摘要：AbstractAccording to the forthcoming ICB4, project manager's competencies include delivery management encompassing such elements as managing stakeholders, scope, time, cost and risks. Competence development is based on knowledge and experience from applying this knowledge in practice. However, most College/University courses related to construction are by and large confined to traditional class teaching delivery methods. In the past various attempts have been made to integrate different technologies (such as multimedia) to teaching delivery; in this paper we examine simulation modeling in particular as a tool for construction project manager c*ompetence development. For this purpose, a simulation system used for productivity analysis of a complex infrastructure project is utilized as a learning vehicle. A class of volunteer students, in addition to attending theoretical classes, has been trained in the use of the system and by using it in the elaboration of particular construction situations. The whole process has then been evaluated using ICB3 taxonomy analogies and Kirkpatrick's hierarchical model (in lack of a comprehensive ICB4 taxonomy). The findings reveal distinct benefits accruing from this approach which relate to better comprehension of knowledge, increased problem-solving abilities, better decision making and achievement of a welcoming by the students learning experience. A different class of seasoned construction managers also reported positively after using the system. This denotes the applicability of the approach to different competency levels and corroborates further ICB4's ideal for lifelong learning.
