Drivers of Project Management (PM) Education in India

A Research Study

www.pmi.org.in

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

1

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

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October, 2010

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 Interview Technique. The next set of

respondents was the practising executives from project based organisations. Eighty eight

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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.

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The correlation analysis provides very good basis for structuring courses in all the subject

areas considered in the study. In the Technology and Management area, the results indicate

that the subjects Project Site and Equipment Management, Project Procurement and Materials

Management, Contract Management, Facilities Engineering and Management and Process

Design / Engineering / Testing / Commissioning are correlated. This is expected since these

issues arise during project execution and have to be dealt with in a coordinated manner.

Similarly correlation among the subject areas Logistics and Supply Chain Management,

Transportation Management, Facilities Engineering and Management are also quite expected

and in most projects, these would be dealt with together. The correlation between subject

areas Operations Management and Operations Research, and also between Project

Formulation and Appraisal and Project Engineering are also along expected lines. There is

also good correlation between Quality Management and HSE subjects and therefore

combining these into a single course would be quite appropriate. It is not surprising that in

the project management fraternity, the precise differences among these subject areas are not

very clear.

While most of the subjects grouped in these subject areas are found to be very important,

there is a case for combining some of these together, in order to emphasize the importance of

managing projects in a coordinated and integrated manner. A direct outcome of 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.

In the Economics and Strategy area, the subject Social Cost benefit Analysis is most heavily

correlated with other subjects including Macroeconomic Policy, Project Strategy, Project

Financing, Legal, Commercial and Taxation Aspects. Thus if this course is included as a

separate course, care must be taken to ensure that the content is not duplicated in other

courses. Alternately the course need not be included, if other courses reflect the content.

There is a case for combining the courses Project Financial Management and Project

Financing, courses Project Strategy and Macroeconomic Policy, and courses Legal,

Commercial & Taxation Aspects and Project Joint Ventures, Strategic Alliances & Special

Purpose Vehicles. The correlation analysis provides very good guidelines on the way courses

in this subject area could be grouped and introduced in the PM curriculum.

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In the Behavioural Sciences area, three subjects are correlated to each other, namely

Industrial/ Labour Relations, Conflict Management and Diversity Management. So from the

point of view of the respondents, these subjects reflect some common issues and concerns

and there is a case for combining these together to achieve an integrated approach to deal

with these issues and concerns. The other courses may be taught independently.

The correlation analysis results provide a useful way of structuring courses in IT area in the

PM curriculum. For instance, ERP and e – Business Applications courses could be combined

into a single course. Similarly Specialized Engineering Software and Common Software such

as Excel, SPSS, DBMS could also be structured as a single course, in case there is difficulty

in offering these as separate courses. Only Project Management Software needs to be taught

as a separate course.

Majority of the sample felt that resources were generally easily available in the institutes in

terms of library, course materials, classrooms, laboratories, computer labs, qualified faculty

and availability of research facilities. The respondents also strongly endorsed the existence of

management vision to support PM endeavours. It takes on average about a year to build the

necessary physical resources. On average, the faculty recruitment and training process takes

14.7 months. The research involvement of the institutions is found to be quite low and only

about 20% institutions reported funded research.

Chapter 5 presents findings of the survey of practicing executives from leading project based

organisations in India. The respondents offered their responses on a variety of issues such as

their first systematic exposure to PM training, the ideal PM curricula, from their perspective,

the gains from PM training and the factors that they consider important to improve PM

training at graduate level. Majority of the practising executives responding to the

questionnaire were from the middle management cadre, from technical institutions with no

prior exposure to PM training. Most of these were working on projects with value between

200–300 crores using very elementary PM techniques such as PERT/CPM.

It is interesting to note that ratings assigned to practically all the subjects in the Management

and Technology area by executives are higher than the corresponding ratings assigned by the

institutions. The courses rated as ‘extremely important’ include Planning, Scheduling,

Monitoring and Control Techniques; Project Quality Management; Health, Safety and

Environment Management; Cost Estimation and Budgeting; Quantity Surveying and

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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 structures and responsibility mapping on

projects, and envision the exact fit of a project in the overall corporate strategy.

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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

complex projects and employee retention & career development emerge as the key areas for

seeking training inputs.

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‘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 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 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 not

explained by the available data and may require some other data. Generally Architectural

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.

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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 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

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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.

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CONTENTSSr. No. TOPIC Page No.

A Acknowledgements 2B Executive Summary 3

Chapter 1 - Introduction1.1 The Government Imperative 161.2 Key Questions raised in the Study 191.3 The Private Sector Imperative in PM 201.4 Key India Level Statistics Of Project Announcements By Indian

Corporations21

1.5 Initiatives of Indian Government and Industry, in the Promulgation of PM Education

23

Chapter 2 - Literature Review of Project Management education on a global scale2.1 Introduction 252.2 PM Education in America and Europe 272.3 PM In Academia – A Global Snapshot 28

2.3.1 PM in other European Countries 282.4 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 32c) Symbiosis Institute of Operations Management 32d) National Institute of Technology and Industrial Engineering 322.5 PM in Research 33

2.5.1 PM Research in India 352.6 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 40Chapter 3 - Research Design

3.1 Basic Approach to the Study 423.2 Objectives of the Study 423.3 Scope of the Study 433.4 Hypotheses 433.5 Methodology 443.6 Academic Institutions 45a) Sources of Data 45b) Data Collection Instrument - Schedules (Questionnaires) 45c) Data Collection Method - Direct Interview Method 45d) Sampling Procedure 46

d.1) Sampling Area 46d.2) Sample Size 46d.3) Sample Unit 46d.4) Sampling Technique 46e) Statistical Tools and Techniques 46

13

f) Analytical Software 46g) Multiple Regression Model 473.7 Practicing Executives of Project Based Companies 48a) Sources of Data 48b) Data Collection Method – Indirect Method 48c) Data Collection Instrument 48d) Sampling Procedure 48

d.1) Sampling Area 49d.2) Sample Size 49d.3) Sample Unit 49e) Statistical Tools and Techniques 49f) Analytical Software 49

3.8 Human Resource Managers of Project- Based Companies 49a) Sources of Data 49b) Data Collection Method 49c) Data Collection Instrument 50d) Sampling Procedure 50

d.1) Sampling Area 50d.2) Sample Size 50d.3) Sample Unit 50e) Statistical Tools and Techniques 50f) Analytical Software 50

Chapter 4 - Data Analysis of Survey of Technical and Business Institutions in India4.1 Introduction 524.2 PART I : Respondent’s Particulars And Details 534.3 PART II: General Opinion On Existing State Of PM Education

In India55

4.4 Part III: Curriculum Development 614.5 PART IV – Infrastructure, Management Support, Regulatory

Factors And Current Status Of PM Research In Institute74

Chapter 5 - Data Analysis Of Survey Of Working Executives Employed In Project Based Companies In India

5.1 Introduction 915.2 PART I – A & B : Respondents’ Particulars And Project Details 93

5.2.1 PART I – A 935.2.2 PART I – B 955.3 Part II: Project Management Curricula 96A Management and Technology Area 96B Behavioural Sciences Area 98C Information Technology Area 98D Sector Specific Area 99

5.4 PART III: Changes And Work Performance After Completion Of PM Programme

100

5.5 PART IV: Current Position Of Project Management In India 103Chapter 6 - Data Analysis of Survey of Human Resource Managers employed in

Project-based Companies in India6.1 Introduction 108

14

6.2 PART I : Respondents’ Particulars 1096.3 PART II: Dimensions Of Project Management Training Design 111

Chapter 7 – Interpretations Of Data Analysis And Findings Of PMI Survey7.1 Introduction 122

7.1.2 Commentary on the Extent and Depth of PM Education and Research in India

123

7.2 Institutional Data Analysis and Inferences 1257.2.1 Results and Interpretation of Factor Analysis for Subjects rated

by Faculty from Academic Institutions128

7.3 Multiple Regression Analyses of the Factors Affecting Introduction of PM course

132

7.3.1 Findings from Multiple Regression Analysis of Significance of PM Education in Technical/ Business/ Specialised Academic Institutions

132

7.4 The Practising Executives Data Analysis and Inferences 1387.5 Human Resource Managers’ Data Analysis And Interpretation 1447.6 Synthesis of Stakeholders of PM Education – Academic

Institutions, Practising Executives and Industry147

7.7 Limitations Of the Research 1487.8 Scope For Future Research 148

Chapter 8 - Conclusions and Recommendations8.1 Conclusions 150

8.1.1 Barriers 1518.2 Recommendations 152

BIBLIOGRAPHY 154ANNEXURES 159

Annexure 1A List Of Respondents Participating In Institutional Survey 159B List Of Respondents Participating In Working Executives

Survey164

Annexure 2a (DEC - 2005) 168b (DEC - 2006) 169c (DEC - 2007) 170d (DEC - 2008) 171

Annexure 3Questionnaire For Institutions 172

Annexure 4Correlation Matrix Of Factors (Subjects) Contained In Questionnaire For Academic Institutions (Part III A)

187

Annexure 5Questionnaire For Executives 190

Annexure 6Questionnaire For Human Resource Managers 203

Annexure 7Model Course Curriculum Designs In Undergraduate Programmes Of Technical And Business Management Schools

210

Annexure 815

Master Database File Of Primary Data 215CHAPTER 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 what 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

1 (www. planningcommission.nic.in/plans)16

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 total 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 Government Projects 2009 (Status as on 30.06.2009)

(Number of Projects)

SectorAhead On Schedule Delaved Without DOC

Original Latest Original Latest Original Latest Original LatestATOMIC ENERGY 0 0 2 2 3 3 0 0CIVIL AVIATION 1 1 4 4 22 22 0 4COAL 7 8 49 52 55 51 5 18I & B 0 0 0 0 0 0 1 1MINES 0 0 0 0 1 1 0 0STEEL 0 0 11 11 37 37 0 6PETROLEUM 2 2 24 24 33 33 0 1POWER 0 0 50 51 33 32 3 2HEALTH & FW 0 0 0 0 0 0 0 1RAILWAYS 1 1 6 24 67 65 131 122ROAD TRANSPORT & HIGHWAYS 2 2 26 26 159 159 0 9SHIPPING & PORTS 3 3 10 11 24 23 3 15TELECOMMUNICATIONS 0 0 6 6 27 27 0 11URBAN DEVELOPMENT 0 1 10 9 12 12 3 5WATER RESOURCES 0 0 0 0 1 1 0 0INFORMATION TECHNOLOGY 0 0 2 2 0 0 0 0Total 16 18 200 222 474 466 146 195

Source: Quarterly Project Implementation Status, MOSPI, Government of India

17

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 Projects1 Fund Constraints 31 (28 projects are of Railways, 1 Coal and 2 projects in Power sectors)2 Land Acquisition

Problems20 (12 Railways, 6 Coal, 1 Petroleum and 1 in Power sectors)

3 Slow Progress in Works other than Civil 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)5 Delay in Supply

of Equipment5 (2 Petroleum, 2 Power and 1 in Railway sectors)

6 Environmental clearance

1 (Railways sector)

7 Others 47 (these include the problems of technology selection, award of contract, delay in civil work, geo mining, court cases, inadequate infrastructure, 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 delay in 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

18

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

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 its nature?

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

19

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 to many

governmental projects, face intense competitive pressure arising out of tight bidding

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 in future 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.

20

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 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 Implementatio

n

Projects Implementatio

n StalledTotal

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

21

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. 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 in direct

losses to the national exchequer as well as retard planned economic growth.

22

Exhibit 2 ANumber Of Projects Sector-Wise By Cost

Year 2010, ( Crore)

Project Cost in Crores

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, 145CMIE Capex Database, 2010

*Data for 4958 projects appeared as ‘Not Available’

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 Commerce

and Industry (FICCI). All the entities mentioned are actively involved with key government 23

Exhibit 2 bSector – 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 15,63,863

Rs.1001 to Rs. 2000 crs 1,19,111 1,33,556 2,03,261 38,907 4,03,785 8,98,620

Rs.2001 to Rs3000 crs 71,163 2,65,437.30 1,52,872 22,514 2,20,427 7,32,413

Rs.3001 to Rs. 4000 crs 50,916 2,74,151.74 98,531 27,611 1,38,370 5,89,581

Rs.4001 to Rs.5000 crs 38,100 3,88,757.60 73,399 21,708 1,78,508 7,00,472

> Rs. 5001 crs 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 1,10,73,351Grand Total 2,21,46,703

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 the contribution of

the project sector in expediting national development goals was sought to 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 224

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 many countries. This

is reflected in the growth of the leading professional association of project 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

25

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 educational institutions. 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

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

2 (https://ccrs.pmi.org/Search.aspx)26

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 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

3 (www.pmi.org/PM2025)27

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 project management 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.

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

28

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 compared to

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

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

4 (www.emagister.in, Site accessed on Aug, 2010)29

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 PGDM1 Madhya Pradesh 161 56 72 Chhatisgarh 41 7 23 Gujarat 55 51 114 Mizoram 1 0 05 Sikkim 1 1 06 Orissa 68 29 157 West Bengal 71 27 28 Tripura 3 0 09 Meghalaya 1 0 010 Arunachal Pradesh 1 0 011 Andaman & Nicobar 0 0 012 Assam 7 5 113 Manipur 1 1 014 Nagaland 1 0 015 Jharkhand 13 4 316 Bihar 15 11 117 Uttar Pradesh 241 125 8818 Uttaranchal 19 23 219 Chandigarh 5 0 120 Haryana 116 56 1021 Jammu & Kashmir 7 9 022 New Delhi 19 13 2423 Punjab 70 55 424 Rajasthan 81 49 1525 Himachal Pradesh 9 8 026 Andhra Pradesh 527 231 2427 Pondicherry 9 1 028 Tamil Nadu 352 154 429 Karnataka 157 109 1530 Kerala 94 37 731 Maharashtra 239 168 4832 Goa 3 1 133 Daman & Diu, Dadar,

NH 0 0 0

Total 2388 1231 285Gr. 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

30

Central Madhya Pradesh 50 16 63Chhattisgarh 10 2 7

Gujarat 43 8 67East Orissa 53 10 24

Assam 9 0 5Meghalaya 0 0 0Manipur 0 0 0Mizoram 0 0 0

West Bengal 23 3 7Nagaland 0 0 0Jharkhand 2 3 1

Sikkim 1 0 0Arunachal Pradesh 0 0 0

Tripura 1 0 0Andaman &

Nicobar 1 0 0

North Uttar Pradesh 83 84 130Uttranchal 13 3 14

Bihar 12 2 3Chandigarh Chandigarh 0 0 1

Delhi 1 3 2Haryana 38 11 36

Himachal Pradesh 11 0 6J&K 0 0 0

Punjab 16 1 30Rajasthan 49 12 65

South Tamil Nadu 144 3 38Pondicherry 4 0 0

Andhra Pradesh 176 31 178South West Karnataka 32 18 26

Kerala 29 1 8West Maharashtra 85 37 123

Goa 0 2 0Daman & Diu 0 0 0

Total 886 250 834Grand Total 1970Source: www.aicte.ernet.in/ApprovedInstitute.htm

2.4.1 Specific Cases in India

a) Indian Institutes of Management, MBA Institutions, Engineering Colleges

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

31

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

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

5 The 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.aspx Site accessed as on August 2010)

7 (http://www.nitie.edu Site accessed as on August 2010)

32

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, 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

33

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 bid 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. 8 (www.pmforum.org/library/journals.htm Site accessed as on August 2010)

34

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

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

35

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 prove the 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.

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

36

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. Operation and 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

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.

37

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 who had 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.

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)

38

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 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

39

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

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, the growth 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 made mandatory, the PM

certification even to apply for a job with them (Lu et al, 2004).

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®.

40

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.

CHAPTER 3

RESEARCH DESIGN

3.1 Basic Approach To The Study

41

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:

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.

