Allyship in tech careers: benefits for employers

With the digital skills gap a big challenge for organizations, it pays to address the root cause. In this blog, Kevin Dainty, Client Relationship Manager for Reed’s technology division, answers key questions about the value of allyship in the sector.

5 mins read
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6 months ago

​While investment continues apace to fill the nation’s digital skills gaps, the current reality means employers need to take a different approach if they are to fill their vacancies. One strategy could be through study employee engagement levels. Staff motivation can be increased in various ways, from teambuilding days to financial incentives, but a real connection to an organization and between its people can be significantly enhanced through allyship.  

In the tech sector, where much progress needs to be made in diversity and inclusion, allyship can solve many cultural challenges as well as create opportunities for tech-related careers. 

Q: How important is allyship in the tech sector? 

A: It’s no secret that businesses are struggling with digital skills gaps, which is hampering their ability to develop and remain competitive. This scramble to find tech-savvy talent means many companies are missing out on skilled professionals who have been offered higher salaries when they could instead showcase their commitment to diversity and inclusion. They could be looking to hire people who have been traditionally underrepresented in the sector, including women and people from ethnically diverse communities.  

They could also invest in retraining existing staff who show enthusiasm and aptitude for tech roles. When experienced professionals mentor others, it can make a real difference to the business, not just in terms of filling jobs, but in creating a culture change where employees feel they can develop their careers within the organization. 

Q: How can tech employers build a culture of strong allyship, and how does it work? 

A: Allyship takes time to establish so should be viewed as a long-term investment. It involves a combination of top-down support with leaders dedicated to the in-house training and upskilling of individuals. Managers should also act as allies in support of team members taking on additional tasks to develop their skills. 

Tech careers are fast-paced and require workers who enjoy learning about new developments, identifying where improvements and efficiencies can be made across the business with tech, and keeping abreast of trends. Pairing employees who can naturally form strong working relationships really helps, and the partnership should also be supported by regular feedback and measurable goals. 

Consider setting up employee resource groups for underrepresented communities, where members can network and gain insight from external speakers and advocates to bolster their careers.  

It can also help to cement your allyship plans by promoting it in your job adverts and on your website and social channels. It’s a great benefit so should be shouted about – especially by those who are involved. Encouraging people to spread the word on their own channels and through your employee ambassadors, can be hugely beneficial for business.  

Q: What types of professionals make good allies? How should allyships be formed? 

A: Anyone can be an ally, but the title is not something that can be self-proclaimed, but rather something recognized by the individual or group on the receiving end of the partnership. It is easy while having good intentions, to slip into ‘white knighting’, ‘mansplaining’, or other forms of negatively received behavior. To train yourself out of these habits, if you think you/the ally are prone, is to remember that the focus should be on the individual – their experiences, how they like to learn, and what they want out of the allyship.  

It's a privilege to be asked to be an ally – and speaks volumes for the professional reputation of those selected for the role, usually by HR or senior leadership. But it’s important to be realistic about the partnership, what the ally can offer in terms of time and skills, and measurable outcomes.  

Personality clashes happen sometimes, so it helps to have trial periods where both parties have time to settle into the partnership and work through any teething problems.  

We’ve heard time and again from mentees how useful it has been to have that solidarity – someone in their corner giving them a professional and personal boost, and a new perspective on navigating an industry that can seem challenging at times. 

Q: What forms of allyship work best – does it always have to be about practical support? 

A: We’ve often found that practical and emotional support go hand in hand.  

People wanting to learn new skills are often passionate about their futures and will naturally have concerns about that – as well as how they are progressing and what they want from the partnership. They might want assurances that they are on the right track, or be keen to demonstrate new knowledge. They may see their ally as someone to bounce ideas off as well as to help clarify in their own minds what they ultimately hope to gain from the relationship. 

Other ways to be an ally include acting as a sponsor, a champion, or an advocate for individuals or groups. This might include promoting the allyship externally, standing up for individuals experiencing issues in their careers, or inviting members of underrepresented groups within the business to take on roles with greater visibility, at events or within internal communications. 

Q: Organisations with a culture of allyship will be more attractive to job seekers. What other benefits are there? 

A: Allyship is a benefit that all organizations should seek to offer. It can make the difference between an employee staying or leaving for pastures new. It can attract job seekers and inspire employees who may realize mentoring talents they didn’t know they had.  

The rewards extend beyond the organization itself, into the community – and can make an employer sought out by schools, colleges, and universities who admire the principles of allyship.  

Brand reputation is everything, and today’s professionals won't settle for anything less than people-first organizations. 

To expedite your search for tech talent, don’t hesitate to get in touch. 

