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

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).

Preface xiii List of Abbreviations xvii 1 Call for a BIM BOK 1 Chapter Summary 1 1.1 The BIM Journey Ahead of Us 1 1.1.1 Lack of Standardization 2 1.1.2 BIM Use Cases 5 1.1.3 Relationship of Use Cases to KSAs 6 1.1.4 The Academic Interoperability Coalition - Home of the BOK 10 1.2 The Many Dimensions of BIM: Why BIM is Revolutionary 12 Case Study - Project 1 14 Case Study - Project 2 16 Case Study - Project 3 17 1.3 Overarching Goals of the BIM BOK 19 1.3.1 The Rapidly Changing Industry Environment 20 1.3.2 The Skill Shortage 21 1.3.3 The Proliferation of BIM Use Cases 23 1.3.4 The Emergence of a Global BIM Culture and Community of Professionals 34 Chapter 1 References 36 2 BIM BOK Development 39 Chapter Summary 39 What is a BOK, and What is the BIM BOK? 39 2.1 BIM BOK Foundational Development 40 2.1.1 Bloom's Taxonomy and Educational Learning Objectives of BIM 40 2.1.2 BIM BOK Representation Framework and Underlying Rationales 44 2.1.2.1 Road Map to Bridge Gaps in BIM Competency 46 2.1.2.2 Standardized Job Task Performance 49 2.1.2.3 Create Baseline Performance Measurement 50 2.1.3 BIM BOK Content Development via a Consensus-Building Process 52 2.2 BIM BOK Task Definitions and KSAs 58 2.2.1 Entry Level of Performance 60 2.2.2 Middle Level of Performance 61 2.2.3 Full Performance 61 Chapter 2 References 62 Appendix 2.A 66 Appendix 2.B 67 3 BIM Education and Talent Procurement 71 Chapter Summary 71 3.1 BIM Education Under Global BIM Prevalence 72 3.1.1 Comparing BIM Adoption in Academia and Industry 72 3.1.2 Format of BIM Education 74 3.1.1.1 BIM as a Curriculum Enhancement 74 3.1.1.2 BIM as a New Paradigm 75 3.1.3 Career Development and Staffing 75 3.1.4 Recruiting Gaps and Opportunities 76 3.1.5 BIM Specialist Versus Generalist 77 3.1.6 Dynamics Between Education and Career Development 77 3.2 BIM Talent Preparation and Procurement 78 3.2.1 Workforce Shortage 79 3.2.2 Resistance to Change 79 3.2.3 Evolving Competency Requirements 80 3.2.4 Education and Career Preparation Impact 81 3.2.5 Practice and Process of BIM Talent Procurement 81 3.2.5.1 Identifying Demand 82 3.2.5.2 Job Profiles and Qualifications 85 3.2.5.3 Identify Talent Sources 86 3.2.5.4 Recruitment 86 3.2.2.5 Retainment and Management 87 3.2.5.6 Market Demand Outlook 87 3.3 BIM Maturity and Performance Assessment 89 3.3.1 Capability Maturity Model 89 3.3.2 Interactive Capability Maturity Model (I-CMM) 90 3.3.3 The BIM Excellence (BIMe) Framework 92 3.3.4 VDC Scorecard/bimScore - CIFE 93 3.3.5 BIM Quick Scan Tool - TNO 94 3.3.6 BIM Maturity for Building and Facility Owners 95 3.3.7 Other Notable Efforts 96 3.4 A Primer on BIM BOK Use Cases 96 3.4.1 Education with the BIM BOK 96 3.4.2 Talent Procurement and Recruiting with the BIM BOK 97 3.4.3 Professional Certification and Credentialing with the BIM BOK 99 Chapter 3 References 99 4 Principles of the BOK-Informed BIM Instruction 105 Chapter Summary 105 4.1 A Review on BIM Curriculum Development and Instructional Design 105 4.2 Principles of the BOK-Informed BIM Instruction 108 4.2.1 The Big-Picture Education Requirements 108 4.2.2 BIM BOK and Education Outcome Mapping 108 4.2.2.1 Job Task Definitions 109 4.2.3 BOK for Curriculum Development 115 4.2.3.1 Case Examples 116 Case Example 1 117 Case Example 2 118 Case Example 3 120 4.3 BIM Pedagogy and Learning Activity Design 121 4.3.1 Theoretic Foundation of Pedagogy and Common Principles 121 4.3.2 Learning Activity Design and Delivery in a Digital Age 123 4.3.3 Interdisciplinary Learning and AECO Team Activities 125 4.3.3.1 Interdisciplinary BIM Course 125 4.3.3.2 Interdisciplinary BIMStorm OKC Project 128 4.3.3.3 C