Management Question

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

College of Administrative and Financial Sciences

Assignment 3 MGT323 (1st Term 2024-2025)
Deadline: 30/11/2024 @ 23:59
(To be released to students on BB in Week 10)
Course Name: Project Management
Course Code: MGT323

Student’s Name:

Semester: 1st

CRN:

Student’s ID Number:

Academic Year: 1446 H (2024-2025)1st Term
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: /10

Level of Marks: High/Middle/Low

Instructions: Please Read them carefully
•
•

This assignment is an individual assignment.
Due date for Assignment 3 is 30/11/2024.

•

The Assignment must be submitted on BB only in WORD format via allocated folder.

•

Assignments submitted through email will not be accepted.

•

Students are advised to make their work clear and well presented; marks may be reduced
for poor presentation. This includes filling your information on the cover page.

•

Students must mention question number clearly in their answer.

•

Late submission will NOT be accepted.

•

Avoid plagiarism, the work should be in your own words, copying from students or other
resources without proper referencing will result in ZERO marks. No exceptions.

•

All answered must be typed using Times New Roman (size 12, double-spaced) font. No
pictures containing text will be accepted and will be considered plagiarism).

Submissions without this cover page will NOT be accepted.

Restricted – ‫مقيد‬

Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

College of Administrative and Financial Sciences
Assignment Workload:
•
•

This Assignment comprise of a Case Study and Discussion questions.
Assignment is to be submitted by each student individually.

Assignment Purposes/Learning Outcomes:
After completion of Assignment-3 students will able to understand the
1. Defining the concepts, theories and approaches of project management. (L.O-1.1)
2. Analyze to work effectively and efficiently as a team member for project related
cases. (L.O-3.1)
3. Evaluate to monitor and control the project. (L.O-3.2)

Assignment-3: Case Study & Discussion questions
Assignment Question:

(Marks 10)

Please read the Case-8.3 “Tham Luang Cave Rescue.” from Chapter 8
“Scheduling Resources and Costs” given in your textbook – Project Management:
The Managerial Process 8th edition by Larson and Gray page no: 304-307 also refer
to specific concepts you have learned from the chapter to support your
answers. Answer the following questions for Part-1, Part-2.

Part-1: Case study questions

1. How did the physical environment of the cave affect the rescue
plan? Explain in 250 words (3 Marks).
2. How did the rescue team respond to the risks of the project?
Explain in 250 words (3 Marks).

Restricted – ‫مقيد‬

Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

College of Administrative and Financial Sciences
3. Some have called the rescue a miracle and that luck was the
decisive factor. Do you agree? Explain in 150 words (2 Marks)
Part-2: Discussion questions
Please read Chapter 8 Pg-No. 279 & 281 carefully and then give your
answers on the basis of your understanding.
4. Why would people resist a multi project resource scheduling
system? (1 Mark) (100 words)
5. What do you think would have happened if the Washington
Forest Service did not assess the impact of resources on their twoyear plan? (1 Mark) (100 words).

Answers:
1.
2.
3.
4.
5.

Restricted – ‫مقيد‬

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

College of Administrative and Financial Sciences

Assignment 3 MGT323 (1st Term 2024-2025)
Deadline: 30/11/2024 @ 23:59
(To be released to students on BB in Week 10)
Course Name: Project Management
Course Code: MGT323

Student’s Name:

Semester: 1st

CRN:

Student’s ID Number:

Academic Year: 1446 H (2024-2025)1st Term
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: /10

Level of Marks: High/Middle/Low

Instructions: Please Read them carefully
•
•

This assignment is an individual assignment.
Due date for Assignment 3 is 30/11/2024.

•

The Assignment must be submitted on BB only in WORD format via allocated folder.

•

Assignments submitted through email will not be accepted.

•

Students are advised to make their work clear and well presented; marks may be reduced
for poor presentation. This includes filling your information on the cover page.

•

Students must mention question number clearly in their answer.

•

Late submission will NOT be accepted.

•

Avoid plagiarism, the work should be in your own words, copying from students or other
resources without proper referencing will result in ZERO marks. No exceptions.

•

All answered must be typed using Times New Roman (size 12, double-spaced) font. No
pictures containing text will be accepted and will be considered plagiarism).

Submissions without this cover page will NOT be accepted.

Restricted – ‫مقيد‬

Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

College of Administrative and Financial Sciences
Assignment Workload:
•
•

This Assignment comprise of a Case Study and Discussion questions.
Assignment is to be submitted by each student individually.

