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Developing BIM Talent: A Guide to the BIM Body of Knowledge with Metrics, KSAs, and Learning Outcomes [Mīkstie vāki]

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, , , , (Executive Director of the building SMART Alliance, a program of the National Institute of Building Sciences (NIBS))
  • Formāts: Paperback / softback, 272 pages, height x width x depth: 274x216x13 mm, weight: 726 g
  • Izdošanas datums: 24-May-2021
  • Izdevniecība: John Wiley & Sons Inc
  • ISBN-10: 1119687284
  • ISBN-13: 9781119687283
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Developing BIM Talent: A Guide to the BIM Body of Knowledge with Metrics, KSAs, and Learning OutcomesPalielināt
  • Formāts: Paperback / softback, 272 pages, height x width x depth: 274x216x13 mm, weight: 726 g
  • Izdošanas datums: 24-May-2021
  • Izdevniecība: John Wiley & Sons Inc
  • ISBN-10: 1119687284
  • ISBN-13: 9781119687283
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781119687283.html
Keywords:
"Building information modeling (BIM) is an industry standard in architecture, engineering, and construction. Several countries, including the UK and China, have sanctioned BIM mandates, and the worldwide adoption and implementation of BIM is approaching a critical mass. The market demand for BIM talent is growing rapidly, and this demand has placed pressure on firms and corporations to acquire BIM talent externally or to cultivate in-house BIM training programs. Higher education institutions are pressured to develop robust BIM curricula and cultivate BIM competency among students to meet industry employers' expectations. The gaps that currently exist for benchmarking BIM knowledge, skills, and abilities include the lack of a standardized vocabulary for BIM job descriptions, the absence of measurable benchmarks to define qualifications of BIM positions, and the lack of a comprehensive common BIM curriculum for higher education institutions"--

A systematic Building Information Modeling (BIM) framework features cutting-edge use cases and competencies for students and professionals pursuing BIM careers.

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.

