Design of Case Studies for Enterprise Project Managementlib.ugent.be/fulltxt/RUG01/001/312/241/RUG01-001312241_2010_0001... · Design of Case Studies for Enterprise Project Management

Universiteit Gent

Faculteit Ingenieurswetenschappen

Vakgroep Technische Bedrijfsvoering

&

Universidad de Zaragoza

Centro Politecnico Superior

Departamento de Ingenierıa de Diseno y Fabricacion

Area de Ingenierıa de Proyectos

Design of Case Studies for Enterprise ProjectManagement

by

Dennis Vandenbussche

Tutor(s): Prof. dr. H. Van Landeghem and Prof. J. L. Cano Fernandez

Supervisor: I. Lidon Lopez

Thesis submitted to obtain the academic degree of Civil Mechanical and Electrotechnical

Engineer (Burgerlijk Werktuigkundig-Elektrotechnisch Ingenieur)

Academic year 2006-2007

”The autor gives the permission to use this thesis for consultation and to copy parts of it for

personal use. Every other use is subject to the copyright laws, more specifically the source

must be extensively specified when using results from this thesis.”

”De auteur geeft de toelating deze scriptie voor consultatie beschikbaar te stellen en delen van

de scriptie te kopieren voor persoonlijk gebruik. Elk ander gebruik valt onder de beperkingen

van het auteursrecht, in het bijzonder met betrekking tot de verplichting de bron uitdrukkelijk

te vermelden bij het aanhalen van resultaten uit deze scriptie.”

4th of June 2007


iii

Foreword

The dynamic, competitive market of today and tomorrow demands an enterprise to act fast

and accurate. For most companies success depends on how good they manage to synchronize

their operational process with their strategic targets. To approach this optimal balance, com-

panies manage their activities like projects. This tactic allows them to get a more precise and

accurate insight in the performance of every company segment and to take more exhaustive

decisions.

Therefore the science discipline Enterprise Project Management (EPM) gains more and more

attention. Many traditional company managers find it somewhat difficult to change their

way of doing business and to implant the EPM philosophy in their organization. This thesis

aims to improve Project Management skills by means of two educational laboratories. The

first laboratory is a seminar that intentionally focuses on teaching students and professionals

with Project Management ambitions how the Microsoft EPM Solution works. The second

laboratory attends to a Project Simulation Game that gives an overview about how a project

is managed from beginning to end. Both tools aim to give the participants a realistic and

accurate image about EPM and to weigh them as a standard training for both students and

professionals.

I would like to take the opportunity to thank the people who supported me during the

realisation of this thesis. First of all my daily supervisor, Prof. I. Lidon Lopez, who was always

ready to answer my questions and to help out when problems occurred. Secondly I want to

thank Prof. Dr. J.L. Cano Fernandez, head of the Project Management Department of the

CPS at the University of Zaragoza, for the helpful lectures and tuitions concerning Project

Management and to give me the chance to work as an investigator at the department. Also

my Erasmus supervisor and thesis promoter in Ghent, Prof. Dr. H. Van Landeghem, head

of the Industrial Management Department of the Faculty of Engineering at the University of

Ghent, for his helpful suggestions and support by means of e-mail. Further I would like to

iv

FOREWORD v

thank the previous two gentlemen for giving me the opportunity to take part in the European

student exchange programme Erasmus.

Finally, I thank everybody who helped me by rereading and correcting this thesis. A special

thanks goes to Juliet and David Amery for the spelling correction and the helpful suggestions

with respect to the contents of this thesis.

Design of Case Studies for Enterprise Project Management

by


Thesis submitted to obtain the academic degree of civil mechanical-electrotechnical engineer

(burgerlijk werktuigkundig-elektrotechnisch ingenieur)

Academic year 2006-2007

Tutor(s): Prof. dr. H. Van Landeghem en Prof. J. L. Cano Fernandez

Supervisor: I. Lidon Lopez

Universiteit Gent

Faculteit Ingenieurswetenschappen

Vakgroep Technische Bedrijfsvoering

Universidad de Zaragoza

Centro Politecnico Superior

Departamento de Ingenierıa de Diseno y Fabricacion

Area de Ingenierıa de Proyectos

Summary

The implementation of the Project Management philosophy in the industry has already

started many years ago. Over two decades ago the leading and trendsetting companies

of that day introduced the Project Management way of working in their organisations. The

success of these companies inspired many others to follow their example and to take their

activities and operations on like projects.

vi

SUMMARY vii

Thereafter the scientific discipline Enterprise Project Management (EPM) gained more and

more attention. Pure theoretical knowledge of Project Management is needed, but training in

reality in this field goes much beyond that. Definitely as important as theoretical knowledge,

is the ability to apply these concepts to the practice.

Many traditional company managers find it somewhat difficult to change their way of do-

ing business and to implant the EPM philosophy in their organization. Hence there is a

considerable demand for training regarding Project Management skills. The field of Project

Management education is becoming a big business for both university offices and private

organisations. This thesis focuses on two widely used methods of EPM learning.

In Chapter 1 a short introduction about Project Management and Enterprise Project Man-

agement is given. Moreover it focuses on the existing and future learning tools and methods

that improve and train the skills (both soft and hard skills) needed to become a successful

Project Management professional.

Implanting EPM in an organisation has several implications. One of the main practical

problems considers IT management in the company. To install successfully the EPM working

philosophy, enterprise-wide network administration and an accurate communication platform

are needed. Because of the complex situation in this area, accurate and reliable collabora-

tive software is primary. Microsoft has developed an integral EPM program package which

provides organisations with the necessary software to overcome these difficulties. The main

part of this thesis consists of the design of a seminar manual, based on case study learning,

to teach students and professionals how the Microsoft EPM Solution 2003 works. Chapter

2 describes the different parts of the Microsoft EPM Solution and chapter 3 outlines the

main cases and topics of the seminar manual. The entire manual, written in Spanish, can

be found in Appendix B. Chapter 4 clarifies the seminar environment and investigates the

scientifically and educational value of the seminar. By observing the participants during the

actual seminar laboratory and by completing questionnaires, the learning objectives of the

seminar are evaluated.

In chapter 5 a description of another teaching method, Project Management education

through simulation games, is given. The simulation game ProSiGa, developed at the uni-

versity of Zaragoza, is discussed. Again the learning objectives of the game, considering

scientifically and educational value, are analysed and future adaptations are suggested.

Chapter 6 contains the conclusions that can be drawn from the results of both educational

laboratories. Further an attempt is made to compare both learning methods.

Design of Case Studies for Enterprise ProjectManagement


Supervisor(s): Hendrik Van Landeghem, Juan Luis Cano Fernandez, Ivan Lidon Lopez

Abstract—This article discusses the development and evaluation of a casestudy seminar for Enterprise Project Management education. The educa-tional value of this type of training is compared with other EPM learningmethods.

Keywords— Enterprise Project Management (EPM), Microsoft ProjectServer, Case study learning, simulation games.

I. INTRODUCTION

The dynamic, competitive market of today and tomorrow de-mands a enterprise to act fast and accurate. Therefore it is vitalthat companies’ operations and organization are as flexible aspossible. Flexibility allows the companies to adapt quickly tothe changing needs and demands of their costumers. Companysuccess depends on how good they manage to synchronize theiroperational processes with their strategic targets. To achieve anoptimal synchronization, companies manage their activities likeprojects.

Therefore the scientific discipline Enterprise Project Manage-ment (EPM) gains more and more attention. Many traditionalcompany managers find it somewhat difficult to change theirway of doing business and to implant the EPM philosophy intheir organization. This thesis aims to improve Project Man-agement skills by designing two educational laboratories. Thefirst laboratory is a seminar which initially focuses on teach-ing students and professionals how the Microsoft EPM Solu-tion works. The second laboratory provides a project simulationgame, which gives an overview about how a project is managedfrom beginning to end. Both tools aim to give the participants arealistic and accurate image about EPM and to asses as a stan-dard training for both students and professionals.

II. SEMINAR FOR MICROSOFT PROJECT SERVER

A. Environment

Implanting EPM implies that a robust enterprise-wide net-work administration and an accurate communication platformare needed. Because of the complex situation considering ITmanagement, an accurate and reliable collaborative software isessential. Furthermore the international expansion of today’sbusiness market requires the system to be available at any giventime and from any given location through a simple internet con-nection. Microsoft has developed an integral EPM programpackage which provides organisations with the necessary soft-ware. In this article the second generation software, MicrosoftProject Server 2003, is discussed.

This article describes a case study seminar for MicrosoftProject Server, held at the University of Zaragoza at the 24thof May 2007 and at the CAI at the 28th and 29th of May 2007.In a regular computer laboratory classroom, participants with

a considerable interest in Project Management, have taken onthe seminar in teams of two persons. Through role-playing ofthe four typical staff members (Executive, Resource Manager,Project Manager and team member) of a company, five casesare presented to explain the basic tools and possibilities of theMS Project Server environment. The completion of the seminaris considered to take about eight hours.

B. Learning Objectives

The main objective is make the participants familiar with theMS software about Enterprise Project Management. After theseminar each trainee should understand and be able to use allbasic tools explained in the seminar manual.

Moreover through a suitable scenario and a clear composi-tion, the seminar manual aims to give the participants a globalpicture about the structure of a typical Project Managementcompany. By learning the responsibilities of the different staffprofiles, the participant gets an inside view of how a companyorganisation structure could look like.

C. Contents of the Seminar Manual

The seminar manual ‘Planificacion y Control de Proyectos.MS Project Server. Manual de los casos.’ forms the basis for theseminar. Five practical case studies are used to demonstrate thebasic concepts of the Microsoft EPM solution.

The most important concepts are: the design of the EnterpriseGlobal Template and the Enterprise Resource Pool, the designand start up of a project, the control and progress monitoring ofa project, working with Windows SharePoint Services and theadvanced control of a project by the Executive.

D. Evaluation of the Seminar

The evaluation of the seminar and seminar manual is basedon a small amount of 25 seminar participants. It should be notedthat such a limited number of participants is questionable to ob-tain and justify a scientifically correct statistical investigation.Nevertheless there is found that the manual and the seminar im-prove knowledge and skills of the MS Project Server environ-ment. Moreover it delivers a significant rise of the knowledgeof MS Project Professional software. Finally the seminar alsoimproves theoretical knowledge and practical skills of ProjectManagement.

It is also important to accentuate that the discovered improve-ments are found in the case of each participant, independently ofits background, initial knowledge or experience. Neverthelessparticipants with work experience in the field of Project Man-agement gained a lower amount of improvement than colleagueswithout relevant work experience.

III. THE PROJECT SIMULATION GAME PROSIGA

A. Environment

Simulation gaming as an educational tool is a recent in-vention. The Project Engineering Group of the University ofZaragoza designed the Project Simulation Game ProSiGa in2001. The game focuses on the start-up of a new factory forall terrain bikes outside the EU. By picking up the role of theProject Manager who is responsible for the installation of a newfactory, the participants learn how to manage a project from be-ginning to end.

Like the seminar of MS Project Server, the simulation semi-nar of ProSiGa is played in a regular computer laboratory class-room. Participants take on the game in teams of two or morepersons. The completion of the game is considered to take abouteight hours.

B. Learning Objectives

ProSiGa aims to expand the theoretical knowledge of ProjectManagement by actively teaching participants about the prepa-ration of the project master plan and the development of theproject execution to completion. Several, so-called hard ProjectManagement skills, are trained.

But even more important, it serves as an exercise to improveand expand skills involved in handling situations that are char-acteristic of Project Management. The so-called soft ProjectManagement skills are being tested comprehensively within astrictly limited time range. The game aims to improve the abil-ity to apply the theoretical knowledge of Project Managementin the practice of a ‘real’ project, without the risk of failure.

Because the game is carried out in groups, it is a valuablelearning experience with the goal to develop and motivate teamwork and decision-taking. By this means the participates havethe opportunity to influence the outcome of the process from dif-ferent points of view and to recognize the effects of individualmeasures in the global context. Also wide range of communica-tion skills is tested.

C. Contents of the Game

The game consists of three stages. In this article only the firsttwo stages are discussed.

The first stage consists in the preparation of the proposal ofthe project. This involves designing a master plan by determin-ing time schedules and resources allocations for all project tasks.The participants are asked to place in order and connect 24 givenproject tasks. Further some tasks need resource allocation. Thegame parameters in this stage are the project scheduling timeand the total cost of the project plan.

The second stage attends to the development of the projectcontract. This concerns managing the project through a seriesof situations which arise during its development and taking thenecessary decisions. The game parameters in this stage are qual-ity, total cost and delay time of the project, group motivationand communication of the project team, relationship with stake-holders, top management support and overall project value. Thehigher the participant teams score on these eight parameters, thehigher will be their overall game score.

Both stages are designed to be solved in a restricted timeframe. Once the time is expired, it is impossible to make anymore changes.

D. Evaluation of the Game

The evaluation of the game is based on an experimental studyof 174 ProSiGa participants performed by the Project Manage-ment Department of the Faculty of Engineering at the Universityof Zaragoza and on [1]. By means of questionnaires, before andafter the seminar, the learning objectives are analysed. An inde-pendent group of observers notes every significant event that oc-curred during the execution of the game. Analyses of the ques-tionnaires and the comments of the observers gave the followingresults.

First of all a significant difference in simulation performancebetween participants with and those without Project Manage-ment experience is found. Experienced participants score con-siderably better. However the learning acquisition of non-experienced trainees is proven to be higher.

Group compatibility has a negative effect on the game per-formance. This may sound like a contradiction because goodgroup compatibility usually leads to improvement of the effec-tiveness of a group. Nevertheless it is possible that the group asa whole does not obtain a clear view of the project simulationgoals. Also the strictly limited time to solve the given questionsmay negatively influence group performance.

Finally feedback provided by the game instructors has beenfound positive as part of the learning process. Most partici-pants are aware of their own mistakes and are eager to learnfrom them.

IV. CONCLUSIONS

Both training methods follow the philosophy of ‘Learning bydoing’. A philosophy which has proven its usefulness straightfrom the start of its application and which is, to this day, the bestway to improve the ability to apply both theoretical and practicalconcepts of Project Management to the practice. What you hear,you will forget. What you see, you will remember. What youdo, you will understand.

ACKNOWLEDGMENTS

In the first place, I want to thank Ivan Lidon Lopez for thedaily support. Furthermore, I thank my supervisors, Prof. J.L.Cano Fernandez and Prof. Dr. H. Van Landeghem for guidingme and giving me the opportunity to take part in the Europeanstudent exchange program Erasmus. Finally, I want to thankeverybody who helped me by rereading and correcting this text.

REFERENCES

[1] J.L. Cano, and M.J. Saenz, Project management simulation laboratory:experimental learning and knowledge acquisition, Production Planning &Control, Taylor & Francis Group, 2003, VOL.14, No.2, pg. 166-173.

Contents

Copyright Regulations iii

Foreword iv

Summary vi

Extended Abstract viii

1 Enterprise Project Management (EPM) 1

1.1 Definition of a Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 Definition of EPM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.3 Experimental learning of EPM . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2 The Microsoft Office EPM Solution 7

2.1 Project Professional 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2.2 Project Server 2003 and Project Web Access . . . . . . . . . . . . . . . . . . 8

2.3 Windows SharePoint Services . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3 Seminar Manual for Microsoft Project Server 10

3.1 Introduction and Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3.2 Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3.3 Design of the Seminar Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

3.3.1 Role-playing and the Philosophy of Learning . . . . . . . . . . . . . . 11

3.3.2 Description of the Main Aspects of the Seminar Manual . . . . . . . . 13

4 Execution and Evaluation of the Seminar 22

4.1 Implementation of the Seminar Cases on the Server . . . . . . . . . . . . . . . 23

4.2 Testing of the Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

4.2.1 Pre-Testing Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

x

CONTENTS xi

4.2.2 Final Testing Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

4.3 Execution of the Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

4.4 Evaluation of the Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

4.4.1 Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

4.4.2 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

4.4.3 Participants’ Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . 34

4.4.4 Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

4.5 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

5 The Project Simulation Game ProSiGa 38

5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

5.2 Learning objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

5.3 The Project Simulation Game Environment . . . . . . . . . . . . . . . . . . . 40

5.3.1 ProSiGa Stage I: Preparation of the Proposal Master Plan . . . . . . . 40

5.3.2 ProSiGa Stage II: Project Development . . . . . . . . . . . . . . . . . 42

5.4 Evaluation of the Learning Objectives of the Game . . . . . . . . . . . . . . . 44

5.4.1 Knowledge Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

5.4.2 Analysis of Learning through ProSiGa . . . . . . . . . . . . . . . . . . 47

5.4.3 Experiment Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

5.4.4 Other Simulation Games and future research . . . . . . . . . . . . . . 49

5.5 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

6 Conclusions 51

A Abbreviations 53

B Manual for MS Project Server Seminar 54

C Preparation Protocols 80

C.1 Caso 1: Personalizacion de la plantilla informacion global de la empresa . . . 80

C.2 Caso 1: Asignacion de recursos al proyecto . . . . . . . . . . . . . . . . . . . . 80

C.3 Caso 2: Publicacion de Proyectos . . . . . . . . . . . . . . . . . . . . . . . . . 80

C.4 Caso 3: Publicacion de Proyectos . . . . . . . . . . . . . . . . . . . . . . . . . 81

D Questionnaires 82

List of Tables

4.1 Average values of initial knowledge . . . . . . . . . . . . . . . . . . . . . . . . 29

4.2 Average values of initial knowledge of experienced participants . . . . . . . . 30

4.3 Average values of initial knowledge of inexperienced participants . . . . . . . 30

4.4 Average values of knowledge improvement in percent . . . . . . . . . . . . . . 31

4.5 Average values of knowledge improvement of experienced participants in percent 32

4.6 Average values of knowledge improvement of inexperienced participants in

percent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

4.7 Average values of difficulty of the seminar . . . . . . . . . . . . . . . . . . . . 33

4.8 Average values of difficulty of experienced participants . . . . . . . . . . . . . 33

4.9 Average values of difficulty of inexperienced participants . . . . . . . . . . . . 33

4.10 Average values of participants opinions . . . . . . . . . . . . . . . . . . . . . . 34

xii

List of Figures

1.1 Schematic overview of the EPM tools . . . . . . . . . . . . . . . . . . . . . . 2

1.2 Communication platform of the Microsoft EPM Solution . . . . . . . . . . . . 3

2.1 EPM architecture of MS Project 2003 . . . . . . . . . . . . . . . . . . . . . . 7

2.2 New Project Professional document . . . . . . . . . . . . . . . . . . . . . . . . 8

2.3 Microsoft PWA Homepage for a project manager . . . . . . . . . . . . . . . . 9

3.1 Organization of a typical Project Management company . . . . . . . . . . . . 12

3.2 Job flow between the four staff profiles of ProZaC . . . . . . . . . . . . . . . . 14

3.3 Example of wallpaper for Antonio Gonzalez . . . . . . . . . . . . . . . . . . . 15

3.4 Changing the company’s work calendar . . . . . . . . . . . . . . . . . . . . . 16

3.5 Library of templates provided by default . . . . . . . . . . . . . . . . . . . . . 17

3.6 The assignment of a project team . . . . . . . . . . . . . . . . . . . . . . . . . 18

3.7 Start page of Windows SharePoint Services . . . . . . . . . . . . . . . . . . . 20

4.1 Brochure of the intensive training for professionals . . . . . . . . . . . . . . . 23

4.2 Administration page of MS Project Server . . . . . . . . . . . . . . . . . . . . 24

4.3 Distribution of initial theoretical knowledge of PM . . . . . . . . . . . . . . . 28

4.4 Distribution of initial practical experience of PM . . . . . . . . . . . . . . . . 29

5.1 The logo of the CAESAR project . . . . . . . . . . . . . . . . . . . . . . . . . 39

5.2 Initial Gantt Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

5.3 Final Gantt Chart of a possible solution . . . . . . . . . . . . . . . . . . . . . 41

5.4 Staff report of a possible solution . . . . . . . . . . . . . . . . . . . . . . . . . 42

5.5 The history of the project parameters of a possible solution . . . . . . . . . . 44

5.6 Final costs report of a possible solution . . . . . . . . . . . . . . . . . . . . . 45

5.7 The spiral of effective learning . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

xiii

Chapter 1

Enterprise Project Management

(EPM)

1.1 Definition of a Project

The recent international business climate is becoming increasingly competitive. As a conse-

quence the way an organisation adjusts its resources and activities to the strategic goals of the

company becomes more and more vital. Therefore organisations manage all their activities

and processes as projects. Management can then follow the performance of every activity

from close quarters and take improving business decisions.[1]

The definition of a Project used in the context of Project Management is: “The temporal

organisation which combines human and non-human resources, to achieve a specific purpose

by creating a unique product or service.” (D. Cleland and L. Ireland)[2]

Because of the unique character of a project, the work method of Project Management is

exciting, demanding and exacting. Therefore working on projects is non-repetitive with every

project involving new experiences. Such a demand requires a solid organisation, reliable work

tools and smooth collaboration for managing projects successfully.

Every commercial company main goal is creating money and adding value to its business,

through maximising the satisfaction of its clients. The success of a project however lies in the

precise determination and realisation of customer needs in terms of quality, cost and scope.

(H. Kerzner)[3]

Therefore project prosperity is a much more tangible affair and the three project parameters

(quality, cost and scope) can be precisely and objectively measured.

1

CHAPTER 1. ENTERPRISE PROJECT MANAGEMENT (EPM) 2

Figure 1.1: Schematic overview of the EPM tools

1.2 Definition of EPM

Enterprise Project Management (EPM) methodology is the application of the Project Man-

agement discipline throughout an enterprise. What began as an approach to planning and

guiding single projects from start to finish, the focus now is more on the fact that a project is

likely to be a separate business in the enterprise. Enterprise Project Management identifies

also the inevitable connections between multiple projects. Moreover the accurate implemen-

tation of the EPM method may provide the basis for further company’s global strategic

decisions. Figure 1.1 gives a schematic overview of the EPM tools.

The combination of various projects within a enterprise is referred to as a portfolio. Hence

the term Project Portfolio Management (PPM) is widely used. PPM includes the creation

of various scenarios to decide which is the most optimal portfolio and is the key to con-

stantly scrutinize individual projects according to the enterprise its (human and non-human)

recourses. Grouping projects into portfolios provides the Manager or Executive with a global

view and an accurate, detailed insight at the same time. The Executive is no longer forced

to take the difficult decision between overall view and detailed insight view. Therefore every

job or task, large or small, can be executed without compromising the strategic goals of the

company. This is one of the main reasons of the recent success of Project Management tools

in the industry.


Figure 1.2: Communication platform of the Microsoft EPM Solution

Because the enterprise divides its activities in multiple projects, the EPM philosophy also

seems to make things a little more complicated in terms of Resource Management. Businesses

are being fragmented, however company resources (both human and non-human) can still be

assigned to various project in their appropriate project portfolios. To overcome these more

complex issues Enterprise Resource Management (ERM) is introduced. ERM is a planning

mechanism that ensures or tries to ensure that the right people are in the right place at the

right time to guarantee the smooth and continuous work flow. The same is true for material

and financial resources. ERM is often referred as the IT application which implants these

theoretical concepts into a practical enterprise environment.

Another important aspect of EPM is the way the human resources in the enterprise col-

laborate and communicate with each other. Today’s high-speed demanding, flexible market

requires enterprise-wide network administration and an accurate communication platform.


Figure 1.2 gives a schematic view of such a communication platform provided by the MS

EPM Solution. As Figure 1.2 suggests, an easy communication method, in this case provided

by MS Project Server, between all company staff is crucial. It not only accelerates the

collaboration methods between staff, it also reduces administration work and the probability

of losing important information.

Of course, communication on its own is not enough to create a working team which acts

like a team. Once people are informed, they are supposed to turn to action. Without the

willingness, belief and motivation of the staff members no real progress is made. Collaboration

begins with accurate communication but it only starts from there. Nevertheless, a robust

communication method provides the project leaders with a fast way to detect problems and

act to them. It is the job of the Project Manager motivate the team and inform them about

the project and to keep team members focused. The Project Manager social and leadership

skill are tested to manage a motivated, collaborating project team. If this appears to be

insufficient to inspire the project members, external motivating experts can be called in

to help. A summary of the possibilities are boundless. For more information specialised

companies can be consulted.

All concepts demonstrated above imply that, from an IT Management point of view, the

situation is becoming increasingly complex. Therefore accurate collaborative and commu-

nicative software is needed. In the next chapter an introduction to the Microsoft Enterprise

Management solution is given.[4]

1.3 Experimental learning of EPM

Because of the increasing interest in the Project Management philosophy of the industry, as

noted earlier in this chapter, there is an increasing demand for training in this field. First of

all there is a need to establish theoretical knowledge of the subject. The theoretical knowledge

base consists of a large set of specific areas. In addition, a thorough understanding of the

relevant industry and technology linked to the project and general management issues are

necessary. Theoretical concepts of Project Management have been taught for more than two

decades in master programmes at most technical universities.

The most convenient way to obtain a considerable theoretical knowledge in this field is still

by attending classes, using traditional classroom methodologies such as lectures and the use

of textbooks. In these classes the tutor handles Project Management topics in a formal,

scientific and explicit manner through a process of conceptualization.


Secondly, the discipline of Project Management is also strongly practice-based. An abstract,

conceptual knowledge of Project Management methods and tools is not enough. The Project

Manager must also be able to apply this knowledge in complex operating environments.

To become successful as a Project Management the need is essentially to combine a strong

knowledge base with the ability to effectively apply that knowledge is essential. The challenge

is to offer training programmes that improve this ability in a short period of time.

To obtain this ability enhancing learning through experimentation is used. This is the process

of testing conceptual knowledge by applying it to specific situations. Project Management

problems are always different and ask for a common sense approach, therefore education in

this area has always tried to offer practical examples as much as possible. Practical training

in the management of a project needs to provide ways to experiment, to make decisions, to

implement actions and importantly to react positively the consequences. Obviously all these

actions should be practised without the risk of failure. Two main experimental learning

methods, the classic use of case studies and learning through simulations games, are treated

in this thesis.

The first method, which is demonstrated in the form of a role-playing seminar for Microsoft

Project Server, implies a somewhat passive way of training. This means the decision making

aspect during the training is relatively small or even non-existent. The seminar participant

plays the role of various staff member profiles of an imaginary company, but has no authority

whatsoever to take decisions or actions. The trainee can only undergo the different steps that

have been designed by the creators of the seminar. The traditional classroom relationship

between student and teacher stays intact. This kind of training is more appropriate to

explain practical tools or to test theoretical concepts to the practice, or in this case to

explain the Microsoft solution for Enterprise Project Management. The seminar aims to

expand and improve knowledge of the Microsoft Project Server environment. To evaluate

this learning method, direct questionnaires and observations of the participants during a case

study seminar are used. Chapter 4 contains the evaluation of the seminar during two seminar

sessions, one at the University of Zaragoza and the other at the CAI building in Zaragoza.

The second method, learning through simulation games, is a relatively new, but already

widely spread, teaching tool. While playing the game, the participants gain practical Project

Management skills. Furthermore simulation games focus on the development of the so-called

soft skills. By playing the game in groups of two or three the participants’ communication and

collaboration skills are trained. This means learning through simulation games is a much more


dynamic teaching method. Chapter 5 investigates the ProSiGa simulation game designed at

the University of Zaragoza and also tries to draw some overall conclusions considering the

learning acquisition of simulation games based on other games as well.

Besides these two teaching methods, there are more techniques to improve students ability

to apply their theoretical findings. Some universities oblige students to take on a real project

and to test the theoretical knowledge to the practice week after week. This means conceptual

and experimental learning methods are used side by side during an entire academic semester.

The Project Management Department of the University of Zaragoza has established this form

of teaching for some years now by means of the annual course ‘Gestion de Proyectos’. This

master course is attended by more the one hundred students every year. Divided in more than

twenty project teams, the students take on a challenging real-time project in a real company

that has to be contacted by the students themselves. By means of weekly report meetings

with a tutor, the groups are guided and kept focused on the objectives of the project. For

more information about this matter, the reader is referred to [3].

And what does the future brings? It is clear that active learning forms like role-playing

and simulation games will become more and more important in the education of Enterprise

Project Management. Additional methods, which are supported by multimedia, are currently

used to address the specific problems that are often encountered in the business world. A

further development of these methods will happen and web-based training with simulation

games is already destined for the future.

