Basic Construction Management: The Superintendent's Job, 5th Ed.: Contents
Preface, xi
Acknowledgments, xiii
About the Author, xv
Chapter 1. Hiring and Training Superintendents, 1
Hiring a New Superintendent, 1
The Hiring Process, 2
Training New Superintendents, 7
The Process, 7
Chapter 2. The Superintendent's Role, 9
The Superintendent's Authority, 11
The Superintendent as the Company's Agent, 11
The Superintendent as Leader, 12
Leadership Basics, 12
Leadership Styles, 13
The Superintendent as Manager, 15
Planning, 15
Organizing, 18
Directing and Coordinating, 18
Controlling, 18
Construction Activities, 20
Estimating, 20
Scheduling, 20
Staffing, 20
Evaluating, 22
Chapter 3. Project Start-Up, 23
Starting Off Right, 23
Planning, 24
Construction Documents, 25
Preconstruction Planning, 26
Resolve Lot Issues, 26
Hold a Site Meeting, 27
Consider Project and Site Logistics, 30
Hold Home Owner Preconstruction Meetings, 31
Establish Schedules, 34
Understand and Follow Building Regulations, 35
Define Trade Contractor Responsibilities, 35
Document Construction, 36
Recording and Formatting, 36
Types of Reports, 37
Chapter 4. Quality Control and Inspections, 43
Reasons for Quality Problems, 43
The Superintendent's Responsibility for Quality, 45
Total Quality Management (TQM), 46
Obstacles to Total Quality, 47
Creating an Atmosphere of High Quality, 48
Written Performance Standards, 49
Training, 50
Measuring Performance, 50
Internal Inspections, 51
Inspection Points, 52
Inspection Checklists, 52
Correcting Mistakes, 53
Code Inspections, 54
Logging Inspections, 55
Final Inspection, 55
Home Owner Walk-Through and Orientation, 55
Chapter 5. Cost Control, 57
Establishing the Budget, 57
Material Control, 58
Value Engineering, 58
Complete Specifications, 60
Accurate Contracts, 61
Negotiating Skills, 61
Sound Purchasing Procedures, 62
Handling Budget Variances, 63
Variance Analysis, 66
Material Delivery Strategies, 66
Location, 66
Inspection, 66
Proper Storage and Care, 67
Avoiding Material Waste and Misuse, 68
Labor Cost Control, 68
Chapter 6. Scheduling, 71
The Written Schedule, 71
Scheduling Methods, 72
Bar Chart Schedules, 72
Critical Activities, 74
The Critical Path Method, 74
Scheduling Phases, 76
Sequencing Activities, 76
Determining Activity Duration, 77
Scheduling Trade Contractors, 78
Monitoring and Updating the Schedule, 79
Using Technology, 79
Chapter 7. Managing Trade Contractors and Employees, 81
Advantages of Using Trade Contractors, 81
Challenges of Using Trade Contractors, 82
Who Is a Trade Contractor?, 83
Multitiered Trade Contractors, 84
Thinking Win-Win, 85
Partnering with Trade Contractors, 86
Keys to Success, 86
Single Sourcing, 88
Avoiding Pitfalls, 89
Trade Contractor Management, 90
Hiring Trade Contractors, 90
The Trade Contractor-Superintendent Relationship, 91
Locating Trade Contractors, 91
Evaluating Potential Trade Contractors, 94
Professionalism, 95
Competence, 95
Price, 97
Written Contracts, 97
Plans and Specifications, 99
Scope of Work, 99
Quality of Work, 99
Scheduling, 99
Change Orders, 99
Inspection Policies and Procedures, 100
Payment and Discount Provisions, 100
Safety, 100
Cleanup, 101
Communication with the Home Owner, 101
Warranties and Customer Service, 101
Failure to Perform and Terminating Contracts, 102
Policies and Procedures, 102
Other Provisions, 103
Training Trade Contractors, 103
Group Training, 105
Managing Trade Contractors, 105
Providing a Comfort Zone, 106
Superintendent Strategies, 107
Measure Performance, 109
Be Open to Suggestions, 109
Hiring Employees, 109
Preparing Job Descriptions, 110
Assessing Employees, 111
Training Employees, 112
Induction, 112
Orientation, 112
Training Methods, 113
