The value of dyslexia - Dyslexic strengths and the changing world of work - EY
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The value of
dyslexia
Dyslexic strengths and the
changing world of work
In association with:
Acknowledgements and information The authors would like to thank Made By Dyslexia for providing the supportive quotes and persona case studies. About Made By Dyslexia: Made By Dyslexia is a global charity led by successful dyslexic individuals. Our mission is to help the world properly understand, value and support dyslexia by developing campaigns and tools to explain dyslexic thinking. Our goal is to democratise support so every dyslexic is discovered and enabled to flourish. www.madebydyslexia.org The authors of this report recognise that those with dyslexia will have varying cognitive profiles. For the purpose of this report, dyslexic abilities have been recognised through a typical group of skills which a dyslexic individual is likely to be strong in. Throughout this document dyslexia is referred to independently and as part of a sub-group: Neurodiversity (Cognitive-diversity), Neuro-typical and Neuro-divergent. Neurodiversity considers those that are both neuro-typical and neuro-divergent. Those who are neuro-divergent are considered to have different neurocognitive functioning from a typical (neuro-typical) cognitive profile1. 1Neurodiversity at Work, CIPD 2018
Contents Forewords 2 Executive summary 5 Report methodology 6 The changing world of work 8 What is dyslexia? 10 Skills mapping 13 ► Reasoning 14 ► Connecting 16 ► Exploring 18 ► Communicating 20 ► Imagining 22 ► Visualising 24 ► Dyslexia and future skills demand 26 Personas and interviews 29 ► Education overview 34 ► Employment overview 36 Recommendations 38
Forewords The world of work is changing. The often talked about 'skills gap' shows a need for creative, different thinkers to make sense of the rapid change and the disruption we’re facing in the world today. Dyslexic individuals have a range of natural strengths that make them ‘hard wired’ to step right in and fill this gap. If we are to prepare dyslexic individuals for this changing world and enable them to flourish, we must ensure that educators are enabled and empowered to support them adequately. As this report finds, in education a limited knowledge of dyslexic abilities and traditional approaches to exams can influence dyslexic individuals from reaching their full potential. This, coupled with a focus on dyslexic challenges, means that valuable dyslexic strengths are often missed. There needs to be a refocusing, now more than ever, of how dyslexic ability is viewed in the context of the changing world of work: schools must recognise dyslexia as a valuable way of thinking; understand the importance of discovering dyslexic challenges and strengths; and provide support which enables dyslexic individuals to reach their full potential. We hope this report will be the tipping point that enables the world to see the value of dyslexia and highlights why dyslexia should be a priority in schools. As this report shows, the working world can benefit from dyslexic minds. Kate Griggs Founder and CEO 2
When asked, most people have heard of dyslexia and
associate it with an inability to spell and read. In fact,
dyslexia has a range of common challenges and strengths.
These strengths are often ignored entirely and left
unrecognised.
In this report, we analyse how dyslexic strengths match
closely to the pressing skill requirements of the changing
world and have provided recommendations to nurture and
grow these abilities. Our findings show the huge benefits to
be had from taking action to maximise dyslexic strengths.
With this in mind, we trust our work will help in seeing the
value of proactively educating, recruiting, developing and
retaining those with dyslexia.
For our team this experience has opened our minds to the
opportunity that dyslexia brings — something that as
dyslexic individuals, we found to be very personal.
We wish to thank all those who contributed at EY, EY Seren
and externally, who brought the strengths and challenges of
dyslexia to life. This report was entirely a team effort and
working with Richard Sedley, LK Coleman, Adam McNally,
Mary Buxton, Jason Buck, Anna Nagele, Hannah Pitts and
Janki Lalji has been a thoroughly rewarding experience.
That said, a special mention must go to Ben Cooke for
driving the project, showing the dyslexic traits of creativity
and determination in abundance.
Richard Addison
Dyslexia Network Partner Sponsor
3
4
Executive summary
The changing world However, dyslexia is commonly viewed for its
challenges, rather than strengths. In education and
The world of work is changing, and changing fast. employment, there can be a negative perception of
A revolution in the skills needed by both society and dyslexia as a result, which can influence dyslexic
employers is already underway. There will be a individuals from reaching their full potential, and
significant growth in demand for flexible skills in a some organisations from realising the full value of
highly collaborative and interdisciplinary dyslexic strengths.
environment; a transformative approach is needed to A change in perception of dyslexia can help build a
build an increasingly diverse talent pool. talent pipeline that is flexible and adaptable to the
People with the ability to thrive in this new order are changing world of work, Over time, we would like to
in high demand and short supply. think that a strengths-based approach would become
part of day-to-day life.
The value of dyslexia
The way forward
With this backdrop of change, how does dyslexia fit
in? Our research shows that dyslexic strengths First we must recognise and maximise the strengths
provide a significant opportunity for organisations to that dyslexia brings and avoid focusing on just the
harness a different, and widely untapped, pool of relative challenges. This should be a priority for
talent. leaders. Clear leadership is a core building block in
creating a psychologically safe5 environment in which
Dyslexia influences at least 1 in 10 people2 and is a dyslexic strengths can flourish.
genetic difference3 in an individual’s ability to learn
and process information. As a result, dyslexic The next step is to improve the availability of, and
individuals have differing abilities, with strengths in access to, dyslexia screeners, assessments and
creative, problem solving and communication skills information about dyslexia. These can greatly assist
and challenges with spelling, reading and memorising dyslexic individuals with self-help and provide a useful
facts. Generally, a dyslexic cognitive profile will be resource for recognising, understanding and
uneven when compared to a neuro-typical cognitive supporting dyslexic abilities in education and
profile. This means that dyslexic individuals really do employment.
think differently. Finally, employers should implement a neuro-diverse
What does this mean in work? These varied cognitive talent strategy, and adopt a strengths-based
profiles give dyslexic individuals natural abilities to approach to hiring, talent, and work on a day-to-day
form alternative views and solve problems creatively. basis, focusing on four levels:
Heightened cognitive abilities in certain areas, such 1. Build capability — Determine how dyslexic
as visualisation and logical reasoning skills and strengths can be deployed in the organisation to
natural entrepreneurial traits4 can bring a fresh, help meet business objectives.
often intuitive perspective.
