Effectiveness of push and pull learning strategies in construction management

Santos, AD and Powell, JA 2001, 'Effectiveness of push and pull learning strategies in construction management' , Journal of Workplace Learning, 13 (2) , pp. 47-56.

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“Push learning” in construction management happens when learners have little or no power in defining the problem, action or knowledge that is required to improve their own working environment or process. In the “pull learning” situation, people working in construction are in charge of learning for themselves by exploring their actions as they work. This paper presents a case study that investigated the use of these learning strategies in the creation of a “learning mood” within a medium sized contractor towards modern production principles. The results showed clear indications that the creation of an effective “learning mood” in construction is more likely to happen in a supportive environment characterised by “pull learning”. However, “push learning” proved very useful in provoking the initial reflection that triggered “pull learning”. Therefore, a balanced approach between “push” and “pull” learning seems the best way to introduce changes in construction organisations searching for improvement and innovations.

Item Type: Article
Themes: Subjects / Themes > H Social Sciences > HD Industries. Land use. Labor > HD0028 - 0070 Management. Industrial Management
Subjects / Themes > L Education > LB Theory and practice of education
Subjects / Themes > T Technology > TA Engineering (General). Civil engineering (General)
Built and Human Environment
Subjects outside of the University Themes
Schools: Schools > School of the Built Environment
Schools > School of the Built Environment > Centre for Urban Processes, Resilient Infrastructures & Sustainable Environments
Journal or Publication Title: Journal of Workplace Learning
Publisher: Emerald
Refereed: Yes
ISSN: 13665626
Depositing User: MDJ Davies
Date Deposited: 12 Nov 2007 15:26
Last Modified: 27 Aug 2021 22:07
URI: https://usir.salford.ac.uk/id/eprint/1578

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