224818622-Chap-008

Chapter 08 - Scheduling Resources and Costs

Chapter 08 Scheduling Resources and Costs Multiple Choice Questions

1. Delaying noncritical activities to lower peak demand on resources is known as resource A. Shiting !. "ectiveness C. #anipulating D. Resource smoothing ". Allocation

$. % resources are not ade&uate to meet peak demands' the resulting reschedule is termed A. Resource-constrained scheduling !. (ime-constrained scheduling C. #andatory leveling D. )ro*ect resource ad*ustment ". Allocation

+. ,hich o the ollowing is a potential conse&uence o ailing to schedule limited resources A. Costly activity delays !. Costly pro*ect delays C. Diiculty in taking &uick corrective action D. !oth A and ! are correct ". A' !' and C are all correct

. ,hen developing a new sotware package' the sotware must /e designed' the code must /e written' and the code must /e tested. (his is an eample o a  constraint. A. )hysical !. (echnical C. Resource D. Schedule ". (ime

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2. ,hich o the ollowing is not one o the types o pro*ect constraints A. )hysical !. (echnical C. Resource D. (ime ". All o these are types o pro*ect constraints

3. Sam the pro*ect engineer has /een scheduled to run the product system test at the same time he is to /uild a marketing prototype. (his is an eample o a  constraint. A. )hysical !. (echnical C. Resource D. Scheduling ". (ime

4. Susan is to conduct environmental testing /ut the cham/er cannot hold all the e&uipment that she wants to test. (his is an eample o a  constraint. con straint. A. )hysical !. (echnical C. Resource D. Scheduling ". (ime

8. All o the ollowing are kinds o resource constraints ecept A. #aterials !. )eople C. "&uipment D. %normation ". All o the a/ove are resource constraints

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2. ,hich o the ollowing is not one o the types o pro*ect constraints A. )hysical !. (echnical C. Resource D. (ime ". All o these are types o pro*ect constraints

3. Sam the pro*ect engineer has /een scheduled to run the product system test at the same time he is to /uild a marketing prototype. (his is an eample o a  constraint. A. )hysical !. (echnical C. Resource D. Scheduling ". (ime

4. Susan is to conduct environmental testing /ut the cham/er cannot hold all the e&uipment that she wants to test. (his is an eample o a  constraint. con straint. A. )hysical !. (echnical C. Resource D. Scheduling ". (ime

8. All o the ollowing are kinds o resource constraints ecept A. #aterials !. )eople C. "&uipment D. %normation ". All o the a/ove are resource constraints

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5. Sam is trying to order the concrete con crete needed to continue his pro*ect. 6owever' the supplier won7t /e a/le to deliver it until net week. (his is an eample o a  constraint. A. ,orking capital !. )eople C. "&uipment D. %normation ". #aterials

10. A special truck that eorge needs on his pro*ect has /een scheduled on another pro*ect. (his is a  constraint. A. ,orking capital !. )eople C. "&uipment D. %normation ". #aterials

11. #ost o the scheduling methods availa/le today re&uire the pro*ect manager to classiy the pro*ect as either  constrained or  constrained. A. (ime' &uality !. 9uality' resource C. Cost' time D. 9uality' cost ". (ime' resource

1$. Regina7s /oss has told her that her pro*ect is very important. % the critical path is delayed' she will /e given whatever she needs to get it /ack on schedule. 6er pro*ect is  constrained. A. (ime !. 9uality C. Cost D. )erormance ". Resource

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1+. %n reviewing the status o her pro*ect with top management' Shirley was told that there only were two programmers that she could use or her pro*ect. 6er pro*ect is  constrained. A. (ime !. 9uality C. Cost D. )erormance ". Resource

1. All resource leveling techni&ues involve A. Delaying noncritical activities !. Delaying critical activities C. :sing negative slack D. !oth A and C are correct ". A' !' and C are all correct

12. Scheduling time-constrained pro*ects ocuses on resource A. Demands !. %ncreases C. Assumptions D. :tili;ation ". All are correct

13. (he most widely used approach to apply heuristics' which have /een ound to consistently minimi;e pro*ect delay over a large variety v ariety o pro*ects is the A. )arallel method !. Resource method C. #aterials D. !oth A and C are correct ". A' !' and C are all correct

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14. Resource leveling can provide A.
18. =an is trying to reallocate resources in a time-constrained pro*ect to create smoother resource utili;ation with a low level o risk. She shou ld move to activities with the A. Smallest duration !.
15. %n a resource-constrained pro*ect' which o o  the ollowing is most likely to /e changed A. (he completion date !. (he /udget C. )ro*ect &uality D. !oth A and ! are e&ually likely ". A' !' and C are all e&ually likely

$0. %n a resource-constrained pro*ect' the irst priority in assigning resources is usually given to activities with the A. Smallest duration !.
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$1. %n a resource-constrained pro*ect the second priority in assigning resources is usually given to activities with the A. Smallest duration !.
$$. (he word 6euristics means A. Resource constraints !. >lei/ility C. (he critical path changed D. )arallel activities /ecome se&uential ". Rule o thum/

$+. Splitting an activity creates the ollowing situation? A. #ore people working on the same activity !. (here are possi/le startup and shutdown costs C. A resource may /e moved rom one activity to another and then /ack D. !oth ! and C are correct ". A' !' and C are all correct

$. (he :.S. >orest Service @snapshot rom practice@ illustrated the importance o A. (ime constraints !. Resource constraints C. Cost constraints D. !oth ! and C are correct ". A' !' and C are all correct

