Purpose–A comprehensive intervention test platform, Valla Coach, including quantitative and qualitativemethods to measure and improve workflows on site and promote coaching and collective learning has beendeveloped jointly by researchers and practitioner. The study aims to describe the methodologicalunderpinning of the platform, and discusses the preliminary results and implications.

Design/Methodology/Approach–Expansive Learning Theory grounded in a cultural–historicalperspective underpins the conceptual realisation of the test platform. The viability of the platform was testedin four contextually different construction sites (and contractors), combining established and newmeasurement tools, qualitative intervention approaches and coaching according to the production challengesat hand.

Findings–Valla Coach created a space on site where researchers-as-coaches and operatives converged toco-construct (new) knowledge and learn together. The knowledge that emerged from the interactions gained legitimacy through its situatedness and practical value for the operatives.

Research Limitations/Implications–Valla Coach provides opportunities for researchers andpractitioners to probe the taken-for-granted. Moreover, a variety of methods and tools are tested in different contexts. The interventions prompt questioning of assumptions and make contradictions visible. Valla Coachremains work-in-progress and needs further evaluation and validation.

Practical Implications–We contribute insights from negotiating socio-technical complexities, evaluating digital measurement tools and technologies and experiences of operatives. Tensions at the interface between the organisation and project are rendered visible.

Originality/Value–A bottom–up approach that is a combination of practice-based tools and methods and of theories of learning and sustainable and continuous improvements where the operators are the main actors that enable productive activity.