2. Introduction and problem definition
Literature review
Research Methodology
a) Research Design
b) Data Analysis
Conclusions and Recommendation
Bibliography
3. 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
4. To assess if FORE PGDM fosters improvements in
the following characteristics of the students:
1. Creativity
2. Perseverance
3. Communication Skills
4. Leadership Styles
5. Conflict Resolution
5. 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.
6. Primary Data Collection
1. Qualitative data : Focus groups
2. Qualitative data: surveys
Survey Design: Viginette Survey
Type of sampling : Non probability
convenient sampling
Source of Error: non response error
7. 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
9. Hypothesis 1: Creativity
H0: The creativity of a student is not changed by
pursuing PGDM in FORE
H1: The creativity of a student is changed by
pursuing PGDM in FORE
Hypothesis 2: Perseverance
H0: The perseverance of a student is not changed
by pursuing PGDM in FORE
H1: The perseverance of a student is changed by
pursuing PGDM in FORE
10. 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
11. Leadership
We will assess the change in the leadership
styles between the two batches
The significance level would be set at 90% for
all the tests
12. T -TEST STATISTIC FOR HYPOTHESIS
TESTS ABOUT µ1 - µ2.
For e.g.:
Hypothesis 1: Creativity
Here µ1: mean creativity index for seniors
µ2: mean creativity index for juniors
Thus, H0: µ1 - µ2 = 0
H1: µ1 - µ2 ≠ 0
13. To check whether FORE PGDM is effective
in adding leadership skills in students
16
14
12
10
8 style 1
6 style 2
style 3
4
style 4
2
0
Batch 2010-12
Batch 2009-11
15. 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
16. 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
17. To check whether FORE PGDM is effective
in adding communication skills in students.
COMMUNICATING SKILLS INDEX
Particulars Batch 2009-11 Batch 2010-12
Mean 7.25 6.9
Std dev 2.170179 1.748891
No. Of res 32 30
T statistic = 0.701219, df = 58, t0.05= 1.672
18. 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
19. ‘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
20. 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
21. http://en.wikipedia.org/wiki/Quantitative_resear
ch
http://poq.oxfordjournals.org/content/42/1/93.a
bstract
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