42

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.

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.

43

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.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 costs incurred 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 certified trainers 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 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

44

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

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)

45

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.

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.46

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) = r1 REng + r2 RMgnt + r3 RArch + r4 RPND + r5 RInfra + C (I)

Where, RPME(MNT) is the rating of PM Education and r1, r2, r3,r4, r5, 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)

The dependent variable is the overall Rating of PM Education in India (RPME Infra). The

explanatory variables are the same scaled ratings of the Institute Infrastructure Support. The

important infrastructure is Availability of Library and e-resources (RLib), Course Material

(RCM), Classrooms (RCR) and Qualified Faculty (RQF). C is the Constant Term.

Therefore, the regression equation for this part is follows.

RPME Infra = r1 RLib +r2 RCM + r3 RCR + r4 RQF (II)

Where RPME Infra is the PM Education rating, r1, r2, r3, r4 are the regression of the

corresponding ratings of the Availability of Library and e-resources, Course Material,

Classrooms, and Qualified Faculty. C is the Constant Term.47

Model 3: Multiple Regression Analysis of PM Education Ratings as Dependent Variable

and Management Support as Explanatory Variable (Independent Variable)

Here, the dependent variable is the Overall Rating of PM Education in India (RPME Mgmt) and

it is on 5-point scale, i.e., 1=Poor, 2=Fair, 3=Good, 4-Very Good and 5=Excellent. The

explanatory variables are the same scaled ratings of the Management Support for introducing

Courses in PM in the Institute (RPMCourse) and Effect on Employability of PM (REPM).

Therefore, the regression equation for this part is follows.

RPME(Mgmt) = r1 RPMCourse + r2 REPM + C (III)

Where, RPME (Mgmt) is the rating of PM Education and r1, r2, 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.

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 48

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

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

49

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 to offer 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 numerical averages were

calculated to arrive at the overall rating assigned by the respondents.

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.

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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 51

respondent’s institution as well as in his/her general opinion as an important 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 52

sample in terms of the region (Fig 3) in which the institution was located and the average

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.

Figure 5: Experience In Curriculum Development54

4.3 PART II: General Opinion On Existing State Of PM Education In India

It was important to know the perception of the academics with respect to the current state of

PM education in the country. Majority of the sample felt ( Fig 6 ) that the current state of PM

education is only ‘fair’ (49.38%) and ‘good’ (25.93%). The average rating score of 2.05

reflects this perception. This implies that the respondents consider the current status of PM

education as Fair.

The next query was to elicit a response about the respondent’s own institution’s efforts to

introduce PM curriculum. (Fig 7). A clear majority of the sample responded that there have

been prior attempts in the past to introduce PM curricula in the courses offered by their

institutions.

Figure 6: Perception Of The Current Status Of PM Education In India

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Figure 7 reflects the level at which a particular institution has introduced the course in their

curricula. In the sample, in 85% of the cases, the courses related to PM were introduced at the

undergraduate stage and the post graduate level. Only in around 15% cases, the courses exist

at other levels like in research, advanced levels such as at the doctoral level programmes and

certificate level courses.

Figure 7 : Attempts At Introducing PM In The Curriculum

It was also important to know in which category, the course had been introduced, i.e. whether

the institution preferred to include PM courses as electives or as a compulsory subject. As

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seen in Figure 8, the sample is equally distributed in its choice. This indicates 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.. 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 58

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

Figure 11 C iii. Infrastructure Development

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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

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); AR6-61

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 (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. 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.

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Figure 12 A: Ratings Of Subjects In Management And Technology

AR1-Operations Management for Projects; AR2-Planning, Scheduling, Monitoring and Control Techniques; AR3-Statistical Methods for

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

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.

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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

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.

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

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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

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.

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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

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 Area66

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

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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

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

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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 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.

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 70

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 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 in this 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 9 Correlation 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 random numbers). 

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 0 and 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 it is above 0.9 then the two factors can be treated as one and the same because they cannot be distinguished clearly.

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AR15 (0.7), Project Procurement & /Materials Management AR12 – Contract Management

AR13 (0.7), Contract Management AR13 – Process

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. It is 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.

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The results indicate that nearly half of the subjects included in this area are fairly unique and

have their own individual importance and therefore need to be included in the curriculum.

There is scope for combining course contents of other courses as suggested above, when

there is difficulty in all of the courses contained in this subject area. Refer Table 5, Annexure

4, Part A for complete results.

Strategy, Economics and Finance Area: In this Area too, it was observed that all subjects

had a correlation coefficient less than 0.90. Therefore it can be concluded that subjects in this

section too are fairly unique (refer Table 5, Annex 4, Part B). Here too, subjects with

correlation coefficient greater than 0.7 would have strong significant relationship. The

subjects having correlation values of 0.7 or more in this group are as follows :

Macro Economic Policy BL1 - Project Strategy BL2( 0.73), Macro Economic Policy BL1 -

Social Cost Benefit Analysis BL3 (0.72), Project Strategy BL2 - Social Cost Benefit Analysis

BL3 (0.76), ; Project Strategy BL2 - Financial Management BL4(0.71), Social Cost Benefit

Analysis BL3 - Project Financing BL5 (0.71); Social Cost Benefit Analysis BL3 - Legal,

Commercial and Taxation Aspects of Projects BL7 (0.72), Financial Management BL4 -

Project Financing BL5 (0.8), Legal, Commercial and Taxation Aspects of Projects BL7 -

Project Joint Ventures, Strategic Alliances, Special Purpose Vehicles BL8 (0.86).

The subject Social Cost benefit Analysis is most heavily correlated with other subjects

including Macroeconomic Policy, Project Strategy, Project Financing, Legal, Commercial

and Taxation Aspects. Thus if this course is included as a separate course, care must be taken

to ensure that the content is not duplicated in other courses. Alternately the course need not

be included, if other courses reflect the content. There is a case for combining the courses

Project Financial Management and Project Financing, courses Project Strategy and

Macroeconomic Policy, and courses Legal, Commercial & Taxation Aspects and Project

Joint Ventures, Strategic Alliances & Special Purpose Vehicles.

The correlation analysis provides very good guidelines on the way courses in this subject area

could be grouped and introduced in the PM curriculum.

Behavioural Sciences Area: In this Area too, it was observed that all subjects had a

correlation coefficient less than 0.90. Therefore it can be concluded that subjects in this

section too are fairly unique. Subjects with correlation coefficient greater than 0.7 have

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strong significant relationship. Refer Table 5, Annexure 4, Part C. The subjects having

correlation values of 0.7 or more in this group are as follows :

Industrial / Labour Relations CR4 - Conflict Management CR5 (0.79); Industrial / Labour

Relations CR4 - Diversity Management CR6 (0.78); Conflict Management CR5 (0.79) -

Diversity Management CR6 (0.81).

Three subjects are correlated to each other, namely Industrial/ Labour Relations, Conflict

Management and Diversity Management. So from the point of view of the respondents, these

subjects reflect some common issues and concerns and there is a case for combining these

together to achieve an integrated approach to deal with these issues and concerns. The other

courses may be taught independently.

Information Technology Area: In this Area also, it was observed that all subjects had a

correlation coefficient less than 0.90. Therefore it can be concluded that subjects in this

section too are fairly unique. Subjects with correlation coefficient greater than 0.7 have

strong significant relationship. Refer Table 5, Annexure 4, and Part D. The subjects having

correlation values of 0.7 or more in this group are as follows : Enterprise Resource Planning

(ERP) DR2 - e-Business Applications DR3 (0.72), Engineering Software DR4 - Excel /

SPSS / DBMS DR5 ( 0.81).

The correlation analysis results provide an useful way of structuring courses in IT area in the

PM curriculum. For instance, ERP and e – Business Applications courses could combined

into a single course. Similarly Specialized Engineering Software and Common Software such

as Excel, SPSS, DBMS could also be structured as a single course, in case there is difficulty

in offering these as separate courses. Only Project Management Software needs to be taught

as a separate course.

4.5 PART IV – Infrastructure, Management Support, Regulatory Factors And

Current Status Of PM Research In Institute

This section of the study was dedicated to finding out the nature of curriculum development

and research that is currently being supported by the management of institutions in the area of

PM. Along with this, it was also necessary to find out the extent of departmental and

individual interests of the faculty in this area. Also, the average time taken by institution

managements to introduce new curricula needs to be studied in order to assess the

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‘responsiveness’ factor of managements to new ideas and curriculum 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

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noticed that majority of the sample (64%) have made earlier attempts at introducing PM

courses in their institutes.

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 considerably high levels of

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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

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Majority of the institutions (43.27%) were affiliated to the All India Council of Technical

Education (AICTE), the apex government accreditation body. 24.04% of the institutions

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,

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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

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

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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

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

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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

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 82

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 the subjects were rated

as very important and the subject rated most important was Managerial 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 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.

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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.

In the Economics and Strategy area, the subject Social Cost benefit Analysis is most heavily

correlated with other subjects including Macroeconomic Policy, Project Strategy, Project

Financing, Legal, Commercial and Taxation Aspects. Thus if this course is included as a

separate course, care must be taken to ensure that the content is not duplicated in other

courses. Alternately the course need not be included, if other courses reflect the content.

There is a case for combining the courses Project Financial Management and Project

Financing, courses Project Strategy and Macroeconomic Policy, and courses Legal,

Commercial & Taxation Aspects and Project Joint Ventures, Strategic Alliances & Special

Purpose Vehicles. The correlation analysis provides very good guidelines on the way courses

in this subject area could be grouped and introduced in the PM curriculum.

In the Behavioural Sciences area, three subjects are correlated to each other, namely

Industrial/ Labour Relations, Conflict Management and Diversity Management. So from the

point of view of the respondents, these subjects reflect some common issues and concerns

and there is a case for combining these together to achieve an integrated approach to deal

with these issues and concerns. The other courses may be taught independently.

The correlation analysis results provide a useful way of structuring courses in IT area in the

PM curriculum. For instance, ERP and e – Business Applications courses could be combined

into a single course. Similarly Specialized Engineering Software and Common Software such

as Excel, SPSS, DBMS could also be structured as a single course, in case there is difficulty

in offering these as separate courses. Only Project Management Software needs to be taught

as a separate course.

Majority of the sample felt that resources were generally easily available in the institute in

terms of library, course materials, classrooms, laboratories, computer labs, qualified faculty

and availability of research facilities. The respondents also strongly endorsed the existence of

management vision to support PM endeavours. It takes on average about a year to build the

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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 undergoing PM

training to be considerably high. They said that the companies did look for 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.

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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 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 just five decades.

The Institute had initial collaboration with Harvard Business School. This collaboration

greatly influenced the Institute's approach to education and teaching methods. Gradually, it

emerged as a confluence of the best of Eastern and Western values. The institute offers Post

Graduate Programmes in Management in which Project Management is offered as an

advanced level elective subject.

The Institute assigns high level of importance to PM related coursework. The Institute has

already made attempts in the past, and runs elective courses in the area of Project

Management since the last few years. The IIMA’s faculty believes that the introduction of

Project Management courses helps improve the employability of the students to a good

extent.

At an individual level, faculty have research interests in the area of PM. Many faculty

members have published research papers and addressed seminars and conferences in the area

of PM. The Institute also conducts regularly executive development programmes/workshops

in PM. The Institute has also provided consultancy services in PM to a variety of

organisations in government, public and private sectors as well as some international

agencies. A few of the research theses have been written on issues related to PM in the

Institute’s Fellow Programme in Management (FPM).

Source: NICMAR Survey Data, 2010

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Box 3: Project Management Courses In Indian Institute Of Management, Calcutta, (IIM C)

The Indian Institute of Management Calcutta (IIMC) was established as the first National

Institute for Post Graduate Studies and Research in Management by the Government of India

in November 1961 in collaboration with Alfred P. Sloan School of Management (MIT), the

Government of West Bengal, The Ford Foundation and Indian industry. Over the years, IIMC

has grown into a mature institution with global reputation, imparting high quality

management education. It has been playing a pioneering role in professionalising Indian

management through its Post Graduate and Doctoral level programmes, executive training

programmes, research and consulting activities. Today, the institute serves as an autonomous

body, continually evolving to meet its goals in an ever changing business environment. The

vision of the Institute is to emerge as an International Centre of Excellence in all facets of

management education. Over the past four decades, IIM Calcutta has blossomed into one of

Asia's finest business schools. The Institute offers various post graduate programmes in

management in which Project Management is offered as an intermediate level elective

subject.

One of the biggest strengths of the Institute is its world renowned faculty. The faculty

members have distinguished academic achievements in different areas of management and

the related basic disciplines and are actively involved in teaching, training, and research and

consulting. According to the opinion of IIMC faculty, Project Management courses are very

essential for Engineering and B-Schools and they believe that the introduction of Project

Management courses improves the employability of the students to good extent. The Institute

offers executive development programmes in PM, undertakes consulting projects in PM and

of the research areas in the FPM programme.

Source: NICMAR Survey Data -2010

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Box No.4 Project Management Courses In Indian Institute Of Technology, Kharagpur,

The history of the IIT system dates back to 1946 when a committee was set up by Hon'ble Sir

Jogendra Singh, Member of the Viceroy's Executive Council, Department of Education,

Health and Agriculture to consider the setting up of Higher Technical Institutions for post

war industrial development in India. The 22 member committee headed by Sri N.R. Sarkar, in

its report, recommended the establishment of four Higher Technical Institutions in the

Eastern, Western, Northern and Southern regions, possibly on the lines of the Massachusetts

Institute of Technology, USA, with a number of secondary institutions affiliated to it. On

Sept. 15, 1956, the Parliament of India passed an Act known as the Indian Institute of

Technology (Kharagpur) Act declaring this Institute as an Institute of National Importance.

The Institute was also given the status of an autonomous University.

IIT Kharagpur runs both Graduate and Post Graduate Programmes in which Project

Management related subjects are taught as compulsory as well as elective courses. The levels

of subjects vary from Intermediate to Advanced. According to the Project Management

faculty, PM courses are very essential for the Engineering as well as Management Schools

and they believe that introduction of Project Management courses improves the employability

of the students to a great extent.

Several faculty members have interests in the area of Project Management and PM related

research. They have published research papers and presented seminars papers in PM and

guided in Bachelor’s, Master’s and Ph. D level project work/thesis work in PM. The overall

thrust of PM is however more at the research level than training and education.

Source: NICMAR Survey Data -2010

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Box 5: Project Management Courses In National Institute Of Industrial Engineering:

(NITIE), Mumbai

The National Institute of Industrial Engineering, popularly known as NITIE established by

the Government of India in the year 1963, is located in Mumbai, India. The institute, which

started off as an Industrial Engineering institute, now offers full time Post Graduate

programmes in both, Industrial Engineering and Industrial Management. In addition, the

institute also offers Fellow Programme, and Executive Education Programmes. It is

considered by the Government of India as an apex institution on the lines of IITs, IIMs &

IISc. It has been recognized as one of the 15 Centres of Excellence along with the Indian

Institutes of Technology (IITs), Indian Institutes of Management (IIMs) and Indian Institute

of Science (IISc) by the Ministry of HRD, Govt. of India. NITIE has decided to act as a

driving force not only in the manufacturing sector but all sectors of the Indian economy such

as infrastructure and services.

It has been offering Project Management as one of the compulsory as well as elective courses

at the post graduate as well as the research level for a very long time. The management feels

that the introduction of the PM related courses in the academic curriculum will definitely

provide the students better employability options and thus they continue to support PM

courses. They also rework the courses and from time to time, revise and bring changes in the

course curriculum. Being an institution dedicated to manufacturing operations and

management, the management has laid emphasis on PM related courses.

