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The Official Electronic Publication of the National Association of Industrial Technology • www.nait.org

© 2007

Reality-Based Construction Project Management: A Constraint-Based 4D

Simulation Environment By Dr. Borinara Park and Dr. Ronald Meier

Volume 23, Number 1 - January 2007 through March 2007

Peer-Refereed Article

Computer Technology

Construction Curriculum

Project Management Research

Teaching Methods

KEYWORD SEARCH

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Journal of Industrial Technology • Volume 23, Number 1 • January 2007 through March 2007 • www.nait.org

Ronald L. Meier has been in the Technology De-partment at Illinois State University since 1994.His scholarly work focuses on organizationalcompetitiveness issues, primarily oriented towardenterprise risk and project management. Histeaching responsibilities include graduate levelproject management courses and the oversight anddelivery of a six-course series of project manage-ment courses designed for business and industryprofessionals.

Reality-Based Construction Project Management: A Constraint-Based 4D

Simulation Environment By Dr. Borinara Park and Dr. Ronald Meier

Introduction: Challenges and Innovations in Construction Management (CM) EducationConstruction-related programs facea significant challenge of providingstudents with knowledge that works inindustry. It is, therefore, not surprising

that construction management (CM)programs are allocating more time intheir curricula to provide students withsuch learning opportunities (Pierce,Gibbons, Limeges, Nowotny, Schwartz-man, Scott, & Trow, 1995). As a way of meeting this need, a number of peda-gogical and technological innovationswere designed, tested, and implementedsuccessfully into construction man-agement programs. These innovationsinclude internships, multimedia-basedlearning, service-learning projects,simulation, and games (Park, Chan, &

Ingawale-Verma, 2003; Senior, 1998).

One of the simulation techniques, 4Dvirtual construction technology, hasgained recognition as an effectivemanagement tool (Schwegler, 2003).This technology allows users to presenta complex construction process in aneasy-to-understand format through theuse of 3D graphical models in a time-lapsed or phased sequencing of events(Alianza, 2003; Haymaker & Fischer,2001; Park & Martin, 2003). In other

words, as shown in Figure 1 on nextpage, this technology lets users literallygrow their buildings without physicallybuilding them on a real constructionsite. Since the users can see in advancewhat they are going to build and howthey are going to build it in the 4D vir-tual construction environment, they canbetter manage and plan their construc-tion projects.

Reported benefits of the 4D virtual con-struction technology include: construc-tion schedule verification, alternativeschedule generation, better trade coor-dination, effective temporary structuredesign, and active hazard anticipationand safety improvements (Brawn &Sloan, 2003; Ray & Reed, 2003).

Due to its capability of presentingcomplex construction information in agraphically constructible format, the 4Dvirtual construction simulation technol-ogy provides an opportunity for CMeducators to easily practice the “con-structivist learning” paradigm in theireducation settings. Constructivist learn-ing theory has given rise to an approachto educational practice that places thelocus of initiative and control largelywithin the student, who typically under-takes substantial, "authentic" tasks, pre-

sented in a realistic context, that requirethe self-directed application of varioussorts of knowledge and skills for theirsuccessful execution (Brooks & Brooks,1993). Such activities often involvestudent-initiated inquiries driven at leastin part by the student’s own curiosity,and are designed to motivate students ina more immediate way than is typical of traditional curricula based largely on thetransmission of isolated facts.

Constructivist curricula often empha-

size group activities designed in part tofacilitate the acquisition of collabora-tive skills that are typically requiredwithin contemporary work environ-ments. Such group activities may offerstudents of varying ages and abilitylevels, and having different interestsand prior experience, the opportunity toteach each other - a mode of interactionthat has been found to offer significant

Dr. Borinara Park has worked in the Departmentof Technology at Illinois State University since2004. His research includes the evolution of thevisualization technology, information-constrainedvirtual construction simulation, municipal solidwaste settlement modeling, and optimization tech-niques in civil and construction management. Hehas taught various construction management andcomputer application courses such as computer-ized estimating and scheduling, project planning,and construction equipment management. Dr.Park has a BE in Civil Engineering (1993) and aME. in Geotechnical Engineering (1995) from Korea

University, in Seoul, Korea. He earned his Ph.D. inEnvironmental Design and Planning in 2002 fromVirginia Polytechnic Institute and State University,Blacksburg, Virginia.

