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Transcript of Drivers-project-management-education-india
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Drivers of Project Management(PM) Education in India
A Research Study
Authors
Dr. M.G. Korgaonker
Dr. Mona N. Shah
Dr. J. K. Koner
Prof. M.V. Madurwar
Prof. Smruti Sanjeevani
Sponsored by
Project Management Institute®
, India
October 2010
NATIONAL INSTITUTE OF CONSTRUCTION MANAGEMENT
AND RESEARCH, PUNE, INDIA
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Balewadi, Pune – 411 045
ACKNOWLEDGEMENTS
We wish to express our sincere thanks and gratitude to the Project Management Institute®
(PMI®) India for their sponsorship of the pioneering study at the National Institute of
Construction Management and Research, Pune, India. We would like to specifically
acknowledge the overwhelming support and encouragement received from Mr. Raj
Kalady, Country Director, Project Management Institute® (PMI®) India, throughout the
duration of the study. We thank him for his unlimited patience, in accepting the somewhat
inevitable time overrun in the completion of the study and finalization of the report.
The study team deeply acknowledges the valuable guidance provided by Dr. M.G.
Korgaonker, Director General and Project Director, whose extensive experience in the
area of project management as a researcher and pioneer of the 2 years fulltime course on
Project Engineering and Management in India at NICMAR, helped the team gain
appropriate perspectives about the field of Project Management. His keen interest and
leadership throughout the study enabled us to remain on track.
We remain indebted to all the respondents to our survey who gave us huge amounts of
time unselfishly, helped us to patiently complete the in-depth questionnaires, and hosted
our research team with warmth and concern. If the study has seen a successful completion,
it is in no small measure due to the vital inputs provided by each one of our institutional
respondents.
We wish to place on record the valuable assistance provided by Dr. Jonardan Koner,
Prof. Mangesh Madurwar and Prof. Smruti Sanjeevani who as members of the
investigating team worked with enthusiasm and dedication to complete the survey of
institutions, executives and human resource managers and collate it for analysis. We thank
Mr. A.R. Jadhav, Sr. Librarian at NICMAR, whose unstinted and cheerful support was
always forthcoming throughout the study. We thank Mr. Rajanikant Sagwekar who helped
in the page-setting and layout.
Dr. Mona N. Shah
Principal Investigator
October, 2010
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EXECUTIVE SUMMARY
This study is an initial attempt, to investigate the factors that are responsible in driving the
growth of Project Management Education in India. The study throws light on specific
factors that emerge after studying the available literature on the subject as well as the
responses compiled from a cross-section of the primary stakeholders namely the
Government, Academic Institutions, Practising Executives and Human Resource
Managers connected with project management education and training.
We begin with a discussion on the need for PM education to take root and grow in India in
the interest of its major stakeholders and users like the government, and industry – both of
whom have enormous investments tied up in a range of mega, major and medium sized
projects. As per Ministry of Statistics and Programme Implementation (MOSPI), in the
year 2009 alone, a total outlay of 607,188 crores ( 6072 billion) was tied up in 941
Central Government projects alone. In the private sector, the investment value tied up in
projects stood at over 100 trillion. As per CMIE data, the aggregate employment in
projects sector stood at over 160 million persons.
In chapter 2, we review the literature using journals and reports that assess the current
status of project management education at a global level as well as in India. The European,
North American countries, and Australia show tremendous progress in establishing PM in
almost all realms of activity –governmental, industrial, academic, research and societal,
through myriad initiatives. In case of China, India’s closest comparable country, PM
appears to have taken firm roots since the 1990s decade, using a systematic ‘top down’
approach. In India, efforts to promote PM education in a structured mode appear to have
only just begun.
Chapter 3 of the study explains the design of the research study, the hypotheses
formulated, the scope and methodology. The study has made use of primary and
secondary data and was carried out within India. It covered a cross section of
faculty/heads of departments of leading technical and management academic institutions
from eighty one institutes from all over India. Data was collected using the Personal
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Interview Technique. The next set of respondents was the practising executives from
project based organisations. Eighty eight executives responded to a comprehensive survey
questionnaire that had questions ranging from work experience and value of projects
previously engaged in or currently working, to their perception on the inclusion of
subjects that enabled them to perform better on projects and in the careers, as well as other
gains that accrued to them after undergoing PM training. The study raised questions about
the factors that they perceived were important in influencing the growth of PM in India.
The third set of respondents was drawn from a pool of select and leading project based
companies from a cross section of construction, power, engineering and IT industries. The
respondents were twenty human resource managers with considerable experience in
designing training programmes for their companies. Care was taken to ensure that the
respondents were geographically distributed, over India. Statistical tools used in compiling
and analysing the results were Pie charts, Bar and Column Diagrams, Correlation and
Regression Analysis, Factor Analysis and Multiple Regression Analysis.
Chapter 4 presents findings of the survey emerging from responses received from
Academic Institutions. Significant results were obtained in this analysis. There is a clear
case for strong promotion of PM education in technical and business schools, with faculty
emphatically admitting that the employability of the students who undergo the PM courses
is significantly improved. Overall the faculty has advocated a broad based project
management subject curricula to be taught in technical, business, architectural, planning
and infrastructure institutes. However their clear preference was for the core PM subjects
of i) Operations Management, ii) Project Planning, Execution, Monitoring and Control iii)
Statistical Methods for Project Analysis, iv) Health, Safety and Environment, v)
Operations Research and vi) Accounting and Control Systems. The faculty suggest that
subjects like Macro Economic Policy, Project Strategy, Risk Management, Project
Financing, Legal, Commercial and Taxation Aspects in projects should be considered
important for curriculum at the post graduate level. The subject in the Behavioural
Sciences Area, deemed most important was Managerial Skills. All subjects in the
Information Technology Area like Prima Vera, Microsoft Projects (MSP), engineering
software, SPSS etc were considered to be uniformly important in PM education. The
faculty respondents considered the coverage of sector specific issues in the curriculum to
be very important, but appeared unsure about the relative importance of the sectors of
economic activity where PM teaching should be directly focused.4
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The correlation analysis provides very good basis for structuring courses in all the subject
areas considered in the study. In the Technology and Management area, the results
indicate that the subjects Project Site and Equipment Management, Project Procurement
and Materials Management, Contract Management, Facilities Engineering and
Management and Process Design / Engineering / Testing / Commissioning are correlated.
This is expected since these issues arise during project execution and have to be dealt with
in a coordinated manner. Similarly correlation among the subject areas Logistics and
Supply Chain Management, Transportation Management, Facilities Engineering and
Management are also quite expected and in most projects, these would be dealt with
together. The correlation between subject areas Operations Management and Operations
Research, and also between Project Formulation and Appraisal and Project Engineering
are also along expected lines. There is also good correlation between Quality Management
and HSE subjects and therefore combining these into a single course would be quite
appropriate. It is not surprising that in the project management fraternity, the precise
differences among these subject areas are not very clear.
While most of the subjects grouped in these subject areas are found to be very important,
there is a case for combining some of these together, in order to emphasize the importance
of managing projects in a coordinated and integrated manner. A direct outcome of thecorrelation analysis is that in institutions and curricula where it is difficult to introduce
several execution oriented courses, it will be quite adequate if a single course emphasizing
project execution is included.
In the Economics and Strategy area, the subject Social Cost benefit Analysis is most
heavily correlated with other subjects including Macroeconomic Policy, Project Strategy,
Project Financing, Legal, Commercial and Taxation Aspects. Thus if this course is
included as a separate course, care must be taken to ensure that the content is not
duplicated in other courses. Alternately the course need not be included, if other courses
reflect the content. There is a case for combining the courses Project Financial
Management and Project Financing, courses Project Strategy and Macroeconomic Policy,
and courses Legal, Commercial & Taxation Aspects and Project Joint Ventures, Strategic
Alliances & Special Purpose Vehicles. The correlation analysis provides very good
guidelines on the way courses in this subject area could be grouped and introduced in the
PM curriculum.
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In the Behavioural Sciences area, three subjects are correlated to each other, namely
Industrial/ Labour Relations, Conflict Management and Diversity Management. So from
the point of view of the respondents, these subjects reflect some common issues and
concerns and there is a case for combining these together to achieve an integrated
approach to deal with these issues and concerns. The other courses may be taught
independently.
The correlation analysis results provide a useful way of structuring courses in IT area in
the PM curriculum. For instance, ERP and e – Business Applications courses could be
combined into a single course. Similarly Specialized Engineering Software and Common
Software such as Excel, SPSS, DBMS could also be structured as a single course, in case
there is difficulty in offering these as separate courses. Only Project Management
Software needs to be taught as a separate course.
Majority of the sample felt that resources were generally easily available in the institutes
in terms of library, course materials, classrooms, laboratories, computer labs, qualified
faculty and availability of research facilities. The respondents also strongly endorsed the
existence of management vision to support PM endeavours. It takes on average about a
year to build the necessary physical resources. On average, the faculty recruitment and
training process takes 14.7 months. The research involvement of the institutions is found
to be quite low and only about 20% institutions reported funded research.
Chapter 5 presents findings of the survey of practicing executives from leading project
based organisations in India. The respondents offered their responses on a variety of issues
such as their first systematic exposure to PM training, the ideal PM curricula, from their
perspective, the gains from PM training and the factors that they consider important to
improve PM training at graduate level. Majority of the practising executives responding to
the questionnaire were from the middle management cadre, from technical institutions
with no prior exposure to PM training. Most of these were working on projects with value
between 200–300 crores using very elementary PM techniques such as PERT/CPM.
It is interesting to note that ratings assigned to practically all the subjects in the
Management and Technology area by executives are higher than the corresponding ratings
assigned by the institutions. The courses rated as ‘extremely important’ include Planning,
Scheduling, Monitoring and Control Techniques; Project Quality Management; Health,Safety and Environment Management; Cost Estimation and Budgeting; Quantity
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Surveying and Estimation; Project Site and Equipment Management; Project Procurement
and Materials Management; Contract Management. Furthermore, some courses are
considered far more important by executives compared to the institutions. These are :
Contract Management; Project Procurement and Materials Management; Quantity
Surveying and Estimation; Cost Estimation and Budgeting; Health, Safety and
Environment Management. One possible explanation is that these courses have a strong
‘execution’ and ‘practical’ bias. Naturally executives seem to realize their importance far
more than the institutions.
In the Behavioural Sciences area, the overall ratings for all subjects in the area averaged
‘Very Important’, except for Managerial Skills subject rated ‘extremely important’. This
subject is rated much higher by the executives, while the other subject ratings in this area
are comparable to those assigned by the institutions. In the IT area, PM Software, ERP
and Excel/DBMS/SPSS are rated ‘extremely important’ and the other subjects are rated
‘very important’. The ratings assigned to these subjects are very comparable to those
assigned by institutions, although executives have assigned slightly lower ratings to Engg
Software.
The coverage of all the specific sectors is considered ‘very important’ by the executives.
Sectors like Roadways, Railways, Urban Infrastructure, Civil Aviation and Mega Property
Developments are considered relatively more important than others. Chemical
Engineering and Defence sectors have received relatively lower ratings. The executives’
ratings are generally similar to the institutions’ ratings. However the executives have
assigned somewhat higher ratings to the Technology, Roadways, Railways, Civil
Aviation, Urban Infrastructure sectors.
In terms of gains derived in developing a better strategic overview of projects, PM training
‘helped immensely’ in the area of Work Breakdown Structure and Responsibility
Mapping. At the direct project level, training ‘helped immensely’ in Project Planning,
Scheduling, Monitoring and Control. Training ‘helped substantially’ in other areas
including Contract Management, Costing, HSE, Quality Management and Communication
Skills. The gains derived in Project Planning, Scheduling, Monitoring and Control are
particularly noteworthy. Thus the executives affirmed that training has helped them to
acquire an integrated view of the project, role clarity, understand work breakdown
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structures and responsibility mapping on projects, and envision the exact fit of a project in
the overall corporate strategy.
In individual career enhancement, executives saw improvement on two factors, namely
improved decision making ability and improved understanding of human related factors
i.e. interpersonal relations and conflict resolution. Some experienced higher responsibility
coming their way after completion of PM training. On the whole there appear to be
significant gains in terms of the enrichment and enlargement aspects of the job. The
executives shed light on their perception of the factors they consider important for the
growth of PM education in India. According to them, the most important factors inhibiting
growth of PM education, in order of priority are i) the lack of awareness amongst the
students and educators about PM, ii) lack of trained instructors at the undergraduate and
post graduate level and iii) being a practical field PM cannot be taught in the classroom,
iv) mastery comes only from practical experience and v) prior knowledge is not a
prerequisite for working in this field.
Chapter 6 presents findings of the in depth survey of twenty Human Resource (HR)
managers of leading project based organisations on issues such as; the training design,
types of PM training, costs of training, factors affecting PM training, cadres to whom PM
training is to be imparted, and training efficacy. The HR managers chosen had substantial
exposure and expertise in conceiving, designing and organising PM related training for
executives within their organisations. On the average, most of the companies have taken
steps to initiate PM training in the past five years. The companies generally prefer to
deploy employees in the managerial cadre for training. Within this section of employees,
the most frequently chosen are the middle and senior managers for receiving PM training.
The important objective in organising PM training is to prepare the executives with key
skills in planning, controlling, execution, contracts and such other areas that would enable
them to contribute directly to project success.
For deputing executives for training, the companies are found to particularly emphasize
the following factors: perceived gains from PM training, employee retention, career
development, ability to execute complex projects, ability to monitor and control projects,
ability to plan projects, ability to manage contracts in projects, ability to deliver projects in
right time, costs and quality. Thus project planning, monitoring & control; execution of
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complex projects and employee retention & career development emerge as the key areas
for seeking training inputs.
‘In house Training’, ‘On the Job Training’ and ‘On the Job with Classroom Training’ are
the most preferred methods of training. Given that both skills and knowledge are key
components of competencies, training must clearly aim at improving skills and knowledge
base of executives. The training levels most preferred for various grades of executives are:
elementary for Operatives, basic for Supervisory, Advanced for Middle level managers,
Strategic for Senior Level executives. These findings highlight a planned approach for PM
training. Overall the perception amongst the HR managers is that PM training is quite
expensive on various counts such as trainees’ salaries and time, materials for training,
expenses for trainers, expenses for trainees, facilities and equipment, lost productivity.
However HR managers do not mind the loss of productivity of executives during their
absence, which they feel will be more than compensated by the large scale benefits
expected from training.
HR managers view training to be ‘quite benefitial’ on all the factors considered including :
increase in production/ performance, reduction in errors and improvement of safety
standards, employee retention, lesser supervision, ability to use new skills and capabilities,
improved delivery performance, attitude changes, and growth of business oportunities. HR
managers strongly endorse the benefits derived from Attitude changes. One factor -
Increase in production / performance, is not viewed as benefitial as other factors. One
interpreation is that they look for direct benefits from training in ‘process improvement’
rather than ‘output improvement’.
Certified franchisee trainers are considered most efficacious training providers, followed
by internationally certified trainers, independent trainers and academic institutions. This
may be attributed to the flexibility and highly focussed approach of these trainers.
However HR managers highly value the highly qualified faculty, specialised competence,
research experience, reasonable cost of academic institutions, which they believe are a
great advantage for developing good training content, even though they may not be able to
deliver highly custom designed training.. The most frequent academic institutions for PM
related training appear to be the management institutions together as group, followed by in
house trainers and NICMAR. Considering that NICMAR is a single entity, its share of
11.43% in PM training is most enviable by comparable industry standards. It is reassuring
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to know that the HR managers consider international accreditation to be of value. But the
managers may not be fully aware of the benefits of international accreditation with respect
to their organisation.
Chapter 7 presents the results of the factor analysis. The analysis reveals that only 6
subjects (factors) included in the Management and Technology Area namely (i)
Operations Management for Projects, (ii) Planning/ Scheduling/ Monitoring and Control
Techniques, (iii) Statistical Methods for Project Analysis, (iv) Operations Research for
Projects, (v) Project Quality Management, (vi) Health Safety and Environment in Projects
account for the highest proportion of the subjects (factors) that are absolutely essential to
be included in PM curricula (i.e. 74%). The correlation analysis carried out earlier helped
establish that Operation management and Operations Research, Quality Management and
HSE are strongly correlated. Therefore in effect, only four subject areas, suitably
combined account for the courses that are ‘absolutely essential’.
Alternatively this means that the balance 25 subjects account for only a small fraction of
the total PM curricula (26%). Therefore for the sake of simplification, this can be
interpreted to mean that the top six subjects (four combined) that emerge from the analysis
of academic institutions, are considered most crucial for inclusion in PM curriculum by
the academics. Similar results are found in other subject areas also.
An intriguing fact is that only a limited number of subjects (factors) continue to describe
the whole scope of PM curricula amongst academics in institutions. This could be
attributed to Indian institutions being in the early development stages of PM. It may also
imply that except in the well recognized Management and Technology Area, in which the
above subjects have been grouped, other subject Areas (and individual subjects contained
therein) such as Behavioural Sciences and IT, are not yet considered pivotal to PM
education in the Indian technical and management education system. Viewed with the
actual ratings awarded by the respondents to the Strategy, Economics and Finance Area, it
shows that almost the whole sample has rated subjects in this Area as ‘Extremely
Important’ and ‘Very Important’.
Multiple regression analysis suggests that the three types of institutions wherein PM
education is essential are Technical, Management, and Planning & Design. The remaining
two namely architectural institutions and infrastructure management institutions were notexplained by the available data and may require some other data. Generally Architectural
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institutions, barring a few exceptions, are not known to emphasize PM in their curriculum.
Similarly there is probably lack of critical mass of institutions in infrastructure
management capable of providing full fledged, comprehensive curriculum with enough
emphasis on PM.
The infrastructure related to library, availability of course material, classrooms and
qualified faculty are found to be important variables in imparting PM education although
these factors alone are not enough. This means that some other factors are required to
explain the relationship of PM education and the institutes’ infrastructure. Majority of the
institutions were AICTE, university affiliated and accredited institutions. They are bound
by the structured processes of approval which may take protracted periods of time from
government agencies in the form of receiving sanctions to introduce courses. Therefore
the type of the infrastructure currently prevailing is more dictated by the regulatory
requirements rather than the targeted requirements of PM education.
Further multiple regression analysis suggests that two other factors namely introduction of
PM courses and effect on employability are also having some impact on the rating of PM
education in India. Thus the type of institutions, the availability of infrastructure,
management support in introduction of PM courses and employability of graduates
emerge as significant factors impacting the PM education in India.
In summary, we find that there is a supply gap in capacity for PM training in the country.
The causes can be attributed to the disinclination of technical and business academic
institutions to introduce and attract students exclusively in the area of PM. Only a handful
of elite institutions in India appear to have taken concerted steps in this direction.
Executives working in project based companies enter with little or no prior orientation of
project requirements that are special to project environments. Thus training them to be
‘project ready’ is an imperative for project based organisations. HR managers are charged
with the responsibility of designing training modules that would bring direct gains to the
project and companies. Currently the options to choose experts are relatively less and
therefore the training costs are high. Only limited cohorts of ‘project ready’ personnel
available adversely affect the ability of the organisations to deliver consistently on
projects. This affects the projects industry as a whole and ultimately the national economy.
Chapter 8 concludes the study by identifying the barriers to the growth of PM education.The main barriers are; i) the lack of awareness amongst managements of technical and
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business management institutions about the importance and relevance of teaching PM, ii)
lack of systematic curriculum development with a focussed view to develop PM
competencies, iii) low interest in researching PM related subjects amongst faculty, iv) lack
of trained instructors, v) long winding procedures for regulatory approvals for introducing
approving PM courses, vi) provision of qualified faculty and infrastructure and vii) the
costs of training that have to be borne by organisations.
Finally we make some recommendations to ensure a more sustained growth of PM
education in India. Concerted efforts in the area of curriculum development, research,
creation of awareness regarding the application of PM techniques to the project business
are recommended, even resorting to mass media support. Sustained advocacy at all levels
of government is also strongly recommended. In conclusion we propose some Model
Curricula for PM education and training in technical and business management institutions
as well as for executives in project based organisations.
CONTENTSSr. No. TOPIC Page No.A Acknowledgements 2
B Executive Summary 3
Chapter 1 - Introduction
1.1 The Government Imperative 16
1.2 Key Questions raised in the Study 19
1.3 The Private Sector Imperative in PM 20
1.4 Key India Level Statistics Of Project Announcements By IndianCorporations
21
1.5 Initiatives of Indian Government and Industry, in thePromulgation of PM Education
23
Chapter 2 - Literature Review of Project Management education on a global scale
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2.1 Introduction 25
2.2 PM Education in America and Europe 27
2.3 PM In Academia – A Global Snapshot 28
2.3.1 PM in other European Countries 28
2.4 Indian PM Growth 29
2.4.1 Specific Cases in India 31a) Indian Institutes of Management, MBA Institutions,
Engineering Colleges31
b) National Institute of Construction Management and Research 32
c) Symbiosis Institute of Operations Management 32
d) National Institute of Technology and Industrial Engineering 32
2.5 PM in Research 33
2.5.1 PM Research in India 35
2.6 PM in Industry 36
2.6.1 Training and Development Expenditure in Indian Projects
Industry – A Bird’s Eye View
37
2.7 India and China: Comparison of PM Education 40
Chapter 3 - Research Design
3.1 Basic Approach to the Study 42
3.2 Objectives of the Study 42
3.3 Scope of the Study 43
3.4 Hypotheses 43
3.5 Methodology 44
3.6 Academic Institutions 45
a) Sources of Data 45
b) Data Collection Instrument - Schedules (Questionnaires) 45
c) Data Collection Method - Direct Interview Method 45
d) Sampling Procedure 46
d.1) Sampling Area 46
d.2) Sample Size 46
d.3) Sample Unit 46
d.4) Sampling Technique 46
e) Statistical Tools and Techniques 46
f) Analytical Software 46
g) Multiple Regression Model 47
3.7 Practicing Executives of Project Based Companies 48
a) Sources of Data 48 b) Data Collection Method – Indirect Method 48
c) Data Collection Instrument 48
d) Sampling Procedure 48
d.1) Sampling Area 49
d.2) Sample Size 49
d.3) Sample Unit 49
e) Statistical Tools and Techniques 49
f) Analytical Software 49
3.8 Human Resource Managers of Project- Based Companies 49
a) Sources of Data 49 b) Data Collection Method 49
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c) Data Collection Instrument 50
d) Sampling Procedure 50
d.1) Sampling Area 50
d.2) Sample Size 50
d.3) Sample Unit 50
e) Statistical Tools and Techniques 50f) Analytical Software 50
Chapter 4 - Data Analysis of Survey of Technical and Business Institutions in India
4.1 Introduction 52
4.2 PART I : Respondent’s Particulars And Details 53
4.3 PART II: General Opinion On Existing State Of PM EducationIn India
55
4.4 Part III: Curriculum Development 61
4.5 PART IV – Infrastructure, Management Support, RegulatoryFactors And Current Status Of PM Research In Institute
74
Chapter 5 - Data Analysis Of Survey Of Working Executives Employed In ProjectBased Companies In India
5.1 Introduction 91
5.2 PART I – A & B : Respondents’ Particulars And Project Details 93
5.2.1 PART I – A 93
5.2.2 PART I – B 95
5.3 Part II: Project Management Curricula 96
A Management and Technology Area 96
B Behavioural Sciences Area 98
C Information Technology Area 98
D Sector Specific Area 99
5.4 PART III: Changes And Work Performance After CompletionOf PM Programme
100
5.5 PART IV: Current Position Of Project Management In India 103
Chapter 6 - Data Analysis of Survey of Human Resource Managers employed in
Project-based Companies in India
6.1 Introduction 108
6.2 PART I : Respondents’ Particulars 109
6.3 PART II: Dimensions Of Project Management Training Design 111
Chapter 7 – Interpretations Of Data Analysis And Findings Of PMI Survey
7.1 Introduction 122
7.1.2 Commentary on the Extent and Depth of PM Education andResearch in India
123
7.2 Institutional Data Analysis and Inferences 125
7.2.1 Results and Interpretation of Factor Analysis for Subjects rated by Faculty from Academic Institutions
128
7.3 Multiple Regression Analyses of the Factors AffectingIntroduction of PM course
132
7.3.1 Findings from Multiple Regression Analysis of Significance of PM Education in Technical/ Business/ Specialised AcademicInstitutions
132
7.4 The Practising Executives Data Analysis and Inferences 138
7.5 Human Resource Managers’ Data Analysis And Interpretation 1447.6 Synthesis of Stakeholders of PM Education – Academic 147
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Institutions, Practising Executives and Industry
7.7 Limitations Of the Research 148
7.8 Scope For Future Research 148
Chapter 8 - Conclusions and Recommendations
8.1 Conclusions 150
8.1.1 Barriers 1518.2 Recommendations 152
BIBLIOGRAPHY 154
ANNEXURES 159
Annexure 1
A List Of Respondents Participating In Institutional Survey 159
B List Of Respondents Participating In Working ExecutivesSurvey
164
Annexure 2
a (DEC - 2005) 168
b (DEC - 2006) 169c (DEC - 2007) 170
d (DEC - 2008) 171
Annexure 3
Questionnaire For Institutions 172
Annexure 4
Correlation Matrix Of Factors (Subjects) Contained InQuestionnaire For Academic Institutions (Part III A)
187
Annexure 5
Questionnaire For Executives 190
Annexure 6
Questionnaire For Human Resource Managers 203
Annexure 7
Model Course Curriculum Designs In UndergraduateProgrammes Of Technical And Business Management Schools
210
Annexure 8
Master Database File Of Primary Data 215
CHAPTER 1
INTRODUCTION
1.1 The Government Imperative
The promulgation of Project Management education in India has assumed great
significance considering the position in which India finds herself in this millennium. From
the pursuit of economic liberalization, aligning with the global economy, and embarking
on ambitious projects with the help of privatisation, India is committed to fulfil the
economic growth targets, fast and furiously. This is seen in the launch of mega and major
projects by the Central Government departments to cover the historical gap between what15
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is available and what is required. In addition, the State Governments and Local
Government agencies too, have been given project targets in order to improve
infrastructure and aid development under various programmes such as Bharat Nirman
Scheme. The estimated investment plan for infrastructure development stands at $ 514
billion during the Eleventh Plan. This is more than twice that of $ 217.86 billion allocated
during the Tenth Plan. In the Twelfth Five Year Plan (2012- 2017), it is slated to rise to $
One Trillion (www. planningcommission.nic.in/plans).
The country faces a challenge in bridging the existing infrastructure gaps, imperative to
maintain the economic growth rate of around 9%. India plans to increase the gross capital
formation in infrastructure from 5% of its Gross Domestic Product (GDP) to 9% by 2012,
in order to be on par with, more advanced economies in Asia1
According to the reports of McKinsey Consulting Group (Reports 2001, 2010), it is the
consistent lack of responsiveness of Indian government, industry as well as the people to
solve the infrastructure bottlenecks that are retarding India’s momentum. According to the
2010 report, due to the global financial crisis, and the funds that could have entered the
country, being withdrawn, India currently faces a deficit of between $150 billion and $190
billion in infrastructure funding. The government is looking at 25% of the infrastructure
investment to be funded through Public Private Partnerships (PPPs). Out of the total target
that has been set for investment in infrastructure ($514 billion), $430 billion is earmarked
only for the transport and utilities sector. In the Twelfth Five Year Plan, the investment
through Public Private Participation (PPP) route is sought to be raised to the extent of up
to 50% of the Plan outlay (ET, 2010).
Sustained pursuit of the twin objectives of the government, namely, (i) ensuring a steady
GDP growth rate of around 9% and (ii) elevating the major section of India’s populace
from poverty, malnutrition, illiteracy and unemployment, remains the greatest challenge
for administrators and stakeholders alike. In any country, the government itself is a huge
sponsor and initiator of projects, initiating mega and major development projects in
various sectors. Because of this, the government too assumes the role of a key stakeholder
(owner) and therefore is affected by any project related problems and issues. Table 1
indicates the number of mega and major projects under the aegis of the Central
Government in the year 2009 alone. There were 941 such projects and involved a total1 (www. planningcommission.nic.in/plans)
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outlay of Rs. 6,07,188 crores (MOSPI, 2009). The table indicates that majority of the
projects (466) are in the delayed mode with 195 projects not having any clear indicated
Date of Completion (DOC).
Table 1 Sector –Wise Implementation Status of Central GovernmentProjects 2009 (Status as on 30.06.2009)
(Number of Pro jects)
SectorAhead
OnSchedule
DeliverWithout
DOCOriginal
Latest
Original
Latest
Original
Latest
Original
Latest
ATOMIC ENERGY 0 0 2 2 3 3 0 0
CIVIL AVIATION 1 1 4 4 22 22 0 4
COAL 7 8 49 52 55 51 5 18I & B 0 0 0 0 0 0 1 1
MINES 0 0 0 0 1 1 0 0
STEEL 0 0 11 11 37 37 0 6
PETROLEUM 2 2 24 24 33 33 0 1
POWER 0 0 50 51 33 32 3 2
HEALTH & FW 0 0 0 0 0 0 0 1
RAILWAYS 1 1 6 24 67 65 131 122ROAD TRANSPORT &HIGHWAYS 2 2 26 26 159 159 0 9
SHIPPING & PORTS 3 3 10 11 24 23 3 15 TELECOMMUNICATIONS 0 0 6 6 27 27 0 11
URBAN DEVELOPMENT 0 1 10 9 12 12 3 5
WATER RESOURCES 0 0 0 0 1 1 0 0INFORMATION
TECHNOLOGY 0 0 2 2 0 0 0 0
Total 16 18 200 222 474 466 146 195Source: Quarterly Project Implementation Status, MOSPI, Government of India
The Table 2 shows the most important causes for delay of projects as listed by MOSPI.
Table 2 Causes of Delay of Projects
Sr.
No. Factors No. of Projects
1 Fund Constraints 31 (28 projects are of Railways, 1 Coal and 2 projects in Power sectors)
2 Land AcquisitionProblems
20 (12 Railways, 6 Coal, 1 Petroleum and 1 in Power sectors)
3Slow Progress inWorks other thanCivil Works
78 (63 in Railways, 6 Petroleum, 5 Power, 3 Coal and 1 in Power sectors)
4 Law and Order 11 (5 in Railways, 4 Power and 2 in Coal sector)
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5 Delay in Supplyof Equipment
5 (2 Petroleum, 2 Power and 1 in Railway sectors)
6 Environmentalclearance
1 (Railways sector)
7 Others
47 (these include the problems of technology selection, award of contract, delay in civil work, geo mining, court cases, inadequateinfrastructure, bad weather and Govt. clearance)
Source: Quarterly Project Implementation Status, MOSPI, Government of India
In addition, the same report attributes the causes of delay to the following
1. Lack of supporting infrastructure facilities
2. Delay in finalisation of detailed engineering plans, release of drawings and delayin availability of fronts
3. Changes in scope/delay in finalisation of the scope
4. Industrial relations and law and order problems
5. Delay and uncertainty in feedstock supply
6. Pre commissioning teething troubles
7. Technology problems
8. Geological surprises
The severity of the lack of project management expertise is now being felt at the highest
level of governance in India. The Ministry of Statistics and Programme Implementation
( MOSPI ) has felt a strong need to introduce a full time MBA type programme in Project
Management. The National Institute of Construction Management and Research
(NICMAR), has had the longest running pioneering Post Graduate Programme in
Advanced Construction Management (focussing on construction project management) in
the country. This was followed by another pioneering two year full time Post Graduate
Programme in Project Engineering and Management for all types of mega and major
projects and their management. The Institute has further innovated and introduced another
two year Post Graduate Programme, the first of its kind in the country, in the field of Real
Estate and Urban Infrastructure Management. Another programme, the two year full time
Post Graduate Programme in Infrastructure Finance, Development and Management is due
to be launched from the next academic session in 2011. This programme too devotes
substantial attention to managing projects in these sectors.
1.2 Key Questions Raised In The Study
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In view of the burning intensity of this problem, the key questions that are sought to be
investigated and reported in this study relate to the factors that are affecting the growth of
PM education and training in our country. The study specifically aims to explore issues
from the perspectives of academic institutions, industry users and industry sponsors of
executive training and development. For instance, we would like to know :
• At present what is the role that educational institutions are playing in the technical and
business education domains to create capacity?
• How is the industry overcoming the problem of skills and competency deficiency in
PM?
• To what extent the recipients of PM training and education find it useful and are able
to apply their skills and knowledge in the real world of managing and executing
projects?
• Further, do we have adequate human resources to undertake and see a series of mega
projects through? Is the PM human resource base expanding?
• Is research in PM adequate and of the kind that would help the industry? Is it solutions
driven? Is it helping the creation of theoretical precepts and is it integrative in itsnature?
Globally the demand for Project Management professionals is increasing and as a result
there is a growing interest as well as availability of PM education at all levels i.e.
undergraduate, postgraduate, advanced / doctoral level programmes with developed
regions like North America, Europe, Australia and some advanced nations in Asia leading
the race (Turner & Heumann, 2001). The maximum growth in project management
education in the near future is foreseen in the world’s two most significant countries,
namely India and China, with the objectives of both countries being the same, i.e. to
alleviate poverty through economic development. More discussion on China’s efforts in
spreading PM education is contained in the next chapter of the report.
1.3 The Private Sector Imperative In PM
A hypothesis may be offered, that the Private Sector has a better track record in building
PM competency as against Public Sector enterprises, as the former are often contractors tomany governmental projects, face intense competitive pressure arising out of tight bidding
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frameworks like ‘lowest bid’ acceptance criteria, etc. and therefore would require use of
latest and best techniques of managing and completing projects on time and within the
stipulated costs and quality parameters, to ensure better project returns. Also of
importance is the industry’s desire to be awarded projects that would fetch them high
value and high visibility while conceptualising and executing complex projects. Inevitably
this would be achieved only under conditions wherein the companies have developed prior
capabilities in bidding and executing such complex projects. Therefore it was felt relevant
to study the extent of the effort taken by these industries in preparing the personnel and
staff through training to meet the above challenges and narrow the existing competency
gaps.
The economic growth model adopted by the Indian government involves greater use of
Public Private Participation in infrastructure and other development projects, which has
resulted in Build, Operate and Transfer (BOT) model and other variants such as Build,
Own, Operate, Transfer, (BOOT); Build, Own, Lease, Transfer (BOLT); or Build, Own,
Operate and Maintain (BOOM) being increasingly adopted to award projects to
companies. Such companies or ‘concessionaires’ therefore find that adoption of superior
project management techniques is fundamental to their success. Any delays in project
completion could result in delayed revenue realisation for the companies, resulting infuture losses and hamper their business opportunities. According to the Planning
Commission’s targets, public private infrastructure projects are being made monitorable
and achievement oriented, especially for sectors like roads, power and ports. Thus the
private sector views project management skills as a necessity.
1.4 Key India Level Statistics Of Project Announcements By Indian
Corporations
Traditional industries credited with PM practices include: construction, manufacturing,
power and heavy engineering. Added to these are the IT/ITES/ Telecom companies and
service sector companies. Besides a significant number of large social development
oriented schemes of Government such as in health, nutrition, family welfare, rural
employment, etc. are implemented through Project / Programme mode. In order to find out
the overall “projects” activity of Indian companies in the public and private sector, the
CMIE database was used. The Centre for Monitoring of Indian Economy – Capex Data,
(CMIE- Capex) is an authentic information database which catalogues industry
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information of Indian companies obtained largely through companies’ financial reporting.
In the basic search conducted to list the total number of projects announced by Indian
companies in the year 2010, it was revealed that a total of 16,145, projects had been listed
in different stages of development, viz. 1) announcement stage, 2) under implementation,
or 3) stalled for some reason. Data for 385 projects was ‘Not Available’, though the
project name and company were listed. Refer Exhibit 1.
Exhibit 1
Project Announcements/Under Implementation/Employment
Year 2010
Category Project
Announcements
Projects Under
Implementation
ProjectsImplementation
Stalled
Total
Projects
Employment
Construction 472 1372 29 1873 7,695,272
Power 1050 827 43 1920 37,390
Manufacturing 1844 1561 121 3526 1,077,380
Mining 222 350 16 588 53,691
Services 3612 4112 129 7853 7,306,096
Total 7200 8222 338 15760* 1,61, 69,829
CMIE Capex Database, 2010* Data for 385 projects appeared ‘Not Available’ in the database
Exhibit 1 offers a quick view of the magnitude of the project industry in India as whole.
More than one hundred and sixty million persons are currently employed in this sector.
Though the data is by no means complete, due to the limitations faced in capturing the full
data, it serves as a good indicator of the current potential of the projects industry.
Project Announcements were to the tune of 7200 in the year 2010 alone, with the most
projects being announced in the Services sector. This sector consists of Business Process
Outsourcing (BPO) projects, shipyard expansion, hotel and tourism, outlets, IT parks,
SEZ, malls, etc. Project Announcements in manufacturing sector, comprising electrical
machinery, iron products, plants installation, exploration, diesel engines etc. were to the
tune of 1844. In case of services, 3612 projects have been announced in the year 2010.The total projects in Services sector account for more than 50% of the projects announced.
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The second highest employment is seen in this sector with 73, 06, 096 persons being
employed in Service sector projects. Power projects consist of activities in the area of
thermal power projects, transmission lines, hydro electric, gas based, coal based, and
renewable power projects. Announcements in the year 2010 were as high as 1050.
Construction projects included townships, residential, industrial parks, SEZs construction,
processing and logistics; commercial, etc. Very few projects in construction were in the
‘stalled’ category. The employment generated in this sector is the highest with almost 76,
95,272 persons employed. The majority of the projects by value were in the range of less
than Rupees 1000 crores, numbering 9454, followed by project value in the range of Rs.
1001- 2000 crores. Refer Exhibit Nos. 2 a and 2 b, in which the number of projects and
their sector wise value (at cost) are shown in the select sectors of Construction, Power,
Manufacturing, Mining and Services. The figures provide an idea of the enormous
importance of these sectors to the national economy.
The data in both the Exhibits 2a and 2b suggests that over one hundred trillion rupees
remains invested in 11,187 of the 16145 projects for the year 2010, mentioned in the
CMIE Capex Database. Though the data is only indicative in nature, it is presented with a
view to draw attention to the significance of this sector and its sensitivity to the investment
and economic growth of the country. Any delays, due to time or cost would only result indirect losses to the national exchequer as well as retard planned economic growth.
Exhibit 2 A
Number Of Projects Sector-Wise By Cost
Year 2010, ( Crore)
Project Cost inCrores
Construction Power Manufacturing Mining Services Total
Less than 1000 713 805 2363 291 5282 9454
1001 to 2000 74 91 133 27 272 597
2001 to 3000 28 97 60 9 87 281
3001 to 4000 14 84 27 8 39 172
4001 to 5000 8 84 16 5 38 151
above 5001 45 251 125 15 96 532
NA* 992 523 1059 237 2147 4958
Total 1874 1935 3783 592 7961 16145
G.T. 16, 145
CMIE Capex Database, 2010
*Data for 4958 projects appeared as ‘Not Available’
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1.5 Initiatives Of Indian Government And Industry, In The Promotion Of PM
Education
A series of initiatives to promote PM education have been undertaken by the government
as well as industry, in the form of individual company led initiatives, and/or industry
associations such as Project Management Institute®, (PMI®), International Project
Management Association
®
(IPMA
®
) and the Federation of Indian Chambers of Commerceand Industry (FICCI). All the entities mentioned are actively involved with key
government departments such as the Ministry of Statistics and Programme
Implementation, Government of India (MOSPI, GoI), the Planning Commission of India,
etc. to expedite the efforts in training and education of PM practices. Recent initiatives by
the government include the expressed need by MOSPI to organise certification level
programmes for persons working at lower and middle levels within the project industry, as
well as full time advanced project management courses in leading institutions. The
Planning Commission has made project targets ‘monitorable’ to various ministries and
departments of the government, which are linked to the performance and future fund
disbursements to the latter. Chapter 2, covers this is greater detail.
In order to accurately gauge the current and future efforts made by stakeholders in the
projects industry, a need was felt to support the secondary data sources with primary
studies covering academic institutions, industry and the recipients of PM education. In this
chapter, the government’s desire and seriousness to play an active role in ensuring thecontribution of the project sector in expediting national development goals was sought to
23
Exhibit 2 b
Sector – wise Project by Value (at cost)Year 2010,
Rs ‘000 crs
Category Construction Power Manufacturing Mining Services Total
< Rs.1000
crs 1,91,915 1,63,251 3,93,963 61,643 7,53,092 15,63,863Rs.1001 to
Rs. 2000 crs1,19,111 1,33,556 2,03,261 38,907 4,03,785 8,98,620
Rs.2001 toRs3000 crs
71,163 2,65,437.30 1,52,872 22,514 2,20,427 7,32,413
Rs.3001 toRs. 4000 crs
50,916 2,74,151.74 98,531 27,611 1,38,370 5,89,581
Rs.4001 toRs.5000 crs
38,100 3,88,757.60 73,399 21,708 1,78,508 7,00,472
> Rs. 5001crs
6,93,172 26,26,671 18,47,308 1,93,014 12,28,236 65,88,402
Total 11,64,378 38,51,825 27,69,334 3,65,397 29,22,418 1,10,73,351
GrandTotal
2,21,46,703
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be described. The next chapter takes a closer view of the efforts made by Indian
stakeholders and similar initiatives in other countries as well.
CHAPTER 2
LITERATURE REVIEW OF PROJECT MANAGEMENT
EDUCATION ON A GLOBAL SCALE
2.1 Introduction
An indicator of the maturity of any profession is the availability of quality academic
programmes that provide the advantages of research backed teaching and learning. The
greater the research, the better the replication and standardisation of the process of
learning so that Knowledge, Skills and Attitude – the trinity of any learning are easily
transferred to the student in a systematic manner. This helps the recipient of training to
perform and deliver much faster on the job.
With the rapid growth of ‘projectised’ and project led companies, organizations are found
to be replacing their traditional management structures, like the corporate divisional or
departmental structures with those that are leaner and more objective oriented (Bergrenn
and Soderlund, 2008). Earlier works based on a survey, documented the widespread
growth of project management and its rising interest amongst the top managements of
companies (Soderlund, 2004). From being a mere ‘add-on’ to a system engineer’s or civil
engineer’s role, project management has grown as a deliberate choice of career, in manycountries. This is reflected in the growth of the leading professional association of project
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management – Project Management Institute (PMI®), USA which had less than 15,000
members in 1993 has well over 500,000 members in 2010 (AMA Handbook 2005, PMI,
2010). The AMA quotes that this membership is growing at the rate of approximately
5000 per month indicating the ‘mainstreaming’ of the project manager’s role in the
industry. In formal bidding processes related to contractual services, client organizations
call for certified project professionals, thus reaffirming project management’s growing
importance as a discipline.
Globally, apart from academic institutions, four major bodies are engaged in the provision
of standardised instruction in project management namely PMI® in North America and
other countries, the Project Management Association in England (PMA), with over 9000
certified project managers), the International Project Management Association (IPMA)
representing over 24 countries in Europe and over 5000 certified project managers and
lastly the Australian Institute of Project Management with over 1000 certified project
managers (AMA Handbook, 2005). In 2010, according to the PMI®, there were over
500,000 qualified Project Management Professionals® (PMPs®), (PMI, 2010) worldwide.
In 2004, a large scale survey of around 1000 Registered Education Providers (REPs) of
PMI® worldwide revealed that in 2004 alone, over 500,000 individuals participated in
some form of PM training or education offered by the REPs and other educationalinstitutions. The same report asserted that this was slated to increase in the coming years.
The Figure 1 below depicts the share of Registered Education Providers of PMI®
worldwide in the year 2005. As is seen, the Asia/Pacific region accounts for the second
highest share of Registered Education Providers of PMI® next only to North America,.
Also seen is the huge gap in the proportion of REPs® between the two regions.
Figure 1: Worldwide R.E.P. Distribution (2005)
Source: Price et al, 2006
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However there has been huge growth in degree programmes being offered in this area,
from a mere 10 in 1994 to over 185 in 2006 in the USA and Europe. Most of these
programmes are tailored to suit the IT industry (73.1%) as compared to sectors like
Financial, Business Management, Construction, etc (Michael Price et al, 2004). There are
over 65 degree programmes in more than 25 academic institutions currently accredited by
the Global Accreditation Centre for Project Management Programmes of the PMI® in
North America. Several other programmes are at various stages of the accreditation
process (PMI®, 2010).
In contrast in India, one finds a huge demand for training in PM primarily for Information
Technology as well as in Construction Industry. However the number of listed REP®s in
India is merely 70 in all2
. In China, PM education is more widespread in sectors like
construction, oil and gas, power and so on. The financial services sector in both countries
is yet to fully utilise the importance of PM training. The status of PM education and skill
building in these countries is further discussed later in this section.
The growth of PM education and training in Asia and Pacific regions suggests that it is
spreading in newer geographies; it has also been spreading into newer areas of application.
In fact PMI®’s own publication titled Project Management Circa 2025, looks at newer
applications of PM in such emerging and diversified fields like nanotechnology and future
energy, new frontiers like earth sciences, monitoring of planet, extreme weather response
and climate control. It also gives an insight into the emerging countries where PM will
take roots such as in India, Spain, China, Asia Pacific and Arabian regions3.
2.2 PM Education In America And Europe
Scientific PM education has its earliest origins in the well known discipline of Operations
Management. Therefore one can say that the bases of early development can be found in
the works of Frederick Taylor and Henry Gantt, (1915 - 40). Since the 1950s, the
advances in PM as an organised discipline within management took root in these regions.
