advancing your career with neurodivergent traits breaking the glass ceiling

Breaking barriers: advancing your career with neurodivergent traits

Neurodivergent traits are natural variations in human cognitive function. We all think differently, but some of us think a whole lot differently — like off the scale!

Thinking differently includes conditions like ASD/ASC autism, ADHD, dyslexia, DCD dyspraxia, dyscalculia, tic disorders and PTSD. Neurodivergent traits can be seen as strengths contributing to innovation and creativity in many industries. However, they can also pose significant challenges for individuals looking to advance their careers.

Let’s explore how Neurodivergent traits can slow down and sometimes halt career progression. I’d then like to offer thoughts on how organisations can support individuals with Neurodivergent traits to break new ground in their careers.

The problem with advancing your career with neurodivergent traits

Neurodivergent strengths include extraordinary attention to detail, supercharged analytical skills, and the ability to redefine working practices. Tragically, these traits can sometimes clash with workplace demands. For example, Neurodivergent individuals may struggle with the following:

  • Social Interactions: Some individuals with neurodivergent traits find it a Herculean task to navigate social situations, struggling with nonverbal cues, eye contact and small talk. These difficulties can make building relationships that matter virtually impossible, stalling career progression.
  • Sensory Overload: Neurodivergent individuals can be highly sensitive to their surroundings, such as noise, bright lights, or strong smells. This can cause them to experience sensory overload interfering with their ability to stay on task and requiring them to take additional breaks. This can be perceived as them not trying enough, which can harm their career prospects.

“High stimulation is both exciting and confusing for people with ADHD, because they can get overwhelmed and overstimulated easily without realising they are approaching that point.”

Jenara Nerenberg, Divergent Mind: Thriving in a World That Wasn’t Designed for You

  • Executive Function: This is part of our cognitive processes. Executive Function helps us plan, organise, prioritise, and complete tasks. Individuals with Neurodivergent traits can struggle with executive function. This can mean missing deadlines, poor time management and projects needing to be completed.
  • Communication: Neurodivergent individuals often have unique ways of communicating and may struggle to express themselves clearly or understand the communication of others. These difficulties can create misunderstandings and miscommunications, which can cause several problems in the workplace.
  • Bias and Stigma: There is still a significant amount of bias and stigma surrounding Neurodivergent traits in the workplace. This bias can result in discrimination, harassment, and exclusion from opportunities.

Just these five areas can be a significant disadvantage to individuals with neurodivergent traits, making it hard for them to progress and show how truly brilliant they are. As organisations, we have an obligation and opportunity to support individuals to be their very best.

How can organisations make advancing your career with neurodivergent traits easier?

Despite these challenges, there are many ways in which organisations can support individuals with Neurodivergent traits to progress in their careers. Here are five things that could make all the difference:

  • Create a Neuroinclusive Workplace (Neurodiversity-Friendly): Employers can create a more welcoming environment for Neurodivergent individuals by implementing changes such as noise-cancelling headphones, flexible working hours, and comfortable sensory spaces. Encouraging neurodiversity awareness training for all employees can also help raise awareness and reduce bias, in addition to more specific role-based training where appropriate, for example, in recruitment, management and talent retention.

Find out more about awareness training here.

  • Offer Mentoring: Mentoring can be highly beneficial for individuals with Neurodivergent traits, as it can help them navigate the workplace and build important relationships. Neurodivergent mentees will benefit hugely from mentors with previous experience working with individuals with similar conditions.
  • Provide Clear Communication: To support individuals with Neurodivergent traits, it’s crucial to provide clear, concise, and direct communication. Employers should avoid using ambiguous language, metaphorical expressions, or figurative language that can be difficult to understand.
  • Create Clear Career Pathways: Providing Neurodivergent individuals with a clear career pathway can help them stay focused and motivated. Employers should work with these individuals to identify their strengths and interests, set achievable goals, and provide regular feedback.
  • Workplace Needs Assessments: Individuals don’t always know what they need and the type of support that can be helpful. A Workplace Needs Assessment can provide an important opportunity for the individual to assess their strengths and difficulties and then build a plan for what they can do next.

Find out more about Workplace Needs Assessment here.

Some gold bars to show the importance of noticing neurodiversity

Noticing neurodiversity (or noticing anything else for that matter)!

How do I assist someone with ADHD, autism, dyslexia, dyspraxia, dysgraphia, or any other combination of the above (and sometimes more)? Did I mention PTSD? – well, noticing neurodiversity is key.