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benefits to all parties. Explicit atten-tion is also given to the cultivation of knowledge about how to learn, and howto recognize and "debug" faulty mentalmodels.

In the 4D virtual construction envi-ronment, CM educators can focus onstudents’ critical thinking associatedwith the project, instead of, for exam-ple, focusing on the technicality of theCPM (Critical Path Method) scheduletechnique. In this simulation environ-ment, teachers can ask questions thatare designed to probe students' think-ing in order to illuminate issues andproblems associated with the projectplanning, scheduling, and execution.The responsibility of the students inthis setting, therefore, is to become in-vestigators/discoverers, team members,and/ or problem solvers.

Problems with Current 4D Vir- tual Construction SimulationWhile 4D virtual construction simula-tion technology lends itself to “con-structivist learning” in a large part,the current implementation of thetechnology has a critical drawback.The drawback is related to the fact thatin the current 4D virtual simulationenvironment there are no constraints with respect to availability of resourcesand information. All the materials,equipment, and resources requiredto perform work are always readily

available in the graphical environment.Students can complete work assign-ments without asking themselves if allthe required pre-requisite work releasesfor the work to be performed have beengranted. For example, precast concretelifting operations are done in their 4Dvirtual construction site even withoutthe essential consideration of acquiringand using a feasible set of resources

such as machines, workers, and materi-als, and/ or without generating andreviewing a suitable set of informationsuch as permits, inspections, purchaseorders, submittals, change orders, andso on. This is because in the traditional4D graphical virtual environment, usershave no constraints on what and howthey perform work.

The following description providesanother example to illustrate this point.Consider two different constructionprojects in terms of their delivery meth-ods: Project A is based on a typicaldesign-bid-build process and Project Buses a design-build delivery method.If these two projects are simulatedin the 4D virtual environment, is itpossible for students to recognize andlearn how the two different deliverymethods impact the way projects aremanaged? Can the students learn thefact that communication requirements

in the design-build project are muchmore complicated, as shown in Figure2 on page 4, than the design-bid-buildproject? Where are the students givenan opportunity to learn these communi-cation requirements, which in turn willimpact their construction projects?

The main concept behind the 4D virtualconstruction is to provide users with theultimate capability of building any con-structed facility so that they can exploretheir construction options, and optimize

the construction processes. However,this unlimited and unconstrained condi-tion in the 4D graphical virtual envi-ronment critically hampers the realismof simulated construction projects. Inthis learning environment, studentsare likely to develop their understand-ing based on the graphical simulationwhere the process interactions are notconstrained. It is, therefore, likely that

Figure 1. 4D Virtual Construction Simulation (Park & Wakefield, 2003)

students are not given an opportunity tolearn construction management the wayit is practiced by professionals. Stu-dents need to develop an understandingand appreciation for the complexitiesand intricacies they will experience inreal construction projects.

The purpose of this paper is to present anew construction management learningenvironment in which the deficiencyof the current 4D virtual constructionsimulation is resolved. The specificdevelopment process for this new 4Dvirtual construction simulation learningenvironment is described in the follow-ing sections.

Required Knowledge/ Skills for New 4D Virtual Construction Learning EnvironmentIn order to provide the realism of aconstruction project in a 4D simula-tion learning environment, the requiredknowledge and skill sets for construc-tion management practices need tobe identified. Some of the essentialknowledge and skill sets in the con-struction management curriculum aresummarized in Table 1 on page 4. For amore complete overview of the essen-tial knowledge and skills sets requiredby entry-level construction profession-als see the following references (AGC,2004; LFCBD, 2004).

