Gaurav Jhunjhunwala Dissertation 2014
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Abstract Education in India experiences a few systemic insufficiencies. Therefore, it keeps on providing graduates that are unemployable notwithstanding rising deficiencies of talented labor in an increasing number of industries. The construction industry faces one such concern.
There have been many inexperienced professionals who are joining the construction industry due to the huge demand. Numerous issues have been raised identifying the broken nature of the accreditation institutes with the company professionals; it poses a great cause of concern. The framework for education has low scope and no outcomes in relation to the industry requirements, it still functions on age old practices driven by populism decades ago failing to incorporate new and advanced technology within the core syllabus. There is minimal educated open verbal confrontation on education in India as a result of which the industry as well as newly graduated professionals is facing great difficulty.
This dissertation takes a comprehensive look at the various facets of education catering to the needs of the construction sector in India. It draws suggestions from studies that look at other sectors functioning within India. It also looks at the UK construction industry and their approach towards education along with industry professionals. The dissertation concludes with suggestions which would be useful for the Indian Construction Industry as a result helping companies as well as professionals who would be functioning within the construction industry reducing the burden and challenges faced in the construction market.
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Contents Abstract .............................................................................................................................. iii Acknowledgement............................................................................................................... vi List of Figures ………………..……………………………………………………………………………………………… vii List of Abbreviations ……………………………………………………………………………………………………. viii
CHAPTER 1: INTRODUCTION
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1.1 Justification ………………………………………………………………………………………………………………. 2 1.2 Research Aim ……………………………………………………………………………………………………………. 6 1.3 Research Objectives …………………………………………………………………………………………………. 6 1.4 Structure of Dissertation ………………………………………………………………………………………….. 7 1.5 Delimitations ……………………………………………………………………………………………………………. 8
CHAPTER 2: LITERATURE REVIEW
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2.1 Construction Industry of India …………………………………………………………………………………. 9 2.1.1 Industrial Organization …………………………………………………………………………………. 10 2.1.2 Institutional Organization ……………………………………………………………………………… 11 2.2 Organizational Learning ………………………………………………………………………………………….. 12 2.2.1 Henry Ford: The Academy Model …………………………………………………………………. 15 2.2.2 Kolb’s Experiential Learning Model ................................................................... 17 2.2.3 Dixon Categories of Organizational Learning .................................................... 21 2.2.4 Schon and Argyris Theory of Action .................................................................. 22 2.3 Productivity of Organization Learning ......................................................................... 24
CHAPTER 3: RESEARCH METHODOLOGY
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3.1 Research Strategy …………………………………………………………………………………………………… 27 3.2 Research Technique ……………………………………………………………………………………………….. 28 3.3 Data Collection ……………………………………………………………………………………………………….. 29 3.4 Data Analysis ………………………………………………………………………………………………………….. 30 3.5 Ethical Considerations ……………………………………………………………………………………………. 31
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CHAPTER 4: RESEARCH DATA AND ANALYSIS
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4.1 Case Study: Construction Industry of UK ………………………………………………………………… 32 4.1.1 Structure of the UK Construction Industry ……………………………………………………. 34 4.1.2 Architecture Education in UK …………….…………………………………………………………. 36 4.1.3 Advantages of the UK Construction Industry Model ……………………………………… 38 4.2 Structure of Interviews …………………………………………………………………………………………… 39 4.3 Analysis from Interviews ………………………………………………………………………………………… 40 4.4 Learning from the Health Industry ………………………………………………………………………….. 43
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
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5.1 Summary on Data Analysis ……………………………………………………………………………………… 45 5.2 Recommendations for the Indian Construction Industry ………………………………………… 46 5.3 Scope of Further Research …………………………………………………………………………………….. 49
REFERENCES
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APPENDICES
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Appendix 1 Ethical Approval Appendix 2 Participant Consent Form for Interviews Appendix 3 Interview Questionnaire
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Acknowledgement I would like to take this opportunity to thank the University of Salford for providing me one of the best years of my life with respect to education as well as living. I believe that this dissertation would not have been possible without utilizing the facilities provided by the university. I am very grateful to all the professors who have taught me through my course and helped me achieve what I have in this past successful year. I would like to make a special mention towards my supervisor, Ms Julie Cross for supporting me through this dissertation and for being my backbone through the thick and thin of this module. You were indeed an inspiration and helped me achieve this in the required time. If it hadn’t been your inspiration I would have taken an extension and would have continued to work on my dissertation. Thank you madam for making time available for me as and when required. A special note of thanks to our module head, Prof Chaminda Pathirage as being the class representative gave me the maximum chance to interact with him amongst all the students. He has been an inspiration and has always lent a helping hand to the students during our year at the University. Without his vision this course wouldn’t have seen the light of the day. Thank you to all the professors who have taught me in the previous modules, have gained a lot from their knowledge and experience. I am grateful to all the respondents for their honest and valuable feedback in the interviews and for helping me successfully complete this dissertation. Last but not the least I would like to thank my parents for having supported me through this journey and having helped me accomplish my master’s degree. Without your support this dream would have not been possible and I would have never imagined to study in a country away from our home. I would thank all my friends with whom I have shared this journey and all those who have not only supported me but also motivated me through my time at the University of Salford. Without each and every one of them this journey would have been difficult.
Gaurav Jhunjhunwala August, 2014
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List of Figures and Tables Figure 1.1.1 – Construction Growth Cycle ........................................................................... 2 Figure 1.1.2 – Construction Industry Forecast ..................................................................... 2 Figure 1.1.3 – Growth of Technical Institutes in India ......................................................... 3 Figure 1.1.4 – Growth of Intake of Technical Institutes in India .......................................... 3 Figure 1.1.5 – Biggest HR Challenges in Construction Industry ........................................... 4 Figure 1.1.6 – Compromised Hires / Most Challenging to Recruit ...................................... 4 Figure 1.1.7 – Factors Influencing new entrants in Construction Industry .......................... 5 Figure 1.1.8 – Staff Capacity of Companies ......................................................................... 5 Figure 2.1.1 – Groups of Staff Construction Industry .......................................................... 9 Figure 2.1.2a – Skill Pyramid of Construction Industry India ............................................. 11 Figure 2.2.1 – Characteristics of Learning Organization .................................................... 13 Figure 2.2.2a – Kolb Learning Cycle ................................................................................... 17 Figure 2.2.2b – Kolb’s Learning Style ................................................................................. 18 Figure 2.2.2c – Learning Style of Kolb’s Learning Experiential Model ............................... 19 Figure 2.2.3a – Dixon and Kolb’s learning cycle ................................................................ 21 Figure 2.2.4a – Theories of Action, Double Loop Learning ................................................ 23 Figure 2.3.1 – Values for Productivity of Organization Learning ....................................... 24 Figure 4.1.1 – Relative Technological Advancement in Construction, 2008 – 2012 .......... 33 Figure 4.1.2 – UK Trade in Architecture and Quantity Surveying Services ........................ 33 Figure 4.1.1a – Representation of Organization Structure of UK Construction Industry ...34
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List of Abbreviations ARB – Architects Registration Board AICTE - All India Council for Technical Education BIM - Building Information Modelling CA – Chartered Accountant CAI – Chartered Accountant Institute CIC – Construction Industry Council CIDC – Construction Industry Development Council CIRIA – Construction Industry Research and Information Association COA - Council of Architecture HFA – Henry Ford Academy HFLI – Henry Ford Learning Institute ICES – Chartered Institution of Civil Engineering Surveyors RIBA – Royal Institute of British Architects RICS – Royal Institute of Chartered Surveyors
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CHAPTER 1: INTRODUCTION The construction business is the second biggest industry of India after agriculture. It makes a huge commitment to the national economy and gives business to expansive number of individuals (Swarup and Mahajan, 2001). The utilization of new technologies and project management strategies has made large scale projects conceivable. In its way of headway, the business needs to defeat various difficulties. One such major difficulty is the difference in the demand and supply of skilled professionals (Aggarwal, 2003). There have been many inexperienced professionals who are joining the construction industry due to the huge demand.
The burden of this demand has to be borne by the universities and professors who are responsible for training and graduating individuals catering to the construction industry. The framework for education has low scope and no outcomes in relation to the industry requirements, it still functions on age old practices driven by populism decades ago failing to incorporate new and advanced technology within the core syllabus.
“Technical Education plays a vital role in human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life of its people” (MHRD, 2014).
For successful industry with young professionals it is important that the education and training they undergo is rigorous and also caters to the needs of the industry. Without the support and understanding of the industry requirements it is difficult to know their needs and producing individuals using the same outdated technology and guidelines is not the current need of the industry.
This dissertation takes a comprehensive look at the various facets of education catering to the needs of the construction sector in India. It highlights the difficulties faced by the HR department personnel’s in the construction industry and draws suggestions from studies by looking at examples of other sectors functioning within India. It takes cues from the UK construction industry where the industry and the accreditation bodies work together for their mutual benefits and overall development of professionals. 1
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1.1 Justification The Indian construction industry is an essential part of the Indian economy and is looking to grow further due to urbanization of rural India, industrialization, and economic progress together with people’s expectations of greater living standards (Warburton, 2011). It is the second largest sector in India after agriculture accounting for 11% of India’s GDP and currently employs 32 million people (The Economic Times, 2013). The construction industry continues to grow at a rate of 7-8% every year. The construction Industry plays an important part on the global economy as the Indian industry is open to 100% FDI in the construction industry. Due to the global slowdown the growth in the construction industry did slow down but now trends suggest that it has started to grow again (see figure 1.1.1). In the next five years it is forecasted that fifty two thousand billion rupees will be invested in the construction sector alone (as seen in figure 1.1.2).
Figure 1.1.1 – Construction Growth Cycle Source – Madkaikar, 2012
Figure 1.1.2 – Construction Industry Forecast Source – Planning Commission, Working Group Report for Twelfth Five Year Plan
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The recent surveys from the AICTE (2013) shows that there has been a rise in the student intake as well as the institutes which have introduced courses relating to construction. There have been a large number of students who have started pursuing degree in the field relating to construction. It suggests that due to the development in construction sector the demand for such graduates have also risen increasing the total number of institutes all across India. Figure 1.1.3 and 1.1.4 displays the constant rise in institutes as well as student intake in the past five years in the construction sector which are much more when compared with the other sectors.