We have no medical training in general (unless you’re a medical doctor who transitioned to being a manager or HR leader, in which case I’d love to hear from you). There’s something about diagnosing that takes power away from the individual because we give them a label they haven’t asked for.

What we can do is pay attention to what is going on.

What does noticing neurodiversity look like?

Noticing can be defined as being aware of, whether or not a person is struggling with a specific task or thriving in a specific area. When we observe, we can approach them and say, “I’ve noticed that this appears to be a bit tricky; is there anything I can do to help, or, better yet, is there anything we could do together to support you?” This is much more effective than stating, “I think you look autistic,” or “your penmanship appears dyslexic”. Noticing is about reflecting back the data that you see rather than attempting to decipher what the data signifies.

There is significance in the term “we”

Are we drawing their focus to a problem they want to solve by noticing? The authority is in their hands; we must collaborate and ask them what we can do together. This is also essential because it keeps responsibility in the middle of the conversation, implying that power is shared rather than taken by one side. I’ve observed that this positively affects creating joint ownership and working towards a potential solution.

The power to move from noticing neurodiversity to asking

To notice, you must first ask. Nothing will change if we only observe and do nothing. Sometimes simply asking is all that is required for an individual to determine what is going on and what would be most beneficial for them to be successful at work.

Different places matter

Changing the setting or medium can be extremely beneficial when having open and honest conversations. If you need to talk to someone struggling, you might find it helpful to do so in a different place than you would usually talk to them. This helps in various ways because it allows individuals to think differently and makes them aware that this is a different type of conversation.

This is the ability of observation

Please make this a daily practice and plan how to use your observations to help your team and organisation be their most effective and innovative selves.

If you need a conversation, please get in contact.

Red Camera showing Zooming out on neurodiversity

Zooming out on neurodiversity

Have you ever attended a drawing class? I have, and as someone who is particularly bad at drawing, it surprised me. We visited the Eden Project, where an incredible local artist taught us to draw more effectively. It turns out that it has little to do with how well you hold a pencil and a lot to do with how often you stand back and look at your drawing from a distance. I created artwork that resembled the object I was attempting to draw. It was a huge surprise and impressed the little girl sitting next to me. This got me thinking about zooming out on neurodiversity!

When integrating neurodiversity into organisations, we are often tempted to make many small changes. These can be beneficial, but if we don’t take a step back and look at the big picture of what’s happening in the organisation, we risk a disjointed, ineffective approach.

This is especially true when discussing the subject of awareness. I facilitate a lot of neurodiversity awareness-training sessions, which are always well attended with very engaged interactive audiences. Still, there is a risk that if all you do is raise awareness, nothing changes, and you end up having a very informative meeting accompanied by lovely biscuits.

Professor Amanda Kirby highlights the dangers of oversimplification, stereotyping, tokenism, cause blindness, pinup people and becoming a broken record. Neurodiversity is not simple! Neurodiversity is very complicated because each individual will present their neurodivergent traits differently. There is a temptation to simplify neurodiversity to make it more accessible and understandable for everyone. Still, we must treat each person individually and provide a tailored solution to their struggles.

Raising awareness can create new stereotypes of how people behave. For example, I frequently get asked, “what should we be looking out for?” And “how will we know if someone has a neurodivergent trait?” I don’t think this is always helpful because it is more important to ask the individual what is beneficial for them and not put them into a box so we allow them to progress and then flourish.


(We all love a bandwagon and going along with the crowd). It was recently Neurodiversity Week, which is fantastic, but if all it does is make noise, it is ineffective; nothing changes for the people who need it the most, and our organisations suffer from not embracing and engaging with different thinking styles to help with innovation.

Cause blindness

People will become bored if we continue to bang the drum but make no progress. You must act, even if it is only a tiny action, or you risk nothing effective happening.

Poster people

It’s common to hear the same stories about the same people. Richard Branson is an excellent role model but is not the world’s only dyslexic entrepreneur. Love him or hate him, Elon Musk is not the only autistic entrepreneur; there are many brilliant people with neurodivergent traits who have done outstanding work. You need to think more broadly and not just roll out the same old pinups.

Broken records

Whether you like it or not, our world history has some challenging lessons for us to learn. Taking a person’s humanity and labelling them can dehumanise them. You must ensure that you focus on the individual and learn from mistakes in the past.

As we stand back and take a look at what it means to be inclusive within our organisations, I think it’s helpful to consider some of the following areas.