2. Target performance — Use assistive technologies,
Untapped talent tailored processes and a specific strengths-based
performance criteria to enable dyslexic
Dyslexic strengths align closely with business needs individuals to perform exceptionally in roles.
and can become part of the solution. A greater
awareness of these strengths, neuro-diverse abilities 3. Drive motivation — Adjust workplace design and
and of the skills needed in the future, can help provide the support, coaching and mentoring
educators facilitate and employers capture untapped schemes to build dyslexic confidence.
talent. 4. Enhance efficiency — Train managers to
recognise, facilitate and accompany dyslexic
strengths to achieve greater organisational and
individual productivity.
2Better Training, Better Teaching, Dyslexia International 2014 p.2
3Connecting The Dots, Made By Dyslexia 2017 p.7
4Dyslexic Entrepreneurs: Their Incidence; Their Coping Strategies and Their Business Skills, Logan, J 2009 p.17
5The Two Traits of the Best Problem-Solving Teams, Reynolds, A and Lewis, D 2018
5
1 2 3 4 5
Report methodology
The objectives of this report are to:
► Show the value of dyslexia in the changing world of work
► Highlight current dyslexic experiences through education and employment
► Provide recommendations for attaining dyslexic strengths for educators and employers
The report methodology has five sections as highlighted below. The first section provides context for the
changing world of work and a set of general core work-related skills that are growing in demand. The second
section explains what dyslexia is, its relevant challenges and strengths, and provides a set of typical dyslexic
thinking/general skills. The third section maps dyslexic thinking/general skills with core work-related skills and
future skills demand. The fourth section personalises the journey of dyslexic individuals through education and
employment, and provides observational points. The fifth section provides recommendations.
1 The Future of Jobs, The World Economic Forum
The World Economic Forum’s change in demand for core work-related skills 2015-2020, all
industries6 study formed the foundation for our analysis and provides:
► A set of core-work related abilities, skills and cross-functional skills that are represented across
industries7
► The skill/ability family demand for now and the future
► The scale of skill demand to 2020 across skill/ability families
2 Dyslexic thinking/general skills, Made By Dyslexia
Made By Dyslexia’s dyslexic thinking/general skills8 study formed the basis for our analysis and
provides:
► A set of typical dyslexic skills
3 Mapping dyslexic skills to future skills demand
Combining Made By Dyslexia’s dyslexic thinking/general skills and The World Economic Forum’s
core work-related skills/abilities we have mapped by positive association the number of
connections between each skill. This associates dyslexic skills with that of core work-related skills
at an individual level.
6Future of Jobs Survey, The Future of Jobs, The World Economic Forum 2016 p.22
7Core Work-Related Skills, The Future of Jobs, Occupational Information Network/The World Economic Forum 2016 p.52-53
8Connecting The Dots, Made By Dyslexia 2017 p.12-14
6We have then aggregated these individual level findings and used the growing skills demand 2020
figures from The World Economic Forum’s change in demand for core work-related skills, 2015-
2020, all industries table to align dyslexic skills to future skills demand.
In both cases the full spectrum of connections is shown, however we have focused on where
dyslexic individuals will typically have strengths relative to skill at a ‘strong’, ‘very strong’ or
‘exceptional’ association.
4 Personas and interviews
To provide context to the challenges and strengths of dyslexia along individual journeys, we
conducted interviews across a range of ages and experiences in education (school, college and
university) and employment, to determine how each individual experienced living with dyslexia.
The interviews were compiled into four ‘personas’, creating accurate duplications of real dyslexic
individuals in today’s society as highlighted below. This enabled us to present observations on
areas that may inhibit attaining dyslexic strengths.
► Persona 1 — Chris, dyslexia doesn’t play an important role in day-to-day life
► Persona 2 — Michelle, experiences multiple challenges with dyslexia and doesn’t receive the
necessary support
► Persona 3 — Shreya, actively seeks support and techniques to compensate for dyslexic
challenges
► Persona 4 — Tom, dyslexia was a challenge early in life, now it’s fully embraced as a strength
5 Recommendations
Drawing from the dyslexic skills mapping and our persona research, we provide recommendations
for attaining and retaining dyslexic strengths for educators and employers.
71 2 3 4 5
The changing world of work
Disruption is all around us; technological innovation continues to challenge and change how we work. This is
moving faster than ever before, transforming our work environment.
As human effort converges with machines, automation is creating new roles whilst displacing others, leading to
a change in demand for workplace skills.
In order to understand this rapidly changing work environment, The World Economic Forum has categorised a
set of core work-related skills across a set of job families and determined the stability of these skills to 20209.
Change in demand for core work-related skills, 2015-2020, all industries
Share of jobs requiring skills family as part of their core skill set, %
Scale of skills Current
demand in 2020
2020
Cognitive Abilities 15% 52%
Systems Skills 17% 42%
Complex Problem
36% 40%
Solving
Content Skills 10% 40%
Process Skills 18% 39%
Social Skills 19% 37%
Resource Management
13% 36%
Skills
Technical Skills 12% 33%
Physical Abilities 4% 31%
0% 20% 40% 60% 80% 100%
Growing skills demand Stable skills demand Declining skills demand
Source: Future of Jobs Survey, World Economic Forum
The result shows a significant change in core work-related skills across all industries, highlighting how there is
a requirement for flexible skills and abilities in a highly collaborative and interdisciplinary environment.
Technically-related subjects and skills alone are not sufficient to support this scale of change. The required
cognitive talent is also much harder and takes longer to train than skills most associated with formal education
routes.
Without action from industry, skills demand will be mismatched by skills availability in the employment market;
a transformative approach is needed to build an increasingly diverse talent pool.
9Future of Jobs Survey, The Future of Jobs, The World Economic Forum 2016 p. 22
8The World Economic Forum’s core work-related skills framework10 consists of 35 individual abilities, skills and
cross-functional skills*.
