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Core courses will be taught over first three terms. They provide participants with the fundamental conceptual knowledge, analytical skills and techniques, contextual understanding. The elective courses offered in the last term of the programme, give participants a deeper understanding of different functional areas and enable them to specialize in areas of their choice.

The combination of core and elective courses helps the participants develop an in-depth understanding of the interrelationships crucial to successful business management. This will enable them to be more effective in their jobs while being sensitive to the issue and challenges confronting people in the other parts of the organization.

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IIM Indore uses a combination of various teaching methods such as cases, projects, computer aided instructions, group discussions, lectures, seminars, simulations, presentations by participants, and lectures by guest speakers from industry and government. The case method is the predominant pedagogical tool. This sharpens the analytical skills of participants and helps analyze problems from multi-functional perspectives. Instructors mainly guide the group, encourage participants to develop and defend arguments, and take decisions.

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A visit to different industries will also be conducted in order to understand the organization working in real environment. The course instructor will provide a course outline detailing the course objectives, contents, evaluation pattern and the appropriate references. Reading material or a book will also be provided to participants. Although the RDF design removed inappropriate private sector components, in practice those components were not actually removed by the initial contractor.

In other words, the IIS was never customised to specific RDF processes and systems nor, implicitly, to its objectives and values. The design-reality gap on these dimensions therefore actually increased after initial implementation.

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The initial contractor was then removed, and a new one introduced, which did attempt some of the designed customisations, bringing the design-reality gap back down to initial levels. The staffing and skills gap was narrowed somewhat by IT training provided to service personnel. However, this left the gap in other competencies untouched. That gap was affected by the change in contractors - reducing as a more competent contractor was introduced, but growing again when some key project personnel left to work in the private sector.

Overall, the gap reduced to a score of c. The technology gap narrowed as new IT was brought in thus changing the reality of the RDF to make it more like the design and bringing the score at the time of case analysis to around 5.

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Finally, after a few years, and despite the obvious problems with the system, the design was expanded to incorporate two additional computerised modules, thus creating some modest increase in most design-reality gaps. In all, after some years of implementation, the overall design-reality gap has not significantly reduced from the initial score.

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The system was implemented, but most modules have never worked satisfactorily and never been used, or were just run in parallel with existing practices but not made part of those practices. At the time of analysis - some six years after project initiation - of the five initially envisaged modules, only one is in operational use.

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In cost-benefit terms, the project has been little short of disastrous, with hundreds of meetings, training sessions, and other uses of staff time plus the direct financial costs all being invested with very little to show on the benefit side of the balance sheet. The dimensional gaps are arranged in descending order in the following table, which focuses on the pre-implementation situation:.

With such high gap ratings for so many dimensions, it can be argued that all except 'other resources' were a contributory cause of the largely unsuccessful outcome.

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As noted above, the greatly-lengthened timescale for the project and the gradual introduction of IT means that 'technology' in practice should not be seen as a prime cause of the failure. The remaining dimensions can be grouped into three related areas as causes:. To reduce the risk of failure, e-government projects must reduce problematic design-reality gaps. Hindsight recommendations for improvements on this project fall into two main camps:.

These are approaches to e-government projects that can help generally to reduce gaps on a number of dimensions:.