The respondent from NITIE feels that the ‘Management and Technology’ subjects are more

important in the field of Project Management when compared to the subjects of the Strategy,

Economics and Finance, and the Behavioural Sciences areas. The subjects related to the

Information and Technology like the Primavera, MSP, ERP and other e business applications

were considered of less importance in the context of Project Management. The faculty is also

involved in contributing towards research and publications in this area and are encouraged to

attend various training programmes and conferences related to PM.

Source: NICMAR -Survey data, 2010

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Box 6: Project Management Courses In Shailesh J. Mehta School Of Management, IIT Bombay (SJSOM)

IIT Bombay, founded in 1958, has established itself as a premier world class teaching and

research institution in technology and interdisciplinary programmes. About twenty percent of

its alumni are entrepreneurs - many of them first generation. The pre eminence of the Institute

is evident from its varied and effective academic programmes for manpower development to

meet the rapidly changing needs of the organizations.

To promote interdisciplinary learning and to keep up with the changing environment, IIT

Bombay established its management school in 1995 with the objective of transforming

professionals with technological background to "Renaissance Leaders" of tomorrow. In the

year 2000, the school was renamed as Shailesh J. Mehta School of Management, in honour of

Dr. Shailesh J. Mehta, a distinguished alumnus of IIT Bombay. The School of Management

already leads the way in preparing its graduates to respond to the new challenges by drawing

on the varied intellectual resources of IIT Bombay.

SJSOM has some PM courses included in the Managerial Development Programmes (MDP)

for the executives. The introduction of such courses in the MDPs is aimed towards

developing and maintaining a strong interface with industry. They also enable the School to

identify the current trends in business processes.

The faculty member responding to our survey was asked to rate the subjects in the 5 areas

listed in the questionnaire. In the Management and Technology Area, he rated ‘very low’

subjects like accounting and control systems, quantity surveying, project procurement &

materials management, as compared to the other subjects like operations management;

planning, scheduling, monitoring and control; operations research, quality, etc. Likewise he

felt that subjects like project organisation and structure, conflict management and diversity

management under the Behavioural Sciences area also have less importance in the PM

subject areas. Except the ones mentioned above, all other subjects were rated ‘important’ by

the faculty member.

The School’s faculty members are actively contributing publications and are encouraged to

attend various training programmes and conferences in the area of PM. The faculty also

guides research work in PM related Ph. D theses. Overall it was observed, that the School

assigned importance to PM albeit more so in select subjects and has some coursework,

training and research experience in PM.

Source: NICMAR -Survey data, 2010

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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

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

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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

0 – 1 : Not important1 – 2 : Somewhat important2 – 3 : Important

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3 – 4 : Very important4 – 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 subsequent sections,

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

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.

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Figure 33: Tools And Techniques Used On Projects

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 96

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 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.

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B. Behavioural Sciences Area: Figure 35 shows the ratings given for subjects in this

area.

Figure 35: Subject-Wise Ratings For Behavioural Sciences Area

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 ‘extremely important’ 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

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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

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.

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Figure 37: Ratings For Importance Of PM Education In Sector Specific Areas

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 were asked 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.

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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 :

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 the respondents

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

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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 -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 and

Projects 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

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Figure 40: Gains In The Individual’s Career

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.

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One possible 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.

In the Behavioural Sciences area, the overall ratings for all subjects in this area averaged

‘Very Important’, except for Managerial Skills subject rated ‘extremely important’. This

subject w is rated much higher by the executives, while the other subject ratings in this area

are comparable to those assigned by the institutions.

Overall all the subjects in the IT area were rated in the range of ‘very important’ to

‘Extremely Important’. PM Software, ERP and Excel/DBMS/SPSS are rated ‘ extremely

important’ and the other subjects are rated ‘very important’. The ratings assigned to these

subjects are very comparable to those assigned by institutions, although executives have

assigned slightly lower ratings to Engg Software.

On the average, coverage of all the specific sectors is considered ‘very important’. Sectors

like Roadways, Railways, Urban Infrastructure, Civil Aviation and Mega Property

Developments are considered relatively more important than others. Chemical Engineering

and Defence sectors have received relatively lower ratings. The executives’ ratings are

generally similar to the institutions’ ratings. However the executives have assigned somewhat

higher ratings to the Technology, Roadways, Railways, 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.

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 factors i.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 the company

values international accreditation extended to executives undergoing PM training as an added

benefit.

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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 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.

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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

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

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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 while considering PM training for the company’s

executives. Figure 46 presents the findings.

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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

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.

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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

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.

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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

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 116

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 trainers 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.

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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 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

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H. This Section sought to find out whether an international accreditation accompanying

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 PM Training By Organisations

Conclusion:

On the average, most of the companies have taken steps to initiate PM training in the past

five years. The companies generally prefer to deploy employees in the managerial cadre for

training. Within this section of employees, the most frequently chosen are the middle and

senior managers for receiving PM training.

For deputing executives for training, the companies particularly emphasize the following

factors : Perceived gains from PM training, Employee retention, Career development, Ability

to execute complex projects, Ability to monitor and control projects, Ability to plan projects,

Ability to manage contracts in projects, Ability to deliver projects in right time, costs and

quality. Thus project planning, monitoring & control; execution of complex projects and

employee retention & career development emerge as the key areas for seeking training inputs.

‘In house Training’, ‘On the Job Training’ and ‘On the Job with Classroom Training’ are the

most preferred methods of training. Given that both skills and knowledge are key components 119

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

productivity. However the lowest cost rating assigned to the factor ‘Lost Productivity of

executives’ implies that HR managers do not mind the loss of productivity of executives

during their absence, which they feel will be more than compensated by the large scale

benefits expected from training.

HR managers view training to be ‘quite benefitial’ on all the factors considered including :

Increase in production/ performance, Reduction in errors and improvement of safety

standards, Employee retention, Lesser supervision, Ability to use new skills and capabilities,

Improved delivery performance, Attitude changes, and Growth of business oportunities. HR

managers strongly endorse the benefits derived from Attitude changes. One factor - Increase

in production / performance, is not viewed as benefitial as other factors. One interpreation is

that they look for direct benefits from training in ‘process improvement’ rather than ‘output

improvement’.

Certified Franchisee Trainers are considered most efficacious training providers, followed by

Internationally Certified Trainers, Independent Trainers and Academic institutions. This may

be attributed to the flexibility and highly focussed approach of these trainers. However it is

important to mention that the highest percentage preference in the ‘Most Efficacious’

category was assigned to academic institutions. Their good concentration of highly qualified

faculty, a fair degree of specialised competence and research experience are a great advantage

for developing good training content. The reasonable cost of such institutions is an added

advantage. However the downside is that they may not always be able to effectively deliver

purely custom designed training programmes. The most frequent academic institutions for

PM related training appear to be the management institutions together as group, followed by

in house trainers and NICMAR. Considering that NICMAR is a single entity, its share of

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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 PMI SURVEY

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 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.

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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 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

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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 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

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&_urlVersion=0&_userid=7735364&md5=398b1a5fbe7252198a37055d9198832e&searchtype=a

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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.

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

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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.

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

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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 the

individual subjects should be taught. The data obtained points to interesting responses. 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

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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 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 12 Factor 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 information contained 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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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 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

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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’ (p.62)

individual subjects ratings). Figure 56 below represents the same in graphical format.

Figure 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

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Com

pon

ent Initial Eigenvalues Extraction Sums of Squared

Loadings Rotation Sums of Squared Loadings

Total % of Variance

Cumulative % Total % of

VarianceCumulative

% Total % of Variance

Cumulative %

1 14.3692 46.35225 46.35225 14.3692 46.35225 46.35225 5.065974 16.34185 16.341852 2.444626 7.885889 54.23814 2.444626 7.885889 54.23814 4.951679 15.97316 32.315013 1.950424 6.29169 60.52983 1.950424 6.29169 60.52983 3.906904 12.60292 44.917934 1.62253 5.233969 65.7638 1.62253 5.233969 65.7638 3.901062 12.58407 57.5025 1.418033 4.5743 70.3381 1.418033 4.5743 70.3381 2.707042 8.732392 66.234396 1.163584 3.753498 74.0916 1.163584 3.753498 74.0916 2.435735 7.857209 74.09167 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 98.86916            27 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 100            

Extraction Method: Principal Component Analysis.

The Scree Plot 14describes the distribution of Eigenvalues amongst the different subjects.

14 Scree Plot – the eigenvalues for successive factors can be displayed in a simple line plot. This scree plot can be used to graphically determine the optimal number of factors to retain. No more than the number of factors to the left of this point should be retained.

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Figure 57: Scree Plot Representing The Eigenvalues ForEach Factor (Subject) And The Predominant Factors

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.

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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)

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

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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 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)

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Method: Least Squares

Sample: 001 081

Included observations: 81

Variable Coefficient

Std. Error t-Statistic Prob.

RLib 0.188618 0.127446 2.695339 0.0190

RCM 0.175842 0.160170 1.997851 0.1008

RCR 0.224866 0.135332 1.922669 0.0592

RQF 0.808134 0.117306 2.688903 0.0130

C 1.527748 0.332415 4.595901 0.0000

R-squared 0.417297 Mean dependent var 2.061728

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

S.E. of regression 0.713400 Akaike info criterion 2.244907

Sum squared resid 37.66156 Schwarz criterion 2.451835

Log likelihood -83.91874 F-statistic 2.302105

Durbin-Watson stat 1.906860 Prob (F-statistic) 0.043055

In this modified case, most of the explanatory variables are individually significant (Highly

significant in this model). The coefficients of all explanatory variables namely Availability

of Library and e-resources (RLib), Course Material (RCM), Classroom (RCR) and Qualified

Faculty (RQF) are positive, which indicates that they have positive impact on the dependent

variable. The explanatory variable Ratings on Availability of Library and e-resources (RLib)

and Qualified Faculty (RQF) are highly significant at 1% level (Two Tailed Test), as their t-

statistics are high and p values are near 0. Similarly, the explanatory variable rating on

Course Material (RCM) and Classroom (RCR) are also significant at 5 % level (Two Tailed

Test).

The R-square value of 0.42 indicates that the explanatory variables are able to explain the

variation of dependent variable to the extent of 42 %. The Durbin-Watson statistics is 1.91,

which indicates that there is no autocorrelation among explanatory variables.

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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, University Affiliated and

Accredited Institutions. The latter are bound by structured processes of approval which may

take protracted periods of time from government agencies in the form of receiving sanctions

to introduce courses. Therefore the type of the infrastructure currently prevailing is more

dictated by the regulatory requirements rather than the targeted requirements of PM

education. Such factors along with the limited data size may be the reason why the equation

is explained to the extent of 42%.

Model 3:- Multiple Regression Analysis Of PM Education Ratings As Dependent

Variable And Management Support As Explanatory Variable (Independent Variable)

The dependent variable is the overall Rating of PM Education in India (RPME Mgmt). The

explanatory variables are the same scaled ratings of the Management Support for introducing

Courses in PM in the Institute (RPMCourse) and Effect on Employability of PM (REPM).

Therefore, the regression equation for this part is follows.

RPME(Mgmt) = r1 RPMCourse + r2 REPM + C

RPME(Mgmt) = 0.26* RPMCourse + 0.07* REPM + 1.13………............................................................(III)

In this case, both the explanatory variables are individually significant. The coefficients of

the explanatory variables namely, Management Support for introducing Courses in PM in the

Institute (RPMCourse) and Effect on Employability of PM (REPM) are positive, which

indicates that they have a positive impact on the dependent variable. The explanatory variable

Ratings on Effect on Employability of PM (REPM) is also significant at 5 % level (Two

Tailed Test).

The explanatory variable Ratings on Management Support for introducing Courses in

PM in the Institute (RPMCourse) is highly significant at 1% level (Two Tailed Test),

as their t-statistics are high and p values are near 0. The R-squared value of 0.26

indicates that the explanatory variables are able to explain the variation of dependent

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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)

Method: Least Squares

Included observations: 81

Variable Coefficient Std. Error t-Statistic Prob.

RPM Course 0.256991 0.087833 2.925887 0.0045

REPM 0.068224 0.079605 1.857033 0.0941

C 1.127361 0.363748 3.099288 0.0027

R-squared 0.254942 Mean dependent var 2.061728

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

S.E. of regression 0.712115 Akaike info criterion 2.195180

Sum squared resid 39.55444 Schwarz criterion 2.283863

Log likelihood -85.90478 F-statistic 5.064917

Durbin-Watson stat 1.887506 Prob(F-statistic) 0.008549

Explanation: This implies that apart from the two factors namely introduction of PM courses

(RPMC) and effect of Employability (REPM), there are other factors that are obviously

affecting the rating of PM education in India. For example our previous results already

indicate that the variation in emphasis on PM education across various types of institutions,

nature and extent of infrastructure support provided by the institutions have considerable

impact on the PM education ratings. Only good employability, management support and

introduction of PM courses in Technical and Management Institutes will not therefore

improve the overall rating of PM Education. Some other variables like awareness and

importance of PM education amongst the institutes’ faculty and management, the academic

and physical infrastructure of the institutions will also be equally important.

7.4 The Practising Executives Data Analysis And Inferences

The next set of responses was drawn from practising executives, so as to find out their views

and perceptions regarding project management learning. The sample consisted of executives

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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 the questionnaire were from the middle

management cadre. Most of these were working on 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

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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

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

are generally similar to the institutions’ ratings. However the executives have assigned

somewhat higher ratings to the Technology, Roadways, Railways, Civil Aviation, Urban

Infrastructure sectors.

In terms of gains derived in developing a better strategic overview of projects, PM training ‘

helped immensely’ in the area of Work Breakdown Structure and Responsibility Mapping. At

the direct project level, training ‘helped immensely’ in Project Planning, Scheduling,

Monitoring and Control. Training helped executives in improved decision making ability and

improved understanding of human related factors i.e. interpersonal relations and conflict

resolution. Some experienced higher responsibility coming their way after completion of PM

training. On the whole there appear to be a significant gains in terms of the enrichment and

enlargement aspects of the job.

From the responses of the executives, lack of awareness of PM among students and

educators, lack of trained teachers and greater practice orientation of PM are the key factors

emerging as the main inhibiting factors affecting the growth of PM education. When faculty

respondents were asked to evaluate their progress in introducing PM related courses in India,

majority of the responses were in the category of Negligible, Initial and Considerable. Only

11% of the sample admitted to the efforts being in the ‘Advanced’ stage. Also the multiple

regression results point to factors like institute infrastructure in terms of library, course

materials, and existence of management vision and lastly management support as crucial to

the introduction of the PM courses in the institutes. Data collected on both counts point to the

fact that there appears to be a clear gap in the present curriculum of technical and business

schools and the actual skill requirements of the industry.