Chapter 8. Working with Home Owners, 115
The Superintendent's Role in Home Owner Relations, 115
Various Levels of Contact, 116
Buyer's Remorse, 117
Policies and Procedures, 117
Increasing Buyer Understanding, 117
The Importance of Contracts, 118
Buyer-Requested Changes, 119
Home Owner Visits and Company Contacts, 119
Preparing for Visits, 120
Walk-Throughs, 120
Positive Communication, 121
Fixing Home Owner Concerns, 121
Conflict Resolution, 122
Daily Job Log, 123
Home Completion, 123
Written Warranties, 124
Scheduling Service Calls, 125
Trade Contractors and Customer Service, 125
Warranty Service Voucher System, 126
Chapter 9. Safety Management, 127
Three Reasons for Safety, 128
Occupational Safety and Health Administration, 130
Employee Rights and Duties, 131
Inspections, 131
Violations, Citations, Penalties, and Appeal Process, 133
Types of Violations and Severity of Penalties, 133
OSHA Focused Inspection Program, 134
What to Do in an OSHA Inspection, 135
Appeals, 136
Affirmative Defenses, 136
Multiple-Employer Worksites, 137
The Superintendent's Role in Safety, 137
Implementing a Safety Program, 138
Training for a Safe Jobsite, 138
Safety Awards Program, 141
Safety Inspections, 142
Record Keeping, 142
Reporting Requirements, 144
Hazard Communication Guidelines, 144
Accident Investigation, 145
Trade Contractor Safety, 148
Enforcement and Discipline, 149
The Emergency Action Plan, 150
Notes, 151
Resources, 153
How to Use The Tools and Checklists, 155
Appendix 1 Management Tools, 157
Blueprint Checklist, 157
Call Log, 159
Change Order Form, 160
Completion and Closing Checklist, 161
Daily Report Form, 162
General Outline of Major Construction Phases, 163
Materials Management Guidelines, 164
Sample Job Description, 166
Self-Evaluation, 170
Site Meeting Checklist, 174
Superintendent Training Program Outline, 177
Appendix 2 Quality Control Checklists, 181
Brick, 181
Cabinets, 183
Exterior Concrete Flatwork, 185
Garage Concrete Flatwork, 187
Interior Concrete Flatwork, 188
Dampproofing, 189
Drywall, 190
Electrical, 192
Final Walk-through, 194
Floor Covering, 198
Footing, 200
Block Foundation, 202
Poured Concrete Foundations, 204
Framing, 206
Framing Nailing, 213
Framing Punch Out, 214
Initial Grading, 216
Gutters and Downspouts, 217
HVAC Finish, 218
HVAC Rough, 219
Insulation, 221
Interior Trim, 223
Mirror, Shelves, and Bath Accessories, 225
Paint, 226
Plumbing, 228
Porches and Decks, 230
Roofing, 232
Vinyl Siding, 234
Stucco/Parging, 236
Windows and Exterior Doors, 237
Appendix 3 Comfort Zone Checklists, 239
All Trades, 240
Excavators, 241
Footer Crew, 242
Foundation Crew, 243
Concrete Prep Flatwork Crew, 244
Framers, 245
Roofers, 246
Siding, 247
HVAC, 248
Plumbers, 249
Electricians, 250
Insulators, 251
Drywallers, 252
Cabinet Installer, 253
Trim Carpenters, 254
Index, 255
Basic Construction Management: The Superintendent's Job, 5th Ed.: Introduction
Preface
This is the all new fifth edition of Basic Construction Management.- The
Superintendent's Job. The book has enjoyed great success and has been one of
NAHB's best-selling tides. When the first edition was written in 1981 the world
of construction was a very different place. The manuscript was typed five
different times on a state-of-the-art IBM Electric typewriter which cost more
than a modern computer. Personal computers were unheard of, cellular phones had
not been invented, construction scheduling was just in its infancy, Total
Quality Management was a Japanese phenomenon, and construction management was
largely "by the seat of your pants." We were just beginning to apply
business management principles to residential construction projects. Sounds like
the dark ages, doesn't it? But that was just a few years ago.
