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The proliferation of lean principles in the construction industry is offset by the enduring uncertainty among industry stakeholders regarding their respective roles in lean implementation. This uncertainty is further compounded by the scarcity of empirical investigations in this area. Consequently, this study undertakes the task of bridging this knowledge gap by identifying the critical roles of lean learners and their indispensable contributions to achieving successful lean implementation.

A qualitative exploratory approach informed by an interpretivism perspective was adopted. The case study strategy was employed to gather data from three contracting organisations that had implemented lean practices. Empirical data was collected through in-depth semi-structured interviews with fifteen industry experts and complemented by document reviews. To analyse the data, a code-based content analysis approach was employed using NVivo software, while Power BI software was utilised to develop a comprehensive force-directed graph visualisation.

The research findings substantiated nine lean learners and unveiled a set of seventy-three roles associated with them. The force-directed graph facilitated the identification of lean learners and their connections to the emerged roles. Notably, the graph highlighted the pivotal role played by project managers and internal lean trainers in ensuring the success of lean implementation, surpassing the contributions of other lean learners.

The implications of findings extend to industry professionals seeking to establish a robust lean learning framework to expedite lean implementation within the construction sector. This study not only provides a comprehensive definition of lean learners’ roles but also transcends specific construction types, making it a significant catalyst for global impact.

Variations due to errors and mistakes have caused cost overruns in building projects. Therefore, it is undeniable that the gravity of such variations will be a critical factor in deciding the success of any building project. In addition, the design stage of a building project is considered the most suitable stage to identify and mitigate the causes of potential variations. However, there are no proper mechanisms to minimise the frequency or gravity of variations. Many researchers experienced the promising essence of Poka-Yoke, a mistake-proofing method aimed at increasing efficiency by early detection and eradication of the causes of potential errors. However, less attention has been paid so far to implement Poka-Yoke principles to minimise variations in the building project. Therefore, this study aims to develop a framework to minimise variations in building projects through the integration of the Poka-Yoke principles.

An interpretivism stance is adopted, and a qualitative research approach is used. The data collection technique adopted is semi-structured interviews with ten experts, and the data is analysed using code-based content analysis through NVivo12.

Research findings revealed 23 causes of variations, categorised under client-originated, consultant-originated, contractor-originated and other variations. The identified causes were then mapped with the Poka-Yoke principles to develop the framework. The research findings could prove useful to researchers, academics, government agencies and construction professionals in developing nations that have demographic/cultural and socioeconomic characteristics such as Sri Lanka.

The findings benefitted the Sri Lankan construction sector by minimising the causes of variations. To the best of the authors’ knowledge, this study will be the first of its kind in the Sri Lankan construction industry, leading to a better understanding of the “Poka-Yoke” principle within the building construction context.

The lack of knowledge has hindered the successful implementation of lean in the construction industry. This has alarmed the need for lean learning practices. Out of numerous models, the learning-to-learn sand cone model received a wider acknowledgment for learning practices. Thus, this study aims to propose a learning-to-learn sand cone model integrated lean learning framework for the construction industry.

The research adopted an interpretivism stance. A qualitative research approach was adopted for the study. Consequently, fifteen (15) semi-structured interviews and document reviews were carried out to collect data in three (3) cases selected through purposive sampling. Code-based content analysis was used to analyse the data.

Fifty-two (52) sub-activities pertaining to nine lean learners at each stage of the lean learning procedure were identified. The most significant practices in the lean learning procedure to continuously improve lean learning in the organisation were maintaining records, providing a performance update to senior management and preparing and distributing several hierarchical manuals for all levels of staff to aid in the implementation of lean approaches.

The findings of the research can be aided to successfully implement lean by following the identified sub-activities via various parties within the organisation. The proposed lean learning framework opens several research areas on lean learning in the construction industry. This is the first research to uncover a lean learning framework in the construction industry rather than at the educational institute level.