Drivers of Project Management(PM) Education in India

A Research Study

Authors Dr. M.G. Korgaonker

Dr. Mona N. Shah

Dr. J. K. Koner

Prof. M.V. Madurwar

Prof. Smruti Sanjeevani

Sponsored by

Project Management Institute®, India

1

October 2010

NATIONAL INSTITUTE OF CONSTRUCTION MANAGEMENT ANDRESEARCH, PUNE, INDIA

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 to2

patiently complete the in-depth questionnaires, and hosted our

research team with warmth and concern. If the study has seen a

successful completion, it is in no small measure due to the

vital inputs provided by each one of our institutional

respondents.

We wish to place on record the valuable assistance provided by

Dr. Jonardan Koner, Prof. Mangesh Madurwar and Prof.

Smruti Sanjeevani who as members of the investigating team

worked with enthusiasm and dedication to complete the survey

of institutions, executives and human resource managers and

collate it for analysis. We thank Mr. A.R. Jadhav, Sr.

Librarian at NICMAR, whose unstinted and cheerful support was

always forthcoming throughout the study. We thank Mr.

Rajanikant Sagwekar who helped in the page-setting and layout.

Dr. Mona N. Shah

Principal Investigator

October, 2010

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 and3

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.

4

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 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,

5

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

6

unsure about the relative importance of the sectors of

economic activity where PM teaching should be directly

focused.

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 some7

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 with8

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

9

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 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.

10

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 areas11

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.

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 based12

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.

13

‘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

14

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.

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 Project15

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 the16

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.

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 infrastructure17

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 to18

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 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.

19

CONTENTSSr.No.

TOPIC PageNo.

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 2320

Industry, in the Promulgation of PMEducation

Chapter 2 - Literature Review of Project Management educationon a global scale

2.1 Introduction 252.2 PM Education in America and Europe 272.3 PM In Academia – A Global Snapshot 282.3.1 PM in other European Countries 282.4 Indian PM Growth 292.4.1 Specific Cases in India 31a) Indian Institutes of Management, MBA

Institutions, Engineering Colleges31

b) National Institute of ConstructionManagement and Research

32

c) Symbiosis Institute of OperationsManagement

32

d) National Institute of Technology andIndustrial Engineering

32

2.5 PM in Research 332.5.1 PM Research in India 352.6 PM in Industry 362.6.1 Training and Development Expenditure in

Indian Projects Industry – A Bird’s EyeView

37

2.7 India and China: Comparison of PMEducation

40

Chapter 3 - Research Design3.1 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)45

c) Data Collection Method - Direct InterviewMethod

45

d) Sampling Procedure 46d.1) Sampling Area 46

21

d.2) Sample Size 46d.3) Sample Unit 46d.4) Sampling Technique 46e) Statistical Tools and Techniques 46f) Analytical Software 46g) Multiple Regression Model 47

3.7 Practicing Executives of Project BasedCompanies

48

a) 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 493.8 Human Resource Managers of Project- Based

Companies49

a) 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 BusinessInstitutions in India

4.1 Introduction 524.2 PART I : Respondent’s Particulars And

Details53

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

55

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

Support, Regulatory Factors And CurrentStatus Of PM Research In Institute

74

Chapter 5 - Data Analysis Of Survey Of Working Executives

22

Employed In Project Based Companies In India5.1 Introduction 915.2 PART I – A & B : Respondents’ Particulars

And Project Details93

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 995.4 PART III: Changes And Work Performance

After Completion Of PM Programme100

5.5 PART IV: Current Position Of ProjectManagement In India

103

Chapter 6 - Data Analysis of Survey of Human ResourceManagers employed in Project-based Companies in India

6.1 Introduction 1086.2 PART I : Respondents’ Particulars 1096.3 PART II: Dimensions Of Project Management

Training Design111

Chapter 7 – Interpretations Of Data Analysis And Findings OfPMI Survey

7.1 Introduction 1227.1.2 Commentary on the Extent and Depth of PM

Education and Research in India123

7.2 Institutional Data Analysis and Inferences 1257.2.1 Results and Interpretation of Factor

Analysis for Subjects rated by Facultyfrom Academic Institutions

128

7.3 Multiple Regression Analyses of theFactors Affecting Introduction of PMcourse

132

7.3.1 Findings from Multiple Regression Analysisof Significance of PM Education inTechnical/ Business/ Specialised AcademicInstitutions

132

7.4 The Practising Executives Data Analysisand Inferences

138

7.5 Human Resource Managers’ Data Analysis And 144

23

Interpretation7.6 Synthesis of Stakeholders of PM Education

– Academic Institutions, PractisingExecutives and Industry

147

7.7 Limitations Of the Research 1487.8 Scope For Future Research 148

Chapter 8 - Conclusions and Recommendations8.1 Conclusions 1508.1.1 Barriers 1518.2 Recommendations 152

BIBLIOGRAPHY 154ANNEXURES 159

Annexure 1A List Of Respondents Participating In

Institutional Survey159

B List Of Respondents Participating InWorking Executives Survey

164

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 AcademicInstitutions (Part III A)

187

Annexure 5Questionnaire For Executives 190

Annexure 6Questionnaire For Human Resource Managers 203

Annexure 7Model Course Curriculum Designs InUndergraduate Programmes Of Technical AndBusiness Management Schools

210

Annexure 8Master Database File Of Primary Data 215

CHAPTER 1

24

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

25

Domestic Product (GDP) to 9% by 2012, in order to be on par

with, more advanced economies in Asia1

According to the reports of McKinsey Consulting Group (Reports

2001, 2010), it is the consistent lack of responsiveness of

Indian government, industry as well as the people to solve the

infrastructure bottlenecks that are retarding India’s

momentum. According to the 2010 report, due to the global

financial crisis, and the funds that could have entered the

country, being withdrawn, India currently faces a deficit of

between $150 billion and $190 billion in infrastructure

funding. The government is looking at 25% of the

infrastructure investment to be funded through Public Private

Partnerships (PPPs). Out of the total target that has been set

for investment in infrastructure ($514 billion), $430 billion

is earmarked only for the transport and utilities sector. In

the Twelfth Five Year Plan, the investment through Public

Private Participation (PPP) route is sought to be raised to

the extent of up to 50% of the Plan outlay (ET, 2010).

Sustained pursuit of the twin objectives of the government,

namely, (i) ensuring a steady GDP growth rate of around 9% and

(ii) elevating the major section of India’s populace from

poverty, malnutrition, illiteracy and unemployment, remains

the greatest challenge for administrators and stakeholders

alike. In any country, the government itself is a huge sponsor

and initiator of projects, initiating mega and major

development projects in various sectors. Because of this, the1 (www. planningcommission.nic.in/plans)

26

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 CentralGovernment

Projects 2009 (Status as on 30.06.2009)

(Number ofProjects)

SectorAhead On Schedule Delaved Without DOC

Original

Latest

Original

Latest

Original

Latest

Original

Latest

ATOMIC 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

27

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

Constraints31 (28 projects are of Railways, 1 Coal and 2 projects in Power sectors)

2 Land AcquisitionProblems

20 (12 Railways, 6 Coal, 1 Petroleum and 1 in Power sectors)

3 Slow Progress inWorks otherthan 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 Equipment

5 (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

28

5. Delay and uncertainty in feedstock supply

6. Pre commissioning teething troubles

7. Technology problems

8. Geological surprises

The severity of the lack of project management expertise is

now being felt at the highest level of governance in India.

The Ministry of Statistics and Programme Implementation

( MOSPI ) has felt a strong need to introduce a full time MBA

type programme in Project Management. The National Institute

of Construction Management and Research (NICMAR), has had the

longest running pioneering Post Graduate Programme in Advanced

Construction Management (focussing on construction project

management) in the country. This was followed by another

pioneering two year full time Post Graduate Programme in

Project Engineering and Management for all types of mega and

major projects and their management. The Institute has further

innovated and introduced another two year Post Graduate

Programme, the first of its kind in the country, in the field

of Real Estate and Urban Infrastructure Management. Another

programme, the two year full time Post Graduate Programme in

Infrastructure Finance, Development and Management is due to

be launched from the next academic session in 2011. This

programme too devotes substantial attention to managing

projects in these sectors.

1.2 Key Questions Raised In The Study

29

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?

30

Globally the demand for Project Management professionals is

increasing and as a result there is a growing interest as well

as availability of PM education at all levels i.e.

undergraduate, postgraduate, advanced / doctoral level

programmes with developed regions like North America, Europe,

Australia and some advanced nations in Asia leading the race

(Turner & Heumann, 2001). The maximum growth in project

management education in the near future is foreseen in the

world’s two most significant countries, namely India and

China, with the objectives of both countries being the same,

i.e. to alleviate poverty through economic development. More

discussion on China’s efforts in spreading PM education is

contained in the next chapter of the report.

1.3 The Private Sector Imperative In PM

A hypothesis may be offered, that the Private Sector has a

better track record in building PM competency as against

Public Sector enterprises, as the former are often contractors

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 the31

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.

1.4 Key India Level Statistics Of Project Announcements By

Indian Corporations

32

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 ProjectAnnouncemen

ts

ProjectsUnder

Implementation

ProjectsImplementation Stalled

TotalProjects

Employment

33

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 33815760*

1,61,69,829

CMIE Capex Database, 2010 * Data for 385 projects appeared ‘Not Available’ in the database

Exhibit 1 offers a quick view of the magnitude of the project

industry in India as whole. More than one hundred and sixty

million persons are currently employed in this sector. Though

the data is by no means complete, due to the limitations faced

in capturing the full data, it serves as a good indicator of

the current potential of the projects industry.

Project Announcements were to the tune of 7200 in the year

2010 alone, with the most projects being announced in the

Services sector. This sector consists of Business Process

Outsourcing (BPO) projects, shipyard expansion, hotel and

tourism, outlets, IT parks, SEZ, malls, etc. Project

Announcements in manufacturing sector, comprising electrical

machinery, iron products, plants installation, exploration,

diesel engines etc. were to the tune of 1844. In case of

services, 3612 projects have been announced in the year 2010.

The total projects in Services sector account for more than34

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

35

only result in direct losses to the national exchequer as well

as retard planned economic growth.

Exhibit 2 ANumber Of Projects Sector-Wise By Cost

Year 2010, ( Crore)

Project Costin Crores

Construct

ionPower

Manufacturi

ngMining

Service

sTotal

Less than1000

713 805 2363 291 5282 9454

1001 to 2000 74 91 133 27 272 5972001 to 3000 28 97 60 9 87 2813001 to 4000 14 84 27 8 39 1724001 to 5000 8 84 16 5 38 151above 5001 45 251 125 15 96 532

NA* 992 523 1059 237 2147 4958

Total 1874 1935 3783 592 7961 16145

G.T. 16, 145

36

CMIE 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

37

Exhibit 2 bSector – wise Project by Value (at cost)

Year2010, Rs‘000 crs

CategoryConstruct

ion PowerManufacturi

ng Mining Services Total<

Rs.1000crs

1,91,915 1,63,251 3,93,963 61,643 7,53,092 15,63,863

Rs.1001to Rs.2000 crs

1,19,111 1,33,556 2,03,261 38,907 4,03,785 8,98,620

Rs.2001to

Rs3000crs

71,163 2,65,437.30 1,52,872 22,514 2,20,427 7,32,41

3

Rs.3001to Rs.4000 crs

50,916 2,74,151.74 98,531 27,611 1,38,370 5,89,58

1

Rs.4001to

Rs.5000crs

38,100 3,88,757.60 73,399 21,708 1,78,508 7,00,47

2

> Rs.5001 crs 6,93,172 26,26,67

1 18,47,308 1,93,014 12,28,236 65,88,4

02

Total 11,64,378 38,51,825 27,69,334 3,65,39

7 29,22,418 1,10,73,351

GrandTotal 2,21,46,703

(FICCI). All the entities mentioned are actively involved with

key government departments such as the Ministry of Statistics

and Programme Implementation, Government of India (MOSPI,

GoI), the Planning Commission of India, etc. to expedite the

efforts in training and education of PM practices. Recent

initiatives by the government include the expressed need by

MOSPI to organise certification level programmes for persons

working at lower and middle levels within the project

industry, as well as full time advanced project management

courses in leading institutions. The Planning Commission has

made project targets ‘monitorable’ to various ministries and

departments of the government, which are linked to the

performance and future fund disbursements to the latter.

Chapter 2, covers this is greater detail.

In order to accurately gauge the current and future efforts

made by stakeholders in the projects industry, a need was felt

to support the secondary data sources with primary studies

covering academic institutions, industry and the recipients of

PM education. In this chapter, the government’s desire and

seriousness to play an active role in ensuring 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.

38

CHAPTER 2

LITERATURE REVIEW OF PROJECT MANAGEMENT EDUCATION ONA 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.

39

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

40

International Project Management Association (IPMA)

representing over 24 countries in Europe and over 5000

certified project managers and lastly the Australian Institute

of Project Management with over 1000 certified project

managers (AMA Handbook, 2005). In 2010, according to the PMI®,

there were over 500,000 qualified Project Management

Professionals® (PMPs®), (PMI, 2010) worldwide. In 2004, a

large scale survey of around 1000 Registered Education

Providers (REPs) of PMI® worldwide revealed that in 2004 alone,

over 500,000 individuals participated in some form of PM

training or education offered by the REPs and other

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

41

However there has been huge growth in degree programmes being

offered in this area, from a mere 10 in 1994 to over 185 in

2006 in the USA and Europe. Most of these programmes are

tailored to suit the IT industry (73.1%) as compared to

sectors like Financial, Business Management, Construction, etc

(Michael Price et al, 2004). There are over 65 degree

programmes in more than 25 academic institutions currently

accredited by the Global Accreditation Centre for Project

Management Programmes of the PMI® in North America. Several

other programmes are at various stages of the accreditation

process (PMI®, 2010).

In contrast in India, one finds a huge demand for training in

PM primarily for Information Technology as well as in

Construction Industry. However the number of listed REP®s in

India is merely 70 in all2. In China, PM education is more

widespread in sectors like construction, oil and gas, power

and so on. The financial services sector in both countries is

yet to fully utilise the importance of PM training. The status

of PM education and skill building in these countries is

further discussed later in this section.

The growth of PM education and training in Asia and Pacific

regions suggests that it is spreading in newer geographies; it

has also been spreading into newer areas of application. In

fact PMI®’s own publication titled Project Management Circa

2025, looks at newer applications of PM in such emerging and

diversified fields like nanotechnology and future energy, new

2 (https://ccrs.pmi.org/Search.aspx)42

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 journals3 (www.pmi.org/PM2025)

43

focussing on PM reveals relatively less work emanating from

countries like India and efforts to initiate PM programmes in

academics and research.

2.3 PM In Academia – A Global Snapshot

The introduction of project management courses in the

universities and business schools in North America, Europe and

leading Asian countries is on the rise. In 1993, it is

documented that there were only 5 universities that offered

degree programmes in Project Management in North America. Ten

years later, there were 33 such programmes in USA and Canada

alone. In their research, Professors Thomas Mengel, Janice

Thomas (2008), Bill Zwerman (2004), Kent Crawford (2006),

Dinsmore and Cabanis – Brewin (2006) have tried to find

answers to the question of systematizing the study of 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

44

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

45

as in the UK are not available in these countries. Switzerland

has set a goal of becoming a quality competence centre in PM.

2.4 Indian PM Growth

In India, there does not appear to be any clear evidence of

studies covering the growth of PM education and research, in

the public domain. Unlike its European and American

counterparts, there appears to be less focussed attention in

this area of study as 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

46

The data in Tables 3 & 4, point towards a rapid growth of

technical and business schools in India. With the increase in

such institutions, PM education could be suitably emphasized

to secure a better share of coverage with a rapid rate of

growth. Almost all technical schools include within their

syllabi, a subject matter that covers PERT/CPM techniques

under a variety of nomenclatures. In case of business schools,

these techniques are included under the typical heading of

Operations Management as a compulsory base course, and also as

a specialisation in the second year under the same head with

more advanced exposure to the subject. One finds very few

instances in the country wherein a course with the title

“Project Management” is included or is taught in full time

programmes of technical/business institutions. A general

search on the Google search engine titled ‘project management

courses in India’ showed up 12,057 results only for India4. A

more detailed description obtained from the website of

important and specific cases covering institutes such as IIMs,

NITIE and SIOM is covered in the section below.

Table 3 : Statewise List Of Institutions Offering Management

Degrees

As On 31/08/2008

Sr. No.

States/UTs Engg &Tech. MBA PGDM

1 Madhya Pradesh 161 56 72 Chhatisgarh 41 7 23 Gujarat 55 51 114 Mizoram 1 0 0

4 (www.emagister.in, Site accessed on Aug, 2010)47

5 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 0

11 Andaman & Nicobar 0 0 0

12 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 MBACentral Madhya 50 16 63

48

PradeshChhattisgarh 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 1Sikkim 1 0 0

ArunachalPradesh 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 36HimachalPradesh 11 0 6

J&K 0 0 0Punjab 16 1 30

Rajasthan 49 12 65South Tamil Nadu 144 3 38

Pondicherry 4 0 0AndhraPradesh 176 31 178

South West Karnataka 32 18 26Kerala 29 1 8

West Maharashtra 85 37 123Goa 0 2 0

Daman & Diu 0 0 0Total 886 250 834

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

2.4.1 Specific Cases in India

a) Indian Institutes of Management, MBA Institutions,

Engineering Colleges

49

Practically all the IIMs offer some elective courses either

directly named “Project Management” or some other titles

dedicated to the coverage of important themes in project

management. In general management oriented, Master’s in

Business Administration (MBA) programmes, PM related subjects

are included in almost all curricula of management

institutions, but do not always appear specifically in the form

of full length courses. Usually the Operations Management

courses, cover selective subject matter from the PM domain.

Only specialist courses cover a wider gamut of PM subject

content and emphasis, but these are not commonly found in MBA

programmes. Similarly almost all the courses covered in

technical colleges, especially those covering construction,

engineering and information technology include project

management, within their ambit at introductory level, usually

in the form of a module.

b) National Institute Of Construction Management And

Research

The National Institute of Construction Management and Research

(NICMAR), offers the Post Graduate Programmes in Advanced

Construction Management and Real Estate and Urban

Infrastructure that have a host of dedicated subjects covering

the PM domain; yet the term ‘Project’ does not always appear

distinctly in the nomenclature of the said programmes.

However, the institute’s Post Graduate Programme in Project

Engineering and Management, has clear descriptions of subjects

in project domain as defined in the Project Management Body of50

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 industrial operations such as Operations

Planning and Control, Project Management, Work System Design,

5 The PMBOK® includes 5 Process Groups and 12 Knowledge Areas that are covered in the domainof 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)51

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 great52

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

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).

53

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

8 (www.pmforum.org/library/journals.htm Site accessed as on August 2010)54

extending the subject of project management beyond its current

conceptual foundations (Crawford et al, 2006). The objectives

of this study were the following :

1) To research Theory about practice of PM. This meant the

effort towards the development of new models and theories

which recognise and illuminate the complexity of the

project and PM at all levels.