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$2. #ore common pro/lems associated with managing multipro*ect resources include all o the ollowing ecept A. %neicient resource utili;ation !. Delays in one pro*ect cause delays in other pro*ects C. Reducing @downtime@ created /y lack o tasks to perorm D. Resource /ottlenecks ". All o these are common pro/lems

$3. ,hen a company will reduce the num/er o pro*ects they have to manage internally to only core pro*ects and send noncritical pro*ects to contractors and consulting irms this is called A. utsourcing !. Redistri/ution o pro*ects C. )ro*ect allocation D. (ask sharing ". !oth ! and D are correct

$4. ,hich o the ollowing is not one o the more common pro/lems associated with scheduling multipro*ect resources A. verall schedule slippage !. %neicient resource utili;ation C. Resource /ottlenecks D. !oth A and C are correct ". A' !' and C are all correct

$8. %n a resource-constrained pro*ect the third priority in assigning resources is usually g iven to activities with the A. Smallest duration !.
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$5. %n the !otanical arden eample' which o the ollowing was used to solve the resource pro/lem A. Resource allocation !. Smoothing resource demand C. (he parallel method D. !oth A and C are correct ". A' !' and C are all correct

+0. )ro*ect /udgets are developed /y time-phasing which o the ollowing A. Resource schedules !. ,ork packages C. (he network diagram D. !oth A and C are correct ". A' !' and C are all correct

+1. A pro*ect /udget report is showing our pro*ect as spending B+2'000 against a /udgeted amount o B0'000. ,hich o the ollowing is true A. ,e are spending less than we should or the pro*ect !. ,e are doing a good *o/ managing the pro*ect C. ,e should check to see i all the /ills have /een paid D. !oth A and ! are correct ". ,e can7t /e sure how the pro*ect is going

Fill in the Blank Questions

+$. Delaying noncritical activities to lower peak demand and' thus' increase resource utili;ation is called  leveling. 

++. An  constraint addresses the se&uence in which pro*ect activities must occur. 

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+. 6aving one person responsi/le or perorming several activities' all due at the same time' is an eample o an  constraint. 

+2. (rying to renovate a ship compartment that is too small or more than one person is an eample o an  constraint. 

+3. A shortage o programmers to write sotware is an eample o an  type o resource constraint. 

+4. (he shortage o computer chips to produce a circuit /oard is an eample o an  type o resource constraint. 

+8. % three copiers are needed to produce a inal report on time and only two are availa/le' the pro*ect is acing an  type o resource constraint. 

+5. 6ector wants to /ring on another programmer to work on the pro*ect /ut the company does not have anyone who has the needed skills. 6ector7s pro*ect is acing an  constraint. 

0. %n order that the new product is on the shel or the Christmas /uying season' the development o the new product would /e classiied as an  constrained pro*ect. 

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1. !eth has two engineers assigned to her pro*ect and cannot get any more even i it means slipping the due date on her pro*ect. She is managing an  constrained pro*ect. 

$. All leveling techni&ues delay noncritical activities /y using  to reduce peak demand. 

+. Scheduling activities in a constrained pro*ect typically has  as the top heuristic rule. 

. (he  is the most widely used approach to apply heuristic rules to scheduling activities in a constrained pro*ect. 

2. ,hen using the  scheduling techni&ue' the work in an activity is interrupted to work on another activity and is then resumed at a later point in time. 

3. %n scheduling resource-constrained pro*ects'  are typically used rather than optimum mathematical solutions. 

4. %n scheduling terms'  constrained means that pro*ect duration is ied and resources are lei/le. 

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8. %n scheduling terms'  constrained means that a speciic resource is ied and the duration o the pro*ect is lei/le. 

5. Start-up and shutdown costs are ma*or considerations when using the  scheduling techni&ue. 

20. (o deal with pro/lems related to having several concurrent pro*ects' companies are creating  to oversee the scheduling o resources across multiple pro*ects. 

21. #any companies are using  rom contractors and consultants as a means o dealing with the peaks and valleys o resource allocation among pro*ects. 

2$. (he  is the most widely used approach to apply heuristics in resourceconstrained pro*ects. 

2+. (he a/ility to more eiciently manage the e//s and lows o pro*ect work is one o the ma*or driving orces /ehind  today. 

2. ,ithout a time-phased  good pro*ect schedule and cost control are impossi/le. 

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22. A pro*ect cost /aseline is also called . 

True / False Questions

23. (he se&uence o 1 pour oundation' $ /uild rame' and + cover roo is a type o physical constraint. (rue >alse

24. (oo many parallel activities or one individual are an eample o a resource constraint. (rue >alse

28. A pro*ect that is not resource-constrained is time-constrained. (rue >alse

25. Resource leveling is only used on pro*ects which are resource-constrained. (rue >alse

30. Resource !ottlenecks are one o the three more common pro/lems encountered in managing multipro*ect resource schedules. (rue >alse

31. (he ina/ility to get more than two earth movers on a construction site at the same time is an eample o a physical constraint. (rue >alse

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3$. (he most o/vious and important kind o resource constraint is a lack o materials. (rue >alse

3+. 6aving too ew programmers and too many engineers is an eample o a people resource constraint. (rue >alse

3. % a pro*ect needs one earth-mover si months rom now and the organi;ation has our such machines' there is no e&uipment resource constraint. (rue >alse

32. A lack o readily availa/le engineers is a technical constraint. (rue >alse

33. All pro*ects are usually either time-constrained or resource-constrained. (rue >alse

34. (o determine i a pro*ect is time-constrained or resource-constrained you would consult the pro*ect priority matri. (rue >alse

38. Scheduling time-constrained pro*ects ocuses on the optimal utili;ation o resources. (rue >alse

35. All leveling techni&ues delay noncritical activities /y using positive slack to smooth out the resource re&uirements. (rue >alse