The issue we’re attempting to resolve by zooming out on neurodiversity

Instead of raising awareness and avoiding it, let’s get real and address it. Is it about recruiting, retaining employees, or something else? Let’s be clear about the problem and ensure our efforts are directed towards resolving it. Sometimes more data will be required, while other times, it will simply be a question of what should happen next.

Communicate with others

We frequently make assumptions about what is required. We must have an open and safe conversation about what and how change needs to occur. This conversation must be sensitive to specific cultural backgrounds or thinking styles, but it must happen.

Collaborate with others

It is beneficial to collaborate with other organisations that can assist you in moving forward with solving the problems you’ve identified. They may provide specialised knowledge or simply the ability to step outside the situation. This does not need to be a general label but a specific response to a problem you are attempting to solve.

Think carefully about your goals

SMART Goals aren’t the be-all and end-all, but they can help you figure out what you want to do and ensure it’s realistic and time-bound. This is critical because it allows you to assess your progress and determine whether your actions are effective or if something needs to be changed.

Taking action by zooming out on neurodiversity

This will not occur unless we take the first step forward. Moving forward may entail collaborating with an outside organisation to help you achieve your goals or forming an employee group. What matters is that you do not postpone this until tomorrow. Take the first step and figure out what you need to do next.

Measure what’s going on

You’ll never know if your changes have had any beneficial impact unless you measure their outcomes. Before you measure the outcome, it’s always helpful to take a baseline of where you are before you start otherwise, you will never know if anything you’ve done has made a difference. I would encourage you to consider ways to measure and understand the changes you have made easily.

Keep going by zooming out on neurodiversity

Moving inclusion forward, particularly in neurodiversity, requires a sustained effort. Many leaders will need to be involved in moving your efforts forward, and the organisation must buy into the entire process. If you want long-term change, you must ensure that you have the energy and drive to continue this effort for an extended period.

Would a conversation on zooming out be helpful? – Contact us here.


Neurodivergent traits – retaining and empowering them in your organisation

Based on statistics from the British Dyslexia Association (@BDAdyslexia), it is estimated that at least 15% of the working population have some neurodivergent traits. Neurodivergent traits are those associated with conditions like dyslexia, ADHD, ASC along with medically diagnosed and acquired conditions like PTSD and migraines. These traits are likely to appear in different combinations in each individual.

Read the full article here in FE News.

Neurodiversity through the lens of intersectionality: lost opportunities and goldfish

A considerable number of people are still arriving in adulthood without any diagnosis or understanding of their neurodivergent traits (ASC, DCD, dyslexia, dysgraphia or other neurodivergent conditions).

There is often an assumption that people know what they need and know how to access it. The reality is not everyone has access to the support and insight that is needed to help them identify their neurodivergent traits.

Read the full article here.

Broom and dustpan in Cupboard

Project neurodiversity sorting out the broom cupboard

John Chambers, former CEO of Cisco Systems says “25% of CEOs are dyslexic, but many don’t want to talk about it”. There is an argument that if leaders self-identify as neurodivergent the rest of the workforce will feel more comfortable coming forward and having a conversation about neurodiversity.

Organisations can thrive instead of survive if they embrace neurodiversity. The current situation looks like there is a lot of noise, good ideas and goodwill in helping individuals become more effective in the workplace. The reality is that many of these initiatives are disjointed, not bespoke, and fragmented, so organisations are running many different special projects at the same time. This creates a substantial operational overhead that can detrimentally impact the organisation’s effectiveness.

This is a big problem that is not going to go away unless we start to think more holistically and in a project-orientated way across our organisations to help support neurodiversity. We have to think about the constraints we have to operate in. What is the scope of what we are trying to do? How long is it going to take? Do we have the resources to deliver it? And most importantly, how will we know what success looks like?

The project management approach is just as relevant to individuals. In my experience, many individuals have had a very fragmented and disjointed approach to support. To help them manage more effectively I would argue we need to treat neurodivergent support far more like a project.

Project Mindset

It is often easy to get baffled and confused by the potential solutions and lose sight of the problem we are trying to solve. Are we taking a project mindset to neurodiversity in the workplace? Are we focusing on what the problem is?

As an example, John needed support with task management. His company provided him with a robust task management app. The app allowed him to connect tasks across applications and distribute them throughout the organisation. John required a simple solution to help him understand what he needed to do and the priority that should be assigned to each task. As a result of the solution, John became obsessed with making sure he was fully utilising the app rather than focusing on solving the problem. He became stressed, anxious, and guilty about not using the app completely, which distracted him from the problem at hand, which was effectively prioritising his workload.

