adapted from: Belonging: The secret to building engagement for employees of all backgrounds,"
by J.T. Kennedy, 2021, Leader to Leader, (99), 45–51. (https://doi-
org.libproxy1.usc.edu/10.1002/ltl.20552)
90
Therefore, the second recommendation involves the organization's leadership to build
awareness of Diversity, Equity, Inclusion, and Belonging (DEIB) across the company.
1. Create a change program to build inclusive and equitable behaviors in the workforce.
2. Empower the company's channels to develop their own DEIB plan, provide adequate
funding, and monitor for accountability.
3. Create incentives (pay increases, company celebrations, development sessions, career paths)
to motivate employees toward the new behaviors.
Executive leadership is crucial for building high inclusivity within the organization. Their
role of setting the tone, modeling behavior, ensuring accountability, and managing external
relationships is needed to create an inclusive culture that benefits employees, stakeholders, and
the company. By building a comprehensive approach at an organizational level that includes
education, awareness, and fostering a sense of belonging for the neurodivergent team members,
companies can benefit from the diverse perspectives and innovative ideas they bring to the work.
Recommendation 3: Work Backwards Toward the Applicant Experience
Several of the participants spoke of the need to ensure the necessary foundations of a
sound neurodivergent hiring program were in place before the applicants were recruited as an
approach to increase the likelihood of the applicant thriving once hired. The participants added
that this strategy involved reassessing the recruitment process and eliminating barriers that may
prevent the neurodivergent applicant from demonstrating their skills and capabilities.
The BMOPC and conceptual framework support this recommendation as there is a
feedback loop to the organization as it updates the current processes and additional challenges
are uncovered (Burke, 2018). Once these changes occur, the effects are seen throughout the
company taking the organization to a new level.
91
Employ Outside Consultants
Using outside consultants to streamline the process will build best practices, avoid many
costly mistakes, and accelerate the speed to market for the program. The participants spoke of
using consulting firms for their advice and specialized knowledge in the field. In addition, the
specialists ran training seminars for the HR departments to ensure they understood the nuances
of the hiring program. The literature supports using a consulting firm specializing in
neurodiversity to support the organization through updates to policies and procedures and human
resource guides to help create an open and inclusive corporate culture (Donnelly, 2010).
Provide HR Department Training in ND Hiring Best Practices
Each participant spoke about examining their current hiring program with the new lens
for the neurodivergent applicant. The interviews recounted examples of perceptions of not
needing to overhaul the entire hiring program but to build in more psychological safety and a
holistic and organic method of taking each applicant as a whole person to discover their strengths
concerning the position. These areas included reducing bias by removing names and identifying
information, providing credit for non-linear work, enlisting peer monitors to reduce unconscious
bias, and developing inclusive and inviting external-facing materials.
One of the most significant changes noted by the participants was the methodology for
the interview process. They commented on moving from a behavioral-based, open-ended
questioning approach which is best suited for a neurotypical applicant, towards a skills-based
focus. A skills-based focused interview assesses a candidate's skills and abilities relevant to the
job they are applying for and can involve solving practical exercises or real-work problems to
evaluate their competency. The literature supports this adaptation as many neurodivergent
applicants can experience bias with the open-ended questioning techniques that can marginalize
92
and disqualify those that do not have specific communication skills (Doyle, 2020). In addition,
the skills-based interviews can provide more inclusion and equity in allowing the applicant to
demonstrate their skills in a way that is meaningful to the position's requirements (Austin &
Pisano, 2017; EARN, 2022; Sizer, 2019; Volpone et al., 2022; Willis et al. 2021). Therefore, the
third recommendation is for the organization to work backward toward the applicant experience.
1. Employ outside consultants to streamline program startup and best practices.
2. Complete an internal survey to determine the inclusiveness and belonging metrics of the
organization.
3. Develop and provide training to the HR Dept in specific hiring and interview methods for
neurodivergents.
4. Develop inclusive and meaningful external marketing for the applicant talent pool.
This proactive approach to reevaluating and redesigning the recruitment and selection processes
to accommodate neurodivergent applicants will attract a broader talent pool possessing unique
skills to increase the organization’s competitiveness in the global markets.
In summary, to foster a transformative shift towards neurodivergent hiring and ensure a
high level of organizational inclusion within a company, it is essential to secure executive-level
support for effecting meaningful long-term change. This new operating model will empower the
organization to implement inclusive policies, allocate the necessary resources, and cultivate a
top-down commitment to diversity and neurodivergent talent. Building a culture of inclusivity
also requires a comprehensive strategy encompassing education and awareness programs,
fostering a sense of belonging, and providing ongoing support and development opportunities.
