Competence development for construction managers: building a theory

Abstract

In this paper, competency is defined as the capacity of effective action in context, implying a pertinent and opportunistic mobilisation of individual abilities and knowledge in a certain situation. Therefore, developing competencies demands rethinking traditional teaching–learning approaches for management training and development. The main critics to those approaches relay on the de-contextualised way it considers knowledge and, consequently, the difficulties to transpose knowledge to effective action in a specific context. Action Learning has been pointed out by the literature as an adequate approach for the development of managers’ competencies, although not very much is known about the learning process in Action Learning sets. This article presents the results of a study that aimed to understand the learning process induced by Action Learning, its effects on managers’ actions, and, consequently, on the development of competencies. The systematic observation and analysis of the learning process of construction managers participating in Action Learning sets in Brazil and England have led the authors to build a theory about competency and managers’ action. This paper describes the research process that has led to the construction of this theory and discusses its implications on the development of competencies of construction managers.