Barriers to a Continuous Learning Process in Construction

Sol Skinnarland¹ & Solveig Yndesdal²

Abstract

In a paper to IGLC in 2010 the researchers claim that Nonaka’s model of knowledge creation may apply in the construction industry. Notably, there is an interdisciplinary and continuous dialogue between explicit and tacit knowledge taking place at the construction site. Based on empirical evidence, it is argued that the Last Planner System of production control (LPS) may stimulate such continuous learning, by facilitating opportunities for a continuous exchange between tacit and explicit knowledge. However, certain premises were found to exist, to enable learning within construction projects using LPS. In a more recent IGLC paper (2012), it was concluded that when implementing the Last Planner System as a systematic framework for planning purposes, challenges were faced in terms of adaptation to longer planning horizons, transition to new meeting structures and letting go of a traditional approach to planning. Other noted challenges were involvement and relational issues. Further it was concluded that crucial drivers for future use of the planning methodology were key personnel to direct development processes, top management engagement, practical and theoretical knowledge of collaborative planning, and project support. This paper builds on findings and conclusions of the two papers, and discusses obstacles and barriers for learning in the construction industry and how these may be overcome.

Keywords

Learning, last planner, humanistic change patterns, barriers.

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Reference

Skinnarland, S. & Yndesdal, S. 2014. Barriers to a Continuous Learning Process in Construction, 22nd Annual Conference of the International Group for Lean Construction , 1191-1201. doi.org/

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