Chapter 2

The Microsoft Office EPM Solution

Microsoft, founded in 1975 by Bill Gates and Paul Allen, has developed an end-to-end col-

laborative project and portfolio environment that can be of great aid in coping with these

constantly changing and challenging requirements. In this thesis the Microsoft Office Project

2003 version will be used.

Figure 2.1 shows the Microsoft Office Project 2003 EPM Architecture. In the following

sections four mayor parts of the Architecture are discussed.

Project Professional 2003, Project Server 2003 and Project Web Access form the spine of the

Microsoft Office Enterprise Project Management (EPM) Solution.

2.1 Project Professional 2003

A Project file can be compared with other Microsoft Office programs like Word, Excel or

PowerPoint. It provides the user with the necessary tools to create and refine a project and

Figure 2.1: EPM architecture of MS Project 2003

7

CHAPTER 2. THE MICROSOFT OFFICE EPM SOLUTION 8

Figure 2.2: New Project Professional document

to track progress during its execution. As a result Project Professional provides the basic

document domain to enable the Project Manager to design and develop the project.

Only the Project manager must actually install and use Project Professional. The other

stakeholders can track the project with Project Web Access (see further).[5] [6]

Figure 2.2 displays the start page when opening a new Project Professional document.

2.2 Project Server 2003 and Project Web Access

Project Server 2003 is Microsoft’s second-generation server-based project management solu-

tion and is the tool to manage projects on the Web. Its predecessor, Project Central, was

introduced with Project 2000 and offered workgroup-style collaborative features. Project

Server has, compared to Project Central, a more robust architecture that offers enterprise-

wide deployment capabilities and added new features.

The connection of Project Professional 2003 and Project Server provides a powerful enter-

prise portfolio management system with endless features. However this richness of tools and

features substantial increase the complexity substantially.

In practice Project Server enables the user to store all projects in one central database on

your company’s local-area network (LAN) or intranet. Information is accessed in the Project

Server through Project Web Access1, a browser-based product to view project data that is

stored in the Project Server database. (Entering a valid UFL for the company’s Project Web1Project Web Access needs Microsoft Office 2003 to have all features.

CHAPTER 2. THE MICROSOFT OFFICE EPM SOLUTION 9

Figure 2.3: Microsoft PWA Homepage for a project manager

Access site, the system automatically logs into the site when using Windows Authentication.

The Project Web Access Home page displays by default each time the site is accessed.)

Team members, managers and executives can use Project Web Access without using Project

Professional.[7] [8]

Figure 2.3 shows a typical PWA Project Manager’s homepage.

2.3 Windows SharePoint Services

With Windows SharePoint Services websites can be built that connect all members in a

project team. They can exchange information and ideas, work together or share documents,

take part in discussions, etc. Moreover members of SharePoint sites can receive a warning

by e-mail and instant messaging when documents or data are changed. Collaboration and

communication are encouraged which stimulates the productivity of every team member and

the productivity of the entire team.[8]

Chapter 3

Seminar Manual for Microsoft

Project Server

In this third chapter, a seminar manual about MS Project Server is designed to meet the

needs of students and professionals who want to improve their Project Management skills

by means of practical courses developed at the Centro Politecnico Superior (CPS) of the

University of Zaragoza. A first basic version of the seminar was provide by Ivan Lidon in

2006.

The seminar presumes that the participants have a low or basic knowledge about MS Project

Server but are able to work with the basic tools of MS Project Professional.

3.1 Introduction and Foreword

The Project Management department of the CPS already designed a seminar manual about

the planning and control of projects with MS Project Professional. [9] This seminar explains

the installation and basic tools of MS Project Professional. In five practical case studies,

it teaches the seminar participants to start a new project, define all the project tasks, plan

deadlines, control progress of a project and cancel a project.

It is highly recommended that people who enrol in the new MS Project Server seminar have

followed this preliminary MS Project Professional seminar.

3.2 Learning Objectives

The learning objectives of this seminar are multiple. The main objective is to allow the

participants to get to know the MS software about Enterprise Project Management from first

10

CHAPTER 3. SEMINAR MANUAL FOR MICROSOFT PROJECT SERVER 11

hand. After the seminar the student should understand and be able to use all basic tools

explained during the course.

Moreover the composition and the design of the seminar aims to give the participant a global

picture about the structure of a project management company. By learning the respon-

sibilities of the different staff profiles, the student gets an inside view of how a company

organisation structure could look like. The seminar should also demonstrate the difficulties

every company faces regarding communication. Students should be aware of the fact that

working on the same project with people from different departments is extremely complicated

and asks a solid IT communication and organisation system.

Finally the seminar aims to give the participant a real time experience about how a project

is managed. With practical case studies the student learns the necessary steps and measure-

ments that need to be taken to achieve the goals of a project. It is extremely important that

the student understands the objectives of the project and that during its execution these

objectives are the standard when making decisions. Keeping a clear view about the global

picture of the project and the objectives during the project execution is one of the key factors

of project management.

3.3 Design of the Seminar Manual

Appendix B contains the full manual ‘Planificacion y Control de Proyectos. Project Server.

Manual de los casos.’ (in Spanish) of the designed seminar for MS Project Server. Because the

version of Project Professional which is used during the design of this thesis is in Spanish,

some figures which accompanied the text are in Spanish. The author apologises for this

inconvenience.

3.3.1 Role-playing and the Philosophy of Learning

The seminar is meant to be held in a computer laboratory classroom. The students are

divided into groups of two or three persons. The groups go through the manual individually

on a desktop computer provided with the necessary software. Every group also receives

a password to access the Project Web Access site. It is vital that every work group has

a different user name, password and project because it is impossible to work on a project

simultaneously on the same Project Server. This necessary discipline means the seminar

should be carefully prepared by the tutor.


Figure 3.1: Organization of a typical Project Management company

The seminar offers a ‘hands on’ approach and is based on the philosophy of ‘Learning by

Doing’. As a consequence a virtual company situation is implemented. By use of role-playing

in the four key people profiles of the company ProZaC (Proyectos Zaragoza Consulting), the

student gets a clear view of an enterprise environment. The introducing chapter of Appendix

B provides more details about the considered company.

The success of a project depends on the optimal allocation of the workload and even more

important, that every staff member knows his duties and responsibilities. It follows that

defining the different people’s profiles and their fields of activity is of primary importance.

Figure 3.1 [10] shows the hierarchic and organizational structure of a typical Project Man-

agement company.

This are the four staff profiles of the company ProZaC and their main fields of activity:

• Antonio Gonzalez: The Executive Director.

Antonio is responsible for directing the various projects which are overseen by different

Project Managers who report to him. He requires access into the status of his projects

to evaluate whether his work is aligned with his organization’s strategic initiatives. For

accurate reporting, Project Web Access provides him the timely up-to-date information

and all the tools he needs to do advanced analyses on the projects concerning sched-

ule, budget, trends, problems, model changes, etc. He uses Project Professional when

designing the Enterprise Global Template.

• Ana Lopez: The Resource Manager.

A Resource Manager is responsible for managing resources and skills capabilities, re-


cruitment and contracting to meet resource demands. Working closely with the Project

Managers is vital to make sure they have the right set of qualified resources to deliver

at the right time to their projects. Ana primarily uses Project Web Access to identi-

fying qualified team members for specific projects, help Project Managers to staff the

right resources, inform management and identify the need to hire or shift resources.

Furthermore she uses Project Professional to update the resources inventory.

• Jose Cruz: The Project Manager.

A Project Manager is responsible for creating project plans, overseeing and completing

projects using Project Professional. He is particularly concerned about tracking the

progress of his projects to inform his director and stakeholders, relying on regular

updates from his team members. He also uses Project Web Access through a Web

browser to connect to Project Server when he’s working offsite. Moreover he uses

Project Web Access and Microsoft Office Outlook to communicate with his project

team, identify problems, etc.

• Lucıa Torres: The team member.

Lucıa is an example of an engineer or worker who participates in multiple projects

at any given time. She works in a team and uses Project Web Access to collaborate

with her team colleagues and to survey the global picture of the project. She also uses

PWA to prioritize her daily work and to inform her Project Manager of her progress.

Nevertheless Lucıa can also use Microsoft Office Outlook, to keep track of her daily

activities by importing her Project tasks into her Outlook calendar. She reports the time

she works on her Project tasks using Outlook, without needing to open a Web browser

to use PWA. These updates automatically go to her Project Manager for approval.

The names are randomly invented and any similarity with the reality is completely accidental.

[11] Figure 3.2 shows a scheme of the job flow between the four staff profiles.

3.3.2 Description of the Main Aspects of the Seminar Manual

During the seminary the students often need to change roles (for example change from Project

Manager to team member) and this might seem confusing at certain times. By logging onto

the system with another user name and password things become more clearly defined, however

things can remain a little confusing. Therefore a visualisation trick is used. By changing the

screen wallpaper to a different colour for every involved type of staff, a student who is lost

can check the persons profile at all times.


Figure 3.2: Job flow between the four staff profiles of ProZaC

Figure 3.3 shows a example of a possible wallpaper for Antonio Gonzalez.

Of course simulating a real project situation also means adjusting the timeframe of the

project to the date of the day the seminar is held. There is no straightforward solution

for this problem. By clicking View -> Toolbars -> Analysis the analysis toolbar becomes

visible1. With the option Adjust dates it is possible to change all the dates of the project task

by changing just the start date of the project. Yet this only works when all tasks which are

not directly or indirectly connected (by predecessor-successor relations) with the considered

task do not have other constraints than as soon as possible, start no earlier than or finish no

earlier than. This means that the tutor should calculate the number of days that the project

must postpone to establish the new start date of the considered task (in this case the task

‘Instalaciones -> Fontanerıa’) with the actual date of the seminar. In this case in particular,

the task ‘Instalaciones -> Fontanerıa’, which is used throughout the manual as a reference

task, is planned 417 work days after the start of the project. In actual days this means the

task should start 800 days after the start of the project. So the start date of the project has

to be set 800 days before the date of the seminar.1If the Analysis option is not displayed in View -> Toolbars reinstallation of the fully equipped optional

Project Professional is needed.


Figure 3.3: Example of wallpaper for Antonio Gonzalez

After arranging approval clearance of this problem, the seminar can get started. The next

sections of this chapter show the global structure of the seminar and focus on some problems

in particular. For a more detailed study the reader is advised to read Appendix B.

Case 1: Design of the Enterprise Global Template

Every enterprise has its own ‘company logo’ and tackles its problems in their own way of

working. The diversity of work area, region, processes, products, etc. means that every

company needs different measure and control tools. Implanting a personal, unique Enterprise

Global Template in Project Professional is the first thing the Executive Director should do.

The template will serve as a basis for every new project and is saved in Project Server.

Primarily this template stores all tools a Project Manager could use when working on a

project at the company. A well equipped list of tools provided by the Executive Director

gives the Project Managers the freedom to choose the ones that fit their the best. By

inserting calculation formulas, graphical indicators or other tools concerning costs, schedule,

work, dates, etc. the Executive Director defines the company’s way of working. Of course

Microsoft also provides a list of basic tools which can be used and adjusted.

Secondly the Executive Director should mark out the company’s work calendar. In Project

Professional it is possible to indicate extra work days or days off, weekly schedules, lunch

breaks, etc., in fact creating for each participant a personalised work schedule.

Figure 3.4 displays the option to change the company’s work calendar.


Figure 3.4: Changing the company’s work calendar

Another task of the executive director is the creation of templates for different types of

enterprise projects. This function should not be confused with the concept of the Global

Template. By creating a library of templates for all types of projects that the company will

execute or has executed in the past, the start-up work for a project manager reduces.

Figure 3.5 shows the default library of templates provided by Microsoft.

A new feature in Project Professional 2003 allows the Resource Manager to create a re-

source inventory, the Enterprise Resource Pool. This inventory contains all resources with

their characteristics, availabilities, capabilities, etc. By maintaining an up-to-date, detailed

resource inventory and regularly adding new resources to the inventory, a powerful tool for

skill matching is created. The Project Managers can find the resources instantly they need

for every single project. In this case seminar only human resources are considered, but it is

obvious that the inventory can be used for both work (people and equipment) and material

resources.

Case 2: Design and Start Up of a Project

Once a Project Manager is assigned to a project by the Executive Director, the preparatory

phase begins. In this phase the Project Manager divides the project into varies tasks and

subtasks. The two most common approaches to developing tasks and subtasks are Top-Down

Planning and Bottom-Down Planning. The difference lies in the order of planning, first big

tasks and then subtasks or vice versa. Next, the Project Manager plans every single task


Figure 3.5: Library of templates provided by default

in time and duration. Note that estimating accurate task work load and therefore also task

durations is not a straightforward job and requires experience in previous, similar projects.

At the end the project manager should have designed a detailed time schedule or Gantt

diagram of all tasks, the project plan, which will be used as a basic to assign resources to

every task and subtask.

During the task of allocating resources, the inventory of resources proves its value. In a

moment the Project Manager can see which resources are available and when. By trying

to assign the best fitted resource for every task, the Project Manager signs up his project

team. Figure 3.6 displays the assignment of a project team. In some cases the required

resources are already working on other projects or a just not available in the company. If

the Executive Director agrees, the Resource Manager gets the green light to look elsewhere

for qualified candidates. After every task is been assigned, the project manager can apply

so-called Effort-Driven Scheduling. This contains assigning additional resources to a task

to reduce task times to meet deadlines. No simple rule denotes when to use Effort-Driven

Scheduling. It is up to the Project Manager to analyse the nature of the work and make a

trade-off between the additional cost and the time won.

Of course every stakeholder in the project needs to be informed. Here Project Web Server

gets into the game. By publishing the project in PWA the Project Server initiates the project

within the company. Everybody involved in the project should know what to do next. From

now on the project can start.


Figure 3.6: The assignment of a project team

Case 3: Control and Progress Tracking of a Project

Controlling and tracking progress of a project is a vital aspect to the success of the project.

But before being able to track a project the Time Baseline has to be defined. This gives a

’snapshot’ of the initial project plan for later comparison against actual progress. Moreover

this line is needed to indicate task delays during the actual realisation of the project.

Project Web Server makes it possible for the Project Manager to follow-up and control a

project during its entire lifecycle. Therefore a well organised work method and accurate

work regulations rules between the Project Manager and the team members are established.

The Project Manager can easily be informed after every finished project task or the progress

after every work-day. It all depends on the work philosophy of the Project Manager, but the

methodology the team members use to confirm their progress should always stay the same.

Project Web Server provides the team member with an easy tool to do these reports so no

additional time is lost. By recording the accomplished work hours or the completed work

load and estimating the additional work time or work load needed to completion, the team

members report their progress. Of course several other options are possible: accompanying

the progress report with commentary, using automated alerts and reminders, making ’to do

lists’, introducing possible risks or problems, adding annex’s form whatever type of Office

program, inserting tables or graphs from Microsoft Excel, etc. By saving the up-dates on

the server, the Project Manager will be informed about the changes. In the third chapter of

Appendix B a typical communicating and reporting example between Project Managers and


their team members is demonstrated to verify these concepts.

But is it not possible to exclude the log-on procedure of Project Web Server? The way

of communicating in the twenty-first century is almost entirely based on e-mail and most

peoples work-day starts by opening their electric mailbox. Microsoft Project Server provides

the possibility to work directly from Outlook, integrated in Microsoft Office. Team members

have a direct access link to Project Web Server from their mailbox.

In this last section a special kind of projects, the so-called administrational projects, are

considered. These projects are established to take account of the work period, outside the

normal non-working period of the company, a certain resource can not work due to vacation,

sickness, training, etc. Obviously administrational projects have an absolute priority over the

other projects of the organisation. There is a special option in MS Project to define these

administrational projects.

With the information giving by the team members the Project Manager should be able to do

the necessary check-ups and control analyses embracing quality, cost and delivery.

Case 4: Working with SharePoint Services

During the realisation of a project, a large quantity of documentation is generated. It is

vital that this documentation is available for every stakeholder in a clear and regulated

format. Furthermore this information needs to be strictly confidential to the company. In a

competitive business, classified information can be used for the benefit of others.

SharePoint Services provide the creation of web sites for Project Management and operate like

collaboration environments. Every project that is published in Project Server is associated

with such a web site. Not only documentation can be inserted in all kinds of forms, but

discussion forums and surveys can be created. This all helps to expand collaboration between

team members. By creating document libraries the huge quantity of information is organized

and saved. It shows the history of projects and is useful for further evaluation and education.

Figure 3.7 shows the start page of the SharePoint Services site of a Project Manager in a

particular project.

Everyone who has worked in a large team on the same project will confirm that updating

documentation without an accurate recording system almost always leads to misunderstand-

ing and chaos. Therefore SharePoint makes it possible to create different versions of the same

document. A record of the history of modifications to plan is provided to see when and by


Figure 3.7: Start page of SharePoint Services

whom changes to the document were made. Users can open and delete or restore old versions

in the history of versions.

The main advantage of SharePoint Services is the access to all project documentation and

tools from a simple internet connection without the need of any specific software whatsoever.

By inserting your company user name and password, SharePoint Services opens only the

documentation particular to the user.

Case 5: Advanced Control of a Project

At Executive Director level, the major company decisions are made. It is understandable

that a good analyse tool is of great importance to make the right strategic decisions. The

future success of the company is depending on these decisions. The advanced analyses are

not like the detailed control analyses that a project manager executes. They investigate the

overall state of the company and its project portfolios.

From a student’s viewpoint, these kinds of analyses may seem a bit far from their daily

concerns. It is not the first thing they will have to do when starting a Project Management

career. Nevertheless it might be appropriate to introduce these matters early. It will widen

their vision on Enterprise Project Management and underline the importance of a precise

and near control of individual projects.

The Executive Director will likely want to perform two types of analysis in the organization’s

Project Management environment: Project Analysis and Resource Analysis. Project Analysis


can help to understand what is happening at Project Portfolio level embracing costs, schedule,

quality, etc. Resource Analysis can help to investigate the resource allocation across a Project

Portfolio. Project Server offers the ability to do both Project Analysis and Resource Analysis

using the Portfolio Analyzer and the Portfolio Modeler. These two analysis options are

displayed in the Project Center page of MS Project Server.

Accessing the Portfolio Analyze tool is possible from both the Project Center and Resource

Center page of MPS. It uses Pivot Tables and Charts as Microsoft Office Web Components

features. Pivot Tables provide dynamic views that enable users to analyze information by

sorting, grouping, filtering with pivoting Project Server displaying data in a Microsoft Excel

spreadsheet format. Pivot Chart provides graphical displays of Pivot Table data. Pivot

Chart is linked directly to the Pivot Table component so it is updated instantly in response

to user interactions with the Pivot Table. A new Portfolio Analyse View can be added at the

administration page of PWA, Actions a Manage views. When creating a new view the user

can choose, apart from the displayed fields, to show only the PivotTable, or only the Chart

or both. [12]

Accessing the Portfolio Modeler tool is only possible from the Project Center page of MS

Project Server. Portfolio Modeler allows ’what-if’ analyses to be executed, which are useful

when estimating the impact of decisions and planning future steps in the strategic policy of

the company. For instance it is used as a strategic planning tool to evaluate the capacity of the

organization to take on new projects. It also features a resource optimization engine driven

by parameters defined through its interface. Microsoft Project Server enables the model to

be modified and analysed in depth and to compare two different versions of a model. For

example, by comparing two resource assignment models of the same project, the model which

provides the earliest finish dates for the project can be determined.

Chapter 4

Execution and Evaluation of the

Seminar

The seminar manual of Microsoft Project Server is evaluated during two sessions of the

seminar.

The first seminar is held as the closing part of a postgraduate programme about Project

Management. This postgraduate programme is offered by the Project Management depart-

ment of the CPS for both students and people from the business world. The course involves

three evening classes a week, during the entire academic year.

The programme consists of theoretical courses about Project Management, practical trainings

like the considered seminar or the ProSiGa game training and company visits. The seminar

about MS Project Professional [9] is dealt with in the previous classes before the seminar of

MS Project Server, so it is considered that most participants have a basic knowledge of MS

Project Professional.

The second seminar is held as a part of a intensive training about practical concepts of

Project Management for professionals. The training is offered by the Project Management

department of the CPS in collaboration with CAI, the Caja Immaculada, a group of financial,

social service and insurance companies in Zaragoza.

Unlike the postgraduate programme it does not include theoretical sessions but it is entirely

dedicated to practical training. The training sessions regarding Project Professional and

Project Server are executed and the ProSiGa game is played. The participants who attend

these trainings are considered to be familiar with most of the theoretical concepts of Project

Management and to have a significant amount of Project Management experience.

22

CHAPTER 4. EXECUTION AND EVALUATION OF THE SEMINAR 23

Figure 4.1: Brochure of the intensive training for professionals

Figure 4.1 displays the font page of the brochure of this intensive Project Management train-

ing for professionals.

In this chapter, the focus lays on the preparation work and the evaluation of the learning

objectives of the seminar. Conclusions are drawn and suggestions for improvements are given.

4.1 Implementation of the Seminar Cases on the Server

Once the entire manual is designed and operational, the server of the Project department

of the CPS has to be prepared for the seminar. The web address to enter into the server is

http://155.210.28.26/projectserver.

Because Project Server does not allow two people to enter the system simultaneously with

the same account, a high number of new accounts must be created together with their ap-

propriate characteristics. Practically this means the four staff profiles, which are mentioned

in the previous chapter, have to be implanted for each participant group. Estimating that

approximately 30 students will attend the seminar, 15 project teams of two students will

be formed and this implies that at least 60 new profile accounts must be introduced on the

server.

Introducing new user accounts can only be done, because of obvious security reasons, with


Figure 4.2: Administration page of MS Project Server

the account of the administrator, which is created by default by Microsoft. By means of

a password, the administrator or site responsible of the server logs on the administration

site of Project Web Server. Figure 4.2 shows the start page of the administration site. The

administrator can also change user permissions and passwords, change and delete projects

and all documentary, create OLAP cubes, manage views, etc.

Furthermore every case used during the seminar should be available for the participants at

the right time and in the right form. It is necessary that all cases are properly saved on the

server before the start of the seminar. Some extra projects should be introduced to seize

all company resources and their assignments which the participants will have to reallocate

during the seminar.

The seminar manual guides the participants through the process of saving a project on the

site as well, so during the seminar multiple projects will be added on the server. All these

projects will be identical except for the project name, in which the group number of each

team will be introduced.

4.2 Testing of the Seminar

4.2.1 Pre-Testing Phase

It is obvious that during the design of the seminar manual, the server is implemented simulta-

neously. This implies that during the design, the seminar applications are continuously tested,


so that every topic which is explained in the manual is also properly operative. Individual

problems for each topic can be detected and corrected straightaway.

This way of working, testing every application while developing the manual, allows the devel-

opers to play short on the ball and detect system problems in an initial stage. The phase of

continuously testing all requests of the manual can be described as the first stage of the pre-

testing phase of the seminar. It generates full operating subparts of the manual, which work

individually but are not yet linked with each other. In the second stage of the pre-testing

phase, the subparts are linked with each other and will form the complete operating system

on the server seminar manual.

This means testing and going through the seminar manual several times is vital to detect

problems and errors in both the manual and the memory of the server. It is important to

realize that from that moment on there is a system in place which provides the basis for the

seminar, but only for one participant group.

Note that the pre-testing phase will take place during the actual design of the manual and

as a consequence, far before the entire implementation of the manual on the server. The

preparation of the server is usually done only the last week before the execution of the

seminar.

4.2.2 Final Testing Phase

Every testing trail leaves traces and data on the server, actually it is just like going through

the seminar as a seminar participant. On the user account used for the testing trail, the

obtained data on the server has to be deleted before a new trail can be done. After the user

account is completely deleted, the preparation process can restart.

The final testing phase consist of checking if each of the 60 user account are operative and

react in the desirable way. A distinction between the pre-testing phases is made, because

in the final testing phase it is considered that all manual errors and issues are solved and

problems that occur now are only server system based. Changing the manual at this point

is not recommended because adaptations of the manual in this stage can provoke new server

issues.

Therefore a protocol of all actions that have to be done by the tutor before the start of

the seminar is edited. Appendix C shows these protocols. These guidelines attend to the

preparation work that has to be executed before the seminar. In brief, these protocols allow

a Project Management tutor, who was not involved in the design and development of the


manual and the cases, to prepare and eventually give the seminar without changing a thing

in the seminar manual.

The philosophy of Microsoft Project Server notes that working on projects can be done from

any place in the world with only a simple internet connection. The second seminar will be

held at the CAI, outside the CPS buildings. Therefore it is of upmost importance that the

seminar is tested on computers outside the department laboratory rooms. This is the only

way to assure that all the necessary software is available and the connection with the server

is fully intact from any given location.

4.3 Execution of the Seminar

As mentioned in the introduction of this chapter, the seminar was executed twice. The first

time, the 24th of May 2007 from 4:30pm to 9:30pm at the CPS, 10 postgraduate students

attended the seminar. Because of the small amount of time, only five hours, no time could

be wasted and the cases were presented rapidly.

The second time at the CAI, the 28th of May 2007 from 4:30pm to 9:30pm and the 29th

of May 2007 from 4:30pm to 6:30pm,15 professionals attended the seminar. Because of the

two additional hours spend on MS Project Server during the second seminar, a total of seven

hours, participants were able to go through the manual more thoroughly and the cases were

introduced more carefully by the tutor.

Because of the difference in participants’ background and the time spend on both seminar

sessions, the results of the evaluation of the two seminars is compared in addition to global

findings.

4.4 Evaluation of the Seminar

The learning objectives are evaluated by propounding two Likert-type questionnaires (one be-

fore and one after completion of the seminar) to each participant and by making observations

during the seminar.

The seminar and its manual are designed in the intention that participants take on the

seminar in pairs. This is justified for several reasons. Firstly, working in pairs accelerates

the pace, one reads the manual and the other inserts the commands in the computer. The

first participant can check the work done by his or her team mate. Secondly, participants

are bound to meet difficulties during the seminar and solving these problems is proven to be


much easier and educative while working in pairs. Moreover the threshold to ask the tutor

for help is lower if both participants cannot solve the problem. Finally, team work can also

evolve in a constructive discussion about topics treated in the seminar.

4.4.1 Questionnaires

Appendix D shows both questionnaires propounded to the participants of the Project Server

seminar. Questionnaires were filled in individually, not in teams. Nevertheless, some team

mates asked each others opinions about some questions and therefore interference within the

group should not be neglected.

The questionnaires are anonymous, in an attempt to obtain objective results as much as

possible. Therefore the questionnaires are numbered. In this way both questionnaires can be

linked.

Pre-Questionnaire

The questionnaire before the seminar mainly focuses on the initial knowledge and ability to

apply Project Management concepts, MS Project Professional and MS Project Server. Also

it is asked to describe previous work experience about Project Management and experience

with computer laboratory seminars. Furthermore it gauges the interest of the participants

regarding Project Management.

Post-Questionnaire

The questionnaire after the training attends to the obtain knowledge and ability of the

considered topics. Moreover there is asked if the manual was difficult to follow and why.

Participants were also allowed to give there opinions about the Microsoft Project software,

MS Project Professional and MS Project Server. Finally, the intelligibility of the manual, the

relationship between the presented cases and the entertainment value of the seminar, were

questioned.

4.4.2 Results

First of all, it is important to note that the number of participants that have been questioned

is considerable limited to obtain and justify a scientifically correct statistical investigation.

This implies that all considerations and conclusions, made in this chapter, should be seen

in the light of this small scale investigation of 25 MS Project Server seminar participants.

When the two seminar sessions are compared, the conclusions become even less reliable.


Figure 4.3: Distribution of initial theoretical knowledge of PM

Nevertheless, conclusions drawn in this chapter can serve as a basis for further investigation

of the seminar in the following years.

In the following paragraphs, the results of the statistic study are discussed and the assessments

of some initial hypotheses are described.

Initial knowledge and experience

By means of the pre-questionnaire of the seminar, initial knowledge of Project Management

and previous experience with the Microsoft Project software are inquired. It became very

clear that the group of participants is divers regarding initial theoretical knowledge and

practical experience of Project Management, as respectively shown in Figure 4.3 and Figure

4.4.

Moreover initial knowledge and experience of the Microsoft software, Project Professional and

Project Server, are investigated. This clarifies that MS Project Professional is relatively well

known by most of the participants. This knowledge is mostly obtained during the previous

seminar of Project Professional designed by the Project Management department of the

University of Zaragoza. Nevertheless almost nobody of the participants has any significant

experience with MS Project Server.

Besides initial knowledge, there is asked for interest in Project Management concepts. This

shows that almost every participant is highly interested in Project Management, what reflects

in a high motivation of the participants at the start of the seminar.

