Horizon Point Consulting

Category: Next Generation Workforce and Workplace

We help individuals, organizations, and communities think innovatively about the next generation workforce and workplace. Read these forward-thinking stories and best practices from our work and lives.

  • 3 Ways to Keep Your Adult Kids from Moving Back in with You

    The statistics are startling.  In 2009, 80% of college graduates moved back in with their parents according to CNN Money.  That’s just because the economy was so bad then you say.

    Probably not.

    Market Watch reported that a Pew Research Center Analysis determined that in 2012, 36% of adults ages 18-36 live at home with their parents.   That’s more than 1/3 of young adults in America not out on their own.  If you consider someone over 30 a “young adult”.  And Tim Elmore reports in his new book, 12 Huge Mistakes Parents Can Avoid, that in 2013 85% of college students planned to move back home after graduating.

    Many parents ask me what they can do to help their student be successful in college.  I think the better question is how can we help college prepare them to be successful as independent adults?

    In order to enable flight into the real world instead of a retreat back home, there are three things we need to focus on:

    1. Help them find a career path where their skills and talents are needed in the market place.  Not having a job or not having a job that pays enough to afford to live independently causes students to move home.  If we help them determine career direction and set them up to pursue that direction through their college experiences, then they will be more likely to find quality employment.
    2. Make them work.  With the above being said, just having an educational credential that is linked to a marketable field is not enough.   I recently had a parent of a college graduate call us to ask for help in getting his son’s resume in order to help him to pursue a job.  He had graduated from a top program in a marketable field, but had no job prospects.  He had moved back home with his parents.   When we got an initial draft of his resume from him, it was obvious why he wasn’t having any luck.   At age 24, the kid hadn’t worked a day in his life. On top of that, he didn’t have much involvement in student or leadership activities while in college.   We couldn’t make up experience for him to put on his resume. Simply pursuing an internship in the field of his major at the very least (where I know for a fact there are firms all over the campus he attended clamoring for interns and full-time employees) would have given him opportunities in his field and potential job prospects post graduation, not to mention the opportunity to learn skills and garner experience that can’t be developed only in the classroom.  As Dr. Elmore says in his book, “Work shapes us. Being productive is innately good for human beings.” In addition, working and being responsible for some of their own finances teaches valuable skills and can help with one of the reasons students can’t afford to go out on their own- student loan debt.
    3. Don’t do it for them.   The kid that couldn’t get a job in his field wasn’t calling me about his resume. His dad was.  After talking to his dad two or three times to try to arrange things, I finally asked him to tell his son to call me directly.   If his son had been given responsibility for his future without the crutch of his parents couch and his dad calling to get his resume drafted and pay for it, he might be out on his own now.  It’s just an example of a larger pattern in promoting lack of motivation and drive by doing and fixing everything for our kids.  We enable a can’t do instead a can-do attitude.

    I say this just as much as reminder to myself as a parent than anything. As I listen to my three-and-a-half year old scream that he can’t put his shoes and socks on by himself when I know his is fully capable of doing it on his own my mind flashes to him as a 30 year old at home on our couch.   I calmly tell him he can do it himself and walk away, hoping this doesn’t make us late. I haven’t always chosen this route.

    If your student is headed to college, who is filling out their college applications, writing their scholarship essays, asking for recommendations from teachers and scheduling college visits?  If we are doing all this for them as 17 and 18 year olds, what makes us think they are going to take ownership of things when they graduate from college (if they are even able to graduate by their own efforts) at 22 or 23?

    It’s sometimes easier said than done, but if we all want our kids to be successful in life, not just in college, we need to remind ourselves to think long term by helping them:

    • Discover who they are and help them match that to a need in the marketplace
    • Make them work to help them learn the value of being productive early on
    • Provide them with opportunities to do things on their own, without us constantly rescuing. This includes allowing them to fail when they don’t take responsibility for doing things on their own.

    Interested in more related topics? You may also like:

    Help Your Child Discover

    College Prep Checklist

    Help Your Child Create a Pros and Cons List not a Good or Bad List

    Be a Coach to Your Child

    What are you doing today to prepare your child for tomorrow?

