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CHAPTER-1
INTRODUCTION
2
INTRODUCTION
DEFENITION:
First popularized by BOYATZIS (1982) with research result on
clusters of competencies:
4
UNIDO ( 2002)
RANKIN ( 2002)
MANSFIELD (1997):
WOODRUFFE ( 1991):
ALBANESE (1989):
HAYES (1979):
2. SUCESSION PLANNING
PERFORMANCE MANAGEMENT:
GENERIC MODEL :
each job ( normally all the role members) and the panel is asked to
look at the generic model and find out what behavioral dimensions
are required for achieving superior performance on the job. The
competencies indentified are then rated and ranked to isolate the
distinguishing competencies and leave the threshold one. At the end
of the exercise, we will have a set of competencies for each role .
Then we have to validate it by looking at our current superior
performers on that role .For this we have to discuss the generic model
with the immediate boss of the superior performer and at least one
peer person from the customer department and a subordinate and ask
them to identify the competencies from the generic model which best
describe the superior performer. Then we again need to row rate and
rank them to isolate the distinguishing competencies, then there is a
need to co-relate the model developed from the expert panel and do
the required fine- tuning to freeze the competencies for a role.
The pursuit method is far more clear proof and also enables the
organization members to develop BEI skills. However , it is time
consuming and demands higher resources .In the second method. We
can introduce the concepts at a faster pace and fine-tune this as you
start practicing , then developing BEI skills in key managers
responsible for selection and appraisal would be required even if on e
was to use the generic model.
10
BEHAVIOR INDICATOR:
GENERIC COMPETENCIES
Competencies which are considered essential for all employees
regardless to their function or level.( communication , initiative
listening etc .These are basic competencies required to do the job,
which do not differentiate between high and low performers.
MANAGERIAL COMPETENCIES
Competencies which are considered essential for employees with
managerial or supervisory responsibility in any functional area
including directors and senior posts.
THRESHOLD OR PERFORMANCE:
COMPETENCY MODEL:
The roots of competency modeling date as far back as early 1990’s
but these models have become widely popular these days .A
competency model is an organizing framework that lists the
competencies required for effective performance in a specific job(
group of related jobs) , organization , function or process.
Individual competencies are organized in to competency models to
enable people in an organization or profession to understand , to
discuss and apply the competencies to the work force
performance.
The competencies in a model may be organized in a variety of
formats . No one approach is inherently best. Organizational needs
will determine the optimal framework .A common approach is to
identify several competencies that are essential for all employees
and then identify several additional categories of competencies
that apply only to specific subgroups .Some competency models
are organized according to the type of competency such as
personal effectiveness , leadership or technical capacity. Other
models may employ a frame work based on job level, with a basic
set of competencies for a given job family and additional
competencies added cumulatively for each higher job level with in
the job family
12
Gap analysis
Role clarity
Selection, potential identification, growth plans
13
Succession planning
Restructuring
Inventory of competencies for future planning
Competencies enable
Establishment of clear high performance standards
Collection and proper analysis of factual data against the set of
standards
Conduct of objective feedback meetings
Direction with regard to specific area of improvement
organization is not taking this as a key strategy that will affect the
output and productivity of the individual and organization as a whole.
of educating them .This will ensure that they are following the same
path for generic and culture specific competencies.
The focus was on refractory making industry . The study was under taken by
personally visiting the plant in kanjikode, palakkad and was done over a period
of 30 days
PRIMARY OBJECTIVE
SECONDARY OBJECTIVES
RESEARCH METHODOLOGY:
Research Design:
The type of study used for the completion of this study is of
descriptive type (questionnaire).
18
Population
A total of 100 employees working in the organization in 3 different
categories such as ( management staff , process leaders and
executives) , questions are prepared accordingly.
Sample Design
The type of design used for the study is random sample design.
Sample Unit
The management staff , process leaders and executives
Sample Size
The employees available in the three cadres are taken as samples so a
sample of 100 out of 150 is taken.
19
DATA ANALYSIS
The collected data was tabulated and analyzed with the help of
percentage analysis .The tool used for data collection is questionnaire
Percentage method
Chi-square test
Weighted average method
PERCENTAGE METHOD
No of Respondent
x 100
Percentage of Respondent = Total no. of Respondents
From the above formula, we can get percentages of the data given by
the respondents.
CHI-SQUARE ANALYSIS
In this project chi-square test was used. This is an analysis of
technique which analyzed the stated data in the project. It analysis the
assumed data and calculated in the study. The Chi-square test is an
important test amongst the several tests of significant developed by
20
Formula
2 = (O-E) 2
E
O = Observed frequency
E = Expected frequency
It is essential to allocate weight applied but may vary in different cases. Thus
weightage is a number standing for the relative importance of the items.
PERIOD OF STUDY
LIMITATIONS OF STUDY
CHAPTER-2
REVIEW
OF
LITERATURE
23
REVIEW OF LITERATURE
1992; Smith, 1993) or treat the two as synonymous (Brown, 1993, 1994).
Hartle argues that competency as ‘a characteristic of an individual that has been
shown to drive superior job performance’ (1995: 107) includes both visible
‘competencies’ of ‘knowledge and skills’ and ‘underlying elements of
competencies’, like ‘traits and motives’. Elkin (1990) associates competences
with micro-level job performance and competencies with higher management
attributes and, in defining ‘managerial competencies for the future’, Cockerill
(1989) combines output competences, like presentation skills, with inputs like
self-confidence. The difficulty of using competence as an overarching term as
well as a specific one is demonstrated by the apparently tautological definition
provided by Dooley et al.: ‘Competency-based behavioural anchors are defined
as performance capabilities needed to demonstrate knowledge, skill and ability
(competency) acquisition’ (2004: 317). According to this construction,
competency is a sub-set of itself.
The few attempts to establish coherent terminology (Boak, 1991; Tate, 1995;
Winterton and Winterton, 1999; Woodruffe, 1991) have had little impact to
date. Boak (1991) argues that ‘competency’ in the American sense
complements ‘competence’ as used in the UK occupational standards.
