Understanding the Impact of Project Management Knowledge and Education Implementing Development Projects Created and Executed By the Government

International Journal of Business Marketing and Management (IJBMM)
Volume 5 Issue 3 March 2020, P.P. 58-66
ISSN: 2456-4559
www.ijbmm.com
International Journal of Business Marketing and Management (IJBMM) Page 58
Understanding the Impact of Project Management Knowledge
and Education Implementing Development Projects Created and
Executed By the Government
Anand Lokhande
CMR University, Bangalore, Mobile: +91 9945344722
Abstract: Projects are activities taken up by organizations large and small, public and private, government
and non-government to execute their near and future term goals. Project is defined as a set of tasks taken up to
achieve a predefined end result within a predefined time, scope and budget. Our country has witnessed
tremendous growth in infrastructure and industrial sector in the last two decades. The study aims to review the
impact of any existing project management knowledge with the respondents and incremental value adds done
over a period of time through the above methods. The complexity of projects has increased rapidly. Apart from
the traditional triple constraints of scope, time and cost, there are new constraints in the form of quality, risk
and procurement. There are several interweaving dependencies between different departments/divisions which
also contribute to considerable strain on the project resources. Stakeholder management is not easy. Current
educational framework does not provide for adequate skills either at the under-graduate or the post-graduate
level to cater to the real-life needs of project management. The study will be able to promote the ideals of
project management and help to inculcate a sense of ownership amongst all the project stakeholders for
achieving the desired end result of the task at hand. Although, there is no single panacea for the problems faced
on this count, yet, it is very important to highlight some of the causes, which if remedied, can lead to better
project management in the government and non-government sector, and contribute to the nation’s growth.
I. Introduction
Project management has emerged as one of the most powerful methodologies used by organizations
private and public to execute their strategic initiatives. There is not a single business or organization which has
not come under the influence of project management in its life time. Moving away from traditional methods of
running the business and achieving its objectives, organizations now focus on project based delivery of their
goals. There is a huge need for project managers worldwide, what with the ratio of projects to project manager‘s
running as one to hundred. Project management has touched everything on this planet - right from the
construction of the pyramids to the latest space probes – it has put its stamp on all. Project management
strategies can help address tighter budgets, demanding time constraints and fewer resources. Real-life project
management methods and techniques position individuals as leaders and give the companies a competitive
advantage.
Project is defined as ‗a temporary endeavour undertaken to create a unique product, service or result‘.
It is temporary in nature but only to the extent that there is a defined start date and end date. It is not an ongoing
effort and ceases when the objectives have been met. The team is disbanded upon project completion. It is
unique in a way that the product or service is different in some way from other product or services of other
projects.
The key factors which determine the success of a project are the support of the management and the
higher authorities, realistic expectations on the goals, clear statement of requirements, proper documentation,
public exposure on the attainable goals and the budgetary fund flows.
In the two decades our country has witnessed tremendous growth in terms of development projects like
rural and urban housing, medical health and preventive care programs, poverty alleviation and slum
development programs, employment guarantee schemes, water bodies rejuvenation and potable water supply
projects, critical energy generation and transmission projects, waterways, ports and harbour development,
national and state highways, new airports, flyovers and expressways, metro and monorail to mention a few.
There are several projects of national and economic importance under the public private partnership model. The
successful completion of these projects along with huge volumes of money invested in has only shown the
several stakeholders involved about the importance of project management skill and education imparted to those
who drive these projects.

Understanding the impact of project management knowledge and education implementing
1.1 Project Management Education
Jobs are becoming more complex and individuals need help mastering new skills. There are scores of
individuals, young scholars who are joining the job market every day. Even an experienced project manager,
using the latest cutting-edge knowledge needs to stay competitive. This goes to establish that whether the
employee is an engineer, IT professional, work for the government or manage projects within the financial
industry, project management credentials are now a de facto standard for many companies — and additional
training can help gain profitable new project management skills.