2) To develop Theory for practice which meant understanding

projects as a social process, creation of value as the

prime focus of its existence and a broader

conceptualisation of projects to include multi

disciplinary approach, existing for multiple purposes

instead of very narrow definitions of scope and purpose.

3) To develop Theory in practice which meant the creation of

training for PM in such a way as not to restrict the

practitioners to merely following detailed procedures and

techniques, as prescribed by PM methods and tools but to

create ‘reflective practitioners’.

Anbari and Young (2009) mention the work of Kloppenberg and

Opfer whose research identified project management research

published in articles, papers, dissertations, and government

research reports since 1960. They found that the emphasis has

moved from development and use of automated project management

software and tools to risk management, earned value management

and then to human resource aspects. They also determined that

research focus moved from large government defence projects to

55

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

56

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

57

research in these areas is found wanting. Shenhar and Dvir

(1996) continued in the same vein maintaining that PM suffers

due to a limited theoretical basis and lack of concepts. The

duo has been credited with the ‘Diamond Framework’ for

strategic project management. Other researchers have raised

concerns regarding the level and quality of research that has

been produced in the area of PM. Bibliometric analyses of the

type of research articles and papers published in leading PM

journals such as International Journal of Project Management

(IJPM), Project Management Journal (PMI®) and a host of

conference presentations etc, lament the depth and variety of

research in this area. A study by Crawford et al (2006)

revealed the trends in PM research and the emphasis of

articles in the period 1993-2003 and found that these are

changing. According to her, project management is regularly

facing new challenges as a field of study, as the tools,

methods and approaches to management that comprise the

discipline are applied to different areas, for different ends,

and in different cultures.

Another decade wise bibliometric analysis following the one by

Crawford (2006) by Turner in 2010, revealed that in 1987, the

most popular topics of research were engineering and

construction, computer support, time, execution and control.

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

58

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. 59

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

60

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)

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 Infosys61

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

62

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

to international client requirements and is based almost

entirely upon acquisition and execution of software projects.

However, as found in the former case, no dedicated training

budgets appear in the financial statements of the companies.

Barring a few exceptions, it can be concluded that there is a

lack of clear statistics in the public domain with respect to

the training and development of PM competencies of the public

and private sector. Thus the need for a primary survey of HR

managers was considered essential.

2.7 India and China: Comparison of PM Education

India and China are considered important as the economic

development plans in these two countries require the launch

and successful completion of mega, major and a host of medium

sized projects to cover the historical gap in Infrastructure.

In case of India, 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

63

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®.

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 national64

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.

65

CHAPTER 3

RESEARCH DESIGN

3.1 Basic Approach To The Study

The study is mostly based on primary data and the basic

purpose is to find out the factors inhibiting the wide spread

initiation of Project Management Education in Indian technical

and business academic institutions and to suggest ways to

broaden its present scope in India. The study is restricted to

India, and includes only leading technical/ business

educational institutions. It seeks to find the factors that

aid, and those that inhibit the acceptance of project

management education in such academic institutions.

It simultaneously includes active executives who at

graduation, had not undergone PM education but have

subsequently done so in the course of their employment. The

aim is to obtain their views on the extent of the added

benefits of PM training, in fast tracking their career growth.

Lastly, we have covered a cross section of the select

recruiters (Human Resource Managers) in our study sample and

obtained their views on the efficacy of PM education in

enhancing their executives’ ability to manage projects.

3.2 Objectives Of The Study

The main objectives of the research study are as follows:

66

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 educationprevalent in technical and business schools in India.

3. To understand the degree of importance assigned to PMsubjects for overall competency development andemployability in PM.

4. To investigate the subjects considered important byexecutives as essential to the practice of PM.

5. To determine the personal and professional gainsobtained from undergoing formally taught courses in PM bypracticing executives.

6. To find out factors considered most important ininhibiting the growth of PM education in India.

7. To determine the extent of existing institutional supportfor the growth of PM teaching and research.

8. To investigate the nature of training imparted toemployees in PM competencies by human resourcedepartments of project based companies.

9. To find out which factors are the most important tocompanies for allocating time and budgets for PM relatedtraining.

10. To identify the type of training that is most

preferred by the PM based companies.

3.3 Scope Of The Study

67

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 Indiais poor.H1 = Overall the current status of PM education in Indiais not poor.

2) H0 = The necessity of PM education inengineering/technical schools in India is very high.H1 = The necessity of PM education inengineering/technical schools in India is not very high.

3) H0 = The necessity of PM education in management schoolsin India is very high.H1 = The necessity of PM education in management schoolsin India is not very high.

4) H0 = The necessity of PM education inarchitecture/planning schools in India is very high.H1 = The necessity of PM education inarchitecture/planning schools in India is not very high..

5) H0 = There exist regional differences in the establishmentof PM education in India.H1 = There exist no regional differences in theestablishment of PM education in India.

68

6) H0 =There exist faculty wise differences in theestablishment of PM education in India.H1 = There exist no faculty wise differences in theestablishment of PM education in India.

7) H0 =There exists a difference in the establishment of PMeducation in India at the under graduate and postgraduate levels.H1 = There exists no difference in the establishment of PMeducation in India at the under graduate and postgraduate levels.

8) H0 = There exists a difference in the understanding of thestrategic role of projects in the overall businesscontext, after undergoing PM related training.H1= There exists no difference in the understanding of thestrategic role of projects in the overall businesscontext, after undergoing PM related training.

9) H0 = There exists a difference in the overallunderstanding of the project context.

H1 = There exists no difference in the overallunderstanding of the project context.

10) H0 = There exists a difference in the level ofremuneration, enhancement of work relatedresponsibilities, and conflict resolution ability ofindividuals.H1 = There exists no difference in the level ofremuneration, enhancement of work relatedresponsibilities, and conflict resolution ability ofindividuals.

11) H0 = Training in Project Management helps to buildthe employee’s competencies.

69

H1 = Training in Project Management does not help to buildthe employee’s competencies.

12) H0 = PM training results in greater accrual ofbenefits as against costs incurred on the training.H1 = PM training results in lesser accrual of benefits asagainst costs incurred on the training.

13) H0 = PM training offered by certified trainers ismore efficacious than that of others.H1 = There is no difference in the efficacy of PM trainingoffered 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

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 has70

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 institutions71

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)

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.

72

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

73

included in PM curricula. Another tool, the multiple

regression analysis was used to find out (1) the factors that

are viewed by respondents from institutions as essential for

introduction of PM courses in technical, architectural and

business management curricula, (2) the importance of PM

education as rated by the faculty respondents and (3) the

resource availability and management support within the

institute. The Multiple Regression Model is discussed below.

g) Multiple Regression Model: The Multiple Regression Model as

described in detail below has been used to find out the

ratings given by the individual respondents to specific

questions related to the subject matter of PM education. In

the study, three models have been attempted.

Model 1:- Multiple Regression Analysis of PM Education Ratings

as Dependent Variable and Essentiality of PM education in

Engineering, Management, Architecture, Planning and Design,

and Infrastructure Management Institutions as Explanatory

Variable (Independent Variable)

Here, the dependent variable is the Overall Rating of PM

Education in India (RPME Ins) and it is on a 5-point scale,

i.e., 1=Poor, 2=Fair, 3=Good, 4-Very Good and 5=Excellent. The

explanatory variables are the same scaled ratings of the

Essentiality of PM education in Engineering (REng), Management

(RMgnt), Architecture (RArch), Planning and Design (RPND), and

Infrastructure Management (RInfra) academic institutions.

Therefore, the regression equation for this part is follows.

74

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 Ratingsas Dependent Variable and Institute Infrastructure Support asExplanatory 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.

75

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. 76

c) Data Collection Instrument: Schedules (Questionnaires) were

used for data collection.

d) Sampling Procedure: The Judgment Sampling technique was

used for the executives who have undergone the training as

they were the best prospects to elicit accurate information.

NICMAR is perhaps the only techno – management institute in

the country in PM centric training with the most extensive PM

training programmes being conducted through its School of

Executive Education (SOEE).

d.1) Sampling Area: the sampling are encompassed all India

d.2) Sample Size: The total sample size is 88. The given

sample has been drawn from the executives participating in

NICMAR’s executive training programmes. In the year 2009-2010,

NICMAR has trained a total of 721 executives from 30 different

companies. Out of the total executives trained by SOEE, a

sample of 88 executives was selected. Their distribution is as

follows. Northern India – 7, Southern India – 20, Eastern

India – 4 and Western India fifty – 6 executives. The sample

size represented 12.2% of the population of executives trained

by the SOEE.

d.3) Sample Unit: The sample unit comprised executives from

various large project based organizations who have undergone

training in Project Management at NICMAR.

e) Statistical Tools and Techniques: Pie Charts, Bar Diagrams,

Column Diagrams, Correlation & Regression Analysis, Factor

Analysis and Multiple Regression Analysis.77

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 for78

interview. In most of the cases, they asked for a copy of the

questionnaire for prior viewing. A follow up via telephone and

email was done. From the northern region, only one respondent,

i.e., a human resource manager from DLF Ltd. responded to the

survey. From the southern region, 5 managers responded, in

case of eastern region, 2 managers, from the western region 9,

and lastly from the central region, 3 managers’ responses have

been taken into consideration. The researchers felt that a

slightly smaller size is adequately representative of the

whole, as this set of persons is responsible for the planning

and deployment of PM related training, company wide. Moreover

the respondents chosen in this sample had considerable

experience in the design of such training programmes around

the year. It was felt that as a result of their continuous

planning and monitoring of PM related training programmes,

they would be appropriate 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.

79

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.

80

CHAPTER 4

DATA ANALYSIS OF SURVEY OF TECHNICAL AND BUSINESSINSTITUTIONS IN INDIA

4.1 Introduction

81

The Questionnaire was designed for eliciting response from

faculty, actively serving in technical and business

institutions on a wide range of issues surrounding PM

education in the respondent’s institution as well as in

his/her general opinion as an important 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 important82

2 – 3 : important

3 – 4 : very important

4 – 5 : extremely important.

Using the responses in selected areas such as experience of

faculty, their perceptions of the state of PM education in

India and the essentiality of teaching PM in technical and

management academic institutions, ratings of subjects and

levels to be included in the PM curricula, impact on

employability etc. the percentage share of respondents who

opted for a particular rating was derived. This was presented

in the form of graphs. Thereafter the numerical average rating

scores were calculated to arrive at the overall rating

assigned by the respondents. In subsequent sections, we

discuss the data findings for the technical and business

academic institutions from different zones in India.

4.2 PART I : Respondent’s Particulars And Details

Part I of the Questionnaire was to find out the details of the

respondents chosen for the survey. The questions in this part

were included with a view to elicit the description of the

sample in terms of the region (Fig 3) in which the institution

was located and the average 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

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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

84

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 1185

-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 Development

4.3 PART II: General Opinion On Existing State Of PM

Education In India

It was important to know the perception of the academics with

respect to the current state of PM education in the country.

Majority of the sample felt ( Fig 6 ) that the current state

of PM education is only ‘fair’ (49.38%) and ‘good’ (25.93%).

The average rating score of 2.05 reflects this perception.

This implies that the respondents consider the current status

of PM education as Fair.

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

own institution’s efforts to introduce PM curriculum. (Fig 7).

A clear majority of the sample responded that there have been

86

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 InIndia

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

87

It was also important to know in which category, the course

had been introduced, i.e. whether the institution preferred to

include PM courses as electives or as a compulsory subject. As

seen in Figure 8, the sample is equally distributed in its

choice. This indicates 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

88

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

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

89

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.

90

The sample was asked to rate the essentiality of PM courses in

Specialised Courses such as Architecture, Planning, and

Infrastructure. Figures 11Ci, 11Cii, 11Ciii show the level of

importance attributed to PM education in these three areas

respectively. A similar response ranging from Very Essential

to Absolutely Essential (a total of 88.64%) was seen in the

case of specialised courses. Each of the categories that

include Architecture (avg. Rating 4.34), Planning (avg. Rating

4.50) and Infrastructure (avg. Rating 4.50) on its own has a

response which is comparable to that seen in the engineering

and managment courses on the essentiality factor. Thus,

overall, it can be inferred that PM courses are deemed

absolutely essential inclusions in academic curricula of all

such institutions falling in the ‘Professional Education’

category.

Figure 11 A: Essentiality Of PM In Various Types OfInstitutions

A. Engineering Course

91

Figure 11 B: Essentiality Of PM In Various Types OfInstitutions

B. Management Course

Figure 11 C: Essentiality Of PM In Various Types OfInstitutions

C.Specialised Courses

Figure 11 C i. Architecture Course

Figure 11 C ii. Planning And Design

92

Figure 11 C iii. Infrastructure Development

4.4 Part III: Curriculum Development

In this section, a detailed subject wise rating was sought to

be obtained using a dual rating scale namely ‘Importance

Rating’ and ‘Level Rating’ (Refer Annexure 3 for copy of

Questionnaire to Academic Institutions). The objective was to

find out which subject areas as well as individual subjects

contained within the subject area, are important to be

included in the curriculum of PM. Along with this, the level

of learning exposure considered necessary by the respondents

was included in the choice. Both the parameters were on a 5-

point scale. The two parameters were the ‘degree of

93

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 consolidatedinto 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

94

average ratings assigned to various subjects in this area are

as follows :

AR1-Operations Management for Projects (3.79); AR2-Planning,

Scheduling, Monitoring and Control Techniques (3.98); AR3-

Statistical Methods for Projects Analysis (3.81); AR4-

Operations Research for Projects (3.87); AR5-Project Quality

Management (3.93); AR6-Health/Safety/Environment in Projects

(3.60); AR7-Cost Estimation and Budgeting (3.74); AR8-

Accounting and Control Systems (3.26); AR9-Quality Surveying

and Estimation (3.43); AR10-Projects Marketing (3.30); AR11-

Project Site and Equipment (3.40); AR12-Project Procurement

& /Materials Management (3.40); AR13-Contract Management

(3.31); AR14-Process Design/Engineering/Testing/Commissioning

(3.48); AR15-Facilities Engineering and Management (3.12);

AR16-Logistics & Supply 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.

95

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.

Figure 12 A: Ratings Of Subjects In Management And

Technology

96

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

97

Estimation and budgeting; AL8-Accounting and Control Systems; AL9-Quality Surveying and

Estimation; AL10-Projects Marketing; AL11-Project Site and Equipment; AL12-Project Procurement

& Materials Management; AL13-Contract Management; AL14-Process

Design/Engineering/Testing/Commissioning; AL15-Facilities Engineering and Management; AL16-

Logistics & Supply Chain Management; AL17-Transportation Management; AL18-Technology and

Engineering Management; AL19-Project formulation and Appraisal and AL20-Project Engineering.

Strategy, Economics and Finance Area

The next Section B, deals with the Strategy, Economics and

Finance Area. Figures 13 A and 13 B depict the opinions of

respondents regarding the subjects to be included in PM

curriculum from this area. All subjects in this area were

considered to be in the range of Very Important to Extremely

Important. The following subjects are considered very

important : BR1 – Macro Economic Policy (3.52), BR2- Project

Strategy (avg. Rating 3.46), BR3 – Social Cost Benefit

Analysis (avg. Rating 3.55), BR4 – Financial Management (avg.

Rating 3.58), BR5 – Project Financing (avg. Rating 3.62), BR6

– Risk and Insurance Management (avg. Rating 3.60). Only in

the case of BR 7 -Legal, Commercial and Taxation Aspects of

Projects, close to 20% of the respondents felt it was only

‘Somewhat Important’ (avg. Rating 3.30) followed by around 18%

of the respondents expressing the same opinion about BR -8

Project Joint Ventures, Strategic Alliances, SPVs. None of the

respondents opted for the ‘Not Important’ option in case of

these subjects (avg. Rating 3.27). However going by their

average rating scores, these subjects also fall in the very

important category.

98

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/ StrategicAlliances/ Special Purpose Vehicles.

Figures 13 A and Figure 13 B depict the level at which the

subject knowledge is considered important by the respondents.

Majority of the respondents considered that most of the

subjects included in this section should be ideally at the

Post Graduate Level with an exception of BL1 - Macro Economic

Policy (avg. Rating 2.51), wherein the respondents have given

almost equal weights to the subject to be taught at UG

(43.68%) and PG (44.83%) . The inference is that the subjects

should be preferably taught at the Post Graduate level.

Figure 13 B: Levels Of B Group Subject Areas In Strategy,

Economics And Finance

99

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, with100

slightly less importance for Conflict Management and Diversity

Management.

Figure 14 A: Ratings Of Subject Areas In Group C

Behavioural Sciences Area

CR1-Project Organization and Structure; CR2-Managerial Skills for Projects (Communication,

Leadership, Team Building, Negotiation, other soft skills); CR3-Human Resource Management in

Projects; CR4-Industrial / Labour Relations; CR5-Conflict Management; CR6-Diversity Management

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 at101

the Post Graduate level, followed by Undergraduate. In case of

Conflict Management subject, no respondents opted for the

subject to be included for teaching at the Advanced level.

However the same subject had a section of the respondents

wanting it to be included at the level of Applied Research.

Figure 14 B: Levels Of Subject Areas In Group C Behavioural

Sciences Area

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

102

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

103

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 industry104

require and would benefit from PM education; as also, the

level of academic input to be given to the students to improve

PM proficiency. This was with a view to know, how important

and essential PM training is in particular sectors. This

section deals with the importance of PM in various sectors.

Figure 16 A and B below depicts the findings for the same.

Figure 16 A: Ratings Of Group E Sector Specific Importance

Of PM

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);

105

ER12-Urban Infrastructure (3.72); ER13-Mega Property

Developments (3.66); ER14-Petrochemicals (3.56); ER15-Chemical

Engineering (3.49); ER16-Oil and Gas Exploration (3.58); ER17-

Services (3.57); ER18-International Project Management (3.65).

It is observed that PM is rated as very important across all

the sectors covered with slightly lesser importance assigned

to ICT and Telecom sectors.

The specific average Level ratings for various sectors are :

ER1-Information Communication Technology (ICT, 3.61); ER2-

Telecom (3.68); ER3-Research and Development (3.76); ER4-Space

Exploration (3.83); ER5-Technology (3.85); ER6-Defense (3.77);

ER7-Roadways (3.93); ER8-Railways (4.04); ER9-Civil Aviation

(3.92); ER10-Ports (3.98); ER11-Shipbuilding (3.97); ER12-

Urban Infrastructure (4.05); ER13-Mega Property Developments

(4.06); ER14-Petrochemicals (4.09); ER15-Chemical Engineering

(4.02); ER16-Oil and Gas Exploration (4.00); ER17-Services

(3.92); ER18-International Project Management (4.14). It is

very interesting to note that across all sectors, the sample

opted for Applied Research followed by Advanced level teaching

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

106

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.