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40. Scheduling time-constrained pro*ects ocuses on resource utili;ation. (rue >alse

41. Scheduling resource-constrained pro*ects ocuses on completing the pro*ect as soon as possi/le under the given constraints. (rue >alse

4$. 6euristics are used in resource-constrained pro*ects to develop the optimal schedule. (rue >alse

4+. (he top priority in using heuristics to allocate scare resources is those activities with the smallest duration. (rue >alse

4. (he critical path in a resource-constrained schedule can /e a group o dis*ointed' unconnected activities. (rue >alse

42. Splitting is a scheduling techni&ue used to get a /etter schedule or /etter resource utili;ation. (rue >alse

43. ,ithout a time-phased /udget good pro*ect schedule and cost control are impossi/le. (rue >alse

44. #any companies are using outsourcing as a means or dealing with their resource allocation pro/lems associated with managing multipro*ect resources. (rue >alse

8-1


Short Answer Questions

48. %dentiy and /riely descri/e the three types o pro*ect constraints.

45. ,hat is the dierence in pro*ect goals when using resource leveling on time-constrained pro*ects and using it on resource-constrained pro*ects

80. %dentiy the potential impacts o pro*ect constraints.

81. %dentiy and give an eample o the three types o resource constraints.

8-12


8$. %dentiy and /riely descri/e the two classiications o scheduling pro/lems.

8+. ,hat are the disadvantages o resource leveling

8. ,hy would a pro*ect manager use heuristics rather than a mathematical solution to level resources

82. ,hat are the three most common heuristics in order o priority used to allocate resources to pro*ect activities

8-13


83. Descri/e the parallel method or applying heuristics to the allocation o pro*ect resources.

84. ,hy should pro*ect managers /e cautious a/out using the splitting scheduling techni&ue

88. %dentiy and /riely discuss the three more common pro/lems encountered in managing multipro*ect resource schedules.

85. %dentiy and /riely descri/e the potential impacts o resource-constrained scheduling.

8-14


50. % your pro*ect has spent B20'000 versus a /udget o B2'000 and it is a week ahead o schedule' is it a certainty that your pro*ect is doing well

8-18


Chapter 08 Scheduling Resources and Costs Answer Eey

Multiple Choice Questions

1. Delaying noncritical activities to lower peak demand on resources is known as resource A. Shiting !. "ectiveness C. #anipulating D Resource smoothing ". Allocation % resources are ade&uate /ut the demand varies widely over the lie o the pro*ect' it may /e desira/le to even out resource demand /y delaying noncritical activities using slack to lower peak demand and' thus' increase resource utili;ation. (his process is called resource smoothing.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Overview of the Resorce Schedling !roblem Level: "asy

$. % resources are not ade&uate to meet peak demands' the resulting reschedule is termed A Resource-constrained scheduling !. (ime-constrained scheduling C. #andatory leveling D. )ro*ect resource ad*ustment ". Allocation % resources are not ade&uate to meet peak demands' the late start o some activities must /e delayed' and the duration o the pro*ect may /e increased. (his process is called resourceconstrained scheduling.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: Overview of the Resorce Schedling !roblem Level: "asy

8-15


+. ,hich o the ollowing is a potential conse&uence o ailing to schedule limited resources A. Costly activity delays !. Costly pro*ect delays C. Diiculty in taking &uick corrective action D. !oth A and ! are correct ! A' !' and C are all correct (he conse&uences o ailing to schedule limited resources are a costly activity and pro*ect delays usually maniest themselves midway in the pro*ect when & uick corrective action is diicult.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: Overview of the Resorce Schedling !roblem Level: "asy

. ,hen developing a new sotware package' the sotware must /e designed' the code must /e written' and the code must /e tested. (his is an eample o a  constraint. A. )hysical B (echnical C. Resource D. Schedule ". (ime A network or a new sotware pro*ect could place the activities in the network' as a se&uence o 1 design' $ code' and + test. %n other words' you cannot logically perorm activity $ until 1 is completed' and so on. (he pro*ect network depicts technical constraints.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: Overview of the Resorce Schedling !roblem Level: &edim

8-$0


2. ,hich o the ollowing is not one o the types o pro*ect constraints A. )hysical !. (echnical C. Resource D (ime ". All o these are types o pro*ect constraints % resources are not ade&uate to meet peak demands' the late start o some activities must /e delayed' and the duration o the pro*ect may /e increased. (he a/sence or shortage o resources can drastically alter technical constraints. %n rare situations' physical actors cause activities that would normally occur in parallel to /e constrained /y contractual or environmental conditions.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: Overview of the Resorce Schedling !roblem Level: &edim

3. Sam the pro*ect engineer has /een scheduled to run the product system test at the same time he is to /uild a marketing prototype. (his is an eample o a  constraint. A. )hysical !. (echnical C Resource D. Scheduling ". (ime % one person must perorm all activities' the resource constraint re&uires the activities /e perormed in se&uence or series.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: Overview of the Resorce Schedling !roblem Level: "asy

8-$1


4. Susan is to conduct environmental testing /ut the cham/er cannot hold all the e&uipment that she wants to test. (his is an eample o a  constraint. A )hysical !. (echnical C. Resource D. Scheduling ". (ime Since space allows only one person to work at one time' all tasks have to /e perormed se&uentially this is a physical constraint.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Com%ter emonstration of Resorce(Constrained Schedling Level: "asy

8. All o the ollowing are kinds o resource constraints ecept A. #aterials !. )eople C. "&uipment D %normation ". All o the a/ove are resource constraints See list on pages $22-$24.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: #y%es of Resorce Constraints Level: "asy

8-$$


5. Sam is trying to order the concrete needed to continue his pro*ect. 6owever' the supplier won7t /e a/le to deliver it until net week. (his is an eample o a  constraint. A. ,orking capital !. )eople C. "&uipment D. %normation ! #aterials #aterial availa/ility and shortages have /een /lamed or the delay o many pro*ects. ,hen it is known that a lack o availa/ility o materials is important and pro/a/le' materials should /e included in the pro*ect network plan and schedule.