Figure 1.1.3 – Growth of Technical Institutes in India Source – AICTE Annual Report, 2013
Figure 1.1.4 – Growth of Intake of Technical Institutes in India Source – AICTE Annual Report, 2013
The role of HR personnel is very important in recruiting the right candidate for the job. Recruiting a qualified staff is the biggest challenge an HR personnel faced apart from training them. Figure 1.1.5 shows a survey in which HR professionals have listed the biggest challenges faced by them in order of preference. Since the demand in the construction industry is high and professionals limited companies often need to compromise on the choice of candidate. The same survey shows that it is difficult in recruiting experienced staff when compared to new staff as the number of experienced employees would be less as the demand for construction has only risen in the recent decade (see figure 1.1.6). 3
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Figure 1.1.5 – Biggest HR Challenges in Construction Industry Source – Intellecap, 2012
Figure 1.1.6 – Compromised Hires / Most Challenging to Recruit Source – Intellecap, 2012
Sumit Viren, an HR professional from a leading construction company confirms the concern of HR personnel’s that the gap between the demand and supply of people is huge in number (Silicon India, 2013). Only in the recent decade have there been many people who have started taking up courses pertaining to construction industry but still the demand has been growing for such professionals ever since the construction activity has been on the rise. He also mentions that the industry lacks experienced professionals which are most desired by companies looking to hire employees and as a result adequate training needs to be provided to fresh graduates so that they are aware of the industry functions.
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There is a need to understand the economics of the construction Industry (Finkel, 1997). It is the driving force of the industry and one needs to be aware that there is a proposed investment of 1 trillion US dollars in the next five years in the Indian Construction Industry (CSAR, 2012). Large investment in the construction sector is dealt by more than 60% of employees who have graduated in the recent decade and the demand rising only raises the risk of more inexperienced employees.
Figure 1.1.7 – Factors Influencing new entrants in Construction Industry Source – Construction and Engineering in India, 2013
As the scope of work and the amount of business has been on the rise in the construction industry there has been a rise in new companies as well in the recent decade (as seen in figure 1.1.7). With small scale companies increasing the risk increases further as this scenario results in economic imbalance as bigger companies are able to provide the necessary training to fresh graduates. Figure 1.1.8 shows the number of staff capacity of companies in the field of construction. As it can be seen around Figure 1.1.8 – Staff Capacity of Companies Source – Intellecap, 2012
64% of the companies have less than twenty people in staff. To avoid excess
expenditures companies prefer to be small in size and train its employees by reorganizing their teams which have a mix of experienced and inexperienced staff.
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With rapid reforms in economy, India is facing problems to provide quantity and quality of educated employees and qualified professionals required by the construction industry. There needs to be a series of practical organizational changes taking place in the construction higher education. To help implement these changes there is a need for the construction industry to develop a relationship with the professional bodies governing the institutes who are responsible to develop and educate professionals who would service the same industry (COA, 2013).
With recent technological advancements and use of new materials the educational institutes need to understand the pace at which the industry is growing. The education institutes are governed by the heads of professional bodies that also provide licenses to professionals for the approval of practice. Studying the age old methods and practice has been replaced by innovative tools and hence it does need a complete overhaul. The companies and professional bodies need to support each other so that individuals are trained for their benefit as well as prepared for the industry where their future lies. This dissertation looks at various factors and puts forward suggestions by ways in which the construction industry could help itself. 1.2 Research Aim Aim of this dissertation is to investigate the current scenario of the construction industry in India and to suggest solutions by which the professional bodies can help the industrial organizations involved in the industry.
1.3 Research Objectives The objectives laid down collectively contribute to the aim of this dissertation. - To examine the current needs of the Indian Construction Industry - To review the literature written about learning in an organization / industry - To study the role of the professional bodies and the organizations in the UK (RIBA) and Indian (COA) Construction Industry - To collect and examine information from the people involved in professional industries - To put forwards suggestions for professional bodies and organizations for the benefits of the Construction Industry in India.
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1.4 Structure of Dissertation This dissertation is broadly categorized in four chapters. The introduction; literature review; Research Data Collection and Analysis; and chapter 4 concludes the dissertation with a set of recommendations.
CHAPTER 1: Introduction This chapter gives an introduction to the dissertation and provides justification for the topic. It also puts forward the purpose of the research and the outcome of the report.
CHAPTER 2: Literature Review This chapter discusses the current structure of the educational and professional organizations. It reviews the data and provides a theoretical base to the research problems. It reviews various theories proposed by scholars to develop an organizational learning. Collected literature is then argued and suggestions are drawn out from them in order to achieve the aim of the project. The literature review would also help in formulating the questions for the interview in the research phase.
CHAPTER3: Research Methodology Approach and strategies pursued for retrieval of data collection is elaborated in the following chapter. Research strategy and techniques used are also discussed in this chapter.
CHAPTER 4: Research Data and Analysis The analysis of the research data is a vital part of the dissertation and would have a great impact in formulation of suggestions to this dissertation. The approach and strategy pursued in this dissertation are carried forward by the means of interviews to verify the critical discussion on the literature. They are then integrated and discussed together to formulate a set of recommendation which would be explained in depth in the next Chapter.
CHAPTER 5: Conclusion and Recommendations This is the final chapter which would provide a summary of the problems and the conclusions arrived upon in the previous chapters are discussed together in this chapter. The findings from the literature review and research are put together, analyzed and discussed to formulate a set of proposals to end the dissertation. 7
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1.5 Delimitations The dissertation focuses mainly on the problems that the Indian construction industry is facing in recent times. It portrays the need of integration in construction between the institutional and industrial organization so that the industry could benefit from the same. Since there are so many sectors present in the industry and different organizations involved it would be difficult to discuss each sector within the industry due to time constraints and the limitations of the dissertation, hence the researcher focuses on the overall integration within the industry.
The researcher does discuss and analyze the problems of the architectural organization in greater depth mainly because the architects are the heads of major construction projects in India as it continues to follow traditional methods in construction. The researcher’s experience in the profession and education background of architecture would add more value to the dissertation and therefore discussing the organization of architecture services in depth would lay a foundation for other organizations in other sectors of the construction industry. There is further scope of research in this dissertation which is discussed at the end of the last chapter.
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CHAPTER 2: LITERATURE REVIEW This chapter focuses on the literature review of the dissertation giving the research a firm base. It analysis various theories and describes the construction industry as a single organization. It focuses on the structure of the construction industry and then helps with the application of theories relating to organization learning which would help the industry grow together and prove beneficial for individuals. This chapter is then followed by a series of interview which helps in verifying the key facts and analysis of those would help in application of the theories described in this chapter.
2.1 Construction Industry of India The Construction Industry provides employment to 35million people in India (ICEMI Report, 2013). The construction industry comprises of individuals who could be broadly categorised in three groups (see figure 2.1.1) i.e. the workmen, the consultants and the servicemen (Ofori, 1990). These groups cater to the industry organization and are products of the institutional organization.
Figure 2.1.1 – Groups of Staff Construction Industry
The workmen are the largest chunk compromising of skilled and unskilled labour. Out of these the servicemen are those professionals who actually perceive the project and provide all details with the help of various consultants, the people who actually execute the work on-site are the workmen who are examined by the servicemen themselves. The role of servicemen is very important as these comprise of architects, engineers and quantity surveyors who are the backbone of any construction project. Without them it would be difficult to carry out any aspect of the project.
The researcher for his dissertation focuses on the serviceman and how there needs to be a relation developed between the companies and professional bodies responsible for 9
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developing individuals catering to this sector of the industry. It is necessary to understand the organization structure to build a relationship between the industry and institutional organizations it is necessary to understand the organization structure for the same.
“Organization structure defines how task are to be allocated, who reports to whom, and the formal coordinating mechanisms and interaction patterns that will be followed� (Robbins, 1990).
2.1.1 Industrial Organization The workmen, servicemen and the consultants cater to small, medium as well as large size companies/industries, together they comprise of the Indian Construction Industry. To take up activities for the development of construction industry the planning commission of India jointly with the construction industry set up the Construction Industry Development Council (CIDC). The CIDC provides adequate infrastructure to raise the quality of level across the industry. The purpose is to secure more extensive valuation for the investment of development business by the administration, business and companion bunches in the public eye (CIPDTA, 2014). CIDC is a change operator to quicken a procedure of progress toward oneself that ought to empower the business to answer the difficulties without bounds.
The main role of CIDC is to advice the government on policy formulation related to the construction industry (CIDC, 2014). They also grade construction entities and are responsible to train manpower and devise mechanisms for their welfare. Apart from this they are also responsible for evolving policies for financing and ensuring equal opportunity for all Indian contractors. The CIDC forms the apex of the industry organization which represent the construction companies as well as the planning commission of the government.
The CIDC may be the apex body for the construction companies but it does not represent the whole of India. It has not been accepted by all states within India and is only established in sixteen out of the twenty nine states. Due to political intervention the CIDC has not been able to get a national status as a result it has been laid to the state whether to be a member of the CIDC or not. 10
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2.1.2 Institutional Organization The role of the institute is as important as the role of the companies. If the industry provides a job to an individual the institute is responsible to provide skill to an individual which makes him/her responsible for the position. The construction industry severely lacks skilled labour and most of them comprise of the workmen. The major chunk of the industry functions on workmen and hence the onus lies on the servicemen to make sure the work being done on-site is carried out with perfection as per the specified requirements. It could be seen in figure 2.1.2a that a majority of people in the industry belong to the Skill Level 1 and Level 2 as a result the major work needs to be carried out by them and Skill Level 4 and Level 3 workers function as supervisors.
