Wallace Montgomery

Preparing the Next Generation of Construction Leaders

Today’s construction professionals face an industry that bears little resemblance to the one that trained many of its current leaders. Projects move faster, design and construction overlap, alternative delivery continues to expand, and teams are expected to make consequential decisions with information arriving continuously from emails, mobile devices, digital models, scheduling platforms, document-management systems and artificial intelligence.

Yet much of our workforce development still reflects a slower and more compartmentalized industry. We train designers to design, estimators to estimate, schedulers to schedule, and inspectors to inspect. Then we place them on design-build and other alternative-delivery projects and expect them to immediately understand how design, cost, schedule, safety, access, quality, procurement and construction sequencing interact. That approach is no longer sufficient.

The next generation must be technically grounded generalists capable of moving between disciplines, identifying the critical elements of a problem and communicating a decision before the issue becomes a delay, claim, or field failure. The industry needs more professionals who can connect limited specialists and translate their work into constructible outcomes.

Technology should help us close that gap. Properly used, digital modeling, collaborative document platforms, scheduling software, reality capture, cost databases and AI can create a common operating picture between designers and contractors. On design-build projects, that integration is especially valuable. Designers can see constructability constraints earlier and make informed decisions. Contractors can better understand design intent. Estimators can test the cost consequences of evolving details. Schedulers can evaluate probabilistic outcomes that change the schedule from a static portrait to a statically evolving model.

Where Technology Meets Experience

For too long, plans have sometimes been developed in one environment and tested against reality only after reaching the field. Modern software gives us the ability to challenge that model. A multidisciplinary team led by a construction professional can review a three-dimensional design, overlay utilities, evaluate temporary works, simulate construction sequencing, track unresolved risks and connect design decisions to schedule and cost consequences before time is of the essence. That should improve project outcomes. But software only improves what the team knows to ask.

An AI system may summarize a specification or propose a technically acceptable sequence. It will not automatically recognize that the sequence forces workers into an unsafe position, reduces production to an impractical rate, conflicts with traffic operations or safety, or depends on skilled labor that is unavailable in the local market.

These are the hands-on intangibles that experienced construction professionals see because they have performed the work, watched it fail, and learned what the drawings do not show. That is why field experience will remain invaluable as software becomes more capable. The danger is that firms may reach the opposite conclusion. As digital tools improve, some organizations believe they can reduce field development and replace experience with access to information. That would be a serious mistake.

Building Professional Judgment

Information is not judgment. A technically correct answer is not always a constructible answer, much less the most commercially responsible answer. The question facing today’s managers is therefore not whether the next generation should use AI and advanced software. They will, they are, and they should. The real question is whether we will teach them to use these tools as informed professionals or allow the tools to become substitutes for professional judgment and experience.

That requires senior construction leaders to remain directly involved. Digital dashboards, virtual meetings and mobile communication make it possible for project executives and managers to oversee more work across a broader geography. But connectivity is not mentorship.

Face time remains critical. A daily presence may not be realistic, but senior leaders must be disciplined in providing project-site interaction with developing staff. They need to observe how young professionals review a plan, walk a site, question a schedule, evaluate a change and communicate with field personnel.

Can they identify whether an operation has adequate access? Can they see when a proposed sequence creates unnecessary exposure to traffic or equipment? Can they estimate realistic production based on crew size, equipment, work area and material delivery? Can they recognize when a schedule assumes labor or specialty resources that do not exist? Can they distinguish when a technically correct answer may not be constructable or commercially viable? Most importantly, can they explain their reasoning without simply repeating what the software produced?

Combining Technology with Practical Experience

Young professionals should be included in constructability reviews, design coordination meetings, schedule workshops, estimate reconciliations, risk reviews and field planning sessions. Young professionals should be encouraged to be seen and heard, developing critical oratorial skills that not even AI can mimic.

AI can help organize that information, identify patterns and accelerate analysis. It cannot replace the construction professional who builds trust among people with competing interests, reads the room during a difficult meeting or recognizes that a technically defensible answer will not work under actual field conditions.

The future belongs to professionals who can combine digital fluency with practical experience. They will use technology to bridge the designer-contractor divide, but they will also know when to leave the screen, walk the work, speak with the crew and test the assumptions against reality. 

Our responsibility is not to prepare the next generation to compete with software. It is to teach them what the software cannot see, to focus on solutions and decisions despite information overload and to be integrators of technology grounded in practical experience.