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
1978 Industrial Safety National – II
1979 Good Industries National – II
1980 Industrial Safety National – II
1981 Industrial Safety National – I & II
1982 Industrial Safety National – II
1983 Good Industrial State – I
1984 Good Industrial State – I
1985 Industrial Relation State – I
1987 Good Industrial State – II
1991 Good Industrial State – I
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,