Assignment Purposes/Learning Outcomes:
After completion of Assignment-3 students will able to understand the
1. Defining the concepts, theories and approaches of project management. (L.O-1.1)
2. Analyze to work effectively and efficiently as a team member for project related
cases. (L.O-3.1)
3. Evaluate to monitor and control the project. (L.O-3.2)

Assignment-3: Case Study & Discussion questions
Assignment Question:

(Marks 10)

Please read the Case-8.3 “Tham Luang Cave Rescue.” from Chapter 8
“Scheduling Resources and Costs” given in your textbook – Project Management:
The Managerial Process 8th edition by Larson and Gray page no: 304-307 also refer
to specific concepts you have learned from the chapter to support your
answers. Answer the following questions for Part-1, Part-2.

Part-1: Case study questions

1. How did the physical environment of the cave affect the rescue
plan? Explain in 250 words (3 Marks).
2. How did the rescue team respond to the risks of the project?
Explain in 250 words (3 Marks).

Restricted – ‫مقيد‬

Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

College of Administrative and Financial Sciences
3. Some have called the rescue a miracle and that luck was the
decisive factor. Do you agree? Explain in 150 words (2 Marks)
Part-2: Discussion questions
Please read Chapter 8 Pg-No. 279 & 281 carefully and then give your
answers on the basis of your understanding.
4. Why would people resist a multi project resource scheduling
system? (1 Mark) (100 words)
5. What do you think would have happened if the Washington
Forest Service did not assess the impact of resources on their twoyear plan? (1 Mark) (100 words).

Answers:
1. The physical environment of the Tham Luang Cave significantly shaped the rescue
plan due to its complex, unpredictable structure and extreme conditions. The cave’s
intricate network of narrow, twisting passages and submerged chambers made
navigating without specialized skills and equipment impossible. The team had to
allocate resources carefully and select only experienced divers with cave-diving
expertise. This also aligns with resource-constrained scheduling and discrete timeresource trade-off problem (DTRTP), where scheduling must adapt to resource
availability and environmental constraints (Larson & Gray, 2021; Hartmann &
Briskorn, 2022).

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Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

College of Administrative and Financial Sciences
Seasonal monsoon rains intensified the difficulty of the rescue operation. The rising
water levels forced the team to operate within a limited timeframe, increasing the
pressure to execute the plan under high-risk conditions. The confined environment also
limited the number of rescuers operating simultaneously, affecting task distribution,
and requiring a phased approach. The confined, water-filled paths required adjusting
schedules, with divers using guide ropes, air tanks, and safety zones at strategic
intervals to counter difficult navigation. The strong underwater currents and low
visibility further restricted traditional rescue strategies, pushing the team to develop
alternative approaches, such as sedating the boys to prevent panic.

The environment also underscored the need for robust risk mitigation strategies, as
these hazards increased the dangers for the rescuers and the trapped boys. The team
ensured a structured and safe operation by establishing controlled checkpoints and
adapting dynamically to the cave’s physical constraints. This response to
environmental limitations demonstrates the project management principle of balancing
urgency with physical constraints through flexible scheduling and strategic resource
allocation.

2. The rescue team employed extensive risk management and contingency planning to
address the high-stakes risks of the rescue mission within the Tham Luang Cave. They
began with detailed risk assessments, identifying critical threats such as rising water
levels, low oxygen levels, and the physical and psychological challenges faced by the

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Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

College of Administrative and Financial Sciences
trapped boys. The team used resource leveling to mobilize specialized divers and
medical professionals worldwide, ensuring that the necessary skills were available to
handle the complex cave environment effectively. This approach aligns with resource
leveling, which ensures that specific expertise is allocated to meet a project’s high
demands under constrained conditions (Larson & Gray, 2021).

Risk control processes were pivotal in managing hazards. The team managed the
risk control process, creating staged checkpoints, and establishing air tanks, guide
ropes, and safety personnel at various points in the cave. This helped facilitate safe
navigation and emergency support. Additionally, sedating the boys to prevent panic
during extraction demonstrates an effective response to human-centered risks, which
could have otherwise endangered both the boys and the divers. This approach reflects
project management principles of risk mitigation and safety prioritization, particularly
in high-pressure, life-threatening situations (Gad et al., 2022).

The team’s dynamic contingency strategies underscored the importance of safetyfocused planning and the adaptability needed in such an unpredictable environment.
The team effectively responded to a high-stakes situation through careful resource
allocation, risk assessments, and human-centered contingency measures. This
demonstrated structured risk management, essential for navigating complex, high-risk
projects.