The majority of the tasks listed in the

above table are in fact constrainingpre-requisite conditions themselves forother tasks to be executed. For exam-ple, unless a contractor turns in submit-tals for precast concrete members thatneed to be approved by the architect,the contractor can not perform this jobin the field. If a long-lead time item isnot secured through the proper purchas-ing process, the related construction

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Table 1. Knowledge and Skill Sets for Construction Management Professionals

A. Project communication

Organizational flow including reporting structure and communication for all key staff andany support staff in the project Information and data flow between multiple organizations Review and approval process for project documents

B. Preconstruction

Purchasing schedule• Material/equipment lead times (engineering / fabrication / delivery)• Completeness of design• Project construction schedule coordination

Long lead items – to “red flag” any materials and/or equipment requiring additionalfabrication time or early purchase due to construction sequence

• Long lead item list• Identification of how these affect the project schedule(continued on page 5)

Figure 2. Typical Communication Flow in a Design-Build Project

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Table 1. Knowledge and Skill Sets for Construction Management Professionals (continued)

Value engineering (VE) – to decrease the project cost and/or schedule withoutcompromising the overall quality of the end product by identifying the following:

• Description of ve items• Estimated savings / additional cost•

Schedule impact• Value to the project

Cash flow analysis – to provide the owner with a projection of the cash needs for theproject over the construction period in order that financing can be organized accordingly.• Cash flow projection coordinated with the construction schedule• Value for each individual month as well as a cumulative total each month

C. Engineering control Submittals – to manage and track all items that are required to be submitted by the

subcontractor such as:• Shop drawings, product data, samples, mockups, test certificates, insurance

certificates, schedule of values, safety programs, warranties, OM manuals, etc.• Submittal items list includes:

o date required on jobo lead time (engineering review, fabrication, delivery)o required submission date

• Submittal submission and approval process Trade coordination – to ensure that the different trades will fit together in the proper

sequence when the materials arrive on the site and are installed (for example: windowsfit in the openings, ductwork fits above the ceiling)

Change order management – to manage and properly control changes made by owners• Change management process•

Τime of notification and responding• Approval/ authorization process and parties involved• Authorizing documents for billing purposes

Project control• Schedule control• Cost control• Quality control

o Quality assurance / quality control measureso Monitoring, compliance and correction of deficiencieso Quality maintenance throughout field operations, safety and closeout

Closeout – to ensure the last work completed for the owner• Complete list of items and any procedures for an efficient and effective closeout of

the project

D. Project cost Estimate (budget)

• Material, labor and equipment costs in a productivity study• Staff study & general conditions estimate• Contingency, narrative, and analysis of contingency• Fee/ fee proposal(continued on page 6)

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Table 1. Knowledge and Skill Sets for Construction Management Professionals (continued)

• Bid analysis – to determine the most responsive bid for this project• Trade estimates, general conditions, fee and contingency

Expenditure• Measuring work progress•

Earned value report• Forecasting the expenditure and update

E. Logistics & safety Logistics plan graphic & narrative – to maintain a safe, efficient jobsite for thecompletion of the project including sitework grading, installation of site utilities,construction of the building and the storage and marshalling of materials, and to maintainminimal disruption to the owner and the public

• Graphical site logistics plan• Differing phases of the construction• Written narrative defining the logic for location of the following:

- site fence- construction access roads and construction gates

- construction parking lot- material storage areas- temporary power and water- excavation spoils (storage / removal)- subcontractors trailers – size and location- hoisting and material access points and methods

Safety plan• Description of project specific safety issues• Potential impact if not addressed• Specific itemized steps to prevent a safety incident related to issues• Company’s procedure for communicating safety issues to the entire project team

(continued on page 6)F. Schedule

Detailed schedule• Bidding and award periods• Submittal / shop drawing / engineering activities• Construction activities• Milestone dates• Punch list• Inspections• Payment• Owner move-in• Closeout

Schedule narrative – to provide a narrative of the schedule identifying key dates and thelogic of how you propose to construct the project• Critical path of the project• Explanation of the criticalities• Risks associated with the critical path(s)• Risk management plan

Actual progress report and update

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work cannot begin. Therefore, studentsshould be equipped with the under-standing of how these constraining con-ditions affect their success in managingconstruction projects. The key issue isif the current 4D simulation technol-ogy only focuses on graphical progressof the project in the 4D simulationenvironment, it fails to expose moredelicate and complex tasks of construc-tion projects that constrain the graphi-cal progress. In order for this technol-ogy to be an effective reality-simulatingeducation tool, these constraining tasksneed to be simulated as well.