Project management education can help individuals in many ways:
 To gain potential job promotions and feel more in control of their career, thereby increasing their earning
and spending power.
 Learn how to effortlessly communicate timelines and achieve a higher level of commitment with team
members across global boundaries, thereby helping to manage global teams effortlessly.
 Achieve a smooth, streamlined workflow; develop accurate project schedules, track resources and set
project criteria.
 To meet timelines, track resources, deliver projects on time and keep projects within budget, thereby saving
time and money resources for companies.
Project Management education for government officers focus on
 Exposure to concepts of professional project management and its adoption worldwide.
 Exposure to the various tools and techniques available to a project manager to perform their duties
effectively and efficiently.
 Achieving a middle ground on the application of professional project management techniques to those
methods and processes followed in government while executing developmental projects.
Project Management educators can also help create an individual professional development plan to match
career goals of the trainees. The consultants can analyze the progress of the trainee‘s career to help achieve
further advancement. Specialized project management training provides the trainees with the ability to
decide which project management tools and techniques to use given the status, climate and environment of
the project.
Projects are activities taken up by organizations large and small, public and private, government and non-
government to execute their business strategies. Projects are a defined set of tasks taken up to achieve a
predefined end result within a predefined time, scope and budget. These are also known as the triple
constraints.
1.2 Role of Project Management in success of the business
In today's global marketplace, corporate inefficiencies run high without trained project managers.
Failed projects, such as IT, pharmaceutical, and financial initiatives cost corporations and government agencies
large sums of money. In a research conducted it was established that:
• Twenty six percent of all projects are cancelled before completion.
• Seventy four percent of all projects finish over budget and/or late.
Training the employees in project management best practices increases the overall organizational effectiveness,
helping companies to make more money with less hassle. Trained project managers increase the company's
successes and revenues thereby increasing business performance.
The benefits can be summarized as:
 Higher profit margins and on-time project delivery. Trained project managers maximize the company's
ROI, bringing projects in on time and within budget.
 Project managers recruit highly skilled employees who work quickly and accurately in today's global
environment and can manage more projects, in more places and more efficiently.
 Employees who receive project management training quickly recognize organizational challenges and
develop streamlined systems that maximize efficiencies.
 Effective and optimum management of the scarce resources yields higher returns on capital invested for
such purpose.
 High quality delivery leads to greater customer satisfaction and sustenance of profits.

1.3 Role of Project Management in the Developmental Programs of the Government
Government projects normally start with the identification of requirement and an engineering
assessment. This assessment also consists of an approximate cost estimate, preliminary feasibility report and the
line drawings, wherever applicable. Once this assessment is completed the administrative approval is sought. At
this point, the review is done with respective to the initial feasibility and the government then sanctions the
project. One of the most important document is prepared herein called the Detailed Project Report. This forms
the backbone of the project and acts as the guiding light. It is similar to the project charter used normally to
initiate a project. Upon the confirmation of the detailed project report, the technical sanction is granted to the
project and work can now commence on the project. The data published by the Ministry of Statistics and
Programme Implementation puts the government spending on public projects during the 10th
Plan at Rs.8,87,794
crores and during the 11th
Plan at Rs.14,36,559 crores. Private contribution was Rs.1,75,203 crores and
Rs.6,91,591 crores respectively. A report of the Secretariat for Infrastructure, Planning Commission, as on 31st
March 2011, estimates the value of contracts awarded in the PPP model at Rs.9,87,260 crores of which works
worth Rs.58,307 crores are in the pipeline of under implementation in the State of Karnataka.