PM as a discipline has grown from these roots and is now well entrenched in the business
and research realms worldwide. The extent and depth of PM education is witnessed more
in these continents than in other parts of the world. In these regions, PM education has
attained such recognition, as to be made mandatory, and a prerequisite in the procurement
2
(https://ccrs.pmi.org/Search.aspx)
3 (www.pmi.org/PM2025)
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and management of large scale and complex projects either within the country or
internationally. Most of the literature records the systematic development of this discipline
as experienced in these advanced regions.
In case of developing countries and emerging economies, especially in India and China,
use of formal PM techniques to acquire and execute projects in an organised manner,
appears to have taken roots only over the last one and a half decade. A survey of the
relevant literature in international journals focussing on PM reveals relatively less work
emanating from countries like India and efforts to initiate PM programmes in academics
and research.
2.3 PM In Academia – A Global Snapshot
The introduction of project management courses in the universities and business schools
in North America, Europe and leading Asian countries is on the rise. In 1993, it is
documented that there were only 5 universities that offered degree programmes in Project
Management in North America. Ten years later, there were 33 such programmes in USA
and Canada alone. In their research, Professors Thomas Mengel, Janice Thomas (2008),
Bill Zwerman (2004), Kent Crawford (2006), Dinsmore and Cabanis – Brewin (2006)
have tried to find answers to the question of systematizing the study of projectmanagement to offer it as a preferred career option. The ultimate aim of the Project
Management Programmes is to induce three major competencies in the student – project
management skills, leadership and technical skills. According to Turner and Huemann
(2001), a study of mature project management societies, such as UK, Australia, New
Zealand and Ireland, revealed that around 10% of the universities offered Masters’ degrees
in Project Management. PM education began ‘top down’ in case of United Kingdom,
through existing Masters’ degree or Doctoral programmes in concerned disciplines. For
instance, it is observed that in the United Kingdom, the Master’s Programme in Science or
Business Administration exists with PM as a speciality. It also exists as a specialist degree
like in Construction Project Management. Also it was observed that in the case of degree
courses in Information Technology, no course by the name ‘Information Systems Project
Management’ existed, even though PM subjects are covered within courses such as
Information Systems Management. Later educational programmes emerged focusing on
Project Management. Further, these ‘percolated’ down from higher level education into
the secondary and even the primary level education.
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2.3.1 PM In Other European Countries
In case of other countries in Europe, Turner and Huemann (2001) observe that in Austria,
Switzerland and Germany, different ways are being adopted to reach a common goal of
making all these into ‘project oriented societies’. In Austria, PM education began first
with taught masters’ degrees, either as programmes specialising in project management, or
with project management as an essential component of wider programmes. From there, it
spread upwards and downwards to other levels. Austria has also embarked upon a project
to popularise the use of PM in industries and then take it to the municipalities, students
and families under the ‘Programme 1 Austria’ to raise awareness of project management
as a profession. Austria and Germany also offer doctoral level programmes in PM.
Certificates and Diplomas are offered by professional or other bodies. Vocational
qualifications such as in the UK are not available in these countries. Switzerland has set a
goal of becoming a quality competence centre in PM.
2.4 Indian PM Growth
In India, there does not appear to be any clear evidence of studies covering the growth of
PM education and research, in the public domain. Unlike its European and American
counterparts, there appears to be less focussed attention in this area of study as comparedto Operations Management wherein Indian academic programmes and research are in an
advanced state. This study attempts to find out the current state of this emerging field in
India.
The scope is limited to the technical and management education institutions. Given below
is the state wise table, listing the number of approved institutions offering business
engineering/administration/management courses in India. The list is that of the All India
Council of Technical Education (AICTE) which is an apex government body formed to
regulate technical, professional and management education providers. A total of 3904
AICTE approved institutions offer afore mentioned degrees in India. Apart from this,
there are many Central, State and ‘Deemed to be Universities’ as well as autonomous ones
that offer degrees, diplomas and certificates in management and technical education.
(Refer Table No. 3). Table No. 4 describes the Number of Proposals received for the
establishment of New Technical Institutes for the Academic year 2009-2010, upto
31.12.200
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The data in Tables 3 & 4, point towards a rapid growth of technical and business schools
in India. With the increase in such institutions, PM education could be suitably
emphasized to secure a better share of coverage with a rapid rate of growth. Almost all
technical schools include within their syllabi, a subject matter that covers PERT/CPM
techniques under a variety of nomenclatures. In case of business schools, these techniques
are included under the typical heading of Operations Management as a compulsory base
course, and also as a specialisation in the second year under the same head with more
advanced exposure to the subject. One finds very few instances in the country wherein a
course with the title “Project Management” is included or is taught in full time
programmes of technical/business institutions. A general search on the Google search
engine titled ‘project management courses in India’ showed up 12,057 results only for
India4. A more detailed description obtained from the website of important and specific
cases covering institutes such as IIMs, NITIE and SIOM is covered in the section below.
Table 3 : Statewise List Of Institutions Offering Management Degrees
As On 31/08/2008
Sr. No. States/UTs Engg & Tech. MBA PGDM
1 Madhya Pradesh 161 56 7
2 Chhatisgarh 41 7 23 Gujarat 55 51 11
4 Mizoram 1 0 0
5 Sikkim 1 1 0
6 Orissa 68 29 15
7 West Bengal 71 27 2
8 Tripura 3 0 0
9 Meghalaya 1 0 0
10 Arunachal Pradesh 1 0 0
11 Andaman & Nicobar 0 0 0
12 Assam 7 5 1
13 Manipur 1 1 0
14 Nagaland 1 0 0
15 Jharkhand 13 4 3
16 Bihar 15 11 1
17 Uttar Pradesh 241 125 88
18 Uttaranchal 19 23 2
19 Chandigarh 5 0 1
20 Haryana 116 56 10
21 Jammu & Kashmir 7 9 0
22 New Delhi 19 13 24
23 Punjab 70 55 4
24 Rajasthan 81 49 15
25 Himachal Pradesh 9 8 0
26 Andhra Pradesh 527 231 24
27 Pondicherry 9 1 0
4 (www.emagister.in, Site accessed on Aug, 2010)
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28 Tamil Nadu 352 154 4
29 Karnataka 157 109 15
30 Kerala 94 37 7
31 Maharashtra 239 168 48
32 Goa 3 1 1
33 Daman & Diu, Dadar,
NH 0 0 0Total 2388 1231 285
Gr. Tot 3904 Source: www.aicte.ernet.in/ApprovedInstitute.htm
Table 4 : Number Of Proposals Received By AICTE To Establish New Institutions
Region State Engg. PGDM MBA
Central Madhya Pradesh 50 16 63
Chhattisgarh 10 2 7
Gujarat 43 8 67East Orissa 53 10 24
Assam 9 0 5
Meghalaya 0 0 0
Manipur 0 0 0
Mizoram 0 0 0
West Bengal 23 3 7
Nagaland 0 0 0
Jharkhand 2 3 1
Sikkim 1 0 0
Arunachal Pradesh 0 0 0
Tripura 1 0 0
Andaman & Nicobar 1 0 0
North Uttar Pradesh 83 84 130
Uttranchal 13 3 14
Bihar 12 2 3
Chandigarh Chandigarh 0 0 1
Delhi 1 3 2
Haryana 38 11 36
Himachal Pradesh 11 0 6
J&K 0 0 0
Punjab 16 1 30
Rajasthan 49 12 65
South Tamil Nadu 144 3 38
Pondicherry 4 0 0Andhra Pradesh 176 31 178
South West Karnataka 32 18 26
Kerala 29 1 8
West Maharashtra 85 37 123
Goa 0 2 0
Daman & Diu 0 0 0
Total 886 250 834
Grand Total 1970Source: www.aicte.ernet.in/ApprovedInstitute.htm
2.4.1 Specific Cases in India
a) Indian Institutes of Management, MBA Institutions, Engineering Colleges30
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Practically all the IIMs offer some elective courses either directly named “Project
Management” or some other titles dedicated to the coverage of important themes in
project management. In general management oriented, Master’s in Business
Administration (MBA) programmes, PM related subjects are included in almost all
curricula of management institutions, but do not always appear specifically in the form of
full length courses. Usually the Operations Management courses, cover selective subject
matter from the PM domain. Only specialist courses cover a wider gamut of PM subject
content and emphasis, but these are not commonly found in MBA programmes. Similarly
almost all the courses covered in technical colleges, especially those covering
construction, engineering and information technology include project management, within
their ambit at introductory level, usually in the form of a module.
b) National Institute Of Construction Management And Research
The National Institute of Construction Management and Research (NICMAR), offers the
Post Graduate Programmes in Advanced Construction Management and Real Estate and
Urban Infrastructure that have a host of dedicated subjects covering the PM domain; yet
the term ‘Project’ does not always appear distinctly in the nomenclature of the said
programmes. However, the institute’s Post Graduate Programme in Project Engineering
and Management, has clear descriptions of subjects in project domain as defined in the
Project Management Body of Knowledge® (PMBOK ®)5. This two year full time
programme is arguably India’s only course of its type, and combines subject matter from
all the major domain areas i.e. General Management, Project Management, Behavioural
Sciences, Engineering and Technology and Information Technology.
c) Symbiosis Institute of Operations Management
In case of Symbiosis Institute of Operations Management (SIOM), a specialist degree, the
Masters in Business Administration in Operations Management (MBA Operations
Management) is offered, which covers subjects such as Operations, Projects and Resource
Planning6.
d) National Institute of Technology and Industrial Engineering
5The PMBOK® includes 5 Process Groups and 12 Knowledge Areas that are covered in the domain of PM, PMI, 4th Edition 2008.
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The National Institute of Technology and Industrial Engineering (NITIE), Mumbai, runs
the Post Graduate Diploma in Industrial Engineering (PGDIE), Post Graduate Diploma in
Industrial Safety and Environmental Management (PGDISEM), Post Graduate Diploma in
Information Technology Management (PGDITM), and Post Graduate Diploma in
Industrial Management (PGDIM)7. The PGDIE has such subjects that are of core
importance to industrial operations such as Operations Planning and Control, Project
Management, Work System Design, Operations Research, Systems Engineering, etc., in
addition to other subjects.
In India, as is observed in the United Kingdom, most of the post graduate management
courses covering the PM domain are seen sans the ‘Project’ term included in the title of
the course, though the curriculum adequately reflects to varying degrees the subject matter
related to the same.
The exception however, is noticed in the Post Graduate Programme in Project
Engineering and Management offered by NICMAR, wherein the entire ‘Project’ term is
explicitly included in the title of the programme, and provides the most comprehensive
coverage of all the relevant knowledge domains.
2.5 PM in Research
Project Management (PM) has evolved since the sixties as an area of interest for
researchers and academicians alike. Up until then, PM existed more in the realm of
practice than as a pursuit of systematic study and research. The early evolution of the
discipline could be attributed to the works of Frederick Taylor and Henry Gantt (1900s –
1920s) which emphasised the organisation of work in such a way that would be amenable
for scientific analysis, measurement and improvement as well as its systematic planning
and scheduling.
In the decades following World War II, massive reconstruction work had to be undertaken
in the hugely affected areas of Europe and Japan. Simultaneously the newly independent
countries especially in Asia, began the path of economic development. In this, businesses
and organizations saw great opportunity to undertake projects which were complex,
unique and very large in scope. The growing use of energy, fed by growing economies
everywhere, was on the rise, fuelling strong demand for petroleum products, natural gas,
7(http://www.nitie.edu Site accessed as on August 2010)
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and electric power. The need for production, processing, and transportation facilities
increased dramatically. New projects began getting bigger and more venturesome. This
was also the time for nations to prove their prowess over others by launching space flights,
submarines, constructing high rise buildings, building dams and laying high altitude rail
lines and roads. Obviously the mainstay of all such ventures was the proper deployment of
technology, manpower and resources in a way that the financial resources committed by
the governments could derive optimum leverage in the face of given constraints.
‘Managing by Projects’ became a term that gained prominence at this time. With the
protracted success of PM as a useful discipline in implementing projects, there was
interest amongst researchers to study projects and the processes adopted that made some
projects successful while others failed to add to the return on investment (Thomas and
Mullaly, 2008). From the early decades of the twentieth century, the private sector had
begun the widespread use of sophisticated means of deployment of resources to obtain
high levels of productivity in their markets. Thus PM emerged and was developed as a sub
discipline of industrial engineering and operations management (Crawford et al, 2006).
In the 1960s, the formation of Project Management Institute® (PMI®), in USA,
International Project Management Association (IPMA) in Europe and Australian Institute
of Project Management (established in 1976), gave further impetus to the study and practice of PM. These associations collaborated with research scholars and launched
publications dedicated to the theory and practice of PM. It was in the 1960s that
researchers commenced a systematic study of how projects are conceived and managed
and an attempt began to be made to organise the practice as a discipline. Empirical studies
commenced either as research pursuits of doctoral students or commissioned research
from these associations. Journals such as the ‘International Journal of Project
Management’ (IPMA), the ‘Project Management Journal®’ (PMI®), the ‘Project
Management Journal’ of Soviet Russian Project Management Association -SOVNET8,
‘Project Manager’ of Australian Institute of Project Management, are some examples of
the rapid growth and dissemination of PM related literature. The fast developing Asian
countries have to ‘catch up’ in this area.
Research in the area of PM has continued to evolve steadily over the past 30 decades. A
study was commissioned by the UK government in 2003, (UK’s Engineering and Physical
Sciences Research Council (EPSRC)) on “Rethinking Project Management”. It was a bid8 (www.pmforum.org/library/journals.htm Site accessed as on August 2010)
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to extract PM research from mere theoretical paradigms and relate it to empirical practice.
Thus the study sought to define a research agenda aimed at enriching and extending the
subject of project management beyond its current conceptual foundations (Crawford et al,
2006). The objectives of this study were the following :
1) To research Theory about practice of PM. This meant the effort towards the
development of new models and theories which recognise and illuminate the
complexity of the project and PM at all levels.
2) To develop Theory for practice which meant understanding projects as a social
process, creation of value as the prime focus of its existence and a broader
conceptualisation of projects to include multi disciplinary approach, existing for
multiple purposes instead of very narrow definitions of scope and purpose.
3) To develop Theory in practice which meant the creation of training for PM in such
a way as not to restrict the practitioners to merely following detailed procedures
and techniques, as prescribed by PM methods and tools but to create ‘reflective
practitioners’.
Anbari and Young (2009) mention the work of Kloppenberg and Opfer whose research
identified project management research published in articles, papers, dissertations, and
government research reports since 1960. They found that the emphasis has moved from
development and use of automated project management software and tools to risk
management, earned value management and then to human resource aspects. They also
determined that research focus moved from large government defence projects to
commercial applications in construction, information systems, and new product
development. They concluded that project management has extensive current
opportunities and a bright future. In the same paper, Anbari and Young (2009) mention
Bredillet’s conclusions that PM is becoming increasingly linked with the implementation
of organizational strategy.
2.5.1 PM Research In India
The quantum of research generated in India in relation to PM in its present state remains
miniscule. A study of the publications appearing in one of the most acclaimed journal
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showcasing PM dedicated studies and literature i.e. the International Journal of Project
Management (IJPM®) was carried out. A search was run of the articles contained in this
journal to develop an idea about the number of articles that included India-centric studies
in the period ranging from 1988 – 2010. The Graph 1 shows that the search yielded a total
of only 101 results, in which India features either in the main title of the article or at times
in its contents too. (IJPM®, 1988-2010).
Graph 1: Articles In IJPM Containing India – Centric Content
An advanced search was done to arrive at the ‘affiliations’ data i.e. how many of these
research papers originated from India. The search has revealed that only 26 papers in the
same period (1988-2010) have been published by academics and occasionally by industry
practitioners in the journal from India.
2.6 PM In Industry
A study conducted by the Centre for Business Practices of 53 practitioners at Toronto,
Canada, revealed that in 62 - 91% of organizations, project management training resulted
in moderate to extreme improvement in employee knowledge and skills, on the job
performance, and on schedule performance (Michael Price et al, 2004). Though the
number is too small to be an indicator of the larger universe, other statistics help to provethe point.
The growth of PM training could be attributed to the formation of the PM associations that
took great initiative to replicate the formal learning and training of practitioners to
enhance as well as standardise project performance while ensuring favourable project
outcomes (Soderlund, 2004). Through the formation of the Bodies of Knowledge along
with their associated certification programmes, these associations have tried to propagate
PM education around the world.
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However in the same paper, Soderland argues that the field of project management has a
narrow focus and that though a number of teaching programmes have been developed,
commensurate research in these areas is found wanting. Shenhar and Dvir (1996)
continued in the same vein maintaining that PM suffers due to a limited theoretical basis
and lack of concepts. The duo has been credited with the ‘Diamond Framework’ for
strategic project management. Other researchers have raised concerns regarding the level
and quality of research that has been produced in the area of PM. Bibliometric analyses of
the type of research articles and papers published in leading PM journals such as
International Journal of Project Management (IJPM), Project Management Journal (PMI®)
and a host of conference presentations etc, lament the depth and variety of research in this
area. A study by Crawford et al (2006) revealed the trends in PM research and the
emphasis of articles in the period 1993-2003 and found that these are changing. According
to her, project management is regularly facing new challenges as a field of study, as the
tools, methods and approaches to management that comprise the discipline are applied to
different areas, for different ends, and in different cultures.
Another decade wise bibliometric analysis following the one by Crawford (2006) by
Turner in 2010, revealed that in 1987, the most popular topics of research were
engineering and construction, computer support, time, execution and control. Operationand maintenance followed next in importance. Topics such as life cycle cost, operation
and maintenance were not covered in the next two decades till 1997 or 2007. Interest in
Construction Sector grew, with the number of papers covering the subject going up to
36% of the article contribution. The next most popular subjects in 1997 were in the area of
computer support, time management and risk management. Risk Management continued
in importance in 2007, but a growing interest in partnerships and alliances; interest in
human resource management and developing individual competence gained ground by
2007. The interest in Program Management appeared in 1997 and Portfolio Management
in 2007. The study helps to understand that the scope of PM study and research interests
has become more diverse and now encompass many more areas that cover the field of
enterprise management as a whole.
2.6.1 Training And Development Expenditure In Indian Projects Industry – A
Bird’s Eye View
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The American Society for Training has estimated training spend to be in the range of 2-2.5
per cent of company turnover on employee skill development programmes (Rao, 2009).
Some companies are known to spend up to five per cent of their turnover on training. In
the previous chapter, there was an attempt to arrive at the magnitude of project industry by
presenting a cross sectional data on the employment figures and amount of capital
invested in this industry in the year 2010 alone. It is necessary to understand the industry’s
efforts in capacity building and development of human resources. Once again, CMIE
Database – Annual Reports 2005-08 data was used to estimate the training and
development budgets of project companies.
In order to find out the current state of affairs regarding the allocation of funds by
companies to Training and Development (T&D) of its personnel, a full search of the
annual reports of project based companies, i.e. construction, manufacturing, power
generation, mining, petrochemicals, railways etc. was made. The objective was to obtain
the budgetary allocations made by project based companies in PM related training. An
advanced search was conducted to find out whether the companies had budgets earmarked
for ‘training and development’ or ‘staff training’ expenses so as to draw some meaningful
conclusions about the size of training budgets of project based companies in India. From
among the 16, 145 companies, the search showed up only a total of 1761 companies whohad a category named ‘staff training’ in their annual financial statements. In the period
between 2005- 2008, though there was a minor increase in the number of companies who
had some allocation under the ‘Staff Training’ or ‘Training and Development’ (T & D)
category, the overall record appears too minor to mention. In 2008, only around 59.42
crores were spent by 42 CMIE listed project companies on T&D, a moderate improvement
over the 2005 spend of 31.59 crores by 22 CMIE listed companies (Refer Annexure 2,
a, b, c and d).
This data is insufficient to arrive at any meaningful conclusion regarding the training
budgets of project based companies related to PM training. However the data helps to
explain some of the difficulties in capturing T&D figures of project companies. A closer
look at the above tables reveals the anomalies wherein the typical industry leaders known
for their training impetus like HCC Ltd., GMR, Simplex Ltd., Reliance Industries,
Gammon, L&T, GVK, JP Group, and so on, are consistently missing from the list. These
companies have full fledged training departments and are known to conduct training at
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To understand the reason behind the inadequate data, the issue was followed up with a few
human resources /training managers of these companies, and an industry association
expert using the personal discussion method (reference, pp 139). Most HR managers of
project companies corroborated the point that T & D expenses of project based companies
are not reflected in annual reports but are added primarily in the following ways :
1) Added to the general ‘staff welfare’ expenses and not listed separately under clear
training and development head in the annual reports. Thus it is difficult to isolate
the exact and actual budgets that are dedicated by project based companies to this
activity (FICCI, HCC)
2) Added to the overall project expenditure and billed within the ambit of Project
related expenses (Gammon, Simplex)
3) Billed separately in case of in house training, as most of the resource persons used
are from within the organisation (Gammon, Simplex, HCC)
In software project companies also, the picture is similar. The most training intensive
software companies like Infosys and Wipro Technologies do not have ‘T&D’ or ‘Staff
Training’ as heads of expenses in their financial statements (Refer Box No.1).
It is a well known fact that Training and Development investment contributes to an
improved quality of human resource which in turn contributes to customer satisfaction and
improved financial performance. Senior management’s role in providing sufficient
38
Box No.1 INFOSYS TECHNOLOGIES LTD.
A case in point is that of INFOSYS Ltd., the largest software development transnational
organisation in the country. A section in the annual report, containing ‘Human Resources
Valuation’ attempts to list out the value addition made by the company’s human resource,
in the form of a ratio (Annual Report, 2009).
The human resource value addition ratio was pegged at 0.19 in 2009, an increase from the
earlier year (2008) of 0.15 as value addition to the company. Also the return on human
value as a percentage of the cost of human resources (welfare/salaries/wages etc.) grew
from 4.7% to 5.9%. A study of Infosys annual reports from 2005-09, reveals there is no
separate category or head under which training is listed.
However the company is known as the most training intensive company in the industry.
The company boasts of the best corporate training infrastructure in the country, with a
capacity to train 13,500 software project personnel simultaneously, under one roof at
Bangalore, apart from huge exclusive training facilities in every campus of the company.
Source: Infosys Annual Reports 2005-09
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resources including training, leads to a high degree of customer satisfaction (Feuss et al,
2004).
Despite the fact that the literature related to the use of PM by the heavy engineering
industry in India is very sparse, some literature is available for the Information
Technology sector. This again is not surprising, as it is strongly linked to international
client requirements and is based almost entirely upon acquisition and execution of
software projects. However, as found in the former case, no dedicated training budgets
appear in the financial statements of the companies. Barring a few exceptions, it can be
concluded that there is a lack of clear statistics in the public domain with respect to the
training and development of PM competencies of the public and private sector. Thus the
need for a primary survey of HR managers was considered essential.
2.7 India and China: Comparison of PM Education
India and China are considered important as the economic development plans in these two
countries require the launch and successful completion of mega, major and a host of
medium sized projects to cover the historical gap in Infrastructure. In case of India, thegrowth of PM education in the form of certifications is clearly rising, as very often project
terms and conditions mandate certified professionals. According to PMI®, which is the
most active and vigorous organisation in this arena, in the year 2006, there were around
6000 PMPs® in India . In the year 2010, this number has grown to 20,000 PMPs® in
management and technical fields (Source: PMI®, India Office).
In the case of China, the effort to introduce PM was very systematic and ‘top-down’. It
began with the World Bank giving a grant for training followed by the PMI® stepping in,
in the early 1990s. Other entities like IPMA® etc. followed suit. One such monumental
instance of this initiative was that of the Ministry of Construction (MOC). One hundred
and forty educational institutions or training centres had been accredited by MOC as
project management training providers up to the end of 1995. During the same period,
321,983 project managers took the training courses and 297,774 of them were certified by
the MOC. By 2004, 500,000 project managers in total, were certified by the MOC. Other
ministries in China such as Nuclear, Defence, and Oil & Gas etc too have mademandatory, the PM certification even to apply for a job with them (Lu et al, 2004).
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Another initiative was undertaken in 1998 by the State Administration of Foreign Experts
Affairs along with the Project Management Institute®. The first REP® was established in
1999, the BMMTEC International Education Group became the first subsidiary in China
certified by PMI providing Project Management Professionals® (PMP®) certification
training and examination services as well as other training and education on project
management. By the year 2004, there were 46 REPs in China, and about 70,000 people
had participated in PMP® training, 4000 persons had been certified as PMPs® by the
REPs®.
PMI® has had a longer and stronger presence in China in promoting its project
management standards and certifications with regional offices in both Beijing and Hong
Kong. PMI®
had signed a cooperative accord with the China National Steering Committee
of Professional Education of Master of Engineering (SCME) on 7 March, 2008. The
SCME oversees a national consortium of 103 higher education institutions that have been
authorised by the Chinese government to offer Master of Engineering degree programmes
in project management. Due to the huge projects that China has launched in the
construction, information technology, manufacturing and aeronautics industries, the
government has committed significant resources to this effort. According to SCME, more
than 14,000 students are enrolled in dedicated engineering master’s degree programmes in project management in China (Pells, 2009).
In this Chapter, it is seen that the growth of PM towards being recognised as a discipline
has been systematically driven through the efforts of the government, academic
institutions and associations in the developed nations like UK, USA, Germany, Australia
and Canada. In other nations such as Russia and China, a lot of structured emphasis has
been given to popularise PM education. In India, modest efforts have begun in this
direction. The next chapter discusses the research design, scope and methodology adopted
to collect primary data from the stakeholder respondents of PM education.
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CHAPTER 3
RESEARCH DESIGN
3.1 Basic Approach To The Study
The study is mostly based on primary data and the basic purpose is to find out the factors
inhibiting the wide spread initiation of Project Management Education in Indian technical
and business academic institutions and to suggest ways to broaden its present scope in
India. The study is restricted to India, and includes only leading technical/ business
educational institutions. It seeks to find the factors that aid, and those that inhibit the
acceptance of project management education in such academic institutions.
It simultaneously includes active executives who at graduation, had not undergone PM
education but have subsequently done so in the course of their employment. The aim is to
obtain their views on the extent of the added benefits of PM training, in fast tracking their
career growth. Lastly, we have covered a cross section of the select recruiters (Human
Resource Managers) in our study sample and obtained their views on the efficacy of PM
education in enhancing their executives’ ability to manage projects.
3.2 Objectives Of The Study
The main objectives of the research study are as follows:
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1. To find the awareness and current state of PM education in the country amongst the
technical and business academic institutions, human resource managers and the recipients of
PM related training among active executives.
2. To determine the nature and depth of PM education prevalent in technical and business schools in India.
3. To understand the degree of importance assigned to PM subjects for overall
competency development and employability in PM.
4. To investigate the subjects considered important by executives as essential to the
practice of PM.
5. To determine the personal and professional gains obtained from undergoing
formally taught courses in PM by practicing executives.
6. To find out factors considered most important in inhibiting the growth of PM
education in India.
7. To determine the extent of existing institutional support for the growth of PM
teaching and research.
8. To investigate the nature of training imparted to employees in PM competencies
by human resource departments of project based companies.
9. To find out which factors are the most important to companies for allocating time
and budgets for PM related training.
10.To identify the type of training that is most preferred by the PM based companies.
3.3 Scope Of The Study
The study covers the whole of India except the North –East in case of academic institutions.
Working executives are also from different parts of India across project based companies.
Human resource managers were drawn from construction, heavy engineering, IT and services
sectors.
3.4 Hypotheses
We formulate the following hypotheses:
1) H0 = Overall the current status of PM education in India is poor.
H1 = Overall the current status of PM education in India is not poor.
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2) H0 = The necessity of PM education in engineering/technical schools in India is
very high.
H1 = The necessity of PM education in engineering/technical schools in India is not
very high.
3) H0 = The necessity of PM education in management schools in India is very high.
H1 = The necessity of PM education in management schools in India is not very
high.
4) H0 = The necessity of PM education in architecture/planning schools in India is
very high.
H1 = The necessity of PM education in architecture/planning schools in India is not
very high.
.
5) H0 = There exist regional differences in the establishment of PM education in
India.
H1 = There exist no regional differences in the establishment of PM education in
India.
6) H0 =There exist faculty wise differences in the establishment of PM education in
India.
H1 = There exist no faculty wise differences in the establishment of PM education
in India.
7) H0 =There exists a difference in the establishment of PM education in India at the
under graduate and post graduate levels.
H1 = There exists no difference in the establishment of PM education in India at
the under graduate and post graduate levels.
8) H0 = There exists a difference in the understanding of the strategic role of projects
in the overall business context, after undergoing PM related training.
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H1= There exists no difference in the understanding of the strategic role of projects
in the overall business context, after undergoing PM related training.
9) H0 = There exists a difference in the overall understanding of the project context.
H1 = There exists no difference in the overall understanding of the project context.
10) H0 = There exists a difference in the level of remuneration, enhancement of
work related responsibilities, and conflict resolution ability of individuals.
H1 = There exists no difference in the level of remuneration, enhancement of work
related responsibilities, and conflict resolution ability of individuals.
11) H0 = Training in Project Management helps to build the employee’s
competencies.
H1 = Training in Project Management does not help to build the employee’s
competencies.
12) H0 = PM training results in greater accrual of benefits as against costsincurred on the training.
H1 = PM training results in lesser accrual of benefits as against costs incurred on
the training.
13) H0 = PM training offered by certified trainers is more efficacious than that
of others.
H1 = There is no difference in the efficacy of PM training offered by certifiedtrainers and others.
3.5 Methodology
The research covers a comprehensive search of secondary literature available in the public
domain to determine the efforts of all stakeholders in promoting PM education. This is
followed by a primary research of academic institutions, HR managers and active
executives of PM based companies. The analysis is based on statistical tools and
techniques. We have relied more on primary data, a widely accepted technique of analysis
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for the purpose of the study. The study is based on cross sectional data and therefore has
made use of the multiple regression analysis technique to arrive at conclusions. The main
purpose of this technique in some cases, is to find out the factors necessary to promote the
wide spread initiation of Project Management (PM) Education in technical and business
schools in India. Cases of six institutions where PM is being taught are described
separately in Chapter 4, Section A covering Academic Institutions’ Analysis, (Refer Chp.
4). A case of an executive who has undergone PM training while in active service is
included in Chapter 5.
The study is divided into three sections. In section One, we analyze and discuss the state
of PM education in academic institutions offering technical and management education. In
sections Two and Three, the findings from the segments of practicing executives and
human resource managers respectively, have been discussed. The period in which the
survey and primary research work was carried out was March – May, 2010.
3.6 Academic Institutions
a) Sources of Data: The study uses primary sources of data obtained from academic
institutions.
b) Data Collection Instrument - Schedules (Questionnaires) : A questionnaire was
prepared as a research instrument and was administered by two means 1) personal in depth
interviews 2) by correspondence (email/courier). A total of 120 questionnaires were
printed. The bulk of the survey was conducted through the personal interviews
administered to faculty employed in engineering and management institutions in India.
c) Data Collection Method - Direct Interview Method : A total of 81 units of responses
were obtained of which 5 were received by mail/courier. In the southern region, of the 29
institutions approached, 19 interview responses were obtained. In the central and eastern
zones, a total of 25 institutions were approached and 18 responses were received. In the
northern region, 21 institutions were approached and 16 interview responses were
received. In the western region, a total of 25 institutions were approached and the
responses received were 21.
Questionnaires were also sent via email and 2 questionnaires by courier. Of the 15
questionnaires sent by email, responses for 7 were received. Thus a total of 81 responses
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were received from a mix of government aided, autonomous and ‘deemed to be
university’ institutions.
d) Sampling Procedure: The key features of the sampling procedure are stated below.
d.1) Sampling Area: All India, as per 5 Zones within India (given below)
d.2) Sample Size: 81 [Eastern India-05, Western India-21, Northern India-16, Southern-
26 and Central India-13.]
d.3) Sample Unit: Academic Institutions
d.4) Sampling Technique: The survey was conducted based on zone wise proportionate
sampling of technical schools in India. In case of management institutions, it was based on proportionate as well as convenience sampling technique. Thus in the sample, western and
northern regions have a greater representation of the business institutions due to their
density as well as the easy access of the researchers to the same.
e) Statistical Tools and Techniques: Pie Charts, Bar Diagrams, Column Diagrams,
Correlation & Regression Analysis, Factor Analysis and Multiple Regression Analysis
have been used.
Using the responses in selected areas such as experience of faculty, their perceptions of
the state of PM education in India, the essentiality of teaching PM in technical and
management academic institutions, their ratings of subjects and levels to be included in
the PM curricula, impact on employability, etc. the percentage share of respondents who
opted for a particular rating was derived. This was presented in the form of graphs.
Thereafter the numerical averages were calculated to arrive at the overall rating assigned
by the respondents.
f) Analytical Software: The software used included MS - Excel, SPSS and EVIEWS
The study uses descriptive statistics like pie charts, bar diagrams wherever a simple
descriptive data is being sought. For e.g. in case of the type of academic institutions; years
of service of faculty respondents, their personal PM related research pursuits, the funding
of PM related research in their institutions or whether the faculty has published papers in
the same, and such type of questions, the data have been presented using the above
mentioned methods.
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In order to find out the extent of interrelationship within the factors, the Correlation
Matrix (Multi-Colinearity) was used, like in the case of subjects that are necessary to be
included in PM curricula. Another tool, the multiple regression analysis was used to find
out (1) the factors that are viewed by respondents from institutions as essential for
introduction of PM courses in technical, architectural and business management curricula,
(2) the importance of PM education as rated by the faculty respondents and (3) the
resource availability and management support within the institute. The Multiple
Regression Model is discussed below.
g) Multiple Regression Model: The Multiple Regression Model as described in detail
below has been used to find out the ratings given by the individual respondents to specific
questions related to the subject matter of PM education. In the study, three models have
been attempted.
Model 1:- Multiple Regression Analysis of PM Education Ratings as Dependent
Variable and Essentiality of PM education in Engineering, Management,
Architecture, Planning and Design, and Infrastructure Management Institutions as
Explanatory Variable (Independent Variable)
Here, the dependent variable is the Overall Rating of PM Education in India (RPME Ins)and it is on a 5-point scale, i.e., 1=Poor, 2=Fair, 3=Good, 4-Very Good and 5=Excellent.
The explanatory variables are the same scaled ratings of the Essentiality of PM education
in Engineering (REng), Management (RMgnt), Architecture (RArch), Planning and
Design (RPND), and Infrastructure Management (RInfra) academic institutions.
Therefore, the regression equation for this part is follows.
RPME(Ins) = r 1 REng + r 2 RMgnt + r 3 RArch + r 4 RPND + r 5 RInfra + C (I)
Where, RPME(MNT) is the rating of PM Education and r 1, r 2, r 3,r4, r 5, are the regression
coefficients of the corresponding ratings of the Essentiality of PM education in
Engineering (REng), Management (RMgnt), Architecture (RArch), Planning and Design
(RPND), and Infrastructure Management (RInfra) Institutions. C is the Constant Term.
Model 2: Multiple Regression Analysis of PM Education Ratings as Dependent
Variable and Institute Infrastructure Support as Explanatory Variable (Independent
Variable)
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The dependent variable is the overall Rating of PM Education in India (RPME Infra). The
explanatory variables are the same scaled ratings of the Institute Infrastructure Support.
The important infrastructure is Availability of Library and e-resources (RLib), Course
Material (RCM), Classrooms (RCR) and Qualified Faculty (RQF). C is the Constant
Term.
Therefore, the regression equation for this part is follows.
RPME Infra = r1 RLib +r2 RCM + r3 RCR + r4 RQF (II)
Where RPME Infra is the PM Education rating, r1, r2, r3, r4 are the regression of the
corresponding ratings of the Availability of Library and e-resources, Course Material,
Classrooms, and Qualified Faculty. C is the Constant Term.
Model 3: Multiple Regression Analysis of PM Education Ratings as Dependent
Variable and Management Support as Explanatory Variable (Independent Variable)
Here, the dependent variable is the Overall Rating of PM Education in India (RPME Mgmt)
and it is on 5-point scale, i.e., 1=Poor, 2=Fair, 3=Good, 4-Very Good and 5=Excellent.
The explanatory variables are the same scaled ratings of the Management Support for
introducing Courses in PM in the Institute (RPMCourse) and Effect on Employability of PM (REPM).
Therefore, the regression equation for this part is follows.
RPME(Mgmt) = r 1 RPMCourse + r 2 REPM + C (III)
Where, RPME (Mgmt) is the rating of PM Education and r 1, r 2, are the regression coefficients
of the corresponding ratings of the Management Support for introducing Courses in PM in
the Institute (RPM Course) and Effect on Employability of PM (REPM). C is the Constant
Term.
3.7 Practising Executives of Project Based Companies
a) Sources of Data: The study uses primary sources of data
b) Data Collection Method - Indirect Method: Questionnaires were handed over to the
respondents and they were asked to fill them out at their own convenience. The research
team member then went back to collect the filled out questionnaires.
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c) Data Collection Instrument: Schedules (Questionnaires) were used for data collection.
d) Sampling Procedure: The Judgment Sampling technique was used for the executives
who have undergone the training as they were the best prospects to elicit accurate
information. NICMAR is perhaps the only techno – management institute in the country in
PM centric training with the most extensive PM training programmes being conducted
through its School of Executive Education (SOEE).
d.1) Sampling Area: the sampling are encompassed all India
d.2) Sample Size: The total sample size is 88. The given sample has been drawn from the
executives participating in NICMAR’s executive training programmes. In the year 2009-
2010, NICMAR has trained a total of 721 executives from 30 different companies. Out of
the total executives trained by SOEE, a sample of 88 executives was selected. Their
distribution is as follows. Northern India – 7, Southern India – 20, Eastern India – 4 and
Western India fifty – 6 executives. The sample size represented 12.2% of the population of
executives trained by the SOEE.
d.3) Sample Unit: The sample unit comprised executives from various large project based
organizations who have undergone training in Project Management at NICMAR.
e) Statistical Tools and Techniques: Pie Charts, Bar Diagrams, Column Diagrams,
Correlation & Regression Analysis, Factor Analysis and Multiple Regression Analysis.
Using the responses in selected areas such as experience of executives, value of projects,
ratings of subjects and levels to be included in the PM curricula, gaining perspectives
related to project strategy, their perceptions as to why PM education is not taking roots in
India, the percentage share of respondents who opted for a particular rating was derived.
This was presented in the form of graphs. Thereafter the numerical averages were
calculated to arrive at the overall rating assigned by the respondents.
f) Analytical Software: Software used includes Excel, SPSS and EVIEWS
The study uses pie charts to show the experience of the executives in organization. Bar
diagrams are used to show the total size of the projects, major techniques that are used
during the projects and other similar cases.
3.8 Human Resource Managers Of Project Based Companies
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a) Sources of Data: The primary sources of data for the study are human resource
managers working in project based companies.
b) Data Collection Method: Direct Interview Method is used
c) Data Collection Instrument: Schedules (Questionnaires) are used for data collection.
d) Sampling Procedure: Judgment and Convenience sampling technique has been used.
Over 32 human resource managers had been approached through personal telephonic
appointments for interview. In most of the cases, they asked for a copy of the
questionnaire for prior viewing. A follow up via telephone and email was done. From the
northern region, only one respondent, i.e., a human resource manager from DLF Ltd.
responded to the survey. From the southern region, 5 managers responded, in case of
eastern region, 2 managers, from the western region 9, and lastly from the central region, 3
managers’ responses have been taken into consideration. The researchers felt that a
slightly smaller size is adequately representative of the whole, as this set of persons is
responsible for the planning and deployment of PM related training, company wide.
Moreover the respondents chosen in this sample had considerable experience in the design
of such training programmes around the year. It was felt that as a result of their continuous
planning and monitoring of PM related training programmes, they would be appropriate tooffer views on the exact nature of PM training as “experts”. Thus the judgment and
convenience method of sampling was used for the purpose.
d.1) Sampling Area: the sampling are includes all India.
d.2) Sample Size: A total sample of 20 was interviewed from all over India, drawn from
project based companies.
d.3) Sample Unit: The sample unit comprises human resource managers from leading PM
companies in India.
e) Statistical Tools and Techniques: Pie Charts, Bar Diagrams, Column Diagrams.
Using the responses in selected areas such as the inception of PM training in companies,
factors considered essential before planning PM training programmes, training cost
benefits, training efficacy, the percentage share of respondents who opted for a particular
rating was derived. This was presented in the form of graphs. Thereafter the numericalaverages were calculated to arrive at the overall rating assigned by the respondents.
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f) Analytical Software: The software used includes Excel, SPSS and EVIEWS
The study uses pie charts to show the various types of training imported in the
organizations and various bar diagrams and graphs to highlight the outcome of the
training, and expenditure during the training as given by the respondents. Annexures 1 – 8
give all the details of questionnaires designed, institutions, executives and companies
responding to the survey, master database generated from the research study, etc.
CHAPTER 4
DATA ANALYSIS OF SURVEY OF TECHNICAL AND BUSINESS
INSTITUTIONS IN INDIA
4.1 Introduction
The Questionnaire was designed for eliciting response from faculty, actively serving in
technical and business institutions on a wide range of issues surrounding PM education in
the respondent’s institution as well as in his/her general opinion as an important
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stakeholder in this arena. The questionnaire was divided into four parts. The first part
asked for the responding faculty’s background information. The second part aimed at
discovering his/her general opinion on project management (PM) curricula in India. The
third part aimed at identifying any distinguishing factors that characterize the specific PM
curriculum development vis a vis the usual curriculum. The fourth part dealt with finding
out about the existing educational infrastructure available with institutions and also
management support available to the institutions to establish new courses. Also covered
were regulatory aspects that affect the institute’s decision in launching new curricula. For
every question, the respondent was asked to provide a tick/score as per his/her opinion.
The Likert type 5 – point scale was included in order to be able to quantify the data.
In case of rating of subjects, along with the simple percentage calculations, numerical
average rating scores have been computed and shown in brackets in front of the ratings of
subjects and levels. The average rating score contained in the brackets is to be interpreted
as follows
0 – 1 : not important
1 – 2 : somewhat important
2 – 3 : important
3 – 4 : very important
4 – 5 : extremely important.
Using the responses in selected areas such as experience of faculty, their perceptions of
the state of PM education in India and the essentiality of teaching PM in technical and
management academic institutions, ratings of subjects and levels to be included in the PM
curricula, impact on employability etc. the percentage share of respondents who opted for
a particular rating was derived. This was presented in the form of graphs. Thereafter the
numerical average rating scores were calculated to arrive at the overall rating assigned by
the respondents. In subsequent sections, we discuss the data findings for the technical and
business academic institutions from different zones in India.
4.2 PART I : Respondent’s Particulars And Details
Part I of the Questionnaire was to find out the details of the respondents chosen for the
survey. The questions in this part were included with a view to elicit the description of the
sample in terms of the region (Fig 3) in which the institution was located and the average
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experience of the respondents in academics. It was also necessary to know the ‘category’
of the institution (Fig 2). As seen in Fig 2, the majority of respondents represent private
institutions vis a vis government sponsored institutions.
Figure 2: Category of Institutions
The sample chosen reflects the proportion of technical and business institutions zone wise
(Tables 3 and 4, AICTE List, 08, Chp 2). As per AICTE data, the maximum number of
Technical institutions are located in the Southern and Western regions of the country. In
case of Management institutions, the highest number are found in the Northern and
Western zone. Thus the combined sample reflects this in its coverage; South Zone
followed by West, North, Central and finally the Eastern zone.
In case of total academic experience, the majority of the sample falls in the range of
between 16-20 yrs followed by 21-25 yrs. The respondents were highly experienced
academicians (avg. experience 21.27 years, Fig 4).
Figure 3: Graph Showing Region Wise Distribution Of The Academic Institutions
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Figure 4: Experience Of Responding Faculty
A separate question was asked to find out the experience of the sample in designing new
types of courses. (Fig 5). Majority of the sample had a wide experience in curricula
design. Majority of the respondents fell in the category of 11 -15 years. This is a welcome
finding, as this indicates good experience in the introduction of new courses or reviewing
existing ones.
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Figure 5: Experience In Curriculum Development
4.3 PART II: General Opinion On Existing State Of PM Education In India
It was important to know the perception of the academics with respect to the current state
of PM education in the country. Majority of the sample felt ( Fig 6 ) that the current state
of PM education is only ‘fair’ (49.38%) and ‘good’ (25.93%). The average rating score of
2.05 reflects this perception. This implies that the respondents consider the current status
of PM education as Fair.
The next query was to elicit a response about the respondent’s own institution’s efforts to
introduce PM curriculum. (Fig 7). A clear majority of the sample responded that there
have been prior attempts in the past to introduce PM curricula in the courses offered by
their institutions.
Figure 6: Perception Of The Current Status Of PM Education In India
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Figure 7 reflects the level at which a particular institution has introduced the course in
their curricula. In the sample, in 85% of the cases, the courses related to PM were
introduced at the undergraduate stage and the post graduate level. Only in around 15%
cases, the courses exist at other levels like in research, advanced levels such as at the
doctoral level programmes and certificate level courses.
Figure 7 : Attempts At Introducing PM In The Curriculum
It was also important to know in which category, the course had been introduced, i.e.
whether the institution preferred to include PM courses as electives or as a compulsory
subject. As seen in Figure 8, the sample is equally distributed in its choice. This indicates
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that both options are made available. Around 5% of the sample did not respond to
question.
Figure 8 : Level At Which PM Course Has Been Introduced
Courses in academic institutions follow a certain rigour and intensity of teaching. They are
designed in such a way as to match the required degree of competence necessary to be
internalised by the student opting for that course. Courses are designed to achieve this
objective. The institute may introduce these courses either as electives or compulsory
subjects. (Fig 9). Most of the respondents are teaching PM courses at Elementary and the
Intermediate stages only.