AACSB: Analytic Bloom's: Reflective #hin$ing Learning Objective: #y%es of Resorce Constraints Level: &edim

10. A special truck that eorge needs on his pro*ect has /een scheduled on another pro*ect. (his is a  constraint. A. ,orking capital !. )eople C "&uipment D. %normation ". #aterials "&uipment is usually presented /y type' si;e' and &uantity. %n some cases e&uipment can /e interchanged to improve schedules' /ut this is not typical. "&uipment is oten overlooked as a constraint. (he most common oversight is to assume the resource pool is more than ade&uate or the pro*ect.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: #y%es of Resorce Constraints Level: &edim

8-$+


11. #ost o the scheduling methods availa/le today re&uire the pro*ect manager to classiy the pro*ect as either  constrained or  constrained. A. (ime' &uality !. 9uality' resource C. Cost' time D. 9uality' cost ! (ime' resource #ost o the scheduling methods availa/le today re&uire the pro*ect manager to classiy the pro*ect as either time constrained or resource constrained.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: Classification of a Schedling !roblem Level: &edim

1$. Regina7s /oss has told her that her pro*ect is very important. % the critical path is delayed' she will /e given whatever she needs to get it /ack on schedule. 6er pro*ect is  constrained. A (ime !. 9uality C. Cost D. )erormance ". Resource A time-constrained pro*ect is one that must /e completed /y an imposed date. % re&uired' resources can /e added to ensure the pro*ect is completed /y a speciic date. Although time is the critical actor' resource usage should /e no more than is necessary and suicient.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: Classification of a Schedling !roblem Level: &edim

8-$


1+. %n reviewing the status o her pro*ect with top management' Shirley was told that there only were two programmers that she could use or her pro*ect. 6er pro*ect is  constrained. A. (ime !. 9uality C. Cost D. )erormance ! Resource A resource-constrained pro*ect is one that assumes the level o resources availa/le cannot /e eceeded. % the resources are inade&uate' it will /e accepta/le to delay the pro*ect' /ut as little as possi/le.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: Classification of a Schedling !roblem Level: &edim

1. All resource leveling techni&ues involve A Delaying noncritical activities !. Delaying critical activities C. :sing negative slack D. !oth A and C are correct ". A' !' and C are all correct All leveling techni&ues delay noncritical activities /y using positive slack to reduce peak demand and ill in the valleys or the resources.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: Resorce Allocation ðods Level: &edim

8-$2


12. Scheduling time-constrained pro*ects ocuses on resource A. Demands !. %ncreases C. Assumptions D :tili;ation ". All are correct Scheduling time-constrained pro*ects ocuses on resource utili;ation.


13. (he most widely used approach to apply heuristics' which have /een ound to consistently minimi;e pro*ect delay over a large variety o pro*ects is the A )arallel method !. Resource method C. #aterials D. !oth A and C are correct ". A' !' and C are all correct (he parallel method is the most widely used approach to apply heuristics' which have /een ound to consistently minimi;e pro*ect delay over a large variety o pro*ects.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: Resorce Allocation ðods Level: "asy

8-$3


14. Resource leveling can provide A.

18. =an is trying to reallocate resources in a time-constrained pro*ect to create smoother resource utili;ation with a low level o risk. She shou ld move to activities with the A. Smallest duration !.
AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: Resorce Allocation ðods Level: ifficlt

8-$4


15. %n a resource-constrained pro*ect' which o the ollowing is most likely to /e changed A (he completion date !. (he /udget C. )ro*ect &uality D. !oth A and ! are e&ually likely ". A' !' and C are all e&ually likely #anagers who ail to schedule resources usually encounter a scheduling risk when it is too late to work around pro/lems' resulting in a pro*ect delay.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: Resorce Allocation ðods Level: &edim

$0. %n a resource-constrained pro*ect' the irst priority in assigning resources is usually given to activities with the A. Smallest duration B

8-$8


$1. %n a resource-constrained pro*ect the second priority in assigning resources is usually given to activities with the A Smallest duration !.
AACSB: Analytic Bloom's: Knowledge Learning Objective: Resorce Allocation ðods Level: "asy

$$. (he word 6euristics means A. Resource constraints !. >lei/ility C. (he critical path changed D. )arallel activities /ecome se&uential ! Rule o thum/

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: Resorce Allocation ðods Level: &edim

8-$5


$+. Splitting an activity creates the ollowing situation? A. #ore people working on the same activity !. (here are possi/le startup and shutdown costs C. A resource may /e moved rom one activity to another and then /ack D !oth ! and C are correct ". A' !' and C are all correct A planner splits the continuous work included in an activity /y interrupting the work and sending the resource to another activity or a period o time and then having the resource resume work on the original activity. Splitting can /e a useul tool i the work involved does not include large start-up or shutdown costsFor eample' moving e&uipment rom one activity location to another. (he most common error is to interrupt @people work'@ where there are high conceptual start-up and shutdown costs.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: S%litting Activities Level: &edim