Figure 2.1.2a – Skill Pyramid of Construction Industry India Source – IMaCS Analysis
The apex organization responsible for the education of professionals in India is the All India Council for Technical Education (AICTE). It has been set up by the HRD ministry, Government of India and is the only body that governs the technical education in the country across all states and union territories. They are responsible for providing technical education in India and contribute to the major share of the overall education system. They are responsible for monitoring and evaluating the standard of education across institutes and also lay guidelines for the technical education in India. They compromise of various department, the engineering and architectural institutes from the field of construction come under the purview of the AICTE but have individual organizations governing them but the apex still being the AICTE. 11
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The Council of Architecture (COA) is responsible for laying the guidelines as well as requirements for architecture education in India where as the Institute of Engineers are responsible for the same with respect to engineers. The two organizations are responsible for the skill sets as well as the course guide for students seeking a future in the field of construction with the AICTE being the guiding organization and keeping a track on the subordinate organizations.
2.2 Organizational Learning In the current scenario it is seen that the industry and the educational organizations work independently and as a result the HR professionals are facing a lot of grievances. They need to provide adequate training to the new employees so that they are competitive for the job (Wadalkar and Pimplikar, 2012). If the two organizations work together then the individuals would be well trained and aware of the industry operation. It would prove to be beneficial for the whole construction organization in India. For this to happen the organization structure needs to be re-organized and there needs to develop an organizational learning. “Organizational learning is a process by which an organization’s knowledge-and-value base changes, leading to improved problem-solving ability and capacity for action� (Ellis and Dick, 2000 p209). The institutional organization and the industrial organization together form the construction industry and should evolve together as one single organization. The stronger the relationship grows the better it is for the industry and professionals. This is only possible if it becomes a learning organization. Learning occurs at different levels, it is the combined learning and its efficiency that makes an organization successful (Cross and Israelit, 2000). Learning occurs in a hierarchy once the problems are identified by the community, organization learning then proceeds with the collective learning in an organization.
A learning organization encourages the learning of its members as well as itself as it transforms continuously. Senge (1990) urges associations to move to a more interconnected method for thinking so that they could evolve further. Organizations working together show more commitment and prove to be beneficial as they work harder 12
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towards overall development. It is important that we also know the things that would influence the learning of these organizations (Wang and Ahmed, 2003). Senge (1990) proposed five disciplines that would help elevate the field of organizational learning both in the academic as well as the industrial world; mental models, team learning, systems thinking, shared vision and personal mastery.
Systems Thinking: It is the ability of an organization to perceive it as a whole with long-term planning.
It
recognizes
interdependencies
within
the an
organization and also has clues about the consequences of the actions taken. For the two organizations to work as one it is important for it to function together and also have the same lines of thinking. Without a shared vision it would be difficult Figure 2.2.1 – Characteristics of Learning Organization
to build a learning organization.
Personal Mastery: A competitive advantage is always there with an organization whose workforce can learn faster than the other organization. Personal Mastery helps in developing this capacity and helps in clarifying the most important achievements that needs to be focussed. The different organizations would have different abilities and so will their learning abilities in their scope of work. It is important to know the personal mastery of each of the organization so that their personal mastery could be well utilized in the learning organization.
Mental Models: Mental model is reflecting an internal image of the world to see how they would perceive and shape the thoughts of our action. These are nothing but thinking about the actions and the repercussions it would be having in today’s world. Hence decisions taken by the organizations are first challenged within their minds and then 13
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application of these is taken into consideration. As it is proposed that the two organizations would be working together there would be a series of discussions before any action is taken. This would be important as any decision proposed by one organization would have an effect on the other organization as well.
Shared Vision: It is the ability of an organization to create a sense of direction. As there would be two main organizations involved in the process of organization learning it is also important that the two share a common goal and have a common vision. Without a clear vision it would be difficult for the two organizations to operate and building a learning organization would not be successful. Their combined vision would be helpful for individuals as well as the construction industry as a whole.
Team Learning: It is the development of the organization as a whole with the help of collective intelligence of the various organizations involved. The benefit of team learning is that solutions to problems are easily identified and an organization has better understanding and expertise. Team learning engages organizations in discussions and dialogues which result in open communication and helps in creating a shared vision.
There are several benefits of following these five disciplines by the combined organizations. It helps in being competitive and new levels of innovation are embedded within its framework. It would help increase change and make professionals from being accepted internationally and more competitive (Senge et al., 1999). Outputs at all levels and the production quality of professionals would also improve minimizing risks. It would make the organizations aware of the changes and prepare individuals responsible for the future. With a learning organization the construction industry would evolve and attain new heights.
However a number of problems do exist when the process is being implemented and most of these arise due to organizations not completely accepting the necessary aspects of the transformation. It is necessary to identify the problems so that the process can be improved and work can be carried out smoothly. Organizations find it difficult to share their personal mastery but for the benefit of the industry it would be necessary that each of the two organizations share their view so that the learning can be productive. For the 14
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success of the industry the organizations must accept the removal of the traditional hierarchy system and must work together for mutual benefits. Resistance to do so will have ill effects on both organizations as there would be no substantial outcome.
Senge (1994) suggests that it is difficult to transform a bureaucratic organization by learning initiatives alone. There must be a strong need and urgency for the organization to believe in the change. They need to be aware of the changes as well as the concept of organization learning for them to accept the changes. Models of organization learning must be clearly understood and the proposed changes necessary for the organization must be widely accepted. The need for change must be accepted by both organizations and must be beneficial to all the professionals involved.
The report further discusses a few models of organizational learning and the need for such models in order to help the Indian Construction Industry. It also would focus on the role of each organization and how the application of these models would be useful for the industry as well as the institutional organization.
2.2.1 Henry Ford: The Academy Model
Henry Ford (1926) believes that necessary training along with education needs to be provided to individuals. He believes that education begins in words and ends in words; it is necessary for academic training along with education. On the same principle the Henry Ford Academy was created by the Ford Motor Company. Its mission is to prepare students to meet challenges of the 21st century (HFLI, 2014). The academy has an innovative curriculum and the performance is assessed by a core model for education reform.
The Henry Ford Learning Institute (HFLI) is a not-for-profit organization devoted with a belief that education change cannot happen inside an instructive framework. Its vision is to engage community and create vibrant models of learning so that the boundaries between learning and the real world can be removed. HFLI was initiated out of the idea of the Henry Ford Trade School set up my Henry Ford himself. In the school, training use to 15
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be provided to individuals to prepare them for the real world. Training along with education made individuals prepare for the future and Henry Ford believed that practical work helped master students in short time more than educational learning.
HFLI's mission intends to serve educational models as learning labs, where advancements in showing and learning are imparted to a more extensive group (HFA, 2014). Classrooms on gallery floors or on school grounds are utilized for training projects, and all efforts are made to impart existing resources — including educational and professional development opportunities. The model provides a foundation for an educational venue to groups to meet up and consider training in new ways. When that happens, advancements and thoughts evolve that move through the academy which is leveraged to drive change in new and energizing ways (HFLI, 2014).
HFLI’s vision is to create sustainable public schools where students are prepared for college and career success. It believes in creating an environment of learning that removes the boundaries of teaching between learning and real world (HFLI, 2012). It also believes in engaging members of the community as partners of learning and is helping amplify the urgency of innovation in education.
One of the qualities of the Henry Ford Academy model has been its accomplishment in giving learning encounters to students by giving them design challenges which teaches them the values of the world beyond the classroom walls (HFLI, 2014). This enforces students to find creative ways to design challenges and helps them overcome problems with innovative solutions. The HFA has been successful in contributing graduates in schools with a personal mastery in key developmental areas of technology, communication, thinking and learning, personal development and academic content (HFLI, 2012). Henry Ford believed that “Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young (Ford, 1926 p178).” Hence it is necessary for an industry to keep learning and find innovative ways in which it could help the community. The challenges that students face
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in real world must be taught within the classrooms to make them aware of real world scenarios.
The industry would guide the professional bodies and together help train individuals which would result in an overall learning. It would be useful to take help of the construction industry for whom the professional bodies prepare these individuals. Ford from his experience believes that practical work helps an individual master in a shorter time than educational learning. He understands the importance of training and had set up trade schools which helped individual’s master education along with practical training. Together the organizations must create a strong organizational learning for the construction industry. New and innovative ways of learning would prove beneficial and prepare individuals tackle real world situations in their academic studies.
2.2.2 Kolb’s Experiential Learning Model
Kolb’s (1984) work dealt with an experimental learning model, it talks about an experience which is then reflected and after critical analysis of the same is evolved and planned for a different experience. It is the process of learning from experience. “Learning is the process whereby knowledge is created through the transformation of experience (Kolb, 1984).” Kolb’s learning styles are based on a four stage learning cycle (see figure 2.2.2a) in which solid
encounters
foundation
to
give
a
reflections.
These reflections are refined into new concepts delivering new outcomes for activity which could be actively tested thus making new encounters Figure 2.2.2a – Kolb Learning Cycle Source – Kolb, 1976
(Kolb, 1976).
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Kolb’s (1976) views suggest that each stage of the learning cycle is an integrated process and is mutually supported by the previous stage and feeds itself into the next stage. One can enter the cycle at any stage but the sequence of activities must continue to follow. However effective leaning would only occur if all the stages of the model are completed and therefore a single stage of the cycle cannot be considered as a procedure for active learning. This cycle ideally makes a learner touch all four bases; that is a cycle of experience, reflection, thought and action.
The learning cycle is the stage one of Kolb’s model. The second stage of the experiential cycle is the type of learning styles. The four learning styles of the model are accommodating, diverging, converging and assimilating. Kolb (1984) explains that there are various factors such as social environment and educational experiences which influence a person’s preferred learning style. He explains that the learning style preference is the variable of two choices which are represented by a line of axis with each conflicting mode at either end. The east-west axis shows the way we approach a task and is known as processing continuum and the north-south axis is our emotional response to a task known as the perception continuum.
Figure 2.2.2b – Kolb’s Learning Style Source – Kolb, 1984
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Kolb believed that the variables on a single axis could not perform at the same time like think and feel; watching and doing are activities which cannot happen simultaneously. Hence the learning style becomes a product of a combination of two choices; like feeling and watching, thinking and watching, feeling and doing or thinking and doing. To understand the same Kolb’s cycle can be visualised in a matrix system as seen in figure 2.2.2c. The diagram highlights the four learning styles proposed by Kolb.
