
Developing BIM Talent
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Developing BIM Talent: A Guide to the BIM Body of Knowledge with Metrics, KSAs, and Learning Outcomes leads readers through the process of implementing a state-of-the-art BIM training and education program. Authored by a team of celebrated and highly qualified scholars and practitioners, this exciting new BIM education and workforce development guide offers a roadmap that navigates readers through the comprehensive BIM metrics and KSAs detailed in the BIM Body of Knowledge sponsored by the Academic Interoperability Coalition (AiC). Developing BIM Talent offers:
* A solid foundation and guidelines for educators and practitioners for starting or enhancing a BIM curriculum or training program
* Templates, expert interviews, and case studies that provide in-depth knowledge and lessons learned that can facilitate process changes and strategic action plans
* Strategies for standardizing emerging BIM job tasks, descriptions, and methods for benchmarking performance
This guide to contemporary and comprehensive metrics of BIM competency is an essential resource for corporate trainers and instructors teaching BIM, human resources professionals charged with recruiting BIM talent, as well as leadership interested in credentialing and BIM certification programs.
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Persons
WEI WU, Ph.D., LEED AP, A.M.ASCE, CM-BIM is an Associate Professor and Department Chair of the Construction Management program in the Lyles College of Engineering at California State University, Fresno.
GLENDA K. MAYO, Ph.D., CSI, CDT, LEED AP, CFM is an Assistant Professor in the Engineering Technology and Construction Management program in the William States Lee College of Engineering at UNC Charlotte.
TAMERA L. MCCUEN, Ph.D., A.M. ASCE, Assoc. DBIA, LEED AP is the Robert E. Busch Endowed Professor of Construction Science in the Gibbs College of Architecture at the University of Oklahoma.
RAJA R.A. ISSA, Ph.D., J.D., P.E., F.ASCE, API is the UF Distinguished Professor and Director of the Rinker School of Construction Management at the University of Florida and editor of Building Information Modeling: Applications and Practices in the AEC Industry (ASCE 2015).
DANA K. SMITH, FAIA Emeritus, FbSI is President of DKS Information Consulting, LLC and Co-author of Building Information Modeling (Wiley 2009) and Co-Chair of the APPA committee who developed a standard for Total Cost of Ownership (TCO).
Content
Preface xiii
List of Abbreviations xvii
1 Call for a BIM BOK 1
Chapter Summary 1
1.1 The BIM Journey Ahead of Us 1
1.1.1 Lack of Standardization 2
1.1.2 BIM Use Cases 5
1.1.3 Relationship of Use Cases to KSAs 6
1.1.4 The Academic Interoperability Coalition - Home of the BOK 10
1.2 The Many Dimensions of BIM: Why BIM is Revolutionary 12
Case Study - Project 1 14
Case Study - Project 2 16
Case Study - Project 3 17
1.3 Overarching Goals of the BIM BOK 19
1.3.1 The Rapidly Changing Industry Environment 20
1.3.2 The Skill Shortage 21
1.3.3 The Proliferation of BIM Use Cases 23
1.3.4 The Emergence of a Global BIM Culture and Community of Professionals 34
Chapter 1 References 36
2 BIM BOK Development 39
Chapter Summary 39
What is a BOK, and What is the BIM BOK? 39
2.1 BIM BOK Foundational Development 40
2.1.1 Bloom's Taxonomy and Educational Learning Objectives of BIM 40
2.1.2 BIM BOK Representation Framework and Underlying Rationales 44
2.1.2.1 Road Map to Bridge Gaps in BIM Competency 46
2.1.2.2 Standardized Job Task Performance 49
2.1.2.3 Create Baseline Performance Measurement 50
2.1.3 BIM BOK Content Development via a Consensus-Building Process 52
2.2 BIM BOK Task Definitions and KSAs 58
2.2.1 Entry Level of Performance 60
2.2.2 Middle Level of Performance 61
2.2.3 Full Performance 61
Chapter 2 References 62
Appendix 2.A 66
Appendix 2.B 67
3 BIM Education and Talent Procurement 71
Chapter Summary 71
3.1 BIM Education Under Global BIM Prevalence 72
3.1.1 Comparing BIM Adoption in Academia and Industry 72
