Jack of All Trades, Master of Some
I’ll admit I thought of the headline before I thought of the content, but I think you should still read it…
is a phrase that many of us are familiar with, but what if we could master some, if not all? In today's rapidly evolving corporate landscape, adaptability and lifelong learning are not just virtues but necessities. While this holds true for everyone, neurodivergent professionals—those with conditions like ADHD, autism, or dyslexia — face unique challenges and opportunities when it comes to learning new skills. This article focuses extensively on solutions to these challenges, offering a nuanced discussion to navigate skill acquisition for neurodivergent individuals in a corporate setting.
Neurodivergent Perspective in the Corporate World
While efficiency and standardisation are the cornerstones of the corporate world, they often conflict with the neurodivergent thinking styles, which might include fluctuating attention spans and heightened focus on subjects of genuine interest. Traditional training methods like structured programs often don't cater to these nuances.
Why Lifelong Learning is Non-Negotiable
The rapidly changing technological landscape has led to a significant reduction in the half-life of professional skills, which is now estimated to be about five years (Smith, 2018). Therefore, continuous learning is not a luxury but a necessity for maintaining career relevance.
Challenge 1: Sustained Attention
Neurodivergant brains can sometimes make it hard to maintain focus on tasks that may not be inherently engaging. However, the ability to hyperfocus on tasks of interest is an often-overlooked asset.
Solution: Microlearning
How it Works:
This strategy involves breaking down complex topics into smaller, easily digestible modules.
Practical Steps:
Identify the larger skill or topic you want to learn and break it down into subtopics. Allocate a specific time to study each subtopic.
Why it’s Effective:
The smaller tasks are easier to focus on, making the process less overwhelming (Hug, 2005).
Challenge 2: Procrastination
Procrastination is often misinterpreted as laziness. In reality, it can stem from emotional or psychological hurdles that make conventional tasks seem less engaging.
The Solution: The Pomodoro Technique
How it Works:
You work in focused intervals—usually 25 minutes—separated by short breaks.
Practical Steps:
Use a timer to work in bursts of 25 minutes, followed by a 5-minute break. Repeat.
Why it’s Effective:
These intervals provide a structure that combats procrastination, facilitating more focused work (Cirillo, 2006).
Challenge 3: Impulsivity
Impulsivity can lead to diving headfirst into new skills without adequate planning. On the upside, it adds a layer of creativity and spontaneity.
The Solution: The STOP Method
How it Works:
This involves a momentary pause to consider the ramifications before making impulsive decisions.
Practical Steps:
Before committing to learn a new skill or take on a new project, pause to consider the time, resources, and attention it will require.
Why it’s Effective:
It creates a space to weigh the pros and cons, thus enabling better decision-making (Linehan, 2014). It sounds really basic (and it is), but its impact can be transformational.
Embracing neurodiversity brings a wealth of creative and analytical abilities to the table. While challenges do exist, the solutions discussed here offer a pathway for neurodivergent professionals to leverage their unique strengths for skill acquisition effectively. After all, diversity, including neurodiversity, enriches the corporate world, making it not just a good-to-have but a must-have.
Recommended Reading
Neurodiversity at Work by Robert D. Austin and Gary P. Pisano
Different Minds: Gifted Children with ADHD, Asperger Syndrome, and Other Learning Deficits by Deirdre V. Lovecky
Neurotribes: The Legacy of Autism and How to Think Smarter About People Who Think Differently by Steve Silberman
References
Smith, J. (2018). The half-life of a skill: Why you should never stop learning. Harvard Business Review.
Hug, T. (2005). Micro learning and narration. Journal of Educational Multimedia and Hypermedia, 14(4), 401-418.
Cirillo, F. (2006). The Pomodoro Technique. Cirillo Consulting GmbH.
Linehan, M. M. (2014). DBT skills training manual. New York: Guilford Press.