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Specific Learning Objectives:

1. Identify the benefits of Professional Development and Mentoring

Timing and Frequency of Appraisals

To be effective, appraisals and professional development planning should be done at regular intervals. Many firms conduct reviews once
a year, although some management consultants recommend semiannual or even quarterly reviews. One approach is to review everyone
during the same time period. Another approach sets review dates to align with the anniversary date of employment. There are advantages
and disadvantages to both. Reviewing everyone in the firm in the same time frame allows for assessment of the full staff relative to each
other, consistent messaging about the process, and an easy application of any salary adjustments to the business plan. Reviewing staff
on the anniversary of their employment allows for better integration of the time to review employees with other supervisory
responsibilities over the course of a year rather than all at once, and permits a ready means of marking the employee’s hiring anniversary.
Whichever approach is used, the emphasis should be on providing continuous feedback to staff on the progress of their career.
Performance Goals
Human resource director at Dewberry, Dave Francis, recommends establishing performance goals for each individual in the firm. “If you
have a new employee, you should sit down with the employee within the first thirty days to create performance goals and objectives. It
is very important that employees get off to a good start and understand what is expected of them in their new role. Goals and objectives
should be developed jointly by the supervisor and employee and they should be SMART,” said Francis.
The acronym SMART is used to set performance goals that are:
• Specific
• Measurable
• Attainable
• Relevant
• Time-bound
During the performance appraisal, a supervisor is asked to give a description of the results achieved. Francis explains, “For each
performance goal, a supervisor writes a description of how well the employee met the goal. Did they complete it fully? Was it on time
and within budget? Were the clients satisfied with the results? Did they complete it in a way that exceeded what was required, or did
they fall short of the goal? Examples are important, especially if you are giving someone a particularly high or low rating. Pay attention
to the descriptors of the ratings, and make sure that the examples you are providing match the level of your rating. This description covers
what an employee achieved during the evaluation period.”
Equally important to what an employee accomplished can be how the results were achieved. Each firm should develop its own evaluation
criteria that directly express its values, goals, objectives, and priorities. Criteria should relate to work requirements and not to an
employee’s personality traits. Evaluation criteria factors might include the following:
• Quality of work
• Creativity
• Embodiment of the firm’s values and culture
• Communication skills
• Degree of initiative
• Staff relations
• Emotional maturity
• Potential for growth or leadership
• Adaptability to change
• Client relations
• Mentoring of others
The Appraisal Form
Some firms use appraisal forms that are unstructured, with only the barest of guidance to supervisors. These systems can be nothing
more than a paper identifying the employee and a few fields to capture free-flowing ideas that summarize the past performance period
and agreed-to actions for the next performance period. Other firms use a highly structured form that charts a path from firm-wide
strategic goals, through tactics to the specific goals for each employee, so the individual can see exactly how their actions and results fit
into the overall performance of the firm. The middle ground can be described as a rating system with a multipart scale ranging from
“unsatisfactory” to “outstanding” for specific performance areas. Most rating systems approaches encourage or require additional
comments for ratings at either end of the scale. Other forms may use essays (open-ended questions about performance), discussion of
critical incidents (specific examples of commendable or poor performance based on a log of recorded incidents), or results-oriented
evaluations (comparing results with goals established earlier).

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Whatever system is chosen, it should be common for every employee, provide meaningful feedback, and be fairly consistent through time
so that a collection of appraisals conveys a recognizable pattern or trend for the employee.
Appraisal Process
The appraisal process begins by assigning a reviewer to an appraisal assignment. In the case where multiple persons are assigned to
contribute to an appraisal, it is recommended to have one person who is responsible for summarizing or incorporating all comments.
Step One: Many firms will then ask an employee to prepare a self-assessment. This self-assessment can mimic the evaluation format
being used by the supervisor (e.g., rating scale, open-ended questions, forced-choice, etc.) or can be any combination.
Step Two: Once that self-evaluation is complete and reviewed by the supervisor, the supervisor’s appraisal is written and usually reviewed
and/or approved by office leadership. Francis adds, “This final review is intended to determine whether the performance appraisal is
specific, whether the goals and objectives are clear, and if the employee will get a clear picture of what is expected for success. Approvers
will want to confirm that the appraisal lends itself to a quality discussion and clear performance expectations, and if improvements are
needed that a draft plan is provided. If an approver does not feel the appraisal is an accurate representation of the employee’s
performance or has questions about the consistency of the language and the ratings given, it should be sent back with a request for
additional information. If an employee is given a particularly high or particularly low rating, clear justification should be provided. This is
an opportunity to check for sufficient documentation, which is important for both recognition and reward as well as when ther e are
performance issues.”
Step Three: The next step is a meeting to discuss both evaluations prepared in steps one and two, set goals for the coming evaluation
period, determine a course of action for any needed improvements or training, and sign or acknowledge the appraisal for stora ge in a
personnel file.
Performance appraisal forms are merely vehicles to aid the actual performance discussion. The face-to-face session is the most important
part of the process. Many supervisors plan on one to two hours for this meeting.
Like employment interviews, good performance reviews are a two-way street. Both the employee and the supervisor should come
prepared with their understanding of the position responsibilities, goals, evaluation of performance based on the firm’s appraisal program,
and a list of specific topics to discuss. Comparing these materials is a good place to start the review. The comparison may reveal differing
perceptions or even misunderstandings about the employee’s performance goals and achievements. It can also provide an informed basis
for discussion and goal-setting for the next appraisal period.

