Do Projects Really End Late? On the Shortcomings of the Classical Scheduling Techniques

Autor/inn/en	Ballesteros-Pérez, Pablo; Larsen, Graeme D.; González-Cruz, Maria C.
Titel	Do Projects Really End Late? On the Shortcomings of the Classical Scheduling Techniques
Quelle	In: Journal of Technology and Science Education, 8 (2018) 1, S.17-33 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ballesteros-Pérez, Pablo) ORCID (Larsen, Graeme D.) ORCID (González-Cruz, Maria C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Program Administration; Student Projects; Scheduling; Engineering; Engineering Education; Goodness of Fit; Models; Program Length; Program Evaluation; Critical Path Method; Case Studies + Suchen Sie Ihr Suchwort? Schulprojekt; Disposition; Maschinenbau; Ingenieurausbildung; Analogiemodell; Programme evaluation; Programmevaluation; Case study; Fallstudie; Case Study
Abstract	Many engineering projects fail to meet their planned completion dates in real practice. This is a recurrent topic in the project management literature, with poor planning and controlling practices frequently cited among the most significant causes of delays. Unfortunately, hardly any attention has been paid to the fact that the classical scheduling techniques--Gantt chart, Critical Path Method (CPM), and Program Evaluation and Review Technique (PERT)--may not be as fit for purpose as they seem. Arguably, because of their relative simplicity, these techniques are still almost the only ones taught nowadays in most introductory courses to scheduling in many engineering and management degrees. However, by utterly ignoring or inappropriately dealing with activity duration variability, these techniques provide optimistic completion dates, while suffering from other shortcomings. Through a series of simple case studies that can be developed with a few participants and common dice, a systematic critique of the classical scheduling techniques is offered. Discussion of the case studies results illustrate why limiting the contents of scheduling education and teaching can be detrimental, as the aforementioned classical scheduling techniques cannot not provide project managers with sufficient resources to effectively plan and control real projects. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01