Figure 9: Type of PM Related Course
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On the basis of built in rigour and intensity of the course, the levels are classifed as :
elementary, intermediate, advanced (Figure 10). Majority of the sample prefers PM to be
taught at the Intermediate level with 47.67% of respondents opting for the same, followed
by 29.07% opting for inclusion of PM at the ‘Elementary’ level.
Figure 10: Intensity Of The Course
In order to find out the importance the sample attaches to the inclusion of PM related
courses in professional schools, the respondents were asked to rate the inclusion of PM
courses on a scale of ‘essentiality’ for various professional educational categories such as
engineering, management, architecture /planning, infrastructure schools.
Figures 11 A, 11B, 11Ci, 11Cii, 11Ciii describe the degree of essentiality as perceived by
the respondents of various types of academic institutions viz. Engineering/Technical and
Business/Management. Refer Figure 11 A. 86.42% of the sample suggest that PM is Very
Essential to Absolutely Essential in Engineering/Technical institutions (avg. Rating 4.31).This indicates that in engineering institutions PM educaion is absolutely essential..
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Similarly majority of the respondents (90%) felt that PM is a must in
Management/Business institutions (avg. Rating 4.47). This indicates that in management
institutions PM educaion is absolutely essential. However 17.4% of the sample is pursuing
PM at the advanced stages such as at the level of doctoral programmes.
The sample was asked to rate the essentiality of PM courses in Specialised Courses such
as Architecture, Planning, and Infrastructure. Figures 11Ci, 11Cii, 11Ciii show the level of
importance attributed to PM education in these three areas respectively. A similar
response ranging from Very Essential to Absolutely Essential (a total of 88.64%) was seen
in the case of specialised courses. Each of the categories that include Architecture (avg.
Rating 4.34), Planning (avg. Rating 4.50) and Infrastructure (avg. Rating 4.50) on its own
has a response which is comparable to that seen in the engineering and managment
courses on the essentiality factor. Thus, overall, it can be inferred that PM courses are
deemed absolutely essential inclusions in academic curricula of all such institutions falling
in the ‘Professional Education’ category.
Figure 11 A: Essentiality Of PM In Various Types Of Institutions
A. Engineering Course
Figure 11 B: Essentiality Of PM In Various Types Of Institutions
B. Management Course
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Figure 11 C: Essentiality Of PM In Various Types Of Institutions
C.Specialised Courses
Figure 11 C i. Architecture Course
Figure 11 C ii. Planning And Design
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Figure 11 C iii. Infrastructure Development
4.4 Part III: Curriculum Development
In this section, a detailed subject wise rating was sought to be obtained using a dual rating
scale namely ‘Importance Rating’ and ‘Level Rating’ (Refer Annexure 3 for copy of
Questionnaire to Academic Institutions). The objective was to find out which subject areas
as well as individual subjects contained within the subject area, are important to be
included in the curriculum of PM. Along with this, the level of learning exposure
considered necessary by the respondents was included in the choice. Both the parameters
were on a 5-point scale. The two parameters were the ‘degree of importance’ that was
being assigned by the respondent to a particular subject and the second was the ‘level’ at
which this subject was found important to be taught. So for example, if the subject was
Operations Management within the Management and Technology Area, the respondent
had to assign a dual rating which would indicate 1) How important he/she felt the subject
was for inclusion in the teaching curriculum? and 2) At what level of sophistication
(Certificate/undergraduate/post graduate/advanced/applied research) was the subject
required to be taught?.
All subject areas included in this section were consolidated into four major areas, namely :
A – Technology and Management Area
B – Strategy, Economics and Finance Area
C – Behavioural Sciences Area
D – Information Technology Area
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A fifth major area was not subject, but Sector Specific. This is described as ‘E’. This area
sought to determine the degree of importance of teaching PM in the specified sectors. The
findings of PART III are discussed below.
Technology And Management Area
The Technology and Management Area comprised a total of 20 subject areas. Figures 12
A and 12 B depict the importance ascribed by respondents to each subject area on a rating
scale ranging from ‘Not Important’ to ‘Extremely Important’. The average ratings
assigned to various subjects in this area are as follows :
AR1-Operations Management for Projects (3.79); AR2-Planning, Scheduling, Monitoring
and Control Techniques (3.98); AR3-Statistical Methods for Projects Analysis (3.81);
AR4-Operations Research for Projects (3.87); AR5-Project Quality Management (3.93);
AR6-Health/Safety/Environment in Projects (3.60); AR7-Cost Estimation and Budgeting
(3.74); AR8-Accounting and Control Systems (3.26); AR9-Quality Surveying and
Estimation (3.43); AR10-Projects Marketing (3.30); AR11-Project Site and Equipment
(3.40); AR12-Project Procurement & /Materials Management (3.40); AR13-Contract
Management (3.31); AR14-Process Design/Engineering/Testing/Commissioning (3.48);
AR15-Facilities Engineering and Management (3.12); AR16-Logistics & Supply ChainManagement (3.37); AR17-Transportation Management (3.12); AR18-Technology and
Engineering Management (3.46); AR19-Project Formulation and Appraisal ( 3.46); AR20-
Project Engineering (3.46).
On the basis of average rating scores, it can be inferred that these subjects are very
important and necessary to be included in the curricula. However importance assigned is
higher for certain subjects including Operations Management; Planning, Scheduling,
Monitoring and Control Techniques; Statistical methods, Operation research techniques;
Project Quality Management; Cost Estimation and Budgeting; Health, Safety and
Environment Management.
It was important to know the Level at which the above mentioned subjects could be
taught. Figure 12 B describes the same. Majority of the respondents want the courses to be
taught at Undergraduate (47.37%) and Post Graduate (44.21%) level. Some respondents
(3.16%) would like Operations Research for Projects (avg. Rating 2.72), Contract
Management (avg. Rating 2.76), Project Procurement and Materials Management (avg.
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Rating 2.73), Project Formulation and Appraisal (avg. Rating 2.84) to be included in the
Post Graduate and Advanced teaching also. Some respondents are aware of the importance
of research in areas like Operations Research for Projects, Technology and Engineering
Management (avg. Rating 2.83), and Project Engineering (avg. Rating 2.78) and have
opted for this. Thus it can be inferred that the academics are well aware and understand
the importance of subjects and the levels at which they should be included in PM curricula
related to the area of Technology and Management.
Figure 12 A: Ratings Of Subjects In Management And Technology
AR1-Operations Management for Projects; AR2-Planning, Scheduling, Monitoring and Control Techniques; AR3-Statistical Methodsfor Projects Analysis; AR4-Operations Research for Projects; AR5-Project Quality Management; AR6-Health/Safety/Environment in
Projects; AR7-Cost Estimation and budgeting; AR8-Accounting and Control Systems; AR9-Quality Surveying and Estimation; AR10-
Projects Marketing; AR11-Project Site and Equipment; AR12-Project Procurement & /Materials Management; AR13-Contract
Management; AR14-Process Design/Engineering/Testing/Commissioning; AR15-Facilities Engineering and Management; AR16-
Logistics & Supply Chain Management; AR17-Transportation Management; AR18-Technology and Engineering Management; AR19-
Project Formulation and Appraisal; AR20-Project Engineering.
Figure 12 B: Level Of Teaching Of Subjects In Management And Technology
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AL1-Operations management for Projects; AL2-Planning, Scheduling, Monitoring and Control Techniques; AL3-Statistical Methods
for Projects Analysis; AL4-Operations Research for Projects; AL5-Project Quality Management; AL6-Health/Safety/Environment in
Projects; AL7-Cost Estimation and budgeting; AL8-Accounting and Control Systems; AL9-Quality Surveying and Estimation; AL10-
Projects Marketing; AL11-Project Site and Equipment; AL12-Project Procurement & Materials Management; AL13-Contract
Management; AL14-Process Design/Engineering/Testing/Commissioning; AL15-Facilities Engineering and Management; AL16-
Logistics & Supply Chain Management; AL17-Transportation Management; AL18-Technology and Engineering Management; AL19-
Project formulation and Appraisal and AL20-Project Engineering.
Strategy, Economics and Finance Area
The next Section B, deals with the Strategy, Economics and Finance Area. Figures 13 A
and 13 B depict the opinions of respondents regarding the subjects to be included in PM
curriculum from this area. All subjects in this area were considered to be in the range of
Very Important to Extremely Important. The following subjects are considered very
important : BR1 – Macro Economic Policy (3.52), BR2- Project Strategy (avg. Rating
3.46), BR3 – Social Cost Benefit Analysis (avg. Rating 3.55), BR4 – Financial
Management (avg. Rating 3.58), BR5 – Project Financing (avg. Rating 3.62), BR6 – Risk
and Insurance Management (avg. Rating 3.60). Only in the case of BR 7 -Legal,
Commercial and Taxation Aspects of Projects, close to 20% of the respondents felt it was
only ‘Somewhat Important’ (avg. Rating 3.30) followed by around 18% of the
respondents expressing the same opinion about BR -8 Project Joint Ventures, Strategic
Alliances, SPVs. None of the respondents opted for the ‘Not Important’ option in case of
these subjects (avg. Rating 3.27). However going by their average rating scores, these
subjects also fall in the very important category.
Figure 13 A: Ratings Of B Group Subject Areas In Strategy, Economics And
Finance
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BR1-Macro-Economic Policy; BR2-Project Strategy; BR3-Social Cost Benefit Analysis; BR4-Financial Management; BR5-ProjectFinancing; BR6-Risk and Insurance Management; BR7-Legal, Commercial and Taxation Aspects of Projects and BR8-Project JointVentures/ Strategic Alliances/ Special Purpose Vehicles.
Figures 13 A and Figure 13 B depict the level at which the subject knowledge is
considered important by the respondents. Majority of the respondents considered that most
of the subjects included in this section should be ideally at the Post Graduate Level with
an exception of BL1 - Macro Economic Policy (avg. Rating 2.51), wherein the
respondents have given almost equal weights to the subject to be taught at UG (43.68%)
and PG (44.83%) . The inference is that the subjects should be preferably taught at the
Post Graduate level.
Figure 13 B: Levels Of B Group Subject Areas In Strategy, Economics And
Finance
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BL1-Macro-Economic Policy; BL2-Project Strategy; BL3-Social Cost Benefit Analysis; BL4-Financial Management; BL5-Project
Financing; BL6-Risk and Insurance Management; BL7-Legal, Commercial and Taxation Aspects of Projects; BL8-Project Joint
Ventures, Strategic Alliances, Special Purpose Vehicles
Behavioural Sciences Area
Section C attempts to find out the opinion of the respondents regarding the importance of
the subjects in the Behavioural Sciences Area as necessary to be included in the PM
courses. Figures 14 A and 14 B below depict the same. The majority of the respondents
rated this area ranging from ‘Important’ to ‘Very Important’. Less than 10% of the sample
considered some of the subjects in this area ‘Not Important’ or ‘Extremely Important’.
The average ratings for the subjects grouped in this Area are : CR 1 – Project Organization
and Structure ( 3.63 ), CR 2 – Managerial Skills (3.87) , CR3 – Human Resource
Management in Projects (3.80), CR4 – Industrial / Labour Relations (3.46), CR5 –
Conflict Management ( 3.33 ), CR6 – Diversity Management (3.44 ). On the average, all
subjects in the category are found to be very important, with slightly less importance for
Conflict Management and Diversity Management.
Figure 14 A: Ratings Of Subject Areas In Group C Behavioural Sciences Area
CR1-Project Organization and Structure; CR2-Managerial Skills for Projects (Communication, Leadership, Team Building,
Negotiation, other soft skills); CR3-Human Resource Management in Projects; CR4-Industrial / Labour Relations; CR5-Conflict
Management; CR6-Diversity Management
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As regards of the level at which these should be taught, (Refer Figure 14 B), the average
ratings for levels are : CR 1 – Project Organization and Structure ( 2.73 ), CR 2 –
Managerial Skills (2.89) , CR3 – Human Resource Management in Projects (2.88), CR4 –
Industrial / Labour Relations (2.73), CR5 – Conflict Management ( 2.98 ), CR6 –
Diversity Management (2.86 ). Clearly most of the respondents preferred that the subjects
in Behavioural Sciences Area should be included at the Post Graduate level, followed by
Undergraduate. In case of Conflict Management subject, no respondents opted for the
subject to be included for teaching at the Advanced level. However the same subject had a
section of the respondents wanting it to be included at the level of Applied Research.
Figure 14 B: Levels Of Subject Areas In Group C Behavioural Sciences Area
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CL1-Project Organization and Structure; CL2-Managerial Skills for Projects (Communication, Leadership, Team Building,
Negotiation, other soft skills); CL3-Human Resource Management in Projects; CL4-Industrial / Labour Relations; CL5-Conflict
Management; CL6-Diversity Management
Information Technology Area
The next Section D deals with subjects to be included in the Information Technology area
as essential to be taught to students of PM. The average importance ratings for the subjects
included in the area are : DR1-PM Software-Primavera, MSP, GIS / GPS for Project
Management (4.10); DR2-Enterprise Resource Planning (3.70); DR3- e-Business
Applications (3.59); DR4-Engineering Software (4.18); DR5-Excel / SPSS / DBMS
(4.20). Three subjects, namely PM Software, Engineering Software and
Excel/SPSS/DBMS are rated as extremely important. ERP and e – Buainess Applications
are rated very important. Clearly the respondents strongly endorse the importance of
teaching IT related subjects. The average ratings for the Level at which these subjects
should be covered are : DR1-PM Software-Primavera, MSP, GIS / GPS for Project
Management (2.64); DR2-Enterprise Resource Planning (2.78); DR3- e-Business
Applications (2.77); DR4-Engineering Software (2.61); DR5-Excel / SPSS / DBMS
(2.70). Majority of the sample want IT Area to be included in primarily at the Post
Graduate level followed by Undergaduate level courses of academic institutions.
Figure 15 A: Ratings Of Subject Areas In Group D Information Technology
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DR1-PM Software-Primavera, MSP, GIS / GPS for Project Management; DR2-Enterprise Resource Planning (ERP); DR3-e-Business
Applications; DR4-Engineering Software (Auto-Cad, Staadpro, Estm8, Ansys, Auto-Revit, 3D-Max, Calquan); DR5-Excel / SPSS /
DBMS
Figure 15 B: Level Of Subject Areas In Group D Information Technology
DL1-PM software-Primavera, MSP, GIS / GPS for Project Management; DL2-Enterprise Resource Planning (ERP); DL3-e-Business
Applications; DL4-Engineering Software (Auto-Cad, Staadpro, Estm8, Ansys, Auto-Revit, 3D-Max, Calquan); DL5-Excel / SPSS /
DBMS
Sector Specific Area
With the rise of PM in almost all aspects of industry, it was felt necessary to find out
which sectors within the industry require and would benefit from PM education; as also,
the level of academic input to be given to the students to improve PM proficiency. This
was with a view to know, how important and essential PM training is in particular sectors.
This section deals with the importance of PM in various sectors. Figure 16 A and B below
depicts the findings for the same.
Figure 16 A: Ratings Of Group E Sector Specific Importance Of PM
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ER1-Information Communication Technology (ICT); ER2-Telecom; ER3-Research and Development; ER4-Space Exploration; ER5-
Technology; ER6-Defense; ER7-Roadways; ER8-Railways; ER9-Civil Aviation; ER10-Ports; ER11-Shipbuilding; ER12-Urban
Infrastructure; ER13-Mega Property Developments; ER14-Petrochemicals; ER15-Chemical Engineering; ER16-Oil and Gas
Exploration; ER17-Services; ER18-International Project Management
The specific average importance ratings for various sectors are : ER1-Information
Communication Technology (ICT, 3.39); ER2-Telecom (3.23); ER3-Research and
Development (3.46); ER4-Space Exploration (3.46); ER5-Technology (3.61); ER6-
Defense (3.52); ER7-Roadways (3.55); ER8-Railways (3.56); ER9-Civil Aviation (3.5);
ER10-Ports (3.43); ER11-Shipbuilding (3.5); ER12-Urban Infrastructure (3.72); ER13-Mega Property Developments (3.66); ER14-Petrochemicals (3.56); ER15-Chemical
Engineering (3.49); ER16-Oil and Gas Exploration (3.58); ER17-Services (3.57); ER18-
International Project Management (3.65). It is observed that PM is rated as very important
across all the sectors covered with slightly lesser importance assigned to ICT and Telecom
sectors.
The specific average Level ratings for various sectors are : ER1-Information
Communication Technology (ICT, 3.61); ER2-Telecom (3.68); ER3-Research and
Development (3.76); ER4-Space Exploration (3.83); ER5-Technology (3.85); ER6-
Defense (3.77); ER7-Roadways (3.93); ER8-Railways (4.04); ER9-Civil Aviation (3.92);
ER10-Ports (3.98); ER11-Shipbuilding (3.97); ER12-Urban Infrastructure (4.05); ER13-
Mega Property Developments (4.06); ER14-Petrochemicals (4.09); ER15-Chemical
Engineering (4.02); ER16-Oil and Gas Exploration (4.00); ER17-Services (3.92); ER18-
International Project Management (4.14). It is very interesting to note that across all
sectors, the sample opted for Applied Research followed by Advanced level teaching asthe most appropriate levels for sector specific coverage of PM in teaching curriculum. It
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can be inferred that as per the respondents’ view sector specific issues in PM are intensely
practice driven and therefore teaching should reflect the study of this practice more
closely.
Figure 16 B: Levels of Group E Sector Specific Teaching Focus
EL1-Information Communication Technology (ICT); EL2-Telecom; EL3-Research and Development; EL4-Space Exploration; EL5-
Technology; EL6-Defense; EL7-Roadways; EL8-Railways; EL9-Civil Aviation; EL10-Ports; EL11-Shipbuilding; EL12-Urban
Infrastructure; EL13-Mega Property Developments; EL14-Petrochemicals; EL15-Chemical Engineering; EL16-Oil and Gas
Exploration; EL17-Services; EL18-International Project Management
Findings From Correlation Analysis
In order to find out whether each and every subject included within the overall subject
domain was of significance or not, a Correlation Analysis was carried out for every
subject (factor) with other subjects in that Area. For e.g. in the area of A. Management
and Technology Area, there is a subject included, namely Operations Management for
Projects. A correlation matrix was generated for this subject (factor) vis a vis other
subjects (factors) in that area such as Planning, Scheduling Monitoring and Control
Techniques; Statistical Methods for Project Analysis; and so on for 20 subjects in that
area. Results were obtained on the degree of correlation observed amongst the subjects.
In the same way, all individual subjects in the remaining areas like B. Economics,
Finance and Strategy, C. Behavioural Sciences Area, D. IT Area were put through a
similar correlation analysis. The statistical correlation analysis is used because it helps in
arriving at the strength of relationships between two factors. The idea in doing this for all
the subjects, was with to understand the uniqueness of each of the subjects contained
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within the generalised Area (A. Management and Technology, B. Economics....., Annex
3) under which it has been included. Section E has not been included for correlation
analysis as it is Sector Specific and as such has an in built uniqueness (randomness). A
correlation analysis for this section would therefore be meaningless. Refer Annexure 4 for
a complete result for all areas. The salient findings using SPSS software are reproduced
below9.
Management and Technology Area: This subject area included in a total of 20 subjects
which were considered to have a direct bearing on the operations and technical aspects of
the project business or project organisation. A detailed list of the subjects within this area
is contained in Figure 12 A. Based on ratings obtained from the sample, each one of the
subjects was run for correlation with each of the other subjects, to find out whether the
subjects are similar or there is considerable overlap in their content. The correlation
coefficients showed a value less than 0.90. For any factor to be closely related with
another factor, the Correlation Coefficient should have values tending towards 1. Most of
the values in the Table 5, Annexure 4, Part A, indicate that the Correlation Coefficient lies
in the range of 0.3 to 0.8, thus indicating weak to moderate positive relationships (Refer
foot note10). However subjects with correlation coefficients greater than 0.7 would have
significantly strong relationship. The subjects having correlation values of 0.7 or more inthis group are as follows :
Operations Management for Projects AR3 – Operations Research for Projects AR 4 (0.7),
Project Quality Management AR5 – Health/Safety/Environment in Projects AR6 (0.7),
Projects Marketing AR10 – Facilities Engineering and Management AR15 (0.7), Project
Site and Equipment Management AR11 – Project Procurement & /Materials Management
AR 12 (0.8), Project Site and Equipment Management AR11 – Contract Management
AR13 (0.8), Project Site and Equipment Management AR11 – Facilities Engineering and
Management AR15 (0.7), Project Procurement & /Materials Management AR12 –
Contract Management AR13 (0.7), Contract Management AR13 – Process
9Correlation Analysis generates the Correlation Coefficient. The Correlation Coefficient is the measure of the covariance of the actual
and predicted values of factors. The correlation coefficient is a number between 0 and 1. If there is no linear relationship between the predicted values and the actual values the correlation coefficient is 0 or very low (the predicted values are no better than randomnumbers).
10As the strength of the relationship between the predicted values and actual values increases so does the correlation coefficient. A
perfect fit gives a coefficient of 1.0. Thus close relationships tend towards 1 while weak relationships tend towards 0. Values between 0and 0.3 (0 and -0.3) indicate a weak positive (negative) linear relationship. Values between 0.3 and 0.7 (0.3 and -0.7) indicate a
moderate positive (negative) linear relationship via a fuzzy-firm linear rule. 0.7 and 0.9 indicates highly positive linear relationship. If itis above 0.9 then the two factors can be treated as one and the same because they cannot be distinguished clearly.
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Design/Engineering/Testing/Commissioning AR14 (0.7), Contract Management AR13 –
Facilities Engineering and Management AR15 (0.7), Facilities Engineering and
Management AR15 – Logistics & Supply Chain Management AR 16 (0.7), Facilities
Engineering and Management AR15 – Transportation Management AR17 (0.7), Logistics
& Supply Chain Management AR16 – Transportation Management AR17 (0.7), Project
Formulation and Appraisal AR19 – Project Engineering AR20 (0.8).
The results indicate that as a group, the subjects Project Site and Equipment Management,
Project Procurement and Materials Management, Contract Management, Facilities
Engineering and Management and Process Design / Engineering / Testing /
Commissioning are correlated. This is expected since the issues dealt with in these subject
areas arise primarily during project execution and often times have to be dealt with in a
coordinated manner. Similarly correlation among the subject areas Logistics and Supply
Chain Management, Transportation Management, Facilities Engineering and Management
are also quite expected and in most projects, these would be dealt with together. The
correlation between subject areas Operations Management and Operations Research, and
also between Project Formulation and Appraisal and Project Engineering are also along
expected lines. There is also good correlation between Quality Management and HSE
subjects and therefore combining these into a single course would be quite appropriate. Itis not surprising that in the project management fraternity, the precise differences among
these subject areas are not very clear.
Thus the correlation analysis results strongly validate our belief that many issues arising
during project execution need to be addressed in an integrated coordinated away. Similarly
many techniques and methods adopted during the project formulation, appraisal and
engineering need to be taken up in an integrated coordinated manner.
A direct outcome of the correlation analysis is that in institutions and curricula where it is
difficult to introduce several execution oriented courses, it will be quite adequate if a
single course emphasizing project execution is included. Similarly Operations
Management and Operations Research could be combined into a single course. Project
Formulation and Appraisal and Project Engineering could also be combined into a single
course.
The results indicate that nearly half of the subjects included in this area are fairly uniqueand have their own individual importance and therefore need to be included in the
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curriculum. There is scope for combining course contents of other courses as suggested
above, when there is difficulty in all of the courses contained in this subject area. Refer
Table 5, Annexure 4, Part A for complete results.
Strategy, Economics and Finance Area: In this Area too, it was observed that all
subjects had a correlation coefficient less than 0.90. Therefore it can be concluded that
subjects in this section too are fairly unique (refer Table 5, Annex 4, Part B). Here too,
subjects with correlation coefficient greater than 0.7 would have strong significant
relationship. The subjects having correlation values of 0.7 or more in this group are as
follows :
Macro Economic Policy BL1 - Project Strategy BL2( 0.73), Macro Economic Policy BL1
- Social Cost Benefit Analysis BL3 (0.72), Project Strategy BL2 - Social Cost Benefit
Analysis BL3 (0.76), ; Project Strategy BL2 - Financial Management BL4(0.71), Social
Cost Benefit Analysis BL3 - Project Financing BL5 (0.71); Social Cost Benefit Analysis
BL3 - Legal, Commercial and Taxation Aspects of Projects BL7 (0.72), Financial
Management BL4 - Project Financing BL5 (0.8), Legal, Commercial and Taxation
Aspects of Projects BL7 - Project Joint Ventures, Strategic Alliances, Special Purpose
Vehicles BL8 (0.86).
The subject Social Cost benefit Analysis is most heavily correlated with other subjects
including Macroeconomic Policy, Project Strategy, Project Financing, Legal, Commercial
and Taxation Aspects. Thus if this course is included as a separate course, care must be
taken to ensure that the content is not duplicated in other courses. Alternately the course
need not be included, if other courses reflect the content. There is a case for combining the
courses Project Financial Management and Project Financing, courses Project Strategy
and Macroeconomic Policy, and courses Legal, Commercial & Taxation Aspects and
Project Joint Ventures, Strategic Alliances & Special Purpose Vehicles.
The correlation analysis provides very good guidelines on the way courses in this subject
area could be grouped and introduced in the PM curriculum.
Behavioural Sciences Area: In this Area too, it was observed that all subjects had a
correlation coefficient less than 0.90. Therefore it can be concluded that subjects in this
section too are fairly unique. Subjects with correlation coefficient greater than 0.7 have
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strong significant relationship. Refer Table 5, Annexure 4, Part C. The subjects having
correlation values of 0.7 or more in this group are as follows :
Industrial / Labour Relations CR4 - Conflict Management CR5 (0.79); Industrial / Labour
Relations CR4 - Diversity Management CR6 (0.78); Conflict Management CR5 (0.79) -
Diversity Management CR6 (0.81).
Three subjects are correlated to each other, namely Industrial/ Labour Relations, Conflict
Management and Diversity Management. So from the point of view of the respondents,
these subjects reflect some common issues and concerns and there is a case for combining
these together to achieve an integrated approach to deal with these issues and concerns.
The other courses may be taught independently.
Information Technology Area: In this Area also, it was observed that all subjects had a
correlation coefficient less than 0.90. Therefore it can be concluded that subjects in this
section too are fairly unique. Subjects with correlation coefficient greater than 0.7 have
strong significant relationship. Refer Table 5, Annexure 4, and Part D. The subjects
having correlation values of 0.7 or more in this group are as follows : Enterprise Resource
Planning (ERP) DR2 - e-Business Applications DR3 (0.72), Engineering Software DR4 -
Excel / SPSS / DBMS DR5 ( 0.81).
The correlation analysis results provide an useful way of structuring courses in IT area in
the PM curriculum. For instance, ERP and e – Business Applications courses could
combined into a single course. Similarly Specialized Engineering Software and Common
Software such as Excel, SPSS, DBMS could also be structured as a single course, in case
there is difficulty in offering these as separate courses. Only Project Management
Software needs to be taught as a separate course.
4.5 PART IV – Infrastructure, Management Support, Regulatory Factors And
Current Status Of PM Research In Institute
This section of the study was dedicated to finding out the nature of curriculum
development and research that is currently being supported by the management of
institutions in the area of PM. Along with this, it was also necessary to find out the extent
of departmental and individual interests of the faculty in this area. Also, the average time
taken by institution managements to introduce new curricula needs to be studied in order to assess the ‘responsiveness’ factor of managements to new ideas and curriculum
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development. The following section analyses the same. Part IV was again divided into sub
sections covering factors like the availability of infrastructure, management support,
regulatory issues and the current position of PM research in the respondent’s institute. The
findings of the analysis are presented below.
The first question dealt with finding out the extent of availability of existing infrastructure
that was at the disposal of the institute (See Figure 17). The average ratings obtained from
the survey are : IR1-Avalability of Library and e-resources (3.87); IR2-Course Material
(3.74); IR3-Class Rooms (4.03); IR4-Laboratories (3.80); IR5-Computer Labs (3.90); IR6-
Qualified Faculties (3.96); IR7-Avalability of Research Facilities (3.69); IR8-Management
Vision (4.03). Majority of the sample felt that resources were generally easily available in
the institute in terms of library, course materials, classrooms, laboratories, computer labs,
qualified faculty and availability of research facilities. The respondents also strongly
endorsed the existence of management vision (avg. rating 4.03) to support PM
endeavours. Around 8% of the sample felt that management vision was lacking and hence
PM education was not very popular in their institutions.
Figure 17: Ratings Of Institute’s Infrastructure
IR1-Avalability of Library and e-resources; IR2-Course Material; IR3-Class Rooms; IR4-Laboratories; IR5-Computer Labs; IR6-
Qualified Faculties; IR7-Avalability of Research Facilities; IR8-Management Vision
The next question centred on understanding the institute’s prior attempts to starting PM
courses with a view to knowing whether such an attempt was successful or not. Figure 18
shows that majority of the institutions have made attempts earlier to start PM courses. It is
noticed that majority of the sample (64%) have made earlier attempts at introducing PM
courses in their institutes.
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Merely knowing whether earlier attempts had been made was not considered enough. It
was important to find out in case of those who had made such attempts, to what degree
progress had been made in their introduction. Figure 19 shows the extent of progress made
by those institutions that attempted to introduce PM courses. It may be noticed, that
barring only 17% of the institutes, considerable degree of advance has been made by the
majority of technical and business schools in launching courses related to PM. 27% of the
sample refrained from answering this question.
Figure 18: Earlier Attempts Of Institutions To Introduce PM Courses
Among those who had attempted to introduce PM courses in the past, it was necessary to
know how far they have succeeded in their efforts to launch these courses. The following
graph (Figure 19) shows the same. For 11% of the sample, the progress was in advanced
stage, for 29.63% of the sample, progress made is considerable. Combining the two,
around 40% of the sample suggest that there is reasonable effort in introducing PM
courses, in their respective institutions. The avg. rating of 2.47 indicates that overall, the
progress made has been considerable.
Figure 19: Progress Of Introduction Of PM Courses Introduction
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In almost all professional institutions, courses are chosen and introduced with the twin
objectives of developing competencies as well improving employability of the students.
The respondents were asked to rate the effect of introducing PM courses and its effects on
the employment potential of the students. The result showed that majority of the sample
(65.43%) rated the impact on employability of the students as ‘Considerably High’ and
‘Immensely High’. Another 25.93% of the sample rated this as ‘Good’ (Fig 20). The avg.
rating of 3.79 indicates that the employability potential of the students undergoing PM
training is considerably high.
Figure 20: Impact Of PM Courses On Employability Of Students
The study also sought to establish whether there exists any link between PM’s
employment potential and the requirement of the industry as a whole. A direct and pointed
question was included to find out whether the companies, at the time of recruitment,
specifically ask for PM competencies in the students. And if they did, what was the level
of competence that they expected in the students? The results are given below in Figure
21. As seen in the graph, majority of the sample said that the companies did look for
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considerably high levels of competency in PM amongst the students (avg. rating 2.68).
Only 11.11% of the sample felt that PM competency was not a criterion for selection.
Figure 21: Company Specifically Looking For PM Competency In Students
Part C of the institutional questionnaire focussed on eliciting response on whether the
institution faced challenges with respect to regulatory issues, while introducing PM related
courses. This section was added with the intention of finding out whether regulatory ‘red
tape’ acts as a barrier in the establishment of PM in the institution. The respondents were
asked to comment on the time frame required to sort out issues like introduction of new
courses, sanctioning of budgets, training of faculty, building library resources, etc. The
following section deals with the responses generated. Figure 22 shows the category of the
institution that the respondent belonged to, and Figure 23 shows the average time taken by
the institute to introduce new courses.
Figure 22: Category Of Institutions
Majority of the institutions (43.27%) were affiliated to the All India Council of TechnicalEducation (AICTE), the apex government accreditation body. 24.04% of the institutions
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interviewed were university affiliated. Figure 23 throws up a very interesting statistic.
Only a small percentage (12.35%) responded that it requires only up to 6 months to get an
academic approval for a new course. Another 27.16% said that it took around 6-12 months
to do so. Approx 51% of the sample took more than a year to get the approvals in starting
new courses (avg. rating 3.04). This indicates that most of the institutions have to take into
account a considerable time lag of up to 1- 2 years in introducing PM courses. The
average time taken is little over 19 months. It may be noted that Academic Council
approvals are internal ‘in principle’ sanctions at the institutional level.
Figure 23: Academic Council Approval
The respondents were asked to rate the time taken to receive approvals from government
and other external bodies for commencement of such courses. These are statutory bodies
which give final permissions. These approvals are therefore ‘external’ in nature to the
academic institution. These require the institution to apply and wait for the sanctions from
these statutory agencies.
As seen in Figure 24, majority of the sample ( 34.57 % ) responded that regulatory
approvals took between 6-12 months, 20.99% sample took 1- 2 years, 13.7% of the
sample took 2- 3 years. Around 12.35 % of the sample took more than 2-3 years to
receive approvals to start new courses from statutory bodies (avg. rating 2.75). This
indicates that regulatory approval requires one to two years, with an average of around
16.5 months. Combining the two results, it is quite surprising that the average time taken
internally to introduce a course is higher than the time taken for regulatory approval.
Figure 24: Regulatory Approval
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Figure 25 shows the average time taken by the institutions in building resources such as
library and publications, etc in the area of PM. 26.32% of the sample said that it took up
to 6 months to build the resources, 39.47% took 6-12 months, 19.74 % took 1 – 2 years,
14.47 % took more than 2 years (avg. time 13.9 months). This indicates that it takes on
average about a year to build the resources.
Figure 25: Resource Building
Majority of the sample i.e. around 80% said that it took anywhere up to 2 years to
complete the process of recruitment and training the faculty in PM curriculum. 10.67%
opted for a period of more than 2-3 years to complete this activity, while 8% said it took
over 3 years for the same. On average, the faculty recruitment and training process takes
an average of 14.7 months. See Figure 26.
Figure 26: Recruitment And Training Of Faculty
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Part D of this questionnaire was devoted to finding out the current status of research
related to PM in these institutions. The purpose was to find out to what extent the
institution was engaged in actively encouraging and funding PM research among the
institute’s faculty members. Questions on the state of existing PM research as well as
funding opportunities within the institutions yielded interesting details. As seen in Figure
27, majority of the sample (65.43%) was not involved in PM research. A modest 34.57%
felt that they are engaged in PM related research.
Figure 27: Involvement In Project Management Research
When asked whether the institution had either its own funding or undertook sponsored
research in PM, majority of the sample did not answer the question. Only 20.99%
accepted that funded research was being carried out in the institute while 4.94% said that
there was no funded research happening in the area of PM in their institute.
Figure 28: Funded Research
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Conclusion
This chapter aimed at presenting the perceptions of the faculty employed in technical and
management academic institutions running courses at undergraduate, post graduate and in
some cases even at doctoral levels. In summary, it was found that the respondent sample
perceived the current state of PM education to be ‘fair’ implying there is much further
scope for improvement. They admit that PM education definitely improves employability
and therefore academic institutions of the professional kind must make effort in teaching
PM. This would enable the institutions to build strong PM skills amongst the students.
All the subjects included in the Management and Technology Area were found to be very
important. On the basis of average rating scores, it can be inferred that these subjects are
very important and necessary to be included in the curricula. However importance
assigned is higher for certain subjects including Operations Management; Planning,
Scheduling, Monitoring and Control Techniques; Statistical methods, Operation research
techniques; Project Quality Management; Cost Estimation and Budgeting; Health, Safety
and Environment Management. Majority of the respondents want the courses to be taught
at Undergraduate and Post Graduate levels.
Most of the subjects in the Strategy, Economics and Finance Area were considered to be
very important at the post graduate level with the exception of Macroeconomic Policy
which could be taught at undergraduate level. In the Behavioural Sciences Area, all thesubjects were rated as very important and the subject rated most important was Managerial
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Skills. In the Information Technology Area, three subjects, namely PM Software, Engineering
Software and Excel/SPSS/DBMS are rated as extremely important. ERP and e – Buainess
Applications are rated very important. Clearly the respondents strongly endorse the importance of
teaching IT related subjects. There is also strong preferrence for thse sibjects to be covered at the
post graduate level.
Faculty agreed that the effect of PM education on the employability of the students was
very positive and therefore PM should be strongly encouraged. Coverage of sector specific
issues in PM curriculum was considered very important across all the sectors included in
the study but the respondents strongly emphasized that such sector specific issues are best
addressed at applied research level or in advanced courses.
The correlation analysis provides very good basis for structuring courses in all the subject
areas considered in the study. In the technology and Management area, the results indicate
that the subjects Project Site and Equipment Management, Project Procurement and
Materials Management, Contract Management, Facilities Engineering and Management
and Process Design / Engineering / Testing / Commissioning are correlated. This is
expected since these issues arise during project execution and have to be dealt with in a
coordinated manner. Similarly correlation among the subject areas Logistics and Supply
Chain Management, Transportation Management, Facilities Engineering and Managementare also quite expected and in most projects, these would be dealt with together. The
correlation between subject areas Operations Management and Operations Research, and
also between Project Formulation and Appraisal and Project Engineering are also along
expected lines. There is also good correlation between Quality Management and HSE
subjects and therefore combining these into a single course would be quite appropriate. It
is not surprising that in the project management fraternity, the precise differences among
these subject areas are not very clear.
While most of the subjects grouped in these subject areas are found to be very important,
there is a case for combining some of these together, in order to emphasize the importance
of managing projects in a coordinated and integrated manner. A direct outcome of the
correlation analysis is that in institutions and curricula where it is difficult to introduce
several execution oriented courses, it will be quite adequate if a single course emphasizing
project execution is included.
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In the Economics and Strategy area, the subject Social Cost benefit Analysis is most
heavily correlated with other subjects including Macroeconomic Policy, Project Strategy,
Project Financing, Legal, Commercial and Taxation Aspects. Thus if this course is
included as a separate course, care must be taken to ensure that the content is not
duplicated in other courses. Alternately the course need not be included, if other courses
reflect the content. There is a case for combining the courses Project Financial
Management and Project Financing, courses Project Strategy and Macroeconomic Policy,
and courses Legal, Commercial & Taxation Aspects and Project Joint Ventures, Strategic
Alliances & Special Purpose Vehicles. The correlation analysis provides very good
guidelines on the way courses in this subject area could be grouped and introduced in the
PM curriculum.
In the Behavioural Sciences area, three subjects are correlated to each other, namely
Industrial/ Labour Relations, Conflict Management and Diversity Management. So from
the point of view of the respondents, these subjects reflect some common issues and
concerns and there is a case for combining these together to achieve an integrated
approach to deal with these issues and concerns. The other courses may be taught
independently.
The correlation analysis results provide a useful way of structuring courses in IT area in
the PM curriculum. For instance, ERP and e – Business Applications courses could be
combined into a single course. Similarly Specialized Engineering Software and Common
Software such as Excel, SPSS, DBMS could also be structured as a single course, in case
there is difficulty in offering these as separate courses. Only Project Management
Software needs to be taught as a separate course.
Majority of the sample felt that resources were generally easily available in the institute in
terms of library, course materials, classrooms, laboratories, computer labs, qualified
faculty and availability of research facilities. The respondents also strongly endorsed the
existence of management vision to support PM endeavours. It takes on average about a
year to build the necessary physical resources. On average, the faculty recruitment and
training process takes 14.7 months. The research involvement of the institutions is found
to be quite low and only about 20% institutions reported funded research.
The academic institutions consider the employability potential of the students undergoingPM training to be considerably high. They said that the companies did look for
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considerably high levels of competency in PM amongst the students. At present
appreciable time is required to obtain internal as well external regulatory approvals for
introducing new courses. Most of the institutions have to take into account a considerable
time lag of up to 1-2 years in introducing PM courses. The average internal lead time is
little over 19 months. The regulatory approval requires 1-2 years, with an average of
around 16.5 months. It is quite surprising that the average time taken internally to
introduce a course is higher than the time taken for regulatory approval.
There is a general agreement that much of the PM curriculum should be preferrably
introduced at the Post Graduate level, followed by Undergraduate level. On the question
of introducing sector specific coursework in PM curriculum, there is a strong preference
for introducing such curriculum, but the overwhelming suggestion is that such curriculum
is best introduced at applied research level or in advanced courses. The present emphasis
on research and publications, in particular sponsored research, is rather low and as a
consequence, PM research and publications are few and sporadic.
Box 2: Project Management Courses In Indian Institute Of Management,
Ahmedabad, (IIM A)
Indian Institute of Management, Ahmedabad was established by Government of India,
Government of Gujarat and Indian industry as an autonomous institution under the Act
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XXI of 1860 for the Registration of literary, scientific and charitable societies. The
Institute functions under the overall administrative control of Ministry of Human
Resources Development, Government of India. IIMA has evolved from being India's
premier management institute to a notable international school of management in justfive decades. The Institute had initial collaboration with Harvard Business School. This
collaboration greatly influenced the Institute's approach to education and teaching
methods. Gradually, it emerged as a confluence of the best of Eastern and Western
values. The institute offers Post Graduate Programmes in Management in which Project
Management is offered as an advanced level elective subject.
The Institute assigns high level of importance to PM related coursework. The Institute
has already made attempts in the past, and runs elective courses in the area of Project
Management since the last few years. The IIMA’s faculty believes that the introduction
of Project Management courses helps improve the employability of the students to a
good extent.
At an individual level, faculty have research interests in the area of PM. Many faculty
members have published research papers and addressed seminars and conferences in the
area of PM. The Institute also conducts regularly executive development
programmes/workshops in PM. The Institute has also provided consultancy services in
PM to a variety of organisations in government, public and private sectors as well as
some international agencies. A few of the research theses have been written on issues
related to PM in the Institute’s Fellow Programme in Management (FPM).
Source: NICMAR Survey Data, 2010
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Box 3: Project Management Courses In Indian Institute Of Management, Calcutta,
(IIM C)
The Indian Institute of Management Calcutta (IIMC) was established as the first
National Institute for Post Graduate Studies and Research in Management by the
Government of India in November 1961 in collaboration with Alfred P. Sloan School of
Management (MIT), the Government of West Bengal, The Ford Foundation and Indian
industry. Over the years, IIMC has grown into a mature institution with global
reputation, imparting high quality management education. It has been playing a
pioneering role in professionalising Indian management through its Post Graduate and
Doctoral level programmes, executive training programmes, research and consulting
activities. Today, the institute serves as an autonomous body, continually evolving to
meet its goals in an ever changing business environment. The vision of the Institute is to
emerge as an International Centre of Excellence in all facets of management education.
Over the past four decades, IIM Calcutta has blossomed into one of Asia's finest
business schools. The Institute offers various post graduate programmes in management
in which Project Management is offered as an intermediate level elective subject.
One of the biggest strengths of the Institute is its world renowned faculty. The faculty
members have distinguished academic achievements in different areas of management
and the related basic disciplines and are actively involved in teaching, training, and
research and consulting. According to the opinion of IIMC faculty, Project Management
courses are very essential for Engineering and B-Schools and they believe that the
introduction of Project Management courses improves the employability of the students
to good extent. The Institute offers executive development programmes in PM,
undertakes consulting projects in PM and of the research areas in the FPM programme.
Source: NICMAR Survey Data -2010
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Box No.4 Project Management Courses In Indian Institute Of Technology,
Kharagpur,
The history of the IIT system dates back to 1946 when a committee was set up by
Hon'ble Sir Jogendra Singh, Member of the Viceroy's Executive Council, Department of
Education, Health and Agriculture to consider the setting up of Higher Technical
Institutions for post war industrial development in India. The 22 member committee
headed by Sri N.R. Sarkar, in its report, recommended the establishment of four Higher
Technical Institutions in the Eastern, Western, Northern and Southern regions, possibly
on the lines of the Massachusetts Institute of Technology, USA, with a number of
secondary institutions affiliated to it. On Sept. 15, 1956, the Parliament of India passed
an Act known as the Indian Institute of Technology (Kharagpur) Act declaring this
Institute as an Institute of National Importance. The Institute was also given the status of
an autonomous University.
IIT Kharagpur runs both Graduate and Post Graduate Programmes in which Project
Management related subjects are taught as compulsory as well as elective courses. The
levels of subjects vary from Intermediate to Advanced. According to the Project
Management faculty, PM courses are very essential for the Engineering as well as
Management Schools and they believe that introduction of Project Management courses
improves the employability of the students to a great extent.
Several faculty members have interests in the area of Project Management and PM
related research. They have published research papers and presented seminars papers in
PM and guided in Bachelor’s, Master’s and Ph. D level project work/thesis work in PM.
The overall thrust of PM is however more at the research level than training and
education.
Source: NICMAR Survey Data -2010
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Box 5: Project Management Courses In National Institute Of Industrial
Engineering: (NITIE), Mumbai
The National Institute of Industrial Engineering, popularly known as NITIE established
by the Government of India in the year 1963, is located in Mumbai, India. The institute,
which started off as an Industrial Engineering institute, now offers full time Post
Graduate programmes in both, Industrial Engineering and Industrial Management. In
addition, the institute also offers Fellow Programme, and Executive Education
Programmes. It is considered by the Government of India as an apex institution on the
lines of IITs, IIMs & IISc. It has been recognized as one of the 15 Centres of Excellence
along with the Indian Institutes of Technology (IITs), Indian Institutes of
Management (IIMs) and Indian Institute of Science (IISc) by the Ministry of HRD,
Govt. of India. NITIE has decided to act as a driving force not only in the manufacturing
sector but all sectors of the Indian economy such as infrastructure and services.
It has been offering Project Management as one of the compulsory as well as elective
courses at the post graduate as well as the research level for a very long time. The
management feels that the introduction of the PM related courses in the academic
curriculum will definitely provide the students better employability options and thus
they continue to support PM courses. They also rework the courses and from time to
time, revise and bring changes in the course curriculum. Being an institution dedicated
to manufacturing operations and management, the management has laid emphasis on
PM related courses.