Table 4.1 shows the average values for each question for both seminar sessions separately and


Figure 4.4: Distribution of initial practical experience of PM

in total. Note that the participants were asked to value the given statements with a number

between 1 (no knowledge) and 10 (absolute knowledge). The questions were:

• Question 1: Initial theoretical knowledge of Project Management concepts

• Question 2: Initial practical knowledge (experience) of Project Management concepts

• Question 3: Initial Project Management interest

• Question 4: Initial knowledge of MS Project Professional

• Question 5: Initial knowledge of the MS Project Server environment.

Question 1 Question 2 Question 3 Question 4 Question 5

Seminar 1 5,8 4,7 6,6 3,7 1,5

Seminar 2 4,3 4,0 8,4 3,1 1,4

Total 4,9 4,3 7,6 3,4 1,5

Table 4.1: Average values of initial knowledge

When comparing both seminar sessions, it is clear that the postgraduate seminar participants

have a higher average value for all questions accept Project Management interest. The higher

value of theoretical knowledge of the younger postgraduate group can be explained by the

fact that more theoretical classes are given at most universities nowadays. The slightly higher

values for the initial knowledge of the Microsoft software can be explained by the fact that

the participants of the first seminar session were younger and that younger people normally

have better IT skills than elderly.


A rather strange outcome is the higher initial practical knowledge of the postgraduate group

compared to the professionals. A possible reason could be that young people might have

the intention to overestimate their skills and that more experienced, older people have the

intention to underestimate them. Normally you can assume that people with more life and

work experience in the considered field should have a higher practical knowledge. Therefore

the following hypothesis is investigated.

‘Participants with work experience in the field of Project Management have higher initial

theoretical and practical knowledge of Project Management and the MS Project software than

participants without significant work experience.’

Before comparing, it should be mentioned that the percentage of Project Management ex-

perienced participants in the two seminar sessions are respectively 40% and 43%. If you

look at table 4.2 and table 4.3, showing the initial average values of the five questions for

respectively experienced and inexperienced participants, it seems to be that this hypothesis is

true. What’s more, initial knowledge of the MS Project software is reasonably higher for ex-

perienced participants. This could indicate that the software is already being used in various

Project Management businesses. Furthermore work experience does not seem to influence

Project Management interest.


Seminar 1 6,0 5,5 6,5 5,0 2,0

Seminar 2 5,8 5,5 8,3 4,3 1,8

Total 5,9 5,5 7,6 4,6 1,9

Table 4.2: Average values of initial knowledge of experienced participants


Seminar 1 5,7 4,2 6,7 2,8 1,2

Seminar 2 3,1 2,9 8,4 2,3 1,1

Total 4,2 3,4 7,6 2,5 1,1

Table 4.3: Average values of initial knowledge of inexperienced participants

Finally, the influence of previous experience with computer seminars of any kind on initial

knowledge is investigated. The values of experienced and inexperienced participants regarding

computer laboratories are similar, so no clear influence has been discovered.


Obtained knowledge and experience

The main goal of the seminar evaluation is to measure its educational value and decide if it

matches with the learning objectives of the seminar. Therefore the knowledge values before

and after the seminar are compared. This gives an impression of the improvement of these

values during the seminar.

The value given by each participant at the end of the seminar is subtracted by the value given

by same participant at the start. The knowledge capture is proposed by the percentage of

improvement, which is the difference divided by the initial value, in percent.

Table 4.4 shows the average percentages of improvement of the five concepts explained in

the previous paragraph. Some remarkable conclusions can be drawn. The seminar seems to

have a positive effect on all concepts, apart from a slight decrease of Project Management

interest of the participants. The theoretical and practical knowledge of Project Management

have risen with almost 30%. The knowledge of MS Project Professional went up with more

than 60%. But even more important, the knowledge of Project Server has tripled during the

seminar. This means that the main goal of the seminar, to improve knowledge and skills of

the MS Project Server environment, has been reached.


Seminar 1 8,6 19,1 1,5 51,4 180

Seminar 2 46,7 37,5 -5,1 70,5 215

Total 28,0 29,1 -2,7 61,7 200

Table 4.4: Average values of knowledge improvement in percent

Concerning work experience in the area of Project Management, the following hypothesis is

tested.

‘Participants with work experience in the field of Project Management obtain a lower per-

centage of improvement during the seminar regarding theoretical and practical knowledge of

Project Management and the MS Project software than participants without significant work

experience.’

Comparing table 4.5 and table 4.6, which show the average values of improvement of the five

questions for respectively experienced and inexperienced participants, it seems to be that

this hypothesis is true. Inexperienced participants have a lower initial knowledge and their


improvement is significantly greater during the seminar than the improvement of experienced

participants.


Seminar 1 4,2 4,5 7,7 10,0 125

Seminar 2 14,3 12,1 -4,0 38,5 127

Total 10,2 9,1 0 26,1 126

Table 4.5: Average values of knowledge improvement of experienced participants in percent


Seminar 1 11,8 32,0 -2,5 100 243

Seminar 2 92,0 73,9 -6,0 117 322

Total 45,8 52,1 -4,7 109 288

Table 4.6: Average values of knowledge improvement of inexperienced participants in percent

It is also important to note that experienced as well as inexperienced participants improve

their skills and knowledge during the seminar. Therefore it is justified to declare that the de-

signed seminar manual of MS Project Server is useful for both experienced and inexperienced

participants and for participants with a high or low initial knowledge of Project Management

and the MS Project software.

Difficulty and intelligibility of the seminar

After completion of the seminar, participants are asked to criticize (on a scale from 1 to 10)

the difficulty of going through the manual and the difficulty of both MS Project Professional

and the MS Project Server environment. A grade of 1 means the participants consider it

to be extremely easy and a grade of 10 means the participants consider it to be extremely

difficult.

In table 4.7 the results of this study are demonstrated. Once more the difference between the

two seminars can be explained by the fact that the participants of the first seminar session

were younger and have less difficulties with IT applications.

The manual seems to be relatively easy to follow and the MS Project software has a slightly

higher difficulty. Participants seem to agree that the MS Project Server environment is more

difficult than MS Project Professional, but regarding the higher initial values of experience

of this last tool it is logically that it is found easier.


Manual MS Professional MS Server

Seminar 1 3,7 4,4 4,4

Seminar 2 4,5 5,2 6,7

Total 4,3 4,9 5,9

Table 4.7: Average values of difficulty of the seminar

Because every participant is already marked ‘experienced’ or ‘inexperienced’ concerning

Project Management work, the following hypothesis can be investigated.

‘Participants with work experience in the field of Project Management have minor difficulties

to attend the seminar than participants without significant work experience.’

Table 4.8 and table 4.9 show the average values of difficulty for respectively experienced and

inexperienced participants for the three concepts. For now it is unclear if this hypothesis is

true or false. The small testing group can be a reason for the spread values. It is impossible

to pretend a clear and correct scientific judgement about this hypothesis.


Seminar 1 4,5 4,0 5,0

Seminar 2 3,8 4,3 6,7

Total 4,0 4,2 6,2

Table 4.8: Average values of difficulty of experienced participants


Seminar 1 3,4 4,6 4,2

Seminar 2 5,1 5,9 6,7

Total 4,4 5,3 5,7

Table 4.9: Average values of difficulty of inexperienced participants

Ultimately participants are asked to criticize (on a scale from 1 to 5) the manual regarding

intelligibility and the degree in which the considered cases are connected. Also the entertain-

ment factor of the seminar is rated. Results are shown in table 4.10. The values are relatively

high for all concepts which indicates that the manual is clarifying and well balanced and the

seminar is criticized as interesting and agreeable to attend.


Intelligibility Case Alliance Entertainment

Seminar 1 4,1 3,7 3,1

Seminar 2 3,4 3,4 3,0

Total 3,7 3,5 3,1

Table 4.10: Average values of participants opinions

4.4.3 Participants’ Suggestions

The seminar manual assumes the teams work independently. The seminar is developed to

concede participants to find out the possibilities of the Project Server environment them-

selves. Little aid from the tutor is given, apart from a short introduction before every case.

Nevertheless participants desire more explanation before every case. This issue came forward

in the final questionnaire, where participants were asked for suggestions. Some trainees even

suggested a more traditional class explanation before every case. An introduction, in which

the tutor gives a summary of the learning objectives of every case and even shows the first

case steps before leaving the participants on their own, is asked.

Of course, developers and investigators should react critically to these suggestions made by

the participants. The proposal made by some trainees involves a more easy-going way of

training. This can lead to a reduction of knowledge capture and might prevent the seminar

of meeting its learning objectives. A trade-off should be found between gaining knowledge

independently and ready to absorb information through classical tutoring. Although a short

presentation with a slide-show about the structure of the case and its learning objectives

could be given by the tutor before the start of every case.

In the second seminar session, all participants are already involved in the business life but not

necessarily in Project Management environments. Some of them have their own companies

and others are working at the IT department of mayor companies. Therefore, the professional

participants came to the seminar with a clear objective, to find out and understand what the

Project Server environment can offer them in their particular cases, in their companies. This

trend was not found in the first seminar session, which mainly was attended by students and

graduates.

Therefore some participants suggested a more individual seminar, in which each participant

is guided by a tutor and tries to find out how Project Server can be used in their company

in particular. Of course, it should be clear that the objective of the seminar is to give a

global overview of the tools of MS Project Server and this kind of individual tutoring is not

especially included in the learning objectives of the seminar. Besides, individual aid of this


kind is offered by IT consulting firms. Nevertheless a more individual approach can be the

subject of a more advanced Project Server seminar that can be offered, some months later,

to those who already attended the Project Professional and Project Server seminars.

Because of the limited time, respectively the five and seven hours of each seminar session,

people found themselves pushed to advance rapidly in the seminar manual. At least eight

hours of training should be offered to go through the entire manual. Some people demanded

extra time and others believed that the limited time made the seminar substantially more

difficult for people with a minor level of experience with the Microsoft Project software. On

the other hand, people with a higher initial knowledge of the software and practical experience

with Project Management demanded an even more advanced training in which more tools of

the software are explained.

This paradox is found in most training and is caused by the difference of the initial knowledge

and experience of each participant. A solution for this controversy can be found by reducing

this difference in background by narrowing the seminar participants boundaries. In the case

of a large amount of participants, this can be done by taking on a small test before the

seminar and then by dividing the group in two or more subgroups according to the level of

knowledge and previous experience.

4.4.4 Observations

During the seminar, the different groups were observed regarding the difficulties they met,

the advance they made and group dynamics. In the following paragraphs several returns of

this observational study are commented.

Concerning going through the manual in pairs, the observations confirm the presumptions.

Working in pairs during the seminar has more advantages than disadvantages. Participants,

who started the seminar individually despite the recommendation of the tutor to work in

pairs, rapidly changed their minds and joined other individual colleagues.

Nevertheless an important observation is that there is more distraction when working in pairs,

especially with less motivated participants. The tutor must define these less motivated groups

and try to stimulate their attention and motivation. It should be noted that participants from

the postgraduate seminar had considerable minor motivation then the participants during the

seminar for professionals. This trend can also be noticed when comparing the average initial

interest for Project Management of the two groups. This can be explained, as previously

demonstrated, by the fact that professional participants have a much more defined and clear


objective of what the seminar can offer them.

Further it is recommended that team mates switch roles once in a while. Namely that the

one reads the manual and the other works on the computer and vice versa.

One reason for the demotivation for the groups is the considerable amount of reading in

the manual. This slows down the work. Every text part of the manual should be critically

evaluated considering its value to the seminar and reductions should be made.

Also a considerable amount of text must be inserted in the computer as a part to simulate a

realistic case. The probability of making type errors is reasonably high and sometimes obliges

the participants to start again. A possible solution could be by giving the participants

a document with the main text parts that should be inserted. By directly copying and

pasting the text parts in Project Server, time can be saved and type errors will not occur

that frequently anymore. Although this solution has some disadvantages. It implies more

preparation work for the tutor and somewhat confusing adaptations in the manual. But more

importantly, it reduces the sensation of the participants when doing the case.

The seminars have also shown that it is almost impossible for late comers to pick up the

seminar, certainly when they have to start by themselves because there are no participants

available to form a pair with. Many of the trainees are professionals and they need to match

their agenda with the seminar. Therefore for future seminars it might be useful to inform

the participants in advance about the nature of the seminar and to reiterate to them that

attending the seminar from the start is a must.

Further observations were made regarding the time each group needed to complete every

case. This is important information which allows the tutor to make a more accurate planning

for future seminars.

Moreover time differences between the different groups are evaluated. It is logical that one

group needs less time than another. Because all groups are supposed to start every case

simultaneously, these time differences should be reduced as much as possible in an attempt

to reduce waiting times for fast working groups. The dispersal of the time needed by the

observed groups was relatively small, which implies that the cases have the correct duration

and difficulty.

4.5 Conclusions

The evaluation of the seminar and seminar manual is based on a small amount of 25 seminar

participants. It should be noted that such a limited number of participants is questionable


to obtain and justify a scientifically correct statistical investigation. Nevertheless there is

found that the manual and the seminar improve knowledge and skills of the MS Project

Server environment. Moreover it delivers a significant rise of the knowledge of MS Project

Professional software. Finally the seminar also improves theoretical knowledge and practical

skills of Project Management.

It is also important to accentuate that the discovered improvements are found in the case of

each participant, independently of its background, initial knowledge or experience. Never-

theless participants with work experience in the field of Project Management gained a lower

amount of improvement than colleagues without relevant work experience.

Chapter 5

The Project Simulation Game

ProSiGa

5.1 Introduction

In cooperation with the European Community Programme Leonardo da Vinci, the University

of Zaragoza is evolved in the CAESAR project. CAESAR, Computer Aided Education with

Simulation Approach for the Redesign of Production Processes, is a collaboration platform

between three academic partners and some private companies.Figure 5.1 presents the logo of

the CAESAR project.

The academic departments taking part in the programme are:

• Universitat Karlsruhe (Germany), Lehrstuhl und Institut fur Arbeitswissenschaft und

Betriebsorganisation

• University of Ghent (Belgium), Industrial Engineering and Management Sciences

• Universidad de Zaragoza (Spain), Departamento de Ingenierıa de Diseno y Fabricacion,

Area de Proyectos.

After the success of the of the CAESAR project in 1997, a second project, CAESAR II was

designed in 2001. In addition to the three initial academic partners, the National Technical

University of Athens (Greece) and Technical University of Warsaw (Poland) were involved as

well.[13]

The CAESAR project considers the simulation aided reorganisation of a bicycle assembly.

The project operates on four major working fields: Project Management, Distribution Logistic

38

CHAPTER 5. THE PROJECT SIMULATION GAME PROSIGA 39

Figure 5.1: The logo of the CAESAR project

Optimization, Production Controlling and Restructuring Operations. The Project Engineer-

ing Group of the University of Zaragoza was responsible for the Project Management part

and designed the Project Simulation Game ProSiGa, to meet the objectives of the CAESAR

project.

5.2 Learning objectives

The primary goal of the game is actively teaching participants how to manage a project from

the preparation of the master plan, through the development of the project execution to the

finalisation of the project. By picking up the role of the Project Manager, the participants

find themselves obliged to take a series of decisions to obtain the project objectives.

Because the game is carried out in groups, it is a valuable learning experience with the goal

to develop and motivate team work and decision-taking. By this means the participates have

the opportunity to influence the outcome of the process from different points of view and to

recognize the effects of individual measures in the global context.

Also it serves as an exercise to improve and expand the skills involved in handling situations

that are characteristic of Project Management. Moreover to challenge these skills by finishing

the game within a strictly limited time range. In effect, ProSiGa is a simulation game that

gives the participants a real life experience of how to manage a project from beginning to

end.


Figure 5.2: Initial Gantt Chart

5.3 The Project Simulation Game Environment

The Project Simulation Game ProSiGa, designed in a Visual Basic interface, focuses on the

start-up of a new factory for all terrain bikes outside the EU.

The game consists of three different stages:

• Stage I: Preparation of the Proposal. Involves designing the master plan by determining

time schedules and resources allocations for all project tasks.

• Stage II: Development of Contract: Is concerned with managing the project through a

series of situations which arise during its development and taking the necessary decisions

within a limited time range.

• Stage III: Multi Project Management. Attends to the future management and planning

of the newly developed company. This stage will not be considered further in this thesis.

In the next two chapters the Stages I and II are considered in detail. The completion of the

two phases is considered to take eight hours.

5.3.1 ProSiGa Stage I: Preparation of the Proposal Master Plan

To prepare the Proposal Master Plan participants are first asked to draw up an initial master

plan for the setting up of a bicycle factory which will manufacture the All Terrain Bike model.

In one and a half hours the groups need to identify and arrange the necessary 24 tasks in


Figure 5.3: Final Gantt Chart of a possible solution

the for of a Gantt Chart. A scenario text and task descriptions give them the necessary

information. Figure 5.2 shows the initial Gantt Chart with the 24 project tasks.

The only parameter in this first phase is the project scheduling time. The project starts at

20th of November of 2000 and the deadline date for the end of the project is, after this first

phase, set at the 31st of December 2001, should be approached as close as possible. The aim

of this first phase is to make the participants familiar with the various individual component

tasks to be performed and to test their skills to plan a relatively straightforward project.

After ordering the different tasks, the Gantt Chart is tested by the system and after approval

that all the tasks links and time constraints are fulfilled, the second phase can start. From

now on, the task schedule structure is fixed. Figure 5.3 shows the final Gantt Chart of a

possible solution.

The second phase examines the resource allocation and the possible outsourcing of some tasks

in particular. It is obvious that a solution which implies the over allocation of resources is

not valid.

Two parameters are now considered. In addition to the project scheduling time, the total

cost of the project is now taken into account. By switching staff from one task to another

and by outsourcing some tasks to external partners, the project should be finished before the

1st of December 2001. To obtain this objective, measures have to be made which may result

in a higher project cost. The second objective is therefore to contain this cost as much as


Figure 5.4: staff report of a possible solution

possible. Figure 5.4 shows the staff report of a possible solution.

The aim of the second phase is to give the participants insight in the development of strategic

decisions when considering resource planning. Furthermore this phase helps the understand-

ing of time and cost management mechanisms and demonstrating how every task is somehow

linked with another. It also gives the participants a change to develop their own style of

approaching management problems like this and to use the most appropriate analyse tool to

solve them.

At the end of the first stage each group presents their results and of more importance the

method and strategy they have followed throughout the game to obtain these results. Which

difficulties did they face? Which trade-off did they use and how did they find the solutions?

Also there is the opportunity to discuss the personal opinions of every group member in

particular about the obtained result and the overall experience after this first stage.

5.3.2 ProSiGa Stage II: Project Development

In the second stage of the game a series of situations will be experienced. With a limited

period of time available, participants will find themselves involved in resolving different situa-

tions that frequently arise during the development of a project. Based on these situations and

contingencies that occur, they must take a series of decisions which will effect the parameters

of the project.


The parameters, also called ’state of the project’ variables, are:

• Quality (start value = 95 %)

• Total Cost (start value = 0 C.U.)

• Delay Time (start value = 0 days)

• Group Motivation (start value = 70 %): degree in which the needs of the staff members

of the project are fulfilled

• Relationship with stakeholders (start value = 70 %): degree of satisfaction of providers,

trade unions, government sources, press, bankers, lobbies, etc. involved in the project

• Top Management Support (start value = 70 %): the degree of willingness of top man-

agement to provide the necessary resources and authority power to the project.

• Communication (start value = 70 %): degree of effectiveness of the process of exchange

of information between individuals

• Overall Project Value, indicated by a S-curve.

It is obvious that, except for the parameters Total Cost and Delay Time, the aim is to reach

parameter values which are as high as possible. To satisfy this objective, the system provides

the users with several options and tools which assist them to take the most appropriate

decision at all time. With every situation that occur, the participants can call in the help

of experts in the fields of Engineering, Finance or Human Resources. It is also possible to

organize meetings with every stakeholders or company department and/or inform them by

e-mail about the situations that the Project Manager faces. A organisation chart of the

hierarchical structure of all staff members involved in the project can also be displayed at

any given time.

Of course the most common way to determine the current state of the project is to analyse the

’state of the project’ variables. By means of the cost report, which is updated, the developing

costs of the project can be analysed in more detail. The S-curve, a graph that explores actual,

budgeted and earned value in time, shows you the state of the overall project value of the

project at all times. A Gantt Chart, the chart of performance against plan, gives the user a

powerful tool to examine the progress and the possible delay of the project. It is of primary

importance that the participants clearly understand the current state of the project before

making a final decision to any given questions.


Figure 5.5: The history of the project parameters of a possible solution

Stage II is further divided into two parts and at the end of each part there is feedback from the

decision taken and what the impact was on these variables. The system will give suggestions

regarding each of the previous group decisions. Is this opinion in line with the current

group’s appraisal? From their own perspective, what are the reasons for the differences?

What decision would they take now that they know the extra information offered by the

system? This session of feedback can provoke a discussion within the group but ultimately

also over the entire seminar audience. By aiming for a wide discussion, the fact that there is

no one-of solution or single method for project management problems is neatly demonstrated.

The objective of the game is reached when the participants acknowledge each others opinions

and take them into account on their exploration to find a style of working which fits them

best.

Once the project is finished, the end values of the eight project parameters are discussed and

investigated to see in which degree the project objectives have been reached. Figures 5.5 and

5.6 demonstrate respectively the history of the project parameters during the project and the

final costs report of a game example in particular.

5.4 Evaluation of the Learning Objectives of the Game

The author bases his findings on an experimental study of 174 ProSiGa participants performed

by the Project Management Department of the Faculty of Engineering at the University of

Zaragoza and on [14] and [15], but also on [16] and [17].


Figure 5.6: Final costs report of a possible solution

By registering and studying the interaction between user and simulation game, the devel-

opment and continuous improvement of the simulation game is guaranteed. The goal is to

measure and analyse the learning effectiveness and knowledge acquisition of the participants

during the game.

The developers of the game try to expose the factors that influence these learning acquisitions.

In effect, to determine the best conditions which ensure the maximum learning output. De-

spite the widespread use of simulation games, it is still not clear what the optimal conditions

are to obtain maximum learning.

Furthermore some hypotheses are tested focusing on some factors which affect the behaviour

of the participants while playing the game. Finally the main outcomes and results are stated

in this chapter and comparisons with other simulation games are drawn.

5.4.1 Knowledge Capture

Just like the continuous improvement of the game itself, the procedure to capture learning

and knowledge is being adjusted all the time. The current evaluation tools consist of direct

questionnaire (one before and one after the session) which has to be completed by the partici-

pants. In addition, a group of observers note down the incidences regarding the participants’

behaviour during the simulation. Finally simulation results in terms of the ‘state of the


project’ variables are carefully analysed. This happens through a participants register unit,

included by the system, which receives and saves all project team decisions made throughout

the simulation.

The questionnaire taken before the start of the exercise aims to collect personal information

about the participants as well as information about initial knowledge of Project Management,

previous experimental learning experiences and previous Project Management experience.

The questionnaire will allow the invigilators to create a pre-exercise knowledge profile of each

participant.

After the simulation session, upon completion of the exercise, participants are asked again

to respond in the same manner to a questionnaire and also to respond to direct questions

about the learning benefits of the game itself. By comparing the pre- and post-simulation

responses, learning improvement in experience concerning both theoretical aspects of Project

Management and the ability to apply these knowledge is detected. It is logical that an im-

provement of participants’ Project Management knowledge level will be expected.

Furthermore the participants’ personal opinions are collected about the game regarding pre-

sentation, didactical value and learning benefits, complexity, comparison to a real project,

entertainment factor, etc. Asking players for personal opinions is done by means of Likert-

type surveys after every stage of the game. These types of questionnaires consist of a series

of declarative statement which the participants are asked to indicate whether they agree or

disagree with each statement. In each case, five options are provided: ‘strongly agree’, ‘agree’,

‘undecided’, ‘disagree’ and ‘strongly disagree’.

The involvement of a group of observers is made because the designers of the game, who

function as teacher or master during the simulation execution, are not able to perceive the

situations and difficulties that participants are facing. After several times of participating in

the simulation game, people become somewhat immune to game difficulties. Therefore it is

recommended that the observers who are chosen have no or little experience with the game

and were not involved in its development. The only job of the observation group is to detect

and describe these problems clearly and independently. The most common problems seem

to centre on the usage of the game, the mental state of the participants, the collaboration

of the participants within the team, collaboration between project teams, etc. The positive

synergy between the observers and designers is seen as the driving force of the improvement

of the game development process.


5.4.2 Analysis of Learning through ProSiGa

By applying the experimental learning model ‘Management of Learning Grid’ (Keys and

Wolfe) on ProSiGa, an attempt is made to go beyond the simulation game results. This model

considers effective learning through simulation games as a balance between three essential

factors: learning from content, learning from experience, learning from feedback.

The first factor defines the dissemination of new ideas, principles or concepts of Project

Management. By means of comparing the questionnaires before and after the exercise, as

treated above, the knowledge gained by the players during the game is evaluated.

The experience learning factor indicates the degree of which theoretical content that is applied

in an experimental environment, the so-called ability to apply theoretical concepts. In the

case of ProSiGa, Likert-type questionnaires assess to what extent the participant values the

experience provided by the simulation game.

The feedback learning factor strengthens the two previous factors by means of taking part

in the active discussion, provoked by the session instructors, about the input of every single

participant. By looking at the team’s performance in a critical but constructive way, the

frequent errors or misunderstandings are exposed and highlighted. This will help them, after

the training seminar, when facing similar project management problems in a real project.

Figure 5.7 provides a schematic model about effective learning through simulation games.

There follows, the main findings of the learning analysis and how they are treated.

The first feedback considers those individual factors which influenced each participant and

which affected the simulator results. The factors taken into account are game complexity,

realism of the game scenario, learning benefits, didactical value, entertainment component,

presentation, previous experience with simulation games and age. It identifies with a high

degree of reliability that there is a variance of learning from experience of 45%. This means

participation in a simulation game vastly improves practical teaching, far more than theoret-

ical learning.

Secondly, there is found to be a significant variance of learning from content (45%) and

learning form experience (35%) during the second stage of the game. This difference can

be explained by group influence factors, such as group compatibility, group dynamics, group

experience and group participation.

Further, a negative relationship between the three sources of learning and game performance

(with a correlation coefficient of 14%, 11% and 6% respectively) is determined. The lessons


Figure 5.7: The spiral of effective learning

being learned during the game, which implies that these participants have a greater theoretical

and experimental knowledge in advance, the higher the game performance. Also the negative,

but rather small, influence of the learning from feedback, means participants learn more when

they are receiving a positive input from their mistakes.

Finally a positive relationship between both learning from content (10%) and learning form

experience (26%) and participants’ motivation is ascertained. This result suggests that game

instructors must use motivation and interest-enhancing techniques to help potentially poor

learners. These specific participants can be detected by the observation group who inform

the instructors.

5.4.3 Experiment Study

In addition to the analysis of learning through the simulation game, some statistical hypothe-

ses are examined. This large group of participants, students and professionals, tested over a

couple of years, provide enough statistical significance to draw some remarkable conclusions.

The investigation shows that there is a significant difference in simulation outcomes between

participants with and those without Project Management experience, especially in Stage I

of the game. Hence the first stage tests technical concepts of project planning. The second


phase however is shown to be less beneficial to the more experienced Project Managers. This

result allows the developers of the game to adapt the training session to its participants, since

a group of professionals has different training objectives from student participants.

It was also found that group compatibility has a negative effect on the game performance.

This may sound like a contradiction because good group compatibility usually leads to im-

provement in the productivity of a group. Nevertheless it is possible that the group as a

whole does not obtain a clear view of the project simulation goals. Also the strictly limited

time to solve the given questions may adversely influence group performance.

A third experimental result notes that group dynamics and group participation are closely

linked. High group dynamics leads to a greater participation of each team member. This

can be explained by the fact that group participation implies a high level of discussion and

decision-making. The greater the group participation, the greater the probability that the

decisions are taken by a common consensus and are not imposed upon the group by a leader.

5.4.4 Other Simulation Games and future research

Similar results are found by the investigation of an other computer-based simulation game,

an experimental exercise from Davis & Dean, described in [15]. The investigation is based

on 63 participants. Different from ProSiGa, this game is played over a period of five weeks

with weekly sessions of four hours.

The evaluation of the learning benefits whilst playing this game confirm that simulation

games do have a significant educational value to Project Management training. Simula-

tion games improve both learning form content (theoretical knowledge) and learning from

experience (ability to apply the theoretical knowledge) for all participants, experienced or

non-experienced. This indicates simulation gaming is a robust tool in Project Management

training.

