Project

CHAPTER-I

INTRODUCTION

Training is that organized process concerned with the

acquisition of capability or the maintenance of existing capability.

Training is, increasing specific job performance, simplification of

the system, trump card of the take off stage in the process of the

development, and drilling in quicker performance.

Training is the process by which people are taught

skills and given the necessary knowledge or attitude to enable them

to carry out their responsibilities to the required standard. It is

different from education which imparts general knowledge of a

particular subject, as it is focused on the specific requirements of a

job. Usually the aims are to improve the performance of current

tasks, to instruct in the carrying out of tasks with which the post

holder is not familiar, or to prepare the individual for changes that

are likely to arise.

Development is concerned with giving individuals the

necessary knowledge, skills and experience to enable them to

undertake greater and more demanding roles and responsibilities.

Training is an organized procedure for increasing the

knowledge skill for the people for a definite purpose. In industrial

situation this means that the trainee will acquire new skills,

technical knowledge, problem-solving ability and attitude.

Training is the process of learning a sequence of

programmed behaviour. It is an application of knowledge. It is an

awareness of the rules and procedures to guide the behaviour. It

attempts to improve the performance on the current job or prepare

them for an intended job.

BSCL believes that the training facilities development

of employees knowledge and skills so that the resultant growth of

the competence continuants to attaining of the organization's goals

and objective and move towards vision. BSCL believes that the gap

between the actual and desired competence of the individuals and

teams can be bridged by systematic HRD input so as to achieve the

effective results.

CHAPTER-II

COMPANY PROFILE:

PROFILE OF BURN STANDARD CO.LTD. (BSCL)

In Tamilnadu there are four or five major industries,

but basic refractory is DALMIA & BURN STANDARD

COMPANY. Mostly there are used in temperature place like

CEMENT INDUSTRIES AND STEEL PLANT i.e. more then

1000oC

The raw material are from Orissa and Salem (own raw

material about 60%and also the imported to China and Israel.

This report was carried out at Burn Standard Company

Limited. This is a government of India undertaking engaged in the

mining of magnetite and also in the production of dead burn

magnesia (BBM), lightly calcined magnesia (GLC), basic bricks

and ramming mass. Burn Standard Company was incepted in the

year 1930. It is one of the subsidiaries of B.B.U.N.L. It consists of

eight works stations.

Burn standard company limited work is a basic

refractory manufacturing plant. This is having mining processing

units and bricks manufacturing plants. Its factory located 3Km a

ways from the Salem Town on Omalur road and it has 3 main

mines namely Red hill mines, Karuppur west mines and A.K.R

mines. It has totally strength of workers about 1600 including male

and female. Generally the work of this company includes,

Mining of magnesite, dunite etc.

Calcining of magnesit manufacturing(GLC,GMS)

Sintering of magnesite to magnesite(MgO)

Production of magnesite, mag-Chrome, Chrome-mag,

Chromite and mag-carbon bricks, etc.

Production of ramming mass and other monolithic

The Burn Standard Company Limited having the following awards:

Year Awards National / State Level

1976 Payroll Savings National – I

1976 Industrial Safety State – I

1977 Industrial Safety National – II


1979 Good Industries National – II


1981 Industrial Safety National – I & II


1983 Good Industrial State – I


1985 Industrial Relation State – I

1987 Good Industrial State – II


All manufacturing units have been awarded ISO 9001-2000.

Accreditation Certificate:

MINING PROCESS OF MAGNESITE:

Mining process involved in the following activities:

Drilling

Blasting

Spoil removal

Crude collection

Pressing the crude

Sampling the crude stack

As the entire country rock contains magnesite in thick

and thin veins, the entire strata are being blasted and magnesite is

recovered.

Mining is done by open cast method. Drilling is

carried out bothe by wagon drills and jack hammers using portable

air compressor. The holes are blasted material the magnesite is

recovered by hand packing.

When all the possible magnesite has been picked from

such blasted material, the left over spoil are removed using

machineries. Spoil removal is done with the help of pay loaders

and dumped far away at the spoil bunks using tippers. For mining

machines like loaders, dozers, dumpers, compressors and drillers

are used.