Abilities Cross-functional Skills
Cognitive Abilities Complex Problem Solving Skills
Cognitive Flexibility Complex Problem Solving
Creativity
Logical Reasoning Resource Management Skills
Problem Sensitivity Management of Financial Resources
Mathematical Reasoning Management of Material Resources
Visualisation People Management
Time Management
Physical Abilities
Manual Dexterity and Precision Social Skills
Physical Strength Coordinating with Others
Emotional Intelligence
Basic Skills Negotiation
Persuasion
Content Skills
Service Orientation
Active Learning
Training and Teaching Others
Oral Expression
Reading Comprehension
System Skills
Written Expression
Judgement and Decision Making
ICT Literacy
Systems Analysis
Process Skills
Technical Skills
Active Listening
Equipment Maintenance and Repair
Critical Thinking
Equipment Operation and Control
Monitoring Self and Others
Programming
Quality Control
Technology and User Experience Design
Troubleshooting
*Skill family (dark grey) individual skills/abilities (lighter greys)
10Core Work-Related Skills, The Future of Jobs, Occupational Information Network/The World Economic Forum 2016 p. 52-53
91 2 3 4 5
What is dyslexia?
Given this significant transformation in the world of I’m very conscious of my challenges, and
work, organisations will need to approach the work very hard to counter them, but it takes
question of building the skills required to meet future a lot of concentration.
demand creatively.
A deeper understanding of differing cognitions,
In turn, dyslexic individuals also have strengths as a
particularly dyslexia, should be part of this fresh
result of thinking and working differently. An uneven
approach.
cognitive profile can lead dyslexic individuals to be
Dyslexia is known to be a difference in thinking, exceptional in specific areas.
however dyslexia is primarily known for its challenges,
typically with learning and processing information.
Dyslexia has driven my great analytical
(As part of this section, we have highlighted a abilities. I’m able to absorb knowledge through
collection of typical comments from our interviews non-conventional means very effectively.
with dyslexic individuals11.)
By adapting a visual approach because of my
My dyslexia gives me difficulties. I find it hard dyslexia, I can help my colleagues connect
to express myself in a concise manner. solutions together better.
It takes me longer than my peers to read
I have big picture thinking, good-
through notes, and to understand complex
interpersonal skills and creative abilities.
writing.
I have issues with my spelling and processing I am very detail orientated and I can get my
speed, it’s very slow. head around complex detail faster – I have a
very creative mind in respect of finding new
solutions to an existing problem.
Those with dyslexia often mask, disguise or avoid
tasks entirely that they find challenging, leading to
coping strategies that take a concerted physical and This is explained by Made By Dyslexia’s dyslexic
mental effort to ‘fit the mould’. This can have an thinking/general skills framework, shown across the
impact on an individual’s well-being. ability to Reason, Connect, Explore, Communicate,
Imagine and Visualise12.
If I tell people about my dyslexia at work, it
could potentially be seen as making excuses
and people see it as my weakness.
When I’m under pressure my challenges are
more likely to show.
11Dyslexia Survey, EY 2018
12Connecting The Dots, Made By Dyslexia 2017 p.12-14
10Dyslexic thinking/general skills, Made By Dyslexia
Creating: creating completely original work
from your imagination
Interpreting: using imagination to give
ideas a new twist, or bring a fresh angle
Explaining: assessing
situations/information and explaining Moving: physical interpretation and game
clearly to other people playing
Story-telling: creating vivid and engaging Making: visualising, planning and making
experiences in words, pictures or other Imagining Inventing: exploring possibilities, making
media Creating an connections and inventing**
original piece of
work, or giving
ideas a
new spin
Communicating Visualising*
Crafting and Interacting with
conveying clear space, sense,
and engaging physical ideas and
messages new concepts
Reasoning:
Exploring: Understanding
Being curious and patterns,
exploring ideas in a evaluating
constant and possibilities and
energetic way making
decisions
Connecting:
Understanding
self: connecting,
emphasising and
influencing
Learning: having a curiosity for others Simplifying: understanding, taking
finding out new things and learning apart and simplifying complex ideas
new skills and concepts
Digging: looking into things in a way Analysing: using logic to decide on
that means most is learnt and the strength of an argument or where
Understanding Self: recognising and
discovered the truth lies
managing own feelings, and understanding
Energising: being so passionate how they affect own behaviour and that of Deciding: interpreting patterns and
about something it gives a buzz and others situations to predict future events
tenacity to learn about it and make decisions
Understanding Others: understanding and
Doing: using new knowledge to interpreting the verbal, physical and Visioning: seeing past detail to gain a
achieve a result that surprises and emotional reactions of other people strategic (big picture) view of a
pleases self or others subject or problem
Influencing: managing, influencing and
inspiring constructive emotions in other
people
Empathising: sensing, understanding and
responding (emotionally and/or practically) to
how people feel
*Skill family
**Individual skills
1112
Skills mapping
So far, we have observed the impact that the changing
world of work will have on skills and abilities across
industries, and covered typical dyslexic thinking and general
skills.
Instead of focusing solely on the challenges of dyslexia, we
want to demonstrate the relevance and applicability of
dyslexic strengths to the changing world of work, by
mapping dyslexic skills to core work-related skills and future
skills demand.
Through this exercise we want to transform the perception
of dyslexia and provide a useful benchmark to identify
dyslexic abilities.
131 2 3 4 5
Reasoning
In Reasoning, dyslexic individuals exhibit the Dyslexic strength
ability to understand patterns, evaluate
possibilities and make decisions at: Exceptional
► An exceptional level in Visioning; Deciding; ► Logical Reasoning
Analysing and Simplifying to Logical ► Complex Problem Solving
Reasoning; Complex Problem Solving; Active ► Active Learning
Learning and Critical Thinking across ► Critical Thinking
Cognitive Abilities; Complex Problem Solving
Skills; Content Skills and Process Skills
Very Strong
► A very strong level in Visioning; Deciding;
Analysing and Simplifying to Problem ► Problem Sensitivity
Sensitivity; Creativity; Cognitive Flexibility; ► Creativity
► Cognitive Flexibility
Systems Analysis; Written Expression and
► Systems Analysis
Technical and User Experience Design across ► Written Expression
Cognitive Abilities; System Skills; Content ► Technical and User
Skills and Technical Skills Experience Design
► A strong level in Visioning; Deciding;
Analysing and Simplifying to Visualisation; Strong
Mathematical Reasoning; Judgement and
Decision Making; Management of Material ► Visualisation
► Mathematical Reasoning
Resources; Management of Financial
► Judgement and Decision Making
Resources; Troubleshooting and Quality ► Management of Material Resources
Control across Cognitive Abilities; System ► Management of Financial Resources
Skills; Resource Management Skills and ► Troubleshooting
Technical Skills ► Quality Control
Dyslexia has given me an entrepreneurial Dyslexic individuals thrive on change and
outlook on life. I’m incredibly comfortable step up to the challenge — the ability to work
with change and this enables me to come up across boundaries and think differently is a
with new and fresh ideas. natural trait.
