Klitgaard, A; Beck, F; Buhl, H; Jeppesen, R D and Nissen, S B (2016) Expansive learning in construction projects: A contradiction in terms? In: Chan, P W and Neilson, C J (eds.) Proceedings of 32nd Annual ARCOM Conference, 5-7 September 2016, Manchester, UK.
Abstract
A construction worker inhabits a complex socially constructed world. In order to function he must be aware of his tacit and his explicit knowledge. The knowledge affects the construction worker’s performance before an action, during an action and in the reflection after the action.This preliminary research describes the theoretical basis of a research project into the value creation in an inter-organizational competencies network. The network is formed by a number of organizations in order to meet the project’s value demands. The participators in the network are professionals like architects, engineers and contractors but also include non-industry members like end-users and politicians. The research collects data from a case study of a sustainable refurbishment of a Danish School building. The present purpose is to establish the theoretical basis for the later collection of data. The focus is on one specific participant in one specific organization. Using activity theory as a lens it is investigated how the construction worker is under influenced of his explicit as well as tacit knowledge in the categories; subject, object and tools as well as community, rules and division of labor. The following is analyzed:1. The nature of the knowledge, before an activity is to take place.2. The likely consequence of the knowledge during an activity and3. The need to reflect over the knowledge in order to learn from the action.The analysis shows that the different knowledge categories have effect on the construction worker’s performance. It is argued that in order for the construction worker to understand his ever-changing world, he must possess the ability to access his explicit as well as tacit knowledge. Special attention should be paid to how tacit knowledge affects performance in the present context.This hypothesis will be tested in a pilot case study in spring, 2016.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | activity theory; construction management; interorganizational network; learning. |
| Index terms: | case study, interorganizational, explicit knowledge, division of labour, engineer, activity theory, architect, value creation, construction project, school building, reflection, construction worker, tacit knowledge |
| Subjects: | business economics, theoretical framing, economic development, professional development, production management, knowledge management, business, profession, construction type, data collection methods, practitioner |
| Topics: | Information Management, Project Management, Research Practice, Business Strategy, Sustainability, Construction Technology, Roles and Professions |
| Descriptive scope: | 4 PCTE |
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