| Communication at the job site is very often a | | | | easily duplicated. |
| challenge. From communication between the | | | | Step 4: Make sure you are not just heard, but |
| construction crew in the field and the main office to | | | | understood too! |
| communication from primary leadership to | | | | Make sure those around you understand what is being |
| superintendent to the field crew, there are many | | | | asked of them in terms of the job they are to do and |
| opportunities for missteps, miscommunication, and | | | | by-when they are supposed to do it; make sure what |
| upsets. Yet the key to complete success with every | | | | you intend to teach your team is what they are |
| job, whether big or small, is full and complete | | | | learning! As leaders, supervisors, or general team |
| communication everywhere and at all times! | | | | members on the job we have to not only know that |
| Communication breakdowns lead to poor efficiencies, | | | | what we are saying is being heard, but we have to |
| poor morale, or worse yet poor general outcome of | | | | make sure it is being understood too. Luckily there's an |
| the job! All of which have the potential to affect your | | | | easy way of checking in with crews on the job site to |
| personal bottom line. So, if poor communication | | | | see if what we are saying is being heard. Speak from |
| between team members has the ability to negatively | | | | first person and say: |
| affect the profitability of our construction companies, | | | | "Some time back I was in a similar situation where Joe |
| why do we make communication on the job site so | | | | asked me to complete a project and after our |
| hard? | | | | meeting was over, I really didn't get or understand |
| Communication is difficult simply because we are | | | | correctly what he was asking and I ended up not doing |
| human beings. We have lives outside of the work we | | | | what he wanted me to do. Therefore, would you mind |
| do, and separating our lives, our feelings, and the | | | | please telling me what you understand out of our |
| people we are from the work we do simply is not | | | | conversation so I can help you not to make the same |
| doable. Meaning, that on the job site not only are we | | | | mistakes I did?" |
| dealing with the job we do, the people we work with, | | | | Step 5: Accountability |
| and those things we are accountable for, but we are | | | | Now, there is the issue of people saying they heard, |
| also carrying around circumstances and issues from | | | | they gave it back to you like they heard and |
| our lives outside of the work we do. (Examples: family, | | | | understood it, but they don't do what they said they |
| health issues, bills to pay, homes to maintain, thoughts | | | | were going to do. What do you do then? Hold them |
| feelings, and on and on and on!) Our communications | | | | accountable! |
| have to filter through all of the "non-work" things on our | | | | Holding People Accountable |
| minds in order for communication to really get through. | | | | First, you need to ask permission to speak straight with |
| Now, if we are so gripped by the stuff going on in our | | | | regard to the situation and acknowledge the |
| heads, how do we break through and become clear, | | | | circumstance from your perspective and any |
| concise, and honorable in our communications, in what | | | | accountability you might have in the situation. |
| we speak and in what we hear? | | | | Second, ask what happened and allow them the |
| Full and complete communication How-tos | | | | opportunity to share with you their perspective, and |
| Step 1: Stop and think about who you are being. | | | | look for their understanding and acknowledgment of |
| Well, we all know that treating others on the job site | | | | their responsibility. |
| like we treat our children isn't exactly the most | | | | Third, explain the impact it had on you, them, others, |
| effective way to get a job done. However, whether | | | | and/or the company. Be careful not to make them |
| we actually say, "Because I told you so!" or not, the | | | | wrong, but you do want them to clearly understand |
| way we say things and how we behave can certainly | | | | the consequences of their actions, or lack thereof. |
| make whatever words we use feel the same as a | | | | Fourth, provide them with the opportunity to say |
| parent lowering the boom on their out of control | | | | whatever they need to at this point. What you are |
| teenager. | | | | looking for is an indication that they are taking |
| Instead of being all about your own agenda - in a rush, | | | | responsibility and are willing to take part in any actions |
| giving short answers, and resorting to "Because I told | | | | necessary to rectify the situation. |
| you so," slow down and think about how you are | | | | Fifth, inform them of your expectations for the future |
| communicating, what you want to communicate and | | | | and of any possible consequences if this reoccurs. |
| then communicate fully and completely why something | | | | Sixth, get from them their promise regarding future |