The value in which both learning types are obtain, differs from the conclusions made after

the evaluation of the ProSiGa game. Here, the learning from content appears to be higher

than the learning from experience. Furthermore less experienced participants obtain a higher

theoretical knowledge retention from the game than more experienced participants. The im-

provement to apply the theory to the practice looks equal for both participant groups.

Finally there appear to be no scientific relationship between the learning capture and the

objective team performance indicators. Also there is no relevance found between educational

value and the quality of the team process in terms of group dynamics. The training with sim-


ulation exercises appears to provide, more or less, the same educational value to individuals

in good and less operating teams.

It confirms that simulation games overall help to obtain and improve Project Management

skills, but further investigation is necessary to broaden the understanding of which factors

have positive effects on the development of these skills. More research concerning individ-

ual factors such as educational background, areas of expertise, personality, motivation and

interest of game participants is suggested. Also tests with different homogeneously and het-

erogeneously teams can be analysed to determine if group dynamics do have an influence on

the learning value and if there is such a thing as an optimal mix of participants in a team.

Moreover investigations concerning the environment factors of the simulation game should be

considered. Does the simulation game works better in a academic classroom or in a corporate

setting? Is it better to play the game in a single block of time or spread it out over a number

of days, weeks or months?

Finally, the subjective measurement tools, such as the Likert-type questionnaires or direct

open interviews, can be a point of discussion in the continuous improvement of Project Man-

agement simulation training.

5.5 Conclusions

Learning by Project Management simulation laboratory is an alive and dynamic concept. It

is continuously evolving in parallel with the simulation game itself. The process of learning

depends on a variety of influence factors. Because of the variety of stimuli, it is difficult to

determine the exact factors to which participants are responding. It has been observed that

simulation games go through different learning stages (peaks and plateaus) and therefore the

evolution of this learning process should be recorded and analysed in order to discover which

teaching style should be emphasised and pursued.

Also the feedback provided by the game instructors has been found extremely positive as

part of the learning process. Most participants are aware of their own mistakes and are eager

to learn from them.

Chapter 6

Conclusions

In the final chapter of this thesis, the learning effectiveness of both training methods are

discussed and compared. In the previous chapters it is shown that both methods have a

considerable learning value and are proven to be useful for practical Project Management

training. Although the two types of training are different, they both have their strengths

and weaknesses. In the following paragraphs these concepts are discussed and an attempt to

compare both training types is made.

Before comparing the learning methods, the author notes that a fully correct scientific com-

parison can only be done if both training types are used to explain or simulate the same

Project Management concepts and have the same learning objectives. Even though this is not

the case in this thesis, the case study seminar attends to the explanation and demonstration

of MS Project Sever and the ProSiGa game only provides a practical Project Management

training, useful conclusions can be drawn.

As noted in the introduction of this thesis, there is a difference in dynamics intensity of

both methods. Simulation games provide a much more dynamic way of training and the

level of communication, collaboration and discussion is higher. The fact that project teams

can include many participants (up to four or five as a maximum), raises the level of group

dynamics.

Classical case study learning is a more passive training method and the communication,

collaboration and discussion level is significantly lower than during simulation games training.

Another very important issue which is closely linked with dynamics intensity, is the level of

feedback that is given in both learning methods. Simulation gaming can involve a contin-

uous feedback of the instructors, colleague team members and the game itself. By making

decisions, the consequences of these decisions occur and the participants are faced with these

51

CHAPTER 6. CONCLUSIONS 52

consequences straightaway. This way of continuous reflection is proven to be extremely valu-

able and is the basic of the spiral of effective learning.

In the situation of traditional case study learning, the only forms of feedback are the ones

that can be given by the tutor who leads the case study seminar and colleague team members.

The level of feedback can be augmented if every group has an experienced moderator during

the discussion of the case. In the case of the Project Server seminar, this is not relevant

because the learning goals focus on the comprehension and application of the MS Project

Server environment.

And this brings us to one of the main differences between the two training types. Classical

case studies can serve as a scenario to explain and show concrete Project Management tools,

where simulation games provide a platform to practice Project Management skills and expand

your experience without the risk of failure.

In the case of the Project Server seminar, case studies are used to try to explain and show

the basic possibilities and application of the MS Project Server environment. Learning these

concepts by doing practical cases not only improves the learning effectiveness, it also provides

the participants with an overview about how a project or company organization could look

like. It is proven that case study learning is one of the best learning methods for this kind of

training.

ProSiGa focuses more on providing a practical environment for Project Management training

and theoretical or practical Project Management tools are not directly taught. It focuses more

on practical skills and offers a platform from where trainees can exercise and improve their

Project Management skills and other so-called soft skills. There is found that knowledge

about Project Management is only gained indirectly during the execution of the simulation

exercise. The exercise can provoke a discussion that involve fundamental Project Management

concepts and lead to the thorough understanding of these theoretical topics.

But one thing is clear, both training methods follow the philosophy of ‘Learning by doing’. A

philosophy which has proven its usefulness straight from the start of its application and which

is, to this day, the best way to improve the ability to apply both theoretical and practical

concepts of Project Management to the practice. What you hear, you will forget. What you

see, you will remember. What you do, you will understand.

Appendix A

Abbreviations

CAI Caja Immaculada

CPS Centro Politecnico Superior

CU Currency Unit

EPM Enterprise Project Management

ERASMUS European Community Action Scheme for the Mobility of University Students

ERP Enterprise Recourse Planning

EU European Union

IT Information Technology

MPS Microsoft Project Server

MRP Material Requirements planning

MS Microsoft

PM Project Management

PPM Portfolio Project Management

ProZaC Proyectos Zaragoza Consulting

PWA Project Web Access

UZ University of Zaragoza

53

Appendix B

Manual for MS Project Server

Seminar

54

In

geni

ería

de

Pro

yect

os

Sem

inar

io

PL

AN

IFIC

AC

IÓN

Y C

ON

TR

OL

DE

P

RO

YE

CT

OS

MS

Pro

ject

Ser

ver

Man

ual d

e lo

s ca

sos

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: Í

ndic

e

1 Ín

dic

e Ín

dice

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

..1

Ín

dice

de

Ilust

raci

one

s...

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.2

Mic

roso

ft P

roje

ct S

erve

r y

Web

Acc

ess

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.3

In

trod

ucci

ón y

pre

sent

ació

n de

la h

erra

mie

nta.

....

....

....

....

....

....

....

....

...3

D

escr

ipci

ón d

el e

scen

ario

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

..5

Cas

o 1:

Per

sona

lizac

ión

de la

pla

ntill

a gl

obal

. (m

uro.

mpp

y C

aso1

.mpp

)....

......

8 P

erso

naliz

ació

n de

pro

yect

os d

e em

pres

a (E

jecu

tivo/

Jefe

de

Car

tera

de

Pro

yect

os).

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

..8

Per

sona

lizac

ión

del B

anco

de

recu

rsos

. (D

irect

or d

e R

ecur

sos)

......

.12

A

ñadi

r un

nue

vo r

ecur

so d

e em

pres

a. (

Dire

ctor

de

Rec

urso

s)...

......

.15

Cas

o 2:

El r

ol p

repa

rato

rio d

e D

irec

tor

de P

roye

cto.

Pub

licac

ión

de P

roye

ctos

. (C

aso2

.mp

p).

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

17

C

once

ptos

pre

vios

. (D

irect

or d

e P

roye

cto)

....

....

....

....

....

....

....

....

....

....

17

D

iseñ

o y

com

ienz

o de

un

proy

ecto

(D

irect

or d

e P

roye

cto)

.....

......

.....

17

A

sign

ació

n de

rec

urso

s a

un p

roye

cto

(Dire

ctor

de

Pro

yect

o)..

......

...17

Pub

licar

un

proy

ecto

. (D

irect

or d

e P

roye

cto)

....

....

....

....

....

....

....

....

....

.22

Cas

o 3:

Seg

uim

ient

o de

Pro

yect

os.

(Cas

o3.m

pp).

....

....

....

....

....

....

....

....

....

....

...2

5

Tra

bajo

de

inte

gran

te d

e eq

uipo

(m

iem

bro

de e

quip

o)..

....

....

....

....

....

25

T

raba

jo d

e D

irect

or d

e P

roye

cto.

(D

irect

or d

e P

roye

cto)

....

....

....

....

...2

7

Pro

yect

os a

dmin

istr

ativ

os. (

Dire

ctor

de

Pro

yect

o)..

....

....

....

....

....

....

...2

8

Inte

grac

ión

con

Exc

el.

(Dire

ctor

de

Pro

yect

o)..

....

....

....

....

....

....

....

....

..29

Inte

grac

ión

con

Out

look

. (m

iem

bro

de e

quip

o)..

....

....

....

....

....

....

....

....

30

Cas

o 4:

Tra

bajo

con

Sha

reP

oint

Ser

vice

s...

....

....

....

....

....

....

....

....

....

....

....

....

....

.34

Con

cept

os P

revi

os..

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

...3

4

Bib

liote

cas

de d

ocum

ento

s...

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.37

Cas

o 5:

Con

trol

ava

nzad

o de

Pro

yect

os..

....

....

....

....

....

....

....

....

....

....

....

....

....

....

39

Aná

lisis

y m

odel

ado

de la

Car

tera

de

Pro

yect

os (

Eje

cutiv

o/Je

fe d

e C

arte

ra d

e P

roye

ctos

)...

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.39

A

nexo

: R

eque

rimie

ntos

e in

stal

ació

n pr

evia

...

....

....

....

....

....

....

....

....

....

....

....

....

.46

S

oftw

are

nece

sario

:...

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

46

Har

dwar

e ne

cesa

rio..

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.46

Con

figur

ació

n de

l ent

orno

de

la h

erra

mie

nta.

....

....

....

....

....

....

....

....

....

47

A

dmin

istr

ació

n de

la s

egur

idad

. Per

files

de

usua

rio y

sus

per

mis

os..

48

C

reac

ión

del c

ubo

OLA

P..

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

..49

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: Í

ndic

e

2 Ín

dic

e d

e Ilu

stra

cio

nes

Ilu

stra

ción

1:

Dia

gram

a de

Gan

tt de

l pro

yect

o..

....

....

....

....

....

....

....

....

....

....

....

....

.7

Fig

ura

1: P

roje

ct W

eb A

cces

s...

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.4

Fig

ura

2: P

erso

naliz

ació

n de

cam

pos.

Inse

rció

n de

fór

mul

as..

....

....

....

....

....

....

..9

Fig

ura

3: P

erso

naliz

ació

n ca

mp

os d

e em

pres

a. C

ampo

s m

ultiv

aria

bles

.....

....1

3 F

igur

a 4:

Mod

ifica

r ta

bla

de c

onsu

lta d

e "c

ampo

"...

....

....

....

....

....

....

....

....

....

....

.14

Fig

ura

5: A

sign

ació

n de

rec

urso

s...

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

..18

F

igur

a 6:

Red

ucci

ón d

e la

dur

ació

n de

las

tare

as..

....

....

....

....

....

....

....

....

....

....

..19

F

igur

a 7:

Cre

ació

n de

un

filtr

o de

rec

urso

s...

....

....

....

....

....

....

....

....

....

....

....

....

....

20

Fig

ura

8: R

iesg

os e

n P

.W.A

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.23

Fig

ura

9: A

lert

arm

e so

bre

mis

tar

eas.

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

..25

F

igur

a 10

: Act

ualiz

ació

n de

tar

eas

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

...2

6

Fig

ura

11: P

roye

cto

Adm

inis

trat

ivo.

....

....

....

....

....

....

....

....

....

....

....

....

....

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..29

F

igur

a 12

: Esc

ritor

io d

igita

l en

Ou

tlook

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.30

Fig

ura

13: I

nser

tar

gráf

ico

en n

otas

de

la t

area

....

....

....

....

....

....

....

....

....

....

....

....

31

Fig

ura

14: A

lert

as e

n S

hare

Poi

nt.

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

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....

35

Fig

ura

15: P

ágin

a pr

inci

pal d

e S

hare

Poi

nt..

....

....

....

....

....

....

....

....

....

....

....

....

....

.35

Fig

ura

16:

Men

ú rá

pido

en

Sha

reP

oint

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.36

Fig

ura

17:

Cre

ar b

iblio

teca

de

docu

men

tos.

....

....

....

....

....

....

....

....

....

....

....

....

....

.37

Fig

ura

18:

Ana

lizad

or d

e la

car

tera

de

proy

ecto

s...

....

....

....

....

....

....

....

....

....

....

..40

F

igur

a 19

: Rep

rese

ntac

ión

de S

-Cur

ve e

n el

ana

lizad

or..

....

....

....

....

....

....

....

....

42

Fig

ura

20: M

odifi

caci

ón d

el g

ráfic

o en

el m

ode

lado

r...

....

....

....

....

....

....

....

....

....

.44

Fig

ura

21: C

omp

arac

ión

de m

odel

os..

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

.45

Fig

ura

22: E

stab

lece

r cu

enta

del

ser

vido

r...

....

....

....

....

....

....

....

....

....

....

....

....

....

.47

Fig

ura

23:

Def

inic

ión

de u

suar

ios.

....

....

....

....

....

....

....

....

....

....

....

....

....

....

....

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....

48

Fig

ura

24: S

QL

Ser

ver.

Adm

inis

trad

or c

orpo

rativ

o...

....

....

....

....

....

....

....

....

....

....

49

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: I

ntro

ducc

ión

3 M

icro

soft

Pro

ject

Ser

ver

y W

eb

Acc

ess

• In

tro

du

cció

n y

pre

sen

taci

ón

de

la h

erra

mie

nta

. E

n la

act

ualid

ad,

el a

cces

o a

la i

nfor

mac

ión

pued

e m

arca

r la

dife

renc

ia e

n el

m

undo

co

mpe

titiv

o em

pres

aria

l. P

roje

ct

Ser

ver

posi

bilit

a el

ac

ceso

, us

o co

mpa

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coor

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ción

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tre

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os

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part

icip

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n pr

oyec

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ualq

uier

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e as

pect

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tra

duce

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na r

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tra

bajo

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inis

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ivo,

man

teni

endo

la

actu

aliz

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n de

pro

gram

as y

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supu

esto

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pro

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edia

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la i

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ón

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ora

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io

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ar,

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ular

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part

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rma

cent

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o r

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ara

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ajar

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ject

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ver

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tiliz

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aria

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rimer

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icro

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ject

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fess

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ás

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cida

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r lo

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uario

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egun

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erra

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icro

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ject

Ser

ver,

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erm

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orm

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empr

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conc

epto

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ject

Ser

ver

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sust

enta

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sto

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ma.

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era,

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ecto

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tera

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ecto

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nco

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lant

illa

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al d

e la

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pres

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rodu

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actu

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roje

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ublic

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inua

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ject

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ver

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poni

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os i

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lican

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nsul

ta d

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info

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ión

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rent

e a

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M

anua

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Mic

roso

ft P

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r: I

ntro

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4 M

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ject

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ess

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n in

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ento

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ess

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a em

pres

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suar

io y

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tras

eña.

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igu

ra 1

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roje

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eb A

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s.

Mic

roso

ft S

hare

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ervi

ces

es la

apl

icac

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que

gene

ra,

sopo

rta

y m

antie

ne

las

pági

nas

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de

los

proy

ecto

s. P

rove

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l es

paci

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ra g

rupo

s de

tra

bajo

, en

cues

tas,

pág

inas

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par

a re

unio

nes,

etc

.

M

anua

l de

Mic

roso

ft P

roje

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erve

r: D

escr

ipci

ón d

el e

scen

ario

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escr

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ón

del

esc

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io.

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ma

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lle

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atro

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n di

fere

ntes

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ncio

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spon

sabi

lidad

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fe d

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irect

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curs

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erva

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ra

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u M

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port

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ara

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rech

a de

l ra

tón

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spué

s P

ropi

edad

es d

e P

anta

lla

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ritor

io

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do.

De

esta

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aner

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co

nseg

uirá

un

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sión

cl

ara

de

las

func

iona

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es

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ract

erís

ticas

de

cada

per

sona

en

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ject

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ver.

E

l su

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to q

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e pr

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s el

de

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inca

da e

n Z

arag

oza.

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ZaC

(P

roye

ctos

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agoz

a C

onsu

lting

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s un

a de

las

em

pres

as

líder

es e

n el

mer

cado

esp

añol

de

los

serv

icio

s pr

ofes

iona

les

de I

ngen

ierí

a,

Arq

uite

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a y

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sulto

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en

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omen

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es

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o lo

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sos

opor

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ra e

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ese

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tam

bién

al á

mbi

to in

tern

acio

nal.

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o la

rgo

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asi

med

io s

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ido

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ás d

e 4.

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atro

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depe

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cu

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grup

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pone

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alez

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ncia

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do s

e ac

omet

en p

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ultid

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a de

aco

met

er e

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gos

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eque

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sión

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ara

Pro

ZaC

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dos

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enca

rgos

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iste

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mis

ma

M

anua

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roso

ft P

roje

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erve

r: D

escr

ipci

ón d

el e

scen

ario

6 im

port

anci

a,

ya

que

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razó

n de

se

r de

la

F

irm

a es

el

C

lient

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sus

nece

sida

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enci

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anza

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o co

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emen

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su

labo

r, y

tra

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o de

opt

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ar s

u m

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tra

bajo

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roZ

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a im

plan

tado

rec

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te P

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ct S

erve

r en

su

orga

niza

ción

. C

on

esta

act

uaci

ón t

rata

rá d

e m

ejor

ar l

a co

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naci

ón e

ntre

sus

col

abor

ador

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m

ejor

ar lo

s se

rvic

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al c

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Dad

o qu

e P

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un

re

cono

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io

se

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ha

conf

iado

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orac

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n pr

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ingu

lar.

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este

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ne

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utar

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te a

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en u

na f

utur

a

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osic

ión

Uni

vers

al.

E

n la

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ura

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mue

stra

el d

iagr

ama

de G

antt

del p

roye

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con

el q

ue s

e va

a

trab

ajar

.

M

anua

l de

Mic

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ft P

roje

ct S

erve

r: D

escr

ipci

ón d

el e

scen

ario

7

Ilustración 1: Diagrama de Gantt del proyecto

M

anua

l de

Mic

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ft P

roje

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erve

r: C

aso

1: P

erso

nali

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ón d

e la

pla

ntil

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loba

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aso

1:

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son

aliz

ació

n d

e la

pla

nti

lla g

lob

al.

• P

erso

nal

izac

ión

de

pro

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os

de

emp

resa

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pl

anifi

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ón,

gest

ión

y co

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l de

pr

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tos

es

un

aspe

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com

ún

de

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titud

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em

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as

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vers

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hete

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ad

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erve

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anej

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e no

si

empr

e se

aj

usta

n al

pe

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info

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erid

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r la

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or

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pos

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o:

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bre

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Dur

ació

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de

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ienz

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in,..

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este

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incl

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ca

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osto

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ista

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osto

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al, D

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tre

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pos

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onal

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os c

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oda

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mac

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S

Pro

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la

glob

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nter

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ifere

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aria

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orm

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alm

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Ser

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Por

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ado

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unci

ón e

xplíc

itam

ente

. A

sí m

ism

o, s

u m

odifi

caci

ón n

o pu

ede

real

izar

se p

or d

os

pers

onas

a la

vez

par

a ev

itar

la p

osib

le p

érdi

da d

e da

tos.

E

stá

limita

ción

hac

e qu

e no

pue

da e

xplic

arse

su

pers

onal

izac

ión

en u

n cu

rso,

da

do q

ue l

a m

odifi

caci

ón s

imul

tane

a es

in

viab

le.

No

obst

ante

, se

sim

ular

á ex

plic

ando

las

liger

as d

ifere

ncia

s co

n la

per

sona

lizac

ión

real

.

Tra

baja

ndo

con

la

plan

tilla

gl

obal

, pr

imer

amen

te

se

acce

derí

a a

ésta

co

n H

erra

mie

ntas

/ O

pcio

nes

de e

mpr

esa

/ A

brir

info

rmac

ión

glob

al d

e la

em

pres

a,

para

po

ster

iorm

ente

acc

eder

a l

os c

ampo

s de

em

pres

a, H

erra

mie

ntas

/P

erso

naliz

ar /

C

ampo

s de

em

pres

a.

Dad

o qu

e n

o se

va

a m

odifi

car

la p

lant

illa

glob

al

se c

rear

á un

cam

po d

e pr

oyec

to y

a qu

e lo

s pa

sos

a re

aliz

ar s

on l

os m

ism

os q

ue l

a m

odifi

caci

ón d

e ca

mpo

de

empr

esa.

Par

a po

der

trab

ajar

sob

re u

n pr

oyec

to s

enci

llo,

se a

brirá

el

arch

ivo

mu

ro.m

pp q

ue a

pare

ce e

n el

esc

ritor

io,

dent

ro d

e la

car

peta

con

el

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

1: P

erso

nali

zaci

ón d

e la

pla

ntil

la g

loba

l

9 no

mbr

e de

su

grup

o, h

acie

ndo

dob

le c

lic s

obre

él.

Al

entr

ar e

n M

S P

roje

ct l

e ap

arec

erá

un c

uadr

o de

diá

logo

que

le in

form

a qu

e pr

oced

erá

a co

nect

arse

con

el

se

rvid

or.

En

dich

o cu

adro

de

di

álog

o ne

cesi

ta

intr

oduc

ir un

no

mbr

e de

us

uario

y c

ontr

aseñ

a. E

n su

cas

o se

rá C

arte

raX

, co

ntra

seña

gru

poX

, (d

onde

X

es e

l nú

mer

o de

gru

po q

ue l

e ha

asi

gna

do s

u pr

ofes

or).

Al

puls

ar a

cept

ar

acce

derá

a M

S P

roje

ct c

onec

tado

con

Pro

ject

Ser

ver.

U

na v

ez a

bier

to e

l pro

yect

o, a

cced

a a

Her

ram

ient

as /

Per

sona

lizar

/ C

ampo

s.

Den

tro

de lo

s ca

mpo

s qu

e se

per

sona

lizar

án,

se in

clui

rán

los

icon

os g

ráfic

os o

in

dica

dore

s qu

e po

sibi

litan

la

visu

aliz

ació

n rá

pida

de

cara

cter

ístic

as r

elev

ante

s de

l pr

oyec

to.

Se

crea

rá u

n ca

mpo

de

Tar

ea y

de

tipo

Nú

mer

o, p

ara

ello

deb

e se

lecc

iona

rlo

del

desp

lega

ble

situ

ado

en l

a p

arte

sup

erio

r de

rech

a de

l cu

adro

de

diá

logo

. S

elec

cion

e N

úm

ero

1.

H

aga

clic

en

Ca

mb

iar

nom

bre

intr

oduc

iend

o P

lazo

sX (

dond

e X

es

el n

úmer

o de

gr

upo

que

le h

a as

igna

do s

u pr

ofes

or)

y pu

lse

el b

otón

ace

ptar

. E

n el

apa

rtad

o A

trib

utos

pe

rson

aliz

ados

, (ju

sto

deba

jo

de

Ca

mb

iar

nom

bre)

, se

lecc

ione

la

op

ción

fór

mul

a y

puls

e el

bot

ón s

ituad

o al

lado

(F

órm

ula.

..).

Inse

rte

la e

xpre

sión

co

mpl

eta

del

rec

uadr

o, u

tiliz

and

o l

os d

esp

lega

bles

situ

ados

al

lad

o de

Ins

erta

r (e

n la

par

te i

nfer

ior

del

cuad

ro d

e di

álog

o),

tal

com

o se

mue

stra

en

la f

igur

a a

cont

inua

ción

. O

tra

opci

ón

que

podr

ía

real

izar

se

es

intr

oduc

ir la

ex

pres

ión

escr

ibié

ndol

a di

rect

amen

te e

l cu

adro

de

Mod

ifica

r fó

rmul

a en

lug

ar d

e ut

iliza

r lo

s de

sple

gabl

es.

((

[Du

raci

ón

]-[D

ura

ció

n p

revi

sta]

)*10

0)/[

Du

raci

ón

pre

vist

a]

Con

est

a fó

rmul

a ca

lcul

arem

os e

l des

fase

de

la d

urac

ión

(ret

raso

), e

n ta

nto

por

cien

to.

Ace

pte

la m

odifi

caci

ón d

e la

fór

mul

a, a

cept

ando

tam

bién

el

avis

o de

re

empl

azo

de v

alor

es d

el c

ampo

.

F

igu

ra 2

: P

erso

naliz

ació

n d

e ca

mp

os. I

nser

ción

de

fórm

ula

s.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

1: P

erso

nali

zaci

ón d

e la

pla

ntil

la g

loba

l

10

E

n el

apa

rtad

o C

álcu

lo d

e la

s fil

as r

esum

en

, se

lecc

ione

Res

um

en y

elij

a S

uma

en e

l de

sple

gabl

e. P

ara

visu

aliz

arlo

con

ind

icad

ores

grá

ficos

, en

Val

ores

que

m

ostr

ar

se

sele

ccio

nará

In

dica

dore

s gr

áfic

os.

Util

ice

los

curs

ores

pa

ra

desp

laza

rse

por

los

cuad

ros

de t

exto

e i

nser

te l

os c

riter

ios

de v

isua

lizac

ión

utili

zand

o lo

s de

sple

gab

les

y cu

adr

os d

e te

xto

que

se p

rese

ntan

:

M

enor

o ig

ual q

ue

0

Lu

z V

erde

Est

á co

mpr

endi

do e

n

0;20

Lu

z A

mar

illa

May

or o

igua

l que

20

Luz

Roj

a

Una

vez

int

rodu

cido

s lo

s va

lore

s en

los

lug

ares

res

pect

ivos

pul

se A

cept

ar l

as

dos

vece

s re

quer

idas

.

Par

a po

sibi

litar

que

est

os in

dica

dore

s se

vis

ualic

en e

n P

roje

ct S

erve

r, s

e de

be c

rear

ta

mbi

én u

n ca

mpo

de

proy

ecto

en

la p

lant

illa

glob

al.

El

cam

po d

e pr

oyec

to s

e in

trod

ucirí

a si

guie

ndo

los

sigu

ient

es p

asos

:

A

cced

a ot

ra v

ez a

los

cam

pos

de e

mpr

esa,

Her

ram

ient

as /

Per

sona

lizar

/ C

ampo

s de

em

pres

a.

Se

crea

un

ca

mpo

de

“P

roye

cto”

y

de

tipo

“Núm

ero”

, pa

ra

ello

de

be

sele

ccio

narlo

del

des

pleg

able

. S

e se

lecc

iona

núm

ero

de p

roye

cto

de e

mpr

esa

1. H

aga

clic

en

ca

mbi

ar

nom

bre

intr

oduc

iend

o “P

rogr

amac

ión”

. P

ulse

im

port

ar

cam

pos

pers

onal

izad

os e

im

port

e el

cam

po d

e ta

rea

crea

do a

nter

iorm

ente

(“P

lazo

”).

Ace

pte

y gu

arde

la in

form

ació

n gl

obal

de

la e

mpr

esa.

V

isua

lizar

á el

cam

po c

rean

do

una

nuev

a ta

bla.

Hag

a cl

ic e

n V

er /

Tab

la /

Mas

Tab

las.

S

elec

cion

e la

tab

la d

e V

aria

ción

y h

aga

clic

en

copi

ar.

Pon

ga d

e no

mbr

e a

la t

abla

“T

abla

de

Pla

zo”

y se

lecc

ione

“vi

sibl

e en

men

ú”.

Sel

ecci

one

el c

ampo

Ini

cio

e in

sert

e un

a fil

a. E

n es

ta f

ila in

sert

e el

cam

po p

lazo

y c

ambi

e la

alin

eaci

ón a

l cen

tro.

A

cept

e y

cier

re (

NO

DA

R A

AP

LIC

AR

). G

uard

e la

info

rmac

ión.

U

n ad

min

istr

ador

deb

e bo

rrar

los

obj

etos

que

el

sist

ema

crea

aut

omát

icam

ente

en

la

plan

tilla

gl

obal

de

la e

mpr

esa

al c

rear

una

nue

va t

abla

o u

na n

ueva

vis

ta.

Par

a el

lo s

e de

be a

cced

er a

H

erra

mie

ntas

/ O

rgan

izad

or.