Performance Issues
If there are performance issues, the annual performance review can be seen as an opportunity to manage the responsibility that every
supervisor has to address performance problems and set expectations for future performance. However, the best time to manage a
performance issue is when the issue arises. Note that the first time a performance issue arises, managers should follow any coaching or
disciplinary procedures outlined in their HR manual. The annual performance review can then serve as a checkpoint within a performance
improvement plan. Regardless of when performance issues are brought to an employee’s attention - even if the conversation is
uncomfortable - remember that no one is well served by supervisors glossing over or ignoring performance issues.
In a face-to-face review where performance issues are present, a manager should explain the issue, making sure the firm’s expectations
are clear, get the employee’s view, and ask the employee for their ideas for improvement. This should be followed by the development
of an improvement plan that describes how the employee should go about correcting the deficiency, what support the firm will provide,
what the employee should expect to be doing on their own time to gain improvements, consequences for continually underperform ing,
and when the next review will be to track progress against the plan. The manager should retain documentation of the discussion. This
should not be seen as punitive but rather as an opportunity to improve performance.
If the problem remains or recurs, another discussion should take place. Document
this meeting and send copies to the employee and their personnel file. It is best to
have the employee sign the written document to acknowledge it has been
received. This document should cover the following:
• What performance standards are not being met
• What has been done to assist the employee to date
• Dates of any previous performance discussions
• What expectations must be met to turn around the employee’s performance
• A reasonable time frame within which change must occur
• The consequences of failure to meet the performance standard
Discussions of unsatisfactory performance should be clearly documented in an
employee’s personnel fi le. A chronological record of unsatisfactory work is a useful
defense against unjustified claims of discrimination or wrongful discharge

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following an employee’s demotion or termination. However, be careful not to use the annual performance appraisal only as a
documentation opportunity for poor performance. If this process becomes known as a dismissal tool, an environment of distrust can
develop. Use the annual review process to reflect positive achievements and successes as well as poor performance.

CONCLUSION
Architecture is a profession learned over a lifetime, in which the details of design, construction, management, and leadership are garnered
and honed through project involvement, client meetings, staff discussions, and consultant relationships. The use of training courses,
mentoring programs, and appraisal systems is important in this learning process. Each of these tools can add positively to the
development of individuals, set up new challenges, and allow for the continuity of the firms and the profession.

Human Resources Management

Office Personnel
Large offices have some of the same problems regarding the
personnel required. Each must have a leader or manager, and a
number of others to produce the work. Not all offices have the
same titles for their employees, and not all with the same titles
have the same job. A great deal depends upon the size of the office
that in turn depends upon the clientele of the office.
In the very large-offices there may be a number of persons with
the same titles and the same responsibilities. From a salary
position the Architect is, or at least should be, the top of the pile.
The project manager, specifications writer, chief designer, and
contract administrator are next in line with approximately the
same salary expectations.
Architect - Engineer. The architect-engineer is usually the boss. He
is normally college educated in the field of architecture and
registered by examination in the country in which his office does
business. He has at least four- or five-years’ experience in other
offices, and may have been in his own office for many years. He
has the ability to meet and talk with clients as well as others in the
community and probably belongs to one or more clubs, primarily
for possible client contacts. Despite the fact that he is essentially
a business, he knows his profession and can probably “double” in
any position in the office.
Although most of the principals in an office have had a formal
education in their particular field, there still seem to be quire few
whose formal education may have been in a related field. A
number of architects have education in planning, construction
management, industrial science, and a few in chemistry or other
sciences. The same is true of engineers. There are also quite a few
“mustangs”, people who have little formal education but years of
experience, who have taken and passed the registration

