Capture and Reuse of Project Knowledge in Construction in .NET

Encode QR Code ISO/IEC18004 in .NET Capture and Reuse of Project Knowledge in Construction
Capture and Reuse of Project Knowledge in Construction
QR Code Drawer In .NET Framework
Using Barcode generation for VS .NET Control to generate, create Denso QR Bar Code image in .NET applications.
con ict surrounding many resource management issues arises from different interest groups failing to appreciate the perspectives and values inherent in the actions of others If these groups can be encouraged to share their experiences and viewpoints, there will be a greater understanding of why these differences exist Thomas et al (2001) presented strategic learning aimed at generating learning in support of future strategic initiatives that will, in turn, foster knowledge asymmetries that can lead to differences in organisational performance Their argument is that creating and disseminating knowledge for strategic purposes within and across level of analysis appears as a recurring theme in most literatures Based on this, they claimed that the primary motivation for their research is to identify illustrative organisational practices and processes that contribute to performance-enhancing strategic learning Their second motivation was derived from the observation that strategic learning has been conceived of, alternating, as a process to foster continuous radical innovation over the long term, and the focused exploration of anticipated future events and activities Their review suggested that literatures in this area compliments both perspectives, directly and indirectly, suggesting that future inquiry into strategic learning must also include investigation of the roles of sense making, KM and information transfer processes In this sense, the understanding of interpretive processes, subsequent learning and transfer of lessons learned need to be combined to enable strategic learning Such understanding is critical to optimise allocation of organisational resources in a strategic and innovative learning environment Under this conditions, they chose an investigative technique referred to as theoretical sampling, wherein a case is selected as a unique example of a particular phenomenon to bring key dimensions to light They selected an appropriate case study (CALL) as their context for inquiry into strategic learning Based on their analysis, four characteristics of Strategic Learning became apparent: Data collection efforts are targeted; it is timed to coincide with the strategic action horizon of the rm; it leverages the organisation s ability to generate, store and transport rich de-embedded knowledge across multiple levels for the purpose of enhancing rm performance and it has institutionally based sense-making mechanisms in place with associated well-de ned validation processes These characteristics was used to craft a set of propositions to guide future inquiry, and to build a theoretical model based on those propositions, which frames how strategic learning can be manifested The ndings of this research provide a rich theoretical description of how one organisation is developing the systemic capability to rapid learning from ongoing practice and to create foreshadowed knowledge of future events In doing so, it stands at one end of several dimensions that researchers can use to understand strategic learning in other organisations, and that practitioners can use as design parameters to build variants of this system
QR Code JIS X 0510 Decoder In VS .NET
Using Barcode recognizer for VS .NET Control to read, scan read, scan image in VS .NET applications.
Collaborative learning in construction
Barcode Printer In Visual Studio .NET
Using Barcode drawer for Visual Studio .NET Control to generate, create barcode image in .NET applications.
Hamada and Scott (2001) discussed a CL model for distance learning courses They claim that learning is extricable intertwined with multidirectional activities such as work and play, and that learning is essentially a social activity They argue that position of learning is a process of applying it, because knowledge is temporary, developmental and socially and culturally mediated On these bases, they developed a collaborative learning and teaching (COLT) model to engage students The model required the students to conduct their own research for knowledge creation at local sites; connects students with different cultural backgrounds for direct cross-cultural interface; the collaboration for co-knowing is international; the students employ a much wider range of communication tools; the nal project is not only edited collaboratively, but also presented collaboratively and it intentionally creates a learning environment where participants need to manage uncertainty and uncertain knowledge In all, the COLT model allows collaborative groups to execute tasks that are too complex for one individual to undertake It provides opportunity for students to participate in cross-cultural group dynamics, to articulate, explicate and defend their ideas and hidden motives, and to manage their work ow amid high degree of uncertainty about how the project should be done At the end, they must create an intellectual product collaboratively Organisational learning as described by Patel et al (2000) is the ability of the organisation to collect and use information so that members exploit it to learn and to improve performance They went on to say that learning is something that pervades every individual s life in one form or another Organisations may be capable of learning and such organisational learning may in turn impact upon various aspects of an organisation s performance (Patel et al, 2000) The research discussed the role of IT in capturing and managing knowledge for organisational learning on construction projects known as KLICON The KLICON project s aim was to improve the understanding of the role of KM and how it adds value in the built environment This was achieved by studying the participating industrial organisations to analyse how experience and best practice were being captured The project also used IDEF0 and information models in EXPRESS to enhance understanding of generic construction knowledge and speci c project knowledge They also evaluated the issue of live project and identi ed key KM tools They concluded that KLICON provided an understanding amongst construction practitioners of how knowledge is gained and learning is formalised across the organisational interfaces within a project The role and appropriateness of IT tools for knowledge capture and management was also clari ed Sadler-smith et al (2000) in suggesting that learning is one of the keys to sustained competitive advantage developed a model for CL in small rms They argued that resource constraints within smaller rms may mean that they sometimes fail to maximise the potential of learning
Barcode Decoder In Visual Studio .NET
Using Barcode scanner for .NET framework Control to read, scan read, scan image in .NET applications.
Creating QR Code In Visual C#
Using Barcode generation for VS .NET Control to generate, create QR Code image in Visual Studio .NET applications.
Encode QR Code 2d Barcode In Visual Basic .NET
Using Barcode maker for .NET Control to generate, create QR Code image in .NET applications.
Draw GTIN - 13 In Visual Studio .NET
Using Barcode drawer for VS .NET Control to generate, create EAN-13 Supplement 5 image in .NET applications.
Generate Bar Code In .NET
Using Barcode drawer for Visual Studio .NET Control to generate, create bar code image in .NET framework applications.
Encoding Barcode In Visual Basic .NET
Using Barcode maker for Visual Studio .NET Control to generate, create bar code image in Visual Studio .NET applications.
Code39 Creator In Visual Basic .NET
Using Barcode maker for .NET Control to generate, create Code-39 image in .NET applications.
Printing Barcode In Java
Using Barcode creator for Java Control to generate, create barcode image in Java applications.
Creating GS1 - 12 In VS .NET
Using Barcode creator for ASP.NET Control to generate, create UPCA image in ASP.NET applications.