Par

a es

tabl

ecer

una

ref

eren

cia

que

posi

bili

te e

l cá

lcul

o de

l de

sfas

e po

r pa

rte

del

prog

ram

a se

nec

esita

gua

rdar

la

línea

bas

e de

l pr

oyec

to.

Hag

a cl

ic e

n H

erra

mie

ntas

/ S

egui

mie

nto

/ G

uard

ar lí

nea

base

y p

oste

riorm

ente

en

Ace

ptar

, co

nfirm

ando

que

des

ea s

obre

scrib

ir la

lín

ea

base

. E

n l

a vi

sta

de d

iagr

ama

de

Gan

tt, h

aga

clic

con

el b

otón

der

echo

del

rat

ón e

n el

enc

abez

ado

de la

col

umna

D

urac

ión,

(da

do q

ue e

stá

situ

ada

en l

a po

sici

ón d

onde

sea

que

se

inse

rte

la

colu

mna

Pla

zosX

, do

nde

X e

s el

núm

ero

de t

u gr

upo,

y s

elec

cion

e In

sert

ar

colu

mna

. B

usqu

e el

cam

po e

n el

des

pleg

able

situ

ado

al l

ado

de N

om

bre

de

cam

po.

Asi

gne

un n

ombr

e re

pres

enta

tivo

inse

rtán

dolo

en

Títu

lo y

hag

a cl

ic e

n A

just

e pe

rfec

to.

Act

ualic

e lo

s da

tos

para

ten

er u

n pe

queñ

o de

sfas

e en

el

plaz

o. E

n la

tar

ea

Tra

nspo

rte

de H

erra

mie

ntas

, se

int

rodu

cirá

un

retr

aso

en l

a re

aliz

ació

n de

los

tr

abaj

os.

Par

a el

lo,

sele

ccio

ne

la

tare

a co

rres

pond

ient

e y

en

el

men

ú H

erra

mie

ntas

/

Seg

uim

ient

o /

Act

ualiz

ar

tare

as,

intr

oduz

ca

los

valo

res:

D

urac

ión

real

= 2

d y

Dur

ació

n re

stan

te =

4d.

Pul

se A

cept

ar.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

1: P

erso

nali

zaci

ón d

e la

pla

ntil

la g

loba

l

11

O

bser

ve

com

o lo

s in

dica

dore

s le

m

uest

ran

los

resu

ltado

s.

Si

todo

se

ha

re

aliz

ado

corr

ecta

men

te a

pare

cerá

un

icon

o de

col

or r

ojo

en

la t

area

, as

í co

mo

en l

a ta

rea

resu

men

y e

n re

sum

en d

el p

roye

cto,

cum

plie

ndo

los

crite

rios

que

hem

os in

trod

ucid

o.

Pru

ebe

a in

trod

ucir

otro

s re

tras

os o

ade

lant

os e

n du

raci

ones

de

activ

idad

es y

co

mpr

uebe

que

tod

os lo

s ic

onos

fun

cion

en c

orre

ctam

ente

. D

ado

que

la f

órm

ula

repr

esen

ta u

n re

tras

o de

dur

ació

n ex

pres

ado

en p

orce

ntaj

e, e

xam

ine

la f

órm

ula

y tr

ate

de c

onse

guir

un ic

ono

amar

illo.

R

ealic

e lo

s m

ism

os p

asos

par

a un

nue

vo c

ampo

lla

mad

o C

oste

X (

dond

e X

es

el

núm

ero

de

grup

o qu

e le

ha

as

igna

do

su

prof

esor

),

alm

acen

ándo

lo

en

Nú

mer

o 2,

y v

isua

lice

el c

ampo

en

el e

jem

plo

mur

o.m

pp.

Ins

erte

la f

orm

ula:

(([C

ost

o]-

[Co

sto

pre

vist

o])

*100

)/[C

ost

o p

revi

sto

] P

ara

visu

aliz

arlo

co

n In

dica

dore

s gr

áfic

os,

en

Val

ores

qu

e m

ostr

ar

se

intr

oduc

irá:

Men

or o

igua

l que

0

Luz

Ver

de

E

stá

com

pren

dido

en

0;

10

Luz

Am

arill

a

M

ayor

o ig

ual q

ue

10

Lu

z R

oja

P

ara

com

prob

ar q

ue e

l ind

icad

or q

ue h

a im

plem

enta

do f

unci

ona

corr

ecta

men

te,

en l

a ac

tivid

ad T

rans

port

e de

Her

ram

ient

as,

al h

aber

int

rodu

cido

un

retr

aso,

el

cost

e de

est

a ac

tivid

ad s

erá

may

or q

ue e

l qu

e es

taba

pre

vist

o ya

que

se

han

trab

ajad

o un

m

ayor

nú

mer

o de

ho

ras

de

las

que

se

habí

an

prev

isto

in

icia

lmen

te,

y po

r lo

tan

to e

l ind

icad

or d

eber

ía p

oner

se d

e co

lor

rojo

. P

rueb

e a

intr

oduc

ir va

lore

s di

stin

tos

en o

tras

tar

eas

(por

eje

mpl

o en

el

tare

a P

etic

ión

de

m

ater

iale

s),

y co

mpr

obar

á la

var

iaci

ón d

e lo

s in

dica

dore

s. T

rate

, co

mo

en e

l ej

empl

o an

terio

r, d

e co

nseg

uir

un in

dica

dor

de c

olor

am

arill

o.

Par

a co

mpl

etar

la

pe

rson

aliz

ació

n de

l P

roje

ct,

se

proc

eder

á a

cam

biar

el

ca

lend

ario

. D

entr

o de

l ca

lend

ario

se

pued

en p

erso

naliz

ar,

los

días

lab

oral

es,

los

días

fes

tivos

, el

núm

ero

de h

oras

de

jorn

ada

labo

ral

y el

hor

ario

de

trab

ajo

entr

e ot

ros.

A

co

ntin

uaci

ón

se

real

izar

á un

ej

empl

o ilu

stra

ndo

esta

ca

ract

erís

tica.

La

em

pres

a ha

dec

idid

o pr

obar

a i

mpl

anta

r un

a jo

rnad

a in

tens

iva

de 7

:00

a 15

:00

h.,

así

com

o ce

rrar

sus

ofic

inas

en

agos

to a

djud

ican

do e

se m

es c

omo

fest

ivo.

Par

a co

mpe

nsar

el

cier

re d

e ag

osto

, se

ha

acor

dado

con

el

prin

cipa

l si

ndic

ato

de l

os t

raba

jado

res

esta

blec

er c

omo

labo

rabl

es l

os s

ábad

os d

el m

es

de ju

lio c

on e

l mis

mo

hora

rio.

E

n el

mis

mo

arch

ivo,

acc

eda

a H

erra

mie

ntas

/ C

am

biar

cal

end

ario

lab

oral

y

sele

ccio

ne

el

mes

si

guie

nte

al

actu

al,

sele

ccio

nand

o lo

s dí

as

labo

rabl

es

excl

usiv

amen

te d

esde

el

día

1 ha

sta

final

de

mes

, pa

ra e

llo h

aga

clic

en

los

días

que

qui

ere

sele

ccio

nar

man

teni

endo

la

tecl

a ct

rl. p

ulsa

da.

La e

mpr

esa

a de

cidi

do e

legi

r es

tos

días

par

a pr

obar

la jo

rnad

a in

tens

iva,

par

a el

lo s

elec

cion

e

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

1: P

erso

nali

zaci

ón d

e la

pla

ntil

la g

loba

l

12

P

erío

do l

abor

able

no

pred

eter

min

ado

, d

e en

tre

las

opci

ones

de

la d

erec

ha,

e in

trod

uzca

el

nuev

o ho

rario

mod

ifica

ndo

el q

ue s

ale

por

defe

cto

(Des

de –

H

asta

). H

aga

clic

en

Ace

ptar

. D

espl

azán

dose

con

las

fle

chas

acc

eda

a ju

lio,

sele

ccio

ne t

odos

los

sáb

ados

ha

cien

do c

lic e

n lo

s m

ism

os,

con

la t

ecla

ctr

l. pu

lsad

a, y

est

able

zca

el n

uevo

ho

rario

con

la

opci

ón P

erío

do l

abor

able

no

pre

dete

rmin

ado

. A

cced

a a

agos

to

sele

ccio

ne

arra

stra

ndo

desd

e el

dí

a 1

hast

a el

fin

al

y es

tabl

ézca

lo

com

o P

erío

do n

o la

bora

ble.

Hag

a cl

ic e

n ac

epta

r pa

ra a

lmac

enar

los

dato

s.

Par

a ve

r co

mo

han

afec

tado

los

cam

bios

, se

intr

oduc

irá

una

nuev

a ta

rea:

Pin

tar

mur

o. E

sta

tare

a se

lig

ará

al f

inal

de

la t

area

Con

stru

cció

n de

l m

uro,

y t

endr

á un

a du

raci

ón d

e ci

nco

mes

es,

asíg

nese

la a

Vic

tor

Alc

alde

. D

esde

la

vist

a U

so

de ta

reas

, sitú

ese

en la

tare

a P

inta

r m

uro.

D

espl

áces

e ha

sta

el m

es d

e ju

lio y

acc

eda

a V

er /

Zoo

m…

y s

elec

cion

e 1

se

man

a.

Com

prue

be c

omo

los

sába

dos

est

án m

arca

dos

com

o pe

riodo

labo

ral.

Del

mis

mo

mod

o, a

cced

a a

agos

to y

com

prue

be c

omo

es p

erio

do n

o la

bora

ble

(mer

cado

s en

gris

). C

ierr

e el

arc

hivo

sin

gua

rdar

los

cam

bios

.

Si

este

pro

cedi

mie

nto

se a

plic

ara

en l

a In

form

ació

n gl

obal

de

la e

mpr

esa,

tod

os l

os

proy

ecto

s qu

e se

re

aliz

aran

te

ndrí

an

por

defe

cto

esta

in

form

ació

n de

l ca

lend

ario

la

bora

l.

• P

erso

nal

izac

ión

del

Ban

co d

e re

curs

os.

E

l tr

abaj

o de

la

pers

onal

izac

ión

de p

roye

ctos

de

emp

resa

que

ha

expl

icad

o en

la

ses

ión

ante

rior

es u

n tr

abaj

o típ

ico

para

el

Jefe

de

Car

tera

de

Pro

yect

os

porq

ue s

e tr

ata

de l

a em

pres

a gl

obal

. A

hora

se

va a

tra

tar

el c

once

pto

del

Ban

co d

e re

curs

os d

e la

em

pres

a.

Ent

once

s se

cie

rra

Pro

ject

y s

e en

tra

de n

uevo

en

MS

Pro

ject

con

el

proy

ecto

ca

so1.

mpp

. Le

apa

rece

rá u

n cu

adro

de

diál

ogo

que

le in

form

a qu

e pr

oced

erá

a co

nect

arse

con

el

serv

idor

. E

n di

cho

cuad

ro d

e di

álog

o ne

cesi

ta i

ntro

duci

r un

no

mbr

e de

usu

ario

y c

ontr

aseñ

a. E

n su

cas

o se

rá J

efeR

ecur

soX

, co

ntra

seña

gr

upoX

, (do

nde

X e

s el

núm

ero

de g

rupo

que

le h

a as

igna

do s

u p

rofe

sor)

. E

n oc

asio

nes,

el n

úmer

o de

rec

urso

s de

una

em

pres

a pu

ede

ser

muy

ele

vado

. E

nten

dien

do p

or r

ecu

rso

bien

un

trab

ajad

or o

bie

n, u

n re

curs

o m

ater

ial,

por

ejem

plo

una

dete

rmin

ada

máq

uina

(f

resa

dora

, to

rno,

et

c.),

cu

yo

com

port

amie

nto

tam

bién

pue

de s

er s

imul

ado

a tr

avés

de

MS

Pro

ject

. E

l po

der

acce

der

a es

ta

info

rmac

ión

de

una

man

era

rápi

da

y ce

ntra

lizad

a es

im

pres

cind

ible

, por

eje

mpl

o a

la h

ora

de a

sign

ar u

n re

curs

o a

una

tare

a.

En

Pro

ject

Ser

ver

apar

ece

una

nuev

a he

rra

mie

nta,

el B

anco

de

Rec

urso

s. E

ste

banc

o de

re

curs

os

actú

a co

mo

una

base

de

da

tos

que

alm

acen

a to

da

la

info

rmac

ión

rela

tiva

a lo

s re

curs

os d

e un

a em

pres

a. A

sí,

por

ejem

plo,

el b

anco

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

1: P

erso

nali

zaci

ón d

e la

pla

ntil

la g

loba

l

13

de

rec

urso

s in

form

a de

la

disp

onib

ilida

d qu

e un

det

erm

inad

o re

curs

o tie

ne e

n fu

nció

n de

los

proy

ecto

s a

los

que

está

ya

asig

nado

. E

sto

evita

que

un

recu

rso

se a

sign

e a

un p

roye

cto

en u

na f

echa

en

la q

ue e

sté

dese

mpe

ñand

o un

a la

bor

en

otro

. La

po

sibi

lidad

de

ac

ceso

a

esta

in

form

ació

n es

un

as

pect

o m

uy

impo

rtan

te p

ara

los

enca

rgad

os d

e pl

anifi

car

los

proy

ecto

s.

A c

ontin

uaci

ón,

se t

raba

ja c

on e

l B

anco

de

Rec

urso

s y

la p

erso

naliz

ació

n de

l m

ism

o, m

ás a

dela

nte

se i

lust

rará

n la

s ve

ntaj

as q

ue e

sta

herr

amie

nta

pres

enta

en

var

ias

aplic

acio

nes

ejem

plo.

Y

a qu

e la

pro

yecc

ión

inte

rnac

iona

l de

Pro

ZaC

est

á en

aug

e de

bido

al

nuev

o pr

oyec

to a

djud

icad

o, s

ería

des

eabl

e te

ner

acce

so a

l co

noci

mie

nto

de i

diom

as

de c

ada

recu

rso

y te

nerlo

en

cuen

ta a

la h

ora

de a

sign

ar u

na u

otr

a ta

rea.

Par

a el

lo,

se r

efle

jará

en

el b

anco

de

recu

rsos

de

la e

mpr

esa.

Aná

loga

men

te a

la

plan

tilla

gl

obal

, el

ba

nco

de

recu

rsos

de

la

em

pres

a es

ta

prot

egid

o an

te

cam

bios

sim

ultá

neos

. D

e la

mis

ma

man

era

que

ante

s, s

e tr

abaj

ará

con

un

Ca

mp

o en

vez

de

con

un C

amp

o de

em

pres

a.

P

ara

refle

jar

el c

onoc

imie

nto

de id

iom

as e

n el

ban

co d

e re

curs

os d

e la

pla

ntill

a gl

obal

, se

est

able

cerí

a un

cam

po m

ultiv

aria

ble,

par

a el

lo s

e ab

riría

MS

Pro

ject

acc

edie

ndo

al

banc

o de

rec

urso

s de

la

empr

esa,

(H

erra

mie

ntas

/ O

pcio

nes

de E

mpr

esa

/ A

brir

la

info

rmac

ión

glob

al d

e la

em

pres

a),

hac

iend

o cl

ic e

n H

erra

mie

ntas

/ P

erso

naliz

ar /

ca

mpo

s de

em

pres

a, p

ara

intr

oduc

ir el

nue

vo c

ampo

.

Fig

ura

3:

Per

son

aliz

ació

n c

amp

os

de

emp

resa

. Cam

po

s m

ult

ivar

iab

les.

Si,

com

o es

el

caso

, el

cam

po r

eque

rido

es m

ultiv

aria

ble,

par

a po

der

sele

ccio

nar

opci

ones

de

cada

una

de

las

cate

gorí

as,

se d

eber

ía e

scog

er u

n có

digo

de

esqu

ema

entr

e el

20

y el

29

que

son

los

que

perm

iten

esta

opc

ión,

tal

y c

omo

se o

bser

va e

n la

fig

ura

ante

rior.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

1: P

erso

nali

zaci

ón d

e la

pla

ntil

la g

loba

l

14

S

egui

rem

os l

os p

asos

est

able

cien

do u

n C

am

po

en l

ugar

de

un c

am

po d

e

empr

esa.

H

aga

clic

en

Her

ram

ient

as /

Per

sona

lizar

/ C

amp

os,

sele

ccio

nand

o la

pes

taña

C

od. d

e es

q. p

erso

naliz

ados

. Mar

que

la o

pció

n R

ecur

so e

n la

par

te s

uper

ior

del

cuad

ro d

e di

álog

o y

sele

ccio

ne C

ódig

o de

esq

uem

a1,

puls

ando

en

el b

otón

C

am

bia

r n

om

bre,

re

nom

bran

do

el

cam

po

com

o Id

iom

asX

, (d

onde

X

es

el

nú

mer

o de

gru

po q

ue l

e ha

asi

gnad

o su

pro

feso

r),

acep

tand

o a

cont

inua

ción

, ta

l y c

omo

pued

e ob

serv

arse

en

la fi

gura

sig

uien

te.

Def

ina

la m

ásca

ra d

e có

digo

pul

sand

o el

bot

ón D

efin

ir m

ásca

ra d

e có

digo

. E

sta

op

ción

no

es m

ás q

ue u

na p

rote

cció

n pa

ra e

vita

r qu

e se

int

rodu

zcan

opc

ione

s in

dese

adas

. E

lija

deba

jo d

e S

ecue

ncia

la o

pció

n C

arac

tere

s, a

con

tinua

ción

en

Long

itud

elij

a C

ualq

uie

ra y

en

Sep

arad

or e

scoj

a /.

Ha

relle

nado

el

Niv

el 1

, re

llene

de

la m

ism

a m

aner

a y

con

los

mis

mos

dat

os l

a se

gund

a fil

a pa

ra

relle

nar

el N

ive

l 2. H

aga

clic

en

Ace

ptar

. P

ulse

en

Mod

ifica

r ta

bla

de c

onsu

lta p

ara

intr

oduc

ir la

s op

cion

es.

Intr

oduz

ca

deba

jo d

e c

ódig

o de

esq

uem

a In

glés

, as

í co

mo

Alto

, M

edio

y B

ajo

en l

as

sigu

ient

es f

ilas.

Sel

ecci

one

Alto

, M

edio

y B

ajo

y h

aga

clic

en

la f

lech

a de

sa

ngrí

a pa

ra h

acer

los

de s

egun

do n

ivel

, ta

l y

com

o se

pue

de o

bser

var

en l

a fig

ura

sigu

ient

e.

Fig

ura

4:

Mod

ific

ar t

abla

de

cons

ult

a d

e "

cam

po"

. R

epita

el p

roce

so p

ara

Fra

ncés

y A

lem

án t

enie

ndo

cuid

ado

de q

ue lo

s id

iom

as

teng

an n

ivel

1 y

los

niv

eles

cor

resp

ondi

ente

s ni

vel

2. H

aga

clic

en

Cer

rar

y A

cept

ar.

Aho

ra p

uede

com

plet

arse

en

el b

anco

de

recu

rsos

la

info

rmac

ión

rela

tiva

a

idio

ma.

S

e m

ostr

ará

el v

alor

del

cam

po e

n el

pro

yect

o ag

rega

ndo

la c

olum

na e

n la

vis

ta

Hoj

a de

rec

urso

s (m

enú

Ver

/ H

oja

de R

ecur

sos)

. H

aga

clic

con

el

botó

n

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

1: P

erso

nali

zaci

ón d

e la

pla

ntil

la g

loba

l

15

de

rech

o de

l ra

tón

en e

l en

cabe

zado

de

la c

olum

na T

asa

Est

ánda

r, (

dado

que

es

tá s

ituad

a en

la

posi

ción

don

de s

ea q

ue s

e in

sert

e la

col

umna

Id

iom

asX

), y

se

lecc

ione

Ins

erta

r co

lum

na.

Bus

que

el c

ampo

en

el d

espl

egab

le.

Asi

gne

un

nom

bre

repr

esen

tativ

o y

haga

cl

ic

en

Aju

ste

perf

ecto

. T

ras

la

crea

ción

y

visu

aliz

ació

n de

l ca

mpo

, in

trod

uzca

va

lore

s en

el

cam

po p

ara

los

dife

rent

es

recu

rsos

invo

lucr

ados

en

el p

roye

cto.

A

sí m

ism

o, s

e ne

cesi

ta a

cced

er a

la

disp

onib

ilida

d ge

ográ

fica

de c

ada

recu

rso

y si

dis

pond

ría

de v

ehíc

ulo

prop

io p

ara

los

desp

laza

mie

ntos

. C

ree

adic

iona

lmen

te,

sigu

iend

o lo

s pa

sos

desc

ritos

ant

erio

rmen

te,

otro

cam

po

llam

ado

Dis

poni

bilid

ad g

eogr

áfic

a, c

on la

s op

cion

es:

Nac

iona

l:

C

on v

ehíc

ulo

prop

io

Sin

veh

ícul

o pr

opio

In

tern

acio

nal

: D

ispo

nibi

lidad

Eur

opea

D

ispo

nibi

lidad

tota

l

Aná

loga

men

te,

visu

alic

e el

ca

mpo

y

se

pued

e in

trod

ucir

valo

res.

C

ierr

e el

ar

chiv

o si

n gu

arda

r lo

s ca

mbi

os.

• A

ñad

ir u

n n

uev

o r

ecu

rso

de

emp

resa

. D

ado

que

el i

ncre

men

to d

e tr

abaj

o de

Pro

ZaC

lo

req

uier

e, s

e in

corp

orar

á un

nu

evo

trab

ajad

or

a la

pl

antil

la.

De

entr

e to

dos

los

aspi

rant

es

se

le

ha

sele

ccio

nado

a u

sted

por

su

cono

cim

ient

o de

Pro

ject

Ser

ver.

U

sted

pas

ará

a fo

rmar

par

te d

el d

epar

tam

ento

enc

arga

do d

e la

tar

ea a

nter

ior

con

el p

uest

o de

ing

enie

ro,

con

las

mis

mas

con

dici

ones

eco

nóm

icas

que

sus

co

mpa

ñero

s en

el

m

ism

o pu

esto

y

supo

ngam

os

que

tiene

di

spon

ibili

dad

geog

ráfic

a to

tal p

ese

a no

pos

eer

vehí

culo

pro

pio.

A

sí m

ism

o su

pong

amos

que

tie

ne c

onoc

imie

ntos

alto

s de

ale

mán

. S

u pr

imer

a ta

rea

com

o tr

abaj

ador

de

la e

mpr

esa

será

act

ualiz

ar c

on s

u no

mbr

e el

cen

tro

de r

ecur

sos.

Par

a añ

adir

un t

raba

jado

r al

ban

co d

e re

curs

os d

e la

em

pres

a ha

ga c

lic e

n H

erra

mie

ntas

/ O

pcio

nes

de E

mpr

esa

/ A

brir

fond

o de

re

curs

os. D

e nu

evo

intr

oduc

e co

mo

Jefe

Rec

urso

X,

cont

rase

ña g

rupo

X.

Sin

sel

ecci

onar

nin

guno

de

los

recu

rsos

exi

sten

tes

en e

l cu

adro

de

diál

ogo,

se

pinc

ha e

n el

bot

ón A

brir

/ A

greg

ar.

Apa

rece

rá u

na t

abla

de

recu

rsos

en

blan

co

dond

e se

pro

cede

rá a

int

rodu

cir

el n

uevo

rec

urso

, en

est

e ca

so u

sted

, co

n la

in

form

ació

n re

quer

ida

que

se le

fac

ilitó

ant

erio

rmen

te.

La c

olum

na d

emue

stra

la

disp

onib

ilida

d ge

ográ

fica.

C

uand

o fin

alic

e el

pr

oces

o,

cier

re

el

banc

o de

re

curs

os c

on

Arc

hivo

/ C

erra

r, p

inch

ando

en

si p

ara

guar

dar

los

cam

bios

.

La a

sign

ació

n de

rec

urso

s al

pro

yect

o es

una

tar

ea d

el D

irect

or d

e P

roye

cto

y

se tr

ata

en e

l sig

uien

te c

apitu

lo. C

ierr

e C

aso1

.mpp

sin

gua

rdar

los

cam

bios

.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

1: P

erso

nali

zaci

ón d

e la

pla

ntil

la g

loba

l

16

Dad

o qu

e el

ban

co d

e re

curs

os d

e la

pla

ntill

a gl

obal

con

tiene

inf

orm

ació

n se

nsib

le d

e la

em

pres

a, e

stá

prot

egid

a an

te p

osib

les

cam

bios

sim

ultá

neos

. D

e es

ta m

aner

a, s

i al

guie

n in

tent

a gu

arda

r in

form

ació

n a

la

vez

que

uste

d,

el

sist

ema

perm

itirá

ún

icam

ente

el c

ambi

o de

la p

erso

na q

ue h

aga

la p

etic

ión

prim

ero.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

2: P

ubli

caci

ón d

e P

roye

ctos

17

C

aso

2:

El r

ol p

rep

arat

ori

o d

e D

irec

tor

de

Pro

yect

o.

Pu

blic

ació

n d

e P

roye

cto

s.

• C

on

cep

tos

pre

vio

s.

Pro

ject

Ser

ver

posi

bili

ta l

a re

aliz

aci

ón d

e se

guim

ient

o y

cont

rol

de

un p

roye

cto

a

lo

larg

o de

su

ci

clo

de

vida

; en

es

te

sent

ido

apar

ecen

do

s fig

uras

di

fere

ncia

das:

Dire

ctor

de

Pro

yect

o y

Mie

mbr

o de

l equ

ipo

de P

roye

cto.

E

l D

irect

or d

e P

roye

cto

es e

l ún

ico

que

debe

ten

er c

onoc

imie

ntos

de

MS

P

roje

ct,

ya

que

es

el

enca

rgad

o de

re

aliz

ar

la

plan

ifica

ción

de

l pr

oyec

to

utili

zand

o d

icha

her

ram

ient

a.

De

la

mis

ma

man

era,

ca

da

uno

de

los

mie

mbr

os

de

grup

o de

l P

roye

cto

inte

ract

uará

con

Pro

ject

Ser

ver

a tr

avés

del

Pro

ject

Web

Acc

ess,

(en

ade

lant

e P

. W

. A

.).

Tal

com

o se

exp

licó

en

la in

trod

ucci

ón,

P.

W.

A.

es u

n po

rtal

Web

al

que

se a

cced

e a

trav

és d

e In

tern

et,

con

un m

anej

o se

ncill

o e

intu

itivo

, qu

e no

re

quie

re n

ingú

n co

noci

mie

nto

espe

cífic

o.

Con

el

ob

jeto

de

pr

ofun

diza

r en

el

m

anej

o de

lo

de

scrit

o,

se

pres

enta

rán

situ

acio

nes

en la

s qu

e se

ocu

pen

cada

uno

de

los

role

s a

lo la

rgo

del m

anua

l. A

ntes

de

empe

zar

la r

elac

ión

de u

n pr

oyec

to e

l Dire

ctor

de

Pro

yect

o tie

ne q

ue

dise

ñar

las

dife

rent

es t

area

s de

l pro

yect

o, a

sign

ar la

s re

curs

os m

as a

decu

adas

a

esta

s ta

reas

y p

ublic

ar e

l pro

yect

o en

P. W

. A.

Com

o ya

se

expl

icó

en la

intr

oduc

ción

, la

cue

nta

de P

roje

ct S

erv

er p

osib

ilita

al

Dire

ctor

de

Pro

yect

o la

pub

licac

ión

de in

form

ació

n en

el s

ervi

dor

para

que

est

é al

alc

ance

de

todo

s lo

s re

curs

os in

volu

crad

os e

n el

pro

yect

o.

• D

iseñ

o y

co

mie

nzo

de

un

pro

yect

o.

El d

iseñ

o de

l pro

yect

o y

la d

ivis

ión

del p

roye

cto

en la

s di

fere

ntes

tar

eas

es q

ue

el D

irect

or d

e P

roye

cto

hace

des

pués

su

asi

gnac

ión

al p

roye

cto.

Est

e tr

abaj

o ha

ce e

n P

roje

ct P

rofe

ssio

nal 2

003.

D

espu

és q

ue e

l D

irect

or d

e P

roye

cto

ha i

ntro

duci

do t

odas

las

tar

eas

y ha

de

sarr

olla

do e

l pla

n co

mpl

eto

del p

roye

cto,

se

tiene

que

gua

rdar

est

e pl

an p

ara

esta

blec

er u

na r

efer

enci

a qu

e po

sibi

lite

el c

álcu

lo d

el d

esfa

se p

or p

arte

del

pr

ogra

ma.

