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This case aims to enhance students’ scholarship and understanding of performance management systems with respect to the formulation of key performance indicators (KPIs). Specifically, working through this case and the assignment questions, students will be able to:▪ critically analyse process-based and outcome-based performance indicators;▪ recommend the right mix of process- and the outcome-based KPIs;▪ apply the specific, measurable, aligned, realistic and time-bound (SMART) framework to the KPIs;▪ create SMART KPIs; and▪ propose when to involve team members in decision-making.

The Director of the Centre for Learning and Innovative Pedagogies (CLIP), Dr Tanushree Sharma, was in for a surprise when the Dean and the Advisor to the school expressed their dissatisfaction with her approach to framing performance indicators for the management of the Centre.

They categorically advised her to change her process-based orientation to an outcome-based one and create tangible ground-level outcomes. Their feedback made her realize why, in spite of having rolled out several initiatives, the Centre was struggling to demonstrate its impact on student learning and faculty development. It dawned on her that the Centre’s inability to showcase a tangible impact on the school could mar the collective hard toil of the team.

Accepting the feedback and recognizing the merit of designing outcome-based SMART performance indicators, she started working towards them. Although she was able to conceptualize a broad framework, she was uncertain about whether to include only outcome-based KPIs. She was also unsure whether to unilaterally create and assign the key responsibility areas (KRAs) and KPIs or co-create them with her team members. A confluence of factors weighed heavily on her mind – the pressure of limited time, remote working because of the pandemic, moderately experienced team members, voluntary team membership, lack of positional power and her limited organizational influence. With less than a month to the proposal submission, she had no time to waste.

The case is suitable for courses on performance management systems, human resources and leadership; however, it is particularly relevant to framing KRAs and KPIs, developing outcome-based KPIs and applying the SMART framework to developing KPIs. It can be used in both postgraduate and undergraduate programmes at business schools.

Teaching notes are available for educators only.

CSS 6: Human Resource Management.

The case’s learning objectives to work on can vary according to the topic selected by the teacher. This case has been put forward with a particular interest in corporate strategy issues, specifically, on the joint management of businesses (in this case, academic programs). Therefore, students are expected to be able to understand the managerial dilemma on centralization and decentralization; recognize the peculiarities of a shared services center (SSC); and decide on which services to centralize in an SSC.

Centralizing or not centralizing is a frequent managerial dilemma. This is a challenge faced not only by business managers but also by corporate level areas responsible for jointly managing various businesses. Resources and capabilities allocation is an essential process for strategy execution, specifically in corporate strategy that must answer the question: How to jointly manage businesses? Sharing services is a collaborative strategy which aims to increase efficiency by centralizing some processes related to this joint business management. Mario, Dean of the Escuela de Administración in Medellín, Colombia, intends to optimize the school resource allocation processes so that there is more equitable support between the different academic programs. For this, he has thought of creating an SSC as it is a practice that he has seen in prominent companies in the city. His idea is to start operating the SSC in early 2018; however, the particular character of a management school leads him to ask himself: What to centralize and what not to centralize?

This case of decision (Ellet, 2007; Sánchez et al., 2013) can be used to promote student learning of strategy courses both at advanced undergraduate levels and in graduate programs. Likewise, it can be used in workshops with executives and administrative personnel of companies that face the centralize–decentralize dilemma. These types of topics are the subject of study by both corporate strategy theorists who address the question of how to jointly manage business (Menz et al., 2015; Michael Porter, 1987) and consultants (Deloitte, 2012). It is desirable, although not mandatory, that students have some knowledge or experience in strategic issues and challenges associated with the administration of companies made up of various businesses (multi-business firms).

Teaching Notes are available for educators only.

CSS 11: Strategy.

Corporate social responsibility (CSR).

Graduate, undergraduate and executive education.

The Institute of Management Technology, Nagpur, in the year 2013 started the Centre for Corporate Governance to emerge as an academic and research center for the industries in the vicinity of Nagpur and engage industries in CSR activities. On completion of one year of the center, the team responsible for execution of the programs was disappointed with the Centre’s progress. They decided to start an empowerment program with students from a poor village school. The initiative was well received by the school and its students. Now the team is facing the challenge of sustainability and scale up of the initiative.

To understand the concept and motives of CSR; to evaluate how a nonprofit-making entity can contribute to its communities; to explain the nuances of stakeholder engagement; social empowerment and inclusiveness; and student engagement and volunteerism.

Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CSS 11: Strategy.

The learning outcomes are as follows: introduce the concept of the decision-making process, decision-making unit and hierarchy of effects and marketing strategy; identify the critical aspect of segmentation, targeting and positioning; and highlight the critical element of pricing and communication media.

In early January 2017, Mr Ashish and Mr Rahul, co-founders of Biziga, a company engaged in training through simulation for management education, was at crossroads. Keeping in view the challenges of the emerging Indian market, Biziga envisioned creating participant-centric business learning simulations. The initial responses and feedback received from several top B-schools were promising. However, the euphoria did not last long. Biziga retained only a few of its initial clients from the Tier-1 B-schools who had adopted the product. But the response received from other categories of B-schools was not very encouraging. Acquiring new clients from these institutes was the major challenge. The founders of Biziga had differences in their thought about the strategic path they should pursue to achieve future growth. There were several options to achieve the goal of a target revenue of INR 1bn in the next five years and be known as a virtual gamification company with a complete bundle of business simulation products. They had to finalize for the financial year 2017-18 the most feasible and promising option/s that would have a long-term impact on the company’s future growth and success in the upcoming meeting scheduled in the last week of February 2017.

