AR 542: BUSINESS MANAGEMENT AND APPLICATION FOR ARCHITECTURE 2

MIDTERMS LECTURE HANDOUTS

Specific Learning Objectives:

1. Identify the benefits of Professional Development and Mentoring

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PROFESSIONAL DEVELOPMENT AND MENTORING

Deborah M. DeBernard, AIA, NCARB, Architect-AIBC, LEED BD+C
Firm owners concerned with building a strong future and providing a financial vehicle for firm continuity should understand the importance
of finding, developing, and retaining staff that supports the firm’s strategy and vision. Professional training, mentoring, and appraisal
programs developed to support the strategic plan can help meet these goals.

INTRODUCTION
Architecture firm owners concerned with building a strong future, growing their firm, and providing a financial vehicle for firm continuity
should understand the relevance and importance of finding, developing, and retaining staff that supports the firm’s strategy and vision.
Building internal capabilities for short-term and long-term goals requires a dedication to professional development. All architects should
recognize that career development and lifelong learning are professional requirements that at a minimum will sustain an individual’s
career and with passion can produce firms that are innovative and well prepared for the future.
Completion of a university architecture degree program and the Intern Development Program (IDP) are the mere beginnings of what is
required to advance over a lifetime in architecture. What starts with an exploration of new building materials, systems, and construction
techniques soon becomes a study of business practices, risk mitigation, new building types, expanded services, and leadership skills along
the path of one’s career in architecture.
This professional development comes in many forms, beginning with an understanding of the specific position requirements, goal setting
for individuals, providing feedback through performance evaluations, bridging knowledge gaps and accelerating growth through training
programs, and shaping future leaders through mentoring programs and succession plans that identify career paths - all within the context
of the firm’s strategy and goals. This cycle is repeated (often) as professionals take on new positions along their career path. (See Figure
8.5.)
PROFESSIONAL DEVELOPMENT PROGRAMS
Regardless of size, most firms provide some training to employees. This can
range from formal, robust firm-wide programs, often referred to as “Firm X
University,” to support in-office vendor presentations. Many firms offer
training targeting particular areas of responsibility, employees with high
potential, or skills for high-risk portions of projects, such as the following:
• Emerging leader training to groom employees with high potential to
become future leaders of the firm. Topics may include self-assessment,
attributes of leaders, leadership styles, strategic thinking, business
development, negotiation skills, change management, risk management,
financial management, legal issues, decision making, consensus building,
and team building.
• Supervisor training to prepare and improve the abilities of employees who
manage others. Topics may include linking goals to efforts, management
principles, performance appraisals, communication, goal setting and
prioritization, delegation skills, improving staff productivity, conflict
resolution, and employee relations.
• Project manager training to prepare and improve the abilities of employees who manage projects and project teams.
Topics may include leadership, risk management, quality assurance/quality control (QA/QC) principles, financial
management, improving repeat business, contracts, team building, negotiation, communication, and project planning.
• Construction contract administration training to prepare employees to take active roles during the construction phase
of a project. Topics may include QA/QC principles, contracts, RFI management, site practices, role of the construction
schedule, conflict resolution, valuing the work, retaining documents, and closeout procedures.
• Business skills training to help employees succeed in the business of architecture. Topics may include strategic planning,
business/financial planning, goal setting, time management, communications, networking, problem solving,
collaboration, client relations, and meeting management.
• Presentation skills training to prepare and improve the abilities of employees to make presentations to clients,
colleagues, consultants, and others. Topics may include presentation organization, visual aids, making persuasive
arguments, engaging an audience, and preparing leave-behind materials.
• Writing skills training to improve the abilities of employees to effectively use written correspondence in many settings. Topics may
include choosing the appropriate format, grammar, language, formatting, technical writing, specifications, proposals, persuasive
communication, and contracts.

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Whether providing an all-encompassing program or supporting single-topic presentations, it is essential to think about a training program
in the context of the firm’s goals and strategic plan. For example, if a firm has committed to increasing sustainable practices, selecting
vendors to present to staff whose products align with this goal is useful. If one goal is to improve project documentation, partnering with
subconsultants (e.g., MEP, civil engineering, lighting design) or general contractors to provide their insight to staff on a set of construction
documents may prove valuable. Many firms offer incentives to employees who lead educational efforts within their firms as a way to
encourage the active sharing of years of experience, case studies, and lessons learned.