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Top tips for helping employees manage ADHD at work
6 mins read

Top tips for helping employees manage ADHD at work

​People with ADHD will, more often than not, have challenges in the workplace, which may lead to them leaving a job. However, with tailored support and understanding around their strengths and talents, they are likely to flourish and become a great asset to your organisation.

It’s important to remember that everyone with ADHD is different, and the condition affects people in different ways, but they have the same broad range of skills, interests and intelligence as the rest of society. Open communication with your employees is key so that you can find out what support would help them most.

What is ADHD?

ADHD is a neurodevelopmental condition which affects brain structure and neurotransmission, which is the way in which messages are communicated around the brain and how different areas of the brain are activated.

It has three core traits which affects people with differing degrees:

  • Inattention

  • Impulsiveness

  • Hyperactivity

Traits of ADHD are present from childhood, but recently, an increasing number of adults are being diagnosed with ADHD for the first time, as the condition becomes more widely understood. Even without an official diagnosis, which can take years to obtain, employers have a duty of care to their employees and must offer reasonable adjustments.

A review by the Attention Deficit Disorder Association found that adults with ADHD are nearly 60% more likely to be let go from a job role, 30% more likely to have chronic or ongoing employment challenges, and three times more likely to quit a job.

So how can you support your employees with ADHD?

Promote awareness and understanding

Educating the wider workforce about ADHD can help create an inclusive environment which better understands the needs of neurodivergent employees. For your senior leadership team and managers, consider hosting training sessions or workshops to help you and your workforce understand ADHD and how neurodivergent traits impact people in the workplace.

This awareness can reduce stigma and encourage open conversations that can lead to increased empathy, support and cohesion at work. This way, your employees with ADHD can adopt strategies that work for their neurotype.

Encourage regular check-ins

Encourage regular check-ins where employees can express any challenges relating to their ADHD. When a colleague has ADHD, it’s important to understand that they intend to get tasks done in a timely manner, however, there are obstacles that might be getting in their way.

Time can be a challenge for someone with ADHD, which affects their perception of how long something will take them, and also can cause them to overestimate the length of time until a deadline. Those employees with ADHD may benefit from the routine of regularly check-ins to help keep them on track and accountable. Without these interactions with their managers or team leaders, they may unintentionally lose their way on certain tasks. This is especially true for tasks that offer no reward, novelty or interest, or have many steps to them.

Implement flexibility

Flexibility can be crucial for employees with ADHD. It takes time and patience to understand their needs and you have to get to know them as people to figure out what strategies truly work for them to help them thrive in their job role.

Consider options such as remote work, flexible hours and locations, and if possible, adjustable deadlines. These arrangements allow employees to work when they feel most productive and help to minimise distractions.

People with ADHD can meet workplace demands in an environment that helps them focus, stay on task, and be productive.

Create a structured environment

A structured work environment can greatly benefit employees with ADHD. This type of environment will help them establish routines and set clear expectations of what is expected of them.

Use project management and technology tools to help them break tasks into manageable steps and encourage the use of calendars and reminders to stay organised.

There are a number of apps which can assist people with ADHD and other neurodivergent conditions that impact executive function: i.e. working memory, attention, time management, organisation, planning and prioritisation, self-regulation, task initiation and completion, and self-monitoring.

However, not every app works for everyone, so be open to trying multiple options. Some potentially helpful apps include:

  • To do list reminders / scheduling apps (e.g. Todoist, Wunderlist, Trello)

  • Aids if reading and writing are a problem (e.g. Captivoice.com, Google Docs Voice Typing, Apple Dictation)

  • Blockers to eliminate distractions from social media / smart phones during tasks (e.g. Cold Turkey)

  • White noise / ambient noise apps (e.g. Coffivity, Focusatwill)

  • Note taking apps (e.g. To Do, Microsoft OneNote)

Provide clear instructions and feedback

Clear, concise instructions can help reduce overwhelm in employees with ADHD, allowing them to better focus on their tasks. The use of bullet points, visuals, or checklists to communicate expectations can be highly effective.

Helping your employees with ADHD succeed doesn’t stop once changes in the workplace have been made to meet their needs. You may need to consider providing and receiving feedback so both parties know how the changes are working.

As an employer, you can also tell them about their progress at work and the areas they might need to work on. Regular feedback helps them stay on track and make the necessary adjustments. Positive reinforcement can also increase motivation due to the brain’s response to reward, creating dopamine, which is a neurotransmitter that is unstable in people with ADHD.

Encourage breaks and physical activity

Regular breaks and physical activity can enhance focus and productivity, potentially reducing overwhelm or stress from their workload.