$. (he :.S. >orest Service @snapshot rom practice@ illustrated the importance o A. (ime constraints !. Resource constraints C. Cost constraints D !oth ! and C are correct ". A' !' and C are all correct %t is important to remem/er that' i resources are truly limited and activity time estimates are accurate' the resource-constrained schedule will materiali;e as the pro*ect is implementedF not the time-constrained scheduleG (hereore' ailure to schedule limited resources can lead to serious pro/lems or a pro*ect manager. (he /eneit o creating this schedule /eore the pro*ect /egins leaves time or considering reasona/le alternatives.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: Benefits of Schedling Resorces Level: &edim

8-+0


$2. #ore common pro/lems associated with managing multipro*ect resources include all o the ollowing ecept A. %neicient resource utili;ation !. Delays in one pro*ect cause delays in other pro*ects C Reducing @downtime@ created /y lack o tasks to perorm D. Resource /ottlenecks ". All o these are common pro/lems See
AACSB: Analytic Bloom's: Knowledge Learning Objective: &lti%roject Resorce Schedles Level: &edim

$3. ,hen a company will reduce the num/er o pro*ects they have to manage internally to only core pro*ects and send noncritical pro*ects to contractors and consulting irms this is called A utsourcing !. Redistri/ution o pro*ects C. )ro*ect allocation D. (ask sharing ". !oth ! and D are correct #any companies are using outsourcing as a means or dealing with their resource allocation pro/lems. %n some cases' a company will reduce the num/er o pro*ects they have to manage internally to only core pro*ects and outsource noncritical pro*ects to contractors and consulting irms. %n other cases' speciic segments o pro*ects are outsourced to overcome resource deiciencies and scheduling pro/lems.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: &lti%roject Resorce Schedles Level: "asy

8-+1


$4. ,hich o the ollowing is not one o the more common pro/lems associated with scheduling multipro*ect resources A. verall schedule slippage !. %neicient resource utili;ation C. Resource /ottlenecks D. !oth A and C are correct ! A' !' and C are all correct See
AACSB: Analytic Bloom's: Knowledge Learning Objective: &lti%roject Resorce Schedles Level: "asy

$8. %n a resource-constrained pro*ect the third priority in assigning resources is usually g iven to activities with the A. Smallest duration !.

8-+$


$5. %n the !otanical arden eample' which o the ollowing was used to solve the resource pro/lem A. Resource allocation B Smoothing resource demand C. (he parallel method D. !oth A and C are correct ". A' !' and C are all correct (he !otanical arden pro*ect schedule reached the three goals o smoothing? (he peak o demand or the resource was reduced' resources over the lie o the pro*ect have /een reduced' the luctuations in resource demand were minimi;ed.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: Resorce Allocation ðods Level: &edim

+0. )ro*ect /udgets are developed /y time-phasing which o the ollowing A. Resource schedules B ,ork packages C. (he network diagram D. !oth A and C are correct ". A' !' and C are all correct :sing your pro*ect schedule' you can time-phase work packages and assign them to their respective scheduled activities to develop a /udget schedule over the lie o your pro*ect.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: )sing the Resorce Schedle to evelo% a !roject Cost Baseline Level: &edim

8-++


+1. A pro*ect /udget report is showing our pro*ect as spending B+2'000 against a /udgeted amount o B0'000. ,hich o the ollowing is true A. ,e are spending less than we should or the pro*ect !. ,e are doing a good *o/ managing the pro*ect C. ,e should check to see i all the /ills have /een paid D. !oth A and ! are correct ! ,e can7t /e sure how the pro*ect is going (here is no way to /e certain how much o the physical work has /een accomplished.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: )sing the Resorce Schedle to evelo% a !roject Cost Baseline Level: &edim

Fill in the Blank Questions

+$. Delaying noncritical activities to lower peak demand and' thus' increase resource utili;ation is called  leveling. resource )ractitioners have attacked the utili;ation pro/lem using resource leveling techni&ues that /alance or smooth demand or a resource. !asically' all leveling techni&ues delay noncritical activities /y using positive slack to reduce peak demand and ill in the valleys or the resources.

AACSB: Analytic Bloom's: Knowledge Learning Objective: #y%es of Resorce Constraints Level: "asy

8-+


++. An  constraint addresses the se&uence in which pro*ect activities must occur. technical or logic (he start and se&uence o activities has /een /ased solely on technical or logical considerations. >or eample' a pro*ect network or raming a house might show three activities in a se&uence? 1 pour oundation' $ /uild rame' and + cover roo.


+. 6aving one person responsi/le or perorming several activities' all due at the same time' is an eample o an  constraint. resource % one person must perorm all activities' the resource constraint re&uires the activities /e perormed in se&uence or series.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: Overview of the Resorce Schedling !roblem Level: "asy

+2. (rying to renovate a ship compartment that is too small or more than one person is an eample o an  constraint. ph"sical %n rare situations' physical actors cause activities that would normally occur in parallel to /e constrained /y contractual or environmental conditions. >or eample' in theory the renovation o a sail/oat compartment might involve our to ive tasks that can /e done independently. 6owever' since space allows only one person to work at one time' all tasks have to /e perormed se&uentially.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: #y%es of Resorce Constraints Level: "asy

8-+2


+3. A shortage o programmers to write sotware is an eample o an  type o resource constraint. people (his is the most o/vious and important pro*ect resource. 6uman resources are usually classiied /y the skills they /ring to the pro*ectFor eample' programmer' mechanical engineer' welder' inspector' marketing director' supervisor. %n rare cases some skills are interchangea/le' /ut usually with a loss o productivity. (he many diering skills o human resources add to the compleity o scheduling pro*ects.