Much has happened in the past eighteen years. Most residential builders have
computerized their operations to a great extent. Home buyers have become a lot
more sophisticated and demand a lot more than they ever have in the past.
Management of construction projects has become a lot more complex. Cost control
and analysis of cost overruns and variances are now standard practices. Formal
safety programs have become more common. Computerized scheduling is becoming
widely accepted. Total Quality Management has been successfully implemented in
many companies. Thanks to the educational efforts of the NAHB's Home Builders
Institute, industry consultants, and builders who have continued to share ideas
with other builders and educators in college construction management programs,
today's builders are more highly educated and better prepared. But the
competition is a lot tougher. Those who have survived in this industry have done
so through better management and the application of some very basic principles.
Residential building today is an exciting and challenging business, one in
which the construction superintendent plays a large and important role. Many
demands are placed on today's superintendents. Construction typically includes
greater customization of standard designs. Designs are more innovative and
complex, resulting in more complex construction. Materials and methods are
continually changing.
Superintendents now use computers on a daily basis for cost control,
scheduling, and overall project management. Sometimes it seems as if the
industry expects superintendents to be supermen and superwoman.
This edition of Basic Construction Management:. The Superintendent's Job addresses
these issues and discusses the latest developments in the management of home
building operations. Special attention has been given to computerized scheduling
and reporting systems, and to the importance of well-developed systems and
systems management.
The feeling that comes from successfully organizing people, materials, and
equipment to create a beautiful and functional home can be quite special. When
you pass a home that you helped to build years earlier, you probably find it
difficult not to look at it with at least a small sense of pride and think,
"I built that!" This pride is at the heart of true success in the
construction business. The truly successful are often not those who are wealthy
or brilliant, but those who are genuinely good at what they do and who take
pleasure in it.
Most people who are good at what they do apply simple rules and goals to
their tasks. This book attempts to present such simple rules, targeted at
maintaining your budget, complying with your schedule, and establishing quality
control, leading to maximum profits-and an irreplaceable feeling of total
success-in the long term.
Introduction
Hiring and Training Superintendents
Hiring the right people may be the single most important thing an employer
does to promote business success. With remote production sites and a tremendous
number of trade contractors, suppliers, inspectors, owners, and other people
coming and going from each site, having the right people in place as
superintendents certainly is critical to the success of a home building company.
Providing timely and practical training for the new hires (and ongoing training
for company veterans) may well be the builder's second most important
contribution. Accordingly, this introductory chapter has been written for the
builder (or hiring managers in larger building companies). Superintendents will
also find the material of interest, however, as a thumbnail guide to the hiring
process from the other side of the table- and as another way of looking at the
superintendent's job.
Hiring a New Superintendent
Builders generally hire a new superintendent for one of two reasons: 1) the
current superintendent has either left or is leaving the company, or 2) the
company is growing and a new superintendent is needed to manage the additional
work. In either case, depending on circumstances, the builder likely feels
considerable pressure to find and hire someone quickly. Rushing a hiring
decision is almost always a mistake, how- ever. To make an effective hire, the
builder must be prepared when a vacancy-or growth opportunity-arises.
The Hiring Process
Bob Whitten's excellent publication, How to Hire and Supervise
Subcontractors, published by NAHB's Home Builder Press, provides detailed
advice to guide you in making hiring decisions and following up with jobsite
supervision of trade contractors. (For more information on this and other
helpful publications, see Additional Resources at the back of this book.) The
sections that follow summarize principles that can make the hiring process go
more smoothly.
Don't Wait Too Long to Start. Amazingly, many builders wait until the
very last minute before deciding to hire somebody. As a result, that is exactly
what they get - some body. The decision to hire should normally be made a
minimum of three months before the new superintendent is really needed. Under
the best of circumstances it takes at least three months to locate, interview,
check references, re-inter- view, hire, and initially train a new
superintendent.
A company may be faced with replacing a superintendent who quits with little
or no notice. Even though you are in a tight situation, resist the urge to panic
and hire the first vaguely qualified person you run across. The future of your
company depends on the quality of your hiring decisions. Get the work done
however you can while you are interviewing candidates for the position.