Dressing is doing usually to remove the extraneous

impurities sticking to the surface of magnesite by breaking and

chipping. Before stacking the material, he workers break the big

lumps and dress them by chipping.

The stacks are then sampled and analyzed for grading

it as refractory grade and non-refractory grade before dispatching.

Sampling involves two methods. One method is

representative sampling is done from properly sized and stacking

material. This gives the true representation of the material for

analytical purposes. Random sampling is picking up of pieces

randomly from strakes and it gives an apparent idea of the quality

on analysis. The sample after preparing according to standard

procedures is analyzed for knowing the chemical composition.

DEADBURNTMAGNESITE AND LIGHTCALCINED

MAGNESIA:

Magnesite is an invaluable nature ore. Magnesite is

the basic material for production of dead burnt magnesia and

lightly calcined magnesia.

The calcinations of magnesite if done in the range of

600-1000oC yield a product called lightly basic or caustic

magnesite. This material is not stable and will react with moisture

and undergo hydration. It is not therefore useful for refractory. If

magnesite is calcined at 150-2000 C, MgO crystals called percales

are formed. This renders the material stable and has good

refractory properties. Calculation at high temperature properties.

Calculation at high temperature is called Dead Burning and the

products Dead Burnt Magnesite (DBM) is a major refractory

material for steel industry.

The following reactions occur during the calculations

of nature magnetite containing the useful impurities,

1. MgCO 3 -> MgO + CO2 -> First stage

2. 3 FeCo3 -> Fe3 O4 + 2Co2 + CO Decarburization

3. CaCo3 -> CaO + CO2 Up to 800o C

4. MgO -> Percakes

5. 2Fe 3O4 + O + 3MgO -> 3(MgO, Fe 2O3 ) II Stage

Series of solid solution as follows: [800o C -1400 oC ]

nMgO + MFeO -> ( nMgO FeO )

6. MgO + S1 O2 -> Mg SiO3

This third stage, taking place at 14000oC-1600oC

result in the termination of sintering with the percales crystals and

the formation forstente and Monticellite.

THE MAJOR COMPETITIORS

Orissa Industries Limited

TATA Refractories

Bharath Refractors

Mithon Ceramics

SKG Refractories

Sarvesh Refractoriness Limited

Associated ceramics Limited

Orison Refractoriness.

Marketing in Burn Standard Company is committed to

Market only quality products follow latest system and method to

maintain consistent quality keep unfailing devilry schedules

Provide complete range of support service.

Category-wise Employees’ Strength

Employees’ Category Total

Officers 61

Supervisory Staff 40

Workman 513

Total 614

HUMAN RESOURCE DEVELOPMENT

Human resources are our greatest assets. Training and

continuous development of this asset is an important management

responsibility.BSCL has always held the training of its employees

as a priority since inception.BSCL has striven to reach new peaks

in the area of technical management and training activities

including the skills needed for technology up gradation,

modernization, automation and computerization, etc.

BSCL's training policy is based on the realizations

that the development of human resources is crucial to the success

of our organization. The company is also aware of the changing

environment with respect to continuously updating technologies,

skills, attitudinal changes, growth strategies and future plans.

The various training schemes in vogue at the

plant/unit Training Centers of BSCL are

Training of New Entrants -

Management Trainees (Tech),

Management Trainees

(Admin),

Junior Manager (Finance),

Senior Operative Trainees,

Junior Operative Trainees,

Artisan Trainees,

Trade Apprentices.

The training periods of these categories vary between

3 months to 3 years.

Training of Executives

Need based general management, functional training

programmes, Micro planning, Action Leadership Training for up

gradation etc. are conducted at Plant Management Training Centre

and Management Training Institute at Ranchi. These programmes

are of short duration of 1 to 4 weeks where eminent outside guest

faculty and specialists are also invited to share their experiences.

Training of Non-executives

Supervisory development functional programmes,

shop floor skill development programmes e.g. Unit Training,

Refresher Training Schemes, Redeployment Training, Training in

Basic Maintenance Skills are organized at Plant / Unit levels as per

the organizational needs and developmental needs of employees.