Encourage employees to take short breaks to recharge, and consider implementing wellness programmes that promote physical activity, mindfulness, or relaxation techniques.

Standing desks can benefit people with ADHD by allowing them to get up when they are feeling hyperactive and need to move. Fidget toys and footrests can also help them keep moving and the repetitive movements can help them stay regulated and focused. Walking meetings are also helpful for people with the hyperactive type of ADHD.

By implementing active initiatives, businesses can create an environment that encourages and supports physical activity and regular movement, including fidgeting or ‘stimming’, ultimately improving employee satisfaction and leading to better retention rates.

Set realistic goals and help them conquer tasks

Help employees set achievable goals that align with their strengths and capabilities. If you request something from an employee with ADHD, it can be helpful to ask them what timeframe makes sense for them to provide you with what you need.

Once this is agreed, it may be helpful to ask for regular updates before the work is due just to make sure it remains at the top of their to-do list. Be constructive with any conversations around goals and don’t be afraid to discuss with them what will help them get work done in a timely fashion. Often, switching strategies helps keep professionals with ADHD engaged, through renewed novelty.

If you notice mistakes are being made regularly, it could be that they haven’t processed the instructions properly. You can assist by asking what their preferred communication type is. People with ADHD often benefit from multiple forms, such as an email with action points following a phone call, or live captions.

As with any employee, but especially those who thrive on reward, be sure to celebrate their accomplishments to help boost motivation and confidence.

Useful resources

ADHD Works https://www.adhdworks.info/

ADDitude magazine https://www.additudemag.com/

Access to work ADHD https://www.adhd-360.com/access-to-work-adhd/

Watch our webinar 'Empowering workplaces: navigating ADHD'.

HR CV template
3 mins read

HR CV template

[Full Name]
[Home address]
[Contact Number] • [Email Address]

Personal Statement

This section is your chance to summarise the rest of the CV, and convince the recruiter to get in touch. It is important to keep it brief, between 50-200 words and outline who you are, the skills you have to offer and your career aim.

I have gained valuable experience in [area of expertise] at [organisation name], and have a particular wealth of experience and skill in [specific area]. I have a [CIPD or equivalent e.g. Masters] in HR at level [add level i.e. MCIPD or state when you will finish], and am now an [industry] professional.

My important achievements include working alongside the [team name] team at [organisation], and contributing to projects including [project name]. I was responsible for/organised [task] and increased [profit/other metric] by [£X/X%].

I am looking for my next opportunity within an [business type/industry] organisation, where I can bring real value and develop my skills further.

Education

This is your chance to talk about your qualifications, academic and vocational. You should give detail about what you studied, where and when, and list them in chronological order. If you have many of one qualification, such as GCSEs you might find it useful to group them together.

Professional HR Qualification

[College/School Name]
[Course Studied]

A-levels:

  • [Subject] – [Grade]

  • [Subject] – [Grade]

  • [Subject] – [Grade]

[College/School Name]

GCSEs:

  • [Number] GCSEs, grades [range], including Maths and English

Overview of Career Achievements

Bullet point several main achievements and/or projects you have either implemented or assisted with, throughout your whole career. You could add some impressive figures to make a real impact.

  • July 2015 – organised a project with a major charity

  • TUPE Projects

Career History

This should be brief and, as a general rule of thumb, focus on the last five years of your career, or last three roles, in chronological order with the most recent at the top. You should highlight your key achievements, and use bullet points rather than lengthy descriptions.

Remember to show development on how you progressed/took on more responsibility, and always detail system experience on this part of your CV.

[Job Title], [Company Name] [Location]

  • Nature of business e.g. retail

  • Reason for leaving e.g. contract

Responsibilities:

  • Reporting line and team e.g. reporting to the Head of HR within a team of five – this is very important within an HR CV as it shows what environment you worked in

  • Responsible for X number of employees, and several client groups consisting of sales, marketing clients etc. (this part is often missed out of most CVs)

  • Break down the employee life cycle – add facts and figures (this can be huge due to how big the cycle is – so be punchy with points and make it relevant to the job you are applying for)

E.g.

  1. Recruitment e.g. implemented rec strategy / rec 5 complex roles

  2. Learning and development training e.g. supported a management development programme

  3. Reward & compensation e.g. managed and was lead on key reward projects

  4. Employee relations e.g. provided support and advice on ER matters, managed and reported on absences etc.

  5. HR projects e.g. met deadlines and individual timelines for three projects I ran simultaneously

Hobbies and Interests

This section is not essential to include, but you may wish to depending on the role you are applying for. It can be a useful chance to show a little more of your personality. However, be warned this can be very subjective, ensure anything listed here reinforces your application and the idea that you’ll be the right fit for the role. If you don’t have any real relatable hobbies, it is probably best to omit this section.