The respondent from NITIE feels that the ‘Management and Technology’ subjects are
more important in the field of Project Management when compared to the subjects of theStrategy, Economics and Finance, and the Behavioural Sciences areas. The subjects
related to the Information and Technology like the Primavera, MSP, ERP and other e
business applications were considered of less importance in the context of Project
Management. The faculty is also involved in contributing towards research and
publications in this area and are encouraged to attend various training programmes and
conferences related to PM.
Source: NICMAR -Survey data, 2010
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Box 6: Project Management Courses In Shailesh J. Mehta School Of Management,
IIT Bombay (SJSOM)
IIT Bombay, founded in 1958, has established itself as a premier world class teaching
and research institution in technology and interdisciplinary programmes. About twenty percent of its alumni are entrepreneurs - many of them first generation. The pre
eminence of the Institute is evident from its varied and effective academic programmes
for manpower development to meet the rapidly changing needs of the organizations.
To promote interdisciplinary learning and to keep up with the changing environment,
IIT Bombay established its management school in 1995 with the objective of
transforming professionals with technological background to "Renaissance Leaders" of
tomorrow. In the year 2000, the school was renamed as Shailesh J. Mehta School of
Management, in honour of Dr. Shailesh J. Mehta, a distinguished alumnus of IIT
Bombay. The School of Management already leads the way in preparing its graduates to
respond to the new challenges by drawing on the varied intellectual resources of IIT
Bombay.
SJSOM has some PM courses included in the Managerial Development Programmes
(MDP) for the executives. The introduction of such courses in the MDPs is aimed
towards developing and maintaining a strong interface with industry. They also enable
the School to identify the current trends in business processes.
The faculty member responding to our survey was asked to rate the subjects in the 5
areas listed in the questionnaire. In the Management and Technology Area, he rated
‘very low’ subjects like accounting and control systems, quantity surveying, project
procurement & materials management, as compared to the other subjects like operations
management; planning, scheduling, monitoring and control; operations research, quality,
etc. Likewise he felt that subjects like project organisation and structure, conflict
management and diversity management under the Behavioural Sciences area also have
less importance in the PM subject areas. Except the ones mentioned above, all other
subjects were rated ‘important’ by the faculty member.
The School’s faculty members are actively contributing publications and are encouraged
to attend various training programmes and conferences in the area of PM. The faculty
also guides research work in PM related Ph. D theses. Overall it was observed, that the
School assigned importance to PM albeit more so in select subjects and has some
coursework, training and research experience in PM.
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Source: NICMAR -Survey data, 2010
CHAPTER 5
DATA ANALYSIS OF SURVEY OF WORKING EXECUTIVES
EMPLOYED IN PROJECT BASED COMPANIES IN INDIA
5.1 Introduction
A separate questionnaire was designed to elicit the gains derived from PM education and
training by practising executives, who are currently employed in project based
organisations, and for the major part of their working life, have been working on a variety
of projects (Refer Annexure 5). The objective was to find out the efficacy of PM learning
in relation to performance on the projects. The typical sample chosen comprised graduates
in engineering and /or management who have been working with project based
organisations after their graduation. The study sought to find out whether they had
received any formal PM related training and the extent of time they were with PM in
general. The idea was to determine the ‘before and after’ effects of undergoing PM
training.
The questionnaire consisted of four parts: PART I, II, III and IV. The first part (PART I A
& B) covers the executives’ professional details such as the number of years that they
have been in service, the number of projects in which they have had experience, in terms
of their active involvement, the value of the project, the particular role of each one of them
in various projects, etc. PART II covered the subjects that needed to be included as
learning modules in PM. Three subject areas and individual subject contained within these
areas in the questionnaire for practising executives were the same as those covered in the
Academic Institutions’ Questionnaire. The subject Area of Economics, Finance and
Strategy was omitted. Thus the subject areas included were:
A. Management and Technology Area
B. Behavioural Sciences Area
C. Information Technology Area
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The respondents were asked to rate the importance of particular subjects on a 5 point
scale, in the 3 subject areas listed above. The subjects contained herein were the same as
those that were included in the questionnaire administered to the Academic Institutions.
The specific objective for this part was to find out the perception amongst the working
executives about the subjects that were important to them in PM careers. This was to gain
an insight into what the respondents viewed as necessary knowledge inputs in their project
related jobs. The findings of the study are discussed later in this chapter.
Section D, was Sector Specific, wherein they were asked to rate whether teaching PM
skills through prior education or training were important for the variety of sectors listed
such as Oil & Gas, Roads, Petrochemicals, Aerospace, Mega Property Development, etc.
PART III of the questionnaire was included, to find out the extent of gains perceived by
the respondents after completing the PM related training. The candidates were asked
whether they had undergone any prior PM related training during their student graduation
as part of their engineering curriculum. For those who had not, it was necessary to find out
whether the PM related training they had received while in service, has benefitted them on
parameters like improvement of efficiency and effectiveness at work, career enhancement,
monetary benefits, changed roles and responsibilities, etc. Questions were also asked to
glean information about the knowledge accrued to the respondents regarding the strategic
perspective of projects as well the project itself.
The last part, PART IV asked the executives to rate the current state of PM education in
India. Respondents were asked to rate on a scale of 1-5 the importance of individual
parameters that were hindering the progress of PM education and training base in India.
The five factors/parameters identified were : (i) The general lack of awareness amongst
students and educators about PM in general, (ii) Lack of trained instructors at the
undergraduate and postgraduate level, (iii) Because PM is a practical field, it cannot be
‘taught’ in the classroom, (iv) Mastery in PM comes only from practical experience, and
(v) The feeling that prior knowledge is not essential for working in this field.
In rating the importance and the level of teaching the subjects, along with the simple
average percentages of respondents opting for a particular choice, the numerical average
rating scores have been computed and shown in brackets in front of the corresponding
subjects. The average rating value contained in the brackets is to be interpreted as follows
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0 – 1 : Not important
1 – 2 : Somewhat important
2 – 3 : Important
3 – 4 : Very important
4 – 5 : Extremely important
Using the responses in selected areas such as experience of executives, value of projects,
subject ratings and levels to be included in the PM curricula, gaining perspectives related
to project strategy, their perceptions as to why PM education is not taking roots in India,
ratings of subjects and levels to be included in the PM curricula, impact on employability
etc. the percentage share of respondents who opted for a particular rating was derived.
This was presented in the form of graphs. Thereafter the numerical average rating scores
were calculated to arrive at the overall rating assigned by the respondents. In subsequentsections, we discuss the data findings for the technical and business academic institutions
from different zones in India.
5.2 PART I – A & B : Respondents’ Particulars And Project Details
5.2.1 PART I – A
The findings of this part, dealing with the details such as years of working experience and
PM training, etc. are presented herein. Figure 29 represents the average experience of the
executives in project environments. Most of the respondents (37.84%) had an experience
of less than five years, followed by 25.68% who had an experience between 6-10 years.
16.22% of the sample had a work experience of 11-15 years. Around 9% of the sample
had experience of over 20 years. The average work experience of the group was 9.12
years.
Figure 29: Years Of Experience Of The Working Executives
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Figure 30 depicts whether the academic institutions from where the respondent graduated,offered PM teaching as part of the curriculum. Surprisingly 75% of the sample replied in
the negative.
Figure 30: Institutes Teaching PM Related Curriculum
Further the respondents were asked whether they have at any time earlier either on their
own or by other means, undergone training in PM. Figure 31 describes the same. A huge
majority (89%) of the respondents admitted to not having undergone prior training in PM.
Figure 31: Executives With Prior PM Related Training
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5.2.2 PART I – B
PART I-B elicits details from the respondents on the value of the projects in which they
have served and the techniques employed on projects to improve project efficiency.
Figures 32 and 33, show the average value of the projects and the tools and techniques
used to make projects more efficient. The single largest majority of respondents (37.29 %)
had worked on projects ranging between. 100-200 crores. However taken together, the
combined majority of the sample (39%) had worked on projects whose value ranged
between 200 crs to more than 400 crs. The average value of projects worked is 211
crores.
Figure 32: Value Of Projects In Rupees
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The next question was to find out the extent of the use of software and statistical
techniques by the executives during the project. The most predominant techniques used on
projects were the very basic ones such as PERT and CPM techniques, (65.31%), which are
regularly taught in technical as well as business schools. Modern techniques such as the
industry wide accepted PM software packages like Prima Vera and Microsoft Projects are
hardly popular and generally not used by the executives on projects. Arrow Diagrams and
Fishbone Diagrams came a distant second and third respectively with 20.41% and 6.41%
of the sample indicating the use of these techniques. Refer Figure 33.
Figure 33: Tools And Techniques Used On Projects
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5.3 Part II: Project Management Curricula
This part deals with the subject wise importance accorded by respondents on a rating scale
similar to that of the academic institutions. The scale ranges from 1-5 with 1 being ‘Not
Important’ to 5 being ‘Extremely Important’. Findings for the same are presented below.
A. Management and Technology Area: Figure 34 shows the ratings accorded by the
respondents to each subject in this area. All ratings, ranged from ‘Important’ to
‘Extremely Important’. The average rating scores assigned to various subjects in this
area are as follows : A1: Operation Management for Projects (3.85), A2: Planning,
Scheduling, Monitoring and Control Techniques (4.60), A3: Statistical Methods for
Project Analysis (3.66), A4: Operation Research for Projects (3.37), A5: Project
Quality Management (4.09), A6: Health/Safety/Environment in Projects (4.19), A7:
Cost Estimation and Budgeting (4.46), A8: Accounting and Control Systems (4.00),
A9: Quantity Surveying and Estimation (4.26), A10: Projects Marketing (3.52), A11:
Project Site and Equipment Management (4.10), A12: Project Procurement and
Materials Management (4.11), A13: Contract Management (4.16), A14: Process
Design/Engineering/Testing/Commissioning (3.96), A15: Facilities Engineering and
Management (3.41), A16: Logistics and Supply Chain Management (3.63), A17:
Transportation Management (3.50), A18: Technology and Engineering Management
(3.83), A19: Project Formulation and Appraisal (3.82) and A20: Project Engineering
(3.95).
It is interesting to note that ratings assigned to practically all the subjects by executives are
higher than the corresponding ratings assigned by the institutions. Several courses have on
the average been rated as “extremely important”. These include Planning, Scheduling,
Monitoring and Control Techniques; Project Quality Management; Health, Safety and
Environment Management; Cost Estimation and Budgeting; Quantity Surveying and
Estimation; Project Site and Equipment Management; Project Procurement and Materials
Management; Contract Management. The rest of the subjects have been rated on average
as “very important”. Furthermore, some courses are considered far more important by
executives compared to the institutions. These are: Contract Management, Project
procurement and Materials Management, Quantity Surveying and Estimation, Cost
estimation and Budgeting, Health, Safety and Environment Management. One possible
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explanation is that these courses have a strong ‘execution’ and therefore ‘practical’ bias.
Naturally executives seem to realize their importance far more than the institutions.
Figure 34: Subjectwise Ratings For Management And Technology Area
A1: Operation Management for Projects, A2: Planning, Scheduling, Monitoring and Control Techniques, A3: Statistical Methods for
Project Analysis, A4: Operation Research for Projects, A5: Project Quality Management, A6: Health/Safety/Environment in Projects,
A7: Cost Estimation and Budgeting, A8: Accounting and Control Systems, A9: Quantity Surveying and Estimation, A10: Projects
Marketing, A11: Project Site and Equipment Management, A12: Project Procurement and Materials Management, A13: Contract
Management, A14: Process Design/Engineering/Testing/Commissioning, A15: Facilities Engineering and Management, A16: Logistics
and Supply Chain Management, A17: Transportation Management, A18: Technology and Engineering Management, A19: Project
Formulation and Appraisal and A20: Project Engineering.
B. Behavioural Sciences Area: Figure 35 shows the ratings given for subjects in this
area.
Figure 35: Subject-Wise Ratings For Behavioural Sciences Area
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B1: Project Organisation and Structure, B2: Managerial Skills for Projects, B3: Human Resource Management in Projects, B4:
Industrial/ labour Relations, B5: Conflict Management and B6: Diversity Management.
The overall ratings for all subjects in this area ranged from ‘Important’ to ‘Very
Important’. Significant exception is the subject B2 – Managerial Skills for Projects in
which majority of the sample (54%) rated it as ‘Extremely Important’ (avg. rating 4.42).
All other subjects like B1 - Project Organisation Structure (avg. rating 4.0), B3 - Human
Resource Management (avg. rating 3.95 ), B4 - Industrial Relations (avg. rating 3.80 ), B5
- Conflict Management (avg. rating 3.60) and B6 - Diversity Management (avg. rating
3.4 ) were considered ‘Very Important’. Except for Managerial Skills subject which is
rated much higher by the executives, the other subject ratings in this area are comparable
to those assigned by the institutions.
C. Information Technology Area: C1 - The average ratings for the subjects grouped in
this area are as follows: C1: PM Software – Primavera, MSP, GIS/GPS for Project
Management (4.18), C2: Enterprise Resource Planning (ERP, 4.07), C3: e-Business
Application (3.53), C4: Engineering Software (3.77) and C5: Excel/SPSS/DBMS
(4.08). PM Software, ERP and Excel/DBMS/SPSS are viewed as ‘extremelyimportant’ and the other two subjects are in the ‘very important’ category. The ratings
assigned to these subjects are very comparable to those assigned by institutions,
although executives have assigned slightly lower ratings to Engg Software. Overall all
the subjects in the IT area were rated in the range of ‘very important’ to ‘Extremely
Important’. Figure 36 describes the same.
Figure 36: Subjectwise Ratings For Information Technology Area
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C1: PM Software – Primavera, MSP, GIS/GPS for Project Management, C2: Enterprise Resource Planning (ERP), C3: e-Business
Application, C4: Engineering Software (Auto-CAD, Staadpro, Estm8, Ansys, Auto-Revit, 3D-Max and CalQuan) and C5:
Excel/SPSS/DBMS.
D. Sector Specific Area: In this section, the respondents were asked to rate the
importance of PM education in specific sectors. Interestingly no particular sector was
rated with an ‘Extremely Important’ option. All the sectors ranged from ‘Important’ to
‘Very Important’. The average ratings assigned to the coverage of various sectors are
as follows :
D1: Information Communication Technology (ICT, 3.60), D2: Telecom (3.50), D3:
Research and Development (3.52), D4: Space Exploration (3.28), D5: Technology (3.85),
D6: Defence (3.29), D7: Roadways (3.98), D8: Railways (3.91), D9: Civil Aviation
(3.71), D10: Ports (3.64), D11: Shipbuilding (3.41), D12: Urban Infrastructure (3.84),
D13: Mega Property Developments (3.70), D14: Petrochemicals (3.56), D15: Chemical
Engineering (3.26), D16: Oil and Gas Exploration (3.55), D17: Services (3.65) and D18:
International Project Management (3.78). On the average, coverage of all the specific
sectors is considered ‘very important’. Sectors like Roadways, Railways, Urban
Infrastructure, Civil Aviation and Mega Property Developments are considered relatively
more important than others. Chemical Engineering and Defence sectors have received
relatively lower ratings. The executives’ ratings are generally similar to the institutions’
ratings. However the executives have assigned somewhat higher ratings to the
Technology, Roadways, Railways, Civil Aviation, Urban Infrastructure sectors.
Figure 37: Ratings For Importance Of PM Education In Sector Specific Areas
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D1: Information Communication Technology (ICT), D2: Telecom, D3: Research and Development, D4: Space Exploration, D5:
Technology, D6: Defence, D7: Roadways, D8: Railways, D9: Civil Aviation, D10: Ports, D11: Shipbuilding, D12: Urban
Infrastructure, D13: Mega Property Developments, D14: Petrochemicals, D15: Chemical Engineering, D16: Oil and Gas Exploration,
D17: Services and D18: International Project Management.
5.4 PART III: Changes And Work Performance After Completion Of PM
Programme
This part of the questionnaire was designed to find out the individual professional gains
that the executives experienced after undergoing training in PM. The respondents wereasked to rate to what extent they gained in their careers in terms of the job content,
promotion, enhancement in remuneration, etc. Respondents were asked to rate the various
factors on a scale of 1-5 ranging from 1- Not Helped, 2- Somewhat Helped, 3- Helped, 4-
Helped Substantially, 5- Helped Immensely, in order to differentiate the extent to which
PM education/ training has helped in their careers. The part was divided into 2 sections A
& B. The first Section A, dealt with the strategic overview gain for the executives i.e. their
improved understanding of the project within the larger context of the organisation and its
strategic fit. The second section, Section B, sought to identify the gains experienced at the
project level, due to the skill based training to improve project level performance.
Responses to Part III were analysed and the findings are discussed in the subsequent
sections.
As seen in the Figure 38, almost all the respondents have recorded their gains to be in the
range of ‘Helped’ to ‘Helped Immensely’. The average ratings assigned for gains in
different areas of strategic overview included in the questionnaire are as follows :
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A1: To get an integrated view of the project (3.59), A2: Role clarity (3.87), A3: Work
Breakdown Structure and Responsibility mapping (4.1), A4: Understanding the exact
placement of a project in the overall corporate strategy (3.75), A5: Importance of Earned
Value of a project to the company (3.74), A6: Understanding project profitability (3.92),
A7: Importance of Human relations and Conflict management in project success (3.71)
and A8: Management vision (3.91). Gain in the area of Work Breakdown Structure and
Responsibility Mapping is rated ‘ helped immensely. In all the remaining areas, the gains
are rated ‘ helped substantially’. Clearly the training in PM helped executives very
substantially in gaining a better strategic overview of the projects.
Figure 38: Gaining Perspectives Related To The Strategic Context Of Projects
A1: To get an integrated view of the project, A2: Role clarity, A3: Work Breakdown Structure and Responsibility mapping, A4:
Understanding the exact placement of a project in the overall corporate strategy, A5: Importance of Earned Value of a project to the
company, A6: Understanding project profitability, A7: Importance of Human relations and Conflict management in project success and
A8: Management vision.
Section B of this part aimed at finding out the direct project related gains to therespondents with reference to the direct project management skills. Figure 39 shows the
response. Here too, respondents were near unanimous in ascribing gains by way of direct
improvement of their project based skills after undergoing training. A highly significant
majority opted in favour of ‘Helped Substantially’ to ‘Helped Immensely’ on almost all
parameters. The average ratings assigned are : B1 - Importance of Project Planning and
Scheduling (4.39); B2 –Importance of Monitoring and Control (4.20); B3 – Project
Contract Management (4.02); B4 - (4.01) B5-Costing (4.01), B6 –HSE (3.86), B7
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-Quality Management (3.97) and B8 - Communication Skills (3.89). The gains derived in
Project Planning, Scheduling, Monitoring and Control are particularly noteworthy.
Figure 39: Understanding Of Project Context
B1: Importance of Project Planning/Scheduling/Execution, B2: Importance of Monitoring & Control, B3: Importance of Contract
Management, B4: Project Risk Management, B5: Project Costing, B6: Importance of Health/Safety/Environment, B7: Quality
Management, B8: Communication and Soft Skills
After assessing the gains that executives derived from understanding the Strategic andProjects contexts, they were asked to assess the gains that they perceive to have received
in their individual careers after undergoing PM training. Figure 40 shows the gains
accrued to an individual in his/her career range in almost all areas of personal
development, namely decision making power, and interpersonal relations and conflict
resolution.
Very clear gains were attributed by the respondents on two factors, namely improvement
in decision making ability (33%) in their project setting and an improved understanding of
human related factors i.e. interpersonal relations and conflict resolution (30%).
Interestingly, 25% of the respondents in the sample claimed that they experienced higher
responsibility coming their way after completion of PM training. On the whole there
appears to be a huge gain in terms of the enrichment and enlargement aspects of the job
Figure 40: Gains In The Individual’s Career
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5.5 PART IV: Current Position Of Project Management In India
This Section attempts to find out the perceptions of the executives regarding the factors
that matter the most in the systematic establishment of PM education. This was thought to
be necessary since it would enable us to study the executives’ viewpoints regarding the set
of factors they think, are preventing PM education from taking firm roots in India. Figure
41 summarises the perceptions of these executives in the form of a bar diagram. The
respondents were asked to rate the importance of different factors on scale of 1-5 with 1 –
Not Important; 2 – Somewhat Important; 3 – Important; 4 – Very Important; 5 –
Extremely Important. The average ratings assigned to the factors considered in this
analysis are :
Q1- The Lack Of Awareness Amongst Students And Educators ( 3.70), Q2 -The
Importance Of Trained Instructors At Undergraduate And Post Graduate Levels ( 3.69) ,
Q3 - Being A Practical Field It Cannot Be ‘Taught’ In The Classroom (3.43), Q4 -
Mastery In PM Is Acquired Only Through Practice (3.62), Q5 – Importance Of Prior
Knowledge In This Field (3.29). From the responses of the executives, lack of awareness
of PM among students and educators, lack of trained teachers, greater practice orientation
of PM are the key factors emerging as the main inhibiting factors affecting the growth of
PM education.
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Figure 41: Factors In Order Of Importance Affecting Growth Of PM Education
Q1- Importance of awareness amongst students and educators, Q2- Importance of trained instructors at undergraduate and postgraduate
levels, Q3- It is more practical so practical training is required, Q4- Mastery only comes through practical experience,Q 5- Importance
of prior knowledge in the field of PM.
Conclusion
Majority of the practising executives responding to the questionnaire were from the
middle- management cadre, from technical institutions with no prior exposure to PM
training. Most of these were working on projects with value between 200–300 crores
using very elementary PM techniques such as PERT/CPM.
It is interesting to note that ratings assigned to practically all the subjects in the
Management and Technology area by executives are higher than the corresponding ratings
assigned by the institutions. Several courses have on the average been rated as “ extremely
important”. These include Planning, Scheduling, Monitoring and Control Techniques;
Project Quality Management; Health, Safety and Environment Management; Cost
Estimation and Budgeting; Quantity Surveying and Estimation; Project Site and
Equipment Management; Project Procurement and Materials Management; Contract
Management. The rest of the subjects have been rated on average as “ very important”.
Furthermore, some courses are considered far more important by executives compared to
the institutions. These are : Contract Management, Project procurement and Materials
Management, Quantity Surveying and Estimation, Cost estimation and Budgeting, Health,Safety and Environment Management. One possible explanation is that these courses have
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a strong ‘execution’ and therefore ‘practical’ bias. Naturally executives seem to realize
their importance far more than the institutions.
In the Behavioural Sciences area, the overall ratings for all subjects in this area averaged
‘Very Important’, except for Managerial Skills subject rated ‘extremely important’. This
subject w is rated much higher by the executives, while the other subject ratings in this
area are comparable to those assigned by the institutions.
Overall all the subjects in the IT area were rated in the range of ‘very important’ to
‘Extremely Important’. PM Software, ERP and Excel/DBMS/SPSS are rated ‘ extremely
important’ and the other subjects are rated ‘very important’. The ratings assigned to these
subjects are very comparable to those assigned by institutions, although executives have
assigned slightly lower ratings to Engg Software.
On the average, coverage of all the specific sectors is considered ‘very important’. Sectors
like Roadways, Railways, Urban Infrastructure, Civil Aviation and Mega Property
Developments are considered relatively more important than others. Chemical
Engineering and Defence sectors have received relatively lower ratings. The executives’
ratings are generally similar to the institutions’ ratings. However the executives have
assigned somewhat higher ratings to the Technology, Roadways, Railways, CivilAviation, Urban Infrastructure sectors.
In terms of gains derived in developing a better strategic overview of projects, PM training
‘ helped immensely’ in the area of Work Breakdown Structure and Responsibility
Mapping. Training ‘ helped substantially’ in all the remaining areas listed. Clearly the
training in PM helped executives very substantially in gaining a better strategic overview
of the projects.
At the direct project level, training ‘helped immensely’ in Project Planning, Scheduling,
Monitoring and Control. Training ‘ helped substantially’ in other areas including Contract
Management, Costing, HSE, Quality Management and Communication Skills. The gains
derived in Project Planning, Scheduling, Monitoring and Control are particularly
noteworthy.
In individual career enhancement, executives saw improvement on two factors, namely
improved decision making ability and improved understanding of human related factorsi.e. interpersonal relations and conflict resolution. Some experienced higher responsibility
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coming their way after completion of PM training. On the whole there appear to be a
significant gains in terms of the enrichment and enlargement aspects of the job.
From the responses of the executives, lack of awareness of PM among students and
educators, lack of trained teachers and greater practice orientation of PM are the key
factors emerging as the main inhibiting factors affecting the growth of PM education.
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Box No.7 Mr. A.K. Asthana, Asst. General Manager, Afcons Ltd.
Mr. A.K. Asthana enrolled in the Executive Post Graduate Project Management
(EPGPM) Programme at the National Institute of Construction Management
(NICMAR), Pune in the year 2005-06 batch for a period of one year. The EPGPM is
designed for Working Executives, working in the junior and middle management levels
especially at the project sites. This programme aims at enhancing the skills in project
planning, execution, monitoring, contract management, quality, safety and technology.
Another important component of this is the enhancement of their communication skills
and soft skills for better interpersonal relations and leadership abilities. Approximately
270 hours of teaching is imparted to the participants, and regular examinations on the
curriculum, conducted at intervals.
Mr. Asthana recounts the positive changes that he experienced in his professional career,
after undergoing the course at NICMAR. According to him, the course made a
difference in two major ways a) It changed his perceptions and attitude in looking at the
issues in his professional work life, in all areas such as contract management, project
management, conflict resolution, better communication vertically as well as laterally and
b) The tremendous confidence that he experienced after ‘coming out of the process of
training’. He admitted that having adapted the learning in his own way at the workplace,
he became more confident and therefore, it also helped to achieve recognition in his
career.
Further Mr. Asthana admits that the training exposed him to the concept of continuous
improvement and working in a systematic way. He learnt time management and
cultivated a systematic working style which has overall led him to work efficiently and
also achieve a work life balance. Lastly Asthana now, leads his teams in a way that all
members are provided a platform to perform to the best of their ability. He provides
result oriented support, training system for skills development, judges the probable
conflict points and steps in to remove them, in a timely manner.
After the completion of the course at NICMAR, Mr. Asthana was immediately promoted
to Senior Manager and thereafter he is currently designated Assistant General Manager
in a space of approximately four years at AFCONS.
Source: Email to NICMAR faculty.
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CHAPTER 6
DATA ANALYSIS OF SURVEY OF HUMAN RESOURCE
MANAGERS EMPLOYED IN PROJECT-BASED COMPANIES IN
INDIA
6.1 Introduction
It was considered necessary to incorporate the views of the industry on Project
Management (PM) education and training. It was decided to seek responses from the
Human Resource Departments of project based organisations, as human resource
managers are directly involved in the design and deployment of PM training and
development activities within their organisations. So, in project based organisations, a
cross section of human resource managers were approached from heavy engineering
industries, construction, information technology and banking services.
The questionnaire is divided into two Parts. PART I seeks details about the general
information and opinions of the HR executives and officers on PM training within their organisations. It also covers information on current and past initiatives undertaken for
training and development of project related skills and the cadre/s of employees that the
company trains in this area. (Refer Annex 6).
Part II, deals with the set of factors that are considered important by the organisations for
imparting PM training and develop PM competencies amongst their executives. Part II (B)
of the questionnaire, also has questions on the preferred training methods and the training
outcomes considered by the human resource managers. Part II (C) deals with the level of
training and the grades of the employees for whom PM related training is directed. Part II
(D) deals with the perceptions of the managers on the extent of costs incurred on the
training. Part II (E) focuses on the perceived benefits that accrue from the training in PM.
Part II (F) deals with the set of Project Management (PM) related fields essential to
develop PM competencies. Part II (G) is based on the opinions of the efficacy of PM
training in PM imparted by the various training entities. Part II (H) attempts to find out if
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the company values international accreditation extended to executives undergoing PM
training as an added benefit.
All questions within the various parts of this questionnaire were to be rated on a scale of
1-5 with 1 indicating the least score accorded to the specific question and 5 being the
highest, by the respondent. Presented below are the findings from the survey.
In rating the response on various issues like the period of inception of PM training in
companies, factors considered essential before planning PM training programmes, training
cost benefits, training efficacy, etc. along with the simple average percentages of
respondents opting for a particular choice presented graphically, the numerical average
rating scores have been computed and shown in brackets in front of the corresponding
subjects.
6.2 PART I : Respondents’ Particulars
The questions in this section dealt with issues regarding the earlier training effort of the
companies. Respondents were asked whether their respective companies have in the past
trained their executives in PM. An overwhelming 95% of the respondents answered
affirmatively, while only 5% replied in the negative. This is a very encouraging finding.
Refer Figure 43
Figure 42: Companies With Prior PM Training Record
As seen in Figure 43, majority of the companies have taken to specialised PM related
training less than 5 years ago (63%), followed by companies that have begun the process between 5-10 yrs ago (27%). Only 5% each of the respondents have been organising
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training for executives for longer periods (avg. 5.13 years). This indicates that on the
average, the respondents have taken steps to initiate PM training in the past five years.
Figure 43: Inception Of PM Training In Companies
As regards the most frequently deputed cadre/s of personnel for PM related training by
project based companies, it is observed that the majority of executives sent for training
were drawn from the managerial cadre (39%), followed by the technical and non technical
category (30%), and operational staff (25%) Surprisingly, the employee category of purely
technical personnel was the least frequently selected for PM based training. Refer Figure
44.
Figure 44: Category Of Employees Sent For PM Training
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As for the ‘level’ or grade of managers that were chosen for training, the level i.e.
seniority of the executives was given the highest consideration by the company The most
frequently chosen employees were drawn from the middle level manager group (34%),
closely followed by the senior level managers (32%), junior level managers ( 22%) and
supervisory personnel ( 12%). Clearly most training effort is directed at middle and senior
levels of management. Refer Figure 45.
Figure 45: Level/ Grade Of Managers Chosen For PM Training
In summary, Part I shows that companies in the sample have embarked on PM related
training fairly recently and prefer to deploy employees in the managerial cadre for
training. Within this section of employees, the most frequently chosen are the middle and
senior managers for receiving PM training.
6.3 PART II: Dimensions Of Project Management Training Design
A. Essentiality Of Factors For Executives In Developing PM Competencies
Part II of the Human Resource Managers questionnaire aimed at finding out the factors
that are considered essential by the company for developing PM competencies. These
range from mandatory ones e.g. like ‘stipulation in the contract’, to project skill related,
like employee’s ability to plan, execute, monitor and control projects or HR
considerations like employee retention, career development of individuals in the
organisation and so on. Fifteen different factors were listed out for consideration. The
respondents were asked to rate on a scale of 1-5, how essential a particular factor was
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while considering PM training for the company’s executives. Figure 46 presents the
findings.
The average ratings assigned to various factors are as follows:
M1-Stipulation in the contract (3.6), M2- Improving the effectiveness of project
operations (3.85), M3- Understanding Global projects (3.95), M4- Percieved Gains from
PM training (4.10), M5- Human Resource Development for better performance (3.85),
M6- Employee retention (4.20), M 7- Career development (4.20), M8- Prerequisite for
project based organisation (4.00), M9-Improves ability to bid for complex projects (4.00),
M10- Improves ability to execute complex projects (4.20), M11- Improves ability to
monitor and control projects (4.20), M12- Improves ability to plan projects (4.30), M13-
Improves ability to manage contracts in projects (4.20), M14- Improves ability to deliver
projects in right time, costs and quality (4.40).
Several factors are rated as ‘extremely high essentiality’ factors. These include : Perceived
gains from PM training, Employee retention, Career development, Ability to execute
complex projects, Ability to monitor and control projects, Ability to plan projects, Ability
to manage contracts in projects, Ability to deliver projects in right time, costs and quality.
All the other factors are rated as ‘very high essentiality’ factors. The HR managers are
seen to strongly endorse all the factors listed in the study. They emphasize particularly
factors like project planning, monitoring & control; execution of complex projects;
employee career development and retention; contract management and project delivery.
Figure 46: Factors Considered On A Scale Of Essentiality In PM Training
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M1-Stipulation in the contract, M2- Improving the effectiveness of project operations, M3- Understanding Global projects, M4-
Percieved Gains from PM training, M5- Human Resource Development for better performance, M6- Employee retention, M 7- Career
development, M 8- Prerequisite for project based organisation, M9-Improves ability to bid for complex projects, M10- Improves ability
to execute complex projects, M 11- Improves ability to monitor and control projects, M 12- Improves ability to plan projects, M13-
Improves ability to manage contracts in projects, M14- Improves ability to deliver projects in right time, costs and quality.
B. This Section contained questions to elicit information regarding the most preferred
type of training method preferred by HR managers and the most significant
outcomes of the training that were desired before designing the training. Figure 47
shows the type of training most preferred in the organisation. It was found that
41% of the sample laid emphasis on the ‘In house Training’ method. The next
preferred options (28% each) were ‘On the Job’ and ‘On the Job with Classroom
Training’. Only 3% of the sample sent employees to obtain a comprehensive
formal diploma/degree qualification offered by academic institutions.
Figure 47: Type Of Training
The outcomes considered most important by the HR Managers before planning the
training of executives, are shown in Figure 48. The most prominent outcome was the
improvement of the skills of the executives. The next key outcome is the building of the
knowledge base of the executives (28%) followed by competencies (26%). Interestingly
the ‘soft’ skill, such as building the ‘right’ attitude has not been considered a dominant
outcome (13%). In summary HR managers look to improve skills, knowledge and
competencies of executives from PM training. Given that both skills and knowledge are
key components of competencies, training must clearly aim at improving skills and
knowledgebase of executives.
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Figure 48: Predominant Outcome Of The Training
C. This Section deals with the level of training
(Elementary/Basic/Advanced/Strategic) imparted to a particular grade of
executives (Operatives/ Supervisory/Middle level/Senior level), to comprehend the
‘depth’ of PM based training offered in companies. Figure 49 represents the
preferences given by the HR managers for the same. The training levels most
preferred for various grades of executives are as follows : Operatives : Elementary
training (48%), Supervisory : Basic training (47%), Middle level managers :
Advanced training (47%), Senior Level executives : Strategic training (61%).
These findings are along expected lines, and highlight a planned approach for PM
training.
Figure 49: Type Of Training And Level Of Executives
Sent For PM Based Training
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D. This section deals with the costs of PM based training covering items like training
costs, course material, trainees’ salary and loss of productivity during the training
period, etc. considered expensive by the HR managers. Figure 50 depicts the same.
On almost all factors, the HR managers’ view was that the training of trainer,
materials, expenses of trainees, costs of facilities and equipment etc. are ‘Quite
Expensive’. The average ratings assigned to the various factors considered are as
follows : Trainees’ salaries and time (3.6), Materials for training (3.45), Expenses
for trainers (3.5), Expenses for trainees (3.45), Cost of facilities and equipment
(3.7), Lost productivity (3.05).
Figure 50: Ratings Of Training Costs Of PM Training
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N1- Trainer’s salary and time, N2- Trainee’s salary and time, N3- Materials for training, N4-Expenses for trainers, N5- Expenses for
trainees, N6- Cost of facilities and equipment, N7- Lost productivity.
Overall the perception amongst the respondents is that PM training is quite expensive.
However it is very encouraging to note the lowest rating assigned to the factor N7 – Lost
Productivity of executives, which implies that HR managers do not regard the loss of
productivity of executives during their absence to be as expensive as other factors, which
they are quite willing to accept in anticipation of the large scale benefits expected from
training
E. This Section attempts to find out the benefits of PM based training to companies.
Benefits included were: increase in production, reduction of errors, employee
retention, less supervision, ability to use new skills, attitudinal changes and growth
in business/revenue. Respondents were asked to rate on a 5 point scale, with 1
being the rating of least beneficial to 5 being highly beneficial. The findings in this
section were quite satisfactory. The overall ratings on all factors were in the range
of ‘Beneficial’, ‘Quite Beneficial’ and ‘Highly Beneficial’. The average ratings
assigned to various factors considered are as follows :
K1- Increase in production/ performance (3.15), K2- Reduction in errors and improvement
of safety standards (3.47), K3- Employee retention (3.68), K4- Less supervision necessary
(3.57), K5- Ability to use new skills and capabilities (3.52), K6- Improved delivery
performance in terms of cost, quality and time (3.68), K7- Attitude changes (3.60), K8-
Growth of business oportunities (3.68). On the average, all factors are rated ‘Quite
benefitial’ which is very encouraging. It is quite interesting to note that HR managers
strongly endorse benefits derived from Attitude changes. One factor - Increase in
production / performance, is not viewed as benefitial as other factors. One interpreation of
the findings is that the HR view direct benefits from training to be more discernible in
‘process improvement’ rather than ‘output improvement’. Figure 51 shows the results for
this section.
Figure 51: Ratings Of Benefits Of Training
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K1- Increase in production/ performance, K2- Reduction in errors and improvement of safety standards, K3- Employee retention, K4-
Less supervision necessary,K5- Ability to use new skills and capabilities, K6- Improved delivery performance in terms of cost, quality
and time, K7- Attitude changes, K8- Growth of business oportunities.
F. This Section deals with the efficacy of PM based training. An HR manager has
various options to choose from while designing and deploying training within the
company. Technical and business institutions offer training to companies in the
form of open Executive Development Programmes, customised Company based
Programmes or medium/long duration Executive Education Programmes. Also
available are Independent Trainers, Certified Franchisee Trainers, and
Internationally Certified Trainers who offer PM based training. Companies may
also exercise the option of employing its own senior and experienced executives to
impart in house training in specific PM areas. The company may encourage the
executives to undergo training at the executives’ own expense and effort.
Therefore it was necessary to find out the perception of the efficacy that HR
managers attribute to each of the above mentioned training providers. Figure 52
shows the ratings accorded by the respondents to the same.
The average ratings obtained by various options are as follows :
U1-Technical/ Business Institute (3.60), U2- Independent trainer (3.65), U3- Certified
franchisee trainer (3.80), U4- Internationally certified trainer (3.70), U5- In house trainers
(3.40), U6- Self Training (2.75). The highest average rating is for Certified Franchisee
Trainers, followed by Internationally Certified Trainers, Independent Trainers and
Academic institutions. In house trainers are not rated as high on efficacy. The high ratings
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may be attributed to the flexibility and highly focussed approach of these trainers in
imparting PM based training as per the requirements of the company. Self training Method
had the least overall preference, implying that even HR managers do not prefer to leave
PM training to the individuals per se. Thus most of the options are rated ‘Quite
efficacious’ except the Self training Method which is rated just ‘efficacious’.
However it is important to mention that the highest percentage preference in the ‘Most
Efficacious’ category was assigned to academic institutions, with 20% of the respondents
indicating that Academic Institutions are the ‘Most Efficacious’ medium of imparting
training in PM. It could be inferred that because such institutions have a good
concentration of highly qualified faculty, a fair degree of specialised competence available
and research being carried out in institutions, the training content may reflect the same.
Also the reasonable cost of such institutions is an added advantage in favour of academic
institutions. However the downside could be that academic institutions may not always be
able to effectively deliver purely custom designed training programmes. Figure 52 shows
the distribution of scores amongst the various Trainer Options and Efficacy ratings
attributed to each by the respondents.
Figure 52: Efficacy Ratings Of Various Types Of Trainer Options
U1-Technical/ Business Institute, U2- Independent trainer, U3- Certified franchisee trainer, U4- Internationally certified trainer, U5- In
house trainers, U6- Self Training.
G. In this Section, the respondents were asked to list the top five training institutions
where they regularly sent their executives for PM training. Most of the
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organisations adopt in house training techniques and therefore were not able to
respond effectively to this question. The most frequent institutions of PM related
training appeared to be the IITs/IIMs/ Indian Institute of Planning and
Management together (57.14%), followed by in house trainers and NICMAR.
Considering that NICMAR is a single entity, its share of 11.43% in PM training is
most enviable by comparable industry standards.
Figure 53: Most Preferred Training Options Of HR Managers
H. This Section sought to find out whether an international accreditationaccompanying the training was considered of value and had potential benefits to
their organisations. Figure 54 shows the preferences of the sample. It is reassuring
to know that a clear 47% of the respondents consider it to be of value. Of the 53%
who opted for ‘Maybe’, the reason could be because the managers may not be fully
aware of the benefits of international accreditation with respect to their
organisation.
Figure 54: Value Of An International Accreditation Accompanying PMTraining By Organisations
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Conclusion:
On the average, most of the companies have taken steps to initiate PM training in the past
five years. The companies generally prefer to deploy employees in the managerial cadre
for training. Within this section of employees, the most frequently chosen are the middle
and senior managers for receiving PM training.
For deputing executives for training, the companies particularly emphasize the following
factors : Perceived gains from PM training, Employee retention, Career development,
Ability to execute complex projects, Ability to monitor and control projects, Ability to
plan projects, Ability to manage contracts in projects, Ability to deliver projects in right
time, costs and quality. Thus project planning, monitoring & control; execution of
complex projects and employee retention & career development emerge as the key areas
for seeking training inputs.
‘In house Training’, ‘On the Job Training’ and ‘On the Job with Classroom Training’ are
the most preferred methods of training. Given that both skills and knowledge are key
components of competencies, training must clearly aim at improving skills and knowledge
base of executives. The training levels most preferred for various grades of executives
are : Operatives : Elementary training, Supervisory : Basic training, Middle level
managers : Advanced training, Senior Level executives : Strategic training. These findings
highlight a planned approach for PM training.
Overall the perception amongst the HR managers is that PM training is quite expensive vis
a vis majority of the factors such as : Trainees’ salaries and time, Materials for training,Expenses for trainers, Expenses for trainees, Cost of facilities and equipment, Lost
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productivity. However the lowest cost rating assigned to the factor ‘Lost Productivity of
executives’ implies that HR managers do not mind the loss of productivity of executives
during their absence, which they feel will be more than compensated by the large scale
benefits expected from training.
HR managers view training to be ‘quite benefitial’ on all the factors considered including :
Increase in production/ performance, Reduction in errors and improvement of safety
standards, Employee retention, Lesser supervision, Ability to use new skills and
capabilities, Improved delivery performance, Attitude changes, and Growth of business
oportunities. HR managers strongly endorse the benefits derived from Attitude changes.
One factor - Increase in production / performance, is not viewed as benefitial as other
factors. One interpreation is that they look for direct benefits from training in ‘process
improvement’ rather than ‘output improvement’.
Certified Franchisee Trainers are considered most efficacious training providers, followed
by Internationally Certified Trainers, Independent Trainers and Academic institutions.
This may be attributed to the flexibility and highly focussed approach of these trainers.
However it is important to mention that the highest percentage preference in the ‘Most
Efficacious’ category was assigned to academic institutions. Their good concentration of
highly qualified faculty, a fair degree of specialised competence and research experience
are a great advantage for developing good training content. The reasonable cost of such
institutions is an added advantage. However the downside is that they may not always be
able to effectively deliver purely custom designed training programmes. The most
frequent academic institutions for PM related training appear to be the management
institutions together as group, followed by in house trainers and NICMAR. Considering
that NICMAR is a single entity, its share of 11.43% in PM training is most enviable by
comparable industry standards. It is reassuring to know that the HR managers consider
international accreditation to be of value. But the managers may not be fully aware of the
benefits of international accreditation with respect to their organisation.
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CHAPTER 7
INTERPRETATIONS OF DATA ANALYSIS AND FINDINGS OF PMISURVEY
7.1 Introduction
All the previous chapters have covered the various aspects of research study and the
findings on PMI education in India. A literature review in Chapter 2, covering the field of
PM provides the overall status of PM education and research in India, when compared to
the global levels and standards. This chapter presents the analysis and inferences drawn
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from the findings of the secondary literature as well as the primary survey. Also included,
is a statistical analysis of some important areas that would help highlight some key
findings on PM education in India, using Multiple Regression and Factor Analysis
techniques.
While India’s western counterparts have established the formal growth and systematic
study of PM and created for it a formal Body of Knowledge (BoK) to stimulate applied
and theoretical research, India appears to be lagging considerably behind. Drawing a
comparison with her closest neighbour China, the latter appears far ahead in the
widespread promotion of PM education, training and research, with the government and
industry sponsoring serious initiatives in this area. The scenario in China appears
overwhelmingly in favour of following a systems driven approach to PM propagation
among the stakeholders, with a view to facilitate the procurement and execution of large
sized projects in core, key and heavy sectors as well as manufacturing.
On a global scale, it is seen that PM as a discipline has emerged slowly and steadily from
such established disciplines like Operations Management, long impacting the
manufacturing sector for over a century. Bibliometric studies presented in the form of
research papers in leading journals, namely ‘International Journal of Project
Management®’ and ‘Project Management Journal®’ dedicated solely to PM, reveal the
steady transition of PM research from very limited focus areas of research interests, such
as Project Planning, Scheduling, Monitoring and Control, Contract Management, Project
Organisation Structure, etc into more universal subject matters such as Risk Management,
Partnerships and Alliances, Programme Management, Leadership, Team building in cross
cultural project settings, and so on.