Training within India

In order to keep abreast with the development in

various specialities / functions a number of employees both

executives and non-executives are deputed to reputed training

establishments / professional agencies / institutes / supplier

organizations for training within India. Under this, around 8-10%

executives are deputed each year.

Training Abroad

For the transfer and absorption of advanced and new

technologies, a good number of qualified technologists and

specialists of BSCL plants are deputed every year for training

abroad in countries like USA, USSR, West Germany, UK, Japan,

Austria, Australia etc.

Manpower Development

Looking at the short term and long term

developmental needs of man power; a number of in-house

programmes are conducted in each Unit/Plant Training Institutes

and at the Management Training Institute, Ranchi. It may also be

mentioned here that the training plans drawn and implemented in

different units of BSCL are tailor made to meet the needs of each

Plant/Unit. Continuous efforts are being made to train the

manpower through systematic approach to training.

PHYSICAL FACILITIES

The Training Institutes in Plants and MTI, Ranchi are

well equipped with infrastructural facilities such as well equipped

class rooms, workshop/ laboratories, audio-visual aids and

libraries, hostels for trainees, sports and recreation facilities,

playgrounds etc.

CHAPTER-III

ABOUT THE TOPIC

MEANING AND DEFINITIONS

Training is a learning process that involves the

acquisition of knowledge, sharpening of skills, concepts, rules, or

changing of attitudes and behaviours to enhance the performance

of employees.

Training may be viewed as an experience a discipline

or a regiment which causes people to acquire new, predetermined

behavior. Many authors have defined training and some of them

are as follows.

“Training refers to the organization’s efforts to

improve an industrial ability to perform a job or organization role”

– Dunn and Stephens.

“Training is not something that is done once to new

employees. It is used continuously to every well run establishment”

– Cooley.

“Training is to help, meet the company objectives by

providing opportunities for employees at all organization level to

acquire the requisite knowledge, skills, and attitude” – National

Industrial Conference Board, 1971.

“Training is given when employer gives direction or

discuss a procedure with his employee and training is a must when

one wants an employee to do work in a way he wants it to done” –

Doley, 1982.

“Training is acquisition of knowledge and skills, often

manual, for a particular job” – Adams and Griffin.

“Training is the act of increasing the knowledge and

skill often employee for going a particular job” – Edwin B. fliipo

“Training is that organized procedure by which

people learn knowledge and/or skills for a definite purpose” –

A.M. Sharma.

Training refers only to instruction in technical and

mechanical operation specifically stated, training in the organized

procedure by which people learn knowledge and skills for a

definite purpose. The objective of training is to achieve a change in

the behavior of those trained. In the industrial situation, this means

that the trainee shall acquire new technique skills, problem solving

abilities and develop attitudes. It is expected that the employees

apply their newly acquired knowledge on the job in such a way as

to help them in achievement of organizational goals.

Training is the process of learning a sequence of

programmed behaviour. It is an application of knowledge. It is an

awareness of the rules and procedures to guide the behaviour. It

attempts to improve the performance on the current job or prepare

them for an intended job.

Training is an organized procedure for increasing the

knowledge skill for the people for a definite purpose. In industrial

situation this means that the trainee will acquire new skills,

technical knowledge, problem-solving ability and attitude.

Training is that organized process concerned with the

acquisition of capability or the maintenance of existing capability.

Training is, increasing specific job performance, simplification of

the system, trump card of the take off stage in the process of the

development, and drilling in quicker performance.

Objectives of training in BSCL

Achieve international competitiveness in the cost and

quality through modernization and technology up gradation.

Promote energy conservation, environment and safety.

Meet customer needs.

Continue HRD for modernization of mind and competence

building.

Develop a culture of achievement with emphasis on

performance and discipline.

Necessity of training

For any job training is must, because there only do’s and

don’ts will be taught

» To know the number of employee obtained skills and

knowledge through the training.

» To analyze benefit of employees through training

based on their designation qualification and

department.

» To know the satisfaction of the employee after the

training.

» To find out the usefulness of the training to the

employee and the organization after the training

period.

TYPES OF TRAINING

There are many approaches to training. We focus here

on the types of training that are commonly employed in present-

day organizations.

