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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

3



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



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.

5



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

6



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

8



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

9



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

10



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

11



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

12



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.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.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

14



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



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)

16

http://www.mckinsey.com/mgi/publications/india_urbanization

http://planningcommission.nic.in/plans

http://planningcommission.nic.in/plans

http://www.mckinsey.com/mgi/publications/india_urbanization



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)

17



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

18



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

19



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

20



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.

21



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’

22



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



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

24



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

25



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)

26

https://ccrs.pmi.org/Search.aspx

http://www.pmi.org/PM2025


http://www.pmi.org/PM2025



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.

27



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

28



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)

29

http://www.emagister.in/






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

http://www.aicte.ernet.in/ApprovedInstitute.htm








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.

6(www.siom.in/mba_operations.aspxSite accessed as on August 2010) 31



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)

32

http://www.nitie.edu/

http://www.nitie.edu/



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)

33

http://www.pmforum.org/library/journals.htm






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

34



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.

35



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

36



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

almost all levels of project activity.37



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



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).

39



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.

40



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:

41



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.

42



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.

43



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

44



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

45



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.

46



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)

47



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.


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).


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.

48



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

49



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

51



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

52



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.

54



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

55



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

56



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..

58



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.

62



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

69



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

70



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

71



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.

72



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





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

75



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

78



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

79



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

83



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.

84



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





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

85



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

86



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

87



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

88



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

89



90



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

91

http://en.wikipedia.org/wiki/Mumbai

http://en.wikipedia.org/wiki/India

http://en.wikipedia.org/wiki/Industrial_Engineering


http://en.wikipedia.org/wiki/Industrial_Management

http://en.wikipedia.org/wiki/Indian_Institutes_of_Technology

http://en.wikipedia.org/wiki/Indian_Institutes_of_Management


http://en.wikipedia.org/wiki/Indian_Institute_of_Science

http://en.wikipedia.org/wiki/Mumbai

http://en.wikipedia.org/wiki/India



http://en.wikipedia.org/wiki/Industrial_Management

http://en.wikipedia.org/wiki/Indian_Institutes_of_Technology



http://en.wikipedia.org/wiki/Indian_Institute_of_Science



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.

92



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’


assigned somewhat higher ratings to the Technology, Roadways, Railways, CivilAviation, Urban Infrastructure sectors.


‘ 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

112



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

for certified franchisee trainers, international certified trainers and independent trainers120



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.


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.


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.


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.

135



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

137



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)


Sample: 001 081


Variable Coefficien Std. Error t-Statistic Prob.

138



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


Adjusted R-squared 0.388969 S.D. dependent var 0.747424




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,

139



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).


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)

140





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


Adjusted R-squared 0.092248 S.D. dependent var 0.747424




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

141



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

142



Developments are considered relatively more important than others. The executives’


assigned somewhat higher ratings to the Technology, Roadways, Railways, Civil

Aviation, Urban Infrastructure sectors.


‘ 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

143



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

144



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

145



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

146



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

148



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.


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

149



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.


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.


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

value from International accreditation.150



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

151



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.

152



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

153



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?

154



• 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,

155



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.

156



• 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

157



• 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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http://www.c2clive.com/latestnewsdetail.php?id=803







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

163



5IMS Engineering

CollegeGhaziabad Dr. Akshay Dvivedi


6Inderprastha

Engineering CollegeGhaziabad Prof. D. Ganguli


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.


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


20University College of

EnggHyderabad Prof. V S S Kumar


164



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


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.


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

165



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.


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

166



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.


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

167



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.

168



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


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


Mr. Harikrishna V S Engineer - Contract


Mr. Jegonathan N. Engineer - Contract

169




Mr. Prattipati MallikarjunRao

Manager - Contracts


Ms. Shweta Phansalkar Engineer - Contract

42

Hindustan Construction

Comapany Ltd. Mr. Sri Devajit Das Manager - Contracts


Mr. Mahendra JayantDhanve

Engineer - Contract


Mr. Madhav Nizalapur Manager - Contracts


Mr. Sagar Kanade Engineer - Contract


Mr. Prakash Hiremath Engineer - Contract


Mr. Nikhil Solanki Management Trainee


Mr. Sachin JadhavQ.S. & Engineer -Contracts


Mr. Ezra Praveen. P Engineer - Contract


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


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)

170



67 URC Construction (P) Ltd. Erode Mr. R. Udhayakumar Manager - Projects

68 URC Construction (P) Ltd. Erode Mr. Vishal Fiske Asst. Manager - Projects


Mr. Avinash Momle Engineer - Planning

70 Hindustan ConstructionComapany Ltd.

Mr. Ashutosh Mukherjee Engineer - Planning


Ms. Suvidha Aherkar Engineer - Planning


Mr. Sushanta Kumar Guha Manager - Planning


Mr. Y. Sandeep Engineer - Planning


Mr. C. Bhaskar Ganesh Engineer - Planning

75Hindustan ConstructionComapany Ltd. Mr. Mahesh Somvanshi Manager - Planning


Mr. M. Karunakar Engineer - Planning


Mr. Anand D. Rituraj Engineer - Planning


Mr. Ketan Shah Engineer - Planning


Mr. T V N S S Sri Charan Engineer - Planning

171



Sr. No


80 Hindustan ConstructionComapany Ltd.

Mr. Shashank Pitale Engineer - Planning


Ms. Soumya Roy Engineer - Planning


Mr. Nitin Krishnaji Pathak Manager - Planning


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)