S

e ne

cesi

ta

guar

dar

la

línea

ba

se

del

proy

ecto

. S

e ya

ha

n de

mos

trad

o co

mo

guar

dar

la lí

nea

base

del

pro

yect

o en

la p

arte

ant

erio

r (p

.10)

.

• A

sig

nac

ión

de

recu

rso

s a

un

pro

yect

o.

Una

vez

se

ha r

ealiz

ado

la p

lani

ficac

ión

del

proy

ecto

en

lo q

ue s

e re

fiere

a l

a id

entif

icac

ión

de l

as t

area

s a

real

izar

, as

í co

mo

a la

s du

raci

ones

y f

echa

s de

co

mie

nzo

de

las

mis

mas

, el

si

guie

nte

paso

co

nsis

te

en

la

asig

naci

ón

de

recu

rsos

a e

sas

tare

as.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

2: P

ubli

caci

ón d

e P

roye

ctos

18

U

no d

e la

s m

isio

nes

del d

irect

or d

e pr

oyec

to e

s as

igna

r un

a se

rie d

e re

curs

os a

la

s ta

reas

. A

sí,

es l

abor

de

éste

, as

igna

r a

cada

tar

ea a

quel

los

recu

rsos

que

, co

n la

suf

icie

nte

disp

onib

ilida

d la

bora

l, te

ngan

un

perf

il m

ás a

decu

ado

para

la

tare

a qu

e se

tie

ne p

ensa

do r

ealiz

ar.

De

esta

man

era,

el

prim

er p

aso

de l

a as

igna

ción

de

recu

rsos

es

la c

reac

ión

del

equi

po d

e pr

oyec

to.

El

equi

po d

el

proy

ecto

es

el c

onju

nto

de r

ecur

sos

invo

lucr

ados

en

el m

ism

o, b

ien

sean

de

la

empr

esa

o ag

ente

s ex

tern

os.

Par

a la

co

nstit

ució

n de

l mis

mo

se p

uede

n ut

iliza

r di

vers

os

crite

rios

de

sele

cció

n (d

ispo

nibi

lidad

, ca

tego

ría

prof

esio

nal,

expe

rienc

ia),

en

base

a la

info

rmac

ión

alm

acen

ada

en e

l ban

co d

e re

curs

os.

La

cons

tituc

ión

de u

n eq

uipo

de

proy

ecto

se

basa

rá p

or l

o ta

nto

en u

n fil

trad

o se

lect

ivo

de r

ecur

sos

com

o se

mos

trar

á a

cont

inua

ción

. E

ntra

en

MS

Pro

ject

de

nuev

o co

n el

pro

yect

o ca

so1.

mpp

y a

hora

se

entr

a co

mo

Dire

ctor

X,

cont

rase

ña g

rupo

X,

(don

de X

es

el n

úmer

o de

gru

po q

ue le

ha

asig

nado

su

prof

esor

).

Par

a cr

ear

el e

quip

o qu

e se

enc

arga

rá d

e re

aliz

ar e

l pr

oyec

to,

se p

inch

a en

H

erra

mie

ntas

/ C

rear

equ

ipo

desd

e la

em

pres

a. A

pare

cerá

un

avis

o qu

e le

in

dica

que

se

debe

usa

r el

cal

enda

rio d

e la

em

pres

a pa

ra c

rear

equ

ipo

desd

e la

m

ism

a, c

lic e

n S

i. D

entr

o de

tod

os l

os r

ecur

sos

disp

onib

les,

se

sele

ccio

nan

aque

llos

que

teng

an d

ispo

nib

ilida

d pa

ra r

ealiz

ar v

iaje

s in

tern

acio

nale

s; p

ara

ello

se

hac

e cl

ic e

n P

erso

naliz

ar f

iltro

s y

se c

ompl

etan

los

crit

erio

s de

filt

rado

. In

trod

uzca

en

N

ombr

e de

ca

mpo

‘V

iaje

s (C

ód.

de

esq.

de

re

curs

o de

em

pres

a22)

’, en

P

rueb

a ‘Ig

ual

a’,

y en

V

alor

es

sele

ccio

ne

dent

ro

de

Inte

rnac

iona

les

el c

ampo

Dis

poni

bilid

ad T

otal

. A

l ha

cer

clic

en

Apl

icar

filt

ro

apar

ecen

los

recu

rsos

que

cum

plen

dic

ho c

riter

io.

Com

o pu

ede

com

prob

ar c

on

la f

igur

a si

guie

nte,

apa

rece

n un

tot

al d

e 19

rec

urso

s en

cont

rado

s qu

e cu

mpl

en

este

req

uisi

to.

Fig

ura

5:

Asi

gn

ació

n d

e re

curs

os.

S

elec

cion

e Y

de

la c

olum

na Y

/O y

rea

lice

los

mis

mos

pas

os c

on e

l ca

mpo

Id

iom

as (

Cód

. de

esq

. de

rec

urso

de

empr

esa2

1) p

ara

sele

ccio

nar

aque

llos

que

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

2: P

ubli

caci

ón d

e P

roye

ctos

19

te

ngan

A

lem

án

Alto

. A

l ap

licar

de

nu

evo

el

filtr

o co

mpr

obar

emos

co

mo

actu

aliz

a la

lis

ta

de

recu

rsos

de

em

pres

a y

únic

amen

te

qued

arán

5

que

cum

plan

est

e re

quis

ito.

Sel

ecci

one

la c

asill

a D

ispo

nibl

e pa

ra t

raba

jar

e in

sert

e 80

hor

as,

poni

endo

en

el in

terv

alo

de f

ech

as la

s do

s se

man

as s

igui

ente

s. P

ara

intr

oduc

ir la

s do

s se

man

as s

igui

ente

s, p

uls

e en

el d

espl

egab

le a

la d

erec

ha d

e

A:

y es

coja

el

vier

nes

de d

entr

o de

dos

sem

anas

. R

ealic

e lo

mis

mo

con

el

desp

lega

ble

de la

der

echa

de

De

: es

cogi

endo

est

a ve

z el

pró

xim

o lu

nes.

P

ara

com

prob

ar

el

depa

rtam

ento

al

qu

e pe

rten

ecen

di

chos

re

curs

os,

sele

ccio

ne D

epar

tam

ent

o de

l des

pleg

able

situ

ado

a la

der

echa

de

Agr

upar

por

, ap

lican

do n

ueva

men

te e

l filt

ro.

Agr

egue

tod

os lo

s re

curs

os q

ue c

umpl

an d

icho

s re

quis

itos,

sel

ecci

onán

dolo

s y

puls

ando

el

botó

n co

rres

pond

ient

e de

l m

enú

cent

ral.

Si

se q

uier

e co

mpr

obar

la

disp

onib

ilid

ad d

e lo

s re

curs

os,

se s

elec

cion

an y

se

hace

clic

en

Grá

ficos

, se

lecc

iona

ndo

el g

ráfic

o D

ispo

nibi

lidad

res

tant

e qu

e no

s da

acc

eso

a la

info

rmac

ión

refe

rent

e a

este

asp

ecto

. D

e la

mis

ma

man

era,

si s

e se

lecc

iona

un

recu

rso

y se

hac

e cl

ic e

n D

eta

lles,

se

pued

e ac

cede

r a

toda

la

info

rmac

ión

del

recu

rso.

Sel

ecci

one

en l

a pa

rte

izqu

ierd

a a

José

Luí

s A

znar

y

acce

da a

la in

form

ació

n. S

elec

cion

e la

pes

taña

Cos

tos

y ob

serv

e la

s ta

sas

que

se h

an a

sign

ado

son

muy

baj

as p

ara

trat

arse

de

un m

iem

bro

del d

epar

tam

ento

de

Ins

tala

cion

es.

Bus

que

en la

info

rmac

ión

disp

onib

le s

i exi

ste

una

expl

icac

ión

a es

te h

echo

o s

e tr

ata

de u

n er

ror

del b

anco

de

recu

rsos

. C

ompr

uebe

as

í m

ism

o qu

e ef

ectiv

amen

te

los

recu

rsos

se

en

cuen

tran

di

spon

ible

s en

el

in

terv

alo

de

fech

as

prev

isto

. H

aga

clic

en

A

cept

ar

a co

ntin

uaci

ón.

Una

vez

cre

ado

el e

quip

o de

pro

yect

o, s

e as

igna

n la

s ta

reas

. E

n la

vis

ta d

e D

iagr

ama

de G

antt

, se

esp

ecifi

ca e

l nom

bre

del r

ecur

so s

elec

cion

ando

la t

area

y

med

iant

e H

erra

mie

ntas

/ A

sign

ar r

ecur

sos

(o m

edia

nte

el ic

ono

del m

enú

o la

co

mbi

naci

ón d

e te

clas

alt

+ F

10).

Si

se r

equi

eren

var

ios

recu

rsos

bas

ta c

on

sele

ccio

narl

os m

ante

nien

do p

ulsa

da la

tecl

a “c

trl.”

.

N

ota:

Se

debe

ext

rem

ar e

l cu

idad

o co

n la

s va

riaci

ones

de

dura

ción

que

rea

liza

Pro

ject

al

asig

nar

vario

s re

curs

os a

la

mis

ma

tare

a si

n pu

lsar

la

tecl

a ct

rl. P

roje

ct

dará

un

aler

ta a

visa

ndo

que

ha r

educ

ido

la d

urac

ión

de l

a ta

rea

para

man

tene

r el

tr

abaj

o co

nsta

nte.

Tam

bién

se

real

izar

á si

aum

enta

mos

los

recu

rsos

de

una

tare

a ya

pu

blic

ada.

Fig

ura

6:

Red

ucc

ión

de

la d

ura

ción

de

las

tare

as.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

2: P

ubli

caci

ón d

e P

roye

ctos

20

S

e pr

oced

erá

ahor

a a

asig

nar

recu

rsos

a d

os t

area

s a

mod

o d

e ej

empl

o. S

e es

tabl

ecer

án r

ecur

sos

a la

s ta

reas

de

Niv

elac

ión

del

ter

reno

. S

elec

cion

e la

ta

rea

Lim

pia

r y

desb

roza

r te

rren

o y

haga

cl

ic

en

Her

ram

ient

as

/ A

sign

ar

recu

rsos

. N

eces

itam

os d

os e

quip

os d

e la

sec

ción

con

stru

cció

n. H

aga

clic

en

Opc

ione

s de

lis

ta

de

recu

rsos

y

mar

que

la

casi

lla

Filt

rar

por:

T

odos

lo

s re

curs

os.

Hag

a cl

ic e

n M

ás f

iltro

s y

cree

un

nuev

o fil

tro

de r

ecur

sos

haci

endo

cl

ic e

n N

uev

o...

De

nom

bre

al f

iltro

, pa

ra d

istin

guirl

o nó

mbr

elo

grup

oX,

(con

X

su n

úmer

o de

gru

po).

Mar

que

la o

pció

n V

isib

le e

n el

men

ú y

en N

om

bre

de

cam

po e

lija

Dep

arta

men

to,

crite

rio i

gual

a y

val

ores

con

stru

cció

n. H

aga

clic

en

ac

epta

r.

Cua

ndo

elija

es

e fil

tro

sólo

m

ostr

ará

los

recu

rsos

de

es

e de

part

amen

to.

Asi

gne

a la

tar

ea l

impi

ar y

des

broz

ar e

l te

rren

o un

enc

arga

do y

do

s pe

ones

. P

ara

ello

ser

ía ú

til m

odifi

car

el f

iltro

par

a qu

e se

lecc

iona

se p

or

pues

to,

mod

ifíqu

elo

de f

orm

a an

álog

a a

lo e

xplic

ado.

Cre

e un

equ

ipo

para

la

tare

a N

ivel

ar e

l ter

reno

, da

do q

ue n

o ha

y pl

antil

la d

isp

onib

le a

sign

e a

Peo

nes

y un

res

pons

able

par

a di

cha

tare

a, u

sand

o el

filtr

ado

por

pues

to.

F

igu

ra 7

: C

reac

ión

de

un

fil

tro

de

recu

rsos

. S

i se

des

ea i

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erca

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avi

so,

de t

al m

aner

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e e

sta

info

rmac

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se p

onga

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cono

cim

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los

recu

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in

volu

crad

os

en

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pro

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pued

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aliz

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P

roje

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la p

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rea

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aga

clic

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Pro

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crib

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cho

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ació

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ay q

ue d

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tos

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men

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con

aqu

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A.

en

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bibl

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cas

de

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men

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capí

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est

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doc

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In

sert

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umen

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icro

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Wor

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elec

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Cre

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nec

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par

a

com

enza

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tra

bajo

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n lis

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atro

nom

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ompr

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com

o al

cer

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da in

sert

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en

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ota

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tar

ea.

Hag

a cl

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obse

rvar

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mo

apar

ece

el ic

ono

de n

ota

al la

do d

e la

tar

ea.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

2: P

ubli

caci

ón d

e P

roye

ctos

21

A

sí m

ism

o en

la

elab

orac

ión

de l

a pr

ogra

mac

ión

de u

n pr

oyec

to s

e de

ben

incl

uir

los

riesg

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el m

ism

o. E

l di

rect

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el P

roye

cto

debe

pre

star

ate

nció

n pr

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o a

iden

tific

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los

posi

bles

rie

sgos

qu

e pu

dier

an

pres

enta

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en

un

proy

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or o

tro

lado

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aliz

ar u

n se

guim

ient

o a

los

mis

mos

a l

o la

rgo

de

todo

el

cicl

o de

vid

a de

l pr

oyec

to,

así

com

o de

term

inar

las

res

pues

tas

a es

tos

riesg

os.

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o rie

sgo

se e

ntie

nde

todo

aqu

ello

que

car

acte

riza

a la

s si

tuac

ione

s do

nde

el r

esul

tado

de

una

activ

idad

es

mu

y pr

obab

le q

ue s

e de

svíe

de

su v

alor

es

timad

o. A

sí a

pare

cen

dos

caus

as f

unda

men

tale

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apa

rició

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por

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ado

aque

llas

de c

ausa

ale

ator

ia y

por

otr

o la

s de

raí

z ep

isté

mic

o. L

as

prim

eras

son

pro

pias

de

situ

acio

nes

intr

ínse

cam

ente

inc

iert

as,

que

pued

en

pres

enta

rse

o no

, co

mo

el

que

ocur

ra

un

terr

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o.

Las

segu

ndas

es

tán

basa

das

en l

a fa

lta d

e co

noci

mie

nto

obje

tivo

de l

a si

tuac

ión.

Un

caso

de

este

tip

o se

ría

el

com

port

amie

nto

de

las

vent

as

de

un

nuev

o co

ncep

to

de

elec

trod

omés

tico

que

se e

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a la

nzar

el p

róxi

mo

año

al m

erca

do.

Cad

a rie

sgo

que

se id

entif

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en

un p

roye

cto

debe

ir a

com

paña

do d

e un

reg

istr

o co

mpl

eto

qu

e ha

de

co

nten

er

los

sigu

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es

apar

tado

s:

Des

crip

ción

de

l rie

sgo,

R

espo

nsab

le d

el m

ism

o, P

roba

bilid

ad d

e ap

aric

ión

asoc

iada

al r

iesg

o, I

mpa

cto

info

rma

en q

ué m

edid

a po

dría

afe

ctar

un

tipo

de e

vent

ualid

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n el

cas

o de

qu

e és

ta

surg

iese

, A

ctiv

idad

es

o ta

reas

a

las

que

afec

ta

y el

P

lan

de

emer

genc

ia.

P

ara

el s

egui

mie

nto

de r

iesg

os y

pro

blem

as,

pued

e ac

cede

r se

lecc

iona

ndo

la o

pció

n co

rres

pond

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l m

enú

C

olab

orar

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ob

stan

te

sele

ccio

ne

riesg

os

y po

drá

com

prob

ar c

omo

es u

n en

lace

a P

. W

. A

. y

se n

eces

ita u

n si

tio W

eb d

el p

roye

cto

para

rea

lizar

dic

ho s

egui

mie

nto.

Si

no s

e ha

pub

licad

o el

pro

yect

o, n

o se

hab

rá

crea

do e

l si

tio W

eb d

el m

ism

o y

por

lo t

anto

no

podr

án i

ntro

duci

rse

riesg

os e

n es

te

proy

ecto

en

conc

reto

. La

asi

gnac

ión

de r

ecur

sos

es u

n te

ma

recu

rren

te e

n el

man

ejo

de M

S P

roje

ct,

que

se c

om

entó

am

plia

men

te e

n el

man

ual ‘

MS

Pro

ject

Bás

ico

’, no

obs

tant

e, y

da

das

las

nuev

as f

unci

onal

idad

es q

ue P

roje

ct S

erve

r pr

esen

ta a

tra

vés

del u

so

del

Ban

co d

e re

curs

os,

pare

ce ú

til p

rofu

ndiz

ar e

n su

man

ejo

med

iant

e un

ej

empl

o.

En

arch

ivo

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2.m

pp s

e pu

ede

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rvar

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area

Ela

bora

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pro

yect

o

(Fila

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n as

igna

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e ne

cesi

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curs

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amen

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ficin

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écni

ca q

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enga

titu

laci

ón d

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geni

ero

y un

Niv

el a

lto d

e al

emán

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l tra

bajo

re

quie

re q

ue l

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rson

a en

carg

ada

teng

a di

spon

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dad

inm

edia

ta,

dado

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cará

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ente

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pro

yect

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ara

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rvar

los

que

cum

plen

est

e re

quis

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se

entr

a en

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abor

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tro

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anua

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roje

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erve

r: C

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caci

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de

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man

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plet

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cas

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vies

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quis

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quis

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curs

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enda

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e un

no

mbr

e re

pres

enta

tivo

del

riesg

o y

asíg

nelo

a r

ecur

soX

com

o re

spon

sabl

e de

l pla

n de

min

imiz

ació

n de

rie

sgos

. E

n es

te p

roye

cto

pued

e se

r cr

ítica

dic

ha h

uelg

a, p

or e

llo in

sert

e el

nue

vo r

iesg

o co

n fe

cha

prob

able

de

lu

nes

de

la

sem

ana

sigu

ient

e.

Cre

e un

pl

an

de

emer

genc

ia y

a qu

e la

pro

babi

lidad

de

prod

ucirs

e es

ta h

uelg

a es

del

75%

. C

uant

ifiqu

e el

impa

cto

entr

e 0

(impa

cto

mín

imo)

y 1

0 (im

pact

o m

áxim

o).

Adj

unte

el

arch

ivo

Indi

caci

ones

par

a el

pla

n de

em

erge

ncia

que

se

encu

entr

a en

la c

arpe

ta d

e su

gru

po. C

uand

o ac

abe

haga

clic

en

Gua

rdar

y C

erra

r.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

2: P

ubli

caci

ón d

e P

roye

ctos

24

S

e tie

nen

indi

cios

de

que

la e

mpr

esa

enca

rgad

a de

sum

inis

tros

de

puer

tas

y ve

ntan

as p

ueda

ent

rar

en q

uieb

ra.

De

hech

o de

bido

a q

ue e

mpr

esas

en

la

mis

ma

situ

ació

n es

tán

actu

alm

ente

en

susp

ensi

ón d

e pa

gos,

est

e rie

sgo

elev

a su

pro

babi

lidad

has

ta e

l 80

%.

Aso

ciar

emos

dic

ho r

iesg

o a

la t

area

rel

acio

nada

co

n la

co

loca

ción

de

pu

erta

s y

vent

anas

. P

ara

lo

cual

, pr

imer

amen

te

acce

dere

mos

al

cent

ro d

e pr

oyec

tos

(hac

iend

o cl

ic e

n pr

oyec

tos

en e

l m

enú

supe

rior)

, el

igie

ndo

el

caso

2

a co

ntin

uaci

ón.

Sel

ecci

one

la

tare

a In

stal

ar

puer

tas,

ven

tana

s de

alu

min

io y

cris

tale

s. H

aga

clic

seg

uida

men

te e

n vi

ncul

ar

riesg

os y

ace

pte

en e

l av

iso.

Com

o pu

ede

obse

rvar

en

el t

ítulo

de

la p

ágin

a,

hem

os a

cced

ido

a la

vin

cula

ción

de

riesg

os a

tar

ea.

Hag

a cl

ic e

n nu

evo

riesg

o,

riesg

o as

ocia

do a

la

tare

a, y

rel

lene

lo

s ca

mpo

s a

su a

ntoj

o, a

nálo

gam

ente

al

ejem

plo

ante

rior.

U

na

vez

final

izad

o ci

erre

se

sión

en

P

.W.A

. y

cier

re

el

expl

orad

or d

e In

tern

et.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

3: S

egui

mie

nto

de P

roye

ctos

25

C

aso

3:

Seg

uim

ien

to d

e P

roye

cto

s.

• T

rab

ajo

de

inte

gra

nte

(o

mie

mb

ro)

de

equ

ipo

. P

ara

prof

undi

zar

en

la

utili

zaci

ón

de

P.W

.A.

habr

á qu

e in

trod

ucirs

e pr

imer

amen

te c

on e

l nom

bre

de u

suar

io r

ecur

soX

con

tras

eña

grup

oX,

(don

de X

es

el n

úmer

o de

gru

po q

ue s

e le

ha

asig

nado

). S

e tr

ata

de u

n pe

rfil

gené

rico

de

trab

ajad

or d

e la

em

pres

a qu

e p

erm

itirá

fam

iliar

izar

se c

on l

as c

ara

cter

ístic

as y

fu

ncio

nalid

ades

del

pro

gram

a.

E

n la

pág

ina

prin

cipa

l obs

erva

rá s

us ta

reas

nue

vas

asig

nada

s.

Lo

prim

ero

que

debe

ría

real

izar

es

activ

ar l

os a

viso

s de

tar

eas

al c

orre

o el

ectr

ónic

o.

De

esta

man

era

reci

birí

a un

cor

reo

elec

trón

ico

cada

vez

que

se

mod

ifiqu

e el

est

ado

de s

us t

area

s o

reci

ba t

area

s nu

evas

. E

sta

func

iona

lidad

per

mite

que

tod

as l

as

pers

onas

inv

oluc

rada

s en

cua

lqui

er c

ambi

o de

l pr

oyec

to s

ean

avis

adas

en

el a

cto,

re

duci

endo

el t

iem

po d

e re

acci

ón d

e la

s m

ism

as y

evi

tand

o si

tuac

ione

s de

ret

raso

. S

i se

obs

erva

el

men

ú de

la

izqu

ierd

a de

la

pant

alla

prin

cipa

l, ha

y un

enl

ace

a al

erta

rme

sobr

e m

is t

area

s e

info

rmes

de

esta

do.

Si

pinc

ha e

n és

te,

bast

ará

con

el

egir

las

opci

ones

que

des

ee p

ara

activ

arlo

(no

olv

idar

pin

char

en

guar

dar

cam

bios

). T

odo

esto

se

pue

de o

bser

var

en la

fig

ura

sigu

ient

e. D

e la

mis

ma

man

era,

se

pued

e ha

cer

que

se le

ale

rte

so

bre

las

tare

as d

e lo

s re

curs

os q

ue e

stán

a s

u ca

rgo.

Si

no a

pare

ce l

a di

recc

ión

de c

orre

o co

rrec

ta,

se d

eber

á en

trar

en

adm

inis

trar

usu

ario

s y

grup

os d

el m

enú

adm

inis

trac

ión

para

m

odifi

carla

. La

con

figur

ació

n de

ale

rtas

se

ha r

ealiz

ado

ya p

revi

amen

te,

para

que

ten

ga y

a av

isos

en

su c

orre

o el

ectr

ónic

o.

Fig

ura

9:

Ale

rtar

me

sob

re m

is t

area

s.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

3: S

egui

mie

nto

de P

roye

ctos

26

S

i se

acc

ede

al m

enú

de t

area

s de

P.W

.A.,

se o

bser

van

aque

llas

que

le h

an

sido

asi

gnad

as.

Com

o pu

ede

com

prob

ar,

se

le

han

as

igna

do

tres

ta

reas

: F

onta

nerí

a,

Ele

ctric

ida

d y

Cal

efac

ción

y V

entil

ació

n -

AA

, en

las

que

ust

ed a

ctua

rá c

omo

resp

onsa

ble

de l

as m

ism

as,

enca

rgán

dose

de

dirig

ir el

equ

ipo

de i

nsta

lado

res

que

lleva

rán

a ca

bo la

tar

ea.

Ha

habi

do u

na c

onfu

sión

impo

rtan

te,

su c

omet

ido

no e

s el

de

real

izar

ins

tala

cion

es d

e E

lect

ricid

ad

y en

cam

bio

apar

ece

com

o re

spon

sabl

e de

dic

ha t

area

. S

elec

cion

e la

tar

ea h

acie

ndo

clic

sob

re e

lla,

inse

rte

una

nota

ex

plic

ando

el

m

otiv

o

del

rech

azo

(por

ej

empl

o,

‘Por

er

ror

se

ha

asig

nado

est

a ta

rea

al r

ecur

so e

quiv

oca

do.’)

y a

con

tinua

ción

dé

al b

otón

de

Rec

haza

r. L

a ta

rea

desa

pare

ce d

e su

par

te d

e ho

ras.

Est

e ca

mbi

o to

daví

a de

be s

er a

prob

ado

por

el je

fe d

el p

roye

cto.

S

i sig

ue o

bser

vand

o el

des

glos

e de

sus

tar

eas

se d

ará

cuen

ta d

e qu

e tie

ne q

ue

hace

r la

ins

tala

ción

de

cale

facc

ión.

Dad

o qu

e tie

ne u

n au

xilia

r a

su c

argo

de

lega

rá l

a ta

rea

en é

l. P

ara

ello

, se

lecc

ione

la

tare

a y

puls

e D

ele

gaci

ón

, a

cont

inua

ción

sig

a la

s in

stru

ccio

nes.

Ins

ert

e un

a no

ta c

on e

l mot

ivo

que

ha d

ado

luga

r a

dele

gar

esta

tar

ea (

por

ejem

plo,

‘P

or f

avor

, ha

zte

carg

o de

est

a ta

rea.

C

onfío

ple

nam

ente

en

ti.’).

Ele

girá

del

egar

en

Die

go S

ilva,

res

pons

abili

zánd

ose

de s

us p

rogr

esos

. P

or ú

ltim

o, l

a ta

rea

de F

onta

nerí

a es

tá r

etra

sada

. La

cau

sa d

el r

etra

so e

s de

bido

a

qu

e lo

s m

ater

iale

s se

ha

n de

mor

ado

y ac

aban

de

lle

gar.

C

omo

resp

onsa

ble

de l

a ta

rea

enví

e un

a co

pia

del

alba

rán

de r

ecep

ción

que

se

encu

entr

a en

la c

arpe

ta d

el e

scrit

orio

, pa

ra c

omun

icar

y a

test

igua

r el

mot

ivo

del

retr

aso.

Par

a el

lo h

aga

clic

en

Vin

cula

r do

cum

ento

s. H

acie

ndo

clic

en

Car

gar

docu

me

ntos

se

acce

de a

l int

erfa

z pa

ra c

arga

r lo

s do

cum

ento

s. D

ado

que

no s

e ha

cr

eado

un

a bi

blio

teca

es

pecí

fica

para

es

te

proy

ecto

, el

ija

docu

men

tos

com

part

idos

. H

aga

clic

en

Exa

min

ar y

bus

que

en e

l ar

chiv

o al

abar

an.d

oc q

ue

se

enc

uent

ra e

n la

car

peta

de

su g

rupo

, ca

mbi

e el

est

ado

del

docu

men

to a

Li

sto

para

rev

isar

y h

aga

clic

en

Gua

rdar

y c

erra

r.

Vue

lva

a la

tare

a fo

ntan

ería

y e

n la

cas

illa

% tr

abaj

o co

mpl

etad

o po

nga

50%

.

S

i de

spla

za l

a ba

rra

haci

a la

izq

uier

da,

pued

e ob

serv

ar l

a co

mo

al i

nser

tar

un %

de

trab

ajo

com

plet

ado

la c

asill

a de

Tra

bajo

Res

tant

e se

act

ualiz

a au

tom

átic

amen

te.

Dad

o qu

e la

dur

ació

n de

la

tare

a es

de

240

hora

s, e

l tr

abaj

o re

stan

te r

esul

ta 1

20

hora

s. S

i de

sea

intr

oduc

ir un

a va

riaci

ón d

e la

dur

ació

n, b

asta

rá c

on m

odifi

car

esta

ci

fra.