Figure 2.2.2c – Learning Style of Kolb’s Learning Experiential Model Source – Kolb, Osland & Rubin, 1995
The favoured system empowers individuals in knowing their own learning style. It is important that every individual performs to the various types of learning styles – it is to understand the different styles so that an individual can react to any style in a given circumstance and an individual's inclination to a learning style does not affect the same. Diverging (CE/RO - Feeling and Watching) The people who prefer this learning style have the ability to look at things differently and are often sensitive. They prefer watching rather than doing, this gives them the ability to gather more information and use their imagination to solve problems. They have the potential to view concrete situation with different viewpoints. Kolb (1984) uses the term diverging style because it refers to people who perform better in situation which require many ideas in the case of brainstorming. People with such style of learning have broad interests in culture and prefer working in groups as they listen with an open mind and are free to receive a personal feedback.
Assimilating (AC/RO – watching and thinking) Kolb (1984) explains that people associated with this learning style are more focused on ideas and concepts than focussing on people. People with this style are more inclined 19
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towards a logical approach than approach based on practicality; they require a clear explanation rather than a practical prospect. People inclined to this learning style have an understanding of a wide range of information and excel in organizing this information in a logical format. People with this style of learning prefer exploring analytical models and because they prefer thinking they are readers and have an ability to think through things.
Converging (AC/CE – doing and thinking) People who prefer the converging style are best fitted for ideas and theories of practical use. They have the ability to solve problems by coming out with solutions to practical issues. They prefer doing technical tasks and are the ones who can make decisions and find solutions to problems. People who learn in this style work with practical applications and like to experiment with ideas which are new and practical.
Accommodating (CE/AE – doing and feeling) The people who prefer this learning style are the one who work on their instincts. These people use analysis of other people and prefer to take an approach which is more practical and experiential. These people are attracted to new challenges and are open to new opportunities to carry out their plans.
Kolb’s learning cycle and learning styles are important to understand as the education system must be able to critically evaluate the learning provisions for the different types of students and they must develop an appropriate learning opportunities for all. Since the institutional organizations are involved in the process of helping students learn they must ensure that the activities are designed and carried out in a way that engages all types of learners.
Individuals can be helped in learning more effectively by strengthening their weak learning styles by the application of Kolb’s learning cycle. Activities and material should be created in ways that draws ability from each stage of the experiential learning cycle and take the students through the entire process in succession. Without understanding the students learning styles the application of the learning theory would be unsuccessful as different individuals prefer different styles and it is the role of the education institutes to balance these styles so that all individuals get an equal opportunity. 20
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2.2.3 Dixon Categories of Organization Learning
Dixon (1994) proposed four steps to organizational learning. Step 1 was widespread generation of information, Step 2 was integration of new information in the organizational context, Step 3 was collective interpretation of information and Step 4 was the authority to take responsibility and act based on the interpretation.
Figure 2.2.3a – Dixon and Kolb’s learning cycle Source – Dixon, 1994
The outer circle in Figure 2.2.3a represents Dixon’s organizational learning cycle and the inner cycle represents Kolb’s experiential cycle as discussed in the earlier section. Kolb’s theory is based on the reflection to an error created, whereas Dixon proposes that new information must first be generated from all sources and then integrated in the organization system. After the integration it should be interpreted and then action must be taken. This is a continuous cycle and helps in analysing new data and information which needs to be incorporated within the system.
The role of the industrial organization would be to gather and provide new data from the sources to the institutional organizations. They would then plan to integrate the new data within their system and interpret new ways of teaching which would help professionals in 21
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understanding the industry better. Following the interpretation necessary steps need to be taken which needs to prove beneficial for the industry as well as the system.
2.2.4 Argyris and Schon Theory of Action
Schon and Argyris (1974) proposed the theory of reflection-in-action which dealt with analyzing the actions that were taken and reflecting upon those. This theory is based on the belief that individuals have mental maps with regard to their actions to some situation. This mental map involves the process a person plans and implements their actions. They emphasize that it is these maps which channelize a person’s actions. This explains their theory in action.
However sometimes the mind does reflect upon the actions taken and the intentions do not turn into the results as expected. This leads to a mismatch and to understand this theory we must look into the elements that have an effect on the same (Schon and Argyris, 1978). These elements are - Governing variables are dimensions which are kept within the acceptable limits by the people. Any action taken is likely to impact such variables and can trigger a situation within these variables. Action strategies are the strategies drawn by the people so that the governing values are within acceptable ranges. Consequences, it is the result of the actions taken. This could be as intended by the person or may also conflict in the case mismatch.
The theory-in-use can be confirmed where the consequences of strategy used by an individual is the same as he intended to achieve, this is because there was a match between his purpose and the outcome. However there may be a mismatch between the intention and the outcome. To this mismatch Argyris and Schon (1996) suggest two responses which can be explained by the notion of single and double loop learning (as seen in figure 2.2.4a).
Learning for Argyris and Schon (1978) involves a detection of error. In single-loop learning people alter their activities because of the difference between the intended and actual outcomes. In double-loop learning people question the governing values and policies which led to the actions in the single-loop and try to figure out ways in which they could 22
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alter the governing values to get the intended results. This results in a shift in strategies and alteration of governing variables and according to them this was the nature of organizational learning.
Figure 2.2.4a – Theories of Action, Double Loop Learning Source – Argyris and Schon, 1996
According to Argyris and Schon (1996) there are six phases of work in order to formulate and implement this strategy of organizational development. Phase 1 deals with the problems as clients see (like an outsider). Phase 2 deals with internalization of the maps with the client. Phase 3 deals with testing the model, using the map formed from the client a map is derived and predictions are made. Phase 3 deals with inventing solutions so that the problems can be reduced and their possible impact is then explored. Phase 5 deals with an intervention to the problem so that the impact is reduced and finally Phase 6 deals with the study of the impact. Phase 6 allows the correction of the errors and helps in generating designs for the future. By following this sequence it could be argued that organizational development is possible.
This dissertation focuses on building a relationship of the industry as well as institutional coalition. Organization goals and policies must emerge for the interest of the industry and its professionals. The client for the institutional organization must be the industry organization and they must reflect on their needs because the institutional organization is responsible for preparing individuals catering to the construction industry. This theory helps in reflecting critically on the theory-in-action unlike other theories where one reflects on the errors committed. By using this learning cycle it can be understood how to realign the theory using the double-loop learning. 23
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2.3 Productivity of Organization Learning
“To remain viable in an environment characterized by uncertainty and change, organisations and individuals alike depend upon an ability to learn (Edmondson and Moingeon, 1998 p9).” To improve results that one truly desires there is need for new thinking and new aspirations which can only be helped by continuous learning. Organizational learning is a mechanism that is likely to yield productive learning (Popper and Lipshitz, 1998). Popper and Lipshitz (1998) suggest a hierarchy of five values for the productivity of organization learning. At the apex of the hierarchy is continuous learning, which requires valid information, transparency, issue orientation and accountability (as seen in figure 2.3.1).
Figure 2.3.1 – Values for Productivity of Organization Learning Source – Popper and Lipshitz, 1998
Continuous Learning It is of most essential value for the survival of organization learning. It gives ability to an organization to adapt to a rapidly changing environment. For the construction industry that is rapidly changing due to the advancement of new technology it is important that the values also continuously evolve. In order to gain maximum benefit it is important to 24
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learn from its competitors and to identify opportunities which would help the industry grow.
Valid Information Organizations cannot learn until unless there is a transformation of knowledge. For learning to be productive it is important that the information received is verified and undistorted. Argyris and Schon (1996) believed that often the data is altered or fabricated by company officials to defend themselves. It is important that the two organizations i.e. the industrial and the institutional organizations do not withhold any data or information as it may affect the overall learning.
Transparency Transparency serves the purpose of valid information reducing the likelihood of altering the data. Transparency in an organization results in receiving valuable feedback which increases the information base of the organization as well as increases different points of interpretation. Organizational structure is the key aspects of bringing transparency. Willingness to receive a valuable feedback is requires so that the organizations gain maximum benefits from the learning experience. Issue Orientation It is the evaluation of information based on the merit without any attributes associated with it. This task is difficult to accomplish unless the information is received and presented with transparency. The current problems of the construction industry are well known by the industrial organizations. They must present their information with transparency to the institutional organization and must together work on solutions.
Accountability It is the responsibility taken by an individual or an organization for the consequences of the action taken. It is responsible to overcome obstacles and the actions are taken to avoid barriers. The institutional organization must be accountable for the problems that the industry is facing as it follows the age old teaching practices. It must take the support of industrial organization and must implement new methods of learning so that the Indian construction industry overcomes the obstacles it faces in today’s modern world. 25
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Popper and Lipshitz (1998) suggest that organizational learning can be productive if the culture of learning is deeply embedded with these mechanisms listed above. Organizations fail to adopt most of these values and hence think that organizational learning is of less importance but it in today’s time where the environment is changing so rapidly it makes it necessary to implement this change for the benefit of the professionals and the organizations involved.
The analysis of theories and application of these within the system to build a relationship and make construction industry a learning organization would help bring a change in the learning curve of many individuals as well as the organizations involved. Construction being a competitive industry needs to make individuals competitive and skilled so that they are aware of the technological advancements in the field; this would only be possible if the organizations work together for the benefit of the industry and a knowledge chain is developed (Johnson, 2003).
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CHAPTER 3: Research Methodology The term research methodology is used for ways to describe a method in which a research is carried out to achieve a solution. A research is helpful to gather data to support the aims and objectives (Bell, 2005). The methodology as a term is used to describe the approach taken by the researcher to approach a problem. They are mainly two types in which a researcher can approach a problem; a qualitative approach or a quantitative approach (Fink, 2005).
3.1 Research Strategy
According to Gray (2004) a “research is a systematic and organized effort to investigate a problem that needs a solution”. It could be carried out in two ways Qualitative Research or a Quantitative Research.
A Qualitative Research are finding’s that are not arrived by statistical in nature. It explored how users are shaped through a process and describes the characteristics which are associated with it (Strauss and Corbin, 1998).
A Quantitative Research are finding’s which can be quantified in a statistical nature. It is considered to be repetitive and capable of isolating the certainty without understanding the cause and effect (Bryman, 1998).
