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

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Title: Do Projects Really End Late? On the Shortcomings of the Classical Scheduling Techniques
Language: English
Authors: Ballesteros-Pérez, Pablo (ORCID 0000-0002-4629-9664), Larsen, Graeme D. (ORCID 0000-0003-4992-5074), González-Cruz, Maria C. (ORCID 0000-0002-6987-5732)
Source: Journal of Technology and Science Education. 2018 8(1):17-33.
Availability: 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
Peer Reviewed: Y
Page Count: 17
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Descriptors: Program Administration, Student Projects, Scheduling, Engineering, Engineering Education, Goodness of Fit, Models, Program Length, Program Evaluation, Critical Path Method, Case Studies
ISSN: 2014-5349
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.
Abstractor: As Provided
Number of References: 61
Entry Date: 2018
Accession Number: EJ1173811
Database: ERIC
FullText Text:
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  Data: Do Projects Really End Late? On the Shortcomings of the Classical Scheduling Techniques
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  Data: <searchLink fieldCode="AR" term="%22Ballesteros-Pérez%2C+Pablo%22">Ballesteros-Pérez, Pablo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4629-9664">0000-0002-4629-9664</externalLink>)<br /><searchLink fieldCode="AR" term="%22Larsen%2C+Graeme+D%2E%22">Larsen, Graeme D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4992-5074">0000-0003-4992-5074</externalLink>)<br /><searchLink fieldCode="AR" term="%22González-Cruz%2C+Maria+C%2E%22">González-Cruz, Maria C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6987-5732">0000-0002-6987-5732</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Technology+and+Science+Education%22"><i>Journal of Technology and Science Education</i></searchLink>. 2018 8(1):17-33.
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  Data: 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
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Program+Administration%22">Program Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Scheduling%22">Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Goodness+of+Fit%22">Goodness of Fit</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Length%22">Program Length</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Path+Method%22">Critical Path Method</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink>
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  Data: 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.
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  Data: As Provided
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      – SubjectFull: Goodness of Fit
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      – SubjectFull: Program Length
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      – SubjectFull: Critical Path Method
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