Network. In the hiring process "who you know, not what you
know" definitely makes the difference. Whether as a job-seeker, a hiring
manager, or an employer, you will be about twice as successful searching within
a network of people you know than by advertising or contacting people off the
street. Talk to your employees, trade contractors, suppliers, other builders or
superintendents, remodelers, bookkeepers, people at church, friends,
relatives-anyone you trust who may know of qualified people looking for work-
Spread the word. Ask your current employees to keep an eye open. Develop a list
of potential superintendents and update the list periodically to keep it
current.
Look for College Graduates. Consider recent graduates from your local
college or university. A number of very good construction management programs
around the country annually graduate a ready pool of job candidates.
Construction management graduates often are a little older and more mature than
the typical college graduate, and they may already have several years of
experience in construction. In addition, most construction management programs
require an internship experience before graduation. Hiring interns offers your
company a great opportunity to evaluate potential candidates for future
positions at a relatively low cost.
The best time to recruit college graduates is in October for December
graduates and in February for May or June graduates. The manager of student
chapters for the NAHB can provide you a list of colleges and universities that
have construction management programs. The NAHB also holds a job fair in
conjunction with its annual International Builders' Show and Convention.
Hundreds of top students from throughout the nation attend the job fair and are
available for interviews.
Some interns and college graduates have minimal construction experience, but
they are computer literate and well educated. If your company has the resources
and the time to train relatively inexperienced graduates, they can become
valuable additions to your company. If your new hire must take on immediate,
full construction management responsibility, you must carefully interview the
candidates to determine their expertise.
Analyze Your Needs Before Interviewing. Develop or review your written
superintendent's job description. Most builders find creating written position
descriptions to be a very insightful experience. The exercise helps them
solidify what they are looking for in their employees. Because written job
descriptions can be such an effective tool, the Business Management Committee of
NAHB has published a compilation of position descriptions for virtually every
position in a construction company (see Additional Resources).
Consider the current and future needs of the company. Look at the career path
for the new hire. How would each candidate likely fit in the organization over
time? Look for candidates whose skills and personalities will complement those
of your cur- rent employees. For example, if you already have people who are
very good at building homes but are not good at customer relations, look for
candidates with very strong interpersonal skills.
Use Applications to Develop a Candidate List. If you do not have an
employee application form, develop one. You can obtain generic employee
application forms at any good office supply store. Adapt the generic forms to
your specific needs. Make sure that the form asks candidates to supply pertinent
information, including a list of references. If possible, obtain a resume' from
each applicant.
Rank the Applications. Once you have the applications and rdsum6s in
hand, read them carefully. Highlight the items that are most outstanding about
each candidate and also any items about which you would like to know more. Then
rank the applications from the most likely prospect to the least desirable.
Discard all applications from candidates who are definitely unqualified.
Prepare a List of Questions. Before conducting any initial interviews,
prepare a written list of questions you would like answered by each candidate.
Use the same questions with all candidates; consistency is important.
When preparing the questions, you must decide what is important for you to
know about each candidate. Consider asking open-ended questions, such as,
"Can you give me an example in your previous employment when you were
required to (name a specific task related to the position)?" Follow-up
questions also are helpful, such as, "How did you react or handle the
situation?" Pursue information that helps you discern how the candidate
would perform in your work environment.
Don't rely only on first impressions, or how you personally feel about the
candidate. An individual may be a great conversationalist but a poor organizer
or a pushover as a superintendent. Ask questions that require the candidate to
relate real- life experiences. For example, you could ask, "Can you give me
an example of a time when you were required to hold the line with a trade
contractor, and describe how you handled the situation?"
Asking job candidates to relate actual experiences from previous employment
situations generally yields better results than does asking how they would
respond to hypothetical situations. When relating actual experiences, candidates
find it harder to guess what the interviewer is seeking. They must instead think
of situations and relate what actually happened.
Other useful questions to ask include, "What is your greatest
weakness?" "If you were hiring you for this position, what would be
your greatest concern?" "What is your greatest strength?" or,
"What do you have to offer in this position that no one else does?"
You might also ask why the candidate is considering a change in employment or
why the person is interested in the position at your company.
