Leading with understanding: cultivating positive relationships between neurotypical leaders and neurodivergent employees
| Date | 07 May 2024 |
| Pages | 97-114 |
| DOI | https://doi.org/10.1108/ER-12-2023-0621 |
| Published date | 07 May 2024 |
| Subject Matter | HR & organizational behaviour,Industrial/labour relations,Employment law |
| Author | Joanna Maria Szulc |
Leading with understanding:
cultivating positive relationships
between neurotypical leaders
and neurodivergent employees
Joanna Maria Szulc
Faculty of Management and Economics, Gdansk University of Technology,
Gdansk, Poland
Abstract
Purpose –Neurodivergent employees have atypical needs that require distinctive leadership approaches.
In this study, the specific nature of a relationship between neurodivergent employees and their neurotypical
leaders is explored through the lens of the leader–member exchange (LMX) theory.
Design/methodology/approach –This two-phased qualitative study builds on 12 semi-structured
interviews with neurodivergent employees and an unstructured focus group with 15 individuals with
professional and/or personal interest in neurodiversity. The researcher spent almost 13 h listening to the lived
experiences of research participants concerning neurodiversity and leadership.
Findings –Leaders who exhibit empathy and understanding were noted to provide greater support. The findings
also highlight the complexity of neuro-inclusion in the workplace. Specifically, the delicate balance between
accommodation and avoiding stigmatization is emphasized, addressing the concerns raised regarding the legal
risks associated with neurodivergent inclusion. Additionally, the findings underscore the necessity for leaders to
avoid patronizing behaviors while catering to the diverse needs of neurodivergent employees. This underscores the
importance of supporting both neurodivergent employees and leaders navigating such challenges.
Practical implications –The findings help establish inclusive and accommodating employee relations
practices that conscientiously address the requirements of neurodivergent employees while providing support
for those in leadership roles.
Originality/value –This study constitutes a direct answer to recent calls to develop a more nuanced
understanding of workplace neurodiversity, with a specific focus on neuro-inclusive leadership.
Acknowledging that we still use inappropriate, old tools in new situations that require novel approaches to
leadership helps set the agenda for future research in this area.
Keywords Neurodiversity, Leadership, LMX, Autism, ADHD, Dyslexia, Relationships, Leader–follower
Paper type Research paper
Introduction
A recent surge of research on the topic of neurodiversity in the workplace has explored ways
to promote neuro-inclusive employment through recruitment and selection practices (Davies
et al., 2023), by leveraging technologies (Walkowiak, 2023) and remote work opportunities
(Kalmanovich-Cohen and Stanton, 2023;Szulc, 2022a), through optimizing job design
(Tomczak, 2022) and enhancing the well-being of neurodivergent employees (Szulc et al.,
2021). While all these elements play a part in constructing a more inclusive work
environment, the discussion seems to overlook the crucial role of leadership in establishing
neuro-inclusive workplaces. Leadership can be defined as a social process of exerting
Inclusive
leadership
97
© Joanna Maria Szulc. Published by Emerald Publishing Limited. This article is published under the
Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and
create derivative works of this article (for both commercial and non-commercial purposes), subject to full
attribution to the original publication and authors. The full terms of this licence may be seen at http://
creativecommons.org/licences/by/4.0/legalcode
This research was funded by the National Science Centre (NCN), Poland (Grant number: 2022/47/D/
HS4/01294).
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0142-5455.htm
Received 4 December 2023
Revised 30 January 2024
16 April 2024
Accepted 16 April 2024
Employee Relations: The
International Journal
Vol. 46 No. 9, 2024
pp. 97-114
Emerald Publishing Limited
0142-5455
DOI 10.1108/ER-12-2023-0621
influence that occurs within the dynamic interaction of two or more individuals (Yukl et al.,
2018). Various levels of leadership have been recognized (DeChurch et al., 2010), but the
primary emphasis of this paper is on the bottom level of leadership. Specifically, the focus is
directed toward direct supervision, encompassing tasks such as hiring, task allocation,
performance management or terminating employment (see Jacobs and McGee, 2001).
Leaders are vital figures in the creation of inclusive work environments due to their direct
influence on employee experiences (Ferdman, 2014) and their important role in helping their
subordinates experience well-being (Luu, 2019). However,our knowledge of inclusive leadership
is scantand calls have beenmade for a more comprehensiveexplorationof what leadersdo in an
attempt to create more inclusive environments (see: Roberson and Perry, 2022). What is more,
existing fragmented research on inclusive leadership tends to look at universal leadership styles,
somewhat ignoring the fact that distinct categories of employees have different expectations (e.g.
Kinnie et al., 2005). For instance, neurodivergent employees have atypical needs an d preferences
that require specific attention and distinctive leadership approaches (Roberson et al., 2021).
Nevertheless, existing leadership theories are based on the false assumptions of employee
homogeneity (see Winterton and Cafferkey, 2019) and do not recognizethe unique mechanisms
that are needed to successfully engage and lead neurodivergent employees (Szulc et al., 2023).
Thus, the main problem that I analyze is the concept of neuro-inclusive leadership , i.e.
leadership that recognizes the variance, value and challenges associated with different
neurological perspectives among employees. By examining the nature of a relationship
between neurodivergent employees and their neurotypical leaders within the organizational
context through the lens of the leader–member exchange (LMX) theory (Graen and Uhl-Bien,
1995), the study reported in this article contributes significantly to the existing literature on
contemporary employment issues. First, the findings provide a direct answer to recent calls to
develop a more nuanced understanding of the concept of neurodiversity in the workplace context
(for recent calls, see Hennekam et al., 2022;Weber et al., 2022), with a specific focus on neuro-
inclusive leadership (see Doyle et al., 2023;Volpone et al., 2022). Second, through explaining how
neurominorities may have very specific perceptions of and reactions to what may only seem like a
universal leadership practice, the study addresses recent calls to move away from universal
management as a simple route to positive employee outcomes and to stop treating employees as
having identical needs (Cafferkey et al., 2020;Szulc et al., 2021). Third, by seeking to view
neurodiversity as its own entity, regardless of the diagnosed condition and combining a variety of
perspectives on neurodiversity, the outcomes of the study provide a more holistic understanding
of the wide spectrum of neurodiversity (for recent calls, see Volpone et al., 2022). Finally, the
findings also help to set the agenda for future research in this area –thus, generally contributing
to developing a field of inclusive management, leadership and neurodiversity at work.
The article is structured as follows: First, the concept of neurodiversity against the
backdrop of employment is explored. Second, the existing research evidence concerning
leadership and neurodivergent employment is discussed, and an argument is made that we
need novel approaches to leadership that are inclusive of neurodivergence. Third, the LMX
theory is introduced, and its role in neurodiverse work relationships is emphasized. The
research design and method are then presented and justified. The qualitative data are
analyzed, and the main findings are discussed, considering their theoretical and practical
contributions. Directions for future research conclude the discussion.
Neurodiversity movement and employment
The concept ofneurodiversity suggests that all humansvary in terms of their neurocognitive
ability (Singer, 1999). Analogically, neurodivergent is an umbrella term for a subset of
neurodivergent conditions, such as attention-deficit hyperactivity disorder (ADHD), autism,
dyspraxia, dyslexia or Tourette’s syndrome –which imply that one’s cognitive profile is not
ER
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