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examination. Additionally, some have multiple degrees in design, business administration, and an increasing number have law degrees.
While the architectural or engineering graduate usually starts out in his chosen field, it is certainly and advantage to have additional
education or experience in a business field when the principal becomes involved in the management or administration of an office.
In partnerships or corporations organizations, there may be many combinations or expertise included in the abilities of the principals. Not
all architects are good designers or good production people. In this situation it may be very advisable to have persons in charge of design,
production or fieldwork, as well as business or office management. What is interesting and challenging to one person may not have the
same appeal for another, and a good combination may spell the success of the office. The actual arrangement of duties also other office
personnel to know who is the boss in certain areas and this are particularly important for smooth office operation.
Project Manager. A person with experience in all aspects of architecture and engineering and project management, the project manager
may be registered as an architect or engineer, or it may be simply a title, to forestall any question of registration. Experience is relative,
but would probably be in the area of five to twenty-five years in various positions. He manages the total project, and typical responsibilities
normally include: obtaining and analyzing client requirements, establishing concepts for structural, mechanical and electrica l systems,
developing design concepts, checking project development against budgeted time, representing the client at public hearings and/or
government agencies, and the general supervision of progress of the entire project. He may be a partner or associate of the firm.
In larger offices, the project manager handles almost all of the phases of a project after the owner-architect contract is signed. In most
cases the project manager, then is the leader of the team composed of design, production, and field personnel and directs all consultants
who may be needed. In some cases, the project manager may even “sit-on” on these contract negotiations. Under his supervision the
schematics are prepared, preliminary documents and design concepts are produced, and, after client approvals, all of the cons truction
documents (drawings, cost estimates, and specifications) are provided. Also under his general supervision, the bidding procedure is carried
out and all of the field observation. A possible ego-building item is the fact that, in addition to the office name, the name of the project
manager is often also prominently displayed on job signs and in project promotional items in newspapers or magazines.

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Job Captain. The job captain may or may not exist in many offices. In the smaller offices this position may roughly correspond to that of
project manager while in large offices he is an assistant to the project manager. As an assistant to the project manager, the duties are
primarily concerned with the production of the working drawings. While the project manager handles the general affairs of a project, the
job captain plans the sheet arrangement, assigns the various forms of drafting to the crew, helps coordinate with consultants, and
compiles notes and other information for the specifications department. In some offices he may be termed a chief draftsman although
his position is more than that of a lead draftsman. As with many others in an A/E office, the education of the job captain may be formal
or based upon years of experience and he may or may not be registered.
Senior Draftsman. A person with substantial knowledge and experience or in younger men, a college graduate, may be a senior draftsman,
but older men may be from the “school of hard knocks”. Usually, this person has at least eight to ten years’ experience. Major
responsibility for him is in coordinating details and dimensions: checking working drawings for omissions or conflicts prior to bid time;
checking for code compliance; controlling design continuity in detailing; and in smaller offices he does major drafting such as f loor plans
and elevations.
In architectural offices this person is fully capable of interpreting and sketches from the design department completely through the
finished drawing stage. The designer seldom sketches all door or window details, roof flashings, railing details, and similar parts. The senior
draftsman is able to select proper details or draw them from experience. In a similar manner, the senior draftsman in an engineering office
should be capable of also detailing structure; connections, piping layout, electrical circuits, and other required details. With proper
experience many senior draftsmen in architectural offices are also capable of doing a limited amount of engineering drafting from rough
sketches by the engineer. His experience also makes him a good advisor and supervisor for less qualified or younger draftsmen in the
crew.
Intermediate Draftsman. Education for an intermediate draftsman probably includes graduation from a college of architecture or
engineering plus three to five years of progressive experience. If not already registered this employee may be nearly ready for the final
examination for registration. With less experience than the senior draftsman, the intermediate draftsman prepares working drawings,
coordinates details with plans and elevations, and woks with the senior draftsman. In some cases, the intermediate draftsman is proficient
in executing presentation drawings, graphics or renderings.
Beginning Draftsman. A person with limited experience in architectural drafting, normally less than two years’ experience, and without a
degree in architecture, is a beginning draftsman. He helps to prepare working drawings, helps prepare presentation drawings, does more
correcting of drawings under supervision of others, and trace details. In small offices he may replace a trainee in this work.
Trainee. With little or no architectural education or experience beyond high school, a trainee often starts as the blueprint machine
operator. In addition, he files drawings, delivers office material and drawings, and is generally “handy” around the office. He may do some
basic drawings or tracing of details with supervision.
Construction Administrator. With a major position in the firm, the construction administrator should have a total knowledge of
construction methods, codes and contracts. He may be a college graduate with a degree in architecture, construction engineering,
construction management, or may have come from the ranks of construction superintendents. His responsibility includes actual
administration of all projects under construction, periodic inspections of the onsite work, review and decisions on shop drawings,
communication with the contractor regarding change orders and payment requests, some contact with manufacturers’ representatives
regarding proper materials and supervision of field inspectors in larger offices. This individual may also act as the checker of contracts,
plus the fact that he has not worked on the drawings or specifications, makes it easier for him to spot errors or omissions. He is also a
ready source of information regarding qualification or ability of general contractors and sub-contractors and by his field contacts usually
knows about availability of materials. In small offices the principal may fill this position, and in other offices it may be a combination with
the project manager spot.
Specifications Writer. The specifications writer must have substantial knowledge of the use of materials and construction methods and
may or may not be registered architects or engineers. Responsibilities include preparation of preliminary and final specifications, checking
working drawings for compliance with specifications, evaluating and recommending new materials and construction methods, dealing
with manufacturer’s representatives, and advising other office personnel on materials or methods. This person may also be in general
charge of the library and sample room. Great literary ability is not a requirement but the “spec” writer must be able to clearly and concisely
describe materials and methods to be used in the project. Sound knowledge of actual construction method is a must, and with a bit of
experience a better-than-average idea of labor and union procedures will become second nature. The “spec” writer will be a major office
contact for most manufacturer’s representatives and must have, or develop, the ability to compare equal products to determine if they
are indeed essentially equal. Through his constant contact with producers, the “spec” writer is in good position also to advise the designer
in regard to availability of materials and their relative costs. Many designers do not consider this possible help, and costly revision of
design sometimes results due to poorly selected materials or difficult and expensive installation methods.
Designer. Location of the designer does not imply that the designer holds a less important position than other in the office. This position
is one of the important and quite is held by one of the principals of the offices. College education is normal, and registration may or may
not be coincidental but is mandatory. The designer is responsible for the layout and appearance factors of the project and works with the
project manager to provide proper facilities for the client. Work includes preparation of schematics, preliminary layouts, renderings, and