Burgoyne (1988) similarly distinguishes ‘being competent’ (meeting the job
demands) from ‘having competencies’ (possessing the necessary attributes to
perform competently). Woodruffe (1991) offers the clearest statement,
contrasting areas of competence, defined as aspects of the job which an
individual can perform, with competency, referring to a person’s behaviour
underpinning competent performance. Woodruffe’s definition is endorsed by
Tate who warns against confusing ‘input competencies with output
competences’ (1995: 86).
27
What Is Competence?
Weinert (2001) lists nine different ways in which competence has been
defined or interpreted: general cognitive ability; specialized cognitive skills;
competence performance model, modified competence-performance model;
objective and subjective self-concepts; motivated action tendencies; action
competence; key competencies; meta-competencies.
performance occurs, yet ‘skill level is a characteristic not only of a person but
also of a context. People do not have 30 F. Delamare Le Deist & J. Winterton.
competences independent of context’ (Fischer et al., 1993: 113). Constructivist
and interpretative approaches derived from phenomenology view competence
as a function of the context in which it is applied, where ‘worker and work
form one entity through lived experience of work’ (Sandberg, 2000: 50).
Competence is constituted by the meaning that the work has for the worker in
their experience (Stoof et al., 2002; Velde, 1999). Dreyfus and Dreyfus (1986),
who used an interpretative approach to investigate competence among pilots
and others, found that attributes used in accomplishing work are bound to the
work context regardless of the level of competence attained and that in the
work situation individuals acquire situational or context-dependent knowledge
and skills. Other interpretative studies, with nurses (Benner, 1984) and police
officers (Fielding, 1988a, 1988b), have equally demonstrated that attributes
acquire context-dependency through individuals’ experience of work. One of
the advantages of the interpretative approach is that it acknowledges workers’
tacit knowledge and skills (Polanyi, 1967), which can be overlooked if
competence is treated as context-free since the way people work in practice
seldom accords with the formal job description. Tacit competences, not only of
professionals (Eraut, 2000) but also of so-called ‘unskilled workers’ (Kusterer,
1978), can have a determining impact on the success of an enterprise (Flanagan
et al., 1993).
What Is Competence?
Particularly influential in the USA, with competency defined in terms of
‘underlying characteristics of people’ that are ‘causally related to effective or
superior performance in a job’, ‘generalizing across situations, and enduring
31
for a reasonably long period of time’ (Boyatzis, 1982; Spencer and Spencer,
1993). The Hay Group et al. (1996) demonstrated widespread use of this
approach in USA companies in order to raise performance.
Since the end of the 1990s, competency-based HRM has become widespread in
the US, in relation not only to HRD in general, but also to leadership in
particular as well as selection, retention and remuneration (Allbredge and
Nilan, 2000; Athey and Orth, 1999; Dubois and Rothwell, 2004; Foxan, 1998;
Naquin and Holton, 2002; Rodriguez et al., 2002). In this renaissance,
competency has a much broader conception than hitherto, including knowledge
and skills alongside the behavioural or psycho-social characteristics in the
McClelland tradition. Even within the predominantly behavioural approach,
many conceptions of competency now include knowledge and skills alongside
attitudes, behaviors, work habits, abilities and personal characteristics (Gangani
et al., 2004; Green, 1999; Lucia and Lepsinger, 1999; Naquin and Wilson,
2002; Nitardy and McLean, 2002; Russ-Eft, 1995). More comprehensive
competence frameworks appearing in the USA incorporate job standards and
processes as well as knowledge measured by qualifications (Cooper, 2000;
Evers et al., 1998). Competency models have been widely used to align
individual capabilities with the core competence of the organization (Rothwell
and Lindholm, 1999). A competency framework is typically viewed as a
mechanism to link HRD with organizational strategy: ‘a descriptive tool that
33
What Is Competence?
The new vocational qualifications (National Vocational Qualifications, NVQs,
in England and Wales, Scottish Vocational Qualifications, SVQs, in Scotland)
created under this framework were based on occupational standards of
competence, grounded in functional analysis of occupations in a variety of
contexts (Mansfield and Mitchell, 1996). Other (non-NVQ/SVQ) vocational
qualifications continued to exist alongside. The Management Standards, for
example, were developed and tested with over 3,000 managers, across a range
of sectors (Frank, 1991). Occupational standards identify key roles, which are
then broken down into a number of units of competence. These are further sub-
divided into elements of competence and, for each element of competence,
performance criteria are defined which form the basis of assessment, with
range indicators provided for guidance. Occupational standards are firmly
rooted in the reality of work (Mansfield, 1993); employers play a leading role
in their validation, as do trade unions in unionized sectors. Nevertheless,
participation by employers in the formal vocational qualifications system has
been far from universal, partly because of a perceived lack of relevance to
specific employer needs and partly due to the bureaucracy associated with
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Another criticism of the new VQs related to their apparent lack of adequate
theoretical underpinning as the competence-based approach was concerned
mainly with demonstrating competence in the workplace and not the systematic
acquisition of knowledge. However, underlying knowledge has always played
a major part in craft qualifications of the City and Guilds of London Institute
and this continued to be the case under the new VQs, as City and Guilds
became one of the awarding institutions. The criticism probably also reflects
the resistance of educational institutions to a competence-based approach.
Much of the early UK literature on NVQs was dominated by academic
critiques which were hostile to the competence based approach per se (Bates,
1995; Jones and Moore, 1995). Hyland (1994) described NVQs as
fundamentally flawed and inappropriate to current and future education and
training needs. Smithers (1993) attacked the underpinning knowledge of NVQs
compared with VQs in countries like Germany and did not disguise his
opposition to a learner-centered approach. Significantly, the Management
Standards developed by the Management Charter Initiative (MCI) had little
influence on UK Business Schools (IoM, 1994) in comparison with the
adoption of competency by the AACSB in the US.
Commission (MSC, 1986) and adopted by Investors in People (1995: 41) was
‘the ability to perform activities in the jobs within an occupation, to the
standards expected in employment’.