Furthermore when viewed with the systematic efforts taken by the Chinese government

within the government ministries, as well as in the educational system, the efforts of the

Indian technical and business educational institutions remains far short of the ideal. This

appears to be even more acute when the average quantum of project value that the executives

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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 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

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with 0.949 (almost 1), which implies even this sector is considered very important for PM

education. Surprisingly, for the Sector –International Project Management, eigenvalue was as

low as 0.087, which shows the general lack of awareness 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 Practising

Executives Questionnaire

Total Variance Explained

Co

Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings

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m po ne Total % of Variance

Cumulative % Total % of

VarianceCumulative

% Total % of Variance

Cumulative %

1 10.17328 32.81702 32.81702 10.17328 32.81702 32.81702 4.809169 15.51345 15.51345

2 2.756306 8.89131 41.70833 2.756306 8.89131 41.70833 3.17283 10.23493 25.74838

3 2.363979 7.625739 49.33407 2.363979 7.625739 49.33407 3.125478 10.08219 35.83057

4 1.632442 5.265942 54.60001 1.632442 5.265942 54.60001 2.765583 8.921237 44.75181

5 1.53672 4.95716 59.55717 1.53672 4.95716 59.55717 2.23332 7.204259 51.95607

6 1.372484 4.427367 63.98454 1.372484 4.427367 63.98454 2.191048 7.067898 59.02396

7 1.205142 3.887556 67.8721 1.205142 3.887556 67.8721 2.106039 6.793673 65.81764

8 1.077504 3.475819 71.34791 1.077504 3.475819 71.34791 1.714386 5.530278 71.34791

9 0.887366 2.862472 74.21039

10 0.873485 2.817692 77.02808

11 0.775828 2.502671 79.53075

12 0.694898 2.241607 81.77236

13 0.627206 2.023244 83.7956

14 0.578756 1.866956 85.66256

15 0.483409 1.559382 87.22194

16 0.464103 1.497106 88.71905

17 0.444625 1.434273 90.15332

18 0.399242 1.287877 91.4412

19 0.377663 1.218269 92.65947

20 0.353314 1.139724 93.79919

21 0.32893 1.061065 94.86025

22 0.2661 0.858386 95.71864

23 0.232301 0.749358 96.468

24 0.226792 0.731588 97.19959

25 0.186956 0.603085 97.80267

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26 0.166592 0.537394 98.34007

27 0.137391 0.443197 98.78326

28 0.135593 0.437396 99.22066

29 0.10033 0.323645 99.5443

30 0.079777 0.257346 99.80165

31 0.061489 0.198351 100

Extraction Method: Principal Component Analysis.

Figure 58: Scree Plot That Represents Graphically The Distribution OfEigenvalues 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.143

Table No. 7 The Distribution Of Eigenvalues And Subject (Factors)Co

mp

onen

tInitial Eigenvalues

Extraction Sums of Squared Loadings

Rotation Sums of Squared Loadings

Total % of Var Cum % Total % of Var Cum % Total % of Var Cum %1 1.514662 30.29324 30.29324 1.514662 30.29324 30.29324 1.509628 30.19256 30.192562 1.161167 23.22333 53.51658 1.161167 23.22333 53.51658 1.166201 23.32401 53.516583 0.978579 19.57159 73.08817 4 0.765958 15.31916 88.40732 5 0.579634 11.59268 100

Extraction Method: Principal Component Analysis.

Figure 59: Scree Plot That Represents Graphically The Distribution OfEigenvalues 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 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, 144

execute and control projects better as the most important objective of planning training and

deploying personnel for PM training.

When this data is matched with the data obtained from executives on whether they had

received instruction in PM related subjects while in college, a clear majority have answered

in the negative. Also majority of the executives interviewed have work experience ranging

from less than 5 years up to 10 years. Therefore the HR managers have to arrange PM related

training in order to make the executives ‘project ready’ and ensure a certain degree of parity

with other project personnel such as project managers, operations executives, purchase

managers, etc. The companies believe that the direct benefits from training accrue to middle

and senior managerial cadres the most, as executives in these two categories are directly

involved in driving projects, taking decisions and overall project responsibility. From the

responses of the executives, it is apparent that the objectives of the HR managers has been

fulfilled since the executives feel that their most direct gains are in their improved ability to

plan, execute, monitor and control projects better.

‘In house Training’, ‘On the Job Training’ and ‘On the Job with Classroom Training’ are the

most preferred methods of training. ‘In house’ may be preferred as it is considered more cost

effective compared to the residential training programmes. This was also confirmed by the

top training and HR managers (See Refer ref no. 48, Bib) when they stated that most of the

times, companies preferred this method, because it formed an integral component of a very

large ongoing project, and therefore training of the executives had to be completed within

available timeframes. The training levels most preferred for various grades of executives are :

Elementary for Operatives, Basic for Supervisors, Advanced for Middle level managers,

Strategic for Senior Level executives. The scope and complexity of training content must

match the grades and responsibilities at various levels in the organisational hierarchy. HR

managers are seen to keep this in mind when importing PM training. The findings highlight a

planned approach for PM training.

Overall the perception amongst the HR managers is that PM training is quite expensive vis a

vis majority of the factors such as : Trainees’ salaries and time, Materials for training,

Expenses for trainers, Expenses for trainees, Cost of facilities and equipment, Lost

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

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compared to other training themes in technical and management arena. HR managers do not

mind the loss of productivity of executives during their absence, which they feel will be more

than compensated by the large scale benefits expected from training.

HR managers view training to be ‘quite benefitial’ on all the factors considered including :

Increase in production/ performance, Reduction in errors and improvement of safety

standards, Employee retention, Lesser supervision, Ability to use new skills and capabilities,

Improved delivery performance, Attitude changes, and Growth of business oportunities. They

look for direct benefits from training in ‘process improvement’ rather than ‘output

improvement’.

Certified Franchisee Trainers are considered most efficacious training providers, followed by

Internationally Certified Trainers, Independent Trainers and Academic institutions. This may

be attributed to the flexibility and highly focussed approach of these trainers. However it is

important to mention that the highest percentage preference in the ‘Most Efficacious’

category was assigned to academic institutions. Their good concentration of highly qualified

faculty, a fair degree of specialised competence, research experience and reasonable 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.

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

146

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

147

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.

148

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 Urban

Development, 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 its effects

149

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?

150

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 PM

education 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, India appears

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, that PM training is considered directly beneficial to

151

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 institutions should take active steps to

cover this need gap.

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

152

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

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

153

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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158

ANNEXURE 1

A. List Of Respondents Participating In Institutional Survey

Sr. No. Name of The Institute City Respondents Details Designation

1Jaypee Institute of

Information Technology

Noida Samir Dev Gupta Associate Dean

2 JBS, Jaypee University Noida Prof. A. K. Vodera Professor

3 ABES Engineering College Ghaziabad Dr. S. N. Gupta Professor & Head,

ME Dept.

159

4 AKG Engineering College Ghaziabad Prof. A. K. Arora Professor

5 IMS Engineering College Ghaziabad Dr. Akshay Dvivedi Professor & Head,

ME Dept.

6 Inderprastha Engineering College Ghaziabad Prof. D. Ganguli Professor & Head,

ME Dept.

7 Dept. of Management Studies, IIT-Delhi Delhi Dr. Banwet / Jain / Gupta

/ ShankarProfessor & Group

Chair

8Dept. of Chemical Engineering, IIT-

DelhiDelhi Dr. Saroha/Konda/Gupta Associate

Professor

9 ABS, Amity University Noida Dr. Sanjeev Bansal Director & Head

Ph.D.

10Army Institute of Management and

Technology

Greater Noida Prof. Sanjeev Tandon

A.P. & Area Chairperson Marketing

11Galgotias College of

Engineering and Technology

Greater Noida Dr. M. N. Deshmukh Professor & Head,

ME Dept.

12Galgotias College of

Engineering and Technology

Greater Noida Dr. Raju G Professor & Head,

MBA Dept.

13

Lal Bhadur Shastri Institute of

Management and Development Studies

Lucknow Dr. Sunil Kumar Director

14 ACCF, Amity University Noida Dr. Shipra Maitra Professor &

Director

15 IEM Management College

Anwari, Lucknow Dr. Padma Iyer Professor &

Director

Sr. No. Name of The Institute City Respondents Details Designation

16Institute of

Environment and Management

Lucknow Chandan Ghosh Associate Prof. & Head

17 Deccan College of Engg & Tech Hyderabad Dr. M. A. Malik/Dr. Mir

Iqbal Faheem Principal/Professor

18 Vasavi College of Engg Hyderabad Prof. M. Bhasker Prof & Head Civil

Engg deptt

19 M. J. College of Engg. & Technology Hyderabad Prof. Syed Yousufuddin Prof & Head Civil

Engg deptt

160

20 University College of Engg Hyderabad Prof. V S S Kumar Prof & Head Civil

Engg deptt

21 JNTU Hyderabad Hyderabad Prof. K . M. Lakshmana Rao

Prof & Head Transporatation

Engg Deptt.

22 Dr. B.R. Ambedkar Open University Hyderabad Prof. K. Swamy Prof & Head of

Business Mgmt

23 Engg Staff College of India Hyderabad Prof. C L N Sastry Head Water

Resource Dept

24 YCCE Nagpur Prof A. V. Patil Asst. Prof & Head Civil Engg Deptt.

25 G.H. Raisoni College of Engg Nagpur Dr. N. M. Kanhe Prof & Head Civil

Engg deptt

26 Priyadarshni College of Engg Nagpur Prof. Shrikrishna Dhale Asst. Prof & Head

Civil Engg Deptt.

27 SRKNEC Nagpur Dr. N. V. Deshpande Prof & Head Civil Engg deptt

28 VNIT Nagpur Dr. Rajesh Gupta Prof & Head Civil Engg deptt

29 NIT Raipur Raipur Dr. Abir Bandyopadhyay Asso. Prof. & Head Arch. Deptt.

30 UIT RGPV, Bhopal Bhopal Dr. A. C. TiwariReader & Head

Mechanical Engg Deptt

31 RKDFCT & R Bhopal Prof. Sohail Bux Asst. 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/C Academics

Sr. No. Name of The Institute City Respondents Details Designation

34 Shree G.S. Institute of Tech & Science Indore Dr. Deepak Killedar Prof & Dean

Student Welfare

35 Indore Institute of Science & Tech Indore Dr. S. R. Lapalikar Principal

36Dayanand Sagar

School of Management studies

Bangalore Dr.K.L.Kumaraswamy Principal and Professor

37Dayanand Sagar

College of Engineering

Bangalore Dr.Nethaji S. Ganesan Principal

161

38 BMS College of Engineering Bangalore Dr.G.N.Sekhar Vice Principal

39University OF

Viswesvariya College of Engineering

Bangalore Dr.Venugopal K.R Principal

40Institute of Businness

Management nad Research (IBMR)

Bangalore Ms.Purnima K.PProfessor and academic co-

ordinator

41 Alliance Bussiness Academy Bangalore Dr.s.Prabhakaran Professor

42 Christ University Bangalore Prof.Alex Joseph Associate PRO and Lecturer

43Oxford College of

Bussiness Management

Bangalore Dr.Chandraswamy T.P Professor

44 R.V.Institute of Management Bangalore DR.R.K.Gopal/

Ms.Jayanthi PatilProfessor and

Head,MBA deptt

45 AMC College of Management Bangalore Dr.B.Balaji Professor and

Head,MBA deptt

46Community Institute of Management and

SciencesBangalore Dr. V.Vekateswaran Director and

Professor

47 AMC College of Engineering Bangalore Dr. D.V.S.S.R.Prakash Director and

Principal

48 Jeppiar Engineering College Chennai Dr.Sushil Lal Das Principal

49 Jeppiar School of Management Chennai Dr.P.Tanve Head,MBA Deptt

50 St.Josephs College of Engineering Chennai Prof Muthukumar Professor,

Mechanical depttSr. No. Name of The Institute City Respondents Details Designation

51 St.Josephs College of Management Chennai Prof.A.S.Mohanram Professor and

HOD, MBA Deptt

52 Sai Ram Institute of Management studies Chennai Dr.K.Maran Professor and

Director

53 Sai Ram College of Engineering Chennai Dr.C.V.Jayakumar Princpal

54 Vellore Institute of Technology Vellore Dr.P.Kuppan

Professor and Programme

manager,Mech Deptt

162

55 Indian Institute of Management Ahmedabad Prof. Satish Yashwant

Deodhar Professor

56 CEPT Ahmedabad Prof. Rajan Rawal Professor

57 Indera Institute of Management Pune Prof.Krishnan

Ramanathan Professor

58

MKSSS's Smt. Hiraben Nanavati

Institute of Management

Pune Prof. M.Joshi Dy. Head & Professor

59Abhinav Education Society's College of

ArchitecturePune Prof. Sujata Deshmukh Professor

60

MKSSS's Cummins College of

Engineering for Women

Pune Prof. M.Divekar Professor

61Genba Sopanrao Moze College of

EngineeringPune Prof. P.Kumar Professor

62International School

Of Business and Media

Pune Dr.P.K.De Executive Director

63 College Of Engineering, pune Pune Dr. Sukhanand.S.Bhosale Professor

64 SOM, IIT, Bombay Mumbai Prof.Kiran Kumar Momaya Professor

65 Sardar Patel College Of Engineering Mumbai Prof. R.R.Easow Professor

66 Rajiv Gandhi Institute Of Technology Mumbai Prof. udhav Bhosale /

Prof.N.N.Bhostekar Principal

Sr. No. Name of The Institute City Respondents Details Designation

67 IIM , Kolkata Kolkata Prof. Sanjeev D. Vaidya Professor

68 IES College of Architecture Mumbai Prof. G. Chandawarkar Principal In-

Charge

69 NIT, Rourkela Rourkela Prof. Baliarsingh Professor

70 VJSOM, IIT Kharagpur Kharagpur Prof. T.P. Bagchi Professor

163

71

Padma Bhushan Vasant Dada Patil

Institute of Technology

Pune Prof. Indrajeet Jain Principal

72 IIT , Bombay Mumbai Prof. N. Hemachandra Professor

73 NITIE Mumbai Dr.Shankar Murthy Professor

74 IES College of Engineering Mumbai Prof.M.W.Shaikh

Professor & Programme Co-

ordinator

75

KJ Somaiya Institute of Engineering &

Information Technology

Mumbai Prof. Vrinda P. Ullas HOD & Professor

76 Institute of Chemical Technology Mumbai 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 and Technology

Chandrapur Dr. Rajiv G. Weginwar HOD & Professor

80 Government College of Engineering Chandrapur Dr.C.P.Kalambe Professor

81 KIIT, Management School Bhubaneswar Dr. Vijaya

Bandyopadhyay Asst. 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 Vishwakarma Group Leader- Project Management

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

164

6 Lodha Group Mr. Rahul Chavan Asst. Site Engr.

7 Lodha Group Mr. 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 Bidwai Sector Engr.

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 Group Mr. Prashant Ashokrao Shrisath Sector Engr.