Skills training:

This type of training is most common in

organizations. The process here is fairly simple. The need for

training in basic skills (such as reading, writing, computing,

speaking, listening, problem solving, managing one self, knowing

how to learn, working as part of a team, leading others) is

identified through assessment. Specific training objectives are set

and training content is developed to meet those objectives. Several

methods are available for imparting these basic skills in modern

organizations (such as lectures, apprenticeship, on-the-job,

coaching etc.).

Refresher training:

Rapid changes in technology may force companies to

go in for this kind training. By organizing short-term courses which

incorporate the latest developments in a particular field, the

company may keep its employees up-to-date and ready to take on

emerging challenges. It is conducted at regular intervals by taking

the help of outside consultants who specialize in a particular

descriptive.

Cross-functional training:

Cross functional training involves training

employees to perform operations in areas other than their assigned

job. There are many approaches to cross-functional training. Job

rotation can be used to provide a manager in one functional area

with a broader perspective than he would otherwise have.

Departments can exchange personnel for a certain period so that

each employee understands how other departments are functioning.

High performing can act as peer trainers and help employees

develop skills in another area of operation.

Team training:

Team training generally covers two areas: content

tasks and group processes. Content tasks specify the team’s goals

such as cost control and problem solving. Group processes reflect

the way members function as a team- for example how they

interact with each other, how they sort out differences, how they

participate etc. They are using out door experiential training

techniques to develop team work and team spirit among their

employees.

Creativity training:

In creativity training, trainers often focus on three

things:

1.) Breaking away:

In order to break away from restrictions, the trainee

is expected to

a) Identify the dominant ideas influencing his own thinking

b) Define the boundaries within which he is working

c). Bring the assumptions out into the open and challenge

everything.

2) Generate new ideas:

To generate new ideas the trainee should open up

his mind; look at the problem from all possible angles and list as

many alternative approaches as possible.

3) Delaying judgment:

To promote creative thinking, the trainee should not

try to kill off ideas too quickly; they should be held back until he is

able to generate as many ideas as possible. He should allow ideas

to grow a little. Brainstorming (getting a large number of ideas

from a group of people in a short time) often helps in generating as

many ideas as possible without pausing to evaluate them.

Diversity training:

Diversity training considers all of the diverse

dimensions in the workplace-race, gender, disabilities, lifestyles,

culture, education, ideas, and backgrounds –while designing a

training programme. It aims to create better cross-cultural

sensitivity with the aim of fostering more harmonious and fruitful

working relationship among a firm’s employees.

Literacy training:

Inabilities to write, speak, and well with others

could often come in the way to discharging duties, especially at the

lower levels. Workers, in such situations, may fail to understand

safety messages, appreciate the importance of sticking to rules, and

commit avoidable mistakes.

ROLE OF TRAINING:

Conduct specific training modules on priority areas like cost

reduction and quality.

Interaction will be continued between line and training

department to make training line-driven so that

organizational goals are achieved.

Training packages are developed and employees trained

people they join the redeployed area.

Employees will be trained in multi-skills so that flexibility

improves at shop floor.

Training in thrust areas such as unit training, basic

engineering skills, systematic maintenance will be

implemented in all units of BSCL.

Training programmers conducted in-home will be designed

to cater to organizational needs as well as occupational and

individual needs of employees.

Packages for integrating operational and maintenance trades.

NEED FOR TRAINING:

Training is the act of increasing the knowledge and

skills of an employee for performing a particular job. The major

outcome of training is learning. A trainee learns new habits, refined

skills and useful knowledge during the training that helps him

improve performance. Training enables an employee to do his

present job more efficiently and prepare himself for a higher level

job.

Training is needed to serve the following purposes:

Newly recruited employees require training so

as to perform their tasks effectively.

Instruction, guidance, coaching help them to

handle jobs competently, without any wastage.

Training is necessary to prepare existing

employees for higher level jobs (Promotion).

Existing employees require refresher training

so as to keep abreast of the latest developments

in job operations. In the face of rapid

technological changes, this is an absolute

necessity.

Training is necessary when a person moves

from one job to another (Transfer). After

training, the employee can change job quickly,

improve his performance levels and achieve

career goals comfortably.