LEADERSHIP DEVELOPMENT AT LEO A DALY

LEADERSHIP INSTITUTE BACKGROUND • Leave “politics and personal agendas” at the door.
• Commit to applying lessons learned as we go.
Recognizing the critical role that succession planning has for the long- • Complete all assignments.
term health of the organization, Leo A Daly set out to create an annual • Be active in communication and presentations.
leadership development program that would help shape the career • Leo A Daly is investing in you-rise to the challenge.
paths of architects, engineers, planners, interior designers, finance • Be respectful and courteous.
managers, marketing professionals, and information technology (IT) • Practice becoming a lifelong learner of leadership skills.
staff who had been identified as potential leaders. Deborah
DeBernard, AIA, then Leo A Daly COO, and Tamara Moerer, Ph.D., To reinforce a culture of community service, each of the formal
CEO of The Image Business, were selected to design a course to meetings begins on a Thursday evening where participants and
address the firm’s goals. Dr. Moerer’s background as a presenters gather to participate in volunteer work such as helping in
businesswoman and as a graduate professor of organizational a local soup kitchen. The following morning, the session opens with
leadership not only qualified her for this consultant position but also an “ice breaker” designed to introduce the session theme as well as
made her the perfect partner to DeBernard’s leadership experience help everyone mentally prepare for the forthcoming discussions.
and knowledge of the firm’s inner workings. “The course is designed Each session is led by a pair of in-house “session champions” selected
to significantly enhance the leadership development of the Leo A Daly for their leadership skills reputation and their key role in the strategic
‘rising stars’ through a rigorous curriculum and real-world exercises, planning of the firm. They are assisted by several in-house and outside
and to positively affect the retention of the firm’s talent pool. Though subject matter experts who present their topic and become an
management principles are interwoven into the curriculum, the focus ongoing resource to the class. In addition, Moerer and DeBernard
is on effective leadership applications,” explains Moerer. have served as facilitators, mentors, and devil’s advocates to spur
Dubbed the “Leadership Institute” (LI), this intense year-long thoughtful discussion and decisions by all.
program is tailored for 10 to 12 emerging leaders who are hand- The formal sessions are highly interactive with considerable dialogue,
selected through a competitive application process. The application exercises, small breakout sessions, and presentations by the
package includes past experience, education, leadership outside the participants. The sessions are concluded on Saturday with a reflection
firm, community involvement, and letters of recommendation. LI is of the material just presented, an evaluation of the current session,
open to all employees who have been recommended by their and a reminder of the homework assignments for the next video
business unit leader for their potential to play a key role in the future conference and formal session.
of the firm, and have been employed by the firm for at least two The interim video conferences are facilitated by an LI graduate from a
years. All firm leaders, as well as past LI class members, are prior year who is asked to lead a discussion on a business book, much
expected to encourage employees who show leadership potential as one would in a book club. This session is attended by the
to apply for the limited class spots. The LI Selection Committee uses participants and the LI graduates only, giving much-needed time for
great care to assemble a qualified and diverse class representing the the LI class to bond as a group and providing an occasion to ask the LI
many disciplines and office locations of the firm. graduates questions about their experiences. It also provides the firm
The course begins with an orientation meeting where a facilitated an opportunity to recognize LI graduates while asking them to
conversation takes place to articulate everyone’s reasons for exercise some of their newly honed leadership skills.
applying, expectations of the participants, expectations the firm has
LEADERSHIP INSTITUTE CURRICULUM
of the participants, logistics, and the complete list of homework
assignments. Throughout the year participants are given The LI curriculum is designed to promote future firm leaders,
assessment tests, reading assignments, and writing assignments discipline leaders, and team leaders. It begins with a series of self-
targeted to the theme of each of the four in-person meetings as well assessments, communication tools, descriptions of what is means to
as the three video conference sessions held between each of the be a leader, and leadership styles; followed by a history of the firm
formal meetings. Clearly expressing the firm’s expectations has and various discussions ranging from strategic thinking, business
proven valuable to help reinforce the need for each participant to development, public relations, and the power of persuasion to legal
come prepared for the in-depth discussions, exercises, and issues, business planning, and financial aspects of the firm. The course
assignments. exposes participants to the inner workings of the firm, corporate and
business unit leaders, and helps prepare participants for these
EXPECTATIONS OF THE LEADERSHIP INSTITUTE PARTICIPANTS positions. Dr. Moerer explains, “What is learned in the Leo A Daly
• Attend all sessions and participate fully in them. Institute on the weekend can be applied to all the offices on Monday
• Expect excellence in everything. morning. The course design incorporates the Leo A Daly culture,
• Be thoughtful and creative in discussions. management principles, and leadership philosophy and vision.
• Be willing to discover your full leadership potential. The course culminates with a probing session about how the
• Be willing to be vulnerable. participants see themselves as leaders and challenges them to