Finally, adopting a working backward approach to the applicant experience is important. This
involves reevaluating recruitment processes, eliminating barriers, and embracing
93
accommodations that support the diverse needs of neurodivergent individuals. By adopting these
recommendations, organizations of any size can create an environment where neurodivergent
individuals can thrive and contribute their unique skills and perspectives to drive innovation and
success.
94
Table 7
Key Recommendations to Increase Neurodivergent Hiring Rates in US Corporations
Theme
Recommendations for practice
Create executive-
level support to guide
the strategy and
mission
• Identify key executive leadership partners with broad support
from the internal and external stakeholders and enlist their
sponsorship for the mission and strategy.
• Provide data and any other necessary information for the benefits
of the neurodivergent hiring initiative to be presented to leadership
for funding and sponsorship.
• Ensure that the funding for the initiative is prioritized against
competing programs with faster ROI, as well as for the company's
necessary neurodivergent hiring training and upskilling programs.
Build a high \level of
inclusivity in the
organization
• Create a change management program to build inclusive and
equitable behaviors in the workforce.
• Empower the company's channels to develop their own DEIB
plan, provide funding and monitor for accountability.
• Create incentives (pay increases, company celebrations,
development sessions, career paths) to motivate employees toward
new behaviors.
Work backward
toward the
applicant’s
experience
• Employ outside consultants as needed to streamline program
startup and best practices.
• Provide training to the HR Dept in specific hiring and interview
methods for neurodivergents.
• Develop inclusive and meaningful external marketing for the
applicants.
95
Limitations and Delimitations
A study's limitations are restrictions out of the researcher's control that may influence its
outcomes and can be recognized throughout the research process (Creswell & Creswell, 2018).
Because a study's limitations affect its design, findings, and recommendations, they should be
acknowledged. This study had four limitations. First, the experience level of the study's
participants in their neurodivergent hiring position was a factor, with the average time in the job
being 2.25 years. In addition, not all the participants were as equally articulate and perceptive to
the issues of neurodivergents in the hiring phase. For example, half the participants disclosed that
they were neurodivergent and could speak to the problems personally. Also, the potential bias of
participants arising from their personal beliefs or other social conditions could have impacted the
reliability of their true thoughts and could lead to distorted data. Finally, the inability to verify
the data presented is a limitation because the researcher could not confirm the participant's
personal information.
Delimitations are the conditions the researcher determines that provide boundaries to
achieve the study's goals (Creswell & Creswell, 2018). The primary delimitations of this research
study were its three research questions. In addition, by forming the interview questions around
the Burke-Litwin model of organizational performance and change (BLMOPC) and the
conceptual framework, other critical factors related to hiring neurodivergents may have been
omitted. Finally, the study was derived from a small sample of 14 participants from eight
industries. Due to the sample size of the participants and their respective industries, the findings
of widespread generalized best practices may have prevented industry-specific practices from
being discovered.
96
Recommendations for Future Research
The study of neurodiversity, while increasing in popularity, is still in its initial stages
when applied to US corporations. However, some areas were uncovered in this study that are
suitable for future research. First, the most impactful research would use a larger sample size in a
quantitative methodology study, with a survey tool to test the statistical strength of the results;
with this new data, the reliability, validity, and correlation coefficients data could reveal and
triangulate the qualitative narratives. These narratives of the transformational leadership's
influence on the morale and increased inclusivity and belonging of the current employees' work-
life balance were significant, bringing an increased human element into the organization. Finally,
an emerging theme from the participants was the need for additional onboarding training for the
direct managers and team members in neurodiversity.
Implications for Equity
Neurodivergent hiring refers to actively recruiting and employing individuals with
neurological differences such as autism, ADHD, dyslexia, PTSD, or other cognitive differences
(Doyle, 2020). Several factors can be considered considering the equity implications of
neurodivergent hiring in Fortune 500 corporations. First, neurodivergent hiring promotes
inclusion and diversity within the workforce. By actively recruiting these candidates, the
workforce will reflect the broader population and foster an environment where unique talents and
perspectives are valued. Next, neurodivergent hiring can help challenge societal stigmas
associated with neurological conditions. By hiring and supporting neurodivergent workers, the
organization is sending a clear message that these employees have valuable contributions and
can help to alleviate the stereotypes and misconceptions that may exist in the workplace. Finally,
the intersectionality of neurodivergents needs to be protected. The multiple character traits and
97
capabilities that neurodivergents experience can intersect with other social categories. For
example, a neurodivergent may also identify as a woman, a person of color, or a member of
another protected class. By adopting an intersectional approach, corporations can provide a more
holistic understanding and acknowledgment of a neurodivergent's unique experience and needs.
This neurodiverse way of hiring will ensure that inclusionary efforts consider how identities,
bias, and other forms of discrimination intersect.