Training is necessary to make employees

mobile and versatile. They can be placed on

various jobs depending on organizational

needs.

The training and development of SSP assist in the

following areas:

Bringing about a change in attitude of the employees to

promote a network ethos conductive to productivity.

Ensuring optimal utilization of the existing manpower.

Developing human resources for impending modernization.

Enhancing efficiency of human resources.

Ensuring continuity of skill and operation.

Imparting proper orientation.

TRAINING METHODS IN BSCL:

There are many methods for imparting training among

trainees. The choice of any method depends upon the cost, depth of

knowledge required, background of trainees and many other

factors. Training methods followed in BSCL are as follows:

Induction training

On-the-job-training

Classroom training

INDUCTION TRAINING:

Induction training was given for a newly appointed

employee. When the employee joins the organizations, helps him

to get a general idea about the rules and regulation, working

conditions. The range of information that covered in this training

are company's profile, product of the company, company

organization, location of departments, personnel policies,

employees activities, rules and regulation, safety, special training.

ON-THE -JOB TRAINING:

These training are given "Learning by doing". Under this

method, the employee is trained on the job and at his work place.

This helps to get training under the same working condition and

with the same processes, material, equipment that he will use

ultimately.

Employee practice in the actual work environment and

associate with the same people they will work with after training.

They are coached and instructed by skilled co-worker.

Vestibule training:

Vestibule training is known as a room just inside the outer

door of a building, it also mean in Latin word ‘vestibulum’ known

as ‘entrance court’.

These training are given on the job and his work helps the

working condition and with the same processes under taken in

class room training

CLASSROOOM TRAINING:

Class room instruction is the most useful where concept,

attitudes, theories and problem-solving abilities are to be taught.

Orientation about organization and safety training are

accomplished most effectively in the classroom.

The standard instructional method suitable for operational

employee is a "formal method' by an instructor to the trainees. This

method possesses a considerable depth of knowledge of the subject

at hand. The trainees generally take notes as aid to learning.

ATTITUDINAL CHANGE:

Communication exercises are carried out regularly to orient

the attitude of employees towards fulfillment of Annual Production

Performance Productivity, cost control and quality.

TRAINING:

Training packages are developed and employees trained

before they join the redeployed areas.

Employees are trained in multi skills so that flexibility

improves at the shop floor.

Formal training packages and workshops focusing on

attitudinal changes are developed. The training department

develops and conducts specific training modules on priority

areas like cost reduction, quality, safety, organizational

discipline, operational efficiency etc.

Training in thrust areas such as unit training, basic

engineering skills, and systematic maintenance.

All executives will be exposed to training in their areas of

need integrated with organizational needs at least once in

five years.

Training programmers conducted in-houses are designed to

cater to organizational needs as well as occupational and

individual needs of employees.

The role and function of the three training agencies, viz. the

Corporate HRD - Training Policy, Planning and Monitoring Group;

The Management Training Institute; and The Plant/Unit Training

Centers are such that their effort reinforce each other in the

fulfillment of the overall training objectives.

MANAGEMENT DEVELOPMENT

Executive or management development is a planned,

systematic and continuous process of learning and growth by

which managers develop their conceptual and analytical abilities to

manage. It is the result of not only participation in formal courses

of instruction but also of actual job experience. It is primarily

concerned with improving the performance of managers by giving

them stimulating opportunities for growth and development.

THE CONCEPT OF DEVELOPMENT

Successful managers have analytical, human,

conceptual, and specialized skills. They are able to think and

provide powerful direction to the organization. Training cannot

help a manager overcome the inability to understand cause and

effect relationships, to synthesize from experience, to visualize

relationships, or to think logically. As a result, the management

development is predominantly an education process rather than a

training process.

In contrast to the above, certain activities that

managers engage in are programmable where training can be

helpful. Managers need good listening skill, interviewing

competence, and the ability to read, analyze, and understanding

employee behavior. Training can improve these types of skills.

Unfortunately, effective management requires considerably more

than the acquisition of any specific or specialized skills. Therefore,

the methods for developing executives are mostly educational and

are intended to foster the manager’s analytical and conceptual

abilities.