3.1.2 Format of BIM Education 74
3.1.1.1 BIM as a Curriculum Enhancement 74
3.1.1.2 BIM as a New Paradigm 75
3.1.3 Career Development and Staffing 75
3.1.4 Recruiting Gaps and Opportunities 76
3.1.5 BIM Specialist Versus Generalist 77
3.1.6 Dynamics Between Education and Career Development 77
3.2 BIM Talent Preparation and Procurement 78
3.2.1 Workforce Shortage 79
3.2.2 Resistance to Change 79
3.2.3 Evolving Competency Requirements 80
3.2.4 Education and Career Preparation Impact 81
3.2.5 Practice and Process of BIM Talent Procurement 81
3.2.5.1 Identifying Demand 82
3.2.5.2 Job Profiles and Qualifications 85
3.2.5.3 Identify Talent Sources 86
3.2.5.4 Recruitment 86
3.2.2.5 Retainment and Management 87
3.2.5.6 Market Demand Outlook 87
3.3 BIM Maturity and Performance Assessment 89
3.3.1 Capability Maturity Model 89
3.3.2 Interactive Capability Maturity Model (I-CMM) 90
3.3.3 The BIM Excellence (BIMe) Framework 92
3.3.4 VDC Scorecard/bimScore - CIFE 93
3.3.5 BIM Quick Scan Tool - TNO 94
3.3.6 BIM Maturity for Building and Facility Owners 95
3.3.7 Other Notable Efforts 96
3.4 A Primer on BIM BOK Use Cases 96
3.4.1 Education with the BIM BOK 96
3.4.2 Talent Procurement and Recruiting with the BIM BOK 97
3.4.3 Professional Certification and Credentialing with the BIM BOK 99
Chapter 3 References 99
4 Principles of the BOK-Informed BIM Instruction 105
Chapter Summary 105
4.1 A Review on BIM Curriculum Development and Instructional Design 105
4.2 Principles of the BOK-Informed BIM Instruction 108
4.2.1 The Big-Picture Education Requirements 108
4.2.2 BIM BOK and Education Outcome Mapping 108
4.2.2.1 Job Task Definitions 109
4.2.3 BOK for Curriculum Development 115
4.2.3.1 Case Examples 116
Case Example 1 117
Case Example 2 118
Case Example 3 120
4.3 BIM Pedagogy and Learning Activity Design 121
4.3.1 Theoretic Foundation of Pedagogy and Common Principles 121
4.3.2 Learning Activity Design and Delivery in a Digital Age 123
4.3.3 Interdisciplinary Learning and AECO Team Activities 125
4.3.3.1 Interdisciplinary BIM Course 125
4.3.3.2 Interdisciplinary BIMStorm OKC Project 128
4.3.3.3 Collaborate, Create, Construct, Capstone, Charrette (C5) 132
4.4 BOK-Informed BIM Learning and Training Module Design 135
4.4.1 Module Design Part 1: Context for Instruction 136
4.4.2 Module Design Part 2: Module-Specific Information 138
Chapter 4 References 140
Appendix 4.A 144
Appendix 4.B 145
5 BIM BOK-Informed Workforce Planning and Development 149
Chapter Summary 149
5.1 Knowledge Management and the Communities of Practice 150
5.1.1 Workforce Planning 150
5.1.1.1 Workforce Impact of BIM Adoption 150
5.1.2 Workforce Planning and Succession Model Development 151
5.1.2.1 Steps in Developing the Workforce Planning and Succession Model 152
5.1.3 Workforce Planning Case Study 153
5.2 BIM BOK for Workforce Planning and Development 155
5.2.1 Designer 156
5.2.2 Contractor 156
5.2.3 Facilities Manager and Operator 174
5.2.4 Consultant 208
Chapter 5 References 210
Appendix 5.A 213
6 Future of BIM BOK 225
Chapter Summary 225
6.1 What Are the Next Steps? 226
6.1.1 How Are Successes Compared and Measured? 227
6.1.2 How is the BIM BOK Expected To Be Used in Preparation of Classes? 228
6.1.3 How is the BIM BOK Expected To Be Used as a Resource? 230
6.1.4 How is the BIM BOK Expected To Be Used for Credentialing? 231
6.2 BIM BOK Evolution and Continuous Improvement 232
6.2.1 This is Only the Beginning 233
6.2.2 National and International Efforts 233
6.2.2.1 Central Leadership 233
6.3 Digital Transformation 234
6.3.1 Emerging Technologies 234
6.3.2 Standard of Practice 235
Chapter 6 References 236
Index 239
Preface
The societal value of a quality-built environment is essential to life itself. Today, we can provide the bare necessities of potable water to everyone on the planet, along with food to feed everyone. Nevertheless, thousands die annually because of the lack of either or both. Why is that so? It appears that there is not the will to change how we as humans do business.