19 Lodha Group Mr. Jitendra Yadav Site Engr.

20 Lodha Group Mr. Pandurang Chopade Site Engr.

21 Lodha Group Mr. Durgaprasad Pandey Sector Engr.

22 Lodha Group Mr. Amol Kesarkar Site Engr.

23 Lodha Group Mr. Sachin Tiwari Site Engr.

24 Lodha Group Mr. Nivrutti Davekar Site Engr.

25 Lodha Group Mr. Ravindra Bhagat Site Engr.

26 Vijay Infrastructure Ltd Mr. Devendra Singh Manager (Audit & MIS)

27 DLF Projects Ltd Mr. Ashish Khaparde Asst. Manager – Civil

28 TATA Projects Ltd Mr. P.Anbu Ganapathy Cons.Engr.Sr. No.

Name of The Organisation Respondents Details Designation

29 Ramky Infrastructure Mr. Manasa Rayabhari Trainee Engr.

30 DLF Projects Ltd Mr. Dhananjay K.Saha Asst. Manager-Projects

31 Miskin & Associates Mr. Suraj T. Miskin Trainee Engr.

32 Ramky Infrastructure Ltd Mr. Sandeep Kodandapani Sr. Engr.-Planning

33 Motherson Group of Companies Mr. Ravindra Lande Asst. Manager

34 Systematic Cons Com Ltd Mr. Virendra Kumar Singh Manager – Civil

35 Structwel Designers & Mr. Vijay Ashok Bhore Sr. Engr. – Project

165

Consultants Pvt.Ltd36 Rourkela Steel Plant Mr. D. P. Mahapatra A.G.M. – Projects

37 Hindustan Construction Comapany Ltd. Mr. Ravi Chandra Manager - Contracts

38 Hindustan Construction Comapany Ltd. Mr. Harikrishna V S Engineer - Contract

39 Hindustan Construction Comapany Ltd. Mr. Jegonathan N. Engineer - Contract

40 Hindustan Construction Comapany Ltd.

Mr. Prattipati Mallikarjun Rao Manager - Contracts

41 Hindustan Construction Comapany Ltd. Ms. Shweta Phansalkar Engineer - Contract

42 Hindustan Construction Comapany Ltd. Mr. Sri Devajit Das Manager - Contracts

43 Hindustan Construction Comapany Ltd.

Mr. Mahendra Jayant Dhanve Engineer - Contract

44 Hindustan Construction Comapany Ltd. Mr. Madhav Nizalapur Manager - Contracts

45 Hindustan Construction Comapany Ltd. Mr. Sagar Kanade Engineer - Contract

46 Hindustan Construction Comapany Ltd. Mr. Prakash Hiremath Engineer - Contract

47 Hindustan Construction Comapany Ltd. Mr. Nikhil Solanki Management Trainee

48 Hindustan Construction Comapany Ltd. Mr. Sachin Jadhav Q.S. & Engineer -

Contracts

49 Hindustan Construction Comapany Ltd. Mr. Ezra Praveen. P Engineer - Contract

50 Hindustan Construction Comapany Ltd. Mr. Neelabh Manager - Contracts

51 URC Construction (P) Ltd. Erode Mr. Murugaiah Sr. A.G.M.

52 URC Construction (P) Ltd. Erode Mr. R. Chakrapani Sr. A.G.M.

53 URC Construction (P) Ltd. Erode Mr. M. Srinivasan Manager - ProjectsSr. No.

Name of The Organisation Respondents Details Designation

54 URC Construction (P) Ltd. Erode Mr. E. Neelakandan A.G.M. - Projects

55 URC Construction (P) Ltd. Erode Mr. N. Kandasamy Manager - Projects

56 URC Construction (P) Ltd. Erode Mr. V. Krishnan D.G.M. - Projects

57 URC Construction (P) Ltd. Erode Mr. C. Manikandan Sr. Engineer

58 URC Construction (P) Ltd. Erode Mr. A. Thamil Nathan D.G.M. - Projects

59 URC Construction (P) Ltd. Erode Mr. A. Vijayakumar A.G.M. - Projects

60 URC Construction (P) Ltd. Erode Mr. A. Saravanan A.G.M. - Projects166

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. Erode Mr. S. Navaneetha Krishnan 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)

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

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

69 Hindustan Construction Comapany Ltd. Mr. Avinash Momle Engineer - Planning

70 Hindustan Construction Comapany Ltd. Mr. Ashutosh Mukherjee Engineer - Planning

71 Hindustan Construction Comapany Ltd. Ms. Suvidha Aherkar Engineer - Planning

72 Hindustan Construction Comapany Ltd. Mr. Sushanta Kumar Guha Manager - Planning

73 Hindustan Construction Comapany Ltd. Mr. Y. Sandeep Engineer - Planning

74 Hindustan Construction Comapany Ltd. Mr. C. Bhaskar Ganesh Engineer - Planning

75 Hindustan Construction Comapany Ltd. Mr. Mahesh Somvanshi Manager - Planning

76 Hindustan Construction Comapany Ltd. Mr. M. Karunakar Engineer - Planning

77 Hindustan Construction Comapany Ltd. Mr. Anand D. Rituraj Engineer - Planning

78 Hindustan Construction Comapany Ltd. Mr. Ketan Shah Engineer - Planning

79 Hindustan Construction Comapany Ltd. Mr. T V N S S Sri Charan Engineer - Planning

167

Sr. No.

Name of The Organisation Respondents Details Designation

80 Hindustan Construction Comapany Ltd. Mr. Shashank Pitale Engineer - Planning

81 Hindustan Construction Comapany Ltd. Ms. Soumya Roy Engineer - Planning

82 Hindustan Construction Comapany Ltd. Mr. Nitin Krishnaji Pathak Manager - Planning

83 Hindustan Construction Comapany Ltd. Mr. Winner Mattoo Engineer - Planning

84 Shapoorji Pallonji & Co. Ltd Mr. Vinod Ramrao Surve Sr. Manager - Construction

85 Shapoorji Pallonji & Co. Ltd Mr. P. Virupakshaiah Sr. Manager - Construction

86 Shapoorji Pallonji & Co. Ltd Mr. Tushar Hire Dy. Manager

87 Shapoorji Pallonji & Co. Ltd Mr. Rajesh Sharma D.G.M. - Projects

88 Shapoorji Pallonji & Co. Ltd Mr. Siddhartha Nath Sr. Manager - Construction

168

ANNEXURE 2 a (DEC - 2005)

S. No. Company Name Staff training

Annual (Rs. Crore)

1. A P Power Generation Corpn. Ltd. 0.562. Bhagheeratha Engineering Ltd. 0.013. Bhoruka Power Corpn. Ltd. 0.224. Engineering Projects (India) Ltd. 0.045. Engineers India Ltd. 0.316. Geo Connect Ltd. 0.27. Gujarat Industries Power Co. Ltd. 0.158. H L S Asia Ltd. 0.349. Ircon International Ltd. 0.4910. Jindal Drilling & Inds. Ltd. 0.0511. Mecon Ltd. 0.112. N T P C Hydro Ltd. 0.0213. N T P C Ltd. 2614. Neyveli Lignite Corpn. Ltd. 215. North Eastern Electric Power Corpn. Ltd. 0.0316. N P D C Co. of Andhra Pradesh Ltd. 0.0317. O N G C Videsh Ltd. 0.1218. S J V N Ltd. 0.5719. Sunil Hitech Engineers Ltd. 0.0120. Tamil Nadu Police Housing Corpn. Ltd. 0.0421. Tata Projects Ltd. 0.2922. Utility Powertech Ltd. 0.01

 Total 31.59CMIE Database, 2010

169

ANNEXURE 2 b (DEC - 2006)

S. No. Company Name Staff training

 Annual(Rs. Crore)

1. Andhra Pradesh Power Generation Corpn. Ltd. 0.682. Bhoruka Power Corpn. Ltd. 0.083. Brigade Enterprises Ltd. 0.244. Dakshin Haryana Bijli Vitran Nigam Ltd. 0.025. Engineering Projects (India) Ltd. 0.066. Engineers India Ltd. 0.477. Geo Connect Ltd. 0.078. Gujarat Energy Transmission Corpn. Ltd. 0.139. Gujarat Industries Power Co. Ltd. 0.1810. H L S Asia Ltd. 0.2211. Ircon International Ltd. 0.4712. Lanco Infratech Ltd. 0.0113. Lodha Developers Ltd. 0.0114. Lurgi India Co. Pvt. Ltd. 2.5515. N T P C Hydro Ltd. 0.0516. N T P C Ltd. 30.717. Neyveli Lignite Corpn. Ltd. 1.6818. North Eastern Electric Power Corpn. Ltd. 0.0319. Northern Power Distribution Co. Of Andhra Pradesh

Ltd. 0.0220. Orissa Power Generation Corpn. Ltd. 0.3621. Promac Engineering Inds. Ltd. 0.0122. S J V N Ltd. 0.5323. Tamil Nadu Electricity Board 1.8824. Tamil Nadu Police Housing Corpn. Ltd. 0.0225. Tamilnadu Adidravidar Housing & Devp. Corpn.

Ltd. 0.14 Total 40.61

CMIE Database, 2010

170

ANNEXURE NO.2 c (DEC - 2007)

Sr. No. Company Name Staff training

1. 

Annual (Rs. Crore)

2. Andhra Pradesh Power Generation Corpn. Ltd. 0.64

3. Brigade Enterprises Ltd. 0.264. D L F Commercial Developers Ltd. 0.365. D L F Home Developers Ltd. 0.326. D L F Laing O'Rourke (India) Ltd. 0.797. Dakshin Haryana Bijli Vitran Nigam Ltd. 0.098. Engineering Projects (India) Ltd. 0.049. Engineers India Ltd. 0.4710. Geo Connect Ltd. 0.0111. Gujarat Energy Transmission Corpn. Ltd. 0.1712. H L S Asia Ltd. 0.413. Ircon International Ltd. 0.5114. J M C Projects (India) Ltd. 0.1915. Jindal Drilling & Inds. Ltd. 0.1816. K Raheja Corp Pvt. Ltd. 0.3517. Lanco Infratech Ltd. 0.1318. Mahindra Water Utilities Ltd. 0.0319. N T P C Hydro Ltd. 0.0220. N T P C Ltd. 29.221. Neyveli Lignite Corpn. Ltd. 1.622. North Eastern Electric Power Corpn. Ltd. 0.0923. Northern Power Distribution Co. Of

Andhra Pradesh Ltd. 0.3124. Orissa Power Generation Corpn. Ltd. 0.425. R N S Infrastructure Ltd. 0.126. S J V N Ltd. 0.5427. Tamil Nadu Electricity Board 2.2628. Tamil Nadu Police Housing Corpn. Ltd. 0.0429. Tamilnadu Adidravidar Housing & Devp.

Corpn. Ltd. 0.0730. Tata Projects Ltd. 1.2631. Uttar Haryana Bijli Vitran Nigam Ltd. 1.69

 Total Total 42.52CMIE Database, 2010

171

ANNEXURE 2 d (DEC - 2008)

S. No.   Annual (Rs. Crore)Company Name Staff training

1. Andhra Pradesh Power Generation Corpn. Ltd. 0.622. Bhoruka Power Corpn. Ltd. 0.373. Brigade Enterprises Ltd. 0.314. D L F Commercial Developers Ltd. 0.845. D L F Home Developers Ltd. 1.026. D L F Laing O'Rourke (India) Ltd. 1.927. Dakshin Haryana Bijli Vitran Nigam Ltd. 0.358. Engineering Projects (India) Ltd. 0.079. Engineers India Ltd. 1.4710. Ganesh Housing Corpn. Ltd. 0.0111. Gujarat Energy Transmission Corpn. Ltd. 0.8312. H L S Asia Ltd. 0.4513. Hinduja Properties Ltd. 0.0214. Ircon International Ltd. 0.8415. J M C Projects (India) Ltd. 0.3316. Jindal Drilling & Inds. Ltd. 0.0917. Jubilant Infrastructure Ltd. 0.0118. K Raheja Corp Pvt. Ltd. 1.319. Kanti Bijlee Utpadan Nigam Ltd. 0.0120. Kei-Rsos Maritime Ltd. 0.0121. Kirloskar Constructions & Engineers Ltd. 0.0322. Lanco Infratech Ltd. 1.8923. Lodha Developers Ltd. 0.1624. Mahindra Water Utilities Ltd. 0.0625. Marg Ltd. 0.9626. Mecon Ltd. 0.2727. N T P C Ltd. 34.628. Neyveli Lignite Corpn. Ltd. 1.0829. North Eastern Electric Power Corpn. Ltd. 0.1330. Northern Power Distribution Co. Of Andhra Pradesh Ltd. 0.5131. Omaxe Buildwell Pvt. Ltd. 0.1132. Orissa Power Generation Corpn. Ltd. 0.5433. Promac Engineering Inds. Ltd. 0.0334. S J V N Ltd. 0.4435. Sheth Developers Pvt. Ltd. 0.1936. Shipra Estate Ltd. 0.1137. Tamil Nadu Electricity Board 238. Tamil Nadu Police Housing Corpn. Ltd. 0.0239. Tamilnadu Adidravidar Housing & Devp. Corpn. Ltd. 0.140. Tata Projects Ltd. 1.0641. U Tech Developers Ltd. 0.0342. Utility Powertech Ltd. 0.0443. Uttar Haryana Bijli Vitran Nigam Ltd. 4.19

 Total 59.42CMIE Database, 2010

ANNEXURE 3

172

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 being ‘project-oriented societies’. A major reason for this may be attributed to project management being included as necessary curricula in all streams of education.

Universally, governments, large private corporations, and non-governmental organizations practice the ‘projects’ approach to fulfill their targets and goals. If so be the case, project management as a discipline would have had a much higher acceptance by the industry and Project Management (PM) courses would have been taught in India’s technical and business schools. The study from the point of view of educational institutions is to determine the factors that affect the inclusion of project management curricula.

Survey Instructions

The survey is divided into four parts. The first part asks for your background information. The second part aims at discovering your general opinion on project management (PM) curricula. The third part aims to identify any distinguishing factors that characterize the specific PM curriculum development. The fourth part deals with finding out about the existing educational infrastructure available with institutions and also 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 mnshah@nicmar.ac.in or 020 27291342/ 65102745.

Thank you for your interest.

173

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/research

experience 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

Personal name:

174

assistance in the survey?

If yes, kindly giveOrganization’s name:

Please indicate whether

you would like to

receive a summary of

the report upon

completion of this

research

Yes:

No:

175

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:

176

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

Somewhat

Essential

Fairly

Essential

Essential Very

Essential

Absolutely

Essential

177

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

178

10. Projects Marketing

11. Project Site and Equipment

Management.

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

179

4. Financial Management

5. Project Financing

6. Risk and Insurance Management

7. Legal, Commercial and Taxation

Aspects of Projects

8. Project Joint Ventures, Strategic

Alliances, Special Purpose Vehicles

9. Any other ( Please specify )

B: BEHAVIOURAL SCIENCES AREA

Ratings Levels

1 2 3 4 5

1. Project Organization and Structure

2. Managerial Skills for Projects

(Communication, Leadership, Team

Building, Negotiation, other soft skills)

3. Human Resources Management in

Projects

4. Industrial/Labour Relations

5. Conflict Management

6. Diversity Management

7. Any other ( Please specify )

180

C: INFORMATION TECHNOLOGY

Ratings Levels

1 2 3 4 5

1. PM software-Primavera, MSP, GIS /

GPS for Project Management

2. Enterprise Resource Planning ( ERP

)

3. e-Business Applications

4. Engineering Software (Auto-Cad,

Staadpro, Estm8, Ansys, Auto-Revit,

3D-Max, Calquan)

5. Excel / SPSS / DBMS

6. Any other ( Please specify )

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

181

6. Defense

7. Roadways

8. Railways

9. Civil Aviation

10. Ports

11. Shipbuilding

12. Urban Infrastructure

13. Mega Property Developments

14. Petrochemicals

15. Chemical Engineering

16. Oil and Gas Exploration

17. Services

18. International Project Management

19. Any other ( Please specify )

182

PART IV

INFRASRUCTURE, MANAGEMENT SUPPORT, REGULATORY FACTORS AND

CURRENT STATUS OF PM RESEARCH IN INSTITUTE

This section deals with the existing issues faced by institutions’ management in setting up

courses related to the PM area. These issues are internal in nature. The last part deals with the

regulatory environment and the extent to which it affects the institution’s management in

taking decisions for the same. Rate them according to the following scale and write the

corresponding scale number in the box given below.

Scales: 1-Not Available; 2-Somewhat Available; 3- Available; 4-Easily Available; 5-

Very Easily Available.

A : INSTITUTE INFRASTRUCTURE

Ratings

1 2 3 4 5

1. Availability of library and e-

resources

2. Course Material

3. Classrooms

4. Laboratories

5. Computer Labs

6. Qualified faculty

7. Availability of research facilities

8. Management vision

9. Any other ( Please specify )

183

B : MANAGEMENT SUPPORT

1. Have there been

attempts in the past to

introduce

courses/more courses

in PM in your

institute?

Yes: No:

2. If yes tick the

degree 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:

184

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.

This section deals with the approximate time period in which new courses may be introduced,

after the course design is ready.

1. Tick the category in

which your institution

exists (There may be

more than one

simultaneous category)

Autonomous

Unaffiliated,

non AICTE

Univ.

Affiliated

/Univ.

