Enhancing the performance of architectural design firms through addressing the gap of workforce skills in developing countries: a good-to-great approach
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08. März 2019
Über diesen Artikel
Artikel-Kategorie: Research Paper
Online veröffentlicht: 08. März 2019
Seitenbereich: 1911 - 1924
Eingereicht: 23. Sept. 2018
Akzeptiert: 17. Dez. 2018
DOI: https://doi.org/10.2478/otmcj-2018-0016
Schlüsselwörter
© 2019 Ayman Ahmed Ezzat Othman et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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Detailed description of the framework_
| Objective | To investigate the current challenges of gap of workforce skills of ADFs in developing countries |
| Activities | Studying the current status of gap of workforce skills of ADFs in developing countries |
| Identifying the impact of this issue on the performance of ADFs | |
| Identifying, validating and classifying the challenges of gap of workforce skills of ADFs in developing countries | |
| Conducting an orientation meeting prior to the study to establish strategic issues (study location, team, budget, resources, etc.) | |
| Gaining decision makers and top management support to facilitate securing the needed resources, accepting and implementing the study decisions | |
| Defining performance management criteria | |
| Tools and techniques | Literature review |
| Survey questionnaires | |
| Interviews | |
| Case studies | |
| Decision makers and senior management support | |
| Brainstorming and team consensus | |
| Involved personnel and needed resources | Decision makers |
| Senior management | |
| Project managers | |
| Design and construction teams | |
| Different project stakeholders | |
| Training programmes | |
| Output | Identified, validated and classified the current challenges of gap of workforce skills of ADFs in developing countries |
| Objective | To identify the good-to-great concept to be implemented for bridging the gap of workforce skills of ADFs in developing countries |
| Activities | Identifying the role that each good-to-great concept can play towards bridging the gap of ADFs in developing countries |
| Generating innovative ideas to facilitate the implementation of the identified concept | |
| Tools and techniques | Brainstorming and team consensus |
| Good-to-great concept | |
| Leadership | |
| First who then what | |
| Confront the brutal facts, yet never lose faith | |
| The hedgehog concept | |
| A culture of discipline | |
| Technology accelerators | |
| The flywheel and the doom loop | |
| Involved personnel and needed resources | Decision makers |
| Senior management | |
| Project managers | |
| Design and construction teams | |
| Different project stakeholders | |
| Training programmes | |
| Output | Identified the good-to-great concept for bridging the gap of workforce skills of ADFs in developing countries |
| Objective | To plan and implement the identified good-to-great concept |
| Activities | Developing implementation plans including time, cost, quality, human resources, communication channels, risk, health and safety, waste, etc. |
| Securing decision makers and senior management support | |
| Establishing corrective actions to adopt in case the developed plans are not executed as planned | |
| Tools and techniques | Planning techniques and software |
| Work authorization system to verify predecessor activities and permit the successor activity | |
| Performance management system | |
| Involved personnel and needed resources | Decision makers |
| Senior management | |
| Project managers | |
| Design and construction teams | |
| Different project stakeholders | |
| Training programmes | |
| Output | Planning and implementation plans |
| Objective | To monitor and evaluate the results obtained from the planning and implementation step |
| Activities | Measuring the results against the performance measures developed earlier |
| Identifying and evaluating the causes of failure and issues that resulted in deviation from the original plans | |
| Tools and techniques | Change control procedures |
| Financial control procedures | |
| Issue and defect management procedures defining issue and defect controls, issue and defect | |
| Identification and resolution and action item tracking | |
| Involved personnel and needed resources | Decision makers |
| Senior management | |
| Project managers | |
| Design and construction teams | |
| Different project stakeholders | |
| Training programmes | |
| Output | Action plans and corrective actions to overcome the issues raised during the implementation of the good-to-great concept |
| Objective | To implement the corrective actions developed during the previous step and close out projects |
| Activities | Implementing corrective actions |
| Documenting learned lessons and sharing them with decision makers, design and construction teams and related project stakeholders | |
| Obtaining acceptance of senior management of ADFs to formally close the project or phase | |
| Performing team members’ assessment and releasing project resources | |
| Tools and techniques | Expert judgement |
| Reporting | |
| Knowledge management | |
| Involved personnel and needed resources | Decision makers |
| Senior management | |
| Project managers | |
| Design and construction teams | |
| Different project stakeholders | |
| Training programmes | |
| Output | Successfully bridging the gap of workforce skills of ADFs in developing countries |
Types and characteristics of leadership levels_
| Level 1: highly capable individual | The “highly capable individual” is a person who must be capable of making productive contribution using his/her talent, knowledge, skills and good work habits ( |
| Level 2: contributing team members | In this level, the leader must be able to work effectively within teams to achieve the group objectives ( |
| Level 3: competent manager | A “competent manager” must be able to manage and organize people and resources to work effectively to reach the organization goal ( |
| Level 4: effective leader | In this level, the leader must get the organization with high performance standards ( |
| Level 5: the great leader | In this level, the leader must develop all the levels of the leadership pyramid. He/she must be the one who builds a great company through a paradox combination of “humility” and “professional will”. Level 5 leaders usually put their egos away and work for making an organization great ( |
Comparison of case studies against the good-to-great concept_
| 1. | Bethlehem Steel | × | × | × | × | × | ✓ | ✓ |
| 2. | Nucor Steel | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |