Constructive and Destructive Leadership Behaviors, Skills, Styles and Traits in BIM-Based Construction Projects

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Abstract

Building information modeling (BIM) implementation is expanding over time, and collaboration is becoming more critical in construction projects. Leadership characteristics may contribute to or hinder the effectiveness of these collaborations in BIM-based construction projects. However, the current body of knowledge lacks information on the leadership characteristics that can be constructive or destructive for BIM-based construction projects. Therefore, this study aims to determine the constructive and destructive leadership behaviors, skills, styles, and traits in BIM-based construction projects. An explorative qualitative study was conducted by interviewing twenty architecture, engineering, and construction (AEC) professionals. Then, the thematic analysis approach was used to analyze the interview data. The study findings suggest that common constructive leadership behaviors are tolerant and committed. Furthermore, the common constructive leadership trait and style is reliability. On the contrary, the common destructive leadership behavior is intolerant. This study provides the literature with a novel list of constructive and destructive leadership characteristics for BIM-based construction projects. Understanding these characteristics would assist industry professionals and policymakers in increasing the performance of BIM-based construction projects.

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Using thematic analysis in psychology

Virginia Braun, Victoria Clarke (2015)

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Methods for the thematic synthesis of qualitative research in systematic reviews

James Thomas, Angela Harden (2008)

Background There is a growing recognition of the value of synthesising qualitative research in the evidence base in order to facilitate effective and appropriate health care. In response to this, methods for undertaking these syntheses are currently being developed. Thematic analysis is a method that is often used to analyse data in primary qualitative research. This paper reports on the use of this type of analysis in systematic reviews to bring together and integrate the findings of multiple qualitative studies. Methods We describe thematic synthesis, outline several steps for its conduct and illustrate the process and outcome of this approach using a completed review of health promotion research. Thematic synthesis has three stages: the coding of text 'line-by-line'; the development of 'descriptive themes'; and the generation of 'analytical themes'. While the development of descriptive themes remains 'close' to the primary studies, the analytical themes represent a stage of interpretation whereby the reviewers 'go beyond' the primary studies and generate new interpretive constructs, explanations or hypotheses. The use of computer software can facilitate this method of synthesis; detailed guidance is given on how this can be achieved. Results We used thematic synthesis to combine the studies of children's views and identified key themes to explore in the intervention studies. Most interventions were based in school and often combined learning about health benefits with 'hands-on' experience. The studies of children's views suggested that fruit and vegetables should be treated in different ways, and that messages should not focus on health warnings. Interventions that were in line with these suggestions tended to be more effective. Thematic synthesis enabled us to stay 'close' to the results of the primary studies, synthesising them in a transparent way, and facilitating the explicit production of new concepts and hypotheses. Conclusion We compare thematic synthesis to other methods for the synthesis of qualitative research, discussing issues of context and rigour. Thematic synthesis is presented as a tried and tested method that preserves an explicit and transparent link between conclusions and the text of primary studies; as such it preserves principles that have traditionally been important to systematic reviewing.