Department

AICTE International Accredited

( Please

specify )

2. Academic Council /

BoS approval

0 to 6 mths >6m to 1yr >1 to 2

yrs

> 2yrs to 3yrs > 3 yrs

3. Regulatory approvals

0 to 6 mths >6m to 1yr >1 to 2

yrs

> 2yrs to 3yrs > 3 yrs

4. Recruitment and

training of faculty

0 to 6 mths >6m to 1yr >1 to 2

yrs

> 2yrs to 3yrs > 3 yrs

5. Resource building

(library/journals etc)

0 to 6 mths >6m to 1yr >1 to 2

yrs

> 2yrs to 3yrs > 3 yrs

6. Which of the above

activities takes place

simultaneously

0 to 6 mths >6m to 1yr >1 to 2

yrs

> 2yrs to 3yrs > 3 yrs

D : CURRENT POSITION OF RESEARCH IN PROJECT MANAGEMENT AREA

This section deals with the current position of PM related research in the Institution,

availability of resources and funding for the same. It also covers the factors that impede the

research / publications in PM area.

185

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

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 have

any 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

Yes for Yes for No:

186

PM area? Program: Certificate:

4. Would you like to state anything else ?

If yes, please specify

INTERVIEWER’S DETAILS

Name:

Signature:

Date:

Time:

ANNEXURE 4

187

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

A20

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

A19

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

A18

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

A17

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

A16

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

A15

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

A14

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

A13

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

A12

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

A11

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

A10

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

A9

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

A8

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

A7

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

A6

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

A5

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

A4

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

A3

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

A2

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

A1

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

  A1

A2

A3

A4

A5

A6

A7

A8

A9

A10

A11

A12

A13

A14

A15

A16

A17

A18

A19

A20

188

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 in this group is significant of their own capacity.

Part III B. STRATEGY, ECONOMICS AND FINANCE

B1 B2 B3 B4 B5 B6 B7 B8B1 1.00 0.73 0.72 0.61 0.60 0.21 0.64 0.55B2 0.73 1.00 0.76 0.71 0.65 0.23 0.65 0.64B3 0.72 0.76 1.00 0.67 0.71 0.27 0.72 0.68B4 0.61 0.71 0.67 1.00 0.80 0.14 0.56 0.52B5 0.60 0.65 0.71 0.80 1.00 0.18 0.65 0.58B6 0.21 0.23 0.27 0.14 0.18 1.00 0.17 0.38B7 0.64 0.65 0.72 0.56 0.65 0.17 1.00 0.86B8 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

C1 C2 C3 C4 C5 C6C1 1.00 0.66 0.57 0.66 0.53 0.59C2 0.66 1.00 0.68 0.50 0.45 0.38C3 0.57 0.68 1.00 0.58 0.54 0.43C4 0.66 0.50 0.58 1.00 0.79 0.78C5 0.53 0.45 0.54 0.79 1.00 0.81C6 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 D5D1 1.00 0.64 0.47 0.46 0.49D2 0.64 1.00 0.72 0.39 0.54D3 0.47 0.72 1.00 0.35 0.35D4 0.46 0.39 0.35 1.00 0.81D5 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.

189

CORRELATION MATRIX OF FACTORS (SUBJECTS) IN THE SECTOR SPECIFIC AREAS (Part III.E)

E18

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

E17

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

E16

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

E15

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

E14

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

E13

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

E12

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

E11

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

E10

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

E9

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

E8

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

E7

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

E6

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

E5

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

E4

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

E3

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

E2

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

E1

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

  E1

E2

E3

E4

E5

E6

E7

E8

E9

E10

E11

E12

E13

E14

E15

E16

E17

E18

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

190

QUESTIONNAIRE FOR EXECUTIVES

This is a pioneering effort being carried out for the first time in India to find out the factors that are aiding or hindering the establishment of project management curricula in our technical and business management institutions.

Based on secondary research of developed countries, a major finding that emerges is that project management as a scientific discipline is deeply entrenched in the educational fabric of these countries; as also amongst popular psyche thus earning them an appellation of being ‘project-oriented societies’. A major reason for this may be attributed to project management being included as necessary curricula in all streams of education.

Universally, governments, large private corporations, and non-governmental organizations practice the ‘projects’ approach to fulfill their targets and goals. If so be the case, project management as a discipline would have had a much higher acceptance by the industry and Project Management (PM) courses would have been taught in India’s technical and business schools. The study from the point of view of educational institutions is to determine the factors that affect the inclusion of project management curricula.

Survey Instructions

The survey is divided into four parts. The first part asks for your background information. The second part aims at discovering your general opinion on project management (PM) curricula. The third part aims to identify any distinguishing factors that characterize the specific PM curriculum development. The fourth part deals with finding out about the existing educational infrastructure available with institutions and also 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 mnshah@nicmar.ac.in or 020 27291342/ 65102745.

Thank you for your interest.

191

PART I A

RESPONDENT'S PARTICULARS

Name  

Name of Institution  

Designation  

Address of institution  

Tel (O):  

Mobile No.

Fax (O):  

Email Office  

Personal

How many years of

work experience do you

have?

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

Degree earned Year Univ/ Institute

192

graduation course?

At that time were there

any courses that were

offered in your

institution related to

PM?

Yes No Some topics taught

(please mention)

Did you undergo any

formal certification in

PM. If so, please

mention

Name of

certification

Certifying Agency Year

Did you receive any

formal training in PM

related areas? If so

please mention.

Name of the

training

programme

Institute/Agency

conducting the

programme

Duration Year

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 project2) size in rupees3) year of starting4) year of completion5) client 6) your role in the project team7) period of involvement in project8) major techniques you used for e.g.

PERT/CPM/Decision tree/ Fish bone/Arrow Diagram

9) major skills you found useful

For more than one project, please fill out the rest of the details in the space provided at the

end of the form.

PART IC

193

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:

For more than one institution/module/course, please fill out the rest of the details in the space provided at the end of the form.

194

PART II

PROJECT MANAGEMENT CURRICULUM

Given below are the set of subject areas essential to develop PM competencies among

management executives. Rate them according to the following scale and write the

corresponding scale number in the box given below.

Scales: 1-Not Important; 2-Somewhat Important; 3-Important; 4-Very Important; 5-

Extremely Important.

A : MANAGEMENT AND TECHNOLOGY

Ratings

1 2 3 4 5

1. Operations Management for Projects.

2. Planning, Scheduling, Monitoring and

Control Techniques

3. Statistical Methods for Project Analysis

4. Operations Research for Projects

5. Project Quality Management

6. Health/Safety/Environment in Projects

7. Cost Estimation and budgeting

8.Accounting and Control Systems

9. Quantity Surveying and Estimation

10. Projects Marketing

11. Project Site and Equipment

Management.

195

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: BEHAVIOURAL SCIENCES AREA

Ratings

1 2 3 4 5

1. Project Organization and Structure

2. Managerial Skills for Projects

(Communication, Leadership, Team

Building, Negotiation, other soft skills)

3. Human Resources Management in

Projects

196

4. Industrial/Labour Relations

5. Conflict Management

6. Diversity Management

7. Any other ( Please specify )

C : INFORMATION TECHNOLOGY

Ratings

1 2 3 4 5

1. PM software-Primavera, MSP, GIS /

GPS for Project Management

2. Enterprise Resource Planning (ERP)

3. e-Business Applications

4. Engineering Software (Auto-Cad,

Staadpro, Estm8, Ansys, Auto-Revit,

3D-Max, Calquan)

5. Excel / SPSS / DBMS

6. Any other ( Please specify )

D : SECTOR SPECIFIC

Score

1 2 3 4 5

1. Information Communication Technology (ICT)

197

2. Telecom

3. Research and Development

4. Space Exploration

5. Technology

6. Defense

7. Roadways

8. Railways

9. Civil Aviation

10. Ports

11. Shipbuilding

12. Urban Infrastructure

13. Mega Property Developments

14. Petrochemicals

15. Chemical Engineering

16. Oil and Gas Exploration

17. Services

18. International Project Management

19. Any other ( Please specify )

198

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 and Conflict management in project success

8. Management vision

9. Any other ( Please specify )

199

B : PROJECT SKILLS OVERVIEW

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.

200

PART IV

CURRENT POSITION OF PROJECT MANAGEMENT IN INDIA

This section deals with your opinion regarding the current position of PM related education

offered in the academic institutions.

To what extent in your opinion are the factors given below affecting PM education from

taking root in India. Rate them according to the following scale and write the corresponding

scale number in the box given below.

Scales: 1-Not Important; 2-Somewhat Important; 3-Important; 4-Very Important; 5-

Extremely Important.

Ratings

1 2 3 4 5

1. Lack of awareness amongst students and educators.

2. Lack of trained instructors at the undergraduate and postgraduate level.

3. Being a practical field it cannot be ‘taught’ in the classroom.

4. Mastery comes only from practical experience.

5. Prior knowledge not essential in working in this field.

INTERVIEWER’S DETAILS

Name:

Signature:

Date:

Time:201

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

202

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:

203

ANNEXURE 6

QUESTIONNAIRE FOR HUMAN RESOURCE MANAGERS

This is a pioneering effort being carried out for the first time in India to find out the factors that are aiding or hindering the establishment of project management curricula in our technical and business management institutions.

Based on secondary research of developed countries, a major finding that emerges is that project management as a scientific discipline is deeply entrenched in the educational fabric of these countries; as also amongst popular psyche thus earning them an appellation of being ‘project-oriented societies’. A major reason for this may be attributed to project management being included as necessary curricula in all streams of education.

Universally, governments, large private corporations, and non-governmental organizations practice the ‘projects’ approach to fulfill their targets and goals. If so be the case, project management as a discipline would have had a much higher acceptance by the industry and Project Management (PM) courses would have been taught in India’s technical and business schools. The study from the point of view of educational institutions is to determine the factors that affect the inclusion of project management curricula.

Survey Instructions

The survey is divided into four parts. The first part asks for your background information. The second part aims at discovering your general opinion on project management (PM) curricula. The third part aims to identify any distinguishing factors that characterize the specific PM curriculum development. The fourth part deals with finding out about the existing educational infrastructure available with institutions and also 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 mnshah@nicmar.ac.in or 020 27291342/ 65102745.

Thank you for your interest.

204

PART I

RESPONDENT'S PARTICULARS

Name  

Name of Organization  

Designation  

Address of institution  

Tel (O):  

Mobile No.

Fax (O):  

Email Office  

Personal

Has your organization in the past sent employees for PM related training?

Yes: No:

If yes, since when 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

205

PART II

Given below are the set of Project Management (PM) related fields essential to develop PM competencies. Rate them according to the following scale and write the corresponding scale number in the box given below.

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

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 Projects

12. 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

206

B:

1. Which type of training method is preferred by your organization?

(Tick in the space provided)

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

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 Your Organization?

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)

207

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’s salary and time

2. Trainees’ salaries and time

3. Materials for training

4. Expenses for trainers

5. Expenses for trainees

6. Cost of facilities and equipment

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 – highly beneficial

Benefits 1 2 3 4 5

1. Increase in production/performance

2. Reduction in errors and improvement of safety standards

3. Employee Retention

4. Less supervision necessary

5. Ability to use new skills and capabilities

6. Improved delivery performance in terms of cost, time and quality

7. Attitude changes

8. Growth of business opportunities

208

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/business institute

2. Independent trainer

3. Certified franchisee trainer

4. Internationally certified trainers

5. 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 Training Programme

Training for Duration

(Tick in the space provided) Workmen Supervisors Middle mgt.

Sr. mgrs

1.

2.

3.

4.

5.

209

H: If PM Training Of Your Employees Was Accompanied By An International Accreditation Would It Be More Valuable And Beneficial To Your Organization?

□ Yes

□ No

□ Maybe

INTERVIEWER’S DETAILS

Name:

Signature:

Date:

Time:

210

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.

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 Description1 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.211

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.

S. No.Subject Description

1 Key People Skills for Project Managers

2 Role of PM in Organisations

3 Project Costing & Funds Management

4 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.

212

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 participants with

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

S. No. Subject Description

1. Project Design, Scope and Engineering

2. Project Procurement

3. Project Planning, Scheduling and Monitoring Techniques

4. Project Cost Accounting and Control

5. Basics of Project Finance

6. Project Risk Management

7. Contracts and Claims Management in Projects

8. Project Safety Management

9. Project Quality Management

10. Project Equipment and Materials Management

11. Project HR and People Skills

12. Project Site, Documentation and Close Out Management

13. Case Analyses

14. Tests and Assessments

Course Duration: Spread over 2 weeks with 15 sessions per week.

213

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 target audience

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. Project Organization and Human Resource Issues2. Project Procurement and Negotiation Skills3. 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 CTC5. Project Risk Management 6. Project Quality, Health, Safety, Environment

( HSE ) Management7. Project Finance Management8. Legal, Taxation and Claims Issues in Contract

Management 9. Conflict Resolution10. Strategic Management of Projects Business11. Leadership Role in Integrated Management of

Multiple, Large, Complex Multi Location Projects12. Tests Assessments – Case Analysis

Course Duration: Spread over 2 weeks with 15 sessions per week.

3. PROGRAMME FOR SENIOR LEVEL EXECUTIVES OF PROJECT COMPANIES

214

Course Objective: To enable participants to appreciate the strategic business

contexts of projects and formulate plans for growth, expansion and diversification

for project based companies.

Participant Profile: This is suggested as a Level 4 course and the target audience

is project personnel with more than 6 – 10 years of experience and having no

formal qualification in project management.

Course Mix: An integrated mix of subjects for all participants.

S. No. Subject Description

1. Leadership in Project Organisations2. Public Policy and Macro-Economic Environment3. Advanced Project Operations Management4. International Project Management – Issues in multi-

country projects5. Project Risk Management6. Global Procurement, SCM and Technology

Management for Projects7. Project Finance Management8. Conflict Resolution9. Project Portfolio Analysis10. Innovation and New Project Development11. Case Analysis

Course Duration: Spread over 4 weeks with extensive case analysis and discussions

ANNEXURE 8

215

MASTER DATABASE FILE OF PRIMARY DATA

Chapter 4Data Analysis Of Survey Of Technical And Business Institutions In India

Table 2: Category Of Institutions (Fig 2)

Type of Colleges Frequency PercentageGovernment 21 25.93

Private 60 74.07

Table 3: Graph Showing Region Wise Distribution Of The Academic Institutions (Fig 3)

Region wise Distribution of the Institutions Frequency Percentage

     North 16 19.75South 26 32.10East 5 6.17West 21 25.93

Central 13 16.05     

Table 4: Experience Of Responding Faculty (Fig 4)

Total Experience in Years Frequency Percentage

upto 5 years 0 0.0006 to 10 9 11.1111 to 15 11 13.5816 to 20 19 23.4621 to 25 16 19.7526 to 30 15 18.5231 to 35 3 3.7036 to 40 5 6.17

Above 40 3 3.70

Table 5: Experience In Curriculum Development (Fig 5)

216

Total Experience in Years in curriculum development Frequency Percentage

upto 5 years 19 23.7506 to 10 20 25.0011 to 15 25 31.2516 to 20 9 11.2521 to 25 5 6.2526 to 30 2 2.50

Table 6: Perception Of The Current Status Of PM Education In India (Fig 6)

Level Frequency PercentagePoor 19 23.46Fair 40 49.38

Good 21 25.93Very good 1 1.23

Table 7: Attempts At Introducing PM In The Curriculum (Fig 7)

  Frequency PercentageYes 66 81.48No 15 18.52

Table 8: Level At Which PM Courses Have Been Introduced (Fig 8)

Level Frequency PercentageUnder

graduate 49 50.52Post graduate 38 39.18

Advanced Level 3 3.09

Research Level 6 6.19

Certificate 1 1.03

Table 9: Type Of PM Related Course (Fig 9)

Type of Course Frequency PercentageElective 49 50.00

Compulsory 49 50.00

Table 10: Intensity Of The Course (Fig 10)

217

Intensity Frequency PercentageElementary 25 30.86Intermediate 41 50.62Advanced 15 18.52

Table 11A: Essentiality Of PM In Various Types Of Institutions (Fig 11)