Claudia Douglass, Managing Director and Co-Founder, Dr Maggie Aderin-Pocock MBE, Space Scientist and
Innovision Science Communicator
Dyslexia is hugely beneficial — thinking Dyslexic skills align with 21st century career
differently and finding unconventional ways skills; collaboration, critical thinking and
to problem solve comes naturally. This is creativity are really important STEM skills.
important for decision making and has Professor Sara Rankin, Leukocyte and Stem Cell Biology
allowed me to deliver an impact to my role. at the National Heart and Lung Institute, Imperial
College London
Andrew Pike OBE, Director, International
Communications, Prime Minister's Office and Cabinet
Office Communications
14Reasoning — Dyslexic general skill 13, 14
Visualisation
The ability to
Mathematical imagine how
Reasoning something will look
The ability to after it is moved Programming Quality Control
choose the right around or when its Writing computer Conducting tests and
parts are moved or programmes for inspections of
Problem Sensitivity mathematical
methods or rearranged various purposes products, services or
The ability to tell
when something is formulas to processes to evaluate
wrong or is likely to solve a problem quality or
go wrong. It does performance
Technology and User
not involve solving
Experience Design
the problem, only
recognising there is Generating or
Logical Reasoning a problem adapting equipment
The ability to combine and technology to
pieces of information to serve user needs
form general rules or
conclusions (includes Troubleshooting
finding a relationship Determining causes
among seemingly Simplifying Visioning of operating errors
unrelated events) and/or Understanding, taking apart Seeing past detail to gain a and deciding what to
to apply general rules to and simplifying complex strategic (big picture) view do about it
specific problems to ideas and concepts of a subject or problem
produce answers that
make sense
Management of
Creativity Financial Resources
The ability to come Determining how
Reasoning
up with unusual or money will be spent
Understanding
clever ideas about a to get the work
given topic or patterns,
done, and
situation, or to evaluating
accounting for these
develop creative possibilities and
expenditures
ways to solve a making
problem decisions
Management of
Material Resources
Cognitive Flexibility
Obtaining and seeing
The ability to
to the appropriate
generate or use
Analysing Deciding use of equipment,
different sets of
Using logic to decide on Interpreting patterns and facilities and
rules for combining
the strength of an situations to predict materials needed to
or grouping things in
argument or where the future events and make do certain work
different ways
truth lies decisions
Systems Analysis Training and Teaching
Determining how a system Others
should work and how changes Teaching others how to
in conditions, operations and do something
the environment will affect
outcomes
Critical Thinking
Judgement and Decision
Using logic and
Making
reasoning to identify
Considering the relative costs
the strengths and
and benefits of potential
Complex Active Learning weaknesses of
actions to choose the most
Problem Solving Written Understanding the alternative solutions,
appropriate ones
Developed Expression implications of new conclusions or
capacities used to Communicating information for approaches to
solve novel, ill- effectively in both current and problems
defined problems writing as future problem-
in complex, real- appropriate for solving and
world settings the needs of the decision-making
audience
13Core Work-Related Skills, The Future of Jobs, Occupational Information Network/The World Economic Forum 2016 p.52-53
14Connecting The Dots, Made By Dyslexia 2017 p.14
151 2 3 4 5
Connecting
In Connecting, dyslexic individuals exhibit the Dyslexic strength
ability to understand self; connect, empathise &
influence others at: Exceptional
► An exceptional level in Empathising; ► Oral expression
Influencing; Understanding Others and ► Monitoring Self and Others
Understanding Self to Oral Expression; ► Persuasion
Monitoring Self and Others; Persuasion; ► Negotiation
Negotiation; Emotional Intelligence; ► Emotional Intelligence
Coordinating with Others and People ► Coordinating with Others
Management across Content Skills; Process ► People Management
Skills; Social Skills and Resource Management
Skills
Very Strong
► A very strong level in Empathising;
Understanding Others and Understanding Self ► Active Listening
to Active Listening across Process Skills
► A strong level in Empathising; Influencing and Strong
Understanding Others to Cognitive Flexibility;
Complex Problem Solving; Service Orientation ► Cognitive Flexibility
across Cognitive Abilities; Complex Problem ► Complex Problem Solving
Solving Skills and Social Skills ► Service Orientation
We need individuals who can influence and Communication is such an important part of
persuade their colleagues; make connections, our business and my job. Being able to
understand people and to build a creative empathise with our members is a hugely
narrative. These are highly valued strengths. important part of what we do.
Steve Hatch, VP Northern Europe, Facebook Nick Jones MBE, Founder and CEO, Soho House & Co.
I have a unique ability to manage people, I Being dyslexic enables you to simplify things
find inventive ways to motivate, negotiate very quickly. It enabled me to see the big
with and persuade my team, this is my picture and I could make decisions more
dyslexic advantage. creatively and effectively as a result.