Don't Do All of the Talking. Inexperienced interviewers typically ask
whatever question comes to mind and often spend the majority of the time talking
instead of listening. After the interview they wish they had asked different or
additional important questions. Research on interviewing techniques indicates
that the most successful interviewers talk relatively little. An effective
interviewer listens at least two-thirds of the time. Focus on asking a lot of
leading or open-ended questions and then let the candidate express himself or
herself
Take Notes. Immediately after the interview take some time to jot down
your reactions. Even if you have another interview scheduled immediately
afterward, take the time to record your impressions. The few notes you jot down
may be the most accurate information you will have. Do not take more notes
during the interview than is absolutely necessary. Excessive note-taking may put
the candidate on the defensive. Even a strong candidate may then become
preoccupied with worrying about what they said or did wrong and wonder how they
are doing.
Consider Using a Personality or Job Compatibility Profile. Many companies
have found personality profiles and job compatibility profiles to be valuable
screening tools. Such profiles can pinpoint with great accuracy the personality
characteristics of a candidate. For example, if you need a superintendent who is
organized and can work well under pressure without becoming frazzled, a
personality profile can help you identify people who have strong skills handling
stressful situations.
Personality and job compatibility profiles also provide a great deal of
information that can be discussed in a second interview. You can simply ask the
candidate to confirm whether and how the outstanding positive or negative
characteristics indicated by the profile match the candidate's self-perceptions.
Check References. You are likely to obtain the best information about a
candidate from people who know the candidate well. It is amazing how many people
skip the important step of checking references, even though former employers can
be excellent sources of information. The candidate will often supply a list of
references. Expect these references to provide glowing remarks about the
candidate. Ask such references hard and direct questions, and ask them for the
names of other people who know the candidate well. Alternatively, ask for the
names of two people who worked with the candidate at his or her last indicated
place of employment.
In today's legal environment many people are reluctant to answer questions
about job candidates. If you wish to obtain information beyond verification of
salary or dates of employment, you must use patience and tact and develop trust
with the reference before asking any tough questions.
Don't Settle for just One. Don't settle for just one candidate or one
interview. Above all, don't make an offer at the first interview. To ensure a
complete assessment it is a good practice to interview each candidate several
times in different settings. If your first interviews were held on a college
campus (for example, at a job fair or as part of a recruiting day), bring the
promising candidates to your operation for second interviews. Let the candidates
see the environment in which they may be working. Give each candidate adequate
time to ask you questions in the follow-up interviews. It is just as important
for the candidate to feet good about you and your company as it is for you to
find the right person for the job, and the candidates' questions of you may be
as revealing as their answers to your questions.
Spend some time showing the candidate your operation. Explain how the
position fits into your company. Introduce the candidate to the key players,
especially those he or she would likely interact with most frequently. If
possible, give the candidate time alone with those key players. Get the reaction
of the key players concerning their interviews with the candidate. If the
immediate supervisor is not doing the hiring directly, make sure the supervisor
has the opportunity for an in-depth interview with the candidate. Spend as much
time with the candidate in as many different ways as possible before making an
offer. Remember, this person will make a long-lasting impact on your company's
bottom line. You may want to involve two or more staff people in follow-up
interviews. It is often easier to concentrate on the candidate when more than
one person is doing the talking.
Re-rank the Candidates. Review your most important needs in hiring a new
superintendent and then compare each candidate to the requirements. After the
follow-up interviews rank the candidates. Note the strengths and weaknesses of
each. Discuss the candidates with other managers and employees who were involved
with interviewing.
Make a Final Decision. When you have weighed all of the data and searched
your own feelings as well as the feelings of those directly involved, make a
final decision. Consensus decision-making is an important part of the process.
Discuss openly the feelings of all concerned and then see if you can come to a
consensus as to who should be hired.
Make the Offer. When you have made your final decision, prepare an offer
for the best candidate. If you have done your homework you will have researched
the market in your area and determined the competitive salaries or wages for
superintendents. Determine the current salary and benefits requirements of the
candidate as much as possible. Compare the candidate's requirements with what
you are willing to offer. Prepare the offer including base salary (wage) and
fringe benefits such as vehicle allowances, vacation, insurance coverage, sick
leave, and so forth. Be prepared to answer any questions regarding the offer or
benefits. When you make the offer, discuss the future career path and
possibilities with the candidate; but in doing so, make it clear that their
future career path is dependent on performance, market conditions, and the
company's needs. Have the essential elements of the offer pre- pared in writing
so the candidate can see them. Give the candidate a reasonable but limited time
to think it over.
