Author: Mary Ila Ward

  • Should I Let My Employees Have Side Gigs?

    Should I Let My Employees Have Side Gigs?

    Three people work with me full-time. All three have side gigs. Two are adjunct instructors at local universities. One writes résumés. Another picked up a gig I once had but didn’t want to do anymore. She was skilled in the area and enjoyed the extra income.

    The side gigs they have are in adjacent spaces to our business. They are able to share their expertise, make connections, and help themselves and others grow while they earn extra income.

    Why I Support Side Gigs

    Some people think I’m crazy for “allowing” this. I don’t just allow it. I support it and encourage it. Their side work has never interfered with delivering on our clients’ needs. Never, not once.

    In fact, the way we work makes supporting side gigs easier. It does not matter when or where the work gets done as long as client needs are met. That is harder to pull off in environments that require standard hours and physical presence. But I would argue that banning side gigs actually hurts morale. If people really want or need to do outside work, they will. They will just keep it hidden, which only diminishes trust and weakens culture.

    What Leaders Should Do

    So what should you do as a leader when you have full-time employees with pursuits outside of what you pay them to do?

    • Talk openly about their interests and pursuits outside of work. This includes side gigs, hobbies, and family-related commitments. Ask about what matters to them and encourage holistic development. No one can get everything they need out of their “day” job.

    • Talk openly about compensation and salary needs. You may not always be able to pay more, but being supportive when someone wants to drive a few Uber routes, Airbnb their home, sell art or jewelry, or teach a class helps foster open communication and trust. Life is expensive, and for many people multiple streams of income are a necessity.

    • Handle it directly if it becomes a problem. If tasks are not getting completed, deadlines are missed, or presence is required and not met, sit down one-on-one and discuss performance. Reiterate or set clear expectations and allow the person the autonomy to meet them. Avoid ultimatums about quitting side work. This approach holds true not only with side gigs but also with personal issues that may impact performance.

    • Be clear about your organization’s standards. Define what counts as competitive work. Communicate that taking competitive work or soliciting it for personal benefit is off limits. Side gigs in adjacent spaces can be acceptable, but if the organization offers the service, the organization—not the individual—owns that work.

    Keep the Conversation Going

    Sometimes the lines are not clear. For example, there is a difference between:

    • An electrician employed by an electrical company doing side jobs without routing them through the employer, and

    • A firefighter who is also a certified electrician and takes residential electrical work on days off.

    If the lines are blurry, talk about it. If you are already open about side gigs, it is much easier to have honest conversations when gray areas arise.

    At the end of the day, supporting outside pursuits builds trust, morale, and culture. People bring their whole selves to work. When we acknowledge that, we all grow.

  • Make It Fun: Choosing AND at Work

    Make It Fun: Choosing AND at Work

    Mary Ila spoke at the 2025 DisruptHR Huntsville event in August, all about how to make work fun and productive. Here’s a recap on what her five minute talk emphasized! 

    Work and play. Too often, we treat them as opposites—like you can only have one at the expense of the other. But what if the real secret to stronger results, happier teams, and better workplaces is choosing AND?

    At Horizon Point, we believe the most impactful organizations are the ones that put people first. And putting people first means recognizing that work and play don’t have to be at odds. In fact, blending the two is where innovation and connection thrive.

    The Power of AND

    For decades, we’ve separated the serious from the playful. Work is about productivity, deadlines, and outcomes. Play is what happens after hours. But that split ignores a core truth: people bring their best selves to work when they feel safe, connected, and able to enjoy what they do.

    By embracing AND, we unlock a workplace culture where high performance and genuine joy coexist.

    The Elements of Work AND Play

    When we think about combining work and play, three core elements rise to the top:

    1. Fun

    Fun doesn’t mean frivolous. It means creating moments of levity and joy that break up the intensity of daily tasks. Laughter, shared activities, or simply celebrating wins together makes teams more resilient and energized.

    2. Connection

    Play builds bridges. When teams connect on a human level—beyond job titles and roles—they develop trust that strengthens collaboration and communication.

    3. Inclusivity

    Play levels the playing field. When everyone is invited in, regardless of position or personality, workplaces become more open, creative, and equitable.

    Psychological Safety: The Foundation

    Of course, fun, connection, and inclusivity can’t thrive without psychological safety.

    Psychological safety is the shared belief that the team is safe for interpersonal risk-taking. When employees know they can speak up, make mistakes, and be themselves without fear of judgment, they feel respected and valued. Research shows it’s one of the most important factors in effective teams.