Int

rodu

zca

150

hora

s en

tra

bajo

res

tant

e de

fon

tane

ría

y co

mpr

obar

á co

mo

la

dura

ción

tot

al d

e la

tar

ea s

e m

odifi

ca h

asta

270

hor

as y

el p

orce

ntaj

e co

mpl

etad

o se

rec

alcu

la

hast

a 44

%.

F

igu

ra 1

0: A

ctu

aliz

ació

n d

e ta

reas

.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

3: S

egui

mie

nto

de P

roye

ctos

27

P

ulse

el c

uadr

o gr

is A

ctua

lizar

tod

o pa

ra e

nvia

r la

info

rmac

ión.

Cie

rre

la s

esió

n co

n P

. W

. A

. ha

cien

do c

lic e

n C

erra

r se

sión

, en

la

part

e su

perio

r de

rech

a y

cier

re e

l exp

lora

dor

de I

nter

net.

• T

rab

ajo

de

Dir

ecto

r d

e P

roye

cto

. E

ntra

mos

aho

ra c

omo

Dire

ctor

de

proy

ecto

con

el n

ombr

e de

usu

ario

Dire

ctor

X

y la

co

ntra

seña

gr

upoX

, (d

onde

X

es

el

nú

mer

o de

gr

upo

que

se

le

ha

asig

nado

). E

n la

pág

ina

prin

cipa

l de

P.

W.

A.

obse

rve

que

tiene

una

ser

ie d

e ca

mbi

os q

ue n

eces

itan

ser

actu

aliz

ados

. P

roZ

aC t

iene

la

polít

ica

de e

xigi

r un

in

form

e po

r ca

da t

area

de

proy

ecto

com

ple

tada

, po

r el

lo s

e re

quie

re q

ue h

aya

un d

ocum

ento

adj

unto

a c

ada

petic

ión

de a

ctua

lizac

ión.

Con

est

as p

rem

isas

, ac

ceda

a

las

actu

aliz

acio

nes

y ha

ga

lo

sigu

ient

e:

en

prim

er

luga

r ab

ra

el

arch

ivo

que

está

vi

ncul

ado

con

la

tare

a F

onta

nerí

a y

pues

to

que

está

de

bida

men

te d

ocum

enta

da a

cept

e la

act

ual

izac

ión

que

se l

e ha

pro

pues

to.

Res

pect

o a

la d

eleg

ació

n de

la

tare

a C

alef

acci

ón y

Ven

tilac

ión

– A

A,

revi

se l

a no

ta q

ue s

e le

adj

unta

y a

cept

e el

cam

bio.

Por

últi

mo

resp

ecto

a l

a ta

rea

de

Ele

ctric

ida

d re

chac

e es

te c

ambi

o e

inse

rte

una

nota

arg

umen

tand

o qu

e no

ha

habi

do n

ingú

n er

ror

en e

sta

asig

naci

ón.

Par

a ac

epta

r o

rech

azar

las

tar

eas

sele

ccio

ne la

opc

ión

corr

espo

ndie

nte

en la

prim

era

colu

mna

de

la t

abla

que

se

el m

uest

ra.

A

sí m

ism

o, s

e ac

ordó

que

tod

os l

os j

efes

de

proy

ecto

exi

girí

an u

n in

form

e m

ensu

al c

on l

os p

rogr

esos

de

sus

subo

rdin

ados

. A

con

tinua

ción

cre

ará

una

petic

ión

de i

nfor

me

de e

stad

o; p

ara

ello

hag

a cl

ic e

n el

men

ú In

form

es d

e es

tado

, d

e la

bar

ra a

zul

supe

rior,

y e

n S

olic

itar

un i

nfor

me

de e

stad

o.

Cre

e un

o nu

evo

sigu

iend

o lo

s pa

sos

que

le in

dica

el p

rogr

ama.

En

el p

aso

1, t

itule

el

info

rme

com

o In

form

e m

ensu

al y

hag

a qu

e ve

nza

el p

rimer

lune

s de

cad

a m

es,

final

men

te,

espe

cifiq

ue c

omo

fech

a de

com

ienz

o el

día

de

hoy.

En

el p

aso

2,

asíg

nese

lo a

l rec

urso

X,

(dón

de X

es

su n

úmer

o de

gru

po).

En

el p

aso

3, e

limin

e la

s pr

egun

tas

que

apar

ecen

por

def

ecto

, se

lecc

ióne

las

y pu

lse

el b

otón

Elim

inar

fil

a. C

on e

l bo

tón

Inse

rtar

fila

, in

sert

e la

s si

guie

ntes

pre

gunt

as (

en e

l cu

adro

N

om

bre,

in

sert

e el

nú

mer

o de

la

pr

egun

ta

y en

el

cu

adro

D

escr

ipci

ón,

el

enun

ciad

o co

rres

pond

ient

e):

−

Pre

gunt

a 1:

¿E

n qu

é es

tado

est

án la

s ta

reas

en

las

que

está

tra

baja

ndo

actu

alm

ente

?. (

Exp

rése

lo e

n %

).

− P

regu

nta

2:

¿E

n qu

é m

edid

a se

es

tán

cum

plie

ndo

los

obje

tivos

m

arca

dos

para

est

a ta

rea/

s?.

En

lo q

ue s

e re

fiere

a (

plaz

o /

cost

e /

calid

ad).

−

Pre

gunt

a 3:

Inf

orm

e de

cua

lqui

er p

robl

ema

o ev

entu

alid

ad q

ue h

aya

po

dido

o p

ueda

sur

gir

en e

l des

arro

llo d

e es

ta/s

tare

a/s.

−

Pre

gunt

a 4:

Otr

as o

bser

vaci

ones

. A

l fin

al p

ulse

Gua

rdar

. A

con

tinua

ción

con

tinua

rem

os c

on l

a ge

stió

n de

rie

sgos

y p

robl

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ador

(si

tuad

o en

la

part

e su

perio

r de

rech

a de

la

pant

alla

) in

sert

ando

el

nom

bre

en e

l cu

adro

de

búsq

ued

a.

Inse

rte

otro

an

unci

o pa

ra

resp

onde

r al

re

quer

imie

nto

del

adm

inis

trad

or.

En

el a

part

ado

Títu

lo e

scrib

a ‘T

eléf

ono

de S

andr

a P

ascu

al’ y

en

la c

asill

a d

e T

exto

‘E

l nú

mer

o de

tel

éfon

o es

656

56

66 6

5. E

sper

o si

rva

de

ayud

a.

Un

salu

do.”

P

ara

no

esta

r al

mac

enan

do

los

anun

cios

un

tie

mpo

in

defin

ido

intr

oduz

ca c

omo

fech

a de

cad

ucid

ad e

l prim

er d

ía d

el m

es q

ue v

iene

. C

uand

o ha

ya

real

izad

o to

dos

los

paso

s,

haga

cl

ic

en

Gua

rdar

y

Cer

rar

y co

mpr

uebe

que

el a

nunc

io s

e ha

ya p

ublic

ado.

Si

se p

osic

iona

enc

ima

del

nom

bre

que

sigu

e a

real

izad

o po

r en

cua

lqui

er e

lem

ento

, se

abr

e un

men

ú qu

e po

sibi

lita

conc

erta

r ci

tas

y m

anda

r co

rreo

s el

ectr

ónic

os d

e fo

rma

fáci

l y r

ápid

a, c

omo

pued

e ob

serv

ar e

n la

figu

ra s

igui

ente

.

F

igu

ra 1

6: M

enú

ráp

ido

en

Sh

areP

oin

t.

Por

últi

mo

se u

tiliz

ará

una

opc

ión

muy

útil

par

a la

co

mun

icac

ión

den

tro

de u

na

empr

esa,

los

foro

s de

dis

cusi

ón.

Hag

a cl

ic e

n D

iscu

sion

es,

en e

l m

enú

rápi

do d

e la

izq

uier

da,

y cr

ee u

n nu

evo

pane

l de

dis

cusi

ón c

on e

l no

mbr

e de

su

grup

o y

en e

l cu

adro

Des

crip

ción

es

crib

a F

oro

de

deb

ate

del

grup

oX.

Inse

rte

una

opin

ión

para

que

los

dem

ás

grup

os lo

com

ente

n. I

nser

te s

u op

inió

n so

bre

la u

tilid

ad d

e P

roje

ct S

erve

r en

su

or

gani

zaci

ón e

n el

pan

el d

e di

scus

ión

Cur

so P

roje

ct S

erve

r. E

n el

cua

dro

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

4: T

raba

jar

con

Shar

ePoi

nt S

ervi

ces

37

A

sunt

o es

crib

a U

tilid

ad

de

Pro

ject

S

erve

r.

En

el

cuad

ro

Tex

to

escr

iba

El

cont

enid

o y

las

aplic

acio

nes

que

Pro

ject

Ser

ver

tiene

n un

a ut

ilida

d....

C

omen

tar

que

pued

e as

í m

ism

o re

strin

girs

e el

ac

ceso

a

esto

s fo

ros

de

disc

usió

n, a

sí c

omo

tam

bién

ped

ir un

a ap

roba

ción

de

cada

com

enta

rio a

ntes

de

pub

licar

se.

• B

iblio

teca

s d

e d

ocu

men

tos.

C

omo

ya s

e co

men

tó a

l pr

inci

pio

del

man

ual

Sha

reP

oint

es

la a

plic

ació

n qu

e so

port

a la

s pá

gina

s W

eb r

elac

iona

das

con

Pro

ject

Ser

ver.

Ya

se h

a co

men

tado

la

util

idad

de

las

pági

nas

de p

roye

cto,

de

las

área

s de

reu

nión

y a

hora

se

prof

undi

zará

en

la c

reac

ión

de b

iblio

teca

s de

doc

umen

tos.

Las

bib

liote

cas

de

docu

men

tos

posi

bilit

an l

a ge

stió

n, a

lmac

enam

ient

o y

acce

so r

ápid

o a

toda

la

docu

men

taci

ón g

ener

ada

en u

n pr

oyec

to.

Cie

rre

la p

ágin

a de

Sha

reP

oint

en

la q

ue s

e en

cuen

tra

y en

tre

en l

a pá

gina

pr

inci

pal d

e P

. W

. A

. (u

suar

io:

Dire

ctor

X,

cont

rase

ña:

grup

oX),

sel

ecci

one

en e

l m

enú

azul

sup

erio

r el

apa

rtad

o de

Doc

um

ento

s. E

n la

pan

talla

se

pres

enta

n,

por

una

part

e lo

s pr

oyec

tos

de la

em

pres

a qu

e es

tán

actu

alm

ente

rea

lizán

dose

(s

ólo

a lo

s qu

e se

tien

e ac

ceso

),

y po

r ot

ra lo

s do

cum

ento

s pú

blic

os.

Se

proc

eder

á a

crea

r un

a bi

blio

teca

de

docu

men

tos

públ

icos

y p

ara

ello

se

hace

clic

en

Doc

umen

tos

públ

icos

y a

Con

tinua

ción

en

Cre

ar b

iblio

teca

de

docu

men

tos.

F

igu

ra 1

7: C

rear

bib

liote

ca d

e d

ocu

men

tos.

S

e cr

eará

una

bib

liote

ca l

lam

ada

Pre

supu

esto

s de

l gr

upoX

, do

nde

X e

s su

nú

mer

o de

gr

upo

. R

elle

ne

los

cam

pos

activ

ando

la

op

ción

ve

rsio

nes

del

docu

men

to

e in

dica

ndo

com

o pl

antil

la

Hoj

a de

cá

lcul

o de

M

icro

soft

Offi

ce

Exc

el.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

4: T

raba

jar

con

Shar

ePoi

nt S

ervi

ces

38

S

i se

el

ije

la

opci

ón

de

mos

trar

en

la

ba

rra

de

inic

io

rápi

do,

apar

ecer

á in

med

iata

men

te d

espu

és d

e lo

s do

cum

ento

s co

mpa

rtid

os.

La

cre

ació

n de

ver

sion

es d

e do

cum

ento

s pe

rmite

con

serv

ar v

aria

s ve

rsio

nes

de u

n do

cum

ento

. S

i es

nece

sario

des

hace

r un

cam

bio,

pue

de r

esta

urar

la v

ersi

ón a

nter

ior

y co

ntin

uar

trab

ajan

do.

Cua

ndo

la c

reac

ión

de v

ersi

ones

est

á ac

tivad

a, u

n co

man

do

His

toria

l de

ver

sion

es s

e ag

rega

a l

a lis

ta d

espl

egab

le q

ue v

en l

os u

suar

ios

cuan

do

hace

n cl

ic e

n la

fle

cha

situ

ada

junt

o al

nom

bre

del

docu

men

to.

Cua

ndo

el u

suar

io

hace

clic

en

His

tori

al d

e ve

rsio

nes,

apa

rece

una

list

a de

las

vers

ione

s an

terio

res

del

docu

men

to. E

l usu

ario

pue

de a

brir

una

vers

ión

ante

rior,

res

taur

ar u

na v

ersi

ón (

reem

plaz

ando

la

vers

ión

actu

al)

o el

imin

ar u

na v

ersi

ón a

ntig

ua.

Cua

ndo

se e

limin

a un

doc

umen

to d

e un

a bi

blio

teca

se

elim

inan

toda

s su

s ve

rsio

nes

auto

mát

icam

ente

. A c

ontin

uaci

ón c

ree

una

car

peta

lla

mad

a ‘A

ño e

n cu

rso

’ pu

lsan

do e

n N

ueva

ca

rpet

a y

en G

uard

ar y

cer

rar.

Ent

rand

o en

ella

pul

se C

arga

r do

cum

ento

y e

n la

op

ción

en

azul

Car

gar

vario

s ar

chiv

os d

el c

entr

o de

la

pant

alla

. In

sert

e lo

s ar

chiv

os p

resu

pues

to1,

pre

supu

esto

2 y

pres

upue

sto3

que

tie

ne e

n su

car

peta

de

l esc

ritor

io,

haci

endo

clic

seg

uida

men

te e

n G

uard

ar y

Cer

rar.

Si p

osic

iona

el

rató

n en

cim

a de

l nom

bre

del a

rchi

vo,

apar

ece

un d

espl

egab

le c

on u

na s

erie

de

opci

ones

. H

aga

clic

en

el d

espl

egab

le q

ue a

pare

ce e

n el

nom

bre

del

arch

ivo

y ed

ite l

as p

ropi

edad

es d

e lo

s do

cum

ento

s m

odifi

cand

o su

est

ado

com

o Li

sto

para

rev

isar

. C

omo

tam

bién

pue

de o

bser

var

en e

l de

sple

gabl

e, s

ería

pos

ible

co

nfig

urar

una

ale

rta

para

que

sea

avi

sado

cad

a ve

z qu

e se

mod

ifiqu

e el

ar

chiv

o.

El

His

toria

l de

ver

sion

es r

ecog

e la

s di

fere

ntes

ver

sion

es q

ue d

e un

arc

hivo

se

ha

n po

dido

rea

lizar

y p

erm

ite q

ue d

os p

erso

nas

no p

ueda

n m

odifi

car

un m

ism

o ar

chiv

o a

la v

ez l

o qu

e oc

asio

narí

a pé

rdid

a de

dat

os.

Así

cad

a ve

z qu

e do

s us

uario

s a

bran

un

mis

mo

arch

ivo

el s

iste

ma

no p

erm

itirá

que

se

guar

de c

on e

l m

ism

o no

mbr

e.

Acc

eda

ahor

a co

n el

bot

ón a

rrib

a a

l ni

vel

supe

rior

y ha

ga c

lic e

n V

ista

del

ex

plor

ador

, op

ción

situ

ada

en e

l m

enú

de l

a iz

quie

rda

de l

a pa

ntal

la.

Com

o ve

le

ap

arec

e un

a ca

rpet

a qu

e pe

rman

ecía

oc

ulta

. A

cced

a a

su

cont

enid

o y

obse

rvar

á co

mo

apar

ecen

uno

s ar

chiv

os d

e co

nfig

ura

ción

y u

na h

oja

Exc

el c

on

el n

ombr

e te

mpl

ate.

Se

trat

a de

la

plan

tilla

de

Exc

el q

ue s

e co

nfig

uró

en l

a cr

eaci

ón d

e la

bib

liote

ca.

En

caso

de

que

la m

odifi

case

, ca

da v

ez q

ue s

e cr

eará

un

nu

evo

docu

men

to

con

dich

a op

ción

de

la

bi

blio

teca

ap

arec

ería

n es

as

mod

ifica

cion

es p

or d

efec

to. C

ierr

e el

exp

lora

dor

de In

tern

et p

ara

conc

luir.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

5: C

ontr

ol a

vanz

ado

de P

roye

ctos

39

C

aso

5:

Co

ntr

ol a

van

zad

o d

e P

roye

cto

s

• A

nál

isis

y m

od

elad

o d

e la

Car

tera

de

Pro

yect

os.

La

s em

pres

as o

rient

adas

a f

unci

onar

por

pro

yect

os s

e en

cuen

tran

con

que

en

un m

omen

to d

eter

min

ado

son

vario

s lo

s pr

oyec

tos

que

tiene

n en

cur

so.

Las

part

icul

arid

ades

de

esta

situ

ació

n ha

cen

que

se d

eba

pres

tar

espe

cial

a l

as

inte

racc

ione

s qu

e en

tre

los

mis

mos

se

van

a pr

oduc

ir, y

a qu

e po

r ej

empl

o, e

n la

m

ayor

ía d

e lo

s ca

sos

los

recu

rsos

que

se

van

a ut

iliza

r so

n lo

s m

ism

os y

por

lo

tant

o pu

eden

sur

gir

conf

licto

s en

las

asig

naci

ones

que

se

vaya

n a

real

izar

.

En

este

se

ntid

o, P

roje

ct S

erve

r in

corp

ora

dos

herr

amie

ntas

den

tro

del

Cen

tro

de P

roye

ctos

que

ser

virá

n pa

ra g

estio

nar

la C

arte

ra d

e P

roye

ctos

. E

stas

dos

he

rram

ient

as

son:

A

naliz

ador

de

P

roye

ctos

y

Mod

elad

or

de

la

Car

teta

de

P

roye

ctos

. E

l pri

mer

o de

ello

s, p

erm

ite r

epre

sent

ar d

ifere

ntes

car

acte

ríst

icas

de

un p

roye

cto

a tr

avés

de

la u

tiliz

ació

n de

tab

las

diná

mic

as.

En

el s

egun

do c

aso

se

pu

eden

re

aliz

ar

pequ

eñas

si

mul

aci

ones

en

la

s qu

e a

part

ir de

un

as

cond

icio

nes

de p

artid

a se

cal

cula

n di

fere

ntes

par

ámet

ros

dent

ro d

e un

pro

yect

o

com

o pu

eden

ser

el c

oste

fina

l de

un p

roye

cto

o la

fech

a de

fina

lizac

ión.

• A

nal

izad

or

de

Pro

yect

os

Com

o el

ana

lizad

or d

e pr

oyec

tos

es m

uy d

epen

dien

te d

e la

nat

ural

eza

de l

os

proy

ecto

s a

anal

izar

, P

roje

ct S

erve

r no

incl

uye

ning

una

vist

a de

ana

lizad

or p

or

defe

cto.

Deb

ido

a es

to s

e de

ben

crea

r la

s vi

stas

nec

esar

ias

en f

unci

ón d

e lo

s re

quer

imie

ntos

de

la e

mpr

esa.

D

icha

s vi

stas

pue

den

ser

usad

as d

inám

icam

ente

, es

dec

ir, q

ue p

uede

n se

r m

odifi

cada

s so

bre

la m

arch

a du

rant

e el

aná

lisis

. U

na v

ista

del

ana

lizad

or e

sta

form

ada

por

dos

part

es,

la t

abla

din

ámic

a y

el

diag

ram

a. L

a ta

bla

diná

mic

a fu

ncio

na c

om

o un

a ho

ja E

xcel

y c

ontie

ne t

odos

los

dato

s qu

e se

rep

rese

ntar

án e

n el

dia

gram

a

Par

a ac

cede

r al

A

naliz

ador

en

tre

en

el

cent

ro

de

Pro

yect

os

de

P.W

.A,

aute

ntíq

uese

com

o C

arte

raX

, gr

upoX

(do

nde

X e

s el

núm

ero

de s

u gr

upo)

y

haga

clic

en

el m

enú

de l

a iz

quie

rda

Ana

lizar

Pro

yect

os e

n el

Ana

lizad

or d

e la

ca

rter

a de

pro

yect

os.

Apa

rece

rá la

vis

ta

que

se h

a cr

eado

par

a el

cur

so,

aunq

ue c

omo

se c

omen

tó,

P.W

.A.

no p

rese

nta

vist

as p

or d

efec

to e

n el

ana

lizad

or.

Obs

erve

los

elem

ento

s re

pres

enta

dos

y tr

ate

de id

entif

icar

los.

P

ara

que

uste

d pu

eda

trab

ajar

, se

ha

crea

do o

tra

vist

a en

bla

nco.

Esc

oja

del

desp

lega

ble

de l

a pa

rte

supe

rior

dere

cha,

(E

lija

una

vist

a),

la v

ista

den

otad

a co

mo

vist

a va

cía.

A P

roZ

aC l

e in

tere

sa c

onoc

er

la d

istr

ibuc

ión

econ

ómic

a qu

e se

rep

arte

ent

re lo

s di

stin

tos

proy

ecto

s, p

ara

ello

del

cua

dro

que

apar

ece

en la

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

5: C

ontr

ol a

vanz

ado

de P

roye

ctos

40

pa

ntal

la ll

amad

o lis

ta d

e ca

mpo

s de

grá

fico

(fig

ura

sigu

ient

e),

haga

clic

sob

re e

l ap

arta

do d

enot

ado

com

o pr

oyec

to y

arr

ástr

elo

has

ta e

l ap

arta

do d

e la

pan

talla

do

nde

se le

e co

loqu

e ca

mpo

s de

fila

aqu

í, id

entif

icad

o en

col

or v

erde

.

F

igu

ra 1

8: A

naliz

ador

de

la c

arte

ra d

e p

roye

ctos

. A

l sol

tar

verá

com

o ap

arec

en t

odos

los

proy

ecto

s en

una

col

umn

a. H

aga

clic

en

el i

cono

tria

ngul

ar q

ue a

pare

ce

al l

ado

de

proy

ecto

, pa

ra q

ue a

pare

zca

un

desp

lega

ble

dond

e po

der

sele

ccio

nar

los

proy

ecto

s qu

e le

inte

resa

rep

rese

ntar

. S

i de

sele

ccio

na

el

apar

tado

T

odas

, ve

ra

com

o de

sapa

rece

n to

das

las

sele

ccio

nes

que

apar

ecen

por

def

ecto

. M

arqu

e ta

n so

lo lo

s pr

oyec

tos

llam

ados

A

naliz

ador

1, A

naliz

ad

or2

y A

naliz

ador

3. H

aga

clic

en

acep

tar.

C

oloq

ue d

e la

mis

ma

man

era

Cos

to p

revi

sto

en l

a p

art

e am

arill

a d

e la

tab

la y

ob

serv

e co

mo

se

gene

ra

auto

mát

icam

ente

un

di

agra

ma

de

barr

as.

Cam

biar

emos

el

diag

ram

a ha

cien

do c

lic e

n el

seg

undo

ico

no d

e la

bar

ra d

e m

enú

elig

iend

o el

circ

ular

sec

cion

ado

(2º

tipo

de d

iagr

ama

circ

ular

).

Obs

erve

el

gráf

ico

dánd

ose

cuen

ta d

e la

dis

trib

ució

n de

cos

tes

resp

ecto

al

tota

l. In

sert

e ah

ora

el c

ampo

Cos

to r

eal a

rras

trán

dolo

al l

ado

del o

tro

cam

po.

S

i ya

no

apar

ece

la l

ista

de

cam

pos

o la

hem

os c

erra

do p

or u

n de

scui

do,

pued

e

mos

trar

/ocu

ltar

dich

a lis

ta m

edia

nte

el b

otón

del

men

ú .

Com

o ob

serv

ará

la g

ráfic

a no

ha

cam

bia

do,

esto

es

por

que

este

tip

o de

grá

fico

sólo

adm

ite u

na ú

nica

ser

ie d

e da

tos.

Si a

rras

tra

la c

olum

na C

osto

rea

l has

ta la

pr

imer

a po

sici

ón c

ambi

ará

el g

ráfic

o. E

n es

te m

omen

to s

i que

le in

tere

sa v

er la

co

mpa

raci

ón d

e co

stes

, pa

ra e

llo m

odifi

que

el t

ipo

de g

ráfic

o y

elij

a aq

uel q

ue

le p

ueda

tra

smiti

r un

a vi

sión

com

para

tiva

de l

os d

os c

ampo

s. P

or e

jem

plo,

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

5: C

ontr

ol a

vanz

ado

de P

roye

ctos

41

ut

ilice

el g

ráfic

o de

bar

ras

vert

ical

es.

Par

a fa

cilit

ar la

lect

ura

del g

ráfic

o, p

ulse

el

botó

n m

ostr

ar le

yend

a si

tuad

o en

la b

arra

de

herr

amie

ntas

.

Si

pinc

ha c

on e

l bo

tón

dere

cho

del

rató

n en

cim

a de

la

gráf

ica

y el

ige

com

ando

s y

opci

ones

…

podr

á,

sele

ccio

nand

o la

pe

stañ

a “g

ener

al”,

ac

tivar

la

fu

nció

n va

rios

gráf

icos

y c

on e

l bot

ón d

e su

der

echa

for

zar

que

usen

una

mis

ma

esca

la.

Est

a op

ción

es

muy

útil

a l

a ho

ra d

e co

mpa

rar

varia

s gr

áfic

as,

dado

que

se

repr

esen

tará

n un

a al

la

do d

e la

otr

a pu

dién

dola

s co

mpa

rar

sobr

e el

mis

mo

plan

o.

Aho

ra s

e pr

oced

erá

a ob

serv

ar l

a cu

rva

de l

a s

de u

n pr

oyec

to,

para

ello

se

debe

rán

crea

r lo

s ca

mpo

s C

PT

P,

CP

TR

y C

RT

R,

dado

que

no

son

cam

pos

acce

sibl

es d

esde

el a

naliz

ador

. Lo

prim

ero

de t

odo

será

cam

biar

la t

ipol

ogía

de

la t

abla

, pa

ra e

llo a

rras

tre

los

cam

pos

de d

atos

util

iza

dos

ante

riorm

ente

fue

ra

de

los

límite

s de

la

ta

bla

y co

mpr

obar

á co

mo

al

solta

rlos

desa

pare

cen

auto

mát

icam

ente

. A

rras

tre

el c

ampo

Pro

yect

os

desd

e el

lado

izqu

ierd

o de

la t

abla

has

ta la

par

te

de f

iltra

do q

ue a

pare

ce e

n la

par

te s

uper

ior

en c

olor

ros

a. S

elec

cion

e ta

n só

lo

el p

roye

cto

Ana

lizad

or1,

des

elec

cion

ando

el r

esto

. A

rras

tre

el c

ampo

Mes

es d

entr

o de

l ap

arta

do H

ora

desd

e la

lis

ta d

e ca

mpo

s ha

sta

los

cam

pos

de f

ila s

ituad

os a

la

izq

uier

da d

e la

pan

talla

en

colo

r ve

rde.

S

elec

cion

e co

n el

ico

no t

riang

ular

el

año

2006

úni

cam

ente

y h

aga

clic

en

acep

tar.

U

tiliz

ando

el

bo

tón

ha

ga

clic

en

cr

ear

tota

l ca

lcul

ado

. E

n el

ap

arta

do c

álcu

lo e

n no

mbr

e in

sert

e C

PT

P y

en

el c

uadr

o en

bla

nco

escr

iba:

“S

um (

YT

D()

,”

A c

ontin

uaci

ón e

lija

del

desp

lega

ble

de l

a p

arte

inf

erio

r de

l cu

adro

de

diál

ogo

cost

e pr

evis

to (

tota

l) y

haga

clic

en

refe

renc

ia a

, y

por

últim

o ci

erre

el p

arén

tesi

s de

mod

o qu

e la

exp

resi

ón c

ompl

eta

le q

uede

Sum

(Y

TD

(), [

Mea

sure

s].[B

asel

ine

cost

])

H

aga

clic

en

cam

biar

par

a va

lidar

el

cam

bio

y se

lecc

ione

la

pest

aña

títu

lo

inse

rtan

do c

omo

títul

o C

PT

P.

Cie

rre

la v

enta

na c

on e

l bot

ón s

ituad

o en

la p

arte

su

perio

r de

rech

a de

l cua

dro

de d

iálo

go.

