Davey, C L; Powell, J A; Cooper, I and Powell, J E (2004) Innovation, construction SMEs and action learning. Engineering, Construction and Architectural Management, 11(4), pp. 230-237. ISSN 0969-9988
Abstract
Action learning is intended to enable a group of professionals (a SET) to tackle work problems, develop solutions and reflect upon the success and failure of their actions. As part of the UK construction industry's drive to improve learning and performance, four SETs of small and medium-sized enterprises (SMEs) were established. This paper evaluates the capacity of action learning to promote innovation and use of technologies within a CIOB-funded SET located in Watford. Construction companies were unable to address real problems related to their day-to-day activities due to competition. Instead, they identified an industry-wide issue – a lack of quality recruits – and marshalled resources to provide better careers advice and promote opportunities for builders. The role of action learning in empowering construction SMEs to contribute to industry change programmes is explored.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | action learning; innovation; partnership; small to medium-sized enterprises |
| Index terms: | partnership, action learning, construction industry, builder, programme, construction company, competition, career |
| Subjects: | organization, practitioner, curriculum design, professional development, partnership management, project controls, market analysis, industry analysis |
| Topics: | Time Control, Education, Information Management, Research Practice, Business Strategy, Stakeholder Management, Roles and Professions |
| 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