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dc.contributor.authorLove, Peter
dc.contributor.authorAckermann, Fran
dc.contributor.authorTeo, Pauline
dc.contributor.authorMorrison, J.
dc.date.accessioned2017-01-30T13:31:10Z
dc.date.available2017-01-30T13:31:10Z
dc.date.created2015-12-10T04:25:50Z
dc.date.issued2015
dc.identifier.citationLove, P. and Ackermann, F. and Teo, P. and Morrison, J. 2015. From Individual to Collective Learning: A Conceptual Learning Framework for Enacting Rework Prevention. Journal of Construction Engineering and Management. 141 (11). 05015009.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/32473
dc.identifier.doi10.1061/(ASCE)CO.1943-7862.0001013
dc.description.abstract

Using an exploratory case study approach, this paper examines a $375 million [Australian dollars (AU$)] program alliance, which delivered 129 water infrastructure projects over a 5-year period that had implemented a dedicated rework prevention program. The program provided an environment that enabled collective learning to materialize throughout the project organization to produce a cooperative learning alliance. Based on the case study, this paper presents empirical evidence of how coaching engendered by authentic leadership enabled the translation from individual into collective learning to occur within a program alliance. A conceptual learning framework for program alliances derived from the empirical findings presented is proposed. It is proffered that the case study offers a learning opportunity for other organizations that are confronted with rework in their projects, particularly those adopting similar contracting strategies.

dc.titleFrom Individual to Collective Learning: A Conceptual Learning Framework for Enacting Rework Prevention
dc.typeJournal Article
dcterms.source.volume141
dcterms.source.number11
dcterms.source.issn0733-9364
dcterms.source.titleJournal of Construction Engineering and Management
curtin.departmentSchool of Management
curtin.accessStatusFulltext not available


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