107

In the same way, all individual subjects in the remaining

areas like B. Economics, Finance and Strategy, C. Behavioural

Sciences Area, D. IT Area were put through a similar

correlation analysis.  The statistical correlation analysis is

used because it helps in arriving at the strength of

relationships between two factors. The idea in doing this for

all the subjects, was with to understand the uniqueness of

each of the subjects contained 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

9 Correlation Analysis generates the Correlation Coefficient. The Correlation Coefficient isthe measure of the covariance of the actual and predicted values of factors. The correlationcoefficient is a number between 0 and 1.  If there is no linear relationship between thepredicted values and the actual values the correlation coefficient is 0 or very low (thepredicted values are no better than random numbers). 

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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 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 AR1510As the strength of the relationship between the predicted values and actual values increasesso does the correlation coefficient.  A perfect fit gives a coefficient of 1.0. Thus closerelationships 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 and0.7 (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 above0.9 then the two factors can be treated as one and the same because they cannot bedistinguished clearly.

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(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.

110

Thus the correlation analysis results strongly validate our

belief that many issues arising during project execution need

to be addressed in an integrated coordinated away. Similarly

many techniques and methods adopted during the project

formulation, appraisal and engineering need to be taken up in

an integrated coordinated manner.

A direct outcome of the correlation analysis is that in

institutions and curricula where it is difficult to introduce

several execution oriented courses, it will be quite adequate

if a single course emphasizing project execution is included.

Similarly Operations Management and Operations Research could

be combined into a single course. Project Formulation and

Appraisal and Project Engineering could also be combined into

a single course.

The results indicate that nearly half of the subjects included

in this area are fairly 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

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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.

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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 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

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coefficient greater than 0.7 have strong significant

relationship. Refer Table 5, Annexure 4, and Part D. The

subjects having correlation values of 0.7 or more in this

group are as follows : Enterprise Resource Planning (ERP) DR2

- e-Business Applications DR3 (0.72), Engineering Software DR4

- Excel / SPSS / DBMS DR5 ( 0.81).

The correlation analysis results provide an useful way of

structuring courses in IT area in the PM curriculum. For

instance, ERP and e – Business Applications courses could

combined into a single course. Similarly Specialized

Engineering Software and Common Software such as Excel, SPSS,

DBMS could also be structured as a single course, in case

there is difficulty in offering these as separate courses.

Only Project Management Software needs to be taught as a

separate course.

4.5 PART IV – Infrastructure, Management Support, Regulatory

Factors And Current Status Of PM Research In Institute

This section of the study was dedicated to finding out the

nature of curriculum development and research that is

currently being supported by the management of institutions in

the area of PM. Along with this, it was also necessary to find

out the extent of departmental and individual interests of the

faculty in this area. Also, the average time taken by

institution managements to introduce new curricula needs to be

studied in order to assess the ‘responsiveness’ factor of

managements to new ideas and curriculum development. The

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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

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IR1-Avalability of Library and e-resources; IR2-Course Material; IR3-Class Rooms; IR4-

Laboratories; IR5-Computer Labs; IR6-Qualified Faculties; IR7-Avalability of Research

Facilities; IR8-Management Vision

The next question centred on understanding the institute’s

prior attempts to starting PM courses with a view to knowing

whether such an attempt was successful or not. Figure 18 shows

that majority of the institutions have made attempts earlier

to start PM courses. It is noticed that majority of the sample

(64%) have made earlier attempts at introducing PM courses in

their institutes.

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.

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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

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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 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

119

were asked to comment on the time frame required to sort out

issues like introduction of new courses, sanctioning of

budgets, training of faculty, building library resources, etc.

The following section deals with the responses generated.

Figure 22 shows the category of the institution that the

respondent belonged to, and Figure 23 shows the average time

taken by the institute to introduce new courses.

Figure 22: Category Of Institutions

Majority of the institutions (43.27%) were affiliated to the

All India Council of 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

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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

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approval requires one to two years, with an average of around

16.5 months. Combining the two results, it is quite surprising

that the average time taken internally to introduce a course

is higher than the time taken for regulatory approval.

Figure 24: Regulatory Approval

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

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Majority of the sample i.e. around 80% said that it took

anywhere up to 2 years to complete the process of recruitment

and training the faculty in PM curriculum. 10.67% opted for a

period of more than 2-3 years to complete this activity, while

8% said it took over 3 years for the same. On average, the

faculty recruitment and training process takes an average of

14.7 months. See Figure 26.

Figure 26: Recruitment And Training Of Faculty

Part D of this questionnaire was devoted to finding out the

current status of research related to PM in these

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institutions. The purpose was to find out to what extent the

institution was engaged in actively encouraging and funding PM

research among the institute’s faculty members. Questions on

the state of existing PM research as well as funding

opportunities within the institutions yielded interesting

details. As seen in Figure 27, majority of the sample (65.43%)

was not involved in PM research. A modest 34.57% felt that

they are engaged in PM related research.

Figure 27: Involvement In Project Management Research

When asked whether the institution had either its own funding

or undertook sponsored research in PM, majority of the sample

did not answer the question. Only 20.99% accepted that funded

research was being carried out in the institute while 4.94%

said that there was no funded research happening in the area

of PM in their institute.

Figure 28: Funded Research

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Conclusion

This chapter aimed at presenting the perceptions of the

faculty employed in technical and management academic

institutions running courses at undergraduate, post graduate

and in some cases even at doctoral levels. In summary, it was

found that the respondent sample perceived the current state

of PM education to be ‘fair’ implying there is much further

scope for improvement. They admit that PM education definitely

improves employability and therefore academic institutions of

the professional kind must make effort in teaching PM. This

would enable the institutions to build strong PM skills

amongst the students.

All the subjects included in the Management and Technology

Area were found to be very important. On the basis of average

rating scores, it can be inferred that these subjects are very

important and necessary to be included in the curricula.

125

However importance assigned is higher for certain subjects

including Operations Management; Planning, Scheduling,

Monitoring and Control Techniques; Statistical methods,

Operation research techniques; Project Quality Management;

Cost Estimation and Budgeting; Health, Safety and Environment

Management. Majority of the respondents want the courses to be

taught at Undergraduate and Post Graduate levels.

Most of the subjects in the Strategy, Economics and Finance

Area were considered to be very important at the post graduate

level with the exception of Macroeconomic Policy which could

be taught at undergraduate level. In the Behavioural Sciences

Area, all 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.

126

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

127

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.

128

The correlation analysis results provide a useful way of

structuring courses in IT area in the PM curriculum. For

instance, ERP and e – Business Applications courses could be

combined into a single course. Similarly Specialized

Engineering Software and Common Software such as Excel, SPSS,

DBMS could also be structured as a single course, in case

there is difficulty in offering these as separate courses.

Only Project Management Software needs to be taught as a

separate course.

Majority of the sample felt that resources were generally

easily available in the institute in terms of library, course

materials, classrooms, laboratories, computer labs, qualified

faculty and availability of research facilities. The

respondents also strongly endorsed the existence of management

vision to support PM endeavours. It takes on average about a

year to build the necessary physical resources. On average,

the faculty recruitment and training process takes 14.7

months. The research involvement of the institutions is found

to be quite low and only about 20% institutions reported

funded research.

The academic institutions consider the employability potential

of the students 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 a129

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

131

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

132

Box 3: Project Management Courses In Indian Institute OfManagement, 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

133

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

Box No.4 Project Management Courses In Indian Institute OfTechnology, 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 Massachusetts134

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

135

136

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

137

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 SchoolOf 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. In139

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

CHAPTER 5

DATA ANALYSIS OF SURVEY OF WORKING EXECUTIVESEMPLOYED 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

140

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 Area141

The respondents were asked to rate the importance of

particular subjects on a 5 point scale, in the 3 subject areas

listed above. The subjects contained herein were the same as

those that were included in the questionnaire administered to

the Academic Institutions. The specific objective for this

part was to find out the perception amongst the working

executives about the subjects that were important to them in

PM careers. This was to gain an insight into what the

respondents viewed as necessary knowledge inputs in their

project related jobs. The findings of the study are discussed

later in this chapter.

Section D, was Sector Specific, wherein they were asked to

rate whether teaching PM skills through prior education or

training were important for the variety of sectors listed such

as Oil & Gas, Roads, Petrochemicals, Aerospace, Mega Property

Development, etc.

PART III of the questionnaire was included, to find out the

extent of gains perceived by the respondents after completing

the PM related training. The candidates were asked whether

they had undergone any prior PM related training during their

student graduation as part of their engineering curriculum.

For those who had not, it was necessary to find out whether

the PM related training they had received while in service,

has benefitted them on parameters like improvement of

efficiency and effectiveness at work, career enhancement,

monetary benefits, changed roles and responsibilities, etc.

Questions were also asked to glean information about the142

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 : Important3 – 4 : Very important4 – 5 : Extremely important

143

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.

144

Figure 29: Years Of Experience Of The Working Executives

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

145

(89%) of the respondents admitted to not having undergone

prior training in PM.

Figure 31: Executives With Prior PM Related Training

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

146

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.

147

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),

148

A6: Health/Safety/Environment in Projects (4.19), A7: Cost

Estimation and Budgeting (4.46), A8: Accounting and Control

Systems (4.00), A9: Quantity Surveying and Estimation (4.26),

A10: Projects Marketing (3.52), A11: Project Site and

Equipment Management (4.10), A12: Project Procurement and

Materials Management (4.11), A13: Contract Management (4.16),

A14: Process Design/Engineering/Testing/Commissioning (3.96),

A15: Facilities Engineering and Management (3.41), A16:

Logistics and Supply Chain Management (3.63), A17:

Transportation Management (3.50), A18: Technology and

Engineering Management (3.83), A19: Project Formulation and

Appraisal (3.82) and A20: Project Engineering (3.95).

It is interesting to note that ratings assigned to practically

all the subjects by executives are higher than the

corresponding ratings assigned by the institutions. Several

courses have on the average been rated as “extremely

important”. These include Planning, Scheduling, Monitoring and

Control Techniques; Project Quality Management; Health, Safety

and Environment Management; Cost Estimation and Budgeting;

Quantity Surveying and Estimation; Project Site and Equipment

Management; Project Procurement and Materials Management;

Contract Management. The rest of the subjects have been rated

on average as “very important”. Furthermore, some courses are

considered far more important by executives compared to the

institutions. These are: Contract Management, Project

procurement and Materials Management, Quantity Surveying and

Estimation, Cost estimation and Budgeting, Health, Safety and

149

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.

B. Behavioural Sciences Area: Figure 35 shows the ratings

given for subjects in this area.

150

Figure 35: Subject-Wise Ratings For Behavioural Sciences Area

B1: Project Organisation and Structure, B2: Managerial Skills for Projects, B3: Human ResourceManagement 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 Management151

(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 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

152

‘Important’ to ‘Very Important’. The average ratings assigned

to the coverage of various sectors are as follows :

D1: Information Communication Technology (ICT, 3.60), D2:

Telecom (3.50), D3: Research and Development (3.52), D4: Space

Exploration (3.28), D5: Technology (3.85), D6: Defence (3.29),

D7: Roadways (3.98), D8: Railways (3.91), D9: Civil Aviation

(3.71), D10: Ports (3.64), D11: Shipbuilding (3.41), D12:

Urban Infrastructure (3.84), D13: Mega Property Developments

(3.70), D14: Petrochemicals (3.56), D15: Chemical Engineering

(3.26), D16: Oil and Gas Exploration (3.55), D17: Services

(3.65) and D18: International Project Management (3.78). On

the average, coverage of all the specific sectors is

considered ‘very important’. Sectors like Roadways, Railways,

Urban Infrastructure, Civil Aviation and Mega Property

Developments are considered relatively more important than

others. Chemical Engineering and Defence sectors have

received relatively lower ratings. The executives’ ratings are

generally similar to the institutions’ ratings. However the

executives have assigned somewhat higher ratings to the

Technology, Roadways, Railways, Civil Aviation, Urban

Infrastructure sectors.

Figure 37: Ratings For Importance Of PM Education In Sector

Specific Areas

153

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

154

understanding of the project within the larger context of the

organisation and its strategic fit. The second section,

Section B, sought to identify the gains experienced at the

project level, due to the skill based training to improve

project level performance. Responses to Part III were analysed

and the findings are discussed in the subsequent sections.

As seen in the Figure 38, almost all the respondents have

recorded their gains to be in the range of ‘Helped’ to ‘Helped

Immensely’. The average ratings assigned for gains in

different areas of strategic overview included in the

questionnaire are as follows :

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.

155

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 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 Project156

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 of157

human related factors i.e. interpersonal relations and

conflict resolution (30%). Interestingly, 25% of the

respondents in the sample claimed that they experienced higher

responsibility coming their way after completion of PM

training. On the whole there appears to be a huge gain in

terms of the enrichment and enlargement aspects of the job

Figure 40: Gains In The Individual’s Career

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

158

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.

Figure 41: Factors In Order Of Importance Affecting Growth Of

PM Education

159

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; Cost160

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.

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.

161

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

162

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.

163

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.

164

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.

165

Source: Email to NICMAR faculty.

CHAPTER 6

DATA ANALYSIS OF SURVEY OF HUMAN RESOURCE MANAGERSEMPLOYED 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).

166

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.

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 particular167

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, the168

respondents have taken steps to initiate PM training in the

past five years.

Figure 43: Inception Of PM Training In Companies

As regards the most frequently deputed cadre/s of personnel

for PM related training by project based companies, it is

observed that the majority of executives sent for training

were drawn from the managerial cadre (39%), followed by the

technical and non technical category (30%), and operational

staff (25%) Surprisingly, the employee category of purely

technical personnel was the least frequently selected for PM

based training. Refer Figure 44.

Figure 44: Category Of Employees Sent For PM Training

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As for the ‘level’ or grade of managers that were chosen for

training, the level i.e. seniority of the executives was given

the highest consideration by the company The most frequently

chosen employees were drawn from the middle level manager

group (34%), closely followed by the senior level managers

(32%), junior level managers ( 22%) and supervisory personnel

( 12%). Clearly most training effort is directed at middle and

senior levels of management. Refer Figure 45.

Figure 45: Level/ Grade Of Managers Chosen For PM Training

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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.

The average ratings assigned to various factors are as

follows:

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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.

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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 ResourceDevelopment 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 andcontrol projects, M 12- Improves ability to plan projects, M13- Improves ability to managecontracts in projects, M14- Improves ability to deliver projects in right time, costs andquality.

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

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The outcomes considered most important by the HR Managers

before planning the training of executives, are shown in

Figure 48. The most prominent outcome was the improvement of

the skills of the executives. The next key outcome is the

building of the knowledge base of the executives (28%)

followed by competencies (26%). Interestingly the ‘soft’

skill, such as building the ‘right’ attitude has not been

considered a dominant outcome (13%). In summary HR managers

look to improve skills, knowledge and competencies of

executives from PM training. Given that both skills and

knowledge are key components of competencies, training must

clearly aim at improving skills and knowledgebase of

executives.

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Figure 48: Predominant Outcome Of The Training

C. This Section deals with the level of training

(Elementary/Basic/Advanced/Strategic) imparted to a particular

grade of executives (Operatives/ Supervisory/Middle

level/Senior level), to comprehend the ‘depth’ of PM based

training offered in companies. Figure 49 represents the

preferences given by the HR managers for the same. The

training levels most preferred for various grades of

executives are as follows : Operatives : Elementary training

(48%), Supervisory : Basic training (47%), Middle level

managers : Advanced training (47%), Senior Level

executives : Strategic training (61%). These findings are

along expected lines, and highlight a planned approach for PM

training.

Figure 49: Type Of Training And Level Of Executives Sent For PM Based Training

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D. This section deals with the costs of PM based training

covering items like training costs, course material, trainees’

salary and loss of productivity during the training period,

etc. considered expensive by the HR managers. Figure 50

depicts the same. On almost all factors, the HR managers’ view

was that the training of trainer, materials, expenses of

trainees, costs of facilities and equipment etc. are ‘Quite

Expensive’. The average ratings assigned to the various

factors considered are as follows : Trainees’ salaries and

time (3.6), Materials for training (3.45), Expenses for

trainers (3.5), Expenses for trainees (3.45), Cost of

facilities and equipment (3.7), Lost productivity (3.05).

Figure 50: Ratings Of Training Costs Of PM Training

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N1- Trainer’s salary and time, N2- Trainee’s salary and time, N3- Materials for training,N4-Expenses for trainers, N5- Expenses for trainees, N6- Cost of facilities and equipment, N7-Lost productivity.

Overall the perception amongst the respondents is that PM

training is quite expensive. However it is very encouraging to

note the lowest rating assigned to the factor N7 – Lost

Productivity of executives, which implies that HR managers do

not regard the loss of productivity of executives during their

absence to be as expensive as other factors, which they are

quite willing to accept in anticipation of the large scale

benefits expected from training

E. This Section attempts to find out the benefits of PM

based training to companies. Benefits included were: increase

in production, reduction of errors, employee retention, less

supervision, ability to use new skills, attitudinal changes

and growth in business/revenue. Respondents were asked to rate

on a 5 point scale, with 1 being the rating of least

beneficial to 5 being highly beneficial. The findings in this

section were quite satisfactory. The overall ratings on all177

factors were in the range of ‘Beneficial’, ‘Quite Beneficial’

and ‘Highly Beneficial’. The average ratings assigned to

various factors considered are as follows :

K1- Increase in production/ performance (3.15), K2- Reduction

in errors and improvement of safety standards (3.47), K3-

Employee retention (3.68), K4- Less supervision necessary

(3.57), K5- Ability to use new skills and capabilities (3.52),

K6- Improved delivery performance in terms of cost, quality

and time (3.68), K7- Attitude changes (3.60), K8- Growth of

business oportunities (3.68). On the average, all factors are

rated ‘Quite benefitial’ which is very encouraging. It is

quite interesting to note that HR managers strongly endorse

benefits derived from Attitude changes. One factor - Increase

in production / performance, is not viewed as benefitial as

other factors. One interpreation of the findings is that the

HR view direct benefits from training to be more discernible

in ‘process improvement’ rather than ‘output improvement’.

Figure 51 shows the results for this section.

Figure 51: Ratings Of Benefits Of Training

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K1- Increase in production/ performance, K2- Reduction in errors and improvement of safetystandards, K3- Employee retention, K4- Less supervision necessary,K5- Ability to use newskills and capabilities, K6- Improved delivery performance in terms of cost, quality and time,K7- Attitude changes, K8- Growth of business oportunities.

F. This Section deals with the efficacy of PM based

training. An HR manager has various options to choose from

while designing and deploying training within the company.

Technical and business institutions offer training to

companies in the form of open Executive Development

Programmes, customised Company based Programmes or medium/long

duration Executive Education Programmes. Also available are

Independent Trainers, Certified Franchisee Trainers, and

Internationally Certified Trainers who offer PM based

training. Companies may also exercise the option of employing

its own senior and experienced executives to impart in house

training in specific PM areas. The company may encourage the

executives to undergo training at the executives’ own expense

and effort. Therefore it was necessary to find out the

perception of the efficacy that HR managers attribute to each

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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

180

such institutions have a good concentration of highly

qualified faculty, a fair degree of specialised competence

available and research being carried out in institutions, the

training content may reflect the same. Also the reasonable

cost of such institutions is an added advantage in favour of

academic institutions. However the downside could be that

academic institutions may not always be able to effectively

deliver purely custom designed training programmes. Figure 52

shows the distribution of scores amongst the various Trainer

Options and Efficacy ratings attributed to each by the

respondents.