+4. (he shortage o computer chips to produce a circuit /oard is an eample o an  type o resource constraint. #aterials #aterial availa/ility and shortages have /een /lamed or the delay o many pro*ects. ,hen it is known that a lack o availa/ility o materials is important and pro/a/le' materials should /e included in the pro*ect network plan and schedule.


+8. % three copiers are needed to produce a inal report on time and only two are availa/le' the pro*ect is acing an  type o resource constraint. e$uip#ent (he most common oversight is to assume the resource pool is more than ade&uate or the pro*ect.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: #y%es of Resorce Constraints Level: "asy

8-+3


+5. 6ector wants to /ring on another programmer to work on the pro*ect /ut the company does not have anyone who has the needed skills. 6ector7s pro*ect is acing an  constraint. people t"pe o% resource (his is the most o/vious and important pro*ect resource. 6uman resources are usually classiied /y the skills they /ring to the pro*ectFor eample' programmer' mechanical engineer' welder' inspector' marketing director' supervisor. %n rare cases some skills are interchangea/le' /ut usually with a loss o productivity. (he many diering skills o human resources add to the compleity o scheduling pro*ects.


0. %n order that the new product is on the shel or the Christmas /uying season' the development o the new product would /e classiied as an  constrained pro*ect. ti#e A time-constrained pro*ect is one that must /e completed /y an imposed date. % re&uired' resources can /e added to ensure the pro*ect is completed /y a speciic date. Although time is the critical actor' resource usage should /e no more than is necessary and suicient.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: Classification of a Schedling !roblem Level: &edim

1. !eth has two engineers assigned to her pro*ect and cannot get any more even i it means slipping the due date on her pro*ect. She is managing an  constrained pro*ect. resource A resource-constrained pro*ect is one that assumes the level o resources availa/le cannot /e eceeded. % the resources are inade&uate' it will /e accepta/le to delay the pro*ect' /ut as little as possi/le.


8-+4


$. All leveling techni&ues delay noncritical activities /y using  to reduce peak demand. positi&e slack All leveling techni&ues delay noncritical activities /y using positive slack to reduce peak demand and ill in the valleys or the resources.


+. Scheduling activities in a constrained pro*ect typically has  as the top heuristic rule. #ini#u# slack See list on )age $30.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: Resorce Allocation ðods Level: "asy

. (he  is the most widely used approach to apply heuristic rules to scheduling activities in a constrained pro*ect. parallel #ethod (he parallel method is the most widely used approach to apply heuristics' which have /een ound to consistently minimi;e pro*ect delay over a large variety o pro*ects.


8-+8


2. ,hen using the  scheduling techni&ue' the work in an activity is interrupted to work on another activity and is then resumed at a later point in time. splitting or #ultitasking A planner splits the continuous work included in an activity /y interrupting the work and sending the resource to another activity or a period o time and then having the resource resume work on the original activity.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: S%litting Activities Level: &edim

3. %n scheduling resource-constrained pro*ects'  are typically used rather than optimum mathematical solutions. heuristics A ew researchers have demonstrated optimum mathematical solutions to the resource allocation pro/lem /ut only or small networks and very ew resource types. (he massive data re&uirements or larger pro/lems make pure mathematical solutions e.g.' linear programming impractical. An alternative approach to the pro/lem has /een the use o heuristics rules o thum/ to solve large com/inatorial pro/lems.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Resorce Allocation ðods Level: &edim

4. %n scheduling terms'  constrained means that pro*ect duration is ied and resources are lei/le. ti#e %n scheduling terms' time constrained means time pro*ect duration is ied and resources are lei/le.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: Classification of a Schedling !roblem Level: "asy

8-+5


8. %n scheduling terms'  constrained means that a speciic resource is ied and the duration o the pro*ect is lei/le. resource %n scheduling terms' constrained means resources are ied and time is lei/le.

AACSB: Reflective #hin$ing Bloom's: Com%rehension Learning Objective: Classification of a Schedling !roblem Level: "asy

5. Start-up and shutdown costs are ma*or considerations when using the  scheduling techni&ue. splitting/#ultitasking (he most common error is to interrupt @people work'@ where there are high conceptual startup and shutdown costs.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: S%litting Activities Level: "asy

20. (o deal with pro/lems related to having several concurrent pro*ects' companies are creating  to oversee the scheduling o resources across multiple pro*ects. pro'ect o%%ices or pro'ect depart#ents #ore and more companies create pro*ect oices or departments to oversee the scheduling o resources across multiple pro*ects.


8-0


21. #any companies are using  rom contractors and consultants as a means o dealing with the peaks and valleys o resource allocation among pro*ects. outsourcing #any companies are using outsourcing as a means or dealing with their resource allocation pro/lems. %n some cases' a company will reduce the num/er o pro*ects they have to manage internally to only core pro*ects and outsource noncritical pro*ects to contractors and consulting irms. %n other cases' speciic segments o pro*ects are outsourced to overcome resource deiciencies and scheduling pro/lems.


2$. (he  is the most widely used approach to apply heuristics in resourceconstrained pro*ects. parallel #ethod (he parallel method is the most widely used approach to apply heuristics' which have /een ound to consistently minimi;e pro*ect delay over a large variety o pro*ects.


2+. (he a/ility to more eiciently manage the e//s and lows o pro*ect work is one o the ma*or driving orces /ehind  today. outsourcing (he a/ility to more eiciently manage the e//s and lows o pro*ect work is one o the ma*or driving orces /ehind outsourcing today.