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continue their leadership journey with the development of a written Following graduation from the Leadership Institute, participants are
plan for themselves reaching out one to five years and beyond. Each invited to join the Futures Council, whose members lead initiatives for
is also asked to establish a relationship with two mentors who will the firm, such as the development of a mentorship program or serving
guide them throughout their career. This final session is held jointly on a committee designed to improve working relationships between
with the firm’s annual management meeting, where LI participants business units. In this role, they stay connected to strategic firm-wide
attend some of the management meeting and graduate in front of issues and are advisors to the executive vice president.
the assembled firm-wide leaders. The program has enjoyed continuous improvements, reacting to
A written assessment of each candidate is prepared for the business formal and informal feedback and the roles that Moerer and
unit leader who provided the initial recommendation. This helps DeBernard have played as strategists and change agents for The
these office leaders and supervisors to understand how the LI Leadership Institute. From 2008 through 2012, 42 new leaders have
graduate did during the course, what strengths or weaknesses were graduated, greatly increasing the options for succession planning
identified, what recommendations the LI program managers have throughout the firm.
for their continuing development, and how they are viewed as
fitting into needed future leadership roles.

Sources for Training Materials

Sources for course materials that are developed specifically for one’s firm can be abundant when they include the valuable experience of
senior staff, allied firms, consultants, and construction partners. Courses developed by third parties expressly for the AEC community
include conferences, “boot camps,” online programs, vendor “lunch and learn” sessions, and AIA component continuing education
programs. The AIA also has mature knowledge communities that can provide information and resources on particular topics such as
practice management, project delivery, construction contract administration, and design, or for particular market segments such as health
care, justice, and retail.

MENTORING
Training is important for developing skills that aid professionals in their professional growth, but a structured mentoring p rogram
supported by firm leadership will increase the speed at which new employees become productive team members who can support the
strategic plans of the firm. Mentorship will also provide a vehicle for frequent and meaningful feedback, foster working relationships,
improve recruiting success, provide the foundation for a succession plan, and ensure that a sense of professional stewardship becomes
an integral part of the culture of the office. The benefits of building a firm through the professional development of staff, who work
together toward the firm’s strategic goals, cannot be overstated. The mentoring program helps a firm achieve its vision by supporting the
following:
• Long-range strategic and business plan goals
• Values and culture
• Excellent client service
• Repositioning the firm to target markets or services
• Project performance and work quality improvement
• Succession planning
• Recruitment and retention of staff
• Increasing the number of licensed staff members
• Increasing staff recognition and personal satisfaction
A successful program begins with the commitment of firm leadership and a supportive culture that recognizes the importance of tying the
mentorship program to the strategic goals of the firm. If the principals do not value mentoring, support it with words only, or allocate
insufficient time and money, the program is likely to fail no matter how well intentioned. At a minimum, mentoring programs need the
following:
• Definition of what is expected and how much time is required
• Communication to all firm members about the program
• Process to identify and match mentors and mentees
• Agreement from mentors and mentees on their respective responsibilities
• Training for participants
• Mechanisms for documenting and evaluating the experience and outcomes
Mentoring is often seen as a broad term encompassing supervisors, office or firm leaders, and outside resources, including respected
family members. Many professionals recall numerous people throughout their career who provided valuable advice and knowledge on
topics ranging from “How do I organize a sheet of details?” to “What do I need to do to become a project manager?” to “Should I change
jobs?” Each of these questions requires an answer from a different source, ranging from a “buddy” to a supervisor to a trusted advisor,
and not all of this falls under mentoring.

