Communicating confidently with colleagues

Communicating confidently with individuals who have hearing loss

There are three broad levels of hearing loss. The following descriptions are guidelines only and it should be noted that the individual will hold the information you require, so always have that conversation.

Mild to moderate
Moderate to severe (often a hearing aid user)
Profound deafness

Top Tips:

Hearing loss has no impact on cognitive ability so there is no need to change what you want to say. It may just take some extra time to have the conversation so allow time for that when planning your conversation.
When talking, ask them at regular intervals if they are comfortable with the conversation and happy to continue. It can be very tiring for them if they have to concentrate on understanding you as well as answering your questions.
Depending on the severity of hearing loss and the length of the conversation you are having, it may be useful to consider splitting the conversation into two or more segments with a suitable gap between them. Ask them, they will be happy to tell you if they feel it would help you both get the most out of the conversation.

Communicating confidently with individuals with visual impairments

There are many different conditions that lead to a visual impairment and many levels of severity. The following are guidelines only and it should be noted that the individual will hold the information you require, so always have that conversation.

Top Tips:

When you meet someone, clearly say who you are and where you and others are located in the room (they may also like you to briefly describe the surroundings).
If you are shaking hands, do not just hold out your hand, say “Hi, I’m XXX, I’d like to shake your hand”
In a group conversation or meeting you should say if you are leaving and say hello again when you return
Do not grab someone by the arm to lead them, ask if they would like to take your arm
Pre-empt obstacles – “we’re approaching some stairs, there’s a barrier here” etc. When you arrive at the stairs say whether they are going up or down.
When guiding to a seat, place the persons hand on the back of the seat and explain what, if anything, is adjacent to it – i.e., where the table or desk is.
Ask in advance if the individual will bring a guide dog with them and make sure you have facilities available for the dog to take breaks outside.
Before petting a guide dog, check with the owner that it is OK, Dogs must concentrate to do their job
Include blind people in group discussions; it is more difficult for a blind colleague to intervene if they cannot see other people’s body language.
In group discussions, say your name and ask others to do the same before speaking. Doing this makes it easier to follow the conversation.
Do not avoid terms such as ‘Did you see…’ as these rarely cause offense. Use normal language as much as possible but do stop short of phrases such as ‘I must have been blind’

When the individual is travelling, make sure reception or front of house staff are expecting the person and are confident in greeting them. They should greet the individual as soon as they enter the building and not expect them to find a reception desk to introduce themselves. Guide dog owners may also need to avoid rotating doors (especially tighter or more fast-moving ones) and always need to avoid escalators.

Communicating confidently with individuals who have specific learning difficulties/neurodivergent conditions.

Specific Learning Difficulties (SpLDs), also referred to as ‘neurodivergent conditions, affect the way information is learned and processed. They are neurological (rather than psychological), usually hereditary and occur independently of intelligence.

They include Dyslexia, Dyspraxia (or Development Co-ordination Disorder), Dyscalculia, Dysgraphia and Attention Deficit Disorder.

Dyslexia is thought to affect around 10% of the world’s population, 4% severely. It is the most common of the Specific Learning Difficulties, a family of related conditions with considerable overlap or co-occurrence. Together these are believed to affect around 15% of people to a lesser or greater extent.

Some things to find out are:

Do they use assistive technology, and, in which case, what is it?
Would a reader or other support worker be helpful?
Would an alternative format such as a different font or color be helpful? (Simple colored overlays are easy to source and really effective for monitors or printed materials.)
Would providing additional time be helpful?

It is important to bear in mind that no two people with Specific Learning Difficulties will have the same profile of strengths and weaknesses. However, the following areas of difficulty are typical, information Processing, memory, communication skills, literacy, sequencing, organisation and time management, direction and navigation, concentration, sensory sensitivity and visual stress.

Specific Learning Difficulties are also linked to a range of heightened skills. These include big picture thinking, problem-solving and lateral thinking abilities, an instinctive understanding of how things work, originality, creativity and exceptional visual-spatial skills.

Communicating confidently with individuals who have Asperger’s or Autism

Autism and Asperger’s are often described as ‘spectrum’ disorders because the condition affects people in many ways and to varying degrees.

Top Tips:

The individual may have difficulty with social communication, social interaction and social imagination. So, make allowances for these if they are not part of the job.
The main obvious features of these social behaviors usually involve not being able to detect sarcasm, double meanings, jokes, etc., and an above average attention to routine. Often, they find it difficult to maintain eye contact with people they meet and can come across as quite abrupt or unnecessarily challenging of things you say. These are not intentional actions and should not be judged so.
Ask them what their preferred method of communication is and always back up any verbal information or instructions in writing, ideally using Plain English.
To identify the most appropriate accommodation you need to communicate with them and understand more about their requirements.

Some things to find out are:

Do they use assistive technology, and, in which case, what is it?
Would a reader or other support worker be helpful?
Would an alternative format, such as a different font or color, be helpful?
Would providing additional time be helpful?