AACSB: Analytic Bloom's: Knowledge Learning Objective: &lti%roject Resorce Schedles Level: &edim

8-1


2. ,ithout a time-phased  good pro*ect schedule and cost control are impossi/le. (udget (hese systems do not measure how much work was accomplished or the money spentG 6ence' without time-phasing cost to match your pro*ect schedule' it is impossi/le to have relia/le inormation or control purposes.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: )sing the Resorce Schedle to evelo% a !roject Cost Baseline Level: &edim

22. A pro*ect cost /aseline is also called . planned &alue )*+, (he outcome o these /udget allocations is the pro*ect cost /aseline also called planned value F)H' which is used to determine cost and schedule variances as the pro*ect is implemented.

AACSB: Analytic Bloom's: Knowledge Learning Objective: )sing the Resorce Schedle to evelo% a !roject Cost Baseline Level: &edim

True / False Questions

23. (he se&uence o 1 pour oundation' $ /uild rame' and + cover roo is a type o physical constraint. FA-S! (he start and se&uence o activities has /een /ased solely on technical or logical considerations. >or eample' a pro*ect network or raming a house might show three activities in a se&uence? 1 pour oundation' $ /uild rame' and + cover roo.


8-$


24. (oo many parallel activities or one individual are an eample o a resource constraint. TR.! % one person must perorm all activities' the resource constraint re&uires the activities /e perormed in se&uence or series.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: Overview of the Resorce Schedling !roblem Level: &edim

28. A pro*ect that is not resource-constrained is time-constrained. TR.! %n scheduling terms' time constrained means time pro*ect duration is ied and resources are lei/le' where constrained means resources are ied and time is lei/le.


25. Resource leveling is only used on pro*ects which are resource-constrained. FA-S! )ractitioners have attacked the utili;ation pro/lem using resource leveling techni&ues that /alance or smooth demand or a resource. !asically' all leveling techni&ues delay noncritical activities /y using positive slack to reduce peak demand and ill in the valleys or the resources.


8-+


30. Resource !ottlenecks are one o the three more common pro/lems encountered in managing multipro*ect resource schedules. TR.! See list on )age $4.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: &lti%roject Resorce Schedles Level: &edim

31. (he ina/ility to get more than two earth movers on a construction site at the same time is an eample o a physical constraint. TR.! %n rare situations' physical actors cause activities that would normally occur in parallel to /e constrained /y contractual or environmental conditions.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: #y%es of Resorce Constraints Level: &edim

3$. (he most o/vious and important kind o resource constraint is a lack o materials. FA-S! )eople are the most o/vious and important pro*ect resource.


8-


3+. 6aving too ew programmers and too many engineers is an eample o a people resource constraint. TR.! >inding people with certain diering skills adds to the compleity o  scheduling pro*ects.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: #y%es of Resorce Constraints Level: &edim

3. % a pro*ect needs one earth-mover si months rom now and the organi;ation has our such machines' there is no e&uipment resource constraint. FA-S! (he most common oversight is to assume the resource pool is more than ade&uate or the pro*ect. >or eample' i a pro*ect needs one earth-moving tractor si months rom now and the organi;ation owns our' it is common to assume the resource will not delay the pending pro*ect. 6owever' when the earthmoving tractor is due on-site in si months' all our machines in the pool might /e occupied on other pro*ects.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: #y%es of Resorce Constraints Level: &edim

32. A lack o readily availa/le engineers is a technical constraint. FA-S! ,hen the num/er o people andIor e&uipment is not ade&uate to meet peak demand re&uirements and it is impossi/le to o/tain more' the pro*ect manager aces a resourceconstrained pro/lem.


8-2


33. All pro*ects are usually either time-constrained or resource-constrained. TR.! #ost o the scheduling methods availa/le today re&uire the pro*ect manager to classiy the pro*ect as either time constrained or resource constrained.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: Classification of a Schedling !roblem Level: "asy

34. (o determine i a pro*ect is time-constrained or resource-constrained you would consult the pro*ect priority matri. TR.! )ro*ect managers need to consult their priority matri to determine which case its their pro*ect.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Classification of a Schedling !roblem Level: &edim

38. Scheduling time-constrained pro*ects ocuses on the optimal utili;ation o resources. TR.! A time-constrained pro*ect is one that must /e completed /y an imposed date. % re&uired' resources can /e added to ensure the pro*ect is completed /y a speciic date. Although time is the critical actor' resource usage should /e no more than is necessary and suicient.

AACSB: Analytic Bloom's: Reflective #hin$ing Learning Objective: Classification of a Schedling !roblem Level: &edim

8-3


35. All leveling techni&ues delay noncritical activities /y using positive slack to smooth out the resource re&uirements. TR.! All leveling techni&ues delay noncritical activities /y using positive slack to reduce peak demand and ill in the valleys or the resources.


40. Scheduling time-constrained pro*ects ocuses on resource utili;ation. FA-S! Scheduling time-constrained pro*ects ocuses on resource utili;ation.


41. Scheduling resource-constrained pro*ects ocuses on completing the pro*ect as soon as possi/le under the given constraints. TR.! ,hen the num/er o people andIor e&uipment is not ade&uate to meet peak demand re&uirements and it is impossi/le to o/tain more' the pro*ect manager aces a resourceconstrained pro/lem. Something has to give. (he trick is to prioriti;e and allocate resources to minimi;e pro*ect delay without eceeding the resource limit or altering the technical network relationships.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: Resorce Allocation ðods Level: ifficlt

8-4


4$. 6euristics are used in resource-constrained pro*ects to develop the optimal schedule. FA-S! 6euristics do not always yield an optimal schedule' /ut they are very capa/le o yielding a @good@ schedule or very comple networks with many types o resources.


