Closing the Ranks: Merging Old-School Superintendent Ways With New-School Methods for Jobsite Cohesiveness

By: Ken Cornell, general superintendent

Consider this anecdote:

The general superintendent’s computer chimes, signaling the arrival of a batch of new emails. One is correspondence from a young associate in the office right next door. The superintendent is astounded at the sender’s decision to compose an electronic message rather than pop in for a chat—or, alternatively, to simply bang on the wall and shout.

Here’s another scenario:

A trade partner is taken aback when a seasoned superintendent scoffs and yells and, ultimately, becomes overheated in dismissing the subcontractor’s attempt to offer a professional recommendation.

Superintendents of all ages will recognize these dynamics. They are snapshots of an industry experiencing big changes in project delivery processes, as well as divisions between the oldest and youngest generations of workers. Perhaps it’s time to become more opportunistic about addressing cultural changes that will either further divide us or, eventually, prod us to patch up our differences and begin using them to our advantage.

New school, old school:

The Great Recession broadened a gap in the superintendent ranks. Retirements, decisions to pursue alternative work and flagging interest in construction careers among young people have amassed, on one end, superintendents 50 years old and older and, on the other end, industry newcomers in their 20s and early 30s.

The new demographics also highlight disparities in skill levels, work experience, institutional knowledge and attitudes toward work.

Here are oft-heard observations and assumptions about younger superintendents: they resist working the long hours sometimes required to complete a job; they’d rather text than talk; they feel entitled, eager to assume greater responsibility and authority without having paid their dues.

Here are oft-heard observations and assumptions about the greybeards: many are screamers and yellers ruling by intimidation and by wielding power heavy-handedly; they’re slow to embrace technology; they’re stubborn about asking for help; they discount work-life balance and expect younger workers to do likewise.

These are generalizations, of course. Still, legitimate generational issues not dealt with forthrightly can corrupt project team harmony, job performance and job satisfaction and, ultimately, worker recruitment and retention.

The schisms are evident at a time when projects are increasingly complex, owners are more demanding, project schedules are shortening, regulations are more imposing and ever-evolving technology is testing our suppleness as continuous learners. In this climate, the ability to sustain high-performance teamwork can prove quite the competitive advantage.

How, then, do we close ranks and learn to work more collaboratively? Here are a few ideas.

What older superintendents can learn from younger ones:

• Embrace technology. Because technology has always been part of their lives, younger workers tend to be more interested in and comfortable with adapting to the latest technical tools. Many of them are happy to pass along their knowledge.
• Accept diverse people and alternative viewpoints. Our willingness to break out of comfort patterns and expand our workplace associations and networks makes it more likely that new thoughts and ideas will flow our way. Everyone wants to feel their voices are heard.
• Enjoy a balanced lifestyle. Yes, it’s important to stay until the task is completed. But are the long hours really necessary? Productive? Evidence is mounting that enjoying life away from the job can yield benefits such as reduced stress, improvements in overall health and increased productivity.

What younger superintendents can learn from older ones:

• Rise to the challenge. Sometimes it’s about more than just logging long hours. Rather, it’s about displaying a strong work ethic and showing accountability — signs that the job means more than collecting a pay check.
• Develop interpersonal skills. Speed in communicating — as in texting and emailing — has its place. So do the softer skills of listening, picking up on nuances, reading body language and managing emotions — skills that can build trust and deeper relationships.
• Climb the ladder. The desire to rise quickly through the ranks is understandable, even admirable. However, you’ll be a more effective leader if, along the way, you learned the ropes, earned the respect of others, made the most of training and professional development, and built networks and alliances.

What each generation can learn, generally:

• Don’t be afraid to fail . . . or to say, “I was wrong.” Mistakes are part of learning and continuous improvement.
• Ask for help. No one has all the answers.

Building inter-generational harmony won’t happen by miracle. Meeting the complex challenges of our 21st century world will take sustained commitment from superintendents, companies and the industry.

Superintendents will have to walk the walk —  being more committed than ever to setting examples of how to approach others, how to conduct ourselves in meetings and how private conversations in the office and on jobsites communicate our understanding of the complex nature of people.

For companies, nothing beats selective hiring. Pursuing workers of high intelligence and skill levels certainly makes sense. In today’s environment, it’s also important to look for traits that suggest new hires will fit into a company culture that values respect for others and constructive relationships. Company mentoring and coaching initiatives can build cross-generational understanding and help communicate job performance expectations. Investment in emotional intelligence training and in the implementation of Lean construction practices can instill trust, honesty, empowerment and other elements of excellence in human relations.

Superintendents are in a unique position to help the industry more aggressively adopt strategies for a more collaborative culture. Technology is making high-level teamwork increasingly easy. On the human side of the ledger, though, there is much room for improvement, including putting greater emphasis on personal growth and interpersonal skills development. Regardless of who’s in charge, construction is increasingly a people-working-together business.

Ken Cornell has served the lion’s share of his 36 years in construction as a superintendent, including more than three years as a general superintendent with JE Dunn Construction, for which he oversees all aspects of assigned projects. Cornell has considerable experience and expertise in the construction of healthcare and laboratory facilities. He is a Certified Healthcare Constructor and is Health Care Construction certified. He is also a LEED Accredited Professional.