Active Learning Games: Challenging Players’ Mindsets for Integrated Project Delivery

David Wesley Martin; Philip Warren Plugge

Download Paper | Permalink

Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Construction Project Delivery and Control
Tagged Division: Construction
Page Count: 16
Page Numbers: 26.148.1 - 26.148.16
DOI: 10.18260/p.23487
Permanent URL: https://peer.asee.org/23487
Download Count: 735

Paper Authors

biography

David Wesley Martin Central Washington University

visit author page

Certified Professional Constructor with twelve years professional experience in civil and construction project management encompassing over $100,000,000 worth of vertical and horizontal construction. An additional ten years involved in college level construction management instruction and administration including contract and project management techniques, estimating, disputes resolution practices, planning and scheduling, safety engineering, engineering practices, and quality control. Quality oriented with a strong sense of integrity

visit author page

biography

Philip Warren Plugge Central Washington University

visit author page

Dr. Plugge is an assistant professor at Central Washington University in Ellensburg, Washington teaching heavy civil construction management. Professor Plugge has earned a Ph.D. in Education and Human Resource Studies with a focus in Civil Construction Management (2007), a Master of Science in Manufacturing Technology and Construction Management (2003) and a Bachelor of Science in Construction Management (1994) from Colorado State University in Fort Collins, Colorado. He has held positions with major construction companies such as PCL Civil Construction, Granite Construction, and Rocky Mountain Prestress as a project engineer, quality controller and production controller. His research focuses on evidence-based project delivery, model implementation in engineering and construction management education, risk analysis in construction, and undergraduate field training in construction management. He also has contributed and reviewed articles in the International Journal of Construction Education and Research.

visit author page

Download Paper | Permalink

Abstract

Active Learning Games; Challenging Players’ Mindsets for Integrated Project Delivery XXX and XXX XX University X, XIntegrated Project Delivery (IPD) is fast becoming one of the new buzz words inconstruction thought and practice. Although IPD has its successes and continuesto grow, in both academia and the industry, IPD failures do exist. Much of theresearch surrounding IPD focuses on the integration of technology to streamlinethe construction management process however, little attention is given to thechange in relationships between the project players and how these individualsmust operate within this changed environment. One of the most common reasonscited for IPD failures is that the construction managers selected for these projectshad difficulty adjusting their mindsets to operate within a collaborativeenvironment despite being successful on other traditional projects. IPD is acollaborative approach to project delivery that requires a change from thetraditional competitive mindset that is pervasive throughout the constructionindustry. For decades, project team players (i.e. owners, contractors,subcontractors, designers, and other project participants) often compete with eachother ingraining a competitive spirit within construction managers. This spirit isnot easily changed just because a contract encourages collaboration. Therefore,students in an undergraduate construction management program at XXXUniversity learn about and participate in IPD through classroom lectures andactive learning exercises that challenge their competitive propensities. Initial teststhrough the Thomas-Kilman Conflict Mode Instrument, that measures negotiationtactical propensities, indicate that typical construction management studentpersonalities tend to be competitive by nature. This paper presents two classroomgames (Prisoner’s Dilemma and The $20 Game) that students played to learnsome basic IPD fundamentals and to consider the collaboration versescompetition dichotomy within an IPD environment. Learning outcomeassessments via standard classroom testing mechanisms were performed and thechanges of competitive verses collaborative propensities via student surveys aremeasured and their respective results are presented.

Citation
Format

Martin, D. W., & Plugge, P. W. (2015, June), Active Learning Games: Challenging Players’ Mindsets for Integrated Project Delivery Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23487

TY  - CPAPER
AB  -     Active Learning Games; Challenging Players’ Mindsets for                   Integrated Project Delivery                                    XXX and XXX                                    XX University                                       X, XIntegrated Project Delivery (IPD) is fast becoming one of the new buzz words inconstruction thought and practice. Although IPD has its successes and continuesto grow, in both academia and the industry, IPD failures do exist. Much of theresearch surrounding IPD focuses on the integration of technology to streamlinethe construction management process however, little attention is given to thechange in relationships between the project players and how these individualsmust operate within this changed environment. One of the most common reasonscited for IPD failures is that the construction managers selected for these projectshad difficulty adjusting their mindsets to operate within a collaborativeenvironment despite being successful on other traditional projects. IPD is acollaborative approach to project delivery that requires a change from thetraditional competitive mindset that is pervasive throughout the constructionindustry. For decades, project team players (i.e. owners, contractors,subcontractors, designers, and other project participants) often compete with eachother ingraining a competitive spirit within construction managers. This spirit isnot easily changed just because a contract encourages collaboration. Therefore,students in an undergraduate construction management program at XXXUniversity learn about and participate in IPD through classroom lectures andactive learning exercises that challenge their competitive propensities. Initial teststhrough the Thomas-Kilman Conflict Mode Instrument, that measures negotiationtactical propensities, indicate that typical construction management studentpersonalities tend to be competitive by nature. This paper presents two classroomgames (Prisoner’s Dilemma and The $20 Game) that students played to learnsome basic IPD fundamentals and to consider the collaboration versescompetition dichotomy within an IPD environment. Learning outcomeassessments via standard classroom testing mechanisms were performed and thechanges of competitive verses collaborative propensities via student surveys aremeasured and their respective results are presented.
AU  - David Wesley Martin
AU  - Philip Warren Plugge
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Active Learning Games: Challenging Players’ Mindsets for Integrated Project Delivery
UR  - https://peer.asee.org/23487
DO  - 10.18260/p.23487
ER  -