In India, the discipline of Operations Management remains in greater focus and enjoys
considerable popularity and familiarity with steady amount of research being published on
the application of Operations Management techniques in manufacturing and services
sectors. However, issues and problems surrounding PM are very sparsely researched and
published by the academic community of technical and business schools in India. As is
well known, for any discipline, to acquire the status of a formal academic discipline, a
sustained quantum of original research and innovation need to be undertaken and findings
disseminated through forums such as paper publications, and/or conferences, etc. In fact in
India, very few offer such avenues, with the exceptions like the NICMAR Journal of
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Construction Management which supports empirical and applied research in this area. The
earlier search contained in Chapter 2 ( p. 35) points to a very low generation of
international research work emanating directly from India. On the backdrop of the huge
investments in project works by the public and private sectors, 26 articles in a span of over
22 years is an issue of grave concern. ( p. 35)
7.1.2 Commentary On The Extent And Depth Of PM Education And Research In
India
The general awareness of project management research is not only modest amongst the
educational institutions but also further exacerbated by the general lack of public or
private funding to carry out research in this area. A construct to describe this phenomenon
is represented in Figure 55, which shows the position of India compared to other
countries vis a vis PM education and research. The X axis shows the ‘extent of PM’
education and practice prevalent in the country in terms of the widespread adherence of
the discipline amongst academic institutions and civil society in general (project oriented
society). The Y axis shows the ‘depth of PM’, as signified by the evolution of the
discipline of PM due to sustained research in the area. This construct has been arrived at
based upon the secondary literature available and contained in Chapter 2.
As seen in Figure 55, the USA, certain West European countries, UK, Australia and New
Zealand are far ahead in the penetration of PM as a taught discipline in academic
institutions, in research and practice amongst industry as well as in society at large. Russia
and China are moving forward quite rapidly to catch up and close the advantage of these
nations. These countries are encouraged by the formal agencies in the government as well
as professional associations that support and encourage the growth of PM education.
However at the moment they may appear slightly behind in PM research as compared to
the developed nations but are catching up very fast.
In the category of Business Schools, India has a total of 1,516 institutions that offer
Masters in Business Administration and Post Graduate Diploma in Management
programmes. A sizeable number of institutions, 2,388 in all, offer technical engineering
education at the undergraduate and post graduate levels. Another 1,970 institutions were
awaiting approval with the apex AICTE approving body as in 2008. (Refer AICTE data on
Page Nos.16 and 17 and Table No. 3 & 4 respectively). This indicates a very high rate of growth in technical and management education in the Indian polity. However, the number
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of schools offering either dedicated courses in PM or courses with this nomenclature
within a wider discipline, appear few and far between.
India is yet to catch up in terms of widespread teaching and use of PM principles and
techniques by industry and society. Also in case of ‘depth of PM’, there is almost
negligible research taking place in the country as mentioned earlier in this chapter.
Considering the number of academic institutions engaged in education in technical and
business areas, the rate of publications is too low. Most of the 2611 research papers
contained in the IJPM® are contributed by the Indian Institutes of Technology,
(Delhi/Madras/Kharagpur) followed by scientists from the Indian defence establishments,
the industry practitioners and one each from NIT, IIM (Indore), NITIE and IBS
respectively.
Figure 55: Mapping PM Penetration In Across The World
The survey of all three stakeholders namely, the academic institutions imparting PM
related education, the working executives serving in project based companies in India and
the human resource managers who are engaged in designing and deploying training
related to PM yielded data which has been presented and analysed using descriptive
statistics in the previous chapters viz. Chapters 4, 5 and 6.
In this chapter we attempt to draw statistical inferences from the data obtained.
Additionally, an in depth analysis of key issues that require to be treated using advanced
statistical analysis was found necessary to bring out a more precise and meaningful
understanding.
11 Search of all IJPM issues between 1988 -2010, conducted on 18th September 2010, http://www.sciencedirect.com/science? _ob=ArticleListURL&_method=list&_ArticleListID=1472440278&_sort=r&_st=13&view=c&_acct=C000072695&_version=1&_url
Version=0&_userid=7735364&md5=398b1a5fbe7252198a37055d9198832e&searchtype=a
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7.2 Institutional Data Analysis And Inferences
The survey coverage was well dispersed geographically and included fair representation of
government run as well as private academic technical and management institutions. The
inclusion of private institutions in the sample was because a) These are generally known
for their flexibility and responsiveness in introduction of new courses because it is
perceived as offering a competitive advantage to them, b) These courses improve the
employability of the students, due their immediate applicability and contemporary nature,
c) PM education and training have wide global acceptance and mobility. In contrast,
government run institutions are perceived as more ‘rule bound’. The private institutions
tend to use this as an effective ‘leverage’ to attract industry users.
The technical institutions are mostly found in the southern parts of India and similarly it is
reflected in the proportion of the sample chosen by the researchers. Most of these
institutions are private, self funded ones. The respondents who took part in the survey
were highly experienced, with the maximum (61.73%) falling in the category of 16-30
years experience (avg. experience 21.27 years). These individuals are most likely to have
witnessed the radical changes that have taken place in the economy post liberalisation of
1991, as well as the burgeoning growth of infrastructure projects, IT and telecom, ports
and shipping, railways and urban development projects. It can be inferred that the
respondents possessed appropriate experience and credibility to do justice to the
questionnaire.
From the findings, it appears that the respondents consider the current state of PM
education in India to be at best, ‘fair’. Almost all the institutions covered had earlier
introduced courses in PM at the undergraduate or the postgraduate levels. A very small
fraction of the respondents had introduced these at advanced levels. One can infer that due
to its limited penetration amongst academic institutions and mostly at undergraduate and
graduate levels, PM in India continues to remain understated. Pursuit of PM at doctoral
level programmes was reported by only 17% of the sample, and a closer analysis reveals
that these were offered only by India’s elite institutes of technology and management. Our
survey rules in favour of PM education to be made mandatory in engineering,
management, architecture, infrastructure and planning schools as perceived by the
experienced faculty.
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PM educational curricula must necessarily draw from established theoretical knowledge as
well as focus on generating new knowledge after researching real time practice. Thus the
classification of subject matter that could be deemed essential for inclusion in PM
curricula was drawn up and presented for response. The courses were grouped into four
Areas namely, A) Management and Technology Area, B) Strategy, Economics and
Finance Area, C) Behavioural Sciences Area and D) Information Technology Area.
The subjects to be included in the Management and Technology Area are highly favoured
by the academics for inclusion in the syllabus at the undergraduate and postgraduate
levels. Subjects such as: (i) Operations Management, (ii) Planning, Scheduling,
Monitoring and Control (iii) Statistical Methods for Project Analysis, (iv) Operations
Research for Projects, (v) Projects Quality Management and (vi)Health, Safety and
Environment in Projects, (vii) Cost Estimation & Budgeting and (viii) Accounting and
Control Systems are most favoured among other subjects in this area.
A Factor Analysis (FA) carried out on all the subjects to obtain the most important
subjects, is described further on in this chapter. In case of Strategy, Finance and
Economics Area, most of the respondents preferred that it be taught at post graduate
levels. In the Behavioural Sciences Area, the academics did not rate the subject area of as
much importance as the executives did. Clearly the perception of the academics regarding
this subject area differs greatly from those of the practising executives. In case of the
Information Technology Area, the responding faculty unanimously voiced its importance
for inclusion in the curriculum. The same was true for the practicing executives in this
area.
Based on the data obtained in the study, all of the hypotheses have been accepted as null
hypotheses and have been proved, except Hypothesis 1 which refers to the overall status
of PM education in India ‘being poor’. Data shows that the alternative hypothesis requires
to be accepted. Thus in Hypothesis No.1, it can be said that the overall status of PM
education in India was found to be ‘not poor’ ( p. 43). It can be inferred that there is
already a high potential existing in India for PM education to grow substantially in the
coming years.
Continuing the discussion on the data obtained on importance of various Subject Areas,
another related issue pertinent to PM education was the ‘Level’ at which the Areas and theindividual subjects should be taught. The data obtained points to interesting responses.
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The academics voted unequivocally in support of inclusion of the subjects in the
Management and Technology Area at the postgraduate level and even at the undergraduate
level. In case of the Strategy, Economics and Finance Area, almost all subjects were rated
very high in importance. A small proportion of the sample (20%) gave lower importance
to subjects like Legal, Commercial & Taxation Aspects of Projects, Project Joint
Ventures, Strategic Alliances, and SPVs. It could be inferred that the academics were not
sure whether the above subjects required to be assigned the status of a full course or
whether they could be taught as such within an existing discipline like Legal Aspects in
Projects or International Project Management.
The majority of the respondents rated this area ranging from ‘Important’ to ‘Very
Important’. The average ratings for the subjects grouped in this Area are : On the average,
all subjects in the category namely : Project Organization and Structure, Managerial
Skills, Human Resource Management in Project, Industrial / Labour Relations, Conflict
Management, Diversity Management are found to be very important, with slightly less
importance for Conflict Management and Diversity Management.
It is well known in the industry that the following are crucial areas in projects: Conflicts
(at departmental, project, resource allocation, or interpersonal levels) and Diversity (of
cultures, backgrounds, behavioural processes & systems). They require systematic
understanding and treatment because project scenarios have distinct characteristics,
contexts and compulsions as compared to traditional organisational establishments. A
section of the academics even wanted conflict management to be taught at the Applied
Research level and majority at the post graduate level. A very small percentage opted for
Conflict Management to be included at the undergraduate level or at a certificate level.
The executives assign high ratings to these areas. The executives feel that these subjects
are ‘Very Important’. From this it can be inferred that there exists a gap between the
academics and the practicising managers’ views with respect to the importance of conflict
management and diversity. Often, the practicing managers, at their level have to face the
consequences of conflicts on projects and would therefore like to learn how to deal with
them.
In the Information Technology Area, almost the whole of the respondent group in
academic institutions (both technical and management oriented), accepted the huge
importance of IT software to enhance overall project performance. The implication is that
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the academic institutions strongly endorse the importance of learning and using
sophisticated techniques that would help efficient performance on projects. Therefore as a
consequence, they also endorse the teaching of software at undergraduate and
postgraduate levels. A very small section wanted the courses to continue in the advanced
and research programme levels.
The next question was to find out the importance of teaching PM to select sectors in the
economy. The academics considered the coverage of all the sectors included to be either
very important or extremely important. It is very interesting to note that across all sectors,
the sample opted for Applied Research followed by Advanced level teaching as the most
appropriate levels for sector specific coverage of PM in teaching curriculum. It can be
inferred that as per the respondents’ view, sector specific issues in PM are intensely
practice driven and therefore teaching should reflect the study of this practice more
closely. Academics therfore strongly endorse the coverage of sector specific issues in PM
curriculum but would rather like these issues to be dealt with at advanced teaching level or
at the level of applied research.
In the next section we discuss some findings obtained from Factor Analysis for the
Subjects to be included in the curriculum.
7.2.1 Results And Interpretation Of Factor Analysis For Subjects Rated By Faculty
From Academic Institutions
A Factor Analysis12 was carried out on the subjects rated as most necessary to be included
in the curriculum involving PM. Out of the four subject Areas mentioned ( p. 67 ), a list of
31 subjects was chosen for analysis. Factor Analysis (FA) was carried out after
determining the factors, from individual subjects in the 4 areas and their associated
Eigenvalues13, and the percentage of variance determined, along with cumulative
percentages. These results are included in the Table No. 5 and 6.
Refer Table No. 5. It is found that the Eigenvalues of six ‘components’’ are greater than
one and after they are ‘extracted’, they can explain the variation upto 74%. This means
that all factors (subjects) that were included in the questionnaire were rated by the
12Factor analysis is used to analyze interrelationships among a large number of variables and to explain these variables in terms of
their common underlying dimensions (factors). The statistical approach involving finding a way of condensing the informationcontained in a number of original variables into a smaller set of dimensions (factors) with a minimum loss of information (hair et al.,
1992).
13 Eigenvalues explain the Total variance accounted by each factor. The sum of all eigenvalues = total number of variables.
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respondents to be important for inclusion in PM curriculum. For ready reference, their
average ratings are reproduced below.
AR1-Operations Management for Projects (3.79); AR2-Planning, Scheduling, Monitoring and Control
Techniques (3.98); AR3-Statistical Methods for Projects Analysis (3.81); AR4-Operations Research for Projects (3.87); AR5-Project Quality Management (3.93); AR6-Health/Safety/Environment in Projects
(3.60); AR7-Cost Estimation and Budgeting (3.74); AR8-Accounting and Control Systems (3.26); AR9-
Quality Surveying and Estimation (3.43); AR10-Projects Marketing (3.30); AR11-Project Site and
Equipment (3.40); AR12-Project Procurement & /Materials Management (3.40); AR13-Contract
Management (3.31); AR14-Process Design/Engineering/Testing/Commissioning (3.48); AR15-Facilities
Engineering and Management (3.12); AR16-Logistics & Supply Chain Management (3.37); AR17-
Transportation Management (3.12); AR18-Technology and Engineering Management
However the analysis reveals that only 6 subjects (factors) included in the Management
and Technology Area namely (i) Operations Management for Projects, (ii) Planning/
Scheduling/ Monitoring and Control Techniques, (iii) Statistical Methods for Project
Analysis, (iv) Operations Research for Projects, (v) Project Quality Management, (vi)
Health Safety and Environment in Projects account for the highest proportion of the
subjects (factors) that are absolutely essential to be included in PM curricula (i.e. 74%).
The correlation analysis carried out earlier helped establish that Operation management
and Operations Research, Quality Management and HSE are strongly correlated.Therefore in effect, only four subject areas, suitably combined account for the courses that
are ‘absolutely essential’.
Alternatively this means that the balance 25 subjects account for only a small fraction of
the total PM curricula (26%). Therefore for the sake of simplification, this can be
interpreted to mean that the top six subjects (four combined) that emerge from the analysis
of academic institutions, are considered most crucial for inclusion in PM curriculum by
the academics.
An intriguing fact is that only a limited number of subjects (factors) continue to describe
the whole scope of PM curricula amongst academics in institutions. This could be
attributed to Indian institutions being in the early development stages of PM. It may also
imply that except in the well recognized Management and Technology Area, in which the
above subjects have been grouped, other subject Areas (and individual subjects contained
therein) such as Behavioural Sciences, and IT, are not yet considered pivotal to PM
education in the Indian technical and management education system. Viewed with the
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actual ratings awarded by the respondents to the Strategy, Economics and Finance Area, it
shows that almost the whole sample has rated subjects in this Area as ‘Extremely
Important’ and ‘Very Important’ ( p.62) individual subjects ratings). Figure 56 below
represents the same in graphical format.
Fig ure 56: Composite Importance Rating On Percentage Basis For Strategy,
Economics And Finance Area By Academics
BR1-Macro-Economic Policy; BR2-Project Strategy; BR3-Social Cost Benefit Analysis; BR4-Financial Management; BR5-Project
Financing; BR6-Risk and Insurance Management; BR7-Legal, Commercial and Taxation Aspects of Projects and BR8-Project Joint
Ventures/ Strategic Alliances/ Special Purpose Vehicles.
Table No. 5 Total Variation Explained Of Factors (Subjects) Included In
Institutional Questionnaire
C o m p o n e n
t Initial EigenvaluesExtraction Sums of Squared
LoadingsRotation Sums of Squared Loadings
Total % of Variance
Cumulative%
Total % of Variance
Cumulative%
Total % of Variance
Cumulative%
1 14.3692 46.35225 46.35225 14.3692 46.35225 46.35225 5.065974 16.34185 16.34185
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2 2.444626 7.885889 54.23814 2.444626 7.885889 54.23814 4.951679 15.97316 32.31501
3 1.950424 6.29169 60.52983 1.950424 6.29169 60.52983 3.906904 12.60292 44.91793
4 1.62253 5.233969 65.7638 1.62253 5.233969 65.7638 3.901062 12.58407 57.502
5 1.418033 4.5743 70.3381 1.418033 4.5743 70.3381 2.707042 8.732392 66.23439
6 1.163584 3.753498 74.0916 1.163584 3.753498 74.0916 2.435735 7.857209 74.0916
7 0.94764 3.056904 77.1485
8 0.843646 2.721438 79.86994
9 0.719408 2.32067 82.19061
10 0.631873 2.038301 84.22891
11 0.580143 1.871429 86.10034
12 0.495776 1.599277 87.69961
13 0.435307 1.404217 89.10383
14 0.416837 1.344637 90.44847
15 0.374019 1.206514 91.65498
16 0.324673 1.047334 92.70232
17 0.294669 0.950545 93.65286
18 0.283742 0.915298 94.56816
19 0.237781 0.767036 95.33519
20 0.218579 0.705092 96.04029
21 0.183098 0.590639 96.63093
22 0.172249 0.555641 97.18657
23 0.156518 0.504897 97.69146
24 0.130994 0.42256 98.11402
25 0.124885 0.402854 98.51688
26 0.109208 0.352284 98.8691627 0.098095 0.316435 99.1856
28 0.088039 0.283998 99.46959
29 0.071055 0.229208 99.6988
30 0.059716 0.192631 99.89143
31 0.033656 0.108566 100Extraction Method: Principal Component Analysis.
The Scree Plot 14describes the distribution of Eigenvalues amongst the different subjects.
Figure 57: Scree Plot Representing The Eigenvalues For
Each Factor (Subject) And The Predominant Factors
14Scree Plot – the eigenvalues for successive factors can be displayed in a simple line plot. This scree plot can be used to graphically
determine the optimal number of factors to retain. No more than the number of factors to the left of this point should be retained.
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7.3 Multiple Regression Analysis Of The Factors Affecting Introduction Of PM
Course
Apart from the Factor Analysis on subjects, it was necessary to find out exactly which
factors have a bearing on the Institution’s decision to introduce courses in PM. Thus by
combining some of the relevant data obtained from the respondents, a Multiple Regression
Analysis was carried out on variables defining significance of PM education to particular
genres of academic institutions, using the extent of infrastructure and other relevant
support ratings given by the respondents. Also a Multiple Regression test was carried out
to find out the extent to which PM education ratings are corroborated by their ratings for
Management Support to introduce or continue PM courses. Analysis and findings from
these studies are presented in the next section.
7.3.1 Findings From Multiple Regression Analysis Of Significance Of PM
Education In Technical/ Business/ Specialised Academic Institutions
In this analysis, ‘PM Education Ratings’ was taken as the Dependent Variable and
Significance of PM education in Engineering, Management, Architecture, Planning and
Design, and Infrastructure Management Institutions as Explanatory Variables
(Independent Variables). Some models were formulated to carry out the multiple
regression analysis. These are discussed below.
Model 1:- Multiple Regression Analysis Of PM Education Ratings As Dependent
Variable And Significance Of PM Education In Engineering, Management,
Architecture, Planning And Design, And Infrastructure Management Institutions As
Explanatory Variable (Independent Variable)
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The dependent variable in this model, is the Overall Rating of PM Education in India
(RPME Ins). The explanatory variables are the same scaled ratings of the Significance of
PM education in Engineering (REng), Management (RMgnt), Architecture (RArch),
Planning and Design (RPND), and Infrastructure Management (RInfra) Institutions.
Therefore, the regression equation for this part is as follows :
RPME(Ins) = r1 REng + r2 RMgnt + r3 RArch + r4 RPND + r5 RInfra + C
Estimated Equation is :
PMIOR = 0.079*REng + 0.15*RMgnt - 0.26*RArch + 0.05* RPND - 0.08* RInfra +
2.27…… (I)
Dependent Variable: RPME(Ins)
Method: Least Squares
Included observations: 81
Variable Coefficient Std. Error t-Statistic Prob.
REng 0.078773 0.116781 2.674533 0.0020
RMgnt 0.153601 0.124024 2.238485 0.0194
RArch -0.262704 0.240309 -1.093194 0.2778
RPND 0.050762 0.388730 1130584 0.1965
RInfra -0.074853 0.314845 -0.237744 0.8127
C 2.273605 0.624008 3.643552 0.0005
R-squared 0.459362 Mean dependent var 2.049383
Adjusted R-squared -0.003347 S.D. dependent var 0.739953
S.E. of regression 0.741191 Akaike info criterion 2.310069
Sum squared resid 41.20226 Schwarz criterion 2.487436
Log likelihood -87.55780 F-statistic 0.946625
Durbin-Watson stat 1.926252 Prob (F-statistic) 0.456114
Most of the explanatory variables are individually significant. The coefficients of three
explanatory variables named Ratings on Engineering, Management and Planning &
Design are positive, which indicates that they have positive impact on the dependent
variable. The explanatory variable Ratings on Engineering and Management are highly
significant at 1% level (Two Tailed Test), as their t-statistics are high and p values are
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near 0. Similarly, the explanatory variable Rating on Planning & Design is also significant
at 10 % level (Two Tailed Test).
The R-squared value of 0.46 indicates that the explanatory variables are able to explain the
variation of dependent variable to the extent of 46 %. The Durbin-Watson statistics is
1.93, which indicates that there is no autocorrelation among explanatory variables.
Explanation: The 3 types of institutions wherein PM education is essential are Technical
(REng), Management (RMgnt), and Planning and Design (RPND). The remaining two
namely Architecture and Infrastructure Management were not explained by the available
data and may require some other data. Generally Architectural institutions, barring a feqw
exceptions, are not known to emphasize PM in their curriculum. Similarly there is
probably lack of critical mass of institutions in infrastructure management capable of
providing full fledged, comprehensive curriculum with enough emphasis on PM.
Model 2: Multiple Regression Analysis Of PM Education Ratings As Dependent
Variable And Institute Infrastructure Support As Explanatory Variable
(Independent Variable)
The dependent variable is the overall Rating of PM Education in India (RPME Infra). The
explanatory variables are the same scaled ratings of the Institute Infrastructure Support.
The important infrastructure considered is Availability of Library and e-resources (RLib),
Course Material (RCM), Classroom (RCR) and Qualified Faculty (RQF).
Therefore, the regression equation for this part is as follows :
RPME(Infra) = r1 RLib + r2 RCM + r3 RCR + r4 RQF + C
RPME(Infra) = 0.188618*RLib + 0.175842* RCM + 0.224866* RCR + 0.808134* RQF +
1.527748........( )
Dependent Variable: RPME(Infra)
Method: Least Squares
Sample: 001 081
Included observations: 81
Variable Coefficien Std. Error t-Statistic Prob.
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t
RLib 0.188618 0.127446 2.695339 0.0190
RCM 0.175842 0.160170 1.997851 0.1008
RCR 0.224866 0.135332 1.922669 0.0592
RQF 0.808134 0.117306 2.688903 0.0130
C 1.527748 0.332415 4.595901 0.0000
R-squared 0.417297 Mean dependent var 2.061728
Adjusted R-squared 0.388969 S.D. dependent var 0.747424
S.E. of regression 0.713400 Akaike info criterion 2.244907
Sum squared resid 37.66156 Schwarz criterion 2.451835
Log likelihood -83.91874 F-statistic 2.302105
Durbin-Watson stat 1.906860 Prob (F-statistic) 0.043055
In this modified case, most of the explanatory variables are individually significant
( Highly significant in this model ). The coefficients of all explanatory variables namely
Availability of Library and e-resources (RLib), Course Material (RCM), Classroom
(RCR) and Qualified Faculty (RQF) are positive, which indicates that they have positive
impact on the dependent variable. The explanatory variable Ratings on Availability of
Library and e-resources (RLib) and Qualified Faculty (RQF) are highly significant at 1%
level (Two Tailed Test), as their t-statistics are high and p values are near 0. Similarly, the
explanatory variable rating on Course Material (RCM) and Classroom (RCR) are also
significant at 5 % level (Two Tailed Test).
The R-square value of 0.42 indicates that the explanatory variables are able to explain the
variation of dependent variable to the extent of 42 %. The Durbin-Watson statistics is1.91, which indicates that there is no autocorrelation among explanatory variables.
Explanation: The infrastructure related to library, availability of course material,
classrooms and qualified faculty are important variables which explain the variation in the
dependent variable to the extent of 42 % . This means that some other factors are required
to explain the relationship of PM education and the institutes’ infrastructure. These results
could be seen along with the results of the Type of Institutions ( p.58) of which only
11.54% of the respondents were autonomous institutions. 87.15% were AICTE,
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University Affiliated and Accredited Institutions. The latter are bound by structured
processes of approval which may take protracted periods of time from government
agencies in the form of receiving sanctions to introduce courses. Therefore the type of the
infrastructure currently prevailing is more dictated by the regulatory requirements rather
than the targeted requirements of PM education. Such factors along with the limited data
size may be the reason why the equation is explained to the extent of 42%.
Model 3:- Multiple Regression Analysis Of PM Education Ratings As Dependent
Variable And Management Support As Explanatory Variable (Independent
Variable)
The dependent variable is the overall Rating of PM Education in India (RPME Mgmt). The
explanatory variables are the same scaled ratings of the Management Support for
introducing Courses in PM in the Institute (RPMCourse) and Effect on Employability of
PM (REPM).
Therefore, the regression equation for this part is follows.
RPME(Mgmt) = r1 RPMCourse + r2 REPM + C
RPME(Mgmt) = 0.26* RPMCourse + 0.07* REPM +
1.13………............................................................(III)
In this case, both the explanatory variables are individually significant. The coefficients of
the explanatory variables namely, Management Support for introducing Courses in PM in
the Institute (RPMCourse) and Effect on Employability of PM (REPM) are positive,
which indicates that they have a positive impact on the dependent variable. The
explanatory variable Ratings on Effect on Employability of PM (REPM) is also significant
at 5 % level (Two Tailed Test).
The explanatory variable Ratings on Management Support for introducing Courses in PM
in the Institute (RPMCourse) is highly significant at 1% level (Two Tailed Test), as their
t-statistics are high and p values are near 0. The R-squared value of 0.26 indicates that the
explanatory variables are able to explain the variation of dependent variable only to the
extent of 26 %. The Durbin-Watson statistics is 1.89, which indicates that there is no
autocorrelation among explanatory variables.
Dependent Variable: RPME(Mgmt)
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Method: Least Squares
Included observations: 81
Variable Coefficient Std. Error t-Statistic Prob.
RPM Course 0.256991 0.087833 2.925887 0.0045
REPM 0.068224 0.079605 1.857033 0.0941
C 1.127361 0.363748 3.099288 0.0027
R-squared 0.254942 Mean dependent var 2.061728
Adjusted R-squared 0.092248 S.D. dependent var 0.747424
S.E. of regression 0.712115 Akaike info criterion 2.195180
Sum squared resid 39.55444 Schwarz criterion 2.283863
Log likelihood -85.90478 F-statistic 5.064917
Durbin-Watson stat 1.887506 Prob(F-statistic) 0.008549
Explanation: This implies that apart from the two factors namely introduction of PM
courses (RPMC) and effect of Employability (REPM), there are other factors that are
obviously affecting the rating of PM education in India. For example our previous results
already indicate that the variation in emphasis on PM education across various types of
institutions, nature and extent of infrastructure support provided by the institutions have
considerable impact on the PM education ratings. Only good employability, management
support and introduction of PM courses in Technical and Management Institutes will not
therefore improve the overall rating of PM Education. Some other variables like
awareness and importance of PM education amongst the institutes’ faculty and
management, the academic and physical infrastructure of the institutions will also be
equally important.
7.4 The Practising Executives Data Analysis And Inferences
The next set of responses was drawn from practising executives, so as to find out their
views and perceptions regarding project management learning. The sample consisted of
executives who had not undergone prior training in PM before joining the course at
NICMAR, but are employed with PM based organisations and particularly deployed on
projects. Majority of the executives had upto 10 years of experience, they are young and
have very few years working in the field. The practising executives responding to thequestionnaire were from the middle management cadre. Most of these were working on
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projects with value between 200–300 crores. This assumes significance against the
backdrop that India has been riding on a high growth path, with enormous public and
private funds riding on the back of the projects industry. The executives claim that
academic institutions have not provided them with PM competencies at graduation level
before they entered the world of employment. This also corroborates the data obtained
from faculty respondents regarding their perception of overall PM education in India
which was rated as only ‘Fair’. According to the respondents, the skills learnt in the
technical institutions were limited to PERT/CPM techniques, with Arrow and Fishbone
techniques coming in a distant second and third respectively. Dedicated project
management softwares like Primavera and Microsoft Projects came last.
The ratings assigned to practically all the subjects in the Management and Technology
area by executives are higher than the corresponding ratings assigned by the institutions.
Several courses have on the average been rated as “ extremely important”. These include
Planning, Scheduling, Monitoring and Control Techniques; Project Quality Management;
Health, Safety and Environment Management; Cost Estimation and Budgeting; Quantity
Surveying and Estimation; Project Site and Equipment Management; Project Procurement
and Materials Management; Contract Management. Furthermore, some courses are
considered far more important by executives compared to the institutions. These are :Contract Management, Project procurement and Materials Management, Quantity
Surveying and Estimation, Cost estimation and Budgeting, Health, Safety and
Environment Management. These courses have a strong ‘execution’ and therefore
‘practical’ bias. Naturally executives seem to realize their importance far more than the
institutions.
In the Behavioural Sciences area, the overall ratings for all subjects averaged ‘Very
Important’, except for Managerial Skills subject rated ‘extremely important’. This subject
is rated much higher by the executives, while the other subject ratings in this area are
comparable to those assigned by the institutions. Overall all the subjects in the IT area
were rated in the range of ‘very important’ to ‘Extremely Important’. The ratings assigned
to these subjects are very comparable to those assigned by institutions, although
executives have assigned slightly lower ratings to Engg Software.
The executives consider the coverage of all the specific sectors to be ‘very important’.
Sectors like Roadways, Railways, Urban Infrastructure, Civil Aviation and Mega Property
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Developments are considered relatively more important than others. The executives’
ratings are generally similar to the institutions’ ratings. However the executives have
assigned somewhat higher ratings to the Technology, Roadways, Railways, Civil
Aviation, Urban Infrastructure sectors.
In terms of gains derived in developing a better strategic overview of projects, PM training
‘ helped immensely’ in the area of Work Breakdown Structure and Responsibility
Mapping. At the direct project level, training ‘helped immensely’ in Project Planning,
Scheduling, Monitoring and Control. Training helped executives in improved decision
making ability and improved understanding of human related factors i.e. interpersonal
relations and conflict resolution. Some experienced higher responsibility coming their way
after completion of PM training. On the whole there appear to be a significant gains in
terms of the enrichment and enlargement aspects of the job.
From the responses of the executives, lack of awareness of PM among students and
educators, lack of trained teachers and greater practice orientation of PM are the key
factors emerging as the main inhibiting factors affecting the growth of PM education.
When faculty respondents were asked to evaluate their progress in introducing PM related
courses in India, majority of the responses were in the category of Negligible, Initial and
Considerable. Only 11% of the sample admitted to the efforts being in the ‘Advanced’
stage. Also the multiple regression results point to factors like institute infrastructure in
terms of library, course materials, and existence of management vision and lastly
management support as crucial to the introduction of the PM courses in the institutes. Data
collected on both counts point to the fact that there appears to be a clear gap in the present
curriculum of technical and business schools and the actual skill requirements of the
industry.
Furthermore when viewed with the systematic efforts taken by the Chinese government
within the government ministries, as well as in the educational system, the efforts of the
Indian technical and business educational institutions remains far short of the ideal. This
appears to be even more acute when the average quantum of project value that the
executives have served in the past or are currently serving in, is considered. When so
much finance and scarce resources are at stake, the performance of the operational and
project human resource does assume strategic importance. In fact existence of project
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skills and competencies can turn the fortunes in favour of the business and industry as a
whole.
Once again the Factor Analysis (FA) method was used to extract subjects (factors) that
they consider important for inclusion. In order to maintain parity with the Institutional
Factor Analysis, the same factors contained in the former are selected for analysis in the
case of executives. After determining the factors and their associated Eigenvalues, the
percentage of variance was determined, alongwith cumulative percentages. In Table 6, all
the estimated parameters are presented.
It is found that the Eigenvalues of ‘components’ are greater than one and when extracted,
explain the variation up to 71%. This means that all factors (subjects) that were included
in the questionnaire are rated by the respondents to be important for inclusion in PM
curriculum. However 8 subjects included in the Management and Technology Area,
namely (i) Operations Management for Projects, (ii) Planning / Scheduling / Monitoring
and Control Techniques, (iii) Statistical Methods for Project Analysis, (iv) Operations
Research for Projects, (v) Project Quality Management, (vi) Health Safety and
Environment in Projects, (vii) Cost Estimation and Budgeting and (viii)Accounting and
Control Systems, formed the highest proportion of the factors (i.e. 71%).
Alternatively this means that the balance 23 subjects form a small component of only 29%
of the total PM curricula. The top 8 subjects that emerge from the analysis are considered
most crucial for inclusion in PM curriculum by the executives. Two of the top 8 subjects
not figuring among the top 6 subjects rated by the academics are : Cost Estimation and
Budgeting and Accounting & Control Systems. Obviously executives consider the issues
related to cost management and control to be of much greater importance than the
academics. Table 6 shows the Eigenvalues and Total Variance explained.
A further analysis was conducted to find out in which of the sectors the executives
perceive that prior education in PM is necessary to build PM competencies. It is found that
the Eigenvalues of 3 ‘components’’ are greater than one when extracted, and can explain
the variation upto 69%. These three sectors are: Information & Communication
Technology, Telecom and Research and Development. The Space Exploration Sector
follows very closely with 0.949 (almost 1), which implies even this sector is considered
very important for PM education. Surprisingly, for the Sector –International ProjectManagement, eigenvalue was as low as 0.087, which shows the general lack of awareness
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among practicing executives of the importance of building project management
competencies to handle international projects at the degree level and perhaps even after.
Table No . 6 Total Variation Explained Of Factors (Subjects) Included In PractisingExecutives Questionnaire
Total Variance Explained
C o m p o n e n t
Initial EigenvaluesExtraction Sums of Squared
LoadingsRotation Sums of SquaredLoadings
Total% of
Variance
Cumulative %
Total% of
Variance
Cumulative %
Total% of
Variance
Cumulative %
110.173
2832.817
0232.8170
210.173
2832.817
0232.8170
24.8091
6915.513
4515.5134
5
22.7563
068.8913
141.7083
32.7563
068.8913
141.7083
33.1728
310.234
9325.7483
8
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32.3639
797.6257
3949.3340
72.3639
797.6257
3949.3340
73.1254
7810.082
1935.8305
7
41.6324
425.2659
4254.6000
11.6324
425.2659
4254.6000
12.7655
838.9212
3744.7518
1
5
1.5367
2
4.9571
6
59.5571
7
1.5367
2
4.9571
6
59.5571
7
2.2333
2
7.2042
59
51.9560
7
61.3724
844.4273
6763.9845
41.3724
844.4273
6763.9845
42.1910
487.0678
9859.0239
6
71.2051
423.8875
56 67.87211.2051
423.8875
56 67.87212.1060
396.7936
7365.8176
4
81.0775
043.4758
1971.3479
11.0775
043.4758
1971.3479
11.7143
865.5302
7871.3479
1
90.8873
662.8624
7274.2103
9
100.8734
852.8176
9277.0280
8
11
0.7758
28
2.5026
71
79.5307
5
120.6948
982.2416
0781.7723
6
130.6272
062.0232
44 83.7956
140.5787
561.8669
5685.6625
6
150.4834
091.5593
8287.2219
4
160.4641
031.4971
0688.7190
5
170.4446
251.4342
7390.1533
2
180.3992
421.2878
77 91.4412
190.3776
631.2182
6992.6594
7
200.3533
141.1397
2493.7991
9
210.3289
31.0610
6594.8602
5
22 0.26610.8583
8695.7186
4
230.2323
010.7493
58 96.468
240.2267
920.7315
8897.1995
9
250.1869
560.6030
8597.8026
7
260.1665
920.5373
9498.3400
7
270.1373
910.4431
9798.7832
6
28
0.1355
93
0.4373
96
99.2206
6
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290.1003
30.3236
45 99.5443
300.0797
770.2573
4699.8016
5
31
0.0614
89
0.1983
51 100
Extraction Method: Principal Component Analysis.
Figure 58: Scree Plot That Represents Graphically The Distribution Of
Eigenvalues And Subjects (Factors)
Another set of factors that merit some attention and analysis are the views of the
executives in relation to the perceptions as to why PM education has not taken adequate
roots in India. Two factors emerged with Eigenvalues more than 1. These two factors
explained 54% of the variation. These 2 factors were (1) Lack of Awareness (eigenvalue
1.515) and (2) Lack of Trained Instructors ( eigenvalue 1.161). The executives believe that
PM education received early would help them perform better in the project environment.
Table No . 7 The Distribution Of Eigenvalues And Subject (Factors)
Initial EigenvaluesExtraction Sums of Squared Loadings
Rotation Sums of SquaredLoadings
Total % of Var
Cum % Total % of Var
Cum % Total % of Var
Cum %
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1 1.514662 30.29324 30.29324 1.514662 30.29324 30.29324 1.509628 30.19256 30.19256
21.1611
6723.223
3353.516
581.1611
6723.223
3353.516
581.1662
0123.324
0153.516
58
30.9785
7919.571
5973.088
17
40.7659
5815.319
1688.407
32
50.5796
3411.592
68 100
Extraction Method: Principal Component Analysis.
Figure 59: Scree Plot That Represents Graphically The Distribution Of
Eigenvalues And Subjects (Factors)
7.5 Human Resource Managers’ Data Analysis And Interpretation
On the average, most of the companies have taken steps to initiate PM training in the past
five years. The companies generally prefer to deploy employees in the managerial cadre
for training. Within this section of employees, the most frequently chosen are the middle
and senior managers for receiving PM training. The companies emphasize the following
factors : Perceived gains from PM training, Employee retention, Career development,
Ability to execute complex projects, Ability to monitor and control projects, Ability to
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plan projects, Ability to manage contracts in projects, Ability to deliver projects in right
time, costs and quality. HR managers assign the highest importance to executives’
improved ability to plan, execute and control projects better as the most important
objective of planning training and deploying personnel for PM training.
When this data is matched with the data obtained from executives on whether they had
received instruction in PM related subjects while in college, a clear majority have
answered in the negative. Also majority of the executives interviewed have work
experience ranging from less than 5 years up to 10 years. Therefore the HR managers have
to arrange PM related training in order to make the executives ‘project ready’ and ensure a
certain degree of parity with other project personnel such as project managers, operations
executives, purchase managers, etc. The companies believe that the direct benefits from
training accrue to middle and senior managerial cadres the most, as executives in these
two categories are directly involved in driving projects, taking decisions and overall
project responsibility. From the responses of the executives , it is apparent that the
objectives of the HR managers has been fulfilled since the executives feel that their most
direct gains are in their improved ability to plan, execute, monitor and control projects
better.
‘In house Training’, ‘On the Job Training’ and ‘On the Job with Classroom Training’ are
the most preferred methods of training. ‘In house’ may be preferred as it is considered
more cost effective compared to the residential training programmes. This was also
confirmed by the top training and HR managers (See Refer ref no. 48, Bib) when they
stated that most of the times, companies preferred this method, because it formed an
integral component of a very large ongoing project, and therefore training of the
executives had to be completed within available timeframes. The training levels most
preferred for various grades of executives are : Elementary for Operatives, Basic for
Supervisors, Advanced for Middle level managers, Strategic for Senior Level executives.
The scope and complexity of training content must match the grades and responsibilities at
various levels in the organisational hierarchy. HR managers are seen to keep this in mind
when importing PM training. The findings highlight a planned approach for PM training.
Overall the perception amongst the HR managers is that PM training is quite expensive vis
a vis majority of the factors such as : Trainees’ salaries and time, Materials for training,
Expenses for trainers, Expenses for trainees, Cost of facilities and equipment, Lost
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productivity. The high training costs can be attributed to the fact that PM training
penetration and availability of specialist PM trainers in India, are still very low and less
ubiquitous compared to other training themes in technical and management arena. HR
managers do not mind the loss of productivity of executives during their absence, which
they feel will be more than compensated by the large scale benefits expected from
training.
HR managers view training to be ‘quite benefitial’ on all the factors considered including :
Increase in production/ performance, Reduction in errors and improvement of safety
standards, Employee retention, Lesser supervision, Ability to use new skills and
capabilities, Improved delivery performance, Attitude changes, and Growth of business
oportunities. They look for direct benefits from training in ‘process improvement’ rather
than ‘output improvement’.
Certified Franchisee Trainers are considered most efficacious training providers, followed
by Internationally Certified Trainers, Independent Trainers and Academic institutions.
This may be attributed to the flexibility and highly focussed approach of these trainers.
However it is important to mention that the highest percentage preference in the ‘Most
Efficacious’ category was assigned to academic institutions. Their good concentration of
highly qualified faculty, a fair degree of specialised competence, research experience andreasonable cost are a great advantage for developing good training content. However they
may not always be able to deliver purely custom designed training programmes. The most
frequent academic institutions for PM related training are the management institutions
together as group, followed by in house trainers and NICMAR. Considering that
NICMAR is a single entity, its share of 11.43% in PM training is most enviable by
comparable industry standards.
It is reassuring to know that the HR managers consider international accreditation to be of
value. But the managers may not be fully aware of the benefits of international
accreditation with respect to their organisation. The share of Registered Education
Providers® (REP®s) in the Asia – Pacific region is very low at 16 percent compared to
North America. Particularly in India, there are only 70 PMI® accredited REP®s (PMI,
2010). Thus the relatively lower awareness combined with very low penetration of PM
training accreditation and its benefits among the HR community of project based
organisations could be the most plausible causes why HR managers are not clear about the
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The training is predominantly designed to develop the project skill base followed by the
knowledge and competency base. Building the right attitude is not a clearly defined
outcome. This could be due to the fact that soft skills competence is built into the normal
PM training design. This matches with the responses of the executives on their improved
understanding of human related factors especially, interpersonal relations and conflict
resolution as the second highest area of gain next only to improved decision making
ability. Moreover, the executives have assigned high importance to subjects like Project
Organisation Structure, Human Resource Management, Industrial Relations, Conflict
Management and Diversity Management. Therefore it is inferred that attitude competency
can be viewed as an essential subset of the overall ‘hard’ skills that are required on
projects. Thus there remains a much greater and direct emphasis on the development of
‘hard’ skills.
7.6 Synthesis Of Stakeholders Of PM Education – Academic Institutions,
Practising Executives And Industry
Synthesizing the data obtained from all three interest groups, i.e. the academic
community, the practising executives and the HR managers (representing the industry
fraternity), it is apparent that there exists a supply capacity gap in PM training in country.
The origins can be traced to the limited inclination of academic institutions to introduce
and attract students to the area of PM as a whole. In fact the efforts of the academic
institutions to garner for PM the status of a ‘discipline’ with a built in academic rigour and
requisite supporting research effort to provide a theoretical and applied bulwark to PM,
remains understated and relatively low. Only a handful of institutions like the NICMAR,
IITs, IIMs, SPJIMR, NITIE and Symbiosis appear to have taken conscious and concerted
steps in this direction. This limitation carries through into the real world of project based
organisations.
Figure 60: The Cycle Of Education, Research And Training In
PM And Its Effects On National Economy
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Executives working in project based companies enter with little or no prior orientation of project requirements that are special and unique to their industry. With very limited tools
such as PERT/CPM, etc. they find it difficult to comprehend holistically, the distinct
requirements of operating in project based organisations. They are therefore required to be
trained to bring out their best potential while in employment. HR managers are then
charged with the responsibility of designing dedicated PM training modules that would
bring direct gains to the project and company. With very few options to choose experts
due to the general paucity of experts and recognised PM trainers, in academic institutions,
and REP®s, the training costs increase considerably. At the same time the benefits of PM
training are not fully utilised. The net loser in this is the industry and eventually the
country as a whole which pays for the delayed projects and higher costs to the National
Exchequer. Figure 60 depicts the above as a construct.
7.7 Limitations Of The Research
This research is one of the few studies of its kind in India. Therefore as is common with
such early efforts, the challenges faced are commensurate with the advantages. A few of
these are described here. The first challenge lay in determining the sample size as well as
the type. Questions regarding the ideal size and type of institutions i.e. government run,
autonomous, private etc and their academic rankings as appearing in leading media were
taken into consideration to arrive at the best possible sample mix. Only those institutions
offering technical and management programmes at undergraduate and post graduate levels
have been included in the study.
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The second limitation is that of time availability, as data had to be collected just before the
close of annual academic year (months of April - May) in order to avoid the closure of
institutions for annual vacation. In case of executives, they were curious to know more
about PM education, but were unable to devote much time due to the academic year
closure constraints. Thirdly the industry perspective could have been further researched
for the type and depth of PM training, in house trainers and their approach to PM training
etc. However budgetary constraints did not make this feasible. Future studies should
address this issue in greater depth. Fourthly the government though a major stakeholder as
well as promoter of new educational initiatives, has not been directly approached in this
study. The views of the government with regard to PM, in either its user departments or its
education arm, have not been researched to obtain a wider understanding of PM and its
benefits.
7.8 Scope For Future Research
The future scope of study could include awareness in other types of institutions such as
Industrial Training Institutes, graduate business management colleges, and in house
corporate training centres.
The governmental departments that initiate new projects as Clients, such as UrbanDevelopment, Housing, Roads, Railways, Ports, Irrigation, Airports, Rural Development,
Healthcare, Education, Defence, Space, Science and Technology, etc. need to be
researched more to understand their perspectives on PM in general, especially against the
backdrop of increased Public Private Participation mode of investment. At the Central
Government level, Ministry of Statistics and Programme Implementation (MOSPI)
provides detailed and voluminous data on projects executed in the Central Sector. No such
elaborate data is available at the State Government level. In both cases, there is no data on
training activity undertaken as part of execution of projects. It should be relatively easy to
undertake separate study on training and developmental activities in projects being
monitored by MOSPI, with support from the Ministry.
Furthermore, the government’s role in initiating and advancing the PM approach through
systematic top down channels such as Ministry of HRD, Ministry of Statistics and
Programme Implementation also needs to be studied. Lastly the existing awareness and
view of students as stakeholders and investors will be a good study on PM education and
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its effects on their career prospects. The next chapter derives conclusions and
recommendations for improving PM education in India.
CHAPTER 8
CONCLUSIONS AND RECOMMENDATIONS
The study began by asking a few pertinent questions regarding the status of PM education
in India especially compared to its global counterparts in more advanced ‘projectised’
societies. These were
• Why is project management as a profession not yet adequately recognized in
India?