C. Engineering Course (A)

  Frequency PercentageSomewhat 2 2.47

Fairly 0 0.00Essential 9 11.11

Very 30 37.04Absolutely 40 49.38

D. Management Course (B)

Management Frequency PercentageSomewhat 2 2.53

Fairly 0 0.00Essential 5 6.33

Very 24 30.38Absolute 48 60.76

E. Specialised Courses

Ci: Architecture Course (Fig 11 Ci)

Architecture Frequency PercentageSomewhat 0 0.00

Fairly 1 1.27Essential 12 15.19

Very 25 31.65Absolute 41 51.90

Cii: Planning And Design (Fig 11 Cii)

Planning Frequency Percentage218

and design Somewhat 0 0.00

Fairly 0 0.00Essential 8 10.26

Very 23 29.49Absolute 47 60.26

Ciii: Infrastructure Development (Fig 11 Ciii)

Essential Frequency PercentageSomewhat 0 0.00

Fairly 0 0.00Essential 8 10.26

Very 23 29.49Absolute 47 60.26

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A. Table 12A: Ratings Of Subject Areas In Management And Technology (Fig 12A)

Revised                                  

 AR

1AR

2AR

3AR

4AR

5AR

6AR

7AR

8AR

9AR1

0AR1

1AR1

2AR1

3AR1

4AR1

5AR1

6AR1

7AR1

8AR1

9AR2

0Not Important 0 0 0 1 1 0 0 2 1 2 1 1 2 2 1 1 2 2 1 1Somewhat Important 1 1 4 2 2 6 7 7 8 7 9 10 11 8 13 7 14 6 6 9Important 31 17 23 20 18 24 20 38 31 34 29 27 25 23 43 35 35 25 30 22Very Important 39 48 40 42 37 46 39 31 40 41 33 36 37 34 36 36 31 45 45 42Extremely Important 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 AL20Certificate 2 1 0 1 2 2 1 2 2 1 2 2 2 1 2 2 1 0 1 1UG 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 56Advanced 5 8 8 13 11 10 10 7 7 12 12 17 14 13 6 10 6 9 13 9App Research 2 6 4 7 8 2 4 6 6 6 2 2 4 7 6 8 6 10 7 10

220

B. Table 13A: Ratings Of Subject Areas In Strategy, Economics And Finance (Fig 13A)

BR1 BR2 BR3 BR4 BR5 BR6 BR7 BR8Not Important 1 2 1 1 1 1 1 2Somewhat Important 7 6 6 6 6 8 12 11Important 26 25 27 24 24 22 30 27Very Important 35 47 35 38 35 32 34 33Extremely Important 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 BL8Certificate 2 2 0 1 2 1 1 0UG 35 24 24 25 20 24 25 23PG 53 64 64 63 69 66 63 63Advanced 7 8 7 7 4 4 9 9App Research 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 CR6Not Important 1 1 1 2 2 3Somewhat Important 6 4 4 5 8 11Important 31 18 29 40 43 36Very Important 53 61 46 51 46 44Extremely Important 9 16 20 2 0 7Average 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 CL6Certificate 1 1 1 2 1 1UG 31 27 24 30 24 26PG 62 60 63 59 63 57Advanced 6 11 10 6 0 13App Research 0 2 2 2 12 2Average 2.73 2.89 2.88 2.73 2.98 2.86

221

Table 15 A: Ratings Of Subject Areas In Information Technology (Fig 15A)

  DR1 DR2 DR3 DR4 DR5Not Important 1 1 2 1 0Somewhat Important 1 6 8 3 4Important 22 27 32 20 20Very Important 39 49 50 29 28Extremely Important 37 16 9 47 48Average 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 1UG 38 33 33 39 38PG 52 55 57 55 49Advanced 5 9 6 4 9App Research 2 2 3 0 2Average 2.64 2.78 2.77 2.61 2.70

222

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 ER18Not Important 1 4 2 4 3 3 3 4 4 5 5 2 3 4 4 4 4 2Somewhat Important 19 22 16 13 16 18 18 16 19 19 15 17 13 16 18 15 17 13Important 35 40 36 39 27 33 31 32 26 32 31 31 33 31 30 29 30 35Very Important 30 15 21 26 30 16 22 16 25 21 23 12 17 18 21 18 21 18Extremely Important 15 19 24 19 25 30 27 32 26 24 26 39 34 31 27 33 29 32Averagwe 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 EL18Certificate 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1UG 18 16 13 15 11 14 12 11 12 12 14 10 12 12 13 13 10 10PG 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 EL18Advanced 26 33 31 24 28 24 24 27 27 20 15 26 20 17 19 19 22 22App Research 27 25 30 38 35 36 43 45 38 46 49 47 50 53 49 48 42 52Average 3.61 3.68 3.76 3.83 3.85 3.77 3.93 4.04 3.92 3.98 3.97 4.05 4.06 4.09 4.02 4.00 3.92 4.14

223

Table 17: Ratings Of Institute’s Infrastructure (Fig 17)

IR1 IR2 IR3 IR4 IR5 IR6 IR7 IR8Not Available 3 2 0 1 1 3 2 2Somewhat Available 11 15 7 9 6 12 17 11Available 20 18 21 26 27 17 26 13Easy Available 28 37 34 37 39 27 20 30Very Easily Available 38 28 38 27 28 42 35 44Average 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 PercentageNegligible 23.73

Initial 20.34Considerable 40.68

Advanced 15.25Established 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 Extent Considerable Great No

Impact19 38 13 9

224

Table 22: Category Of Institutions (Fig 22)

Category frequency PercentageAutonomous 12 11.54University Affiliated 25 24.04AICTE 45 43.27

International Affiliation 1 0.96Accredited 21 20.19

Table 23: Academic Council Approval (Fig 23)

Years PercentageUpto 6 Months 13.70> 6 - 12 Months 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 PercentageUpto 6 Months 26.32> 6 - 12 Months 39.47> 1 - 2 Years 19.74> 2 - 3 Years 7.89

> 3 Years 6.58

225

Table 26: Recruitment And Training Of Faculty (Fig 26)

Years PercentageUpto 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

226

Chapter 5

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 PercentageLess than 5

years 28 37.846-10 years 19 25.6811-15 years 12 16.2216-20 years 8 10.8121-25 years 4 5.41

more than 25 years 3 4.05

Table 30: Institutes Teaching PM Related Curriculum (Fig 30)

PM training being offered Frequency Percentage

Yes 15 25No 45 75

Table 31: Executives With Prior PM Related Training (Fig 31)

PM Training Frequency PercentageYes 10 11No 78 89

Table 32: Value Of Projects In Rupees (Fig 32)

Total size of the Project in

Rs Frequency PercentageLess than 100

crores 14 23.73100-200 crores 22 37.29200-300 crores 5 8.47300-400 crores 9 15.25

Above 400 crores 9 15.25

227

Table 33: Tools And Techniques Used On Projects (Fig 33)

Major Techniques Used During Projects

Frequency Percentage

Primavera 2 4.08CPM/ PERT 32 65.31

Arrow Diagram 10 20.41Fish Bone Diagram 3 6.12

MS Projects 2 4.08

228

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 A20Not Important 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0

Somewhat Important

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 19Very Important 38 22 42 43 45 34 35 44 36 35 46 46 42 37 42 50 40 43 44 48

Extremely Important 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 B6Not Important 0 0 0 0 0 0Somewhat Important 0 0 1 3 5 8Important 17 8 19 26 27 32Very Important 55 32 52 42 44 47Extremely Important 28 61 28 30 24 13  4 4.425 3.95 3.8 3.670886 3.443038

229

Table 36: Subject Wise Ratings For Information Technology Area (Fig 36)

  C1 C2 C3 C4 C5Not Important 0 0 0 1 0Somewhat Important 1 2 7 3 1Important 14 17 29 26 17Very Important 36 29 38 34 36Extremely Important 49 51 25 37 46  4.1875 4.075 3.538462 3.772152 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 D18Not

Important 0 0 0 1 0 1 0 0 1 0 1 0 0 0 1 0 0 0

Somewhat Important 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 26Very

Important 44 52 37 42 36 34 47 43 49 39 33 42 34 42 36 39 43 33

Extremely Important 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

230

Table 38: Gaining Perspectives Related To The Strategic Context Of Projects (Fig 38)

  A1 A2 A3 A4 A5 A6 A7 A8Not Helped 0 0 0 0 0 0 0 0Somewhat Helped 4 1 0 1 1 1 3 2Helped 30 20 10 28 25 25 26 18Helped Substantially 52 53 54 54 56 38 45 49Helped Immensely 14 26 35 17 17 36 25 31  3.59 3.87 4.1 3.75 3.74 3.92 3.71 3.91

Table 39: Understanding Of Project Context (Fig 39)

  B1 B2 B3 B4 B5 B6 B7 B8Not Helped 0 0 0 1 0 1 0 0Somewhat Helped 1 1 2 0 3 2 1 1Helped 6 8 19 13 13 21 20 19Helped Substantially 36 39 33 45 47 41 45 53Helped Immensely 58 51 46 41 37 36 34 27

4.39 4.21 4.03 4.01 4.01 3.87 3.97 3.89

Table 40: Gains In The Individual’s Career (Fig 40)

Benefits Frequency PercentageRemuneration 5 5Incentive 1 1Responsibility 28 25Promotion 7 6Decision Making Power 37 33Better Interpersonal-relation & conflict resolutions 33 30

Table 41: Factors In Order Of Importance Affecting Growth Of PM Education (Fig 41)

 

Importance of awareness amongst

students and educators

Lack of trained instructors at

undergraduate and postgraduate

levels

It is more practical so

practical training is required

Mastery only comes

through practical

experience

prior knowledge not essential in the field of PM

Never 0.00 0.00 8.57 5.63 8.29Somewhat 7.04 8.70 8.57 5.63 8.29Important 30.99 37.68 32.86 33.80 49.71Very Imp 46.48 34.78 35.71 30.99 45.57Extremely 15.49 18.84 14.29 23.94 35.21

Chapter 6

231

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 95No 5

Table 43: Inception Of PM Training In Companies (Fig 43)

0-5 Yrs 5-10 Yrs 10-15 Yrs >15 Yrs63 26 5 5

Table 44: Category Of Employees Sent For PM Training (Fig 44)

Only TechnicalTechnical & Non Technical Operational Staff Managerial

7 30 24 39

Table 45: Level/ Grade Of Managers Chosen For PM Training (Fig 45)

Supervisory Junior ManagersMiddle Level Managers 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 10 11 12 13 14 15Not High 5 0 5 0 0 0 0 0 0 0 0 0 0 0 0Somewhat

High 5 5 5 5 15 5 0 0 5 0 0 0 5 0 0High 30 25 15 15 10 10 20 20 30 25 15 5 15 10 12Very High 45 50 40 45 50 50 40 40 25 30 55 65 40 40 41

Extremely High 15 20 35 35 25 35 40 40 40 45 30 30 40 50 47

Table 47: Type Of Training (Fig 47)232

Training Method Percentages

On Job 28In House Training 41In Class Training with on Job Projects 28Comprehensive Degree/ Diploma level Training 3

Table 48: Predominant Outcome Of The Training (Fig 48)

Predominant Outcome Percentages

Building Knowledge 28Building Skills Base 34Building a Set of Competencies 26Building the Right Attitude 13

Table 49: Type Of Training And Level Of Executives Sent For PM Based Training (Fig 49)

  Elementary Basic Advanced Strategic Any OtherOperatives 48 10 0 0 0Supervisory 34 47 25 6 0

Middle Level 17 37 47 32 0Senior Level 0 7 28 61 100

233

Table 50: Ratings Of Training Costs Of PM Training (Fig 50)

  Trainer's Salary and Time

Trainees Salary and Time

Material for Training

Expenses For Trainees

Expenses For Trainees

Cost of facilities and equipment

Lost Productivity

Least Expensive 0 0 5 0 5 0 0

Fairly Expensive 20 20 15 10 5 5 20Expensive 20 20 25 40 30 35 55

Quite Expensive 55 40 40 40 60 45 25

Highly Expensive 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

234

Table 52: Efficacy Ratings Of Various Types Of Trainer Options (Fig 52)

  Technical Business

Ins.

Independent Trainer

Certified Franchisee

trainer

Internationally Certified trainers

Inhouse Trainer

Self Training

Least Efficacious 0 0 0 0 0 5

Fairly Efficacious 10 5 10 10 10 35Efficacious 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 PercentageInhouse training 7 20.00Other Technical /

Management Institutes 20 57.14

NICMAR, Pune 4 11.43IIT / 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 47No 0

May Be 53

235

Chapter 7

Interpretations From Of Data Analysis And Findings Of Pmi Survey (Annexure For Table 5, Figure 56)

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F-A30

F-A31

4 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 35 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 35 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 43 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   43 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 43 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 53 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 53 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 43 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 43 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 53 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 53 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 55 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 43 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

238

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

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 44 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 33 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 35 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 45 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 55 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 54 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 33 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 34 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

239

Table No.6 Total Explained Of Factors (Subjects) Included In Practicing Executives

F01

F02

F03

F04

F05

F06

F07

F08

F09

F10

F11

F12

F13

F14

F15

F16

F17

F18

F19

F20

F21

F22

F23

F24

F25

F26

F27

F28

F29

F30

F31

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 55 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 55 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 35 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 54 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 55 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 55 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 55 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 54 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 55 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 55 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 55 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 53 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 45 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 45 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 54 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 54 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 53 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 53 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 23 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 33 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 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

240

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 30 313 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 33 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 33 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 33 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 14 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 23 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 23 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 43 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 44 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 43 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 34 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 54 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 43 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 35 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 44 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 34 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 34 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 23 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 33 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 43 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 33 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 44 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 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

241

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 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 34 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 34 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 55 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 23 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 55 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 34 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 45 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 33 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 34 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 43 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 43 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 44 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 33 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 34 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 53 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 44 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 23 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 54 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 53 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 23 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 54 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 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

242

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 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 44 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 53 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 33 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 44 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 33 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 44 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 54 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 44 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 55 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

243

General Factor Ratings (Factor Analysis) (ANNEXURE FOR TABLE 7, FIGURE 58)

F01 F02 F03 F04 F054 5 3 3 44 3 1 5 55 5 1 1 13 3 1 1 15 5 2 3 43 4 5 4 33 3 3 5 53 2 3 4 35 5 4 4 44 4 4 5 44 4 3 5 43 4 4 4 53 4 4 4 42 3 3 2 14 4 4 4 45 3 5 5 43 3 5 3 43 3 3 3 34 4 4 4 35 4 3 5 53 4 3 5 24 4 4 5 54 5 3 4 34 3 2 4 14 3 4 4 34 4 4 4 44 4 5 5 44 4 2 4 44 3 4 4 14 2 5 5 52 5 4 4 55 3 4 3 12 5 5 4 55 5 1 2 54 4 5 4 13 4 4 4 44 2 3 3 34 3 1 5 13 4 4 4 45 3 3 3 3

244

3 5 3 1 23 3 3 3 34 4 3 3 33 4 3 3 34 2 4 3 54 3 4 3 34 4 4 3 33 3 3 4 43 3 3 2 34 3 4 2 34 5 5 3 43 4 2 5 35 5 4 1 34 5 5 5 54 4 4 3 44 3 3 4 33 4 4 3 25 3 5 5 33 5 3 3 34 3 4 4 24 3 3 3 42 4 3 3 33 2 4 3 44 3 4 4 34 5 4 4 34 5 3 3 34 3 2 5 12 3 5 5 33 4 4 3 43 2 3 3 34 3 2 4 45 4 5 5 34 4 1 3 54 4 3 3 44 5 4 4 44 4 4 4 44 4 3 4 44 3 4 4 44 4 4 4 4

Rating Of Different Disciplines (Multiple Regression Analysis) For Model No. 1

Questionnaire PMIOR PMENG PMMGM PMARCH PMPND PMINFRA245

Sl. No.1 2 5 5 4 4 42 2 5 5 5 5 53 2 5 5 3 4 44 3 5 5 5 5 55 1 5 5 5 5 56 1 5 5 5 5 57 3 5 5 5 5 58 3 5 5 5 5 59 2 5 5 4 5 510 2 4 4 4 4 411 2 4 5 5 5 512 3 5 5 5 5 513 2 5 5 5 5 514 3 4 5 5 5 415 2 5 5 5 5 516 2 5 5 5 5 517 2 4 4 4 4 418 1 5 5 5 5 519 2 4 4 4 4 420 3 4 4 4 4 421 1 5 5 5 5 522 1 5 1 5 5 523 3 3 3 4 4 524 2 4 4 4 4 425 2 3 4 4 5 526 2 4 4 4 4 427 2 3 4 4 5 528 2 4 4 4 5 529 3 4 4 3 3 330 1 1 4 4 4 431 1 1 4 3 4 432 1 4 4 4 4 433 2 4 4 4 4 434 2 3 3 3 3 335 2 4 4 4 4 436 1 5 5 5 5 537 2 5 5 5 5 538 2 4 4 4 4 439 1 5 4 4 4 440 1 5 5 5 5 5

Questionnaire Sl. No.