Train. Train. Train. Every employee deserves the opportunity to be
properly trained. After making a hire, many employers forget the next--"and
perhaps most important-step: training. Often superintendents are hired "in
the heat of the battle." You need them to hit the ground running
immediately. But this is not likely to happen, so do not fool yourself or
destroy an otherwise good employee. It does no good to spend a great deal of
time and effort finding and hiring the right people only to burn them out in the
first few weeks. Too-high expectations can cause new employees to become so
frustrated that they quit.
Develop a good training program that presents the requirements of the job in
a logical and controlled manner, without the pressure of ongoing problems and
difficult situations. Teach new hires the way things should be done at your
company. Teach them effective habits and practices. Often an employee will come
to the job with some bad habits from a previous employer. Show him or her the
right way to do things. Provide a good mentor for them. Supervisors or a
well-qualified fellow superintendent will be invaluable in training the new
superintendent. Develop a checklist of things the new employee needs to learn.
Then develop exercises or opportunities the new employee can use in order to
master them. As the new employee masters each item, check it off the list.
Have Fun. This may sound trivial, but it is very important. Have fun with
the process. Finding and hiring new employees can be both very challenging and a
rewarding experience. A lot depends on how you approach the task. The future of
your company depends on the way you hire new superintendents. If you do it well,
it can be one of the most exciting things you do.
Training a New Superintendent
The superintendent is one of the most important people in the entire
organization. As new superintendents are hired, it is often critical to get them
up and running quickly. Most builders simply have the new superintendents ride
around with a veteran superintendent for a few days, then assign them a few
homes to build. The number of homes steadily increases until the superintendent
has a full load. Many new superintendents soon find themselves overwhelmed and
burning out. A well-,developed training program can give the superintendent a
head start and allow him or her to come up to speed before being exposed to all
of the pressures and problems associated with a full load of houses.
Many superintendents are hired with considerable experience working for other
builders. The last thing you want is for them to bring bad habits learned in
their previous employment into your organization. Every company has a
"corporate culture" that needs to be learned; it is necessary to teach
even experienced superintendents your company's policies and procedures.
Training gives the new superintendents an opportunity to become familiar with
your operating procedures and can help new hires fit in better and avoid
mistakes.
One of the most important things that needs to take place in the training
process is to introduce your new superintendent to the trade contractors and
suppliers with whom he or she will be working. The most important responsibility
of a superintendent may be to train trade contractors. To do this properly,
superintendents must be properly trained themselves.
Training Process
The first step in developing a training program is to identify the various
tasks for which a superintendent is responsible. In most construction companies
the best way to develop a superintendent training program is to brainstorm
together and come up with a tentative list of duties, or tasks, then refine the
list until you are satisfied that it adequately describes the job of a
superintendent. The tasks may already be gathered in a written job description
(see Figure 1. 1). Once the superintendent's job description has been defined,
you are ready to outline the training required to bring specific individuals up
to speed.
A four-step training process is ideal for new superintendents:
1. Observation: The new hire directly observes the trainer performing the
operation or task (for example, a lot inspection or a homeowner walk-through).
2. Minor Participation: The new hire participates, with a minor role in
performing the operation or task.
3. Major Participation. The new hire performs the operation or task, with
the trainer present as a backup.
4. Evaluation: The new hire performs the operation or task, with the
trainer present as an observer. The trainer evaluates the performance and
completes a report to be placed in the training file.
Program Development and Implementation. Based on the job description,
develop an outline listing the training requirements for a superintendent
(Figure 1). Look at each task or group of tasks on the job description. Define
the training required for each task. Assemble all of the documents, forms, and
systems that a superintendent uses in the performance of his or her
responsibilities. Describe the use of each document, form, or system and the
role various parties play---especially that of the superintendent. Describe the
interaction and communication needed for each task.
Develop activities and assignments to complement and evaluate the training.