Figure 52: Efficacy Ratings Of Various Types Of Trainer Options

U1-Technical/ Business Institute, U2- Independent trainer, U3- Certified franchisee trainer,U4- Internationally certified trainer, U5- In house trainers, U6- Self Training.

G. In this Section, the respondents were asked to list the

top five training institutions where they regularly sent their

executives for PM training. Most of the organisations adopt in181

house training techniques and therefore were not able to

respond effectively to this question. The most frequent

institutions of PM related training appeared to be the

IITs/IIMs/ Indian Institute of Planning and Management

together (57.14%), followed by in house trainers and NICMAR.

Considering that NICMAR is a single entity, its share of

11.43% in PM training is most enviable by comparable industry

standards.

Figure 53: Most Preferred Training Options Of HR

Managers

H. This Section sought to find out whether an international

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.182

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

183

& career development emerge as the key areas for seeking

training inputs.

‘In house Training’, ‘On the Job Training’ and ‘On the Job

with Classroom Training’ are the most preferred methods of

training. Given that both skills and knowledge are key

components of competencies, training must clearly aim at

improving skills and knowledge base of executives. The

training levels most preferred for various grades of

executives are : Operatives : Elementary training, Supervisory

: Basic training, Middle level managers : Advanced training,

Senior Level executives : Strategic training. These findings

highlight a planned approach for PM training.

Overall the perception amongst the HR managers is that PM

training is quite expensive vis a vis majority of the factors

such as : Trainees’ salaries and time, Materials for training,

Expenses for trainers, Expenses for trainees, Cost of

facilities and equipment, Lost 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

184

use new skills and capabilities, Improved delivery

performance, Attitude changes, and Growth of business

oportunities. HR managers strongly endorse the benefits

derived from Attitude changes. One factor - Increase in

production / performance, is not viewed as benefitial as other

factors. One interpreation is that they look for direct

benefits from training in ‘process improvement’ rather than

‘output improvement’.

Certified Franchisee Trainers are considered most efficacious

training providers, followed by Internationally Certified

Trainers, Independent Trainers and Academic institutions. This

may be attributed to the flexibility and highly focussed

approach of these trainers. However it is important to mention

that the highest percentage preference in the ‘Most

Efficacious’ category was assigned to academic institutions.

Their good concentration of highly qualified faculty, a fair

degree of specialised competence and research experience are a

great advantage for developing good training content. The

reasonable cost of such institutions is an added advantage.

However the downside is that they may not always be able to

effectively deliver purely custom designed training

programmes. The most frequent academic institutions for PM

related training appear to be the management institutions

together as group, followed by in house trainers and NICMAR.

Considering that NICMAR is a single entity, its share of

11.43% in PM training is most enviable by comparable industry

standards. It is reassuring to know that the HR managers

185

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.

186

CHAPTER 7

INTERPRETATIONS OF DATA ANALYSIS AND FINDINGS OF PMISURVEY

7.1 Introduction

All the previous chapters have covered the various aspects of

research study and the findings on PMI education in India. A

literature review in Chapter 2, covering the field of PM

provides the overall status of PM education and research in

India, when compared to the global levels and standards. This

chapter presents the analysis and inferences drawn 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 PM187

education, training and research, with the government and

industry sponsoring serious initiatives in this area. The

scenario in China appears overwhelmingly in favour of

following a systems driven approach to PM propagation among

the stakeholders, with a view to facilitate the procurement

and execution of large sized projects in core, key and heavy

sectors as well as manufacturing.

On a global scale, it is seen that PM as a discipline has

emerged slowly and steadily from such established disciplines

like Operations Management, long impacting the manufacturing

sector for over a century. Bibliometric studies presented in

the form of research papers in leading journals, namely

‘International Journal of Project Management®’ and ‘Project

Management Journal®’ dedicated solely to PM, reveal the steady

transition of PM research from very limited focus areas of

research interests, such as Project Planning, Scheduling,

Monitoring and Control, Contract Management, Project

Organisation Structure, etc into more universal subject

matters such as Risk Management, Partnerships and Alliances,

Programme Management, Leadership, Team building in cross

cultural project settings, and so on.

In India, the discipline of Operations Management remains in

greater focus and enjoys considerable popularity and

familiarity with steady amount of research being published on

the application of Operations Management techniques in

manufacturing and services sectors. However, issues and

problems surrounding PM are very sparsely researched and188

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 the189

evolution of the discipline of PM due to sustained research in

the area. This construct has been arrived at based upon the

secondary literature available and contained in Chapter 2.

As seen in Figure 55, the USA, certain West European

countries, UK, Australia and New Zealand are far ahead in the

penetration of PM as a taught discipline in academic

institutions, in research and practice amongst industry as

well as in society at large. Russia and China are moving

forward quite rapidly to catch up and close the advantage of

these nations. These countries are encouraged by the formal

agencies in the government as well as professional

associations that support and encourage the growth of PM

education. However at the moment they may appear slightly

behind in PM research as compared to the developed nations but

are catching up very fast.

In the category of Business Schools, India has a total of

1,516 institutions that offer Masters in Business

Administration and Post Graduate Diploma in Management

programmes. A sizeable number of institutions, 2,388 in all,

offer technical engineering education at the undergraduate and

post graduate levels. Another 1,970 institutions were awaiting

approval with the apex AICTE approving body as in 2008. (Refer

AICTE data on Page Nos.16 and 17 and Table No. 3 & 4

respectively). This indicates a very high rate of growth in

technical and management education in the Indian polity.

However, the number of schools offering either dedicated

190

courses in PM or courses with this nomenclature within a wider

discipline, appear few and far between.

India is yet to catch up in terms of widespread teaching and

use of PM principles and techniques by industry and society.

Also in case of ‘depth of PM’, there is almost negligible research

taking place in the country as mentioned earlier in this

chapter. Considering the number of academic institutions

engaged in education in technical and business areas, the rate

of publications is too low. Most of the 2611 research papers

contained in the IJPM® are contributed by the Indian Institutes

of Technology, (Delhi/Madras/Kharagpur) followed by scientists

from the Indian defence establishments, the industry

practitioners and one each from NIT, IIM (Indore), NITIE and

IBS respectively.

Figure 55: Mapping PM Penetration In Across The World

The survey of all three stakeholders namely, the academic

institutions imparting PM related education, the working

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

191

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.

192

The technical institutions are mostly found in the southern

parts of India and similarly it is reflected in the proportion

of the sample chosen by the researchers. Most of these

institutions are private, self funded ones. The respondents

who took part in the survey were highly experienced, with the

maximum (61.73%) falling in the category of 16-30 years

experience (avg. experience 21.27 years). These individuals

are most likely to have witnessed the radical changes that

have taken place in the economy post liberalisation of 1991,

as well as the burgeoning growth of infrastructure projects,

IT and telecom, ports and shipping, railways and urban

development projects. It can be inferred that the respondents

possessed appropriate experience and credibility to do justice

to the questionnaire.

From the findings, it appears that the respondents consider

the current state of PM education in India to be at best,

‘fair’. Almost all the institutions covered had earlier

introduced courses in PM at the undergraduate or the

postgraduate levels. A very small fraction of the respondents

had introduced these at advanced levels. One can infer that

due to its limited penetration amongst academic institutions

and mostly at undergraduate and graduate levels, PM in India

continues to remain understated. Pursuit of PM at doctoral

level programmes was reported by only 17% of the sample, and a

closer analysis reveals that these were offered only by

India’s elite institutes of technology and management. Our

survey rules in favour of PM education to be made mandatory in

193

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

194

academics did not rate the subject area of as much importance

as the executives did. Clearly the perception of the academics

regarding this subject area differs greatly from those of the

practising executives. In case of the Information Technology

Area, the responding faculty unanimously voiced its importance

for inclusion in the curriculum. The same was true for the

practicing executives in this area.

Based on the data obtained in the study, all of the hypotheses

have been accepted as null hypotheses and have been proved,

except Hypothesis 1 which refers to the overall status of PM

education in India ‘being poor’. Data shows that the

alternative hypothesis requires to be accepted. Thus in

Hypothesis No.1, it can be said that the overall status of PM

education in India was found to be ‘not poor’ (p. 43). It can be

inferred that there is already a high potential existing in

India for PM education to grow substantially in the coming

years.

Continuing the discussion on the data obtained on importance

of various Subject Areas, another related issue pertinent to

PM education was the ‘Level’ at which the Areas and 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 lower195

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 included196

at the undergraduate level or at a certificate level. The

executives assign high ratings to these areas. The executives

feel that these subjects are ‘Very Important’. From this it

can be inferred that there exists a gap between the academics

and the practicising managers’ views with respect to the

importance of conflict management and diversity. Often, the

practicing managers, at their level have to face the

consequences of conflicts on projects and would therefore like

to learn how to deal with them.

In the Information Technology Area, almost the whole of the

respondent group in academic institutions (both technical and

management oriented), accepted the huge importance of IT

software to enhance overall project performance. The

implication is that 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 in197

teaching curriculum. It can be inferred that as per the

respondents’ view, sector specific issues in PM are intensely

practice driven and therefore teaching should reflect the

study of this practice more closely. Academics therfore

strongly endorse the coverage of sector specific issues in PM

curriculum but would rather like these issues to be dealt with

at advanced teaching level or at the level of applied

research.

In the next section we discuss some findings obtained from

Factor Analysis for the Subjects to be included in the

curriculum.

7.2.1 Results And Interpretation Of Factor Analysis For

Subjects Rated By Faculty From Academic Institutions

A Factor Analysis12 was carried out on the subjects rated as

most necessary to be included in the curriculum involving PM.

Out of the four subject Areas mentioned (p. 67), a list of 31

subjects was chosen for analysis. Factor Analysis (FA) was

carried out after determining the factors, from individual

subjects in the 4 areas and their associated Eigenvalues13, and

the percentage of variance determined, along with cumulative

percentages. These results are included in the Table No. 5 and

6.

12 Factor analysis is used to analyze interrelationships among a large number of variables andto explain these variables in terms of their common underlying dimensions (factors). Thestatistical approach involving finding a way of condensing the information contained in anumber of original variables into a smaller set of dimensions (factors) with a minimum loss ofinformation (hair et al., 1992).

13 Eigenvalues explain the Total variance accounted by each factor. The sum of all eigenvalues = total number of variables.198

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 management199

and Operations Research, Quality Management and HSE are

strongly correlated. Therefore in effect, only four subject

areas, suitably combined account for the courses that are

‘absolutely essential’.

Alternatively this means that the balance 25 subjects account

for only a small fraction of the total PM curricula (26%).

Therefore for the sake of simplification, this can be

interpreted to mean that the top six subjects (four combined)

that emerge from the analysis of academic institutions, are

considered most crucial for inclusion in PM curriculum by the

academics.

An intriguing fact is that only a limited number of subjects

(factors) continue to describe the whole scope of PM curricula

amongst academics in institutions. This could be attributed to

Indian institutions being in the early development stages of

PM. It may also imply that except in the well recognized

Management and Technology Area, in which the above subjects

have been grouped, other subject Areas (and individual

subjects contained therein) such as Behavioural Sciences, and

IT, are not yet considered pivotal to PM education in the

Indian technical and management education system. Viewed with

the 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.200

Figure 56: Composite Importance Rating On Percentage Basis ForStrategy,

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

Component Initial Eigenvalues Extraction Sums of

Squared LoadingsRotation Sums of Squared

Loadings

Total% ofVariance

Cumulative %

Total% ofVariance

Cumulative %

Total% ofVariance

Cumulative %

1 14.369 46.352 46.3522 14.369 46.352 46.3522 5.0659 16.341 16.3418

201

2 25 5 2 25 5 74 85 5

22.4446

267.8858

8954.2381

42.4446

267.8858

8954.2381

44.9516

7915.973

1632.3150

1

31.9504

246.2916

960.5298

31.9504

246.2916

960.5298

33.9069

0412.602

9244.9179

3

41.6225

35.2339

69 65.76381.6225

35.2339

69 65.76383.9010

6212.584

07 57.502

51.4180

33 4.5743 70.33811.4180

33 4.5743 70.33812.7070

428.7323

9266.2343

9

61.1635

843.7534

98 74.09161.1635

843.7534

98 74.09162.4357

357.8572

09 74.0916

70.9476

43.0569

04 77.1485            

80.8436

462.7214

3879.8699

4            

90.7194

082.3206

782.1906

1            

100.6318

732.0383

0184.2289

1            

110.5801

431.8714

2986.1003

4            

120.4957

761.5992

7787.6996

1            

130.4353

071.4042

1789.1038

3            

140.4168

371.3446

3790.4484

7            

150.3740

191.2065

1491.6549

8            

160.3246

731.0473

3492.7023

2            

170.2946

690.9505

4593.6528

6            

180.2837

420.9152

9894.5681

6            

190.2377

810.7670

3695.3351

9            

200.2185

790.7050

9296.0402

9            

210.1830

980.5906

3996.6309

3            

220.1722

490.5556

4197.1865

7            23 0.1565 0.5048 97.6914            

202

18 97 6

240.1309

940.4225

698.1140

2            

250.1248

850.4028

5498.5168

8            

260.1092

080.3522

8498.8691

6            

270.0980

950.3164

35 99.1856            

280.0880

390.2839

9899.4695

9            

290.0710

550.2292

08 99.6988            

300.0597

160.1926

3199.8914

3            

310.0336

560.1085

66 100            Extraction Method: Principal Component Analysis.

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

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

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.

203

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

204

In this analysis, ‘PM Education Ratings’ was taken as the

Dependent Variable and Significance of PM education in

Engineering, Management, Architecture, Planning and Design,

and Infrastructure Management Institutions as Explanatory

Variables (Independent Variables). Some models were formulated

to carry out the multiple regression analysis. These are

discussed below.

Model 1:- Multiple Regression Analysis Of PM Education Ratings

As Dependent Variable And Significance Of PM Education In

Engineering, Management, Architecture, Planning And Design,

And Infrastructure Management Institutions As Explanatory

Variable (Independent Variable)

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

205

Included observations: 81

Variable Coefficient

Std.Error

t-Statistic

Prob.

REng 0.078773 0.116781 2.674533 0.0020

RMgnt 0.153601 0.124024 2.238485 0.0194

RArch -0.262704

0.240309 -1.093194 0.2778

RPND 0.050762 0.388730 1130584 0.1965

RInfra -0.074853

0.314845 -0.237744 0.8127

C 2.273605 0.624008 3.643552 0.0005

R-squared 0.459362 Mean dependent var

2.049383

Adjusted R-squared

-0.003347

S.D. dependent var

0.739953

S.E. of regression

0.741191 Akaike info criterion

2.310069

Sum squared resid

41.20226 Schwarz criterion

2.487436

Log likelihood -87.55780

F-statistic 0.946625

Durbin-Watson stat

1.926252 Prob (F-statistic)

0.456114

Most of the explanatory variables are individually

significant. The coefficients of three explanatory variables

named Ratings on Engineering, Management and Planning & Design

are positive, which indicates that they have positive impact

on the dependent variable. The explanatory variable Ratings on

Engineering and Management are highly significant at 1% level

206

(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 RatingsAs Dependent Variable And Institute Infrastructure Support AsExplanatory 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 Library207

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

and Qualified Faculty (RQF).

Therefore, the regression equation for this part is as follows

:

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

RPME(Infra) = 0.188618*RLib + 0.175842* RCM + 0.224866* RCR + 0.808134* RQF+ 1.527748........( )

Dependent Variable: RPME(Infra)

Method: Least Squares

Sample: 001 081

Included observations: 81

Variable 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 dependentvar

2.061728

Adjusted R- 0.3889 S.D. dependent 0.7474

208

squared 69 var 24

S.E. ofregression

0.713400

Akaike infocriterion

2.244907

Sum squaredresid

37.66156

Schwarzcriterion

2.451835

Log likelihood -83.91874

F-statistic 2.302105

Durbin-Watsonstat

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.209

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).

210

Therefore, the regression equation for this part is follows.

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

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

In this case, both the explanatory variables are individually

significant. The coefficients of the explanatory variables

namely, Management Support for introducing Courses in PM in

the Institute (RPMCourse) and Effect on Employability of PM

(REPM) are positive, which indicates that they have a positive

impact on the dependent variable. The explanatory variable

Ratings on Effect on Employability of PM (REPM) is also

significant at 5 % level (Two Tailed Test).

The explanatory variable Ratings on Management Support for

introducing Courses in PM in the Institute (RPMCourse) is

highly significant at 1% level (Two Tailed Test), as their t-

statistics are high and p values are near 0. The R-squared

value of 0.26 indicates that the explanatory variables are

able to explain the variation of dependent variable only to

the extent of 26 %. The Durbin-Watson statistics is 1.89,

which indicates that there is no autocorrelation among

explanatory variables.

Dependent Variable: RPME(Mgmt)

Method: Least Squares

Included observations: 81

Variable Coefficient

Std.Error

t-Statistic

Prob.

211

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

212

rating of PM Education. Some other variables like awareness

and importance of PM education amongst the institutes’ faculty

and management, the academic and physical infrastructure of

the institutions will also be equally important.

7.4 The Practising Executives Data Analysis And Inferences

The next set of responses was drawn from practising

executives, so as to find out their views and perceptions

regarding project management learning. The sample consisted of

executives who had not undergone prior training in PM before

joining the course at NICMAR, but are employed with PM based

organisations and particularly deployed on projects. Majority

of the executives had upto 10 years of experience, they are

young and have very few years working in the field. The

practising executives responding to 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 second213

and third respectively. Dedicated project management softwares

like Primavera and Microsoft Projects came last.

The ratings assigned to practically all the subjects in the

Management and Technology area by executives are higher than

the corresponding ratings assigned by the institutions.

Several courses have on the average been rated as “ extremely

important”. These include Planning, Scheduling, Monitoring and

Control Techniques; Project Quality Management; Health, Safety

and Environment Management; Cost Estimation and Budgeting;

Quantity Surveying and Estimation; Project Site and Equipment

Management; Project Procurement and Materials Management;

Contract Management. Furthermore, some courses are considered

far more important by executives compared to the institutions.

These are : Contract Management, Project procurement and

Materials Management, Quantity Surveying and Estimation, Cost

estimation and Budgeting, Health, Safety and Environment

Management. These courses have a strong ‘execution’ and

therefore ‘practical’ bias. Naturally executives seem to

realize their importance far more than the institutions.