Instructional Materials De-velopment for New 4D Virtual Learning EnvironmentIn order to identify the specific issuesand topical relationships in the Con-

struction Management (CM) knowl-edge/skill sets described in the previ-ous section, two systematic tools areutilized here to assist in the develop-ment of a new 4D simulation environ-ment for CM education. The first tool isthe cause and effect diagram, which isused to explore various resource-relatedissues (causes) that result in a singleeffect. The specific issues are arrangedaccording to their level of importanceor detail, resulting in a depiction of relationships and hierarchy. This can

help search for root causes, identifyareas where there may be problems,and compare the relative importance of different causes. Causes in a cause &effect diagram are frequently arrangedin relation to major resource categoriessuch as people, materials, equipment,and environment. Based on this generalguideline, the cause and effect diagraphfor the CM 4D simulation learningenvironment is developed as shownin Figure 3 so as to pinpoint specificissues to be dealt with. In the diagraph,

the effect is identified by asking thefollowing question: “How to make 4Dsimulations resemble real constructionprocesses?”

In Figure 3, based on the CM knowl-edge/skill sets in Table 1, the specificcauses are identified as second-tierbranches with major resource categoriesrepresented as main branches. Each

cause of these second-tier branchescontributes to the impact of the mainbranches on the identified effect. For ex-ample, whether or not material purchaseor/ and testing/ inspection tasks havebeen done will affect how the materialresource category affects the realism of the 4D simulation learning environment.As is illustrated in this cause and effectdiagram, many of the issues (causes)construction management professionalshave to deal with on a daily basis are notnecessarily related to physical construc-tion itself. These physical tasks andactivities such as installation and erec-tion have been the traditional focal pointor feature of 4D simulation practice. Infact, the construction project managersaccomplish most of their duties by com-municating and sharing information withthe parties involved in the projects. It

could be, for example, putting in a pur-chase order, expediting, inspecting, andarranging the space for storage at thesite. Therefore, from the cause and effectdiagram above, it can be concluded thatmore not-so-visible business-relatedoperations should be incorporated intothe new learning simulation setting.As a next step in the development of thenew 4D simulation learning environ-ment, the interrelationship diagraph

is developed, as shown in Figure 4, asa tool to visualize the logical patternswithin the issues identified by the causeand effect diagram. The inter-relation-ship diagraph efficiently examines ele-ment interrelationships, helps establishesa priority ranking based on power, andillustrates potential causal patterns(Mizuno, 1979; Tague, 1995). The inter-relationship diagraph reveals the impactone issue can have on other issues.

Each CM knowledge/skill set in thediagraph in Figure 4 possesses outgo-ing and/or incoming arrows, the formerof which indicate the influence on othersets and the latter indicate the depen-dency on the pointing sets. For exam-ple, the success of Logistics & Safetyplan of a project depends on how wellproject participants have maintained

Project Communication and performedPreconstruction and EngineeringControl functions. Therefore, the moreoutgoing arrows a CM knowledge/skillset has, the more influential it is on theother knowledge/skill sets, and, by thesame token, the more incoming arrowsa CM knowledge/skill set receives,the more its success depends on otherpointing (or pre-requisite) CM knowl-edge/skill sets. The degree of influence

Figure 3. Cause and Effect Diagram for New 4D Simulation Learning Environments

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and or dependency of each CM knowl-edge/skill set in Figure 4 is summarizedand ranked in Table 2.

Table 2 depicts that successful con-struction projects are heavily dependenton how actively project participantsshare and communicate the project dataand information, which is reflected bythe high degree of influence in col-umn (1) that Project Communication,Engineering Control and Preconstruc-tion have on the other knowledge/skillsets of Logistics and Safety, Schedule,and Cost. Column (3) displays theimportance of these knowledge/skillsets in the CM education. The real-ity is, however, that, as indicated incolumn (4), all these communication-related knowledge/skill sets are hard toimplement in a typical CM curriculum.