Quizzes can be used to evaluate comprehension of reading materials such as
contracts or specifications. Exercises to strengthen superintendents' skills in
given areas such as communication, negotiation, dealing with difficult
customers, recruiting trade contractors, and so forth may involve role-playing
or other practice. Assigned inter- views with important people such as the
company president, head of accounting, and customer service also facilitate
learning about the corporate culture. Provide time to work in other areas of the
company, for example, customer service, estimating, or bookkeeping to facilitate
cross-training and better internal communication.
Assemble the rough draft of the training program into a prototype manual.
Evaluate the materials and critique the results so far. Edit the manual and its
con- tents to make sure it flows smoothly. Fine-tune the rough draft. Have a
veteran superintendent review it and make comments.
Develop training aids that can be used in implementing the program.
Overheads, exercises, narratives, and other training aids help maintain interest
and add other dimensions to the training process.
Ongoing Training. Superintendents require continual training. Even
veteran superintendents need to be reminded of their responsibilities. Many
companies bring their superintendents together on a monthly basis for a day of
training. Some of the topics suitable for an ongoing training program include
the following:
- Following company procedures
- Completing paperwork and reports accurately and in a timely manner
- Safety training
- Training trade contractors
- Other topics as needed
Figure 1: A Superintendent Training Program
A manual used in a construction superintendent training program might include
the following sections and topics:
Introduction
Program introduction
Resource List
Proficiency list (a checklist of all of the training requirements for
superintendents)
Company Organization
Company history
Mission statement
Organization chart
Production organization chart
Area map (a map of the area where the superintendent is expected to work;
primarily a toot used by scattered-site builders)
Organization assignment (an assignment, normally involving a series of
interviews, developed to familiarize the new superintendent with the members of
the organization)
Role of the Superintendent
Section introduction
Job descriptions for all production personnel
Vehicle use and maintenance policy statement (out- lining the use and care of
company vehicles and reimbursement policies for use of personal vehicles)
Tools and equipment list
Dress code
Cellular phone use policies (including suggestions for minimizing the high cost
of cellular phones)
Sales
Sates and marketing overview
Contract(s)/purchase agreements) (an overview of the contracts or real estate
purchase agreement(s) used by the company)
"By owner" agreement (a review of company policy regarding work
performed directly by the homeowner such as landscaping and paint)
Project file (a review of all documentation that makes up the project file)
Company plans and specifications (an exercise in reading and interpreting plans
and specification)
Homeowner package (a review of the various documents the homeowner signs and an
exercise to help the superintendent understand the purposes and procedures
relating to each document)
Sates assignment (an exercise to help the superintendent understand what
customers go through from the time they first make contact with the builder or
visit the sates center until the home is actually started)
Site Meeting
Site meeting definition (a meeting at which the superintendent lays out the
house with the home- owner(s), establishes the grade, and locates the various
utilities)
Site meeting checklist (items to be covered at the site meeting)
Site meeting assignment (initially, observation of a site meeting in which the
new superintendent participates to a minor extent; later, the new supe6nten-
dent takes full charge of a site meeting under the supervision of the trainer)
Preconstruction Meeting
Preconstruction meeting (a conference at which the superintendent outlines
the sequence of activities that will take place during the construction process
and describes the responsibilities of the homeowner, builder and others during
the process)
Preconstruction meeting checklist (items to be covered in the preconstruction
meeting)
Estimating and Purchasing
Estimating and purchasing training (a review of the estimating and
purchasing process, including all documentation)
Estimate review checklist (items the superintendent reviews on the completed
estimate to make sure nothing important was missed)
Supplier and trade contractor list (an annotated list of trade contractors and
suppliers currently working with the building company)
Setup procedure for new suppliers or trade contractors (a review of the process
for establishing a relation- ship with a new vendor or trade contractor)
Quote sheets and price lists for suppliers and trade contractors (a review of
the pricing structure used with the various trade contractors and suppliers)
Scheduling
Section introduction (an introduction to scheduling systems and techniques
used by the company)
Updating schedules (a review of scheduling updating procedures used by the
company)
Scheduling training (exercises to teach scheduling to the new superintendent)
Construction
Section introduction (a review of the construction processes and procedures
used by the company)
Communication (an overview of the need for effective, two-way communication
betwe
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