Graham, B and Thomas, K (2008) Learning from experience: Aligning continuing professional development with knowledge management. In: Dainty, A (ed.) Proceedings of 24th Annual ARCOM Conference, 1-3 September 2008, Cardiff, UK.
Abstract
The need for the development and testing of models for knowledge management (KM) in construction organisations is now well recognised. As part of a doctoral study seeking to develop a model of KM through grounded theory, an in-depth case study of a leading Irish construction organisation was conducted. Based on theoretical sampling from the first phase of the research, the case study sought to identify and evaluate current and potential approaches to managing knowledge at individual, project and organisational levels. This consisted of a combination of interviews and surveys with a broad spectrum of management and professional staff, including a director, project managers, quantity surveyors, foremen and engineers. It was found that the company are committed to the provision of life-long learning opportunities for all staff through comprehensive continuing professional development (CPD) activities, such as mentoring, training and education. They have also implemented a lessons learned database as part of a KM initiative, which has not been as successful as initially anticipated. The dissemination of lessons learned through the database has been augmented by the use of in-house CPD seminars given by the organisation’s staff. The use of both technology and face-to-face interaction has improved the lessons learned process, particularly in aligning individual learning with that of the organisation. The paper concludes by considering the potential for aligning CPD activities with KM, making recommendations for the next phase of research and more specifically for construction organisations attempting to learn from experience. Such an approach could lead to improving the professional skills of individual staff, whilst contributing to improvements in organisational performance.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | case study; continuing professional development; grounded theory; knowledge management; lessons learned |
| Index terms: | case study, lessons learned, testing, interaction, mentoring, sampling, project manager, knowledge management, survey, continuing professional development, construction organization, grounded theory, engineer, face, interview, organizational performance, dissemination, quantity surveying, database |
| Subjects: | training, data management, performance measurement, professional development, knowledge translation, behavioral psychology, psychology, theoretical framing, professional practice, data collection methods, organization, profession |
| Topics: | Organizational Design, Engineering Principles, Information Management, Digital Applications, Roles and Professions, Research Practice, Education, Human Resources, Business Strategy, Quality Management |
| Descriptive scope: | 4 PCEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here