However, the definition also included ‘mastery of skills and understanding’ and
‘aspects of personal effectiveness’. As Mansfield and Mitchell note, this
definition ‘appears to include a mix of models: work expectations, input
measures (knowledge and skills) and psychological attributes’ (1996: 46).
Indeed, the original Management 34 F. Delamare Le Deist & J. Winterton.
Standards were supplemented by an MCI competency model, defining
behavioral performance indicators. Nevertheless, the MSC definition of
competence was subsequently adopted as the official Employment Department
approach in defining occupational standards as ‘a description of something
which a person who works in a given occupational area should be able to do. .
.[and] able to demonstrate’ (Employment Department and NCVQ, 1991). A
government review of vocational qualifications in 1996 (Beaumont, 1996)
expanded the definition of competence as:
‘The ability to apply knowledge, understanding and skills in performing to the
standards required in employment. This includes solving problems and meeting
demands
37
Typology of competence
What Is Competence?
Standards in sixteen organizations found that nine were using the functional
competences based on the Management Standards only, two were using
behavioral competency frameworks and five had combined functional
competence and behavioral competency to introduce hybrid competence
39
models. This evidence suggests that in the UK, too, the concept of competence
is being broadened to capture underlying knowledge and behaviors’ rather than
simply functional competences associated with specific occupations.
A Multi-dimensional and Holistic Approach: France, Germany and Austria In
mainland Europe, two other approaches are evident, exemplified by France and
Germany, which each adopted competence in their approaches to HRD more
recently. Most other European countries have followed the UK, French or
German approaches (Winterton et al., 2005), so confining the discussion to
these nonetheless permits a wider generalization of the issues
The competence movement in France began during the 1980s, and became
particularly influential from the 1990s. The emergence and development of
competence has passed through several stages: after the first appearance of the
idea within organizations, came the development of instruments and tools for
HRM practitioners and consultants, then the conceptualization of competence
as a theoretical concern, and finally more critical approaches. The major
development of competence-based practice appeared in 1984, linked to the
need to develop new competences and the role of enterprises in developing
them (Cannac and CEGOS, 1985). Gilbert (2003) traces the history of the
management of competence a` la franc¸ aise, which carries the imprint of
national culture (in a context of a right to vocational training and the important
role of collective agreements), so that the strong global influence of the
McClelland approach is much less evident in France.
The state encouraged a competence-based approach in 1993 when the national
employment agency, ANPE (Agence nationale pour l’emploi), modified its
framework of occupations (Re´pertoire Ope´rationnel des Me´tiers et des
Emplois) to a competence-based system, which stimulated widespread
academic commentary (Le Boterf, 1994; Levy-Leboyer, 1996; Merle, 1996;
Minet et al., 1994). Enterprises adopted individual evaluation of competence
instead of relying upon qualifications (Durand, J. P., 2000), increasing
40
flexibility but sometimes jeopardizing job security (Arnaud and Lauriol, 2002).
Further impetus was given to the competence movement during the 1990s
when the state introduced a right for individuals to have their competences
assessed (bilan de competences) independently to provide a basis for personal
development in their occupation (Joras, 2002). The concept of competence
featured increasingly in HRM since the mid 1990s, both in research and
practice and has been associated with several different normative models and
various practices (Minet et al., 1994). Competence also became more focused
on HRD (Dousset, 1990) and the instruments for developing and measuring
competences began to appear (Dietrich, 2003; Klarsfeld and Roques, 2003;
Paraponaris, 2003; Tre´po and Ferrary, 1998). Competence-based pay was
introduced in some heavy industries (Brochier and Oiry, 2003; Klarsfeld and
Saint-Onge, 2000). The competence movement gained further ground after the
36 F. Delamare Le Deist & J. Winterton employers’ association MEDEF
(Mouvement des Entreprises de France) launched Objectif competences
(MEDEF, 2002) encouraging the adoption of competence approaches in
enterprises and further stimulating academic interest (Brochier, 2002; Dupray
et al., 2003; Klarsfeld and Oiry, 2003).
Haddadj and Besson (2000) note that, from an epistemological perspective, the
logic of competence is polarized into two distinct directions: an individual
approach, centred on individual behaviours, and a collective approach, centred
on building the required competence in an organization. Most definitions of
competence fall somewhere between two extremes: competence as a universal
attribute, such as literacy, and competence in terms of individual capacity,
which is found only in the work context (Klarsfeld, 2000). Several French
authors have compared the French approach with the ‘Anglo-Saxon’ (often
exclusively American) approach. The French approach is generally more
comprehensive, considering savoir (compe´tences the´oriques, i.e. knowledge),
savoir-faire (compe´tences pratiques, i.e. functional competences) and savoir-
41
CHAPTER-3
INDUSTRY
PROFILE
46
INDUSTRY PROFILE
COMPANY PROFILE
Saint Gobain SEPRO, SEPR Refractories pass for merely known as carborandum universal
Ltd. (CUML). CUML was under Murugappa group. It was established in 1977 with the
technical assistance from carborandum, USA on 17th April 2002. Saint Gobain brought CUML
and named it as SEPR Refractories India Ltd, SEPR is located at 11km from Palakkad at
Kanjikode, which is on the palakkad-Coimbatore road. The company has 175 workers, 28
trainees and 13 contractors who are supplying the required personnel to the company. The unit
has 23 acres and built in 13000 years old industrial group.
Saint Gobain group is based on frame which has business in more than 100 locations in 46
countries. The company is a 100% subsidiary of SEPR which is in turn owned by compienjne
de Saint Gobain of France. Saint Gobain is one of the world’s top industrial co-operation and
ranks 163 in the fortune global 500 list. The company is a leading and only manufacturer and
supplier of fused cast refractory products in India. The fused cast Refractories industry is a
capital and technology intensive. The company today is a manufacturer of fused cast
Refractories that are used for glass furnaces. The plant in palakkad is presently having
3000MT of furnace capacity Saint Gobain has strong presence in the field of abrasive,
ceramics, plastic, flat glass, packaging, insulation, reinforcement, building materials and
prices. The company manufactures fused cast refractories of two types. A2S blocks and
Blocks’.