Andrew Pike OBE, Director, International Roland Rudd, Founder and Chairman, Finsbury
Communications, Prime Minister's Office and Cabinet
Office Communications
16Connecting — Dyslexic general skill 15, 16
Problem Sensitivity
The ability to tell when
People Management
something is wrong or is
Motivating, developing
likely to go wrong. It
and directing people as
does not involve solving
they work, identifying
the problem, only
the best people for the
recognising there is a
Cognitive Flexibility job
problem
The ability to generate
or use different sets
of rules for combining Coordinating with
or grouping things in Others
different ways Adjusting actions in
relation to others’
actions
Complex Problem Understanding Self Empathising
Solving Recognising and managing Sensing, understanding and
Developed your own feelings, and responding (emotionally Emotional Intelligence
capacities used to understanding how they affect and/or practically) to how Being aware of others’
solve novel, ill- your own behaviour and that of people feel reactions and
defined problems in others understanding why
complex, real-world they react as they do
settings
Connecting
Understanding
self; connecting,
empathising and
influencing Negotiation
Oral Expression others Bringing others
Talking to others
together and trying
to convey
to reconcile
information
differences
effectively
Understanding Others Influencing
Understanding and Managing, influencing
interpreting the verbal, and inspiring
physical and emotional constructive emotions in
reactions of other people other people
Active Learning
Understanding the Persuasion
implications of new Persuading others
information for both to change their
current and future minds or behaviour
problem-solving and
decision-making
Service Orientation
Monitoring Self and Others Actively looking for
Monitoring/assessing ways to help people
performance of yourself, Active Listening
other individuals or Giving full attention to what
organisations to make other people are saying, taking
improvements or take time to understand the points
corrective action being made, asking questions
as appropriate and not
interrupting at inappropriate
times
15Core Work-Related Skills, The Future of Jobs, Occupational Information Network/The World Economic Forum 2016 p.52-53
16Connecting The Dots, Made By Dyslexia 2017 p.14
171 2 3 4 5
Exploring
In Exploring, dyslexic individuals exhibit the Dyslexic strength
ability to be curious and explore ideas in a
constant and energetic way at: Exceptional
► An exceptional level in Doing; Energising; ► Creativity
Digging and Learning to Creativity and Active ► Active Learning
Learning across Cognitive Abilities and
Content Skills
Very Strong
► A very strong level in Doing; Digging and
Learning to Cognitive Flexibility across ► Cognitive Flexibility
Cognitive Abilities
► A strong level in Doing and Digging to
Complex Problem Solving across Complex Strong
Problem Solving Skills ► Complex Problem Solving
We need an appropriate mix of people, I was good at finding stories, finding
including those with a different and curious relationships and gaining peoples trust —
approach and to show leadership with that this I can attribute to my dyslexia.
approach — dyslexia provides a unique Roland Rudd, Founder and Chairman, Finsbury
opportunity.
Claudia Douglass, Managing Director and Co-Founder,
Innovision
The pace of change at which we are moving I have an unconventional route to problem
is much faster that before and for that solving and find alternative and creative
environment you need highly curious people, ways to figure things out, I’ve learnt to play
people who look at things differently — to my dyslexic strengths.
dyslexic individuals have the ability to Andrew Pike OBE, Director, International
explore ideas in a unique way. Communications, Prime Minister's Office and Cabinet
Office Communications
Lord Davies of Abersoch CBE
18Exploring — Dyslexic general skill 17, 18
Visualisation
The ability to imagine how Programming
something will look after it is Writing computer
moved around or when its programmes for
parts are moved or various purposes
rearranged
Learning Doing
Having great curiosity for Using new knowledge to Active Listening
Creativity finding out new things and achieve a result that Giving full attention
The ability to come learning new skills surprises and pleases self to what other
up with unusual or or others people are saying,
clever ideas about a taking time to
given topic or understand the
situation, or to points being made,
develop creative asking questions as
ways to solve a appropriate and not
problem interrupting at
Exploring inappropriate times
Being curious and
exploring ideas in
a constant and
energetic way
Digging Energising
Looking into things in a Being so passionate
way that means most is about something that it
learnt or discovered gives you a buzz and
tenacity to learn about it
Cognitive Flexibility
Active Learning
The ability to generate
Understanding the
or use different sets of
implications of new
rules for combining or
information for both
grouping things in
current and future
different ways
problem-solving and
decision-making
Complex Problem Solving
Developed capacities used
to solve novel, ill-defined
problems in complex, real-
world settings
17Core Work-Related Skills, The Future of Jobs, Occupational Information Network/The World Economic Forum 2016 p.52-53
18Connecting The Dots, Made By Dyslexia 2017 p.14
191 2 3 4 5
Communicating
In Communicating, dyslexic individuals exhibit Dyslexic strength
the ability to craft and convey clear and
engaging messages at: Exceptional
► An exceptional level in Explaining and Story- ► Visualisation
telling to Visualisation; Creativity; Written ► Creativity
Expression, Oral Expression; Training and ► Written Expression
Teaching Others and People Management ► Oral Expression
across Cognitive Abilities; Content Skills; ► Training and Teaching Others
Social Skills and Resource Management Skills ► People Management
► A strong level in Explaining to Problem
Sensitivity; Logical Reasoning; Systems Strong
Analysis; ICT Literacy; Active Learning and
Active Listening across Cognitive Abilities; ► Problem Sensitivity
Systems Skills; Content Skills and Process ► Logical Reasoning
► Systems Analysis
Skills
► ICT Literacy
► Active Learning
► Active Listening
As a modern business you need a diverse set of One of the great advantages of being
skills — technical experts who can manage and dyslexic is simplification. Having to see
develop others and those who can things slightly differently allows for better
communicate effectively and join up the decision making and is a real help when
different parts. running a company.
Steve Hatch, VP Northern Europe, Facebook Nick Jones MBE, Founder and CEO, Soho House & Co.
As a scientist I have found that I am able to I realised my dyslexia gave me different
take complex ideas and simplify them, story skills, one of these was communication,
tell and bring science ideas to life in my own being good with people — this gave me an
unique way, this has been a huge advantage. edge that I was able to build into a strength.