From the reports published by the Ministry of Statistics and Programme Implementation for the month of
January 2014, out of 722 projects (all costing Rs.150 crores and above), 3 projects are ahead of schedule and
129 projects are delayed. Of the balance, 331 projects do not have fixed dates for go live while 23 projects were
sanctioned without any commissioning date but later the dates were finalized. Out of the delayed projects, 38
projects are costing Rs.1000 crore and above. The total original cost of the 722 projects was around Rs.900150
crores but this has been subsequently revised to Rs. 1080739 implying a cost overrun of 20.1%. The expenditure
incurred on these projects till January 2014 was Rs.513989 which is 47.6% of the revised cost of the projects.
Figure 1 All Sectors All Projects Source: 339th Flash report on Central Sector Projects January 2014 published
by the Ministry of Statistics and Programme Implementation.
Figure 2 Breakup of Delayed Projects (Monthwise) Source: 339th Flash report on Central Sector Projects
January 2014 published by the Ministry of Statistics and Programme Implementation

Figure 3 Urban Development Projects Source: 339th Flash report on Central Sector Projects January 2014
published by the Ministry of Statistics and Programme Implementation
This study aims to develop and test the relationship between project management education and various
dimensions of project and program implementation of developmental projects sponsored, created and executed
by the government. The study posits that project management knowledge is quintessential to the three main
aspects of any project – communication, execution and completion. Achieving completion and closure of these
developmental projects is important from a governance perspective and for achieving economic and social
welfare. Awareness of modern project and program management techniques and methodologies is also relevant
from a perspective of creating a vast pool of project managers who can execute programs of any size and
complexity, while understanding and acknowledging the need for fiscal discipline and use of optimum resources
at all times.

II. Scope of the study
Traditional project management is based on the phased approach and sequence of activities to be completed
within a certain time period. The five phases of the project are as classified as:
1. Initiating
2. Planning
3. Executing
4. Monitoring and Controlling
5. Closing
The typical brick and mortar projects rely on the pre-planning, conceptual and schematic design, development
and construction, testing and administration and finally operationalizing the result. The software development
projects operate on the waterfall model concept which entails one phase after another namely – analysis, design,
build, test and implement. One of the key concepts in the waterfall methodology is the progressive elaboration
of planning. In the initial stages not all information is available and clear – however as the project progresses the
deliverables resulting from preceding activities help in executing the successor activities. In the recent years,
agile methodology is also being extensively used to execute application development and maintenance projects.
One of the main reasons for the emergence of the agile methodology is shortened go to market time frame of
businesses, uneven global demand cycles, vagaries of the markets and unstable political scenarios. Businesses
have had to re-strategize their vision and missions to cater to an ever disruptive market and supply chain cycles.
Governments are no less affected by the changes in the economic situations either domestic or foreign. Short fall
in supply of critical raw materials, technological changes, unavailability of skilled resources to execute
infrastructure and welfare development programs have delivered a double whammy to the government.
The need of the hour is to have the best possible human resources to execute the development programs
and projects in the given timeframe and within the budget sanctioned. Skilled professionals can only deliver this
when they have adequate knowledge of the latest methodologies and best practices prevalent in the field of
project management. Project Management knowledge not only comprises of knowledge related to the task i.e
the domain knowledge but also the knowledge on communication, risk management and mitigation, human
resource management, procurement management and ensuring quality of the deliverables.
The scope of the study includes the various aspects of project management education namely
traditional educational trainings, facilitation programs, expert mentoring etc. The study aims to review the
impact of any existing project management knowledge with the respondents and incremental value additions
done over a period of time through trainings, facilitations and mentoring imparted to them. The respondents
covered will be government officers of the rank of Assistant Engineer and Superintending Engineer ranks in the
offices of the Public Works Department of the Karnataka State and working in Urban Bengaluru, who can
provide adequate information and share results of such educational inputs and trainings. The study will review
the impact of the education on the execution methodology and the project management processes.
Project management trainings comprise of a predefined set of hours imparted to students of project
management by registered education providers who are accredited by the Project Management Institute, USA.
The important aspects covered in these trainings around the Guide to the PMBOK and its major contents about
the ten knowledge areas.
