Finalppt

RESEARCH TO STUDY THE EFFECTIVENESS OF FORE PGDM

Presented byGroup 8

Flow of the presentation

Introduction and problem definition Literature review Research Methodology

a) Research Designb) Data Analysis Conclusions and Recommendation Bibliography

Introduction

Ever-expanding Indian economy has led to an increase in the appetite for management education in the country

FORE is currently one of India’s leading business schools

PGDM is one of the flagship programmes of FORE

We will study the effectiveness of FORE PGDM

Problem Definition

To assess if FORE PGDM fosters improvements in the following characteristics of the students:

1. Creativity2. Perseverance3. Communication Skills4. Leadership Styles5. Conflict Resolution

Literature Review

 Assessing the Effectiveness of Whole Person Learning Pedagogy in Skill Acquisition by Hoover, j. Duane

The Use of Vignettes in Qualitative Research by Christine Barter and Emma Renold

Learning Cognitive and Emotional Intelligence Competencies Through Graduate Management Education by Boyatzis, Richard E

A holistic framework for the perceived return on investment in an MBA by Carmichael, T. Sutherland, M.

Research Design

Primary Data Collection 1. Qualitative data : Focus groups2. Qualitative data: surveys Survey Design: Viginette Survey Type of sampling : Non probability

convenient sampling Source of Error: non response error

Research Design: Survey Design Creativity: Creativity assessment inventory, on a

scale of 1-4 represented by the options in the questionnaire

Perseverance: Value preference inventory and general beliefs survey, on a scale of 0-4 represented by the options in the questionnaire.

Communication skills: Facom scale, on a range of 1-5 represented by the options in the questionnaire

Leadership: Four options standing for four different styles of leadership

Conflict resolution skills: Conflict resolution inventory, on a scale of 1-5

DATA ANALYSIS

Hypotheses and significance Hypothesis 1: Creativity

H0: The creativity of a student is not changed by pursuing PGDM in FOREH1: The creativity of a student is changed by pursuing PGDM in FORE

Hypothesis 2: PerseveranceH0: The perseverance of a student is not changed by pursuing PGDM in FOREH1: The perseverance of a student is changed by pursuing PGDM in FORE

Hypotheses and significance Hypothesis 3: Communication H0: The communication skills of a student is

not changed by pursuing PGDM in FORE H1: The communication skills of a student is

changed by pursuing PGDM in FORE Hypothesis 4: Conflict resolution H0: The conflict management skills of a student

is not changed by pursuing PGDM in FORE H1: The conflict management skills of a student

is changed by pursuing PGDM in FORE

Hypotheses and significance

LeadershipWe will assess the change in the leadership styles between the two batches

The significance level would be set at 90% for all the tests

Hypothesis testing

T -TEST STATISTIC FOR HYPOTHESIS TESTS ABOUT µ1 - µ2. For e.g.: Hypothesis 1: CreativityHere µ1: mean creativity index for seniors µ2: mean creativity index for juniorsThus, H0: µ1 - µ2 = 0

H1: µ1 - µ2 ≠ 0

Results and Analysis

To check whether FORE PGDM is effective in adding leadership skills in students

Batch 2010-12

Batch 2009-11

0

2

4

6

8

10

12

14

16

style 1style 2style 3style 4

Results and Analysis

Style 1 – high regulating, low nurturing - Directive

Style 2 – high regulating, high nurturing - Supportive

Style 3 – low regulating, high nurturing - Consulting

Style 4 – low regulating, low nurturing - Delegating

Results and Analysis

To check whether FORE PGDM is effective in adding creativity in students.

CREATIVITY INDEX Particulars Batch 2009-11 Batch 2010-

12 Mean 5.375 5.1333 Std dev 0.9418 1.279 No. Of res 32 30  T statistic = 0.84261, df = 53, t0.05= 1.674

Results and Analysis

To check whether FORE PGDM is effective in adding conflict management skills

CONFLICT RESOLUTION INDEX Particulars Batch 2009-11 Batch 2010-

12 Mean 5.375 5.0067 Std dev 1.1845 1.2576 No. Of res 32 30

T statistic = 0.992096, df = 59, t0.05= 1.671

Results and Analysis

To check whether FORE PGDM is effective in adding communication skills in students.

COMMUNICATING SKILLS INDEXParticulars Batch 2009-11 Batch 2010-

12Mean 7.25 6.9Std dev 2.170179 1.748891No. Of res 32 30  T statistic = 0.701219, df = 58, t0.05= 1.672

Results and Analysis

To check whether FORE PGDM is effective in adding perseverance in students.

PERSEVERANCE INDEX Particulars Batch 2009-11 Batch 2010-

12 Mean 5.6875 4.7333 Std dev 1.785922 2.132399 No. Of res 32 30

T statistic = 1.903672, df = 56, t0.05= 1.673

Conclusions and Recommendations

‘Creativity’ is not added through the PGDM program

‘Perseverance’ is added through the program

‘Communication Skills’ is not added through the program

‘Leadership style’ changes from directive to delegating

‘Conflict resolution skills’ are not added through this PGDM program

Recommendations

Institute should have a proper evaluation of the courses which are in place

If any of the above traits are not being imparted by the college through any direct means there should be an earnest effort to do so

There should be proper evaluation of the trainer so as to judge the teacher student fit

The effectiveness of the teacher in teaching a particular course should be checked

Bibliography

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

http://poq.oxfordjournals.org/content/42/1/93.abstract

http://search.ebscohost.com/ http://survey.cvent.com/blog/survey-and-

questionnaire-design/using-vignettes-in-survey-research

Training instruments in HRD and OD by Udai Pareek