tailieunhanh - Do Projects really end late? On the shortcomings of the classical scheduling techniques
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. | Journal of Technology and Science Education JOTSE, 2018 – 8(1): 17-33 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 DO PROJECTS REALLY END LATE? ON THE SHORTCOMINGS OF THE CLASSICAL SCHEDULING TECHNIQUES Pablo Ballesteros-Pérez1 1 , Graeme D. Larsen2 , Maria C. González-Cruz3 School of Architecture, Building and Civil Engineering, Loughborough University (United Kingdom) 2 3 School of the Built Environment, University of Reading (United Kingdom) Depto. de Proyectos de Ingeniería. . Industriales, UniversitatPolitècnica de València (Spain) , , mcgonzal@ Received August 2017 Accepted November 2017 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 .
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