OBJECTIVES OF MANAGEMENT DEVELOPMENT

PROGRAM

The management development programs are

organized with a view to achieve the following objectives.

To overhaul the management machinery.

To improve the performance of the managers.

To give the specialists an over all view of the functions of an

organization and equipment them to co-ordinate each other’s

efforts effectively.

To increase the morale of the members of the management

group.

To increase the versatility of the management group.

To keep their executives abreast of he changes and

development in their respective fields.

To create the management succession which can take over in

case of contingencies.

To improve the thought process and analytical abilities.

To broaden the outlook of the executives regarding lead role

positions responsibilities.

To understand the economic, social, technical and the

conceptual issues.

STEPS IN THE ORGANISATION OF A MANAGEMENT

DEVELOPMENT PROGRAMME:

Analysis of organizational development needs:

After deciding to launch a management development

programme, a close and critical examination of the present and

future development needs of the organization has to be made.

Appraisal of present management talents:

In order to make the above suggested comparison, a

qualitative assessment of the existing executive talents should be

made and an estimate of their potential for development should be

added to that. Only then can it be compared with the projected

required talents.

Inventory of management manpower:

This is prepared to have a complete to have a complete

set of information about each executive in each position. For each

member of the executive team, a card is prepared listing such data

as name, age, length of service, education, work experience, health

record, psychological test result and performance appraisal data,

etc. The selection of individuals for a management development

programme is made on the basis of the kind of background they

possess.

Planning of individual development programmes:

Guided by the results of the performance appraisal that

indicates the strengths and weakness of each of the executives, this

activity of planning of individual development programme can be

performed.

Established of development programmes:

It is the duty of the HR department to establish the

development opportunities. The HR department has to identify the

existing level of skills, knowledge, etc., of various executives and

compare them with their respective job requirements. Thus, it

identifies developmental needs and requirements and establishes

specific development programmes, like leadership courses,

management games, sensitivity training, etc.

Evaluation of result:

Executive development programmes consume a lot of

time, money and effort. It is, therefore, essential to find out

whether the programmes have been on track or not. Programme

evaluation will cover the areas where changes need to be

undertaken so that the participants would find the same to be

relevant and useful for enriching their knowledge and experience in

future.

CHAPTER -IV

REVIEW OF LITERATURE

Behavioral Characteristics distinguish from Executives than

the other Managers.

Gerry Beamish (2005) in his research article how chief

Executives learn behavioral character from the other managers by

General Personality Profile (DISC), Structured Interviews and

other Characteristics. The research challenge has some of the basis

for core competency approaches to development and reinforces the

argument for action-based approaches. The profile used in the

research, DISC, it is one of the most used behavioral profiles. It

includes Dominance: (Direct and Decisive), Influence: (Optimistic

and Outgoing), Steadiness: (Sympathetic and Cooperative),

Conscientiousness: (Concerned and Correct). It considers some of

the methods used by chief executives in their learning. They

learned from the other manager's techniques for structured

interviews and changing their I behavioral character. He also

suggested about the research found in three distinguishing

characteristics of chief executives and challenged stereotypes of

differences between the public and private sector chief executives.

Adapting training for Older Executives

Marjorie Armstrong-Stassen, Andrew Templer (2005)

conducted a study that the Organizations were most likely to be

providing access to training and retraining, but fewer than 10

percent of the organizations in 2003 were highly engaged in doing

this. Organizations were less likely to be adjusting training

methods to accommodate the needs of older employees. There was

little attempt to provide age awareness training to managers of

older employees. Eighty-three percent of the HR executives

indicated that training to upgrade skills is somewhat to highly

important in retaining older managerial and professional

employees. Approximately 72 percent of the HR executives

indicated that training to learn new skills is somewhat highly

important in retaining older managerial and professional

employees.

Successful Executives continue to change - Why?

Stephen L. Guinn (1999) report that Human Resources

Executives also need to model the process and base their

recommendations on the business strategic plan to gain the

attention of senior executives. As a result, executives will

successfully adapt to changing conditions, and achieve the

outcomes the company needs to prosper. Executives who continue

to change will not only impact the bottom line and extend their

careers, but also develop the next generation of leaders,

Preparing their organization for success in the future. The

3600 feedback process has a resounding impact, and it helps to

have a professional consultant counsel the person being evaluated.

