Henderson, J R (2013) Enhancing buildability through improving design-construction feedback loops within complex projects. PhD thesis, Loughborough University, UK.
Abstract
Current attempts to answer the questions of how learning can be nurtured within projects; and, how it can be shared within the supply chain make a conscious stance in support of one of two seemingly conflicting perspectives. These are; a first generation knowledge management systems perspective, or a second generation socialisation perspective. This study shrewdly identifies that to categorically anchor to simply one perspective is fundamentally flawed. It is a strategy which regards each as mutually exclusive and therefore negates the advantages of its opposition. Each perspective is suited to differing needs. A first generation perspective satisfies the desire of organisations to create a tangible representation of their knowledge base. However, purely focusing on this need ignores the requirement of socialisation, which is essential for effective tacit knowledge transfer. This has astutely been identified as causing cycles of disillusionment due to its inevitable inability to perform effective knowledge sharing. In comparison, a purely second generation approach fails to satisfy the desire to produce a tangible resource base, which thus reduces the incentives for organisations to provide vital socialisation opportunities. It has been widely acknowledged that learning within projects is needed to make strides towards continuous improvement. If this is not the case, the industry will continue to repeat flawed practices or continuously reinvent solutions unnecessarily. This is resulting in significant inefficiencies within the industry, reduced quality outputs and supplying reduced value. Furthermore, it is not simply the case that learning within individual phases of the construction lifecycle, or within organisations will realise these benefits. For true efficiency benefits to be realised, knowledge and learning from projects has to be shared throughout the supply chain. This research s contribution has been established through the development of a feedback framework predominantly between construction and design teams throughout a project s lifecycle. The framework provides the capability to transfer lessons to not only individual organisations, but across organisational boundaries also. It seeks to improve internal knowledge management through incorporating critical facets such as live capture, multimedia formats and the ability to network with other knowledge owners/seekers. Accordingly, this project has made a significant theoretical contribution through identifying the ability and need to combine first and second generation knowledge management perspectives.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Uncontrolled Keywords: | feedback; improvement; knowledge management; learning; owner; continuous improvement; efficiency; tacit knowledge |
| Index terms: | anchor, knowledge management system, efficiency, owner, continuous improvement, lifecycle, complex project, buildability, knowledge base, knowledge sharing, design team, strategy, feedback loop, knowledge management, boundaries, tacit knowledge |
| Subjects: | information systems, sociology, geotechnical engineering, professional development, performance management, performance measurement, management, project delivery, control systems, design efficiency, strategic project management, property law, knowledge management, professional practice |
| Topics: | Design Practice, Digital Applications, Stakeholder Management, Business Strategy, Information Management, Legal Issues, Quality Management, Project Management, Engineering Principles |
| Descriptive scope: | 2 PC |
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