In the Behavioural Sciences area, the overall ratings for all

subjects averaged ‘Very Important’, except for Managerial

Skills subject rated ‘extremely important’. This subject is

rated much higher by the executives, while the other subject

ratings in this area are comparable to those assigned by the

institutions. Overall all the subjects in the IT area were

rated in the range of ‘very important’ to ‘Extremely

Important’. The ratings assigned to these subjects are very214

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

215

emerging as the main inhibiting factors affecting the growth

of PM education. When faculty respondents were asked to

evaluate their progress in introducing PM related courses in

India, majority of the responses were in the category of

Negligible, Initial and Considerable. Only 11% of the sample

admitted to the efforts being in the ‘Advanced’ stage. Also

the multiple regression results point to factors like

institute infrastructure in terms of library, course

materials, and existence of management vision and lastly

management support as crucial to the introduction of the PM

courses in the institutes. Data collected on both counts point

to the fact that there appears to be a clear gap in the

present curriculum of technical and business schools and the

actual skill requirements of the industry.

Furthermore when viewed with the systematic efforts taken by

the Chinese government within the government ministries, as

well as in the educational system, the efforts of the Indian

technical and business educational institutions remains far

short of the ideal. This appears to be even more acute when

the average quantum of project value that the executives have

served in the past or are currently serving in, is considered.

When so much finance and scarce resources are at stake, the

performance of the operational and project human resource does

assume strategic importance. In fact existence of project

skills and competencies can turn the fortunes in favour of the

business and industry as a whole.

216

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 subjects217

rated by the academics are : Cost Estimation and Budgeting and

Accounting & Control Systems. Obviously executives consider

the issues related to cost management and control to be of

much greater importance than the academics. Table 6 shows the

Eigenvalues and Total Variance explained.

A further analysis was conducted to find out in which of the

sectors the executives perceive that prior education in PM is

necessary to build PM competencies. It is found that the

Eigenvalues of 3 ‘components’’ are greater than one when

extracted, and can explain the variation upto 69%. These three

sectors are: Information & Communication Technology, Telecom

and Research and Development. The Space Exploration Sector

follows very closely with 0.949 (almost 1), which implies even

this sector is considered very important for PM education.

Surprisingly, for the Sector –International 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.

218

Table No. 6 Total Variation Explained Of Factors (Subjects)

Included In Practising Executives Questionnaire

Total Variance Explained

Component

Initial EigenvaluesExtraction Sums ofSquared Loadings

Rotation Sums of Squared Loadings

Total% ofVariance

Cumulative %

Total% ofVariance

Cumulative %

Total% ofVariance

Cumulative %

110.173

2832.817

0232.817

0210.173

2832.817

0232.817

024.8091

6915.513

4515.513

45

22.7563

068.8913

141.708

332.7563

068.8913

141.708

333.1728

310.234

9325.748

38

32.3639

797.6257

3949.334

072.3639

797.6257

3949.334

073.1254

7810.082

1935.830

57

41.6324

425.2659

4254.600

011.6324

425.2659

4254.600

012.7655

838.9212

3744.751

81

51.5367

24.9571

659.557

171.5367

24.9571

659.557

172.2333

27.2042

5951.956

07

61.3724

844.4273

6763.984

541.3724

844.4273

6763.984

542.1910

487.0678

9859.023

96

219

71.2051

423.8875

5667.872

11.2051

423.8875

5667.872

12.1060

396.7936

7365.817

64

81.0775

043.4758

1971.347

911.0775

043.4758

1971.347

911.7143

865.5302

7871.347

91

90.8873

662.8624

7274.210

39            

100.8734

852.8176

9277.028

08            

110.7758

282.5026

7179.530

75            

120.6948

982.2416

0781.772

36            

130.6272

062.0232

4483.795

6            

140.5787

561.8669

5685.662

56            

150.4834

091.5593

8287.221

94            

160.4641

031.4971

0688.719

05            

170.4446

251.4342

7390.153

32            

180.3992

421.2878

7791.441

2            

190.3776

631.2182

6992.659

47            

200.3533

141.1397

2493.799

19            

210.3289

31.0610

6594.860

25            

22 0.26610.8583

8695.718

64            

230.2323

010.7493

58 96.468            

240.2267

920.7315

8897.199

59            

250.1869

560.6030

8597.802

67            

260.1665

920.5373

9498.340

07            

270.1373

910.4431

9798.783

26            

280.1355

930.4373

9699.220

66            

220

290.1003

30.3236

4599.544

3            

300.0797

770.2573

4699.801

65             31

0.061489

0.198351 100            

Extraction Method: Principal ComponentAnalysis.

Figure 58: Scree Plot That Represents Graphically TheDistribution Of

Eigenvalues And Subjects (Factors)

Another set of factors that merit some attention and analysis

are the views of the executives in relation to the perceptions

as to why PM education has not taken adequate roots in India.

Two factors emerged with Eigenvalues more than 1. These two

factors explained 54% of the variation. These 2 factors were

(1) Lack of Awareness (eigenvalue 1.515) and (2) Lack of221

Trained Instructors ( eigenvalue 1.161). The executives

believe that PM education received early would help them

perform better in the project environment.

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

Compon

e

Initial EigenvaluesExtraction Sums ofSquared Loadings

Rotation Sums ofSquared Loadings

Total% of Var Cum % Total

% of Var Cum % Total

% of Var Cum %

11.5146

6230.293

2430.293

241.5146

6230.293

2430.293

241.5096

2830.192

5630.192

56

21.1611

6723.223

3353.516

581.1611

6723.223

3353.516

581.1662

0123.324

0153.516

58

30.9785

7919.571

5973.088

17            

40.7659

5815.319

1688.407

32            

50.5796

3411.592

68 100            Extraction Method: Principal Component Analysis.

Figure 59: Scree Plot That Represents Graphically TheDistribution Of

Eigenvalues And Subjects (Factors)

222

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, 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

223

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

224

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 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

225

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 with226

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 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

227

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

228

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

229

best possible sample mix. Only those institutions offering

technical and management programmes at undergraduate and post

graduate levels have been included in the study.

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.

230

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 on their

career prospects. The next chapter derives conclusions and

recommendations for improving PM education in India.

231

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?

232

What inhibits leading business schools from introducing a

PM curriculum in their course offerings?

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

233

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 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

234

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

235

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

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 specific236

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 in237

general management programmes, and undergraduate engineering

programmes that can be offered to students in their final

year. Shorter duration courses suited for middle management

and senior management professionals and finally a course

specially designed for Project Leaders would be helpful.

Annexure No.7 suggests the Model Course Curricula for the

courses mentioned above in longer duration as well short

duration modes.

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interfor/news/gasskov.pdf

42. Syllabus for the Trade of Mechanical (Electrical

Power Drives), under Apprencticeship Training Scheme,

GoI, Ministry of Labour and Employment, DG E&T,

http://dget.nic.in/lisdapp/Trade/syllabus/pdf/TTMEP.pdf,

website accessed on 8th Jun, 2010.

43. Michael Hatfield, PMP,  on March 3, 2010 1:21 PM

http://blogs.pmi.org/blog/voices_on_project_management/pr

oject-failure/

44. http://www.iimcal.ac.in/faculty/courses.asp?

FacultyGroupID=11

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

46. Feuss W., Harmon J., Wirtenberg J., Wides J., The

Journal of Cost Management, January/February 2004,

Vol.18, No.1

www.jeanawirtenbergandassoc.com/uploads/Linkagespart1.pdf

47. Prayag A., Training India Inc Copyright © 2006, The

Hindu Business Line

http://www.thehindubusinessline.com/manager/2006/10/09/st

ories/2006100900771000.htm

48. http://www.infosys.com/investors/reports-filings/

annual- report/annual/Documents/AR-2005/start.htm

244

49. www.infosys.com/.../reports-filings/annual-report/

annual/.../Infosys-AR-09.pdf

50. Personal Discussions (PD) / Telephonic Discussion

(TD)

a) Purandare Hemant DGM Training, (June 12, 2010), 10.30

am, PD

b) Alok Kesari Sr. Assistant Director, (July 16, 2010),

3.10 pm PD

c) Mr. Jayachandran, General Manager HR, Gammon India

(July 21, 2010), Time: 2.45 pm, TD

d) Mr. Pramod Mishra, Sr. Manager HR & Training, Simplex,

TD (July 21, 2010), 6.30 pm,

51. India emerging to surging Report, McKinsey Quarterly

Country Reports, Archives

http://www.mckinseyquarterly.com/Economic_Studies/Country

_ReportsTD

52. India’s Urban Awakening: Building Inclusive Cities,

and Sustaining Economic Growth, Report Copyright McKinsey

and Company® 2010.

53. Andrews E., Key Aspects of Project Management,

Presentation delivered to Students and Faculty of NICMAR,

Pune, on 2/12/09, 10.30 am to 1.00 pm.

245

ANNEXURE 1

A. List Of Respondents Participating In Institutional Survey

Sr.No.

Name of TheInstitute City Respondents

Details Designation

1 JaypeeInstitute ofInformation

Noida Samir Dev Gupta AssociateDean

246

Technology

2 JBS, JaypeeUniversity Noida Prof. A. K.

Vodera Professor

3ABES

EngineeringCollege

Ghaziabad Dr. S. N. GuptaProfessor &Head, MEDept.

4AKG

EngineeringCollege

Ghaziabad Prof. A. K. Arora Professor

5IMS

EngineeringCollege

Ghaziabad Dr. AkshayDvivedi

Professor &Head, MEDept.

6InderprasthaEngineering

CollegeGhaziabad Prof. D. Ganguli

Professor &Head, MEDept.

7

Dept. ofManagement

Studies, IIT-Delhi

Delhi Dr. Banwet / Jain/ Gupta / Shankar

Professor &Group Chair

8

Dept. ofChemical

Engineering,IIT-Delhi

DelhiDr.

Saroha/Konda/Gupta

AssociateProfessor

9 ABS, AmityUniversity Noida Dr. Sanjeev

BansalDirector &Head Ph.D.

10Army Instituteof Managementand Technology

GreaterNoida

Prof. SanjeevTandon

A.P. & AreaChairpersonMarketing

11

GalgotiasCollege ofEngineering

and Technology

GreaterNoida

Dr. M. N.Deshmukh

Professor &Head, MEDept.

12

GalgotiasCollege ofEngineering

and Technology

GreaterNoida Dr. Raju G

Professor &Head, MBADept.

13 Lal BhadurShastri

Institute ofManagement andDevelopment

Lucknow Dr. Sunil Kumar Director

247

Studies

14 ACCF, AmityUniversity Noida Dr. Shipra Maitra Professor &

Director

15 IEM ManagementCollege

Anwari,Lucknow Dr. Padma Iyer Professor &

Director

Sr.No.

Name of TheInstitute City Respondents

Details Designation

16Institute ofEnvironment

and Management Lucknow Chandan Ghosh Associate

Prof. & Head

17 Deccan Collegeof Engg & Tech Hyderabad

Dr. M. A.Malik/Dr. MirIqbal Faheem

Principal/Professor

18 Vasavi Collegeof Engg Hyderabad Prof. M. Bhasker

Prof & HeadCivil Engg

deptt

19M. J. Collegeof Engg. &Technology

Hyderabad Prof. SyedYousufuddin

Prof & HeadCivil Engg

deptt

20UniversityCollege of

EnggHyderabad Prof. V S S Kumar

Prof & HeadCivil Engg

deptt

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

Prof & HeadTransporatat

ion EnggDeptt.

22Dr. B.R.

Ambedkar OpenUniversity

Hyderabad Prof. K. SwamyProf & Headof Business

Mgmt

23Engg StaffCollege of

IndiaHyderabad Prof. C L N

Sastry

Head WaterResourceDept

24 YCCE Nagpur Prof A. V. PatilAsst. Prof &Head CivilEngg Deptt.

25 G.H. RaisoniCollege of

Nagpur Dr. N. M. Kanhe Prof & HeadCivil Engg

248

Engg deptt

26PriyadarshniCollege of

EnggNagpur Prof. Shrikrishna

Dhale

Asst. Prof &Head CivilEngg Deptt.

27 SRKNEC Nagpur Dr. N. V.Deshpande

Prof & HeadCivil Engg

deptt

28 VNIT Nagpur Dr. Rajesh GuptaProf & HeadCivil Engg

deptt

29 NIT Raipur Raipur Dr. AbirBandyopadhyay

Asso. Prof.& Head Arch.

Deptt.

30 UIT RGPV,Bhopal Bhopal Dr. A. C. Tiwari

Reader &Head

MechanicalEngg Deptt

31 RKDFCT & R Bhopal Prof. Sohail BuxAsst. Prof &Head CivilEngg Deptt.

32Shree

Institute ofScience & Tech

Bhopal Prof. BharatGupta

Director R &D

33 MANIT Bhopal Dr. N.D. Mittal

Professor &Professor

I/CAcademics

Sr.No.

Name of TheInstitute City Respondents

Details Designation

34Shree G.S.Institute of

Tech & ScienceIndore Dr. Deepak

Killedar

Prof & DeanStudentWelfare

35Indore

Institute ofScience & Tech

Indore Dr. S. R.Lapalikar Principal

36

Dayanand SagarSchool ofManagementstudies

Bangalore Dr.K.L.Kumaraswamy

Principaland

Professor

37 Dayanand SagarCollege of Bangalore Dr.Nethaji S.

Ganesan Principal249

Engineering

38 BMS College ofEngineering Bangalore Dr.G.N.Sekhar Vice

Principal

39

University OFViswesvariyaCollege ofEngineering

Bangalore Dr.Venugopal K.R Principal

40

Institute ofBusinness

Management nadResearch(IBMR)

Bangalore Ms.Purnima K.PProfessor

and academicco-ordinator

41AllianceBussinessAcademy

Bangalore Dr.s.Prabhakaran Professor

42 ChristUniversity Bangalore Prof.Alex Joseph

AssociatePRO andLecturer

43Oxford Collegeof BussinessManagement

Bangalore Dr.ChandraswamyT.P Professor

44 R.V.Instituteof Management Bangalore DR.R.K.Gopal/

Ms.Jayanthi Patil

Professorand Head,MBA

deptt

45 AMC College ofManagement Bangalore Dr.B.Balaji

Professorand Head,MBA

deptt

46

CommunityInstitute of

Management andSciences

Bangalore Dr.V.Vekateswaran

Director andProfessor

47 AMC College ofEngineering Bangalore Dr.

D.V.S.S.R.PrakashDirector andPrincipal

48Jeppiar

EngineeringCollege

Chennai Dr.Sushil Lal Das Principal

49 Jeppiar Schoolof Management Chennai Dr.P.Tanve Head,MBA

Deptt50 St.Josephs

College ofChennai Prof Muthukumar Professor,

Mechanical250

Engineering depttSr.No.

Name of TheInstitute City Respondents

Details Designation

51St.JosephsCollege ofManagement

Chennai Prof.A.S.MohanramProfessor

and HOD, MBADeptt

52

Sai RamInstitute ofManagementstudies

Chennai Dr.K.Maran Professorand Director

53Sai Ram

College ofEngineering

Chennai Dr.C.V.Jayakumar Princpal

54Vellore

Institute ofTechnology

Vellore Dr.P.Kuppan

Professorand

Programmemanager,Mech

Deptt

55Indian

Institute ofManagement

Ahmedabad Prof. SatishYashwant Deodhar Professor

56 CEPT Ahmedabad Prof. Rajan Rawal Professor

57Indera

Institute ofManagement

Pune Prof.KrishnanRamanathan Professor

58

MKSSS's Smt.HirabenNanavati

Institute ofManagement

Pune Prof. M.Joshi Dy. Head &Professor

59

AbhinavEducationSociety'sCollege ofArchitecture

Pune Prof. SujataDeshmukh Professor

60

MKSSS'sCummins

College ofEngineeringfor Women

Pune Prof. M.Divekar Professor

251

61Genba SopanraoMoze College

of EngineeringPune Prof. P.Kumar Professor

62

InternationalSchool Of

Business andMedia

Pune Dr.P.K.De ExecutiveDirector

63College OfEngineering,

punePune

Dr.Sukhanand.S.Bhosa

leProfessor

64 SOM, IIT,Bombay Mumbai Prof.Kiran Kumar

Momaya Professor

65Sardar PatelCollege OfEngineering

Mumbai Prof. R.R.Easow Professor

66Rajiv GandhiInstitute OfTechnology

Mumbai

Prof. udhavBhosale /

Prof.N.N.Bhostekar

Principal

Sr.No.

Name of TheInstitute City Respondents

Details Designation

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

68 IES College ofArchitecture Mumbai Prof. G.

ChandawarkarPrincipalIn-Charge

69 NIT, Rourkela Rourkela Prof. Baliarsingh Professor

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

71

Padma BhushanVasant Dada

PatilInstitute ofTechnology

Pune Prof. IndrajeetJain Principal

72 IIT , Bombay Mumbai Prof. N.Hemachandra Professor

73 NITIE Mumbai Dr.Shankar Murthy Professor74 IES College of

EngineeringMumbai Prof.M.W.Shaikh Professor &

Programme

252

Co-ordinator

75

KJ SomaiyaInstitute ofEngineering &InformationTechnology

Mumbai Prof. Vrinda P.Ullas

HOD &Professor

76Institute ofChemicalTechnology

Mumbai Prof.Mhaske. S.T Professor

77 VJTI Mumbai Prof.J.S.Main Head &Professor

78Indira Collegeof Engineering& Management

Mumbai Prof.VijayWaragade

Head &Professor

79

Rajiv GandhiCollege ofengineering

and Technology

Chandrapur

Dr. Rajiv G.Weginwar

HOD &Professor

80GovernmentCollege ofEngineering

Chandrapur Dr.C.P.Kalambe Professor

81KIIT, Management School

Bhubaneswar

Dr. VijayaBandyopadhyay

Asst. Professor

B. List Of Respondents Participating In Working Executives Survey

Sr.No.

Name of TheOrganisation

RespondentsDetails 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

253

4 Technip KT India Ltd. Mr. Vineet Kumar Sr.Engineer

5 Nokia Siemens NetworksPvt. Ltd Mr. Nitin N Shah Project Manager

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 SadashivKave Sector Engr.

10 Lodha Group Mr. Amol Shashikant Bidwai Sector Engr.

11 Lodha Group Mr. Amit Poddar Manager-Projects12 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 PramodJoshi Site Engr.

17 Lodha Group Mr. Amar RaghunathPutta 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)254

27 DLF Projects Ltd Mr. Ashish Khaparde

Asst. Manager – Civil

28 TATA Projects Ltd Mr. P.Anbu Ganapathy Cons.Engr.

Sr.No.