172



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

173



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


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

174



7.Geo Connect Ltd. 0.07

8.Gujarat Energy Transmission Corpn. Ltd. 0.13

9.Gujarat Industries Power Co. Ltd. 0.18



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

175



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


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




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

176



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

177



ANNEXURE 2 d (DEC - 2008)

S. No. Annual (Rs. Crore)

Company Name Staff training1.

Andhra Pradesh Power Generation Cor pn. Ltd. 0.62



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




10.Ganesh Housing Corpn. Ltd. 0.01

11.Gujarat Energy Transmission Corpn. Ltd. 0.83


13.Hinduja Properties Ltd. 0.02


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

178



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

179



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.

180



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:

181



you would like to

receive a summary of

the report upon

completion of this

research

No:

182



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:

183



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

184



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.

185



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


186



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


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


187



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


188



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


B : MANAGEMENT SUPPORT

1. Have there been

attempts in the past to

introduce

Yes: No:

189



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.

190



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


yrs


4. Recruitment and

training of faculty


yrs


5. Resource building

(library/journals etc)


yrs


6. Which of the above

activities takes place

simultaneously


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

191



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:

192



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

193



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

194



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

195



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












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


Survey Instructions

196






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








020 27291342/ 65102745.


197



PART I A


Name

Name of Institution

Designation


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)

198



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.

200



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




A : MANAGEMENT AND TECHNOLOGY

Ratings

1 2 3 4 5

1. Operations Management for Projects.


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


Management.


Management

13. Contract Management

14. Process


201



15. Facilities Engineering and Management

16. Logistics & Supply Chain Management

17. Transportation Management


Management

19. Project Formulation and Appraisal

20. Project Engineering


B: BEHAVIOURAL SCIENCES AREA

Ratings

1 2 3 4 5

1. Project Organization and Structure

2. Managerial Skills for Projects




Projects

4. Industrial/Labour Relations

5. Conflict Management

6. Diversity Management


C : INFORMATION TECHNOLOGY

Ratings

1 2 3 4 5



202



2. Enterprise Resource Planning (ERP)

3. e-Business Applications



3D-Max, Calquan)

5. Excel / SPSS / DBMS


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

203



17. Services

18. International Project Management


204



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


B : PROJECT SKILLS OVERVIEW

205



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.

206



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




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.


Name:

Signature:

Date:

Time:

207



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

208



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

209



QUESTIONNAIRE FOR HUMAN RESOURCE MANAGERS












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


Survey Instructions




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








020 27291342/ 65102745.


210



PART I


Name

Name of Organization

Designation


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


Scales: 1-Not High; 2-Somewhat High; 3-High; 4-Very High; 5-Extremely High.

211



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

212



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

213



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

214



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


Name:

215



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.

216



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.

217




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

218




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


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

219



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


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.

220



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.


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

221



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

222



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

223



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)

224



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

225



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

226



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

227



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

228



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

229



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

230



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

231



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

232



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

233



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

234



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

235



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

236



237



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

239



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

240



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

241



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

242



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-

243



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

244



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

245



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

246



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

247



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

248



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

249



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

250



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

251



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

252



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

253



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

254



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

255



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

256



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


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


Management.

AR11 – 3.40 AL11 – 2.61


Management

AR12 – 3.40 AL12 – 2.73

13. Contract Management AR13 – 3.31 AL13 – 2.76

14. Process


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


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


Average

Levels Numerical

Average1. Macro-Economic Policy BR1 – 3.52 BL1 – 2.51

257



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



CR2 – 3.64 CL2 – 2.69


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





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



3D-Max, Calquan)

DR4 - 3.91 DL4 – 2.44

5. Excel / SPSS / DBMS DR5 – 3.95 DL5 – 2.53

258



F. Sector Specific



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


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


1. O perations management for Projects. AR1 – 3.84


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


Management.

AR11 – 4.10


Management

AR12 – 4.11

13. Contract Management AR13 – 4.16

14. Process


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


Management

AR18 – 3.82

19. Project Formulation and Appraisal AR19 – 3.8220. Project Engineering AR20 – 3.90

B. Behavioural Sciences Area


1. Project Organization and Structure B1 – 4.00

2. Managerial Skills for Projects(Communication, Leadership, Team


B2 – 4.42


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




C1 – 4.18

2. Enterprise Resource Planning ( ERP ) C2 – 4.07

3. e-Business Applications C3 – 3.53


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


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


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


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)


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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


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

Drivers-project-management-education-india

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