Capture and Reuse of Project Knowledge in Construction in .NET framework

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Capture and Reuse of Project Knowledge in Construction
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However, the increasing use of collaborative approaches to research and development pose new challenges for decision-makers and evaluators Because these programmes are designed to be responsive to changing community needs and social goals, one of the most pressing challenges is to develop participatory and system-based evaluative processes to allow for ongoing learning, correction and adjustment by all parties concerned In particular, because they are often focussed towards the development of change, which takes time, rather than shorter term and more easily de ned outputs they are often hard to measure (Allen et al, 2001) The next section of this book will discuss the problem issues that CL can address and look at the previous research in CL from a general point of view of the two underlying philosophies, to show how various researchers in this area have conceptualised Collaborative Learning
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Latham (1994) and Egan (1998) identi ed that the project nature of the construction industry pose great challenges and barriers to learning Many practitioners and researchers in the industry have acknowledged the limitations of current approaches to managing information and knowledge related to and arising from a construction project (Fruchter et al, 2000; Rezgui, 2001; Lima et al, 2002) These limitations are due to several technical-, human- and business-related factors However, these outline the requirements and problems of learning in construction projects A detailed outline of these problems is documented in CAPRIKON Report (2004) The key issues can be summarised as follows:
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Construction projects are temporary multidisciplinary organisations where the scope for continuous interaction among project participants, after the end of a project is limited Much of construction knowledge still resides in the heads of individuals, or at best, exists in an informal and unstructured form that makes it dif cult to comprehend and exploit Different discipline solutions interact with each other The process of identifying shared interests is ad hoc and based on participant s imperfect memories This error-prone and time-consuming process rapidly leads to inconsistencies and con icts Experience gained while solving a problem during the course of project is not adequately transferred to other people or incorporated as the project progressed Team members complete the task and take any learning along with them to new teams Partial loss of project memory takes place if team members are not going to use the knowledge and information that they acquired from previous project again on a new project
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Collaborative learning in construction
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The end of the project marks the end of the learning of whole team Post-project evaluation is usually conducted by participating organisations to a project, and is useful in consolidating the learning of people involved in the project under review There is a common problem of insuf cient time for post-project evaluation to be conducted effectively (if conducted at all), as relevant personnel would have been moved to other projects Furthermore, it does not allow the current project to be improved by incorporating the lessons being learnt as the project progresses There is also the problem of loss of important information or insights due to the time lapse in capturing the learning Moreover, in consolidating the learning of people involved, post-project evaluation is not a very effective mechanism for the transfer of knowledge to non-project participants It is also limited in scope, in that the perspective is that of members within only one of the participating organisations to the project The use of long-standing (framework) agreements (eg within a partnering contract) with suppliers to maintain continuity in the delivery of projects for a speci c client is also designed to ensure that the learning by individuals and rms is reused on future projects However the reliance on people (even within a framework agreement) makes organisations vulnerable when there is a high staff turnover The use of framework agreements also cannot guarantee that the learning of individual rms participating in the agreement is shared to other participants (for the bene t of the project), since these rms can be in competition elsewhere (eg on other projects) and may not want to divulge secrets that might weaken their competitive advantage
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These factors have not merely inhibited effective KM; but they have inhibited the industry s ability to capture, learn and reuse project knowledge for improved performance If learning across projects takes place, it will ensure that experiences are accessible through informal networks Also as problems happen, solutions can be devised, effectively capturing problems, causes and how these are carried out This could also ensure that proper project learning occurs on projects and that documentationbased methods are adopted to capture project knowledge and information as it happens Improvements in project procurement using CL approach can reduce the construction period and help clients save cost Some of these improvements can be accomplished through better capture and reuse of learning during the project life cycle From the above problem de nition, the requirement is to use appropriate knowledge and information infrastructure, and improve collaborative working between members of a project team The next section will discuss the previous research in CL from a general perspective This will show how researchers have conceptualised CL from their own eld
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