Leadership and Goal-Setting in Construction Education

Badger, William W.; Walsh, Kenneth D.; Mayo, Richard

doi:10.1061/40754(183)42

Cited by 6 publications

(3 citation statements)

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“…According to a survey on corporate recruiters from over 100 U.S. construction companies, the most important key expectation of construction graduates is the "affective competency", which denotes collaborative skills, leadership and interpersonal skills (Ahn et al, 2012). A people-oriented attitude, good interpersonal relationships, effective team and collaborative skills (e.g., communication, cooperation and trust) are defined as vital for successfully accomplishment of today's construction project (Arain, 2010;Badger, Walsh, & Mayo, 2005). This argument is also supported by another recent survey from Ku and Taiebat (2011) which focused on BIM's implementation and impact.…”

Section: Industry's New Expectationsmentioning

confidence: 99%

Building Collaborative Construction Skills through BIM-integrated Learning Environment

Zhao

McCoy

Bulbul

et al. 2015

International Journal of Construction Education and Research

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The integration of technology and team collaboration is increasingly becoming a critical juncture in construction education of the work environment. Through literature review and interviews, the authors find that students equipped with knowledge of BIM technology is not the ultimate goal, while the collaborative process of using BIM to solve practical construction problems emerges as key to individuals entering the industry. However, a majority of BIM-relevant courses have been taught as technology training without the context of a collaborative learning environment, while the industry values training in collaboration as a paramount skill in possible employees. To fill this gap, the authors assume that the collaborative construction skills can be obtained through training in higher education of construction. This work applies a case study analysis of one of Virginia Tech's Department of Building Construction courses, the Integrated Construction Studio (ICS), to demonstrate how the BIM process help students to build their collaboration skills in 4Cs: Common goals, Communication,Coordination, and Cooperation. This work then uses a survey analysis to validate the assumptions, and results from statistical analysis reinforce findings from the case study and also suggest some noteworthy observations for the educational integration of technology and collaboration in the industry.

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Section: Industry's New Expectationsmentioning

confidence: 99%

Building Collaborative Construction Skills through BIM-integrated Learning Environment

Zhao

McCoy

Bulbul

et al. 2015

International Journal of Construction Education and Research

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“…In addition, people skills are an important part of leadership in the construction industry because of the nature of construction. Because of the complex, dynamic and interrelated work of construction, teamwork and collaborative skills are necessary to successfully accomplish the work [27]. Numerous research studies demonstrate that personality traits or preferences are factors that influence the job performance of an employee [28].…”

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confidence: 99%

Recruitment criteria and attraction strategies for local trained labour in Malaysia’s construction industry

Manap

Noh

Syahrom

2017

IOP Conf. Ser.: Earth Environ. Sci.

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Abstract. Development in Malaysia is booming which can be witnessed by the various construction projects that currently in progress, especially in the state of Johor which has the highest value of construction work completed for the third quarter of 2016. This neces sarily requires skilled labours in a high number especially among the locals since it has been reported that Malaysia's construction industry is having problems related to the shortage of local skilled labour. In addition, the local workers have been reported unable to fulfil the demand of construction market. Hence, it caused the contractor to import foreign workers to meet the needs and requirement of labour market in construction sector. This study aims of two objectives; to determine the criteria set by the construction company in recruiting local skilled labour and to study the strategies that can attract local skilled labour to join construction industry. Questionnaire has been distributed to G7 contractor in the state of Johor in order to achieve the objectives of this study. Collected data was then evaluated and tested for its reliability using the SPSS 20.0 software before it can be analysed in order to obtain the mean value, frequencies and percentage. The outcome of this study indicates that the prospective employer prefers to work with man and they require young, experienced, knowledgeable and skilled workers in doing the job. Most of the strategies that have been selected are mainly related to money namely salary increment, bonus, allowance and overtime payment, apart from upgrading labours welfare and providing a better accommodation. This study can be a guideline to both skills institution and contractor to improve on what they are lacking in order to encourage the local trained skills labour to join the industry.

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“…2 Leadership development is a process that helps students to understand their leadership capabilities, rather than a series of training interventions such as courses or lectures. 2,3 Leadership competencies such as teamwork, problem solving, ethics, and communications 4 are vital for the accomplishment of any construction project. 5 According to the ASCE Vision 2025, civil engineers will have to command the multidisciplinary and leadership facets of their work in order to implement complex projects that include various stakeholders.…”

Section: Introductionmentioning

confidence: 99%

Curricular and Non-Curricular Factors Impacting Development of Leadership Competencies in Undergraduate Civil Engineering and Construction Students

Makhmalbaf¹,

Simmons²

2015 ASEE Annual Conference and Exposition Proceedings

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The construction industry is experiencing challenges in developing specific and necessary competencies; leadership is one known deficiency. Other reasons, including rising complexity and the rapidly changing nature of construction projects, have called for improved leadership development in the construction industry. The purpose of this paper is to first identify and synthesize the curricular components (i.e., course experiences) and noncurricular factors (e.g., mentoring networks) that impact the development of leadership competencies for civil engineering and construction undergraduate students. A critical review and qualitative synthesis of the literature was employed to gather known components and factors relating to students' leadership development resulting from undergraduate coursework. Findings indicate that the curricular components and noncurricular factors impacting development of leadership competencies include course assignments and activities, course content (e.g., emphasis on the development of technical competencies versus development of emotional intelligence skills), access to resources (e.g., new technologies, guest speakers), and the ability to enroll in courses outside of required curriculum [e.g., courses that prepare student groups to participate in Associated Schools of Construction (ASC) and National Association of Home Builders (NAHB) annual competitions]. By using information provided in this study, future steps may be taken by faculty members to bridge and, in particular, improve their students' development of leadership competencies.

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Leadership and Goal-Setting in Construction Education

Cited by 6 publications

References 0 publications

Building Collaborative Construction Skills through BIM-integrated Learning Environment

Building Collaborative Construction Skills through BIM-integrated Learning Environment

Recruitment criteria and attraction strategies for local trained labour in Malaysia’s construction industry

Curricular and Non-Curricular Factors Impacting Development of Leadership Competencies in Undergraduate Civil Engineering and Construction Students

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