Course Objective
This course’s objective is to understand how values and behaviour shape workplaces.
Target Audience
Students and interns joining multicultural or neurodiverse teams.
Learning Outcomes:
After completing this course, learners can understand how:
- How people act, not just what they say. Authentic inclusion is found in daily interactions and behavioral consistency, which serve as more reliable indicators of support than formal mission statements.
- Observe how teams communicate and make decisions. Analyzing whether information is shared through transparent, structured channels or through informal, exclusive social loops reveals the true level of accessibility.
- Look for openness, fairness, and respect. Identifying these core behaviors during the recruitment process confirms whether an organization genuinely values diverse perspectives and equitable treatment in practice.
Duration
20-30 min.
Prerequisites
None.
Introduction and context
Workplace culture represents one of the most influential yet often underestimated dimensions of professional life. While organisations frequently describe their culture through formal statements, values, or mission declarations, the actual experience of culture is shaped by everyday interactions, behaviours, and implicit norms.
For individuals with neurodivergent profiles, understanding workplace culture is particularly important, as it directly affects communication, expectations, and the overall ability to function effectively within a team. A role that appears suitable in terms of tasks and responsibilities may become challenging if embedded in a culture that does not align with one’s way of working.
This crash course aims to support participants in developing a deeper and more practical understanding of workplace culture, moving beyond formal descriptions and focusing on observable dynamics.
Understanding Culture Through Behaviour
Workplace culture is best understood not through what organisations say, but through what people consistently do. Daily practices—such as how colleagues communicate, how decisions are made, and how feedback is delivered—offer concrete insights into the real functioning of an organisation.
For example, an organisation may formally promote openness and collaboration, yet in practice discourage questions or limit participation in decision-making. Similarly, a company may emphasise innovation, while maintaining rigid hierarchies that restrict the expression of new ideas. These discrepancies highlight the importance of observing behaviour rather than relying solely on formal narratives.
Communication styles are particularly revealing. Environments that rely on clarity, respect, and transparency tend to be more inclusive, whereas those characterised by ambiguity or unspoken expectations may create additional challenges, especially for individuals who benefit from structured interactions.
Interpreting Organisational Dynamics
Understanding workplace culture requires attention to patterns rather than isolated events. Observing how teams handle disagreements, how leaders respond to feedback, or how responsibilities are distributed can provide valuable indications of underlying values.
In inclusive environments, there is typically a greater openness to different perspectives and a willingness to adapt practices when necessary. In contrast, less inclusive cultures may prioritise conformity and discourage deviation from established norms.
Developing the ability to interpret these dynamics allows individuals to make more informed decisions about their professional paths. It also supports a more realistic assessment of whether a workplace is likely to provide the conditions needed for effective and sustainable engagement.
Workplace culture is a lived experience rather than a formal construct. By focusing on behaviours, communication patterns, and everyday practices, individuals can gain a more accurate understanding of organisational environments. This awareness represents a fundamental step in identifying contexts that are compatible with one’s needs and strengths.
Additional readings:
Mazefsky, C. A., et al. (2013). Emotion regulation in autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(12), 2843–2853.
Mikami, K., et al. (2009). Stress and coping in autism. Research in Autism Spectrum Disorders, 3(3), 672–682.
Rodgers, J., et al. (2018). Autistic burnout: A qualitative study. Autism, 22(7), 1–14.
Samson, A. C., et al. (2012). Emotion regulation in autism. Journal of Autism and Developmental Disorders, 42(5), 889–902.
White, S. W., et al. (2014). Anxiety in autism spectrum disorder. Clinical Psychology Review, 34(5), 355–366.
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