To carry out a high quality research it is necessary that the appropriate research strategy is chosen cautiously (Robson, 1998). The research in this proposal would have a qualitative approach. There is a need to understand various issues from professionals within the industry as well as from outside. A detailed understanding of the current scenario of the industry and professionals working in it needs to be known. The interrelationship between the companies and professional bodies can only be understood from professionals working in the field and who have gone through the education system governed by the guidelines set by the professional bodies. Such data cannot be analysed by a quantitative approach as the research would require more insights from these professionals to provide better solutions for the system. To understand the overall system and to extract the positives from other fields apart from construction industry it is 27
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necessary to have a qualitative approach. It would give a holistic approach and provide alternate views on the concerned issues as discussed in the literature review section above.
However caution must be kept when a qualitative approach is being considered as the date may vary from different researchers as a qualitative approach does give bias opinions depending on the personal experience of the person conducting the research. Various factors such as culture and background need to be taken into consideration so that the data does not contradict (Mason, 2002).
3.2 Research Technique
Research Technique is the tool by which a research strategy is carried out. It is a method by which a research strategy is carried out. There are various techniques which can supplement a research strategy such as case studies, questionnaires, interviews and observation. According to Robson (1998) research techniques are broadly categorised into three major approaches; experiments, surveys and case studies. It is important to select the appropriate research technique along with the research strategy or else the date collected may not be useful (Sapsford and Jupp, 2006). 
Experiments cannot be justified as an ideal research technique for this proposal as the research requires information to be extracted out of professionals working in different industries. Experiments would be suitable for data which needs to be verified; it would be more inclined to a quantitative approach where the research deals with confirmation of certain facts as well as seeing results from various alterations (Maxwell, 2013).

A survey is a broad category of research technique as surveys can be done by various means such as questionnaires, interviews and observations. Gray (2004) classifies surveys as analytical and descriptive, where analytical surveys are based more on the experimental category where as descriptive surveys are designed to understand the overall situation. In questionnaires the procedure to collect data is standardized hence the errors are eliminated and the data received could be converted to 28
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statistics depending on the type of questions. Interviews are however formal and informal in nature. The researcher tries to extract as much information he/she can in that period of time (Kvale, 1996). This approach is more qualitative in nature as the data collected will have more information. In interviews questions may overlap and data received may or may not be similar as it may have certain contradictions. It gives the researcher more scope to analyze the diverse data and help in understanding the subject deeper. 
Case Study is the study of data collected from different resources within a context. It may or may not be on the same subject but could be related to each other. It provides analysis and explores various issues under different contexts. It is appropriate for quantitative as well as qualitative approach.
The technique suitable for the research would be through interview’s which is categorized in survey. The research requires views of professionals within different industries to understand the relation of their companies with the professional bodies. It would give varied opinions from other industries as well and would help the researcher analyze and draw clues from them to provide various solutions. It would not only enhance the research but also bring in various aspects and solutions which may have been looked by the construction industry in the past.
3.3 Data Collection
Collecting data would be of great importance for this dissertation. Primary data would be collected by means of semi structured interviews through telephonic conversations. All interviews would have a pre-determined structure and interviews would be conducted for a period of not more than thirty minutes.
People from various sectors would be interviewed and data would be collected to understand their experiences. The positive aspects of different fields would be reviewed and then be carefully analysed as to how it would help in the construction industry. Experienced people working in the field of construction since long would also be interviewed and difficulties regarding the new professionals that they face would also be 29
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taken into consideration for the purpose of this dissertation. Interviews would be conducted with various institutions head trying to understand their methods and focus on making students learn and ways in which they try to cope up with the ever changing environment.
Along with the interviews various case studies would also be taken into consideration in which would help deepen the understanding of the problems. How do construction industries and the institutes collaborate along with each other shall also be focussed so that some of those strategies could be implemented and recommended at the end of the dissertation.
Secondary data is collected through books and online journals. Published reports and interviews of HR professionals are also referred for the purpose of the dissertation so that the problems listed are justified. Secondary data is used to broaden the base of the author’s understanding on the subject matter and how these theories could be useful and related to the research carried out by the author.
3.4 Data Analysis
Biggam (2008) explains that there are three main steps for the analysis of collected data. Discussion, analysis and synthesis are the steps which must be carried out for a successful research. Conclusion of the research can only be carried out after the analysis of the data collected by the researcher. This is the most important aspect of the dissertation. The data collected from the case studies from the construction industries in other parts of the world would be analyzed and aspects which would help the Indian construction industry shall be put forward in the conclusion.
The analysis from the interviews and data collected from them would prove beneficial as it would be retrieved from professionals who are currently working within the industry as well as other sectors within India. Learning from other organizations for the benefit of the industry is also a step ahead and the factors which are beneficial shall be analyzed and put forward in the proposal.
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Varied information and solutions will be analysed from the data collected. This data would then be applied along with the theory discussed in chapter 2 and what effects it would have on the Indian construction industry shall also be considered. Following the data analysis in Chapter 4 a set of recommendations and conclusion of the dissertation shall be put forward in chapter 5 where positive findings from the theory and research data shall be put forward for the benefit of the Indian construction industry.
3.5 Ethical Considerations
Research and collection of appropriate data which involves human participation needs to follow certain ethics or consent of the person concerned (Reynolds, 1979). Thus ethical consideration is a must during any research. As some research work may deal with personal data of individuals, it is only appropriate to take the necessary consent of the person so that the researcher can use the data for his work. An ethical code ensures confidentiality and anonymity of data provided from the source to the researcher. There may be personal information provided by the person involved and taking an ethical approval will help in gaining the confidence of the person involved and may be helpful for the research as well.
This Research deals with interviews of various individuals from different professions. As the interviewers would be expressing their personal views it would be necessary to take their approval prior to using any material said by them. The interview would be conducted on a voluntary basis and would ensure all ethics and transparency is maintained. It would ensure anonymity and confidentiality of data on the discretion of the interviewer. The recordings of these interviews shall be recorded with the approval of the interviewer and a copy of the interview may be sent to the concerned person if asked for. It is important to take the necessary approvals prior to the interview so that as most of the interviews will be conducted through video conferencing and telephonic conversations. The research being a Type-2 research would follow all the procedures of ethical approval as mentioned by the University of Salford with all forms duly filled and signed by the student and the supervisor concerned.
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CHAPTER 4: Data Collection and Analysis This chapter focuses on the research data collected from various interviews and case studies. The case study mainly focuses on how the UK construction industry functions so efficiently compared to the Indian counterpart, the organization structure along with its uses is thoroughly analyzed. Since India follows a traditional process of construction business where the architect is the head of major construction projects (COA, 2014) this section would also focus at the detail functioning of a professional body, RIBA which is responsible for the architectural studies in UK.
The next subpart in this chapter would be focussing on interviews conducted by the researcher. It would deal with professionals within the industry and also outside the industry in India. The interviews would give insights to working professionals within other industry, the most successful being the health industry where the industry as well as people from the institutes work together for mutual benefits. The researcher takes cues from the functioning and integration of the working of the health industry and analysis on the way it would function if applied to the construction industry.
The last section of this chapter summarises the benefits of the case study as well as the interviews and then moves on to explaining its application in relation with the theory in the conclusion which is in the following chapter.
4.1 Case Study: Construction Industry of UK
Construction is one of the largest and a key sector for the economy of United Kingdom (CIB, 2010). It contributes to 6.7% economy of UK and is equivalent to about 10% of the total employment in the UK (BIS, 2013). The construction sector in the UK has been affected due to the economic crisis since 2008 but continues to overpower as the largest construction industry in Europe (UKCES, 2012a). UK has a high reputation globally for construction services in the field of architecture and is one of the leading countries in using new technologies (as seen in Figure 4.1.1) such as implementation of Building Information Modelling (BIM).
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Figure 4.1.1 – Relative Technological Advancement in Construction, 2008 - 2012 Source – BIS, 2013
The UK industry has been dominant in the global market for services in architectural and quantity surveying (see figure 4.1.2). The UK industry is aware of its knowledge and management skills and hence fully exploits this advantage to explore overseas markets (UKCES, 2012b). Since the UK construction market is small and less collaborative as they are more integrated which makes it easier for them to access foreign markets when compared to other countries (BIS, 2012).
Figure 4.1.2 – UK Trade in Architecture and Quantity Surveying Services Source – BIS, 2013
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The UK construction industry has a world-class reputation for construction services and it can only be possible with a strong organization structure that is well integrated (BIS, 2013). To study the construction sector of UK it is important to understand its organization structure and how does it function.
4.1.1 Structure of the UK Construction Industry
The UK construction industry is so well integrated that the whole structure can be studied as one. The industrial and the institutional organizations work together under the Construction Industry Council (CIC) for the benefit of the construction industry. CIC is the representative for business associations, research organizations and professional bodies in the construction industry (CIC, 2013).
The CIC is the lone body to represent
professionals from all sectors within the UK construction Industry (figure 4.1.1a). With more than 500k members and 25k construction consultants it has the authority to be able to speak on diverse issues related to the built environment without having self- interest in any sector of the industry (CIC, 2014).
Figure 4.1.1a – Representation of Organization Structure of UK Construction Industry
The CIC being the sole representative organization of the built environment has been vested with many powers by the government. From policy changes to the authority of reviewing various frameworks lies within the hands of the CIC. CIC (2014) mission is to 34
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promote quality and sustainability in the construction sector and to provide leadership to the industry for the purpose of unity, collaboration, continuous improvement and career development. CIC provides a broad range of services to the construction industry. It is able to solve resolve disputes between any parties as it has been given an authority to do so. It also offers consultation services to organizations including the government regulatory bodies’ on-behalf of the construction industry. It has a special committee which inspects the design quality at every stage of the construction and also helps in policy development. The CIC is also responsible to review all vocational qualifications as well as technical and professional apprenticeship frameworks.
The role of research organizations is also important in the structure. These are organizations which help in collaboration of activities and help link organizations with common interests within the construction industry. One such organization which is the member of the CIC is CIRIA (Construction Industry Research and Information Association) and they are responsible to address issues which the industry faces and provide opportunities to collaboratively work with these organizations to develop new and innovative solutions (CIRIA, 2014). Through events, meetings and conferences they enable the industry to share their knowledge and ideas amongst each other. They also publish reports so that their work and solutions can be distributed and could be effectively used by organizations facing the same difficulties.