    Your Turn

    So, how do you choose AND at work?

    • Find small ways to infuse fun into your team’s routine.
    • Be intentional about building meaningful connections.
    • Make sure everyone feels included, seen, and valued.
    • Create a culture where psychological safety is the norm, not the exception.

    Work and play. Productivity and joy. Results and people first. When we stop choosing one over the other, that’s when workplaces truly thrive.

  • Why Fewer Men Are Working and What Policy Can Do About It

    Why Fewer Men Are Working and What Policy Can Do About It

    We’ve written before about the decline in prime-age males in the workforce—and how this and other demographic trends are impacting overall labor force participation. We’ve also explored the research behind why fewer men in the U.S. are working today, a trend that’s been building for decades.

    This graph pretty much sums the issue up:

    So, what do we do about it?

    In a 2023 post, we shared a few ideas for what employers can do. But what about at the macro level? From a policy perspective, what might actually move the needle?

    Brad Wilcox, a professor at the University of Virginia, has a couple of ideas:

    1. Promote the Success Sequence

    We discussed this in our last post. Read all about it here

    2. Defund College, Refund Vocational Education

    In his book Get Married, Wilcox writes:

    “Not enough male teachers, too little recess, books that don’t speak to the male imagination, and intolerance for the boisterous spirit of boys in our nation’s schools are among many factors driving ‘the growing epidemic of unmotivated boys and underachieving young men’ in the education sector.”

    He continues:

    “Big education has also focused its spending and attention overwhelmingly on serving students on the ‘college track,’ a track now dominated by girls and young women. The Department of Education, for instance, spends about seventy-nine times as much money on colleges and universities as it does on vocational education in high schools and community colleges.”

    In short, our system is failing to equip many young men—especially those from poor or working-class backgrounds—with the skills, confidence, and purpose that come from learning a trade. This isn’t just about economics. It’s also about dignity, direction, and a clear path toward a stable, decent-paying job. Even some affluent young men would benefit more from hands-on work than from a traditional college path, as I’ve written about previously.

    Wilcox’s recommendation? Shift investment and prestige toward vocational and technical education.

    “Career Academies—high school programs that offer struggling students rigorous, career-oriented courses—have succeeded in boosting the earnings and marriage prospects of young men who succeed in them. Policymakers should lean into the success of Career Academies and other CTE models in high schools and community colleges by increasing funding and prestige for these programs.”

    Local Progress, National Opportunity

    I’m encouraged to see progress in this area locally—through both funding and community focus. But more is needed.

    We also need to engage strong, positive male role models earlier in boys’ lives. As Wilcox points out, there are far fewer male teachers than female teachers—especially in early education. Many boys are raised by single mothers, taught mostly by women, and rarely see men working in trades or industries that might spark their interest—if only they were exposed to them.

    The decline in male workforce participation has been slow and steady. Climbing out of it won’t be quick, but with thoughtful, long-term policy, it’s possible.

    And it’s not just a workforce issue—it’s a societal one. As poverty expert Ruby Payne has said, “If men aren’t employed, they are usually one or both of two things: lovers and fighters.”

    That reality runs counter to the success sequence—and leaves too many men incarcerated or disengaged rather than contributing meaningfully to their families, communities, and economy.

    So I guess I’ll wrap up by saying this: If we want to reverse the decline in male workforce participation, we need to rethink how we educate, support, and engage young men – starting early and continuing through career entry. It’s not just about jobs; it’s about purpose, identity, and belonging. Investing in these solutions today can lead to a stronger, more stable workforce (and a healthier society) for everyone.

  • The Success Sequence: Workforce Development Meets Poverty Prevention

    The Success Sequence: Workforce Development Meets Poverty Prevention

    The Alabama Legislature recently passed SB289, a bill supporting the teaching of the Success Sequence in all public schools. This three-step model offers a data-driven approach to breaking the cycle of poverty:

    1. Graduate from high school

    2. Obtain full-time employment

    3. Marry before having children

    The sequence is simple, but the order is essential. Research from Brad Wilcox and Wendy Wang found that 97% of millennials who followed this sequence were not poor in adulthood, further citing that is also the case for 94% of Millennials who grew up in lower-income families and 95% of those who grew up in non-intact families.

    Source: The Power of the Success Sequence for Disadvantaged Young Adults

    Education, Employment, and… Marriage?

    The relationship between education, employment, and poverty is widely studied (also, remember the Benefits Cliff?). However, marital and parental status is often overlooked, unless the discussion centers around childcare or workforce participation. But the data suggests we need to talk more openly about the order of life events.

