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

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.

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., 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.

R. RAYMOND 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 KENNISH SMITH, FAIA Emeritus 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 Collaborate, Create, Construct, Capstone, Charrette (C5) 132

4.4 BOK-Informed BIM Learning and Training Module Design 135

4.4.1 Module Design Part 1: Context for Instruction 136

4.4.2 Module Design Part 2: Module-Specific Information 138

Chapter 4 References 140

Appendix 4.A 144

Appendix 4.B 145

5 BIM BOK–Informed Workforce Planning and Development 149

Chapter Summary 149

5.1 Knowledge Management and the Communities of Practice 150

5.1.1 Workforce Planning 150

5.1.1.1 Workforce Impact of BIM Adoption 150

5.1.2 Workforce Planning and Succession Model Development 151

5.1.2.1 Steps in Developing the Workforce Planning and Succession Model 152

5.1.3 Workforce Planning Case Study 153

5.2 BIM BOK for Workforce Planning and Development 155

5.2.1 Designer 156

5.2.2 Contractor 156

5.2.3 Facilities Manager and Operator 174

5.2.4 Consultant 208

Chapter 5 References 210

Appendix 5.A 213

6 Future of BIM BOK 225

Chapter Summary 225

6.1 What Are the Next Steps? 226

6.1.1 How Are Successes Compared and Measured? 227

6.1.2 How is the BIM BOK Expected To Be Used in Preparation of Classes? 228

6.1.3 How is the BIM BOK Expected To Be Used as a Resource? 230

6.1.4 How is the BIM BOK Expected To Be Used for Credentialing? 231

6.2 BIM BOK Evolution and Continuous Improvement 232

6.2.1 This is Only the Beginning 233

6.2.2 National and International Efforts 233

6.2.2.1 Central Leadership 233

6.3 Digital Transformation 234

6.3.1 Emerging Technologies 234

6.3.2 Standard of Practice 235

Chapter 6 References 236

Index 239

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