• Is India still found wanting in being classified as a ‘ project oriented society’?
• Why have the technical institutes, some of which are many decades old, not
introduced PM modules in their curricula?
• What inhibits leading business schools from introducing a PM curriculum in their
course offerings?
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• Should the PM education in technical/business schools be knowledge based or
competency based; which leads to the problem of availability and competence of
the faculty and instructors required for teaching the discipline?
•
What is the role played by professional associations/societies in promoting PMeducation amongst the industry and government?
• To what extent is the regulatory authority’s role conducive or insidious in the
promulgation of PM education?
In the course of the study, the questions above were answered in a number of ways that
helped the researchers to arrive at some key conclusions. Based on them, we make some
recommendations.
8.1 Conclusions
From the analysis of the secondary literature on the state of PM in India as compared to
global standards, we conclude that, in its current state, India needs to initiate and sustain
greater effort in propagating the benefits of PM to all stakeholders. It appears that in its
current state, PM is yet to be understood as a subject of such universal application and
versatility that encompasses all types of businesses and organisations and across almost
all sectors of the economy. Viewed from the perspective of the global standards, Indiaappears far behind what can be considered as an acceptable threshold level of practice of
PM. Compared to our immediate neighbour China, India’s efforts in propagating the PM
mindset and methodology of accomplishing organisational and national goals remain
substantially behind compared to other developed countries.
Against the backdrop of the enormous amount of money invested in projects and the
quantum of upcoming investments in public as well as private initiatives, the
entrenchment of PM principles in project procurement, planning, implementation and
control is of utmost significance. However, it appears from the study that the significance
does not appear to have been completely absorbed by the decision makers from the
industry, government and even by the majority of the academic world. All this is reflected
in the current status of PM education in India being assessed as ‘below par’ especially
when compared against existing global standards. However there exists a huge untapped
potential for the widespread establishment of PM in India with a section of the faculty,
executives and organisations realising the need for the same. It is obvious from the study,
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that PM training is considered directly beneficial to the practitioners as well as the
organisations in terms of better project planning and implementation. PM training has
resulted in direct gains to both, the companies as well as the executives.
8.1.1 Barriers
The most prominent barriers to the propagation of PM education in India are found to be
the following
• There exists a lack of awareness amongst the managements of technical and
management institutions, about the importance and relevance of teaching PM for
capacity building of the technical and professional graduates.
• Systematic curriculum development with a focussed view to develop PM
competencies is found quite absent at graduate and post graduate levels of
technical and management schools.
• In majority of the cases, it was found that if at all PM interests are pursued by
faculty, it is more as a consequence of their individual interest and not so much
arising out of an institutional vision to encourage these pursuits (except in the
cases of a handful of the institutions such as, NICMAR, IITs, IIMs, NITIE, S.P.Jain, Symbiosis etc).
• The lack of trained instructors in the educational institutions.
• Lack of research and publications, with only the leading institutions of national
repute producing limited original research in the area of PM.
• Regulatory approvals took anywhere from more than a year upto 3 years with
average of 16.5 months to introduce new curriculum. The average internal lead
time is found to be even higher at 19 months. Viewed against the response time of
a year or more, to build institutional capacity in terms of qualified faculty, library
and other infrastructure, the overall delays have tended to magnify. When most of
the faculty have admitted that the companies that come for recruitment do look
specifically for PM competencies amongst the students, the response time in
introducing PM courses on the part of the institution assumes utmost importance
due to the ‘employability’ enhancement feature of PM education. Thus institutionsshould take active steps to cover this need gap.
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• Though working executives are clearly in favour of gaining PM competencies at
the time of graduation, the limiting factors are the lack of awareness, inadequate
availability of faculty, training and instruction material in the technical and
business schools as well as in the Indian system as a whole.
• Though efficacious, training in PM is still considered more expensive as compared
to training in other fields by the HR departments of project organisations.
8.2 Recommendations
Curriculum development related to PM requires to be more competency focused rather
than just knowledge based. Overall it is recommended that Project Management and
Technology Area subjects should be taught to develop project level competencies.
Curricula in Strategy, Economics & Finance Area and Behavioural Sciences area should
focus on generic knowledge and skill based competencies. Our specific recommendations
stemming from the detailed research findings are as follows:
• Train the Trainers initiatives and the accreditation of Registered Education
Providers®s (REP®s) like PMI need to be pursued vigorously, by all major
stakeholders: Government, Industry and Academic Institutions
• Academic institutions should patronise and encourage research in PM at the
faculty and students level, in a phased manner to cover a wider net of institutions
that are also regionally distributed all over India. Sustained efforts are needed on
the part of academic institutions to obtain research funding support from national
funding agencies and the private sector
• PM research pursuits have to be more broad based and penetrate all fields where
its benefits are palpable
• There is an urgent need to improve awareness through mass media coverage about
the PM and the application of PM techniques to business. This will be an important
area for joint academia-industry initiative
• Arrange seminars and symposia to deliberate on PM at the national, state and local
levels, covering academic institutions, government officials and industry
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• Sustained advocacy of PM in different forums such as industry, academia and
government needs to be understood as an essential component of organisational
success
Based on the research study, we recommend model curricula covering introductory level
project management courses in general management programmes, and undergraduate
engineering programmes that can be offered to students in their final year. Shorter
duration courses suited for middle management and senior management professionals and
finally a course specially designed for Project Leaders would be helpful. Annexure No.7
suggests the Model Course Curricula for the courses mentioned above in longer duration
as well short duration modes.
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ANNEXURE 1
A. List Of Respondents Participating In Institutional Survey
Sr. No.
Name of The Institute City Respondents Details Designation
1Jaypee Institute of
InformationTechnology
Noida Samir Dev Gupta Associate Dean
2JBS, JaypeeUniversity
Noida Prof. A. K. Vodera Professor
3ABES Engineering
CollegeGhaziabad Dr. S. N. Gupta
Professor & Head,ME Dept.
4AKG Engineering
College
Ghaziabad Prof. A. K. Arora Professor
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5IMS Engineering
CollegeGhaziabad Dr. Akshay Dvivedi
Professor & Head,ME Dept.
6Inderprastha
Engineering CollegeGhaziabad Prof. D. Ganguli
Professor & Head,ME Dept.
7Dept. of Management
Studies, IIT-Delhi DelhiDr. Banwet / Jain / Gupta
/ Shankar Professor & Group
Chair
8Dept. of ChemicalEngineering, IIT-
DelhiDelhi Dr. Saroha/Konda/Gupta
AssociateProfessor
9ABS, AmityUniversity
Noida Dr. Sanjeev BansalDirector & Head
Ph.D.
10Army Institute of Management and
Technology
Greater Noida
Prof. Sanjeev TandonA.P. & AreaChairpersonMarketing
11Galgotias College of
Engineering andTechnology
Greater Noida
Dr. M. N. Deshmukh Professor & Head,ME Dept.
12Galgotias College of
Engineering andTechnology
Greater Noida
Dr. Raju GProfessor & Head,
MBA Dept.
13
Lal Bhadur ShastriInstitute of
Management andDevelopment Studies
Lucknow Dr. Sunil Kumar Director
14ACCF, Amity
University Noida Dr. Shipra MaitraProfessor &
Director
15IEM Management
CollegeAnwari,
LucknowDr. Padma Iyer
Professor &Director
Sr. No.
Name of The Institute City Respondents Details Designation
16
Institute of
Environment andManagement Lucknow Chandan Ghosh
Associate Prof. &
Head
17Deccan College of
Engg & TechHyderabad
Dr. M. A. Malik/Dr. Mir Iqbal Faheem
Principal/Professor
18Vasavi College of
EnggHyderabad Prof. M. Bhasker
Prof & Head CivilEngg deptt
19M. J. College of
Engg. & TechnologyHyderabad Prof. Syed Yousufuddin
Prof & Head CivilEngg deptt
20University College of
EnggHyderabad Prof. V S S Kumar
Prof & Head CivilEngg deptt
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21 JNTU Hyderabad HyderabadProf. K . M. Lakshmana
Rao
Prof & HeadTransporatation
Engg Deptt.
22Dr. B.R. Ambedkar
Open UniversityHyderabad Prof. K. Swamy
Prof & Head of Business Mgmt
23Engg Staff College of
IndiaHyderabad Prof. C L N Sastry
Head Water Resource Dept
24 YCCE Nagpur Prof A. V. PatilAsst. Prof & HeadCivil Engg Deptt.
25G.H. Raisoni College
of Engg Nagpur Dr. N. M. Kanhe
Prof & Head CivilEngg deptt
26Priyadarshni College
of Engg Nagpur Prof. Shrikrishna Dhale
Asst. Prof & HeadCivil Engg Deptt.
27 SRKNEC Nagpur Dr. N. V. Deshpande Prof & Head CivilEngg deptt
28 VNIT Nagpur Dr. Rajesh GuptaProf & Head Civil
Engg deptt
29 NIT Raipur Raipur Dr. Abir BandyopadhyayAsso. Prof. &
Head Arch. Deptt.
30 UIT RGPV, Bhopal Bhopal Dr. A. C. TiwariReader & Head
Mechanical EnggDeptt
31 RKDFCT & R Bhopal Prof. Sohail BuxAsst. Prof & Head
Civil Engg Deptt.32
Shree Institute of Science & Tech
Bhopal Prof. Bharat Gupta Director R & D
33 MANIT Bhopal Dr. N.D. MittalProfessor &
Professor I/CAcademics
Sr. No.
Name of The Institute City Respondents Details Designation
34Shree G.S. Institute of
Tech & ScienceIndore Dr. Deepak Killedar
Prof & DeanStudent Welfare
35Indore Institute of Science & Tech
Indore Dr. S. R. Lapalikar Principal
36Dayanand Sagar
School of Management studies
Bangalore Dr.K.L.KumaraswamyPrincipal and
Professor
37Dayanand Sagar
College of Engineering
Bangalore Dr.Nethaji S. Ganesan Principal
38BMS College of
EngineeringBangalore Dr.G.N.Sekhar Vice Principal
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39University OF
Viswesvariya Collegeof Engineering
Bangalore Dr.Venugopal K.R Principal
40Institute of Businness
Management nad
Research (IBMR)
Bangalore Ms.Purnima K.PProfessor andacademic co-
ordinator
41Alliance Bussiness
AcademyBangalore Dr.s.Prabhakaran Professor
42 Christ University Bangalore Prof.Alex JosephAssociate PRO and
Lecturer
43Oxford College of
BussinessManagement
Bangalore Dr.Chandraswamy T.P Professor
44 R.V.Institute of Management Bangalore DR.R.K.Gopal/Ms.Jayanthi Patil Professor andHead,MBA deptt
45AMC College of
ManagementBangalore Dr.B.Balaji
Professor andHead,MBA deptt
46Community Instituteof Management and
SciencesBangalore Dr. V.Vekateswaran
Director andProfessor
47AMC College of
EngineeringBangalore Dr. D.V.S.S.R.Prakash
Director andPrincipal
48 Jeppiar EngineeringCollege
Chennai Dr.Sushil Lal Das Principal
49Jeppiar School of
ManagementChennai Dr.P.Tanve Head,MBA Deptt
50St.Josephs College of
EngineeringChennai Prof Muthukumar
Professor,Mechanical deptt
Sr. No.
Name of The Institute City Respondents Details Designation
51St.Josephs College of
ManagementChennai Prof.A.S.Mohanram
Professor andHOD, MBA Deptt
52 Sai Ram Institute of Management studies
Chennai Dr.K.Maran Professor andDirector
53Sai Ram College of
EngineeringChennai Dr.C.V.Jayakumar Princpal
54Vellore Institute of
TechnologyVellore Dr.P.Kuppan
Professor andProgramme
manager,MechDeptt
55Indian Institute of
ManagementAhmedabad
Prof. Satish YashwantDeodhar
Professor
56 CEPT Ahmedabad Prof. Rajan Rawal Professor
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57Indera Institute of
ManagementPune
Prof.KrishnanRamanathan
Professor
58
MKSSS's Smt.Hiraben Nanavati
Institute of Management
Pune Prof. M.JoshiDy. Head &
Professor
59Abhinav EducationSociety's College of
ArchitecturePune Prof. Sujata Deshmukh Professor
60
MKSSS's CumminsCollege of
Engineering for Women
Pune Prof. M.Divekar Professor
61Genba SopanraoMoze College of
Engineering
Pune Prof. P.Kumar Professor
62International School
Of Business andMedia
Pune Dr.P.K.De Executive Director
63College Of
Engineering, punePune Dr. Sukhanand.S.Bhosale Professor
64 SOM, IIT, Bombay MumbaiProf.Kiran Kumar
MomayaProfessor
65 Sardar Patel CollegeOf Engineering
Mumbai Prof. R.R.Easow Professor
66Rajiv Gandhi Institute
Of TechnologyMumbai
Prof. udhav Bhosale /Prof.N.N.Bhostekar
Principal
Sr. No.
Name of The Institute City Respondents Details Designation
67 IIM , Kolkata Kolkata Prof. Sanjeev D. Vaidya Professor
68IES College of Architecture
Mumbai Prof. G. Chandawarkar Principal In-
Charge
69 NIT, Rourkela Rourkela Prof. Baliarsingh Professor
70VJSOM, IITKharagpur
Kharagpur Prof. T.P. Bagchi Professor
71
Padma BhushanVasant Dada Patil
Institute of Technology
Pune Prof. Indrajeet Jain Principal
72 IIT , Bombay Mumbai Prof. N. Hemachandra Professor
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73 NITIE Mumbai Dr.Shankar Murthy Professor
74IES College of
EngineeringMumbai Prof.M.W.Shaikh
Professor &Programme Co-
ordinator
75
KJ Somaiya Institute
of Engineering &InformationTechnology
Mumbai Prof. Vrinda P. Ullas HOD & Professor
76Institute of Chemical
TechnologyMumbai Prof.Mhaske. S.T Professor
77 VJTI Mumbai Prof.J.S.Main Head & Professor
78Indira College of Engineering &Management
Mumbai Prof.Vijay Waragade Head & Professor
79Rajiv Gandhi College
of engineering andTechnology
Chandrapur Dr. Rajiv G. Weginwar HOD & Professor
80Government College
of EngineeringChandrapur Dr.C.P.Kalambe Professor
81KIIT, ManagementSchool
Bhubaneswar Dr. Vijaya
BandyopadhyayAsst. Professor
B. List Of Respondents Participating In Working Executives Survey
Sr. No
. Name of The Organisation Respondents Details Designation
1 NSN Mr. Kamran Ganai Field Manager -TI
2 Technip KT India Ltd. Mr. Ajay VishwakarmaGroup Leader- ProjectManagement
3 TATA Consulting Engineers Ltd Mr. Rohit Bansal Project Control Engineer
4 Technip KT India Ltd. Mr. Vineet Kumar Sr.Engineer
5 Nokia Siemens Networks Pvt.Ltd
Mr. Nitin N Shah Project Manager
6 Lodha Group Mr. Rahul Chavan Asst. Site Engr.
7 Lodha GroupMr. Mahadev Ashok Mohite
Junior Engr.
8 Lodha Group Mr. Prakash S. Keni Site Engr.
9 Lodha Group Mr. Sahil Sadashiv Kave Sector Engr.10 Lodha Group Mr. Amol Shashikant Sector Engr.
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Bidwai
11 Lodha Group Mr. Amit Poddar Manager-Projects
12 Lodha Group Mr. Hemat Ratnakar Project Engr.
13 Lodha Group Mr. Ravindra U.Bhagat Site Engr.14 Lodha Group Mr. Anand V. Kulkarni Sector Engr.
15 Lodha Group Mr. Bari Mohit Kamlakar Asst. Site Engr.
16 Lodha Group Mr. Bhushan Pramod Joshi Site Engr.
17 Lodha Group Mr. Amar Raghunath Putta Site Engr.
18 Lodha GroupMr. Prashant AshokraoShrisath
Sector Engr.
19 Lodha Group Mr. Jitendra Yadav Site Engr.
20 Lodha Group Mr. Pandurang Chopade Site Engr.21 Lodha Group Mr. Durgaprasad Pandey Sector Engr.
22 Lodha Group Mr. Amol Kesarkar Site Engr.
23 Lodha Group Mr. Sachin Tiwari Site Engr.
24 Lodha Group Mr. Nivrutti Davekar Site Engr.
25 Lodha Group Mr. Ravindra Bhagat Site Engr.
26 Vijay Infrastructure Ltd Mr. Devendra Singh Manager (Audit & MIS)
27 DLF Projects Ltd Mr. Ashish Khaparde Asst. Manager – Civil
28 TATA Projects Ltd Mr. P.Anbu Ganapathy Cons.Engr.
Sr. No
. Name of The Organisation Respondents Details Designation
29 Ramky Infrastructure Mr. Manasa Rayabhari Trainee Engr.
30 DLF Projects Ltd Mr. Dhananjay K.Saha Asst. Manager-Projects
31 Miskin & Associates Mr. Suraj T. Miskin Trainee Engr.
32 Ramky Infrastructure Ltd Mr. Sandeep Kodandapani Sr. Engr.-Planning
33 Motherson Group of Companies Mr. Ravindra Lande Asst. Manager
34 Systematic Cons Com Ltd Mr. Virendra Kumar Singh Manager – Civil
35Structwel Designers &Consultants Pvt.Ltd
Mr. Vijay Ashok Bhore Sr. Engr. – Project
36 Rourkela Steel Plant Mr. D. P. Mahapatra A.G.M. – Projects
37Hindustan ConstructionComapany Ltd.
Mr. Ravi Chandra Manager - Contracts
38Hindustan ConstructionComapany Ltd.
Mr. Harikrishna V S Engineer - Contract
39Hindustan ConstructionComapany Ltd.
Mr. Jegonathan N. Engineer - Contract
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40Hindustan ConstructionComapany Ltd.
Mr. Prattipati MallikarjunRao
Manager - Contracts
41Hindustan ConstructionComapany Ltd.
Ms. Shweta Phansalkar Engineer - Contract
42
Hindustan Construction
Comapany Ltd. Mr. Sri Devajit Das Manager - Contracts
43Hindustan ConstructionComapany Ltd.
Mr. Mahendra JayantDhanve
Engineer - Contract
44Hindustan ConstructionComapany Ltd.
Mr. Madhav Nizalapur Manager - Contracts
45Hindustan ConstructionComapany Ltd.
Mr. Sagar Kanade Engineer - Contract
46Hindustan ConstructionComapany Ltd.
Mr. Prakash Hiremath Engineer - Contract
47Hindustan ConstructionComapany Ltd.
Mr. Nikhil Solanki Management Trainee
48Hindustan ConstructionComapany Ltd.
Mr. Sachin JadhavQ.S. & Engineer -Contracts
49Hindustan ConstructionComapany Ltd.
Mr. Ezra Praveen. P Engineer - Contract
50Hindustan ConstructionComapany Ltd.
Mr. Neelabh Manager - Contracts
51 URC Construction (P) Ltd. Erode Mr. Murugaiah Sr. A.G.M.
52 URC Construction (P) Ltd. Erode Mr. R. Chakrapani Sr. A.G.M.
53 URC Construction (P) Ltd. Erode Mr. M. Srinivasan Manager - Projects
Sr. No
. Name of The Organisation Respondents Details Designation
54 URC Construction (P) Ltd. Erode Mr. E. Neelakandan A.G.M. - Projects
55 URC Construction (P) Ltd. Erode Mr. N. Kandasamy Manager - Projects
56 URC Construction (P) Ltd. Erode Mr. V. Krishnan D.G.M. - Projects
57 URC Construction (P) Ltd. Erode Mr. C. Manikandan Sr. Engineer
58 URC Construction (P) Ltd. Erode Mr. A. Thamil Nathan D.G.M. - Projects
59 URC Construction (P) Ltd. Erode Mr. A. Vijayakumar A.G.M. - Projects
60 URC Construction (P) Ltd. Erode Mr. A. Saravanan A.G.M. - Projects
61 URC Construction (P) Ltd. Erode Mr. Siva Shanmugam Trainee Engr.
62 URC Construction (P) Ltd. Erode Mr. M. Vetrivel A.G.M. - Projects
63 URC Construction (P) Ltd. Erode Mr. A. Muthu Rathinam A.G.M. - Projects
64 URC Construction (P) Ltd. ErodeMr. S. NavaneethaKrishnan
D.G.M. - Projects
65 URC Construction (P) Ltd. Erode Mr. C. Loganathan Manager - Projects
66 URC Construction (P) Ltd. Erode Mr. S. Rajaguru A.G.M. - (B & E)
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67 URC Construction (P) Ltd. Erode Mr. R. Udhayakumar Manager - Projects
68 URC Construction (P) Ltd. Erode Mr. Vishal Fiske Asst. Manager - Projects
69Hindustan ConstructionComapany Ltd.
Mr. Avinash Momle Engineer - Planning
70 Hindustan ConstructionComapany Ltd.
Mr. Ashutosh Mukherjee Engineer - Planning
71Hindustan ConstructionComapany Ltd.
Ms. Suvidha Aherkar Engineer - Planning
72Hindustan ConstructionComapany Ltd.
Mr. Sushanta Kumar Guha Manager - Planning
73Hindustan ConstructionComapany Ltd.
Mr. Y. Sandeep Engineer - Planning
74Hindustan ConstructionComapany Ltd.
Mr. C. Bhaskar Ganesh Engineer - Planning
75Hindustan ConstructionComapany Ltd. Mr. Mahesh Somvanshi Manager - Planning
76Hindustan ConstructionComapany Ltd.
Mr. M. Karunakar Engineer - Planning
77Hindustan ConstructionComapany Ltd.
Mr. Anand D. Rituraj Engineer - Planning
78Hindustan ConstructionComapany Ltd.
Mr. Ketan Shah Engineer - Planning
79Hindustan ConstructionComapany Ltd.
Mr. T V N S S Sri Charan Engineer - Planning
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Sr. No
. Name of The Organisation Respondents Details Designation
80 Hindustan ConstructionComapany Ltd.
Mr. Shashank Pitale Engineer - Planning
81Hindustan ConstructionComapany Ltd.
Ms. Soumya Roy Engineer - Planning
82Hindustan ConstructionComapany Ltd.
Mr. Nitin Krishnaji Pathak Manager - Planning
83Hindustan ConstructionComapany Ltd.
Mr. Winner Mattoo Engineer - Planning
84 Shapoorji Pallonji & Co. Ltd Mr. Vinod Ramrao Surve Sr. Manager - Construction
85 Shapoorji Pallonji & Co. Ltd Mr. P. Virupakshaiah Sr. Manager - Construction
86 Shapoorji Pallonji & Co. Ltd Mr. Tushar Hire Dy. Manager
87 Shapoorji Pallonji & Co. Ltd Mr. Rajesh Sharma D.G.M. - Projects
88 Shapoorji Pallonji & Co. Ltd Mr. Siddhartha Nath Sr. Manager - Construction
ANNEXURE 2 a (DEC - 2005)
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S. No. Company NameStaff
training
Annual (Rs.
Crore)
1.
A P Power Generation Corpn. Ltd. 0.562.
Bhagheeratha Engineering Ltd. 0.01
3.Bhoruka Power Corpn. Ltd. 0.22
4.Engineering Projects (India) Ltd. 0.04
5.Engineers India Ltd. 0.31
6.Geo Connect Ltd. 0.2
7.Gujarat Industries Power Co. Ltd. 0.15
8.H L S Asia Ltd. 0.34
9.Ircon International Ltd. 0.49
10.
Jindal Drilling & Inds. Ltd. 0.05
11
.Mecon Ltd. 0.1
12.
N T P C Hydro Ltd. 0.02
13.
N T P C Ltd. 26
14.
Neyveli Lignite Corpn. Ltd. 2
15.
North Eastern Electric Power Corpn. Ltd. 0.03
16.
N P D C Co. of Andhra Pradesh Ltd. 0.03
17.
O N G C Videsh Ltd. 0.12
18
. S J V N Ltd. 0.57
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19.
Sunil Hitech Engineers Ltd. 0.01
20.
Tamil Nadu Police Housing Corpn. Ltd. 0.04
21.
Tata Projects Ltd. 0.29
22.
Utility Powertech Ltd. 0.01
Total 31.59CMIE Database, 2010
ANNEXURE 2 b (DEC - 2006)
S. No. Company NameStaff
training
Annual(Rs.Crore)
1.Andhra Pradesh Power Generation Corpn. Ltd. 0.68
2.Bhoruka Power Corpn. Ltd. 0.08
3.Brigade Enterprises Ltd. 0.24
4.Dakshin Haryana Bijli Vitran Nigam Ltd. 0.02
5.
Engineering Projects (India) Ltd. 0.066. Engineers India Ltd. 0.47
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7.Geo Connect Ltd. 0.07
8.Gujarat Energy Transmission Corpn. Ltd. 0.13
9.Gujarat Industries Power Co. Ltd. 0.18
10.H L S Asia Ltd. 0.22
11.Ircon International Ltd. 0.47
12.Lanco Infratech Ltd. 0.01
13.Lodha Developers Ltd. 0.01
14. Lurgi India Co. Pvt. Ltd. 2.55
15. N T P C Hydro Ltd. 0.05
16. N T P C Ltd. 30.7
17. Neyveli Lignite Corpn. Ltd. 1.68
18. North Eastern Electric Power Corpn. Ltd. 0.03
19. Northern Power Distribution Co. Of Andhra Pradesh
Ltd. 0.0220.
Orissa Power Generation Corpn. Ltd. 0.36
21.Promac Engineering Inds. Ltd. 0.01
22.S J V N Ltd. 0.53
23.Tamil Nadu Electricity Board 1.88
24.Tamil Nadu Police Housing Corpn. Ltd. 0.02
25. Tamilnadu Adidravidar Housing & Devp. Corpn.Ltd. 0.14
Total 40.61CMIE Database, 2010
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ANNEXURE NO.2 c (DEC - 2007 )
Sr.
No.Company Name Staff training
1.
Annual (Rs.Crore)
2. Andhra Pradesh Power Generation Corpn.Ltd. 0.64
3.Brigade Enterprises Ltd. 0.26
4.
D L F Commercial Developers Ltd. 0.365.
D L F Home Developers Ltd. 0.32
6.D L F Laing O'Rourke (India) Ltd. 0.79
7.Dakshin Haryana Bijli Vitran Nigam Ltd. 0.09
8.Engineering Projects (India) Ltd. 0.04
9.Engineers India Ltd. 0.47
10.
Geo Connect Ltd. 0.01
11.
Gujarat Energy Transmission Corpn. Ltd. 0.17
12.
H L S Asia Ltd. 0.4
13
.Ircon International Ltd. 0.51
14.
J M C Projects (India) Ltd. 0.19
15.
Jindal Drilling & Inds. Ltd. 0.18
16.
K Raheja Corp Pvt. Ltd. 0.35
17.
Lanco Infratech Ltd. 0.13
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18.
Mahindra Water Utilities Ltd. 0.03
19
. N T P C Hydro Ltd. 0.02
20.
N T P C Ltd. 29.2
21.
Neyveli Lignite Corpn. Ltd. 1.6
22.
North Eastern Electric Power Corpn. Ltd. 0.09
23. Northern Power Distribution Co. Of
Andhra Pradesh Ltd. 0.31
24.
Orissa Power Generation Corpn. Ltd. 0.4
25.
R N S Infrastructure Ltd. 0.1
26
.S J V N Ltd. 0.54
27.
Tamil Nadu Electricity Board 2.26
28.
Tamil Nadu Police Housing Corpn. Ltd. 0.04
29. Tamilnadu Adidravidar Housing & Devp.
Corpn. Ltd. 0.07
30.
Tata Projects Ltd. 1.26
31.
Uttar Haryana Bijli Vitran Nigam Ltd. 1.69
Total Total 42.52CMIE Database, 2010
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ANNEXURE 2 d (DEC - 2008)
S. No. Annual (Rs. Crore)
Company Name Staff training1.
Andhra Pradesh Power Generation Cor pn. Ltd. 0.62
2.Bhoruka Power Corpn. Ltd. 0.37
3.Brigade Enterprises Ltd. 0.31
4.D L F Commercial Developers Ltd. 0.84
5.D L F Home Developers Ltd. 1.02
6.D L F Laing O'Rourke (India) Ltd. 1.92
7.Dakshin Haryana Bijli Vitran Nigam Ltd. 0.35
8.Engineering Projects (India) Ltd. 0.07
9.Engineers India Ltd. 1.47
10.Ganesh Housing Corpn. Ltd. 0.01
11.Gujarat Energy Transmission Corpn. Ltd. 0.83
12.H L S Asia Ltd. 0.45
13.Hinduja Properties Ltd. 0.02
14.Ircon International Ltd. 0.84
15.J M C Projects (India) Ltd. 0.33
16.Jindal Drilling & Inds. Ltd. 0.09
17.Jubilant Infrastructure Ltd. 0.01
18.K Raheja Corp Pvt. Ltd. 1.3
19.Kanti Bijlee Utpadan Nigam Ltd. 0.01
20.Kei-Rsos Maritime Ltd. 0.01
21.Kirloskar Constructions & Engineers Ltd. 0.03
22.Lanco Infratech Ltd. 1.89
23.
Lodha Developers Ltd. 0.1624. Mahindra Water Utilities Ltd. 0.06
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25.Marg Ltd. 0.96
26.Mecon Ltd. 0.27
27. N T P C Ltd. 34.6
28. Neyveli Lignite Corpn. Ltd. 1.08
29. North Eastern Electric Power Corpn. Ltd. 0.13
30. Northern Power Distribution Co. Of Andhra Pradesh Ltd. 0.51
31.Omaxe Buildwell Pvt. Ltd. 0.11
32.Orissa Power Generation Corpn. Ltd. 0.54
33.Promac Engineering Inds. Ltd. 0.03
34.S J V N Ltd. 0.44
35.Sheth Developers Pvt. Ltd. 0.19
36.Shipra Estate Ltd. 0.11
37.Tamil Nadu Electricity Board 2
38.
Tamil Nadu Police Housing Corpn. Ltd. 0.0239.Tamilnadu Adidravidar Housing & Devp. Corpn. Ltd. 0.1
40.Tata Projects Ltd. 1.06
41.U Tech Developers Ltd. 0.03
42.Utility Powertech Ltd. 0.04
43.Uttar Haryana Bijli Vitran Nigam Ltd. 4.19
Total 59.42
CMIE Database, 2010 ANNEXURE 3
QUESTIONNAIRE FOR INSTITUTIONS
This is a pioneering effort being carried out for the first time in India to find out the
factors that are aiding or hindering the establishment of project management curricula in
our technical and business management institutions.
Based on secondary research of developed countries, a major finding that emerges is that
project management as a scientific discipline is deeply entrenched in the educational fabric
of these countries; as also amongst popular psyche thus earning them an appellation of
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being ‘ project-oriented societies’. A major reason for this may be attributed to project
management being included as necessary curricula in all streams of education.
Universally, governments, large private corporations, and non-governmental organizations
practice the ‘projects’ approach to fulfill their targets and goals. If so be the case, project
management as a discipline would have had a much higher acceptance by the industry and
Project Management (PM) courses would have been taught in India’s technical and
business schools. The study from the point of view of educational institutions is to
determine the factors that affect the inclusion of project management curricula.
Survey Instructions
The survey is divided into four parts. The first part asks for your background information.
The second part aims at discovering your general opinion on project management (PM)
curricula. The third part aims to identify any distinguishing factors that characterize the
specific PM curriculum development. The fourth part deals with finding out about theexisting educational infrastructure available with institutions and also management
support available to the institutions to establish new courses. Also covered are regulatory
aspects that affect the decision-making and launch of new curricula. For every question,
you are asked to provide a tick/score as per your opinion.
This research does not involve any sensitive issues. It is designed to gather information
based on your personal experience, knowledge and opinion alone. It will not be taken to
represent or reflect your institution’s view-points. The information provided will be kept
strictly confidential and will be used solely for the purposes of this research. If you have
any comments or enquiries, please contact Dr. Mona N. Shah at [email protected] or
020 27291342/ 65102745.
Thank you for your interest.
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PART I
RESPONDENT'S PARTICULARS
Name
Name of Institution
Designation
Address of institution
Tel (O):
Mobile No.
Fax (O):
Email Office
Personal
How many years of
work/researchexperience do you have
in academics?
Years:
How many years of
experience do you have
in curriculum/syllabus
development?
Years:
Would you agree if we
acknowledge you in our
report for your
contribution and
assistance in the survey?
If yes, kindly give
Personal name:
Organization’s name:
Please indicate whether Yes:
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you would like to
receive a summary of
the report upon
completion of this
research
No:
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PART II
GENERAL OPINION ON EXISTING STATE OF PM EDUCATION IN INDIA
1. What in your
opinion is the
current status of
PM education in
India?
Poor Fair Good Very Good Excellent
2. Has your
institute
considered
introducing PM
in curricula of
any
programme ?
Yes: No:
3. If yes, at what
level has this
been
considered?
Please also
mention the
name of the
programme
Under
Graduate:
Post-
Graduate:
Advanced
Level:
Research
Level:
Certificate
4. Which type
of PM related
courses do you
run? Please also
mention the
name of the
course
Elective Course: Compulsory Course:
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5. Of what
intensity is the
course?
Elementary: Intermediate: Advanced:
6. In your opinion how
essential is it to
teach PM in
1. Engineering
Colleges?
2. Management
Institutions
3. Specialized
institutions :
- Architecture
- Planning and
design
- Infrastructure
management
- Any other
SomewhatEssential
FairlyEssential
Essential VeryEssential
AbsolutelyEssential
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PART III
CURRICULUM DEVELOPMENT
Given below are the set of subject areas essential to develop PM competencies among
students. Rate them according to the following scale and write the corresponding scale
number in the box given below.
Scales: 1-Not Important; 2-Somewhat Important; 3-Important; 4-Very Important; 5-
Extremely Important.
Also, in the box marked ‘Level’, please tick the level / levels at which these competencies
should be covered.
Course-Levels: 1-Certificate; 2-Under-Graduate; 3-Post-Graduate; 4-Advanced
(Doctoral / Post Doctoral); 5– Applied Research
A: MANAGEMENT AND TECHNOLOGY
Ratings Levels
1 - 5 1 2 3 4 5
1. Operations management for Projects.
2. Planning, Scheduling, Monitoring and
Control Techniques
3. Statistical Methods for Project Analysis
4. Operations Research for Projects
5. Project Quality Management
6. Health/Safety/Environment in Projects
7. Cost Estimation and budgeting
8.Accounting and Control Systems
9. Quantity Surveying and Estimation
10. Projects Marketing
11. Project Site and Equipment
Management.
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12. Project Procurement & Materials
Management
13. Contract Management
14. Process
Design./Engineering/Testing/Commissioning
15. Facilities Engineering and Management
16. Logistics & Supply Chain Management
17. Transportation Management
18. Technology and Engineering
Management
19. Project Formulation and Appraisal
20. Project Engineering
21. Any other ( Please specify )
B: STRATEGY, ECONOMICS AND FINANCE
Ratings Levels
1 - 5 1 2 3 4 5
1. Macro-Economic Policy
2. Project Strategy
3. Social Cost Benefit Analysis
4. Financial Management
5. Project Financing
6. Risk and Insurance Management
7. Legal, Commercial and Taxation
Aspects of Projects
8. Project Joint Ventures, Strategic
Alliances, Special Purpose Vehicles
9. Any other ( Please specify )
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B: BEHAVIOURAL SCIENCES AREA
Ratings Levels
1 2 3 4 5
1. Project Organization and Structure
2. Managerial Skills for Projects
(Communication, Leadership, Team
Building, Negotiation, other soft skills)
3. Human Resources Management in
Projects
4. Industrial/Labour Relations
5. Conflict Management
6. Diversity Management
7. Any other ( Please specify )
C: INFORMATION TECHNOLOGY
Ratings Levels
1 2 3 4 5
1. PM software-Primavera, MSP, GIS /
GPS for Project Management
2. Enterprise Resource Planning ( ERP
)
3. e-Business Applications
4. Engineering Software (Auto-Cad,
Staadpro, Estm8, Ansys, Auto-Revit,
3D-Max, Calquan)
5. Excel / SPSS / DBMS
6. Any other ( Please specify )
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D: SECTOR SPECIFIC
Score Level
1 2 3 4 5
1. Information Communication
Technology (ICT)
2. Telecom
3. Research and Development
4. Space Exploration
5. Technology
6. Defense
7. Roadways
8. Railways
9. Civil Aviation
10. Ports
11. Shipbuilding
12. Urban Infrastructure
13. Mega Property Developments
14. Petrochemicals
15. Chemical Engineering
16. Oil and Gas Exploration
17. Services
18. International Project Management
19. Any other ( Please specify )
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PART IV
INFRASRUCTURE, MANAGEMENT SUPPORT, REGULATORY FACTORS
AND CURRENT STATUS OF PM RESEARCH IN INSTITUTE
This section deals with the existing issues faced by institutions’ management in setting up
courses related to the PM area. These issues are internal in nature. The last part deals with
the regulatory environment and the extent to which it affects the institution’s management
in taking decisions for the same. Rate them according to the following scale and write the
corresponding scale number in the box given below.
Scales: 1-Not Available; 2-Somewhat Available; 3- Available; 4-Easily Available; 5-
Very Easily Available.
A : INSTITUTE INFRASTRUCTURE
Ratings
1 2 3 4 5
1. Availability of library and e-
resources
2. Course Material
3. Classrooms
4. Laboratories
5. Computer Labs
6. Qualified faculty
7. Availability of research facilities
8. Management vision
9. Any other ( Please specify )
B : MANAGEMENT SUPPORT
1. Have there been
attempts in the past to
introduce
Yes: No:
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courses/more courses
in PM in your
institute?
2. If yes tick thedegree to which the
progress was made in
their introduction.
Negligible Initial Considerable Advanced Established
3. If interested, when
are you planning to
introduce PM courses
in the institute?
0 to 6 Mths >6
Mths to
1yr
>1 to 2 yrs > 2yrs to
3yrs
> 3 yrs
4. In your opinion,
will the introduction
of PM courses
improve the
employability of the
students?
Somewhat Fairly Good Considera
bly
Immensely
5. During recruitment,
do companies
specifically ask for
PM competencies in
the students?
If so to what extent ?
Yes:
- To some extent
- To considerable extent
- To great extent
No:
C : REGULATORY FACTORS
You are required to respond to the extent of regulatory challenges that are faced by
engineering/business institutes in the introduction of new courses. The latter part of the
questionnaire revolves around how institution's management overcomes regulatory
limitations.
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This section deals with the approximate time period in which new courses may be
introduced, after the course design is ready.
1. Tick the category in
which your institution
exists (There may be
more than one
simultaneous category)
Autonomous
Unaffiliated,
non AICTE
Univ.
Affiliated
/Univ.
Department
AICTE International Accredited
( Please
specify )
2. Academic Council /
BoS approval
0 to 6 mths >6m to 1yr >1 to 2
yrs
> 2yrs to 3yrs > 3 yrs
3. Regulatory approvals
0 to 6 mths >6m to 1yr >1 to 2
yrs
> 2yrs to 3yrs > 3 yrs
4. Recruitment and
training of faculty
0 to 6 mths >6m to 1yr >1 to 2
yrs
> 2yrs to 3yrs > 3 yrs
5. Resource building
(library/journals etc)
0 to 6 mths >6m to 1yr >1 to 2
yrs
> 2yrs to 3yrs > 3 yrs
6. Which of the above
activities takes place
simultaneously
0 to 6 mths >6m to 1yr >1 to 2
yrs
> 2yrs to 3yrs > 3 yrs
D : CURRENT POSITION OF RESEARCH IN PROJECT MANAGEMENT AREA
This section deals with the current position of PM related research in the Institution,
availability of resources and funding for the same. It also covers the factors that impede
the research / publications in PM area.
1. Have you personally been involved in
project management related research?
Yes: No:
If the answer is Yes, then tick the following option/s
1a. Funded Research ( If yes, please
specify the funding source )
1b. Own Professional Interest
If the answer is No, then tick the following option/s to state which of the following
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factors impede the research in PM area in your Institute
1c. Lack of awareness of PM as
a systematic academic and
research discipline
1d. Level of Courses Offered
1e. Availability of Literature Books Journals E-Resources Others
1f. Inadequate information regarding
sources of funding for PM Research
2. Do you/any member of the faculty haveany published work in this area?
Yes: No:
If the answer is Yes, then tick the following option/s
2a. Articles
2b. Research Papers
2c. Conference/Seminar Papers
2d. Books
3. Have you/any other member of faculty
undergone a programme / certification in
PM area?
Yes for
Program:
Yes for
Certificate:
No:
4. Would you like to state anything else ?
If yes, please specify
INTERVIEWER’S DETAILS
Name:
Signature:
Date:
Time:
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ANNEXURE 4
CORRELATION MATRIX OF FACTORS (SUBJECTS) CONTAINED IN
QUESTIONNAIRE FOR ACADEMIC INSTITUTIONS (Part III A)
The correlation matrix gives the correlation coefficient of each and every subject (factor)
with rest of the subjects (factors). If the correlation coefficient between two subjects is
very high, i.e., 0.90 or above, then both the subjects (factors) are to be treated as single
factor. Here, we check the same for selected different groups of subjects.
Part III A. MANAGEMENT AND TECHNOLOGY
A 2 0
0 . 4
0 . 2
0 . 3
0 . 4
0 . 6
0 . 5
0 . 3
0 . 5
0 . 4
0 . 5
0 . 5
0 . 6
0 . 6
0 . 6
0 . 5
0 . 4
0 . 5
0 . 4
0 . 8
1
A 1 9
0 . 4
0 . 2
0 . 3
0 . 4
0 . 6
0 . 5
0 . 5
0 . 4
0 . 4
0 . 5
0 . 5
0 . 5
0 . 6
0 . 6
0 . 6
0 . 5
0 . 5
0 . 6
1 0 . 8
A 1 8
0 . 4
0 . 3
0 . 3
0 . 5
0 . 6
0 . 4
0 . 5
0 . 4
0 . 3
0 . 3
0 . 3
0 . 3
0 . 4
0 . 5
0 . 5
0 . 6
0 . 6
1 0 . 6
0 . 4
A 1 7
0 . 5
0 . 3
0 . 5
0 . 5
0 . 5
0 . 5
0 . 4
0 . 6
0 . 5
0 . 6
0 . 6
0 . 5
0 . 5
0 . 5
0 . 7
0 . 7
1 0 . 6
0 . 5
0 . 5
A 1 6
0 . 4
0 . 3
0 . 4
0 . 5
0 . 4
0 . 5
0 . 3
0 . 6
0 . 3
0 . 6
0 . 6
0 . 6
0 . 6
0 . 5
0 . 7
1 0 . 7
0 . 6
0 . 5
0 . 4
A
1 5
0
. 4
0
. 3
0
. 4
0
. 4
0
. 5
0
. 6
0
. 5
0
. 6
0
. 5
0
. 7
0
. 7
0
. 6
0
. 7
0
. 6
1 0
. 7
0
. 7
0
. 5
0
. 6
0
. 5
A 1 4
0 . 3
0 . 3
0 . 3
0 . 3
0 . 6
0 . 5
0 . 5
0 . 5
0 . 5
0 . 4
0 . 6
0 . 6
0 . 7
1 0 . 6
0 . 5
0 . 5
0 . 5
0 . 6
0 . 6
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A 1 3
0 . 3
0 . 3
0 . 3
0 . 3
0 . 6
0 . 5
0 . 5
0 . 5
0 . 5
0 . 6
0 . 8
0 . 7
1 0 . 7
0 . 7
0 . 6
0 . 5
0 . 4
0 . 6
0 . 6
A 1 2
0 . 3
0 . 2
0 . 3
0 . 4
0 . 5
0 . 5
0 . 4
0 . 4
0 . 4
0 . 6
0 . 8
1 0 . 7
0 . 6
0 . 6
0 . 6
0 . 5
0 . 3
0 . 5
0 . 6
A 1 1
0 . 3
0 . 2
0 . 3
0 . 4
0 . 5
0 . 5
0 . 5
0 . 5
0 . 4
0 . 6
1 0 . 8
0 . 8
0 . 6
0 . 7
0 . 6
0 . 6
0 . 3
0 . 5
0 . 5
A 1 0
0 . 3
0 . 3
0 . 4
0 . 3
0 . 4
0 . 5
0 . 3
0 . 5
0 . 3
1 0 . 6
0 . 6
0 . 6
0 . 4
0 . 7
0 . 6
0 . 6
0 . 3
0 . 5
0 . 5
A 9
0 . 4
0 . 5
0 . 3
0 . 4
0 . 4
0 . 4
0 . 5
0 . 6
1 0 . 3
0 . 4
0 . 4
0 . 5
0 . 5
0 . 5
0 . 3
0 . 5
0 . 3
0 . 4
0 . 4
A 8
0 . 3
0 . 5
0 . 5
0 . 5
0 . 5
0 . 6
0 . 5
1 0 . 6
0 . 5
0 . 5
0 . 4
0 . 5
0 . 5
0 . 6
0 . 6
0 . 6
0 . 4
0 . 4
0 . 5
A 7
0 . 2
0 . 4
0 . 3
0 . 3
0 . 5
0 . 6
1 0 . 5
0 . 5
0 . 3
0 . 5
0 . 4
0 . 5
0 . 5
0 . 5
0 . 3
0 . 4
0 . 5
0 . 5
0 . 3
A 6
0 . 5
0 . 4
0 . 5
0 . 5
0 . 7
1 0 . 6
0 . 6
0 . 4
0 . 5
0 . 5
0 . 5
0 . 5
0 . 5
0 . 6
0 . 5
0 . 5
0 . 4
0 . 5
0 . 5
A 5
0 . 5
0 . 3
0 . 4
0 . 6
1 0 . 7
0 . 5
0 . 5
0 . 4
0 . 4
0 . 5
0 . 5
0 . 6
0 . 6
0 . 5
0 . 4
0 . 5
0 . 6
0 . 6
0 . 6
A 4
0 . 6
0 . 4
0 . 7
1 0 . 6
0 . 5
0 . 3
0 . 5
0 . 4
0 . 3
0 . 4
0 . 4
0 . 3
0 . 3
0 . 4
0 . 5
0 . 5
0 . 5
0 . 4
0 . 4
A 3
0 . 6
0 . 4
1 0 . 7
0 . 4
0 . 5
0 . 3
0 . 5
0 . 3
0 . 4
0 . 3
0 . 3
0 . 3
0 . 3
0 . 4
0 . 4
0 . 5
0 . 3
0 . 3
0 . 3
A 2
0 . 5
1 0 . 4
0 . 4
0 . 3
0 . 4
0 . 4
0 . 5
0 . 5
0 . 3
0 . 2
0 . 2
0 . 3
0 . 3
0 . 3
0 . 3
0 . 3
0 . 3
0 . 2
0 . 2
A 1
1 0 . 5
0 . 6
0 . 6
0 . 5
0 . 5
0 . 2
0 . 3
0 . 4
0 . 3
0 . 3
0 . 3
0 . 3
0 . 3
0 . 4
0 . 4
0 . 5
0 . 4
0 . 4
0 . 4
A 1
A 2
A 3
A 4
A 5
A 6
A 7
A 8
A 9
A 1 0
A 1 1
A 1 2
A 1 3
A 1 4
A 1 5
A 1 6
A 1 7
A 1 8
A 1 9
A 2 0
In the group of Management and Technology, the correlation coefficient of each
subject/factor with rest of the subject is below 0.90. Therefore, all the selected subjects inthis group is significant of their own capacity.