Therefore, depending on the situationof a CM education unit, some of theknowledge/skill sets with higher influ-ence rankings can be accommodated inthe simulation setting.

Simulation Steps and Frame-work for New 4D Virtual Con- struction Learning EnvironmentIn this section the authors proposea framework for remedying the “noconstraining condition” of the current4D simulation technology as well as

for promoting more emphasis on theproject communication CM K/S set in

the simulation-based education, all of which help provide superior reality-based CM learning environment that isbased on the “constructivist learning”paradigm.

As a first step , a web-based collabo-ration technology is introduced andadded onto the 4D virtual simulationenvironment in order to constrain andgovern project participants and theiroperations in virtual construction

practices. The web-based collaborationtechnology is well established in theconstruction industry and is seen as amanagerial solution. It enables multipleproject partners (such as owners, de-signers, constructors, and suppliers) toexchange construction-related informa-tion through a web project database in areal-time in order to increase communi-cation and information sharing (Leung,Chan, & Issa, 2003).

Figure 4. Inter-relationship Diagraph for New 4D Simulation Learning Environments

Table 2. Priority Ranking of CM Knowledge/ Skill Sets Based on Their Impacts

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In this new 4D virtual constructionlearning environment (constraint-based4D simulation learning environment),virtual construction users (students)will have a set of constraints thatcontrol their behaviors similar to thoseconstraints experienced by constructionindustry professionals. First, studentsneed to realize that they are the sourceof project information and data fortheir work and that, at the same time,they have to rely on information anddata other project participants createfor making progresses in their project(Step 1 in Figure 5). Depending ontheir respective roles, virtual construc-tion participants (students) need toexpect and plan a set of appropriateactions that initiate the project informa-tion generation, which in turn, initiatesother information transactions down

the stream of project execution. Thenext step is that these project-specificinformation and data are exchangedamong virtual construction partici-pants via the web-based collaborationenvironment (Step 2 in Figure 5), as away of mimicking the project reality of generating, needing and obtaining thecorrect information and a feasible set of resources with which to accomplish theconstruction work.

Once these two steps are incorporated

into the virtual construction environ-ment, the environment can functionas a place where only actuality-basedor constraint-conscious activities areaccepted (Step 3 in Figure 5). There-fore, this environment contributes to abetter communication and informationexchange among project participants,not just for the visual representation of the construction processes.

The framework for this constraint-based 4D simulation learning environ-ment is presented in Figure 6. Studentsperform typical virtual construction bygenerating the right information and byobtaining the necessary resources in theweb-based collaboration environment.Students must realize the business andoperational issues they will encoun-ter as well as the planning steps anditems they must handle for scheduledconstruction operations. Specifically,

students assume roles of owners, archi-tects/ engineers, agencies, contractors,and suppliers, and they interact witheach other to simulate real construc-tion business and operation situationsalong with the constraints that arepart of these operations. Through aseries of interactions, they generatekey essential construction documentsand information such as design clari-fication, purchase orders, equipmentacquisition, change orders, permitacquisition, inspections, and so on. Thisinformation is eventually turned intoconstraining information, by which theactivities of participants working in a

virtual construction site are affectedeither positively or negatively depend-ing on how they have managed theprocess with other inter-related projectparticipants.

The authors also propose to include anintervention layer as depicted in theFigure 6. Classroom instructors or su-pervisors intervene in a series of inter-actions between students and the web-based collaborative virtual construc-tion system to apply the rules of theconstraints in terms of information andresources. Since all the activities madeby student participants are recorded and

Figure 5. Simulation Steps in the Proposed Constraint-Based 4DSimulation Environment

Figure 6. Framework for the Proposed Constraint 4D Virtual Simulation Environment

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stored in the database of a web col-laboration project site, the instructorsretrieve the constraining informationand justify the work that has been doneon the 4D virtual site. This ensuresthe students have followed and abidedby the constraint rules for governingtheir virtual construction practices. Forexample, if a certain activity or task hasbeen done out of this constraining real-ity or there has been no sign of genera-tion of constraining information, therelated virtual construction operationloses its credibility because of the lack of reality-based construction practices.This enhances the educational experi-ence and should result in better plan-ning and communication.

