Construction learning and education: exploring synergies through holistic reflection

Abstract

Construction skills development programmes traditionally focus on the development of technical skills and knowledge to varying degrees and proportions. These approaches usually involve the cognitive dimensions of human learning to maximise
effectiveness. However, modern learning theory postulates that individual learning is a holistic process of adaptation to views and contexts, where competence is made up of more than mere knowledge and skills per se. For example, an individual‟s mental energy, feelings and motivations should be conducive for learning and performance. Additionally, individuals need abilities for interacting with people, materials and the society in order to adequately learn from and contribute to their context/environment. These dynamics include such issues as 'emotional intelligence‟, 'organisational learning' and 'pedagogy'. This research presents empirically determined cognitive, emotional and social skill sets required for effective learning and optimal performance. This extends the understanding of success factors for effective learning and optimal performance within the construction environment.