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Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

College of Administrative and Financial Sciences
3. While luck played a role, the success of the Tham Luang cave rescue was primarily the
result of meticulous project planning, risk assessment, and adaptive scheduling. The
rescue team’s ability to respond quickly to changing conditions and manage resources
effectively reflects contingency planning and dynamic scheduling. Contingency
planning and dynamic scheduling are crucial for high-risk projects (Amir et al., 2023).
Contingency planning prepares for unforeseen risks with alternative strategies, whereas
dynamic scheduling adjusts project timelines in real-time. Both help manage high-risk
projects by enhancing flexibility, minimizing delays, and ensuring project success
despite uncertainties.
Successful projects require adaptable scheduling and resource control, especially
in high-risk scenarios (Larson & Gray, 2021). Although breaks in the monsoon rains
were fortunate, the decisive factor was the coordinated, skillful execution by the rescue
team. Resource allocation, risk control, and team collaboration transformed the highrisk, high-stakes operation into a successful rescue.
4. People often resist a multi-project resource scheduling system due to resource control
and departmental autonomy concerns. In multi-project environments, centralized
scheduling requires pooling resources across departments, making managers feel they
are losing control over their resources (Larson & Gray, 2021). Stakeholder resistance
is common, with managers fearing that their resources could be diverted to other
projects, jeopardizing their timelines (Hampel et al., 2020). This resistance often arises
from a lack of trust and concerns over power dynamics, as managers prefer to retain

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Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

College of Administrative and Financial Sciences
authority over their teams. Overcoming this requires clear communication and
fostering a collaborative culture where departments support shared resource allocation
to achieve organizational goals.
5. If the Washington Forest Service had not assessed the impact of resources on their twoyear plan, they would have likely faced major delays and financial losses. Resource
dependency shows that specific skills, such as road engineering and environmental
analysis, are crucial to completing a project on time (Donato, 2016). Resource
constraints directly affect project timelines and outcomes (Larson & Gray, 2021). In
the case of the Forest Service, a shortage of skilled labor could have extended the
project from two years to three and a half years. This delay would hinder project
completion and reduce potential revenue from additional projects that could have been
conducted with the necessary resources.

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Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬

College of Administrative and Financial Sciences

References
Amir, A., Khodeir, L., & Khaled, A. (2023). Identification of key Risks in Fast-Track
Construction projects: A Literature Review. MSA Engineering Journal, 2(2), 173-192.
Donato, M. (2016). The influence of resource dependency on collaboration in the construction
supply chain (Doctoral dissertation, Victoria University).
Gad, G. M., Dawoody, H., Shabana, O., Ryan, C., de la Peña, P. M., Caplicki, E., … & Weber, W.
(2022). Managing Enhanced Risk in the Mega Project Era (No. 86).
Hartmann, S., & Briskorn, D. (2022). An updated survey of variants and extensions of the
resource-constrained project scheduling problem. European Journal of operational
research, 297(1), 1-14.
Hampel, C. E., Tracey, P., & Weber, K. (2020). The art of the pivot: How new ventures manage
identification relationships with stakeholders as they change direction. Academy of
Management Journal, 63(2), 440-471.
Larson, E., & Gray, C. (2021). Project Management: The Managerial Process, 8th ed. (8). New
York: McGraw Hill Education.

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Part-2: Discussion questions

Q4.
People might resist a multiproject resource scheduling system due to several challenges. Such a
system often leads to perceived unfairness in resource allocation, where some projects
consistently receive priority, causing frustration among teams working on lower-priority projects.
This can create a sense of inequity and demotivation. Additionally, the complexity of
coordinating multiple projects can result in inefficiencies and delays, with team members feeling
overwhelmed by shifting priorities and resource constraints. Resource bottlenecks are common,
as critical resources may be tied up in one project, stalling progress in others and causing tension
among teams. The administrative burden of managing these systems can also be daunting,
leading to resistance from those responsible for implementation and oversight. Without proper
communication and prioritization, these issues can undermine the effectiveness of the scheduling
system, resulting in reduced productivity and morale across the organization.

