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Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces

Author

Listed:
  • Shae Wissell

    (School of Psychology and Public Health, La Trobe University, Bundoora, VIC 3086, Australia)

  • Leila Karimi

    (School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC 3001, Australia
    School of Medicine and Healthcare Management, Caucasus University, Tbilisi 0102, Georgia)

  • Tanya Serry

    (School of Education, La Trobe University, Bundoora, VIC 3086, Australia)

  • Lisa Furlong

    (School of Education, La Trobe University, Bundoora, VIC 3086, Australia
    Child Well-Being Research Institute, University of Canterbury, Christchurch 8140, New Zealand)

  • Judith Hudson

    (School of Education, University Tasmania, Hobart, TAS 7000, Australia)

Abstract

Background: Dyslexia is a specific learning disability affecting around 1 in 10 Australian adults. It presents unique challenges for employees in the workforce, yet community and workplace awareness of the challenges of dyslexia is limited. The aim of this preliminary research was to explore the experiences and perspectives of Australian employers and managers responsible for supervising employees with dyslexia in the workplace. Materials and Methods: Using a qualitative research design, we conducted in-depth interviews with four managers who had current or previous experience managing employees with dyslexia. We used a deductive approach to analyse the data and categorise responses to the study questions. Results: Participant responses indicated that there is a lack of awareness and understanding of dyslexia within Australian workplaces. Participants identified challenges facing employees with dyslexia in the workplace including, differing personal levels of confidence and comfort in disclosing disability; the possibility of discrimination, and a lack of inclusive organisational practices and processes. Suggestions for ways to improve workplaces for dyslexic employees included: additional support for leaders and managers to drive inclusive leadership, and additional training for leaders and managers on how to best support employees with dyslexia. Conclusions: While only a small sample size, this study indicates that further research is needed to better understand the working environment of Australian leaders and managers. It appears that leaders and mangers need skills and knowledge to better support employees with dyslexia and in doing so create more inclusive workplaces.

Suggested Citation

  • Shae Wissell & Leila Karimi & Tanya Serry & Lisa Furlong & Judith Hudson, 2022. "Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces," IJERPH, MDPI, vol. 19(19), pages 1-18, September.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:19:p:11991-:d:921957
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    References listed on IDEAS

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    1. Shae Wissell & Leila Karimi & Tanya Serry & Lisa Furlong & Judith Hudson, 2022. "“You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia," IJERPH, MDPI, vol. 19(17), pages 1-20, August.
    2. Shalini Garg & Snehlata Sangwan, 2021. "Literature Review on Diversity and Inclusion at Workplace, 2010–2017," Vision, , vol. 25(1), pages 12-22, March.
    3. Sophie-Charlotte Meyer & Lena Hünefeld, 2018. "Challenging Cognitive Demands at Work, Related Working Conditions, and Employee Well-Being," IJERPH, MDPI, vol. 15(12), pages 1-14, December.
    4. Santuzzi, Alecia M. & Waltz, Pamela R. & Finkelstein, Lisa M. & Rupp, Deborah E., 2014. "Invisible Disabilities: Unique Challenges for Employees and Organizations," Industrial and Organizational Psychology, Cambridge University Press, vol. 7(2), pages 204-219, June.
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