ABSTRACT
Communication between design management and construction management teams is a function of group interaction. Without an organised social system, individuals are limited to the tools and efforts they, and they alone, produce (Weick 1969). The accomplishment of projects is achieved though the interlocked and co-ordinated activities of people (Kreps 1989), and the larger the project the greater the number of people involved. With the contribution of others there is an increase in the number of perspectives, values and depth of expertise, usually accompanied by an increased amount of information from which decisions can be taken (Littlepage and Silbiger 1992). Effectiveness of groups and the degree of co-operation between their members will depend on the nature of the communication strategies employed (Ackoff 1966; Hollingshead 1996) and the training provided (Gutzmer and Hill 1973). According to Hare (1976) one of the clearest findings in the literature on small group behaviour is that the productivity of the group, no matter what the task, will improve if training is provided. However, Morgan and Bowers (1995) have argued that training must be suited to the context otherwise training programmes may have a detrimental effect on group performance. The lack of scientific research on construction communication makes it challenging to implement effective training programmes. Improvement of generic communication skills may be worthwhile, although training on more specific communication skills in construction teams is, in our opinion, not a realistic option until we all have a better understanding of interaction practices. Further research into the composition of construction teams, their behaviour over the life of projects and the nature of interpersonal communication practices must be undertaken in live projects to see how different communication patterns affect group, and hence project and organisational, performance. Such information is essential for identifying what constitutes good and bad practice in a construction context. Similarly, it is also important to understand how group behaviour can be moderated and changed to improve performance.