Q5.
If the Washington Forest Service did not assess the impact of resources on their two-year plan,
several issues could have arisen. Resource bottlenecks would likely have caused significant
delays in project timelines, as critical personnel and equipment might not have been available
when needed. This lack of planning could lead to overall schedule slippage, where delays in one
project ripple through others, disrupting the entire plan. Inefficient resource utilization would
also become a problem, with periods of both resource shortages and underutilization, resulting in
wasted time and increased costs. Additionally, without proper assessment, the Forest Service
might have struggled to prioritize projects effectively, potentially neglecting urgent tasks. This
oversight could have led to missed objectives and compromised the effectiveness of their
operations. Ultimately, failing to assess resource impacts would likely have resulted in a chaotic
and inefficient approach, undermining the success of their projects.

Reference
Gray, C. F., & Larson, E. W. (2020b). Project Management: The Managerial Process. McGrawHill Education.

reassessed. Cost-time trade-offs can be considered. In some cases priorities
may be changed. See Snapshot from Practice 8.3: U.S. Forest Service
Resource Shortage.
Resource schedules provide the information needed to prepare timephased work package budgets with dates. Once established, they provide a
quick means for a project manager to gauge the impact of unforeseen events
such as turnover, equipment breakdowns, or transfer of project personnel.
Resource schedules also allow project managers to assess how much
flexibility they have over certain resources. This is useful when they receive
requests from other managers to borrow or share resources. Honoring such
requests creates goodwill and an “IOU” that can be cashed in during a time
of need.

SNAPSHOT FROM PRACTICE 8.3
U.S. Forest Service Resource Shortage
A major segment of work in managing U.S. Forest Service (USFS) forests
is selling mature timber to logging companies that harvest the timber under
contract conditions monitored by the service. The proceeds are returned to
the federal government. The budget allocated to each forest depends on
the two-year plan submitted to the U.S. Department of Agriculture.
Olympic Forest headquarters in Olympia, Washington, was developing a two-year
plan as a basis for funding. All of the districts in the forest submitted their timber sale
projects (numbering more than 50) to headquarters, where they were compiled and
aggregated into a project plan for the whole forest. The first computer run was reviewed
by a small group of senior managers to determine if the plan was reasonable and
“doable.” Management was pleased and relieved to note all projects appeared to be
doable in the two-year time frame until a question was raised concerning the computer
printout. “Why are all the columns in these projects labeled ‘RESOURCE’ blank?” The
response from an engineer was “We don’t use that part of the program.”
The discussion that ensued recognized the importance of resources in completing the
two-year plan and ended with a request to “try the program with resources included.” The
new output was startling. The two-year program turned into a three-and-a-half-year plan
because of the shortage of specific labor skills such as road engineer and environmental
impact specialist. Analysis showed that adding only three skilled people would allow the
two-year plan to be completed on time. In addition, further analysis showed hiring only a
few more skilled people, beyond the three, would allow an extra year of projects to also
be compressed into the two-year plan. This would result in additional revenue of more
than $3 million. The Department of Agriculture quickly approved the requested extra
dollars for additional staff to generate the extra revenue.

Darinburt/Getty Images

page 279

8.8 Assigning Project Work
LO 8-7
Identify general guidelines for assigning people to specific tasks.

When making individual assignments, project managers should match, as
best they can, the demands and requirements of specific work with the
qualifications and experience of available participants. In doing so, there is
a natural tendency to assign the best people the most difficult tasks. Project
managers need to be careful not to overdo this. Over time these people may
grow to resent the fact that they are always given the toughest assignments.
At the same time, less experienced participants may resent the fact that they
are never given the opportunity to expand their skill/knowledge base.
Project managers need to balance task performance with the need to
develop the talents of people assigned to the project.
Project managers need to decide not only who does what but also who
works with whom. A number of factors need to be considered in deciding
who should work together. First, to minimize unnecessary tension,
managers should pick people with compatible work habits and personalities
but who complement each other (i.e., one person’s weakness is the other

person’s strength). For example, one person may be brilliant at solving
complex problems but sloppy at documenting his progress. It would be wise
to pair this person with an individual who is good at paying attention to
details. Experience is another factor. Veterans should be teamed up with
new hires—not only so they can share their experience but also to help
socialize the newcomers to the customs and norms of the organization.
Finally, future needs should be considered. If managers have some people
who have never worked together before but who have to later on in the
project, they may be wise to take advantage of opportunities to have these
people work together early on so that they can become familiar with each
other. Finally, see Snapshot from Practice 8.4: Managing Geeks for some
interesting thoughts from the former CEO of Google on how to put together
teams.