The consultant should be able to offer advice on personal

development strategies to assist an individual to change where

needed. The executive team's 360e profiles can identify both

individual and group training needs. Using effective strategies and

interpersonal styles to influence and guide others toward

accomplishing identified goals; modifying one's behavior

according to the situation.

Leadership theory and practice – Case

Barry Armandi, Jeannette Oppedisano, Herbert Sherman

coted that learners can develop the foundation for bridging the gap

between leadership theory and practice. The application of

leadership theory to practice can be used to enhance leadership

decisions and bring leadership behavior that is more competent and

appropriate for the environment and the respective situation.

They identify the theory of leadership that the people could

be trained to be leaders. There are 2 general types of leader

behaviors. On employee orientation they suggest emphasis on

employee feelings and interpersonal relationships and production

orientation they suggested a focus on tasks to achieve goals.

Finally he says that executives help them analyze their own and

there firms leadership styles and approaches based upon the

leadership literature.

Executives facing the new realities:

Frank M. Horwitz in his research Article Discussing

attributes of success in executive development, factors driving the

process and the changing nature of management work as

organization restructuring occurs. This article identifies barriers to

development and offers an integrated framework for addressing

executive development. It concludes that a strategic approach to

executive development includes a supply-side emphasis on skills

development, career planning and development as a continuous

process rather than ad hoc, discrete events. It requires an

organizational culture, which values diversity.

From that he concludes Executive development has emerged

as an important lever for gaining competitive advantage. One of the

most important potential contributions of universities in developing

management talent is in developing and presenting state-of-the-art

outcome oriented research and information to the business

community. He also says that Executives development is achieved

through both individual and peer group learning. It is conceptual,

informational and experiential.

Improving management performance in rapidly changing

organizations

Clinton O. Longenecker, Laurence S. Fink reports that the

results of every study on management development practices in US

service and manufacturing organizations is by changing the

principle. The top ten important practices identified by managers as

improving their performance, focus, feedback, and learning ~y

experience are re-occurring themes. The results also point to

startling differences between the management development

experiences they want and what they are actually getting from their

organizations. Based on the data a series of lessons for improving

the effectiveness of managers is provided. The author says

competitive advantage can be expanded without a huge outlay of

capital and technology. To improve the effectiveness of the

Organization management development practices can be a

distinctitive source of competitive advantage in the twenty-first

century. The complexity involved in implementing new strategies

has increased and the time available to managers to respond to

competitive threats and implement changes has shortened.

Confluence of Six Sigma, simulation and environmental

quality: An application in foundry industries.

H. Sekhar, R. Mahanti observed that an integrated approach

of simulation and Six Sigma to Improve the ambient air quality.

Integration of Simulation and Six Sigma in maintaining pollution

free environment in the Indian foundries for compliance of various

regulatory and permitting programs has been highlighted.

Simulation has been used to improve and control the environmental

efficiency by monitoring the performance of the Venturi Scrubber

(the pollution control equipment), by running the model under

varying conditions.

The integrated application of Six Sigma and simulation has

been successful in reducing particulate emissions from 200

milligrams per cubic meter to less than 20 milligrams per cubic

meter and Sulphur dioxide emissions from 45 milligrams per cubic

meter to less than 4.5 milligrams per cubic meter, thus reducing air

pollution. Air pollution is a burning problem in the present scenario

and foundry industries are one of the contributors to air quality

degradation.

Safety training - a special case

Mark Cooper, David Cotton conducted a study to Examines

the subject of safety training and attempts to demonstrate that it has

particular challenges, especially in relation to the provision of

realistic training. A review of the research literature in both

industrial training and occupational health and safety reveals a

wealth of material on the subject. The importance of training to

safety perfonnance is generally acknowledged, with high training

activity being associated with low accident companies and absent

in those with a poor safety performance. At an individual level,

training is especially important in relation to risk perception, and

action taken to heighten risk perception in one area may produce in

individuals a more generally improved risk perception. There are

particular difficulties in relation to the evaluation of both training

perfonnance and safety performance. This compounds the problem

of making direct links between levels of training activity and

improved safety. Finally this model is potentially a significant

Development in the understanding of safety training and could be

the basis for further Research studies.

