Experiental learning in design cost estimating

This thesis is concerned with early stage design cost estimating, that is, the assessment of the likely costs of construction at a very early stage in the development of a construction project. Brandon (1990a) believes the provision of cost advice is probably the most fundamental professional service provided by quantity surveyors. Further, it has been the foundation of all the profession's activities for generations. Despite the importance attached to this professional service, initial cost advice given before the production of drawn information has been a source of client dissatisfaction (The Royal Institution of Chartered Surveyors, 1984). Similarly, Ellis and Turner (1986) and Procter et al. (1993) found that clients were generally dissatisfied with the initial cost advice given. There has been a considerable amount of research into the accuracy of cost prediction, cost planning techniques and the application of expert systems for project cost appraisal. One factor that consistently appears throughout previous research is the importance of the experience of the design cost estimator. This thesis is concerned with experiential learning in design cost estimating. It investigates the relationship between experience, defined in terms of the practitioners' learning styles, approaches to learning and practitioners' perceptions of the learning climate, and early stage estimating ability. This general aim was subdivided into nine specific objectives and six hypotheses. The research methodology consisted of two stages. Stage one involved the selection, development and validation of instruments to measure the individual's learning styles, approaches to learning, learning climate and estimating ability. To achieve this two separate student questionnaire surveys and informal but guided interviews with experienced early stage design cost estimators (Practitioners - Chartered Quantity Surveyors) were conducted. Stage two involved a questionnaire survey of novice quantity surveyors (students on built environment courses) and fully structured interviews with experienced early stage design cost estimators. While practitioners rate experience very highly, their ability to learn from experience, measured in terms of individual learning styles, approaches to learning and the learning climate of the individual's organisation, has a tenuous effect or relationship with the quality of their forecasts. The following key findings have been drawn from the investigation. • Experience is considered to be acquired through preparing estimates. It is believed to be very significant in developing the ability to identify important aspects of projects and significant in developing the ability to judge market conditions, apply appropriate estimating techniques and select suitable historic cost data. • The level of systematic reflection on the outcomes of estimates was low. • Practitioners prefer an active learning style, represented by learning by doing (Active Experimentation, Concrete Experience, Style B (Active Experimentation) & Style F (Personal Involvement)), rather than a passive style, represented by learning by observation (Reflective Observation) & Style E(Deliberation)), when compared with the student sample. • Both the practitioners and students prefer an open and collaborative approach to learning. However, both exhibit a reluctance for self-assessment or self-appraisal. • The working environment within quantity surveying organisations is perceived to be supportive in terms of human support, although it is less supportive in terms of staff development systems. • The working environment, especially organisational working practices, has a positive relationship with learning styles. This indicates that the more support, 'Freedom to Learn', an individual receives from their organisation the more likely they will be to put more effort into all four stages of the experiential learning cycle. This is especially true for the active dimensions (Active Experimentation and Concrete Experience), which are apparent to their peers and employers. €¢ The individual's perception of his/her organisation's ability to provide appropriate staff development increases as the size of the organisation increases. However, the practitioner's perceptions of the Ethos (working practices) and Reality (human support) of the organisation decreases as the size of the organisation increases. • The level of the practitioners' forecasts significantly decreased as the number of estimates prepared increased both generally and for their area of specialisation in the last twelve months. • The level of the practitioners' forecasts increased as the size of the organisation increased. • The quality of the practitioners' forecasts, represented by the degree of consistency, is associated with the ability to learn effectively from experience. • The quality of the practitioners' forecasts, represented by the degree of accuracy, significantly improved as the number of estimates prepared in the last twelve months, the number of estimates prepared for their area of specialisation in the last twelve months, and the number of estimates prepared in the last five years increased. The possible implications of the research findings and recommendations for further research are discussed.