Collective learning, collective knowledge and learning networks in construction

Abstract

The interrelationships between collective learning, collective knowledge and learning networks are complex and difficult, especially in a construction context. A questionnaire survey was carried out in Hong Kong to test the hypothesis that practitioners who need a wider domain of knowledge for work learn more actively through their learning networks. This empirical work revealed a positive association between the demand for learning from others at work and the size of construction practitioners' learning networks. The analysis also revealed two opposing aspects of practitioners' learning behaviour influenced by the nature of their work. First, civil engineers tend to manage larger learning networks, given that they very often need to seek advice from other practitioners to deal with issues beyond their specialities at work and coordinate outputs of other practitioners as the project leader. Second, draughtsmen and clerks of works (or inspectors of works), whose work mainly involves complying with a finite scope of predetermined instructions and rules, appear not very active in network learning. These findings will be useful in developing learning policy for enhancing the competitiveness of the construction industry.

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