Neurodiversity and Process Control Skills Acquisition in Britain: An Examination of Inclusive Training and Selection Practices

Abstract

Purpose: This paper examines neurodiversity issues in the selection, training and skills development of process control trainees in Britain. The emphasis is on autistic, ADHD and dyslexic trainees, and the question is what kind of training and work arrangements need to be considered in order not to treat neurodiverse employees as a monolithic entity.
Design/methodology: This paper draws on current evidence on workplace neuro-inclusion, employment guidance for Britain, and process-control training literature to inform conclusions on recruitment, simulator-based training, feedback, and workplace adaptations.
Findings: British process control training requires a neuro-inclusive approach that incorporates relevant assessments, clear communication, sensory and working-memory support, debriefing, and reasonable adjustments for individuals. Case- and simulator-based approaches may be helpful when used alongside psychological safety, clear task prompts, and competence outcomes. Given the required training outcomes, it is imperative that trainers consider other individual differences, including neurodiverse conditions and English as a second or additional language, within the defined training procedures.
Practical implications: Trainers should audit the selection, scenario design and feedback processes to enable trainees to demonstrate competence through diverse communication and problem-solving approaches. Given the required training outcomes, it is imperative that trainers consider other individual differences, including neurodiverse conditions, within the defined training procedures.
Originality/value: There is a research gap regarding the lack of clear guidelines for training neurodiverse trainees. This paper offers suggestions relevant to British industries and comparable international contexts. Policymakers should consider access to adjustments and career progression.