COMPANY VISION
COMPANY MISSION
To delight our customers by improving and expanding our portfolio of solutions through
innovation and world class business practices.
Well-known companies in India such as EID Parry ltd, Tube Investments Ltd, SAINT
GOBAIN, Coromandal fertilizers, Cholamandalam Investment and finance and Parrys
confectionery are all part of this strong multi-million Muruggapa group.
The group enjoys its leadership on various fonts including Engineering, Fertilisers, Sugar,
Food processing, Financial services, Bicycles, Electrominerals, Abrasives, Diamond tools,
Refractories, Hi-tech ceramics, Confectionaries and so on.
The Saint Gobain group, world leader in glass manufacturer and among the top one hundred in
industrial companies by the fortune magazine. Saint Gobain glass at the very heart of the Saint
Gobain group, found in 1665 in France on the initiative of Colbert to produce mirrors for the
Royal wart of Versailles. Saint Gobain was created in 1665 as a part of the plan devised by
king Louis XIV and JEAN BAPPTISTE to restore the French economy. As a result of the
royal glass works came into existence. It established a near monopoly in seventeenth and
eighteenth century and was included in the ten leading firm in that sector. Now Saint Gobain
has a global presence.
Saint Gobain SEFPRO is fully dedicated to Refractories for glass industry. Refractories are the
products to resist the corrosive and erosive action of hot glass, liquid and solids at high
temperature in various liens and furnaces. They are made mainly for non-metallic minerals.
The company maintains close association with its customers such as glass
manufactures, glass consultants and glass furnace designers for over three decades.
5. The company got certified ISO 14001 in 2001 for its environment management
system and upgraded to 14001:2004 version .
48
Early History
Saint-Gobain is the only survivor of a group of private manufacturers founded in 1665 as part
of the economic revival of France planned by Jean Baptiste Colbert, chief minister of Louis
XIV. The letters patent which created the Compagnie des Glaces granted the company a
monopoly on production and sale of glass in France. The original name of the company was
Dunoyer, after the individual to whom these privileges were accorded. A group of Venetian
glass-workers was persuaded to come to Paris, and production began in the Faubourg Saint-
Antoine. However, disputes and difficulties arose with the Venetian authorities and workers,
and they returned to Venice after two years. The company then formed an association with
Richard Lucas de Nehou, proprietor of a glassworks at Tourlaville, near Cherbourg. Glass
produced there was sent to Paris for the finishing process of grinding and polishing. In around
1680, Richard's nephew Louis was responsible for an invention that transformed the
manufacture of glass and that remained in use until 1920; glass could now be rolled out on a
flat surface, allowing much larger sheets to be produced. After Colbert's death in 1683, his
successor Louvois allowed the establishment of rival companies and restricted the original
company to the production of b wn glass. This led to the establishment in 1692 of a new
factory at the village of Saint-Gobain, which lay nearer Paris and was designed for the new
process.
49
Following the death of Louvois, the newly created companies were united with Dunoyer under
the name of Plastrier, but problems continued, and by 1702 Plastrier was declared bankrupt.
Rescue came in the surprising form of the Geneva bank of Antoine Saladin. After complex
negotiations, Saladin purchased the company, now to be called Dagincourt. The influence of
the Swiss bank was to be felt throughout the 18th century.
The company now possessed a more entrepreneurial spirit and was able to exploit the new
technique of rolled glass, benefiting from 18th-century prosperity and the numerous new uses
for glass, especially mirrors. Technical expertise was brought in from 1740, to supplement the
aristocratic element always prevalent in the company. Various rationalizations and reforms
took place from 1755 to 1760 in response to the expansion of the market.
The company ceased glassblowing in 1763, and the ovens were improved. At the village of
Saint-Gobain itself, a separate workers' enclave was established in 1775, partly as a solution to
rivalry between the workers and other villagers.
The French Revolution of 1789 and its aftermath caused serious disruption, and it took 40
years to restore sales to the level of the best years of the Ancien Régime. In 1806 the first
attempts at diversification took place, with the implementation of the Leblanc process for
producing soda ash, an important ingredient for glass and later for many other industrial
materials. This activity was transferred to new works at Chauny in 1822. The Tourlaville glass
works closed in 1824, and production was concentrated at Saint-Gobain. In 1830 the company
was incorporated as a société anonyme. The revolution had ended its monopoly, and there was
a threat of competition from English glassworks--Raven head had been started by ex-Saint-
Gobain workers and several new French glass factories established during the 1820s, notably
Saint-Quirin. The distribution of shares in the new company still reflected an aristocratic bias
not suited to the world of 19th-century industry. Nevertheless, rationalization was taking place
during this period, led by directors recruited from among technical university graduates. The
process of mechanization had begun at the turn of the century.
With the boom in public building, the middle of the 19th century was a turning point for Saint-
Gobain, heralding a golden age under the long presidency of the Duc de Broglie from 1866 to
1901.Foreign ventures began with the lease of a factory at Stolberg in Germany in 1857, and
in the following year a merger with its principal French rival Saint-Quirin gave Saint-Gobain a
second presence in Germany--the glassworks built in 1853 at Mannheim, which was also to be
50
the site of a French workers' city. Two other younger French rivals, Commentary and
Prémontré, had been acquired jointly before the merger. These moves were prompted by the
growing threat of competition from Belgium, as well as the expanding English glassworks.
Broglie's predecessor as president, Antoine-Pierre Hély D'Oissel, recruited Hector Biver, an
Englishman who had also worked in Belgium. Following its 1858 merger, the company
became the Société Anonyme de la Manufactures des Glaces et Produits Chimiques de Saint-
Gobain, Chauny et Cirey. On the chemical side, the company benefitted from the presence of
the famous chemist Joseph Louis Gay-Lussac, who had been president from 1844 to 1850, and
who perfected his method of sulfuric acid production at Chauny. Considerable effort was
devoted to improving the social and educational conditions of the workers, with the provision
of schools, chapels, orphanages, savings and pension schemes, and even philharmonic and
shooting societies.