The providers of facilities and infrastructure deal with a similar scenario, albeit possibly not on the same catastrophic level. The architecture, engineering, construction, and operation (AECO) industry - and its broader ecosystem - erects buildings, industrial structures, and lays the infrastructure that is the foundation of our economies and is essential to our daily lives. It has successfully delivered ever more challenging projects - from undersea tunnels to what seem to be impossibly tall skyscrapers. However, the industry also has performed unsatisfactorily in many regards for an extended period. The AECO ecosystem represents 13% of global gross domestic product but has seen a mediocre productivity growth of 1% annually for the past 2 decades. Time and cost overruns are the norm, and overall earnings before interest and taxes are only around 5.5 percent despite the presence of significant risk in the industry. Even worse, the industry operates with as much as 50% waste, losing billions of dollars due to the lack of interoperability, meaning that we do have the capacity to accomplish much more, yet inadvertently choose to squander that opportunity. We waste building materials, time, energy, and natural resources and contribute more than one billion tons of waste to landfills.
While some action can take place sooner than later, this long-term issue will not be resolved quickly and requires systemic change. This change needs to begin with education. Education today, for the most part, rightly responds to the needs of the practitioner who responds to the requirements of the owner. The education change does not need to be in science, technology, engineering, and mathematics alone but applies to every aspect of the process.
We need to produce individuals who have elevated respect for the planet in general - not necessarily short-term-focused activists as much as better businesspeople. We must cultivate leaders who can see the big picture and understand the impact of what they do today related to the built environment on the occupants of the planet for the generations to come. While we cannot affect all aspects of the aforementioned issue, the serenity prayer may provide a guide to us to the things we can accomplish: God grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom to know the difference. Hence, we plan to take on the built environment, the AECO industry, and AECO education specifically.
The need to change AECO education is the underlying goal of this book, specifically the education related to building information modeling (BIM). While this concept has many facets that will be explored in the book, it is the driving force. The past 2 decades have seen a paradigm shift from representation-based technologies known as computer-aided design (CAD) to information-rich database technologies known as BIM. This paradigm shift continues to change the way industry designs, builds, and operates buildings and infrastructure, which creates a rapidly and steadily growing market demand for BIM talent.
When looking at the workforce, the use of BIM and other digital tools bring with them new skill requirements and eventually could change AECO jobs. Traditionally, higher education has played pivotal roles in fostering the AECO industry in innovation-driven market transformation. While in some cases faculty research leads to practice change, most faculty who teach emerging technologies are challenged to keep up with all of the changing practices. Given the significant advancements achieved in BIM education during the last decade among the nation's top universities, a substantial number of institutions with limited resources are still struggling with developing robust BIM curricula and instilling BIM competency in students to meet industry employers' expectations.