John’s situation is true for many individuals, as often incorrect solutions are provided that often create additional problems instead of solving the original issue.

Adjustments and support fall into two models which are, The Medical Model, which is about fixing the individual and The Social Model which looks at the social/organisational factors that disable the individual from working effectively.

Often the easy answer is to try and fix the individual by providing an off-the-shelf solution, but there needs to be experimentation, open dialogue and possible coaching.  Then a solid process can be written down and used going forward.  This needs to be led by the individual with support from the organisation. When we look at this in a project way, it means taking a step back and thinking about the impacts of what’s going on within the organisation.

The broom cupboard

Another example: I worked with Toni, who had recently been diagnosed with ADHD and was dealing with work overload and unhelpful organisational behaviours. Toni enjoyed teaching and was successful in the classroom, but her administrative abilities let her down. Furthermore, there was bureaucracy within the organisation, which meant that basic administrative tasks were assigned to senior staff.

We began with small wins to gain momentum, such as examining how Toni could better complete her administration. We set up a distraction-free environment in a broom cupboard for her to complete her administrative tasks. Toni’s mood improved dramatically as a result of a simple change that was inexpensive and quick to implement. Then we altered the way classes were assigned, allowing Toni to have breaks and time for administration between teaching. This was a more difficult organisational issue that required leadership support. The changes were made one at a time and were evaluated based on their impact and usefulness to the individual and the organisation.

In this particular case, it was helpful to get quick wins before working on more challenging adjustments. This allowed Toni to build trust and gain confidence in what was being implemented to make sure the solutions met her needs.

Action is key on Project Neurodiversity

“Often movement is the most important thing.”

Claire Pedrick

We are often afraid to begin, but to determine what is useful, it is critical to ask the individual and the teams involved what the problem is and how we can begin to solve it together.

Toni was overwhelmed in the previous example because she couldn’t see a way to begin solving the problem. What worked was solving one problem, reviewing the solution to ensure that it resolved the issue in the short and long term, and then moving on to the next. Action will frequently involve challenging the status quo, but I would argue that well-thought-out systematic changes will often benefit not only the individual but also the larger organisation.

Creating workplace adjustments should be viewed as a project that should be implemented, but be prepared to roll it back if it doesn’t work. The process should be structured, and documented and any changes made need to be communicated, recorded and approved by all stakeholders who use the process.

I hope the information above has helped you think about neurodiversity and how to use the concept of a project to make changes more effectively. I’d love to hear more about your experiences in making your work environment become more neuroinclusive.

Bucket full to capacity

What is capacity, and why is it important?

Capacity can be a scary word and one that employers, supervisors and managers can find concerning. It can be helpful to think about this area through the frame of “assume individuals are together enough to deal with their own stuff until they’re not” (Credit Claire Pendrick).

That means dealing with the individual where they are right now and asking them what you need to do to make the space safe enough for them to do their work. Experience shows that asking that question helps most individuals feel safe enough to move forward. The fact that the question has been asked is all that’s needed to make it safe enough. If there is no response or the individual completely avoids the question, this can sometimes indicate that they are not in a position to have the conversation.

Capacity can be complicated, especially when we start talking about the medical definitions of someone having the capacity to make a decision. In a coaching conversation, two people are having a conversation about one person where that person is getting insights into their stuff so they can make leaps forward or understand things better.

Sometimes the coach plays a role in capacity. What I mean by this is, have they created a safe enough space for this person to do the work they need to do? If they haven’t, they may have reduced the thinker’s capacity, and as a result, the thinker can’t do the work. This reflects on the space the coach has created, which may mean they’re just not the right coach for the thinker; often, there is no way to know this. 

So an excellent way to keep the space safe is to have a single coaching session so the thinker and the coach can work this out. Then the thinker can decide if the coaching is working for them.

If you’re trying to work out what to do and are concerned about capacity, it’s well worth considering a coaching single-session to find out what would be worth doing next. 

What to know more? Please get in touch.

broken arrows

Broken arrows in the workplace

When the USA has an accident with a nuclear weapon, they call it a broken arrow. Broken arrows often mean something dire has happened, and there have been numerous examples of crashed B-52 bombers, missiles being damaged in their silos and other disasters that would make your hair stand on end.

