1. Presented by
Group 8

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

8. DATA ANALYSIS

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

14.  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

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