Target Value Design (TVD), a lean approach, has been implemented successfully in the past decade in various countries and its process mandates the collaboration of project participants. However, issues of adapting collaborative practices and the time it takes firsttime users to understand TVD practices have been a challenge in TVD projects. Recently, there has been an increase in the creation, reinvention and use of simulations and serious games to teach TVD and other lean principles to project stakeholders encountering them for the first time.The 50 minute version of the simulation game developed in Texas A & M University was used to illustrate TVD practice and collaboration in this study. The study used 24 industry stakeholders from a reputable real estate developer during the implementation of TVD on a live project in Nigeria.The results reported that the simulation is effective in illustrating the practices of TVD including collaboration and designing to set targets. Finally, this study recommends the inclusion of the TVD simulation game in training and workshops for project team before the commencement of construction projects because it demonstrated to be a simple and practical method of understanding collaboration and TVD practices.

This paper describes an ongoing EU project concerned with developing an instructional design framework for virtual classes (VC) that is based on the theory of Multiple Intelligences (MI) (1983).  The psychological theory of Multiple Intelligences (Gardner 1983) has received much credence within instructional design since its inception and has been implemented successfully in a wide array of traditional educational settings. Nonetheless, very little research has been carried out on developing frameworks for elevating MI into an e-learning environment. Specifically, the project hopes to adapt and utilize MI theoretical learning principles to create a virtual class specifically designed for instructing health and safety to construction managers. This paper explores the emerging principles from both theory and practice in order to identify the appropriate methodology for the successful incorporation of MI based instructional techniques in the virtual class design. Guidelines are provided on how the MI concept of ‘entry points’ can best be adapted for the specific learners (in this case construction managers) and class content (in this case health and safety). Of particular concern to this papers examination of ‘entry points’ is the potential for the deployment of intelligence profiling research to create a class tailor-made for construction managers while simultaneously adaptive to each learners individual needs. Emerging from this analysis, the paper will provide core recommendations including how to create problem based instructional activities that are directly related to both the participant’s intelligence strengths and to the class content.

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