In the workplace, we have something very similar to a broken arrow, which is when we lose trust in our team, customers, or leaders. Dealing with a broken arrow in the workplace can be a massive issue as we work and interact.

Rebuilding broken arrows can be very daunting. We may choose to opt-out by leaving the organisation, the team, or the chain of command. There is a way back to rebuilding trust. Rebuilding trust takes time, and both parties must be prepared to work out how to move forward.

A valuable way to look at this can be the trust equation, which put quite simply, looks like this:

Trust = credibility + reliability + intimacy / divided by self-orientation.

If trust is broken down, one of these factors is inevitably at play. Is it that someone has lost their credibility by lying or deceiving? A leader has lost their reliability by not turning up and doing what they said they would, or maybe the intimacy of a working relationship has gone. Someone has chosen to break away and not share what they’re doing. The most significant factor is self-orientation as if we are only looking at ourselves, i.e. when someone is just interested in their own needs, that can often mean they overlook the needs of others.

If people think we are more interested in our own goals than in their goals, they are less likely to trust us and, as a result, expect us to seek personal gain at their expense.

Broken arrows can be fixed, but they take time and effort, along with an evaluation of what’s happening. 

This starts with a conversation. Do you need to have one?

reasonable adjustments

Six reasonable adjustment examples

Have you ever wondered what a reasonable adjustment is?

Here are six recent examples from The Neurodivergent Coach’s work. To protect identities, names have been changed.

1. Dealing with overwhelm – reasonable adjustment

Alex was utterly overwhelmed. His main complaint was that he was overwhelmed daily, with too much to do and no idea where to start.

Working with Alex revealed that he required regular breaks in his routine to reset, as he learned to manage his energy levels and begin to approach tasks confidently. This developed into how he managed his calendar, scheduling extra time at the end of meetings to recharge and making this time non-negotiable. This allowed him to fully reset and be his best, most present self, especially when feeling overwhelmed.

2. Fogettory – reasonable adjustment

The most common trait I hear when assessing neurodivergent individuals is their struggle with short-term memory.

I recently worked with Paula, who had an influential job at a UK university. Her role involved interacting with different people and producing detailed reports on academic papers. Paula explained that she often forgot what was on one screen when she flicked to another. Paula had been working on her laptop for extended periods and found it frustrating and exhausting to remember what was on the previous screen. For Paula, the solution was to increase the number of available screens. She started with one extra screen and then rapidly grew to two, meaning she could lay out all the information she was working on simultaneously without printing it. She could highlight and reword areas without fear of losing where she was.

Screen real estate matters!

3. Meetings, meetings, meetings

John described how he spent most of his time in meetings and often came away stressed, frustrated and unable to see how he had contributed well to the meeting.

Working with John, it became clear that it was not John’s issue. The problem was in the structure of the meetings in which he was being asked to participate.

Often these meetings were ad hoc without a clear agenda, and from John’s perspective, he didn’t understand why he was there. Working with John and his line manager, we created a new process where the organisation implemented structured meetings that included an agenda and a clear indication of what was expected of everyone who attended.

This helped John feel confident about why he was there and what he would be expected to do. Interestingly, fewer meetings took place as an additional benefit, and fewer people were involved because the meeting organisers were forced to take a long hard look at who needed to be there and why.

This example highlights why neuroinclusive workplaces are better for everyone.

4. No place like home

Alice hated doing detailed work in the office as too many distractions took her away from the task she had to do. This ultimately meant she was not present when she needed to do her work. This was compounded by the expectation that she should be sociable in the office.

Working with Alice quickly revealed that she required a dedicated space to complete her work when she needed to concentrate. She also needed to know what was expected of her when she went into the office so that she could prepare to interact with colleagues and participate more actively. This looked like agreeing to three days working at home and two days in the office with the flexibility to change based on business requirements.

We discussed this with her manager to find out what the expectations were when she was in the office, as there were a lot of unwritten rules about the company culture. It was agreed that Alice would arrange to catch up with two colleagues when she came into the office. These meetings could be set up in advance with a clear outline of what they would discuss. In Alice’s case, it gave her a natural springboard to be her best at work.

Rules of engagement are essential!

5. Open plan is sometimes like having no walls on your toilet

Adrian worked in an open plan office as part of a large county council. His work was quite often sensitive, and Adrian often used dictation as part of his work. He also experienced distractions from people moving around and from conversations in the office. Adrian described being in an open-plan office as, “going to the toilet and there being no walls”. He felt unable to be his most effective work.