1853 - established in Germany, 1889 in Italy, 1904 in Spain and Benelux, 1937 in Brazil,
1967 in the United States.
1930 - Harshaw Chemical Company is the first major manufacturer to develop and produce
scintillation crystals.
1940 - Quartz & Silice, a subsidiary of Saint-Gobain, begins production of optical crystals and
scintillation crystals.
1969 - Bicron Corporation is established and begins production of NaI(Tl) scintillation ingots.
1990 - Saint-Gobain acquires Bicron Corporation and Harshaw brand products from
Engelhard.
1992 - Crismatec-Grenoble is acquired. Crismatec becomes the new name for the Quartz &
Silice entity.
51
1997 - Bicron Products Private Limited (BPPL) production facility is opened in Bangalore,
Karnataka, India
2000 - All of the above businesses and brand names are united under the Saint-Gobain name.
2002 - Bicron Radiation Measurement and Protection division is sold to Thermo Electron.
Corporate objectives
DEPARTMENTS
The departments that are involved in the functioning of the organization are:
Personnel
Production
Maintenance services
Marketing
Stores
Dispatch
Finance
Accounts
Administration
Systems
PRODUCTS
SEPR Refractories India Limited manufactures 2 main types of fused cast refractory blocks
cater to various segments of the Indian glass industries. They are;
Molten glass at high temperature is an extremely corrosive material. To effectively contain the
corrosive action of flass, electrocast or fused cast refractories are required. AZS and M type
refractories differ in their chemical composition.
AZS is composed of Alumina, Zirconia and Silica, whereas M type material has about 94.8%
of Alumina only (Zirconia is not used in these type of refractories).
The M type material is cast using the Regular Cast (RC) technique only.
53
Type Characteristic
AZS Type
Product CS3 CS4 CS5 Alumina
Soda type
Upon receipt of the purchase order from the customer, the marketing department forwards it
along with the order acknowledgement or the manufacturing clearance and customer drawings
to the planning department, which advises the design department to release the manufacturing
drawings. The design department checks if the customer drawings have all the required
details. The department makes the manufacturing or ‘M’ drawings. The M drawings are
released to the planning, foundry, finishing and quality control sections.
Meanwhile the planning department prepares and updates the following:
3 month tentative Despatch plan
Monthly Despatch plan
1 + 2 plan
Shop load plan for the pattern shop
Order follow-up sheet
Campaign sheet related to furnace information.
The foundry section receives the M drawings and decides on whether to make the pattern in-
house or to source it from outside. It also decides on whether to make cores (if they are
55
required) in-house or to source it from outside. Once the pattern is decided to be made in-
house, the shop load plan for the pattern shop is prepared by the planning department in
consultation with the pattern shop supervisor, taking into consideration the 3 month tentative
plan, the skill of the operatives involved, the mould requirement by the furnace, the mould
shop capacity, patterns remaining to be made from the last month and any order that needs
priority over the others. The pattern maker then makes a layout of the pattern to be made ( in
case of complex shapes) and the pattern is made. For each pattern, hardboards of the same size
are also made (this is to facilitate easy removal of pattern once the mould is made). The
patterns are made of plywood to reduce cost and also because of its reusability (the same
pattern can be used for making a large number of moulds).
The mould shop, upon receiving the pattern, begins to make moulds. The mould is made of
silica sand with sodium silicate as binder material and resin as setting agent. The mould should
also makes headers (risers) and silica sand slab boards (top, side and bottom boards) for the
moulds. The moulds and the side and top boards are then assembled. The assembled moulds
are given traceability numbers. The assembled moulds are then flasked by keeping them in bin
bottoms, keeping bin tops and filling the space between the mould and the bin with an
annealing media called Molochite. The blocks should cool only at slow rate for proper
solidification without crack formation. Malachite ensures that the cooling takes place only at
the required rate. In case of bigger blocks, it has been found that by using an annealing blocks,
insulation gorge is being used as the annealing media.
The flasked moulds are then sent to the furnace section. Hardware setting is done there.
Meanwhile the mixing section prepares the mix based on the mix ticket prepared for each
quality blocks by the technical section. The raw materials are fed to a “Y blender” to achieve
good mixing of the raw materials. The prepared mix is filled in hoppers and transferred to the
furnace through the elevator. The mix prepared are given traceability numbers. Each mix
made in a month is identified by a 4 digit alphanumeric number, the first digit of which is an
alphabet from A – L (January – December) representing the month in which the mix is made.
The next 3 digits represent the serial number of the mix made.
The mix is melted in the furnace using 3 graphite electrodes, which form a delta connection.
Once the mix starts melting, the graphite electrodes are removed and the tap voltage increased.
After this, the oxygen lancing process is done the purpose of which is to remove the carbon
56
content from the melt and to provide proper mixing of the melt. The melt is then poured into
the moulds, which are kept inside the bins. The RC blocks are plugged immediately after
being poured and their headers ( if cast iron headers are used) knocked off after around 30
minutes. In case of EPIC blocks, the bins after pouring are held stationary near the furnace bay
itself. This is done so as EPIC blocks have a large amount of molten metal inside and hence
may develop internal cracks, if they are moved to other bays. EPIC blocks and in some cases
EC blocks require repour after one hour and another one 1hr after the first repour.
57
CHAPTER-4
DATA ANALYSIS
AND
INTERPRETATION
58
AGE OF RESPONDENTS
70
60
50
40
30 60
20
30
10
10
0 0
20-30 30-40 40-50 50 above
INTERPRETATION
From the table given above we can get an inference that about 60% of the
respondents belong to the age group of 20-30, and 30% of them belong to the
age category of 30-40 and the remaining 10% belongs to the age group 40-50.
