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shared experiences that are captured as part of the learning on key events (eg problems, breakthroughs, change orders, etc) In the short-term, project teams would be able to better manage the subsequent phases of a project through the capture and transfer of learning from a previous phase In the long-term, it will increase their capacity to better plan future projects and improve their ability to collaborate with other organisations Project staff and students of project/construction management and the institutions providing such courses/ training will also bene t through the use of captured project knowledge as case study material Other potential bene ts identi ed include:
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Prevention of knowledge loss due to time lapse in capturing the knowledge Ebbinghaus s (1885) study reveals that the percentage of human memory retained on a set of data depletes over time Corresponding to this, the probability of forgetting an event of everyday live (which may include the learning event where new learning is created) is increasing as time elapses (Linton, 1975) Therefore, by facilitating the capture of the knowledge as soon as it is created or identi ed, live capture of knowledge helps to reduce the loss of knowledge or important insights due to time lapse and to ensure the completeness of knowledge captured Maximisation of the value of reusing the knowledge captured through live reuse Live capture and live reuse of knowledge are interconnected The true bene t of capturing knowledge comes only when the knowledge is being used (McGee, 2004), particularly if the knowledge is being reused live after it has been captured Siemieniuch and Sinclair (1999) assert that knowledge can become obsolete and the value attached to the knowledge deteriorates as time passes and the competitive environment for its reuse changes Some knowledge (used synonymously with data in this context) is required in real time so that effective responses can be deployed at the right time, thereby avoiding mishaps and more importantly seizing opportunities before it is too late (McGee, 2004) McGee (2004) argues that as time passes after an event the possible responses to the event narrow, depicted by the area of triangle in Figure 23 This shows that the potential value of live reuse of knowledge in an event may as well narrow and diminish towards the end of the event where the knowledge can be reused, depicted by the area of the triangle in Figure 24 This is particularly obvious when the bene t accrued through reusing the knowledge is time-related (eg when the knowledge can lead to a saving of x/day) Help to seize every knowledge reuse opportunity Another unique situation is that the knowledge captured may have limited number of events for reuse and hence has to be disseminated for reuse as soon as
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Capture and Reuse of Project Knowledge in Construction
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Event
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Response options and potential impact of the response made
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Figure 23 As time passes after an event, the possible responses to the event narrow, depicted by the area of the triangle (Source: Adapted from McGee, 2004)
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Start of reuse event
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End of reuse event
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Figure 24 As time passes, the potential value accrued through reusing knowledge reduces, depicted by the area of the triangle
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Knowledge management key concepts
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possible (ie live ) before such events diminish, as in the Three Mile Island (TMI) incident mentioned by McGee (2004) In the instance, a lesson had been learned that the relief valve used in a nuclear reactor built by Company X had failed to function properly in one occasion and further action was needed The immediate event for reusing the lesson learned was at the TMI nuclear reactor where another relief valve built by Company X was being used However, the lesson learned from reactor A was not transferred to the TMI operator and hence was not being reused No action was taken by TMI operator which had subsequently led to the TMI incident when the valve failed All other similar type of relief valves would have been replaced after that, but the single most crucial event for reusing the lesson learned had been missed Similarly, in the context of the construction industry, it is possible for a construction organisation to have similar types of project running roughly parallel, such as the PFI projects Speci c knowledge captured from a particular type of project may only be valuable and reusable in similar projects In this instance, the live capture and reuse methodology can help to ensure that the speci c knowledge created or identi ed from one courthouse project is made available for sharing and reuse in another courthouse project (or just another courthouse in the same project) so that the triggers for reuse are not missed In summary, the result of the review depicts that live capture and reuse of project methodology is crucial in addressing the aforementioned shortcomings of current practice, to better manage project knowledge and to enable the bene ts of knowledge captured to be fully exploited The live capture and reuse of project knowledge methodology facilitates the capture of project knowledge as soon as the knowledge is created or identi ed (ie live ) to avoid persistent knowledge loss problem of current practice due to time lapse and other constraints The importance of live methodology is further strengthened by the reduction of knowledge loss facilitated which helps to ensure that a more complete set of project knowledge is captured from construction project, and which allows the knowledge to be reused live to reap the most from the knowledge Having established the importance of the live capture and reuse of project knowledge in construction, the next chapter explores the potential types of reusable project knowledge in construction, the learning situations where most of the new learning is created, the current practice for the capture of knowledge focusing on the capability to facilitate live capture of project knowledge and the soft (organisational, cultural and human) issues that affect the knowledge capture and reuse
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