Ask them but keep the language you use simple and logical. Make allowances for any social mishaps like the individual being seemingly too abrupt or too quiet.

Communicating confidently with individuals with motor impairments

Motor impairments can affect movement of the upper or lower extremities and may result from a variety of conditions, including brain trauma, Cerebral Palsy, Arthritis, limb loss, paralysis, Motor Neuron Disease and many others. The impact will vary by individual and may affect the following:

Mobility
Reach and grip
Fine motor tasks and Motor control

Top Tips:

Do not make any assumptions. Remove any sources of stress or things that can cause confusion, such as difficult physical access to buildings or protracted travel arrangements. Offer face to face, telephone or email support to ensure understanding of any travel instructions.
Consider asking if they need a friend or support worker to help them or guide them during any necessary travel that promises to be difficult or taxing.
You may wish to discuss flexibility around the times of appointments (rush hour travel may be stressful) and note that, in some cases, the individual may require a support person to help them access information, complete tasks or attend meetings.

If the person uses a mobility device, such as a wheelchair, they may also have trouble reaching objects or using their hands while also using the mobility device. Impairments that affect the upper body may impact on an individual’s ability to reach, lift, grip and carry objects. They also impact on an individual’s ability to operate equipment that relies on motor abilities, such as a mouse for a computer. Many motor impairments are invisible (for example only 8% of disabled people use a wheelchair). Be safe and never assume – always ask.

Communicating confidently with individuals who have a facial or body difference

Differences (formerly termed ‘disfigurements’ but now no longer felt an appropriate term) can be stressful for the individual who will be worried that they are judged by their appearance and not their skills. Equally though, facial or body differences can be stressful and distracting for others. It is best if people meeting the person for the first time are prepared for meeting someone with a noticeable difference so that they can deal confidently with the situation.

Top Tips:

Make eye contact as you would normally.
Listen carefully and do not let the person’s difference distract you.

You may feel nervous about the conversation so choose an easy topic to get the communication flowing. Do not ask what happened to the individual, you may get to the point of doing so when a relationship and trust are built but not at first or in early meetings. Be prepared for them not to want to discuss it.

Discuss adjustments for any communication difficulties if appropriate, discussing with them what support would work best for them.

Further information can be found on the Face Equality International website.

Communicating confidently with individuals who have mental health challenges

Many people with mental health challenges can perform well in their job. One in four people will experience a period of mental ill-health at some stage in their lives, so do not underestimate the prevalence of mental health issues. It would be useful for people to be made aware of how to deal sensitively with the situation.

Top Tips:

Do not make any assumptions, check their preferred method of communication – social interaction can be a challenge for some.
If they are displaying non-typical behavior or seem distressed, do not ignore it, ask how you can help. Be patient and avoid making judgments.
Remove any potential sources of unnecessary stress or things that can cause confusion, such as protracted travel arrangements, multiple deadlines or time pressures. Stick to a plan and avoid late changes in arrangements.
For any formal tests, encourage the use of practice tests as they may take a little longer to interpret new information.
Keep communication simple and follow verbal instructions with written instructions to confirm understanding.
Offer telephone or email support to ensure understanding of the instructions.
Give more time to ensure understanding and consider providing a friend or support worker to clarify the guidance and/or accompany them during formal or stressful activities.
Be flexible on the time of appointments – rush hour travel may be stressful.

Note that, in some cases, the individual may require a support person to help them access information, complete tasks or attend meetings.

Communicating confidently with individuals who are Transgender

If someone has declared they are transgender, it is probably because they want you to be confident with them and for them to be confident with you.

Often people misunderstand what transgender means, thinking that the term refers to a person who is going through gender change from male to female or vice versa. Transgender is the state of one’s gender identity (self-identification as woman, man, neither or both) not matching one’s assigned sex (identification by others as male, female or intersex based on physical/genetic sex).

Transgender is not about sexual orientation. It does not imply any specific form of sexual orientation; transgender people may identify as heterosexual, homosexual, bisexual, pansexual, polysexual, or asexual; some may consider conventional sexual orientation labels inadequate or inapplicable to them.

Top Tips:

If their name does not conform with your interpretation of gender identity (example: a male called Stephanie) then do not ask questions about their name as this is disrespectful. They have their own individual identity, and it is absolutely right that you should respect that identity.
Do not allow the fact that the individual is transgender to lead you to make any assumptions about their skills or the sort of role to which they are suited.
Most of all, be yourself around them and allow them to be themselves too. If you are confident and comfortable, they will be as well and will be able to perform at their best in their work.

Communicating confidently with individuals who do not speak English as their first language.

It is perfectly reasonable for a recruit or existing employee to speak a different language other than English so long as proficient English speech and/or reading is not required for the role. Indeed, you may have recruited someone because they speak a different language.

