Developing Adaptability, Well-Roundedness: How Seasoned Superintendents Can Help

By Barry Thomas

We all have our professional comfort zones. We can thrive in these safe havens because we’re able to settle in and perform competently with relative ease, all things considered.

That said, our willingness to engage unfamiliar experiences, acquire new skills and develop new areas of knowledge and expertise is part of ongoing professional development. For younger superintendents — and the seasoned superintendents who work with them and support their long-term career success — this is worth reminding ourselves.

Today’s competitive marketplace and the demand for multi-faceted leaders invite us to think more purposefully about supporting junior superintendents in developing breadth of knowledge and experience, as early as possible. The concern is our younger generation may be growing highly proficient, outstanding even, in a very narrow range of project types, roles and responsibilities, while delaying or missing opportunities to expand their range.

Consider the junior superintendent who becomes so masterful in, say, industrial manufacturing that she gets assigned only to industrial manufacturing projects. Or the promising recruit who finds a niche in the area of interior build-outs, and has no interest in other aspects of a project. He earns a reputation as a “strong” interiors guy, and finds contentment there. Other newcomers may work under supervisors who don’t customarily think of creating professional development opportunities for others.

This can become habit-forming. Employers might find it convenient to, in effect, “type-cast” employees who quickly excel in a particular market sector. Younger employees who early on fall into a specialty groove may see no benefit to branching into unfamiliar terrain.

No one wins here — not in the long run. So, how to avoid such ruts. The following  are several ways senior superintendents can advocate for and lead their junior peers toward more dynamic growth — and increased value to their employers.

Embrace the role of mentor. Mentoring doesn’t necessarily require a formal program of regular meetings and strict accountability, though such arrangements can be effective. Casual, unceremonious relationships that revolve around seasoned superintendents’ willingness to show personal interest, introduce ideas, provide training and, most importantly, lend an ear, can be equally powerful. Often young superintendents have not given serious thought to establishing career paths or setting ambitious goals. They may only be vaguely aware that broader, more challenging opportunities are available to them. Mentoring relationships that call their attention to a more expansive landscape can make all the difference. Strong indicators that mentors are making an impact include when their younger charges find it easy to approach them and voice their thoughts and opinions, ask questions, seek their advice and follow the guidance provided. And, what an opportunity for old-schoolers to acquire skills from their younger counterparts.

Give less experienced superintendents responsibilities or tasks they must take ownership of to complete. Here is the old-school way: “This is what I want done . . . here’s how I want it done . . . here’s when it needs to be completed.” Why not broaden horizons? Give them opportunities to take the helm and direct the work, rather than simply take orders. With long-tenured field generals serving as a safety net, less experienced superintendents can be put in charge of independently planning and completing designated portions of projects. This requires them to track down necessary information and resources, then collaborate with the trades to effectively execute their assignments. With success comes pride in accomplishment that can turn motivational.

Give them opportunities to lead meetings and make presentations, including reporting to project owners and company executives. Few things reflect our imperative to thoroughly understand our projects like the task of providing comprehensive updates to project owners and company executives. These can be occasions for younger superintendents to temporarily put aside their day-to-day routines and experience projects from a different perspective. Invite them to attend these meetings, where appropriate. Involve them. Perhaps allow them to run trade-partner meetings. As they sharpen their skills and grow in confidence, give them an active role in OAC meetings. Call on them to present, explain aspects of a project, or respond to questions from end users and company executives, who’ll catch a glimpse of how the junior staffers are progressing.

Teach them to do project paperwork, under supervision, while they are still on the jobsite. Exposing them early on to the requirements of reviewing and preparing the vast quantity of reporting documents related to project performance and progress also is a constructive approach to diversifying the experiences of junior superintendents. They will become proficient in the various software and gain the insights that come with delving into the data of financials, scheduling, safety, permitting, regulatory filings and other paperwork — which can vary considerably by market sector.

Senior superintendents can help significantly in enhancing the versatility of their junior counterparts. A good first step involves taking them under wing and encouraging and inspiring them to take greater ownership for venturing toward new learning experiences. The good news is that most young people in our industry today are impressively receptive to self-challenge.

 

Expanding the pool of confident, well-rounded superintendents who are growing and contributing in new ways not only rewards the individuals, but also provides a benefit to employers and our industry.

Barry Thomas, LEED AP BD+C, is general superintendent at JE Dunn.