The presence of an organization representing all sectors of the industry in the UK gives it an advantage as various disputes could be resolved. It leads to better integration and the organization knows the needs of the industry and hence can take charge when there are certain changes which need to be implemented. Implementing changes within the organization also gets easier as it gets help from all other organizations involved. The industry requirements can be monitored and accordingly professionals can be trained for the same. As all sectors of the industry are involved along with the CIC inter-learning between sectors can also be established. The organization structure plays an important part for the overall benefit of the UK construction industry but it is also important to understand the functioning of each organization within the whole system. Each of these sub-organizations needs to function effectively so that the whole system runs efficiently.
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To study the functioning of each of the sub-organization the researcher decides to take the architecture services as it has been the most successful sector for the UK in recent times. As discussed earlier in this chapter the trade for services in architecture has been on the rise and hence studying the model of the architectural education in the UK would help us in understanding its success. Further to this, India following traditional practices makes the architect the apex of the hierarchy in responsibility and all decisions on the construction project are taken after the approval of the architect. Studying the organization and its functions would provide a deeper understanding of the system and the way in which these organizations co-ordinate with each other. Understanding the development of professionals within the industry is completely dependent on the organization as it is responsible for developing the potentials of these individuals.
4.1.2 Architecture Education in UK
The Royal Institute of British Architects (RIBA) is responsible for architecture education in the United Kingdom. To attain a title of an architect in UK an individual must clear all 3 parts proposed by RIBA to become eligible for registration (RIBA, 2014). Part 1 of the RIBA constitutes a three year full time program which would award a student an honour’s in BA. Part 2 constitutes of a 2 year full time program and a student on successful completion would be awarded an M.ARCH2 degree. Following the first two parts of successful completion an individual is suppose to work for a period of two years to gain practical experience and attend an examination which is Part 3 of RIBA.
On successful completion of all 3 parts an individual can register along with the Architects Registration Board (ARB) and on successful registration can use the title of a charter architect. The ARB is responsible for registering architects and set the guidelines for the code of conduct of an architect practicing in UK (ARB, 2014).
Over the past year the proposal for changes in the structure by RIBA has undergone a lot of criticism (Hopkirk, 2013). RIBA has been following the same structure for more than five decades, but what makes the field of architecture so successful is the work carried out by RIBA for institutes as well as professionals once they have graduated. Since the role of an architect is of high calibre RIBA makes sure that only capable professionals are 36
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awarded with the title. It takes a minimum of seven years for an individual to be awarded with the title. Two years of training and five years of education makes an individual capable of handling responsibility. Even during the five years of learning i.e. part 1 and part 2 the students undergo practical modules that make them aware of the way the things are carried out in the real world. Regular lecture series are conducted by RIBA to encourage discussion and diversity of opinion.
The RIBA is responsible for the guidelines set for architecture education. The universities in the UK follow these guidelines in order to be able to carry out the course. To excel the professionals in the field of architecture, RIBA holds various workshops for their continuous professional development (RIBA, 2014). Individuals can continuously develop the skills they desire through RIBA’s CPD program along with their work. These workshops not only keep professionals competitive in the industry but also help them in enhancing their skills along with an exposure to new streams that they may be unaware.
Apart from all these activities RIBA is also responsible for registration of firms that provide architectural services. They set the guidelines for the fees and terms of contracts of an architect and hence a profession carrying out a business of providing architectural services must follow the guidelines set by RIBA. RIBA is the sole organization responsible for promoting architecture in the construction industry as well as institutions (RIBA, 2014). They promote various events in collaboration with the practicing firms for students and other professionals. They are also responsible for quality education and monitor all institutes providing any services in the field related to architecture.
RIBA is aware that the role of an architect is of great importance and hence the emphasis on clearing part 3 of the RIBA scope is a necessity. Even today when there is a need for more professionals in the construction industry it continues to follow the five decade old model as it has been proved successful. This process of RIBA (2014) ensures that only thorough professionals are awarded with the credential architect and a fresh graduate with no experience is not capable of handling a position at the apex of the hierarchy. They do believe that practical experience is as important as the theory/design drills that students undergo.
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4.1.3 Advantages of the UK Construction Industry Model
There are various factors which contribute to the success of the UK construction industry and collaborative team culture is the most important factor out of all. The collaborative nature of the industry results in better coordination between organizations (Mohr and Spekman, 1994), they have been very effective as they all work together for the benefit of the industry. This results in a long-term commitment and the work becomes productive with lesser conflicts arising between organizations (Chen and Chen, 2007). As the industry works together it grows together and all arms of the organization benefit with this approach (Bresnen and Marshall, 2000). All organizations work together within their sectors without interference because of the strong leadership at the top.
The presence of an organization which represents all organizations has worked wonders for the UK construction industry. It keeps the construction industry under one roof and helps all sectors within the industry develop together. The role of each organization is well defined and they are aware of their aims. UK construction Industry has become a model for a lot of developing nations. Its advancement in technology and the skills of professionals is regarded the best in the world (Eadie et al., 2013). Due to their integrated structure and relationship between their organizations the construction industry has continued to develop and evolve since the time these organizations were established. Continuous development of professionals within the field has also been one of the strong reasons why it has been succeeding all these years (Mansfield, 1988).
The role of the institutional organizations does not stop once an individual is graduated. An organization comprises of people and the role of these organizations is to continuously evolve individuals to professionals and further in their field of interest for their continuous development. This makes the professionals highly competitive on the global scale and helps them make their industry more efficient and modern (RIBA, 2014). The CPD programs run by the organizations are balanced well for working professionals and help companies also interact with each other through conferences and discussions.
The presence of research organizations keeps the industry and institutional organizations connected. The organization experiments new technology and implements with the help 38
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of the industrial organization. If successful, it makes the institutional organization aware of the new technologies evolved and institutions with the help of these organizations make try to incorporate the same within the core modules. This process makes the students prepare to the real world scenario and are not doing the same outdated courses which their seniors did, their learning evolves with time and technology.
An organization can develop only through individual learning and creating a learning environment helps the industry in all aspects (Halio, 1990). Once individuals start to evolve the whole organization does and so does the industry. It is this process that makes UK continuously successful and competitive. The construction sector of UK has been the best performing sector globally and many UK based companies have started working globally as well. Many nations study the UK construction industry and try to adapt the same within their country. Using the UK construction industry model within India would prove beneficial but there are multiple factors which influence the industry which is discussed in the next chapter.
4.3 Structure of Interviews
The researcher has interviewed 12 people from different backgrounds of work experience. With the help of these interviews the researcher tries to extract ways in which professionals from other industries are trained and developed in an institutional environment. The researcher then analyses the same and provides suggestions which would be suitable for the construction industry. All the people interviewed are professionals having work experience in their area of interest. The people interviewed are from the field of construction, healthcare and management. The three aspects together combine the basic needs of an individual; i.e. health, wealth and living. It is important to see how the three sectors function and how each one relates to its organization.
The semi structured interview focussed on mainly questions to an individual’s education and industrial background (please note that the general questions asked in the interview can be found in the appendices). The questions mainly focussed to extract information and provide the benefits of a system where the industries and professional bodies work together. Questions were asked to individuals in the way their education were structured 39
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and how was it related to their working in the industry. It tried to find out cues by which there could be a link developed between the industry and institute so that it could be suggested for the construction industry as well. The emphasis on training or workshops during education is also being analysed as there are certain professions where practical training was given more importance than the theory.
The interviews also focussed on ways in which the industry is helping newly graduated individuals and how they help them in the transformation they undergo from theory to practical. It also tried to find out whether individuals underwent training for their development once they had joined the industry. At the end of the interviews the researchers were asked questions regarding their professional license and what role does the organization have to enhance the overall skills of a professional.
From these interviews the researcher tries to get qualitative information from the professionals from the main sectors i.e. health, wealth and living which are the basic needs of professionals. Four professionals from each field were interviewed and candidates selected were on the basis of their education qualification and professional experience. The people opted were of different qualifications and having different years of work experience in their respective fields. There were a few candidates who were practicing and teaching at the same time. It was necessary to have interviews of such individual as it gave more insights on the way they see things as they were working in both organizations.
The following section deals with the analysis from the interviews. The views of individuals belonging to the same industry have been put together and the section is categorised in different parts coupling the interviews of professionals from same education and professional background. The issues analyzed in this section would be reflected upon in the final chapter which concludes with a set of recommendations.
4.2 Analysis from Interviews
The interviews were conducted in a semi structured way but most of the questions focussed on the learning aspects within the industry and institute. It dealt with the 40
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relationship the two had and how they were worked with each other. The list of questions has been attached in the appendices section along with the approved letter of ethical consideration from the university.
A common process through which professionals working as chartered accountants in India had to undergo was that they had to clear three levels to get attain a license of a chartered accountant. The first two levels dealt with theory and one year of training. A student could appear for level two after a period of one year after having successfully completed level one. After the completion of level two a student works within the industry as a professional for a period of two years before appearing for the final level exam. On successful completion of all three levels an individual attains a license of a chartered accountant (CA).
The CA professional interviewed had multiple things in common. They believed that having studied the basic theory in the first two levels of their course helped them understand the subject deeper. Following the basic knowledge they were exposed to two years of industrial training. They believed that it helped them relate their theoretical knowledge into practical experience. The industry welcomed them and most of the places they worked as interns were very supportive. As professionals from the industry are also heading the Chartered Accountant Institute (CAI) they do know the best the industry requires and have developed a course which is for the benefit of the industry and also for professionals.
The three levels appeared by a CA is a combination of theoretical and practical knowledge. It is important for professionals in this industry to have more knowledge about the industry as the basic theory is derived from the practice and hence the curriculum proposed by the CAI is useful for the individuals. The level three examinations is a combination of an individual’s theory and its application within the field. It tests their understanding of the way the theory can be applied in practice. The guidance and supportive nature from the industry helps the industry develop and all professionals interviewed during the research felt satisfied the way the system worked as they gained knowledge as well as experience through their time of learning.