SNAPSHOT FROM PRACTICE 8.4
Managing Geeks*
Eric Schmidt, after a successful career at Sun Microsystems, took over
struggling Novell, Inc., and helped turn it around within two years. Four
years later he became the CEO of Google. One of the keys to his success
is his ability to manage the technical wizards who develop the sophisticated
systems, hardware, and software that are the backbone of electronically driven
companies. He uses the term “geek” (and he can, since he is one, with a Ph.D. in
computer science) to describe this group of technologists who rule the cyberworld.
Schmidt has some interesting ideas about assigning geeks to projects. He believes
that putting geeks together in project teams with other geeks creates productive peer
pressure. Geeks care a great deal about how other geeks perceive them. They are good
at judging the quality of technical work and are quick to praise as well as criticize each
other’s work. Some geeks can be unbearably arrogant, but Schmidt claims that having
them work together on projects is the best way to control them—by letting them control
each other.
At the same time, Schmidt argues that too many geeks spoil the soup. By this he
means that when there are too many geeks on a development team, there is a tendency
for intense technical navel gazing. Members lose sight of deadlines, and delays are
inevitable. To combat this tendency, he recommends using geeks only in small groups.
He urges breaking up large projects into smaller, more manageable projects so that
small teams of geeks can be assigned to them. This keeps the project on time and
makes the teams responsible to each other.

*

Russ Mitchel, “How to Manage Geeks,” Fast Company, May 31, 1999, pp. 175–80.
page 280

8.9 Multiproject Resource Schedules
LO 8-8
Identify common problems with multiproject resource scheduling.

For clarity we have discussed key resource allocation issues within the
context of a single project. In reality resource allocation generally occurs in
a multiproject environment where the demands of one project have to be
reconciled with the needs of other projects. Organizations must develop and
manage systems for efficiently allocating and scheduling resources across
several projects with different priorities, resource requirements, sets of
activities, and risks. The system must be dynamic and capable of
accommodating new projects as well as reallocating resources once project
work is completed. While the same resource issues and principles that apply
to a single project also apply to this multiproject environment, application
and solutions are more complex, given the interdependency among projects.
The following are three of the more common problems encountered in
managing multiproject resource schedules. Note that these are macro
manifestations of single-project problems that are now magnified in a
multiproject environment.
1. Overall schedule slippage. Because projects often share resources,
delays in one project can have a ripple effect and delay other projects.
For example, work on one software development project can grind to a
halt because the coders scheduled for the next critical task are late in
completing their work on another development project.
2. Inefficient resource utilization. Because projects have different
schedules and requirements, there are peaks and valleys in overall
resource demands. For example, a firm may have a staff of 10

electricians to meet peak demands when, under normal conditions, only 5
electricians are required.
3. Resource bottlenecks. Delays and schedules are extended as a result of
shortages of critical resources that are required by multiple projects. For
example, at one Lattice Semiconductor facility, project schedules were
delayed because of competition over access to test the equipment
necessary to debug programs. Likewise, several projects at a U.S. forest
area were extended because there was only one silviculturist on the staff.
To deal with these problems, more and more companies are creating project
offices or departments to oversee the scheduling of resources across
multiple projects. One approach to multiple project resource scheduling is
to use a first come–first served rule. A project queue system is created in
which projects currently under way take precedence over new projects.
New project schedules are based on the projected availability of resources.
This queuing tends to lead to more reliable completion estimates and is
preferred on contracted projects that have stiff penalties for being late. The
disadvantages of this deceptively simple approach are that it does not
optimally utilize resources or take into account the priority of the project.
See Snapshot from Practice 8.5: Multiple Project Resource Scheduling.
Many companies utilize more elaborate processes for scheduling
resources to increase the capacity of the organization to initiate projects.
Most of these methods approach the problem by treating individual projects
as part of one big project and adapting the scheduling heuristics previously
introduced to this “mega project.” Project schedulers monitor resource
usage and provide updated schedules based on progress and resource
availability across all projects. One major improvement in project
management software in recent years is the ability to prioritize resource
allocation to specific projects. Projects can be prioritized in ascending order
(e.g., 1, 2, 3, 4, . . .), and these priorities will override scheduling heuristics
so that resources go to the project highest on the priority list. (Note: This
improvement fits perfectly with organizations that use project priority
models similar to those described in Chapter 2.) Centralized project
scheduling also makes it easier to identify resource bottlenecks that stifle
progress on projects. Once bottlenecks have been identified, their impact
page 281
can be documented and used to justify acquiring additional

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