  • No Rules, Just Shoes for Sensitivity Training

    No Rules, Just Shoes for Sensitivity Training

    One of our favorite clients requested that we come in and conduct “sensitivity training” for employees.   According to Wikipedia, sensitivity training “is a form of training with the goal of making people more aware of their own prejudices and more sensitive to others.”  The client wanted to make sure that employees understood how to conduct themselves around each other and customers and to understand the legal standards around discrimination.

    Of course, we at Horizon Point aren’t very good at conducting your standard, run-of-the-mill employee training that revolves around an instructor standing at the front of the room telling you what you should and shouldn’t do.  Number one, that’s just plain boring, and number two, this kind of training doesn’t lead to changed and improved behavior on the job.

    So we shook it up a bit, and after getting groups in the class to research and explain with examples what legislation such as Title VII of Civil Rights Act, Americans with Disabilities Act, Sexual Harassment Law, and The Age in Employment Discrimination Act, our theme for the training became:

    Slide06_cade3e754357502d337746d928670112

    When it comes to knowing how to interact with others in the workplace, the legislation that surrounds this dynamic can become overwhelming.  Overwhelming to the point that it inhibits your ability to accomplish anything for fear of doing something wrong.

    The challenge of our “Beyond Talent” approach to “Sensitivity Training” is to simplify it.    And quite simply, you simplify how to interact with others by taking a walk around in their shoes before saying or doing something.  Throw the law or rule books out the window and challenge people to get to know people who are different than they are and try their “shoes” on for size.   By doing this, nine times out of ten you’ll act in a way that won’t ever get you in legal hot water, but more importantly, this way will build more engaged and productive workplaces because people are treated with respect and valued for who they are and what they contribute to the team.

    Have you ever been thorough a sensitivity training?  What was the best take away?

  • 3 Introverted leaders and the leadership lessons we can learn from them

    3 Introverted leaders and the leadership lessons we can learn from them

    We used to think leaders were born, not made. Now we know through training, coaching and mentoring the skills needed to be an effective leader can be learned.  However, there are certain leadership situations, company cultures and team dynamics lend well to certain types of personality traits (“born” characteristics) that individuals possess that make a person more effective in their leadership role. 

    One of the most common personality continuums discussed today is introversion/extraversion.

    A rundown of the dynamic can be seen here: 

    Orientation of energy

    E     EXTRAVERSION

    Energized when you are with people 

    Talk out your ideas

    First you live it – then you understand it

    Enjoy the interaction

    Breadth of inter

    INTROVERSION    I

    Energized when you are alone

    Reflect on your ideas before vocalizing

    First you understand – then you live it

    Enjoy the concentration

    Depth of interest

    Unfortunately, there is still an “extravert ideal” that surrounds leadership, especially in western culture.  Whereas some situations and roles demand someone who is energized by others, outgoing, gregarious and people oriented, some leadership roles and situations are served better by the leaders who are thinkers, driven by ideas and oftentimes driven by solitude or small, intimate relationships, otherwise known as the introverts among us. 

    Consider these three introverted leaders and how their disposition made them more effective: 

    Moses.  As the leader of the Israelites out of slavery in Egypt and into the Promised Land, Moses (especially the movie portrayal of him) may imply that he was an outgoing orator with the skills to fire up his people and move them forward.  However, Moses spoke with a stutter and utilized his more extraverted wingman, Aaron, to speak to the people (Exodus 1-15).  His introversion is also seen in his humility. Numbers 12 accounts that he was a “quietly humble man, more so than anyone living on earth.”

    Introverted leadership trait seen in Moses that is needed for today’s leader:  Humble and reflective

    More on leadership lessons from Moses

    Stephen Wozniak. When you hear Apple, most immediately think of Steve Jobs as the leader. However, Apple most likely would have never existed without Stephen Wozniak, the brainy electronics geek and consummate nice guy that designed the circuit boards that created Apple’s first computer. He co-founded the company with Jobs.   In the early years of Apple, Wozniak was the worker bee and genius that drove the creation of the personal computer. 