Name of TheOrganisation

RespondentsDetails 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 KumarSingh Manager – Civil

35 Structwel Designers & Consultants Pvt.Ltd

Mr. Vijay Ashok Bhore

Sr. Engr. – Project

36 Rourkela Steel Plant Mr. D. P. Mahapatra A.G.M. – Projects

37 Hindustan ConstructionComapany Ltd. Mr. Ravi Chandra Manager -

Contracts

38 Hindustan ConstructionComapany Ltd.

Mr. Harikrishna V S

Engineer - Contract

39 Hindustan ConstructionComapany Ltd. Mr. Jegonathan N. Engineer -

Contract

40 Hindustan ConstructionComapany Ltd.

Mr. Prattipati Mallikarjun Rao

Manager - Contracts

41 Hindustan ConstructionComapany Ltd.

Ms. Shweta Phansalkar

Engineer - Contract

42 Hindustan ConstructionComapany Ltd.

Mr. Sri Devajit Das

Manager - Contracts

43 Hindustan ConstructionComapany Ltd.

Mr. Mahendra Jayant Dhanve

Engineer - Contract

44 Hindustan ConstructionComapany Ltd.

Mr. Madhav Nizalapur

Manager - Contracts

255

45 Hindustan ConstructionComapany Ltd. Mr. Sagar Kanade Engineer -

Contract

46 Hindustan ConstructionComapany Ltd.

Mr. Prakash Hiremath

Engineer - Contract

47 Hindustan ConstructionComapany Ltd. Mr. Nikhil Solanki Management Trainee

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

Contracts

49 Hindustan ConstructionComapany Ltd.

Mr. Ezra Praveen. P

Engineer - Contract

50 Hindustan ConstructionComapany Ltd. Mr. Neelabh Manager -

Contracts

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

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

53 URC Construction (P) Ltd. Erode Mr. M. Srinivasan Manager - Projects

Sr.No.

Name of TheOrganisation

RespondentsDetails Designation

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

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

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

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

58 URC Construction (P) Ltd. Erode

Mr. A. Thamil Nathan D.G.M. - Projects

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

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

61 URC Construction (P) Ltd. Erode Mr. Siva Shanmugam Trainee Engr.

62 URC Construction (P) Ltd. Erode Mr. M. Vetrivel A.G.M. - Projects

256

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 ConstructionComapany Ltd. Mr. Avinash Momle Engineer -

Planning

70 Hindustan ConstructionComapany Ltd.

Mr. Ashutosh Mukherjee

Engineer - Planning

71 Hindustan ConstructionComapany Ltd.

Ms. Suvidha Aherkar

Engineer - Planning

72 Hindustan ConstructionComapany Ltd.

Mr. Sushanta KumarGuha Manager - Planning

73 Hindustan ConstructionComapany Ltd. Mr. Y. Sandeep Engineer -

Planning

74 Hindustan ConstructionComapany Ltd.

Mr. C. Bhaskar Ganesh

Engineer - Planning

75 Hindustan ConstructionComapany Ltd.

Mr. Mahesh Somvanshi Manager - Planning

76 Hindustan ConstructionComapany Ltd. Mr. M. Karunakar Engineer -

Planning

77 Hindustan ConstructionComapany Ltd.

Mr. Anand D. Rituraj

Engineer - Planning

78 Hindustan ConstructionComapany Ltd. Mr. Ketan Shah Engineer -

Planning

79 Hindustan ConstructionComapany Ltd.

Mr. T V N S S Sri Charan

Engineer - Planning

257

Sr.No.

Name of TheOrganisation

RespondentsDetails Designation

80 Hindustan ConstructionComapany Ltd.

Mr. Shashank Pitale

Engineer - Planning

81 Hindustan ConstructionComapany Ltd. Ms. Soumya Roy Engineer -

Planning

82 Hindustan ConstructionComapany Ltd.

Mr. Nitin Krishnaji Pathak Manager - Planning

83 Hindustan ConstructionComapany Ltd. Mr. Winner Mattoo Engineer -

Planning

84 Shapoorji Pallonji & Co. Ltd

Mr. Vinod Ramrao Surve

Sr. Manager - Construction

85 Shapoorji Pallonji & Co. Ltd

Mr. P. Virupakshaiah

Sr. Manager - Construction

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

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

88 Shapoorji Pallonji & Co. Ltd

Mr. Siddhartha Nath

Sr. Manager - Construction

258

ANNEXURE 2 a (DEC - 2005)

S.No. Company Name Staff

trainingAnnual(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. 0.04259

21. Tata Projects Ltd. 0.2922. Utility Powertech Ltd. 0.01

 Total 31.59CMIE Database, 2010

ANNEXURE 2 b (DEC - 2006)

S.No. Company Name Staff

training

 

Annual(Rs. Crore)

1. Andhra Pradesh Power Generation Corpn. Ltd. 0.68

2. 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. 0.18

260

10. 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

ANNEXURE NO.2 c (DEC - 2007)

Sr.No. Company Name Staff

training1.

 Annual (Rs.Crore)

261

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. 1.26

262

31. Uttar Haryana Bijli Vitran Nigam Ltd. 1.69 Total Total 42.52

CMIE Database, 2010

ANNEXURE 2 d (DEC - 2008)

S. No.  

Annual (Rs. Crore)

Company Name Staff training1. 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. 0.27

263

27. 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

QUESTIONNAIRE FOR INSTITUTIONS

This is a pioneering effort being carried out for the firsttime in India to find out the factors that are aiding orhindering the establishment of project management curricula inour technical and business management institutions.

Based on secondary research of developed countries, a majorfinding that emerges is that project management as ascientific discipline is deeply entrenched in the educationalfabric of these countries; as also amongst popular psyche thusearning them an appellation of being ‘project-oriented societies’. Amajor reason for this may be attributed to project managementbeing included as necessary curricula in all streams ofeducation.

Universally, governments, large private corporations, and non-governmental organizations practice the ‘projects’ approach to

264

fulfill their targets and goals. If so be the case, projectmanagement as a discipline would have had a much higheracceptance by the industry and Project Management (PM) courseswould have been taught in India’s technical and businessschools. The study from the point of view of educationalinstitutions is to determine the factors that affect theinclusion of project management curricula.

Survey Instructions

The survey is divided into four parts. The first part asks foryour background information. The second part aims atdiscovering your general opinion on project management (PM)curricula. The third part aims to identify any distinguishingfactors that characterize the specific PM curriculumdevelopment. The fourth part deals with finding out about theexisting educational infrastructure available withinstitutions and also management support available to theinstitutions to establish new courses. Also covered areregulatory aspects that affect the decision-making and launchof new curricula. For every question, you are asked to providea tick/score as per your opinion.

This research does not involve any sensitive issues. It isdesigned to gather information based on your personalexperience, knowledge and opinion alone. It will not be takento represent or reflect your institution’s view-points. Theinformation provided will be kept strictly confidential andwill be used solely for the purposes of this research. If youhave any comments or enquiries, please contact Dr. Mona N.Shah at mnshah@nicmar.ac.in or 020 27291342/ 65102745.

Thank you for your interest.

265

PART I

RESPONDENT'S PARTICULARS

Name  

Name of

Institution

 

Designation  

Address of

institution

 

Tel (O):  

Mobile No.

Fax (O):  

Email Office  

Persona

l

How many years

of work/research

experience do

you have in

academics?

Years:

How many years Years:

266

of experience do

you have in

curriculum/sylla

bus development?

Would you agree

if we

acknowledge you

in our report

for your

contribution and

assistance in

the survey? If

yes, kindly give

Personal name:

Organization’s name:

Please indicate

whether you

would like to

receive a

summary of the

report upon

completion of

this research

Yes:

No:

267

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

Excellen

t

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

Under

Graduate

:

Post-

Graduate

:

Advanced

Level:

Research

Level:

Certific

ate

268

name of the

programme

4. Which

type of PM

related

courses do

you run?

Please also

mention the

name of the

course

Elective Course: Compulsory Course:

5. Of what

intensity

is the

course?

Elementary: Intermediat

e:

Advanced:

6. In your

opinion how

essential

is it to

teach PM in

1.

Engineering

Colleges?

2.

Management

Institution

Somewhat

Essentia

l

Fairly

Essentia

l

Essentia

l

Very

Essential

Absolute

ly

Essentia

l

269

s

3.

Specialized

institution

s :

-

Architectur

e

- Planning

and design

-

Infrastruct

ure

management

- Any other

270

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

Ratin

gs

Levels

1 - 5 1 2 3 4 5

1. Operations management for

Projects.

2. Planning, Scheduling,

Monitoring and Control

Techniques

3. Statistical Methods for

271

Project Analysis

4. Operations Research for

Projects

5. Project Quality Management

6. Health/Safety/Environment

in Projects

7. Cost Estimation and

budgeting

8.Accounting and Control

Systems

9. Quantity Surveying and

Estimation

10. Projects Marketing

11. Project Site and Equipment

Management.

12. Project Procurement &

Materials Management

13. Contract Management

14. Process

Design./Engineering/Testing/Co

mmissioning

272

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

Ratin

gs

Levels

1 - 5 1 2 3 4 5

1. Macro-Economic Policy

2. Project Strategy

3. Social Cost Benefit

Analysis

4. Financial Management

273

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

Rating

s

Levels

1 2 3 4 5

1. Project Organization

and Structure

2. Managerial Skills for

Projects (Communication,

Leadership, Team Building,

Negotiation, other soft

skills)

274

3. Human Resources

Management in Projects

4. Industrial/Labour

Relations

5. Conflict Management

6. Diversity Management

7. Any other ( Please

specify )

C: INFORMATION TECHNOLOGY

Rating

s

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, 275

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

6. Defense

7. Roadways

8. Railways

9. Civil Aviation

10. Ports

276

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 )

277

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

278

7. Availability of

research facilities

8. Management vision

9. Any other ( Please

specify )

B : MANAGEMENT SUPPORT

1. Have there

been attempts

in the past to

introduce

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.

Negligi

ble

Initi

al

Considera

ble

Advance

d

Establish

ed

3. If

interested,

when are you

planning to

0 to 6

Mths

>6

Mths

to

>1 to 2

yrs

> 2yrs

to 3yrs

> 3 yrs

279

introduce PM

courses in the

institute?

1yr

4. In your

opinion, will

the

introduction of

PM courses

improve the

employability

of the

students?

Somewha

t

Fairl

y

Good Conside

rably

Immensely

5. During

recruitment, do

companies

specifically

ask for PM

competencies in

the students?

If so to what

extent ?

Yes:

- To some extent

- To considerable extent

- To great extent

No:

C : REGULATORY FACTORS

You are required to respond to the extent of regulatory

challenges that are faced by engineering/business institutes

280

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)

Autonomou

s

Unaffilia

ted, non

AICTE

Univ.

Affiliate

d /Univ.

Departmen

t

AICTE Internatio

nal

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/journal

s 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

0 to 6

mths

>6m to

1yr

>1 to

2 yrs

> 2yrs to

3yrs

> 3 yrs

281

simultaneously

D : CURRENT POSITION OF RESEARCH IN PROJECT MANAGEMENT AREA

This section deals with the current position of PM related

research in the Institution, availability of resources and

funding for the same. It also covers the factors that impede

the research / publications in PM area.

1. Have you personally been

involved in project

management related

research?

Yes: No:

If the answer is Yes, then tick the following option/s

1a. Funded Research ( If

yes, please specify the

funding source )

1b. Own Professional

Interest

If the answer is No, then tick the following option/s to

state which of the following factors impede the research in

PM area in your Institute

1c. Lack of awareness

of PM as a systematic

academic and research282

discipline

1d. Level of Courses

Offered

1e. Availability of

Literature

Books Journal

s

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 PM area?

Yes for

Program:

Yes for

Certific

ate:

No:

4. Would you like to state

anything else ? If yes,

283

please specify

INTERVIEWER’S DETAILS

Name:

Signature:

Date:

Time:

284

ANNEXURE 4

CORRELATION MATRIX OF FACTORS (SUBJECTS) CONTAINED INQUESTIONNAIRE 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 subjectsis 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

285

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

In the group of Management and Technology, the correlation coefficient of each subject/factor with rest of the subject isbelow 0.90. Therefore, all the selected subjects in this groupis significant of their own capacity.

Part III B. STRATEGY, ECONOMICS AND FINANCE

B1 B2 B3 B4 B5 B6 B7 B8

B11.00

0.73

0.72

0.61

0.60

0.21

0.64

0.55

B20.73

1.00

0.76

0.71

0.65

0.23

0.65

0.64

B30.72

0.76

1.00

0.67

0.71

0.27

0.72

0.68

B40.61

0.71

0.67

1.00

0.80

0.14

0.56

0.52

B50.60

0.65

0.71

0.80

1.00

0.18

0.65

0.58

B60.21

0.23

0.27

0.14

0.18

1.00

0.17

0.38

B70.64

0.65

0.72

0.56

0.65

0.17

1.00

0.86

B80.55

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 1.0 0.6 0.5 0.6 0.5 0.5

286

0 6 7 6 3 9

C20.66

1.00

0.68

0.50

0.45

0.38

C30.57

0.68

1.00

0.58

0.54

0.43

C40.66

0.50

0.58

1.00

0.79

0.78

C50.53

0.45

0.54

0.79

1.00

0.81

C60.59

0.38

0.43

0.78

0.81

1.00

In this group also all the coefficients is less then 0.90 and they show their importance for including this group.

Part III D. INFORMATION TECHNOLOGY

D1 D2 D3 D4 D5

D11.00

0.64

0.47

0.46

0.49

D20.64

1.00

0.72

0.39

0.54

D30.47

0.72

1.00

0.35

0.35

D40.46

0.39

0.35

1.00

0.81

D50.49

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 groupis significant.

CORRELATION MATRIX OF FACTORS (SUBJECTS) IN THE SECTOR SPECIFICAREAS (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

287

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 theresults given above, show that the correlation coefficients ofso many sectors with other sectors are greater than 0.90. For example, the correlation coefficient of the sector Oil & Gas and Telecom is 0.92, which means that they are highly correlated and for the further analysis we can not treat them as different sectors. There are so many similar results in this correlation matrix.

ANNEXURE 5

QUESTIONNAIRE FOR EXECUTIVES

288

This is a pioneering effort being carried out for the firsttime in India to find out the factors that are aiding orhindering the establishment of project management curricula inour technical and business management institutions.

Based on secondary research of developed countries, a majorfinding that emerges is that project management as ascientific discipline is deeply entrenched in the educationalfabric of these countries; as also amongst popular psyche thusearning them an appellation of being ‘project-oriented societies’. Amajor reason for this may be attributed to project managementbeing included as necessary curricula in all streams ofeducation.

Universally, governments, large private corporations, and non-governmental organizations practice the ‘projects’ approach tofulfill their targets and goals. If so be the case, projectmanagement as a discipline would have had a much higheracceptance by the industry and Project Management (PM) courseswould have been taught in India’s technical and businessschools. The study from the point of view of educationalinstitutions is to determine the factors that affect theinclusion of project management curricula.

Survey Instructions

The survey is divided into four parts. The first part asks foryour background information. The second part aims atdiscovering your general opinion on project management (PM)curricula. The third part aims to identify any distinguishingfactors that characterize the specific PM curriculumdevelopment. The fourth part deals with finding out about theexisting educational infrastructure available withinstitutions and also management support available to theinstitutions to establish new courses. Also covered areregulatory aspects that affect the decision-making and launchof new curricula. For every question, you are asked to providea tick/score as per your opinion.

289

This research does not involve any sensitive issues. It isdesigned to gather information based on your personalexperience, knowledge and opinion alone. It will not be takento represent or reflect your institution’s view-points. Theinformation provided will be kept strictly confidential andwill be used solely for the purposes of this research. If youhave any comments or enquiries, please contact Dr. Mona N.Shah at mnshah@nicmar.ac.in or 020 27291342/ 65102745.

Thank you for your interest.

290

PART I A

RESPONDENT'S PARTICULARS

Name  

Name of

Institution

 

Designation  

Address of

institution

 

Tel (O):  

Mobile No.

Fax (O):  

Email Office  

Persona

l

How many years

of work

experience do

you have?

Years:

Would you agree

if we

Personal name:

291

acknowledge you

in our report

for your

contribution and

assistance in

the survey? If

yes, kindly give

Organization’s name:

When did you

complete your

graduation/post

graduation

course?

Degree

earned

Year Univ/

Institute

At that time

were there any

courses that

were offered in

your institution

related to PM?

Yes No Some topics

taught (please

mention)

Did you undergo

any formal

certification in

PM. If so,

please mention

Name of

certificatio

n

Certifying

Agency

Year

Did you receive

any formal

training in PM

related areas?

Name of the

training

programme

Institute/

Agency

conducting

the

Durat

ion

Year

292

If so please

mention.

programme

PART IB

Have you been involved as aproject team member/leader in

a project in any of thefollowing 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

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:

293

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.

294

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

295

6. Health/Safety/Environment

in Projects

7. Cost Estimation and

budgeting

8.Accounting and Control

Systems

9. Quantity Surveying and

Estimation

10. Projects Marketing

11. Project Site and Equipment

Management.

12. Project Procurement &

Materials Management

13. Contract Management

14. Process

Design./Engineering/Testing/Co

mmissioning

15. Facilities Engineering and

Management

16. Logistics & Supply Chain

Management

17. Transportation Management

296

18. Technology and Engineering

Management

19. Project Formulation and

Appraisal

20. Project Engineering

21. Any other ( Please specify

)

B: BEHAVIOURAL SCIENCES AREA

Ratings

1 2 3 4 5

1. Project Organization

and Structure

2. Managerial Skills for

Projects (Communication,

Leadership, Team Building,

Negotiation, other soft

skills)

3. Human Resources

Management in Projects

4. Industrial/Labour

Relations

297

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 )

298

D : SECTOR SPECIFIC

Score

1 2 3 4 5

1. Information Communication Technology (ICT)

2. Telecom

3. Research and Development

4. Space Exploration

5. Technology

6. Defense

7. Roadways

8. Railways

9. Civil Aviation

10. Ports

11. Shipbuilding

12. Urban Infrastructure

13. Mega Property Developments

14. Petrochemicals

15. Chemical Engineering

16. Oil and Gas Exploration

299

17. Services

18. International Project Management

19. Any other ( Please specify )

300

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 exactplacement of a project in the overall corporate strategy

5. Importance of Earned Value of a project to the company

301

6. Understanding project profitability

7. Importance of Human relations and Conflict management in project success

8. Management vision

9. Any other ( Please specify )

B : PROJECT SKILLS OVERVIEW

1.Importance of

Project

Planning/Scheduling/E

xecution

2. Importance of

Monitoring & Control

3. Importance of

Contract Management

4. Project Risk

Management

5. Project Costing

6. Importance of

Health/Safety/Environ

302

ment

7. Quality Management

8. Communication and

Soft Skills

Please Tick In The Appropriate Box/S

1. How did PM Traininghelp in your profession?

Remuneration

Incentive

Responsibility

Promotion

Decision-makingPower

Better Interpersonal-relation & conflict resolutions.

303

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 amongststudents and educators.

2. Lack of trained instructors at the undergraduateand postgraduate level.

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

4. Mastery comes only from

304

practical experience.

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

INTERVIEWER’S DETAILS

Name:

Signature:

Date:

Time:

PART IB

305

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

306

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:

307

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 inour technical and business management institutions.

Based on secondary research of developed countries, a majorfinding that emerges is that project management as ascientific discipline is deeply entrenched in the educationalfabric of these countries; as also amongst popular psyche thusearning them an appellation of being ‘project-oriented societies’. Amajor reason for this may be attributed to project managementbeing included as necessary curricula in all streams ofeducation.