Postgraduate students and executive students.

Teaching notes are available for educators only.

CSS 8: Marketing.

The Director, Jaipuria Institute of Management, Lucknow is preparing to face two challenges: maintaining the educational purpose of transforming students into down-to-earth managers and lifelong champions of the institute, and attracting and retaining good faculty. The case illustrates the institutional processes that a school which is part of a chain needs to consider. The tension between autonomy and conformity, and the concept of a corporate office, which is new to educational settings, are illustrated.

Dean Lynn, of Augustine State University's School of Business Administration, has been asked to develop online offerings as a prototype for the rest of the university. The decision he faced was whether to (A) take on the project alone or (B) make a ten-year commitment to a specialized vendor. If option B was selected, the further choice was whether to allow the vendor to handle everything short of instruction with a customized program or to handle only the marketing elements of the task. In the course of considering what to do, Dean Lynn was faced with the financial as well as the qualitative dimensions of the choice. The purpose of this case is to provide students a vehicle to explore the myriad considerations inherent in every organization's decision making process… qualitative as well as quantitative.

Learning objectives of this case is to understand the hairdressing industry and develop the sub-branding strategy. After reading this case and practicing in class, students should be able to understand this business and marketing terminology and apply them in the real world. Students will learn the branding strategies: brand extension, brand architecture and brand portfolio. Students will design (DS) the brand name for the new store.

Case synopsis Mr. Tai-Hua Teng (aka TR) was a hair artist and opened his first hair salon, vis-à-vis (VS), in 1989 using a high-end positioning strategy. VS focused on offering superb and diverse services to keep ahead of the competition rather than trying to undercut prices. VS hair salon had a solid foundation based mainly on the elite, celebrities and high-salary customers. In 2017, TR owned 16 stores (including one in Canada and two intern salons), 1 academy, 265 employees and 3 brand names. The three brand names were VS, DS and concept (CC). DS and CC were less known to the public, so now these two brands had been carried the parent name and were known as VS DS and VS CC. Quick cut hairdressing businesses were thriving because customers needed quick and cheap hairdressing services. Acknowledging the benefits of entering the highly competitive quick haircut market, TR began to contemplate the new brand name and services to offer. VS had adopted the brand house strategy but TR wondered if it was better to have an individual brand name when entering the quick haircut market. The sub-branding strategy carried the established quality assurance of VS but there was possible brand overlap. An individual new brand name might lack the well-established values from VS but it also showed the potential to reach different segments of customers. TR’s decision to make: a branded house or hybrid? This case showed a high-end hair salon facing the need for simplicity in the market and considered how to expand its business to the lower-end market. Keywords: hairdressing, brand extension and sub-branding strategy.

Level of difficulty: easy/middle level to undergraduate courses specific prerequisites: it is not necessary for students to prepare or read any marketing theory or chapters of the textbook. However, it would help a more in-depth discussion if students know the CCs of brand architecture, brand portfolio, brand extension and line extension.

Teaching Notes are available for educators only.

CSS 8: Marketing.

Auditing, accounting, finance, control.

Upper level undergraduate, MBA, MS accounting.

This case takes an internal approach by exploring how PricewaterhouseCoopers - Egypt develops and applies industry specialization in an emerging market such as Egypt. The case focuses on three aspects of specialization. First, the strategic drivers behind specialization. Second, the internal processes of building industry-specific knowledge. Finally, the costs and benefits of specialization.

Industry specialization is a strategy:

• Specialization is a strategy primarily used by Big 4 auditing firms, such as PwC-Egypt as a means of differentiating it self from the market.

Specialization is a strategy primarily used by Big 4 auditing firms, such as PwC-Egypt as a means of differentiating it self from the market.

Industry specialization is a culture:

• For specialization to be fully effective a learning culture should be in place in which firm personnel are committed to continually seek new in-depth knowledge about clients and their industries.

For specialization to be fully effective a learning culture should be in place in which firm personnel are committed to continually seek new in-depth knowledge about clients and their industries.

Human resources are the most valuable asset of auditing firms:

• Auditing is a service that involves extensive professional judgment. Thus, knowledge and expertise of its personnel is what differentiates one auditing firm's staff from another.

Auditing is a service that involves extensive professional judgment. Thus, knowledge and expertise of its personnel is what differentiates one auditing firm's staff from another.

Teaching notes.

This case is intended for use in a course on supply chain management.

The study is applicable to MBA or executive MBA programme.

The Akshaya Patra Foundation (TAPF) is an Indian non-governmental organisation which provides free mid-day meals to students in government schools. This case revolves around one of its kitchen facility (TAPF Bhilai) located in Bhilai in the Chhattisgarh province of India. TAPF Bhilai is about to witness a significant increase in the number of students to cater for. The Unit President, Vyomapada Das, is determined to ensure that there is no compromise in the standards of service in terms of quality and hygiene of meals in the wake of present expansions. As such, he recognizes that addressing a social cause brings additional responsibilities to them towards ensuring superior quality meals. He thereby lays a special emphasis upon the role of purchasing and supply in facilitating the scale expansion.

This case intends to demonstrate the process of managing, purchasing and supply for a socially responsible supply chain. Students must be able to appreciate the challenges associated with such a system. By applying the key theoretical concept of the social capital theory, they must also understand the nature of managerial responses inherent in these challenges.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CSS 9: Operations and Logistics.