59
SL NO FACTORS NO OF PERCENT
RESPONDENTS
1 MALE 60 60.0
2 FEMALE 40 40.0
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
60
50
40
60
30
40
20
10
0
FEMALE MALE
INTERPRETATION:
From the above table we can Identify that the sample respondents were
predominantly males constituting 60% of the sample population and the
remaining 40% constituted females
60
SL NO FACTORS NO OF PERCENT
RESPONDE
NTS
1 PG 80 80.0
2 UG 10 10.0
3 DIPLOMA 10 10.0
4 ITC/ITI 0 0.0
TOTAL 100 100.0
SOURCE – PRIMARY DATA
80
70
60
50
40 80
30
20
10
10 10
0 0
PG UG DIPLOMA ITC/ITI
INTERPRETATION
The table gives us a clear picture about the educational qualification of the
respondents we can find that 80% of the respondents have post graduation and
10% are under graduation and the remaining 10% has diploma as their
qualification. .
61
SL FACTORS NO OF PERCENT
NO RESPONDENTS
1 1-5 90 90.0
2 6-10 0 0.0
3 11-15 0 0.0
4 ABOVE 15 10 10.0
TOTAL 100 100.0
90
80
70
60
50 90
40
30
20
10 10
0 0
0
1 TO 5 6 TO 10 11 TO 15 ABOVE 15
INTERPRETATION
From the response of the respondents we have identified that 90% of them have
only1-5 years experience in the organization and the remaining 10 % has got
above 15 years with great experience and seniority.
62
SL NO INTERVALS NO OF PERCENT
RESPONDENTS
1 AGREE 40 40.0
2 STRONGLY 60 60.0
AGREE
3 NEUTRAL 0 0.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
PERCENTAGE
60
50
40
30 60
20 40
10
0 0 0 0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
As per the above representation we assume that 40% agree that they share the
job related knowledge with others in the organization and 60% strongly agree
with the same concept.
63
SL INTERVALS NO OF PERCENTAGE
NO RESPONDENTS
1 AGREE 40 40.0
2 STRONGLY AGREE 40 40.0
3 NEUTRAL 20 20.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
PERCENTAGE
45
40
35
30
25
20
PERCENTAGE
15
10
5
0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
From the response received we identified that the first and the second 40% of
the respondents are agreeing and strongly agreeing that they share the
expertise in a practical way in the organization and the remaining 20% have a
neutral response.
64
1 AGREE 20 20.0
2 STONGLY 40 40.0
AGREE
3 NEUTRAL 40 40.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
PERCENTAGE
40
35
30
25
20 40 40
15
10 20
5
0 0 0
AGREE SRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
From the above table we can get a clear picture that 20% of the respondents
agree that they communicate their intention openly with others in their
organization and the next 40% strongly agrees with it and the remaining 40%
have neutral response.
65
SL NO INTERVALS NO OF PERCENT
RESPONDENTS
1 AGREE 50 50.0
2 STONGLY AGREE 30 30.0
3 NEUTRAL 20 20.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
PERCENTAGE
50
45
40
35
30
25 50
20
15 30
10 20
5
0 0 0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
The above table shows the inference about the communication of their ideas
with others 50% agree with it and 30% strongly agrees with it and the
remaining 20% have a neutral response.
66
40
35
30
25
20 40
PERCENTAGE
15 30
10
5 10 10 10
0
AGREE SRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
The above table represents the graph for the opinion of the sharing of feelings
with others in the organization 40% agrees with that 30% strongly agree and
10% have a neutral response and 10% have a disagreement and the remaining
10% strongly disagrees with this inference.
67
SL NO FACTORS NO OF PERCENT
RESPONDENTS
1 AGREE 30 30.0
2 STONGLY 20 20.0
AGREE
3 NEUTRAL 40 40.0
4 DISAGREE 10 10.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
40
35
30
25
20 40
15 30
10 20
5 10
0 0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION.
From the above representation we can identify that 30% of the respondents
agree that they can understand other person’s behavior in the organization and
the next 20% strongly agree with the statement and 40% have got a neutral
response and 10% have disagreement.
68
SL NO FACTORS NO OF PERCENT
RESPONDENTS
1 AGREE 60 60.0
2 STONGLY 40 40.0
AGREE
3 NEUTRAL 0 0.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
60
50
40
60
30
40
20
10
0 0 0
0
AGREE SRONGLY NEUTRAL DISAGREE SRONGLY
AGREE DISAGREE
INTERPRETATION
As per the table above 60% agrees with the inference that they are aware of the
organization culture and the remaining 40% has strongly agrees with the same
statement.
69
SL NO FACTORS NO OF PERCENT
RESPONDENTS
1 AGREE 50 50.0
2 STONGLY 40 40.0
AGREE
3 NEUTRAL 10 10.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
50
45
40
35
30
25 50
20 40
15
10
5
0 10
AGREE 0
STRONGLY 0
NEUTRAL
AGREE DISAGREE
STRONGLY
DISAGREE
INTERPRETATION
It is clear from the above table that 50% of the respondents agree that they are
aware of the norms following in the organization and the next 40% has
strongly agrees with it and the remaining 10% has got a neutral response.
70
SL NO FACTORS NO OF PERCENT
RESPONDENTS
1 AGREE 40 40.0
2 STONGLY 20 20.0
AGREE
3 NEUTRAL 30 30.0
4 DISAGREE 0 0.0
5 STRONGLY 10 10.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
45
40
35
30
25
20 40
15 30
10 20
5 10
0 0
AGREE STRONGLY AGREE NEUTRAL DISAGREE STONGLY
DISAGREE
INTERPRETATION
The table provides the data regarding the inference about the opinion of the
respondents regarding whether they set aside personal preference to meet the
organization goals 40% agree with it 20% strongly agrees and 30% have
neutral response and 10% strongly disagrees with the statement.
71
SL NO FACTORS NO OF PERCENT
RESPONDENTS
1 AGREE 40 40.0
2 STONGLY 60 60.0
AGREE
3 NEUTRAL 0 0.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
60
50
40
30 60
20 40
10
0 0 0 0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
The above data give an information that 40% agree with the statement that they
have confidence in behavioural competency regarding the work environment
and the remaining 60% available strongly agrees with the same.
