Expansive learning in construction projects: A contradiction in terms?

A construction worker inhabits a complex socially constructed world. In order to function he must be aware of his tacit and his explicit knowledge. The knowledge affects the construction worker’s performance before an action, during an action and in the reflection after the action.This preliminary research describes the theoretical basis of a research project into the value creation in an inter-organizational competencies network. The network is formed by a number of organizations in order to meet the project’s value demands. The participators in the network are professionals like architects, engineers and contractors but also include non-industry members like end-users and politicians. The research collects data from a case study of a sustainable refurbishment of a Danish School building. The present purpose is to establish the theoretical basis for the later collection of data.  The focus is on one specific participant in one specific organization. Using activity theory as a lens it is investigated how the construction worker is under influenced of his explicit as well as tacit knowledge in the categories; subject, object and tools as well as community, rules and division of labor. The following is analyzed:1.       The nature of the knowledge, before an activity is to take place.2.       The likely consequence of the knowledge during an activity and3.       The need to reflect over the knowledge in order to learn from the action.The analysis shows that the different knowledge categories have effect on the construction worker’s performance. It is argued that in order for the construction worker to understand his ever-changing world, he must possess the ability to access his explicit as well as tacit knowledge. Special attention should be paid to how tacit knowledge affects performance in the present context.This hypothesis will be tested in a pilot case study in spring, 2016.