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For professionals seeking a future in health care the importance of theory is as important as practical’s. The education of these individuals involve the skills of both as it deals with a life of an individual. The institutional and industrial organization work and train individual together as the field has evolved over the time with modern technology. Hence it is necessary that professionals who are actually practicing in the industry train and teach individuals so that while they are studying the theory they are aware as to how it is done in the real world and are prepared for all situations. In the field of medical each case is different from the other as the individuals the professionals deal with are different and hence the importance of training is more focussed in this sector.
Interviewers from this profession believe that they do undergo training every year of their study. Generally all courses in this field are a minimum of four years. A dentist who was interviewed by the researcher said that after having studied the theory they would always have to do case studies and practice on dummy models. Following this training they would first be given training in the real world on small tasks and only after their confidence gets a boost they would be given a wider scope of work; complex cases were handled by experience professionals but they would be present during the course of action and decisions taken so that they can always learn something new.
A professional who has completed her post graduation in gynaecology and is currently working and also teaching believes that it is the best education model as she believes that it is through their experience the students learn. They also see things as to how they happen when they undergo practical training and are able to relate theory to practice. She also says that even after having worked in the field for five years she continues to learn from her seniors as they help assist senior doctors in complex cases; on a professional front her learning curve continues to grow and she continues to induce her knowledge in the students.
Professionals interviewed within the construction sector had a difference in opinions. When analyzed further the researcher realised that there was a difference in the education system for private institutes when compared to the public institutes. Due to private funding and higher fees the professionals graduated from private institutes were exposed to site visits, guest lecture as well as various workshops where as people from 42
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public institutions were not exposed to such facilities. There was a difference between the tuition fees as well between these institutions and hence it could be seen as a reason as to why students of private institutions were exposed to such additional training. However the course and structure of the education remained the same for both professionals.
The reactions of professionals who have graduated from public or private institutes had a few views which were identical. They believed that the things they learnt during their education days were very outdated and new technology had replaced the age old techniques. The university followed the same old outdates practices and teachings which were followed a decade ago. They feel the need that the system needs to undergo a complete overhaul and that can only happen when the industrial organization works together with the institutional organizations. Perhaps there is a need to learn as to how the health industry works and take cues from it which would be beneficial for the construction industry.
4.3 Learning from the Health Industry
An essential condition to provide successful professional education would be effective coordination, or at least cooperation between the construction and educational systems to help ensure the educational personnel responds to the needs of the construction system. The organizational patterns of the educational and construction system, their shares of responsibility and degree of centralization will determine whether the coordination will be difficult or easy (WHO, 1998).
The health sector organization is very well integrated and works together for the benefit of the entire health sector (Fulop, 1976). Professionals help each other and work together for the benefit of the patients. There is no competition between individuals and they continue to learn with experience. It is their key to success and now the health industry has gone to a larger scale of learning on a global scale. World Health Organization (1984) is a world organization representing the health sector on the global scale. It is responsible to drive health care activities for the industry and is one of the key reasons for the success of the sector. It is seen as a leader of the sector and it helps all organizations within its 43
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sector to evolve and makes them more efficient. It has empowered the health sector in many countries with its global view.
The only reason why the health industry has been successful is coz they have well defined goals which are common (WHO, 1998). The roles and responsibilities are divided to solve problems and when needed a joint effort from all fronts work together for the benefit of the industry. They have the capability of adapting to different cultural and social groups and equally share the task of responsibility and decision making.
The health industry depends on a basic education principle and that is ‘Learning by Doing’. The education in construction industry must take some cues from the health industry in order to support the needs of its own industry and act as a support and provide those skills and knowledge which would be necessary to individuals seeking future in the construction industry. Together they need to develop an organizational learning which functions collectively and not individually as it does in the present condition.
The following chapter summarizes the data analyzed in this chapter and puts forward a set of recommendations for the construction industry by relating it to the literature review with the data analyzed.
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CHAPTER 5: Conclusion and Recommendations This chapter is the concluding chapter of the dissertation. It gives a summary of the report and puts forward suggestions for the construction industry. It relates the literature review as well as the data collected by the researcher and puts forward some valuable suggestions for the Indian construction industry. The last section of the dissertation provides details on the scope of further research relating to the subject and how a discussion in those areas would be a more beneficial for the industry.
5.1 Summary on Data Analysis
The data collected in the previous chapter discusses the UK construction industry and the way the industry has developed through all these years. It also mentions the use of technology and the construction industry being far more advanced compared to other European and Asian countries (BIS, 2013). It lays down the benefits of an integrated industry and the importance of having an organization leading the industry. It is because of the industry having one organization representing all sectors of construction that it has been able to move together in all directions and has evolved over a period of time.
The chapter also focused on the working of a single sub organization (RIBA) and how it functions within its sector. Having a sub organization and promoting individuals within the field of education and industrial sector is the responsibility of that particular organization and it sees to it that all the people under it evolve with time. This helps each sector grow individually and the growth of the whole sector collectively is handled by the main organization (CIC).
Another section of the data analysis of the report dealt with semi structured interviews with professionals from different industries in India. It helps understand the scenario within other industries and the positive suggestions analyzed from other industries could be adapted within the construction industry as well. It helped build a relation to other industries and question the ability of the construction sector when compared to other sectors in the same country. The most developing and learning organization from this analysis was found out to be the health industry. The health industry has evolved over 45
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time and has gained a high reputation of the teaching standards. It may not be the best of examples but the industry has done many positive things along its way. Professionals within the health industry continue to evolve over with experience. The work culture the industry follows has helped individuals grow with time within the industry and professionals at every point of time learn new things. With the development of technology and the use of it in the health sector has worked wonders for the industry and the efficient use of them has resulted in increase success rate.
The UK construction industry is trying to use technology and with the help of BIM (Building Information Modeling) is trying to improve collaboration and coordination between the sectors of the construction industry, helping it minimize waste. The use of technology is being implemented successfully and has been made compulsory by the government of UK to adopt BIM in all projects in a couple of years. With the introduction of such tools and techniques it makes professionals within the industry learn new things and helps them evolve for the benefit of the industry.
The Indian construction industry needs to learn over a period of time and evolve from the age old practices it has been following since the past few years. There is a need for the industry to build a relationship with the institutes for the benefit of the professionals and the whole construction sector. The following section lists a set of recommendations for the construction industry. It builds a relationship with the literature review and the data collected by the researcher to put forward some valuable suggestions for the construction industry.
5.2 Recommendations for the Indian Construction Industry
India lacks professionals with such developed skills and a sole representative organization of the construction industry. Currently the industrial organization and the institutional organization run parallel without any relation. The institutional organization acts as a supplier on the demand of the industrial organization but there is no organization to bridge the gap between the two. As a result the quality of professionals and the quality of education has not improved as there has been no input from the industrial organization to the educational organizations. It is very vital for the industry to have an organization 46
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which represents the built environment of India including institutions and professional bodies so that they can work together for the benefit of the industry and the gap between the two organizations could be narrowed. Questions have been raised in the past and have been on the rise on the quality of teaching and the falling standard of education in the institutions. The need to review the policies must be examined thoroughly so that the Indian construction industry can grow (Argyris and Schon, 1996).
From the data analyzed and Henry Ford’s academy model it can be seen that individuals do learn more from seeing and doing the activities (Ford, 1926). In the construction industry it is necessary to know how things are being done so that theory and practice could be related to each other. It is necessary that the institutional organization realize that the learning style of all individuals is not the same (explained in section 2.2.2); having a mix of workshops, guest lectures, conferences and introducing interactive tools for learning would not only enhance the teaching standards but also incorporate learning styles of all individuals as described by Kolb (1984).
India being a country comprising of 29 states and 7 union territories has different political parties having an influence in different states. This results in the functioning of many organizations within all sectors. The role of the central government must be to establish some organizations on a national level so that it is accepted across India. Currently the CIDC which is the representative of industrial organization is established by the political parties of only 16 states, it has not yet been accepted nationally. However the institutional heads i.e. the AICTE is the head of technical education across all states and is responsible for educating individuals and approving the course all across India. This results in the organization representing India as a whole from an institutional front but not from an industrial front. The government must create an organization for the industry which needs to be nationally accepted so that the industry and institutional organizations can work together for the benefit of the whole sector.
The individual organizations responsible for the teaching of technical education within the AICTE (ex. COA) must be given the independence to interact with the industry and review the teaching techniques. Because of the rapid growth the industry is undergoing the implementation of modern technology has been on the rise. A review of teaching 47
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standards must be done every few years so that the students are taught with respect to the updated technology being implemented in the industry. They are prepared for the profession and the role which they would be a part of. Exposing them to the way the industry functions and increasing the tenure of training for individuals must also be reviewed. The sub organizations must also take responsibility of professionals who they give out licenses to practice and introduce CPD training for them as well so that they continue to grow and evolve within the system. The system and the professionals in the industry would grow together and this would lead to a learning environment and a learning construction industry.
Currently there are various research organizations for the construction industry in India which hold workshops for professionals as well as students. These organizations however work independently and have no coordination among each other. Some organizations do collaborate with a few institutes but all institutions may not be involved in such workshops. This results in a non uniform growth of students as institutions which are financially stable may afford such workshops but others may lack such resources to carry out these activities. The industry must come together and set up a head of research organizations which is responsible for such activities for better coordination and collaboration. This will result in these events being conducted across various venues at various times giving individuals more opportunity to participate. There will result in a uniform growth across the country.
The government must focus on building a team for the construction industry in order to evolve the system as a whole. It is necessary that they have a shared vision with that of the industry so that the output is beneficial for a sector which is very important to India. The team must involve of individuals from all sectors which act as a leader and represents all organizations. The role of this team would be the same as the CIC in the UK construction industry. This would then accomplish the characteristics which a learning organization needs (as discussed in section 2.2).
The dissertation takes into consideration the functioning of the UK construction industry and discusses the success of such a system. If the institution and industry work together then it will not only benefit individuals but also society. The construction sector is one of 48
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the major sectors which impact all individuals irrespective of them being a part or not. The construction sector effects the environment as well as the people living in it and hence the importance of it cannot be ignored. Benefit to the construction industry will not only have an impact in the society and the system but would also have economic benefits, but for that to happen it is necessary that all sectors of the construction industry work together as a single organization.
