Bijleveld F R, D e A G (2013) Method-based learning: A case in the asphalt construction industry. In: Smith, S D and Ahiaga-Dagbui, D D (eds.) Proceedings of 29th Annual ARCOM Conference, 2-4 September 2013, Reading, UK.
Abstract
As in many domains in the construction industry, traditional working practices lean heavily on the onsite experience and craftsmanship (tacit knowledge) of operators and teams. This results in implicit individualised learning and lengthy learning cycles. To develop a deeper insight into construction processes, this tacit knowledge needs to be made explicit to instigate a change towards explicit method-based learning. For the asphalting industry, Miller (2010) developed a framework to make processes that take place on the construction site explicit when implementing new technologies. To change to explicit method-based learning, the experiential learning model of Kolb (1984) was introduced into current practices and 'explicating the process' was added to the learning cycle. Further, 'reflective observation' and 'abstract conceptualisation' were explicitly incorporated into current asphalting practices using feedback sessions with an asphalting team. This learning cycle was introduced during an actual construction project on a highway in the Netherlands. The adopted learning framework was found to be applicable and useful in the quest for improved process and quality control. By explicating the construction process 'as constructed', it became possible to have a meaningful discussion with operators in a feedback session and unravel their intentions and reasoning with the chosen strategies. Explicit method-based learning, as here, leads to improved quality awareness, better understanding of the processes and their interdependencies, and improved communication with and within the asphalting team.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | asphalt; experiential learning; feedback; operational strategies; quality control |
| Index terms: | construction project, construction process, tacit knowledge, construction industry, quality control, new technology, experiential learning, reasoning, onsite, construction site, working practice, strategy, Netherlands |
| Subjects: | learning methods, project delivery, innovation and technology management, work location, professional development, production management, Geography, management, industry analysis, building construction, cognitive psychology |
| Topics: | Construction Technology, Information Management, Engineering Principles, Project Management, Geographical Context, Research Practice, Business Strategy, Site Management, Organizational Design, Education, Quality Management |
| Descriptive scope: | 3 PCT |
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