scholarly journals Collaborative Project Delivery Models and the Role of Routines in Institutionalizing Partnering

2019 ◽  
Vol 50 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Lena E. Bygballe ◽  
Anna Swärd
Keyword(s):  
Project Performance ◽  
Learning Processes ◽  
Project Delivery ◽  
Structural Interventions ◽  
Top Down ◽  
Collaborative Project ◽  
Social Learning Processes ◽  
Delivery Models ◽  
Common Understanding

It is widely held that collaborative project delivery models, such as partnering, represent a key means of improving construction project performance. Institutionalizing these models in practice, however, is not straightforward. We suggest that the (in)ability to establish new routines may be one reason for the variance in partnering outcomes. Based on a study of a partnering project, we develop a model of how partnering is institutionalized through the establishment of routines, enabled through common understanding and truces between the partners’ interests. The model illustrates how such routines develop through a balance between top-down structural interventions and emergent social learning processes.

scholarly journals The value of teaching increases with tool complexity in cumulative cultural evolution

2020 ◽  
Vol 287 (1939) ◽  
pp. 20201885
Author(s):  
Amanda J. Lucas ◽  
Michael Kings ◽  
Devi Whittle ◽  
Emma Davey ◽  
Francesca Happé ◽  
...  
Keyword(s):  
Cultural Evolution ◽  
Large Scale ◽  
Learning Processes ◽  
Cumulative Culture ◽  
Evolutionary Force ◽  
Selection For ◽  
Cumulative Cultural Evolution ◽  
Social Learning Processes ◽  
Tool Types

Human cumulative cultural evolution (CCE) is recognized as a powerful ecological and evolutionary force, but its origins are poorly understood. The long-standing view that CCE requires specialized social learning processes such as teaching has recently come under question, and cannot explain why such processes evolved in the first place. An alternative, but largely untested, hypothesis is that these processes gradually coevolved with an increasing reliance on complex tools. To address this, we used large-scale transmission chain experiments (624 participants), to examine the role of different learning processes in generating cumulative improvements in two tool types of differing complexity. Both tool types increased in efficacy across experimental generations, but teaching only provided an advantage for the more complex tools. Moreover, while the simple tools tended to converge on a common design, the more complex tools maintained a diversity of designs. These findings indicate that the emergence of cumulative culture is not strictly dependent on, but may generate selection for, teaching. As reliance on increasingly complex tools grew, so too would selection for teaching, facilitating the increasingly open-ended evolution of cultural artefacts.

scholarly journals The Peace System – As a Self-referential Communication System

2013 ◽  
Vol 8 (3) ◽  
Author(s):  
Gorm Harste
Keyword(s):  
Political Philosophy ◽  
Political Theory ◽  
Social Theory ◽  
Communication Systems ◽  
Referential Communication ◽  
Learning Processes ◽  
Cross Cultural ◽  
Added Value ◽  
Top Down ◽  
Social Learning Processes

Peace communication as diplomatic communication is an often neglected phenomenon in social and political theory that concerns problems of international order, justice and peace. Political philosophy seldom embarks on the theme with more than a few comments. Yet, throughout history, diplomacy has a strong record not only for negotiations but also for social learning processes about communication codes. Many codes of respect, trust, expression and listening have a top-down history from aristocratic circles to broader social layers. However, the article argues that communication codes of peace developed in opposition to violence and war exactly when they transgress dividing lines allow for cross-cultural and even cross-stratified communication. The article’s main point is to describe how such communication codes about peace and diplomacy can be described in recent social theory of communication, and to get some added value in this respect Niklas Luhmann’s theory of self-referential communication systems has been applied.

scholarly journals Governing Collaborative Project Delivery as a Common-Pool Resource Scenario

2021 ◽  
pp. 875697282098244
Author(s):  
Daniel M. Hall ◽  
Marcella M. Bonanomi
Keyword(s):  
Project Managers ◽  
Project Delivery ◽  
Governance Structures ◽  
Common Pool Resource ◽  
Integrated Project Delivery ◽  
Collaborative Project ◽  
Common Pool ◽  
The Face ◽  
Contractual Rights ◽  
Delivery Models

When collaborative project delivery models such as integrated project delivery (IPD) combine project resources, share decision-making rights, and distribute risk-and-reward among participants, the project can be conceptualized as a common-pool resource scenario. Multiple project appropriators have contractual rights to withdraw units from the shared resource system (i.e., the project budget). This theorization suggests project managers avoid the tragedy of the project by crafting effective self-governance structures in the face of pluralism. Using IPD as an example, this article suggests these project governance structures reflect Ostrom’s design principles for the successful governance of long-enduring common-pool resource scenarios.

Moderated effect of value co-creation on project performance

2018 ◽  
Vol 11 (4) ◽  
pp. 854-872 ◽  
Author(s):  
Boris Heredia Rojas ◽  
Li Liu ◽  
Duanfang Lu
Keyword(s):  
Design Methodology ◽  
Project Performance ◽  
Project Managers ◽  
Project Delivery ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Content Type ◽  
Creation Process ◽  
Delivery Models ◽  
Practical Implications

Purpose Value co-creation amongst project stakeholders is often necessary for situations where the expertises or resources required are beyond a single stakeholder. Certain project delivery models (PDMs) with strong emphasis on relationships and trust are especially suited to value co-creation approach by encouraging collaborations amongst stakeholders and innovations. However, anecdotal evidence suggests that value co-creation impacts positively on particular types of projects but not on others. The purpose of this paper is to investigate the effect of value co-creation on project performance (PP) and how the effect is moderated by requirements uncertainty (RU). Design/methodology/approach Based on the data from a cross-sectional survey of 120 Chilean construction project managers, the study validated a conceptual framework on the moderated effects of value co-creation process. Findings Value co-creation process underpinned through relational engagement, collaboration and innovativeness positively impacts on PP, and project’s RU moderates this relationship. Practical implications The findings empirically show that collaborative PDMs are best suited to projects where requirements are uncertain. Identifying the most suitable delivery model for a given context can reduce the project’s risk of failure and help maximise project value. When RU is low, the co-creating value is less critical to PP; whereas, when RU is high, choosing a collaborative PDM is fundamental to superior PP. Originality/value This study provides much-needed evidence on the effects of value co-creation process on PP. Additionally, it contributes to the literature by conceptualising and validating the moderated impact on PP by RU.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

Top-Down Processing and Visual Reorientation Illusions in a Virtual Reality Environment

2004 ◽  
Vol 63 (3) ◽  
pp. 143-149 ◽  
Author(s):  
Fred W. Mast ◽  
Charles M. Oman
Keyword(s):  
Virtual Reality ◽  
Visual Processing ◽  
Line Length ◽  
Perceptual Cues ◽  
Virtual Reality Environment ◽  
Top Down ◽  
Test Conditions ◽  
The Subject ◽  
Processing Mechanisms

The role of top-down processing on the horizontal-vertical line length illusion was examined by means of an ambiguous room with dual visual verticals. In one of the test conditions, the subjects were cued to one of the two verticals and were instructed to cognitively reassign the apparent vertical to the cued orientation. When they have mentally adjusted their perception, two lines in a plus sign configuration appeared and the subjects had to evaluate which line was longer. The results showed that the line length appeared longer when it was aligned with the direction of the vertical currently perceived by the subject. This study provides a demonstration that top-down processing influences lower level visual processing mechanisms. In another test condition, the subjects had all perceptual cues available and the influence was even stronger.

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