Preface xi
List of Abbreviations
xv
1 Call for a BIM BOK
1(38)
Chapter Summary
1(1)
1.1 The BIM Journey Ahead of Us
1(11)
1.1.1 Lack of Standardization
2(3)
1.1.2 BIM Use Cases
5(1)
1.1.3 Relationship of Use Cases to KSAs
6(4)
1.1.4 The Academic Interoperability Coalition - Home of the BOK
10(2)
1.2 The Many Dimensions of BIM: Why BIM Is Revolutionary
12(2)
Case Study - Project 1
14(2)
Case Study - Project 2
16(1)
Case Study - Project 3
17(2)
1.3 Overarching Goals of the BIM BOK
19(17)
1.3.1 The Rapidly Changing Industry Environment
20(1)
1.3.2 The Skill Shortage
21(2)
1.3.3 The Proliferation of BIM Use Cases
23(11)
1.3.4 The Emergence of a Global BIM Culture and Community of Professionals
34(2)
Chapter 1 References
36(3)
2 BIM BOK Development
39(32)
Chapter Summary
39(1)
What Is a BOK, and What Is the BIM BOK?
39(1)
2.1 BIM BOK Foundational Development
40(18)
2.1.1 Bloom's Taxonomy and Educational Learning Objectives of BIM
40(4)
2.1.2 BIM BOK Representation Framework and Underlying Rationales
44(2)
2.1.2.1 Road Map to Bridge Gaps in BIM Competency
46(3)
2.1.2.2 Standardized Job Task Performance
49(1)
2.1.2.3 Create Baseline Performance Measurement
50(2)
2.1.3 BIM BOK Content Development via a Consensus-Building Process
52(6)
2.2 BIM BOK Task Definitions and KSAs
58(4)
2.2.1 Entry Level of Performance
60(1)
2.2.2 Middle Level of Performance
61(1)
2.2.3 Full Performance
61(1)
Chapter 2 References
62(4)
Appendix 2.A
66(1)
Appendix 2.B
67(4)
3 BIM Education and Talent Procurement
71(34)
Chapter Summary
71(1)
3.1 BIM Education Under Global BIM Prevalence
72(6)
3.1.1 Comparing BIM Adoption in Academia and Industry
72(2)
3.1.2 Format of BIM Education
74(1)
3.1.1.1 BIM as a Curriculum Enhancement
74(1)
3.1.1.2 BIM as a New Paradigm
75(1)
3.1.3 Career Development and Staffing
75(1)
3.1.4 Recruiting Gaps and Opportunities
76(1)
3.1.5 BIM Specialist Versus Generalist
77(1)
3.1.6 Dynamics Between Education and Career Development
77(1)
3.2 BIM Talent Preparation and Procurement
78(11)
3.2.1 Workforce Shortage
79(1)
3.2.2 Resistance to Change
79(1)
3.2.3 Evolving Competency Requirements
80(1)
3.2.4 Education and Career Preparation Impact
81(1)
3.2.5 Practice and Process of BIM Talent Procurement
81(1)
3.2.5.7 Identifying Demand
82(3)
3.2.5.2 Job Profiles and Qualifications
85(1)
3.2.5.3 Identify Talent Sources
86(1)
3.2.5.4 Recruitment
86(1)
3.2.2.5 Retainment and Management
87(1)
3.2.5.6 Market Demand Outlook
87(2)
3.3 BIM Maturity and Performance Assessment
89(7)
3.3.1 Capability Maturity Model
89(1)
3.3.2 Interactive Capability Maturity Model (1-CMM)
90(2)
3.3.3 The BIM Excellence (BIMe) Framework
92(1)
3.3.4 VDC Scorecard/bimScore - CIFE
93(1)
3.3.5 BIM Quick Scan Tool - TNO
94(1)
3.3.6 BIM Maturity for Building and Facility Owners
95(1)
3.3.7 Other Notable Efforts
96(1)
3.4 A Primer on BIM BOK Use Cases
96(3)
3.4.1 Education with the BIM BOK
96(1)
3.4.2 Talent Procurement and Recruiting with the BIM BOK
97(2)
3.4.3 Professional Certification and Credentialing with the BIM BOK
99(1)
Chapter 3 References
99(6)
4 Principles of the BOK-Informed BIM Instruction
105(44)
Chapter Summary
105(1)
4.1 A Review on BIM Curriculum Development and Instructional Design
105(3)
4.2 Principles of the BOK-lnformed BIM Instruction
108(9)
4.2.1 The Big-Picture Education Requirements
108(1)
4.2.2 BIM BOK and Education Outcome Mapping
108(1)
4.2.2.1 Job Task Definitions
109(6)
4.2.3 BOK for Curriculum Development
115(1)
4.2.3.7 Case Examples
116(1)
Case Example 1
117(1)
Case Example 2
118(2)
Case Example 3
120(1)
4.3 BIM Pedagogy and Learning Activity Design
121(14)
4.3.1 Theoretic Foundation of Pedagogy and Common Principles
121(2)
4.3.2 Learning Activity Design and Delivery in a Digital Age
123(2)
4.3.3 Interdisciplinary Learning and AECO Team Activities
125(1)
4.3.3.1 Interdisciplinary BIM Course
125(3)
4.3.3.2 Interdisciplinary BIMStorm OKC Project
128(4)
4.3.3.3 Collaborate, Create, Construct, Capstone, Charrette (C5)
132(3)
4.4 BOK-lnformed BIM Learning and Training Module Design
135(5)
4.4.1 Module Design Part 1: Context for Instruction
136(2)
4.4.2 Module Design Part 2: Module-Specific Information
138(2)
Chapter 4 References
140(4)
Appendix 4.A
144(1)
Appendix 4.B
145(4)
5 BIM BOK-lnformed Workforce Planning and Development
149(76)
Chapter Summary
149(1)
5.1 Knowledge Management and the Communities of Practice
150(5)
5.1.1 Workforce Planning
150(1)
5.7.7.7 Workforce Impact of BIM Adoption
150(1)
5.1.2 Workforce Planning and Succession Model Development
151(1)
5.1.2.1 Steps in Developing the Workforce Planning and Succession Model
152(1)
5.1.3 Workforce Planning Case Study
153(2)
5.2 BIM BOK for Workforce Planning and Development
155(55)
5.2.1 Designer
156(1)
5.2.2 Contractor
156(18)
5.2.3 Facilities Manager and Operator
174(34)
5.2.4 Consultant
208(2)
Chapter 5 References
210(3)
Appendix 5.A
213(12)
6 Future of BIM BOK
225(14)
Chapter Summary
225(1)
6.1 What Are the Next Steps?
226(6)
6.1.1 How Are Successes Compared and Measured?
227(1)
6.1.2 How Is the BIM BOK Expected To Be Used in Preparation of Classes?
228(2)
6.1.3 How Is the BIM BOK Expected To Be Used as a Resource?
230(1)
6.1.4 How Is the BIM BOK Expected To Be Used for Credentialing?
231(1)
6.2 BIM BOK Evolution and Continuous Improvement
232(2)
6.2.1 This Is Only the Beginning
233(1)
6.2.2 National and International Efforts
233(1)
6.2.2.7 Central Leadership
233(1)
6.3 Digital Transformation
234(2)
6.3.1 Emerging Technologies
234(1)
6.3.2 Standard of Practice
235(1)
Chapter 6 References
236(3)
Index 239
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).