Implementing CL in construction projects in .NET

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Implementing CL in construction projects
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Several researchers have described project development as a knowledge-intensive and learning activity Project development often involves cross-functional linkages, where different participants join a team with different viewpoints Such teams are often characterised according to the risk and synergy resulting from their interaction with other team members (Huang and Newell, 2003) This interaction brings in the need to organise, integrate, lter, condense and annotate the collaborative data and other relevant information that these team members contribute (Fong, 2003) Creating new knowledge and learning is fundamental to project development (Huang and Newell, 2003) A project as discussed by Hamilton (2001) can be considered as a package of features and
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Capture and Reuse of Project Knowledge in Construction
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bene ts, each of which must be conceived, articulated, designed, constructed and maintained The development of this constructed facility can be viewed as a new product development, with customers or end-users purchasing or using the facility (Fong, 2003) Fong (2003) argues that the development of a new product entails the application of knowledge and learning to new problem-oriented situations, thus requiring uncertainty reduction The same applies in construction, with each project unique in itself in terms of design and construction, and the many constraints, the construction industry faces (due to limited space, increasing project complexity, limited budgets, tight programmes and constant demand for facility innovation) Project teams are also faced with the challenges to utilise diverse knowledge and create new knowledge in order to meet stringent requirements and ful l ever-changing needs Project team members have to incorporate new information into their understanding in order to solve the technical challenges they face Thus, learning and knowledge capture is inherent in the work they do (project development) Kamara et al (2002a) in discussing the CLEVER project identi ed that among the various initiatives for addressing the challenges facing the construction industry, it is now recognised that the management of project and organisation knowledge is necessary if construction businesses are to remain competitive, and adequately respond to the needs of their client They went on to say that failure to learn and transfer project knowledge, especially within the context of temporary virtual organisations, will lead to reinventing the wheel, which will amount to wasted activity and impaired project performance In a project-based environment, such as construction industry, it is highly desirable that lessons learnt or captured from one project are put into use in the same project or on subsequent projects, achieving reduction in project times and subsequent ef ciencies (Udeaja et al, 2005) Kamara et al (2002a) argued that the need for learning is fuelled by the need for innovation, improved business performance and client satisfaction within the dynamic and changing environment Project-based organisations ought to bene t from the inherently innovative nature of project tasks Since projects characteristically involve the development of new products and new processes, there are obvious opportunities for novel ideas to emerge and for cross-functional learning to occur, thereby enhancing the organisation s innovative capacity and potential (Ramaprasad and Prakash, 2003) If these project-based activities are managed effectively, the CL can be used to reduce project time, improve quality and client satisfaction (Love et al, 2003) However to overcome the limitations in current industry practice, it is necessary that learning from a project is captured while it is being executed, and presented in a format that will facilitate its reuse during and after the project The CL approach will:
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Collaborative learning in construction
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Provide mechanism that can be utilised at the project and post-project stages to identify learning; Facilitate the capture and reuse of the collective learning on a project by individual rms and teams involved in its delivery; Provide learning that can be utilised at the operational and maintenance stages of the asset s life cycle; Involve members of the supply chain in a collaborative effort to capture learning in tandem with project implementation, irrespective of the contract type used to procure the project from the basis for both ongoing and post-project evaluation
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