Universally, governments, large private corporations, and non-governmental organizations practice the ‘projects’ approach tofulfill their targets and goals. If so be the case, projectmanagement as a discipline would have had a much higheracceptance by the industry and Project Management (PM) courseswould have been taught in India’s technical and businessschools. The study from the point of view of educationalinstitutions is to determine the factors that affect theinclusion of project management curricula.

Survey Instructions

The survey is divided into four parts. The first part asks foryour background information. The second part aims atdiscovering your general opinion on project management (PM)curricula. The third part aims to identify any distinguishingfactors that characterize the specific PM curriculumdevelopment. The fourth part deals with finding out about theexisting educational infrastructure available withinstitutions and also management support available to theinstitutions to establish new courses. Also covered are

308

regulatory aspects that affect the decision-making and launchof new curricula. For every question, you are asked to providea tick/score as per your opinion.

This research does not involve any sensitive issues. It isdesigned to gather information based on your personalexperience, knowledge and opinion alone. It will not be takento represent or reflect your institution’s view-points. Theinformation provided will be kept strictly confidential andwill be used solely for the purposes of this research. If youhave any comments or enquiries, please contact Dr. Mona N.Shah at mnshah@nicmar.ac.in or 020 27291342/ 65102745.

Thank you for your interest.

309

PART I

RESPONDENT'S PARTICULARS

Name  

Name of

Organization

 

Designation  

Address of

institution

 

Tel (O):  

Mobile No.

Fax (O):  

Ema

il

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 thenature of

Only Technica

Technical and

Operatio

nal

Manageri

al

310

the employees sent for this training?

l Non-technical

staff

Of what

level are

these?

Supervisory

Junior managers

Middle level managers

Senior

level

PART II

Given below are the set of Project Management (PM) relatedfields essential to develop PM competencies. Rate themaccording to the following scale and write thecorresponding 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

311

4. Perceived Gains From Such Training

5. Human Resource Development For BetterPerformance

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 ControlProjects

12. Improves Ability To Plan Projects

13. Improves Ability To Manage Contracts InProjects

14. Improves Ability To Deliver Projects InRight Time, Right Costs And Right Quality

15. Improves Any Other Ability, Please Specify

312

B:

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

(Tick in the space provided)

On thejob training

In class training

(for e.g. in house trainingsessions)

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 baseof 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

313

3. Advanced

4. Strategic

5. Any other (specify)

D: Rate The Costs Of PM Related Training In India On A ScaleOf 1-5.

1- Least expensive, 2- fairly expensive, 3- expensive, 4 – quite expensive, 5 – highly expensive

Type of Cost 1 2 3 4 5

1. Trainer’ssalary and time

2. Trainees’salaries and time

3. Materialsfor training

4. Expenses for trainers

5. Expenses for trainees

6. Cost of facilities and

314

equipment7. 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

F: Express Your Opinion On The Efficacy Of Training Imparted By The Following Training Entities On Scale Of 1-5.

315

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. Internationallycertified 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 TrainingProgramme

Training for Duration

(Tick in the space provided) Workmen Supervisors

Middle mgt.

Sr.mgrs

1.

2.

3.

316

4.

5.

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

□ Yes

□ No

□ Maybe

INTERVIEWER’S DETAILS

Name:

Signature:

Date:

Time:

317

ANNEXURE 7

MODEL COURSE CURRICULUM DESIGNS IN UNDERGRADUATE PROGRAMMES OFTECHNICAL 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

318

Course Mix: All compulsory with a total of 10 subjects to becovered over an annual academic calendar

S. No. Subject Description

1 Role of PM Department in EngineeringCompanies

2 Project Planning, Network Scheduling,and Monitoring Techniques

3 Introduction to Project Management Software

4 Basics in Procurement, Tendering, Bidding, Contracting

5 Project Equipment Purchase, Stores and Inventory Management

6 Project Quality

7 Project Safety, Health and Environment

8 Project Site Management and Control

9 Basics of Project Cost Accounting

10 Integrated Project Workshop - Assignments

11 Tests and assessments

Course Duration: One academic calendar year.2. PROJECT MANAGEMENT ESSENTIALS IN GENERAL MANAGEMENT

Course Objective: The objective of this course is to

provide all students with essential PM skills that can

be applied across all sectors to plan, schedule,

implement and control projects.

319

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 witha total of 10 courses based upon the educational background

of the student i.e. non-technical and technical.

S. No. Subject Description1 Key People Skills for Project Managers2 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 Management320

16 Tests and Assessments- Assignments *(may be offered only to students with technical background)

Course Duration: Spread over one to two academic terms.

MODEL COURSE CURRICULUM DESIGNS PROGRAMMES FOR WORKING EXECUTIVES

1. PROGRAMME FOR PRACTISING EXECUTIVES (MIDDLE LEVEL)

Course Objective: The objective of this course is to

provide the 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 MonitoringTechniques

4. Project Cost Accounting and Control

5. Basics of Project Finance

6. Project Risk Management

321

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 perweek.

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.

322

S.No.

Subjects

1. Project Organization and HumanResource Issues

2. Project Procurement and NegotiationSkills

3. Project Operations (I) -Advanced PMIntegration – WBS, Impactedschedules and CPM after Crashing.

4. Project Operations (II)- Advanced PMIntegration - WBS, ImpactedMonitoring for Productivity and CTC

5. Project Risk Management 6. Project Quality, Health, Safety,

Environment ( HSE ) Management

7. 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 Projects

12. Tests Assessments – Case Analysis

Course Duration: Spread over 2 weeks with 15 sessionsper week.

323

3. PROGRAMME FOR SENIOR LEVEL EXECUTIVES OF PROJECT COMPANIES

Course Objective: To enable participants to appreciate

the strategic business contexts of projects and

formulate plans for growth, expansion and

diversification for project based companies.

Participant Profile: This is suggested as a Level 4

course and the target audience is project personnel

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

formal qualification in project management.

Course Mix: An integrated mix of subjects for all

participants.

S.No.

Subject Description

1. Leadership in Project 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

324

Development11. Case Analysis

Course Duration: Spread over 4 weeks with extensive caseanalysis and discussions

ANNEXURE 8

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 ofColleges Frequency

Percentage

Government 21 25.93Private 60 74.07

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

Region wiseDistribution

of the

Frequency Percentage

325

Institutions     

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)

TotalExperiencein 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 6.17Above 40 3 3.70

Table 5: Experience In Curriculum Development (Fig 5)

Total Experience inYears in curriculum

developmentFrequen

cyPercentage

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

326

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

Level Frequency Percenta

gePoor 19 23.46Fair 40 49.38Good 21 25.93

Very good 1 1.23

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

  FrequencyPercenta

geYes 66 81.48No 15 18.52

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

Level FrequencyPercenta

geUnder

graduate 49 50.52Post

graduate 38 39.18AdvancedLevel 3 3.09

ResearchLevel 6 6.19

Certificate 1 1.03

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

Type ofCourse Frequency

Percentage

Elective 49 50.00Compulsor

y 49 50.00

327

Table 10: Intensity Of The Course (Fig 10)

Intensity FrequencyPercenta

geElementar

y 25 30.86Intermedi

ate 41 50.62Advanced 15 18.52

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

C. Engineering Course (A)

  FrequencyPercenta

geSomewhat 2 2.47Fairly 0 0.00

Essential 9 11.11Very 30 37.04

Absolutely 40 49.38

D. Management Course (B)

Management Frequency

Percentage

Somewhat 2 2.53Fairly 0 0.00

Essential 5 6.33Very 24 30.38

Absolute 48 60.76

E. Specialised Courses

Ci: Architecture Course (Fig 11 Ci)

Architecture Frequency

Percentage

328

Somewhat 0 0.00Fairly 1 1.27

Essential 12 15.19Very 25 31.65

Absolute 41 51.90

Cii: Planning And Design (Fig 11 Cii)

Planningand

design FrequencyPercenta

geSomewhat 0 0.00Fairly 0 0.00

Essential 8 10.26Very 23 29.49

Absolute 47 60.26

Ciii: Infrastructure Development (Fig 11 Ciii)

Essential FrequencyPercenta

geSomewhat 0 0.00Fairly 0 0.00

Essential 8 10.26Very 23 29.49

Absolute 47 60.26

329

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

Revised                                  

  AR1 AR2 AR3 AR4 AR5 AR6 AR7 AR8 AR9AR10

AR11

AR12

AR13

AR14

AR15

AR16

AR17

AR18

AR19

AR20

Not Important 0 0 0 1 1 0 0 2 1 2 1 1 2 2 1 1 2 2 1 1SomewhatImportant 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)

330

  AL1 AL2 AL3 AL4 AL5 AL6 AL7 AL8 AL9AL10

AL11

AL12

AL13

AL14

AL15

AL16

AL17

AL18

AL19

AL20

Certificate 2 1 0 1 2 2 1 2 2 1 2 2 2 1 2 2 1 0 1 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

331

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

332

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

Table 15 A: Ratings Of Subject Areas In Information Technology (Fig15A)

  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 2 2 3 0 2

333

ResearchAverage 2.64 2.78 2.77 2.61 2.70

334

D. Table 16A: Ratings Of Sector Specific Importance Of PM (Fig 16A)

 ER1

ER2

ER3

ER4

ER5

ER6

ER7

ER8

ER9

ER10

ER11

ER12

ER13

ER14

ER15

ER16

ER17

ER18

Not 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

335

E. Table 16B: Levels Of Sector Specific (Fig 16b)

EL1

EL2

EL3

EL4

EL5

EL6

EL7

EL8

EL9

EL10

EL11

EL12

EL13

EL14

EL15

EL16

EL17

EL18

Certificate 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 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

EL18

Advanced 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 52

Average3.61

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

336

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 44

Average 3.873.74 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 No52 29

Table 19: Progress Of Introduction Of PM Courses (Fig 19)

 Ratings PercentageNegligib

le 23.73Initial 20.34Considerable 40.68

Advanced 15.25Establis

hed 0.00

Table 20: Impact Of PM Courses On Employability Of Students (Fig20)

337

Somewhat Fairly Good Considera

blyImmense

ly3 4 21 32 21

Table 21: Company Specifically Looking For PM Competency In Students (Fig 21)

SomeExtent

Considerable Great No

Impact19 38 13 9

Table 22: Category Of Institutions (Fig 22)

Categoryfrequenc

yPercent

ageAutonomous 12 11.54UniversityAffiliated 25 24.04

AICTE 45 43.27InternationalAffiliation 1 0.96Accredited 21 20.19

Table 23: Academic Council Approval (Fig 23)

Years PercentageUpto 6Months 13.70

> 6 - 12Months 30.14> 1 - 2Years 19.18> 2 - 3Years 12.33

> 3 Years 24.66338

Table 24: Regulatory Approval (Fig 24)

Years PercentageUpto 6Months 12.33

> 6 - 12Months 38.36> 1 - 2Years 23.29> 2 - 3Years 13.70

> 3 Years 12.33

Table 25: Resources Building (Fig 25)

Years PercentageUpto 6Months 26.32> 6 - 12Months 39.47> 1 - 2Years 19.74> 2 - 3Years 7.89> 3Years 6.58

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

Years PercentageUpto 6 Months 17.33

> 6 - 12Months 37.33

> 1 - 2 Years 26.67> 2 - 3 Years 10.67> 3 Years 8.00

339

Table 27: Involvement In Project Management Research (Fig 27)

Yes No28 53

Table 28: Funded Research (Fig 28)

YES NO NA17 60 4

Chapter 5

Data Analysis Of Survey Of Working Executives Employed InProject-Based Companies In India

340

Table 29: Years Of Experience Of The Working Executives (Fig 29)

TotalExperience Frequency

Percentage

Less than 5years 28 37.84

6-10 years 19 25.6811-15 years 12 16.2216-20 years 8 10.8121-25 years 4 5.41more than25 years 3 4.05

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

PM trainingbeingoffered 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 sizeof the

Project inRs Frequency

Percentage

Less than100 crores 14 23.73100-200crores 22 37.29200-300crores 5 8.47

341

300-400crores 9 15.25

Above 400crores 9 15.25

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

Major TechniquesUsed DuringProjects

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

342

Table 34: Subject wise Ratings For Management And Technology Area (Fig 34)

  A1 A2 A3 A4 A5 A6 A7 A8 A9 A10

A11

A12

A13

A14

A15

A16

A17

A18

A19

A20

Not 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 19

Very 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

343

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 3.83.6708

863.4430

38Table 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

344

 4.187

5 4.0753.5384

623.7721

524.0886

08

Table 37: Ratings For Importance Of PM Education In Sector Specific Areas (Fig 37)

  D1 D2 D3 D4 D5 D6 D7 D8 D9 D10

D11

D12

D13

D14

D15

D16

D17

D18

NotImporta

nt0 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 26

VeryImporta

nt44 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

345

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

346

Table 38: Gaining Perspectives Related To The Strategic Context OfProjects (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)

BenefitsFrequency

Percentage

Remuneration 5 5Incentive 1 1Responsibility 28 25Promotion 7 6Decision Making Power 37 33Better Interpersonal-relation & conflictresolutions 33 30

347

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

 

Importance ofawarenessamongst

students andeducators

Lack oftrained

instructorsat

undergraduate and

postgraduatelevels

It ismore

practical so

practical

trainingis

required

Masteryonlycomes

throughpracticalexperienc

e

prior knowledgenot essentialin the field of PM

Never 0.00 0.00 8.57 5.63 8.29Somewhat 7.04 8.70 8.57 5.63 8.29Importan

t 30.99 37.68 32.86 33.80 49.71Very Imp 46.48 34.78 35.71 30.99 45.57Extremel

y 15.49 18.84 14.29 23.94 35.21Chapter 6

Data Analysis Of Survey Of Human Resource Managers Employed InProject-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 Technical

Technical & Non

Operational Staff

Managerial

348

Technical7 30 24 39

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

SupervisoryJunior Managers

Middle LevelManagers Senior Level

12 22 34 32

Table 46: Factors Considered On A Scale Of Essentiality In PMTraining (Fig 46)

  1 2 3 4 5 6 7 8 9 10

11

12

13

14

15

NotHigh 5 0 5 0 0 0 0 0 0 0 0 0 0 0 0

Somewhat High 5 5 5 5 15 5 0 0 5 0 0 0 5 0 0High 3

0 25 15 15 10 1020

20 30

25

15 5

15

10

12

VeryHigh

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)

Training Method Percentages

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

349

level Training

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 PMBased Training (Fig 49)

  Elementary Basic

Advanced

Strategic

AnyOther

Operatives 48 10 0 0 0

Supervisory 34 47 25 6 0

MiddleLevel 17 37 47 32 0SeniorLevel 0 7 28 61 100

350

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

  Trainer'sSalary and

Time

TraineesSalary and

Time

Materialfor

Training

ExpensesFor

Trainees

ExpensesFor

Trainees

Cost offacilities

andequipment

LostProducti

vity

LeastExpensive 0 0 5 0 5 0 0Fairly

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

QuiteExpensive 55 40 40 40 60 45 25Highly

Expensive 5 20 15 10 0 15 0

Table 51: Ratings Of Benefits Of Training (Fig 51)

  Increasein

Producti

Reductionin Errors

Employee

Retenti

Lesssupervis

ion

Ability touse

Improved

deliver

Attitude

Change

Growthof

Busines

351

on on necessary

newskills

y s s

LeastBeneficial 5 0 0 0 0 0 0 0Fairly

Beneficial 16 5 5 11 11 0 0 0Beneficial 37 47 32 26 32 47 58 37

QuiteBeneficial 42 42 53 58 53 37 32 58Highly

Beneficial 0 5 11 5 5 16 16 5

352

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

  Technical

Business Ins.

Independent

Trainer

Certified

Franchisee

trainer

Internationally

Certifiedtrainers

Inhouse

Trainer

SelfTraini

ng

LeastEfficaciou

s 0 0 0 0 0 5Fairly

Efficacious 10 5 10 10 10 35

Efficacious 40 35 15 25 50 40

QuiteEfficaciou

s 30 50 60 50 30 20Most

Efficacious 20 10 15 15 10 0

Table 53: Most Preferred Training Options Of HR Managers (Fig53)

Type oftraining

Frequency

Percentage

Inhousetraining 7 20.00Other

Technical /ManagementInstitutes 20 57.14NICMAR, Pune 4 11.43IIT / IIM /

IIPM 4 11.43

353

Table 54: Value Of An International Accreditation AccompanyingPM Training By Organisations (Fig 54)

Validityof

International

Accreditation

Percentages

Yes 47No 0

May Be 53

354

Chapter 7

Interpretations From Of Data Analysis And Findings Of Pmi Survey (Annexure For Table 5, Figure56)

F-A01

F-A02

F-A03

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4 4 2 2 4 5 5 3 3 3 5 4 4 4 3 4 3 4 3 4 3 5 4 3 43 5 5 4 5 5 5 4 4 3 5 5 5 2 2 2 1 2 5 4 5 5 3 3 52 5 4 2 4 4 5 5 5 3 5 5 5 3 3 5 3 3 4 3 3 4 3 3 42 5 4 2 3 4 5 3 2 3 3 4 4 3 3 3 3 3 4 3 3 4 3 3 44 5 3 3 5 4 5 4 5 3 4 5 5 5 3 5 4 4 4 4 4 5 4 3 44 5 3 3 3 5 4 3 5 5 3 4 3 4 3 4 5 3 5 4 4 5 3 3 35 5 4 4 4 5 5 4 5 5 4 4 5 5 4 4 5 5 5 4 4 5 5 4 31 4 4 2 5 5 5 3 5 1 5 3 5 4 3 4 4 4 5 5 4 5 4 3 25 5 5 4 5 4 5 4 5 3 4 5 5 5 5 5 4 4 4 4 5 5 4 4 45 5 4 4 5 5 4 5 4 4 5 4 4 4 4 4 4 4 4 5 5 5 5 4 44 5 4 4 4 4 5 4 5 4 4 4 4 4 3 3 3 4 3 3 3 5 4 4 45 5 4 4 4 3 4 2 4 2 5 5 3 3 2 1 2 2 3 3 4 3 3 2 34 4 4 4 3 4 5 5 5 5 4 3 4 4 3 3 3 3 4 4 3 3 3 2 34 3 3 3 3 4 3 4 3 4 3 4 3 4 3 3 3 4 3 3 3 3 4 3 44 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 5 5 5 55 5 4 5 4 5 4 4 4 5 4 5 3 5 4 5 5 4 5 5 4 4 5 5 5

355

5 5 4 3 5 5 4 4 4 4 4 5 4 5 4 4 4 5 4 4 4 5 4 4 44 5 4 4 5 5 4 3 3 4 5 4 4 4 4 4 4 4 3 3 4 4 4 4 44 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 44 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4F-A01