    Introverted leadership trait seen in Wonziak that is needed for today’s leader:  Innovation through concentrated hard work and depth of knowledge

    Rosa Parks:  As one of the icons of the Civil Rights movement, Rosa Parks was a small, unassuming woman. Her refusal to give up her seat on the bus to a white person may portray her as confrontational person, but that she was not. And because she wasn’t, her impact was far-reaching. Just think, would a gregarious, outspoken extravert have made the same impact on the bus that night by refusing to give up their seat? 

    Introverted leadership trait seen in Rosa Parks that is needed for today’s leader:  Determination and quiet resolve. 

    Know an introverted leader?

    How does their introversion make them a better leader?

    Other introverted leaders you should learn more about: Eleanor Roosevelt, Warren Buffett, Al Gore, Gandhi, Einstein, Stephen Spielberg, Larry Page

  • Passion + Productivity = Give Back

    Passion + Productivity = Give Back

    “Rarely are there ever great achievements without great expectations.” 

    A mid-sized manufacturing firm in a small Alabama community demonstrates the give back mindset through their passion and productivity. This focus has transformed an almost bankrupt company into a thriving and profitable business. Not only that, their passion and productivity prompts them to give back to the community in which they live and work. 

    The company’s mission statement reads, “We are passionate about resolutions that positively impact our customers.” With this mission, the President of the Company states, “We have products and solutions that can help make customers more productive, save money and keep people safe. Why would we not want everyone to know this? We can help enrich the lives of others by what we do. Because we believe this, we can approach our work with not just hard work by an element of intense emotion. This type of enthusiasm is contagious. The longer people work in this environment the more infected they become.”

    Their work does not stop with “intense emotions”. It extends to a focus on productivity as well. “Productivity is a measurable activity. Every week we get together as a team and review a couple dozen key indicators to be certain that we are meeting our internal and external standards. The bottom line of how this is demonstrated is letting our yes be yes and our no be no. Our vision is to be the trusted source for tough mining and industrial rubber solutions. We will bend over backwards, increase productivity, to make certain we keep our promises to one another and to our customers,” states the company President. 

    The focus on passion and productivity extends beyond the walls of the organization and into the community. 

    “From everyone who has been given much, much will be demanded; and from the one who has been entrusted with much, much more will be asked.” 

    The company seeks to spur more passion and productivity in the community by partnering with organizations, churches and schools that impact individuals. 

    Through the Partners in Education Program in their community, the company works with high school students to help them maximize their potential by providing college scholarships, hosting a parent night and providing one-on-one career coaching to students at the school. The combination of these programs helps the school with resources that are not readily available otherwise. The company hopes that these efforts will help students form a plan, create goals and reach their potential in order to become productive citizens. 

  • 6 Places to Go to Tap into Job Shadowing Opportunities

    6 Places to Go to Tap into Job Shadowing Opportunities

    In a conversation with a university professor today, I was struck by his comment that his high achieving students know what general field they want to go into (finance, engineering, nursing) but they actually have no clue what different career options are available in the fields of study they have chosen and they don’t have a clue what working in these fields would involve on a day-to-day basis.  

    If this is the case, most of us, even the high achievers out there are making careers decisions based on hope and prayer, on what just sounds good, not actually on what we know to be good.  

    Practical learning is the best way to remedy this situation, but most people don’t get practical experience until they get a job in the field.  Once you’ve got a mortgage to pay and mouths to feed, it’s hard to change your mind and switch fields, especially when you’ve invested heavily in your education towards the field.

    As a way to encourage learning about career fields before actually embarking on them, we encourage students to job shadow, Co-Op and or intern. It’s like getting your feet wet before you dive in and realize you don’t like the pool you’re in. 

    To get an opportunity for practical experience, tap into: 

    Family and friends

    Your College Career Center or High School Guidance Office

    Teachers and Professors 

    Community and church groups you are involved in

    Your Community’s Chamber of Commerce or Business Organization

    Junior Achievement

    Bottom line, it doesn’t hurt to ask someone if you can learn more about what they do or to see if there is a program already set up in your area or at your school to coordinate a practical experience for you. Most people are willing to share their expertise and experience to help others make wise decisions and there are a lot of good organizations out there trying to foster this interaction. 

    Once you get an opportunity set up to learn more about a job, our job shadowing questionnaire can help you know what questions to ask to make sure you are getting the info you need to make wise choices about your career.