Project management facilitation programs are conducted internally in several organizations depending on the
need and upskill requirements of the staff. The course content covers customized aspects of knowledge to be
rendered to the participants to enable them to perform better in their existing roles as project managers, project
coordinators and project leaders.
Project management mentoring is also an integral part of organizations attempt to coach and mentor new and
budding project managers who need to be aligned with the overall management methodologies of the
organization and understand the business objectives and strategies to deliver first class service to the customer.
III. Statement of problem
Project management education, at present, is not considered as an important management subject in
any university level program in India. Although the subject is taught is as part of the curriculum of technical
courses or management courses, yet the full scope of a project manager‘s skillset is not clearly available to the
student community in general. As per the UGC report on ‗Higher Education in India at a glance, June 2013‘,
about 20 million graduates roll out of 700 universities and 35000 affiliated colleges in the country in the year
2013. A significant number of the graduates are unemployable due to outdated learning, no comparative balance
between theory and practice, heavy focus on examination and marks oriented attitude, and finally incorrect
career matching with respect to the individual‘s interests and aptitude. Although, the technical courses do equip
the graduates with skills to carry out the basic deliveries related to their work, yet these are domain specific and
do not necessarily delve into the realm of managing small projects within their organization. The hiring in the

government sector is purely on the basis of the Public Service Commission examinations and ability of the
individual to shine through the interview process. There are some other factors also which determine the entry
of graduates and diploma holders into the government sector – but these are not in scope of this study. The most
important aspect therefore revolves around the ability of the individual to understand the deliverable from the
program or project he or she is associated with and ensuring successful completion of the same. Basic level
project management topics are taught at the graduation level which include topics like CPM/PERT, project
planning and scheduling etc. However, the more scientific and intricate aspects of the ten knowledge areas as
prescribed by the Project Management Institute, USA are not focused in depth. This is in contrast to the various
International agencies and organizations which collaborate and work with their Indian counterparts – most of the
employees in such foreign bodies are well-versed with the overall project management concepts and latest
technical aspects surrounding project management education. The contrast in the knowledge hampers the overall
progress of the program or project and smooth delivery.
IV. Review of literature
The purpose of literature review is to place the study in context by reviewing the relevant literature on
project management methodologies and relevant education especially in the Indian scenario. A comparative
analysis of Indian project management education with international education can be taken up on a specific
country basis. Detailed study of the various works available on the project management processes and
methodologies will help in defining the gap in the Indian scenario vis-à-vis the current best practices across the
globe. The Guide to the PMBOK (Project Management Body of Knowledge) 5th
edition from the Project
Management Institute, USA is one of the guiding beacons for this study. Detailed study of the literature will also
help in finalizing the research methodology for the study and help construct the conceptual framework.
One of the presentations published by the PMIEF (PMI Education Foundation) – ―The 21st Century Skills Map
– Project Management for Learning Skills Map‖, April 2014 categorizes the skills needed by young graduates as
below:
Life Skills Career Skills Learning Skills
PROJECT METHODS
Project Definition
Project and Learning
Goals
Learning Project Type
End Results
Driving Question,
Problem, Issue,
Perspective
Completion Date
Needed Resources
Evaluation Methods
Project Risks
PROJECT METHODS
Project Definition
Project and Learning Goals
Learning Project Type
End Results
Driving Question, Problem,
Issue, Perspective
Completion Date
Needed Resources
Evaluation Methods
Project Risks
Team Agreement
Team Roles
Team Member Profiles
Communication Methods
Decision-making Methods
Disagreement Resolution
Methods
Change Management
WorkPlan
Project Deadlines
Project Tasks
Task Owners
Resources Needed
Time Schedules
Check-in Meetings
WorkPlan Progress
Quality of Work
Communication Effectiveness
PROJECT
METHODS
Knowledge Areas
Scope
Time
Cost
Quality
Teamwork
Communications
Risk
Resources
Integration

Evaluations
End Results
Learning Outcomes
Project Methods
V. Theory of Project Management
The Project Management Institute, USA prescribes the project management practice in its Guide to the PMBOK
(Project Management Body Of Knowledge) 5th
edition, 2013. However, planning with an approach of
management-as-organizing brings forth the concept of human activity as inherently situated (Johnston and
Brennan 1996). Hence, planning should also focus on structuring the environment to contribute to purposeful
acting.