The adjustments for Adrian included working part of his week at home, and when he was in the office, there would be a space available where he could work quietly — enabling Adrian to do his best work.

Open-plan offices have their place, but if you’re easily distracted or need to undertake sensitive work and use tools like Dragon Dictate, they can be an incredibly noisy and unpleasant place to work for neurodivergent individuals.

6. Changing the communication channel – reasonable adjustment

Sarah worked in a busy publishing house where she was in charge of a large team. Because of the high turnover of staff and the complexity and types of projects she had to interact with her large team regularly, helping them understand what to do next.

Often a request would come in over Messenger, which would end up as a lengthy conversation where the other party still didn’t understand what to do. Sarah recognised that many of these conversations would be better over video or face-to-face. However, the organisation’s culture didn’t seem to make this accessible. Sarah’s adjustment was to clarify what questions needed a video or face-to-face conversation.  Then to give herself and her team permission to communicate clearly that they needed to have a physical meeting instead of chatting over Messenger. They could switch back to another channel if a conversation wasn’t necessary.

Changing channels with permission was crucial to ensuring they understood their tasks and improved communication.

These are some of the recent reasonable adjustments I’ve seen through my work. I’ve not mentioned specific conditions because cooccurrence is the rule rather than the exception, meaning that someone with ADHD has a high probability of having autistic or dyslexic traits. It doesn’t matter what your diagnosis is, because each individual is different, and everyone will need a different adjustment depending on their strengths and difficulties. This can only be achieved through conversation, trust and willingness to learn and grow from the individual and the organisation.

If you want to know more about how to support your people in your workplace, drop me a line.

If you are wondering were to start, a good place can be a Workplace Needs Assessment.

Find out more here.

Set of red lips

Processes matter

I worked with a teacher recently, and they described how they made their class accountable for setting homework. They did this by taking advantage of the school merit system, awarding five points to the young person who reminded them to set the homework. What a great processes!

Was this bribery or a great process created in partnership?

Much of my work around neurodiversity is about helping individuals build processes that enable them to amplify their strengths and manage the things they find difficult. It’s rather like taking your car for a service. Yes, your car runs fine, but could it run better…probably?

Well, that’s very much like human beings and the processes we use to do everyday life.

It could be how:

  • You manage your workload
  • Relationships with colleagues
  • Relationships with customers
  • Project delivery
  • Or just how you manage to get to work.

All these things are processes, and as we learn how to do them well, we must write them down or record them to reflect on what’s working and what’s not.

Could you write the process down?

Once we’ve written it down, it allows us to evaluate what’s working when our metaphorical wheels come off the rails.

Once we have a process recorded, we can evaluate how well it works and manage how we can improve it.

Sounds a bit like a project?

I’d argue that this is a project that helps us and our team’s function more effectively. But we can only do this successfully if we understand where we’re starting, and to understand where we’re starting, we need to record our starting point.

As with all good projects, scope creep* can make them undeliverable. For individuals, that’s about adding too many tasks and creating too much complexity in their processes. The same is true for teams who create overly complex ways of interacting and communicating with each other.

Add change control to processes

Consider a change control process to help manage this situation to stop you and your team from becoming overwhelmed. This is as simple as not introducing new tasks until you have tested the existing ones, ensuring they have a benefit. Testing is particularly relevant to technology and applications.

We live in a world where many things can potentially solve our problems. Still, in doing so, they often add additional complexity that can negatively impact us in ways that far outweigh the original problem. It’s vital that we consider this before implementing new working methods into our processes.


In my first CDT (Craft Design and Technology) lesson at school, a rather large man with a beard stood up and said K.I.S.S., to which we all looked utterly perplexed.

He then explained that K.I.S.S. means Keep It Simple Stupid (not sure he could get away with this saying in a school these days), but ‘it’s particularly relevant when relooking at our processes. We must keep things simple and replicable so they will ultimately be helpful for us, including taking processes away that are no longer useful in the drive for simplicity.

P.P.P. = P.P.P. – the secret source to making processes work

Piss Poor Planning equals Piss Poor Performance. We need to plan what ‘we’re doing and build usable, simple and robust processes.

If ‘you’d like to know more about building processes for yourself or your team, ‘I’d love to work with you.

Contact me here.

*Scope creep in project management refers to changes, continuous or uncontrolled growth in a project’s scope at any point after the project begins.