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EN SOUS-PROBLÈMES D'AFFECTATION
PAR
Lausanne, EPFL
1997
Résumé
Dans ce travail, nous traitons trois problèmes typiques de confection d'horaires fortement
contraints. Pour chacun d'eux, nous présentons une approche originale et rigoureuse pour
réduire la complexité du problème initial grâce à une décomposition en sous-problèmes
connus. Ces trois problèmes, issus de la pratique, ont été choisis de manière à recouvrir les
principaux axes actuels de la recherche sur la confection « automatique » d'horaires, à savoir :
la construction d'horaires scolaires, la gestion des ressources humaines d'une entreprise de
service et la création de calendriers sportifs.
The valorization of hurnan and material resources, which guarantees efficiency and
profitability, requires an optimal management of the available time. The size and the
complexity of the problems related to this valorization have been regularly increasing. It is
therefore natural for a lot of planners to seek for powerfid mathematical tools to help them in
their tasks. Unfortunately, most of the present mathematical models do not consider the human
aspect related to the timetabiing construction. As shown by several exarnples in this thesis one
of the best ways to reach this objective is to decompose the initiai problem into sub-problems
for which a good solution method is known. Indeed this approach gives the human user an
interesting degree of interaction with the computer throughout the different steps of the
construction of the final solution.
This thesis deals with three typical problems of timetabling construction which are highly
constrained. An original approach to reduce the complexity of the initial problem using a
decomposition into known sub-problems is given for each of them. These three problems were
chosen in order to cover the main axes of the present research in the field of automatic
timetabling, namely : school timetabling, management of human resources in an administrative
team and scheduling in sport.
Finally a very speciai problem which is only indirectly mentioned in the classic literature is
presented : appointment scheduiing. In fact, this problem occurs in different forrns in real life,
such as memory ailocation in a computer or a simple telephone cail to the dentist for an
appointment. This last part discusses some speciai properties of the associated graph of a
Criticai-Path-Method for scheduling.
INTRODUCTION ...........................................................................................................................................
1
1.NOTATIONS ..............................................................................................................................................
5
1.1 CONVENTIONS......................................................................................................................................... 5
ET N O T A ~ O N .....................................................................................................................
1.2 DÉFLXITIONS S 7
2.LES PROBLÈMES D'AFFECTATION SOUS CONTRAINTES ..........................................................9
2.1 INTRODUCI-ION ........................................................................................................................................ 9
2.2 D É ~ r h r n o ..........................................................................................................................................
~s 10
2.3 QUELQUES EXEMPLES IMPORTANTS ......................................................................................................... 12
2.3.1 Problèmes de la classe P ................................................................................................................ 12
2.3.2 Problèmes de la classe NP-DUR .................................................................................................... 14
2.4 MÉTHODES ............................................................................................................................................ 18
2.4.1 La méthode gloutonne .................................................................................................................... 18
2.4.2 Les méthodes de flots ...................................................................................................................... 18
2.4.3 La méthode de recherche arborescente........................................................................................... 20
2.4.4 La méthode de descente .................................................................................................................. 23
2.4.5 La métaheuristique Tabou .............................................................................................................. 24
2.4.6 La méthode potentiels-tâches .......................................................................................................... 29
2.5 C o ~ c ~ u s r........................................................................................................................................
o~s 30
.
3 CONFECTION D'UN HORAIRE SCOLAIRE À OPTIONS ................................................................31
3.1 INTRODUCTION .....................................................................................................................................3 1
3.2 DESCRIPTION DES CONTRAINTES............................................................................................................. 33
3.2.1 Description du problème ................................................................................................................ 33
3.2.2 Contraintes du problème ................................................................................................................ 37
3.2.3 Formalisme et définitions ...............................................................................................................40
3.3 RÉSOLV~ON ........................................................................................................................................ 4 4
3.3.1 Création des pseudo-classes de première année ............................................................................. 46
3.3.2 Création d'une solution initiale ...................................................................................................... 51
3.3.3 Phase d'amélioration...................................................................................................................... 67
3.4 RÉSULTATS ............................................................................................................................................86
3.5 CONCLUSIONS ........................................................................................................................................87