72
SL NO INTERVALS NO OF PERCENT
RESPONDENTS
1 AGREE 50 50.0
2 STONGLY 10 10.0
AGREE
3 NEUTRAL 30 30.0
4 DISAGREE 10 10.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
50
45
40
35
30
25 50
20
15 30
10
5 10 10
0 0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
From the table above we can make an analysis that 50% of the respondents
agree with the fact that they can complete the task calmly when facing an
emotional situation the next 20% strongly agree with the statement and the next
30% have responded neutrally and the last 10% have a disagreement with it.
73
SL NO FACTORS NO OF PERCENT
RESPONDENTS
1 AGREE 20 20.0
2 STONGLY 60 60.0
AGREE
3 NEUTRAL 10 10.0
4 DISAGREE 10 10.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
70
60
50
40
30 60
20
10 20
10 10
0 0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
From the above table it is clear that 20% of the respondents have responded
that they strongly agree with the fact that they express their gratitude for a job
well done and create positive environment the next 60% strongly disagrees and
the 10%. Responded neutrally and the last 10% disagrees
74
SL NO FACTOR NO OF PERCENT
RESPONDENTS
1 AGREE 20 20.0
2 STONGLY 50 50.0
AGREE
3 NEUTRAL 30 30.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
50
40
30
50
20
30
10 20
0 0 0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
From the data given it is identified that 20% of the respondents agree with the
fact that they encourage co-operation and involve others in decision making
and the next 50% strongly agrees with the same statement last 30% responded
neutrally..
75
SL NO FACTOR NO OF PERCENT
RESPONDENTS
1 AGREE 70 70.0
2 STONGLY 30 30.0
AGREE
3 NEUTRAL 0 0.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
70
60
50
40
70
30
20
30
10
0 0 0
0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
From the above table we can get an analysis of the fact that about 70% of the
respondents review their own performance for the development purpose and
the next 30% supports the fact by strongly agreeing the statement..
76
SL NO FACTORS NO OF PERCENT
RESPONDENTS
1 AGREE 70 70.0
2 STONGLY 20 20.0
AGREE
3 NEUTRAL 10 10.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
70
60
50
40 70
30
20
10 20
10
0 0 0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
As per the data available it is inferred that 70% of the respondents agree with
the fact that they require specialized skill and knowledge to perform duties in
the organization 20% supports it by strongly agreeing and 10% responded in a
neutral way.
77
SL NO FACTOR NO OF PERCENT
RESPONDENTS
1 AGREE 60 60.0
2 STONGLY 40 40.0
AGREE
3 NEUTRAL 0 0.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
60
50
40
30
20
10
0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
According to the table given it is analyzed that 60% agrees with the statement
that they co-operate with the team work in the organization and the rest 40%
supports the fact by strongly agrees with the data.
78
SL NO FACTOR NO OF PERCENT
RESPONDENTS
1 AGREE 70 70.0
2 STONGLY 30 30.0
AGREE
3 NEUTRAL 0 0.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100
SOURCE – PRIMARY DATA
PERCENTAGE
100%
80%
60%
70 30
40%
20%
0%
0
0
0
INTERPRETATION
The table above shows the inference regarding the respondents opinion
that 70% agrees with the statement that they have a positive attitude at the
work field in the organization and the next 30% strongly disagrees with the
fact.
79
PERCENTAGE
50
45
40
35
30
25 50
20
15 30
10 20
5
0 0 0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
The inference about the above table is that 50% of the respondents agree with
the fact that they are willing to adopt changes in working conditions and terms
of employment next 30% strongly agrees with it and the last 20% have a
neutral response.
80
SL NO FACTORS NO OF PERCENT
RESPONDENTS
1 AGREE 40 40.0
2 STONGLY 20 20.0
AGREE
3 NEUTRAL 40 40.0
4 DISAGREE 0 0.0
5 STRONGLY 0 0.0
DISAGREE
TOTAL 100 100.0
SOURCE – PRIMARY DATA
PERCENTAGE
40
35
30
25
40 40
20
15
20
10
5
0 0
0
AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE
INTERPRETATION
From the data given it is identified that the 40% of the respondents supports
and agrees with the fact that they react properly when facing a critical situation
20% strongly agrees with it and the next 40% has a neutral response.
81
Null Hypothesis
TABLE 5.1
1 AGREE 40
2 STRONGLY AGREE 30
3 NEUTRAL 10
4 DISAGREE 10
5 STRONGLY DISAGREE 10
Total 100
FORMULA
(O-E) 2
2 = E
O = Observed frequency
E = Expected frequency
COMPUTATION OF CHI-SQUARE ( 2 )
1 40 20 20 400 20
2 30 20 10 100 5
3 10 20 -10 100 5
4 10 20 -10 100 5
5 10 20 -10 100 5
TOTAL 40.0
=4
83
Level of significance = 5%
INFERENCE
60 40 0 0 0
ORGANIZATION
CULTURE
OTHER PERSONS 30 20 40 10 0
BEHVIOUR
COMMUNICATE 50 30 20 0 0
IDEAS
PERSONAL REVIEW 70 30 0 0 0
Table 6.2
POINT WEIGHTAGE 5 4 3 2 1
ORGANIZATION
CULTURE
INFERENCE
The above table infer and gives us a clear picture that most of the people
are very much aware of the organization culture and they are very much agree
with the fact that they makes a personal review of them for their own
development personal review and organization culture has achieved higher and
leading ranks and last ranks are occupied by the communication of ideas and
understanding other person’s behaviour in the organization.
85
CHAPTER-5
FINDINGS, SUGGESTION
AND
CONCLUSION
86
we can get an inference that about 60% of the respondents belong to the
age group of 20-30, and 30% of them belong to the age category of 30-
40 and the remaining 10% belongs to the age group 40-50.
From the table we can Identify that the sample respondents were
predominantly males constituting 60% of the sample population and the
remaining 40% constituted females
As per the above representation we found that 40% agree that they share
the job related knowledge with others in the organization and 60%
strongly agree with the same concept.
From the response received we identified that the first and the second
40% of the respondents are agreeing and strongly agreeing that they
share the expertise in a practical way in the organization and the
remaining 20% have a neutral response.