With respect to the execution of managerial tasks, and the language/action perspective there is a theory,
originated by Winograd and Flores (1986), which conceptualizes two-way communication and commitment,
instead of the mere one-way communication of the classical communication theory.
And perhaps the most important scientific experimentation model of control of Shewhart (Shewhart
and Deming 1939) points its focus to find the cause of defect and deviations and to act on those causes, instead
of only changing the performance level in order to achieve a predetermined result in case of that deviation. This
model goes on to add the aspect of control to the overall project management learning.
The Theory of Planning states the findings of Ballard (1999) which demonstrate the link between the pull
system and the end results of the project.
The theory of project management relies on project network planning but these have been acknowledged to be
inept in practice. (Fondahl, 1980).
Goldratt in 1997 came out with the Critical Chain Project Management and the Theory of Constraints
(TOC). He has come out strongly in favour of project and feeder time buffers to accommodate effective
management of the buffer time and not let it go waste at the end of the project. Normally, all the buffer time is
kept at the end of the project and does not get utilized appropriately thus leading to better control, and
controllable lead times. TOC also advocates the staggered release of deliverables in order to avoid any multi-
tasking and missed due dates.
VI. Objectives of the study
1. To gain an overview of the project management practice in the government sector with special reference to
the development projects
2. To gain an understanding of the level of project management education among the project managers and
coordinators of development projects
3. To study the gaps within the existing training modules and the global best practices in the development
sector
4. To assess the training needs and ways to meet the needs by effectively employing the tools available
5. To make suggestions to all stakeholders on the basis of findings and conclusions.
VII. Limitations of the study
This study will be undertaken in Urban Bengaluru and with specific focus on the development projects
being managed by the government officers/project officers in Bengaluru. Urban Bengaluru has been chosen for
the study with the intent of understanding the impact of the available knowledge infrastructure to the
respondents and the application of the same in the day to day work. Bengaluru is the Information Technology
Hub or the Silicon Valley of India. There is a large community of Information Technology professionals who
are trained in Project Management concepts by the numerous project management consultants, coaches and
trainers and registered education partners of the Project Management Institute, USA. The universe of the study
will be all the government officers of the rank Assistant Engineers and Superintending Engineers in the public
works department of the government of Karnataka. The sample will be used from the above for this study.
The limitations of this study are enumerated below:
1. Sample size – The sample size may not represent the universe of the data. Reasonable size will be used to
derive the relationships and infer the results.
2. Lack of availability of reliable data – The interviews conducted may not reveal the actual learning
conditions of the project managers/officers. Questionnaires will be used to address this limitation to a
reasonable extent wherever possible.

3. Lack of prior research studies on this topic – Based on initial preliminary review there are very minimal
sources available to develop this topic further. Any specific information related to the topic will be put to
test before being used as supporting for this research.
4. Measure used to collect the data – Use of questionnaires and interviews may not be entirely comprehensive
to collect subjective data on learning experiences and application of learning on the actual work. In depth
study may need to be taken up as part of training evaluations and performance management of the
respective respondents to assess the same.
VIII. Research Methodology
Qualitative and quantitative methodology will help to understand the various facets of the project
management education currently being applied during the execution of development projects. It will help to get
a deeper understanding of the problem of the issues being faced by the executors of the projects when faced with
dynamic and ever changing situations – both domestic and global.