4+. (he top priority in using heuristics to allocate scare resources is those activities with the smallest duration. FA-S! 6euristics allocate resources to activities to minimi;e pro*ect delayJ that is' heuristics prioriti;e which activities are allocated resources and which activities are delayed when resources are not ade&uate.


4. (he critical path in a resource-constrained schedule can /e a group o dis*ointed' unconnected activities. TR.! (he traditional critical path concept o se&uential activities rom the start to the end o the pro*ect is no longer meaningul. (he resource constraints can /reak the se&uence and leave the network with a set o dis*ointed critical activities.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Com%ter emonstration of Resorce(Constrained Schedling Level: &edim

8-8


42. Splitting is a scheduling techni&ue used to get a /etter schedule or /etter resource utili;ation. TR.! Splitting tasks is a scheduling techni&ue used to get a /etter pro*ect schedule andIor to increase resource utili;ation.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: S%litting Activities Level: "asy

43. ,ithout a time-phased /udget good pro*ect schedule and cost control are impossi/le. TR.!

AACSB: Analytic Bloom's: Knowledge Learning Objective: )sing the Resorce Schedle to evelo% a !roject Cost Baseline Level: "asy

44. #any companies are using outsourcing as a means or dealing with their resource allocation pro/lems associated with managing multipro*ect resources. TR.! Companies may hire temporary workers to epedite certain activities that are alling /ehind schedule or contract pro*ect work during peak periods when there are insuicient internal resources to meet the demands o all pro*ects.

AACSB: Reflective #hin$ing Bloom's: Knowledge Learning Objective: &lti%roject Resorce Schedles Level: "asy

Short Answer Questions

8-5


48. %dentiy and /riely descri/e the three types o pro*ect constraints. 1. (echnical logicJ the se&uence that activities must /e perormed' $. resourceJ the a/sence o re&uired people' materials' e&uipment' or working capital' and +. physicalJ limitations /ased on space or environmental limits.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: Overview of the Resorce Schedling !roblem and #y%es of Resorce Constraints Level: &edim

45. ,hat is the dierence in pro*ect goals when using resource leveling on time-constrained pro*ects and using it on resource-constrained pro*ects %n time-constrained pro*ects the goal is to smooth out the peaks and valleys and thus improve the utili;ation. %n resource-constrained pro*ects the goal is to achieve the shortest pro*ect duration given a limited supply o resources.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Com%ter emonstration of Resorce(Constrained Schedling Level: ifficlt

80. %dentiy the potential impacts o pro*ect constraints. 1. reduction in slack on the pro*ect network' $. decrease in lei/ility' +. possi/le decrease in parallel activities' and . increase in the likelihood o delaying the pro*ect.


8-20


81. %dentiy and give an eample o the three types o resource constraints. 1. )eopleJ /y skill classiication engineer' programmer' salesperson' $. materialsJ paint' data' parts' and +. e&uipmentJ computers' earth-movers' oice space.

AACSB: Analytic Bloom's: Knowledge Learning Objective: #y%es of Resorce Constraints Level: &edim

8$. %dentiy and /riely descri/e the two classiications o scheduling pro/lems. 1. time-constrainedJ the end date is ied and needed resources are availa/le' $. resourceconstrainedJ the resources are ied and the end date is lei/le.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Classification of a Schedling !roblem Level: &edim

8+. ,hat are the disadvantages o resource leveling 1. loss o lei/ility' $. increased risk o pro*ect delay' +. more critical or near critical activities.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Resorce Allocation ðods Level: ifficlt

8-21


8. ,hy would a pro*ect manager use heuristics rather than a mathematical solution to level resources #athematical models work on small networks and a small num/er o resources.
AACSB: Analytic Bloom's: Com%rehension Learning Objective: Resorce Allocation ðods Level: ifficlt

82. ,hat are the three most common heuristics in order o priority used to allocate resources to pro*ect activities 1. minimum slackJ start with activities with the least amount o slack' $. smallest durationJ i two activities have the same slack select the one with the smallest duration' and +. lowest activity identiication num/er' i slack and duration are the same select the earliest activity.


83. Descri/e the parallel method or applying heuristics to the allocation o pro*ect resources. (he irst priority is to allocate resources to the activity with the least amount o slack' usually an activity on the critical path. % more than one activity has the same amount o slack then selects the activity with the smallest duration. % more than one activity has the same slack and the same duration then select the activity that occurs the earliest.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Resorce Allocation ðods Level: ifficlt

8-2$


84. ,hy should pro*ect managers /e cautious a/out using the splitting scheduling techni&ue (he splitting techni&ue is where an activity is interrupted and the resources are applied to another activity. (he potential pro/lems are in the addition o shutdown and startup costs which are added as one moves rom activity to activity prior to completing the original activity.

AACSB: Analytic Bloom's: Knowledge Learning Objective: S%litting Activities Level: &edim

88. %dentiy and /riely discuss the three more common pro/lems encountered in managing multipro*ect resource schedules. 1. overall schedule slippage' $. ineicient resource utili;ation' and +. resource /ottlenecks.

AACSB: Analytic Bloom's: Com%rehension Learning Objective: &lti%roject Resorce Schedles Level: ifficlt

85. %dentiy and /riely descri/e the potential impacts o resource-constrained scheduling. 1. reduced slack reduces lei/ility' $. increased num/er o critical and near-critical activities' +. increase compleity due to resource constrains added to technical constraints' . the critical path may /ecome a set o dis*ointed critical activities' and 2. ormerly critical activities may now /ecome non-critical.

AACSB: Analytic Bloom's: Knowledge Learning Objective: Com%ter emonstration of Resorce(Constrained Schedling Level: ifficlt

8-2+

224818622-Chap-008

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