| is being done the way it is. Stay present to the | | | | actions and behavior. |
| question of: "Am I communicating so that what I'm | | | | Finally, say something to complete this issue and move |
| saying can actually be heard or are the words I'm | | | | on! |
| using, the tone of my voice or my body language in | | | | Step 6: Give up Make Wrongs |
| the way of the message getting through?" | | | | Often times tense and less than complete |
| Remember: The speaker in any communication is | | | | communications are the result of upsets and |
| responsible for what the recipient (listener) actually | | | | misunderstandings between co-workers that put |
| gets from the communication. So, if a gruff and short | | | | people in a defensive position. Listening or speaking |
| communication style isn't going to get through to the | | | | from a defensive state of mind is no way to |
| team, consider what communication style will get | | | | communicate fully and completely. After all, how well |
| through and adjust what you are saying and how you | | | | do we hear or communicate with others when we are |
| say it accordingly! | | | | continually planning out our own defense in our heads? |
| Step 2: Do not assume anybody or anything! | | | | It is in this case that all sides have to give up making |
| Assumptions are a part of how all of us communicate | | | | others wrong, and rather than allow upsets to fester, |
| - we even make assumptions without realizing an | | | | we have got to communicate in a straightforward, but |
| assumption is being made! However, as Henry Winkler | | | | calm manner. For instance, "I really felt like you were |
| is quoted as having said, "Assumptions are the | | | | accusing me of mishandling my interaction with the |
| termites of relationships." | | | | trade contractor and this is how it left me feeling." |
| Assumptions about what our team members and | | | | By communicating directly with the person there is an |
| co-workers do and do not know; are or aren't going to | | | | upset with, there is little room for make wrongs and |
| say, or what they are or aren't going to do are some | | | | upsets to fester - meaning mole hills will not be made |
| of the greatest roadblocks we have to clear and | | | | into mountains on the job site! |
| complete communication! Assumptions turn a possibility | | | | Step 7: Make "I don't know" Okay |
| into an absolute, and in a split second an incorrect | | | | A lot of communications don't happen simply because |
| assumption can lead us down the wrong path. | | | | we do not want those around us to know that we |
| We assume so much about our team members. Yet, | | | | don't know!! So, we've got to foster an environment |
| we are working in the construction industry where the | | | | where we welcome questions, where we don't just |
| lack of training over the last 16-17 years has created | | | | give lip service to the notion, but actually take the time |
| an environment where many of the younger people | | | | to answer the questions those on our crew have |
| working on-site flat don't know how to do what you | | | | before we move on to anything else! We've got to |
| know how to do! So guess what? Not only do we as | | | | make it okay for any member on the crew to say: "I |
| leaders have to give up our assumptions and be clear | | | | don't know how to do this." or "I don't understand." Also, |
| about what our team does and doesn't know how to | | | | when we make the room for questions to be asked, |
| do, but we are going to have to teach them what they | | | | never ever make someone wrong for doing so. This is |
| don't know! | | | | not just about full and complete communication on the |
| Step 3: Teach instead of Tell | | | | human level, it is about building trust as well! |
| The definition of Teach is: to cause to know | | | | The more your crew trusts what is said the more you |
| something. The definition of Tell is: to order, or direct. | | | | will grow as a team, and it is inside of a well built team |
| When considering these two definitions, which one do | | | | that full and complete communication can really grow. |
| you think communicates most fully and completely? | | | | Ultimately the person responsible for the quality of any |
| Obviously, when we take the time to teach and | | | | communication is the speaker. But remember: You |
| explain to our co-workers why we do something the | | | | can't read other people's minds and they can't read |
| way we do, the results will be much better than if we | | | | yours, meaning full and complete communication is a |
| simply tell them what to do. Yet, in most instances we | | | | two-way street, and just one barrier can throw the |
| aren't teaching those around us anything... we are | | | | flow off. Don't be the one to create the bottle-neck... |
| usually TELLING them what to do, and "Telling" does | | | | Communicate fully and completely everywhere, all of |
| not translate well into an action or way of being that is | | | | the time! |