Top Tips:

For a new recruit, once you have communicated the intention to employ them you should ask the employee if they have someone, they know who can be available as a translator if that is practical and appropriate for any meetings or calls.
Make sure you address the employee in all face-to-face communication, not the translator.
It is quite reasonable for you to communicate with the employee in written English in the first instance unless you already employ someone who can translate for you, and it is practical and appropriate to do so. In many instances it is advisable to put instructions, for example health and safety and evacuation procedures, in writing after having satisfied yourself that they have been explained to the employee and you have established that they understand what is required of them.
You may be required to obtain the services of an interpreter when you are looking to employ someone who speaks a specific language.
You should agree with the employee what steps they will take to learn or improve their spoken and written English and what, if any, steps you will take in supporting them.

Communicating confidently with individuals who use a wheelchair or other mobility aid

A wheelchair or mobility aid is merely a way for them to get around. It has no impact on their capability and it does not mean you have to rebuild your workplace to accommodate them.

Top Tips:

If you are in any doubt about what they need then ask them first, do not make assumptions on their behalf.
If you get it wrong, apologize and carry on respectfully.
Do not ask why they need a wheelchair or mobility aid, it is not an appropriate question.
Do not offer to push them unless you are asked to help.
Talk to the individual directly, not their assistant (if they have one), try to get to their eye level (without crouching down in-front of them) by asking them if they would prefer you were seated. If you cannot be seated, move back a few steps so they do not have to crane their neck to speak to you.
Do not worry about using phrases like ‘let’s walk over there’ or ‘I’m running late’. These are figurative remarks and part of normal speech. The individual should not be offended.
Discuss with them any accommodations they feel need to be made to their working environment

Things to consider:

Their working location – is it accessible?
Is there a nearby parking space and is it usually vacant?
How far is their location from the nearest public transport network?
Is their workspace, accessible toilet and catering facilities all on the ground floor, or a lift big enough to take a wheelchair?
Is their workspace and other rooms they will be using big enough to accommodate a wheelchair – allowing it to turn around easily?

Here is more information on accessible locations.

Communicating confidently with individuals who are Deafblind

Be aware that when someone has both a moderate to severe vision impairment and moderate to severe hearing loss they are termed ‘deafblind’ but may not be fully deaf or completely blind. Deafblind people communicate in a range of different ways including slow, clear lip-reading, BSL (sometimes with the hands close to their face or off to one side so they can use their remaining peripheral vision) or hands-on signing which they can feel rather than see (called ‘deaf blind manual‘). Below are some tips for those who come into contact with the individual.

Top Tips:

Make sure you have the person’s attention before trying to communicate with them.
Touching the top of a deafblind person’s arm, gently with one finger, is an acceptable way of attracting their attention.
Identify yourself clearly and check that you are in the best position to communicate – they will show you where it is best for you to be.
Avoid noisy places and background noise and make sure the lighting in the room suits their particular needs.
Try to speak slowly and clearly without shouting and be aware of your lip movements – do not cover your face or eat whilst speaking.
Use gestures and facial expressions to support what you are saying and be prepared to repeat phrases or re-phrase sentences.
Be aware that communicating can be hard work so take regular breaks.

Communicating confidently with individuals with a speech impairment

The effects of someone’s speech impairment can be greatly reduced if you are aware of some basic principles and take a sensitive approach.

Top tips:

Slowness or impaired speech does not reflect a person’s level of intelligence so give them time to communicate but do not patronize
Always ask someone to repeat if you do not understand, it is really irritating and very obvious if you try to guess
Have a little patience and wait quietly for the person to finish, it is not helpful to complete words or sentences on their behalf
Always ensure a glass of water is available – worrying about a dry mouth is not going to help
Keep the conversation relaxed and resist the temptation to prattle or fill in the silences – if you are comfortable it helps.
Involve the individual if you are struggling to understand, ask what works best for them, sometimes it is easier to use written communication as well as verbal
Avoid asking questions that require long and complicated answers, plan them in advance it makes life easier for everyone.
At the beginning of the conversation check if short breaks might help and that you have the pace right for them when you have begun

Communicating confidently with individuals who have a learning disability

A learning disability is a reduced intellectual ability and difficulty with everyday activities – for example, household tasks, socializing or managing money – which affects someone for their whole life. A learning disability should not be confused with dyslexia and mental health conditions. Dyslexia is a “learning difficulty” (not disability) because, unlike a learning disability, it does not affect intellect. Mental health problems can affect anyone at any time and may be overcome with treatment, which is not true of a learning disability.

Top Tips:

To identify the most appropriate accommodation you need to communicate with the individual and understand more about their requirements.
Check their preferred method of communication and always back up any verbal information or instructions in writing, ideally using Plain English or Easy Read.
Assume that the individual will understand you
Avoid making assumptions, initial impressions may be far from accurate
Keep it simple and stress free
Be flexible.

Some things to find out are:

Does the individual use assistive technology and, in which case, what is it?
Would a reader or other support worker be helpful?
Would an alternative format such as a different font or color be helpful?
Would providing additional time be helpful?

It is important to bear in mind that no two people with a Learning disability will have exactly the same profile of strengths and weaknesses. If in doubt – ask.