Couto, J P and Teixeira, J C (2005) Using linear model for learning curve effect on highrise floor construction. Construction Management and Economics, 23(4), pp. 355-364. ISSN 01446193
Abstract
The evolution of repetitive scheduling methods led to the introduction of the learning concept in construction planning. It is common knowledge that performing the same activity repeatedly, and in the same conditions, takes less and less time as the activity is repeated (Gates and Scarpa, 1972). This phenomenon is clear in many construction activities and is known as learning experience or learning effect. The increase in productivity is mainly due to the increasing knowledge acquired by work repetition. Graphic representation is through a learning curve that admits duration decreases as the activity is repeated, according to a predictable and constant learning rate. The Linear Model of logarithmic coordinates (log10Y = log10A - nlog10X) was applied to two repetitive construction processes, frequently used in Portuguese construction. The intent was to examine its applicability and efficiency in predicting future performances, and the interest in incorporating the model in new planning methodologies for repetitive construction. In both cases, learning processes were created.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | learning curve; learning effect; linear model; models; planning construction; repetitive construction |
| Index terms: | evolution, methodology, repetitive scheduling, repetitive construction, duration, learning experience, construction planning, efficiency, productivity, construction activity |
| Subjects: | environmental science, construction operations, construction planning, operations research, learning methods, project controls, building construction, management, performance management, research methods |
| Topics: | Education, Time Control, Site Management, Quality Management, Construction Technology, Sustainability, Research Practice, Business Strategy |
| 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