ConclusionTo realize the benefits the constructivist

learning paradigm offers, it is essentialto provide students with an interactiveinquiry-based learning environmentwhere they are required to take an ac-tive role in the learning process and ex-pected to expand and evaluate their ownthinking. In the domain of constructionproject management, the 4D virtualconstruction simulation technology isin general equipped with the features of constructivism. The existing 4D virtualconstruction technology, however,does not allow students to realize the

outcomes of their own knowledgebuilding process because it is heavilybased on graphical representations, notincorporated with the business processand communication information, theimportance of which should be kept atthe maximum level in the CM curricu-lum development to provide realism inthe learning environment.

The authors’ solution to remedy thisproblem integrates the current 4Dvirtual simulation environment with aweb-based collaboration tool as a wayof simulating construction-related pro-cesses. This new environment requiresthat students exchange project-specificinformation with others to plan requiredresources, to receive and apply theright information into a non-constraintvirtual construction environment. Thegoal is to develop this “information-constrained” 4D virtual simulation

learning environment where graphicalconstruction operations are constrainedrealistically according to constructionprocess information. Students get anopportunity to see how different projectstakeholders (students who have dif-ferent academic majors) impact theirperformance and how information andresource-constraints play a critical rolein the success of the project. Therefore,this constrained 4D virtual constructionenvironment becomes a true tool forlearning and understanding the man-agement process associated with thereal construction projects. This innova-tive environment will change the wayconstruction education is done basedon the solid pedagogical paradigm, andhow the construction business aspect isimplanted into the existing CM curri-cula. The web-based project collabora-

tion component specifically enhancesother critical aspects in constructioneducation such as facilitating synergis-tic collaboration between discipline-dif-ferent, but yet related, all constructiontechnology academic programs, such asconstruction management, civil engi-neering, and architecture programs.

Implications for Future ResearchThe results of the study have the severalimplications for institutions of higher

learning. First, the curriculum in con-struction management programs shouldinclude instruction in constraint-basedsimulation tools. This instruction mustspecifically address issues that relate toconstruction schedule verification, gen-eration and decision support for alterna-tive schedules, better coordination andcommunications among project teammembers, effective temporary structuredesign, and improved work-site safety.Second, construction managementprograms need to be encouraged at the

individual department level to providespecific emphasis on competenciesthat will address critical thinking at thespecific job-site or project level. Com-petencies that should be given priorityattention by project supervisors andmanagers include coaching and mentor-ing, effective sharing of information,thinking in new ways, seeing opportu-nities that others do not, using existing

technologies in new ways, consideringmore than one alternative or solution toa problem, seeing problems as oppor-tunities in disguise, and recognizingtrends and changes.

And third, NAIT, as one of the accredi-tation bodies for construction manage-ment programs may need to providedescriptions of outcomes assessmentmodels and program improvementstrategies. The models and strategiescan be utilized by construction man-agement departments and programs todetermine how, when, where, and whygaps exist in the skill-sets expected byemployers and the skill-sets deliveredby our accredited programs. As dis-cussed earlier in this manuscript thereis a tremendous need for constructionmanagement professionals who can

work in a highly simulated graphicalenvironment to solve the problems of the day. Is this need being addressedin NAIT’s accreditation process? Is itbeing addressed in our constructionmanagement programs? If not, why?

Recommendations for Further ResearchThis manuscript gathered pertinent in-formation regarding what new skill-setsconstruction management profession-als should possess in order to carry out

their daily roles and responsibilities ina highly technological work environ-ment. This manuscript also illustratedinformation about how constructionmanagement professionals need toemploy graphical simulations tools tosolve problems and issues.

Some of these findings suggested a needfor further study, therefore the follow-ing areas could be considered for furtherresearch. What are instructors’ percep-tions of the competencies and skill-sets

required by future construction manage-ment professionals? What are construc-tion management professionals’ percep-tions of the competencies and skill-setsrequired by future construction manag-ers? What is the relationship between theaforementioned perceptions? What arethe technological factors that hinder thedevelopment construction managementprofessionals?

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