I organise a weekly [sport] game, manage bookings, transport and help to coach the team.

Undertook a [course] in order to improve my [skill].

References

References are available upon request.

The importance of ADHD understanding in education
4 mins read

The importance of ADHD understanding in education

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects both children and adults. It is characterised by symptoms of inattention, hyperactivity, and impulsivity, which can significantly impact daily life and functioning.

As a well-recognised condition, October is the month focused on increasing awareness and support available for those affected. The exact cause of ADHD is not fully understood, but it is believed to be a combination of genetic and environmental factors.

It is a lifelong condition that you are born with, and is often diagnosed in childhood, however, as awareness increases, many adults now find themselves seeking diagnosis.

ADHD classifications

There are three clinically recognised types of ADHD, these are:

Inattentive type (ADHD-I)

Symptoms: Difficulty sustaining attention, easily distracted, forgetfulness, and trouble organising tasks. Individuals may appear daydreamy and slow to process information.

Common in: More frequently diagnosed in girls, who may not exhibit hyperactive behaviours.

Hyperactive-impulsive type (ADHD-HI)

Symptoms: Excessive fidgeting, difficulty staying seated, talking excessively, and acting without thinking. These individuals are often described as being “on the go” and may struggle with waiting their turn.

Common in: More commonly diagnosed in boys, who may display more hyperactive behaviours.

Combine type (ADHD-C)

Symptoms: A combination of inattentive and hyperactive-impulsive symptoms. This is the most common type of ADHD, where individuals exhibit a mix of both sets of symptoms.

Common in: Both boys and girls, as it encompasses a broader range of behaviours.

However, what you must remember is that though these are ‘typical’ definitions, each type presents differently in individuals. For example, a student might frequently lose their homework, forget to bring the necessary materials to class, and have difficulty following through on instructions. Or one of your teaching colleagues could find it challenging to manage their time effectively and miss important deadlines or forget they have meetings.

Whatever the symptoms, in my experience, if supported with the right understanding, tools and resources, those with ADHD can thrive, just as well, if not more, than those that don’t have it.

Why is raising awareness so important in education?

Raising awareness of ADHD in schools is crucial for fostering an environment where both staff and students can thrive. When educators have a deeper understanding of ADHD, they are better equipped to provide the necessary support for students who live with the condition. Too often, these students face challenges that, without proper awareness, go unrecognised or misunderstood.

Educators who are informed about ADHD can tailor their approach, offering strategies such as breaking down instructions, simplifying tasks, and providing more consistent feedback. These small yet impactful adjustments can make a significant difference in a student’s academic experience, ensuring they have the same opportunities for success as their peers.

Another benefit of increased awareness is the potential for early identification of ADHD. Many students go through their school years undiagnosed, struggling with focus, organisation, or impulsive behaviours that are misinterpreted as behavioural issues. When ADHD is identified early, schools can work in partnership with parents and specialists to intervene before these struggles manifest into more significant academic or social difficulties. Early intervention gives students the tools they need to manage their symptoms effectively, which can positively impact their long-term success and mental well-being.

Equally important is addressing the stigma that still surrounds ADHD - it’s getting better, but we are a long way off yet. Far too often, students with ADHD are labelled as ‘lazy’, ‘disruptive’ or ‘difficult’, when they’re grappling with neurological differences that affect their ability to concentrate and regulate their behaviour. Raising awareness helps dismantle these harmful stereotypes, replacing them with empathy and understanding.

As schools become more inclusive and accepting of diverse learning needs, students with ADHD will feel more supported and less isolated. This shift in perspective not only benefits the individuals with ADHD but also enriches the school culture, creating a more compassionate and collaborative community.

Beyond the classroom, raising awareness among students is just as vital. When pupils understand ADHD, particularly those who are diagnosed with it, they can better advocate for themselves. Self-awareness allows them to take charge of their learning, request the support they need, and develop coping strategies that can serve them throughout their educational journey and into adulthood. Empowering students in this way builds their confidence and fosters resilience.

Ideas to help raise awareness in your school

October is ADHD Awareness Month, a prime time for pupils and staff alike to focus on ADHD in your school or Trust.

Why not celebrate the achievements of those with ADHD in an assembly, get an expert to come into school and explain what ADHD is to staff and pupils, perhaps you could encourage children to create a short play on the topic, or even write an essay or short story.

Whatever you chose to do, remember that a school culture which embraces an understanding of ADHD ultimately becomes stronger, more compassionate, and better equipped to nurture every learner and staff member.

Watch our webinar 'Empowering workplaces: navigating ADHD'.