Rea

lice

los

mis

mos

pas

os p

ara

calc

ular

el

CR

TR

, se

lecc

iona

ndo

en e

ste

caso

en

la

part

e in

ferio

r C

oste

Rea

l (t

otal

), y

par

a ca

lcul

ar C

PT

R,

sele

ccio

nand

o C

oste

(to

tal).

El

resu

ltado

que

le

que

dará

ser

á el

mos

trad

o a

cont

inua

ción

. V

aríe

los

proy

ecto

s fil

trad

os y

obs

erva

rá la

cur

va d

e la

s d

e di

chos

pro

yect

os.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

5: C

ontr

ol a

vanz

ado

de P

roye

ctos

42

F

igu

ra 1

9: R

epre

sen

taci

ón d

e S

-Cu

rve

en e

l ana

lizad

or.

Si p

inch

a en

el b

otón

d

el m

enú

obse

rvar

á la

leye

nda

del g

ráfic

o qu

e le

ayu

dará

a

com

pren

der

el m

ism

o. S

i ad

emás

sel

ecci

ona

la o

pció

n D

iagr

ama

en

el m

enú

azul

de

la

part

e su

perio

r, o

culta

rá l

a ta

bla

diná

mic

a y

obse

rvar

á el

grá

fico

de m

aner

a óp

tima.

Par

a gu

arda

r la

im

agen

pue

de p

ulsa

r en

la

opci

ón g

uard

ar d

iagr

ama

en

form

ato

gif,

del

men

ú ya

indi

cado

• M

od

elad

or

de

Pro

yect

os

El

mod

elad

or

de

proy

ecto

s pr

ovee

un

es

paci

o de

tr

abaj

o pa

ra

anál

isis

de

m

odifi

caci

ón d

e as

igna

ción

de

recu

rsos

y m

odifi

caci

ón d

e lín

eas

de t

iem

po.

Se

prop

orci

ona

ento

nces

una

fue

nte

de o

ptim

izac

ión

cond

ucid

a po

r el

usu

ario

a

trav

és d

e la

intr

oduc

ción

de

pará

met

ros

en e

l int

erfa

z. E

n de

finiti

va,

pued

e us

ar

el

mod

ela

dor

de

proy

ecto

s pa

ra

crea

r y

expl

orar

di

vers

as

alte

rnat

ivas

de

es

cena

rios

de p

lani

ficac

ión,

ade

más

de

pode

r co

mpa

rarla

s en

tre

si.

Mo

del

ado

. P

ara

acce

der

al M

odel

ador

ent

re e

n el

ce

ntro

de

Pro

yect

os y

hag

a cl

ic e

n el

m

enú

de l

a de

rech

a M

odel

ar P

roye

ctos

con

el

Mo

dela

dor

de l

a ca

rter

a de

pr

oyec

tos.

A

pare

cerá

n lo

s m

odel

os d

e pr

oyec

tos

crea

dos,

no

obst

ante

se

proc

eder

á a

crea

r un

nue

vo m

odel

o pa

ra m

ostr

ar lo

s pa

sos

nece

sario

s. H

aga

clic

en

Nue

vo

y es

peci

fique

un

nom

bre

(gru

po X

) y

una

desc

ripci

ón a

l mod

elo

que

va a

cre

ar.

Por

ej

empl

o:

‘Mod

elo

del

grup

o 1’

. In

cluy

a lo

s pr

oyec

tos

mod

elad

o1,

mod

elad

o2,

m

odel

ado

3 y

mod

elad

o4,

sele

ccio

nánd

olos

de

l cu

adro

de

la

iz

quie

rda

y pu

lsan

do e

l bo

tón

Agr

egar

. H

aga

clic

en

Sig

uien

te u

na v

ez h

aya

agre

gado

lo

s pr

oyec

tos.

E

n

la

pant

alla

qu

e ap

arec

e a

cont

inua

ción

, se

en

umer

an

to

dos

los

proy

ecto

s qu

e tie

nen

algú

n tip

o de

re

laci

ón

con

los

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

5: C

ontr

ol a

vanz

ado

de P

roye

ctos

43

se

lecc

iona

dos

para

el

mod

elo

, es

peci

fican

do e

l tip

o de

rel

ació

n y

con

que

proy

ecto

o

proy

ecto

s se

es

tabl

ece.

D

e

esta

m

aner

a po

drá

incl

uirlo

s co

mo

re

fere

ncia

. E

n su

cas

o ha

ga c

lic e

n S

igui

ente

sin

esp

ecifi

car

ning

ún p

roye

cto

adic

iona

l. E

n la

sig

uien

te p

anta

lla a

pare

cen

toda

s la

s op

cion

es d

e pr

ogra

mac

ión

que

se

pued

en im

plem

enta

r:

Pue

de m

odifi

car

la P

rior

idad

de

los

proy

ecto

s, e

scrib

a en

el c

uadr

o de

prio

ridad

de

mod

elad

o1 la

cifr

a 10

00 (

prio

ridad

má

xim

a),

deja

ndo

las

dem

ás p

riorid

ades

si

n m

odifi

car.

T

ambi

én

pued

e m

odifi

car

las

Opc

ione

s de

pr

ogra

mac

ión

, m

ante

nga

la

de

mod

elo1

, pe

ro e

lija

en e

l de

sple

gabl

e de

las

dem

ás R

easi

gnar

rec

urso

s en

el

fond

o de

mod

elos

. Hag

a cl

ic e

n si

guie

nte

y ya

hab

rá c

read

o su

mod

elo.

Las

opci

ones

de

prog

ram

ació

n en

el m

odel

ador

son

las

sigu

ient

es:

Man

tene

r la

s fe

chas

y la

s as

igna

cion

es:

el m

odel

ador

no

cam

biar

á fe

chas

ni

asig

naci

ones

de

recu

rsos

. E

sta

es l

a ún

ica

opci

ón d

ispo

nibl

e si

la

prio

ridad

es

100

0.

Util

izar

asi

gnac

ione

s ac

tual

es:

Per

mite

al

mod

elad

or c

ambi

ar f

echa

s pa

ra s

olve

ntar

so

brea

sign

acio

nes

de r

ecur

sos

Rea

sign

ar r

ecur

sos

en e

l pr

oyec

to:

El

mod

elad

or p

uede

mod

ifica

r as

igna

cion

es p

ara

este

pro

yect

o ún

icam

ente

.

R

easi

gnar

rec

urso

s en

el

fond

o de

mod

elos

: P

erm

ite a

l m

odel

ador

usa

r re

curs

os d

e to

dos

los

proy

ecto

s in

clui

dos

en e

l mod

elo.

P

ara

abrir

el

mod

elo

crea

do s

elec

ción

elo

de l

a lis

ta y

hag

a cl

ic e

n A

brir

en e

l m

enú

supe

rior.

Pue

de o

bser

var

las

línea

s de

rep

rese

ntac

ión

de l

os p

roye

ctos

en

ve

rde,

si

ex

istie

ra

algu

na

sobr

easi

gnac

ión

men

or

de

10%

ap

arec

ería

m

arca

da e

n am

arill

o y

caso

de

que

fuer

a m

ayor

del

10

% a

pare

cerí

a en

roj

o.

C

on e

l bo

tón

pue

de c

ambi

ar i

n-si

tu l

a co

nfig

urac

ión

del

mod

elad

or,

cam

bian

do

las

cond

icio

nes

de

prio

ridad

y

de

prog

ram

ació

n.

Est

o pe

rmite

re

aliz

ar

varia

s si

mul

acio

nes

con

el m

ism

o m

odel

o.

An

aliz

ar e

l m

od

elo

. S

i ha

ce c

lic e

n el

bot

ón A

naliz

ar d

e la

bar

ra d

e he

rram

ient

as,

acce

derá

al

anál

isis

del

mod

elo.

En

él s

e re

pres

enta

n pr

imer

amen

te l

os d

atos

del

mod

elo,

un

re

sum

en

de

sus

cara

cter

ístic

as,

un

diag

ram

a y

las

opci

ones

de

pr

ogra

mac

ión

utili

zad

as.

Obs

erve

el

resu

men

de

esta

díst

icas

, la

pro

gram

ació

n

mod

elad

a ac

aba

más

de

dos

mes

es m

ás t

arde

que

la p

rogr

amac

ión

más

cor

ta.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

5: C

ontr

ol a

vanz

ado

de P

roye

ctos

44

C

on e

stos

dat

os,

un J

efe

de C

arte

ra d

e P

roye

ctos

pue

de b

asar

sus

dec

isio

nes

para

ele

gir,

por

eje

mpl

o,

la p

rogr

amac

ión

mod

ela

da c

on e

l fin

de

pres

erva

r la

di

spon

ibili

dad

de

recu

rsos

pa

ra

otro

pr

oyec

to.

Pue

de

obse

rvar

en

la

pa

rte

infe

rior

de

la

pant

alla

lo

s eq

uipo

s de

pr

oyec

to

segú

n la

s op

cion

es

de

prog

ram

ació

n in

trod

ucid

as.

S

i ha

ce

clic

co

n el

bo

tón

dere

cho

en

el

diag

ram

a pu

ede

activ

ar

la

barr

a de

he

rram

ient

as c

on e

l fin

de

pode

r m

odifi

car

el t

ipo

de g

ráfic

o, l

a es

cala

, la

ley

enda

, et

c. P

udie

ndo

adec

uarla

a s

us n

eces

idad

es,

tal

y co

mo

pued

e ob

serv

arse

en

la

figur

a si

guie

nte.

F

igu

ra 2

0: M

odif

icac

ión

del

grá

fico

en

el m

odel

ador

.

Co

mp

arar

mo

del

os.

S

e pr

oced

erá

a co

mpa

rar

su m

odel

o co

n m

odel

os d

e re

fere

ncia

. Lo

prim

ero

que

debe

hac

er e

s m

odifi

car

su m

odel

o, h

aga

clic

en

el b

otón

abr

ir de

la

barr

a de

her

ram

ient

as,

y se

lecc

iona

ndo

mod

elad

o1,

haga

clic

en

Cua

dro

de

her

ram

ient

as.

Mod

ifiqu

e el

val

or d

e la

prio

ridad

y p

onga

500

, as

í m

ism

o es

peci

fique

co

mo

opci

ón

de

prog

ram

ació

n P

erm

itir

la

reas

igna

ción

co

n re

curs

os d

e es

te m

ode

lo.

Hag

a cl

ic e

n A

plic

ar y

pos

terio

rmen

te e

n el

bot

ón

Cer

rar.

Sel

ecci

one

el b

otón

com

para

r de

la

barr

a de

her

ram

ient

as y

agr

egue

m

odel

o1 y

mod

elo2

, qu

e no

son

más

que

mod

elos

cre

ados

con

los

mis

mos

pr

oyec

tos

pero

va

riand

o la

s op

cion

es

de

prog

ram

ació

n.

Mod

elo1

m

antie

ne

fech

as

y as

igna

cion

es,

en

cam

bio

Mod

elo2

pe

rmite

ca

mbi

ar

fech

as

en

el

proy

ecto

. H

acie

ndo

clic

en

acep

tar

acce

derá

a u

na p

anta

lla s

imila

r a

las

ante

riore

s pe

ro c

on to

dos

los

mod

elos

par

a su

com

para

tiva.

S

i se

lecc

iona

un

proy

ecto

cua

lqui

era

y da

al

botó

n Ir

a p

roye

cto

de

la b

arra

de

her

ram

ient

as,

obse

rvar

á la

rep

rese

ntac

ión

de l

os m

odel

os q

ue s

igue

n el

có

digo

de

colo

res

expl

icad

o en

el a

part

ado

ante

rior.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: C

aso

5: C

ontr

ol a

vanz

ado

de P

roye

ctos

45

S

elec

cion

e po

r ej

empl

o m

odel

ado2

.pub

licad

a co

n el

mod

elo

1, d

ado

que

se

obse

rva

una

barr

a ro

ja r

epre

sent

ada.

Si

mira

el

diag

ram

a de

la

part

e in

ferio

r co

mpr

obar

á co

mo

efec

tivam

ente

hay

una

sob

reas

igna

ción

cla

ra.

Si

colo

ca e

l ra

tón

enci

ma

de la

col

umna

roj

a, e

l pro

gram

a le

info

rma

de la

cua

ntifi

caci

ón d

e di

cha

sobr

easi

gnac

ión.

F

igu

ra 2

1: C

omp

arac

ión

de

mod

elos

. D

e es

ta m

aner

a, p

uede

com

para

r lo

s m

odel

os e

n cu

anto

a f

echa

de

final

izac

ión

y en

cu

anto

a

disp

onib

ilid

ad

de

los

recu

rsos

, fa

cilit

ando

la

s op

cion

es

de

pr

ogra

mac

ión.

C

ompr

uebe

la

s di

fere

ntes

as

igna

cion

es

que

se

está

n pr

oduc

iend

o en

ca

da

proy

ecto

, vi

sual

izan

do

cuál

es

son

los

recu

rsos

so

brea

sign

ados

y e

l por

cent

aje

de s

obre

asig

naci

ón q

ue ti

ene

cada

uno

.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: A

nexo

: R

eque

rim

ient

os e

inst

alac

ión

prev

ia.

46

A

nex

o:

Req

uer

imie

nto

s e

inst

alac

ión

pre

via.

• S

oft

war

e n

eces

ario

:

Com

o ya

se

ha c

omen

tado

, P

roje

ct S

erv

er e

s un

a he

rram

ient

a m

uy p

oten

te

que

requ

iere

de

vario

s pr

ogra

mas

par

a fu

ncio

nar.

Aun

que

esto

s re

quer

imie

ntos

va

riará

n lig

eram

ente

se

gún

las

cara

cter

ístic

as

que

dem

and

emos

a

la

herr

amie

nta,

la in

stal

ació

n co

mpl

eta

es m

uy r

ecom

enda

ble.

E

l sof

twar

e re

quer

ido

para

el o

los

serv

idor

es e

s el

sig

uien

te:

Sis

tem

a O

pera

tivo:

Win

dow

s 20

00 S

erve

r co

n S

ervi

ce P

ack

3 o

supe

rior.

(R

ecom

enda

ble

Win

dow

s S

erve

r 20

03).

Así

com

o la

her

ram

ient

a M

S

Inte

rnet

Inf

orm

atio

n S

erve

r (I

IS)

5.0

o s

uper

ior,

(co

n S

erve

r 20

03 l

a ve

rsió

n es

6.0

).

Mot

or

de

base

de

da

tos :

S

QL

Ser

ver

2000

co

n S

ervi

ce

Pac

k 3

o su

perio

r. S

i se

des

ea u

tiliz

ar l

as c

arac

terí

stic

as d

e ca

rter

a de

pro

yect

os

del

Pro

ject

W

eb

Acc

ess,

se

de

berá

in

stal

ar

adem

ás

el

SQ

L

Ser

ver

Aná

lisis

Se

rvic

es in

clui

do, p

ero

que

se in

stal

a po

r se

para

do.

Ent

orno

co

labo

rativ

o : W

indo

ws

Sha

reP

oin

t S

ervi

ces,

tam

bién

lla

mad

o S

hare

Poi

nt T

eam

ser

vice

.

S

ervi

cio

de c

orre

o : P

ara

usar

las

notif

icac

ione

s po

r co

rreo

ele

ctró

nico

, se

re

quie

re M

S E

xcha

nge

5.5,

200

0, o

sup

erio

r.

El s

oftw

are

requ

erid

o pa

ra lo

s or

dena

dore

s cl

ient

e es

:

M

S P

roje

ct P

rofe

ssio

nal:

excl

usiv

amen

te s

i se

trat

a de

l jef

e de

pro

yect

o.

Inte

rnet

Exp

lore

r 5.

01 c

on S

ervi

ce P

ack

3 o

supe

rior

para

el

acce

so a

P

roje

ct W

eb A

cces

s.

Si

adem

ás s

e de

sea

impo

rtar

y e

xpor

tar

tare

as e

n O

utlo

ok,

tam

bién

se

nece

sita

rá O

ffice

200

0 co

n S

ervi

ce P

ack

1, o

sup

erio

r.

Se

requ

iere

el u

so d

e W

indo

ws

XP

Pro

fess

iona

l com

o si

stem

a op

erat

ivo.

• H

ard

war

e n

eces

ario

. M

icro

soft

reco

mie

nda

que

se i

nsta

le P

roje

ct S

erve

r en

un

ord

enad

or c

on u

n m

ínim

o de

Pen

tium

III a

700

MH

z, c

on 5

12 M

B d

e R

AM

. Lo

s eq

uipo

s pa

ra u

tiliz

ar e

l Pro

ject

Ser

ver

com

o us

uario

, or

dena

dore

s cl

ient

es,

no

tiene

n re

quer

imie

ntos

de

mas

iado

el

evad

os.

Se

nece

sita

un

eq

uipo

co

n pr

oces

ador

de

300

MH

z y

192

MB

de

RA

M,

pero

bas

tará

con

un

Pen

tium

133

M

Hz.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: A

nexo

: R

eque

rim

ient

os e

inst

alac

ión

prev

ia.

47

• C

on

fig

ura

ció

n d

el e

nto

rno

de

la h

erra

mie

nta

. C

reac

ión

de c

uent

a de

Pro

ject

Ser

ver:

C

omo

paso

pre

vio

a la

util

izac

ión

de l

a he

rram

ient

a, s

e de

be c

rear

una

cue

nta

de P

roje

ct S

erve

r. P

ara

evita

r lo

s pr

oble

mas

der

ivad

os d

e la

seg

urid

ad d

e W

indo

ws,

pr

imer

amen

te

se

abrir

á el

In

tern

et

Exp

lore

r y

en

herr

amie

ntas

/o

pcio

nes

de I

nter

net

/ co

nfig

urac

ión

de s

egur

idad

agr

egam

os l

a di

recc

ión

del

serv

idor

com

o si

tio d

e co

nfia

nza.

Así

mis

mo,

se

eleg

irá l

a op

ción

ini

cio

de

sesi

ón c

on n

ombr

e de

usu

ario

y c

ontr

aseñ

a ac

tual

es.

Se

proc

ede

a la

cre

ació

n de

la

cuen

ta,

se a

cced

e de

sde

Inic

io/

Tod

os l

os

Pro

gram

as /

Mic

roso

ft O

ffice

/ H

erra

mie

ntas

de

Mic

roso

ft O

ffice

/ C

uent

as d

e P

roje

ct

Ser

ver.

S

e ha

ce

clic

en

ag

rega

r y

se

com

plet

an

los

dato

s.

Es

inte

resa

nte

esta

blec

er l

a cu

enta

de

Pro

ject

Ser

ver

com

o pr

edet

erm

inad

a pa

ra

faci

litar

el

trab

ajo

post

erio

r, p

ara

ello

tra

s in

trod

ucir

un n

ombr

e de

cue

nta

y la

di

recc

ión

del s

ervi

dor,

mar

car

la c

asill

a co

rres

pond

ient

e.

Tra

baja

r co

n O

utlo

ok:

Par

a tr

abaj

ar c

on O

utlo

ok s

e de

be i

nsta

lar

el c

ompl

emen

to e

spec

ífico

que

pu

ede

desc

arga

rse

desd

e P

.W.A

. P

or d

efec

to la

con

figur

ació

n de

seg

urid

ad n

o lo

per

miti

rá,

para

hab

ilita

r es

ta f

unci

ón,

en I

nter

net

Exp

lore

r se

hac

e cl

ic e

n op

cion

es d

e In

tern

et d

el m

enú

herr

amie

ntas

. E

n la

fic

ha d

e se

gurid

ad s

e ha

ce

clic

en

botó

n ni

vel

pers

onal

izad

o, d

ebaj

o de

la

conf

igur

ació

n de

la

zona

. E

n el

cu

adro

que

apa

rece

se

debe

act

ivar

las

des

carg

as d

e A

ctiv

eX,

o bi

en p

inch

ar

en p

edir

dato

s.

Fig

ura

22:

Est

able

cer

cuen

ta d

el s

ervi

do

r.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: A

nexo

: R

eque

rim

ient

os e

inst

alac

ión

prev

ia.

48

H

abili

tar

aler

tas:

T

ras

la i

nsta

laci

ón d

e P

roje

ct S

erve

r, s

i se

qui

ere

activ

ar l

a fu

nció

n “A

lert

arm

e so

bre

mis

rec

urso

s…”,

es

nece

sario

con

figur

ar p

rimer

o el

ser

vido

r sm

tp.

Par

a el

lo

se

acce

de

en

men

ú In

icio

/

Her

ram

ient

as

adm

inis

trat

ivas

a

la

Adm

inis

trac

ión

cent

ral

del

Sha

reP

oint

/ C

onf

igur

ació

n de

l se

rvid

or /

Est

able

cer

la c

onfig

urac

ión

pred

eter

min

ada

del

ser

vido

r de

cor

reo

elec

trón

ico.

E

n es

te a

part

ado

se e

spec

ifica

el

serv

ido

r S

MT

P y

la

dire

cció

n de

cor

reo

salie

nte

del P

.W.A

. P

ara

que

llegu

en l

as a

lert

as e

s ne

cesa

rio h

aber

def

inid

o ta

mbi

én l

a cu

enta

de

corr

eo

elec

trón

ico

en

la

cuen

ta

de

usua

rio

de

Pro

ject

S

erve

r (e

n P

.W.A

. ad

min

istr

ació

n / U

suar

ios

y gr

upos

/ M

odifi

car

usua

rio)

• A

dm

inis

trac

ión

de

la s

egu

rid

ad

. Per

file

s d

e u

suar

io y

su

s p

erm

iso

s.

Cua

ndo

se m

anej

a la

seg

urid

ad

del

en

torn

o de

Pro

ject

Ser

ver,

se

debe

ten

er

clar

o lo

s pe

rmis

os q

ue c

ada

usua

rio r

equi

ere

y lo

s pe

rmis

os q

ue s

e de

ben

dene

gar

expl

ícita

men

te.

Aqu

í se

tra

tará

de

esta

blec

er u

na t

ipol

ogía

bás

ica

de

usua

rios.

P

roje

ct S

erve

r es

tabl

ece

una

serie

de

plan

tilla

s de

usu

ario

muy

útil

es q

ue

pued

en

ser

mod

ifica

das.

La

ut

iliza

ción

d

e es

tas

pued

e ah

orra

r un

te

dios

o

trab

ajo

de c

onfig

urac

ión.

F

igu

ra 2

3: D

efin

ició

n d

e u

suar

ios.

A

sí m

ism

o, l

os u

suar

ios

pued

en c

lasi

ficar

se e

n ca

tego

rías

. D

epen

dien

do a

las

ca

tego

rías

que

per

tene

zcan

pod

rán

tene

r ac

ceso

a u

na s

erie

de

docu

men

tos

u ot

ros.

La

asig

naci

ón a

una

cat

egor

ía u

otr

a es

un

requ

isito

impr

esci

ndib

le p

ara

esta

blec

er lo

s pe

rmis

os d

el u

suar

io y

par

a qu

e pu

eda

trab

ajar

con

P.W

.A.

M

anua

l de

Mic

roso

ft P

roje

ct S

erve

r: A

nexo

: R

eque

rim

ient

os e

inst

alac

ión

prev

ia.

49

• C

reac

ión

del

cu

bo

OL

AP

E

lija

Inic

io /

Tod

os lo

s pr

ogra

mas

/ M

S S

QL

Ser

ver

/ A

dmin

istr

ador

Cor

pora

tivo.

E

xpan

da l

os á

rbol

es h

asta

que

obs

erve

la

carp

eta

Bas

e de

Dat

os.

Hag

a cl

ic

con

el b

otón

der

echo

en

esta

car

peta

y e

lija

nuev

a ba

se d

e da

tos

y po

nga

un

nom

bre

repr

esen

tativ

o (e

j. B

D_O

LAP

) y

puls

e ac

epta

r. C

ierr

e el

Adm

inis

trad

or

corp

orat

ivo.

F

igu

ra 2

4: S

QL

Ser

ver.

Adm

inis

trad

or c

orp

orat

ivo.

C

omo

segu

ndo

paso

, se

deb

e im

port

ar la

info

rmac

ión

del A

naly

sis

Ser

vice

s en

la

bas

e de

dat

os c

read

a. P

ara

ello

sig

a lo

s si

guie

ntes

pas

os.

Elij

a In

icio

/ T

odos

lo

s pr

ogra

mas

/

MS

S

QL

Ser

ver

/ A

naly

sis

Ser

vice

s /

Ana

lysi

s M

anag

er.

Exp

anda

el

árbo

l ha

sta

que

vea

el s

ervi

dor

dón

de e

sta

inst

alad

o el

Ana

lysi

s S

ervi

ces.

Appendix C

Preparation Protocols

C.1 Caso 1: Personalizacion de la plantilla informacion global

de la empresa

Se utiliza el caso muro.mpp.

Lo unico que hay que hacer es actualizar la fecha de comienzo del proyecto al 1 de Marzo del

ano en curso. Pero para eso, hay que poner todas las tareas a 0% del trabajo realizado.

C.2 Caso 1: Asignacion de recursos al proyecto

Se utiliza el archivo caso1.mpp.

Se actualiza la fecha de comienzo del proyecto y se especifica como fecha de comienzo del

proyecto el dıa del curso menos 2 dıas. Por ejemplo: si el curso comienza el 24 de Mayo

pondremos fecha de comienzo el dıa 22 de Mayo.

Hay que colgar en el servidor el archivo Belen.mpp para que esta trabaje durante un periodo

de tiempo determinado.

C.3 Caso 2: Publicacion de Proyectos

Se utiliza el caso2.mpp hay que poner como fecha de inicio del proyecto el 8 de Enero del ano

en curso.

El archivo Caso2 asignaciones hay que colgarlo en el servidor, se trata de asignar a los

recursos: Emilio Casanova, Joaquın Senor y Jose Luis Aznar trabajo durante las dos semanas

siguientes al curso, incluye el dıa del curso.

80

APPENDIX C. PREPARATION PROTOCOLS 81

C.4 Caso 3: Publicacion de Proyectos

Ajustar la fecha de comienzo del proyecto para que la tarea de Calefaccion y ventilacion -

AA comience el dıa del curso.

Poner a trabajar en este caso a Adolfo Ulloa y Juan Ram en la parte de calidad para que

salga sobreasignado en la parte de proyectos administrativos.

Poner a trabajar a RecursoX en las tareas siguientes (con la cuenta de DirectorX):

• Fontanerıa

• Electricidad

• Calefaccion y ventilacion - AA.

Appendix D

Questionnaires

82

Valorar entre 1 y 10 (1 = nada, 10 = completamente):

1. Conocimiento teórico de los conceptos de gestión de proyectos

1 2 3 4 5 6 7 8 9 10

2. Conocimiento práctico de los conceptos de gestiónde proyectos3. Interés en gestión de proyectos

4. Conocimientos iniciales de Mircrosoft ProjectProfessional5. Conocimientos iniciales del entorno de Project Server

6. ¿Tiene experiencia de trabajo en gestión deprojectos?En caso de respuesta afirmativa, indique cuál.........................................................................................................................................................................................................................................................................................................................................................................................................................

No Si

7. ¿Tiene experiencia con seminarios de trabajar con elordenador en grupo?En caso de respuesta afirmativa, indique cuál.........................................................................................................................................................................................................................................................................................................................................................................................................................

Pre-ccuestionario dde pparticipantesdel sseminario dde PProject SServer

Valorar entre 1 y 10 (1 = nada, 10 = completamente):

1. Conocimiento teórico de los conceptos de gestión de proyectos

1 2 3 4 5 6 7 8 9 10

2. Conocimiento práctico de los conceptos de gestiónde proyectos3. Interés en gestión de proyectos

4. Conocimiento de Mircrosoft Project Professional

5. Conocimiento del entorno de Project Server

Valorar entre 1 y 5 (1 = muy mal, 2 = mal, 3 = regular, 4 = bien y 5 = muy bien):

9. Claridad del manual1 2 3 4 5

10. Idoneidad de los casos presentados

11. Amenidad del seminario

6. Dificultad de seguir el escenario del manual¿Por qué?........................................................................................................................................................................................................................................................................................................................................................................................................................

7. Dificultad del programa MS Project Professional¿Por qué?........................................................................................................................................................................................................................................................................................................................................................................................................................

8. Dificultad del entorno de MS Project Server¿Por qué?........................................................................................................................................................................................................................................................................................................................................................................................................................

¿Sugerencias?......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Post-ccuestionario dde pparticipantesdel sseminario dde PProject SServer

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