Conclusion
This study investigated the hiring practices in place for neurodivergent applicants and the
promising practices that organizations can adopt to increase the equity and success of these
candidates. The research suggested that this is an emerging topic for US corporations, and only
some companies have embraced this qualified talent pool. However, the corporate landscape is
changing with the emergence of the hybrid workforce and the external demands from
stakeholders, community partners, and shareholders for increased ESG solutions, so there will
soon be a demand for highly qualified talent.
The study found three themes and corresponding areas of promising practice for
neurodivergent hiring in US corporations. These were complemented by existing literature, such
as removing conscious and unconscious bias, aligning with the executive leadership for support,
increasing inclusivity in the workforce, and employing emotional intelligence in the interview
process. In addition, new areas, such as not having to maintain a secondary channel for these
applicants and ensuring the psychological safety of the applicants. The study also found that
designing the program from the back to the front safeguards the applicant and creates a holistic
experience. Moreover, with a sound footing in place, the applicant, when hired, would have a
successful transition to the workgroup. Finally, two areas were found for investigation in future
98
studies. These include the need for additional quantitative data to support the comprehensive
narratives and additional training for the direct managers and team to build awareness and
techniques to incorporate the neurodivergent new hires into the corporate culture and mission.
This study found that a comprehensive neurodivergent hiring approach is vital to the
success of US corporations, not only by tapping into a talent pool that brings unique
perspectives, skills, and problem-solving skills to develop creative solutions and competitive
advantages. A well-conceived neurodivergent hiring protocol promotes social responsibility and
equal opportunity to employees that have faced barriers and discrimination in traditional
corporate hiring settings. With the growing awareness and understanding of neurodiversity,
companies that prioritize neurodivergent hiring can play a significant role in reducing the stigma
associated with conditions such as autism, ADHD, and dyslexia. With the support of
neurodivergent employees, organizations can contribute to a more inclusive society where we
can work across the spectrum of our cognitive differences.
99
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Appendix A: Interview Protocol
Interview Questions
Before we begin, I wanted to go over a few quick things:
1. This meeting will be recorded – do you agree?
2. This study concerns your experiences hiring neurodivergent employees in Fortune 500
corporations.
3. I will take some notes during our interview for my analysis.
4. I emailed you the Information Sheet for Exempt Research – let's review the highlights.
5. Do you have any questions or concerns, and do you agree to the terms of the document?
First, I would like to find out a little about yourself.
1. How long have you been with the company?
2. How long have you been in your current role?
3. How would you describe what you do?
4. What does a typical day look like to you?
General Information
1. How did your company decide to start the neurodiverse hiring program? RQ1
2. Tell me about the highlights of your program.
3. What were the blind spots you found? RQ1,2
4. Is there a part of the hiring funnel that broke down? RQ1,2,3
Neurodiverse Applicants’ Pre-Recruitment
1. Tell me about your sourcing strategies for ND applicants RQ1,2
2. Assistive technology on your external website?
3. What technology does your company use in the initial screening to reduce bias? RQ1,2,3
113
4. Have you included DEIB language in all job descriptions or the job streams for ND hiring?
5. Is the program available for all job paths – or pre-identified paths? RQ1,2
6. How are these jobs determined?
Interviews with Neurodiverse Applicants
1. Tell me about the interview process for neurodivergent applicants. RQ2
2. Do you have alternative interview approaches?
3. How does the program allow specific talents to be displayed?
4. How do you shift gears if you have an application that could benefit from the ND program
but is in the mainstream? RQ1,2,3
5. How did your company establish the interview scoring tools used? RQ2
HR Training
1. What training programs have been effective for the HR Generalists/ leaders performing the
interviews? RQ 2,3
2. Do you have interviewer feedback loops or debriefs? RQ2,3
Accommodations for Neurodivergent Applicants
1. What are the universal design strategies being used? RQ2,3
2. Is inclusive technology available to all employees? RQ 2,3
3. Do you think it makes the organization more inclusive of all abilities?
4. Does your company support schedule and PTO flexibility? RQ1,2,3
Company Executive Leadership Team Support
1. How does your ELT best support the neurodiverse hiring initiative? RQ1,2
2. How does the ELT support social listening and awareness training? (Town halls, offsites,
performance reviews, training)
114
3. How has your company increased awareness and training for all employees in DEIB?
RQ1,2,3
4. How has the ND Hiring program made your company more competitive with all applicants in
the market? RQ1
Metrics
1. How does your company track the progress of the program? RQ2
2. Do you track employee recognition and churn? (Churn rate = % employees leaving over a
period)
Anything Else
1. What do you wish other companies know about neurodivergent hiring and accommodations?
2. What is the best result of actively recruiting & hiring neurodivergent applicants into your
organization?
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Asset Metadata
Creator
Morehouse, Nancy S.
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Core Title
A neurodiverse way to hire
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Rossier School of Education
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Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Degree Conferral Date
2023-08
Publication Date
07/05/2023
Defense Date
06/21/2023
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Tags
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