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Mentoring Is Not…
Mentoring is not a human-resources (HR) or onboarding program where a new employee can get answers to the basics such as normal
work hours, pay dates, office or field attire, lunch protocol, supplies, computer login, e-mail, telephone, and the other issues that need
immediate resolution in order for a new employee to perform their assigned work.
Likewise, it is not a job skills training program where an intern begins their path of understanding of how a building goes together, how to
use the detail library, what to do on a job site visit, or how to write specifications.
Last, it is not a computer-training course where staff is trained for CADD/BIM software, using tablets in the fi eld, inserting video into MS
PowerPoint presentations, or maximizing the use of rendering packages.

Mentoring Is…
Mentoring is a program able to make sense of the firm’s strategic plans, demands of work, financial pressures of projects, firm
organization, and the challenging balance between work and personal matters. It is the place where mentors can offer advice on how to
connect to the firm’s big-picture goals, the importance of becoming licensed, why project assignments make sense, how to prepare for
the next assignment/position, why the firm is organized the way it is, who are the best resources that can help with various situations,
how to handle disappointments and successes, and the myriad issues that come up throughout a professional career. Over the years, one
would be advised to have several mentors both inside and outside one’s firm.

The Mentor Program

There are two common types of mentoring programs:
• Informal, where pairs spontaneously find each other through personal choice, individual circumstances, and personality. The learning
experience is based on the situation.
• Formal, where individuals who can benefit from mentoring are identified and paired with others who have the appropriate experience
and expertise. This is a management-supported program structured with formal commitments from both parties, planned learning
opportunities, and an evaluation and feedback process.
The first step is to define the goal of the program by examining the strategic plan for the firm. Goals can be articulated by asking questions
such as these:
• Are the firm’s values known and shared by most employees?
• Has the firm identified the future leaders for all aspects of the firm, and are they on a path for leadership?
• How can the firm maintain a high percentage of repeat clients?
• Are recruiting, retention, and employee engagement a problem?
• Is quality or project delivery an issue?
• How would a mentoring program affect the way participants approach projects?
• How would a mentoring program fit into other training and orientation programs?
The answers to these questions will be a guide in designing a
mentoring program that helps to improve areas of weakness
and strengthen the transfer of the firm’s tacit knowledge.
Next, identify the target audience and the associated
objectives. While interns and junior staff are the natural target
of many mentoring programs, a firm should plan to include
more senior staff to help groom them for management and
leadership positions in the firm. Different objectives can be
assigned to various target audiences based on experience
levels. (See Table 8.7.)

Who Can Be a Mentor?

Mentoring programs pair at least two people: a mentor who is a trusted, influential leader or expert, a good role model who inspires
learning and invests time coaching others; and a mentee who is an interested participant with high potential, in good standing in the firm,
and looking for self-improvement.
Mentors should be professionals who are acknowledged to possess competencies and expertise within the firm’s strategic objectives.
They should be strong champions of the firm’s values, patient, teachers, listeners, relationship builders, positive, able to keep confidences,
and willing to commit the time (sometimes extensive) required of a mentoring relationship. Potential mentors should evaluate what
knowledge and experience they can offer in a mentoring relationship and whether they have the ability to provide honest, sometimes
difficult, feedback to mentees about the alignment of a mentee’s goals with the firm’s goals.

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Many architects have had a mentor who provided advice and career development counseling, someone who they admired or whose
words, thoughts, or actions they emulated. Before volunteering, a mentor should consider these questions:
• What were some of the challenges faced in your career, and how did you overcome them?
• What educator or professional had a profound influence on your career?
• What did you admire about them?
• How did you learn from their examples?
• What valuable advice have you received during your career?
• How did this advice help shape your career decisions?
• What strategies did you implement to complete your internship and the Architect Registration Examination (ARE)?
• Do you model the behavior of mentors you have encountered in your professional and personal life?
• What can you learn from a mentee to support your lifelong learning commitment?
A mentor to someone going through the Intern Development Program (IDP) also needs special knowledge about IDP requirements.

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