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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