In part one of this series I described what dyslexia is and how I linked “dyslexia” with “lean.” I described how, despite the many positive attributes of people with dyslexia (e.g., tending to be more creative), schools and businesses have done a poor job of adapting educational and training systems to meet the needs of students or employees who are dyslexic. I suggested that perhaps we can and should keep in mind those who have dyslexia or other “issues” (e.g., other learning disabilities, ADHD, English as a second language) when we manage our business systems, much as lean principles and techniques have. Perhaps we can take the approach of what is called “universal design for learning” (UDL). How do we do that?

Respect of the individual

It starts with one of the key principles behind lean, “Respect every individual.” This principle is also one of the key principles of the prestigious Shingo Prize for Operational Excellence, in which it is stated,

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