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4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 44 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 44 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 5 4 5 4 4 45 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 45 5 3 4 5 5 5 5 4 4 5 5 5 5 3 3 3 5 5 4 4 5 4 3 23 5 5 4 4 3 5 4 4 3 3 3 4 5 3 3 3 5 3 3 4 5 3 4 45 5 3 3 4 5 5 5 5 5 5 5 5 5 4 4 3 3 4 4 5 5 4 4 34 5 5 3 5 4 4 3 4 4 4 4 4 3 3 3 3 4 4 4 4 5 4 4 53 5 5 3 4 2 3 5 4 3 5 5 4 3 4 4 3 4 3 3 3 3 4 3 33 3 3 3 3 3 4 3 3 4 3 4 3 4 3 3 3 3 4 5 5 5 2 4 44 5 4 4 4 4 4 3 4 3 4 3 4 5 3 4 3 3 4 3 4 4 4 4 43 5 3 3 4 5 4 4 4 4 4 4 3 5 4 4 4 4 5 4 4 5 3 3 34 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3

356

4 5 4 4 5 5 5 5 4 2 2 3 5 5 2 3 2 5 3 3 5 5 4 4 53 3 2 2 2 3 4 2 4 1 3 2 4 2 2 2 2 3 3 3 3 4 3 2 35 5 4 4 5 4 5 4 5 4 4 4 5 3 2 3 3 5 5 5 5 4 4 5 53 3 3 3 3 3 4 3 3 3 3 3 4 3 3 3 3 3 4 3 3 4 4 4 53 4 3 3 4 4 4 3 4 3 4 4 5 5 3 4 4 5 5 5 3 5 4 5 45 5 5 5 5 4 5 4 5 4 4 5 5 4 5 4 4 4 5 5 4 5 5 4 45 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 55 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 5 4 3 3 4 4 3 3 3 3 4 5 4 3 3 3 3 3 3 5 4 3 4 45 5 4 4 5 5 5 5 5 4 5 4 5 5 4 4 4 5 4 4 4 5 4 3 3F-A01

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4 4 3 3 4 3 4 4 4 3 4 4 4 4 3 3 3 4 3 4 5 4 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 34 5 3 4 3 3 3 3 3 5 5 5 4 3 4 4 3 3 4 4 4 5 4 3 45 5 5 5 4 4 5 5 5 3 4 5 5 5 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 43 5 3 3 5 5 5 5 5 4 5 4 4 3 4 4 5 4 4 4 4 4 5 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 23 4 3 2 3 5 5 4 5 4 4 4 3 3 3 4 4 3 3 4 4 4 4 5 23 4 3 2 2 3 4 4 5 4 4 4 4 3 3 4 5 5 4 4 4 5 5 5 44 5 4 4 5 5 5 5 5 5 4 4 5 5 4 4 4 4 4 4 5 5 5 5 4

357

3 4 3 2 5 3 3 3 4 3 3 3 3 3 2 2 3 3 3 4 3 5 3 5 33 5 4 3 3 3 5 5 5 5 4 4 4 5 4 4 4 4 5 5 4 5 5 4 44 4 4 3 4 4 4 3 4 5 4 4 5 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 44 4 3 3 3 3 4 4 5 2 4 4 4 3 3 3 2 3 3 3 3 4 3 3 33 5 3 4 5 4 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 5 4 5 53 4 4 4 4 4 4 4 4 3 4 3 4 4 3 3 4 4 4 3 4 4 4 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 43 5 3 3 4 5 5 4 4 2 2 4 3 1 2 2 2 3 3 4 4 5 4 3 23 5 3 3 5 5 5 5 5 4 5 4 4 3 4 4 5 4 4 4 4 5 5 5 45 5 3 4 4 4 4 4 4 3 5 5 4 5 4 4 4 5 4 4 4 4 5 4 54 5 4 4 4 3 4 4 4 3 4 4 3 4 4 4 4 4 3 4 3 3 3 3 34 5 5 4 4 4 5 4 4 2 4 4 4 4 4 4 3 3 4 4 3 4 4 4 33 4 2 3 3 4 4 4 3 3 4 3 4 4 3 3 3 3 4 5 4 5 4 3 35 5 4 4 3 3 3 4 4 3 5 5 5 5 4 4 3 4 4 5 4 4 5 5 4F-A01

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3 3 4 3 4 4 4 4 3 3 4 3 3 3 3 3 3 4 4 4 4 4 3 3 34 5 3 2 4 4 5 5 5 4 4 4 5 4 2 2 2 3 3 4 5 5 4 3 34 5 3 3 3 3 4 3 3 3 5 5 4 3 3 4 3 4 4 5 4 3 3 2 24 4 2 2 4 4 4 2 4 1 4 3 4 3 2 4 2 3 2 2 4 3 3 3 23 5 5 4 4 4 5 4 4 3 4 3 4 4 4 5 3 5 5 5 3 5 4 4 3

358

4 4 3 3 3 3 4 5 3 2 3 4 3 4 2 2 2 3 4 3 4 4 4 3 35 5 3 3 5 5 5 4 4 4 5 4 3 4 4 3 4 3 3 4 4 4 4 4 35 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 5 5 5 4 5 5 5 55 5 4 4 4 5 5 4 4 4 5 5 5 4 4 4 4 4 4 4 5 4 4 4 45 5 4 4 5 4 5 4 4 4 4 5 4 5 5 4 5 4 5 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 44 5 3 3 4 5 4 4 5 3 3 4 4 4 3 4 3 3 3 3 4 4 3 4 33 3 3 3 4 4 4 4 5 2 3 5 5 3 3 3 2 2 2 3 3 5 5 5 43 4 3 2 4 5 5 3 4 2 3 3 3 3 2 3 2 3 2 2 4 5 4 3 44 4 3 2 4 5 5 5 5 3 4 4 4 4 4 3 3 4 4 5 5 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

359

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

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 45 5 5 5 5 4 5 5 5 3 5 5 5 5 4 4 5 4 4 5 4 4 4 4 5 45 4 4 4 5 5 3 3 3 4 3 3 3 4 4 3 2 4 4 5 4 4 4 4 4 45 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 4 4 4 4 4 4 4 4 43 3 3 3 5 4 5 3 3 5 5 5 5 3 3 2 2 3 5 5 3 4 4 3 5 44 4 4 4 3 2 2 3 2 5 5 5 5 5 4 5 5 3 3 5 4 4 4 4 4 45 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 45 5 5 5 5 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 45 5 5 5 5 5 4 4 4 4 4 5 4 4 4 5 5 4 5 5 4 5 5 5 5 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 45 5 5 5 5 5 5 4 5 4 5 5 4 4 4 4 4 4 4 4 4 5 4 4 4 45 5 5 5 5 5 5 5 5 4 4 4 5 5 4 5 5 5 5 5 4 4 4 4 4 45 5 5 5 4 5 5 5 4 4 5 5 5 5 3 5 4 4 4 4 4 4 4 4 4 43 3 4 4 4 4 5 4 3 3 3 3 5 4 3 3 3 4 5 4 4 5 4 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 55 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 4 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 24 4 4 4 4 4 5 5 5 4 5 4 5 4 4 5 4 4 4 4 4 4 3 4 4 43 5 4 4 4 4 5 3 3 4 3 4 4 5 4 3 4 4 4 4 4 5 4 5 3 43 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

360

3 2 4 3 4 4 3 3 3 3 3 3 3 4 3 4 3 4 3 3 3 4 3 3 4 43 3 4 4 3 2 3 3 2 2 2 3 2 2 3 4 3 4 3 3 3 4 3 3 3 2F01

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

3 3 3 3 4 3 3 3 3 3 3 3 4 3 2 3 3 3 3 3 2 4 3 3 3 23 5 3 1 2 3 4 3 3 3 2 2 2 3 2 2 2 2 2 2 2 2 2 2 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 43 3 2 3 4 3 4 1 4 1 4 3 3 4 3 1 1 1 4 4 4 4 4 4 4 44 5 5 5 5 5 5 4 3 3 3 3 4 4 3 3 3 3 3 3 5 5 5 5 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 43 4 5 5 4 3 4 2 4 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 34 3 4 4 4 4 2 2 1 3 3 4 2 2 2 4 1 1 1 1 1 4 2 1 1 13 4 3 4 1 2 2 3 4 1 4 3 2 1 2 4 1 1 1 1 2 1 2 1 1 14 3 3 3 4 4 3 3 2 3 4 3 3 4 3 3 2 3 4 4 4 3 3 3 3 33 4 3 3 3 4 3 3 3 3 4 4 3 4 3 4 4 3 4 4 4 4 3 4 3 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 34 4 3 3 4 3 4 2 3 3 2 2 2 4 3 3 3 4 4 4 4 4 3 3 2 23 5 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 2 2 25 5 5 5 5 5 5 5 4 2 2 2 2 3 3 3 5 5 4 2 3 3 3 3 3 34 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 2 4 4 44 4 4 4 4 3 2 5 5 3 2 2 2 2 2 2 3 2 3 4 3 3 4 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 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

361

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 33 4 2 3 3 4 4 3 3 5 5 4 4 3 3 3 2 2 2 2 3 4 4 3 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 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 34 4 4 4 4 3 2 4 3 2 2 3 2 2 2 2 3 1 1 5 2 2 4 4 3 3F01

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

4 4 3 3 2 2 2 1 3 1 1 1 1 4 2 2 2 3 2 1 3 3 4 4 5 54 4 4 4 4 4 5 2 2 3 4 1 1 2 3 3 4 5 3 2 4 4 3 4 4 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 15 5 4 4 2 2 2 1 3 3 2 4 2 1 2 2 2 2 2 2 4 4 5 4 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 25 5 5 5 4 4 4 3 4 4 2 2 1 1 3 3 4 3 3 3 4 4 4 3 3 24 4 4 4 4 4 3 3 2 4 4 3 3 2 3 3 4 2 3 3 4 4 4 4 3 25 5 5 5 4 4 3 3 4 3 1 2 2 3 3 2 2 3 3 4 5 4 3 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 13 5 5 5 5 5 4 4 3 4 4 4 4 5 4 4 3 4 3 3 4 5 5 4 4 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 33 4 4 3 3 4 4 3 3 4 3 3 3 3 3 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 3 4 3 3 3 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 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 44 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

362

3 4 2 2 3 4 5 3 4 1 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 14 4 3 3 4 3 4 2 2 4 3 2 4 2 2 3 2 3 4 4 2 4 5 3 2 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 34 4 4 4 5 4 4 3 4 5 4 4 4 4 4 3 3 4 4 4 3 3 3 3 3 33 3 3 3 3 2 4 3 2 3 3 3 2 3 3 3 3 3 3 2 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 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 34 3 3 2 3 2 3 1 2 2 2 2 4 3 2 3 2 4 3 3 3 4 3 3 3 3F01

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

4 4 3 4 4 3 4 2 4 3 3 3 3 4 2 3 2 4 3 3 2 4 3 2 2 24 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 33 3 4 4 4 4 3 3 4 4 4 4 3 4 3 4 4 4 3 3 3 3 4 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 34 4 5 4 5 3 4 3 3 4 3 4 4 4 3 4 3 3 3 3 4 4 4 4 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 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 34 5 3 4 5 4 5 3 5 2 3 4 3 5 2 3 3 5 3 4 3 4 4 3 3 34 4 3 4 5 4 4 3 4 4 4 4 4 5 4 4 3 4 4 4 4 5 5 3 4 45 4 4 5 5 4 4 4 3 3 4 4 4 5 3 4 3 4 4 4 5 5 5 3 3 35 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

363

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 4

364

4 2 3 3 34 3 1 5 13 4 4 4 45 3 3 3 33 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 4

365

4 4 3 4 44 3 4 4 44 4 4 4 4

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

Questionnaire Sl.

No.

PMIOR PMENG PMMGM PMARCH PMPND PMINFRA

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 4

366

31 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 5 544 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 5

367

69 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 FileFor 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 32 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 4

368

21 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 2 345 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 4

369

58 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

370

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 – 2.736. 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 – 2.7611. 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

371

14. Process

Design./Engineering/Testing/Co

mmissioning

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 – 2.7118. Technology and Engineering

Management

AR18 – 3.46 AL18 – 2.83

19. Project Formulation and

Appraisal

AR19 – 3.46 AL19 – 2.84

20. Project Engineering AR20 – 3.46 AL20 – 2.78

B. Strategy, Economics And Finance

Subject Ratings Numerical Average

Levels Numerical Average

1. Macro-Economic Policy BR1 – 3.52 BL1 – 2.512. Project Strategy BR2 – 3.45 BL2 – 2.653. Social Cost Benefit

Analysis

BR3 – 3.55 BL3 – 2.77

4. Financial Management BR4 – 3.58 BL4 – 2.705. Project Financing BR5 – 3.62 BL5 – 2.706. Risk and Insurance BR6 – 3.60 BL6 – 2.67

372

Management7. 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 – 2.726. Diversity Management CR6 – 3.09 CL6 – 2.68

373

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 – 2.614. 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 – 3.273. Research and Development ER3 – 3.07 EL3 – 3.394. Space Exploration ER4 – 2.97 EL4 – 3.405. Technology ER5 – 3.08 EL5 – 3.496. Defense ER6 – 3.03 EL6 – 3.36

374

7. Roadways ER7 – 3.04 EL7 – 3.568. Railways ER8 – 3.00 EL8 – 3.659. Civil Aviation ER9 – 2.95 EL9 – 3.5210. Ports ER10 – 2.88 EL10 – 3.5311. Shipbuilding ER11 – 2.94 EL11 – 3.4912. Urban Infrastructure ER12 – 3.17 EL12 – 3.6713. Mega Property

Developments

ER13 – 3.15 EL13 – 3.59

14. Petrochemicals ER14 – 3.05 EL14 – 3.6215. Chemical Engineering ER15 – 2.98 EL15 – 3.5616. Oil and Gas Exploration ER16 – 3.06 EL16 – 3.5517. Services ER17 – 3.03 EL17 – 3.5018. International Project

Management

ER18 – 3.19 EL18 – 3.72

PART IV

A. Institute Infrastructure

Subject Ratings Numerical Average

1. Availability of library

and e-resources

AR1 – 3.37

2. Course Material AR2 – 3.313. Classrooms AR3 – 3.784. Laboratories AR4 – 3.495. Computer Labs AR5 – 3.556. Qualified faculty AR6 – 3.437. Availability of research

facilities

AR7 – 3.21

8. Management vision AR8 – 3.51375

Chapter V

List of Average Ratings - Executives

A. Management and Technology

Subject Ratings Numerical Average

1. Operations management for

Projects.

AR1 – 3.84

376

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 – 4.086. 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 – 3.5111. Project Site and Equipment

Management.

AR11 – 4.10

12. Project Procurement &

Materials Management

AR12 – 4.11

13. Contract Management AR13 – 4.1614. Process

Design./Engineering/Testing/Co

mmissioning

AR14 – 3.96

15. Facilities Engineering and

Management

AR15 – 3.40

16. Logistics & Supply Chain AR16 – 3.63

377

Management17. Transportation Management AR17 – 3.5018. Technology and Engineering

Management

AR18 – 3.82

19. Project Formulation and

Appraisal

AR19 – 3.82

20. Project Engineering AR20 – 3.90

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 – 3.676. Diversity Management B6 – 3.44

C. Information Technology

378

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 – 3.534. Engineering Software

(Auto-Cad, Staadpro, Estm8,

Ansys, Auto-Revit, 3D-Max,

Calquan)

C4 – 3.77

5. Excel / SPSS / DBMS C5 – 4.08

D. Sector Specific

Subject Ratings Numerical Average

1. Information

Communication Technology

D1 – 3.60

379

(ICT)2. Telecom D2 – 3.503. Research and Development D3 – 3.524. Space Exploration D4 – 3.285. Technology D5 – 3.856. Defence D6 – 3.297. Roadways D7 – 3.988. Railways D8 – 3.919. Civil Aviation D9 – 3.7110. Ports D10 – 3.6411. Shipbuilding D11 – 3.4112. Urban Infrastructure D12 – 3.8413. Mega Property

Developments

D13 – 3.70

14. Petrochemicals D14 – 3.5615. Chemical Engineering D15 – 3.2616. Oil and Gas Exploration D16 – 3.5517. Services D17 – 3.6518. International Project

Management

D18 – 3.78

380

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 – 3.873. 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

381

B. Project Skills Overview

Subject Ratings Numerical Average

1.Importance of Project

Planning/Scheduling/Executi

on

B1 – 4.39

2. Importance of Monitoring

& Control

B2 – 4.20

3. Importance of Contract

Management

B3 – 4.02

4. Project Risk Management B4 – 4.015. Project Costing B5 – 4.016. Importance of

Health/Safety/Environment

B6 – 3.86

7. Quality Management B7 – 3.978. Communication and Soft

Skills

B8 – 3.89

PART IV

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

Subject Ratings Numerical Average

1. Lack of awarenessamongst students andeducators.

Q1 – 3.70

2. Lack of trainedinstructors at theundergraduate andpostgraduate level.

Q2 – 3.69

3. Being a practical field Q3 – 3.43382

it cannot be ‘taught’ inthe classroom.4. Mastery comes only frompractical experience.

Q4 – 3.62

5. Prior knowledge notessential in working inthis field.

Q5 – 3.29

Chapter VI

List of Average Ratings – Human Resources Management

PART II383

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

Subject Ratings Numerical Average

1. Stipulation In The Contract

M1 – 3.60

2. Improving Effectiveness Of Project Operations

M2 – 3.85

3. Understanding Global Projects

M3 – 3.95

4. Perceived Gains From Such Training

M4 – 4.10

5. Human Resource Development For BetterPerformance

M5 – 3.85

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

Project Based Organizations Such As Yours

M8 – 4.00

9. Improves Ability To Bid For Complex Projects

M9 – 4.00

10. Improves Ability To Execute Complete Projects

M10 – 4.20

11. Improves Ability To Monitor And ControlProjects

M11 – 4.20

12. Improves Ability To Plan Projects

M12 – 4.30

13. Improves Ability M13 – 4.20

384

To Manage Contracts InProjects

14. Improves Ability To Deliver Projects InRight Time, Right Costs And Right Quality

M14 – 4.40

D. Ratings of Training Costs of PM Training

Subject Ratings Numerical Average

1. Trainer’s salary and time

N1 – 3.45

2. Trainees’ salaries andtime

N2 – 3.60

3. Materials for training N3 – 3.454. Expenses for trainers N4 – 3.505. Expenses for trainees N5 – 3.456. Cost of facilities and

equipmentN6 – 3.70

7. Lost productivity N7 – 3.05

D. Ratings of Benefits of Training

Subject Ratings Numerical Average

1. Increase in K1 – 3.15

385

production/performance2. Reduction in errors

and improvement of safety standards

K2 – 3.47

3. Employee Retention K3 – 3.684. Less supervision

necessaryK4 – 3.57

5. Ability to use new skills and capabilities

K5 – 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

opportunitiesK8 – 3.68

E. Efficacy Ratings of Various Types of Trainer Options

Subject Ratings Numerical Average

1. Technical/business institute

U1 – 3.60

2. Independent trainer U2 – 3.653. Certified franchisee

trainerU3 – 3.80

4. Internationally certified trainers

U4 – 3.70

5. In-house trainers U5 – 3.406. Self-training U6 – 2.75

386