A test platform of viable methods to improve production and learning on construction sites
Book chapter, 2019
Purpose - A comprehensive intervention test platform, Valla Coach, including quantitative and qualitative methods to measure and improve work flows on site and promote coaching and collective learning has been developed jointly by researchers and practitioner. The study aims to describe the methodological underpinning of the platform, and discusses the preliminary results and implications.
Design/Methodology/Approach - Expansive Learning Theory grounded in a cultural-historical perspective underpins the conceptual realisation of the test platform. The viability of the platform was tested in four contextually different construction sites (and contractors), combining established and new measurement tools, qualitative intervention approaches and coaching according to the production challenges at hand.
Findings - Valla Coach created a space on site where researchers-as-coaches and operatives converged to co-construct (new) knowledge and learn together. The knowledge that emerged from the interactions gained legitimacy through its situatedness and practical value for the operatives.
Research Limitations/Implications - Valla Coach provides opportunities for researchers and practitioners to probe the taken-for-granted. Moreover, a variety of methods and tools are tested in different contexts. The interventions prompt questioning of assumptions and make contradictions visible. Valla Coach remains work-in-progress and needs further evaluation and validation.
Practical Implications - We contribute insights from negotiating socio-technical complexities, evaluating digital measurement tools and technologies and experiences of operatives. Tensions at the interface between the organisation and project are rendered visible.
Originality/Value - A bottom-up approach that is a combination of practice-based tools and methods and of theories of learning and sustainable and continuous improvements where the operators are the main actors that enable productive activity.
Design/Methodology/Approach - Expansive Learning Theory grounded in a cultural-historical perspective underpins the conceptual realisation of the test platform. The viability of the platform was tested in four contextually different construction sites (and contractors), combining established and new measurement tools, qualitative intervention approaches and coaching according to the production challenges at hand.
Findings - Valla Coach created a space on site where researchers-as-coaches and operatives converged to co-construct (new) knowledge and learn together. The knowledge that emerged from the interactions gained legitimacy through its situatedness and practical value for the operatives.
Research Limitations/Implications - Valla Coach provides opportunities for researchers and practitioners to probe the taken-for-granted. Moreover, a variety of methods and tools are tested in different contexts. The interventions prompt questioning of assumptions and make contradictions visible. Valla Coach remains work-in-progress and needs further evaluation and validation.
Practical Implications - We contribute insights from negotiating socio-technical complexities, evaluating digital measurement tools and technologies and experiences of operatives. Tensions at the interface between the organisation and project are rendered visible.
Originality/Value - A bottom-up approach that is a combination of practice-based tools and methods and of theories of learning and sustainable and continuous improvements where the operators are the main actors that enable productive activity.
Expansive learning
On-site production
Coaching
Test platform
Standardization
Continuous improvement
Author
Kajsa Simu
Luleå University of Technology
Christine Räisänen
Chalmers, Architecture and Civil Engineering, Construction Management
Jarkko Erikshammar
Luleå University of Technology
Emerald Reach Proceedings Series
25162853 (eISSN)
481-487978-1-83867-051-1 (ISBN)
Subject Categories
Learning
Human Aspects of ICT
Information Systemes, Social aspects
DOI
10.1108/S2516-285320190000002049