Dr Maggie Aderin-Pocock MBE, Space Scientist and Roland Rudd, Founder and Chairman, Finsbury
Science Communicator
20Communicating — Dyslexic thinking skill 19, 20
Visualisation
People Management
The ability to imagine how
Motivating, developing and
something will look after
directing people as they
it is moved around or
work, identifying the best
when its parts are moved
people for the job
or rearranged
Problem Sensitivity
The ability to tell when
something is wrong or
is likely to go wrong. It Training and
does not involve Teaching Others
solving the problem, Teaching others how
only recognising there to do something
is a problem
Logical Reasoning
The ability to combine Active Listening
pieces of information Explaining
Giving full attention
to form general rules Assessing situations/
to what other
or conclusions information, and explaining
people are saying,
(includes finding a clearly to other people
taking time to
relationship among understand the
seemingly unrelated points being made,
events) and/or to asking questions as
apply general rules to appropriate and not
specific problems to interrupting at
produce answers that Communicating inappropriate times
make sense Crafting and
conveying clear
and engaging
messages
Active Learning
Creativity Understanding the
The ability to come up implications of new
with unusual or clever information for
ideas about a given topic Story-telling
Creating vivid and engaging both current and
or situation, or to future problem-
develop creative ways to experiences in words,
pictures or other media solving and
solve a problem decision-making
Systems Analysis Oral Expression
Determining how a system Talking to others to
should work and how changes convey information
in conditions, operations and effectively
the environment will affect
outcomes
ICT Literacy Written Expression
Using digital technology, Communicating
communications tools, effectively in writing as
and networks to access, appropriate for the
manage, integrate, needs of the audience
evaluate and create
information
19Core Work-Related Skills, The Future of Jobs, Occupational Information Network/The World Economic Forum 2016 p.52-53
20Connecting The Dots, Made By Dyslexia 2017 p.13
211 2 3 4 5
Imagining
In Imagining, dyslexic individuals exhibit the Dyslexic strength
ability to create an original piece of work, or
give new ideas a spin at: Exceptional
► An exceptional level in Creating and ► Visualisation
Interpreting to Visualisation; Creativity; ► Creativity
Cognitive Flexibility; Written Expression and ► Cognitive Flexibility
Programming across Cognitive Abilities; ► Written Expression
Content Skills and Technical Skills ► Programming
► A strong level in Creating and Interpreting to
Logical Reasoning; Systems Analysis and
Strong
Technology and User Experience Design
across Cognitive Abilities; System Skills and ► Logical Reasoning
Technical Skills ► Systems Analysis
► Technology and User
Experience Design
It’s much easier to do something well when The ability to think outside the box, be
you’re passionate about it. I care deeply about creative and entrepreneurial are really
food and drink and giving people a good time, important to be a scientist in the 21st
and am lucky that I’ve been able to turn that century, dyslexia provides an opportunity to
into a job. build on a set of unique strengths.
Nick Jones MBE, Founder and CEO, Soho House & Co. Professor Sara Rankin, Leukocyte and Stem Cell Biology
at the National Heart and Lung Institute, Imperial College
London
In my personal experience, dyslexic I design to music and translate music into
individuals have excellent spatial awareness spaces. My dyslexic abilities let see things
skills — this ability to look at things from a completely different perspective.
differently is incredibly useful for many Kelly Hoppen MBE, CEO Kelly Hoppen Interior Design
industries.
Beth Clutterbuck, VP Global Head of People, Deliveroo
22Imagining — Dyslexic thinking skill 21, 22
Visualisation
The ability to imagine how
something will look after Programming
it is moved around or Writing computer
when its parts are moved programmes for
or rearranged various purposes
Logical Reasoning
The ability to combine
pieces of information to
form general rules or Technology and User
conclusions (includes Experience Design
finding a relationship Generating or
among seemingly Creating
adapting equipment
unrelated events) Creating completely original
and technology to
and/or to apply general work from your imagination
serve user needs
rules to specific
problems to produce
answers that make
sense
Imagining
Creating an
original piece of
work, or giving
new ideas a spin
Creativity
The ability to come up Interpreting Written Expression
with unusual or clever Using imagination to give Communicating
ideas about a given ideas a new twist, or bring effectively in writing
topic or situation, or out a fresh angle as appropriate for the
to develop creative needs of the
ways to solve a audience
problem
Cognitive Flexibility Systems Analysis
The ability to generate or Determining how a system
use different sets of rules should work and how changes
for combining or grouping in conditions, operations and
things in different ways the environment will affect
outcomes
21Core Work-Related Skills, The Future of Jobs, Occupational Information Network/The World Economic Forum 2016 p.52-53
22Connecting The Dots, Made By Dyslexia 2017 p.13
231 2 3 4 5
Visualising
In Visualising, dyslexic individuals exhibit the Dyslexic strength
ability to interact with space, sense, physical
ideas and new concepts at: Exceptional
► An exceptional level in Making; Inventing and ► Visualisation
Moving to Visualisation; Creativity and ► Creativity
Cognitive Flexibility across Cognitive Abilities ► Cognitive Flexibility
► A strong level in Making and Inventing to
Logical Reasoning; Systems Analysis, Complex
Problem Solving; ICT Literacy; Written Strong
Expression; Active Learning and Programming ► Logical Reasoning
across Cognitive Abilities; Systems Skills, ► Systems Analysis
Complex Problem Solving; Content Skills and ► Complex Problem Solving
Technical Skills ► ICT Literacy
► Written Expression
► Active Learning
► Programming
When I approach a situation, I like to visualise I’ve always approached problems visually —
and imagine the scenario in my head, this has this is really beneficial when coming up with
helped me tremendously. new ideas and working with different types
Dr Maggie Aderin-Pocock MBE, Space Scientist and Science
of people.
Communicator Lord Davies of Abersoch CBE
One of the strengths of dyslexia is having a Dyslexia enables me to visualise designs in
vision, seeing the big picture with the ability my head before I put pen to paper – this has
to link insights. been a huge benefit in my career.