Part III B. STRATEGY, ECONOMICS AND FINANCE
B1 B2 B3 B4 B5 B6 B7 B8
B1 1.00 0.73 0.72 0.61 0.60 0.21 0.64 0.55
B2 0.73 1.00 0.76 0.71 0.65 0.23 0.65 0.64
B3 0.72 0.76 1.00 0.67 0.71 0.27 0.72 0.68
B4 0.61 0.71 0.67 1.00 0.80 0.14 0.56 0.52
B5 0.60 0.65 0.71 0.80 1.00 0.18 0.65 0.58
B6 0.21 0.23 0.27 0.14 0.18 1.00 0.17 0.38
B7 0.64 0.65 0.72 0.56 0.65 0.17 1.00 0.86
B8 0.55 0.64 0.68 0.52 0.58 0.38 0.86 1.00
Similarly, here also the correlation coefficients of each subject/factor with rest are not
more than 0.90. So, all the subjects in this group is significant.
Part III C. BEHAVIOURIAL SCIENCES AREA
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C1 C2 C3 C4 C5 C6
C1 1.00 0.66 0.57 0.66 0.53 0.59
C2 0.66 1.00 0.68 0.50 0.45 0.38
C3 0.57 0.68 1.00 0.58 0.54 0.43
C4 0.66 0.50 0.58 1.00 0.79 0.78
C5 0.53 0.45 0.54 0.79 1.00 0.81
C6 0.59 0.38 0.43 0.78 0.81 1.00
In this group also all the coefficients is less then 0.90 and they show their importance for
including this group.
Part III D. INFORMATION TECHNOLOGY
D1 D2 D3 D4 D5
D1 1.00 0.64 0.47 0.46 0.49
D2 0.64 1.00 0.72 0.39 0.54D3 0.47 0.72 1.00 0.35 0.35
D4 0.46 0.39 0.35 1.00 0.81
D5 0.49 0.54 0.35 0.81 1.00
According to the results given above, the correlation coefficients of each subject/factor
with rest factors are below 0.90. Therefore, all the subjects included in this group is
significant.
CORRELATION MATRIX OF FACTORS (SUBJECTS) IN THE SECTOR
SPECIFIC AREAS (Part III.E)
E 1 8
0 . 7
0 . 7
0 . 7
0 . 7
0 . 9
0 . 9
0 . 9
0 . 8
0 . 9
0 . 8
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
1
E 1 7
0 . 6
0 . 7
0 . 6
0 . 7
0 . 9
0 . 8
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
0 . 8
0 . 9
0 . 9
1 0 . 9
E 1 6
0 . 6
0 . 7
0 . 7
0 . 8
0 . 8
0 . 9
0 . 9
0 . 8
0 . 9
0 . 8
0 . 9
0 . 9
0 . 9
1 1 1 0 . 9
0 . 9
E 1 5
0 . 7
0 . 8
0 . 6
0 . 8
0 . 8
0 . 9
0 . 9
0 . 8
0 . 9
0 . 8
0 . 9
0 . 9
0 . 9
1 1 1 0 . 9
0 . 9
E
1 4
0
. 6
0
. 8
0
. 6
0
. 8
0
. 8
0
. 9
0
. 8
0
. 8
0
. 9
0
. 8
0
. 9
0
. 8
0
. 9
1 1 1 0
. 8
0
. 9
E 1 3
0 . 6
0 . 7
0 . 6
0 . 8
0 . 8
0 . 8
0 . 8
0 . 8
0 . 9
0 . 8
0 . 9
0 . 9
1 0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
E 1 2
0 . 6
0 . 7
0 . 6
0 . 7
0 . 8
0 . 8
0 . 9
0 . 9
0 . 9
0 . 8
0 . 9
1 0 . 9
0 . 8
0 . 9
0 . 9
0 . 9
0 . 9
E 1 1
0 . 6
0 . 7
0 . 6
0 . 7
0 . 8
0 . 9
0 . 9
0 . 9
1 1 1 0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
E 1 0
0 . 5
0 . 7
0 . 5
0 . 7
0 . 8
0 . 8
0 . 8
0 . 9
0 . 9
1 1 0 . 8
0 . 8
0 . 8
0 . 8
0 . 8
0 . 9
0 . 8
E 9
0 . 6
0 . 7
0 . 7
0 . 7
0 . 8
0 . 9
0 . 9
0 . 9
1 0 . 9
1 0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
0 . 9
E 8 0 . 6 0 . 7 0 . 6 0 . 6 0 . 8 0 . 8 0 . 9 1 0 . 9 0 . 9 0 . 9 0 . 9 0 . 8 0 . 8 0 . 8 0 . 8 0 . 9 0 . 8
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E 7
0 . 6
0 . 7
0 . 6
0 . 7
0 . 9
0 . 8
1 0 . 9
0 . 9
0 . 8
0 . 9
0 . 9
0 . 8
0 . 8
0 . 9
0 . 9
0 . 9
0 . 9
E 6
0 . 6
0 . 8
0 . 6
0 . 8
0 . 9
1 0 . 8
0 . 8
0 . 9
0 . 8
0 . 9
0 . 8
0 . 8
0 . 9
0 . 9
0 . 9
0 . 8
0 . 9
E
5
0
. 6
0
. 7
0
. 7
0
. 7
1 0
. 9
0
. 9
0
. 8
0
. 8
0
. 8
0
. 8
0
. 8
0
. 8
0
. 8
0
. 8
0
. 8
0
. 9
0
. 9
E 4
0 . 7
0 . 7
0 . 8
1 0 . 7
0 . 8
0 . 7
0 . 6
0 . 7
0 . 7
0 . 7
0 . 7
0 . 8
0 . 8
0 . 8
0 . 8
0 . 7
0 . 7
E 3
0 . 6
0 . 6
1 0 . 8
0 . 7
0 . 6
0 . 6
0 . 6
0 . 7
0 . 5
0 . 6
0 . 6
0 . 6
0 . 6
0 . 6
0 . 7
0 . 6
0 . 7
E 2
0 . 8
1 0 . 6
0 . 7
0 . 7
0 . 8
0 . 7
0 . 7
0 . 7
0 . 7
0 . 7
0 . 7
0 . 7
0 . 8
0 . 8
0 . 7
0 . 7
0 . 7
E 1
1 0 . 8
0 . 6
0 . 7
0 . 6
0 . 6
0 . 6
0 . 6
0 . 6
0 . 5
0 . 6
0 . 6
0 . 6
0 . 6
0 . 7
0 . 6
0 . 6
0 . 7
E 1
E 2
E 3
E 4
E 5
E 6
E 7
E 8
E 9
E 1 0
E 1 1
E 1 2
E 1 3
E 1 4
E 1 5
E 1 6
E 1 7
E 1 8
In this Sector Specific Group, we included 18 sectors, but the results given above, show
that the correlation coefficients of so many sectors with other sectors are greater than 0.90.
For example, the correlation coefficient of the sector Oil & Gas and Telecom is 0.92,
which means that they are highly correlated and for the further analysis we can not treat
them as different sectors. There are so many similar results in this correlation matrix.
ANNEXURE 5
QUESTIONNAIRE FOR EXECUTIVES
This is a pioneering effort being carried out for the first time in India to find out the
factors that are aiding or hindering the establishment of project management curricula in
our technical and business management institutions.
Based on secondary research of developed countries, a major finding that emerges is that
project management as a scientific discipline is deeply entrenched in the educational fabric
of these countries; as also amongst popular psyche thus earning them an appellation of
being ‘ project-oriented societies’. A major reason for this may be attributed to project
management being included as necessary curricula in all streams of education.
Universally, governments, large private corporations, and non-governmental organizations
practice the ‘projects’ approach to fulfill their targets and goals. If so be the case, project
management as a discipline would have had a much higher acceptance by the industry and
Project Management (PM) courses would have been taught in India’s technical and
business schools. The study from the point of view of educational institutions is to
determine the factors that affect the inclusion of project management curricula.
Survey Instructions
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The survey is divided into four parts. The first part asks for your background information.
The second part aims at discovering your general opinion on project management (PM)
curricula. The third part aims to identify any distinguishing factors that characterize the
specific PM curriculum development. The fourth part deals with finding out about the
existing educational infrastructure available with institutions and also managementsupport available to the institutions to establish new courses. Also covered are regulatory
aspects that affect the decision-making and launch of new curricula. For every question,
you are asked to provide a tick/score as per your opinion.
This research does not involve any sensitive issues. It is designed to gather information
based on your personal experience, knowledge and opinion alone. It will not be taken to
represent or reflect your institution’s view-points. The information provided will be kept
strictly confidential and will be used solely for the purposes of this research. If you have
any comments or enquiries, please contact Dr. Mona N. Shah at [email protected] or
020 27291342/ 65102745.
Thank you for your interest.
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PART I A
RESPONDENT'S PARTICULARS
Name
Name of Institution
Designation
Address of institution
Tel (O):
Mobile No.
Fax (O):
Email Office
Personal
How many years of
work experience do youhave?
Years:
Would you agree if we
acknowledge you in our
report for your
contribution and
assistance in the survey?
If yes, kindly give
Personal name:
Organization’s name:
When did you complete
your graduation/post
graduation course?
Degree earned Year Univ/ Institute
At that time were there
any courses that were
offered in your
institution related to
Yes No Some topics taught
(please mention)
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4) Year of teaching:
5) No. of sessions taught:
6) If any test/evaluation was conducted after
teaching:
For more than one institution/module/course, please fill out the rest of the details in thespace provided at the end of the form.
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PART II
PROJECT MANAGEMENT CURRICULUM
Given below are the set of subject areas essential to develop PM competencies among
management executives. Rate them according to the following scale and write the
corresponding scale number in the box given below.
Scales: 1-Not Important; 2-Somewhat Important; 3-Important; 4-Very Important; 5-
Extremely Important.
A : MANAGEMENT AND TECHNOLOGY
Ratings
1 2 3 4 5
1. Operations Management for Projects.
2. Planning, Scheduling, Monitoring and
Control Techniques
3. Statistical Methods for Project Analysis
4. Operations Research for Projects
5. Project Quality Management
6. Health/Safety/Environment in Projects
7. Cost Estimation and budgeting
8.Accounting and Control Systems
9. Quantity Surveying and Estimation
10. Projects Marketing
11. Project Site and Equipment
Management.
12. Project Procurement & Materials
Management
13. Contract Management
14. Process
Design./Engineering/Testing/Commissioning
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15. Facilities Engineering and Management
16. Logistics & Supply Chain Management
17. Transportation Management
18. Technology and Engineering
Management
19. Project Formulation and Appraisal
20. Project Engineering
21. Any other ( Please specify )
B: BEHAVIOURAL SCIENCES AREA
Ratings
1 2 3 4 5
1. Project Organization and Structure
2. Managerial Skills for Projects
(Communication, Leadership, Team
Building, Negotiation, other soft skills)
3. Human Resources Management in
Projects
4. Industrial/Labour Relations
5. Conflict Management
6. Diversity Management
7. Any other ( Please specify )
C : INFORMATION TECHNOLOGY
Ratings
1 2 3 4 5
1. PM software-Primavera, MSP, GIS /
GPS for Project Management
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2. Enterprise Resource Planning (ERP)
3. e-Business Applications
4. Engineering Software (Auto-Cad,
Staadpro, Estm8, Ansys, Auto-Revit,
3D-Max, Calquan)
5. Excel / SPSS / DBMS
6. Any other ( Please specify )
D : SECTOR SPECIFIC
Score
1 2 3 4 5
1. Information Communication
Technology (ICT)
2. Telecom
3. Research and Development
4. Space Exploration
5. Technology
6. Defense
7. Roadways
8. Railways
9. Civil Aviation
10. Ports
11. Shipbuilding
12. Urban Infrastructure
13. Mega Property Developments
14. Petrochemicals
15. Chemical Engineering
16. Oil and Gas Exploration
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17. Services
18. International Project Management
19. Any other ( Please specify )
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PART III
CHANGES IN WORK PERFORMANCE AFTER COMPLETION OF PROJECT
MANAGEMENT PROGRAMME
These issues are internal in nature. This part deals with the extent of difference PM
training has made to you in your workplace. Rate the factors listed below according to the
following scale and write the corresponding scale number in the box given below.
Scales: 1-Not Helped; 2- Somewhat Helped; 3- Helped; 4-Helped Substantially; 5-
Helped Immensely.
A : STRATEGIC PROJECT OVERVIEW
Ratings
1 2 3 4 5
1. To get an integrated view of the
project
2. Role clarity
3. Work Breakdown Structure and
Responsibility mapping
4. Understanding the exact placement
of a project in the overall corporate
strategy
5. Importance of Earned Value of a
project to the company
6. Understanding project profitability
7. Importance of Human relations andConflict management in project
success
8. Management vision
9. Any other ( Please specify )
B : PROJECT SKILLS OVERVIEW
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1.Importance of Project
Planning/Scheduling/Execution
2. Importance of Monitoring &
Control
3. Importance of Contract
Management
4. Project Risk Management
5. Project Costing
6. Importance of
Health/Safety/Environment
7. Quality Management
8. Communication and Soft
Skills
Please Tick In The Appropriate Box/S
1. How did
PM
Training
help in
your
profession?
Remuneration Incentive Responsibility Promotion Decision-
making
Power
Better
Interpersonal-
relation &
conflict
resolutions.
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PART IV
CURRENT POSITION OF PROJECT MANAGEMENT IN INDIA
This section deals with your opinion regarding the current position of PM related
education offered in the academic institutions.
To what extent in your opinion are the factors given below affecting PM education from
taking root in India. Rate them according to the following scale and write the
corresponding scale number in the box given below.
Scales: 1-Not Important; 2-Somewhat Important; 3-Important; 4-Very Important; 5-
Extremely Important.
Ratings
1 2 3 4 5
1. Lack of awarenessamongst students andeducators.
2. Lack of trainedinstructors at theundergraduate and
postgraduate level.
3. Being a practical field itcannot be ‘taught’ in theclassroom.
4. Mastery comes onlyfrom practical experience.
5. Prior knowledge notessential in working in
this field.
INTERVIEWER’S DETAILS
Name:
Signature:
Date:
Time:
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PART IB
Have you been involved as a project team
member/leader in a project in any of the
following areas? (Tick the appropriate choice)
Conceptualisation
Design
Planning
Engineering
Execution
Commissioning
Please state the
1) name of project
2) size in rupees
3) year of starting
4) year of completion
5) client
6) your role in the project team
7) period of involvement in project
8) major techniques you used for e.g.
PERT/CPM/Decision tree/ Fish
bone/Arrow Diagram
9) major skills you found useful
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PART IC
Have you been invited to teach Project
Management by any college /institute /In-
house management training centre. If so,
please mention
1) Course/ Module taught:
2) College/Institute/In house MDP centre:
3) Class for which taught:
4) Year of teaching:
5) No. of sessions taught:
6) If any test/evaluation was conducted after teaching:
ANNEXURE 6
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QUESTIONNAIRE FOR HUMAN RESOURCE MANAGERS
This is a pioneering effort being carried out for the first time in India to find out the
factors that are aiding or hindering the establishment of project management curricula in
our technical and business management institutions.
Based on secondary research of developed countries, a major finding that emerges is that
project management as a scientific discipline is deeply entrenched in the educational fabric
of these countries; as also amongst popular psyche thus earning them an appellation of
being ‘ project-oriented societies’. A major reason for this may be attributed to project
management being included as necessary curricula in all streams of education.
Universally, governments, large private corporations, and non-governmental organizations
practice the ‘projects’ approach to fulfill their targets and goals. If so be the case, project
management as a discipline would have had a much higher acceptance by the industry and
Project Management (PM) courses would have been taught in India’s technical and business schools. The study from the point of view of educational institutions is to
determine the factors that affect the inclusion of project management curricula.
Survey Instructions
The survey is divided into four parts. The first part asks for your background information.
The second part aims at discovering your general opinion on project management (PM)
curricula. The third part aims to identify any distinguishing factors that characterize the
specific PM curriculum development. The fourth part deals with finding out about the
existing educational infrastructure available with institutions and also managementsupport available to the institutions to establish new courses. Also covered are regulatory
aspects that affect the decision-making and launch of new curricula. For every question,
you are asked to provide a tick/score as per your opinion.
This research does not involve any sensitive issues. It is designed to gather information
based on your personal experience, knowledge and opinion alone. It will not be taken to
represent or reflect your institution’s view-points. The information provided will be kept
strictly confidential and will be used solely for the purposes of this research. If you have
any comments or enquiries, please contact Dr. Mona N. Shah at [email protected] or
020 27291342/ 65102745.
Thank you for your interest.
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PART I
RESPONDENT'S PARTICULARS
Name
Name of Organization
Designation
Address of institution
Tel (O):
Mobile No.
Fax (O):
Email Office
Personal
Has your organization in the past
sent employees for PM related
training?
Yes: No:
If yes, sincewhen has this
been done?
0- 5 years >5-10 years >10-15
years
>15 years
What is the
nature of the
employees sent
for this training?
Only
Technical
Technical
and Non-
technical
Operational
staff
Managerial
Of what level
are these?
Supervisory Junior
managers
Middle level
managers
Senior level
PART II
Given below are the set of Project Management (PM) related fields essential to
develop PM competencies. Rate them according to the following scale and write the
corresponding scale number in the box given below.
Scales: 1-Not High; 2-Somewhat High; 3-High; 4-Very High; 5-Extremely High.
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A:
What is the need for PM related
fields in the company?
1 2 3 4 5
1. Stipulation In The Contract
2. Improving Effectiveness Of
Project Operations
3. Understanding Global Projects
4. Perceived Gains From Such
Training
5. Human Resource Development
For Better Performance
6. Employee Retention
7. Career Development
8. Prerequisite For Project Based
Organizations Such As Yours
9. Improves Ability To Bid For
Complex Projects
10. Improves Ability To Execute
Complete Projects
11. Improves Ability To Monitor
And Control Projects12. Improves Ability To Plan
Projects
13. Improves Ability To Manage
Contracts In Projects
14. Improves Ability To Deliver
Projects In Right Time, Right
Costs And Right Quality
15. Improves Any Other Ability,
Please Specify
B:
1. Which type
of training
method is
preferred by
your
organization?
(Tick in the
On the
job
training
In class training
(for e.g. in house
training sessions)
In class training
with on the job
projects
Comprehensive
Degree /
Diploma level
training
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space
provided)
2. What
predominant
outcome is
sought after
the training?
(Tick in the
space
provided)
Building
knowledge
base of
trainees
Building
skills
base
Building a
set of
competencies
Building the right attitudes of
the employees towards their
jobs
C: Which Of The Levels Of PM Training Is Most Preferred In YourOrganization?
Level of training/
Level of employee
Operatives Supervisory
Middle level
managers
Junior
managers
Senior level
1. Elementary
2. Basic
3. Advanced
4. Strategic
5. Any other (specify)
D: Rate The Costs Of PM Related Training In India On A Scale Of 1-5.
1- Least expensive, 2- fairly expensive, 3- expensive, 4 – quite expensive, 5 –
highly expensive
Type of Cost 1 2 3 4 5
1. Trainer’ssalary andtime
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2. Trainees’salaries andtime
3. Materials for training
4. Expenses for trainers
5. Expenses for trainees
6. Cost of facilities andequipment
7. Lost productivity
E: Rate The Benefits Of PM Related Training In India On A Scale Of 1-5.
1- Least beneficial, 2- fairly beneficial, 3- beneficial,, 4 – quite beneficial, 5 – highlybeneficial
Benefits 1 2 3 4 5
1. Increase in production/performance
2. Reduction in errorsand improvement of safety standards
3. Employee Retention
4. Less supervisionnecessary
5. Ability to use newskills and capabilities
6. Improved delivery performance in terms of cost, time and quality
7. Attitude changes
8. Growth of business
opportunities
F: Express Your Opinion On The Efficacy Of Training Imparted By The Following
Training Entities On Scale Of 1-5.
1- Least efficacious, 2- fairly efficacious, 3- efficacious, 4- quite efficacious, 5 – most
efficacious
Training entity 1 2 3 4 5
1. Technical/businessinstitute
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2. Independent trainer
3. Certified franchiseetrainer
4. Internationally
certified trainers5. In-house trainers
6. Self-training
G: Please Mention The Names Of Upto 5 Training Institutes Where You Regularly
Send Employees For Training.
Sr.
No.
Name of
institute
Name/area
of TrainingProgramme
Training for Duration
(Tick in the space provided) Workmen Supervisors Middle
mgt.
Sr.
mgrs
1.
2.
3.
4.
5.
H: If PM Training Of Your Employees Was Accompanied By An International
Accreditation Would It Be More Valuable And Beneficial To Your Organization?
□ Yes
□ No
□ Maybe
INTERVIEWER’S DETAILS
Name:
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Signature:
Date:
Time:
ANNEXURE 7
MODEL COURSE CURRICULUM DESIGNS IN UNDERGRADUATE
PROGRAMMES OF TECHNICAL AND BUSINESS MANAGEMENT SCHOOLS
In this section some suggested outlines and curricula for offering PM courses at various
levels like Basic, Advanced and Proficiency, for engineering, general management and
working executives have been described. Various degrees of experience and prior
exposure to PM of the students have been considered to arrive at the model course
outlines.
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1. PROJECT MANAGEMENT ESSENTIALS IN ENGINEERING
• Course Objective: To introduce the engineering students to the discipline of PM
in industry and application of PM skills to improve performance on projects.
• Student Profile: This is suggested as an Introductory (Level 1) course and the
target audience is students undergoing engineering courses having no formal
background in project management
• Course Mix: All compulsory with a total of 10 subjects to be covered over an
annual academic calendar
S. No. Subject Description
1 Role of PM Department in Engineering Companies
2Project Planning, Network Scheduling, and Monitoring
Techniques
3 Introduction to Project Management Software
4 Basics in Procurement, Tendering, Bidding, Contracting
5Project Equipment Purchase, Stores and Inventory
Management
6 Project Quality
7 Project Safety, Health and Environment
8 Project Site Management and Control
9 Basics of Project Cost Accounting
10 Integrated Project Workshop - Assignments
11 Tests and assessments
• Course Duration: One academic calendar year.2. PROJECT MANAGEMENT ESSENTIALS IN GENERAL
MANAGEMENT
• Course Objective: The objective of this course is to provide all students with
essential PM skills that can be applied across all sectors to plan, schedule,
implement and control projects.
• Student Profile: This is suggested as an Introductory (Level 1) course, and the
target audience is students undergoing General Management Programmes with
some or no prior work experience.
• Course Mix: A mix of compulsory and electives subjects with a total of 10
courses based upon the educational background of the student i.e. non-technical and technical.
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S. No. Subject Description
1 Key People Skills for Project Managers
2 Role of PM in Organisations
3 Project Costing & Funds Management4 Project Planning, Scheduling, Monitoring and Controlling
5 Introduction to Project Management Software
6 Organising for Project Management
7 Project Safety Management
8 Project Quality Management
9Basics of Tendering, Bidding, Contracting, Procurement
and Claims Management
10* Project Site Management and Control
11* Equipment Management
12* Role of PM Department in Engineering Companies
13 Legal and Taxation Aspects of Projects
14 Innovation and Managing Project Life Cycle
15 Project Portfolio Management
16 Tests and Assessments- Assignments
*(may be offered only to students with technical background)
• Course Duration: Spread over one to two academic terms.
MODEL COURSE CURRICULUM DESIGNS PROGRAMMES FOR WORKING
EXECUTIVES
1. PROGRAMME FOR PRACTISING EXECUTIVES (MIDDLE LEVEL)
•
Course Objective: The objective of this course is to provide the participantswith essential PM skills to plan, implement and control projects efficiently.
• Participant Profile: This is suggested as a Level 2 course and the target
audience is project personnel with 3 – 6 years of experience and having no
formal qualification in project management.
• Course Mix: An integrated mix of subjects for all participants
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S. No. Subject Description
1. Project Design, Scope and Engineering
2. Project Procurement
3. Project Planning, Scheduling and Monitoring Techniques
4. Project Cost Accounting and Control
5. Basics of Project Finance
6. Project Risk Management
7. Contracts and Claims Management in Projects
8. Project Safety Management
9
. Project Quality Management
10.
Project Equipment and Materials Management
11.
Project HR and People Skills
12.
Project Site, Documentation and Close Out Management
13.
Case Analyses
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14.
Tests and Assessments
• Course Duration: Spread over 2 weeks with 15 sessions per week.
2. PROGRAMME FOR PROJECT LEADERS (MID TO SENIOR LEVEL)
• Course Objective: The objective of this course is to provide participants with
essential PM skills to independently lead projects of large and complex
magnitude.
•
Participant Profile: This is suggested as a Level 3 course and the targetaudience is project personnel with 6 – 10 years of experience and having no
formal qualification in project management.
• Course Mix: An integrated mix of subjects for all participants.
S. No. Subjects
1. Pro ject Organization and Human Resource Issues
2. Project Procurement and Negotiation Skills
3. Project Operations (I) -Advanced PM Integration – WBS, Impacted schedules and CPM after Crashing.
4. Project Operations (II)- Advanced PM Integration -
WBS, Impacted Monitoring for Productivity and CTC
5. Project Risk Management
6. Project Quality, Health, Safety, Environment
( HSE ) Management
7. Project Finance Management
8. Legal, Taxation and Claims Issues in Contract
Management
9. Conflict Resolution10. Strategic Management of Projects Business
11. Leadership Role in Integrated Management of
Multiple, Large, Complex Multi Location Projects
12. Tests Assessments – Case Analysis
• Course Duration: Spread over 2 weeks with 15 sessions per week.
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3. PROGRAMME FOR SENIOR LEVEL EXECUTIVES OF PROJECT
COMPANIES
• Course Objective: To enable participants to appreciate the strategic business
contexts of projects and formulate plans for growth, expansion and
diversification for project based companies.
• Participant Profile: This is suggested as a Level 4 course and the target
audience is project personnel with more than 6 – 10 years of experience and
having no formal qualification in project management.
• Course Mix: An integrated mix of subjects for all participants.
S. No. Subject Description
1. Leadership in Project Organisations
2. Public Policy and Macro-Economic Environment
3.Advanced Project Operations Management
4.International Project Management – Issues in multi-
country projects5. Project Risk Management
6. Global Procurement, SCM and TechnologyManagement for Projects
7. Project Finance Management
8. Conflict Resolution
9.Project Portfolio Analysis
10.Innovation and New Project Development
11.Case Analysis
Course Duration: Spread over 4 weeks with extensive case analysis and discussions
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ANNEXURE 8
MASTER DATABASE FILE OF PRIMARY DATA
Chapter 4
Data Analysis Of Survey Of Technical And Business Institutions In India
Table 2: Category Of Institutions (Fig 2)
Type of Colleges Frequency Percentage
Government 21 25.93
Private 60 74.07
Table 3: Graph Showing Region Wise Distribution Of The Academic Institutions
(Fig 3)
Region wiseDistribution of the Institutions Frequency Percentage
North 16 19.75
South 26 32.10
East 5 6.17
West 21 25.93
Central 13 16.05
Table 4: Experience Of Responding Faculty (Fig 4)
Total Experiencein Years Frequency Percentage
upto 5 years 0 0.00
06 to 10 9 11.1111 to 15 11 13.58
16 to 20 19 23.46
21 to 25 16 19.75
26 to 30 15 18.52
31 to 35 3 3.70
36 to 40 5 6.17
Above 40 3 3.70
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Table 5: Experience In Curriculum Development (Fig 5)
Total Experience in Years
in curriculum development Frequency Percentageupto 5 years 19 23.75
06 to 10 20 25.00
11 to 15 25 31.25
16 to 20 9 11.25
21 to 25 5 6.25
26 to 30 2 2.50
Table 6: Perception Of The Current Status Of PM Education In India (Fig 6)
Level Frequency PercentagePoor 19 23.46
Fair 40 49.38
Good 21 25.93
Very good 1 1.23
Table 7: Attempts At Introducing PM In The Curriculum (Fig 7)
Frequency Percentage
Yes 66 81.48
No 15 18.52
Table 8: Level At Which PM Courses Have Been Introduced (Fig 8)
Level Frequency Percentage
Under graduate 49 50.52
Post graduate 38 39.18
AdvancedLevel 3 3.09
ResearchLevel 6 6.19
Certificate 1 1.03
Table 9: Type Of PM Related Course (Fig 9)
Type of
Course Frequency Percentage
Elective 49 50.00
Com pulsory 49 50.00
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Table 10: Intensity Of The Course (Fig 10)
Intensity Frequency Percentage
Elementary 25 30.86
Intermediate 41 50.62
Advanced 15 18.52
Table 11A: Essentiality Of PM In Various Types Of Institutions (Fig 11)
C. Engineering Course (A)
Frequency Percentage
Somewhat 2 2.47
Fairly 0 0.00
Essential 9 11.11
Very 30 37.04
Absolutely 40 49.38
D. Management Course (B)
Management Frequency Percentage
Somewhat 2 2.53
Fairly 0 0.00
Essential 5 6.33
Very 24 30.38Absolute 48 60.76
E. Specialised Courses
Ci: Architecture Course (Fig 11 Ci)
Architecture Frequency Percentage
Somewhat 0 0.00
Fairly 1 1.27
Essential 12 15.19
Very 25 31.65
Absolute 41 51.90
Cii: Planning And Design (Fig 11 Cii)
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Planning
and design Frequency Percentage
Somewhat 0 0.00
Fairly 0 0.00
Essential 8 10.26
Very 23 29.49
Absolute 47 60.26
Ciii: Infrastructure Development (Fig 11 Ciii)
Essential Frequency Percentage
Somewhat 0 0.00
Fairly 0 0.00
Essential 8 10.26
Very 23 29.49Absolute 47 60.26
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A. Table 12A: Ratings Of Subject Areas In Management And Technology (Fig 12A)
Revised
AR 1
AR 2
AR 3
AR 4
AR 5
AR 6
AR 7
AR 8
AR 9
AR10
AR11
AR12
AR13
AR14
AR15
AR16
AR17
AR18
AR19
AR20
NotImportant 0 0 0 1 1 0 0 2 1 2 1 1 2 2 1 1 2 2 1 1
SomewhatImportant 1 1 4 2 2 6 7 7 8 7 9 10 11 8 13 7 14 6 6 9
Important 31 17 23 20 18 24 20 38 31 34 29 27 25 23 43 35 35 25 30 22
VeryIm portant 39 48 40 42 37 46 39 31 40 41 33 36 37 34 36 36 31 45 45 42ExtremelyImportant 29 33 33 36 42 23 34 21 20 15 28 26 25 33 8 21 18 22 18 26
A. Table 12B: Level Of Teaching Of Subject In Management And Technology (Fig 12B)
AL1 AL2 AL3 AL4 AL5 AL6 AL7 AL8 AL9 AL10 AL11 AL12 AL13 AL14 AL15 AL16 AL17 AL18 AL19 AL20
Certificate 2 1 0 1 2 2 1 2 2 1 2 2 2 1 2 2 1 0 1 1
UG 38 35 30 28 24 32 34 26 31 23 30 23 21 21 28 29 26 22 20 24PG 53 50 57 49 56 53 50 59 54 57 54 57 60 57 57 51 61 59 59 56
Advanced 5 8 8 13 11 10 10 7 7 12 12 17 14 13 6 10 6 9 13 9AppResearch 2 6 4 7 8 2 4 6 6 6 2 2 4 7 6 8 6 10 7 10
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B. Table 13A: Ratings Of Subject Areas In Strategy, Economics And Finance (Fig
13A)
BR1 BR2 BR3 BR4 BR5 BR6 BR7 BR8
Not Im portant 1 2 1 1 1 1 1 2SomewhatImportant 7 6 6 6 6 8 12 11
Important 26 25 27 24 24 22 30 27
Very Important 35 47 35 38 35 32 34 33
ExtremelyImportant 31 20 31 30 34 38 23 26
B. Table 13B: Levels Of Subject Areas In Strategy, Economics And Finance (Fig
13B)
BL1 BL2 BL3 BL4 BL5 BL6 BL7 BL8
Certificate 2 2 0 1 2 1 1 0
UG 35 24 24 25 20 24 25 23
PG 53 64 64 63 69 66 63 63
Advanced 7 8 7 7 4 4 9 9
AppResearch 2 2 5 4 5 5 2 4
C. Table 14 A: Ratings Of Subject Areas In Behavioural Sciences Area (Fig 14A)
CR1 CR2 CR3 CR4 CR5 CR6
Not Im portant 1 1 1 2 2 3
SomewhatImportant 6 4 4 5 8 11
Important 31 18 29 40 43 36
Very Important 53 61 46 51 46 44
ExtremelyImportant 9 16 20 2 0 7
Average 3.63 3.87 3.80 3.46 3.33 3.44
C. Table 14 B: Levels Of Subject Areas In Behavioural Sciences Area (Fig 14B)
CL1 CL2 CL3 CL4 CL5 CL6
Certificate 1 1 1 2 1 1
UG 31 27 24 30 24 26
PG 62 60 63 59 63 57
Advanced 6 11 10 6 0 13
AppResearch 0 2 2 2 12 2
Average 2.73 2.89 2.88 2.73 2.98 2.86
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Table 15 A: Ratings Of Subject Areas In Information Technology (Fig 15A)
DR1 DR2 DR3 DR4 DR5
Not Important 1 1 2 1 0
Somewhat
Important 1 6 8 3 4Im portant 22 27 32 20 20
Very Important 39 49 50 29 28
ExtremelyImportant 37 16 9 47 48
Average 4.10 3.70 3.59 4.18 4.20
D. Table 15b: Level Of Subject Areas In Information Technology (Fig 15b)
DL1 DL2 DL3 DL4 DL5Certificate 2 1 1 2 1
UG 38 33 33 39 38
PG 52 55 57 55 49
Advanced 5 9 6 4 9
AppResearch 2 2 3 0 2
Average 2.64 2.78 2.77 2.61 2.70
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D. Table 16A: Ratings Of Sector Specific Importance Of PM (Fig 16A)
ER1 ER2 ER3 ER4 ER5 ER6 ER7 ER8 ER9 ER10 ER11 ER12 ER13 ER14 ER15 ER16 ER17 ER18
NotImportant 1 4 2 4 3 3 3 4 4 5 5 2 3 4 4 4 4 2SomewhatImportant 19 22 16 13 16 18 18 16 19 19 15 17 13 16 18 15 17 13
Important 35 40 36 39 27 33 31 32 26 32 31 31 33 31 30 29 30 35VeryImportant 30 15 21 26 30 16 22 16 25 21 23 12 17 18 21 18 21 18
ExtremelyImportant 15 19 24 19 25 30 27 32 26 24 26 39 34 31 27 33 29 32
Averagwe 3.39 3.23 3.46 3.46 3.61 3.52 3.55 3.56 3.5 3.43 3.5 3.72 3.66 3.56 3.49 3.58 3.57 3.65
E. Table 16B: Levels Of Sector Specific (Fig 16b)
EL1 EL2 EL3 EL4 EL5 EL6 EL7 EL8 EL9 EL10 EL11 EL12 EL13 EL14 EL15 EL16 EL17 EL18
Certificate 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1
UG 18 16 13 15 11 14 12 11 12 12 14 10 12 12 13 13 10 10
PG 28 26 25 22 25 24 19 16 23 21 21 15 17 17 18 19 24 15
EL1 EL2 EL3 EL4 EL5 EL6 EL7 EL8 EL9 EL10 EL11 EL12 EL13 EL14 EL15 EL16 EL17 EL18
Advanced 26 33 31 24 28 24 24 27 27 20 15 26 20 17 19 19 22 22AppResearch 27 25 30 38 35 36 43 45 38 46 49 47 50 53 49 48 42 52
Average3.6
13.6
83.7
63.8
33.8
53.7
73.9
34.0
43.9
2 3.98 3.97 4.05 4.06 4.09 4.02 4.00 3.92 4.14
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Table 17: Ratings Of Institute’s Infrastructure (Fig 17)
IR1 IR2 IR3 IR4 IR5 IR6 IR7 IR8
Not Available 3 2 0 1 1 3 2 2
SomewhatAvailable 11 15 7 9 6 12 17 11
Available 20 18 21 26 27 17 26 13
Easy Available 28 37 34 37 39 27 20 30
Very EasilyAvailable 38 28 38 27 28 42 35 44
Average 3.87 3.74 4.03 3.80 3.90 3.96 3.69 4.03
Table 18: Earlier Attempts Of Institutions To Introduce PM Courses (Fig 18)
Yes No
52 29
Table 19: Progress Of Introduction Of PM Courses (Fig 19)
Ratings Percentage
Negligible 23.73
Initial 20.34Considerable 40.68
Advanced 15.25
Established 0.00
Table 20: Impact Of PM Courses On Employability Of Students (Fig 20)
Somewhat Fairly Good Considerably Immensely
3 4 21 32 21
Table 21: Company Specifically Looking For PM Competency In Students (Fig 21)
Some
ExtentConsiderable Great
No
Impact
19 38 13 9
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Table 22: Category Of Institutions (Fig 22)
Category frequency Percentage
Autonomous 12 11.54
University
Affiliated 25 24.04AICTE 45 43.27
InternationalAffiliation 1 0.96
Accredited 21 20.19
Table 23: Academic Council Approval (Fig 23)
Years Percentage
Upto 6Months 13.70
> 6 - 12Months 30.14
> 1 - 2 Years 19.18
> 2 - 3 Years 12.33
> 3 Years 24.66
Table 24: Regulatory Approval (Fig 24)
Years PercentageUpto 6 Months 12.33
> 6 - 12 Months 38.36
> 1 - 2 Years 23.29
> 2 - 3 Years 13.70
> 3 Years 12.33
Table 25: Resources Building (Fig 25)
Years Percentage
Upto 6Months 26.32
> 6 - 12Months 39.47
> 1 - 2Years 19.74
> 2 - 3Years 7.89
> 3 Years 6.58
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Table 26: Recruitment And Training Of Faculty (Fig 26)
Years Percentage
Upto 6 Months 17.33
> 6 - 12 Months 37.33
> 1 - 2 Years 26.67> 2 - 3 Years 10.67
> 3 Years 8.00
Table 27: Involvement In Project Management Research (Fig 27)
Yes No
28 53
Table 28: Funded Research (Fig 28)
YES NO NA
17 60 4
Chapter 5
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Data Analysis Of Survey Of Working Executives Employed In Project-Based
Companies In India
Table 29: Years Of Experience Of The Working Executives (Fig 29)
Total
Experience Frequency Percentage
Less than 5years 28 37.84
6-10 years 19 25.68
11-15 years 12 16.22
16-20 years 8 10.81
21-25 years 4 5.41
more than 25years 3 4.05
Table 30: Institutes Teaching PM Related Curriculum (Fig 30)
PM training
being offered Frequency Percentage
Yes 15 25
No 45 75
Table 31: Executives With Prior PM Related Training (Fig 31)
PM Training Frequency Percentage
Yes 10 11
No 78 89
Table 32: Value Of Projects In Rupees (Fig 32)
Total size of
the Project in
Rs Frequency PercentageLess than 100
crores 14 23.73
100-200 crores 22 37.29
200-300 crores 5 8.47
300-400 crores 9 15.25
Above 400crores 9 15.25
Table 33: Tools And Techniques Used On Projects (Fig 33)
Major Techniques Used Freque Percentage
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During Projects ncy
Primavera 2 4.08
CPM/ PERT 32 65.31
Arrow Diagram 10 20.41
Fish Bone Diagram 3 6.12
MS Projects 2 4.08
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Table 34: Subject wise Ratings For Management And Technology Area (Fig 34)
A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13 A14 A15 A16 A17 A18 A19 A20
NotImportant
0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0
Somewha
tImportant
1 0 3 10 1 1 0 2 1 6 1 1 0 1 9 4 7 2 2 1
Important 26 5 33 34 14 15 5 17 10 29 13 14 14 21 35 26 31 25 25 19
VeryImportant
38 22 42 43 45 34 35 44 36 35 46 46 42 37 42 50 40 43 44 48
ExtremelyImportant
35 73 22 13 40 50 60 38 53 29 40 40 44 41 14 19 21 29 29 32
3.85
4.60
3.66
3.37
4.09
4.19
4.46
4.00
4.26
3.52
4.10
4.11
4.16
3.96
3.41
3.63
3.50
3.83
3.82
3.95
Table 35: Subject Wise Ratings For Behavioural Sciences Area (Fig 35)
B1 B2 B3 B4 B5 B6
Not Important 0 0 0 0 0 0
SomewhatImportant 0 0 1 3 5 8
Im portant 17 8 19 26 27 32
Very Important 55 32 52 42 44 47ExtremelyImportant 28 61 28 30 24 13
4 4.425 3.95 3.8 3.67088 3.443038
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6Table 36: Subject Wise Ratings For Information Technology Area (Fig 36)
C1 C2 C3 C4 C5
Not Important 0 0 0 1 0
SomewhatImportant 1 2 7 3 1
Important 14 17 29 26 17
Very Important 36 29 38 34 36ExtremelyImportant 49 51 25 37 46
4.1875 4.0753.53846
23.77215
2 4.088608
Table 37: Ratings For Importance Of PM Education In Sector Specific Areas (Fig 37)
D1 D2 D3 D4 D5 D6 D7 D8 D9 D10 D11 D12 D13 D14 D15 D16 D17 D18
NotImportant
0 0 0 1 0 1 0 0 1 0 1 0 0 0 1 0 0 0
SomewhatImportant
4 8 5 12 1 11 2 3 5 6 7 3 5 6 12 5 5 4
Important 30 25 35 28 27 35 16 17 18 26 38 21 28 29 31 34 27 26
VeryImportant
44 52 37 42 36 34 47 43 49 39 33 42 34 42 36 39 43 33
ExtremelyIm portant
22 15 22 16 35 19 35 37 28 30 22 34 33 23 19 21 24 37
3.61
3.51
3.53
3.28
3.85
3.30
3.99
3.92
3.71
3.65
3.42
3.85
3.70
3.56
3.27
3.56
3.66
3.79
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Chapter 6
Data Analysis Of Survey Of Human Resource Managers Employed In Project-Based
Companies In India
Table 42: Companies With Prior PM Training Record (Fig 42)
Yes 95
No 5
Table 43: Inception Of PM Training In Companies (Fig 43)
0-5 Yrs 5-10 Yrs 10-15 Yrs >15 Yrs
63 26 5 5
Table 44: Category Of Employees Sent For PM Training (Fig 44)
Only TechnicalTechnical & NonTechnical Operational Staff Managerial
7 30 24 39
Table 45: Level/ Grade Of Managers Chosen For PM Training (Fig 45)
Supervisory Junior ManagersMiddle LevelManagers Senior Level
12 22 34 32
Table 46: Factors Considered On A Scale Of Essentiality In PM Training (Fig 46)
1 2 3 4 5 6 7 8 9 1
0
1
1
1
2
13 1
4
15
Not High 5 0 5 0 0 0 0 0 0 0 0 0 0 0 0
Somewhat
High 5 5 5 5 15 5 0 0 5 0 0 0 5 0 0High
30 25 15 15 10 10 20 20 3025
15 5 15
10 12
VeryHigh 45 50 40 45 50 50 40 40 25
30
55
65 40
40 41
ExtremelyHigh 15 20 35 35 25 35 40 40 40
45
30
30 40
50 47
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Table 47: Type Of Training (Fig 47)
Training Method Percentages
On Job 28
In House Training 41
In Class Training with on Job Projects 28
Comprehensive Degree/ Diploma levelTraining 3
Table 48: Predominant Outcome Of The Training (Fig 48)
Predominant Outcome Percentages
Building Knowledge 28
Building Skills Base 34
Building a Set of Competencies 26
Building the Right Attitude 13
Table 49: Type Of Training And Level Of Executives Sent For PM Based Training (Fig49)
Elementary Basic Advanced Strategic Any Other
Operatives 48 10 0 0 0
Supervisor y 34 47 25 6 0
MiddleLevel 17 37 47 32 0
Senior
Level 0 7 28 61 100
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Table 50: Ratings Of Training Costs Of PM Training (Fig 50)
Trainer's Salaryand Time
Trainees Salaryand Time
Material for Training
ExpensesFor Trainees
ExpensesFor Trainees
Cost of facilitiesand equipment
LostProductivity
Least
Expensive 0 0 5 0 5 0 0Fairly
Expensive 20 20 15 10 5 5 20
Expensive 20 20 25 40 30 35 55
QuiteExpensive 55 40 40 40 60 45 25
HighlyExpensive 5 20 15 10 0 15 0
Table 51: Ratings Of Benefits Of Training (Fig 51)
Increase in
Production
Reduction in
Errors
Employee
Retention
Less
supervision
necessary
Ability to
use new
skills
Improved
delivery
Attitude
Changes
Growth of
Business
Least Beneficial 5 0 0 0 0 0 0 0Fairly Beneficial 16 5 5 11 11 0 0 0
Beneficial 37 47 32 26 32 47 58 37Quite Beneficial 42 42 53 58 53 37 32 58
Highly Beneficial 0 5 11 5 5 16 16 5
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Table 52: Efficacy Ratings Of Various Types Of Trainer Options (Fig 52)
Technical
BusinessIns.