8.1 Qualitative Analysis
Qualitative research will be conducted using the following tools:
1. Interviews with government officers
2. Interviews with project management education providers
3. Interviews with professors of management
4. Documentary sources like books and newsletters
In depth review of the training material available with the various governmental agencies will help in
identifying the current gaps in the project management education. Project management is viewed more as an
additional skill than a core skill and hence there are no direct theories based on the subject of project
management. It is essentially a culmination of several management theories put together, which are put to use in
ensuring the successful completion of the task.
8.2 Quantitative Analysis
Data and Methodological Triangulation will be used to check and establish the validity in the studies.
For the purpose of this research data triangulation method will be used. This will help in validating the different
sources of information. The project health metrics is a good indicator of the performance of the various
resources on the project and is a good data input for the study.
Methodological triangulation involves the use of multiple qualitative and/or quantitative methods to
study the issue. If the conclusions from each method are the same, then the validity is established. The
researcher will use interviewing, questionnaires and document analysis to compile to the results.
Ethnographic research allows us to regard and represent the actors as creators as well as executants of
their own meanings. The very way in which they tell us about what they do tells the researcher a great deal
about what is meaningful for and in the research. It adds richness and texture to the experience of conducting
research.
7.3 Tools of Data Collection and Analysis
Population Planned no. of
interactions
Method/Approach
State Govt –
Assistant
Engineers
At least 30 Indepth
interviews and
questionnaires
Review of training
materials
State Govt –
Superintending
Engineers
Atleast 30 Indepth
interviews and
questionnaires
Review of training
materials
8.4 Analytical framework
1. Mean, Mode, Percentage Distribution, Frequency Distribution
2. 10 point rating scale for perception
3. Factor rating scale
4. Pie Charts
5. Bar Charts
6. Horizontal and Vertical Line Charts

IX. Sources of data
Primary - The study will present the findings of the research undertaken for identifying the extent and
nature of project management education and best practices in the development projects being managed and led
by government officers of the rank Assistant Engineer and Superintending Engineer in the government offices
of the State and Centre in Urban Bengaluru. Primary data will be collected through interviews and
questionnaires and interactions with the relevant population.
Secondary – 1) Data collected from the websites of the Karnataka and Central government. 2) Data collected
from the website of the Ministry of Statistics and Programme Implementation
X. Conclusion
The researcher believes that the study will help bring about the following awareness in the powers that
be on the quality of project management education among those managing the development projects:
1. Level of project management education
2. Usage of good and best practices prevalent in contemporary project management
3. Usage of superior project management methodologies
4. Effective management of resources at hand by the project manager
5. Controlling communications and dispersal of information to the relevant stakeholders
6. Mitigating risks in time and ensuring successful project deliveries
The study in effect will also contribute to the overall project management discipline by throwing light on the
impact of project management education in successfully managing development projects in developing
countries. The study will be able to promote the ideals of project management and help to inculcate a sense of
ownership amongst all the project stakeholders for achieving the desired end result of the task at hand. The
study will highlight the gaps in the skillsets of the project officers vis-à-vis the contemporary project
management practices followed in the non-government sector. The study will help to ascertain the need for
initiating a well balanced curriculum at the graduation level to include concepts of contemporary project
management. The study aims to achieve a holistic understanding of the lacunae in the project management
education which is being imparted at the higher education level. The study will definitely help in answering
some questions around the quality of higher education and the under-employability of the technical graduates
coming out of the universities.
Although there is no single panacea for the problems faced on this count, yet, it is very important to highlight
some of the causes, which if remedied, can lead to better project managers both in the public and private sector
who can contribute to the nation‘s growth.
References
[1]. Ministry of Statistics and Programme Implementation (2014). 339th Flash report on Central Sector
Projects
[2]. PMI Education Foundation (2014). The 21st Century Skills Map – Project Management for Learning
Skills Map
[3]. PMI, USA (2013). Guide to the Project Management Body of Knowledge. Retrieved from
http://www.pmi.org

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