Professor Sara Rankin, Leukocyte and Stem Cell Biology Kelly Hoppen MBE, CEO Kelly Hoppen Interior Design
at the National Heart and Lung Institute, Imperial College
London
24Visualising — Dyslexic thinking skill 23, 24
Visualisation
The ability to imagine Manual Dexterity and
how something will Precision
look after it is moved The ability to make precisely
Logical Reasoning
around or when its coordinated movements to
The ability to combine
parts are moved or grasp, manipulate or
pieces of information to
rearranged assemble objects
form general rules or
conclusions (includes
finding a relationship among
seemingly unrelated events) Programming
and/or to apply general Writing computer
rules to specific problems to programmes for
produce answers that make various purposes
sense
Creativity Technology and User
Making Experience Design
The ability to come up Visualising, planning and
with unusual or clever Generating or adapting
making equipment and
ideas about a given
topic or situation, or to technology to serve
develop creative ways user needs
to solve a problem
Visualising
Interacting with Management of
space, sense, Material
Cognitive Flexibility Resources
physical ideas and
The ability to Obtaining and
new concepts
generate or use seeing to the
different sets of appropriate use of
rules for combining equipment,
or grouping things in facilities and
different ways materials needed
Moving Inventing to do certain work
Physical interpretation Exploring possibilities, making
and game playing connections and inventing
Systems Analysis Active Learning
Determining how a system Understanding the
should work and how implications of new
changes in conditions, information for both
operations and the current and future
environment will affect problem-solving and
outcomes decision-making
Written Expression
Complex Problem Solving
Communicating
Developed capacities used
effectively in writing
to solve novel, ill-defined ICT Literacy as appropriate for
problems in complex, real- Using digital technology, the needs of the
world settings communications tools, audience
and networks to access,
manage, integrate,
evaluate and create
information
23Core Work-Related Skills, The Future of Jobs, Occupational Information Network/The World Economic Forum 2016 p.52-53
24Connecting The Dots, Made By Dyslexia 2017 p.14
251 2 3 4 5
Dyslexia and future skills demand
When aggregated, the total association Dyslexic strength
between Made By Dyslexia’s dyslexic skill
families and The World Economic Forum’s Exceptional
individual skills/abilities shows there is a
► Visualisation
demand for dyslexic abilities in the changing
► Creativity
world of work.
► Cognitive Flexibility
► Active Learning
Dyslexic individuals exhibit the ability to
perform at:
► An exceptional level in Reasoning, Exploring, Very Strong
Communicating; Imagining and Visualising to ► Logical Reasoning
Visualisation; Creativity; Cognitive Flexibility ► Systems Analysis
and Active Learning across Cognitive Abilities ► Complex Problem Solving
and Content Skills ► Written Expression
► Programming
► A very strong level in Reasoning; Connecting;
Exploring; Communicating, Imagining and
Visualising to Logical Reasoning; Systems Strong
Analysis; Complex Problem Solving; Written
Expression and Programming across Cognitive ► Problem Sensitivity
Abilities; System Skills; Complex Problem ► Active Listening
Solving Skills; Content Skills and Technical ► Technology and User
Experience Design
Skills
► A strong level in Reasoning; Connecting;
Exploring and Communicating to Problem
Sensitivity; Active Listening and Technology
and User Experience Design across Cognitive
Abilities; Process Skills and Technical Skills
The world of work is changing faster than ever before. In response, we need a better
understanding of the different abilities and skills required for the future. As highlighted in this
report, dyslexia provides a significant opportunity for organisations to harness a different and
widely untapped pool of talent. By acknowledging this and creating truly diverse and inclusive
teams, we can build a better working world.
Jason Lester, Diversity & Inclusiveness Partner Sponsor UK & Ireland, EY
26Dyslexic strengths align to
core work-related skills and abilities of the future
25, 26, 27
Skill/ability family growing skills demand 2020*
Skill/ability
Skill/ability family
Visualising Reasoning
Imagining Connecting
Communicating Exploring
Others
Training and Teaching
*Please refer to page 8 for ‘scale of skills demand 2020’ figure
25Future of Jobs Survey, The Future of Jobs, The World Economic Forum 2016 p.22
26Core Work-Related Skills, The Future of Jobs, Occupational Information Network/The World Economic Forum 2016 p.52-53
27Connecting The Dots, Made By Dyslexia 2017 p.13-14
2728
Personas and interviews
We now have a better understanding of the strengths
dyslexic individuals can bring to the changing world of work.
As part of this understanding, we also wanted to look at the
journey to employment a dyslexic individual has through
their own eyes.
To visualise typical journeys, we conducted interviews with
dyslexic individuals across a range of ages and experiences
in education and employment, and created four ‘personas’
which illustrate dyslexic individuals from different walks
of life.
The reality is that although dyslexic individuals can bring
valuable strengths to the changing world of work, living with
dyslexia currently is often affected by the negative
perception associated with dyslexic challenges.
Only 3% of the public believe dyslexia is a positive trait28.
From our personas, we aim to highlight how this perception
can influence those with dyslexia.
28Connecting The Dots, Made By Dyslexia 2017 p.17
291 2 3 4 5
Personas
Persona 1 — Chris
Dyslexia doesn’t play an important role in day-to-day life.
Background
Chris works as a creative director for a communications agency and lives with
his wife and two daughters in London. He enjoys spending time with his family
and their dog outdoors and goes cycling when he needs some time for himself.
Just like his family who are quite practical, Chris enjoys making things with his
hands, be it at work or at home. His parents are dyslexic as well but haven’t had
“I am dyslexic, but it hasn’t a dyslexia assessment. Overall, dyslexia hasn’t caused Chris or his family any
made much difference to real issues. He plays to his strengths and has chosen a career as a visual
my life. I am the way I designer that allows him to do so.
am.”
Relationship with dyslexia
Openness Never feels the need to refer to dyslexia, but doesn’t mind talking about it when someone asks
Abilities Doesn’t differentiate between dyslexia and his abilities
Psychological Dyslexia doesn’t affect him much. He’s received support when necessary
health
Strengths in education Strengths at work
► Arts, design and technology ► Visualising and simplifying complex information
► Sports ► Communicating ideas effectively to teams and clients
► Creative writing ► Problem solving
Dyslexic skills
Communicating Imagining Visualising Exploring Connecting Reasoning
Primary Dyslexia
College Support Career start Today
school assessment
”Dyslexia hasn’t
”After having a
hindered my career in
dyslexia assessment I
”I studied fine art any way. I’m good at
”I got good grades at received extra time for
and went into digital visualising things and
school in most exams, and during
”I hadn’t heard of design. I was able to problem solving —
subjects, and I was university I was given a
dyslexia and progress quickly in these skills are
particularly good laptop to use which I
neither have my my career." important for my job.”
at art.” found really helpful.”
parents.”
Dyslexic journey
Experience
”I started having
issues with making
sense of words when
writing essays — a
friend suggested I
might be dyslexic.”
30Persona 2 — Michelle
Experiences multiple challenges with dyslexia and doesn’t receive the
necessary support.