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sometimes interiors or special phases of the work. In an engineering office, the designer works out system to be used, makes the major
calculations required, and roughs out diagrammatic sketches to be further developed by the draftsman.
While the percentage of the design personnel in an office is quite small, 3% to 5% of all projects begin here. Those covered by the designer
is not simply to provide a pretty picture, as is quite often suggested, but to carefully and accurately plan the work in accordance with
applicable code requirements and the client’s needs. Most designers are not completely trained, adept, or interested in engineering
systems, and may be limited in their knowledge of materials available. Once the basic idea has materialized into some form, experts in
the engineering and materials field should be used to redesign any portions that may be impossible to provide or that may be excessively
expensive and will exceed the project budget. If a project cannot be constructed within the budget, the design stage is a good place to
start revising or even stopping.
Librarian. The librarian does not formally exist in most offices with less than fifty to seventy-five employees, but it is very important when
an extensive library has been acquired and a large drafting force is continually using reference material. In smaller offices, the “library” is
often scattered throughout the office in several different bookcases and most employees know the general whereabouts of specific
material or will ask a co-employee. Filing and retrieval of A/E reference consists almost entirely of arranging catalogs and other material
in proper areas and in dating and updating new materials. A simple check out system helps keep track of reference. Some prior exposure
to building products via manufacturer, distributor, or contractor is helpful. The librarian’s position, in a number of cases, has been the
starting spot for specifications writer since constant handling of catalogs and samples often creates an interest in specifications. Split job
responsibility such as secretarylibrarian, or office trainee-librarian, do not usually work out so an office should arrange for a full-time
position.
Engineers-Architects. In some larger offices the special fields of mechanical and electrical design for projects are done “in-house”, that is
in the A/E office rather than being “farmed-out” to consultants. This then requires education and registered engineers to design the
various system, and different levels of draftsman to produce their working drawings. These engineering positions parallel the architectural
positions very closely. The same is true of those responsible for the structural design of a project. An increasing number of engineering
offices are including some architectural work and reverse of the above is obviously true. Contractors also employ design personnel and a
drafting force, so some positions may be comparable in the larger contracting offices. As with the A/E office, some public organizations
such as large school districts, city and municipal governments also maintain A/E departments and their operation and personnel may be
similar, even if called by other names to suit civil service requirements.
Non-Architectural Personnel. Almost all offices requires’ the normal complement of secretaries, office accountants, file clerks,
receptionists, and other non-architectural personnel. The customary requirements for taking dictation, typing, filing, etc. are necessary
and a great variety of education and experience may need to be considered. Smaller offices may need a combination type person who
can handle reception, typing, filing, and perhaps even accounting. In larger organizations, a number of very specialized positions may be
needed: typists with training on special machines, accountants with special tax knowledge, and private secretaries with good
organizational ability. And in some large offices even people trained in food handling or processing may be necessary.

SOURCE: THE ARCHITECT’S HANDBOOK OF PROFESSIONAL PRACTICE. 15th Edition

R.L. HAYES, Ph. D., AIA, Editor-in-Chief
ARCHITECTURAL PRACTICE AND CONSTRUCTION MANAGEMENT
George H. Salvan

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