    Raising children is hard and expensive, regardless of your educational level, job status, or marital situation. But raising children without a high school diploma, without full-time employment, and without a supportive partner makes the challenge exponentially harder. The hurdles compound and make it more difficult to escape poverty.

    How the Sequence Supports Workforce Participation

    Let’s zoom in on the middle step: employment.

    If you lack a high school diploma and have children without support from a spouse or caregiver, holding a job becomes significantly more difficult. You’re more likely to experience job instability, absenteeism, and burnout. For employers, this translates into higher turnover and less workforce reliability.

    While the model doesn’t say you must get married or have children, it suggests a strategic order if you do. Marriage before children, backed by education and employment, sets individuals – and their families – up for long-term stability.

    Why the Success Sequence Matters for Employers and Communities

    Promoting the Success Sequence isn’t just about preventing poverty. It’s also about ensuring a strong, stable workforce. When individuals follow this path, they’re more likely to stay employed, reducing turnover and increasing productivity.

    Supporting the sequence, whether through school programs, community education, or policy, could be a smart, proactive investment in both economic mobility and workforce development. The Brookings Institution in D.C. has been talking about the Success Sequence for over a decade. Maybe it’s time we pay attention.

    What Are Your Thoughts?

    Do you think the Success Sequence is a valuable tool in reducing poverty and improving employment outcomes? Should schools and communities promote it more directly? We honestly want to know. Drop us a line at info@horizonpointconsulting.com or fill out the quick poll below.

    Create your own user feedback survey
  • What Really Motivates Employees? Lessons from Herzberg

    What Really Motivates Employees? Lessons from Herzberg

    What really motivates employees? We don’t have a straight answer for you, but we do love a good organizational psychology theory that stands the test of time—and Herzberg’s Two-Factor Theory of Motivation. We aren’t ready to talk about what really motivates employees until we’ve talked about what doesn’t unmotivate them (yes, we know that’s a double negative and that unmotivate isn’t a real word, but stay with us.)

    Simply Psychology puts it like this:

    Herzberg’s two-factor theory suggests that job satisfaction is influenced by two categories:

    Motivators
    , like recognition and achievement, lead to higher satisfaction and motivation.

    Hygiene factors, such as salary and working conditions, prevent dissatisfaction—but don’t necessarily inspire motivation.

    In other words, motivators spark engagement and growth, while hygiene factors help employees stay neutral rather than dissatisfied. According to Herzberg, what really motivates employees are factors that can’t meaningfully exist until hygiene factors are taken care of. Both hygiene factors and motivating factors are necessary to create a productive and fulfilling work environment.

    Yikes, I’m a supervisor!

    If you’re in a supervisory role, this might sound a little discouraging—are you only responsible for preventing dissatisfaction? Can’t you inspire motivation too?

    We think you can. In fact, we’d argue that the ability to influence motivators is what helps a supervisor become a leader.

    What Really Motivates Employees: In Practice

    Here are a few practical ways you can move beyond maintenance and actually create a motivating workplace:

    1. Get to Know What Drives Each Employee
    Want to know what really motivates employees? Ask them.

    Different motivators resonate with different people. Start with our Motivation Checklist to understand what matters most to your team.

    We often use this in conjunction with DiSC training, which we highly recommend for new teams or teams experiencing disconnect. 

    2. Hold Meaningful One-on-Ones
    Use regular one-on-one conversations to explore motivators and check on hygiene factors. Ask questions like:

    • What are your career goals?
    • What kind of work energizes you—and what drains you?
    • How do you prefer to be recognized?

    Need help? Try our printable conversation cards designed for intentional check-ins. We also recommend cards from The Unstuck Box.

    3. Don’t Ignore Hygiene Factors
    In your one-on-ones, also check on basic needs:

    • Are tools, resources, and safety measures in place?
    • Are personal challenges affecting work?
    • Are compensation or benefits a concern? (Make this a point of discussion at least once or twice a year.)

    4. Support Development and Growth
    Create personal development plans that encourage ownership and responsibility. We use the Leaders as Career Agents process to guide these conversations.


    Leaders as a Bridge to Satisfaction

    Leaders who consistently invest time in these actions are more than just supervisors—they become the bridge between employee potential and job satisfaction. So… what really motivates employees? It doesn’t require big budgets or elaborate programs—just intentional conversations, consistent follow-through, and a commitment to growth.

    How are you creating engaging work environments?

    We’d love to hear what works for you.