PMIOR PMENG PMMGM PMARCH PMPND PMINFRA

41 2 4 1 4 4 443 2 5 5 5 5 5

246

44 1 4 4 4 4 445 1 5 5 5 5 546 2 5 5 5 5 547 2 5 5 5 5 548 3 5 5 5 5 549 1 5 5 5 5 550 2 5 5 5 5 551 1 5 5 5 5 552 3 3 5 5 5 553 2 4 4 4 4 454 2 5 5 5 5 555 2 3 4 4 4 556 2 4 4 4 4 457 3 4 5 5 5 558 3 4 3 3 3 359 2 4 5 5 5 560 2 4 4 4 4 461 3 3 5 5 5 562 3 5 5 5 5 563 3 5 5 5 5 564 2 4 3 3 4 365 2 5 5 5 5 566 3 5 5 5 5 567 3 4 4 2 3 368 1 5 5 5 5 569 3 5 5 4 5 570 3 4 3 3 3 371 2 4 4 4 4 472 2 3 4 3 3 473 4 4 5 3 4 474 1 5 5 5 5 575 1 3 4 3 3 376 2 5 5 5 5 577 3 5 5 5 5 578 3 5 5 3 3 379 2 4 5 4 5 580 2 5 5 5 5 581 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

247

2 2 3 3 5 4 5 5 5 5 3 43 2 3 3 5 2 4 3 2 4 2 54 3 5 5 5 5 5 5 4 5 3 35 1 5 5 5 5 5 5 5 5 2 56 1 4 4 3 3 4 4 3 4 4 47 3 5 5 5 5 5 5 5 5 4 58 3 5 5 5 5 5 5 5 5 4 59 2 5 5 5 4 5 4 3 5 3 410 2 3 2 3 2 3 2 1 3 3 511 2 4 4 4 4 4 4 4 5 2 412 3 4 4 4 4 5 4 4 4 3 513 2 5 3 5 5 5 5 5 5 3 514 3 2 3 3 2 2 2 2 3 3 415 2 5 4 5 5 5 5 5 5 3 516 2 5 5 5 4 5 5 5 5 3 517 2 4 5 5 5 5 5 4 5 2 418 1 5 4 4 4 4 3 2 2 3 519 2 5 4 4 4 5 4 4 4 3 420 3 4 4 4 4 5 4 5 5 4 421 1 3 2 3 2 3 3 3 4 3 222 1 3 4 3 3 3 3 3 3 3 323 3 4 4 3 2 3 4 2 3 3 424 2 4 3 4 2 4 2 2 4 3 425 2 5 5 5 4 5 5 4 3 3 426 2 4 3 4 4 4 3 3 5 3 327 2 2 2 5 2 5 5 3 5 3 228 2 3 3 3 3 3 3 3 2 2 429 3 4 4 4 4 4 4 4 4 3 530 1 3 4 5 5 5 5 5 5 3 131 1 3 4 5 5 5 5 5 5 3 132 1 4 4 4 4 4 4 3 5 3 433 2 4 4 4 4 3 3 4 3 3 334 2 4 3 4 4 3 3 3 3 3 535 2 4 4 4 4 4 4 4 5 3 436 1 2 3 4 4 5 2 2 2 1 337 2 2 2 3 3 4 4 2 1 3 338 2 2 2 3 3 3 1 2 2 1 339 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 1 441 2 2 2 3 3 4 2 2 3 2 542 1 2 2 2 3 3 2 3 1 1 543 2 1 1 2 2 2 2 2 3 2 444 1 2 2 4 1 1 3 3 2 2 3

248

45 1 1 1 3 3 4 2 2 4 4 446 2 1 2 2 3 3 2 2 2 1 347 2 2 2 2 1 1 3 3 1 2 348 3 2 2 3 2 2 1 3 2 3 449 1 1 1 2 2 3 2 1 1 1 350 2 1 2 4 3 2 2 2 3 1 351 1 2 1 3 3 3 1 1 1 1 552 3 2 2 2 3 3 2 2 2 1 453 2 1 1 2 2 2 1 2 2 1 354 2 2 2 2 3 3 3 2 2 1 255 3 5 4 5 4 5 5 5 5 3 356 2 1 3 4 4 4 4 2 4 3 157 3 3 3 3 3 2 3 3 2 2 458 3 3 3 4 4 4 3 3 2 3 359 2 3 2 2 3 3 2 2 2 2 360 2 3 3 3 2 3 2 3 2 1 361 3 3 2 2 3 3 2 2 1 3 362 3 5 5 5 5 5 5 4 5 4 563 3 4 4 5 5 5 4 4 4 3 564 2 5 4 3 4 2 5 4 4 4 465 2 3 4 3 3 3 4 3 4 3 566 3 5 5 5 5 5 5 5 5 3 467 3 5 5 5 2 5 5 5 4 3 368 1 3 3 3 3 3 1 1 2 1 469 3 5 5 5 5 5 5 5 5 3 470 3 5 5 5 5 5 5 5 5 4 471 2 3 3 4 3 3 4 2 4 2 472 2 5 5 5 4 4 5 5 5 4 473 4 4 4 4 4 5 5 5 4 4 374 1 2 2 3 3 1 1 2 3 3 575 1 3 2 4 4 4 4 3 4 3 276 2 5 5 3 5 5 5 5 4 3 577 3 4 4 4 4 4 3 3 4 3 478 3 4 4 4 4 4 4 3 4 3 479 2 4 4 4 4 4 4 3 4 3 480 2 4 4 4 4 4 4 4 4 3 481 2 5 4 4 3 5 4 4 5 1 4

249

List of Average Ratings - Institutions

A. Management and Technology

Subject Ratings Numerical Average

Levels Numerical Average

1. Operations management for Projects. AR1 – 3.79 AL1 – 2.49

2. Planning, Scheduling, Monitoring and Control Techniques

AR2 – 3.98 AL2 – 2.59

3. Statistical Methods for Project Analysis AR3 – 3.81 AL3 – 2.67

4. Operations Research for Projects AR4 – 3.87 AL4 – 2.72

5. Project Quality Management AR5 – 3.93 AL5 – 2.73

6. Health/Safety/Environment in Projects AR6 – 3.60 AL6 – 2.56

7. Cost Estimation and budgeting AR7 – 3.74 AL7 – 2.59

8.Accounting and Control Systems AR8 – 3.26 AL8 – 2.65

9. Quantity Surveying and Estimation AR9 – 3.43 AL9 – 2.59

10. Projects Marketing AR10 – 3.30 AL10 – 2.76

11. Project Site and Equipment

Management.

AR11 – 3.40 AL11 – 2.61

12. Project Procurement & Materials

Management

AR12 – 3.40 AL12 – 2.73

13. Contract Management AR13 – 3.31 AL13 – 2.76

14. Process

Design./Engineering/Testing/Commissioning

AR14 – 3.48 AL14 – 2.79

15. Facilities Engineering and Management AR15 – 3.12 AL15 – 2.62

16. Logistics & Supply Chain Management AR16 – 3.37 AL16 – 2.67

17. Transportation Management AR17 – 3.12 AL17 – 2.71

18. Technology and Engineering

Management

AR18 – 3.46 AL18 – 2.83

19. Project Formulation and Appraisal AR19 – 3.46 AL19 – 2.84

20. Project Engineering AR20 – 3.46 AL20 – 2.78

250

B. Strategy, Economics And Finance

Subject Ratings Numerical Average

Levels Numerical Average

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

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 Numerical Average

Levels Numerical Average

1. Project Organization and Structure CR1 – 3.39 CL1 – 2.58

2. Managerial Skills for Projects

(Communication, Leadership, Team

Building, Negotiation, other soft skills)

CR2 – 3.64 CL2 – 2.69

3. Human Resources Management in

Projects

CR3 – 3.58 CL3 – 2.72

4. Industrial/Labour Relations CR4 – 3.22 CL4 – 2.55

5. Conflict Management CR5 – 3.08 CL5 – 2.72

6. Diversity Management CR6 – 3.09 CL6 – 2.68

251

E. Information Technology

Subject Ratings Numerical Average

Levels Numerical Average

1. PM software-Primavera, MSP, GIS /

GPS for Project Management

DR1 – 3.83 DL1 – 2.47

2. Enterprise Resource Planning ( ERP ) DR2 – 3.47 DL2 – 2.60

3. e-Business Applications DR3 – 3.25 DL3 – 2.61

4. Engineering Software (Auto-Cad,

Staadpro, Estm8, Ansys, Auto-Revit,

3D-Max, Calquan)

DR4 - 3.91 DL4 – 2.44

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

F. Sector Specific

Subject Ratings Numerical Average

Levels Numerical Average

1. Information Communication Technology (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 – 3.53

11. 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

252

PART IV

A. Institute Infrastructure

Subject Ratings Numerical Average

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

253

Chapter V

List of Average Ratings - Executives

A. Management and Technology

Subject Ratings Numerical Average

1. Operations management for Projects. AR1 – 3.84

2. Planning, Scheduling, Monitoring and Control Techniques

AR2 – 4.60

3. Statistical Methods for Project Analysis AR3 – 3.66

4. Operations Research for Projects AR4 – 3.37

5. Project Quality Management AR5 – 4.08

6. Health/Safety/Environment in Projects AR6 – 4.19

7. Cost Estimation and budgeting AR7 – 4.46

8.Accounting and Control Systems AR8 – 4.00

9. Quantity Surveying and Estimation AR9 – 4.26

10. Projects Marketing AR10 – 3.51

11. Project Site and Equipment

Management.

AR11 – 4.10

12. Project Procurement & Materials

Management

AR12 – 4.11

13. Contract Management AR13 – 4.16

14. Process

Design./Engineering/Testing/Commissioning

AR14 – 3.96

15. Facilities Engineering and Management AR15 – 3.40

16. Logistics & Supply Chain Management AR16 – 3.63

17. Transportation Management AR17 – 3.50

18. Technology and Engineering

Management

AR18 – 3.82

19. Project Formulation and Appraisal AR19 – 3.82

20. Project Engineering AR20 – 3.90

254

B. Behavioural Sciences Area

Subject Ratings Numerical Average

1. Project Organization and Structure B1 – 4.00

2. Managerial Skills for Projects

(Communication, Leadership, Team

Building, Negotiation, other soft skills)

B2 – 4.42

3. Human Resources Management in

Projects

B3 – 3.95

4. Industrial/Labour Relations B4 – 3.80

5. Conflict Management B5 – 3.67

6. Diversity Management B6 – 3.44

C. Information Technology

Subject Ratings Numerical Average

1. PM software-Primavera, MSP, GIS /

GPS for Project Management

C1 – 4.18

2. Enterprise Resource Planning ( ERP ) C2 – 4.07

3. e-Business Applications C3 – 3.53

4. Engineering Software (Auto-Cad,

Staadpro, Estm8, Ansys, Auto-Revit,

3D-Max, Calquan)

C4 – 3.77

5. Excel / SPSS / DBMS C5 – 4.08

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D. Sector Specific

Subject Ratings Numerical Average

1. 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 – 3.71

10. Ports D10 – 3.64

11. Shipbuilding D11 – 3.41

12. Urban Infrastructure D12 – 3.84

13. Mega Property Developments D13 – 3.70

14. Petrochemicals D14 – 3.56

15. Chemical Engineering D15 – 3.26

16. Oil and Gas Exploration D16 – 3.55

17. Services D17 – 3.65

18. International Project Management D18 – 3.78

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PART III

A. Strategic Project Overview

Subject Ratings Numerical Average

1. To get an integrated view of the

project

A1 – 3.59

2. Role clarity A2 – 3.87

3. Work Breakdown Structure and

Responsibility mapping

A3 – 4.10

4. Understanding the exact placement of

a project in the overall corporate strategy

A4 – 3.75

5. Importance of Earned Value of a

project to the company

A5 – 3.74

6. Understanding project profitability A6 – 3.92

7. Importance of Human relations and

Conflict management in project success

A7 – 3.71

8. Management vision A8 – 3.91

B. Project Skills Overview

Subject Ratings Numerical Average

1.Importance of Project

Planning/Scheduling/Execution

B1 – 4.39

2. Importance of Monitoring & Control B2 – 4.20

3. Importance 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 IV257

Current Position of Project Management System (Factors in Order of Importance Affecting Growth of PM Education)

Subject Ratings Numerical Average

1. Lack of awareness amongst students and educators.

Q1 – 3.70

2. Lack of trained instructors at the undergraduate and postgraduate level.

Q2 – 3.69

3. Being a practical field it cannot be ‘taught’ in the classroom.

Q3 – 3.43

4. Mastery comes only from practical experience.

Q4 – 3.62

5. Prior knowledge not essential in working in this field.

Q5 – 3.29

Chapter VI

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List of Average Ratings – Human Resources Management

PART II

A. Factors Considered on a Scale of Essentiality in PM Training

Subject Ratings Numerical Average

1. Stipulation In The Contract M1 – 3.602. Improving Effectiveness Of

Project OperationsM2 – 3.85

3. Understanding Global Projects M3 – 3.954. Perceived Gains From Such

TrainingM4 – 4.10

5. Human Resource Development For Better Performance

M5 – 3.85

6. Employee Retention M6 – 4.207. Career Development M7 – 4.208. Prerequisite For Project Based

Organizations Such As YoursM8 – 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 Training259

Subject Ratings Numerical Average

1. Trainer’s salary and time N1 – 3.452. Trainees’ salaries and time N2 – 3.603. Materials for training N3 – 3.454. Expenses for trainers N4 – 3.505. Expenses for trainees N5 – 3.456. Cost of facilities and equipment N6 – 3.707. Lost productivity N7 – 3.05

D. Ratings of Benefits of Training

Subject Ratings Numerical Average

1. Increase in production/performance

K1 – 3.15

2. Reduction in errors and improvement of safety standards

K2 – 3.47

3. Employee Retention K3 – 3.684. Less supervision necessary K4 – 3.575. Ability to use new skills and

capabilitiesK5 – 3.52

6. Improved delivery performance in terms of cost, time and quality

K6 – 3.68

7. Attitude changes K7 – 3.608. Growth of business opportunities K8 – 3.68

E. Efficacy Ratings of Various Types of Trainer Options

Subject Ratings Numerical Average

1. Technical/business institute U1 – 3.602. Independent trainer U2 – 3.653. Certified franchisee trainer U3 – 3.804. Internationally certified trainers U4 – 3.705. In-house trainers U5 – 3.406. Self-training U6 – 2.75

For more info visit www.pmi.org.in

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