Independent
Trainer
Certified
Franchiseetrainer
Internationally
Certifiedtrainers
Inhouse
Trainer
Self
Training
Least
Efficacious 0 0 0 0 0 5
Fairly
Efficacious 10 5 10 10 10 35
Efficacious 40 35 15 25 50 40
Quite
Efficacious 30 50 60 50 30 20
Most
Efficacious 20 10 15 15 10 0
Table 53: Most Preferred Training Options Of HR Managers (Fig 53)
Type of training Frequency Percentage
Inhouse training 7 20.00
Other Technical /Management
Institutes 20 57.14
NICMAR, Pune 4 11.43
IIT / IIM / IIPM 4 11.43
Table 54: Value Of An International Accreditation Accompanying PM Training By
Organisations (Fig 54)
Validity of
International
Accreditation Percentages
Yes 47 No 0
May Be 53
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Chapter 7
Interpretations From Of Data Analysis And Findings Of Pmi Survey (Annexure For Table 5, Figure 56)
F-A01
F-A02
F-A03
F-A04
F-A05
F-A06
F-A07
F-A08
F-A09
F-A10
F-A11
F-A12
F-A13
F-A14
F-A15
F-A16
F-A17
F-A18
F-A19
F-A20
F-A21
F-A22
F-A23
F-A24
F-A25
F-A26
F-A27
F-A28
F-A29
F-A30
F-A31
4 4 2 2 4 5 5 3 3 3 5 4 4 4 3 4 3 4 3 4 3 5 4 3 4 4 3 3 2 2 33 5 5 4 5 5 5 4 4 3 5 5 5 2 2 2 1 2 5 4 5 5 3 3 5 4 5 4 3 1 1
2 5 4 2 4 4 5 5 5 3 5 5 5 3 3 5 3 3 4 3 3 4 3 3 4 3 5 5 5 2 5
2 5 4 2 3 4 5 3 2 3 3 4 4 3 3 3 3 3 4 3 3 4 3 3 4 3 2 2 2 1 34 5 3 3 5 4 5 4 5 3 4 5 5 5 3 5 4 4 4 4 4 5 4 3 4 4 4 3 3 4 4
4 5 3 3 3 5 4 3 5 5 3 4 3 4 3 4 5 3 5 4 4 5 3 3 3 3 4 4 3 3 35 5 4 4 4 5 5 4 5 5 4 4 5 5 4 4 5 5 5 4 4 5 5 4 3 3 5 4 5 5 4
1 4 4 2 5 5 5 3 5 1 5 3 5 4 3 4 4 4 5 5 4 5 4 3 2 3 5 5 3 5 5
5 5 5 4 5 4 5 4 5 3 4 5 5 5 5 5 4 4 4 4 5 5 4 4 4 4 5 5 5 5 55 5 4 4 5 5 4 5 4 4 5 4 4 4 4 4 4 4 4 5 5 5 5 4 4 4 5 5 5 5 5
4 5 4 4 4 4 5 4 5 4 4 4 4 4 3 3 3 4 3 3 3 5 4 4 4 4 3 3 3 3 35 5 4 4 4 3 4 2 4 2 5 5 3 3 2 1 2 2 3 3 4 3 3 2 3 3 3 5 3 4 4
4 4 4 4 3 4 5 5 5 5 4 3 4 4 3 3 3 3 4 4 3 3 3 2 3 3 4 4 3 5 5
4 3 3 3 3 4 3 4 3 4 3 4 3 4 3 3 3 4 3 3 3 3 4 3 4 3 3 4 3 3 44 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 5 5 5 5 5 4 4 5 5 5
5 5 4 5 4 5 4 4 4 5 4 5 3 5 4 5 5 4 5 5 4 4 5 5 5 4 5 3 5 5 55 5 4 3 5 5 4 4 4 4 4 5 4 5 4 4 4 5 4 4 4 5 4 4 4 3 4 3 3 4 3
4 5 4 4 5 5 4 3 3 4 5 4 4 4 4 4 4 4 3 3 4 4 4 4 4 4 4 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 4 4 4 4 4 44 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 4 3 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F- F-
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A01
A02
A03
A04
A05
A06
A07
A08
A09
A10
A11
A12
A13
A14
A15
A16
A17
A18
A19
A20
A21
A22
A23
A24
A25
A26
A27
A28
A29
A30
A31
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 4 3 4 4 4 4 44 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 4 4 4 4 4 44 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 5 4 5 4 4 4 3 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4
5 5 3 4 5 5 5 5 4 4 5 5 5 5 3 3 3 5 5 4 4 5 4 3 2 2 5 5 2 3 33 5 5 4 4 3 5 4 4 3 3 3 4 5 3 3 3 5 3 3 4 5 3 4 4 3 5 5 4 4 5
5 5 3 3 4 5 5 5 5 5 5 5 5 5 4 4 3 3 4 4 5 5 4 4 3 3 4 4 4 4 54 5 5 3 5 4 4 3 4 4 4 4 4 3 3 3 3 4 4 4 4 5 4 4 5 4 5 5 5 4 5
3 5 5 3 4 2 3 5 4 3 5 5 4 3 4 4 3 4 3 3 3 3 4 3 3 2 4 3 3 3 5
3 3 3 3 3 3 4 3 3 4 3 4 3 4 3 3 3 3 4 5 5 5 2 4 4 4 5 5 5 5 44 5 4 4 4 4 4 3 4 3 4 3 4 5 3 4 3 3 4 3 4 4 4 4 4 4 4 4 4 4 4
3 5 3 3 4 5 4 4 4 4 4 4 3 5 4 4 4 4 5 4 4 5 3 3 3 3 5 5 4 4 44 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 2 2 2
4 5 4 4 5 5 5 5 4 2 2 3 5 5 2 3 2 5 3 3 5 5 4 4 5 4 5 5 4 3 5
3 3 2 2 2 3 4 2 4 1 3 2 4 2 2 2 2 3 3 3 3 4 3 2 3 2 3 2 2 3 35 5 4 4 5 4 5 4 5 4 4 4 5 3 2 3 3 5 5 5 5 4 4 5 5 4 5 5 4 5 5
3 3 3 3 3 3 4 3 3 3 3 3 4 3 3 3 3 3 4 3 3 4 4 4 5 4 3 3 3 3 3
3 4 3 3 4 4 4 3 4 3 4 4 5 5 3 4 4 5 5 5 3 5 4 5 4 4 5 5 4 5 45 5 5 5 5 4 5 4 5 4 4 5 5 4 5 4 4 4 5 5 4 5 5 4 4 4 5 5 5 4 4
5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 55 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 5 4 3 3 4 4 3 3 3 3 4 5 4 3 3 3 3 3 3 5 4 3 4 4 4 5 4 4 5 55 5 4 4 5 5 5 5 5 4 5 4 5 5 4 4 4 5 4 4 4 5 4 3 3 3 4 4 3 5 5
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
F-A
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01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 314 4 3 3 4 3 4 4 4 3 4 4 4 4 3 3 3 4 3 4 5 4 4 4 3 3 4 3 4 4 3
5 5 3 3 4 4 5 5 5 2 4 4 5 3 3 3 4 3 4 4 4 5 4 3 3 3 5 5 4 4 44 5 3 4 3 3 3 3 3 5 5 5 4 3 4 4 3 3 4 4 4 5 4 3 4 4 3 3 3 3 3
5 5 5 5 4 4 5 5 5 3 4 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 44 5 4 4 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4
3 5 3 3 5 5 5 5 5 4 5 4 4 3 4 4 5 4 4 4 4 4 5 4 4 5 5 4 4 4
3 4 3 2 4 5 5 4 5 4 4 4 3 3 3 4 4 3 3 4 4 4 4 5 2 2 4 5 3 5 43 4 3 2 3 5 5 4 5 4 4 4 3 3 3 4 4 3 3 4 4 4 4 5 2 2 4 5 3 4 4
3 4 3 2 2 3 4 4 5 4 4 4 4 3 3 4 5 5 4 4 4 5 5 5 4 4 5 5 5 5 54 5 4 4 5 5 5 5 5 5 4 4 5 5 4 4 4 4 4 4 5 5 5 5 4 4 5 5 3 3 5
3 4 3 2 5 3 3 3 4 3 3 3 3 3 2 2 3 3 3 4 3 5 3 5 3 2 5 5 2 5 5
3 5 4 3 3 3 5 5 5 5 4 4 4 5 4 4 4 4 5 5 4 5 5 4 4 4 4 5 4 3 34 4 4 3 4 4 4 3 4 5 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
3 5 4 3 4 4 4 4 5 3 4 4 4 4 3 3 4 5 4 4 4 5 3 4 4 4 4 4 4 4 44 4 3 3 3 3 4 4 5 2 4 4 4 3 3 3 2 3 3 3 3 4 3 3 3 2 3 3 3 3 4
3 5 3 4 5 4 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 5 4 5 5 4 5 5 4 3 5
3 4 4 4 4 4 4 4 4 3 4 3 4 4 3 3 4 4 4 3 4 4 4 3 3 4 3 3 3 3 33 5 3 3 4 3 3 3 4 3 3 3 3 3 3 3 3 3 3 4 5 4 4 4 4 3 5 5 3 4 5
3 5 3 3 4 5 5 4 4 2 2 4 3 1 2 2 2 3 3 4 4 5 4 3 2 3 5 3 1 3 53 5 3 3 5 5 5 5 5 4 5 4 4 3 4 4 5 4 4 4 4 5 5 5 4 4 5 4 4 3 5
5 5 3 4 4 4 4 4 4 3 5 5 4 5 4 4 4 5 4 4 4 4 5 4 5 5 4 4 4 5 54 5 4 4 4 3 4 4 4 3 4 4 3 4 4 4 4 4 3 4 3 3 3 3 3 3 3 3 2 3 44 5 5 4 4 4 5 4 4 2 4 4 4 4 4 4 3 3 4 4 3 4 4 4 3 3 3 4 4 3 4
3 4 2 3 3 4 4 4 3 3 4 3 4 4 3 3 3 3 4 5 4 5 4 3 3 3 4 3 3 3 45 5 4 4 3 3 3 4 4 3 5 5 5 5 4 4 3 4 4 5 4 4 5 5 4 4 4 4 3 4 4
F-A01
F-A02
F-A03
F-A04
F-A05
F-A06
F-A07
F-A08
F-A09
F-A10
F-A11
F-A12
F-A13
F-A14
F-A15
F-A16
F-A17
F-A18
F-A19
F-A20
F-A21
F-A22
F-A23
F-A24
F-A25
F-A26
F-A27
F-A28
F-A29
F-A30
F-A31
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3 3 4 3 4 4 4 4 3 3 4 3 3 3 3 3 3 4 4 4 4 4 3 3 3 3 3 3 4 3 34 5 3 2 4 4 5 5 5 4 4 4 5 4 2 2 2 3 3 4 5 5 4 3 3 3 4 4 2 2 4
4 5 3 3 3 3 4 3 3 3 5 5 4 3 3 4 3 4 4 5 4 3 3 2 2 2 4 4 3 3 44 4 2 2 4 4 4 2 4 1 4 3 4 3 2 4 2 3 2 2 4 3 3 3 2 2 3 2 2 3 3
3 5 5 4 4 4 5 4 4 3 4 3 4 4 4 5 3 5 5 5 3 5 4 4 3 3 5 5 4 5 44 4 3 3 3 3 4 5 3 2 3 4 3 4 2 2 2 3 4 3 4 4 4 3 3 2 5 5 3 4 3
5 5 3 3 5 5 5 4 4 4 5 4 3 4 4 3 4 3 3 4 4 4 4 4 3 3 3 3 2 4 4
5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 5 5 5 4 5 5 5 5 5 5 5 4 4 45 5 4 4 4 5 5 4 4 4 5 5 5 4 4 4 4 4 4 4 5 4 4 4 4 4 4 5 4 5 5
5 5 4 4 5 4 5 4 4 4 4 5 4 5 5 4 5 4 5 4 4 5 5 5 4 4 4 5 5 5 44 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 4 4 3 4 4 5 5 5 3 5
4 5 3 3 4 5 4 4 5 3 3 4 4 4 3 4 3 3 3 3 4 4 3 4 3 3 4 3 3 3 3
3 3 3 3 4 4 4 4 5 2 3 5 5 3 3 3 2 2 2 3 3 5 5 5 4 2 4 5 4 4 53 4 3 2 4 5 5 3 4 2 3 3 3 3 2 3 2 3 2 2 4 5 4 3 4 3 4 4 3 3 3
4 4 3 2 4 5 5 5 5 3 4 4 4 4 4 3 3 4 4 5 5 5 4 5 5 4 4 5 4 5 53 5 3 3 5 5 5 3 5 5 5 5 5 5 4 4 4 4 4 5 4 5 4 4 5 5 5 4 4 4 4
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Table No.6 Total Explained Of Factors (Subjects) Included In Practicing Executives
F
01
F
02
F
03
F
04
F
05
F
06
F
07
F
08
F
09
F
10
F
11
F
12
F
13
F
14
F
15
F
16
F
17
F
18
F
19
F
20
F
21
F
22
F
23
F
24
F
25
F
26
F
27
F
28
F
29
F
30
F
31
3 5 5 5 3 5 5 5 3 4 3 3 3 4 3 4 3 3 5 5 4 4 4 4 4 4 5 5 5 5 5
5 5 5 5 5 4 5 5 5 3 5 5 5 5 4 4 5 4 4 5 4 4 4 4 5 4 4 4 4 5 5
5 4 4 4 5 5 3 3 3 4 3 3 3 4 4 3 2 4 4 5 4 4 4 4 4 4 3 3 3 3 3
5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 5 53 3 3 3 5 4 5 3 3 5 5 5 5 3 3 2 2 3 5 5 3 4 4 3 5 4 5 5 2 2 5
4 4 4 4 3 2 2 3 2 5 5 5 5 5 4 5 5 3 3 5 4 4 4 4 4 4 4 4 4 5 5
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 5 4 4 5 5
5 5 5 5 5 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 5 4 4 5 5
5 5 5 5 5 5 4 4 4 4 4 5 4 4 4 5 5 4 5 5 4 5 5 5 5 5 5 4 4 4 5
4 4 4 4 5 4 4 4 4 5 4 4 4 3 3 5 5 5 4 4 3 4 4 4 4 4 4 4 4 4 5
5 5 5 5 5 5 5 4 5 4 5 5 4 4 4 4 4 4 4 4 4 5 4 4 4 4 5 5 5 5 5
5 5 5 5 5 5 5 5 5 4 4 4 5 5 4 5 5 5 5 5 4 4 4 4 4 4 5 4 4 5 5
5 5 5 5 4 5 5 5 4 4 5 5 5 5 3 5 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5
3 3 4 4 4 4 5 4 3 3 3 3 5 4 3 3 3 4 5 4 4 5 4 4 5 4 4 5 4 5 4
5 5 5 5 5 4 4 3 5 4 5 5 5 5 4 4 4 5 5 5 5 4 5 4 5 5 5 4 5 5 4
5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 4 5 4 4 5 5 5 4 4 5
4 4 4 4 5 5 4 3 4 3 5 5 4 5 3 3 3 3 4 4 4 5 5 3 3 2 5 5 2 5 5
4 4 4 4 4 4 5 5 5 4 5 4 5 4 4 5 4 4 4 4 4 4 3 4 4 4 5 4 4 5 5
3 5 4 4 4 4 5 3 3 4 3 4 4 5 4 3 4 4 4 4 4 5 4 5 3 4 5 5 3 5 5
3 4 2 5 5 3 3 2 2 2 2 2 3 2 2 2 2 4 2 2 1 2 2 1 1 1 4 2 2 2 2
3 2 4 3 4 4 3 3 3 3 3 3 3 4 3 4 3 4 3 3 3 4 3 3 4 4 3 3 3 3 3
3 3 4 4 3 2 3 3 2 2 2 3 2 2 3 4 3 4 3 3 3 4 3 3 3 2 3 4 4 4 4
F
01
F
02
F
03
F
04
F
05
F
06
F
07
F
08
F
09
F
10
F
11
F
12
F
13
F
14
F
15
F
16
F
17
F
18
F
19
F
20
F
21
F
22
F
23
F
24
F
25
F
26
F
27
F
28
F
29
F
30
F
31
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3 3 3 3 4 3 3 3 3 3 3 3 4 3 2 3 3 3 3 3 2 4 3 3 3 2 4 2 2 3 3
3 5 3 1 2 3 4 3 3 3 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 3 3 3 3 3
3 3 2 3 4 3 4 1 4 1 4 3 3 4 3 1 1 1 4 4 4 4 4 4 4 4 4 2 2 4 1
4 5 5 5 5 5 5 4 3 3 3 3 4 4 3 3 3 3 3 3 5 5 5 5 4 4 5 4 4 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 5 4 4 2 2
3 4 5 5 4 3 4 2 4 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 2 5 54 3 4 4 4 4 2 2 1 3 3 4 2 2 2 4 1 1 1 1 1 4 2 1 1 1 1 1 1 4 4
3 4 3 4 1 2 2 3 4 1 4 3 2 1 2 4 1 1 1 1 2 1 2 1 1 1 1 2 1 5 4
4 3 3 3 4 4 3 3 2 3 4 3 3 4 3 3 2 3 4 4 4 3 3 3 3 3 4 3 3 5 4
3 4 3 3 3 4 3 3 3 3 4 4 3 4 3 4 4 3 4 4 4 4 3 4 3 3 4 4 4 4 3
4 4 3 3 3 3 4 2 4 3 3 4 4 3 3 4 3 4 4 4 4 4 3 3 3 3 4 3 2 5 5
4 4 3 3 4 3 4 2 3 3 2 2 2 4 3 3 3 4 4 4 4 4 3 3 2 2 5 4 4 5 4
3 5 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 2 2 2 3 3 3 3 3
5 5 5 5 5 5 5 5 4 2 2 2 2 3 3 3 5 5 4 2 3 3 3 3 3 3 3 4 4 4 4
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 2 4 4 4 3 2 3 3 3
4 4 4 4 4 3 2 5 5 3 2 2 2 2 2 2 3 2 3 4 3 3 4 3 3 3 3 3 3 3 3
4 4 4 4 4 2 2 1 2 2 1 1 2 3 1 1 1 3 3 3 2 2 2 2 2 2 3 3 2 2 2
3 4 4 2 4 3 4 4 4 3 3 3 3 3 4 3 2 3 4 2 3 3 3 2 2 2 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4
3 4 2 3 3 4 4 3 3 5 5 4 4 3 3 3 2 2 2 2 3 4 4 3 3 3 4 4 4 3 33 3 4 4 3 3 4 4 3 3 4 2 2 2 4 3 3 4 2 2 3 3 4 4 4 3 4 3 3 4 3
3 4 2 3 3 3 3 4 4 4 2 2 3 3 3 3 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4
4 4 4 4 4 3 2 4 3 2 2 3 2 2 2 2 3 1 1 5 2 2 4 4 3 3 3 3 4 4 4F
01
F
02
F
03
F
04
F
05
F
06
F
07
F
08
F
09
F
10
F
11
F
12
F
13
F
14
F
15
F
16
F
17
F
18
F
19
F
20
F
21
F
22
F
23
F
24
F
25
F
26
F
27
F
28
F
29
F
30
F
31
4 4 3 3 2 2 2 1 3 1 1 1 1 4 2 2 2 3 2 1 3 3 4 4 5 5 3 3 3 3 3
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4 4 4 4 4 4 5 2 2 3 4 1 1 2 3 3 4 5 3 2 4 4 3 4 4 3 3 3 3 3 3
4 4 4 4 3 3 2 2 2 2 3 3 1 1 2 4 3 5 4 2 2 4 5 3 5 1 5 5 5 5 5
5 5 4 4 2 2 2 1 3 3 2 4 2 1 2 2 2 2 2 2 4 4 5 4 2 2 4 3 3 2 2
3 3 3 4 4 2 2 3 4 3 3 2 2 2 2 2 2 2 3 3 3 3 3 3 3 2 3 3 3 4 5
5 5 5 5 4 4 4 3 4 4 2 2 1 1 3 3 4 3 3 3 4 4 4 3 3 2 3 3 3 3 3
4 4 4 4 4 4 3 3 2 4 4 3 3 2 3 3 4 2 3 3 4 4 4 4 3 2 3 4 4 4 4
5 5 5 5 4 4 3 3 4 3 1 2 2 3 3 2 2 3 3 4 5 4 3 4 4 4 4 4 4 4 42 2 3 1 1 1 3 1 1 1 1 2 1 1 1 1 1 1 2 1 3 1 1 1 1 1 1 1 1 1 3
3 5 5 5 5 5 4 4 3 4 4 4 4 5 4 4 3 4 3 3 4 5 5 4 4 3 4 4 2 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 4 4 4 4 4
3 4 4 3 3 4 4 3 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 3 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 4 4 4 3 3 3 3 3
4 5 5 3 4 4 5 5 4 4 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 5 4 4 5
3 4 2 2 3 4 5 3 4 1 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 2 1 1 4 4
4 4 3 3 4 3 4 2 2 4 3 2 4 2 2 3 2 3 4 4 2 4 5 3 2 2 3 2 1 1 2
3 4 2 4 5 3 5 4 3 2 3 4 3 5 3 4 2 5 4 4 3 4 4 3 3 3 4 4 3 5 5
4 4 4 4 5 4 4 3 4 5 4 4 4 4 4 3 3 4 4 4 3 3 3 3 3 3 4 4 4 5 5
3 3 3 3 3 2 4 3 2 3 3 3 2 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3 3 3 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 44 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 5 5 5 4 5 5 3 3 3 5 2 2 5 5
4 3 3 2 3 2 3 1 2 2 2 2 4 3 2 3 2 4 3 3 3 4 3 3 3 3 4 5 5 5 5F
01
F
02
F
03
F
04
F
05
F
06
F
07
F
08
F
09
F
10
F
11
F
12
F
13
F
14
F
15
F
16
F
17
F
18
F
19
F
20
F
21
F
22
F
23
F
24
F
25
F
26
F
27
F
28
F
29
F
30
F
31
4 4 3 4 4 3 4 2 4 3 3 3 3 4 2 3 2 4 3 3 2 4 3 2 2 2 5 2 2 5 4
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 5 5 5 5 5
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3 3 4 4 4 4 3 3 4 4 4 4 3 4 3 4 4 4 3 3 3 3 4 3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4
4 4 5 4 5 3 4 3 3 4 3 4 4 4 3 4 3 3 3 3 4 4 4 4 3 3 4 4 3 3 3
3 3 3 3 5 4 3 3 3 4 4 4 4 4 4 4 4 4 4 4 5 5 4 4 4 4 3 3 4 4 4
4 4 4 5 5 4 5 4 5 3 4 4 4 5 4 4 4 5 4 4 4 4 4 3 3 3 5 3 3 5 5
4 5 3 4 5 4 5 3 5 2 3 4 3 5 2 3 3 5 3 4 3 4 4 3 3 3 5 4 3 5 4
4 4 3 4 5 4 4 3 4 4 4 4 4 5 4 4 3 4 4 4 4 5 5 3 4 4 4 3 3 5 55 4 4 5 5 4 4 4 3 3 4 4 4 5 3 4 3 4 4 4 5 5 5 3 3 3 5 4 3 5 5
5 4 5 5 5 4 4 4 4 4 5 5 4 4 4 4 4 4 5 5 4 4 4 4 4 4 5 4 4 5 5
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General Factor Ratings (Factor Analysis) (ANNEXURE FOR TABLE 7, FIGURE 58)
F01 F02 F03 F04 F05
4 5 3 3 4
4 3 1 5 5
5 5 1 1 13 3 1 1 1
5 5 2 3 4
3 4 5 4 3
3 3 3 5 5
3 2 3 4 3
5 5 4 4 4
4 4 4 5 4
4 4 3 5 4
3 4 4 4 53 4 4 4 4
2 3 3 2 1
4 4 4 4 4
5 3 5 5 4
3 3 5 3 4
3 3 3 3 3
4 4 4 4 3
5 4 3 5 5
3 4 3 5 2
4 4 4 5 5
4 5 3 4 3
4 3 2 4 1
4 3 4 4 3
4 4 4 4 4
4 4 5 5 4
4 4 2 4 4
4 3 4 4 1
4 2 5 5 5
2 5 4 4 55 3 4 3 1
2 5 5 4 5
5 5 1 2 5
4 4 5 4 1
3 4 4 4 4
4 2 3 3 3
4 3 1 5 1
3 4 4 4 4
5 3 3 3 3
3 5 3 1 2
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3 3 3 3 3
4 4 3 3 3
3 4 3 3 3
4 2 4 3 5
4 3 4 3 34 4 4 3 3
3 3 3 4 4
3 3 3 2 3
4 3 4 2 3
4 5 5 3 4
3 4 2 5 3
5 5 4 1 3
4 5 5 5 5
4 4 4 3 4
4 3 3 4 3
3 4 4 3 2
5 3 5 5 3
3 5 3 3 3
4 3 4 4 2
4 3 3 3 4
2 4 3 3 3
3 2 4 3 4
4 3 4 4 3
4 5 4 4 34 5 3 3 3
4 3 2 5 1
2 3 5 5 3
3 4 4 3 4
3 2 3 3 3
4 3 2 4 4
5 4 5 5 3
4 4 1 3 5
4 4 3 3 4
4 5 4 4 4
4 4 4 4 4
4 4 3 4 4
4 3 4 4 4
4 4 4 4 4
Rating Of Different Disciplines (Multiple Regression Analysis) For Model No. 1
Questionnaire
Sl. No.
PMIOR PMENG PMMGM PMARCH PMPND PMINFRA
1 2 5 5 4 4 4
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2 2 5 5 5 5 5
3 2 5 5 3 4 4
4 3 5 5 5 5 5
5 1 5 5 5 5 5
6 1 5 5 5 5 5
7 3 5 5 5 5 5
8 3 5 5 5 5 5
9 2 5 5 4 5 5
10 2 4 4 4 4 4
11 2 4 5 5 5 5
12 3 5 5 5 5 5
13 2 5 5 5 5 5
14 3 4 5 5 5 4
15 2 5 5 5 5 5
16 2 5 5 5 5 5
17 2 4 4 4 4 4
18 1 5 5 5 5 5
19 2 4 4 4 4 4
20 3 4 4 4 4 4
21 1 5 5 5 5 5
22 1 5 1 5 5 5
23 3 3 3 4 4 5
24 2 4 4 4 4 4
25 2 3 4 4 5 5
26 2 4 4 4 4 427 2 3 4 4 5 5
28 2 4 4 4 5 5
29 3 4 4 3 3 3
30 1 1 4 4 4 4
31 1 1 4 3 4 4
32 1 4 4 4 4 4
33 2 4 4 4 4 4
34 2 3 3 3 3 3
35 2 4 4 4 4 4
36 1 5 5 5 5 537 2 5 5 5 5 5
38 2 4 4 4 4 4
39 1 5 4 4 4 4
40 1 5 5 5 5 5
QuestionnaireSl. No.
PMIOR PMENG PMMGM PMARCH PMPND PMINFRA
41 2 4 1 4 4 4
43 2 5 5 5 5 5
44 1 4 4 4 4 4
45 1 5 5 5 5 546 2 5 5 5 5 5
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47 2 5 5 5 5 5
48 3 5 5 5 5 5
49 1 5 5 5 5 5
50 2 5 5 5 5 5
51 1 5 5 5 5 5
52 3 3 5 5 5 5
53 2 4 4 4 4 4
54 2 5 5 5 5 5
55 2 3 4 4 4 5
56 2 4 4 4 4 4
57 3 4 5 5 5 5
58 3 4 3 3 3 3
59 2 4 5 5 5 5
60 2 4 4 4 4 4
61 3 3 5 5 5 5
62 3 5 5 5 5 5
63 3 5 5 5 5 5
64 2 4 3 3 4 3
65 2 5 5 5 5 5
66 3 5 5 5 5 5
67 3 4 4 2 3 3
68 1 5 5 5 5 5
69 3 5 5 4 5 5
70 3 4 3 3 3 3
71 2 4 4 4 4 472 2 3 4 3 3 4
73 4 4 5 3 4 4
74 1 5 5 5 5 5
75 1 3 4 3 3 3
76 2 5 5 5 5 5
77 3 5 5 5 5 5
78 3 5 5 3 3 3
79 2 4 5 4 5 5
80 2 5 5 5 5 5
81 2 4 5 3 4 5
Ratings Of Infrastructure & Other Related Facilities (Master File For Multiple
Regression Analysis) For Model No.2
Questionnaire Sl. No.
PMIOR
LSER
CM
CR
LAB
COMLAB
QFAC
RFACI
MVISION
EIPM
EEMP
1 2 3 3 4 3 5 3 3 3 3 3
2 2 3 3 5 4 5 5 5 5 3 4
3 2 3 3 5 2 4 3 2 4 2 5
4 3 5 5 5 5 5 5 4 5 3 35 1 5 5 5 5 5 5 5 5 2 5
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6 1 4 4 3 3 4 4 3 4 4 4
7 3 5 5 5 5 5 5 5 5 4 5
8 3 5 5 5 5 5 5 5 5 4 5
9 2 5 5 5 4 5 4 3 5 3 4
10 2 3 2 3 2 3 2 1 3 3 5
11 2 4 4 4 4 4 4 4 5 2 4
12 3 4 4 4 4 5 4 4 4 3 5
13 2 5 3 5 5 5 5 5 5 3 5
14 3 2 3 3 2 2 2 2 3 3 4
15 2 5 4 5 5 5 5 5 5 3 5
16 2 5 5 5 4 5 5 5 5 3 5
17 2 4 5 5 5 5 5 4 5 2 4
18 1 5 4 4 4 4 3 2 2 3 5
19 2 5 4 4 4 5 4 4 4 3 4
20 3 4 4 4 4 5 4 5 5 4 4
21 1 3 2 3 2 3 3 3 4 3 2
22 1 3 4 3 3 3 3 3 3 3 3
23 3 4 4 3 2 3 4 2 3 3 4
24 2 4 3 4 2 4 2 2 4 3 4
25 2 5 5 5 4 5 5 4 3 3 4
26 2 4 3 4 4 4 3 3 5 3 3
27 2 2 2 5 2 5 5 3 5 3 2
28 2 3 3 3 3 3 3 3 2 2 4
29 3 4 4 4 4 4 4 4 4 3 5
30 1 3 4 5 5 5 5 5 5 3 131 1 3 4 5 5 5 5 5 5 3 1
32 1 4 4 4 4 4 4 3 5 3 4
33 2 4 4 4 4 3 3 4 3 3 3
34 2 4 3 4 4 3 3 3 3 3 5
35 2 4 4 4 4 4 4 4 5 3 4
36 1 2 3 4 4 5 2 2 2 1 3
37 2 2 2 3 3 4 4 2 1 3 3
38 2 2 2 3 3 3 1 2 2 1 3
39 1 2 2 4 3 4 1 2 2 3 5
Questionnaire Sl. No. PMIOR LSER CM CR LAB COMLAB QFAC RFACI MVISION EIPM EEMP
40 1 1 2 3 3 2 2 1 1 1 4
41 2 2 2 3 3 4 2 2 3 2 5
42 1 2 2 2 3 3 2 3 1 1 5
43 2 1 1 2 2 2 2 2 3 2 4
44 1 2 2 4 1 1 3 3 2 2 3
45 1 1 1 3 3 4 2 2 4 4 4
46 2 1 2 2 3 3 2 2 2 1 3
47 2 2 2 2 1 1 3 3 1 2 3
48 3 2 2 3 2 2 1 3 2 3 449 1 1 1 2 2 3 2 1 1 1 3
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50 2 1 2 4 3 2 2 2 3 1 3
51 1 2 1 3 3 3 1 1 1 1 5
52 3 2 2 2 3 3 2 2 2 1 4
53 2 1 1 2 2 2 1 2 2 1 3
54 2 2 2 2 3 3 3 2 2 1 2
55 3 5 4 5 4 5 5 5 5 3 3
56 2 1 3 4 4 4 4 2 4 3 1
57 3 3 3 3 3 2 3 3 2 2 4
58 3 3 3 4 4 4 3 3 2 3 3
59 2 3 2 2 3 3 2 2 2 2 3
60 2 3 3 3 2 3 2 3 2 1 3
61 3 3 2 2 3 3 2 2 1 3 3
62 3 5 5 5 5 5 5 4 5 4 5
63 3 4 4 5 5 5 4 4 4 3 5
64 2 5 4 3 4 2 5 4 4 4 4
65 2 3 4 3 3 3 4 3 4 3 5
66 3 5 5 5 5 5 5 5 5 3 4
67 3 5 5 5 2 5 5 5 4 3 3
68 1 3 3 3 3 3 1 1 2 1 4
69 3 5 5 5 5 5 5 5 5 3 4
70 3 5 5 5 5 5 5 5 5 4 4
71 2 3 3 4 3 3 4 2 4 2 4
72 2 5 5 5 4 4 5 5 5 4 4
73 4 4 4 4 4 5 5 5 4 4 3
74 1 2 2 3 3 1 1 2 3 3 575 1 3 2 4 4 4 4 3 4 3 2
76 2 5 5 3 5 5 5 5 4 3 5
77 3 4 4 4 4 4 3 3 4 3 4
78 3 4 4 4 4 4 4 3 4 3 4
79 2 4 4 4 4 4 4 3 4 3 4
80 2 4 4 4 4 4 4 4 4 3 4
81 2 5 4 4 3 5 4 4 5 1 4
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List of Average Ratings - Institutions
A. Management and Technology
Subject Ratings Numerical
Average
Levels Numerical
Average1. Operations management for Projects. AR1 – 3.79 AL1 – 2.49
2. Planning, Scheduling, Monitoring and
Control Techniques
AR2 – 3.98 AL2 – 2.59
3. Statistical Methods for Project Analysis AR3 – 3.81 AL3 – 2.67
4. Operations Research for Projects AR4 – 3.87 AL4 – 2.72
5. Project Quality Management AR5 – 3.93 AL5 – 2.73
6. Health/Safety/Environment in Projects AR6 – 3.60 AL6 – 2.56
7. Cost Estimation and budgeting AR7 – 3.74 AL7 – 2.59
8.Accounting and Control Systems AR8 – 3.26 AL8 – 2.65
9. Quantity Surveying and Estimation AR9 – 3.43 AL9 – 2.59
10. Projects Marketing AR10 – 3.30 AL10 – 2.76
11. Project Site and Equipment
Management.
AR11 – 3.40 AL11 – 2.61
12. Project Procurement & Materials
Management
AR12 – 3.40 AL12 – 2.73
13. Contract Management AR13 – 3.31 AL13 – 2.76
14. Process
Design./Engineering/Testing/Commissioning
AR14 – 3.48 AL14 – 2.79
15. Facilities Engineering and Management AR15 – 3.12 AL15 – 2.62
16. Logistics & Supply Chain Management AR16 – 3.37 AL16 – 2.67
17. Transportation Management AR17 – 3.12 AL17 – 2.71
18. Technology and Engineering
Management
AR18 – 3.46 AL18 – 2.83
19. Project Formulation and Appraisal AR19 – 3.46 AL19 – 2.84
20. Project Engineering AR20 – 3.46 AL20 – 2.78
B. Strategy, Economics And Finance
Subject Ratings Numerical
Average
Levels Numerical
Average1. Macro-Economic Policy BR1 – 3.52 BL1 – 2.51
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2. Project Strategy BR2 – 3.45 BL2 – 2.65
3. Social Cost Benefit Analysis BR3 – 3.55 BL3 – 2.77
4. Financial Management BR4 – 3.58 BL4 – 2.70
5. Project Financing BR5 – 3.62 BL5 – 2.70
6. Risk and Insurance Management BR6 – 3.60 BL6 – 2.67
7. Legal, Commercial and Taxation
Aspects of Projects
BR7 – 3.30 BL7 – 2.70
8. Project Joint Ventures, Strategic
Alliances, Special Purpose Vehicles
BR8 – 3.27 BL8 – 2.67
C. Behavioural Sciences Area
D.
Subject Ratings NumericalAverage
Levels NumericalAverage
1. Project Organization and Structure CR1 – 3.39 CL1 – 2.582. Managerial Skills for Projects
(Communication, Leadership, Team
Building, Negotiation, other soft skills)
CR2 – 3.64 CL2 – 2.69
3. Human Resources Management in
Projects
CR3 – 3.58 CL3 – 2.72
4. Industrial/Labour Relations CR4 – 3.22 CL4 – 2.55
5. Conflict Management CR5 – 3.08 CL5 – 2.72
6. Diversity Management CR6 – 3.09 CL6 – 2.68
E. Information Technology
Subject Ratings NumericalAverage
Levels NumericalAverage
1. PM software-Primavera, MSP, GIS /
GPS for Project Management
DR1 – 3.83 DL1 – 2.47
2. Enterprise Resource Planning ( ERP ) DR2 – 3.47 DL2 – 2.60
3. e-Business Applications DR3 – 3.25 DL3 – 2.61
4. Engineering Software (Auto-Cad,
Staadpro, Estm8, Ansys, Auto-Revit,
3D-Max, Calquan)
DR4 - 3.91 DL4 – 2.44
5. Excel / SPSS / DBMS DR5 – 3.95 DL5 – 2.53
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F. Sector Specific
Subject Ratings NumericalAverage
Levels NumericalAverage
1. Information CommunicationTechnology (ICT)
ER1 – 3.03 EL1 – 3.17
2. Telecom ER2 – 2.80 EL2 – 3.27
3. Research and Development ER3 – 3.07 EL3 – 3.39
4. Space Exploration ER4 – 2.97 EL4 – 3.40
5. Technology ER5 – 3.08 EL5 – 3.49
6. Defense ER6 – 3.03 EL6 – 3.36
7. Roadways ER7 – 3.04 EL7 – 3.56
8. Railways ER8 – 3.00 EL8 – 3.65
9. Civil Aviation ER9 – 2.95 EL9 – 3.52
10. Ports ER10 – 2.88 EL10 – 3.5311. Shipbuilding ER11 – 2.94 EL11 – 3.49
12. Urban Infrastructure ER12 – 3.17 EL12 – 3.67
13. Mega Property Developments ER13 – 3.15 EL13 – 3.59
14. Petrochemicals ER14 – 3.05 EL14 – 3.62
15. Chemical Engineering ER15 – 2.98 EL15 – 3.56
16. Oil and Gas Exploration ER16 – 3.06 EL16 – 3.55
17. Services ER17 – 3.03 EL17 – 3.50
18. International Project Management ER18 – 3.19 EL18 – 3.72
PART IV
A. Institute Infrastructure
Subject Ratings NumericalAverage
1. Availability of library and e-resources AR1 – 3.37
2. Course Material AR2 – 3.31
3. Classrooms AR3 – 3.78
4. Laboratories AR4 – 3.49
5. Computer Labs AR5 – 3.55
6. Qualified faculty AR6 – 3.43
7. Availability of research facilities AR7 – 3.21
8. Management vision AR8 – 3.51
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Chapter V
List of Average Ratings - Executives
A. Management and Technology
Subject Ratings NumericalAverage
1. O perations management for Projects. AR1 – 3.84
2. Planning, Scheduling, Monitoring and
Control Techniques
AR2 – 4.60
3. Statistical Methods for Project Analysis AR3 – 3.66
4. Operations Research for Projects AR4 – 3.37
5. Project Quality Management AR5 – 4.08
6. Health/Safety/Environment in Projects AR6 – 4.19
7. Cost Estimation and budgeting AR7 – 4.46
8.Accounting and Control Systems AR8 – 4.00
9. Quantity Surveying and Estimation AR9 – 4.26
10. Projects Marketing AR10 – 3.51
11. Project Site and Equipment
Management.
AR11 – 4.10
12. Project Procurement & Materials
Management
AR12 – 4.11
13. Contract Management AR13 – 4.16
14. Process
Design./Engineering/Testing/Commissioning
AR14 – 3.96
15. Facilities Engineering and Management AR15 – 3.40
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16. Logistics & Supply Chain Management AR16 – 3.63
17. Transportation Management AR17 – 3.50
18. Technology and Engineering
Management
AR18 – 3.82
19. Project Formulation and Appraisal AR19 – 3.8220. Project Engineering AR20 – 3.90
B. Behavioural Sciences Area
Subject Ratings NumericalAverage
1. Project Organization and Structure B1 – 4.00
2. Managerial Skills for Projects(Communication, Leadership, Team
Building, Negotiation, other soft skills)
B2 – 4.42
3. Human Resources Management in
Projects
B3 – 3.95
4. Industrial/Labour Relations B4 – 3.80
5. Conflict Management B5 – 3.67
6. Diversity Management B6 – 3.44
C. Information Technology
Subject Ratings NumericalAverage
1. PM software-Primavera, MSP, GIS /
GPS for Project Management
C1 – 4.18
2. Enterprise Resource Planning ( ERP ) C2 – 4.07
3. e-Business Applications C3 – 3.53
4. Engineering Software (Auto-Cad,
Staadpro, Estm8, Ansys, Auto-Revit,3D-Max, Calquan)
C4 – 3.77
5. Excel / SPSS / DBMS C5 – 4.08
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D. Sector Specific
Subject Ratings Numerical
Average1. Information Communication
Technology (ICT)
D1 – 3.60
2. Telecom D2 – 3.50
3. Research and Development D3 – 3.52
4. Space Exploration D4 – 3.28
5. Technology D5 – 3.85
6. Defence D6 – 3.29
7. Roadways D7 – 3.98
8. Railways D8 – 3.91
9. Civil Aviation D9 – 3.7110. Ports D10 – 3.64
11. Shipbuilding D11 – 3.41
12. Urban Infrastructure D12 – 3.84
13. Mega Property Developments D13 – 3.70
14. Petrochemicals D14 – 3.56
15. Chemical Engineering D15 – 3.26
16. Oil and Gas Exploration D16 – 3.55
17. Services D17 – 3.65
18. International Project Management D18 – 3.78
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PART III
A. Strategic Project Overview
Subject Ratings NumericalAverage
1. To get an integrated view of the
project
A1 – 3.59
2. Role clarity A2 – 3.87
3. Work Breakdown Structure and
Responsibility mapping
A3 – 4.10
4. Understanding the exact placement of
a project in the overall corporate strategy
A4 – 3.75
5. Importance of Earned Value of a
project to the company
A5 – 3.74
6. Understanding project profitability A6 – 3.92
7. Importance of Human relations and
Conflict management in project success
A7 – 3.71
8. Management vision A8 – 3.91
B. Project Skills Overview
Subject Ratings NumericalAverage
1.Importance of Project
Planning/Scheduling/Execution
B1 – 4.39
2. Importance of Monitoring & Control B2 – 4.20
3. Im portance of Contract Management B3 – 4.02
4. Project Risk Management B4 – 4.01
5. Project Costing B5 – 4.01
6. Importance of
Health/Safety/Environment
B6 – 3.86
7. Quality Management B7 – 3.97
8. Communication and Soft Skills B8 – 3.89
PART IV
Current Position of Project Management System (Factors in Order of Importance
Affecting Growth of PM Education)
Subject Ratings Numerical
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Subject Ratings NumericalAverage
1. Stipulation In The Contract M1 – 3.60
2. Improving Effectiveness Of
Project Operations
M2 – 3.85
3. Understanding Global Projects M3 – 3.95
4. Perceived Gains From Such
Training
M4 – 4.10
5. Human Resource Development
For Better Performance
M5 – 3.85
6. Employee Retention M6 – 4.20
7. Career Development M7 – 4.20
8. Prerequisite For Project Based
Organizations Such As Yours
M8 – 4.00
9. Improves Ability To Bid For Complex Projects
M9 – 4.00
10. Improves Ability To Execute
Complete Projects
M10 – 4.20
11. Improves Ability To Monitor
And Control Projects
M11 – 4.20
12. Improves Ability To Plan
Projects
M12 – 4.30
13. Improves Ability To Manage
Contracts In Projects
M13 – 4.20
14. Improves Ability To Deliver
Projects In Right Time, Right
Costs And Right Quality
M14 – 4.40
D. Ratings of Training Costs of PM Training
Subject Ratings NumericalAverage
1. Trainer’s salary and time N1 – 3.45
2. Trainees’ salaries and time N2 – 3.60
3. Materials for training N3 – 3.45
4. Expenses for trainers N4 – 3.50
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5. Expenses for trainees N5 – 3.45
6. Cost of facilities and equipment N6 – 3.70
7. Lost productivity N7 – 3.05
D. Ratings of Benefits of Training