87
we can get a clear picture that 20% of the respondents agree that they
communicate their intention openly with others in their organization and
the next 40% strongly agrees with it and the remaining 40% have neutral
response.
We identified inference about the communication of their ideas with
others 50% agree with it and 30% strongly agrees with it and the
remaining 20% have a neutral response.
The opinion of the sharing of feelings with others in the organization
40% agrees with that 30% strongly agree and 10% have a neutral
response and 10% have a disagreement and the remaining 10% strongly
disagrees with this inference.
we can identify that 30% of the respondents agree that they can
understand other person’s behavior in the organization and the next 20%
strongly agree with the statement and 40% have got a neutral response
and 10% have disagreement.
As per the table above 60% agrees with the inference that they are aware
of the organization culture and the remaining 40% has strongly agrees
with the same statement.
It is clear from the above table that 50% of the respondents agree that
they are aware of the norms following in the organization and the next
40% has strongly agrees with it and the remaining 10% has got a neutral
response.
The table provides the data regarding the inference about the opinion of
the respondents regarding whether they set aside personal preference to
meet the organization goals 40% agree with it 20% strongly agrees and
88
30% have neutral response and 10% strongly disagrees with the
statement.
The above data give an information that 40% agree with the statement
that they have confidence in behavioural competency regarding the work
environment and the remaining 60% available strongly agrees with the
same.
From the table above we can make an analysis that 50% of the
respondents agree with the fact that they can complete the task calmly
when facing an emotional situation the next 20% strongly agree with the
statement and the next 30% have responded neutrally and the last 10%
have a disagreement with it.
It is clear that 20% of the respondents have responded that they strongly
agree with the fact that they express their gratitude for a job well done
and create positive environment the next 60% strongly disagrees and the
10%. Responded neutrally and the last 10% disagrees.
From the data it is identified that 20% of the respondents agree with the
fact that they encourage co-operation and involve others in decision
making and the next 50% strongly agrees with the same statement last
30% responded neutrally.
From the table we can get an analysis of the fact that about 70% of the
respondents review their own performance for the development purpose
and the next 30% supports the fact by strongly agreeing the statement.
As per the data available it is inferred that 70% of the respondents agree
with the fact that they require specialized skill and knowledge to perform
89
According to the table it is analyzed that 60% agrees with the statement
that they co-operate with the team work in the organization and the rest
40% supports the fact by strongly agrees with the data.
The table above shows the inference regarding the respondents opinion
that 70% agrees with the statement that they have a positive attitude at
the work field in the organization and the next 30% strongly disagrees
with the fact.
The inference about the above table is that 50% of the respondents agree
with the fact that they are willing to adopt changes in working conditions
and terms of employment next 30% strongly agrees with it and the last
20% have a neutral response.
From the data given it is identified that the 40% of the respondents
supports and agrees with the fact that they react properly when facing a
critical situation 20% strongly agrees with it and the next 40% has a
neutral response.
The above table infer and gives us a clear picture that most of the people
are very much aware of the organization culture and they are very much
agree with the fact that they makes a personal review of them for their
own development personal review and organization culture has achieved
higher and leading ranks and last ranks are occupied by the
communication of ideas and understanding other person’s behaviour in
the organization
91
It is found from the study that all the factors like personal, organizational,
work environment have high influence on employees behavioural
competencies. Hence human resource should focus on these key areas
which may help in reducing turnover and achieve higher productivity.
The company can develop advanced training methods for the all round
development of employees.
CONCLUSION
The main objective of the study was to identify the behavioural competencies
of the employees with special reference to SAINT GOBAIN SEPR
refractories.
The purpose of the study was to understand how far the employees are aware
about the importance of behavioural competencies and to ascertain
satisfaction of employees on their working conditions and organizational
environment. When the performance of the employee largely depends upon
the behavioural competencies, we can infer that it is the important concern of
the management.The study reveals the behavioural competency of the
employees helps the organization to improve its productivity and job
performance of the employees. The study reveals that most of the employees
strongly agree that behavioural competencies are very much important in
overall job performance of the employees and reflects in it in a positive
manner..
A sample of 100 were used to study this topic through questionnaire and
their study reveals the behavioural competencies of the employees and
helped to identify the level of behavioural competencies among the
employees in the organization. The study was at last concluded in a manner
that behavioural competency analysis is vital for every organization for fresh
thinking , innovation, idea generation and competency. So organizations
should take proper steps to continuously review the behavioural
competencies.
93
BIBLIOGRAPHY- BOOKS
WEBSITES
APPENDIX
95
QUESTIONNAIRE
QUESTIONNAIRE
PERSONAL PARTICULARS
1. NAME :
2. AGE :
3. GENDER : (a) Male (b) Female
4. DESIGNATION :
5. EDUCATIONAL QUALIFICATION: (a) UG (b) PG (c) DIPLOMA (d) ITC/ITI
6. EXPERIENCE AT SAINT GOBAIN : (a) 1-5 (b) 6-10 (c) 11-15 (d) ABOVE 15
8. Can you share to apply your expertise in practical way in this organization?
(a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
9. Can you communicate your intention openly and directly with others in the
organization?
(a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
10. Are u able to properly communicate your ideas with others in the organization?
(a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
11. Are u free to share your feelings openly with others in the organization?
(a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
12. Can you understand about the other person’s behaviour in this organization?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
15. Do you able to set aside own personal preference to meet the organization goals?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
16. Do you have confidence in your behavioural competency regarding the work
environment?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
17. Are you able to complete task calmly when facing an emotional situation?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
18. Do you express your gratitude for a job well done and create a positive environment?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
20. Do you review your own performance explicitly for development purpose?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
21. Do you need special skills and knowledge to perform your duties in this organization?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
23. Do you have a positive attitude at your work field in this organization?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
24. Are you willing to adopt the changes made in your organization’s working conditions
and terms of employment?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
25. Are you able to react properly by facing a critical situation in your organization?
a)Agree (b)Strongly agree (c) Neutral (d) disagree (e) strongly disagree
26. Do you have any suggestion, which you think your management should do for
improvement?......................................................................
THANKYOU