Neurodiversity refers to variations in the human brain regarding sociability, learning, attention, mood, and other mental functions in a non-pathological sense. The term was coined in 1998 by Australian sociologist Judy Singer and since has grown to reference the many different ways in which minds are wired and think (Singer, 2016). Although all workers are neurodiverse, the term will be used in this paper to indicate specific conditions associated with neurodiversity such as autism spectrum disorders (ASD), dyslexia, dysgraphia, and attention deficit hyperactivity disorder (ADHD).
The term neurodivergent refers to variations in the human brain regarding sociability, learning, attention, mood, and other mental functions in a non-pathological sense (Armstrong, 2011). Developing neurodivergent staff through thinking awareness, coaching, and teambuilding opens new problem-solving and innovation building that benefits organizations. Neurodivergent teams do not function in the same manner as traditional workplace teams, and neurodivergent individuals are not easily found in the workplace. This paper introduces methods developed over 20 years of academic classroom teaching and research at Landmark College in the workplace to support the development and functionality of self-guided, neurodiverse teams. Neurodivergent thinkers’ different perspectives helped develop enterprises such as Apple Computers and Warby Parker eyewear (Grant, 2016). Companies with differently-abled employees outperform their competitors, averaging 28% higher revenue plus higher shareholder returns (Hyland & Connolly, 2018). A neurodiverse group of Australian software testers was 30% more productive than their neurotypical (i.e., people without Autism Spectrum Disorders, ADHD, or Dyslexia) peers (Austin & Pisano, 2017).