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Project feedback as a tool for learning

Tutkimustuotosvertaisarvioitu

Standard

Project feedback as a tool for learning. / Kärnä, Sami; Junnonen, Juha Matti.

Proceedings of the 13th Annual Conference of the International Group for Lean Construction (IGLC 2005). 2005. s. 47-55.

Tutkimustuotosvertaisarvioitu

Harvard

Kärnä, S & Junnonen, JM 2005, Project feedback as a tool for learning. julkaisussa Proceedings of the 13th Annual Conference of the International Group for Lean Construction (IGLC 2005). Sivut 47-55, Sydney, NSW, Austraalia, 19/07/05.

APA

Kärnä, S., & Junnonen, J. M. (2005). Project feedback as a tool for learning. teoksessa Proceedings of the 13th Annual Conference of the International Group for Lean Construction (IGLC 2005) (Sivut 47-55)

Vancouver

Kärnä S, Junnonen JM. Project feedback as a tool for learning. julkaisussa Proceedings of the 13th Annual Conference of the International Group for Lean Construction (IGLC 2005). 2005. s. 47-55

Author

Kärnä, Sami ; Junnonen, Juha Matti. / Project feedback as a tool for learning. Proceedings of the 13th Annual Conference of the International Group for Lean Construction (IGLC 2005). 2005. Sivut 47-55

Bibtex - Lataa

@inproceedings{059ff3dd860147088bf05d789ff71537,
title = "Project feedback as a tool for learning",
abstract = "In construction, project feedback has often been seen primarily as a means to measure customer satisfaction. Even though the measurement of customer satisfaction is an important factor, feedback infor mation also has other purposes, for example, it highlights the frailties of the operations. With the help of the feedback information, companies can uncover development targets and develop their own com petencies and co-operation competencies. Thus feedback information is also a vehicle for sharing knowledge about experiences and good solutions and thereby operates as a part of knowledge mechanism and learning. Construction can be characterized as a specific type of project industry, with specific features concerning production, such as temporality, bounded location and one-off products. From the point of view of learning, the uniqueness and temporality of the project organization bring their own challenges and difficulties. In this article we concentrate on how those challenges and difficulties can be overcome with the help of feedback information. The questions of this paper are defined as follows: • How does the uniqueness and temporality of a project organisation affect the learning processes? • How can feedback be used to intensify knowledge transfer and learning for the parties of the construction project?",
keywords = "Customer satisfaction, Feedback, Learning organization",
author = "Sami K{\"a}rn{\"a} and Junnonen, {Juha Matti}",
year = "2005",
language = "English",
isbn = "1877040347",
pages = "47--55",
booktitle = "Proceedings of the 13th Annual Conference of the International Group for Lean Construction (IGLC 2005)",

}

RIS (suitable for import to EndNote) - Lataa

TY - GEN

T1 - Project feedback as a tool for learning

AU - Kärnä, Sami

AU - Junnonen, Juha Matti

PY - 2005

Y1 - 2005

N2 - In construction, project feedback has often been seen primarily as a means to measure customer satisfaction. Even though the measurement of customer satisfaction is an important factor, feedback infor mation also has other purposes, for example, it highlights the frailties of the operations. With the help of the feedback information, companies can uncover development targets and develop their own com petencies and co-operation competencies. Thus feedback information is also a vehicle for sharing knowledge about experiences and good solutions and thereby operates as a part of knowledge mechanism and learning. Construction can be characterized as a specific type of project industry, with specific features concerning production, such as temporality, bounded location and one-off products. From the point of view of learning, the uniqueness and temporality of the project organization bring their own challenges and difficulties. In this article we concentrate on how those challenges and difficulties can be overcome with the help of feedback information. The questions of this paper are defined as follows: • How does the uniqueness and temporality of a project organisation affect the learning processes? • How can feedback be used to intensify knowledge transfer and learning for the parties of the construction project?

AB - In construction, project feedback has often been seen primarily as a means to measure customer satisfaction. Even though the measurement of customer satisfaction is an important factor, feedback infor mation also has other purposes, for example, it highlights the frailties of the operations. With the help of the feedback information, companies can uncover development targets and develop their own com petencies and co-operation competencies. Thus feedback information is also a vehicle for sharing knowledge about experiences and good solutions and thereby operates as a part of knowledge mechanism and learning. Construction can be characterized as a specific type of project industry, with specific features concerning production, such as temporality, bounded location and one-off products. From the point of view of learning, the uniqueness and temporality of the project organization bring their own challenges and difficulties. In this article we concentrate on how those challenges and difficulties can be overcome with the help of feedback information. The questions of this paper are defined as follows: • How does the uniqueness and temporality of a project organisation affect the learning processes? • How can feedback be used to intensify knowledge transfer and learning for the parties of the construction project?

KW - Customer satisfaction

KW - Feedback

KW - Learning organization

UR - http://www.scopus.com/inward/record.url?scp=84856671776&partnerID=8YFLogxK

M3 - Conference contribution

SN - 1877040347

SN - 9781877040344

SP - 47

EP - 55

BT - Proceedings of the 13th Annual Conference of the International Group for Lean Construction (IGLC 2005)

ER -