Training in communications: a springboard to success in

business careers.

James Poon Teng Fatt stated that, the importance of training

in communications to enhance one's business career. It is often

taken for granted that training in communications serves as an end

in itself but such a training has far more implications than the

communications graduate or management may realize. The value

of training in communications permeates any organization. A

degree in communications emerges as a specialty requiring the

discipline of the generalist in business. If there is any disadvantage

to the discipline, it is that communications can' be a kind of "trap"

for one who wishes to move into the arena of business

management. Communication skills are undoubtedly valuable to

any organization, which senses the importance of promoting itself

and functioning smoothly from top management to operations

level. In fact, communication skills are so valuable that the

organization may wish to keep its communicators busy at their

specialty in order to tell its story in the most effective way through

publications such as newsletters, posters and circulars. Combined

with management skills, however, a degree in communications can

turn out to be a springboard to outstanding career success in

business. Thus, communications professionals should strive not

just to communicate but to communicate to manage.

CHAPTER -V

RESEARCH METHODOLOGY

Research methodology is a way systematically solves the

research problem. It may be understood as a science of studying

how research is done scientifically. It is necessary for the

researcher to know no only the research methods/techniques but

also the methodology.

RESEARCH DESIGN

"A research design is the arrangement of condition for

collection and analysis of data in a manner that aims to combine

relevance to the research purpose with economy in purpose". It is

descriptive in nature.

DESCRIPTIVE RESEARCH

Descriptive research studies are those studies, which are

concerned with describing the character of a group.

COLLECTION OF DATA

The data are collected using two methods namely.

PRIMARY DATA

Primary data was collected using questionnaire

SECONDARY DATA

Secondary data was collected form the files, registers,

journals and books.

PROBABILITY SAMPLING

Here the researcher knows the population whom he wants to

conduct the study. In this method each item has it own chance for

being selected.

SAMPLING TECHNIQUE-SIMPLE RANDOM SAMPLING

A simple random sample is a sample selected from a

population in such a way that every member of the population has

an equal chance of being selected and the selection of any

individual does not influence selection of any other.

SAMPLE

The selection of some part of an aggregate or totality on the

basis of which a judgment or inference about the aggregate or

totality is made.

POPULATION

The first step in developing any sample design is to clearly

define the set of object, technically called the population.

SAMPLE UNIT

A decision has to be taken concerning a sample unit before

selecting sample. Sampling unit may be a geographical one such as

state, district, village etc......

SAMPLE SIZE

Sample size consists of the permanent employees of Salem

Steel Plant. The researcher has taken 50 samples from the

employees. This is because of the employees in the work centre

may have almost same attitudes in their minds towards various

facilities provided to them.

PERIOD OF THE STUDY

The study covers the period of 45 days

TOOLS OF ANALYSIS

Data collected was analyzed using tools like

1. CHI-SQUARE

2. Percentage analysis.

OBJECTIVES OF THE STUDY

To evaluate the training programme of employee

with reference to Salem Burn standard.

To analyze whether training needs are not in the

organization.

To asses the effectiveness faculty efficiency,

training environment course content and over all

impression of employees of the training

programme.

To Asses the Training programme exactly meets or

matches for the job requirements.

To analyze the any improvement in working

condition of Training programme.

SCOPE OF THE STUDY

The scope of the study is to analyze the training and

development of employee in Salem Steel plant. The study was

conducted for a period of two months covering various

departments in Salem Steel plant. The primary data was collected

through Questionnaire and Secondary data from company records

and magazines.

This research study was mainly concentrated only

on training a development of employees.

The data was collected only from the employees of

Salem Steel plant.

LIMITATIONS OF THE STUDY

The sample size is limited to only 100.

The data collection period was restricted to 7

weeks.

The study was restricted to deal only with training

programme of employees.

It is very difficulty to meet executives. And the also

due to the busy schedule it took a long time for

them respond.

Some employees were having little difficulty in

expressing the views even though they know the

answer to the question,

Project

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