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dc.contributor.authorBallesteros-Pérez, Pablo
dc.contributor.authorLarsen, Graeme D.
dc.contributor.authorGonzález-Cruz, María C.
dc.date.accessioned2018-04-13T12:17:53Z
dc.date.available2018-04-13T12:17:53Z
dc.date.issued2018-03
dc.identifier.citationBallesteros-Pérez, P.; Larsen, G. D.; González-Cruz, M. C. Do Projects really end late? On the shortcomings of the classical scheduling techniques. "JOTSE: Journal of Technology and Science Education", Març 2018, vol. 8, núm. 1, p. 17-33.
dc.identifier.issn2013-6374
dc.identifier.ismn2014-5349
dc.identifier.urihttp://hdl.handle.net/2117/116253
dc.description.abstractMany engineering projects fail to meet their planned completion dates in real practice. This 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.
dc.format.extent17 p.
dc.language.isoeng
dc.publisherOmniaScience
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Spain
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari
dc.subject.lcshLearning
dc.subject.lcshScheduling--Case studies
dc.subject.lcshEducation, Higher
dc.subject.otherGantt
dc.subject.otherCritical Path Method (CPM)
dc.subject.otherProgram Evaluation and Review Technique (PERT)
dc.subject.otherScheduling
dc.subject.otherMerge Event Bias
dc.subject.otherProject delay
dc.titleDo projects really end late? On the shortcomings of the classical scheduling techniques
dc.typeArticle
dc.subject.lemacEnsenyament universitari
dc.subject.lemacProjectes -- Metodologia
dc.identifier.doi10.3926/jotse.303
dc.identifier.dlB-2000-2012
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
upcommons.citation.publishedtrue
upcommons.citation.publicationNameJOTSE: Journal of Technology and Science Education
upcommons.citation.volume8
upcommons.citation.number1
upcommons.citation.startingPage17
upcommons.citation.endingPage33


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