Faculty across the country have developed BIM coursework and curriculum without a baseline or shared understanding about what knowledge, skills, and abilities constitute BIM competency. Furthermore, once classes are developed, faculty continue to be challenged to keep up with rapid changes in technologies and workflows as the industry continues to evolve, adopting new technologies and developing new BIM uses. Existing educational research on the integration of BIM into the college curriculum has focused on student learning and overlooks the need for faculty development. It results in a gap of knowledge on how faculty preparedness for BIM course design, instructional pedagogy, and learning assessment may impact the dissemination of technological advancement in higher education and the capability of AECO programs to keep up with transforming industry workplace competency requirements.
On the same boat are the corporate trainers, who are usually BIM champions and technology evangelists in AECO companies and organizations. They represent the state-of-the-art BIM practice in business processes that shape the companies' BIM uses. However, the highly specialized and fragmented business environment in the AECO industry could make corporation-based continuing education and on-the-job training of BIM inherently siloed. Individual companies may practice only a fraction of the continuously growing portfolio of all 50-plus BIM uses, whereas digital collaboration and integrated project delivery have arisen with strong momentum in the AECO industry.
This book is written for both higher education faculty and corporate trainers. It perceives BIM education to encompass any life cycle or a holistic view of the AECO industry. Thus, the BIM education transformation will need to affect all levels from entry-level to mid-career to full-performance practitioners. The foundational information provided in this book should be applied to all levels.
The first chapter provides some historical context and a big-picture view of how the implementation of BIM is progressing in the industry. It provides a few case studies documenting a baseline state of the art in the industry at the time the book was written so that over time we can see progress. It also describes how the Academic Interoperability Coalition arrived at the point of developing the body of knowledge (BOK) for BIM.
The second chapter walks through the development of the BOK and examines the very concept of a BOK and how it relates to existing norms in education, such as Bloom's taxonomy. The chapter discusses the journey required for students to prepare themselves for a meaningful role in the workforce. It then describes in detail the Delphi process the team conducted to develop the job task definitions and, ultimately, the BOK.
Chapter 3 presents an overview of current practices of BIM education and talent procurement. It looks in-depth at a series of survey studies that were conducted to explore the dynamics among college BIM education, industry talent needs and recruitment, and students' career development. This chapter also reviews the various tools available to assess BIM capacities and maturities of the practitioner, the project, and the organization. Despite the practical value of these individual tools, a unified framework seems to be missing. The BIM BOK, therefore, is expected to lead to a more meaningful and promising practice of BIM education, training, certification, and credentialing.
The next chapter, Chapter 4, delineates the principles of the BOK-informed BIM instruction. Readers will obtain a thorough understanding of the logical steps they need to apply the BIM BOK in developing specific BIM instruction. The chapter also helps the readers recall some of the foundational learning theories in instructional design. The BIM BOK job task definitions are the backbone of curriculum design, which are thoroughly discussed in this chapter with case studies. From this information, educators and corporate trainers can develop a more informed and outcome-based BIM learning and training curriculum. At the end of this chapter, the readers will find handy design templates to help them start with BIM learning and training module design.
Chapter 5 continues the workforce planning and development discussion by looking specifically at the four roles laid out for the BIM BOK: designer, contractor, facility manager, and consultant. For the consultant, it was discovered that they had subroles that would likely need more development in the future, as there could be expert consultants specific to a discipline, a consulting role that dealt with a broader life cycle scope, as well as a consultant that was in a supporting role, such as the role of cybersecurity for BIM. The knowledge, skills, and abilities (KSAs) for the designer, contractor, and facility manager roles are also included for each level of performance expected of practitioners.
The final chapter reinforces that this is but the first step in a rather long journey for the AECO industry to reinvent itself and to mature to the point where collaboration and interoperability are the way of doing business. As the industry matures and innovation occurs, education must keep pace. Hence, continuous improvement will be the norm. It is hoped that the BIM BOK-informed education and training developed to deliver this book will be the foundation as well as the guiding path on which progress will...
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