The above set of recommendations would help the construction industry grow and evolve over a period of time. These set of recommendations have been put forward after reviewing the literature and having understood the scenario by interviewing professionals within the industry. These recommendations may not be the only solution for the benefit of the industry but is aimed at focusing on the need to build a relationship between the industry and the institutes. The development of professionals after institutional education has an impact post education as well and this dissertation focuses on the overall benefit of the industry by the introduction of learning post education.
There is scope to improve the industry further and help it grow but for that there needs to be further research which needs to be carried out which has been discussed in the following section of the chapter.
5.3 Scope of Further Research
The focus of the dissertation was to lay the foundation for the need to build a relationship between the industry and institutes in the construction industry. Since it was an academic dissertation the research mainly focussed on important aspects such as the structure and the working of a sub organization within the entire industry. It did not deal with organizations of all sectors within the industry due to the limitations as discussed in chapter 1. This leaves a scope of further research in this area and has many things which need to be addressed before proposing changes for the industry.
The metropolis cities develop at a much faster rate when compared to the smaller cities and towns. Due to this development there is an economic imbalance within the sector and some places are developing far ahead when compared to others. These areas are 49
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more technologically advanced and superior when compared to smaller areas. There is a need to manage growth and how the irregular development in the country is creating intellectual professionals from one place to another. A study on the growth pattern and standardization of construction methods and techniques must be studied and adapted across India for uniform development of the industry as well as professionals.
India is a vast country which has different cultures and each part of the country is different from the other. There is a scope to research further in the way culture affects the construction industry. The educational system is same as the head of the institutional organization is the same nationally but the work culture does change from one state to another. Analysing the work culture of the industry from one place to another will provide a better understanding of the industry and help in building a better relation for the construction industry.
The researcher concludes his dissertation satisfying the aim and set of objectives envisioned at the start of the dissertation. The dissertation focussed on the needs of the Indian construction industry and justified the need for the research. The review of literature helped understand the subject and the ways in which learning for the industry was important; it laid a framework for the interviews. The case study of the UK construction industry along with the interviews helped the researcher analyze the industry in a global environment and also other sectors of various industries in the same environment (i.e. India). Together they were examined and a set of recommendations were put together for the industry following a proposal for the scope of further research pertaining to the same study for the benefit of the Indian construction industry.
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Chen, W.T. and Chen, T.T. (2007) Critical success factors for construction partnering in Taiwan International Journal of Project Management, 25, pp. 475-484 CIB (2010) Infrastructure Cost Review: Technical Report, December 2010 CIB Publication No. 293: The Construction Sector System Approach: An International Framework and HM Treasury CIC (2013) The Construction Industry Council Retrieved 1st August 2014, from http://www.cic.org.uk/about-us/ CIDC (2014) Construction Industry Development Council Retrieved 21 st July 2014, from http://www.cidc.in/new/planning.html CIPDTA (2014) Construction Industry Professional Training Council retrieved 21 st July 2014, from http://www.cipdta.com/about_us.htm CIRIA (2014) Construction Industry Research and Information Association Retrieved 3rd August 2014, from http://www.ciria.org/ Cross, R. and Israelit, S. (2000) Strategic learning in the Knowledge Economy: Individual, Collective, and Organizational Learning Process Butterworth-Heinemann, Boston (US) CSAR (2012) Construction Sector Analysis Report: November 14th, 2012. Equitymaster Agora Research Pvt. Ltd. Retrieved 18th June 2014, from http://www.equitymaster.com/research-it/sector-info/construction/ConstructionSector-Analysis-Report.asp Dixon, N. (1994) The Organizational Learning Cycle: how we can Learn collectively McGraw-Hill, Maidenhead (UK) Eadie, R., Browne, M., Odeyinka, H., McKeown, C., McNiff, S. (2013) BIM Implementation throughout the UK construction project lifecycle: An analysis. Automation in Construction, 36, pp. 145-151 Edmondson, A. and Moingeon, B. (1996) Organizational Learning as a Source of Competitive Advantage: When to Learn How and When to Learn Why SAGE Publications Ltd., London (UK) Ellis, S. and Dick, P. (2000) Introduction to Organizational Behaviour McGraw-Hill International, London (UK) 52
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Fink, A. (2005) Conducting Research Literature Reviews: From the Internet to Paper (2nd Edition) SAGE Publications Ltd., London (UK) Finkel, G. (1997) The Economics of the Construction Industry M.E. Sharpe, Inc. New York (USA) Ford, H. (1926) Today and Tomorrow: Special Edition of Ford’s 1926 Classic Doubleday, Page & Company, New York (USA) Fulop, T. (1976) New Approaches to a Permanent Problem: The integrated development of health services and manpower. WHO Chronicle, 30, 443-441 Garvin, D.A. (1993) Building a learning organization, in Harvard Business School (1998) Harvard Business Review on Knowledge Management, 47–80 Gray, D.E. (2004) Doing Research in The Real World SAGE Publications Ltd., London (UK) Halio, J.L. (1990) Team Learning. Shakespeare Quarterly, 41(2), pp. 230-234 HFA (2014) The Henry Ford Academy Retrieved 15th July 2014, from http://dbn.hfli.org/ HFLI (2012) The Henry Ford Learning Institute Retrieved 18th July 2014, from http://www.hfli.org/home HFLI (2014) The Henry Ford Learning Institute Retrieved 18th July 2014, from http://www.thehenryford.org/education/institute.aspx Hopkirk, E. (2013) RIBA to consider ‘every option’ as it launches radical view of education Retrieved 2nd August 2013, from http://www.bdonline.co.uk/riba-toconsider-every-option-as-it-launches-radical-review-of-education/5064850.article ICEMI Report (2013) India’s Construction Equipment Manufacturing Industry Report: August 2013. Anything Research India Retrieved 8th July 2014, from http://www.anythingresearch.in/Mining-Quarrying-Construction-MachineryManufacturing.html Johnson, W. C. (2003) University Relations: The HP Model, Industry and Higher Education, Cited in RICS Research paper series Volume 7 Number 16 October 2007. Action learning as an enabler for successful technology transfer with construction SMEs Carl, A., Martin, S., Veronica, J. and Shu-Ling; The University of Salford (UK)
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Robbins, S. (1990) Organization Theory: Structure, Design, and Applications (3rd Edition) Prentice-Hall, Inc., New Jersey (US) Robson, C. (1998) Real World Research: A Resource for Social Scientists and Practitioner Researchers Blackwell Publishers Ltd., Oxford (UK) Sapsford, R. and Jupp, V. (2006) Data Collection and Analysis (2nd Edition) SAGE Publications Ltd., London (UK) Schon, D. and Argyris, C. (1996) Organizational Learning II: Theory, Method and Practice Addison-Wesley Publishing Company, Inc. United States of America Senge, P. M. (1990) The Fifth Discipline: The Art and Practice of Learning Organization Doubleday Dell, New York (US) Senge, P. M. (1990) The New Paradigm in Business: Emerging Strategies for leadership and Organizational Change The Art and Practice of Learning Organization Retrieved 15th July 2014, from http://www.giee.ntnu.edu.tw/files/archive/380_9e53918d.pdf Senge, P., Kleiner, A., Ross, R., Roth, G. and Smith, B. (1999) The Dance of Change Doubleday Dell, New York (US) Senge, P., Kleiner, A., Ross, R., Roth, G. and Smith, B. (1994) The Fifth Discipline Fieldbook Doubleday Dell, New York (US) Silicon India (2013) Challenges for HR Professionals in Construction Industry. Sumit Viren Retrieved 15th June 2014, from http://hr.siliconindia.com/hr-expert/Challengesfor-HR-Professionals-in-Construction-Industry-eid-100.html Strauss, A. and Corbin, J. (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory SAGE Publications Ltd., London (UK) Swarup, P.R. and Mahajan, S. (2001) Country Report on Indian Construction Industry Souvenir: October 2001. The Seventh Asia Construct Conference & Exhibition, New Delhi The Economic Times (2013) India to be World’s 3rd Largest Construction mkt by 2025 1st July, 2013 by Sudeshna Sen Retrieved 5th June 2014, from http://economictimes.indiatimes.com/india-to-be-worlds-3rd-largest-constructionmkt-by-2025/articleshow/20856489.cms
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Thurgate, C. (2011) Workplace Learning in Health and Social Care: A Student’s Guide Open Press University, Maidenhead (UK) UKCES, (2012a) UK Commission’s Employer Perspectives Survey: December 2012 Evidence Report 64 Retrieved 27th July 2014, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/303 157/evidence-report-64-ukces-employer-perspectives-survey-2012-full-report.pdf UKCES (2012b) UK Commission’s Employer Perspectives Survey 2012: Technical Report, February, 2013 Evidence Report 85 Retrieved 29th July 2014, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/303 155/ukces-employer-perspectives-survey-technical-report.pdf Wadalkar, S. And Pimplikar, S. S. (2012) Effective Training Program for Gap Closing In Construction Industry. IOSR Journal of Mechanical and Civil Engineering, 1(3), 31-38. Wang, C. L. and Ahmed, P. K. (2003) Organizational learning: a critical review The learning organization, 10 (1) pp. 8-17 Warburton, R. (2011) Construction Sector Poised for further growth as Indian economy forges ahead: Summer 2011. EC Harris Research Retrieved 8th June 2014, from http://www.echarris.com/pdf/7992_International%20Focus%20on%20India%20FINAL. pdf WHO (1984) Primary Healthcare in undergraduate medical education: report on a WHO meeting Copenhagen, WHO Regional office for Europe, 1984 WHO (1998) Learning together to work together for health - Report of WHO Study Group on Multiprofessional Education of Health Personnel: the Team Approach Technical Report Series 769 Zerubavel, E. (1999) The Clockwise Muse: A Practical Guide to writing Theses, Dissertation and Books Harvard University Press, London (UK)
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APPENDICES APPENDIX 1 – Ethical Approval
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APPENDIX 2 – Participant Consent Form for Interviews
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APPENDIX 3 – Interview Questionnaire
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