Background
Michelle works as a carer in a home for the elderly. She lives with her boyfriend
in Chelmsford and has two cats. Michelle lives a quiet life, and her friends and
family mean a lot to her. Her favourite hobby is knitting and despite being a slow
reader enjoys reading novels. Michelle was not able to finish her studies in
anthropology or nutrition, something she attributes to her dyslexia. Studying
“It’s a curse – nothing has caused her so much stress and anxiety that she suffered from depression. She
ever helped and it has has recovered from it but still receives support. Since then, she has been doing
made my life a misery.” well in her job as a carer, but gets sad about her missed opportunities.
Relationship with dyslexia
Openness Would like to talk more about dyslexia, but people never ask and she doesn’t want to be judged
Abilities Dyslexia feels like a physical impairment; she believes there is nothing that can really help
Psychological Dyslexia is a constant burden; it causes her to have anxiety and depression
health
Strengths in education Strengths at work
► Arts and crafts ► Empathetic and caring about others challenges
► Telling stories ► Good listener
► Synthesising and presenting ideas ► Encouraging and motivating people
Dyslexic skills
Communicating Imagining Visualising Exploring Connecting Reasoning
Primary Dyslexia
School Support University Today
school assessment
”My mum put a lot of
effort and money into
getting me extra
support to help with
my reading and writing.
At college I also
Dyslexic journey
received some support
Experience
and managed to get
into university.” ”My work is open about
”My teacher didn’t different abilities but
”My mum got me know about dyslexia asking for help feels
assessed for dyslexia and she saw it as a like a problem.
”When I had to
when I was 7. I found criticism of her ”I went to Supportive
learn to read and
out that I was teaching. From that university, but the relationships at work
write I was the
dyslexic.” day I felt excluded in stress with exams would really help.”
worst in my class.
class from both the was too much for
I got so upset
teacher and me. I started and
that I cried and
students.” failed two degrees. I
screamed. It was
heart-breaking for had depression and
my mum.” anxiety which cost
me most of my 20s.”
311 2 3 4 5
Personas
Persona 3 — Shreya
Actively seeks support and techniques to compensate for dyslexic challenges.
Background
Shreya is a mid-level recruitment consultant at a firm in Manchester. She is very
focused on her career and is working on a promotion to senior consultant. In
school Shreya did a lot of performing arts, now she enjoys watching films and
going to the theatre. Before she had a dyslexia assessment she was very self-
critical. Today she only tells people about her dyslexia when she has to as she
“I have my difficulties, but does not want to come across as using it as an excuse at work. She seeks
with the right support I’m support outside of work wherever she can and is actively involved with a
as good as any of my dyslexia support group.
colleagues.”
Relationship with dyslexia
Openness Doesn’t feel like she can talk about dyslexia at work. It seems like an excuse
Abilities She feels her dyslexia has created a glass ceiling, but believes hard work improves her abilities
Psychological The pace of work can be very stressful, but has learned coping techniques that work well for her
health
Strengths in education Strengths at work
► Sports and performing arts ► Communicating and visualising ideas effectively
► Music ► Organising
► Visual learning ► Creative writing
Dyslexic skills
Communicating Imagining Visualising Exploring Connecting Reasoning
Dyslexia
School University Support Career start Today
assessment
”I was quite
negative about the
challenges I faced ”I always look for
Dyslexic journey
at school, I thought ”It was such a relief advice and tools
I was stupid and to have an
Experience
to help with my
tried to hide my ”At university I assessment and see studies. I joined a
difficulties.” suddenly struggled my strengths and dyslexia support
to keep up with my weaknesses. It group and I’m not
classmates. My helped me to afraid to ask
lecturer suggested I understand myself ”Managers often
people to sense- ”I was forced to
had dyslexia and better and I was able don’t know how
check my quickly learn how
should have an to receive the to manage
writing.” to communicate
assessment. I did so support I needed.” diverse teams
when I was 20.” more effectively
and get the best on the job, but
out of each there are other
individual. I don’t areas that I can
feel I can talk be better at. I will
openly about my work harder to
difficulties or I get to where I
will be judged.” would like to be.”
32Persona 4 — Tom
Dyslexia was a challenge earlier in life, now it’s fully embraced as a strength.
Background
Tom runs a small front-end development company in London. He was always
good at art and enjoyed maths at school. He taught himself how to code and
hackathons became his hobby. His grades weren’t good enough for university,
but he worked in a variety of jobs whilst continuing to code in his spare time. He
always found job descriptions off-putting as they were very descriptive and
“I faced challenges when I required perfect written skills, so he rarely applied. A few years ago he founded
was younger, but now his company with some friends. He is also an advocate for neurodiversity and
dyslexia is my the benefits it brings to his business.
superpower.”
Relationship with dyslexia
Openness He is proud of his dyslexia and wants to be a role model for other dyslexic individuals
Abilities He is aware of his challenges, but focusing on his strengths allows him to be most successful
Psychological Dyslexia affected him in the past. Now he thinks about it as a good thing
health
Strengths in education Strengths at work
► Maths, sciences and technology ► Leading a diverse team
► Arts and design ► Translating complex ideas into actions
► Sports ► Idea generation and problem solving
Dyslexic skills
Communicating Imagining Visualising Exploring Connecting Reasoning
Primary Dyslexia Starting a
Career start Support Today
school assessment business
”Only one teacher
suspected that I had
dyslexia after writing an
essay. She suggested I
get assessed. The ”Dyslexia forced me
assessment made me feel to do what I’m best at
great, it showed me that I and I created the
”Learning to spell was actually really strong perfect life for
and read was in certain areas.” myself. I really put
Dyslexic journey
such a struggle myself out there. I
Experience
for me. I just want to inspire others
didn’t get it and who have different
”I realised how good I abilities. Currently I
my teacher would
was at coding and work with a group of
always call me
how I could simplify kids from an abilities
out in front of the
”I worked in a coffee complex problems network and teach
class when I
shop and in the and engage a team. I them to code. They
received the
evenings went to decided to start my are great. I hope I can
lowest mark. My
hackathons. I like own business.” be a role model for
parents were
really frustrated ”I wanted to work on my designing things and them.”
with me” challenges, so I got a job as became quite good at
a copywriter, but failed front-end
miserably. I never applied for development.”
an office jobs again. I find job
descriptions off-putting
most of the time.”
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